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)
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
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
See, Do, then Teach - To See, Show-Do with Feedback, Teach with Feedback-Refl...Poh-Sun Goh
Using Digital Repositories to Support Mastery Training and Deliberate Practice in Radiology Training and Medical Education Faculty Development
See also examples below:
http://www.ajnr.org/
(see Case Collections)
https://www.nejm.org/multimedia/images-in-clinical-medicine?query=main_nav_lg
(NEJM, see Images in Clinical Medicine)
http://casereports.bmj.com/collections/radiology2
http://www.radiologycases.com/index.php/radiologycases
https://radiopaedia.org/
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
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.
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
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
See, Do, then Teach - To See, Show-Do with Feedback, Teach with Feedback-Refl...Poh-Sun Goh
Using Digital Repositories to Support Mastery Training and Deliberate Practice in Radiology Training and Medical Education Faculty Development
See also examples below:
http://www.ajnr.org/
(see Case Collections)
https://www.nejm.org/multimedia/images-in-clinical-medicine?query=main_nav_lg
(NEJM, see Images in Clinical Medicine)
http://casereports.bmj.com/collections/radiology2
http://www.radiologycases.com/index.php/radiologycases
https://radiopaedia.org/
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
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.
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
Designing e-Learning in Higher Education: Practice CasesCITE
5 March 2010 (Friday) | 11:00 - 12:30 | http://citers2010.cite.hku.hk/abstract/72 | Dr. Diane SALTER, Associate Professor, Centre for the Enhancement of Teaching and Learning, HKU
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
How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Assessing ‘off campus’ psychology students strategic design and development o...James Brunton
This paper aims to demonstrate the utility of taking a programme-level approach to the design of assessments on a psychology programme.
Assessment has the potential to be a driving pedagogical instrument in third-level psychology education. The function of assessment should not merely be to measure learning, it should be an occasion for psychology students to engage with and develop their learning.
Staff developing psychology assessments for an ‘off-campus’ BA in Humanities (Psychology Major) in Dublin City University do so in line with an assessment matrix that is designed to ensure that assessments provide students with reasonable opportunities to achieve all programme learning outcomes, across the programme, as well as all module learning outcomes within a specific module. This process is supported by training workshops and an online course for assessment writers.
This approach provides a way in which it can be demonstrated that there is appropriate constructive alignment on a psychology programme.
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
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
Designing e-Learning in Higher Education: Practice CasesCITE
5 March 2010 (Friday) | 11:00 - 12:30 | http://citers2010.cite.hku.hk/abstract/72 | Dr. Diane SALTER, Associate Professor, Centre for the Enhancement of Teaching and Learning, HKU
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
How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Assessing ‘off campus’ psychology students strategic design and development o...James Brunton
This paper aims to demonstrate the utility of taking a programme-level approach to the design of assessments on a psychology programme.
Assessment has the potential to be a driving pedagogical instrument in third-level psychology education. The function of assessment should not merely be to measure learning, it should be an occasion for psychology students to engage with and develop their learning.
Staff developing psychology assessments for an ‘off-campus’ BA in Humanities (Psychology Major) in Dublin City University do so in line with an assessment matrix that is designed to ensure that assessments provide students with reasonable opportunities to achieve all programme learning outcomes, across the programme, as well as all module learning outcomes within a specific module. This process is supported by training workshops and an online course for assessment writers.
This approach provides a way in which it can be demonstrated that there is appropriate constructive alignment on a psychology programme.
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.
Enabling and enhancing student learning and support through technologyJisc
A presentation from Connect More 2020 by Peter Francis, deputy vice-chancellor, Northumbria University.
In recent months universities have rapidly implemented significant and often unplanned changes to the ways in which education is delivered. In large part, the nature of such changes will be temporary, although the significance of such changes may be longer lasting.
But this has also allowed universities to explore opportunities that otherwise may not have been considered. One can foresee that many universities will need to focus more time and energy on their approach to technology for student learning, and as a result their digital leadership. Yet technology on its own is not the solution; it is an enabler.
In this session Peter will reflect briefly on his own institution's journey towards technology-enhanced learning and support, one that encompasses a broad array of technological developments, and involved many colleagues and students, the aim of which is the delivery of a high-quality and inclusive student experience for all.
University of Liverpool case study Developing Inclusive CulturesSarra_Saffron_Powell
The University of Liverpool is committed to ensuring that all students have access to a high quality, world-class education and remains determined to further develop an inclusive culture that is of benefit to all staff and students. Inclusive practice is institutionally defined as “acknowledging people with differing approaches to life, work and study as members of diverse communities. The evolution of an inclusive approach is underpinned by change processes that impact strategic and day to day activities across local, national and international contexts. The University of Liverpool aims to establish a culture where diversity is considered a distinct strength and viewed as a valuable resource for all, thus promoting education as a transformative process” (adapted from Booth and Ainscow, 2000).
