Professional Documents
Culture Documents
Table of Contents
Background ............................................................................................................................ 1
Assessment ........................................................................................................................... 21
Contact List........................................................................................................................... 38
(The Medical Curriculum Handbook should be read in conjunction with the University Full-
Time Undergraduate Handbook.)
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Background
The information explosion in medicine will continue, new systems of health care
delivery are needed to keep pace with research and advances in technology and
new skills are required to evaluate and apply this new knowledge.
People are living longer. The care of chronic and incurable diseases will assume
greater importance.
There are changes in the nature of disease with the continuing emergence of new
and aggressive forms of antibiotic-resistant infectious diseases.
Concerns about the costs of health care lead to cutbacks in health care funding
and an increased focus on preventive care and the promotion of health. A much
greater proportion of health care will take place in community settings. There is
an increasing demand for health care professionals with the skills to provide
effective community-based care.
Patients have a more sophisticated understanding of medicine. They have high
expectations and are prepared to resort to litigation more often.
Medical advances result in new and even more complex economic and ethical
challenges. Health care rationing, the use of technology to prolong life, terminal
care and euthanasia are just a few of the areas which will provoke continuing
and contentious debate.
How well the doctors of the future will be able to cope with these challenges
depends very much on how well they are prepared during their undergraduate
studies in medical school.
Doctors of the future will have to balance the competing demands of the new
technologies for acute care medicine with the management of disability and loss of
function due to aging. They will need to be much more adaptable, and able to
factor economic and ethical costs into medical decision-making that previously only
involved issues of diagnosis, prognosis and therapy.
At the same time, doctors will need to cope with an ever increasing knowledge base
and keep learning throughout their professional careers. Several decades ago it
might have been possible for medical schools to equip their graduates with the sum
total of the knowledge and skills to carry them through a practice career, but that is
certainly no longer the case. Young physicians must learn how to learn in order to
keep up-to-date in a rapidly changing world.
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Teaching Philosophies
We recognise that medical schools are able to equip students with all the
information they will need for a lifetime of practice. Rather, the emphasis is on
encouraging students to learn how to learn so that they will be able to continuously
adapt their methods of practice to keep abreast of changing information, diseases,
and conditions of practice.
Integrated Curriculum
There is much more integration within the medical curriculum. The emphasis is on
the inter-connections rather than the divisions between different fields of
knowledge. A significant part of the curriculum is structured around blocks based
on the different body systems. Developed and delivered by multidisciplinary
planning groups, these “system-based” modules provide students with the
opportunity to learn the essential elements of basic science and clinical practice from
an integrated approach.
Clinical contact with patients is encouraged from the beginning of the curriculum,
with clinical and clinical interpersonal skills, patient and site visits, and medical
ethics running as consistent threads throughout different years of study.
Students learn how to examine a body system when they are studying the anatomy,
physiology and biochemistry of the system. In this way they will be able to
interpret normal and abnormal findings in the context of the knowledge they are
gaining.
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The medical curriculum adopts a “core plus options” approach. The curriculum
consists of enrichment activities which offer extensive range of choices to students
and encourage studies in depth. Students are able to undertake courses/initiate
their own enrichment programmes that match more closely with their own interests
and talents while at the same time learn a core of materials that are the same for
everyone.
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The key aims of the curriculum are to develop students who will be able to:
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Medical Expert
Communicator / Educator
Humanist
Collaborator
Health Advocator
Resource Manager / “Gatekeeper”
Learner
Scientist / Scholar
Individual
In order to better prepare students to fill each of these roles, the content and the
mode of delivery of the MBBS curriculum are designed to manifest the following
four themes of the curriculum:
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Modern medical practice requires doctors who understand the influence of social
relationships, community structures and the local health care system on the
provision of health care, and who can incorporate an understanding of population
health and health care economics into their approach to patients.
