Medical Education and eLearning Portfolio

Wednesday, 3 June 2015

Digital Scholarship

Digital Scholarship
by
Goh Poh Sun (First draft, June 4, 2015 @0630hrs)

Digital scholarship takes established principles of traditional scholarship (Glassick, Acad Med, 2000) and elaborates these for a digital age. Use of teaching websites or blogs to demonstrate not only what is used for teaching, but also to document student engagement with the material and evidence of student learning (by a combination of illustrative examples, digital artefacts, completed assessment and assignment tasks and information from data analytics), facilitates peer review of both teaching content, and the teaching process. This makes it easier to both peer review and critique the pedagogical approach, as well as outcomes of an educational process. Making teaching visible promotes self reflection and metacognition. An argument can be made that numbers of page views, time spent reviewing online content, the time spent on each webpage, evidence that online content is linked to, and recommended, and that viewers who are referred online material spend more time on this material, and recommend this to others - is similar to citations, and impact factor measurements used in traditional scholarship. It can also be argued that material that is frequently referred to, and recommended, must be at least useful, interesting, and potentially of high quality. This is similar to an analogy of queues that we see outside restaurants - the fact that patrons are willing to queue, that there are many patrons, is an indicator of the quality of the food. It can be argued that this has higher impact that the formal evaluation of food reviewers, both amateur and official ones. Teaching online can demonstrate both the quantity, and quality of our educational efforts.

http://journals.lww.com/academicmedicine/Fulltext/2014/07000/Evaluating_Educators_Using_a_Novel_Toolbox__.19.aspx

Evaluating Educators Using a Novel Toolbox: Applying Rigorous Criteria Flexibly Across Institutions
Academic Medicine:
July 2014 - Volume 89 - Issue 7 - p 1006–1011
doi: 10.1097/ACM.0000000000000233

http://er.educause.edu/articles/2013/8/does-digital-scholarship-have-a-future

Google search for "digital scholarship measurement"

http://www.ncbi.nlm.nih.gov/pubmed/26558420

(click on each coloured tile to go to individual websites/blogs)

Pre-session reading - No

Shared with participants one week before session - No

Pre-workshop engagement with participants via email and blog - No/Yes

Survey Monkey - No

Padlet - No

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - No

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - Yes

Pre-workshop reading - No

Shared with participants one week before session - No

Pre-workshop engagement with participants via email and blog - No

Survey Monkey - No

Padlet - No

Blog contains session presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on blog - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - Yes

Pre-session reading - No

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - No/Yes

Survey Monkey - No

Padlet - No

Blog contains session presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes, Article in Medical Teacher

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - Yes

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Survey Monkey - No

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - Yes

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Survey Monkey - No

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - Yes

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Survey Monkey - No

In session audience survey (hand raising) - Yes

Padlet - No

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - No

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes/No

Post session evaluation - Yes

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Survey Monkey - Yes

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - Yes

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Survey Monkey - Yes

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - Yes

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Survey Monkey - Yes

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - Yes

http://www.ncbi.nlm.nih.gov/pubmed/25110154

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Survey Monkey - No

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - Yes

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Survey Monkey - No

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - Yes

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Survey Monkey - No

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - Yes

Pre-symposium reading - No

Shared with participants one week before session - No

Pre-workshop engagement with participants via email and blog - No

Survey Monkey - No

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes, Presented at main AMEE conference

Post session evaluation - Yes

Goh, P.S. eLearning or Technology enhanced learning in medical education - Hope, not Hype.

Medical Teacher (accepted for publication, Jan 25, 2016; published online on Mar 16, 2016)

http://www.tandfonline.com/doi/full/10.3109/0142159X.2016.1147538

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Survey Monkey - No

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - In process

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Survey Monkey - No

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - In process

http://www.ncbi.nlm.nih.gov/pubmed/25776228

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. http://dx.doi.org/10.15694/mep.2016.000105

The Long Room of the Old Library at Trinity College Dublin (above)

Photo by DAVID ILIFF. License: CC-BY-SA 3.0

The value and impact of e learning or technology enhanced learning from one perspective of a digital scholar from Poh-Sun Goh

combined with

Sandars, J., Goh, P.S. Is there a need for a specific educational scholarship for using e-learning in medical education? Medical Teacher (accepted for publication on February 17, 2016)

and upcoming at AMEE 2016

http://amee.org/conferences/amee-2016/programme

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.

http://dx.doi.org/10.15694/mep.2016.000102

https://medicaleducationelearning.blogspot.sg/2016/04/collected-medical-education-activities.html

https://telat14apmec.blogspot.sg/2017/01/elearning-in-medical-education-costs.html

Medical Education Peer Reviewed Publications (selected)

The intention of writing a recent series of reflection pieces (article 5, 6, 7, 9 and 11), as well the other articles below, was to set down in print as many of the useful ideas / and pointers I could think of, and which I have found useful and currently use, on the subject of TeL and implementing this, distilled from my reading, practice, and scholarly inquiry since 2002, as well as from the last 6 years of faculty development presentations, symposia and workshops I have been involved in designing and have participated in at NUS, at APMEC and AMEE; and have presented as invited speaker to conferences in Colombo, Sri Lanka; Kaohsiung, Taiwan; Jakarta, Indonesia; and as visiting professor in Almaty, Kazakhstan.

