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Opinion

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Credit Credit Eleanor Davis

TODAY'S education reformers believe that schools are broken and that business can supply the remedy. Some place their faith in the idea of competition. Others embrace disruptive innovation, mainly through online learning. Both camps share the belief that the solution resides in the impersonal, whether it's the invisible hand of the market or the transformative power of technology.

Neither strategy has lived up to its hype, and with good reason. It's impossible to improve education by doing an end run around inherently complicated and messy human relationships. All youngsters need to believe that they have a stake in the future, a goal worth striving for, if they're going to make it in school. They need a champion, someone who believes in them, and that's where teachers enter the picture. The most effective approaches foster bonds of caring between teachers and their students.

Marketplace mantras dominate policy discussions. High-stakes reading and math tests are treated as the single metric of success, the counterpart to the business bottom line. Teachers whose students do poorly on those tests get pink slips, while those whose students excel receive merit pay, much as businesses pay bonuses to their star performers and fire the laggards. Just as companies shut stores that aren't meeting their sales quotas, opening new ones in more promising territory, failing schools are closed and so-called turnaround model schools, with new teachers and administrators, take their place.

This approach might sound plausible in a think tank, but in practice it has been a flop. Firing teachers, rather than giving them the coaching they need, undermines morale. In some cases it may well discourage undergraduates from pursuing careers in teaching, and with a looming teacher shortage as baby boomers retire, that's a recipe for disaster. Merit pay invites rivalries among teachers, when what's needed is collaboration. Closing schools treats everyone there as guilty of causing low test scores, ignoring the difficult lives of the children in these schools - "no excuses," say the reformers, as if poverty were an excuse.

Charter schools have been promoted as improving education by creating competition. But charter students do about the same, over all, as their public school counterparts, and the worst charters, like the online K-12 schools that have proliferated in several states, don't deserve to be called schools. Vouchers are also supposed to increase competition by giving parents direct say over the schools their children attend, but the students haven't benefited. For the past generation, Milwaukee has run a voucher experiment, with much-debated outcomes that to me show no real academic improvement.

While these reformers talk a lot about markets and competition, the essence of a good education - bringing together talented teachers, engaged students and a challenging curriculum - goes undiscussed.

Business does have something to teach educators, but it's neither the saving power of competition nor flashy ideas like disruptive innovation. Instead, what works are time-tested strategies.

"Improve constantly and forever the system of production and service": That's the gospel the management guru W. Edwards Deming preached for half a century. After World War II, Japanese firms embraced the "plan, do, check, act" approach, and many Fortune 500 companies profited from paying attention. Meanwhile, the Harvard Business School historian and Pulitzer Prize-winner Alfred D. Chandler Jr. demonstrated that firms prospered by developing "organizational capabilities," putting effective systems in place and encouraging learning inside the organization. Building such a culture took time, Chandler emphasized, and could be derailed by executives seduced by faddishness.

Every successful educational initiative of which I'm aware aims at strengthening personal bonds by building strong systems of support in the schools. The best preschools create intimate worlds where students become explorers and attentive adults are close at hand.

In the Success for All model - a reading and math program that, for a quarter-century, has been used to good effect in 48 states and in some of the nation's toughest schools - students learn from a team of teachers, bringing more adults into their lives. Diplomas Now love-bombs middle school students who are prime candidates for dropping out. They receive one-on-one mentoring, while those who have deeper problems are matched with professionals.

An extensive study of Chicago's public schools, Organizing Schools for Improvement, identified 100 elementary schools that had substantially improved and 100 that had not. The presence or absence of social trust among students, teachers, parents and school leaders was a key explanation.

Big Brothers Big Sisters of America, the nationwide mentoring organization, has had a substantial impact on millions of adolescents. The explanation isn't what adolescents and their "big sibling" mentors do together, whether it's mountaineering or museum-going. What counts, the research shows, is the forging of a relationship based on mutual respect and caring.

Over the past 25 years, YouthBuild has given solid work experience and classroom tutoring to hundreds of thousands of high school dropouts. Seventy-one percent of those youngsters, on whom the schools have given up, earn a G.E.D. - close to the national high school graduation rate. The YouthBuild students say they're motivated to get an education because their teachers "have our backs."

The same message - that the personal touch is crucial - comes from community college students who have participated in the City University of New York's anti-dropout initiative, which has doubled graduation rates.

