Sunday, 13 September 2020

Assessment Drives Learning (Quote)




Cameras and Masks: Sustaining Emotional Connections with Your Students in an Age of COVID19 (Part 1 of 2) https://tomprof.stanford.edu/posting/1813

Cameras and Masks: Sustaining Emotional Connections with Your Students in an Age of COVID19 (Part 2 of 2) https://tomprof.stanford.edu/posting/1814


Goh P.S and Sandars J. (2020) 'A vision of the use of technology in medical education after the COVID-19 pandemic', MedEdPublish, 9, [1], 49, https://doi.org/10.15694/mep.2020.000049.1

Hodges C, Moore S, Lockee B, et al. EDUCAUSE Review. The difference between emergency remote teaching and online learning. Acessed 30 April 2020. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning.

Monday, 31 August 2020

TEL in HPE to Meet Future Healthcare Demand

2020 Virtual Summercourse: Health 4.0 Managements and Technologies for Improving Health Services in Developing Countries, which is organized by Faculty of Medicine, Public Health and Nursing in collaboration with Faculty of Pharmacy and Faculty of Dentistry, Universitas Gadjah Mada (UGM).

https://fk.ugm.ac.id/en/department-of-medical-education/

http://fk.ugm.ac.id/en/summer-winter-course-2/

--------------

Pre-lecture preparation:

Dear students,

If you have little time, (and interest in the topic), please read the following open access article before the lecture, AND both reflect on, and take notes on how the key messages in this article might be helpful in your current and future practice.

Goh P.S, Sandars J. (2020) 'A vision of the use of technology in medical education after the COVID-19 pandemic', MedEdPublish, 9, [1], 49, https://doi.org/10.15694/mep.2020.000049.1

If you have more time, do explore the resources available on the blog below.

If you are very interested in this topic, and are able to commit the time, do review the material on the 5 blogs below section BEFORE the lecture, and both reflect on, and take notes on how the key messages might be helpful in your current and future practice.

(then do this - part 5, after below part 4)

➡️➡️➡️➡️ https://medicaleducationelearning.blogspot.com/2020/06/medical-education-disrupted-by.html
(then do this - part 4, after below part 3)

➡️➡️➡️ https://medicaleducationelearning.blogspot.com/2020/06/transformational-change-in-scholarship.html
(then do this - part 3, after below part 2)

➡️➡️ https://medicaleducationelearning.blogspot.com/2020/04/iamse-2020-plenary-presentation-medical.html
(then do this - part 2, after below part 1, the foundation)

➡️ https://medicaleducationelearning.blogspot.com/2020/03/technology-enhanced-learning-cenmed.html
(start here - part 1, the foundation)

I will take live Q and A during my lecture.

With warmest regards,

--------------

Invited lecture - ‘TEL in HPE to Meet Future Healthcare Demand” on 9 November 2020 at 3PM (Indonesia time).

TEL in HPE to Meet Future Healthcare Demand

➡ Why before What and How. Role of Technology enhanced learning (TEL) in formal learning and training, informal learning, and just-in-time learning; in the home, classroom, and workplace; in undergraduate, postgraduate, and lifelong learning. TEL to build knowledge, skills and attitudes. In competency based training (an evolution from time based training). To scale. To expand access. To extend the reach of instructors, associations and institutions. To support self-directed, and instructor facilitated (in future part AI facilitated) learning.

➡ AI, machine learning, mobile technology, VR/AR/mixed reality, and tele-health are increasingly being used to expand access to healthcare, and extend the reach of healthcare practitioners.

