Monday, 18 October 2021

Riding Current and Future 'Global' Trends in Medical Education - Engaging in an interactive 'Local' Conversation, Faculty Seminar for Medical Education(FAME) @ KU (Korea University)

Faculty Seminar for Medical Education(FAME) @ KU (Korea University)

2 November 2021, 12.30pm - 13.30pm Seoul Time (11.30am - 1230pm Singapore Time, Tuesday, 2 November 2021)

"Riding Current and Future 'Global' Trends in Medical Education - Engaging in an interactive 'Local' Conversation"

Poh-Sun Goh


This purpose of this interactive session will be to explore 'Global' Trends in Medical Education, and how these might be 'Localised', customised, and applied to meet the needs of individual local users and stakeholders. The discussion will expand on recent published papers in the KJME, including by Park, Lee, Ho and Han [1], and commentary summarising and expanding on my keynote presentation at the KSME 2021 conference [2]. I will apply a Design Thinking perspective and lens to engage with the audience in an interactive conversation on this topic.



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One Slide Overview Below

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"Among the 7616 abstracts initially identified, 28 full-text articles were selected to reflect medical education trends and suggest suitable educational programs. The integrative themes and subthemes of future medical education are as follows: 1) a humanistic approach to patient safety that involves encouraging humanistic doctors and facilitating collaboration; 2) early experience and longitudinal integration by early exposure to patient-oriented integration and longitudinal integrated clerkships; 3) going beyond hospitals toward society by responding to changing community needs and showing respect for diversity; and 4) student-driven learning with advanced technology through active learning with individualization, social interaction, and resource accessibility."  quoted from abstract (results) from


Han, ER., Yeo, S., Kim, MJ. et al. Medical education trends for future physicians in the era of advanced technology and artificial intelligence: an integrative review. BMC Med Educ 19, 460 (2019). https://doi.org/10.1186/s12909-019-1891-5


"The deans’ perspective changes has shown the possibility of the deans’ generation aligning more closely with the current Generation Z medical students. They projected further innovations in teaching and learning methods, especially applying flipped learning and highlighted the need to invest in faculty development so medical educators can be equipped and competent in diverse ICT (information and communications technology) learning platforms. Also, the need for advance preparations in medical education for future similar public health crises were stressed. Unprecedented changes brought by COVID-19 positively impacted Korean medical education in parts and the Korean deans envisioned further innovations using the experiences gained during this crisis." -  quoted from abstract (conclusion) from

Park H, Lee YM, Ho MJ, Han HC. How the coronavirus disease 2019 pandemic changed medical education and deans' perspectives in Korean medical schools. Korean J Med Educ. 2021 Jun;33(2):65-74. Epub 2021 Jun 1. https://www.kjme.kr/journal/view.php?doi=10.3946/kjme.2021.187


"... Continuous improvement and transformation of this lengthy longitudinal professional training and certification to practice path offers several, if not many opportunities to blend the “best use” of human guided training, feedback and coaching with technology tools and platforms (including AI, VR, AR, MR, robotics, simulation paradigms, and simulators, as well as pervasive or regularly sampled indicators and data of both performance and outcomes—with learning and performance analytics). We augment this with visibility, data, performance and outcome analysis and analytics of professional teams, and both localized and larger health systems and networks; in order to build a high functioning, high quality efficient and effective, safe clinical teams, and health systems, at local, regional, countrywide; and even at international levels. Why not? Blending the best of “human intelligence” and AI could potentially, can, and should allow us to scale best practices [1]." quoted from final paragraph from

Goh, PS. 'The vision of transformation in medical education after the COVID-19 pandemic'. Korean J Med Educ. 2021;33 (3): 171-174. Publication Date (Web): 2021 August 27. https://doi.org/10.3946/kjme.2021.197


Google image search for 'design thinking model from the Hasso Plattner Institute for Design at Stanford University'

see overview of topic from

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



‘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’ [1]. - above quoted from final paragraph from

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


End of Presentation

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Further Reading:

