Strategies for Developing Open Education Resources (OER) in Medical Education (pre-conference workshop), Thursday, 25 May 2023, 8am - 12noon (GMT +8.00) Singapore Time
Goh, P. S., Roberts-Lieb, S., & Sandars, J. (2023). Micro-Scholarship: An innovative approach for the first steps for Scholarship in Health Professions Education. Medical teacher, 45:3, 307-312. https://doi.org/10.1080/0142159X.2022.2133689
Goh, PS, Schlegel, E. (2023). Small, Sustainable, Steps to Success as a Scholar in Health Professions Education - Micro (Macro and Meta) Matters. TAPS, 8(2), 76-79. https://doi.org/10.29060/TAPS.2023-8-2/SC2861
"Hungry students, trained teachers, know (and use) what is available (and at hand)."
#MakeSureYourCoreContent-Is-#Modular+#Accessible-#Transferable+AcrossPlatforms-Current-Future. Poh-Sun Goh, 6 May 2021, 1045am, Singapore Time
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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
Basically am modelling the curatorial role of an educator + some customisation + use of technology + sprinkled with 'scholarship of integration, application and education' ...
Poh-Sun Goh
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'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).
Poh-Sun Goh
(in case you all are wondering ... idea is to make each teaching element a potential, and actual 'reusable digital object') ... hence the screenshots
Poh-Sun Goh
Digital first. Digital ready. From the very beginning.
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). https://doi.org/10.1186/s12909-022-03106-2
Patel, D., & Parsley, S. (2015). Open educational resources. Community eye health, 28(90), 34.
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). https://doi.org/10.1007/s11423-016-9434-9
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
Goh, P. S., Roberts-Lieb, S., & Sandars, J. (2023). Micro-Scholarship: An innovative approach for the first steps for Scholarship in Health Professions Education. Medical teacher, 45:3, 307-312. https://doi.org/10.1080/0142159X.2022.2133689
"(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
Goh, PS, Schlegel, E. (2023). Small, Sustainable, Steps to Success as a Scholar in Health Professions Education - Micro (Macro and Meta) Matters. TAPS, 8(2), 76-79. https://doi.org/10.29060/TAPS.2023-8-2/SC2861
Coaching as a high impact intervention in Health Professions Education (APMEC 2023 Symposium), Saturday, 27 May 2023, 1.45pm - 2.45pm, Theatre, University Cultural Center, NUS
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. https://doi.org/10.1016/j.nedt.2021.105222
Full transcript of my presentation, to be accompanied by Slides below section as background illustration.
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COACHING AS A HIGH IMPACT INTERVENTION IN HEALTH PROFESSIONS EDUCATION
Session Abstract
The aim of this symposium is to present a general overview of coaching as intervention,
background theory and supporting review of the literature; share our experience as individual inhouse coaches at our medical school and academic medical center, coaching undergraduates,
postgraduates as well as individual at significant career and life transition points; review the
evidence for coaching as a high impact intervention in Health Professions Education; and in closing
discussing the value proposition of coaching, lessons learnt and plans for the future.
Overview, Background Theory and Literature Review
Poh-Sun Goh
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.
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.
Coaching Conversations with Medical Students - How, What and Why
Elizabeth Teh
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.
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.
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Elevating the Medical School Experience Through Coaching: Common Themes and Approaches to Overcoming Challenges Students Face
Nisha Kesavan
Will first address some common themes and challenges medical students face.
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.
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Key Considerations in Developing and Implementing a Coaching Program in Medical Education
Kesavan Esuvaranathan
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.
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.
“Simply put. Coaching to - 'Feel’ Good, ‘Look’ Good, and ‘Be’ Good
where ‘Good’ - is defined by Coachee, with assisted awareness, through reflection, working in partnership with the Coach
where Feel - includes Somatic, Thinking, and Emotions
where ‘Look and Be’ - includes what the ‘mirror’ and ‘world’ sees, from ‘Appearance’ and Performance’, including observations and feedback from the Coach.”
Poh-Sun Goh, Monday, 17 April 2023, 0711am, Singapore time
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. https://doi.org/10.1016/j.nedt.2021.105222
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. https://doi.org/10.1080/10872981.2019.1699765
"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
above comment in response to Table 5, in article below
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 https://www.tandfonline.com/doi/full/10.1080/10872981.2019.1699765
Maini, A., Fyfe, M. & Kumar, S. Medical students as health coaches: adding value for patients and students. BMC Med Educ 20, 182 (2020). https://doi.org/10.1186/s12909-020-02096-3
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
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). https://doi.org/10.1007/s11606-019-04888-w
N. DeTurk, S., J. Kaza, A., & Ng Pellegrino, A. (2022). Coaching and Mentoring: Focus on Graduate Medical Education. IntechOpen. doi: 10.5772/intechopen.94182
"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.
The coach’s responsibility is to:
• Discover, clarify and align with what the client wants to achieve
• Encourage client self-discovery
• Elicit client-generated solutions and strategies
• Hold the client responsible and accountable
The coaching process helps clients improve their outlook on work and life, while improving their
"What zone am I in right now? ... What am I giving my attention to? ...What actions can I take right now?
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."
"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 - https://www.latimes.com/entertainment/arts/la-et-cm-andre-de-shields-20190609-story.html
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