Friday, 23 December 2016

Moving forward - Future plans


In the next year, I am going to focus specifically on using an "Agile Technology Enhanced MedEd Research" paradigm, modelled after tech startups, underpinned by the principles of deliberate practice and mastery training that Jeroen van Merriënboer, and K. Anders Ericsson have extensively written about in their published writing - by using the thousands of (anonymised) thematic radiology cases (steadily approaching 10,000 cases) that I have been systematically accumulating over the last 5 years, and continue to accumulate, made available online (with no annotations, labels or answers); combined with data analytics (quantitative) + qualitative MedEd research techniques.

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. http://dx.doi.org/10.15694/mep.2016.000141

"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.'
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.




above from


This article investigates the relation between mind wandering and the spacing effect in inductive learning. Participants studied works of art by different artists grouped in blocks, where works by a particular artist were either presented all together successively (the massed condition), or interleaved with the works of other artists (the spaced condition). The works of 24 artists were shown, with 12, 15, or 18 works by each artist being provided as exemplars. Later, different works by the same artists were presented for a test of the artists' identity. During the course of studying these works, participants were probed for mind wandering. It was found that people mind wandered more when the exemplars were presented in a massed rather than in a spaced manner, especially as the task progressed. There was little mind wandering and little difference between massed and spaced conditions toward the beginning of study. People were better able to correctly attribute the new works to the appropriate artist (inductive learning) when (a) they were in the spaced condition and (b) they had not been mind wandering. This research suggests that inductive learning may be influenced by mind wandering and that the impairment in learning with massed practice (compared to spaced practice) may be attributable, at least in part, to attentional factors-people are "on task" less fully when the stimuli are massed rather than spaced.
above abstract from
Metcalfe J, Xu J. People mind wander more during massed than spaced inductive learning. J Exp Psychol Learn Mem Cogn. 2016 Jun;42(6):978-84. doi: 10.1037/xlm0000216. Epub 2015 Nov 30.


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


above from



Medical Education Peer Reviewed Publications (selected)

The intention of writing a recent series of reflection pieces (article 5, 6, 7, 9 and 11), 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 6 years of faculty development presentations, symposia and workshops I have been involved in designing and have participated in at NUS, at APMEC and AMEE; and have presented as invited speaker to conferences in Colombo, Sri Lanka; Kaohsiung, Taiwan; Jakarta, Indonesia; and as visiting professor in Almaty, Kazakhstan.
(articles in Medical Teacher and MedEdPublish have been viewed over 5,000 times in the 2015 and 2016, and papers 2, 4, 5 and 6 are amongst the top rated papers in Oct, Nov, Dec 2016 and Jan 2017 - see below)

1. 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

2. 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.

3. 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.

4. 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. 

5. 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.
http://dx.doi.org/10.15694/mep.2016.000117
https://www.mededworld.org/AMEE-News/AMEE-Articles/MedEdPublish-Top-rated-papers-November-2016.aspx

6. 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.

7. 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.
8. 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.

9. 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

10. 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.

11. 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.

12. 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.

13. Dong C, Goh PS. Twelve tips for the effective use of videos in medical education. Med Teach. 2015 Feb; 37(2):140-5.

14. 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.

-----------

"A good teacher is continuously observant of student learning behaviour, and seeks evidence of student engagement with the learning material and experience, as well as evidence of learning, and also proactively solicits feedback from students and peers to continually improve the learning
experience. Good chefs can be seen circulating amongst the diners, observing their eating behaviour, chatting with and seeking feedback directly from diners, as well as inviting fellow chefs to sample their culinary offerings. As teachers we have an opportunity to do this both in traditional classrooms, as well as online settings, through our own direct observations, as well as with online behavioural and data analytics. Chefs often modify their cooking, and refine this in “real time”. Similarly teachers can modify their teaching, and the learning experience dynamically, in response to the observed behaviour and feedback from learners and peers."

"We feel that there are close parallels between the culinary arts and practices with the teaching and learning practices of medical educators. In this article we explore this culinary analogy as a means to help medical educators think about their educational practices and to develop their scholarship in medical education."

above from
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.

















