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12 tips for the effective use of videos in medical education

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12 tips for the effective use of videos in medical education

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Mastery Training and Deliberate Practice

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Mastery Training and Deliberate Practice

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Mastery training and deliberate practice: Topic - acute neuroimaging

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CaseBasedLearning@NUHS NUHS Neuroradiology Residency Curriculum Case review strategy for residents and fellows Cognitive apprenticeshi...

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An overview of eLearning (Slideshare)

(e)Learning; digital repositories; and digital scholarship (Slideshare)

Workshop on Technology Enhanced Learning (held in Sri Lanka, 13 December, 2013; as part of Singapore International Foundation program)

Technology enhanced learning - some key points

Flipped classrooms - Old or new?

12 tips for using social media as a medical educator (abstract)

12 tips for using social media as a medical educator (pdf)

Why social media is not a waste of time (Anne Marie Cunningham)

Social media summit in health professional education (ICRE, 22 October 2014)

Future of education 2014 (conference proceedings)

See article "Real and virtual classroom" by Darren Hanson, visiting associate professor in the Department of Management and Organisation at NUS Business School, written for school's Think Business portal (see below), and featured in The Business Times, Tuesday, May 13, 2014 issue

http://thinkbusiness.nus.edu/

http://en.wikipedia.org/wiki/Disruptive_innovation

Human Brain Project @ the Swiss Federal Institute of Technology in Lausanne

http://epfl.ch/index.en.html

http://moocs.epfl.ch/information

https://www.humanbrainproject.eu/

"Create or curate (digital) content, index and hyperlink, intentionally and systematically share, underpin this with an educational philosophy and pedagogic foundation, as a digital professional, with an overarching scholarly ethos."

"Know what you want to do, know why you are doing it, know what you are doing, and do it (initially start slowly, with care and circumspection, observe and consume first, learn about and get some training, dip your toe into the water before taking the plunge). Get feedback, keep improving and refining, engage with the learning process (see 12 tips article above).

Poh-Sun Goh

Dr Goh Poh Sun
MB,BS(Melb), FRCR(UK), FAMS(Singapore), MHPE(Maastricht)
Associate Professor and Senior Consultant,
Department of Diagnostic Radiology,
National University Hospital
National University Health System,
Singapore

email - dnrgohps@nus.edu.sg

LinkedIn -

http://www.linkedin.com/pub/poh-sun-goh/22/45b/b16

Slideshare educational presentations and papers -

http://www.slideshare.net/dnrgohps/documents

http://www.slideshare.net/dnrgohps/presentations

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An overview of eLearning (Slideshare) (e)Learning; digital repositories; and digital scholarship (Slideshare) Workshop on Technology Enhanced Learning (held in Sri Lanka, 13 December, 2013; as part of Singapore International Foundation program) Technology enhanced learning - some key points Flipped classrooms - Old or new?

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Edited online conversation and discussion between

Dr Zaid Mommo,
Resident, PGY-2
Department of Ophthalmology and Visual Sciences
University of British Columbia
Canada

http://ophthalmology.med.ubc.ca/education/residency/current-residents/

and

Dr Goh Poh Sun
MB,BS(Melb), FRCR(UK), FAMS(Singapore), MHPE(Maastricht)
Associate Professor and Senior Consultant,
Department of Diagnostic Radiology,
National University Hospital
National University Health System,
Singapore

http://medicine.nus.edu.sg/meddnr/staff.html

Topic: Building an Online Course in Orbital Imaging

Tips and suggestions

1. Think about your learning objectives, and draw up a draft curriculum (draft curriculum outline below from Dr Mommo, April 14, 2014)

2. Review some basic ideas about eLearning

eLearning - how to start

3. Have a look at some available online resources, while reflecting on what you might want to create for your own program, and what content you will curate

"Knowing where things are is (can be) worth more than the things themselves." Seth Godin

Review of orbital imaging (Eur Rad, 2008)

Imaging of neuroopthalmic and orbital disease: a review (Clinical and Experimental Ophthalmology, 2009)

Orbital trauma

http://radiologymasterclass.co.uk/tutorials/musculoskeletal/x-ray_trauma_spinal/x-ray_face_fracture.html

Imaging proptosis

Radiological evaluation of orbital masses

Imaging of the orbit

Pictorial review of extraconal and osseous orbital pathology (ECR 2013 poster)

http://www.radcharts.org/Orbital/Orbital.html

Orbits, vision and visual loss (AJNR, 2010)

Orbital vascular lesions

Review of paediatric orbital and ocular tumours

4. Start developing a hyperlinked index of resources (tips and suggestions added by Dr Goh, April 23rd, 2014)

Intentionally, and regularly keep a list of online resources that you stumble upon, are recommended to review, or have found during a targeted or systematic search process.

Keep this list as a series of hyperlinks (highlight + right click + save as + then paste) onto an offline document or online thematic blog.

At the time you paste the link, rename the link using a key word, key phase or title that makes sense to you. Do not worry about "proper curatorial" terms at this stage. You can rename, shorten or lengthen what the link reads as (while keeping the underlying URL) as many times as you wish.

Regularly review, reorder, and reorganise your hyperlinks.

Very soon you will have a usable collection of curated online resources which you can refer to, cite, recommend, and incorporate into your teaching and learning programs.

