To evaluate and describe the faculty development workshops which used of TOTR (Teaching On The Run) base from Australia in four hospitals at Taiwan.

Two clinical teachers from Taiwan participated a TOTR workshop in Australia.

First stage, six faculty development workshops adapted from TOTR were held on four hospitals at Taiwan.

117 Taiwan clinical teachers participated in these workshops (2013/11).

Six workshops included first two invited facilitators from Australia using English,
the other 4 workshops used Chinese by Taiwan facilitators.

First stage(2013/02/01~2013/11), a total of 117 participants attended the workshop and all completed questionnaires. Participants rated the workshop highly and found it a valuable learning experience. Compare with English version and Chinese version workshop post-course questionnaire, participations rated 93.80% satisfaction to teacher in English workshops and 93.03% in Chinese workshops. Participations rated 85.80% satisfaction to pre-workshop E-learning material (from TELL Centre website, Australia) in English workshops and 82.00% (adapt version from CGMH website) in Chinese workshops. They also rated 91.92% overall satisfaction to English workshops and 91.18% to Chinese workshops. The observation between Australia and Taiwan workshops were also recorded and compared.

After 9 workshops of TOTR completed (2014/05), 178 trainees finished these training program.

Another questionnaire by email 3 months after the workshop was designed for evaluation their application and long term satisfactory of TOTR workshop.

The questionnaire via email 3 months after the workshop was designed for evaluation their application and long term satisfactory of TOTR workshop. 178 email were send and 173 effective  sample were collected and analyzed as below:

Table 2. Did participants enjoy and elaborate in each topics of TOTR workshop?

Table 3. The learning outcome: application of TOTR, 3 months after workshop

We found the participants from Taiwan were more passive in pre-workshop E-learning but presented microteaching skills well equally in two groups. Taiwan participants were less active and less inquisitive. They gave post-workshop rating and comments more politely and less critically. Because the culture difference between Australia and Taiwan, we should make several adjustments of TOTR workshops. First, early and frequent notifications to participants before the workshop should be considered. Second, facilitators of workshop should make more efforts to encourage Taiwan participants to more active. Third, the critiques and critical comments from participants should be more emphasized and welcomed in the workshop at Taiwan.

Several adjustments should be made of TOTR workshops in Taiwan.

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