#TeLMedEd: Supplementary "Slides" and Additional Reading for Plenary Presentation "Medical Education Disrupted by Technology, What is Gained and Potentially Lost"

https://medicaleducationelearning.blogspot.com/2020/06/medical-education-disrupted-by.html

(conference presentation blog - above link)

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➡️Thought experiment 3 - Adaptive learning by blending AI and human input, in digitally literate, learning science trained students (and faculty)

Poh-Sun Goh, 3 October 2020 @ 0846am

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➡️Thought experiment 3 - Access to, and Learning from the very best content, teachers, instructional and training paradigms, globally; customised and adapted to an individual learner's requirements by AI, and an expert, experienced local instructor; guided by usage and performance data from video and human observations, eye tracking data, human-computing interface interactions, as well as evidence of information registration, short and long term processing of this content for successful learning, and transfer to practice.

To use an analogy from an earlier era; motivated, interested and ambitious students would do 'deep dives' into textbooks, scour the library for information; read and re-read, make notes of, discuss and use what they have learnt, and transfer this into practice. With the advent of the internet, digitisation of content; access to the very best didactic 'lectures', now increasingly in modular, short format videos; the challenge for students now is to find not only the 'best' information, but also the most appropriate ones, for their learning and training needs, on an ongoing basis. This requires not only scanning, skimming through, and sampling what is popular, and recommend by fellow users and peers, and what is related to the current topics and key words that they are searching for; but also a deeper appreciation for the relevance, usefulness, and quality of the material that they are planning to use to learn and train with. This will require more than a reliance of low level AI algorithms driving search results from online search engines. It will required an ability and skill in the student to evaluate the quality, relevance, and suitability of what a search engine throws up on the first page of search results - by understanding how popularity, key words, sustained engagement with the content by other similar online users, likes and recommendations feed search algorithms. Ultimately, only by reflecting upon, and using (digital) content, and getting feedback from the products and outcomes of their learning efforts, initially from informal feedback and formal assessments, and then later from measurable results in the workplace; will learners develop an appreciation of the value, and utility of the content, and training process which they have undertaken. The combined and blended role of AI, and trained experienced human instructors, guides and coaches will be key.

by Poh-Sun Goh, 3 October 2020 @ 0836am

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above from

➡️https://telmeded.blogspot.com/2020/09/see-one-do-one-and-teach-one-using.html

(see Thought Experiment 3)

Goh, Poh-Sun & Sandars, John. (2020). A vision of the use of technology in medical education after the COVID-19 pandemic. MedEdPublish. 9. 10.15694/mep.2020.000049.1.

https://www.mededpublish.org/manuscripts/2943

Thistlethwaite, J. (2020), Disrupting clinical education: what could, or should, this mean?. Clin Teach, 17: 119-121. doi:10.1111/tct.13156

https://onlinelibrary.wiley.com/doi/10.1111/tct.13156

Saleem, S.M., & Gouse, H.S. (2018). Constructive Disruption in Medical Education. International Journal of Medical Research and Health Sciences, 7, 141-149.

https://www.ijmrhs.com/abstract/constructive-disruption-in-medical-education-15133.html

https://www.healthtechzone.com/topics/healthcare/articles/2020/07/23/446094-how-technology-disrupting-medical-education.htm

Strengthening the Connection Between Health Professions Education and Practice: Proceedings of a Joint Workshop (2019)

Chapter: 7 Disruption in Health Education and Practice

https://www.nap.edu/read/25407/chapter/8

Buja L.M., 2019, "Disruptive change in contemporary medical education: Unintended consequences and risks"Research OUTREACH (110). Available at: https://researchoutreach.org/articles/disruptive-change-contemporary-medical-education-unintended-consequences-risks/ (Accessed 2020/10/10)

Buja, L.M. Medical education today: all that glitters is not gold. BMC Med Educ 19, 110 (2019). https://doi.org/10.1186/s12909-019-1535-9

https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-019-1535-9

Williams D. E. (2016). The Future of Medical Education: Flipping the Classroom and Education Technology. The Ochsner journal, 16(1), 14–15.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4795492/

Guze P. A. (2015). Using Technology to Meet the Challenges of Medical Education. Transactions of the American Clinical and Climatological Association, 126, 260–270.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4530721/

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Case study (Zoom meeting to plan nitty gritty of conference Panel discussion, see screenshot above)

- Reflecting on theme of conference ... Medical Education Disrupted by Technology, What is Gained, and Potentially Lost

Reflecting on this recent Saturday 10 October 2020 @ 1130 (Hong Kong time) Zoom meeting, my immediate reflections are:

- Substitute 'Faculty Development ' for 'Medical Education'