(articles in Medical Teacher and MedEdPublish have been viewed over 5,000 times in the 2015 and 2016, and papers 2, 4, 5 and 6 are amongst the top rated papers in Oct, Nov, Dec 2016 and Jan 2017 - see below)

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

2. 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.

http://dx.doi.org/10.15694/mep.2017.000010

https://www.mededworld.org/AMEE-News/AMEE-Articles/MedEdPublish-Top-rated-papers-January-2017.aspx

3. Goh, P.S. A proposal for a grading and ranking method as the first step toward developing a scoring system to measure the value and impact of viewership of online material in medical education - going beyond “clicks” and views toward learning. MedEdPublish. 2016 Oct; 5(3), Paper No:62. Epub 2016 Dec 9.

http://dx.doi.org/10.15694/mep.2016.000148

4. Goh, P.S. Presenting the outline of a proposal for a 5 part program of medical education research using eLearning or Technology enhanced learning to support Learning through the continuum of Undergraduate, through Postgraduate to Lifelong learning settings. MedEdPublish. 2016 Oct; 5(3), Paper No:55. Epub 2016 Dec 7.

http://dx.doi.org/10.15694/mep.2016.000141

https://www.mededworld.org/AMEE-News/AMEE-Articles/MedEdPublish-Top-rated-papers-December-2016.aspx

5. Goh, P.S. The value and impact of eLearning or Technology enhanced learning from one perspective of a Digital Scholar. MedEdPublish. 2016 Oct; 5(3), Paper No:31. Epub 2016 Oct 18.
http://dx.doi.org/10.15694/mep.2016.000117
https://www.mededworld.org/AMEE-News/AMEE-Articles/MedEdPublish-Top-rated-papers-November-2016.aspx

6. 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.

http://dx.doi.org/10.15694/mep.2016.000105
https://www.mededworld.org/AMEE-News/AMEE-Articles/MedEdPublish-Top-rated-papers-October-2016.aspx

7. 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.

http://dx.doi.org/10.15694/mep.2016.000102

above 7 articles in MedEdPublish

next 6 articles in Medical Teacher

8. 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.

http://www.ncbi.nlm.nih.gov/pubmed/27093587

9. 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

http://www.ncbi.nlm.nih.gov/pubmed/26982639

10. 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.

http://www.ncbi.nlm.nih.gov/pubmed/27414992

11. 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.

http://www.ncbi.nlm.nih.gov/pubmed/26558420

12. Sandars J, Patel RS, Goh PS, Kokatailo PK, Lafferty N. The importance of educational theories for facilitating learning when using technology in medical education. Med Teach. 2015 Mar 17:1-4.

http://www.ncbi.nlm.nih.gov/pubmed/25776228

13. Dong C, Goh PS. Twelve tips for the effective use of videos in medical education. Med Teach. 2015 Feb; 37(2):140-5.

http://www.ncbi.nlm.nih.gov/pubmed/25110154

14. Liaw SY, Wong LF, Chan SW, Ho JT, Mordiffi SZ, Ang SB, Goh PS, Ang EN. Designing and evaluating an interactive multimedia Web-based simulation for developing nurses' competencies in acute nursing care: randomized controlled trial. J Med Internet Res. 2015 Jan 12;17(1):e5.

http://www.ncbi.nlm.nih.gov/pubmed/25583029

http://medicine.nus.edu.sg/cenmed/faculty-development-programs/doc/CenMED_2017_Program.pdf

http://medicine.nus.edu.sg/CenMED/faculty-development-programs/events.html?tab=2017

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Pre-workshop email survey - Yes

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - In process

Post session evaluation - In process

http://12tipsflippedclassroom.blogspot.sg/2017/05/flipped-classroom-workshop-on-24th-may.html

http://12tipsusingvideomeded.blogspot.sg/2017/05/use-of-videos-in-medical-education.html

http://qualresearchmethodsmeded.blogspot.sg/2017/05/qualitative-research-methods-in-medical.html

# Workshop Participants

Flipped Classroom = 20

Use of Videos = 14

Qualitative Research = 20

https://analytics.google.com/

https://telatcenmed.blogspot.sg/2017/05/technology-enhanced-learning-elearning.html

What is evidence of learning? How can we as teachers promote and encourage learning?

