Thursday, 27 July 2023

Technology Enhanced Learning Workshop @ CenMED, NUS - 3 August 2023

Dear Participants, 

Thank you for signing up for this workshop on Technology Enhanced Learning.

I will be presenting and referring to material directly from this open access blog during the workshop.

https://medicaleducationelearning.blogspot.com/2023/07/technology-enhanced-learning-workshop.html

I have requested that this blog be shared with you one week before the workshop. Please take around 30 minutes to browse through the material, and read further into what catches your attention, or you feel might be relevant for you. We will have the opportunity during the workshop for you to ask questions, and to have an interactive discussion.

Warmest regards,

Poh-Sun

https://orcid.org/0000-0002-1531-2053



above video generated with Lumen5

version 2 below link
https://lumen5.com/user/dnrgohps/untitled-video-wl1rv/




References and Further Reading

Christensen CM, Hall T, Dillon K, Duncan DS. Know your customers’ “jobs to be done”. https://hbr.org/2016/09/know-your-customers-jobs-to-be-done

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

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

Sandars, J., Correia, R., Dankbaar, M., de Jong, P., Goh, P.S., Hege, I., Masters, K., Oh, S.Y., Patel, R., Premkumar, K., Webb, A., Pusic, M. (2020). 'Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic'. MedEdPublish, 9, [1], 82, https://doi.org/10.15694/mep.2020.000082.1

Goh P.S, Sandars J. (2020) 'A vision of the use of technology in medical education after the COVID-19 pandemic', MedEdPublish, 9, [1], 49, https://doi.org/10.15694/mep.2020.000049.1

Goh, P.S. (2016). Using a blog as an integrated eLearning tool and platform. Med Teach. Jun;38(6):628-9. Epub 2015 Nov 11. http://www.ncbi.nlm.nih.gov/pubmed/26558420


https://medicaleducationelearning.blogspot.com/2023/05/innovations-in-medical-education.html


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

https://sites.google.com/a/msad60.org/technology-is-learning/samr-model

https://www.schrockguide.net/samr.html


https://aiinhpe.blogspot.com/2023/06/role-of-ai-in-health-professions.html


Macneill, Heather & Masters, Ken & Nemethy, Kataryna & Correia, Raquel. (2023). Online learning in Health Professions Education. Part 1: Teaching and learning in online environments: AMEE Guide No. 161. Medical teacher. 1-14. 10.1080/0142159X.2023.2197135. 
https://www.tandfonline.com/doi/full/10.1080/0142159X.2023.2197135





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

Poh-Sun Goh, 2 August 2023, 0658am, Singapore Time


How can we make learning, professional practice and development, and scholarship accessible and available to all?

Whether a new student, novice practitioner, or early scholar?


We offer the following 'recipe' and process:


We learn in small bites (bytes). Taking small (micro-) steps. Small (micro-) efforts. 


These add up, accumulate, compound and cumulatively, with instruction, guidance, reflection and feedback, supported by a practice environment and Community of Practice (CoP) lead to progressive mastery - knowledge, skills and attitudes (heads, hands and hearts).


Technology tools and platforms, and (social-professional) networks, institutional, organisational and loose CoP networks, support and facilitate Learning, Practice and Scholarship.


What does a single small step, of Micro-Learning, Micro-Practice and Micro-Scholarship look like?


How does learning and training science inform and support these practices?


Consider one unit, one (modular) piece of knowledge or skill. At its most granular level. For example one concept, it's definition, how to use and apply it. One illustration. One demonstration (of a skill). Add a single (or more) instructional idea or tip, a single (or more) reflection, and example(s) of application to form a unit of individual Micro-Learning, Micro-Practice and through open engagement and (digital) practice Micro-Scholarship.


Each unit, each (modular) piece is ideally #Reusable, #AcrossPlatforms.

As educators, and learners, we can support and facilitate this process through a systematic process to #Curate (with attribution) and #Create #Content, in an #Accessible #OpenAccess #Document, #Website(s) or #DigitalRepository. #AtHand and #Accessible.


We See (are exposed to, and observe), Do (explore, practice with guidance, reflection and feedback), Teach (including peer teaching and sharing, learn through recall, explanation, elaboration and recall), and engage in Scholarship (through documenting, writing, producing e.g. creating, curating, combining, integrating, applying and using - teaching and sharing; the Scholarship of Discovery, Integration, Application and Practice-Teaching [Boyer], with intentionality and informed [Glassick] and through open (digital) practice [Shulman]).


