Impact of digital learning on students and how to engage students with technology
Copilot Response (1 July 2024)
Certainly! Let’s explore the impact of digital learning on students and strategies to engage them effectively with technology.
Impact of Digital Learning:
Increased Interactivity: Digital tools enhance interactivity in the classroom. Students can actively participate, collaborate, and engage with content.
Better Comprehension: Technology provides multimedia resources, making learning more engaging and improving comprehension.
Practical Learning: Simulations, virtual labs, and real-world applications allow students to apply theoretical knowledge practically.
Time Management: Digital platforms enable flexible learning, allowing students to manage their time effectively.
Blended Learning: Combine various learning activities (acquisition, practice, discussion, collaboration) to engage students effectively.
Active Learning: Encourage students to participate actively, ask questions, and contribute during online sessions.
Use Digital Tools: Leverage educational technology for quizzes, polls, interactive presentations, and collaborative projects.
Provide Clear Instructions: Ensure students understand expectations and guidelines for online activities.
Feedback and Interaction: Regularly provide feedback and create opportunities for peer interaction.
Assess Engagement: Monitor student participation, completion rates, and interactions to adjust teaching strategies23.
Remember that successful engagement involves a combination of pedagogical approaches, thoughtful design, and leveraging technology effectively. Feel free to explore these strategies and adapt them to your specific context! 😊
Going to the next level of Micro-learning from Micro-Teaching: Micro-Assessment in Health Professions Education
AMEE 2024 in-conference workshop
Session Details: 6O: Conference Workshop - Going to the next level of Micro-learning from Micro-Teaching: Micro-Assessment in Health Professions Education, 27th August 2024, 09:00 - 10:30, Room: Kairo 1
Poh-Sun Goh1, Elisabeth Schlegel2, Alice Fornari3
1National University of Singapore, Singapore, Singapore. 2Western Atlantic University School of Medicine, Freeport, Bahamas. 3Donald and Barbara Zucker SOM at Hofstra/Northwell, Long Island, USA
Background
This workshop will introduce and provide participants with hands-on experience with "Micro-Assessments" as an accessible, step-wise, sustainable, ongoing, cumulative practice, and extension of step-wise, sustainable, ongoing, cumulative micro-learning. Modern technology tools and platforms, such as blogs, facilitate open access to ongoing digital learning and practice. This is achieved through accessible digital content, open documents, and websites. Individuals can showcase and enhance their expertise through "open digital activities and practice," learning and practicing publicly. Just as we learn in small steps, assessment can also be an ongoing stepwise process.
This workshop aims to shed light on how micro-assessment can be applied to each step in the learning journey. Based on sound instructional design, doable assessment strategies, both ‘for’, and ‘as’ learning, can and should be an organic extension of day to day educational and training activities. Open digital practice and demonstration of progressive expertise through micro-assessments facilitates feedback, reflection and iterative improvement in performance. In addition, the workshop goes beyond the basic understanding of micro-assessment and delves into the theories and practices that form the foundation of measurement, assessment, and evaluation in the health professions. We will examine various aspects, including test development, written assignments, clinical/performance evaluation, classroom assessments and reflective portfolios and rubrics. Strategies for incorporating micro-assessment into digital learning environments will be discussed, enabling the participants to make each step of the learning process visible and assessable.
Who Should Participate
Health Professions Educators (HPE) interested in micro-learning with micro-content to support micro-teaching and micro-assessment applied to their learning environments. HPE with an interest in open digital practice that aligns with step-wise (micro-)assessment.
Structure of Workshop
This will be a highly interactive session over 90 minutes, with micro-presentations by faculty facilitators on their experiences with micro-assessments (15 minutes), together with interactive exercises with participants on open digital micro-learning and micro-practise with digital content showing how this can be used for micro-assessments (30 to 45 minutes), together with iterative discussions (30 - 45 minutes).
Intended Outcomes
Participants at end of workshop will be able to explain how micro-assessment can support micro-learning, and apply open digital tools and platforms to support their practice.
