Medical Education and eLearning Portfolio

https://telmeded.blogspot.com/2022/03/telmeded-workshop-cenmed-nus-2022.html

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4) Presentation to Group on Faculty Appointments (IAMSE) - ‘Introduction to Micro-Scholarship’ - January 2022

5) Presentation at Staff Track 2022 Conference; Southern Group on Educational Affairs (SGEA), AAMC - Pre-conference workshop - Micro-Scholarship: An Innovative Process for All to Engage in Health Professions Educational Scholarship - April 2022

6) Facilitator for Technology enhanced learning CenMED workshop - April 2022

7) Invited Keynote Presentation at 23rd ICHPE 2022 titled ‘The vision of transformation in medical education after the COVID-19 pandemic’ - May 2022

https://medicaleducationelearning.blogspot.com/2022/02/the-vision-of-transformation-in-medical.html

8) Presented and Facilitator at IAMSE 2022 pre-conference workshop on ‘Micro-Scholarship as the 'missing piece' in a successful Scholar's Journey’ - May 2022

https://microscholarship.blogspot.com/2022/01/upcoming-workshops-on-micro-scholarship.html

9) Invited overseas speaker at Educational Symposium organised by University Gaja Mada, Yogjakarta, Indonesia presentation titled "Achieving Learning Outcomes Using Digitalisation (Digital Tools, Platforms and Processes) in Medical and Health Professions Education" - August 2022

https://telmeded.blogspot.com/2022/08/use-of-digital-resources-in-medical-and.html

10) Presenter and Facilitator at AMEE 2022 pre-conference workshop titled ‘Micro-Scholarship: An innovative approach to the Scholarship of being a Medical Educator’ - August 2022

11) Invited overseas speaker at undergraduate multi-institutional Educational Symposium organised by Atma Jaya Catholic University, Jakarta, Indonesia titled ‘Micro-Learning, Micro-Practice and Micro-Scholarship : Making Major Moves one micro-step at a time, Accessible and Available to All’ - September 2022

https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html

12) Invited speaker for undergraduates and staff lunchtime sharing session at Singapore Polytechnic presentation titled "Bite size Just-in-Time (JiT) Learning in the classroom, workplace and as a Lifelong Activity - Technology, Practices and Pedagogy” - October 2022

https://telmeded.blogspot.com/2022/08/just-in-time-jit-learning-micro.html

13) Undergraduate Educational and Training Activities - examples from Phase 1, 2, 3 and 5 (YLLSOM, NUS); Examples from postgraduate residency tutorials and training; instructional design, use of technology (to support learning and training), and applied learning science https://medicaleducationelearning.blogspot.com/2022/11/undergraduate-educational-and-training.html

14) NUHS Radiology Department Retreat - 26 November 2022

15) IAMSE Virtual Forum Lightning Talk, 5th or 6th December 2022

https://medicaleducationelearning.blogspot.com/2022/12/iamse2022virtualforum-lightningtalk_2.html

Our 'pitch' and key takeaway is a simple one:

That Learning, and Scholarship are similar; both taken in small iterative, cumulative steps. We learn best and engage in scholarship working together within a Community of Interest and Community of Practice. Scholarship is open, public practice, an extension of learning. We "See (one), Do (one), Teach (one) … Write (‘do’ Scholarship .. then ‘be’ a Scholar .. then) Teach (again)". We "Take Note, Make Notes, then Share Notes". - Poh-Sun Goh, 26 November 2022, Saturday, 0423am, Singapore Time

https://julnet.swoogo.com/iamsevirtualforum22/2818602

https://julnet.swoogo.com/iamsevirtualforum22/2421279

https://julnet.swoogo.com/iamsevirtualforum22

https://medicaleducationelearning.blogspot.com/2022/10/small-steps-to-successful-scholarship.html

Goh, P. S., Roberts-Lieb, S., & Sandars, J. (2023). Micro-Scholarship: An innovative approach for the first steps for Scholarship in Health Professions Education. Medical teacher, 45:3, 307-312. 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

The Asia Pacific Scholar Journal Homepage

Goh, PS, Schlegel, E. (2023). Small, Sustainable, Steps to Success as a Scholar in Health Professions Education - Micro (Macro and Meta) Matters. TAPS, 8(2), 76-79. https://doi.org/10.29060/TAPS.2023-8-2/SC2861

https://medicine.nus.edu.sg/cenmed/apmec2023/index.html (APMEC 2023, Singapore)

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

Roberts-Lieb, S, Goh, PS, Sandars, J. Using Technology for Translating Micro-Scholarship to Practice. (Medical Science Educator - resubmitted after revision, Saturday, 11 March 2023)

