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Journal of Medical Education

Author ORCID Identifier

Huey-Ling Chen: https://orcid.org/0000-0002-4074-5838

Document Type

Special Article

Abstract

Respiratory therapist (RT) training in Taiwan has evolved over two decades, progressing from legislative foundation to a competency-based education framework. The Respiratory Therapists Act, promulgated in 2002, formalized the profession and mandated national licensure. Subsequently, university-level programs emerged, replacing hospital-based training. To bridge the gap between academic preparation and clinical demands, a nationwide two-year post-graduate year (PGY) training program was implemented in 2007, currently delivered across 13 accredited training institutions. Through the institutional experience of National Taiwan University Hospital (NTUH), presented as an illustrative case study, we describe a 17-year, feedback-driven process of continuous improvement encompassing 16 curriculum revisions. Recent developments include the adoption of competency-based medical education (CBME), operationalized through 11 RT-specific entrustable professional activities (EPAs) developed by a national task force and programmatic assessment supported by a Clinical Competence Committee (CCC). We analyze key drivers of change, barriers encountered (most notably the tension between heavy clinical workloads and teaching responsibilities), and critical success factors including sustained institutional support, a stable core of dedicated educators, and alignment with national accreditation cycles. We discuss current challenges, including the impact of COVID-19, increasing patient complexity, and workforce pressures, and propose future directions to strengthen CBME implementation, technology-enhanced learning, interprofessional education, and faculty development. This experience provides a replicable model for other allied health professions and institutions navigating educational reform.

First Page

58

Last Page

66

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