https://ocw.mit.edu/courses/new-courses/#health-sciences-and-technology
https://ocw.mit.edu/courses/new-courses/
https://ocw.mit.edu/courses/brain-and-cognitive-sciences/9-13-the-human-brain-spring-2019/
Sunday, 31 October 2021
MIT Open Courseware
Wednesday, 27 October 2021
#Tech - #MedTech, #EdTech, #PersonalTech - #Strengths and #Weaknesses, #Positives and #Negatives
The Age of AI and Our Human Future — a technological triple threat (book review, The Financial Times)
- 'In previous eras, the most powerful strategic technologies tended to have two of three characteristics, but none had all three ... AI is clearly dual use, it can be easily developed and deployed (being in essence no more than lines of computer code) and has enormous destructive power.' - quoted from book review of The Age of AI and Our Human Future — a technological triple threat by Henry Kissinger, Eric Schmidt and Daniel Huttenlocher, in The Financial Times, by John Thornhill, available on link above, accessed online on 28 October 2021.
Neubauer, A.C. (2021). The future of intelligence research in the coming age of artificial intelligence – With a special consideration of the philosophical movements of trans- and posthumanism. Intelligence.
https://www.sciencedirect.com/science/article/pii/S0160289621000477
Saturday, 16 October 2021
#Transformation #Education #COVID-19
García-Morales VJ, Garrido-Moreno A, Martín-Rojas R. The Transformation of Higher Education After the COVID Disruption: Emerging Challenges in an Online Learning Scenario. Front Psychol. 2021 Feb 11;12:616059. doi: 10.3389/fpsyg.2021.616059. PMID: 33643144; PMCID: PMC7904694.
https://www.frontiersin.org/articles/10.3389/fpsyg.2021.616059/full
https://london.ac.uk/news-opinion/london-connection/q-and-a/online-learning-post-covid-19
Ng, P.T. Timely change and timeless constants: COVID-19 and educational change in Singapore. Educ Res Policy Prac 20, 19–27 (2021). https://doi.org/10.1007/s10671-020-09285-3
https://link.springer.com/article/10.1007/s10671-020-09285-3
https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/
Geoffrey Dick, Asli Yagmur Akbulut & Vic Matta (2020) Teaching and learning transformation in the time of the Coronavirus crisis, Journal of Information Technology Case and Application Research, 22:4, 243-255, DOI: 10.1080/15228053.2020.1861420
https://www.tandfonline.com/doi/full/10.1080/15228053.2020.1861420
Thursday, 14 October 2021
'Technology in Health Sciences Education during COVID-19: Gains, Loses, and Transformations' - a follow up IAMSE Cafe Session conversation to 'focus session' at IAMSE 2021 on this topic
'Technology in Health Sciences Education during COVID-19: Gains, Loses, and Transformations' - a follow up IAMSE Cafe Session conversation to 'focus session' at IAMSE 2021 on this topic
Sol Roberts-Lieb and Poh-Sun Goh
16 November 2021, 10am - 11am EST (Eastern Time - New York)
11pm - 12am Singapore Time 16 November 2021, Tuesday
The COVID-19 pandemic which is still an ever-present reality in our professional and personal lives has accelerated and transformed the adoption of Technology in Health Sciences Education.
The IAMSE Cafe Session format is an ideal opportunity for our Community of Interest (COI) and Community of Practice (COP) to informally engage with and have a deeper and wider ranging conversation on what we feel we have gained, lost, and been transformed - to share our individual experience, 'aha' moments and insights from reflection and practice, and take part in a collective sense making and even intentional design process for our future.
⬇
Opening thoughts: to build on IAMSE 2021 session on this topic
the theme and message is still, and even more, relevant : Gains, Losses and Transformations
- we are coming to the 2 year anniversary of COVID-19 pandemic onset
- for many TEL (Technology Enhanced Learning) was an enforced, default option/fallback
- whether belonging to 'haves', or 'have-nots' (less resourced - tech, bandwidth, faculty ready etc), as a community, and members of the human race, we have 'coped with', 'managed', even thrived sometimes
- lets drill down on our experiences of our IAMSE community at this IAMSE cafe session (gains, losses, transformation)
- we will also share what Sol and I have personally learnt, as well as from our wider engagement at our institutions, and through participation in faculty development at conferences and other institutions
⬇
- clearly the EdTech 'Matthew effect' applied - for those who have more, gained more
'... Two of the most reliable findings from the history of education technology are that educators use new technologies to extend existing practices and that new technologies tend to accrue most of their benefits to already advantaged learners.' - Justin Reich, Failure to Disrupt: Why Technology Alone Can't Transform Education (quote from Conclusion Chapter, page 236-237).
