Fraide A. Ganotice (0000-0003-3139-9926)

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Biography

Dr Fraide Ganotice has a strong background in educational psychology, measurement and evaluation, and group processes. He is an Associate Professor and the Program Director of the Interprofessional Education and Collaborative Practice (IPECP) at the Bau Institute of Medical and Health Sciences Education, LKS Faculty of Medicine, University of Hong Kong.

The IPECP program at HKU is one of the largest interprofessional education and collaboration programs in Asia, with multi-institutional partnerships both locally and internationally. As its head of development and implementation, Dr. Ganotice is proud that the IPECP program won the Gold Award at the 2021 Quacquarelli Symonds (QS) Reimagine Education Awards (Hybrid Learning), and the 2021 Teaching Innovation Award (Team Award).

Dr. Ganotice’s research focuses on examining individual- and group- level variables that explain IPE outcomes among students, and the use of technology to facilitate student engagement, collaboration, and achievement. His research aims to tear down educational silos to achieve optimal patient-centered care. He is committed to contributing to science and scholarship of medical education by untangling the basic instructional, motivational, and psychological principles that underpin the success of IPE.

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The University of Hong Kong: Hong Kong, HK

2019-09-01 to present | Associate Professor (Bau Institute of Medical and Health Sciences Education)

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Fraide A. Ganotice

https://orcid.org/0000-0003-3139-9926

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Employment (3)

The University of Hong Kong: Hong Kong, HK

Hong Kong Shue Yan University: North Point, HK

University of Hong Kong: Hong Kong, HK

Education and qualifications (1)

De La Salle University - Manila: Manila, Philippines , Manila , PH

Works (50 of 51)

Students’ motivation and engagement in interprofessional education: the mediating role of peer relatedness

Gamified interprofessional medical education: A systematic review and neuropsychological analysis

Breaking disciplinary silos: A global approach to interprofessional education

Guide on the side: Planting the seed of interprofessional collaboration among medical education students

TECHNOLOGY SUPPORT PREDICTS LEARNING OUTCOMES IN INTERPROFESSIONAL EDUCATION: THE MEDIATING EFFECT OF RELATEDNESS

Applying motivational framework in medical education: a self-determination theory perspectives

Students’ interaction anxiety and social phobia in interprofessional education in Hong Kong: mapping a new research direction

Transitioning from professional to interprofessional identity

Autonomous motivation predicts students' engagement and disaffection in interprofessional education: Scale adaptation and application

Validation of the World Health Organization Well-Being Index (WHO-5) among medical educators in Hong Kong: a confirmatory factor analysis

Team cohesiveness and collective efficacy explain outcomes in interprofessional education

What characterize high and low achieving teams in Interprofessional education: A self-determination theory perspective

Nurturing the “self” in health professions education

Does collective efficacy drive readiness for interprofessional learning? Evidence from a large-scale interprofessional education program in Hong Kong

The short version of students’ perceptions of interprofessional clinical education-revised (SPICE-R3): a confirmatory factor analysis

To IPAS or not to IPAS? Examining the construct validity of the Interprofessional Attitudes Scale in Hong Kong

Are Filipino students ready to collaborate? Comparing the readiness of healthcare students for interprofessional education in the Philippines

Autonomous motivation explains interprofessional education outcomes

Autonomous motivation explains interprofessional education outcomes

Interprofessional Team-Based Learning: A Revealing Process for Cultivating Professional Identity among Nursing Students

Psychometric validation of team experiences questionnaire in preregistration Chinese health and social care students in Hong Kong

How can students succeed in computer-supported interprofessional team-based learning? Understanding the underlying psychological pathways using Biggs' 3P model

Which of the four models? Examining the measurement properties of the Interdisciplinary Education Perception Scale (IEPS) in healthcare and socialcare prelicensure curriculum in Hong Kong

Construct validation of the English version of Readiness for Interprofessional Learning Scale (RIPLS): Are Chinese undergraduate students ready for ‘shared learning’?

Which of the four models? Examining the psychometric properties of Interprofesional Education Perception Scale in healthcare and social care prelicensure curriculum in Hong Kong

Enhancing parent-child relationship through dialogic reading

Implementation of an interprofessional team-based learning program involving seven undergraduate health and social care programs from two universities, and students' evaluation of their readiness for interprofessional learning

The effect of interprofessional team-based learning among nursing students: A quasi-experimental study

In Search for H.E.R.O Among Filipino Teachers: The Relationship of Positive Psychological Capital and Work-Related Outcomes

Profile of mood states and quality of life of Chinese postmastectomy women in Hong Kong: Integrating variable- and person-centered approaches

The conjoint influence of achievement goals on filipino students’ sense of self, facilitating conditions, and school outcomes: A personal investment theory analysis

Which emotional profiles exhibit the best learning outcomes? A person-centered analysis of students’ academic emotions

Does family obligation matter for students' motivation, engagement, and well-being?: It depends on your self-construal

Exploring commitment and turnover intentions among teachers: What we can learn from Hong Kong teachers

Motivation Gap and Achievement Gap Between Public and Private High Schools in the Philippines

Positive affect catalyzes academic engagement: Cross-sectional, longitudinal, and experimental evidence

Profiles of dual commitment to the occupation and organization: Relations to well-being and turnover intentions

Teachers’ Commitment and psychological well-being: implications of self-beliefs for teaching in Hong Kong

Translation and Validation of the Chinese Version of Parent–Child Relationship Inventory (PCRI-C) in Hong Kong

A cross-cultural analysis of achievement and social goals among Chinese and Filipino students

Blessed are Those Who Wait: Validating the Filipino Version of the Academic Delay of Gratification Scale (ADOGS)

Social Influences on Students’ Academic Engagement and Science Achievement

The Role of Phonological Awareness in Biliteracy Acquisition Among Hong Kong Chinese Kindergarteners Who Learn English-as-a-Second Language (ESL)

The Social Underpinnings of Motivation and Achievement: Investigating the Role of Parents, Teachers, and Peers on Academic Outcomes

What's Happening to Our Boys? A Personal Investment Analysis of Gender Differences in Student Motivation

Adapting the facilitating conditions questionnaire (FCQ) for bilingual filipino adolescents: Validating english and filipino versions

Student motivation as hierarchical and multidimensional: Cross-cultural validation of personal investment theory in the Philippines

Cross-cultural validation of the inventory of school motivation (ISM) in the asian setting: Hong Kong and the Philippines

Cross-cultural validation of the Sense of Self (SoS) scale in Chinese and Filipino settings

Testing the Factorial Invariance of the English and Filipino Versions of the Inventory of School Motivation With Bilingual Students in the Philippines