Medical Education and eLearning Portfolio: April 2020

Monday 27 April 2020

Digital Scholarship in Medical Education 2020

https://medicine.nus.edu.sg/cenmed/faculty-development-programs/events.html

https://medicine.nus.edu.sg/cenmed/files/2020_Program_Flyers/(k)Scholarship_of_Teaching_and_Learning_(SoTL)_Research_in_Medical_Education(RIME)_2July2020.pdf

⏯ Screencast message to workshop participants (preparation before workshop)

(illustrated screencast video, with audio)

Created on Screencastify.

Message to CenMED NUS SoTL and RIME workshop participants (on 20 June 2020, shared with workshop participants 2 weeks before the workshop)

'Digital Scholarship in Medical Education'

Dear workshop participants,

In the 2 weeks before the workshop, please read, take notes on, and reflect upon the messages in the review paper below on the topic of digital scholarship, including how these ideas might apply in, and assist you in your practice as an educator, and educational scholar.

Quinn, A., Chan, T. M., Sampson, C., Grossman, C., Butts, C., Casey, J., Caretta-Weyer, H., & Gottlieb, M. (2018). Curated Collections for Educators: Five Key Papers on Evaluating Digital Scholarship. Cureus, 10(1), e2021. https://doi.org/10.7759/cureus.2021
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5837232/

May I recommend that you also skim through the slides and resources on the blogpost for a workshop on this topic at AMEE 2019
https://medicaleducationelearning.blogspot.com/2019/06/tel-amee-2019.html

workshop and symposium on this topic at APMEC 2019
https://medicaleducationelearning.blogspot.com/2018/09/digital-scholarship.html

and updated blogpost on this topic in 2020
https://medicaleducationelearning.blogspot.com/2020/04/digital-scholarship-in-medical.html

Look forward to discussing these ideas further with you during the workshop.

With warmest regards,
Poh-Sun

Digital Scholarship in Medical Education - Three key takeaways

"The use of technology to support educational scholarship has been called digital scholarship" (Goh and Sandars, 2019)
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

Digital Scholarship to make (our efforts) visible, accessible, and assessable

Digital scholarship, to add to academic discourse, and get recognised for this
(can be disseminated and scaled up on Social Media)

______

➡ 'Digitalisation is' - 'Digitalisation is the incorporation of digital technologies into business/social processes, with the goal of improving them'.
quoted from
https://www.scrive.com/digitalisation/

Digitalisation can:

Show what we teach with and assess on.

Show how we teach, and students learn.

Show outcomes and impact of our educational and training efforts.

Allow us to engage in and demonstrate scholarship in a visible, accessible and assessable manner.

Poh-Sun Goh, 28 June 2020 @ 0849am

Digital Scholarship is:

"The use of technology to support educational scholarship has been called digital scholarship" (Goh and Sandars, 2019)
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

Digital Scholarship to make (our efforts) visible, accessible, and assessable

Digital scholarship, to add to academic discourse, and get recognised for this
(can be disseminated and scaled up on Social Media)

e.g.
https://medicaleducationelearning.blogspot.com/2020/03/a-vision-of-use-of-technology-in.html

#IAMSE20 Plenary: Medical Educator Roles of the Future
see below
https://www.facebook.com/pg/MedicalEducator/videos/

https://twitter.com/search?q=poh-sun%20goh&src=typed_query

https://twitter.com/search?q=poh%20sun%20goh&src=typed_query

https://twitter.com/search?q=goh%20poh%20sun&src=typed_query

above from

https://www.instagram.com/p/B1Hubh0HUGZ/

https://www.instagram.com/p/BxdaH3onLL0/

http://edutechwiki.unige.ch/en/Connectivism

Digital Scholarship in Medical Education from Poh-Sun Goh

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"Rethinking the Scholarship of Teaching and Learning for a Digital Age"
by Poh-Sun Goh

available on the following blogpost ⏯https://medicaleducationelearning.blogspot.com/2019/05/sotl-and-rime-workshop-cenmed-wednesday.html

reproduced below section:

