Dr. YIP Lo Ming Amber



Dr. Yip Lo-Ming Amber is a Lecturer in the Office of University General Education (OUGE). She received her Ph.D. from the Department of Pharmacology, CUHK. She has been teaching the General Education Foundation Programme and College General Education. Dr. Yip believes intrinsic motivation is an essence of a self-directed learner. Therefore, the role of a teacher is to mobilise, maintain and enhance this innate motivation.  Apart from being a professional and passionate teacher, her research interests include medical education and peer learning, particularly on the evaluation of medical curriculum, problem-based learning, patient as a partner in training doctor-patient relationship, and peer learning. Currently, her research focuses on the evaluation of Peer Assisted Study Sessions (PASS), PASS as a reading workshop, best practices of PASS, the application of the Socratic Method in PASS, and the implementation and evaluation of online PASS. She is a certified PASS Supervisor and SI Supervisor. Since 2016, she is a co-supervisor of two Teaching Development and Language Enhancement Grants. She is a core team member of the PASS Team in OUGE. In 2021, the team received the University Education Award.

Courses Taught

UGHN1000 In Dialogue with Nature

GENA1113 “Student-oriented Teaching and Seminar”(STOT)

Selected Publications


  • Patil, N.G., Yip, A. L. M., Ip, M. S. M. (2015). Pain and joy in implementation of curriculum reform: The University of Hong Kong Medical Faculty Experience. MGM Journal of Medical Sciences, 2(2), 98-102.
  • Chen, J. Y., Yip, A. L. M., Lam, C. L. K., & Patil, N. G. (2012). Authors’ response to letter from Rizan CT et al. – PPE: A UK Perspective,‘‘All for one, NOT one for all’’. Medical Teacher, 34(1), 82-83.
  • Chen, J. Y., Yip, A. L. M., Lam, C. L. K., & Patil, N. G. (2011). Does medical student willingness to practise peer physical examination translate into action? Medical Teacher, 33(10), 528-540.
  • Chan, L. C., Yip, A. L. M., & Beh, S. L. (2011). Young Chinese medical students adapt well to Problem Based Learning. Medical Teacher, 33(6), 506.
  • Lam, F. F. Y., & Yip, A. L. M. (2000). Unique gradual and sustained vasodilator response to substance P in the rabbit knee joint. European Journal of Pharmacology, 400(2-3), 327-335.
  • Lam, F. Y., & Yip, A. L. M. (1995). Studies of neuropeptide actions on joint blood vessels using laser Doppler perfusion imaging. . CAPS News Community, 14(Suppl 2), 61.
  • Yip, L., & Lam, F. (1995). Tachykinins lack vasodilator action on rabbit knee joint but not on the rat. Inflamm. Res, 44.

Book chapters

  • Chan, L., Lu, J., Ip, M. S., & Yip, A. L. (2012). A comparison of the problem-based learning process in a video-triggered and a paper-triggered case. In S. Bridges, C. McGrath & T. Whitehill (Eds.), Researching Problem-based Learning in Clinical Education: The Next Generation.
  • Lam, F. Y., & Yip, A. L. M. (2000). CGRP and NO in the regulation of blood flow in rabbit knee joints. In D. Poyner, I. Marshall & S. Brain (Eds.), CGRP’98 (pp. 219-221): Landes Biosci.

Research Projects

  • Teaching Development and Language Enhancement Grant (TDLEG), Project Code: 4170637.
  • Engaging students as Partners with Peer Assisted Study Session (PASS) (Nov 1, 2019 to Apr 30, 2022). Approved funding: HK$1,434,000.
  • Teaching Development and Language Enhancement Grant (TDLEG), Project Code: 4170540.
  • Applying Socratic Method in Peer Learning (Jan 1, 2018 to Jun 30, 2019). Approved funding: HK$99,950.