Head and Neck Block Handbook

7/23/2019 Head and Neck Block Handbook

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SEMESTER IV

MBBS III (6-year)

Head and Neck Block

Handbook2015/2016


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MBBS I I I (6-year) Head and Neck Block 201 5 /201 6

Page

Code of Conduct 1

About the Head and Neck Block 4

Timetable 5

Lectures

Schedule 9

Learnin !utcomes 11

"racticals

Schedule 1#

Learnin !utcomes 1$

Surical Anatom% Schedule 19

Clinical &nter'ersonal Skills ()

Chinese *edicine Teachin in *BBS Curriculum ((

*edical Humanities "roramme (4

"rofessionalism in "ractice "roramme (#

"atient Care +*other,Bab%- "ro.ect +"C",*B- ($

Chinese /nhancement Course (0

"BL rou's

Schedule and List of "BL Tutors (9

Notes to Students 2)


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MBBS III (6-year) Head and Neck Block 2015/2016

ode o! ond"c#

(I) S#"den#$% R&'#%

All students shall have the right to:

/n.o% a safe learnin en3ironment

/'ress o6n o'inions and feelins

7se and access to school facilities8 ser3ices and resources

/stablish and .oin student societies

Acuire kno6lede and skills leadin to a6ard of a deree if the reuired standard is

reached:

(II) S#"den#$% Re%on%&b&l&e%

Be 'unctual and attend school acti3ities 're'ared

"artici'ate full% in the learnin 'rocess

Com'lete assinments and com'l% 6ith the timeline

;each the academic standards reuired in the 'roramme

7se 'ro'er lanuae and obser3e dress code


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or "BL Tutorials8 distribution of tutor uides to students is strictl% forbidden

&nstructions of usin@ dealin 6ith s'ecimens and manikins should be adhered:

+b-

"laiarism

An% unackno6leded use8 as one=s o6n8 of the thouhts8 6ritin8 in3entions or 6ork

of another 'erson8 6hether or not such 6ork has been 'ublished8 6ill be an act of

'laiarism and is also a %er&o"% +&%cond"c#

&n addition to 'rinted forms of 6ork +e:: a .ournal 'a'er or lecture handouts-8 6ork

in electronic form such as a 6ebsite8 or an audio,3isual 'roduction is also bound 6ith

co'%riht 'rotection

*ore information about 'laiarism can be retrie3ed on,line 3ia

htt'?@@666:hku:hk@'laiarism:

(
http://www.hku.hk/plagiarismhttp://www.hku.hk/plagiarism


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+c-

Class Attendance E Sinin Attendance

Attend all teachin classes accordin to the timetable

Sin the attendance sheet for each lesson +if an%- F! N!T sin attendance for

another 'erson 6hich is considered as a form of forer% and is a %er&o"% +&%cond"c#

Seek 'rior a''ro3al from the acult% before takin lea3e of absence from an%

class@eaminations +Absence due to sickness must be su''orted b% a sick,lea3e

certificate from a reistered doctor 6hile .ustifications are reuired for absence on

non,medical rounds-:

(IV) Non-*cade+&c M&%cond"c# (*Non-academic misconduct may result in disciplinary actions

taken on you, e.g. severe reprimand and termination o student status)

*anifest attitude or beha3iour 6hich is illeal or detrimental to 'eo'le in the eneral contet

>erbal@'h%sical abuses? endaners or threatens the health or safet% of uni3ersit% members

Harassment

Fisru't@obstruct uni3ersit% acti3ities or ser3ices

Thie3er%

7nauthoriDed conduct? unauthoriDed entr% to and@or 'resence at8 'ossession of8 use of an%

uni3ersit% facilities@resources

Causin damae@destruction to uni3ersit% 'ro'ert%:

(V) ro!e%%&onal *##"de and Bea&or o! a Med&cal S#"den#

+a-

"rofessional Attitude

Femonstrate honest% and interit%

Be 're'ared to admit deficiencies in kno6lede8 understandin or skills

Be a6are of o6n=s strenths and 6eaknesses Seek hel'8 uidance8 su''ort or ad3ice

to o3ercome difficulties

ace mistakes or failins 'ositi3el% Be read% to acce't fair and reliable criticism or

e3aluation from teachers8 fello6 schoolmates and@or 'atients Acce't res'onsibilities and conseuences for %our o6n decisions and actions

Treat all other students8 teachers8 and staff members 6ith res'ect and dinit%

S'eak and listen and res'ect the rihts of others Sho6 tolerance and acce'tance of

all enders8 ethnics8 races8 reliions

Sho6 res'ect to6ards school 'ro'ert% and resources

;es'ect of the 'atient? dead or ali3e8 oran or 6hole8 'h%sical or mental issue:

+b-

Attire

Be nea#ly and decen#ly dre%%ed en a##end&n' cla%%e% e#er #ey are eld &n

2


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ard% or no#

"atient contact? dress a''ro'riatel% to ins'ire confidence of the 'atients in %ou as a

healthcare 'rofessional8 and also a3oid bein the 3ehicle of transmission infection

+cleanliness-:

+c-

7se of Cell "hone

Gee' them turned off or silent mode durin class

F! N!T talk on cell 'hone or send messaes durin class

F! N!T send or recei3e test@eam materials +Ser&o"% *cade+&c M&%cond"c#-

F! N!T take or distribute ina''ro'riate diital 'hotos:

+d-

/atin and Frinkin in Class

F! N!T eat or drink +ece't 6ater- in all classrooms unless 6ith 'rior a''ro3al

from the acult% !ffice:

4


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+e-

Beha3iour in


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*bo"# #e Head and Neck Block

!ourse "escription

This four,6eek block is to 'ro3ide students 6ith basic understandin of the head and neck s%stem in health

and selected disease states: An interated a''roach is used in the clinical case stud% 6ith an aim to facilitate

understandin of the e'idemiolo%8 socio,'s%choloical8 and treatment measures:

#earning $utcomes

B% the end of this module8 students 6ill be able to?

