MEDICAL EDUCATION CONFERENCE Medical and Healthcare Education€¦ · · 2015-01-21Medical Education Conference Secretariat Telephone : 2871 ... Medical and Healthcare Education

Medical and Healthcare Education along the Continuum

Organized by Funded by

7 - 8 Feb 2015

MEDICAL EDUCATION CONFERENCE

7 - 8 February 2015 Hong Kong Academy of Medicine Jockey Club Building

Highlights

Topics covered from undergraduate to postgraduate medical teaching and learning

Medical simulation and e-learning

Faculty development, assessing clinical performance and defining and teaching of professionalism

Sharing of Hong Kong/ UK experience in medical education

Medical Education Conference Secretariat Telephone : 2871 8787 E-mail : [email protected]

Registration Deadline

4 February 2015

Registration Website : www.hkamonline.hk/medconference15/index.php

Features a wide range of lectures and concurrent workshops by distinguished local and international speakers

Format (Language: English)

Speakers

Specialty Colleges, Hong Kong Academy of Medicine Hospital Authority The Centre for Medical Education, The University of Edinburgh The Chinese University of Hong Kong The University of Hong Kong

All HK$ 100 per workshop

Fellow of HKAM

HK$ 300

Trainee HK$ 200

Paramedics/ Nurse

HK$ 200

Other local HK$ 400

2-day Conference

2-hour Workshop

Registration Fee

1-day Conference

All HK$ 150 per day (either Day 1 or Day 2)

CME/ CPD Accreditation

College/ Programme

Maximum CME/ CPD Points Awarded

Whole Function 07-Feb-15

07-Feb-15

08-Feb-15

08-Feb-15 CME/ CPD Category Concurrent

Workshop Concurrent Workshop

Hong Kong College of Anaesthesiologists 14 5 2 5 2 Ana-Passive Hong Kong College of Community Medicine Pending College of Dental Surgeons of Hong Kong 5 2 5 2 Cat B Hong Kong College of Emergency Medicine Pending Hong Kong College of Family Physicians Pending Hong Kong College of Obstetricians and Gynaecologists 5 5 2 5 2 Non-OG College of Ophthalmologists of Hong Kong 4 2.5 1 2.5 1

Hong Kong College of Orthopaedic Surgeons Pending Hong Kong College of Otorhinolaryngologists Pending Hong Kong College of Paediatricians 12 4 2 4 2 Cat A The Hong Kong College of Pathologists Pending Hong Kong College of Physicians 1.5 0.5 1.5 0.5

The Hong Kong College of Psychiatrists Pending Hong Kong College of Radiologists Pending The College of Surgeons of Hong Kong Pending MCHK CME Programme 10 5 2 5 2 Passive

CNE Accreditation

College/ Programme

Maximum CNE Points Awarded

Whole Function 07-Feb-15

07-Feb-15

08-Feb-15

08-Feb-15

Concurrent Workshop

Concurrent Workshop

Hong Kong College of Emergency Medicine 5 2 5 2

09:15 - 09:45 Registration

09:45 - 10:10

10:10 - 10:35

10:35 - 11:00

11:00 - 11:15

11:15 - 11:30

11:30 - 11:55

11:55 - 12:20

12:20 - 12:45

12:45 - 13:00

13:00 - 14:00

14:00 - 14:25

14:25 - 14:50

14:50 - 15:15

15:15 - 15:40

15:40 - 16:00

Medical Education Conference

Medical and Healthcare Education along the Continuum

7 - 8 February 2015

Hong Kong Academy of Medicine Jockey Club Building

DAILY PROGRAMME

DAY 1 - SATURDAY, 7 FEBRUARY 2015

Medical education: ancient to modern times

Ms. Debbie AITKEN and Dr. Janet SKINNER Centre for Medical Education, The University of Edinburgh

Assessing performance in the clinical areas: ‘See one, do one, teach one’ Dr. Janet SKINNER Centre for Medical Education, The University of Edinburgh

Standard setting in professional exams

Dr. Yu-fai CHOI Hong Kong College of Emergency Medicine

Coffee break

Session 1 (a)

Faculty development

Ms. Debbie AITKEN Centre for Medical Education, The University of Edinburgh

Session 2 (a)

Assistant interns in public hospitals: A practical way to learn medicine

Dr. Kai-ming CHOW Hong Kong College of Physicians

Models for post-graduate training: the examples from anesthesiology

Dr. Chi-hung KOO Hong Kong College of Anaesthesiologists

Q & A Session

Session 3 (a)

Inter-professional online learning: The challenges and the lessons learnt

Dr. Angela Y.M. LEUNG The University of Hong Kong

Concurrent Workshops

Defining and teaching professionalism

Ms. Sarah DOYLE Centre for Medical Education, The University of Edinburgh

Q & A Session

Opening ceremony (a) and lunch (b)

Workshop 1: Practical OSCE workshop (c)

Mrs. Lisa MacINNES Centre for Medical Education, The University of Edinburgh

Q & A Session

Planning and evaluating teaching

Ms. Sarah DOYLE and Ms. Gill AITKEN Centre for Medical Education, The University of Edinburgh

Flipped classroom and peer instruction - Could these pedagogies be used for medical students?

Prof. Paul B.S. LAI The Chinese University of Hong Kong

Workshop 2: How to write multiple-choice questions and extended matching questions and to run item analysis

(d)

Prof. John M. NICHOLLS The University of Hong Kong

16:00 - 18:00

09:00 - 09:30

09:30 - 09:55

09:55 - 10:20

10:20 - 10:45

10:45 - 11:00

11:00 - 11:15

11:15 - 11:40

11:40 - 12:05

12:05 - 12:30

12:30 - 12:55

12:55 - 13:15

13:15 - 14:15

14:15 - 14:40

14:40 - 15:05

15:05 - 15:30

15:30 - 15:45

Venue a) Pao Yue Kong Auditorium, G/F d) Function Room 2, 2/F

b) Run Run Shaw Hall, 1/F e) James Kung Meeting Room, 2/F

c) Function Room 1, 2/F

Medical Education Conference Secretariat Telephone: 2871 8787 Email: [email protected]


Session 2 (a)

Workshop 3: Impromptu clinical teaching (c)

Ms. Debbie AITKEN and Dr. Janet SKINNER Centre for Medical Education, The University of Edinburgh

Workshop 4: Giving and receiving feedback (d)

Ms. Gill AITKEN and Ms. Sarah DOYLE Centre for Medical Education, The University of Edinburgh

Workshop 5: Teaching and learning of professionalism in early health professions education (e)

Dr. Julie Y. CHEN and Dr. Weng-yee CHIN The University of Hong Kong

Lunch

Q & A Session

Q & A Session

Session 3 (a)

E-learning in medical education

Ms. Gill AITKEN Centre for Medical Education, The University of Edinburgh

Technology and training in Hospital Authority: Where are we going?

