設計以結果為導甸的教學是刻不容緩的事，我們應重新槍討現行各種教學計劃與實際臨床的落差，並調查教學需要，才能設計出適合各教學單位的教學計割。複合式課程，乃是利用結合講課、實作工作坊、模擬等教學模式方式進行整合訓練，因為一種教學模式無法應付所有的主題與目標，一個訓練也必須融合多種教學模式。而教學首重課程設計，在設計過程必須考量資源與進行模式，再以目標設計為結呆為導向教學，而教學計割的設計步轉為選擇教學計割、制訂目標、拆解各目標及技街為許多重要步轉、因應教學重點及各個重要步轉設計出可行的教學模式。

It is crucial to conduct competency based and outcome based training. We need to assess the gaps between training curriculum and clinical competence. Performing needs analysis is important to design optimal training curriculum for each professional. There are several teaching methods to teach knowledge and technical skills. One teaching method could not be used for every objective. Hybrid curriculum is invented to conduct integrated training by using lecture, hands-on practice workshop, medical simulation, etc. We advocate to design the outcome based training curriculum by considering the resources and needs analysis. There are four steps in designing the integrated training curriculum: selecting the training curriculum, setting up objectives, dividing each objective or technique into several steps, selecting or inventing teaching method or material for each step