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1.To improve faculty cultivation; to stimulate teaching enthusiasm; to cultivate liberal arts education; to deepen humanistic medicine; to create a caring campus culture; to provide a pipeline for sophisticating teaching strategies; to enhance the effectiveness and quality of teaching.
2.To expand school exchanges on teaching skills; to promote diversification of courses; to innovate teaching techniques and to feedback for improvement; to strengthen the mutual functions of teaching and learning; to create a qualified learning environment for teachers and students.
3.To shape school with patient-focused education; to assist teachers in self-learning and development; to continue cultivating students with both techniques and ethics; to assert holistic medical education reform.
1.Nurturing excellent faculties to meet the needs of the military; tutoring teachers to possess professional intelligence; constructing a learning environment to mutually benefit teacher and student; to achieve the all-round goal of lifelong learning.
2.Assisting faculties to establish career orientation; integrating basic and clinical courses; concentrating teaching and research facilities and resources; implementing the assessment and evaluation system; to ensure the quality of teaching.
3.Integrating core curriculum of military medicine; sophisticating interdisciplinary research quality; focusing on expertise and teamwork; to enhance the effectiveness of war and disaster relieves.
4.Developing high-level faculties of biomedical research to innovate biomedical knowledge and theories.
In order to integrate our basic and clinical teachers cultivation resources, National Defense Medical Center (NDMC) first combined the Teacher Training Group and the Clinical Teacher Training and Internship Committee in August, 2005 to form the National Defense Medical Center Teacher Training Center, responsible mainly for planning to nurture the faculty, innovate teaching techniques, and related matters. At this stage, the Center held several workshops in PBL teaching, curriculum integration, communication skills camp, and organized inter-institutional seminars with domestic medical schools such as National Taiwan University, National Yangming University, and Fu Jen Catholic University, to share PBL experience of guiding teacher and student to achieve the aim of self-learning.
In April, 2007, in order to strengthen the integration of hospital resources, improve the teaching quality, research capabilities, and teachers’ ethics and self-development; the Center was formally set and re-named as the Center for Faculty Development (CFD), National Defense Medical Center, in accordance with Article 14 of the NDMC organizational regulations. Under the Center’s infrastructure, the Dean of NDMC was designated as the Center Director to lead the two subgroups of Clinical Teacher Development and General Education and Basic Science Teachers Development to execute various faculty development activities.
To facilitate the self-growth momentum, CFD was re-organized in September, 2011 with the chairman of the Education Board of NDMC as its director. Assisted by two deputy directors, the CFD director leads the four active working groups: Teaching Methodology, Teaching Assessment, Teaching Resources, and Research Integration. It is by efficient operation of CFD and active participation of our teachers that we hope they could assist our faculty to achieve the career planning and development goals in teaching, research and service.

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  • Update Date:2023/10/25 上午 09:09:00