醫學教育應以訓練出具有豐富的醫學知與技能、有人文素、能有效的傾聽與人溝通、有團隊精神訓練、能獨立思考、並且能自終身學習的醫師標。二十一世紀醫師必須具備ACGME所強欠的六譴基本能力，包括：病人照護、醫學知、溝通技巧、專業素養、實作為基礎的學習與改善、制度為基礎的實作，相對的醫學教育制度也需要「因應社會需求、連續性與完整性、規範化與國際化、培養核心能力」等四大趨勢發展，醫學教育的內容尚必需涵蓋生物、自然文、社會科學的各領域，才能培養「以病人為中心」具備「全人醫療」理念的現代化良醫。從1992年臺大醫學教育改革開始，這一波的醫學教育革幾乎是全面性的展開：從醫學系學生的甄選、學習者為中心教育理念的演進、注重博雅教育的人格薰陶、小組教學方法的創新(如PBL)、基礎臨床課程的整合、教學評量的多元化(如OSCE與mini-CEX)、教師的專業等，都可看到臺灣醫學院評鑑委會(TMAC)評鑑及建言的；2003年的SARS風暴，暴露出國內臨床醫學教育的嚴重缺點，臨床醫學教育的改革更顯得迫切需要，衛生署乃委策會施「一般醫學訓練計畫」，加強培養新一代醫師的核心能力，注重實習醫師和住院醫師的臨床綜合能力的訓練，將教學過程及教學成效列為教學醫院評鑑的評核重點，這是改善臺灣醫療服務品質的重要環節。在TMAC與施策會的共同推動下，各醫學院校無不全力以赴醫學教育的改革，目前，臺灣的醫學教育已受到美國的肯定並與世界接軌，臺灣的醫學教育不知不覺中正在進行一場「寧靜革命」。

The goal of medical education is to produce physicians who (1)are prepared to provide humanistic high quality care to the patients, (2)are knowledgeable and skillful, (3)are effective in team approaches to patient care, (4)listen and communicate effectively, (5)demonstrate an analytic thinking approach to clinical situations, (6)are self-directed and life-ling learners. Physicians in the 21st century must possess the sic general competencies identified by ACGME including: patient care, medical knowledge, interpersonal and communication skills, professionalism, practice-based learning and improvement, and systems-based practice. The trend of development of our medical education system should advance in accordance to social need, in continuity and solidity, in formalization and internationalization, and in cultivating the core competencies of physicians. In addition to medical science, the integrated courses should cover the biology, nature, humanities and sociology to cultivate medical students with patient-centered and holistic care capabilities. The medical education reform in Taiwan was imitated at National Taiwan University in 1992, and the reform covered many aspects of medical education, including: selection of medical students, the development of learner-centered pedagogy, the respect of liberal art education, the development of small-group teaching (e.g. PBL), the integration of curricula of the basic and clinical medicine, diversification of assessments (e.g., OSCE and mini-CEX), the facilitation in development of the faculty. All these changes can be attributed to the impact of accreditation for medical schools by TMAC. The deficits of the medical education system in Taiwan were all exhibited furring the period of SARS crisis in 2003, specially the clinical training program. The National Health Research Institute (NHRI) was authorized by Department of Health to bring into force the “general medicine training program in teaching hospital” immediately after the SARS crisis. The aim of the “training program” is to cultivate the new generation of medical doctors to have the core competencies for patient care. The training program is competency-based to emphasize not only the process but also the outcome of the training. It’s very important to enhance the quality of medical practice and patient care to our country. Under boost of the TMAC and NHRI, all medical schools are all devoting every effort to the progress of the medical education reform. Nowadays, the standard and quality of the medical education system has been acknowledged by U.S. and other developed countries. We are undergoing a “silent revolution” of medical education in Taiwan.