Global Trends in Healthcare

https://www2.deloitte.com/global/en/pages/life-sciences-and-healthcare/articles/global-health-care-sector-outlook.html

https://www.pwc.com/gx/en/industries/healthcare/emerging-trends-pwc-healthcare.html

https://www.mckinsey.com/industries/healthcare-systems-and-services/our-insights/the-great-acceleration-in-healthcare-six-trends-to-heed

https://www.ahdbonline.com/web-exclusives/3149-global-issues-driving-us-healthcare-trends-in-2021-and-2022

https://www.forbes.com/sites/bernardmarr/2020/11/23/the-5-biggest-healthcare-trends-in-2021-everyone-should-be-ready-for-today/?sh=1fbf0e7321c0

https://trustees.aha.org/top-10-emerging-trends-health-care-2021-new-normal

https://healthcareglobal.com/hospitals/trends-global-healthcare-provision-across-world

https://www.tuvsud.com/en/resource-centre/stories/global-healthcare-trends


Global Trends in Medical Education

Thibault GE. The future of health professions education: Emerging trends in the United States. FASEB BioAdvances. 2020;2:685–694. https://doi.org/10.1096/fba.2020-00061

O'Brien, B.C., Forrest, K., Wijnen-Meijer, M. and ten Cate, O. (2018). A Global View of Structures and Trends in Medical Education. In Understanding Medical Education (eds T. Swanwick, K. Forrest and B.C. O'Brien). https://doi.org/10.1002/9781119373780.ch2


"Among the 7616 abstracts initially identified, 28 full-text articles were selected to reflect medical education trends and suggest suitable educational programs. The integrative themes and subthemes of future medical education are as follows: 1) a humanistic approach to patient safety that involves encouraging humanistic doctors and facilitating collaboration; 2) early experience and longitudinal integration by early exposure to patient-oriented integration and longitudinal integrated clerkships; 3) going beyond hospitals toward society by responding to changing community needs and showing respect for diversity; and 4) student-driven learning with advanced technology through active learning with individualization, social interaction, and resource accessibility."  quoted from abstract (results) from

Han, ER., Yeo, S., Kim, MJ. et al. Medical education trends for future physicians in the era of advanced technology and artificial intelligence: an integrative review. BMC Med Educ 19, 460 (2019). https://doi.org/10.1186/s12909-019-1891-5


Future of Medical Education

https://www.qs.com/what-will-the-future-of-medical-education-look-like/

https://www.medhub.com/take-5-promising-medical-education-trends/

https://www.pennmedicine.org/news/publications-and-special-projects/penn-medicine-magazine/spring-summer-2019/3-questions-on-the-future-of-medical-education

Yeoh K. G. (2019). The future of medical education. Singapore medical journal, 60(1), 3–8. https://doi.org/10.11622/smedj.2019003

https://www.policymed.com/2011/11/open-education-trends-transform-the-future-of-professional-medical-education.html


Future of medical education after COVID

Changes to the Future of Medical Education due to COVID-19. by Varathagini Balakumar, 3rd Year Medical Student, Cardiff University School of Medicine, Cardiff University. BMJ 2020; 369 doi: https://doi.org/10.1136/bmj.m2221 (Published 05 June 2020) available at https://www.bmj.com/content/369/bmj.m2221/rr-1 (accessed on 31 October 2021)

https://www.hcplive.com/view/the-transformational-impact-covid-19-medical-education

https://www.uclahealth.org/u-magazine/medical-education-in-a-post-covid-world

Tan KI, Foo J, Ang BW, Chua JW, Teo DB. Perspectives of medical students on local medical education during COVID-19. Singapore Med J. 2020 Jul 16. doi: 10.11622/smedj.2020105. Epub ahead of print. PMID: 32668830. http://www.smj.org.sg/sites/default/files/CO-2020-212-epub.pdf