"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
"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
In essence, using open digital practice, making visible, accessible and assessable the small (micro-) steps taking in learning (micro-learning), practice (micro-practice) to allow assessment (micro-assessment) at the various levels of Miller's Pyramid and categories of Bloom's Taxonomy.
We then have opportunities to move from (Micro-)Teaching, to engage in (Micro-)Learning, by students committing to open digital (Micro-)Practice, and the use of (Micro-)Assessments both for, and as Learning.
Examples of micro-assessments in health professions education using categories from Miller's Pyramid and Blooms Taxonomy
Copilot
Sent by Copilot: (response 10 Aug 2024)
Micro-assessments in health professions education can be designed using the categories from Miller’s Pyramid and Bloom’s Taxonomy to evaluate different levels of learners’ competencies. Here are some examples:
Miller’s Pyramid:
Knows: Assessing knowledge through written exams or multiple-choice questions (MCQs).
Knows How: Evaluating the application of knowledge, such as through essays or clinical problem-solving exercises.
Shows How: Observing learners in simulated environments, like Objective Structured Clinical Examinations (OSCEs), where they demonstrate clinical skills.
Does: Directly assessing performance in real clinical settings, ensuring learners can apply their skills and knowledge effectively12.
Bloom’s Taxonomy:
Remembering: Testing recall of facts and basic concepts, such as with flashcards or quizzes.
Understanding: Asking learners to explain ideas or concepts, which can be assessed through discussion forums or reflective essays.
Applying: Having learners use information in new situations, such as case studies or role plays.
Analyzing: Engaging learners in breaking down information into parts and examining relationships, which can be done through case analysis or critique of journal articles.
Evaluating: Involving learners in making judgments based on criteria, such as through peer reviews or evidence-based practice projects.
Creating: Encouraging learners to produce new or original work, like research proposals or innovative care plans.
Combining these frameworks helps ensure a comprehensive assessment of learners’ abilities, from theoretical knowledge to practical skills. For more detailed examples and how to implement these assessments, you can refer to resources like the "Miller’s Pyramid of Clinical Competence – The iDea Book"3 or scholarly articles that discuss the application of Miller’s Pyramid in nursing education2.
Examples of micro-assessments using Miller's Pyramid and Blooms Taxonomy in Health Professions education
Copilot
Sent by Copilot: (response on 10 August 2024)
Micro-assessments in health professions education, structured around Miller’s Pyramid and Bloom’s Taxonomy, offer a nuanced approach to evaluating the various competencies of learners. Here are some examples:
Miller’s Pyramid:
Knows: A quiz to test factual recall of medical terminology.
Knows How: A written assignment to apply pharmacological principles in patient care scenarios.
Shows How: A clinical skills lab where students demonstrate suturing techniques.
Does: A preceptorship where students are evaluated on their interaction with patients in a clinical setting1.
Bloom’s Taxonomy:
Remembering: Flashcards to memorize the steps of a medical procedure.
Understanding: Group discussions to explain the pathophysiology of a disease.
Applying: Role-playing to practice patient counseling on lifestyle changes.
Analyzing: A case study analysis to diagnose a complex medical condition.
Evaluating: Peer review of treatment plans to assess clinical decision-making.
Creating: Developing a public health campaign as a capstone project.
These micro-assessments are designed to target specific levels of learning and performance, ensuring that students not only acquire knowledge but also develop the ability to apply, analyze, and create within the context of their professional education23. For more detailed examples and guidelines on implementing these assessments, educators can refer to resources such as the “Frameworks for learner assessment in medicine: AMEE Guide No. 78” and other scholarly articles that discuss the application of these frameworks in detail2.
Boscardin, Christy K. PhD; Gin, Brian MD, PhD; Golde, Polo Black; Hauer, Karen E. MD, PhD. ChatGPT and Generative Artificial Intelligence for Medical Education: Potential Impact and Opportunity. Academic Medicine 99(1):p 22-27, January 2024. | DOI: 10.1097/ACM.0000000000005439
Drawing on seven integrated design principles, the World Café methodology is a simple, effective, and flexible format for hosting large group dialogue. Each element of the method has a specific purpose and corresponds to one or more of the design principles.
