Monday, 3 May 2021

#BuildingBlocksOfScholarship in #MedicalEducation

#BuildingBlocksOfScholarship 

by Poh-Sun Goh, 3 May 2021 @ 1045pm, Singapore Time; updated 5 May 2021 @ 1017pm, Singapore Time

This blogpost illustrates the #BuildingBlocksOfScholarship in #MedicalEducation

Making the argument that the #Scholarship of #Discovery (including #Creation and #Innovation), #Integration, #Application and #Teaching (Boyer 1990) is founded on #Theory, including peer reviewed publications (articulating #Thinking, #Models, #TheoreticalFrameworks), and #Evidence (including #Data, and #Observations). 

The fundamental #BuildingBlock of a piece of #Scholarship (#Written, #Articulated-#Spoken-#Presented-#Illustrated) is a review of #KeyIdeas, and #PreviousWork.

#PersonalReflection on my #Journey as #ScholarlyEducator (making arguments and articulating viewpoints based on the literature, data, evidence and observations), and #EducationalScholar.

The professionalisation of my practice started with formal training, and active engagement in the Maastricht MHPE program. Where the first, repeated lesson that was emphasised was that any statement made during discussions within the program, submitted within individual and team assignments due literally every 2 to 3 weeks (3 to 4 assignments per module - every 8 weeks) had to be supported 'by the literature, theory and evidence'. My personal response to this challenge was to post on the online discussion forum daily (the only possible coping mechanism for someone of my personal learning and training preference and personality - essentially taking one small meaningful step every day in public, within a Community of Practice [COP] and Community of Interest [COI]). The daily challenge I gave myself was to present at least one takeaway from required reading of the literature every day, in public, on the online forum; and also to post one useful additional digital resource relevant to each idea or topic under discussion, including why this was relevant and useful. Reflecting back to the two years I actively engaged in the MHPE program in this manner, strictly staying up to date with readings, and assignment submissions, through daily open postings in this manner (on the online discussion forum), I realised that this naturally translated into the #dailyHabit of #openBlogging, which I have engaged in since completing the MHPE program in 2012. Each public blogpost (on Blogger), translated easily into digital material for regular faculty development workshops on Technology Enhanced Learning (TEL) at the Medical Education Unit, later Center of Medial Education (CenMED) at the Yong Loo Lin School of Medicine, NUS; where I presented and engaged participants exclusively using material from these blogs, later adding Padlet, SlideShare, and Instagram. This formed the basis for a series of public postings on MedEdWorld, then publications in Medical Teacher and later MedEdPublish, with the iterative cycle demonstrated on this single SlideShare illustration - https://www.slideshare.net/dnrgohps/digital-scholar-the-scholarship-cycle-valueimpactrecognition. Recent examples of the use of individual blogs, containing both newly created and previously created and used training and teaching modular digital content which have been shown to be useful, and well received (through number of online views for example, or which have been repeatedly used by me during faculty development sessions - SlideShare posts, Instagram short texts from previous blogposts) and cited online content can be seen at an upcoming invited keynote presentation for the KSME 2021 meeting available at https://medicaleducationelearning.blogspot.com/2021/04/the-vision-of-transformation-in-medical.html, and a TEL workshop at CenMED available at https://medicaleducationelearning.blogspot.com/2021/03/telmeded-cenmed.html

'Why, before What, and How'