"The deans’ perspective changes has shown the possibility of the deans’ generation aligning more closely with the current Generation Z medical students. They projected further innovations in teaching and learning methods, especially applying flipped learning and highlighted the need to invest in faculty development so medical educators can be equipped and competent in diverse ICT (information and communications technology) learning platforms. Also, the need for advance preparations in medical education for future similar public health crises were stressed. Unprecedented changes brought by COVID-19 positively impacted Korean medical education in parts and the Korean deans envisioned further innovations using the experiences gained during this crisis." -  quoted from abstract (conclusion) from

Park H, Lee YM, Ho MJ, Han HC. How the coronavirus disease 2019 pandemic changed medical education and deans' perspectives in Korean medical schools. Korean J Med Educ. 2021 Jun;33(2):65-74. Epub 2021 Jun 1. https://www.kjme.kr/journal/view.php?doi=10.3946/kjme.2021.187


"... Continuous improvement and transformation of this lengthy longitudinal professional training and certification to practice path offers several, if not many opportunities to blend the “best use” of human guided training, feedback and coaching with technology tools and platforms (including AI, VR, AR, MR, robotics, simulation paradigms, and simulators, as well as pervasive or regularly sampled indicators and data of both performance and outcomes—with learning and performance analytics). We augment this with visibility, data, performance and outcome analysis and analytics of professional teams, and both localized and larger health systems and networks; in order to build a high functioning, high quality efficient and effective, safe clinical teams, and health systems, at local, regional, countrywide; and even at international levels. Why not? Blending the best of “human intelligence” and AI could potentially, can, and should allow us to scale best practices [1]." quoted from final paragraph from

Goh, PS. 'The vision of transformation in medical education after the COVID-19 pandemic'. Korean J Med Educ. 2021;33 (3): 171-174. Publication Date (Web): 2021 August 27. https://doi.org/10.3946/kjme.2021.197


Google image search for 'design thinking model from the Hasso Plattner Institute for Design at Stanford University'

see overview of topic from

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



‘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’ [1]. - above quoted from final paragraph from

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










The NUS Medicine Story (10 May 2019, YouTube)

https://medicine.nus.edu.sg/events/vt/

https://medicine.nus.edu.sg/

https://medicine.nus.edu.sg/education/mete/

https://medicine.nus.edu.sg/cenmed/

https://medicine.nus.edu.sg/cenmed/about-us/history.html

https://nus.edu.sg/cdtl

https://cit.nus.edu.sg/


https://www.nuhs.edu.sg/research/research-stories/Pages/nuhs-embarks-on-holomedicine-research-in-singapore-using-mixed-reality-technology-to-enhance-patient-care.aspx

https://holomedicine-association.org/founding-members

https://www.nuhs.edu.sg/For-Patients-Visitors/teleconsult/Pages/default.aspx

https://www.straitstimes.com/singapore/health/nuhs-to-roll-out-new-apps-telemedicine-feature-to-entire-cluster-by-2022

https://www.straitstimes.com/singapore/health/the-shift-towards-a-digital-healthcare-system-is-inevitable-in-singapore-panel

https://www.straitstimes.com/singapore/health/novel-technologies-can-enhance-singapores-healthcare-system-masagos

https://govinsider.asia/vision/how-singapore-is-building-ai-for-predictive-healthcare-nuhs/

https://www.straitstimes.com/singapore/housing/queenstown-to-become-singapores-first-health-district-with-more-community


https://amee.org/awards-prizes/aspire-award

https://amee.org/awards-prizes/aspire-award#areas-of-excellence

https://www.aspire-to-excellence.org/

https://www.aspire-to-excellence.org/Areas+of+Excellence/

https://amee.org/amee-committees

https://amee.org/amee-committees/tel


https://www.aamc.org/what-we-do/mission-areas/medical-education/fostering-scholarship

https://www.aamc.org/professional-development/affinity-groups/gfa/faculty-vitae/defining-educational-scholarship

https://www.vumc.org/aet/sites/vumc.org.aet/files/public_files/AAMCEducationalScholarship.pdf


https://www.weforum.org/agenda/2021/02/digital-learning-covid-19-changed-way-we-educate-children/

https://www3.weforum.org/docs/WEFUSA_NewVisionforEducation_Report2015.pdf


Han, ER., Yeo, S., Kim, MJ. et al. Medical education trends for future physicians in the era of advanced technology and artificial intelligence: an integrative review. BMC Med Educ 19, 460 (2019). https://doi.org/10.1186/s12909-019-1891-5

