Innovations in extended guided learning for faculty development
- "or how (and why) to encourage, support and facilitate participants to undertake preparation and homework 'before' attending live sessions", and "create tangible, measurable outcomes - both qualitative and quantitative"
by Poh-Sun Goh
The aim of this short paper is to explore and describe the pedagogy, design and delivery of an “extended flipped classroom model in Medical Education (MedEd) and Faculty Development (FacDev)". The idea is to explore available and cost-effective platforms and processes to support an extended “Flipped Classroom” format, requiring 1 to 2 weeks of engagement with digital content and at least one (or two) 250-to-500-word reflection(s) on pre-reading BEFORE attending an online or physical live workshop. The course Faculty will engage with participants to provide a customised and personalised workshop experience by dynamic modification of online pre reading and live content. This will be through both a customised website and online discussion forum.
This process is intermediate step on journey to develop basic AI system to facilitate FacDev.
"the x10 additional effort, and time required from faculty to produce and deliver this proposed "new" adaptive, customised, teaching and learning paradigm goes toward creating, and curating (with attribution, citation and if necessary permission) content, and customised learning paths for both current, and future workshops, symposia, and educational sessions, especially if all the digital content and digital learning paths are indexed, hyperlinked (HTML) and accessible (open access best - "fee" or "free" for access to learning paths and digital customised "learning trails", and access to "live teaching/interactive discussions/and access to faculty")
Operational rollout or Business case proposal - for resourcing, and to make process sustainable, i.e. to not rely on "volunteered" time:
Created and curated hyperlinked (HTML) online digital content in granular form - OPEN access
Digital learning paths and trails (customised by HI, AI, HI-AI blend) - "FEE" of "FREE" access
(HI=human intelligence, access to faculty, AI=artificial intelligence)
Further Reading:
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
Sandars J., Goh PS. (2020) 'How to make it work: a framework for rapid research to inform evidence-based decision –making about the implementation of online learning during the COVID-19 pandemic', MedEdPublish, 9, [1], 154, https://doi.org/10.15694/mep.2020.000154.1
Sandars, J., & Goh, P.-S. (2020). Design Thinking in Medical Education: The Key Features and Practical Application. Journal of Medical Education and Curricular Development, 7, pp. 1-5. https://doi.org/10.1177/2382120520926518
Goh PS, Sandars J. (2019). Digital Scholarship – rethinking educational scholarship in the digital world, MedEdPublish, 8, [2], 15, https://doi.org/10.15694/mep.2019.000085.1 https://www.mededpublish.org/manuscripts/2286
Samarasekera DD, Goh PS, Lee SS, Gwee MCE. The clarion call for a third wave in medical education to optimize healthcare in the twenty-first century. Medical Teacher (accepted for publication, July 2018; epub 9 October 2018). https://www.ncbi.nlm.nih.gov/pubmed/30299191 (see section on Learning Analytics and Digital Scholarship within article)
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
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
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., Sandars, J. An innovative approach to digitally flip the classroom by using an online "graffiti wall" with a blog. Med Teach. 2016 Aug;38(8):858. Epub 2016 Jul 14. http://www.ncbi.nlm.nih.gov/pubmed/27414992
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
Tractenberg, R. E. (2019, August 23). Preprint. Teaching and learning about teaching and learning: The Mastery Rubric for the Master Level (MR-ML). Published in the Open Archive of the Social Sciences (SocArXiv), https://doi.org/10.31235/osf.io/md65v
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