Monday, 21 October 2019

Medical Educator Roles of the Future

above from






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.



"Medical Educator Roles for the Future", focusing on how Technology, Machine Learning, AI and the like will impact the way we educate healthcare professionals and the way we provide care.





see also



IAMSE20 Denver, USA

Medical Educator Roles of the Future 
by
Poh-Sun Goh

This session will explore how near future technology can impact how we educate healthcare professionals and the way they provide care.
The idea is to examine how “new” methods and platforms for displaying information, engaging an audience, extending and expanding the cognitive presence of “the instructor”, and increasingly "guide" will transform the learning experience, and training outcomes, of our educational efforts; and also explore how these same technologies, which will include Artificial Intelligence (AI) and Machine Learning, Virtual Reality (VR) and Augmented Reality (AR), online and re-imagined out-of-the-simulation-center skill training experiences (inspired and modelled after gaming platforms), can augment, enhance, and transform how we educate and train healthcare professionals, along the whole continuum of learning, from undergraduate learning, through postgraduate training, to lifelong learning and continuing professional development settings.



Poh-Sun Goh
Associate Professor and Senior Consultant, Department of Diagnostic Radiology, National University of Singapore and National University Hospital and Associate Member, Centre for Medical Education, NUS

Poh-Sun (MBBS(Melb) 1987, FRCR 1993, FAMS 1998, MHPE(Maastricht) 2012 and FAMEE 2017) practices on the clinician educator tract (80/20 time allocation clinical/education) augmenting his education and training time allocation with technology, and regular cumulative early morning focused scholarly efforts, spent developing and evaluating the use of open access online digital repositories in clinical training, and medical education faculty development, under a mastery training and deliberate practice framework. He focuses his efforts on the challenge of transfer to practice, in the widest possible settings, through use of reusable comprehensive digital content, iterative low cost proof of concept implementation combined with collaborations and partnerships to scale, all anchored on a solid foundation of theory and evidence.










(including links to use of AI)


see also

Goh, P.S. Presenting the outline of a proposal for a 5 part program of medical education research using eLearning or Technology enhanced learning to support Learning through the continuum of Undergraduate, through Postgraduate to Lifelong learning settings. MedEdPublish. 2016 Oct; 5(3), Paper No:55. Epub 2016 Dec 7. 

Samarasekera DD, Goh PS, Lee SS, Gwee MCE. The clarion call for a third wave
in medical education to optimise healthcare in the twenty-first century. Med
Teach. 2018 Oct;40(10):982-985. doi: 10.1080/0142159X.2018.1500973. Epub 2018 Oct
9.


and



see also


























AI in Medical Education

Saturday, 7 September 2019

One week visit (Speaker and Facilitator) to Atma Jaya University Catholic of Indonesia, Jakarta - September 9 to 13, 2019


Goh PS., Sandars J (2019). Increasing tensions in the ubiquitous use of technology for medical education. Med Teach. Accepted for publication, 22 October 2018, published online 16 January 2019.
DOI: 10.1080/0142159X.2018.1540773
https://www.ncbi.nlm.nih.gov/pubmed/30646780

Goh PS, Sandars J. (2019). Digital Scholarship – rethinking educational scholarship in the digital world, MedEdPublish, 8, [2], 15.


Effect of Promotion Via Social Media on Access of Articles in an Academic Medical Journal
A Randomized Controlled Trial
Widmer, R. Jay MD, PhD; Mandrekar, Jay PhD; Ward, Angelina; Aase, Lee A.; Lanier, William L. MD; Timimi, Farris K. MD; Gerber, Thomas C. MD, PhD
Academic Medicine: May 28, 2019 - Volume Publish Ahead of Print - Issue - p
doi: 10.1097/ACM.0000000000002811

Goh, PS. (2016) Using a blog as an integrated eLearning tool and platform. Med Teach. Jun;38(6):628-9. Epub 2015 Nov 11.


