Doctor of Medicine (Doña Remedios Trinidad Romualdez Medical Foundation)

Master in Learning & Teaching (De La Salle University)

Master of Science in Adult Continuing Education – Counseling & Psychology (University of West Alabama)

Bachelor of Science major in Biology (University of the Philippines – Tacloban College)

Prof. Patrick Y. Tan is a general practitioner, a medical educator and a mental health professional who has worked in China for more than 12 years as an associate professor and medical education consultant. His work, travels, and life experiences encouraged him to focus on using health care education to push for betterment of health care services and in providing mental health and general wellness services that follow interdisciplinary, international and patient-empowerment perspectives. Inspired by Australian and American health care models, he conceptualized and developed a non-traditional approach to doing mental health and general wellness services that are uniquely his own. He is a strong advocate of Wellness Medicine.

Aside from his bachelor of science and doctor of medicine degrees, Prof. Tan has a master’s degree in counseling and psychology, another one in learning and teaching, and a certificate as a Behavior Change Specialist (from the American Council on Exercise). He is a member of local and international organizations such as the Quezon City Medical Society (QCMS), the Philippine College of Lifestyle Medicine (PCLM), the American Psychological Association (APA), the National Association of Cognitive-Behavioral Therapists (NACBT-USA), and the Federation for the Advancement of International Medical Education and Research (FAIMER - USA). He is interested in research and advocacies related to medical education, mental health, Wellness Medicine, patient empowerment, community health education, dementia care, care for people with special needs and better access to health services. He deeply believes that great health starts with a good mind. During his spare time, he engages in spiritual and character-enriching activities, provide dementia care to his mom, reads and writes about language, culture, and human interests, exercises to lose calories and sleeps to rejuvenate. He longs to travel again to reduce stress and get enriched culturally.

Journal Publications

1) Tan P. Balancing evidence and experience: a guide to teaching clinical communication in English. Journal of Medical Education. 2016;20(2). https://www.airitilibrary.com/Article/Detail/10282424-201606-201609020023-201609020023-63-72 

2) Wu H, Luo D, Tan P, Wang W, Zhang S. Pleurodesis with Pseudomonas aeruginosa-mannose-sensitive hemagglutinin for pneumothorax secondary to COPD: a retrospective study. COPD Research & Practice. 2017;3(!). https://doi.org/10.1186/s40749-017-0021-1 

Book

Tan P. Surviving Medical English, Shantou University Medical College, 2011 (Sole Author; used internally at SUMC from 2011-2024)

Abstracts Authored and Presented at Conferences (worked as primary author in most of these abstracts)

2016      

1) Ottawa – Australia New Zealand Association for Health Professions Educators (ANZAHPE) Joint Conference, Perth, Australia (March 2016)

a. Appropriateness of offering an EBM-centered scientific reasoning course in English to postsecondary preclinical Chinese medical students using an integrated curriculum approach (Oral Presentation - Co-author: Ba-Thein W.)

b. Role-play as means of assessing on-the-spot collaborative learning skills in time-strapped medical education settings (Oral Presentation - Co-author: Sarvari S.)

c. Resource Speaker, Forum on Medical Education in China

2) Association for Medical Education in Europe (AMEE), Barcelona, Spain (August 2016)

Using differentiated instruction to enhance clinical thinking and English communication skills of Chinese interns with oversea clinical rotations (Oral Presentation - co-authors: Sarvari S., Ba-Thein W.)

2017     

1) International Clinical Skills Conference (ICSC), Prato, Italy (May 2017)

Using multiple assessments to enhance English communication and self-learning among Chinese health professionals aiming for clinical rotations oversea (Oral Presentation – worked as primary author; presented by corresponding author Dr. Zhang Z.)

2) Duke-NUS SingHealth Education Conference, Academia, Singapore (September 2017)

a. Have you ever heard of CAMDE? Using case-based learning and gamification to talk about sex and reproductive health (Poster display – Sole Author)

b. Aiming for relevance & authenticity – an exploratory study on the use of authentic tasks to align a behavioral science course to the nursing program (Poster display – Co-author: Noracharttiyapot W.)

3) 9^th Asian Medical Education Association Symposium cum Frontiers in Medical and Health Sciences Education 2017, Hong Kong, China (December 2017)

Changing the learning paradigm through greater student choice and engagement – impact of implementing a student-determined assessment scheme in a medical school in Guangdong, China (Oral presentation – Co-author: Huang T.)

2018     

1) Ottawa-ICME (International Conference on Medical Education) Joint Conference, Abu Dhabi, United Arabs Emirates (March 2018)

“Seriously, we’re making our grades?” – a preliminary study on using a liberalized assessment and grading scheme to promote engagement and accountability among health professions students in Guangdong, China (Oral Presentation – Co-author: Huang T.)

2) Frontiers in Medicine and Health Sciences Education Symposium, Hong Kong, China (December 2018)

Developing and implementing an introductory medicine course using patient- and family-centered care principles as framework – perspectives, challenges and future directions (Oral Presentation – Co-authors: Zhang Z., Huang T.) – Audience’s Choice Awardee

2019     

1) 10^th Asian Medical Education Association and International Medical Education Joint Conference, Kuala, Lumpur, Malaysia (April 2019)

Ready, camera, action – perspectives of Chinese medical and nursing students on selecting a video project for online health education and assessment of their engagement in authentic learning (Oral Presentation – Co-authors: Zhang Z., Huang T.); Awarded as one of the best oral presentations

2) International Conference for Teaching and Learning, Beijing, China (November-December, 2019)

Implications of a three-cohort study on using a liberalized assessment and grading system (LAGS)

among health professional students from Southern China – are we ready for a paradigm shift in assessments (Oral Presentation – Co-authors: Zhang Z., Huang T.)

2020 

19^th Ottawa Conference, Kuala Lumpur, Malaysia (February-March 2020)

“Involve me and I will learn” – developing clinical reasoning (CR) among Chinese pre-clinical students through modeling and discovery learning in an early clinical experience (ECE) program (Oral Presentation – Co-authors: Zhang Z., Huang T.)