About Alexandra Hospital

About Alexandra Hospital In Alexandra Hospital, care is anchored by a Doctor, leading a One Care Team comprising Nurses, Allied Health Professionals, Service Associates, Care Managers, Pharmacists and supported by Specialists. We work closely with our patients, their caregivers and families, as well as those who are well – at home and in the community.

In inpatient care, services revolve around a patient who stays in the same bed at the same hospital, with one care team providing seamless acute care, sub-acute and rehabilitative care from admission to discharge. This contrasts with the conventional model of patients needing to be transferred from an acute hospital to a community hospital.

The intensity and type of care are seamlessly matched to the trajectory of the patient’s illness. Our CareHub will run a tele-triage and consultation hotline centre, which draws on the resources and expertise of the entire NUHS and its partners to identify and match care needs with the appropriate sites and providers of care. The hub will help the patients navigate the complex system, facilitate transfers between institutions, institute measures to prevent re-admissions and anchor care at home and in the community.

Beyond Alexandra Hospital, seamless handovers with one Identified care team in primary care and the community will become the norm. While being prepared for transition to the community, upon discharge, patients can expect seamless handovers to an identified care team in primary care and the community that will continue to provide holistic care. In Alexandra Hospital, we have a group of dedicated faculty who provides close guidance and supervision to all juniors.

In the spirit of integrated care model practice at Alexandra Hospital, teaching programmes emphasise on multi-disciplinary and holistic approach.

 AH Grand Round  Blue Letter Round  Geriatric Round  Inter-professional Collaborative Teaching  MO Core Lecture  Mortality and Morbidity Round  Multi-Disciplinary Round  Peer Review Learning

Procedures accreditation workshops

 Arthrocentesis  Lumbar Puncture  Moderate Sedation

Other education activities

 OSCE workshop to expose our MOs to common medical emergencies and on-call scenarios  Outpatient Specialty Exposure Programme  Research and QIP opportunities  Hospital Clinician Programme HOSPITAL CLINICIAN PROGRAMME The Hospital Clinician Programme (HCP) is a comprehensive and structured training programme for doctors seeking a long-term career path on a non-specialist track. The programme will train doctors aspiring to take on higher duties and HCP Features: wider responsibilities in a hospital setting. Balanced training experiences in acute, As Singapore’s population landscape changes, the broad-based and clinical-focused skills of HCs will play a crucial role sub-acute and community settings to provide breadth of knowledge in anchoring patient care services complementary to specialists. With a nationally recognized HC diploma, graduates Dedicated faculty ensure holistic can expect to embark on a structured career path within the public healthcare system. development, including personal

OVERALL HC SCHEME STRUCTURE development and clinical expertise pertinent to integrative care model of Singapore PGY4: Earliest start of PGY5: Earliest change of Diploma required for Opportunities to pursue non-clinical skills assessment track employment to clusters progression such as research, quality improvement

Medical and education Principal Consistent Workplace based Officer Hospital Clinician (HC) Assessment Year Senior Hospital Clinician provide assurance of (MOPEX)/ Medical / Peri-operative Hospital Clinician assessments (WBA) [minimum 1 year] (SHC) HCs’ competencies to fulfil defined roles Resident [Norm 2-3 years] (PHC) Physician Assessments: WBAs Assessments: HC diploma (comprises on core components WBAs and cognitive examination on advanced competencies)

I am already a RP/SRP, can I be What if I would like to switch from What tracks are there and where will I am interested! Where can I find accelerated in my training? HCP to residency? I be posted to? more details? The first year (Assessment Year) is Subjected to proper notice given to exit Following the Assessment Year, you can Thank you for your interest! You may compulsory regardless of year and HCP, you may still apply for residency choose to develop yourself in either of contact background of training. Subsequent and go through their recruitment these tracks: • Dr Goh Wei Ping acceleration will be considered by the process. Subsequent continuation of • Medical (Medicine and ([email protected]), NUHS Hospital Clinician Education Committee HCP will be subjected to approval by Hospital Clinician Programme Director, Emergency/Acute Medicine) on a case-by-case basis. All trainees Programme Director on a case-by-case • Dr Serene Wong • have to undergo a minimum of 18 basis. Peri-operative (Surgery and ([email protected]), AH Site months of HC training to be eligible for Anaesthesia). Director Note: HCP is currently available for • enrolment to the Cognitive Assessment Ms Tan Lipin ([email protected]) doctors who are Singaporean or During this time, you will be rotated for any further queries or administered by the Academy of Singapore PR. through the various subspecialty areas application details. Medicine, Singapore. at both AH and NUH.