knowledge of the pattern of disease and disability in Hong Kong and the
epidemiology and the wider determinants of health, illness and disease;
knowledge of the structure and function of the health care system in Hong Kong,
together with the range of community services available;
the ability to formulate plans of investigation and management that take into
account the economic impact of such plans;
understanding of the role of traditional/ allied health care providers and
community resources;
the ability to assess the health care needs of particular groups or communities,
and to plan ways of meeting such needs;
knowledge of the cultural, economic and technological influences on health and
illness and the development of medical understanding and health-care systems
in response to changing social contexts;
knowledge of the equity, effectiveness and efficiency in health care provision;
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Curriculum Outline
Year 1
Sep Jan May
Introduction to the Art and Science of Medicine Block (13 weeks) Cardiopulmonary and Renal Systems Block (17 weeks) First Summative
(Formative Examination in December) Examination
Core University English (6 credits) Common Core Course (6 credits)
Semester 1 Semester 2
Year 2
Sep Jan May Jun
System-based Blocks (31 weeks) Second Practical
Gastrointestinal Musculoskeletal Head, Neck and Haematology/ Endocrine and Summative Chinese for
System System Nervous System Immunology System Reproductive Systems Examination MBBS
Students
Common Core Course (6 credits)
(6 credits)
Semester 3 Semester 4
Year 3
Sep Jan Jun
Third
Enrichment Year
Summative
(including Common Core Courses (or equivalent) (24 credits))
Assessment
Semester 5 Semester 6
Year 4
Aug Mid-Oct Jan Mar May
Clinical Foundation Block Junior Clerkship (27 weeks) Year 4 Summative
(10 weeks) Rotation 1 Rotation 2 Rotation 3 Examination
(Formative Assessment at the end
Three rotations to go through the following blocks:
of the Block)
Block A: Medicine-related
English for Clinical Clerkships Block B: Surgery-related
(6 credits) Block C: Multidisciplinary: Cancer, Infection and Other Common Illnesses
Semester 7 Semester 8
Year 5
Jul Jan Jun
Senior Clerkship (24 weeks) Specialty Clerkship (49 weeks)
Rotation 1 Rotation 2 Rotation 3 Rotation 1 Rotation 2 Rotation 3 Rotation 4
Three rotations to go through the following: Seven rotations to go through the following blocks in 49 weeks:
Block A: General Medicine – Medicine
Block B: Surgery and Orthopaedics and Traumatology – Surgery
Block C: Multidisciplinary: Emergency, Palliative Care – Obstetrics and Gynaecology
and Ophthalmology – Paediatrics and Adolescent Medicine
– Psychiatry
– Family Medicine and Community Care
– Orthopaedics and Traumatology/Emergency Medicine
Semester 9 Semester 10
Year 6
Jul Jan Mid-Feb Mid-Apr Mid-May
Specialty Clerkship Revision Final Summative MBBS Elective Enhanced Pre-
Examination (4 weeks) Internship Block (6
R’ 4 Rotation 5 Rotation 6 Rotation 7 weeks)
Semester 11 Semester 12
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Curriculum Structure
The Introduction to the Art and Science of Medicine Block is offered in Semester 1 of
the first year to provide an introductory overview of the structure and function of
the human body based around a ‘hierarchy of systems’. It serves as a bridge
between secondary school and the University and allows students to become
familiar with the educational methods and philosophy of the medical curriculum.
Students will begin to acquire the basic skills of self-directed learning, critical
thinking and clinical skills.
the structure and function of the components of the human being, from
molecules, cells, tissues, organs and major body systems to the patient as an
individual, and as a member of a family and a community;
the common mechanisms of disease processes that affect the tissues and organs
of the body, that is, the principle on how the physical, chemical and biological
agents act at the tissue to molecular level to produce pathological processes
such as inflammation, degeneration, neoplasia, autoimmunity and gene
malfunction;
the introduction of therapeutic strategies for modulating disease processes;
key concepts and terminology in anatomy, physiology, biochemistry,
behavioural science, community medicine, microbiology, pathology,
pharmacology, information management and decision making skills; and
the role of the doctor, the structure and functions of the health care system in
Hong Kong, and the relevance of medical ethics and economics to the practice
of medicine.
