劉景寬  校長

為能達成本校校務發展之目標，本人提出之I Love KMU治校理念，其中Legislation法紀制度，所涵蓋之意義包括：法規的重整與改善、組織再造與制度的調整、權責相符與授權賦能、法紀倫理教育的推行等。重整法規之重要性在於避免爭議，而致影響向心力的形塑。合理的法紀制度，可維持機構穩定發展及做為迎接未來的重要基礎。因此加速法規的重新檢視與修正，以符合國內外醫學大學之發展趨勢。

我國在近年來數次修正大學法及民國97年大幅修正私立學校法，逐步朝向大學自主的方向前進。另一方面，因應知識經濟時代的來臨，高等教育也有很多重大變革。此外，本校在數年前曾因學校財團法人（簡稱：學校法人，以設立及辦理私立學校為目的，管理機制有其特殊性）作業之解釋及定位不清，產生許多校內的爭議與衝突，甚至遭教育部糾正。為了避免此類System dysfunction（系統功能障礙），因此，我們亟需遵循國家法規與配合環境之變化，於校
務行政上，確立法制精神。

在校務行政支持策略上，以「建構政令上行下效、管道明確暢通、做事公平公正、服務迅速確實的行政體系」為主要發展目標，希望藉由完善的校務支持系統，讓學校教學、學生輔導及就業、研究、產學與推廣、國際化及行政各構面的發展目標能夠確實達成。以合理及可執行之角度，全面檢討法規適宜性，三年多來，進行新增、修正全校法規或廢止已不合時宜之法規。強調依法辦學，合法、合理及與時俱進的法紀制度，是維持學校穩定發展的要素。為落實全面檢討法規適宜性，自101學年度至103學年度進行檢討全校法規，共計761件；其中包括新增法規161件，修訂法規572件及廢止法規28件。在啟動法規重整與改善工作中，並透過法規制度整體規劃與法規條文制訂或修訂，以達成具體校務目標。並為實現校園民主精
神及符合大學法大學應受學術自由之保障，並在法律規定範圍內，享有自治權之規定，修訂各會議成員組成，明訂行政主管代表、學術主管代表及教師代表、學生代表等。另為促使本校教師評估運作更臻完備，並提升教師教研能量，修訂「教師評估準則」、「教師聘任及升等審查辦法」、「教師評審委員會設置辦法」、「各學院教師評審委員會設置準則」、「各系(所)教師評審委員會設置準則」及增訂「教師申覆處理要點」等，使本校教師資格審查制度更趨完善，以符合公平公正程序，更能提升教師專業能力；將教師評估要求提高與多軌化，亦啟動主治醫師三軌制，完成研究型、教學型主治醫師設置辦法，提升教研水準、鼓勵適才適性發展。

針對人力資源及人事管考，在職員工部份完成修訂「教職員工敘薪辦法」、「職員工考核辦法」、「職員工任用辦法」、「教職員工福利辦法」、「教職員工請假辦法」、「勞工退休撫卹資遣辦法」及「延攬及留住特殊優秀人才彈性薪資支給原則」等，修法精神係強調獎優汰劣、鼓勵認真且表現優異的職員工，提高整體工作士氣，並建立績效差異機制。並配合國家政策遵守法規執行個人資料
保護管理政策，成立個人資料保護執行管理委員會，以推動及管理個人資料保護等措施。且為了讓全校師生與職員工能隨著社會的法治進步，了解最新的法規變化，遵循法制倫理及重視智慧財產權，
從課程規劃及教育宣導等進行法學認知教育訓練，藉由訂定全校保護智慧財產權相關之法令及規定，並從宣導至落實與執行保護智慧財產權。
私立學校之運作，應依循私立學校法之規定。依該法其中之校務行政規定為：「私立學校置校長一人，由學校法人遴選符合法律規定之資格者聘任之。校長依法令及學校章則綜理校務，執行學校法人董事會之決議，受其監督、考核，並於職務範圍內，對外代表學校。」教育部於民國102年6月27日為明確學校法人與學校間之關係，就私立學校董事會與校長權責劃分問題亦有明確之函釋，發給全國各私立大學院校：「於私立學校法第41條第3項規定，校長依法綜理校務，於權責範圍內對外代表學校，並受董事會監督及考核。董事會雖依法監督校長，但仍應尊重校長行政權，不干涉校務；爰此，董事會對學校之監督方式，應採事後監督，並以一般性
為原則，不宜介入個案，避免影響校長裁量權。」再者，為合理保障私立學校營運效能之提升、資產之安全、財務報導之可靠性及相關法令之遵循，學校法人及所設私立學校應各別建立其內部控制制度，學校並得置隸屬於校長之專任稽核人員(此點不同於一般財團法人)，對人事、財務、學校營運等實施自我監督，以達到為促進私立學校多元健全發展，提高其公共性及自主性。