Even as these programs, and many others with a similar philosophy, have proven their worth, public schools have been spending billions of dollars on technology which they envision as the wave of the future. Despite the hyped claims, the results have been disappointing. "The data is pretty weak," said Tom Vander Ark, the former executive director for education at the Bill and Melinda Gates Foundation and an investor in educational technology companies. "When it comes to showing results, we better put up or shut up."

While technology can be put to good use by talented teachers, they, and not the futurists, must take the lead. The process of teaching and learning is an intimate act that neither computers nor markets can hope to replicate. Small wonder, then, that the business model hasn't worked in reforming the schools - there is simply no substitute for the personal element.

David L. Kirp is a professor at the University of California, Berkeley, and the author of "Improbable Scholars: The Rebirth of a Great American School System and a Strategy for America's Schools."

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Opinion TODAY'S education reformers believe that schools are broken and that business can supply the remedy. Some place their faith in the idea of competition. Others embrace disruptive innovation, mainly through online learning. Both camps share the belief that the solution resides in the impersonal, whether it's the invisible hand of the market or the transformative power of technology.

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Find and save recipes, parenting hacks, style inspiration and other ideas to try.

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This paper-thin Indian pancake is a canvas for all kinds of fiery and flavorful fillings. It's also easy to execute once you get the hang of it. Use this recipe, plus two more for peanut and coconut-herb chutneys.

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Professors propose lectureless medical school 

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Professors propose lectureless medical school 

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Charles Prober

Dramatic changes are needed in medical student education, including a substantial reduction in the number of traditional lectures, according to a perspective piece published May 3 in the New England Journal of Medicine by two Stanford University professors.

Medical education has changed little in the past 100 years despite dramatic changes in the world of medicine, the explosion in biomedical information and the ever-growing complexity of the health-care system. The traditional lecture format persists even as class attendance is plummeting and as many complain that the current system is failing to produce compassionate, well-trained physicians.

"Students are being taught roughly the same way they were taught when the Wright brothers were tinkering at Kitty Hawk," write co-authors Charles Prober, MD, senior associate dean for medical education at the Stanford School of Medicine, and Chip Heath, PhD, professor of organizational behavior at the Stanford Graduate School of Business. (Heath and his brother, Dan, also authored a bestselling book, Made to Stick: Why Some Ideas Survive and Others Die.) In contemplating medical education reform, Prober reached out to Heath because a critical goal of any educational effort is to optimize the retention of lessons - to increase their "stickiness."

In their perspective, titled "Lecture halls without lectures," Prober and Heath propose a new approach to teaching to make better use of the fixed amount of educational time available to train doctors.

"That's the vision that we want to chase: education that wrings more value out of the unyielding asset of time," the authors write. "Why would anyone waste precious class time on a lecture?"

Prober also has been working closely with Salman "Sal" Khan, the Silicon Valley-based online learning pioneer whose nonprofit effort, Khan Academy, is widely credited, in the words of Bill Gates, for having "turned the classroom - and the world of education - on its head." Prober and Heath's perspective piece proposes a Khan Academy-styled "flipped-classroom" model of teaching. Lecture content is packaged in 10- to 15-minute videos that are watched by the students at their own pace and as often as necessary to learn the material. Class time is then freed up for more interactive education, with greater emphasis on patients' clinical stories as a way to increase the relevance of the necessary scientific and medical knowledge.

"Teachers would be able to actually teach, rather than merely make speeches," the authors write.

The core biochemistry class at Stanford medical school was redesigned this year to follow this model. The instructors replaced the lecture-based format with short online videos made available to students. "Class time was used for interactive discussions of clinical vignettes that highlighted the biochemical bases of various diseases," the article said. "Student reviews of the course improved substantially from the previous year, and class attendance increased from 30 to 80 percent, even though class attendance was optional."

Prober said early experimentation with this model has been extremely positive.

"It's my strong belief that this is an effective model for delivering factual material," Prober said. "It could facilitate students' education by allowing them to learn the core content in a user-friendly way. Students struggling with the information can watch the mini-videos over and over again. Low-stakes quizzes ensure the students have grasped the knowledge."

Students then come together in the "flipped classroom" where they can use the facts they've learned in "engaged, active learning," Prober explained. The in-class lessons would use alternatives to lectures to more successfully engage students, fuel their curiosity and increase information retention. "Patients' stories are what makes the acquisition of medical knowledge compelling," the authors write. "They serve as the scaffolding on which facts and concepts can be organized and reinforced. ...Yet conversations with medical students about the first-year medical curriculum reveal that about half of lectures proceed without even the briefest patient example.

"A single case could serve as the lead-in to multiple medical school topics that otherwise might seem dry and routine," the authors write. "It's a method used often in pop culture to draw in viewers in such television shows as 'House' and 'ER.'"