Rethinking the Scholarship of Teaching and Learning for a Digital Age

Poh-Sun Goh

The Scholarship of Teaching and Learning (SoTL) is a set of unifying ideas centred around proposals put forward in a series of scholarly articles by Boyer, Glassick, Hutchings and Shulman, and embraced by the scholarly community (Boyer 1990; Glassick 2000; Hutchings & Schulman 1999). The aim of this Short Communication is to expand upon each category of scholarship proposed by Boyer, by adding the scholarship of Creation, Curation with attribution, Transfer to practice, and Workplace/Lifelong learning; add to Glassick’s six standards the Digital standards of Openness and Visibility, and expand on Hutchings and Shulman’s three minimum requirements of scholarship by incorporating ideas from networked learning and connectivism by George Siemens (Siemens 2005). We hope that this article contributes to move forward thinking on the SoTL, for a Digital Age.

The Scholarship of Creation is well accepted in the Arts, and has analogies to the creative process when a medical educator creates educational materials. A strong argument can be made, and has been made that this is similar to the recognition that artists receive, particularly when their work is presented for public review, critique and commentary (Boyer 1990; Hutchings & Schulman 1999). The creation of digital materials for medical education and training, is hard work, often inspirited by the same creative impulse that drives artistic endeavours, particularly when imbued with an intentional, informed, reflective, scholarly approach; and is similar to the scholarship of discovery. Awareness of this should be raised in both the medical education community, and amongst our administrative peers, to recognise and reward medical education scholars during appointments, promotion and the tenure process.

Similarly, the act of artistic curation, and the professional work of curators in the Arts, has similarities to the work of medical educators, when we assemble educational and training materials. A strong argument again can be made that this has similarities to the Scholarship of Integration (Boyer 1990), and should be given academic and professional recognition and reward, similar to the Scholarship of Creation. Digital platforms and processes makes the Scholarship of Curation open, accessible and visible.

Taking this argument further, the act, or Scholarship of Transfer to Practice, has an analogy with the Scholarship of Application. Digital practice makes this again particularly open, and visible to peers, assessors and evaluators, and when a scholarly approach as proposed by Glassick (2000) is applied to this Scholarship of Practice, appropriate academic recognition can be again accorded to this effort.

The focus of outcomes of learning and teaching guides both the Scholarship of Teaching, and our focus in Workplace and Lifelong learning. Technology enhanced learning (TEL), makes the educational and learning process, as well as performance outcomes of this process open and visible, through a digital analytics process (Goh 2017).

As we examine the categories of scholarship proposed by Boyer, the affordances of digital teaching and learning, and draw analogies and inspiration from practices in the Arts; an argument can be made that awareness, and recognition of the efforts of medical educators in Creation, Curation, Transfer to Practice and Workplace and Lifelong learning can and should given.

References:

Boyer EL. 1990. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.

Glassick CE. 2000. Boyer's expanded definitions of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching. Acad

Med. Sep;75(9):877-80.

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

Siemens G. 2005. Connectivism: A learning theory for the digital age.International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.

Hutchings P, Shulman LS. 1999. The Scholarship of Teaching: New Elaborations, New Developments, Change: The Magazine of Higher Learning, 31:5, 10-15, DOI: 10.1080/00091389909604218

Three takeaways:

1) The scholarship categories proposed by Boyer (Discovery, Integration, Application and Teaching) can be each expanded to include Creation (Digital content and online repositories), Curation with attribution, Transfer to practice and Work place/Life long learning.

2) That we add to Glassick's six standards (Clear goals, adequate preparation, appropriate methods, significant results, effective presentation and reflective critique) with Digital standards of openness (with focus on making the learning process, and data to inform - demonstrate outcomes of learning visible and accessible openly online).

3) That we expand on Schulman's three minimum requirements of scholarship (public, in form suitable for critical review and evaluation, accessible for exchange with, and to be build upon by other members of the scholarly community) for the digital age, incorporating the ideas from George Siemens (connectivism: a learning theory for the digital age) combined with classical educational pedagogy of relevant, contextual, collaborative, active learning with feedback.

