above from
above and below from
and
above from
above from
above from
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Dong C, Goh PS. Twelve tips for the effective use of videos in medical education. Med Teach. 2015 Feb; 37(2):140-5.
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Mok, C.H. COVID-19 Impact on Medical Education: a Medical Student Perspective. Med.Sci.Educ. 30, 1337 (2020). https://doi.org/10.1007/s40670-020-01044-6
Using technology to increase student (and faculty satisfaction with) engagement in medical education
Denise Kay and Magdalena Pasarica
Advances in Physiology Education 2019 43:3, 408-413
"When the student is ready the teacher will appear."
- Laozi
"You cannot make people learn. You can only provide the right conditions for learning to happen."
- Vince Gowmon
“I do not teach anyone I only provide the environment in which they can learn”
- Albert Einstein
I hear and I forget. I see and I remember. I do and I understand.
- Confucius
“A man who asks is a fool for five minutes. A man who never asks is a fool for life.”
- Chinese Proverb
"Shall I tell you a secret of a true scholar? It is this: Every man I meet is my master at some point, and in that, I learn from him."
- Ralph Waldo Emerson
"Like this cup, you are full of your own opinions and speculations. How can I show you wisdom unless you first empty your cup?"
- Nyogen Senzaki
"If you are willing to learn, no one can help you. If you are determined to learn, no one can stop you. "
- Anonymous
"One hour per day of study in your chosen field is all it takes. One hour per day of study will put you at the top of your field within three years. Within five years you'll be a national authority. In seven years, you can be one of the best people in the world at what you do."
- Earl Nightingale
“Live as if you were to die tomorrow. Learn as if you were to live forever.”
- Mahatma Gandhi
Goh, P.S., Sandars, J. Insights from the culinary arts for medical educators. MedEdPublish. 2017 Jan; 6(1), Paper No:10. Epub 2017 Jan 18.
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. Using a blog as an integrated eLearning tool and platform. Med Teach. 2016 Jun;38(6):628-9. Epub 2015 Nov 11.
Goh, PS. 'Medical Educator Roles of the Future'. Medical Science Educator. Online publication 30 September 2020. https://doi.org/10.1007/s40670-020-01086-w
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
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
Goh P.S, 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
Goh PS., Sandars J (2019). Increasing tensions in the ubiquitous use of technology for medical education. Med Teach. Accepted for publication, 22 October 2018, published online 16 January 2019.
DOI: 10.1080/0142159X.2018.1540773
Complete SlideDeck for my plenary presentation (above).
See more below, including Padlet (to enable interactive discussion by participants posting and commenting on Posts - open access); and additional content, narrated videos, further reading content within blog below
(Tomorrow's Professor Postings - number 1832)
(Tomorrow's Professor Postings - number 1833)
"When you teleconference, you are spending social capital rather than building it ... .... technology is transformative but clearly the best model is a hybrid one that puts value on both the ease of virtual interaction and the greater resonance of actual physical contact."
--- Fareed Zakaria, Ten Lessons for a Post-Pandemic World
Lesson 6, Aristotle was right - We are Social Animals (page 143-144)
Tips & Tricks: Teachers Educating on Zoom (April 2020, Zoom)
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
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).
(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
"Medical Education Disrupted – Negativity or Creativity"
Date: November 27-28, 2020 (Friday and Saturday)
Venue: Cheung Kung Hai Conference Centre, G/F, William MW Mong Block
Faculty of Medicine Building, The University of Hong Kong
21 Sassoon Road, Pokfulam, Hong Kong
https://www.bimhse.hku.hk/home/events-post/frontiers-conference-2020/
https://www.bimhse.hku.hk/FIMHSE2020/speakers/
https://www.bimhse.hku.hk/FIMHSE2020/programme-rundown/
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Link to ultra-short narrated single slide video of the opening segment of my "plenary" presentation - Option 1
(pre-recorded on Screencastify)
(pre-recorded on Screencastify)
after which the remaining allocated time for my session will be devoted to "live Q and A", to demonstrate in a tangible manner "what we have gained", and how we can add back to, and address what we have potentially "lost", through the use of Technology in MedEd or Medical Education
during this live "Q and A", I will be using the material posted on the session blog below, like a "buffet" of digital content, which has been prepared ahead of time, to cater to most, if not all, of anticipated, likely audience "questions".
