Digital literacy
What are digital competencies required for successful learning in self-directed, blended and traditional learning and training settings?
Geng, S., Law, K.M.Y. & Niu, B. Investigating self-directed learning and technology readiness in blending learning environment. Int J Educ Technol High Educ (2019) 16: 17. https://doi.org/10.1186/s41239-019-0147-0
21st Century Competencies: Learning to Learn (2013)
http://singteach.nie.edu.sg/issue45-people/
Digital Scholarship
https://medicaleducationelearning.blogspot.com/2019/05/sotl-and-rime-workshop-cenmed-wednesday.html
https://guides.lib.utexas.edu/citationsearching
https://www.iss.nus.edu.sg/executive-education/course/detail/nicf--innovation-bootcamp-(sf)
https://www.nuhs.edu.sg/research/NUHS-Centres-of-Excellence/Pages/Centre-for-Innovation-in-Healthcare.aspx
https://www.nuhs.edu.sg/research/Research-Programmes/Pages/Summit-Programmes-in-INnovation-SPIN.aspx
Medical Education Research
"Finally one must remember that, there is no substitute to actually working hands-on with dummy or real data sets, and to seek the advice of a statistician, in order to learn the nuances of statistical hypothesis testing." quote from
Nayak, B. K., & Hazra, A. (2011). How to choose the right statistical test?. Indian journal of ophthalmology, 59(2), 85–86. doi:10.4103/0301-4738.77005
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3116565/
What are digital competencies required for successful learning in self-directed, blended and traditional learning and training settings?
Geng, S., Law, K.M.Y. & Niu, B. Investigating self-directed learning and technology readiness in blending learning environment. Int J Educ Technol High Educ (2019) 16: 17. https://doi.org/10.1186/s41239-019-0147-0
21st Century Competencies: Learning to Learn (2013)
http://singteach.nie.edu.sg/issue45-people/
Digital Scholarship
https://medicaleducationelearning.blogspot.com/2019/05/sotl-and-rime-workshop-cenmed-wednesday.html
https://guides.lib.utexas.edu/citationsearching
https://www.iss.nus.edu.sg/executive-education/course/detail/nicf--innovation-bootcamp-(sf)
https://www.nuhs.edu.sg/research/NUHS-Centres-of-Excellence/Pages/Centre-for-Innovation-in-Healthcare.aspx
https://www.nuhs.edu.sg/research/Research-Programmes/Pages/Summit-Programmes-in-INnovation-SPIN.aspx
Medical Education Research
(see page 9)
Tip - anytime you are introduced to a new concept/idea - do concurrent text, image and video searches, using search engine optimisation strategies embedded in search engines (e.g. Google) to highlight most clicked, most read, most often cited/linked to/recommended digital online content.
Tip - as you do first cut review of content (both in syllabus, and which you find yourself), look for key words-concepts-illustrations, and build you learning, and new searches - deep dives around these. While always looking to "use" (by discussing, referencing, citing ... and asking questions about) these ideas - skills - impressions/opinions/viewpoints (defend-argue for-examine from multiple viewpoints). Idea is to "transfer" to practice. Apply, and be able to apply, to practice.
Cristancho SM, Goldszmidt M, Lingard L, Watling C. Qualitative research
essentials for medical education. Singapore Med J. 2018 Dec;59(12):622-627. doi:
10.11622/smedj.2018093. Epub 2018 Jul 16. Review.
Ramani S, Mann K. Introducing medical educators to qualitative study design:
Twelve tips from inception to completion. Med Teach. 2016 May;38(5):456-63. doi:
10.3109/0142159X.2015.1035244. Epub 2015 Apr 21.
