Using Open Access Digital Content and Collections for Radiology Training - from Proficiency, through Competency, toward Mastery. Using Technology. Underpinned with learning science.

Using Open Access Digital Content and Collections for Radiology Training - from Proficiency, through Competency, toward Mastery. Using Technology. Underpinned with learning science.

Poh-Sun Goh, 23 April 2022, 0556am, Singapore Time

-focus on efficient, effective training and practice, to achieve maximum impact

-curate and use open access, online digital case collections, into a departmental collective resource, organise by topic and theme, through a collective effort - documenting, linking to, and with brief description of what each resource is, how and why it adds value

-use case based exposure, and practice

-underpinned by learning science - mastery training and deliberate practice

-full spectrum of cases

-practice till achieving mastery

example from radiology tutorial - https://medicaleducationelearning.blogspot.com/2021/11/pre-2b-frcr-tutorial-radiology-of-skull.html [of how to 'use' these collections of cases]

https://medicaleducationelearning.blogspot.com/2022/04/mastery-deliberatepractice.html

#VR #ImmersiveExperience #FreeSolo #Travel

https://edition.cnn.com/2022/04/20/sport/alex-honnold-solo-virtual-reality-spt-intl/index.html 

https://www.theguardian.com/sport/2022/mar/12/alex-honnold-climbing-the-soloist

https://www.climbing.com/news/alex-honnold-new-climbing-film-the-last-tepui/

Re-imagining Medical Education for patient-centric Health-care

Re-imagining Medical Education for patient-centric Health-care

Poh-Sun Goh, 6 April 2022, 0525am, Singapore Time

Patient

Spends majority of time in health

Wants to maintain health, stay healthy, and improve health

Occasionally becomes ill

Vast majority can be self-managed, with some help from pharmacists, personal and ‘family’ experience and advice including from ‘friends’ and networks

Rarely will require emergency care, in clinic setting, institutional setting, or ‘in the field’

Or planned institutional and hospitalisation acute, and long term care

At beginning, middle and for extended periods more often toward end of life

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How do we bring in AI, both artificial and augmented intelligence to support this process?

How do we build digital and health literacy in patients?

Incorporate Tele-health, including remote monitoring, on-site testing, on-site in-person healthcare delivery  

both (analogue-human delivered) and robotic?

How would health-care, and patient education and training be integrated into patient’s lives in the (near) future?

How would we design acute in-the-field (in-place) and institutional healthcare (systems), and community care (in-place)?

How would we, and can we re-imagine Medical Education for patient-centric Health-care (for this future)?

working with

Health(care) Professionals and the Health System

https://telmeded.blogspot.com/2022/03/future-aiaugmentedhumanintelligence.html

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

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

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

The 3 P's of Technology enhanced Learning - or 3 Principles, 3 Practices and 3 Priorities

above first posted on

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

above first posted on

https://pohsungoh.blogspot.com/2022/03/findingyourvoice-addingvalue.html

The 3 P's of Technology enhanced Learning - or 3 Priorities, 3 Practices and 3 Principle Tasks, and 3 Focus areas for each (illustrated by upcoming Technology enhanced Learning workshop for Faculty Development @ CenMED, NUS)

Poh-Sun Goh, 4 April 2022, 0121pm, Singapore Time

3 Principle Tasks

- 1) Engagement - How to catch attention, show value, maintain interest?

- 2) Enlargement - How to scale, yet customise?

- 3) Engineering (learning) - How do you know, see, and feel success(ful)? As educator. As learner.