Ellaway RH, Topps D, Pusic M. Data, Big and Small: Emerging Challenges to
Medical Education Scholarship. Acad Med. 2019 Jan;94(1):31-36. doi:
10.1097/ACM.0000000000002465.

Mirhosseini, F., Mehrdad, N., Bigdeli, S., Peyravi, H., & Khoddam, H. (2018). Exploring the concept of scholarship of teaching and learning (SoTL): Concept analysis. Medical journal of the Islamic Republic of Iran, 32, 96. doi:10.14196/mjiri.32.96


Revised Workshop Program below


above from



Digital Scholarship and Engagement - Indicators, Metrics, Value and Impact
by 
Poh-Sun Goh 

eLearning or TEL(Technology Enhanced Learning) is increasingly being integrated into medical education and training, from undergraduate, through postgraduate to continuing education and lifelong learning settings, with increasing emphasis on blended and mobile learning, in the workplace and just-in-time settings. TEL with utilisation of digital content and engagement provides visibility of our teaching and training efforts as educators, showing ‘what we teach with, and assess on’ (Goh, 2016). TEL approaches can also be used to provide visibility and metrics of student engagement, as well as demonstrate intermediate and final outcomes of student learning (Goh & Sandars, 2016; Goh, 2017). TEL is increasing transforming medical education, going beyond substitution, augmentation and modification of learning - the ‘SAMR model’ (Puentedura, 2013). Reflective educators, and educational scholars have always sought to evaluate and assess the value and impact of their teaching and training efforts, and Digital Scholarship, with attention paid to data, indicators and metrics of engagement and output, can facilitate these efforts. Use of 'free', low cost, off the shelf, easy to use and accessible digital tools and platforms, combined with curated and created digital content repositories, by faculty who are 'digitally literate' and professional, facilitates adoption and scaling up of our scholarly efforts (Goh, 2018). This has direct benefits for faculty members during the academic appointment, appraisal and promotion process; for an academic community by making scholarly activities easily accessible, and for an institution by making academic and scholarly activities by faculty members both easily accessible and visible.

More on expanded blogpost link below

and

References:

Goh, P.S. eLearning in Medical Education - Costs and Value Add. The Asia Pacific Scholar (TAPS). Published online: 2 May, TAPS 2018, 3(2), 58-60. DOI: https://doi.org/10.29060/TAPS.2018-3-2/PV1073

Goh, P.S. Learning Analytics in Medical Education. MedEdPublish. 2017 Apr; 6(2), Paper No:5. Epub 2017 Apr 4. https://doi.org/10.15694/mep.2017.000067

Goh, P.S., Sandars, J. An innovative approach to digitally flip the classroom by using an online "graffiti wall" with a blog. Med Teach. 2016 Aug;38(8):858. Epub 2016 Jul 14.

Goh, P.S. Using a blog as an integrated eLearning tool and platform. Med Teach. 2016 Jun;38(6):628-9. Epub 2015 Nov 11.

Puentedura, R. R. (2013, May 29). SAMR: Moving from enhancement to transformation [Web log post].




Gottlieb, M., Dehon, E., Jordan, J., Bentley, S., Ranney, M. L., Lee, S., … Santen, S. A. (2018). Getting Published in Medical Education: Overcoming Barriers to Scholarly Production. The western journal of emergency medicine, 19(1), 1–6. doi:10.5811/westjem.2017.11.35253

Ligon B, Turner T, Thammasitboon S, 2017, 'Highlighting common pitfalls to avoid when writing the medical education manuscript', MedEdPublish, 6, [2], 32, https://doi.org/10.15694/mep.2017.000094

Cook DA. Twelve tips for getting your manuscript published. Med Teach. 2016;38(1):41-50. doi: 10.3109/0142159X.2015.1074989. Epub 2015 Sep 15.

International Council for Open and Distance Education. 2019. Global guidelines: Ethics in Learning Analysis. 