The End of “Sit & Git” PD: Powerful, Professional Learning Communities Fueled...Public Consulting Group
In the landscape of the 21st Century, education is global in its reach and personal in its impact. In order to meet the needs of students, teachers and the lifelong learners of our current generation, educational systems will need to effectively use technology to allow the learners to access content that is relevant and useful for the questions they are trying to investigate. However, the use of technology is also going to have to provide for structured opportunities for individuals to create and grow communities of learning to add depth and texture to the application of what they learn to impact the world in which they learn, live, and work.
The Pepper Online Professional Learning Network was developed as a system to provide high-quality, personalized, professional learning opportunities to a growing community of learners. An important and critical component of Pepper and its ability to support personalized learning is the capacity in the system for the creation of professional learning communities.
Educators in Pepper have the opportunity to create a personal network of instructional coaches and peers from their school, District, or across the country. Educators use these community networks to share progress as they interact with content collections, discuss course work in portfolios and discussion boards, and share chunks of content from a particular course in small groups.
It is within these communities that the individual participants have the chance to engage in a structured discussion around the challenges and successes in their education programs. The communities can be virtual or face-to-face, but in all cases, the ability to make the learning visible and communicate their results to others who are engaged in the same program, strengthens the collective learning for all.
Perspective chapter-peer observation of teaching in phygital communities of i...AyshaAlShamsi11
The disruptions caused by the COVID-19 pandemic have affected many aspects
of teacher training programs, which are crucial for informing research in higher
education, including reflective peer observation of teaching (POT). The higher education community has adapted to this new normal and begun using phygital (blended
physical and digital) spaces effectively. This requires practitioners to adapt new methodologies and hybrid approaches, which pave the way for a new future of learning in
a new phygital environment. This chapter describes the implementation of a phygital
community of inquiry (CoI) by preservice teachers in an undergraduate early-years
education program in the United Arab Emirates. This chapter presents the authors’
observations of preservice teachers’ practices during their internship to describe them
against the experience of higher education in the United Arab Emirates. Incorporating
the principles of POT and CoI requires strong institutional support if creative technologies are adopted to react to the current state of practices. Specifically, the POT
principles involved in CoI should expand the phygital approach to improve the reflective practices of preservice teachers. Moreover, models relevant to specific programs
should provide adequate instructional support, materials, and training for preservice
teachers to allow their optimal investment of POT in phygital spaces.
Enhancement of Student Preparation for Global Serviceinventionjournals
University students are expected to acquire proficiency in skills used in the profession and to serve globally as they graduate. Efficacy of this has been supported in studies in which skill mastery was enhanced through provision of experiential assignments. Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience. Problem-based learning provides active, hands-on learning that is centered on real-world problems or issues. A qualitative study was conducted by the researchers with five online courses in graduate counselor education and a total of 536 students over a 2.5 year period to assess student application of course concepts in a realworld environment with cultural diversity. Student projects focused on identification of needs and individual work to serve those needs, such as volunteering with a cultural group other than their own and development of websites to address collective population issues of need. This paper shares reflections and benefits found in student projects with these courses. Results of the study supported efficacy of Service Learning and ProblemBased Learning to enhance student mastery of course content and preparation for global service after degree completion.
Guide on Micro-Scholarship in Health Professions Education.pdfPoh-Sun Goh
This guide complements and expands on open access publication - Goh, P. S., Roberts-Lieb, S., & Sandars, J. (2023). Micro-Scholarship: An innovative approach for the first steps for Scholarship in Health Professions Education. Medical Teacher, 45:3, 307-312. https://doi.org/10.1080/0142159X.2022.2133689
Linking Outcomes (Learning and Training Objectives) or Job to be Done to ‘a C...Poh-Sun Goh
https://telmeded.blogspot.com/2022/12/outcomes-of-learning-and-training-role.html and https://telmeded.blogspot.com/2022/12/showing-what-we-teach-with-and-assess.html and https://medicaleducationelearning.blogspot.com/2022/12/linking-outcomes-learning-and-training.html
Motivation, Emotion - Heart drives Head drives Hands - and - Environment Rout...Poh-Sun Goh
Role of Coaching, Reading and Reflection in deepening Self-Awareness and Insight(s), to Intentionally make Choices - How to Feel (about), Think (about) and Act (through Habits, Routines and shaping / selecting / engaging in Environments)
Heart drives Head drives Hands - and - Action shapes Thinking and Mood .pdfPoh-Sun Goh
Value and impact of Self-Reflection and Coaching on Choices made, Habits, Routines and Environments - on how to feel about things, moods, thinking and actions
Small Steps to Successful Scholarship in Health Professions Education - from ...Poh-Sun Goh
Working draft - for presentation at IAMSE 2022 Lightning Talk
more on session blog
https://medicaleducationelearning.blogspot.com/2022/10/small-steps-to-successful-scholarship.html
Bite size Just-in-Time (JiT) Learning in the classroom, workplace and as a Li...Poh-Sun Goh
session information and additional material available here - https://medicaleducationelearning.blogspot.com/2022/09/bite-size-just-in-time-jit-learning-in.html
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Using a digital knowledge repository to personalise learning in medical education - a follow up report (to TeL 2013)
1. International Conference on Teaching & Learning in Higher Education
TLHE 2014
Using a digital knowledge repository to personalise learning in medical
education - a follow up report (to TeL 2013)
!