Fescribe the structure and function of the head and neck s%stem:

7nderstand the common basic 'atholoical 'rocesses seen in the head and neck s%stem:

Fescribe the mechanisms of common disease 'rocesses that affect the head and neck s%stem:

Femonstrate a basic understandin of treatments in relation to the diseases:

#


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E+a&l *ddre%% one No3

Block oord&na#or "rof S Chan

+School of Biomedical Sciences-

%schanIhku:hk

*d+&n&%#ra#&e / ler&cal S#a!!

a# #e 4ac"l#y !!&ce

*iss Lillian Lai laull%Ihku:hk 291$ 92()

*s ;osana *o rc%moaIhku:hk 291$ #045

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'ear ( irst emester: +ead and Neck lock

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0!lass representatives and group leaders are invited to the ta-tudent !onsultative 1eeting to give

eedback on the block.)

hould a teacher ail to turn up or &2 minutes ater the designated teaching schedule, a studentrepresentative should report this to the aculty $ice so that we can help to ollow up with the relevantteacher department. Please note that you are not supposed to leave the classroom unless you are oiciallyinormed to do so.

1s 3osana 1o 4el.: (5&6 78/91iss #illian #ai 4el.: (5&6 5(2

aculty $ices counter 4el.: (5&6 5(/7

14


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Sced"le o! #e Aec#"re%

4opic 4eacher "epartment "ate 4ime ;enu

e

1 Structure and function of head and neck Fr LG Chan Biomedical

Sciences

5:1):()15 9?2),1)?() LT(

( >asculature and l%m'hatic of head and

neck

Fr HG i' Biomedical

Sciences

5:1):()15 1)?2),

11?()

LT(

2 Ner3es of head and neck +&- Fr HG i' Biomedical

Sciences

#:1):()15 0?2),9?() LT(

4 Ner3es of head and neck +&&- Fr HG i' Biomedical

Sciences

#:1):()15 9?2),1)?() LT(

5 ace and scal' Fr HG i' Biomedical

Sciences

$:1):()15 9?2),1)?() LT(

# Nasal ca3it% Fr L Ti'oe Biomedical

Sciences

$:1):()15 1)?2),

11?()

LT(

$ !ral ca3it%8 submandibular and

sublinual lands

Fr LG Chan Biomedical

Sciences

$:1):()15 11?2),

1(?()

LT(

0 /ar Fr L Ti'oe Biomedical

Sciences

0:1):()15 0?2),9?() LT(

9 Audition "rof S Chan Biomedical

Sciences

0:1):()15 9?2),1)?() LT(

1) >estibular s%stem "rof S Chan Biomedical

Sciences

1(:1):()1

5

0?2),9?() LT(

11 "arotid and infratem'oral reions Fr an Biomedical

Sciences

9:1):()15 0?2),9?2) LT(

1( N"C and other head and neck tumours "rof *

Nicholls

"atholo% 12:1):()1

5

0?2),9?() LT(

12 "har%n Fr L Ti'oe Biomedical

Sciences

14:1):()1

5

0?2),9?() LT(

14 Sali3ar% and nasal secretion Fr *AG Lun Biomedical

Sciences

14:1):()1

5

9?2),1)?() LT(

15 &nfectious causes of u''er air6a%

obstruction

"rof SG" Lau *icrobiolo% 1#:1):()1

5

0?2),9?2) AT2

15


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4opic 4eacher "epartment "ate 4ime ;enu

e

1# Lar%n Fr L Ti'oe Biomedical

Sciences

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5

0?2),9?2) MLT1

1$ Smell and taste Fr S< Shiu Biomedical

Sciences

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10 S6allo6in and s'eech Fr ;G Tsan Surer% ((:1):()1

5

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19 !rbit Fr ** *arcet !'hthalmolo

%

(2:1):()1

5

0?2),9?() MLT1

() iht for siht Fr ** *arcet !'hthalmolo

%

(#:1):()1

5

0?2),9?() MLT1

(1 >ision "rof S Chan Biomedical

Sciences

($:1):()1

5

0?2),9?() MLT1

(( /%e mo3ements Fr L< Lim Biomedical

Sciences

(0:1):()1

5

0?2),9?() MLT1

(2 Common /NT inflammator% diseases?

anatomic and 'h%sioloical a''raisal

Fr >SH To Surer% (9:1):()1

5

9?2),1)?() LT(

(4 Common /NT cancers? anatomic and

'h%sioloic a''raisal

Fr ;G Tsan Surer% (9:1):()1

5

1)?2),

11?()

LT(

;enue

#4 < #ecture 4heatre , =, %illiam 1% 1ong lock, & assoon 3oad

*#4& < #ecture 4heatre &, =, %illiam 1% 1ong lock, & assoon 3oad

1#


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Aearn&n' "#co+e% o! #e Aec#"re%

#ecture &: tructure and unction o head and neck

Fescribe the basic anatom% of the skull:

/'lain the oriins of some of the names of the bones of the skull:

Fescribe the ma.or com'artments of the head:

Fescribe the fasciae and com'artments of the neck:

Fescribe the trianles of the neck and their content:

>"r #? !han, iomedical ciences@

#ecture : ;asculature and lymphatic o head and neck

Femonstrate kno6lede of the carotid arteries and their main branches:

Fescribe the 3ertebral arteries and their contribution to the blood su''l% of the brain:

Femonstrate kno6lede of the .uular 3eins:

Locate the subcla3ian 3essels in the root of the neck:

List and locate the 'osition of l%m'h nodes in the head and neck and 6hat drains to them:

>"r +? 'ip, iomedical ciences@

#ecture ( /: Nerves o head and neck 0B) 0BB)

Fistinuish the differences bet6een cranial and s'inal ner3es:

Femonstrate understandin of the 'rinci'les of ner3e su''l% of head and neck:

&dentif% the ma.or functional com'onents of each cranial ner3e:

i3e the oriin8 course8 and distribution of each cranial ner3e:

&dentif% and describe the tarets that recei3e autonomic inner3ation in the head and neck:

Fescribe the cer3ical 'art of the s%m'athetic trunk:

Fescribe the com'onent 'arts of the cer3ical 'leus and list its branches:>"r +? 'ip, iomedical ciences@

#ecture 9: ace and scalp

Fescribe the blood su''l% of the face:

Fescribe the ner3e su''l% of the face:

Fescribe the eneral arranement of the muscles of facial e'ression:

Fescribe the anatomical features of the scal':

>"r +? 'ip, iomedical ciences@

1$


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#ecture 7: Nasal cavity

Fescribe the eneral anatomical relationshi's of the nasal ca3it%:

&dentif% the location of the 'aranasal air sinuses and their neuro3ascular su''l%:

Summarise the location8 functions and contents of the 'ter%o'alatine fossa:

>"r =# 4ipoe, iomedical ciences@

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#ecture 6: $ral cavity, submandibular and sublingual glands

Fescribe the boundaries of oral ca3it%:

Fescribe the hard 'alate8 soft 'alate8 teeth8 and tonue:

Fescribe the floor of the mouth? submandibular and sublinual lands:

>"r #? !han, iomedical ciences@

#ecture 8: Car

Fescribe the structures of the eternal ear:

/'lain the structures of the middle ear and its relations:

Fescribe the anatom% of the auditor% tube:


#ecture 5: Audition

State the functions of the middle ear:

Fescribe sensor% transduction of auditor% hair cells in inner ear:

Contrast 'rocessin of sound freuenc% and sound intensit%:

Fescribe the rece'ti3e field of sinle auditor% ner3es:

Fescribe the tonoto'ic 'ro.ection of the ascendin auditor% 'ath6a%:

Fescribe mechanisms underl%in sound localiDation:

Fescribe the t6o,dimensional columns of auditor% cortical neurons:

>Pro ' !han, iomedical ciences@

#ecture &2: ;estibular system

Fescribe the o'eration of 3estibular hair cells in terms of 'olariDation ais and sensor% transduction:

Contrast the role of semicircular canal and otolith oran as sense orans of balance:

Fescribe com'ensator% 3estibulo,ocular refle: Fescribe com'ensator% 3estibulo,s'inal refle:

&dentif% the 'artici'ation of cerebral corte and autonomic ner3ous s%stem:


#ecture &&: Parotid and inratemporal regions

&: &nfratem'oral ossa

Fefine boundaries of infratem'oral fossa:

Fescribe the contents of infratem'oral fossa:&&: "arotid land

Fefine surface markin of the 'arotid land and duct:

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Fescribe the relationshi' of the 'arotid land to surroundin structures:

Name the structures tra3ersin the 'arotid land:

Feduce the surical com'lications of 'arotidectom% on anatomical basis:

>"r D 'ang, iomedical ciences@

#ecture &: NP! and other head and neck tumours

CateoriDe and identif% the 2 most common neo'lastic lesions of the nose and naso'har%n:

List the clinical sins and different t%'es of naso'har%neal carcinoma and determine their relationshi'

to the /'stein,Barr >irus:

CateoriDe the lesions of the u''er res'irator% tract and determine the t%'es of carcinoma of the lar%n:

>Pro D1 Nicholls, Pathology@

#ecture &(: PharynE

Fescribe the anatom% of the soft 'alate and its mo3ements durin s6allo6in:

/'lain the location of the auditor% tube and its transmission of infection to the middle ear:

List the features and muscles of the 'har%n:

Fescribe the location of the 'alatine tonsils includin the other l%m'hoid tissue in the 'har%n:


#ecture &/: alivary and nasal secretion

List the t%'es and describe the functions of sali3a and nasal secretion:

/'lain the secretor% mechanisms of sali3ar% and nasal secretion:

/'lain ho6 sali3ar% and nasal secretion are controlled:

>"r 1A?' #ung, iomedical ciences@

#ecture &9: Bnectious causes o upper airway obstruction

Fescribe the anatomical sinificance of the different s'aces and structures of the u''er air6a%:

Fescribe the im'ortant causes and com'lications of u''er air6a% infections:

Fescribe the im'ortance and rationale of the manaement strateies of u''er air6a% infections:

>Pro ?P #au, 1icrobiology@

#ecture &7: #arynE

Fescribe the functions of the lar%n:

/'lain its structure8 sensor% inner3ation8 blood su''l% and l%m'hatic drainae:

Fescribe the intrinsic and etrinsic lar%neal muscles includin their actions and inner3ation:

/'lain the mechanism of s6allo6in +done in the "har%n Lecture-:

()


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#ecture &6: mell and taste

;econiDe that chemical sensation includes olfaction and taste8 and their contribution to fla3or:

Fescribe the olfactor% and taste 'ath6a%s:

/'lain the sensor% codin of olfaction and taste:

>"r '% hiu, iomedical ciences@

#ecture &8: wallowing and speech

Fescribe the seuence of e3ents durin s6allo6in:

Fefine the neuroloical 'ath6a%s in3ol3ed in s6allo6in and s'eech:

/'lain ho6 sound is enerated b% e'iration throuh closed +adducted- 3ocal folds +"honation-:

;econise 6h% chanes in loudness +intensit%- de'end on sublottal 'ressure8 6hile chanes in 'itch

+freuenc%- de'end on muscle contraction:

Fescribe articulation in terms of 'atterns of muscle contraction8 mainl% in the tonue8 li's and 'alate:

;econise that s'oken lanuae is enerated in the 'recentral left hemis'here:

>"r 3?' 4sang, urgery@

(1


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#ecture &5: $rbit

Fescribe the bon% structure of the orbit:

/'lain the anatom% of the e%eball and its blood su''l%:

Fescribe the mo3ement of the etraocular muscles:

