Undergraduate Education

MBBS curriculum
Junior clerkship in Emergency Medicine
Features:
  • Mini Symposium on Emergency Medicine and its interface with Disaster Medicine.
  • Workshops cum tutorials on topics in basic life support: adult resuscitation, trauma resuscitation and pediatric resuscitation.
Contents:
  • Emergency Medical Service in Hong Kong and disaster response in Hong Kong.
  • Practice of Emergency Medicine, its development, special features and its relationship with other medical services.
  • Basic resuscitation skills for Emergency Medicine clinical practice.

Senior clerkship in Emergency Medicine
Features:
  • A 3-hour symposium on disaster and related emergencies in case presentation format
  • One whole-day Advanced Life Support Training Course jointly taught by the Department of Anaesthesiology and Intensive Care Unit
Contents:
  • Common medical emergencies encountered in a disaster.
  • Principles of life support treatment in an austere environment.
  • ALS principles, rhythm recognition, electrical therapy, drugs used in ALS and ethics in resuscitation.

Specialty clerkship in Emergency Medicine
Features:
  • Lectures, tutorials and bedside teaching conducted in the A&E of Queen Mary Hospital and Pamela Youde Nethersole Eastern Hospital
Contents:
  • Principles of emergency care.
  • Clinical problems encountered in the acute setting.
  • Clinical skills applicable in the acute setting.
  • Communication skills with acute patients

Clinical Foundation Block Teaching on Prehospital and Disaster Medicine
Features:
  • A series of lectures and a mini-drill with various work stations taught by the Unit, experts in major incident management and members of the Auxiliary Medical Services
Contents:
  • Interface between prehospital and disaster medicine
  • Management of major incidents e.g. mass casualty incidents, HAZMAT incidents
  • Hands-on practice of clinical skills in a simulated drill

Common Core Course
Responding to Natural Disasters (CCST9053 Scientific and Technological Literacy)

Responding to Natural Disasters (CCST9053 Scientific and Technological Literacy)

Features: This course focuses on a critical analysis of how science and technology are woven into our responses to natural disasters, especially (but not only) the meteorological ones. The two key perspectives in the course are about the interplay between natural disasters, science and technology, and the roles of science and technology in our responses to natural disasters. To illustrate these two perspectives, lectures and tutorials are arranged in such a way that students are led through the 3 phases of disaster response: preparation for a disaster, response during the acute event and post-disaster management. A special feature in this course is the inclusion of a community-based disaster risk reduction project. It adopts a participatory approach with experiential learning in order to enhance students’ problem solving and analytic ability.
Contents:
  • Interaction between science, technology and disasters.
  • Roles and responsibilities as a global citizen or an individual in a community in the context of disaster responses.
  • Impacts of disasters and the uses and limitations of science and technology in our responses to them.
  • Ethical and moral aspects of the use of science and technology in disaster responses.

Shaping our Health: Policy Formation and ‘Glocal’ Experience (CCST9071 Scientific and Technological Literacy)
https://commoncore.hku.hk/ccst9071/

Timetable for Lectures

https://commoncore.hku.hk/files/CommonCore_Timetables_Sem1-2.pdf

While this course is open to students from all Faculties as a regular Common Core course, it is also tailored to be flexible in class participation for MBBS students in their Enrichment Year, who, after Face-to-Face interaction at the beginning of the course will participate through online learning at their study site in Mainland China / overseas.

Course Description

In this course, we will analyze the formation of health policy, which aims at achieving specific health care goals. In this process, knowledge including science, engineering, architecture, law, social science, education, humanities and business management all have a role in shaping the vision for the future and we will draw every useful part of them in this course to provide you a comprehensive understanding of how our living condition and health are being shaped.

In this course, we will analyze the formation of health policy, which aims at achieving specific health care goals. In this process, knowledge including science, engineering, architecture, law, social science, education, humanities and business management all have a role in shaping the vision for the future and we will draw every useful part of them in this course to provide you a comprehensive understanding of how our living condition and health are being shaped.

We hope that through analyzing the formation of health policy, you will develop a broader perspective and a critical understanding of the complex connections between healthcare policies in their everyday lives.

Our course will cover healthcare policies in East and Southeast Asian, Latin American, US, UK and local contexts. You will be empowered to navigate the similarities and differences between cultures and discover alternative systems of thinking that areadmin related to different living environments as well as technological and geopolitical situations. Prominent politicians across the spectrum will be invited to share with us their experience, insight and stories on policy making and beyond.

