博士（多尼亚·雷梅迪奥斯·特立尼达·罗穆亚尔德斯医学基金会）

硕士（西阿拉巴马大学）

硕士（德拉萨大学）

学士（菲律宾大学塔克洛班学院）

Patrick Y. Tan教授是一名全科医生、医学教育工作者及心理健康专家。过去十二年间，他以副教授及医学教育顾问身份在中国工作。其职业经历、多方游历与人生体验促使他致力于通过医疗教育推动医疗服务改善，并遵循跨学科、国际化及患者赋能的理念，提供心理健康与全民康健服务。受澳大利亚和美国医疗模式的启发，他构想并开创了独具特色的非传统心理健康与全民康健服务模式，始终积极倡导康健医学理念。

除拥有理学学士和医学博士学位外，Tan教授还持有咨询与心理学硕士学位、学习与教学硕士学位，以及美国运动委员会认证的行为改变专家证书。他是多个国际与地区专业组织的成员，包括奎松市医学协会、菲律宾生活方式医学学会、美国心理学会、美国国家认知行为治疗师协会以及国际医学教育与研究促进基金会（美国）。致力于医学教育、心理健康、康健医学、患者赋能、社区健康教育、失智症照护、特殊需求人群关怀及医疗可及性提升等相关领域的研究与倡导工作。他深信"健康始于善念"，业余时间通过灵性与品格修养活动充实自我，为母亲提供失智症照护，研读并撰写关于语言、文化及人文关怀的文章，并通过运动减重与睡眠休养保持身心活力。他渴望再次踏上旅途，以舒缓压力，拓宽文化视野。

期刊论文

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

书籍

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

会议发表及宣讲摘要（多数摘要担任第一作者）

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.)