臺灣醫師的人才培育回顧與展望

林啓禎

《醫療品質雜誌》 13卷4期 (2019/07) Pp. 4-8

https://doi.org/10.3966/199457952019071304001

摘要

臺灣的正規醫學教育始於1897年，經過122年的演進，目前共有13個醫學系在從事醫師的人才培育。而醫學教育制度歷經日式到美式的系統轉變、學士後醫學系學制的探討與教育評鑑接受國際接軌的衝擊，目前正式發展成六年期的學校教育（UGY）後加上二年期畢業後一般醫學訓練（PGY），而入學方式利用面談來確認有志學醫者是否有奉獻的心理素質，利用通識博雅教育來確保醫學人文與專業素養，透過系統化融合基礎與臨床醫學教育來培育結構化臨床技能，並以持續的專業精進來評核醫師核心能力，都成為重要的改革成果。醫策會與醫學教育專家則持續討論及研擬訓練執行細節，力求新制度順利轉銜，並朝臺灣醫師養成教育中的理想目標邁進，即能夠翻轉臺灣醫療生態的價值扭曲，而醫師則能透過終身學習與不斷成長來體會習醫的專業價值與人生樂趣。

並列摘要

The Taiwanese formal medical education system can be traced back to 1897, and 13 medical schools have been developed in 122 years. The system experienced a cultural shift from Japanese to American culture. The system began with a trial phase of postgraduate medical education and faced the challenge of obtaining international medical accreditation. Finally, it developed into the current combined system of a 6-year undergraduate year and a 2-year postgraduate year program. This innovation included entrance interviews to scrutinize the applicants' cast of mind, a liberal arts education to ensure the sophistication and virtue of medical students, a system-integrated basic and clinical education to hone their clinical expertise, and continued education to enhance the core clinical competencies of medical professionals. Prospectively, the Joint Commission of Taiwan aims to cooperate with experts on medical education to investigate in detail each period of education, training, and system transition. It is also expected that medical doctors will be driven to uphold the values of healthcare; correct value distortions in the care system; and through life-long learning, achieve fulfillment and accomplishment in their medical careers.