Course Learning Outcomes

On completing the course, students will be able to:

  1. Analyze the interconnection among healthcare, politics and the life of individuals and their underlying causes.
  2. Discern the underlying cultural and political factors that affect a country’s healthcare policy,
  3. Contribute to the on-going discussion and reformation of the healthcare policies in face of the structural changes in society.
  4. Critically analyze the ethical and moral aspects of a policy and justify their own opinion.

Health is Global: An International Relations Perspective (CCGL9060 Global Issues)

Timetable for Lectures

https://commoncore.hku.hk/files/CommonCore_Timetables_Sem1-2.pdf

While this course is open to students from all Faculties as a regular Common Core course, it is also tailored to be flexible in class participation for MBBS students in their Enrichment Year, who, after Face-to-Face interaction at the beginning of the course will participate through online learning at their study site in Mainland China / overseas.

Course Description

In this course, we will address how global health issues play out in an international context. Interaction between national, multinational, profit-seeking and philanthropic entities will be the subject of our exploration.

We will first begin with the origin of global health diplomacy and its development across periods of significant health incidents. Special attention will be given at international framework such as World Health Organisation; we will look at its instruments and limits along with the nature of diplomatic constraints in this section. We will then move on to topics on globalisation and the emergence of multinational enterprises that affect people’s health and see how their interest shape the global health conditions. The creation of large scale enterprises and NGOs, as well as the birth of mega-philanthropists, open up the conversation from the international to organizations at different levels. Lastly we will apply knowledge we have learnt to understand the development of global health governance and the diplomatic relationships, in the broad sense of “diplomacy,” of different parties.

Role-play activities will be adopted to make the learning process both interesting and realistic.

Course Learning Outcomes

On completing the course, students will be able to:

  1. Analyze the interconnection among healthcare, politics, economies and international relations.
  2. Discern the underlying socio-economic and cultural factors that affect each country’s attitude in Global Healthcare Diplomacy./li>
  3. Contribute to the on-going discussion and reformation of the Global Health Diplomacy in face of the evolving 21st Century.
  4. Devise a comprehensive plan to work towards a common goal and balance the interest of different stakeholders.

PUBLIC HEALTH LEADERSHIP (2019-2020)

The goal of the programme is to provide medical students a global vision and experience on how doctors may help shape the health of the population beyond the direct clinical encounters. Students will be provided face-to-face and online training on leadership, public health emergencies and research methodologies (quantitative, qualitative and mixed-methods), based on what they have learnt in Year 1 and 2. The design of the course reflects the following educational principles:

Experiential Learning

The programme offers students developing skills through different community settings – healthcare facilities, government offices, corporates and households.

Leadership-based

Students are required to take up projects to practise leadership and teamwork. Students play an active role in the design and operation of the projects. With support from faculty teacher and local tutor, students would explore the possibilities and evaluate for the feasibility of individual research project. Students are encouraged to be active in managing their own learning and to question both what and how they learn through tutorials and meetings. These teaching sessions foster the development of skills for interpersonal communication and teamwork, and help train students to become lifelong learners.

Integrated Curriculum

Students will develop global health knowledge, together with leadership skills throughout the programme in an incremental manner. The attachment in different learning sites will be the opportunity for students to integrate the global health concepts and the pre-clinical learning into a public health or health service research through which students would exercise the leadership and teamwork skills.

Technology-driven

With the assistance of information technology, students would be supported by HKU and local tutors. Certain classes are conducted online.

Engagement of Communities

Different sectors in the community have been invited for participation of the teaching and learning. Students have an opportunity to learn overseas for Health Emergencies for Large Population (H.E.L.P.) course. Community and Corporate leaders will deliver leadership workshops and provide individual coaching during the programme. During the attachment, students have opportunities to develop service projects for the benefits of local communities.

In 2019-20, students will be able to choose four learning sites for the 8-10 week attachment each semester:

  • Hong Kong (Justice Centre, Disaster Preparedness & Resilience Institute of Hong Kong Academy of Medicine and Sowers Action)
  • China (Guangxi Province & Yunnan Province)
  • Myanmar (Mandalay, Naypyitaw & Yangon)

Common Core requirement

Students are required to take two common core courses developed from the programme. Students may apply for exemption or alternative courses in certain circumstances.