Influence of Systematic Teacher Education Curriculum on Remediation for Students in Difficulty: Longitudinal Panel Study

In both domestic and foreign domains of medical education, we tend to pay more attention to the successful learners and ignore those students with learning difficulty. The students with learning difficulties having professional performance problems may suffer from the brief psychotic disorder and long-term abnormal behaviours, or even, display criminal behaviours. The objective of this research is to understand and follow up the practical uses and performance results of teaching training courses designed for teachers. By examining curricula and conducting follow-ups, we would like to design better teaching training courses to make teachers capable of performing primary prevention by themselves and identifying students in difficulty as soon as possible, to improve their basic communication skills and to reduce the risks of endangering patients, team members, institutions or risks of causing students harming themselves because of poor remediation skills or negligent risk assessment of teachers. Furthermore, we will investigate the impact of peer support group on clinical teachers' self-efficacy during remediation.

Project ID:PF10907-1658
External Project ID:MOST109-2511-H182-008-MY2