Education
| School — Major — Degree | Duration |
|---|---|
|
格拉斯哥大學 — 英文系(畢) — 博士 Doctorate, Department of English, University of Glasgow |
2003/10 — 2006/09 |
|
北卡羅來納大學教堂山分校 — 英美文學研究所(畢) — 碩士 Master, , |
1988/08 — 1990/12 |
|
東吳大學 — 英文系(畢) — 學士 Bachelor, , |
1985/08 — 1988/06 |
Intramural Experience
| Office/Department/Institute | Position | Duration |
|---|---|---|
| 醫學人文與教育學科 Department of Medical Humanities and Education | Professor | 2014/08/01 — |
| 醫學人文與教育學科 Department of Medical Humanities and Education | Associate Professor | 2014/06/17 — 2014/07/31 |
| 醫學系 School of Medicine | Associate Professor | 2014/02/01 — 2014/06/16 |
| 語言與文化中心 Center for Languages and Culture | Associate Professor | 2012/08/01 — 2014/01/31 |
| 通識教育中心 Center for General Education | Associate Professor | 2009/08/01 — 2012/07/31 |
| 醫學系 School of Medicine | Associate Professor | 2007/02/01 — 2009/07/31 |
| 通識教育中心 Center for General Education | Lecturer | 1997/08/01 — 2007/01/31 |
Extramural Experience
Discipline
| NO | Discipline | Expertise |
|---|---|---|
| 1 | 科學教育類 Science Education | 醫學教育 Medical Education |
Research & Technology Platform Open to the Outside
Interested Area(s)for Interdisciplinary Research
語言與文化、英美文學、跨文化教育、教育政策、醫學人文、課程設計
Area(s) of Expertise & Research
語言與文化、英美文學、跨文化教育、教育政策、醫學人文、課程設計
Language and Culture, English and American Literature, Cross-Cultural Education, Education Policy, Medical Humanities, Curriculum Design
Publication
| NO | Publication |
|---|---|
| 1 | It takes two to tango: The ‘inter’ in intercultural competence It takes two to tango: The ‘inter’ in intercultural competence |
| 2 | Situational simulation teaching effectively improves dental students’ non-operational clinical competency and objective structured clinical examination performance Situational simulation teaching effectively improves dental students’ non-operational clinical competency and objective structured clinical examination performance |
| 3 | Twelve tips for strengthening global equity in health professions education publication Twelve tips for strengthening global equity in health professions education publication |
| 4 | Medical students’ perceptions of their preparedness to care for LGBT patients in Taiwan: Is medical education keeping up with social progress? Medical students’ perceptions of their preparedness to care for LGBT patients in Taiwan: Is medical education keeping up with social progress? |
| 5 | 年齡歧視如何影響高齡者健康品質與介入改善策略 How Ageism Affects the Health Quality and Interventional Strategies among the Elderly Population |
| 6 | Reflections on Literature and Medicine, Their Interactions and Influence Reflections on Literature and Medicine, Their Interactions and Influence |
| 7 | Assessing Asian Medical Students' Readiness for Diversity: Localizing Measures of Cross-Cultural Care Competence Assessing Asian Medical Students' Readiness for Diversity: Localizing Measures of Cross-Cultural Care Competence |
