Saturday, 2 September 2017

Pre-conference workshop and Conference Symposium for 13th International Medical Education Conference, 13th to 15th April 2018

Technology for Lifelong Learning in Health Professions
by Goh Poh Sun

Pre-conference workshop
Friday, 13 April 2018
9am to 12noon
13th International Medical Education Conference
IMEC 2018

Synopsis of Session:

The needs of lifelong learners are different from earlier stage undergraduate students, or postgraduate trainees. Lifelong learning occurs after initial formal professional training, and generally takes place in a more opportunistic, often informal; and less often formal setting. Technology can be used to provide a platform, structure, and a pedagogically sound, theory and evidence informed educational and training process, including providing access to digital content, and training paradigms.
This workshop will be anchored by a dedicated customised presentation and engagement blog, containing material for pre-workshop review (around 2 to 3 hours), presentation material for the workshop, as well as an online engagement platform (before, during and after the session). The presentation and engagement platform and process will demonstrate one method to use technology to promote and support lifelong learning in the Health Professions.

"Dear workshop participants, 

Thank you for signing up for the Workshop 3 - Technology for Lifelong Learning in Health Professions.

Please do the following before attending the workshop.
1) Undertake pre-reading (and reflection - on relevance and transfer to your own practice) from articles, and illustrations/Slideshare post 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.

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.

2) Please post the following on the workshop Padlet wall one week before the workshop - this will enable me to customise the workshop further to meet your specific requirements. Further details and elaboration of pre-workshop preparation section below.

3) Please bring the same mobile device you used to post on the Padlet wall to the workshop - to enable you to add to your earlier Padlet post.

Thank you.

Kind regards,

"For workshop participants, please do the following before the workshop → 1. Ask yourself why you want to use eLearning or Technology enhanced learning (for Lifelong Learning) as an instructor; 2. What your educational and training objectives for various Lifelong learning scenarios are - Reflect on what these scenarios might be; 3. Please read / browse through the articles / SlideShare documents / websites / (embedded videos) and online resources on this blog below as pre-workshop preparation / background information (this should take you about 3 to 4 hours); and please bring along a WiFi enabled tablet or laptop with you to the workshop (the same tablet or laptop you have used to post on the Padlet wall, see below, before the workshop).

Starting before, during, and soon after the workshop, we invite participants to share some information about who they are, their educational background, current practice and training setting, how they hope to use technology to enhance Lifelong learning, key messages they took away from the workshop (including from their pre-reading and pre-workshop preparation ), all of this as a post on the online "Padlet" wall below, embedded within this workshop blog (Padlet is an interactive digital wall, which is on a private space on, and is not searchable on Google - you are able to write, edit and delete your own posts, without needing to login (by just double clicking or double tapping on the Padlet wall, or clicking the circled red + button bottom right of the Padlet wall), as long as you use the same mobile or desktop device; even though this platform works with all mobile and desktop devices, you will probably find using a laptop/workstation or tablet the easiest way to write and edit your posts on this website. You might also op to use initials, and omit specifying your institutional affiliation, in order to further anonymise your Padlet posts, as this workshop blog is available for open access). 
Please start a post on the Padlet wall within the blog before the workshop. You can refine this during and after the workshop on the same post, as long as you use the same device.

Sharing your background, as well as training and practice setting and requirements will enable us to potentially continue to have an online discussion after the workshop on the Padlet wall. You can write, and edit your post on the Padlet wall by double tapping or double clicking on the space; or by going directly to the link below the Padlet wall. As long as you use the same device, you can continue to add to, edit or delete your post at any time. I have organised the flow of the posted messages on the Padlet wall so that the latest post is always at the top. This will enable you to find earlier messages and posts. 

We encourage you to actively participate in the workshop, by undertaking the pre-workshop preparation, and workshop activities. What we take away from any educational activity - key ideas that we make a note of, and new things we are able to do - are arguably the most valuable outcomes of any educational and training session."

For those of you who have a deeper interest, please also take some time to review the material prepared for a whole day workshop on Technology Enhanced Learning (link below).

Made with Padlet

Learning and Training for Transfer from Poh-Sun Goh

above from

Technology Enhanced Learning with Limited Resources
by Goh Poh Sun

Symposium 3
Sunday, 15 April 2018
10.45am to 11.35am (10min each speaker + 20min discussion at end of session)
13th International Medical Education Conference
IMEC 2018

Synopsis of Session:

Technology enhanced learning can be delivered, promoted, and supported by freely available, free, "off the shelf" online and mobile platforms and processes. This presentation will demonstrate the use of Blogger, Instagram and Padlet to provide access to digital learning and training content from an online digital repository (via Blogger), with Instagram used to highlight "bite-size" material, and an embedded Padlet online bulletin (writing and posting) board within a dedicated and customised presentation blog (for this session); as one example of the use of a "free" usable, useful, easy to use method to deliver technology enhanced learning with limited resources.
The presentation will be anchored by a dedicated customised presentation and engagement blog, containing material for pre-session review (around 2 to 3 hours), presentation material for the symposium, as well as an online engagement platform (before, during and after the session).

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:

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

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.

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.

