APBEN Second Meeting

The Asia Pacific Bioethics Education Network (APBEN) is holding its fourth annual conference wholly online between May 21 and 22, 2022. The conference will be co-hosted by the Chinese University of Hong Kong and Asian Medical Students Association Monash Malaysia (AMSA Monash Malaysia).

Our 2022 theme - The New Norm of Professionalism, Bioethics and Beyond - recognises the emerging challenges pose to the teaching and practice of Professionalism and Bioethics. We look forward to a collaborative environment where educators and healthcare practitioners come together to initiate and engage in discussions that lead to new ideas and research.

DAY 1 MAY 21, 2022 (SATURDAY, AM)

HONG KONG - HKT, UTC +8 | MYT, UTC +8 | AEST, UTC +10

Time	Programme Details
08:45 - 09:00	Admission to ZOOM
09:00 - 09:15	Welcome Remarks by Chair, Asia Pacific Bioethics Education Network (APBEN) Dominique MARTIN, Associate Professor of Bioethics and Professionalism, School of Medicine, Faculty of Health, Deakin University, Australia Opening Remarks by Co-Chair, APBEN Annual Conference 2022 Organising Committee Ann LAU, Assistant Dean (Education), Faculty of Medicine; Co-Director, CUHK Centre for Bioethics, The Chinese University of Hong Kong, Hong Kong SAR Wee-ming LAU, Senior Lecturer, Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Malaysia Group Photo-taking
09:15 - 09:45	Keynote: Clinical Professionalism Moderator: HK NG, APBEN Convenor and Advisor and Professor, Department of Anatomical and Cellular Pathology, The Chinese University of Hong Kong, Hong Kong SAR
09:50 - 10:10	Teaching professionalism: what do we share [Presentation File] Lynley ANDERSON, Acting Dean, The Dunedin School of Medicine and Head of Department and Professor, Bioethics Centre University of Otago, New Zealand
09:50 - 11:30	Symposium 1: Inter-professional Collaboration in Pre-clinical Health & Bioethics Education Moderator: Stuart LANE, Associate Professor and Coordinator of Clinical Studies, Sydney Medical Program University of Sydney, Australia
09:50 - 10:10	Keeping things real in bioethics education – the benefits and hazards of interprofessional collaboration in teaching [Presentation File] Dominique MARTIN, Associate Professor of Bioethics and Professionalism, School of Medicine, Faculty of Health, Deakin University, Australia
10:10 - 10:30	Inter-professional collaboration in resolving ethical dilemmas in the clinical setting [Presentation File] Gavin JYONT, Professor and Chairman, Department of Anaesthesia and Intensive Care, The Chinese University of Hong Kong, Hong Kong SAR
10:30 - 10:50	Inter-professional collaboration in resolving ethical dilemmas in the nursing setting Rowena L. Escolar CHUA, Dean, College of Nursing, University of Santo Tomas, Philippines
10:50 - 11:10	<TBC>
	Daniel Fu-Chang TSAI, Professor, Department of Medical Education and Bioethics, National Taiwan University College of Medicine, Taiwan
11:10 - 11:25	Round-Table Discussion
11:25 - 11:30	Comfort Break
11:30 - 12:36	Poster & Oral Presentation Session Moderators: Wai-tat WONG, Department of Anaesthesia and Intensive Care, The Chinese University of Hong Kong, Hong Kong SAR; Mark TAN, Universiti Teknologi MARA, Malaysia
11:30 - 11:36	Theme 1: Professionalism Moral distress among health care professionals^ Sai Vighnesh THATI, College of Public Health, Kent State University, United States
11:36 - 11:42	The international dilemma of crisis pregnancy centers – standards of medical professionalism in Faux clinics Rebecca FEINBERG, College of Science and Health, DePaul University, United States
11:42 - 11:48	Australian doctors: caught between law and ethics Catrina STURMBERG, Deakin University, Australia
11:48 - 11:54	Experiences and reflections from ethics teachers upon hearing alarming cases from medical students in class Amalia MUHAIMIN, Universitas Jenderal Soedirman, Indonesia
11:54 - 12:00	Reimagining medical professionalism in the age of COVID-19: Perspectives of a medical teacher Pacifico Eric CALDERON, St. Luke's College of Medicine - William H. Quasha Memorial, Philippines
12:00 - 12:06	Forming IPE curricula around principles not random chance using Lencion's and Truckman's team function/formation models Stuart LANE, University of Sydney, Australia
12:06 - 12:12	A curriculum framework for teaching professionalism to future health practitioners Alexandra WAKELEY, Deakin University, Australia
12:12 - 12:18	Enhancing undergraduate medical students’ experience of professionalism in clinical skills learning Kyi Kyi THA, Monash University Malaysia, Malaysia
12:18 - 12:24	Theme 2: Physician Self-care and Resilience Providing for providers in correctional managed care: Impact of a wellness program addressing moral distress Jeff FARRONI, University of Texas Medical Branch at Galveston, United States
12:24 - 12:30	Malaysian junior doctors: From the front line to the picket line amidst the COVID-19 pandemic Shu Hui NG, Monash University Malaysia, Malaysia
12:30 - 12:36	The experience of medical education in India: Narratives of mental health concerns among medical student^ Melvin THOMAS, Manipal Centre for Humanities, Manipal Academy of Higher Education, India
12:36 - 13:30	Lunch Break