依私立學校法第50條及相關規定：學校法人所設私立學校為增進教學效果，並充實學校財源，於訂定章則報經學校主管機關(教育部)及目的事業主管機關核准後，申請設立附屬機構；或以投資方式、依法接受政府機關、民營企業或私人委託、合作經營或其他法定方式，辦理相關事業，應經學校校務會議、董事會議通過，並檢具籌設計畫書、經會計師簽證之學校查核報告、財務報表及相關證明文件，報教育部審議後方可設立附屬機構及相關事業。其中並須於籌設計畫書內明確規劃有關附屬機構或相關事業有助於本校運作之影響說明、增進教學效果之預期效益、盈餘應用於改善師資、充實設備及撥充學校基金…等事項，以及辦理之目的及監督之機制。以增進本校辦學理念及永續發展。
本校之附屬機構及相關事業包括：於民國46年即已設立之附設中和紀念醫院，並陸續接手高雄市政府委託經營之高雄市立小港醫院、高雄市立大同醫院及高雄市立旗津醫院；且即將設立之高醫附設長期照護機構、附設高醫岡山醫院等，皆依據「私立學校法」第50條及「教育部審核私立學校申請設立與教學實習實驗研究推廣相關附屬機構或辦理相關事業作業要點」之規定辦理籌設，教育部均已同意本校辦理。本校這三年來辦理附屬機構申請皆依法符節，因此本校主任秘書陳正生教授受邀至教育部104年度全國大學校院經營管理研討會，主講高雄醫學大學設立附屬機構案例分享；就朝向學校定位及中長程校務發展時，為增進教學效果及充實學校財源申請設立附屬機構，如以投資方式、依法接受政府機關委託、合作經營等
不同方式，所可能面臨之困難與申請程序，提供有關大學申請附屬機構與相關事業經驗交流。
迄今，本校為凝聚高醫醫療照護體系的向心力，開展校院合作組織架構與運作方式，藉由健康事業首長溝通會議及校院首長會議，形成兼具效率與成果之溝通。更規畫附屬事業經營管理委員會之成立，委員由校長、副校長、附設中和紀念醫院院長及副院長、及高醫醫療照護體系院長、副院長及校內專長中之適合人員所組成，全面促進校院的溝通與合作，執行高醫整體之財務規劃，增進高醫醫療照護體系整體效能。
誠摯以I Love KMU治校理念及精神，號召全校師生、醫療人員、教職員、及廣大的校友，共同為高雄醫學大學的進步與美好貢獻心力！

陳田植  董事長

   這一屆畢業的年輕學子們，即將展開體驗另一階段的人生，或許是走入研究領域；或許是進入職場，此時要面對的不僅是國內同時期畢業的專業人才，更有許多來自國外的競爭對象，期盼同學能開始運用高醫師長所教授的知識，學習自己面對問題，嘗試改變思路與行為，使自己更為迅速、順利的和新環境接軌，同時亦必須強化本身的正向思考能力去迎接挑戰。
高醫自1954年創校至今，已經有超過4萬名的畢業生，同學也可以透過學校的校友平台與歷屆畢業的學長姐進行交流，更是另一項精進自己學識的方法，相信學長姐必能給予相關的經驗傳承及各項資源的協助。我們相信不論是分布在全球各領域或是在地深耕奉獻的校友，都是促進社會蛻變、成長的原動力。我們也深信，高醫校友是當今社會各階層最重要的資產。
最後，我以校歌的歌詞「為今日的成就歡呼，向明日的理想邁進」，祝福各位畢業生實現你的理想並有個創新、美好的豐富人生。
鳳凰花開的六月，一如往常的盛夏驕陽，在本校的綜合集會場上，聚集了一千五百餘位完成學業的畢業生，當你們將手上的四方帽拋向天空宣告畢業的那一刻起，你們的身份已由高雄醫學大學的「學生」轉換成「校友」。
近十年，董事會為更加提升增進高醫的國際競爭力，決定投注相當多的資金協助高醫校院的發展。包括近期，為促進本校進入世界大學排名500大的規劃、競爭第三期邁向頂尖大學計畫等，董事會這幾年以特別預算或追加預算方式總共編列了近5億的經費，希望藉此研究經費的挹注，學校能整合研究資源，厚植研究根基，發展重點研究。為了符合高齡化社會及政府政策走向，本校也擬計畫設置附屬長期照護機構，其目的是在培育長期照護的專業人才，並進而期待發展出高齡化社會長期照護的理論基礎，作為國家建構長照的參考基石。同時，我們也全力支持積極籌設「附設高醫岡山醫院」，希望未來能擴大提供學生一個具區域特色的實習場域及醫院醫療人員繼續教育與研究的場所。希望學校在發展本校特色、增進研究能量及提昇國際學術地位上都能繳出亮麗的成績。