DERMATOLOGY RESIDENCY PROGRAMME – INFORMATION SHEET

PROGRAMME ADMINISTRATION

Sponsoring institution: National Healthcare Group

Main training site: National Skin Centre

Participating training sites: Changi General Hospital, National University Hospital,

Singapore General Hospital

INTRODUCTION

The Dermatology Residency Programme is a competency-based programme designed to meet specific outcomes in the 7 key JCST competencies of patient care, medical knowledge, practice- based learning and improvement, professionalism, system-based practice and faculty development.

The programme includes 3 years of dermatology education which is preceded by a broad-based clinical educational programme in internal medicine residency. The programme is designed on a thematic basis and consists of 10 core modules listed in the next section. The programme provides a continuous base of active participatory study and experience in dermatology and exposure to the various core dermatology subspecialties.

The programme is harmonised to allow for similar exposure of trainees to all 4 training sites in the 3 regional clusters. This exposes trainees to the best each training site has to offer educationally. Trainees will be rotated 18 months to NSC and 6 months each to CGH, SGH and NUH. In general, the clinical rotation will be in 6 month blocks alternating between the main training site (NSC) and the 3 participating sites. Training outcomes after each clinical rotation are mapped and are based on 2 key factors: (i) trainee’s existing knowledge & skills and (ii) training capabilities of the training site. The harmonized programme ensures coherent and graduated acquisition of professional competency over the 36 months of dermatology education.

As per JCST requirements, 2 months per year will be a GM/GRM rotation outside dermatology.

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CORE DERMATOLOGY MODULES

The 10 core dermatology modules reflect importance in future clinical practice.

The core dermatology themes include:

I. General Dermatology II. Sexually Transmitted Infections III. Dermatopathology IV. Procedural Dermatology V. Contact & Occupational Dermatoses VI. Immuno-dermatology VII. Paediatric Dermatology VIII. Psoriasis, Eczema, Photodermatology and Photobiology IX. Skin Cancers & Cutaneous Lymphoma X. Inpatient Dermatology and Drug Eruption

At the end of the rotation, residents shall be assessed by their teachers / supervisors to have achieved the desired competency outcomes before being certified to have successfully completed the module. At the end of the training year, residents shall be assessed by the Clinical Competency Committee to have achieved the desired competency outcomes before being certified to have successfully completed the year of training.

KEY COMPETENCIES

The training programme aims to achieve the desired outcomes in the 7 key JCST competencies of patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, system-based practice and faculty development.

The 7 key competencies identified are:

A. PATIENT CARE

Early in their education, residents must be competent in basic dermatology clinical skills required for the diagnosis, evaluation and proper management of common and uncomplicated cases. As residents progress in educational level, they should be able to demonstrate patient care skills with non-routine, complicated patients and under increasingly difficult circumstances. Residents shall learn how to engage compassionately and communicate effectively with patients with regards to diagnosis, management, counselling and health education.

B. MEDICAL KNOWLEDGE

Residents must demonstrate knowledge of established and evolving biomedical, clinical, epidemiological and social-behavioral sciences, as well as the application of this knowledge to patient care.

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C. PRACTICE-BASED LEARNING AND IMPROVEMENT

Residents must demonstrate the ability to investigate and evaluate their care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and life-long learning.

D. INTERPERSONAL AND COMMUNICATION SKILLS

Residents must demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals.

E. PROFESSIONALISM

Residents must demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles.

F. SYSTEM-BASED PRACTICE

The resident must appreciate that he is part of a larger system and be aware of the other inter-related services contributing to the overall care of the patient. It is important for the resident to appreciate the core values of professionalism and collegiality and develop a healthy and positive working relationship with fellow residents, faculty, nursing and other allied health staff.