Park H, Lee YM, Ho MJ, Han HC. How the coronavirus disease 2019 pandemic changed medical education and deans' perspectives in Korean medical schools. Korean J Med Educ. 2021 Jun;33(2):65-74. Epub 2021 Jun 1. https://www.kjme.kr/journal/view.php?doi=10.3946/kjme.2021.187

Goh, PS. 'The vision of transformation in medical education after the COVID-19 pandemic'. Korean J Med Educ. 2021;33 (3): 171-174. Publication Date (Web): 2021 August 27. https://doi.org/10.3946/kjme.2021.197

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

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


Liu, Wenlin & Sidhu, Anupreet & Beacom, Amanda & Valente, Thomas. (2017). Social Network Theory. 10.1002/9781118783764.wbieme0092. 

https://www.researchgate.net/publication/316250457_Social_Network_Theory

https://medium.com/swlh/social-network-theory-a-literature-review-for-understanding-innovation-programs-7f1c214e9a77

https://researchfeatures.com/diffusion-innovations-within-social-networks/

https://sphweb.bumc.bu.edu/otlt/mph-modules/sb/behavioralchangetheories/behavioralchangetheories4.html

Schuster, J., & Kolleck, N. (2020). The Global Diffusion of Social Innovations - An Analysis of Twitter Communication Networks Related to Inclusive Education. Frontiers in Education, 5. doi:10.3389/feduc.2020.492010 https://www.frontiersin.org/articles/10.3389/feduc.2020.492010/full

https://en.wikipedia.org/wiki/Diffusion_of_innovations

https://is.theorizeit.org/wiki/Social_network_theory

https://en.wikipedia.org/wiki/Social_network


https://telmeded.blogspot.com/2021/10/mit-open-courseware.html


https://www.pewresearch.org/fact-tank/2021/11/01/americans-differ-from-people-in-other-societies-over-some-aspects-of-u-s-hard-and-soft-power/?amp=1

https://brandfinance.com/press-releases/global-soft-power-index-south-korea-ranks-11th

From BTS to ‘Squid Game’: How South Korea Became a Cultural Juggernaut (NYTimes)

https://en.wikipedia.org/wiki/Healthcare_in_Singapore


Google search for 'iterative life cycle'

Google image search for 'iterative life cycle'


https://telmeded.blogspot.com/2021/11/humanpace-technologicalscale.html


Let us, then, be up and doing,

   With a heart for any fate;

Still achieving, still pursuing,

   Learn to labor and to wait.

- Henry Wadsworth Longfellow



Build thee more stately mansions, O my soul,
As the swift seasons roll!
Leave thy low-vaulted past!
Let each new temple, nobler than the last,
Shut thee from heaven with a dome more vast,
Till thou at length art free,
Leaving thine outgrown shell by life’s unresting sea!

- Oliver Wendell Holmes Sr.

https://literarydevices.net/the-chambered-nautilus/



This (above) Wikipedia and Wikimedia Commons image is from the user Chris 73 and is freely available at https://commons.wikimedia.org/wiki/File:NautilusCutawayLogarithmicSpiral.jpg under the creative commons cc-by-sa 3.0 license.


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Dr Poh-Sun Goh
吳 宝 山
Short Bio:
Associate Professor, Department of Diagnostic Radiology, Yong Loo Lin School of Medicine (YLLSOM), National University of Singapore (NUS), Senior Consultant, Department of Diagnostic Radiology, National University Hospital and Associate Member, Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; Member, AMEE TEL (Technology Enhanced Learning) Committee (since 2011)

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. Am a certified Newfield/YLLSOM Associate Coach, successfully completing The Coach Partnership/Newfield Coach Training Program for NUS YLL SOM (2021).

More here https://linktr.ee/PohSunGoh
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