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Ha Minh Thuy, MD, MHPE
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International Scholar
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- Adjunct Faculty, College of Health Sciences, VinUniversity, Vietnam | PhD Candidate, Faculty of Medical and Health Sciences, University of Auckland, New Zealand 42
- Vietnam 8b
- clinical medicine | health sciences | internal medicine | Medical Education 12
Languages: English, Vietnamese, Mandarin
2 18Bio statement
2 380Dr.Ha Minh Thuy, MD, MHPE, is a committed health professions educator with an experienced record in curriculum design and development, student engagement, program evaluation, and accreditation of undergraduate medical programs. She has served in key roles at VinUniversity, Hanoi, Vietnam where she contributed to the pioneer transformation in medical education and promoted international collaboration. A FAIMER International Fellow and graduate of the Master degree in Health Professions Education at Maastricht University, she has published in prestigious journals, presented at international conferences, and continues to make significant contributions to the advancement of medical education. Her research interests include curriculum design and innovation, student learning and development, program evaluation and accreditation, faculty development and interprofessional education.
2 28Recent global health projects
2 10cDr. Ha’s scholarly endeavors manifest in publications and presentations at both national and international levels, regarding critical areas in medical education including quality assurance, accreditation, health education systems, and curriculum innovation.
2 20Selected publications
2 c8Boosting clerkship preparedness: student insights on the effectiveness of an intensive post-COVID transition course. BMC Medical Education, Jul 2025, 25(1):967.DOI: 10.1186/s12909-025-07479-y
2 baPerceptions of modernized anatomy teaching tools and methods: A mixed-method study among medical, nursing students and faculty. Clinical Anatomy, Jul 2025. DOI: 10.1002/ca.70000
2 e1Understanding medical students' transition to clinical training: a qualitative study of transformative learning and professional identity formation. BMJ Open, Jun 2025, 15(6):e098675. DOI: 10.1136/bmjopen-2024-098675
2 d8Do structured career counselling initiatives influence specialty preferences in medical students? A longitudinal observational survey study. BMJ Open, May 2025, 15(5):e099815.DOI: 10.1136/bmjopen-2025-099815
2 aa‘Chết phải toàn thây’: belief in Vietnamese culture and its impact on organ donation. Journal of Medical Ethics, Feb 2025. DOI: 10.1136/jme-2024-110513
2 bbThe transition to clerkships bootcamp: Innovative and flexible curriculum strategies post-COVID-19 adaptation. Medical Education, Feb 2025, 59(2):232-233. DOI: 10.1111/medu.15573
2 deExamining dimensions of career intentions: insights from medical and nursing students at a private not-for-profit university in Vietnam. BMC Medical Education, Nov 2024, 24(1):1303. DOI: 10.1186/s12909-024-06028-3
2 9eCore procedural skills in the MD curriculum: what students need to learn. Frontiers in Medicine, Jan 2024, 11:1469781. DOI: 10.3389/fmed.2024.1469781
2 9fA commentary on the National Medical Licensing Examination in Vietnam: why, what, who and how. MedEdPublish, May 2023, 13:30. DOI: 0.12688/mep.19654.1
2 d4Integrated educational technology in teaching anatomy using the ASIC framework: A case study from VinUniversity. Advances in Medical Education and Practice, Jan 2023, 14:669-681.DOI: 10.2147/amep.s405340
2 b6Accreditation of medical education in Vietnam: From local to global excellence. Pakistan Journal of Medical Sciences, Mar 2022, 38(4):1077-1081. DOI: 10.12669/pjms.38.4.5077
1 2fLast Updated: 02 September 2025
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