tag:blogger.com,1999:blog-49511197706315344392024-03-24T00:10:27.503-07:00Medical Education and eLearning PortfolioGoh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.comBlogger278125tag:blogger.com,1999:blog-4951119770631534439.post-25515805772405296092024-03-16T01:59:00.000-07:002024-03-16T01:59:09.286-07:00Applying principles of multimedia design to a teaching presentation - to promote engagement and learning<p>Applying principles of multimedia design to a teaching presentation - to promote engagement and learning</p><p>NUHS Emergency Medicine Grand Round, Thursday 24 October 2024, 1.20-2pm</p><p><a href="https://copilot.microsoft.com/">https://copilot.microsoft.com/</a><br /></p><p>Prompt:</p><p>how to apply meyer's multimedia theory to presentations</p><p>Copilot:</p><p>Applying Mayer’s multimedia theory to presentations involves integrating the 12 principles he established to enhance learning and comprehension. Here’s a brief overview of how you can use some of these principles:</p><p>Coherence Principle: Keep your slides free from extraneous content. Only include information that supports your main message1.</p><p>Signaling Principle: Use cues to highlight important points. This could be through bold text, arrows, or spotlight effects.</p><p>Redundancy Principle: Avoid using narration and on-screen text simultaneously. Choose one method to deliver your message at a time2.</p><p>Spatial Contiguity Principle: Place related text and images close together to help learners make connections more easily.</p><p>Temporal Contiguity Principle: Present corresponding words and pictures simultaneously rather than successively.</p><p>Segmenting Principle: Break your content into manageable chunks to prevent cognitive overload.</p><p>Pre-training Principle: Provide learners with the names and characteristics of main concepts before diving into complex material.</p><p>Modality Principle: Use narration instead of on-screen text when presenting graphics or animations.</p><p>Multimedia Principle: Combine words and pictures rather than words alone to improve learning outcomes3.</p><p>Personalization Principle: Use a conversational style and first or second person language to make the content more relatable.</p><p>Voice Principle: Use a friendly and conversational tone in your narrations.</p><p>Image Principle: Use graphics that support the instructional message rather than decorative images.</p><p>Remember, these principles are guidelines to help you design effective multimedia presentations. They are grounded in cognitive research on how people learn from words and pictures. For a more detailed application, consider checking out resources that delve into each principle with examples.</p><p><a href="https://waterbearlearning.com/mayers-principles-multimedia-learning/">https://waterbearlearning.com/mayers-principles-multimedia-learning/</a><br /></p><p><a href="https://mlpp.pressbooks.pub/mavlearn/chapter/multimedia-learning-theory/">https://mlpp.pressbooks.pub/mavlearn/chapter/multimedia-learning-theory/</a><br /></p><p><a href="https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning">https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning</a><br /></p><p><a href="https://www.nu.edu/blog/multimedia-design-principles/">https://www.nu.edu/blog/multimedia-design-principles/</a><br /></p><p><a href="https://www.edume.com/blog/elearning-multimedia">https://www.edume.com/blog/elearning-multimedia</a><br /></p><p><br /></p><p><a href="https://designingeffectivelearning.blogspot.com/">https://designingeffectivelearning.blogspot.com/</a><br /></p><p><a href="https://hbsp.harvard.edu/inspiring-minds/educators-most-effective-attention-grabbing-technique">https://hbsp.harvard.edu/inspiring-minds/educators-most-effective-attention-grabbing-technique</a><br /></p><p><br /></p><p><a href="https://medicaleducationelearning.blogspot.com/2017/09/meded-peer-reviewed-publications.html">https://medicaleducationelearning.blogspot.com/2017/09/meded-peer-reviewed-publications.html</a><br /></p><p><a href="https://medicaleducationelearning.blogspot.com/2019/06/digital-scholar-participation-in-amee.html">https://medicaleducationelearning.blogspot.com/2019/06/digital-scholar-participation-in-amee.html</a> </p>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-55070004377925699282024-02-10T01:00:00.000-08:002024-03-23T18:01:52.347-07:00Using Micro-Scholarship to Incentivize Faculty Professional Development - IAMSE 2024<p>IAMSE 2024 - Minneapolis, MINNESOTA, June 15-18, 2024</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEQsv0AIF1yxs9PyxekdqWjBfeiiRG6WELzchiigHZNy1sL5dRTW7O9h1Iac3kpdK-zn_QwxKsqabVMVBGXF4OkbADwzigwY3zrsDaa_7wYNz-GHauh0ldsHA7KivmxQgbhscXA708V2hTGJOcdQOPED-TFsxeTo0naHDLK3DDbJ6SDxx5xeVFQbXQXXU/s1424/IAMSE%202024%20annual%20conference.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1210" data-original-width="1424" height="340" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEQsv0AIF1yxs9PyxekdqWjBfeiiRG6WELzchiigHZNy1sL5dRTW7O9h1Iac3kpdK-zn_QwxKsqabVMVBGXF4OkbADwzigwY3zrsDaa_7wYNz-GHauh0ldsHA7KivmxQgbhscXA708V2hTGJOcdQOPED-TFsxeTo0naHDLK3DDbJ6SDxx5xeVFQbXQXXU/w400-h340/IAMSE%202024%20annual%20conference.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p><a href="http://www.iamse.org/annual-conference/">http://www.iamse.org/annual-conference/</a><br /></p><p><a href="https://julnet.swoogo.com/iamse2024/">https://julnet.swoogo.com/iamse2024/</a></p><p><br /></p><p><b>Using Micro-Scholarship to Incentivise Faculty Professional Development</b></p><p>IAMSE 2024 Pre-conference workshop</p><p>Saturday, 15 June 2024, 0800 - 1100</p><p><b>Speakers</b></p><p>Ennid Duran duran gonzalez - Universidad Autónoma de Guadalajara</p><p>Alice Fornari - Zucker SOM at Hofstra Northwell</p><p>Poh-Sun Goh - National University of Singapore</p><p>Charles Gullo - Gullo Consulting, LLC</p><p>Sol Roberts-Lieb - Univeristy of Maryland, Baltimore</p><p>Elisabeth Schlegel - Western Atlantic University School of Medicine</p><p><b>Description</b></p><p>The demands on health professions educators are increasing rapidly. They are asked to increase their work in teaching and learning, scholarly activity, service, administration, and clinical practice. This work often comes without new incentives or time to learn the skills needed to tackle these expanding roles. This workshop provides the theoretical foundation, the opportunity to practice the skills, and a group draft publication for all participants and leaders. This is an innovative idea for a pre-conference workshop in that it extends the traditional workshop into one with a tangible, transcribable publication.</p><p>Taking the first step in the scholarly journey is critical for most health professions educators. Getting started, learning the process, finding a community of practice and publishing are concerns held by scholars at all levels. Micro-Scholarship provides the tools to begin that journey (creation of a Micro-Asset) and stack them to form a product recognized by traditional scholarship (Macro-Asset). Similarly, many educators want and need professional development but aren't incentivized for their time, effort, and changes to their practice. This workshop will guide attendees through the answers to these questions by immersing them in the background of Micro-Scholarship, the need for effective and incentivized faculty development, and the creation of a group opinion paper, suitable for publishing, on the need to incentivize faculty development.</p><p><a href="https://medicaleducationelearning.blogspot.com/2023/09/micro-assessment-and-micro-learning.html">https://medicaleducationelearning.blogspot.com/2023/09/micro-assessment-and-micro-learning.html</a><br /></p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjernFV8j5gh_2NuIMK6mnDJSX27D0yOfJZfwhPxEGwRl-wjshG6v49Scyk7Pb7sV1tCzOr6b01_JiUW_6gxdBc9_iPlbkf2bckgP_wICTKGAWJxAII9S5jjv6twuGGWWKHdtlqiFoC0N2mkSrpfykwi2fmcuYhPPoqBY1PAavux0VCzNwL1tUjNtiZ/s2540/Micro-Learning,%20Micro-Practice%20and%20Micro-Scholarship%20-%20Making%20Major%20Moves%20on%20step%20at%20a%20time%20illustration.jpg" style="margin-left: 1em; 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text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFgvTsC6F2mY7KXggdmzFTcYL0OqFDLCxwhkVcw3ZHDWh0EbiIE0rVnEQKH3NjXBMZB-wBxWe3gpr_LHHGg_Rg08-0NCU4Lgo_d8mP4vJiD0Ex0pFfsvcUIbtx0_b489WPPLbxh0SlHrsRA_XRya1eKk7DvDaetBUUZM_xmS8D6fJAnG_pZsKUzyYr/s3094/Iterative%20Improvement%20refines%20content%20for%20the%20audience%20we%20serve.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1732" data-original-width="3094" height="224" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFgvTsC6F2mY7KXggdmzFTcYL0OqFDLCxwhkVcw3ZHDWh0EbiIE0rVnEQKH3NjXBMZB-wBxWe3gpr_LHHGg_Rg08-0NCU4Lgo_d8mP4vJiD0Ex0pFfsvcUIbtx0_b489WPPLbxh0SlHrsRA_XRya1eKk7DvDaetBUUZM_xmS8D6fJAnG_pZsKUzyYr/w400-h224/Iterative%20Improvement%20refines%20content%20for%20the%20audience%20we%20serve.jpg" width="400" /></a></div><div style="margin-bottom: 5px;"><br class="Apple-interchange-newline" /><iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/yLMyu02W3sQZop" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe><div style="margin-bottom: 5px;"><strong><a href="//www.slideshare.net/dnrgohps/small-steps-to-successful-scholarship-in-health-professions-education" target="_blank" title="Small Steps to Successful Scholarship in Health Professions Education">Small Steps to Successful Scholarship in Health Professions Education</a> </strong>from <strong><a href="//www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;">above first posted on - <a href="https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html">https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html</a></div><div style="margin-bottom: 5px;"><br /></div></div><div class="separator" style="clear: both;"><span style="font-family: "times" , "times new roman" , serif;"><span style="font-family: Times;">Roberts-Lieb, S, Goh, PS and Sandars, J. (2024). Micro-Scholarship: An Innovative Process Using Common Technology Tools. Medical Science Educator. Published online 27 January 2024 <a href="https://doi.org/10.1007/s40670-024-01989-y">https://doi.org/10.1007/s40670-024-01989-y</a></span></span></div><div><span style="font-family: "times" , "times new roman" , serif;"><br /></span></div><div><span style="font-family: "times" , "times new roman" , serif;"><span style="font-family: Times;">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. </span><a href="https://doi.org/10.29060/TAPS.2023-8-2/SC2861" style="font-family: Times;">https://doi.org/10.29060/TAPS.2023-8-2/SC2861</a><span style="font-family: Times;"> (award for most accessed article in TAPS for 2023)</span></span></div><div><span style="font-family: "times" , "times new roman" , serif;"><span style="font-family: Times;"><br /></span></span></div><div><span style="font-family: "times" , "times new roman" , serif;"><div class="separator" style="clear: both; font-family: Times;"><span><span style="font-family: Times;">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. <a href="https://doi.org/10.1080/0142159X.2022.2133689">https://doi.org/10.1080/0142159X.2022.2133689</a></span></span></div><div class="separator" style="clear: both; font-family: Times;"><span><br /></span></div><div class="separator" style="clear: both; font-family: Times;"><span><div class="separator" style="clear: both;">Goh, PS, Roberts-Lieb, S, Sandars, J. Guide on Micro-Scholarship in Health Professions Education. (Open Access publication on SlideShare in 2023, accompanying guide to Medical Teacher article) <a href="https://www.slideshare.net/dnrgohps/guide-on-microscholarship-in-health-professions-educationpdf">https://www.slideshare.net/dnrgohps/guide-on-microscholarship-in-health-professions-educationpdf</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><span style="font-family: "times" , "times new roman" , serif;">Goh, P.S., Sandars, J. Insights from the culinary arts for medical educators. MedEdPublish. 2017 Jan; 6(1), Paper No:10. Epub 2017 Jan 18.</span></div><div class="separator" style="clear: both;"><span style="font-family: "times" , "times new roman" , serif;"><a href="http://dx.doi.org/10.15694/mep.2017.000010">http://dx.doi.org/10.15694/mep.2017.000010</a></span></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><span style="font-family: "times" , "times new roman" , serif;">Goh, P.S. Using a blog as an integrated eLearning tool and platform. Med Teach. 2016 Jun;38(6):628-9. Epub 2015 Nov 11.</span></div><div class="separator" style="clear: both;"><span style="font-family: "times" , "times new roman" , serif;"><a href="http://www.ncbi.nlm.nih.gov/pubmed/26558420">http://www.ncbi.nlm.nih.gov/pubmed/26558420</a></span></div></div></div></span></div></span></div><p><br /></p><p><a href="https://julnet.swoogo.com/iamse2024/agenda">https://julnet.swoogo.com/iamse2024/agenda</a> </p><p><a href="https://julnet.swoogo.com/iamse2024/">https://julnet.swoogo.com/iamse2024/</a><br /></p><p>IAMSE 2024 - Minneapolis, MINNESOTA, June 15-18, 2024</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEQsv0AIF1yxs9PyxekdqWjBfeiiRG6WELzchiigHZNy1sL5dRTW7O9h1Iac3kpdK-zn_QwxKsqabVMVBGXF4OkbADwzigwY3zrsDaa_7wYNz-GHauh0ldsHA7KivmxQgbhscXA708V2hTGJOcdQOPED-TFsxeTo0naHDLK3DDbJ6SDxx5xeVFQbXQXXU/s1424/IAMSE%202024%20annual%20conference.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1210" data-original-width="1424" height="340" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEQsv0AIF1yxs9PyxekdqWjBfeiiRG6WELzchiigHZNy1sL5dRTW7O9h1Iac3kpdK-zn_QwxKsqabVMVBGXF4OkbADwzigwY3zrsDaa_7wYNz-GHauh0ldsHA7KivmxQgbhscXA708V2hTGJOcdQOPED-TFsxeTo0naHDLK3DDbJ6SDxx5xeVFQbXQXXU/w400-h340/IAMSE%202024%20annual%20conference.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p><a href="http://www.iamse.org/annual-conference/">http://www.iamse.org/annual-conference/</a><br /></p><p><a href="http://www.iamse.org/last-call-to-submit-pre-conference-faculty-development-workshops-for-iamse24/">http://www.iamse.org/last-call-to-submit-pre-conference-faculty-development-workshops-for-iamse24/</a><br /></p><p>Pre-conference workshop: Using Micro-Scholarship to Incentivize Faculty Professional Development</p><p>and</p><p>Focus session: Enhancing Leadership Skills through Emotional and Cultural Intelligence</p><p>Monday, 17 June 2024, 10:15 - 11:45</p><p><a href="https://julnet.swoogo.com/iamse2024/agenda">https://julnet.swoogo.com/iamse2024/agenda</a></p><p><a href="https://medicaleducationelearning.blogspot.com/2023/11/enhancing-leadership-skills-through.html">https://medicaleducationelearning.blogspot.com/2023/11/enhancing-leadership-skills-through.html</a><br /></p>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-24647148358015134202023-11-27T19:54:00.000-08:002024-01-13T02:17:24.031-08:00Basics of AI in Health Professions Education: AI for All - APMEC 2024 Pre-Conference Workshop<p>Basics of AI in Health Professions Education: AI for All - APMEC 2024 Pre-Conference Workshop (W1A5)</p><p>Poh Sun Goh, Elisabeth Schlegel, Mildred Lopez</p><p>17 January 2024, from 8.00AM- 12.00PM (GMT+5.30)</p><p>UCFM Tower, Faculty of Medicine, Colombo</p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIDltpq24HRe2jR8OGTrssGJyvEbaYcc8rBh0m3yoT_1wAZPFcHNhyphenhyphenE9u9k1qf0KLfZDYUBGExLAPoDoIBZIxkq1GCaUgFyRfRe4Qpjjq7ZmIS23bYmLjfeJju8eZHKp5cFu0_-hIQScvXtshpqDeimGlfhts855u0ibEVbTZC3Oz3vB3IcLsbCDF21ig/s1600/WhatsApp%20Image%202023-11-13%20at%2010.05.12.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1286" data-original-width="1600" height="321" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIDltpq24HRe2jR8OGTrssGJyvEbaYcc8rBh0m3yoT_1wAZPFcHNhyphenhyphenE9u9k1qf0KLfZDYUBGExLAPoDoIBZIxkq1GCaUgFyRfRe4Qpjjq7ZmIS23bYmLjfeJju8eZHKp5cFu0_-hIQScvXtshpqDeimGlfhts855u0ibEVbTZC3Oz3vB3IcLsbCDF21ig/w400-h321/WhatsApp%20Image%202023-11-13%20at%2010.05.12.jpeg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://apmec.colomboexpo.com/">https://apmec.colomboexpo.com/</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://med.cmb.ac.lk/apmec2024/program/">https://med.cmb.ac.lk/apmec2024/program/</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjPzLAIA1oCMKiHOYtoWW8cjtp2bwCbBxmnaCWXEUGEM82m5nzoEzmq83SeJ2mH40BcupC3dt6gAxHt0fjiClRHfdtd_PSTpesmWKOBFwVDBnHUIe72mfDQxCJt-3y_UAQlwIAS6oyXziEr2Wvd_lkeLdLn89tGCVw27x-oS4oDtfq7rtqKuhGUOENPpE/s2040/APMEC2024workshop.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1372" data-original-width="2040" height="269" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjPzLAIA1oCMKiHOYtoWW8cjtp2bwCbBxmnaCWXEUGEM82m5nzoEzmq83SeJ2mH40BcupC3dt6gAxHt0fjiClRHfdtd_PSTpesmWKOBFwVDBnHUIe72mfDQxCJt-3y_UAQlwIAS6oyXziEr2Wvd_lkeLdLn89tGCVw27x-oS4oDtfq7rtqKuhGUOENPpE/w400-h269/APMEC2024workshop.png" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://apmec.colomboexpo.com/">https://apmec.colomboexpo.com/</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://med.cmb.ac.lk/apmec2024/workshops/#W1A5">https://med.cmb.ac.lk/apmec2024/workshops/#W1A5</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both;"><b>Basics of AI in Health Professions Education: AI for All</b> </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><b>Workshop Description</b></div><div class="separator" style="clear: both;">This workshop will cover the basic ideas, principles and practices of AI in Health Professions</div><div class="separator" style="clear: both;">Education (HPE). There will be short faculty presentations, and opportunities for both interactive</div><div class="separator" style="clear: both;">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.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Background Reading/Curated Online Resources</div><div class="separator" style="clear: both;"><a href="https://docs.google.com/document/d/1CwMpgFeNiR16d2E3oWHsPYnrO_eOnLXxVc4j02g3seQ/edit?usp=sharing">https://docs.google.com/document/d/1CwMpgFeNiR16d2E3oWHsPYnrO_eOnLXxVc4j02g3seQ/edit?usp=sharing</a><br /></div><div class="separator" style="clear: both;"><a href="https://aiinhpe.blogspot.com">https://aiinhpe.blogspot.com</a>/</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><b>Workshop Objectives</b></div><div class="separator" style="clear: both;">-To review the basic ideas, principles and practices of AI in Health Professions Education (HPE).</div><div class="separator" style="clear: both;">-To build AI literacy, practise common applications</div><div class="separator" style="clear: both;">-To build a a foundation to actively participate in discussions using AI in HPE, as well as</div><div class="separator" style="clear: both;">foundational knowledge to actively explore and use AI in HPE.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><b>Who Should Attend</b></div><div class="separator" style="clear: both;">Health professions educators who are interested in reviewing the basic ideas, principles and</div><div class="separator" style="clear: both;">practices of AI in Health Professions Education (HPE); building AI literacy, practising common</div><div class="separator" style="clear: both;">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.</div><div><br /></div></div><p><a href="https://aiinhpe.blogspot.com/2023/11/fundamentals-of-ai-what-ai-is-what-it.html">https://aiinhpe.blogspot.com/2023/11/fundamentals-of-ai-what-ai-is-what-it.html</a></p><p>I will demonstrate how to work with AI driven search engines and with AI tools (like Chat GPT 3.5 and Bard) as a partner in developing and delivering content for this workshop - <a href="https://aiinhpe.blogspot.com/2023/11/fundamentals-of-ai-what-ai-is-what-it.html">https://aiinhpe.blogspot.com/2023/11/fundamentals-of-ai-what-ai-is-what-it.html</a></p><p><br /></p><p>--</p><p>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. <a href="https://doi.org/10.1007/s40670-024-01975-4">https://doi.org/10.1007/s40670-024-01975-4</a></p><p>Lopez, M. (2024). What AI prompt is the best for…? That is the question. TAPS, 9(1), 64-65. Published online 2 January 2024. <a href="https://doi.org/10.29060/TAPS.2024-9-1/LE3109">https://doi.org/10.29060/TAPS.2024-9-1/LE3109</a></p><p>--</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSprG_bKwBa3N9Lkl4C7HaxAFRp340sXdO5WsI4zgu8cFVCCpZl36D9vRyOx5LAEtDjpVbfZzScGKjqTNtSJ12whfzdSMJD4K-PR3_WEIm5f1W_GlbEDe1Oo33t8z9xFer-lUnSJ0v83xxm_ETpO3BzDsRS56CvLVrzTZtwMhzElsgTcuZEYHjIURJYu4/s1920/Basics%20of%20AI%20in%20Health%20Professions%20Education-%20AI%20for%20All%C2%A0.001.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSprG_bKwBa3N9Lkl4C7HaxAFRp340sXdO5WsI4zgu8cFVCCpZl36D9vRyOx5LAEtDjpVbfZzScGKjqTNtSJ12whfzdSMJD4K-PR3_WEIm5f1W_GlbEDe1Oo33t8z9xFer-lUnSJ0v83xxm_ETpO3BzDsRS56CvLVrzTZtwMhzElsgTcuZEYHjIURJYu4/s320/Basics%20of%20AI%20in%20Health%20Professions%20Education-%20AI%20for%20All%C2%A0.001.jpeg" width="320" /></a></div><br /><div class="separator" style="clear: both; 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text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrD-E14UV4ZEOFmw-2ZdtyGd0dr5qelcCW8vZOJXcd3egqv8jzIP1kfBG9lUoMLEuHN511OC-JuuolJA42p5TLoeDojj1yLkTCjjbos_4b3ctfsybRgO7q9PDYEbDfSEPc7ToqlEhdWnOHdl_m3855CHv3nIviMK4KpKw0vGT6erwKt_-tVF_e_neUD5s/s1920/Basics%20of%20AI%20in%20Health%20Professions%20Education-%20AI%20for%20All%C2%A0.026.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrD-E14UV4ZEOFmw-2ZdtyGd0dr5qelcCW8vZOJXcd3egqv8jzIP1kfBG9lUoMLEuHN511OC-JuuolJA42p5TLoeDojj1yLkTCjjbos_4b3ctfsybRgO7q9PDYEbDfSEPc7ToqlEhdWnOHdl_m3855CHv3nIviMK4KpKw0vGT6erwKt_-tVF_e_neUD5s/s320/Basics%20of%20AI%20in%20Health%20Professions%20Education-%20AI%20for%20All%C2%A0.026.jpeg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p>--</p><p>Role of AI in Health Professions Education - <a href="https://aiinhpe.blogspot.com/2023/06/role-of-ai-in-health-professions.html">https://aiinhpe.blogspot.com/2023/06/role-of-ai-in-health-professions.html</a></p><p><br /></p><p>“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.”</p><p>Goh, PS. (2020). Medical Educator Roles of the Future. Med.Sci.Educ. 30 (Suppl 1), 5–7. <a href="https://doi.org/10.1007/s40670-020-01086-w">https://doi.org/10.1007/s40670-020-01086-w</a></p><div><br /></div><p>AI Won’t Replace Humans — But Humans With AI Will Replace Humans Without AI</p><p>Harvard Business Review. August 4, 2023</p><p><a href="https://hbr.org/2023/08/ai-wont-replace-humans-but-humans-with-ai-will-replace-humans-without-ai">https://hbr.org/2023/08/ai-wont-replace-humans-but-humans-with-ai-will-replace-humans-without-ai</a></p><div><br /></div><p>--</p><p>What AI is, what it can do, what is available</p><p>- 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</p><p>What is available, how to use AI, examples</p><p>- how can we use embedded AI intentionally?</p><p>- how can we best blend use of technology, including AI, with learning science, instructional design and sound pedagogy?</p><p>Can Chat GPT and Bard provide references for its answers?</p><p>"explaining and justifying answers with evidence and literature as indicator of learning"</p><p>--</p><p>"What is Learning?</p><p>How can we promote, encourage and support deep learning rather than superficial surface learning?</p><p>How can we, as educators, instructors, guides and coaches facilitate the learning process?</p><p>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."</p><p>Poh-Sun Goh, 28 November 2023 @ 0923am, Singapore Time</p><p>---</p><p>Role of AI in Crafting Effective Case Studies</p><p>Use Examples: Prompts and Responses</p><p><a href="https://aiinhpe.blogspot.com/2023/11/fundamentals-of-ai-what-ai-is-what-it.html">https://aiinhpe.blogspot.com/2023/11/fundamentals-of-ai-what-ai-is-what-it.html</a><br /></p><p>ChatGPT vs Bard</p><p>"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." - <a href="https://www.simform.com/blog/google-bard-vs-chatgpt/">https://www.simform.com/blog/google-bard-vs-chatgpt/</a></p><p><br /></p><p>Using Chat GPT 3.5, and three prompts, </p><p>- Develop clinical case to manage breathless patient</p><p>- With suspected COVID-19 (follow up prompt)</p><p>- Develop clinical skills training simulation to manage patient with suspected pneumothorax</p><p>the following response from Chat GPT 3.5 was generated (30 December 2023) - <a href="https://chat.openai.com/share/7a9e9302-3916-4979-bcfe-fafc6d3a8237">https://chat.openai.com/share/7a9e9302-3916-4979-bcfe-fafc6d3a8237</a></p><p><br /></p><p>Using Bard, and the prompt</p><p>- Case Study: Managing Breathlessness in a Patient - For Training Medical Students</p><p>the following response from Bard was generated (30 December 2023) - </p><p><a href="https://g.co/bard/share/2387f7ae53dc">https://g.co/bard/share/2387f7ae53dc</a><br /></p><p><br /></p><p>Using Bard, and the prompt</p><p>- Develop clinical skills training simulation to manage patient with suspected pneumothorax</p><p>the following response from Bard was generated (30 December 2023) - </p><p><a href="https://g.co/bard/share/3fdefbcb772e">https://g.co/bard/share/3fdefbcb772e</a></p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/gjDPtzJQnyM" width="320" youtube-src-id="gjDPtzJQnyM"></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">Selected transcript from TED talk above: Machine Learning, AI, and the Future of Education | Marc Natanagara | TEDxBrookdaleCommunityCollege - <a href="https://www.youtube.com/watch?v=gjDPtzJQnyM&t=2s">https://www.youtube.com/watch?v=gjDPtzJQnyM&t=2s</a> (accessed 31 December 2023)</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both;">let's design more lessons and ask more</div><div class="separator" style="clear: both;">6:37</div><div class="separator" style="clear: both;">questions with these five</div><div class="separator" style="clear: both;">6:39</div><div class="separator" style="clear: both;">characteristics</div><div class="separator" style="clear: both;">6:40</div><div class="separator" style="clear: both;">>> first emphasize live Hands-On</div><div class="separator" style="clear: both;">6:43</div><div class="separator" style="clear: both;">experiences then ask what did you notice</div><div class="separator" style="clear: both;">6:45</div><div class="separator" style="clear: both;">when this happened how might your</div><div class="separator" style="clear: both;">6:47</div><div class="separator" style="clear: both;">actions have affected the outcome how</div><div class="separator" style="clear: both;">6:49</div><div class="separator" style="clear: both;">did your team collaborate on this task</div><div class="separator" style="clear: both;">6:51</div><div class="separator" style="clear: both;">problem solving through Discovery</div><div class="separator" style="clear: both;">6:53</div><div class="separator" style="clear: both;">exploration and reflection is part of</div><div class="separator" style="clear: both;">6:56</div><div class="separator" style="clear: both;">what we call Active Learning which we</div><div class="separator" style="clear: both;">6:58</div><div class="separator" style="clear: both;">know to be more effective than old</div><div class="separator" style="clear: both;">6:59</div><div class="separator" style="clear: both;">school models like lectures worksheets</div><div class="separator" style="clear: both;">7:01</div><div class="separator" style="clear: both;">and book reports</div><div class="separator" style="clear: both;">7:04</div><div class="separator" style="clear: both;">>> second ask questions about meaning</div><div class="separator" style="clear: both;">7:06</div><div class="separator" style="clear: both;">encourage students to identify their</div><div class="separator" style="clear: both;">7:08</div><div class="separator" style="clear: both;">beliefs see the bigger picture</div><div class="separator" style="clear: both;">7:10</div><div class="separator" style="clear: both;">generalize Concepts from one area to the</div><div class="separator" style="clear: both;">7:12</div><div class="separator" style="clear: both;">other make learning personal by asking</div><div class="separator" style="clear: both;">7:15</div><div class="separator" style="clear: both;">what does this information mean to you</div><div class="separator" style="clear: both;">7:16</div><div class="separator" style="clear: both;">what might it mean to our community or</div><div class="separator" style="clear: both;">7:18</div><div class="separator" style="clear: both;">another community</div><div class="separator" style="clear: both;">7:20</div><div class="separator" style="clear: both;">why is this relevant to anyone</div><div class="separator" style="clear: both;">7:22</div><div class="separator" style="clear: both;">and when children ask us why do I need</div><div class="separator" style="clear: both;">7:24</div><div class="separator" style="clear: both;">to learn this adults should have a good</div><div class="separator" style="clear: both;">7:26</div><div class="separator" style="clear: both;">answer</div><div class="separator" style="clear: both;">7:28</div><div class="separator" style="clear: both;">>> third ask students to make connections</div><div class="separator" style="clear: both;">7:31</div><div class="separator" style="clear: both;">to the real world to integrate the</div><div class="separator" style="clear: both;">7:33</div><div class="separator" style="clear: both;">pieces of what they know studies show</div><div class="separator" style="clear: both;">7:35</div><div class="separator" style="clear: both;">students are more engaged when they</div><div class="separator" style="clear: both;">7:36</div><div class="separator" style="clear: both;">understand context for example how does</div><div class="separator" style="clear: both;">7:39</div><div class="separator" style="clear: both;">this relate to last week's lesson or to</div><div class="separator" style="clear: both;">7:41</div><div class="separator" style="clear: both;">what you're learning in social studies</div><div class="separator" style="clear: both;">7:42</div><div class="separator" style="clear: both;">or art class</div><div class="separator" style="clear: both;">7:44</div><div class="separator" style="clear: both;">how do your personal local and Global</div><div class="separator" style="clear: both;">7:46</div><div class="separator" style="clear: both;">perspectives compare</div><div class="separator" style="clear: both;">7:48</div><div class="separator" style="clear: both;">how might this give you Insight on the</div><div class="separator" style="clear: both;">7:50</div><div class="separator" style="clear: both;">past present and future</div><div class="separator" style="clear: both;">7:52</div><div class="separator" style="clear: both;">>> fourth ask students about their feelings</div><div class="separator" style="clear: both;">7:55</div><div class="separator" style="clear: both;">imagine that awareness empathy putting</div><div class="separator" style="clear: both;">7:58</div><div class="separator" style="clear: both;">yourself in someone else's shoes and</div><div class="separator" style="clear: both;">8:00</div><div class="separator" style="clear: both;">playing nice with others or what we call</div><div class="separator" style="clear: both;">8:02</div><div class="separator" style="clear: both;">emotional intelligence</div><div class="separator" style="clear: both;">8:04</div><div class="separator" style="clear: both;">as much as we're putting AI into devices</div><div class="separator" style="clear: both;">8:06</div><div class="separator" style="clear: both;">that are always listening maybe even</div><div class="separator" style="clear: both;">8:08</div><div class="separator" style="clear: both;">watching AI still can't read the room</div><div class="separator" style="clear: both;">8:11</div><div class="separator" style="clear: both;">a one-year-old child even your cat or</div><div class="separator" style="clear: both;">8:13</div><div class="separator" style="clear: both;">dog can sense your mood better than any</div><div class="separator" style="clear: both;">8:16</div><div class="separator" style="clear: both;">computer</div><div class="separator" style="clear: both;">8:17</div><div class="separator" style="clear: both;">now we don't normally ask students to</div><div class="separator" style="clear: both;">8:19</div><div class="separator" style="clear: both;">flex these four muscles so things may</div><div class="separator" style="clear: both;">8:21</div><div class="separator" style="clear: both;">not go smoothly at first but let's keep</div><div class="separator" style="clear: both;">8:23</div><div class="separator" style="clear: both;">in mind</div><div class="separator" style="clear: both;">8:24</div><div class="separator" style="clear: both;">struggle is a necessary prerequisite for</div><div class="separator" style="clear: both;">8:26</div><div class="separator" style="clear: both;">learning</div><div class="separator" style="clear: both;">8:28</div><div class="separator" style="clear: both;">>> finally let's have students direct their</div><div class="separator" style="clear: both;">8:30</div><div class="separator" style="clear: both;">Knowledge and Skills towards novel</div><div class="separator" style="clear: both;">8:32</div><div class="separator" style="clear: both;">applications</div><div class="separator" style="clear: both;">8:33</div><div class="separator" style="clear: both;">ask them to apply their current</div><div class="separator" style="clear: both;">8:35</div><div class="separator" style="clear: both;">understandings to a new situation or</div><div class="separator" style="clear: both;">8:37</div><div class="separator" style="clear: both;">create a new way of looking at an old</div><div class="separator" style="clear: both;">8:39</div><div class="separator" style="clear: both;">problem</div><div class="separator" style="clear: both;">8:40</div><div class="separator" style="clear: both;">only humans can think divergently like</div><div class="separator" style="clear: both;">8:42</div><div class="separator" style="clear: both;">that outside the box computers are the</div><div class="separator" style="clear: both;">8:45</div><div class="separator" style="clear: both;">Box</div><div class="separator" style="clear: both;">8:46</div><div class="separator" style="clear: both;">artificial intelligence can only follow</div><div class="separator" style="clear: both;">8:48</div><div class="separator" style="clear: both;">the rules they've been given</div><div class="separator" style="clear: both;">8:51</div><div class="separator" style="clear: both;">AI can't experience generalize reason</div><div class="separator" style="clear: both;">8:54</div><div class="separator" style="clear: both;">reflect think abstractly or understand</div><div class="separator" style="clear: both;">8:57</div><div class="separator" style="clear: both;">relevance and it can't access a</div><div class="separator" style="clear: both;">8:59</div><div class="separator" style="clear: both;">student's perceptions interpretations</div><div class="separator" style="clear: both;">9:01</div><div class="separator" style="clear: both;">and feelings</div><div class="separator" style="clear: both;">9:03</div><div class="separator" style="clear: both;">a good education should do all of these</div><div class="separator" style="clear: both;">9:05</div><div class="separator" style="clear: both;">things</div><div class="separator" style="clear: both;">9:08</div><div class="separator" style="clear: both;">this is how we future proof our</div><div class="separator" style="clear: both;">9:09</div><div class="separator" style="clear: both;">classrooms make AI a co-teacher work</div><div class="separator" style="clear: both;">9:12</div><div class="separator" style="clear: both;">with the technology strengths and</div><div class="separator" style="clear: both;">9:14</div><div class="separator" style="clear: both;">weaknesses but most importantly let's</div><div class="separator" style="clear: both;">9:16</div><div class="separator" style="clear: both;">value human intelligence as more than</div><div class="separator" style="clear: both;">9:18</div><div class="separator" style="clear: both;">just computer-like processing get</div><div class="separator" style="clear: both;">9:21</div><div class="separator" style="clear: both;">students to use parts of their brains</div><div class="separator" style="clear: both;">9:22</div><div class="separator" style="clear: both;">computers don't have ask questions AI</div><div class="separator" style="clear: both;">9:25</div><div class="separator" style="clear: both;">can answer device problems chat Bots</div><div class="separator" style="clear: both;">9:27</div><div class="separator" style="clear: both;">can't solve we can do that by</div><div class="separator" style="clear: both;">9:30</div><div class="separator" style="clear: both;">challenging students with authentic</div><div class="separator" style="clear: both;">9:32</div><div class="separator" style="clear: both;">experiences that tap into the incredible</div><div class="separator" style="clear: both;">9:34</div><div class="separator" style="clear: both;">capacity diversity and creativity of</div><div class="separator" style="clear: both;">9:37</div><div class="separator" style="clear: both;">their human Minds</div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/KG4_CYbVpTo" width="320" youtube-src-id="KG4_CYbVpTo"></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;"><a href="https://9to5mac.com/2023/12/30/microsoft-openai-powered-copilot-app-comes-to-iphone-and-ipad/">https://9to5mac.com/2023/12/30/microsoft-openai-powered-copilot-app-comes-to-iphone-and-ipad/</a></div><div class="separator" style="clear: both; text-align: left;"><p><a href="https://www.microsoft.com/en-us/microsoft-copilot">https://www.microsoft.com/en-us/microsoft-copilot</a><br /></p><p><a href="https://blogs.microsoft.com/blog/2023/09/21/announcing-microsoft-copilot-your-everyday-ai-companion/">https://blogs.microsoft.com/blog/2023/09/21/announcing-microsoft-copilot-your-everyday-ai-companion/</a></p></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both;">Using Microsoft Co-pilot AI app and prompt:</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Develop clinical skills training simulation to manage patient with suspected pneumothorax</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Response below:</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">To develop a clinical skills training simulation to manage a patient with suspected pneumothorax, you can consider the following steps:</div><div class="separator" style="clear: both;">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.</div><div class="separator" style="clear: both;">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.</div><div class="separator" style="clear: both;">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.</div><div class="separator" style="clear: both;">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.</div><div class="separator" style="clear: both;">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.</div><div class="separator" style="clear: both;">For more information on nursing care management for patients with pneumothorax, you can refer to the following resource 1:</div><div class="separator" style="clear: both;">* Pneumothorax Nursing Care and Management: Study Guide 1</div><div class="separator" style="clear: both;">I hope this helps! Let me know if you have any other question</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://9to5mac.com/2023/12/30/microsoft-openai-powered-copilot-app-comes-to-iphone-and-ipad/">https://9to5mac.com/2023/12/30/microsoft-openai-powered-copilot-app-comes-to-iphone-and-ipad/</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">"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</div><div class="separator" style="clear: both;">(31 December 2023)</div></div>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-245620407958829672023-11-27T19:12:00.000-08:002024-01-06T16:55:29.509-08:00Open Education In Health Professions Education: Journeying Beyond Open Access - APMEC 2024 Conference Symposium<p>Open Education In Health Professions Education: Journeying Beyond Open Access - APMEC 2024 Conference Symposium (SYM 12)</p><p>Dr. Tao Le, Dr. Goh Poh-Sun, Prof. Tran Diep Tuan, Ms. Michelle Lam</p><p>19 January 2024, from 9.00 am – 10.00 am (GMT+5.30)</p><p>Cinema Hall, Bandaranaike Memorial International Conference Hall (BMICH), Colombo, Sri Lanka</p><p><a href="https://medicaleducationelearning.blogspot.com/2023/05/strategies-for-developing-open.html">https://medicaleducationelearning.blogspot.com/2023/05/strategies-for-developing-open.html</a><br /></p><p><br /></p><p><b>Trends in teaching and learning with OER: from microlearning to microscholarship</b> (10 minutes)</p><p>Poh-Sun Goh, National University of Singapore</p><p>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.</p><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxzmsSDpGbujotwMbZBI1hs5gA8GTa5ku4PMpc4m61OhiaRDhw-FRcmQ0kEQxZk1V_YhW47A84nR4QFYmApJXbrwBbHOiD_ODPw7wNZRHcNHgw2qOADPmmVVkzh6nIRRyyFcJgfu3Ms7y-WJ_qoPyOozUW9jt8qk4FKSdRhTQ_Gw5P10CjuWQJU_j5pow/s1920/Open%20Education%20In%20Health%20Professions%20Education-%20Journeying%20Beyond%20Open%20Access%20-%20APMEC%202024%20Conference%20Symposium.001.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxzmsSDpGbujotwMbZBI1hs5gA8GTa5ku4PMpc4m61OhiaRDhw-FRcmQ0kEQxZk1V_YhW47A84nR4QFYmApJXbrwBbHOiD_ODPw7wNZRHcNHgw2qOADPmmVVkzh6nIRRyyFcJgfu3Ms7y-WJ_qoPyOozUW9jt8qk4FKSdRhTQ_Gw5P10CjuWQJU_j5pow/s320/Open%20Education%20In%20Health%20Professions%20Education-%20Journeying%20Beyond%20Open%20Access%20-%20APMEC%202024%20Conference%20Symposium.001.jpeg" width="320" /></a></div><br /><div class="separator" style="clear: both; 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text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqNpoIV1-TJhwDg6selzfs7iH6j1NHn68lhVamPAw9di4DIV4QpM7-MWNVDCpirCr1ef7lsbNAai8UfeZiG57DoaiMfvMiydDT9WLhDJ5EOvlbE9jvUX2oolldt3mfDaXMoRb6EBRTqwlEZwL89Z7VVlb8qBosTn5fRKgZUA0UcGkYfrWHN3t4fakqEco/s1920/Open%20Education%20In%20Health%20Professions%20Education-%20Journeying%20Beyond%20Open%20Access%20-%20APMEC%202024%20Conference%20Symposium.016.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqNpoIV1-TJhwDg6selzfs7iH6j1NHn68lhVamPAw9di4DIV4QpM7-MWNVDCpirCr1ef7lsbNAai8UfeZiG57DoaiMfvMiydDT9WLhDJ5EOvlbE9jvUX2oolldt3mfDaXMoRb6EBRTqwlEZwL89Z7VVlb8qBosTn5fRKgZUA0UcGkYfrWHN3t4fakqEco/s320/Open%20Education%20In%20Health%20Professions%20Education-%20Journeying%20Beyond%20Open%20Access%20-%20APMEC%202024%20Conference%20Symposium.016.jpeg" width="320" /></a></div><p><br /></p><p>Good morning. Thank you for attending this symposium.</p><p>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.</p><p>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. </p><p>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. </p><p>Modern digital tools, platforms and Apps facilitate and support this process, allowing our efforts to scale, and compound.</p><p>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.</p><p>-</p><p>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).</p><div class="separator" style="clear: both;"><p>References:</p><p>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. <a href="https://doi.org/10.1080/0142159X.2022.2133689">https://doi.org/10.1080/0142159X.2022.2133689</a></p><p>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. <a href="https://doi.org/10.29060/TAPS.2023-8-2/SC2861">https://doi.org/10.29060/TAPS.2023-8-2/SC2861</a></p><p>Symposium blog:</p><p><a href="https://medicaleducationelearning.blogspot.com/2023/11/open-education-in-health-professions.html">https://medicaleducationelearning.blogspot.com/2023/11/open-education-in-health-professions.html</a><br /></p></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p><a href="https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html">https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html</a><br /></p><p><a href="https://medicaleducationelearning.blogspot.com/2022/10/small-steps-to-successful-scholarship.html">https://medicaleducationelearning.blogspot.com/2022/10/small-steps-to-successful-scholarship.html</a><br /></p><p><a href="https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html">https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html</a><br /></p><p><br /></p><div class="separator" style="clear: both;"><a href="https://9to5mac.com/2023/12/30/microsoft-openai-powered-copilot-app-comes-to-iphone-and-ipad/">https://9to5mac.com/2023/12/30/microsoft-openai-powered-copilot-app-comes-to-iphone-and-ipad/</a></div><div class="separator" style="clear: both;"><p><a href="https://www.microsoft.com/en-us/microsoft-copilot">https://www.microsoft.com/en-us/microsoft-copilot</a><br /></p><p><a href="https://blogs.microsoft.com/blog/2023/09/21/announcing-microsoft-copilot-your-everyday-ai-companion/">https://blogs.microsoft.com/blog/2023/09/21/announcing-microsoft-copilot-your-everyday-ai-companion/</a></p></div><p>Microsoft Co-Pilot Prompt: Open Education In Health Professions Education including references and further reading</p><p>Response: (1 January 2024)</p><p>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:</p><p>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.</p><p><a href="https://open.umn.edu/opentextbooks/textbooks/317">https://open.umn.edu/opentextbooks/textbooks/317</a><br /></p><p>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.</p><p><a href="https://www.ihi.org/education/ihi-open-school">https://www.ihi.org/education/ihi-open-school</a><br /></p><p>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.</p><p><a href="https://www.doaj.org/toc/2452-3011">https://www.doaj.org/toc/2452-3011</a><br /></p><p>Open education in health professions education has many potential benefits, such as:</p><p>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 .</p><p>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 .</p><p>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 .</p><p>However, open education in health professions education also faces some challenges, such as:</p><p>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 .</p><p>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 .</p><p>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 .</p><p>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 .</p><p><br /></p><p>If you are interested in learning more about open education in health professions education, you can refer to the following references and further readings:</p><p>: 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</p>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-21646913391780964742023-11-27T16:05:00.000-08:002023-12-08T19:46:19.371-08:00M3 Tutorial on Friday, 8 December 2023 @ 1pm<p></p><div style="text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMsuflUk8PhDmADIA9TTxcZ5Lkf1qNWlVqwzfihdeXXKXKQxXyg1m4OcMHady5XAC0p3aFM1zBd9Bo2rUkqAb89vr_8Nyd2F2n0_ZALcBmJgGmbkXhwG8uqILHWby0V0X2dTxwACBOAXK1Tm-eiZSCI6HWXpPoxERjTOcdNBZ6yC12gDQ7gt-_kkmWI7k/s2856/M3Tut8Dec2023.png" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="1410" data-original-width="2856" height="198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMsuflUk8PhDmADIA9TTxcZ5Lkf1qNWlVqwzfihdeXXKXKQxXyg1m4OcMHady5XAC0p3aFM1zBd9Bo2rUkqAb89vr_8Nyd2F2n0_ZALcBmJgGmbkXhwG8uqILHWby0V0X2dTxwACBOAXK1Tm-eiZSCI6HWXpPoxERjTOcdNBZ6yC12gDQ7gt-_kkmWI7k/w400-h198/M3Tut8Dec2023.png" width="400" /></a></div><p></p><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimztuMJMwG80og1kE8E6XgwHvIrjJm4VcLxLlACuvBlBCzgCoPKllEtpBbLywhDtQvjOE5G972wOa-Voi7QNYIh9-V_V21qqzvlpKLKDyvtvUpBYb2FjrkUUHZpXvNe5oaLnHXf8QD9NRqOd6yIfa480ToDqRnm3PJtnrazwxpyZRK4kyjiYIBHJNw/s1920/Learning%20Approach%20-%20Applied%20Learning%20Science.001.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimztuMJMwG80og1kE8E6XgwHvIrjJm4VcLxLlACuvBlBCzgCoPKllEtpBbLywhDtQvjOE5G972wOa-Voi7QNYIh9-V_V21qqzvlpKLKDyvtvUpBYb2FjrkUUHZpXvNe5oaLnHXf8QD9NRqOd6yIfa480ToDqRnm3PJtnrazwxpyZRK4kyjiYIBHJNw/w400-h225/Learning%20Approach%20-%20Applied%20Learning%20Science.001.jpeg" width="400" /></a></div><br /><p></p><div class="separator" style="clear: both; font-family: "Times New Roman"; font-size: 16px; text-align: center;">⬇️</div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">⬇️</span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: Times New Roman;">Dear Phase III Surgery CG 14-25 Students,</span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: Times New Roman;">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 <a href="https://entrada.nusmedicine.nus.edu.sg/events?drid=332435">Entrada</a> and visit the blog for the open access online content curated by A/Prof Goh Poh Sun at this URL <a href="https://medicaleducationelearning.blogspot.com/2023/11/m3-tutorial-on-friday-8-december-2023.html">https://medicaleducationelearning.blogspot.com/2023/11/m3-tutorial-on-friday-8-december-2023.html</a></span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: Times New Roman;"><br /></span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: Times New Roman;">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.</span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;"><br /></span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">We will be covering 7 major clinical conditions (below) </span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;"><br /></span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">Radiology Bowel Perforation</span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">Radiology Bowel Obstruction</span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">Radiology Acute Appendicitis</span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">Radiology Acute Cholecystitis</span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">Radiology Acute Diverticulitis</span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">Radiology Acute Pancreatitis</span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">Radiology Colon Cancer</span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;"><br /></span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">Best regards</span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">Poh Sun</span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;"><br /></span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: Times New Roman;">(This tutorial process has been iteratively refined over the last year, during the COVID-19 pandemic.</span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: Times New Roman;">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 - <a href="https://medicaleducationelearning.blogspot.com/2023/07/m3-tutorial-on-monday-10-july-2023-1pm.html">https://medicaleducationelearning.blogspot.com/2023/07/m3-tutorial-on-monday-10-july-2023-1pm.html</a></span></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">⬇️</div><div class="separator" style="clear: both;">Start here with background info and learning tips</div><div class="separator" style="clear: both;">⬇️</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: justify;"><b>Some tips to increase your learning and training effectiveness and efficiency:</b></div><div class="separator" style="clear: both; text-align: justify;">Poh-Sun Goh</div><div class="separator" style="clear: both; text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: justify;">1. Reflect on the purpose of your medical education and expected outcomes of your undergraduate education and clinical training process.</div><div class="separator" style="clear: both; text-align: justify;">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).</div><div class="separator" style="clear: both; text-align: justify;">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.</div><div class="separator" style="clear: both; text-align: justify;">4. Review the Radiology studies for your patients. Ask yourself why certain investigations were performed. And in what order.</div><div class="separator" style="clear: both; text-align: justify;">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?</div><div class="separator" style="clear: both; text-align: justify;">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).</div><div class="separator" style="clear: both; text-align: justify;">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. </div><div class="separator" style="clear: both; text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: justify;"><a href="https://effectiviology.com/interleaving/">https://effectiviology.com/interleaving/</a> (mixed practice or interleaving superior to blocked practice)</div><div class="separator" style="clear: both; text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: justify;">and</div><div class="separator" style="clear: both; text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: justify;"><a href="https://www.learningscientists.org/interleaving">https://www.learningscientists.org/interleaving</a></div><div class="separator" style="clear: both; text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: justify;"><a href="https://www.learningscientists.org/downloadable-materials">https://www.learningscientists.org/downloadable-materials</a></div><div class="separator" style="clear: both; text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: center;">⬇️</div><div class="separator" style="clear: both; text-align: center;">Below section is guided learning path (Option 1)</div><div class="separator" style="clear: both; text-align: center;">⬇️</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: justify;">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 href="https://radiopaedia.org/articles/abdominal-radiology-for-students-curriculum">a curriculum</a>', then explore <a href="https://www.radiologymasterclass.co.uk/tutorials/abdo/abdomen_x-ray/anatomy_introduction">an approach to the AXR</a>, both <a href="https://www.radiologymasterclass.co.uk/gallery/abdo/abdominal_xray/normal">normal</a>, and abnormal. Followed by review of common pathology presenting as an <a href="https://www.learnabdominal.com/abdominal-ct-101">acute abdomen on CT scans</a>. Start with bowel perforation on <a href="https://www.radiologymasterclass.co.uk/gallery/abdo/abdominal_xray/perforation">erect CXR</a>, and <a href="https://www.radiologymasterclass.co.uk/gallery/abdo/abdominal_xray/riglers">AXR</a>, unknown cases, for example here, focusing on appearance of free air, and '<a href="https://www.radiologymasterclass.co.uk/gallery/abdo/abdominal_xray/riglers">Rigler's sign</a>' on AXR. Then move on to examples of <a href="https://www.pacsbin.com/c/ZyenvVwTS4">acute appendicitis</a>, <a href="https://www.pacsbin.com/c/-1D9c16g9N">acute cholecystitis</a>, <a href="https://www.pacsbin.com/c/WJ_W6lt3KN">acute diverticulitis</a> (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 <a href="https://www.radiologymasterclass.co.uk/gallery/abdo/abdominal_xray/small_bowel_obstruction">AXR</a>, and <a href="https://www.pacsbin.com/c/-kBvVZFhKE">CT scan</a>, 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).</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">⬇️</div><div style="margin-bottom: 5px; text-align: center;">Below section is alternative exploratory path (Option 2)</div><div style="margin-bottom: 5px; text-align: center;">Starting with background information, and "curriculum"</div><div style="margin-bottom: 5px; text-align: center;">⬇️</div><div style="margin-bottom: 5px;"><br /></div><div style="text-align: center;"><a href="https://radiopaedia.org/cases/normal-abdominal-x-ray-1">Normal AXR</a></div><div style="text-align: center;"><a href="https://radiopaedia.org/articles/abdominal-radiography">AXR examples</a></div><div style="text-align: center;"><a href="https://radiopaedia.org/cases/normal-upper-abdominal-ultrasound-male-adult-1">Normal Ultrasound</a></div><div style="text-align: center;"><a href="https://radiopaedia.org/cases/normal-ct-abdomen">Normal CT</a></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><br /></div><div style="text-align: center;">⬇️</div><div style="text-align: center;">Below section for Google images search for thematic cases (for practice review, and click through for additional information for selected cases)</div><div style="text-align: center;">⬇️</div><div style="text-align: center;"><br /></div><div style="text-align: center;"><a href="https://www.google.com/search?q=Radiology+bowel+perforation&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjSwuXK4pLqAhWYXSsKHQjqBrEQ_AUoAXoECA0QAw&biw=1280&bih=666">Radiology Bowel Perforation</a></div><div style="text-align: center;"><a href="https://www.google.com/search?q=Radiology+bowel+obstruction&tbm=isch&ved=2ahUKEwjkl9_L4pLqAhVcgksFHf4yDYQQ2-cCegQIABAA&oq=Radiology+bowel+obstruction&gs_lcp=CgNpbWcQAzIGCAAQCBAeMgYIABAIEB4yBggAEAgQHjIGCAAQCBAeMgYIABAIEB4yBggAEAgQHjIGCAAQCBAeMgYIABAIEB4yBggAEAgQHjIGCAAQCBAeOgQIABAeULazAljAzgJgrdACaABwAHgAgAFHiAHRBpIBAjIymAEAoAEBqgELZ3dzLXdpei1pbWc&sclient=img&ei=8T_vXqTbMtyErtoP_uW0oAg&bih=666&biw=1280">Radiology Bowel Obstruction</a></div><div style="text-align: center;"><a href="https://www.google.com/search?q=Radiology+acute+appendicitis&tbm=isch&ved=2ahUKEwjF7N_g4pLqAhUaPCsKHbZoAyoQ2-cCegQIABAA&oq=Radiology+acute+appendicitis&gs_lcp=CgNpbWcQAzIGCAAQCBAeMgYIABAIEB46AggAOgQIABBDOgQIABAeUKH7AVjhjwJghJECaABwAHgAgAFMiAHIBZIBAjE4mAEAoAEBqgELZ3dzLXdpei1pbWc&sclient=img&ei=HUDvXoXqNZr4rAG20Y3QAg&bih=666&biw=1280">Radiology Acute Appendicitis</a></div><div style="text-align: center;"><a href="https://www.google.com/search?q=Radiology+acute+cholecystitis&tbm=isch&ved=2ahUKEwifr_jx4pLqAhX2i0sFHYCiAPcQ2-cCegQIABAA&oq=Radiology+acute+cholecystitis&gs_lcp=CgNpbWcQAzIGCAAQCBAeMgYIABAIEB5Q1s8BWIL2AWCP-AFoAHAAeACAAUuIAZcHkgECMjWYAQCgAQGqAQtnd3Mtd2l6LWltZw&sclient=img&ei=QUDvXt-KOfaXrtoPgMWCuA8&bih=666&biw=1280">Radiology Acute Cholecystitis</a></div><div style="text-align: center;"><a href="https://www.google.com/search?q=Radiology+acute+diverticulitis&tbm=isch&ved=2ahUKEwiEmMGB45LqAhXWlUsFHaBLAsIQ2-cCegQIABAA&oq=Radiology+acute+diverticulitis&gs_lcp=CgNpbWcQAzIGCAAQCBAeUMuHAli4pQJg_acCaABwAHgAgAExiAGGBJIBAjE0mAEAoAEBqgELZ3dzLXdpei1pbWc&sclient=img&ei=YkDvXoTfI9arrtoPoJeJkAw&bih=666&biw=1280">Radiology Acute Diverticulitis</a></div><div style="text-align: center;"><a href="https://www.google.com/search?q=Radiology+acute+pancreatitis&tbm=isch&ved=2ahUKEwjO0YGU45LqAhWKSCsKHfhqDoYQ2-cCegQIABAA&oq=Radiology+acute+pancreatitis&gs_lcp=CgNpbWcQAzIGCAAQCBAeMgYIABAIEB4yBggAEAgQHjIGCAAQCBAeMgYIABAIEB4yBggAEAgQHjIGCAAQCBAeMgYIABAIEB5QgukBWLf2AWCEhAJoAHAAeACAATmIAeEDkgECMTKYAQCgAQGqAQtnd3Mtd2l6LWltZw&sclient=img&ei=iUDvXo7pF4qRrQH41bmwCA&bih=666&biw=1280">Radiology Acute Pancreatitis</a></div><div style="text-align: center;"><a href="https://www.google.com/search?q=Radiology+colon+cancer&tbm=isch&ved=2ahUKEwiipqik45LqAhUGSCsKHWW3Al8Q2-cCegQIABAA&oq=Radiology+colon+cancer&gs_lcp=CgNpbWcQAzIGCAAQCBAeMgYIABAIEB46AggAOgQIABAeOgYIABAFEB5Q4MUBWLTzAWDA9AFoA3AAeACAAWGIAeAKkgECMzOYAQCgAQGqAQtnd3Mtd2l6LWltZw&sclient=img&ei=q0DvXuKkI4aQrQHl7or4BQ&bih=666&biw=1280">Radiology Colon Cancer</a><br /><br /><br />⬇️<br />Section below for self-directed learning</div><div style="text-align: center;">⬇️<br /><br /><a href="https://radiopaedia.org/articles/abdominal-radiology-for-students-curriculum">https://radiopaedia.org/articles/abdominal-radiology-for-students-curriculum</a></div><div style="text-align: center;"><br /></div><div style="text-align: center;">and<br /><br /><a href="https://www.radiologymasterclass.co.uk/tutorials/abdo/abdomen_x-ray/anatomy_introduction">https://www.radiologymasterclass.co.uk/tutorials/abdo/abdomen_x-ray/anatomy_introduction</a><br /><br /><a href="https://www.radiologymasterclass.co.uk/gallery/abdo/abdominal_xray/normal">https://www.radiologymasterclass.co.uk/gallery/abdo/abdominal_xray/normal</a><br /><br /><a href="https://www.radiologymasterclass.co.uk/tutorials/abdo/abdomen_x-ray_abnormalities/pathology_bowel_gas_perforation">Further reading/Radiology Masterclass</a><br /><br />and<br /><br /><a href="https://www.learnabdominal.com/">https://www.learnabdominal.com/</a><br />and<br />(see interactive CT cases without and with annotation on this online resource<br /><a href="https://www.learnabdominal.com/abdominal-ct-101">https://www.learnabdominal.com/abdominal-ct-101</a>)</div><div style="text-align: center;"><br /></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><div>👁</div><div><div>Google and Entrada analytics for current tutorial</div><div>👀</div><div>⬇️</div></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgX9ek4XHD2OURLxlKiadBlZdmp_o7MTf54EMPeOomw4rvrDZ7GXVuCusHIuwc7JimKaWZqNQKTMaHkAQpXTwyGvyCLRvPdDtrwOr8t7pX0-Ly0F-43tZLcXcavR9RYOkNDit5jacLEJPkqkcUiXBxK1Mqw9GPRJmnca1J2AlMRCY9bCa5BWR1w8qZF4qA/s2158/M3Tut8Dec2023.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1268" data-original-width="2158" height="235" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgX9ek4XHD2OURLxlKiadBlZdmp_o7MTf54EMPeOomw4rvrDZ7GXVuCusHIuwc7JimKaWZqNQKTMaHkAQpXTwyGvyCLRvPdDtrwOr8t7pX0-Ly0F-43tZLcXcavR9RYOkNDit5jacLEJPkqkcUiXBxK1Mqw9GPRJmnca1J2AlMRCY9bCa5BWR1w8qZF4qA/w400-h235/M3Tut8Dec2023.png" width="400" /></a></div></div></div></div></div>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-80521370880262471692023-11-16T00:36:00.000-08:002024-03-23T18:01:58.472-07:00Enhancing Leadership Skills through Emotional and Cultural Intelligence<p>Enhancing Leadership Skills through Emotional and Cultural Intelligence</p><p>IAMSE 2024 - Minneapolis, MINNESOTA, June 15-18, 2024</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEQsv0AIF1yxs9PyxekdqWjBfeiiRG6WELzchiigHZNy1sL5dRTW7O9h1Iac3kpdK-zn_QwxKsqabVMVBGXF4OkbADwzigwY3zrsDaa_7wYNz-GHauh0ldsHA7KivmxQgbhscXA708V2hTGJOcdQOPED-TFsxeTo0naHDLK3DDbJ6SDxx5xeVFQbXQXXU/s1424/IAMSE%202024%20annual%20conference.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1210" data-original-width="1424" height="340" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEQsv0AIF1yxs9PyxekdqWjBfeiiRG6WELzchiigHZNy1sL5dRTW7O9h1Iac3kpdK-zn_QwxKsqabVMVBGXF4OkbADwzigwY3zrsDaa_7wYNz-GHauh0ldsHA7KivmxQgbhscXA708V2hTGJOcdQOPED-TFsxeTo0naHDLK3DDbJ6SDxx5xeVFQbXQXXU/w400-h340/IAMSE%202024%20annual%20conference.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p><a href="http://www.iamse.org/annual-conference/">http://www.iamse.org/annual-conference/</a><br /></p><p><a href="https://julnet.swoogo.com/iamse2024/">https://julnet.swoogo.com/iamse2024/</a><br /></p><p><a href="http://www.iamse.org/last-call-to-submit-pre-conference-faculty-development-workshops-for-iamse24/">http://www.iamse.org/last-call-to-submit-pre-conference-faculty-development-workshops-for-iamse24/</a><br /></p><p><br /></p><p>Focus session: <b>Enhancing Leadership Skills through Emotional and Cultural Intelligence</b></p><p>Monday, 17 June 2024, 10:15 - 11:45</p><p><b>Speakers</b></p><p>Poh-Sun Goh - National University of Singapore</p><p>Mildred Vanessa Cabrera - Tecnologico de Monterrey</p><p>Subha Ramani - AMEE;Harvard Medical School</p><p><b>Description</b></p><p>Emotional intelligence (EI) refers to recognition and effective management of one’s own emotions as well as others. The 4 domains of EI competencies are: self-awareness, self-regulation, social awareness, and relationship management. Scholars in organizational leadership and behaviors have argued that these competencies greatly impact effectiveness and success of leaders and constitute the difference between good and great leaders. More recently, EI experts argue that cultural intelligence (CI) is similar to EI in many respects but may represent a more advanced set of skills than EI and integral to leadership skills in a multicultural world. Health professions educators frequently practice in diverse settings. For example, educators often design curricula and teach learners from multiple learning or societal cultures, clinicians provide healthcare for patients from many socioeconomic and cultural backgrounds and leaders interact with team members representing a variety of professional and sociocultural perspectives. Using video clips, mini-didactic presentations and reflective exercises, we will review core attributes of EI and CI; allow participants to reflect on calibrate the gaps in their own toolkit; formulate strategies to enhance their competencies in culturally intelligence; discuss common challenges that leaders face; and share potential solutions. Finally, leadership will have a major role in transforming the cultural intelligence of the entire organization.