|
一、中文部分 王道還(譯)(2005)。醫學簡史(原作者Porter R.)。台北:商周。(原出版年1997) 方基存、陳祖裕、李祥生、廖慧娟(2007)。 畢業後一般醫學訓練計畫推動感想-內、外科教學老師。醫療品質雜誌,1(6), 9-14。 王思峰、林于荻、陳禹辰(2003)。組識文化如何影響知識分享之探索性個案研究。臺大管理論叢,13(2),59-99。 王崇禮(2010)。日本殖民統治下的臺灣醫學。取自 http://mmh.mc.ntu.edu.tw/museums/document5_3_2.html (民107年5月1日) 石崇良(2011)。醫學教育的新里程碑-談全一年期畢業後一般醫學訓練計畫。 醫療品質雜誌,5(3),73-75。 朱真一(2013)。臺灣早期的學徒式醫學教育 林燕臣先生:第一位臺灣人「醫學教授」。臺灣醫界,56(2),59-63。 何清幼、陳錦煌、張必正、朱雪娥、廖慧娟(2007)。畢業後一般醫學訓練計畫推動感想-社區教學老師。醫療品質雜誌,1(6),15-20。 宋瑞樓(1998)。醫學教育改進之研議。醫學教育,2(4),369-377。 吳明隆(2009)。SPSS 操作與應用: 問卷統計分析實務 (二版)。臺北市:五南。 吳明隆、張毓仁(2011)。SPSS (PASW) 與統計應用分析I。台北:五南。 吳明隆、張毓仁(2011)。SPSS (PASW) 與統計應用分析Ⅱ。台北:五南。 吳明儒、陳怡行、陳得源、許惠恆、藍忠亮(2007)。台中榮民總醫院一般醫學內科訓練示範中心之運作經驗。醫學教育,11(3),244-250。 吳明儒、藍忠亮、許惠恆、陳得源、陳怡行、謝祖怡、李欣儒(2010)。一般醫學訓練師資培育計畫-台中榮民總醫院執行經驗分享。醫學教育,14(4),293-303。 李玉春、黃昱瞳、黃光華、葉玲玲、陳珮青(民103)。全民健保支付制度改革之回顧與展望。臺灣醫學,18(1),53-66。 李明濱(2003)。 SARS 風暴的啟示。醫學教育,7(1),1-2。 李昭蓉(2012)。師徒怎麼配?論師徒功能、員工知識分享與創新行為關係中師徒類型之調節角色。人力資源管理學報,12(4),81-105。 周曉虹、楊語芸(譯)(1995)。社會學習理論 (原作者Bandura A.)。台北:桂冠圖書股份有限公司。(原出版年1997) 林育志、王程遠、陳苓怡、方姿蓉、蔡宜純、顏正賢(2007)。 高雄醫學大學附設中和紀念醫院一般醫學內科訓練示範中心運作經驗分享。醫學教育,11(4),318-324。 邱皓政(2006)。量化研究與統計分析。臺北:五南。 邱皓政(2010)。量化研究與統計分析: SPSS (PASW) 資料分析範例解析。五版:五南。 胡文萍(2007)。主治醫師對畢業後一般醫學訓練計畫的認知態度(未出版之碩士論文)。臺北醫學大學,台北。 郭為藩(1971)。角色理論在教學上之意義。國立臺灣師範大學教育研究所集刊。 莊永明(1998)。臺灣醫療史。台北:遠流公司。 張友珊、楊志良(1999)。 全民健保對各科醫師消長影響之初探。中華公共衛生雜誌,18(2),123-137。 張金堅、陳炯年、朱樹勳(1998)。全民健保後外科醫師人力之調查與分析。醫學教育,2(3),273-281。 張曉平(2017)。 臺灣醫學院評鑑委員會發展史研究(未出版之碩士論文)。國立臺北教育大學教育學系學位論文,台北。 陳木金(2009)。認知學徒制理論對精進教師教學傳習的啟示。國立政治大學教學發展中心電子報。 陳向明(2002)。社會科學質的研究。台北市: 五南。 陳彥元、朱宗信、張上淳、楊泮池(2012)。畢業後一般醫學訓練成效評估簡介與未來展望。醫療品質雜誌,6(4),42-45。 陳啟淦(2002)。 切膚之愛: 蘭大衛的故事。台北:文經社。 陳淑如、盧美秀、陳靜敏、沈宗奇(2003)。醫院評鑑制度的探討。臺灣醫界,46(11),45-47。 陳偉德(2004)。 參加 2004 年美國醫學院協會年會記實。醫學教育,8(3),350-355。 陳雅苓(2009)。日治時期臺灣公醫制度的在地化(未出版之碩士論文)。 暨南大學,南投。 陳嘉彌(2000)。 另類的教師成長: 師徒式專業成長構念之探析。花蓮師院學報第十期,27-46。 陳耀東(2004)。 全民健保不同支付制度對醫師執業行為之影響及比較。管理學報,21(2),237-255。 鈕文英(2014)。質性研究方法與論文寫作。台北市:雙葉書廊。 黃天祥、廖慧娟(2007)。畢業後一般醫學訓練計畫實施回顧。醫療品質雜誌,1(6),4-8。 黃伯超(2000)。出席美國醫學教育聯繫委員會會議。行政院國家科學委員會專題研究成果報告(編號:NSC89-2517 -S002-003),未出版。 黃芳銘(民104)。結構方程模式-理論與應用。台北:五南。 葉金川(2002))。全民健保傳奇。台北:董氏基金會出版. 楊玉齡(2002)。一代醫人杜聰明。台北:天下文化。 楊明仁、蔡瑞熊(1997)。從社會與教育制度看臺灣醫師人才的培養。醫學教育,1(2),21-28。 楊明仁、蔡瑞熊(1999)。某醫學院學生之專科選擇及其相關因素。醫學教育, 3(2),147-154。 楊盈盈、李發耀、徐會棋、莊喬琳、李文興、張景智、戴政宏(2011)。探討師資培訓計畫對PGY1臨床教師教授與評估PGY1住院醫師六大核心能力技巧的效果。醫學教育,15(2),120-133。 新制教學醫院評鑑基準試評作業要點,2006年5月 新制教學醫院評鑑基準試評作業要點,2011年1月 葛謹(2010)。臺灣醫師制度之沿革。臺灣醫界,53(7),367-371。 蔡景仁(2004)。SARS 事件暴露了詢問病史教學與訓練的缺失。醫學教育,8(3),356-357。 廖國臣、劉茂森、鄭惠信、蒲秀瑾、李承鴻、陳明如、葉森洲(2007)。 一般醫學內科訓練示範中心:長庚醫院經驗。醫學教育,11(3),251-259。 廖慧娟(2007)。教學醫院評鑑改革。醫療品質雜誌,1(1),38-41。 潘億文、蔡甫昌、江宜樺(2012)。疫病與社會: 臺灣歷經 SARS 風暴之醫學與人文反省。台北,國立臺灣大學醫學院。 鄭瑩妮、胡昌亞、簡世文(2013)。師徒功能與徒弟知識分享。商略學報,5(1),37-56。 劉鶴群、廖淑娟、陳竹上、陳美靜(譯)(2011)。社會學(原作者Schaefer, R. T.)。 臺北市: McGraw-Hill International Enterprises, Inc。(原出版年2010) 謝博生(1997)。醫師教育模式之變遷。醫學教育,1(2),3-10。 謝博生(2003)。一般醫學教育:後 SARS 時代的醫師培育。台北:國立臺灣大學醫學院出版。 謝獻臣(1985)。中華民國醫學教育 1984-1985。高雄醫學科學雜誌,1(8),460-476。 顏裕庭(1998)。臺灣醫學教育的軌跡與走向。台北: 藝軒。 譚開元、張正二(1985)。 我國教學醫院現況及評鑑。Journal of Medical Sciences,6(2),115-148。 醫學院評鑑委員會(1999)。醫學院評鑑委員會源起。擷取自 http://www.heeact.edu.tw/ct.asp?xItem=854&CtNode=334&mp=3 (民107年5月1日)