                      Poh-Sun Goh, 1 September 2020 @ 0650am, revised 1248pm






Performance drives Learning from Poh-Sun Goh



for above, see additional notes related to Slideshare post on Slideshare post webpage
at bottom of Slide, after date of posting




TEL is one method (to assist efforts to) '....rapidly expand the clinical workforce'.
above quote from
Goh P.S, Sandars J. (2020) 'A vision of the use of technology in medical education after the COVID-19 pandemic', MedEdPublish, 9, [1], 49, https://doi.org/10.15694/mep.2020.000049.1

Sandars, J., Correia, R., Dankbaar, M., de Jong, P., Goh, P.S., Hege, I., Masters, K., Oh, S.Y., Patel, R., Premkumar, K., Webb, A., Pusic, M. (2020). 'Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic'. MedEdPublish, 9, [1], 82, https://doi.org/10.15694/mep.2020.000082.1

Gert J. J. Biesta & Marije van Braak (2020) Beyond the Medical Model: Thinking Differently about Medical Education and Medical Education Research, Teaching and Learning in Medicine, DOI: 10.1080/10401334.2020.1798240

FOUR-COMPONENT INSTRUCTIONAL DESIGN (4C/ID)

Artino, Anthony R. Jr., PhD; Jones, Kenneth D., PhD. Self-Regulated Learning—A Dynamic, Cyclical Perspective. AM Last Page, Academic Medicine: July 2013 - Volume 88 - Issue 7 - p 1048 doi: 10.1097/ACM.0b013e3182953763


'Preparation for future learning can be supported through specific educational approaches ... Broadly, these approaches suggest that for PFL and subsequent adaptive expertise, education must emphasize (1) understanding rather than performance, (2) emphasize struggle and risk taking, and (3) support meaningful variation ... can put clinicians on the path to becoming quick and efficient problem solvers when needed and effective innovators in the face of novelty complexity and ambiguity.'
above quote from
Mylopoulos M, Kulasegaram K, Woods NN. Developing the experts we need: Fostering adaptive expertise through education. Journal of Evaluation in Clinical Practice. 2018 Jun;24(3):674-677. DOI: 10.1111/jep.12905.


(then do this - part 5, after below part 4)

➡️➡️➡️➡️ https://medicaleducationelearning.blogspot.com/2020/06/medical-education-disrupted-by.html
(then do this - part 4, after below part 3)

➡️➡️➡️ https://medicaleducationelearning.blogspot.com/2020/06/transformational-change-in-scholarship.html
(then do this - part 3, after below part 2)

➡️➡️ https://medicaleducationelearning.blogspot.com/2020/04/iamse-2020-plenary-presentation-medical.html
(then do this - part 2, after below part 1, the foundation)

➡️ https://medicaleducationelearning.blogspot.com/2020/03/technology-enhanced-learning-cenmed.html
(start here - part 1, the foundation)





Goh, P.S. Technology enhanced learning in Medical Education: What’s new, what’s useful, and some important considerations. MedEdPublish. 2016 Oct; 5(3), Paper No:16. Epub 2016 Oct 12.
see also

Sunday, 16 August 2020

Imaging of the Chest and Lungs - Online resources to support lecture for year 1 MBBS (NUS)



The aim of the session is to link the anatomy which you have learnt in the chest, to what is visible on the two most commonly used imaging tests you will use as doctors in day to day clinical practice - the CXR, and CT scan of the Chest.  Radiology allows you to see 'living anatomy' and pathology, of your patients in vivo. The CXR allows you to look inside your patient in 2D, while the CT scan gives you multi-planar sectional details, and a '3D-like' appreciation of both anatomy and pathology. You should aim to develop the ability to orientate yourself to the visible structures when viewing both the CXR, and CT scans; and be able to identify normal anatomy. This will form the foundation for the study of pathology, and the appreciation of visible pathology in your patients using CXRs and CT scans in year 2, and subsequent clinical years.

There are two learning paths (illustrated on the blog below) - a Guided learning path, and an Exploratory learning path. Please choose one path based on your learning preference, and review the material before the 'live' lecture. We will review this content during the 'live' lecture on Microsoft Teams.

Guided learning path: For those of you who like a very prescriptive guided learning path - start with CXR video 1, then video 2, then CXR anatomy website (see chest section) (using illustrations as drill and quiz examples, by viewing CXR first without annotations, then mousing over each image, then read text); then view CT chest video 1, then video 2, then attempt to identify CT anatomy here.

