恭喜李博士

士捷  June, 2019
Sep., 2013~June, 2019; 碩一後直升博班

博論題目: 發展思覺失調症患者篩檢暨評估之多向度臉部情緒辨識測驗

代表著作: Lee SC, Huang YJ, Lin GH, Chou YT, Chou CY, Hsieh CL. Development of a Social Functioning Assessment Using Computerized Adaptive Testing for Patients With Stroke. Arch Phys Med Rehabil. 2018;99:306-313.

Be our post-doc soon.

溝通能力（含同理心）之評估、介入與理論建構

road map:

漸進性研究主題：
1. 傳統評估工具之心理計量特性比較
2. 發展傳統評估工具
3. 發展電腦適性測驗

4. 發展AI評估與介入系統

5. 發展介入模式

6. 發展理論
另就醫療人員，可發展 OSCE （含 summative & formative OSCE）

研究對象：實習學生（治療師）、思覺失調以及ASD（皆為評估與介入之對象）

Note: 同理心是 social cognition & Theory of mind 之核心，意即三者有共同的內涵。故同理心的研究主題可橫跨【醫療人員】、【schizo】&【ASD】，甚至一般兒童或其他專業人員（法官、律師、教師等）。

具體 研究題目 1：職能治療實習學生同理心測驗之心理計量特性比較

研究經費/計畫：申請台大醫院院內研究計畫
時限：108年7月底提出

主持人：陳O妙
研究人員：O恩

研究對象：實習學生/中風病人

以學生執行 「中風病人FIFE 訪談/回饋歷程」為評估同理心之標的

研究目的：比較2～3種測驗之心理計量特性（施測者內信度、施測者間信度與同時效度 [vs 學生自評/指導老師評估]）

以剛畢業生為測試對象/先以助理扮演SP

另需準備如何介入（給學生回饋），以利學生提升同理心，提高參與計畫之意願

宜先申請/通過IRB，以利後續收案

Note: 團隊於之前已申請通過【職能治療實習生與中風病人之醫病溝通技巧與決策模式之調查】IRB，故擬修改此計畫以作為收案之IRB，請譽騫協助變更之。

題目2：職能治療實習學生溝通能力之評估與介入

研究經費/計畫：申請科技部研究計畫

暫訂主持人：黃OO

研究對象：實習學生

以學生執行 「中風病人FIFE 訪談/回饋歷程」（或特定SDM[如短期目標設定]）為評估之標的

題目3：醫病溝通溝通能力測驗之心理計量特性比較

研究經費/計畫：申請中山--奇美醫院計畫
時限：108年7月中旬提出

主持人：陳OO
研究人員：O晴

以學生執行 「中風病人FIFE 訪談/回饋歷程」（或特定SDM[如短期目標設定]）為評估之標的

研究對象：實習學生/中風病人

計畫內容重點，待O晴、O恩與我討論後再決定之

題目4：職能治療實習學生同理心之評估與介入

研究經費/計畫：申請科技部研究計畫
主持人：李O珍
研究對象：實習學生

further assessment studies: 

題目5：醫病溝通測驗之發展

題目6：醫病溝通同理心測驗之發展

題目7：醫病溝通電腦適性測驗(computerized adaptive testing)之發展

題目8：醫病溝通同理心電腦適性測驗(computerized adaptive testing)之發展

題目9：醫病溝通AI測驗之發展

題目10：醫病溝通同理心AI測驗之發展

further intervention studies: 

11. 醫病溝通介入模式驗證 (for intern OT)

12. 醫病溝通同理心介入模式驗證(for intern OT)

13. 醫病溝通介入模式驗證 (for persons with schizophrenia)

14. 醫病溝通同理心介入模式驗證(for persons with schizophrenia)

15. 醫病溝通介入模式驗證 (for children with ASD)

16. 醫病溝通同理心介入模式驗證(for children with ASD)

17. 發展溝通理論

18. 發展同理心理論

我想問 新進碩班生 什麼問題（找指導教授相關），還有博班生。。。

如何找到合適的指導教授!?

