(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.
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:
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
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:
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
See more on follow up blogpost
⏯https://medicaleducationelearning.blogspot.com/2020/05/eportfolios-as-visible-and-tangible.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 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
🔺
⬆
⇡
⬆
⇡
See one, do one, teach one ..... to See, Show-Do with Feedback, Teach with Feedback-Reflection-Scholarship from Poh-Sun Goh
Digital Scholar - The Scholarship Cycle, Value-Impact-Recognition from Poh-Sun Goh
"The process of building a portfolio of academic scholarship requires attention to, as well as regular participation in and focus on an area of academic work; getting training, building experience, and developing an understanding of current and topical academic conversations in that area; by reading, attending major academic conferences, through conference presentations, presenting at symposia and workshops; developing ideas further and deepening insights through reflection and discourse; then continuing the academic cycle by getting feedback on these insights by progressively disseminating these ideas through case studies, reflection pieces and peer reviewed papers, both online and through traditional academic peer reviewed publications and conference presentations."
https://medicaleducationelearning.blogspot.com/2017/01/12-ideas-for-2017.html
https://medicaleducationelearning.blogspot.com/2017/09/sotl-in-meded.html
https://medicaleducationelearning.blogspot.com/2019/06/digital-scholar-participation-in-amee.html
above some illustrative examples from last 12 months
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
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].
Retrieved from http://www.hippasus.com/rrpweblog/archives/000095.html
__________________
Building a portfolio of academic scholarship and The academic cycle
by
Goh Poh Sun (first draft on April 10th, 2016 at 1737hrs)
"The process of building a portfolio of academic scholarship requires attention to, as well as regular participation in and focus on an area of academic work; getting training, building experience, and developing an understanding of current and topical academic conversations in that area; by reading, attending major academic conferences, through conference presentations, presenting at symposia and workshops; developing ideas further and deepening insights through reflection and discourse; then continuing the academic cycle by getting feedback on these insights by progressively disseminating these ideas through case studies, reflection pieces and peer reviewed papers, both online and through traditional academic peer reviewed publications and conference presentations."
above first posted on
https://medicaleducationelearning.blogspot.com/2017/01/12-ideas-for-2017.html
https://medicaleducationelearning.blogspot.com/2017/09/sotl-in-meded.html
https://medicaleducationelearning.blogspot.com/2019/06/digital-scholar-participation-in-amee.html
https://medicaleducationelearning.blogspot.com/2018/09/digital-scholarship.html
https://medicaleducationelearning.blogspot.com/2017/09/meded-peer-reviewed-publications.html
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
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
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
(see section on Learning Analytics and Digital Scholarship within article)
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
https://www.mededpublish.org/manuscripts/944
Olle ten Cate, Suzan Dahdal, Thomas Lambert, Florian Neubauer, Anina Pless, Philippe Fabian Pohlmann, Harold van Rijen & Corinne Gurtner (2020) Ten caveats of learning analytics in health professions education: A consumer’s perspective, Medical Teacher, DOI: 10.1080/0142159X.2020.1733505
https://www.tandfonline.com/doi/full/10.1080/0142159X.2020.1733505
Google search for "digital scholarship in medical education"
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/
Thoma, Brent & Chan, Teresa & Benitez, Javier & Lin, Michelle. (2014). Educational Scholarship in the Digital Age: A Scoping Review and Analysis of Scholarly Products. The Winnower. 1. e141827.77297. 10.15200/winn.141827.77297.
https://www.researchgate.net/publication/269397237_Educational_Scholarship_in_the_Digital_Age_A_Scoping_Review_and_Analysis_of_Scholarly_Products
Ken Masters (2020) Ethics in medical education digital scholarship: AMEE Guide No. 134, Medical Teacher, 42:3, 252-265, DOI: 10.1080/0142159X.2019.1695043
https://doi.org/10.1080/0142159X.2019.1695043
https://www.businesstimes.com.sg/companies-markets/bt-new-digital-subscriptions-double-in-april-from-march-amid-covid-19
https://www.businesstimes.com.sg/technology/wall-street-mines-apple-google-mobility-data-to-spot-revival
https://www.apple.com/sg/newsroom/2020/04/apple-makes-mobility-data-available-to-aid-covid-19-efforts/
https://www.apple.com/covid19/mobility/
https://www.google.com/covid19/mobility/
https://www.gstatic.com/covid19/mobility/2020-05-07_SG_Mobility_Report_en.pdf
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/
Cabrera D, Roy D, Chisolm MS. Social Media Scholarship and Alternative Metrics for Academic Promotion and Tenure. J Am Coll Radiol. 2018;15(1 Pt B):135‐141. doi:10.1016/j.jacr.2017.09.012
https://pubmed.ncbi.nlm.nih.gov/29122503/
https://www.jacr.org/article/S1546-1440(17)31134-1/pdf
Raffaghelli, J.E. Exploring the (missed) connections between digital scholarship and faculty development: a conceptual analysis. Int J Educ Technol High Educ 14, 20 (2017). https://doi.org/10.1186/s41239-017-0058-x
https://link.springer.com/article/10.1186/s41239-017-0058-x
Sherbino J, Arora VM, Van Melle E, et alCriteria for social media-based scholarship in health professions educationPostgraduate Medical Journal 2015;91:551-555.
https://pmj.bmj.com/content/91/1080/551
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
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://scholarlykitchen.sspnet.org/2012/08/17/the-importance-of-substantive-editing/
Publishing in Medical Education (Steve Kanter et. al.; Oxford Textbook of Medical Education)
No comments:
Post a Comment
Note: only a member of this blog may post a comment.