Exploratory learning path: For those of you who prefer a more exploratory learning path, starting with interactive illustrations and text, you are encouraged to review the open access CXR anatomy website (see chest section) below, as well as information about how to approach the CXR (including normal anatomy), and CT scan with scrollable images links below. For those students who prefer learning from illustrated online videos, please review the two videos below before the lecture - Chest X-Ray Interpretation Explained Clearly - How to read a CXR and LEARN to Read a Chest Xray in 5 minutes!. Also review the two videos below reviewing visible anatomy on CT of the chest - Anatomy of a Transverse CT of the Thorax and Introduction to Computed Tomographic imaging of the Chest. (Viewing these videos within or embedded in the blog is one method to reduce ads which appear before the video). 


The following are links to individual 'lecture' slides. You can preview these in sequence.














https://learningchestradiology.blogspot.com/2018/10/chest-radiology-anatomy-correlation.html
(password access required, this is for instructors)

(for students, start here)

https://www.kenhub.com/en/library/anatomy/medical-imaging-and-radiological-anatomy

https://radiopaedia.org/articles/chest-radiograph

https://radiopaedia.org/cases/normal-ct-chest

https://www.radiologycafe.com/medical-students/radiology-basics/chest-anatomy

http://www.castlemountain.dk/atlas/index.php?page=modules

STR (The Society for Thoracic Radiology) Curriculum for Medical Students and Allied Health Professionals - Please view Chest Radiography: Cardiothoracic Anatomy (video presentation), and Advanced imaging: Basic Chest CT Anatomy (video presentation) before lecture



we will discuss ideas presented in the videos above and below during the 'live' online lecture
(for students, please view both videos, above and below, before the online 'live' lecture)


please also review the two videos below reviewing visible anatomy on CT of the chest




Preview of Year 2

Tuesday, 4 August 2020

Radiology Resident Case-Based Interactive Tutorial

Learning process - present unknown case, interactive engagement, review outcome (quick, accurate, confident ability to recognise, and justify).


For example - Imaging presentation of sellar mass

Review features. Consider diagnostic possibilities. Justify diagnosis.





'By reviewing research on medical performance and education, the author describes evidence for these representations and their development within the expert- performance framework. He uses the research to generate suggestions for improved training of medical students and professionals. Two strategies— designing learning environments with libraries of cases and creating opportunities for individualized teacher-guided training—should enable motivated individuals to acquire a full set of refined mental representations. Providing the right resources to support the expert- performance approach will allow such individuals to become self-regulated learners—that is, members of the medical community who have the tools to improve their own and their team members’ performances throughout their entire professional careers.'
above quoted from abstract of
Ericsson KA. Acquisition and maintenance of medical expertise: a perspective from the expert-performance approach with deliberate practice. Acad Med. 2015 Nov;90(11):1471-86. doi:10.1097/ACM.0000000000000939. PubMed PMID: 26375267.

Wednesday, 15 July 2020

Training in Digital Literacy and a Technology Orientation To Future Proof Adaptable, Resilient Healthcare Practitioners to Deliver Holistic Care




Training in Digital Literacy and a Technology Orientation To Future Proof Adaptable, Resilient Healthcare Practitioners to Deliver Holistic Care

Poh-Sun Goh, Yanika Kowitlawakul, and John Wong Chee Meng

APMEC 2021 Virtual Conference Panel Discussion

Abstract

The COVID-19 pandemic has accelerated the integration of digitalisation and technology in healthcare practice, and throughout the continuum of education and training, from undergraduate, through postgraduate to continuing education and professional development. Training in digital literacy and a technology orientation is one key element to enable a future proof, healthcare practitioner. The aim of this panel discussion will be to explore how we can plan a curriculum to do this, and what experiences and competencies we can focus on to produce an adaptable, resilient healthcare practitioner, capable of delivering holistic care. A review of current and near future technology and pedagogy will be made, as well as a critical examination of challenges and pitfalls when using and relying on technology.


