Wednesday, 5 November 2025

Imaging of Chest and Lungs - Respiratory System Block for Sef-Directed Learning - 18 November 2025



Dear students, 

This is a self-directed learning session with curricular time allocated for this.

Material for self-directed learning is available on the following open acess website -

https://medicaleducationelearning.blogspot.com/2024/10/imaging-of-chest-and-lungs-respiratory.html

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.

Section 1Introductory Self-Study Section

link to e-Lecture (screenshot below)


Please preview and review these segments of the video before and during the scheduled lecture time in your curriculum - 

The lesson outline
Relevance of Radiology
Learning Objectives
Assessment
Assessment - Example
Radiology and Anatomy
How CXRs and CT scans are produced
Pre-test
Post-test
Systematically reviewing CXRs
Identifying normal structures on CXRs


Complementary Material - two open access videos on how to read the CXR - CXR video 1, and CXR video 2,


---

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. 

1. What is the relevance of diagnostic imaging/radiology in your future clinical practice?

2. How are CXRs and CT scans of the chest produced?

3. How do different tissues appear on CXRs and CT scans? Why does bone appear white? Air black? Soft tissues varying shades of grey?

4. Can you identify normal anatomy on a CXR? CT scan of the chest?

---

Section 2: Slides of Introductory Self-Study Section

As you go through these Slides, please view the related sections on the e-Lecture. The Slides below allow you to follow along and make your own notes.



above from
























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).

Please view "How CXRs and CT scans are produced" or segmented e-Lecture, with accompanying slides below, for you to make notes your own notes on.





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.




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.






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.





above image from website below





above image from




above image from




above image from



above image from
















Section 3: Further material for bite-size self study

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 CXR, and CT scan 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.

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.

Guided learning path: For those of you who like a very prescriptive guided learning path - start with CXR video 1, then CXR video 2, then CXR anatomy website (see chest section) (using illustrations as drill and quiz examples, by viewing CXR first without annotations, then mousing over each image, then read text); then view CT chest video 1, then CT chest video 2, then attempt to identify CT anatomy here. (Viewing these videos within or embedded in the blog below is one method to reduce ads which appear before the video). 

Exploratory learning path: 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 CXR anatomy website (see chest section) below, as well as information about how to approach the CXR (including normal anatomy), and CT scan with scrollable images links below. For those students who prefer learning from illustrated online videos, please review the two videos below before the lecture - Chest X-Ray Interpretation Explained Clearly - How to read a CXR and LEARN to Read a Chest Xray in 5 minutes!. Also review the two videos below reviewing visible anatomy on CT of the chest - Anatomy of a Transverse CT of the Thorax and Introduction to Computed Tomographic imaging of the Chest. (Viewing these videos within or embedded in the blog below is one method to reduce ads which appear before the video). 


Google analytics

👀


Tuesday, 10 June 2025

M3 Tutorial on Monday, 7 July 2025 @ 1pm


                   


⬇️

⬇️
Dear Phase III Surgery CG 1 - 13 Students,
For the Radiology session  “Acute Abdomen”, this will be a one and a half hour scheduled live interactive teaching session (on Zoom) this coming Monday, 7 July 2025 at 1pm on Zoom, including time for self-study during the session of the presented and reference-further reading online content (see below). Please refer to NUS Elentra and visit the blog for the open access online content curated by A/Prof Goh Poh Sun at this URL - https://medicaleducationelearning.blogspot.com/2025/06/m3-tutorial-on-monday-7-july-2025-1pm.html

Remarks : Please review the session outline and content before the tutorial. During the live session, I will highlight relevance of material, share ideas of how to make full use of this material, and for those students who have reviewed material beforehand, engage in interactive Q and A. Other students will have around 30 minutes or more within the allocated curricular time to do self-study of this material.

