Building an online repository of teaching resources to facilitate consistent and good quality teaching of postgraduates and undergraduates in medicine – a preliminary report
One strategy to utilise material from a comprehensive indexed digital case ba...Poh-Sun Goh
First presented at Medical Education Conference: Creative teaching and learning with new technology in new era, organised by Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan
http://telatkaohsiung.blogspot.sg/
(conference presentation blog above)
further reading
http://www.ncbi.nlm.nih.gov/pubmed/26558420
Goh PS. Using a blog as an integrated eLearning tool and platform. Med Teach.
2015 Nov 11:1-2. [Epub ahead of print] PubMed PMID: 26558420.
see also
http://www.slideshare.net/dnrgohps/practical-tips-in-formulating-an-e-learning-strategy-and-developing-an-elearning-program-54045074
and
http://www.slideshare.net/dnrgohps/the-role-of-e-learning-in-clinical-training-a-critical-evaluation
Use of case pairs can potentially improve the efficiency and effectiveness of...Poh-Sun Goh
My masters thesis in education (2012), part of the 2 year Master in Health Professions Education program at Maastricht University. The focus of this experimental study was to determine whether compare and contrast practice with similar and contrasting case pairs improved the efficiency and effectiveness of radiology training. The results of this study were promising, and have resulted in continuing work to systematically build up and utilise case based repositories of radiology images in undergraduate and postgraduate training for competency, proficiency and mastery using the principles of deliberate practice These knowledge repositories currently contain over 3000 cases, which demonstrate the full spectrum of any given radiological/clinical presentation in the major diagnostic themes within neuroradiology, not just exemplar or outlier examples. We are using neuroradiology training as an case study to build a comprehensive knowledge repository to support training in other specialties within radiology, and as a template for a recently launched pilot project to build an institution wide repository to support clinical training in the different specialties at our academic medical centre. This knowledge repository will be linked to our undergraduate and residency curricular maps.
The role of e learning in clinical training -a critical evaluationPoh-Sun Goh
First presented at Medical Education Conference: Creative teaching and learning with new technology in new era, organised by Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan
http://telatkaohsiung.blogspot.sg/
(conference presentation blog above)
see also
http://www.slideshare.net/dnrgohps/practical-tips-in-formulating-an-e-learning-strategy-and-developing-an-elearning-program-54045074
and
http://www.slideshare.net/dnrgohps/one-strategy-to-utilise-material-from-a-comprehensive-indexed-digital-case-based-and-educational-repository-by-using-an-educational-blogwebsite-to-support-clinical-residency-training
Using a digital knowledge repository to personalise learning in medical educa...Poh-Sun Goh
TLHE 2014 final draft submission for peer review and consideration for paper presentation. Conference website -http://www.cdtl.nus.edu.sg/tlhe/
(accepted as paper for 30 minute oral presentation after peer review, on Aug 5, 2014)
Practical tips in formulating an e learning strategy and developing an e-lear...Poh-Sun Goh
First presented at Medical Education Conference: Creative teaching and learning with new technology in new era, organised by Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan
http://telatkaohsiung.blogspot.sg/
(conference presentation blog above)
see also
http://www.slideshare.net/dnrgohps/one-strategy-to-utilise-material-from-a-comprehensive-indexed-digital-case-based-and-educational-repository-by-using-an-educational-blogwebsite-to-support-clinical-residency-training
and
http://www.slideshare.net/dnrgohps/the-role-of-e-learning-in-clinical-training-a-critical-evaluation
Sustaining the move to online teaching and learning during and after the Covi...Poh-Sun Goh
additional online resources and links to cited references on session blog for this topic segment for Virtual AMEE 2020 Best Practice Session
see link below https://medicaleducationelearning.blogspot.com/2020/06/transformational-change-in-scholarship.html
One strategy to utilise material from a comprehensive indexed digital case ba...Poh-Sun Goh
First presented at Medical Education Conference: Creative teaching and learning with new technology in new era, organised by Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan
http://telatkaohsiung.blogspot.sg/
(conference presentation blog above)
further reading
http://www.ncbi.nlm.nih.gov/pubmed/26558420
Goh PS. Using a blog as an integrated eLearning tool and platform. Med Teach.
