ChatGPT in Medical Education

ChatGPT in Medical Education

Google search - 'using chatGPT in medical education'

Kung, Tiffany & Cheatham, Morgan & Medinilla, Arielle & Sillos, Czarina & Leon, Lorie & Elepano, Camille & Madriaga, Marie & Aggabao, Rimel & Diaz-Candido, Giezel & Maningo, James & Tseng, Victor. (2022). Performance of ChatGPT on USMLE: Potential for AI-Assisted Medical Education Using Large Language Models. https://doi.org/10.1371/journal.pdig.0000198

Biswas S. (2023). ChatGPT and the Future of Medical Writing. Radiology, 223312. Advance online publication. https://doi.org/10.1148/radiol.223312

https://www.medicaleconomics.com/view/chatgpt-health-care-s-next-big-thing-

https://medicaldialogues.in/articles/can-chatgpt-write-health-and-medical-content-106367

https://www.deborahgutmanmd.com/blog/5-ways-to-use-chat-gpt-ai-for-medical-school

'At the end of the day we come back to the individual, who is the learner, and practitioner; who is trained, undergoes a training process, which is lifelong (both professional, and personal, as a lifelong, adaptable and adaptive learner, who ideally is trained formally and informally in the science of effective and efficient learning); who is certified and licensed to practice, and both maintains and regularly renews this license to practice (through rigorous evaluation and assessment, by both a formal recognized training organization— university, teaching hospital, training program; and both international and local licensing authority—professional association, e.g., fellowship and local license to practice). Continuous improvement and transformation of this lengthy longitudinal professional training and certification to practice path offers several, if not many opportunities to blend the “best use” of human guided training, feedback and coaching with technology tools and platforms (including AI, VR, AR, MR, robotics, simulation paradigms, and simulators, as well as pervasive or regularly sampled indicators and data of both performance and outcomes—with learning and performance analytics). We augment this with visibility, data, performance and outcome analysis and analytics of professional teams, and both localized and larger health systems and networks; in order to build a high functioning, high quality efficient and effective, safe clinical teams, and health systems, at local, regional, countrywide; and even at international levels. Why not? Blending the best of “human intelligence” and AI could potentially, can, and should allow us to scale best practices.'

above closing paragraph from

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

https://telmeded.blogspot.com/2022/12/applied-generative-ai-eg-chatgpt.html

https://www.businesstimes.com.sg/opinion-features/chatgpt-has-artificial-intelligence-come-our-jobs

Applied Generative AI - e.g. ChatGPT

https://www.cnbc.com/2022/12/13/chatgpt-is-a-new-ai-chatbot-that-can-answer-questions-and-write-essays.html

https://www.forbes.com/sites/rashishrivastava/2022/12/12/teachers-fear-chatgpt-will-make-cheating-easier-than-ever/?sh=77035f1b1eef

https://www.straitstimes.com/opinion/need-to-review-literacy-assessment-in-the-age-of-chatgpt

https://www.businessinsider.com/google-management-issues-code-red-over-chatgpt-report-2022-12

https://www.businessinsider.com/google-isnt-launching-chatgpt-competitor-due-to-reputational-risk-2022-12

Advertisers binge on online video (FT special report, Nov 23, 2022)

and https://www.ft.com/reports/tech-growth-markets

⬇️

https://telmeded.blogspot.com/2022/12/showing-what-we-teach-with-and-assess.html

https://telmeded.blogspot.com/2022/12/outcomes-of-learning-and-training-role.html

Showing what we teach with, and assess on, and how we do this - Our 'ingredients', 'recipe' and (cooking) process - as public, accessible and assessable digital practice

Showing what we teach with, and assess on, and how we do this - Our 'ingredients', 'recipe' and (cooking) process - as public, accessible and assessable digital practice

Poh-Sun Goh, 17 December 2022, Saturday, 0545am, Singapore Time

The description of Micro-Learning (modular, bite-size) in to be published article (below) can be blueprint for our (Department or Institutional) Technology Enhanced Learning Efforts.

Goh, PS, Schlegel, E. Small, Sustainable, Steps to Success as a Scholar in Health Professions Education - Micro (Macro and Meta) Matters. (The Asia Pacific Scholar, submitted revision on 3 October 2022, accepted for publication 1 November 2022).

https://telmeded.blogspot.com/2022/12/outcomes-of-learning-and-training-role.html

https://medicaleducationelearning.blogspot.com/2022/12/iamse2022virtualforum-lightningtalk_2.html

https://linktr.ee/PohSunGoh

--

Imagine Outcome -

Our revised curriculum - to use a culinary analogy - as an illustrated restaurant menu

List of menu items - Illustrated ( in our context as descriptive short text, narrated as audio, illustrated as graphic, image or video clip)

Moving forward - 

Start with what we have - our Slide Decks - examine individual topic content

Map this to current and projected revised curriculum - as modular, bite-size content

Build on this - modular, bite-size content we create, and curate (with proper citation, and attribution - from open access, open source online content)

Engage our teachers (within and in our extended community and network)

Our tagline - Micro-content (bite-size, modular content) for (Micro-)Learning, Practice, Assessment and Scholarship 

Scholarship simply as open digital 'practice' - we show what we teach with, and what we assess on, AND we openly demonstrate how we do this - through our curriculum, teaching, learning and assessment activities - visible for all to see - accessible and assessable.