In addition, the Block provides a supportive climate as students begin the process of
professional development. The design is focused on motivating students to learn
basic medical science through the case records of real patients. Lectures, practicals,
clinical skills and visits are built around these cases.
The achievement of these objectives in the Introduction to the Art and Science of
Medicine Block is essential for effective learning in the subsequent system blocks.
System-Based Blocks
The System-based Blocks begin in Semester 2 of the first year and last throughout
the entire second year. The six system-based blocks deal with the structure and
function of the organ systems of the body in the context of the patient as an
individual and as a member of a wider population group. The key characteristic of
the system-based blocks is the integrated approach to biological, behavioural and
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population sciences. Clinical skills and clinical interpersonal skills are taught
throughout the Blocks and linked to the system under study.
During each system block, lectures and practical sessions are offered to give
students an overview of the system, and different health-care problems, which are
designed to allow an integrated understanding of the system, are studied in the
problem-based learning tutorials. There are also other small group teaching
activities such as clinical skills sessions, clinical interpersonal skills sessions and
clinical visits.
The MBBS Enrichment Year and MBBS Elective form an integral part of the
curriculum. The whole third year is a personalised Enrichment Year. Students will
be required to plan and undertake their individually tailored enrichment activities,
which may include, but not limited to, courses offered by the Faculty and other
Faculties, research internship locally or internationally at world renowned
laboratories, global exchange study, pursuing an intercalated programme for an
additional degree, take part in humanitarian relief missions and/or other forms of
self-initiated/experiential learning activities approved by the Faculty. The 4-week
MBBS Elective is offered after the Final Examination in Year 6. During the period,
students can explore areas of individual interest by means of either clinical
attachment or laboratory/clinical research. Students’ performance during the
Enrichment Year and Elective will be evaluated.
The Clinical Foundation Block lasts for 10 weeks during Semester 7 of the fourth year.
The Block is designed to help students consolidate what they have acquired in the
system blocks and translate them into systemic application in clinical scenarios.
Applications of basic sciences and public health principles in clinical medicine will
be emphasised. A coordinated course in bedside clinical skills of history taking and
physical examination will begin in this Block, starting with general approach to the
individual with a clinical problem. Students will also acquire a preliminary
understanding of human sexuality and its relationship to the rest of medicine.
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A “life cycle” approach is adopted, during which students are expected to learn
common clinical problems in a multidisciplinary manner – with contributions from
social sciences, psychology, psychiatry and other clinical disciplines.
Clinical Clerkships
The clinical clerkships begin in the middle of Semester 7 with the phase of Junior
Clerkship and continue through Semesters 8, 9, 10 and 11 as students progress to
the Senior Clerkship and the Specialty Clerkship.
During the clerkships, most of the learning will take place in a clinical setting and
there will be a greater emphasis on the clinical aspects of care. Students are directly
involved in the day to day care of patients. They are expected to understand the
basic concepts that underlie their patients’ problems, and apply the knowledge they
have gained in earlier parts of the curriculum. Students will also learn to apply
their communication and clinical skills in an increasingly sophisticated fashion.
Language Enhancement
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The “Core University English” course offered by the Centre for Applied English
Studies to all first-year undergraduate students aims to enhance students’ academic
English language proficiency in the university context. It focuses on developing
students’ academic English language skills for the Common Core Curriculum.
MBBS students are required to take the course in the first semester of the first year
of study. The Centre has tailor-made an English-in-the-Discipline course “English
for Clinical Clerkships” for the fourth-year medical students to prepare them to
meet the communicative demands of clinical clerkships.
The School of Chinese has specially designed two 6-credit Chinese language
enhancement courses, namely “Practical Chinese for MBBS Students” and
“Functional Chinese for MBBS Students” (for those who have not attained the
requisite level of competence in the Chinese language to take the former course), to
equip students with the necessary Chinese language skills for their medical career.
Both courses are offered after the Second Summative Examination.
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Learning Modes
Through the PBL tutorials, students study a range of health-care problems which
are designed to trigger learning that will meet the expected objectives. Under the
guidance of the tutor, students set their own learning goals and use a variety of
educational resources to seek out and apply new knowledge.