3 Practices

- 1) Learning Science - knowing what works, and does not

- 2) Digital Literacy and Faculty Development

- 3) Democratisation, Sustainability and Scalability of ideas, recipes, platforms and solutions - including use of open access content, tools and platforms 

3 Priorities

- 1) engage faculty (during workshop) by individualisation and focused customisation (this is role of pre-session survey), and interactive elements during live workshop

- 2) encourage faculty to focus on individualisation and focused customisation and personalisation with 'each and every one' of their students/residents/trainees/audience when engaging with them online - including knowing what students want, have access to (tech and resources), and what training level of student-audience is

- 3) be outcome focused - not only what audience - students want, but what training objectives are or might be (for session, or within larger organisational or curriculum context)

https://telmeded.blogspot.com/2022/03/telmeded-workshop-cenmed-nus-2022.html

"Micro-Scholarship is an activity for this digital age, acknowledging and anchored on digital learning, digital reflection and digital conversations and engagement, amplifying these through digital practice, and aligning this to expression and exhibition of professional knowledge and skills as digital artefacts, output, and Scholarship." Poh-Sun Goh, 5 April 2022, 0506am, Singapore Time

https://telmeded.blogspot.com/2022/04/digitallearning-digitalpractice.html

https://microscholarship.blogspot.com/2022/01/upcoming-workshops-on-micro-scholarship.html

"Teaching (and training) others makes us better practitioners, deepens our own learning; (engaging in Micro-)Scholarship takes us further, providing deeper insights into (the Scholarship of) Practice, (Teaching), Application, Integration (of knowledge), Discovery (Creating and innovating 'new' knowledge)." Poh-Sun Goh, 5 April 2022, 0715am, Singapore Time

Goshtasbpour, F., Swinnerton, B. J., & Pickering, J. D. (2022). Twelve tips for engaging learners in online discussions. Medical teacher, 44(3), 244–248. https://doi.org/10.1080/0142159X.2021.1898571

#DigitalLearning #DigitalPractice #DigitalScholarship #PersonalDevelopment #ProfessionalDevelopment #Growth

From eLearning, Technology enhanced Learning or #DigitalLearning through #DigitalPractice to #DigitalScholarship - a continuum of personal and professional development and growth

Poh-Sun Goh, 3 April 2022, 0228am, Singapore Time

Learning, Practice and Scholarship take place in small steps, best performed regularly, progressively and cumulatively. https://telmeded.blogspot.com/2022/03/micro-learning-micro-lesson-micro.html

See (one), Do (one), Practice (with reflection and feedback) - Demonstrate - Showcase, Teach and Train Others, Guide, Mentor, Sponsor and Coach, and engage in Scholarship in an iterative, cyclical, cumulative, progressive, personal and professional growth and developmental journey.

https://microscholarship.blogspot.com/2022/02/micro-scholarship-summary.html

https://medicaleducationelearning.blogspot.com/2017/09/meded-peer-reviewed-publications.html

Selected publications below - illustrating continuum of #DigitalLearning, #DigitalPractice and #DigitalScholarship - documenting, disseminating and engaging in discourse whilst engaging in faculty development

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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

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 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

Sandars, J., Correia, R., Dankbaar, M., de Jong, P., Goh, P.S., Hege, I., Masters, K., Oh, S.Y., Patel, R., Premkumar, K., Webb, A., Pusic, M. (2020). 'Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic'. MedEdPublish, 9, [1], 82, https://doi.org/10.15694/mep.2020.000082.1

Goh P and Sandars J. Rethinking scholarship in medical education during the era of the COVID-19 pandemic [version 1]. MedEdPublish 2020, 9:97 (https://doi.org/10.15694/mep.2020.000097.1)

Goh PS and Sandars J. Using Technology to Nurture Core Human Values in Healthcare [version 1]. MedEdPublish 2019, 8:223 (https://doi.org/10.15694/mep.2019.000223.1)

Goh PS and Sandars J. Digital Scholarship – rethinking educational scholarship in the digital world [version 1]. MedEdPublish 2019, 8:85 (https://doi.org/10.15694/mep.2019.000085.1)

Goh, P. S., & Sandars, J. (2019). Increasing tensions in the ubiquitous use of technology for medical education. Medical teacher, 41(6), 716–718. https://doi.org/10.1080/0142159X.2018.1540773

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 PS. Learning Analytics in Medical Education [version 1]. MedEdPublish 2017, 6:67 (https://doi.org/10.15694/mep.2017.000067)

Goh PS and Sandars J. Insights from the culinary arts for medical educators [version 1]. MedEdPublish 2017, 6:10 (https://doi.org/10.15694/mep.2017.000010)