2015 Nov 11:1-2. [Epub ahead of print] PubMed PMID: 26558420.
see also
http://www.slideshare.net/dnrgohps/practical-tips-in-formulating-an-e-learning-strategy-and-developing-an-elearning-program-54045074
and
http://www.slideshare.net/dnrgohps/the-role-of-e-learning-in-clinical-training-a-critical-evaluation
Use of case pairs can potentially improve the efficiency and effectiveness of...Poh-Sun Goh
My masters thesis in education (2012), part of the 2 year Master in Health Professions Education program at Maastricht University. The focus of this experimental study was to determine whether compare and contrast practice with similar and contrasting case pairs improved the efficiency and effectiveness of radiology training. The results of this study were promising, and have resulted in continuing work to systematically build up and utilise case based repositories of radiology images in undergraduate and postgraduate training for competency, proficiency and mastery using the principles of deliberate practice These knowledge repositories currently contain over 3000 cases, which demonstrate the full spectrum of any given radiological/clinical presentation in the major diagnostic themes within neuroradiology, not just exemplar or outlier examples. We are using neuroradiology training as an case study to build a comprehensive knowledge repository to support training in other specialties within radiology, and as a template for a recently launched pilot project to build an institution wide repository to support clinical training in the different specialties at our academic medical centre. This knowledge repository will be linked to our undergraduate and residency curricular maps.
The role of e learning in clinical training -a critical evaluationPoh-Sun Goh
First presented at Medical Education Conference: Creative teaching and learning with new technology in new era, organised by Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan
http://telatkaohsiung.blogspot.sg/
(conference presentation blog above)
see also
http://www.slideshare.net/dnrgohps/practical-tips-in-formulating-an-e-learning-strategy-and-developing-an-elearning-program-54045074
and
http://www.slideshare.net/dnrgohps/one-strategy-to-utilise-material-from-a-comprehensive-indexed-digital-case-based-and-educational-repository-by-using-an-educational-blogwebsite-to-support-clinical-residency-training
Using a digital knowledge repository to personalise learning in medical educa...Poh-Sun Goh
TLHE 2014 final draft submission for peer review and consideration for paper presentation. Conference website -http://www.cdtl.nus.edu.sg/tlhe/
(accepted as paper for 30 minute oral presentation after peer review, on Aug 5, 2014)
Practical tips in formulating an e learning strategy and developing an e-lear...Poh-Sun Goh
First presented at Medical Education Conference: Creative teaching and learning with new technology in new era, organised by Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan
http://telatkaohsiung.blogspot.sg/
(conference presentation blog above)
see also
http://www.slideshare.net/dnrgohps/one-strategy-to-utilise-material-from-a-comprehensive-indexed-digital-case-based-and-educational-repository-by-using-an-educational-blogwebsite-to-support-clinical-residency-training
and
http://www.slideshare.net/dnrgohps/the-role-of-e-learning-in-clinical-training-a-critical-evaluation
Sustaining the move to online teaching and learning during and after the Covi...Poh-Sun Goh
additional online resources and links to cited references on session blog for this topic segment for Virtual AMEE 2020 Best Practice Session
see link below https://medicaleducationelearning.blogspot.com/2020/06/transformational-change-in-scholarship.html
Literature informed pedagogy of VR and ARPoh-Sun Goh
Short version, updated, presentation for Symposium 3B @ AMEE 2018
see also
https://www.slideshare.net/dnrgohps/ar-and-mr-in-meded
more on
https://medicaleducationelearning.blogspot.com/2018/08/amee-2018-symposium-what-is-known-from.html
Digital literacy of an international group of physiotherapy studentsMichael Rowe
As part of the International Ethics Project (https://internationalethicsproject.wordpress.com/) we conducted a survey of digital literacy in an international sample of physiotherapy students. These are the preliminary findings of that survey.
Talk given by Rebecca Ferguson at the iLife event 'Health, Education and Lifestyle in the Digital Era' organised by Maastricht University at the Bonbonniere, Maastricht on 24 November 2015.
The talk focuses on the 'Visions of the Future' Policy Delphi study carried out by the Learning Analytics Community Exchange (LACE) project.
