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Background: Approaches to admission into medical schools in Taiwan are diverse but primarily involve the Multi-Star Project (MSP), General Scholastic Ability Test (GSAT), and Advanced Subject Tests (ASTs). This study aimed to investigate the differences in time management ability between students admitted into medical schools through different approaches. Methods: The Time Management Disposition Inventory was employed in a questionnaire survey on 390 students from the 1st to 4th years of the School of Medicine at China Medical University to investigate their time management ability. Results: The valid response rate was 100%. According to factor analysis results, the items in the original questionnaire were divided into 3 factors. The total eigenvalue was 14.15; the total variance of the 3 factors was 90.1% and the Cronbach’s α = 0.934. According to the between-group comparison results, the MSP (adjusted mean = 3.924), GSAT (adjusted mean = 3.729), and AST (adjusted mean = 3.802) groups differed significantly only in their sense of time efficacy. Conclusions: Approaches of admission into universities profoundly affect medical students’ time management ability. Admission through MSP requires exceptional academic performance in 3-year high schools; therefore, the MSP group exhibited the highest sense of time efficacy out of all 3 groups. This enabled those students to effectively plan their short- and long-term learning and perform self-learning at all times. Admission through the GSAT or ASTs solely emphasizes one-time college entrance examination scores. Therefore, those students exhibited a relatively high sense of time value, which enabled them to achieve satisfactory performance in college entrance examinations.

The purpose of this study was to investigate the e-learning method in math to implement the curriculum articulation between junior high school and senior high school, and evaluated its learning effects to improve the implement method of curriculum articulation, to strengthen the students’ digital mathematical materials of curriculum articulation and to quantify the analyses of the students’ learning effects. The research strategies firstly concentrate on interviews to set up teaching content units; secondly evaluate and establish e-learning administrative platform, and then design e-learning materials in ADDIE systems. By previewing and revising contents of these materials, they are practically used in the library activities. In addition to record the pretest and post-test scores of the learners, the data of on-line voting are collected in order to do the comparative analyses to form conclusions as reference for the related researches.The research result showed that using e-learning methods to implement curriculum articulation activities got positive improvement not only in human efforts but also in materials and time; besides, the methods inspired the learners’ motivation, strengthened the learning effects and got the positive satisfaction in the whole learning activities. Researchers suggest that the related researches should be conducted continually so as to meet problems of curriculum articulation in new curriculum of senior high school and help those students who are in need to do automatically learning. Gradually, it can promote school into the learning resources center in the community. I