'... New Technologies can contribute (to stepwise incremental, rather than radical transformation) ... in two important ways ... the technologies themselves can aid learning ... in informal contexts or in formal settings ... stepwise ... rarely transformative .... (and) the novelty of education technologies opens space for new conversations about the practice of teaching ... ' - Justin Reich, Failure to Disrupt: Why Technology Alone Can't Transform Education (quote from Conclusion Chapter, page 245).
https://blogs.worldbank.org/edutech/matthew-effect-educational-technology
https://www.straitstimes.com/opinion/why-digital-poverty-deserves-greater-attention
https://news.nus.edu.sg/why-digital-poverty-deserves-greater-attention/
https://www.nus.edu.sg/newshub/news/2021/2021-10/2021-10-15/POVERTY-st-pA18-15oct.pdf
https://telmeded.blogspot.com/2020/12/tel-in-meded-during-covid-19-looking.html
- yet human ingenuity and bootstrapping worked too - working with what is at hand, and available, in less well resourced, and resourced challenged settings
- we, individually, and collectively, pushed the envelope of what is possible through use of existing tech, in our local settings
- we are now integrating hard lessons learnt in our own local practice, sharing experiences, planning for, and envisioning futures
⬇
For me, COVID-19 has turbocharged the global widespread adoption of TEL (Technology Enhanced Learning) - in majority of settings at 'emergency' engagement levels, using what is available, to reproduce existing teaching, training and learning activities, using TEL to widen access - to content and opportunities; and connect us to each other. I have been pleasantly surprised with the relative ease to build engagement and 'trust' using the live video feature of online platforms (like Zoom), with individuals and groups I have never met in person before. Literally feeling the person or groups I am interacting with are sitting opposite me in the same space (having a face to face live discussion, or cup of coffee!) - in undergraduate, postgraduate, faculty development, and even professional individual and group 'coaching' settings. Building and maintaining 'engagement' however requires much more effort online, compared with the 'effortless' live face to face interactions we have in person, where catching non-verbal cues, and reading 'the whole person' or group is much easier.
Widespread adoption of telemedicine will be a game changer (building on above).
Building the pedagogy and evidence of good practices, and rediscovering the pedagogy (and theories) of peer learning particularly in postgraduate and lifelong learning / faculty development settings in COP (Communities of Practice) using TEL is an ongoing scholarly exercise.
Widespread digitalisation of healthcare at both local small scale and system wide levels (including informed progressive use of AI), increasing adoption of wearable technology, and consumer technology (AR, VR), as well as incremental increase in use of robotics and automation; to free bandwidth for us to double down on our humanity and being human, the human connection and human touch will be transformative.
⬇
Focus Session blog at IAMSE 2021 on this topic below
https://telmeded.blogspot.com/2021/03/technology-in-health-sciences-education.html
⬇️
Dr Poh-Sun Goh
吳 宝 山
Short Bio:
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).
More here https://linktr.ee/PohSunGoh
Two relevant 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
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
Monday, 11 October 2021
from #DigitalEconomy (Web 3.0) to #FusionEconomy (Web 4.0) #DigitalUniverse to #Metaverse
https://www.igi-global.com/dictionary/overview-differentiation-evolutionary-steps-web/35103
https://en.itpedia.nl/2018/11/12/web-4-0-the-internet-of-things-en-ai/
Almeida, Fernando. (2017). Concept and Dimensions of Web 4.0. INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY. 16. 7040-7046. 10.24297/ijct.v16i7.6446.
https://www.researchgate.net/publication/321366810_Concept_and_Dimensions_of_Web_40
https://www.businesstimes.com.sg/opinion/goodbye-digital-age-hello-fusion-era
Sunday, 12 September 2021
#Will-before-#Skill #See-#Do-#Teach-Coach #Skill-Up and #Connect
Guest Speaker
ECUR 837 Technology and Simulation in Teaching & Learning Course
(Fall Term, Sep- Dec 2021)
University of Saskatchewan
Course learning outcomes:
By the end of this course, learners will be able to:
Appropriately integrate simulation as a teaching and learning strategy, using foundational theories and simulation pedagogy.