Dr. Lap-yin HO Hospital Authority

15:45 - 17:45

From students to practitioners: Can graduates meet their job requirements in public healthcare services?

Dr. Francis MOK Hospital Authority

Short transitional subject courses in the undergraduate medical curriculum: Embracing new teaching

technologies with anaesthesia as the example

Prof. Lester CRITCHLEY The Chinese University of Hong Kong

The use of flipped classroom in nursing education

Prof. Agnes F.Y. TIWARI The University of Hong Kong

Roles of a clinical teacher: Clinical diagnoses vs educational diagnoses

Prof. Tai-pong LAM The University of Hong Kong

Session 1 (a)

Inter-professional teaching and learning in medication safety

Dr. Vivian W.Y. LEE The Chinese University of Hong Kong

Simulation-based education


DAY 2 - SUNDAY, 8 FEBRUARY 2015

Registration

Teaching clinical and procedural skills


Coffee break

Q & A Session

Experience of simulation training for doctors

Dr. Wai-ming CHAN Hospital Authority

Ms. Debbie Aitken

Ms Debbie Aitken is the Director of the Clinical Educator Programme (www.sefce.net/cep) and a Senior Fellow in Medical Education in the Centre for Medical Education, where her teaching responsibilities include supporting clinical educators through a schedule of courses and activities on the Clinical Educator Programme, the Edinburgh Summer School in Clinical Education and the MSc in Clinical Education. She also supervises MSc dissertation students and first and final year medical student research projects. Prior to taking up her post at the University of Edinburgh, Debbie trained as a Medical Educationalist at the Royal College of Physicians of London following several years of teaching in schools and training of student teachers. She is currently completing her PhD at the University of Cambridge where she is looking at the impact and effectiveness of medical school faculty development, particularly in relation to how doctors identify as teachers and how this impacts on the student experience.

Director of the Clinical Educator Programme and Senior Fellow in Medical Education Centre for Medical Education, The University of Edinburgh

Speaker’s Biography by alphabetical order

After many years practicing as a dietician specialising in the management of diabetes and becoming increasingly involved in education, Gill moved to an educational role contributing to both the undergraduate and postgraduate dietetic programmes at Glas-gow Caledonian University and was involved in the development of an MSc Diabetes, during this time she was seconded by the Scottish Government to look at structured education programmes for people with diabetes. Gill developed her interest in distance learning at Queen Margaret University when running online courses in nutrition for nurses while also contributing to inter-professional education and postgraduate courses. She now is responsible for the day to day management of the successful MSc Clinical Education; much of her time is currently spent supervising dissertation students and developing a training programme to support new supervisors. Gill has research interests in the motivation of online learners, synchronous online communication and the experience of online tutors.

Fellow in Medical Education and Deputy Programme Director Centre for Medical Education, The University of Edinburgh

BA, MA, MSc, PGCE, PGCert, FHEA

MSc Clinical Education BSc, PGDip(Dietetics) MSc FHEA

Ms. Gill Aitken

http://www.sefce.net/cep

Dr. Wai-ming Chan

Dr CHAN Wai Ming is a Critical Care Physician working in the Adult Intensive Care Unit of Queen Mary Hospital. He has been the Chief of Service of the Adult Intensive Care Unit since July 2011. He is also Chairman of the Hong Kong West Cluster Resuscitation Committee since 2011. At present, he is also Chairman of the Hong Kong Lung Foundation, and Chairman of the Board of Critical Care Medicine, under the Hong Kong College of Physicians. He is also the Vice-Chairman of the COC (Intensive Care) of the Hospital Au-thority, and the Convener of the Working Group on Extracorporeal Membrane Oxygenation (ECMO). Under this Working Group, a training committee on ECMO was also formed, which facilitates the training of doctors and nurses in ECMO Centres under the Hospital Authority.

Chief of Service, Adult Intensive Care Unit Queen Mary Hospital, Hospital Authority


Dr. Julie Y. Chen

Dr Julie Chen graduated from Dalhousie University, Canada and completed her postgraduate training at the University of Toronto before becoming a Fellow of the College of Family Physicians of Canada. She currently holds a joint appointment in the Department of Family Medicine and Primary Care at the University of Hong Kong and the Institute of Medical and Health Sciences Education. In addition to teaching, she has played a leading role in the development, implementation and evaluation of new initiatives in the medical curriculum. These include: an expanded family medicine curriculum, the “Professionalism in Practice” programme to encourage early learning of professionalism and a compulsory medical humanities programme which extends through all years of medical school. In recognition of her work in medical education, she was the recipient of a Faculty Teaching Medal in 2012 and the University Teaching Award (Team) in 2013.

Assistant Professor and Co-ordinator, Professionalism in Practice Programme Department of Family Medicine and Primary Care, The University of Hong Kong

BSc, MD, FCFPC

Dr. Weng-yee Chin

Dr. Weng-Yee Chin is a graduate of the University of Western Australia and a Fellow of the Royal Australian College of General Practitioners. She worked as a private General Practitioner in Sydney prior to relocating to Hong Kong in 2005. She initially joined the Faculty of Medicine at the University of Hong Kong as an honorary Family Medicine teacher in 2006, and now holds joint appointments with the Department of Family Medicine and Primary Care and the Institute of Medical and Health Sciences Education where she is primarily involved in undergraduate Family Medicine teaching, curriculum development and quality assurance of the undergraduate medical curriculum. Her main research focus is in primary care mental health and in medical education. She was awarded the Faculty Teaching Medal in 2013.