We learn, practice and engage in scholarship in small steps, using small units of content, modular pieces of knowledge. Which add up. Accessible and available to all, using Open Education Resources, and through Open Digital Practice


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above modified from post on blog below


#Reusability #AcrossPlatforms is key
#Learn, #Teach, #Share, #Engage with #ReusableDigitalContent in its #MostGranularForm
#MakeSureYourCoreContent-is-#Modular-and-#Accessible-#Transferable+AcrossPlatforms-Current-InFuture


Curation (with attribution/citation) and Creation of modular shareable re-usable digital content 
Progressively and systematically collect and link to this material (open access)
Goh, P.S. (2016). Using a blog as an integrated eLearning tool and platform. Med Teach. Jun;38(6):628-9. Epub 2015 Nov 11. http://www.ncbi.nlm.nih.gov/pubmed/26558420
Show - 
and


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

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


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https://medicaleducationelearning.blogspot.com/2023/05/strategies-for-developing-open.html

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Opening comments for #TeLMedEd Workshop #@CenMed
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Below section first posted on 
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One sentence takeaway - 
Poh-Sun Goh
22 February 2021 @ 1955hrs
"Hungry students, trained teachers, know (and use) what is available (and at hand)."




#MakeSureYourCoreContent-Is-#Modular+#Accessible-#Transferable+AcrossPlatforms-Current-Future. Poh-Sun Goh, 6 May 2021, 1045am, Singapore Time

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🔄

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https://telmeded.blogspot.com/2021/02/telmededqandapanel-university-of.html

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One sentence takeaway - 
Poh-Sun Goh
22 February 2021 @ 1955hrs
"Hungry students, trained teachers, know (and use) what is available (and at hand)."

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🔄
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eLearning or Technology enhanced Learning
- What it is not, and 'is'
by
Poh-Sun Goh
22 February 2021 @ 1836hrs, Singapore Time
(inspired by a long hot shower)

A 'book' is a 'technology', but alone is 'not' learning.
A 'tablet', mobile device, wearable computing interface/wearable tech, laptop or desktop computer is 'technology', but alone is 'not' learning.

Access to, or visiting a 'library' is 'not' learning.
Access to 'online' digital content is (in and of itself) 'not' learning.

Learning is a physiological (cognitive) process, which requires a combination of 'hunger' or 'desire' to learn, active 'interaction' with content, and a learning or training process (ideally following a deliberate practice with feedback and reflection, and mastery training paradigm), informed by learning science, instructional design principles, pedagogically and technologically literate and trained instructors and teachers (including for clinical practice domain experts), with students and trainees undergoing a stepwise, progressive, cumulative, both to the task and for the task, but ultimately a lifelong, self-directed, self-motivated (including knowing when and how to seek both human and increasingly AI guided coaching and instruction) educational developmental process.

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My opening comments for workshop as reflection and opening discussion - 'e' in TeL = engagement. Learner has 'job to be done'. 'E'ngages technology, online resources, instructor, to get job done. Is and remains 'e'ngaged with the content, process, if job gets done. Technology 'engages' learners, 'extends' engagement, 'expands' engagement.


above first posted on https://www.instagram.com/p/CceT4Pivil3/



above first posted on https://www.instagram.com/p/CceT7lUPyWD/



above first posted on https://www.instagram.com/p/CceT_IrvWZ2/



above first posted on https://www.instagram.com/p/Cce-TNPPMCZ/



above first posted on https://www.instagram.com/p/Cce-WQ_vOvB/



above first posted on https://www.instagram.com/p/Cce-aK6v33-/

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

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Show and (use) TeL (Technology to engage Learners and enhance Learning)

In a nutshell - Show (to catch attention and capture interest - headline, image, video), Tell (describe value-add, use), Do (experience and explore through practice), Share (report back, reflect, discuss, deepen insight - Teach), Write ✍️ (Scholarship deepens insight and refines practices, codifies knowledge, and know how, makes tacit knowledge explicit). Poh-Sun Goh, 16 April 2022, 0443am, Singapore time




Task, Tech, Teach, Try, Transfer
Poh-Sun Goh, 17 April 2022, 0146am, Singapore Time

Fact - Note, Message, App 

Thinking 💭 - Narration, Audio - clip,

Skill - Description, Instructions
Show - Image, Illustrations, Demonstrate, Video, Mixed Reality
Simulations 

Feeling, Convictions - any of above

For any of above - choose analog or Tech tool/platform 

e.g write ✍️ note, send text, email 📧;
call ☎️, record audio message, podcast; 
sketch ✍️ diagram, create digital graphic; 
demonstrate technical skill, do video recording (choose point of view e.g operators viewpoint); 
simple to high fidelity simulation; immersive virtual and mixed reality 



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




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Wednesday, 5 July 2023

M3 Tutorial on Monday, 10 July 2023 @ 1pm



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Email message to M3 students on Thursday, 6 July 2023
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Dear Phase III Surgery CG 1-13 Students,
For the Radiology session  “Acute Abdomen”, this will be a one and a half hour scheduled live interactive teaching session (on Zoom) this Monday, 10 July 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/2023/07/m3-tutorial-on-monday-10-july-2023-1pm.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 Monday. 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/2022/12/m3-tutorial-on-friday-9-december-2022.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 Colon Cancer


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Section below for self-directed learning



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Google and Entrada analytics for current tutorial
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