Monday, 16 December 2019

Upcoming 2020




How Technology, Applied Storytelling, and Theatre can Humanise Values for Effective Practice

The pre-conference workshop will explore, illustrate and demonstrate how technology, applied storytelling, and theatre can nurture values for effective practice. The workshop will be highly interactive and experiential. From the use of simple storytelling techniques to more complex roleplays, participants will experience moments that promote reflection, and improve empathy, communication skills, teamwork, and professionalism.

A follow-up main conference panel discussion will go deeper into the literature and evidence underpinning the use of technology, applied storytelling, and theatre to humanise our values for effective practice. It will also involve the audience in interactive discussions, and a theatrical experience. Our aims for both the pre-conference workshop and main conference panel discussion are for participants to understand the pedagogical implications of applied storytelling and theatre in medical education, to immediately use and apply practical techniques in clinical setting, and to evoke feelings and convictions related to the session theme – to know, do, and feel.


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

Neha Mukunda, Nazanin Moghbeli, Adam Rizzo, Suzannah Niepold, Barbara Bassett & Horace M. DeLisser (2019) Visual art instruction in medical education: a narrative review, Medical Education Online, 24:1, DOI: 10.1080/10872981.2018.1558657








TEL in Health Professions Education Symposium 
(16 April 2020)



Technology Enhanced Learning in Medical Education - A snapshot of current local and international practice and peek into the future from Poh-Sun Goh

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

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

Goh, P.S. A series of reflections on eLearning, traditional and blended learning. MedEdPublish. 2016 Oct; 5(3), Paper No:19. Epub 2016 Oct 14.
http://dx.doi.org/10.15694/mep.2016.000105

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

https://www.slideshare.net/dnrgohps/everything-i-have-learnt-about-elearning


Martin, Florence & Ritzhaupt, Albert & Kumar, Swapna & Budhrani, Kiran. (2019). Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. The Internet and Higher Education. 42. 10.1016/j.iheduc.2019.04.001.
https://www.researchgate.net/publication/332431229_Award-winning_faculty_online_teaching_practices_Course_design_assessment_and_evaluation_and_facilitation

MARTIN, Florence et al. Award-Winning Faculty Online Teaching Practices: Roles and Competencies. Online Learning, [S.l.], v. 23, n. 1, mar. 2019. ISSN 2472-5730. Available at: <https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1329>. Date accessed: 22 mar. 2020. doi:http://dx.doi.org/10.24059/olj.v23i1.1329.
https://pdfs.semanticscholar.org/dace/ba384b74e6a45ec10612919266781024deb3.pdf


Technology enhanced learning in medical education - a snapshot of current local and international practice and peek into the future
by 
Poh-Sun Goh

The aim of this presentation is to give a snapshot of current local and international practices in technology enhanced learning (TEL), and then take a peek into the future. An overview of current use of TEL in undergraduate medical education at NUS, underpinning educational programs at NUS including case studies, and examples of use of TEL in postgraduate training and continuous education and training (CET) at NUHS will be made, as well as use of TEL internationally in medical education, and faculty development at CenMED NUS (including online faculty development programs and publications like The Asia Pacific Scholar or TAPS), APMEC and AMEE, with Webinars and Online Courses, not to mention online platforms like MedEdWorld, AMEE guides and publications like MedEdPublish and Medical Teacher, which have gained greater significance with the current COVID-19 pandemic. Early use of newer examples of TEL will be reviewed, including Virtual and Augmented Reality (VR and AR), as well as use of Artificial Intelligence (AI) and Serious Games. The presentation will conclude with a discussion of factors encouraging adoption of TEL, and challenges to widespread implementation of current and newer methods of TEL.



























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



Goh P.S and 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











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

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

More on expanded blogpost link below

and

References:

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

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

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

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

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






Learning Analytics and Digital Scholarship
Poh-Sun Goh 
(see section in 
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).
https://www.ncbi.nlm.nih.gov/pubmed/30299191)

https://medicaleducationelearning.blogspot.com/2018/09/digital-scholarship.html


The Use of Technology to Demonstrate Scholarship of Teaching in Medical Education

Peter GM de Jong, Poh Sun Goh, John Sandars, Michael G Bothelo, Martin V Pusic, Alexandra L Webb




revised paper abstract below



Google search for "implementation of design thinking in teaching and learning, including curriculum development and educational design research"

Li, Y., Schoenfeld, A.H., diSessa, A.A. et al. Design and Design Thinking in STEM Education. Journal for STEM Educ Res 2, 93–104 (2019). https://doi.org/10.1007/s41979-019-00020-z
https://link.springer.com/article/10.1007/s41979-019-00020-z

Design Thinking for the 21st Century
https://singteach.nie.edu.sg/issue31-teachered/