International Academic
Collaboration
Reinforcing the Network of International Relations

KMU establishes collaborative relations with overseas universities
actively. Within the recent three years, the increase of new
collaborative cases with sister schools is as follows: 6 cases in
2012, 4 cases in 2013, and 23 cases in 2014. The year of 2014 can
be said to be the most brilliant year of having cooperative relations
outside the university. In addition to the exchanges with the sister
schools, KMU has also joined international activities assiduously,
including Educators’ annual conferences, the Taiwan-Florida and
Taiwan-Maryland Conferences on Higher Education, and QS
International Events for Professional Leaders in Education.
Participating in APCS (Asia Pacific Cities Summit) in 2013 also
strengthened KMU’s international network and raised KMU’s
international awareness. Moreover, KMU hosted “Taiwan-
Maryland Conference on Higher Education” in 2014, which invited
scholars from universities in both Taiwan and the State of Maryland
to communicate and brainstorm on mutual academic collaboration.

International collaborative teaching courses

According to individual needs, teachers can plan courses by
themselves and invite international scholars to give the course
together. By doing so, students will have a cross-cultural vision
and acquire professional content. The number of foreign scholars
who have come to KMU to give courses reached twenty-one in
2012, sixty-one in 2013 and forty-five in 2014.

Dual Ph.D. Degree Program

In order to raise KMU’s awareness and acquire more international
resources and cooperating opportunities, KMU signed agreements
with the University of Szeged in Hungary and the Uppsala
University in Sweden between 2011- 2012 on the cooperation of
the Dual Ph.D. Degree Program. One doctoral student has
graduated from the Natural Products Institute from the University
of Szeged in Hungary in 2014. KMU also signed an agreement on
the Dual Ph.D. Degree with UC Irvine in the U.S and Aix-Marseille
University in France between 2013-2015 to encourage teachers
and students to have more international communications.

Collaborative teaching courses given by the scholars from
Harvard University and University of Arkansas for Medical
Sciences (UAMS)

Since 2009, KMU has successfully invited scholars from Harvard
University to give collaborative teaching courses. Besides, KMU
has maintained a good relationship with our first sister school, the
University of Arkansas for Medical Sciences (UAMS), since 1980.
To strengthen the exchange with UAMS, KMU has cooperated
with UAMS to provide a course project called “UAMS Biochem
Week” for medical students since 2012. Furthermore, the “Liver
Week” has been formed with Harvard scholars since 2014, too.

Cultivating Teachers’ and
Students’ Global Mobility

Students’ study abroad exchange and participation in
international conferences

1.The subsidy for studying abroad
KMU enacts “Guidelines for the grants of students’ studying
abroad service” and encourages students to take courses abroad,
learn on the job, join volunteer activities, participate in industry
internship, or publish papers. The number of people who applied
for the subsidy these three years: 334 persons in 2012, 408 persons
in 2013 and 418 persons in 2014.
2.Study Abroad Project under the Ministry of Education
KMU sends students abroad for overseas study with the
Ministry of Education’s subsidiary projects: Scholarships for
Excellent Students to Study Abroad; Hardship for Students to
Study Abroad; and Pilot Overseas Internships. In 2011 and 2012,
three students were selected under Scholarships for Excellent
Students to Study Abroad, and 26 students under Pilot Overseas
Internships. Four students were selected under Scholarships for
Excellent Students to Study Abroad, and 36 students under Pilot
Overseas Internships in 2013, while 8 students under Scholarships
for Excellent Students to Study Abroad, and 31 students under
Pilot Overseas Internships were selected in 2014.

Recognizing overseas course credits

Students of the Department of Medicine and Post-graduate Medical
Department will be sent to Harvard University, University of Hawaii,
University of Seoul, and Juntendo University for learning and
internships. Graduate students of the College of Nursing will be
sent to The University of Texas Health Science Center at Houston
for taking cross-cultural nursing courses. Students of the College
of Health and Science still studying in the graduate program will
be sent to the Medical Management Institute of Virginia University
for taking the course, “American Medical Management Practice,”
of which credit will be recognized by KMU.

International Volunteering Service Project:

KMU has selected students to provide medical services to the
Solomon Islands, the Kingdom of Malawi, and India since
2007. The Kingdom of Malawi group was awarded “First place in
the iVT volunteer group of the southern region” and “Excellent
performance in the iVT volunteer group of the southern region”
in 2012, and “First place in the regional peace volunteer group of
international volunteer service” in 2013. Malawi and the North
India groups cooperated with National Sun Yat-sen University to
offer many more services to these developing areas in 2014. In the
same year, Malawi group was awarded Second place in the Taiwan Youth volunteers group competition of international volunteer.
The year 2015 opens a new page for international volunteers since
the Indonesia group and the international volunteer club were found
at the same time so as to recruit more students who are interested
in international affairs and volunteer services.