DAY 1 MAY 21, 2022 (SATURDAY, PM)

HONG KONG - HKT, UTC +8 | MYT, UTC +8 | AEST, UTC +10

Time	Programme Details
13:30 - 14:45	Symposium 2: A Multiple-regional Perspective Moderator: Ann LAU, Assistant Dean (Education), Faculty of Medicine; Co-Director, CUHK Centre for Bioethics, The Chinese University of Hong Kong, Hong Kong SAR
13:30 - 13:50	Same same, but different – teaching medical ethics [Presentation File] Adrienne TORDA, Vice Dean, Faculty of Medicine and Health; Head, School of Clinical Medicine, The University of New South Wales (UNSW) Sydney, Australia
13:50 - 14:10	Embedding ethics in public health emergencies [Presentation File] Susan J BULL, Associate Professor in Medical Ethics, The University of Auckland, New Zealand; Programme Director, Epidemics Ethics, The University of Oxford, United Kingdomd
14:10 - 14:30	Adapting inter-professional education to a virtual learning environment: reflection and lessons [Presentation File] G. Owen SCHAEFER, Assistant Professor, Centre for Biomedical Ethics, National University of Singapore, Singapore
14:30 - 14:45	Round-Table Discussion
14:45 - 14:50	Comfort Break
14:50 - 16:20	Poster & Oral Presentation Session Moderators: Pacifico CALDERON, Associate Professor and Chair, Department of Professionalism, Medical Ethics, and Humanities, St. Luke’s Medical Center College of Medicine-William H. Quasha Memorial, Philippines Emma TUMILTY, Lecturer, School of Medicine, Deakin University, Australia
14:50 - 14:56	Theme 3: Public Health, Emerging Technology, and Research Ethics Ethical challenges of conducting human genomics research in Malaysia: An exploratory study Win Zee TEONG, Queen Elizabeth Hospital, Malaysia
14:56 - 15:02	Employing artificial intelligence to advance patient safety in Nigeria: Legal and ethical issues arising^ Dorcas AKINPELU, University of Ibadan, Nigeria
15:02 - 15:08	Ethical and social implications of utilitarianism in covid-19 vaccine allocation in the Philippines^ Rey Hikaru ESTOCE, St. Luke's Medical Center College of Medicine - William H. Quasha Memorial, Philippines
15:08 - 15:14	Ethical dilemmas in the clinical laboratory Saswati DAS, Atal Bihari Vajpayee Institute of Medical Sciences, India
	Theme 4: Bioethics Teaching, Learning, and Assessment Pedagogies
15:14 - 15:20	A student's perspective on Asia-Pacific bioethics education^ Elizabeth Nga Yu NG, University of Hong Kong, Hong Kong SAR
15:20 - 15:26	Developing program to foster professionalism based on self-formulated aspirational ethics over built-in prohibitive ethics Mika SUZUKI, Kyoto University, Japan
15:26 - 15:32	Teaching and assessment as a single dynamic pedagogy in the process and product of learning Julia Patrick ENGAKASAN, Universiti Malaya, Malaysia
15:32 - 15:38	Impact of workbook-based ethics learning strategy: a novel approach for undergraduate medical ethics education Muhammad Shahid SHAMIM, Dow University of Health Sciences, Pakistan
15:38 - 15:44	Incorporating reflections of researchers in an online health research ethics course: The DRISHTi experience Salik ANSARI, Sangath, India
15:44 - 15:50	Evaluation of knowledge and attitude regarding dental advertising among dentists in Mangalore, India Ancy Reji JOTHY, Noorul Islam College of Dental Sciences, India
15:50 - 15:56	The challenges of nursing profession in Bangladesh Md Shaikh FARID, Dhaka University, Bangladesh
15:56 - 16:02	Responsibilities, approach and assessment of bioethics in biotechnology Sehrish BUTT, Dow University of Health Sciences, Pakistan
16:02 - 16:08	Challenges and opportunities of ethics teaching in clinical rotation Miko FERINE, Universitas Jenderal Soedirman, Indonesia
16:08 - 16:14	Traditional framework of bioethics curriculum and pandemic ethics: some observations from Bangladesh Munir Hossain TALUKDER, Jahangirnagar University, Bangladesh
16:14 - 16:20	Changing perceptions about bioethics learning: Impact of EthAKUl - a mobile just-in-time learning app Tashfeen AHMAD, Department of Surgery, Aga Khan University, Pakistan
16:20 - 17:00	APBEN General Meeting Introduction to APBEN Special Interest Task Force
17:00 - 17:10	Closing Remarks of Day 1 Programme

