Dr Goh Poh Sun. MBBS(Melb), FRCR(UK), FAMS(Singapore), MHPE(Maastricht) FAMEE. Associate Professor and Senior Consultant, Department of Diagnostic Radiology, National University of Singapore and National University Hospital, National University Health System, Singapore.
Dr Goh has been practicing as a clinical radiologist for the last 26 years, and has also been teaching at the National University of Singapore (NUS) and National University Hospital (NUH) for the last 23 years, including nursing, dental and medical undergraduates and postgraduates (in the departments of Radiology, Emergency Medicine, Gastroenterology, Surgery and Anaesthesia). He has a special interest in Neuroradiology, Chest Radiology, and Abdominal Radiology. Dr Goh has served as the Radiology Department Clinical Director (6 years, separate terms under 2 different department heads), Undergraduate Teaching Director (6 years, concurrent terms under 2 different department heads), Postgraduate Training Director (3 years); as well as the inaugural Chair of the hospital Risk Management and Patient Safety Committee (7 years), during which time a web-based incident reporting system with back end routing and analysis was developed and implemented, not only in the National University Hospital, but also adopted by the other hospitals in the National Healthcare Group. He has served as Honorary Secretary of the Singapore Radiological Society (3 years, and another 3 years as committee member); as a Council Member of the College of Radiologists of the Academy of Medicine, Singapore (6 years); and also on the organising committees for local and international scientific conferences in Radiology; Biomedical Engineering; and Medical Education. In addition to previously serving as Publications Chair for a Regional (Asian Association of Radiology,1998) and International Radiology Conference (International Congress of Radiology, 1994), Dr Goh served as Chair of the organising committee for the 11th Asia Pacific Medical Education Conference in January, 2014. He has previously co-hosted a health education program on national television (“Mind Your Body”) on a voluntary basis, over 16 months (three seasons, 1998/1999), as part of efforts to raise public awareness of healthcare issues.
His passions can be summarised in three key words – Technology (enhanced learning), Education and Radiology. He has been developing and evaluating eLearning platforms and solutions for undergraduate and postgraduate teaching and learning for the last 15 years, and has presented this work at conferences, invited symposia and workshops both locally, and internationally. He developed and has presented whole day and half-day workshops on eLearning / technology enhanced learning annually over the last six years. He has published papers on Technology enhanced learning / eLearning in Medical Education journals as well as online papers and reflection pieces.
Dr Goh has served as a member of the Faculty of Medicine Promotion and Tenure workgroup which successfully recommended criteria for academic promotion at our medical school; and has also served as a member of the NUS task force that was successful in developing a proposal for setting up the Interactive and Digital Media Institute at NUS.
He is an alumnus of the Anglo-Chinese School in Singapore (Barker Road campus for 10 years), following which he moved to Melbourne in Australia when offered a boarding scholarship (by Melbourne Church of England Grammar School) to spend his matriculation year at Perry House of Melbourne Grammar. He subsequently attended Trinity College in Melbourne, Australia as an Entrance Clark Scholar, and was awarded subsequent scholarships each year as a resident scholar of Trinity College for 6 years while studying medicine at the University of Melbourne Medical School. He was awarded the Ken Grice Prize as joint top student in Medicine and Surgery at the Royal Melbourne Hospital while in the 4th year of the medical course in 1985. He completed his radiology training at NUH, obtaining the FRCR in 1993, before joining NUS in 1996. At NUS, he was awarded the Excellent Teacher Award for 2003/2004. Other educational awards include a Poster Prize (Merit) Award at the 6th Asia Pacific Medical Education Conference in 2009, and a Best paper award from the session on Learning Technologies, Strategies for Assessing Student Learning and Teaching, 2nd International Conference on Education, Training and Informatics, Orlando, Florida, 2011. Dr Goh has been Co-PI on research and educational grants totalling $875,000 when previously Assistant Professor at NUS - as the sole co-investigator with Associate Professor Foong Weng Chiong in Dentistry, and Associate Professor Adrian Cheok at the Interactive and Digital Media Institute as PI/Principal Investigators).
Dr Goh completed the 2 year Master of Health Professions Education Program at Maastricht University in April 2012. His current focus is on building up and evaluating the use of hyperlinked digital radiology and educational case repositories in medical education.