Ultimately, we produce 'works' and 'artefacts' of Scholarship, and engage in the 'Cycle of Scholarship', as active members of a COP and COI, whose members (of these COP, and COI) are both senior practitioners and 'peer reviewers'; and form the wider audience and community which we produce for, and engage with. The value-add of these scholarly activities are recognised by reciprocal engagement, effort, time and attention 'spent' by members of a COP and COI, engaging with and in these scholarly works and engagement processes. This manifests as peer reviewed acceptances of the products of scholarship in medical education for presentation at local and international meetings and conferences, publications in local, regional and international peer reviewed journals, and invitations to speak and present at local, regional and international meetings and conferences (generally recognised at institutional levels by awarding Assistant, through Associate and Professor 'titles'), as well as Associate and Fellow designations (e.g. AFAMEE and FAMEE). Part of the service role of an academic involves contribution and 'giving back' to a COI and COP through acting as a peer reviewer, as a member of active committees (including those organising local, regional and international meetings and conferences), and providing leadership in these activities (which also is recognised within increasing performance bands - Assistant, Associate and [Full] Professor level). Obtaining grants in some settings is integral to the process of appointment, performance reviews and promotion, particularly when these grants fund and provide 'protected time' and resources to engage in part or full time academic scholarly activities, often in 'basic' or the scholarship of discovery (traditional) research. Applied scholarship (and research) including that of Practice and Teaching, Application, Integration, Innovation and Creation, which arise from the regular teaching and training activities of Clinicians, Clinician-Educators and Clinician-Scholars can be particularly amenable to non-grant funded or low cost design based, innovation based, integration and application based, and in practice observations, data collection and reflective practice; including 'Micro-Scholarship' steps. 

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"The idea of Micro-Scholarship is that each step 'is' usable, valuable, and can be valued and assessed, and recognised - at individual, community of practice, and institutional levels (with metrics of audience size - use, commentary and incorporation into practice - citations, 'valued ' and 'judged' as attaining a certain band of performance - e.g. Associate or Full, Associate or Fellow level performance, and 'valued' for contribution impact by promotion and increasing salary band levels." - posted in Thread 3 section, accessible at https://medicaleducationelearning.blogspot.com/2021/04/sotl-and-rime-cenmed-nus-workshop-2021.html

"scholarship, like clinical or educational practice occurs in small sequential steps (ideally taken at regular, even daily intervals); each step is additive, and cumulative, as part an academic journey; each step can be documented, digitally, and visible - for open access, inspection, review; each step can be created, or curated with proper attribution, and 'value add' e.g. commentary, customisation, to enable each step to be a modular, free-standing, usable 'piece' of 'Micro-Scholarship. I audience test response to and of content by sharing selected content on Blogger (like this blogpost), Instagram - for short text, references, illustrations; and pay close attention to how the online (Communities of Practice) CoP and (Communities of Interest) CoI share and comment on this on Facebook, Twitter etc." - posted in Thread 1 section, accessible at https://medicaleducationelearning.blogspot.com/2021/04/sotl-and-rime-cenmed-nus-workshop-2021.html 

with examples below

https://www.slideshare.net/dnrgohps/reflect-on-how-blooms-taxonomy-and-millers-pyramid-might-apply-to-learning-continuum-map (over 24,000 views since October 2016)

https://www.slideshare.net/dnrgohps/adoption-of-elearning-in-med-ed-costs-and-value-add-82738401 (over 11,000 views since November 2017)

https://www.slideshare.net/dnrgohps/elearning-in-med-ed (over 11,000 views since November 2017)

https://www.slideshare.net/dnrgohps/digital-educational-resource-hyperlinked-index-vs-restaurant-menu (over 15,000 views since October 2013)

"our efforts (as open, digital scholars), when aligned with the needs and requirements of our users, including communities of practice and organisations become useful, recognised and valued
recognition by an organisation or institution includes awarding certifications of performance levels + (AND) contribution impact value levels (AS VALUED BY the institution or organisation - e.g. Associate or Professor level performance, Associate or Fellow level performance by AMEE" - posted in Thread 2 section, accessible at https://medicaleducationelearning.blogspot.com/2021/04/sotl-and-rime-cenmed-nus-workshop-2021.html 

see How to Start section of SlideShare document below - Points 5, 6 and 7; in order to accomplish point 8, 9 and 10 - which I guess is where the idea of this idea of 'Micro-Scholarship' came from


With each point in both sections of the above SlideShare document elaborated upon in a published peer reviewed journal paper


