https://medicaleducationelearning.blogspot.com/2022/09/bite-size-just-in-time-jit-learning-in.html
https://medicaleducationelearning.blogspot.com/2022/09/micro-learning-micro-practice-and-micro.html
Tuesday 27 September 2022
Transforming How We Learn
Monday 26 September 2022
Imaging of Chest and Lungs - Year 1 MBBS Lecture (NUS)
Dear students,
the link to Entrada (with my pre-recorded video uploaded) below (and screenshot)
https://entrada.nusmedicine.nus.edu.sg/events?drid=307351
with link to e-Lecture (screenshot below)
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at the scheduled live 'lecture' session, I will selectively highlight important material, take opportunity to go deeper (on request from live audience), and / or do more interactive Q and A
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alternative modular self-study pathways, curated online content, and links to my individual slides are accessible on following link, from last year's session
https://medicaleducationelearning.blogspot.com/2021/09/imaging-of-chest-and-lungs-online.html
I will use these selectively for illustration during my 'live' (lecture) session
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Warmest regards,
Poh-Sun
Sunday 25 September 2022
M3 Tutorial on Tuesday 27th September 2022 @ 1pm
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Email message to M3 students on Monday 26 September 2022
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Dear Phase III Surgery CG 26-38 Students,
For the Radiology session “Acute Abdomen”, this will be a one hour scheduled live interactive teaching session (on Zoom) this Tuesday 27th September 2022 at 1pm, followed by self-study session of the presented and reference-further reading online content (see below). Please refer to Entrada and visit the blog for the open access online content curated by A/Prof Goh Poh Sun at this URL https://medicaleducationelearning.blogspot.com/2022/09/m3-tutorial-on-tuesday-27th-september.html
Remarks : One hour live interactive presentation by instructor, with live Q and A. Post session optional self study of content from presentation blog. For those students who are interested, please feel free to review the session outline and content before the tutorial.
We will be covering 7 major clinical conditions (below)
Radiology Bowel Perforation
Radiology Bowel Obstruction
Radiology Acute Appendicitis
Radiology Acute Cholecystitis
Radiology Acute Diverticulitis
Radiology Acute Pancreatitis
Radiology Colon Cancer
Best regards
Poh Sun
(This tutorial process has been iteratively refined over the last year, during the COVID-19 pandemic.
Learning takes place essentially as a process of self study, in each of you individually. Following by active discussion and use of this material in clinical practice. For this session, we will review and discuss your understanding during the live session this Tuesday. My role is to present compact, usable content, that you can both review and use, and come back to, as and when you require in the future. For those of you who are interested in how this tutorial process has been refined with previous tutorial groups please click to tap on this link - https://medicaleducationelearning.blogspot.com/2021/12/m3-tutorial-on-wednesday-8-december.html
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Start here with background info and learning tips
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Some tips to increase your learning and training effectiveness and efficiency:
Poh-Sun Goh
1. Reflect on the purpose of your medical education and expected outcomes of your undergraduate education and clinical training process.
2. Your current clinical exposure to case based learning in the emergency department, wards, and clinics-outpatient settings builds on a foundation of pre-clinical basic sciences in year 1 and 2 of the medical program (with anatomy and pathology particularly applicable to the interpretation of radiology / imaging studies of your patients).
3. For the abdomen, think about what anatomical structures lie within the area of interest/clinical presentation, or may present with the clinical symptoms and signs exhibited by your patients. Ask yourself what radiological investigation you might request or review in order to make a diagnosis - to rule in, or rule out potential clinical diagnosis. Radiology helps you to "see living anatomy and pathology" in your patients. Thus confirm or exclude diagnosis. Keep in mind that early disease may have very subtle of "negative" imaging during the early stages of clinically symptomatic disease.
4. Review the Radiology studies for your patients. Ask yourself why certain investigations were performed. And in what order.
5. Correlate imaging findings with your clinical observations. Do they make sense, correlate with clinical findings, or do you have to entertain alternative diagnostic possibilities?
6. Use textbooks and a wide variety of online resources to improve your diagnostic and interpretative skills. Practice, practice, practice with reflection and feedback, using a range of resources, to increase your exposure to the variety and spectrum of clinical and imaging findings, both normal and abnormal, from typical, to less common and atypical (as you progress to increase your experience and mastery of clinical practice, and improve your knowledge and skills from undergraduate, through postgraduate to continuing professional development and lifelong learning settings).