</p><p><br /></p><p>By the end of this Focus Session, participants will be able to:</p><p>1. Gain knowledge regarding the core attributes of EI</p><p>2. Apply EI competencies to enhance own leadership practice</p><p>3. Analyze the intersection of emotional and cultural intelligence</p><p>4. Discuss strategies to advance as culturally intelligent leaders</p><p><a href="https://julnet.swoogo.com/iamse2024/agenda">https://julnet.swoogo.com/iamse2024/agenda</a></p><p><a href="https://medicaleducationelearning.blogspot.com/2023/11/enhancing-leadership-skills-through.html">https://medicaleducationelearning.blogspot.com/2023/11/enhancing-leadership-skills-through.html</a></p><p><br /></p><p><a href="https://www.google.com/search?q=Enhancing+Leadership+Skills+through+Emotional+and+Cultural+Intelligence&oq=Enhancing+Leadership+Skills+through+Emotional+and+Cultural+Intelligence&gs_lcrp=EgZjaHJvbWUyBggAEEUYOdIBCjQyOTE5N2owajeoAgCwAgA&sourceid=chrome&ie=UTF-8">Google search</a><br /></p><p><br /></p><p><a href="https://chat.openai.com/">https://chat.openai.com/</a></p><p>Query posed to ChatGPT - Enhancing Leadership Skills through Emotional and Cultural Intelligence</p><p>Answer (Tuesday, 16 November 2023 @ 1625hrs) </p><p>Absolutely, emotional and cultural intelligence are vital facets of effective leadership. Here are some ways you can enhance these skills:</p><p>Emotional Intelligence (EI):</p><p>Self-Awareness: Understand your emotions, strengths, weaknesses, and how they affect others.</p><p>Self-Regulation: Control impulsive feelings and behaviors, manage emotions in healthy ways.</p><p>Motivation: Harness emotions to achieve goals, remain optimistic even in the face of adversity.</p><p>Empathy: Understand others' emotions, perspectives, and concerns to better connect with them.</p><p>Social Skills: Build rapport, manage relationships, and lead effectively by communicating clearly and resolving conflicts.</p><p>Cultural Intelligence (CQ):</p><p>Cultural Awareness: Understand and appreciate diverse cultures, values, and perspectives.</p><p>Cultural Knowledge: Educate yourself about different cultures, customs, and practices.</p><p>Cultural Adaptability: Be flexible and open-minded in different cultural settings, adapting your approach to fit different contexts.</p><p>Interpersonal Skills: Develop the ability to communicate effectively across cultural boundaries, showing respect and empathy.</p><p>Strategies to Enhance EI and CQ in Leadership:</p><p>Continuous Learning: Engage in workshops, courses, and reading materials on emotional intelligence and cross-cultural communication.</p><p>Feedback and Reflection: Regularly seek feedback, reflect on your interactions, and analyze how emotions and cultural differences impact your leadership.</p><p>Cultural Immersion: Immerse yourself in different cultural experiences, either through travel, volunteering, or working with diverse teams.</p><p>Mentorship and Coaching: Seek guidance from mentors or coaches who excel in emotional intelligence and cross-cultural leadership.</p><p>Practice Active Listening: Truly listen to understand, not just to respond, allowing you to pick up on emotional cues and cultural nuances.</p><p>Integrating EI and CQ into Leadership:</p><p>Lead by Example: Demonstrate emotional intelligence by managing your emotions, showing empathy, and embracing cultural diversity in your leadership style.</p><p>Create Inclusive Environments: Foster an inclusive culture where diverse perspectives are valued and everyone feels heard and respected.</p><p>Adapt Leadership Style: Adjust your leadership approach to suit different cultural contexts, understanding that one size does not fit all.</p><p>Encourage Feedback: Create an environment where team members feel comfortable providing feedback related to emotions and cultural dynamics.</p><p>By continually honing your emotional and cultural intelligence, you'll not only become a more effective leader but also create a more inclusive and harmonious work environment.</p><p><br /></p><p><a href="https://bard.google.com/chat">https://bard.google.com/chat</a></p><p>"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." - <a href="https://www.simform.com/blog/google-bard-vs-chatgpt/">https://www.simform.com/blog/google-bard-vs-chatgpt/</a></p><p>Prompt - Enhancing Leadership Skills through Emotional and Cultural Intelligence</p><p>Response (16 November 2023 @ 1630hrs)</p><p>In today's dynamic and interconnected world, effective leadership has become increasingly crucial for organizational success. While traditional leadership models often emphasized technical expertise and strategic decision-making, modern leadership demands a broader set of skills, including emotional intelligence (EI) and cultural intelligence (CQ).</p><p>Emotional Intelligence (EI)</p><p>EI, also known as emotional quotient (EQ), refers to the ability to understand, manage, and express emotions effectively. It encompasses self-awareness, self-management, social awareness, and relationship management. EI is essential for effective leadership because it enables leaders to:</p><p>Build strong relationships: EI fosters empathy, allowing leaders to connect with their team members on a personal level, build trust, and create a positive and supportive work environment.</p><p>Motivate and inspire: EI empowers leaders to understand and respond to their team members' needs and aspirations, motivating them to perform at their best.</p><p>Manage conflict effectively: EI enables leaders to navigate conflicts with composure and understanding, finding solutions that align with the team's goals.</p><p>Communicate clearly and persuasively: EI allows leaders to tailor their communication style to different audiences, ensuring that their messages are understood and well-received.</p><p><br /></p><p>Cultural Intelligence (CQ)</p><p>CQ refers to the ability to understand, empathize with, and interact effectively with people from different cultural backgrounds. It is essential for leaders in today's globalized business landscape, as it enables them to:</p><p>Navigate cross-cultural interactions: CQ allows leaders to bridge cultural differences, foster collaboration, and build strong relationships with colleagues, clients, and partners from diverse backgrounds.</p><p>Resolve cross-cultural conflicts: CQ empowers leaders to understand the root causes of cultural misunderstandings and find solutions that respect and accommodate different perspectives.</p><p>Adapt leadership style to different cultures: CQ enables leaders to recognize and adapt their leadership style to suit the cultural norms and expectations of their team members or stakeholders.</p><p>Promote diversity and inclusion: CQ fosters a workplace culture that values and respects diversity, creating an environment where everyone feels included and empowered to contribute their unique perspectives.</p><p>Enhancing Leadership Skills through EI and CQ</p><p>Developing EI and CQ is an ongoing process that requires self-reflection, continuous learning, and a willingness to adapt. Here are some strategies for enhancing leadership skills through EI and CQ:</p><p>Seek self-awareness: Reflect on your own emotions, biases, and cultural influences. Identify areas for improvement and actively work on developing your EI and CQ.</p><p>Empathize with others: Practice active listening and seek to understand the perspectives and experiences of others, both within and outside your own cultural background.</p><p>Develop cultural competency: Learn about different cultures, their values, and their communication styles. Engage in cross-cultural interactions to gain firsthand experience and expand your cultural understanding.</p><p>Seek feedback: Ask for honest feedback from colleagues, mentors, and others who can provide insights into your leadership strengths and areas for growth.</p><p>Embrace continuous learning: Attend workshops, read books, or take online courses on EI, CQ, and effective leadership. Seek opportunities to learn from others and apply your knowledge in real-world situations.</p><p>By investing in their EI and CQ, leaders can enhance their ability to connect with their teams, navigate complex situations, and foster a work environment that promotes diversity, inclusion, and innovation. These skills are not just essential for individual success; they are also the foundation for building thriving organizations that can adapt and excel in an increasingly interconnected world.</p>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-60395936760066890072023-11-13T15:56:00.000-08:002024-01-04T02:15:29.013-08:00Culture Diversity in Continuous Professional Development (CPD) in Health Professions Education<p>Culture Diversity in Continuous Professional Development (CPD) in Health Professions Education</p><p>AMEE CPD Committee Webinar</p><p>Poh-Sun Goh</p><p>Short Bio:</p><p>MBBS(Melb) - 1987, FRCR(UK) - 1993, FAMS - 1998, MHPE(Maastrict) - 2012, FAMEE - 2017</p><p>Senior Consultant, Department of Diagnostic Radiology, National University Hospital (NUH), National University Health System, Singapore Associate Professor, Department of Diagnostic Radiology, Yong Loo Lin School of Medicine (YLLSOM), National University of Singapore (NUS) Associate Member, Centre for Medical Education, YLLSOM, NUS Member, AMEE TEL (Technology Enhanced Learning) Committee (since 2011) Member, IAMSE Subcommittee on AI in Health Professions Education of the IAMSE Professional Development Committee, (since September 2023)</p><p>He has been trained and has working experience in both the West and East, in both clinical practice and health professions education; as well as ongoing multidisciplinary collaborations across clinical and allied health disciplines including in health professions education (HPE) and faculty development, locally and internationally. His focus in HPE is in technology enhanced learning and faculty development.</p><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiguqNzEBLIQNCSlKJTSZ5-Cg_WxwPyK6n3KtRFSENVdeASNlGbo2iS2ZLCOvEMuUF0SbLgLHG16jTOTY-Nusri3k4nSdCnvXlphCdteCCqjPy25VrfPHma_7rCthW_aCqzdOhgtGt1YT18AZVY1sIZna1Ey7k7z_wEEuqJvCIhHz76MD_iPntywM3oZhQ/s1920/Culture%20Diversity%20in%20Continuous%20Professional%20Development%20(CPD)%20in%20Health%20Professions%20Education.001.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiguqNzEBLIQNCSlKJTSZ5-Cg_WxwPyK6n3KtRFSENVdeASNlGbo2iS2ZLCOvEMuUF0SbLgLHG16jTOTY-Nusri3k4nSdCnvXlphCdteCCqjPy25VrfPHma_7rCthW_aCqzdOhgtGt1YT18AZVY1sIZna1Ey7k7z_wEEuqJvCIhHz76MD_iPntywM3oZhQ/s320/Culture%20Diversity%20in%20Continuous%20Professional%20Development%20(CPD)%20in%20Health%20Professions%20Education.001.jpeg" width="320" /></a></div><br /><div class="separator" style="clear: both; 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CPD is essential for healthcare professionals to stay updated with the latest advancements, enhance their skills, and provide quality care. Integrating cultural diversity into CPD programs is important for several reasons:</p><p>Patient-Centered Care:</p><p>Healthcare professionals need to understand and respect the cultural backgrounds of their patients. Cultural competence in CPD ensures that healthcare providers can deliver patient-centered care that is sensitive to the diverse needs and beliefs of their patient population.</p><p>Effective Communication:</p><p>Cultural diversity influences communication styles, expectations, and preferences. CPD programs should address these cultural nuances to improve communication between healthcare professionals and their patients. This is critical for building trust and ensuring that patients fully understand their health conditions and treatment plans.</p><p>Addressing Health Disparities:</p><p>Incorporating cultural diversity into CPD helps healthcare professionals recognize and address health disparities among different cultural and ethnic groups. Understanding the social determinants of health specific to diverse populations is essential for delivering equitable care.</p><p>Global Perspective:</p><p>In an increasingly interconnected world, healthcare professionals may work with colleagues and patients from diverse cultural backgrounds. CPD programs should prepare professionals for global collaboration and enhance their ability to adapt to different cultural contexts.</p><p>Cultural Competence Training:</p><p>CPD can include specific modules or workshops focused on cultural competence training. This might involve understanding cultural beliefs about health and illness, developing skills to navigate cultural differences, and fostering an inclusive and respectful healthcare environment.</p><p>Inclusive Teaching Strategies:</p><p>CPD for health professions educators should incorporate inclusive teaching strategies that consider the cultural diversity of both students and patients. This can include diverse case studies, role-playing scenarios, and discussions that reflect a range of cultural perspectives.</p><p>Promoting Diversity in the Healthcare Workforce:</p><p>CPD programs can contribute to fostering a diverse healthcare workforce by addressing biases, promoting inclusive hiring practices, and providing tools to create a culturally competent and supportive workplace environment.</p><p>Legal and Ethical Considerations:</p><p>Understanding the legal and ethical aspects of providing care in a culturally diverse context is crucial. CPD should cover topics such as informed consent, privacy, and ethical considerations specific to various cultural groups.</p><p>Cultural Sensitivity in Research:</p><p>For healthcare professionals involved in research, CPD should emphasize the importance of considering cultural diversity in study design, recruitment strategies, and interpretation of results.</p><p>Continuous Learning and Adaptation:</p><p>Culture is dynamic and evolves over time. CPD should encourage healthcare professionals to engage in continuous learning about cultural shifts and updates, ensuring their practices remain relevant and responsive to the changing needs of diverse communities.</p><p>In summary, integrating cultural diversity into CPD in health professions education is vital for providing high-quality, patient-centered care, addressing health disparities, and preparing healthcare professionals for the complexities of a diverse and interconnected healthcare landscape.</p><p>--</p><p>Chat GPT 3.5 prompt:</p><p>Culture Diversity in Continuous Professional Development (CPD) in Health Professions Education. Why cultural diversity is important? Give examples and references.</p><p><br /></p><p>Chat GPT 3.5 Response (25 December 2023):</p><p>Cultural diversity plays a pivotal role in Continuous Professional Development (CPD) within health professions education for several reasons:</p><p>Cultural Competence: Healthcare providers need to understand diverse cultural backgrounds to deliver effective care. CPD programs that incorporate cultural diversity training help professionals develop cultural competence, allowing them to navigate and respect patients' beliefs, values, and practices. For instance, a study by Betancourt et al. (2003) in the Journal of General Internal Medicine highlighted how cultural competence training positively impacted healthcare delivery and patient outcomes.</p><p>Improved Patient Outcomes: Cultural diversity awareness fosters better patient-provider communication and trust. When healthcare professionals are sensitive to cultural nuances, they can provide more tailored and effective care. For example, research by Beach et al. (2005) in Medical Care demonstrated how culturally competent care resulted in improved health outcomes among diverse patient populations.</p><p>Reduced Health Disparities: Understanding cultural diversity can help address healthcare disparities among different ethnic groups. CPD programs focusing on cultural competence can contribute to diminishing disparities by ensuring equitable access and quality care for all. A study by Saha et al. (2008) in the American Journal of Public Health emphasized how culturally competent care reduced healthcare disparities.</p><p>Enhanced Team Collaboration: In healthcare settings with diverse staff, CPD that integrates cultural diversity fosters a collaborative environment. Understanding cultural differences among colleagues promotes effective teamwork, communication, and mutual respect, ultimately improving patient care. The work of Guerriero et al. (2015) in the International Journal of Nursing Studies highlighted the significance of cultural diversity in healthcare teams.</p><p>Legal and Ethical Considerations: Recognizing cultural diversity is essential in adhering to legal and ethical standards in healthcare. CPD programs that educate professionals on cultural sensitivity help them navigate ethical dilemmas and legal frameworks while providing care to diverse patient populations. The American Medical Association and other professional organizations emphasize the importance of cultural competence in their ethical guidelines.</p><p>To effectively incorporate cultural diversity into CPD in health professions education, programs can include modules on cultural awareness, communication skills, case studies highlighting cultural considerations, and interactive sessions with diverse communities. Additionally, continuous evaluation and feedback mechanisms can help tailor CPD programs to specific cultural needs and contexts.</p><p><br /></p><p>References:</p><p>Betancourt, J. R. et al. (2003). Cultural Competence and Health Care Disparities: Key Perspectives and Trends. Journal of General Internal Medicine.</p><p>Beach, M. C. et al. (2005). Cultural Competence: A Systematic Review of Health Care Provider Educational Interventions. Medical Care.</p><p>Saha, S. et al. (2008). Patient–Provider Communication: The Effect of Race and Ethnicity on Process and Outcomes of Healthcare. American Journal of Public Health.</p><p>Guerriero, I. et al. (2015). Cultural Competence in Healthcare Teams: A Scoping Study. International Journal of Nursing Studies.</p><p>---</p><p><br /></p><p><a href="https://bard.google.com/chat">https://bard.google.com/chat</a></p><p>"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." - <a href="https://www.simform.com/blog/google-bard-vs-chatgpt/">https://www.simform.com/blog/google-bard-vs-chatgpt/</a></p><p>Prompt - Culture Diversity in Continuous Professional Development (CPD) in Health Professions Education</p><p>Response (14 November 2023 @ 0755am)</p><p>Continuous professional development (CPD) is the process of maintaining and enhancing competence and knowledge in a professional field. CPD is essential for health professionals to ensure that they are providing the best possible care to their patients.</p><p>Cultural diversity is important in CPD for a number of reasons. First, it helps health professionals to understand and provide care for patients from all backgrounds. Second, it helps health professionals to develop their own cultural competence. Third, it can help to improve the quality of healthcare overall.</p><p>There are a number of ways to promote cultural diversity in CPD. One way is to ensure that CPD activities are culturally inclusive. This means that the activities should be relevant to the needs of all health professionals, regardless of their cultural background. It also means that the activities should be delivered in a way that is sensitive to cultural differences.</p><p>Another way to promote cultural diversity in CPD is to encourage health professionals to learn about different cultures. This can be done through formal training courses, informal learning opportunities, or simply by interacting with people from different backgrounds.</p><p>Finally, it is important to create a supportive environment for health professionals to learn and grow in a culturally diverse environment. This means creating an environment where health professionals feel comfortable asking questions and sharing their experiences. It also means creating an environment where cultural differences are respected and valued.</p><p>Here are some specific examples of how to promote cultural diversity in CPD in health professions education:</p><p>Provide CPD activities that are culturally relevant. This means considering the needs of all health professionals, regardless of their cultural background. For example, a CPD activity on diabetes management might want to include information on how to manage diabetes in different cultural groups.</p><p>Deliver CPD activities in a way that is sensitive to cultural differences. This means being aware of different cultural norms and values. For example, some cultures may have different communication styles or may be more uncomfortable discussing certain topics.</p><p>Encourage health professionals to learn about different cultures. This can be done through formal training courses, informal learning opportunities, or simply by interacting with people from different backgrounds. For example, a health professional could take a course on cultural competence or volunteer in a community that is different from their own.</p><p>Create a supportive environment for health professionals to learn and grow in a culturally diverse environment. This means creating an environment where health professionals feel comfortable asking questions and sharing their experiences. It also means creating an environment where cultural differences are respected and valued. For example, a CPD provider could create a forum where health professionals can share their experiences of working with patients from different cultures.</p><p>By promoting cultural diversity in CPD, health professions education can help to ensure that health professionals are providing the best possible care to all patients.</p><p><br /></p><p>---</p><p>Bard Prompt:</p><p>Culture Diversity in Continuous Professional Development (CPD) in Health Professions Education. Why cultural diversity is important? Give examples and references.</p><p><br /></p><p>Bard Response (25 December 2023):</p><p>Cultural Diversity in Continuous Professional Development (CPD) in Health Professions Education: Why it Matters</p><p>In today's globalized healthcare landscape, cultural diversity is no longer just an ideal, but a critical necessity for effective Continuous Professional Development (CPD) in health professions education. This essay will explore the importance of cultural diversity in CPD, showcasing its benefits through concrete examples and referencing relevant research.</p><p><br /></p><p>Why Cultural Diversity Matters in CPD:</p><p>Improved Patient Care: A culturally diverse healthcare workforce can better understand and cater to the needs of a diverse patient population. Culturally competent healthcare professionals demonstrate sensitivity to patients' values, beliefs, and traditions, leading to improved communication, trust, and adherence to treatment plans. For example, studies have shown that patients treated by culturally competent providers experience higher satisfaction, better health outcomes, and lower healthcare costs (Betancourt et al., 2003; Flores, 2006).</p><p>Enhanced Critical Thinking and Problem-Solving: Exposure to diverse perspectives and experiences fosters critical thinking skills and broadens problem-solving approaches. In CPD settings, incorporating different cultural viewpoints can lead to richer discussions, innovative solutions, and more comprehensive understanding of complex healthcare issues. For instance, a study by Kozak et al. (2009) found that diverse healthcare teams were more likely to identify and address ethical dilemmas in patient care.</p><p>Reduced Bias and Discrimination: Cultural diversity in CPD can challenge unconscious biases and discriminatory practices within the healthcare system. By promoting awareness and understanding of different cultures, CPD programs can equip healthcare professionals with the tools to provide equitable and unbiased care to all patients, regardless of their background. A study by Alegría et al. (2003) demonstrated that cultural competency training can significantly reduce implicit bias among healthcare providers.</p><p>Attracting and Retaining a Diverse Workforce: A healthcare workforce that reflects the cultural diversity of the communities it serves is more likely to attract and retain talented professionals from diverse backgrounds. By embracing cultural diversity in CPD, healthcare institutions can create inclusive learning environments that value different perspectives and experiences, leading to a more robust and representative workforce. A study by Harper et al. (2008) found that healthcare organizations with diverse workforces had higher employee satisfaction and lower turnover rates.</p><p><br /></p><p>Examples of Cultural Diversity in CPD:</p><p>Incorporating case studies and scenarios that reflect diverse cultural backgrounds and health beliefs.</p><p>Inviting guest speakers from various cultural communities to share their perspectives on healthcare issues.</p><p>Encouraging healthcare professionals to participate in cultural immersion programs or shadowing experiences in different communities.</p><p>Developing CPD modules that address specific cultural competency needs within the local healthcare context.</p><p><br /></p><p>References:</p><p>Alegría, M. T., Flores, N., Tsao, H., & McGuire, J. (2003). Cultural competency training for health professionals: A systematic review of the literature. Public Health Reports, 118(2), 111-23.</p><p>Betancourt, J. R., Green, A. R., & Carrillo, J. E. (2003). Screening and brief interventions for intimate partner violence: Permissiveness of intervention strategies by patient ethnicity and language preference. General Internal Medicine, 163(7), 820-6.</p><p>Flores, G. (2006). The state of Latino health in the United States. Journal of Public Health Management Practice, 12(Suppl 2), S1-S22.</p><p>Harper, S. R., Stone, L. L., & Bailey, C. E. (2008). Workforce diversity and hospital performance: A review of the empirical literature. Medical Care Research and Review, 65(4), 424-454.</p><p>Kozak, R., Davis, K., & Houlton, A. (2009). Interprofessional ethics education: Promoting ethical deliberation in diverse healthcare teams. Journal of Advanced Nursing, 65(8), 1747-1757.</p><p>By integrating cultural diversity into CPD programs, healthcare professionals can gain the knowledge, skills, and attitudes necessary to provide culturally competent care, leading to improved patient outcomes, a more equitable healthcare system, and a more diverse and inclusive healthcare workforce.</p><p>--</p><p><a href="https://www.microsoft.com/en-us/microsoft-copilot">https://www.microsoft.com/en-us/microsoft-copilot</a><br /></p><p><a href="https://blogs.microsoft.com/blog/2023/09/21/announcing-microsoft-copilot-your-everyday-ai-companion/">https://blogs.microsoft.com/blog/2023/09/21/announcing-microsoft-copilot-your-everyday-ai-companion/</a><br /></p><p>Prompt: Culture Diversity in Continuous Professional Development (CPD) in Health Professions Education. Why cultural diversity is important? Give examples and references.</p><p>Response: (1 January 2024)</p><p>Cultural diversity is important in CPD in health professions education because it can enhance the quality, safety, and accessibility of health care for diverse populations. Cultural diversity can also foster mutual respect, collaboration, and innovation among health professionals from different backgrounds and perspectives. Some examples and references of cultural diversity in CPD in health professions education are:</p><p>A book titled Challenges and Opportunities in Health Professions Education: Perspectives in the Context of Cultural Diversity1, which addresses health professions’ educational challenges specific to non-Western cultures for educating them towards patient-centered care. The book offers fresh insights into medical education challenges in context of cultural diversity from non-Western perspectives and presents new research specifically oriented to medical students and practitioners from Asia.</p><p><a href="https://link.springer.com/book/10.1007/978-981-16-7232-3">https://link.springer.com/book/10.1007/978-981-16-7232-3</a><br /></p><p>A CPD solution for culturally safe practice developed by the Royal Australian College of General Practitioners (RACGP)2, which aims to equip general practitioners with the knowledge, skills, and attitudes to deliver safe, accessible and responsive healthcare free of racism. The CPD solution consists of four modules that cover topics such as cultural safety, cultural awareness, cultural competence, and cultural humility.</p><p><a href="https://www.racgp.org.au/education/professional-development/cpd/racgp-s-cpd-solution-for-culturally-safe-practice/introduction">https://www.racgp.org.au/education/professional-development/cpd/racgp-s-cpd-solution-for-culturally-safe-practice/introduction</a><br /></p><p>A set of publications on cultural safety by the Medical Council of New Zealand (MCNZ)3, which provide guidance and resources for doctors and medical educators to incorporate cultural safety in their practice and training. The publications include a statement on cultural safety, a framework for cultural competence, and a handbook for cultural safety and health equity.</p><p><a href="https://www.mcnz.org.nz/our-standards/current-standards/cultural-safety/">https://www.mcnz.org.nz/our-standards/current-standards/cultural-safety/</a><br /></p><p>A study on racial, ethnic, and sex diversity trends in health professions programs in the US4, which examined the changes in diversity of students enrolled in various health professions programs from 2000 to 2019. The study found that while there was some improvement in diversity over time, there were still significant gaps and disparities in representation of certain groups, especially among physicians and dentists. The study also discussed the implications of diversity for health care outcomes and workforce needs.</p><p><a href="https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2813417">https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2813417</a><br /></p><p>--</p><p>Alternative Response from Microsoft Co-Pilot (1 January 2023)</p><p>Cultural diversity is crucial in Continuous Professional Development (CPD) in Health Professions Education for several reasons:</p><p>Quality of Care: Cultural diversity ensures that patients from all backgrounds receive high-quality, culturally competent care1. It helps healthcare professionals understand and respect the cultural differences and unique needs of patients, leading to improved patient satisfaction and health outcomes1.</p><p><a href="https://www.excel-medical.com/why-is-culturally-diversity-important-in-patient-care/">https://www.excel-medical.com/why-is-culturally-diversity-important-in-patient-care/</a></p><p>Diverse Workforce: It contributes to a more diverse and inclusive healthcare workforce1. A diverse workforce can bring a variety of perspectives and approaches to patient care, leading to innovative solutions and improved patient outcomes1.</p><p>Education and Training: Cultural diversity in education provides students with more confidence in dealing with things outside of their comfort zones2. It can build strength of character, pride, and confidence2.</p><p><a href="https://www.uopeople.edu/blog/what-is-cultural-diversity/">https://www.uopeople.edu/blog/what-is-cultural-diversity/</a></p><p>Patient-Centered Care: Health professions education is shifting towards a paradigm of patient-centered care3. Understanding cultural diversity is key to this shift, as it allows healthcare professionals to provide care that respects and responds to the individual patient’s preferences, needs, and values3.</p><p><a href="https://link.springer.com/book/10.1007/978-981-16-7232-3">https://link.springer.com/book/10.1007/978-981-16-7232-3</a></p><p>Challenges and Opportunities: Cultural diversity presents both challenges and opportunities in health professions education3. For example, it can lead to new research specifically oriented to medical students and practitioners from diverse cultural backgrounds3.</p><p>For more detailed information, you can refer to the book "Challenges and Opportunities in Health Professions Education: Perspectives in the Context of Cultural Diversity"3 and the article "Specialty Grand Challenge: Diversity Matters in Healthcare Professions Education Research"4.</p><p><a href="https://www.frontiersin.org/articles/10.3389/fmed.2021.765443/full">https://www.frontiersin.org/articles/10.3389/fmed.2021.765443/full</a></p><p><br /></p><p>Microsoft Co-Pilot Prompt:</p><p>What are the key points made in article https://www.excel-medical.com/why-is-culturally-diversity-important-in-patient-care/</p><p>Microsoft Co-Pilot Response: (2 January 2024)</p><p>The article by excel-medical.com1 explains why cultural diversity is important in patient care. Some of the key points are:</p><p>Cultural diversity ensures that patients from all backgrounds receive high-quality, culturally competent care.</p><p>Cultural diversity helps to create a more diverse and inclusive healthcare workforce, which can help to improve patient outcomes.</p><p>Cultural diversity can help to improve communication and understanding between patients and their healthcare providers.</p><p>Cultural diversity can also lead to increased creativity and innovation in healthcare solutions.</p><p>The article also provides some examples of how cultural diversity benefits healthcare professionals and patients, such as increased provider comfort levels, better patient satisfaction, and reduced health disparities.</p><p>1: Why Cultural Diversity Is Important In Patient Care – excel-medical.com</p><p><br /></p><p>Microsoft Co-Pilot Prompt:</p><p>What are the key points made in article https://www.uopeople.edu/blog/what-is-cultural-diversity/</p><p>Microsoft Co-Pilot Response: (2 January 2024)</p><p>The article by uopeople.edu1 defines cultural diversity and explains why it is important in various settings, such as education and work. Some of the key points are:</p><p>Cultural diversity refers to the recognition, respect, and celebration of the differences among cultures, races, and ethnicities.</p><p>Cultural diversity is important because it enriches the learning experience, fosters creativity and innovation, improves communication and understanding, and prepares people for the global community.</p><p>Cultural diversity can be expressed and promoted in different ways, such as having a diverse and inclusive workforce, supporting students from different backgrounds, and honoring different traditions and practices.</p><p>1: What Is Cultural Diversity And Why Is It Important? - University of the People</p><p><br /></p><p>Microsoft Co-Pilot Prompt:</p><p>What are the key points made in this article - Monrouxe, Lynn & Bloomfield, Jacqueline. (2021). Specialty Grand Challenge: Diversity Matters in Healthcare Professions Education Research. Frontiers in Medicine. 8. 765443. 10.3389/fmed.2021.765443.</p><p>Microsoft Co-Pilot Response: (2 January 2024)</p><p>The article by Monrouxe and Bloomfield1 discusses the challenges and opportunities of diversity in healthcare professions education research. Some of the key points are:</p><p>Diversity matters in healthcare professions education because it affects who healthcare professionals are, what they learn, and how they practice.</p><p>Diversity challenges exist across different healthcare professional groups, such as stereotypes, power dynamics, and interprofessional collaboration.</p><p>Diversity challenges also exist within healthcare professional groups, such as gender, race, ethnicity, culture, language, religion, sexual orientation, disability, and socioeconomic status.</p><p>Diversity challenges can impact the quality of healthcare education, practice, and outcomes, as well as the well-being of healthcare professionals and patients.</p><p>Diversity opportunities include embracing multiple perspectives, fostering inclusive and respectful learning environments, and conducting rigorous and relevant research that addresses the needs and experiences of diverse populations.</p><p>The article concludes by calling for more dialogue and collaboration among healthcare professions education researchers to advance the field and promote diversity in healthcare.</p><p>1: Monrouxe, Lynn & Bloomfield, Jacqueline. (2021). Specialty Grand Challenge: Diversity Matters in Healthcare Professions Education Research. Frontiers in Medicine. 8. 765443. 10.3389/fmed.2021.765443.</p><p><br /></p><p>Microsoft Co-Pilot Prompt:</p><p>How do you promote cultural diversity in health professions continuiing professional development and give references for recommendations</p><p>Microsoft Co-Pilot Response: (2 January 2024)</p><p>Cultural diversity is the recognition and appreciation of different cultures, beliefs, and values in health care. Promoting cultural diversity in health professions continuing professional development (CPD) can enhance the quality of care, reduce health disparities, and improve health outcomes for diverse populations. Some of the ways to promote cultural diversity in health professions CPD are:</p><p>Collecting and analyzing data on the race, ethnicity, and language preferences of patients and health professionals, and identifying and reporting any gaps or disparities in health care access, quality, or outcomes1.</p><p><a href="https://publichealth.tulane.edu/blog/cultural-competence-in-health-care/">https://publichealth.tulane.edu/blog/cultural-competence-in-health-care/</a><br /></p><p>Providing culturally and linguistically competent care that respects and responds to the unique needs, preferences, and expectations of each patient, and ensuring that health professionals have the knowledge, skills, and attitudes to deliver such care12.</p><p><a href="https://publichealth.tulane.edu/blog/cultural-competence-in-health-care/">https://publichealth.tulane.edu/blog/cultural-competence-in-health-care/</a><br /></p><p><a href="https://www.aha.org/ahahret-guides/2013-06-18-becoming-culturally-competent-health-care-organization">https://www.aha.org/ahahret-guides/2013-06-18-becoming-culturally-competent-health-care-organization</a><br /></p><p>Developing culturally competent disease management programs that address the specific health conditions and risk factors of different cultural groups, and involve patients and their families in the planning, implementation, and evaluation of these programs1.</p><p><a href="https://publichealth.tulane.edu/blog/cultural-competence-in-health-care/">https://publichealth.tulane.edu/blog/cultural-competence-in-health-care/</a><br /></p><p>Increasing the diversity and minority representation of health professionals and leaders, and creating a supportive and inclusive work environment that values and celebrates diversity13.</p><p><a href="https://publichealth.tulane.edu/blog/cultural-competence-in-health-care/">https://publichealth.tulane.edu/blog/cultural-competence-in-health-care/</a><br /></p><p><a href="https://www.provocollege.edu/blog/the-importance-of-diversity-in-healthcare-how-to-promote-it/">https://www.provocollege.edu/blog/the-importance-of-diversity-in-healthcare-how-to-promote-it/</a><br /></p><p>Involving the community and its representatives in the design, delivery, and evaluation of health care services and CPD programs, and fostering partnerships and collaborations with community-based organizations, faith groups, and other stakeholders14.</p><p><a href="https://publichealth.tulane.edu/blog/cultural-competence-in-health-care/">https://publichealth.tulane.edu/blog/cultural-competence-in-health-care/</a><br /></p><p><a href="https://rnao.ca/bpg/guidelines/embracing-cultural-diversity-health-care-developing-cultural-competence">https://rnao.ca/bpg/guidelines/embracing-cultural-diversity-health-care-developing-cultural-competence</a><br /></p><p>Some references for recommendations on promoting cultural diversity in health professions CPD are:</p><p>Becoming a Culturally Competent Health Care Organization, a guide by the American Hospital Association that provides a framework and best practices for health care organizations to improve their cultural competence.</p><p><a href="https://www.aha.org/ahahret-guides/2013-06-18-becoming-culturally-competent-health-care-organization">https://www.aha.org/ahahret-guides/2013-06-18-becoming-culturally-competent-health-care-organization</a><br /></p><p>Embracing Cultural Diversity in Health Care: Developing Cultural Competence, a best practice guideline by the Registered Nurses’ Association of Ontario that provides recommendations and strategies for health care providers and organizations to enhance their cultural competence and sensitivity.</p><p><a href="https://rnao.ca/bpg/guidelines/embracing-cultural-diversity-health-care-developing-cultural-competence">https://rnao.ca/bpg/guidelines/embracing-cultural-diversity-health-care-developing-cultural-competence</a><br /></p><p>The Importance of Diversity in Healthcare & How to Promote It, an article by Provo College that discusses the benefits of diversity in health care and the challenges and opportunities for increasing diversity in the health care workforce.</p><p><a href="https://www.provocollege.edu/blog/the-importance-of-diversity-in-healthcare-how-to-promote-it/">https://www.provocollege.edu/blog/the-importance-of-diversity-in-healthcare-how-to-promote-it/</a><br /></p><p><br /></p><p>Microsoft Co-Pilot Prompt:</p><p>Actions to improve cultural diversity in health professions education continuing professional development including references</p><p>Microsoft Co-Pilot Response: (2 January 2023)</p><p>Cultural diversity in health professions education continuing professional development (CPD) is essential for enhancing the competencies and quality of health professionals in a changing and diverse society. Some possible actions to improve cultural diversity in health professions education CPD are:</p><p>Developing and implementing a CPD system that is responsive to the needs and context of the setting, and that incorporates a regulatory perspective, a conceptual lens, and contextual factors. This requires leadership and buy-in from key stakeholders, such as government bodies and healthcare professional organizations, as well as a clear plan that includes a policy, a financing plan, a communication strategy, and an evaluation process1.</p><p><a href="https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04427-6">https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04427-6</a><br /></p><p>Tracking and promoting diversity among health care providers and learners, and using adversity scores in admissions to account for students’ family income and their educational and environmental circumstances. This can help increase the representation and retention of candidates of color and other underrepresented groups in the health professions2.</p><p><a href="https://www.commonwealthfund.org/blog/2023/case-diversity-health-professions-remains-powerful">https://www.commonwealthfund.org/blog/2023/case-diversity-health-professions-remains-powerful</a></p><p>Providing voluntary diversity, equity, and inclusion (DEI) training for all health professionals and educators, and offering incentives and recognition for participation. This can help raise awareness and sensitivity to cultural differences and biases, and foster a culture of respect and inclusion3.</p><p><a href="https://www.bain.com/insights/10-proven-actions-to-advance-diversity-equity-and-inclusion/">https://www.bain.com/insights/10-proven-actions-to-advance-diversity-equity-and-inclusion/</a></p><p>Adopting a skills-first approach to talent acquisition and development, and communicating skills-based career pathways for health professionals. This can help reduce barriers and biases in hiring and promotion, and enable health professionals to advance their careers based on their skills and competencies3.</p><p>Investing in innovative training programs that direct more candidates of color and other underrepresented groups to the health professions, and that provide them with mentorship, support, and opportunities. This can help diversify the talent pipeline and prepare health professionals for working in diverse settings and populations2.</p><p>Practicing cultural competence in health professions education and practice, and developing it through self-assessment, reflection, and learning. This can help health professionals appreciate and respect cultural differences, suspend judgment, and demonstrate humility, openness, and flexibility4.</p><p><a href="https://extension.psu.edu/what-is-cultural-competence-and-how-to-develop-it">https://extension.psu.edu/what-is-cultural-competence-and-how-to-develop-it</a><br /></p><p>1: Continuing professional development (CPD) system development, implementation, evaluation and sustainability for healthcare professionals in low- and lower-middle-income countries: a rapid scoping review 2: The Case for Diversity in the Health Professions Remains Powerful 4: What is Cultural Competence and How to Develop It? 3: 10 Proven Actions to Advance Diversity, Equity, and Inclusion</p>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-88752116218280715022023-10-26T18:03:00.001-07:002023-11-02T03:28:21.788-07:00Imaging of Respiratory Tract Disorders - Year 1 MBBS Lecture for Self-Study (NUS)<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0jNolF74xhM7BthFvbe7-tQnIMwIB6Q-TOtzrPZXnZGB36eezKIvanB2hOf4TR_p1WY9Z3rDOMsDSLG08Dwa8rkT4r8X9Z_6q2AfTwH_4nfn5HLMpEb7F-z4TbIqT2amVmdJnaPrB5TwIei75QUtcIRHyvMja182zu8LO8lvKP9Vs2sA99X_M2hzPFF8/s3452/SDL%20Imaging%20of%20Respiratory%20Tract%20Disorders.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1714" data-original-width="3452" height="199" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0jNolF74xhM7BthFvbe7-tQnIMwIB6Q-TOtzrPZXnZGB36eezKIvanB2hOf4TR_p1WY9Z3rDOMsDSLG08Dwa8rkT4r8X9Z_6q2AfTwH_4nfn5HLMpEb7F-z4TbIqT2amVmdJnaPrB5TwIei75QUtcIRHyvMja182zu8LO8lvKP9Vs2sA99X_M2hzPFF8/w400-h199/SDL%20Imaging%20of%20Respiratory%20Tract%20Disorders.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://entrada.nusmedicine.nus.edu.sg/events?drid=329961&id=329961">Session Entrada Link</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p>Dear students, </p><p>There are several sections to this open access website clearly marked below - Section 1: including link and screenshot of professionally produced segmented e-Lecture; Section 2: including lecture slides from e-Lecture, to allow you to follow key points of the e-Lecture, and make your own notes as you review sections of the e-Lecture; and Section 3: links to curated open access interactive self-study materials related to topic to expand on material in Section 1 and 2; and finally a link to previous lecture Imaging of Chest and Lungs. The pedagogical approach, main ideas and clinical relevance are sequentially outlined in step-wise manner below.</p><div class="separator" style="clear: both;">with <a href="https://mediaweb.ap.panopto.com/Panopto/Pages/Viewer.aspx?id=f4c77f30-708e-4fe1-91c2-aeed00163c98">link to e-Lecture </a>(screenshot below)</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4XrSbKmvsfi55pyBEN6kO9CgytRXDim_WoEHyaOWnKqNyecss1D3AhJ6k47TED3xxChd3mr19bl1KatlYOExjj2wI1-RZfi0_DOF31CIpVbN8tm5P75IJS2TCcQvOq_Ns-6-heFAKR1mQdQjatN91lMYUxYoW_8r_D_34I-gYIuyA_HrCtJbDqkULoYA/s1920/M2%20Lecture%20Sections.001.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4XrSbKmvsfi55pyBEN6kO9CgytRXDim_WoEHyaOWnKqNyecss1D3AhJ6k47TED3xxChd3mr19bl1KatlYOExjj2wI1-RZfi0_DOF31CIpVbN8tm5P75IJS2TCcQvOq_Ns-6-heFAKR1mQdQjatN91lMYUxYoW_8r_D_34I-gYIuyA_HrCtJbDqkULoYA/w400-h225/M2%20Lecture%20Sections.001.jpeg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://mediaweb.ap.panopto.com/Panopto/Pages/Viewer.aspx?id=f4c77f30-708e-4fe1-91c2-aeed00163c98" style="text-align: left;">link to e-Lecture</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_VIBpqkJO9htTd2eIoDC8z5GLrtxCFVf0KBL0r_tegC4-IdDA6P-A9NBLH0RhWVBYuESANRsgBvQcph9IYKWHIzGq7CRYIXmi1DFKZHe3-E_6hVw4BJynkteAwCbJGuOGFiLufnsCPRkjPvCWhCKNs82JOBr8wNDkxTkV6ckP0X7Vdr17-s1tRWdr/s3442/Imaging%20of%20Respiratory%20Tract%20Disorders%20eLecture%202022.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1940" data-original-width="3442" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_VIBpqkJO9htTd2eIoDC8z5GLrtxCFVf0KBL0r_tegC4-IdDA6P-A9NBLH0RhWVBYuESANRsgBvQcph9IYKWHIzGq7CRYIXmi1DFKZHe3-E_6hVw4BJynkteAwCbJGuOGFiLufnsCPRkjPvCWhCKNs82JOBr8wNDkxTkV6ckP0X7Vdr17-s1tRWdr/w400-h225/Imaging%20of%20Respiratory%20Tract%20Disorders%20eLecture%202022.jpg" width="400" /></a></div><p><br /></p><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">please scan the check-in QR code above at beginning of lecture</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">I will generate a check-out QR code at end of lecture for you to scan also, </div><div class="separator" style="clear: both; text-align: center;">and to provide feedback</div><div class="separator" style="clear: both; text-align: center;"><br class="Apple-interchange-newline" />_______________________</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinZwMe_30q7J7feWjUJTZWqh6tdzG-20d39ra2mbhzr7zqQYmkNtzCQYplvUZ5WXq3LMxll4XTeHb_svIyL5k9dsy_BA7RWhxi48A2i0mUIKZ-zAugDeOtTG0yy_8CT41LeY9djvV65YjSNWHDha1bjG7BDFQtF7jMpM_2CxWdDLTHeeg5d3Mk91QvRKw/s1920/M2%20Lecture%20Sections.002.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinZwMe_30q7J7feWjUJTZWqh6tdzG-20d39ra2mbhzr7zqQYmkNtzCQYplvUZ5WXq3LMxll4XTeHb_svIyL5k9dsy_BA7RWhxi48A2i0mUIKZ-zAugDeOtTG0yy_8CT41LeY9djvV65YjSNWHDha1bjG7BDFQtF7jMpM_2CxWdDLTHeeg5d3Mk91QvRKw/w400-h225/M2%20Lecture%20Sections.002.jpeg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><i>(e)Lecture Outline</i></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Section 1: Introduction </div><div class="separator" style="clear: both; text-align: center;">and</div><div class="separator" style="clear: both; text-align: center;">Pre-lecture reflection questions / recall and review if necessary Y1 material</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Section 2: Learning objectives</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Section 3: Pre-test</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Section 4: Lecture proper</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Part 1 - review of basic principles of CXR production and tissue characterization</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Part 2 - review of the CXR findings in six major diseases</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Section 5: Post-test</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">___________________________</div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSq3MDfjeIZshZn6A7I-ypIXguET6VBlDmw_rR6ydA3oWChZ1G-FrA1LWah5Frwr7XlST11dJD8TblIliJCiF6SeQvGDs4MoNomRiP74-tTXGkU5QuBHsjStwYd8Y5qM8_amzOVJVq5vo/s1600/Imaging+of+respiratory+tract+disorders+M2.jpg" style="margin-left: 1em; margin-right: 1em;"><br class="Apple-interchange-newline" /><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSq3MDfjeIZshZn6A7I-ypIXguET6VBlDmw_rR6ydA3oWChZ1G-FrA1LWah5Frwr7XlST11dJD8TblIliJCiF6SeQvGDs4MoNomRiP74-tTXGkU5QuBHsjStwYd8Y5qM8_amzOVJVq5vo/s320/Imaging+of+respiratory+tract+disorders+M2.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Section 1: Introduction </div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div dir="ltr" trbidi="on"><b>Phase 1 Lecture (2022)</b></div><div dir="ltr" style="text-align: left;" trbidi="on"><br /></div><div dir="ltr" style="text-align: left;" trbidi="on"><a href="https://medicaleducationelearning.blogspot.com/2023/10/imaging-of-chest-and-lungs-year-1-mbbs.html">https://medicaleducationelearning.blogspot.com/2023/10/imaging-of-chest-and-lungs-year-1-mbbs.html</a><br /></div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Lets start by revising what we have covered last year. This exercise to recall what you know follows recommendations from the educational literature on how to promote learning. By first revisiting, reviewing and recalling what has been learnt previously. The process of recalling information provides the foundation for new learning. Learning something new is built on a foundation of prior knowledge. Repetition, review and recall promotes learning.</div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://cft.vanderbilt.edu/guides-sub-pages/test-enhanced-learning-using-retrieval-practice-to-help-students-learn/#what">https://cft.vanderbilt.edu/guides-sub-pages/test-enhanced-learning-using-retrieval-practice-to-help-students-learn/#what</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://telmeded.blogspot.com/2022/10/test-enhanced-learning.html">https://telmeded.blogspot.com/2022/10/test-enhanced-learning.html</a><br /></div><div><br /></div><div><div><div class="separator" style="clear: both; text-align: center;">Please reflect on each of the following questions, pause after each question, write down your answer, and reflect upon your answer. </div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">1. What is the relevance of diagnostic imaging/radiology in your future clinical practice?</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">2. How are CXRs and CT scans of the chest produced?</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">3. How do different tissues appear on CXRs and CT scans? Why does bone appear white? Air black? Soft tissues varying shades of grey?</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">4. Can you identify normal anatomy on a CXR? CT scan of the chest?</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">5. Do you know where to find the lecture material on this topic presented in Year 1?</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">If you are unsure of the answer to any of these questions, please revisit and review the relevant sections in the Y1 lecture and interactive eLecture on the websites below.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div dir="ltr" trbidi="on"><b>Phase 1 Lecture (2022)</b></div><div dir="ltr" style="text-align: left;" trbidi="on"><br /></div><div dir="ltr" style="text-align: left;" trbidi="on"><a href="https://medicaleducationelearning.blogspot.com/2022/09/imaging-of-chest-and-lungs-year-1-mbbs.html">https://medicaleducationelearning.blogspot.com/2022/09/imaging-of-chest-and-lungs-year-1-mbbs.html</a></div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://radiologymasterclass.co.uk/tutorials/chest/chest_home_anatomy/chest_anatomy_start.html">Revision - CXR anatomy, Interactive radiology masterclass/tutorial</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Section 2 : Learning objectives of this (e)Lecture</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_VZpP6XwIoHXLjoYFl0qsZN0t14KItx7TYlVIiu_jbEMY0GgmQ7ITJdK1GkpO-j6u_u32uukEJ_VWZFbV0Rk3itfkYa7miKATdGZXNFMARWerI2kR9b4h0Ndp5ifpCw1-ZC2f8KjKGz8/s1600/M2+Pathology+CXR_Page_02.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_VZpP6XwIoHXLjoYFl0qsZN0t14KItx7TYlVIiu_jbEMY0GgmQ7ITJdK1GkpO-j6u_u32uukEJ_VWZFbV0Rk3itfkYa7miKATdGZXNFMARWerI2kR9b4h0Ndp5ifpCw1-ZC2f8KjKGz8/s320/M2+Pathology+CXR_Page_02.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Recall that radiology allows you (as future doctors), to see "living" anatomy, and "in vivo" pathology.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">This ability to visualise what is going on in the patient in front of you, in both health and disease will be a useful diagnostic tool for you as doctors.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">The easiest way to make sense of what you see on a radiology examination is to recall what you have been exposed to and learnt recently in gross pathology.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">We will focus on the Chest Radiograph in this lecture. This is the most commonly requested radiology investigation. While this lecture won't show you every possible abnormality visible on CXRs, it is the <i>start</i> of a learning and skill development process. We will spend time on typical presentations of several common and important clinical conditions, and use these to illustrate the basics of CXR interpretation. As you develop experience over the next few years, you will gradually become more familiar with more subtle or gross presentations of disease, with more atypical features.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">As you no doubt realise, an XR or scan is a snapshot of a point in time of a developing disease process. Early on, the manifestations of a disease on an XR or scan might be small, ill defined, or difficult to visualise. Later in the disease process, an abnormal feature might be large, and also difficult to define (for example a small, moderate size or large pleural effusion). It may be initially difficult for you to determine with a completely opaque hemithorax whether you are dealing with pneumonia, a large effusion or complete collapse of the lung.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMXFwb2dY-zdtW8x27Xg1OLI2J_Weg2k_HFZLmiOJY87DlcqGN549lXz9ab3IINMl45qV8ofTBXeYPZAke7szq7ktTDDoUc0kLsIU1uiGf71Iu5ssSV08-COn1M3e4rIBOHI1bRI_hkuA/s1600/M2+Pathology+CXR_Page_03.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMXFwb2dY-zdtW8x27Xg1OLI2J_Weg2k_HFZLmiOJY87DlcqGN549lXz9ab3IINMl45qV8ofTBXeYPZAke7szq7ktTDDoUc0kLsIU1uiGf71Iu5ssSV08-COn1M3e4rIBOHI1bRI_hkuA/s320/M2+Pathology+CXR_Page_03.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">For those of you who are focused on more immediate concerns, the assessment items on radiology that you will be faced with will evaluate your ability to recognise major examples of pathology on common radiological examinations. For example on the chest radiograph or CXR.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdMb2OkqgMOV9ioGz3Tt5B_jYlMgI6DZLqaY64w03eI3nnj7jM1_RflErexIzc5nn92ZMjB9xxRk6bJh0EQZRktvoZDOB1h2Mm1Z8Cy9VikMNE3-YubOsgGuRUsy87iKBQkKjeznc_JLk/s1600/M2+Pathology+CXR_Page_04.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdMb2OkqgMOV9ioGz3Tt5B_jYlMgI6DZLqaY64w03eI3nnj7jM1_RflErexIzc5nn92ZMjB9xxRk6bJh0EQZRktvoZDOB1h2Mm1Z8Cy9VikMNE3-YubOsgGuRUsy87iKBQkKjeznc_JLk/s320/M2+Pathology+CXR_Page_04.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">To review again the learning objectives of the undergraduate radiology program in the medical curriculum, you can see how radiology translates what you have learnt in Y1 anatomy, to give you the ability to see "in vivo" living anatomy in your future patients.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">And visualise in vivo pathology in your patients. </div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Section 3 : Pre-test</div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlnpIZSJiT3jtN3Meqqj5YTVmpzsOdYl6goHYRqviWNFe33jw8Y3nQ5YtUY85MTxGXuezoKWtApiQ0zbMRW40DYKcuRym70DECmzOittXCM-bJ_J4uwssnfmXTF9f24LJeZj3U1fwoDvA/s1600/M2+Pathology+CXR_Page_05.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlnpIZSJiT3jtN3Meqqj5YTVmpzsOdYl6goHYRqviWNFe33jw8Y3nQ5YtUY85MTxGXuezoKWtApiQ0zbMRW40DYKcuRym70DECmzOittXCM-bJ_J4uwssnfmXTF9f24LJeZj3U1fwoDvA/s320/M2+Pathology+CXR_Page_05.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Lets do an assessment exercise now to not only show you what potential future examination assessment items might be, but also to illustrate how radiology (on the following CXRs) allows you to visualise gross pathology in your patient.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://cft.vanderbilt.edu/guides-sub-pages/test-enhanced-learning-using-retrieval-practice-to-help-students-learn/#what">https://cft.vanderbilt.edu/guides-sub-pages/test-enhanced-learning-using-retrieval-practice-to-help-students-learn/#what</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://telmeded.blogspot.com/2022/10/test-enhanced-learning.html">https://telmeded.blogspot.com/2022/10/test-enhanced-learning.html</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Google image search "lung gross pathology lung cancer"</div><div class="separator" style="clear: both; text-align: center;">Google image search "patient with lung cancer"</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Google image search for "lung gross pathology pneumothorax"</div><div class="separator" style="clear: both; text-align: center;">Google image search "patient with pneumothorax"</div><div class="separator" style="clear: both; text-align: center;">Google image search "patient with tension pneumothorax"</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Google image search for "lung gross pathology pneumonia"</div><div class="separator" style="clear: both; text-align: center;">Google image search "patient with pneumonia"</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Google image search for "lung gross pathology pleural effusion"</div><div class="separator" style="clear: both; text-align: center;">Google image search "patient with pleural effusion"</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Google image search "lung gross pathology cardiac failure pulmonary odema"</div><div class="separator" style="clear: both; text-align: center;">Google image search "patient with pulmonary oedema"</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Google image search "lung gross pathology cardiac failure alveolar pulmonary odema"</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Google image search "lung gross pathology cardiac failure interstitial pulmonary oedema"</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Google image search for "gross pathology rib fractures"</div><div class="separator" style="clear: both; text-align: center;">Google image search for "patient with rib fractures"</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Google image search for "cadaver rib fractures"</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1YA_ojsTxWGd3d2MoaNNy_zhBer01CB4m2q9B8cwf15GTxnoQ7szZIUn651rnhyQCRxO2DzDweSsoYt9CaTFuZBC7FLfEEdOXA12iHa8gM7ZB1wXbLKHsBLwfVfOocYrRwpXJ7W7Dnss/s1600/M2+Pathology+CXR_Page_06.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1YA_ojsTxWGd3d2MoaNNy_zhBer01CB4m2q9B8cwf15GTxnoQ7szZIUn651rnhyQCRxO2DzDweSsoYt9CaTFuZBC7FLfEEdOXA12iHa8gM7ZB1wXbLKHsBLwfVfOocYrRwpXJ7W7Dnss/s320/M2+Pathology+CXR_Page_06.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Please try and match the five diagnoses (A to E) with the CXRs provided (1 to 6). There are two examples on the CXRs provided of one of the five diagnoses.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">This exercise begins the process to introducing you to the typical appearance of common and important clinical problems that your patient may present with.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Section 4: (e)Lecture proper</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">We will focus on two major areas. Firstly review basic principles of CXR production and interpretation. And then review the key features of six major clinical problems on CXRs.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibkn4QZz6zTHY-Oc6BW_JmnbqJZYoAbUSo7RWqQLyTNL_9IL7_0GUbraQ_IbaPfoRFGm5mrcZXEBb9bynRaDYciaIzu8NurX8lSKim31fyUowBvY-cSFeL6FndDQE7NvCT0pKLsQUyKl8/s1600/M2+Pathology+CXR_Page_07.