DAY 2 MAY 22, 2022 (SUNDAY, AM & PM)

HONG KONG - HKT, UTC +8 | MYT, UTC +8 | AEST, UTC +10

Time	Programme Details
08:45 - 09:00	Admission to ZOOM
09:00 - 09:20	Opening and Introduction of Events by AMSA Monash Malaysia
09:20 - 10:50	Forum: COVID-19 Vaccinations
	Moderators: Vinod RMT BALASUBRAMANIAM, Senior Lecturer, Jeffrey Cheah School of Medicine & Health Sciences, Monash University Malaysia, Malaysia Panelists: Chiuan Yee LEOW, Immunologist and Senior Lecturer, Institute for Research in Molecular Medicine, University Sains Malaysia, Malaysia Hong Wai THAM, Leader of the Biopharmaceutical Research Unit and Senior Lecturer, SEGi University, Malaysia Student Facilitators: AMSA Monash Malaysia
11:00 - 12:30	Workshop: Implications in Telemedicine
	Workshop Lead: Raymond CHOY, Chief Executive Officer, DOC2US Student Facilitators: AMSA Monash Malaysia
12:30 -13:30	Lunch Break
13:30 - 15:00	Workshop: Ethical Challenges in Complementary & Alternative Medicine
	Workshop Lead: Wendy YIM, Professional Consultant (Honorary), School of Chinese Medicine, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong SAR Co-facilitators: Wee-ming LAU & Ann LAU, Co-Chairs, APBEN 2022 Organising Committee Student Facilitators: AMSA Monash Malaysia
15:00 - 16:30	Workshop: Cultural Impacts in the Clinical Context: End-of life Issues
	Workshop Lead:Wai-Tat WONG, Department of Anaesthesia and Intensive Care, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong SAR Student Facilitators: AMSA Monash Malaysia
16:30 - 16:45	Closing Remarks & Introducing APBEN 2023

Keynote Presentation

The medical profession and society expect all qualified doctors to have a highly developed set of skills and values or professionalism. The social contract between society and medicine, gives medicine certain privileges in exchange for a medical workforce that is responsive to societal needs. The social contract is dynamic and negotiable, changing in response to changes in societal needs or to perceived failings in professionalism. It is important that medical students are taught to embrace the values inherent in a good medical professional through the process of professional identity formation (PIF). Teaching a student how to “think, act, and feel like a physician’ and to engage fully as a professional is seen as an important educational objective for medical schools (Cruess et al, 2019). It is important that, through the PIF process, we do not lose the very features or personal values that made them ideal future doctors in the first place.

However, doctors do not work in isolation, they work collaboratively with nurses, physiotherapists, occupational therapists, pharmacists, dentists and others, all with the purpose of benefitting the patient. I will report on a recent programme at the University of Otago that has taken almost 900 medical, dental, pharmacy, physiotherapy nursing and occupational therapy students in their first year of training putting them into mixed groups to discuss professional ethics. The purpose of the session is not about how their professions differ but what they share.