G. FACULTY DEVELOPMENT (RESIDENTS AS FUTURE EDUCATORS)

Residents must demonstrate proficient qualities of an educator (in teaching, giving lectures/talks), assist in organising and developing training programs for the department/hospital/conferences

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RESIDENTS’ SCHOLARLY ACTIVITIES

The program shall offer residents the opportunity to participate in scholarly activities. The residents will be instructed formally on the practical and ethical aspects of research prior to participation. Residents are encouraged to participate in prospective clinical studies, retrospective studies and perform case write-ups during their 3-year dermatology education period. Residents are expected to have published 1 case report, 1 retrospective study and to have commenced on 1 prospective study prior to exiting the program. Participation in the Master of Clinical Investigator (MCI) course is an option. Residents are encouraged to deliver oral or poster presentations in local as well as regional dermatology scientific meetings e.g. biennial National Skin Centre Dermatology Update, Dermatological Society of Singapore’s Annual Scientific Meeting.

SEQUENCE OF APPLICATION & SELECTION PROCESS

1. Submission of Personal Portfolio (stipulated format) to Programme Director via Programme Coordinator (Deadline: *January - February)

Key components of the personal portfolio include:

- Undergraduate medical education results including special academic achievements. - Annual ABIM ITE results, MRCP Part I & II, PACES marks and transcript. - Work performance grading & 360-degree Multisource Feedbacks during IM- Residency. - Scholarly activities - * details on actual involvement in each of your study / publications (e.g. DSRB submission, data analysis, write-up of manuscript). - Top 6 non-academic achievements / participation over past 5 years (e.g., involvement in community, committees, professional societies, etc.)

2. On-line application via MOHH (* March)

3. Pre-interview scoring of personal portfolio (* March)

4. Final Selection interview (* March / April)

5. PD Ranking (* April / May)

6. MOH Matching Results (* May)

* Actual date to be confirmed.

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Selection Criteria

The selection of Dermatology Senior Residents is carried out in 2 phases:

I. Scoring of personal portfolio

II. Final Selection Interview

I. Scoring of personal portfolio

This phase scores applicants based on records of good academic, scholastic & work performance. Shortlisted applicants will be invited for a Final Selection Interview.

II. Final Selection Interview

The final selection interview evaluates applicants on their personal attributes, professionalism, motivation, situational judgement and ability to work well in a healthcare team.

DERMATOLOGY SENIOR RESIDENCY PROGRAM

NUHS OPEN HOUSE – 6 July 2021

Registration form

Full Name:

Handphone Number:

Email Address:

Appointment (Please Tick): Medical Student Y1 - Y3 Y4 - Y5

Houseman

Medical Officer

Internal Medicine Trainee

Others (Please specify)

Current Posting if relevant:

Program Interested In:

Dermatology Senior Residency Program

Remarks:

Restricted-Sensitive

Dermatology Senior Residency Programme Submission of Personal Portfolio for SR Intake 2022

Please note: • Please check that you have fulfilled all eligibility criteria for the Phase 3 Senior Residency Program • Attach scanned PDFs of all supporting documents (transcripts, award certificates, published articles, acceptance letters for articles pending publication and posters, proof of submission of articles) • All supporting documents must be submitted by the application closing date, failing which your application will be deemed incomplete and may affect your chances of acceptance. • Falsified information or references will result in disqualification and removal from the Programme.

Current appointment:

 Internal Medicine Resident Year 3  Others: ______

I. Personal data:

Full Name: Gender: Male / Female

Date of birth: Age: Please attach passport photo Year of completion of MBBS: Handphone number: Email Address:

II. Have you been subjected to any disciplinary hearings over the past 5 years

 No

 Yes: (If yes, please send the case report in a separate file)

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Personal Portfolio Submission

Please organize your Personal Portfolio submission in the following order:

I. Undergraduate medical education (Please attach copy of your MBBS transcript and Certificate) • Special academic achievements during undergraduate medical education (e.g., Dean’s list, book prizes etc.)

II. Annual ABIM ITE Results / MRCP Part I & II Results & Scores (Please attach Annual ABIM ITE scores / MRCP (Part 1, Part 2, PACES examination results with score)

III. Complete Supervisors’ / HODs’ Work Performance Grading & 360-degree Assessment (Please attach MOHH Form C1 OR EQUIVALENT (For IM Residents)

IV. Scholarly activities (Please provide details on your actual involvement in each of your studies / publications e.g. involvement in DSRB application, study design / data collection, writing up the paper in the attached template at the bottom of the file. Please attached the front page of your published paper or an acceptance letter if the paper is not published yet.)