World Café can be modified to meet a wide variety of needs. Specifics of context, numbers, purpose, location, and other circumstances are factored into each event’s unique invitation, design, and question choice, but the following five components comprise the basic model:
1) Setting: Create a “special” environment, most often modeled after a café, i.e. small round tables covered with a checkered or white linen tablecloth, butcher block paper, colored pens, a vase of flowers, and optional “talking stick” item. There should be four chairs at each table (optimally) – and no more than five.
2) Welcome and Introduction: The host begins with a warm welcome and an introduction to the World Café process, setting the context, sharing the Cafe Etiquette, and putting participants at ease.
3) Small-Group Rounds: The process begins with the first of three or more twenty-minute rounds of conversation for small groups of four (five maximum) people seated around a table. At the end of the twenty minutes, each member of the group moves to a different new table. They may or may not choose to leave one person as the “table host” for the next round, who welcomes the next group and briefly fills them in on what happened in the previous round.
4) Questions: each round is prefaced with a question specially crafted for the specific context and desired purpose of the World Café. The same questions can be used for more than one round, or they may build upon each other to focus the conversation or guide its direction.
5) Harvest: After the small groups (and/or in between rounds, as needed), individuals are invited to share insights or other results from their conversations with the rest of the large group. These results are reflected visually in a variety of ways, most often using graphic recording in the front of the room.
The basic process is simple and simple to learn, but complexities and nuances of context, numbers, question crafting and purpose can make it optimal to bring in an experienced host to help. Should that be the case, professional consulting services and senior hosts are available through World Cafe Services and we would be happy to talk with you about your needs.
In addition, there are many resources available for new World Cafe hosts, including a free hosting tool kit, World Cafe Signature Learning Programs, and subscription to the online Community Table, where the larger community of practice gathers to learn together.
In the "AI-powered Personalized Learning" session, we'll explore fascinating questions like: What's the link between personalized and adaptive learning? What are the inner workings of non-AI-based personalized learning? And how does AI fit into the picture? Finally, we'll explore the exciting foundation of precision education and personalized learning: data!
Questions for group discussion:
"With AI-driven personalized learning becoming increasingly tailored to individual strengths and weaknesses, how do we ensure that all medical students, regardless of their personalized paths, are equally prepared to handle real-world, unpredictable scenarios? Could over-reliance on AI personalisation lead to gaps in essential knowledge or skills, potentially compromising patient safety?"
As AI systems gather and analyse vast amounts of data to tailor medical education, what ethical safeguards should be in place to protect students' privacy and prevent bias? Should there be limits on how much AI influences the curriculum or assessments, and how do we balance the benefits of personalisation with the need for a standardised baseline of competency across all future medical professionals?
"Whether analogue or tech supported
The key is self knowledge and insight
Into what needs to be learned and what can be improved
Personal strengths and weaknesses
Performance goals and standards and how one matches these
Then adapting and personalising next steps
Either self-directed, instructor guided, or AI supported
Performance Data helps
Human guides help
Self reflection and insight into performance helps
E.g in physical performance one can use or look into a mirror
Get coaching and instruction feedback
Or use AI guidance
One can look at this as the difference between self-directed learning and training
Personal or personalised learning or training
and
AI supported learning and training"
-Poh-Sun Goh, 16 August 2024
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 Role of big data, and small data. Quantitative and Qualitative Insights.
Our digital platforms increasingly have the capacity to give both teachers and students visibility into what, and how they perform, in a dynamic, real-time way, both to formal standards, and in relation to peers. Both digital data and dashboards, and Artificial Intelligence (AI) have the capacity to precisely personalise individual learning and training activities and programs. We will have the opportunity increasingly to do this, through accessible technology and AI. What is needed is professional capacity building and training of both our teachers, and students to best use technology and AI, informed by sound pedagogy and learning science (Goh, 2020; Goh, 2021).
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. https://doi.org/10.3946/kjme.2021.197
Welcome to Session 2, of the AMEE 2024 AI Symposium, on AI Powered Personalised Learning
My name is Poh-Sun Goh
We are going to use a modified "World Cafe Process"
Please consider in sequence these three questions in groups -
1) What are the characteristics of Personalised Learning?