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

Weller, M. (2011) The Digital Scholar: How Technology Is Transforming Scholarly Practice. London: Bloomsbury Academic. http://dx.doi.org/10.5040/9781849666275

see Chapter 1: Digital, Networked and Open
and Chapter 4: The Nature of Scholarship

and Chapter 11: Reward and Tenure

See more on follow up blogpost
⏯https://medicaleducationelearning.blogspot.com/2020/05/eportfolios-as-visible-and-tangible.html

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See one, do one, teach one ..... to See, Show-Do with Feedback, Teach with Feedback-Reflection-Scholarship from Poh-Sun Goh

Scholarship in Medical Education - Beyond Boyer, Digital Scholarship from Poh-Sun Goh

Why, before What and How in Medical Education from Poh-Sun Goh

Digital scholarship in Medical Education and Clinical Practice and Training from Poh-Sun Goh

Effective learning is a repetitive, iterative, cumulative process from Poh-Sun Goh

Digital Scholar - The Scholarship Cycle, Value-Impact-Recognition from Poh-Sun Goh

above some illustrative examples from last 12 months

Digital Scholarship and Engagement - Indicators, Metrics, Value and Impact

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.

Wednesday 22 April 2020

IAMSE 2020 plenary presentation - 'Medical Educator Roles for the Future'

⏯How to navigate through content on this blogpost video link
(illustrated screencast video, with no audio)

Created on Screencastify.

Blogpost below contains in the following sequence, from the top

1) Illustrations for the presentation as embedded SlideShare document,

2) Full text transcript of presentation as embedded SlideShare document,
3) Section with separate links to online image search for 'mixed reality', 'VR', 'AR', 'Simulation', 'Virtual simulation', 'Serious games' and 'AI and machine learning' in medical education,

4) A series of Embedded Videos illustrating Mixed Reality, Augmented Reality, Virtual Reality, Serious Games, and recent panel discussion on AI,

5) Full transcript of my presentation, with links to additional illustrations and open access online articles,

6) Postscript for discussion, and

7) Closing comment.

⏯Pilot test Screencast video of illustrations link (without audio)

(session embedded Screencast videos will have audio)

Medical Educator Roles of the Future from Poh-Sun Goh

click or tap on image to go to Facebook Live recording

or use link below

https://www.facebook.com/MedicalEducator/videos/283576826352725/

(above link to Facebook Live recording of plenary session - presentation and Q and A discussion)

click or tap on image to go to live recording

or use link below

https://vimeo.com/432544916

(#IAMSE20 - Plenary - Poh-Sun Goh)

Know Your Customers’ “Jobs to Be Done”
by Clayton M. Christensen , Taddy Hall , Karen Dillon and David S. Duncan
https://hbr.org/2016/09/know-your-customers-jobs-to-be-done

https://www.slideshare.net/dnrgohps/adoption-of-elearning-in-med-ed-costs-and-value-add-82738401

https://www.slideshare.net/dnrgohps/digital-educational-resource-hyperlinked-index-vs-restaurant-menu

https://www.slideshare.net/dnrgohps/personal-and-personalised-learning-and-teaching-updated

informal non-formal and formal education – a brief overview of some different approaches
(posted on infed, https://infed.org/mobi/aboutus/)

https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

https://www.stemlynsblog.org/better-learning/educational-theories-you-must-know-st-emlyns/educational-theories-you-must-know-millers-pyramid-st-emlyns/

https://learning.linkedin.com/blog/learning-thought-leadership/the-best-way-to-use-the-kirkpatrick-model--the-most-common-way-t

⏯ http://www.learnpicu.com/medical-education

King, A. (1993). From Sage on the Stage to Guide on the Side. College Teaching, 41(1), 30-35. Retrieved June 12, 2020, from www.jstor.org/stable/27558571

Morrison, Charles D. (2014) "From ‘Sage on the Stage’ to ‘Guide on the Side’: A Good Start," International Journal for the Scholarship of Teaching and Learning: Vol. 8: No. 1, Article 4.
Available at: http://digitalcommons.georgiasouthern.edu/ij-sotl/vol8/iss1/4

https://julnet.swoogo.com/iamse2020/session/264151/plenary-the-application-of-cognitive-psychology-to-improve-teaching-and-learning