Assistant Professor and Chief of Undergraduate Education Department of Family Medicine and Primary Care, The University of Hong Kong


Dr. Choi graduated from HKU in 1995 and obtained a fellowship of Emergency Medicine in 2003. He has just obtained his master degree in clinical education from The University of Edinburgh in 2014. Currently, he works as an associate consultant in the emergency de-partment of Pamela Youde Nethersole Eastern Hospital. He is also the director of the Nethersole Clinical Simulation Training Centre and honorary clinical assistant professor of HKU. Besides, He is a council member of the Hong Kong College of Emergency Medicine and one of the chief examiners of the college exam.

Associate Consultant, A & E, Pamela Youde Nethersole Eastern Hospital Hong Kong College of Emergency Medicine

Dr. Yu-fai Choi MBBS(HK), FHKCEM, MSc Clin Ed (Edin)

MBBS, FRACGP


Dr. Kai-ming Chow

Dr. Chow is a graduate from the Chinese University of Hong Kong and is now the Associate Consultant in the Prince of Wales Hospital. Dr. Chow obtained the Croucher Foundation Fellowship and had worked in the Artificial Cells and Organs Research Centre at McGill University, Montreal. Dr. Chow has combined his position as nephrologist with that of honorary teaching staff in the Prince of Wales Hospital. Dr. Chow has published more than 280 Indexed publications in peer review journals including the journal Med Educ, 115 of them being the first author. He is actively involved in student teaching, and works as a member in the Curriculum Design Committee at the Faculty of Medicine, Chinese University of Hong Kong. He has received the Teachers of the Years Award for three consecutive years.

Associate Consultant, Department of Medicine and Therapeutics, Prince of Wales Hospital Hong Kong College of Physicians

Lester AH Critchley has been an academic anaesthetist with the Chinese University of Hong Kong since 1991. He was born and schooled in London and graduated from Sheffield University, England. He started his anaesthesia career in Edinburgh and has family who are doctors in Edinburgh. His main research interests are spinal anaesthesia in the elderly, the subject of his MD, and cardiac output monitoring. He has supervised many post graduate research students and his clinical research is well published. He has been involved in organizing the undergraduate anaesthesia course at Chinese University for many years. During his tenure he has been involved in running OSCEs, introducing practical skills, through the Teaching and Learning Resources Centre developing FACS (Formative Assessment Case Studies) and the Anaesthesia Virtual Patient. He is a keen user of the MCQ database program IDEAL. He has also presented and published on these educational topics.

Professor, Honorary Consultant and Specialist Anaesthetist The Chinese University of Hong Kong

Prof. Lester Critchley MD, FFARCSI, FHKAM

Ms. Sarah Doyle

Sarah is responsible for curriculum and staff development in relation to Personal and Professional Development (PPD) teaching in the undergraduate programme, and she also contributes to PPD teaching and assessment activities across all years. Supporting students is an important part of her role. Prior to joining the Centre for Medical Education, Sarah worked as a mental health nurse in both health and social care services, with particular interests in psychoanalytic approaches to supporting babies, children and adults who had experienced abuse and neglect. She led the development of educational resources for child protection (with NHS Education for Scotland) and provided training, consultancy and supervision for families, foster carers, teams of professionals and organisations. Sarah recently completed a Masters in Health Research and is currently undertaking ESRC funded doctoral study in the University of Stirling, investigating professional knowledge and learning in health care for paediatric diabetes.

Fellow in Medical Education and Deputy Theme Head (Personal, Professional Development)

Centre for Medical Education, The University of Edinburgh


Dr. Lap-yin Ho

Dr Ho Lap Yin graduated from the University of Hong Kong in 1998, and received urology training in United Christian Hospital. He obtained his fellowship in urology in 2005 and joined Queen Elizabeth Hospital in 2008. He is currently consultant urologist in QEH, with special interests in minimal invasive surgery and functional urology. In 2009, Dr Ho was commissioned to establish a simulation training center in Kowloon Central Cluster of Hospital Authority. This Multi-Disciplinary Simulation and Skills Center was inaugurated in April 2011 and he served as director of the center since then. The center served inter-specialty simulation training needs of his cluster and in 2014, accreditation in training/education standard was awarded by Society for Simulation in Healthcare. He is currently co-chair of the Hospital Authority Team-based Quality and Standard Group, member of the HA CRM Steering Committee and Simulation Training Committee and Intern Simulation Training Quality and Standards Group.

Consultant Urologist (Division of Urology) and Director, Multi-Disciplinary Simulation and Skills Centre Queen Elizabeth Hospital, Hospital Authority

MBBS (HKU), MRCS (Ed), FCSHK FHKAM (Surgery), FRCSEd (Urol)

Dr. Chi-hung Koo

Dr. Koo Chi-hung is the current chairman of the Board of Education of the Hong Kong College of Anaesthesiolgists. He is involved in updating and redesigning the anaesthesia curriculum and fellowship examination format of HKCA in recent years. Besides being an assessor in the Exit Assessment, he is also an Intermediate Fellowship examiner in Physiology and an OSCE examiner in the Final Fellowship Examination. He is actively involved in simulation teaching and administration at the Clinical Simulation Centre at the North District Hospital and the Kowloon West Cluster of the Hospital Authority. Currently he is the consultant at the Department of Anaesthesiology and OT Services of Kwong Wah Hospital.

Chairman, Board of Education The Hong Kong College of Anaesthesiologists


Prof. Paul B.S. Lai

Prof. Paul B. S. Lai graduated from the Chinese University of Hong Kong. He then received his training as a specialist hepato-biliary and pancreatic surgeon in Hong Kong and Edinburgh. He is currently the Chief of Service of the Department of Surgery at the Prince of Wales Hospital. Prof. Lai is also the Cluster Coordinator for Surgical Services at the New Territories East Cluster of the Hospital Authority. After serving as a department chairman for 6 years, he has recently been appointed as the first Director of the Office of Medical Education, a new teaching initiative in the Faculty of Medicine at the Chinese University of Hong Kong. Prof. Lai has been an enthusiastic teacher in the medical school and he has participated in various reforms of medical curriculum. He has engaged in a number of research projects in teaching research and assessment of medical students.