| 8 | Disparity of perspectives between teachers and learners on perioperative teaching and learning. Disparity of perspectives between teachers and learners on perioperative teaching and learning. |
| 9 | 十九世紀福爾摩沙醫學教育溯源：打狗慕德醫院及其附設醫學校 Western Medical Education in Formosa in the 19th Century: David Manson Memorial Hospital and its Medical Education Scheme |
| 10 | 外科的臨床推理教學 Teaching of Clinical Reasoning in Surgery |
| 11 | Trends in the incidence of pre-eclampsia and eclampsia in Taiwan between 1998 and 2010. Trends in the incidence of pre-eclampsia and eclampsia in Taiwan between 1998 and 2010. |
| 12 | Clinical Teachers' Perspectives on Cultural Competence in Medical Education Clinical Teachers' Perspectives on Cultural Competence in Medical Education |
| 13 | 港中文大學之兩文三語政策於台灣高等教育語言政策之啟示 Chinese Hong Kong University’s Language Policy: A Reflection on Language Policy in Taiwanese Higher Education |
| 14 | Critical Thinking in a University EFL Classroom: An Intercultural Syllabus. Critical Thinking in a University EFL Classroom: An Intercultural Syllabus. |
| 15 | English in medical education: An intercultural approach to teaching languages and values English in medical education: An intercultural approach to teaching languages and values. |
| 16 | Doric orientalism: James Legge’s translation of the Shi Jing, or book of poetry in McClure Festschrift Doric orientalism: James Legge’s translation of the Shi Jing, or book of poetry in McClure Festschrift |
| 17 | 異人的凝視─萬巴德之〈閒聊福爾摩沙〉 異人的凝視─萬巴德之〈閒聊福爾摩沙〉 |
| 18 | An intercultural approach to second language education and citizenship An intercultural approach to second language education and citizenship |
| 19 | Medical communication as art - an interview with Christine Borland Medical communication as art - an interview with Christine Borland |
| 20 | 通識教育改革－問題導向學習法在「全球化與世界變遷」課程之應用與檢討 Reform of General Education: The Application of Problem-Based Learning on ‘Globalization and World Transformation’ |
| 21 | The healthcare professional as intercultural speaker. Critical and Intercultural Theory and Language Pedagogy The healthcare professional as intercultural speaker. Critical and Intercultural Theory and Language Pedagogy |
| 22 | Developing critical thinking competence in the freshmen English reading and writing classroom Developing critical thinking competence in the freshmen English reading and writing classroom |
| 23 | A Transformation of Preclinical Paper-based PBL to Real Patient-based PBL A Transformation of Preclinical Paper-based PBL to Real Patient-based PBL |
| 24 | A Transformation of Preclinical Paper-based PBL to Real Patient-based PBL. A Transformation of Preclinical Paper-based PBL to Real Patient-based PBL. |
