Name： Chou, Fremen Chihchen
Position： Associate Professor of Medical Education, School of Medicine, China Medical University, Taiwan
Director, Center for Faculty Development, Department of Education, China Medical University Hospital, Taiwan
Attending Physician, Department of Education and Department of Emergency Medicine, China Medical University Hospital, Taiwan
Clinical Associate Professor of Emergency Medicine, School of Medicine, China Medical University, Taiwan
Degrees： PhD., National Taiwan University of Science and Technology, Graduated Institute of Applied Science - Science Education and e-learning Program
Doctor of Medicine M.D, The School of Chinese Medicine, China Medical University
Contact： D9922301@mail.ntust.edu.tw
Interest of research： Competency-based Medical Education, Application of technology enhanced learning in medical education、, Medical simulation, Interprofessional Education
 
 
English Journal Paper
1. Kulasegaram, K. M., Grierson, L., Barber, C., Chahine, S., Chou, F. C., Cleland, J., Ellis, R., Holmboe, E. S., Pusic, M., Schumacher, D., Tolsgaard, M. G., Tsai, C. C., Wenghofer, E., & Touchie, C. (2024). Data sharing and big data in health professions education: Ottawa consensus statement and recommendations for scholarship. Medical Teacher, DOI: 10.1080/0142159X.2023.2298762 (SSCI)
2. Chou, F. C., Hsiao, C. T., Yang, C. W., & Frank, J. R. (2022). “Glocalization” in medical education: A framework underlying implementing CBME in a local context. Journal of the Formosan Medical Association, 121(8), 1523-1531.(第一作者) (SCI)
3. Liu, C. H., Chou, F. C., Hsiao, C. T., Yang, C. W. (2021). Old Theory, New Application: A Novel Debriefing Framework. Medical Education, 55(5), 632-632. (SCI)
4. Hsiao, C. T., Chou, F. C., Hsieh, C. C., Chang, L. C., & Hsu, C. M. (2020). Developing a Competency-Based Learning and Assessment System for Residency Training: Analysis Study of User Requirements and Acceptance. Journal of Medical Internet Research, 22(4), e15655. (SCI)
5. Yang, C.-W., Hsiao, C. –T. & Chou, F. C.* (2017) Emergency Medicine Milestone Project for Residency Training in Taiwan. Journal of Medical Education, 21(2), 25-32.（通訊作者）
6. Chou, F. C., Kwan, C.-Y., & Hsin, D. H.-C (2016). Examining the effects of interprofessional problem-based clinical ethics: Findings from a mixed methods study. Journal of Interprofessional Care, 3(3), 362-369.（第一作者）doi:10.3109/13561820.2016.1146877. (SSCI)
7. Achike, F. I., Lee, M. C., Lin, H. W., Chou, F. C., Hsin, H. C. & Kwan, C.Y. (2015). Promoting Interprofessional Education (IPE) with PBL through the Biennial Asia-Pacific Joint Conference on PBL (APJC-PBL), Journal of Medical Education, 19(4), 153-162.
 