(to cite the paper above, please see information at bottom of first page on link below)





















Further reading:




Handbook of Research on Educational Communications and Technology edited by Michael J Spector, M. David Merrill, Jan Elen, M. J. Bishop (4th ed. 2014)

The Comprehensive Textbook of Healthcare Simulation edited by Adam I. Levine, Samuel DeMaria Jr., Andrew D Schwartz, Alan J. Sim (2013, corrected 2014 at 2nd printing)

Francesco Ricciardi and Lucio Tommaso De Paolis, “A Comprehensive Review of Serious Games in Health Professions,” International Journal of Computer Games Technology, vol. 2014, Article ID 787968, 11 pages, 2014. doi:10.1155/2014/787968

Simulation in Radiology edited by Hugh J. Robertson, John T. Paige, Leonard Bok (2012)
Chapter by Sheila W. Chauvin, Ph. D., M. Ed. (Chapter 5, Educational Principles in Simulation)

Ε. Kaldoudi, S. Konstantinidis, P. Bamidis, “Web 2.0 Approaches for Active, Collaborative Learning in Medicine and Health”, Chapter 7 in: S. Mohammed and J. Fiaidhi (eds.), “Ubiquitous Health and Medical Informatics: The Ubiquity 2.0 Trend and Beyond”, pp. 127-149, IGI Global, Hershey, PA, USA, March 2010 (ISBN: 978-1-61520- 777-0)
http://www.igi-global.com/book/ubiquitous-health-medical-informatics/37317 (2010)




Human Resources for Health 2013;11:4
DOI: 10.1186/1478-4491-11-4


J Educ Eval Health Prof. 2006;3(3): 3. https://doi.org/10.3352/jeehp.2006.3.3

Professional Coaching in Radiology: Practice Corner Douglas E. Green and Suresh Maximin RadioGraphics 2015 35:3, 971-972

http://er.educause.edu/articles/2012/6/intentional-web-presence-10-seo-strategies-every-academic-needs-to-know

The SAGE Encyclopedia of Educational Technology (Jan 2015)

https://www.proof-reading-service.com/en/blog/ten-helpful-resources-establishing-online-presence/

Social Media in Academia: Networked Scholars (Jan 2016)

Social Presence in Online Learning: Multiple Perspectives on Practice and Research (July 2017)

Lowenthal, P.R., Dunlap, J.C. & Stitson, P. TechTrends (2016) 60: 320. https://doi.org/10.1007/s11528-016-0056-1


http://www.straitstimes.com/business/companies-markets/accenture-opens-digital-hub-in-singapore-to-accelerate-disruptive

https://www.accenture.com/sg-en/company-acn-opens-analytics-innovation-center-singapore

https://www.accenture.com/sg-en/accenture-technology-labs-index


My eLearning journey



Phase 3 (online and mobile platforms) - from 2015 to current








https://medicaleducationelearning.blogspot.sg/2017/09/digital-scholarship-scholarship-of.html



https://medicaleducationelearning.blogspot.sg/2016/12/moving-forward-future-plans.html


(as of 18 October 2017 @ 1019am)


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Made with Padlet








lastest below


Have archived >12,000 (anonymised) radiology cases online and over 10,000 links to educational resources, with >1,000,000 page views, as of 19 October 2018; and with >6,000,000 online views of all posts, individual photos and illustrations (since October 2011)
Learning Neuroradiology and eLearning for MedEd Instagram Website Link
(you do not need the Instagram App to view the content, just click each square on your mobile device, laptop or desktop computer)


"This article will briefly examine the topic of the utility and value of “data analytics” (DA), often freely available, showing (potentially real-time) viewership data collected from websites (for example an online journal article), to propose a grading and ranking method as the first step toward eventually developing a scoring system to measure the value and impact of online viewership in medical education."

Above abstract from
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.