ACTION > As an exercise, reorganise, recategorize and rename the hyperlinked resources under Point 3 above; and email your webpage/blog to me.

For material you produce yourself, very often word or powerpoint documents, you can convert these to pdf format, then share these via Slideshare (upload followed by keeping copy of hyperlink to document or presentation). You could also convert each slide on a Powerpoint document into an image, then upload each slide/image onto a blog. The advantage of this is that not only the whole presentation has its own URL, but each slide has its individual ULR, which you can individually hyperlink and index (see example from an undergraduate lecture below).

http://learningchestradiology.blogspot.sg/2013/11/imaging-of-respiratory-disorders-m2.html

or

Building an online repository of teaching resources to facilitate consistent and good quality teaching of postgraduates and undergraduates in medicine - a preliminary report

ACTION > As an exercise, upload or convert/post one of your documents or presentations; and email your webpage/document link to me.

5. Assess learning and Evaluate Teaching

(e)Assessment and Evaluation

Evaluating teaching: Quantity and Quality, Impact

(e)Scholarship or Digital Scholarship and Traditional vs Digital Scholarship

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Building an Online Course (Example in Orbital Imaging)

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Edited online conversation and discussion between Dr Zaid Mommo, Resident, PGY-2 Department of Ophthalmology and Visual Sciences University of British Columbia Canada http://ophthalmology.med.ubc.ca/education/residency/current-residents/ and Dr Goh Poh Sun MB,BS(Melb), FRCR(UK), FAMS(Singapore), MHPE(Maastricht) Associate Professor and Senior Consultant, Department of Diagnostic Radiology, National University Hospital National University Health System, Singapore http://medicine.nus.edu.sg/meddnr/staff.html Topic: Building an Online Course in Orbital Imaging Tips and suggestions 1.

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Qualitative research methods in medical education

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Qualitative research methods in medical education

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Qualitative research methods in medical education workshop flyer (pdf)

http://medicine.nus.edu.sg/meu/events/events.shtml#5May14

"Message to workshop participants -

Thank you for signing up for this workshop. My presentations on the topics for the workshop will be based on the material on this website. The presentations will be given entirely from this website.

Please explore the content, and reflect on the engagement process as well.

May I invite you to post comments, and questions on the "add your comments" section in this blog below. Please also post in the comments section how you currently use; or are thinking of using the qualitative research methods in your own educational activities.

I have also set up a "digital wall" for all workshop participants, and faculty to record and share their thoughts (see website/link below). You all have permission/digital rights to post and modify your contributions at any time. Please make use of this digital wall - and please title your contribution, include your name; then share your thoughts; pose questions; share documents, videos, links, or any other contribution you feel would add to the discussion.

http://padlet.com/dnrgohps/qualresearchMEU

All you need to do is to double click on any clear space on the digital wall on the website above. You do not need to log-in or sign up. And you can modify your post, add to, or delete the post at any time.
As a specific task, please answer the following questions about yourself, by making a post on the digital wall BEFORE the workshop (by Monday, July 21st before the workshop please).

1. Tell us a little about yourself (please also identify yourself/give name)

a. background - current clinical, educational or administrative practice, number of years active, practice setting

b. experience and training in educational research - e.g. pick up as you go along, workshops, courses, formal training (Masters, PhD)
c. personal / academic goal that you are hoping this workshop helps you achieve

2. Share an educational project you intend to use qualitative research methods on (current or planned/upcoming)

b. study design / how you intend or hope to answer your research question
c. barriers you have encountered in implementing qualitative research methods

GOH Poh Sun
MBBS(Melb), FRCR(UK), FAMS(Singapore), MHPE(Maastricht)
Associate Professor and Senior Consultant
Department of Diagnostic Radiology
National University Hospital
National University Health System
Singapore
Email: dnrgohps@nus.edu.sg

Brief Bio:
Dr Goh is a clinician educator who currently devotes 80% of his time to clinical practice and postgraduate training; and 20% of time to educational research. This has been supplemented over the last three years by daily two to three hour early morning sessions focused on creating, curating and sharing (anonymised) case based educational teaching resources on a variety of digital and mobile learning platforms, from a digital repository currently containing over 5000 digital teaching and learning objects. 25/21/13: years of experience as a clinical radiologist/educator/technology enhanced learning practitioner.

"Passions - Technology enhanced learning, Education, Radiology. Technology as a tool, platform and enabler to support and augment face to face customised teaching and learning; with educational principles as the foundation; and radiology as my academic and clinical focus."

http://sg.linkedin.com/pub/poh-sun-goh/22/45b/b16 (LinkedIn profile)
http://www.slideshare.net/dnrgohps/documents and http://www.slideshare.net/dnrgohps/presentations
(Education presentations and papers)
_____________

http://padlet.com/dnrgohps/qualresearchMEU

Qualitative and quantitative research literature

Application of key ideas to case studies below: one medical education presentation, and one workshop

1. survey participants before workshop

online survey - participant profile (age, background, training, current practice, experience, learning needs)

2. engage participants before, during and after workshop

online survey and feedback

invitation to submit comments or feedback

systematic follow-up interviews - one on one and focus groups

3. collaborative project discussions and projects

NUS Prime: Technology enhanced learning - three case studies

The case study as a research method

MEU workshop: Use of videos in medical education

Visual analytics (Slideshare)

http://www.visual-analytics.eu/

Mastering the information age with visual analytics

Mastering the information age - Solving problems with visual analytics (pdf)

The future of retail (Slidedeck) some common examples of current information presentation

Use of learning resources by residents in radiology 2013

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Qualitative research methods in medical education workshop on Thursday, 24 July 2014

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Qualitative research methods in medical education workshop flyer (pdf) http://medicine.nus.edu.sg/meu/events/events.shtml#5May14 "Message to workshop participants - Thank you for signing up for this workshop. My presentations on the topics for the workshop will be based on the material on this website. The presentations will be given entirely from this website.

