In China, social work was reestablished in 1988. Despite the number of social work programmes increased very fast throughout the 1990s, there was a huge need for social work-trained educators. The Hong Kong Polytechnic University and Peking University launched the MSW (China) Programme in 2000 to create a critical mass of social work educators who would assume future leadership in social work development in mainland China. Participatory action research was employed as a methodology to explore how social work education could transform students into catalysts for social work education and social development. Purposive sampling was adopted, and seven cohorts totaling 238 graduates who graduated from the programme were the participants in this research. Data collection and analysis were carried out throughout the action research process. We found the triple capacity building model to be a good pedagogy to foster transformation among participants, and to steer the knowledge co-creation, practice innovation, policy reform, and social change through social work education. In this paper, we will provide an overview of the background, vision, and mission, as well as the teaching pedagogy of the programme and a case study to demonstrate how social work education has an impact on policy and practice innovation in China. Copyright © 2025 Taylor and Francis Ltd.

Objective: Physical activity (PA) is critical for healthy development in preschoolers, with long-lasting benefits that can affect later life. The World Health Organization (WHO) recommends that children aged 5–17 years should engage in 60 min of moderate-to-vigorous PA per day. However, physical inactivity in children is on the rise globally, with declines in PA starting at the age of 4 years. Increasing PA during early childhood is important to delay adiposity rebound, promote behavioral changes, improve physical fitness, and facilitate future PA engagement. However, limited evidence has been established on the effects of school-based PA interventions on preschoolers. This study examines the effects and sustainability of a preschool-based PA intervention on increasing PA, improving physical fitness and health in preschoolers, with the exercise dose benchmarked to the WHO PA guidelines. Methods: This assessor-blinded, two-arm cluster randomized controlled trial will include 3300 preschoolers (aged 5–6 years) from 110 kindergartens in Hong Kong, China. Kindergartens will be randomized into intervention and control groups in a 1:1 ratio. The control kindergartens will continue their usual curriculum of ∼2.5 h PA/week, whereas preschoolers in the intervention kindergartens will engage in an additional 75-min game-based PA class twice per week (extra 2.5 h PA/week) over the preschool year. This multi-component intervention will also target parents, teachers, and the kindergarten environment to further encourage PA in preschoolers and their families. Objectively measured PA, cardiorespiratory fitness and other physical fitness components (muscle strength and power, agility, balance, flexibility, body composition), and psychological health will be examined at the start (0 month) and end (10 months) of the preschool year. Maintenance effects will be assessed after preschoolers’ transition into primary school (16 months). Generalized estimating equations or other appropriate

Importance: Professionalism is a core attribute for competent occupational therapists, but teaching professionalism to students is challenging for educators. Objective: To investigate whether students can expand their understanding of professionalism by engaging with international role models. Design: Pretest-posttest. Setting: One academic institution in Hong Kong. Participants: First-year students (N = 102) enrolled in an introductory occupational therapy course. Intervention: An international role-modeling pedagogy was informally embedded into a course curriculum. Students were divided into 16 groups and collaboratively interviewed eight role models (academic theory or practice model developers) to understand their inspiration and ideas about occupational therapy competence. Outcomes and Measures: In addition to pre- and postclass surveys, students completed individual self-reflection reports as a course assignment. A postsemester focus group was also held. Results: Sixty-three students completed the surveys, and 5 attended the focus group. The students showed significant improvements in their understanding of professionalism after the course (Wilcoxon signed rank Zs = 5.671-6.766, p < .001). Interviewing the role models enabled the students to become more aware of intrinsic aspects of professionalism. Major themes in the student focus group included gaining a better understanding of professionalism and committing to personal change. Some implementation challenges were also experienced. Conclusions and Relevance: International experts (theory or practice model developers) can be integrated into occupational therapy curricula as role models to enhance the teaching of professionalism to students. What This Article Adds: Interviewing international role models who have developed theories or practice models can enhance student learning in the area of professionalism and complement traditional approaches to clinical education. Copyright © 2020 by the American Occupational

Human dissections in the current medical curriculum are conducted using a checklist approach to prioritize the exposure of anatomical structures. In this setting, anatomy educators are labored to enhance their engagement during the dissection. To address this issue, we considered the current medical education pedagogies and identified a novel approach of studio-based learning (SBL) for application in a Human Dissection Workshop. This study aimed to (1) evaluate students' perceptions of SBL, (2) appraise the impact of SBL on anatomical knowledge learning, and (3) interpret the results of a validated questionnaire. Workshop participants were recruited from Year 2 medical students at the Chinese University of Hong Kong from the 2020 and 2021 cohorts. Fifty-one students participated in the workshop (N=24 [2020], N=27 [2021]), and 50 of them completed the postworkshop questionnaire rated on a 5-point Likert scale. Nineteen items were validated using a factor analysis. The interpretation of the questionnaire results demonstrated the different learning outcomes of the workshop, which included (1) enhancing students' knowledge and spatial understanding of anatomical structures, (2) strengthening students' appreciation of gross pathologies and clinical relevance, and (3) promoting higher-order thinking skills. To our knowledge, this is the first study to introduce SBL in medical education. The successful implementation of the workshop reflects the promising potential of SBL for enhancing human dissection and supplementing the medical curriculum. Copyright ©2024 John Wiley & Sons, Ltd.

