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.

Total Citations: 2,075 (Google Scholar)
H-index: 24

Effective from
2024	Director, Bau Institute of Medical and Health Sciences Education Li Ka Shing Faculty of Medicine, The University of Hong Kong
2023	Programme Director, Research and Scholarship Bau Institute of Medical and Health Sciences Education Li Ka Shing Faculty of Medicine, The University of Hong Kong
2022	Programme Director, Interprofessional Education and Collaborative Practice Li Ka Shing Faculty of Medicine, The University of Hong Kong
2022	Chairperson, Departmental Research Postgraduate Committee, BIMHSE
2022	Project coordinator, Peer Teaching Certificate Programme for Problem Based Learning Bau Institute of Medical and Health Sciences Education Li Ka Shing Faculty of Medicine, The University of Hong Kong
2021	Project co-coordinator, e-Trigerred Problem Based Learning (ePBL) Bau Institute of Medical and Health Sciences Education Li Ka Shing Faculty of Medicine, The University of Hong Kong
2021	Member, Committee on the Use of Live Animals in Teaching and Research (CULATR)

Sep 2019 – Mar 2021	Senior Lecturer (Program Coordinator of Interprofessional Education) Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong
Jan 2018 – Aug 2019	Assistant Professor Department of Counseling and Psychology, Faculty of Social Sciences, Hong Kong Shue Yan University, Hong Kong
Apr 2015 – Dec 2017	Lecturer (Program Coordinator) Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong Interprofessional Team-Based Learning for Health Professional Students
Jan 2014 – Apr 2015	Senior Research Assistant Knowledge Enterprise and Analysis, Office of VP for Research and Technology, City University of Hong Kong, Hong Kong
May 2013 – Dec 2013	Senior Research Assistant Department of Special Education and Counselling, The Hong Kong Institute of Education, Hong Kong
Jan 2013 – Apr 2013	Associate Professor I Faculty of Education, Palawan State University
Jan 2008 – Dec 2012	Assistant Professor III Faculty of Education, Palawan State University

2023	Fellow of Advance HE – FHEA
2010	Doctor of Philosophy in Educational Psychology Major in Measurement and Evaluation De La Salle University – Manila Dissertation: Personal Investment and School Achievement among Adolescent Students in Public and Private High Schools in the Philippines (Awarded the Best Dissertation by the Psychological Association of the Philippines, PAP)
1998	Master of Arts in Education (Educational Administration) Palawan State University
1995	Bachelor in Education (Guidance and Counseling) Palawan State University

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

External Grants

Project	Funding Source	Proponents	Project Amount
1. Promoting cross-institutional collaboration through interprofessional education: Forging alliances in healthcare education	Teaching Development and Language Enhancement Grant (TDLEG), 2022-25 – Inter-institutional Collaborative Activities (IICA)	Principal investigator	HK$806,400
2. Breaking disciplinary silos: Examining the effects of a technology-supported team-based interprofessional education model in the Social Sciences	Faculty Development Scheme, Research Grant Council	Principal investigator	HK$848,984
3. Science text comprehension: Investigating the role of text structure strategy, motivation, and metacognitive	Research Grants Council, GRF	Co-investigator	HK$783,150
4. Enhancing positive values and well-being through Experiential Mindfulness Programme (EMP) among secondary school students	Quality Education Fund, HKSAR	Co-investigator	HK$1,434,400
5. Fostering collaborative knowledge construction in blended problem-based learning (bPBL): A mixed-methods study	Research Grants Council, GRF	Co-investigator	HK$556,772