2) What is Adaptive Learning?
3) Ways AI can Personalise Learning.
Discuss amongst yourself in groups, then report back
The facilitators will add to the discussion with a few key points if necessary.
---
So far, you have considered these three questions in groups - 1) What are the characteristics of Personalised Learning? 2) What is Adaptive Learning? and 3) Ways AI can Personalise Learning.
and reported back key ideas shared in your discussions. Let's now consider what a Google topic search comes up with (below):
"Personalised learning, an educational approach that tailors teaching and learning to individual needs and preferences, has gained attention in recent years, particularly in higher education. Advances in educational technology have facilitated the implementation of personalised learning in various contexts."
Ali, M., Wahab, I.B.A., Huri, H.Z. et al. Personalised learning in higher education for health sciences: a scoping review protocol. Syst Rev 13, 99 (2024). https://doi.org/10.1186/s13643-024-02478-4
"At the most basic level, adaptive learning is a process that provides an individualised learning experience with technologies designed to determine a learner’s strengths and weaknesses."
Sharma N, Doherty I, Dong C. Adaptive Learning in Medical Education: The Final Piece of Technology Enhanced Learning? Ulster Med J. 2017 Sep;86(3):198-200. Epub 2017 Sep 12. PMID: 29581634; PMCID: PMC5849979. https://pubmed.ncbi.nlm.nih.gov/29581634/
"The power of AI to analyze individual learning patterns and outcomes can lead to more personalized medical education. AI algorithms can identify areas where students are struggling and adapt the curriculum to meet their specific needs. This personalized approach helps to ensure that all students achieve competency at their own pace, ultimately leading to better-trained healthcare providers."
and
"AI can create highly adaptive learning environments that adjust content complexity and teaching style based on individual learner performance and preferences. This approach ensures that medical students and professionals can progress at their optimal pace and depth. You can find today on line, adaptive learning platforms that uses AI to tailor medical courses based on how students interact with the material, adjusting the learning pathway in real time to address individual strengths and weaknesses."
AI powered personalised learning in health professions education
Copilot Response - (31 March 2024, Sunday, 1645hrs)
AI-powered personalized learning is revolutionizing health professions education. Let’s delve into how artificial intelligence (AI) is transforming the way students learn in the medical field:
Personalized Learning Experience:
One of the key benefits of AI in medical courses is its ability to provide a tailored learning experience for individual students.
AI-powered platforms analyze the strengths and weaknesses of each student, allowing educators to modify teaching methods to meet specific needs1.
Imagine a system that adapts to your learning pace, identifies areas where you need improvement, and customizes content accordingly.
Enhanced Diagnosis and Training:
AI can simulate real-world scenarios, enabling students to practice diagnosing medical conditions.
Virtual patients can exhibit symptoms, respond to treatments, and evolve over time, providing a dynamic learning environment.
Students can refine their diagnostic skills, learn from mistakes, and gain confidence through AI-driven simulations.
Embracing Uncertainty and Variability:
AI tools should embrace and convey the natural uncertainty and diversity present in human populations.
By recognizing that patients vary in their responses, AI can prepare students for the complexities of real-world practice2.
Educators play a crucial role in ensuring that AI tools align with clinical relevance and challenge recommendations when necessary.
Professional Development for Educators:
Healthcare educators need to be aware of AI’s capabilities and limitations.
Professional development programs can equip educators with the knowledge to effectively integrate AI into their teaching methods.
Educators should know when to trust AI recommendations and when to critically evaluate them2.
In summary, AI-powered personalized learning holds immense promise for the future of healthcare education. It empowers students, enhances diagnostic skills, and prepares the next generation of healthcare professionals for the dynamic challenges they’ll face in their careers.
Practical tips on how to personalise learning using AI in Health Professions Education
Copilot Response: (16 July 2024)
Certainly! Personalizing learning using AI in health professions education is an exciting area with significant potential. Here are some practical steps and strategies:
Define Clear Learning Objectives and Goals:
Begin by identifying specific learning outcomes (SLOs) for your educational program. These objectives should be well-defined and aligned with the curriculum.