先確定自己的學習目標以及心態!

好好思索以下問題，最好是寫下來，更為明確，之後還可修改或提醒自己的(初衷)...

1. 碩班期間想學什麼，越具體越好！有何特別領域/專長/技術想跟指導教授學習？

2. 碩班很短，畢業後，有何規畫？

3. 自覺學習能力/態度有何瓶頸？

4. 有無特定困難，如經濟、時間有限，將影響投入/學習

5. 自覺未來最佳的工作為何？ 此工作具備那些特質？你需要那些條件才能爭取得到？May 12, 2019 新增

6. 自覺對於研究之酸甜苦辣的瞭解，有多少?

7. 你希望的指導方式（如學生自主或老師為主）？（August 20, 2020 新增）

說明：
1 這問題很目標取向！這也是學生需考量清楚自己的需求/期待（and 務必瞭解老師的專長），才能抓到重點/學到最多！！碩班期間很短，故目標取向是關鍵!
2 長遠打算是人生/職涯關鍵，謀定而後動，佈局長遠！！
3 & 4  學生需有自知之明，也有利於老師針對問題/瓶頸施予援手 as soon as possible.
5. 視野與願景（看得多廣/多遠/深入），這雖然抽象/困難，但卻是年輕人築夢的關鍵
6. 瞭解越多越踏實! （August 10, 2019 新增）

for 博班生（May 12, 2019 新增）：

除了上述碩班生之類似問題，and

1. 每週有多少時間/青春可投入研究！？可持續幾年？

2. 8 大研究核心能力如何？瓶頸何在？

3. 有何特別領域/專長/技術想當成一輩子的專長（至少是國內專家）

說明：
1.青春對年輕人最為珍貴。我認為年輕人應在最好的環境//好好學習，高手切磋，才能茁壯!
3. 擬成為國內專家至少需要8～10年的努力

Note: 老師的青春更有限了... 我自己很珍惜！！

空巢期 -- what I have been doing...

通常形容孩子長大/離家後，父母突然多出很多時間

我到來的更早，主因是妻小10年前到澳洲！我也是那時開始寫 blog, 一晃10年！！還好這10年。。。除了休閒/運動。。。幾乎都投入研究/教學

時間很多，投入很多！ 讓我獲得很多成就感，樂在其中。良性循環！！

Milestones of my career

1. Why I chose graduate schools (rather than clinical settings): 1988~1990 (my mid 20s)
2. Why NTU (but not the others) to work for my career: 1994~  (early 30s)
3. Why stroke as research sample (but not hand injury, SCI): 1994~
4. Why research FIRST (but not teaching nor clinical practice): 1994~2018 (early 30s to early 50s)
5. Why measurement tools (but not effectiveness of OT) and applied psychometrics as research subjects: 1994~
6. Why balance/ADL as research subjects: 1994~
7. Why item response theory as core knowledge: 2003 (Professor) ~ (>30 SCI/SSCI indexed papers, May, 2019)
8. Why quality of life/utility as research subjects: 2004~ (19 papers, May, 2019) (early 40s)
9. Why computerized adaptive testing (CAT): 2008~  (16 papers, May, 2019)
10. Why cognitive assessments as research subjects: 2008~ (13 papers, May, 2019)
11. Why schizophrenia as subjects for cognitive assessments: 2010~ (13 papers, May, 2019)
12. Why social cognition as research subjects: 2015~ (early 50s)
13. Why AI as core knowledge for future research: 2018~ (middle 50s/before retirement)
14. Why child development as TOP research subjects:  2019~
15. Why professional skills/SDM as research subjects: 2018~
16. Why moving from research to teaching (including teaching-related research): 2018~
17. Back to research! Why?

Major milestones

1. Clinical settings presented numerous challenges for me, including limited re-education opportunities, low chances for promotion, low pay, heavy workloads, and minimal autonomy. These were far beyond my ability to change. Moreover, the idea of becoming a doctor, requiring years of additional study and demanding work, wasn't appealing to me. Therefore, I decided against pursuing a clinical path and entered graduate school in the US. Thanks for my parents' financial support!