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above from
above from
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From Theory to Practice (examples of guided learning paths, in MedEd)
(AMEE 2020)
(IAMSE 2020)
(CenMed NUS workshop on TeL in MedEd 2020)
(Summer Course UGM 2020)
(Radiology Resident Tutorial)
(Undergraduate Y3 MBBS @ NUS)
(Undergraduate Y2 MBBS @ NUS)
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E-ruptions in Education: Symposium
Second Plenary Session
What’s Now?
This session looks at e-learning from a variety of perspectives and how it is influencing, transforming and disrupting conventional medical and health sciences education.
Medical Education Disrupted by Technology, What is Gained and Potentially Lost
Poh-Sun Goh
Medical Education and Professional Training is increasingly being assisted, mediated and augmented by technology, throughout the continuum of undergraduate, through postgraduate to continuing medical education and professional development settings. This mirrors the impact of technology and digitalisation disrupting professional practice in other fields. The aim of this plenary presentation will be to critically examine what is gained, and potentially lost by the use of technology in medical education, through the use of case studies, and an examination of scholarship in this area. A review of basic principles underpinning traditional face to face education and training, the use of technology in medical education, and optimal ways to blend face to face with technology enhanced learning with be made. An examination of “newer” technologies used in medical education, including Virtual and Augmented Reality, Artificial Intelligence, and the role of learning analytics will also be covered.To conclude, one approach to maximise the strengths and minimise the weaknesses of traditional education blended with technology enhanced learning will be proposed.
https://www.slideshare.net/dnrgohps/medical-education-disrupted-by-technology-what-is-gained-and-potentially-lost
Medical Education Disrupted by Technology, What is Gained and Potentially Lost
➡ We gain, with digital content, digital platforms, and digital processes, accessibility, scale, visibility (and with analytics insight into the use, and usefulness of digital content, and the learning/training process, as well as its intermediate and final outcomes), and personalisation (with human and in the near future better AI assisted feedback, coaching and personalisation).
➡ We potentially lose, with increased use of digital content, digital platforms, and digital processes, the human element, the 'human touch', reduced empathy, privacy, cognitively overload the learner, and face the challenges of the 'digital divide', with unequal access to online learning and training opportunities.
➡ What is one approach to maximise the strengths, and minimise the weaknesses of traditional education blended with technology enhanced learning? One approach is to maximise awareness, provide training and faculty development, as well as promote digital literacy for both learners/students, faculty, as well as staff in administrative and leadership roles. Our aim is to optimise, and promote engagement with the digital content, learning and training process, in order to produce effective and efficient learning and training outcomes. To promote deep, rather than superficial learning. To encourage our students (and faculty) not only to be present, but to have presence, and be engaged as active participants and learners.
Role of the aware, trained, intentional scholarly educator, as course designer, content curator and creator, facilitator, editor, filter/screener/reviewer, instructor, guide, mentor, role model and coach. Impact of faculty development, and digital literacy training for learners/students and technology users.
Poh-Sun Goh, 8 August 2020 @ 1.31pm initial draft, updated at 6.38pm
Second Plenary Session
What’s Now?
This session looks at e-learning from a variety of perspectives and how it is influencing, transforming and disrupting conventional medical and health sciences education.
Medical Education Disrupted by Technology, What is Gained and Potentially Lost
Poh-Sun Goh
Medical Education and Professional Training is increasingly being assisted, mediated and augmented by technology, throughout the continuum of undergraduate, through postgraduate to continuing medical education and professional development settings. This mirrors the impact of technology and digitalisation disrupting professional practice in other fields. The aim of this plenary presentation will be to critically examine what is gained, and potentially lost by the use of technology in medical education, through the use of case studies, and an examination of scholarship in this area. A review of basic principles underpinning traditional face to face education and training, the use of technology in medical education, and optimal ways to blend face to face with technology enhanced learning with be made. An examination of “newer” technologies used in medical education, including Virtual and Augmented Reality, Artificial Intelligence, and the role of learning analytics will also be covered.To conclude, one approach to maximise the strengths and minimise the weaknesses of traditional education blended with technology enhanced learning will be proposed.
https://www.slideshare.net/dnrgohps/medical-education-disrupted-by-technology-what-is-gained-and-potentially-lost
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➡ We gain, with digital content, digital platforms, and digital processes, accessibility, scale, visibility (and with analytics insight into the use, and usefulness of digital content, and the learning/training process, as well as its intermediate and final outcomes), and personalisation (with human and in the near future better AI assisted feedback, coaching and personalisation).
