overview of main sections of this blog
highlighted and annotated above
review content from top to bottom of blog
session Padlet embedded above, link to Padlet below
Digital Scholarship and Engagement - Indicators, Metrics, Value and Impact
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
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., 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].
Retrieved from http://www.hippasus.com/rrpweblog/archives/000095.html
(conference website above for final program pdf, and abstract book pdf)
(see page 4)
Ellaway RH, Topps D, Pusic M. Data, Big and Small: Emerging Challenges to
Medical Education Scholarship. Acad Med. 2019 Jan;94(1):31-36. doi:
Ellaway R, Topps D, 2017, 'METRICS: a pattern language of scholarship in medical education', MedEdPublish, 6, , 30, https://doi.org/10.15694/mep.2017.000199
Ellaway RH, Bates J. 2015. Exploring patterns and pattern languages of medical education. Medical Education 49(12):1189-96.
Effect of Promotion Via Social Media on Access of Articles in an Academic Medical Journal
A Randomized Controlled Trial
Widmer, R. Jay MD, PhD; Mandrekar, Jay PhD; Ward, Angelina; Aase, Lee A.; Lanier, William L. MD; Timimi, Farris K. MD; Gerber, Thomas C. MD, PhD
Academic Medicine: May 28, 2019 - Volume Publish Ahead of Print - Issue - p
Mirhosseini, F., Mehrdad, N., Bigdeli, S., Peyravi, H., & Khoddam, H. (2018). Exploring the concept of scholarship of teaching and learning (SoTL): Concept analysis. Medical journal of the Islamic Republic of Iran, 32, 96. doi:10.14196/mjiri.32.96
International Council for Open and Distance Education. 2019. Global guidelines: Ethics in Learning Analysis.
Michael Fire, Carlos Guestrin, Over-optimization of academic publishing metrics: observing Goodhart’s Law in action, GigaScience, Volume 8, Issue 6, June 2019, giz053, https://doi.org/10.1093/gigascience/giz053
Moving closer to AMEE2019 we have the possibility of engaging potential AMEE members and conference participants "before" the workshop, on social media - then applying analytics methodology to assess this. Not to mention write an article for MedEdPublish or Medical Teacher on this experience.
A) Brief description of what you each intend to share with workshop participants during our opening 5 minute presentation
Poh-Sun - opens by giving a 5 minute introduction to what is digital scholarship and then the format of the workshop
"The use of technology to support educational scholarship has been called digital scholarship" (Goh and Sandars, 2019)
John - Digital Scholarship and online social media
Part of scholarship is dissemination of scholarly activities
Focus on how to assess the scholarship of social media posts
Alex - The spectrum of opportunities for digital scholarship and important considerations
Peter - The use of social media for the dissemination of your scholarly work
Mike - Sharing on: Use of video media in T and L by teachers or students… types of videos, monologue and dialogue in video, interactive videos, analytics of videos
Martin - "Learning Analytics" -- definition, examples, technology.
B) Suggest one group activity that you would get one table group to work on, that you will guide and mentor
John - The challenge of online media as evidence for scholarship in medical education
To focus on evaluation of social media as evidence of medical education scholarship.
My one learning objective and skill and action step
To critically evaluate social media as evidence of medical education scholarship.
Alex - Scope a plan of action to employ digital scholarship to 3 different components of your educational practice
Peter - Use of twitter to share an article (preferably your own). We will work on writing an appropriate tweet for it
Mike - Discussion of participants proposals of what they would like to do with video for their learning with regards to designing simple and easy to use video learning resources and feedback and how to track the digital scholarship relating to this.
Martin - would depend on how long we have. Will discuss a series of "analytics" definitions based on the Gartner framework.
Poh-Sun - Digital Scholarship to make (our efforts) visible, accessible, and assessable
takeaway - "digital scholarship, to add to academic discourse, and get recognised for this" will highlight this idea on Social Media
Introducing Micro-Scholarship in Medical Education from Poh-Sun Goh
Stackable Micro-Scholarship in Medical Education from Poh-Sun Goh
my three additional slides will be -
Digital Scholar - The Scholarship Cycle, Value-Impact-Recognition from Poh-Sun Goh
my two "Blogger, Instagram, and Twitter shared articles" will be
Goh PS, Sandars J. (2019). Digital Scholarship – rethinking educational scholarship in the digital world, MedEdPublish, 8, , 15.
Goh, PS. (2016) Using a blog as an integrated eLearning tool and platform. Med Teach. Jun;38(6):628-9. Epub 2015 Nov 11.
We have each table give a short report of their discussions - with other groups posing one or two questions/additional discussion (short).
We bring in additional comments and contributions from wider AMEE membership who have contributed to discussion before workshop on Twitter, and other Social Media Channels (if we have time - see below section)
Factors contributing to Successful Social Media Strategy in Medical Education Faculty Development from Poh-Sun Goh
Final wrap up and take home points.
Soon after workshop we
C) Post summary - take home points on Twitter, Instagram, Blogger, Padlet, Facebook
D) Write first draft of workshop "report" - for eventual MedEdWorld post, then MedEdPublish or Medical Teacher article (see below section).
(deadline 6 February 2019; accepted for in-conference workshop on 2 May 2019)
(early bird registration ends 25 May 2019)
Bullock, A., & Webb, K. (2015). Technology in postgraduate medical education: a dynamic influence on learning?. Postgraduate medical journal, 91(1081), 646-50.