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MedEdWorld Posts
https://www.mededworld.org/search.aspx?searchtext=poh+sun+goh&searchmode=anyword

https://www.mededworld.org/Reflections-All/Reflection-Items/May-2018/eLearning-in-Medical-Education-Costs-and-Value-Add.aspx

https://www.mededworld.org/hardens-blog/reflection-items/January-2016/An-analogy-between-cooking-recipes-and-an-academic.aspx

https://www.mededworld.org/hardens-blog/reflection-items/August-2014/What-AMEE-means-to-me-Significance-and-impact.aspx

https://www.mededworld.org/hardens-blog/reflection-items/January-2016/One-approach-for-a-participant-to-prepare-and-take.aspx

https://www.mededworld.org/hardens-blog/reflection-items/March-2014/(e)Scholarship-Traditional-vs-Digital-Scholarship.aspx

https://www.mededworld.org/hardens-blog/reflection-items/March-2014/(e)Repository.aspx

https://www.mededworld.org/hardens-blog/reflection-items/September-2013/(e)Learning.aspx

above collated on https://medicaleducationelearning.blogspot.com/2019/06/digital-scholar-participation-in-amee.html


Examples of Scholarship - along lines of categories proposed by Boyer (1990), informed by the criteria of Scholarship by Glassick (2000), and Hutchings and Schulman (1999).

my MHPE Masters Thesis - simple quantitative experimental study (see following link), is an example of the Scholarship of Discovery https://www.slideshare.net/dnrgohps/for-med-edworldpublishpohsungoh

an example of the Scholarship of Innovation-Creation (creative use) below

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 (10 Citations on Google Scholar to date)

and examples of Scholarship of Integration (example of 12 Tips and one Systematic Review), Application (and Teaching) and future Envisioning/Forecasting

Dong C, Goh PS. Twelve tips for the effective use of videos in medical education. Med Teach. 2015 Feb; 37(2):140-5. http://www.ncbi.nlm.nih.gov/pubmed/25110154 (over 110 Citations on Google Scholar)

Liaw SY, Augustin CG, Ying L, Tan SC, Lim WS, Goh PS. Multiuser Virtual Worlds in Healthcare Education: A Systematic Review. Nurse Education Today. Volume 65, June 2018, Pages 136-149. https://doi.org/10.1016/j.nedt.2018.01.006 Accepted for publication on 11 January 2018, available online 2 February 2018). (32 Citations on Google Scholar to date)

Goh PS, Sandars J. (2019). Digital Scholarship – rethinking educational scholarship in the digital world, MedEdPublish, 8, [2], 15, https://doi.org/10.15694/mep.2019.000085.1 https://www.mededpublish.org/manuscripts/2286 (Over 2,400 views to date, Recommended Status)

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 https://www.mededpublish.org/manuscripts/3068 (over 20,000 views over last 12 months, Recommended Status; over 60 citations on Google Scholar)

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 (over 20, 000 views over last 12 months, Recommended Status; over 120 citations on Google Scholar)

Goh, PS. 'Medical Educator Roles of the Future'. Medical Science Educator. Online publication 30 September 2020. https://doi.org/10.1007/s40670-020-01086-w

see also

https://telmeded.blogspot.com/2020/10/micro-scholarship-and-digital.html

https://medicaleducationelearning.blogspot.com/2019/05/sotl-and-rime-workshop-cenmed-wednesday.html

https://medicaleducationelearning.blogspot.com/2021/04/sotl-and-rime-cenmed-nus-workshop-2021.html

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above from Google Scholar (accessed Saturday, 1 May 2021)


Tuesday, 27 April 2021

SOTL and RIME CenMED @ NUS workshop - 2021

Hello.