Poh-Sun Goh
!
Department of Diagnostic Radiology, National University Hospital, National University Health
System, National University of Singapore, Singapore
Corresponding Author’s E-mail: dnrgohps@nus.edu.sg
!
Keywords: Personalised Learning; Digital Scholarship; Digital Repositories; eLearning; Technology
Enhanced Learning; Education Technology.
!
!
Extended Abstract
!
Introduction
Technology enhanced learning (TEL) offers the potential to personalise learning in medical education,
through the continuum of undergraduate, postgraduate and continuing professional development or
lifelong learning. TEL offers students access to educational materials, and personal choice by showing
what is available (which allows a student to sample, explore, and consume educational content to
match an individual’s learning preferences and requirements, at a time and place of the learner’s
choosing). For educators, digital scholarship provides a method to publicly document teaching and
educational activity, to facilitate evaluation of the quantity and quality of these educational activities;
and allows peers to critique and build on educational initiatives. Why then is the potential of TEL not
more fully realised in day to day teaching? This paper will explore these issues through the use of four
educational case studies - 1) in undergraduate radiology teaching at the Yong Loo Lin School of
Medicine (YLL SOM); 2) postgraduate radiology training (CaseBasedLearning@NUHS) in the
Department of Diagnostic Radiology at the National University Hospital, Singapore; 3) the
Learning@NUHS initiative to create and utilise a clinical case and knowledge repository to facilitate
undergraduate, support postgraduate, and promote lifelong learning at the National University Health
System, Singapore; and lastly 4) in faculty development activities locally and regionally through the
Medical Education Unit (MEU), NUS and internationally through the Association of Medical
Education in Europe (AMEE) eLearning committee.
!
Main Section
As a clinician educator in radiology, over the last 20 years, I have been and currently am involved in
monthly teaching activities with undergraduates (lectures - 300 students, small group tutorials - 20
students), postgraduates (lectures - up to 30 residents from different institutions, small group tutorials
- 12 residents, and individual supervised clinical training for residents and clinical fellows), as well as
wider faculty development both locally, regionally and internationally in clinical radiology - up to 50
participants; and faculty development in medical education (large group presentations - up to several
hundred, workshops and small group presentations - up to 50 participants). As both a teacher, course
and program developer, I have developed a deeper appreciation and understanding of the great
strength of the educational approach utilising deliberate practice with a broad spectrum of examples
(in online and digital mobile formats) used in training for expert performance and mastery (Anders
Ericsson, 2004; Anders Ericsson, Krampe, & Tesch-Romer, 1993), and of the challenges that
individual teachers, and students face in using TEL in these settings (Mason, et. al., 2014).
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Over the last five years, these educational activities have increasingly, and now exclusively utilise
over 5000 online hyperlinked indexed (anonymised) radiology and clinical cases, and over 5000
curated hyperlinked and indexed online educational resources including clinical guidelines, topic
reviews and scientific papers accessible via a digital knowledge repository. These educational
resources are presented via thematic websites and blogs, with student and faculty engagement
promoted via SMS and email contact, with substantial discussion and elaboration occurring face to
face and online via topic and theme based blogs. The great advantage of using such a digital
knowledge repository is the possibility of personalised content selection and usage, by both faculty
and students, very similar to a restaurant analogy (Figure 1).
In the last two and a half years, these websites and blogs have generated over 125,000 page views.