Sullivan, G. M., & Sargeant, J. (2011). Qualities of qualitative research: part I. Journal of graduate medical education, 3(4), 449–452. doi:10.4300/JGME-D-11-00221.1
Sargeant J. (2012). Qualitative Research Part II: Participants, Analysis, and Quality Assurance. Journal of graduate medical education, 4(1), 1–3. doi:10.4300/JGME-D-11-00307.1
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3312514/
Tip: Challenge yourself to apply Miler's pyramid to Medical Education Research competency training - know, knows how, shows how, and does ...... Then apply this / use this model for "self-directed learning". Google search for "millers pyramid"
... by asking yourself questions, giving yourself tasks ... search and look for what is, and how to do ..... then practice, practice, practice (which includes use, discuss, apply, get feedback ... including from running online tests on dummy and pilot data sets ... iteratively and repeatedly ... until you achieve competency, proficiency, and mastery ... then teach others how to ... "see one, do, then teach - with reflection, and feedback"
Lastly (for today), Tip: for my own learning, when encountering something new, I find the first step ... becoming familiar with key concepts, and skills ... the ability to recognise ... then describe ... the key, most important, foundational step. You then iteratively and cumulatively build up your knowledge, skills and feel (for, and tacit knowledge and impressions of a topic, theme and area) on this foundation. How "good" you become is only limited by how much time, effort, practice, and feedback (deliberate practice) you undertake. And how much you care about this. Everything begins and ends with your motivation, and purpose. And whether you have to, and want to use your "new"/"this" knowledge and skills.
One more Tip ... for your own thesis project ... find something you really, really care about (knowing answer to) ... and you will find the motivation, training, and means to find the answer(s). And complete your MHPE thesis proposal, and project.
Artino, A. R., Jr, La Rochelle, J. S., Dezee, K. J., & Gehlbach, H. (2014). Developing questionnaires for educational research: AMEE Guide No. 87. Medical teacher, 36(6), 463–474. doi:10.3109/0142159X.2014.889814
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4059192/
https://study.com/academy/lesson/scales-of-measurement-nominal-ordinal-interval-ratio.html
Google search for "types of scales, and principles of scales development in medical education research"
Bolander Laksov K, Dornan T, Teunissen PW. Making theory explicit - An
analysis of how medical education research(ers) describe how they connect to
theory. BMC Med Educ. 2017 Jan 19;17(1):18. doi: 10.1186/s12909-016-0848-1. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-016-0848-1
Google search for "theoretical frameworks in medical education research"
Tip: Challenge yourself to apply Miler's pyramid to Medical Education Research competency training - know, knows how, shows how, and does ...... Then apply this / use this model for "self-directed learning". Google search for "millers pyramid"
... by asking yourself questions, giving yourself tasks ... search and look for what is, and how to do ..... then practice, practice, practice (which includes use, discuss, apply, get feedback ... including from running online tests on dummy and pilot data sets ... iteratively and repeatedly ... until you achieve competency, proficiency, and mastery ... then teach others how to ... "see one, do, then teach - with reflection, and feedback"
Lastly (for today), Tip: for my own learning, when encountering something new, I find the first step ... becoming familiar with key concepts, and skills ... the ability to recognise ... then describe ... the key, most important, foundational step. You then iteratively and cumulatively build up your knowledge, skills and feel (for, and tacit knowledge and impressions of a topic, theme and area) on this foundation. How "good" you become is only limited by how much time, effort, practice, and feedback (deliberate practice) you undertake. And how much you care about this. Everything begins and ends with your motivation, and purpose. And whether you have to, and want to use your "new"/"this" knowledge and skills.
One more Tip ... for your own thesis project ... find something you really, really care about (knowing answer to) ... and you will find the motivation, training, and means to find the answer(s). And complete your MHPE thesis proposal, and project.