English Conference Paper
1. Sie, Y. D., Chu, Y. J., Chou, F. C. (2024) Progression of Competency Based residency training for Emergency Medicine - A national accreditation data from Taiwan. 2024 AMEE, Basel.
2. Chu, Y. J., Sie, Y. D., Chou, F. C. (2024) Resident Perspectives on CCC: Stakeholder Mindsets and Implementation Quality in CBME. 2024 AMEE, Basel.
3. Edgar, L. C., Bualy, R. A., Chou, F. C., Kwan, J. (2024) Clinician Educators: Are you assessing the assessors? 2024 Ottawa Assessment: Near and far, Melbourne.
4. Chou, F. C., Yaghmour, N., Kwan, J. (2024) Developmental implementation of competency-based assessment and feedback processes 2024 Ottawa Assessment: Near and far, Melbourne.
5. Chu, Y. J., Sie, Y. D., Chou, F. C. (2023) Unheard Voice from Residents' Perceptions of Receiving Feedback in Competency-based Medical Education. AMEE 2023, Glasgow.
6. Chuang, R. S., Chou, F. C., Nkambule, N. S., Khwepeya, M., Chang, Y. C. (2023) Bringing Transparency to Supervisors’ Conceptualization of Entrustment and Factors Influencing Entrustment Decisions: A Q-Methodology Study. AMEE 2023, Glasgow.
7. Hsiao, C. T., Hsu, C. M., Chou, F. C. (2023) Validation of EPAs-based Assessment Tools for Competency-Based Emergency Medical Education Training. AMEE 2023, Glasgow.
8. Lin, W. J., Wu, S. H., Hsiao, C.T., Chiu, T. F., Chou, F. C. (2023) Exploring the Evolution of Clinical Practice and Medical Education through Point-of-Care Ultrasound. AMEE 2023, Glasgow.
9. Wu, P. C., Lin, H. C., Tsai, J. Y., Yang, S. C., Chiu, T. F., Lin, C. D., Chou, F. C. (2023) Clinical Teachers' Insights into Medical Students' Competencies in Medical Record Documentation. AMEE 2023, Glasgow.
10. Chou, F. C., Tsai, J. Y., & Tsai, C.C. (2022) Exploring the relationships between personal medical epistemic beliefs, tolerance of uncertainty and reactions to medical uncertainty. AMEE 2022 Virtual Conference.
11. Hsiao, C. T. & Chou, F. C. (2020) Bottom-up Model of Developing Entrustable Professional Activities for Emergency Medicine Residency Training. AMEE 2020 Virtual Conference.
12. Hsiao, C. T., Chou, F. C. & Hsu, C. M. (2019) The Development of the Emergency Medicine Milestones in Taiwan: A validation study. APMEC 2019, Singapore.
13. Lin, H. C., Wu, P. C., Chiu, T. F., Lin, C. D., & Chou, F. C. (2019) A qualitative study of complex intervention for CBME across specialties in an Asian country. AMEE 2019, Vienna.
14. Chiu, T. F., Yang, C. H., Tsai, Y. C., Lin, W. J., & Chou, F. C. (2019) Exploring the application of ultrasound in teaching anatomy: A mixed method study. AMEE 2019, Vienna.
15. Sie, Y. D. & Chou, F. C. (2019) Exploring the challenges of implementing CBME across stages and specialties: A qualitative study. AMEE 2019, Vienna.
16. Lin, C. D., Wu, P. C., Lin, H. C., & Chou, F. C. (2019) The integration of on-line workplace assessment with entrustability scale to evaluate the milestones in ENT residents. AMEE 2019, Vienna.
17. Tsai, J. Y., Chou, F. C., & Yang, S. C. (2019) Students’ perspectives on the design of flipped classroom in preclinical setting: A qualitative study. AMEE 2019, Vienna.
18. Chen, C. Y., Chou, F. C., Kang, Y. N., & Tang, K. P. (2018) Validating the applicability and accessibility of the six Anesthesiology milestone-based entrustable professional activities in Taiwan: A nationwide experts’ survey. ICBME 2018 International Summit, Basel, Switzerland.
19. Chou, F. C. (2018) Conceptions of flipped learning and its relationship toward students’ motivation and learning strategies. AMEE 2018, Basel, Switzerland.
20. Chou, F. C. & Sie, Y. D. (2018) Students’ motivation, learning strategy and learning outcome in the flipped learning context. AMEE 2018, Basel, Switzerland.
21. Hsiao, C. T., Hsu, C. M. & Chou, F. C. (2018) Developing a Questionnaire to Explore Factors Influencing Clinical Teachers’ Intention to Apply Emergency Medicine Milestones for Residency Training. AMEE 2018, Basel, Switzerland.
22. Chou, F. C. (2017) Exploring Medical Students’ Conception of Learning in the Flipped and Traditional Learning Contexts: A Phenomenographic Study. AMEE 2017, Helsinki, Finland.
23. Chou, F. C. (2016) Comparison between social constructivism model and traditional model of clinical blended learning. AMEE 2016, Barcelona, Spain.
24. Chou, F. C. & Liu, C. Y. (2016) The influence of work years and faculty development hours on using emergency medicine milestones as assessment tool. AMEE 2016, Barcelona, Spain.
25. Chou, F. C. & Liu, B. Y. (2016) Does shift-based milestone evaluation represent residents’ developmental trajectory through massive daily data collection. AMEE 2016, Barcelona, Spain.
26. Chou, F. C. & Hsiao, C. T. (2016) Glocalization of milestone project: a qualitative study of the contextualization process for implementing milestone project in a non-western country. AMEE 2016, Barcelona, Spain.
27. Chou, F. C. & Liu, B. Y. (2015) Motivation orientation between traditional and blended learning contexts in clinical education. AMEE 2015, Glasgow, UK.
28. Chou, F. C. (2014) Exploring the healthcare teachers’ self-efficacy about web-enhanced teaching in terms of web pedagogical content knowledge. AMEE 2014, Milan, Italy.
29. Liu, C.Y. & Chou, F. C. (2014) Exploring guideline compliance of BLS performance from situativity perspectives. AMEE 2014, Milan, Italy.
30. Chou, F. C., Yang, S. C., Chen, W. & Lin, H.C. (2013). Understanding medical students’ self-regulated learning in traditional classroom and online learning context: a mixed method study with cluster analysis. AMEE 2013, Prague, Czech Republic.
31. Chou, C.C., Lin, H.C., Chen, W., Tsai, C.C., Lin, C.D., Lee, C.C. (2012). Students’ self-regulated learning in clinical rotation: the difference between traditional classroom and online context. AMEE 2012, Lyon, France.
32. Chou, C.C. (2011). Students’ attitudes toward medical learning: A cross-sectional analysis in Taiwan. AMEE 2011, Vienna, Austria.
33. Chou, C.C., Lin, H.C. & Chen, W. (2011). A pilot study for implementing a blended-learning clerkship curriculum: students’ perception and perspectives on digital material. 8th Asia Pacific Medical Education Conference (APMEC), Singapore.
34. Chou, C.-C., & Tsai, C.-C. (2010). The gap between medical science education and clinical learning: the role of educational technology. Paper presented at the ASERA 2010, Newcastle, Australia
35. Chou, C.-C., & Chen, W.-K. (2010). An innovative computer-based blended-learning approach in Emergency Medicine clerkship education. eLearning Symposium, AMEE 2010, Glasgow, UK
 
