Technology Enhanced Learning in Medical Education - A snapshot of current local and international practice and peek into the future

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To be presented in live Webinar on 16 April 2020 See more at https://www.slideshare.net/dnrgohps/tel-in-meded-hyperlinked-coloured-tiles

Technology enhanced learning in medical education - a snapshot of current local and international
practice and peek into the future
(Internal hyperlinks within slide below can be used on touchscreen device within SlideShare to access
additional online content)
Poh-Sun Goh
The aim of this presentation is to give a snapshot of current local and international practices in technology
enhanced learning (TEL), and then take a peek into the future. An overview of current use of TEL in
undergraduate medical education at NUS, underpinning educational programs at NUS including case
studies, and examples of use of TEL in postgraduate training and continuous education and training (CET)
at NUHS will be made, as well as use of TEL internationally in medical education, and faculty
development at CenMED NUS (including online faculty development programs and publications like The
Asia Paciﬁc Scholar or TAPS), APMEC and AMEE, with Webinars and Online Courses, not to mention
online platforms like MedEdWorld, AMEE guides and publications like MedEdPublish and Medical
Teacher, which have gained greater signiﬁcance with the current COVID-19 pandemic. Early use of newer
examples of TEL will be reviewed, including Virtual and Augmented Reality (VR and AR), as well as use
of Artiﬁcial Intelligence (AI) and Serious Games. The presentation will conclude with a discussion of
factors encouraging adoption of TEL, and challenges to widespread implementation of current and newer
methods of TEL.
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
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
https://www.slideshare.net/dnrgohps/everything-i-have-learnt-about-elearning

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.

How to Use Technology Enhanced Learning in Medical Education

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This document discusses the effective use of technology enhanced learning (TEL) in medical education. It provides several references and papers by the author Poh-Sun Goh on using TEL tools like videos, blogs, and online platforms to enhance learning. The document emphasizes that the focus should be on addressing the learning needs and measuring outcomes, rather than just the technology itself. It also discusses applying educational theories to facilitate effective learning when using technology.

Everything I have learnt about (e)Learning (updated 7 April 2020)

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This document summarizes Dr. Poh-Sun Goh's learnings about eLearning based on their experience and research publications. Some of the key points made include: 1) The focus of eLearning should be on learning rather than just technology; 2) High quality and personalized content is important; 3) Technology can promote broader access to education; and 4) The most successful approach blends digital and face-to-face learning. Digital content should also be continuously refined and customized to individual learners.

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The document discusses considerations for using augmented reality (AR) in education, including identifying learning objectives before choosing tools, ensuring usability and low cost. It reviews literature finding AR can improve performance and engagement but more research is needed. Studies found AR increased motivation and engagement but also difficulties concentrating. The document advocates understanding desired learning experiences before choosing technologies and combining strong pedagogy with technologies for effective teaching and learning.

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The document summarizes a presentation by Poh-Sun Goh at the IAMSE 2020 webinar on medical educator roles of the future. The presentation focused on three key takeaways. The first is that effective teaching focuses on presenting content, providing practice and feedback, and assessing learning. The second is the importance of active student engagement through notes, reflection, discussion and applying content. The third takeaway is that educators should start by using familiar technologies like email, websites and blogs to disseminate information. The presentation provides examples of using technologies like virtual reality, augmented reality, simulation and artificial intelligence to enhance learning.

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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.

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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

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