Newsletter No. 410

8 No. 410, 4.1.2013 古明达教授 矫形外科及创伤学系教授 2012年教资会杰出教学奖得主 你为何选择矫形外科作为专科? 那要从我青少年时代在孟买的经历说起。我当时(现在也是)酷爱户外活动,热中 参与童军和红十字会,以及各种社会服务。那时,爸爸一位好友遇上意外受了重 伤,双腿骨折。爸爸和我赶往救援,送他入医院。看到医院内各项完善的设备和急 救程序,实在眼界大开。其后,那朋友在医院渐渐康复,而我也爱上了医学,从此立 志从医,悬壶济世。 我在印度完成医学教育,其时有关保护童工的法例甚为宽松,很多儿童手部受伤, 复原工作却做得并不理想,令我有点失望。1984年我来香港参加医学会议,遇上梁 秉中教授(现任中大矫形外科及创伤学荣休讲座教授),他后来成了我的良师。我 对这里的显微外科印象深刻,1989年我到香港进修,并开始任教矫形外科。 过去二十年,你认为香港的医疗教育有何转变? 与初来港时比较,香港转变了很多。首先,香港人较以前精明,体验也愈趋丰富, 对最佳实务和最新的医疗发展倍加关注。他们的想法和理想不但变得更明确和清 晰,还有实践的决心。今天的社会着重效率,这二十年间,新教学模式不断涌现。社 会在前进,教学也要同步呼应。 至于医学教育,在这些年就变得多了。师生关系密切多了,老师对学生更友善和开 明,也更敏于留意他们的局限。现时教学是完全以学生为中心,实习是最重要的部 分,是协助学生过渡至真正医生的时期,因此,我十分重视每年对于众多医科实习 生的辅导工作,希望在这最易受影响的阶段,令他们学懂尽职,培养责任感,并学 习接纳犯错。 为什么电子学习平台对医学教育那么重要? 以「创新进展性评估个案研究网上学习平台」为例,学生可模拟处理不同复杂程度 的个案,大大补充临床教学的不足。在移动通讯科技方面,纵然仍要购买一些不能 自制的材料,但我们已自行研发出好些软件。 获得教资会杰出教学奖后,有何改变? 获奖让我深感高兴,然而对我的工作和生活并没带来什么改变。所得的奖金将用 作举办工作坊,协助医护界人士和学生来作知识转移。我希望这类工作坊对中大 同仁和校外同行均有帮助。 与学生的相处中,有何难忘经历? 我曾与一位聪颖的学生讨论肿瘤问题,她提出一个甚为根本的疑问,尽管基本,却 包含洞见,使我印象深刻。这是一道难有答案的问题,却促成了一项研究计划,且 取得教资会资助。我衷心感激这位学生坚持不懈地追问一些发人深思的问题,谁 说真理或智慧不会源于基本或微不足道的疑问。 你喜爱远足和摄影吗? 我喜欢远足、攀山和摄影。在香港我常去远足,每次休假返印度,也会去行山。这是 我向大自然表达崇敬的方法之一。 Prof. Shekhar Kumta Professor in the Department of Orthopaedics and Traumatology Recipient of 2012 UGC Award for Teaching Excellence Why did you choose orthopaedics as your specialty? This goes back to my childhood and youth in Mumbai. I was (and still am) very keen on outdoor activities and was an avid participant in the Scouts and the Red Cross, as well as other forms of community services. It was when I was young that an accident occurred to a close friend of my father’s, in which he sustained considerable injury with his legs fractured. My father and I rushed to his rescue. We took him to the hospital where my eyes were open to a full array of the facilities, equipment and procedures of the emergency treatment regime. The family friend gradually recovered in the hospital and I became captivated. I decided there and then that medicine would be my career and helping others as a medical practitioner, my goal in life. I completed my medical education in India, and it was a time when the laws against child labour were relatively lax and there were a lot of cases of children’s hand injuries. I was rather dismayed by the fact that restoration was not always done as well as it should be. Then in 1984 I came to Hong Kong for a medical conference, and made the acquaintance of Prof. P.C. Leung (now Emeritus Professor of Orthopaedics and Traumatology of CUHK), who later became my mentor. I was very impressed by the standard of microsurgery in Hong Kong and, in 1989, I moved here to further my training and then started a teaching career in orthopaedics. Have you observed any changes in medical education in Hong Kong in the last 20 years? There have been a lot of changes since the time I first arrived in Hong Kong. In the first place, Hong Kong people have become much smarter than before. Their exposure has broadened, and their awareness of good practice standards and the most up-to-date advancements has never been higher. Their ideas and ideals are now much more focused, and their determination to achieve is much stronger. There is now a much greater emphasis on efficiency, and during these two decades new learning models have evolved. Society is on the move, and teaching should resonate with society. Medical education, however, has undergone a lot of changes in these years. There is now a lot more rapport between the teachers and the students, and there is a great deal of friendliness, openness, and a high degree of sensitivity to the limits of the students on the part of the teachers. Teaching is now thoroughly student-centred, and the internship, which is the transition from being a student to actual medical practice, is all-important. I make a point of seeing and counselling a good number of interns every year because they are undergoing a vulnerable phase, when they must learn to accept responsibility and the concept of duty, and also develop the willingness to accept mistakes. Why are e-learning platforms so important in medical education? Our Formative Assessment Case Studies (FACS), for example, is a web-based, interactive platform where students learn how to manage simulated cases of various levels of complexity, and is found to be a very helpful complement to our clinical teaching. We have also done a lot of work on mobile technologies, and have developed some software on our own although we still rely on purchased materials where we cannot produce them in-house. Has the UGC Award for Teaching Excellence changed anything? The award, while much appreciated, has not brought about any change to my work and my private life. But the award money will be used to run workshops which will facilitate knowledge and skills transfer among medical and health students and practitioners. I hope these workshops will be of help to colleagues both within and beyond CUHK. What was the most memorable encounter you have had with a student? I was once engaged in a discussion with a very brilliant student on the subject of tumours. She asked me a rather fundamental question which, basic as it was, greatly impressed me for the insight it carried. It was a question that would not admit of any answers, but it inspired a research project which led to a UGC grant. I was deeply grateful to this student for her persistent and thought-provoking questions. Basic or insignificant as the subject is, no one can tell whether great truth or wisdom would not reside in a simple question. Are you a hiker and a photographer? Yes I am very keen on hiking, and I enjoy mountain-climbing and photography as well. I hike a lot in Hong Kong, and in the Indian mountains too every time I go back for vacation. This is my way of paying respect to Nature. 请扫描QR码 阅读全文版 Scan the QR code for the full version Photos of Prof. Shekhar Kumta in this issue are by Keith Hiro

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