Undergraduate

• Objective



• Teaching Format



• Assessment



• Student Evaluation

Major revisions of the curriculum and teaching methods were made in 1994. We moved away from didactic lectures towards small group teaching. The number of lectures was cut from 58 to 21. To encourage self-learning, students are given reading materials in advance. A two way dialogue is encouraged during these pathology based sessions.

In 1997, we introduced "Theme Cases" to replace the pathology based small group teachings. They are more structured and written with teaching instructions to tutors. The case material is written around a theme but there are usually more than one problem to be solved. They are illustrated with clinical photos, pathology specimens or investigation results. Working in small groups, the students can refer to textbooks and discuss among themselves. By the end of an hour, the teacher joins the group to discuss the answers and problem solving techniques.

To strengthen the teaching of interpersonal skills, 2 sessions on history taking, physical examination and communication skill were introduced in 1997.

Our department took active part in the implementation of the New Medical Curriculum since 1997. We now teach problem based tutorials in the first, second and third year curriculum. We also participate in the writing of cases for these tutorials.

Lectures were further cut down to 17. Theme cases were revised and have become more symptom orientated. The size of the groups was further reduced to 11 to enhance interaction. Each student now attends a total of 4 theme case sessions. Clinical skills and communication skill sessions were increased to four sessions.

The teaching during specialty clerkship includes bedside teaching, clinic attendance, ward rounds and small group tutorials and whole-group topic discussion sessions. Students are required to keep a logbook. They have to submit short case summaries and to present chosen topic at the end of the clerkship to the tutor.