Medical Science Educator Journal Homepage

http://www.iamse.org/medical-science-educator/

http://www.iamse.org/annual-conference/ (IAMSE 2023 Cancun, Mexico)

https://julnet.swoogo.com/iamse2023/agenda

http://www.iamse.org/

AMEE Guide on Micro-Scholarship

Goh, P. S., Roberts-Lieb, S., & Sandars, J. (submitted to Medical Teacher, 15 February 2023)

Medical Teacher Journal Homepage

https://amee.org/AMEE/AMEE/Conferences/AMEE_Glasgow_Landing.aspx (AMEE 2023, Glasgow)

https://amee.org/

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

https://telmeded.blogspot.com/2022/12/outcomes-of-learning-and-training-role.html

Carré, P. (2022). Apprenance: Rethinking How and Why Adults Learn. In: Evans, K., Markowitsch, J., Lee, W.O., Zukas, M. (eds) Third International Handbook of Lifelong Learning. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-67930-9_14-1

Littlejohn, A. (2022). Challenges of Digital Professional Learning: Digital Technology Systems Are No Substitute for Human Agency. In: Evans, K., Lee, W.O., Markowitsch, J., Zukas, M. (eds) Third International Handbook of Lifelong Learning. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-67930-9_56-1

Salling Olesen, H. (2022). Changing Concepts and Tools for Realizing Lifelong Learning Strategies. In: Evans, K., Lee, W.O., Markowitsch, J., Zukas, M. (eds) Third International Handbook of Lifelong Learning. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-67930-9_19-2

Leggett, H., Sandars, J., & Roberts, T. (2019). Twelve tips on how to provide self-regulated learning (SRL) enhanced feedback on clinical performance. Medical teacher, 41(2), 147–151. https://doi.org/10.1080/0142159X.2017.1407868

Taylor, D. C., & Hamdy, H. (2013). Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Medical teacher, 35(11), e1561–e1572. https://doi.org/10.3109/0142159X.2013.828153

What are the 5 principles of deliberate practice?

Some take away messages...

"Talent is not enough. Practice is the difference between good and great. ...

Expert performance is hard work and requires repeated actions. ...

Focus - break it into manageable parts. ...

Goal setting and perseverance is key. ...

Feedback in the moment."

https://www.edweek.org/education/opinion-5-keys-to-achieving-deliberate-practice/2016/08

What are the 4 components of deliberate practice?

"There are four principles of purposeful practice:

You need to establish a (reachable) specific goal. ...

You must be maximally focused on improvement during practice. ...

You must receive immediate feedback on your performance. ...

You must get out of your comfort zone, constantly attempting things that are just out of reach."

https://blogs.bmj.com/emj/2017/01/27/the-deliberate-practice-mindset/

Petrosoniak, A., Lu, M., Gray, S., Hicks, C., Sherbino, J., McGowan, M., & Monteiro, S. (2019). Perfecting practice: a protocol for assessing simulation-based mastery learning and deliberate practice versus self-guided practice for bougie-assisted cricothyroidotomy performance. BMC medical education, 19(1), 100. https://doi.org/10.1186/s12909-019-1537-7

"Show, TEL and Do*

for Mastery Training (MT), Deliberate Practice (DP)

and Self-Directed Learning (SDL)

In Small (Micro*) - Steps* of Micro-Learning, Micro-Practice and Micro-Scholarship

In domains of Service, Education (Learning, Teaching and Training), and Scholarship

Illustration of ascending staircase with series of steps from left to right, with circular graphic at one of the steps with three arrowheads and three zones - the three arrowheads representing Show, TEL and Do, and the three zones - Service, Education and Scholarship." - Poh-Sun Goh, 16 December 2022, Friday, 0722am, Singapore Time

Combining Adaptive Expertise with See-Do-Share (Open Digital Practice and Engagement in Scholarship) A ‘New’ Model of Adult (Lifelong) Learning from Poh-Sun Goh

https://www.instagram.com/p/CcGraM0vrW5/

See (one), Do (one), Teach (one) … Write (‘do’ Scholarship .. then ‘be’ a Scholar .. then) Teach (again)