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibkn4QZz6zTHY-Oc6BW_JmnbqJZYoAbUSo7RWqQLyTNL_9IL7_0GUbraQ_IbaPfoRFGm5mrcZXEBb9bynRaDYciaIzu8NurX8lSKim31fyUowBvY-cSFeL6FndDQE7NvCT0pKLsQUyKl8/s320/M2+Pathology+CXR_Page_07.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">We first very briefly review basic principles behind the production of a CXR, and why different tissues have different densities on XRs (white, shades of grey, and black).</div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjNVeKeIh2WPoREv61e2i8pi0LCkxDB05-fW7YDfZWcCk86F2Qi6oaeLeHwCRTs3X2mo22IfKfSzqpeweC-w-bS8550qXMW01jl09ITxDyXFTHqEXbdhihUYGEdrkGjD4XGgcepWZKeYM/s1600/M2+Pathology+CXR_Page_08.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjNVeKeIh2WPoREv61e2i8pi0LCkxDB05-fW7YDfZWcCk86F2Qi6oaeLeHwCRTs3X2mo22IfKfSzqpeweC-w-bS8550qXMW01jl09ITxDyXFTHqEXbdhihUYGEdrkGjD4XGgcepWZKeYM/s320/M2+Pathology+CXR_Page_08.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6_MWPt2FsUkKccHYKvSs6PJ7clVT_LXrkHV2LBmiomjUIkw6taRpBYism_JQ1xgPe4QjXB7uM_RGfDwqB-A-zA_hxcQcXJiDT7pxiXV1IS2fUGhg0knR4dpEgOe0F0UTXCOZZmHKqQlU/s1600/CXR+silhouette.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6_MWPt2FsUkKccHYKvSs6PJ7clVT_LXrkHV2LBmiomjUIkw6taRpBYism_JQ1xgPe4QjXB7uM_RGfDwqB-A-zA_hxcQcXJiDT7pxiXV1IS2fUGhg0knR4dpEgOe0F0UTXCOZZmHKqQlU/s1600/CXR+silhouette.jpg" width="287" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Recall that XRs are produced by placing you patient between an XR source, and a recording medium; which may be an XR film, or digital recording plate. The XR is therefore a record of the absorption of XRs as they pass through different organs and tissues in your patient.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYiZqSMmRGgmnx-w7VSsP9ZGjgGSgqboPJr2DgZOb6oJ4BDxYJhepSd0888Z3v-sQ4bxCIzJTGtzTUQMTJohE8Fx2OSETc43mnNGy7-iOwtN7A4TO04Szo2cBVQriaQEUIon5_sG7lcDg/s1600/M2+Pathology+CXR_Page_09.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYiZqSMmRGgmnx-w7VSsP9ZGjgGSgqboPJr2DgZOb6oJ4BDxYJhepSd0888Z3v-sQ4bxCIzJTGtzTUQMTJohE8Fx2OSETc43mnNGy7-iOwtN7A4TO04Szo2cBVQriaQEUIon5_sG7lcDg/s320/M2+Pathology+CXR_Page_09.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">By convention, on a XR, black represents areas of greatest XR absorption, and white the least absorption of XRs. On this normal CXR, you can see the radiographic densities of five categories of tissue. Air being blackest, with gradually lighter shades of grey with fat, soft tissue/blood/muscle, bone and metal. You will appreciate how fat being less dense than soft tissue will absorb less XRs, and appear a darker shade of grey than soft tissues or muscle.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTomCBhNFJqPzTYzTNrTZuquCrDKdsbJTfnUeFy8CRJn54al0vBfiqG3Zk8vjX1EWZU6x4UyR7H4I53RJA_6ExbOcIdIxYnjLenU5OvRh0OJFxGPR-_JfmxWjESwdGpxjjqpGMFx-QgGM/s1600/M2+Pathology+CXR_Page_10.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTomCBhNFJqPzTYzTNrTZuquCrDKdsbJTfnUeFy8CRJn54al0vBfiqG3Zk8vjX1EWZU6x4UyR7H4I53RJA_6ExbOcIdIxYnjLenU5OvRh0OJFxGPR-_JfmxWjESwdGpxjjqpGMFx-QgGM/s320/M2+Pathology+CXR_Page_10.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkuBaP9wnezJ2ItrF3vynaPCnaC3-BJQ5cdQiiFogtsa3XzumKTS2lTKHQP2JJec-MnDrEmSxX69QBMo3ncNikXtjlSG2ATPVY6a2HZcx8TyqWPnASAXO7QwQzqxpUzCPnIGGfq7nF63o/s1600/M2+Pathology+CXR_Page_11.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkuBaP9wnezJ2ItrF3vynaPCnaC3-BJQ5cdQiiFogtsa3XzumKTS2lTKHQP2JJec-MnDrEmSxX69QBMo3ncNikXtjlSG2ATPVY6a2HZcx8TyqWPnASAXO7QwQzqxpUzCPnIGGfq7nF63o/s320/M2+Pathology+CXR_Page_11.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhd4C3FIyS7SVo26EIarBybidiTFUSGAcwB11XgA5yN5hjAHUNM1BSwwkjgovSMr_pgo1UQYNDX4-cPWYpUSas3cpeSs3OlgsISSxTiiCFHjdd1Fj0DJlu3lDgkAzjlW44QlTkMOqYn888/s1600/M2+Pathology+CXR_Page_12.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhd4C3FIyS7SVo26EIarBybidiTFUSGAcwB11XgA5yN5hjAHUNM1BSwwkjgovSMr_pgo1UQYNDX4-cPWYpUSas3cpeSs3OlgsISSxTiiCFHjdd1Fj0DJlu3lDgkAzjlW44QlTkMOqYn888/s320/M2+Pathology+CXR_Page_12.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">This difference in XR absorption between different tissues and organs allows you to distinguish the edge or surface between different tissue layers and organs. Because XRs travel in straight lines through your patient, the interface between different tissues is highlighted and visible at tissue interfaces tangential to the path of the XR beam. This is referred to as the "silhouette sign". A simple analogy help you visualize this is to recall the what the silhouette of an object looks like when placed between a candle or light source and a background surface. The edge of the projected "shadow" is the silhouette making the edge between absorbed and transmitted light.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6_MWPt2FsUkKccHYKvSs6PJ7clVT_LXrkHV2LBmiomjUIkw6taRpBYism_JQ1xgPe4QjXB7uM_RGfDwqB-A-zA_hxcQcXJiDT7pxiXV1IS2fUGhg0knR4dpEgOe0F0UTXCOZZmHKqQlU/s1600/CXR+silhouette.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6_MWPt2FsUkKccHYKvSs6PJ7clVT_LXrkHV2LBmiomjUIkw6taRpBYism_JQ1xgPe4QjXB7uM_RGfDwqB-A-zA_hxcQcXJiDT7pxiXV1IS2fUGhg0knR4dpEgOe0F0UTXCOZZmHKqQlU/s1600/CXR+silhouette.jpg" width="287" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfrUR44MCjXWUxxlrOitmPR6SXpfjoMd26z5unhkjoswy73HfwIDi-IlYu4CHwqgmHFkdcmIPnLyiF5YCxjvWbE683YH28kSSvkePXxGAIkRbN6oZl1QzlyfAyKGSRkJ-QvkSekqMNDBc/s1600/M2+Pathology+CXR_Page_13.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfrUR44MCjXWUxxlrOitmPR6SXpfjoMd26z5unhkjoswy73HfwIDi-IlYu4CHwqgmHFkdcmIPnLyiF5YCxjvWbE683YH28kSSvkePXxGAIkRbN6oZl1QzlyfAyKGSRkJ-QvkSekqMNDBc/s320/M2+Pathology+CXR_Page_13.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">We use the silhouette phenomenon on a CXR to detect the edge between the normal left heart border, and adjacent aerated normal lung which contains air. We also use this to see the normal lung markings, due to difference in XR absorption between the blood within the pulmonary vessels and the adjacent normal lung. In disease, when the alveoli or air spaces in the lung are filled with fluid, blood or pus, we lose the ability of see these edges, allowing us to infer that the air spaces in the lung are not aerated or air filled.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg92MhO0PgE7PngZ9Hul-Zt3MfbAT789rWAoglE6UJnoPl7bUYnn-RqujLTJWzIy19gFHHfAM8Ruk3HFndss_0dRuhombAFNy2-n286U7xx3z0YcuSYxsptBlSn1P-KZL486qiJO1BA53M/s1600/M2+Pathology+CXR_Page_14.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg92MhO0PgE7PngZ9Hul-Zt3MfbAT789rWAoglE6UJnoPl7bUYnn-RqujLTJWzIy19gFHHfAM8Ruk3HFndss_0dRuhombAFNy2-n286U7xx3z0YcuSYxsptBlSn1P-KZL486qiJO1BA53M/s320/M2+Pathology+CXR_Page_14.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjlWlR_DOdZQyMtBiU-BKlfb6gXwuIe6oTJpsBDF_O5-mtl9uCmyXt9b8T-fSGi0V3_w5IV68Xd88nz0DK5nfOPW7TujZeu6wFbjupdy4NpSGmsly9yK7Ra1T7_KNajuSSBYlZxNpefCo/s1600/M2+Pathology+CXR_Page_15.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjlWlR_DOdZQyMtBiU-BKlfb6gXwuIe6oTJpsBDF_O5-mtl9uCmyXt9b8T-fSGi0V3_w5IV68Xd88nz0DK5nfOPW7TujZeu6wFbjupdy4NpSGmsly9yK7Ra1T7_KNajuSSBYlZxNpefCo/s320/M2+Pathology+CXR_Page_15.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Finally, an appreciation of the geometry of the XR beam passing through you patient allows you to understand how the heart, which you recall lies anteriorly on the front of the chest cavity is less magnified on a PA (posterior anterior) CXR, where the beam passes from back to front of the patient, compared to an AP (anterior posterior) CXR. Because patients have different chest front to back thicknesses, an AP film does not give you a good estimate of the transverse width of the heart, compared with the internal side to side chest diameter. The ratio of the widest side to side width of the heart divided by internal chest diameter (widest at that level) should be less than 50% in patients who do not have cardiomegaly; and is more reliably assessed on PA rather than AP CXRs, since we are not able to appreciate the front to back diameter of patients on CXRs; and cannot correct for this magnification factor when viewing AP CXRs.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2wwFU5n91kHTr99Dq30EiAgL8Bjy3io9RQ4PdZO-_hsgp0-AJZQbAi82aRu_884fSxB62LdLk5YPyAeJdGAoO_UUrfNBOyTlq9CRh7KFU-G0e8CA44t1ANbDSjPJjP9eZ05acpa7HyY4/s1600/M2+Pathology+CXR_Page_16.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2wwFU5n91kHTr99Dq30EiAgL8Bjy3io9RQ4PdZO-_hsgp0-AJZQbAi82aRu_884fSxB62LdLk5YPyAeJdGAoO_UUrfNBOyTlq9CRh7KFU-G0e8CA44t1ANbDSjPJjP9eZ05acpa7HyY4/s320/M2+Pathology+CXR_Page_16.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">We will now focus on the key radiological features of a few major disease categories on the CXR.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">These 6 diseases are not only common, but need to be recognised quickly, accurately and confidently by you as future doctors in the EMD, wards and clinics; as you patient may require urgent treatment.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">This is also why testing your ability to recognise these diseases on radiological examinations will take place not only in the radiology section of the examination, but radiology images will also be shown to you as part of the work up and assessment of your patients.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjlp4b6XnYuFrIj75genIXGA3akZfvaiX5jngDWo8NcH5j0LarX83_bWdiMUSZHapzn9s_mehvTz2P_UXqkFF9X6UPYDAKjw2miPWJr7VSn2qhWL091GMV6lVbgkvLf_3D4AmOhkB1FG8/s1600/NormalCXR_0.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjlp4b6XnYuFrIj75genIXGA3akZfvaiX5jngDWo8NcH5j0LarX83_bWdiMUSZHapzn9s_mehvTz2P_UXqkFF9X6UPYDAKjw2miPWJr7VSn2qhWL091GMV6lVbgkvLf_3D4AmOhkB1FG8/s1600/NormalCXR_0.jpg" width="180" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">see segmented video of e-Lecture</div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIxJUNm2WmdxVE9CYuckMNwiHOvk0nYi2GZhBE7-4fiqjy6LWiPldhlOZzQzALvzB22zhJb2fq2SH3SHLTaKI8W5JwS77j3S8AEzbEoyT7LlXMssojIlGvvbjQFJOcexjt-zl1x5_xYgM/s1600/NormalCXR_1.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIxJUNm2WmdxVE9CYuckMNwiHOvk0nYi2GZhBE7-4fiqjy6LWiPldhlOZzQzALvzB22zhJb2fq2SH3SHLTaKI8W5JwS77j3S8AEzbEoyT7LlXMssojIlGvvbjQFJOcexjt-zl1x5_xYgM/s1600/NormalCXR_1.jpg" width="180" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Pneumothorax (mp4)</div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEio5gvyDgrRulmEsndVIMCDJlnK2wM4GogRL4HpBazTKU65npFWgYAOOHrQt2fUr3__6dzwXqYwf-rgMcpQMppIR0T0Tkhj-fJVhyphenhyphenaCAVRwUh5T9DJz0kc3EdlyK-I-t-BCEGggnqXtB2k/s1600/NormalCXR_2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEio5gvyDgrRulmEsndVIMCDJlnK2wM4GogRL4HpBazTKU65npFWgYAOOHrQt2fUr3__6dzwXqYwf-rgMcpQMppIR0T0Tkhj-fJVhyphenhyphenaCAVRwUh5T9DJz0kc3EdlyK-I-t-BCEGggnqXtB2k/s1600/NormalCXR_2.jpg" width="180" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Pleural Effusion (mp4)</div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcXKY-AvAUtRVCd67Nk9ez9QZ4IMdIzDQOAyvZ1E88DyWzP8QN6Hm_iNa9OkfTB5BUw-B8KcwzUCbvpMjG5F5DSl91ulAUxca2gpbdSvT8LZzQabvMdOEq24a6VzA_NF-2xuuQF57IYXs/s1600/NormalCXR_3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcXKY-AvAUtRVCd67Nk9ez9QZ4IMdIzDQOAyvZ1E88DyWzP8QN6Hm_iNa9OkfTB5BUw-B8KcwzUCbvpMjG5F5DSl91ulAUxca2gpbdSvT8LZzQabvMdOEq24a6VzA_NF-2xuuQF57IYXs/s1600/NormalCXR_3.jpg" width="180" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Rib Fractures (mp4)</div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwoZjgECZmJTNfZV7wti3s95q0fRmIRQpY4E-zU8eU_R9AbvODqdjytQeUlptryLrbprvmeBzt2oQnRhMD4wNvS3-dwbSjgH-mKEMomuOM1n1o1-Vg0e3wKNjKX3r-mDjI9N9qJih7grw/s1600/NormalCXR_4.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwoZjgECZmJTNfZV7wti3s95q0fRmIRQpY4E-zU8eU_R9AbvODqdjytQeUlptryLrbprvmeBzt2oQnRhMD4wNvS3-dwbSjgH-mKEMomuOM1n1o1-Vg0e3wKNjKX3r-mDjI9N9qJih7grw/s1600/NormalCXR_4.jpg" width="180" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Pneumonia is described as an area of consolidation, or air space shadowing on a CXR. This appearance may be due to pus (pneumonia), fluid (pulmonary oedema), or blood (for example lung contusion or a pulmonary infarct). A definitive diagnosis is made by correlating the radiological appearance on the CXR with the clinical setting, or clinical findings.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Pneumonia (mp4)</div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsRb_mAu0GwoPaw9a8GPFcZNUtcc7b51a2wX57FKiUfPzx8oenluAX-5bXlmegmfr4piioahYRagSjN0l9Xx_nB8gS_GuSNhfkAqgU6WhGkgSuGh79o1kRAhEX7x2eVNgaNy8ucNjdfho/s1600/NormalCXR_5.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsRb_mAu0GwoPaw9a8GPFcZNUtcc7b51a2wX57FKiUfPzx8oenluAX-5bXlmegmfr4piioahYRagSjN0l9Xx_nB8gS_GuSNhfkAqgU6WhGkgSuGh79o1kRAhEX7x2eVNgaNy8ucNjdfho/s1600/NormalCXR_5.jpg" width="180" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">see segmented video of e-Lecture</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Lung Mass (mp4)</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://learningchestradiology.blogspot.sg/2015/02/case-770.html">http://learningchestradiology.blogspot.sg/2015/02/case-770.html</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://learningchestradiology.blogspot.sg/2015/02/case-771-in-collaboration-with-dr-seet.html">http://learningchestradiology.blogspot.sg/2015/02/case-771-in-collaboration-with-dr-seet.html</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1wQz4FRTRp7mwvRZMjsY9N1w9-CGmWcQlanmf5px5_1sAwEPQNUfXdufHkw5SelaLuHcXenMciTdl5Wffv4M7X1WnOGZHFj2KkrKSIth9Kjb-KCK3zwWofJvkjV9UBKjcbSpSazbaIqQ/s1600/NormalCXR_6.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1wQz4FRTRp7mwvRZMjsY9N1w9-CGmWcQlanmf5px5_1sAwEPQNUfXdufHkw5SelaLuHcXenMciTdl5Wffv4M7X1WnOGZHFj2KkrKSIth9Kjb-KCK3zwWofJvkjV9UBKjcbSpSazbaIqQ/s1600/NormalCXR_6.jpg" width="180" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Cardiac Failure (mp4)</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgts54vgILuRTX_sX4QM1pq1m6IibyUDYzy5agv_b2CzFyDupmvWdAm3uH07dAGw5brjP74VzGrs8n07wX6ezVE4N6526RUfTeYiA1KTb1oMdBimTN0Bs3NUTfwwKpz60Y11h-lFfctshc/s1600/M2+Pathology+CXR_Page_17.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgts54vgILuRTX_sX4QM1pq1m6IibyUDYzy5agv_b2CzFyDupmvWdAm3uH07dAGw5brjP74VzGrs8n07wX6ezVE4N6526RUfTeYiA1KTb1oMdBimTN0Bs3NUTfwwKpz60Y11h-lFfctshc/s320/M2+Pathology+CXR_Page_17.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">In this second major section of the (e)Lecture, we will review six major diseases and their CXR findings. Please review the description of the key features of each disease, and then a typical CXR of each disease.</div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisWyuh-yBPWH51aClaTB3Tfw8sk1dEZhczYBe6Kw1qW7uqszhyphenhyphenOtvcj3s3Ww_uiMLxuvVoS3Ft4ifXyXUieNx2iGDeSS8qgTAKuXTqxRSfCFb_1TPwtP3A4JI3hBLIuTjtuX9gZ5ZgVhs/s1600/M2+Pathology+CXR_Page_18.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisWyuh-yBPWH51aClaTB3Tfw8sk1dEZhczYBe6Kw1qW7uqszhyphenhyphenOtvcj3s3Ww_uiMLxuvVoS3Ft4ifXyXUieNx2iGDeSS8qgTAKuXTqxRSfCFb_1TPwtP3A4JI3hBLIuTjtuX9gZ5ZgVhs/s320/M2+Pathology+CXR_Page_18.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIxJUNm2WmdxVE9CYuckMNwiHOvk0nYi2GZhBE7-4fiqjy6LWiPldhlOZzQzALvzB22zhJb2fq2SH3SHLTaKI8W5JwS77j3S8AEzbEoyT7LlXMssojIlGvvbjQFJOcexjt-zl1x5_xYgM/s1600/NormalCXR_1.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIxJUNm2WmdxVE9CYuckMNwiHOvk0nYi2GZhBE7-4fiqjy6LWiPldhlOZzQzALvzB22zhJb2fq2SH3SHLTaKI8W5JwS77j3S8AEzbEoyT7LlXMssojIlGvvbjQFJOcexjt-zl1x5_xYgM/s1600/NormalCXR_1.jpg" width="180" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Pneumothorax (mp4)</div></div> <div class="separator" style="clear: both; text-align: center;">https://www.dropbox.com/s/g7800b1qivoqqrm/Y2pneumothorax.mp4?dl=0</div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7BxvxUzRyLP1qtOm2LNyXnl52tDRC2dYPhH8UkAc2VHzZ9qrIZGhfM6mfMPPSC8iqZD0XT0K8UUOjlJLrDP1ycOQqH6_CiKl-s7sKQdoM5FKxDw1gLITx-6Hoe9VmNoWAQtudF1NCQ3o/s1600/M2+Pathology+CXR_Page_19.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7BxvxUzRyLP1qtOm2LNyXnl52tDRC2dYPhH8UkAc2VHzZ9qrIZGhfM6mfMPPSC8iqZD0XT0K8UUOjlJLrDP1ycOQqH6_CiKl-s7sKQdoM5FKxDw1gLITx-6Hoe9VmNoWAQtudF1NCQ3o/s320/M2+Pathology+CXR_Page_19.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTURMWy84PMxYMoeh7Pg41afK_iMTliwiZg9FeP3BYIz6dKVxD40WRF0m-GjDasVbzxFxW7kq-d0AF24pkVbpuhiTn3PNnjdF1YPdmlfYnW1aLoE_Zz3lOYkJ_IBvr7j_7r5YwiUbUnzU/s1600/M2+Pathology+CXR_Page_20.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTURMWy84PMxYMoeh7Pg41afK_iMTliwiZg9FeP3BYIz6dKVxD40WRF0m-GjDasVbzxFxW7kq-d0AF24pkVbpuhiTn3PNnjdF1YPdmlfYnW1aLoE_Zz3lOYkJ_IBvr7j_7r5YwiUbUnzU/s320/M2+Pathology+CXR_Page_20.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglOtSu7yL3X40Tu6rhiTJyaYSnXCOQy4Dlu285g083-GItZ8YP86nIJjarfyomhNdzV2l7m4LUFDVyhcQfLSGH9aT_19zO9Sv51-jIwbf1xhV6Za-MVbesWOvQcXVEPhZucZTh6DQu0k8/s1600/M2+Pathology+CXR_Page_21.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglOtSu7yL3X40Tu6rhiTJyaYSnXCOQy4Dlu285g083-GItZ8YP86nIJjarfyomhNdzV2l7m4LUFDVyhcQfLSGH9aT_19zO9Sv51-jIwbf1xhV6Za-MVbesWOvQcXVEPhZucZTh6DQu0k8/s320/M2+Pathology+CXR_Page_21.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgExdr7jVRS73J-PPOvbPSa-XZw9lv6xN23sDure5wcOHj46EcB_TpvNS20Ml5WqGTdfPd4isFHXK4nl-pBxHtKNx2Oj9GVhm3jRRMhivBnNs7qSxOOsl4cir51foZ_Nw7_8Imjq8jkpk4/s1600/M2+Pathology+CXR_Page_22.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgExdr7jVRS73J-PPOvbPSa-XZw9lv6xN23sDure5wcOHj46EcB_TpvNS20Ml5WqGTdfPd4isFHXK4nl-pBxHtKNx2Oj9GVhm3jRRMhivBnNs7qSxOOsl4cir51foZ_Nw7_8Imjq8jkpk4/s320/M2+Pathology+CXR_Page_22.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEio5gvyDgrRulmEsndVIMCDJlnK2wM4GogRL4HpBazTKU65npFWgYAOOHrQt2fUr3__6dzwXqYwf-rgMcpQMppIR0T0Tkhj-fJVhyphenhyphenaCAVRwUh5T9DJz0kc3EdlyK-I-t-BCEGggnqXtB2k/s1600/NormalCXR_2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEio5gvyDgrRulmEsndVIMCDJlnK2wM4GogRL4HpBazTKU65npFWgYAOOHrQt2fUr3__6dzwXqYwf-rgMcpQMppIR0T0Tkhj-fJVhyphenhyphenaCAVRwUh5T9DJz0kc3EdlyK-I-t-BCEGggnqXtB2k/s1600/NormalCXR_2.jpg" width="180" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Pleural Effusion (mp4)</div></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7yAjm7_f8hfcGCvQQ4H0Lwr7FchgHsJ799VRw4Tueq0AyTVNVlXe5YfTCKhUsQgHJ5-HyAf_fvMTzyyqYWzRzma5JHnp_SdgYnNTGDqCMd96mbw3IPdboQlDUIF9UPp0IvK92byvIuZM/s1600/M2+Pathology+CXR_Page_23.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7yAjm7_f8hfcGCvQQ4H0Lwr7FchgHsJ799VRw4Tueq0AyTVNVlXe5YfTCKhUsQgHJ5-HyAf_fvMTzyyqYWzRzma5JHnp_SdgYnNTGDqCMd96mbw3IPdboQlDUIF9UPp0IvK92byvIuZM/s320/M2+Pathology+CXR_Page_23.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZHADMpkh1J9oWk6PpihO2MaFsu7PBpvrlDqUyuj1Zwg36dpQZQ24NmHWAyUfulhGhGgWoAmSM-07-V3p0j1nHeOmcwVnJUepe5g4308SU85UD_CkBhZqHsxT09y4cVCCAT4Pb2NrVd_s/s1600/M2+Pathology+CXR_Page_24.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZHADMpkh1J9oWk6PpihO2MaFsu7PBpvrlDqUyuj1Zwg36dpQZQ24NmHWAyUfulhGhGgWoAmSM-07-V3p0j1nHeOmcwVnJUepe5g4308SU85UD_CkBhZqHsxT09y4cVCCAT4Pb2NrVd_s/s320/M2+Pathology+CXR_Page_24.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2oyS9aXXQ0PxmLm2yLdle7lJh-G6FiG_Mr20OFzcRjaL6f9HLDf5MuV_mlspe46-5jF9iLQS6VzTNpHwHG090DTv6sebiC8y6wfZlhBl7r1uWDP59y_9v0mNuzaXhirNMWatb2qpsFoM/s1600/M2+Pathology+CXR_Page_25.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2oyS9aXXQ0PxmLm2yLdle7lJh-G6FiG_Mr20OFzcRjaL6f9HLDf5MuV_mlspe46-5jF9iLQS6VzTNpHwHG090DTv6sebiC8y6wfZlhBl7r1uWDP59y_9v0mNuzaXhirNMWatb2qpsFoM/s320/M2+Pathology+CXR_Page_25.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjASb2Xqp1egdHnpx17zg-xtFmRszSvCFDNThQu7I2QbESIcxpCEdKwpRGSCOaIDcZZ_-XSXId1b0bP63J7J2Kg2JmTFehKixuZdC_CjH-qvHPf91_UJSKcP_JkrMvglpdQIkyx_1ZjnUQ/s1600/M2+Pathology+CXR_Page_26.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjASb2Xqp1egdHnpx17zg-xtFmRszSvCFDNThQu7I2QbESIcxpCEdKwpRGSCOaIDcZZ_-XSXId1b0bP63J7J2Kg2JmTFehKixuZdC_CjH-qvHPf91_UJSKcP_JkrMvglpdQIkyx_1ZjnUQ/s320/M2+Pathology+CXR_Page_26.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcXKY-AvAUtRVCd67Nk9ez9QZ4IMdIzDQOAyvZ1E88DyWzP8QN6Hm_iNa9OkfTB5BUw-B8KcwzUCbvpMjG5F5DSl91ulAUxca2gpbdSvT8LZzQabvMdOEq24a6VzA_NF-2xuuQF57IYXs/s1600/NormalCXR_3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcXKY-AvAUtRVCd67Nk9ez9QZ4IMdIzDQOAyvZ1E88DyWzP8QN6Hm_iNa9OkfTB5BUw-B8KcwzUCbvpMjG5F5DSl91ulAUxca2gpbdSvT8LZzQabvMdOEq24a6VzA_NF-2xuuQF57IYXs/s1600/NormalCXR_3.jpg" width="180" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Rib Fractures (mp4)</div></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgC78wTabTF3Si8T9Fjh5XTognwQK3h_dgd7gN7cKjC_vf-1QItvsNVClqZ5YM6UYeNuv8zKEuZkVvg6S9VRi3_TPpk65Y4eEWb3ACu-YHBW4Srv7RzhXcsRE3aO5der3CyXfJ6wZ99GMo/s1600/M2+Pathology+CXR_Page_27.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgC78wTabTF3Si8T9Fjh5XTognwQK3h_dgd7gN7cKjC_vf-1QItvsNVClqZ5YM6UYeNuv8zKEuZkVvg6S9VRi3_TPpk65Y4eEWb3ACu-YHBW4Srv7RzhXcsRE3aO5der3CyXfJ6wZ99GMo/s320/M2+Pathology+CXR_Page_27.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4ZdVh1yiLqT1eBJQfjmFN-gcMeelv5eTJ9xz94yPJeUEUG3g8cCVQjBurUBnJYZK3Xt1i3LVjgt2t4c2slnkSGTos4UYZCJwv7G_fu4TkIuQJ6YFHVEg6RwLTvKFHVNNjR55oMXngwx4/s1600/M2+Pathology+CXR_Page_28.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4ZdVh1yiLqT1eBJQfjmFN-gcMeelv5eTJ9xz94yPJeUEUG3g8cCVQjBurUBnJYZK3Xt1i3LVjgt2t4c2slnkSGTos4UYZCJwv7G_fu4TkIuQJ6YFHVEg6RwLTvKFHVNNjR55oMXngwx4/s320/M2+Pathology+CXR_Page_28.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRtaIisktH2dfPmqXtjFiDDS_dTNe2DNwQPbMCa9QUQJna1k5Pth4mszlXJxLP8xtpseFqEK-2mpWJ_x4hCDA9eVkDAK8ug_s5tssBhsLlmY6xekhZWPtISfF-6ji5fVXEzeNyMpQR1Qc/s1600/M2+Pathology+CXR_Page_29.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRtaIisktH2dfPmqXtjFiDDS_dTNe2DNwQPbMCa9QUQJna1k5Pth4mszlXJxLP8xtpseFqEK-2mpWJ_x4hCDA9eVkDAK8ug_s5tssBhsLlmY6xekhZWPtISfF-6ji5fVXEzeNyMpQR1Qc/s320/M2+Pathology+CXR_Page_29.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDWstjHHKCi_VsL33sJTAjVnkFHj9wxZZsQdssj7L1y5aB9P2u66fpX12kNFGpRiIlkSfeq0DoR7X6defauK1J2uqv7Jn-r1UwLqda6DFoMl2VUtWuzpQTSNCQ7wB7kXLt1eSVz5L0NLw/s1600/M2+Pathology+CXR_Page_30.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDWstjHHKCi_VsL33sJTAjVnkFHj9wxZZsQdssj7L1y5aB9P2u66fpX12kNFGpRiIlkSfeq0DoR7X6defauK1J2uqv7Jn-r1UwLqda6DFoMl2VUtWuzpQTSNCQ7wB7kXLt1eSVz5L0NLw/s320/M2+Pathology+CXR_Page_30.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwoZjgECZmJTNfZV7wti3s95q0fRmIRQpY4E-zU8eU_R9AbvODqdjytQeUlptryLrbprvmeBzt2oQnRhMD4wNvS3-dwbSjgH-mKEMomuOM1n1o1-Vg0e3wKNjKX3r-mDjI9N9qJih7grw/s1600/NormalCXR_4.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwoZjgECZmJTNfZV7wti3s95q0fRmIRQpY4E-zU8eU_R9AbvODqdjytQeUlptryLrbprvmeBzt2oQnRhMD4wNvS3-dwbSjgH-mKEMomuOM1n1o1-Vg0e3wKNjKX3r-mDjI9N9qJih7grw/s1600/NormalCXR_4.jpg" width="180" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Pneumonia (mp4)</div></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtsYbkaaGMZIcK5npkvwkHvhkAqiKQhqDKRqh-YfzZteWYR681sg-izLpRb9FdX4Su4s2RzwMdJiGnxenZs5He3qd0Dr9GhSCBfQwjP9GhL2h6_-q6iWqhYHzGNc4nU_mTXNCDmgnUn60/s1600/M2+Pathology+CXR_Page_31.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtsYbkaaGMZIcK5npkvwkHvhkAqiKQhqDKRqh-YfzZteWYR681sg-izLpRb9FdX4Su4s2RzwMdJiGnxenZs5He3qd0Dr9GhSCBfQwjP9GhL2h6_-q6iWqhYHzGNc4nU_mTXNCDmgnUn60/s320/M2+Pathology+CXR_Page_31.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBMUUTXnYqE_quPbx-9Ho4j_Lv21qKA_y62lu__w3397VWqmQkDo8sFJmaZmlSl3GHsW0QnNGIinn8KcdQYHm3Yz9YO0OK_eQezLWkiMJM0GrayTmBncY-s1iMn8MLQyikBvS9t32NBNc/s1600/M2+Pathology+CXR_Page_32.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBMUUTXnYqE_quPbx-9Ho4j_Lv21qKA_y62lu__w3397VWqmQkDo8sFJmaZmlSl3GHsW0QnNGIinn8KcdQYHm3Yz9YO0OK_eQezLWkiMJM0GrayTmBncY-s1iMn8MLQyikBvS9t32NBNc/s320/M2+Pathology+CXR_Page_32.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKkOKokSM6dx1S0j8zTv3C0APX0QmUkEpfOl-_v5sZdLdy4QukAapPEGcaKEjs-8dXEf8E4QEB8zifyfyC7ep-_TKthyphenhyphenPLhMu8d3UoW3JGt_mgfStKtgb1l-jwvB0h9-k1cOYlRhOPAr4/s1600/M2+Pathology+CXR_Page_33.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKkOKokSM6dx1S0j8zTv3C0APX0QmUkEpfOl-_v5sZdLdy4QukAapPEGcaKEjs-8dXEf8E4QEB8zifyfyC7ep-_TKthyphenhyphenPLhMu8d3UoW3JGt_mgfStKtgb1l-jwvB0h9-k1cOYlRhOPAr4/s320/M2+Pathology+CXR_Page_33.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqeJ7ZRoDn82aoHqUSOtkypMtccu7kSb931bTebpj5mefv3cFllzgOo-Rv_Fi_cKb1der6rf0TOmqonfkI1LwN_VEL6etF-HC_g2ehAhnrm_IPldvtVcP2tWerpLpbhI42MeVR8ccXqzA/s1600/M2+Pathology+CXR_Page_34.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqeJ7ZRoDn82aoHqUSOtkypMtccu7kSb931bTebpj5mefv3cFllzgOo-Rv_Fi_cKb1der6rf0TOmqonfkI1LwN_VEL6etF-HC_g2ehAhnrm_IPldvtVcP2tWerpLpbhI42MeVR8ccXqzA/s320/M2+Pathology+CXR_Page_34.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh20Ib8UEadIhSLHVgUDrQOOrXcWdBB_gUbhnoS3UJ1TrvOom29yg0ctFGobHpAglnt-tV33X1mgxbg7fOIDf_T19kHcyZtnI_OR5a792NxSqW3PK_5TZGkWx3uoX9fnrt69VzjQfrUWS0/s1600/M2+Pathology+CXR_Page_35.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh20Ib8UEadIhSLHVgUDrQOOrXcWdBB_gUbhnoS3UJ1TrvOom29yg0ctFGobHpAglnt-tV33X1mgxbg7fOIDf_T19kHcyZtnI_OR5a792NxSqW3PK_5TZGkWx3uoX9fnrt69VzjQfrUWS0/s320/M2+Pathology+CXR_Page_35.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsRb_mAu0GwoPaw9a8GPFcZNUtcc7b51a2wX57FKiUfPzx8oenluAX-5bXlmegmfr4piioahYRagSjN0l9Xx_nB8gS_GuSNhfkAqgU6WhGkgSuGh79o1kRAhEX7x2eVNgaNy8ucNjdfho/s1600/NormalCXR_5.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsRb_mAu0GwoPaw9a8GPFcZNUtcc7b51a2wX57FKiUfPzx8oenluAX-5bXlmegmfr4piioahYRagSjN0l9Xx_nB8gS_GuSNhfkAqgU6WhGkgSuGh79o1kRAhEX7x2eVNgaNy8ucNjdfho/s1600/NormalCXR_5.jpg" width="180" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">see segmented video of e-Lecture</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Lung Mass (mp4)</div></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjU3iNCZGQUV2-KC7KMguho27hyLp1X66dqMsWc1IOmE-U10qj3GKuHPFGw1CRYQW0WZbtjIuHoVD0RNYplR4L0CvJrvnIaaAxbkLD2JhGfvpTPZjaCbKPPT_VBvUBbV7ljiaY23ZgtZzg/s1600/M2+Pathology+CXR_Page_36.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjU3iNCZGQUV2-KC7KMguho27hyLp1X66dqMsWc1IOmE-U10qj3GKuHPFGw1CRYQW0WZbtjIuHoVD0RNYplR4L0CvJrvnIaaAxbkLD2JhGfvpTPZjaCbKPPT_VBvUBbV7ljiaY23ZgtZzg/s320/M2+Pathology+CXR_Page_36.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTGA5qiquE4D4MTBC7tfV3wxK6R-XoV-f9RMx15HwhIzbbc6yNoqAp7bJHXEfz7uA-AY6xb-ncAQjnoBqwJfuFGWYt2CAdGZ1eET9lwKaH9Bp5jAXb75LnK2h1RboA0WRpjzOfMs4QSJE/s1600/M2+Pathology+CXR_Page_37.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTGA5qiquE4D4MTBC7tfV3wxK6R-XoV-f9RMx15HwhIzbbc6yNoqAp7bJHXEfz7uA-AY6xb-ncAQjnoBqwJfuFGWYt2CAdGZ1eET9lwKaH9Bp5jAXb75LnK2h1RboA0WRpjzOfMs4QSJE/s320/M2+Pathology+CXR_Page_37.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKovRne34mtvce3Sq3Mj6-WThD_Id2HmXgkcDfFA4roKSBzfqtc19yuujJ8top6gFihvcnciv_LOAkshN7niUcQPqu6ffoX6RH5n7H8COJ4FkrgxjMdBCq09J7jCfJjxyr4BeqBSZ5H2E/s1600/M2+Pathology+CXR_Page_38.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKovRne34mtvce3Sq3Mj6-WThD_Id2HmXgkcDfFA4roKSBzfqtc19yuujJ8top6gFihvcnciv_LOAkshN7niUcQPqu6ffoX6RH5n7H8COJ4FkrgxjMdBCq09J7jCfJjxyr4BeqBSZ5H2E/s320/M2+Pathology+CXR_Page_38.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1wQz4FRTRp7mwvRZMjsY9N1w9-CGmWcQlanmf5px5_1sAwEPQNUfXdufHkw5SelaLuHcXenMciTdl5Wffv4M7X1WnOGZHFj2KkrKSIth9Kjb-KCK3zwWofJvkjV9UBKjcbSpSazbaIqQ/s1600/NormalCXR_6.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1wQz4FRTRp7mwvRZMjsY9N1w9-CGmWcQlanmf5px5_1sAwEPQNUfXdufHkw5SelaLuHcXenMciTdl5Wffv4M7X1WnOGZHFj2KkrKSIth9Kjb-KCK3zwWofJvkjV9UBKjcbSpSazbaIqQ/s1600/NormalCXR_6.jpg" width="180" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Cardiac Failure (mp4)</div></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5rMjUkstEI2K5ghUHXiSPbCYpNf_pBDeeLiNI3_NXN8Eyiz84AO-gTDwpi_4X2z4j_Ps1qn5YKSbMJc7s1hU4XKl630U7Qzv0bSSd9g-6PhulMaVARBFpBrEAkXnnjpG-q_z3hqFt9Jk/s1600/M2+Pathology+CXR_Page_39.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5rMjUkstEI2K5ghUHXiSPbCYpNf_pBDeeLiNI3_NXN8Eyiz84AO-gTDwpi_4X2z4j_Ps1qn5YKSbMJc7s1hU4XKl630U7Qzv0bSSd9g-6PhulMaVARBFpBrEAkXnnjpG-q_z3hqFt9Jk/s320/M2+Pathology+CXR_Page_39.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhqM6fnr4_COotR1P3osLG17ZUJozKFRKrUD8OyWsx_cxHGxhXRWnfLu_-rLRgEhddjQqsQiG71GVMD9hDWYpHT1w4a1Mo4BVrECQhyphenhyphenq9IWQ85Hzpbb2heJKWoxX-vLQx127DQ7JAnZto/s1600/M2+Pathology+CXR_Page_40.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhqM6fnr4_COotR1P3osLG17ZUJozKFRKrUD8OyWsx_cxHGxhXRWnfLu_-rLRgEhddjQqsQiG71GVMD9hDWYpHT1w4a1Mo4BVrECQhyphenhyphenq9IWQ85Hzpbb2heJKWoxX-vLQx127DQ7JAnZto/s320/M2+Pathology+CXR_Page_40.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7Vey222ybg4UgqAg6B8tde82DhGdIkqHEr0RDHtAzOJSyUmrPo6ZPbo9cW3m5n8Nbpa0lFWpVVMztyn3eGKArvpOPRpawUrdDUdYKg1TjqxJrCldlHk8xyeQrYy53N8Q0zvV8M4xftnI/s1600/M2+Pathology+CXR_Page_41.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7Vey222ybg4UgqAg6B8tde82DhGdIkqHEr0RDHtAzOJSyUmrPo6ZPbo9cW3m5n8Nbpa0lFWpVVMztyn3eGKArvpOPRpawUrdDUdYKg1TjqxJrCldlHk8xyeQrYy53N8Q0zvV8M4xftnI/s320/M2+Pathology+CXR_Page_41.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiI0l1SJhtPBI11Bv8ie9q57J9ZIvGolZED-FGbEbeex-ciKDbYWsZ0PnS4RRt4e91edv2VYxLrKWxnXioonQsSt1l4jb5IgjCtgZZQbJy_GucADKTqvrERxIkJCGLJyp1obstG1ahXqEo/s1600/M2+Pathology+CXR_Page_42.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiI0l1SJhtPBI11Bv8ie9q57J9ZIvGolZED-FGbEbeex-ciKDbYWsZ0PnS4RRt4e91edv2VYxLrKWxnXioonQsSt1l4jb5IgjCtgZZQbJy_GucADKTqvrERxIkJCGLJyp1obstG1ahXqEo/s320/M2+Pathology+CXR_Page_42.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIF_BmcZ5ozA-Ck5EfarXQKv1dIiJYFy2ZyHbfTsAvd6ME5N15OXTMNK8S-27LeF8_Sxr7js-nbmGcBsgcaeXC6g6X_7J_RCXu4hZztUUfAgFYPnvUv_nwM6YKxakCyCCEUoY7ij31RbA/s1600/M2+Pathology+CXR_Page_43.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIF_BmcZ5ozA-Ck5EfarXQKv1dIiJYFy2ZyHbfTsAvd6ME5N15OXTMNK8S-27LeF8_Sxr7js-nbmGcBsgcaeXC6g6X_7J_RCXu4hZztUUfAgFYPnvUv_nwM6YKxakCyCCEUoY7ij31RbA/s320/M2+Pathology+CXR_Page_43.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUwcwospmJucEl9hyphenhyphenbndtnK26XXGWDb8kEYjF2q_F0buanQpsRI_FwHLE6RGlP9jpfiC_nqlH_IpTGE4XMBVFM1OAYkXI4GKjU-7pdXMq8tZzf3yJdBEF92dx4Ad6qI5tpjTKckcQLp1U/s1600/M2+Pathology+CXR_Page_44.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUwcwospmJucEl9hyphenhyphenbndtnK26XXGWDb8kEYjF2q_F0buanQpsRI_FwHLE6RGlP9jpfiC_nqlH_IpTGE4XMBVFM1OAYkXI4GKjU-7pdXMq8tZzf3yJdBEF92dx4Ad6qI5tpjTKckcQLp1U/s320/M2+Pathology+CXR_Page_44.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Section 5 : Answers to the pre-test</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">We conclude this (e)Lecture by revisiting the quiz presented to you at the beginning of this lecture. The answers should be quite obvious to you after this presentation, and are given on the single slide below. Please review the content of this lecture again, focusing on any area you might be unsure about. Please ask any questions you might have now, or post any questions on Entrada immediately after the lecture. I will address these questions both live during the lecture, as well as after the lecture on Entrada.</div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixPWvF-69-7Blku6rbLITSwa92dPszS8O47a6du-3Fnw_fp2omV95T2DV8-GeWtGYEML83-GNtwVutvY4IpLGNdAS76xidL1Xw-iweKgDbhIx5gQNqsFBSnyDC3YE9DWnkxiN2uj5A30s/s1600/M2+Pathology+CXR_Page_45.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixPWvF-69-7Blku6rbLITSwa92dPszS8O47a6du-3Fnw_fp2omV95T2DV8-GeWtGYEML83-GNtwVutvY4IpLGNdAS76xidL1Xw-iweKgDbhIx5gQNqsFBSnyDC3YE9DWnkxiN2uj5A30s/s320/M2+Pathology+CXR_Page_45.jpg" width="320" /></a></div></div><div><br /></div></div><p>-----</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIZpei0EUWP4q84Oyd-HqTGim6tE3KJeZNeKSOYPnMdWyvBWGL_nYoCrG7QuBIwLKHOaiUftI3AF0sljUqkUOJwa-nxtZaHdCOznw-VToaxrq64Q5shb0E2oliaYzpaqux5oE0GgQOnl_bfgzVUjSLuz3ViGR0bkmSCcUJk3bQ1wAUaWkDTgSEmcpLEQo/s1920/M2%20Lecture%20Sections.003.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIZpei0EUWP4q84Oyd-HqTGim6tE3KJeZNeKSOYPnMdWyvBWGL_nYoCrG7QuBIwLKHOaiUftI3AF0sljUqkUOJwa-nxtZaHdCOznw-VToaxrq64Q5shb0E2oliaYzpaqux5oE0GgQOnl_bfgzVUjSLuz3ViGR0bkmSCcUJk3bQ1wAUaWkDTgSEmcpLEQo/w400-h225/M2%20Lecture%20Sections.003.jpeg" width="400" /></a></div><p><br /></p><div dir="ltr" trbidi="on"><b>Further Reading</b></div><div dir="ltr" trbidi="on"><br /></div><div dir="ltr" trbidi="on"><a href="https://www.radiologymasterclass.co.uk/tutorials/chest/chest_pathology/chest_pathology_start">https://www.radiologymasterclass.co.uk/tutorials/chest/chest_pathology/chest_pathology_start</a><br /><br /><a href="https://www.radiologycafe.com/medical-students/radiology-basics/chest-pathology">https://www.radiologycafe.com/medical-students/radiology-basics/chest-pathology</a><br /><br /><a href="https://learningchestradiology.blogspot.com/2018/10/imaging-of-respiratory-disorders-m2.html">https://learningchestradiology.blogspot.com/2018/10/imaging-of-respiratory-disorders-m2.html</a><br />(password access required, this is for instructors)</div><div dir="ltr" trbidi="on"><br /></div><div dir="ltr" trbidi="on">------</div><div dir="ltr" trbidi="on"><br /></div><div dir="ltr" trbidi="on"><b>Imaging of Chest and Lungs lecture (2023)</b></div><div dir="ltr" trbidi="on"><br /></div><div dir="ltr" trbidi="on"><a href="https://medicaleducationelearning.blogspot.com/2023/10/imaging-of-chest-and-lungs-year-1-mbbs.html">https://medicaleducationelearning.blogspot.com/2023/10/imaging-of-chest-and-lungs-year-1-mbbs.html</a><br /></div>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-55221455422217100952023-10-25T01:48:00.008-07:002023-11-02T03:31:28.501-07:00Imaging of Chest and Lungs - Year 1 MBBS Lecture for Self-Study (NUS)<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlfPqGrK7e31kzzSIwNVqNtejEO-oho31xXuRom1w7JgXZx2VgB5bkxzSvX8y5Kpd1EhvE-mA8eSseU8d-pgG_Ca2shsa6y8RCDMT58GUHCrNeO4aKMVnPXrwkrDQMPW414m87YdLl9DzqWc46_zJZNNpW-FUKhYn5XQp9nyNZ0dB5DZVe4ihTb3VJKUs/s3450/SDL%20Imaging%20of%20Chest%20and%20Lungs.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1692" data-original-width="3450" height="196" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlfPqGrK7e31kzzSIwNVqNtejEO-oho31xXuRom1w7JgXZx2VgB5bkxzSvX8y5Kpd1EhvE-mA8eSseU8d-pgG_Ca2shsa6y8RCDMT58GUHCrNeO4aKMVnPXrwkrDQMPW414m87YdLl9DzqWc46_zJZNNpW-FUKhYn5XQp9nyNZ0dB5DZVe4ihTb3VJKUs/w400-h196/SDL%20Imaging%20of%20Chest%20and%20Lungs.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://entrada.nusmedicine.nus.edu.sg/events?drid=329946&id=329946">Session Entrada Link</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p>Dear students, </p><p>This is a self-directed learning session with curricular time allocated for this.</p><p>Material for self-directed learning is available on the following open acess website - <a href="https://medicaleducationelearning.blogspot.com/2023/10/imaging-of-chest-and-lungs-year-1-mbbs.html">https://medicaleducationelearning.blogspot.com/2023/10/imaging-of-chest-and-lungs-year-1-mbbs.html</a></p><p>There are several sections to this open access website clearly marked below - Section 1: including link and screenshot of professionally produced segmented e-Lecture; Section 2: including lecture slides from e-Lecture, to allow you to follow key points of the e-Lecture, and make your own notes as you review sections of the e-Lecture; and Section 3: links to curated open access interactive self-study materials related to topic to expand on material in Section 1 and 2; and finally a preview of your next lecture Imaging of Respiratory Disorders. The pedagogical approach, main ideas and clinical relevance are sequentially outlined in step-wise manner below.</p><p><b>Section 1</b>: <b>Introductory Self-Study Section</b></p><p><a href="https://mediaweb.ap.panopto.com/Panopto/Pages/Viewer.aspx?id=3512f078-bb26-47cf-b612-aef4001611e4">link to e-Lecture</a> (screenshot below)</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhGy7il5xbnBIyRoCR93pdU22ih_Y4nh4YFf667US9D3Zke0iYFJaDNnU_W7bil7K8jo32BOWNYN3NkBm4DZB2VWHH6wJ4TW0DnnjkzQynDmXirh1dsmEcHK6iet8Ji0LN7BTvIhFnyP70zVLEJ5zxUDR0iDTye3uwsHv9aWTR1SGhoiJOoXFmhpYI/s2878/Imaging%20of%20Chest%20and%20Lungs.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1524" data-original-width="2878" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhGy7il5xbnBIyRoCR93pdU22ih_Y4nh4YFf667US9D3Zke0iYFJaDNnU_W7bil7K8jo32BOWNYN3NkBm4DZB2VWHH6wJ4TW0DnnjkzQynDmXirh1dsmEcHK6iet8Ji0LN7BTvIhFnyP70zVLEJ5zxUDR0iDTye3uwsHv9aWTR1SGhoiJOoXFmhpYI/w400-h211/Imaging%20of%20Chest%20and%20Lungs.png" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">Please preview and review these segments of the video before and during the scheduled lecture time in your curriculum - </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">The lesson outline</div><div class="separator" style="clear: both; text-align: left;">Relevance of Radiology</div><div class="separator" style="clear: both; text-align: left;">Learning Objectives</div><div class="separator" style="clear: both; text-align: left;">Assessment</div><div class="separator" style="clear: both; text-align: left;">Assessment - Example</div><div class="separator" style="clear: both; text-align: left;">Radiology and Anatomy</div><div class="separator" style="clear: both; text-align: left;">How CXRs and CT scans are produced</div><div class="separator" style="clear: both; text-align: left;">Pre-test</div><div class="separator" style="clear: both; text-align: left;">Post-test</div><div class="separator" style="clear: both; text-align: left;">Systematically reviewing CXRs</div><div class="separator" style="clear: both; text-align: left;">Identifying normal structures on CXRs</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">---</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">As you review the material, please reflect on each of the following questions, pause after each question, write down your answer, and reflect upon your answer. </div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">1. What is the relevance of diagnostic imaging/radiology in your future clinical practice?</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">2. How are CXRs and CT scans of the chest produced?</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">3. How do different tissues appear on CXRs and CT scans? Why does bone appear white? Air black? Soft tissues varying shades of grey?</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">4. Can you identify normal anatomy on a CXR? CT scan of the chest?</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">---</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><b>Section 2: Slides of Introductory Self-Study Section</b></div><div class="separator" style="clear: both;"><b><br /></b></div><div class="separator" style="clear: both;">As you go through these Slides, please view the related sections on the <a href="https://mediaweb.ap.panopto.com/Panopto/Pages/Viewer.aspx?id=3512f078-bb26-47cf-b612-aef4001611e4">e-Lecture</a>. The Slides below allow you to follow along and make your own notes.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3lmpF7Hmq4K_RMil5JyQ2CtzZlgIT8IZb1Y-B65AYUupkjjxTR5kE7q4c-QyfoVyNAVoCu0sXkoaCy5D_u1yrFZjEnoRNtHhfd4lGP3TZTp-jpMdGgSwkP4MUTo6Qlrr6Q9wxO9gw1Y7D/s1600/M1+chest.003.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="296" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3lmpF7Hmq4K_RMil5JyQ2CtzZlgIT8IZb1Y-B65AYUupkjjxTR5kE7q4c-QyfoVyNAVoCu0sXkoaCy5D_u1yrFZjEnoRNtHhfd4lGP3TZTp-jpMdGgSwkP4MUTo6Qlrr6Q9wxO9gw1Y7D/s400/M1+chest.003.jpeg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.google.com.sg/search?q=cadaveric+chest+anatomy+gross&source=lnms&tbm=isch&sa=X&ved=0ahUKEwib_qfWnKDeAhXIfn0KHcWSCmIQ_AUIDigB&biw=1280&bih=698#imgrc=tWrpPEPdZ655JM:">Google image search for 'cadaveric chest anatomy gross'</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdsA46Toc6m67QDOBMVXHDpv1TKaZ_scoJAyz9D82PJXugcSPp_JpX0cq2bO0_xhaDD3NWJ8Cr3WxrYatC8LorgFqrnR-nXhRp06ZzJ1lYf-qVZ1cCwjOPXDomsIXneVjAnSWwNUYGCQk/s1600/Radiology+as+AR+App.001.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="1024" height="296" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdsA46Toc6m67QDOBMVXHDpv1TKaZ_scoJAyz9D82PJXugcSPp_JpX0cq2bO0_xhaDD3NWJ8Cr3WxrYatC8LorgFqrnR-nXhRp06ZzJ1lYf-qVZ1cCwjOPXDomsIXneVjAnSWwNUYGCQk/s400/Radiology+as+AR+App.001.jpeg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;">above from</div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.instagram.com/p/BbxfizHl7mc/?hl=en&taken-by=gohpohsun">https://www.instagram.com/p/BbxfizHl7mc/?hl=en&taken-by=gohpohsun</a></div><div class="separator" style="clear: both; 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text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">We first very briefly review basic principles behind the production of a CXR, and why different tissues have different densities on XRs (white, shades of grey, and black).</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Please view "<span style="text-align: left;">How CXRs and CT scans are produced" or segmented <a href="https://mediaweb.ap.panopto.com/Panopto/Pages/Viewer.aspx?id=3512f078-bb26-47cf-b612-aef4001611e4">e-Lecture</a>, with accompanying slides below, for you to make notes your own notes on.</span></div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjNVeKeIh2WPoREv61e2i8pi0LCkxDB05-fW7YDfZWcCk86F2Qi6oaeLeHwCRTs3X2mo22IfKfSzqpeweC-w-bS8550qXMW01jl09ITxDyXFTHqEXbdhihUYGEdrkGjD4XGgcepWZKeYM/s1600/M2+Pathology+CXR_Page_08.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="301" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjNVeKeIh2WPoREv61e2i8pi0LCkxDB05-fW7YDfZWcCk86F2Qi6oaeLeHwCRTs3X2mo22IfKfSzqpeweC-w-bS8550qXMW01jl09ITxDyXFTHqEXbdhihUYGEdrkGjD4XGgcepWZKeYM/s400/M2+Pathology+CXR_Page_08.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6_MWPt2FsUkKccHYKvSs6PJ7clVT_LXrkHV2LBmiomjUIkw6taRpBYism_JQ1xgPe4QjXB7uM_RGfDwqB-A-zA_hxcQcXJiDT7pxiXV1IS2fUGhg0knR4dpEgOe0F0UTXCOZZmHKqQlU/s1600/CXR+silhouette.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6_MWPt2FsUkKccHYKvSs6PJ7clVT_LXrkHV2LBmiomjUIkw6taRpBYism_JQ1xgPe4QjXB7uM_RGfDwqB-A-zA_hxcQcXJiDT7pxiXV1IS2fUGhg0knR4dpEgOe0F0UTXCOZZmHKqQlU/s1600/CXR+silhouette.jpg" width="287" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Recall that XRs are produced by placing you patient between an XR source, and a recording medium; which may be an XR film, or digital recording plate. The XR is therefore a record of the absorption of XRs as they pass through different organs and tissues in your patient.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYiZqSMmRGgmnx-w7VSsP9ZGjgGSgqboPJr2DgZOb6oJ4BDxYJhepSd0888Z3v-sQ4bxCIzJTGtzTUQMTJohE8Fx2OSETc43mnNGy7-iOwtN7A4TO04Szo2cBVQriaQEUIon5_sG7lcDg/s1600/M2+Pathology+CXR_Page_09.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="301" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYiZqSMmRGgmnx-w7VSsP9ZGjgGSgqboPJr2DgZOb6oJ4BDxYJhepSd0888Z3v-sQ4bxCIzJTGtzTUQMTJohE8Fx2OSETc43mnNGy7-iOwtN7A4TO04Szo2cBVQriaQEUIon5_sG7lcDg/s400/M2+Pathology+CXR_Page_09.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">By convention, on a XR, black represents areas of greatest XR absorption, and white the least absorption of XRs. On this normal CXR, you can see the radiographic densities of five categories of tissue. Air being blackest, with gradually lighter shades of grey with fat, soft tissue/blood/muscle, bone and metal. You will appreciate how fat being less dense than soft tissue will absorb less XRs, and appear a darker shade of grey than soft tissues or muscle.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTomCBhNFJqPzTYzTNrTZuquCrDKdsbJTfnUeFy8CRJn54al0vBfiqG3Zk8vjX1EWZU6x4UyR7H4I53RJA_6ExbOcIdIxYnjLenU5OvRh0OJFxGPR-_JfmxWjESwdGpxjjqpGMFx-QgGM/s1600/M2+Pathology+CXR_Page_10.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="301" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTomCBhNFJqPzTYzTNrTZuquCrDKdsbJTfnUeFy8CRJn54al0vBfiqG3Zk8vjX1EWZU6x4UyR7H4I53RJA_6ExbOcIdIxYnjLenU5OvRh0OJFxGPR-_JfmxWjESwdGpxjjqpGMFx-QgGM/s400/M2+Pathology+CXR_Page_10.jpg" width="400" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkuBaP9wnezJ2ItrF3vynaPCnaC3-BJQ5cdQiiFogtsa3XzumKTS2lTKHQP2JJec-MnDrEmSxX69QBMo3ncNikXtjlSG2ATPVY6a2HZcx8TyqWPnASAXO7QwQzqxpUzCPnIGGfq7nF63o/s1600/M2+Pathology+CXR_Page_11.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="301" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkuBaP9wnezJ2ItrF3vynaPCnaC3-BJQ5cdQiiFogtsa3XzumKTS2lTKHQP2JJec-MnDrEmSxX69QBMo3ncNikXtjlSG2ATPVY6a2HZcx8TyqWPnASAXO7QwQzqxpUzCPnIGGfq7nF63o/s400/M2+Pathology+CXR_Page_11.jpg" width="400" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhd4C3FIyS7SVo26EIarBybidiTFUSGAcwB11XgA5yN5hjAHUNM1BSwwkjgovSMr_pgo1UQYNDX4-cPWYpUSas3cpeSs3OlgsISSxTiiCFHjdd1Fj0DJlu3lDgkAzjlW44QlTkMOqYn888/s1600/M2+Pathology+CXR_Page_12.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="301" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhd4C3FIyS7SVo26EIarBybidiTFUSGAcwB11XgA5yN5hjAHUNM1BSwwkjgovSMr_pgo1UQYNDX4-cPWYpUSas3cpeSs3OlgsISSxTiiCFHjdd1Fj0DJlu3lDgkAzjlW44QlTkMOqYn888/s400/M2+Pathology+CXR_Page_12.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">This difference in XR absorption between different tissues and organs allows you to distinguish the edge or surface between different tissue layers and organs. Because XRs travel in straight lines through your patient, the interface between different tissues is highlighted and visible at tissue interfaces tangential to the path of the XR beam. This is referred to as the "silhouette sign". A simple analogy help you visualize this is to recall the what the silhouette of an object looks like when placed between a candle or light source and a background surface. The edge of the projected "shadow" is the silhouette making the edge between absorbed and transmitted light.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6_MWPt2FsUkKccHYKvSs6PJ7clVT_LXrkHV2LBmiomjUIkw6taRpBYism_JQ1xgPe4QjXB7uM_RGfDwqB-A-zA_hxcQcXJiDT7pxiXV1IS2fUGhg0knR4dpEgOe0F0UTXCOZZmHKqQlU/s1600/CXR+silhouette.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6_MWPt2FsUkKccHYKvSs6PJ7clVT_LXrkHV2LBmiomjUIkw6taRpBYism_JQ1xgPe4QjXB7uM_RGfDwqB-A-zA_hxcQcXJiDT7pxiXV1IS2fUGhg0knR4dpEgOe0F0UTXCOZZmHKqQlU/s1600/CXR+silhouette.jpg" width="287" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br class="Apple-interchange-newline" /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlkA-RoU153_F55sGURbRGYaQReGvN2zxCwxzB9cc7ngAp-eniqWNvXtEa6MJJe1MKmh7xbkWAKLIi-__VDfxDSWMmfkGZrx6uZl_IuhRo4VeR0OCzRbA_HS9pv6bFYdlLUgjl6uHqMAk/s1600/Surface_projections_of_the_organs_of_the_trunk.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlkA-RoU153_F55sGURbRGYaQReGvN2zxCwxzB9cc7ngAp-eniqWNvXtEa6MJJe1MKmh7xbkWAKLIi-__VDfxDSWMmfkGZrx6uZl_IuhRo4VeR0OCzRbA_HS9pv6bFYdlLUgjl6uHqMAk/s400/Surface_projections_of_the_organs_of_the_trunk.png" width="250" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">above image from website below</div><div class="separator" style="clear: both; text-align: center;"><a href="http://en.wikipedia.org/wiki/File:Surface_projections_of_the_organs_of_the_trunk.png">http://en.wikipedia.org/wiki/File:Surface_projections_of_the_organs_of_the_trunk.png</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEeE0sVR5E2cfeUzGw7RZ53NlYDNHnKjL3Ih_l2SMOLLrgQEU77___PvPTmQnLZzoncrC3oU63PbNm3IsTGrXDngDLqCSf1zY3uvWVx7ziKGKXuBFhhKmHRw_PPeJ85xkwgP9K7dTX73M/s1600/CXR+silhouette.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEeE0sVR5E2cfeUzGw7RZ53NlYDNHnKjL3Ih_l2SMOLLrgQEU77___PvPTmQnLZzoncrC3oU63PbNm3IsTGrXDngDLqCSf1zY3uvWVx7ziKGKXuBFhhKmHRw_PPeJ85xkwgP9K7dTX73M/s400/CXR+silhouette.jpg" width="288" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-w1BjJ7DSHgC9C8H5DH9q0uIfgkI8pSoE7NoHQlQNJ6EIsq9Z96MVa4FdaeVVNySCeLgmNRAAkT6ngK_X2M_jXjAa7m-NJnwVcgpGSmJBomd_tf1FeR5rciNn6VuIYF3Gl1_MrC9ttXg/s1600/739px-Chest_Xray_PA_3-8-2010.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="323" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-w1BjJ7DSHgC9C8H5DH9q0uIfgkI8pSoE7NoHQlQNJ6EIsq9Z96MVa4FdaeVVNySCeLgmNRAAkT6ngK_X2M_jXjAa7m-NJnwVcgpGSmJBomd_tf1FeR5rciNn6VuIYF3Gl1_MrC9ttXg/s400/739px-Chest_Xray_PA_3-8-2010.png" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">above image from</div><div class="separator" style="clear: both; text-align: center;"><a href="http://en.wikipedia.org/wiki/File:Chest_Xray_PA_3-8-2010.png">http://en.wikipedia.org/wiki/File:Chest_Xray_PA_3-8-2010.png</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiylsDnE-Xfk5xnsaqMylHBt8YCdgU7ab-EplPP7d9MNaAvAXpK9iiad-mD67_P-EUms4cDLP0Vbk0zHG2bPDG8u4XFlml-CwlQz7c4B3a33xazM3UBWccQ3d7LjYM2JCEIkRnf_OTW1vE/s1600/CT_US4115698_Fig1.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiylsDnE-Xfk5xnsaqMylHBt8YCdgU7ab-EplPP7d9MNaAvAXpK9iiad-mD67_P-EUms4cDLP0Vbk0zHG2bPDG8u4XFlml-CwlQz7c4B3a33xazM3UBWccQ3d7LjYM2JCEIkRnf_OTW1vE/s400/CT_US4115698_Fig1.jpg" width="305" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">above image from</div><div class="separator" style="clear: both; text-align: center;"><a href="http://en.wikipedia.org/wiki/File:CT_US4115698_Fig1.jpg">http://en.wikipedia.org/wiki/File:CT_US4115698_Fig1.jpg</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://en.wikipedia.org/wiki/X-ray_computed_tomography">http://en.wikipedia.org/wiki/X-ray_computed_tomography</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; 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text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnpLjAZ3VT3T0c_fcpadZYxAhPB12T6rxIe39ESDA19klY9uQ8iGGKPliuLsFXsYgUK-V4k48xzlRnK60bYfT6rP-TLBBQru-k3YjsXfevvjH0CUKELzysl0MVlhY4qAPAaY7tr-Ap_1E7/s1600/Chest+and+Lungs+2016.015.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnpLjAZ3VT3T0c_fcpadZYxAhPB12T6rxIe39ESDA19klY9uQ8iGGKPliuLsFXsYgUK-V4k48xzlRnK60bYfT6rP-TLBBQru-k3YjsXfevvjH0CUKELzysl0MVlhY4qAPAaY7tr-Ap_1E7/s400/Chest+and+Lungs+2016.015.jpeg" width="400" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigbElZQ6haB8hPQPOctZ8ScZJSdR0XWqy7wWBBjhdn_1CdTOmx_dN5cx_pNhLR5dxl2RQVPLOiB9NG2FG44Oh32xQk1RTkV7yxcMSoA5llu2FdyrN01ONdlckFpBGNI-HeViTDhzhB7X8Z/s1600/Chest+and+Lungs+2016.016.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigbElZQ6haB8hPQPOctZ8ScZJSdR0XWqy7wWBBjhdn_1CdTOmx_dN5cx_pNhLR5dxl2RQVPLOiB9NG2FG44Oh32xQk1RTkV7yxcMSoA5llu2FdyrN01ONdlckFpBGNI-HeViTDhzhB7X8Z/s400/Chest+and+Lungs+2016.016.jpeg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;"><b>Section 3: Further material for bite-size self study</b></div><div class="separator" style="clear: both; text-align: left;"><b><br /></b></div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: justify;">The aim of the session is to link the anatomy which you have learnt in the chest, to what is visible on the two most commonly used imaging tests you will use as doctors in day to day clinical practice - the <a href="https://en.wikipedia.org/wiki/Chest_radiograph">CXR</a>, and <a href="https://en.wikipedia.org/wiki/CT_scan">CT scan</a> of the Chest. Radiology allows you to see 'living anatomy' and pathology, of your patients in vivo. The CXR allows you to look inside your patient in 2D, while the CT scan gives you multi-planar sectional details, and a '3D-like' appreciation of both anatomy and pathology. You should aim to develop the ability to orientate yourself to the visible structures when viewing both the CXR, and CT scans; and be able to identify normal anatomy. This will form the foundation for the study of pathology, and the appreciation of visible pathology in your patients using CXRs and CT scans in year 2, and subsequent clinical years.</div><div class="separator" style="clear: both; text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: justify;">There are two learning paths (illustrated on the blog below) - a Guided learning path, and an Exploratory learning path. Please choose one path based on your learning preference, and review the material before the 'live' lecture. We will review this content during the 'live' lecture on Microsoft Teams.</div><div class="separator" style="clear: both; text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: justify;"><b>Guided learning path</b>: For those of you who like a very prescriptive guided learning path - start with <a href="https://www.youtube.com/watch?v=8snjqtrnV1I&feature=emb_logo">CXR video 1</a>, then <a href="https://www.youtube.com/watch?time_continue=59&v=uo7ho8ZW2YY&feature=emb_logo">CXR video 2</a>, then <a href="https://www.radiologymasterclass.co.uk/tutorials/chest/chest_home_anatomy/chest_anatomy_start">CXR anatomy website (see chest section)</a> (using illustrations as drill and quiz examples, by viewing CXR first without annotations, then mousing over each image, then read text); then view <a href="https://www.youtube.com/watch?v=4pjkCFrcysk">CT chest video 1</a>, then <a href="https://www.youtube.com/watch?v=OLJ4sqeaCbQ&frags=pl%2Cwn">CT chest video 2</a>, then attempt to identify <a href="https://www.radiologycafe.com/medical-students/radiology-basics/chest-anatomy">CT anatomy here</a>. (Viewing these videos within or embedded in the blog below is one method to reduce ads which appear before the video). </div><div class="separator" style="clear: both; text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: justify;"><b>Exploratory learning path:</b> For those of you who prefer a more exploratory learning path, starting with interactive illustrations and text, you are encouraged to review the open access <a href="https://www.radiologymasterclass.co.uk/tutorials/chest/chest_home_anatomy/chest_anatomy_start">CXR anatomy website (see chest section)</a> below, as well as information about <a href="https://radiopaedia.org/articles/chest-x-ray-an-approach-summary">how to approach the CXR</a> (<a href="https://www.imaios.com/en/e-Anatomy/Thorax-Abdomen-Pelvis/Visible-Human-Project">including</a> <a href="https://www.imaios.com/en/e-Anatomy/Thorax-Abdomen-Pelvis/Chest-anatomy-Illustrations">normal anatomy</a>), and <a href="https://radiopaedia.org/cases/normal-ct-chest">CT scan with scrollable images</a> links below. For those students who prefer learning from illustrated online videos, please review the two videos below before the lecture - <a href="https://www.youtube.com/watch?v=8snjqtrnV1I&feature=emb_logo">Chest X-Ray Interpretation Explained Clearly - How to read a CXR</a> and <a href="https://www.youtube.com/watch?time_continue=59&v=uo7ho8ZW2YY&feature=emb_logo">LEARN to Read a Chest Xray in 5 minutes!</a>. Also review the two videos below reviewing visible anatomy on CT of the chest - <a href="https://www.youtube.com/watch?v=4pjkCFrcysk">Anatomy of a Transverse CT of the Thorax</a> and <a href="https://www.youtube.com/watch?v=OLJ4sqeaCbQ&frags=pl%2Cwn">Introduction to Computed Tomographic imaging of the Chest</a>. (Viewing these videos within or embedded in the blog below is one method to reduce ads which appear before the video). </div></div></div></div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Additional Resource website for interactive instruction</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://radiologymasterclass.co.uk/tutorials/chest/chest_home_anatomy/chest_anatomy_start.html">http://radiologymasterclass.co.uk/tutorials/chest/chest_home_anatomy/chest_anatomy_start.html</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Additional reading</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://radiopaedia.org/articles/chest-radiograph">http://radiopaedia.org/articles/chest-radiograph</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://radiopaedia.org/cases/normal-ct-chest">http://radiopaedia.org/cases/normal-ct-chest</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div></div></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div><br /></div><div><div dir="ltr" trbidi="on"><b>Preview of next lecture - Imaging of Respiratory Disorders</b></div><div dir="ltr" trbidi="on"><b><br /></b></div><div dir="ltr" trbidi="on"><a href="https://medicaleducationelearning.blogspot.com/2023/10/imaging-of-respiratory-tract-disorders.html">https://medicaleducationelearning.blogspot.com/2023/10/imaging-of-respiratory-tract-disorders.html</a><br /></div><div dir="ltr" trbidi="on"><br /></div><div dir="ltr" trbidi="on"><a href="https://www.radiologymasterclass.co.uk/tutorials/chest/chest_pathology/chest_pathology_start">https://www.radiologymasterclass.co.uk/tutorials/chest/chest_pathology/chest_pathology_start</a><br /><br /><a href="https://www.radiologycafe.com/medical-students/radiology-basics/chest-pathology">https://www.radiologycafe.com/medical-students/radiology-basics/chest-pathology</a></div></div>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-51849812126116787102023-10-18T17:46:00.010-07:002023-10-24T18:09:33.696-07:00Imaging of Respiratory Tract Disorders - Year 2 MBBS Lecture (NUS)<p>There are three sections to this open access website clearly marked below - Section 1: including link and screenshot of professionally produced segmented e-Lecture; Section 2: including lecture slides with full accompanying transcript; and Section 3: links to curated open access interactive self-study materials related to topic. The pedagogical approach, main ideas and clinical relevance are sequentially outlined in step-wise manner below.</p><p>---</p><p>Dear Phase 2 Students</p><p>The lecture will be live face to face lecture </p><p>A professionally produced video (e-Lecture) has been embedded on this session webpage in Entrada. Please preview and review this before the lecture.</p><p>the link to <a href="https://entrada.nusmedicine.nus.edu.sg/admin/events?drid=315094&section=content&id=315094">Entrada</a> (with my pre-recorded video uploaded) below (and screenshot)</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPDkZ4D0hr4LMv3iGLKjj_OCOKK2YI6ekJElzVZaDZ7zb00Yq4oQM38LZAG_H_PuVs6HKkB5nW1yfwtfSw03B6UAm1ThXG2v6PSLfb_bPNi5HQ4_ckBi_nYwSoCess0FTIlyn5XrHuMjnooTvlDVcoz2ITU9VTT58-tOk6mJ8g3NwpHiEEecANOtpv-8s/s3450/M2%20lecture%202023.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1800" data-original-width="3450" height="209" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPDkZ4D0hr4LMv3iGLKjj_OCOKK2YI6ekJElzVZaDZ7zb00Yq4oQM38LZAG_H_PuVs6HKkB5nW1yfwtfSw03B6UAm1ThXG2v6PSLfb_bPNi5HQ4_ckBi_nYwSoCess0FTIlyn5XrHuMjnooTvlDVcoz2ITU9VTT58-tOk6mJ8g3NwpHiEEecANOtpv-8s/w400-h209/M2%20lecture%202023.jpg" width="400" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both;">with <a href="https://mediaweb.ap.panopto.com/Panopto/Pages/Viewer.aspx?id=f4c77f30-708e-4fe1-91c2-aeed00163c98">link to e-Lecture </a>(screenshot below)</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4XrSbKmvsfi55pyBEN6kO9CgytRXDim_WoEHyaOWnKqNyecss1D3AhJ6k47TED3xxChd3mr19bl1KatlYOExjj2wI1-RZfi0_DOF31CIpVbN8tm5P75IJS2TCcQvOq_Ns-6-heFAKR1mQdQjatN91lMYUxYoW_8r_D_34I-gYIuyA_HrCtJbDqkULoYA/s1920/M2%20Lecture%20Sections.001.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4XrSbKmvsfi55pyBEN6kO9CgytRXDim_WoEHyaOWnKqNyecss1D3AhJ6k47TED3xxChd3mr19bl1KatlYOExjj2wI1-RZfi0_DOF31CIpVbN8tm5P75IJS2TCcQvOq_Ns-6-heFAKR1mQdQjatN91lMYUxYoW_8r_D_34I-gYIuyA_HrCtJbDqkULoYA/w400-h225/M2%20Lecture%20Sections.001.jpeg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://mediaweb.ap.panopto.com/Panopto/Pages/Viewer.aspx?id=f4c77f30-708e-4fe1-91c2-aeed00163c98" style="text-align: left;">link to e-Lecture</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_VIBpqkJO9htTd2eIoDC8z5GLrtxCFVf0KBL0r_tegC4-IdDA6P-A9NBLH0RhWVBYuESANRsgBvQcph9IYKWHIzGq7CRYIXmi1DFKZHe3-E_6hVw4BJynkteAwCbJGuOGFiLufnsCPRkjPvCWhCKNs82JOBr8wNDkxTkV6ckP0X7Vdr17-s1tRWdr/s3442/Imaging%20of%20Respiratory%20Tract%20Disorders%20eLecture%202022.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1940" data-original-width="3442" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_VIBpqkJO9htTd2eIoDC8z5GLrtxCFVf0KBL0r_tegC4-IdDA6P-A9NBLH0RhWVBYuESANRsgBvQcph9IYKWHIzGq7CRYIXmi1DFKZHe3-E_6hVw4BJynkteAwCbJGuOGFiLufnsCPRkjPvCWhCKNs82JOBr8wNDkxTkV6ckP0X7Vdr17-s1tRWdr/w400-h225/Imaging%20of%20Respiratory%20Tract%20Disorders%20eLecture%202022.jpg" width="400" /></a></div><br /><div class="separator" style="clear: both;">During the 'live' (lecture) session, I will have the opportunity selectively highlight important material, take opportunity to go deeper (on request from live audience), and / or do more interactive Q and A.</div><p>---</p><p>alternative modular self-study pathways, curated online content, and links to my individual slides are accessible on following link, from last year's session</p><p><a href="https://medicaleducationelearning.blogspot.com/2023/10/imaging-of-respiratory-tract-disorders.html">https://medicaleducationelearning.blogspot.com/2023/10/imaging-of-respiratory-tract-disorders.html</a><br /></p><p>I will use these selectively for illustration during my 'live' (lecture) session</p><p>----</p><p>Warmest regards,</p><p>Poh-Sun </p><p>-----</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEWflSt3fVpFyP4iJ8i9tMB4mtZnv92txI_TzDybBhKAb6TI8HXOnekvAgXTKxReFNPiJOncfhAuCC1znnVIU117y7mbdo1MvTFqClb0qKOaGz_cA6lfI5ZydSCwyyxlhIqZApn3FEaoBAWOwIoHk9UYYLHC-xB0PAwKzHmkL0yqX671g7bdqS7jLLDV8/s1604/Feedback%20M2%20lecture%20QR%20code.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1604" data-original-width="1222" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEWflSt3fVpFyP4iJ8i9tMB4mtZnv92txI_TzDybBhKAb6TI8HXOnekvAgXTKxReFNPiJOncfhAuCC1znnVIU117y7mbdo1MvTFqClb0qKOaGz_cA6lfI5ZydSCwyyxlhIqZApn3FEaoBAWOwIoHk9UYYLHC-xB0PAwKzHmkL0yqX671g7bdqS7jLLDV8/w305-h400/Feedback%20M2%20lecture%20QR%20code.jpg" width="305" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">please scan the check-in QR code above at beginning of lecture</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">I will generate a check-out QR code at end of lecture for you to scan also, </div><div class="separator" style="clear: both; text-align: center;">and to provide feedback</div><div class="separator" style="clear: both; text-align: center;"><br class="Apple-interchange-newline" />_______________________</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinZwMe_30q7J7feWjUJTZWqh6tdzG-20d39ra2mbhzr7zqQYmkNtzCQYplvUZ5WXq3LMxll4XTeHb_svIyL5k9dsy_BA7RWhxi48A2i0mUIKZ-zAugDeOtTG0yy_8CT41LeY9djvV65YjSNWHDha1bjG7BDFQtF7jMpM_2CxWdDLTHeeg5d3Mk91QvRKw/s1920/M2%20Lecture%20Sections.002.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinZwMe_30q7J7feWjUJTZWqh6tdzG-20d39ra2mbhzr7zqQYmkNtzCQYplvUZ5WXq3LMxll4XTeHb_svIyL5k9dsy_BA7RWhxi48A2i0mUIKZ-zAugDeOtTG0yy_8CT41LeY9djvV65YjSNWHDha1bjG7BDFQtF7jMpM_2CxWdDLTHeeg5d3Mk91QvRKw/w400-h225/M2%20Lecture%20Sections.002.jpeg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><i>(e)Lecture Outline</i></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Section 1: Introduction </div><div class="separator" style="clear: both; text-align: center;">and</div><div class="separator" style="clear: both; text-align: center;">Pre-lecture reflection questions / recall and review if necessary Y1 material</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Section 2: Learning objectives</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Section 3: Pre-test</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Section 4: Lecture proper</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Part 1 - review of basic principles of CXR production and tissue characterization</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Part 2 - review of the CXR findings in six major diseases</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Section 5: Post-test</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">___________________________</div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSq3MDfjeIZshZn6A7I-ypIXguET6VBlDmw_rR6ydA3oWChZ1G-FrA1LWah5Frwr7XlST11dJD8TblIliJCiF6SeQvGDs4MoNomRiP74-tTXGkU5QuBHsjStwYd8Y5qM8_amzOVJVq5vo/s1600/Imaging+of+respiratory+tract+disorders+M2.jpg" style="margin-left: 1em; margin-right: 1em;"><br class="Apple-interchange-newline" /><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSq3MDfjeIZshZn6A7I-ypIXguET6VBlDmw_rR6ydA3oWChZ1G-FrA1LWah5Frwr7XlST11dJD8TblIliJCiF6SeQvGDs4MoNomRiP74-tTXGkU5QuBHsjStwYd8Y5qM8_amzOVJVq5vo/s320/Imaging+of+respiratory+tract+disorders+M2.