7. Compare and contrast is one of the simplest and most effective methods to learn to recognise and differentiate between normal and abnormal XRs and scans. Review a series of normal XRs and scans, and then do side by side comparison between examples of normal, normal and abnormal, and examples of abnormal XRs and scans.
https://effectiviology.com/interleaving/ (mixed practice or interleaving superior to blocked practice)
and
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Below section is guided learning path (Option 1)
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Session guide (one learning path) - start with 'Tips' section above, then explore material section below, all on open access websites. One path is to start with 'a curriculum', then explore an approach to the AXR, both normal, and abnormal. Followed by review of common pathology presenting as an acute abdomen on CT scans. Start with bowel perforation on erect CXR, and AXR, unknown cases, for example here, focusing on appearance of free air, and 'Rigler's sign' on AXR. Then move on to examples of acute appendicitis, acute cholecystitis, acute diverticulitis (focusing on the similarities between these three pathologies, and taking note of differences between normal and abnormal structures, paying attention to the wall of the structure, and the adjacent fat in particular). Then review bowel obstruction, on the AXR, and CT scan, paying attention to the strengths and weaknesses of the AXR, and added value of a CT scan - pay attention to visibility of bowel segment which is dilated proximal to obstructing point, and cause of obstruction shown on CT).
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Below section is alternative exploratory path (Option 2)
Starting with background information, and "curriculum"
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Below section for Google images search for thematic cases (for practice review, and click through for additional information for selected cases)
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and
https://www.radiologymasterclass.co.uk/tutorials/abdo/abdomen_x-ray/anatomy_introduction
https://www.radiologymasterclass.co.uk/gallery/abdo/abdominal_xray/normal
Further reading/Radiology Masterclass
and
https://www.learnabdominal.com/
and
(see interactive CT cases without and with annotation on this online resource
https://www.learnabdominal.com/abdominal-ct-101)
https://www.radiologymasterclass.co.uk/tutorials/abdo/abdomen_x-ray/anatomy_introduction
https://www.radiologymasterclass.co.uk/gallery/abdo/abdominal_xray/normal
Further reading/Radiology Masterclass
and
https://www.learnabdominal.com/
and
(see interactive CT cases without and with annotation on this online resource
https://www.learnabdominal.com/abdominal-ct-101)
👁
Google and Entrada analytics for current tutorial
👀
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Tuesday 20 September 2022
Bite size Just-in-Time (JiT) Learning in the classroom, workplace and as a Lifelong Activity - Technology, Practices and Pedagogy
Title:
Bite size Just-in-Time (JiT) Learning in the classroom, workplace and as a Lifelong Activity - Technology, Practices and Pedagogy
by Poh-Sun Goh
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Brief Synopsis:
Bite size JiT learning and practice is a doable, sustainable classroom, workplace and lifelong learning activity. We all do this. And are familiar with this. My short presentation, and much longer anticipated and planned interactive discussion with participants will focus on this activity as a core and key meta-skill to succeed and thrive in your professional and personal life.
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25 October 2022, Tuesday, 1pm-2pm
Lunch time sharing session is a part of faculty development programmes and the attendees are academic staff from SHSS, NYP - nursing, oral health therapy, social work, medical sciences, paramedicine, and behavioural science.
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Bite size Just-in-Time (JiT) Learning in the classroom, workplace and as a Lifelong Activity - Technology, Practices and Pedagogy by Poh-Sun Goh from Poh-Sun Goh
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Harden R. M. (2018). Ten key features of the future medical school-not an impossible dream. Medical teacher, 40(10), 1010–1015. https://doi.org/10.1080/0142159X.2018.1498613
Essential Skills for a Medical Teacher: An Introduction to Teaching and Learning in Medicine (2020 edition). Chapter 7: The ‘Authentic Curriculum’, page 57. by Ronald M Harden, Jennifer M Laidlaw
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Three questions. Three (regular, daily) activities
- Why learn? Read, get Exposure and Experience (on regular basis, daily). To take note. Develop and build knowledge and skills. Expertise.
- Why practice? (What does this involve?). To make notes. (Write, Draw, Illustrate, Create, Build, Combine, Apply, Transfer to Professional Practice). Develop and build knowledge and skills. Expertise.
- Why engage in 'scholarship'? Share notes. (Write on regular basis, daily. Share this. Make 'public' and get published. Publish. Demonstrate and Share). Knowledge and Skills. Expertise. (Know How, Show How, 'Feel'). To 'enter', (gain entrance), and participate. In an area (areas) of Professional Practice. Communities of Practice. Communities of Interest. Get licensed (to practice). Establish Credentials. Professional Standing.
- Poh-Sun Goh, 18 September 2022, 0205am, Singapore Time
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____________
Instagram stream (below) as hyperlinked, online-mobile accessible, interactive SlideDeck
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As part of a 'self-directed' learning process, self-directed learning, I would throw into the mix the role of 1) regular habits, e.g. of reading, viewing and exposure to material, ideas, and individuals/teams working in areas of interest and relevant to practice; and 2) linking 'learning' with performance roles, settings and events; and 3) combining 1) and 2) with a relentless commitment 'to get better', 'improve'. And a discussion of a 'growth mindset'.