V. Top 6 Significant non-academic achievements / participation in community projects over past 5 years (e.g., involvement in community, committees, professional societies, sports, arts & culture etc.) Please elaborate each achievement in not more than 30 words

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Personal Portfolio Submission: Scholastic Activities (Publications & Presentations) Attach PDF copy of your accepted/published articles, poster and oral abstracts. I Scientific S/N Details Role in Activity Publications (please include order of (includes published and authorship) formally accepted) Ia PubMed-indexed Journal Do not include 1 Example: abstracts for posters/oral 1st author presentations ANG AB, Bay CD, Chan EF. published in journals “Systematic review on the as articles. efficacy, safety and cost- effectiveness of topical calcineurin inhibitors in atopic dermatitis”

Journal of Dermatology 2016; 26 (3) 123-134

II Clinical / S/N Details of study (DSRB no. / Role in Activity Research Studies IRB, study approval letter, Role: PI/CI) IIa Completed (includes submitted but pending formal acceptance by Journal) 1

IIb In-progress 1

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Personal Portfolio Submission: Scholastic Activities (Publications & Presentations) - continued

III Oral / Poster S/N Details (name of Role in Activity Presentations conference, date, venue, all authors, order of authorship, awards). Include only studies personally presented by you before the portfolio submission deadline IIIa International / Regional Scientific Conference 1 IIIb Local Scientific Conference 1

IV Grants, Research / Presentation Awards 1

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SEQUENCE OF APPLICATION & SELECTION PROCESS

1. Submission of Personal Portfolio (stipulated format) to Programme Director via Programme Coordinator (Deadline: *January - February 2022)

Key components of the personal portfolio include:

2. On-line application via MOHH (* March 2022)

3. Pre-Selection (* March 2022)

4. Final Selection interview (* March / April 2022)

5. PD Ranking (* April / May 2022)

6. MOH Matching Results (* May 2022)

* Actual date to be confirmed.

Selection Criteria

The selection of Dermatology Senior Residents is carried out in 2 phases:

I. Pre-Selection scoring of submitted personal portfolio II. Final Selection Interview

I. Pre-Selection scoring of submitted personal portfolio

This phase scores applicants based on records of good academic, scholastic & work performance.

II. Interview with Selection Panel

The final selection Interview evaluates applicants on their personal attributes and ability to work well in a healthcare team.

Making A Real Difference Through Our Research

NUHS Clinician Scientist Academy

Who We Are The NUHS Clinician Scientist Academy was set up by the Yong Loo Lin School of Medicine, National University of Singapore and healthcare partners within NUHS with the aim to advance the development of clinician scientists in NUHS.

What We Do We complement existing institutional efforts in the training/education of clinician scientists in NUHS. We equip them with the knowledge base, critical thinking and technical skills to conduct independent research as well as to translate research findings into impactful real-world applications.

Our Programme Our committed mentors put aspiring clinician scientists on the right footing, nurture them while they learn new skills and develop their own capabilities in research.

We provide support in research administration, biostatistics, clinical study design, systematic review of scientific evidence, and communication of research findings.

Getting Connected We have a well-connected platform for interactions between clinician scientists across NUHS and beyond. Our platform facilitates active dialogues for ongoing research, exchange of experiences and the fostering of research collaborations.

Join Us! If you are serving your residency in NUHS and are passionate about research, reach out to us for more information about the highly satisfying career that blends clinical medicine with scientific exploration and discovery.

Visit our website for more information: https://medicine.nus.edu.sg/csa/

PALLIATIVE MEDICINE your career @ NUHS

Palliative medicine is the branch of medicine involved in the treatment of patients with advanced, progressive, life-threatening disease for whom the focus of care is PALLIATIVE CARE SCOPE OF WORK maximising their quality of life through expert symptom management, psychological, Consultative social and spiritual support. Respond to requests from primary teams for inpatient “blue letter” consults NUH