Design, develop, implement, facilitate and evaluate simulation scenarios in collaboration with other health professionals.
Choose appropriate technology in their teaching methods that will positively impact and enhance learning.
Identify and effectively use technology for learner assessment.
Design and develop effective learning experiences using online and distance education technology.
Critically assess the value of new technology and when to use in their teaching practice.
Personal Message to Course Participants:
Hello,
Welcome to this live online session.
Thank you to Professor Kalyani Premkumar for inviting me to join you all as a guest speaker.
All the 'content', for my first session with you is available for review in advance on the following blogpost - https://telmeded.blogspot.com/2020/09/technology-enhanced-learning-in-medical.html
Please 'skim' over the material, spend a little more time on what resonates with you, and bring your questions, reflections, and input to our session tomorrow.
I will share, and present directly from the blog, and reference the content there - from this blogpost.
The 'didactic' component will take up no more than 1/4 of the allocated session time.
I anticipate that we will spend over 3/4 of our session in interactive discussions.
Am looking forward to meeting you all, learning with all of you, and having fun.
In anticipation.
Poh-Sun
Goh Poh-Sun
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).
More here https://linktr.ee/PohSunGoh
Topic: Synchronous session: Module 1 review: Technology enhanced learning: What's new, what's useful & some important considerations - #Will before #Skill, #See-#Do-#Teach-Coach
Time: Sep 11, 2021 04:00 PM Saskatchewan (Sunday, 6 am Singapore time)
This session will be an opportunity to review and share what you have learnt in Module 1.
Module 1: Technology-Enhanced Learning: Overview and Evaluation
Personal Message to Course Participants:
Hello,
Welcome to this live online session.
Thank you to Professor Kalyani Premkumar for inviting me to join you all as a guest speaker.
All the 'content', for my second session with you is available for review in advance on the following blogpost - https://telmeded.blogspot.com/2020/09/technology-enhanced-learning-in-medical.html
Please 'skim' over the material, spend a little more time on what resonates with you, and bring your questions, reflections, and input to our session tomorrow.
I will share, and present directly from the blog, and reference the content there - from this blogpost.
The 'didactic' component will take up no more than 1/4 of the allocated session time.
I anticipate that we will spend over 3/4 of our session in interactive discussions.
Am looking forward to meeting you all, learning with all of you, and having fun.
In anticipation.
Poh-Sun
Further Reading for my session, before next session:
Goh, PS. 'The vision of transformation in medical education after the COVID-19 pandemic'. Korean J Med Educ. 2021;33 (3): 171-174. 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
Poshmaal Dhar, Tetyana Rocks, Rasika M Samarasinghe, Garth Stephenson & Craig Smith (2021) Augmented reality in medical education: students’ experiences and learning outcomes, Medical Education Online, 26:1, DOI: 10.1080/10872981.2021.1953953
https://www.tandfonline.com/doi/full/10.1080/10872981.2021.1953953
https://medicine.nus.edu.sg/education/mete/
https://medicine.nus.edu.sg/virtual-reality-gaming-for-medical-students-in-the-time-of-pandemic/
https://medicine.nus.edu.sg/nur/rapids/wbs.html
Yin, Jun Hao & Chng, Chin-Boon & Wong, Pooi-Mun & Ho, Nicholas & Chua, Matthew & Chui, Chee-Kong. (2020). VR and AR in human performance research―An NUS experience. Virtual Reality & Intelligent Hardware. 2. 381-393. 10.1016/j.vrih.2020.07.009.
https://medicine.nus.edu.sg/nursing/
https://medicine.nus.edu.sg/meddnr/
https://medicine.nus.edu.sg/circ/
https://medicine.nus.edu.sg/cenmed/
https://www.nuh.com.sg/Pages/Home.aspx
https://www.nuhs.edu.sg/Pages/Home.aspx
Synchronous session: Module 2 review: Effective use of Videos & Blogs in Health Professions Education - #Sustainability, #Sustaining(Effort) or - #Why-#Start, #Why-#Continue, before #How and #What
Saturday, September 18th, 4.00 pm (Sunday, 6 am Singapore time)
This session will be an opportunity to review and share what you have learnt in Module 2.