Withell, Andrew & Haigh, Neil. (2013). Developing Design Thinking Expertise in Higher Education.
https://pdfs.semanticscholar.org/ffae/26b21a2a7c124f9deafde8778c4d58d2d0f3.pdf

Google search for "design thinking in medical education"

https://www.agencyq.com/design-thinking-ebook

https://meded.ucsf.edu/news/design-thinking-brings-innovation-health-care-and-medical-education

Deitte LA, Omary RA. The Power of Design Thinking in Medical Education. Acad
Radiol. 2019 Oct;26(10):1417-1420. doi: 10.1016/j.acra.2019.02.012. Epub 2019 Mar
11.
https://www.ncbi.nlm.nih.gov/pubmed/30867087

Badwan, Basil & Bothara, Roshit & Latijnhouwers, Mieke & Smithies, Alisdair & Sandars, John. (2017). The importance of design thinking in medical education. Medical Teacher. 40. 1-2. 10.1080/0142159X.2017.1399203.
https://www.tandfonline.com/doi/abs/10.1080/0142159X.2017.1399203?journalCode=imte20

McLaughlin, J.E., Wolcott, M., Hubbard, D. et al. A qualitative review of the design thinking framework in health professions education. BMC Med Educ 19, 98 (2019). https://doi.org/10.1186/s12909-019-1528-8
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-019-1528-8



Goh P.S and 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









see also





















"In the last quarter of 2020, Medical Science Educator, the journal of the International Association of Medical Science Educators (IAMSE), will be publishing a special journal section dedicated to the topic of “The Future of Health Sciences Education.”

Manuscripts to be considered for this special section must be submitted by April 1, 2020.

Please submit manuscripts through our online submission system that can be found by visiting: www.medicalscienceeducator.org. In your cover letter, please refer to the topic “Future of Health Sciences Education” to indicate that you would like to be included in the special section. See our journal website to review the Instructions for Authors."
















above from







Medical Educator Roles of the Future 
by
Poh-Sun Goh

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



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

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

Introduction:

Poh-Sun Goh is Associate Professor and Senior Consultant Radiologist at the Yong Loo Lin School of Medicine, National University of Singapore (NUS), and National University Hospital, Singapore; and Associate Member of the Centre for Medical Education at NUS. He is a graduate of the Maastricht MHPE program, a member of the AMEE Technology Enhanced Learning committee, and a Fellow of AMEE. Dr Goh has over 25 years of experience in clinical radiology, and over 20 years of experience in teaching. He has over 15 years of experience in eLearning or technology enhanced learning. His passions are Technology enhanced learning, Education, and Radiology; with a focus on technology as a tool, platform and enabler to support and augment face to face customized teaching and learning; with educational principles as the foundation; and Radiology, as well as Medical Education Faculty Development and Scholarship, as his clinical and academic focus." 



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, BarcelonaSpain (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).




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.

Moran, J., Briscoe, G. & Peglow, S. Current Technology in Advancing Medical Education: Perspectives for Learning and Providing Care. Acad Psychiatry 42, 796–799 (2018). https://doi.org/10.1007/s40596-018-0946-y



Chan, K. S., & Zary, N. (2019). Applications and Challenges of Implementing Artificial Intelligence in Medical Education: Integrative Review. JMIR medical education, 5(1), e13930. https://doi.org/10.2196/13930

Zweifach S, M, Triola M, M: Extended Reality in Medical Education: Driving Adoption through Provider-Centered Design. Digit Biomark 2019;3:14-21. doi: 10.1159/000498923

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. 














Friday 24 July 2020 to Sunday 9 August 2020









Best Practice session at AMEE 2020: The Virtual Conference – 7-9 September 2020

Sustaining the move to online teaching and learning during and after the COVID-19 pandemic 

Abstract:

The COVID-19 pandemic has seen a huge global shift to online delivery of the curriculum,  with many innovative approaches.  Sustaining these changes to provide high quality teaching and learning using online approaches will require a transformational change in learners, educators and institutions . This change will be a challenge  for all medical educators, in both high and low resource settings. An essential aspect of responding to this challenge will be a transformational change in the scholarship of medical education to ensure that rapid cycles of evaluation can inform best practice.

Chair - John

Presenters

Transformational change in learners  (12 minutes) - Monika  

Transformational change in educators and institutions  (12 minutes) - Kalyani

Transformational change in the scholarship of medical education (12 minutes) - John and Poh-Sun


previously accepted workshop AMEE 2020

Creating "useful knowledge" by research and evaluation of technology enhanced learning interventions
John Sandars, Poh-Sun Goh
(main conference workshop, AMEE 2020)

This Technology Enhanced Learning Committee workshop will focus on how to create the ‘useful
knowledge’ that is essential to support decision making about the transfer of educational
interventions that use technology to other contexts. There are important considerations in the
design and evaluation of complex educational interventions using technology, including usability
evaluation and design based education research. An essential skill for successful transfer of
technology enhanced learning interventions to other contexts is how to evaluate the potential for
transfer, including acceptability and scalability.





