OBJECTIVE. Medical professionalism has been widely discussed in western scholarly literature. However, since Hong Kong has a mixed Chinese-western culture, it remains uncertain whether Hong Kong health care professionals, medical students, and patients see medical professionalism in exactly the same way as westerners. The objective of the present study was to explore perceptions of medical professionalism in Hong Kong.
DESIGN. Individual semi-structured interviews.
SETTING. Medical faculty preceptors, residents, interns, nurses, and students from the Li Ka Shing Faculty of Medicine of the University of Hong Kong. Subjects were recruited at an out-patient clinic of Queen Mary Hospital.
PARTICIPANTS. We interviewed 39 subjects, including six medical faculty preceptors, six hospital residents, four medical interns, eight nurses, eight out-patients, and seven medical students. The interviews were transcribed and coded. Grounded theory was employed for framing and analysing the interviews.
RESULTS. A total of 30 primary themes were identified and grouped under three secondary themes, ie 'Expectations of a professional doctor', 'Work values', and 'Patient care'. In general, the primary themes were consistent with recognised professional attributes in western bioethics, such as knowledge and skills, holistic care, and communication skills. A closer analysis suggested that traditional Chinese thought also played an important role in shaping the medical professionalism of Hong Kong. Challenges to be faced by Hong Kong doctors due to recent social changes were also identified.
CONCLUSIONS. Medical professionalism in Hong Kong is shaped by both western medical ethics and traditional Chinese thought. The values treasured by Hong Kong health care professionals as well as technological advance, and the city's proximity to Mainland China makes Hong Kong health care unique. It is important to maintain the present work attitudes and at the same time adapt to

Research Findings: In this study, 88 kindergartners received special training in lexical compounding, homophone awareness, or phonological awareness or were assigned to a control condition over a period of approximately 2 months, with 20-min lessons administered twice per week. Chinese word reading improved significantly more in the lexical compounding group as compared to the other groups. Vocabulary knowledge also showed a trend toward improvement in this group (p<.08) and improved significantly in the homophone group. Although phonological awareness improved most in the phonological awareness training group, this group showed no reading or vocabulary improvements relative to the other groups. Practice or Policy: The results underscore the importance of morphological awareness training for both word reading and vocabulary knowledge in young Chinese children.
[Copyright of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10409289.2010.530478]

Background: Research suggests that an eight-week Mindfulness-Based Cognitive Therapy (MBCT) program may be effective in the treatment of generalized anxiety disorders. Our objective is to compare the clinical effectiveness of the MBCT program with a psycho-education programme and usual care in reducing anxiety symptoms in people suffering from generalized anxiety disorder.
Methods: A three armed randomized, controlled clinical trial including 9-month post-treatment follow-up is proposed. Participants screened positive using the Structure Clinical Interview for DSM-IV (SCID) for general anxiety disorder will be recruited from community-based clinics. 228 participants will be randomly allocated to the MBCT program plus usual care, psycho-education program plus usual care or the usual care group. Validated Chinese version of instruments measuring anxiety and worry symptoms, depression, quality of life and health service utilization will be used. Our primary end point is the change of anxiety and worry score (Beck Anxiety Inventory and Penn State Worry Scale) from baseline to the end of intervention. For primary analyses, treatment outcomes will be assessed by ANCOVA, with change in anxiety score as the baseline variable, while the baseline anxiety score and other baseline characteristics that significantly differ between groups will serve as covariates.
Conclusions: This is a first randomized controlled trial that compare the effectiveness of MBCT with an active control, findings will advance current knowledge in the management of GAD and the way that group intervention can be delivered and inform future research.
[Copyright of BioMed Central Ltd. Full article may be available at the publisher's website:
http://dx.doi.org/10.1186/1471-244X-11-187]

This study, which is part of a large-scale study of using objective measures to validate assessment rating scales and assessment tasks in a high-profile school-based assessment initiative in Hong Kong, examined how grammatical complexity measures relate to task type and analytic evaluations of students' speaking proficiency in a classroom-based assessment context. An in-depth analysis of oral performance on two different assessment tasks (i.e., monologic vs. interactive) from 30 English as a Second Language, Cantonese-mother-tongue, secondary school students was conducted using a range of measures of grammatical complexity derived from the previous second language (L2) speaking and writing studies. Results showed that the individual presentation task tended to promote not only a greater number of T-units, clauses, verb phrases, and words but also longer T-units and utterances, thus probably stretching learners more in terms of complexity of grammatical and lexical processing. Results also showed that complexity measures recommended as among the most useful complexity measures demonstrated no significant correlations with analytic ratings of learner speaking proficiency. These findings were then discussed in light of the complex, dynamic, and developmental nature of grammatical complexity as well as in light of a learner-, task-, and L2 form-sensitive account of L2 oral production.
[Copyright of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/15434303.2010.516041]

This paper reports on the syllabus design and implementation of an English for Science and Technology (EST) course at an English-medium university in Hong Kong. The course combined elements of project-based learning and a "pedagogy for multiliteracies" (New London Group, 1996) to produce a strong learner autonomy focus. A major component of the course was a student-centered digital video project, in which students created and shared a multimodal scientific documentary. A range of new technologies and Web 2.0 platforms (including YouTube and Edublogs) were integrated into the project process in order to create a technologically rich learning environment. The design of this structured technological learning environment was informed by existing case studies of students' autonomous language learning in unstructured online spaces. In this paper, we draw on students' accounts (from questionnaires, focus group interviews, and Weblog comments) to evaluate the digital video project and associated technological environment. In particular, we describe the potential of the project to provide students with opportunities to exercise their capacities as autonomous learners within a structured language learning context.
[Copyright of Heinrich-Heine-University in Düsseldorf. Full article may be available at the publisher's website:
http://llt.msu.edu/]