The study focuses on eight possible visions of the future of learning analytics:
1. In 2025, classrooms monitor the physical environment to support learning and teaching
2. In 2025, personal data tracking supports learning
3. In 2025, analytics are rarely used in education
4. In 2025, individuals control their own data
5. In 2025, open systems for learning analytics are widely adopted
6. In 2025, learning analytics systems are essential tools of educational management
7. In 2025, analytics support self-directed autonomous learning
8. In 2025, most teaching is delegated to computers
More details of the study are available at laceproject.eu
EcoHealth-One Health resource centres in Thailand and Indonesia: Establishmen...ILRI
Presentation by Fred Unger, Lertrak Srikitjakarn, Wayan T Artama, Tongkorn
Meeyam, Dyah Ayu Widiasih, Jeffrey Gilbert and Delia Grace at the Ecohealth 2014 conference, Montreal, Canada, 11-15 August 2014.
Everything I have learnt about eLearningPoh-Sun Goh
A summary of key ideas and useful tips for applying eLearning in medical education.
See also update on 7 April 2020 at
https://www.slideshare.net/dnrgohps/everything-i-have-learnt-about-elearning-updated-7-april-2020
and
https://www.slideshare.net/dnrgohps/implementation-of-technology-enhanced-learning-including-vr-ar-and-ai-in-medical-education-some-questions-to-ask
Literature informed pedagogy of VR and ARPoh-Sun Goh
Short version, updated, presentation for Symposium 3B @ AMEE 2018
see also
https://www.slideshare.net/dnrgohps/ar-and-mr-in-meded
more on
https://medicaleducationelearning.blogspot.com/2018/08/amee-2018-symposium-what-is-known-from.html
Digital literacy of an international group of physiotherapy studentsMichael Rowe
As part of the International Ethics Project (https://internationalethicsproject.wordpress.com/) we conducted a survey of digital literacy in an international sample of physiotherapy students. These are the preliminary findings of that survey.
Talk given by Rebecca Ferguson at the iLife event 'Health, Education and Lifestyle in the Digital Era' organised by Maastricht University at the Bonbonniere, Maastricht on 24 November 2015.
The talk focuses on the 'Visions of the Future' Policy Delphi study carried out by the Learning Analytics Community Exchange (LACE) project.
The study focuses on eight possible visions of the future of learning analytics:
1. In 2025, classrooms monitor the physical environment to support learning and teaching
2. In 2025, personal data tracking supports learning
3. In 2025, analytics are rarely used in education
4. In 2025, individuals control their own data
5. In 2025, open systems for learning analytics are widely adopted
6. In 2025, learning analytics systems are essential tools of educational management
7. In 2025, analytics support self-directed autonomous learning
8. In 2025, most teaching is delegated to computers
More details of the study are available at laceproject.eu
EcoHealth-One Health resource centres in Thailand and Indonesia: Establishmen...ILRI
Presentation by Fred Unger, Lertrak Srikitjakarn, Wayan T Artama, Tongkorn
Meeyam, Dyah Ayu Widiasih, Jeffrey Gilbert and Delia Grace at the Ecohealth 2014 conference, Montreal, Canada, 11-15 August 2014.
Everything I have learnt about eLearningPoh-Sun Goh
A summary of key ideas and useful tips for applying eLearning in medical education.
See also update on 7 April 2020 at
https://www.slideshare.net/dnrgohps/everything-i-have-learnt-about-elearning-updated-7-april-2020
and
https://www.slideshare.net/dnrgohps/implementation-of-technology-enhanced-learning-including-vr-ar-and-ai-in-medical-education-some-questions-to-ask
Reflect on how Bloom's taxonomy, Miller's pyramid and the Kirkpatrick model m...Poh-Sun Goh
Undertake a Google image search and reflect on how "Bloom's taxonomy" and "Miller's pyramid" might apply to learning continuum map ... then add the "Kirkpatrick model"
Educational technology should be useful and usable, connecting us to content, and people, through online devices and platforms to achieve pedagogical, instructional and learning objectives.
Google Analytics can help you understand what content is getting traction: what gets viewed, what sends traffic and what converts to action.. Dana Chinn, web analytics lecturer at Annanberg USC and Sally Falkow, President of PRESSfeed, the social online newsroom, cover the top10 Google Analytics reports.
Google Analytics 101 provides an introductory lesson on features of Google Analytics including Audience, Behavior, Conversion and A/B Testing. If you are considering a website redesign, you should review this to get familiar with how to integrate analytics. Check out http://insivia.com to learn more.
