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Implementation of Technology Enhanced Learning (including VR, AR and AI) in Medical Education - Some questions to ask

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Implementation of Technology Enhanced Learning (including VR, AR and AI) in Medical Education - Some questions to ask

  1. 1. Implementation of TEL (including VR, AR and AI) in Medical Education - Some Questions to ask by Poh-Sun Goh What is the learning and training setting? What is the learning and training objective? Knowledge, skills, attitudes? What material/content are you dealing with? Text, Illustrations, Multimedia? What is available? Content? Technology? What is your faculty and students familiar with? What do they have access to? What training is required? What will be the role of the instructors? UG, PG and CPD/CME settings? “From sage on the stage to guide on the side” Is your faculty familiar with the pedagogy? TPACK What is your implementation timeframe? (pilot to stepwise and large scale curricular reform, additive or integrated as part of transformative curricular reform) What is your budget? (from minimal to unlimited budget) What resources do you have available? Infrastructure? Faculty development? Faculty? Technical support? (from minimal to unlimited) What content do you have available? Is this is accessible and usable? (e.g. within indexed online digital repository in granular format) Do you have to create content, or can you cite this, use open source material, buy or rent access to this material? Is the technology, and platforms you use or intend to use future proof? Scalable? Will it become obsolete? Who will work with, and train data scientists and AI developers to provide customised AI to students? Including timely in person feedback, coaching and instructional support? What are successful case studies? What can we learn from them? Can we follow, or modify? What do we need to develop and plan for locally? What are the incentives for faculty, students, administrators? Pros and Cons? A Vision of The Future of Undergraduate Medical Education and Postgraduate Residency Training (and CME/CPD) Poh-Sun Goh Lectures and face to face small group tutorials continue, augmented by online pre-lecture preparation (with digital content, multimedia and VR visualisation of content and settings) Take full advantage of physical presence in lectures and small group face to face sessions. Use technology to deliver customised additional content based on answers to continuous online assessments and posed questions. Clinical rotations focus on application of knowledge, and practice of skills, while continuing to promote and foster attitudes and empathy. Case-based experience is broadened by access to a comprehensive online repository of clinical cases and skill based practice scenarios, delivered on mobile devices. Mobile devices and AR are used to access and provide reference and additional information. AI assists instructors in providing timely customised feedback.
  2. 2. References Mobile mixed reality for experiential learning and simulation in medical and health sciences education J Birt, Z Stromberga, M Cowling, C Moro Information, 2018 Chan, K. S., & Zary, N. (2019). Applications and Challenges of Implementing Artificial Intelligence in Medical Education: Integrative Review. JMIR medical education, 5(1), e13930. https://doi.org/ 10.2196/13930 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6598417/ 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 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 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. 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 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. The value and impact of eLearning or Technology enhanced learning from one perspective of a Digital Scholar. MedEdPublish. 2016 Oct; 5(3), Paper No:31. Epub 2016 Oct 18. http://dx.doi.org/10.15694/mep.2016.000117 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 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 Ken Masters (2019) Artificial intelligence in medical education, Medical Teacher, 41:9, 976-980, DOI: 10.1080/0142159X.2019.1595557 Masters K, Ellaway RH, Topps D, Archibald D, Hogue RJ. Mobile technologies in medical education: AMEE Guide No. 105. Med Teach. 2016 Jun;38(6):537-49. doi: 10.3109/0142159X.2016.1141190. Epub 2016 Mar 24. Ellaway, Rachel & Masters, Ken. (2008). AMEE Guide 32: E-Learning in medical education Part 1: Learning, teaching and assessment. Medical teacher. 30. 455-73. 10.1080/01421590802108331. Masters K, Ellaway R. e-Learning in medical education Guide 32 Part 2: Technology, management and design. Med Teach. 2008 Jun;30(5):474-89. doi: 10.1080/01421590802108349. The effectiveness of virtual and augmented reality in health sciences and medical anatomy C Moro, Z Štromberga, A Raikos, A Stirling Anatomical sciences education, 2017
  3. 3. 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 Zweifach S, M, Triola M, M: Extended Reality in Medical Education: Driving Adoption through Provider-Centered Design. Digit Biomark 2019;3:14-21. doi: 10.1159/000498923 https://www.karger.com/Article/Fulltext/498923

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