INSTITUTE OF MED & HEALTH SCI EDUCATION
| Researcher : Chan LK |
| Project Title: | Identifying the English language and communicative demands of bedside learning on students in the clinical years |
| Investigator(s): | Chan LK, Tse LK, Storey AM |
| Department: | Institute of Med & Health Sci Education |
| Source(s) of Funding: | Seed Funding Programme for Basic Research |
| Start Date: | 05/2008 |
| Abstract: |
| The medical curriculum creates a range of communicative demands on medical students. This proposed study aims to investigate these demands at a crucial phase of the medical curriculum, the clinical years, when students move towards professional practice and increasingly professional discourses. In this phase there are certain pedagogic and clinical activities where language skills are particularly complex and challenging, and this study is an initial step in investigating and describing the nature of these English language and communicative demands. The outcome of such an investigation will further our understanding of the roles of language in medical education and the delivery of health care in a multilingual context, such as Hong Kong. In almost all areas of the medical curriculum, high levels of English competence are demanded in contexts which are new to the majority of incoming students. In problem-based learning (PBL), introduced in the first and second years of the medical curriculum, students are required to take part in small-group discussions in English. Through these discussions, they learn to identify areas where they need further knowledge, search for new information, and assimilate new knowledge with the old. They also need to negotiate with their colleagues when disagreements arise. In the study of medical ethics, the aim is for students to explore the human aspect of medicine. In these studies, there are often no right answers but only different opinions. Different English language skills are used to negotiate, to assimilate and to respond to different views, or to express how one feels. In clinical bedside learning, an extremely important component of medical education, yet other English language skills may be needed. It is clear that clinical bedside learning presents a linguistic challenge to medical students in the Hong Kong context. The presentation of the patient history and physical examination findings and the arriving at a diagnosis or a list of differential diagnoses, constitute a genre which demands strong language skills. It requires the articulation of clinical reasoning through a report which leads the listeners to the speaker’s conclusion or diagnosis. The discussion with the clinical tutor following such presentations demands another set of language skills: how to respond to questions, how to express uncertainties, how to appear confident, etc. The students need to have these English skills to excel in their clinical bedside learning, and it is also these skills that allow them to communicate with their local and international colleagues in professional settings. The acquisition of these English language skills is complicated by the language background of the medical students in Hong Kong. English is a second language for most of these students. Using a second language as the medium of instruction (MOI) is an actively debated issue. Moreover, the English proficiency of the entering students is likely to become more diverse in the future. They will be coming from both Chinese medium and English medium secondary schools. Increasing numbers of students are using Chinese as the medium of examination in the HKCEE and the HKALE (Hong Kong Certificate of Education Examination and Hong Kong Advanced Level Examination, respectively). This is likely to result in a wide range of English competence among the entrants to the Faculty of Medicine. One further language issue in the medical education in Hong Kong is that English is the medium of instruction while Cantonese is the language used to communicate with most of the patients. The complicated relationship between English and Cantonese in medical education and delivery of health care services deserves other independent studies and will not the focus of this study. The language issues in medical education in Hong Kong are not unique. They are issues faced by many nations because of the increasing global mobilization of both the patients and the health care workers, creating a truly multilingual environment for health care in many countries around the world. This study is therefore also relevant to these other nations. The specific questions we would like to investigate are as follows: (1) What are the specific English language skills needed for the presentation of patient history and physical findings, leading the listeners to the speaker’s diagnosis or a list of differential diagnoses? Can reasoning sequences and a structured framework help with the above? (2) What is the interactional flow in the discussion following the presentation of history and physical findings in clinical bedside learning? What are the linguistic skills needed in the interactional flow? |
