Poster Presentation Time: 1225-1400; 1500-1600

Venue: F4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Mr Chun Hoi CHEUNG, Assistant Professor of Practice, School of Chinese Medicine, Hong Kong Baptist University

– Miss Hoi Yan FONG, Hong Kong Baptist University

– Miss Judith WONG, Hong Kong Baptist University

– Mr Conrad Kwan Ho CHAN, Hong Kong Baptist University

– Mr Shu Kin FONG, Hong Kong Baptist University

Abstract

Background: Led by Hong Kong Baptist University in collaboration with the University of Hong Kong, the project initiated the first-of-its-kind non-conventional simulation practicum in a realistic setting using Virtual Reality(VR) technology. Aim: The aim is to enhance students’ first-hand experiences with TCM diagnosis and consultations, thereby optimize the effectiveness of service-learning and equip students with necessary attributes such as self-learning ability and communication skills as future practitioners. Method The project encompassed (1)scriptwriting for VR development, (2)VR application with debriefing sessions held to explain the rationales of diseases and relevant physical examinations(PE) to students, and (3)skills contribution in service-learning. Numerical data was obtained through pre and post VR survey for analysis. The statistical test used was Wilcoxon signed-rank test, a paired difference test for comparing the pre-post scores of two matched samples. Post-VR focus group interviews were conducted to collect students’ views on the pros and cons of VR. Evaluation results Quantitatively, 51students completed the VR activity and responded the pre and post VR survey. Under 10-mark scoring scale with 10 as the largest extent, students’ self-evaluation on professional knowledge improved significantly. The medians of the mastery of diagnostic criteria, typical symptoms and physical examinations all increased from 6 to 7 with p<0.001. Students’ self-learning ability, understanding towards consultation procedures, technique in verbal consultation and skills in communicating with patients elevated from 6 to 7 in median, with p-values of 0.009,<0.001,<0.001 and p<0.05 respectively. Qualitatively, students mentioned in focus group that they got insights on the choices of physical examinations to be done in service-learning through VR. Yet, some students reported dizziness and nausea caused by VR headsets as the main barrier of the project, making it inapplicable to all students. Conclusion: This innovative approach is proven to improve clinical knowledge, foster self-learning ability, and develop generic attributes of students.

Theme: 1: Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

Oral Presentation Time: 1600-1700

Venue: Fanling Room, Lower Level I

Presenter(s)

– Dr Esther TONG, Principal Lecturer, Division Head, Divisions of Language and Communications, College of Professional Continuing Education, The Hong Kong Polytechnic University

– Professor Roger CHAN, Division Head, Divisions of Social Sciences, Humanities and Design, College of Professional Continuing Education, The Hong Kong Polytechnic University

Abstract

Effective Content and Language Integrated Learning (CLIL) praxis relies on the sustained efforts of members of the interdisciplinary community of practice in fostering shared aspirations in pedagogical improvement, developing awareness of a content-language link, sharing resources and practices, and co-constructing understanding of disciplinarity. Responding to the need to align higher education assessments with the real-world communication and professional requirements, faculty members across the College are summoned to redesign the assessments of language and disciplinary practices. While previous studies on integrated assessment of language and disciplinary content focus on the validity, reliability and teacher belief-practice dichotomy (Attar et. al, 2022; Lo & Leung, 2022; Otto, 2018), this paper explores the essence of successful Professional Communities of Practice (PCoP). Sustainable practices and challenges associated with co-designing integrated content and language assessments in business and social sciences disciplines will be explored. It positions CLIL assessment as a collaborative provision. The first part details the associated practices of a collaborative model in an adjunct English-across-the-curriculum project. The second part highlights the impactful dialogues within a social enterprise business idea pitching competition organised to foster interdisciplinary collaboration in a professional learning community. Recommendations for optimising collaboration and maximising the participatory impact of interdisciplinary communities of practice in higher education contexts will be shared.

Theme: 2. Thematic Exploration

Sub-theme: Community of Practice (CoP)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: A3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Suntong QI, Assistant Professor of Teaching, Department of Marketing and International Business, Lingnan University

Abstract

As the adoption of AI-generated content (AIGC) continues to grow in educational settings, it is crucial to understand its impact on student learning experiences. Through surveys with undergraduate students, we explore students’ attitudes, perceptions, and expectations toward AIGC in their academic pursuits. By examining the student perspective, the presentation will provide valuable insights into the evolving landscape of AIGC in education. It will highlight the strategies and best practices that educational institutions can implement to ensure the responsible and ethical use of AIGC, empowering students to navigate this technological landscape effectively.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: A2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Helen Hongyan GENG, Assistant Professor of Teaching, Science Unit, Lingnan University