Michael Fire, Carlos Guestrin, Over-optimization of academic publishing metrics: observing Goodhart’s Law in action, GigaScience, Volume 8, Issue 6, June 2019, giz053, https://doi.org/10.1093/gigascience/giz053



Revised Workshop Program below



Who (you are)
What (you do, offer)
Association(s) (associate with, think of - linked to you - who/what you do)










Borman-Shoap E, Li ST, St Clair NE, Rosenbluth G, Pitt S, Pitt MB. Knowing
Your Personal Brand: What Academics Can Learn From Marketing 101. Acad Med. 2019 
Sep;94(9):1293-1298. doi: 10.1097/ACM.0000000000002737.


Gorbatov, S., Khapova, S. N., & Lysova, E. I. (2018). Personal Branding: Interdisciplinary Systematic Review and Research Agenda. Frontiers in psychology, 9, 2238. doi:10.3389/fpsyg.2018.02238




Ellaway R, Topps D, 2017, 'METRICS: a pattern language of scholarship in medical education', MedEdPublish, 6, [4], 30, https://doi.org/10.15694/mep.2017.000199


Made with Padlet

https://padlet.com/dnrgohps/Jakarta2019

Word Concept Mapping

"Concept mapping is a cognitive technique that is widely used in the education of medical and allied health professions as a tool for critical thinking, and to assimilate new knowledge ..."
above quote from
Berglund AWhat's in a Word? Concept mapping: a graphical tool to reinforce learning of epidemiological conceptsJ Epidemiol Community Health 2015;69:1232-1236.

Who

Why
Before 
What
And 
How

When
Where

Show who you are, what you do, bring to table, value add, is valuable and of value 

Present
Presence
Technology 
Digital 
Platforms 
Scale
Connect 
Extend
Expand
Reach
Roles
Impact
Share
Disseminate
Distribute
Powerful 
Effective 
Efficient 

Student
Teacher 
Educator
Scholarly Educator
Educational Scholar

Librarian
Editor
Author


Footsteps 
Steps 
How 

Capturing 
and
Storing Value 
Valuable 

Collecting 
Curating
Composing

Components 
Elements
Building blocks 
Ingredients 
Recipes 

Text
Illustrations 
Posters
Presentations
Articles 
Short
Long

Creating 
Cooking 

Writing 
Ideas
Data

Scholarship 
Portfolios 

Public
Peer Review 
Access 
Assess

Show what you teach with, and assess on
Showcase
Demonstrate
Illustrate
Show value
Assess value and output 

Case report 
Case series
Literature review
Systematic review
Experimental study
Quantitative 
Qualitative 
Mixed methods

Start
Simple
At hand
Low cost
No cost
Open access

First steps
Feedback 

Accumulated experience 
Documentation 
Discourse 

Mindset
Architect
Builder
Artist
Writer
Portfolio (of work)

Technology enhanced learning/teaching
eLearning
Blended learning (technology with face to face)

Motivation
Accountability
Classes
Meetings
Presentations


my three additional slides will be - 
and
and


Building a portfolio of academic scholarship and The academic cycle 
by 
Goh Poh Sun (first draft on April 10th, 2016 at 1737hrs)

"The process of building a portfolio of academic scholarship requires attention to, as well as regular participation in and focus on an area of academic work; getting training, building experience, and developing an understanding of current and topical academic conversations in that area; by reading, attending major academic conferences, through conference presentations, presenting at symposia and workshops; developing ideas further and deepening insights through reflection and discourse; then continuing the academic cycle by getting feedback on these insights by progressively disseminating these ideas through case studies, reflection pieces and peer reviewed papers, both online and through traditional academic peer reviewed publications and conference presentations."

https://medicaleducationelearning.blogspot.com/2017/09/sotl-in-meded.html




see also

and

Wednesday, 26 June 2019

TeL @ AMEE 2019

overview of main sections of this blog 
highlighted and annotated above
review content from top to bottom of blog