The authors imagine instead a new world of medical education, one where students are engaged and fueled by a curiosity that makes learning stick.

They write: "Imagine a first-year medical student who learns critical biochemistry pathways by watching short videos as many times as necessary in the comfort of his or her personal learning space. Knowledge acquisition is verified by repeated low-stakes quizzes. Then, in class, the student participates in a discussion that includes a child with a metabolic disease, his or her parents, the treating clinician, and the biochemistry professor. The relevant biochemistry - so dry on the page of a textbook - comes to life.

"The lesson sticks."

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Professors propose 'lecture-less' medical school classes

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Charles Prober Dramatic changes are needed in medical student education, including a substantial reduction in the number of traditional lectures, according to a perspective piece published May 3 in the New England Journal of Medicine by two Stanford University professors.

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Brian Tobin

Professor Neil Gesundheit works with student Morgan Theis to prepare an online segment for a class.

Andrew Patterson, MD, associate professor of anesthesia, is convinced that the only way forward in medical education is what he calls a revolutionary path. No more of the old way - professors lecture, students listen.

Instead, the time for online learning for medical students has arrived, said Patterson, and a core group of Stanford medical professors, education technology specialists and collaborators from the Khan Academy who are working toward that future.

Charles Prober, MD, the senior associate dean for medical education at the School of Medicine, is onboard. Prober, who oversees the school's new educational technologies, leapt to national visibility in May with the publication of an article in the New England Journal of Medicine titled "Lecture halls without lectures: A proposal for medical education." Co-written with Chip Heath, PhD, a professor of organizational behavior at the Stanford Graduate School of Business, the article stated flatly, "It's time to change the way we educate doctors."

Prober is one of the driving forces behind the Stanford Medicine Interactive Learning Initiatives, otherwise known as SMILI. The idea is to combine the Internet with something very old - the Socratic method - and ensure that the knowledge being taken in by medical students actually means something to them.

Prober believes that meaning derives from interaction, and that flipping classrooms - using videos to impart basic knowledge and reserving class time for more engaging activities - is the first step.

"The videos are not the endgame; they're a way of creating a product that's useful for students," he said. "We're packaging knowledge, but that's not the real learning part. Pushing facts at people isn't learning. The learning is the embedding of the facts to create rich, interactive sessions."

That's where SMILI comes in. The idea is to provide what Prober calls a "seamless concierge service for faculty" to help them overcome their skepticism and then produce class materials online with the aid of the school's education technology staff.

"Faculty reaction has been variable," he said. "Some have been very enthusiastic; they say it's the natural thing, the way of the future, and they're out there creating courses in the image of this idea. But others - and it's not a matter of age or field - think it's a bad idea. They say, 'We don't know if the new methods will be effective.' They say, 'Show me the data.'"

Charles Prober

It is too early for reliable data, but several medical classes and programs nonetheless are moving forward this year. Portions of classes in cardiovascular physiology and endocrinology are being made more interactive by going online.

The endocrinology and women's health tutorial, part of the Human Health and Disease course, brings together people from pathology, endocrinology, gerontology, and obstetrics and gynecology. Before going to class, students will watch videotaped lectures. The clear advantage, Patterson said, is that students who don't follow a particular point can pause and replay the video, or pause and consult another source.

"That's what an on-site culture can't do," he said. "Unprepared students zone out or don't even come to class." But now, using the online pilots, when they come to class they will meet with patients (live or on video), debate with their peers and do immersive group exercises, putting into practice what they've learned beforehand.

Part of Prober's vision is that video instruction could be shared by the country's leading medical schools - they all teach essentially the same material to first- and second-year students. Representatives of those schools are discussing shared curriculum, he said, and they are all reconsidering how they deliver knowledge.

Griff Harsh, MD, a professor of neurosurgery and associate dean of postgraduate medical education, said at a recent SMILI meeting that as many as nine online pilots will be produced this year for practitioners enrolled in continuing medical education. They include units on critical care ultrasound, clinical trials, antibiotics, sepsis, dermatitis and cardiac crisis management.

The benefits of online learning also could extend far beyond the School of Medicine; the videos for Patterson's course on cardiovascular physiology will be watched by students in Rwanda, a project made possible thanks to Patterson's longtime collaboration with medical professionals in that battered country who have, nearly miraculously, established a medical school.

