Open Education In Health Professions Education: Journeying Beyond Open Access - APMEC 2024 Conference Symposium (SYM 12)
Dr. Tao Le, Dr. Goh Poh-Sun, Prof. Tran Diep Tuan, Ms. Michelle Lam
19 January 2024, from 9.00 am – 10.00 am (GMT+5.30)
Cinema Hall, Bandaranaike Memorial International Conference Hall (BMICH), Colombo, Sri Lanka
https://medicaleducationelearning.blogspot.com/2023/05/strategies-for-developing-open.html
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.
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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
Symposium blog:
https://medicaleducationelearning.blogspot.com/2023/11/open-education-in-health-professions.html
https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html
https://medicaleducationelearning.blogspot.com/2022/10/small-steps-to-successful-scholarship.html
https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html
https://www.microsoft.com/en-us/microsoft-copilot
https://blogs.microsoft.com/blog/2023/09/21/announcing-microsoft-copilot-your-everyday-ai-companion/
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.
https://open.umn.edu/opentextbooks/textbooks/317
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.
https://www.ihi.org/education/ihi-open-school
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.
https://www.doaj.org/toc/2452-3011
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
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