Summarise the anatom% of the e%elids and lacrimal a''aratus:

>"r 11 1arcet, $phthalmology@

#ecture 2: ight or sight

/'lain human siht 6ithin the reater contet of 3ision in the animal kindom:

&dentif% ke% eam'les of 6hat is meant 6hen a 'atient suffers from blindness:

SummariDe the most common causes of blindness 6orld6ide:

A''raise the rane and limitations of modern thera'ies for ocular disease:

(Aearn&n' o"#co+e% are #o be re&%ed)

>"r 11 1arcet, $phthalmology@

#ecture &: ;ision

Fescribe retinal cell t%'es and sensor% transduction in 'hotoce'tors:

;econiDe the classification of retinal cells based on functional features8 e:: !N,! centre8 *@" t%'e:

&dentif% the retinoto'ic oraniDation of the 3isual 'ath6a%:

Fescribe the rece'tor field of 3isual cortical cells:

Fescribe the modular oraniDation of the 3isual corte in terms of orientation columns and ocular

dominance columns:

&dentif% the functional sinificance of hiher cortical areas:


#ecture : Cye 1ovements

Fescribe the role of 3estibulo,ocular s%stem and o'tokinetic s%stem in aDe stabiliDation:

Contrast the role of smooth 'ursuit s%stem and saccadic s%stem in aDe shiftin:

&dentif% the role of 3erence s%stem:

;ealiDe the im'ortance of e%e,head coordination:

>"r #% #im, iomedical ciences@

#ecture (: !ommon CN4 inlammatory diseases: anatomic and physiologic appraisal

;econiDe common /NT inflammator% diseases:

Fescribe the sins and s%m'toms of these diseases:

((


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Femonstrate understandin of the anatomical and 'h%sioloical basis in the 'athoenesis of the

inflammator% diseases:

A''reciate the a''roach in the manaement of these diseases:

>"r ;+ 4o, urgery@

(2


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#ecture /: !ommon CN4 cancers: anatomic and physiologic appraisal

A''l% the kno6lede of the anatom% of orans or structures in the head and neck to understand the

local and reional etension of 3arious head and neck cancers:

Femonstrate understandin of the manaement of head and neck cancers based on the kno6lede of the

beha3iour of these tumours:

A''l% the kno6lede in 'h%siolo% and anatom% of the head and neck reion in tumour stain8

thera'% 'lannin and rehabilitation:

Femonstrate understandin of ho6 treatment of cancer in the head and neck reion 6ill affect the

functions of the orans in order to 'ro'erl% restore the structure and functions of 3arious orans:

>"r 3?' 4sang, urgery@

(4


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Sced"le o! #e rac#&cal%

Anatomy

rac#&cal ?ro"% a#e T&+e Ven"e& 1,1) $:1):()15 1?2),2?2) Anatom% Fissectin Lab:

11,(1 $:1):()15 2?2),5?2) Anatom% Fissectin Lab

&& 11,(1 12:1):()15 1?2),2?2) Anatom% Fissectin Lab:

1,1) 12:1):()15 2?2),5?2) Anatom% Fissectin Lab:

&&& 1,1) 14:1):()15 1?2),2?2) Anatom% Fissectin Lab

11,(1 14:1):()15 2?2),5?2) Anatom% Fissectin Lab

&> 11,(1 1#:1):()15 1?2),2?2) Anatom% Fissectin Lab:1,1) 1#:1):()15 2?2),5?2) Anatom% Fissectin Lab:

> 1,1) 19:1):()15 1?2),2?2) Anatom% Fissectin Lab:

11,(1 19:1):()15 2?2),5?2) Anatom% Fissectin Lab:

>& 11,(1 (2:1):()15 1?2),2?2) Anatom% Fissectin Lab:

1,1) (2:1):()15 2?2),5?2) Anatom% Fissectin Lab:

S"r'&cal adaer&c &%%ec#&on ?ro"% a#e T&+e Ven"e

1,(1 (#:1):()15 9?2),1(?2) Anatom% Fissectin Lab:

Re&%&on on!erence ?ro"% a#e T&+e Ven"e

1,(1 ($:1):()15 1)?2),11?45 LT1

Physiology

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11,(1 (0:1):()15 (?2),5?2) LT1

*FL( E 2

S;2

(5


28/50


#ocation o #aboratories, #ecture 4heatres and eminar 3ooms

Anatomy "issecting #ab. #&-2&, &, #aboratory lock, & assoon 3oad

#4& #ecture 4heatre &, =, %illiam 1% 1ong lock, & assoon

3oad

1"# ( 1ulti-disciplinary #aboratories (, =, #aboratory lock,

& assoon 3oad

3( eminar 3oom (, =, #aboratory lock, & assoon 3oad

(#


29/50


Aearn&n' "#co+e% o! #e rac#&cal%

*na#o+y

Practical B: kull, cranial ossae and meninges

Summarise in eneral terms 6hat each cranial ner3e8 or 'art of a cranial ner3e8 su''lies and 6here it

'asses throuh the skull:

Locate the 'ositions of the dural 3enous sinuses: +The ca3ernous sinus is the most im'ortant clinicall%:-

Fescribe the ross anatom% of the menines:


30/50


Summarise the sensor% ner3e su''l% to the 6hole mouth +includin the tonue- , both eneral sensation

and taste:

Fescribe the submandibular and sublinual lands and their relations in the floor of the mouth:

>"r =# 4ipoe"r ;P 'ip"r D 'ang@

Practical ;: #arynE and thyroid gland

Fescribe the ma.or functions of the lar%n:

Summarise its structure8 sensor% inner3ation8 blood su''l% and l%m'hatic drainae:

List the intrinsic and etrinsic lar%neal muscles? their actions and inner3ation:

>"r =# 4ipoe"r #? !han"r D 'ang@

(0


31/50


Practical ;B: $rbit and neck region

Fefine the 6alls and relations of the orbit: Ho6 could a facial fracture 'assin across the lateral 6all of

the orbit disturb normal 3isionO

Fescribe the anatom% of the etra,ocular muscles: "r =# 4ipoe"r #? !han"r D 'ang@

urgical !adaveric "issection

A''raise some of the common surical 'rocedures encountered in clinical 'ractice8 such as

'arotidectom%8 th%roidectom% etc:8 usin cade3eric dissection:

;elate the anatomical structures 6ith these common surical 'rocedures:

>"r =# 4ipoeurgery 4eacher@

3evision !onerence

Fescribe and interate the 'ath6a%s and functions of indi3idual cranial ner3es >8 >&&8 &P8 P:

&dentif% the surface landmarks and conce'tualise the structures in the neck into com'artments

>"r +? 'ip@

y%&olo'y

Practical: pecial senses

Binocular 3ision 3isual acuit% 'erimetr% colour 3ision 3isual e3oked 'otential:

Audiometr% brainstem auditor% e3oked res'onse: >estibular reflees? caloric test8 rotation test8 3estibulos'inal function:

>Pro ' !han"r 1# ung"r A1 Poon@

(9


32/50


S"r'&cal *na#o+y Sced"le

a#e T&+e ?ro" Ven"e5:1):()15 +*onda%-

+There 6ill be no briefin on surical

anatom% as Fr ; Tsan 6ill ha3e !T

on 5:1):()15-: The briefin session

6ill not be rescheduled due to the

tiht schedule of Fr Tsan-

11?2),1(?)) 1,(1 LT( +Briefin

Session-

0:1):()15 +Thursda%- 11?)),1(?2) 2 $,(

0:1):()15 +Thursda%- 1(?)),1?2) $ $,(

9:1):()15 +rida%- 1(?)),1?2) (1 $,(

9:1):()15 +rida%- 1?2),2?)) 14 $,(

9:1):()15 +rida%- (?2),4?)) 19 $,(

1(:1):()15 +*onda%- 1)?)),11?2) 1 #,1

1(:1):()15 +*onda%- 1)?)),11?2) ( $,(

1(:1):()15 +*onda%- 11?)),1(?2) 1( $,(

15:1):()15 +Thursda%- 1)?)),11?2) 0 $,(

15:1):()15 +Thursda%- 11?)),1(?2) 4 $,(

19:1):()15 +*onda%- 1)?)),11?2) 15 $,(

19:1):()15 +*onda%- 11?)),1(?2) 1# $,(

19:1):()15 +*onda%- 1?2),2?)) 11 $,(

((:1):()15 +Thursda%- 11?)),1(?2) () $,(

((:1):()15 +Thursda%- 1(?)),1?2) 1) $,(

((:1):()15 +Thursda%- 1?2),2?)) 12 $,(

(2:1):()15 +rida%- 1)?)),11?2) 5 $,(

(2:1):()15 +rida%- 11?)),1(?2) # $,(

(2:1):()15 +rida%- 1?2),2?)) 9 $,(

2):1):()15 +rida%- 1)?)),11?2) 1$ $,(

2):1):()15 +rida%- 11?2),1?)) 10 $,(

2):1):()15 +rida%- 1?2),2?)) ;eser3ed $,(

2):1):()15 +rida%- (?2),4?)) ;eser3ed $,(

;enue

2)


33/50



7-& < $peration 4heatre &, 7,lock , 1ain lock, Fueen 1ary +ospital

6- < $peration 4heatre , 6,lock , 1ain lock, Fueen 1ary +ospital

/ach rou' consists of 1) to 11 students:

N.. tudents are reGuired to bring along their Hniversity tudent !ards or registration at the nurse

station 0(,lock , 1ain lock, F1+) at the scheduled time. tudents will have (2 minutes or

gowning. 4he actual start time will thereore be (2 minutes ater the scheduled time.

21


34/50


l&n&cal In#erer%onal Sk&ll%

4opic

Learnin about 6armth8 interest8 res'ect8 em'ath% and su''ort

Aim

&n this section %ou 6ill learn the rele3ance of inter'ersonal skills such as em'ath%8 res'ect8 interest8 6armth

and su''ort in 'romotin ood 'atient care:

#earning $utcomes

B% the end of the session8 students 6ill be able to?

;econiDe 6hat the core dimensions of inter'ersonal skills are:

Fiscuss 6h% such skills are im'ortant in 'romotin 'artnershi' and maimisin %our treatment

effecti3eness:

chedule

a#e T&+e ?ro" Ven"e

1(:1):()15 (?)),4?)) 1 T;2

( T;4

2 T;5

4 T;#

5 T;$

# T;0

$ T;9

0 T;1)

9 T;11

1) T;1(

11 T;12

1( T;14

12 T;15

14 T;1#

15 T;()

1# T;(11$ T;((

2(


35/50


10 T;(4

19 T;(5

() T;(#

(1 T;($

;enue

43 < 4utorial 3ooms, &, %illiam 1% 1ong lock, & assoon 3oad

22


36/50


4opic

&nformation atherin skills? a 'atient centred inter3ie6

Aim

To learn the skills of a 'atient,centred clinical inter3ie6 in order to obtain the rele3ant medical histor%:

#earning $utcomes

B% the end of the session8 students 6ill be able to?