Poh-Sun Goh, 9 April 2022, 0446am, Singapore Time

In our journey toward deeper personal and professional growth and development, we inevitably start the process as novices, progressing from competency and proficiency toward becoming an expert with mastery as the aspirational goal and aim. Getting exposure, developing awareness and ‘trying out’ or ‘Seeing’, to ‘See’ (one) begins the process, followed by repetitive practice (with reflection and feedback), ‘Doing’ or to ‘Do’ (one). When we share and ‘Teach’ (one) what we are learning, and have learnt, we deepen our understanding and insight of the ‘technical’ aspects of what we have learnt. When we engage in Scholarship, and ‘Write’, by doing (Do), then being (Be) a Scholar we progress further along the path of expertise. Achieving Mastery, and being a Master takes place when we go deeper, and both experience, examine and then Teach (again) the fundamental principles, and ideas underpinning and forming the foundation of technical practice. Therefore See, Do, Teach, Write, then Teach (again). - https://www.instagram.com/p/CcGraM0vrW5/

https://nus.edu.sg/nuslibraries/spaces/tel-imaginarium

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

https://nus.edu.sg/cdtl

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"Our Tagline: (and Headline)

Micro-Content (bite-size, modular content) FOR (Micro-) Learning, Practice, Assessment and Scholarship

and !

not only Assessment for Learning, and Assessment AS Learning ... (Micro-) Assessment AS Scholarship ... this is well established ... open digital and analogue practice in the Arts ... where open drafting, open sketching, and open practice and practices from the very outset, from early prototyping to early sketches IS part of the practice and professional craft(ing) process."

Poh-Sun Goh, 18 December 2022, Sunday, 0451am, Singapore Time

https://medicaleducationelearning.blogspot.com/2022/12/captionstory-and-microscholarship.html

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https://medicaleducationelearning.blogspot.com/2018/02/elearning-or-tel-technology-enhanced.html

https://medicaleducationelearning.blogspot.com/search?q=SAMR

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"leadership is about empowering other people as a result of your presence--and making sure that impact continues into your absence."

https://www.inc.com/marcel-schwantes/leadership-profile-frances-frei.html

"leaders must create the conditions for people to realize their own capacity and power" - from section "Defining Remote Work Leadership" in Chapter "What Do I Really Need to Know About Leading Virtually", page 133, Remote Work Revolution: Succeeding from Anywhere by Tsedal Neeley (Harvard Business School), 2021, 1st edition, Harper Business, HarperCollinsPublishers, New York

https://denver-frederick.com/2020/09/20/co-author-of-unleashed-says-that-leadership-is-not-about-you/

https://www.saltlightcoaching.com/post/leadership-unleashed-book-review

https://www.linkedin.com/pulse/trust-empowerment-leadership-pranay-agarwal

https://www.businesstimes.com.sg/working-life/four-powerful-singaporeans-share-how-they-change-mindsets-build-confidence-and-succeed

👇

https://www.forbes.com/sites/chrismyers/2018/02/23/how-to-find-your-ikigai-and-transform-your-outlook-on-life-and-business/?sh=97cb6062ed44

https://www.nus.edu.sg/teachingacademy/about-us/our-people/current-fellows/

⬇

Upcoming

1) Undergraduate Educational and Training Activities - examples from Phase 1, 2, 3 and 5 (YLLSOM, NUS); Examples from postgraduate residency tutorials and training; instructional design, use of technology (to support learning and training), and applied learning science https://medicaleducationelearning.blogspot.com/2022/11/undergraduate-educational-and-training.html

2) NUS Teaching Academy - https://www.nus.edu.sg/teachingacademy/

https://www.nus.edu.sg/teachingacademy/about-us/induction-of-fellows/

https://www.nus.edu.sg/teachingacademy/events/masterclass/prof-diana-laurillard/videos/

3) Digital health competencies for undergraduate medical education: expert consensus eDelphi study

Prof Josip Car; Professor, Digital Health Sciences and Director, Centre for Population Health Sciences, Lee Kong Chian School of Medicine; Professor, Lee Kong Chian School of Medicine; https://www.imperial.ac.uk/people/josip.car; https://sg.linkedin.com/in/josip-car-02219314; Google Scholar (Josip Car); https://fht.ethz.ch/people/PI/josip-car.html

4) "Micro-Content (bite-size, modular content) FOR (Micro-) Learning, Practice, Assessment and Scholarship" - a sharing session with Poh-Sun Goh

on 20 February 2023, 10pm UK time / 21 February 2022, 6am Singapore time (on Zoom)

https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html

Iterative Improvement refines content for the audience we serve.pdf from Poh-Sun Goh

https://digitalliteracyinmeded.blogspot.com/

5) "Building Digital Literacy and Competencies in Health Professions Education; an interactive e-Workshop" with Poh-Sun Goh

on Sunday, 21 May 2023, 2.30pm Singapore Time (on Zoom)

Abstract

This highly interactive e-Workshop will build on a presentation at ICHPE 2022 - https://medicaleducationelearning.blogspot.com/2022/02/the-vision-of-transformation-in-medical.html