Lectures
Anatomy dissection practicals are introduced starting from the second year of the
curriculum. Autopsy teaching is also arranged to provide students with the
opportunity to relate knowledge of the organ systems and diseases to the
applications in investigating causes of death.
These sessions allow students to develop clinical and clinical interpersonal skills
and are linked to the health-care problems with which students are dealing.
Skills are acquired step by step, with a gradual increase in the mastery of the skills
and in the complexity of the situations under study.
In the junior years, students practise clinical skills on models and with their
fellow schoolmates at the Clinical Skills Training Centre where they act as
“surrogate patients” for each other in order to practise the physical examination
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skills of certain body systems before using them on patients. In the senior years,
clinical skills are mostly taught at bedside and with the support of sophisticated
equipment such as human patient simulators.
When surrogate patients are needed for clinical skills practice, the following
procedures are adopted:
Only boys are asked to volunteer for conditions that require “exposure”, e.g.
examination of chest and abdomen.
In a small group of about ten students, at least two volunteers are required so
as not to “tire out” the surrogates.
If there is no volunteer in the group, it may be necessary to resort to “drawing
lots” for identifying such surrogates.
Students must make the point clearly during the clinical skills learning sessions if
he/she refuses to be surrogate patients. However, students are reminded that the
group may have to forgo the opportunity of learning if there is no volunteer
serving as surrogates in the group.
Community-based Teaching
see the roles of doctors and other health care professionals in a social context;
understand how patients make decisions about seeking health care;
understand how patients and their families cope with medical problems;
illustrate the long term nature of many health care problems;
illustrate the contribution of a wide range of formal and informal health care
settings and personnel to the care of patients; and
help interrelate the social, political and economic factors that contribute to ill
health.
Students are expected not only to be competent in clinical knowledge and skills
but also be humane and ethical in their medical practice. The elements of medical
ethics, law and humanities are spread throughout the 6-year curriculum in order
to enable students to:
discuss the ethical principles and values which underpin the practice of good
medicine;
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Most of the learning takes place at the bedside in the senior years. Students also
attend activities such as out-patient sessions, operations, ward rounds etc, and
engage in learning in the clinical settings of hospitals and community clinics.
Many other sessions, mainly small group in nature, are organised to enhance
learning through close interaction with the teachers, such as interactive tutorials,
theme case study and teaching clinics.
Self-Learning
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Problem-Based Learning
Deep learning is best achieved when students are motivated to take control of
their own learning, through:
Small-Group Learning
The tutor’s role is to help the small group to work effectively, rather than to
provide information. The tutor will encourage the group to explore health-care
problems and formulate learning objectives, help keep the group “on track” and
make sure that communication within the group is working well. Tutors cannot
be experts in all fields and will not be expected to know everything about the
health-care problems the students will be exploring. Small-group tutors act as
“facilitators” rather than “teachers” and their primary task is to encourage active
learning on the part of the students. No spoon-feeding is allowed!
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Problem-Based Learning
There are a number of steps in the PBL process, and it is important not to miss one
out!
Working as a group, explore the problem, clarify any terms that you do not
understand, and generate ideas about the important aspects of the problem.
Think about what you already know that may contribute to your
understanding of the problem.
Identify what you do not know, and need to find out about.
Set learning goals and objectives in order of priority, identify resources that
may be needed, and share tasks out between the group members.
Self-study, and preparation for the next tutorial.
In the next tutorial, share your new knowledge, and apply it to the problem.
Think about how effective your learning has been, and individually and as a
group to decide if you need to make any changes.
There is now a good body of evidence that a PBL approach encourages “deep
learning”, and that information learned in context in this way is retained far
longer, and can be recalled and applied much more effectively than information
taught in a traditional curriculum. Students who learn in this way are more
flexible and can readily incorporate new ideas into their management of patients.
