2016 ANNUAL REVIEW Ministry of Science and Technology

to measure skills learning anxiety and analyze psychological calibration. The project's chief results included the findings that application of QR code to multistage learning can reduce study load, and multistage learning is relatively well suited to newcomers. With regard to hybrid learning employing MOOC videos, it was found that learning results when the learner engages in practical training after watching the entire video are better than when the learner watches the video in stages supplemented by practical training. The project's results also support the effectiveness of anxiety scale use to assess learners' learning anxiety. Generally speaking, this project has paved the way for the application of physiological measurement instruments in a model for assessing learners' cognition, emotion, and skills learning effectiveness. The project also used QR code and an animated MOOC video in a hybrid skills learning model, which demonstrated a new approach to the use of forward-looking technology in skills learning. (5) Reflecting on issues of end-of-life by approaching ventilator-dependent patients: An interdisciplinary educational action research This project generated knowledge outputs through a three-stage process consisting of classic group discussion of instructional effectiveness assessment indicators, discussion of instructional effectiveness by a group of ventilator-dependent patients, and analysis of learning effectiveness and students with different characteristics. The numerous discussions and specialists' meetings discussed the breadth, depth, and clinical practicality of various teaching plan designs. The three-stage research method achieved the following expected results: (a) Qualitative analysis via verbal analysis of group discussions: The researchers extracted 42 arguments supporting positive or negative decisions from 639 qualitative feedback items from 165 students. (b) Specialists' meetings and establishment of indicators: The project compared the responses of 16 groups of students and one group of specialists concerning ethical and humane issues involving severely-ill ventilator-dependent patients. This allowed the researchers to determine the differences between specialists and newcomers, and assess the students' learning performance. (c) Verification of learning effectiveness indicators: The researchers used a four-round Delphi method involving nine specialists to determine the verifiability of the students' qualitative feedback. This three-stage approach can rely on specialists' consensus to assess students' convergent thinking when defining topical tests, and this process resulted in 42 instructional assessment indicators in this project. With regard to divergent thinking, it was found that there was a significant increase in the aspects considered by the students after taking the course. An assessment of the learning performance of the students with different characteristics in the two groups revealed that although there was a gap in performance after taking the course, effective learning occurred after the students reflected on their assignments, which indicated that instruction effectively helped the students to broaden their thinking. (6) Medical governance and public understanding: Taking the culture of practice in health education as an example "Technoscientific governance" and "public understanding of science and technology" are two important domains in the investigation of technological culture and the formation of mechanisms for the understanding of science and technology in the field of science, technology, and society studies (STS). In the context of the progression from policy to practice, and the transition from cognition to practice and understanding, these two domains can be seen two faces of the same subject: The former emphasizes the social processes by which policies, expertise, and knowledge systems are established, while the latter emphasizes the importance of sociocultural aspects and context in the public's understanding of and participation in science and technology. Taking knowledge accumulated by the researchers in past research as a foundation, this project explored technoscientific governance and the public's understanding of science and technology. On the basis of chronic disease clinical governance and practice, the project investigated how clinical health education establishes public understanding and implementation of practice in the formation of chronic disease governance systems through long- term tracking health education practice and in the processes, interactions, and changes that occur when patients receive health education. Among the three- year project's results, a survey of front-line clinical workplaces shed light on the diversified technological culture established in medical practice, and facilitated assessment of the discrepancies between standard medical knowledge and the general public's disease knowledge formation mechanisms in the context of current chronic disease prevention policies. This project has provided perceptive insights concerning medical communications, which is a subfield of scientific communications. Apart from serving as a Support for Academic Research Ministry of Science and Technology 47