| Project Title: | Perception by LKS Faculty of Medicine graduates on their university education |
| Investigator(s): | Chan LK, Ip MSM, Patil NG, Prosser MT |
| Department: | Institute of Med & Health Sci Education |
| Source(s) of Funding: | Teaching Development Grants |
| Start Date: | 06/2008 |
| Abstract: |
| To identify the educational needs of medical faculty graduates after they had the opportunity to put their education to use in the real world; to find out if the new medical curriculum, which first started in 1997, is fulfilling the intended educational aims. The results of this study can then be used for planning for the approaching 334 curriculum reform. |
| Project Title: | Identifying the English language and communicative demands of bedside learning on students in the clinical years |
| Investigator(s): | Chan LK, Tse LK, Storey AM |
| Department: | Institute of Med & Health Sci Education |
| Source(s) of Funding: | Medical Faculty Research Grant Fund |
| Start Date: | 06/2008 |
| Abstract: |
| The medical curriculum creates a range of communicative demands on medical students. This proposed study aims to investigate these demands at a crucial phase of the medical curriculum, the clinical years, when students move towards professional practice and increasingly professional discourses. In this phase there are certain pedagogic and clinical activities where language skills are particularly complex and challenging, and this study is an initial step in investigating and describing the nature of these English language and communicative demands. The outcome of such an investigation will further our understanding of the roles of language in medical education and the delivery of health care in a multilingual context, such as Hong Kong. In almost all areas of the medical curriculum, high levels of English competence are demanded in contexts which are new to the majority of incoming students. In problem-based learning (PBL), introduced in the first and second years of the medical curriculum, students are required to take part in small-group discussions in English. Through these discussions, they learn to identify areas where they need further knowledge, search for new information, and assimilate new knowledge with the old. They also need to negotiate with their colleagues when disagreements arise. In the study of medical ethics, the aim is for students to explore the human aspect of medicine. In these studies, there are often no right answers but only different opinions. Different English language skills are used to negotiate, to assimilate and to respond to different views, or to express how one feels. In clinical bedside learning, an extremely important component of medical education, yet other English language skills may be needed. It is clear that clinical bedside learning presents a linguistic challenge to medical students in the Hong Kong context. The presentation of the patient history and physical examination findings and the arriving at a diagnosis or a list of differential diagnoses, constitute a genre which demands strong language skills. It requires the articulation of clinical reasoning through a report which leads the listeners to the speaker’s conclusion or diagnosis. The discussion with the clinical tutor following such presentations demands another set of language skills: how to respond to questions, how to express uncertainties, how to appear confident, etc. The students need to have these English skills to excel in their clinical bedside learning, and it is also these skills that allow them to communicate with their local and international colleagues in professional settings. The acquisition of these English language skills is complicated by the language background of the medical students in Hong Kong. English is a second language for most of these students. Using a second language as the medium of instruction (MOI) is an actively debated issue. Moreover, the English proficiency of the entering students is likely to become more diverse in the future. They will be coming from both Chinese medium and English medium secondary schools. Increasing numbers of students are using Chinese as the medium of examination in the HKCEE and the HKALE (Hong Kong Certificate of Education Examination and Hong Kong Advanced Level Examination, respectively). This is likely to result