"What knowledge, skills and attitude concerning physical education (PE) are of most worth to students in Hong Kong?" This paper tries to review and discuss the values of PE in schools with reference to the development of PE curriculum in Hong Kong. It is assumed that such values are 'subjective' in the sense that they are perceived by PE teachers as means to an end expressed in their curriculum. They are dynamic and changing from time to time. It is also characterised by personal values of PE teachers or the intentions of the government and other organizations. According to Jewett, Bain and Ennis (1995) and Crum (1993), values of PE can be categorised into different frameworks with three major sources of influence, namely PE teachers' value perspectives towards personal or individual development, social-cultural goals and the subject matter content of PE. Some PE teachers believe that personal or individual development is the major concern of their PE curriculum. Cultivating all-rounded development of the students and developing them to become elite athletes or life long participants in leisure and recreational activities are some of the examples. Others concern more on the social-cultural goals of the PE curriculum. These PE teachers concern more on building students' social efficiency and adaptability through fostering desirable traits of cooperation, loyalty and citizenship. Conversely, some want to develop students' independent and critical thinking through PE so that they can become the change agents for a better society. For some practitioners, the subject matter of PE deserves the special attention in formulating the values of PE in schools. 'The education "of", "through" and "about" physical' conceptions explain appropriately different viewpoints of teachers on the subject nature of PE. However, all the orientations mentioned above are not mutually exclusive. Some are sometimes conflicting and confusing in nature. The situation is sometimes complicated by the

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]

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