Sumeracki, M.A., Weinstein-Jones, Y., Nebel, C.L. and Schmidt, S.J. (2019), Encouraging Knowledge Transfer in Food Science and Nutrition Education: Suggestions from Cognitive Research. Journal of Food Science Education, 18: 59-66. doi:10.1111/1541-4329.12158
https://onlinelibrary.wiley.com/doi/full/10.1111/1541-4329.12158

Sumeracki, M. A., Madan, C. R., & Weinstein, Y. (2018). Four simple strategies from cognitive psychology for the classroom. In W. Altman, L. Stein, & J. Westfall (Eds.), E‐xcellence in teaching (Vol. 17, pp. 13–20). Retrieved from http://teachpsych.org/ebooks/eit2017/index.php

⏯ https://www.learningscientists.org/downloadable-materials

Roediger, Henry. (2013). Applying Cognitive Psychology to Education: Translational Educational Science. Psychological Science in the Public Interest. 14. 1-3. 10.1177/1529100612454415.
https://www.researchgate.net/publication/273592956_Applying_Cognitive_Psychology_to_Education_Translational_Educational_Science

Clark, Jim & Paivio, Allan. (1991). Dual Coding Theory and Education. Educational Psychology Review. 3. 149-210. 10.1007/BF01320076.
https://www.researchgate.net/publication/225249172_Dual_Coding_Theory_and_Education

https://twitter.com/hashtag/GreatTeaching?src=hashtag_click

⏯ https://www.greatteaching.com/

https://julnet.swoogo.com/iamse2020/session/264154/plenary-cultivating-diversity-and-inclusion-in-medical-education

Jasmine R Marcelin, Dawd S Siraj, Robert Victor, Shaila Kotadia, Yvonne A Maldonado, The Impact of Unconscious Bias in Healthcare: How to Recognize and Mitigate It, The Journal of Infectious Diseases, Volume 220, Issue Supplement_2, 15 September 2019, Pages S62–S73, https://doi.org/10.1093/infdis/jiz214
https://academic.oup.com/jid/article/220/Supplement_2/S62/5552356

https://julnet.swoogo.com/iamse2020/session/264157/plenary-preparing-future-experts-cognition-curriculum-and-adaptive-expertise

Patel VL, Yoskowitz NA, Arocha JF, Shortliffe EH. Cognitive and learning sciences in biomedical and health instructional design: A review with lessons for biomedical informatics education. J Biomed Inform. 2009;42(1):176-197. doi:10.1016/j.jbi.2008.12.002
https://www.sciencedirect.com/science/article/pii/S1532046408001500

Lajoie, Susanne & Gube, Maren. (2018). Adaptive expertise in medical education: Accelerating learning trajectories by fostering self-regulated learning. Medical Teacher. 40. 1-4. 10.1080/0142159X.2018.1485886.
https://pubmed.ncbi.nlm.nih.gov/30033791/

Quirk M, Chumley H. The adaptive medical curriculum: A model for continuous improvement. Med Teach. 2018;40(8):786-790. doi:10.1080/0142159X.2018.1484896
https://pubmed.ncbi.nlm.nih.gov/30033792/

Croskerry, Pat. (2018). Adaptive expertise in medical decision making. Medical Teacher. 40. 1-6. 10.1080/0142159X.2018.1484898.
https://www.researchgate.net/publication/326559244_Adaptive_expertise_in_medical_decision_making

Mylopoulos, M, Kulasegaram, K, Woods, NN. Developing the experts we need: Fostering adaptive expertise through education. J Eval Clin Pract. 2018; 24: 674– 677. https://doi.org/10.1111/jep.12905
https://onlinelibrary.wiley.com/doi/abs/10.1111/jep.12905

https://meded.ucsf.edu/sites/meded.ucsf.edu/files/inline-files/pearls-adaptive-expertise.pdf

https://library.educause.edu/resources/2020/3/2020-educause-horizon-report-teaching-and-learning-edition

"We’ve seen two years’ worth of digital transformation in two months." Satya Nadella, CEO Microsoft quote in blogpost below (30 April 2020)
https://www.microsoft.com/en-us/microsoft-365/blog/2020/04/30/2-years-digital-transformation-2-months/