Consider Bloom’s taxonomy to ensure appropriate action verbs and cognitive levels in your SLOs1.
Identify Individual Learning Needs:
Use AI-powered tools to analyze learners’ profiles, preferences, and knowledge gaps.
Understand their learning styles and adapt content accordingly.
Select AI-Powered Tools or Platforms:
Explore AI-driven platforms that can personalize content delivery based on individual needs.
Look for tools that offer adaptive learning pathways and personalized recommendations2.
Develop or Curate Adjustable Content:
Create or curate educational content that can be dynamically adjusted based on learners’ abilities and progress.
AI can help tailor content delivery, quizzes, and assessments to meet individual needs1.
Invest in Educator Training:
Train educators on how to effectively use AI tools in teaching.
Encourage them to incorporate AI into lesson planning and instructional design3.
Facilitate Interactive Learning Experiences:
Use AI to create interactive simulations, virtual patient scenarios, and case studies.
Engage learners in problem-solving and decision-making exercises.
Streamline Assessment and Feedback:
AI can automate assessment processes, including grading and feedback.
Provide timely feedback to learners, highlighting areas for improvement.
Leverage Data Analytics for Continuous Improvement:
Collect data on learner performance, engagement, and preferences.
Use insights to refine personalized learning experiences and optimize educational content4.
Remember that while AI can enhance personalization, experts should review the content validity of AI-generated output. As AI literacy becomes essential for health professionals, integrating AI into education can empower learners and align competencies with curriculum implementation1. 🌟
basic ideas, principles and practices of AI in Health Professions
Education (HPE)
Copilot Response - (31 March 2024, Sunday, 1705hrs)
Certainly! Let’s explore the fundamentals of AI in health professions education (HPE). Artificial intelligence (AI) is rapidly transforming healthcare, and understanding its principles and applications is crucial for educators and learners in the field. Here are some essential concepts:
Overview of AI in Healthcare:
AI encompasses various methods and capabilities, including machine learning, algorithms, and neural networks.
While science fiction often portrays AI as human-like, the reality in 2021 is narrow AI, which focuses on specific tasks rather than general human-like abilities.
AI tools can enhance healthcare workflows, improve patient care, and optimize population health.
Educational Implications:
Incorporating AI Training: Educators must act promptly to integrate AI training across health professions. Failing to do so risks creating a workforce unprepared to leverage AI’s promise or navigate its challenges.
Understanding AI: Leaders in HPE should enhance their understanding of AI to guide current and future learners effectively.
Ethical Considerations: Learners need to grasp basic concepts of computer systems, programming, machine learning, and data science. AI tools should enhance teaching and learning while promoting equity and access1.
Courses and Programs:
AI for Health Care: Concepts and Applications: This course delves into core AI principles, Large Language Models, Generative AI, and their impact on healthcare2.
The Ethics of Big Data and AI: This program explores ethical considerations related to using Big Data and developing AI in healthcare3.
AI in Medical Education: A systematic review analyzing AI’s effects and challenges at different stages of medical education4.
In summary, educators play a pivotal role in preparing healthcare professionals to harness AI’s potential while upholding ethical standards. By embracing AI education, we empower the health workforce to thrive in an AI-driven landscape. 🌟
For more detailed information, you can refer to the full discussion paper1.
Lomis K, Jeffries P, Palatta A, Sage M, Sheikh J, Sheperis C, Whelan A. Artificial Intelligence for Health Professions Educators. NAM Perspect. 2021 Sep 8;2021:10.31478/202109a. doi: 10.31478/202109a. PMID: 34901780; PMCID: PMC8654471. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8654471/
Zhang, W., Cai, M., Lee, H.J. et al. AI in Medical Education: Global situation, effects and challenges. Educ Inf Technol 29, 4611–4633 (2024). https://doi.org/10.1007/s10639-023-12009-8
how to apply meyer's multimedia theory to presentations
Copilot:
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:
Coherence Principle: Keep your slides free from extraneous content. Only include information that supports your main message1.
