Professor Fraide Ganotice is an Associate Professor specializing in educational psychology, measurement and evaluation, and group processes. He holds several key positions at the Li Ka Shing Faculty of Medicine, The University of Hong Kong. These roles include Director of the Bau Institute of Medical and Health Sciences Education (BIMHSE), Programme Director of Interprofessional Education and Collaborative Practice, Programme Director of Research and Scholarship, and Programme Director of Student Teaching and Reflection (STaR) Programme. Under his leadership, the LKS Faculty of Medicine has become the first in Asia and the second globally, following Dundee University in the UK, to offer the Associate Fellowship of Advance HE. Additionally, he serves as the Project Coordinator of the Peer Teaching Certificate Programme, Programme Co-coordinator of electronic Problem-Based Learning (ePBL), and Chairperson of the Departmental Research Postgraduate Committees.

Professor Ganotice’s research focuses on dismantling educational silos to achieve optimal patient-centered care. He is committed to advancing the science and scholarship of medical education by elucidating the fundamental instructional, motivational, and psychological principles that contribute to the success of interprofessional education. His dedication to teaching and research in medical education has been recognized with numerous awards, including the Teaching Excellence Award (2023) from the U21 Health Sciences Group, the Gold Winner at the Times Higher Education (THE) Awards Asia 2023 (Team Award), the Gold Award at the 2021 Quacquarelli Symonds (QS) Reimagine Education Awards (Hybrid Learning), the 2021 Teaching Innovation Award (Team Award), and the U21 Fellowship to Amsterdam University in 2024.

Top 1% highly cited researcher in the field of motivation; Top 2% highly cited researcher in the field of interprofessional education; Top 3% highly cited researcher in the field of medical education (Click here for more information)

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– Interprofessional education in higher education
– Professional collaboration
– Program development and evaluation
– Teacher development
– Test Construction (Development, Adaptation, Translation, and Validation)

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Journal Articles (*corresponding author)

1. Ganotice, F.A*., Dizon, J.I.W.T.,# Shen, X.# et al. (2025). Exploring health and allied science students’ achievement emotions profiles: a person-centered analysis. BMC Med Educ 25, 1518, https://doi.org/10.1186/s12909-025-08088-5
2. Yu, Y., Yung Ngan, O. M., Vardhanabhuti, V., Guan, X. Y., & Ganotice, F. A.* (2025). Comparative effectiveness of psychosocial protective factors for prostate cancer survivorship – A UK Biobank Study. Psycho-oncology, 34(8), e70258. https://doi.org/10.1002/pon.70258
3. Shen, X.#, Dizon, J.I.W.T.#, Tipoe, G., & Ganotice. F.A.* (2025). Effects of students’ psychological needs satisfaction on interprofessional competencies: A multilevel analysis. BMC Medical Education, 24, 1508. https://doi.org/10.1186/s12909-024-06507-7
4. *Ganotice, F.A., Shen, X.#, Dizon, J.I.W.T.# et al (2025). Achievement emotions in healthcare education: Understanding the application of achievement emotions questionnaire. BMC Medical Education 25, 953. https://doi.org/10.1186/s12909-025-07526-8
5. Chan, L*., Chan, P. P. L., Shen, X., Bilney, E. V. M., Lam, T. P., Chen, J. Y., … *Ganotice, F. A. (2025). Psychometric validation of the Physician Well-Being Index-Expanded (ePWBI) among physician educators in Hong Kong. Annals of Medicine, 57(1). https://doi.org/10.1080/07853890.2025.2532121
6. *Ganotice, F. A., Dizon, J. I. W. T., & Xyrichis, A. (2025). Mapping sustainable interprofessional education in the post-pandemic world: emerging practices in interprofessional education. Journal of Interprofessional Care, 39(3), 335–337. https://doi.org/10.1080/13561820.2025.2502870
7. Dizon, J.I.W.T., He, Q., Shen, X…Ganotice. F* (2024). Which psychological needs profile exhibits higher engagement and favorable attitudes toward interprofessional education? A cluster analysis among health and social care Hong Kong students. BMC Medical Education, 24, 1508 . https://doi.org/10.1186/s12909-024-06507-7
8. He, H., Dizon, I.W.J., Tipoe, G., & Ganotice, F*. (2025). Exploring pathways to develop interprofessional identity: A moderated mediation study. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-025-10441-8 
9. *Ganotice Jr, F. A., Mendoza, N. B., Dizon, J. I. W. T., Shen, X., Lee, J. C. Y., Chan, E., … Tipoe, G. L.* (2024). Students’ motivation and engagement in interprofessional education: the mediating role of peer relatedness. Medical Education Online, 29(1). https://doi.org/10.1080/10872981.2024.2430593
10. He, Q., Dizon, J., Ganotice, F.A. *, Tipoe,G.L.* (2024). Unveiling the impact of interprofessional education on shaping students’ interprofessional identity and collaboration. BMC Medical Education, 24 (855). https://doi.org/10.1186/s12909-024-05833-0

Conference Papers

1. Ganotice, F.A., Dizon, W., Shen, X et al., (2025 April). Students’ motivation and engagement in interprofessional education: The mediating role of peer relatedness. American Educational Research Association. Denver Colorado USA, “Research, Remedy, and Repair: Toward Just Education Renewal.” April 23 through April 27. Colorado Convention Center.
2. Ganotice, F.A., (2025, January). The 3C Model. In Innovative Approaches to Interprofessional Education in Asia: Mapping the Path to Sustainability Symposium [Symposium chairperson]. Asia Pacific Medical Education Conference (APMEC) 2025.
3. Ganotice, F.A., Dizon, W et al., (2025, April 23–27). “Students’ motivation and engagement in interprofessional education: The mediating role of peer relatedness,” Division I – Education in the Professions, “Toward Inclusion: Educational Climate in Professions Education”. American Educational Research Association. Denver, Colorado, USA.
4. He, Q., Cheung, P. Y. J., Yue, Y., Ganotice, F.A., Tipoe, G. L., & Zheng, B. (2025, January). Capturing discourse moves and sequential patterns of interactions between tutors and students in the context of problem-based learning: A lag sequential analysis. Asia Pacific Medical Education Conference (APMEC) 2025.
5. Ganotice, F.A., Shen, X, (June 24, 2024). Promoting Cross-Institutional Collaboration Through Interprofessional Education: Forging Alliances in Healthcare Education. Hong Kong Teaching Excellence Alliance
6. Ganotice, F.A. (2024, August). Students’ motivation and engagement in interprofessional education: The mediating role of peer relatedness. Presentation type: ePoster (On Demand). AMEE 2024.
7. Chan, L., Ganotice, F., Chen, J (2024, August). How do medical educators in Hong Kong conceptualise resilience? Presentation type:Short Communication (On Demand). AMEE 2024.
8. Shen, X., Dizon, J.I.W., Ganotice, F.A., He, Q., Lei, J., Tipoe, G.L. (2024, March). Technology support predicts learning outcomes in interprofessional education: The mediating effect of relatedness [Paper presentation]. 18th annual International Technology, Education and Development Conference (INTED2024), Virtual Meeting.
9. Ganotice, F.A., Tipoe, G., Dizon, J.I.W. (August 26-30, 2023). Achievement emotions profile of healthcare Chinese students in Hong Kong. AMEE. An International Association for Health Professions Education. Glasgow, UK.

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