BIOGRAPHY

Professor Lynley Anderson is the Acting Dean, Dunedin School of Medicine. Previously Head of Department of the Bioethics Centre, Dunedin School of Medicine. She originally trained as a physiotherapist. She teaches ethics and professional issues to undergraduate and postgraduate health professional students. Lynley completed her PhD on ethical issues for sports doctors in New Zealand in 2006 and was subsequently asked to write a code of ethics for the Australasian College of Sports and Exercise Physicians (ACSEP) (2008, 2016). This was followed by one for the NZ Physiotherapy Board (2011, 2017). Lynley was a founding editor of the Journal of Bioethical Inquiry and editor of the New Zealand Bioethics Journal. She has also chaired the Ethics Committee of the Health Research Council. She was the PI on research on bullying and currently on unacceptable behaviours experienced by clinical students. She is also researching in the Interprofessional Education space.E. M

Symposium: Inter-professional Collaboration in Pre-clinical Health & Bioethics Education

Bioethics education aims to equip students with the skills to apply ethical theory in the analysis of contemporary issues. Achieving theoretical rigour in the explication of ethics as well as accurate appraisal of relevant “real world” evidence requires a level of multidisciplinary knowledge that can be difficult for both students and educators to obtain. Interprofessional collaboration in teaching provides valuable opportunities to bridge the disciplinary divide but may be difficult to implement successfully. For example, in the context of medical education, ethics is often taught by clinicians with limited ethical training or by ethicists with little clinical knowledge or experience. In this talk I discuss some of the benefits and hazards of interprofessional collaboration in teaching and assessment, drawing on the example of medical ethics education. I also present some potential strategies to support effective collaboration.

BIOGRAPHY

Dr Dominique E. MARTIN, MBBS, BA(Hons), PhD, is Associate Professor of Bioethics and Professionalism at Deakin University in Australia. Dominique is a bioethicist specialising in ethical issues relating to organ and tissue donation and transplantation, nephrology, and health professionalism. She leads the ethics, law and professionalism teaching team in the School of Medicine at Deakin and is involved in curriculum design and development as well as teaching within a number of health professional programs. Dominique is the current Chair of the Asia Pacific Bioethics Education Network.

Interprofessional collaboration is increasingly recognized as an important aspect of clinical care, and the need for similar collaboration to resolve dilemmas with ethical dimensions is not different. Front-line clinicians dealing with decisions that involve ethical dilemmas like end-of -life care, scarce resource allocation and initiation of palliative care can all describe the challenges encountered, and how failure of inter-professional collaboration may have negative consequences for patients and healthcare staff. Recent research has identified positive healthcare results when high-quality inter-professional collaboration has been achieved, and similar positive outcomes should be expected when solving of ethical dilemmas. Despite its apparent advantages, inter-professional collaboration is not always intuitive, or easily achieved, and there are many challenges to overcome if we wish to consistently achieve high-quality professional interactions. Examples of these challenges include differing caring roles (cure vs care), and different understanding of core values among different professional groups. In addition, there are the challenges emanating from the effect of professional’s individual characteristics such as gender, economic status and ethnic/cultural background. These and other threats to high-quality interprofessional collaboration have been identified, but because they are now known, they can be proactively reduced by education and the development of an appropriate culture in the professional workplace. For students in the clinical domain, making sure that practicing professionals are setting high standards of inter-professional collaboration is crucial, as student observation of how their role models interact forms a key part of the hidden curriculum, and a key component of how they will behave in the future. Finally, it must be remembered that real collaboration recognizes patient autonomy as part of shared decision-making models. This is particularly important when solving dilemmas with a strong ethical dimension.

BIOGRAPHY

After training in Anaesthesia and Intensive Care at Baragwanath Hospital in South Africa, he is currently Professor, Chairman and Honorary Chief of Service in the Department of Anaesthesia and Intensive Care, The Chinese University of Hong Kong. Research interests include infection and sepsis, antibiotic pharmacokinetics, and medical education, including ethics and professionalism. He is a founding member of the international BASIC Collaboration, focused on delivering high quality, affordable education to doctors and nurses treating critical illness.