Sequentially exploring and building on 'Why' before "What' and 'How'. This session will be supported by a purpose built open access blog (website). Participants will be requested to engage with the material and exercises on this blog before the e-Workshop (around 1 hour of reading and reflection on their personal and institutional needs and requirements in Health Professions Education). After which, in the live e-Workshop session, we will engage in 60 minutes of interactive discussion on themes, topics and practices that are relevant and practically implementable for the participants, in the widest possible (resource and practice) settings. At the end of the session, each participant will have, and be requested to share, a single short (Post-it like) note of their personal take-aways, including a single doable action step, to not only share with fellow participants, but to be posted on the session blog.

"One week ahead of the day of the session, I will be emailing participants the website link for a purpose built open access website - https://digitalliteracyinmeded.blogspot.com/ - containing material for pre-reading, reflection and 'homework', which I request participants spend one hour working through before the session. There will be a 'micro-assessment' exercise where participants will be requested to post a comment on the blog of their personal takeaways from reviewing the session material, and potential action steps moving forward. The deadline for participants to post their 'homework' on blog is latest by Saturday, May 20, 2023; one day before the session. We will be starting the session reviewing these participants posts. Doing this 'homework' and posting on the bulletin board before the session is a mandatory preparation and learning activity before the session, in order to be prepared, have started process to personalise the session content and practices for their own professional setting and needs, and be to be able to participate fully, and derive maximum potential value from the interactive discussions during the live session."

Open access Google Doc for session

How to use Google Docs

https://padlet.com/dnrgohps/building-digital-literacy-and-competencies-in-health-profess-qooauymq4f0l

https://padlet.com/

https://padlet.help/l/en/article/cpfiutfzzb-what-is-padlet

https://thedigitalteacher.com/reviews/padlet

https://askus.northampton.ac.uk/Learntech/faq/186128

https://jamboard.google.com/d/1x6LBWhxZ21U0tCb2uZIdFyDkLUqquUu4hV9rQS5Xd80/viewer

https://jamboard.google.com/

https://support.google.com/jamboard/answer/7424836?hl=en

https://teachingresources.stanford.edu/resources/how-to-use-google-jamboard/

https://www.bu.edu/dli/2022/07/14/5-reasons-to-use-google-jamboard/

⬇

(e)learning in Med Ed from Poh-Sun Goh

👇

Adoption of eLearning in Med Ed - Costs and Value Add from Poh-Sun Goh

https://telmeded.blogspot.com/2022/03/telmeded-workshop-cenmed-nus-2022.html

https://medicaleducationelearning.blogspot.com/2021/03/telmeded-cenmed.html

About the Speaker:

Dr Goh Poh-Sun; 吳宝山

MBBS(Melb), FRCR, FAMS, MHPE(Maastricht), FAMEE. 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 (NUH), National University Health System (NUHS). Associate Member, Centre for Medical Education, YLLSOM, NUS. Member, AMEE TEL (Technology Enhanced Learning) Committee (since 2011)

Poh-Sun is a Clinical Radiologist at NUHS/YLLSOM@NUS and has worked at NUH since 1989. He is also a Medical Educator, with Masters in Health Professions Education (MHPE) from Maastricht University (2012); with deep passion for both eLearning/Technology enhanced Learning and Faculty Development - locally and internationally. Dr Goh is formally trained as, and is an in-house Coach at YLLSOM. (visit https://orcid.org/0000-0002-1531-2053 for short description of professional activities and scholarship information)

Selected publications below:

https://telmeded.blogspot.com/2022/03/telmeded-workshop-cenmed-nus-2022.html

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

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

https://medicaleducationelearning.blogspot.com/2018/02/elearning-or-tel-technology-enhanced.html

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

see also

https://telatamee2016.blogspot.com/

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#IAMSE 2020 Plenary Highlight Poh-Sun Goh

Medical Educator Roles of the Future

Presenter: Poh-Sun Goh – National University of Singapore

Plenary Address: Tuesday, June 16, 2020, 11:30 AM – 12:30 PM

This session will explore how near future technology can impact how we educate healthcare professionals and the way they provide care.

In this address, the idea is to examine how “new” methods and platforms for displaying information, engaging an audience, extending and expanding the cognitive presence of “the instructor”, and increasingly “guide” will transform the learning experience, and training outcomes, of our educational efforts; and also explore how these same technologies, which will include Artificial Intelligence (AI) and Machine Learning, Virtual Reality (VR) and Augmented Reality (AR), online and re-imagined out-of-the-simulation-center skill training experiences (inspired and modeled after gaming platforms), can augment, enhance, and transform how we educate and train healthcare professionals, along the whole continuum of learning, from undergraduate learning, through postgraduate training, to lifelong learning and continuing professional development settings.