in a wide range of English competence among the entrants to the Faculty of Medicine. One further language issue in the medical education in Hong Kong is that English is the medium of instruction while Cantonese is the language used to communicate with most of the patients. The complicated relationship between English and Cantonese in medical education and delivery of health care services deserves other independent studies and will not the focus of this study. The language issues in medical education in Hong Kong are not unique. They are issues faced by many nations because of the increasing global mobilization of both the patients and the health care workers, creating a truly multilingual environment for health care in many countries around the world. This study is therefore also relevant to these other nations. The specific questions we would like to investigate are as follows: (1) What are the specific English language skills needed for the presentation of patient history and physical findings, leading the listeners to the speaker's diagnosis or a list of differential diagnoses? Can reasoning sequences and a structured framework help with the above? (2) What is the interactional flow in the discussion following the presentation of history and physical findings in clinical bedside learning? What are the linguistic skills needed in the interactional flow? |
| Project Title: | Assessing competency of dental graduates from problem-based learning and traditional curriculums: Graduates’ and Employers’ Perceptions |
| Investigator(s): | Chan LK, Yiu CKY, Botelho MG, Bridges SM, Corbet EF, Dyson JE, McGrath CPJ, Wong RWK, Prosser MT |
| Department: | Institute of Med & Health Sci Education |
| Source(s) of Funding: | Teaching Development Grants |
| Start Date: | 12/2008 |
| Abstract: |
| To assess competency of dental graduates from problem-based learning (PBL) and traditional curriculums |
| Project Title: | Effects of video triggers on Problem-Based Learning process |
| Investigator(s): | Chan LK, Lu J, Ip MSM |
| Department: | Institute of Med & Health Sci Education |
| Source(s) of Funding: | Seed Funding Programme for Basic Research |
| Start Date: | 06/2009 |
| Completion Date: | 03/2010 |
| Abstract: |
| The paper trigger in traditional problem-based learning Problem-based learning (PBL), which was introduced by Dr. Howard Barrows to Canadian medical schools in the 1970s (Barrow & Tamblyn, 1980), has been widely accepted in Europe and North America as a pedagogical method for training clinical practitioners. In PBL, the problem used as the trigger of the learning process is usually a clinical case presented as a written text (‘paper trigger’) (Davis and Harden, 1999). This kind of teaching material is relatively easy to produce. The paper trigger is also the most controlled presentation of the problem in PBL, since the information that the students need to know is presented in a logical and concise format. Paper triggers, however, are far removed from the situations students will face in the clinical setting (Barrows, 1994). In paper triggers, many of the real aspects of clinical problem-solving have been edited out: the communication with patient, the interpretation of what the patient actually said, the definition of the patient’s problems, the interpretation of some physical signs, etc. Paper triggers also lack close contextualisation. Students will have difficulty relating PBL scenarios to the real world situations they are intended to represent. Moreover, paper-triggered PBL activities typically challenge students’ cognitive skills only, while real clinical situations will also challenge their social, emotional and clinical skills. The introduction of video triggers at the Li Ka Shing Faculty of Medicine At the Li Ka Shing Faculty of Medicine of The University of Hong Kong, paper triggers are traditionally used in PBL in a system-based curriculum. Recently, video triggers have also been introduced. Twenty-five sets of video clips of real patients have been produced by the Faculty, in collaboration with Tsinghua University and Zhejiang University of the People’s Republic of China. Each video set presents one case and consists of several episodes, on history taking, physical examination, and discussion of the investigation results and treatment options. A survey has shown that the students and the facilitators very much prefer video triggers to paper triggers (Ip et al., 2007). Most of the students and facilitators surveyed thought video triggers could enhance students’ observational powers and clinical reasoning, and could help them to integrate different information. It appears that video triggers help to close the gap between PBL on paper and problem-solving