Goh P.S. (2016) 'A series of reflections on eLearning, traditional and blended learning', MedEdPublish, 5, [3], 19, https://doi.org/10.15694/mep.2016.000105
https://www.mededpublish.org/manuscripts/607

Webster P. Virtual health care in the era of COVID-19. Lancet. 2020;395(10231):1180‐1181. doi:10.1016/S0140-6736(20)30818-7
https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(20)30818-7/fulltext

https://www.mckinsey.com/industries/healthcare-systems-and-services/our-insights/virtual-health-a-look-at-the-next-frontier-of-care-delivery

https://www2.deloitte.com/us/en/pages/life-sciences-and-health-care/articles/virtual-health-health-care-providers.html

https://www.bbc.com/worklife/article/20200608-what-is-the-competency-trap

https://medium.com/@venkat.sridhar/never-waste-a-good-crisis-8018c7d93e17

https://medium.com/swlh/how-to-leave-your-comfort-zone-for-the-better-fabb709c9d11

https://www.slideshare.net/dnrgohps/technology-enhanced-learning-in-medical-education-fireside-chat (supplementary slide, or opening slide for Virtual IAMSE 2020 presentation)

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Medical Educator Roles of the Future from Poh-Sun Goh

⏯Screencast video of section below (without audio)
(the idea of this section is to give you to a visual impression of MR, AR, VR, VR headsets, Simulation, Virtual Simulation, Serious games, AI and machine learning in medical education - to help you visualise a range of these technologies)

Google image search for:

'Mixed reality in medical education'

'AR in medical education'

'VR in medical education'

'VR headset'

'Simulation in medical education'

'Virtual simulation in medical education'

'Serious games in medical education'

'AI and machine learning in medical education'

and

https://www.engadget.com/2019-12-24-vr-in-2020-oculus-quest-half-life-alyx.html

https://www.pcworld.com/article/3513794/will-virtual-reality-finally-break-out-in-2020.html

https://www.virtualperceptions.com/vr-2020-future/

https://www.gartner.com/en/research/methodologies/gartner-hype-cycle

https://medium.com/@shivayogiks/what-is-technology-adoption-life-cycle-and-chasm-e07084e7991f

https://setandbma.wordpress.com/2012/05/28/technology-adoption-shift/

https://medium.com/@uptale/why-immersive-learning-is-the-next-big-thing-in-corporate-training-c783754add29

https://www.weforum.org/agenda/2017/09/augmented-and-virtual-reality-will-change-how-we-create-and-consume-and-bring-new-risks/

https://www.statista.com/chart/4602/virtual-and-augmented-reality-software-revenue/

https://www.goldmansachs.com/insights/pages/virtual-and-augmented-reality-report.html

https://www.goldmansachs.com/insights/podcasts/episodes/05-18-2018-heather-bellini.html

https://www.goldmansachs.com/insights/pages/future-of-learning-katherine-tait.html

https://intelligence.weforum.org/topics/a1Gb0000001k6I0EAI?tab=publications
(when viewing above website on mobile phone, please use landscape rather than portrait orientation in order to view open access interactive graphic on left side of screen)

https://library.educause.edu/resources/2020/3/2020-educause-horizon-report-teaching-and-learning-edition

"With more seamless, reliable technology and, more importantly, advances in augmented reality (AR) and virtual reality (VR), it will soon be possible to “feel” as if everyone in a virtual group is in the same room participating in a single discussion. In addition, histology lectures and slides are already largely online, and digital simulations for anatomy dissection are already available and will improve with VR."

above quote from

Emanuel EJ. The Inevitable Reimagining of Medical Education. JAMA. 2020;323(12):1127–1128. doi:10.1001/jama.2020.1227

https://jamanetwork.com/journals/jama/article-abstract/2762453

audio interview accompanying article above

https://edhub.ama-assn.org/jn-learning/audio-player/18270291

https://www.straitstimes.com/asia/reimagining-education-with-online-teaching-as-the-future
and
https://opinion.inquirer.net/130083/reimagining-education