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To begin with, PBL may appear threatening to both students and teachers,
especially if they are more used to the traditional “spoon-feeding” approach to
education. However, students quickly get used to it, and find that it is motivating
and fun to explore “real” problems so early in their careers.
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Assessment
Basic Principles
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Scope of Assessment
Knowledge and skills required for the practice of medicine: these require
formative assessment throughout different courses of study and summative
assessment at defined time points to determine progression within the
curriculum.
Qualities and attitudes that shape an individual’s approach to medical
practice: these are not readily assessable in a summative manner, but their
development should be fostered by appropriate continuous assessment.
Assessment in Year 1
1. Formative Assessment
After the Introduction to the Art and Science of Medicine Block (i.e. Semester
1), a formative assessment will be undertaken and the results will be made
available to students. The assessment will measure students’ level of
knowledge and expertise and reflect to them how they have adapted to the
learning.
Participation
Communication
Preparation
Critical thinking
Group skills
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Students are also given the opportunity to practise the form of assessment
that will be used summatively in the year-end examination. However, the
practice assessment is not of the same length as the summative
examination but consists of a smaller, yet representative sample, of the
assessment materials. The format of the formative examination includes:
The formats are similar to those of the formative assessment but extended in
scale comprising the following:
Continuous Assessment
Knowledge-based Assessment
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Assessment in Year 2
1. Self-assessment
At regular intervals in the Second Year, normally after the completion of two
system-based blocks, questions on the systems studied are given to students
for self-assessment purpose.
Continuous Assessment
Knowledge-based Examination
“Live” stations
Assessment in Year 3
At the end of the third year, students will be assessed as to whether they have
completed satisfactorily the learning activities as set out in their own enrichment
programme approved by the Faculty.
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Assessment in Year 4
1. Formative Assessment
Continuous Assessment
Written Examination
1. Continuous Assessment
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After the completion of all the assessments, Honours will be awarded on the
basis of students’ achievements throughout the curriculum.
Remedial/Re-examination
Students who fail in the MBBS Third Assessment are required to undertake
remedial work and be re-assessed; and/or to repeat the relevant part until a
satisfactory standard is reached to satisfy the Board of Examiners.
Students who fail in the MBBS Final Assessment are required to undertake
remedial work and may be permitted to sit for re-examination to be held in June
or November/December of the same year.
Students who have performed poorly during the Enhanced Pre-Internship Block
may be required to undergo remedial attachment which may delay their
graduation and subsequent registration as doctors.
Students who are unable to attend any paper in the examination must, within 14
days of the absence, write to the Examinations Secretary at the Registry giving
reasons to account for the absence.
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If students are unable because of illness to be present for any paper in the
examination or if one believes that his/her state of health either immediately
before or during the examination has significantly affected the performance,
he/she should complete Part I of the Form of Medical Certificate (available at:
http://www.exam.hku.hk/pdf/24-1014.pdf) and then give or send this form to
the attending doctor with a request that Part II of the form be completed by the
said doctor within 2 days of the date of the examination concerned. The
completed form should be sent by the said doctor direct to the Director,
University Health Service (UHS) and must reach the Director of UHS not later
than 14 days after the examination.
Board of Examiners
The Board of Examiners shall meet after the summative assessments to determine
the results for each student and on that basis, decide whether the student may
progress to the following year of the course. In addition, the Board may at any
time, review the academic progress of a student and decide:
For details about the Assessment Procedures and Grade Descriptors, please visit
the Curriculum Structures of the Faculty website:
https://www.med.hku.hk/students/curriculum-structures
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The objective of the SETL is to collect feedback from students with a view to fine-
tuning the curriculum and to evaluate the effectiveness of the learning
pedagogies. The Quality Assurance Sub-committee has been formed to design,
coordinate and execute the evaluation and monitoring scheme for the curriculum
in an on-going manner.
Questionnaire Surveys
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Academic Advising
Starting from the academic year 2011/2012, the Faculty has set up the
academic advising system in accordance with the recommendations put forth
by the Senate. The academic advising system of the Faculty consists of a
Committee led by the Associate Dean (Teaching and Learning) and
curriculum advisers, who collectively oversee and co-ordinate academic
advising for full-time undergraduate students in the Faculty, to ensure that
up-to-date curricular information and effective advising services are available.