Changes in healthcare delivery systems globally have placed an increasing emphasis on inter-professional collaboration. Collaboration and coordination among various healthcare team members, such as between and among physicians, nurses, pharmacists, social workers, and other disciplines, has become increasingly important as it plays a vital role in delivering team-based care to patients. Moreover, inter-professional collaboration experiences provide healthcare practitioners with the opportunity to directly interact with other health disciplines so they can effectively practice teamwork and holistic care.

But aside from the provision of health care, an inter-professional collaborative approach for exploring ethical dilemmas is also on the rise. It involves professionals in discussions about ethical issues that arise in patient care. Inter-professional collaboration in resolving ethical dilemmas aims to enhance team-based care of patients and improve health outcomes. Since nurses are at the forefront of care, they encounter ethical challenges daily. They are strategically positioned to advocate for moral resolution of ethical dilemmas, leading to more efficient, ethical, and compassionate care. However, while inter-professional collaboration may have significant advantages, there are also challenges encountered due to the diverse backgrounds, perspectives, and responsibilities of those involved.

BIOGRAPHY

Rowena L. Escolar CHUA, Ph.D., RN, is a graduate of BS Nursing from the University of Santo Tomas (UST) from Batch 1993. From the same university, she also graduated with a Master of Arts in Nursing and Ph.D. in Development Studies, graduating with the highest honors. She has worked as a registered nurse in step-down units and ICU in the United States for 15 years before coming home full-time to the Philippines to teach in the UST College of Nursing. She has taught Medical-Surgical Nursing, Bioethics in Nursing Practice, Critical Care Nursing, and Nursing Pharmacology. She is currently the UST College of Nursing Dean and the program lead in the UST Graduate School for the Nursing Cluster. She has presented numerous papers on Nursing and published them in various internationally recognized publications ranging from Medical-Surgical nursing, Nursing Pharmacology, Third Age learning, and Nursing ethics. She also serves as a manuscript reviewer for Sage Journals. She is also a member of the Commission on Higher Education in the Philippines- Technical Evaluation Committee for Nursing and a member of the Philippines Department of Health National Transplant Ethics Committee as a cluster expert in Nursing..

To be confirmed

BIOGRAPHY

To be confirmed

Symposium: Bioethics Education: A Multiple-regional Perspective

The COVID-19 pandemic necessitated and accelerated many pedagogical innovations and adaptations, particularly in making use of virtual learning platforms. This talk will summarize experiences from Singapore in adapting interprofessional ethics education, specifically between medicine and pharmacy students, from face-to-face into a virtual format.

We hold an interprofessional ethics session for second-year medical and pharmacy students, with the dual learning objectives of students understanding how and why to build rapport with patients, as well as best practices for working collaboratively across professional lines. When restrictions imposed due to the COVID-19 pandemic rendered face-to-face teaching infeasible, the interprofessional ethics education team was faced with the challenge of redesigning the exercise in a virtual format.

We developed a new pre-recorded scenario based around a patient not adhering to recommended medications. Students would generate a collaborative report on ‘what went wrong’ in the video, then meet with tutors and peers to discuss the lessons learned during a virtual Zoom session.

Initial feedback found the exercise overall effective, but somewhat overly simple. In the second year of the pandemic, we therefore added a role-play exercise where students would re-enact the scenes, but in a manner that resolved the flaws presented in the video. This substantially bolstered class engagement and reinforced key learning points. Overall, the interprofessional team gleaned the following lessons from this experience:

- Virtual platforms can be effective, but cannot fully replace the distinct value of face-to-face teaching, especially for interprofessional ethics education
- Videography and digital skills will be crucial for educators, even into the ‘new normal’ post-pandemic
- Adaptability and flexibility are crucial; we should be ready to ‘go virtual’ when needed, at short notice, should future pandemics hit

BIOGRAPHY

G. Owen SCHAEFER is an Assistant Professor at the Centre for Biomedical Ethics, Yong Loo Lin School of Medicine, National University of Singapore. He is responsible for the year 2 curriculum of the Health Ethics, Law and Professionalism track for NUS medical students. His research interests lie in the ethics of developing novel biomedical technologies. He has written on big data, research ethics, gene editing, human enhancement, precision medicine, vaccine allocation, assisted reproduction and in vitro meat.