⏯

https://interestingengineering.com/augmented-reality-the-future-of-medicine

Mock Ward Round - Virtual Reality - Hemicolectomy

(University of Leicester Medical School, 6 March 2018)

https://www.pocket-lint.com/cameras/buyers-guides/137301-best-360-cameras-the-best-vr-and-360-video-cameras-no-matter-your-budget

https://healthtechmagazine.net/article/2018/02/healthcare-treatment-training-reaches-new-heights-vr

https://it-it.facebook.com/nus.singapore/videos/live-now-watch-our-nus-yong-loo-lin-school-of-medicine-students-save-the-life-of/226017275111119/

⏯Screencast video with audio link to message for participants

Dear Participants,

The full text of my presentation at Virtual IAMSE 2020 is below. This complements the SlideShare illustrations available at https://www.slideshare.net/dnrgohps/medical-educator-roles-of-the-future-232394375

Please review the online resources on this blogpost before the session.

One approach to engage with the content is to - check that you have an idea of, and can visualise what VR, AR, MR, Simulation, Virtual Simulation, Serious Games and AI in medical education are, by reviewing the links in the above section of online image search for these terms, reviewing the online videos of examples, then skimming through the review articles in the section below, having a look at the SlideShare illustrations, before reading the three takeaways, postscript and final comments of the presentation. As you do this, think about and jot down notes of your own practice and educational setting, and what application these ideas might have in your setting.

We can discuss these ideas further during the live IAMSE webinar online.

With warmest regards,

Poh-Sun

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⏯Screencast video of opening comments with audio and video link

"Hello.

Thank you for participating in this online webinar at Virtual IAMSE 2020. Thank you to the IAMSE organising committee for inviting me, and the technical team at IAMSE for supporting this webinar. I encourage you to actively engage with the material by reviewing, taking notes, reflecting on your own educational practice, and thinking about how to apply some of these ideas and tips in your setting.

My presentation with be short, and focused on three takeaways. This full transcript of my presentation has internal hyperlinks to cited online resources and articles for your further review and reading. I hope that you will find these useful.

⏯Screencast video of first takeaway with audio link

The first takeaway is summed up in the following elegant quote "All teaching, regardless of how it is delivered is basically: present content, provide practice and feedback, assess learning. Sure, there is more, but focus on that."

accessible at the following link below.

http://www.bbbpress.com/2020/03/8-simple-tips-teaching-online/

This quote reminds us that is is the learning process, and training outcome that we should be focused on as educators. The technology is there is assist us.

⏯Screencast video of second takeaway with audio link

My second takeaway is that we should therefore focus on what the student and trainee “sees” or experiences, and “does”, illustrated in the following slides, and available on the links below

https://www.slideshare.net/dnrgohps/learning-and-training-for-transfer

and

https://www.slideshare.net/dnrgohps/learning-continuum-mapped-on-to-self-vs-instructor-directed-axes

and

https://www.slideshare.net/dnrgohps/the-educational-process-traditional-v-technology-enabled-enhanced

and

https://www.slideshare.net/dnrgohps/tel-in-meded-sampling-consuming-digesting-learning

and

https://www.slideshare.net/dnrgohps/online-learning-pathway-generic-one-example

and

https://www.slideshare.net/dnrgohps/online-learning-pathway-progression

and

https://www.slideshare.net/dnrgohps/effective-learning-is-a-repetitive-iterative-cumulative-process

and

https://www.slideshare.net/dnrgohps/learning-training-and-practice-spectrum-from-abstract-to-actual

and

https://www.slideshare.net/dnrgohps/tips-for-use-of-videos-in-medical-education-during-covid19

and

https://www.slideshare.net/dnrgohps/reflection-on-learning-and-training-in-medical-education

and

https://www.slideshare.net/dnrgohps/reflect-on-how-blooms-taxonomy-and-millers-pyramid-might-apply-to-learning-continuum-map

and

https://www.slideshare.net/dnrgohps/digital-scholar-the-scholarship-cycle-valueimpactrecognition

As educators we should facilitate, encourage, and promote active engagement of the student and trainee with the educational content, and a learning process, which can include taking notes, reflection, recall, discussion, use and application of the educational content - knowledge, skills and attitudes. Recall facts, answer questions, illustrate and demonstrate skills, offer online / simulated practice, use video to record and provide feedback on performance (under appropriate consent and privacy conditions), and use media, including video, and increasingly Virtual Reality (VR) and Augmented Reality (AR) to allow our learners to visualize, situate and empathise with clinical practice settings. There is early promise and potential for AR to provide "just in time" reference material and performance support; and VR to enable our students and trainees to see, hear and feel / experience clinical practice settings. Simulation and gaming paradigms offer promise and potential for safe practice with feedback. Artificial Intelligence (AI) will likely increasingly allow instructors to offer some personalisation and customisation of learning and training. Some recent case studies for the use of AR, VR, Simulation, Gaming and AI are provided in the following section.

