The Analytical Perspective of Ensuing Social Impacts on Current Training of Internist in Taiwan

The shortened timeline of Taiwan's medical education system and the restriction of resident duty-hour have reduced the time of clinical exposure and arise the concern of teachers about the competencies of training doctors. The pandemic of COVID-19 further drifts apart the relationships between teachers, students, and patients. Despite that distance learning replaces most of the classes in person, the experience learned from practicing clinical activities is indispensable. Whether the doctors trained in such circumstances can respond to the healthcare system to provide safe and effective service, therefore, becomes an issue of medical education. In the meantime, the learner-centered, time-course independent, and outcome-based education theory has gained increasing attention in Taiwan. Such a competency-based medical education uses competency as the frame to construct the curriculum and contains observable behaviors for milestones or entrustable professional activities to assess learning achievement. Ultimately, a learner's clinical competence and readiness for unsupervised is determined by a clinical competency committee. By stepwise implementing competency-based medical education, we will be able to convert these impacts into an opportunity of improving our medical education.