Artino, A. R., Jr, La Rochelle, J. S., Dezee, K. J., & Gehlbach, H. (2014). Developing questionnaires for educational research: AMEE Guide No. 87. Medical teacher, 36(6), 463–474. doi:10.3109/0142159X.2014.889814
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4059192/
https://study.com/academy/lesson/scales-of-measurement-nominal-ordinal-interval-ratio.html
Google search for "types of scales, and principles of scales development in medical education research"
Bolander Laksov K, Dornan T, Teunissen PW. Making theory explicit - An
analysis of how medical education research(ers) describe how they connect to
theory. BMC Med Educ. 2017 Jan 19;17(1):18. doi: 10.1186/s12909-016-0848-1. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-016-0848-1
Google search for "theoretical frameworks in medical education research"
"Finally one must remember that, there is no substitute to actually working hands-on with dummy or real data sets, and to seek the advice of a statistician, in order to learn the nuances of statistical hypothesis testing." quote from
Nayak, B. K., & Hazra, A. (2011). How to choose the right statistical test?. Indian journal of ophthalmology, 59(2), 85–86. doi:10.4103/0301-4738.77005
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3116565/
Google search for "video narrative analysis approaches"
https://stats.idre.ucla.edu/spss/whatstat/what-statistical-analysis-should-i-usestatistical-analyses-using-spss/
http://www.edutechnologycourse.com/home/ResearchMethods.htm
https://www.bmj.com/about-bmj/resources-readers/publications/statistics-square-one/7-t-tests
https://researchbasics.education.uconn.edu/t-test/
http://www.statstutor.ac.uk/resources/uploaded/paired-t-test.pdf
Google search for "step by step applying t-test in medical education research"
Google search for "choosing statistical test in medical education research"
https://stats.idre.ucla.edu/spss/whatstat/what-statistical-analysis-should-i-usestatistical-analyses-using-spss/
http://www.edutechnologycourse.com/home/ResearchMethods.htm
https://www.bmj.com/about-bmj/resources-readers/publications/statistics-square-one/7-t-tests
https://researchbasics.education.uconn.edu/t-test/
http://www.statstutor.ac.uk/resources/uploaded/paired-t-test.pdf
Google search for "step by step applying t-test in medical education research"
Google search for "choosing statistical test in medical education research"
Hardavella, G., Aamli-Gaagnat, A., Saad, N., Rousalova, I., & Sreter, K. B. (2017). How to give and receive
feedback effectively. Breathe (Sheffield, England), 13(4), 327–333. doi:10.1183/20734735.009917
Dolmans, D., Loyens, S., Marcq, H., & Gijbels, D. (2016). Deep and surface learning in problem-based learning: a review of the literature. Advances in health sciences education : theory and practice, 21(5), 1087–1112. doi:10.1007/s10459-015-9645-6
Dean Parmelee, Larry K. Michaelsen, Sandy Cook & Patricia D. Hudes (2012) Team-based learning: A practical guide: AMEE Guide No. 65, Medical Teacher, 34:5, e275-e287, DOI: 10.3109/0142159X.2012.651179
Google search for "impact of TBL and PBL on deep and superficial learning"
Google search for "one minute preceptor model nursing"
https://paeaonline.org/wp-content/uploads/2017/02/One-Minute-Preceptor.pdf
Google search for "rehearsal just before performance improves outcomes in application of clinical skills"
O'Leary JD, O'Sullivan O, Barach P, Shorten GD. Improving clinical performance
using rehearsal or warm-up: an advanced literature review of randomized and
observational studies. Acad Med. 2014 Oct;89(10):1416-22. doi:
10.1097/ACM.0000000000000391. Review.
https://www.ncbi.nlm.nih.gov/pubmed/24988420
http://www.wright.edu/~scott.williams/LeaderLetter/rehearsal.htm
Google search for "participant experience in structured debrief session after code blue event"
https://psnet.ahrq.gov/primers/primer/36/Debriefing-for-Clinical-Learning
Google search for "interprofessional education in nursing"
http://nursingeducation.lww.com/blog.entry.html/2018/05/03/interprofessionaled-j9HS.html
Homeyer, S., Hoffmann, W., Hingst, P., Oppermann, R. F., & Dreier-Wolfgramm, A. (2018). Effects of interprofessional education for medical and nursing students: enablers, barriers and expectations for optimizing future interprofessional collaboration - a qualitative study. BMC nursing, 17, 13. doi:10.1186/s12912-018-0279-x
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5891914/
Google search for "applying theories of social cultural learning in interprofessional health professions education"
Google search for "one minute preceptor model nursing"
https://paeaonline.org/wp-content/uploads/2017/02/One-Minute-Preceptor.pdf
Google search for "rehearsal just before performance improves outcomes in application of clinical skills"
O'Leary JD, O'Sullivan O, Barach P, Shorten GD. Improving clinical performance
using rehearsal or warm-up: an advanced literature review of randomized and
observational studies. Acad Med. 2014 Oct;89(10):1416-22. doi:
10.1097/ACM.0000000000000391. Review.