Similar to Building an online repository of teaching resources to facilitate consistent and good quality teaching of postgraduates and undergraduates in medicine – a preliminary report
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The Star Model provides a focal point for evidence-based practice activities, including education and interdisciplinary research projects. Projects and investigations are concentrated on two objectives: (a) basic and professional level workforce development for EBP; and (b) the study of the processes and outcomes within evidence-based quality improvement. We study evidence synthesis, translation of evidence into practice, and healthcare provider and organizational change. A short description of representative projects and research follows. Current Research TopicsList of TopicsStar Model Translational Research
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Radiology and Imaging Diagnosis in Undergraduate Medicine in a Curriculum usi...IJAEMSJORNAL
Radiology is a medical specialty that renews itself and advances every day, in a process of modernization that, in addition to investments, requires a continuous effort to update. The use of radiological images is a fundamental part of learning because of its availability and undeniable clinical relevance. Thus this study will make it possible to review how the teaching and learning of radiology and diagnostic imaging in medical education is developed in an integrated and interdisciplinary undergraduate curriculum in medicine. Objective: To identify the importance of radiology and diagnostic imaging in undergraduate medical education in a curriculum using active methodologies. Methodology: The present study is a systematic literature review, therefore it does not require ethics committee approval, it was carried out from a screening of articles in the period from January 2011 to March 2021 from two electronic databases: PubMed and Science Direct. The descriptors used in the search were "radiology" AND "medical education". Academic articles were searched for authors who correlated Active Methodologies, Medical Education, Transversal Teaching in Medical Graduation, Radiology and Diagnosis. Results and Discussion: Studies that had Active Methodologies, Medical Education or Radiology and diagnosis were included in this review, as well as literature review studies that accounted for 05 articles and editorials. To better understand the role of radiology in medical practice, it is necessary to review its history in medicine. Since the advent of imaging exams, radiology and diagnostic imaging have presented important advances in several areas. Its implementation in the curriculum was addressed by the author AL QAHTANI et al, 2014, in which he pointed out the importance of a cross-curriculum for the insertion of the axis of this skill and not only a discipline in a single period of the course, because the content is related to other areas of Medicine, such as Medical Pathology, Human Anatomy and Emergency and Urgent Care.With all this mentioned, it should be understood that the teaching environment should be seen as a place of individual and collective transformation, being receptive to new methodologies and new approaches to teaching and insertion of new skills to the students.
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Background: Optimum learning environments (LEs) are linked with positive training outcomes for residents. However, there is few data concerning how the residents perceive the learning environments in teaching hospitals. This study aims to analyze the residents’ perceptions of their learning environments.
Methods: This cross-sectional, hospital-based study was carried out between November 2020 and January 2021, using a Postgraduate Hospital Educational Environment Measurement (PHEEM) questionnaire. Statistical analysis was conducted using SPSS 20.
Results: The total number was 45 participants, 40 of them successfully responded. The total Cronbach`s alpha score was 0.93, which reflects good reliability. The full-scale score was 128 out of 160, which indicates a good learning environment. The autonomy score was 44, the teachers' score was 50, and social support was 34. Finally, the overall mean score for females was 43.3 compared to 39.4 for males, with a P-value of 0.55. Furthermore, no significant difference in residents’ perceptions of their learning environment according to their training was observed in this study.
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Building an online repository of teaching resources to facilitate consistent and good quality teaching of postgraduates and undergraduates in medicine – a preliminary report
1. Technology-enhanced Learning 7 October 2013
TeL2013 Singapore
Building an online repository of teaching resources to facilitate consistent
and good quality teaching of postgraduates and undergraduates in
medicine – a preliminary report
Poh-Sun Goh
Department of Diagnostic Radiology, National University Hospital, National University Health System,
Singapore, 119074
Corresponding Author’s E-mail: dnrgohps@nus.edu.sg
Keywords: Technology Enhanced Learning; Education Research; Medical Education.