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---------------------

"Message to workshop participants -

Thank you for signing up for this workshop. My presentations on the topics for the workshop will be based on the material on this website. The pre-reading for the workshop, and presentations will be given entirely from the website below.

http://padlet.com/dnrgohps/eLearningWall

The overview of the program for this workshop is displayed graphically below.

Please explore the content, and reflect on the engagement process as well.

May I invite you to post comments, and questions on the "add your comments" section in this blog below. Please also post in the comments section how you currently use; or are thinking of using eLearning or Technology Enhanced Learning in your own teaching.

Alternatively, I have also set up a "digital wall" for all workshop participants, and faculty to record and share their thoughts (see website/link below). You all have permission/digital rights to post and modify your contributions at any time. Please make use of this digital wall - and please title your contribution, include your name; then share your thoughts; pose questions; share documents, videos, links, or any other contribution you feel would add to the discussion.

http://padlet.com/dnrgohps/eLearningWall

All you need to do is to double click on any clear space on the digital wall on the website above. You do not need to log-in or sign up. And you can modify your post, add to, or delete the post at any time.

_________________

As a specific pre-workshop task, please answer the following questions about yourself, by making a post on the digital wall http://padlet.com/dnrgohps/eLearningWall BEFORE the workshop (by Friday, the week before the workshop please).

1. Tell us a little about yourself (please also identify yourself/give name)

a. background - current clinical, educational or administrative practice, number of years active, practice setting
b. experience and training in eLearning/technology enhanced learning - e.g. pick up as you go along, workshops, courses, formal training (Masters)
c. What barriers/challenges are you currently facing/have you encountered in integrating technology into teaching?

and

2. Share an educational project you intend to use eLearning for (current or planned/upcoming)

a. aim
b. how you intend or hope to use eLearning

___________________

For those of you who prefer traditional literature reviews and articles, please review the following before the workshop.

1. AMEE Guide 32: e-Learning in medical education
Part 1: Learning, teaching and assessment
http://informahealthcare.com/doi/abs/10.1080/01421590802108331
Rachel Ellaway & Ken Masters, Medical Teacher, 2008, 30: 455-473.

2. eLearning in clinical teaching
http://www.faculty.londondeanery.ac.uk/other-resources/files/BJHM_article%2012_%20e-learning.pdf
Ian Doherty, Judy McKimm
British Journal of Hospital Medicine, January 2010, Vol 71, No 1

3. What do we mean by web‐based learning? A systematic review of the variability of interventions
http://scholar.google.com/citations?view_op=view_citation&hl=en&user=RbXpT6kAAAAJ&citation_for_view=RbXpT6kAAAAJ:IWHjjKOFINEC
DA Cook, S Garside, AJ Levinson, DM Dupras, VM Montori
Medical education 44 (8), 765-774
2010

4. Instructional methods and cognitive and learning styles in web‐based learning: report of two randomised trials
http://scholar.google.com/citations?view_op=view_citation&hl=en&user=RbXpT6kAAAAJ&cstart=20&citation_for_view=RbXpT6kAAAAJ:Se3iqnhoufwC
DA Cook, MH Gelula, DM Dupras, A Schwartz
Medical education 41 (9), 897-905
2007

5. Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis
http://scholar.google.com/citations?view_op=view_citation&hl=en&user=RbXpT6kAAAAJ&cstart=20&citation_for_view=RbXpT6kAAAAJ:HDshCWvjkbEC
DA Cook, AJ Levinson, S Garside
Advances in health sciences education 15 (5), 755-770
2010

6. Computer animations in medical education: a critical literature review
http://scholar.google.com/citations?view_op=view_citation&hl=en&user=RbXpT6kAAAAJ&cstart=20&citation_for_view=RbXpT6kAAAAJ:ULOm3_A8WrAC
JG Ruiz, DA Cook, AJ Levinson
Medical education 43 (9), 838-846
2009

7. Preparing for the changing role of instructional technologies in medical education
http://scholar.google.com/citations?view_op=view_citation&hl=en&user=RbXpT6kAAAAJ&cstart=20&citation_for_view=RbXpT6kAAAAJ:iH-uZ7U-co4C
BR Robin, SG McNeil, DA Cook, KL Agarwal, GR Singhal
Academic Medicine 86 (4), 435-439
2011

Lastly, please bring your personal WiFi/3G/4G enabled tablet or laptop to the workshop. You should have examples of your teaching content on the tablet or laptop. You will be using this tablet or laptop for the workshop activities.