The videos for the cardiovascular physiology unit will be made by the professors with the assistance of Khan Academy, a nonprofit organization that since 2006 has been producing free videos about a variety of academic (and medical) topics. Khan Academy is involved with Stanford in other areas as well - for example, problem sets on Stanford's open-source course-hosting platform, Class2Go, use the Khan exercise framework - but it has been particularly active with the School of Medicine.

"I'm very attracted to what they're doing, very impressed by Sal Khan," Prober said, referring to the organization's founder. "Their mission really resonates, the mission to educate anyone, everywhere, at no cost. When we create medical education, I want to share it as broadly as possible, at no profit. If it helps raise the level of education, that's great. That's our mission."

Rishi Desai, MD, a pediatric infectious disease physician and a medical fellow at the Khan Academy, is working with the medical faculty to generate content in short videos. "It's been an honor to work with medical students and faculty here to help them make medical education more interactive and fun," Desai said after the first of what will be a series of open houses to attract potential faculty converts and hold discussions about the mechanics and virtues of online education.

One of the people at that meeting. Don Regula, MD, a professor of pathology involved in the online endocrinology pilot, said he remains skeptical, though he's teaching online. He insisted that class time would have to be used wisely to ensure that the knowledge sticks.

But the professors themselves say that an estimated 70 percent of medical students do not attend lectures. Clearly, the traditional approach is not working. Prober, Patterson, Regula and a growing number of medical professors are convinced that online learning is a large part of the solution.

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Online learning initiative reinventing medical school courses

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Brian Tobin Professor Neil Gesundheit works with student Morgan Theis to prepare an online segment for a class. Andrew Patterson, MD, associate professor of anesthesia, is convinced that the only way forward in medical education is what he calls a revolutionary path. No more of the old way - professors lecture, students listen.

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Stanford School of Medicine - Faculty Resources

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Stanford School of Medicine - Faculty Resources

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Interactive Learning - Stanford Medicine Interactive Learning Initiatives

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Choosing an appropriate and effective instructional approach for your interactive session will lay the foundation for the rest of the process, and will make your materials and activities easier to develop and more likely to positively impact student learning.

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Pilots at Stanford - Stanford Medicine Interactive Learning Initiatives

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Pilots at Stanford - Stanford Medicine Interactive Learning Initiatives

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Pilots at Stanford - Stanford Medicine Interactive Learning Initiatives

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The School of Medicine is exploring a range of interactive learning strategies with the aim of developing best-practice support for faculty who want to evolve their courses. Our efforts are building on the results of early pilots that have demonstrated benefits in a number of courses.

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Interactive learning - Stanford School of Medicine

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Interactive learning - Stanford School of Medicine

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Interactive Learning - Stanford Medicine Interactive Learning Initiatives

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The exploration of interactive learning is part of a larger effort at the school to align our curriculum with the changing healthcare environment and the new ways in which students learn. Led by Charles Prober, Senior Associate Dean for Medical Education, this reform effort includes four working groups, which are reviewing different elements of our medical education program.

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Gold medal winning Team Scotland siblings Kimberley and Louise Renicks talk about their love of Judo.

Calderglen High School in East Kilbride, Scotland feature in our final Commonwealth Class: School stories, competition winning film.

Rajagiri Public School in Cochin, Kerela, South India feature in the second of our Commonwealth Class: School stories, competition winning films.

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Gold medal winning Team Scotland siblings Kimberley and Louise Renicks talk about their love of Judo. Calderglen High School in East Kilbride, Scotland feature in our final Commonwealth Class: School stories, competition winning film.

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Applications for healthcare scholarships more than double in 2014

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Applications for healthcare scholarships more than double in 2014

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Stephen Downes: The MOOC of One: Personal Learning Technologies

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Stephen Downes: The MOOC of One: Personal Learning Technologies

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Stephen Downes: The MOOC of One: Personal Learning Technologies

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What will it happen after the MOOC? How will they influence the next generation technology? Stephen Downes, who built the world's first MOOC software, describes the development of MOOC and examines the transition from the idea of the massive open online course to the personal learning environment.

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The NMC Horizon Report > 2014 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI), an EDUCAUSE Program. This eleventh edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. Six key trends, six significant challenges, and six emerging technologies are identified across three adoption horizons over the next one to five years, giving campus leaders and practitioners a valuable guide for strategic technology planning. The format of the report is new this year, providing these leaders with more in-depth insight into how the trends and challenges are accelerating and impeding the adoption of educational technology, along with their implications for policy, leadership and practice. View the work that produced the report at www.horizon.wiki.nmc.org.