二、西文部分 Bandura, A. (1997). Self-efficacy: The exercise of control. London, UK: Macmillan. Bandura, A., & Walters, R. H. (1977). Social learning theory. Upper Saddle River, NJ:Prentice-Hall Bell, A., & Mladenovic, R. (2008). The benefits of peer observation of teaching for tutor development. Higher Education, 55(6), 735-752. Biddle, B. J. (2013). Role theory: Expectations, identities, and behaviors.New York, NY :Academic Press. Bobbitt, H. R., & Behling, O. C. (1981). Organizational behavior: A review of the Literature. The Journal of Higher Education, 52(1), 29-44. Boud, D., & Middleton, H. (2003). Learning from others at work: Communities of practice and informal learning. Journal of workplace learning, 15(5), 194-202. Busari, J. O., Weggelaar, N. M., Knottnerus, A. C., Greidanus, P. M., & Scherpbier, A. J. (2005). How medical residents perceive the quality of supervision provided by attending doctors in the clinical setting. Medical Education, 39(7), 696-703. Chan-Yeung, M., & Xu, R. H. (2003). SARS: Epidemiology. Respirology, 8 Suppl, S9-14. Clarke, L. (2016). Teacher status and professional learning: The place mode. St Albans, UK: Critical Publishing. Cliff, N. (1988). The eigenvalues-greater-than-one rule and the reliability of components. Psychological Bulletin, 103(2), 276. Coy, M. W. (1989). Apprenticeship: From theory to method and back again. Albany, NY: State University of New York Press. Cruess, R. L., Cruess, S. R., & Steinert, Y. (2016). Teaching medical professionalism. New York, NY: Cambridge University Press. Cruess, S. R., Cruess, R. L., & Steinert, Y. (2008). Role modelling-Making the most of a powerful teaching strategy. British Medical Journal, 336(7646), 718-721. Elzubeir, M. A., & Rizk, D. E. (2001). Identifying characteristics that students, interns and residents look for in their role models. Medical Education, 35(3), 272-277. Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247-273. Farnan, J. M., Petty, L. A., Georgitis, E., Martin, S., Chiu, E., Prochaska, M., & Arora, V. M. (2012). A systematic review: The effect of clinical supervision on patient and residency education outcomes. Acad Med, 87(4), 428-442. Fry, H., & Morris, C. (2004). Peer observation of clinical teaching. Med Educ, 38(5), 560-561. Gorsuch, R. L. (1983). Factor analysis, 2nd. Hillsdale, NJ: LEA. Hass, M. (1986). Cognition-in-context: The social nature of the transformation of mathematical knowledge in a third grade classroom. Social Relations Graduate Program, University of California, Irvine, nd. Hekelman, F. P., Flynn, S. P., Glover, P. B., Galazka, S. S., & Phillips Jr, J. A. (1994). Peer Coachng in Clinical Teaching: Formative Assessment of a Case. Evaluation & the Health Professions, 17(3), 366-381. Hendry, G. D., & Oliver, G. R. (2012). Seeing is believing: The benefits of peer observation. Journal of University Teaching & Learning Practice, 9(1), 7. Horvath, J., Sternberg, R., Forsythe, E., Bullis, R., Williams, W., & Sweeney, P. (1996). Implicit theories of leadership practice. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New York. Huston, T., & Weaver, C. L. (2008). Peer coaching: Professional development for experienced faculty. Innovative Higher Education, 33(1), 5-20. International, J. C., & Organizations, J. C. A. O. H. (2018). Joint Commission International Accreditation Standards for Hospitals: Joint Commission Resources. Irby, D. M. (1978). Clinical teacher effectiveness in medicine. Academic Medicine, 53(10), 808-815. Irby, D. M. (1994). What clinical teachers in medicine need to know. Academic Medicine, 69(5), 333-342. Irby, D. M., & Papadakis, M. (2001). Does good clinical teaching really make a difference? The American Journal of Medicine, 110(3), 231-232. Jason, H., & Westberg, J. (1982). Teachers and teaching in US medical schools. New York, NY: Appleton & Lange. Kaiser, H. F. (1970). A second generation little jiffy. Psychometrika, 35(4), 401-415. Kern, D. E., Thomas, P. A., & Hughes, M. T. (2010). Curriculum development for medical education: a six-step approach. Baltimore, Maryland: JHU Press. Kline, Rex B. (2005) Principle and practice of structural equation modeling (2nd ed`). New York, NY:The Guilford Press Kilminster, S., Cottrell, D., Grant, J., & Jolly, B. (2007). AMEE Guide No. 27: Effective educational and clinical supervision. Medical Teacher, 29(1), 2-19. Kilminster, S., & Jolly, B. (2000). Effective supervision in clinical practice settings: A literature review. Medical Education, 34(10), 827-840. Kilpatrick, W. H. (1951). Philosophy of education. London, UK: Macmillan Kohner, N., & Moores, Y. (1994). Clinical supervision in practice. London, UK: King's Fund Centre. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge university press. Linton, R. (1945). The cultural background of personality. Oxford, England: Appleton-Century. Lowry, S. (1993). Teaching the teachers. British Medical Journal, 306(6870), 127. McAllister, D. J., Kamdar, D., Morrison, E. W., & Turban, D. B. (2007). Disentangling role perceptions: how perceived role breadth, discretion, instrumentality, and efficacy relate to helping and taking charge. Journal of Applied Psychology, 92(5), 1200. McCall, N. (1993). The portrait collection of Johns Hopkins medicine: A catalog of paintings and photographs at the Johns Hopkins university school of medicine and the Johns Hopkins hospital. Baltimore, Maryland: Johns Hopkins University School of Medicine. McGuire, W. J., Lindzey, G., & Aronson, E. (1985). Handbook of social psychology. New York, NY : Random House Mead, G. H., & Deegan, M. J. (1999). Play, school, and society. Bern, Switzerland: Peter Lang. Merton, R. K. (1957). The Role-Set: Problems in sociological theory. The British Journal of Sociology, 8(2), 106-120. Merton, R. K., & Sztompka, P. (1996). On social structure and science. Chicago, Illinois:University of Chicago Press. Newman, D. M. (2008). Sociology (7 ed.). Thousand Oaks, California: Pine Forge Press. O'Mara, M. S. (2013). Competence and confidence: Taking medical education from apprenticeship to mentorship. Journal of Surgical Research, 185(2), 500-501. Pankaj Kumar, P. K., R K Kalra. (2013). Role expectation, role perceptions and role performance of extension personnel. American international journal of research in humanities, arts and social sciences, 4(1), 6-13. Piaget, J., & Cook, M. (1952). The origins of intelligence in children (Vol. 8): New York, NY: International Universities Press Pierce, J. R., Jr., Rendon, P., & Rao, D. (2018). Peer