"The aim of this short article is to reflect on the value and impact of eLearning or Technology enhanced learning (TeL) from one perspective of a Digital Scholar. It will make and elaborate on three observations. Firstly, that the popularity of online digital content can be easily measured, and is a strong indicator that viewers find it interesting, engaging, and useful. This is particularly so when there are many alternatives available, so that the choice of specific content by student cohorts is a useful and strong indicator for its utility. Secondly, that the digital work and artefacts that students, and professionals in training produce, that can be collected and made available online, is a useful, and strong indicator of actual learning. This is an extension of the idea that digital teaching makes what we actually teach with and assess on, as well as our teaching process easily visible. Similarly, collecting representative samples of a student’s work, or a professional’s in training output, allows one to easily see the effect of actual learning and ongoing professional development. Lastly, features of digital scholarship will be described, with a reflection on its relationship to traditional educational scholarship. Online teaching with attention paid to showcasing content, the educational process, and educational outcomes, coupled with online metrics and analytics can be used to demonstrate both the quantity and quality of our educational efforts; as well as form the basis for educational and digital scholarship, through documentation, dissemination and academic discourse."

Above abstract from
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.


"This Personal View elaborates on my strong conviction that the excitement and positive feelings that many of us have for eLearning or Technology enhanced learning (TeL) is well founded, and will argue why our hopes are justified, and not misplaced. In a nutshell, I believe that eLearning or TeL is a significant advance from previous generations of educational innovation, and offers benefits for students, educators and administrators; by synergistically combining the capabilities of digital content, the Internet, and mobile technology, supported by software and applications or "Apps"."

Above abstract from
Goh PS. eLearning or technology enhanced learning in medical education - Hope, not hype. Med Teach. 2016 Sep; 38(9): 957-958, Epub 2016 Mar 16


"Effective learning, and deep learning require interest in a topic, a commitment to learning by our students, regular and systematic participation in an educational process and program, with active engagement with the educational content and the training process. Effective teaching requires awareness of the educational background and prior experience of our students, efforts to maintain and increase motivation in our students, careful and knowledgeable selection of instructional content, and use of interactive and active learning exercises, sequenced and built into a systematic and programmatic educational and training process. Educational technology can anchor and facilitate both effective learning and teaching."

above from
Goh PS. eLearning or technology enhanced learning in medical education - Hope, not hype. Med Teach. 2016 Sep; 38(9): 957-958, Epub 2016 Mar 16


"...combining an embedded online ‘‘graffiti wall’’ with a blog for use before, during and after the face to face session ..... .......  encourages students to actively and publicly engage with the learning material (on the blog), and also gives visibility of the teaching and educational process to students and their teachers."

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


"Technology enhanced learning or eLearning allows educators to expand access to educational content, promotes engagement with students and makes it easier for students to access educational material at a time, place and pace which suits them. The challenge for educators beginning their eLearning journey is to decide where to start, which includes the choice of an eLearning tool and platform. This article will share one educator's decision making process, and experience using blogs as a flexible and versatile integrated eLearning tool and platform. Apart from being a cost effective/free tool and platform, blogs offer the possibility of creating a hyperlinked indexed content repository, for both created and curated educational material; as well as a distribution and engagement tool and platform. Incorporating pedagogically sound activities and educational practices into a blog promote a structured templated teaching process, which can be reproduced. Moving from undergraduate to postgraduate training, educational blogs supported by a comprehensive online case-based repository offer the possibility of training beyond competency towards proficiency and expert level performance through a process of deliberate practice. By documenting educational content and the student engagement and learning process, as well as feedback and personal reflection of educational sessions, blogs can also form the basis for a teaching portfolio, and provide evidence and data of scholarly teaching and educational scholarship. Looking into the future, having a collection of readily accessible indexed hyperlinked teaching material offers the potential to do on the spot teaching with illustrative material called up onto smart surfaces, and displayed on holographic interfaces."

Above abstract from 
Goh PS. Using a blog as an integrated eLearning tool and platform. Med Teach. 2016 Jun;38(6):628-9.
[2015 Nov 11:1-2. Epub ahead of print]








above from Google Scholar accessed on 14 December 2017 @ 0712am, Singapore time










1. Liaw SY, Augustin CG, Ying L, Tan SC, Lim WS, Goh PS. Multiuser Virtual Worlds in Healthcare Education: A Systematic Review. (submitted on 24 November 2017, accepted for publication 11 January 2018, available online 2 February 2018). https://www.sciencedirect.com/science/article/pii/S026069171830025X

2. 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

3. 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.

4. 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.

5. 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. 