Extended Abstract
Introduction
One of the greatest challenges facing medical educators, in both undergraduate and postgraduate
education, is ensuring consistency of clinical experience. It could also be argued that clinical expertise
is based on a foundation of clinical patient (case) experience - both the variety and range of cases, and
depth of case experience. The challenge for curriculum planners is ensuring the availability of a wide
enough range of cases to be linked to, and embody the undergraduate medical and postgraduate
training curricula. Developing an online repository of these cases is an obvious solution to this
educational challenge. Efforts in this area to date over the last 10 years internationally in educational
practice, highlighted in conference presentations, and in the published literature have shown that
digital repository initiatives have met with varying degrees of success, with unfulfilled potential of
many of these initiatives, and major obstacles encountered in both solicitating case contributions,
curating these cases, as well as utilizing these repositories as a core feature of medical education in
individual institutions. Examples of these initiatives will be described in the oral paper presentation at
the symposium, and some of these are listed online (digital repository initiatives).
What is the role of radiology in these education efforts? Radiology encompasses the whole range of
clinical imaging techniques, and provides in-vivo images of both normal, and disease states.
Radiology images are currently used as a key clinical problem solving, and educational resource in
undergraduate and postgraduate medical education, to provide a strong visual demonstration not only
of normal form and function (anatomy, physiology and biochemistry), but also disease states
(pathology and pathophysiology). Radiology images provide a central visual focus, and important
investigative technique in the evaluation of clinical cases, and are used routinely in clinical problem
solving. Radiology images can therefore be used not only in the training of specialist radiologists, but
have a wider role in supporting medical education across the continuum of undergraduate,
postgraduate and continuing medical education. This paper, and symposium presentation, will
describe our experience over the last 2 years, building up and using a repository of over 2000 online
radiology cases, focused initially on neuroradiology and chest radiology; and will show how this has
now led to the genesis of a new institution-wide initiative.
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Main Section
Goals
The key objective of medical education is to develop increasing and progressively higher levels of
expertise in clinical problem solving. Training in clinical problem solving traditionally centres around
the review and evaluation of clinical scenarios, or clinical patient cases. In undergraduate medical
education, the use of typical examples, or exemplar cases is emphasized. Moving along the continuum
of medical education, in postgraduate and continuiing medical education, there is increasing emphasis
and focus on training for competency and proficiency, with the ultimate goal that of high levels of
expertise and mastery. The challenge of providing consistency of clinical case experience can be met
by systematically building up a digital repository of clinical cases, which reflect the breadth and depth
of actual clinical experience. This idea would address one of the major weaknesses of previous efforts
in building online case repositories to support medical education.
Our initial goal was to build an online case repository to support undergraduate medical education,
facilitate postgraduate training in radiology, the evaluation of education theory, and investigate its
potential to shorten duration of postgraduate training, and aid mastery training.
Background Information
The focus in undergraduate education is to build a foundation of basic knowledge, anchored by
exemplar cases, which are easily provided via an online repository. Postgraduate education builds on
this foundation, with a focus on developing clinical competency and proficiency, and the ultimate aim
of developing expertise and mastery. One of the key methods of training for mastery is the use of
deliberate practice (Anders Ericsson, Krampe, & Tesch-Romer, 1993). The educational literature also
supports the use of compare and contrast case reviews to facilitate mastery training and potentially
shorten the duration of learning or training; with the idea of using paired and mixed practice involving
the use of a series of similar and contrasting examples of imaging abnormalities, with an attempt to
describe and reflect on the similarities, and differences between the similar and contrasting examples
(Anders-Ericsson, 2004; Hatala, Brooks & Norman, 2003; Norman, 2008; Norman, Young & Brooks,
2007).
Brief description of methodology
Digital case repositories have a role in facilitating training by providing an accessible, reusable,
hyperlinked collection of clinical cases that mirror the full spectrum of clinical experience - from
typical to atypical presentations, with confounding features, and multiple pathologies. Our initial
focus was on Chest Radiology and Neuroradiology, exemplified by clinical cases illustrated with
Chest Radiographs, and CT scans of the head; as the Chest Radiograph is the most common (over
20% of a typical radiology department workload) requested radiology investigation, and CT scans of
the head one of the most common radiology examinations with high immediate impact in clinical
practice; with the use and interpretation of these images forming part of the core clinical skills
required of a competent, safe medical practitioner. For postgraduate education, we have organized our
neuroradiology residency curriculum into thematic experiences, which are reflected in a defined
collection of illustrative cases systematically collected and made available online over the last 2 years.