| 25 | 台灣醫學生在英語問題導向學習團體的表現焦慮 Performance Anxiety at English PBL Groups Among Taiwanese Medical Students: A Preliminary Study |
| 26 | 大學教育之文化與跨文化學習本質 Essentials for Cultural and Intercultural Learning in the EFL Classroom in University |
| 27 | Cultural learning in the national standards of foreign language learning and the Common European framework of reference for languages Cultural learning in the national standards of foreign language learning and the Common European framework of reference for languages |
| 28 | Creation of ‘the Third Space’ by using popular culture in the university EFL classroom: A case study Creation of ‘the Third Space’ by using popular culture in the university EFL classroom: A case study |
| 29 | A cultural syllabus integrated in the EFL reading classroom at the tertiary level A cultural syllabus integrated in the EFL reading classroom at the tertiary level |
Project
| NO |
YEAR — Source — No — Type
Project Name
|
Duration |
|---|---|---|
| 1 |
114 — N 國科會(原科技部) — NSTC112-2410-H-037-026-MY3 — 1 個人型
醫學人文素養與專業身分認同形塑-- 以「故事圈」教育策略導入醫學教育之成效與理論建構(3/3)( )
|
2025/08/01 ~ 2026/07/31 |
| 2 |
114 — N 國科會(原科技部) — NSTC112-2420-H-037-002-MY3 — 1 個人型
匯流與深化：健康人文與醫學教育之增能發展與跨域研究(3/3)( )
|
2025/08/01 ~ 2026/07/31 |
| 3 |
113 — N 國科會(原科技部) — NSTC112-2410-H-037-026-MY3 — 1 個人型
醫學人文素養與專業身分認同形塑-- 以「故事圈」教育策略導入醫學教育之成效與理論建構(2/3)( )
|
2024/08/01 ~ 2026/07/31 |
| 4 |
113 — N 國科會(原科技部) — NSTC112-2420-H-037-002-MY3 — 1 個人型
匯流與深化：健康人文與醫學教育之增能發展與跨域研究(2/3)( )
|
2024/08/01 ~ 2026/07/31 |
| 5 |
113 — Z 大專學生研究計畫及博士後 — NSTC113-2811-H-037-002-MY2 — 9 博士後研究員
博士級研究人員--許善淳(1/2)( )
|
2024/08/01 ~ 2025/07/31 |
| 6 |
112 — N 國科會(原科技部) — NSTC112-2410-H-037-026-MY3 — 1 個人型
醫學人文素養與專業身分認同形塑-- 以「故事圈」教育策略導入醫學教育之成效與理論建構(1/3)( )
|
2023/08/01 ~ 2026/07/31 |
| 7 |
112 — N 國科會(原科技部) — NSTC112-2420-H-037-002-MY3 — 1 個人型
匯流與深化：健康人文與醫學教育之增能發展與跨域研究(1/3)( )
|
2023/08/01 ~ 2026/07/31 |
| 8 |
112 — TC 研究中心計畫 — KMU-TC112B06 — 6 研究中心
KMU-112校級研究中心計畫-任務導向-醫學教育暨人本化教育研究中心( )
|
2023/08/01 ~ 2024/07/31 |
| 9 |
112 — Z 大專學生研究計畫及博士後 — NSTC112-2811-H-037-002 — 9 博士後研究員
博士級研究人員--許善淳( )
|
2023/08/01 ~ 2024/07/31 |
| 10 |
112 — Z 大專學生研究計畫及博士後 — NSTC113-2813-C-037-014-H — 8 大專學生研究計畫
113年度大專學生研究計畫-張簡宏胤(醫學2)( )
|
2024/07/01 ~ 2025/02/28 |
| 11 |
111 — N 國科會(原科技部) — MOST110-2511-H-037-003-MY2 — 1 個人型
培育同理、反思及溝通實踐之人本化醫師人才—從臨床前架接到臨床之整合課程研究(2/2)( )
|
2022/08/01 ~ 2024/12/31 |
| 12 |
111 — TC 研究中心計畫 — KMU-TC111B06 —
KMU-111校級研究中心計畫-任務導向-醫學教育暨人本化教育研究中心( )
|
2022/08/01 ~ 2023/07/31 |
| 13 |
111 — Z 大專學生研究計畫及博士後 — MOST110-2811-H-037-003-MY2 — 9 博士後研究員
人文及社會科學博士後研究人員-許善淳(2/2)( )
|
2022/08/01 ~ 2023/07/31 |
| 14 |
110 — N 國科會(原科技部) — MOST110-2511-H-037-003-MY2 — 1 個人型
培育同理、反思及溝通實踐之人本化醫師人才—從臨床前架接到臨床之整合課程研究(1/2)( )
|
2021/08/01 ~ 2024/12/31 |
| 15 |
110 — Z 大專學生研究計畫及博士後 — MOST110-2811-H-037-003-MY2 — 9 博士後研究員
人文及社會科學博士後研究人員-許善淳(1/2)( )
|
2021/08/01 ~ 2022/07/31 |
| 16 |
110 — Z 大專學生研究計畫及博士後 — MOST111-2813-C-037-011-H — 8 大專學生研究計畫