Internal Grants

Project	Funding Source	Proponents	Project Amount
1. Game on: Unlocking the power of gamified interprofessional education to foster knowledge co-construction among health professional students	Teaching Development Grant	Principal investigator	HK$290,778
2. Deriving a knowledge co-construction model in a multi-institutional interprofessional education	Teaching Development Grant	Principal investigator	HK$300,000
3. University Grants Committee (UGC) Virtual Teaching and Learning (VTL) Grant: HKU Teaching and Learning Fellows	University Grants Committee	Principal investigator	HK$100,000
4. Meeting the need for relatedness to optimize teams’ engagement, achievement, and well-being in interprofessional education: A cross-sectional, longitudinal, and experimental study	Enhanced New Start-Up Research Grant	Principal investigator	HK$380,000
5. Exploring student- and group-level predictors for teamwork achievement in interprofessional education: A multilevel analysis	Seed Fund for Basic Research for New Staff	Principal investigator	HK$150,000
6. From literacy to simulation: The three-tier interprofessional education and collaborative practice model for HKU	Teaching and Learning Quality Committee (TLQC)	Principal investigator	HK$200,000
7. Finetuning the application exercise and facilitation strategies of interprofessional education (IPE)	Teaching and Learning Quality Committee (TLQC)	Principal investigator	HK$300,000
8. Co-creating Systematic Learning Towards Clinical Mastery – An Interprofessional Student-Educator Partnership Approach	Teaching Development Grant	Co-investigator	HK$300,000
9. Unveiling the impact of peer teaching in interprofessional education: A mixed-methods exploration	Teaching Development Grant	Co-investigator	HK$280,991
10. Assessment and management of older patients with cancer: a multidisciplinary team approach with integration of Interprofessional Education	Teaching Development Grant	Co-investigator	HK$100,000
11. Bridging basic biological science with clinical medicine throughout pre-clinical and clinical years of undergraduate medicine and healthcare programmes	Teaching Development Grant	Co-investigator	HK$300,000
12. Effectiveness of a Cross-faculty Interprofessional Educational Intervention in Enhancing Wellbeing Literacy and Wellbeing among Health Professions Students: a Mixed-methods Study (Project no. 941)	Teaching Development Grant	Co-investigator	HK$299,438
13. Creation and Integration of an Electronic Health Record Platform in Healthcare Education	Teaching Development Grant	Co-investigator	HK$300,000
14. Resilience: A Pilot Mixed Methods Study of HKU Medical Educators	SEED Funding Programme for Basic Research (HKU)	Co-investigator	HK$150,000
15. Professional Skills in Communication and Prioritization in Acute Care	Teaching and Learning Quality Committee (TLQC)	Co-investigator	HK$296,438
16. Resilience: A Mixed Methods Study of Hong Kong Medical Educators	Enhanced New Staff Start-up Research Grant Application	Co-investigator	HK$380,000
17. Enhancing Students' Learning through Team-based Learning	Teaching Development Grant, The Education University of Hong Kong	Co-investigator	HK$174,200
18. English spelling development of Chinese ESL children	Internal Research Grant, The Hong Kong Institute of Education	Co-investigator	HK$99,185

1. Ganotice, F.A. et al., (2024). Breaking disciplinary silos: A global approach to Interprofessional Education, Medical Education, DOI: 10.1111/medu.15342
2. Ganotice, F.A. (2023a). Guide on the side: Planting the seed of interprofessional collaboration among medical education students. Medical Education
3. Ganotice, F.A. (2023). Transitioning from Professional to Interprofessional Identity. Medical Education
4. Ganotice, F.A., et al., (2023). Students’ interaction anxiety and social phobia in interprofessional education in Hong Kong: Mapping a new research direction. Annals of Medicine, 55(1), pp. 2210842–2210842
5. Ganotice, F. A., et al., (2022). Nurturing the ‘self’ in Health Professions Education. Medical Education, vol. 56, no. 1, pp. 7–9
6. Ganotice, F. A., et al., (2021) Autonomous motivation explains interprofessional education outcomes: A self-determination theory perspective. Medical Education, 55(6), 701–12
7. Ganotice, F.A. & Chan L. K. (2019). How can students succeed in computer-supported interprofessional team-based learning? Understanding the underlying psychological pathways using Biggs' 3P model. Computers in Human Behavior, 91, 211-219.
8. Ganotice, F., & Chan, L. (2019). Which of the four models? Examining the measurement properties of the Interdisciplinary Education Perception Scale (IEPS) in healthcare and socialcare prelicensure curriculum in Hong Kong. Journal of Interprofessional Care, 33(1), 1-7.
9. Ganotice, F.A. & Chan L. K. (2018). Construct validation of the English version of Readiness for Interprofessional Learning Scale (RIPLS): Are Chinese undergraduate students ready for ‘shared learning’? Journal of Interprofessional Care, 32 (1), 69-74.
10. Wong, A. K., Wong, F. K. Y., Chan, L. K., Chan, N.K., Ganotice, F., & Ho, J. (2017). The effect of interprofessional team-based learning among nursing students: A quasi-experimental study. Nurse Education Today, 53, 13-18.
11. Chan L.K., Ganotice, F.A, Wong F.K.Y., Lau C.S, Bridges, S., Chan C, Chan NK, … Yum, T.P. (2017). An Interprofessional Team-Based Learning Programme involving seven undergraduate health and social care programmes from two universities: Development, implementation, and evaluation. BMC Medical Education, 17 (1) 221.