Femonstrate the skills of identif%in the reason for consultation:

Femonstrate the skills of atherin information to identif% the 'resentin 'roblem8 in order to make a

dianosis:

Femonstrate the skills of identif%in the 'atient=s concern8 ideas and e'ectation:

chedule

a#e T&+e ?ro" Ven"e

(#:1):()15 (?)),4?)) 1 T;2

( T;4

2 T;5

4 T;#

5 T;$

# T;0

$ T;9

0 T;1)

9 T;11

1) T;1(

11 T;12

1( T;14

12 T;15

14 T;1#

15 T;()

1# T;(1

1$ T;((

10 T;(4

19 T;(5

() T;(#

24


37/50


(1 T;($

;enue


25


38/50


&ne%e Med&c&ne Teac&n' &n MBBS "rr&c"l"+

Althouh Traditional Chinese *edicine +TC*- is cateoriDed as a com'lementar% health s%stem in 6estern

countries8 it is an im'ortant form of 'rimar% care in man% Asian countries: &n China8 TC* has de3elo'ed

o3er a lon 'eriod of more than ())) %ears into a uniue medical s%stem 6ith s'ecific theories and uidin

'rinci'les to dianose and cure human illnesses: The TC* a''roach to6ards health and disease is different

from that of modern 6estern medicine: TC*8 bein a 3ital 'art of the Chinese culture8 is larel% based on the

'hiloso'hical and holistic 3ie6 that the human sub.ect is a d%namic interacti3e 'art of the 7ni3erse8 6ith the

human bod% itself functionin as a small uni3erse8 6ithin 6hich is a set of interconnected s%stems8 that

usuall% 6ork in balance to maintain health% functionin of the bod%: An% disru'tion of this balance 6ithin

the bod% or the harmon% bet6een the bod% and the uni3erse 6ill cause illnesses8 6hich are dianosed as

different s'ecific s%ndromes8 amenable to treatment b% a rane of traditional 'ractices includin

acu'uncture8 moibustion8 dietetics8 herbal medicine and others: As TC* has al6a%s en.o%ed 'o'ularit% in

the Chinese communities and is 6idel% used in Hon Gon8 it is im'ortant for doctors8 6ho are trained in

modern 6estern medicine8 to ha3e better a''reciation and understandin of the roles 'la%ed b% these

traditional 'ractices in the 're3ention and treatment of human diseases in our societ%: &n this connection8 our

*BBS students 6ere offered lectures and clinical skills sessions on TC*8 as 6ell as TC* clinics

attachments in their underraduate %ears:

The aims of Chinese *edicine teachin in the *BBS curriculum are?

1: to stimulate *BBS studentsQ interest in TC*8 Chinese 'hiloso'h% and culture

(: to introduce *BBS students to the theories8 'rinci'les and 'ractice of TC*

2: to enable *BBS students to a''reciate the differences bet6een TC* and modern 6estern medicine in

conce'ts8 theories and 'ractices to6ards human 'h%siolo% as 6ell as dianosis and manaement of

diseases

4: to increase *BBS students= a6areness of the role of TC* in the healthcare s%stem of Hon Gon and

5: to im'ro3e communication and 'romote interactions bet6een 6estern medicine and TC* 'ractitioners

in 'atient care:

There are e&'# lec#"re%in total in *BBS &&& and the minimum attendance rate for each student is ;0D:

The to'ics of the eiht lectures are as follo6s?

Lecture 1? &ntroduction and !3er3ie6 to Traditional Chinese *edicine

Lecture (? TC* Basic "rinci'le and "hiloso'h%

Lecture 2? Human "h%siolo% in TC* +&- + -

Lecture 4? Human "h%siolo% in TC* +&&- + -

Lecture 5? !3er3ie6 of *odern


39/50


!

Lecture #? "athoenesis of Fisease in TC* "

Lecture $? Fianostics of Fisease in TC* #$%#$

Lecture 0? TC* Thera'eutic "rinci'les and "ractice #$%%

At the end of the &nterated Block +A- of *BBS &&&8 each student is reuired to submit an essa% of 5)) 6ords

in either Chinese or /nlish on an% to'ics of TC*:

S#"den#% o !a&l #o +ee# #e a##endance re"&re+en# &ll be re"&red #o re an e#ra e%%ay3

2$


40/50


chedule

4!1 #ecture 4opic "ate 4ime ;enu

e

2 Human "h%siolo% in TC* +&-

+ -

1#:1):()

15

1(?)),1?)) LT(

4 Human "h%siolo% in TC* +&&-

+ -

():1):()

15

1(?)),1?)) LT1

;enue

#4& < #ecture 4heatre &, =, %illiam 1% 1ong lock, & assoon 3oad


20


41/50


Med&cal H"+an&e% ro'ra++e

;ision

To dee'en the e'erience of bein human8 to culti3ate humaneness8 to be a humanitarian

1ission

To hel' nurture the de3elo'ment of medical students into carin 'h%sicians 6ho are ca'able of a dee'er

understandin of the human condition and thus 'ro3ide better care to the 'atients as 6ell as to themsel3es:

ackground

There is a need for doctors to be a6are that the human and humane as'ects of medical 'ractice o hand in

hand 6ith the benefits rea'ed throuh science and technolo%: 7ndoubtedl%8 findin cures for disease8 drus

to dela% aein8 and de3elo'in stem cell thera'ies to re3erse deenerati3e disorders are of critical

im'ortance8 but of eual im'ortance is alle3iatin the sufferin of 'atients 6ith chronic illnesses and

incurable diseases:

The stud% of the humanities in medicine has come to encom'ass contributions from histor%8 literature8

'hiloso'h%8 sociolo%8 3isual arts8 'erformin arts8 reliious studies8 ethics and la6 and has naturall% led to

the de3elo'ment of a disci'line in medical curricula called *edical Humanities +*H-: &nternationall%8 the

s'ecific oals of *H curricula 3ar% from school to school but at its heart is the eneration of ne6 inuiries

and reflections 6hich 6ill enable students to understand illness and health in the 6ider contet of the li3es of

'eo'le8 and also brin insiht into the com'leities and ambiuities of issues in3ol3ed in medical care and

'ractice:

Throuh *H8 students learn to a''reciate the nature and meanin of 'atients= sufferin and their aim to li3e

meaninful li3es des'ite their illnesses: &n addition8 doctors8 throuh the eercise of .udicious and ethical

decisions8 can learn to be humane to themsel3es and to their colleaues8 take care to a3oid 'unishin 6ork

schedules8 reconise the limits of their e'ertise8 and a3oid as much as 'ossible +or face u' to-8 makinmistakes:

The medical humanities 'roramme reframes the biomedical focus of the *BBS curriculum and is 6o3en

into all # %ears of the curriculum: &t links to8 and auments8 the other foundational and disci'linar% learnin8

6ith an em'hasis on fi3e core themes under four different enres:

Te+e% ?enre%

Foctor and "atient Stories Narrati3e and literature +includin 'oetr%-

Culture8 S'iritualit% and Healin "erformance +drama8 music-

29


42/50


Histor% of *edicine ilm

Feath8 F%in and Berea3ement >isual arts +'aintin8 'hotora'h%8

multimedia-

Humanitarianism and Social ustice

M An% theme can be e'lorin usin an% enre8 and 3ice 3ersa:

4)


43/50


$verview o 'ear (

Humanistic care for the sufferin is the main theme of the third %ear of the medical humanities

'roramme: &n this ne6 era of hih,tech healthcare 6ith increasinl% com'le medical in3estiations and

treatments8 the 'erson at the centre is often rearded as a medical label8 a diseased oran8 or a dianostic

challene: This third %ear curriculum deals 6ith humanistic care for the sufferin in detail: Throuh 6hole

class lectures8 6orksho's and Con3ersations E Connections8 students 6ill e'lore8 ackno6lede and

a''reciate the im'ortance of ood humanistic care8 treatin sick and 3ulnerable 'atients and their families

6ith em'ath%8 res'ect8 dinit%8 'ri3ac%8 sensiti3it% and com'assion:

#earning $utcomes

B% the end of the ear 2 'roramme8 students 6ill be able to?

1: Fescribe the nature of 'h%sical and mental sufferin faced b% 'atients as a result of their illness

and@or disabilit%

(: Assess the 6a%s in 6hich the hos'ital and home en3ironment can im'act on human sufferin either

in its amelioration or in its eacerbation:

2: /'lore 6hat it means to 'ro3ide ood humanistic care for the most 3ulnerable 'eo'le +the 5Fs ,

disabled8 de'ressed8 demented8 desolate and d%in-:

4: &dentif% ho6 narrati3es and art can hel' e'lore the nature of sufferin and healin in 'atients and

their families:

5: Femonstrate basic skills in 6ritin about sufferin 6hich the% e'erience or 6itness in the hos'ital

6ards or clinics:

chedule

a#e T&+e ?ro"

%

Ven"e *c#&y

($:1):()15 9?2),1)?2) 1,(1 LT1 Con3ersations E Connections +4-

(0:1):()15 (?2),2?2) #,1) * *ortuar% ,

;enue

#4& < #ecture 4heatre &, =, %illiam 1% 1ong lock, & assoon 3oad

F1 1ortuary < Fueen 1ary +ospital 1ortuary

N.. Please reer to the 1 BBB 1edical +umanities +andbook or urther details.

41


44/50


ro!e%%&onal&%+ &n rac#&ce ro'ra++e

The "rofessionalism in "ractice +"i"- "roramme 6ill run o3er the first three %ears of the #,%ear *BBS

curriculum: /ach %ear the 'roramme 6ill focus on certain e'ected attributes of a ood doctor 6hich reflect

'rofessionalism ear 1? bein humanistic and ethical8 ear (? bein an e'ert resource and ear 2? bein a

skilled clinician: &t 6ill also ser3e as a foundation for subseuent learnin in the amil% *edicine and

"rimar% Care curriculum8 com'lement the formal *edical /thics and Humanities 'rorammes and further

enhance the *edical /thics8 "rofessional Attitudes and Beha3iour theme of the medical curriculum:

Aim

The aim of the "i" "roramme is to bein de3elo'in students= a6areness and understandin of the nature of

medical 'rofessionalism throuh e'eriential learnin and earl% clinical contact under the uidance of

frontline 'rimar% care doctors:

PBP BBB 4heme

The doctor as a teacher8 communicator and skilled clinician

#earning $utcomes

B% the end of the third %ear "i" 'roramme8 students 6ill be able to?

ather and i3e basic information to a 'atient

"erform sim'le 'h%sical eamination skills on real 'atients

&dentif% the t%'es of 'roblems that 'resent to doctors in 'rimar% care

;eflect on the factors and issues that ma% influence a doctor,'atient relationshi' and a doctor=s

a''roach to 'ractice based on their 'ractice settin

;e,articulate a 'ersonal 'rofessionalism oath 6hich reflects the additional e'eriences and kno6lede

acuired

:chedule

a#e T&+e ?ro" Ven"e *c#&y

#:1):()15 1?2),5?2) 1,(1 , "rece'tor >isit

#:1):()15 1?2),5?2) 15 TC* Tun isit

#:1):()15 (?)),5?2) 1# TC* HG Tuberculosis

9:1):()15 1?2),5?2) 1 TC* Tun isit

9:1):()15 (?)),5?2) ( TC* HG Tuberculosis Clinical >isit

():1):()15 1?2),5?2) 5 TC* Tun isit

():1):()15 (?)),5?2) # TC* HG Tuberculosis Clinical >isit

((:1):()15 1?2),5?2) 1,(1 , "rece'tor >isit

4(


45/50


($:1):()15 1?2),5?2) 9 TC* Tun isit

($:1):()15 (?)),5?2) 1) TC* HG Tuberculosis Clinical >isit

(0:1):()15 1?2),5?2) 1,(1 , "rece'tor >isit

(9:1):()15 1?2),5?2) 1,(1 , "rece'tor >isit

(9:1):()15 1?2),5?2) 19 !"F Clinical >isit

2):1):()15 1?2),5?2) 1 !"F Clinical >isit

2):1):()15 1?2),5?2) 2 TC* Tun isit

2):1):()15 (?)),5?2) 4 TC* HG Tuberculosis Clinical >isit

N.. Please reer to the 1 BB PiP +andbook or urther details.

o++"ny-ba%ed Teac&n'= a#&en# are (Mo#er-Baby) roFec# (-MB)

&n the "atient Care +*other,Bab%- "ro.ect J"C"+*B-K8 %ou 6ill 3isit an ante,natal 6oman at@around 2)

6eeks of estation: our second 3isit 6ill be 6ithin the 'eriod of birth to before dischare from the hos'ital8

the third one should be at around one month of ae +at around the time of the (nd He'atitis 3accine-: The

current 'ro.ect 6hich beins in !ctober ()128 6ill consist of 2 3isits in %ear ( and 6ill continue in ear 2 to

ear 4@5:

#earning $utcomes

B% the end of the 'ro.ect8 students 6ill be able to?