Short Bio:

Goh Poh Sun

Dr Goh is a graduate of the Melbourne Medical School in Australia (1987), a Fellow of the Royal College of Radiologists in the UK (1993), Fellow of the Academy of Medicine in Singapore (1998), has obtained a Master of Heath Professions Education from Maastricht University (2012), and is a Fellow of AMEE (2017).  He is an Associate Professor and Senior Consultant, Department of Diagnostic Radiology, National University of Singapore and National University Hospital, National University Health System, Singapore. Dr Goh practices on the Clinician Educator Track (80% clinical, 20% education), and is a member of the AMEE (Association for Medical Education in Europe) Technology Enhanced Learning committee. He has been practicing as a clinical radiologist for the last 27 years, and teaching at the National University of Singapore (NUS) and National University Hospital (NUH) for the last 24 years. He has a special interest in Neuroradiology, as well as Technology enhanced learning (eLearning).

He has been developing and evaluating eLearning platforms and solutions for undergraduate and postgraduate teaching and learning for the last 16 years; and has presented this work at conferences, invited symposia and workshops both locally and internationally. He has published papers on Technology enhanced learning / eLearning in Medical Education journals as well as online papers and reflection pieces. He was a member of the NUS task-force (2005 to 2006) successful in developing a proposal for setting up the Interactive and Digital Media Institute at NUS; as well as member of the Faculty of Medicine Differentiated Track workgroup (2004 to 2005) who was responsible for drawing up the promotion and tenure criteria for the Clinician Scholar track (benchmarked against international best practices, and subsequently accepted by NUS).

“Passions - Technology enhanced learning, Education, 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.”

His current focus is on building and evaluating the use of hyperlinked radiology and educational case repositories in medical education. Have archived over 11,000 (anonymised) radiology cases online and over 5000 links to educational resources, with over 750,000 page views, as of 23 April 2018; over the last 7 years (since Oct 2011).

The material can be used for both exemplar teaching in undergraduate and postgraduate education, as well as thematic case collections to train beyond competency and proficiency toward expert performance and mastery in clinical Radiology, as well as professional practice as a medical educator and educational scholar.

As an intellectual, and value add + what I bring to the table exercise:
long term, deep experience and insight using blogs, eRepositories, social media/online data (learning) analytics for student engagement (and learning); an obsession with / (consuming) passion for and focus on using and evaluating free / open-source / off the shelf eLearning / TEL platforms and solutions.

More information on Medical Education and eLearning Portfolio weblink below

click on tile above for MedEd publications

"... the stages of self-directed learning, starting from a dependent learner in need of an authoritarian teacher to an interested learner who needs a teacher who can motivate and inject enthusiasm, to an involved learner who seeks a facilitator and finally to a self-directed learner, with no need for a teacher as such but who gains from having someone to consult and discuss problems with ... "
Grow, Gerald O. (1991/1996). “Teaching Learners to be Self-Directed.” Adult Education Quarterly, 41 (3), 125-149. Expanded version available online at: <>
quoted in

Densen, P. (2011). Challenges and Opportunities Facing Medical Education. Transactions of the American Clinical and Climatological Association, 122, 48–58.

Filipe, H. P., Silva, E. D., Stulting, A. A., & Golnik, K. C. (2014). Continuing Professional Development: Best Practices. Middle East African Journal of Ophthalmology, 21(2), 134–141.

Murad MH, Varkey P. Self-directed learning in health professions education. Ann Acad Med Singapore. 2008 Jul;37(7):580-90. Review.

Pype, P., Symons, L., Wens, J., Van den Eynden, B., Stes, A., & Deveugele, M. (2014). Health care professionals’ perceptions towards lifelong learning in palliative care for general practitioners: a focus group study. BMC Family Practice, 15, 36.

Teunissen, P. W., & Dornan, T. (2008). Lifelong learning at work. BMJ : British Medical Journal, 336(7645), 667–669.

"But the focus on code has left a potentially bigger opportunity largely unexplored. In the past, people were educated, and learned job skills, and that was enough for a lifetime. Now, with technology changing rapidly and new job areas emerging and transforming constantly, that’s no longer the case. We need to focus on making lightweight, continuous education widely available."
above quote from

Addressing a question on the relevance of brick and mortar campuses in the light of increasing content available online, Prof Tan shared that he believed a complete education cannot be achieved using just online content.
“If you look at learning itself, there is the content aspect of it and there’s also critical thinking; the thinking part of it. We universities will continue to exist because we are better at teaching the thinking part of it. The content part you can use Google, you can look up many sources, but it’s the thinking part that can be reinforced through human-to-human interaction and that’s where I think the universities play a very important role,” he said.
above quote from online post below

"this concept of mixing adult learners with undergraduates is "revolutionary". While it would be easier to teach the two groups separately, there are benefits to getting them to interact. "Adult learners bring with them experience and maturity, and the adult learners can get a lot of enthusiasm and energy from younger undergraduates."
above quote from article below

"In medical education, however, there is no ... just-in-time source of information for the practicing teacher that will assist them to make decisions about their teaching practice.  askAMEE is being developed to fill the gap and provide the teacher and others engaged with education in the health care professions with a ready accessible source of information on a specific education topic."
above quote from AMEE eMailer, sent out to AMEE members on Friday, April 6, 2018 at 7pm
askAMEE Initiative

above from

Learning Continuum Mapped On to Self vs Instructor Directed Axes from Poh-Sun Goh

above also at

above from

above from

Adoption of eLearning in Med Ed - Costs and Value Add from Poh-Sun Goh

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