Teaching ME (medical ethics) has now become a core component of most medical curriculum worldwide. In Australia and New Zealand (ANZ) it is necessary for course accreditation by the Australian Medical Council. Despite the increased emphasis on ME teaching in universities in both developing and developed countries, there remains no consensus in the literature about the main goals or best methods of teaching medical ethics, or about appropriate assessment methods or evaluation of ethics curricula. Most programs incorporate the following elements in various ratios – knowledge, skills, and attitudes.

- Knowledge: including understanding of basic ethical concepts, and ethical issues in clinical settings
- Skills: grouped into ethical awareness, moral reasoning and ethical practice, all of which are required to translate knowledge into practice
- Attitudes: awareness and discussion of professional values, attitudes, and behaviours

The literature also suggests that ethics teaching be precise, challenging, and clinically relevant, and that assessment be multi-modal. In Australia, I conducted a study across 23 universities that allowed us to identify how universities have approached the challenges of teaching ME both in content, format and assessment. I also went on to investigate changes occurring that will likely influence the future direction of ME teaching and evaluate some innovations in delivery of ME.

BIOGRAPHY

Professor Adrienne TORDA is the Vice Dean of the Faculty of Medicine and Health at UNSW Sydney. She is a Nationally and Internationally recognised leader in the fields of Medical education, educational innovation and academic leadership. She is also a strong advocate for equity, inclusivity and diversity in academia. Adrienne has multiple educational awards and fellowships and was recently awarded a citation for outstanding achievement at the 2020 Australian Awards for University Teaching (AAUT).

As well as a passion for teaching, Adrienne is also a senior Infectious Diseases physician and is nationally recognised in her disciplinary leadership roles.

The COVID-19 pandemic has highlighted the need to increase robust and responsive capacity in medical ethics, to enable ethics to be appropriately embedded into public health policy and practice in public health emergencies. Complex public health emergencies prompt careful review of existing policies and practices, to determine the extent to which they appropriately address salient ethical aspects of challenging contexts or require revision, and of areas where novel approaches may need to be developed. In the context of the COVID-19 pandemic, dramatically accelerated research pathways, blurring and evolving boundaries between research and public health responses, novel approaches to population surveillance and monitoring, and uncertainties in rapidly evolving knowledge production landscapes, are just a few areas which have required careful consideration. Structural inequities in global health landscapes have meant that at times this consideration has been led by high income countries, and has had varying levels of relevance to low and middle income settings. This presentation reviews the capacities required to ensure that ethics is appropriately embedded into pandemic policies and practice which are responsive and relevant to the contexts in which they are implemented. It then reviews approaches to strengthening such capacities both during, and between, public health emergencies. essment. I also went on to investigate changes occurring that will likely influence the future direction of ME teaching and evaluate some innovations in delivery of ME.

BIOGRAPHY

Susan is an Associate Professor of Bioethics at the University of Oxford, and an Associate Professor of Medical Ethics at the University of Auckland. Current research interests include ethical issues associated with public health emergencies, the exercise of epistemic power in global health policy and medical ethics education, and global health research ethics, including the ethics of controlled human infection (challenge) studies, and data sharing.

You are advised to view the recordings before the live event.

Abstracts and video presentations are grouped under four themes:
1) Professionalism,
2) Physician Self-Care and Resilience,
3) Public Health, Emerging Technology, and Research Ethics, and
4) Bioethics Teaching, Learning, and Assessment Pedagogies.

This video is best viewed on a desktop computer with a strong Internet connection.

Presenters will present their work at the LIVE conference. The detailed programme and schedule will be announced in due course.

Come join a conversation with us!