His time allocation (before Sep 2014) as an Associate Professor on the NUS/NUHS Clinician Educator Track was a 80/20 time allocation between clinical service and education. This increased in September 2014 to a 60/40 ratio with a regular commitment working with the education team in the Deans Office, Yong Loo Lin School of Medicine, Singapore, in an eLearning consultative and advisory role (for a 12 month duration on a project basis to develop a pilot program of segmented eLectures for undergraduate medical education at NUS), before reverting to a 80/20 time allocation between clinical service and education in the later half of 2015 and subsequently.
Dr Goh is the project lead for a new initiative to build an online repository of teaching resources to facilitate consistent and good quality teaching of postgraduates(Residency) and undergraduates at NUH (2013 to 2016); an appointed member of the NUS Medical Undergraduate Curriculum Rationalisation Central Nervous Systems-Based Workgroup (2014 to 2016, 2 year term); is a core faculty member of the NUHS Radiology Residency program; the Certificate of Completion in Medical and Health Professions Education program, Centre for Medical Education, NUS; as well as a local faculty member (for Unit 1 and 7) and Unit 7 co-ordinator for the MHPE-S program run conjointly by Maastricht University and the Academy of Medicine, Singapore. He was a faculty member in the area of technology enhanced learning as part of a Singapore International Foundation / Temasek Foundation three-year training project, in collaboration with Sri Lanka’s Ministry of Health and University of Colombo to enhance the quality of healthcare education at a national level in Sri Lanka through the training of local health care professionals (2013 to 2016). Dr Goh has participated as invited plenary speaker and workshop presenter at a Conference on Medical Education at Chang Gung Memorial Hospital in Kaohsiung, Taiwan; and as visiting professor in eLearning at Kazakh National Medical University in Almaty, Kazakhstan in 2015. He is currently an appointed member of the AMEE (Association for Medical Education in Europe) eLearning committee (since 2011), was a member of the organising committee for the one and a half day eLearning Symposium immediately preceding the main AMEE conference in Glasgow in 2015; and also co-organised a research in medical education track for the 12th APMEC (Asia Pacific Medical Education Conference) in 2015. Dr Goh became a Fellow of AMEE (FAMEE) in 2017.
In the next 3 to 5 years, his focus in educational research will be evaluating and developing insight into the use of hyperlinked indexed clinical and radiology case repositories in undergraduate and postgraduate education and training, under conditions of deliberate practice and mastery training.
“Passions - Technology enhanced learning, Education, and Radiology.
Technology as a tool, platform and enabler to support and augment face to face customised teaching and learning; with educational principles as the foundation; and radiology, as well as Medical Education Faculty Development and Scholarship as my academic and clinical focus.”
http://sg.linkedin.com/pub/poh-sun-goh/22/45b/b16 (LinkedIn profile)
http://medicaleducationelearning.blogspot.sg/2016/04/collected-medical-education-activities.html
(Collected Medical Education Activities)
Honors and Awards
Best paper award from session on Learning Technologies, Strategies for Assessing Student Learning and Teaching, 2nd International Conference on Education, Training and Informatics, Orlando, Florida, 2011
Poster Prize (Merit) Award, 6th Asia Pacific Medical Education Conference, Singapore, 2009
Excellent Teacher Award, 2004 (National University of Singapore)
Ken Grice Prize, 1985 (joint top student, Medicine and Surgery, Royal Melbourne Hospital)
Entrance Clarke Scholarship, Trinity College, University of Melbourne, 1982
and subsequent yearly major scholarships at Trinity College over 6 years as residential scholar
(while attending the Melbourne Medical School, University of Melbourne, Australia)
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Presenting peer reviewed thematic conference papers twice a year on topic of eLearning/blended learning (at APMEC and AMEE) biannually from 2003 to 2008 → to refining eLearning theme in conference papers highlighting applied educational theory in undergraduate medical education and postgraduate radiology training (at APMEC and AMEE) biannually from 2009 to present (using multiple case studies from a digital repository with deliberate practice) → starting and completing two year Maastricht MHPE program (in 2012) → publishing short MedEdWorld reflections starting from 2013 → peer reviewed extended abstracts/papers for conference presentation on topic of the use of digital repositories + coupled with applied deliberate practice and mastery training paradigms from 2013 → published educational research studies, educational tips and reflections in peer reviewed Medical Education journals / case study in Book Chapter since 2014 + while simultaneously building up on a daily basis a repository of online (anonymised) radiology cases and links to medical education online resources for medical education and faculty development (since October 2011, currently with over 14,400 (anonymised) radiology cases and over 10,000 links to educational resources and over 1,000,000 page views of all blogposts; and over 6,000,000 online views of all posts, individual photos and illustrations; over the last 7 years) + engaging in faculty development and the educational scholarship cycle in parallel with above efforts by developing and presenting eLearning / Technology Enhancing Learning workshops and symposia, since 2010; and more recently workshops on the Flipped Classroom, Use of Videos in Medical Education, and Qualitative Research in Medical Education.