Welcome to this (upcoming) SOTL and RIME Workshop @ CenMed

The preparation required before the workshop should take no more than 60 minutes for a brief overview - or around 3 to 6 hours for a deeper dive. A brief one hour engagement process can be split up into three 20 minute sessions, taken say during a meal break, where the first 5 minutes is spent focused on a personal scholarship (including SOTL, or RIME) challenge-task - which can be converted into a 'Micro-Scholarship' step challenge-task, followed by 10 minutes review of material (online, on your device - mobile, tablet, laptop or workstation), with the last 5 minutes crafting a no more than a one short paragraph description of your takeaway from this task, how you would 'apply' this in your setting - how you would 'use' and 'apply' the idea of 'Micro-Scholarship' using technology, in the SOTL and potentially RIME. Please 'write' this down (this one short paragraph), and either take a screenshot of this, or a 'digital photograph' of your handwritten one paragraph note, after each task below - as a digital record of the outcome of each task (for you), and to share, and develop further, during the workshop. (This paragraph x3 for the three tasks, is an intermediate outcome, and personal, and personalised, output for each task).



Task 1

What is Scholarship? (see below - Boyer, Glassick, Hutchings and Shulman), Digital Scholarship?, the SOTL? Micro-Scholarship? (see below - one illustration on SlideShare and short three thread outline. How might you document, and showcase your current practice? As a 'micro-step' or 'digital artefact' of 'micro-scholarship' and example of 'open-scholarship?)

Boyer, E.L. (1990) Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching. https://www.umces.edu/sites/default/files/al/pdfs/BoyerScholarshipReconsidered.pdf

Glassick, C.E. (2000) 'Boyer’s expanded definitions of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching'. Acad Med. 75:877-80. https://doi.org/10.1097/00001888-200009000-00007

Hutchings, P. and Shulman, L. S. (1999) ‘The Scholarship of Teaching: New Elaborations, New Developments, Change’,The Magazine of Higher Learning, 1:5, pp. 10-15. https://doi.org/10.1080/00091389909604218 or http://archive.carnegiefoundation.org/publications/elibrary/scholarship-teaching-new-elaborations-new-developments.html

Goh PS, Sandars J. (2019). Digital Scholarship – rethinking educational scholarship in the digital world, MedEdPublish, 8, [2], 15, https://doi.org/10.15694/mep.2019.000085.1

https://www.mededpublish.org/manuscripts/2286

https://medicaleducationelearning.blogspot.com/2020/04/digital-scholarship-in-medical.html


Task 2

Draft out a work-plan for the next 12 months, to create a piece of Scholarship.

Goh P.S, Sandars J. (2020) 'Rethinking scholarship in medical education during the era of the COVID-19 pandemic', MedEdPublish, 9, [1], 97, https://doi.org/10.15694/mep.2020.000097.1

https://www.mededpublish.org/manuscripts/3116


Task 3

Draft out a work-plan for the next 12 months, to undertake and report on a piece of Action Research, or report on the implementation of Design Thinking in Medical Education.

Sandars J., Goh PS. (2020) 'How to make it work: a framework for rapid research to inform evidence-based decision –making about the implementation of online learning during the COVID-19 pandemic', MedEdPublish, 9, [1], 154, https://doi.org/10.15694/mep.2020.000154.1

Sandars, J., & Goh, P.-S. (2020). Design Thinking in Medical Education: The Key Features and Practical Application. Journal of Medical Education and Curricular Development, 7, pp. 1-5. https://doi.org/10.1177/2382120520926518


See you at the session (virtually and in-person).

With warmest regards,

Poh-Sun

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Micro-Scholarship and The Scholarship Cycle

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Micro-Scholarship: Three Threads

by

Poh-Sun Goh
19 April 2021 @ 06.58am, Singapore Time; and revised on 28 April 2021 @ 0628am, Singapore Time


Thread 1

scholarship, like clinical or educational practice occurs in small sequential steps (ideally taken at regular, even daily intervals)
each step is additive, and cumulative, as part an academic journey
each step can be documented, digitally, and visible - for open access, inspection, review
each step can be created, or curated with proper attribution, and 'value add' e.g. commentary, customisation, to enable each step to be a modular, free-standing, usable 'piece' of 'Micro-Scholarship