- Technology, in this case study example 'Zoom meeting' facilitated pre-meeting email information sharing, proposed questions to be aired, and early reactions including cited references to be shared, in the lead up to this one hour online meet-up

- The 'pedagogy' is not unlike that of a 'Flipped Classroom'

- Engagement level was high (smiles, level of online 'live' interaction)

- This was a group, at least for one US stateside, and one Singapore participant, who had not met in person before

- Technology brought us all together, glitch-free, with no travel costs incurred, with meeting participants mask free, and not requiring temperature monitoring, travel declaration, or details logged for potential future contact tracing

- We engaged, and then proceeded to off-live further one to one WhatsApp interaction, not unlike a post meeting informal 'corridor-chat' outside the meeting venue, and further exchange of information

- Meetings like this brings individuals together, in this case faculty/panelists, but can easily substitute with students and instructors/facilitators

Can only think of many 'pluses', and 'what is gained'. Nothing comes to mind about what is (potentially) lost from use of technology.

'One more thing ...', have you noticed that the Zoom meeting format facilitates a 'closer' interaction between participants ... with the physical separation of a meeting venue, hierarchy of seating arrangement around meeting table or in a meeting room absent. A true democratisation and flattening of some of the barriers to 'speaking up', and sharing/interacting in a live discussion.

https://www.newyorker.com/news/our-local-correspondents/the-great-zoom-school-experiment

https://blogs.edweek.org/edweek/DigitalEducation/2020/03/synchronous_or_asynchronous_e-.html

https://www.edutopia.org/article/8-strategies-improve-participation-your-virtual-classroom

https://jwel.mit.edu/assets/video/tips-teachers-engaging-students-online-live-sessions-and-asynchronous-discussions

https://www.vanderbilt.edu/cdr/module-2/synchronous-meetings/

https://www.chronicle.com/article/8-ways-to-be-more-inclusive-in-your-zoom-teaching/

https://nus.edu.sg/cdtl/professional-development/expand/teaching-and-learning-new-norms

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https://www.straitstimes.com/life/living-well-connecting-but-not-really-communicating-on-zoom

https://www.wsj.com/articles/why-zoom-meetings-can-exhaust-us-11585953336

https://vhil.stanford.edu/

https://www.zarvana.com/experiencing-zoom-fatigue-heres-how-to-cope/

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https://medicaleducationelearning.blogspot.com/2020/04/iamse-2020-plenary-presentation-medical.html

https://medicaleducationelearning.blogspot.com/2020/06/transformational-change-in-scholarship.html

https://www.channelnewsasia.com/news/commentary/singapore-university-nus-teaching-digital-online-e-learning-12989334

http://nus.edu.sg/cdtl/professional-development/expand/teaching-and-learning-new-norms

https://www.facultyfocus.com/articles/online-education/taking-your-classes-online-in-a-flash/

https://www.straitstimes.com/tech/makeover-for-training-sector-to-help-workers-pick-up-new-skills

https://knowledge.insead.edu/blog/insead-blog/deconstructing-learning-reconstructing-education-15111

A Time to Experiment (from “Telling to Mentoring” in Engineering Courses) (Tomorrow's Professor Posting: Message Number 1817)

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

Goh P.S, Sandars J. (2020) 'A vision of the use of technology in medical education after the COVID-19 pandemic', MedEdPublish, 9, [1], 49, https://doi.org/10.15694/mep.2020.000049.1
https://www.mededpublish.org/manuscripts/2943

Goh, P.S., Sandars, J. (2019). Using Technology to Nurture Core Human Values in Healthcare. MededPublish, 8, [3], 74, https://doi.org/10.15694/mep.2019.000223.1
https://www.mededpublish.org/manuscripts/2706

Goh PS., Sandars J (2019). Increasing tensions in the ubiquitous use of technology for medical education. Med Teach. Accepted for publication, 22 October 2018, published online 16 January 2019.
DOI: 10.1080/0142159X.2018.1540773
https://www.ncbi.nlm.nih.gov/pubmed/30646780

'Where we spend our time, what we spend our time on, and what we discuss are indicators of what we value, and what is valuable (to us).'
above quote from
Goh PS., (2016). 'The value and impact of eLearning or Technology enhanced learning from one perspective of a Digital Scholar', MedEdPublish, 5, [3], 31, https://doi.org/10.15694/mep.2016.000117

'Important considerations to be kept uppermost in our minds relate to the usability of any current or “new” technology or platform to support and enhance learning, and our teaching ... ; the cost of access and cost of development (in money, time and effort) of useful and high quality educational content ... ; the requirement to have a firm pedagogical grounding and use best practices in instructional design, and finally to always have a scholarly and experimental mindset ... What is “new”, must be shown to not only be “useful”, but also to add value to what we already have.'
above quote from
Goh, P.S. Technology enhanced learning in Medical Education: What’s new, what’s useful, and some important considerations. MedEdPublish. 2016 Oct; 5(3), Paper No:16. Epub 2016 Oct 12.
http://dx.doi.org/10.15694/mep.2016.000102