---

#Outcomes of #Learning and #Training - #Role of #Applied-#Pedagogy-#InstructionalDesign-#LearningScience and #Technology-#Tools-and-#Platforms - Personal Opinion and Current Perspective

How can we think about, and envision Outcomes of a Learning and Training Program? 

What do we want the participants of our program, course, or session 'to feel', 'to know' and be able 'to do'?

What is the Role of Faculty Development, Pedagogy (applied Learning Science and Instructional Design) and Technology?

Personal Opinion and Current Perspective - Poh-Sun Goh, Wednesday, 14 December 2022, 0520am, Singapore Time

Learning Objectives can be simply stated as - (to) Feel, Know and Do 

What we want our students, and participants to be able to DO, KNOW and FEEL

Technology extends, and expands our reach, contact (time) and engagement. And complements, supplements, and reinforces our face-to-face, analogue interactions. These include 'live' Zoom meetings.

Asynchronous digital content, and digital engagement can take place using private, or open platforms.

Content we develop, create or curate (with appropriate citation, attribution and permission when necessary) assists us in conveying and helping our participants FEEL, KNOW and be able to DO.

This content may be in text (written, to be read), narrated (e.g. as audio clip or podcast), displayed to view (illustration, image, graphic - static or interactive; video clip) or more advanced immersive technology (e.g. virtual reality or VR, augmented reality or AR, and mixed reality or MR).

This content (spectrum above), from text through audio, then visual media to VR/AR and MR 'costs' increasingly more - in time and treasure (financial costs, including equipment - hardware, software, upgrades, maintenance, and ensuring interoperability and most importantly - modularity and reusability - across platforms, and across time).

My recommendation is to -

build our understanding of pedagogy (applied learning science and instructional design) and do faculty development in understanding WHY (our objectives), before WHAT and HOW

choose the lowest cost (ideally 'free' and off the shelf content and platforms) solution to get the job we want done - this often simply involves combining text and illustrations and building and incorporating low-cost modular interactivity

To quote Clay Christensen from Harvard Business School - define our 'job to be done', and only then develop solutions to get this job done. In the most time and cost efficient and effective way to do so.

I recommend we focus on text, podcasting (audio) and video. Rather than VR, AR or MR.

We are several generations too early to jump onboard the VR, AR or MR train. 

I feel we still need to keep close watch on, and up-to-date on current and near-future prototypes, platforms and processes.

To get a glimpse and feel of the future for ourselves. As a group.

Moving forward, I believe we stick with what is 'at hand', easy to use, and modular - reusable - sustainable. And what our students, and staff actually use ( i.e. text, illustrations, and video).

https://nus.edu.sg/nuslibraries/spaces/tel-imaginarium

https://cit.nus.edu.sg/

https://nus.edu.sg/cdtl

https://medicaleducationelearning.blogspot.com/2022/12/iamse2022virtualforum-lightningtalk_2.html

⬇️

https://telmeded.blogspot.com/2022/12/showing-what-we-teach-with-and-assess.html

https://medicaleducationelearning.blogspot.com/2022/11/undergraduate-educational-and-training.html

#Test-Enhanced-Learning

https://cft.vanderbilt.edu/guides-sub-pages/test-enhanced-learning-using-retrieval-practice-to-help-students-learn/#what

Test-Enhanced Learning: The Potential for Testing to Promote Greater Learning in Undergraduate Science Courses. Cynthia J. Brame and Rachel Biel. CBE—Life Sciences Education 2015 14:2. https://www.lifescied.org/doi/10.1187/cbe.14-11-0208

Messineo, L., Gentile, M. & Allegra, M. Test-enhanced learning: analysis of an experience with undergraduate nursing students. BMC Med Educ 15, 182 (2015). https://doi.org/10.1186/s12909-015-0464-5

https://www.stonybrook.edu/celt/services/assessment-online-assessment/assessing-students-online/test-enhanced-learning

Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: taking memory tests improves long-term retention. Psychological science, 17(3), 249–255. https://doi.org/10.1111/j.1467-9280.2006.01693.x

https://pubmed.ncbi.nlm.nih.gov/16507066/

Pyc, M. A., Agarwal, P. K., & Roediger, H. L. III. (2014). Test-enhanced learning. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying science of learning in education: Infusing psychological science into the curriculum (pp. 78–90). Society for the Teaching of Psychology. 