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."
The Scholarship Cycle - Digital Scholarship (How to-Steps-Iterative,Cumulative Process) from Poh-Sun Goh
Digital Scholarship in Medical Education from Poh-Sun Goh
https://medicaleducationelearning.blogspot.com/2018/09/digital-scholarship.html
https://medicaleducationelearning.blogspot.com/2018/09/digital-scholarship.html
Understanding basic theory using a few illustrative examples. Mastering a topic by exposure to and experience with many examples
by
Goh Poh Sun (First draft June 4, 2015 @ 7pm)
Typical examples or real-life scenarios can be used to illustrate theory, and help students understand fundamental principles. Mastering a topic usually requires exposure to and experience with many examples, both typical and atypical, common to uncommon including subtle manifestations of a phenomenon. The traditional method of doing this is via a long apprenticeship, or many years of practice with feedback and experience. A digital collection of educational scenarios and cases can support and potentially shorten this educational and training process. Particularly if a systematic attempt is made to collect and curate a comprehensive collection of all possible educational scenarios and case-based examples, across the whole spectrum of professional practice. Online access to key elements, parts of and whole sections of these learning cases; used by students with guidance by instructors under a deliberate practice and mastery training framework, can potentially accelerate the educational process, and deepen learning.
see example blogpost link below
https://learningneuroradiology.blogspot.com/2019/01/radiology-residents-tutorial-january_19.html
see example blogpost link below
https://learningneuroradiology.blogspot.com/2019/01/radiology-residents-tutorial-january_19.html
See, Do, then Teach - To See, Show-Do with Feedback, Teach with Feedback-Reflection- Scholarshipfrom Poh-Sun Goh
Role of Instagram (-like Content) in eLearning, eTeaching, Digital Research and Scholarship from Poh-Sun Goh
https://www.facultyfocus.com/articles/teaching-and-learning/focus-your-lectures-with-the-one-sentence-lesson-plan/
https://www.ted.com/talks/tommy_mccall_the_simple_genius_of_a_good_graphic
https://www.facultyfocus.com/articles/teaching-and-learning/focus-your-lectures-with-the-one-sentence-lesson-plan/
https://www.ted.com/talks/tommy_mccall_the_simple_genius_of_a_good_graphic
above abstract from
Inductive learning -- that is, learning a new concept or category by observing exemplars -- happens constantly, for example, when a baby learns a new word or a doctor classifies x-rays. What influence does the spacing of exemplars have on induction? Compared with massing, spacing enhances long-term recall, but we expected spacing to hamper induction by making the commonalities that define a concept or category less apparent. We asked participants to study multiple paintings by different artists, with a given artist's paintings presented consecutively (massed) or interleaved with other artists' paintings (spaced). We then tested induction by asking participants to indicate which studied artist (Experiments 1a and 1b) or whether any studied artist (Experiment 2) painted each of a series of new paintings. Surprisingly, induction profited from spacing, even though massing apparently created a sense of fluent learning: Participants rated massing as more effective than spacing, even after their own test performance had demonstrated the opposite.
above abstract from
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Click on image / coloured "tile" below to go to individual blog sites
MHPE (2009-2012). Faculty development program at MEU and CenMED, NUS (since 2010); presentations, workshops and symposia at APMEC (since 2011) and AMEE (since 2012); workshop at Faculty Development Conference in Helsinki, Finland (2017); as invited faculty for SIF program and SEARAME conference in Colombo, Sri Lanka (2014); medical education conferences in Kaohsiung, Taiwan (2015); closing Pecha Kucha session at AMEE2016, Barcelona, Spain (2016); Jakarta, Indonesia (2016, and 2019); Kuala Lumpur, Malaysia (2018); Tokyo, Japan (2018); Basel, Switzerland (2018); Taipei, Taiwan (2018); visiting professor in Almaty, Kazakhstan (2015); plenary speaker, IAMSE 2020, Denver, USA, and Hong Kong (2020). FAMEE (2017).
