-Cultivating Medical and Nursing Talents-

Adhering to the mission of a teaching hospital, National Cheng Kung University Hospital (NCKU Hospital) has established a comprehensive talent cultivation mechanism, encompassing student clinical internships and continuing education for medical personnel. Regarding student internships, the Center for Medical Education coordinates the planning and execution, assisting students in accumulating experience in patient care, clinical observation, cross-team communication, professional ethics, and clinical judgment within real medical settings, while continuously optimizing teaching quality through a two-way feedback mechanism.

In addition to student internships, various medical personnel training and clinical continuing education programs are also conducted, with annual in-service education and training exceeding 30,000 person-times. Courses are planned according to the hospital's development direction and clinical needs, covering dimensions such as professional competency, patient safety, infection control, medical ethics, cross-team collaboration, and emerging medical technologies, continuously enhancing the professional capabilities and care quality of the medical team.

• Student Internship Training

Student Internships

To assist interns in connecting with cutting-edge medical technology and strengthening their clinical practical abilities, NCKU Hospital continuously promotes teaching innovation and simulation training. In 2025, 46 outstanding works were generated through the "Teaching Innovation and Achievement Publication Competition" and applied to clinical training, with contents encompassing VR food service process training, VR operating room exploration, and case discussion feedback mechanisms, helping students improve setting familiarity, clinical thinking skills, and learning effectiveness, with learning satisfaction reaching above 4.65 points.

In 2025, a total of 1,959 domestic students from 37 universities and colleges, as well as 93 international trainees from 12 nationalities, were cultivated. The overall satisfaction rate of the interns reached 4.73 points, demonstrating cross-school and multinational teaching capacity, as well as professional depth in clinical teaching quality, medical talent cultivation, and an internationalized learning environment.

In addition, the College of Medicine B1 “Clinical Skills Center” is a national OSCE testing venue, equipped with simulated consultation rooms, intensive care units, and multiple computerized training models, which can support clinical diagnosis, nursing skills, and acute and critical care training. Through innovative technology and highly simulated settings, the Hospital assists students in accumulating practical experience before coming into contact with patients, strengthening their clinical judgment, operational capabilities, and patient safety awareness to enhance overall clinical teaching quality.

In 2025, the Hospital’s medical interns participated in the OSCE, achieving a pass rate of 100%; student satisfaction with the overall examination was 100%, and satisfaction with the helpfulness to teaching reached 99.8%, demonstrating that the Hospital's clinical skills training and testing venue quality have received high recognition.

• 2025 Annual Execution Results of Strategic Objectives

L4-1 OSCE National Examination Passing Rate at the Hospital and Increase in Number of OSCE Examiners by Department
Annual Goals	Implementation Status	Target Achievement
The Hospital's OSCE national examination passing rate ≥national passing rate Newly trained examiners must complete training for at least one person, or equivalent to 50% of the number of newly promoted attending physicians from the previous year.	OSCE national examination passing rate: 100% At least 1 newly trained OSCE examiner has been completed for each of the Internal Medicine, Surgery, Obstetrics and Gynecology, Pediatrics, and Emergency Medicine departments.	O
L4-2 Number of OSCE Evaluation Sessions Conducted for Allied Health Professions
Annual Goals	Implementation Status	Target Achievement
Conduct at least 6 OSCE evaluation sessions for allied health professions	A total of 14 OSCE evaluation sessions were conducted for allied health professions	O

Post-Graduate Training

NCKU Hospital continuously strengthens the basic care capabilities of medical students in clinical clerkships and Post-Graduate Year (PGY) residents, assisting trainees in accumulating clinical practical experience through electronic portfolios, core clinical skill learning passports, Milestones evaluation forms, and feedback from teaching attending physicians. Regarding the two-year PGY training, an electronic learning portfolio has been established, and training contents as well as assessment items are rolling-revised to enhance teaching quality through real-time feedback and online assignments.