Abstract

This study investigates the implementation of co-teaching in four general education courses — Earth Science, Environmental Science, Ecology, and Law—centered around the theme of carbon footprint. The project unfolds in two phases. Phase I engages Earth Science and Environmental Science in a structured debate on climate change, aiming to enhance students’ critical thinking by juxtaposing evidence supporting climate change against skeptical views. Phase II extends the co-teaching model to include Earth Science, Law, and Ecology, with a focus on groundwater pollution, to highlight a multidisciplinary approach to the issue. Throughout both phases, students from the co-teaching courses assimilated both face-to-face and online, concluding with individual research projects that analyze their co-teaching experiences. This study aims to promote curiosity-driven learning, nurture multidisciplinary education, and enhance students’ critical thinking and analytical competence.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

Oral Presentation Time: 1600-1700

Venue: Fanling Room, Lower Level I

Presenter(s)

– Professor Rick KWAN, Associate Dean (Programme) & Professor, School of Nursing, Tung Wah College

Abstract

In the professionalisation of healthcare services, many healthcare professions emerged. These healthcare professions become highly specialised to care for specific health issues, although their common goal is to promote human health. In the era of the increasing complexity of diseases and health issues, knowledge from a specific profession might not suffice to solve the complex health issues of humans. However, the knowledge generated from different healthcare professions may conflict. As a result, the healthcare plans including inputs from various healthcare professions lead to incongruent treatment practices. The derived conflicts jeopardize the health outcomes of people. Interprofessional education (IPE) occurs when (learners) from two or more professions learn about, from and with each other to enable effective collaboration and health outcomes. IPE is a necessary step in preparing a “collaborative practice-ready” health workforce that is better prepared to respond to local health needs. Tung Wah College offers training for the second-largest number of healthcare professionals in Hong Kong, including nursing, physiotherapy, occupational therapy, radiotherapy, and medical laboratory science. These programmes are all accredited by the related professional regulating bodies in Hong Kong. However, interprofessional education is not a mandatory training requirement stipulated by these professional regulating bodies. Since 2023, TWC developed a Community of Practice of Healthcare Professional Health Education. We work closely together to share a common goal of strengthening interprofessional healthcare teamwork through integrated education across programmes.

Theme: 2: Thematic Exploration

Sub-theme: Community of Practice (CoP)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: G3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Fraide A. Jr GANOTICE, Assistant Professor, Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong

Abstract

Disciplinary silos often perpetuate hierarchical relationships and competition, creating a significant barrier to teamwork and collaboration in healthcare. Students who are exclusively trained within the confines of their discipline and university miss out on opportunities to develop the interprofessional competencies necessary for managing complex medical conditions of patients. Therefore, cross-institutional interprofessional education is crucial to promote the sharing of expertise among professionals from different universities and to prepare students for clinical practice. This presentation will highlight the significant achievements of the project titled “Promoting cross-institutional collaboration through interprofessional education: Forging alliances in healthcare education.” Initiated by the University of Hong Kong (HKU) in partnership with the Hong Kong Polytechnic University (PolyU), this innovative project aims to break down educational silos and foster interprofessional competencies among healthcare students. The project’s core objective is to enhance patient-centered care by developing and implementing a model of interprofessional education that integrates various healthcare disciplines. Throughout the four phases of the project—Program Development, Pilot Testing, Actual Implementation, and Evaluation and Dissemination—numerous achievements have been documented. These include the successful integration of interprofessional education into the curricula, enhanced collaborative competencies among students. The project also pioneered the development of an evidence-based cross-institutional IPE Model, setting a benchmark for future educational endeavors in the healthcare sector. This presentation will delve into the methodologies employed, the collaborative initiatives between HKU and PolyU, and the positive impact on healthcare education highlighted by reduced medical errors and improved healthcare outcomes. By showcasing these achievements, the session aims to inspire continued progress in interprofessional education and collaboration across healthcare institutions globally.

Theme: 1: Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

Oral Presentation Time: 1400-1500

Venue: Camomile Room, Lower Level II

Presenter(s)

– Professor Michael BOTELHO, Clinical Professor, Restorative Dental Sciences, Faculty of Dentistry, The University of Hong Kong

– Ms Trinity JIAO, HKU SaP CoP Project Coordinator, Restorative Dental Sciences, Faculty of Dentistry, The University of Hong Kong

Abstract

The “Students as Partners (SaP)” support framework fosters active interdisciplinary collaboration. Key initiatives undertaken by the Students as Partners Community of Practice (SaP CoP) involve organizing seminar-sharing sessions, hosting internal CoP meetings, and conducting formal consultation sessions for those initiating SaP projects. These efforts offer valuable learning opportunities and continuous support for both educators and students. At HKU, the SaP CoP has developed a Scope, Process, and Levels framework for SaP activities. In partnership with TALIC, the SaP CoP has established a dedicated webpage and featured it in the HKU bulletin. These initiatives have been well-received by students and staff alike, providing meaningful experiences and practical guidelines that significantly contribute to their learning and engagement journey.

Theme: 1. Showcase Project Achievements

Sub-theme: Teaching Development and Language Enhancement