Enhancing Overseas Students’
Amount

Propagating KMU’s learning programs, receiving overseas
students

In order to increase the enrollment of overseas students, KMU
propagates learning programs and admission information,
participates in overseas education fairs, and contacts Taiwan’s
overseas offices and overseas centers of education. The number
of overseas students is increasing each year: 42 persons in 2012
and 55 persons in 2013. In addition, the “Bachelor program of the
Department of Medical Laboratory Science and Biotechnology”
has begun to receive overseas students since 2014.

Encouraging overseas students as exchange students to KMU

1.“Taiwan Tech Trek, TTT,” National Science Council
KMU offers professional internship opportunities and attracts
many students to apply for the program. These applicants are
outstanding. Fifteen persons participated in summer program in
KMU in 2011, and 15 persons in 2012. In 2014, there will be
13 students. 6 students came to participate in this program, and
in 2015 will be 7 students.
2.MHIRT (Minority Health and Health Disparities International
Research Training) Project by San Diego University
KMU cooperates with San Diego University, where students who
are selected can receive related training and research in KMU
during the summer vacation. Five students in 2011, two students
came annually from 2012 to 2014. And in 2015, there will be
two students come to participate in this program.
3.In regard to the Exchange Overseas students from sister schools,
international student organizations, and students applying for
the program themselves, there were 162 students in 2011, 137
students in 2012, and 114 students in 2013.

Encouraging English-teaching courses

Master’s and Ph.D. programs have uploaded their syllabuses in
English. The approach to awarding teachers lecturing in English
and encouraging them to give courses in English has been revised.
During the past three years, the number of courses lectured in
English were 94 in 2012, 102 in 2013 and 100 in 2014.

From the establishment of Kaohsiung Medical University, the university takes “cultivation of professional medical specialists, taking care of the public’s physical and mental health, and giving care to unprivileged groups” as its mission. In order to achieve these goals, the school is devoted to “cultivating an interdisciplinary healthcare specialist through knowledge and practice.”

Following the government’s policy of cultivating specialists, our school integrates the concept of Kano’s model as a guideline to create a concept of “a chain of cultivating specialists through knowledge and practice,” (see the picture below), which emphasizes students’ abilities in the humanities, profession, employment, and international competency, and at the same time enhancing teachers’ teaching competence.

In  addition,  by  creating  a  cloud  service  campus,  teaching

4. Cultivating the ability of international competency

5. Cultivating teachers’

teaching competence

6. Integrating teaching resources

7. Communication of regional teaching resources

this involves expanding international academic exchange, signing dual-semester systems with the 100 best universities in the world, expanding the student’s industry-university cooperation and application of international profession licenses, making a plan for internal volunteers, and creating a learning space with time-space limit in order to strengthen the student’s “international competency.”

by setting up an index for teaching competence, designing cultivating courses and hands-on workshops, inspecting new teaching assessments and questionnaires of teaching competence objectively, setting up a teaching model, and carrying out paradigm shifts, all teacher’s “teaching competence” can be enhanced.

this involves creating a cloud-service E-campus, creating a mobile reading area on campus, establishing a performance index of BI (Business Intelligence), enriching self-study resources so as to carry out “integration of virtual and actual teaching resources.”

by enriching the teaching resources and support of elementary, junior and senior high schools and universities within the region, adding a zero-mile navigation platform, giving a zero-mile pathway program the goal of “sharing and gaining benefits from regional resources” and “continuing university education” can be achieved.

resources can be integrated. By sharing regional teaching results and resources, all educational institutes in the region can benefit via enhancing the teaching quality and the function of supporting systems. In addition, the self-assessment of educational institutes will be established so as to create an excellent specialist-cultivating campus and to improve the school-running quality. The following are the strategies of cultivating specialists:

Specialists are the foundation in maintaining a nation’s competency. Cultivation of specialists is based on higher education instruction such as that found in universities. In order to deal with the rapid changes of the medical environment and the emergence of new diseases, our school has set up a solid base to cultivate “a professional interdisciplinary specialist with knowledge and practice” through teachers’ teaching, students’ learning, course redesigning, internationalization striving, and resource integrating.

We hope that by implementing the strategies above, we can maintain our excellent traditions in medicine and healthcare and cultivate professional specialists meeting the needs of national healthcare and the medical industry.