1. Fonseca GRBC, Tipoe GL, Ganotice F.A.*(2024). Facilitating active learning of sectional anatomy with technology-enhanced small-group tasks: Assessment of knowledge gains, technology usability, and students' perceptions. Clinical Anatomy. doi:10.1002/ca.24190.
2. He, H., Lei, J., Chong, D., Luk, P., Chan, E., Dizon, W., Shen, X., Tipoe, G., & Ganotice, F.A.* (2024). Unpacking the perceptions and experiences of student facilitators in interprofessional education: A qualitative study. Medical Education Online, https://doi.org/10.1080/10872981.2024.2330257 .
3. *Ganotice, F. A., Tipoe, G., Orlu, M., & Tipoe, A. (2024). Breaking disciplinary silos: A global approach to interprofessional education. Medical Education, DOI: 10.1111/medu.15342
4. *Ganotice, F. A. (2023a). Guide on the side: Planting the seed of interprofessional collaboration among medical education students. Medical Education, https://doi.org/10.1111/medu.15251
5. *Ganotice, F. A.. (2023). Ganotice, Fraide A. “Transitioning from Professional to Interprofessional Identity.” Medical Education, https://doi.org/10.1111/medu.15191.
6. Zheng, B., Ganotice, F.A., … Tipoe, G.L. (2023). From self-regulation to co-regulation: Refining learner presence in a community of inquiry in interprofessional education. Medical Education Online, 28 (1) DOI: 10.1080/10872981.2023.2217549
7. *Ganotice, F. A., Zheng, B., Ng, P., #Shen,… #Ho, A … *Tipoe, G.L. (2023). Towards a global partnership model in interprofessional education for cross-sector problem-solving. BMC Medical Education, 23 (457) https://doi.org/10.1186/s12909-023-04290-5
8. *Ganotice, F. A., #Shen, X., Yuen, J.K.Y., Chow, A.Y.M., Wong, A.M.Y., Chan, K.M.K., Zheng, B., Chan, L., Ng, P.Y., Leung, S.C., Barrett, E., Chan, C.H.Y., Chan, W. N., Chan, S.K.W., Chan, P.S.L., Chan, S.C.S., Chan, E. W.Y. Cheuk, J.Y.Y., Choy, J., … Tipoe, G.L. (2023). Students’ interaction anxiety and social phobia in interprofessional education in Hong Kong: Mapping a new research direction. Annals of Medicine, 55(1), pp. 2210842–2210842, https://doi.org/10.1080/07853890.2023.2210842
9. *Ganotice, F. A., Chan, K.M.K., Chan, S.L., Chan, S.C.S, Fan, K.K.H, Lam, M.P.S., Liu, R.K.W., Wong, G.H.Y., Yuen, G.Y.W., Yuen, J.K., Yeung, S.S.S., Nalipay, M.J.N., Tsoi, F.H.S., & Tipoe, G.L. (2023). Applying motivational framework in medical education: Scale adaptation and application. Medical Education Online, 1-9, . https://doi.org/10.1080/10872981.2023.2178873
10. *Ganotice, F. A., Chan. L., #Shen, X., Lam, A. H. Y., Wong, G. H. Y., Liu, Rebecca K. W. L., & *Tipoe, G.L. (2022). Team cohesiveness and efficacy explained outcomes in interprofessional education. BMC Medical Education. https://doi.org/10.1186/s12909-022-03886-7
11. *Ganotice, F. A., Chan, C., Chan, E. W.Y., Chan, S. K. W, Chan, L., Chan, S. C. S., Lam, A. H. Y., Leung, C. Y. F., Leung, S. C., Lin, X., Luk, P., Ng, Z. L. H., #Shen, X., Tam, E. Y.T., Wang, R., Wong, G. H.Y. Wong, & *Tipoe, G. (2022). Autonomous motivation predicts students’ engagement and disaffection in interprofessional education: Scale adaptation and application. Nurse Education Today
12. *Ganotice, F. A.., Chan S., Chow, A., Fan, K., Khoo US, King, R., Lam, M., Luk, P., Ng, A., Wang, N., Yeung, SS., & *Tipoe, G. (2022). What factors facilitate interprofessional collaboration outcomes in in interprofessional education? A multi-level perspective. Nurse Education Today https://doi.org/10.1016/j.nedt.2022.105393
13. *Ganotice, F. A., Yeung, S. S. S., & *Tipoe, G. L. (2022). Nurturing the "self" in health professions education. Medical education, 56(1), 7–9. https://doi.org/10.1111/medu.14689
14. *Chan, L., Liu, R., Lam, T., Chen, J., Tipoe, G., & *Ganotice, F.A. (2022). Validation of the World Health Organization Well-Being Index (WHO-5) among medical educators in Hong Kong: a confirmatory factor analysis. Medical Education Online, 27(1). doi: 10.1080/10872981.2022.2044635
15. *Ganotice, F. A., Chan, L., Chow, A., Khoo, US., Lam, M., Liu, R., Poon, R., Wang, M., Tsoi, F., & *Tipoe, G. (2022). What characterize high and low achieving teams in interprofessional education?: A self-determination theory perspective. Nurse Education Today, 94, 1-8. doi: 10.1016/j.nedt.2022.105321
16. *Ganotice, F. A., & Chan, L. (2021). Does collective efficacy drive readiness for interprofessional learning? Evidence from a large-scale interprofessional education program in Hong Kong. Journal of Interprofessional Care, 36(1), 75-82. doi: 10.1080/13561820.2020.1831452
17. *Ganotice, F. A., Fan, K.K.H., Ng, Z.L.H., Tsoi, F.H.S, Wai, A.K.C., Worsley, A., Lin, X., & Tipoe, G.L. (2021). The short version of students’ perceptions of interprofessional clinical education revised (SPICE-R3): A confirmatory factor analysis. Journal of Interprofessional Care,36(1), 135-143. doi:10.1080/13561820.2021.1879751
18. *Ganotice, F. A., Chow, A., Fan, K., Khoo, U.S., Lam, M., Poon, R., Tsoi, F, Wang, M., & *Tipoe, G.L. (2021) To IPAS or not to IPAS? Examining the construct validity of Interprofessional Attitudes Scale among Hong Kong Chinese Sample. Journal of Interprofessional Care,36(1), 127-134. doi:10.1080/13561820.2020.1869705
19. *Ganotice, F. A., Gill, H., Fung, J.T.C., Wong, J.K.T., & *Tipoe, G.L. (2021) Autonomous motivation explains interprofessional education outcomes: A self-determination theory perspective. Medical Education, 55(6), 701–12, https://doi.org/10.1111/medu.14423
20. *Bridges, S., Chan, L.K., Chen, J., Chang, J., & Ganotice, F. (2020). Learning environments for interprofessional education: A micro-ethnography of sociomaterial assemblages in team-based learning. Nurse Education Today, 94, 1-doi: 8.10.1016/j.nedt.2020.104569
21. Cervantes-Sudio, M. G., *Ganotice, F. A., & Navarro, A.T (2020). Are Filipino students ready to collaborate? Comparing the readiness of allied health students for interprofessional education in the Philippines. Journal of Interprofessional Care. doi: 10.1080/13561820.2020.1806215
22. Chan, L. K., & Ganotice, F.A.(2019). Team-based learning for interprofessional education. In CS Lau (Ed.), Preparing healthcare learners for a changing world (pp. 126-135. HKU Med. LKS Faculty of Medicine. Bau Institute of Medical and Health Sciences Education.
23. *Chan, L. K., Wong, F., Chan, L.K, & Ganotice, F.A. (2019). Interprofessional team-based learning: A revealing process for cultivating professional identity among nursing students. Open Journal of Nursing, 9, 249-267. DOI: 10.4236/ojn.2019.93025
24. Ganotice, F. A. & *Chan L. K. (2019). How can students succeed in computer-supported interprofessional team-based learning? Understanding the underlying psychological pathways using Biggs' 3P model. Computers in Human Behavior, 91, 211-219. doi: 10.1016/j.chb.2018.09.029
25. Ganotice, F. A. & *Chan, L. K. (2018). Psychometric validation of team experiences questionnaire in pre-registration Chinese health and social care students in Hong Kong. Journal of Interprofessional Care, 33(2), 163-169. doi: 10.1080/13561820.2018.1531835
26. Ganotice, F. A. & *Chan, L. K. (2018). Which of the four measurement models? Examining the measurement properties of the Interdisciplinary Education Perception Scale (IEPS) in healthcare and socialcare pre-licensure curriculum in Hong Kong. Journal of Interprofessional Care. doi: 10.1080/13561820.2018.1512958
27. Ganotice, F. A. & *Chan L. K. (2018). Construct validation of the English version of Readiness for Interprofessional Learning Scale (RIPLS): Are Chinese undergraduate students ready for ‘shared learning’? Journal of Interprofessional Care, 32 (1), 69-74. doi.org/10.1080/13561820.2017.1359508
28. *Wong, A. Wong, F., Chan, LK., Chan, NK.,Ganotice, F. A. & Ho, J. (2017). The effect of interprofessional team-based learning among nursing students. Nurse Education Today. doi: 10.1016/j.nedt.2017.03.004
29. *Chan L.K., Ganotice, F. A. ,Wong F.K.Y., Lau C.S, Bridges, S., Chan C, Chan NK, … Yum TP (2017). Implementation of an interprofessional team-based learning program involving seven undergraduate health and social care programs from two universities, and students' evaluation of their readiness for interprofessional learning. BMC Medical Education, 17 (1) 221. doi: 10.1186/s12909-017-1046-5.
30. *Ganotice, F. A., Shin, K., Downing, K., Han, F., Lee Wai Yip, Yeo, W., Suen, J. J. S., Lee, K. M., Soong, I., Wong, K. Y., & Kwok, C. (2016). Profile of mood states and quality of life of Chinese post mastectomy women in Hong Kong: Integrating variable-and person-centered approaches. Health Care for Women International.