I audience test response to and of content by sharing selected content on Blogger (like this blogpost), Instagram - for short text, references, illustrations; and pay close attention to how the online (Communities of Practice) CoP and (Communities of Interest) CoI share and comment on this on Facebook, Twitter etc.



https://www.slideshare.net/dnrgohps/elearning-in-med-ed (over 11,000 views since November 2017)



Thread 2

our efforts (as open, digital scholars), when aligned with the needs and requirements of our users, including communities of practice and organisations become useful, recognised and valued
recognition by an organisation or institution includes awarding certifications of performance levels + (AND) contribution impact value levels (AS VALUED BY the institution or organisation - e.g. Associate or Professor level performance, Associate or Fellow level performance by AMEE 

see How to Start section of SlideShare document below - Points 5, 6 and 7; in order to accomplish point 8, 9 and 10 - which I guess is where the idea of this idea of 'Micro-Scholarship' came from


With each point in both sections of the above SlideShare document elaborated upon in a published peer reviewed journal paper



Thread 3

the concept of 'Micro-Scholarship' is a usable, practical and sustainable framework and recipe, similar to practices in the culinary arts, or the arts
where each ingredient, when selected, curated, and prepared (for cooking), is individually of value, visible and can be assessed, tasted, and valued (and is valuable), as well as the completed 'dish', and 'recipes' - all of which can be made openly accessible, for viewing, consumption, and 'sale' to be bought be a consumer or organisation
the idea of taking small cumulative steps, on a regular basis is an analogy that all of us, and the reader, can identify with
the idea of Micro-Scholarship is that each step 'is' usable, valuable, and can be valued and assessed, and recognised - at individual, community of practice, and institutional levels (with metrics of audience size - use, commentary and incorporation into practice - citations, 'valued ' and 'judged' as attaining a certain band of performance - e.g. Associate or Full, Associate or Fellow level performance, and 'valued' for contribution impact by promotion and increasing salary band levels.






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On learning. And 'what you take-away'.

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Opening comments for #TeLMedEd Workshop #@CenMed

Relevant to value-add from attending a workshop, as take-aways, and when is learnt and implemented from active engagement with the activities and training process
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Below section first posted on 
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One sentence takeaway - 
Poh-Sun Goh
22 February 2021 @ 1955hrs
"Hungry students, trained teachers, know (and use) what is available (and at hand)."

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eLearning or Technology enhanced Learning
- What it is not, and 'is'
by
Poh-Sun Goh
22 February 2021 @ 1836hrs, Singapore Time
(inspired by a long hot shower)

A 'book' is a 'technology', but alone is 'not' learning.
A 'tablet', mobile device, wearable computing interface/wearable tech, laptop or desktop computer is 'technology', but alone is 'not' learning.

Access to, or visiting a 'library' is 'not' learning.
Access to 'online' digital content is (in and of itself) 'not' learning.

Learning is a physiological (cognitive) process, which requires a combination of 'hunger' or 'desire' to learn, active 'interaction' with content, and a learning or training process (ideally following a deliberate practice with feedback and reflection, and mastery training paradigm), informed by learning science, instructional design principles, pedagogically and technologically literate and trained instructors and teachers (including for clinical practice domain experts), with students and trainees undergoing a stepwise, progressive, cumulative, both to the task and for the task, but ultimately a lifelong, self-directed, self-motivated (including knowing when and how to seek both human and increasingly AI guided coaching and instruction) educational developmental process.

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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

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




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above from

Sunday, 11 April 2021

The vision of transformation in medical education after the COVID-19 pandemic - Keynote Presentation, KSME 2021



37th Annual Meeting of the Korean Society for Medical Education (KSME 2021)
Theme: Medical Education in the Era of Pandemic
Date: June 03 (Thu) - 04 (Fri.), 2021
Venue: Fully Virtual Conference

Program
Day 1 (June 03)
09:00~9:30 Opening Ceremony
09:30~10:30 Keynote Speech
Title: The vision of transformation in medical education after the COVID-19 pandemic
Speaker: Poh-Sun Goh


