This document discusses key questions to consider when implementing technology-enhanced learning (TEL), including virtual reality (VR), augmented reality (AR), and artificial intelligence (AI) in medical education. It addresses questions around learning objectives, available content and technology, faculty and student familiarity, implementation timeframes, budgets, resources, and incentives. It also provides a vision for the future of undergraduate and postgraduate medical education utilizing TEL to augment traditional learning and provide customized learning experiences through mobile devices and AI assistance.

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.

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