Meanwhile, diverse assessment tools, including Mini-CEX, DOPS, CbD, 360-degree evaluation, and EPAs, are introduced to assess trainees' clinical competence. These are combined with activities such as teaching clinics, pre-employment orientations, medical record writing competitions, medical ethics courses, and evidence-based medicine competitions to strengthen clinical judgment, practical operations, and ethical literacy. In 2025, the satisfaction rate for Western Medicine PGY training reached 4.73 points, demonstrating the implementation effectiveness of the Hospital's post-graduate medical training.

• Employee Clinical Continuing Education

Cultivation Excellence Across All Professions

NCKU Hospital continuously strengthens the education and training of medical and non-medical staff, planning professional courses and in-service training according to the competency needs of different job categories. In 2025, the Hospital’s physician training achievement rate reached 99.28%, and other professional categories achieved 100%. A total of 140 PGY physicians completed training, with a 100% completion rate and 98% satisfaction rate. Through systematic education, training, and continuous learning mechanisms, it not only strengthens the clinical judgment and care capabilities of medical personnel but also enhances the administrative support, service quality, and risk response capabilities of non-medical staff, jointly supporting medical quality, patient safety, and the steady operations of the Hospital.

Clinical Faculty Development

As a teaching hospital, NCKU Hospital attaches great importance to the cultivation of clinical teachers and the enhancement of teaching quality, encouraging newly appointed attending physicians to proactively participate in the “Clinical Teacher Instructional Training Program”, and has established the “NCKU Hospital Clinical Faculty Development Guidelines” and the “NCKU Hospital Faculty Development Program”. Meanwhile, through the “Guidelines for Selecting Outstanding Teaching Faculty and Excellent Teaching Units” and the “Guidelines for Teaching Innovation and Achievement Presentations”, a public commendation and reward mechanism has been established to encourage teaching innovation and the inheritance of experience, continuously enhancing the teaching atmosphere within the Hospital and the quality of clinical medical education.

In 2025, the Hospital's faculty development achievement rate reached 99.83%, among which physicians reached 99.28% and medical personnel reached 100%. Furthermore, in the General Medicine Faculty Development and PGY OSCE Instructional Video Competition, the Hospital won first place with "Generative AI × Clinical Teaching Flipping Medical Education Design," demonstrating the achievements of integrating digital technology into clinical teaching. Additionally, the "Cheng-Hsing Micro-Lecture – Application of Medical Visualization and Technology in Clinical Teaching" was organized, introducing instructional applications such as graphic design, 3D modeling, interactive modules, and immersive learning, with a total of 59 people participating and a satisfaction rate reaching 95%.

In addition, the Hospital publishes the Holistic Care Medical Education Newsletter quarterly to promote the patient-centered concept of holistic care that balances physical, mental, spiritual, and social needs; it also organizes the Narrative Medicine Essay Competition annually, encouraging colleagues to reflect on doctor-patient interactions and life issues through clinical cases. In 2025, a total of 37 works participated in the essay competition, continuously deepening medical humanities education and holistic care capabilities through reward and sharing mechanisms.

• 2025 Annual Execution Results of Strategic Objectives

 

L1-3 Ratio of First-Year Attending Physicians Completing General Medicine Faculty Training
Annual Goals	Implementation Status	Target Achievement
The annual number of individuals who obtained general medicine faculty qualifications in the Internal Medicine, Surgery, Obstetrics and Gynecology, Pediatrics, and Emergency Medicine departments reached 50% of the number of first-year newly appointed attending physicians, with 1 in Internal Medicine, 1 in Surgery, and 2 in Emergency Medicine.	4 physicians completed the training in the Hospital, achieving a 100% completion rate	〇
L2-1 Ratio of Clinical Teachers Trained as Advanced Holistic Care Instructors
Annual Goals	Implementation Status	Target Achievement
Cultivate≧10% of hospital-wide advanced holistic care faculty, with 80% of them achieving Kirkpatrick Level III learning outcomes.	19.06% of clinical teachers becameadvanced holistic care instructorsacross the Hospital, with 90% achievingKirkpatrick Level III learning outcomes.	O
L2-2 Completion Rate of General Medicine Faculty Training Effectiveness Evaluation
Annual Goals	Implementation Status	Target Achievement
50% of trained instructors are to complete the effectiveness evaluation of general medicine faculty training.	83% of trained instructors completed the effectiveness evaluation of general medicine faculty training.	O