Module 2: Technologies for Delivering Content and Enabling Interaction
Personal Message to Course Participants:
Hello,
Welcome to this live online session.
Thank you to Professor Kalyani Premkumar for inviting me to join you all as a guest speaker.
All the 'content', for my second session with you is available for review in advance on the following blogpost - https://telmeded.blogspot.com/2020/09/technology-enhanced-learning-in-medical.html
Please 'skim' over the material, spend a little more time on what resonates with you, and bring your questions, reflections, and input to our session tomorrow.
I will share, and present directly from the blog, and reference the content there - from this blogpost.
The 'didactic' component will take up no more than 1/4 of the allocated session time.
I anticipate that we will spend over 3/4 of our session in interactive discussions.
Am looking forward to meeting you all, learning with all of you, and having fun.
In anticipation.
Poh-Sun
Please review the video recording of my previous session with you. Including takeaway(s), 'homework', transfer to practice exercise(s) - at your own time.
➡ Am going to request your permission 'live' to make a recording of today's session available for me to review after this, for me to answer any questions that you might have posed, but that we did not engage with (fully), or have an opportunity to. My response to these, additional response will be posted on my behalf by Professor Kalyani on your course discussion forum ⬅
"In essence, what you pay attention to, take note of, make note(s) of, read further into and engage with, and translate / transfer to practice (iteratively work on, work with, add to, improve upon, and customise for your own practice and professional setting) is the 'ultimate' value metric (for you) from this course, including spending time together 'here' (live and asynchronously with this online blogspot - online digital space)." - Poh-Sun Goh, 19 September 2021, 0501am, Singapore Time
Please feel free to engage me on the following Instagram site [this is a professional faculty development focus Instagram social media for COP (Community of Practice) and COI (Community of Interest) interaction.] - Poh-Sun
above from
above from
Further Reading:
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
https://www.mededpublish.org/manuscripts/3068 (see Tip 6: Modality – Optimise the potential of online videos, which I authored - referencing my personal experience, empirical observation and reflection on practice, review of the literature (both in health professions education and wider practice, and referencing earlier publication -
Dong C, Goh PS. Twelve tips for the effective use of videos in medical education. Med Teach. 2015 Feb; 37(2):140-5. http://www.ncbi.nlm.nih.gov/pubmed/25110154)
Goh, P.S., Sandars, J. Insights from the culinary arts for medical educators. MedEdPublish. 2017 Jan; 6(1), Paper No:10. Epub 2017 Jan 18. http://dx.doi.org/10.15694/mep.2017.000010 https://www.mededpublish.org/manuscripts/798
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
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.
Please review the video recording of my previous session with you. Including takeaway(s), 'homework', transfer to practice exercise(s) - at your own time.
Module 9: Module 9: Teaching and Learning Online
- live session - on Sunday 6am Singapore Time on November 28th, 2021
Three questions for students. And 1 request.
Questions:
What do you feel your role as a medical/health professions educator is, and will be? Now and in the future?
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
What is your hope and vision for the future?
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
What have you learned from this course, specifically use of technology? What do you feel has been gained, lost, and transformed (using technology) during COVID-19?
and video of IAMSE session link below
https://vimeo.com/646504231 #IAMSECafe Nov. 16, 2021: Technology in Health Sciences Education During COVID-19: Gains, Losses, and Transformations
Request:
What would you like me to specifically address, or cover in my live session with you this coming weekend?