Director, Office of Medical Education, Faculty of Medicine and Chief, Division of Hepato-biliary and Pancreatic Surgery, Department of Surgery The Chinese University of Hong Kong

Prof. Tai-pong Lam

Professor Lam is currently an Assistant Dean in Clinical Curriculum and Assessment, Faculty of Medicine and Professor and Chief of Postgraduate Education, Department of Family Medicine & Primary Care, The University of Hong Kong. He is a Specialist in Family Medicine with a strong interest in medical education and in particular research and scholarship of teaching. He was awarded the Faculty Teaching Medal, and the University Teaching Fellowship which was the highest honour for teaching at The University of Hong Kong. He pioneered some of the most successful postgraduate programmes for primary care doctors. He is also a Co-Director of Research and Scholarship of the Institute of Medical and Health Sciences Education of the University of Hong Kong aiming to promote and provide support for medical education research. He has published over 130 peer reviewed articles and many of these in education related journals including Medical Education, Academic Medicine, Medical Teacher and BMC Medical Education.

Professor, Department of Family Medicine & Primary Care The University of Hong Kong


Dr. Vivian W. Y. Lee

Dr. Vivian Lee is currently the Associate Professor of the School and Assistant Dean (Student Development) of the Faculty of Medicine. Before her current appointment, she had worked as a hospital clinical pharmacist at Cedars-Sinai Medical Center, in Los Angeles, USA. Dr. Lee received her bachelor of sciences degree in Biochemistry at the University of California, Los Angeles (UCLA) and her doctor of pharmacy degree in the School of Pharmacy, University of Southern California (USC). Dr. Lee is dedicated for the multidisciplinary clinical development particularly in medication safety. She launched the first interactive online drug information platform in Hong Kong - AMPOULE, the Paediatric Health: easy Access Resources on Medicines (PHARM) and the first cross-disciplinary community pharmacy outreach program (CU CHAMPION) at the Chinese University of Hong Kong to cope with the demands of pharmaceutical care to improve medication adherence and chronic disease management in elderly patients of Hong Kong.

Assistant Dean (Student Development) and Associate Professor School of Pharmacy, Faculty of Medicine, The Chinese University of Hong Kong

MBBS, MFM, PhD, MD, FRACGP, FRCP, FHKAM

Dr. Angela Leung is Assistant Professor and Chair of Knowledge Exchange and External Relations of the School of Nursing at The University of Hong Kong. She is also the Investigator of the Research Centre of Heart, Brain, Hormone and Healthy Ageing of the University of Hong Kong and Associate Director of Sau Po Centre on Ageing of the University of Hong Kong. She was the awardee of the Hartford Geriatric Scholars Program at the Johns Hopkins University in 2014. She is an experienced health and nursing educator and active researcher with a wide range of publications in health literacy and health promotion. Dr. Leung organized geragogy-based workshops that trained older adults with the skills to search for reliable health information in the Internet, and this was the first health literacy oriented program in Hong Kong. Dr. Leung has also developed various health literacy tools such as Chinese Health Literacy Scale for Chronic Care (CHLCC). She is working closely with practitioners to increase dementia awareness among general public and health professionals. One of the recent projects is Inter-professional Online Learning in Dementia (IPOLD).

Assistant Professor and Chair of Knowledge Exchange and External Relations School of Nursing, The University of Hong Kong


Mrs. Lisa Maclnnes

Lisa graduated from King's College London in 2000 in Nursing Studies and returned to Edinburgh to set out on her nursing career. Specialising in theatre recovery and critical care, she moved from coordinating three busy recovery rooms in the Western General Hospital to work as a Clinical Skills Facilitator within the University of Edinburgh in late 2004. She currently holds a dual role within the University. She enjoys her time as a clinical and resuscitation skills facilitator to all five years of the undergraduate medical programme. Her time within the team has honed her research and development interests in peer assisted teaching and learning. The team currently run a highly successful peer assisted learning project on an annual basis. She has also worked closely with the Learning Technology Section within the university to co-design and develop e-learning strategies which have enabled more focused and practical teaching sessions. She is a personal tutor to twelve great undergraduate medical students. As an ALS instructor she enjoys the opportunity to deliver postgraduate skills training. In 2013, Lisa joined the Clinical Educator Programme as a Tutor. This highly successful and rapidly expanding postgraduate faculty development programme delivers practical workshops in clinical education to medical teaching faculty within South East Scotland (www.sefce.net/cep). Within this role she has also delivered teaching within the MSc Clinical Education course. She is currently researching the personal and professional contexts which medical educators place faculty development initiatives. Her interest in training and development extends beyond her university role. A previous Children's Panel Member, she is preparing to develop a training role as a Panel Practice Advisor for child protection through Children's Hearings Scotland.

Fellow in Medical Education, Clinical Skills Facilitator and Clinical Educator Programme Tutor Centre for Medical Education, The University of Edinburgh

Dr. Angela Y.M. Leung

MSc Clinical Education

http://www.sefce.net/cep

Prof. John M. Nicholls

Professor John Nicholls is a Clinical Professor in Pathology at the University of Hong Kong. He commenced medical studies at the University of Adelaide, South Australia in 1977 and graduated in 1983. He commenced postgraduate training in pathology at the Institute of Medical and Veterinary Sciences, the Queen Elizabeth Hospital and The Adelaide Children’s Hospital. In 1988 he moved to Hong Kong as a Lecturer in Pathology at the University of Hong Kong where in addition to clinical and teaching duties commenced research into the relationship of viruses with the respiratory tract. His publications were focused on the role of Epstein-Barr Virus in nasopharyngeal carcinoma, a common tumour in the Guangdong region. In 1997, following the first outbreak of H5N1 influenza in humans, he commenced collaboration with the Department of Microbiology to study the pathological effects of avian influenza viruses in the respiratory tract. In 2003 he was a key member of the research team at the University of Hong Kong which isolated and characterized the novel SARS coronavirus which was associated with the global outbreak of 2003. Since then he has established an ex vivo culture system of human lung and bronchial tissue for the study of emerging viral infections which has the largest series of cases in the world. His work on SARS and avian influenza has been published in prestigious journals such as Lancet, PLOS Medicine and Nature Medicine. Professor Nicholls has been closely involved in postgraduate and undergraduate medical education and been a tutor for the Harvard Macy Program for Physician Educators in Boston, MA. He has been the co-chair for Assessment for the Faculty of Medicine for 7 years and is now the Chief Examiner for Basic Pathological Sciences of the Royal College of Pathologists of Australasia.