Very best regards,

Poh Sun"

GOH Poh Sun
MBBS(Melb), FRCR(UK), FAMS(Singapore), MHPE(Maastricht)
Associate Professor and Senior Consultant
Department of Diagnostic Radiology
National University Hospital
National University Health System
Singapore
Email: dnrgohps@nus.edu.sg

Brief Bio:
Dr Goh is a clinician educator who currently devotes 80% of his time to clinical practice and postgraduate training; and 20% of time to educational research. This has been supplemented over the last three years by daily two to three hour early morning sessions focused on creating, curating and sharing (anonymised) case based educational teaching resources on a variety of digital and mobile learning platforms, from a digital repository currently containing over 5000 digital teaching and learning objects. 25/21/13: years of experience as a clinical radiologist/educator/technology enhanced learning practitioner.

"Passions - Technology enhanced learning, Education, Radiology. Technology as a tool, platform and enabler to support and augment face to face customised teaching and learning; with educational principles as the foundation; and radiology as my academic and clinical focus."

http://sg.linkedin.com/pub/poh-sun-goh/22/45b/b16 (LinkedIn profile)
http://www.slideshare.net/dnrgohps/documents and http://www.slideshare.net/dnrgohps/presentations
(Education presentations and papers)

How Learning Works: Seven Research-Based Principles for Smart Teaching - Susan Ambrose et al. (2010), see links below

How The Brain Learns - David A. Sousa (2011), see links below

How People Learn - National Science Foundation (2004)

Helping Students Learn in a Learner-Centered Environment - Terry Doyle (2008), see links below

(the website is free, AND allows collaboration and brainstorming, while documenting discussions, and promoting sharing)

Can we build the perfect teacher?

Priced to sell - Is free the future?

The long tail

Social Sharing Companies such as Airbnb and Uber, which have a social mission and are also social marketplaces, are able to access all three social value drivers: Advocacy, Connection, and Collaboration. The revolutionary power of Airbnb and Uber comes from their ability to harness technology to create a social sharing platform that facilitates trust by creating transparency and dual accountability. This enables individuals to form weak ties (i.e. Bridging Social Capital) with one another, leading to the personal sharing of goods and/or services (i.e. Linking Social Capital) by Barbara Gray (on LinkedIn Post)

Video - How to land plane in an emergency (reflection exercise)

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eLearning workshop on Wednesday, 23rd July, 2014

# data[].attributes.attachment_link.description
"Message to workshop participants - Thank you for signing up for this workshop. My presentations on the topics for the workshop will be based on the material on this website. The pre-reading for the workshop, and presentations will be given entirely from the website below.

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11am, Overview of the flipped classroom model, Dong Chaoyan
11:30-12pm, Example - Using the flipped classroom model in radiology teaching, Goh Poh Sun
12pm, Technologies to support a flipped classroom, Goh Poh Sun

-------------------------

"Message to workshop participants -

Thank you for signing up for this workshop. My presentations on the two topics for the workshop will be based on the material on this website. The presentations will be given entirely from this website.

Please explore the content, and reflect on the engagement process as well.

May I invite you to post comments, and questions on the "add your comments" section in this blog below. Please also post in the comments section how you currently use; or are thinking of using the flipped classroom idea in your own teaching.

I have also set up a "digital wall" for all workshop participants, and faculty to record and share their thoughts (see website/link below). You all have permission/digital rights to post and modify your contributions at any time. Please make use of this digital wall - and please title your contribution, include your name; then share your thoughts; pose questions; share documents, videos, links, or any other contribution you feel would add to the discussion.

http://padlet.com/dnrgohps/largegroupteach

All you need to do is to double click on any clear space on the digital wall on the website above. You do not need to log-in or sign up. And you can modify your post, add to, or delete the post at any time.

Very best regards,

Poh Sun"

GOH Poh Sun
MBBS(Melb), FRCR(UK), FAMS(Singapore), MHPE(Maastricht)
Associate Professor and Senior Consultant
Department of Diagnostic Radiology
National University Hospital
National University Health System
Singapore
Email: dnrgohps@nus.edu.sg

Dr Goh is a clinician educator who currently devotes 80% of his time to clinical practice and postgraduate training; and 20% of time to educational research. This has been supplemented over the last three years by daily two to three hour early morning sessions focused on creating, curating and sharing (anonymised) case based educational teaching resources on a variety of digital and mobile learning platforms, from a digital repository currently containing over 5000 digital teaching and learning objects. 25/21/13: years of experience as a clinical radiologist/educator/technology enhanced learning practitioner.

"Passions - Technology enhanced learning, Education, Radiology. Technology as a tool, platform and enabler to support and augment face to face customised teaching and learning; with educational principles as the foundation; and radiology as my academic and clinical focus."

http://sg.linkedin.com/pub/poh-sun-goh/22/45b/b16 (LinkedIn profile)
http://www.slideshare.net/dnrgohps/documents and http://www.slideshare.net/dnrgohps/presentations
(Education presentations and papers)

-------------------------

In addition to the examples below,
M1 (NUS undergraduate medicine chest anatomy radiology correlation)
M2 (NUS undergraduate medicine chest pathology radiology correlation)

M3 (NUS undergraduate surgery radiology case based discussion)

Upper abdominal masses on AXR

Nephrology (NUHS postgraduate medicine nephrology radiology case discussions)
CaseBasedLearning@NUHS (postgraduate radiology)

above are 2 screenshots of interactive "digital wall" (for the workshop, please focus on the top left segment of the wall, and vertical column 5 and 6)

on evening after workshop (screenshot above, from digital wall below)