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Section 1: Introduction </div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div dir="ltr" trbidi="on"><b>Phase 1 Lecture (2022)</b></div><div dir="ltr" style="text-align: left;" trbidi="on"><br /></div><div dir="ltr" style="text-align: left;" trbidi="on"><a href="https://medicaleducationelearning.blogspot.com/2022/09/imaging-of-chest-and-lungs-year-1-mbbs.html">https://medicaleducationelearning.blogspot.com/2022/09/imaging-of-chest-and-lungs-year-1-mbbs.html</a></div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Lets start by revising what we have covered last year. This exercise to recall what you know follows recommendations from the educational literature on how to promote learning. By first revisiting, reviewing and recalling what has been learnt previously. The process of recalling information provides the foundation for new learning. Learning something new is built on a foundation of prior knowledge. Repetition, review and recall promotes learning.</div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://cft.vanderbilt.edu/guides-sub-pages/test-enhanced-learning-using-retrieval-practice-to-help-students-learn/#what">https://cft.vanderbilt.edu/guides-sub-pages/test-enhanced-learning-using-retrieval-practice-to-help-students-learn/#what</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://telmeded.blogspot.com/2022/10/test-enhanced-learning.html">https://telmeded.blogspot.com/2022/10/test-enhanced-learning.html</a><br /></div><div><br /></div><div><div><div class="separator" style="clear: both; text-align: center;">Please reflect on each of the following questions, pause after each question, write down your answer, and reflect upon your answer. </div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">1. What is the relevance of diagnostic imaging/radiology in your future clinical practice?</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">2. How are CXRs and CT scans of the chest produced?</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">3. How do different tissues appear on CXRs and CT scans? Why does bone appear white? Air black? Soft tissues varying shades of grey?</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">4. Can you identify normal anatomy on a CXR? CT scan of the chest?</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">5. Do you know where to find the lecture material on this topic presented in Year 1?</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">If you are unsure of the answer to any of these questions, please revisit and review the relevant sections in the Y1 lecture and interactive eLecture on the websites below.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div dir="ltr" trbidi="on"><b>Phase 1 Lecture (2022)</b></div><div dir="ltr" style="text-align: left;" trbidi="on"><br /></div><div dir="ltr" style="text-align: left;" trbidi="on"><a href="https://medicaleducationelearning.blogspot.com/2022/09/imaging-of-chest-and-lungs-year-1-mbbs.html">https://medicaleducationelearning.blogspot.com/2022/09/imaging-of-chest-and-lungs-year-1-mbbs.html</a></div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://radiologymasterclass.co.uk/tutorials/chest/chest_home_anatomy/chest_anatomy_start.html">Revision - CXR anatomy, Interactive radiology masterclass/tutorial</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Section 2 : Learning objectives of this (e)Lecture</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_VZpP6XwIoHXLjoYFl0qsZN0t14KItx7TYlVIiu_jbEMY0GgmQ7ITJdK1GkpO-j6u_u32uukEJ_VWZFbV0Rk3itfkYa7miKATdGZXNFMARWerI2kR9b4h0Ndp5ifpCw1-ZC2f8KjKGz8/s1600/M2+Pathology+CXR_Page_02.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_VZpP6XwIoHXLjoYFl0qsZN0t14KItx7TYlVIiu_jbEMY0GgmQ7ITJdK1GkpO-j6u_u32uukEJ_VWZFbV0Rk3itfkYa7miKATdGZXNFMARWerI2kR9b4h0Ndp5ifpCw1-ZC2f8KjKGz8/s320/M2+Pathology+CXR_Page_02.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Recall that radiology allows you (as future doctors), to see "living" anatomy, and "in vivo" pathology.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">This ability to visualise what is going on in the patient in front of you, in both health and disease will be a useful diagnostic tool for you as doctors.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">The easiest way to make sense of what you see on a radiology examination is to recall what you have been exposed to and learnt recently in gross pathology.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">We will focus on the Chest Radiograph in this lecture. This is the most commonly requested radiology investigation. While this lecture won't show you every possible abnormality visible on CXRs, it is the <i>start</i> of a learning and skill development process. We will spend time on typical presentations of several common and important clinical conditions, and use these to illustrate the basics of CXR interpretation. As you develop experience over the next few years, you will gradually become more familiar with more subtle or gross presentations of disease, with more atypical features.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">As you no doubt realise, an XR or scan is a snapshot of a point in time of a developing disease process. Early on, the manifestations of a disease on an XR or scan might be small, ill defined, or difficult to visualise. Later in the disease process, an abnormal feature might be large, and also difficult to define (for example a small, moderate size or large pleural effusion). It may be initially difficult for you to determine with a completely opaque hemithorax whether you are dealing with pneumonia, a large effusion or complete collapse of the lung.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMXFwb2dY-zdtW8x27Xg1OLI2J_Weg2k_HFZLmiOJY87DlcqGN549lXz9ab3IINMl45qV8ofTBXeYPZAke7szq7ktTDDoUc0kLsIU1uiGf71Iu5ssSV08-COn1M3e4rIBOHI1bRI_hkuA/s1600/M2+Pathology+CXR_Page_03.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMXFwb2dY-zdtW8x27Xg1OLI2J_Weg2k_HFZLmiOJY87DlcqGN549lXz9ab3IINMl45qV8ofTBXeYPZAke7szq7ktTDDoUc0kLsIU1uiGf71Iu5ssSV08-COn1M3e4rIBOHI1bRI_hkuA/s320/M2+Pathology+CXR_Page_03.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">For those of you who are focused on more immediate concerns, the assessment items on radiology that you will be faced with will evaluate your ability to recognise major examples of pathology on common radiological examinations. For example on the chest radiograph or CXR.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdMb2OkqgMOV9ioGz3Tt5B_jYlMgI6DZLqaY64w03eI3nnj7jM1_RflErexIzc5nn92ZMjB9xxRk6bJh0EQZRktvoZDOB1h2Mm1Z8Cy9VikMNE3-YubOsgGuRUsy87iKBQkKjeznc_JLk/s1600/M2+Pathology+CXR_Page_04.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdMb2OkqgMOV9ioGz3Tt5B_jYlMgI6DZLqaY64w03eI3nnj7jM1_RflErexIzc5nn92ZMjB9xxRk6bJh0EQZRktvoZDOB1h2Mm1Z8Cy9VikMNE3-YubOsgGuRUsy87iKBQkKjeznc_JLk/s320/M2+Pathology+CXR_Page_04.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">To review again the learning objectives of the undergraduate radiology program in the medical curriculum, you can see how radiology translates what you have learnt in Y1 anatomy, to give you the ability to see "in vivo" living anatomy in your future patients.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">And visualise in vivo pathology in your patients. </div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Section 3 : Pre-test</div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlnpIZSJiT3jtN3Meqqj5YTVmpzsOdYl6goHYRqviWNFe33jw8Y3nQ5YtUY85MTxGXuezoKWtApiQ0zbMRW40DYKcuRym70DECmzOittXCM-bJ_J4uwssnfmXTF9f24LJeZj3U1fwoDvA/s1600/M2+Pathology+CXR_Page_05.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlnpIZSJiT3jtN3Meqqj5YTVmpzsOdYl6goHYRqviWNFe33jw8Y3nQ5YtUY85MTxGXuezoKWtApiQ0zbMRW40DYKcuRym70DECmzOittXCM-bJ_J4uwssnfmXTF9f24LJeZj3U1fwoDvA/s320/M2+Pathology+CXR_Page_05.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Lets do an assessment exercise now to not only show you what potential future examination assessment items might be, but also to illustrate how radiology (on the following CXRs) allows you to visualise gross pathology in your patient.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://cft.vanderbilt.edu/guides-sub-pages/test-enhanced-learning-using-retrieval-practice-to-help-students-learn/#what">https://cft.vanderbilt.edu/guides-sub-pages/test-enhanced-learning-using-retrieval-practice-to-help-students-learn/#what</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://telmeded.blogspot.com/2022/10/test-enhanced-learning.html">https://telmeded.blogspot.com/2022/10/test-enhanced-learning.html</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Google image search "lung gross pathology lung cancer"</div><div class="separator" style="clear: both; text-align: center;">Google image search "patient with lung cancer"</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Google image search for "lung gross pathology pneumothorax"</div><div class="separator" style="clear: both; text-align: center;">Google image search "patient with pneumothorax"</div><div class="separator" style="clear: both; text-align: center;">Google image search "patient with tension pneumothorax"</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Google image search for "lung gross pathology pneumonia"</div><div class="separator" style="clear: both; text-align: center;">Google image search "patient with pneumonia"</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Google image search for "lung gross pathology pleural effusion"</div><div class="separator" style="clear: both; text-align: center;">Google image search "patient with pleural effusion"</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Google image search "lung gross pathology cardiac failure pulmonary odema"</div><div class="separator" style="clear: both; text-align: center;">Google image search "patient with pulmonary oedema"</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Google image search "lung gross pathology cardiac failure alveolar pulmonary odema"</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Google image search "lung gross pathology cardiac failure interstitial pulmonary oedema"</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Google image search for "gross pathology rib fractures"</div><div class="separator" style="clear: both; text-align: center;">Google image search for "patient with rib fractures"</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Google image search for "cadaver rib fractures"</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1YA_ojsTxWGd3d2MoaNNy_zhBer01CB4m2q9B8cwf15GTxnoQ7szZIUn651rnhyQCRxO2DzDweSsoYt9CaTFuZBC7FLfEEdOXA12iHa8gM7ZB1wXbLKHsBLwfVfOocYrRwpXJ7W7Dnss/s1600/M2+Pathology+CXR_Page_06.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1YA_ojsTxWGd3d2MoaNNy_zhBer01CB4m2q9B8cwf15GTxnoQ7szZIUn651rnhyQCRxO2DzDweSsoYt9CaTFuZBC7FLfEEdOXA12iHa8gM7ZB1wXbLKHsBLwfVfOocYrRwpXJ7W7Dnss/s320/M2+Pathology+CXR_Page_06.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Please try and match the five diagnoses (A to E) with the CXRs provided (1 to 6). There are two examples on the CXRs provided of one of the five diagnoses.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">This exercise begins the process to introducing you to the typical appearance of common and important clinical problems that your patient may present with.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Section 4: (e)Lecture proper</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">We will focus on two major areas. Firstly review basic principles of CXR production and interpretation. And then review the key features of six major clinical problems on CXRs.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibkn4QZz6zTHY-Oc6BW_JmnbqJZYoAbUSo7RWqQLyTNL_9IL7_0GUbraQ_IbaPfoRFGm5mrcZXEBb9bynRaDYciaIzu8NurX8lSKim31fyUowBvY-cSFeL6FndDQE7NvCT0pKLsQUyKl8/s1600/M2+Pathology+CXR_Page_07.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibkn4QZz6zTHY-Oc6BW_JmnbqJZYoAbUSo7RWqQLyTNL_9IL7_0GUbraQ_IbaPfoRFGm5mrcZXEBb9bynRaDYciaIzu8NurX8lSKim31fyUowBvY-cSFeL6FndDQE7NvCT0pKLsQUyKl8/s320/M2+Pathology+CXR_Page_07.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">We first very briefly review basic principles behind the production of a CXR, and why different tissues have different densities on XRs (white, shades of grey, and black).</div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjNVeKeIh2WPoREv61e2i8pi0LCkxDB05-fW7YDfZWcCk86F2Qi6oaeLeHwCRTs3X2mo22IfKfSzqpeweC-w-bS8550qXMW01jl09ITxDyXFTHqEXbdhihUYGEdrkGjD4XGgcepWZKeYM/s1600/M2+Pathology+CXR_Page_08.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjNVeKeIh2WPoREv61e2i8pi0LCkxDB05-fW7YDfZWcCk86F2Qi6oaeLeHwCRTs3X2mo22IfKfSzqpeweC-w-bS8550qXMW01jl09ITxDyXFTHqEXbdhihUYGEdrkGjD4XGgcepWZKeYM/s320/M2+Pathology+CXR_Page_08.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6_MWPt2FsUkKccHYKvSs6PJ7clVT_LXrkHV2LBmiomjUIkw6taRpBYism_JQ1xgPe4QjXB7uM_RGfDwqB-A-zA_hxcQcXJiDT7pxiXV1IS2fUGhg0knR4dpEgOe0F0UTXCOZZmHKqQlU/s1600/CXR+silhouette.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6_MWPt2FsUkKccHYKvSs6PJ7clVT_LXrkHV2LBmiomjUIkw6taRpBYism_JQ1xgPe4QjXB7uM_RGfDwqB-A-zA_hxcQcXJiDT7pxiXV1IS2fUGhg0knR4dpEgOe0F0UTXCOZZmHKqQlU/s1600/CXR+silhouette.jpg" width="287" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Recall that XRs are produced by placing you patient between an XR source, and a recording medium; which may be an XR film, or digital recording plate. The XR is therefore a record of the absorption of XRs as they pass through different organs and tissues in your patient.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYiZqSMmRGgmnx-w7VSsP9ZGjgGSgqboPJr2DgZOb6oJ4BDxYJhepSd0888Z3v-sQ4bxCIzJTGtzTUQMTJohE8Fx2OSETc43mnNGy7-iOwtN7A4TO04Szo2cBVQriaQEUIon5_sG7lcDg/s1600/M2+Pathology+CXR_Page_09.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYiZqSMmRGgmnx-w7VSsP9ZGjgGSgqboPJr2DgZOb6oJ4BDxYJhepSd0888Z3v-sQ4bxCIzJTGtzTUQMTJohE8Fx2OSETc43mnNGy7-iOwtN7A4TO04Szo2cBVQriaQEUIon5_sG7lcDg/s320/M2+Pathology+CXR_Page_09.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">By convention, on a XR, black represents areas of greatest XR absorption, and white the least absorption of XRs. On this normal CXR, you can see the radiographic densities of five categories of tissue. Air being blackest, with gradually lighter shades of grey with fat, soft tissue/blood/muscle, bone and metal. You will appreciate how fat being less dense than soft tissue will absorb less XRs, and appear a darker shade of grey than soft tissues or muscle.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTomCBhNFJqPzTYzTNrTZuquCrDKdsbJTfnUeFy8CRJn54al0vBfiqG3Zk8vjX1EWZU6x4UyR7H4I53RJA_6ExbOcIdIxYnjLenU5OvRh0OJFxGPR-_JfmxWjESwdGpxjjqpGMFx-QgGM/s1600/M2+Pathology+CXR_Page_10.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTomCBhNFJqPzTYzTNrTZuquCrDKdsbJTfnUeFy8CRJn54al0vBfiqG3Zk8vjX1EWZU6x4UyR7H4I53RJA_6ExbOcIdIxYnjLenU5OvRh0OJFxGPR-_JfmxWjESwdGpxjjqpGMFx-QgGM/s320/M2+Pathology+CXR_Page_10.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkuBaP9wnezJ2ItrF3vynaPCnaC3-BJQ5cdQiiFogtsa3XzumKTS2lTKHQP2JJec-MnDrEmSxX69QBMo3ncNikXtjlSG2ATPVY6a2HZcx8TyqWPnASAXO7QwQzqxpUzCPnIGGfq7nF63o/s1600/M2+Pathology+CXR_Page_11.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkuBaP9wnezJ2ItrF3vynaPCnaC3-BJQ5cdQiiFogtsa3XzumKTS2lTKHQP2JJec-MnDrEmSxX69QBMo3ncNikXtjlSG2ATPVY6a2HZcx8TyqWPnASAXO7QwQzqxpUzCPnIGGfq7nF63o/s320/M2+Pathology+CXR_Page_11.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhd4C3FIyS7SVo26EIarBybidiTFUSGAcwB11XgA5yN5hjAHUNM1BSwwkjgovSMr_pgo1UQYNDX4-cPWYpUSas3cpeSs3OlgsISSxTiiCFHjdd1Fj0DJlu3lDgkAzjlW44QlTkMOqYn888/s1600/M2+Pathology+CXR_Page_12.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhd4C3FIyS7SVo26EIarBybidiTFUSGAcwB11XgA5yN5hjAHUNM1BSwwkjgovSMr_pgo1UQYNDX4-cPWYpUSas3cpeSs3OlgsISSxTiiCFHjdd1Fj0DJlu3lDgkAzjlW44QlTkMOqYn888/s320/M2+Pathology+CXR_Page_12.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">This difference in XR absorption between different tissues and organs allows you to distinguish the edge or surface between different tissue layers and organs. Because XRs travel in straight lines through your patient, the interface between different tissues is highlighted and visible at tissue interfaces tangential to the path of the XR beam. This is referred to as the "silhouette sign". A simple analogy help you visualize this is to recall the what the silhouette of an object looks like when placed between a candle or light source and a background surface. The edge of the projected "shadow" is the silhouette making the edge between absorbed and transmitted light.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6_MWPt2FsUkKccHYKvSs6PJ7clVT_LXrkHV2LBmiomjUIkw6taRpBYism_JQ1xgPe4QjXB7uM_RGfDwqB-A-zA_hxcQcXJiDT7pxiXV1IS2fUGhg0knR4dpEgOe0F0UTXCOZZmHKqQlU/s1600/CXR+silhouette.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6_MWPt2FsUkKccHYKvSs6PJ7clVT_LXrkHV2LBmiomjUIkw6taRpBYism_JQ1xgPe4QjXB7uM_RGfDwqB-A-zA_hxcQcXJiDT7pxiXV1IS2fUGhg0knR4dpEgOe0F0UTXCOZZmHKqQlU/s1600/CXR+silhouette.jpg" width="287" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfrUR44MCjXWUxxlrOitmPR6SXpfjoMd26z5unhkjoswy73HfwIDi-IlYu4CHwqgmHFkdcmIPnLyiF5YCxjvWbE683YH28kSSvkePXxGAIkRbN6oZl1QzlyfAyKGSRkJ-QvkSekqMNDBc/s1600/M2+Pathology+CXR_Page_13.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfrUR44MCjXWUxxlrOitmPR6SXpfjoMd26z5unhkjoswy73HfwIDi-IlYu4CHwqgmHFkdcmIPnLyiF5YCxjvWbE683YH28kSSvkePXxGAIkRbN6oZl1QzlyfAyKGSRkJ-QvkSekqMNDBc/s320/M2+Pathology+CXR_Page_13.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">We use the silhouette phenomenon on a CXR to detect the edge between the normal left heart border, and adjacent aerated normal lung which contains air. We also use this to see the normal lung markings, due to difference in XR absorption between the blood within the pulmonary vessels and the adjacent normal lung. In disease, when the alveoli or air spaces in the lung are filled with fluid, blood or pus, we lose the ability of see these edges, allowing us to infer that the air spaces in the lung are not aerated or air filled.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg92MhO0PgE7PngZ9Hul-Zt3MfbAT789rWAoglE6UJnoPl7bUYnn-RqujLTJWzIy19gFHHfAM8Ruk3HFndss_0dRuhombAFNy2-n286U7xx3z0YcuSYxsptBlSn1P-KZL486qiJO1BA53M/s1600/M2+Pathology+CXR_Page_14.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg92MhO0PgE7PngZ9Hul-Zt3MfbAT789rWAoglE6UJnoPl7bUYnn-RqujLTJWzIy19gFHHfAM8Ruk3HFndss_0dRuhombAFNy2-n286U7xx3z0YcuSYxsptBlSn1P-KZL486qiJO1BA53M/s320/M2+Pathology+CXR_Page_14.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjlWlR_DOdZQyMtBiU-BKlfb6gXwuIe6oTJpsBDF_O5-mtl9uCmyXt9b8T-fSGi0V3_w5IV68Xd88nz0DK5nfOPW7TujZeu6wFbjupdy4NpSGmsly9yK7Ra1T7_KNajuSSBYlZxNpefCo/s1600/M2+Pathology+CXR_Page_15.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjlWlR_DOdZQyMtBiU-BKlfb6gXwuIe6oTJpsBDF_O5-mtl9uCmyXt9b8T-fSGi0V3_w5IV68Xd88nz0DK5nfOPW7TujZeu6wFbjupdy4NpSGmsly9yK7Ra1T7_KNajuSSBYlZxNpefCo/s320/M2+Pathology+CXR_Page_15.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Finally, an appreciation of the geometry of the XR beam passing through you patient allows you to understand how the heart, which you recall lies anteriorly on the front of the chest cavity is less magnified on a PA (posterior anterior) CXR, where the beam passes from back to front of the patient, compared to an AP (anterior posterior) CXR. Because patients have different chest front to back thicknesses, an AP film does not give you a good estimate of the transverse width of the heart, compared with the internal side to side chest diameter. The ratio of the widest side to side width of the heart divided by internal chest diameter (widest at that level) should be less than 50% in patients who do not have cardiomegaly; and is more reliably assessed on PA rather than AP CXRs, since we are not able to appreciate the front to back diameter of patients on CXRs; and cannot correct for this magnification factor when viewing AP CXRs.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2wwFU5n91kHTr99Dq30EiAgL8Bjy3io9RQ4PdZO-_hsgp0-AJZQbAi82aRu_884fSxB62LdLk5YPyAeJdGAoO_UUrfNBOyTlq9CRh7KFU-G0e8CA44t1ANbDSjPJjP9eZ05acpa7HyY4/s1600/M2+Pathology+CXR_Page_16.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2wwFU5n91kHTr99Dq30EiAgL8Bjy3io9RQ4PdZO-_hsgp0-AJZQbAi82aRu_884fSxB62LdLk5YPyAeJdGAoO_UUrfNBOyTlq9CRh7KFU-G0e8CA44t1ANbDSjPJjP9eZ05acpa7HyY4/s320/M2+Pathology+CXR_Page_16.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">We will now focus on the key radiological features of a few major disease categories on the CXR.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">These 6 diseases are not only common, but need to be recognised quickly, accurately and confidently by you as future doctors in the EMD, wards and clinics; as you patient may require urgent treatment.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">This is also why testing your ability to recognise these diseases on radiological examinations will take place not only in the radiology section of the examination, but radiology images will also be shown to you as part of the work up and assessment of your patients.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjlp4b6XnYuFrIj75genIXGA3akZfvaiX5jngDWo8NcH5j0LarX83_bWdiMUSZHapzn9s_mehvTz2P_UXqkFF9X6UPYDAKjw2miPWJr7VSn2qhWL091GMV6lVbgkvLf_3D4AmOhkB1FG8/s1600/NormalCXR_0.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjlp4b6XnYuFrIj75genIXGA3akZfvaiX5jngDWo8NcH5j0LarX83_bWdiMUSZHapzn9s_mehvTz2P_UXqkFF9X6UPYDAKjw2miPWJr7VSn2qhWL091GMV6lVbgkvLf_3D4AmOhkB1FG8/s1600/NormalCXR_0.jpg" width="180" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">see segmented video of e-Lecture</div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIxJUNm2WmdxVE9CYuckMNwiHOvk0nYi2GZhBE7-4fiqjy6LWiPldhlOZzQzALvzB22zhJb2fq2SH3SHLTaKI8W5JwS77j3S8AEzbEoyT7LlXMssojIlGvvbjQFJOcexjt-zl1x5_xYgM/s1600/NormalCXR_1.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIxJUNm2WmdxVE9CYuckMNwiHOvk0nYi2GZhBE7-4fiqjy6LWiPldhlOZzQzALvzB22zhJb2fq2SH3SHLTaKI8W5JwS77j3S8AEzbEoyT7LlXMssojIlGvvbjQFJOcexjt-zl1x5_xYgM/s1600/NormalCXR_1.jpg" width="180" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Pneumothorax (mp4)</div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEio5gvyDgrRulmEsndVIMCDJlnK2wM4GogRL4HpBazTKU65npFWgYAOOHrQt2fUr3__6dzwXqYwf-rgMcpQMppIR0T0Tkhj-fJVhyphenhyphenaCAVRwUh5T9DJz0kc3EdlyK-I-t-BCEGggnqXtB2k/s1600/NormalCXR_2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEio5gvyDgrRulmEsndVIMCDJlnK2wM4GogRL4HpBazTKU65npFWgYAOOHrQt2fUr3__6dzwXqYwf-rgMcpQMppIR0T0Tkhj-fJVhyphenhyphenaCAVRwUh5T9DJz0kc3EdlyK-I-t-BCEGggnqXtB2k/s1600/NormalCXR_2.jpg" width="180" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Pleural Effusion (mp4)</div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcXKY-AvAUtRVCd67Nk9ez9QZ4IMdIzDQOAyvZ1E88DyWzP8QN6Hm_iNa9OkfTB5BUw-B8KcwzUCbvpMjG5F5DSl91ulAUxca2gpbdSvT8LZzQabvMdOEq24a6VzA_NF-2xuuQF57IYXs/s1600/NormalCXR_3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcXKY-AvAUtRVCd67Nk9ez9QZ4IMdIzDQOAyvZ1E88DyWzP8QN6Hm_iNa9OkfTB5BUw-B8KcwzUCbvpMjG5F5DSl91ulAUxca2gpbdSvT8LZzQabvMdOEq24a6VzA_NF-2xuuQF57IYXs/s1600/NormalCXR_3.jpg" width="180" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Rib Fractures (mp4)</div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwoZjgECZmJTNfZV7wti3s95q0fRmIRQpY4E-zU8eU_R9AbvODqdjytQeUlptryLrbprvmeBzt2oQnRhMD4wNvS3-dwbSjgH-mKEMomuOM1n1o1-Vg0e3wKNjKX3r-mDjI9N9qJih7grw/s1600/NormalCXR_4.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwoZjgECZmJTNfZV7wti3s95q0fRmIRQpY4E-zU8eU_R9AbvODqdjytQeUlptryLrbprvmeBzt2oQnRhMD4wNvS3-dwbSjgH-mKEMomuOM1n1o1-Vg0e3wKNjKX3r-mDjI9N9qJih7grw/s1600/NormalCXR_4.jpg" width="180" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Pneumonia is described as an area of consolidation, or air space shadowing on a CXR. This appearance may be due to pus (pneumonia), fluid (pulmonary oedema), or blood (for example lung contusion or a pulmonary infarct). A definitive diagnosis is made by correlating the radiological appearance on the CXR with the clinical setting, or clinical findings.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Pneumonia (mp4)</div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsRb_mAu0GwoPaw9a8GPFcZNUtcc7b51a2wX57FKiUfPzx8oenluAX-5bXlmegmfr4piioahYRagSjN0l9Xx_nB8gS_GuSNhfkAqgU6WhGkgSuGh79o1kRAhEX7x2eVNgaNy8ucNjdfho/s1600/NormalCXR_5.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsRb_mAu0GwoPaw9a8GPFcZNUtcc7b51a2wX57FKiUfPzx8oenluAX-5bXlmegmfr4piioahYRagSjN0l9Xx_nB8gS_GuSNhfkAqgU6WhGkgSuGh79o1kRAhEX7x2eVNgaNy8ucNjdfho/s1600/NormalCXR_5.jpg" width="180" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">see segmented video of e-Lecture</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Lung Mass (mp4)</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://learningchestradiology.blogspot.sg/2015/02/case-770.html">http://learningchestradiology.blogspot.sg/2015/02/case-770.html</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://learningchestradiology.blogspot.sg/2015/02/case-771-in-collaboration-with-dr-seet.html">http://learningchestradiology.blogspot.sg/2015/02/case-771-in-collaboration-with-dr-seet.html</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1wQz4FRTRp7mwvRZMjsY9N1w9-CGmWcQlanmf5px5_1sAwEPQNUfXdufHkw5SelaLuHcXenMciTdl5Wffv4M7X1WnOGZHFj2KkrKSIth9Kjb-KCK3zwWofJvkjV9UBKjcbSpSazbaIqQ/s1600/NormalCXR_6.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1wQz4FRTRp7mwvRZMjsY9N1w9-CGmWcQlanmf5px5_1sAwEPQNUfXdufHkw5SelaLuHcXenMciTdl5Wffv4M7X1WnOGZHFj2KkrKSIth9Kjb-KCK3zwWofJvkjV9UBKjcbSpSazbaIqQ/s1600/NormalCXR_6.jpg" width="180" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Cardiac Failure (mp4)</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgts54vgILuRTX_sX4QM1pq1m6IibyUDYzy5agv_b2CzFyDupmvWdAm3uH07dAGw5brjP74VzGrs8n07wX6ezVE4N6526RUfTeYiA1KTb1oMdBimTN0Bs3NUTfwwKpz60Y11h-lFfctshc/s1600/M2+Pathology+CXR_Page_17.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgts54vgILuRTX_sX4QM1pq1m6IibyUDYzy5agv_b2CzFyDupmvWdAm3uH07dAGw5brjP74VzGrs8n07wX6ezVE4N6526RUfTeYiA1KTb1oMdBimTN0Bs3NUTfwwKpz60Y11h-lFfctshc/s320/M2+Pathology+CXR_Page_17.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">In this second major section of the (e)Lecture, we will review six major diseases and their CXR findings. Please review the description of the key features of each disease, and then a typical CXR of each disease.</div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisWyuh-yBPWH51aClaTB3Tfw8sk1dEZhczYBe6Kw1qW7uqszhyphenhyphenOtvcj3s3Ww_uiMLxuvVoS3Ft4ifXyXUieNx2iGDeSS8qgTAKuXTqxRSfCFb_1TPwtP3A4JI3hBLIuTjtuX9gZ5ZgVhs/s1600/M2+Pathology+CXR_Page_18.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisWyuh-yBPWH51aClaTB3Tfw8sk1dEZhczYBe6Kw1qW7uqszhyphenhyphenOtvcj3s3Ww_uiMLxuvVoS3Ft4ifXyXUieNx2iGDeSS8qgTAKuXTqxRSfCFb_1TPwtP3A4JI3hBLIuTjtuX9gZ5ZgVhs/s320/M2+Pathology+CXR_Page_18.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIxJUNm2WmdxVE9CYuckMNwiHOvk0nYi2GZhBE7-4fiqjy6LWiPldhlOZzQzALvzB22zhJb2fq2SH3SHLTaKI8W5JwS77j3S8AEzbEoyT7LlXMssojIlGvvbjQFJOcexjt-zl1x5_xYgM/s1600/NormalCXR_1.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIxJUNm2WmdxVE9CYuckMNwiHOvk0nYi2GZhBE7-4fiqjy6LWiPldhlOZzQzALvzB22zhJb2fq2SH3SHLTaKI8W5JwS77j3S8AEzbEoyT7LlXMssojIlGvvbjQFJOcexjt-zl1x5_xYgM/s1600/NormalCXR_1.jpg" width="180" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Pneumothorax (mp4)</div></div> <div class="separator" style="clear: both; text-align: center;">https://www.dropbox.com/s/g7800b1qivoqqrm/Y2pneumothorax.mp4?dl=0</div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7BxvxUzRyLP1qtOm2LNyXnl52tDRC2dYPhH8UkAc2VHzZ9qrIZGhfM6mfMPPSC8iqZD0XT0K8UUOjlJLrDP1ycOQqH6_CiKl-s7sKQdoM5FKxDw1gLITx-6Hoe9VmNoWAQtudF1NCQ3o/s1600/M2+Pathology+CXR_Page_19.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7BxvxUzRyLP1qtOm2LNyXnl52tDRC2dYPhH8UkAc2VHzZ9qrIZGhfM6mfMPPSC8iqZD0XT0K8UUOjlJLrDP1ycOQqH6_CiKl-s7sKQdoM5FKxDw1gLITx-6Hoe9VmNoWAQtudF1NCQ3o/s320/M2+Pathology+CXR_Page_19.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTURMWy84PMxYMoeh7Pg41afK_iMTliwiZg9FeP3BYIz6dKVxD40WRF0m-GjDasVbzxFxW7kq-d0AF24pkVbpuhiTn3PNnjdF1YPdmlfYnW1aLoE_Zz3lOYkJ_IBvr7j_7r5YwiUbUnzU/s1600/M2+Pathology+CXR_Page_20.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTURMWy84PMxYMoeh7Pg41afK_iMTliwiZg9FeP3BYIz6dKVxD40WRF0m-GjDasVbzxFxW7kq-d0AF24pkVbpuhiTn3PNnjdF1YPdmlfYnW1aLoE_Zz3lOYkJ_IBvr7j_7r5YwiUbUnzU/s320/M2+Pathology+CXR_Page_20.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglOtSu7yL3X40Tu6rhiTJyaYSnXCOQy4Dlu285g083-GItZ8YP86nIJjarfyomhNdzV2l7m4LUFDVyhcQfLSGH9aT_19zO9Sv51-jIwbf1xhV6Za-MVbesWOvQcXVEPhZucZTh6DQu0k8/s1600/M2+Pathology+CXR_Page_21.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglOtSu7yL3X40Tu6rhiTJyaYSnXCOQy4Dlu285g083-GItZ8YP86nIJjarfyomhNdzV2l7m4LUFDVyhcQfLSGH9aT_19zO9Sv51-jIwbf1xhV6Za-MVbesWOvQcXVEPhZucZTh6DQu0k8/s320/M2+Pathology+CXR_Page_21.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgExdr7jVRS73J-PPOvbPSa-XZw9lv6xN23sDure5wcOHj46EcB_TpvNS20Ml5WqGTdfPd4isFHXK4nl-pBxHtKNx2Oj9GVhm3jRRMhivBnNs7qSxOOsl4cir51foZ_Nw7_8Imjq8jkpk4/s1600/M2+Pathology+CXR_Page_22.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgExdr7jVRS73J-PPOvbPSa-XZw9lv6xN23sDure5wcOHj46EcB_TpvNS20Ml5WqGTdfPd4isFHXK4nl-pBxHtKNx2Oj9GVhm3jRRMhivBnNs7qSxOOsl4cir51foZ_Nw7_8Imjq8jkpk4/s320/M2+Pathology+CXR_Page_22.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEio5gvyDgrRulmEsndVIMCDJlnK2wM4GogRL4HpBazTKU65npFWgYAOOHrQt2fUr3__6dzwXqYwf-rgMcpQMppIR0T0Tkhj-fJVhyphenhyphenaCAVRwUh5T9DJz0kc3EdlyK-I-t-BCEGggnqXtB2k/s1600/NormalCXR_2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEio5gvyDgrRulmEsndVIMCDJlnK2wM4GogRL4HpBazTKU65npFWgYAOOHrQt2fUr3__6dzwXqYwf-rgMcpQMppIR0T0Tkhj-fJVhyphenhyphenaCAVRwUh5T9DJz0kc3EdlyK-I-t-BCEGggnqXtB2k/s1600/NormalCXR_2.jpg" width="180" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Pleural Effusion (mp4)</div></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7yAjm7_f8hfcGCvQQ4H0Lwr7FchgHsJ799VRw4Tueq0AyTVNVlXe5YfTCKhUsQgHJ5-HyAf_fvMTzyyqYWzRzma5JHnp_SdgYnNTGDqCMd96mbw3IPdboQlDUIF9UPp0IvK92byvIuZM/s1600/M2+Pathology+CXR_Page_23.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7yAjm7_f8hfcGCvQQ4H0Lwr7FchgHsJ799VRw4Tueq0AyTVNVlXe5YfTCKhUsQgHJ5-HyAf_fvMTzyyqYWzRzma5JHnp_SdgYnNTGDqCMd96mbw3IPdboQlDUIF9UPp0IvK92byvIuZM/s320/M2+Pathology+CXR_Page_23.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZHADMpkh1J9oWk6PpihO2MaFsu7PBpvrlDqUyuj1Zwg36dpQZQ24NmHWAyUfulhGhGgWoAmSM-07-V3p0j1nHeOmcwVnJUepe5g4308SU85UD_CkBhZqHsxT09y4cVCCAT4Pb2NrVd_s/s1600/M2+Pathology+CXR_Page_24.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZHADMpkh1J9oWk6PpihO2MaFsu7PBpvrlDqUyuj1Zwg36dpQZQ24NmHWAyUfulhGhGgWoAmSM-07-V3p0j1nHeOmcwVnJUepe5g4308SU85UD_CkBhZqHsxT09y4cVCCAT4Pb2NrVd_s/s320/M2+Pathology+CXR_Page_24.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2oyS9aXXQ0PxmLm2yLdle7lJh-G6FiG_Mr20OFzcRjaL6f9HLDf5MuV_mlspe46-5jF9iLQS6VzTNpHwHG090DTv6sebiC8y6wfZlhBl7r1uWDP59y_9v0mNuzaXhirNMWatb2qpsFoM/s1600/M2+Pathology+CXR_Page_25.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2oyS9aXXQ0PxmLm2yLdle7lJh-G6FiG_Mr20OFzcRjaL6f9HLDf5MuV_mlspe46-5jF9iLQS6VzTNpHwHG090DTv6sebiC8y6wfZlhBl7r1uWDP59y_9v0mNuzaXhirNMWatb2qpsFoM/s320/M2+Pathology+CXR_Page_25.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjASb2Xqp1egdHnpx17zg-xtFmRszSvCFDNThQu7I2QbESIcxpCEdKwpRGSCOaIDcZZ_-XSXId1b0bP63J7J2Kg2JmTFehKixuZdC_CjH-qvHPf91_UJSKcP_JkrMvglpdQIkyx_1ZjnUQ/s1600/M2+Pathology+CXR_Page_26.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjASb2Xqp1egdHnpx17zg-xtFmRszSvCFDNThQu7I2QbESIcxpCEdKwpRGSCOaIDcZZ_-XSXId1b0bP63J7J2Kg2JmTFehKixuZdC_CjH-qvHPf91_UJSKcP_JkrMvglpdQIkyx_1ZjnUQ/s320/M2+Pathology+CXR_Page_26.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcXKY-AvAUtRVCd67Nk9ez9QZ4IMdIzDQOAyvZ1E88DyWzP8QN6Hm_iNa9OkfTB5BUw-B8KcwzUCbvpMjG5F5DSl91ulAUxca2gpbdSvT8LZzQabvMdOEq24a6VzA_NF-2xuuQF57IYXs/s1600/NormalCXR_3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcXKY-AvAUtRVCd67Nk9ez9QZ4IMdIzDQOAyvZ1E88DyWzP8QN6Hm_iNa9OkfTB5BUw-B8KcwzUCbvpMjG5F5DSl91ulAUxca2gpbdSvT8LZzQabvMdOEq24a6VzA_NF-2xuuQF57IYXs/s1600/NormalCXR_3.jpg" width="180" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Rib Fractures (mp4)</div></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgC78wTabTF3Si8T9Fjh5XTognwQK3h_dgd7gN7cKjC_vf-1QItvsNVClqZ5YM6UYeNuv8zKEuZkVvg6S9VRi3_TPpk65Y4eEWb3ACu-YHBW4Srv7RzhXcsRE3aO5der3CyXfJ6wZ99GMo/s1600/M2+Pathology+CXR_Page_27.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgC78wTabTF3Si8T9Fjh5XTognwQK3h_dgd7gN7cKjC_vf-1QItvsNVClqZ5YM6UYeNuv8zKEuZkVvg6S9VRi3_TPpk65Y4eEWb3ACu-YHBW4Srv7RzhXcsRE3aO5der3CyXfJ6wZ99GMo/s320/M2+Pathology+CXR_Page_27.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4ZdVh1yiLqT1eBJQfjmFN-gcMeelv5eTJ9xz94yPJeUEUG3g8cCVQjBurUBnJYZK3Xt1i3LVjgt2t4c2slnkSGTos4UYZCJwv7G_fu4TkIuQJ6YFHVEg6RwLTvKFHVNNjR55oMXngwx4/s1600/M2+Pathology+CXR_Page_28.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4ZdVh1yiLqT1eBJQfjmFN-gcMeelv5eTJ9xz94yPJeUEUG3g8cCVQjBurUBnJYZK3Xt1i3LVjgt2t4c2slnkSGTos4UYZCJwv7G_fu4TkIuQJ6YFHVEg6RwLTvKFHVNNjR55oMXngwx4/s320/M2+Pathology+CXR_Page_28.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; 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text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwoZjgECZmJTNfZV7wti3s95q0fRmIRQpY4E-zU8eU_R9AbvODqdjytQeUlptryLrbprvmeBzt2oQnRhMD4wNvS3-dwbSjgH-mKEMomuOM1n1o1-Vg0e3wKNjKX3r-mDjI9N9qJih7grw/s1600/NormalCXR_4.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwoZjgECZmJTNfZV7wti3s95q0fRmIRQpY4E-zU8eU_R9AbvODqdjytQeUlptryLrbprvmeBzt2oQnRhMD4wNvS3-dwbSjgH-mKEMomuOM1n1o1-Vg0e3wKNjKX3r-mDjI9N9qJih7grw/s1600/NormalCXR_4.jpg" width="180" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Pneumonia (mp4)</div></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtsYbkaaGMZIcK5npkvwkHvhkAqiKQhqDKRqh-YfzZteWYR681sg-izLpRb9FdX4Su4s2RzwMdJiGnxenZs5He3qd0Dr9GhSCBfQwjP9GhL2h6_-q6iWqhYHzGNc4nU_mTXNCDmgnUn60/s1600/M2+Pathology+CXR_Page_31.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtsYbkaaGMZIcK5npkvwkHvhkAqiKQhqDKRqh-YfzZteWYR681sg-izLpRb9FdX4Su4s2RzwMdJiGnxenZs5He3qd0Dr9GhSCBfQwjP9GhL2h6_-q6iWqhYHzGNc4nU_mTXNCDmgnUn60/s320/M2+Pathology+CXR_Page_31.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBMUUTXnYqE_quPbx-9Ho4j_Lv21qKA_y62lu__w3397VWqmQkDo8sFJmaZmlSl3GHsW0QnNGIinn8KcdQYHm3Yz9YO0OK_eQezLWkiMJM0GrayTmBncY-s1iMn8MLQyikBvS9t32NBNc/s1600/M2+Pathology+CXR_Page_32.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBMUUTXnYqE_quPbx-9Ho4j_Lv21qKA_y62lu__w3397VWqmQkDo8sFJmaZmlSl3GHsW0QnNGIinn8KcdQYHm3Yz9YO0OK_eQezLWkiMJM0GrayTmBncY-s1iMn8MLQyikBvS9t32NBNc/s320/M2+Pathology+CXR_Page_32.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; 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text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh20Ib8UEadIhSLHVgUDrQOOrXcWdBB_gUbhnoS3UJ1TrvOom29yg0ctFGobHpAglnt-tV33X1mgxbg7fOIDf_T19kHcyZtnI_OR5a792NxSqW3PK_5TZGkWx3uoX9fnrt69VzjQfrUWS0/s1600/M2+Pathology+CXR_Page_35.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh20Ib8UEadIhSLHVgUDrQOOrXcWdBB_gUbhnoS3UJ1TrvOom29yg0ctFGobHpAglnt-tV33X1mgxbg7fOIDf_T19kHcyZtnI_OR5a792NxSqW3PK_5TZGkWx3uoX9fnrt69VzjQfrUWS0/s320/M2+Pathology+CXR_Page_35.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsRb_mAu0GwoPaw9a8GPFcZNUtcc7b51a2wX57FKiUfPzx8oenluAX-5bXlmegmfr4piioahYRagSjN0l9Xx_nB8gS_GuSNhfkAqgU6WhGkgSuGh79o1kRAhEX7x2eVNgaNy8ucNjdfho/s1600/NormalCXR_5.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsRb_mAu0GwoPaw9a8GPFcZNUtcc7b51a2wX57FKiUfPzx8oenluAX-5bXlmegmfr4piioahYRagSjN0l9Xx_nB8gS_GuSNhfkAqgU6WhGkgSuGh79o1kRAhEX7x2eVNgaNy8ucNjdfho/s1600/NormalCXR_5.jpg" width="180" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">see segmented video of e-Lecture</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Lung Mass (mp4)</div></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjU3iNCZGQUV2-KC7KMguho27hyLp1X66dqMsWc1IOmE-U10qj3GKuHPFGw1CRYQW0WZbtjIuHoVD0RNYplR4L0CvJrvnIaaAxbkLD2JhGfvpTPZjaCbKPPT_VBvUBbV7ljiaY23ZgtZzg/s1600/M2+Pathology+CXR_Page_36.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjU3iNCZGQUV2-KC7KMguho27hyLp1X66dqMsWc1IOmE-U10qj3GKuHPFGw1CRYQW0WZbtjIuHoVD0RNYplR4L0CvJrvnIaaAxbkLD2JhGfvpTPZjaCbKPPT_VBvUBbV7ljiaY23ZgtZzg/s320/M2+Pathology+CXR_Page_36.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTGA5qiquE4D4MTBC7tfV3wxK6R-XoV-f9RMx15HwhIzbbc6yNoqAp7bJHXEfz7uA-AY6xb-ncAQjnoBqwJfuFGWYt2CAdGZ1eET9lwKaH9Bp5jAXb75LnK2h1RboA0WRpjzOfMs4QSJE/s1600/M2+Pathology+CXR_Page_37.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTGA5qiquE4D4MTBC7tfV3wxK6R-XoV-f9RMx15HwhIzbbc6yNoqAp7bJHXEfz7uA-AY6xb-ncAQjnoBqwJfuFGWYt2CAdGZ1eET9lwKaH9Bp5jAXb75LnK2h1RboA0WRpjzOfMs4QSJE/s320/M2+Pathology+CXR_Page_37.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKovRne34mtvce3Sq3Mj6-WThD_Id2HmXgkcDfFA4roKSBzfqtc19yuujJ8top6gFihvcnciv_LOAkshN7niUcQPqu6ffoX6RH5n7H8COJ4FkrgxjMdBCq09J7jCfJjxyr4BeqBSZ5H2E/s1600/M2+Pathology+CXR_Page_38.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKovRne34mtvce3Sq3Mj6-WThD_Id2HmXgkcDfFA4roKSBzfqtc19yuujJ8top6gFihvcnciv_LOAkshN7niUcQPqu6ffoX6RH5n7H8COJ4FkrgxjMdBCq09J7jCfJjxyr4BeqBSZ5H2E/s320/M2+Pathology+CXR_Page_38.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1wQz4FRTRp7mwvRZMjsY9N1w9-CGmWcQlanmf5px5_1sAwEPQNUfXdufHkw5SelaLuHcXenMciTdl5Wffv4M7X1WnOGZHFj2KkrKSIth9Kjb-KCK3zwWofJvkjV9UBKjcbSpSazbaIqQ/s1600/NormalCXR_6.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1wQz4FRTRp7mwvRZMjsY9N1w9-CGmWcQlanmf5px5_1sAwEPQNUfXdufHkw5SelaLuHcXenMciTdl5Wffv4M7X1WnOGZHFj2KkrKSIth9Kjb-KCK3zwWofJvkjV9UBKjcbSpSazbaIqQ/s1600/NormalCXR_6.jpg" width="180" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Cardiac Failure (mp4)</div></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5rMjUkstEI2K5ghUHXiSPbCYpNf_pBDeeLiNI3_NXN8Eyiz84AO-gTDwpi_4X2z4j_Ps1qn5YKSbMJc7s1hU4XKl630U7Qzv0bSSd9g-6PhulMaVARBFpBrEAkXnnjpG-q_z3hqFt9Jk/s1600/M2+Pathology+CXR_Page_39.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5rMjUkstEI2K5ghUHXiSPbCYpNf_pBDeeLiNI3_NXN8Eyiz84AO-gTDwpi_4X2z4j_Ps1qn5YKSbMJc7s1hU4XKl630U7Qzv0bSSd9g-6PhulMaVARBFpBrEAkXnnjpG-q_z3hqFt9Jk/s320/M2+Pathology+CXR_Page_39.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhqM6fnr4_COotR1P3osLG17ZUJozKFRKrUD8OyWsx_cxHGxhXRWnfLu_-rLRgEhddjQqsQiG71GVMD9hDWYpHT1w4a1Mo4BVrECQhyphenhyphenq9IWQ85Hzpbb2heJKWoxX-vLQx127DQ7JAnZto/s1600/M2+Pathology+CXR_Page_40.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhqM6fnr4_COotR1P3osLG17ZUJozKFRKrUD8OyWsx_cxHGxhXRWnfLu_-rLRgEhddjQqsQiG71GVMD9hDWYpHT1w4a1Mo4BVrECQhyphenhyphenq9IWQ85Hzpbb2heJKWoxX-vLQx127DQ7JAnZto/s320/M2+Pathology+CXR_Page_40.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7Vey222ybg4UgqAg6B8tde82DhGdIkqHEr0RDHtAzOJSyUmrPo6ZPbo9cW3m5n8Nbpa0lFWpVVMztyn3eGKArvpOPRpawUrdDUdYKg1TjqxJrCldlHk8xyeQrYy53N8Q0zvV8M4xftnI/s1600/M2+Pathology+CXR_Page_41.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7Vey222ybg4UgqAg6B8tde82DhGdIkqHEr0RDHtAzOJSyUmrPo6ZPbo9cW3m5n8Nbpa0lFWpVVMztyn3eGKArvpOPRpawUrdDUdYKg1TjqxJrCldlHk8xyeQrYy53N8Q0zvV8M4xftnI/s320/M2+Pathology+CXR_Page_41.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiI0l1SJhtPBI11Bv8ie9q57J9ZIvGolZED-FGbEbeex-ciKDbYWsZ0PnS4RRt4e91edv2VYxLrKWxnXioonQsSt1l4jb5IgjCtgZZQbJy_GucADKTqvrERxIkJCGLJyp1obstG1ahXqEo/s1600/M2+Pathology+CXR_Page_42.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiI0l1SJhtPBI11Bv8ie9q57J9ZIvGolZED-FGbEbeex-ciKDbYWsZ0PnS4RRt4e91edv2VYxLrKWxnXioonQsSt1l4jb5IgjCtgZZQbJy_GucADKTqvrERxIkJCGLJyp1obstG1ahXqEo/s320/M2+Pathology+CXR_Page_42.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIF_BmcZ5ozA-Ck5EfarXQKv1dIiJYFy2ZyHbfTsAvd6ME5N15OXTMNK8S-27LeF8_Sxr7js-nbmGcBsgcaeXC6g6X_7J_RCXu4hZztUUfAgFYPnvUv_nwM6YKxakCyCCEUoY7ij31RbA/s1600/M2+Pathology+CXR_Page_43.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIF_BmcZ5ozA-Ck5EfarXQKv1dIiJYFy2ZyHbfTsAvd6ME5N15OXTMNK8S-27LeF8_Sxr7js-nbmGcBsgcaeXC6g6X_7J_RCXu4hZztUUfAgFYPnvUv_nwM6YKxakCyCCEUoY7ij31RbA/s320/M2+Pathology+CXR_Page_43.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUwcwospmJucEl9hyphenhyphenbndtnK26XXGWDb8kEYjF2q_F0buanQpsRI_FwHLE6RGlP9jpfiC_nqlH_IpTGE4XMBVFM1OAYkXI4GKjU-7pdXMq8tZzf3yJdBEF92dx4Ad6qI5tpjTKckcQLp1U/s1600/M2+Pathology+CXR_Page_44.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUwcwospmJucEl9hyphenhyphenbndtnK26XXGWDb8kEYjF2q_F0buanQpsRI_FwHLE6RGlP9jpfiC_nqlH_IpTGE4XMBVFM1OAYkXI4GKjU-7pdXMq8tZzf3yJdBEF92dx4Ad6qI5tpjTKckcQLp1U/s320/M2+Pathology+CXR_Page_44.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Section 5 : Answers to the pre-test</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">We conclude this (e)Lecture by revisiting the quiz presented to you at the beginning of this lecture. The answers should be quite obvious to you after this presentation, and are given on the single slide below. Please review the content of this lecture again, focusing on any area you might be unsure about. Please ask any questions you might have now, or post any questions on Entrada immediately after the lecture. I will address these questions both live during the lecture, as well as after the lecture on Entrada.</div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixPWvF-69-7Blku6rbLITSwa92dPszS8O47a6du-3Fnw_fp2omV95T2DV8-GeWtGYEML83-GNtwVutvY4IpLGNdAS76xidL1Xw-iweKgDbhIx5gQNqsFBSnyDC3YE9DWnkxiN2uj5A30s/s1600/M2+Pathology+CXR_Page_45.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixPWvF-69-7Blku6rbLITSwa92dPszS8O47a6du-3Fnw_fp2omV95T2DV8-GeWtGYEML83-GNtwVutvY4IpLGNdAS76xidL1Xw-iweKgDbhIx5gQNqsFBSnyDC3YE9DWnkxiN2uj5A30s/s320/M2+Pathology+CXR_Page_45.jpg" width="320" /></a></div></div><div><br /></div></div><p>-----</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIZpei0EUWP4q84Oyd-HqTGim6tE3KJeZNeKSOYPnMdWyvBWGL_nYoCrG7QuBIwLKHOaiUftI3AF0sljUqkUOJwa-nxtZaHdCOznw-VToaxrq64Q5shb0E2oliaYzpaqux5oE0GgQOnl_bfgzVUjSLuz3ViGR0bkmSCcUJk3bQ1wAUaWkDTgSEmcpLEQo/s1920/M2%20Lecture%20Sections.003.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIZpei0EUWP4q84Oyd-HqTGim6tE3KJeZNeKSOYPnMdWyvBWGL_nYoCrG7QuBIwLKHOaiUftI3AF0sljUqkUOJwa-nxtZaHdCOznw-VToaxrq64Q5shb0E2oliaYzpaqux5oE0GgQOnl_bfgzVUjSLuz3ViGR0bkmSCcUJk3bQ1wAUaWkDTgSEmcpLEQo/w400-h225/M2%20Lecture%20Sections.003.jpeg" width="400" /></a></div><p><br /></p><div dir="ltr" trbidi="on"><b>Further Reading</b></div><div dir="ltr" trbidi="on"><br /></div><div dir="ltr" trbidi="on"><a href="https://www.radiologymasterclass.co.uk/tutorials/chest/chest_pathology/chest_pathology_start">https://www.radiologymasterclass.co.uk/tutorials/chest/chest_pathology/chest_pathology_start</a><br /><br /><a href="https://www.radiologycafe.com/medical-students/radiology-basics/chest-pathology">https://www.radiologycafe.com/medical-students/radiology-basics/chest-pathology</a><br /><br /><a href="https://learningchestradiology.blogspot.com/2018/10/imaging-of-respiratory-disorders-m2.html">https://learningchestradiology.blogspot.com/2018/10/imaging-of-respiratory-disorders-m2.html</a><br />(password access required, this is for instructors)</div><div dir="ltr" trbidi="on"><br /></div><div dir="ltr" trbidi="on">------</div><div dir="ltr" trbidi="on"><br /></div><div dir="ltr" trbidi="on"><b>Phase 1 Lecture (2022)</b></div><div dir="ltr" trbidi="on"><br /></div><div dir="ltr" trbidi="on"><a href="https://medicaleducationelearning.blogspot.com/2022/09/imaging-of-chest-and-lungs-year-1-mbbs.html">https://medicaleducationelearning.blogspot.com/2022/09/imaging-of-chest-and-lungs-year-1-mbbs.html</a></div>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-14464611336231199132023-09-28T17:47:00.008-07:002023-09-30T18:36:23.972-07:00Role of AI in Health Professions Education<p><b>Blogs and Websites</b></p><p><a href="https://aiinhpe.blogspot.com/2023/06/role-of-ai-in-health-professions.html">https://aiinhpe.blogspot.com/2023/06/role-of-ai-in-health-professions.html</a><br /></p><p><a href="https://aiinhpe.blogspot.com/2023/06/curating-literature-and-commentary-on.html">https://aiinhpe.blogspot.com/2023/06/curating-literature-and-commentary-on.html</a><br /></p><p><a href="https://aiinhpe.blogspot.com/2023/07/learning-and-training-in-age-of-ai.html">https://aiinhpe.blogspot.com/2023/07/learning-and-training-in-age-of-ai.html</a><br /></p><p><a href="https://aiinhpe.blogspot.com/2023/07/reflecting-on-current-learning-and-work.html">https://aiinhpe.blogspot.com/2023/07/reflecting-on-current-learning-and-work.html</a><br /></p><p><a href="https://aiinhpe.blogspot.com/2023/07/augmenting-human-intelligence-with-ai.html">https://aiinhpe.blogspot.com/2023/07/augmenting-human-intelligence-with-ai.html</a><br /></p><p><a href="https://aiinhpe.blogspot.com/2023/08/adoption-of-ai-in-health-professions.html">https://aiinhpe.blogspot.com/2023/08/adoption-of-ai-in-health-professions.html</a><br /></p><p><a href="https://aiinhpe.blogspot.com/2023/09/ai-as-intelligent-tutor.html">https://aiinhpe.blogspot.com/2023/09/ai-as-intelligent-tutor.html</a><br /></p><p><a href="https://postgraduateeducation.hms.harvard.edu/trends-medicine/5-ways-medical-educators-can-use-ai-other-technologies">https://postgraduateeducation.hms.harvard.edu/trends-medicine/5-ways-medical-educators-can-use-ai-other-technologies</a><br /></p><p><a href="https://www.medpagetoday.com/opinion/second-opinions/103212">https://www.medpagetoday.com/opinion/second-opinions/103212</a><br /></p><p>Beyond Memorization: AI Can Revolutionize Medical Education — Tools like ChatGPT could catalyze the trend toward a "flipped classroom"</p><p><a href="https://www.bbc.com/news/technology-66940771">https://www.bbc.com/news/technology-66940771</a><br /></p><p><br /></p><p><br /></p><div><b>IAMSE</b></div><div><br /></div><div><span><a href="https://julnet.swoogo.com/fall2023inst">https://julnet.swoogo.com/fall2023inst</a></span></div><div><br /></div><div><a href="https://www.iamse.org/iamse-fall-2023-webcast-audio-seminar-series-week-1-highlights/">https://www.iamse.org/iamse-fall-2023-webcast-audio-seminar-series-week-1-highlights/</a><br /></div><div><br /></div><div><a href="https://www.iamse.org/james-otles-to-present-ai-preparing-for-the-next-paradigm-shift-in-meded/">https://www.iamse.org/james-otles-to-present-ai-preparing-for-the-next-paradigm-shift-in-meded/</a><br /></div><div><br /></div><div><a href="https://eotles.com/blog/talk/IAMSE-AI/">https://eotles.com/blog/talk/IAMSE-AI/</a><br /></div><div><br /></div><div>Ötleş, E., James, C. A., Lomis, K. D., & Woolliscroft, J. O. (2022). Teaching artificial intelligence as a fundamental toolset of medicine. Cell Reports Medicine, 3(12). <a href="https://www.sciencedirect.com/science/article/pii/S2666379122003834">https://www.sciencedirect.com/science/article/pii/S2666379122003834</a></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">Goh, PS. (2020). Medical Educator Roles of the Future. Med.Sci.Educ. 30 (Suppl 1), 5–7. </span><a href="https://doi.org/10.1007/s40670-020-01086-w" style="font-family: inherit;">https://doi.org/10.1007/s40670-020-01086-w</a></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><b>Background Reading</b></div><div><br /></div><div><a href="https://www.cnet.com/tech/computing/chatgpt-glossary-41-ai-terms-that-everyone-should-know/">https://www.cnet.com/tech/computing/chatgpt-glossary-41-ai-terms-that-everyone-should-know/</a><br /></div><div><br /></div><div><a href="https://ig.ft.com/generative-ai/">https://ig.ft.com/generative-ai/</a></div><div><br /></div><div>Varghese J, Chapiro J. ChatGPT: The transformative influence of generative AI on science and healthcare. J Hepatol. 2023 Aug 5:S0168-8278(23)05039-0. doi: 10.1016/j.jhep.2023.07.028. Epub ahead of print. PMID: 37544516. <a href="https://www.journal-of-hepatology.eu/article/S0168-8278(23)05039-0/fulltext">https://www.journal-of-hepatology.eu/article/S0168-8278(23)05039-0/fulltext</a></div><div><br /></div><div>Jacob Krive, Miriam Isola, Linda Chang, Tushar Patel, Max Anderson, Radhika Sreedhar, Grounded in reality: artificial intelligence in medical education, JAMIA Open, Volume 6, Issue 2, July 2023, ooad037, <a href="https://doi.org/10.1093/jamiaopen/ooad037">https://doi.org/10.1093/jamiaopen/ooad037</a></div><div><br /></div><div>Celik, I., Dindar, M., Muukkonen, H. et al. The Promises and Challenges of Artificial Intelligence for Teachers: a Systematic Review of Research. TechTrends 66, 616–630 (2022). <a href="https://doi.org/10.1007/s11528-022-00715-y">https://doi.org/10.1007/s11528-022-00715-y</a></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><b>List of AI tools and Examples of AI</b></div><div><b><br /></b></div><div><a href="https://ediscoverytoday.com/2023/07/21/120-mind-blowing-ai-tools-artificial-intelligence-trends/">https://ediscoverytoday.com/2023/07/21/120-mind-blowing-ai-tools-artificial-intelligence-trends/</a><br /></div><div><br /></div><div><a href="https://research.aimultiple.com/generative-ai-applications/">https://research.aimultiple.com/generative-ai-applications/</a><br /></div><div><br /></div><div><a href="https://mspoweruser.com/ai-in-education-statistics/">https://mspoweruser.com/ai-in-education-statistics/</a><br /></div><div><br /></div><div><a href="https://aitoolguru.com/categories/healthcare-ai-tools">https://aitoolguru.com/categories/healthcare-ai-tools</a><br /></div><div><br /></div><div><a href="https://builtin.com/artificial-intelligence/artificial-intelligence-healthcare">https://builtin.com/artificial-intelligence/artificial-intelligence-healthcare</a><br /></div><div><br /></div><div><a href="https://intellipaat.com/blog/artificial-intelligence-in-healthcare/">https://intellipaat.com/blog/artificial-intelligence-in-healthcare/</a><br /></div><div><br /></div><div><a href="https://research.aimultiple.com/healthcare-ai-use-cases/">https://research.aimultiple.com/healthcare-ai-use-cases/</a><br /></div><div><br /></div><div><a href="https://www.insiderintelligence.com/insights/artificial-intelligence-healthcare/">https://www.insiderintelligence.com/insights/artificial-intelligence-healthcare/</a><br /></div><div><br /></div><div><br /></div><div><br /></div><div><b>What is the "Job to be Done?"</b></div><div><b><br /></b></div><div>What do you do when you don't know something?</div><div><a href="https://medicaleducationelearning.blogspot.com/2015/06/our-students-now-have-much-better.html">https://medicaleducationelearning.blogspot.com/2015/06/our-students-now-have-much-better.html</a><br /></div><div>and</div><div><a href="https://medicaleducationelearning.blogspot.com/2017/09/pre-conference-workshop-and-conference.html">https://medicaleducationelearning.blogspot.com/2017/09/pre-conference-workshop-and-conference.html</a><br /></div><div><br /></div><div><a href="https://medicaleducationelearning.blogspot.com/2015/05/50-ideas-in-500-words.html">https://medicaleducationelearning.blogspot.com/2015/05/50-ideas-in-500-words.html</a><br /></div>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-36674904248454236052023-09-28T17:06:00.006-07:002023-11-11T18:16:40.405-08:00Exploring Emerging Opportunities - Future Roles, Technology and Scholarship in Radiology Education<p>SingHealth Duke-NUS Radiological Sciences Academic Clinical Programme (RADSC ACP)</p><p>RADSC ACP Academic Day 2023 (18 Nov 2023)</p><p>Plenary Lecture (Education)</p><p>Future roles of Educators in Radiology Profession, Approaches to Scholarship in Radiology Education, Leveraging on Technology for Radiology Education</p><p><b>Exploring Emerging Opportunities - Future Roles, Technology and Scholarship in Radiology Education</b></p><p>By Goh Poh Sun</p><p>How can we do more? Expand activities? Have greater impact?</p><p>What are our current, and potential future roles? In Clinical Care, Education and Training, Research and Scholarship? How can we assist and add value to interactions with clinicians? Patients? How do we build on our integrated role in Clinical Care, Education and Training? Our interactions and trust with Clinicians? Our location within Medical Schools and Curriculums? Within Academic Medical Centres and Hospitals? Add value to the scans we produce? The opinions we give? (the Radiology Report), The procedures we perform?</p><p>How can we approach Scholarship? Engage in Scholarship? For all?</p><p>How can we take full advantage of Technology to do more? Expand our activities? Have greater impact? Scale? Deepen? Extend?</p><p><a href="https://pohsungoh.blogspot.com/2023/09/5-powerful-ideas-applied-to-practice.html">https://pohsungoh.blogspot.com/2023/09/5-powerful-ideas-applied-to-practice.html</a><br /></p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0oTp0tZ6Xx1rxjnMYKAT343CPj5rCe9GtdYvmuJnO0JXDmPFdRWbFgY_ocmkLPR_NJU82ED-MZNUR-wXW26vUz6yPEpMVBWh_gVpzi-hPXruWQtyE9JmyoBSw2VAjcW7f2ENOxLDGz3y1Ok9OAaQ1UIn-YofPehkfOGj7RWAuP1kbIh_ixcwkAOgN1AY/s1944/Academic%20Day%202023.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1944" data-original-width="838" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0oTp0tZ6Xx1rxjnMYKAT343CPj5rCe9GtdYvmuJnO0JXDmPFdRWbFgY_ocmkLPR_NJU82ED-MZNUR-wXW26vUz6yPEpMVBWh_gVpzi-hPXruWQtyE9JmyoBSw2VAjcW7f2ENOxLDGz3y1Ok9OAaQ1UIn-YofPehkfOGj7RWAuP1kbIh_ixcwkAOgN1AY/w276-h640/Academic%20Day%202023.jpg" width="276" /></a></div><p><br /></p><div class="separator" style="clear: both; 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text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgN8AwV6tpxgeEhR-_544qaBetoMFYp57mvfiitnt7ncgBGMlEf4Orxoe3HQ2CPzyyTQzPh95elIMamRYUCqEZQ4UTjIrRwMiQELUYQ1JDo68hNXuF1joNTHRLGmbFgvhngfOoQv1mWh6k5ltjORwsysJicrK_BaY2wrI-BVZuhUGwidv4jTAygvQiSjmA/s1920/Exploring%20Emerging%20Opportunities%20-%20Future%20Roles,%20Technology%20and%20Scholarship%20in%20Radiology%20Education.032.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgN8AwV6tpxgeEhR-_544qaBetoMFYp57mvfiitnt7ncgBGMlEf4Orxoe3HQ2CPzyyTQzPh95elIMamRYUCqEZQ4UTjIrRwMiQELUYQ1JDo68hNXuF1joNTHRLGmbFgvhngfOoQv1mWh6k5ltjORwsysJicrK_BaY2wrI-BVZuhUGwidv4jTAygvQiSjmA/s320/Exploring%20Emerging%20Opportunities%20-%20Future%20Roles,%20Technology%20and%20Scholarship%20in%20Radiology%20Education.032.jpeg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.slideshare.net/dnrgohps/exploring-emerging-opportunities-future-roles-technology-and-scholarship-in-radiology-educationpdf">https://www.slideshare.net/dnrgohps/exploring-emerging-opportunities-future-roles-technology-and-scholarship-in-radiology-educationpdf</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">Posing question - title of presentation to ChatGPT - OpenAI - <a href="https://chat.openai.com/">https://chat.openai.com/</a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Question posed to ChatGPT - Exploring Emerging Opportunities - Future Roles, Technology and Scholarship in Radiology Education</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Answer (Saturday, 11 November 2023 @1640hrs)</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;">Exploring emerging opportunities in radiology education involves understanding the evolving roles, advancements in technology, and the changing landscape of scholarship in this field. Here are some key aspects to consider:</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">1. Roles in Radiology Education:</div><div class="separator" style="clear: both;">Educators and Trainers: With the continuous evolution of medical imaging technologies, there's a growing demand for educators who can effectively teach the principles, techniques, and applications of radiology.</div><div class="separator" style="clear: both;">Curriculum Developers: Designing and updating curricula to integrate the latest developments in imaging technology and medical knowledge.</div><div class="separator" style="clear: both;">Simulation Specialists: Utilizing simulation technologies to provide hands-on training for radiology students.</div><div class="separator" style="clear: both;">Telemedicine and Remote Education Specialists: Given the rise of telehealth, there's a need for educators who can teach radiology remotely.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">2. Technology in Radiology Education:</div><div class="separator" style="clear: both;">Virtual and Augmented Reality: Creating immersive learning experiences for students to practice interpreting images in a simulated environment.</div><div class="separator" style="clear: both;">AI and Machine Learning: Integrating AI tools for image analysis into the curriculum, and teaching students how to work with these technologies.</div><div class="separator" style="clear: both;">Online Learning Platforms: Developing and utilizing online platforms for distance learning, making education more accessible.</div><div class="separator" style="clear: both;">Interactive Apps: Building apps that allow students to interact with 3D images, enhancing their understanding of anatomy and pathology.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">3. Scholarship in Radiology Education:</div><div class="separator" style="clear: both;">Research on Educational Methods: Investigating the effectiveness of different teaching methods and technologies in radiology education.</div><div class="separator" style="clear: both;">Curriculum Development Research: Studying the impact of updated curricula on student learning outcomes.</div><div class="separator" style="clear: both;">Assessment and Evaluation Studies: Developing and validating assessment tools to measure the competency of radiology students.</div><div class="separator" style="clear: both;">Interdisciplinary Collaboration: Engaging in collaborative research with professionals from fields such as computer science, psychology, and education to enhance the quality of radiology education.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">4. Professional Development Opportunities:</div><div class="separator" style="clear: both;">Continuous Learning Programs: Given the rapid advancements in imaging technology, professionals in radiology education should have access to ongoing training and development.</div><div class="separator" style="clear: both;">Conferences and Workshops: Participating in and organizing events focused on radiology education to share insights and learn from peers.</div><div class="separator" style="clear: both;">Networking: Connecting with professionals in related fields to foster collaboration and stay abreast of industry trends.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">5. Global Health Initiatives:</div><div class="separator" style="clear: both;">Access to Education: Developing strategies to make radiology education more accessible globally, especially in underserved regions.</div><div class="separator" style="clear: both;">Cultural Competence Training: Considering the cultural context in radiology education to ensure that practices are tailored to diverse populations.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">6. Ethical Considerations:</div><div class="separator" style="clear: both;">Patient Privacy and Consent Education: Integrating discussions on ethical considerations related to patient data and privacy in the context of evolving technologies.</div><div class="separator" style="clear: both;">Bias and Fairness in AI: Addressing the ethical implications of bias in AI algorithms used in radiology, and educating students on responsible AI use.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Conclusion:</div><div class="separator" style="clear: both;">The future of radiology education lies in embracing technological advancements, adapting teaching methodologies, and contributing to scholarly research. Continuous learning, interdisciplinary collaboration, and a focus on ethical considerations will be key in preparing the next generation of radiology professionals.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">---</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Posing question - title of presentation to Bard - <a href="https://bard.google.com/">https://bard.google.com/</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">"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." - <a href="https://www.simform.com/blog/google-bard-vs-chatgpt/">https://www.simform.com/blog/google-bard-vs-chatgpt/</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Answer - Sunday, 12 November 2023 @ 0901am</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;">Future Roles in Radiology Education</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">The future of radiology education is likely to see a shift towards more interprofessional and collaborative learning. Radiologists will increasingly need to work closely with other healthcare professionals, such as clinicians, data scientists, and engineers, to provide the best possible care to patients. This will require radiologists to have a broad range of skills and knowledge, including clinical expertise, data analysis skills, and communication skills.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">In addition, radiologists will need to be able to adapt to new technologies and modalities as they emerge. This will require lifelong learning and a willingness to embrace change.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Technology in Radiology Education</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Technology is already playing a major role in radiology education, and this trend is only going to continue in the future. Some of the emerging technologies that are likely to have a significant impact on radiology education include:</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Artificial intelligence (AI): AI is already being used to develop educational tools and resources for radiology trainees. For example, AI-powered simulation programs can allow trainees to practice reading images in a safe and controlled environment. AI is also being used to develop new ways to assess radiology trainees' skills and knowledge.</div><div class="separator" style="clear: both;">Virtual reality (VR): VR is being used to create immersive learning experiences for radiology trainees. For example, VR can be used to simulate real-world clinical scenarios or to allow trainees to explore the anatomy of the human body in detail.</div><div class="separator" style="clear: both;">3D printing is being used to create physical models of anatomical structures that radiology trainees can use to study and practice image interpretation.</div><div class="separator" style="clear: both;">Scholarship in Radiology Education</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Scholarship in radiology education is essential to ensuring that the next generation of radiologists is well-prepared for the challenges and opportunities that lie ahead. Radiology educators need to be actively engaged in research to identify and develop new and innovative teaching methods and resources.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Some of the emerging areas of scholarship in radiology education include:</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">The use of technology to enhance learning: This includes research on the development and evaluation of new educational technologies, such as AI-powered simulation programs and VR experiences.</div><div class="separator" style="clear: both;">Interprofessional education: This includes research on how to best educate radiologists to work effectively with other healthcare professionals.</div><div class="separator" style="clear: both;">Assessment of radiology trainees' skills and knowledge: This includes research on the development of new and innovative assessment methods.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Conclusion</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">The future of radiology education is bright. Emerging technologies and new pedagogies are opening up new opportunities to educate and train radiologists in the most effective way possible. Radiologists who are willing to adapt to change and embrace new technologies will be well-positioned to succeed in the future.