6. 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.
http://dx.doi.org/10.15694/mep.2016.000117
https://www.mededworld.org/AMEE-News/AMEE-Articles/MedEdPublish-Top-rated-papers-November-2016.aspx

7. 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.

8. 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.
9. 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.

10. 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

11. 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.

12. 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.

13. 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.

14. Dong C, Goh PS. Twelve tips for the effective use of videos in medical education. Med Teach. 2015 Feb; 37(2):140-5.

15. 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.


"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."

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



"We feel that there are close parallels between the culinary arts and practices with the teaching and learning practices of medical educators. In this article we explore this culinary analogy as a means to help medical educators think about their educational practices and to develop their scholarship in medical education."

above from
Insights from the culinary arts and practices for medical educators
Poh Sun Goh and John Sandars (2016)











Upcoming
 
pre-conference workshop on "Essential Skills in e-Learning", and main conference symposium on "Educational Technologies: Looking beyond the Hype, both with Professor David Cook at APMEC 2017, 11-15 January, 2017 http://medicine.nus.edu.sg/CenMED/apmec14/




Invited presentation for Faculty of Dentistry, NUS, Friday, March 3rd, 2017, on topic "TeL in Dental Education".

Invited presentation to Paediatrics department, NUHS, March 8th, 2017, on topic "Practical tips in formulating and eLearning strategy and developing an eLearning program", with an elaboration on the use of case-based teaching in undergraduate, postgraduate, and CME/CPD teaching and training (outlined in section of article). 
Why do we do case-based teaching? What is our instructional objective? To recognise key features of a clinical scenario or problem? To undertake appropriate and effective management steps? How could we achieve this is an effective and efficient way? What does our own experience, empirical observation, research and the literature tell us? What are best practices?


2015
1. European Congress of Radiology, 2015, peer reviewed ePoster presentation
Reimagining a postgraduate radiology training curriculum: a pilot eCurriculum project to shorten radiology residency training
PS Goh


1. Invited presentation at NUH Eye International Congress 2016 held in conjunction with XII ISOT Meeting, III APOTS Meeting and NUH Ophthalmology Department 30th Anniversary Celebration at the NUHS Tower Block on 4th November 2016, on topic of "Imaging in Thyroid Eye Disease - Role of CT, MRI, Isotope Scans” https://learningheadandneckradiology.blogspot.sg/2016/06/imaging-in-thyroid-eye-disease-role-of.html

2. Invited speaker for main conference symposium at 9th Jakarta Meeting on Medical Education in October 2016 on topic “Technology enhance learning: answering needs for new generation”. https://telatjakmed.blogspot.sg/2016/08/conference-symposium-on-technology.html

3. Invited workshop presenter for pre-conference workshop on “Technology enhanced learning” at 9th Jakarta Meeting on Medical Education in October 2016 https://telatjakmed.blogspot.sg/2016/08/pre-conference-workshop-on-technology.html

4. Invited presenter for final session Pecha Kucha session at AMEE 2016 in Barcelona on topic “Technology enhanced learning in medical education: What’s new, what’s useful, and some important considerations”. https://telatamee2016.blogspot.sg/

5. Co-presenter at AMEE 2016 main conference eLearning symposium on topic “Big learning from small screens” https://mobiletelearning.blogspot.sg/

For AMEE 2016, pre-conference workshop, "Creating blended learning approaches: An exploration of educational thinking and theory to inform the development of blended learning approaches including how technology can support learning & how it can be used to develop learning resources"  http://blendedtelearning.blogspot.sg/ 

6. Local faculty, MHPE-S program, run jointly between Maastricht University and the Academy of Medicine, Singapore, July, 2015 https://medicaleducationelearning.blogspot.sg/2016/01/mhpe-s-unit-7-meeting.html

7 to 10. CenMED, NUS workshops
b. Qualitative research methods in medical education, Basic and Intermediate http://qualresearchmethodsmeded.blogspot.sg/2016/04/qualitative-research-methods-in-medical.html 
c. Use of Videos in Medical Education http://12tipsusingvideomeded.blogspot.sg/
d. Technology enhanced learning in Medical Education, Basic and Intermediate https://telatcenmed.blogspot.sg/

