This Monograph stems from the symposium “MOOCs in Postmodern Asia”, one of two symposia held at the “2014 East-West Alliance Global Symposia” on 27 and 28 October, 2014, at the Li Ka Shing Faculty of Medicine. The presentations at the symposium form the basis for the articles in this book, which describe innovations at the forefront of rapid technological evolution and explore how technology can contribute to higher education.
Communication, as defined by the Oxford English Dictionary, is the imparting or exchanging of information by speaking, writing, or using some other medium. The ability to communicate clearly and effectively is an essential requirement for all medical and health workers and researchers, and has been shown to be associated with improved health outcomes. Good communication skills encompass not only the appropriate and effective use of words, phrases or jargon but also the attitude, compassion, cultural relevance and use of non-verbal expressions and ideas.
This monograph aims to explore the various aspects of communication including culture, medicine and language, clinical communication skills and patient-centred communication. It also covers our experience at the University of Hong Kong in learning and teaching communication. This work is the collective effort of staff of the BIMHSE, members of the Faculty and overseas experts who took part in the 2010 Frontiers in Medical and Health Sciences Education Conference focusing on communication.
This book consists of nine chapters, detailing the diverse means of how we assess students in the three medical and health sciences undergraduate programmes namely medicine (MBBS), nursing (BNurs) and Chinese medicine (BChinMed). Some chapters focus on the specific methods of assessment that we have adopted and the reasons for choosing them. We have also invited Professor Cees van der Vleuten from Maastricht University and Professor Janke Cohen-Schotanus from Groningen University, both in the Netherlands, to contribute a chapter on standard setting in assessment.
This Monograph consists of seven articles that cover various aspects of Problem-based Learning (PBL), including the roles of students and teachers, tutor training, case writing, and the incorporation of PBL in a medical curriculum. They also highlight major issues faced by both students and tutors that may limit learning and provide helpful guidance on how to resolve concerns both within and outside tutorial rooms.
This Monograph test consists of five articles that narrate the story of curriculum reform, from foundation to current status, by those closely involved with various stages of its evolution.
As part of a medical humanities initiative, medical students reflected on the themes of illness, suffering and well-being through annotated photographs. These photographs were inspired by clinical interactions, reactions to a guided film series, small group discussions or simply derived from personal experience. This book, a co-production of BIMHSE and the Department of Family Medicine and Primary Care, stemmed from that project, capturing with the click of a shutter, the beauty, serenity or discontent of one moment in time.