Signaling Principle: Use cues to highlight important points. This could be through bold text, arrows, or spotlight effects.
Redundancy Principle: Avoid using narration and on-screen text simultaneously. Choose one method to deliver your message at a time2.
Spatial Contiguity Principle: Place related text and images close together to help learners make connections more easily.
Temporal Contiguity Principle: Present corresponding words and pictures simultaneously rather than successively.
Segmenting Principle: Break your content into manageable chunks to prevent cognitive overload.
Pre-training Principle: Provide learners with the names and characteristics of main concepts before diving into complex material.
Modality Principle: Use narration instead of on-screen text when presenting graphics or animations.
Multimedia Principle: Combine words and pictures rather than words alone to improve learning outcomes3.
Personalization Principle: Use a conversational style and first or second person language to make the content more relatable.
Voice Principle: Use a friendly and conversational tone in your narrations.
Image Principle: Use graphics that support the instructional message rather than decorative images.
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.
⬇
Copilot
Sent by Copilot:
Sure! Here are illustrations of Richard Mayer’s multimedia principles:
Multimedia Principle:
Example: In a biology lesson, instead of just describing the parts of a cell, include a labeled diagram of the cell. This helps students visualize and understand the structure better.
!Cell Diagram
Coherence Principle:
Example: In a math tutorial, focus on the essential steps to solve a problem without adding background music or unrelated animations that could distract learners.
!Math Tutorial
Contiguity Principle:
Example: In a history lesson, place a map of ancient civilizations next to the text describing their locations and movements. This spatial proximity helps learners connect the information.
!History Map
Modality Principle:
Example: In an eLearning course on software use, include a video demonstration with voiceover instructions rather than just text instructions. This uses both visual and auditory channels for better learning.
!Software Tutorial
Redundancy Principle:
Example: In a science video explaining photosynthesis, use visuals and narration without adding redundant on-screen text. This avoids overloading the learner with unnecessary information.
!Photosynthesis Video
Segmenting Principle:
Example: In an online course, break down complex topics into shorter, manageable modules. For instance, a lesson on algebra can be divided into segments on equations, inequalities, and functions.
!Segmented Course
Pre-training Principle:
Example: In a physics lesson, start with an introduction to key terms like “velocity” and “acceleration” before diving into more complex theories. This prepares learners for the new information.
!Physics Terms
Signaling Principle:
Example: In a presentation, use arrows or highlights to draw attention to key points. For example, highlighting the main steps in a process diagram helps learners focus on the essential information.
!Highlighted Presentation
These illustrations should give you a clearer idea of how Mayer’s principles can be applied to create more effective learning materials. If you have a specific topic or need more detailed examples, let me know!
⬇
Open access online resources for further reading, illustration on ideas below:
Using Micro-Scholarship to Incentivise Faculty Professional Development
IAMSE 2024 Pre-conference workshop
Saturday, 15 June 2024, 0800 - 1100
Speakers
Ennid Duran duran gonzalez - Universidad Autónoma de Guadalajara
Alice Fornari - Zucker SOM at Hofstra Northwell
Poh-Sun Goh - National University of Singapore
Charles Gullo - Gullo Consulting, LLC
Sol Roberts-Lieb - Univeristy of Maryland, Baltimore
Elisabeth Schlegel - Western Atlantic University School of Medicine
Description
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.
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.
"We define Micro-Scholarship as the process of making visible the smallest accessible and assessable steps that document a scholarly journey, which can then be assembled and presented as an outcome of academic scholarship." (Goh, Roberts-Lieb, and Sandars 2023)
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
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 https://doi.org/10.1007/s40670-024-01989-y
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 (award for most accessed article in TAPS for 2023)
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
Certainly! Let’s delve into the fascinating concept of Micro-Scholarship in the realm of Health Professions Education (HPE).
What is Micro-Scholarship?
Micro-Scholarship is an innovative approach that focuses on the small, sustainable steps taken by scholars in their scholarly journey within the field of HPE.
It involves making these micro-steps visible, assessable, and documented, ultimately leading to a cumulative outcome of academic scholarship.