Clinical Professor, Department of Pathology The University of Hong Kong


Dr. Mok graduated MBBS from HKU in 1980 and joined the University Surgical Unit in 1982. He obtained FRCS(Edin) in 1985, FRACS in 1990, FHKAM(Surg) in 1993. He pursued training in hepatobiliary-pancreatic surgery (HBP) and in upper gastrointestinal (UGI) surgery in Glasgow Royal Infirmary under the tutelage of Professor David Carter. He was promoted Consultant Surgeon, Kwong Wah Hospital, in 1991, and was appointed Chief of Service (Surgery), Caritas Medical Centre, in 1995 and remained in that position till now. He was ex-chairman of the Endoscopy Chapter of the Hong Kong Society of Gastroenterology. He is founding council member of the Hong Kong Society of UGI Surgeons and the Hong Kong Society of HBP Surgeons. Dr. Mok is Honorary Clinical Associate Professor of HKU and CUHK. He enjoys teaching medical students and was awarded Faculty Teaching Medal of HKU in 2004. He was Chairman of Coordinating Committee (Surgery) of Hospital Authority Head Office from 2005 to 2014. Dr. Francis Mok

Chief of Service, Department of Surgery Caritas Medical Centre, Hospital Authority

Dr. Janet Skinner

Janet graduated from Edinburgh in 1994 and trained in SE Scotland becoming a Consultant in Emergency Medicine in the Royal Infirmary in 2007. During her SpR training she developed an interest in medical education and had some time out of programme to do a Masters and a research fellowship. Within the Emergency Department Janet is the Year 5 Emergency Medicine Module Organiser and a Personal Tutor. Her clinical interests include the management of vulnerable patients in the ED; particularly frequent attenders, the elderly and patients with mental health problems. The other half of her current post is as Director of Clinical Skills at the University of Edinburgh, leading and co-ordinating undergraduate clinical skills and acute care teaching. She is responsible, with the rest of the clinical skills team, for running the clinical skills and simulation centre in Chancellor’s Building. Janet's research interests lie in areas such as: preparation for practice, acute care, assessing competence and the role of significant event analysis as a reflective tool. Janet is particularly interested in the need to get back to basics and focus on improving the delivery of ad hoc clinical teaching and is involved in delivering workshops addressing this area. She also works for NES as the regional champion for the South and East of Scotland as part of the Clinical Skills Managed Educational Network.

Emergency Consultant and Director of Clinical Skills Centre for Medical Education, The University of Edinburgh


Prof. Agnes F.Y. Tiwari

Professor Agnes Tiwari is the Head at the University of Hong Kong School of Nursing. Her research interest is in interpersonal violence prevention and intervention, and has published extensively on the health impact of violence and clinical trials of interventions for primary, secondary and tertiary prevention of family violence. She is committed to providing quality teaching and learning in tertiary education. She has conducted extensive educational research in the areas of critical thinking development and measurement, outcome-based education, problem based learning, and portfolio assessment. For her scholarly work, she was awarded the HKU Faculty of Medicine Teaching Medal, HKU Outstanding Teaching Award, HKU Research Output Prize, HK American Chamber of Commerce Woman of Influence Award and Nursing Network on Violence Against Women International Award for Excellence in Research.

Professor and Head School of Nursing, The University of Hong Kong

MBChB, FRCS, FCEM, M Med Ed

Session 1

Abstracts 7 February 2015

From Hippocrates, to the Renaissance, to William Osler, to Flexner, to Tomorrow’s Doctors, to patient safety and quality influenced healthcare, to the millennial generation and technology! How did we get to where we are and where we are headed in the modern world of modern medical education? Is teaching and learning in the technological 21st century better than ever, or can we still learn from our forebears? A whistle stop tour of the highlights of the evolution of medical education and some thoughts as to the po-tential future direction of travel.

Medical Education: Ancient to Modern Times - Ms. Debbie AITKEN and Dr. Janet SKINNER -

Provision of effective faculty development is an important consideration for medical schools and post-graduate medical education providers throughout the world. It needs to be comprehensive in order to meet mandatory requirements of organisations such as the GMC (UK) but at the same time relevant and practical in order to engage busy clinicians. This lecture will describe the development of the South East Faculty of Clinical Educators (SEFCE) and the Clinical Educator Programme and how it has impacted on faculty development in undergraduate and postgraduate medical education in South East Scotland, par-ticularly in light of the GMC’s recent plan for Recognising and Approving Trainers. The participant eval-uations of the Clinical Educator Programme will be briefly presented, showing that short workshops combined with online modules and teaching observation & feedback are considered to be engaging and easy to incorporate into clinical practice. Initial data reveals that the vast majority of participants find the programme to be useful and engaging. As a result, we are keen to provide concrete data on how the pro-gramme affects the teaching that students and trainees receive: plans for evaluating the programme through observation of teaching prior to and following completion of the programme using methods such as OSTE will be discussed. Provision of effective faculty development is an important consideration for medical schools and postgraduate medical education providers throughout the world. It needs to be comprehensive in order to meet mandatory requirements of organisations such as the GMC (UK) but at the same time relevant and practical in order to engage busy clinicians. This lecture will describe the de-velopment of the South East Faculty of Clinical Educators (SEFCE) and the Clinical Educator Programme and how it has impacted on faculty development in undergraduate and postgraduate medical education in South East Scotland, particularly in light of the GMC’s recent plan for Recognising and Approving Trainers. The participant evaluations of the Clinical Educator Programme will be briefly presented, show-ing that short workshops combined with online modules and teaching observation & feedback are con-sidered to be engaging and easy to incorporate into clinical practice. Initial data reveals that the vast ma-jority of participants find the programme to be useful and engaging. As a result, we are keen to provide concrete data on how the programme affects the teaching that students and trainees receive: plans for evaluating the programme through observation of teaching prior to and following completion of the pro-gramme using methods such as OSTE will be discussed.