Five concept definitions

Digital literacy




Goh P.S, Sandars J. (2020) 'A vision of the use of technology in medical education after the COVID-19 pandemic', MedEdPublish, 9, [1], 49, https://doi.org/10.15694/mep.2020.000049.1

A look at digital literacy in health and social care
Susan Kennedy and Jo Yaldren
British Journal of Cardiac Nursing 2017 12:9, 428-432

Kuek, A., & Hakkennes, S. (2020). Healthcare staff digital literacy levels and their attitudes towards information systems. Health Informatics Journal, 26(1), 592–612. https://doi.org/10.1177/1460458219839613









Future-proof



Greenhalgh T. (2014). Future-proofing relationship-based care: a priority for general practice. The British journal of general practice : the journal of the Royal College of General Practitioners, 64(628), 580. https://doi.org/10.3399/bjgp14X682357


Adaptable


Pype, P., Mertens, F., Helewaut, F. et al. Healthcare teams as complex adaptive systems: understanding team behaviour through team members’ perception of interpersonal interaction. BMC Health Serv Res 18, 570 (2018). https://doi.org/10.1186/s12913-018-3392-3

Richard, L., Torres, S., Tremblay, M. et al. An analysis of the adaptability of a professional development program in public health: results from the ALPS Study. BMC Health Serv Res 15, 233 (2015). https://doi.org/10.1186/s12913-015-0903-3


Resilience



Resilience of primary healthcare professionals working in challenging environments: a focus group study. Catriona Matheson, Helen D Robertson, Alison M Elliott, Lisa Iversen, Peter Murchie
British Journal of General Practice 2016; 66 (648): e507-e515. DOI: 10.3399/bjgp16X685285

Lopez V, Yobas P, Chow YL, Shorey S. Does building resilience in undergraduate nursing students happen through clinical placements? A qualitative study. Nurse Educ Today. 2018;67:1-5. doi:10.1016/j.nedt.2018.04.020

Emel Bahadır Yılmaz, Resilience as a strategy for struggling against challenges related to the nursing profession, Chinese Nursing Research, Volume 4, Issue 1, 2017, Pages 9-13, ISSN 2095-7718,
https://doi.org/10.1016/j.cnre.2017.03.004. https://www.sciencedirect.com/science/article/pii/S2095771817300075

Nemeth C, Wears R, Woods D, et al. Minding the Gaps: Creating Resilience in Health Care. In: Henriksen K, Battles JB, Keyes MA, et al., editors. Advances in Patient Safety: New Directions and Alternative Approaches (Vol. 3: Performance and Tools). Rockville (MD): Agency for Healthcare Research and Quality (US); 2008 Aug. Available from: https://www.ncbi.nlm.nih.gov/books/NBK43670/


Holistic care



Goh, P.S., Sandars, J. (2019). Using Technology to Nurture Core Human Values in Healthcare. MededPublish, 8, [3], 74, https://doi.org/10.15694/mep.2019.000223.1

Jasemi, M., Valizadeh, L., Zamanzadeh, V., & Keogh, B. (2017). A Concept Analysis of Holistic Care by Hybrid Model. Indian journal of palliative care, 23(1), 71–80. https://doi.org/10.4103/0973-1075.197960


Three takeaways, and Three sustaining innovation tips

Several key competencies and strategies

Awareness, Information, Training (for individual practitioners, teams and institutions) - up to date, current, accurate information and data; including skills to access and assess information. Building individual, team and institutional skills in adaptability, resilience and future-thinking (including in innovation, design thinking, systems thinking and action research). Faculty development and training for teachers. Role of reflection, self-awareness, situational awareness, insight, feedback, support (peer, team, social).

https://www.oecd-ilibrary.org/education/preparing-teachers-and-developing-school-leaders-for-the-21st-century/preparing-teachers-to-deliver-21st-century-skills_9789264174559-4-en

CROSSING THE GLOBAL QUALITY CHASM
Improving Health Care Worldwide
A Consensus Study Report of The National Academies of Sciences, Engineering, and Medicine
2018
https://www.nap.edu/read/25152/chapter/5

Lifelong learning for practitioner, teams and institutions - regular systematic efforts to keep up to date, access information, create and share information, data and best practices