English Book and Book Chapter
1. ten Cate O, Burch VC, Chen HC, Chou FC, Hennus MP. (Eds). 2024. Entrustable Professional Activities and Entrustment Decision-Making in Health Professions Education. London: Ubiquity Press. DOI: https://doi.org/10.5334/bdc. License: CC BY 4.0
2. Chen HC, Ladenheim RI, Schumacher DJ, Chou FC, ten Cate O. 2024. Graded autonomy and grounded self-determination in health professions education. In: ten Cate, O et al (eds.), Entrustable Professional Activities and Entrustment Decision-Making in Health Professions Education. London: Ubiquity Press. DOI: https://doi.org/10.5334/bdc.c
3. Raad Td, Chou FC, Marty AP, Brydges R. 2024. The role of simulation in EPA-based curricula. In: ten Cate, O et al (eds.), Entrustable Professional Activities and Entrustment Decision-Making in Health Professions Education. London: Ubiquity Press. DOI: https://doi.org/10.5334/bdc.o
4. Chou FC, Fitzpatrick S, Taylor DR, Marty AP, Yap M, Peters H, Managing curriculum reform in the transition to CBE using EPAs. In: ten Cate O, Burch VC, Chen HC, Chou FC, Hennus MP. (Eds). Entrustable Professional Activities and Entrustment Decision Making in Health Professions Education, Chapter 22, pp. 261–274. [2024] London: Ubiquity Press. DOI: https://doi.org/10.5334/bdc.v (第一作者、通訊作者)
5. Boland J, Chen HC, Chou FC, Fitzpatrick J, Frick S. Faculty development for implementation of an EPA-based program. In: ten Cate O, Burch VC, Chen HC, Chou FC, Hennus MP. (Eds). Entrustable Professional Activities and Entrustment Decision-Making in Health Professions Education, Chapter 23, pp. 275–291. [2024] London: Ubiquity Press. DOI: https://doi.org/10.5334/bdc.w
6. Linsenmeyer M, Hall AK, Chen CY, López, M, Chou FC. Advancing and sustaining excellence in EPA-based curricula. In: ten Cate O, Burch VC, Chen HC, Chou FC, Hennus MP. (Eds). Entrustable Professional Activities and Entrustment Decision-Making in Health Professions Education, Chapter 24, pp. 293–301. [2024] London: Ubiquity Press. DOI: https://doi.org/10.5334/bdc.x
 