At its inception, Kaohsiung Medical University not only consisted of
Schools of Medicine, Dentistry, and Pharmacy, but also established
the “Medical Program for Indigenous Physicians” in 1958 to train
local medical personnel for service in rural areas with inadequate
access to healthcare. In 1982, the Post-Baccalaureate Medical
Program was introduced to nurture physicians with more diverse
professional backgrounds. Today, KMU has developed into a
comprehensive medical university with a solid organization
and world-class faculty. It has also expanded to consist of
seven colleges: College of Medicine, College of Dentistry,
College of Pharmacy, College of Nursing, College of Health
Sciences, College of Life Science, and College of Humanities and
Social Sciences. In addition, it manages four reputable teaching
hospitals that offer comprehensive and humanitarian healthcare
to the people of southern Taiwan: Chung-Ho Memorial Hospital,
Kaohsiung Municipal Siaogang Hospital, Kaohsiung Municipal
Ta-Tung Hospital, and Kaohsiung Municipal Cijin Hospital.
Chung-Ho Memorial Hospital, located on campus, is particularly
notable for being the largest teaching and research hospital
in the South.
In the past, when Taiwan’s public health system was still in the
early stages of development, trachoma and malnutrition often
caused people to suffer from corneal damage or blindness. With
help and support from Dr. Jhen-Wu Chen and the International
Red Cross (IRC), Taiwan’s first eye bank was established at
Kaohsiung Medical College in 1963, marking a milestone in the
development of corneal transplant in Taiwan. Furthermore,
owing to Kaohsiung’s unique geological location between the
tropical and subtropical zones, KMU has been a leading research
institution on tropical medicine and natural pharmaceuticals.
Dr. Chen-Chung Yang’s research on snake antivenin peptides andDr. Sian-Chen Hsieh’s research on parasites, for example, are
highly regarded in their respective fields and are applied to clinical
practice. Moreover, problems regarding occupational injuries and
disease are on the rise as Kaohsiung has become a major industrial
center over time. To address this issue, KMU has promoted research
in the field of occupational therapy, quickly becoming a leading
authority in the field.
KMU’s core values of “Simplicity, Earnestness, and Emphasis on
Humanistic Concern” is reflected in its service to the public. There
are many aboriginal tribes located in the Kaohsiung-Pintung area
that have inadequate access to medical resources. Since1997,
Kaohsiung Medical University hospitals have sent medical
representatives to the indigenous tribes and collaborated with local
healthcare bureaus to offer medical treatment to the inhabitants
there. The service puts the idea of “Promoting Equality of
Healthcare” into concrete action.
Since the establishment of KMU, the university has made caring
for and serving disadvantaged groups one of the main missions of
medical education. After years of cultivation, 26 alumni have won
national medical contribution awards, the greatest number of
winners among medical universities in Taiwan. In terms of
international medical contribution, KMU-affiliated institutions
have participated in international humanitarian aid activities such as
providing emergency aid to the Solomon Islands and post-disaster
aid in the aftermaths of the 2004 Indian Ocean tsunami, the 2010
Haitian earthquake, the 2010 Yushu earthquake, and the 2011
Japanese tsunami, donating medical supplies and sending medical
personnel. In addition, KMU’s Chung-Ho Memorial Hospital is
entrusted by the Ministry of Health and Welfare to direct the
“Taiwan Public Health Center in the Solomon Islands” and
provide medical personnel to carry out public hygiene and
medical skill exchange projects. These contributions validate
KMU’s long-term investment in medical education and its
dedication to social responsibility.
Kaohsiung Medical University is the only medical university
to have all of its departments pass the five criteria of school
evaluation (only one other university passed this evaluation.) This
achievement sets a new record in Taiwan’s higher education and
authenticates the high qualifications and self-improving ability of
our administrative affairs. In teaching, the ideas of students as
subjects, teachers as assets, and administration staff as support
personnel have enabled our university to win “The Teaching
Excellence Project” for 8 consecutive years and qualify as a
paragon of teaching by the Ministry of Education.
The rigorous quality of teaching and the healthcare programs have
helped our school pass the TTQS (ISO10015) evaluation set up by
the Council of Labor Affairs, Executive Yuan for six consecutive
years and win a bronze medal of TTQS evaluation. The highquality
humanities courses in the Center for Continuing Education
and Social Resources have won Kaohsiung Citizen’s Academy
03
KAOHSIUNG
MEDICAL
UNIVERSITY
Award. In research, our university focuses on tropical medicine,
Chinese medicinal herbs, and snake venom.
For past sixty years, the university has undertaken the great
responsibility of providing healthcare and public health services
to the people of southern Taiwan. Because of its long-term study
on environmental medicine in the Kaohsiung district, the university
received a subsidy for developing into an first-rate international
university and the top research center project – Environmental
Medical Research Center from the Ministry of Education and set
up the “Research Center for Environmental Medicine” on August
1st, 2008 to promote interdisciplinary studies on environmental
medicine.
In student affairs, with a view on following the school tradition of
humanitarianism and taking care of underprivileged groups, the
Office of Student Affairs cooperates with the Office of Global
Affairs in instructing students to extend their medical volunteer
service from domestic to remote international areas. From 2007
to the present, with the help of the subsidy from the Teaching
Excellence Project , students selected have been sent to the
Solomon Islands, Republic of Malawi, India, and the Kingdom of
Swaziland to engage in international volunteer services, which are
often awarded by the National Youth Commission, Executive Yuan.
In addition, the university won the National Award for friendly
campus and the certified school of international health and safety
by the WHO in 2012, and the “characteristic school excellence in
moral education” award by the Ministry of Education in 2013.
Over the past six decades, as a result of the dedication of former
university Presidents and support from the Board of Trustees,
KMU currently boasts over 30,000 alumni worldwide who not
only serve the people of Taiwan, but also make contributions to
the people of America, Europe, and Japan, spreading KMU’s core
values and commitment to social responsibility in the process.
The current President of the university, Dr. Ching-Kuan Liu, has
proposed the principle of “I Love KMU” to direct the school’s
future development. This phrase, which stands for “Innovation,
Legislation, Knowledge, Mission, and Universality,” aims to
continue KMU’s proud tradition as a leading medical university
in Taiwan.

