Basics of AI in Health Professions Education: AI for All
Workshop Description
This workshop will cover the basic ideas, principles and practices of AI in Health Professions
Education (HPE). There will be short faculty presentations, and opportunities for both interactive
discussions, demonstrations and exploration using AI in HPE. We will start by exploring basic ideas and principles at a working level, to build a foundation for further discussion and exploration. We will then explore how and where AI is embedded in how we practice and the tools and platforms we use, including when we do online search, take advantage of autocomplete and chatbot options, AI tools and extensions within work productivity software, and standalone AI platforms and mobile Apps. The aim of this workshop is to build AI literacy, practise common applications such as developing NBME-style questions, structured clinical case based teaching outlines, AI facilitated short teaching video production, or even write fun class summary poems to elevate the mood on a difficult subject. Further goals include developing a deeper appreciation of the potential and pitfalls of using AI, exploring pedagogy, policies as well as research and scholarship avenues using AI in HPE. At the end of this workshop, participants will have a foundation to actively participate in discussions using AI in HPE, as well as foundational knowledge to actively explore and use AI in HPE.
-To review the basic ideas, principles and practices of AI in Health Professions Education (HPE).
-To build AI literacy, practise common applications
-To build a a foundation to actively participate in discussions using AI in HPE, as well as
foundational knowledge to actively explore and use AI in HPE.
Who Should Attend
Health professions educators who are interested in reviewing the basic ideas, principles and
practices of AI in Health Professions Education (HPE); building AI literacy, practising common
applications, building a foundation to actively participate in discussions using AI in HPE, as well as foundational knowledge to actively explore and use AI in HPE.
Lopez, M., Goh, PS. (2024). Catering for the Needs of Diverse Patient Populations: Using ChatGPT to Design Case-Based Learning Scenarios. Med.Sci.Educ. Published online 13 January 2024. https://doi.org/10.1007/s40670-024-01975-4
“Artificial intelligence and machine learning, and instructors in their role as trainers and coaches, give feedback and provide dynamic, personalised customisation of learning content and training experiences.”
- including idea that we are already using AI whenever we do an online search, use common software and mobile Apps, and interact with our mobile and computing devices
What is available, how to use AI, examples
- how can we use embedded AI intentionally?
- how can we best blend use of technology, including AI, with learning science, instructional design and sound pedagogy?
Can Chat GPT and Bard provide references for its answers?
"explaining and justifying answers with evidence and literature as indicator of learning"
--
"What is Learning?
How can we promote, encourage and support deep learning rather than superficial surface learning?
How can we, as educators, instructors, guides and coaches facilitate the learning process?
How can we best use AI to support, and facilitate learning? For example by requiring learners to demonstrate understanding, by explaining, justifying and supporting their answers; including providing evidence, literature, theory and logical arguments and explanations."
Poh-Sun Goh, 28 November 2023 @ 0923am, Singapore Time
"One of the key differences between Google Bard and ChatGPT is their access to the internet. Google Bard has real-time access to the internet, which means that it can access the latest information and keep its responses up-to-date. ChatGPT, on the other hand, does not have real-time access to the internet." - https://www.simform.com/blog/google-bard-vs-chatgpt/
Using Chat GPT 3.5, and three prompts,
- Develop clinical case to manage breathless patient
- With suspected COVID-19 (follow up prompt)
- Develop clinical skills training simulation to manage patient with suspected pneumothorax
Selected transcript from TED talk above: Machine Learning, AI, and the Future of Education | Marc Natanagara | TEDxBrookdaleCommunityCollege - https://www.youtube.com/watch?v=gjDPtzJQnyM&t=2s (accessed 31 December 2023)
Develop clinical skills training simulation to manage patient with suspected pneumothorax
Response below:
To develop a clinical skills training simulation to manage a patient with suspected pneumothorax, you can consider the following steps:
1. Identify the learning objectives: Determine the key concepts and skills that you want the simulation to teach. For example, you may want to focus on identifying the signs and symptoms of pneumothorax, performing a chest examination, and interpreting chest X-rays.