The Faculty has appointed teachers as academic advisers for each first-year
undergraduate student. Students are required to meet with their Academic
Adviser once every semester in their first year of study to discuss their
progress and/or other academic issues.
For more details regarding academic advising, please visit the Academic
Advising Office (AAO) website http://aao.hku.hk/.
Well-being Committee
CEDARS-CoPE
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Code of Conduct
All students shall have the rights to enjoy a safe learning environment;
express their own opinions and feelings; use and access school facilities,
services and resources; establish and join student societies; and acquire
knowledge and skills leading to award of a degree if the required standard
is reached.
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Copyright
Students should be warned that notes taken in lectures and course materials
supplied to them by the Faculty/ departments/ individual teachers are to be
used by them only for the purposes of research or private study. The
materials are for teaching purposes and are not meant for circulation
without prior approval from the Faculty/ departments/ individual teachers.
All teachers of the Faculty are encouraged to submit to the Faculty Office 7
to 10 days before the delivery of their lectures either soft copy of their lecture
notes and/or presentation slides for putting on the web. The copyright of
each lecture delivered in the Faculty is vested in the lecturer delivering it.
Photographing, recording and video-taping of lectures and/or practical
sessions and downloading of presentation files are strictly forbidden, unless
prior approval has been obtained from the teachers concerned. Failure to
heed this warning may result in an infringement of the copyright laws.
Plagiarism
Any unacknowledged use, as one’s own, of the thoughts, writing, inventions
or work of another person, whether or not such work has been published,
will be an act of plagiarism and is also a serious misconduct, which may
result in disciplinary actions. More information about plagiarism can be
retrieved online via http://www.hku.hk/plagiarism.
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leave of absence to the Dean via the Faculty Office together with a certificate
signed by a registered medical practitioner. If absence for non-medical
reasons is required, they should also apply to the Dean via the Faculty Office
in writing at the earliest opportunity, stating the reasons for taking the leave
of absence. Permission for such leave shall be granted only in exceptional
circumstances and shall not be granted by reason only that they have
already made arrangements to be absent.
Professional Attitude
Students should demonstrate honesty and integrity; be prepared to admit
deficiencies in knowledge, understanding or skills; be aware of their own’s
strengths and weaknesses; seek help, guidance, support or advice to
overcome difficulties; face mistakes or failings positively; be ready to accept
fair and reliable criticism or evaluation from teachers, fellow schoolmates
and/or patients; accept responsibilities and consequences for their own
decisions and actions; treat all other students, teachers, and staff members
with respect and dignity; speak and listen and respect the rights of others;
show tolerance and acceptance of all genders, ethnics, races, religions; show
respect towards school property and resources; and respect for the “patient”,
whether dead or alive, organ or whole, physical or mental issue.
Attire
Students should dress neatly and decently when attending classes, whether
they are held in wards or not. Appropriate attire can inspire confidence of
the patients in you as a healthcare professional, and also avoid being the
vehicle of transmission infection (cleanliness).
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Behaviour in Wards/Clinics
Students are expected to show courtesy and consideration for everybody
(including patients, doctors, nurses, fellow students, and other staff) in the
ward. They should consult the tutors/ ward managers/ nurses on duty in
wards for advice before performing patient clerking. Students should follow
the infection control guidelines of the Faculty/ teaching hospitals concerned.
They are reminded NOT to engage in excessive “social” activities in patient
care setting.
Patient Contact
Patients have the right to decide what happens to their own bodies. Students
should note that valid consent should be obtained before starting any
clinical enquiry or examination, and patients have a right to refuse. They
should conduct history taking or examination with due care to the patient’s
dignity and comfort. After completing the learning process, they should
thank the patient; restore the clothing or positioning of the patient to his/her
original or desirable status; and put back the files/ records properly.