in the ward. The PBL process in video-triggered PBL Although students and facilitators highly rated video-triggered PBL, it does not necessarily imply that the training of problem-solving skills is enhanced in video-triggered PBL, in comparison with paper-triggered PBL. Students and facilitators may simply be excited by the more realistic presentation of the clinical problems. It is not clear whether or how video triggers enhance the learning of problem-solving skills. The PBL process can be considered to comprise the following steps: identification of key pieces of information, exploration of problems, application of prior knowledge and generation of hypotheses, identification of learning issues, the search for new knowledge, application of new knowledge in solving the problems at hand, and evaluation (Hmelo-Silver, 2004). To identify the depth of thinking (deep versus surface), thirty five indicators have been described in these steps (Kamin, O'Sullivan, Deterding, & Younger, 2003). The time spent on each of these steps and the level of thinking in them may be different in video-triggered and paper-triggered PBL. In video-triggered PBL, students need to extract the key pieces of information from the video clips, and then define and explore the problems, before they can proceed to other steps of the PBL process. The problems presented in a video-triggered case are less well defined than those in paper-triggered case. Students will therefore need to spend more time on the first two steps in the PBL process (Kamin, O'Sullivan, Younger, & Deterding, 2001). Consequently, they will have less time for the remaining PBL steps. This situation is more likely to occur among first- and second-year medical students, who have not had much clinical exposure. They may become very focused on the patient-doctor interaction and the clinical aspect of the case, and spend less time on problem-solving. This can potentially affect the training of their problem-solving skills. However, there is some evidence that the training of problem-solving skills is enhanced in video-triggered PBL. Chan and his colleagues (2009), in a survey on second-year medical students at HKU, found that students thought that video-triggered PBL can increase their problem-solving skills. Kamin and her colleagues (2003) also found that critical thinking is enhanced by video-triggered PBL. However, their study was performed on third-year medical students in their pediatric clerkship, when students already have some clinical experience. In the proposed study, we aim to examine and compare video-triggered and paper-triggered PBL in first-year medical students at HKU, in order to determine the difference in the time spent on each of the PBL steps and the depth of thinking in these steps. More specifically, we want to determine whether students in video-triggered PBL spend more time on the steps of identification of key information and exploration of the problem, and, if they do, whether the depth of thinking in the other PBL steps is affected. References Barrows. (1994). Problem-based learning: Problem-based learning applied to medical education. Springfield: Southern Illinois University School of Medicine. Barrow, H. S., & Tamblyn, R. (1980). Problem-based learning: An approach to medical education. New York: Springer. Chan LK, Patil N, Ip M. Enhancement of student learning in PBL by video triggers. Abstract accepted for the 6th Asian Pacific Medical Education Conference, 2009, Singapore. Davis, M. H., & Harden, R. M. (1999). Problem-based learning: a practical guide. Medical Teacher, 20(2), 317-322. Hmelo-Silver, C. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), 235-266. Ip M, Patil N, Chen J, Chan LK. Advantages of video trigger in problem-based learning. Abstract presented at the forth congress of the Asian Medical Education Association 2007, Bangkok, Thailand. Kamin, C. S., O'Sullivan, P. S., Deterding, R., & Younger, M. (2003). A comparison of critical thinking in groups of third year medical students in text, video and virtual PBL case modalities. Academic Medicine, 78, 204-211. Kamin, C. S., O'Sullivan, P. S., Younger, M., & Deterding, R. (2001). Measuring critical thinking in problem-based learning discourse. Teaching and Learning in Medicine, 13, 27-35. |
| Project Title: | Cadaveric study on the safety and efficacy of minimally invasive repair of acute rupture of the Achilles tendon with Krawkow technique |
| Investigator(s): | Chan LK |
| Department: | Institute of Med & Health Sci Education |
| Source(s) of Funding: | Small Project Funding |
| Start Date: | 09/2009 |
| Abstract: |