Femonstrate em'ath% and 'rofessional ethics in the manaement of health,related e3ents 6ith

indi3iduals and health care 'rofessionals:

Ado't em'athic and res'ectful 'rofessional communication 6ith 'renant 6omen@ ne6 mothers and

their families:

S%nthesise the clinical8 social and 's%choloical manifestation of health issues and clinical skills 6ith

'ublic health intellience8 inter3entions and 're3enti3e strateies in modern clinical 'ractice:

A''l% e3idence based medicine skills to the clinical8 social and 's%choloical needs rele3ant to the

health circumstances of indi3idual 'atients8 families and 'o'ulations:

/'lain the trends of medicalisation in relation to the chanin social contets and discuss the ethical

and leal im'lications of the medicalisation of 3arious obstetric inter3entions:

A''raise the im'acts the medicalisation of childbirth and childcare on the 's%choloical and sub.ecti3e

health of 6omen and ne6born babies:

Fescribe common 'atterns of human relations and their ke% influences:

chedule

42


46/50


a#e T&+e ?ro" Ven"e *c#&y

9:1):()15 (?2),5?2) , , Client >isit +;eser3ed-

1):1):()15 9?45,1?)) 5,$ , Client ;ecruitment

1#:1):()15 (?2),5?2) , Client >isit +;eser3ed-

1$:1):()15 9?45,1?)) 0,11 , Client ;ecruitment

2):1):()15 (?2),4?2) # T;4 Tutorial

2):1):()15 (?2),4?2) $ T;5 Tutorial

2):1):()15 (?2),4?2) 0 T;# Tutorial

2):1):()15 (?2),4?2) 9 T;$ Tutorial

2):1):()15 (?2),4?2) 1) T;0 Tutorial

21:1):()15 9?45,1?)) 1(,15 , Client ;ecruitment

;enue:

43


47/50


&ne%e Enance+en# o"r%e

chedule

a#e T&+e EM?ro"%

Ven"e *c#&y

0:1):()15 (?2),5?2) 1,1# LT( Lecture 2

15:1):()15 (?2),5?2) 1,1# LT1 Lecture 4

():1):()15 (?2),5?2) 9 S;4 Tutorial (

(?2),5?2) 1) S;5 Tutorial (

(?2),5?2) 11 S;# Tutorial (

(?2),5?2) 1( S;$ Tutorial (

((:1):()15 (?2),5?2) 1 S;1 Tutorial (

(?2),5?2) ( S;( Tutorial (

(?2),5?2) 2 S;2 Tutorial (

(?2),5?2) 4 S;4 Tutorial (

($:1):()15 (?2),5?2) 12 S;1 Tutorial (

(?2),5?2) 14 S;( Tutorial (

(?2),5?2) 15 S;2 Tutorial (

(?2),5?2) 1# S;4 Tutorial (

(9:1):()15 (?2),5?2) 5 S;1 Tutorial (

(?2),5?2) # S;( Tutorial (

(?2),5?2) $ S;2 Tutorial (

(?2),5?2) 0 S;4 Tutorial (

;enue

#4&< #ecture 4heatre &, =, %illiam 1% 1ong lock, & assoon 3oad

#4< #ecture 4heatre , =, %illiam 1% 1ong lock, & assoon 3oad

3&-/ < eminar 3ooms &-/, =, #aboratory lock, & assoon 3oad

39-6 < eminar 3ooms 9-6, #=&, #aboratory lock, & assoon 3oad

45


48/50


MBBS III (6-year) Head and Neck Block

BA ?ro"%

chedule

a%e/T"#or&al a#e T&+e

Case 1 Tutorial 1 9:1):()15 +rida%- 9?45,11?45

Case 1 Tutorial ( 12:1):()15 +Tuesda%- 9?45,11?45

Case 1 Tutorial 2 @ Case ( Tutorial 1 1#:1):()15 +rida%- 9?45,11?45

Case ( Tutorial ( ():1):()15 +Tuesda%- 9?45,11?45

#ist o 4utors

?ro" Ven"e T"#or

1 T;2 Fr S Chan8 "aediatrics E Adolescent *edicine

( T;4 Fr Catherine Chiu@Fr R Lian8 !'hthalmolo%

2 T;5 Fr


49/50


(1 T;($ Fr A*S "oon8 Biomedical Sciences +"h%siolo%-

;enue


'r Ca%erine Ciu ill be %e %u%or or Ca$e 1 and 'r *+ ,ian ill be %e %u%or or Ca$e 2

4$


50/50


Notes to tudents

*##endance

+a- Attendance at "BL tutorials is com'ulsor%:

+b- or cases of absence on medical round8 students are reuired to submit medical 'roof to the acult%

!ffice 6ithin $ da%s after the date of the tutorial from 6hich the% are absent:

+c- or cases of absence 6ithout an% reason or .ustification8 a 'roressi3e mark deduction s%stem on the

assessment 6ill be im'osed8 e:: 1) of the o3erall marks 6ill be deducted from absence from one

tutorial8 () mark deduction for absence from t6o sessions8 and so on and no mark 6ill be i3en in

case of absence from more than 5) of the tutorials:

Documents

Head and Neck Block Handbook