24th Annual IAMSE meeting

http://www.iamse.org/iamse-2020-plenary-highlight-poh-sun-goh/

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

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- above quoted from - https://www.straitstimes.com/tech/tech-news/what-is-6g-and-why-is-it-important

https://www.nngroup.com/articles/ar-ux-guidelines/

https://www.mckinsey.com/industries/technology-media-and-telecommunications/our-insights/navigating-the-three-horizons-of-5g-business-building

That could mean that earlier adopters are simply more interested in the technology, while mainstream consumers aren’t particularly attached to it.

Apple will need its headset to be a truly impressive product if it’s going to drive massive consumer interest."

- above quoted from - https://finance.yahoo.com/news/apple-stock-gets-second-vote-of-confidence-from-analysts-this-week-161931547.html

https://9to5mac.com/2023/04/04/4-percent-of-teens-use-vr-apple-headset-challenges/

https://www.cnet.com/tech/computing/why-apples-first-vr-headset-may-not-be-the-one-you-buy/

https://www.cnbc.com/2023/04/03/apple-ceo-tim-cook-explains-why-people-want-a-mixed-reality-headset.html

https://www.gq.com/story/tim-cook-global-creativity-awards-cover-2023

- above quoted from - Noam Chomsky: The false promise of chatGPT

https://www.nytimes.com/2023/03/08/opinion/noam-chomsky-chatgpt-ai.html

"AI doesn’t take over jobs, it takes over tasks" quoted from "Generative AI: autocomplete for everything"

by Noah Smith and roon, December 1, 2022

https://noahpinion.substack.com/p/generative-ai-autocomplete-for-everything

https://www.straitstimes.com/opinion/with-generative-ai-do-we-still-need-universities

https://www.straitstimes.com/business/millions-of-jobs-will-be-lost-as-world-sees-net-decrease-by-2027-wef-survey

https://www.weforum.org/reports/the-future-of-jobs-report-2023#report-nav

https://www.weforum.org/reports/the-future-of-jobs-report-2023/digest

ChatGPT’s ‘IPhone moment’ poses a new threat to Google

https://www.bbc.com/reel/video/p0fc9tlx/chatgpt-why-we-re-still-smarter-than-machines

Martha Lane Fox warns against hysteria over AI (BBC Technology)

https://www.bbc.com/news/technology-65162257

https://www.businesstimes.com.sg/podcasts/editors-talk-listening-new-reading-podcasts-true-potential-ep-2

https://www.bbc.com/future/article/20230405-why-ai-is-becoming-impossible-for-humans-to-understand

https://www.theguardian.com/technology/2023/may/06/man-v-machine-everything-you-need-to-know-about-ai

https://www.blinkist.com/en/books/the-ai-economy-en

https://www.forbes.com/sites/cognitiveworld/2019/10/22/a-brexiteer-among-the-robotsa-review-of-the-ai-economy-by-roger-bootle/?sh=79d7e3e05ea3

https://www.nejm.org/ai-in-medicine?query=main_nav_lg

https://ai-podcast.nejm.org/

https://ai.nejm.org/

https://www.tandfonline.com/doi/full/10.1080/0142159X.2023.2198663

👇

https://www.businesstimes.com.sg/lifestyle/lacking-health-workers-germany-taps-robots-elder-care

Apple Wants to Solve One of Music’s Biggest Problems

Forget the metaverse. The future is metadata. It’s how the world’s most valuable company built a better way of listening to Mozart and Beethoven.

https://www.wsj.com/articles/apple-music-classical-app-3325c6ba

Ken Masters (2023) Ethical use of artificial intelligence in health professions education: AMEE Guide No.158, Medical Teacher, DOI: 10.1080/0142159X.2023.2186203

https://www.tandfonline.com/doi/full/10.1080/0142159X.2023.2186203

https://www.tandfonline.com/doi/abs/10.1080/0142159X.2023.2197135?journalCode=imte20

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https://www.weforum.org/reports/the-future-of-jobs-report-2023/digest

https://www.straitstimes.com/business/millions-of-jobs-will-be-lost-as-world-sees-net-decrease-by-2027-wef-survey

https://www.bbc.com/worklife/article/20230507-the-jobs-ai-wont-take-yet

https://www.tbsnews.net/bloomberg-special/ai-proofing-your-career-starts-college-615030

https://www.straitstimes.com/world/europe/european-parliament-votes-on-curbs-for-chatgpt-and-other-ai