> Download the NMC Horizon Report > 2014 HiEd Edition PDF (English)
> Download the Chinese Translation PDF (via Beijing Open University)
> Download the German PDF (via Multimedia Kontor Hamburg)
> Download the Japanese PDF (via Open University of Japan)
> Download the Spanish PDF (via Universidad Internacional de La Rioja - UNIR)
> Download the Preview PDF

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NMC Horizon Report > 2014 Higher Education Edition

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The NMC Horizon Report > 2014 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI), an EDUCAUSE Program. This eleventh edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education.

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The internationally recognized NMC Horizon Report series and regional NMC Technology Outlooks are part of the NMC Horizon Project, a comprehensive research venture established in 2002 that identifies and describes key trends, significant challenges, and emerging technologies likely to have a large impact over the coming five years in education around the globe. This volume, the NMC Horizon Report > 2014 K-12 Edition will examines emerging technologies for their potential impact on and use in teaching, learning, and creative inquiry within the environment of pre-college education. The NMC Horizon Report > 2014 K-12 Edition is the sixth in the K-12 series of reports and is produced by the NMC in collaboration with the Consortium for School Networking (CoSN), and made possible via the support of HP.

> Download the NMC Horizon Report > 2014 K-12 Edition (PDF)
> Download the Chinese Translation PDF (courtesy of Beijing Open University)
> Download the German Translation PDF (courtesy of Siemens Stiftung)
> Download the Preview (PDF)

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The internationally recognized NMC Horizon Report series and regional NMC Technology Outlooks are part of the NMC Horizon Project, a comprehensive research venture established in 2002 that identifies and describes key trends, significant challenges, and emerging technologies likely to have a large impact over the coming five years in education around the globe.

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Is pre-crastination, like its namesake, " procrastination," another example of suboptimal, some might say, self-defeating, choice? In a recent series of studies, researchers posed a simple question: "Would people naturally prefer to pick up an object that could be carried a short distance rather than an object that would have to be carried a long distance?" The answer will surprise you.

A recent study published in Psychological Science by David A. Rosenbaum, Lanyun Gong and Cory Adam Potts (Pennsylvania State University) caught my attention. In a series of nine clever experiments they explored a simple matter of choice. The choice revolved around picking up one of two plastic beach pails to achieve the experimental goal set for each participant. Participants simply had to walk down a relatively narrow (three feet) and short alley (16 feet) and while doing so pick up one of two beach pails/buckets and deliver it to the end of the alley. In fact, these were the exact instructions as reported in the article, "Participants were asked to walk down the alley without stopping and to do whatever seemed easier-pick up and carry the left bucket to the far left platform with the left hand, or pick up and carry the right bucket to the far right platform with the right hand" (p. 2).

What the experimenters varied across their experiments was where the buckets were in relation to the participants' starting position (one closer than the other to the start, but then further from the goal), and in some cases they varied the weight of the buckets (from an empty plastic bucket to one filled with 7 pounds of pennies). The researchers took into account handedness (90% of their participants were right handed) by balancing the distribution of right and left choices appropriately.

The researchers reasoned that we would prefer the easier task, because that is what the participants were asked to do - "do whatever seemed easier." Surprisingly, as the authors explain, "The results of Experiments 1 through 8 indicated that participants cared more about picking up the bucket that had the shorter approach distance than they did about the physical effort associated with carrying the buckets to the targets" (p. 6).

They labeled this surprisingly irrational or sub-optimal choice pre-crastination. I have more to say about this in my closing comments, but suffice it to say here that they believe this is a good word to be the opposite of procrastination. They write, "We define pre-crastination as the tendency to complete, or at least begin, tasks as soon as possible, even at the expense of extra physical effort" (p. 1).

There were some moderating factors on this effect as they revealed best in their final experiment where they varied not only proximity but also weight and whether the heavy bucket was on the left or right. In summing up this final experiment they note that, "The pre-crastination effect, as reflected by a preference for the close bucket, was eliminated when the heavy bucket was on the right but not when it was on the left. Participants therefore made their choices on the basis of weight, proximity, and laterality" (p. 7).

Strange, isn't it? As the authors reasoned, doesn't it make more sense that we (as reflected by the participants in the study, undergrads who were doing an odd experiment for course credit) would choose to delay picking up a bucket - delay work - by choosing the bucket closer to the goal, and thereby do less work?

When they asked their participants, they said it was because they "wanted to get the task done sooner. " Maybe, but asking participants why they do things has its limits. As psychologists have argued since the 1970s, sometimes we can tell more than we can really know. We can say we have reasons, but they may not be what's really affecting our behavior.