#tel2019

#amee2019


https://amee.org/conferences/amee-2019



Made with Padlet

session Padlet embedded above, link to Padlet below





Digital Scholarship and Engagement - Indicators, Metrics, Value and Impact
by 
Poh-Sun Goh 

eLearning or TEL(Technology Enhanced Learning) is increasingly being integrated into medical education and training, from undergraduate, through postgraduate to continuing education and lifelong learning settings, with increasing emphasis on blended and mobile learning, in the workplace and just-in-time settings. TEL with utilisation of digital content and engagement provides visibility of our teaching and training efforts as educators, showing ‘what we teach with, and assess on’ (Goh, 2016). TEL approaches can also be used to provide visibility and metrics of student engagement, as well as demonstrate intermediate and final outcomes of student learning (Goh & Sandars, 2016; Goh, 2017). TEL is increasing transforming medical education, going beyond substitution, augmentation and modification of learning - the ‘SAMR model’ (Puentedura, 2013). Reflective educators, and educational scholars have always sought to evaluate and assess the value and impact of their teaching and training efforts, and Digital Scholarship, with attention paid to data, indicators and metrics of engagement and output, can facilitate these efforts. Use of 'free', low cost, off the shelf, easy to use and accessible digital tools and platforms, combined with curated and created digital content repositories, by faculty who are 'digitally literate' and professional, facilitates adoption and scaling up of our scholarly efforts (Goh, 2018). This has direct benefits for faculty members during the academic appointment, appraisal and promotion process; for an academic community by making scholarly activities easily accessible, and for an institution by making academic and scholarly activities by faculty members both easily accessible and visible.

More on expanded blogpost link below

and

References:

Goh, P.S. eLearning in Medical Education - Costs and Value Add. The Asia Pacific Scholar (TAPS). Published online: 2 May, TAPS 2018, 3(2), 58-60. DOI: https://doi.org/10.29060/TAPS.2018-3-2/PV1073

Goh, P.S. Learning Analytics in Medical Education. MedEdPublish. 2017 Apr; 6(2), Paper No:5. Epub 2017 Apr 4. https://doi.org/10.15694/mep.2017.000067

Goh, P.S., Sandars, J. An innovative approach to digitally flip the classroom by using an online "graffiti wall" with a blog. Med Teach. 2016 Aug;38(8):858. Epub 2016 Jul 14.
http://www.ncbi.nlm.nih.gov/pubmed/27414992

Goh, P.S. Using a blog as an integrated eLearning tool and platform. Med Teach. 2016 Jun;38(6):628-9. Epub 2015 Nov 11.
http://www.ncbi.nlm.nih.gov/pubmed/26558420

Puentedura, R. R. (2013, May 29). SAMR: Moving from enhancement to transformation [Web log post].
Retrieved from http://www.hippasus.com/rrpweblog/archives/000095.html

above from
__________________

(conference website above for final program pdf, and abstract book pdf)

(see page 4)




Ellaway RH, Topps D, Pusic M. Data, Big and Small: Emerging Challenges to
Medical Education Scholarship. Acad Med. 2019 Jan;94(1):31-36. doi:
10.1097/ACM.0000000000002465.

Ellaway R, Topps D, 2017, 'METRICS: a pattern language of scholarship in medical education', MedEdPublish, 6, [4], 30, https://doi.org/10.15694/mep.2017.000199

Ellaway RH, Bates J. 2015. Exploring patterns and pattern languages of medical education. Medical Education 49(12):1189-96.



Effect of Promotion Via Social Media on Access of Articles in an Academic Medical Journal
A Randomized Controlled Trial
Widmer, R. Jay MD, PhD; Mandrekar, Jay PhD; Ward, Angelina; Aase, Lee A.; Lanier, William L. MD; Timimi, Farris K. MD; Gerber, Thomas C. MD, PhD
Academic Medicine: May 28, 2019 - Volume Publish Ahead of Print - Issue - p
doi: 10.1097/ACM.0000000000002811


Mirhosseini, F., Mehrdad, N., Bigdeli, S., Peyravi, H., & Khoddam, H. (2018). Exploring the concept of scholarship of teaching and learning (SoTL): Concept analysis. Medical journal of the Islamic Republic of Iran, 32, 96. doi:10.14196/mjiri.32.96

International Council for Open and Distance Education. 2019. Global guidelines: Ethics in Learning Analysis. 