</div></div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://pohsungoh.blogspot.com/2023/09/5-powerful-ideas-applied-to-practice.html">https://pohsungoh.blogspot.com/2023/09/5-powerful-ideas-applied-to-practice.html</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both;">Goh, PS. Medical Educator Roles of the Future. (2020). Med.Sci.Educ. 30 (Suppl 1), 5–7. <a href="https://doi.org/10.1007/s40670-020-01086-w">https://doi.org/10.1007/s40670-020-01086-w</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><span style="font-family: "times" , "times new roman" , serif;">Goh P.S, Sandars J. (2020) </span><span style="font-family: "times" , "times new roman" , serif;">'Rethinking scholarship in medical education during the era of the COVID-19 pandemic', MedEdPublish, 9, [1], 97, <a href="https://doi.org/10.15694/mep.2020.000097.1">https://doi.org/10.15694/mep.2020.000097.1</a></span></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><span style="font-family: "times" , "times new roman" , serif;"><span style="font-family: Times;">Goh, PS. (2021). 'The vision of transformation in medical education after the COVID-19 pandemic'. </span></span><i>Korean J Med Educ</i>. 33 (3): 171-174. Publication Date (Web): 2021 August 27</div><div class="separator" style="clear: both;"><a href="https://doi.org/10.3946/kjme.2021.197">https://doi.org/10.3946/kjme.2021.197</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">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. <a href="https://doi.org/10.1080/0142159X.2022.2133689">https://doi.org/10.1080/0142159X.2022.2133689</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">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. <a href="https://doi.org/10.29060/TAPS.2023-8-2/SC2861">https://doi.org/10.29060/TAPS.2023-8-2/SC2861</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://www.google.com/search?q=future+of+radiology+education&oq=future+of+radiology+education&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIHCAEQIRigAdIBCDQ2MThqMGo3qAIAsAIA&sourceid=chrome&ie=UTF-8">Google search for 'Future of Radiology Education'</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Mohamed Shah, M. T. B., Yeong, L. C., Cheng, L. T., Ang, J., Lishan, Y., Tan, K., & Lim, C. C. T. (2023). Future Online Radiology Education: The Importance of Curriculum. Korean journal of radiology, 24(3), 173–176. <a href="https://doi.org/10.3348/kjr.2023.0029">https://doi.org/10.3348/kjr.2023.0029</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Harden, S. P., Anstee, A., Craven, I., Davies, S., Dhillon, P., Johnston, M., Jones, J., Rajesh, A., Wardle, P., Young, J., Ramsden, W., & Royal College of Radiologists (RCR) short-life working party on the future of radiology training (2022). Radiology training. What good looks like, now and in the future. Clinical radiology, 77(12), 902–903. <a href="https://doi.org/10.1016/j.crad.2022.08.121">https://doi.org/10.1016/j.crad.2022.08.121</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://www.rsna.org/news/2023/february/innovation-for-radiology-education">https://www.rsna.org/news/2023/february/innovation-for-radiology-education</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://www.rsna.org/news/2023/july/radiology-trainees-ai-and-chatgpt">https://www.rsna.org/news/2023/july/radiology-trainees-ai-and-chatgpt</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Becker, M. How to prepare for a bright future of radiology in Europe. Insights Imaging 14, 168 (2023). <a href="https://doi.org/10.1186/s13244-023-01525-3">https://doi.org/10.1186/s13244-023-01525-3</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://www.rcr.ac.uk/sites/default/files/radiology_training_-_what_good_looks_like_now_and_in_the_future.pdf">https://www.rcr.ac.uk/sites/default/files/radiology_training_-_what_good_looks_like_now_and_in_the_future.pdf</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://www.elsevier.es/en-revista-radiologia-english-edition--419-articulo-challenges-radiology-education-in-era-S2173510721000859?newsletter=true">https://www.elsevier.es/en-revista-radiologia-english-edition--419-articulo-challenges-radiology-education-in-era-S2173510721000859?newsletter=true</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Wang, Chao MDa,*; Xie, Huanhuan MDa; Wang, Shan MDa; Yang, Siyu MDa; Hu, Ling MDb. Radiological education in the era of artificial intelligence: A review. Medicine 102(1):p e32518, January 06, 2023. | DOI: 10.1097/MD.0000000000032518 </div><div class="separator" style="clear: both;"><a href="https://journals.lww.com/md-journal/Fulltext/2023/01060/Radiological_education_in_the_era_of_artificial.25.aspx">https://journals.lww.com/md-journal/Fulltext/2023/01060/Radiological_education_in_the_era_of_artificial.25.aspx</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://www.intelerad.com/en/2022/05/13/what-is-the-future-of-radiology/">https://www.intelerad.com/en/2022/05/13/what-is-the-future-of-radiology/</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://ts2.space/en/how-ai-is-shaping-the-future-of-radiology-education-and-training/">https://ts2.space/en/how-ai-is-shaping-the-future-of-radiology-education-and-training/</a><br /></div>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-86587364441950134672023-09-18T02:03:00.007-07:002023-11-27T19:46:27.739-08:00#Micro-Assessment and #Micro-Learning<p>"Micro-Assessment as tangible, visible, accessible and assessable (micro-)outputs of Micro-Learning, as visible artefacts of Micro-Practice and Open Digital Practice, along a continuum of sustainable, accessible, step-wise, cumulative activity and systematic effort comprising Micro-Learning, Micro-Practice, Micro-Assessment and Micro-Scholarship. Taking note, making notes and sharing notes, within a Community of Practice." Poh-Sun Goh, 20 September 2023, 0830am, Singapore Time</p><p>"Making notes (to elaborate, expand upon, explain and give examples of the application of single, modular ideas and concepts), and demonstrating skills; both as open digital practice, micro-demonstrations and micro-assessments." Poh-Sun Goh, 24 September 2023, 1109am, Singapore Time</p><p><a href="https://microscholarship.blogspot.com/2023/09/micro-assessment-and-micro-learning.html">https://microscholarship.blogspot.com/2023/09/micro-assessment-and-micro-learning.html</a><br /></p><p><a href="https://microscholarship.blogspot.com/2022/01/micro-scholarship-toolkit.html">https://microscholarship.blogspot.com/2022/01/micro-scholarship-toolkit.html</a><br /></p><p><br /></p><p><a href="https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html">https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html</a><br /></p><p><a href="https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html">https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html</a><br /></p><p><a href="https://medicaleducationelearning.blogspot.com/2023/07/technology-enhanced-learning-workshop.html">https://medicaleducationelearning.blogspot.com/2023/07/technology-enhanced-learning-workshop.html</a><br /></p><p><br /></p><p>Norcini J. J. (2003). Work based assessment. BMJ (Clinical research ed.), 326(7392), 753–755. <a href="https://doi.org/10.1136/bmj.326.7392.753">https://doi.org/10.1136/bmj.326.7392.753</a></p><p><a href="https://www.stemlynsblog.org/better-learning/educational-theories-you-must-know-st-emlyns/educational-theories-you-must-know-millers-pyramid-st-emlyns/">https://www.stemlynsblog.org/better-learning/educational-theories-you-must-know-st-emlyns/educational-theories-you-must-know-millers-pyramid-st-emlyns/</a><br /></p><p><a href="https://medicaleducationflamingo.medium.com/what-is-millers-pyramid-of-competence-why-it-is-extended-in-2020-9035af1f62a">https://medicaleducationflamingo.medium.com/what-is-millers-pyramid-of-competence-why-it-is-extended-in-2020-9035af1f62a</a><br /></p><p><br /></p><p>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. <a href="https://doi.org/10.29060/TAPS.2023-8-2/SC2861">https://doi.org/10.29060/TAPS.2023-8-2/SC2861</a></p><p>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. <a href="https://doi.org/10.1080/0142159X.2022.2133689">https://doi.org/10.1080/0142159X.2022.2133689</a></p><p><br /></p><p><a href="https://crowdmark.com/micro-assessments">https://crowdmark.com/micro-assessments</a><br /></p><p><a href="https://guide.fariaedu.com/assessment-a-whole-school-approach/phase-two-implementation-design-and-implementation-integration/effective-classroom-assessment-practices/micro-assessments">https://guide.fariaedu.com/assessment-a-whole-school-approach/phase-two-implementation-design-and-implementation-integration/effective-classroom-assessment-practices/micro-assessments</a></p><p><a href="https://www.google.com/search?q=microassessment+pedagogy+and+practice&sca_esv=566211836&ei=PhAIZdrFCO_6seMP9IeC2AI&ved=0ahUKEwja3ODO5LOBAxVvfWwGHfSDACsQ4dUDCBA&uact=5&oq=microassessment+pedagogy+and+practice&gs_lp=Egxnd3Mtd2l6LXNlcnAiJW1pY3JvYXNzZXNzbWVudCBwZWRhZ29neSBhbmQgcHJhY3RpY2UyBxAhGKABGApI_zFQuQZYszFwAXgAkAEAmAHNAaABxg2qAQYyMC4xLjG4AQPIAQD4AQHCAgoQABhHGNYEGLADwgIIEAAYCBgeGA3CAggQABiKBRiGA8ICBhAAGBYYHsICBRAAGKIEwgIEECEYFcICCBAhGBYYHhgd4gMEGAAgQYgGAZAGCA&sclient=gws-wiz-serp">Google search for 'Micro-assessment pedagogy and practice'</a><br /></p><p><br /></p><p><a href="https://www.eklavvya.com/blog/benefits-of-micro-learning/">https://www.eklavvya.com/blog/benefits-of-micro-learning</a></p><p><br /></p><p><a href="https://www.google.com/search?q=micro-competency+micro-skills+micro-assessment&oq=micro-competency+micro-skills+micro-assessment&aqs=chrome..69i57j33i160l3.13718j1j7&sourceid=chrome&ie=UTF-8">Google search for 'micro-competency micro-skills micro-assessment'</a><br /></p><p><a href="https://www.igi-global.com/dictionary/micro-competencies/86244#:~:text=Knowledge%2C%20skills%2C%20abilities%20and%20content,measures%2C%20typically%20identified%20for%20assessment.&text=Higher%20education%20is%20a%20pathway%20to%20social%20equality%20and%20mobility.">What is 'micro-competencies'</a><br /></p><p><a href="https://digitalpromise.org/2023/07/06/how-can-we-use-micro-credentials-to-assess-competency-based-education/">https://digitalpromise.org/2023/07/06/how-can-we-use-micro-credentials-to-assess-competency-based-education/</a><br /></p><p><a href="https://ecampusontario.pressbooks.pub/microcredentialtoolkit/chapter/assessments/">https://ecampusontario.pressbooks.pub/microcredentialtoolkit/chapter/assessments/</a><br /></p><p><a href="https://eddesignlab.org/microcredentialing/microcredentials/">https://eddesignlab.org/microcredentialing/microcredentials/</a><br /></p><p><a href="https://knowledgeone.ca/micro-credentials-101/">https://knowledgeone.ca/micro-credentials-101/</a><br /></p><p><a href="https://knowledgeone.ca/the-micro-trend-in-learning-test-your-knowledge/">https://knowledgeone.ca/the-micro-trend-in-learning-test-your-knowledge/</a><br /></p>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-2047966383414253962023-09-16T18:42:00.014-07:002023-09-25T21:58:22.795-07:00Radiology Resident Tutorial - Tuesday, 26 September 2023<div><div><b>Some tips to increase your learning and training effectiveness and efficiency:</b></div><div>Poh-Sun Goh</div><div><br /></div><div>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).</div><div>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. </div><div><br /></div><div><a href="https://effectiviology.com/interleaving">https://effectiviology.com/interleaving</a>/ (mixed practice or interleaving superior to blocked practice)</div><div><br /></div><div>and</div><div><br /></div><div><a href="https://www.learningscientists.org/interleaving">https://www.learningscientists.org/interleaving</a></div><div><br /></div><div><a href="https://www.learningscientists.org/downloadable-materials">https://www.learningscientists.org/downloadable-materials</a></div></div><div><br /></div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJ2oL8Ghs5-179q5qfBBuFwdvq8KFkkiZtpyeQOCQcaPesKpJ5DTPZ1Q8CK_ADFzxd_jyFCpET9D5_xl5gvI3ntfgj9jfO0DFfwa4jassu9Uuy1WfcfcDlcV1BnQtOiOtCrhClyuVkHvQ/s1600/ECR2015_2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJ2oL8Ghs5-179q5qfBBuFwdvq8KFkkiZtpyeQOCQcaPesKpJ5DTPZ1Q8CK_ADFzxd_jyFCpET9D5_xl5gvI3ntfgj9jfO0DFfwa4jassu9Uuy1WfcfcDlcV1BnQtOiOtCrhClyuVkHvQ/s1600/ECR2015_2.jpg" width="360" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><span style="text-align: justify;">Reflect on the well know aphorism "</span><u style="text-align: justify;">You see what you look for</u><span style="text-align: justify;">, </span><u style="text-align: justify;">you look for what you know</u><span style="text-align: justify;">"</span></div><div class="separator" style="clear: both; text-align: center;"><span style="text-align: justify;"><br /></span></div></div><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><div><div class="separator" style="clear: both; text-align: left;"><span style="text-align: justify;">Also reflect on - 1) What your personal and professional goals are?; 2) How good do you want to be, and become?; 3) What benchmarks, and exemplars of performance do you use, or have access to?; 4) How much time and effort do you allocate to this effort, and goal?; 5) Do you (ever) have enough time and energy?</span></div></div></blockquote><div><div class="separator" style="clear: both; text-align: center;"><span style="text-align: justify;"><br /></span></div><div class="separator" style="clear: both; text-align: center;"><span style="text-align: justify;"><br /></span></div><div class="separator" style="clear: both; text-align: left;"><span style="text-align: justify;"><div class="separator" style="clear: both; text-align: left;"><b>How radiology experts think - and value of online case repositories</b></div><div class="separator" style="clear: both; text-align: left;">by Poh-Sun Goh</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">1. expertise in radiology is directly correlated with experience</div><div class="separator" style="clear: both; text-align: left;">2. case experience should be cumulative</div><div class="separator" style="clear: both; text-align: left;">3. case experience should include full spectrum of the presentation of any given diagnosis</div><div class="separator" style="clear: both; text-align: left;">4. case experience should include material of increasing complexity</div><div class="separator" style="clear: both; text-align: left;">5. increasing complexity involves cases showing typical, then less typical, less easily detectable features, with less associated features, or more confounding associated features, or more than one pathology, and progressively less or contradictory additional information</div><div class="separator" style="clear: both; text-align: left;">6. radiology task is simple three step process - see, recognise, diagnose</div><div class="separator" style="clear: both; text-align: left;">7. this requires perceptual learning or pattern recognition, categorical learning or the ability to list key features, and diagnostic reasoning or the ability to correlate with the clinical setting</div><div class="separator" style="clear: both; text-align: left;">8. experts use rapid wholistic perception linked to experience, which are mental schemas or representations of the key features of a wide range of pathology</div><div class="separator" style="clear: both; text-align: left;">9. experts use rapid 200 msec big picture perception to generate the most likely hypothesis, which then drives deliberate search for key features</div><div class="separator" style="clear: both; text-align: left;">10. experts rapidly decide on whether radiograph or scan is normal, or has a likely abnormality, and then use visual search and reasoning to confirm diagnosis</div><div class="separator" style="clear: both; text-align: left;">11. online case repositories can accelerate the development of expertise, by widening the case experience of radiologists, beyond that of individual day to day direct experience</div><div class="separator" style="clear: both; text-align: left;">12. the key is to use case material in a deliberate way</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><b>Cognitive apprenticeship</b></div><div class="separator" style="clear: both; text-align: left;">by Poh-Sun Goh</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">1. Developing into an expert radiologist involves mastering a set of complex task skills.</div><div class="separator" style="clear: both; text-align: left;">2. This includes "running the service" - prescribing the optimal imaging technique to address the clinical problem, protocolling the study, modifying the study "in real time" to take into account (unexpected) findings during the radiological examination, and interacting with technical and clinical staff to both optimize the examination, and convey the relevant radiological information that will facilitate clinical management of the patient.</div><div class="separator" style="clear: both; text-align: left;">3. The cognitive aspects of making a radiological diagnosis involve the "see, recognize, and diagnose" three step process described above.</div><div class="separator" style="clear: both; text-align: left;">4. The role of the trainee resident or fellow in radiology requires a combination of focus, application, sustained effort, and dedication to learn; coupled with a high level of professional responsibility and commitment to learning and practicing the craft of radiology.</div><div class="separator" style="clear: both; text-align: left;">5. Ultimately, learning requires active application of effort - learning by doing, with feedback on performance. Passive observation does not lead to true learning or the functional ability to perform in better ways. A combination of reflection, and repeated attempts to apply knowledge and skills is required to "learn" anything. This is an active process. Increasing expertise is acquired by "deliberate practice" <a href="http://www.missiontolearn.com/2010/04/deliberate-practice/">http://www.missiontolearn.com/2010/04/deliberate-practice/</a></div><div class="separator" style="clear: both; text-align: left;">6. The role of the instructor in radiology is to "coach", guide and facilitate this learning process in a positive way.</div><div class="separator" style="clear: both; text-align: left;">7. An example of a systematic positive coaching paradigm comes from coaching in sports, where the players or learners are reminded that they have total control over three aspects of performance - effort, learning from experience, and response to mistakes - ELM framework <a href="http://opinionator.blogs.nytimes.com/2011/10/20/the-power-of-positive-coaching/?src=me&ref=general">http://opinionator.blogs.nytimes.com/2011/10/20/the-power-of-positive-coaching/?src=me&ref=general</a></div><div class="separator" style="clear: both; text-align: left;">8. A useful way of thinking about the trainee - instructor interaction is to reflect on the idea of "cognitive apprenticeship"</div><div class="separator" style="clear: both; text-align: left;"><a href="http://en.wikipedia.org/wiki/Cognitive_apprenticeship">http://en.wikipedia.org/wiki/Cognitive_apprenticeship</a></div></span></div><div class="separator" style="clear: both; text-align: center;"><span style="text-align: justify;"><br /></span></div><div class="separator" style="clear: both; text-align: center;"><span style="text-align: justify;"><br /></span></div><div style="font-family: tahoma;"><b>"Understanding basic theory using a few illustrative examples. Mastering a topic by exposure to and experience with many examples</b></div><div style="font-family: tahoma;"><br /></div><div style="font-family: tahoma;"><span face=""arial" , "helvetica" , sans-serif">Typical examples or real-life scenarios can be used to illustrate theory, and help students understand fundamental principles. Mastering a topic usually requires exposure to and experience with many examples, both typical and atypical, common to uncommon including subtle manifestations of a phenomenon. The traditional method of doing this is via a long apprenticeship, or many years of practice with feedback and experience. A digital collection of educational scenarios and cases can support and potentially shorten this educational and training process. Particularly if a systematic attempt is made to collect and curate a comprehensive collection of all possible educational scenarios and case-based examples, across the whole spectrum of professional practice. Online access to key elements, parts of and whole sections of these learning cases; used by students with guidance by instructors under a deliberate practice and mastery training framework, can potentially accelerate the educational process, and deepen learning."</span><br /><div style="font-size: 13.3333px;"><span face=""arial" , "helvetica" , sans-serif" style="font-size: x-small;"><br /></span></div><div style="font-size: 13.3333px;"><span face=""arial" , "helvetica" , sans-serif" style="font-size: x-small;">above from</span></div><div style="font-size: 13.3333px;"><span face=""arial" , "helvetica" , sans-serif" style="font-size: x-small;"></span><br /></div><div style="font-size: 13.3333px;"><span face=""arial" , "helvetica" , sans-serif" style="font-size: x-small;"><span style="font-family: "tahoma"; font-size: 10pt; text-align: justify;">Goh, P.S. </span><span style="font-family: "tahoma"; font-size: 13.3333px; text-align: justify;">A series of reflections on eLearning, traditional and blended learning. </span><span style="font-family: "tahoma"; font-size: 13.3333px; text-align: justify;">MedEdPublish. 2016 Oct; 5(3), Paper No:19. Epub 2016 Oct 14. </span><a href="http://dx.doi.org/10.15694/mep.2016.000105">http://dx.doi.org/10.15694/mep.2016.000105</a></span></div><div style="font-size: 13.3333px;"><br /></div><div style="font-size: 13.3333px;"><br /></div><div style="font-size: 13.3333px;"><div style="font-size: 10pt;"><span style="font-family: "tahoma";">"By reviewing research on medical performance and education, the author describes evidence for these representations and their development within the expert- performance framework. He uses the research to generate suggestions for improved training of medical students and professionals. Two strategies— designing learning environments with libraries of cases and creating opportunities for individualized teacher-guided training—should enable motivated individuals to acquire a full set of refined mental representations. Providing the right resources to support the expert- performance approach will allow such individuals to become self-regulated learners—that is, members of the medical community who have the tools to improve their own and their team members’ performances throughout their entire professional careers.'</span></div><div style="font-size: 10pt;"><span style="font-family: "tahoma";">from abstract of</span></div><div style="font-size: 10pt;"><span style="font-family: "tahoma";">Ericsson KA. Acquisition and maintenance of medical expertise: a perspective </span><span>from the expert-performance approach with deliberate practice. Acad Med. 2015 </span><span>Nov;90(11):1471-86. doi:10.1097/ACM.0000000000000939. PubMed PMID: 26375267.</span></div><div><div style="font-size: 10pt;"><a href="https://www.ncbi.nlm.nih.gov/pubmed/26375267/?ncbi_mmode=std">https://www.ncbi.nlm.nih.gov/pubmed/26375267/?ncbi_mmode=std</a></div></div><div><br /></div></div></div><div class="separator" style="clear: both; text-align: center;"><span style="text-align: justify;"><br /></span></div><div class="separator" style="clear: both; font-family: tahoma; font-size: 13.3333px; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIfihpnrcXVOa5v-YUo9c9Gy2wv9bkIDzL5MmNkewWZ7bF4rGzv7vKhhF9rpogEhNBYeRW4h3CsFFrUEsJj2uFUmUKQjqgJhBVsErccP-TIlIbfj6uSk5LqjumbD8KjaVN9W6JRP86-cDm/s1600/50models_5.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIfihpnrcXVOa5v-YUo9c9Gy2wv9bkIDzL5MmNkewWZ7bF4rGzv7vKhhF9rpogEhNBYeRW4h3CsFFrUEsJj2uFUmUKQjqgJhBVsErccP-TIlIbfj6uSk5LqjumbD8KjaVN9W6JRP86-cDm/s640/50models_5.jpg" width="360" /></a></div><div class="separator" style="clear: both; font-family: tahoma; font-size: 13.3333px; text-align: center;"><br /></div><div class="separator" style="clear: both; font-family: tahoma; font-size: 13.3333px; text-align: center;"><i>What is the message from the "yellow curve" below?</i></div><div class="separator" style="clear: both; font-family: tahoma; font-size: 13.3333px; text-align: center;"><br /></div><div class="separator" style="clear: both; font-family: tahoma; font-size: 13.3333px; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGYm8OICr9kktKAwj5lv9W3um0aoHHBjri0j7QuPwpHZwsrkYvOKeduJJiVtzm4Qr04e1IUDtnvyJyCRz1Zj-QC6IxjpofFqs9jtgr6jnC6hSFSLASk2FpI0ycBE12m165Zk4CrsNolWx0/s1600/q.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGYm8OICr9kktKAwj5lv9W3um0aoHHBjri0j7QuPwpHZwsrkYvOKeduJJiVtzm4Qr04e1IUDtnvyJyCRz1Zj-QC6IxjpofFqs9jtgr6jnC6hSFSLASk2FpI0ycBE12m165Zk4CrsNolWx0/s640/q.png" width="370" /></a></div><div class="separator" style="clear: both; font-family: tahoma; font-size: 13.3333px; text-align: center;"><br /></div><div class="separator" style="clear: both; font-family: tahoma; font-size: 13.3333px; text-align: center;"><br /></div><div class="separator" style="clear: both; font-family: tahoma; font-size: 13.3333px; text-align: center;"><div class="separator" style="clear: both; font-family: Times; font-size: medium; text-align: justify;">"How could one use this material to dramatically reduce case review time? </div><div class="separator" style="clear: both; font-family: Times; font-size: medium; text-align: justify;">Reduce study time?</div><div class="separator" style="clear: both; font-family: Times; font-size: medium; text-align: justify;"><br /></div><div class="separator" style="clear: both; font-family: Times; font-size: medium; text-align: justify;">Reduce residency duration?</div><div class="separator" style="clear: both; font-family: Times; font-size: medium; text-align: justify;">Use training time in other ways?"</div><div style="font-family: Times; font-size: medium; text-align: justify;"><br /></div><div style="font-family: Times; font-size: medium; text-align: justify;"><div>"How would you use this material to develop confidence and familiarity with less common conditions? </div><div>Given that time is limited."</div><div><br /></div><div><div>"How do you stay sharp, not rusty, get better (sharper)."</div><div><br /></div><div>[Practice. With feedback. With reflection. With increasing difficulty. Systematically. Regularly. With material that is at hand. At your finger tips.]</div><div> -Poh Sun (posted on 7 February 2018 @ 0358am)</div></div><div><br /></div><div><br /></div><div><span style="font-family: "tahoma"; text-align: left;"><span style="font-size: 13.3333px;">This article investigates the relation between mind wandering and the spacing effect in inductive learning. Participants studied works of art by different artists grouped in blocks, where works by a particular artist were either presented all together successively (the massed condition), or interleaved with the works of other artists (the spaced condition). The works of 24 artists were shown, with 12, 15, or 18 works by each artist being provided as exemplars. Later, different works by the same artists were presented for a test of the artists' identity. During the course of studying these works, participants were probed for mind wandering. It was found that people mind wandered more when the exemplars were presented in a massed rather than in a spaced manner, especially as the task progressed. There was little mind wandering and little difference between massed and spaced conditions toward the beginning of study. People were better able to correctly attribute the new works to the appropriate artist (inductive learning) when (a) they were in the spaced condition and (b) they had not been mind wandering. This research suggests that inductive learning may be influenced by mind wandering and that the impairment in learning with massed practice (compared to spaced practice) may be attributable, at least in part, to attentional factors-people are "on task" less fully when the stimuli are massed rather than spaced.</span></span><br style="text-align: left;" /><span style="font-family: "tahoma"; font-size: 10pt; text-align: left;">above abstract from</span><br style="text-align: left;" /><div style="font-family: tahoma; font-size: 10pt; text-align: left;"><a href="https://www.ncbi.nlm.nih.gov/pubmed/26618908">Metcalfe J, Xu J. People mind wander more during massed than spaced inductive learning. J Exp Psychol Learn Mem Cogn. 2016 Jun;42(6):978-84. doi: 10.1037/xlm0000216. Epub 2015 Nov 30.</a><br /><br /></div><div class="separator" style="clear: both;"><a href="https://www.ncbi.nlm.nih.gov/pubmed/20545435">Kornell N, Castel AD, Eich TS, Bjork RA. Spacing as the friend of both memory and induction in young and older adults. Psychol Aging. 2010 Jun;25(2):498-503. doi: 10.1037/a0017807.</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Inductive learning -- that is, learning a new concept or category by observing exemplars -- happens constantly, for example, when a baby learns a new word or a doctor classifies x-rays. What influence does the spacing of exemplars have on induction? Compared with massing, spacing enhances long-term recall, but we expected spacing to hamper induction by making the commonalities that define a concept or category less apparent. We asked participants to study multiple paintings by different artists, with a given artist's paintings presented consecutively (massed) or interleaved with other artists' paintings (spaced). We then tested induction by asking participants to indicate which studied artist (Experiments 1a and 1b) or whether any studied artist (Experiment 2) painted each of a series of new paintings. Surprisingly, induction profited from spacing, even though massing apparently created a sense of fluent learning: Participants rated massing as more effective than spacing, even after their own test performance had demonstrated the opposite.</div><div class="separator" style="clear: both;">above abstract from</div><div class="separator" style="clear: both;"><a href="https://www.ncbi.nlm.nih.gov/pubmed/18578849">Kornell N, Bjork RA. Learning concepts and categories: is spacing the "enemy of induction"? Psychol Sci. 2008 Jun;19(6):585-92. doi: 10.1111/j.1467-9280.2008.02127.x.</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">When students encounter a set of concepts (or terms or principles) that are similar in some way, they often confuse one with another. For instance, they might mistake one word for another word with a similar spelling (e.g., allusion instead of illusion) or choose the wrong strategy for a mathematics problem because it resembles a different kind of problem. By one proposition explored in this review, these kinds of errors occur more frequently when all exposures to one of the concepts are grouped together. For instance, in most middle school science texts, the questions in each assignment are devoted to the same concept, and this blocking of exposures ensures that students need not learn to distinguish between two similar concepts. In an alternative approach described in this review, exposures to each concept are interleaved with exposures to other concepts, so that a question on one concept is followed by a question on a different concept. In a number of experiments that have compared interleaving and blocking, interleaving produced better scores on final tests of learning. The evidence is limited, though, and ecologically valid studies are needed. Still, a prudent reading of the data suggests that at least a portion of the exposures should be interleaved.</div><div class="separator" style="clear: both;">above quote from</div><div class="separator" style="clear: both;"><a href="https://link.springer.com/article/10.1007/s10648-012-9201-3">https://link.springer.com/article/10.1007/s10648-012-9201-3</a></div><div class="separator" style="clear: both;">Rohrer, D. (2012). Interleaving helps students distinguish among similar concepts. Educational Psychology Review, 24, 355-367</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="http://www.learningscientists.org/blog/2016/8/11-1">Learn To Study Using…Interleaving</a> (The Learning Scientists)</div><div class="separator" style="clear: both;"><a href="http://www.learningscientists.org/">http://www.learningscientists.org/</a></div><div class="separator" style="clear: both;"><a href="http://www.learningscientists.org/downloadable-materials/">http://www.learningscientists.org/downloadable-materials/</a></div></div><div class="separator" style="clear: both;"><br /></div></div></div></div><p style="text-align: center;">⬇</p><p style="text-align: left;"><b>Open Access Radiology Training Resources</b></p><p style="text-align: left;"><a href="https://radiogyan.com/foamrad-resources/">https://radiogyan.com/foamrad-resources/</a><br /></p><p style="text-align: left;"><a href="https://radiologyresidentcorelectures.com/">https://radiologyresidentcorelectures.com/</a><br /></p><p style="text-align: left;"><br /></p><p style="text-align: left;"><a href="https://www.asnr.org/neurocurriculum-live/">https://www.asnr.org/neurocurriculum-live/</a><br /></p><p style="text-align: left;"><a href="https://www.asnr.org/case-of-the-week/">https://www.asnr.org/case-of-the-week/</a><br /></p><p style="text-align: left;"><br /></p><p style="text-align: left;"><a href="https://twitter.com/PhilipRChapman1">https://twitter.com/PhilipRChapman1</a><br /></p><p style="text-align: left;"><a href="https://www.neuroradiologyu.com/">https://www.neuroradiologyu.com/</a><br /></p><p style="text-align: left;"><br /></p><p style="text-align: left;">Previous Resident Tutorials</p><p style="text-align: left;"><a href="https://medicaleducationelearning.blogspot.com/2023/03/radiology-resident-tutorial-monday-13.html">https://medicaleducationelearning.blogspot.com/2023/03/radiology-resident-tutorial-monday-13.html</a><br /></p><p style="text-align: left;"><a href="https://medicaleducationelearning.blogspot.com/2022/10/radiology-resident-tutorial-applied.html">https://medicaleducationelearning.blogspot.com/2022/10/radiology-resident-tutorial-applied.html</a><br /></p><p style="text-align: left;"><a href="https://medicaleducationelearning.blogspot.com/2022/07/radiology-resident-tutorial-your-past.html">https://medicaleducationelearning.blogspot.com/2022/07/radiology-resident-tutorial-your-past.html</a><br /></p><p style="text-align: left;"><a href="https://medicaleducationelearning.blogspot.com/2021/11/pre-2b-frcr-tutorial-radiology-of-skull.html">https://medicaleducationelearning.blogspot.com/2021/11/pre-2b-frcr-tutorial-radiology-of-skull.html</a></p><p style="text-align: left;"><br /></p><p style="text-align: center;">⬇</p><p style="text-align: left;"><b>Some Recent Literature on Residency Training and Education</b></p><p style="text-align: left;">Derakhshani A, Ding J, Vijayasarathi A. On-call radiology 2020: Where trainees look for help in a high stakes and time sensitive environment. Clin Imaging. 2021 Sep;77:219-223. doi: 10.1016/j.clinimag.2021.05.003. Epub 2021 May 6. PMID: 33992883. <a href="https://pubmed.ncbi.nlm.nih.gov/33992883/">https://pubmed.ncbi.nlm.nih.gov/33992883/</a></p><p style="text-align: left;">Larocque, N., Shenoy-Bhangle, A., Brook, A., Eisenberg, R., Chang, Y. M., & Mehta, P. (2021). Resident Experiences With Virtual Radiology Learning During the COVID-19 Pandemic. Academic radiology, 28(5), 704–710. <a href="https://doi.org/10.1016/j.acra.2021.02.006">https://doi.org/10.1016/j.acra.2021.02.006</a></p><p style="text-align: left;">Shu, L., Bahri, F., Mostaghni, N., Yu, G., & Javan, R. (2021). The Time Has Come: a Paradigm Shift in Diagnostic Radiology Education via Simulation Training. Journal of digital imaging, 34(1), 212–227. <a href="https://doi.org/10.1007/s10278-020-00405-2">https://doi.org/10.1007/s10278-020-00405-2</a></p>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-88220723458968451612023-09-10T18:17:00.008-07:002023-09-13T17:24:03.721-07:00Phase V YLLSOM (Year 5) - Internal Medicine - Medicine Prac & SIP: Radiology - Neuroradiology Tutorial<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjps_SqEfKxNchhkUzShCWPoLIOvf72uTP0oXFMTO7na5Bd65CNBXFP2r2hXv_WtQHpC9eZ5mGCAC_fhKMZHS46uPUYbNFOgB4bWC0vgCX_6xEiZjG5qZvnInI0snNtFkhYHXhME0dHusKYSVqNukyUH3MU_YGmTEmMk2E-TG6gifcYz8dpVULhORENaTk/s3432/Neuroradiology%20Year%205%20tutorial.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="3432" height="186" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjps_SqEfKxNchhkUzShCWPoLIOvf72uTP0oXFMTO7na5Bd65CNBXFP2r2hXv_WtQHpC9eZ5mGCAC_fhKMZHS46uPUYbNFOgB4bWC0vgCX_6xEiZjG5qZvnInI0snNtFkhYHXhME0dHusKYSVqNukyUH3MU_YGmTEmMk2E-TG6gifcYz8dpVULhORENaTk/w400-h186/Neuroradiology%20Year%205%20tutorial.jpg" width="400" /></a></div><p><br /></p><p>Dear Students,</p><div>I will be presenting material from curated open access neuroradiology resources (available for preview and review below section) tomorrow during our scheduled 12 noon session (Wednesday, 13 September 2023).</div><div><br /></div><div>I will be presenting for approximately 30 minutes, highlighting key ideas, as well as introducing complimentary material for self-study, on specially curated for you (medical student) interactive high quality, practical, usable and user friendly, short and to the point, open-access online websites, for modular, bite-size, on demand and just-in-time learning and specific topic review, accessible on my session blog - <a href="https://medicaleducationelearning.blogspot.com/2023/09/phase-v-yllsom-year-5-internal-medicine.html">https://medicaleducationelearning.blogspot.com/2023/09/phase-v-yllsom-year-5-internal-medicine.html</a>. The remaining 60 minutes tutorial time can be used for independent self-study (I strongly recommend you use allocated curricular time to do this), as well as for those of you who have done preliminary review of this material, or who have questions from clinical practice related to neuroimaging or neuroradiology to engage in a live interactive Q and A discussion with me. For those students who after the initial 30 minute 'presentation' would like to engage in independent self-study, or in small groups, please feel free to email me directly or post questions on Entrada at any time next 24 hours after this session. I will aim to respond to these within 24 to 48 hours.</div><div><br /></div><div>--</div><div><br /></div><div>Session link on Entrada - <a href="https://entrada.nusmedicine.nus.edu.sg/events?id=328901">https://entrada.nusmedicine.nus.edu.sg/events?id=328901</a></div><div><br /></div><div>Including link to join live Zoom session</div><div><br /></div><div>---</div><div><br /></div><div>best regards</div><div><br /></div><div>Poh Sun</div><p></p><div><br /></div><div style="text-align: center;">⬇</div><div style="text-align: center;"><br /></div><div style="text-align: left;">Curated Open Access Online Material for preview, during and post session review below:</div><div style="text-align: center;"><br /></div><div><a href="https://www.radiologymasterclass.co.uk/tutorials/ct/ct_brain_anatomy/ct_brain_anatomy_start">https://www.radiologymasterclass.co.uk/tutorials/ct/ct_brain_anatomy/ct_brain_anatomy_start</a><br /></div><div><br /></div><div><a href="https://www.radiologymasterclass.co.uk/tutorials/ct/ct_acute_brain/ct_brain_start">https://www.radiologymasterclass.co.uk/tutorials/ct/ct_acute_brain/ct_brain_start</a><br /></div><div><br /></div><div><a href="https://www.radiologymasterclass.co.uk/tutorials/tutorials">https://www.radiologymasterclass.co.uk/tutorials/tutorials</a><br /></div><div><br /></div><div><br /></div><div><a href="https://radiopaedia.org/articles/radiology-for-students-curriculum">https://radiopaedia.org/articles/radiology-for-students-curriculum</a><br /></div><div><br /></div><div><br /></div><div><a href="https://learnneuroradiology.com/trainees/medical-students/">https://learnneuroradiology.com/trainees/medical-students/</a><br /></div><div><br /></div><div><a href="https://www.neurosurgerytraining.org/the-brain-and-spine-report/introduction-to-neuroimaging-for-medical-students-clinical-pearls-and-techniques">https://www.neurosurgerytraining.org/the-brain-and-spine-report/introduction-to-neuroimaging-for-medical-students-clinical-pearls-and-techniques</a></div><div><br /></div><div style="text-align: center;">⬇</div><div style="text-align: center;"><br /></div><div style="text-align: left;">Broadening your experience of typical examples + Compare and Contrast Practice using Google Image Search (examples below) for</div><div style="text-align: left;"><br /></div><div style="text-align: left;"><a href="https://www.google.com/search?sca_esv=564532646&q=acute+SAH+on+CT&tbm=isch&source=lnms&sa=X&ved=2ahUKEwiaqrDZ76OBAxVo3TgGHUBCD2IQ0pQJegQIDhAB&biw=1920&bih=1069&dpr=1.8">acute SAH on CT</a><br /></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><a href="https://www.google.com/search?sca_esv=564532646&q=acute+EDH+on+CT&tbm=isch&source=lnms&sa=X&ved=2ahUKEwii9fzg76OBAxUPyDgGHfawB98Q0pQJegQICxAB&biw=1920&bih=1069&dpr=1.8">acute EDH on CT</a><br /></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><a href="https://www.google.com/search?sca_esv=564532646&q=acute+sdh+on+ct&tbm=isch&source=lnms&sa=X&ved=2ahUKEwiLgNfl76OBAxUSyTgGHTtRBZYQ0pQJegQIDhAB&biw=1920&bih=1069&dpr=1.8">acute SDH on CT</a><br /></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><a href="https://www.google.com/search?sca_esv=564532646&q=acute+SDH+vs+EDH+on+CT&tbm=isch&source=lnms&sa=X&ved=2ahUKEwikiJfs76OBAxVZ8jgGHegZCsUQ0pQJegQIDhAB&biw=1920&bih=1069&dpr=1.8">acute SDH vs EDH on CT</a><br /></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><a href="https://www.google.com/search?sca_esv=564532646&q=acute+infarct+on+ct&tbm=isch&source=lnms&sa=X&sqi=2&ved=2ahUKEwja4-H276OBAxWNzDgGHSIlAPcQ0pQJegQIDhAB&biw=1920&bih=1069&dpr=1.8">acute infarct on CT</a><br /></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><a href="https://www.google.com/search?sca_esv=564532646&q=chronic+infarct+on+ct&tbm=isch&source=lnms&sa=X&sqi=2&ved=2ahUKEwj-1sT876OBAxUO1TgGHRF8DRIQ0pQJegQIDhAB&biw=1920&bih=1069&dpr=1.8">chronic infarct on CT</a><br /></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><a href="https://www.google.com/search?sca_esv=564532646&q=acute+vs+chronic+infarct+on+ct&tbm=isch&source=lnms&sa=X&ved=2ahUKEwim5fWC8KOBAxU4zjgGHfr7BbEQ0pQJegQIDhAB&biw=1920&bih=1069&dpr=1.8">acute vs chronic infarct on CT</a><br /></div><div style="text-align: center;"><br /></div><div style="text-align: center;">⬇</div><div style="text-align: center;"><br /></div><div style="text-align: left;"><div><b>Some tips to increase your learning and training effectiveness and efficiency:</b></div><div>Poh-Sun Goh</div><div><br /></div><div><br /></div><div>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).</div><div>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. </div><div><br /></div><div><a href="https://effectiviology.com/interleaving">https://effectiviology.com/interleaving</a>/ (mixed practice or interleaving superior to blocked practice)</div><div><br /></div><div>and</div><div><br /></div><div><a href="https://www.learningscientists.org/interleaving">https://www.learningscientists.org/interleaving</a></div><div><br /></div><div><a href="https://www.learningscientists.org/downloadable-materials">https://www.learningscientists.org/downloadable-materials</a></div></div><div style="text-align: center;"><br /></div><div style="text-align: center;">⬇</div><div style="text-align: center;"><br /></div><div>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 underlying learning science - </div><div><a href="https://medicaleducationelearning.blogspot.com/2022/11/undergraduate-educational-and-training.html">https://medicaleducationelearning.blogspot.com/2022/11/undergraduate-educational-and-training.html</a></div><div style="text-align: center;"><br /></div><div style="text-align: center;">⬆</div><div style="text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNx5Af11_04whZn4OJ-5XUH2ok7WbeHR0ljhc-8z65YG2rFRU5sYWkTlvlGhsxrXPdfVSwl2SI6HZHKMcabtX5kEYPJddgzPXNGifdsrvX982KBfLHEjaCf60-EeWgj8TCkJapT7zDdc3-coc5UkAbohKRRAismFgwIaYg3kB9v25Tm2pIp8pPqa6S6zc/s2102/M5%20tutorial%20analytics.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="982" data-original-width="2102" height="186" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNx5Af11_04whZn4OJ-5XUH2ok7WbeHR0ljhc-8z65YG2rFRU5sYWkTlvlGhsxrXPdfVSwl2SI6HZHKMcabtX5kEYPJddgzPXNGifdsrvX982KBfLHEjaCf60-EeWgj8TCkJapT7zDdc3-coc5UkAbohKRRAismFgwIaYg3kB9v25Tm2pIp8pPqa6S6zc/w400-h186/M5%20tutorial%20analytics.jpg" width="400" /></a></div>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-53689828046192866142023-07-27T17:10:00.020-07:002023-09-23T18:36:26.326-07:00Technology Enhanced Learning Workshop @ CenMED, NUS - 3 August 2023<p>Dear Participants, </p><p>Thank you for signing up for this workshop on Technology Enhanced Learning.</p><p>I will be presenting and referring to material directly from this open access blog during the workshop.</p><p><a href="https://medicaleducationelearning.blogspot.com/2023/07/technology-enhanced-learning-workshop.html">https://medicaleducationelearning.blogspot.com/2023/07/technology-enhanced-learning-workshop.html</a><br /></p><p>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.</p><p>Warmest regards,</p><p>Poh-Sun</p><p><a href="https://orcid.org/0000-0002-1531-2053">https://orcid.org/0000-0002-1531-2053</a><br /></p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dyGgLYCMNZvdOuDKVvHTb5-5h9fuTWUzc1Cqgwb3hJgV6ea6YKPyJRrTvpHwo0LhQ1Cd-Ut-I4OQjvvUtcF3Q' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">above video generated with <a href="https://lumen5.com/">Lumen5</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">version 2 below link</div><div class="separator" style="clear: both; text-align: center;"><a href="https://lumen5.com/user/dnrgohps/untitled-video-wl1rv/">https://lumen5.com/user/dnrgohps/untitled-video-wl1rv/</a><br /></div><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8-zTZgMLqGX-hNegKCQ296Ehhd3KFYITuvFh2V1BkcKq1IhFGBuRseL_PUgy60EZ331KqTIInLBc_mu5-PVtJZ9y4MebK-xtsi_UKdwWsrP2lpvzD3k9Ze9XM1NjZ7mgi1SQ5DIUjEQ5oaTUaM5qDK8dYxOxOe98p59142HDA7iYlXXLI_XA7qZ8Mc4w/s1686/New%20Directions%20in%20Educational%20Technology.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1686" data-original-width="1386" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8-zTZgMLqGX-hNegKCQ296Ehhd3KFYITuvFh2V1BkcKq1IhFGBuRseL_PUgy60EZ331KqTIInLBc_mu5-PVtJZ9y4MebK-xtsi_UKdwWsrP2lpvzD3k9Ze9XM1NjZ7mgi1SQ5DIUjEQ5oaTUaM5qDK8dYxOxOe98p59142HDA7iYlXXLI_XA7qZ8Mc4w/w329-h400/New%20Directions%20in%20Educational%20Technology.jpg" width="329" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMEkU-m3YvTbcXQVpb50ejLqt8JcuZ_ktKIJqYi8y8S3e4Sm1QTV0TSP67DqQfrMZYmmtget1pDreipuYd0OEK-kXraHfqFX7riQ_mNiqV8TZRnJI-oNZtwM1vDBqbFUEMO9kv3V3c3fdC7cM9wC9xv_4C7ljZ-RYeNcuYO5IY7m6My3YmgRxdo2CO57Y/s1754/Blogs%20Medical%20Teacher.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1748" data-original-width="1754" height="319" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMEkU-m3YvTbcXQVpb50ejLqt8JcuZ_ktKIJqYi8y8S3e4Sm1QTV0TSP67DqQfrMZYmmtget1pDreipuYd0OEK-kXraHfqFX7riQ_mNiqV8TZRnJI-oNZtwM1vDBqbFUEMO9kv3V3c3fdC7cM9wC9xv_4C7ljZ-RYeNcuYO5IY7m6My3YmgRxdo2CO57Y/s320/Blogs%20Medical%20Teacher.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p></p><div class="separator" style="clear: both;"><b>References and Further Reading</b></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Christensen CM, Hall T, Dillon K, Duncan DS. Know your customers’ “jobs to be done”. <a href="https://hbr.org/2016/09/know-your-customers-jobs-to-be-done">https://hbr.org/2016/09/know-your-customers-jobs-to-be-done</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">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</div><div class="separator" style="clear: both;"><a href="https://doi.org/10.3946/kjme.2021.197">https://doi.org/10.3946/kjme.2021.197</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Goh, PS. Medical Educator Roles of the Future. (2020). Med.Sci.Educ. 30 (Suppl 1), 5–7. <a href="https://doi.org/10.1007/s40670-020-01086-w">https://doi.org/10.1007/s40670-020-01086-w</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">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, <a href="https://doi.org/10.15694/mep.2020.000082.1">https://doi.org/10.15694/mep.2020.000082.1</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">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, <a href="https://doi.org/10.15694/mep.2020.000049.1">https://doi.org/10.15694/mep.2020.000049.1</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;">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. <a href="http://www.ncbi.nlm.nih.gov/pubmed/26558420">http://www.ncbi.nlm.nih.gov/pubmed/26558420</a></div></div></div><p></p><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://medicaleducationelearning.blogspot.com/2023/05/innovations-in-medical-education.html">https://medicaleducationelearning.blogspot.com/2023/05/innovations-in-medical-education.html</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://medicaleducationelearning.blogspot.com/2018/02/elearning-or-tel-technology-enhanced.html">https://medicaleducationelearning.blogspot.com/2018/02/elearning-or-tel-technology-enhanced.html</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://sites.google.com/a/msad60.org/technology-is-learning/samr-model">https://sites.google.com/a/msad60.org/technology-is-learning/samr-model</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.schrockguide.net/samr.html">https://www.schrockguide.net/samr.html</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://aiinhpe.blogspot.com/2023/06/role-of-ai-in-health-professions.html">https://aiinhpe.blogspot.com/2023/06/role-of-ai-in-health-professions.html</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">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. </div><div class="separator" style="clear: both; text-align: left;"><a href="https://www.tandfonline.com/doi/full/10.1080/0142159X.2023.2197135">https://www.tandfonline.com/doi/full/10.1080/0142159X.2023.2197135</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/iz0mTx31wpnKUe" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe></div><p></p><div style="margin-bottom: 5px;"><strong><a href="//www.slideshare.net/dnrgohps/bite-size-justintime-jit-learning-in-the-classroom-workplace-and-as-a-lifelong-activity-technology-practices-and-pedagogy-by-pohsun-goh" target="_blank" title="Bite size Just-in-Time (JiT) Learning in the classroom, workplace and as a Lifelong Activity - Technology, Practices and Pedagogy by Poh-Sun Goh">Bite size Just-in-Time (JiT) Learning in the classroom, workplace and as a Lifelong Activity - Technology, Practices and Pedagogy by Poh-Sun Goh</a> </strong>from <strong><a href="//www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><a href="https://medicaleducationelearning.blogspot.com/2022/09/bite-size-just-in-time-jit-learning-in.html">https://medicaleducationelearning.blogspot.com/2022/09/bite-size-just-in-time-jit-learning-in.html</a><br /></div><div style="margin-bottom: 5px;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjS8ExxDVFSrFGWOZ-_AfA69iqnk4lyUXnX5g2t_KQ84Rg_51J1HTq-sg1Sk-2cx0BSfFEi-FrUnJo9G3ZI99_HiahGCOkxvgJwmot6Fiwj9WK0D0C1ofvyO-7pHMDXpjpWOu4UWrj0e1XrR8raFbrANNmRqXK50Qy6OdfFCsjSWxGob8BwyRcf2biqBe4/s1683/%E2%80%8EMicro-Learning,%20Micro-Practice%20and%20Micro-Scholarship%20:%20Making%20Major%20Moves%20one%20micro-step%20at%20a%20time,%20Accessible%20and%20Available%20to%20All,%20using%20Open%20Education%20Resources%20and%20Open%20Digital%20Practice.%E2%80%8E1.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1683" data-original-width="1190" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjS8ExxDVFSrFGWOZ-_AfA69iqnk4lyUXnX5g2t_KQ84Rg_51J1HTq-sg1Sk-2cx0BSfFEi-FrUnJo9G3ZI99_HiahGCOkxvgJwmot6Fiwj9WK0D0C1ofvyO-7pHMDXpjpWOu4UWrj0e1XrR8raFbrANNmRqXK50Qy6OdfFCsjSWxGob8BwyRcf2biqBe4/w453-h640/%E2%80%8EMicro-Learning,%20Micro-Practice%20and%20Micro-Scholarship%20:%20Making%20Major%20Moves%20one%20micro-step%20at%20a%20time,%20Accessible%20and%20Available%20to%20All,%20using%20Open%20Education%20Resources%20and%20Open%20Digital%20Practice.%E2%80%8E1.jpeg" width="453" /></a></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><p><b>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</b></p><p>Poh-Sun Goh, 2 August 2023, 0658am, Singapore Time</p><p><br /></p><p>How can we make learning, professional practice and development, and scholarship accessible and available to all?</p><p>Whether a new student, novice practitioner, or early scholar?</p><p><br /></p><p>We offer the following 'recipe' and process:</p><p><br /></p><p>We learn in small bites (bytes). Taking small (micro-) steps. Small (micro-) efforts. </p><p><br /></p><p>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).</p><p><br /></p><p>Technology tools and platforms, and (social-professional) networks, institutional, organisational and loose CoP networks, support and facilitate Learning, Practice and Scholarship.</p><p><br /></p><p>What does a single small step, of Micro-Learning, Micro-Practice and Micro-Scholarship look like?</p><p><br /></p><p>How does learning and training science inform and support these practices?</p><p><br /></p><p>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.</p><p><br /></p><p>Each unit, each (modular) piece is ideally #Reusable, #AcrossPlatforms.</p><p>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.</p><p><br /></p><p>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]).</p><p><br /></p><p>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</p><p><br /></p><p style="text-align: center;">👇</p></div><div style="margin-bottom: 5px;">above modified from post on blog below</div><div style="margin-bottom: 5px;"><a href="https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html">https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html</a><br /></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><div style="margin-bottom: 5px;">#Reusability #AcrossPlatforms is key</div><div style="margin-bottom: 5px;">#Learn, #Teach, #Share, #Engage with #ReusableDigitalContent in its #MostGranularForm</div><div style="margin-bottom: 5px;">#MakeSureYourCoreContent-is-#Modular-and-#Accessible-#Transferable+AcrossPlatforms-Current-InFuture</div><div style="margin-bottom: 5px;"><a href="https://medicaleducationelearning.blogspot.com/2023/07/technology-enhanced-learning-workshop.html">https://medicaleducationelearning.blogspot.com/2023/07/technology-enhanced-learning-workshop.html</a></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><div style="margin-bottom: 5px;">Curation (with attribution/citation) and Creation of modular shareable re-usable digital content </div><div style="margin-bottom: 5px;">Progressively and systematically collect and link to this material (open access)</div><div style="margin-bottom: 5px;">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. <a href="http://www.ncbi.nlm.nih.gov/pubmed/26558420">http://www.ncbi.nlm.nih.gov/pubmed/26558420</a></div><div style="margin-bottom: 5px;">Show - </div><div style="margin-bottom: 5px;"><a href="https://medicaleducationelearning.blogspot.com/2023/07/technology-enhanced-learning-workshop.html">https://medicaleducationelearning.blogspot.com/2023/07/technology-enhanced-learning-workshop.html</a></div><div style="margin-bottom: 5px;">and</div><div style="margin-bottom: 5px;"><a href="https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html">https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html</a></div></div></div><div class="separator" style="clear: both; text-align: center;"><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><br /></div></div><p><iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/7MC634jCfMH7pt" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe></p><div style="margin-bottom: 5px;"><strong><a href="//www.slideshare.net/dnrgohps/using-technology-to-enhance-learning-for-others-and-for-yourself-faculty-and-personal-professional-development" target="_blank" title="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)</a> </strong>from <strong><a href="//www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong></div><p><a href="https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html">https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html</a><br /></p><p>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. <a href="https://doi.org/10.1080/0142159X.2022.2133689">https://doi.org/10.1080/0142159X.2022.2133689</a></p><p>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. <a href="https://doi.org/10.29060/TAPS.2023-8-2/SC2861">https://doi.org/10.29060/TAPS.2023-8-2/SC2861</a></p><p><br /></p><p style="text-align: center;">⬇</p><p><a href="https://medicaleducationelearning.blogspot.com/2023/05/strategies-for-developing-open.html">https://medicaleducationelearning.blogspot.com/2023/05/strategies-for-developing-open.html</a><br /></p><div class="separator" style="clear: both; text-align: center;">--</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0dDCV8oOPZzOtNeAiLHUDHFM908wke8axZWp4xGSS4i6JIpkxRXlAcoWRvvlmjNP5ZLQcCBWwz1pPALLXr0GYlb9HejafYFik04XBDsl3kRceXsUABofTuwOyNpigtwDqNQEfg7UCU_h37DUPzfEW1wENaPgZsHHM9PD7tAG62PTMrx-g_-x7TGFv/s1409/WhatsApp%20Image%202023-05-25%20at%206.57.53%20AM.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1409" data-original-width="1098" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0dDCV8oOPZzOtNeAiLHUDHFM908wke8axZWp4xGSS4i6JIpkxRXlAcoWRvvlmjNP5ZLQcCBWwz1pPALLXr0GYlb9HejafYFik04XBDsl3kRceXsUABofTuwOyNpigtwDqNQEfg7UCU_h37DUPzfEW1wENaPgZsHHM9PD7tAG62PTMrx-g_-x7TGFv/w311-h400/WhatsApp%20Image%202023-05-25%20at%206.57.53%20AM.jpeg" width="311" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">--</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div style="margin-bottom: 5px;">⬇️</div><div style="margin-bottom: 5px;">Opening comments for #TeLMedEd Workshop #@CenMed</div><div style="margin-bottom: 5px;">⬇️</div><div style="margin-bottom: 5px;">Below section first posted on </div><div style="margin-bottom: 5px;"><a href="https://telmeded.blogspot.com/2021/02/telmededqandapanel-university-of.html">https://telmeded.blogspot.com/2021/02/telmededqandapanel-university-of.html</a><br /></div><div style="margin-bottom: 5px;">⬇️</div><div style="margin-bottom: 5px;">One sentence takeaway - </div><div style="margin-bottom: 5px;">Poh-Sun Goh</div><div style="margin-bottom: 5px;">22 February 2021 @ 1955hrs</div><div style="margin-bottom: 5px;">"Hungry students, trained teachers, know (and use) what is available (and at hand)."</div><div style="margin-bottom: 5px;"><br /></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjc1W71cerEvIg5qfNOMDx0i8om0wkVfiI2FoItlSI1o_sGuz84sVZ85s9mMnw5zGD8sueHBMP9fsMve4rS1pee_0dI8bJ0Y1TG-DbpuvJHhYB5ynjnpGvrIGkbJLhFfmNPVLMWVbmCwZKG/s1126/Takeaway.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="222" data-original-width="1126" height="79" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjc1W71cerEvIg5qfNOMDx0i8om0wkVfiI2FoItlSI1o_sGuz84sVZ85s9mMnw5zGD8sueHBMP9fsMve4rS1pee_0dI8bJ0Y1TG-DbpuvJHhYB5ynjnpGvrIGkbJLhFfmNPVLMWVbmCwZKG/w400-h79/Takeaway.jpg" width="400" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisjZEbtsMgLHi5EZkM3IaBpdT0qLgbUXNKzglhUMaxwD73nkoL9L4WWedAQDCZ5Hm532A3g5Ssl0mOCySi2f4GP4biN7_tpZYOvqVlJ8-VwjKN-GCkm1WHtUgU6z4khF0PbkmdkmSU_QQ/s2048/IMG_0581.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisjZEbtsMgLHi5EZkM3IaBpdT0qLgbUXNKzglhUMaxwD73nkoL9L4WWedAQDCZ5Hm532A3g5Ssl0mOCySi2f4GP4biN7_tpZYOvqVlJ8-VwjKN-GCkm1WHtUgU6z4khF0PbkmdkmSU_QQ/w300-h400/IMG_0581.jpeg" width="300" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjfKoTSA29Zmuz9ZUJ1HCM3-ROut7ZyMWNDVRcZSZ2E232wTRSbSLldo7I59Bgj5dyqYrFtNrSoDA2F0JQ-zRbFEys18ZPBENVEMH3hm1lXcDzdUF64gYRPAWWhkBZpZ5_cVkA-BC9HiI/s1142/WhatsApp+Image+2021-05-06+at+10.45.28+AM.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="504" data-original-width="1142" height="176" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjfKoTSA29Zmuz9ZUJ1HCM3-ROut7ZyMWNDVRcZSZ2E232wTRSbSLldo7I59Bgj5dyqYrFtNrSoDA2F0JQ-zRbFEys18ZPBENVEMH3hm1lXcDzdUF64gYRPAWWhkBZpZ5_cVkA-BC9HiI/w400-h176/WhatsApp+Image+2021-05-06+at+10.45.28+AM.jpeg" width="400" /></a></div><p style="text-align: left;"><br /></p><div class="separator" style="clear: both; text-align: left;">#MakeSureYourCoreContent-Is-#Modular+#Accessible-#Transferable+AcrossPlatforms-Current-Future. Poh-Sun Goh, 6 May 2021, 1045am, Singapore Time</div><div class="separator" style="clear: both;"><br /></div><div style="margin-bottom: 5px;">⬆️</div><div style="margin-bottom: 5px;">🔄</div></div><p style="text-align: center;">⬇</p><p><a href="https://telmeded.blogspot.com/2021/02/telmededqandapanel-university-of.html">https://telmeded.blogspot.com/2021/02/telmededqandapanel-university-of.html</a><br /></p><div style="margin-bottom: 5px; text-align: center;">⬇️</div><div style="margin-bottom: 5px; text-align: center;">One sentence takeaway - </div><div style="margin-bottom: 5px; text-align: center;">Poh-Sun Goh</div><div style="margin-bottom: 5px; text-align: center;">22 February 2021 @ 1955hrs</div><div style="margin-bottom: 5px; text-align: center;">"Hungry students, trained teachers, know (and use) what is available (and at hand)."</div><div style="margin-bottom: 5px; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjc1W71cerEvIg5qfNOMDx0i8om0wkVfiI2FoItlSI1o_sGuz84sVZ85s9mMnw5zGD8sueHBMP9fsMve4rS1pee_0dI8bJ0Y1TG-DbpuvJHhYB5ynjnpGvrIGkbJLhFfmNPVLMWVbmCwZKG/s1126/Takeaway.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="222" data-original-width="1126" height="79" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjc1W71cerEvIg5qfNOMDx0i8om0wkVfiI2FoItlSI1o_sGuz84sVZ85s9mMnw5zGD8sueHBMP9fsMve4rS1pee_0dI8bJ0Y1TG-DbpuvJHhYB5ynjnpGvrIGkbJLhFfmNPVLMWVbmCwZKG/w400-h79/Takeaway.jpg" width="400" /></a></div><div style="margin-bottom: 5px; text-align: center;">⬆️</div><div style="margin-bottom: 5px; text-align: center;">🔄</div><div style="margin-bottom: 5px; text-align: center;">⬇️</div><div style="margin-bottom: 5px; text-align: center;"><b>eLearning or Technology enhanced Learning</b></div><div style="margin-bottom: 5px; text-align: center;"><b>- What it is not, and 'is'</b></div><div style="margin-bottom: 5px; text-align: center;">by</div><div style="margin-bottom: 5px; text-align: center;">Poh-Sun Goh</div><div style="margin-bottom: 5px; text-align: center;">22 February 2021 @ 1836hrs, Singapore Time</div><div style="margin-bottom: 5px; text-align: center;">(inspired by a long hot shower)</div><div style="margin-bottom: 5px; text-align: center;"><br /></div><div style="margin-bottom: 5px; text-align: center;">A 'book' is a 'technology', but alone is 'not' learning.</div><div style="margin-bottom: 5px; text-align: center;">A 'tablet', mobile device, wearable computing interface/wearable tech, laptop or desktop computer is 'technology', but alone is 'not' learning.</div><div style="margin-bottom: 5px; text-align: center;"><br /></div><div style="margin-bottom: 5px; text-align: center;">Access to, or visiting a 'library' is 'not' learning.</div><div style="margin-bottom: 5px; text-align: center;">Access to 'online' digital content is (in and of itself) 'not' learning.</div><div style="margin-bottom: 5px; text-align: center;"><br /></div><div style="margin-bottom: 5px; text-align: center;">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.</div><div style="margin-bottom: 5px; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYkMcRAx0zUJM9PGizEFsO0HSoktfGSFIo7nmykly0lqMPEsxNxpvcE6NWjDdZ_PLWscqX4lT_QmJma_9gdGXuXTbROUQu7Q0_OkoqUyAXDSEAjWWnFFRg9qIZWAybqgehzRZDnABpWFDh/s1410/eL+or+TeL+what+it+is+not%252C+and+is.