What is evidence of learning? How can we as teachers promote and encourage learning?
by
Goh Poh Sun (First draft on Wednesday, June 3, 2015 @ 6pm)

How do we know as teachers that someone has learnt something? We can ask a question, to elicit or promote recall; which in itself helps the learning process. We can test recognition, or assess the ability to use new knowledge or skill; to apply this in a new situation, or justify an answer with recently learnt knowledge, or (demonstrate) insight from integrating new with prior knowledge. The common statement that "assessment or testing drives learning" describes this process. Evidence of learning can be sought by getting students to recall, to recognise, to do, to justify, to explain.

Sunday, 31 May 2015

How we spend our time, on a regular basis, is who we become

How we spend our time, on a regular basis is who we become

Goh Poh Sun (First draft on Monday, June 1st, 2015 at 0908am)

The decision, and later habitual choice, of how we spend our time, on a regular basis, is who we become. Tell me how you spend your time on a regular basis, and I can tell you who you are. We can choose to live a life by design. By intention, not chance. This can be a life governed by the principles of narrow focus, of intelligent curation, or diffuse effort. One that is meaningful, where effort is concentrated, or dissipated. A life responsive to cycles of effort and rest, focused on higher levels of performance and contribution, with regular scheduled time for recuperation and rebuilding. Regular time to work, interspersed with time to reflect and imagine.

Making it easy to take the next step

Making it easy to take the next step
by
Goh Poh Sun (First draft on Monday, June 1st, 2015 @ 0730am)

Out best work comes from the discipline of doing a little every day. A series of cumulative efforts.
One habit productive writers have is a regular writing schedule. 500 words every day.
We can make this process easier by having our tools and materials at hand. Visible and at arms reach.
And commit to undertaking our most important tasks first thing every day. Whether this is an academic or work project, learning task, exercise, or recreational pursuit. Keep taking a few steps along your journey. Every day.

Friday, 29 May 2015

50 ideas (for educators) in 500 words or less

http://50ideasforeducators.blogspot.sg/

Innovation and continual improvement
by
Goh Poh Sun (Sunday, September 25th, first draft at 1433hrs)

Where do ideas for continual improvement come from? Innovation? Inspiration?

One source is from daily, reflective practice. Cumulative, and sustained effort. With a focus on improvement. A dissatisfaction with some areas of current practice. A sense that there is room, and a possibility for better performance. And better outcomes. A commitment to explore, experiment and evaluate. To travel both physically and intellectually. An openness to new ideas and paradigms. The practice of recording, reflecting on practice, and sharing. Engagement with fellow practitioners. To disseminate and teach. To continually learn and improve. To maintain a sense of curiosity, of joy and wonder. To enjoy our teaching practice.

eLearning, and global eTeaching
by
Goh Poh Sun (Saturday, May 30th, 2015, first draft @ 0930hrs)

eLearning leverages on the the internet and the mobile web to connect individuals to ideas and information, and other people. The exponential rise in adoption of broadband, mobile and social technology has opened up unparalleled opportunities for educators, to use technology to support and enhance learning.

eLearning allows educators to broadcast content and information to a global audience, yet also "narrowcast", by personalising education and content for individual learners. This capacity to scale up access to information, at a time, place, and pace dependent on an individual learner's immediate learning requirements is unprecedented. It has never been easier for educators to create, access and curate digital educational content, and share this with a wide local, and global audience.

To take full advantage of these digital tools and platforms, and maximise their educational potential requires a combination of some formal training, both in educational technology, as well as very importantly in educational theory and principles of evidence based practice, combined with an active, experimental and scholarly mindset. The emphasis should always be on the "learning" in eLearning, with the purpose of technology to support and enhance learning. The focus should never be on the "e" in eLearning. A constant question for educators to always ask is "whether this technology adds value to current teaching and learning methods, and critically evaluate both what is gained, and what is potentially lost by the use or reliance on technology or eLearning methods.

One of the most effective methods is to combine traditional teaching and assessment strategies, with eLearning; by using a "blended" approach. Blended eLearning leverages on both the reach and accessibility of technology and engagement platforms; with the strengths of face to face student teacher and peer to peer interaction. The intent always is to strengthen student motivation and engagement with the educational material, and promote active learning, as well as "deep" (rather than superficial) learning.

In addition to helping students, technology can widen the educational reach of teachers, beyond the classroom. Apart from facilitating pre-class preparation (by "Flipping" the classroom), technology can facilitate and promote longitudinal learning; support and document student engagement with the material, as well as document student learning and achievement of learning objectives in a visible manner.

For administrators, and educational leaders, eLearning can promote a more consistent educational experience, accessible for peer review and evaluation for quality; and provide a method to document and evaluate teaching, and student learning.