1月10日

本校假國際學術研究大樓B2主辦智慧生活創新創業育成平臺試辦計畫雙月會，主要目的係展示本校長期著墨於遠距健康照護之成效，並促進夥伴學校間之交流學習及經驗分享。其中由本校劉景寬校長及何美泠產學長等人共同參與，更邀請到教育部資科司科長、國立臺灣海洋大學李選士副校長及修平科技大學鍾瑞國校長蒞臨指導。 本計畫依不同醫療照護領域設計分為四個主軸，「智慧健康促進」、「智慧健康管理」及「智慧健康長照」、「創新創業」。

1月12日

本校於與法國艾克斯-馬賽大學(Aix-Marseille Université)締結姐妹校，簽訂學術交流合作協議，促進兩校教研合作及學生交換。該校為多學科綜合大學，於學術研究及教學方面，皆表現優異。

1月20日

本校2014辭歲晚會席開近百桌慰勞本校教職員工一年來的辛勞，陳田植董事長特別感謝這一年來教職員工的努力與奉獻，同時祝福大家在新的一年洋洋得意。劉景寬校長致詞時感謝校內同仁這一年來的努力，尤其在六十週年校慶期間辦理了許許多多的活動，皆能順利圓滿的完成任務，也祝福校內教職員工新年快樂，未來持續為高醫努力。中研院吳成文院士也特別遠從北部南下參與盛會，吳院士表示高醫是所有私立大學學術傳統最好的，也祝福高醫校運昌隆，期許高醫再創新高峰。

2月4日

本校於2月4日假該校國際學研大樓4F舉辦「登革熱防治研究中心」揭牌典禮，由劉景寬校長主持，監察院張博雅院長、衛福部蔣丙煌部長、陳金德副市長、疾病管制署郭旭崧署長、高市衛生局何啟功局長等貴賓到場祝賀並共同揭牌。高雄市登革熱疫情逼近一萬五千例，創下歷史紀錄，是有史以來最大規模的登革熱大流行，本校秉持社會責任，積極參與登革熱防治工作，成立本中心，期待以高醫為主軸，連結政府與研究單位，除致力於實用型防治外，亦可扮演連結橋樑。

2月6日

本校於2/6上午10時，假本校附設醫院十全大廳舉辦『三陽開泰齊報喜-揮毫贈聯賀新春』活動。本校劉景寬校長、楊俊毓副校長以及附設醫院賴文德院長蒞臨與會，並邀請高醫大的合作夥伴-中山大學黃志青副校長、中山大學國際事務處郭志文國際長，以及兩校國際學生一同共襄盛舉。現場由高醫大劉校長、楊副校長、高醫附設醫院賴院長、中山黃副校長以及中山國際長領銜揮毫，共同寫下「羊年行大運」五字，以象徵傳統延續與文化相承。

2月11日

高雄醫學大學為結合學術、實務資源及多元化教育學子理念，特響應華山基金會『愛老人 年菜愛團圓』公益計畫，並邀請附設中和紀念醫院、小港醫院、旗津醫院、大同醫院及正修科技大學、文藻外語大學、樹德科技大學等院校共襄善舉，共募得近700份年菜助弱勢長輩。