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

https://www.karger.com/Article/Fulltext/498923#

Pottle J. (2019). Virtual reality and the transformation of medical education. Future healthcare journal, 6(3), 181–185. https://doi.org/10.7861/fhj.2019-0036

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6798020/

Kononowicz AA, Woodham LA, Edelbring S, Stathakarou N, Davies D, Saxena N, Tudor Car L, Carlstedt-Duke J, Car J, Zary N

Virtual Patient Simulations in Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

J Med Internet Res 2019;21(7):e14676

URL: https://www.jmir.org/2019/7/e14676

Sharifzdaeh, Nahid & Tabesh, Hamed & Kharrazi, Hadi & Edalati, Maryam & Heidari, Somayeh & Tara, Mahmood. (2019). Health education serious games: A scoping review (Preprint). 10.2196/preprints.13459.

https://www.researchgate.net/publication/330640133_Health_education_serious_games_A_scoping_review_Preprint

Briganti, G., & Le Moine, O. (2020). Artificial Intelligence in Medicine: Today and Tomorrow. Frontiers in medicine, 7, 27. https://doi.org/10.3389/fmed.2020.00027

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7012990/

Chan KS, Zary N

Applications and Challenges of Implementing Artificial Intelligence in Medical Education: Integrative Review

JMIR Med Educ 2019;5(1):e13930

URL: https://mededu.jmir.org/2019/1/e13930

We have an opportunity, and challenge to expand the concept of "blended learning", from online self study combined with in person group discussions to asynchronous self study of online content blended with synchronous online group activities. The following two recent articles by Shank (2020) elaborate on this process.

Shank, P. (2020). ‘(The right) digital modalities to deliver digital learning: Part 1’. Published on April 3, 2020. Available at: https://elearningindustry.com/asynchronous-and-synchronous-modalities-deliver-digital-learning (Accessed: 22 April 2020).

Shank, P. (2020). ‘(The right) digital modalities to deliver digital learning: Part 2’. Published on April 13, 2020. Available at: https://elearningindustry.com/right-learning-modalities-asynchronous-and-synchronous-interactions (Accessed: 22 April 2020)

⏯Screencast video of third takeaway with audio link

My third takeaway is to start off with what you are familiar with, and use what is available and at hand. Use "simple" tech - email, SMS, blogs (websites) to broadcast, and "narrowcast" .. targeted message ... connect ... disseminate ... document. This is illustrated in the following graphic (embedded text link), and elaborated further in the short article in TAPS (The Asia Pacific Scholar), and listed in three short SlideShare documents details below. The Centre of Instructional Technology Website at NUS below has detailed "how to do it" information for instructors. http://www.cit.nus.edu.sg/

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

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

https://www.slideshare.net/dnrgohps/everything-i-have-learnt-about-elearning-updated-7-april-2020

https://www.slideshare.net/dnrgohps/implementation-of-technology-enhanced-learning-including-vr-ar-and-ai-in-medical-education-some-questions-to-ask

http://www.cit.nus.edu.sg/

It is likely that the rapid shift to online live large and small group teaching and meetings triggered by the COVID-19 pandemic will accelerate our application of technology to enhance and enable learning. The SlideShare post link below, and recent MedEdPublish articles elaborate on this.

https://www.slideshare.net/dnrgohps/use-of-tel-in-meded-pre-covid19-during-covid19-and-peek-into-the-future

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

Cecilio-Fernandes D, Parisi M, Santos T, Sandars J, 2020, 'The COVID-19 pandemic and the challenge of using technology for medical education in low and middle income countries ', MedEdPublish, 9, [1], 74, https://doi.org/10.15694/mep.2020.000074.1