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MEDICAL EDUCATION
Book chapter
Invited Co-Author for Book Chapter (published July 2015)
"The objective of building up an online radiology case repository was to develop a collection of clinical cases which present the major and important diagnostic categories encountered in clinical practice, to allow residents in training the opportunity to be exposed to a wide variety of cases in each category, with a standardised and comprehensive exposure to cases representing the full clinical spectrum (from typical, to less typical, and atypical cases, and clinical examples with confounding features and multiple diagnoses) and to provide authentic radiology cases for exemplar teaching for postgraduates."
Chapter 16 – New learning technologies can contribute to a successful educational program John Sanders, Gareth Frith, Goh Poh Sun, Natalie Lafferty
In International Handbook of Medical Education: What Works
Editors – Khalid Bin Abdulrahman, Ronald M Harden, Stewart Mennin
Publisher - Routledge
JF. Lu, L Li, PS. Goh. A multimodal virtual anatomy e-Learning tool for medical education.
Entertainment for Education, Digital Techniques and Systems. Lecture Notes in Computer Science, (2010), 278-287. DOI: 10.1007/978-3-642-14533-9_28
J.F. Lu, L. Li, PS. Goh. A multimodal virtual anatomy e-Learning tool for medical education. Proceedings of the Entertainment for education and 5th International Conference on e-Learning and games.
Springer-Verlag Berlin, Heidelberg. 2010
ISBN: 3-642-14532-9 978-3-642-14532-2
Under submission
Accepted for publication
Medical Education Peer Reviewed Publications
The intention of writing a series of reflection pieces (article 16, 17, 18, 20 and 22), as well the other articles below, was to set down in print as many of the useful ideas / and pointers I could think of, and which I have found useful and currently use, on the subject of TeL and implementing this, distilled from my reading, practice, and scholarly inquiry since 2002, as well as from the last 8 years of faculty development presentations, symposia and workshops I have been involved in designing and have participated in at NUS, at APMEC (since 2011) and AMEE (since 2012); workshop at Faculty Development Conference in Helsinki, Finland (2017); as invited faculty for SIF program and SEARAME conference in Colombo, Sri Lanka (2014); medical education conferences in Kaohsiung, Taiwan (2015); closing Pecha Kucha session at AMEE 2016, Barcelona, Spain (2016); Jakarta, Indonesia (2016, and 2019); Kuala Lumpur, Malaysia (2018); Tokyo, Japan (2018); Basel, Switzerland (2018); Taipei, Taiwan (2018); visiting professor in Almaty, Kazakhstan (2015); plenary speaker, IAMSE 2020, Denver, USA, and Hong Kong (2020).
(Articles in Medical Teacher and MedEdPublish have been viewed over 16,800 times in 2015, 2016, 2017 and 2018, as of end December 2018, ( and viewed over 12,000 times in 2019) and papers 13, 15, 16 and 17 are amongst the top rated papers in Oct, Nov, Dec 2016, Jan 2017 and July 2017; and paper 13 is amongst the top rated papers for 2017 - see below):
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
2. 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
3. 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
4. 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
5. 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
6. 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://doaj.org/article/4ee2c0c28d0f4437b5cfbffd78e08e53
https://doaj.org/article/4ee2c0c28d0f4437b5cfbffd78e08e53
7. Goh PS, Sandars J. (2019) Response to: Response to: Increasing tensions in the ubiquitous use of technology for medical education, Medical Teacher, https://doi.org/10.1080/0142159X.2019.1595369
8. 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
9. Samarasekera DD, Goh PS, Lee SS, Gwee MCE. The clarion call for a third wave in medical education to optimize healthcare in the twenty-first century. Medical Teacher (accepted for publication, July 2018; epub 9 October 2018).
(see section on Learning Analytics and Digital Scholarship within article)
10. 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).
11. 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
12. 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
13. Goh, P.S., Sandars, J. Insights from the culinary arts for medical educators. MedEdPublish. 2017 Jan; 6(1), Paper No:10. Epub 2017 Jan 18.