Interprofessional education (IPE) incorporates healthcare students from various disciplines to learn with, about, and from one another, aiming to foster effective collaboration. However, the factors that promote these collaboration outcomes remain elusive. Recognizing this knowledge gap, this study utilizes self-determination theory applied in a ten-day IPE programme. The study aims are twofold: to clarify the potential influence of personal factors (autonomy, competence, and relatedness) and environmental factors (clear goals and technology support) on collaboration outcomes (team goal achievement and team effectiveness) and to examine the effect of the IPE on these outcomes. The study utilized an IPE programme that integrated asynchronous and synchronous learning methods across two institutions in Hong Kong and the United Kingdom. This involved 147 students from diverse healthcare disciplines who were enrolled in the IPE programme. A pre- and post-test design was employed to examine programme effects. Multiple regression analysis was conducted to explore the factors influencing these outcomes, while paired samples t -tests were used to evaluate the effect of the IPE programme on collaboration outcomes. Among the personal factors, a sense of relatedness emerged as an important predictor of team effectiveness and goal achievement. Clear goals and technology support positively influenced collaboration outcomes. A paired samples t -test indicated significant improvements in collaboration outcomes after the IPE simulation. These findings highlight the importance of designing a large IPE programme that meets basic psychological needs (especially the sense of relatedness) and provides clear goals and adequate technology support in the IPE context. This study is helpful to understand how personal and environmental factors promote the collaboration outcomes in medical education and provide insights for future IPE curriculum development. • Relatedness significantly predicted

A dominant discourse in social work literature and textbooks is that community workers should take a proactive stance to pressure government officials to reform policy. Without any mission to downplay the political role of social work in the first place, the author of this paper argues that activist discourses from the 1970s are too old to inform contemporary struggles. In light of the neo-liberal, neo-managerial, post-colonial, and pan-political realities, antagonistic relationships between stakeholders in the community, politicians, opinion leaders, and the establishment have ushered in new-look community work in Hong Kong. Social work education on community development should undergo a transformation to help social work students reposition themselves in these chaotic times. Copyright ©2025 Oxford University Press.

Introduction: Students’ peer relatedness is vital to their academic achievement and engagement. However, little is known about the mechanisms that can explain such a link in health professions education, especially in interprofessional education (IPE), where interprofessional socialization is promoted. To address the research gap in understanding the social dynamics embedded within IPE and their impact on crucial motivational outcomes, this study examines how peer relatedness (belonging) mediates the link between motivation (both intrinsic and extrinsic) and engagement in IPE. Methods: Data from 841 students enrolled in IPE from Medicine, Nursing, Social Work, Chinese Medicine, Pharmacy, Speech and Hearing Sciences, Clinical Psychology, and Food and Nutritional Science from a university in Hong Kong were used in this study. Intrinsic and extrinsic motivation were collected at baseline, while peer relatedness need satisfaction and engagement and disaffection in IPE were assessed after four weeks. We used a fully latent structural equation model to examine whether peer relatedness mediated the link between motivation and engagement in IPE. Results: Our results indicate that intrinsic motivation at baseline significantly increases engagement and reduces disaffection four weeks later, while extrinsic motivation shows the opposite effect. Crucially, the adaptive role of motivation to engagement was significantly mediated by relatedness from IPE teams. Specifically, the effect of students’ motivation on their engagement/disaffection in IPE can be partially explained by their relatedness within IPE teams. Conclusion: This study underscores the importance of peer relatedness in IPE, highlighting its role in harnessing student motivation to foster student engagement. The findings contribute to a deeper understanding of the psychosocial mechanisms in IPE and highlight the value of collaborative learning environments in fulfilling students’ need for relatedness, thereby fostering

After the government of Hong Kong branded Hong Kong as "Asia's World City," there has been more interest in addressing the needs of multicultural education in the city. This is also the intent of this study, which discusses the impact of a sports program that involves a South Asian sport called kabaddi on intercultural competence. The program was conducted in a multicultural setting in secondary schools and social communities with participants of different ethnic backgrounds. These participants included students, school teachers and kabaddi coaches. Four schools were purposefully selected, and the data collection methods comprised interviews and participant observation. The findings of the study revealed that the program which adopted the approach of teaching games for understanding (TGfU) could enhance the intercultural competence of both Chinese and South Asian students. The students gained new knowledge about heritage/minority cultures, learned to appreciate them, and developed bonding and bridging social capital. The implications of this study validate the feasibility and merit of integrating intercultural education into physical education. However, it is important to identify the ethnic composition and relations of the participants and devise a suitable pedagogy and curriculum when implementing the program for optimal results. Copyright © 2023 Taylor & Francis.

The purpose of this study is to make a comparison between training culture in the perspective of digital technology and the approach of middle and upper volleyball coaches in Hong Kong and Indonesia to get reflection or feedback, as well as recommendations from the research results obtained for improvement. The quality of coaches in both countries. Comparative study research method with a questionnaire instrument. Data analysis used t test, or different test. The sample used in this study is a purposive sample from the two countries with the subject being a volleyball coach who practices at high school or equivalent. Data analysis was carried out by comparing the average differences in respondents' answers regarding the use of digital technology and training culture and training style between the two countries. The higher the average, the better the culture and style of training in a country. Data normality analysis with Kolmogorov-Smirnov and Homogeneity with Lavene's Test. The research subjects were 85 high school volleyball extracurricular coaches in Indonesia, and 22 coaches from Hong Kong. The findings of the research results Sig.(2-tailed) value (0.038 < 0.05) there is a significant difference between the culture and coaching style of volleyball coaches in Indonesia and coaches in Hong Kong. There are significant differences between culture and coaching styles in the context of digital technology in volleyball practice in Indonesian and Hong Kong high schools. Copyright © 2023 Ismail Sahin.