Goh, P.S. A series of reflections on eLearning, traditional and blended learning. MedEdPublish. 2016 Oct; 5(3), Paper No:19. Epub 2016 Oct 14.
http://dx.doi.org/10.15694/mep.2016.000105
https://www.mededpublish.org/manuscripts/607

Goh, P.S. eLearning or Technology enhanced learning in medical education - Hope, not Hype. Med Teach. 2016 Sep; 38(9): 957-958, Epub 2016 Mar 16
http://www.ncbi.nlm.nih.gov/pubmed/26982639

Goh, P.S. Using a blog as an integrated eLearning tool and platform. Med Teach. 2016 Jun;38(6):628-9. Epub 2015 Nov 11.
http://www.ncbi.nlm.nih.gov/pubmed/26558420

Lee, W. W., Alkureishi, M. L., Wroblewski, K. E., Farnan, J. M., & Arora, V. M. (2017). Incorporating the human touch: piloting a curriculum for patient-centered electronic health record use. Medical education online, 22(1), 1396171. https://doi.org/10.1080/10872981.2017.1396171
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5678228/

Bullock A, Webb K. Technology in postgraduate medical education: a dynamic influence on learning?Postgraduate Medical Journal 2015;91:646-650.

https://pmj.bmj.com/content/91/1081/646

Tim Goodchild & Ewen Speed (2019) Technology enhanced learning as transformative innovation: a note on the enduring myth of TEL, Teaching in Higher Education, 24:8, 948-963, DOI: 10.1080/13562517.2018.1518900

https://www.tandfonline.com/doi/full/10.1080/13562517.2018.1518900

Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39, 36 - 6. https://www.semanticscholar.org/paper/Technology-enhanced-learning-and-teaching-in-higher-Kirkwood-Price/023c00b1bcdf9dbf9b1bf8782e02a9b1898d9925

Pacifico Silva, H., Lehoux, P., Miller, F.A. et al. Introducing responsible innovation in health: a policy-oriented framework. Health Res Policy Sys 16, 90 (2018). https://doi.org/10.1186/s12961-018-0362-5
https://health-policy-systems.biomedcentral.com/articles/10.1186/s12961-018-0362-5

Lehoux, P., Roncarolo, F., Silva, H., Boivin, A., Denis, J., Hébert, R. (2019). What Health System Challenges Should Responsible Innovation in Health Address? Insights From an International Scoping Review. International Journal of Health Policy and Management, 8(2), 63-75. doi: 10.15171/ijhpm.2018.110
https://www.ijhpm.com/article_3572.html

'Everyone can search for—and usually find—information on the Internet; the rewards now accrue to those who know what to do with that knowledge.'

and
'The value of teaching as a key differentiator is bound to rise as digitalisation drives forward the unbundling of educational content, delivery and accreditation in higher education.'
above quotes by
Prof. Dr. Andreas Schleicher, Director for the OECD’s Directorate of Education and Skills
from blog below
titled WHY GOOD TEACHING IS CRUCIAL FOR PREPARING STUDENTS FOR A DIGITISED WORLD, accessed 25 July 2020
https://hochschulforumdigitalisierung.de/de/blog/shaping-digital-turn-andreas-schleicher

US universities under pressure to cut fees because of remote learning (Financial Times, accessed 25 July 2020)

https://knowledge.insead.edu/blog/insead-blog/deconstructing-learning-reconstructing-education-15111

Medical education disrupted by technology, how to maximise strengths and minimise weaknessesfrom Poh-Sun Goh

http://nus.edu.sg/cdtl/professional-development/expand/teaching-and-learning-new-norms

http://nus.edu.sg/cdtl/engagement/conferences/elearning-symposium-2020/frequently-asked-question

http://nus.edu.sg/cdtl/professional-development/expand/toolkit-for-e-learning

http://www.cit.nus.edu.sg/

https://libportal.nus.edu.sg/frontend/ms/tel-imaginarium/whyteli

for discussion: what are barriers and bridges to effective online learning?

https://en.wikipedia.org/wiki/Digital_divide

http://www.digitaldividecouncil.com/what-is-the-digital-divide/

What is role of the learner, teacher, and environment in supporting and enhancing optimal learning and performance? from Poh-Sun Goh