⬇
Alluded to following during interactive Q and A
Google search for 'Cognitive Load Theory' (do 'both' text, and also select 'image' search option after for online illustrations - visual representation)
Google search for 'Mayer's Multimedia Principles' (do 'both' text, and also select 'image' search option after for online illustrations - visual representation)
https://www.poetryfoundation.org/poems/44644/a-psalm-of-life ('... Art is long, and Time is fleeting ....' - from A Psalm of Life, by Henry Wadsworth Longfellow
Google search for 'What does mastery look like' (do 'both' text, and also select 'image' search option after for online illustrations - visual representation)
⬆
⬇
Background/Further Reading:
"As cost progressively reduces, availability and usability of wearable tech for AR, VR, and Mixed Reality progressively increases, together with a deeper understanding of their appropriate use, including software and content for these “newer technologies”; and deeper understanding, wider access, and lower cost of simulation and gaming platforms and paradigms; combined with embedded, usable, and iteratively improving AI and Machine Learning; adoption and use of these technologies to complement, augment, supplement, and even replace previous more traditional methods of instruction and training will progressively increase. Technology will eventually seamlessly integrate even further into our clinical and teaching practice. Our role as educators will be to envision, plan, guide, support and oversee this process, expanding and deepening our role as teachers, instructors, content creators, curators, guides and coaches."
above quoted from below
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
"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 quoted from 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
and
takeaways from above IAMSE Cafe session below
⬇
For me, COVID-19 has turbocharged the global widespread adoption of TEL (Technology Enhanced Learning) - in majority of settings at 'emergency' engagement levels, using what is available, to reproduce existing teaching, training and learning activities, using TEL to widen access - to content and opportunities; and connect us to each other. I have been pleasantly surprised with the relative ease to build engagement and 'trust' using the live video feature of online platforms (like Zoom), with individuals and groups I have never met in person before. Literally feeling the person or groups I am interacting with are sitting opposite me in the same space (having a face to face live discussion, or cup of coffee!) - in undergraduate, postgraduate, faculty development, and even professional individual and group 'coaching' settings. Building and maintaining 'engagement' however requires much more effort online, compared with the 'effortless' live face to face interactions we have in person, where catching non-verbal cues, and reading 'the whole person' or group is much easier.
Widespread adoption of telemedicine will be a game changer (building on above).
Building the pedagogy and evidence of good practices, and rediscovering the pedagogy (and theories) of peer learning particularly in postgraduate and lifelong learning / faculty development settings in COP (Communities of Practice) using TEL is an ongoing scholarly exercise.
Widespread digitalisation of healthcare at both local small scale and system wide levels (including informed progressive use of AI), increasing adoption of wearable technology, and consumer technology (AR, VR), as well as incremental increase in use of robotics and automation; to free bandwidth for us to double down on our humanity and being human, the human connection and human touch will be transformative.
⬇
and video of IAMSE session link below
https://vimeo.com/646504231 #IAMSECafe Nov. 16, 2021: Technology in Health Sciences Education During COVID-19: Gains, Losses, and Transformations
and
⬇
Thursday, 26 August 2021
#OrganisationalLearning #ShiftingLearningOnline #TEL #TechnologyEnhancedLearning #COVID-19 #AdaptingFutureCurriculum
#OrganisationalLearning
#LearningOrganisation
#OrganisationalCulture
“We’ve come to a place where we have no choice but to recognize, as individualistic as we want to be, complexity requires group success. We all need to be pit crews now.” - Atul Gawande ['How Do We Heal Medicine' - TED Talk by Atul Gawande]
#Coaching
Skerlavaj, Miha & Stemberger, Mojca & Škrinjar, Rok & Dimovski, Vlado. (2007). Organizational learning culture--the missing link between business process change and organizational performance. International Journal of Production Economics. 106. 346-367. 10.1016/j.ijpe.2006.07.009.