Chinese Journal Paper
1. 蕭政廷,楊志偉, & 周致丞. (2025). 可信賴專業活動在醫學教育的應用-以急診醫學科為例. 醫療品質雜誌, 19(1), 6-13.
2. 郭淑柳, 陳建宇, 周致丞, 陳麗玉, 李宜恭, 蕭政廷, & 邱欣怡. (2024). 建構能力導向訓練計畫之評估架構-修正式德菲法研究. 台灣衛誌, 43(4), 401-414.(TSSCI)
3. 劉金蓉, 楊式興, 朱家成, 蕭秀鳳, 方瑱珮, & 周致丞*. (2022). 能力導向醫學教育在呼吸治療的發展與應用. 呼吸治療, 21(2), 15-27. (通訊作者)
4. 洪宗佑, 吳政誠, 周致丞 & 陳建宇. (2020) 住院醫師工時改制下的社會責任—臨床能力委員會，台灣醫界，63(4)，68-74.
5. 康以諾, 唐功培, 劉彥青, 林至芃, 周致丞, & 陳建宇. (2018). 學習里程為本之麻醉專科可信賴專業活動-德菲法 (Delphi) 研究. 醫療品質雜誌, 12(5), 35-41.
6. 蕭政廷, 楊志偉, 許志明 & 周致丞.* (2018) Milestone及EPAs於電子學習歷程平台的評估應用，醫療品質雜誌，12(5)，42-47. (通訊作者)
7. 陳建宇, 唐功培, 鄭雅蓉, 程毅君, 戴裕庭 & 周致丞.* (2018) 臺灣麻醉專科導入可信賴專業活動於里程碑計畫，台灣醫學，22(1)，62-70.（共同通訊作者）
8. 蕭政廷, 楊志偉, & 周致丞.* (2018) 談如何在地落實CBME：以台灣急診醫學為例，台灣醫學，22(1)，55-61.（通訊作者）
9. 楊志偉, 周致丞, & 蕭政廷. (2018) 從「醫療勝任能力」到「勝任醫療任務」：可信賴專業活動(EPAs)之實務應用，台灣醫學，22(1)，46-54.
10. 蕭政廷, 楊志偉, & 周致丞. (2017). 勝任能力導向之醫學教育與訓練-專科醫師面向，醫療品質雜誌，11(6)，27-33.（通訊作者）
11. 周致丞(2011)，跨領域團隊合作照護教育的內容結構與教案規劃概念，醫療品質雜誌，5(5), 67-73。
12. 林曉娟,周致丞,吳淑芬,彭慶添,陳偉德(2012年09月)，醫智庫-使臨床核心課程與實習同步的混成式教學新方法。兒科最前線，2(7)，10-13。
 
Chinese Conference Paper
1. 林曉娟、吳柏樟、楊勝彰、邱德發、林嘉德、周致丞 (2022)。實習醫學生對放聲思考法作為線上非同步病歷教學方式的感知調查。台灣醫學教育學會111年度會員大會暨學術研討會。
 
Chinese Book and Book Chapter
1. 周致丞(2009)。對台灣醫學教育與應用PBL的系統思考:一個急診醫師與老師的觀點。載於關超然、李孟智(編著)，PBL 問題導向學習之理念、方法、實務與經驗(224-236頁)。台北市：台灣愛思唯爾。
 
Project-PI
1. NSTC 113-2410-H-039 -007 -MY3導入臨床教練模式於能力導向教育：師培課程發展、成效與縱貫性評估的混合方法研究 (2024/08/01-2027/07/31)。
2. MOST 111-2410-H-039-010-MY2探索醫學臨床學習概念：其與動機取向、策略、自我效能的構念關係，以及以急診住院醫師訓練為例，其與勝任能力導向學習表現、臨床復原力及工作學習疲勞的關係 (2022/08/01-2024/07/31)。
3. MOST 108-2511-H-039-002-MY3，探索個人醫學知識關信念、模糊容忍度特質在溝通勝任能力學習表現之交互作用 (2019/08/01-2023/07/31)。
4. MOST 106-2511-S-039-MY2，勝任能力導向醫學教育之Core EPAs臨床教學評估工具開發與驗證 (2017/08/01-2019/07/31)。
5. MOST 104-2511-S-039 -002 -MY2，翻轉課堂學習模式的學習概念與學習方式感知：醫學教育情境之研究 (2015/08/01-2017/07/31)。
6. MOST 103-2511-S-039 -002，混成式學習分析架構與翻轉課堂模式:基於社會建構觀點的主張與不同模式的數位教學設計比較(2014/08/01-2015/07/31)。
 