Faculty development - Ms. Debbie AITKEN -

This year is the 25th Anniversary of the Hong Kong College of Anaesthesiologists. We have been using the current curriculum and examination format for the past 20 years. Our overseas counterparts (e.g. Royal College of Anaesthetists, Australian and New Zealand College of Anaesthetisits) have revised and imple-ment a new curriculum and training system for over 5 years. Traditionally, the training of anaesthesia was specialty based as the focus was to train a specialist how to manage the anaesthetic problems in an anaes-thetized patient. However, in the ever changing practice of medicine nowadays, this is no longer adequate to equip the future specialists to deal with the ‘demanding’ patients and public expectations. Besides be-ing a professional in the field of anaesthesiology, the specialist is also expected to be a good communicator, health advocate, team leader, academia, etc. I am going to review the current post graduate anaesthesia training in Hong Kong and discuss the problems we are facing related to maintaining the standards of anaesthesia training and examination. I shall talk about the CanMed Framework, Work Based Assessment Model and Competence Based Assessment Model used overseas and discuss the potential problems we may be facing in the implementation of a new and labour intensive curriculum and assessment system.

Models for post-graduate training: the examples from anesthesiology - Dr. Chi-hung KOO -

Session 2


A patient needs a wide bore chest drain inserted: is it safe and appropriate for your trainee to do this? During this presentation we will explore clinical competence through traditional methods, training and workplace based assessment. We will also discuss modern educational approaches such as frameworks, milestones and entrustable professional activities. How do we effectively teach, train and ensure compe-tence in high risk clinical skills?

Assessing Performance in the Clinical Areas: ‘See one, do one, teach one’

- Dr. Janet SKINNER -

Under the existing medical curriculum, student teaching is carried out at classroom and bedside, but di-rect patient care is seldom involved. Involvement of final year students in patient care is fundamental for transition to becoming intern before graduation, but the establishment of such system may be challenging. To reinforce the apprenticeship and maximize the clinical exposure of final year medical students, assis-tant intern programme has been revamped and fully implemented in the Chinese University of Hong Kong since 2013. During the internal medicine clerkship rotation, every final year medical student is as-signed a one-week mandatory attachment under the direct supervision of one doctor, with an aim to learn directly from clinicians at work. They are relieved from attending regular teaching activities (lectures, tu-torials, and bedside teaching); in other words, the program serves a complement to the structured system-based learning curriculum. Students serve as members of the clinical team (instead of a bystander): they are required to document patient assessment, clinical findings, and proposed management plans on the medical progress sheet. All entries in the case notes start with ‘Medical Student Notes,’ and are duly dated and signed with student’s legible full name at the end. Supervising doctor endorse the proposed manage-ment plan before being implemented by interns or nurses as appropriate. Two years of experience and feedback from this revamped teaching programme provide clues regarding the need to learn medicine in practical world. Students learn about the “real world” management of clerking and admitting emergency cases, seeing consultations and patient communication. The students reported satisfaction from the real life experiential learning and attaining stress coping skills. They also felt that there are opportunities to translate textbook knowledge to real patients and practice diagnostic thinking. We observed the oppor-tunity to cultivate their sense of responsibility and rebuild teaching culture in a public hospital. Therefore, in our view, direct involvement of medical students in patient care is a value-added approach from the perspective of vocational training. Our findings are supported by recent publications, highlighting the opportunities for clinical settings to become “learning institutions.”1 As is apparent from a recent View-point article in JAMA, we need to reframe the student roles in clinical care process, explore the supervisory and legal aspects of engaging students in meaningful patient care.2

Grumbach K, Lucey CR, Johnston SC. Transforming from centers of learning to learning health systems: the challenge for academic health centers. JAMA 2014;311:1109-1110. Curry RH. Meaningful roles for medical students in the provision of longitudinal patient care. JAMA 2014;312:2335-2336.

Standard setting, simply speaking is a process to decide the passing mark for an examination. Tradition-ally, many professional exams are using simple methods such as pass at a fixed score or passing a fixed percentage of candidates. A brief discussion will be provided on the principle and purpose of standard setting. Knowing why standard setting process should be a robust one, some newer methods will be in-troduced. A more in-depth account with illustrated examples will be provided for modified Angoff and borderline regression. Furthermore, some practical issue will be mentioned base on the experiences of the speaker.

Standard setting in professional exams - Dr. Yu-fai CHOI -

Assistant interns in public hospitals: A practical way to learn medicine - Dr. Kai-ming CHOW -

Session 3


Defining medical professionalism remains a contested issue, with surprisingly little consensus in the aca-demic literature. The way in which we conceptualise professionalism is important, however, because there are corresponding implications for our approaches to education and learning in this area. As we try to find ways of helping students know what it means to be a professional doctor, these conceptualisations shape our decisions about what to teach and how to teach. For example, we might construe professional-ism as a set of individual attributes or as a set of behaviours or actions, and the context in which medicine is practised might be accorded more or less significance. In this session I consider some of the debates surrounding different understandings of medical professionalism, and I use examples from our work in the University of Edinburgh undergraduate programme to illustrate and explore some of the key ideas.

Defining and teaching professionalism - Ms. Sarah DOYLE -

All healthcare professional teach: we teach formally and informally, we teach patients, we teach students, we teach peers and we learn each time we teach. This session will address what factors we should take into account when planning and evaluating our teaching. This includes what makes a good learning envi-ronment, a consideration of writing learning outcomes and session plans and a consideration of how to effectively evaluate your teaching.

Planning and evaluating teaching - Ms. Sarah DOYLE and Ms. Gill AITKEN -

“Flipped classroom” and “Peer instruction” are pedagogies that have been used successfully for subjects like physics in high schools, in replacing uni-directional teacher-to-students type of lectures. However, many teaching sessions are still being conducted in conventional ways and many teachers would prefer big class lectures in medical schools. Some observations that may explain the reasons behind such reluc-tance to newer pedagogies would be detailed in the lecture. The experience of using flipped classroom and peer instruction pedagogies combined with e-learning platform to teach anatomy (basic science sub-ject) and surgery (clinical specialty) would be shared. To be effective, there are some prerequisites and preparatory works from both the teachers and students. Some pros and cons of these newer pedagogies for medical education would be discussed as well.