Abstract: The ongoing COVID-19 pandemic is currently gripping the world, literally on a global scale, affecting lives and livelihoods. It is clear that we will be living 'with' COVID-19, in the near future, for at least several years, in a dynamic interaction between our adaptability and resilience as a human race, and that of the COVID-19 virus. The COVID-19 pandemic is a 'stress-test' of profound magnitude, and is potentially only the prelude to greater challenges we will face in the coming years and decades, in the first half of the 21st century. Against this backdrop, this presentation will be focused on the past, present, and (possible) future; what we can and arguably should keep, what we can (and arguably could) discard or change, and what we could imagine, and envision ourselves doing, to transform medical education. The content to be presented will be available on a customised blog, posted on the conference website one week before the presentation. Interested participants are encouraged to explore the content posted on this blog (accessible at https://medicaleducationelearning.blogspot.com/2021/04/the-vision-of-transformation-in-medical.html), examine their local setting and practice, and imagine possible and potential futures in medical education. As a scenario building and discussion exercise, please consider three potential futures - 1) a continuation of current practice in Medical Education, with 'emergency eLearning' or use of Technology, blended with in-person activities, with ongoing exploration of 'newer technologies' like Tele-Health, Virtual and Augmented Reality (VR and AR) and Mixed Reality (MR), and use of Artificial Intelligence (AI) and Robotics; 2) in addition to the first scenario practice, wide-spread, global multi-site, no-cost or low-cost rapid prototyping innovation including experimenting with disruptive paradigms, global co-operative sharing and co-developing of open access digital content, and simulation paradigms, which are shared globally, at no-cost; including having the very best teachers and instructors design, build and curate (with attribution) the very best content; localised and customised by a combination of AI and well trained, passionate local educators, with digital literacy and life-long learning skills and competencies part of the core curriculum for all current and future health professional practitioners; 3) the first scenario combined with centers of excellence, innovation and disruptive thinking and development, who then propagate best practices and ideas globally, funded by public-private not-for-profit governance structures, allowing donations and crowdfunding, and tax-free status to resource up this scenario. All three scenarios would be anchored by the best principles and fundamentals of what we know from learning science, innovation and design thinking, management and leadership best practices - addressing the needs of 'hungry students, trained teachers, using what is available and at hand'. (This abstract posted online on Sunday, 9 May 2021, 1945hrs, Singapore Time).

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(In the lead up to the KSME 2021 conference, I will be adding further to this blog, daily. This includes a written transcript of my presentation, which be be progressively written on a daily basis. You can observe this process in real-time, similar to a 'live-cooking' demonstration, in an 'open-kitchen', where the key ingredients used, food preparation, and cooking process, are visible, and open - similar to an 'open digital scholarship process' - Poh-Sun Goh, 10 May 2021, 0625, Singapore Time)

Transcript: (this section first posted on 10 May 2021, 0626am, Singapore Time)

Published and cited references used in my presentation and within the transcript will be - 

Goh, PS. 'Medical Educator Roles of the Future'. Medical Science Educator. Online publication 30 September 2020. https://doi.org/10.1007/s40670-020-01086-w

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

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.

"Hungry students, trained teachers, know (and use) what is available (and at hand)." - Poh-Sun Goh, first presented at (University of Nottingham MMedSci in Medical Education TEL Panel Q&A Session, February 2021)/ posted on https://telmeded.blogspot.com/2021/02/telmededqandapanel-university-of.html

Emanuel EJ. The Inevitable Reimagining of Medical Education. JAMA. 2020;323(12):1127–1128. doi:10.1001/jama.2020.1227 https://jamanetwork.com/journals/jama/article-abstract/2762453

Wartman, Steven & Combs, C.. (2019). Reimagining Medical Education in the Age of AI. AMA journal of ethics. 21. E146-152. 10.1001/amajethics.2019.146.  

