Medical Education and eLearning Portfolio: December 2022

Thursday, 29 December 2022

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

"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)

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building on earlier post

Micro-Learning, Micro-Practice and Micro-Scholarship : Making Major Moves one micro-step at a time, Accessible and Available to All

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

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leading to upcoming IAMSE 2023 pre-conference course

https://medicaleducationelearning.blogspot.com/2023/05/the-5s-of-small-sustainable-steps-to.html

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Short running sharing session Abstract, and pre-session preparation and pre-reading below:

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

Pre-reading (below open access articles before session, and one open access illustration to prompt self-reflection and for discussion), and please come to the session with questions and personal reflections !

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

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

Using Technology - to Enhance Learning - for Others, and for Yourself (Faculty, and Personal : Professional Development) from Poh-Sun Goh

Small Steps to Successful Scholarship in Health Professions Education from Poh-Sun Goh

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

https://microscholarship.blogspot.com/

Google search for 'open educational resources in medical education'

OER in Teaching and Learning - Johns Hopkins University / Medicine

Benefits of using OER - PennState

https://ait.libguides.com/openeducation

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

https://libguides.nus.edu.sg/OER

https://libguides.cmich.edu/OER/medicine

https://alvernia.libguides.com/oer/health

https://libraryguides.lib.iup.edu/oer/examples

https://libguides.und.edu/smhsoer

https://www.opencolleges.edu.au/informed/features/10-open-educational-resources-know/

https://opentextbc.ca/teachinginadigitalage/chapter/oer/

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

Principles and Examples of OER - George Mason University

What are OER and how do they differ from Open Access, Library-Licensed and Affordable Course Content? - University of Mary Washington

Hettige, S., Dasanayaka, E. & Ediriweera, D.S. Student usage of open educational resources and social media at a Sri Lanka Medical School. BMC Med Educ 22, 35 (2022). https://doi.org/10.1186/s12909-022-03106-2

Patel, D., & Parsley, S. (2015). Open educational resources. Community eye health, 28(90), 34.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4675263/

https://openedoz.org/wp-content/uploads/2015/10/Exploring-the-use-of-Open-Educational-Resources-OER-in-medical-education-at-the-University-of-Tasmania.pdf

Hilton, J. Open educational resources and college textbook choices: a review of research on efficacy and perceptions. Education Tech Research Dev 64, 573–590 (2016). https://doi.org/10.1007/s11423-016-9434-9

above illustration

By Evolution and evolvability - Own work, CC BY 4.0, https://commons.wikimedia.org/w/index.php?curid=115660986

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

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

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

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

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

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

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

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

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

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

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

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

Google search - 'constructivism'

https://www.buffalo.edu/catt/develop/theory/constructivism.html

https://en.wikipedia.org/wiki/Constructivism_(philosophy_of_education)

Google search - 'cognitive learning theory'

https://www.phoenix.edu/blog/what-is-cognitive-learning-theory.html#:~:text=Cognitive%20learning%20theory%20focuses%20on,build%20up%20over%20a%20lifetime.

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https://www.straitstimes.com/singapore/smu-graduates-to-get-transcript-of-co-curricular-activities-and-skills-learnt-starting-in-2025

https://www.smu.edu.sg/about/vision-2025

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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:

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

"(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

https://microscholarship.blogspot.com/

above posted on https://www.instagram.com/p/CqRusJGhp2V/

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

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Digital Scholarship in Medical Education - Three key takeaways

"The use of technology to support educational scholarship has been called digital scholarship" (Goh and Sandars, 2019)
Goh PS, Sandars J, 2019, 'Digital Scholarship – rethinking educational scholarship in the digital world', MedEdPublish, 8, [2], 15, https://doi.org/10.15694/mep.2019.000085.1

Digital Scholarship to make (our efforts) visible, accessible, and assessable

Digital scholarship, to add to academic discourse, and get recognised for this
(can be disseminated and scaled up on Social Media)

https://medicaleducationelearning.blogspot.com/2020/04/digital-scholarship-in-medical.html

➡ 'Digitalisation is' - 'Digitalisation is the incorporation of digital technologies into business/social processes, with the goal of improving them'.
quoted from
https://www.scrive.com/digitalisation/

Digitalisation can:

Show what we teach with and assess on.

Show how we teach, and students learn.

Show outcomes and impact of our educational and training efforts.

Allow us to engage in and demonstrate scholarship in a visible, accessible and assessable manner.