Flipped classroom and peer instruction - Could these pedagogies be used for medical students?

- Prof. Paul B.S. LAI -

Background: An inter-professional online learning platform for dementia (IPOLD) was set up to allow students of five disciplines (medical, nursing, pharmacy, speech therapist and social work) to learn to-gether. Two videos and six modules of online learning materials were developed as online resources for students to look for evidences and practices in dementia treatment and care. Inter-professional communi-cation and cross-faculty learning was encouraged in the online chatroom. Method: Number of hits to each module, number of attempts to four quizzes and nine chatroom discus-sions was measured. Results: A total of 703 students participated in the IPOLD as non-credit bearing course in 2013/14. There were 1880 hits to online materials, 616 hits in chatroom discussions and 584 attempts to the quizzes. Conclusion: It is rewarding to witness students’ active learning in this online platform. However, human power support to develop and manage this active online platform should not be neglected.

Inter-professional online learning: The challenges and the lessons learnt

- Dr. Angela Y.M. LEUNG -



The Objective Structured Clinical Examination is one of the most important and influential additions to the ‘Examiners Toolkit’ in the last 20 years. Its aim is to not only test knowledge but also technical capa-bility and is revered within medical education as one of the strongest methods by which practical and communication skills can be examined in both undergraduate and postgraduate medical and clinical edu-cation. This highly practical and interactive workshop will provide participants with the opportunity to consider the essentials of good question and station design. In small groups they will create an OSCE question inclusive of examiner and patient instructions and marksheet and will deliver and examine their station during the workshop. Each station will receive feedback from the group as a whole. It will also consider the complex and interdependent relationship OSCEs have with learning and how we can use the OSCE to better provide timely and helpful feedback to our students.

Workshop 1: Practical OSCE workshop - Mrs. Lisa MacINNES -

A crucial component of a taught curriculum is an assessment system that can be used in both a formative and summative manner. There has been an increasing trend towards the use of multiple choice questions that can be quickly marked, with feedback given to the candidate, however the design of these questions to assess higher order cognitive skills remains a challenge. In this workshop there will not only be a revi-sion of criteria and guidelines for the writing of high quality multiple choice questions and extended matching questions, but also guidelines for the writing of short answer questions and mini-cases. Partici-pants will also work through post-test item analysis using classical psychometric techniques and an intro-duction to the Rasch model which has been used in some professional degrees.

Workshop 2: How to write multiple-choice questions and extended matching questions and to run item analysis

- Prof. John M. NICHOLLS -

Training of adults by didactic lectures has been found ineffective in modifying behavior. Doctors are also notoriously difficult to train. In the early days of medical training, it was conventional that doctors practice and learn from our patients. This is becoming increasing unacceptable, and together with a lower societal acceptance of medical errors, training by simulation seems a reasonable solution. This is particular the case for scenario based training which focus on team collaboration and communication. Extracorporeal Mem-brane Oxygenation falls into such category, and in particular since it is a high risk treatment procedure. The programme seemed to be well accepted by trainees. However, this is also a very intensive mode of training, required a lot of time in scenario planning and preparation, and a pool of skilled trainers. Thus, a coordinated effort and commitment from the administration are necessary for its success.

Experience of simulation training for doctors - Dr. Wai-ming CHAN -

Session 1

8 February 2015

‘To err is human…’ (Pope, 1711). National and International studies suggest that at least 1 in 10 patients suffer avoidable harm when under hospital care. With patient safety initiatives high on health care pro-vider agendas, there has been a subsequent and rapid rise in the use and development of clinical simula-tion. There have been huge improvements in technology with more mobile simulation and easier to use more intuitive equipment. Specialised suites provide bespoke facilities to support and enhance learning through simulation. Undergraduate and postgraduate education is benefitting greatly with fellowships becoming very popular and the research body is growing. We may be chasing other high-reliability in-dustries such as aviation but we are making ground. What lessons can we learn from their simulation journeys? How can we enjoy the benefits of simulation and manage the challenges? Most importantly, how can we ensure our educational experiences remain aligned to learner need, curriculum and don’t break the bank?

Simulation-based education - Mrs. Lisa MacINNES -

Learning clinical skills that will provide the cornerstone of your future clinical practice is excit-ing. From learning how to take a blood pressure to IV cannulation and insertion of chest drains, the skills that health care providers are required to competently demonstrate are endless. How-ever, similar to learning to drive, skills education involves dedicated revision, includes failure, mistakes and the need for ongoing practice. Learning skills in a safe simulated environment is simply that, safe and simulated but what happens when students need to transfer those skills into actual clinical practice? Our longitudinal clinical skills research identifies that the skills lab – clinical area gap exists, as do patient safety issues. This presentation focuses on how we can sup-port students and trainees in transferring their skills successfully into the clinical area and how we can help address the potential ‘time gap’ problem from learning in the lab to finding real clin-ical patient opportunities and ultimately successful, safe practice.

Teaching clinical and procedural skills - Mrs. Lisa MacINNES -

Session 1 (Cont’d)


Teaching is a task that many healthcare professionals have to undertake. These teaching activities often take place at clinical settings when patients are being care for at the same time. The clinical teachers re-quire skills to make clinical diagnoses to provide care to patients; and to ‘diagnose’ individual students’ learning needs in order to maximise the learning opportunities. This demands dual sets of skills which have to be utilised by the clinical teachers concurrently. The speaker will share his clinical teaching expe-rience in tackling such situations which can be challenging at times. With practice and guidance, the needs of both the patients and the students can be met. Clinical teaching can be a most satisfying experience for clinical professionals.

Roles of a clinical teacher: Clinical diagnoses vs educational diagnoses - Prof. Tai-pong LAM -

Medication safety is an area of focus in healthcare research. A recent national survey of United States and Canadian Medial Schools suggested that only a few schools have explicit patient safety curricula, and most existing curricula are based in lectures or small group discussion. Medication safety is one of the key messages that we want to enhance in the medical curriculum in all disciplinary including medicine, nursing, and pharmacy. In the current setting, all curricula of medicine, nursing and pharmacy cover medications. However, the focus and perspectives may be different in each discipline. It is especially im-portant to train our students to understand the proper use of medications and to introduce the various views to look at the same drug from different angles since physicians, nurses and pharmacists are mem-bers of the healthcare team. The current presentation will highlight the new inter-professional teaching and learning platform (MELODY) in medication safety.