We will be covering 7 major clinical conditions (below) 

Radiology Bowel Perforation
Radiology Bowel Obstruction
Radiology Acute Appendicitis
Radiology Acute Cholecystitis
Radiology Acute Diverticulitis
Radiology Acute Pancreatitis
Radiology Colon Cancer

Best regards
Poh Sun

(This tutorial process has been iteratively refined over the last year, during the COVID-19 pandemic.
Learning takes place essentially as a process of self study, in each of you individually. Following by active discussion and use of this material in clinical practice. For this session, we will review and discuss your understanding during the live session this 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 - https://medicaleducationelearning.blogspot.com/2025/02/m3-tutorial-on-friday-7-march-2025-1pm.html

⬇️
Start here with background info and learning tips
⬇️

Some tips to increase your learning and training effectiveness and efficiency:
Poh-Sun Goh

1. Reflect on the purpose of your medical education and expected outcomes of your undergraduate education and clinical training process.
2. Your current clinical exposure to case based learning in the emergency department, wards, and clinics-outpatient settings builds on a foundation of pre-clinical basic sciences in year 1 and 2 of the medical program (with anatomy and pathology particularly applicable to the interpretation of radiology / imaging studies of your patients).
3. For the abdomen, think about what anatomical structures lie within the area of interest/clinical presentation, or may present with the clinical symptoms and signs exhibited by your patients. Ask yourself what radiological investigation you might request or review in order to make a diagnosis - to rule in, or rule out potential clinical diagnosis. Radiology helps you to "see living anatomy and pathology" in your patients. Thus confirm or exclude diagnosis. Keep in mind that early disease may have very subtle of "negative" imaging during the early stages of clinically symptomatic disease.
4. Review the Radiology studies for your patients. Ask yourself why certain investigations were performed. And in what order.
5. Correlate imaging findings with your clinical observations. Do they make sense, correlate with clinical findings, or do you have to entertain alternative diagnostic possibilities?
6. Use textbooks and a wide variety of online resources to improve your diagnostic and interpretative skills. Practice, practice, practice with reflection and feedback, using a range of resources, to increase your exposure to the variety and spectrum of clinical and imaging findings, both normal and abnormal, from typical, to less common and atypical (as you progress to increase your experience and mastery of clinical practice, and improve your knowledge and skills from undergraduate, through postgraduate to continuing professional development and lifelong learning settings).
7. Compare and contrast is one of the simplest and most effective methods to learn to recognise and differentiate between normal and abnormal XRs and scans. Review a series of normal XRs and scans, and then do side by side comparison between examples of normal, normal and abnormal, and examples of abnormal XRs and scans. 

https://effectiviology.com/interleaving/ (mixed practice or interleaving superior to blocked practice)

and



⬇️
Below section is guided learning path (Option 1)
⬇️

Session guide (one learning path) - start with 'Tips' section above, then explore material section below, all on open access websites. One path is to start with 'a curriculum', then explore an approach to the AXR, both normal, and abnormal. Followed by review of common pathology presenting as an acute abdomen on CT scans. Start with bowel perforation on erect CXR, and AXR, unknown cases, for example here, focusing on appearance of free air, and 'Rigler's sign' on AXR. Then move on to examples of acute appendicitisacute cholecystitisacute diverticulitis (focusing on the similarities between these three pathologies, and taking note of differences between normal and abnormal structures, paying attention to the wall of the structure, and the adjacent fat in particular). Then review bowel obstruction, on the AXR, and CT scan, paying attention to the strengths and weaknesses of the AXR, and added value of a CT scan - pay attention to visibility of bowel segment which is dilated proximal to obstructing point, and cause of obstruction shown on CT).