Poh-Sun Goh, 28 June 2020 @ 0849am

Digital Scholarship is:

"The use of technology to support educational scholarship has been called digital scholarship" (Goh and Sandars, 2019)
Goh PS, Sandars J, 2019, 'Digital Scholarship – rethinking educational scholarship in the digital world', MedEdPublish, 8, [2], 15, https://doi.org/10.15694/mep.2019.000085.1

Digital Scholarship to make (our efforts) visible, accessible, and assessable

Digital scholarship, to add to academic discourse, and get recognised for this
(can be disseminated and scaled up on Social Media)

e.g.
https://medicaleducationelearning.blogspot.com/2020/03/a-vision-of-use-of-technology-in.html

above from

https://www.instagram.com/p/B1Hubh0HUGZ/

https://www.instagram.com/p/BxdaH3onLL0/

http://edutechwiki.unige.ch/en/Connectivism

Digital Scholarship in Medical Education from Poh-Sun Goh

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"Rethinking the Scholarship of Teaching and Learning for a Digital Age"
by Poh-Sun Goh

available on the following blogpost ⏯https://medicaleducationelearning.blogspot.com/2019/05/sotl-and-rime-workshop-cenmed-wednesday.html

reproduced below section:

Rethinking the Scholarship of Teaching and Learning for a Digital Age

Poh-Sun Goh

The Scholarship of Teaching and Learning (SoTL) is a set of unifying ideas centred around proposals put forward in a series of scholarly articles by Boyer, Glassick, Hutchings and Shulman, and embraced by the scholarly community (Boyer 1990; Glassick 2000; Hutchings & Schulman 1999). The aim of this Short Communication is to expand upon each category of scholarship proposed by Boyer, by adding the scholarship of Creation, Curation with attribution, Transfer to practice, and Workplace/Lifelong learning; add to Glassick’s six standards the Digital standards of Openness and Visibility, and expand on Hutchings and Shulman’s three minimum requirements of scholarship by incorporating ideas from networked learning and connectivism by George Siemens (Siemens 2005). We hope that this article contributes to move forward thinking on the SoTL, for a Digital Age.

The Scholarship of Creation is well accepted in the Arts, and has analogies to the creative process when a medical educator creates educational materials. A strong argument can be made, and has been made that this is similar to the recognition that artists receive, particularly when their work is presented for public review, critique and commentary (Boyer 1990; Hutchings & Schulman 1999). The creation of digital materials for medical education and training, is hard work, often inspirited by the same creative impulse that drives artistic endeavours, particularly when imbued with an intentional, informed, reflective, scholarly approach; and is similar to the scholarship of discovery. Awareness of this should be raised in both the medical education community, and amongst our administrative peers, to recognise and reward medical education scholars during appointments, promotion and the tenure process.

Similarly, the act of artistic curation, and the professional work of curators in the Arts, has similarities to the work of medical educators, when we assemble educational and training materials. A strong argument again can be made that this has similarities to the Scholarship of Integration (Boyer 1990), and should be given academic and professional recognition and reward, similar to the Scholarship of Creation. Digital platforms and processes makes the Scholarship of Curation open, accessible and visible.

Taking this argument further, the act, or Scholarship of Transfer to Practice, has an analogy with the Scholarship of Application. Digital practice makes this again particularly open, and visible to peers, assessors and evaluators, and when a scholarly approach as proposed by Glassick (2000) is applied to this Scholarship of Practice, appropriate academic recognition can be again accorded to this effort.

The focus of outcomes of learning and teaching guides both the Scholarship of Teaching, and our focus in Workplace and Lifelong learning. Technology enhanced learning (TEL), makes the educational and learning process, as well as performance outcomes of this process open and visible, through a digital analytics process (Goh 2017).

As we examine the categories of scholarship proposed by Boyer, the affordances of digital teaching and learning, and draw analogies and inspiration from practices in the Arts; an argument can be made that awareness, and recognition of the efforts of medical educators in Creation, Curation, Transfer to Practice and Workplace and Lifelong learning can and should given.

References:

Boyer EL. 1990. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.

Glassick CE. 2000. Boyer's expanded definitions of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching. Acad

Med. Sep;75(9):877-80.

Goh, P.S. Learning Analytics in Medical Education. MedEdPublish. 2017 Apr; 6(2), Paper No:5. Epub 2017 Apr 4. https://doi.org/10.15694/mep.2017.000067

Siemens G. 2005. Connectivism: A learning theory for the digital age.International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.

Hutchings P, Shulman LS. 1999. The Scholarship of Teaching: New Elaborations, New Developments, Change: The Magazine of Higher Learning, 31:5, 10-15, DOI: 10.1080/00091389909604218

Three takeaways:

1) The scholarship categories proposed by Boyer (Discovery, Integration, Application and Teaching) can be each expanded to include Creation (Digital content and online repositories), Curation with attribution, Transfer to practice and Work place/Life long learning.