Taylor D, Grant J, Hamdy H, Grant L, , et al. 2020, 'Transformation to learning from a distance', MedEdPublish, 9, [1], 76, https://doi.org/10.15694/mep.2020.000076.1

Fawns T, Jones D, Aitken G, 2020, 'Challenging assumptions about “moving online” in response to COVID-19, and some practical advice', MedEdPublish, 9, [1], 83, https://doi.org/10.15694/mep.2020.000083.1

Sandars, J., Correia, R., Dankbaar, M., de Jong, P., Goh, P.S., Hege, I., Masters, K., Oh, S.Y., Patel, R., Premkumar, K., Webb, A., Pusic, M. (2020). 'Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic'. MedEdPublish, 9, [1], 82, https://doi.org/10.15694/mep.2020.000082.1

https://www.mededpublish.org/manuscripts/3068

Goh P.S, Sandars J. (2020) 'Rethinking scholarship in medical education during the era of the COVID-19 pandemic', MedEdPublish, 9, [1], 97, https://doi.org/10.15694/mep.2020.000097.1

https://www.mededpublish.org/manuscripts/3116

Sandars, J., & Goh, P.-S. (2020). Design Thinking in Medical Education: The Key Features and Practical Application. Journal of Medical Education and Curricular Development, 7, pp. 1-5. https://doi.org/10.1177/2382120520926518

We can now have an online discussion during the interactive live Q and A segment of the webinar.

Thank you."

The transcript of the full text of my presentation for the IAMSE 2020 webinar is above. Poh-Sun

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⏯Screencast of postscript audio and video link

Postscript (posted on 16 April 2020 @ 0915am), for discussion - first posted online during TeLMED session on 17 April 2020 ( more on following link https://medicaleducationelearning.blogspot.com/2020/03/technology-enhanced-learning-in-medical.html )

"One simple, doable, first step for us to take as educators is to (progressively) make our teaching and training material available for review and use online, as (some open access, some restricted access) digital content (following appropriate and accepted professional usage guidelines, including those for professional use, consent, privacy, and attribution/intellectual property). This facilitates use and review by both students, and fellow educators, to use, and re-use (with attribution). This content can be progressively, and systematically curated and indexed by theme, topic, and ideally also in its most modular, granular form. To encourage, and facilitate re-use, re-purposing, and just in time review. For example - key takeaways, recent and topical papers, guidelines, quotes, illustrations, tables, video clips, modular VR and AR content. Our role as teachers, instructors, demonstrators, educators, content creators, curators, editors, filters/screeners/reviewers, guides and coaches can be assisted by AI, informed by digital and learning analytics."

Poh-Sun Goh (16 April 2020 @ 0915am)

Google search for 'role of vr, ar, mr in medical education'

Google search for 'how much does developing vr ar mr in medical education cost'

Google search for 'role of simulation and virtual simulation in medical education'

Google search for 'role of serious games in medical education'

Google search for 'role of AI and machine learning in medical education'

⏯Screencast of closing comments audio and video link

I also believe that the description of "new tech", what is useful, and important considerations presented at the closing Pecha Kucha session at AMEE 2016 (articulated in the MedEdPublish article 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.

http://dx.doi.org/10.15694/mep.2016.000102) are still valid. As cost progressively reduces, availability and usability of wearable tech for AR, VR, and Mixed Reality progressively increases, together with a deeper understanding of their appropriate use, including software and content for these "newer technologies"; and deeper understanding, wider access, and lower cost of simulation and gaming platforms and paradigms; combined with embedded, usable, and iteratively improving AI and Machine Learning; adoption and use of these technologies to complement, augment, supplement, and even replace previous more traditional methods of instruction and training will progressively increase. Technology will eventually seamlessly integrate even further into our clinical and teaching practice. Our role as educators will be to envision, plan, guide, support and oversee this process, expanding and deepening our role as teachers, instructors, content creators, curators, guides and coaches.

Poh-Sun Goh (23 April 2020 @ 0930am)

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.

http://dx.doi.org/10.15694/mep.2016.000102