PALLIATIVE MEDICINE Shared Care NTFGH AST PROGRAMME Care of patient and family AH in partnership with primary teams in inpatient and 2 YEAR TRACK outpatient settings

for those who have completed specialist training in Internal Inpatient Hospice/ Medicine, Geriatric Medicine, Palliative Care Unit SLH Medical Oncology or Paediatrics Direct care to patients in AH dedicated inpatient beds 3 YEAR TRACK

for those with M.Med Capacity Building (Family Medicine) Assist various departments/disciplines NUH to develop capabilities to deliver basic palliative CLUSTER We need good people! care, through training, WIDE consultancy and Shortage of Palliative mentoring of leaders Care Specialists in the and teams western cluster! For enquiries, email [email protected] NUH alone needs 6 to 7 more specialists by 2025! PALLIATIVE CARE TRAINING PATHWAY

GRADUATION

RESIDENCY POST GRAD BASIC TRAINING

FAMILY MEDICINE (NON-PALL) SPECIALTY AIM, GRM TRAINING ONCOLOGY OTHER PAEDIATRICS SPECIALITIES (CASE BY CASE BASIS)

GRADUATE DIPLOMA AST (2 or 3 years) IN PALL MED (1 year)

PALL MED PALL MED SPECIALIST GENERALIST

Embark on a career in Palliative Medicine today! NUHS NATIONAL POST

GRADUATE YEAR 1 Kent Ridge Campus PROGRAMME National University Hospital

The NUHS National Postgraduate Year 1 (PGY1) programme takes care of PGY1 doctors rotating through clinical postings at the National University Hospital (NUH) and Ng Teng Fong General Hospital (NTFGH).

PROGRAMME VISION We aim to build the strong foundation of an all rounded-doctor equipped with the NUHS TRICEP values – Teamwork, Respect, Integrity, Compassion, Excellence and Patient-centredness.

PROGRAMME MISSIONS We aim to provide an integrated, structured and comprehensive training programme for the PGY1 doctors at NUHS in the areas of: 1. Clinical Education and Training: We provide broad-based teaching and expansive clinical exposure under close supervision with opportunities for academic stimulation and growth. 2. Pastoral Care and Welfare: We provide mentorship and opportunities for growth and development in the holistic and humanistic way. 3. Assessments: We provide seamless support for the formative assessments to ensure smooth applications for full medical registration with the Singapore Medical Council. 4. Administration: We provide administrative and logistic support for the clinical postings, from beginning to end.

TRAINING SITE NUHS is an Integrated Academic Health System and Regional Health System serving the community in the western region of Singapore. Jurong Health Campus Ng Teng Fong General Hospital At NUHS, PGY1 rotations take place at NUH and NTFGH. We are independent training sites that share common visions and missions, and maintain the tradition of clinical mentoring and teaching stemming from our academic history.

We offer diverse clinical and academic experiences and provide broad- based training. PGY1 doctors have the opportunity to rotate through the Internal Medicine, General Surgery, Orthopaedics, Obstetrics & Gynaecology and Paediatric Medicine disciplines (the latter 2 are available at NUH only).

Within each posting, PGY1 doctors are rotated through different sub-specialty teams. For example in NUH and NTFGH Medicine posting, they will gain experience in the management of cardiology, respiratory, gastroenterology, nephrology, neurology, endocrinology, palliative medicine, and geriatric medicine conditions.

A PGY1 doctor can choose any clinical posting at either institution during the internship period through the MOHH posting exercise. OUTSTANDING FEATURES OF THE NUHS PGY1 PROGRAMME • ALLe th core clinical disciplines accredited by the Ministry of Health are available in NUHS. Obstetrics & Gynaecology and Paediatric Medicine are available in NUH only. . PGY1 doctors can experience multi-disciplinary collaborations and management of patients due to the vast numbers of specialties in our hospitals. • NUHS offers academic and clinical teaching through mentoring . PGY 1 doctors will be exposed to good patient case mix and well- balanced case load which provides optimum time for training and supervision. . PGY1 doctors will learn about community healthcare from the seamless healthcare model within the Regional Health System. . PGY 1 doctors will have opportunities to manage challenging and complex cases at the Integrated Academic Health System. • Didactic and clinical teachings are provided by a panel of outstanding and dedicated teaching faculty who are always ready to share their knowledge and insights. We feature: . Protected teaching time for junior doctors . Core Education Programme (CEP) – These twice-weekly sessions are prepared and delivered by specialists in the core PGY1 disciplines and serve to promote application of academic knowledge in practical situations. • We emphasise on pastoral care and professional development of the junior doctor. Unique initiatives include: . Faculty panel who were hand picked for their passion and dedication to mentoring PGY1s. . Mind -Body Medicine (MBM) – These monthly sessions introduce concepts of mindfulness and reflection to PGY1 doctors to help them develop resilience. . Regular engagement and feedback sessions with Faculty members to identify and resolve issues encountered by PGY1 doctors. . Float system (instead of night calls) for selected clinical postings.