⬇️
Below section is alternative exploratory path (Option 2)
Starting with background information, and "curriculum"
⬇️



⬇️
Below section for Google images search for thematic cases (for practice review, and click through for additional information for selected cases)
⬇️

Radiology Colon Cancer


⬇️
Section below for self-directed learning



👁
Google and Entrada analytics for current tutorial
👀
⬇️

Wednesday, 26 February 2025

M3 Tutorial on Friday, 7 March 2025 @ 1pm

    


                   


⬇️

⬇️
Dear Phase III Surgery CG 39 - 50 Students,
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, 7 March at 1pm on Zoom, including time for self-study during the session of the presented and reference-further reading online content (see below). Please refer to Entrada and visit the blog for the open access online content curated by A/Prof Goh Poh Sun at this URL - https://medicaleducationelearning.blogspot.com/2025/02/m3-tutorial-on-friday-7-march-2025-1pm.html

Remarks : Please review the session outline and content before the tutorial. During the live session, I will highlight relevance of material, share ideas of how to make full use of this material, and for those students who have reviewed material beforehand, engage in interactive Q and A. Other students will have around 30 minutes or more within the allocated curricular time to do self-study of this material.

We will be covering 7 major clinical conditions (below) 

Radiology Bowel Perforation
Radiology Bowel Obstruction
Radiology Acute Appendicitis
Radiology Acute Cholecystitis
Radiology Acute Diverticulitis
Radiology Acute Pancreatitis
Radiology Colon Cancer

Best regards
Poh Sun

(This tutorial process has been iteratively refined over the last year, during the COVID-19 pandemic.
Learning takes place essentially as a process of self study, in each of you individually. Following by active discussion and use of this material in clinical practice. For this session, we will review and discuss your understanding during the live session this 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 - https://medicaleducationelearning.blogspot.com/2024/12/m3-tutorial-on-6-december-2024-1pm.html

⬇️
Start here with background info and learning tips
⬇️

Some tips to increase your learning and training effectiveness and efficiency:
Poh-Sun Goh

1. Reflect on the purpose of your medical education and expected outcomes of your undergraduate education and clinical training process.
2. Your current clinical exposure to case based learning in the emergency department, wards, and clinics-outpatient settings builds on a foundation of pre-clinical basic sciences in year 1 and 2 of the medical program (with anatomy and pathology particularly applicable to the interpretation of radiology / imaging studies of your patients).
3. For the abdomen, think about what anatomical structures lie within the area of interest/clinical presentation, or may present with the clinical symptoms and signs exhibited by your patients. Ask yourself what radiological investigation you might request or review in order to make a diagnosis - to rule in, or rule out potential clinical diagnosis. Radiology helps you to "see living anatomy and pathology" in your patients. Thus confirm or exclude diagnosis. Keep in mind that early disease may have very subtle of "negative" imaging during the early stages of clinically symptomatic disease.
4. Review the Radiology studies for your patients. Ask yourself why certain investigations were performed. And in what order.
5. Correlate imaging findings with your clinical observations. Do they make sense, correlate with clinical findings, or do you have to entertain alternative diagnostic possibilities?
6. Use textbooks and a wide variety of online resources to improve your diagnostic and interpretative skills. Practice, practice, practice with reflection and feedback, using a range of resources, to increase your exposure to the variety and spectrum of clinical and imaging findings, both normal and abnormal, from typical, to less common and atypical (as you progress to increase your experience and mastery of clinical practice, and improve your knowledge and skills from undergraduate, through postgraduate to continuing professional development and lifelong learning settings).
7. Compare and contrast is one of the simplest and most effective methods to learn to recognise and differentiate between normal and abnormal XRs and scans. Review a series of normal XRs and scans, and then do side by side comparison between examples of normal, normal and abnormal, and examples of abnormal XRs and scans. 

https://effectiviology.com/interleaving/ (mixed practice or interleaving superior to blocked practice)

and



⬇️
Below section is guided learning path (Option 1)
⬇️

Session guide (one learning path) - start with 'Tips' section above, then explore material section below, all on open access websites. One path is to start with 'a curriculum', then explore an approach to the AXR, both normal, and abnormal. Followed by review of common pathology presenting as an acute abdomen on CT scans. Start with bowel perforation on erect CXR, and AXR, unknown cases, for example here, focusing on appearance of free air, and 'Rigler's sign' on AXR. Then move on to examples of acute appendicitisacute cholecystitisacute diverticulitis (focusing on the similarities between these three pathologies, and taking note of differences between normal and abnormal structures, paying attention to the wall of the structure, and the adjacent fat in particular). Then review bowel obstruction, on the AXR, and CT scan, paying attention to the strengths and weaknesses of the AXR, and added value of a CT scan - pay attention to visibility of bowel segment which is dilated proximal to obstructing point, and cause of obstruction shown on CT).