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https://www.straitstimes.com/world/united-states/musk-experts-urge-pause-on-training-of-ai-systems-that-can-outperform-gpt-4

https://library.educause.edu/resources/2023/5/2023-educause-horizon-report-teaching-and-learning-edition

https://library.educause.edu/resources/2022/4/2022-educause-horizon-report-teaching-and-learning-edition

https://www.opb.org/article/2021/11/17/portland-state-university-experiments-with-attend-anywhere-model/

https://www.everylearnereverywhere.org/blog/planning-blended-learning-using-the-four-dialecticals-model/

- Coaching as a high impact intervention in Health Professions Education (symposium), Saturday, 27 May 2023

Coaching

Short Communication on ‘The Role of Coaching in Health Professions Education’ at APMEC 2022 - https://medicaleducationelearning.blogspot.com/2021/11/apmec-2022-short-communication.html

Coaching as a high impact intervention in Health Professions Education (APMEC 2023 symposium), Saturday, 27 May 2023

https://pohsungoh.blogspot.com/2022/10/coaching-process-and-value-add-for.html

https://medicine.nus.edu.sg/cenmed/apmec2023/programs.html#Pre3

https://pohsungoh.blogspot.com/2022/10/coaching-process-and-value-add-for.html

https://medicaleducationelearning.blogspot.com/2021/11/apmec-2022-short-communication.html

👇

COACHING AS A HIGH IMPACT INTERVENTION IN HEALTH PROFESSIONS EDUCATION

Overview, Background Theory and Literature Review

Poh-Sun Goh

Will focus on two areas. 1) Compare and contrast, with examples and literature, what coaching, compared with mentoring, guidance and direct instruction is good for, specificially 'What the job to be done’ is, essentially what you ‘hire’ a coach for. 2) Then describe in outline form ‘what’ coaching is, compared with mentoring, guiding, and direct instruction.

Lai, Yi-Ling & Passmore, Jonathan. (2019). Coaching psychology: Exploring definitions and research contribution to practice?. International Coaching Psychology Review. 14. 69-83. 10.53841/bpsicpr.2019.14.2.69.

https://www.researchgate.net/publication/335224696_Coaching_psychology_Exploring_definitions_and_research_contribution_to_practice

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Coaching Conversations with Medical Students - How, What and Why

Elizabeth Teh

Will talk about the structure of ontological coaching conversations; based on the 8Ps model, leading up to the group presenting the “What is coaching?” card at the end of the session.

Focusing on two main points: 1) Questions that a coach might ask to facilitate the client’s self-discovery (as opposed to questions we might ask as a teacher or mentor), and 2) Skills and competencies required of a coach to create a safe, engaging space for an effective coaching conversation.

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Elevating the Medical School Experience Through Coaching: Common Themes and Approaches to Overcoming Challenges Students Face

Nisha Kesavan

Willl first address some common themes and challenges medical students face.

Then speak about how a coach approaches challenges that a coachee raises, as well as how we can jointly develop strategies they can implement in their lives to overcome these hurdles.

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Key Considerations in Developing and Implementing a Coaching Program in Medical Education

Kesavan Esuvaranathan

This will be a candid, before and after narrative of the key considerations in introducing a novel coaching program into a heavily structured and dense medical curriculum.

The presentation will outline the careful planning necessary to avoid major pitfalls and also discuss the flexibility and creativity require to respond strategically to traditional medical culture and legacy systems in medical education.

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https://www.linkedin.com/pulse/5-steps-solution-process-leonardo-salvador

https://www.linkedin.com/pulse/manager-coach-flexible-style-influence-julie-starr

https://issuu.com/pearsonprofessional/docs/brilliant_coaching_sample_chapter

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https://www.forbes.com/sites/chrismyers/2018/02/23/how-to-find-your-ikigai-and-transform-your-outlook-on-life-and-business/?sh=97cb6062ed44

https://www.lecturio.com/pulse/coaching-in-healthcare-education/

https://www.mckinsey.com/capabilities/strategy-and-corporate-finance/our-insights/rising-ceos-lessons-from-the-mckinsey-leadership-forum

https://www.mckinsey.com/capabilities/strategy-and-corporate-finance/our-insights/stepping-up-becoming-a-high-potential-ceo-candidate

“You’re the sum of your choices. You’re exactly who, what and where you choose to be in life.”