CHOOSE A NUHS CLINICAL POSTING AND EXPERIENCE THE NUHS CULTURE!

• Join NUHS as a PGY1 doctor and decide if you want to pursue further training and a career in NUHS

• Register your interest with us so we are aware of your intention to join us through the following ways: • YLL/LKC/Duke-NUS final year medical students can attend our annual Meet-the-Faculty session (December period). Notice will be given through the medical schools. • Overseas final year medical students can email us: • NTFGH: [email protected] • NUH: [email protected]

• Most importantly, choose NUH and/or NTFGH postings as your FIRST CHOICE in the MOHH posting exercise • MOHH does the matching of the postings and will inform you of the results

• The NUHS PGY1 Programme will take care of all PGY1 doctors posted to us

• Refer to the FAQs or our website (https://www.nuhs.edu.sg/education/NUHS- Residency/Residency-Programmes/) for more details MEDICAL EDUCATION TRACK FOR RESIDENTS

Programme Information

The Medical Education Track for Residents is a 2-year track that aims to build a community of educators by developing young clinicians through a structured programme, under the mentorship of passionate educators from various clinical fields. This 2-year track runs in parallel with the various NUHS junior and senior residency programmes.

Key Strengths:

1. Mentorship • Mentee-Mentor pairing to facilitate relationship building • 2 monthly collaborative learning sessions • Annual scholarly work presentations

2. Structured Programme • Formal didactic workshops (CenMED or ESME certificate course) • Small-group teaching and group discussions (6 group meetings with mentors throughout each year) • Completion of a scholarly project (to be presented at a medical education conference by the end of the 2-year track)

3. Deliberate Practice • 2 teaching evaluation exercises • 1 education presentation • 1 education programme participation

Relevance to Residents: • Stimulate interest & passion in medical education • Impart practical teaching skills • Develop individual education portfolio

Selection Criteria: • Desire to improve one’s skills in teaching and medical education • Personal experience in teaching UG students / junior residents • Supported by Programme Director • Preferably a R2 resident, who will still be a resident/senior resident for the duration of the 2-year programme Programme Information

Small-groupTeachingand GroupDiscussions

Some of the topics covered in the regular small-group teaching and group discussions include:

• Improving your teaching skills • Clinical reasoning • Effective feedback • How to facilitate small-group teaching • Clinical supervision • Teaching on the run • Humanism in Medicine • Professional Identity Formation • Dealing with Trainees in Difficulty

FormalDidacticWorkshops(CenMED or ESME) Sponsorship is available for residents to attend either one of the two certificate courses below.

Certificateof Completionin Medical&HealthProfessionsEducation(CenMED)

Core modules include: • Effective Course Design for Health Professional Education • Competency Based Medical/Health Professional Education • Scholarship of Teaching & Learning • Interactive Teaching-Learning Strategies in Small & Large Group Settings • Assessment (Workplace-Based Assessment, Written Assessment, Multi- station Examinations and Portfolio for Learning & Assessment)

More information can be found on the URL below: http://medicine.nus.edu.sg/cenmed/subpages/certificate-program.html

EssentialSkillsin MedicalEducation(ESME) at APMEC

Workshop topics include: • The Skilled Educational Planner: specifying and using learning outcomes and how the learning can be organised in a curriculum • The Effective Teacher: including some helpful basic principles relating to large and small group teaching; independent learning; the new learning technologies • The Informed Assessor/Evaluator: the key assessment principles and the tools available to the teacher • The Scholarly Educator, including Professionalism in medical education; Roles of the teacher; Best Evidence Medical Education (BEME)

More information about ESME at 2018 APMEC can be found on the URL below: http://medicine.nus.edu.sg/cenmed/apmec15/special-course-ESME.html