The researchers have a different take on this. They close the paper by explaining, "...we can say that holding a goal in mind loads working memory and that, if there is a way to reduce that working memory load, people will do so. The urge to reduce the working memory load may be so great that people are willing to expend extra physical effort" (p. 9).

This may be so, and it's a good plausible explanation when we think about the results of the experiment in relation to more general knowledge from psychological research (which the authors do), but their experiments in particular don't demonstrate this. It's just a good best bet.

I have a different take on their research. It is interesting that participants in this study made the choices they did. Why not walk a few less paces without a bucket, whatever the weight? Then again, it is just a few paces. I wonder how much more "rational" we might become if we were talking about significant loads and more significant distances (e.g., a heavy pack versus a light one over a few miles or so). I doubt so much we'd hear participants say things like "I just wanted to get the task done sooner" that's for sure. In fact, I'd imagine we might hear, "I'll feel more like this tomorrow," or "I work better under pressure" (waiting closer to a deadline to act). Pre-crastination then? I think not. Even if we accept pre-crastination as an opposite of procrastination ( before belonging to tomorrow as opposed to putting forward to tomorrow, as the Latin equivalents may be phrased, respectively), I'm not convinced that this is what these studies demonstrate.

The implication that what they observed in this study is the opposite of procrastination is just muddled. The authors might have clarified this by showing how procrastination and working memory might be related, but they don't. Certainly, we might make a case for this with the links already established between executive function and procrastination, but that's not what the authors have done here. They simply argue that the desire to get closer to goal by completing a subgoal happens some times.

Given the nature of their experiment, it would seem the best conclusion to reach is that we're more likely to pre-crastinate when the goals don't mean very much and aren't very hard. Sign me up for some of those goals, please! I'll get them done quickly, as I'm sure I'll pre-crastinate on those goals while I procrastinate on the more important, challenging goals in my life.

Rosenbaum, D.A., Gong, L. & Potts, C.A. (2014). Pre-Crastination: Hastening Subgoal Completion at the Expense of Extra Physical Effort, Psychological Science. doi:10.1177/0956797614532657

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Is pre-crastination, like its namesake, "procrastination," another example of a suboptimal choice? In a recent series of studies, researchers posed a simple question: "Would people naturally prefer to pick up an object that could be carried a short distance rather than an object that would have to be carried a long distance?"

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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."

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In the stirring World Cup final on Sunday between the national men's soccer teams from Germany and Argentina, an American played a role on the field in Rio de Janeiro despite the United States team's having been eliminated. Sitting and occasionally pacing tensely along the German sideline was Mark Verstegen, the team's trainer.

Mr. Verstegen, the founder and president of EXOS, a Phoenix-based company that trains professional and recreational athletes and corporate executives, was appointed in 2004 by Jurgen Klinsmann, then the coach of the German team and now the United States coach. He was brought in to improve the players' fitness, agility, nutrition and resilience. At the time, the Germans were at a low ebb by their high standards, having not won a World Cup since 1990 or a European championship since 1996. Mr. Verstegen said his appointment was met with widespread incredulity among German fans, news media and even some players.

"They wondered what Americans could possibly teach" the German squad, he said.

Then the Germans advanced to the semifinals of the 2006 World Cup, performing better than expected, and on Sunday, the team won this year's edition, defeating Argentina, 1-0, in extra time after having routed the host Brazilian squad, 7-1, a few days earlier. There aren't many skeptics about Mr. Verstegen's training methods now.

To learn more about how he trained the German team and how the rest of us might adapt some of their routines at home, ,I spoke and emailed with Mr. Verstegen in the days leading to and just after Germany's title victory. (His book, "Every Day is Game Day," was published in January.) What follows are excerpts from our conversations.

Q.

What were the logistics of training the German team at the World Cup, given that the team was traveling from city to city?

A.

We have a pretty amazing mobile training camp. It's a 4,000- or 5,000-square foot structure that we erect adjacent to the pitch. It holds the latest cardiovascular machines, weights, fitness and recovery gear, treatment tables and so on.

Q.

What would a typical World Cup training session in that facility look like?

A.

It would depend on how close we were to the next game, but we'd often divide the structure into four stations, a mini-circuit, with a different exercise at each station. We might have the players do things like a T-Hip rotation exercise at one station and a miniband lateral walk at another. That's where you strap a band across the thighs or ankles and walk sideways. We were ridiculed in 2004 when we had players exercise that way. But hip stability is essential for soccer performance and injury mitigation. People don't laugh about it now.

Q.

After a session in the facility, then what?

A.