| Acute rupture of the Achilles tendon is a common form of tendon injury in the foot and ankle region, typically affecting men in their thirties and forties participating in physically demanding work or recreational exercise. But the management of this relatively common condition is still controversial (1). There are both surgical and non-surgical methods of managing acute Achilles tendon rupture. The surgical methods include open repair and percutaneous repair (2, 3) and the non-surgical methods include cast immobilization and functional bracing. In general, open surgical methods result in a lower rate of re-rupture of the Achilles tendon (because of stronger healing), less calf atrophy (because of less immobilization), and strong push off (4). But surgical methods can cause such complications as sural nerve injury and wound breakdown. Percutaneous repair has lower incidence of wound problems, but a higher rate of re-rupture and a higher rate of sural nerve injury. Lui (5) has described an endoscopic-assisted repair using a Krawkow locking suture, with a supposed lower chance of sural nerve injury. But that technique is complicated, requiring six portals to accomplish. Recently, Lui (6) has described a simpler, minimally invasive technique of accessing the Achilles tendon through a single small wound on its medial side, still employing the Krawkow locking suture technique. Lui’s technique has at least two theoretical advantages. (a) Stronger repair: Since the Krawkow locking suture technique is employed, the resulting repair will be stronger than the simple suture techniques used in percutaneous repair methods. (b) Lower chance of sural nerve injury: During Lui’s minimally invasive repair, the investing fascia at the medial border of the tendon is released and the tendon can be mobilized medially to approach the lateral side of the tendon. Although the position of the sural nerve is highly variable, usually it is in the midline proximally, and on the lateral side of the Achilles tendon distally (7). Release of the investing fascia at the medial border of the tendon has minimal risk of sural nerve injury. Mobilizing the tendon medially during application of a Krawkow suture at the lateral side of the tendon through the medial wound may increase the distance between the sural nerve and the suture, and decrease the risk of sural nerve entrapment. Lui’s technique of minimally invasive repair of acute rupture of the Achilles tendon using a Krawkow suture is a promising strong repair, very likely stronger than the healing in non-surgical treatment and even perhaps as strong as that in open repair, but with a lower risk of sural nerve injury and wound problems than open repair. This technique is therefore ideal for the treatment of acute rupture of the Achilles tendon, provided that a sound Krawkow suture can really be executed on the tendon rupture stumps through a single small medial wound, and that the ruptured tendon can really be pushed medially away from the sural nerve to reduce its chance of entrapment. In this study, we therefore propose to test these two aspects of Lui’s technique of minimally invasive repair of acute rupture of the Achilles tendon with a Krawkow suture, in order to evaluate its safety and efficacy. References: 1) Wong, J; Barrass, V; Maffulli, N: Quantitative review of operative and nonoperative management of Achilles tendon ruptures. Am J Sports Med 26: 277-70, 1998 2) Maffulli, N: Rupture of the Achilles tendon. J Bone Joint Surg Am 81:1019-36,1999 3) Thermann, H; Tibesku, CO; Mastrokalos, DS: Endoscopically assisted percutaneous Achilles tendon suture. Foot Ankle Int 22: 158-60, 2001 4) Moller, M; Movin, T; Granhed, H: Acute rupture of tendon Achilles. A prospective randomized study of comparison between surgical and non-surgical treatment. J Bone Joint Surg Br 83: 843-8, 2001 5) Lui, TH: Endoscopic Assisted Achilles Tendon Repair with Plantaris Tendon Augmentation. Arthroscopy 23, 556e1-e5, 2007 6) Lui, TH: Lui 2009 Surgical tip - repair of acute Achilles rupture with Krawkow suture through a 1.5cm medial wound. In press. 7) Webb, J; Moorjani, N; Radford, M: Anatomy of the sural nerve and its relation to the Achilles tendon. Foot Ankle Int 21: 475-477, 2000 |
| List of Research Outputs |
| Chan L.K., "How to give a lecture", online course materials for "Certificate in Medical and Health Sciences Education", organized by the Institute of Medical and Health Sciences Education at HKU. 2010. |
| Chan L.K., "How to prepare presentation slides", online course materials for "Certificate in Medical and Health Sciences Education", organized by the Institute of Medical and Health Sciences Education at HKU. 2010. |
| Chan L.K., 解剖—醫科生入門, Apple Daily Newspaper. 2010. |
| Chan L.K., 我們怎樣「看」自己的身體, Apple Daily Newspaper. 2010. |
| Chan L.K., 時間之骨？, Apple Daily Newspaper. 2010. |