2) That we add to Glassick's six standards (Clear goals, adequate preparation, appropriate methods, significant results, effective presentation and reflective critique) with Digital standards of openness (with focus on making the learning process, and data to inform - demonstrate outcomes of learning visible and accessible openly online).

3) That we expand on Schulman's three minimum requirements of scholarship (public, in form suitable for critical review and evaluation, accessible for exchange with, and to be build upon by other members of the scholarly community) for the digital age, incorporating the ideas from George Siemens (connectivism: a learning theory for the digital age) combined with classical educational pedagogy of relevant, contextual, collaborative, active learning with feedback.

https://medicaleducationelearning.blogspot.com/2018/09/digital-scholarship.html

Weller, M. (2011) The Digital Scholar: How Technology Is Transforming Scholarly Practice. London: Bloomsbury Academic. http://dx.doi.org/10.5040/9781849666275

see Chapter 1: Digital, Networked and Open
and Chapter 4: The Nature of Scholarship

and Chapter 11: Reward and Tenure

See more on follow up blogpost
⏯https://medicaleducationelearning.blogspot.com/2020/05/eportfolios-as-visible-and-tangible.html

Avital Y. O'Glasser, Vineet M. Arora, Teresa M. Chan; Capturing and Articulating Visual Media as Scholarship. J Grad Med Educ 1 April 2022; 14 (2): 233–234. doi: https://doi.org/10.4300/JGME-D-22-00112.1

Breu, A. C., Abrams, H. R., Manning, K. D., & Cooper, A. Z. (2021). Tweetorials for Medical Educators. Journal of graduate medical education, 13(5), 723–725. https://doi.org/10.4300/JGME-D-21-00767.1

Artino, A. R., Jr, Zafar Iqbal, M., & Crandall, S. J. (2023). Debunking the Learning-Styles Hypothesis in Medical Education. Academic medicine : journal of the Association of American Medical Colleges, 98(2), 289. https://doi.org/10.1097/ACM.0000000000004738

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

https://medicaleducationelearning.blogspot.com/2023/01/why-write-on-regular-basis.html

Doja, A., Eady, K., Horsley, T. et al. The h-index in medical education: an analysis of medical education journal editorial boards. BMC Med Educ 14, 251 (2014). https://doi.org/10.1186/s12909-014-0251-8

Promotion at the Johns Hopkins School of Medicine, (March, 2010) J. Brooks Jackson

https://www.hopkinsmedicine.org/gim/faculty-resources/useful_links/PPC%20Promotion.pdf

Moffatt, D. C., Shah, P., Wright, A. E., Zon, K., & Pine, H. S. (2022). An Otolaryngologist's Guide to Understanding the H-index and How It Could Affect Your Future Career. OTO open, 6(2), 2473974X221099499. https://doi.org/10.1177/2473974X221099499

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Using Technology - to Enhance Learning - for Others, and for Yourself (Faculty, and Personal : Professional Development)

Using Technology - to Enhance Learning - for Others, and for Yourself (Faculty, and Personal : Professional Development) from Poh-Sun Goh

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

Saturday, 24 December 2022

#CaptionStory and #MicroScholarship

by Poh-Sun Goh, Sunday, 25 December 2022, 0738am, Singapore Time

to Catch #Attention, and generate #Engagement

as example of #MicroStoryTelling, and #VisualStoryTelling

in bite-size, compact #MicroContent

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"Our Tagline: (and Headline)

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

and !

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

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"Our Professional Practice(s) and Portfolios AS Scholarship. Accessible and Assessable. Micro-Practice and Micro-Portfolio items AS Assessment." - Poh-Sun Goh, 18 December 2022, Sunday, 0532am, Singapore Time

https://medicaleducationelearning.blogspot.com/2022/12/linking-outcomes-learning-and-training.html

https://bettermarketing.pub/the-art-of-pitching-how-i-got-published-in-the-atlantic-b068e8e3e406

"Why Audiences Hate Hard News—and Love Pretending Otherwise. Ask readers what they want, and they'll tell you vegetables. Watch them quietly, and they'll mostly eat candy." By Derek Thompson

https://www.theatlantic.com/business/archive/2014/06/news-kim-kardashian-kanye-west-benghazi/372906/

Friday, 16 December 2022

Linking Outcomes (Learning and Training Objectives) or Job to be Done to ‘a Curriculum’

Linking Outcomes (Learning and Training Objectives) or Job to be Done to ‘a Curriculum’ from Poh-Sun Goh

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

and

https://telmeded.blogspot.com/2022/12/showing-what-we-teach-with-and-assess.html

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"Our Tagline:

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

and !