The team goes onto the field and does drills, lots of drills, working on agility and acceleration and building power. We might have them do lateral and cross sprints, drop squats, running with the parachute or the Bullet belt [a harness worn by the player and attached to a long rope held by a coach]. After that, there'd be technical and tactical work with the ball.

Q.

How different are these sessions from the training that the German team did before you arrived?

A.

There was more emphasis then on the technical and tactical elements. The physical training was very general, with lots of long runs. Now the players still spend lots of time working on technique and tactics, but their physical training is more focused and individualized. We constantly assess players' movement patterns, for instance, watching as they perform every exercise. Precision is very important. If they're slightly off in their movements on any particular day, we correct things right away. It's like running an antivirus program on a computer. You want to get rid of the junk and keep the movements precise.

Q.

Just how fit is the German team?

A.

I can give you precise numbers on that. The German players covered 113.8 kilometers, or about 71 miles, on average as a team per game in the group phase. Only the Americans ran more as a team. In the quarterfinal round against France, German players ran 7.5 kilometers, or about 4.6 miles, more as a team than did the French side. That translates to about three-quarters of a player more on the pitch.

Q.

How can you tell how much players are running?

A.

All of the players wear monitors in their cleats that track their mileage, movements, where they are on the field, when they stop and start, and all sorts of additional data. We track every player's every heartbeat and keep and compare data from practice to practice and game to game. We repeat certain drills, and if someone is performing the same drill with a lower heart rate or faster speed, we know he's improving. If he's slower or his heart rate stays elevated, we monitor him to make sure that's he's not becoming overly fatigued or ill, then get him to push himself a bit more.

Q.

Any suggestions on which aspects of the German team's training program those of us at home might usefully incorporate into our exercise routines, even if we aren't soccer players?

A.

The broad elements of the training program apply to anyone. Concentrate on your mind-set, nutrition, movement patterns and recovery. On a practical level, get plenty of sleep, which is extremely important and often overlooked. Kick the electronics out of the bedroom. At the other end of the day, when you first wake up, do a few push-ups or yoga poses, anything that gets your body and mind primed for activity. You'll be more receptive to activity throughout the day. Then try to do whatever exercise you do a bit better every day. You don't have to be doing split squats with kettle bells, but do something that pushes you a bit. The point is that the body and the brain respond positively to having demands put on them. That's really the key to fitness.

Q.

Are you happy with the outcome of that last World Cup game?

A.

Utter elation. We had put in 10 focused years of attention to details. There are no givens in sports, but once that whistle blew, it was utter joy.
Roll Your Glutes Like Bastian Schweinsteiger
To lessen the chance of injury and improve performance, we all should ease into exercise with an orchestrated warm-up, Mr. Verstegen said. These eight exercises approximate a typical warm-up for the German national soccer team, so for many of us, they "might be a workout in itself at first," he said. But persevere, and the moves will become easier, he said, and your subsequent workouts will be more productive. These exercises require a foam roller and resistance band, which are available at many gyms or can be purchased at sporting goods stores. They are best performed in the order listed.

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In the stirring World Cup final on Sunday between the national men's soccer teams from Germany and Argentina, an American played a role on the field in Rio de Janeiro despite the United States team's having been eliminated. Sitting and occasionally pacing tensely along the German sideline was Mark Verstegen, the team's trainer.

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Image

What does it take to be an expert at something? New science is shedding light on what it takes to get good. Ballerinas train at the Harlem School of the Arts. Credit Credit Béatrice de Géa for The New York Times

The 8-year-old juggling a soccer ball and the 48-year-old jogging by, with Japanese lessons ringing from her earbuds, have something fundamental in common: At some level, both are wondering whether their investment of time and effort is worth it.

How good can I get? How much time will it take? Is it possible I'm a natural at this (for once)? What's the percentage in this, exactly?

Scientists have long argued over the relative contributions of practice and native talent to the development of elite performance. This debate swings back and forth every century, it seems, but a paper in the current issue of the journal Psychological Science illustrates where the discussion now stands and hints - more tantalizingly, for people who just want to do their best - at where the research will go next.

The value-of-practice debate has reached a stalemate. In a landmark 1993 study of musicians, a research team led by K. Anders Ericsson, a psychologist now at Florida State University, found that practice time explained almost all the difference (about 80 percent) between elite performers and committed amateurs. The finding rippled quickly through the popular culture, perhaps most visibly as the apparent inspiration for the "10,000-hour rule" in Malcolm Gladwell's best-selling "Outliers" - a rough average of the amount of practice time required for expert performance.