NUS Prime: Technology enhanced learning - three case studies

3 take home points
1. focus on your teaching and learning objectives, not the technology ... (e)Learning (small "e", big "L"... focus on the Learning) ... focus on understanding learning needs, curricula design, scaffolding, learner support and customised learning, assessment with feedback and evaluate what you are doing ... document and make transparent your process

2. use "simple" tech - email, SMS, blogs (websites) to broadcast, and "narrowcast" .. targeted message ... connect ... disseminate ... document
3. keep refining your teaching techniques, and improving as an educator (Glassick's criteria - clear goals, adequate preparation, appropriate methods, significant results, effective presentation, AND reflective critique ..... Glassick, C.E., Huber, M.R. & Maeroff, G.I. (1997). Scholarship Assessed - Evaluation of the Professiorate. San Francisco, CA: Jossey-Bass).

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Interactive large group teaching workshop on Tuesday, 24 June, 2014

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11am, Overview of the flipped classroom model, Dong Chaoyan 11:30-12pm, Example - Using the flipped classroom model in radiology teaching, Goh Poh Sun 12pm, Technologies to support a flipped classroom, Goh Poh Sun ------------------------- "Message to workshop participants - Thank you for signing up for this workshop.

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1. Sandars, J., Goh, P.S. Is there a need for a specific educational scholarship for using e-learning in medical education? Medical Teacher (Published online on April 19th, 2016)

2. Goh, P.S. eLearning or Technology enhanced learning in medical education - Hope, not Hype.

Medical Teacher (Published online March 16, 2016)

3. Goh, P.S. Using a blog as an integrated eLearning tool and platform. Med Teach. 2016 Jun;38(6):628-9. (Published early online on November 11, 2015.

4. Sandars J, Patel RS, Goh PS, Kokatailo PK, Lafferty N. The importance of educational theories for facilitating learning when using technology in medical education. Med Teach. 2015 Mar 17:1-4.

5. Dong C, Goh PS. Twelve tips for the effective use of videos in medical education. Med Teach. 2015 Feb; 37(2):140-5.

6. Liaw SY, Wong LF, Chan SW, Ho JT, Mordiffi SZ, Ang SB, Goh PS, Ang EN. Designing and evaluating an interactive multimedia Web-based simulation for developing nurses' competencies in acute nursing care: randomized controlled trial. J Med Internet Res. 2015 Jan 12;17(1):e5.

7. Yong AM, Zhao DB, Siew SC, Goh PS, Liao J, Amrith S. Assessment of bony nasolacrimal parameters among Asians. Ophthal Plast Reconstr Surg. 2014 Jul-Aug;30(4):322-7.

8. Goh, P.S., Gi, M.T., Charlton, A., Tan, C., Gangadhara Sundar, J.K., Amrith, S.

Review of orbital imaging (2008) European Journal of Radiology, 66 (3), pp. 387-395.

9. Amrith, S., Goh, P.S., Wang, S.-C.

Lacrimal sac volume measurement during eyelid closure and opening

(2007) Clinical and Experimental Ophthalmology, 35 (2), pp. 135-139.

10. Amrith, S., Goh, P.S., Wang, S.-C.

Tear flow dynamics in the human nasolacrimal ducts - A pilot study using dynamic magnetic

resonance imaging (2005) Graefe's Archive for Clinical and Experimental Ophthalmology, 243 (2), pp.127-131.

11. Goh, P.S., Khoo, C.Y., Heng, L.K., Yeoh, R.L.S, Lim, A.S.M.

Pseudomonas keratitis with soft contact lenses. Asia-Pacific Journal of Ophthalmology

(1989) Oct; 1(1), pp. 12-13.

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1. Sandars, J., Goh, P.S. Is there a need for a specific educational scholarship for using e-learning in medical education? Medical Teacher (Published online on April 19th, 2016) 2. Goh, P.S. eLearning or Technology enhanced learning in medical education - Hope, not Hype. Medical Teacher (Published online March 16, 2016) 3.

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Thank you for registering for the workshop.

1. Please review the following webpage:

Some of the material on the website covers: A) examples of video use in medical education, B) why use videos, C) how to effectively use videos

2. Based on your own experience or interest in using/producing videos, please write down questions related to these or other topics you would like addressed.

3. If you are interested in converting lectures on Powerpoint to video, please please go to the site below and review "Online Authoring Tools" section:

During the workshop, we will:

4. Work in small groups, to discuss questions raised in Point 2 above.

In the general whole group presentation and discussion followed by Q and A, a list related to these 3 areas will be elaborated upon.

5. Review your list with the 12 tips presented. - (Theories & principles will be discussed)

6. How to design video scenarios? - Group work with facilitation

1pm, Review the pre-workshop information

1:30pm, Tips of effective video use in medical education

4:00pm, How to design video scenarios for medical education

Cognitive load theory: Implications for medical education (AMEE guide 86: in May 2014 issue of Medical Teacher)

Examples of video use in medical education - online format

Video example (excerpt, case presentations, thoracic oncology, Memorial Sloan Kettering Cancer Centre)

12 tips of video uses in medical education

Design video scenarios for medical education:

(1) Instructional design model

(2) Demonstration of Adobe Presenter to capture & edit videos - online format

Online demo - comparison of video capturing & editing software, i.e., Windows Movie Maker, Adobe Presenter, Camtasia, iMovie, Final Cut Pro

What is multimedia?