1. Chan, L. K., & Ganotice, F.A. (2019). Team-based learning for interprofessional education. In CS Lau (Ed.), Preparing healthcare learners for a changing world (pp. 126-135. HKU Med. LKS Faculty of Medicine. Bau Institute of Medical and Health Sciences Education.
2. Ganotice, F. A., Tang, H., Tsui, G., Villarosa, J., & Yeung, S.S (2017). Globalization of world university rankings and its impact on Asian universities. In K. Downing & F. A Ganotice (Eds.), World University Rankings and the Future of Higher Education. IGI Global. http://www.igi-global.com/book/world-university-rankings-future-higher/150147
3. Ganotice, F. A., Yeung, S. S., Beguina, L. A., & Villarosa, J. (2016). In search for H.E.R.O among Filipino teachers: The relationship of positive psychological capital and work-related outcomes. Special Issue on “Positive Education in Asia”. The Asia Pacific Education Researcher. DOI: 10.1007/s40299-015-0267-9.
4. Ganotice, F. A., Lising, R. L., Nieva, A.M., & Bernardo, A.B.I. (2016). Variations in Filipino college students’ achievement goals in different types of college subjects. Invited book chapter contribution to edited volume entitled "Counseling, psychology, and education: Essays in honor of Rose Marie Salazar-Clemena. Manila: De La Salle University Publishing House.
5. Ganotice, F. A., & Yeung, S. S. (2016). The conjoint influence of achievement goals on Filipino students’ sense of self, facilitating conditions, and school outcomes: A Personal Investment Theory analysis. Invited book chapter contribution to edited volume entitled "The Psychology of Asian Learners: A Festschrift in Honor of David Watkins", by Springer Asia.