Technology enabled, facilitated and augmented



Training to develop a holistic, adaptable, resilient healthcare practitioner from Poh-Sun Goh

Nemeth C, Wears R, Woods D, et al. Minding the Gaps: Creating Resilience in Health Care. In: Henriksen K, Battles JB, Keyes MA, et al., editors. Advances in Patient Safety: New Directions and Alternative Approaches (Vol. 3: Performance and Tools). Rockville (MD): Agency for Healthcare Research and Quality (US); 2008 Aug. Available from: https://www.ncbi.nlm.nih.gov/books/NBK43670/

Fairbanks, Rollin & Wears, Robert & Woods, David & Hollnagel, Erik & Plsek, Paul & Cook, Richard. (2014). Resilience and Resilience Engineering in Health Care. Joint Commission Journal on Quality and Patient Safety. 40. 10.1016/S1553-7250(14)40049-7.
https://www.researchgate.net/publication/264089773_Resilience_and_Resilience_Engineering_in_Health_Care

Anderson, J. E., Ross, A. J., Back, J., Duncan, M., Snell, P., Walsh, K., & Jaye, P. (2016). Implementing resilience engineering for healthcare quality improvement using the CARE model: a feasibility study protocol. Pilot and feasibility studies, 2, 61. https://doi.org/10.1186/s40814-016-0103-x
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5154109/

Neufeld A, Malin G, 2020, 'Twelve tips to combat ill-being during the COVID-19 pandemic: A guide for health professionals & educators', MedEdPublish, 9, [1], 70, https://doi.org/10.15694/mep.2020.000070.1
https://www.mededpublish.org/manuscripts/2986

Gonzalo JD, Haidet P, Papp KK, et al. Educating for the 21st-Century Health Care System: An Interdependent Framework of Basic, Clinical, and Systems Sciences. Academic Medicine : Journal of the Association of American Medical Colleges. 2017 Jan;92(1):35-39. DOI: 10.1097/acm.0000000000000951.
https://europepmc.org/article/med/26488568

Gonzalo JD, Caverzagie KJ, Hawkins RE, et al. Concerns and Responses for Integrating Health Systems Science Into Medical Education. Academic Medicine : Journal of the Association of American Medical Colleges. 2018 Jun;93(6):843-849. DOI: 10.1097/acm.0000000000001960.
https://europepmc.org/article/med/29068816

Gonzalo JD, Chang A, Wolpaw DR. New Educator Roles for Health Systems Science:
Implications of New Physician Competencies for U.S. Medical School Faculty. Acad
Med. 2019 Apr;94(4):501-506. doi: 10.1097/ACM.0000000000002552. PubMed PMID:
30520810.
https://www.ncbi.nlm.nih.gov/pubmed/30520810


https://www.insidehighered.com/digital-learning/article/2020/03/18/most-teaching-going-remote-will-help-or-hurt-online-learning

Frenk, Julio, Lincoln Chen, Zulfiqar A. Bhutta, Jordan Cohen, Nigel Crisp, Timothy Evans, Harvey Fineberg, et al. 2010. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The Lancet, 376(9756): 1923-1958.
http://nrs.harvard.edu/urn-3:HUL.InstRepos:4626403

Global Forum on Innovation in Health Professional Education; Board on Global Health; Institute of Medicine; National Academies of Sciences, Engineering, and Medicine. Envisioning the Future of Health Professional Education: Workshop Summary. Washington (DC): National Academies Press (US); 2016 Apr 18. Introduction. Available from: https://www.ncbi.nlm.nih.gov/books/NBK362412/

Linda Darling-Hammond, Lisa Flook, Channa Cook-Harvey, Brigid Barron & David Osher (2020) Implications for educational practice of the science of learning and development, Applied Developmental Science, 24:2, 97-140, DOI: 10.1080/10888691.2018.1537791
https://www.tandfonline.com/doi/10.1080/10888691.2018.1537791




Tuesday, 14 July 2020

Generation Z and medical education

Google search for 'Generation Z and medical education'