11. Co-presenter for conference workshop at Ottawa 2016/ANZAHPE 2016 in Perth in March 2016 on topic "Easy to implement technology enhanced learning combining digital repositories with blogs" with Associate Professor Moira Maley http://telatottawa2016.blogspot.sg/

12. Co-presenter pre-conference workshop, and main conference symposium on “Making sense of the literature” and “Developing scholarship” in “Technology enhanced learning for medical education” with Professor John Sandars, 13th APMEC 2016, in Singapore http://telat13apmec.blogspot.sg/

13. Plenary speaker main conference, and pre-conference workshop presenter: International conference on Medical Education at Chang Gung Memorial Hospital, Kaohsiung, Taiwan, November 20 and 21, 2015

14. Technology enhanced learning symposium panel discussant (take home points from the eLearning symposium), Session 4b, main conference, AMEE 2015, Glasgow, September, 2015

15. eLearning symposium end of day 1 panel discussant, AMEE 2015, Glasgow, September, 2015

16. Local faculty, MHPE-S program, run jointly between Maastricht University and the Academy of Medicine, Singapore, July, 2015

17 to 20. CenMED, NUS workshops
a. Flipped Classroom Method in Medical Education
b. Qualitative research methods in medical education, Introductory
c. Use of Videos in Medical Education
d. Technology enhanced learning in Medical Education, Introductory and Intermediate level workshops

21. Visiting professor in eLearning, Kazakh National Medical University, Almaty, May 13th to May 22nd, 2015
(7 day program)

22. Invited speaker, Technology enhanced learning workshop, Nanyang Polytechnic, Singapore, Apr 8th, 2015

23. Invited speaker, Overview of CT, CT PET and MRI in orbital imaging, NUH ophthalmic oncology symposium, March 21st, 2015

24. Invited speaker, Practice based medical education research through the lens of a clinician investigator, Early Investigators Forum/Symposium, APMEC 2015, Feb 6, 2015



Phase 2 (educational theory, pedagogy, repositories) - from 2009 to 2014 (MHPE, Maastricht start 2009, complete 2012, with one year break between 1st and 2nd year)



"There are several apparent similarities between traditional academic scholarship and "digital" scholarship. Our digital teaching and educational efforts can be measured. Perhaps even easier than with "traditional" teaching and scholarly activities."

above from
http://mededworld.org/reflections/reflection-items/March-2014/(e)Scholarship-Traditional-vs-Digital-Scholarship.aspx
Digital Scholarship
( see also - "(e)Scholarship" ) 
"Ideally, focus on academic productivity in both traditional and digital scholarship"


"Lets show what we actually teach with and assess on. The full range, breadth and depth. Lets make teaching visible, and accessible. Widely."

above from
http://mededworld.org/reflections/reflection-items/March-2014/(e)Repository.aspx
(e)Repository


"Learning is at the heart of what we do. Technology can facilitate, customise, amplify. Note the small (e), and big L in (e)Learning. The quality of the content matters. As educators, lets create great content, share it, or curate it. The internet and mobile technology connects."

above from
http://mededworld.org/reflections/reflection-items/September-2013/(e)Learning.aspx
(e)Learning



"Technology enhanced learning (TEL) offers the potential to personalise learning in medical education, through the continuum of undergraduate, postgraduate and continuing professional development or lifelong learning. TEL offers students access to educational materials, and personal choice by showing what is available (which allows a student to sample, explore, and consume educational content to match an individual’s learning preferences and requirements, at a time and place of the learner’s choosing). For educators, digital scholarship provides a method to publicly document teaching and educational activity, to facilitate evaluation of the quantity and quality of these educational activities; and allows peers to critique and build on educational initiatives." 

above from
http://www.slideshare.net/dnrgohps/tlhe2014-final-draft-submission-for-peer-review-and-consideration-for-paper-presentation
Using a digital knowledge repository to personalise learning in medical education - a follow up report (to TeL 2013) Poh Sun Goh (2014)


"One of the greatest challenges facing medical educators, in both undergraduate and postgraduate education, is ensuring consistency of clinical experience. It could also be argued that clinical expertise is based on a foundation of clinical patient (case) experience - both the variety and range of cases, and depth of case experience. The challenge for curriculum planners is ensuring the availability of a wide enough range of cases to be linked to, and embody the undergraduate medical and postgraduate training curricula. Developing an online repository of these cases is an obvious solution to this educational challenge."