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1072" data-original-width="1410" height="304" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYkMcRAx0zUJM9PGizEFsO0HSoktfGSFIo7nmykly0lqMPEsxNxpvcE6NWjDdZ_PLWscqX4lT_QmJma_9gdGXuXTbROUQu7Q0_OkoqUyAXDSEAjWWnFFRg9qIZWAybqgehzRZDnABpWFDh/w400-h304/eL+or+TeL+what+it+is+not%252C+and+is.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;">🔄</div><div class="separator" style="clear: both; text-align: center;">⬆️</div><p style="text-align: center;">⬇️</p><p><iframe allowfullscreen="" frameborder="0" height="714" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/JVPOr4R4MWM1vS" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="668"> </iframe></p><div style="margin-bottom: 5px;"><strong><a href="//www.slideshare.net/dnrgohps/the-first-step-in-technology-enhanced-learning-239123793" target="_blank" title="#The first step (in Technology enhanced Learning)">#The first step (in Technology enhanced Learning)</a> </strong>from <strong><a href="https://www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong></div><div style="margin-bottom: 5px;"><br /></div><p><iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/PEM6MUFcWTfTI" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe></p><div style="margin-bottom: 5px;"><strong><a href="//www.slideshare.net/dnrgohps/tel-in-meded-stepwise-path" target="_blank" title="TeL in MedEd - Stepwise Path">TeL in MedEd - Stepwise Path</a> </strong>from <strong><a href="https://www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong></div><div style="margin-bottom: 5px;"><br /></div><p><iframe allowfullscreen="" frameborder="0" height="714" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/sJWekMdCuhOQpA" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="668"> </iframe></p><div style="margin-bottom: 5px;"><strong><a href="//www.slideshare.net/dnrgohps/everything-i-have-learnt-about-elearning" target="_blank" title="Everything I have learnt about eLearning">Everything I have learnt about eLearning</a> </strong>from <strong><a href="https://www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong></div><div style="margin-bottom: 5px;"><br /></div><p><iframe allowfullscreen="" frameborder="0" height="714" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/Bf8VDPNlFbJRG0" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="668"> </iframe></p><div style="margin-bottom: 5px;"><strong><a href="//www.slideshare.net/dnrgohps/everything-i-have-learnt-about-elearning-updated-7-april-2020" target="_blank" title="Everything I have learnt about (e)Learning (updated 7 April 2020)">Everything I have learnt about (e)Learning (updated 7 April 2020)</a> </strong>from <strong><a href="https://www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong></div><div style="margin-bottom: 5px;"><br /></div><p><iframe allowfullscreen="" frameborder="0" height="714" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/5gW1J1kTQ1L6CD" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="668"> </iframe></p><div style="margin-bottom: 5px;"><strong><a href="//www.slideshare.net/dnrgohps/implementation-of-technology-enhanced-learning-including-vr-ar-and-ai-in-medical-education-some-questions-to-ask" target="_blank" title="Implementation of Technology Enhanced Learning (including VR, AR and AI) in Medical Education - Some questions to ask">Implementation of Technology Enhanced Learning (including VR, AR and AI) in Medical Education - Some questions to ask</a> </strong>from <strong><a href="https://www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong></div><p><br /></p><div class="separator" style="clear: both; text-align: center;">⬇</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both;">My opening comments for workshop as reflection and opening discussion - <a href="https://www.instagram.com/p/CceT4Pivil3/">'e' in TeL = engagement</a>. Learner has 'job to be done'. <a href="https://www.instagram.com/p/CceT7lUPyWD/">'E'ngages technology</a>, online resources, instructor, to get job done. Is <a href="https://www.instagram.com/p/CceT_IrvWZ2/">and remains 'e'ngaged</a> with the content, process, if job gets done. <a href="https://www.instagram.com/p/Cce-TNPPMCZ/">Technology 'engages' learners</a>, <a href="https://www.instagram.com/p/Cce-WQ_vOvB/">'extends' engagement</a>, '<a href="https://www.instagram.com/p/Cce-aK6v33-/">expands' engagement</a>.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYWGTjoI9CqB8xpxQDeuTMsWMOSurKWAY_JQj7NdPABmplVa2mWNhgPdOBW2IONMVloj27i4GzxEgsY8gbwx3644ixiQC4KIEON0O4_1iageCDu_0QMUJ2hcctIB2xEbkkIbnWCAzBOqAnumZqGlzBCZgs-lVKA3VCWW0cYbPhRiL_Plr92bS-4fayuQ/s1492/IMG_3407.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1492" data-original-width="1284" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYWGTjoI9CqB8xpxQDeuTMsWMOSurKWAY_JQj7NdPABmplVa2mWNhgPdOBW2IONMVloj27i4GzxEgsY8gbwx3644ixiQC4KIEON0O4_1iageCDu_0QMUJ2hcctIB2xEbkkIbnWCAzBOqAnumZqGlzBCZgs-lVKA3VCWW0cYbPhRiL_Plr92bS-4fayuQ/w344-h400/IMG_3407.jpg" width="344" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">above first posted on <a href="https://www.instagram.com/p/CceT4Pivil3/">https://www.instagram.com/p/CceT4Pivil3/</a></div><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMwu7N9LtwhEvdAGm7ifwtSIPlo8aeZkztb9oOmrB7sFlRwr6CPCKh4D0Yl0G7PLXCxblPYenKkZUZPjtiXnkzB3BA95VvUqrhcrxfnxTCCHtVQoo5jHhKluTJ9YzGXB48pzZcBMk95Y0c9hLfi7vKk1X8IidsfbXWuNeO7puQWSW9sDCllRcIxCpgtw/s1481/IMG_3408.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1481" data-original-width="1284" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMwu7N9LtwhEvdAGm7ifwtSIPlo8aeZkztb9oOmrB7sFlRwr6CPCKh4D0Yl0G7PLXCxblPYenKkZUZPjtiXnkzB3BA95VvUqrhcrxfnxTCCHtVQoo5jHhKluTJ9YzGXB48pzZcBMk95Y0c9hLfi7vKk1X8IidsfbXWuNeO7puQWSW9sDCllRcIxCpgtw/w346-h400/IMG_3408.jpg" width="346" /></a></div><div class="separator" style="clear: both; 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text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">above first posted on <a href="https://www.instagram.com/p/Cce-TNPPMCZ/">https://www.instagram.com/p/Cce-TNPPMCZ/</a></div><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgB3a7tNfr0mrqDk7kei1lRY6NtB-QnTjecw1pfm7HwmNmglukMdX5PejZjv0xPXgLFMP5EkmEv7rVuAFSq6x9dHgz-NOqLJRSIvu57wpZ4osuX1p5_nFOZQja2vXyT6Q2Jdbk93eE5V2hFqnRVe5M24lc9NsgEyUiNrD6KpOe0AHPBhwSaOPLsEZZWTw/s1752/IMG_3466.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1752" data-original-width="1284" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgB3a7tNfr0mrqDk7kei1lRY6NtB-QnTjecw1pfm7HwmNmglukMdX5PejZjv0xPXgLFMP5EkmEv7rVuAFSq6x9dHgz-NOqLJRSIvu57wpZ4osuX1p5_nFOZQja2vXyT6Q2Jdbk93eE5V2hFqnRVe5M24lc9NsgEyUiNrD6KpOe0AHPBhwSaOPLsEZZWTw/w294-h400/IMG_3466.jpg" width="294" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">above first posted on <a href="https://www.instagram.com/p/Cce-WQ_vOvB/">https://www.instagram.com/p/Cce-WQ_vOvB/</a></div><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5C8XazI3za7gXCXgKFQaREj-zc6-But7Vl6vphHoBjzqpziKY7mNn0-5cqtpjpI11o2oQzA3YvwTxn5nLOHwrFCuVtwZH1r-P5AyoSTcGnDXUCuAAAYkfYtsw3tMPEYPPC9L1_o3xUeCl02idUKI5f8uTo-_2r0GrpqBsj71cRaTXUHSKn8_cmYXyfQ/s1854/IMG_3467.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1854" data-original-width="1284" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5C8XazI3za7gXCXgKFQaREj-zc6-But7Vl6vphHoBjzqpziKY7mNn0-5cqtpjpI11o2oQzA3YvwTxn5nLOHwrFCuVtwZH1r-P5AyoSTcGnDXUCuAAAYkfYtsw3tMPEYPPC9L1_o3xUeCl02idUKI5f8uTo-_2r0GrpqBsj71cRaTXUHSKn8_cmYXyfQ/w278-h400/IMG_3467.jpg" width="278" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">above first posted on <a href="https://www.instagram.com/p/Cce-aK6v33-/">https://www.instagram.com/p/Cce-aK6v33-/</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://telmeded.blogspot.com/2022/03/telmeded-workshop-cenmed-nus-2022.html" style="text-align: left;">https://telmeded.blogspot.com/2022/03/telmeded-workshop-cenmed-nus-2022.html</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;">⬇</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1lrKQy2u_cRHiL8qdNp3O_wQOQG_9Gd7VY6g2ACr_9drOBWDi8tKgbrUhBzHf6awag-aqp2HtNHFzJAoJRg9Xau27W210r2-n6mBaw-eQWgne2yp8LLexd-A_hkri7dqXD6eDPtdqx239xncbJgyotil9rYAYCRZgilQaT1R6Ctxcxb7UOAn5oq14Jg/s1920/Technology%20enhanced%20Learning%20-%20the%20%E2%80%98Job%20to%20be%20Done%E2%80%99,%20Who,%20What%20and%20How%20.001.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1lrKQy2u_cRHiL8qdNp3O_wQOQG_9Gd7VY6g2ACr_9drOBWDi8tKgbrUhBzHf6awag-aqp2HtNHFzJAoJRg9Xau27W210r2-n6mBaw-eQWgne2yp8LLexd-A_hkri7dqXD6eDPtdqx239xncbJgyotil9rYAYCRZgilQaT1R6Ctxcxb7UOAn5oq14Jg/w400-h225/Technology%20enhanced%20Learning%20-%20the%20%E2%80%98Job%20to%20be%20Done%E2%80%99,%20Who,%20What%20and%20How%20.001.jpeg" width="400" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/qplSZTtRQOiiTA" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe><div style="margin-bottom: 5px;"><strong><a href="//www.slideshare.net/dnrgohps/technology-enhanced-learning-the-job-to-be-done-who-what-and-how" target="_blank" title="Technology enhanced Learning - the ‘Job to be Done’, Who, What and How">Technology enhanced Learning - the ‘Job to be Done’, Who, What and How</a> </strong>from <strong><a href="//www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong></div></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmMVAt_y3Lsu1NBEMSEq-tQHna--zkfjVKKGkcMrSzU63BWZhJbykf67bh7vJZt4ZXmyU3sYQa80cJyGrwakrsjq7xta_snb3K0gcb3bkiN6M6jeUznehVMQtQ_slDKYVyW9KCYOk7WYlp3WwOnRbT3A3caK5Bs2NMbQ0kG9BnXAcn-fq75ZlxOXxTOA/s1920/Value%20Proposition%20of%20Technology%20enhanced%20Learning%20(TeL).001.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmMVAt_y3Lsu1NBEMSEq-tQHna--zkfjVKKGkcMrSzU63BWZhJbykf67bh7vJZt4ZXmyU3sYQa80cJyGrwakrsjq7xta_snb3K0gcb3bkiN6M6jeUznehVMQtQ_slDKYVyW9KCYOk7WYlp3WwOnRbT3A3caK5Bs2NMbQ0kG9BnXAcn-fq75ZlxOXxTOA/w400-h225/Value%20Proposition%20of%20Technology%20enhanced%20Learning%20(TeL).001.jpeg" width="400" /></a></div><div class="separator" style="clear: both;"><br /></div><iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/3GbppjZNzM2JRg" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe><span style="text-align: left;"></span><div style="margin-bottom: 5px; text-align: left;"><strong><a href="//www.slideshare.net/dnrgohps/value-proposition-of-technology-enhanced-learning-tel" target="_blank" title="Value Proposition of Technology enhanced Learning (TeL)">Value Proposition of Technology enhanced Learning (TeL)</a> </strong>from <strong><a href="//www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong></div><div style="margin-bottom: 5px; text-align: left;"><br /></div><div style="margin-bottom: 5px;">⬇</div><div style="margin-bottom: 5px;"><br /></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNk7VfPDlLeslJbphLKuRK60Bj9pmWB6vy7By9oP35X8j16oKo8st36-64or5PbIGpSHNrc3PNYhM2hvLhDMtEfvNQayzQH1MoMj583GmUuWddvdtFlbzU8wSvge7OUvWs0u3nYMJlxM33bUlPw0saHuXftlviHRvPtRO3eWduFO5CjXTrsJOEbzEg7g/s1920/Technology%20enhanced%20Learning%20(TeL)%20@%20CenMED%20NUS%20workshop%202022%20.001.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNk7VfPDlLeslJbphLKuRK60Bj9pmWB6vy7By9oP35X8j16oKo8st36-64or5PbIGpSHNrc3PNYhM2hvLhDMtEfvNQayzQH1MoMj583GmUuWddvdtFlbzU8wSvge7OUvWs0u3nYMJlxM33bUlPw0saHuXftlviHRvPtRO3eWduFO5CjXTrsJOEbzEg7g/w400-h225/Technology%20enhanced%20Learning%20(TeL)%20@%20CenMED%20NUS%20workshop%202022%20.001.jpeg" width="400" /></a></div><div style="margin-bottom: 5px;"><br /></div></div></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/8dEvP5ya6W9pa3" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe><div style="margin-bottom: 5px;"><strong><a href="//www.slideshare.net/dnrgohps/technology-enhanced-learning-tel-cenmed-nus-workshop-2022" target="_blank" title="Technology enhanced Learning (TeL) @ CenMED NUS workshop 2022">Technology enhanced Learning (TeL) @ CenMED NUS workshop 2022</a> </strong>from <strong><a href="//www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;">⬇</div><div style="margin-bottom: 5px;"><b>Show and (use) TeL (Technology to engage Learners and enhance Learning)</b></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px; text-align: left;">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</div><div style="margin-bottom: 5px; text-align: left;"><br /></div><div style="margin-bottom: 5px; text-align: left;"><br /></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLHFjSQyBU3Dtphnj8HKG7I32e56RhR0pUxpCT-fVbyzEVgy8HrsxeKJJ3DhabiZ0u5yhcan8zd1gN2nrzKUNC11ocM_0JxX4MIiUfmAK2rs-ye3_EO8J8Q2xZpNUFlqW919X3JLYGzYnMgyb-PZmLhUgL3mwNS4R2fNH2vDSk-uRnS4FloDTrPyWy0g/s1542/Show%20and%20TeL%20(use%20Technology%20to%20engage%20Learners%20and%20enhance%20Learning).jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1542" data-original-width="1228" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLHFjSQyBU3Dtphnj8HKG7I32e56RhR0pUxpCT-fVbyzEVgy8HrsxeKJJ3DhabiZ0u5yhcan8zd1gN2nrzKUNC11ocM_0JxX4MIiUfmAK2rs-ye3_EO8J8Q2xZpNUFlqW919X3JLYGzYnMgyb-PZmLhUgL3mwNS4R2fNH2vDSk-uRnS4FloDTrPyWy0g/w510-h640/Show%20and%20TeL%20(use%20Technology%20to%20engage%20Learners%20and%20enhance%20Learning).jpg" width="510" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both;"><b>Task, Tech, Teach, Try, Transfer</b></div><div class="separator" style="clear: both;">Poh-Sun Goh, 17 April 2022, 0146am, Singapore Time</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Fact - Note, Message, App </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Thinking 💭 - Narration, Audio - clip,</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Skill - Description, Instructions</div><div class="separator" style="clear: both;">Show - Image, Illustrations, Demonstrate, Video, Mixed Reality</div><div class="separator" style="clear: both;">Simulations </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Feeling, Convictions - any of above</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><b>For any of above - choose analog or Tech tool/platform </b></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">e.g write ✍️ note, send text, email 📧;</div><div class="separator" style="clear: both;">call ☎️, record audio message, podcast; </div><div class="separator" style="clear: both;">sketch ✍️ diagram, create digital graphic; </div><div class="separator" style="clear: both;">demonstrate technical skill, do video recording (choose point of view e.g operators viewpoint); </div><div class="separator" style="clear: both;">simple to high fidelity simulation; immersive virtual and mixed reality </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3wpjgZqDnqWlALNX6Lb42P9TyDcckbhozhXuot6xcRiTGkWM0BE1iCyJ9IqoC07Benpmt0FTpC1hsNuCqHw-LvT-vr7SS6JtZYSpIqjc021GaDtmGTyIThOBwGluGgZBXPCT8TVIWVkObiE6Lq_hUTMy0DMWfCEfDOKtozHcfY1jEIolNeZukqQmX_Q/s1214/Task,%20Tech,%20Teach,%20Try,%20Transfer.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="856" data-original-width="1214" height="452" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3wpjgZqDnqWlALNX6Lb42P9TyDcckbhozhXuot6xcRiTGkWM0BE1iCyJ9IqoC07Benpmt0FTpC1hsNuCqHw-LvT-vr7SS6JtZYSpIqjc021GaDtmGTyIThOBwGluGgZBXPCT8TVIWVkObiE6Lq_hUTMy0DMWfCEfDOKtozHcfY1jEIolNeZukqQmX_Q/w640-h452/Task,%20Tech,%20Teach,%20Try,%20Transfer.jpg" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://telmeded.blogspot.com/2022/03/telmeded-workshop-cenmed-nus-2022.html" style="text-align: left;">https://telmeded.blogspot.com/2022/03/telmeded-workshop-cenmed-nus-2022.html</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div></div></div><iframe allowfullscreen="" frameborder="0" height="486" marginheight="0" marginwidth="0" scrolling="no" src="https://www.slideshare.net/slideshow/embed_code/key/5PfEtVRYuDxYm7?startSlide=1" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="597"></iframe><div style="margin-bottom: 5px;"><strong><a href="https://www.slideshare.net/dnrgohps/adoption-of-elearning-in-med-ed-costs-and-value-add-82738401" target="_blank" title="Adoption of eLearning in Med Ed - Costs and Value Add">Adoption of eLearning in Med Ed - Costs and Value Add</a></strong> from <strong><a href="https://www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong></div><div style="margin-bottom: 5px;"><br /></div><iframe allowfullscreen="" frameborder="0" height="486" marginheight="0" marginwidth="0" scrolling="no" src="https://www.slideshare.net/slideshow/embed_code/key/2B0FaXmilwy1H1?startSlide=1" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="597"></iframe><div style="margin-bottom: 5px;"><strong><a href="https://www.slideshare.net/dnrgohps/elearning-in-med-ed" target="_blank" title="(e)learning in Med Ed">(e)learning in Med Ed</a></strong> from <strong><a href="https://www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong></div><div style="margin-bottom: 5px;"><br /></div><iframe allowfullscreen="" frameborder="0" height="486" marginheight="0" marginwidth="0" scrolling="no" src="https://www.slideshare.net/slideshow/embed_code/key/coYfLw2oevK7mW?startSlide=1" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="597"></iframe><div style="margin-bottom: 5px;"><strong><a href="https://www.slideshare.net/dnrgohps/reflect-on-how-blooms-taxonomy-and-millers-pyramid-might-apply-to-learning-continuum-map" target="_blank" title="Reflect on how Bloom's taxonomy, Miller's pyramid and the Kirkpatrick model might apply to learning continuum map">Reflect on how Bloom's taxonomy, Miller's pyramid and the Kirkpatrick model might apply to learning continuum map</a></strong> from <strong><a href="https://www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong></div>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-86181404422182919762023-07-05T13:08:00.014-07:002023-07-10T16:10:21.620-07:00M3 Tutorial on Monday, 10 July 2023 @ 1pm<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOcoyq3_OPsIpCuWHtP9zCPOjm0EwM8aODrZwNNA2R36uJGkvk27QHXTpvyiUJhdujaNb30tCo-RIDTlFkPTaL-jGY0ezHRIJh6UFFR1R-BLuXENoNptUHqm6N73c2QeGnE8o4w1i4iCWPx1gKaAFRtH71non1Rvj37CHr4yFqgULrN7Dgdsg0yuTYIqo/s3444/M3%20Tut%2010%20July%202023.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1682" data-original-width="3444" height="195" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOcoyq3_OPsIpCuWHtP9zCPOjm0EwM8aODrZwNNA2R36uJGkvk27QHXTpvyiUJhdujaNb30tCo-RIDTlFkPTaL-jGY0ezHRIJh6UFFR1R-BLuXENoNptUHqm6N73c2QeGnE8o4w1i4iCWPx1gKaAFRtH71non1Rvj37CHr4yFqgULrN7Dgdsg0yuTYIqo/w400-h195/M3%20Tut%2010%20July%202023.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimztuMJMwG80og1kE8E6XgwHvIrjJm4VcLxLlACuvBlBCzgCoPKllEtpBbLywhDtQvjOE5G972wOa-Voi7QNYIh9-V_V21qqzvlpKLKDyvtvUpBYb2FjrkUUHZpXvNe5oaLnHXf8QD9NRqOd6yIfa480ToDqRnm3PJtnrazwxpyZRK4kyjiYIBHJNw/s1920/Learning%20Approach%20-%20Applied%20Learning%20Science.001.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimztuMJMwG80og1kE8E6XgwHvIrjJm4VcLxLlACuvBlBCzgCoPKllEtpBbLywhDtQvjOE5G972wOa-Voi7QNYIh9-V_V21qqzvlpKLKDyvtvUpBYb2FjrkUUHZpXvNe5oaLnHXf8QD9NRqOd6yIfa480ToDqRnm3PJtnrazwxpyZRK4kyjiYIBHJNw/w400-h225/Learning%20Approach%20-%20Applied%20Learning%20Science.001.jpeg" width="400" /></a></div><br /><p></p><div class="separator" style="clear: both; font-family: "Times New Roman"; font-size: 16px; text-align: center;">⬇️</div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">Email message to M3 students on Thursday, 6 July 2023</span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">⬇️</span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: Times New Roman;">Dear Phase III Surgery CG 1-13 Students,</span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: Times New Roman;">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 <a href="https://entrada.nusmedicine.nus.edu.sg/events?drid=328766">Entrada</a> and visit the blog for the open access online content curated by A/Prof Goh Poh Sun at this URL <a href="https://medicaleducationelearning.blogspot.com/2023/07/m3-tutorial-on-monday-10-july-2023-1pm.html">https://medicaleducationelearning.blogspot.com/2023/07/m3-tutorial-on-monday-10-july-2023-1pm.html</a></span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: Times New Roman;"><br /></span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: Times New Roman;">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.</span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;"><br /></span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">We will be covering 7 major clinical conditions (below) </span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;"><br /></span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">Radiology Bowel Perforation</span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">Radiology Bowel Obstruction</span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">Radiology Acute Appendicitis</span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">Radiology Acute Cholecystitis</span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">Radiology Acute Diverticulitis</span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">Radiology Acute Pancreatitis</span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">Radiology Colon Cancer</span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;"><br /></span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">Best regards</span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;">Poh Sun</span></div><div class="separator" style="clear: both;"><span style="font-family: Times New Roman;"><br /></span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: Times New Roman;">(This tutorial process has been iteratively refined over the last year, during the COVID-19 pandemic.</span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: Times New Roman;">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 - <a href="https://medicaleducationelearning.blogspot.com/2022/12/m3-tutorial-on-friday-9-december-2022.html">https://medicaleducationelearning.blogspot.com/2022/12/m3-tutorial-on-friday-9-december-2022.html</a></span></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">⬇️</div><div class="separator" style="clear: both;">Start here with background info and learning tips</div><div class="separator" style="clear: both;">⬇️</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: justify;"><b>Some tips to increase your learning and training effectiveness and efficiency:</b></div><div class="separator" style="clear: both; text-align: justify;">Poh-Sun Goh</div><div class="separator" style="clear: both; text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: justify;">1. Reflect on the purpose of your medical education and expected outcomes of your undergraduate education and clinical training process.</div><div class="separator" style="clear: both; text-align: justify;">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).</div><div class="separator" style="clear: both; text-align: justify;">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.</div><div class="separator" style="clear: both; text-align: justify;">4. Review the Radiology studies for your patients. Ask yourself why certain investigations were performed. And in what order.</div><div class="separator" style="clear: both; text-align: justify;">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?</div><div class="separator" style="clear: both; text-align: justify;">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).</div><div class="separator" style="clear: both; text-align: justify;">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. </div><div class="separator" style="clear: both; text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: justify;"><a href="https://effectiviology.com/interleaving/">https://effectiviology.com/interleaving/</a> (mixed practice or interleaving superior to blocked practice)</div><div class="separator" style="clear: both; text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: justify;">and</div><div class="separator" style="clear: both; text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: justify;"><a href="https://www.learningscientists.org/interleaving">https://www.learningscientists.org/interleaving</a></div><div class="separator" style="clear: both; text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: justify;"><a href="https://www.learningscientists.org/downloadable-materials">https://www.learningscientists.org/downloadable-materials</a></div><div class="separator" style="clear: both; text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: center;">⬇️</div><div class="separator" style="clear: both; text-align: center;">Below section is guided learning path (Option 1)</div><div class="separator" style="clear: both; text-align: center;">⬇️</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: justify;">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 href="https://radiopaedia.org/articles/abdominal-radiology-for-students-curriculum">a curriculum</a>', then explore <a href="https://www.radiologymasterclass.co.uk/tutorials/abdo/abdomen_x-ray/anatomy_introduction">an approach to the AXR</a>, both <a href="https://www.radiologymasterclass.co.uk/gallery/abdo/abdominal_xray/normal">normal</a>, and abnormal. Followed by review of common pathology presenting as an <a href="https://www.learnabdominal.com/abdominal-ct-101">acute abdomen on CT scans</a>. Start with bowel perforation on <a href="https://www.radiologymasterclass.co.uk/gallery/abdo/abdominal_xray/perforation">erect CXR</a>, and <a href="https://www.radiologymasterclass.co.uk/gallery/abdo/abdominal_xray/riglers">AXR</a>, unknown cases, for example here, focusing on appearance of free air, and '<a href="https://www.radiologymasterclass.co.uk/gallery/abdo/abdominal_xray/riglers">Rigler's sign</a>' on AXR. Then move on to examples of <a href="https://www.pacsbin.com/c/ZyenvVwTS4">acute appendicitis</a>, <a href="https://www.pacsbin.com/c/-1D9c16g9N">acute cholecystitis</a>, <a href="https://www.pacsbin.com/c/WJ_W6lt3KN">acute diverticulitis</a> (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 <a href="https://www.radiologymasterclass.co.uk/gallery/abdo/abdominal_xray/small_bowel_obstruction">AXR</a>, and <a href="https://www.pacsbin.com/c/-kBvVZFhKE">CT scan</a>, 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).</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">⬇️</div><div style="margin-bottom: 5px; text-align: center;">Below section is alternative exploratory path (Option 2)</div><div style="margin-bottom: 5px; text-align: center;">Starting with background information, and "curriculum"</div><div style="margin-bottom: 5px; text-align: center;">⬇️</div><div style="margin-bottom: 5px;"><br /></div><div style="text-align: center;"><a href="https://radiopaedia.org/cases/normal-abdominal-x-ray-1">Normal AXR</a></div><div style="text-align: center;"><a href="https://radiopaedia.org/articles/abdominal-radiography">AXR examples</a></div><div style="text-align: center;"><a href="https://radiopaedia.org/cases/normal-upper-abdominal-ultrasound-male-adult-1">Normal Ultrasound</a></div><div style="text-align: center;"><a href="https://radiopaedia.org/cases/normal-ct-abdomen">Normal CT</a></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><br /></div><div style="text-align: center;">⬇️</div><div style="text-align: center;">Below section for Google images search for thematic cases (for practice review, and click through for additional information for selected cases)</div><div style="text-align: center;">⬇️</div><div style="text-align: center;"><br /></div><div style="text-align: center;"><a href="https://www.google.com/search?q=Radiology+bowel+perforation&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjSwuXK4pLqAhWYXSsKHQjqBrEQ_AUoAXoECA0QAw&biw=1280&bih=666">Radiology Bowel Perforation</a></div><div style="text-align: center;"><a href="https://www.google.com/search?q=Radiology+bowel+obstruction&tbm=isch&ved=2ahUKEwjkl9_L4pLqAhVcgksFHf4yDYQQ2-cCegQIABAA&oq=Radiology+bowel+obstruction&gs_lcp=CgNpbWcQAzIGCAAQCBAeMgYIABAIEB4yBggAEAgQHjIGCAAQCBAeMgYIABAIEB4yBggAEAgQHjIGCAAQCBAeMgYIABAIEB4yBggAEAgQHjIGCAAQCBAeOgQIABAeULazAljAzgJgrdACaABwAHgAgAFHiAHRBpIBAjIymAEAoAEBqgELZ3dzLXdpei1pbWc&sclient=img&ei=8T_vXqTbMtyErtoP_uW0oAg&bih=666&biw=1280">Radiology Bowel Obstruction</a></div><div style="text-align: center;"><a href="https://www.google.com/search?q=Radiology+acute+appendicitis&tbm=isch&ved=2ahUKEwjF7N_g4pLqAhUaPCsKHbZoAyoQ2-cCegQIABAA&oq=Radiology+acute+appendicitis&gs_lcp=CgNpbWcQAzIGCAAQCBAeMgYIABAIEB46AggAOgQIABBDOgQIABAeUKH7AVjhjwJghJECaABwAHgAgAFMiAHIBZIBAjE4mAEAoAEBqgELZ3dzLXdpei1pbWc&sclient=img&ei=HUDvXoXqNZr4rAG20Y3QAg&bih=666&biw=1280">Radiology Acute Appendicitis</a></div><div style="text-align: center;"><a href="https://www.google.com/search?q=Radiology+acute+cholecystitis&tbm=isch&ved=2ahUKEwifr_jx4pLqAhX2i0sFHYCiAPcQ2-cCegQIABAA&oq=Radiology+acute+cholecystitis&gs_lcp=CgNpbWcQAzIGCAAQCBAeMgYIABAIEB5Q1s8BWIL2AWCP-AFoAHAAeACAAUuIAZcHkgECMjWYAQCgAQGqAQtnd3Mtd2l6LWltZw&sclient=img&ei=QUDvXt-KOfaXrtoPgMWCuA8&bih=666&biw=1280">Radiology Acute Cholecystitis</a></div><div style="text-align: center;"><a href="https://www.google.com/search?q=Radiology+acute+diverticulitis&tbm=isch&ved=2ahUKEwiEmMGB45LqAhXWlUsFHaBLAsIQ2-cCegQIABAA&oq=Radiology+acute+diverticulitis&gs_lcp=CgNpbWcQAzIGCAAQCBAeUMuHAli4pQJg_acCaABwAHgAgAExiAGGBJIBAjE0mAEAoAEBqgELZ3dzLXdpei1pbWc&sclient=img&ei=YkDvXoTfI9arrtoPoJeJkAw&bih=666&biw=1280">Radiology Acute Diverticulitis</a></div><div style="text-align: center;"><a href="https://www.google.com/search?q=Radiology+acute+pancreatitis&tbm=isch&ved=2ahUKEwjO0YGU45LqAhWKSCsKHfhqDoYQ2-cCegQIABAA&oq=Radiology+acute+pancreatitis&gs_lcp=CgNpbWcQAzIGCAAQCBAeMgYIABAIEB4yBggAEAgQHjIGCAAQCBAeMgYIABAIEB4yBggAEAgQHjIGCAAQCBAeMgYIABAIEB5QgukBWLf2AWCEhAJoAHAAeACAATmIAeEDkgECMTKYAQCgAQGqAQtnd3Mtd2l6LWltZw&sclient=img&ei=iUDvXo7pF4qRrQH41bmwCA&bih=666&biw=1280">Radiology Acute Pancreatitis</a></div><div style="text-align: center;"><a href="https://www.google.com/search?q=Radiology+colon+cancer&tbm=isch&ved=2ahUKEwiipqik45LqAhUGSCsKHWW3Al8Q2-cCegQIABAA&oq=Radiology+colon+cancer&gs_lcp=CgNpbWcQAzIGCAAQCBAeMgYIABAIEB46AggAOgQIABAeOgYIABAFEB5Q4MUBWLTzAWDA9AFoA3AAeACAAWGIAeAKkgECMzOYAQCgAQGqAQtnd3Mtd2l6LWltZw&sclient=img&ei=q0DvXuKkI4aQrQHl7or4BQ&bih=666&biw=1280">Radiology Colon Cancer</a><br /><br /><br />⬇️<br />Section below for self-directed learning</div><div style="text-align: center;">⬇️<br /><br /><a href="https://radiopaedia.org/articles/abdominal-radiology-for-students-curriculum">https://radiopaedia.org/articles/abdominal-radiology-for-students-curriculum</a></div><div style="text-align: center;"><br /></div><div style="text-align: center;">and<br /><br /><a href="https://www.radiologymasterclass.co.uk/tutorials/abdo/abdomen_x-ray/anatomy_introduction">https://www.radiologymasterclass.co.uk/tutorials/abdo/abdomen_x-ray/anatomy_introduction</a><br /><br /><a href="https://www.radiologymasterclass.co.uk/gallery/abdo/abdominal_xray/normal">https://www.radiologymasterclass.co.uk/gallery/abdo/abdominal_xray/normal</a><br /><br /><a href="https://www.radiologymasterclass.co.uk/tutorials/abdo/abdomen_x-ray_abnormalities/pathology_bowel_gas_perforation">Further reading/Radiology Masterclass</a><br /><br />and<br /><br /><a href="https://www.learnabdominal.com/">https://www.learnabdominal.com/</a><br />and<br />(see interactive CT cases without and with annotation on this online resource<br /><a href="https://www.learnabdominal.com/abdominal-ct-101">https://www.learnabdominal.com/abdominal-ct-101</a>)</div><div style="text-align: center;"><br /></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><div>👁</div><div><div>Google and Entrada analytics for current tutorial</div><div>👀</div><div>⬇️</div></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioIVR3NZ66gFrPf-zNnxXILD1ULUkVS36y2U1MwMFsCNnGiHyuPgsgWMmyAv3QmitwSTi6UJVrk6vLdYwEdel_FSQkxhKDz0nFZAjW8gJagi7BWWFH5mI62Cyu4JbQzUIb4s_2fQEs3gm0mh3XxJVEm4AAP9E9MLLp5smmzGMHzzR7b01g7nO2gBWDKso/s2030/M3TutAnalytics.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="792" data-original-width="2030" height="156" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioIVR3NZ66gFrPf-zNnxXILD1ULUkVS36y2U1MwMFsCNnGiHyuPgsgWMmyAv3QmitwSTi6UJVrk6vLdYwEdel_FSQkxhKDz0nFZAjW8gJagi7BWWFH5mI62Cyu4JbQzUIb4s_2fQEs3gm0mh3XxJVEm4AAP9E9MLLp5smmzGMHzzR7b01g7nO2gBWDKso/w400-h156/M3TutAnalytics.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsGfvq1q-LXsOxmpLbp3crMa3Cr0SfAbCdASrNm5-GQ_1CaRRgZgQ_jvGvz9QpuMkS_Ht5Wv8RRxMqA-kQrlQvnSoD88d07Btd07cw8gcy5UotJJGG4O30wHVK2bBxCZ5XUgERmdc7iDm1C4s5_TSaLTccixKM0uvnJoXlrWPomSQYnxi6dARpfV-dxT0/s2048/M3TutAnalytics.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="970" data-original-width="2048" height="190" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsGfvq1q-LXsOxmpLbp3crMa3Cr0SfAbCdASrNm5-GQ_1CaRRgZgQ_jvGvz9QpuMkS_Ht5Wv8RRxMqA-kQrlQvnSoD88d07Btd07cw8gcy5UotJJGG4O30wHVK2bBxCZ5XUgERmdc7iDm1C4s5_TSaLTccixKM0uvnJoXlrWPomSQYnxi6dARpfV-dxT0/w400-h190/M3TutAnalytics.jpg" width="400" /></a></div></div></div></div></div>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-81773565613222020612023-05-19T12:33:00.010-07:002023-06-06T15:13:19.483-07:00The 5S of Small, Sustainable, Steps to Successful Scholarship for Health Professions Educators (IAMSE 2023 Pre-conference Course)<p>IAMSE 2023 - Pre-Conference Course, Saturday, 10 June 2023, Cancun</p><p><a href="http://www.iamse.org/you-cant-miss-the-iamse-annual-conference-in-2023/">http://www.iamse.org/you-cant-miss-the-iamse-annual-conference-in-2023/</a><br /></p><p><a href="https://julnet.swoogo.com/iamse2023/agenda">https://julnet.swoogo.com/iamse2023/agenda</a></p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKObKAE570hUgmVGzi0cYWKp1KYDLC-o2_96vQQgQIzWajIgeVJXB_TBQD-eBEI3vnCa1e-b22T-9wlAEcLS1tqJwTWbdSGzVeERd7Yj1R20s9QESdmzU1nGwcO1ef1Z9AdLMkeYuRaL_Y2CVnj0s_zK1doLI64-AtJ6LcKjB4pWHkUSEV_6QyDlFx/s1610/IAMSE2023sessionAbstract.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1282" data-original-width="1610" height="319" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKObKAE570hUgmVGzi0cYWKp1KYDLC-o2_96vQQgQIzWajIgeVJXB_TBQD-eBEI3vnCa1e-b22T-9wlAEcLS1tqJwTWbdSGzVeERd7Yj1R20s9QESdmzU1nGwcO1ef1Z9AdLMkeYuRaL_Y2CVnj0s_zK1doLI64-AtJ6LcKjB4pWHkUSEV_6QyDlFx/w400-h319/IAMSE2023sessionAbstract.jpg" width="400" /></a></div><p><br /></p><p>Session Details</p><p>Name</p><p>Pre-Conference Course: <b>The 5S of Small, Sustainable, Steps to Successful Scholarship for Health Professions Educators</b></p><p>Date & Time</p><p>Saturday, 10 June 2023, 12:15 - 15:15</p><p>Speakers</p><p>Alice Fornari - Donald and Barbara Zucker SOM at Hofstra/Northwell</p><p>Mildred López - Tecnologico de Monterrey</p><p>Sol Roberts-Lieb - Carle illinois College of Medicine</p><p>Elisabeth Schlegel - Western Atlantic University School of Medicine</p><p>Poh-Sun Goh - National University of Singapore</p><p>Description</p><p>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.</p><p>Session Type</p><p>Pre-Conference</p><p><a href="http://www.iamse.org/">http://www.iamse.org/</a></p><p><br /></p><p>building on previous presentation and published work below:</p><p>IAMSE Virtual Forum Lightning Talk, 5th or 6th December 2022</p><p><a href="https://medicaleducationelearning.blogspot.com/2022/12/iamse2022virtualforum-lightningtalk_2.html">https://medicaleducationelearning.blogspot.com/2022/12/iamse2022virtualforum-lightningtalk_2.html</a><br /></p><p>Our 'pitch' and key takeaway is a simple one:</p><p>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</p><p><a href="https://julnet.swoogo.com/iamsevirtualforum22/2818602">https://julnet.swoogo.com/iamsevirtualforum22/2818602</a><br /></p><p><a href="https://julnet.swoogo.com/iamsevirtualforum22/2421279">https://julnet.swoogo.com/iamsevirtualforum22/2421279</a><br /></p><p><a href="https://julnet.swoogo.com/iamsevirtualforum22">https://julnet.swoogo.com/iamsevirtualforum22</a></p><p><br /></p><p style="text-align: center;">--</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAtdPpM4uHKRHmfEEpdzhXF4KJKrcwjJ9_w1G3l4TwMKdd0J9JBgfsbL5TcJ3VsQvltsnpCtvfKQi4g5xR_fbn6XwCmlOP7ESLt5BOEyK-LvgD2YNBmoDGuQ7bn7kJtfv0OulOeECWA5Whmo5eYHOB3CJIBcsZVJmDSPTN2SG6teg2yUI0-lCLKv28/s841/Strategies%20for%20Developing%20Open%20Education%20Resources%20(OER)%20in%20Medical%20Education%20.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="841" data-original-width="595" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAtdPpM4uHKRHmfEEpdzhXF4KJKrcwjJ9_w1G3l4TwMKdd0J9JBgfsbL5TcJ3VsQvltsnpCtvfKQi4g5xR_fbn6XwCmlOP7ESLt5BOEyK-LvgD2YNBmoDGuQ7bn7kJtfv0OulOeECWA5Whmo5eYHOB3CJIBcsZVJmDSPTN2SG6teg2yUI0-lCLKv28/w452-h640/Strategies%20for%20Developing%20Open%20Education%20Resources%20(OER)%20in%20Medical%20Education%20.jpg" width="452" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">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. <a href="https://doi.org/10.29060/TAPS.2023-8-2/SC2861">https://doi.org/10.29060/TAPS.2023-8-2/SC2861</a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">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. <a href="https://doi.org/10.1080/0142159X.2022.2133689">https://doi.org/10.1080/0142159X.2022.2133689</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p style="text-align: center;">above first posted on</p><p style="text-align: center;"><a href="https://medicaleducationelearning.blogspot.com/2023/05/strategies-for-developing-open.html">https://medicaleducationelearning.blogspot.com/2023/05/strategies-for-developing-open.html</a><br /></p><div class="separator" style="clear: both; text-align: center;"><div style="margin-bottom: 5px;">⬇️</div><div style="margin-bottom: 5px;">Opening comments for #TeLMedEd Workshop #@CenMed</div><div style="margin-bottom: 5px;">⬇️</div><div style="margin-bottom: 5px;">Below section first posted on </div><div style="margin-bottom: 5px;"><a href="https://telmeded.blogspot.com/2021/02/telmededqandapanel-university-of.html">https://telmeded.blogspot.com/2021/02/telmededqandapanel-university-of.html</a><br /></div><div style="margin-bottom: 5px;">⬇️</div><div style="margin-bottom: 5px;">One sentence takeaway - </div><div style="margin-bottom: 5px;">Poh-Sun Goh</div><div style="margin-bottom: 5px;">22 February 2021 @ 1955hrs</div><div style="margin-bottom: 5px;">"Hungry students, trained teachers, know (and use) what is available (and at hand)."</div><div style="margin-bottom: 5px;"><br /></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjc1W71cerEvIg5qfNOMDx0i8om0wkVfiI2FoItlSI1o_sGuz84sVZ85s9mMnw5zGD8sueHBMP9fsMve4rS1pee_0dI8bJ0Y1TG-DbpuvJHhYB5ynjnpGvrIGkbJLhFfmNPVLMWVbmCwZKG/s1126/Takeaway.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="222" data-original-width="1126" height="79" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjc1W71cerEvIg5qfNOMDx0i8om0wkVfiI2FoItlSI1o_sGuz84sVZ85s9mMnw5zGD8sueHBMP9fsMve4rS1pee_0dI8bJ0Y1TG-DbpuvJHhYB5ynjnpGvrIGkbJLhFfmNPVLMWVbmCwZKG/w400-h79/Takeaway.jpg" width="400" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisjZEbtsMgLHi5EZkM3IaBpdT0qLgbUXNKzglhUMaxwD73nkoL9L4WWedAQDCZ5Hm532A3g5Ssl0mOCySi2f4GP4biN7_tpZYOvqVlJ8-VwjKN-GCkm1WHtUgU6z4khF0PbkmdkmSU_QQ/s2048/IMG_0581.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisjZEbtsMgLHi5EZkM3IaBpdT0qLgbUXNKzglhUMaxwD73nkoL9L4WWedAQDCZ5Hm532A3g5Ssl0mOCySi2f4GP4biN7_tpZYOvqVlJ8-VwjKN-GCkm1WHtUgU6z4khF0PbkmdkmSU_QQ/w300-h400/IMG_0581.jpeg" width="300" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjfKoTSA29Zmuz9ZUJ1HCM3-ROut7ZyMWNDVRcZSZ2E232wTRSbSLldo7I59Bgj5dyqYrFtNrSoDA2F0JQ-zRbFEys18ZPBENVEMH3hm1lXcDzdUF64gYRPAWWhkBZpZ5_cVkA-BC9HiI/s1142/WhatsApp+Image+2021-05-06+at+10.45.28+AM.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="504" data-original-width="1142" height="176" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjfKoTSA29Zmuz9ZUJ1HCM3-ROut7ZyMWNDVRcZSZ2E232wTRSbSLldo7I59Bgj5dyqYrFtNrSoDA2F0JQ-zRbFEys18ZPBENVEMH3hm1lXcDzdUF64gYRPAWWhkBZpZ5_cVkA-BC9HiI/w400-h176/WhatsApp+Image+2021-05-06+at+10.45.28+AM.jpeg" width="400" /></a></div><p style="text-align: left;"><br /></p><div class="separator" style="clear: both; text-align: left;">#MakeSureYourCoreContent-Is-#Modular+#Accessible-#Transferable+AcrossPlatforms-Current-Future. Poh-Sun Goh, 6 May 2021, 1045am, Singapore Time</div><div class="separator" style="clear: both;"><br /></div><div style="margin-bottom: 5px;">⬆️</div><div style="margin-bottom: 5px;">🔄</div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">--</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhH4E2xhwFSZyJUjWiqHGiUqTpOlsxr2so55KGzDgtuhv9tlXx1qbcGDSxg782cTjPovF3PeoL8EgSVw6BNPFIVK_rXESSopaukkWP51Td4StG0JPVKKfZgwDgAwanfVhcTXARXUEkRLdhA/s1402/Medical+Educator+Roles+of+the+Future.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="514" data-original-width="1402" height="145" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhH4E2xhwFSZyJUjWiqHGiUqTpOlsxr2so55KGzDgtuhv9tlXx1qbcGDSxg782cTjPovF3PeoL8EgSVw6BNPFIVK_rXESSopaukkWP51Td4StG0JPVKKfZgwDgAwanfVhcTXARXUEkRLdhA/w400-h145/Medical+Educator+Roles+of+the+Future.png" width="400" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">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</div><div class="separator" style="clear: both;"><a href="https://link.springer.com/article/10.1007%2Fs40670-020-01086-w">https://link.springer.com/article/10.1007%2Fs40670-020-01086-w</a></div></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">🔄</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: left;">Basically am modelling the curatorial role of an educator + some customisation + use of technology + sprinkled with 'scholarship of integration, application and education' ...</div><div class="separator" style="clear: both; text-align: left;">Poh-Sun Goh</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCdwrQd8iysGrJE0d6BImnS1HRb6WwOQnMgmW6UDDw3VtaGARzuQ9cK67Z8VvW9V_Z3_8roaaWIeF9Ygc65XPazfhPsw3cQNvNwcW2RkfYOuIvlmuzCENL6XjXzulkeVKWdUmnOJqmO6e3/s1394/5.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="170" data-original-width="1394" height="49" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCdwrQd8iysGrJE0d6BImnS1HRb6WwOQnMgmW6UDDw3VtaGARzuQ9cK67Z8VvW9V_Z3_8roaaWIeF9Ygc65XPazfhPsw3cQNvNwcW2RkfYOuIvlmuzCENL6XjXzulkeVKWdUmnOJqmO6e3/w400-h49/5.jpg" width="400" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">🔄</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both;">'Final Tip' - I have always found analogies useful - the learning science of this (using analogies) - is 'linking' new to familiar or old (new to prior knowledge). </div><div class="separator" style="clear: both;">Poh-Sun Goh</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirqcD0Ny0VyB7QidZgYvpHsf0nEUJlPnTAxuD9abITtRHd6b7HYhcvRlldJ7MumYZhMAswB21jKtAn0n4p13QlbxYuW8CWChrU_bd-wFOwEf5C6WEm4DmO9n5khCra8MVC1xY61lCJ7Yqv/s1356/1.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="178" data-original-width="1356" height="53" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirqcD0Ny0VyB7QidZgYvpHsf0nEUJlPnTAxuD9abITtRHd6b7HYhcvRlldJ7MumYZhMAswB21jKtAn0n4p13QlbxYuW8CWChrU_bd-wFOwEf5C6WEm4DmO9n5khCra8MVC1xY61lCJ7Yqv/w400-h53/1.jpg" width="400" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;">(in case you all are wondering ... idea is to make each teaching element a potential, and actual 'reusable digital object') ... hence the screenshots</div><div class="separator" style="clear: both;">Poh-Sun Goh</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLliV4X-mar7x_ClzRYUNQb0WXJq9mWqYDb3wLf0tBsf9eDwK-wx3mthiHtp-tF4l3PlIG615E2sfg82Yj7mhQm6lyqsmpqRvOafFReJrVhMf9Kyi0sk2-mfmM7yDF5O4DE_V3WgH4XCZv/s1422/2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="160" data-original-width="1422" height="45" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLliV4X-mar7x_ClzRYUNQb0WXJq9mWqYDb3wLf0tBsf9eDwK-wx3mthiHtp-tF4l3PlIG615E2sfg82Yj7mhQm6lyqsmpqRvOafFReJrVhMf9Kyi0sk2-mfmM7yDF5O4DE_V3WgH4XCZv/w400-h45/2.jpg" width="400" /></a></div><br /><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;">Digital first. Digital ready. From the very beginning. </div><div class="separator" style="clear: both;">Poh-Sun Goh</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5bbcXysJyK6FSjeFJ3RbBQa0jbxvo-Db1jsEgXLArcQr1xmuf0Ps6xaurUqcPWtEB0kZt01Lesec5GkP1o7xDZnUbM5x9NnXnvS-hVD9QCKIcoWHIar0jMv9qdt9nUO6JMjq2j5oApGTz/s728/3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="136" data-original-width="728" height="75" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5bbcXysJyK6FSjeFJ3RbBQa0jbxvo-Db1jsEgXLArcQr1xmuf0Ps6xaurUqcPWtEB0kZt01Lesec5GkP1o7xDZnUbM5x9NnXnvS-hVD9QCKIcoWHIar0jMv9qdt9nUO6JMjq2j5oApGTz/w400-h75/3.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Happy studying.</div></div></div></div><div><br /></div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">above (final takeaways) first shared at - <a href="https://telmeded.blogspot.com/2021/02/telmededqandapanel-university-of.html">https://telmeded.blogspot.com/2021/02/telmededqandapanel-university-of.html</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p style="text-align: center;">---</p><p style="text-align: center;">👇</p><p style="text-align: center;">start here</p><p><a href="https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html">https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html</a></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSIH42qarTCdfMj7Syt4bNIAD_l4c0rUkSxpds-c8_c1W3xzXvMq4S6ZTNZZijC1-SW5fh8w_IN6zRUuVe_mjQ1RNzJzOAhN3z7HsCvsSdJF5QgPezQmxuOuVgyCNFgT2YQOi15KxelbM9-MMptUQ6Guhv9z8omiNjG559YLm769KNz_pm7fj0P7R7/s3456/Why%20before%20What%20and%20How%2021%20Feb%202023.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2234" data-original-width="3456" height="259" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSIH42qarTCdfMj7Syt4bNIAD_l4c0rUkSxpds-c8_c1W3xzXvMq4S6ZTNZZijC1-SW5fh8w_IN6zRUuVe_mjQ1RNzJzOAhN3z7HsCvsSdJF5QgPezQmxuOuVgyCNFgT2YQOi15KxelbM9-MMptUQ6Guhv9z8omiNjG559YLm769KNz_pm7fj0P7R7/w400-h259/Why%20before%20What%20and%20How%2021%20Feb%202023.jpg" width="400" /></a></div><p><br /></p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjernFV8j5gh_2NuIMK6mnDJSX27D0yOfJZfwhPxEGwRl-wjshG6v49Scyk7Pb7sV1tCzOr6b01_JiUW_6gxdBc9_iPlbkf2bckgP_wICTKGAWJxAII9S5jjv6twuGGWWKHdtlqiFoC0N2mkSrpfykwi2fmcuYhPPoqBY1PAavux0VCzNwL1tUjNtiZ/s2540/Micro-Learning,%20Micro-Practice%20and%20Micro-Scholarship%20-%20Making%20Major%20Moves%20on%20step%20at%20a%20time%20illustration.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1404" data-original-width="2540" height="221" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjernFV8j5gh_2NuIMK6mnDJSX27D0yOfJZfwhPxEGwRl-wjshG6v49Scyk7Pb7sV1tCzOr6b01_JiUW_6gxdBc9_iPlbkf2bckgP_wICTKGAWJxAII9S5jjv6twuGGWWKHdtlqiFoC0N2mkSrpfykwi2fmcuYhPPoqBY1PAavux0VCzNwL1tUjNtiZ/w400-h221/Micro-Learning,%20Micro-Practice%20and%20Micro-Scholarship%20-%20Making%20Major%20Moves%20on%20step%20at%20a%20time%20illustration.jpg" width="400" /></a></div><div class="separator" style="clear: both; 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margin-right: 1em;"><img border="0" data-original-height="2234" data-original-width="3456" height="259" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyem7tswWijzOC-Y3DbNQ_r19S5XO5F5cw33QEKOUWdhq8cEmqoclYTOZ747pVtnDFQ1Ajdptsb76bvicwu8UtQEet7P9eIz_47_bRALB6X0NUnCst6SgBul2ZvK-FhaYRg_9qX5Te2r4aMkvZ3KYP_ySqXHMbuJRFc-9dV4t-XLFWCQ5vnSj_fXHR/w400-h259/From%20To.jpg" width="400" /></a></div><div style="margin-bottom: 5px;"><br /></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFgvTsC6F2mY7KXggdmzFTcYL0OqFDLCxwhkVcw3ZHDWh0EbiIE0rVnEQKH3NjXBMZB-wBxWe3gpr_LHHGg_Rg08-0NCU4Lgo_d8mP4vJiD0Ex0pFfsvcUIbtx0_b489WPPLbxh0SlHrsRA_XRya1eKk7DvDaetBUUZM_xmS8D6fJAnG_pZsKUzyYr/s3094/Iterative%20Improvement%20refines%20content%20for%20the%20audience%20we%20serve.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1732" data-original-width="3094" height="224" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFgvTsC6F2mY7KXggdmzFTcYL0OqFDLCxwhkVcw3ZHDWh0EbiIE0rVnEQKH3NjXBMZB-wBxWe3gpr_LHHGg_Rg08-0NCU4Lgo_d8mP4vJiD0Ex0pFfsvcUIbtx0_b489WPPLbxh0SlHrsRA_XRya1eKk7DvDaetBUUZM_xmS8D6fJAnG_pZsKUzyYr/w400-h224/Iterative%20Improvement%20refines%20content%20for%20the%20audience%20we%20serve.jpg" width="400" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html">https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html</a><br /></div><div style="margin-bottom: 5px;"><br /></div></div><p style="text-align: center;">👇</p><p style="text-align: center;">building on earlier post</p><p style="text-align: center;">Micro-Learning, Micro-Practice and Micro-Scholarship : Making Major Moves one micro-step at a time, Accessible and Available to All</p><p><a href="https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html">https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html</a><br /></p><p style="text-align: center;">👇</p><p>and</p><p><a href="https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html">https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html</a><br /></p><p>and</p><p><a href="https://telmeded.blogspot.com/2022/03/telmeded-workshop-cenmed-nus-2022.html">https://telmeded.blogspot.com/2022/03/telmeded-workshop-cenmed-nus-2022.html</a></p><p><br /></p><p>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. <a href="https://doi.org/10.1080/0142159X.2022.2133689">https://doi.org/10.1080/0142159X.2022.2133689</a></p><p>"(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</p><p><a href="https://microscholarship.blogspot.com/">https://microscholarship.blogspot.com/</a></p><p><br /></p><p><iframe allowfullscreen="" frameborder="0" height="715" marginheight="0" marginwidth="0" scrolling="no" src="https://www.slideshare.net/slideshow/embed_code/key/r1cDg3f8NoN0Z0?startSlide=1" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="670"></iframe></p><div style="margin-bottom: 5px;"><strong><a href="https://www.slideshare.net/dnrgohps/guide-on-microscholarship-in-health-professions-educationpdf" target="_blank" title="Guide on Micro-Scholarship in Health Professions Education.pdf">Guide on Micro-Scholarship in Health Professions Education.pdf</a></strong> from <strong><a href="https://www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;">This guide complements and expands on open access publication - 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. <a href="https://doi.org/10.1080/0142159X.2022.2133689">https://doi.org/10.1080/0142159X.2022.2133689</a></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><div style="margin-bottom: 5px;">Links to open access websites within the guide below:</div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><a href="https://microscholarship.blogspot.com/2022/01/micro-scholarship-90-second-video.html">https://microscholarship.blogspot.com/2022/01/micro-scholarship-90-second-video.html</a><br /></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><a href="https://medicaleducationelearning.blogspot.com/2021/05/buildingblocksofscholarship-in.html">https://medicaleducationelearning.blogspot.com/2021/05/buildingblocksofscholarship-in.html</a><br /></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;">https://mwdl.org/collections/HealthEducationAssetsLibraryHEAL.php now available below link</div><div style="margin-bottom: 5px;"><a href="https://library.med.utah.edu/heal/">https://library.med.utah.edu/heal/</a> (Health Education Assets Library (HEAL), a collection of > 22,000 freely available digital materials for health sciences education, is now housed at the University of Utah J. Willard Marriott Digital Library)</div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><a href="https://medicaleducationelearning.blogspot.com/2020/04/iamse-2020-plenary-presentation-medical.html">https://medicaleducationelearning.blogspot.com/2020/04/iamse-2020-plenary-presentation-medical.html</a><br /></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><a href="https://microscholarship.blogspot.com">https://microscholarship.blogspot.com</a><br /></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><a href="http://www.iamse.org/medical-science-educator-toolkits/">http://www.iamse.org/medical-science-educator-toolkits/</a><br /></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><a href="https://microscholarship.blogspot.com/2022/01/micro-scholarship-toolkit.html">https://microscholarship.blogspot.com/2022/01/micro-scholarship-toolkit.html</a><br /></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><a href="https://francescocirillo.com/products/the-pomodoro-technique">https://francescocirillo.com/products/the-pomodoro-technique</a></div></div><p>---</p><p>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. <a href="https://doi.org/10.29060/TAPS.2023-8-2/SC2861">https://doi.org/10.29060/TAPS.2023-8-2/SC2861</a></p><p>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; to be published in April 2023 issue.)</p><p><a href="https://medicine.nus.edu.sg/taps/">The Asia Pacific Scholar Journal Homepage</a></p><p><br /></p><p>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)</p><p><a href="https://www.springer.com/journal/40670">Medical Science Educator Journal Homepage</a><br /></p><p><a href="http://www.iamse.org/medical-science-educator/">http://www.iamse.org/medical-science-educator/</a></p><p><br /></p><p>Heather MacNeill, Ken Masters, Kataryna Nemethy & Raquel Correia (2023) Online learning in health professions education. Part 1: Teaching and learning in online environments: AMEE Guide No. 161, Medical Teacher, DOI: 10.1080/0142159X.2023.2197135</p><p><a href="https://www.tandfonline.com/doi/abs/10.1080/0142159X.2023.2197135?journalCode=imte20">https://www.tandfonline.com/doi/abs/10.1080/0142159X.2023.2197135?journalCode=imte20</a></p><p><br /></p><div style="margin-bottom: 5px;">---</div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><b>Digital Scholarship in Medical Education - Three key takeaways</b><br /><br />"The use of technology to support educational scholarship has been called digital scholarship" (Goh and Sandars, 2019)<br />Goh PS, Sandars J, 2019, 'Digital Scholarship – rethinking educational scholarship in the digital world', MedEdPublish, 8, [2], 15, <a href="https://doi.org/10.15694/mep.2019.000085.1">https://doi.org/10.15694/mep.2019.000085.1</a><br /><br />Digital Scholarship to make (our efforts) visible, accessible, and assessable<br /><br />Digital scholarship, to add to academic discourse, and get recognised for this<br />(can be disseminated and scaled up on Social Media)</div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><a href="https://medicaleducationelearning.blogspot.com/2020/04/digital-scholarship-in-medical.html">https://medicaleducationelearning.blogspot.com/2020/04/digital-scholarship-in-medical.html</a><br /></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;">➡ 'Digitalisation is' - 'Digitalisation is the incorporation of digital technologies into business/social processes, with the goal of improving them'.<br />quoted from<br /><a href="https://www.scrive.com/digitalisation/">https://www.scrive.com/digitalisation/</a><br /><br /><br /><div><b>Digitalisation can:</b></div><div><b><br /></b></div><div>Show what we teach with and assess on.</div><div>Show how we teach, and students learn.</div><div>Show outcomes and impact of our educational and training efforts.</div><div>Allow us to engage in and demonstrate scholarship in a visible, accessible and assessable manner.</div><div><br /></div><div> Poh-Sun Goh, 28 June 2020 @ 0849am</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOflp0TkzEcaH_5N6MTjj2gd2B9gqsVAQuUIU71voy_rvtvON_veMikAUzEEK9Y8ivcIhjEhj3Rxn0ZNjtbzZguZhK0_J2_jPZQOcBPejsffjBw7dINiX9HGPSFVzDW38AOUW5coE6xgA/s1600/Digitalisation+can+assist+and+promote+scholarship.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="336" data-original-width="1180" height="179" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOflp0TkzEcaH_5N6MTjj2gd2B9gqsVAQuUIU71voy_rvtvON_veMikAUzEEK9Y8ivcIhjEhj3Rxn0ZNjtbzZguZhK0_J2_jPZQOcBPejsffjBw7dINiX9HGPSFVzDW38AOUW5coE6xgA/s640/Digitalisation+can+assist+and+promote+scholarship.png" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both;"><b>Digital Scholarship is:</b></div><div class="separator" style="clear: both;"><b><br /></b></div>"The use of technology to support educational scholarship has been called digital scholarship" (Goh and Sandars, 2019)<br />Goh PS, Sandars J, 2019, 'Digital Scholarship – rethinking educational scholarship in the digital world', MedEdPublish, 8, [2], 15, <a href="https://doi.org/10.15694/mep.2019.000085.1">https://doi.org/10.15694/mep.2019.000085.1</a><br /><br /><br />Digital Scholarship to make (our efforts) visible, accessible, and assessable<br /><br />Digital scholarship, to add to academic discourse, and get recognised for this<br />(can be disseminated and scaled up on Social Media)<br /><br />e.g.<br /><a href="https://medicaleducationelearning.blogspot.com/2020/03/a-vision-of-use-of-technology-in.html">https://medicaleducationelearning.blogspot.com/2020/03/a-vision-of-use-of-technology-in.html</a></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGNE5h4nEDraDJeMfKWtXAzcG1G-2wBQIER2rzF6vCFCOY8LePEUHtqSIYXWj_xwsO69vbHC96tq9UF09-TgL8BeUjsRtFudGr6OPKf2p3ElyEo2XIT1itVFirJEbDL39637Dx7g_QGsQ/s1600/How+to+use+Technology+to+Demonstrate+Scholarship+in+Medical+Education.002.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="1024" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGNE5h4nEDraDJeMfKWtXAzcG1G-2wBQIER2rzF6vCFCOY8LePEUHtqSIYXWj_xwsO69vbHC96tq9UF09-TgL8BeUjsRtFudGr6OPKf2p3ElyEo2XIT1itVFirJEbDL39637Dx7g_QGsQ/s400/How+to+use+Technology+to+Demonstrate+Scholarship+in+Medical+Education.002.jpeg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyYTTgumRMNFCQuWxp_Sl65FJPy4WSKVhvLhWeVZBVbQ7h6QESCVUuoyWnfjXXKiW_a4mnx8FORruEg1DDT_GkeVQpYjgibuNfhHyCZiRX8EIWkwoNJ0OjmEC9Z-XLgK_MJq-D4Bpe07Q/s1600/Opening+Slide+AMEE+2019+TEL+Committee+Workshop.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="864" data-original-width="1600" height="215" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyYTTgumRMNFCQuWxp_Sl65FJPy4WSKVhvLhWeVZBVbQ7h6QESCVUuoyWnfjXXKiW_a4mnx8FORruEg1DDT_GkeVQpYjgibuNfhHyCZiRX8EIWkwoNJ0OjmEC9Z-XLgK_MJq-D4Bpe07Q/s400/Opening+Slide+AMEE+2019+TEL+Committee+Workshop.png" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;">above from</div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.instagram.com/p/B1Hubh0HUGZ/">https://www.instagram.com/p/B1Hubh0HUGZ/</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3nFOjwvwHsLK8JnIIUWscQ9_yHTjmsn2mZSnfT-VUPbMTwV0DmLivyH4kRJtLGSWsJL1BYcpYMOHuMulabF9XZF3fNDbQfI3TUgNt4m7T-qe3RD9cUNgtyyWpJ6D23aUA5seKyUJ_F1s/s1600/My+Post+copy.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1236" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3nFOjwvwHsLK8JnIIUWscQ9_yHTjmsn2mZSnfT-VUPbMTwV0DmLivyH4kRJtLGSWsJL1BYcpYMOHuMulabF9XZF3fNDbQfI3TUgNt4m7T-qe3RD9cUNgtyyWpJ6D23aUA5seKyUJ_F1s/s400/My+Post+copy.png" width="308" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.instagram.com/p/BxdaH3onLL0/">https://www.instagram.com/p/BxdaH3onLL0/</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://edutechwiki.unige.ch/en/Connectivism">http://edutechwiki.unige.ch/en/Connectivism</a></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="714" marginheight="0" marginwidth="0" scrolling="no" src="https://www.slideshare.net/slideshow/embed_code/key/gfmMIaTXj3h272" style="border-color: rgb(204, 204, 204); border-style: solid; border-width: 1px; margin-bottom: 5px; max-width: 100%;" width="668"></iframe></div><div style="margin-bottom: 5px; text-align: center;"><strong><a href="https://www.slideshare.net/dnrgohps/digital-scholarship-in-medical-education-145349537" target="_blank" title="Digital Scholarship in Medical Education">Digital Scholarship in Medical Education</a> </strong>from <strong><a href="https://www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong><br /><br />⇣<br />⬇<br />🔻</div><b>"Rethinking the Scholarship of Teaching and Learning for a Digital Age"</b><br /> by Poh-Sun Goh<br /><div style="text-align: center;"><div style="text-align: left;">available on the following blogpost ⏯<a href="https://medicaleducationelearning.blogspot.com/2019/05/sotl-and-rime-workshop-cenmed-wednesday.html">https://medicaleducationelearning.blogspot.com/2019/05/sotl-and-rime-workshop-cenmed-wednesday.html</a><br /><br />reproduced below section:<br /><br /><div><b>Rethinking the Scholarship of Teaching and Learning for a Digital Age </b></div><div>Poh-Sun Goh </div><div><br /></div><div>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.</div><div><br /></div><div>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.</div><div><br /></div><div>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.</div><div><br /></div><div>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. </div><div><br /></div><div>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). </div><div><br /></div><div>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.</div><div><br /></div><div><br /></div><div><b>References:</b></div><div><br /></div><div>Boyer EL. 1990. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.</div><div><br /></div><div>Glassick CE. 2000. Boyer's expanded definitions of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching. Acad</div><div>Med. Sep;75(9):877-80.</div><div><br /></div><div>Goh, P.S. Learning Analytics in Medical Education. MedEdPublish. 2017 Apr; 6(2), Paper No:5. Epub 2017 Apr 4. <a href="https://doi.org/10.15694/mep.2017.000067">https://doi.org/10.15694/mep.2017.000067</a><br /></div><div><br /></div><div>Siemens G. 2005. Connectivism: A learning theory for the digital age.International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.</div><div><br /></div><div>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</div><div><br /></div><div><br /></div><div><b>Three takeaways:</b></div><div><br /></div><div>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. </div><div><br /></div><div>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).<br /><br /></div><div>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 (<a href="http://edutechwiki.unige.ch/en/Connectivism">connectivism</a>: a learning theory for the digital age) combined with classical educational pedagogy of relevant, contextual, collaborative, active learning with feedback.<br /><br /><div style="text-align: center;"><a href="https://medicaleducationelearning.blogspot.com/2018/09/digital-scholarship.html">https://medicaleducationelearning.blogspot.com/2018/09/digital-scholarship.html</a><br /><br /><br /><div style="text-align: left;">Weller, M. (2011) The Digital Scholar: How Technology Is Transforming Scholarly Practice. London: Bloomsbury Academic. <a href="http://dx.doi.org/10.5040/9781849666275">http://dx.doi.org/10.5040/9781849666275</a><br /><div>see Chapter 1: Digital, Networked and Open<br />and Chapter 4: The Nature of Scholarship</div><div>and Chapter 11: Reward and Tenure</div></div><div style="text-align: left;"><br /><br />See more on follow up blogpost<br />⏯<a href="https://medicaleducationelearning.blogspot.com/2020/05/eportfolios-as-visible-and-tangible.html">https://medicaleducationelearning.blogspot.com/2020/05/eportfolios-as-visible-and-tangible.html</a></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><div>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: <a href="https://doi.org/10.4300/JGME-D-22-00112.1">https://doi.org/10.4300/JGME-D-22-00112.1</a></div><div><br /></div><div>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. <a href="https://doi.org/10.4300/JGME-D-21-00767.1">https://doi.org/10.4300/JGME-D-21-00767.1</a></div></div><div style="text-align: left;"><br /></div><div style="text-align: left;">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. <a href="https://doi.org/10.1097/ACM.0000000000004738">https://doi.org/10.1097/ACM.0000000000004738</a></div><br /></div></div></div></div><div style="text-align: center;">🔺</div><div style="text-align: center;"><br /></div><div style="text-align: center;"><a href="https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html">https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html</a><br /></div><div style="text-align: center;"><br /></div><div style="text-align: center;">and</div><div style="text-align: center;"><br /></div><div style="text-align: center;"><a href="https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html">https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html</a><br /></div><div style="text-align: center;"><br />⬆<br /></div></div><p><br /></p><p><a href="https://9to5mac.com/2023/04/01/steve-jobs-archive-book/">https://9to5mac.com/2023/04/01/steve-jobs-archive-book/</a><br /></p><p><a href="https://stevejobsarchive.com/">https://stevejobsarchive.com/</a><br /></p><p><a href="https://stevejobsarchive.com/internal-meeting-at-apple">https://stevejobsarchive.com/internal-meeting-at-apple</a> </p>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-2538980457410911862023-05-16T16:39:00.016-07:002023-06-06T13:27:00.003-07:00Innovations in Medical Education: Getting Beyond the Hype to What Really Works (symposium) - New directions in education technology<p><b>Innovations in Medical Education: Getting Beyond the Hype to What Really Works</b> (symposium), Friday, 26 May 2023</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5hj6KB0HaqcwdX5GTgj9cYIjTBJJZxdUAVHXiukP7Q7lNbS9a5yEyZInIYRwEAxqgRUJ-eBhWGylIELE7PyNvvTTrnUzQIWivvfHSlnJqeTZoxMfMvnZwF5GfCzTBf5b6vjPG9WLR_2StVh6Grp9ML0p1y6Coie1ElmIZT1s7y_8sAIgCfKEexxDU/s842/Innovations%20in%20Medical%20Technology%20-%20Going%20Beyond%20the%20Hype%20APMEC%202023.