Introduction: Intercalated BScs (iBScs) are an optional part of undergraduate (UG) medicine courses in UK, Eire, Australia, New Zealand, the West Indies, Hong Kong, South Africa and Canada, consisting of advanced study into a particular field of medicine, often combined with research. They potentially improve students' skills and allow exploration of specific areas of interest. They are, however, expensive for institutions and students and delay workforce entry. There is conflicting evidence about their impact. Methods: A mixed-method systematic review (meta-analysis and critical interpretive synthesis) of the biomedical and educational literature, focusing on the impact of iBScs on UG performance, skills, and career choice, and to explore students' and other stakeholders' opinions about iBScs. Results: In the meta-analytic part of this review, we identified five studies which met our predetermined quality criteria. For UG performance, two studies using different methodologies report an improvement in UG performance; one study reported an Odds Ratio [OR] of 3.58 [95% CI 1.47–8.83] and the second reported a significant improvement in finals scores (1.27 points advantage 95% CI 0.52–2.02). One study reported a mixed result, while two studies showed no improvement. Regarding skills and attitudes, one paper suggested iBScs lead to the development of deeper learning styles. With regard to subsequent careers, two studies suggested that for those students undertaking an iBSc there is an increased chance following an academic career [ORs of 3.6(2.3–5.8) to 5.94(3.6–11.5)]. Seven of eight studies (with broader selection criteria) reported that iBSc students were less likely to pursue GP careers (ORs no effect to 0.17 [0.07–0.36]). Meta-analysis of the data was not possible. In the critical interpretative synthesis analysis, we identified 46 articles, from which three themes emerged; firstly, the decision to undertake an iBSc, with students receiving conflicting advice; secondly

A motivational orientation framework for higher education has previously been derived from interviews with 36 undergraduate students in an elite university system. The framework consists of six interacting facets of motivation represented by continua labelled: compliance, individual goal setting, sense of belonging, interest, career and university lifestyle. The aim of this study was to see whether the framework also applied to entrants to a community and vocational college sector, the emergence of which has boosted participation to mass higher education status. Individual interviews were conducted with 25 students in five colleges in Hong Kong. Analysis identified main themes and referenced these against those of the previous study. The data were consistent with the facets of the original framework. A fuller understanding was reached of the less motivated ends of the continua, as these were more commonly displayed than by the undergraduate sample in the previous study. There was evidence of avoidance goals, in the form of fear of failure. Sense of belonging was, in some cases, manifest in a form in which students socialised at the expense of academic work. There was evidence of interest being stifled because of curriculum design problems, as the awards were often not suited as terminal vocational awards, nor led to places in undergraduate degrees. The conclusion was that the motivational orientation framework also applies to the type of students entering mass higher education systems.
[Copyright of Studies in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03075070903514062]

Background: Despite Hong Kong government's official commitment to the development of traditional Chinese medicine (TCM) over the last ten years, there appears to have been limited progress in public sector initiated career development and postgraduate training (PGT) for public university trained TCM practitioners. Instead, the private TCM sector is expected to play a major role in nurturing the next generation of TCM practitioners. In the present study we evaluated TCM graduates' perspectives on their career prospects and their views regarding PGT.
Method: Three focus group discussions with 19 local TCM graduates who had worked full time in a clinical setting for fewer than 5 years.
Results: Graduates were generally uncertain about how to develop their career pathways in Hong Kong with few postgraduate development opportunities; because of this some were planning to leave the profession altogether. Despite their expressed needs, they were dissatisfied with the current quality of local PGT and suggested various ways for improvement including supervised practice-based learning, competency-based training, and accreditation of training with trainee involvement in design and evaluation. In addition they identified educational needs beyond TCM, in particular a better understanding of western medicine and team working so that primary care provision might be more integrated in the future.
Conclusion: TCM graduates in Hong Kong feel let down by the lack of public PGT opportunities which is hindering career development. To develop a new generation of TCM practitioners with the capacity to provide quality and comprehensive care, a stronger role for the government, including sufficient public funding, in promoting TCM graduates' careers and training development is suggested. Recent British and Australian experiences in prevocational western medicine training reform may serve as a source of references when relevant program for TCM graduates is planned in the future

A questionnaire survey was conducted with 106 in-service teacher education students of a university in Hong Kong to study their motives and commitment in teaching. Three motive factors were identified in their choice of teaching as a career, the most influential one is "intrinsic/altruistic motive", the next one is "extrinsic motive/job condition" and lastly "influence from others". Within the intrinsic/altruistic motive, around 80% to 95% teachers considered teaching is meaningful, they desired to teach the subjects they liked, they wished to help others and to work with children/teenagers. Four factors representing the areas or aspects of teaching which influenced the teachers' dedication and commitment were found, viz., "students' learning and school development", "demands on teaching and school practices", "teaching as a career choice", "teacher-pupils interaction and attitudes". Correlational analyses showed that intrinsic/altruistic motive was significantly related to the four commitment factors, suggesting that the motives held by the teachers in joining the teaching profession (in particular, intrinsic/altruistic motive) is influential upon teachers' commitment in teaching. Further analysis of the item responses highlights the elements affecting teachers' commitment in teaching involve school head, colleagues, students, parents and educational changes, which deserve the attention of the education authority to address with appropriate measures.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]