醫學教育改革經驗分享－談組織文化改造以加州大學舊金山分校為例

Leadership and Organizational Culture Change in Medical Education Reform-A Lesson from University of California, San Francisco

10.6145/jme.201103_15(1).0008

楊志偉(Chih-Wei Yang)；何明蓉(Ming-Jung Ho)；馬惠明(Matthew Hui-Ming Ma)；H. Carrie Chen；賴鴻緒(Hong-Shiee Lai)

領導 ； 醫學教育改革 ； 組織文化 ； leadership ； medical education reform ； organizational culture

Journal of Medical Education

15卷1期（2011 / 03 / 01）

69 - 79

繁體中文

台灣的醫學教育改革近年來正如火如荼的進行，除了硬體、軟體、資源的改良，更重要的是醫學教育品質的整體改善與醫學教育領域的全面提升，這需要具整合性的領導能力與階段性的改革策略，才能達成整個組織文化的改變。加州大學舊金山分校（簡稱UCSF）以規模不大的公正醫學院背景，也曾因傳統醫學教育的包袱及抗拒改革的文化面臨批評與挫折，但是經由階段性的改革步驟及架構化的改革策略，再加上堅定且授權的領導、努力不懈的溝通、與同心協力的共識，蛻變成一所醫學教育的菁英搖籃，也成為醫學教育改革的典範。本文透過分享UCSF醫學教育改革的五大階段，所應用對應於Kotter學說八大步驟的總共27項改革策略，希望能夠對國內醫學教育改革促進組織文化的改變。

Medical education reform in Taiwan is on its ”tipping point”. In addition to improving pedagogy and providing resources, organizational culture change is crucial to broad and fundamental reform in medical education. The University of California, San Francisco (UCSF) had become used to being a reluctant culture and was likened to a ”headless monster” in the LCME (Liaison Committee on Medical Education) report. However, the application of a staged curriculum reform and structured leadership strategies for organizational culture change, coupled with visionary leadership, sustained communication and shared common goals, led to an outstanding and innovative curriculum in UCSF. Medical education scholarship funding during curriculum reform further empowered continuous innovation and improvements in medical education. Through learning from the experiences from UCSF, medical education reform in Taiwan should be facilitated and accelerated in the near future.

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