⬇️
Below section is alternative exploratory path (Option 2)
Starting with background information, and "curriculum"
⬇️



⬇️
Below section for Google images search for thematic cases (for practice review, and click through for additional information for selected cases)
⬇️

Radiology Colon Cancer


⬇️
Section below for self-directed learning



👁
Google and Entrada analytics for current tutorial
👀
⬇️

Wednesday, 8 January 2025

Strategies for developing Open Education Resources (OER) in Medical Education - APMEC 2025 Pre-Conference Workshop

Strategies for developing Open Education Resources (OER) in Medical Education - APMEC 2025 Pre-Conference Workshop

https://medicine.nus.edu.sg/cenmed/sites/apmec2025/program_details.html#W1P7

W1P7

Wednesday 15 Jan 2025, 1.00pm – 5.00pm

Venue: NUSS Kent Ridge Guild House, Inner Chamber

STRATEGIES FOR DEVELOPING OPEN EDUCATION RESOURCES (OER) IN MEDICAL EDUCATION

1Tao Le and 2Poh-Sun Goh

1United States of America and 2Singapore

Workshop Description

Historically, hiqh-quality medical education has been expensive to develop and limited to selected authors working with medical publishers. New digital platforms have accelerated the development of open education resources (OER) which evolved to address critical cost and accessibility issues in education globally. The United Nations and UNESCO identified OER as a global priority and developed guidelines and policies supporting OER development at the country and institutional level. In medical education, OER are also known as Free Open Access Medical education (FOAM) and include learning and teaching materials that are freely and legally available for health professions educators to Reuse, Retain, Redistribute, Revise and Remix (the 5Rs of OERs). Students and trainees can also now access OER/FOAM and create peer-to-peer (P2P) learning experiences. Finally, novel shared curricular ecosystem platforms can standardize and facilitate the management of OER/FOAM to empower a global community of medical educators to share, collaborate, and go further together. This hands-on, interactive workshop was successfully presented at APMEC 2023 and will provide participants with an introductory overview to OER and FOAM, including UNESCO guideline recommendations. Participants will be able to explore best practices for leveraging OER/FOAM in existing curricular development processes. The facilitators will then discuss and demonstrate a variety of free or low-cost tools for the development, management and sharing or OER/FOAM. In small group breakouts, participants will have an opportunity to experiment with selected tools to develop OER/FOAM and share with each other. Potential pitfalls such as quality, critical appraisal and copyright issues will be addressed, and finally the workshop will explore strategies for engaging learners in creating and leveraging OER/FOAM for P2P learning experiences.

Workshop Objective

Upon completing this workshop, participants will be able to:

• Explain the history, goals and impacts of OER and FOAM

• Discuss best practices for the development and implementation of OER/FOAM

• Identify and use free or low-cost tools to develop, manage and share OER/FOAM

• Discuss and implement appropriate policies and processes for quality assurance, critical appraisal, and copyright compliance

• Guide learners to develop OER/FOAM for P2P learning experiences

Who Should Attend

Health professional education leaders, educators, learning designers in medical, nursing and allied health fields who are interested in sharing and collaborating with others, especially in low resource settings. 

https://medicaleducationelearning.blogspot.com/2024/08/strategies-for-developing-open.html

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



















https://medicaleducationelearning.blogspot.com/2024/08/strategies-for-developing-open.html