^ denotes the presentation delivered by undergraduate or postgraduate students

Abstract: here

1	Moral distress among health care professionals^ Sai Vighnesh THATI, College of Public Health, Kent State University, United States
2	The international dilemma of crisis pregnancy centers – standards of medical professionalism in Faux Clinics Rebecca FEINBERG, College of Science and Health, DePaul University, United States
3	Australian doctors: Caught between law and ethics^ Catrina STURMBERG, School of Medicine, Deakin University, Australia
4	Experiences and reflections from ethics teachers upon hearing alarming cases from medical students in class Amalia MUHAIMIN,Department of Bioethics and Humanities, Faculty of Medicine, Universitas Jenderal Soedirman, Indonesia
5	Reimagining medical professionalism in the age of COVID-19: Perspectives of a medical teacher Pacifico Eric CALDERON, College of Medicine, St. Luke's Medical Center, Philippines
6	Forming IPE curricula around principles not random chance using Lencioni’s and Truckman’s team function/formation models Stuart LANE, University of Sydney, Australia
7	A curriculum framework for teaching professionalism to future health practitioners Alexandra WAKELEY, Deakin University, Australia
8	Enhancing undergraduate medical students’ experience of professionalism in clinical skills learning Kyi Kyi THA, Jeffrey Cheah School of Medicine & Health Sciences, Monash University Malaysia, Malaysia

Abstract: here

1	Providing for providers in correctional managed care: Impact of a wellness program addressing moral distresss Jeff FARRONI, Institute for Bioethics & Health Humanities, University of Texas Medical Branch at Galveston, United States
2	Malaysian junior doctors: From the front line to the picket line amidst the COVID-19 pandemic Shu Hui NG, Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Malaysia
3	The experience of medical education in India: Narratives of mental health concerns among medical student^ Melvin THOMAS, Manipal Centre for Humanities, Manipal Academy of Higher Education, India
4	India An interprofessional collaborative approach to alleviate workplace stress among medical college faculty during COVID pandemic Rajashree R, Gadag Institute of Medical Sciences, Gadag

Abstract: here

1	Ethical challenges of conducting human genomics research in Malaysia: An exploratory study Win Zee TEONG, Clinical Research Centre, Queen Elizabeth Hospital, Malaysia
2	Employing artificial intelligence to advance patient safety in Nigeria: Legal and ethical issues arising^ Dorcas AKINPELU, Faculty of Law, University of Ibadan, Nigeria
3	Ethical and social implications of utilitarianism in covid-19 vaccine allocation in the Philippines^ Rey Hikaru ESTOCE, St. Luke's Medical Center College of Medicine - William H. Quasha Memorial, Philippines
4	Ethical dilemmas in the clinical laboratory Saswati DAS, Department of Biochemistry, Atal Bihari Vajpayee Institute of Medical Sciences & Dr Ram Manohar Lohia Hospital, India

Abstract: here

1	A student's perspective on Asia-Pacific bioethics education^ Elizabeth Nga Yu NG, Faculty of Medicine, University of Hong Kong, Hong Kong SAR
2	Developing program to foster professionalism based on self-formulated aspirational ethics over built-in prohibitive ethics Mika SUZUKI, Uehiro Research Division for iPS Cell Ethics, Center for iPS Cell Research and Application, Kyoto University, Japan
3	Teaching and assessment as a single dynamic pedagogy in the process and product of learning Julia Patrick ENGAKASAN, Medical Humanities and Ethics Unit, Faculty of Medicine, Universiti Malaya, Malaysia
4	Impact of workbook-based ethics learning strategy: a novel approach for undergraduate medical ethics education Muhammad Shahid SHAMIM, Dow University of Health Sciences, Pakistan
5	Incorporating Reflections of Researchers in an Online Health Research Ethics Course: The DRISHTi Experience Salik ANSARI, Sangath, India
6	Evaluation of knowledge and attitude regarding dental advertising among dentists in Mangalore, India Ancy Reji JOTHY, Department of Public Health Dentistry, Noorul Islam College of Dental Sciences, India
7	The challenges of nursing profession in Bangladesh Md Shaikh FARID, Department of World Religions and Culture, Dhaka University, Bangladesh
8	Responsibilities, approach and assessment of bioethics in biotechnology Sehrish BUTT, Dow College of Biotechnology, Dow University of Health Sciences, Pakistan
9	Challenges and opportunities of ethics teaching in clinical rotation Miko FERINE, Department of Bioethics and Humanities, Faculty of Medicine, Universitas Jenderal Soedirman, Indonesia
10	Traditional framework of bioethics curriculum and pandemic ethics: some observations from Bangladesh Munir Hossain TALUKDER, Department of Philosophy, Jahangirnagar University, Bangladesh
11	Changing perceptions about bioethics learning: Impact of EthAKUl - a mobile just-in-time learning app Tashfeen AHMAD, Department of Surgery, Aga Khan University, Pakistan

There is no registration fee, but prior registration is mandatory.