Education Training Healthcare - Online first Blended In-person from Poh-Sun Goh

https://www.aamc.org/what-we-do/mission-areas/patient-care/innovations-health-technology-telehealth

https://www.aamc.org/news-insights/bedside-webside-future-doctors-learn-how-practice-remotely

Performance drives Learning from Poh-Sun Goh

(Performance) Engagement drives Learning from Poh-Sun Goh

for above, see additional notes related to Slideshare post on Slideshare post webpage

at bottom of Slide, after date of posting

Preparation for Performance, Practice for Performance, Training for Performance from Poh-Sun Goh

Technology enhanced Learning in Medical Education - Technology is a Tool from Poh-Sun Goh

(e)learning in Med Ed from Poh-Sun Goh

TeL in MedEd from Poh-Sun Goh

Adoption of eLearning in Med Ed - Costs and Value Add from Poh-Sun Goh

Goh, P.S. eLearning in Medical Education - Costs and Value Add. The Asia Pacific Scholar (TAPS). Published online: 2 May, TAPS 2018, 3(2), 58-60. DOI: https://doi.org/10.29060/TAPS.2018-3-2/PV1073

Applied learning analytics for e teachers from Poh-Sun Goh

Using data to inform (e)teaching and (e)learning workshop and symposium from Poh-Sun Goh

See one, do one, teach one ..... to See, Show-Do with Feedback, Teach with Feedback-Reflection-Scholarship from Poh-Sun Goh

Effective learning is a repetitive, iterative, cumulative process from Poh-Sun Goh

Online learning pathway - progression from Poh-Sun Goh

Technology enhanced learning in medical education - Fireside chat from Poh-Sun Goh

Using technology to nurture values for effective healthcare practice from Poh-Sun Goh

https://www.instagram.com/p/B6nExlFnW5A/

https://www.slideshare.net/dnrgohps/using-technology-to-nurture-values-for-effective-healthcare-practice

https://medicaleducationelearning.blogspot.com/2019/06/technology-to-nurture-values-for.html

https://www.inc.com/justin-bariso/there-are-actually-3-types-of-empathy-heres-how-they-differ-and-how-you-can-develop-them-all.html

Using technology to nurture values in healthcare from Poh-Sun Goh

https://www.instagram.com/p/B6zYXzDnNp9/

“Pedagogy is the driver, technology is the accelerator”

- Michael Fullan

'Technology can amplify great teaching but great technology cannot replace poor teaching,'

- Andreas Schleicher

Should Pedagogy Always Drive Technology?

Matt Renwick, EdTechMagazine, Aug 24, 2016

https://www.slideshare.net/dnrgohps/elearning-in-med-ed

https://www.slideshare.net/dnrgohps/tel-in-meded-138327510

https://www.cleverbooks.eu/podcast-36-pedagogy-driver-technology-accelerator/

TeL in Medical Education - Content, Engagement and Outcomes 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

Why, before What and How in Medical Education from Poh-Sun Goh

Google search for "technology enhanced learning disrupting medical education"

https://www.ijmrhs.com/medical-research/constructive-disruption-in-medical-education.pdf

https://medicalsimulation.training/articles/health-education-england-technology-enhanced-learning/

https://www.healthcareitnews.com/news/machine-learning-ai-disrupting-medical-education-and-adaptive-learning-models

Google search for "technology enhanced learning disrupting medical education - good and bad"

https://www.forbes.com/sites/michaelhorn/2017/11/14/new-research-answers-whether-technology-is-good-or-bad-for-learning/#2a13e3c119d7

Delgaty L, Fisher J, Thomson R, 2017, 'The ‘Dark Side’ of Technology in Medical Education', MedEdPublish, 6, [2], 19, https://doi.org/10.15694/mep.2017.000081

https://www.mededpublish.org/manuscripts/978

http://news.nus.edu.sg/press-releases/nus-centre-for-trusted-internet-and-community

Google search for "the digital divide"

https://whatis.techtarget.com/definition/digital-divide

Google search for "superficial vs deep learning using technology"

https://granite.pressbooks.pub/teachingdiverselearners/chapter/surface-and-deep-learning-2/

https://www.futurelearn.com/courses/learning-teaching-university/0/steps/26384

https://www.teachingprofessor.com/for-those-who-teach/deep-learning-vs-surface-learning-getting-students-to-understand-the-difference/

Google search for "digital empathy"

Terry, C., & Cain, J. (2016). The Emerging Issue of Digital Empathy. American journal of pharmaceutical education, 80(4), 58. https://doi.org/10.5688/ajpe80458

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4891856/

The New Development of Technology Enhanced Learning

Concept, Research and Best Practices

Editors (view affiliations)

Ronghuai Huang KinshukNian-Shing Chen

https://link.springer.com/book/10.1007%2F978-3-642-38291-8#toc