What is digital storytelling?

Example

Educational uses of digital storytelling

Different models
Pictures + audio narration + background music
Video + narration
Slides + narration + webcam

How to?

Planning

Design

Technical

Using movie maker

Convert Powerpoint to images

emodules for students (CDTL, NUS)

CDTL Link (Jul/Aug 2009)

Using blogs to support learning (CDTL, 2009)

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Thank you for registering for the workshop. 1. Please review the following webpage: Some of the material on the website covers: A) examples of video use in medical education, B) why use videos, C) how to effectively use videos 2.

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http://medicine.nus.edu.sg/meu/events/events.shtml#5May14

Technology Enhanced Learning in Health Professions Education: 3 Case Studies
Dear colleagues and fellow educators,

Thank you for confirming your attendance at the upcoming NUS-PRIME session. I have made a summary of the material I will be presenting, and some additional online resources available for your review before the session. Please have a look at this and either or both email me any comments or questions you might have or post them directly onto the blog.

http://medicaleducationelearning.blogspot.sg/2014/03/nus-prime-technology-enhanced-learning.html?view=sidebar

Dr Goh Poh Sun
MB,BS(Melb), FRCR(UK), FAMS(Singapore), MHPE(Maastricht)
Associate Professor and Senior Consultant,
Department of Diagnostic Radiology,
National University Hospital
National University Health System,
Singapore

email - dnrgohps@nus.edu.sg

LinkedIn -
http://www.linkedin.com/pub/poh-sun-goh/22/45b/b16

Slideshare educational presentations and papers -

http://www.slideshare.net/dnrgohps/documents

http://www.slideshare.net/dnrgohps/presentations

Summary of presentation - 3 case studies in Technology Enhanced Learning

Opening remarks

Maastricht MHPE Master Thesis: Use of case pairs can potentially improve the efficiency and effectiveness of radiology residency (April, 2012)

Ericsson KA, Krampe RT, Tesch-Romner C. 1993. The role of deliberate practice in the acquisition of expert performance. Psychol Rev 100:363-406

Use of hyperlinked clinical case repositories in medical education

Use of hyperlinked radiology case repositories in medical education

Digital curation

4C - ID model applied to residency education (management of hyperdense lesions on emergency head CT in patients with suspected acute stroke)

PhD proposal in medical education (deliberate practice and mastery training, ongoing program, from mid 2012 to current)

"Teaching styles that incorporate various forms of technology can facilitate a more interactive learning process for students, providing deeper learning, more motivation and more interest in the subject (e.g. Clark 2002; Schultze-Mosgau et al. 2004; Allen et al. 2008; Gormley et al. 2009). Based on the literature, e-learning and experiential simulation learning are likely better mediums for training physicians if health educators are properly trained in how to incorporate technology into the curriculum. Most studies, however, tend to be based on case studies and are not generalizable."

"Several barriers prevent technology and telemedicine from being a more integrated component of health professional training: (1) cost, (2) efficiency, (3) engaging students and (4) bias against online inferiority. The initial investment for many medical technologies can be as high as $300,000 (De Lorenzo 2005). Consequently, educators are reluctant to integrate new means of training. Aside from cost, another barrier derives from an educators' reluctance to learn how to operate technological resources. With new technology, class instruction preparation requires far more front end work, especially among those who are unfamiliar with the technology (Lockyer et al. 2006; Boerema et al. 2007). A related obstacle is that teachers of health professionals are trained as health professionals, not as educators (Alur et al. 2002). A third concern with e-learning concerns engaging student participation (Lockyer et al. 2006; Boerema et al. 2007), which is associated with poor implementation and design of the training program. If an e-learning program is properly created, it should be as demanding and as engaging as a traditional classroom setting (Clark 2002; Emami et al. 2009), but that takes considerable efforts from instructors. The idea that fully online education is an inferior learning technique if not used properly is also common in many e-learning studies (e.g. Svirko & Mellanby 2008) and appears to be an underlying attitude generally. Researchers have consequently tried to establish e-learning techniques as valid ways to learn, focusing less attention on what should be taught using e-learning approaches. In short, many educators may dismiss the possibility of using various technologies-including e-learning-in the classroom prior to giving these training methods a chance because of preconceived attitudes they have about technology and education."

above quoting from Mason et. al. 2014. Use of technology and perceptions of its effectiveness in training physicians. Med Teach 36: 333-339

citing

Allen EB, Walls RT, Reilly FD. 2008. Effects of interactive instructional techniques in a web-based peripheral nervous system component for human anatomy. Med Teach 30:40-47

Alur P, Fatima K, Joseph R. 2002. Medical teaching websites: Do they reflect the learning paradigm? Med Teach 24:422-424

Boerema C, Stanley M, Westhorp P. 2007. Educators' perspective of online course design and delivery. Med Teach 29:758-765

Clark D. 2002. Psychological myths in e-learning. Med Teach 24:598-604

De Lorenzo RA. 2005. How shall we train? Mil Med 170:824-830

Emami H, Aqdasi M, Asousheh A. 2009. Key success factors in e-learning in medical education. J Med Educ 12:81-89

Gormley G, Collins K, Boohan M, Bickle IC, Stevenson M. 2009. Is there a place for e-learning in clinical skills? A survey of undergraduate medical students' experiences and attitudes. Med Teach 31:e6-e12