You are welcome to invite your colleagues and students to participate in the conference.

Please register here !

Dr. Ann Sin Nga LAU

Co-Chair
APBEN 2022 Organizing Committee

Associate Director (Undergraduate Education) and
Principal Lecturer, School of Biomedical Sciences
Assistant Dean (Education)
Co-Director, Centre for Bioethics
Faculty of Medicine, The Chinese University of Hong Kong

Dr. Wee Ming LAU

Co-Chair
APBEN 2022 Organizing Committee

Senior Lecturer, Jeffrey Cheah School of Medicine and Health Sciences
Monash University Malaysia

Prof. HK NG

Convenor of APBEN
APBEN 2022 Organizing Committee

Professor, Department of Anatomical and Cellular Pathology

Dr. Olivia NGAN

APBEN Secretary
APBEN 2022 Organizing Committee

Lecturer, CUHK Centre for Bioethics
The Chinese University of Hong Kong

AMSA Monash Malaysia Team

Professor NG Ho Keung

Office : (852) 3505-1439
hkng@cuhk.edu.hk

Dr. Olivia NGAN

Office : (852) 3943-9465
oliviangan@cuhk.edu.hk

Lynley ANDERSON

University of Otago
Acting Dean, The Dunedin School of Medicine and Head of Department and Professor, Bioethics Centre

Susan BULL

University of Auckland, Associate Professor in Medical Ethics

Rowena L. Escolar CHUA

University of Santo Tomas
Dean of the College of Nursing

Dominique MARTIN

Deakin University
Associate Professor of Health Ethics and Professionalism

Gavin JOYNT

The Chinese University of Hong Kong
Chairman, Department of Anaesthesia and Intensive Care

G. Owen SCHAEFER

National University of Singapore
Assistant Professor, NUS Centre for Biomedical Ethics

Adrienne TORDAM

University of New South Wales, Associate Professor in medical education and innovation, Associate Dean (Education)

Daniel Fu-Chang TSAI

National Taiwan University College of Medicine, Founding Professor, Department and Research, Institute of Medical Education & Bioethics

Vinod A/L RMT BALASUBRAMANIAM

Senior Lecturer, Jeffrey Cheah School of Medicine & Health Sciences

Raymond CHOY

Co-Founder and CEO of DOC2US

Chiuan Yee LEOW

University Sains Malaysia, Immunologist and Senior Lecturer, Institute for Research in Molecular Medicine

Hong Wai THAM

SEGi University, Leader of the Biopharmaceutical Research Unit and Senior Lecturer

Wai Tat WONG

The Chinese University of Hong Kong, Hong Kong SAR, Clinical Professional Consultant, Department of Anaesthesia and Intensive Care,Faculty of Medicine

Wendy YIM

The Chinese University of Hong Kong, Hong Kong SAR, Professional Consultant (Honorary), School of Chinese Medicine, Faculty of Medicine

NOTES TO PRESENTERS (Oral and Poster Abstract)

Prior to Conference

1.	Please prepare a pre-recorded video presentation [Item 1] and a take-home-message slide [Item 2]. Instructions can be found on the next page.
2.	The video submitted will be deemed as final and no further changes are allowed.
3.	All the submitted videos and abstracts will be housed on the conference website and made available to the public prior to the event day.
4.	Please send your video to the conference email: apben@cuhk.edu.hk. You may share with us the link for downloading the video if it is hosted on Google Drive/dropbox/Office 365.

During the Conference

Presenters will be grouped by theme in the Zoom virtual meeting room. We shall inform you of the date, time and link for joining the meeting room in a separate email. The audiences are expected to have reviewed the video prior to the LIVE event.

At the LIVE session, you will be invited to give a 3 minutes presentation using the Take-home-message slide [Item 2], followed by a 3 minutes Q&A (i.e. 3 + 3 minutes)

For detailed instruction for preparing the presentation mateirials, please click here:

Oral Presentation: click here
Poster Presentation: click here

Professor NG Ho Keung

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The New Norm of Professionalism, Bioethics and Beyond

APBEN Fourth Annual Conference

May 21 and 22, 2022

Conference Programme

Programme Abstracts

Oral/Poster Video Recordings

Venue

Committee

Contact