Adopting AI and Other Technologies We adopt new technologies to enhance our work, not simply because they are there, and we have a strong track record of succeeding in this goal. The MCHK accreditation team gave us early positive feedback on our adoption of cutting-edge technologies, such as the virtual patient simulator and VR in Nursing, the Techmezz and the Anatomage. Digital assessments and telehealth have been integrated into our teaching. And, in the past few months, a lot of effort has been focused on GenAI, which offers a good example of how HKUMed and the University as a whole are responding to technological change. The University has issued a policy and guidelines to all Faculties and developed training materials for both teachers and students. Here at HKUMed, we adapted the policy to provide more elaborate guidance to students to ensure their use of GenAI still aligns with the registration standards for professional licensing bodies. Teachers have also been given guidelines on things like adapting unsupervised assessments with alternative tasks to demonstrate that the work is the student’s, such as asking them to submit hand-written care plans and make short video demonstrations. Moreover, with a generous HK$30 million donation from Mr Li Ka-shing, which the Faculty has matched, we will be expanding our digital teaching and learning capacity through hardware, software and human capital. Our focus will be on GenAI, big data and informatics, and we will be providing grants and scholarships to students with academic excellence in AI technologies. I would like to point out here that the first year of our revived BSc (Bioinformatics) has attracted high-quality students. We have already identified some ways in which AI can offer unique input into learning, such as analysing team interpersonal communication skills and teaching students how to train data to help interpret x-ray results. To get an idea of what student involvement can mean, let me give you some examples from our experiences with medical students. Under the SIME programme, they have partnered with educators to co-design over 20 teaching and learning innovations, such as interactive e-learning sets, interactive diagrams and gamified learning. They have also been involved as near-peer tutors in problem-based learning sessions and online sessions for pre-clinical students – the tutors are senior students and their participation not only helps their junior counterparts, it helps the tutors to consolidate their knowledge. This year we will introduce near-peer tutors for clinical students. There is certainly room for such initiatives in our other programmes in future. Some of these examples involve new technologies. Many of our students have been playing with and using technological devices from infancy and they are well-positioned to give rich and useful feedback on what is and is not useful to learning. SIME can help us, as a Faculty, move with the times and with our students. 8
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