Lockyer J, Sargeant J, Curran V, Fleet L. 2006. The transition from face-to-face to online CME facilitation. Med Teach 28:625-630

Schultze-Mosgau S, Thomas Z, Lochner J. 2004. Web-based, virtual course units as a didactic concept for medical teaching. Med Teach 26:336-342

Svirko E, Mellanby J. 2008. Attitudes to e-learning, learning style and achievement in learning neuroanatomy by medical students. Med Teach 30:e219-e227

Three Case Studies:
A. At a regional/international conference setting (Symposium on Technology Enhanced Learning, TELroundtable@APMEC2014 at the 11th APMEC in Singapore)

Educational setting - International health professions education conference
Educational challenge - How to engage audience, promote interaction.
Theory - Provide all key information beforehand for advance review. And platform to view and discuss.
Table outlining educational learning theories and theorists

Most influential theories of learning (UNESCO)

http://www.csun.edu/science/ref/theory-research/theorists/theorists.html

Adult learning theories (abstract, AMEE guide No. 83)

Adult learning theories (pdf, AMEE guide No. 83)

Developing questionnaires for educational research (abstract, AMEE guide No. 87)

Method - Use of email to manage, organise and document discussions amongst 6 panelists (3 from Singapore, 1 Sri Lanka, 1 New Zealand, 1 Australia). And website/blog to present content, platform for discussion both before, during and after session, and document reflections from panelists after the conference. The website with available content was announced at opening ceremony of 11th APMEC.
Results - Very good attendance at session. 1 comment/question posted 24 hours before session, 1 during session. Majority of time during 90 minute session was spent in Q and A and discussing content and educational issues, rather than presenting information. Spike in review of material during the session, and after session. Each panelist submitted short reflection posted on 11th APMEC symposium website (below).
Discussion and Reflection - Simple technology enhanced panel and audience engagement and interaction, documented our interaction, and provided information about viewership, and level of interest in topic - by number, and type of questions, majority at session, minority online. The majority of participants chose to engage at the session live. Having a symposium website however allowed other conference registrants not at session, and interested local and international educationalists to review the material. Our interaction was documented on the symposium website, and this platform allowed the panelists to review and reflect on the process of creating content, co-ordinating our presentations, our participation in the symposium, and facilitated writing a short reflection about our involvement in the symposium, which could be immediately shared online.
http://telroundtable2014.blogspot.sg

B. At an institutional level (Learning@NUHS project at the National University Hospital, Singapore)

Educational setting - Residency training at an academic medical centre Results - Year 2 of three year pilot project, with 1st year engaging both leadership and departmental educators, as well as working with initial group of volunteers; there is systematic online content being systematically created by one department, for one specific in Department of Opthalmology and Visual Sciences, University of British Columbia, Canada), and initial content being uploaded by 8 departments (see below), and several
Educational challenge - To provide consistent, high quality content to facilitate resident training
Theory - Deliberate practice, mastery training, distributed practice, cognitive overload, constructivism, active learning
Method - Systematic collection content from day to day departmental and interdepartmental (multidisciplinary) teaching sessions (eg. case presentations, multidisciplinary rounds), which is edited and indexed, followed by selective hyperlinking, with combination of content which has been authored and created in-house with curated online content

module on topic of emergency neuroimaging interpretation (EMD authoring, with radiology, neurology and neurosurgery collaboration and peer review, and pilot resident content testing), one specialty collecting and curating regular multidisciplinary round content (Ophthalmology; with one initiative in NUHS, and 2nd international collaboration with PGY2 resident "grassroots" consultative and collaborative educational projects.

Screenshot of Learning@NUHS intranet content repository landing page Discussion and reflection - Use of an iterative engagement and development model, and project website/blog, facilitated thinking, development of consensus, monitoring progress and documenting development milestones in the project. The project site is also an educational tool, and faculty development resource, for both local and international educators.

http://www.nuhs.edu.sg/nuhsresidency/residency-homepage/learning-at-nuhs.html

and original pilot project website

http://casebasedlearning.blogspot.sg

Normal chest radiograph (M1, undergraduate)

Imaging of respiratory disorders (M2, undergraduate)

C. And departmental/individual teacher level (CasedBasedLearning@NUHS project in the Department of Diagnostic Radiology, National University Hospital, Singapore)

Educational setting - Radiology department with 33 residents and fellows
Educational challenge - Providing access to teaching content for residents on shift or leave; documenting teaching for asynchronous review, both before and after each interactive teaching session; providing an opportunity for all residents both onsite and offsite to attempt case based problem solving, and to document this process for feedback and educational purposes
Theory - Deliberate practice (with feedback), mastery training, constructivism
Method - Use of clinical case material with teaching value, collected and curated daily, made available on website/teaching blog (anonymised, un-annotated, with no clinical or other information provided, i.e pure perceptual / image recognition, categorisation and statement diagnosis and single sentence justification exercise). All residents on-site and off-site attempt 10 cases, and email single statement diagnosis followed by single statement justification to instructor first 10 to 15 minutes, followed by face to face interactive discussion, with one resident's notes of sessions, follow-up annotated images, and anonymised resident answers available for review.
Results - Residents have found teaching format engaging and useful; and actively and enthusiastically participate in this process; monthly sessions, over the last 7 months. Shift, post-call residents and those on leave find accessibility of teaching material and record of discussions useful.
Discussion and reflection - Use of SMS notification of session, unknown diagnosis clinical case material on teaching website for deliberate practice followed by feedback in interactive teaching session, and record of material discussed for offline review leverages on simple familiar "technology" that both residents and instructors are familiar with - (SMS), email and a website/teaching blog.

http://casebasedreview.blogspot.sg

Mastery training and deliberate practice example: Topic - acute neuroimaging

Additional "reading"

(e)Learning using content from an (e)Repository CAN be assessed and evaluated ... (e)Scholarship (some thoughts) .. and 2 related reflection pieces on MedEdWorld.