Frontiers in Medical and Health Sciences Education 2020
"Medical Education Disrupted – Negativity or Creativity"
Date: November 27-28, 2020 (Friday and Saturday)
Venue: Li Ka Shing Faculty of Medicine, The University of Hong Kong
Plenary session and Discussion Forum on "e-related innovations which support learning"
and "examples of current disruptive practices including learning analytics"


Medical Education Disrupted by Technology, What is Gained and Potentially Lost
Poh-Sun Goh

Medical Education and Professional Training is increasingly being assisted, mediated and augmented by technology, throughout the continuum of undergraduate, through postgraduate to continuing medical education and professional development settings. This mirrors the impact of technology and digitalisation disrupting professional practice in other fields. The aim of this plenary presentation will be to critically examine what is gained, and potentially lost by the use of technology in medical education, through the use of case studies, and an examination of scholarship in this area. A review of basic principles underpinning traditional face to face education and training, the use of technology in medical education, and optimal ways to blend face to face with technology enhanced learning with be made. An examination of “newer” technologies used in medical education, including Virtual and Augmented Reality, Artificial Intelligence, and the role of learning analytics will also be covered.To conclude, one approach to maximise the strengths and minimise the weaknesses of traditional education blended with technology enhanced learning will be proposed.


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

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








Delgaty L, Fisher J, Thomson R, 2017, 'The ‘Dark Side’ of Technology in Medical Education', MedEdPublish, 6, [2], 19, https://doi.org/10.15694/mep.2017.000081









Terry, C., & Cain, J. (2016). The Emerging Issue of Digital Empathy. American journal of pharmaceutical education, 80(4), 58. https://doi.org/10.5688/ajpe80458

The New Development of Technology Enhanced Learning
Concept, Research and Best Practices
Editors (view affiliations)
Ronghuai Huang KinshukNian-Shing Chen

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. A series of reflections on eLearning, traditional and blended learning. MedEdPublish. 2016 Oct; 5(3), Paper No:19. Epub 2016 Oct 14.

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

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)

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

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

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








Training to develop a holistic, adaptable, resilient healthcare practitioner from Poh-Sun Goh

Nemeth C, Wears R, Woods D, et al. Minding the Gaps: Creating Resilience in Health Care. In: Henriksen K, Battles JB, Keyes MA, et al., editors. Advances in Patient Safety: New Directions and Alternative Approaches (Vol. 3: Performance and Tools). Rockville (MD): Agency for Healthcare Research and Quality (US); 2008 Aug. Available from: https://www.ncbi.nlm.nih.gov/books/NBK43670/

Fairbanks, Rollin & Wears, Robert & Woods, David & Hollnagel, Erik & Plsek, Paul & Cook, Richard. (2014). Resilience and Resilience Engineering in Health Care. Joint Commission Journal on Quality and Patient Safety. 40. 10.1016/S1553-7250(14)40049-7.
https://www.researchgate.net/publication/264089773_Resilience_and_Resilience_Engineering_in_Health_Care

Anderson, J. E., Ross, A. J., Back, J., Duncan, M., Snell, P., Walsh, K., & Jaye, P. (2016). Implementing resilience engineering for healthcare quality improvement using the CARE model: a feasibility study protocol. Pilot and feasibility studies, 2, 61. https://doi.org/10.1186/s40814-016-0103-x
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5154109/

Neufeld A, Malin G, 2020, 'Twelve tips to combat ill-being during the COVID-19 pandemic: A guide for health professionals & educators', MedEdPublish, 9, [1], 70, https://doi.org/10.15694/mep.2020.000070.1
https://www.mededpublish.org/manuscripts/2986


Gonzalo JD, Haidet P, Papp KK, et al. Educating for the 21st-Century Health Care System: An Interdependent Framework of Basic, Clinical, and Systems Sciences. Academic Medicine : Journal of the Association of American Medical Colleges. 2017 Jan;92(1):35-39. DOI: 10.1097/acm.0000000000000951.
https://europepmc.org/article/med/26488568

Gonzalo JD, Caverzagie KJ, Hawkins RE, et al. Concerns and Responses for Integrating Health Systems Science Into Medical Education. Academic Medicine : Journal of the Association of American Medical Colleges. 2018 Jun;93(6):843-849. DOI: 10.1097/acm.0000000000001960.
https://europepmc.org/article/med/29068816

Gonzalo JD, Chang A, Wolpaw DR. New Educator Roles for Health Systems Science:
Implications of New Physician Competencies for U.S. Medical School Faculty. Acad
Med. 2019 Apr;94(4):501-506. doi: 10.1097/ACM.0000000000002552. PubMed PMID:
30520810.
https://www.ncbi.nlm.nih.gov/pubmed/30520810