above quoted from article below

https://edition.cnn.com/travel/article/hippo-attack-avoid-survive-paul-templer/index.html

https://pohsungoh.blogspot.com/2023/01/choices.html

https://pohsungoh.blogspot.com/2023/03/travel-light-or-team-up-to-travel-far.html

https://becomeawritertoday.com/heros-journey/

https://www.artofmanliness.com/character/advice/the-seasons-of-a-mans-life-an-introduction/

https://www.artofmanliness.com/character/advice/the-seasons-of-a-mans-life-the-mid-life-transition/

https://www.artofmanliness.com/character/advice/the-seasons-of-a-mans-life-early-adulthood/

https://www.artofmanliness.com/character/advice/good-news-your-life-isnt-limitless/

“Simply put. Coaching to - 'Feel’ Good, ‘Look’ Good, and ‘Be’ Good

where ‘Good’ - is defined by Coachee, with assisted awareness, through reflection, working in partnership with the Coach

where Feel - includes Somatic, Thinking, and Emotions

where ‘Look and Be’ - includes what the ‘mirror’ and ‘world’ sees, from ‘Appearance’ and Performance’, including observations and feedback from the Coach.”

Poh-Sun Goh, Monday, 17 April 2023, 0711am, Singapore time

Building on Short Communication on ‘The Role of Coaching in Health Professions Education’ presented at APMEC 2022 - https://medicaleducationelearning.blogspot.com/2021/11/apmec-2022-short-communication.html

https://pohsungoh.blogspot.com/2022/10/coaching-process-and-value-add-for.html

https://www.lecturio.com/pulse/coaching-in-healthcare-education/

Hammoud MM, Deiorio NM, Moore M, Wolff M. Coaching in Medical Education. 1st ed. Elsevier; 2023.

https://www.amazon.com/Coaching-Medical-Education-Residents-Innovation/dp/0323847269

Lovell, Ben. (2017). What do we know about coaching in medical education? A literature review. Medical Education. 52. 10.1111/medu.13482. https://www.researchgate.net/publication/321728432_What_do_we_know_about_coaching_in_medical_education_A_literature_review

Wolff, M., Hammoud, M., Santen, S., Deiorio, N., & Fix, M. (2020). Coaching in undergraduate medical education: a national survey. Medical education online, 25(1), 1699765. https://doi.org/10.1080/10872981.2019.1699765

"Advising, Mentoring and being Sponsored can get you in the door, help open the door. Coaching and being Coached helps you decide which room to go in, and keeps you in the room, by understanding your why, your motivations. What you need. Why you think and feel you need these. Ultimately what underpins and forms the foundation of your Academic, Clinical and Professional Performance and Presence. Coaching keeps you in the room." Poh-Sun Goh, Monday, 17 April 2023, 0736am, Singapore Time

above comment in response to Table 5, in article below

Margaret Wolff, Maya Hammoud, Sally Santen, Nicole Deiorio & Megan Fix (2020) Coaching in undergraduate medical education: a national survey, Medical Education Online, 25:1, DOI: 10.1080/10872981.2019.1699765 https://www.tandfonline.com/doi/full/10.1080/10872981.2019.1699765

Google search for 'coaching value and impact in medical education'

Maini, A., Fyfe, M. & Kumar, S. Medical students as health coaches: adding value for patients and students. BMC Med Educ 20, 182 (2020). https://doi.org/10.1186/s12909-020-02096-3

https://www.ama-assn.org/system/files/2019-09/coaching-medical-education-faculty-handbook.pdf

Graddy, Ryan MD; Wright, Scott MD. On the Value of Coaching in Medicine. Academic Medicine 91(8):p 1037, August 2016. | DOI: 10.1097/ACM.0000000000001270

https://journals.lww.com/academicmedicine/fulltext/2016/08000/on_the_value_of_coaching_in_medicine.4.aspx

Lovell, Ben. (2017). What do we know about coaching in medical education? A literature review. Medical Education. 52. 10.1111/medu.13482.

https://www.researchgate.net/publication/321728432_What_do_we_know_about_coaching_in_medical_education_A_literature_review

Carney, P.A., Bonura, E.M., Kraakevik, J.A. et al. Measuring Coaching in Undergraduate Medical Education: the Development and Psychometric Validation of New Instruments. J GEN INTERN MED 34, 677–683 (2019). https://doi.org/10.1007/s11606-019-04888-w

N. DeTurk, S., J. Kaza, A., & Ng Pellegrino, A. (2022). Coaching and Mentoring: Focus on Graduate Medical Education. IntechOpen. doi: 10.5772/intechopen.94182

https://www.intechopen.com/chapters/73843

https://icenetblog.royalcollege.ca/2022/10/13/coaching-catalyzes-culture-change-in-medical-education/

https://www.cureus.com/articles/100419-defining-advising-coaching-and-mentoring-for-student-development-in-medical-education#!/

https://www.lecturio.com/pulse/coaching-in-healthcare-education/

Definition of Coaching by the International Coaching Federation (ICF)

https://coachingfederation.org/

"ICF defines coaching as partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential. Coaching is a client-driven process.

