The current study presents the development process and initial validation of a measure designed for assessing psychological needs satisfaction in a secondary school physical education context (Psychological Needs Satisfaction Scale in Physical Education, PNSSPE). Junior secondary school (grades 7 to 9) students (N = 1,258) were invited to participate in three studies. In Study 1, item generation (34 items) and initial content validity of the PNSSPE were achieved. In Study 2, the factorial structure of the PNSSPE was tested using exploratory and confirmatory factor analyses. Internal consistency reliabilities of the subscales were also examined. In Study 3, the reliability and validity of the scores derived from the PNSSPE were further examined in an independent sample. Overall, the PNSSPE demonstrated good content, factorial, discriminant, and nomological validities. It also demonstrated acceptable internal consistency and test-retest reliability. The measurement model was proven invariant across gender and samples. Psychometric evidence from a series of studies suggests that the PNSSPE could be used as a reliable and valid measure to assess Hong Kong secondary school students' satisfaction of psychological needs in physical education.
[Copyright of Measurement in Physical Education & Exercise Science is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/1091367X.2013.872106]

This study investigated parent general value of science operationalized in the 2006 questionnaire of the Programme for International Student Assessment (PISA), as a determinant of adolescents' scientific literacy performance. The transmission of academic values literature is small. To the best of our knowledge, no previous studies to date have examined the transmission of valuing of science. Study data were drawn from PISA 2006, which focused on science. The study sample comprised 4645 15-year-old adolescents in Hong Kong. Results from the conceptual structural model indicated that parental academic values (general value of science): (a) positively and directly affected adolescents' valuing of science and in turn further influenced adolescents' science performance, (b) positively and directly affected adolescents' science performance, and (c) stimulated adolescents' motivation to study science and in turn further influenced their science performance. Implications for school-level policy and practice include: (a) promoting parental valuing of science via parent involvement and (b) producing culturally and contextually grounded evidence on strategies for enhancing the transmission of academic values using research methodologies such as action research.
[Copyright of Educational Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03055698.2013.866889]

The Hospital Authority employs over 60,000 staff and manages 41 public hospitals and institutions, 47 specialist outpatient clinics and 74 general outpatient clinics throughout Hong Kong. It received HK$41.14 billion (L3.475 billion) of funding from the government in the year 2012 to 2013, which represented 92% of its funding income (Census & Statistics Department, 2013). This public healthcare system uses 3% of the Hong Kong gross domestic product (GDP) to provide 88% of inpatient services and 28% outpatient services locally, while the private sector provides only 12% of inpatient services and 72% of outpatient services with 2.3% of GDP. There is a heavy reliance on the public sector to provide healthcare to most of the patients requiring more intensive hospitalization. Hong Kong currently only has about 280 specialists in psychiatry serving a population of over 7 million people, of whom 90 work in the private sector. According to the World Health Organization (WHO) Mental Health Atlas 2011 country profiles (WHO, 2011), the number of psychiatrists per 100,000 population is 4.39, compared to 12.76 in Australia, 10.1 in Japan, 5.12 in Korea, and 2.81 in Singapore. There is a shortage of psychiatrists, especially in the public mental health sector, which urgently needs to be tackled. This article looks at the current trend in psychiatry teaching and recruitment from medical school and the training scheme provided by the Hong Kong College of Psychiatrists.
[Copyright of International Review of Psychiatry is the property of Informa Healthcare. Full article may be available at the publisher's website:
http://dx.doi.org/10.3109/09540261.2013.816656]

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

Background: The Physical Education (PE) curriculum has already been reformed in most countries across the world. Problem solving, lifelong learning, and health issues have become major concerns of PE curricula. With the innovation of PE curricula, a variety of teaching approaches based on the constructivism learning theory have been designed and tested. Bunker and Thorpe, in an attempt to shift from the teacher-centred and skill-based learning to a student-centred approach, initially developed teaching games for understanding (TGfU), which links tactics and skills within a game context. This approach has attracted increasing attention from researchers and PE teachers, with a large body of literature examining the attitude of PE teachers and their implementation of TGfU. However, the differences in the perspective of TGfU among pre-service teachers, cooperating teachers, and university supervisors remain unexplored.
Purpose: The present study aimed to examine the views, learning experiences, and understandings of pre-service PE teachers, cooperating teachers, and university supervisors of TGfU in Hong Kong.
Context: Comprehensive PE curriculum reformation programmes were conducted in Hong Kong in 2002 and 2007 to promote student generic skills. The new PE curriculum has challenged teachers to introduce new strategies that promote students' generic skills, such as TGfU. Participants and settings: Ten pre-service teachers and their mentors, including nine cooperating teachers and three university supervisors were involved in the present study, which was conducted during the teaching practicum of pre-service teachers. Data collection: A semi-structured interview was conducted with each participant.
Data analysis: Interview data were analysed through deductive content analysis to identify meaningful pieces of information comprising the comprehensive text segment.
Findings: Three groups of teachers have positive views on TGfU although the reason behind