A simple and effective method to demonstrate the phenomenon of photocatalytic degradation of a gaseous organic pollutant was developed. Titanium dioxide (anatase) was used as the photocatalyst, and sunlight was found to be an effective light source for the activation of TiO2. The organic pollutant degrade in this demonstration was a common indoor air pollutant, dichloromethane. The TiO2 powder was suspended in a 3:7 ethanol/water solution, and then coated on microscopic slides. The slides together with appropriate indicators were place in 250-mL conical flasks. A small amount of the volatile dichloromethane solvent was injected into each flask, and the flasks were sealed with a piece of parafilm. Some of the flasks were exposed to direct sunlight, and some were kept in the dark. The degradation products of dichloromethane were carbon dioxide, water, and hydrogen chloride. Formation of the acidic HCl gas could be monitored easily by two indicators, the universal pH paper and ammonia. The universal pH paper would change color from green to red in the presence of HCl and H2O, while HCl would react with ammonia to form a white fume. The results of this demonstration showed that both TiO2 and light were required in this photocatalytic degradation process.

Background The COVID-19 pandemic has exacerbated the pre-existing global crisis of physician burnout. Physician and particularly medical educator well-being, has come into focus as educators can influence their own and learners’ well-being. Measuring this construct is one important step towards promoting well-being in the work and learning environments. The 5-item World Health Organization Well-Being Index (WHO-5) has been validated in different populations worldwide for assessing well-being. Yet, its psychometric acceptability remains unexplored among medical educators in Asia including Hong Kong (HK). This study evaluates the validity of the WHO-5 when used among HK medical educators. Method Using data from 435 medical educators, we employed combined within-network (confirmatory factor analysis; CFA) and between-network approaches (correlation and regression) to scale validation. Results CFA results indicated that our data fit the a priori WHO-5 model, suggesting structural validity. Results of comparison of means indicated no gender differences, but there were significant differences when participants were compared by age and professional backgrounds. Resilience predicted well-being as measured by the WHO-5, suggesting construct criterion validity. Conclusions Our findings extend the validity evidence for the WHO-5 to HK medical educators examined in this study. This enables their well-being to be assessed when evaluating the impact of future well-being programmes.

Background: Medical educators have the potential to play an important role in addressing resilience issues across the medical education continuum. Yet, limited research has explored this cohort, particularly in the UK context. This study aims to address this gap by exploring resilience and the factors that relate to resilience in UK medical educators. Methods:A cross-sectional online questionnaire was employed. It contained the validated Connor-Davidson Resilience Scale 25 (CD-RISC-25) and Patient Health Questionnaire-8 (PHQ-8), for determining medical educator resilience and depression levels respectively. Sociodemographic characteristics were also collected to identify potential factors associated with resilience. Finally, participants identified factors that facilitated or undermined their resilience through open-ended questions. Data was analysed using quantitative (e.g. multiple regression analysis), and qualitative (i.e. thematic framework analysis) approaches.Results: Among 244 UK participants, the mean CD-RISC-25 score was 72.9 and standard deviation 10.3. The PHQ-8 score was the only significant negative predictor identified (B = -1.22, p < 0.001). Other sociodemographic variables examined were not found to be predictors of CD-RISC-25 scores. Educators identified multidimensional factors influencing their resilience, but predominately viewed internal factors as being supportive, and external factors as undermining. Conclusions:Medical educators in this study had resilience levels that were comparable to other population samples. The study also highlights the importance of considering external factors, such as contextual and sociocultural influences, in addition to individual factors when addressing resilience.

Background While team cohesiveness and collective efficacy have been construed as important characteristics of a high functioning team, the psychological mechanism through which they promote positive outcomes remains unknown. Yet this mechanism is important to teachers and programme implementers to yield actionable intervention that can be used to craft effective practices for optimizing team outcomes. This is especially true in interprofessional education (IPE) in medical education, where team-based approach in patient management is promoted. Drawing from the social-cognitive theory, we examined a hypothesized model where team cohesiveness predicts collaboration outcomes (teamwork satisfaction, overall satisfaction with the team experience, and IPE goal attainment) via collective efficacy. Methods We used data from Chinese medicine, medicine, nursing, and social work students in Hong Kong (n = 285) who were enrolled in IPE. They were invited to respond to scales in two time points. We performed mediation analysis using structural equations modelling to test the hypothesized indirect effect model: team cohesiveness → collective efficacy → outcomes. Results Results of structural equation modelling revealed that collective efficacy fully mediated the relationships between team cohesiveness and all three team outcomes, providing support for the hypothesised model [RMSEA = .08, NFI = .90, CFI = .93, IFI = .93, TLI = .93]. Team cohesiveness predicted the achievement of collaboration outcomes via collective efficacy. Conclusions The findings demonstrated the important roles of team cohesiveness and collective efficacy in promoting successful team collaboration. Team cohesiveness predicted collective efficacy, and collective efficacy, in turn, predicted collaboration outcomes. This study contributed in theorising the pathways towards successful team collaboration outcomes.

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Background: Educators have unique opportunities to cultivate resilience in themselves and in their learners across the medical education continuum through the formal, informal and hidden curricula. Yet, there is a dearth of research exploring how medical educators conceptualise resilience, and how they foster learner resilience in medical education. Methods: Thematic framework analysis was conducted on data collected through an online questionnaire, which was part of

Background Team cohesiveness and collective efficacy have been construed as important characteristics of a high-functioning team. However, the psychological mechanism through which they promote positive outcomes remains unknown. Understanding this psychological process is important to teachers and programme implementers to yield actionable interventions that can be used to craft effective practices for optimizing team outcomes. This is especially true in interprofessional education (IPE) in medical education, where a team-based approach to patient management is promoted. Drawing from the social-cognitive theory, we examined a hypothesized model where team cohesiveness predicts collaboration outcomes (teamwork satisfaction, overall satisfaction with the team experience, and IPE goal attainment) via collective efficacy. Methods We used data from Chinese medicine, medicine, nursing, and social work students in Hong Kong (n = 285) who were enrolled in IPE. They were invited to respond to scales in two time points. We performed mediation analysis using structural equations modelling to test the indirect effect model: team cohesiveness → collective efficacy → outcomes. Results Results of structural equation modelling revealed that collective efficacy fully mediated the relationships between team cohesiveness and all three team outcomes, providing support for the hypothesised model [RMSEA = 0.08, NFI = 0.90, CFI = 0.93, IFI = 0.93, TLI = 0.93]. Team cohesiveness predicted the achievement of collaboration outcomes via collective efficacy. Conclusion The findings demonstrated the important roles of team cohesiveness and collective efficacy in promoting successful team collaboration. Team cohesiveness predicted collective efficacy, and collective efficacy, in turn, predicted collaboration outcomes. This study contributed to theorising the pathways towards successful team collaboration outcomes.

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