• Learning Assessment and Continuous Improvement

NCKU Hospital attaches great importance to the continuous improvement of clinical teaching quality and has established the “Teaching Improvement PDCA Incentive” policy, encouraging exchange and learning across various job categories through a competition mechanism to transform firsthand teaching experiences into quality enhancement actions. The Teaching Center has introduced the Healthcare Matrix tool into its training, guiding medical personnel to conduct systematic analysis and reflection from case care, thereby strengthening their capabilities in critical thinking, clinical problem analysis, literature search, and evidence-based application.

In addition, evidence-based medicine courses are regularly offered to assist colleagues in supporting clinical decisions and care improvements with scientific evidence. In 2025, a total of 15 evidence-based related papers were generated. Furthermore, in the 25th National Healthcare Quality Award (HQA) Evidence-Based Medicine Competition, the Hospital won the Gold Award, Excellence Award, and Honorable Mention in the Literature Review Clinical Group, while the Novice Group also clinched the Silver Award, Bronze Award, and Excellence Award, demonstrating the concrete effectiveness of the Hospital's promotion of evidence-based medicine education and clinical application.

• 2025 Annual Execution Results of Strategic Objectives

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L3-1 Application of Interprofessional Team Teaching Cases in Holistic Care Education and Reflection
Annual Goals	Implementation Status	Target Achievement
Conduct inter-professional team holistic care lesson plan teaching across at least 6 job categories.	The proportion of interdisciplinary teams applying the Healthcare Matrix to discuss cases reaches 100%, totaling 29 lesson plans across 13 job categories.	O
L3-2 Implementation of Competency-Based Teaching Objectives and Competency Assessment in Shared Learning Fields Across Professions
Annual Goals	Implementation Status	Target Achievement
Execute CBME programs across at least 4 clinical departments or job categories.	A total of 4 clinical departments or job categories executed CBME programs.	O
L1-4 Conduct Evidence-Based Medicine Application Courses to Cultivate Talent; Number of Teams Participating in Evidence-Based Medicine Competitions and Number of Completed Evidence-Related Literature Submissions
Annual Goals	Implementation Status	Target Achievement
At least 1 team participating in the evidencebased medicine competition organized by the Joint Commission of Taiwan At least 1 literature submission completed	A total of 9 teams participated in the evidence-based medicine competition A total of 2 literature submissions.	O

In-Service Further Studies and Subsidies

The Hospital attaches great importance to the continuous learning and competency development of employees, establishing the “Basic Employee Education and Training Program” and the “Holistic Care Education and Training Program”. It provides systematic education and training for all in-service employees hospital-wide, cultivating colleagues to possess professional literacy, regulatory awareness, patient safety consciousness, infection control capabilities, disaster response capabilities, and a humanistic care spirit. The courses cover seven major categories, including General Humanities and Administrative Education, Information Security and Personal Data Protection, Medical General Knowledge, Healthcare Quality and Patient Safety, Infection Control, Emergency and Disaster Response, and environmental education, and incorporate necessary courses such as first aid education according to annual training needs.

Meanwhile, to encourage lifelong learning, diverse learning channels such as physical courses and digital learning platforms are provided, and employee education and training meetings are convened every six months to track course completion rates, satisfaction, and implementation progress; at the end of the year, an overall satisfaction and needs assessment survey is conducted to serve as the basis for subsequent course optimization. The course evaluation adopts the PDCA cycle and Kirkpatrick Model effectiveness evaluation models to continuously review and revise education and training plans, thereby enhancing training quality and learning outcomes.

Item/Category		Managerial Staff		Non-Managerial Staff
Unit/Gender		Male	Female	Male	Female
Total Number of People	Persons	162	151	1,077	3,481
Total Training Hours	Hours	8,290	7,950	39,536	128,534
Average Training Hours	Hours/Person	51.17	52.65	36.71	36.92
Note The statistical period is from January 1, 2025 to December 31, 2025. Average hours of training per employee = Total number of training hours completed by employees / Total number of employees