| Chan L.K., 學習自己尋找動脈, Apple Daily Newspaper. 2010. |
| Chan L.K., 新角度看人體, Apple Daily Newspaper. 2010. |
| Chan L.K., 大體老師 無言身教, Apple Daily Newspaper. 2010. |
| Chan L.K., Clinical Competence Tests and other end-of-rotation tests, In: Patil N, Chan LK , Assessment in Medical and Health Sciences Education. Hong Kong, Hong Kong: Institute of Medical & Health Sciences Education, 2009, 14-25. |
| Chan L.K., English-Medium Instruction at The University of Hong Kong, Invited lecture delivered at Zhongshan School of Medicine, Sun Yat-Sen University. 2010. |
| Chan L.K., Patil N.G. and Ip M.S.M., Enhancement of student learning in PBL by video triggers, 7th Asian Pacific Medical Education Conference (APMEC), Singapore, 6-7 February 2010, Medical Education. 2010, 44 (Suppl 1): 1. |
| Chan L.K., Faculty Teaching Medal, Li Ka Shing Faculty of Medicine, HKU . 2009. |
| Chan L.K., How to make basic science lecture more interesting, Invited lecture delivered at Kaohsiung Medical University. 2010. |
| Chan L.K. and Patil N.G., Overview of assessments in the Bachelor of Medicine and Bachelor of Surgery (MBBS) programme, In: Patil N, Chan LK , Assessment in Medical and Health Sciences Education. Hong Kong, Hong Kong: Institute of Medical & Health Sciences Education, 2009, 1-6. |
| Chan L.K., Problem-based learning in medical education, Invited lecture delivered at Guangzhou Medical University. 2010. |
| Chan L.K., Promoting interactions in lecture, Invited lecture delivered at School of Nursing, HKU. 2010. |
| Chan L.K., Pulling my gut out – some tools for gross-anatomy lectures, Anatomical Sciences Education. 2010, 3: 148-150. |
| Chan L.K. and Tse S.K., The mother-tongue medical vocabulary of final-year medical students in an English-medium medical programme, Frontiers in Medical and Health Sciences Education,11-12 December 2009. |
| Chan L.K. and Tipoe G.L., Training of professionalism in first year medical students’ encounter with cadavers, The 7th Asian Pacific Medical Education Conference, 6-7 February 2010. |
| Chan L.K., Ip M.S.M., Patil N.G. and Prosser M.T., What else do medical graduate wish they had studied in medical school?, The 7th Asian Pacific Medical Education Conference, 6-7 February 2010. |
| Lui T.H., Chan K.B. and Chan L.K., Cadaveric study of Zone 2 flexor hallucis longus tendon sheath, Arthroscopy: The Journal of Arthroscopic and Related Surgery. 2010, 26: 808-812. |
| Lui T.H., Chan L.K. and Chan K.B., Portal safety and efficacy of anterior subtalar arthroscopy: a cadaveric study, Knee Surgery, Sports Traumatology, Arthroscopy. 2010, 18: 233-237. |
| Lui T.H., Chan L.K. and Chan K.B., Safety and efficacy of talo-navicular arthroscopy in arthroscopic triple arthrodesis. A cadaveric study, Knee Surgery, Sports Traumatology, Arthroscopy. 2010, 18: 607-611. |
| Patil N.G. and Chan L.K., Assessment in Medical and Health Sciences Education. Hong Kong, Institute of Medical and Health Sciences Education, HKU, 2009. |
| Storey A.M., Chan L.K. and Tse L.K., Discourse Of Clinical Training, The 11th International Pragmatics Conference, The University of Melbourne, July. 2009. |
| Wong N.S., Chau M.C.H. and Chan L.K., Communication in medical education – harnessing the power of the Internet, Frontiers in Medical and Health Sciences Education,11-12 December 2009. |
| Researcher : Ip MSM |
| Project Title: | The efficacy of the modified oral appliance in the treatment of mild and moderate obstructive Sleep Apnoea |
| Investigator(s): | Ip MSM |
| Department: | Medicine |
| Source(s) of Funding: | Other Funding Scheme |
| Start Date: | 02/1997 |
| Abstract: |
| To assess the efficacy, side effects and patient acceptance of an oral appliance in the treatment of obstructive sleep apnoea; to define the clinical, anthropometric, polysomnographic and cephalometric characteristics that determine treatment response. |
| Project Title: | The effect of oral appliance (OA) in treatment of obstructive sleep apnoea |
| Investigator(s): | Ip MSM, Peh WCG, Cooke MS |
| Department: | Medicine |
| Source(s) of Funding: | Other Funding Scheme |
| Start Date: | 06/1997 |
| Abstract: |
| To study the efficacy of OA in teatment of mild/moderate OSA; to study the safety profile of OA. |
| Project Title: | Role of adiponectin in obstructive sleep apnoea |
| Investigator(s): | Ip MSM, Lam KSL |
| Department: | Medicine |
| Source(s) of Funding: | Small Project Funding |
| Start Date: | 11/2002 |
| Abstract: |
| To investigate serum adiponectin levels in OSA patients with a spectrum of body mass index (BMI) and sleep disordered breathing (no OSA to severe OSA) and define correlative parameters; to investigate for any difference in adiponectin levels in patients with OSA and BMI-matched subjects with no OSA (3) the impact of nasal Continuous Positive Airway pressure (nCPAP) treatment on adiponectin secretion in subjects with OSA. |
