2026-10-302026-10-30https://scholars.csmu.edu.tw/handle/123456789/36975本研究旨在探討台灣醫學生與醫師於醫學專業認同形成的世代差異，聚焦科技發展、社會轉變與多元價值下的專業素養挑戰。本研究結合Kegan建構發展理論、實務社群理論、自我決定理論及社會學習理論，透過混合研究方法，包含問卷量化調查與深度訪談的質性探究，系統分析影響專業認同的關鍵因素。 研究對象包含不同世代的台灣醫學生、住院醫師與主治醫師，探討數位科技、社會文化背景與教育訓練模式等結構性因素對世代差異的塑造。本研究預期透過量化及質性資料的綜合分析，揭示世代間專業價值與核心理念的共通及差異之處，深化對醫學專業認同形成的理論理解，應對未來挑戰提供實證支持，並為醫學教育改革提出建議，俾助於台灣建立更優質的醫學教育。 This study aims to explore the generational differences in professional identity formation (PIF) among medical students and physicians in Taiwan, focusing on the challenges to medical professionalism posed by technological advancements, societal changes, and diverse values. The study integrates Kegan's Constructive Development Theory, the Community of Practice (CoP) framework, Self-Determination Theory (SDT), and Social Learning Theory (SLT). Using a mixed-methods approach, it combines quantitative survey analysis with qualitative insights from in-depth interviews to systematically examine the key factors influencing professional identity formation. The research participants include Taiwanese medical students, residents, and attending physicians from different generations. The study investigates how structural factors—such as digital technology, sociocultural contexts, and educational and training models—shape generational differences. Through the comprehensive analysis of quantitative and qualitative data, the research aims to uncover commonalities and differences in professional values and core principles across generations. It seeks to deepen theoretical understanding of professional identity formation in medicine, provide evidence-based insights to address future challenges, and propose recommendations for medical education reform, ultimately contributing to the development of a higher-quality medical education system in Taiwan.醫學專業素養專業認同形成世代差異混合研究方法醫學教育Medical ProfessionalismProfessional Identity FormationGenerational DifferenceMixed Method ApproachMedical EducationProject