RESUMEN
The University of Hong Kong (HKU) Li Ka Shing faculty of medicine (established 1886), introduced curriculum reform in 1997, and implemented problembased learning (PBL) as a part of hybrid curriculum. The reform made significant modi fi cations to timetabling including reorganization of basic sciences program into systembased blocks structured around PBL tutorials, lectures, practicals, demonstrations and relevant anatomy dissections. Assessment was also integrated at the faculty rather than departmental-based for the first three medical years. During the reform, apprehension and concern in relation to outcomes and quality of graduates were raised, particularly on students’ basic science foundation and whether students would be able to cope with demands related to PBL. To address these concerns, a study was undertaken to evaluate new graduates’ performance from two aspects: (1) knowledgebased performance before their internship, and (2) onthejob performance during their internship, under the old and new curriculum. To evaluate intern’s knowledgebased performance, a written test consisting of multiple choice questions and short answer questions, based on combination of basic sciences knowledge and clinical scenarios was given to two cohorts of old (2000-2001) and new (2002-2003) graduates. To evaluate graduate’s onthejob performance, scores from internship performance over the past 9 years were retrieved from the faculty. Results from the first 2 years of new curriculum graduates and the last two cohorts of old curriculum graduates demonstrated that they had similar basic sciences knowledgebased performance. On the other hand, new curriculum graduates did significantly better in their on-the-job internship performance. Areas of strength within our graduates were attitude to staff, sense of responsibility and attitude to patients.
RESUMEN
This article described the basics of the University of Hong Kong-Shenzhen Hospital and the practices of Shenzhen government to promote the comprehensive reform of public hospitals.The article also introduced the reform,on such aspects as hospital management structure,corporate governance,hospital operating mechanism,compensation mechanisms,service mode,staff training mechanism,and supervision mechanisms.In addition,it analyzed the benefits of these reforms and proposed policy changes.
RESUMEN
The development and reform of teaching curriculum is an esse ntial part of various specialties in modern academic medicine at various levels. The curriculum for undergraduate orthopaedic teaching has been neglected before and resulted in teaching shortcomings at some medical schools. Since musculoske letal problems account for 6.5% to 27% of patients attending non-specialist physicians in general practices, orthopaedics should remain an important subjec t in undergraduate medical education. This paper outlines the development and re form, educational objectives, and the framework of the orthopaedic curriculum an d its contents. We also discuss methods of curricular delivery, including integr ation of new technology and assessment of the impact of the curriculum. Curricul ar development in orthopaedics is relevant to the general practice community in Hong Kong, and future developments with respect to an Integrated Medical Curricu lum and Hong Kong society are envisaged.