The coach’s responsibility is to:

• Discover, clarify and align with what the client wants to achieve

• Encourage client self-discovery

• Elicit client-generated solutions and strategies

• Hold the client responsible and accountable

The coaching process helps clients improve their outlook on work and life, while improving their

leadership skills and unlocking their potential."

quoted from 'Unlock your Potential' by the ICF, accessed from https://coachfederation.org/app/uploads/2018/06/UnlockYourPotential.pdf, on 4 October 2022

https://pohsungoh.blogspot.com/2022/10/coaching-process-and-value-add-for.html

https://today.ucsd.edu/story/if-you-think-you-understand-how-incentives-work-think-again

https://www.theverge.com/2019/3/22/18277218/safi-bahcall-loonshoots-science-business-innovation-history-interview

https://arstechnica.com/science/2019/12/loonshots-and-phase-transitions-are-the-key-to-innovation-physicist-argues/?comments=1&comments-page=1

Google search for 'phase transitions to drive innovation'

"What zone am I in right now? ... What am I giving my attention to? ...What actions can I take right now?

The only way to get a new result is to take a new action ... (the questions above) can unlock new pathways when the territory gets unclear. Managing yourself starts with managing your nervous system, what you give your energy to, and what actions you can take. This is where you can begin to make a difference for your present and future."

- above quotes from "The Drucker Difference: Three Questions to Ask Yourself When Things Get Tough" with Jeremy Hunter, accessed on 9 April 2023 at https://www.cgu.edu/news/2023/01/the-drucker-difference-three-questions-to-ask-yourself-when-things-get-tough/

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https://www.forbes.com/sites/chrismyers/2018/02/23/how-to-find-your-ikigai-and-transform-your-outlook-on-life-and-business/?sh=97cb6062ed44

https://www.brainyquote.com/quotes/marianne_williamson_635419

"The top of one mountain is always the bottom of another." - Marianne Williamson

"In accepting his (Tony) award (after a 50 year career), (Andre) De Shields shared his three cardinal rules for longevity: One, surround yourself with people whose eyes light up when they see you coming. Two, slowly is the fastest way to get where you want to be. And three, the top of one mountain is the bottom of the next, so keep climbing, he said." quote from - https://www.latimes.com/entertainment/arts/la-et-cm-andre-de-shields-20190609-story.html

10) IAMSE 2023 - Pre-Conference Course, Saturday, 10 June 2023, Cancun

http://www.iamse.org/you-cant-miss-the-iamse-annual-conference-in-2023/

https://julnet.swoogo.com/iamse2023/agenda

Session Details

Name

Pre-Conference Course: The 5S of Small, Sustainable, Steps to Successful Scholarship for Health Professions Educators

Date & Time

Saturday, 10 June 2023, 12:15 - 15:15

Speakers

Alice Fornari - Donald and Barbara Zucker SOM at Hofstra/Northwell

Mildred López - Tecnologico de Monterrey

Sol Roberts-Lieb - Carle illinois College of Medicine

Elisabeth Schlegel - Western Atlantic University School of Medicine

Poh-Sun Goh - National University of Singapore

Description

Getting started and continuing in scholarship can be a challenge for all faculty as faculty need to know the how and have continuous faculty development in a distributed world. This workshop will provide participants with the theoretical background of Micro-Scholarship ( Goh, Roberts-Lieb, Sandars 2022), the process and potential use of a wide variety of technologies for Micro-Scholarship, and an opportunity to actively plan how they can develop and present their own scholarship of being a medical educator. In addition, participants will develop their approach to metareflection and identify supportive communities of practice and mentors.

Session Type

Pre-Conference

http://www.iamse.org/

building on previous presentation and published work below:

IAMSE Virtual Forum Lightning Talk, 5th or 6th December 2022

https://medicaleducationelearning.blogspot.com/2022/12/iamse2022virtualforum-lightningtalk_2.html

Our 'pitch' and key takeaway is a simple one:

https://julnet.swoogo.com/iamsevirtualforum22/2818602

https://julnet.swoogo.com/iamsevirtualforum22/2421279

https://julnet.swoogo.com/iamsevirtualforum22

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https://medicaleducationelearning.blogspot.com/2022/10/small-steps-to-successful-scholarship.html

and

https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html