Inter-professional teaching and learning in medication safety

- Dr. Vivian W.Y. LEE -

This session will use the MSc Clinical Education which in an online taught postgraduate programme of-fered by the University of Edinburgh as a case study to discuss the opportunities and challenges of using technology to support learning. Students on the programme are a mixture of those living in Edinburgh and those at a distance from the institution. A variety of technology is used in the delivery of the pro-gramme and the lessons learned during the evolution of the programme will be shared.

E-learning in medical education

- Ms. Gill AITKEN -

Session 2



The use of “flipped classroom” in nursing education will be described in this presentation. In adopting “flipped classroom” as an educational model, we embrace the ideas that what is traditionally done in class will be done before class and what is traditionally done as homework will be done in scheduled class. A 20-hour postgraduate level nursing course was re-designed to facilitate students to (i) access pre-recorded learning materials on Moodle prior to classes and (ii) actively participate in student-centred learning activities during scheduled classes. Students’ higher-order thinking was enhanced as evidenced by their improved performance in the assessment tasks and positive feedback on their learning experi-ence. We have also gained valuable lessons for course improvement including the need to: keep a fine balance between online material and class interaction, deliver pre-recorded materials through simple, us-er-friendly technologies, and work with students as agents of change in educational innovation.

The use of flipped classroom in nursing education - Prof. Agnes F.Y. TIWARI -

Sophisticated technology, however, could never replace technical expertise; very much to the contrary, it calls for highly skilled clinicians to master the hardware and software. In this lecture, speaker would de-scribe the process of developing high-quality technical training for frontline clinicians. An understanding of our armamentarium of high-tech educational resources for training high-tech clinicians would help us develop the way-forward.

Technology and training in Hospital Authority: Where are we going? - Dr. Lap-yin HO -

Session 3

These days public healthcare services face many challenges. There is a dense population yet long life ex-pectancy but increasing elderly patients with chronic illnesses; a late start in developing preventive prima-ry care. There is episodic turmoil from infectious diseases, sometimes disastrous. There is a huge volume of patients, some from mid socio-economic class actually has option to be treated in the private, hence long waiting time. Public system is the only training ground for specialists, and has to train increasing number of medical workforce with limited number of competent trainers still retained. As a world class city, has to modernize service and to do quality assurance to satisfy rising public expectations. Has to man-age complex medical problems that private cannot or may not want to deal with. Until there is major

From students to practitioners: Can graduates meet their job requirements in public healthcare services?

- Dr. Francis MOK -

The content and teaching methods of medical school curriculums evolve continually and this is most evi-dent in transitional subjects like Anaesthesia that bridge undergraduate study with postgraduate hospital practice. The Chinese University (CU) Anaesthesia course has embraced syllabus changes by using new teaching technologies. The current course is a repeated (n=16), small group (7-10 students), 2-week mod-ule in final year. Recently introduced subjects like preoperative assessment and pain management are taught using web-based interactive cases or FACS, an anaesthesia Virtual Patient scenario and assessment has been streamlined using a MCQ database management program call IDEAL. The CU Teaching and Learning Resources Centre (TLRC) has been central to their development and continuation. Intensive Care teaching has developed into a separated 2-week acute medicine course for the whole final year which uses a flipped classroom (i.e. web-based reading materials with workshop tutorials) approach.

Short transitional subject courses in the undergraduate medical curriculum: Embracing new teaching technologies with anaesthesia as the example

- Prof. Lester CRITCHLEY -


Abstracts

8 February 2015

Many factors had led to the shift of much clinical learning from the bedside to the classroom. This interac-tive workshop will explore the fundamental importance of impromptu clinical teaching. Through it we will highlight the value of patients as the ultimate learning opportunities and the challenges and benefits of the clinical workplace as an educational environment. We will discuss strategies to maximise the benefit of impromptu clinical teaching, including the use of structured tools, without impacting on patient care. We will also discuss the importance of effective feedback, generalisable points and the role of the clinical areas as positive learning environments.

Workshop 3: Impromptu clinical teaching - Ms. Debbie AITKEN and Dr. Janet SKINNER -

Feedback not only helps students to recognize their own capacities and limits, but also helps them to identify which areas to focus on for future development. Feedback is thus an important dimension of medical education and learning. However, the provision of feedback is an area that continues to cause concern for higher education institutions in many countries. Research findings report enormous variabil-ity in the quality and quantity of feedback available to students, suggesting that mastering the art of giv-ing and receiving feedback is no easy task. This workshop blends short teaching inputs and a variety of practical activities, and provides opportunities for participants to consider key principles and models as well as to practise and critique particular approaches.

Workshop 4: Giving and receiving feedback

- Ms. Gill AITKEN and Ms. Sarah DOYLE -

The goal of undergraduate health care curricula is to nurture the development of students who will be-come health care professionals with the necessary skills, behaviours and attitudes expected of the profes-sion, in order to serve the community and to provide quality patient care. But what does this mean? What does this look like in action? And how does it relate to students just beginning their medical and health professions education journey before they have ever encountered a patient? We will use the HKU under-graduate experience with the “Professionalism in Practice Programme” to consider the role of the clinician in nurturing professionalism among medical students and junior colleagues, to explore how to translate educational evidence about the teaching and learning of professionalism into practice when interacting students in the clinical setting, and to discuss professionalism in the context of the students’ level of ex-pertise and experience. This workshop is geared towards health care professionals interested in, or en-gaged in teaching students and trainees, and no prior experience in this area is necessary.

Workshop 5: Teaching and learning of professionalism in early health professions education

- Dr. Julie Y. CHEN and Dr. Weng-yee CHIN -

reform of financing model, public system will still be under great stress. Graduates from 2 local medical schools realize and face these challenges gracefully, as they are elite students and are well taught. The problem is not the knowledge: it is the attitude; passion; professionalism; ethics; communication skills; team-work; concept of holistic care; understanding of illness being a social process; respect for their teach-ers. Role-modelling by seniors and teachers is the best way to inspire these attributes. Medical practice is a vocation.


8 February 2015

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