above from
Building an online repository of teaching resources to facilitate consistent and good quality teaching of postgraduates and undergraduates in medicine – a preliminary report
Poh Sun Goh (2013)


"In this Master Thesis, the topic to be investigated is a method to improve the efficiency and effectiveness of residency training in radiology in order to potentially shorten residency training while maintaining effectiveness, in order to increase the numbers of trained radiologists. The research question to be investigated is whether compare and contrast case review with pairs of cases is more time efficient and effective compared with traditional sequential case review with single cases in radiology problem solving." 

above from
http://www.slideshare.net/dnrgohps/for-med-edworldpublishpohsungoh
Use of case pairs can potentially improve the efficiency and effectiveness of radiology residency
Poh Sun Goh (MHPE Thesis, 2012)

2014
2. CDTL International Conference on Teaching and Learning in Higher Education
Using a Digital Knowledge Repository to Personalise Learning in Medical Education: A Follow-up Report to TeL2013
PS Goh

2013
3. CDTL TEL 2013 Symposium, Singapore
Building an online repository of teaching resources to facilitate consistent and good quality teaching of postgraduates and undergraduates in medicine – a preliminary report
PS Goh

4. Association of Medical Educators Europe Conference, Prague
PS Goh. An online case repository facilitates radiology residency training and evaluation of education theory, can potentially shorten duration of training, and aid mastery training - a follow up report

2012
5. Association of Medical Educators Europe Conference, Lyon
PS Goh. An online repository facilitates radiology residency training and evaluation of education theory.

2011
6. Association of Medical Educators Europe Conference, Vienna
PS Goh, G Sundar, C Tan, ME Nga, TP Thamboo, S Amrith. Creation and Use of An Online Multispecialty Case Repository and Its Multiple Uses for Specialist Training.

8. 8th Asia Pacific Medical Education Conference, Singapore
PS Goh. Deliberate Practice Using Paired and Mixed Examples of Imaging Abnormalities on the CXR is more effective and efficient for postgraduate training compared with traditional methods
Type: Educational Poster

9. P Gopalakrishnakone, A Abeykoon, N Fernando, PS Goh, A Cheok. Multimodal Virtual Anatomy Learning Tool For Medical Education. (Shortlisted for best poster).

10. Aw M, Samarasekera D, Khoo CM, Mak A, Ho P, Robless P, Kumar N, Goh PS, Fisher D. Students' Perceptions Regarding the Objective Structured Clinical Examination (OSCE) and Their Performance (Best Abstract for Poster Presentation Finalist)

11. Teo L, Han T, Cheong SY, Venkatesh SK, Goh PS, Quek ST, Chong VF. A Follow-Up Survey of Preclinical Medical Student's Attitude Towards Radiology Following Introduction of a New Curriculum
Type: Poster presentation

2010
12. 7th Asia Pacific Medical Education Conference, Singapore
PS Goh, J Tam. Applying deliberate practice to chest radiology teaching – further work with undergraduates and experience with postgraduates

13. JF Lu, PS Goh. Development of a web-based interactive teaching model of the chest based on volumetric CT scanning and how this can enhance undergraduate anatomy teaching

2009
14. Association of Medical Educators Europe, Malaga
PS Goh, KCJ Tam. Deliberate distributed practice with paired and mixed examples is an efficient and effective method to learn key abnormalities on the CXR

15. 6th Asia Pacific Medical Education Conference, Singapore - Poster Prize (Merit) Award
Application of Educational Theory Regarding Teaching for Skill Transference for Chest Radiograph Interpretation in Undergraduate Education and Training
PS Goh, J Tam

16. PS Goh. Educational strategies to promote skill transference using compartment model for orbital imaging. Conference Electronic Educational Exhibit (EPOS). European Congress of Radiology. 2009








A multimodal virtual anatomy learning tool for medical education.
Gopalakrishnakone P, Lu JF, Goh PS, Abeykoon A, Fernando ONN, Cheok AD.
Methods 2011;7: 278-87.