| Project Title: | Candidate genes of obstructive sleep apnoea syndrome in Hong Kong Chinese |
| Investigator(s): | Ip MSM, Lam KSL, Song Y, Sham PC, Lam CL |
| Department: | Medicine |
| Source(s) of Funding: | Seed Funding Programme for Basic Research |
| Start Date: | 01/2005 |
| Abstract: |
| The main objectives of this project are: 1) To study the presence and role of genetic polymorphism of selected candidate genes relating to the obesity phenotypes in the OSA patients in Hong Kong 2) As an initiating project, to provide pilot data on the role of genetic changes in selected candidate genes in Chinese OSA patients, and to prepare for future in-depth studies in family cohorts |
| Project Title: | Endothelial damage and atherosclerosis in obstructive sleep apnea: the role of advanced glycation end products |
| Investigator(s): | Ip MSM, Tse HF, Tan KCB, Ooi CGC |
| Department: | Medicine |
| Source(s) of Funding: | General Research Fund (GRF) |
| Start Date: | 09/2006 |
| Completion Date: | 08/2009 |
| Abstract: |
| To explore the relationship between insulin resistance and the formation of advanced glycation end products (AGE) in obstructive sleep apnea (OSA); to evaluate the role of AGE in vascular endothelial damage in OSA; to investigate the relationship between AGE and atherosclerosis in OSA. |
| Project Title: | Exploration of the role of adipocyte fatty acid binding protein in the association of obstructive sleep apnea and metabolic dysfunction |
| Investigator(s): | Ip MSM, Mak JCW, Xu A |
| Department: | Medicine |
| Source(s) of Funding: | General Research Fund (GRF) |
| Start Date: | 11/2007 |
| Abstract: |
| To further evaluate the finding of elevated circulating A-FABP in OSA subjects; to investigate the effect of intermittent hypoxia, simulating hypoxia-reoxygenation in OSA, on the expression of A-FABP from cultured adipocytes and macrophages. |
| List of Research Outputs |
| Chan L.K., Ip M.S.M., Patil N.G. and Prosser M.T., What else do medical graduate wish they had studied in medical school?, The 7th Asian Pacific Medical Education Conference, 6-7 February 2010. |
| Researcher : Patil NG |
| Project Title: | Audit of deaths and complications in surgical patients admitted to university surgical unit |
| Investigator(s): | Patil NG |
| Department: | Surgery |
| Source(s) of Funding: | Other Funding Scheme |
| Start Date: | 01/1992 |
| Abstract: |
| To assess: (1) quality and standard of care; (2) educational value; (3) reporting of complications; (4) incidence and prevalence of life threatening surgical conditions; (5) improvements in surgical techniques, investigation procedures, clinical practice and infrastructure. |
| Project Title: | Risk factors for inguinal hernia in adults: a case-control study |
| Investigator(s): | Patil NG, Lau H |
| Department: | Surgery |
| Source(s) of Funding: | Small Project Funding |
| Start Date: | 11/2002 |
| Abstract: |
| To evaluate and identify the risk factors for the development of inguinal hernia in adults. |
| Project Title: | Risk factors for hernia development in patients receiving continuous ambulatory peritoneal dialysis (CAPD) |
| Investigator(s): | Patil NG, Lau H |
| Department: | Surgery |
| Source(s) of Funding: | Small Project Funding |
| Start Date: | 11/2003 |
| Abstract: |
| To evaluate the incidence of and identify the risk factors for the development of hernia in patients who are undergoing CAPD. |
| List of Research Outputs |
| Chan L.K. and Patil N.G., Overview of assessments in the Bachelor of Medicine and Bachelor of Surgery (MBBS) programme, In: Patil N, Chan LK , Assessment in Medical and Health Sciences Education. Hong Kong, Hong Kong: Institute of Medical & Health Sciences Education, 2009, 1-6. |
| Chan L.K., Ip M.S.M., Patil N.G. and Prosser M.T., What else do medical graduate wish they had studied in medical school?, The 7th Asian Pacific Medical Education Conference, 6-7 February 2010. |
| Chen J.Y., Lam C.L.K., Patil N.G. and Yip L.M., Does student willingness to participate in peer physical examination translate into action?, AMEE. 2009. |
| Patil N.G., Chairperson of a workshop and symposium, Annual General Meeting and Annual Scientific Meeting of College of Surgeons, Academy of Medicine of Malaysia in Malaysia, 28 to 30 May, 2010. |
| Patil N.G., Look and learn, Hong Kong Medical Journal. Hong Kong, 2010, 16(3): 164. |
| Researcher : Yip LM |
| List of Research Outputs |
| Chen J.Y., Lam C.L.K., Patil N.G. and Yip L.M., Does student willingness to participate in peer physical examination translate into action?, AMEE. 2009. |