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="842" data-original-width="514" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5hj6KB0HaqcwdX5GTgj9cYIjTBJJZxdUAVHXiukP7Q7lNbS9a5yEyZInIYRwEAxqgRUJ-eBhWGylIELE7PyNvvTTrnUzQIWivvfHSlnJqeTZoxMfMvnZwF5GfCzTBf5b6vjPG9WLR_2StVh6Grp9ML0p1y6Coie1ElmIZT1s7y_8sAIgCfKEexxDU/w244-h400/Innovations%20in%20Medical%20Technology%20-%20Going%20Beyond%20the%20Hype%20APMEC%202023.jpg" width="244" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://medicine.nus.edu.sg/cenmed/apmec2023/programs.html#Pre3">https://medicine.nus.edu.sg/cenmed/apmec2023/programs.html#Pre3</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><b>Innovations in Medical Education: Getting Beyond the Hype to What Really Works</b></div><div class="separator" style="clear: both;"><b><br /></b></div><div class="separator" style="clear: both;">Medical education, like any other field, benefits from advances driven by innovations over time. However, the innovation process is often misunderstood and mythicized by leaders and the general public. Education and innovation share a unique relationship in that successful innovation involves accelerated learning and development of novel insights. Consequently, the evolution of how we learn and teach impacts how we innovate.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">In this symposium, we investigate the role of innovation in advancing the field of medical education to create new, sustainable value for healthcare, patients and society. We define what innovation is and address common misconceptions. Major innovations and their impacts to medical education will be reviewed. We will then explore the current state of education technology which has seen an acceleration in innovation over the past. There will be a focus on promising, emerging technologies. Next, we will describe major systematic approaches to innovation such as design thinking and lean methodology. Finally, we explore how education innovations can be sustained over time, even in low-resource settings.</div><div class="separator" style="clear: both;"><b><br /></b></div><div class="separator" style="clear: both;">Moderator: Tao Le</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><b>Understanding successful innovations </b></div><div class="separator" style="clear: both;">Ronald Harden</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Successful innovations relating to admission to medical studies, the curriculum and assessment of the product will be considered. The penetration and success of the innovations can be attributed to a number of underlying, common factors. A key characteristic, as argued by Simon Sinek (2009) in the book Start with Why, was that they each had a clear purpose. This was to contribute to the delivery of an authentic and relevant programme. Also common to the innovations were four characteristics which had been described by Jack Schneider (2014) as crucial to the adoption of an innovation: perceived significance, philosophical compatibility, occupational realism and inference portability.</div></div></div><div class="separator" style="clear: both;"><b><br /></b></div><div class="separator" style="clear: both;"><b>New directions in education technology</b> </div><div class="separator" style="clear: both;">Poh-Sun Goh</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">The COVID-19 pandemic shone a bright light on the importance of education technology. We will discuss three new “directions” or paths - exemplified by Virtual/Augmented and Mixed Reality (VR/AR/MR); Artificial Intelligence (AI) including the latest debates on generative AI and ChatGPT; and the current and future promise of mobile technology/networks anchored on 5G and future 6G wireless technology. The discussion will be strongly anchored on addressing the “job to be done” to quote Clayton Christensen. We will frame the use of educational technology in the context of “human needs” by augmenting, expanding and extending our human capabilities and reach, and ultimately bringing us closer together.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><b>Design thinking and other methods of innovation </b></div><div class="separator" style="clear: both;">Tao Le</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Contrary to popular belief, major inventions usually do not develop from spontaneous “Aha!” moments of sudden enlightenment. They are more likely to evolve from innovation systems characterized by structured processes implemented by determined teams over an extended period. Design thinking is a human-centered approach to creative problem solving. Focusing on the humans involved such as educators, students and patients is likely to lead better, more impactful products, services and internal processes. We will describe other innovation approaches such as systems thinking, agile methodology and lean startup and their applications.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><b>Sustaining education innovation in low resource settings </b></div><div class="separator" style="clear: both;">Hoan Minh Nguyen</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Innovation programs in education can be limited in time and quantity of funding, budgeting, and other support mechanisms. Integrating and sharing the effort with established systems, private-public partnerships, the local community, and other stakeholders is essential to maintain innovation outcomes. We will share work examples from the Partnership for Health Advancement in Vietnam’s (HAIVN) that illustrate how adapting educational innovations can contribute to successful curricular reform at the country’s medical schools in low-resource settings.</div></div></div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">⬇</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipwx4f45b3-WyNHhGzL9Gf7X0n6eOFGhk9-HHFiEjDZn6WSOCoD_blGiSAMF3CHg2RScrtDMJ31lUbZrunzGKi324GMn0KxhRHPoWd5r_ngT2kTXgIlm7fjvojLlR1ObDuCc6Zf-RTpYbYETQN3K79yHamqxBPrD3OtyJifCrIRSVihHlxOXPW8Tfq/s1608/Medical%20Teacher%20Contents%20page%20June%202023%20.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1366" data-original-width="1608" height="272" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipwx4f45b3-WyNHhGzL9Gf7X0n6eOFGhk9-HHFiEjDZn6WSOCoD_blGiSAMF3CHg2RScrtDMJ31lUbZrunzGKi324GMn0KxhRHPoWd5r_ngT2kTXgIlm7fjvojLlR1ObDuCc6Zf-RTpYbYETQN3K79yHamqxBPrD3OtyJifCrIRSVihHlxOXPW8Tfq/s320/Medical%20Teacher%20Contents%20page%20June%202023%20.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJnEaw3xexU960jtTICg69ESKuVgWJIo1XkMnXP3HCSKoTcWUnlF7TRzjr1OvaHJrD_xnLOSk8QTu-5Pw6x0aGcbgk9rZDimYmWhZMpXJMLt0aK74fczkIo9eOs4aY2JqKg8M8Fe6VKygbv3F1vUciCWCTCAFJaIderxQW73KzIQpaWzkIAbtXucEK/s2150/Open%20AI%20launches%20ChatGPT%20IOS%20App%20Store.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2140" data-original-width="2150" height="319" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJnEaw3xexU960jtTICg69ESKuVgWJIo1XkMnXP3HCSKoTcWUnlF7TRzjr1OvaHJrD_xnLOSk8QTu-5Pw6x0aGcbgk9rZDimYmWhZMpXJMLt0aK74fczkIo9eOs4aY2JqKg8M8Fe6VKygbv3F1vUciCWCTCAFJaIderxQW73KzIQpaWzkIAbtXucEK/s320/Open%20AI%20launches%20ChatGPT%20IOS%20App%20Store.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFsZqj_ee0c3E9OcRuU-1B9dqAOmTy7aZu9HQVoFESLFD4Mm0WxNuonUsRty57eYLEtcgCPr0vfWi_MKd4VyCM2fWSMDzkxbGrPUfewxob-9_dsLdnmJSDOWcLw3rAUsISj_b2tX2MzTuT61-q7lpVKhO7GvhXHdaF8MsSTz7CTKuaUAJiYHnIlRPW/s1672/APMEC%202024.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1672" data-original-width="1170" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFsZqj_ee0c3E9OcRuU-1B9dqAOmTy7aZu9HQVoFESLFD4Mm0WxNuonUsRty57eYLEtcgCPr0vfWi_MKd4VyCM2fWSMDzkxbGrPUfewxob-9_dsLdnmJSDOWcLw3rAUsISj_b2tX2MzTuT61-q7lpVKhO7GvhXHdaF8MsSTz7CTKuaUAJiYHnIlRPW/w280-h400/APMEC%202024.jpg" width="280" /></a></div><br /><div class="separator" style="clear: both; text-align: center;">⬇</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMfT9h12Y0AvMEfV7uSM0l5lpUJ3V9G0bxHIAwOEwNwaS7VXW5cS9iS1OM0NzaoRZ4vF-e2e9UG1QoVwH3KzrlNggLfiIuMyvxWbllNSeF0b_DdcOCy1axeGfq3vCltc0AIclFCJVgovn9FcL1cLiUzIZVZHG_mi3xHYsAxAuSZehSbxJ8kCwGnwfZ/s5000/APMEC%202023%20Innovations%20Word%20Cloud%20Repeated.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="5000" data-original-width="5000" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMfT9h12Y0AvMEfV7uSM0l5lpUJ3V9G0bxHIAwOEwNwaS7VXW5cS9iS1OM0NzaoRZ4vF-e2e9UG1QoVwH3KzrlNggLfiIuMyvxWbllNSeF0b_DdcOCy1axeGfq3vCltc0AIclFCJVgovn9FcL1cLiUzIZVZHG_mi3xHYsAxAuSZehSbxJ8kCwGnwfZ/s320/APMEC%202023%20Innovations%20Word%20Cloud%20Repeated.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3PekUFmdlMsZNfdQcKmPWVtTlGZI-6RcW3S6GNKjV76U-_FH0gWpxk4qB5UweI1UfqbrCkbykl4n98RGzCRwGTAXa59Ipbo1uDDlt6nJQjV0dIa8g9RSm4h2lTP7vI8qMKhFN-TEWyao-o_bNXpwnLx7eeipCv6zpQWOxQV44HaTFUHs2dkFL3t2D/s5000/APMEC%202023%20Innovations%20Word%20Cloud%20Single.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="5000" data-original-width="5000" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3PekUFmdlMsZNfdQcKmPWVtTlGZI-6RcW3S6GNKjV76U-_FH0gWpxk4qB5UweI1UfqbrCkbykl4n98RGzCRwGTAXa59Ipbo1uDDlt6nJQjV0dIa8g9RSm4h2lTP7vI8qMKhFN-TEWyao-o_bNXpwnLx7eeipCv6zpQWOxQV44HaTFUHs2dkFL3t2D/s320/APMEC%202023%20Innovations%20Word%20Cloud%20Single.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://www.wordclouds.com">https://www.wordclouds.com</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">Christensen CM, Hall T, Dillon K, Duncan DS. Know your customers’ “jobs to be done”. <a href="https://hbr.org/2016/09/know-your-customers-jobs-to-be-done">https://hbr.org/2016/09/know-your-customers-jobs-to-be-done</a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Gartner Hype Cycle. <a href="https://www.gartner.com/en/research/methodologies/gartner-hype-cycle">https://www.gartner.com/en/research/methodologies/gartner-hype-cycle</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">⬇</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Full transcript of my presentation, to be accompanied by Slides below section as background illustration.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCIpZOXV7KEwg59-YgnG6N8XNvH_LhAgKfqybsTAGgXtfyrNHyZ6ZA0Td860jiSp9RuXvg9FXaDwUk85Le6L4SEmG6CnpH5ywUL_A15F7ThziTAlbyasMVuom7FMJhwNjWkpE-XLp2zt5tAd879M6bI0rdu7HZHtr6v3uzf2ZQyjG2uBrz3U6_uK0X/s841/New%20directions%20in%20education%20technology%C2%A0.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="841" data-original-width="595" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCIpZOXV7KEwg59-YgnG6N8XNvH_LhAgKfqybsTAGgXtfyrNHyZ6ZA0Td860jiSp9RuXvg9FXaDwUk85Le6L4SEmG6CnpH5ywUL_A15F7ThziTAlbyasMVuom7FMJhwNjWkpE-XLp2zt5tAd879M6bI0rdu7HZHtr6v3uzf2ZQyjG2uBrz3U6_uK0X/s320/New%20directions%20in%20education%20technology%C2%A0.jpg" width="226" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8uT0QtshVPrZJw-K28TJM9hIWiN0Tta3xP-BGKNWoVl18g28mOdN_PnRago3mCX-uBE62hYEgrFd971y0V697fE_9kRydAZgUoafNyJh2E7LbwZIneXYM6fZtYkpHTjkLQ0BD6VeBKjxKx3NGKOnH3pdxAxYo3ODfJ7CnIV5Jl1FpJxfan62EIztI/s841/New%20directions%20in%20education%20technology%202.jpg" style="margin-left: 1em; 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margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8vugAGunaGo2WC2F2HqXPI8tn8L47DQu3MzKbCKUOVNNwfHp_420C47pFtF67HFRab626LOzqoV_ST4XFbA7c0eIJyqqQXwiWsBnKTdoVxh94tWGXVq7xSZLqPHA5qzrEEmiydx9UhcU7BXCCgdvodsA1TIyjftTvkK-AlsrxPGTDXBEHCtLR3DIc/s320/New%20Directions%20in%20Educational%20Technology%20APMEC%202023%20Symposium%201%20Goh%20Poh%20Sun.008.jpeg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">⬇</div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><span style="font-family: "times" , "times new roman" , serif;"><span style="font-family: Times;"><p><a href="https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html">https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html</a><br /></p><p><a href="https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html">https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html</a></p></span></span></div><div class="separator" style="clear: both;"><span style="font-family: "times" , "times new roman" , serif;"><span style="font-family: Times;"><br /></span></span></div><div class="separator" style="clear: both;"><span style="font-family: "times" , "times new roman" , serif;"><span style="font-family: Times;">Goh, PS. 'The vision of transformation in medical education after the COVID-19 pandemic'. </span></span><i>Korean J Med Educ</i>. 2021;33 (3): 171-174. Publication Date (Web): 2021 August 27</div><div class="separator" style="clear: both;"><a href="https://doi.org/10.3946/kjme.2021.197">https://doi.org/10.3946/kjme.2021.197</a></div></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Goh, PS. 'Medical Educator Roles of the Future'. Medical Science Educator. Online publication 30 September 2020. <a href="https://doi.org/10.1007/s40670-020-01086-w">https://doi.org/10.1007/s40670-020-01086-w</a></div><p><br /></p><p>Travel Award, Paper selected for oral presentation, 50th Japanese Society for Medical Education (JSME) Annual Scientific Meeting, Tokyo 2018</p><p><a href="https://medicaleducationelearning.blogspot.com/2018/07/50th-jsme.html">https://medicaleducationelearning.blogspot.com/2018/07/50th-jsme.html</a></p><p><a href="https://medicaleducationelearning.blogspot.com/2018/02/elearning-or-tel-technology-enhanced.html">https://medicaleducationelearning.blogspot.com/2018/02/elearning-or-tel-technology-enhanced.html</a><br /></p><p><a href="https://medicaleducationelearning.blogspot.com/search?q=SAMR">https://medicaleducationelearning.blogspot.com/search?q=SAMR</a><br /></p><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><br /></div></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;">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.</div><div class="separator" style="clear: both;"><a href="http://dx.doi.org/10.15694/mep.2016.000102">http://dx.doi.org/10.15694/mep.2016.000102</a></div><div class="separator" style="clear: both;">see also</div><div class="separator" style="clear: both;"><a href="https://telatamee2016.blogspot.com/">https://telatamee2016.blogspot.com/</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;">Sandars, J., Goh, P.S. Is there a need for a specific educational scholarship for using e-learning in medical education? Med Teach. 2016 Oct;38(10):1070-1071. Epub 2016 April 19.</div><div class="separator" style="clear: both;"><a href="http://www.ncbi.nlm.nih.gov/pubmed/27093587">http://www.ncbi.nlm.nih.gov/pubmed/27093587</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;">Goh, P.S. eLearning or Technology enhanced learning in medical education - Hope, not Hype. Med Teach. 2016 Sep; 38(9): 957-958, Epub 2016 Mar 16</div><div class="separator" style="clear: both;"><a href="http://www.ncbi.nlm.nih.gov/pubmed/26982639">http://www.ncbi.nlm.nih.gov/pubmed/26982639</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;">Goh, P.S., Sandars, J. An innovative approach to digitally flip the classroom by using an online "graffiti wall" with a blog. Med Teach. 2016 Aug;38(8):858. Epub 2016 Jul 14.</div><div class="separator" style="clear: both;"><a href="http://www.ncbi.nlm.nih.gov/pubmed/27414992">http://www.ncbi.nlm.nih.gov/pubmed/27414992</a></div></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;">Goh, P.S. Using a blog as an integrated eLearning tool and platform. Med Teach. 2016 Jun;38(6):628-9. Epub 2015 Nov 11.</div><div class="separator" style="clear: both;"><a href="http://www.ncbi.nlm.nih.gov/pubmed/26558420">http://www.ncbi.nlm.nih.gov/pubmed/26558420</a></div></div></div></div></div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbZ7rBMHHpO3buPJbdehUCodrbhJZuNcHXWGS-BkmISYUPbB6cnjwotDgv7kt1eupKfq9pKikYmS_YnfiI4yhKUKcH4dDJlzGq8wjfqxxR-2QdcTyRYiMcakFdE-5piLCIuICMjrrxCr7UYH_pnYKsY3QingETMo6s9RekBiixnnyS0j5nYBJuiQuz/s2174/(e)Learning%20or%20T(e)L%20in%20Med%20Ed.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1670" data-original-width="2174" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbZ7rBMHHpO3buPJbdehUCodrbhJZuNcHXWGS-BkmISYUPbB6cnjwotDgv7kt1eupKfq9pKikYmS_YnfiI4yhKUKcH4dDJlzGq8wjfqxxR-2QdcTyRYiMcakFdE-5piLCIuICMjrrxCr7UYH_pnYKsY3QingETMo6s9RekBiixnnyS0j5nYBJuiQuz/w400-h308/(e)Learning%20or%20T(e)L%20in%20Med%20Ed.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/2B0FaXmilwy1H1" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe><div style="margin-bottom: 5px;"><strong><a href="//www.slideshare.net/dnrgohps/elearning-in-med-ed" target="_blank" title="(e)learning in Med Ed">(e)learning in Med Ed</a> </strong>from <strong><a href="//www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><div style="margin-bottom: 5px;">👇</div><div style="margin-bottom: 5px;"><br /></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjx0YQsr_73eXcDBogJ_A1ziLYuLBF7SDWmWqnb_pluyFjUKm0u3TLzOWn11YAMGtsG4LNRqJOLIzEO3L65NRrCzbMNIqmEqya_a5oEnzG5TirOBRSEJNdObzJeGBF3YAlAly_7ixp8KNn2BjokZCwgZe8s1a_E8VLJ9bfitpidVzVHmnMJpAKMwAxi/s2748/Adoption%20of%20eLearning%20or%20TEL%20in%20MedEd.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1742" data-original-width="2748" height="254" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjx0YQsr_73eXcDBogJ_A1ziLYuLBF7SDWmWqnb_pluyFjUKm0u3TLzOWn11YAMGtsG4LNRqJOLIzEO3L65NRrCzbMNIqmEqya_a5oEnzG5TirOBRSEJNdObzJeGBF3YAlAly_7ixp8KNn2BjokZCwgZe8s1a_E8VLJ9bfitpidVzVHmnMJpAKMwAxi/w400-h254/Adoption%20of%20eLearning%20or%20TEL%20in%20MedEd.jpg" width="400" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">👇</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/5PfEtVRYuDxYm7" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe><div style="margin-bottom: 5px;"><strong><a href="//www.slideshare.net/dnrgohps/adoption-of-elearning-in-med-ed-costs-and-value-add-82738401" target="_blank" title="Adoption of eLearning in Med Ed - Costs and Value Add">Adoption of eLearning in Med Ed - Costs and Value Add</a> </strong>from <strong><a href="//www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong></div></div><br /><div style="margin-bottom: 5px;"><br /></div></div><div style="margin-bottom: 5px;"><a href="https://telmeded.blogspot.com/2022/03/telmeded-workshop-cenmed-nus-2022.html">https://telmeded.blogspot.com/2022/03/telmeded-workshop-cenmed-nus-2022.html</a><br /></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><a href="https://medicaleducationelearning.blogspot.com/2021/03/telmeded-cenmed.html">https://medicaleducationelearning.blogspot.com/2021/03/telmeded-cenmed.html</a><br /></div><div style="margin-bottom: 5px;"><br /></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPtsVOoFUXBcQZvxhYQX3gwi8Z9j1qs7eqdQ9oodFrOVuBBDLt3pklomHNJ93mVVu4EToFhT-iaQhSKyC_eo8ZVz-btryVh-ogcI1Ap_WSnE-7Qfx5A_PCYypb-wIm5fmo40CPL6kbnDPUxbUyuz1lqXXv29GHxRDL85Fjf7xaD6tiziXoIwcX8c-I/s1920/Blending%20Human%20and%20Artificial%20Intelligence%20in%20Education%20and%20Professional%20Practice.001.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPtsVOoFUXBcQZvxhYQX3gwi8Z9j1qs7eqdQ9oodFrOVuBBDLt3pklomHNJ93mVVu4EToFhT-iaQhSKyC_eo8ZVz-btryVh-ogcI1Ap_WSnE-7Qfx5A_PCYypb-wIm5fmo40CPL6kbnDPUxbUyuz1lqXXv29GHxRDL85Fjf7xaD6tiziXoIwcX8c-I/w400-h225/Blending%20Human%20and%20Artificial%20Intelligence%20in%20Education%20and%20Professional%20Practice.001.jpeg" width="400" /></a></div><div style="margin-bottom: 5px;"><br /></div></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both;">---</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Closing Pecha Kucha session - AMEE 2016</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Technology enhanced learning in Medical Education: What’s new, what’s useful, and some important considerations</div><div class="separator" style="clear: both;">Presenter: Poh-Sun Goh</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Three "new", topical and trending areas to reflect upon are Virtual Reality (VR)/Augmented Reality (AR)/Mixed Reality (MR); Machine learning or Artificial Intelligence (AI)/big data/data analytics; and Robotics. Four interrelated "useful" features of Technology enhanced learning (TeL) relate to the utility of digital content, the connectivity provided by the internet, the use of mobile devices, and the functionality provided by software and digital applications or Apps. Some "important" considerations using TeL relate to usability, cost, the conscious use of instructional design and pedagogical best practices and evidence, and maintaining a scholarly mindset.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;">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.</div><div class="separator" style="clear: both;"><a href="http://dx.doi.org/10.15694/mep.2016.000102">http://dx.doi.org/10.15694/mep.2016.000102</a></div><div class="separator" style="clear: both;">see also</div><div class="separator" style="clear: both;"><a href="https://telatamee2016.blogspot.com/">https://telatamee2016.blogspot.com/</a></div></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">---</div><div class="separator" style="clear: both;"><b><br /></b></div><div class="separator" style="clear: both;"><b>#IAMSE 2020</b> Plenary Highlight Poh-Sun Goh</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><b>Medical Educator Roles of the Future</b></div><div class="separator" style="clear: both;">Presenter: Poh-Sun Goh – National University of Singapore</div><div class="separator" style="clear: both;">Plenary Address: Tuesday, June 16, 2020, 11:30 AM – 12:30 PM</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">This session will explore how near future technology can impact how we educate healthcare professionals and the way they provide care.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">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.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><b>24th Annual IAMSE meeting</b></div><div class="separator" style="clear: both;"><a href="http://www.iamse.org/iamse-2020-plenary-highlight-poh-sun-goh/">http://www.iamse.org/iamse-2020-plenary-highlight-poh-sun-goh/</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Goh, PS. 'Medical Educator Roles of the Future'. Medical Science Educator. Online publication 30 September 2020. <a href="https://doi.org/10.1007/s40670-020-01086-w">https://doi.org/10.1007/s40670-020-01086-w</a></div></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">---</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">"6G networks are also said to have the potential to make the digital and physical world indistinguishable through holographic telepresence, as well as augmented reality and virtual reality (VR) technologies.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">What’s more, 6G networks could deliver the promise of edge computing, where data processing is done by hardware mounted on, for example, a lamp post close to the user of a self-driving car or a pair of VR glasses, rather than in a data centre located far away. This also means the driverless car or the VR glasses need not be too bulky."</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">- above quoted from - <a href="https://www.straitstimes.com/tech/tech-news/what-is-6g-and-why-is-it-important">https://www.straitstimes.com/tech/tech-news/what-is-6g-and-why-is-it-important</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://www.nngroup.com/articles/ar-ux-guidelines/">https://www.nngroup.com/articles/ar-ux-guidelines/</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://www.mckinsey.com/industries/technology-media-and-telecommunications/our-insights/navigating-the-three-horizons-of-5g-business-building">https://www.mckinsey.com/industries/technology-media-and-telecommunications/our-insights/navigating-the-three-horizons-of-5g-business-building</a><br /></div></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">"As for Apple’s upcoming headset, there’s no guarantee the AR/VR gear will be a smash hit. According to The Verge, people who purchased one of Meta’s VR headsets in recent months are using it less often than those who bought them earlier in their life cycles.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">That could mean that earlier adopters are simply more interested in the technology, while mainstream consumers aren’t particularly attached to it.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Apple will need its headset to be a truly impressive product if it’s going to drive massive consumer interest."</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">- above quoted from - <a href="https://finance.yahoo.com/news/apple-stock-gets-second-vote-of-confidence-from-analysts-this-week-161931547.html">https://finance.yahoo.com/news/apple-stock-gets-second-vote-of-confidence-from-analysts-this-week-161931547.html</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://9to5mac.com/2023/04/04/4-percent-of-teens-use-vr-apple-headset-challenges/">https://9to5mac.com/2023/04/04/4-percent-of-teens-use-vr-apple-headset-challenges/</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://www.cnet.com/tech/computing/why-apples-first-vr-headset-may-not-be-the-one-you-buy/">https://www.cnet.com/tech/computing/why-apples-first-vr-headset-may-not-be-the-one-you-buy/</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://www.apple.com/apple-vision-pro/">https://www.apple.com/apple-vision-pro/</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://9to5mac.com/2023/06/05/apple-vision-pro/">https://9to5mac.com/2023/06/05/apple-vision-pro/</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://9to5mac.com/2023/06/05/hands-on-apple-vision-pro-mixed-reality-headset/">https://9to5mac.com/2023/06/05/hands-on-apple-vision-pro-mixed-reality-headset/</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://www.cnet.com/tech/computing/apples-vision-pro-hands-on-this-is-the-headset-id-use-to-watch-3d-avatar/">https://www.cnet.com/tech/computing/apples-vision-pro-hands-on-this-is-the-headset-id-use-to-watch-3d-avatar/</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://www.cnbc.com/2023/06/06/apple-vision-pro-hands-on-first-impressions-from-wwdc-2023.html">https://www.cnbc.com/2023/06/06/apple-vision-pro-hands-on-first-impressions-from-wwdc-2023.html</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://www.cnbc.com/2023/04/03/apple-ceo-tim-cook-explains-why-people-want-a-mixed-reality-headset.html">https://www.cnbc.com/2023/04/03/apple-ceo-tim-cook-explains-why-people-want-a-mixed-reality-headset.html</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://www.gq.com/story/tim-cook-global-creativity-awards-cover-2023">https://www.gq.com/story/tim-cook-global-creativity-awards-cover-2023</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">"The human mind is not like ChatGPT and its ilk, a lumbering statistical engine for pattern matching, gorging on hundreds of terabytes of data and extrapolating the most likely conversational response or most probable answer to a scientific question. On the contrary, the human mind is a surprisingly efficient and even elegant system that operates with small amounts of information; it seeks not to infer brute correlations among data points but to create explanations."</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">- above quoted from - Noam Chomsky: The false promise of chatGPT</div><div class="separator" style="clear: both;"><a href="https://www.nytimes.com/2023/03/08/opinion/noam-chomsky-chatgpt-ai.html">https://www.nytimes.com/2023/03/08/opinion/noam-chomsky-chatgpt-ai.html</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div>"AI doesn’t take over jobs, it takes over tasks" quoted from "Generative AI: autocomplete for everything" </div><div>by Noah Smith and roon, December 1, 2022</div><div><a href="https://noahpinion.substack.com/p/generative-ai-autocomplete-for-everything">https://noahpinion.substack.com/p/generative-ai-autocomplete-for-everything</a></div><div><br /></div><div><br /></div><div><a href="https://openai.com/blog/introducing-the-chatgpt-app-for-ios">https://openai.com/blog/introducing-the-chatgpt-app-for-ios</a><br /></div><div><br /></div><div><a href="https://www.makeuseof.com/why-chatgpt-ios-app-is-better-than-website/">https://www.makeuseof.com/why-chatgpt-ios-app-is-better-than-website/</a><br /></div><div><br /></div><div><br /></div><div><a href="https://www.straitstimes.com/opinion/with-generative-ai-do-we-still-need-universities">https://www.straitstimes.com/opinion/with-generative-ai-do-we-still-need-universities</a><br /></div><div><br /></div><div><a href="https://www.straitstimes.com/business/millions-of-jobs-will-be-lost-as-world-sees-net-decrease-by-2027-wef-survey">https://www.straitstimes.com/business/millions-of-jobs-will-be-lost-as-world-sees-net-decrease-by-2027-wef-survey</a><br /></div><div><br /></div><div><a href="https://www.weforum.org/reports/the-future-of-jobs-report-2023#report-nav">https://www.weforum.org/reports/the-future-of-jobs-report-2023#report-nav</a><br /></div><div><br /></div><div><a href="https://www.weforum.org/reports/the-future-of-jobs-report-2023/digest">https://www.weforum.org/reports/the-future-of-jobs-report-2023/digest</a><br /></div><div><br /></div><div><br /></div><div><a href="https://www.moneycontrol.com/news/opinion/chatgpts-iphone-moment-poses-a-new-threat-to-google-10359161.html">ChatGPT’s ‘IPhone moment’ poses a new threat to Google</a></div><div><br /></div><div><br /></div><div><a href="https://www.bbc.com/reel/video/p0fc9tlx/chatgpt-why-we-re-still-smarter-than-machines">https://www.bbc.com/reel/video/p0fc9tlx/chatgpt-why-we-re-still-smarter-than-machines</a><br /></div><div><br /></div><div><div>Martha Lane Fox warns against hysteria over AI (BBC Technology)</div><div><a href="https://www.bbc.com/news/technology-65162257">https://www.bbc.com/news/technology-65162257</a></div></div><div><br /></div><div><br /></div><div><a href="https://www.businesstimes.com.sg/podcasts/editors-talk-listening-new-reading-podcasts-true-potential-ep-2">https://www.businesstimes.com.sg/podcasts/editors-talk-listening-new-reading-podcasts-true-potential-ep-2</a></div><div><br /></div><div><br /></div><div><br /></div><div><a href="https://www.bbc.com/future/article/20230405-why-ai-is-becoming-impossible-for-humans-to-understand">https://www.bbc.com/future/article/20230405-why-ai-is-becoming-impossible-for-humans-to-understand</a><br /></div><div><br /></div><div><br /></div><div><a href="https://www.theguardian.com/technology/2023/may/06/man-v-machine-everything-you-need-to-know-about-ai">https://www.theguardian.com/technology/2023/may/06/man-v-machine-everything-you-need-to-know-about-ai</a><br /></div><div><br /></div><div><a href="https://www.blinkist.com/en/books/the-ai-economy-en">https://www.blinkist.com/en/books/the-ai-economy-en</a><br /></div><div><br /></div><div><a href="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.forbes.com/sites/cognitiveworld/2019/10/22/a-brexiteer-among-the-robotsa-review-of-the-ai-economy-by-roger-bootle/?sh=79d7e3e05ea3</a><br /></div><div><br /></div><div><br /></div><div><div><a href="https://www.nejm.org/ai-in-medicine?query=main_nav_lg">https://www.nejm.org/ai-in-medicine?query=main_nav_lg</a><br /></div><div><br /></div><div><a href="https://ai-podcast.nejm.org/">https://ai-podcast.nejm.org/</a><br /></div><div><br /></div><div><a href="https://ai.nejm.org/">https://ai.nejm.org/</a></div></div><div><br /></div><div><br /></div><div><div>Leonard Kuan-Pei Wang, Praneet Sai Paidisetty & Alicia Magdalena Cano (2023) The next paradigm shift? ChatGPT, artificial intelligence, and medical education, Medical Teacher, DOI: 10.1080/0142159X.2023.2198663</div><div><a href="https://www.tandfonline.com/doi/full/10.1080/0142159X.2023.2198663">https://www.tandfonline.com/doi/full/10.1080/0142159X.2023.2198663</a></div></div><div><br /></div><div style="text-align: center;">👇</div><div style="text-align: center;"><br /></div><div><a href="https://www.businesstimes.com.sg/lifestyle/lacking-health-workers-germany-taps-robots-elder-care">https://www.businesstimes.com.sg/lifestyle/lacking-health-workers-germany-taps-robots-elder-care</a><br /></div><div><br /></div><div><br /></div><div><div><div>Apple Wants to Solve One of Music’s Biggest Problems</div><div>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.</div></div><div><a href="https://www.wsj.com/articles/apple-music-classical-app-3325c6ba">https://www.wsj.com/articles/apple-music-classical-app-3325c6ba</a></div></div><div><br /></div><div><br /></div><div><div>Ken Masters (2023) Ethical use of artificial intelligence in health professions education: AMEE Guide No.158, Medical Teacher, DOI: 10.1080/0142159X.2023.2186203 </div><div><a href="https://www.tandfonline.com/doi/full/10.1080/0142159X.2023.2186203">https://www.tandfonline.com/doi/full/10.1080/0142159X.2023.2186203</a></div></div><div><br /></div><div><p>Heather MacNeill, Ken Masters, Kataryna Nemethy & Raquel Correia (2023) Online learning in health professions education. Part 1: Teaching and learning in online environments: AMEE Guide No. 161, Medical Teacher, DOI: 10.1080/0142159X.2023.2197135</p><p><a href="https://www.tandfonline.com/doi/abs/10.1080/0142159X.2023.2197135?journalCode=imte20">https://www.tandfonline.com/doi/abs/10.1080/0142159X.2023.2197135?journalCode=imte20</a></p></div><div><br /></div><div><p>---</p><p><a href="https://www.weforum.org/reports/the-future-of-jobs-report-2023/digest">https://www.weforum.org/reports/the-future-of-jobs-report-2023/digest</a><br /></p><p><a href="https://www.straitstimes.com/business/millions-of-jobs-will-be-lost-as-world-sees-net-decrease-by-2027-wef-survey">https://www.straitstimes.com/business/millions-of-jobs-will-be-lost-as-world-sees-net-decrease-by-2027-wef-survey</a><br /></p><p><br /></p><p><a href="https://www.bbc.com/worklife/article/20230507-the-jobs-ai-wont-take-yet">https://www.bbc.com/worklife/article/20230507-the-jobs-ai-wont-take-yet</a><br /></p><p><a href="https://www.tbsnews.net/bloomberg-special/ai-proofing-your-career-starts-college-615030">https://www.tbsnews.net/bloomberg-special/ai-proofing-your-career-starts-college-615030</a></p><p><br /></p><p><a href="https://www.straitstimes.com/world/europe/european-parliament-votes-on-curbs-for-chatgpt-and-other-ai">https://www.straitstimes.com/world/europe/european-parliament-votes-on-curbs-for-chatgpt-and-other-ai</a><br /></p><p>---</p></div><div><br /></div><div><a href="https://www.straitstimes.com/world/united-states/musk-experts-urge-pause-on-training-of-ai-systems-that-can-outperform-gpt-4">https://www.straitstimes.com/world/united-states/musk-experts-urge-pause-on-training-of-ai-systems-that-can-outperform-gpt-4</a><br /></div></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://library.educause.edu/resources/2023/5/2023-educause-horizon-report-teaching-and-learning-edition">https://library.educause.edu/resources/2023/5/2023-educause-horizon-report-teaching-and-learning-edition</a></div><div class="separator" style="clear: both;"><br /></div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://library.educause.edu/resources/2022/4/2022-educause-horizon-report-teaching-and-learning-edition">https://library.educause.edu/resources/2022/4/2022-educause-horizon-report-teaching-and-learning-edition</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.opb.org/article/2021/11/17/portland-state-university-experiments-with-attend-anywhere-model/">https://www.opb.org/article/2021/11/17/portland-state-university-experiments-with-attend-anywhere-model/</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.everylearnereverywhere.org/blog/planning-blended-learning-using-the-four-dialecticals-model/">https://www.everylearnereverywhere.org/blog/planning-blended-learning-using-the-four-dialecticals-model/</a></div>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-69228752330341642762023-05-16T16:04:00.012-07:002023-05-25T12:11:16.118-07:00Strategies for Developing Open Education Resources (OER) in Medical Education<p><b>Strategies for Developing Open Education Resources (OER) in Medical Education</b> (pre-conference workshop), Thursday, 25 May 2023, 8am - 12noon (GMT +8.00) Singapore Time</p><p><a href="https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html">https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html</a><br /></p><p><a href="https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html">https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html</a><br /></p><p><a href="https://telmeded.blogspot.com/2022/03/telmeded-workshop-cenmed-nus-2022.html">https://telmeded.blogspot.com/2022/03/telmeded-workshop-cenmed-nus-2022.html</a><br /></p><p><br /></p><div class="separator" style="clear: both; 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text-align: center;"><a href="https://medicine.nus.edu.sg/cenmed/apmec2023/program_details.html#W2A4" style="text-align: left;">https://medicine.nus.edu.sg/cenmed/apmec2023/program_details.html#W2A4</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgR-Pe8fSz7HrviHAe24kkCDNXlVMFEWswQvxWypbbYLRTvFuYskflVPgSpzoM8W3wIujULvzZpfxZR0ccNXmxliea-31YT3yXYU-ljYSNaT1ofWC7rFB8oOMLuaJOt3x94fNIqLDm2FHXnmcWkPZGgxK4ioGKMkTLWBWgTUWlBsV2nmrEqwDbOmmLA/s1290/IMG_5924.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1033" data-original-width="1290" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgR-Pe8fSz7HrviHAe24kkCDNXlVMFEWswQvxWypbbYLRTvFuYskflVPgSpzoM8W3wIujULvzZpfxZR0ccNXmxliea-31YT3yXYU-ljYSNaT1ofWC7rFB8oOMLuaJOt3x94fNIqLDm2FHXnmcWkPZGgxK4ioGKMkTLWBWgTUWlBsV2nmrEqwDbOmmLA/w400-h320/IMG_5924.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">above posted on <a href="https://www.instagram.com/p/Cp4knzjPk1j/">https://www.instagram.com/p/Cp4knzjPk1j/</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNJj0EsbCnPuuOoW-X-zuwfzc2R7IyTQO8zrzxUV4yoMUhACtZzJWiVGZjeoLA_Nw3-0I0VwoXAHJALDyMcFHMoqfzyCAfKASXH3BjL8jWHeykvDtxAVMKsvFUayUJIMXxFfbuGksnnIp-YJYVtUwCzItVAkDoVXzXvr3NlMXm5AEPLMvtjbN_1UX3/s792/W2A4%20OER%20Workshop%20Optional%20Reading%20List.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="792" data-original-width="612" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNJj0EsbCnPuuOoW-X-zuwfzc2R7IyTQO8zrzxUV4yoMUhACtZzJWiVGZjeoLA_Nw3-0I0VwoXAHJALDyMcFHMoqfzyCAfKASXH3BjL8jWHeykvDtxAVMKsvFUayUJIMXxFfbuGksnnIp-YJYVtUwCzItVAkDoVXzXvr3NlMXm5AEPLMvtjbN_1UX3/w494-h640/W2A4%20OER%20Workshop%20Optional%20Reading%20List.jpg" width="494" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;"><p>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. <a href="https://doi.org/10.1080/0142159X.2022.2133689">https://doi.org/10.1080/0142159X.2022.2133689</a></p><p><br /></p><p>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. <a href="https://doi.org/10.29060/TAPS.2023-8-2/SC2861">https://doi.org/10.29060/TAPS.2023-8-2/SC2861</a></p></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">--</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-L1Iplz7IVLzJakqIUUpDuSlXdA5L8t2Xj4QnTYv1pQjrCO_KZzIqeAusJZVRO14iW3l1NZxjLidA6Oh4rL79Ko-UoZgGWvqorR1QlNnTesTI0fuQMk67_22w6ZhttWZb2UV-p3qC-b9OH15d_wV0yljARVKpwpDGNcrmxgWR7JysNCwA8iY5jAO_/s1600/WhatsApp%20Image%202023-05-25%20at%204.26.10%20AM.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="925" data-original-width="1600" height="185" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-L1Iplz7IVLzJakqIUUpDuSlXdA5L8t2Xj4QnTYv1pQjrCO_KZzIqeAusJZVRO14iW3l1NZxjLidA6Oh4rL79Ko-UoZgGWvqorR1QlNnTesTI0fuQMk67_22w6ZhttWZb2UV-p3qC-b9OH15d_wV0yljARVKpwpDGNcrmxgWR7JysNCwA8iY5jAO_/s320/WhatsApp%20Image%202023-05-25%20at%204.26.10%20AM.jpeg" width="320" /></a></div><div class="separator" style="clear: both; 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text-align: center;">--</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div style="margin-bottom: 5px;">⬇️</div><div style="margin-bottom: 5px;">Opening comments for #TeLMedEd Workshop #@CenMed</div><div style="margin-bottom: 5px;">⬇️</div><div style="margin-bottom: 5px;">Below section first posted on </div><div style="margin-bottom: 5px;"><a href="https://telmeded.blogspot.com/2021/02/telmededqandapanel-university-of.html">https://telmeded.blogspot.com/2021/02/telmededqandapanel-university-of.html</a><br /></div><div style="margin-bottom: 5px;">⬇️</div><div style="margin-bottom: 5px;">One sentence takeaway - </div><div style="margin-bottom: 5px;">Poh-Sun Goh</div><div style="margin-bottom: 5px;">22 February 2021 @ 1955hrs</div><div style="margin-bottom: 5px;">"Hungry students, trained teachers, know (and use) what is available (and at hand)."</div><div style="margin-bottom: 5px;"><br /></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjc1W71cerEvIg5qfNOMDx0i8om0wkVfiI2FoItlSI1o_sGuz84sVZ85s9mMnw5zGD8sueHBMP9fsMve4rS1pee_0dI8bJ0Y1TG-DbpuvJHhYB5ynjnpGvrIGkbJLhFfmNPVLMWVbmCwZKG/s1126/Takeaway.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="222" data-original-width="1126" height="79" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjc1W71cerEvIg5qfNOMDx0i8om0wkVfiI2FoItlSI1o_sGuz84sVZ85s9mMnw5zGD8sueHBMP9fsMve4rS1pee_0dI8bJ0Y1TG-DbpuvJHhYB5ynjnpGvrIGkbJLhFfmNPVLMWVbmCwZKG/w400-h79/Takeaway.jpg" width="400" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisjZEbtsMgLHi5EZkM3IaBpdT0qLgbUXNKzglhUMaxwD73nkoL9L4WWedAQDCZ5Hm532A3g5Ssl0mOCySi2f4GP4biN7_tpZYOvqVlJ8-VwjKN-GCkm1WHtUgU6z4khF0PbkmdkmSU_QQ/s2048/IMG_0581.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisjZEbtsMgLHi5EZkM3IaBpdT0qLgbUXNKzglhUMaxwD73nkoL9L4WWedAQDCZ5Hm532A3g5Ssl0mOCySi2f4GP4biN7_tpZYOvqVlJ8-VwjKN-GCkm1WHtUgU6z4khF0PbkmdkmSU_QQ/w300-h400/IMG_0581.jpeg" width="300" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjfKoTSA29Zmuz9ZUJ1HCM3-ROut7ZyMWNDVRcZSZ2E232wTRSbSLldo7I59Bgj5dyqYrFtNrSoDA2F0JQ-zRbFEys18ZPBENVEMH3hm1lXcDzdUF64gYRPAWWhkBZpZ5_cVkA-BC9HiI/s1142/WhatsApp+Image+2021-05-06+at+10.45.28+AM.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="504" data-original-width="1142" height="176" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjfKoTSA29Zmuz9ZUJ1HCM3-ROut7ZyMWNDVRcZSZ2E232wTRSbSLldo7I59Bgj5dyqYrFtNrSoDA2F0JQ-zRbFEys18ZPBENVEMH3hm1lXcDzdUF64gYRPAWWhkBZpZ5_cVkA-BC9HiI/w400-h176/WhatsApp+Image+2021-05-06+at+10.45.28+AM.jpeg" width="400" /></a></div><p style="text-align: left;"><br /></p><div class="separator" style="clear: both; text-align: left;">#MakeSureYourCoreContent-Is-#Modular+#Accessible-#Transferable+AcrossPlatforms-Current-Future. Poh-Sun Goh, 6 May 2021, 1045am, Singapore Time</div><div class="separator" style="clear: both;"><br /></div><div style="margin-bottom: 5px;">⬆️</div><div style="margin-bottom: 5px;">🔄</div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">--</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhH4E2xhwFSZyJUjWiqHGiUqTpOlsxr2so55KGzDgtuhv9tlXx1qbcGDSxg782cTjPovF3PeoL8EgSVw6BNPFIVK_rXESSopaukkWP51Td4StG0JPVKKfZgwDgAwanfVhcTXARXUEkRLdhA/s1402/Medical+Educator+Roles+of+the+Future.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="514" data-original-width="1402" height="145" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhH4E2xhwFSZyJUjWiqHGiUqTpOlsxr2so55KGzDgtuhv9tlXx1qbcGDSxg782cTjPovF3PeoL8EgSVw6BNPFIVK_rXESSopaukkWP51Td4StG0JPVKKfZgwDgAwanfVhcTXARXUEkRLdhA/w400-h145/Medical+Educator+Roles+of+the+Future.png" width="400" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">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</div><div class="separator" style="clear: both;"><a href="https://link.springer.com/article/10.1007%2Fs40670-020-01086-w">https://link.springer.com/article/10.1007%2Fs40670-020-01086-w</a></div></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">🔄</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: left;">Basically am modelling the curatorial role of an educator + some customisation + use of technology + sprinkled with 'scholarship of integration, application and education' ...</div><div class="separator" style="clear: both; text-align: left;">Poh-Sun Goh</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCdwrQd8iysGrJE0d6BImnS1HRb6WwOQnMgmW6UDDw3VtaGARzuQ9cK67Z8VvW9V_Z3_8roaaWIeF9Ygc65XPazfhPsw3cQNvNwcW2RkfYOuIvlmuzCENL6XjXzulkeVKWdUmnOJqmO6e3/s1394/5.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="170" data-original-width="1394" height="49" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCdwrQd8iysGrJE0d6BImnS1HRb6WwOQnMgmW6UDDw3VtaGARzuQ9cK67Z8VvW9V_Z3_8roaaWIeF9Ygc65XPazfhPsw3cQNvNwcW2RkfYOuIvlmuzCENL6XjXzulkeVKWdUmnOJqmO6e3/w400-h49/5.jpg" width="400" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">🔄</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both;">'Final Tip' - I have always found analogies useful - the learning science of this (using analogies) - is 'linking' new to familiar or old (new to prior knowledge). </div><div class="separator" style="clear: both;">Poh-Sun Goh</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirqcD0Ny0VyB7QidZgYvpHsf0nEUJlPnTAxuD9abITtRHd6b7HYhcvRlldJ7MumYZhMAswB21jKtAn0n4p13QlbxYuW8CWChrU_bd-wFOwEf5C6WEm4DmO9n5khCra8MVC1xY61lCJ7Yqv/s1356/1.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="178" data-original-width="1356" height="53" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirqcD0Ny0VyB7QidZgYvpHsf0nEUJlPnTAxuD9abITtRHd6b7HYhcvRlldJ7MumYZhMAswB21jKtAn0n4p13QlbxYuW8CWChrU_bd-wFOwEf5C6WEm4DmO9n5khCra8MVC1xY61lCJ7Yqv/w400-h53/1.jpg" width="400" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;">(in case you all are wondering ... idea is to make each teaching element a potential, and actual 'reusable digital object') ... hence the screenshots</div><div class="separator" style="clear: both;">Poh-Sun Goh</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLliV4X-mar7x_ClzRYUNQb0WXJq9mWqYDb3wLf0tBsf9eDwK-wx3mthiHtp-tF4l3PlIG615E2sfg82Yj7mhQm6lyqsmpqRvOafFReJrVhMf9Kyi0sk2-mfmM7yDF5O4DE_V3WgH4XCZv/s1422/2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="160" data-original-width="1422" height="45" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLliV4X-mar7x_ClzRYUNQb0WXJq9mWqYDb3wLf0tBsf9eDwK-wx3mthiHtp-tF4l3PlIG615E2sfg82Yj7mhQm6lyqsmpqRvOafFReJrVhMf9Kyi0sk2-mfmM7yDF5O4DE_V3WgH4XCZv/w400-h45/2.jpg" width="400" /></a></div><br /><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;">Digital first. Digital ready. From the very beginning. </div><div class="separator" style="clear: both;">Poh-Sun Goh</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5bbcXysJyK6FSjeFJ3RbBQa0jbxvo-Db1jsEgXLArcQr1xmuf0Ps6xaurUqcPWtEB0kZt01Lesec5GkP1o7xDZnUbM5x9NnXnvS-hVD9QCKIcoWHIar0jMv9qdt9nUO6JMjq2j5oApGTz/s728/3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="136" data-original-width="728" height="75" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5bbcXysJyK6FSjeFJ3RbBQa0jbxvo-Db1jsEgXLArcQr1xmuf0Ps6xaurUqcPWtEB0kZt01Lesec5GkP1o7xDZnUbM5x9NnXnvS-hVD9QCKIcoWHIar0jMv9qdt9nUO6JMjq2j5oApGTz/w400-h75/3.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Happy studying.</div></div></div></div><div><br /></div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">above (final takeaways) first shared at - <a href="https://telmeded.blogspot.com/2021/02/telmededqandapanel-university-of.html">https://telmeded.blogspot.com/2021/02/telmededqandapanel-university-of.html</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">---</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmEUX4zXTfKIjE3yTuvltF6b_zSsZdyGiXqXaXU21z_pcARs_oKaeS28QWDvKz0k6jsFMVsAJeFdeFf2JCmH9RSEJHGLrtoI-FkBPJY9CkwwGjUNFHn2-1y4iBGw28SK51-0Xjmjq17vwJyAU25_CfWQjfVa5SLq36QEI2_MpEahlIjcnSd-cXvkIK/s1920/Open%20Educational%20Resources%20-%20Micro,%20Macro%20and%20Meta%20(Matters)%20-%20Content,%20Practice(s)%20and%20Scholarship%20.001.jpeg" style="margin-left: 1em; 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text-align: center;"><div class="separator" style="clear: both;"><a href="https://browse.welch.jhmi.edu/c.php?g=409335&p=8345641">OER in Teaching and Learning - Johns Hopkins University / Medicine</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://oer.psu.edu/benefits-of-using-oer/#:~:text=OER%20has%20been%20shown%20to,barriers%20of%20affordability%20and%20accessibility.&text=Researchers%20found%20that%20students%20in,that%20did%20not%20use%20OER.">Benefits of using OER - PennState</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://ait.libguides.com/openeducation">https://ait.libguides.com/openeducation</a><br /></div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://libguides.nus.edu.sg/medicine/oer">https://libguides.nus.edu.sg/medicine/oer</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://libguides.nus.edu.sg/OER">https://libguides.nus.edu.sg/OER</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://libguides.cmich.edu/OER/medicine">https://libguides.cmich.edu/OER/medicine</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://alvernia.libguides.com/oer/health">https://alvernia.libguides.com/oer/health</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://libraryguides.lib.iup.edu/oer/examples">https://libraryguides.lib.iup.edu/oer/examples</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://libguides.und.edu/smhsoer">https://libguides.und.edu/smhsoer</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.opencolleges.edu.au/informed/features/10-open-educational-resources-know/">https://www.opencolleges.edu.au/informed/features/10-open-educational-resources-know/</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://opentextbc.ca/teachinginadigitalage/chapter/oer/">https://opentextbc.ca/teachinginadigitalage/chapter/oer/</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://en.wikipedia.org/wiki/Open_educational_resources">https://en.wikipedia.org/wiki/Open_educational_resources</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://oer.gmu.edu/?page_id=934">Principles and Examples of OER - George Mason University</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://provost.umw.edu/oer/what-are-oer/">What are OER and how do they differ from Open Access, Library-Licensed and Affordable Course Content? - University of Mary Washington</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both;">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). <a href="https://doi.org/10.1186/s12909-022-03106-2">https://doi.org/10.1186/s12909-022-03106-2</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Patel, D., & Parsley, S. (2015). Open educational resources. Community eye health, 28(90), 34.</div><div class="separator" style="clear: both;"><a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4675263/">https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4675263/</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="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">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</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both;">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). <a href="https://doi.org/10.1007/s11423-016-9434-9">https://doi.org/10.1007/s11423-016-9434-9</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcWhj-bb_d0b7bB8EILNehqjKOGOeL5FTwmQW6yHkDWu82M-AmMbe9pMxVL8RQ2OtdThQOlgyaH5rsJhosT3jI7mb0ULkgzTEOl3xt5HBxQwEFFjJVPJ5a9mkuuhedDzKeoYdQNfHVTfu3Lf5RrYz3F-RNUzR6zZ8U3tuQr__B3HAWkm0mWrYcPK7z/s1920/Strategies%20and%20Approaches%20to%20Develop%20and%20Use%20OER%20in%20MedEd%20.001.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcWhj-bb_d0b7bB8EILNehqjKOGOeL5FTwmQW6yHkDWu82M-AmMbe9pMxVL8RQ2OtdThQOlgyaH5rsJhosT3jI7mb0ULkgzTEOl3xt5HBxQwEFFjJVPJ5a9mkuuhedDzKeoYdQNfHVTfu3Lf5RrYz3F-RNUzR6zZ8U3tuQr__B3HAWkm0mWrYcPK7z/w400-h225/Strategies%20and%20Approaches%20to%20Develop%20and%20Use%20OER%20in%20MedEd%20.001.jpeg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjb0HQZNrM4KzX6sungSW4-jwJDffQVj1Y1hM2ekI2eJzB7WBnDH57HjjUO4v6EPGA6Z9QEOMcshgNa8F5TPnSbu95T9a18ActsDQlnDOsoQaggAQPQMq6cGOkkoQtwK0x9qQcMIH97M0Fu2-5gIr_lzYr8Ha_1d2xirSh0q7mheMHHkcCuIAjNCR6y/s2880/Open_knowledge_facets.svg.png" style="margin-left: 1em; margin-right: 1em;"><br class="Apple-interchange-newline" /><br /></a><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTZp2cqsVGFkkIiczU_vnm2MK5xPLVNMNjWG9SbGMKYguU2KOrmvN3k3aFFoBWESlMU8mF3i1rRwV3vXVF5HWABP3GqLgUP6KDwVuxvQjzJ8Kn6Tvj2yiJ_2H9urhSkCq-gv9K4jAiHVPdt3-GLcPjptR8PmqIis5DXOIg1mINxyqdL-QsBDVvEqd1/s3452/Open%20Knowledge%20Open%20Scholarship.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1476" data-original-width="3452" height="171" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTZp2cqsVGFkkIiczU_vnm2MK5xPLVNMNjWG9SbGMKYguU2KOrmvN3k3aFFoBWESlMU8mF3i1rRwV3vXVF5HWABP3GqLgUP6KDwVuxvQjzJ8Kn6Tvj2yiJ_2H9urhSkCq-gv9K4jAiHVPdt3-GLcPjptR8PmqIis5DXOIg1mINxyqdL-QsBDVvEqd1/w400-h171/Open%20Knowledge%20Open%20Scholarship.jpg" width="400" /></a></div></div><div class="separator" style="clear: both;">above illustration</div><div class="separator" style="clear: both;">By Evolution and evolvability - Own work, CC BY 4.0, <a href="https://commons.wikimedia.org/w/index.php?curid=115660986">https://commons.wikimedia.org/w/index.php?curid=115660986</a></div><br style="text-align: left;" /><div class="separator" style="clear: both;"><a href="https://en.wikipedia.org/wiki/Open_knowledge">https://en.wikipedia.org/wiki/Open_knowledge</a></div><div class="separator" style="clear: both;"><br /></div></div><div class="separator" style="clear: both; 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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</p><p><a href="https://julnet.swoogo.com/iamsevirtualforum22/2818602">https://julnet.swoogo.com/iamsevirtualforum22/2818602</a><br /></p><p><a href="https://julnet.swoogo.com/iamsevirtualforum22/2421279">https://julnet.swoogo.com/iamsevirtualforum22/2421279</a><br /></p><p><a href="https://julnet.swoogo.com/iamsevirtualforum22">https://julnet.swoogo.com/iamsevirtualforum22</a><br /></p><p><a href="https://medicaleducationelearning.blogspot.com/2022/10/small-steps-to-successful-scholarship.html">https://medicaleducationelearning.blogspot.com/2022/10/small-steps-to-successful-scholarship.html</a></p><p>and</p><p><a href="https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html">https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html</a><br /></p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhmY7PNnsyR137-XrmwpvCZAP95ISq1I49KmF8y8dz6gQWmVfb1xcfgHJHlJhEAnSehnvWLr2Yhk0pCZA8LcnzC3scMogCns5ve2kQ9eoH-ciVfjBAu2can9zQ8MN_StMTCbdUD6cFw73-raCEAnEXT5uKjKzpwn0Pm1TsPHr-2EDGqixI0TnOLLrH/s1616/Micro-Scholarship%20Medical%20Teacher.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="972" data-original-width="1616" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhmY7PNnsyR137-XrmwpvCZAP95ISq1I49KmF8y8dz6gQWmVfb1xcfgHJHlJhEAnSehnvWLr2Yhk0pCZA8LcnzC3scMogCns5ve2kQ9eoH-ciVfjBAu2can9zQ8MN_StMTCbdUD6cFw73-raCEAnEXT5uKjKzpwn0Pm1TsPHr-2EDGqixI0TnOLLrH/w400-h240/Micro-Scholarship%20Medical%20Teacher.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p>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. <a href="https://doi.org/10.1080/0142159X.2022.2133689">https://doi.org/10.1080/0142159X.2022.2133689</a></p><p>"(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</p><p><a href="https://microscholarship.blogspot.com/">https://microscholarship.blogspot.com/</a></p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNdiWSfKBknNlXiu72c-wZVgLByFc3qc5VLWMz6gFPBOk3aRoKsCKEvGYT4z0wy468DsTrXk50ndGqn_aWPRk5M_S6mpiLLvSiXBU9_bgyftPw8-wfgjXJpAu9Itb1M0udURbh9tdD0HBAspIsz7_4-BuHe6B0EJzSvZQBOKLTUeINBHGVCRrpo-aa/s1636/Small%20sustainable%20steps%20to%20success%20as%20a%20scholar%20in%20HPE%20-%20Micro%20(macro%20and%20meta)%20matters.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1518" data-original-width="1636" height="371" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNdiWSfKBknNlXiu72c-wZVgLByFc3qc5VLWMz6gFPBOk3aRoKsCKEvGYT4z0wy468DsTrXk50ndGqn_aWPRk5M_S6mpiLLvSiXBU9_bgyftPw8-wfgjXJpAu9Itb1M0udURbh9tdD0HBAspIsz7_4-BuHe6B0EJzSvZQBOKLTUeINBHGVCRrpo-aa/w400-h371/Small%20sustainable%20steps%20to%20success%20as%20a%20scholar%20in%20HPE%20-%20Micro%20(macro%20and%20meta)%20matters.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqD68nDjI8TYb-LosyoRgyrik2gENgX51gc8jXBJaN5bqVv4c--PAVXnxCo-E7HgqpXHU1XuqqwAKlxvmKsIGj9G1bkXrpf0VwD0DxOh8XX3yvHBHl5V48CcNb1Xg-hQTi23Q3xs9Ov_07fu-OK9DSmPMDVUzGPGuM7qPIO15spky4j-6F1RIyGYYH/s1512/TAPS2023.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1512" data-original-width="1486" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqD68nDjI8TYb-LosyoRgyrik2gENgX51gc8jXBJaN5bqVv4c--PAVXnxCo-E7HgqpXHU1XuqqwAKlxvmKsIGj9G1bkXrpf0VwD0DxOh8XX3yvHBHl5V48CcNb1Xg-hQTi23Q3xs9Ov_07fu-OK9DSmPMDVUzGPGuM7qPIO15spky4j-6F1RIyGYYH/w393-h400/TAPS2023.jpg" width="393" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p>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. <a href="https://doi.org/10.29060/TAPS.2023-8-2/SC2861">https://doi.org/10.29060/TAPS.2023-8-2/SC2861</a></p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOUyV0uCj-cBUEEsGfP8lECfhQzRWBEdt9Fm7YFLwcHqw9qONcO6xu2MyGcJpj5MfRJdclLpXLeZYec8dhFngR87hBejPzFqzYV_HB9a6uJY4epOdaRtX9unPBYPCv2_ww0L77FrhzuORvPTNg_DvTajgYEqwStb89Ry1YT117FZ2FI8EVa9a8KBBd/s1896/IMG_5925.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1896" data-original-width="1290" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOUyV0uCj-cBUEEsGfP8lECfhQzRWBEdt9Fm7YFLwcHqw9qONcO6xu2MyGcJpj5MfRJdclLpXLeZYec8dhFngR87hBejPzFqzYV_HB9a6uJY4epOdaRtX9unPBYPCv2_ww0L77FrhzuORvPTNg_DvTajgYEqwStb89Ry1YT117FZ2FI8EVa9a8KBBd/w273-h400/IMG_5925.jpg" width="273" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">above posted on <a href="https://www.instagram.com/p/CqRusJGhp2V/">https://www.instagram.com/p/CqRusJGhp2V/</a></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmnh028YJUJ54REfkDKIBtPEao9MACbFg9Mowe9-5BxPFPGfGoIUhM9oQUJJatD2QA4ki_kbQ-ndBu6q9WwHm95gZCTW6HhnnbqMeM_XHztqc-LPi8Dt4YAPuRjGWYG8Q-QC-Gqi4xx29_xibn6tXIGvAFwHSMj1REp3foMoL5dE6GPEfHi1Zq36GK/s1912/3rd%20Thematic%20Issue%20of%20TAPS.jpg" style="margin-left: 1em; margin-right: 1em;"><br class="Apple-interchange-newline" /><img border="0" data-original-height="1912" data-original-width="1384" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmnh028YJUJ54REfkDKIBtPEao9MACbFg9Mowe9-5BxPFPGfGoIUhM9oQUJJatD2QA4ki_kbQ-ndBu6q9WwHm95gZCTW6HhnnbqMeM_XHztqc-LPi8Dt4YAPuRjGWYG8Q-QC-Gqi4xx29_xibn6tXIGvAFwHSMj1REp3foMoL5dE6GPEfHi1Zq36GK/w290-h400/3rd%20Thematic%20Issue%20of%20TAPS.jpg" width="290" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://medicine.nus.edu.sg/taps/">https://medicine.nus.edu.sg/taps/</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: left;"><p>Travel Award, Paper selected for oral presentation, 50th Japanese Society for Medical Education (JSME) Annual Scientific Meeting, Tokyo 2018</p><p><a href="https://medicaleducationelearning.blogspot.com/2018/07/50th-jsme.html">https://medicaleducationelearning.blogspot.com/2018/07/50th-jsme.html</a></p><p><br /></p><p style="text-align: center;">⬇</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg74W6N_07avk88WjP3kqSBRD8twqJg01amz8fjFwcAok1zc6BZpUptHkARNwgtPFcYU_l9H3IOm21WTJmL-A4x9ul4WkRlA5jyaBGxJ6A6JWE-s8E3SZxYfCtU-UPg1Aiai8vLxZf7BQux4gPY0wgUgoF4yHPpoBr3TFgnOQEGymJUTmxS2e3TLXTz/s2150/APMEC%202023%20OER%20workshop%20analytics.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1254" data-original-width="2150" height="187" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg74W6N_07avk88WjP3kqSBRD8twqJg01amz8fjFwcAok1zc6BZpUptHkARNwgtPFcYU_l9H3IOm21WTJmL-A4x9ul4WkRlA5jyaBGxJ6A6JWE-s8E3SZxYfCtU-UPg1Aiai8vLxZf7BQux4gPY0wgUgoF4yHPpoBr3TFgnOQEGymJUTmxS2e3TLXTz/s320/APMEC%202023%20OER%20workshop%20analytics.jpg" width="320" /></a></div></div></div></div>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-24742642418280677782023-05-15T12:04:00.009-07:002023-05-28T14:38:36.201-07:00Coaching as a high impact intervention in Health Professions Education<p><b>Coaching as a high impact intervention in Health Professions Education</b> (APMEC 2023 Symposium), Saturday, 27 May 2023, 1.45pm - 2.45pm, Theatre, University Cultural Center, NUS</p><p><a href="https://medicaleducationelearning.blogspot.com/2023/05/coaching-as-high-impact-intervention-in.html">https://medicaleducationelearning.blogspot.com/2023/05/coaching-as-high-impact-intervention-in.html</a><br /></p><p>building on previous work</p><p>Shorey, S., Ang, E., Chua, J., & Goh, P. S. (2022). Coaching interventions among healthcare students in tertiary education to improve mental well-being: A mixed studies review. Nurse education today, 109, 105222. <a href="https://doi.org/10.1016/j.nedt.2021.105222">https://doi.org/10.1016/j.nedt.2021.105222</a></p><p>Short Communication on ‘The Role of Coaching in Health Professions Education’ at APMEC 2022 - <a href="https://medicaleducationelearning.blogspot.com/2021/11/apmec-2022-short-communication.html">https://medicaleducationelearning.blogspot.com/2021/11/apmec-2022-short-communication.html</a></p><p><a href="https://pohsungoh.blogspot.com/2022/10/coaching-process-and-value-add-for.html">https://pohsungoh.blogspot.com/2022/10/coaching-process-and-value-add-for.html</a></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOWk-yyXg_HfwkyzpjyfKhlfSgdkjhHaU4EmNK7WTrXX_3C2k6JsC8UXtIlC7iDeUyTf-m2VtctUJT_PVXzI15NTlIVGxa-fB6fGyHtXjDhC9M6VMnhPzGhmm8MiqCIyhpdTS_FiTr7vuE-Yt49dl6CA9ofNAzjU6IjqvGQzM790iV5pY2JftiC4AQ/s896/Coaching%20as%20a%20High%20Impact%20Intervention%20in%20Medical%20Educaiton.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="896" data-original-width="516" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOWk-yyXg_HfwkyzpjyfKhlfSgdkjhHaU4EmNK7WTrXX_3C2k6JsC8UXtIlC7iDeUyTf-m2VtctUJT_PVXzI15NTlIVGxa-fB6fGyHtXjDhC9M6VMnhPzGhmm8MiqCIyhpdTS_FiTr7vuE-Yt49dl6CA9ofNAzjU6IjqvGQzM790iV5pY2JftiC4AQ/w230-h400/Coaching%20as%20a%20High%20Impact%20Intervention%20in%20Medical%20Educaiton.jpg" width="230" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://medicine.nus.edu.sg/cenmed/apmec2023/programs.html#Pre3">https://medicine.nus.edu.sg/cenmed/apmec2023/programs.html#Pre3</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://pohsungoh.blogspot.com/2022/10/coaching-process-and-value-add-for.html">https://pohsungoh.blogspot.com/2022/10/coaching-process-and-value-add-for.html</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://medicaleducationelearning.blogspot.com/2021/11/apmec-2022-short-communication.html">https://medicaleducationelearning.blogspot.com/2021/11/apmec-2022-short-communication.html</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">👇</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Full transcript of my presentation, to be accompanied by Slides below section as background illustration.