2月25日至26日

日本北海道大學保健科學院院長伊達広行教授於今年2月25日至26日率師生共八人蒞校拜訪本校健康科學院及並協辦國際研討會。其間舉行雙邊會談、參訪本校健康科學院與相關系所、南臺灣醫療史料博物館等，並與本校相關領域之研究學者進行學術交流及合作洽談。 健康科學院並藉此於2月26日主辦「2015現代健康科學國際研討會」，由物理治療學系、日本北海道大學保健科學院協辦。

3月8日

教務處招生組舉辦高醫生活體驗營活動，邀請有興趣了解高醫的未來學生與學生家長一起來認識高醫，活動中除了邀請各學系主管介紹學系發展特色外，由學長姊進行申請入學的書審資料準備的方向與面談技巧， 並提供學生與家長選填志願的個別化建議。

3月9-13日

舉行104年「多元文化嘉年華系列-僑生文化週活動」於3月9~13日在國研大樓前廣場舉行，藉由僑生週活動拉近僑生與本地生之間的情感交流，讓學校師生認識僑生的家鄉各地文化風俗與異國風味。本校每年利用「僑生週活動」這個平台來介紹各國的美食及文物，也開拓雙方的國際視野。

3月27日

口腔醫學院第7假本校演藝廳舉辦「口腔醫學院第7屆研究日學術研討會」，邀請姊妹校日本廣島大學及韓國釜山大學外賓、台灣大學及陽明大學外賓蒞臨演講，另於第一教學大樓1F穿堂設有學生貼示論文海報展。

撰文者：王廣福

魏福全院士專訪

• 本校醫學系第13 屆畢業
• 現任第29屆中央研究院院士、長庚大學醫學院教授

行醫近四十年的魏福全院士，在住院醫師時期就清楚知道自己的志趣，並追隨恩師羅慧夫一步一腳印的踏入重建顯微手術的殿堂，2012年攀上巔峰榮獲第29屆中央研究院院士，獲得國家最高學術單位肯定的無上光榮。

高雄醫學院醫學系第十三屆畢業校友魏福全，當年大學聯雖然以兩分之差和台大醫科擦身而過，以第二志願就讀高醫也名列前茅，在高醫第一年外科住院醫師時，為了照顧病患整夜守在身旁打升壓劑，認真負責的態度為學長陳少勳醫師誇讚不已輾轉傳頌。

在高醫完成外科住院醫師訓練後，由於景仰當時台北馬偕醫院美籍院長羅慧夫醫師對台灣唇顎裂兒童的愛心與貢獻決定北上師事，三年後更追隨他轉訪新成立的長庚醫院擔任一般外科總醫師，之後再進入當時尚屬雛形的整形重建外科住院醫師系統繼續訓練了一年二個月之後，恩師羅慧夫送他到加拿大多倫多大學學習重建顯微手術，開啟他重建顯微手術的醫界人生。

魏院士說他在醫療專業的領域中是一步一腳印、踏踏實實走出來的。當年在多倫多大學學成回國後，正值台灣製造工業起飛，工業安全未臻完善，交通事故又多，因此上、下肢傷害屢見不鮮，提供許多臨床上磨練學習的機會，因此也培植了頂尖的顯微重建醫療團隊。

魏院士的專長為利用顯微手術進行組織移植，重建缺損功能，而顯微重建手術的困難外人難以想像，在取下骨皮瓣時是連同血管、神經一同取下再接上，血管內徑只有一毫米左右，就要縫上七、八針，以達到完美吻合，每一環節都不能有差錯，沒有超人的耐力及技術與天衣無縫的醫療團隊，是很難完成如此艱鉅的工作。

在他不斷地改良腳趾移植以重建缺損手指的手術，又發展腓骨骨皮瓣、穿通枝皮瓣等移植手術來治療外傷及癌症病人，使無數口腔癌、舌癌、喉癌病人的下巴、舌頭及頭頸部的各種構造缺損，在手術後重獲重建，以便能吃東西及開口說話，因此維護了為人的基本尊嚴。也因為這些創新、改良使魏院士在2006年為美國整形外科學會選為近代整型外科史400年來20名重大創新貢獻醫師之一，且為其中唯一的亞裔。

從1982年他開始在國際會議發表學術論文，並利用開會同台時和別人的報告內容作比較及趁機到重要的指標醫院參觀。就在這樣不斷的追趕中漸漸建立自信心。後來陸續有國際級的學會或著名大學邀他去擔任大會重要演講，或擔任客座教授，他認為那是一種肯定，盡量不錯失任何一次機會。

至今他應邀至美、加、英、奧、德、南非等國家，包括哈佛、霍浦金斯、華盛頓、加州等著名大學擔任客座教授共60多次，也擔任國際學術刊物Microsurgery 主編，他和長庚團隊主編的11本顯微手術外科教科書，更在美國、歐洲等地發行，受到很大的歡迎，他的團隊至今已訓練了1400多位來自75個國家的專家。

