Introduction of Virtual Reality to the Teaching of Direct Ophthalmoscopy for Medical Students at the University of Hong Kong

Principal Investigator: Dr Nicholas Siu Kay Fung, Department of Ophthalmology
(E: nfung@hku.hk)
Co-investigators: Dr Rachel Cheung, Dr Amiee Pang, Ms Christina Wong,
Prof Lam Wai Ching

Our project will bring proven and effective technology-driven learning to medical students in the form of virtual reality (VR). Medical students develop a lack of confidence due to the steep learning curve of the direct ophthalmoscope compared to other clinical skills at their level of training. This may reduce the interest in learning a skill, ultimately resulting in young physicians with a low proficiency after medical school. Traditional direct ophthalmoscopy training is difficult without proper contextual feedback where the trainer is unable to visualize what the student is seeing, resulting in the an ineffective transfer of skill. Studies also show that VR training effectively reduces complications in ophthalmic surgeries with new trainees.

The new VR system arrives at an opportune time with the onset of the global pandemic, COVID 19. With VR systems, we can avoid risks from patient contact, discomfort from a prolonged examination, unlimited access to practicing a new skill, access a much larger variation of diseases from virtual images and build student interest with technology. Lastly, the feedback from trainers will be unprecedented now that they can actually visualize and “see” what the students see. This will allow a much more comprehensive teaching experience and eventually translating to a more objective examination process as well.

Developing Telemedicine Consultation Skills for Future Doctors

Principal Investigator: Dr Anderson Chun On Tsang, Department of Surgery
(E: acotsang@hku.hk)
Co-investigators: Dr Gary Kui Kai Lau, Dr Kendrick Co Shih, Professor Kent Man Chu,
Dr Raymond King Yin Tsang, Dr Tsui Yee Emily Tse

Telemedicine has an increasingly important role in the delivery of healthcare. Aside from providing consultation to remotely located patients, it is also utilized for time-sensitive emergency such as tele-stroke assessment, and in situation where physical contact is restricted as highlighted by the social distancing measures in the COVID-19 pandemic. The practice of effective telemedicine requires unique skills, which are not taught in the medical curriculum at present. This project will develop the curriculum and teaching materials for effective telemedicine consultation, including professional web-side manners and adapted physical examination skills. We aim to teach our future doctors how to carry out an effective telemedicine consultation in different specialties and different clinical settings.

Building Psychological Competence among Undergraduate Nursing Students in Clinical Education

Principal Investigator: Dr Angie Ho Yan Lam, School of Nursing
(E: angielam@hku.hk)
Co-investigators: Mr Kwan Ho Wong, Ms Claudia Kor Yee Chan, Ms Yin Man Yiu Hellene, Ms Jessica Yuet Ying Cheuk, Dr Maggie Mee Kie Chan, Dr Maggie Wai Ming Pun, Dr Venus Pui Yan Wong, Dr Jay Jung Jae Lee, Dr Stanley Kam Ki Lam, Dr Janet Yuen Ha Wong

Nursing students in Hong Kong experienced high levels of stress, anxiety, and even depression associated with clinical practicum, especially in Year 2 and Year 3 who face their very first clinical practicum (Cheung et al., 2016).

Studies demonstrated that mindfulness, which cultivates the present moment awareness with acceptance of non-judgemental attitudes, appeared to improve nurses’ mental health significantly (Guillaumie, Boiral, Champagne, 2016). Besides, peer learning in nursing clinical education may also reduce anxiety and stress by helping students gain confidence through guidance and advice from peers with similar experiences (Choi, Kim, Park, Lim & Kim, 2020).

The proposed project aims to develop an Online Mindfulness-based Pre-Clinical Practicum Program (iMBCP) to reduce psychological disturbance (stress, anxiety, depression) among nursing students in clinical learning. It is expected that the project will equip the students’ psychological competence in professional practice environments by cultivating mindfulness capability and a peer teaching environment.