These cases have multiple uses, including being presented via an online blog thematically, as
unknown cases for quiz and drill exercises, and as a hyperlinked index (with links to additional
recommended online resources) for self-study (Figure 2).
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Main Findings
Our online neuroradiology case repository (presented via a neuroradiology and companion head and
neck radiology blog) currently contains over 2000 cases for review (neuroradiology blog), which
reflects the breadth and depth of clinical experience for the most common, and less common but
important conditions. This has been viewed over 36000 times in the last 2 years, with positive
qualitative feedback using focused group medical student and postgraduate resident questionairres and
interviews. Quantitative testing using compare and contrast drills and practice sessions has shown the
potential of using this online case repository to reduce residency duration (master thesis abstract).
Evaluation of educational theory, and its application to improve the efficiency and effectiveness of
training; and mastery training is facilitated by the availability of this online case repository. Our
experience in the use of technology enhanced learning has been systematically presented for peer
review and feedback both locally and internationally over the last 10 years (technology enhanced
learning conference papers), and has formed the basis for the design and presentation of eLearning
symposia and workshops over the last 3 years (technology enhanced learning workshops and
symposia). One of the local eLearning workshops, presented in November 2012, at the request of the
Chairman of our Medical Board for departmental postgraduate training directors at NUH, has led
directly to a new initiative to create an institution wide online case repository over the next three
years.
Conclusions
An online case repository of teaching resources supports undergraduate and postgraduate teaching and
learning in radiology. A new initiative to build an institution wide case repository has the potential to
have a wider significant impact in medical education.
Acknowledgements: The CDTL at NUS for stimulating my interest in eLearning (now more popularly
described as technology enhanced learning) during a workshop 10 years ago, and for providing the
resources together with the CIT at NUS for helping us develop a comprehensive range of eLearning
modules in radiology for undergraduate medical education. My former departmental chair Professor
Wang Shih Chang, Professor Vincent Chong, and Associate Professor Quek Swee Tian from the
Department of Radiology at NUS for giving me unequivocal support, guidance and advice, in these
TEL initiatives; and for facilitating my further professional development as a medical educator while
completing a Master in Health Professions Education study program at Maastricht University.
Professor Matthew Gwee, Dr Dujeepa Samarasekara and my colleagues at the Medical Education
Unit, NUS for their encouragement and feedback. Professor Lawrence Wong for co-ordinating the
multidisciplinary taskforce involved in developing the proposal for the Interactive and Digital Media
Institute at NUS; the Provost, NUS for supporting the initial developmental projects coupled with the
launch of the IDMI institute. My former fellow students and the teachers at the Maastricht University
School of Health Professions Education for deepening my understanding of educational pedagogy and
educational scholarship. My fellow committee members of the Association for Medical Education
Europe (AMEE) eLearning Committee for sharing their experience in TEL; and Professor Ronald
Harden, General Secretary of AMEE, for his visionary leadership in international medical education,
and promotion of the use of technology enhanced learning.
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Figures
Figure 1(two part image): Hyperlinked text index from our neuradiology case repository (by
both unknown case number, and diagnosis), with visual index also shown alongside.
Figure 2(two part image): Use of case images from the digital repository in multiple formats,
from hyperlinked index, through sequential case review, to side by side compare and contrast
exercises, and online thematic “textbook-like” collections.
References
1. Anders Ericsson, K. (2004). Deliberate practice and the acquisition and maintenance of expert
performance in medicine and related domains. Academic Medicine, 79, S70-81.
2. Anders Ericsson, K., Krampe, R.T., & Tesch-Romer, C. (1993). The role of deliberate practice in
the acquisition of expert performance. Psychological Review, 100, 363-406.
3. Hatala, R.M., Brooks, L.R., & Norman, G.R. (2003). Practice makes perfect: the critical role of
mixed practice in the acquisition of ECG interpretation skills. Adv Health Sci Educ, 8, 17–26.
4. Norman, G.R. (2008). Making basic science relevant: Teaching for transfer. Plenary lecture.
Association of Medical Educators Europe (AMEE) Annual Scientific Meeting, Prague.
5. Norman, G.R., Young, M., Brooks, L. (2007). Non-analytical models of clinical reasoning: the role
of experience. Medical Education, 41, 1140-1145.