Park H, Lee YM, Ho MJ, Han HC. How the coronavirus disease 2019 pandemic changed medical education and deans' perspectives in Korean medical schools. Korean J Med Educ. 2021 Jun;33(2):65-74. doi: 10.3946/kjme.2021.187. Epub 2021 Jun 1. PMID: 33957729; PMCID: PMC8169373. https://pubmed.ncbi.nlm.nih.gov/33957729/
Samarasekera, Dujeepa D. MHPE, FAMS, FRCP (Edin); Goh, Denise Li Meng MMed, FRCPCH, MD; Lau, Tang Ching MMed, MRCP, FRCP (Edin) Medical School Approach to Manage the Current COVID-19 Crisis, Academic Medicine: August 2020 - Volume 95 - Issue 8 - p 1126-1127 doi: 10.1097/ACM.0000000000003425
Samarasekera D, Goh D, Yeo S, Ngiam N, , et al. 2020, 'Response and Lessons Learnt Managing the COVID-19 Crisis by School of Medicine, National University of Singapore', MedEdPublish, 9, [1], 92, https://doi.org/10.15694/mep.2020.000092.1
Balakrishnan Ashokka, Say Yang Ong, Kwang Hui Tay, Ne Hooi Will Loh, Chen Fun Gee & Dujeepa D. Samarasekera (2020) Coordinated responses of academic medical centres to pandemics: Sustaining medical education during COVID-19, Medical Teacher, 42:7, 762-771, DOI: 10.1080/0142159X.2020.1757634
https://www.tandfonline.com/doi/full/10.1080/0142159X.2020.1757634
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
https://medicaleducationelearning.blogspot.com/2021/04/the-vision-of-transformation-in-medical.html
(above presented at KSME 2021, 3 June 2021)
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
⬇
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
https://www.mededpublish.org/manuscripts/3068
This ’12 Tips’ Paper - published in MedEdPublish last year on the 29 April 2020, has been viewed over 24,000 times [24,286 times (as of 29 August 2021, 0540am, Singapore Time]. I believe that this paper has resonated with the readership of MedEdPublish, and the AMEE community of educators, because it articulates, and reflects the collective experience of a wide cross section of practitioners and ‘applied’ practice [i.e. is relevant and useful] due to the fact that the majority of each ‘tip’ is based on an existing published ’12 Tips’ paper in either Medical Teacher or MedEdPublish, and that each ‘Tip’ mentioned in this paper reflects the passion for technology enhanced learning and focused ‘real-world’ expertise of the 12 authors [who are current members of the AMEE TEL committee], their roles in active educational and training practice, as faculty developers, and in either advisory or collaborative/executive leadership roles in local and international organisational settings. Reflecting our multiple roles (of the participants in this workshop) as individuals, in groups [communities of practice and communities of interest, COP or COI], and as members of organisations - adaptive learning organisations [organisational learning] is underpinned by master adaptive ‘individual’ learners - who ‘show up’ and engage in an open, flexible, grounded and resolute manner.
Poh-Sun Goh, 29 August 2021, 0551am, Singapore Time
" ... adaptive learning organisations [organisational learning] is underpinned by master adaptive ‘individual’ learners - who ‘show up’ and engage in an open, flexible, grounded and resolute manner. " Poh-Sun Goh, 29 August 2021, 0551am, Singapore Time
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Am writing narrated 'script', and posting this online [to make most efficient use of session time], and to engage in 'Micro-Scholarship' (small chunks of open access, accessible for peer review and critique, and to build upon-add to - digital content). Poh-Sun Goh, 29 August 2021, 0602am, Singapore Time
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Edje L, Price DW. Training Future Family Physicians to Become Master Adaptive Learners. Fam Med. 2021;53(7):559-566. https://doi.org/10.22454/FamMed.2021.192268.
https://journals.stfm.org/familymedicine/2021/july-august/edje-2020-0567/
Cutrer WB, Miller B, Pusic MV, Mejicano G, Mangrulkar RS, Gruppen LD, Hawkins RE, Skochelak SE, Moore DE Jr. Fostering the Development of Master Adaptive Learners: A Conceptual Model to Guide Skill Acquisition in Medical Education. Acad Med. 2017 Jan;92(1):70-75. doi: 10.1097/ACM.0000000000001323. PMID: 27532867. https://pubmed.ncbi.nlm.nih.gov/27532867/
Yvonne Steinert, David M. Irby & Diana Dolmans (2021) Reframing faculty development practice and research through the lens of adaptive expertise, Medical Teacher, 43:8, 865-867, DOI: 10.1080/0142159X.2021.1931081 https://www.tandfonline.com/doi/full/10.1080/0142159X.2021.1931081
Pusic M, Boutis K, Cutrer W, Santen SA. How does Master Adaptive Learning ensure optimal pathways to clinical expertise? Chapter 16, pp 174-192 In: Cutrer W, Pusic MV eds. The Master Adaptive Learner, Amsterdam, NL. Elsevier Publishing Group. Nov 2019
https://www.elsevier.com/books/the-master-adaptive-learner/cutrer/978-0-323-71111-1
Major Approaches & Models of Change Management. Cleverism 2019. Available at: https://www.cleverism.com/major-approaches-models-of-change-management/. Accessed Aug 27, 2021.
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