2nd International Conference on Education, Training and Informatics, Orlando, Florida; 2011
P Gopalakrishnakone, A Abeykoon, N Fernando, PS Goh, A Cheok. Multimodal Virtual Anatomy Learning Tool For Medical Education. (Best paper award from session on Learning Technologies, Strategies for Assessing Student Learning and Teaching).

Lu Jianfeng - research fellow, working full time in radiology department, NUH; under my direct primary supervision - IDM grant (held by Adrian Cheok, IDMI as PI, and myself as Co-PI) to create and evaluate digital chest atlas based on radiological imaging (completed project, two conference papers, two publications)
(Sep 2008 – Mar 2010)

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


25. Invited speaker, “Using a digital knowledge repository to personalize learning in medical education”, NUHS Paediatric department teaching program, January 21st, 2015

26. Invited speaker, SEARAME 2014 Conference in Sri Lanka, presenting eLearning/TeL workshop on "Hybrid model for training physical examination and procedural skills", November 13th, 2014

27. Invited specialist international volunteer, Singapore International Foundation training program “Enhancing Healthcare Education in Sri Lanka”, November 10th to 11th, 2014

28. Invited speaker, “i” Map, a roadmap for orbital imaging, at the 14th Advanced Neuroradiology Course, NNI, Singapore, October 16, 2014

29. Technology enhanced learning symposium, day 1, AMEE 2014 main conference, Milan, Sep 1st, 2014.

30 to 33. MEU workshops presenter
a. Flipped classroom
b. Qualitative research methods in medical education
c. Use of videos in medical education
d. eLearning

34. Opening discussant, Symposium on Educational IT, 11th APMEC, January, 2014

35. Singapore International Foundation/Temasek Foundation/MEU Workshop for Health Professions Educators, Colombo, Sri Lanka; Friday, December 13, 2013

36. Chair, Best Education Poster Judging Panel, Best Poster- Health Professions Education (HPE) category of the SHBC 2013 Scientific Competition, September 11, 2013


37. Invited presentation: Train the Trainers session for National Healthcare Group Polyclinics' Family Physicians/Key Trainers – 6 June 2013. Topic: Training the new generation: “A Guide by the Side and Not a Sage on the Stage”

38. MEU workshop – May 20, 2013, Teaching for effective learning- - eLearning. Goh Poh Sun

39. Invited lecture, O and G department, NUHS – March 25, 2013, eLearning. Goh Poh Sun

40. APMEC 2013 workshop – Jan 16, 2013: eLearning workshop – Goh Poh Sun, Rajendran Kanagasuntheram , Lynette Teo

41. Department Journal Club – Dec 6, 2012, "Mastery training in Diagnostic Radiology". Goh Poh Sun

42. MEU workshop (specially for postgraduate training directors) – Nov 2, 2012, Teaching for effective learning - eLearning. Goh Poh Sun

43. Primary Care Forum 2012, Singapore Health and Biomedical Congress 2012 – Sep 29, 2012, Presentation: “Social Media in Medical Education : The New Kid on The Block?” Goh Poh Sun

44. AMEE 2012 symposium - Aug 29, 2012, eLearning for the learner: The challenge for providing learner centred education in the Age of the Internet. John Sanders, Gareth Frith, Natalie Lafferty, Goh Poh Sun

45. 5 day MEU training program for College of Health Sciences, King Saud University, Riyadh, Saudi Arabia (30 faculty members from Medicine, Nursing, Dentistry, Applied Medical Science, Pharmacy and Critical Medicine) speaking on Tuesday, June 19, 2012 – topics, “Aligning Teaching-Learning (T-L) Strategies to Course Outcomes: Selection, Efficiency and Impact” and “e-Learning to Enhance Student Learning”.