Goh PS. The value and impact of eLearning or Technology enhanced learning from one perspective of a Digital Scholar [version 1]. MedEdPublish 2016, 5:117 (https://doi.org/10.15694/mep.2016.000117)

Goh PS. Technology enhanced learning in Medical Education: What’s new, what’s useful, and some important considerations [version 1]. MedEdPublish 2016, 5:102 (https://doi.org/10.15694/mep.2016.000102)

Goh PS. A series of reflections on eLearning, traditional and blended learning [version 1]. MedEdPublish 2016, 5:105 (https://doi.org/10.15694/mep.2016.000105)

Sandars, J., & Goh, P. S. (2016). Is there a need for a specific educational scholarship for using e-learning in medical education?. Medical teacher, 38(10), 1070–1071. 

https://doi.org/10.3109/0142159X.2016.1170790

Goh P. S. (2016). eLearning or technology enhanced learning in medical education-Hope, not hype. Medical teacher, 38(9), 957–958. https://doi.org/10.3109/0142159X.2016.1147538

Goh P. S. (2016). Using a blog as an integrated eLearning tool and platform. Medical teacher, 38(6), 628–629. https://doi.org/10.3109/0142159X.2015.1105947

Dong, C., & Goh, P. S. (2015). Twelve tips for the effective use of videos in medical education. Medical teacher, 37(2), 140–145. https://doi.org/10.3109/0142159X.2014.943709

https://medicaleducationelearning.blogspot.com/2017/09/meded-peer-reviewed-publications.html

#Micro-learning #Micro-lesson #Micro-teaching #Micro-scholarship

from #Micro-learning #Micro-lesson #Micro-teaching to #Micro-scholarship - connecting modular bite or 'byte' size eLearning (TeL), and reusable learning objects (RLOs) to Micro-Scholarship

Poh-Sun Goh, 31 March 2022, 0417am, Singapore Time

https://telmeded.blogspot.com/2022/03/micro-learning-micro-lesson-micro.html

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https://www.slideshare.net/dnrgohps/from-reusable-learning-objects-to-microscholarship/dnrgohps/from-reusable-learning-objects-to-microscholarship

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One 'simple' method to aggregate Micro-Scholarship to produce a customised larger work (of Macro-Scholarship) accessible at https://tinyurl.com/4d5r339e

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https://microscholarship.blogspot.com/2022/02/micro-scholarship-summary.html

Further Reading

De Gagne, J. C., Park, H. K., Hall, K., Woodward, A., Yamane, S., & Kim, S. S. (2019). Microlearning in Health Professions Education: Scoping Review. JMIR medical education, 5(2), e13997. https://doi.org/10.2196/13997 or https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6683654/

https://learningsolutionsmag.com/articles/2429/what-is-a-microlesson

https://elearningindustry.com/what-is-microlearning-why-care

Remesh A. (2013). Microteaching, an efficient technique for learning effective teaching. Journal of research in medical sciences : the official journal of Isfahan University of Medical Sciences, 18(2), 158–163. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3724377/

https://www.learningclassesonline.com/2019/09/micro-teaching.html

https://www.edapp.com/blog/micro-teaching-lesson-plan/

https://microscholarship.blogspot.com/2022/02/micro-scholarship-summary.html

#Future #AI(#Augmented[human]Intelligence #Blend(ing)Human+Tech[+Networks-Human(and)Tech]

Future Forecasting - Human Technology Network Blends - Augmented Human Intelligence (AI)

Poh-Sun Goh, 29 March 2022, 0955am, Singapore Time

Five core ideas:

1) (as) Human(s) - individually, as a group, collectively (as a species), looking (peering) around the corner, thinking about the future, and planning for this (future), is a unique, core human trait (and characteristic)

2) We are biological beings, living in organic ecosystems

3) We use tools (including technology) individually and by organising ourselves shape our environments

4) A glimpse of the future is already here

5) Looking back, and at our present, can inform our futures (history, anthropology, sociology, network thinking)