The Department of Social Medicine was established since 1994 aiming at applying the concepts and theories of behavioral and social science into the fields of medical science and health care. Research and teaching activities concerning ‘humanity medicine’, ‘geriatric medicine’ and ‘health care delivery system’ are the primary three domains of the department. The main goals are 1. to establish medicine, sociology and humanities integrated courses to cultivate medical students with patient-centered and holistic care capabilities, 2. to develop medical education strategies in accordance to world trend and social need and with better quality and efficacy. 3. to develop advanced medical ethics teaching and research program to improve practice of clinical medical ethics. 4. to promote teaching, research and development of integrated health care system, community long term care system, elderly and terminally ill care systems, and cultivate physicians with social responsibility to provide individual-based, community-oriented health care
The department of social medicine was established in 1994 to take place ot the department of Public Health that was reorganized as the College of Public Health
Tsung Fu Chen
Chia Ling Wu
Hui Tong Wu
The department has been active in its research on medical education. We have performed research projects in the filed of medical licensing examination, training in primary care medicine, career choice of medical students, new teaching strategies in basic clinical skill for medical student, bioethics methodology, genetic medicine ethics, stem cell and human embryo research ethics, genetic counseling ethics, clinical ethics committee, Chinese medical ethics, STS (Science, technology and society) education promoting project, and medical ethics in palliative care. These researches were sponsored by National Science Council, Department of Health, and Ministry of Education. There are also joint research programs with the department of Psychiatry and the department of medical Informatics in related areas. The department has actively participated in the medical education reform program of NTUCM since 1992. Apart from our devotion and achievement in the design and implementation of small group tutorial, course integration, teaching and assessment strategies reform, tutor training program, and setting up a medical humanities center in the campus, we are also in charge of two annual conferences on medical education reform and training.
The courses offered by the department are related to medical humanities, medical ethics, and psychosocial and behavioral aspects of medicine. These courses include:
1. “Introduction of Medicine”, 2 credits, required for the 2nd year medical students. This introductory course is for the study of the essence and the development of medicine.
2. “Physician and Humanity”, 2 credits and “Physician and Society”, 2 credits, required, for the 2nd year medical students. The objectives of these two courses are to cultivate students with humanistic characters, and better understanding of the relation-ship between society and medical professions. These are small group tutorial courses.
3. “Family, Society and Medicine”, 6 credits required, for the fifth year medical students. This is an integrated course for the study of family medicine, community medicine, the interaction of patient care and advanced medical technology, the ethics and law in medicine, and medical sociology related issues. Students are expected to be familiar with the patient-centered, community-oriented health care.
4. “Life and Death” and “Medical Ethics and Health Behavior”, 2 credits each, required for the sixth year medical students. Issues concerning life and death in medical practice are examined from the biological, psychological, social, cultural, religious, ethical and legal perspectives in the didactic course. 12 specific issues concerning medical ethics and health behavior are discussed in a small-group discussion format.
The development of Problem-based learning, student-centered active learning and authentic assessment has been a noted achievement of our department and are highly appreciated. Teaching and evaluation strategies have been created accordingly. Students are required to learn to identify and define problems by skillful observation, then solve problems through both individual and team work. It is crucial for them to learn how to participate and function in a group, to cooperate with fellow students, and to be creative and productive in the team.