Prober, Charles G., MD; Khan, Salman Medical Education Reimagined, Academic Medicine: October 2013 - Volume 88 - Issue 10 - p 1407-1410 doi: 10.1097/ACM.0b013e3182a368bd https://stage-journals.lww.com/academicmedicine/Fulltext/2013/10000/Medical_Education_Reimagined__A_Call_to_Action.9.aspx

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Key Themes: Medical Education - what it is, brief history, its value proposition, current practice, possible futures (potential, anticipated).


Key Words: Strategic Thinking, Vision, Value Proposition, Digital Transformation, Digital Disruption, Medical Education, Future Thinking, Design Thinking, Innovation, eLearning, Technology enhanced Learning (TeL), COVID-19, Disruption. Technology. Technological Unemployment. AI. The human touch. Motivation, Hunger, Meaning, Purpose. Needs and Wants.


Key Takeaways: Start by being Open, Observing, and being Objective. Why, before What, and How. Needs and Requirements, Current-Anticipated-Projected-Aspirational, should drive (Omni-channel = Physical + Digital, 'Phygital', or 'Clicks-and-Bricks') Transformation. Response to AI is to become 'more human' - empathy, mindfulness, counselling - mentoring - guiding - coaching - teaching - [leading] (orientation and formal training). 

Go beyond knowing How, and What - go deep, do deep work, build deep foundation, knowing Why - taking into account #Motivation, #LearningScience, #Psychology, #Sociology, #SocialAnthropology, #Economics, #Management, #Leadership, #Governance, #Politics, being #Adaptable, #Agile, #Innovative, #ForwardThinking, #ScenarioPlanning, build #CommunicationSkills, #EQ - essentially #Knowledge, #Skills, #Attitudes/Feelings/Convictions. Poh-Sun Goh, 8 May 2021, 0448am, Singapore Time. 


'Insanity is doing the same thing over and over again, but expecting different results.' - Rita Mae Brown (misattributed to Albert Einstein) https://www.businessinsider.com/misattributed-quotes-2013-10 (see point 12.)

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Emanuel EJ. The Inevitable Reimagining of Medical Education. JAMA. 2020;323(12):1127–1128. doi:10.1001/jama.2020.1227 https://jamanetwork.com/journals/jama/article-abstract/2762453




Wartman, Steven & Combs, C.. (2019). Reimagining Medical Education in the Age of AI. AMA journal of ethics. 21. E146-152. 10.1001/amajethics.2019.146.  

Prober, Charles G., MD; Khan, Salman Medical Education Reimagined, Academic Medicine: October 2013 - Volume 88 - Issue 10 - p 1407-1410 doi: 10.1097/ACM.0b013e3182a368bd https://stage-journals.lww.com/academicmedicine/Fulltext/2013/10000/Medical_Education_Reimagined__A_Call_to_Action.9.aspx

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One sentence takeaway - 
Poh-Sun Goh
22 February 2021 @ 1955hrs
"Hungry students, trained teachers, know (and use) what is available (and at hand)."

⬆️
🔄
⬇️
eLearning or Technology enhanced Learning
- What it is not, and 'is'
by
Poh-Sun Goh
22 February 2021 @ 1836hrs, Singapore Time
(inspired by a long hot shower)

A 'book' is a 'technology', but alone is 'not' learning.
A 'tablet', mobile device, wearable computing interface/wearable tech, laptop or desktop computer is 'technology', but alone is 'not' learning.

Access to, or visiting a 'library' is 'not' learning.
Access to 'online' digital content is (in and of itself) 'not' learning.

Learning is a physiological (cognitive) process, which requires a combination of 'hunger' or 'desire' to learn, active 'interaction' with content, and a learning or training process (ideally following a deliberate practice with feedback and reflection, and mastery training paradigm), informed by learning science, instructional design principles, pedagogically and technologically literate and trained instructors and teachers (including for clinical practice domain experts), with students and trainees undergoing a stepwise, progressive, cumulative, both to the task and for the task, but ultimately a lifelong, self-directed, self-motivated (including knowing when and how to seek both human and increasingly AI guided coaching and instruction) educational developmental process.