Imagine it as akin to bite-sized or micro-learning, but applied to the scholarly domain.
Why Micro-Scholarship Matters:
Small Steps, Big Impact: Just as tiny puzzle pieces contribute to the whole picture, micro-scholarship emphasizes the importance of incremental progress.
Accessible and Sustainable: By breaking down scholarship into manageable chunks, it becomes more accessible to a broader audience.
Macro and Meta Matters: These small steps eventually accumulate into larger scholarly achievements, creating a sustainable strategy for success.
How Does It Work?
Generating Micro-Content: Scholars create and engage with bite-sized scholarly content. Think of it as assembling Lego blocks of knowledge.
Refinement and Iteration: Scholars progressively refine their output and practice of micro-scholarship.
Public Engagement: Cycles of public engagement lead to the final digital or print publication, transforming micro into macro scholarship.
Keywords Associated with Micro-Scholarship:
Micro-Learning: Learning in small, digestible portions.
Just-In-Time (JiT) Learning: Immediate learning relevant to specific needs.
Community of Practice (CoP): Engaging with peers in a professional community.
Technology: Leveraging digital tools for scholarly communication.
Network Effects: How collaboration amplifies impact.
Post-Publication Peer Review (PPPR): Continuous improvement after publication.
In summary, Micro-Scholarship celebrates the power of small steps, fostering a vibrant scholarly ecosystem in health professions education. 🌱📚
If you’re curious to explore further, you can find related articles and resources here1. Happy scholarly adventures! 🎓✨
Learn more
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
Prompt -
How can I start my own micro-scholarship journey?
Copilot Response (31 March 2024, Sunday, 0802am)
Certainly! Embarking on a micro-scholarship journey involves deliberate steps and a curious mindset. Here’s a roadmap to kickstart your scholarly adventure:
Define Your Purpose:
Reflect on why you want to engage in micro-scholarship. Is it to contribute to your field, enhance your knowledge, or connect with a community of scholars?
Clarify your goals and set a clear intention.
Choose Your Niche:
Identify a specific area within health professions education (HPE) that intrigues you. It could be assessment methods, curriculum design, technology integration, or any other aspect.
Your niche will guide your micro-scholarship endeavors.
Stay Curious and Observant:
Curiosity fuels scholarship. Observe your surroundings, read widely, attend conferences, and engage in discussions.
Keep an eye out for small, interesting phenomena that can be explored further.
Start Small:
Remember, micro-scholarship is about incremental progress. Begin with tiny steps:
Analyze a Case: Dive into a clinical case or educational scenario. Write a brief reflection or propose an alternative approach.
Review a Paper: Summarize a recent research article or critique its methodology.
Create Visual Content: Design an infographic or a short video explaining a concept.
Share Insights: Tweet a thread about an HPE topic.
These small actions count!
Document Your Journey:
Keep a scholarly journal or digital notes. Record your thoughts, observations, and mini-projects.
Use tools like Evernote, OneNote, or a simple text document.
Engage with Others:
Join online communities, attend webinars, and participate in conferences.
Collaborate with fellow scholars. Share your micro-scholarship work and seek feedback.
Remember, a community of practice enhances your learning.
Leverage Technology:
Use social media platforms (Twitter, LinkedIn) to share your insights.
Start a blog or contribute to existing blogs related to HPE.
Explore open-access journals or platforms for publishing your micro-content.
Iterate and Refine:
Review your work periodically. How can you improve? What did you learn?
Revise, expand, or connect your micro-scholarship pieces.
Embrace the process of continuous improvement.
Celebrate Small Wins:
Acknowledge each milestone, no matter how minor. Completing a blog post, receiving positive feedback, or connecting with a scholar—celebrate these moments.
Stay Resilient and Persistent:
Micro-scholarship requires patience. Not every step will yield immediate results.
Persevere, adapt, and enjoy the journey.
Remember, the essence of micro-scholarship lies in the joy of discovery, the impact of small actions, and the collective growth within the scholarly community. Happy exploring! 🌱📚
For further reading, you might find this article on “Small, Sustainable Steps to Success as a Scholar in Health Professions Education” insightful.
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