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

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Lakhtakia, R., Otaki, F., Alsuwaidi, L., & Zary, N. (2022). Assessment as Learning in Medical Education: Feasibility and Perceived Impact of Student-Generated Formative Assessments. JMIR medical education, 8(3), e35820. https://doi.org/10.2196/35820

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

https://microscholarship.blogspot.com/

Goh, PS, Schlegel, E. Small, Sustainable, Steps to Success as a Scholar in Health Professions Education - Micro (Macro and Meta) Matters. (The Asia Pacific Scholar, submitted revision on 3 October 2022, accepted for publication 1 November 2022).

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

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

Wednesday, 7 December 2022

M3 Tutorial on Friday, 9 December 2022 @ 1pm

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Email message to M3 students on Thursday, 8 December 2022

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Dear Phase III Surgery CG 14-25 Students,

For the Radiology session “Acute Abdomen”, this will be a one hour scheduled live interactive teaching session (on Zoom) this Friday, 9 December 2022 at 1pm, including time for self-study during the 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/2022/12/m3-tutorial-on-friday-9-december-2022.html

Remarks : Please review the session outline and content before the tutorial. During the live session, I will highlight relevance of material, share ideas of how to make full use of this material, and for those students who have reviewed material beforehand, engage in interactive Q and A. Other students will have around 30 minutes or more within the allocated curricular time to do self-study of this material.

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 Friday. 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/2022/09/m3-tutorial-on-tuesday-27th-september.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

https://www.learningscientists.org/interleaving

https://www.learningscientists.org/downloadable-materials

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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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Radiology Bowel Perforation

Radiology Bowel Obstruction

Radiology Acute Appendicitis

Radiology Acute Cholecystitis

Radiology Acute Diverticulitis

Radiology Acute Pancreatitis

Radiology Colon Cancer

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Section below for self-directed learning

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https://radiopaedia.org/articles/abdominal-radiology-for-students-curriculum

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)

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Google and Entrada analytics for current tutorial

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Friday, 2 December 2022

#IAMSE2022VirtualForum - #LightningTalk - Small Steps to Successful Scholarship in Health Professions Education - from Micro to Meta Levels

Small Steps to Successful Scholarship in Health Professions Education - from Micro to Meta Levels

Elisabeth Schlegel (* presenter) and Poh-Sun Goh

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

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

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Small Steps to Successful Scholarship in Health Professions Education - from Micro to Meta Levels from Poh-Sun Goh

Goh PS and Sandars J. Insights from the culinary arts for medical educators [version 1]. MedEdPublish 2017, 6:10 https://doi.org/10.15694/mep.2017.000010

TeL in HPE - a Culinary Analogy from Poh-Sun Goh

additional material here -

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

e.g.

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#BuildingBlocksOfScholarship in #MedicalEducation

https://medicaleducationelearning.blogspot.com/2021/05/buildingblocksofscholarship-in.html

and

#Categories of Scholarship in Medical Education #Scholarship in MedEd #Micro-Scholarship

https://medicaleducationelearning.blogspot.com/2021/05/categories-of-scholarship-in-medical.html

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from

https://medicaleducationelearning.blogspot.com/2020/04/iamse-2020-plenary-presentation-medical.html

Goh, PS. Medical Educator Roles of the Future. Med.Sci.Educ. 30 (Suppl 1), 5–7 (2020). https://doi.org/10.1007/s40670-020-01086-w

from

https://medicaleducationelearning.blogspot.com/2021/04/the-vision-of-transformation-in-medical.html

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

https://doi.org/10.3946/kjme.2021.197

from

Goh P. S. (2016). Using a blog as an integrated eLearning tool and platform. Medical Teacher, 38(6), 628–629. https://doi.org/10.3109/0142159X.2015.1105947

Schlegel, E. (2021). (Not Only) for Medical Students: Get involved in Medical Education Research & Scholarship. http://elisabeth-fm-schlegel.weebly.com/elearning-bites/not-only-for-medical-students-get-involved-in-medical-education-research-scholarship

to a proposed innovation in scholarship - Micro-Scholarship

and

Everything I have learnt about (e)Learning (updated 7 April 2020) from Poh-Sun Goh

#The first step (in Technology enhanced Learning) from Poh-Sun Goh

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https://en.wikipedia.org/wiki/Blogger_(service)

(Background information about Blogger platform)

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

(Background information about SlideShare platform)