Patient Confidentiality
Students are prohibited from taking patient records away from the
wards/clinics or photocopying the records even for learning purpose. They
are NOT allowed to disclose, in various means of oral or written format, by
telephone or fax, or electronically, any medical information in connection
with the management of a patient. Students are reminded NOT to release
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any private information that they may have obtained during the course of
their studies.
Fitness-to-Practice Mechanism
Upon recommendation from the Medical Council of Hong Kong, the Fitness-to-
Practice (FTP) procedures are established in the Faculty to address concerns
relating to students with professional conduct and/ or health issues which render
them potentially unfit to practise medicine. Medical students have duties and
responsibilities which are unique to their profession. They are obliged to attain
certain standards of professional behaviour. The FTP Enquiry Committee serves
as an internal and mediating mechanism within the Medical Faculty to triage
issues and grievances against the FTP of a student. The formation of the FTP
Enquiry Committee is on a case-by-case basis in order objectively and thoroughly
to assess, based on facts and evidence available on the case concerned, the FTP of
the student.
Upon careful review and substantiation, the FTP Enquiry Committee may, upon
consultation and discretion of the Faculty Dean, recommend remedial actions for
the student whose FTP becomes a matter of concern. For graduates and interns,
the FTP Enquiry Committee may report to the Medical Council of Hong Kong if
they are regarded as potentially unfit to practise medicine.
For more details about the FTP mechanism, please visit the Information for
Undergraduate Students of the Faculty website:
https://www.med.hku.hk/students/information-for-undergraduate-
students/fitness-to-practice-mechanism.
Withdrawal of Studies
Students who wish to withdraw from their studies must complete the
“Withdrawal of Study” form (available at:
http://www.ase.hku.hk/doc/withdrawal_1.pdf) and return the completed form,
together with their Student Registration Card and locker key, to the Faculty Office.
Students should note that they are liable to pay the annual composition fee
despite their withdrawal from studies at any time during the academic year.
Insurance Coverage
All students who pay a composition fee are allowed to use the services available
in the University Health Service (UHS) according to their entitlements.
Students should note that the University does not insure any personal case or
property of students situated either in the University or in their living quarters. If
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Since the outbreak of SARS, the Hospital Authority has been very concerned
about the insurance coverage of medical students who have to undertake training
in hospitals from time to time. In order to clear the uncertainty, group life
insurance has been arranged. It is compulsory for all medical students, who will
have clinical exposure in their learning, to join the scheme, which covers ALL
causes of death (no exclusion) and is valid all the time throughout the insured
period worldwide (no matter it is during term time or not, inside or outside HK).
The insurance premium is not included in the composition fee and will be
collected annually before the beginning of each academic year.
Financial Assistance
When Tropical Storm Warning Signal No. 8 (or a higher number) or the Black
Rainstorm Warning Signal is hoisted, the following arrangements will apply:
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When Tropical Storm Warning Signal No. 3 or Red Rainstorm Warning Signal is
in force, it should be assumed that all classes and examinations will be held as
scheduled unless an announcement to the contrary has been made by the
University.
Moodle Platform
Please visit the MBBS curriculum page in the Moodle system for downloading the
Student Handbook and learning materials via the following link:
http://moodle.hku.hk/login/index.php
(UID = your HKU Portal account name; PIN= your corresponding account
password)
Students are also encouraged to make use of the Q&A forum under each course
module to raise questions relating to the teaching activities given in the
System/Block. The questions posted will be forwarded to the teachers concerned
for response. Students may keep themselves anonymous when raising questions
in the Q&A forum by “adding an anonymous new discussion topic”. Please
indicate in the subject line the following:
and put the details of your question in the message. Students are reminded NOT
to upload or post any materials that contain patient information.
For any technical problems regarding access to the MBBS curriculum page, please
contact Mr Albert Au of the Faculty Office at medfac@ hku.hk.
This new e-timetable will include all scheduled teaching and learning activities
organised by the Faculty. Students should login to HKU Portal
(https://hkuportal.hku.hk > MyFaculty > Education > Personalised Student e-
Timetable) to access their own personalised e-timetable. A user guide can also be
downloaded on HKU Portal for your reference. This personalised timetable will
be updated by the Faculty Office as deemed necessary. Students are strongly
reminded to check the latest schedule on HKU Portal.