• Recipient of Commission on Higher Education (CHED), Faculty Development Program Scholarship (2007-2010)

Editorial Board	BMC Medical Education 2022 Impact Factor: 3.6; Ranking:63/269 (Education & Educational Research), JCI Quartile = Q1
Associate Editor	Journal of Interprofessional Care 2022 Impact Factor: 2.7; IF; Ranking: 61/106 (Health Care Sciences & Services), JCI Quartile = Q3
Editorial Board	PLOS ONE 2022 Impact Factor: 3.7; IF; Ranking: 29/134 (Multidisciplinary Sciences), JCI Quartile = Q1
Member, Editorial Board	Educational Studies, 2020 Impact Factor: 1.7 Ranking: 196/269 (Education & Educational Research) (Education & Educational Research), JCI Quartile = Q2
Ad Hoc Reviewer	Educational Psychology The Asia-Pacific Education Researcher The International Journal of Educational and Psychological Assessment Palawan State University Journal Journal of Measurement and Evaluation in Counseling and Development
Consultant	Development Strategists International Consulting, Inc. (DSI), Pasig City, Philippines DSI-Consult is a consulting firm established by experienced international consultants and academics with extensive expertise in education, health systems, social development, organizational development, performance and rewards management, human resources management and development, judicial reforms and environment and resources management
Accreditor/Evaluator	Accrediting Agency of State Universities and Colleges in the Philippines (AACCUP)

Fraide A. Ganotice, Jr., Ph.D.
ganotc75@hku.hk
+852 3917 9814
4/F William MW Mong Block
21 Sassoon Road, Pokfulam, Hong Kong