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, , 74, https://doi.org/10.15694/mep.2019.000223.1
Using technology to humanise values for effective healthcare from Poh-Sun Goh
Using technology to nurture values in healthcare from Poh-Sun Goh
TEL in Health Professions Education Symposium
(16 or 19 March 2020)
Technology enhanced learning in medical education - a snapshot of current local and international practice and peek into the future
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 and examples of use of TEL in postgraduate training at NUHS will be made, as well as use of TEL internationally in medical education, and faculty development at APMEC and AMEE. 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, , 15, https://doi.org/10.15694/mep.2019.000085.1
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. 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].
Retrieved from http://www.hippasus.com/rrpweblog/archives/000095.html
Technology enhances and transforms Learning in MedEd from Poh-Sun GohLearning Analytics and Digital Scholarship
(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).
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
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
Design Thinking for the 21st Century
Withell, Andrew & Haigh, Neil. (2013). Developing Design Thinking Expertise in Higher Education.
Google search for "design thinking in 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
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.
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
(25 May 2020 - 12 June 2020)
(25 May 2020 - 12 June 2020)
"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."
Latif, M. Z., Hussain, I., Saeed, R., Qureshi, M. A., & Maqsood, U. (2019). Use of Smart Phones and Social Media in Medical Education: Trends, Advantages, Challenges and Barriers. Acta informatica medica : AIM : journal of the Society for Medical Informatics of Bosnia & Herzegovina : casopis Drustva za medicinsku informatiku BiH, 27(2), 133–138. doi:10.5455/aim.2019.27.133-138
Medical Educator Roles of the Future
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.
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.
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, Barcelona, Spain (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); and plenary speaker, IAMSE 2020, Denver, USA. 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.
Reflect on how Bloom's taxonomy, Miller's pyramid and the Kirkpatrick model might apply to learning continuum map from Poh-Sun Goh
What is known from the literature about the pedagogy of VR and AR from Poh-Sun Goh
Implementation of Technology Enhanced Learning (including VR, AR and AI) in Medical Education - Some questions to ask from Poh-Sun Goh
Friday 24 July 2020 to Sunday 9 August 2020
Creating "useful knowledge" by research and evaluation of technology enhanced learning interventions
John Sandars, Poh-Sun Goh
(main conference workshop, AMEE 2020)
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.