Version 1.0 More here - https://medicaleducationelearning.blogspot.com/2022/02/the-vision-of-transformation-in-medical.html

1. The vision of transformation in medical education after the COVID-19
pandemic - 23rd ICHPE 2022
(Version 1.0 - 7 March 2022)
Dr Goh Poh-Sun
吳 宝 ⼭
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
Associate Member, Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore;

2. • Abstract
• This presentation will invite participants to envision possibilities to transform medical education in the
near future, seeing the ongoing COVID-19 pandemic as a challenge, and opportunity. Our mental
models, lenses and thinking frame our worldview, shaping our interpretation of what we see, and can
imagine. Examining medical education with a historical lens, using an anthropological, sociological,
biological frames of reference, combined with technology and network thinking, can assist us in
thinking about blending the very best of human capabilities, with technology, to augment human
intelligence, augmented HI or AI (augmented intelligence). Translating a vision of medical education
into practice, and transforming medical education will also require examining (near) future practice
models, including telemedicine; as well as capacity and capability building, for life-long learning and
professional development, as well as building adaptive dynamic learning and practice networks,
education and healthcare systems. We will conclude a journey through the past, present and
envisioning possible futures; from a macro to micro perspective; ending with a discussion on practical
steps which could be taken in the here and now, informed by implementation science, design thinking
and action research, to improve and transform healthcare, through envisioning and implementing a
transformation in medical education, by focusing on supporting and developing our faculty.
Augmenting our human intelligence through training and faculty development, and informed innovative
use of technology.

3. • A thought experiment
• "Let's engage in a thought experiment [leaving aside for discussion later during the session
a wide range of technical and social implementation, tradeo
ff
, societal and personal
acceptance, privacy, protection and governance issues]. Imagine a (near) future, with
patients, empowered and assisted by wearable(s) and ambient (environmental) digital
'intelligent' monitors - continually and unobtrusively keeping an 'eye' on blood pressure,
pulse rate, respiratory rate, blood oxygen, urine and bowel output, what is breathed out
(air), including sputum and saliva, blood 'micro' sampling (invasive and non-invasive,
including for sugar and electrolytes etc.; not to mention 'observing' our physical, mental
and emotional 'performance' trends (within baseline thresholds, to progressively amplify
and increase this through assisted training and educational e
ff
orts [to attain individual
profesional and personal growth and development goals], and to trigger interventions when
deterioration is observed for early intervention) combined with AI (arti
fi
cial intelligence)
locally and in the cloud, linked to a personal physician, personal educator/trainer/guide/
coach and healthcare system. How will we train healthcare professionals to work 'with'
patients, and in this (near) future, in partnership and collaboration?"

4. • "The vision of transformation in medical education after the COVID-19
pandemic" ➡ ➡ How will we train healthcare professionals to work 'with'
patients, in this (near) future, in partnership and collaboration?"

5. • "What is the role of 'faculty development', 'digital literacy' for both
healthcare professionals and patients, and an understanding and
ownership of complementary roles and responsibilities as healthcare
professionals working in partnership with patients; fully leveraging on
ubiquitous and ambient technology, and AI to support and 'augment'
human intelligence and insights?"

6. • Healthcare
• Education
• Practitioners
• Patients
• Partnership

7. • Faculty development
• Digital Literacy
• Health literacy
• Networks (human, information)
• Technology (platforms, tools, data, AI - both arti
fi
cial intelligence, and
augmented human intelligence)
• Telemedicine
• Blended (Health)Care

8. • Resources
• Management - planning, co-ordination, impact assessment and evaluation
• Governance

9. • History
• Anthropology
• Psychology
• Sociology
• Network Thinking
• Implementation Science
• Design Thinking
• Agile Development
• Action Research

10. • 1 + 1 + 1 = 5 or more ; HP + P + T = HC ✔ ; (healthcare professional[s] +
patient + technology = (near future) healthcare (model outcomes ✔) ; T or
technology = Tools, Platforms, Networks and Systems

11. • Further reading:
• https://medicaleducationelearning.blogspot.com/2022/02/the-vision-of-
transformation-in-medical.html
• Goh, PS. (2021) The vision of transformation in medical education after the
COVID-19 pandemic'. Korean J Med Educ. 33 (3):171-174. https://doi.org/
10.3946/kjme.2021.197
• Goh, PS. (2020) Medical Educator Roles of the Future. Med.Sci.Educ. 30:5–
7. https://doi.org/10.1007/s40670-020-01086-w
• 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