observation of rounds leads to collegial discussion of teaching. Teach Learn Med, 30(2), 233-238. Pratt, D. D. (1998). Five perspectives on teaching in adult and higher education. Malabar, Florida: Krieger Publishing company Reuler, J., & Nardone, D. (1994). Role modeling in medical education. Western journal of medicine, 160(4), 335. Reynolds, A. (1992). What is competent beginning teaching? A review of the literature. Review of educational research, 62(1), 1-35. Rider, E. A., Nawotniak, R. H., & Smith, G. (2007). A practical guide to teaching and assessing the ACGME core competencies. Marblehead, MA:HC Pro, Inc. Ronald M Harden, J. C. (2000). AMEE Guide No 20: The good teacher is more than a lecturer-the twelve roles of the teacher. Medical teacher, 22(4), 334-347. Rutherford, F. J., & Ahlgren, A. (1991). Science for all Americans:. New York, NY: Oxford university press. Sarbin, T. R., & Allen, V. L. (1954b). Role theory. Handbook of social psychology, 1(2), 223-258. Schaefer, R. T. (2012). Sociology: International edition. In (13 ed.): Philippines: McGraw-Hill Education. Showers, B., & Joyce, B. (1996). The evolution of peer coaching. Educational leadership, 53, 12-16. Smith, C., Organ, D. W., & Near, J. P. (1983). Organizational citizenship behavior: Its nature and antecedents. Journal of Applied Psychology, 68(4), 653. Steinert, Y., Mann, K., Centeno, A., Dolmans, D., Spencer, J., Gelula, M., & Prideaux, D. (2006). A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Medical teacher, 28(6), 497-526. Steinert, Y. (2010). Faculty development: from workshops to communities of practice. Medical teacher, 32(5), 425-428. Steinert, Y., Mann, K., Anderson, B., Barnett, B. M., Centeno, A., Naismith, L., . . . Viggiano, T. (2016). A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. Medical teacher, 38(8), 769-786. Stenfors-Hayes, T., Hult, H., & Dahlgren, L. O. (2011). What does it mean to be a good teacher and clinical supervisor in medical education? Advances in health sciences education, 16(2), 197-210. Sutkin, G., Wagner, E., Harris, I., & Schiffer, R. (2008). What makes a good clinical teacher in medicine? A review of the literature. Academic medicine, 83(5), 452-466. Sullivan, P. B., Buckle, A., Nicky, G., & Atkinson, S. H. (2012). Peer observation of teaching as a faculty development tool. BMC Med Educ, 12, 26. Swanwick, T. (2008). See one, do one, then what? Faculty development in postgraduate medical education. Postgraduate medical journal, 84(993), 339-343. Turner, R. H. (1990). Role change. Annual review of Sociology, 87-110. Walsh, K. (2013). Oxford textbook of medical education. London, UK: Oxford University Press. Wentz, D. K., & Ford, C. V. (1984). A brief history of the internship. JAMA, 252(24), 3390-3394. Wilkerson, L., & Irby, D. M. (1998). Strategies for improving teaching practices: a comprehensive approach to faculty development. Academic Medicine, 73(4), 387-396. Wiseman, R. F. (1994). Role model behaviors in the clinical setting. Journal of Nursing Education, 33(9), 405-410. Wright, S., Wong, A., & Newill, C. (1997). The impact of role models on medical students. Journal of General Internal Medicine, 12(1), 53-56.
|