2. I had several universities to be selected because very few OTs got PhD then. Although I had to be employed as teaching assistant (but not lecturer or higher position) due to my poor academic performance (no published paper), the NTU is the TRUE research university that has given me a huge lift for developing my research ability.

3. Stroke is the largest sample, which can be investigated, in the field of physical OT. In addition, because of distinct diagnosis, and a variety of issues (physical or psycho-social topics, assessments, intervention, or epidemiology) left to be studied, stroke has given me lots of research topics either in-depth or width.

4. During my participation in our 學系評鑑 in 1994, a well-known scholar stressed the importance of research. In addition, I had to be promoted and needed papers.... The other advantage is that there have been so many good physical OT teachers (e.g., Prof. Hsueh, Huang, and Mao...). Thus, I didn't have to offer the majors courses and take great responsibility on clinical teaching. They have taken tons of teaching and clinical loads from me for DECADES.

5. Assessments are fundamental and critical for clinical reasoning, goal setting, treatment planning, showing outcomes, and predicting prognosis. However, our measures currently used at clinical settings have been many miles away form achieving the above-mentioned clinical purposes. That is, there are a great number of big issues (e.g., validation of the current measures, revision of the current measures, and development of measures) left to be studied. If you are interested in this issue, please go to https://atriptouq.blogspot.com/2014/12/cat.html for further details.
Psychometrics can be defined as a study of assessment quality. Psychometric properties (e.g., reliability, validity, responsiveness) are the heart of a measure. Applied psychometrics deals with how to apply psychometrics to validate, improve, and/or develop measures.


6. ADL and balance are primary outcomes for OT. The measures used in 1990s were descriptive rather than standardized. Even the Barthel index was not commonly used at clinical settings in 90s. Thus, there were plenty of research topics for me. So far, I have written >30 papers published in well-known journals. You may go to my above-mentioned blog for details.

7. Item response theory (or called modern test theory) is an advanced test theory, which is useful for validation, simplification, and development of a measure (particularly CAT). I learned it from scratch with the lift from Prof. Wen-Chung Wang. Such knowledge help me revise some well known measures and develop some our own measures. Most of these results have been published in internationally-known journals. In addition, it also help me write several papers regarding individual-level responsiveness, which is an important issue for both clinicians and researchers to validate and select outcome measures.

8. Quality of life (QOL) or health-related QOL is a primary or secondary outcome of OT. Particularly, disease-specific QOL questionnaires had been developed and widely used for almost every disease. In addition, utility (preference of health) is commonly viewed as a generic index, which is useful for comparing effects of different interventions (even different interventions on different diagnoses) due to its generic/universal characteristics. Both QOL and utility are useful for cost-effectiveness analysis and cost-utility analysis. I'd spent several years collaborating with Prof. Jung-Der Wang on these topics. Particularly, we had developed a Taiwanese version of WHOQOL-BREF, which is the mostly used measure among the measures developed by me.

9. CAT means fast and reliable assessments, which are fascinating for all. However, the knowledge and data needed for CAT are a lot. Thus, developing a CAT takes time, effort, as well as luck! However, almost all my CATs haven't been used by clinicians. Something wrong about the utility of CAT. to be added later...

10. Cognitive assessments are critical for goal setting and treatment planning. However, the current cognitive measures have limited or poor psychometric evidence, which cannot support its utility for clinical practice. For example, the psychometric properties of the LOTCA are not satisfactory. Using the LOTCA might be just a waste of time. In addition, it often takes lengthy time to administer cognitive assessments. For research purposes, researchers have to use psychometrically sound cognitive measures to specify or screen patients' cognitive impairments in order to target/match corresponding cognitive intervention protocols. However, most of the current cognitive measures cannot satisfy such needs. Another critical issue is "cultural dependence." Specifically, the items and content of cognitive assessments are highly affected by culture and language. So, the cognitive measures developed in the other countries may not be used here. Thus, we have to develop our own cognitive measures to achieve our research and clinical purposes.