https://www.ncbi.nlm.nih.gov/pubmed/24988420
http://www.wright.edu/~scott.williams/LeaderLetter/rehearsal.htm
Google search for "participant experience in structured debrief session after code blue event"
https://psnet.ahrq.gov/primers/primer/36/Debriefing-for-Clinical-Learning
Google search for "interprofessional education in nursing"
http://nursingeducation.lww.com/blog.entry.html/2018/05/03/interprofessionaled-j9HS.html
Homeyer, S., Hoffmann, W., Hingst, P., Oppermann, R. F., & Dreier-Wolfgramm, A. (2018). Effects of interprofessional education for medical and nursing students: enablers, barriers and expectations for optimizing future interprofessional collaboration - a qualitative study. BMC nursing, 17, 13. doi:10.1186/s12912-018-0279-x
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5891914/
Google search for "applying theories of social cultural learning in interprofessional health professions education"
https://www.academia.edu/2550015/Learning_theories_and_interprofessional_education_a_user_s_guide
Google search for "using deliberate practice in training for opthalmology clinical skills best methods"
Mastery Learning and Deliberate Practice in Medical Education (Academic Medicine Article Collection, 2019)
https://www.researchgate.net/publication/329369467_Reflective_writing_in_undergraduate_clinical_nursing_education_A_literature_review
Google search for "guided reflective writing"
Google search for "guided daily reflective journal with ongoing feedback to enhance nursing education"
https://www.researchgate.net/publication/329369467_Reflective_writing_in_undergraduate_clinical_nursing_education_A_literature_review
Journal writing in experiential education: possibilities, problems, and recommendations (CYC-Online journal)
Google search for "medical students learning point of care ultrasound in the Emergency Department a self regulated learning perspective"
Mackay FD, Zhou F, Lewis D, Fraser J, Atkinson PR. Can You Teach Yourself
Point-of-care Ultrasound to a Level of Clinical Competency? Evaluation of a
Self-directed Simulation-based Training Program. Cureus. 2018 Sep 17;10(9):e3320.
doi: 10.7759/cureus.3320.
https://www.ncbi.nlm.nih.gov/pubmed/30473953
Google search for "using deliberate practice in training for opthalmology clinical skills best methods"
Mastery Learning and Deliberate Practice in Medical Education (Academic Medicine Article Collection, 2019)
https://www.researchgate.net/publication/329369467_Reflective_writing_in_undergraduate_clinical_nursing_education_A_literature_review
Google search for "guided reflective writing"
Google search for "guided daily reflective journal with ongoing feedback to enhance nursing education"
https://www.researchgate.net/publication/329369467_Reflective_writing_in_undergraduate_clinical_nursing_education_A_literature_review
Journal writing in experiential education: possibilities, problems, and recommendations (CYC-Online journal)
Google search for "medical students learning point of care ultrasound in the Emergency Department a self regulated learning perspective"
Mackay FD, Zhou F, Lewis D, Fraser J, Atkinson PR. Can You Teach Yourself
Point-of-care Ultrasound to a Level of Clinical Competency? Evaluation of a
Self-directed Simulation-based Training Program. Cureus. 2018 Sep 17;10(9):e3320.
doi: 10.7759/cureus.3320.
https://www.ncbi.nlm.nih.gov/pubmed/30473953
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