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'know, know how, shows how, does'
see more
Miller GE. The assessment of clinical skills/competence/performance. Acad Med. 1990; 65: S63-7.

ten Cate, Olle PhD; Carraccio, Carol MD; Damodaran, Arvin MBBS, MMedEd; Gofton, Wade MD; Hamstra, Stanley J. PhD; Hart, Danielle E. MD, MACM; Richardson, Denyse MD; Ross, Shelley MA, PhD; Schultz, Karen MD; Warm, Eric J. MD; Whelan, Alison J. MD; Schumacher, Daniel J. MD, PhD Entrustment Decision Making: Extending Miller’s Pyramid, Academic Medicine: February 2021 - Volume 96 - Issue 2 - p 199-204 doi: 10.1097/ACM.0000000000003800


Cruess, Richard L. MD; Cruess, Sylvia R. MD; Steinert, Yvonne PhD Amending Miller’s Pyramid to Include Professional Identity Formation, Academic Medicine: February 2016 - Volume 91 - Issue 2 - p 180-185 doi: 10.1097/ACM.0000000000000913 


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Goh, PS. 'Medical Educator Roles of the Future'. Medical Science Educator. Online publication 30 September 2020. https://doi.org/10.1007/s40670-020-01086-w

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Basically am modelling the curatorial role of an educator + some customisation + use of technology + sprinkled with 'scholarship of integration, application and education' ...
Poh-Sun Goh


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'Final Tip' - I have always found analogies useful - the learning science of this (using analogies) - is 'linking' new to familiar or old (new to prior knowledge). 
Poh-Sun Goh


(in case you all are wondering ... idea is to make each teaching element a potential, and actual 'reusable digital object') ... hence the screenshots
Poh-Sun Goh



Digital first. Digital ready. From the very beginning. 
Poh-Sun Goh


Thank you

Above section first presented on Monday at a panel discussion in Feb 2021 link below (assembled over over one weekend, after request to join late Friday just before session - to illustrate use of open access online material, created and curated with attribution on a regular, daily basis - on a network of multiple interconnected personal presentation and educational - for faculty development and training blogs)



Goh, P.S. eLearning or Technology enhanced learning in medical education - Hope, not Hype. Med Teach. 2016 Sep; 38(9): 957-958, Epub 2016 Mar 16. http://www.ncbi.nlm.nih.gov/pubmed/26982639

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

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Further Reading:

Goh, PS. 'Medical Educator Roles of the Future'. Medical Science Educator. Online publication 30 September 2020. https://doi.org/10.1007/s40670-020-01086-w

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

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.





James Suzman. (2020). Work - A History of How We Spend Our Time. Bloomsbury, London.


Google’s Plan for the Future of Work: Privacy Robots and Balloon Walls. Daisuke Wakabayashi. The New York Times. April 30, 2021

David L. Rogers. The Digital Transformation Playbook: Rethink Your Business for the Digital Age (Columbia Business School Publishing) Hardcover – April 5, 2016

Chalmers Brothers. (2005). Language and the pursuit of Happiness. New Possibilities Press. 
(The key message from the book, relevant to my topic, and theme of the conference, is that our language, our choice of words, reflects and influences 'how' we 'look' at things, situations, and people; and has a powerful influence on how we en-'Vision' (our) future).

George Leonard. (1992). Mastery - The Keys to Success and Long-Term Fulfillment. 
(The key message from this book, relevant to my topic, and theme of the conference, is that 'implementing' and making long term, sustained, and sustainable value and impact in our practice requires a 'Mastery' mental orientation, and mindset. )



This presentation builds on earlier presentations and preparation for upcoming presentations (below):


(upcoming Focused Session, IAMSE 2021)

(Technology Enhanced Learning Workshop, CenMED, NUS, 2021)

(University of Nottingham MMedSci in Medical Education TEL Panel Q&A Session)

(panel discussion, APMEC 2021)



(plenary presentation, FIMHSE 2020)

(best practice session, AMEE 2020)

(plenary presentation, IAMSE 2020)

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