Michael Fire, Carlos Guestrin, Over-optimization of academic publishing metrics: observing Goodhart’s Law in action, GigaScience, Volume 8, Issue 6, June 2019, giz053, https://doi.org/10.1093/gigascience/giz053








Moving closer to AMEE2019 we have the possibility of engaging potential AMEE members and conference participants "before" the workshop, on social media - then applying analytics methodology to assess this. Not to mention write an article for MedEdPublish or Medical Teacher on this experience.
_______

A) Brief description of what you each intend to share with workshop participants during our opening 5 minute presentation

Poh-Sun - opens by giving a 5 minute introduction to what is digital scholarship and then the format of the workshop
"The use of technology to support educational scholarship has been called digital scholarship" (Goh and Sandars, 2019)

John - Digital Scholarship and online social media
Part of scholarship is dissemination of scholarly activities

Focus on how to assess the scholarship of social media posts

Alex - The spectrum of opportunities for digital scholarship and important considerations 

Peter - The use of social media for the dissemination of your scholarly work

Mike - Sharing on: Use of video media in T and L by teachers or students… types of videos, monologue and dialogue in video, interactive videos, analytics of videos

Martin - "Learning Analytics" -- definition, examples, technology.

---

B) Suggest one group activity that you would get one table group to work on, that you will guide and mentor

John - The challenge of online media as evidence for scholarship in medical education

To focus on evaluation of social media as evidence of medical education scholarship.

My one learning objective and skill and action step
To critically evaluate social media as evidence of medical education scholarship.

Alex - Scope a plan of action to employ digital scholarship to 3 different components of your educational practice

Peter - Use of twitter to share an article (preferably your own). We will work on writing an appropriate tweet for it

Mike - Discussion of participants proposals of what they would like to do with video for their learning with regards to designing simple and easy to use video learning resources and feedback and how to track the digital scholarship relating to this.

Martin - would depend on how long we have.  Will discuss a series of "analytics" definitions based on the Gartner framework.

Poh-Sun - Digital Scholarship to make (our efforts) visible, accessible, and assessable 

takeaway - "digital scholarship, to add to academic discourse, and get recognised for this" will highlight this idea on Social Media

above from

above from



above from





my three additional slides will be - 
and
and



see also

and

my two "Blogger, Instagram, and Twitter shared articles" will be

Goh PS, Sandars J. (2019). Digital Scholarship – rethinking educational scholarship in the digital world, MedEdPublish, 8, [2], 15.

and

Goh, PS. (2016) Using a blog as an integrated eLearning tool and platform. Med Teach. Jun;38(6):628-9. Epub 2015 Nov 11.


---

We have each table give a short report of their discussions - with other groups posing one or two questions/additional discussion (short).

We bring in additional comments and contributions from wider AMEE membership who have contributed to discussion before workshop on Twitter, and other Social Media Channels (if we have time - see below section)

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see also

and





Final wrap up and take home points.

Soon after workshop we

C) Post summary - take home points on Twitter, Instagram, Blogger, Padlet, Facebook

D) Write first draft of workshop "report" - for eventual MedEdWorld post, then MedEdPublish or Medical Teacher article (see below section).


above from




------

(deadline 6 February 2019; accepted for in-conference workshop on 2 May 2019)

https://amee2019.com/
(early bird registration ends 25 May 2019)

https://pmj.bmj.com/

Bullock, A., & Webb, K. (2015). Technology in postgraduate medical education: a dynamic influence on learning?. Postgraduate medical journal, 91(1081), 646-50.