https://psycnet.apa.org/record/2013-44868-007

#Micro-Scholarship

Goh, P.S., Roberts-Lieb, S., & Sandars, J. (2022). Micro-Scholarship: An innovative approach for the first steps for Scholarship in Health Professions Education. Medical Teacher, 1–6. Advance online publication. 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

https://medicaleducationelearning.blogspot.com/2022/09/bite-size-just-in-time-jit-learning-in.html

Breu, A. C., & Cooper, A. Z. (2022). Tweetorials: Digital scholarship deserving of inclusion in promotion portfolios. Medical teacher, 44(4), 450–452. https://doi.org/10.1080/0142159X.2022.2029383

Eysenbach G. (2011). Can tweets predict citations? Metrics of social impact based on Twitter and correlation with traditional metrics of scientific impact. Journal of medical Internet research, 13(4), e123. https://doi.org/10.2196/jmir.2012

Use of Digital Resources in Medical and Health Postgraduate Education

2022 Postgraduate Symposium – Use of Digital Resources in Medical and Health Postgraduate Education

Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia

"Achieving Learning Outcomes Using Digitalisation (Digital Tools, Platforms and Processes) in Medical and Health Professions Education" by Poh-Sun Goh, 12 August 2022, 10.45am Singapore Time (9.45am Jakarta Time)

"Postgraduate Symposium 2022 - Use of Digital Resources in Medical and Health Postgraduate Education" (Instagram)

#pgs2022fkkmkugm

#fkkmkugm

https://fkkmk.ugm.ac.id/

--

"Achieving Learning Outcomes Using Digitalisation (Digital Tools, Platforms and Processes) in Medical and Health Professions Education" by Poh-Sun Goh, 12 August 2022, 9am Singapore Time (8am Jakarta Time)

Three Take-aways

1. (Really) Know (well and deeply) your stakeholders - Your Patients, Students (Trainees), Staff (Practitioners, Administrators, Funders)

2. Including what they Need, and Want

3. and (really know, understand and appreciate full potential and possibilities of) what is Available, At Hand, Accessible - Innovating, Blending and 'Fusing' (Combining) - best of Human (efforts, imagination, ingenuity - heart, minds and skills) with Networks (Co-operatives and Collaborations) and Technology (both hardware and software including mobile tech and Apps, and embedded SOPs - (standard) operating procedure(s) and adaptive AI (embedded artificial and augmented intelligence)

#pgs2022fkkmkugm

#fkkmkugm

--

"Achieving Learning Outcomes Using Digitalisation (Digital Tools, Platforms and Processes) in Medical and Health Professions Education" by Poh-Sun Goh, 12 August 2022, 9am Singapore Time (8am Jakarta Time)

Requires

1. Learning, Education, Training, Practice, Innovation Science and Action Research

2. Building (Digital) Literacy, Capability and Capacity Development - Human and System(s)/Systematic and Systemic

3. Faculty Development - building Awareness, Knowing, Practice, Doing, Applying, Transfer to Practice. Consistently. Scaling up.

#pgs2022fkkmkugm

#fkkmkugm

--

Visual and Practice Metaphor

Consider your mobile phone, and 'digital' wearable device(s), that we all (increasingly) use, as an integral part of our professional and personal lives.

What is the key role(s) of this mobile phone, and digital devices?

From personal observation, experience, and iterative focus group in-the-field discussions and qualitative research I have engaged in, may I offer the following answer(s).

Essentially to look up (information, including how to do something), and connect (with others, to ask [a] question[s], to engage in a conversation)

#pgs2022fkkmkugm

#fkkmkugm

--

9 August 2022

Good morning.

Thank you for attending and participating in today's symposium.

My messages and ideas to be discussed will be shaped around topics and themes I have previously shared, during invited keynote/plenary presentations at ICHPE 2022 (accessible here - The vision of transformation in medical education after the COVID-19 pandemic - 23rd ICHPE 2022), KSME 2021 (accessible here - The vision of transformation in medical education after the COVID-19 pandemic - Keynote Presentation, KSME 2021), and IAMSE 2020 (accessible here - Medical Educator Roles for the Future).

The KSME 2021, and IAMSE 2020 presentations have been supplemented by published Invited Commentaries (see below). As preparation to discuss some of these ideas, I recommend reading these Commentaries before the Symposium.

Goh, PS. (2021) 'The vision of transformation in medical education after the COVID-19 pandemic'. Korean J Med Educ. Sep; 33(3): 171-174. https://doi.org/10.3946/kjme.2021.197

Goh, PS. (2020) Medical Educator Roles of the Future. Med.Sci.Educ. 30, 5-7. 

https://doi.org/10.1007/s40670-020-01086-w

I will illustrate some additional ideas during the symposium on the Slides below (available on SlideShare).