37
The Medical Curriculum Handbook 2017
Contact List
Associate Dean
Assistant Deans
Students who wish to make appointment to see any of the teachers for assistance
may contact the following administrators by email:
Helpline Number
Further Information
Please refer to the Undergraduate Handbook for all other University regulations
and procedures. If you require additional information or are in doubt about any
matter affecting you as a student of the University, you should consult the Faculty
administrators for advice.
38
M.112/805
Appendix A: Sample of PBL Assessment THE UNIVERSITY OF HONG KONG
Form LI KA SHING FACULTY OF MEDICINE
Tutor: __________________________________________________ System / Block: Introduction to the Art and Science of Medicine Block
(Please write all tutors’ names if assessed by more than one tutor)
Section I
Please circle your rating of the student in each of the following 5 categories:
A. Participation
Poor Unsatisfactory Average Above Average Excellent
Little evidence of participation or Occasionally participates but usually Makes some contributions, and Good participation, and usually shows a Frequent and constructive participation.
interest. at a superficial level. Shows limited sometimes suggests learning goals. deep understanding of the topic. Often Always shows a deep understanding.
interest. Shows some interest. suggests hypotheses and learning goals. Interested and enthusiastic.
1 2 3 4 5 6 7 8 9 10
Observation/ Comment:
B. Communication
Poor Unsatisfactory Average Above Average Excellent
Poor communication skills. Is unable Limited skills. Can express simple Appropriate communication skills, but Good skills. Can express complicated Excellent skills. Always able to explain
to express simple ideas concrete ideas. has some difficulty with abstract ideas using simple language. points and views clearly and precisely.
concepts. Tends to read directly from
text.
1 2 3 4 5 6 7 8 9 10
Observation/ Comment:
C. Preparation
Poor Unsatisfactory Average Above Average Excellent
Little evidence of preparation for Some preparation, but usually limited Sometimes prepares well and uses Usually well prepared. Uses different Always well prepared, with deep
tutorials. to single source, e.g. textbook or more than one source, but synthesis sources and shows ability to synthesise understanding of material from multiple
lecture notes. sometimes uneven. different perspectives. and locally relevant sources.
1 2 3 4 5 6 7 8 9 10
Observation/ Comment:
D. Critical Thinking
Poor Unsatisfactory Average Above Average Excellent
Does not question or challenge others. Occasionally questions or challenges Sometimes willing both to challenge Often raises questions that display Can always discuss controversies with
Does not recognise any errors nor others. Shows a limited recognition of others, and to respond to challenges. reflective thinking. Often points out reasoning and data. Frequently asks
raise any controversies. errors or controversial issues. problems or controversies during questions that help promote a deeper
discussion and pursues further understanding of the subject.
understanding.
1 2 3 4 5 6 7 8 9 10
Observation/ Comment:
E. Group Skills
Poor Unsatisfactory Average Above Average Excellent
No apparent idea of group process. Passive, with limited group skills. Adequate skills. Sometimes a passive Good group skills, and contributes Excellent group skills. Always attentive
Uninvolved. Defensive and resistant when member, but responds to prompting. actively to group activities. Sometimes and encourages participation by others,
prompted. helps others. but does not dominate the discussion.
1 2 3 4 5 6 7 8 9 10
Observation/ Comment:
Section II
Please give your overall comments on the student in the space provided below. If you have given any rating below 6 or above 9 in any of the 5 categories, please elaborate
on your assessment.
Note: For cases of absence without any reason or justification, a progressive mark deduction system on the assessment will be imposed, e.g. 10% of the overall marks
will be deducted for absence from one tutorial, 20% mark deduction for absence from two sessions, and so on and no mark will be given in case of absence from
more than 50% of the tutorials. Upon receipt of this completed assessment form, the Faculty Office will, taking into account of the attendance record, finalise the
marks for each individual student.