- Poh-Sun Goh, 21 September 2022, 0235am, Singapore Time
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"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
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Goh, P.S., Roberts-Lieb, S., & Sandars, J. (2022). Micro-Scholarship: An innovative approach for the first steps for Scholarship in Health Professions Education. Medical Teacher, 1–6. Advance online publication. https://doi.org/10.1080/0142159X.2022.2133689
"(Open) Micro-Scholarship is an extension of (open) Micro-Practice and Micro-Learning; from Taking note, to Making notes, to Sharing notes." - Poh-Sun Goh, 22 October 2022, Saturday, 22 October 2022, 0731am, Singapore Time
Goh, PS. (2021). 'The vision of transformation in medical education after the COVID-19 pandemic'. Korean J Med Educ. 33 (3): 171-174. Publication Date (Web): 2021 August 27
Goh, PS. (2020). Medical Educator Roles of the Future. Med.Sci.Educ. 30 (Suppl 1), 5–7. https://doi.org/10.1007/s40670-020-01086-w
Thursday 15 September 2022
Micro-Learning, Micro-Practice and Micro-Scholarship Online (Zoom) Workshop with Final Year Medical Students - Atma Jaya Catholic University Indonesia (AJCUI) - Tuesday, 20 September 2022
Micro-Learning, Micro-Practice and Micro-Scholarship : Making Major Moves one micro-step at a time, Accessible and Available to All
Prior to session reading and reflection exercise, with individual responses shared on group WhatsApp (Wednesday/Thursday week before session), to following blogpost - https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html
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What does 'success' and (making) progress look and feel like?
- participation and engagement metrics - completed writing tasks (daily micro-scholarship), and in order to write daily, it is required at minimum to engage in 'the process' (review, reflect, read, engage in conversations, give and receive feedback - synchronously and asynchronously) - basically 'take note, make notes and share notes'; and then progressively and systematically create (in public, and for public professional audiences) presentations and publications
- participation in regular, scheduled and opportunistic 'events' - including meetings, conferences
- qualitative and performance level metrics include acceptance, feedback and engagement 'with' audiences and peers (who, where, and at what level); or, to use a sporting analogy (moving from local, to regional, then international level / higher levels of performance[s] - which may include broader range, more depth, and both increasingly complex and simpler - meaningful and useful - outputs)
- Poh-Sun Goh, 16 September 2022, Friday, 0635am, 16 September 2022, Singapore Time
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Three questions. Three (regular, daily) activities
- Why learn? Read, get Exposure and Experience (on regular basis, daily). To take note. Develop and build knowledge and skills. Expertise.
- Why practice? (What does this involve?). To make notes. (Write, Draw, Illustrate, Create, Build, Combine, Apply, Transfer to Professional Practice). Develop and build knowledge and skills. Expertise.
- Why engage in 'scholarship'? Share notes. (Write on regular basis, daily. Share this. Make 'public' and get published. Publish. Demonstrate and Share). Knowledge and Skills. Expertise. (Know How, Show How, 'Feel'). To 'enter', (gain entrance), and participate. In an area (areas) of Professional Practice. Communities of Practice. Communities of Interest. Get licensed (to practice). Establish Credentials. Professional Standing.
- Poh-Sun Goh, 18 September 2022, 0205am, Singapore Time
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Three workshop activities. In three sessions.
- Who do you want to be? What role(s)? What setting(s)? For example - clinician, educator, scholar. Local, National, International. What do you need to do? Role of 'Presentations' and 'Publications'. In what settings? At what level? Local, National, International. Training (getting trained). Experience. Documentation. Logs (log books). Credentials. License(s) [to practice]. Admission [selection, to participate]. Portfolio(s).
- Specific examples and exercises. Topic review. Case study. Case series. Generalisable ideas. Transfer to practice. Relevance. Usefulness. Analyse presentations and publications. What are their component parts? How are they put together and assembled? The process and 'recipe'. Reflect on what you are currently doing with your 'projects' and 'assignments'. Build on this. Increasingly do this 'publicly' in professional settings. Collect and document what you do on a regular stepwise basis. Not only finished work, but work(s) in progress. Including key component parts.
- Pick one of the following (below), and work on this individually/in groups throughout the workshop, and present back - between session 1 and session 2, between session 2 and session 3; and in final 'report' on WhatsApp at end of workshop (before end of workshop - last 15 to 30 minutes of session 3 planned to give you all time to do this. Topic 1 - 'empowering patients' (how will you do this?). Topic 2 - 'keeping up to date' (how will you engage in 'lifelong professional education and training'). Topic 3 - 'organising and organisations, formal institutions and informal networks' (what is the future of professional organisations and networks?)
- Poh-Sun Goh, 20 September 2022, 0610am, Singapore Time
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