Project-Co-PI
1. NSTC 114-2410-H-039-003實施科學實踐：台灣急診醫學住院醫師能力導向醫學教育的全國性縱貫研究(2025/08/01-2026/07/31)。
2. NSTC 114-2410-H-039-004勝任能力導向焦點式超音波於社區、偏鄉、遠距醫學之里程碑、可信賴專業活動暨學習與教學應用模式發展驗證(2025/08/01-2026/07/31)。
3. MOST 111-2410-H-039-011-MY2探索病歷寫作作為作品/成果評估於勝任能力導向臨床教育之應用潛力與評估工具開發 (2022/08/01-2024/07/31)。
4. MOST 109-2511-H-182A-002-MY3信賴決定過程概念架構在急診工作場域的探索與驗證(2020/08/01-2023/07/31)。
5. MOST 108-2511-H-039-001-MY2，勝任能力導向及時焦點超音波教育之里程碑、可信賴專業活動暨學習與教學應用模式發展與驗證(2019/08/01-2022/10/31)。
6. MOST 108-2511-H-182-007-MY2，實施基於以能力為導向的醫學教育評估作為潛在的專業認同強化之工具：探究可信賴的專業活動/學習里程碑評估的可行性及其對急診醫師專業認同的影響 (2019/08/01-2021/07/31)。
7. MOST 107-2511-H-038-002-MY2，發展與驗證以里程碑為本(Milestone-Based)之可信賴專業活動(EPAs)的線上師培平台—以麻醉專科為例(2018/08/01-2020/07/31)。
8. MOST 107-2511-H-182-003-MY2，可信賴專業活動導向的評量工具開發，驗證和可行性測試於勝任能力導向的急診醫學訓練(2018/08/01-2020/07/31)。
9. MOST 105-2511-S-038 -003 -MY2，美國ACGME Milestone Project與可信賴專業表現 (EPAs)在地化之整合與應用—以北醫大與台大四所醫院麻醉科為場域之三階段教育建置計畫 (2016/08/01-2018/07/31)。
10. MOST 105-2511-S-037 -005 -MY2，以「嚴肅型擬真遊戲」學習臨床醫療決策 (2016/08/01-2018/07/31)，計畫經費NT$2,065,000。
11. MOST 105-2511-S-002 -007，畢業前與畢業後一般醫學專業素養里程碑計畫 (2016/08/01-2017/07/31)，計畫經費NT$960,000。
12. MOST 105-2511-S-182 -003 -MY2，台灣急診醫學里程碑的實施：全面適用性測試與基於計劃行為理論的臨床教師使用里程碑於臨床評估的意向研究 (2016/08/01-2018/07/31)，計畫經費NT$1,906,000。
13. 1077170C，以放聲思考法指導病歷寫作 一個探索實習醫學生病歷錯誤型態的質性研究(2018/08/01-2019/07/31)，教學實踐研究計畫。
14. 10346T52，教與學的創新-翻轉課程及總整課程 (2014/01/01-2014/12/31)，教學卓越計畫。
 
Academic Service
1. 台灣急診醫學會教育委員會委員
2. 台灣急診醫學會急診專業發展工作小組召集委員（Task Force of CBME）
3. 台灣醫學教育學會副秘書長
4. 台灣醫學教育學會學術委員會委員
5. 醫療品質策進會「專科醫師訓練數位輔助資訊平台開發計畫」專案小組委員
6. 醫療品質策進會「後疫情世代專科醫師訓練精進未來改革方向探討」政策制度研議小組委員
7. 醫療品質策進會「後疫情世代醫事人員訓練精進先導計畫」 委員
8. 醫療品質策進會112年度二年期PGY計畫「急診醫學課程暨評估小組」委員
9. The International Competency-based Medical Education (ICBME)Inaugural Member, ICBME Executive Committee
10. Accreditation Council for Graduate Medical Education (ACGME) Faculty Development Regional Hub Leaders
11. International Federation for Emergency Medicine (IFEM) Advisory Group Senior Member, Core Curriculum and Education Committee
12. Ins and outs of Entrustable Professional Activities International courses, Association for Medical Schools in Europe (ASME) Oversight Committee Member
13. International Competency-based Health Professions Educators Collaborative (ICBHPE) Collaborators Executive Committee
 
Research Award
1. 2024長庚醫學週第16屆紀念王創辦人永慶先生學術研討會 論文競賽醫學教育醫師組口頭報告第二名，共同作者，2024
2. 中國醫藥大學附設醫院 優良主治醫師，2022
3. 中國醫藥大學附設醫院 傑出主治醫師獎，2019
4. APMEC Best Oral Presenter, co-author, 2019
5. 歐洲醫學教育年會 研究海報論文 第二名(2/912)，2018
6. 歐洲醫學教育年會 研究海報論文 第二名(2/915)，2016
7. 財團法人醫院評鑑暨醫療品質策進會 第十六屆醫療品質獎 智慧醫院 教學研究獎座(首獎)（主題: 臨床混成式課程與翻轉應用），2015
8. 中國醫藥大學附設醫院 傑出主治醫師獎，2014
9. 中國醫藥大學2012年全國PBL案例競賽優等 (教案:不慎被扯到CVP導線)，2012
10. 中國醫藥大學附設醫院 教學優良獎，2012
11. 2009 中國醫藥大學臨床醫學教育貢獻獎
 

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