➡ We potentially lose, with increased use of digital content, digital platforms, and digital processes, the human element, the 'human touch', reduced empathy, privacy, cognitively overload the learner, and face the challenges of the 'digital divide', with unequal access to online learning and training opportunities.
➡ What is one approach to maximise the strengths, and minimise the weaknesses of traditional education blended with technology enhanced learning? One approach is to maximise awareness, provide training and faculty development, as well as promote digital literacy for both learners/students, faculty, as well as staff in administrative and leadership roles. Our aim is to optimise, and promote engagement with the digital content, learning and training process, in order to produce effective and efficient learning and training outcomes. To promote deep, rather than superficial learning. To encourage our students (and faculty) not only to be present, but to have presence, and be engaged as active participants and learners.
Role of the aware, trained, intentional scholarly educator, as course designer, content curator and creator, facilitator, editor, filter/screener/reviewer, instructor, guide, mentor, role model and coach. Impact of faculty development, and digital literacy training for learners/students and technology users.
Poh-Sun Goh, 8 August 2020 @ 1.31pm initial draft, updated at 6.38pm
Goh, PS. 'Medical Educator Roles of the Future'. Medical Science Educator. Online publication 30 September 2020. https://doi.org/10.1007/s40670-020-01086-w
Working from home: when the cracks start to show (Tim Harford, Financial Times, published online on November 7, 2020)
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Supplementary "Slides" and Additional Reading for Plenary Presentation "Medical Education Disrupted by Technology, What is Gained and Potentially Lost"
(link below)
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"Medical Education Disrupted – Negativity or Creativity"
Date: November 27-28, 2020 (Friday and Saturday)
Venue: Cheung Kung Hai Conference Centre, G/F, William MW Mong Block
Faculty of Medicine Building, The University of Hong Kong
21 Sassoon Road, Pokfulam, Hong Kong
https://www.bimhse.hku.hk/home/events-post/frontiers-conference-2020/
https://www.bimhse.hku.hk/FIMHSE2020/speakers/
https://www.bimhse.hku.hk/FIMHSE2020/programme-rundown/
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Panel Discussion
Learner of the Present, Practitioners of the Future
How is the disruption in education going to affect future practice? Overseas and local educators and clinicians are going to share their thoughts and experiences. The perspectives of both learners and practitioners will be explored.
➡️My opening response (to the panel discussion theme and topic) will be short, to the point ... and I hope (and intend this) to be memorable; as well as a lead in to further discussion, reflection, transfer for relevant practice in your own settings (of the conference audience).
➡️Our learners of the Present will 'be', the practitioners of the Future. Building their digital literacy, motivation and capacity to learn, unlearn, relearn, be adaptable, agile, innovative, and to practice with (knowledge, skill), commitment, dedication, passion, empathy and humanity should be our aim as health professions educators, and scholars. This capacity building applies to our own practice as well, through faculty development.
Learner of the Present, Practitioners of the Future
➡ Fundamentals don't change. Pedagogy. Need to assess outcomes of learning and training. Effectiveness and efficiency of learning, and training, and transfer to practice. Requirements for both faculty development, and learning to learn better (learning literacy).
➡ Disruption in traditional models of face to face, blended, and time based learning. Acceleration of trends in outcome based, and competency learning, micro-learning, just-in-time learning and training, online first/mobile/workplace learning. Requirements for faculty development, and digital literacy for both learners, and faculty.
Poh-Sun Goh, 31 August 2020 @ 0620am
For both student learners, and faculty (faculty development), addressing the 'desire to learn' and 'to get training', is often the first step; including making the 'relevance', and 'utility' of the content, and training process obvious, and self-evident. Of obvious value (to the learner, faculty). Why do this? Why learn this? Is it useful? Relevant? (for me, in my current or future practice).
Poh-Sun Goh, 9 October 2020 @ 0600am
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Supplementary "Slides" and Additional Reading for Panel Discussion - "Learners of the Present, Practitioners of the Future"
(link below)
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Analytics and Social Media for FIMHSE 2020 Conference
(link below)
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