Plochocki J. H. (2019). Several Ways Generation Z May Shape the Medical School Landscape. Journal of medical education and curricular development, 6, 2382120519884325. https://doi.org/10.1177/2382120519884325
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6823979/

Eckleberry-Hunt, J., Lick, D., & Hunt, R. (2018). Is Medical Education Ready for Generation Z?. Journal of graduate medical education, 10(4), 378–381. https://doi.org/10.4300/JGME-D-18-00466.1
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6108364/

Hopkins L, Hampton BS, Abbott JF, et al. To the point: medical education, technology, and the millennial learner. Am J Obstet Gynecol. 2018;218(2):188-192. doi:10.1016/j.ajog.2017.06.001
https://pubmed.ncbi.nlm.nih.gov/28599897/

https://www.mckinsey.com/industries/consumer-packaged-goods/our-insights/true-gen-generation-z-and-its-implications-for-companies

Talmon, G.A. Generation Z: What’s Next?. Med.Sci.Educ. 29, 9–11 (2019). https://doi.org/10.1007/s40670-019-00796-0
https://link.springer.com/article/10.1007/s40670-019-00796-0#citeas

https://julnet.swoogo.com/iamse19/180303

https://julnet.swoogo.com/iamse19/agenda

de Jong, P.G.M. Letter from the Editor-in-Chief. Med.Sci.Educ. 29, 1 (2019). https://doi.org/10.1007/s40670-019-00864-5
https://link.springer.com/article/10.1007/s40670-019-00864-5

https://link.springer.com/journal/40670/29/1/suppl

https://link.springer.com/journal/40670/volumes-and-issues

https://www.springer.com/journal/40670/submission-guidelines

https://julnet.swoogo.com/iamse2020

https://medicaleducationelearning.blogspot.com/2020/04/iamse-2020-plenary-presentation-medical.html


Linda Regan, Laura R. Hopson, Michael A. Gisondi, Jeremy Branzetti. (2019) Learning to learn: A qualitative study to uncover strategies used by Master Adaptive Learners in the planning of learning. Medical Teacher 41:11, pages 1252-1262.

Martin V. Pusic, Sally A. Santen, Michael Dekhtyar, Ann N. Poncelet, Nicole K. Roberts, Amy L. Wilson-Delfosse & William B. Cutrer (2018) Learning to balance efficiency and innovation for optimal adaptive expertise, Medical Teacher, 40:8, 820-827, DOI: 10.1080/0142159X.2018.1485887

William B. Cutrer, Holly G. Atkinson, Erica Friedman, Nicole Deiorio, Larry D. Gruppen, Michael Dekhtyar & Martin Pusic (2018) Exploring the characteristics and context that allow Master Adaptive Learners to thrive, Medical Teacher, 40:8, 791-796, DOI: 10.1080/0142159X.2018.1484560

Philip J. Kellman & Sally Krasne (2018) Accelerating expertise: Perceptual and adaptive learning technology in medical learning, Medical Teacher, 40:8, 797-802, DOI: 10.1080/0142159X.2018.1484897

Maria Mylopoulos, Naomi Steenhof, Amit Kaushal & Nicole N. Woods (2018) Twelve tips for designing curricula that support the development of adaptive expertise, Medical Teacher, 40:8, 850-854, DOI: 10.1080/0142159X.2018.1484082


https://www.cnet.com/news/nreals-magic-leap-like-ar-smartglasses-cost-499-arriving-by-end-of-year/

https://www.apple.com/sg/augmented-reality/

https://www.macrumors.com/roundup/apple-glasses/

https://www.macworld.co.uk/news/apple/ar-glasses-3601447/

https://www.cnet.com/news/apple-glasses-leaks-rumors-what-apple-smart-glasses-could-become/

https://www.imore.com/if-rumors-are-true-apple-glass-will-be-more-evolution-revolution


Pollard, K.A., Oiknine, A.H., Files, B.T. et al. Level of immersion affects spatial learning in virtual environments: results of a three-condition within-subjects study with long intersession intervals. Virtual Reality (2020). https://doi.org/10.1007/s10055-019-00411-y