14. Goh, P.S. A proposal for a grading and ranking method as the first step toward developing a scoring system to measure the value and impact of viewership of online material in medical education - going beyond “clicks” and views toward learning. MedEdPublish. 2016 Oct; 5(3), Paper No:62. Epub 2016 Dec 9.
15. 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.
16. Goh, P.S. The value and impact of eLearning or Technology enhanced learning from one perspective of a Digital Scholar. MedEdPublish. 2016 Oct; 5(3), Paper No:31. Epub 2016 Oct 18.
17. Goh, P.S. A series of reflections on eLearning, traditional and blended learning. MedEdPublish. 2016 Oct; 5(3), Paper No:19. Epub 2016 Oct 14.
18. 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
above 7 articles in MedEdPublish (12 articles in MedEdPublish since 2016)
next 6 articles in Medical Teacher (9 articles in Medical Teacher since 2015)
19. Sandars, J., Goh, P.S. Is there a need for a specific educational scholarship for using e-learning in medical education? Med Teach. 2016 Oct;38(10):1070-1071. Epub 2016 April 19.
20. 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
21. 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.
22. 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.
23. Sandars J, Patel RS, Goh PS, Kokatailo PK, Lafferty N. The importance of educational theories for facilitating learning when using technology in medical education. Med Teach. 2015 Mar 17:1-4.
24. Dong C, Goh PS. Twelve tips for the effective use of videos in medical education. Med Teach. 2015 Feb; 37(2):140-5.
25. Liaw SY, Wong LF, Chan SW, Ho JT, Mordiffi SZ, Ang SB, Goh PS, Ang EN. Designing and evaluating an interactive multimedia Web-based simulation for developing nurses' competencies in acute nursing care: randomized controlled trial. J Med Internet Res. 2015 Jan 12;17(1):e5.
26. Teo, L.L.S., Venkatesh, S.K., Goh, P.S., Chong, V.F.H.
A survey of local preclinical and clinical medical students' attitudes towards radiology (2010) Annals of the Academy of Medicine Singapore, 39 (9), pp. 692-695.
27. Amin, Z., Khoo, H.E., Chong Y.S., Tan C.H., Goh, P.S., Samarasekera, D., Chan Y.H., Koh D.R.
A Multi-Institutional Survey on Faculty Development Needs, Priorities and Preferences in Medical Education in an Asian Medical School (2009) Medical Education Online, Volume 14.
28. Tam, J., Goh, P.S., Siow, W.Y., Gopalakrishnakone, P., Zubair, A.
Medical education in a flat world (2008) Annals of the Academy of Medicine Singapore, 37 (12), pp. 991-992.
29. Wong, M.L., Fones, C.S.L., Aw, M., Tan, C.H., Low, P.S., Amin, Z., Wong, P.S., Goh, P.S., Wai, C.-T., Ong, B., Tambyah, P., Koh, D.R.
Should non-expert clinician examiners be used in objective structured assessment of communication skills among final year medical undergraduates? (2007) Medical Teacher, 29 (9-10), pp. 927-932.
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Book chapter
above from Case Study 16.5: An online hyperlinked radiology case repository to facilitate postgraduate training in diagnostic radiology, National University of Singapore, by Goh Poh Sun
Invited Case Study for Book Chapter (published July 2015)
Chapter 17 – New learning technologies can contribute to a successful educational program
John Sanders (including case studies by Gareth Frith, Goh Poh Sun, Natalie Lafferty)
In International Handbook of Medical Education: What Works
Editors – Khalid Bin Abdulrahman, Ronald M Harden, Stewart Mennin
Publisher - Routledge
Upcoming
Liaw SY, Augustin CG, Ying L, Tan SC, Lim WS, Goh PS. Multiuser Virtual Worlds in Healthcare Education: A Systematic Review. (accepted for publication, Nurse Education Today on 11 January 2018)
https://learningheadandneckradiology.blogspot.sg/2016/06/imaging-in-thyroid-eye-disease-role-of.html
(Invited ACGME Faculty Development talk for O and G department, Monday, 5 March 2018 @ 0730 to 0830am)
and
Unit 7: 11 June 2018 to 29 June 2018
Unit 1: 2 July to 20 July 2018