11. Patients with schizophrenia have various cognitive impairments. In addition, they, large size of sample, can be easily reached/assessed in some major hospitals. Thus, they are very suitable sample for examining psychometric properties of cognitive measures.

12. Social cognition has been shown as a critical mediator between cognitive functions and social functions. Impairment of social cognition can be seen in patients with schizophrenia or ASD. Thus, assessing social cognition is important for clinical management or research of patients with schizophrenia or ASD.

13. AI might solve some problems of CATs. Although CAT can achieve fast and precise assessments, development of CATs takes time and luck. There are still lot of of domains without CATs. For using CATs, clinicians have to learn how to administer, which takes time. In addition, they have to install the CATs' programs into their institutions' system. On the other hand, AI can AUTOMATICALLY and SIMULTANEOUSLY assess patients' several physical, psychological, social, and even cognitive domains (e.g., motor, balance, mobility, emotion, attention, executive function, language, social interaction, communication, empathy) via video analysis WITHOUT clinicians' efforts. The results of AI assessments are digitized so that the afterward analysis, application, and output are very useful for clinicians, researchers, and patients!! The progress of AI is very speedy so that we just need to catch up the contemporary advancements and that we don't need to pay efforts to advance the AI technologies.

14. Current assessments of children's developmental domains can be inefficient. Both children and their parents are generally receptive to video recording. Video recordings can capture a child's development across several domains, such as motor skills, language, cognition, emotion, and social function. These recordings can then be analyzed by AI using data from children with normal and abnormal development. Parents would likely be interested in video recording and receiving results from AI analysis over time. AI has the potential to revolutionize child development assessment by helping us assess progress, analyze data, predict future development or outcomes, and generate reports for parents, clinicians, and researchers. Additionally, the techniques, results, and knowledge gained from this approach could be translated to assessments of age-related decline in the elderly population.

Source: https://encrypted-tbn0.gstatic.com/images?q=tbn%3AANd9GcS4gu9bxwh1qVmhUWzhpJxEMAiiDRmafmksEXgZgxgHRtvWgfKn&usqp=CAU

15. Professional skills and shared-decision making (SDM) are both crucial for delivering high-quality and effective occupational therapy (OT). However, effective methods for improving professional skills and client-centered communication remain largely unexplored. If video recording is implemented in clinical settings, patient-therapist communications can be captured as well. Artificial intelligence (AI) could then be used to analyze the recordings and identify both strengths and weaknesses in professional skills. The information gleaned from these analyses would be invaluable in pinpointing areas for improvement and ultimately enhancing professional skills.

16. With < 10 years until retirement, my research potential naturally becomes more limited. As a result, I find myself spending more time on teaching my graduate students and research assistants. I believe my teaching can strengthen their abilities and prepare them for their future careers. The experience I gained from researching topics like OSCE and professional skills assessment will definitely be helpful in my teaching.

Note: It might be interesting for you to find why my priority shifts from "research first" to "teaching first."  Also, my research sample shifts from stroke, to schizophrenia, and then to  children. Actually, children have been my research sample and I've written several papers in the filed of children.

17. Back to research! I tried teaching and sharing my knowledge/experience with undergraduate students for several years, but ultimately, it wasn't the right fit for me. So, I'm devoting my time to research again, and I absolutely love it! I can't imagine doing anything else for the rest of my career!

台灣科技人才與世界的距離

「台灣少有人才參與整個端對端的產品設計，也欠缺行銷、營運等層面的思考與經驗。簡單說台灣人才多著重在工程層級的技術優化，而非矽谷式創業家式的全面性思維，這也就是台灣科技創新不足的主因。」

「西式教育卻比較鼓勵學生自己找題目，透過寫讀書報告、做問答、寫小論文等方式建構出不一樣的見解，這兩種教育方式產生截然不同的結果。」

詳：2019-05-04 23:12聯合報 名家縱論 簡立峰