111年度大專學生研究計畫-鄭昕(醫學5)( )
|
2022/07/01 ~ 2023/02/28 |
| 17 |
109 — N 國科會(原科技部) — MOST107-2511-H-037-007-MY3 — 1 個人型
建構以病人為中心跨文化照顧能力縱貫課程發展與平台成效研究(3/3)( )
|
2020/08/01 ~ 2022/10/31 |
| 18 |
109 — Z 大專學生研究計畫及博士後 — MOST110-2813-C-037-191-H — 8 大專學生研究計畫
110年度大專學生研究計畫-謝文淵(醫學5)( )
|
2021/07/01 ~ 2022/02/28 |
| 19 |
108 — N 國科會(原科技部) — MOST107-2511-H-037-007-MY3 — 1 個人型
建構以病人為中心跨文化照顧能力縱貫課程發展與平台成效研究(2/3)( )
|
2019/08/01 ~ 2022/10/31 |
| 20 |
108 — TC 研究中心計畫 — KMU-TC108B10 — 6 研究中心
KMU-108校級研究中心計畫-任務導向-人本化健康專業教育研究中心( )
|
2019/08/01 ~ 2020/07/31 |
| 21 |
108 — Z 大專學生研究計畫及博士後 — MOST109-2813-C-037-081-H — 8 大專學生研究計畫
109年度大專學生研究計畫-劉柏佑(醫學2)( )
|
2020/07/01 ~ 2021/02/28 |
| 22 |
108 — Z 大專學生研究計畫及博士後 — MOST109-2813-C-037-085-H — 8 大專學生研究計畫
109年度大專學生研究計畫-張家維(醫學2)( )
|
2020/07/01 ~ 2021/02/28 |
| 23 |
107 — N 國科會(原科技部) — MOST107-2511-H-037-007-MY3 — 1 個人型
建構以病人為中心跨文化照顧能力縱貫課程發展與平台成效研究(1/3)( )
|
2018/08/01 ~ 2022/10/31 |
| 24 |
107 — Z 大專學生研究計畫及博士後 — MOST108-2813-C-037-020-H — 8 大專學生研究計畫
108年度大專學生研究計畫-陳威翰(醫學3)( )
|
2019/07/01 ~ 2020/02/29 |
| 25 |
106 — N 國科會(原科技部) — MOST105-2511-S-037-004-MY2 — 1 個人型
醫學生跨文化照護能力：縱貫性課程發展、師資培育與成效評量(2/2)( )
|
2017/08/01 ~ 2019/01/31 |
| 26 |
106 — Z 大專學生研究計畫及博士後 — MOST107-2813-C-037-017-H — 8 大專學生研究計畫
107年度大專學生研究計畫-謝文淵(醫學系2)( )
|
2018/07/01 ~ 2019/02/28 |
| 27 |
106 — Z 大專學生研究計畫及博士後 — MOST107-2813-C-037-018-H — 8 大專學生研究計畫
107年度大專學生研究計畫-柯翔耘(醫學系2)( )
|
2018/07/01 ~ 2019/02/28 |
| 28 |
105 — N 國科會(原科技部) — MOST105-2511-S-037-004-MY2 — 1 個人型
醫學生跨文化照護能力：縱貫性課程發展、師資培育與成效評量(1/2)( )
|
2016/08/01 ~ 2019/01/31 |
| 29 |
105 — N 國科會(原科技部) — MOST105-2629-S-037-003 — 2 整合型
性別進入醫學之道：建構醫學、人文與性別教育的跨領域教學與教學創新研究-性別議題/知能導入醫學系通識英文及醫學英文課程設計教學與成效 (V05)( )
|
2016/08/01 ~ 2018/07/31 |
| 30 |
104 — NK 高醫-中山合作計畫 — NSYSUKMU104-I03-1 — 2 整合型
南臺灣醫學人文教育溯源：從慕德醫院到高雄醫學大學( )
|
2015/01/01 ~ 2015/12/31 |
| 31 |
104 — N 國科會(原科技部) — MOST103-2511-S-037-002-MY2 — 1 個人型
醫學生跨文化照護能力之認知與準備:醫學生與教師之觀點(2/2)( )
|
2015/08/01 ~ 2016/10/31 |
| 32 |
103 — NK 高醫-中山合作計畫 — NSYSUKMU103-P020 — 1 個人型
從蘇格蘭-南台灣因緣到全球視野：十九世紀打狗醫療歷史與文化研究(From Scotland-Southern Taiwan Association to a Global Perspective：on 19th Century Medical History and Culture in Takau)
|
2014/01/01 ~ 2014/12/31 |
| 33 |
103 — N 國科會(原科技部) — MOST103-2511-S-037-002-MY2 — 1 個人型
醫學生跨文化照護能力之認知與準備:醫學生與教師之觀點(1/2)( )
|
2014/08/01 ~ 2016/10/31 |
| 34 |
103 — Z 大專學生研究計畫及博士後 — 104-2815-C-037-027-U — 8 大專學生研究計畫
104年度大專學生研究計畫-鐘韋筑(醫學3)( )
|
2015/07/01 ~ 2016/02/29 |
| 35 |
102 — N 國科會(原科技部) — NSC102-2410-H-037-005 — 1 個人型
大學通識英文課程結合問題導向學習與自我導向學習模式以發展英文跨文化溝通能力與醫學人文素養之成效評估( )
|
2013/08/01 ~ 2014/11/30 |
| 36 |
101 — N 國科會(原科技部) — NSC101-2410-H-037-012 — 1 個人型
以任務導向學習(TBL)與問題導向學習(PBL)發展與評估強化醫學人文素養與跨文化語言溝通能力之大學英文課程( )
|
2012/08/01 ~ 2013/10/31 |
| 37 |
100 — N 國科會(原科技部) — NSC100-2410-H-037-007 — 1 個人型
大學通識英文課程之跨領域整合學習成效研究:於醫學生通識英文課程中融入語言、醫學人文及通識教育共同核心能力之探討( )
|
2011/08/01 ~ 2012/07/31 |