46. MEU workshop - May 29, 2012, Teaching for effective learning - eLearning. Goh Poh Sun

47. APMEC 2012 workshop - Jan 12, 2012, Outcomes based course design: A pedagogical approach to formulating and writing learning outcomes. Matthew CE Gwee, Dujeepa D Samarasekera, Tan Chay Hoon, Goh Poh Sun

48. Symposium on Innovation in Medical Education, Primary Care Forum 2011, Singapore Health and Biomedical Congress 2011 – Nov 12, 2011, Presentation: Creative Ways to Teach Gen-Y Medical Students Using Technology

49. Institute for Clinical Education – NHG College/Harvard Macy Institute Joint Certificate Program for Medical Education: One week Module on Advances in Information Technology and Support Systems to Enhance Medical Education, Oct 24 -28, 2011, Facilitator for Group 1 (out of 5 groups)

50. MEU workshop – July 19, 2011, Teaching for effective learning – eLearning (whole day workshop) –whole day workshop, designed and led program in workshop

51. MEU workshop – May 5, 2011, Curriculum Design, Evaluation, Assessment Workshop – Presentation: Use of Technology in Medical/Healthcare Professional Education

52. 8th AsiaPacific Medical Education Conference, Jan 28, 2011 – Symposium: Presentation - What is the role of technology in the continuum of medical education, Sharing experience and practical tips on using technology to support and augment undergraduate and postgraduate medical education.

53. MEU workshop – Sep 14, 2010, Teaching for effective learning – eLearning (whole day workshop) – whole day workshop, designed and led program in workshop





Phase 1 (building courseware) - from 2002 to 2008, 2002 radiology department went filmless, had been custodian for physical teaching film library for 5 years prior to this; and in 2008 at AMEE in Prague, had opportunity to listen to live plenary presentation by Geoff Norman, which precipitated my decision to undertake formal MHPE program

Was coordinator and project lead of team which successfully developed an interactive e-learning resource for medical students using the school’s NUS web platform. This online interactive modular course-ware allows medical students an opportunity to undertake self-directed learning covering core topics in Chest, Abdominal, Neuro and Bone Radiology at a level suitable for undergraduate medical students. The material is based on lectures presented to medical students by teaching faculty from NUS and other teaching hospitals in Singapore affiliated with NUS, and covers basic principles of imaging, and key conditions that medical students are expected to be familiar with. Having access to this online resource gives our medical students access to a peer reviewed standardized didactic educational experience, that they can review at their own pace, allowing lecturers and tutors to spend class time on more customized, and interactive case based teaching.
(requires Internet Explorer browser, together with NUS login and password for access, selected screenshots below)












Winnie Chen – awarded BMedSci thesis (undergraduate medical student on one year attachment from University of Melbourne, from Aug 2009 – May 2010, was her supervisor for BMedSci attachment, and for publication below)

Chen W. Onsite and offsite use of computer aided learning in undergraduate radiology education. Australian Medical Student Journal. 2011;2(2):14-18. http://www.amsj.org/archives/1419

2008
17. Association of Medical Educators Europe, Prague
Evaluation of a Radiology eLearning program – key factors contributing to success
PS Goh

2007
18. Association of Medical Educators Europe, Trondheim
eLearning in Radiology - Developing a Program in the Real World
PS Goh

2006
Association of Medical Educators Europe (AMEE), Genoa
19. Patient safety education - lessons learned in designing and presenting a risk management seminar for clinicians and how this can improve patient safety
PS Goh, S Ang and SC Quek

20. eLearning in radiology - from developing material to measuring outcomes
PS Goh, Z Amin


21. Faculty development in medical education: identifying the needs and priorities
Z Amin, HE Khoo, YS Chong, PS Goh
3rd Asia-Pacific Medical Education Conference, Singapore
Invited paper

22. Blended eLearning and face to face learning in medical education
PS Goh

2005
Association of Medical Educators Europe, Amsterdam
23. Use of web-based eCourseware to facilitate face to face radiology teaching - a follow-up report
PS Goh, SC Wang, A Low, KH Lew, L Lim

2004
International Conference on Teaching and Learning in Higher Education, Singapore
Oral paper
24. Efficacy of eCourseware in teaching radiology
A Low, PS Goh, SC Wang, Lew KH, L Lim

AMEE Conference, Edinburgh
Oral paper presentation
25. Use of a web-based eCourseware to facilitate face-to-face teaching
PS Goh, SC Wang, A Low, KH Lew, L Lim

2003
1st Asia Pacific Conference on Medical Education, Singapore
Paper presentation
26. New paradigm in Teaching Radiology – Asynchronous/Synchronous Blended Web Based teaching techniques
PS Goh, SC Wang, A Low, KH Lee, L Lim














(above 2 screenshots from report link to above)