I look forward to meeting you (digitally) at the Symposium, and having interesting discussion during the interactive Q and A time.

With warmest regards,

Poh-Sun

About the Speaker:

Dr Goh Poh-Sun

吳 宝 山

Associate Professor, Department of Diagnostic Radiology, Yong Loo Lin School of Medicine (YLLSOM), National University of Singapore (NUS), Senior Consultant, Department of Diagnostic Radiology, National University Hospital and Associate Member, Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; Member, AMEE TEL (Technology Enhanced Learning) Committee (since 2011)

Poh-Sun (MBBS(Melb) 1987, FRCR 1993, FAMS 1998, MHPE(Maastricht) 2012 and FAMEE 2017) practices on the clinician educator tract (80/20 time allocation clinical/education) augmenting his education and training time allocation with technology, and regular cumulative early morning focused scholarly efforts, spent developing and evaluating the use of open access online digital repositories in clinical training, and medical education faculty development, under a mastery training and deliberate practice framework. He focuses his efforts on the challenge of transfer to practice, in the widest possible settings, through use of reusable comprehensive digital content, iterative low cost proof of concept implementation combined with collaborations and partnerships to scale, all anchored on a solid foundation of theory and evidence. Am a certified Newfield/YLLSOM Associate Coach, successfully completing The Coach Partnership/Newfield Coach Training Program for NUS YLL SOM (2021), after which further engaged in another 6 month cycle of Coach Training - representing 125 hours of coach specific training - Newfield's Coach Certification Program (2022).

More here https://linktr.ee/PohSunGoh

---

above first posted on https://www.instagram.com/p/CdElrFvvGjU/

Re-imagining Medical Education for patient-centric Health-care from Poh-Sun Goh

https://medicaleducationelearning.blogspot.com/2022/02/the-vision-of-transformation-in-medical.html

T e L, H and L - Technology enhanced and enabled Learning, Health and Living from Poh-Sun Goh

Micro-/Digital - Learning, Practice, Scholarship - on Demand, when Needed, Outcome focused from Poh-Sun Goh

Christensen CM, Hall T, Dillon K, Duncan DS. Know your customers’ “jobs to be done”. https://hbr.org/2016/09/know-your-customers-jobs-to-be-done. Accessed 9 August 2022.

Goh, PS. (2021) 'The vision of transformation in medical education after the COVID-19 pandemic'. Korean J Med Educ. Sep; 33(3): 171-174. https://doi.org/10.3946/kjme.2021.197

Goh, PS. (2020) Medical Educator Roles of the Future. Med.Sci.Educ. 30, 5–7. https://doi.org/10.1007/s40670-020-01086-w

to Achieve Outcomes in Health-care, Disease-Management-Treatment - on demand, ‘When Needed’ Workplace Learning and Training - in small steps - immediately Practiced and Applied from Poh-Sun Goh

https://telmeded.blogspot.com/2022/04/the-3-ps-of-technology-enhanced.html

https://telmeded.blogspot.com/2022/04/re-imagining-medical-education-for.html

What students and trainees actually use (content), and what students and trainees actually do (processes) from Poh-Sun Goh

Reflect on how Bloom's taxonomy, Miller's pyramid and the Kirkpatrick model might apply to learning continuum map from Poh-Sun Goh

https://telmeded.blogspot.com/2022/06/what-students-and-trainees-actually-use.html

⬇

https://telmeded.blogspot.com/2022/08/just-in-time-jit-learning-micro.html

M - micro-practices that are meaningful and market driven lead to massive participation with network effects compounding over time from Poh-Sun Goh

Roles and Responsibilities of a (Medical) Educator from Poh-Sun Goh

Dr Poh-Sun Goh

吳 宝 山

Short Bio:

Am a Clinical Radiologist at NUHS/YLLSOM@NUS. Working at NUH since 1989.

Also Medical Educator, with Masters in Health Professions Education (MHPE) from Maastricht University (2012); with deep passion for both eLearning/Technology enhanced Learning and Faculty Development - locally and internationally.

Two recent publications below

Goh, PS. 'The vision of transformation in medical education after the COVID-19 pandemic'. Korean J Med Educ. 2021;33 (3): 171-174. Publication Date (Web): 2021 August 27

https://doi.org/10.3946/kjme.2021.197

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

My signature achievement is to have a curry named after me, Poh-Sun's Chicken Curry.

⬇️

Google Analytics Snapshot of Session Blog access

Instagram and Linktree Analytics Snapshots

above and below accessed on 13 August 2022, Saturday, 0520am, Singapore Time