For lecture based undergraduate teaching, Google Analytics and SlideShare Analytics reports have
shown page views equivalent to class size (300 students), in the 24 hour period just before and just
after each large group lecture, with downloads of the teaching material equivalent to the class size
(300 students) during/just after each lecture, and in the weeks just before semester exams. For
postgraduate residency small group teaching, documentation of clinical performance and sharing of
teaching points for whole cohorts has been achieved over the last 12 months via a combination of
SMS notification of a series of unknown cases to review immediately prior to a face to face teaching
session, email submission by all residents of short answer and justification for each clinical
radiological image diagnostic problem (all 12 residents including those on leave and on rest session
post night shift), face to face discussion and feedback followed by dissemination of tutorial notes,
case answers and illustrations via a topic based blog (CaseBasedLearning@NUHS). For sharing of
wider clinical (anonymised) case based teaching resources, including key learning points, together
with created and curated educational content, the Learning@NUHS initiative over the last 12 months
has involved an increasing number of departmental early adopters (9 out of 21 clinical departments/
clinical divisions in NUHS), using a common NUS SharePoint site coupled with Google Analytics
reports to evaluate the volume of educational activity as well as evaluate quality of content by number
of content “citations” via hyperlinking/recommending, and frequency of digital downloads. Wider
faculty development education activities with the MEU in NUS; and AMEE eLearning committee
through the systematic use of blogs to share educational material, as well as promote and document
engagement with students over the last 2 years have shown exponentially increasing page views (over
25,000 to date), as well as adoption by other educators in MEU and AMEE eLearning committee as a
key feature of the regular bimonthly faculty development workshops run by the MEU, and annual
scientific meeting of AMEE.
Apart from page views, hyperlinking and downloads, what is the evidence for student and resident
engagement with the educational material and learning process? For undergraduate large group
lectures, lecture halls have been full despite having educational content provided before the lecture.
For resident teaching, attendance and engagement has also been full and enthusiastic. The attention
paid by undergraduates and postgraduates to the educational content, and their engagement with the
educational process can be viewed live in large and small group teaching settings, and also monitored
online via Google and SlideShare Analytics. Qualitative feedback by undergraduates and
postgraduates, as well as faculty has been also positive. The digital learning and engagement process
also allows assessment and evaluation of actual learning, and documents the learning process and
outcomes. This will be elaborated upon further in the oral presentation of this paper.
What are some of the difficulties encountered by students and staff members in using this approach?
One common and major obstacle I have found through personal observation and working in faculty
development at the local, regional and international level, and highlighted in the case studies, has been
the much greater demands placed on staff for pre-class preparation. This can however be significantly
reduced on aggregate by focusing efforts to create and curate a digital indexed hyperlinked knowledge
repository, which reflects what is actually taught, and what is assessed. Initial greater effort to create
and curate educational material in digital format at its most granular, reusable form facilitates
subsequent use and reuse of this material easily by both students and faculty, especially when this
material is visible and accessible via a digital knowledge repository.
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Conclusion
Our experience using a digital knowledge repository in medical education, illustrated in four case
studies, has demonstrated the utility and feasibility of this approach to use technology to support and
enhance learning, as well as promote digital scholarship. The evidence for this is exponentially
increasing viewership (online page views) by students and fellow teachers; documentation and
visibility of actual student learning; as well as adoption of the digital process and platform by fellow
educators; correlating directly with the amount of content, the quality of the content, together with
degree of awareness of and integration of this content into a curricular and pedagogical framework.
Difficulties in using this approach on a wider scale can be progressively overcome with increasing
faculty awareness, training and institutional support; as well as through experimentation, and
gradually developing expertise and confidence as digital scholars.
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Acknowledgements
My mentors and teachers, fellow educators and educational support and technical staff, undergraduate
students, residents, fellows at the Yong Loo Lin School of Medicine, NUS; Department of Diagnostic
Radiology and other clinical departments, NUHS; colleagues at the Medical Education Unit, NUS,
international colleagues in medical education and eLearning from the Association of Medical
Education in Europe and Maastricht University School of Health Professions Education, as well as
guidance and support by both CDTL and CIT, NUS over the last 12 years.
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Figure
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Figure 1: Personalised content selection and usage using a digital knowledge repository illustrated
with a “restaurant” analogy. Taking the analogy further by using that of a “grocery”, faculty get
additional access to the “raw ingredients”, an index of “reusable digital objects”, for example key
diagrams, illustrations, tables and take home points. CPD - continuing professional development;
CME - continuing medical education.
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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. Goh, P.S. (2013). Building an Institution-wide Online Clinical Case Repository to Facilitate
Consistent and Good Quality Teaching of Postgraduates and Undergraduates in Medicine - A
Preliminary Report. Paper presented at Tel 2013 CDTL. Retrieved from http://www.cdtl.nus.edu.sg/
tel2013/abstracts/Tel2013-abstracts.pdf
4. Goh, P.S. (2013). CasedBasedLearning@NUHS website.
Retrieved from http://casebasedreview.blogspot.sg/
5. Goh, P.S. (2014). Learning @ NUS website. Retrieved from http://casebasedlearning.blogspot.sg/
6. Mason et. al. 2014. Use of technology and perceptions of its effectiveness in training physicians.
Med Teach 36: 333–339.
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