2. Design the simulation: Create a scenario that simulates a patient with suspected pneumothorax. This could include designing a manikin or using a virtual patient simulator. Ensure that the scenario is realistic and includes all the necessary equipment and supplies.
3. Develop the curriculum: Create a curriculum that outlines the learning objectives, simulation scenario, and assessment tools. This should include a detailed description of the simulation scenario, the expected outcomes, and the assessment criteria.
4. Conduct the simulation: Run the simulation with the participants. Ensure that the simulation is conducted in a safe and controlled environment. Provide feedback to the participants and encourage them to reflect on their performance.
5. Evaluate the simulation: Evaluate the effectiveness of the simulation in achieving the learning objectives. This could include assessing the participants’ knowledge, skills, and confidence before and after the simulation.
For more information on nursing care management for patients with pneumothorax, you can refer to the following resource 1:
* Pneumothorax Nursing Care and Management: Study Guide 1
I hope this helps! Let me know if you have any other question
"One of the key takeaways from our workshop is to recommend our participants build experience on one core platform, app or AI tool e.g. chat GPT or Bard; whilst also being open to newer options." - Poh-Sun
Trends in teaching and learning with OER: from microlearning to microscholarship (10 minutes)
Poh-Sun Goh, National University of Singapore
Leveraging the power of OER and Open Digital Practices, we envisage a future where learning transcends the traditional classroom and evolves into a continuous, accessible, and inclusive journey. In this presentation, we explore the transformative potential of "Micro-Learning, Micro-Practice, and Micro-Scholarship" in making educational and professional development accessible to all, one micro-step at a time. With a focus on “small bites” of learning, we will explore the intricate roadmap of progressing gradually but significantly through a structured pathway of micro-steps, mirroring the compounding growth observed in nature. Each step is nurtured through meticulous instruction, guided reflection, and feedback, supported by an inclusive Community of Practice (CoP). We will highlight the role of contemporary technology tools and platforms in not only supporting these micro-steps but in facilitating an environment that fosters sharing and collaboration through a network of individuals and institutions, both formal and informal. We promote the co-creation and curation of content that is reusable across platforms, promoting a culture of sharing and collaboration through open access documents, websites, and digital repositories.
Good morning. Thank you for attending this symposium.
In my short presentation, I want to make the case for “open” digital practice - with “open” meaning “public” visible, accessible, and assessable practice - from the very get-go. In other words, from the very beginning, and throughout our learning, educational, and training practice we aim to be open, and public every step of the way.
The argument is that by doing so, there is minimal additional effort to create public, sharable content on demand, as we are making individual components, and individual steps, open and public along the way.
This content, in digital form, can then be easily shared in modular small pieces, or combined into larger pieces of work. As open educational resources. This approach is accessible to all, and is a sustainable practice.
Modern digital tools, platforms and Apps facilitate and support this process, allowing our efforts to scale, and compound.
Being digital first, and digital ready, from the very outset; engaging in open, public micro-learning and micro-practice; makes accessible content for sharing, conversations and collaborations within and across learning communities, and networks of individuals and institutions, supporting a culture of sharing and collaboration through open access documents, websites, and digital repositories.
-
To share an observation, and a simple strategy - That we ‘do’, and ‘to’ learn, practice, teach and share, including engage in scholarship in small steps, in small pieces - working with key words and phrases, definitions of ideas, cited references including key points and relevant takeaways from these; illustrations; practice tips and pointers. These can be written, narrated or demonstrated, including in video, audio, and on newer display platforms and formats. Each piece in digital form, each piece potentially modular and reusable - working with created, curated and combined content (with appropriate permission and correct attribution). We are all familiar with the process to taking note of what catches our attention, is relevant and useful; making notes and sharing these notes. In this symposium we will focus on strategies to engage in open digital practice, including developing Open Educational Resources (OER) and using these in Medical Education - by sharing ways of thinking, and doing, including approaches, tools and platforms. Two open access recent publications allude to this process (Goh & Schlegel, 2023; Goh, Roberts-Lieb and Sandars, 2023).