人才是任何事業發展的根基，卓越來自「從A到A＋(from good to great)」的追求。他認為培養人才應從住院醫師開始培植起，高醫應多向外舉才，不要自我閉塞或近親繁殖，多借助外來的力量才能看到自己的不足之處。

得知董事會、母校及附設醫院目前正為台北縣土城BOT案積極規劃爭取中，許多北部校友亦深受感召願共襄盛舉，朝著目標共同攜手前進，期盼高醫正逢走過一甲子歲月，有更長遠的規劃與魄力，不但能跨過濁水溪，更能跨過淡水河。

魏福全雖然只有高雄醫學院醫學系學士的學歷，如今卻能登上學術界最崇高的殿堂中央研究院成為院士，他勉勵後進要用實力創造自己的價值。魏院士說他並不是一開始就立大志的人，他的自信來自於不斷的挑戰和肯定堆積而成，這些年他追著自己訂定的指標，不斷的超越、再超越、直至達到巔峰。

受訪者：高醫家庭醫學科洽鑽主任、小兒科呂志忠教授

本校心理系湯佳樺、本校職治系陳羿君 撰稿

民國四十六年，高雄醫學大學附設醫院成立，當時分成五科，共有五位教授，陳添享醫師當時為小兒科主治醫師。依照當時日治時期醫學院體制，每一科僅能有一位教授職，因此，任職於小兒科的馬逸輝教授鼓勵陳添享副教授轉至實驗診斷科擔任教授。爾後，在馬逸輝主任卸任之際，即由陳添享醫師接任小兒科主任。此外，陳添享教授也曾擔任附設醫院副院長一職，在其任內堅守崗位，致力於新建工程之規劃、簡化公文流程，要求完整的病歷紀錄。

在早期，血液腫瘤方面的研究較為少見，卻與幼兒的生理發展有密切關係，因此陳添享教授在血液腫瘤方面的研究更是不遺餘力，而在其擔任小兒科主任時，更傳承前輩的期待及自身對於高醫的期許，在民國七十六年時，將小兒科成立次專門科，希望能夠擴大高醫小兒科的發展。

陳教授出生於純樸的客家庄。求學期間，因為家中經濟狀況並非十分優渥，當時並沒有學校、醫院或國科會的研究經費，但父親的支持，將田契抵押向銀行借款，讓當時身為博士生的陳教授來支付日本廣島大學小兒科結核性腦膜炎之博士論文的印刷費及相關費用

曾受其照顧的後輩呂志忠教授（現任職於高醫小兒科），帶我們回味他所認識的，未退休前的陳教授。在呂志忠教授口中，形容陳教授是一位值得尊敬的人，對後輩更是愛護有加，對於自身的工作是盡心盡責。陳醫師在參加醫學會時，都會召集同仁一同參加；與會後，分享附近的景點，邀請前往，或者，慷慨解囊，帶些名產食物分享給晚輩們一起品嘗。

在退休後，陳添享教授與其女婿黃洽鑽（現任高醫家庭醫學科主任），輪流在家中看診。黃主任也提及許多院內的病友，因為陳教授的親民和藹，常會到其所開設的診所去看病。黃洽鑽醫師認為其岳父做事執著認真，對於自己想做的事情問題都會想辦法進行、解決。像是，陳添享教授喜愛栽種蘭花，故主動閱讀有關的書籍，學習如何栽種蘭花。

除此之外，當年，在呂志忠教授開啟醫師之間打高爾夫球之風氣後，陳添享教授在年近退休之際也開始從事高爾夫球運動，然而這項運動成為陳教授生活中不可或缺的休閒活動。在下班後，陳教授也會利用散步健走的方式走回家，而陳教授的女兒，在陳教授退休之後，也會陪著爸爸一同散步，享受父女時光。

陳添享醫師做事中規中矩，更是個會替他人找出路的前輩。不會去計較別人曾對自己做了什麼不好的事，只要肯做事，就會好好栽培。陳教授在穿著打扮上較樸素，擁有一顆草地心，同時也是個十分勤儉的人，但對於身旁的親朋好友不會吝嗇。陳教授對於後輩以及高醫的期許一直都是：「希望高醫能夠越來越茁壯，且青出於藍更勝於藍。」這種大公無私的情懷，值得我們學習。

在採訪過程中所聽聞的大小軼事，讓我們更覺得，陳添享教授是替高醫奉獻良多的長者，不管在家人、朋友抑或是同事眼中，都是一位執著努力、不吝分享、樂於提攜後進的杏林典範人物。