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfxZPADPOrM26lXpSuZo9dm5YscgmHjnp5jiflUlj3lknRx6wU6fmUP0o9gHa4a1w-XWj0dE4a7bBQNYLldbZDxA31PkHaJw6ZuIPalvX44o04KEg8P2AoBPiOFSDx1ln2K3LZwRpFshDsy-tEKP-oYdlim7Kr6iWg9F-mY3u_SscSSN7T-aic56Q9/s1600/WhatsApp%20Image%202023-05-17%20at%208.49.30%20AM.jpeg" style="margin-left: 1em; 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share our experience as individual inhouse coaches at our medical school and academic medical center, coaching undergraduates,</div><div class="separator" style="clear: both;">postgraduates as well as individual at significant career and life transition points; review the</div><div class="separator" style="clear: both;">evidence for coaching as a high impact intervention in Health Professions Education; and in closing</div><div class="separator" style="clear: both;">discussing the value proposition of coaching, lessons learnt and plans for the future.</div></div><div class="separator" style="clear: both;"><b><br /></b></div><div class="separator" style="clear: both;"><b><br /></b></div><div class="separator" style="clear: both;"><b>Overview, Background Theory and Literature Review</b></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Poh-Sun Goh</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">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. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">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. </div><div class="separator" style="clear: both;"><a href="https://www.researchgate.net/publication/335224696_Coaching_psychology_Exploring_definitions_and_research_contribution_to_practice">https://www.researchgate.net/publication/335224696_Coaching_psychology_Exploring_definitions_and_research_contribution_to_practice</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">—</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><b>Coaching Conversations with Medical Students - How, What and Why</b></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Elizabeth Teh</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">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.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">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.</div><div class="separator" style="clear: both;"> </div><div class="separator" style="clear: both;">—</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><b>Elevating the Medical School Experience Through Coaching: Common Themes and Approaches to Overcoming Challenges Students Face</b></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Nisha Kesavan</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Will first address some common themes and challenges medical students face.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">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.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">—</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><b>Key Considerations in Developing and Implementing a Coaching Program in Medical Education</b></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Kesavan Esuvaranathan</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">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.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">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.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">---</div></div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">👇</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.linkedin.com/pulse/5-steps-solution-process-leonardo-salvador">https://www.linkedin.com/pulse/5-steps-solution-process-leonardo-salvador</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.linkedin.com/pulse/manager-coach-flexible-style-influence-julie-starr">https://www.linkedin.com/pulse/manager-coach-flexible-style-influence-julie-starr</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://issuu.com/pearsonprofessional/docs/brilliant_coaching_sample_chapter">https://issuu.com/pearsonprofessional/docs/brilliant_coaching_sample_chapter</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">👆</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><a href="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.forbes.com/sites/chrismyers/2018/02/23/how-to-find-your-ikigai-and-transform-your-outlook-on-life-and-business/?sh=97cb6062ed44</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://positivepsychology.com/ikigai-books/">https://positivepsychology.com/ikigai-books/</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://www.blinkist.com/en/books/ikigai-en">https://www.blinkist.com/en/books/ikigai-en</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><p><a href="https://www.lecturio.com/pulse/coaching-in-healthcare-education/">https://www.lecturio.com/pulse/coaching-in-healthcare-education/</a><br /></p><p><a href="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/rising-ceos-lessons-from-the-mckinsey-leadership-forum</a><br /></p><p><a href="https://www.mckinsey.com/capabilities/strategy-and-corporate-finance/our-insights/stepping-up-becoming-a-high-potential-ceo-candidate">https://www.mckinsey.com/capabilities/strategy-and-corporate-finance/our-insights/stepping-up-becoming-a-high-potential-ceo-candidate</a></p><p><br /></p><p>“You’re the sum of your choices. You’re exactly who, what and where you choose to be in life.”</p><p>above quoted from article below</p><p><a href="https://edition.cnn.com/travel/article/hippo-attack-avoid-survive-paul-templer/index.html">https://edition.cnn.com/travel/article/hippo-attack-avoid-survive-paul-templer/index.html</a></p><p><br /></p><p><a href="https://pohsungoh.blogspot.com/2023/01/choices.html">https://pohsungoh.blogspot.com/2023/01/choices.html</a><br /></p><p><a href="https://pohsungoh.blogspot.com/2023/03/travel-light-or-team-up-to-travel-far.html">https://pohsungoh.blogspot.com/2023/03/travel-light-or-team-up-to-travel-far.html</a><br /></p></div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4Z1zrL4HIWfV4s406UjfUp_xrHj1m6jvMWO2Zdt_YZbklxBmTZzg_FVs_1eOPq9O0H-qFdVQiuHXIw_ULrUF17gpZFoARc9jocCnG0BJgSSTeOxjTnu1OnFrBJHuPodb_v7rECmstJuZWcLtKAxteg1BdOK2smtJXYAAVXYZt5PE30bVcyWRaTobM/s1920/The%206%20%E2%80%98P%E2%80%99s%E2%80%99%20of%20Coaching%20in%20Education%20and%20Professional%20Practice%20.001.jpeg" style="margin-left: 1em; 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text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://becomeawritertoday.com/heros-journey/">https://becomeawritertoday.com/heros-journey/</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="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-an-introduction/</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="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-the-mid-life-transition/</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.artofmanliness.com/character/advice/the-seasons-of-a-mans-life-early-adulthood/">https://www.artofmanliness.com/character/advice/the-seasons-of-a-mans-life-early-adulthood/</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.artofmanliness.com/character/advice/good-news-your-life-isnt-limitless/">https://www.artofmanliness.com/character/advice/good-news-your-life-isnt-limitless/</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6CTjJ8_r5djC115c4meGcHBZBGMNbyiCFqfqSen-ROlJ6H_9L_IYdVFwApP2ZWAq-tcC4Vqyy3I-1AEkCFzTIwwSYxIBi92wRm-MMfQk_TkKYCe-risV-rj5z_yCs4zW6gqYHc-gu9YMy5RHHJOaoalbzL7Nw2bm8PDlhM3d2Yk07NT26wLp9XddB/s1600/WhatsApp%20Image%202023-04-15%20at%208.23.23%20AM.jpeg" style="margin-left: 1em; 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text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;">“Simply put. Coaching to - 'Feel’ Good, ‘Look’ Good, and ‘Be’ Good</div><div class="separator" style="clear: both;">where ‘Good’ - is defined by Coachee, with assisted awareness, through reflection, working in partnership with the Coach</div><div class="separator" style="clear: both;">where Feel - includes Somatic, Thinking, and Emotions </div><div class="separator" style="clear: both;">where ‘Look and Be’ - includes what the ‘mirror’ and ‘world’ sees, from ‘Appearance’ and Performance’, including observations and feedback from the Coach.”</div><div class="separator" style="clear: both;">Poh-Sun Goh, Monday, 17 April 2023, 0711am, Singapore time</div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both;"><p>Building on Short Communication on ‘The Role of Coaching in Health Professions Education’ presented at APMEC 2022 - <a href="https://medicaleducationelearning.blogspot.com/2021/11/apmec-2022-short-communication.html">https://medicaleducationelearning.blogspot.com/2021/11/apmec-2022-short-communication.html</a></p><p><a href="https://pohsungoh.blogspot.com/2022/10/coaching-process-and-value-add-for.html">https://pohsungoh.blogspot.com/2022/10/coaching-process-and-value-add-for.html</a><br /></p><p>Shorey, S., Ang, E., Chua, J., & Goh, P. S. (2022). Coaching interventions among healthcare students in tertiary education to improve mental well-being: A mixed studies review. Nurse education today, 109, 105222. <a href="https://doi.org/10.1016/j.nedt.2021.105222">https://doi.org/10.1016/j.nedt.2021.105222</a></p><p><br /></p><p><a href="https://www.lecturio.com/pulse/coaching-in-healthcare-education/">https://www.lecturio.com/pulse/coaching-in-healthcare-education/</a><br /></p><p>Hammoud MM, Deiorio NM, Moore M, Wolff M. Coaching in Medical Education. 1st ed. Elsevier; 2023.</p><p><a href="https://www.amazon.com/Coaching-Medical-Education-Residents-Innovation/dp/0323847269">https://www.amazon.com/Coaching-Medical-Education-Residents-Innovation/dp/0323847269</a><br /></p><p><br /></p><p>Lovell, Ben. (2017). What do we know about coaching in medical education? A literature review. Medical Education. 52. 10.1111/medu.13482. <a href="https://www.researchgate.net/publication/321728432_What_do_we_know_about_coaching_in_medical_education_A_literature_review">https://www.researchgate.net/publication/321728432_What_do_we_know_about_coaching_in_medical_education_A_literature_review</a></p><p>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. <a href="https://doi.org/10.1080/10872981.2019.1699765">https://doi.org/10.1080/10872981.2019.1699765</a></p><p><br /></p><p>"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</p><p>above comment in response to Table 5, in article below</p><p>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 <a href="https://www.tandfonline.com/doi/full/10.1080/10872981.2019.1699765">https://www.tandfonline.com/doi/full/10.1080/10872981.2019.1699765</a></p><p><br /></p></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://www.google.com/search?q=coaching+value+and+impact+in+medical+educaiton&oq=coaching+value+and+impact+in+medical+educaiton&aqs=chrome..69i57j33i10i160.10167j0j7&sourceid=chrome&ie=UTF-8">Google search for 'coaching value and impact in medical education'</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Maini, A., Fyfe, M. & Kumar, S. Medical students as health coaches: adding value for patients and students. BMC Med Educ 20, 182 (2020). <a href="https://doi.org/10.1186/s12909-020-02096-3">https://doi.org/10.1186/s12909-020-02096-3</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://www.ama-assn.org/system/files/2019-09/coaching-medical-education-faculty-handbook.pdf">https://www.ama-assn.org/system/files/2019-09/coaching-medical-education-faculty-handbook.pdf</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">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 </div><div class="separator" style="clear: both;"><a href="https://journals.lww.com/academicmedicine/fulltext/2016/08000/on_the_value_of_coaching_in_medicine.4.aspx">https://journals.lww.com/academicmedicine/fulltext/2016/08000/on_the_value_of_coaching_in_medicine.4.aspx</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Lovell, Ben. (2017). What do we know about coaching in medical education? A literature review. Medical Education. 52. 10.1111/medu.13482. </div><div class="separator" style="clear: both;"><a href="https://www.researchgate.net/publication/321728432_What_do_we_know_about_coaching_in_medical_education_A_literature_review">https://www.researchgate.net/publication/321728432_What_do_we_know_about_coaching_in_medical_education_A_literature_review</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">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). <a href="https://doi.org/10.1007/s11606-019-04888-w">https://doi.org/10.1007/s11606-019-04888-w</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">N. DeTurk, S., J. Kaza, A., & Ng Pellegrino, A. (2022). Coaching and Mentoring: Focus on Graduate Medical Education. IntechOpen. doi: 10.5772/intechopen.94182 </div><div class="separator" style="clear: both;"><a href="https://www.intechopen.com/chapters/73843">https://www.intechopen.com/chapters/73843</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://icenetblog.royalcollege.ca/2022/10/13/coaching-catalyzes-culture-change-in-medical-education/">https://icenetblog.royalcollege.ca/2022/10/13/coaching-catalyzes-culture-change-in-medical-education/</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://www.cureus.com/articles/100419-defining-advising-coaching-and-mentoring-for-student-development-in-medical-education#!/">https://www.cureus.com/articles/100419-defining-advising-coaching-and-mentoring-for-student-development-in-medical-education#!/</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://www.lecturio.com/pulse/coaching-in-healthcare-education/">https://www.lecturio.com/pulse/coaching-in-healthcare-education/</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><b>Definition of Coaching by the International Coaching Federation (ICF) </b></div><div class="separator" style="clear: both;"><a href="https://coachingfederation.org/">https://coachingfederation.org/</a></div><div class="separator" style="clear: both;">"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. </div><div class="separator" style="clear: both;">The coach’s responsibility is to:</div><div class="separator" style="clear: both;">• Discover, clarify and align with what the client wants to achieve</div><div class="separator" style="clear: both;">• Encourage client self-discovery</div><div class="separator" style="clear: both;">• Elicit client-generated solutions and strategies</div><div class="separator" style="clear: both;">• Hold the client responsible and accountable</div><div class="separator" style="clear: both;">The coaching process helps clients improve their outlook on work and life, while improving their</div><div class="separator" style="clear: both;">leadership skills and unlocking their potential."</div><div class="separator" style="clear: both;">quoted from 'Unlock your Potential' by the ICF, accessed from <a href="https://coachfederation.org/app/uploads/2018/06/UnlockYourPotential.pdf">https://coachfederation.org/app/uploads/2018/06/UnlockYourPotential.pdf</a>, on 4 October 2022</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://pohsungoh.blogspot.com/2022/10/coaching-process-and-value-add-for.html">https://pohsungoh.blogspot.com/2022/10/coaching-process-and-value-add-for.html</a><br /></div></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/xeZjpaBrDt4" width="320" youtube-src-id="xeZjpaBrDt4"></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://today.ucsd.edu/story/if-you-think-you-understand-how-incentives-work-think-again">https://today.ucsd.edu/story/if-you-think-you-understand-how-incentives-work-think-again</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/APVZLaj3aKU" width="320" youtube-src-id="APVZLaj3aKU"></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.theverge.com/2019/3/22/18277218/safi-bahcall-loonshoots-science-business-innovation-history-interview">https://www.theverge.com/2019/3/22/18277218/safi-bahcall-loonshoots-science-business-innovation-history-interview</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://arstechnica.com/science/2019/12/loonshots-and-phase-transitions-are-the-key-to-innovation-physicist-argues/?comments=1&comments-page=1">https://arstechnica.com/science/2019/12/loonshots-and-phase-transitions-are-the-key-to-innovation-physicist-argues/?comments=1&comments-page=1</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.google.com/search?q=phase+transitions+to+drive+innovation&ei=saNUZIzeG4CIjuMP-KCG2A0&ved=0ahUKEwjM-on2x93-AhUAhGMGHXiQAdsQ4dUDCA8&uact=5&oq=phase+transitions+to+drive+innovation&gs_lcp=Cgxnd3Mtd2l6LXNlcnAQAzIFCCEQoAE6CggAEEcQ1gQQsAM6CggAEIoFELADEEM6BQgAEIAEOggILhCABBDUAjoHCAAQigUQQzoFCC4QgAQ6CAgAEBYQHhAPOgYIABAWEB46CAgAEIoFEIYDOgQIIRAVOggIIRAWEB4QHToHCCEQoAEQCkoECEEYAFCQCFiNL2D2MGgBcAF4AIAByQGIAYcLkgEGMTcuMi4xmAEAoAEByAEKwAEB&sclient=gws-wiz-serp">Google search for 'phase transitions to drive innovation'</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;">"What zone am I in right now? ... What am I giving my attention to? ...What actions can I take right now?</div><div class="separator" style="clear: both;">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."</div><div class="separator" style="clear: both;">- above quotes from "The Drucker Difference: Three Questions to Ask Yourself When Things Get Tough" with Jeremy Hunter, accessed on 9 April 2023 at <a href="https://www.cgu.edu/news/2023/01/the-drucker-difference-three-questions-to-ask-yourself-when-things-get-tough/">https://www.cgu.edu/news/2023/01/the-drucker-difference-three-questions-to-ask-yourself-when-things-get-tough/</a></div><div class="separator" style="clear: both;"><br /></div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">👇</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both;"><a href="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.forbes.com/sites/chrismyers/2018/02/23/how-to-find-your-ikigai-and-transform-your-outlook-on-life-and-business/?sh=97cb6062ed44</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://positivepsychology.com/ikigai-books/">https://positivepsychology.com/ikigai-books/</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://www.blinkist.com/en/books/ikigai-en">https://www.blinkist.com/en/books/ikigai-en</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div>"The top of one mountain is always the bottom of another." - Marianne Williamson</div><div><a href="https://www.brainyquote.com/quotes/marianne_williamson_635419">https://www.brainyquote.com/quotes/marianne_williamson_635419</a><br /></div><div><br /></div></div><p>"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 - <a href="https://www.latimes.com/entertainment/arts/la-et-cm-andre-de-shields-20190609-story.html">https://www.latimes.com/entertainment/arts/la-et-cm-andre-de-shields-20190609-story.html</a> </p>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-20279372194246397932023-03-12T15:56:00.003-07:002023-03-12T16:05:20.959-07:00Radiology Resident Tutorial - Monday, 13 March 2023 - 0745am to 0815am<p>Radiology Resident Tutorial - Monday, 13 March 2023 - 0745am to 0815am</p><p>Engagement (including with content) process:</p><p>Scheduling/session planning - one week beforehand, including selecting venue and platform</p><p>WhatsApp group (members updated) - 2 days before session</p><p><br /></p><p><b>WhatsApp group (attendees) - pre-session content for review - 1 day before session</b></p><p>(below summary of WhatsApp messages - <b>30 minute pre-session content for review</b></p><p>- explore <a href="https://www.asnr.org">https://www.asnr.org</a> website</p><p>- including Education section, content in its drop down menu, especially ASNR Neuroradiology Core Education (didactic bite size videos), and Case of the Week; and Publications section, content in drop down menu, especially Neurographics (with open access image based learning content, curated by editors from ASNR and subspecialty American Societies of Head and Neck, Spine, Paediatric and Functional Neuroradiology meetings</p><p>- review core (screenshots provided) messages from earlier tutorials (applied learning science, how to learn and practice effectively AND efficiently)</p><p><a href="https://medicaleducationelearning.blogspot.com/2022/10/radiology-resident-tutorial-applied.html">https://medicaleducationelearning.blogspot.com/2022/10/radiology-resident-tutorial-applied.html</a><br /></p><p><a href="https://medicaleducationelearning.blogspot.com/2021/11/pre-2b-frcr-tutorial-radiology-of-skull.html">https://medicaleducationelearning.blogspot.com/2021/11/pre-2b-frcr-tutorial-radiology-of-skull.html</a><br /></p><p>- consider, and reflect on core message from applied motivation science, 'will before skill', 'why, before what and how'</p><p><br /></p><p><b>Session Content</b></p><p>- role of habitual, scheduled, micro-learning, micro-practice, micro-assessment and micro-scholarship, </p><p>to 'take note, make notes, and share notes'; to 'make major moves one micro-step at a time, available and accessible to all'</p><p><a href="https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html">https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html</a><br /></p><p><a href="https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html">https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html</a><br /></p><p><br /></p><p>- building on ideas, approaches, strategies, and tips from earlier tutorials</p><p><br /></p><p><b>Post Session</b></p><p>- schedule, and design personal, regular (daily), scheduled micro-actions - what to 'take note of', to make notes, then share these notes</p><p>- to learn individually, and collectively </p><p>- to seamlessly build and schedule these practices, and actions, into your day to daily life; as habitual practice</p><p>- essentially what you schedule, and habitually do; how and where you spend and allocate your time, attention, energy and effort; will be, what you become</p><p><br /></p><p>See (one), Do (one), Teach (one) … Write (‘do’ Scholarship .. then ‘be’ a Scholar .. then) Teach (again)</p><p>Poh-Sun Goh, 9 April 2022, 0446am, Singapore Time</p><p><br /></p><p>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). - <a href="https://www.instagram.com/p/CcGraM0vrW5/">https://www.instagram.com/p/CcGraM0vrW5/</a></p><p><br /></p><p>"Understanding basic theory using a few illustrative examples. Mastering a topic by exposure to and experience with many examples</p><p>Typical examples or real-life scenarios can be used to illustrate theory, and help students understand fundamental principles. Mastering a topic usually requires exposure to and experience with many examples, both typical and atypical, common to uncommon including subtle manifestations of a phenomenon. The traditional method of doing this is via a long apprenticeship, or many years of practice with feedback and experience. A digital collection of educational scenarios and cases can support and potentially shorten this educational and training process. Particularly if a systematic attempt is made to collect and curate a comprehensive collection of all possible educational scenarios and case-based examples, across the whole spectrum of professional practice. Online access to key elements, parts of and whole sections of these learning cases; used by students with guidance by instructors under a deliberate practice and mastery training framework, can potentially accelerate the educational process, and deepen learning."</p><p>above from</p><p>Goh, P.S. A series of reflections on eLearning, traditional and blended learning. MedEdPublish. 2016 Oct; 5(3), Paper No:19. Epub 2016 Oct 14. <a href="http://dx.doi.org/10.15694/mep.2016.000105">http://dx.doi.org/10.15694/mep.2016.000105</a></p>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-29881420195477545002023-01-16T09:01:00.002-08:002023-01-16T09:04:52.788-08:00Why write ✍️. On regular basis. <p>Why write ✍️. On regular basis. Daily. For yourself. With others.</p><p>To capture. To make notes 📝 of what we take note of. To share these notes. </p><p>To take tangible, visible, concrete steps. Forward.</p><p>To deepen our thinking 🤔, document 📃 our reflection and discussions.</p><p>An an intentional choice, an action to build, strengthen and grow. Personally and Professionally.</p><p>Just as physical exercise builds muscular strength, consistent focused writing builds mental strength.</p><p>Just do it. Schedule it. And write. Daily. As a commitment to yourself. With your team. As a team.</p><p>Poh-Sun Goh, Friday, 13 January 2023</p><p>--</p><p>Simply put .. writing and getting published shows (the world) who we are, and what we do (have done and can do). Whether this is recognised during a particular institutional performance review is beside the point. We exist in a larger ecosystem and Community of Practice.</p><p>What we write, and publish, ‘is’ our professional ‘calling card’. Our public persona, and visible, accessible and assessable portable portfolio of work. </p><p>Poh-Sun Goh, 15 January 2023, Saturday, 0525am, Tel Aviv time.</p><p>---</p><p><a href="https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html">https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html</a><br /></p><p><br class="Apple-interchange-newline" /><iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/7MC634jCfMH7pt" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe></p><div style="margin-bottom: 5px;"><strong><a href="//www.slideshare.net/dnrgohps/using-technology-to-enhance-learning-for-others-and-for-yourself-faculty-and-personal-professional-development" target="_blank" title="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)</a> </strong>from <strong><a href="//www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong></div>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-39320944680445979542023-01-15T14:13:00.007-08:002023-01-18T15:32:28.409-08:00Phase V YLLSOM (Year 5) - Internal Medicine - Medicine Prac & SIP: Radiology - Neuroradiology Tutorial<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9x8x0hJaDhQT5KjnoaBDo7NaW-jRM7fandzBSIG6S6rZQPnuIOoDc0Nwb8NjnAG5ihFN7V_8ksudFKPBPuGnpGF4E5OZ5GUdy0TIloHnW-6E8DIwQhgrHficqSfGZ_OrqqkDLhnTcNFrZO2Pc1zoN29GFIfNKjm1-4xDwnVgsUGcidu6uGRAxfzxq/s3410/Year%205%20NeuroTut%2017Jan2023.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1920" data-original-width="3410" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9x8x0hJaDhQT5KjnoaBDo7NaW-jRM7fandzBSIG6S6rZQPnuIOoDc0Nwb8NjnAG5ihFN7V_8ksudFKPBPuGnpGF4E5OZ5GUdy0TIloHnW-6E8DIwQhgrHficqSfGZ_OrqqkDLhnTcNFrZO2Pc1zoN29GFIfNKjm1-4xDwnVgsUGcidu6uGRAxfzxq/w400-h225/Year%205%20NeuroTut%2017Jan2023.jpg" width="400" /></a></div><p><br /></p><p>Dear Students,</p><div>I will be presenting from these slides (attached) tomorrow during our scheduled 12 noon session (Tuesday 17 January 2023).</div><div><br /></div><div>Have attached pdf copy for you to download and write notes on, to folllow along my presentation tomorrow.</div><div><br /></div><div>These slides were put together by my colleague Dr Samuel Lau, and have been used for previous sessions with your fellow student groups by Dr Lau, and my other colleague Dr Low Ying Liang.</div><div><br /></div><div>I will be presenting for approximately 30 minutes, highlighting key ideas, as well as introducing complimentary material for self-study, on specially curated for you (medical student) interactive high quality, practical, usable and user friendly, short and to the point, open-access online websites, for modular, bite-size, on demand and just-in-time learning and specific topic review, accessible on my session blog - <a href="https://medicaleducationelearning.blogspot.com/2023/01/phase-v-yllsom-year-5-internal-medicine.html">https://medicaleducationelearning.blogspot.com/2023/01/phase-v-yllsom-year-5-internal-medicine.html</a>. The remaining 60 minutes tutorial time can be used for independent self-study (I strongly recommend you use allocated curricular time to do this), as well as for those of you who have done preliminary review of this material, or who have questions from clinical practice related to neuroimaging or neuroradiology to engage in a live interactive Q and A discussion with me. For those students who after the initial 30 minute 'presentation' would like to engage in independent self-study, or in small groups, please feel free to email me directly or post questions on Entrada at any time next 24 hours after this session. I will aim to respond to these within 24 to 48 hours.</div><div><br /></div><div>--</div><div><br /></div><div>Session link on Entrada - <a href="https://entrada.nusmedicine.nus.edu.sg/events?drid=304884">https://entrada.nusmedicine.nus.edu.sg/events?drid=304884</a></div><div><br /></div><div>Including link to join live Zoom session</div><div><br /></div><div>---</div><div><br /></div><div>best regards</div><div><br /></div><div>Poh Sun</div><p></p><div><br /></div><div style="text-align: center;">⬇</div><div style="text-align: center;"><br /></div><div><a href="https://www.radiologymasterclass.co.uk/tutorials/ct/ct_brain_anatomy/ct_brain_anatomy_start">https://www.radiologymasterclass.co.uk/tutorials/ct/ct_brain_anatomy/ct_brain_anatomy_start</a><br /></div><div><br /></div><div><a href="https://www.radiologymasterclass.co.uk/tutorials/ct/ct_acute_brain/ct_brain_start">https://www.radiologymasterclass.co.uk/tutorials/ct/ct_acute_brain/ct_brain_start</a><br /></div><div><br /></div><div><a href="https://www.radiologymasterclass.co.uk/tutorials/tutorials">https://www.radiologymasterclass.co.uk/tutorials/tutorials</a><br /></div><div><br /></div><div><br /></div><div><a href="https://radiopaedia.org/articles/radiology-for-students-curriculum">https://radiopaedia.org/articles/radiology-for-students-curriculum</a><br /></div><div><br /></div><div><br /></div><div><a href="https://learnneuroradiology.com/trainees/medical-students/">https://learnneuroradiology.com/trainees/medical-students/</a><br /></div><div><br /></div><div><a href="https://www.neurosurgerytraining.org/the-brain-and-spine-report/introduction-to-neuroimaging-for-medical-students-clinical-pearls-and-techniques">https://www.neurosurgerytraining.org/the-brain-and-spine-report/introduction-to-neuroimaging-for-medical-students-clinical-pearls-and-techniques</a></div><div><br /></div><div style="text-align: center;">⬇</div><div style="text-align: center;"><br /></div><div>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 underlying learning science - </div><div><a href="https://medicaleducationelearning.blogspot.com/2022/11/undergraduate-educational-and-training.html">https://medicaleducationelearning.blogspot.com/2022/11/undergraduate-educational-and-training.html</a></div><div style="text-align: center;"><br /></div><div style="text-align: center;">⬆</div><div style="text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmzaaOOlNw6LItnOitDztN6sMVTRMIQweu27ICfF24WmK0CSN7p4GHYPVunX9QRV8bNDI9z54w7ocxrgYJXRD-wxQ7SEJEl2fxy7rpG8gI7e_Mb45Omd5TGVHGJ4SFoWrLk6wAHyEs91iORj3CGg9Mfqh09_LRT7dGl8GDr1hd-Dhj-Nm22ZdI_FyH/s1920/How%20Session%20Time%20was%20Spent%20-%20M5%20Neuroradiology%20Session%20(YLLSOM)%20-%2017%20January%202023.001.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmzaaOOlNw6LItnOitDztN6sMVTRMIQweu27ICfF24WmK0CSN7p4GHYPVunX9QRV8bNDI9z54w7ocxrgYJXRD-wxQ7SEJEl2fxy7rpG8gI7e_Mb45Omd5TGVHGJ4SFoWrLk6wAHyEs91iORj3CGg9Mfqh09_LRT7dGl8GDr1hd-Dhj-Nm22ZdI_FyH/w400-h225/How%20Session%20Time%20was%20Spent%20-%20M5%20Neuroradiology%20Session%20(YLLSOM)%20-%2017%20January%202023.001.jpeg" width="400" /></a></div><div style="text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKzZ-Z0Tp4Z21jkM4-3zh5WfXELLod-cVsctLzMAARvWZoHMgZTObc278ilbGC_X_Ygml8SSDIpN6atD5n8UO2BWgMR12wm1DC0SGIuX7imZp_hudHS_W2qt9CGX4nAvq8GsTMzjnDE5B86JFXmBPxwMZ85WGiP9hxZRSYITY14oVCbWXMwoYQKUSp/s2156/Phase%205%20tut%2017%20Jan%202023.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1286" data-original-width="2156" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKzZ-Z0Tp4Z21jkM4-3zh5WfXELLod-cVsctLzMAARvWZoHMgZTObc278ilbGC_X_Ygml8SSDIpN6atD5n8UO2BWgMR12wm1DC0SGIuX7imZp_hudHS_W2qt9CGX4nAvq8GsTMzjnDE5B86JFXmBPxwMZ85WGiP9hxZRSYITY14oVCbWXMwoYQKUSp/w400-h239/Phase%205%20tut%2017%20Jan%202023.jpg" width="400" /></a></div>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0tag:blogger.com,1999:blog-4951119770631534439.post-46263107688523827272022-12-29T12:16:00.046-08:002023-06-07T12:47:25.753-07:00Micro-Content (bite-size, modular content) FOR (Micro-) Learning, Practice, Assessment and Scholarship<p>"Micro-Content (bite-size, modular content) FOR (Micro-) Learning, Practice, Assessment and Scholarship"</p><p>a sharing session with Poh-Sun Goh</p><p>on 20 February 2023, 10pm UK time / 21 February 2022, 6am Singapore time (on Zoom)</p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSIH42qarTCdfMj7Syt4bNIAD_l4c0rUkSxpds-c8_c1W3xzXvMq4S6ZTNZZijC1-SW5fh8w_IN6zRUuVe_mjQ1RNzJzOAhN3z7HsCvsSdJF5QgPezQmxuOuVgyCNFgT2YQOi15KxelbM9-MMptUQ6Guhv9z8omiNjG559YLm769KNz_pm7fj0P7R7/s3456/Why%20before%20What%20and%20How%2021%20Feb%202023.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2234" data-original-width="3456" height="259" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSIH42qarTCdfMj7Syt4bNIAD_l4c0rUkSxpds-c8_c1W3xzXvMq4S6ZTNZZijC1-SW5fh8w_IN6zRUuVe_mjQ1RNzJzOAhN3z7HsCvsSdJF5QgPezQmxuOuVgyCNFgT2YQOi15KxelbM9-MMptUQ6Guhv9z8omiNjG559YLm769KNz_pm7fj0P7R7/w400-h259/Why%20before%20What%20and%20How%2021%20Feb%202023.jpg" width="400" /></a></div><p><br /></p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjernFV8j5gh_2NuIMK6mnDJSX27D0yOfJZfwhPxEGwRl-wjshG6v49Scyk7Pb7sV1tCzOr6b01_JiUW_6gxdBc9_iPlbkf2bckgP_wICTKGAWJxAII9S5jjv6twuGGWWKHdtlqiFoC0N2mkSrpfykwi2fmcuYhPPoqBY1PAavux0VCzNwL1tUjNtiZ/s2540/Micro-Learning,%20Micro-Practice%20and%20Micro-Scholarship%20-%20Making%20Major%20Moves%20on%20step%20at%20a%20time%20illustration.jpg" style="margin-left: 1em; 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margin-right: 1em;"><img border="0" data-original-height="1880" data-original-width="3390" height="221" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiY6w7sZvk8voeFNRPdy03FV2GnKlf49nKqI4a0Pl5Eadw2jdeZ4VO45JPz1m8Xjb2pWYwr6gVsevAkIGZjs7v2cq-TQRer6yNmUGJXWSzhqXHdlcNBVehzhNWLYC6otpehExmg-kzL7DBEXbk06hdDEd2tOyDWUhR3Vj6V_R69kRn1FYnx5Nyyaxx5/w400-h221/Micro-Learning%20Micro-Practice%20Micro-Scholarship%20Staircase.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQaf93UWzDLs9vRPdvJg5-VG58LIkAr58l8mBAu69tMg4UmxfUEkyKBbOBZSf2jS3hr5YouNgi2blbpfsST1oFaILV3hEKA2coApKb3HLkNNUuJ7Xp7X9l-DANcteD31-tVZgSxMVBV5ElgBuoZrM2AX5ZLT0D82i9oCM2BF9-tNHIEObwhoDK8gHD/s3075/Illustrated%20stacked%20Micro-Scholarship%20Steps.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1732" data-original-width="3075" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQaf93UWzDLs9vRPdvJg5-VG58LIkAr58l8mBAu69tMg4UmxfUEkyKBbOBZSf2jS3hr5YouNgi2blbpfsST1oFaILV3hEKA2coApKb3HLkNNUuJ7Xp7X9l-DANcteD31-tVZgSxMVBV5ElgBuoZrM2AX5ZLT0D82i9oCM2BF9-tNHIEObwhoDK8gHD/w400-h225/Illustrated%20stacked%20Micro-Scholarship%20Steps.jpg" width="400" /></a></div><p><br /></p><p style="text-align: center;">👇</p><p style="text-align: center;">building on earlier post</p><p style="text-align: center;">Micro-Learning, Micro-Practice and Micro-Scholarship : Making Major Moves one micro-step at a time, Accessible and Available to All</p><p><a href="https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html">https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html</a><br /></p><p style="text-align: center;">⬇</p><p style="text-align: center;">leading to upcoming IAMSE 2023 pre-conference course</p><p style="text-align: center;"><a href="https://medicaleducationelearning.blogspot.com/2023/05/the-5s-of-small-sustainable-steps-to.html">https://medicaleducationelearning.blogspot.com/2023/05/the-5s-of-small-sustainable-steps-to.html</a><br /></p><p style="text-align: center;">👇</p><p><br /></p><p>Short running sharing session Abstract, and pre-session preparation and pre-reading below:</p><p><br /></p><p>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</p><p><br /></p><p>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 !</p><p><br /></p><p>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. <a href="https://doi.org/10.1080/0142159X.2022.2133689">https://doi.org/10.1080/0142159X.2022.2133689</a></p><p><br /></p><p>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. <a href="https://doi.org/10.29060/TAPS.2023-8-2/SC2861">https://doi.org/10.29060/TAPS.2023-8-2/SC2861</a></p><p><br /></p><p><iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/7MC634jCfMH7pt" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe></p><div style="margin-bottom: 5px;"><strong><a href="//www.slideshare.net/dnrgohps/using-technology-to-enhance-learning-for-others-and-for-yourself-faculty-and-personal-professional-development" target="_blank" title="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)</a> </strong>from <strong><a href="//www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong></div><p><br /></p><iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/yLMyu02W3sQZop" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe> <div style="margin-bottom: 5px;"> <strong> <a href="//www.slideshare.net/dnrgohps/small-steps-to-successful-scholarship-in-health-professions-education" target="_blank" title="Small Steps to Successful Scholarship in Health Professions Education">Small Steps to Successful Scholarship in Health Professions Education</a> </strong> from <strong><a href="//www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong> </div><div style="margin-bottom: 5px;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhH2bLs41sw_-76p2HfLsxhedY2rRFHzu_c4j4WWBMGtVqqCzNyL3WSS-QwJf-SIhgN4sFJbePlIxKmb6lfexVsl5dmUeHB_1zpYC0xVqyQh4Ixs1cSfAJ9ObLJGJpZxWqr0KgRbFejXzwCVOZ8FN31VXXJe8ziM7VtwqOUXI7LKsTxDM56a2Be1xuZ/s3456/From.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2234" data-original-width="3456" height="259" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhH2bLs41sw_-76p2HfLsxhedY2rRFHzu_c4j4WWBMGtVqqCzNyL3WSS-QwJf-SIhgN4sFJbePlIxKmb6lfexVsl5dmUeHB_1zpYC0xVqyQh4Ixs1cSfAJ9ObLJGJpZxWqr0KgRbFejXzwCVOZ8FN31VXXJe8ziM7VtwqOUXI7LKsTxDM56a2Be1xuZ/w400-h259/From.jpg" width="400" /></a></div><br /><div class="separator" style="clear: both; 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border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe> <div style="margin-bottom: 5px;"> <strong> <a href="//www.slideshare.net/dnrgohps/iterative-improvement-refines-content-for-the-audience-we-servepdf" target="_blank" title="Iterative Improvement refines content for the audience we serve.pdf">Iterative Improvement refines content for the audience we serve.pdf</a> </strong> from <strong><a href="//www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong> </div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><a href="https://microscholarship.blogspot.com/">https://microscholarship.blogspot.com/</a><br /></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbAe4sWuPXp7XDcuD1ysiLU-CnbFiuxGAu_KTZtr7GnLCzcZSl-DdUhYpUdgKsiOsN8CUZx_VMzZiTFnlBtNRitqJB8IVWsmz4bYrD4-ZHp5pty6-AfYXWcqQL8C6ApYBwr7SvRj14jeNv8va7uBgUCq0ue_6SonRHClnmt6nrQng4pohciO0hTZnv/s1920/Open%20Educational%20Resources%20-%20Micro,%20Macro%20and%20Meta%20(Matters)%20-%20Content,%20Practice(s)%20and%20Scholarship%20.001.jpeg" style="margin-left: 1em; 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margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEix_SdmkMUryFmTNMwlqPOMonvPdKdWF3aOjLoXzyzGNodcqqbBvABSK21sms3jesSvRRAxtcf5PG2CcZth_HoQVRBGeEiXmc-uvsZvqSdwZqnUM8G6MfAwtus9VZnTbmmrUqdm_MY1PiumA8L-Cg9-BfUht_27wuZ5-Kd6aXwCSbLZjGdODW2_t6ap/w400-h225/Open%20Educational%20Resources%20in%20Medical%20Education%20.010.jpeg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><a href="https://www.google.com/search?q=open+educational+resources+in+medical+education&oq=open+educational+resources+in+medical+education&aqs=chrome..69i57j0i22i30j0i390i650l4.10836j0j7&sourceid=chrome&ie=UTF-8">Google search for 'open educational resources in medical education'</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><a href="https://browse.welch.jhmi.edu/c.php?g=409335&p=8345641">OER in Teaching and Learning - Johns Hopkins University / Medicine</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://oer.psu.edu/benefits-of-using-oer/#:~:text=OER%20has%20been%20shown%20to,barriers%20of%20affordability%20and%20accessibility.&text=Researchers%20found%20that%20students%20in,that%20did%20not%20use%20OER.">Benefits of using OER - PennState</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://ait.libguides.com/openeducation">https://ait.libguides.com/openeducation</a><br /></div></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://libguides.nus.edu.sg/medicine/oer">https://libguides.nus.edu.sg/medicine/oer</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://libguides.nus.edu.sg/OER">https://libguides.nus.edu.sg/OER</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://libguides.cmich.edu/OER/medicine">https://libguides.cmich.edu/OER/medicine</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://alvernia.libguides.com/oer/health">https://alvernia.libguides.com/oer/health</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://libraryguides.lib.iup.edu/oer/examples">https://libraryguides.lib.iup.edu/oer/examples</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://libguides.und.edu/smhsoer">https://libguides.und.edu/smhsoer</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://www.opencolleges.edu.au/informed/features/10-open-educational-resources-know/">https://www.opencolleges.edu.au/informed/features/10-open-educational-resources-know/</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://opentextbc.ca/teachinginadigitalage/chapter/oer/">https://opentextbc.ca/teachinginadigitalage/chapter/oer/</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://en.wikipedia.org/wiki/Open_educational_resources">https://en.wikipedia.org/wiki/Open_educational_resources</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://oer.gmu.edu/?page_id=934">Principles and Examples of OER - George Mason University</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://provost.umw.edu/oer/what-are-oer/">What are OER and how do they differ from Open Access, Library-Licensed and Affordable Course Content? - University of Mary Washington</a><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: left;">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). <a href="https://doi.org/10.1186/s12909-022-03106-2">https://doi.org/10.1186/s12909-022-03106-2</a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Patel, D., & Parsley, S. (2015). Open educational resources. Community eye health, 28(90), 34.</div><div class="separator" style="clear: both; text-align: left;"><a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4675263/">https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4675263/</a><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><a href="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">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</a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: left;">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). <a href="https://doi.org/10.1007/s11423-016-9434-9">https://doi.org/10.1007/s11423-016-9434-9</a></div><div class="separator" style="clear: both;"><br /></div></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWzSAbbcMzU94vB42UJ2HvHPll7DgchBt-pD7j_2kRUw1hRvDAjEdIBpxaAJsXeh6yWtjLc3TiOr_8nwpL1NhksqJPCY_F3PIfWhtiNIiw2hW5oTyd4H-uU1EatsfivvjQV3sssagROqasGzuyLwxOos7DC49qACi1MPpcT_TnRUM1yKMAaU8_HOn5/s1920/Strategies%20and%20Approaches%20to%20Develop%20and%20Use%20OER%20in%20MedEd%20.001.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWzSAbbcMzU94vB42UJ2HvHPll7DgchBt-pD7j_2kRUw1hRvDAjEdIBpxaAJsXeh6yWtjLc3TiOr_8nwpL1NhksqJPCY_F3PIfWhtiNIiw2hW5oTyd4H-uU1EatsfivvjQV3sssagROqasGzuyLwxOos7DC49qACi1MPpcT_TnRUM1yKMAaU8_HOn5/w400-h225/Strategies%20and%20Approaches%20to%20Develop%20and%20Use%20OER%20in%20MedEd%20.001.jpeg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjPRYkR1YP77EekAibR8jeUQKD9zEQGyPU4UfcLxlJKIj9f1iBwm071CFTfmhEb9yYhv4qTP1-d979Y06tkpdMs1btUSDhA_3sLc52EgYh02LDCrKkX0lDs6xftzXdbK0wj36s5wie4XIyqKAsGUdY3xlFM_Y-er_WoZIYEw9JTz1WKO6k7rUMT4I4/s3452/Open%20Knowledge%20Open%20Scholarship.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1476" data-original-width="3452" height="171" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjPRYkR1YP77EekAibR8jeUQKD9zEQGyPU4UfcLxlJKIj9f1iBwm071CFTfmhEb9yYhv4qTP1-d979Y06tkpdMs1btUSDhA_3sLc52EgYh02LDCrKkX0lDs6xftzXdbK0wj36s5wie4XIyqKAsGUdY3xlFM_Y-er_WoZIYEw9JTz1WKO6k7rUMT4I4/w400-h171/Open%20Knowledge%20Open%20Scholarship.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;">above illustration</div><div class="separator" style="clear: both; text-align: center;">By Evolution and evolvability - Own work, CC BY 4.0, <a href="https://commons.wikimedia.org/w/index.php?curid=115660986">https://commons.wikimedia.org/w/index.php?curid=115660986</a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://en.wikipedia.org/wiki/Open_knowledge">https://en.wikipedia.org/wiki/Open_knowledge</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://en.wikipedia.org/wiki/Learning_object">https://en.wikipedia.org/wiki/Learning_object</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://en.wikipedia.org/wiki/Instructional_materials">https://en.wikipedia.org/wiki/Instructional_materials</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://en.wikipedia.org/wiki/First_Principles_of_Instruction">https://en.wikipedia.org/wiki/First_Principles_of_Instruction</a><br /></div><div class="separator" style="clear: both; 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text-align: center;"><br /></div><div>---</div><div><br /></div><a href="https://www.straitstimes.com/singapore/smu-graduates-to-get-transcript-of-co-curricular-activities-and-skills-learnt-starting-in-2025">https://www.straitstimes.com/singapore/smu-graduates-to-get-transcript-of-co-curricular-activities-and-skills-learnt-starting-in-2025</a><div><br /></div><div><a href="https://www.smu.edu.sg/about/vision-2025">https://www.smu.edu.sg/about/vision-2025</a><br /><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;">---</div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><p>building on previous presentation and published work below:</p><p>IAMSE Virtual Forum Lightning Talk, 5th or 6th December 2022</p><p><a href="https://medicaleducationelearning.blogspot.com/2022/12/iamse2022virtualforum-lightningtalk_2.html">https://medicaleducationelearning.blogspot.com/2022/12/iamse2022virtualforum-lightningtalk_2.html</a><br /></p><p>Our 'pitch' and key takeaway is a simple one:</p><p>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</p><p><a href="https://julnet.swoogo.com/iamsevirtualforum22/2818602">https://julnet.swoogo.com/iamsevirtualforum22/2818602</a><br /></p><p><a href="https://julnet.swoogo.com/iamsevirtualforum22/2421279">https://julnet.swoogo.com/iamsevirtualforum22/2421279</a><br /></p><p><a href="https://julnet.swoogo.com/iamsevirtualforum22">https://julnet.swoogo.com/iamsevirtualforum22</a><br /></p><p><a href="https://medicaleducationelearning.blogspot.com/2022/10/small-steps-to-successful-scholarship.html">https://medicaleducationelearning.blogspot.com/2022/10/small-steps-to-successful-scholarship.html</a></p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhmY7PNnsyR137-XrmwpvCZAP95ISq1I49KmF8y8dz6gQWmVfb1xcfgHJHlJhEAnSehnvWLr2Yhk0pCZA8LcnzC3scMogCns5ve2kQ9eoH-ciVfjBAu2can9zQ8MN_StMTCbdUD6cFw73-raCEAnEXT5uKjKzpwn0Pm1TsPHr-2EDGqixI0TnOLLrH/s1616/Micro-Scholarship%20Medical%20Teacher.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="972" data-original-width="1616" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhmY7PNnsyR137-XrmwpvCZAP95ISq1I49KmF8y8dz6gQWmVfb1xcfgHJHlJhEAnSehnvWLr2Yhk0pCZA8LcnzC3scMogCns5ve2kQ9eoH-ciVfjBAu2can9zQ8MN_StMTCbdUD6cFw73-raCEAnEXT5uKjKzpwn0Pm1TsPHr-2EDGqixI0TnOLLrH/w400-h240/Micro-Scholarship%20Medical%20Teacher.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p>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. <a href="https://doi.org/10.1080/0142159X.2022.2133689">https://doi.org/10.1080/0142159X.2022.2133689</a></p><p>"(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</p><p><a href="https://microscholarship.blogspot.com/">https://microscholarship.blogspot.com/</a></p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNdiWSfKBknNlXiu72c-wZVgLByFc3qc5VLWMz6gFPBOk3aRoKsCKEvGYT4z0wy468DsTrXk50ndGqn_aWPRk5M_S6mpiLLvSiXBU9_bgyftPw8-wfgjXJpAu9Itb1M0udURbh9tdD0HBAspIsz7_4-BuHe6B0EJzSvZQBOKLTUeINBHGVCRrpo-aa/s1636/Small%20sustainable%20steps%20to%20success%20as%20a%20scholar%20in%20HPE%20-%20Micro%20(macro%20and%20meta)%20matters.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1518" data-original-width="1636" height="371" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNdiWSfKBknNlXiu72c-wZVgLByFc3qc5VLWMz6gFPBOk3aRoKsCKEvGYT4z0wy468DsTrXk50ndGqn_aWPRk5M_S6mpiLLvSiXBU9_bgyftPw8-wfgjXJpAu9Itb1M0udURbh9tdD0HBAspIsz7_4-BuHe6B0EJzSvZQBOKLTUeINBHGVCRrpo-aa/w400-h371/Small%20sustainable%20steps%20to%20success%20as%20a%20scholar%20in%20HPE%20-%20Micro%20(macro%20and%20meta)%20matters.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjU39v53jRcgUfy8ycRSfq3VUyBo8NKyyUDBKLXFcWP46ZusrXhnmPlmaG_gE9VZ_fohp5io6JjjdLGC1pyWzDPEpBQdSPU-2LJfVIUNTbuUAyPDsv_ZuMC5ugVuNKAwIAU3-cuPZr8hxFo5QWvxtRhMeld9fMvMjpBmdmQ_NYlGFkZk2pmDliBlY2/s1512/TAPS2023.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1512" data-original-width="1486" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjU39v53jRcgUfy8ycRSfq3VUyBo8NKyyUDBKLXFcWP46ZusrXhnmPlmaG_gE9VZ_fohp5io6JjjdLGC1pyWzDPEpBQdSPU-2LJfVIUNTbuUAyPDsv_ZuMC5ugVuNKAwIAU3-cuPZr8hxFo5QWvxtRhMeld9fMvMjpBmdmQ_NYlGFkZk2pmDliBlY2/w393-h400/TAPS2023.jpg" width="393" /></a></div><p>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. <a href="https://doi.org/10.29060/TAPS.2023-8-2/SC2861">https://doi.org/10.29060/TAPS.2023-8-2/SC2861</a></p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOUyV0uCj-cBUEEsGfP8lECfhQzRWBEdt9Fm7YFLwcHqw9qONcO6xu2MyGcJpj5MfRJdclLpXLeZYec8dhFngR87hBejPzFqzYV_HB9a6uJY4epOdaRtX9unPBYPCv2_ww0L77FrhzuORvPTNg_DvTajgYEqwStb89Ry1YT117FZ2FI8EVa9a8KBBd/s1896/IMG_5925.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1896" data-original-width="1290" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOUyV0uCj-cBUEEsGfP8lECfhQzRWBEdt9Fm7YFLwcHqw9qONcO6xu2MyGcJpj5MfRJdclLpXLeZYec8dhFngR87hBejPzFqzYV_HB9a6uJY4epOdaRtX9unPBYPCv2_ww0L77FrhzuORvPTNg_DvTajgYEqwStb89Ry1YT117FZ2FI8EVa9a8KBBd/w273-h400/IMG_5925.jpg" width="273" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">above posted on <a href="https://www.instagram.com/p/CqRusJGhp2V/">https://www.instagram.com/p/CqRusJGhp2V/</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmnh028YJUJ54REfkDKIBtPEao9MACbFg9Mowe9-5BxPFPGfGoIUhM9oQUJJatD2QA4ki_kbQ-ndBu6q9WwHm95gZCTW6HhnnbqMeM_XHztqc-LPi8Dt4YAPuRjGWYG8Q-QC-Gqi4xx29_xibn6tXIGvAFwHSMj1REp3foMoL5dE6GPEfHi1Zq36GK/s1912/3rd%20Thematic%20Issue%20of%20TAPS.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1912" data-original-width="1384" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmnh028YJUJ54REfkDKIBtPEao9MACbFg9Mowe9-5BxPFPGfGoIUhM9oQUJJatD2QA4ki_kbQ-ndBu6q9WwHm95gZCTW6HhnnbqMeM_XHztqc-LPi8Dt4YAPuRjGWYG8Q-QC-Gqi4xx29_xibn6tXIGvAFwHSMj1REp3foMoL5dE6GPEfHi1Zq36GK/w290-h400/3rd%20Thematic%20Issue%20of%20TAPS.jpg" width="290" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://medicine.nus.edu.sg/taps/">https://medicine.nus.edu.sg/taps/</a><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div></div><div style="margin-bottom: 5px;">---</div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><b>Digital Scholarship in Medical Education - Three key takeaways</b><br /><br />"The use of technology to support educational scholarship has been called digital scholarship" (Goh and Sandars, 2019)<br />Goh PS, Sandars J, 2019, 'Digital Scholarship – rethinking educational scholarship in the digital world', MedEdPublish, 8, [2], 15, <a href="https://doi.org/10.15694/mep.2019.000085.1">https://doi.org/10.15694/mep.2019.000085.1</a><br /><br />Digital Scholarship to make (our efforts) visible, accessible, and assessable<br /><br />Digital scholarship, to add to academic discourse, and get recognised for this<br />(can be disseminated and scaled up on Social Media)</div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><a href="https://medicaleducationelearning.blogspot.com/2020/04/digital-scholarship-in-medical.html">https://medicaleducationelearning.blogspot.com/2020/04/digital-scholarship-in-medical.html</a><br /></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;">➡ 'Digitalisation is' - 'Digitalisation is the incorporation of digital technologies into business/social processes, with the goal of improving them'.<br />quoted from<br /><a href="https://www.scrive.com/digitalisation/">https://www.scrive.com/digitalisation/</a><br /><br /><br /><div><b>Digitalisation can:</b></div><div><b><br /></b></div><div>Show what we teach with and assess on.</div><div>Show how we teach, and students learn.</div><div>Show outcomes and impact of our educational and training efforts.</div><div>Allow us to engage in and demonstrate scholarship in a visible, accessible and assessable manner.</div><div><br /></div><div> Poh-Sun Goh, 28 June 2020 @ 0849am</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOflp0TkzEcaH_5N6MTjj2gd2B9gqsVAQuUIU71voy_rvtvON_veMikAUzEEK9Y8ivcIhjEhj3Rxn0ZNjtbzZguZhK0_J2_jPZQOcBPejsffjBw7dINiX9HGPSFVzDW38AOUW5coE6xgA/s1600/Digitalisation+can+assist+and+promote+scholarship.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="336" data-original-width="1180" height="179" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOflp0TkzEcaH_5N6MTjj2gd2B9gqsVAQuUIU71voy_rvtvON_veMikAUzEEK9Y8ivcIhjEhj3Rxn0ZNjtbzZguZhK0_J2_jPZQOcBPejsffjBw7dINiX9HGPSFVzDW38AOUW5coE6xgA/s640/Digitalisation+can+assist+and+promote+scholarship.png" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both;"><b>Digital Scholarship is:</b></div><div class="separator" style="clear: both;"><b><br /></b></div>"The use of technology to support educational scholarship has been called digital scholarship" (Goh and Sandars, 2019)<br />Goh PS, Sandars J, 2019, 'Digital Scholarship – rethinking educational scholarship in the digital world', MedEdPublish, 8, [2], 15, <a href="https://doi.org/10.15694/mep.2019.000085.1">https://doi.org/10.15694/mep.2019.000085.1</a><br /><br /><br />Digital Scholarship to make (our efforts) visible, accessible, and assessable<br /><br />Digital scholarship, to add to academic discourse, and get recognised for this<br />(can be disseminated and scaled up on Social Media)<br /><br />e.g.<br /><a href="https://medicaleducationelearning.blogspot.com/2020/03/a-vision-of-use-of-technology-in.html">https://medicaleducationelearning.blogspot.com/2020/03/a-vision-of-use-of-technology-in.html</a></div><div style="margin-bottom: 5px;"><br /></div><div style="margin-bottom: 5px;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGNE5h4nEDraDJeMfKWtXAzcG1G-2wBQIER2rzF6vCFCOY8LePEUHtqSIYXWj_xwsO69vbHC96tq9UF09-TgL8BeUjsRtFudGr6OPKf2p3ElyEo2XIT1itVFirJEbDL39637Dx7g_QGsQ/s1600/How+to+use+Technology+to+Demonstrate+Scholarship+in+Medical+Education.002.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="1024" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGNE5h4nEDraDJeMfKWtXAzcG1G-2wBQIER2rzF6vCFCOY8LePEUHtqSIYXWj_xwsO69vbHC96tq9UF09-TgL8BeUjsRtFudGr6OPKf2p3ElyEo2XIT1itVFirJEbDL39637Dx7g_QGsQ/s400/How+to+use+Technology+to+Demonstrate+Scholarship+in+Medical+Education.002.jpeg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyYTTgumRMNFCQuWxp_Sl65FJPy4WSKVhvLhWeVZBVbQ7h6QESCVUuoyWnfjXXKiW_a4mnx8FORruEg1DDT_GkeVQpYjgibuNfhHyCZiRX8EIWkwoNJ0OjmEC9Z-XLgK_MJq-D4Bpe07Q/s1600/Opening+Slide+AMEE+2019+TEL+Committee+Workshop.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="864" data-original-width="1600" height="215" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyYTTgumRMNFCQuWxp_Sl65FJPy4WSKVhvLhWeVZBVbQ7h6QESCVUuoyWnfjXXKiW_a4mnx8FORruEg1DDT_GkeVQpYjgibuNfhHyCZiRX8EIWkwoNJ0OjmEC9Z-XLgK_MJq-D4Bpe07Q/s400/Opening+Slide+AMEE+2019+TEL+Committee+Workshop.png" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;">above from</div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.instagram.com/p/B1Hubh0HUGZ/">https://www.instagram.com/p/B1Hubh0HUGZ/</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3nFOjwvwHsLK8JnIIUWscQ9_yHTjmsn2mZSnfT-VUPbMTwV0DmLivyH4kRJtLGSWsJL1BYcpYMOHuMulabF9XZF3fNDbQfI3TUgNt4m7T-qe3RD9cUNgtyyWpJ6D23aUA5seKyUJ_F1s/s1600/My+Post+copy.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1236" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3nFOjwvwHsLK8JnIIUWscQ9_yHTjmsn2mZSnfT-VUPbMTwV0DmLivyH4kRJtLGSWsJL1BYcpYMOHuMulabF9XZF3fNDbQfI3TUgNt4m7T-qe3RD9cUNgtyyWpJ6D23aUA5seKyUJ_F1s/s400/My+Post+copy.png" width="308" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.instagram.com/p/BxdaH3onLL0/">https://www.instagram.com/p/BxdaH3onLL0/</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://edutechwiki.unige.ch/en/Connectivism">http://edutechwiki.unige.ch/en/Connectivism</a></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="714" marginheight="0" marginwidth="0" scrolling="no" src="https://www.slideshare.net/slideshow/embed_code/key/gfmMIaTXj3h272" style="border-color: rgb(204, 204, 204); border-style: solid; border-width: 1px; margin-bottom: 5px; max-width: 100%;" width="668"></iframe></div><div style="margin-bottom: 5px; text-align: center;"><strong><a href="https://www.slideshare.net/dnrgohps/digital-scholarship-in-medical-education-145349537" target="_blank" title="Digital Scholarship in Medical Education">Digital Scholarship in Medical Education</a> </strong>from <strong><a href="https://www.slideshare.net/dnrgohps" target="_blank">Poh-Sun Goh</a></strong><br /><br />⇣<br />⬇<br />🔻</div><b>"Rethinking the Scholarship of Teaching and Learning for a Digital Age"</b><br /> by Poh-Sun Goh<br /><div style="text-align: center;"><div style="text-align: left;">available on the following blogpost ⏯<a href="https://medicaleducationelearning.blogspot.com/2019/05/sotl-and-rime-workshop-cenmed-wednesday.html">https://medicaleducationelearning.blogspot.com/2019/05/sotl-and-rime-workshop-cenmed-wednesday.html</a><br /><br />reproduced below section:<br /><br /><div><b>Rethinking the Scholarship of Teaching and Learning for a Digital Age </b></div><div>Poh-Sun Goh </div><div><br /></div><div>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.</div><div><br /></div><div>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.</div><div><br /></div><div>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.</div><div><br /></div><div>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. </div><div><br /></div><div>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). </div><div><br /></div><div>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.</div><div><br /></div><div><br /></div><div><b>References:</b></div><div><br /></div><div>Boyer EL. 1990. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.</div><div><br /></div><div>Glassick CE. 2000. Boyer's expanded definitions of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching. Acad</div><div>Med. Sep;75(9):877-80.</div><div><br /></div><div>Goh, P.S. Learning Analytics in Medical Education. MedEdPublish. 2017 Apr; 6(2), Paper No:5. Epub 2017 Apr 4. <a href="https://doi.org/10.15694/mep.2017.000067">https://doi.org/10.15694/mep.2017.000067</a><br /></div><div><br /></div><div>Siemens G. 2005. Connectivism: A learning theory for the digital age.International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.</div><div><br /></div><div>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</div><div><br /></div><div><br /></div><div><b>Three takeaways:</b></div><div><br /></div><div>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. </div><div><br /></div><div>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).<br /><br /></div><div>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 (<a href="http://edutechwiki.unige.ch/en/Connectivism">connectivism</a>: a learning theory for the digital age) combined with classical educational pedagogy of relevant, contextual, collaborative, active learning with feedback.<br /><br /><div style="text-align: center;"><a href="https://medicaleducationelearning.blogspot.com/2018/09/digital-scholarship.html">https://medicaleducationelearning.blogspot.com/2018/09/digital-scholarship.html</a><br /><br /><br /><div style="text-align: left;">Weller, M. (2011) The Digital Scholar: How Technology Is Transforming Scholarly Practice. London: Bloomsbury Academic. <a href="http://dx.doi.org/10.5040/9781849666275">http://dx.doi.org/10.5040/9781849666275</a><br /><div>see Chapter 1: Digital, Networked and Open<br />and Chapter 4: The Nature of Scholarship</div><div>and Chapter 11: Reward and Tenure</div></div><div style="text-align: left;"><br /><br />See more on follow up blogpost<br />⏯<a href="https://medicaleducationelearning.blogspot.com/2020/05/eportfolios-as-visible-and-tangible.html">https://medicaleducationelearning.blogspot.com/2020/05/eportfolios-as-visible-and-tangible.html</a></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><div>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: <a href="https://doi.org/10.4300/JGME-D-22-00112.1">https://doi.org/10.4300/JGME-D-22-00112.1</a></div><div><br /></div><div>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. <a href="https://doi.org/10.4300/JGME-D-21-00767.1">https://doi.org/10.4300/JGME-D-21-00767.1</a></div></div><div style="text-align: left;"><br /></div><div style="text-align: left;">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. <a href="https://doi.org/10.1097/ACM.0000000000004738">https://doi.org/10.1097/ACM.0000000000004738</a></div><br /></div></div></div></div><div style="text-align: center;">🔺<br />⬆<br />⇡</div></div><p><a href="https://medicaleducationelearning.blogspot.com/2022/12/captionstory-and-microscholarship.html"><br class="Apple-interchange-newline" />https://medicaleducationelearning.blogspot.com/2022/12/captionstory-and-microscholarship.html</a> </p><p><a href="https://medicaleducationelearning.blogspot.com/2023/01/why-write-on-regular-basis.html">https://medicaleducationelearning.blogspot.com/2023/01/why-write-on-regular-basis.html</a><br /></p><p><br /></p><p>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). <a href="https://doi.org/10.1186/s12909-014-0251-8">https://doi.org/10.1186/s12909-014-0251-8</a></p><p><br /></p><p>Promotion at the Johns Hopkins School of Medicine, (March, 2010) J. Brooks Jackson</p><p><a href="https://www.hopkinsmedicine.org/gim/faculty-resources/useful_links/PPC%20Promotion.pdf">https://www.hopkinsmedicine.org/gim/faculty-resources/useful_links/PPC%20Promotion.pdf</a><br /></p><p><br /></p><p>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. <a href="https://doi.org/10.1177/2473974X221099499">https://doi.org/10.1177/2473974X221099499</a></p><p><br /></p><p style="text-align: center;">⬇</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGSv9JHkS2doYyYye9XHOqBd9vfAQVbMcitGzB91SwP40PSXO0UE7han9w7a3YGUwPkRqVoHf2Z035jwhIBJE1DiCzTDPI0JRK-HJm6dts7itbB-hGzYDvrGiitnXDcP19-T80umm14X6ip-wLjumUTYwo9Zv9hFIrObausTzMDwq8zMno3ISZE2hq/s2148/Micro-Content%20FOR%20Learning,%20Practice,%20Assessment%20and%20Scholarship%20Google%20analytics.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1318" data-original-width="2148" height="245" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGSv9JHkS2doYyYye9XHOqBd9vfAQVbMcitGzB91SwP40PSXO0UE7han9w7a3YGUwPkRqVoHf2Z035jwhIBJE1DiCzTDPI0JRK-HJm6dts7itbB-hGzYDvrGiitnXDcP19-T80umm14X6ip-wLjumUTYwo9Zv9hFIrObausTzMDwq8zMno3ISZE2hq/w400-h245/Micro-Content%20FOR%20Learning,%20Practice,%20Assessment%20and%20Scholarship%20Google%20analytics.jpg" width="400" /></a></div></div>Goh Poh-Sunhttp://www.blogger.com/profile/15716740892811372342noreply@blogger.com0