References:
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
Microsoft Co-Pilot Prompt: Open Education In Health Professions Education including references and further reading
Response: (1 January 2024)
Open education is a movement that aims to provide free and accessible educational resources and opportunities for anyone, anywhere. In health professions education, open education can help to address the challenges of increasing demand, limited resources, and changing needs of learners and educators. Some examples of open education in health professions education are:
Open textbooks: These are textbooks that are freely available online, often with a Creative Commons license that allows users to reuse, remix, and redistribute them. For instance, Creative Clinical Teaching In The Health Professions is an open textbook that offers practical guidance and strategies for clinical educators.
Open online courses: These are courses that are delivered online, usually without any fees or prerequisites, and that can be accessed by anyone with an internet connection. For example, the IHI Open School offers courses on quality improvement, patient safety, health equity, and graduate medical education.
Open journals: These are journals that publish peer-reviewed articles online, without charging authors or readers any fees, and that allow users to access, download, and share the articles freely. For example, Health Professions Education is an open journal that covers topics such as curriculum, assessment, evaluation, and research in medical education.
Open education in health professions education has many potential benefits, such as:
Enhancing access and equity: Open education can reduce the barriers of cost, location, and time for learners and educators, and enable them to access high-quality and relevant educational resources and opportunities .
Promoting collaboration and innovation: Open education can foster a culture of sharing and co-creation among learners and educators, and encourage them to adapt, improve, and create new educational resources and practices .
Improving quality and outcomes: Open education can support the development of competencies and skills that are essential for health professionals, such as critical thinking, problem-solving, communication, and lifelong learning .
However, open education in health professions education also faces some challenges, such as:
Ensuring quality and credibility: Open education relies on the voluntary contributions and reviews of learners and educators, which may not always guarantee the accuracy, validity, and reliability of the educational resources and activities .
Addressing ethical and legal issues: Open education involves the use and reuse of intellectual property, personal data, and sensitive information, which may raise concerns about plagiarism, privacy, consent, and attribution .
Supporting engagement and motivation: Open education requires learners and educators to be self-directed, autonomous, and responsible for their own learning and teaching, which may not always match their preferences, expectations, and needs .
Therefore, open education in health professions education requires careful planning, implementation, and evaluation, as well as ongoing support and guidance from various stakeholders, such as institutions, educators, learners, and policymakers .
If you are interested in learning more about open education in health professions education, you can refer to the following references and further readings:
: What is Open Education? | Open Education : Open Education in Health Professions Education: A Scoping Review | SpringerLink : Creative Clinical Teaching In The Health Professions - Open Textbook Library : IHI Open School | Institute for Healthcare Improvement : Health Professions Education – DOAJ : Open Educational Resources in Health Education: A Cross-Sectional Study | SpringerLink : Open Educational Practices in Health Education: A Scoping Review | SpringerLink : Open Education and Critical Pedagogy | SpringerLink : Quality Assurance of Open Educational Resources: What Do We Know and What Should We Do? | SpringerLink : Ethical and Legal Issues of Open Access and Open Educational Resources | SpringerLink : Motivations, Challenges, and Opportunities for Engaging in Open Educational Practices: A Mixed Methods Study | SpringerLink : Open Education in Health Professions Education: A Framework for Action | SpringerLink
For the Radiology session “Acute Abdomen”, this will be a one and a half hour scheduled live interactive teaching session (on Zoom) this coming Friday, 8 December 2023 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/2023/11/m3-tutorial-on-friday-8-december-2023.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/2023/07/m3-tutorial-on-monday-10-july-2023-1pm.html
⬇️
Start here with background info and learning tips
⬇️
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.
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).
⬇️
Below section is alternative exploratory path (Option 2)
Starting with background information, and "curriculum"