(e)Learning; digital repositories and digital scholarship (Slideshare)

http://mededworld.org/reflections/reflection-items/March-2014/(e)Scholarship-Traditional-vs-Digital-Scholarship.aspx

(e)Scholarship or digital scholarship

http://mededworld.org/reflections/reflection-items/March-2014/(e)Repository.aspx

http://mededworld.org/reflections/reflection-items/September-2013/(e)Learning.aspx

MOOCs and the Flipped Classroom (Slideshare)

Evaluating teaching - quantity and quality (some methods and examples)

as a case study, compare and contrast digital version of Paulo Coelho's book "Manuscript Found in Accra" with hardcopy print format

"What's most interesting about his approach is not so much what he says, but what he suggests about how texts should be read. In this iPod shuffle worldview, anything and everything can be read selectively" Silvio Meira at the Digital Book Congress in São Paulo (Brasil)

"According to Meira, Paulo Coelho's latest book exemplifies how we read and interact, and it is a great example of what texts will be like in the future."

eLearning in clinical teaching (London deanery)

Current and future trends in eLearning (Imperial College, London)

Short eLearning modules (Leeds Institute of Medical Education)

Social media bootcamp (Canadian Healthcare Education Commons)

(e)Learning (reflection and some curated online resources)

Some thoughts on Mastery Training

My Day: Japanese sushi chef Yosuke Imada (BBC) vs Meet Singapore's coffee king Adrin Loi (BBC)

Knowledge process analysis: Framework and Experience

Measurement of knowledge, process and practice in knowledge management

A Model of Organizational Knowledge Management Maturity based on People, Process, and Technology

Constructivism in practice: The case for meaning-making in the virtual world

Knowledge translation: Introduction to models, strategies and measures

Images of knowledge process practice model

https://ed.stanford.edu/news/great-experimentation-predicted-online-learning or http://derekbruff.org/blogs/tomprof/2014/04/21/tomorrows-professor-enewsletter-1325-great-experimentation-predicted-for-online-learning/

Adaptability is more important than talent

Anders Ericsson

Deliberate practice

The experience trap

The making of an expert

Deep expertise can hinder performance

The power of synthesis

Value of human input (vs Artificial Intelligence)

http://www.bloomberg.com/news/2014-04-06/humans-replacing-robots-herald-toyota-s-vision-of-future.html

The new era of talent

A new age of distruption

How to become world-class at anything

http://en.wikipedia.org/wiki/The_4-Hour_Chef

The first 20 hours

# data[].attributes.attachment_link.title
NUS-Prime: Technology Enhanced Learning - Three Case Studies, Monday, 5 May, 2014

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http://medicine.nus.edu.sg/meu/events/events.shtml#5May14 Technology Enhanced Learning in Health Professions Education: 3 Case Studies Dear colleagues and fellow educators, Thank you for confirming your attendance at the upcoming NUS-PRIME session. I have made a summary of the material I will be presenting, and some additional online resources available for your review before the session.

# data[].attributes.attachment_link.readable_text
The challenge when first thinking about, and then creating an ePoster is very often a mental one. When thinking about ePosters, consider the analogy of a digital tablet accessing an online website, or eBook/ePublication.

The challenge when first thinking about, and then creating an ePoster is very often a mental one. Wrestling with the concept of an ePoster. Understanding and developing insight into what an ePoster can do.

Perhaps the analogy of a digital tablet accessing a webpage might help.

The digital tablet embodies the physical qualities and tangibility of an ePoster. The possibility of touch to promote ease of interaction with the digital content being viewed. And the potential to showcase and discuss the material on the tablet in a professional group setting, for example in a conference like AMEE.

A well designed website (or eBook/ePublication) being viewed on a digital tablet embodies the qualities of a well designed ePoster. With deliberate, and thoughtful use of interactive graphics and multimedia, as well as links to additional online resources via hyperlinking and embedded multimedia deepening engagement with the viewer.

A curated thematic collection of ePosters not only provides an opportunity for onsite individual and group review of a topic or subject; but broadens the impact and reach of the content being shared; when the ePosters are made available online; and further discussion takes place using various moderated, and unmoderated online discussion forums.

When thinking about ePosters, consider the analogy of a digital tablet accessing an online website, or eBook/ePublication.
Reflection on (e)Posters (MedEdWorld)

# data[].attributes.attachment_link.description
The challenge when first thinking about, and then creating an ePoster is very often a mental one. When thinking about ePosters, consider the analogy of a digital tablet accessing an online website, or eBook/ePublication. The challenge when first thinking about, and then creating an ePoster is very often a mental one.