The new paper, the most comprehensive review of relevant research to date, comes to a different conclusion. Compiling results from 88 studies across a wide range of skills, it estimates that practice time explains about 20 percent to 25 percent of the difference in performance in music, sports and games like chess. In academics, the number is much lower - 4 percent - in part because it's hard to assess the effect of previous knowledge, the authors wrote.

Image

A Mysterious Organ, Virtual Reality Sickness and Practice Makes ... Perfect?

Scientists begin to shed light on the placenta, an important organ that we rarely think of; virtual reality companies work out the kinks in their immersive worlds; research shows that practice may not be as important as once thought.

"We found that, yes, practice is important, and of course it's absolutely necessary to achieve expertise," said Zach Hambrick, a psychologist at Michigan State University and a co-author of the paper, with Brooke Macnamara, now at Case Western Reserve University, and Frederick Oswald of Rice University. "But it's not as important as many people have been saying" compared to inborn gifts.

One of those people, Dr. Ericsson, had by last week already written his critique of the new review. He points out that the paper uses a definition of practice that includes a variety of related activities, including playing music or sports for fun or playing in a group.

But his own studies focused on what he calls deliberate practice: one-on-one lessons in which an instructor pushes a student continually, gives immediate feedback and focuses on weak spots.

"If you throw all these kinds of practice into one big soup, of course you are going to reduce the effect of deliberate practice," he said in a telephone interview.

Dr. Hambrick said that using Dr. Ericsson's definition of practice would not change the results much, if at all, and partisans on both sides have staked out positions. Like most branches of the nature-nurture debate, this one has produced multiple camps, whose estimates of the effects of practice vary by as much as 50 percentage points.

"This is where we are, with people essentially talking past one another," said Scott Barry Kaufman, a psychologist at the University of Pennsylvania and scientific director of the Imagination Institute, which funds research into creativity. And because truly elite performance takes many years to achieve, he said, the exact contribution of practice may never be known precisely.

Yet the range of findings and level of disagreement are themselves hints that there are likely to be factors involved in building expertise that are neither genetic nor related to the amount of practice time.

Image

Gabrielle Holder practices the violin with other children at the United Palace of Cultural Arts in New York. Credit Devin Yalkin for The New York Times

One is the age at which a person picks up a violin, or a basketball, or a language. People who grow up in bilingual households fully integrate both languages at the same time that language-specialized areas in their brains are developing. The same may be true of many other skills - there may exist a critical window of learning in childhood that primes the brain to pick up skills quickly later on.

Other factors are much easier to control. For instance, scientists have shown that performance itself - that is, testing oneself, from memory - is a particularly strong form of practice. One of the studies that the new review paper includes found that chess masters with similar abilities varied widely in the amount of hours they reported practicing, from 3,000 to more than 25,000.

"We may find when looking more closely that playing in tournaments, under pressure, is an important factor," Dr. Hambrick said.

The content of isolated practice is another. In dozens of experiments, scientists have shown that mixing related skills in a single practice session - new material and old, scales and improvisation, crawl and backstroke - seems to sharpen each skill more quickly than if practiced repeatedly on its own. Varying the place and timing of practice can help as well, for certain skills, studies suggest.

"The question is: What is the optimal kind of practice in the area you wish to achieve expertise?" Dr. Ericsson said. "These are things we are now beginning to study, in areas like medical training."

Practice time is critical indeed, and its contribution to accumulated expertise is likely to vary from one field to the next as the new paper found, experts said. Personality is an enormous variable, too, (although partly genetic). "Things like grit, motivation, and inspiration - that ability to imagine achieving this high level, to fantasize about it," Dr. Kaufman said. "These are things we don't know much about yet, and need to study more directly."

But in the end, the most important factor over which people have control - whether juggling, jogging or memorizing a script - may be not how much they practice, but how effectively they use that time.

A version of this article appears in print on , on Page D1 of the New York edition with the headline: How Do You Get to Carnegie Hall? Talent. Order Reprints | Today's Paper | Subscribe

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The 8-year-old juggling a soccer ball and the 48-year-old jogging by, with Japanese lessons ringing from her earbuds, have something fundamental in common: At some level, both are wondering whether their investment of time and effort is worth it. How good can I get? How much time will it take?

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Educational purpose of a hyperlinked index of a digital archive

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Educational purpose of a hyperlinked index of a digital archive

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Interactive large group teaching workshop, MEU, NUS

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Interactive large group teaching workshop, MEU, NUS

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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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Use of videos in medical education workshop, MEU, NUS

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Use of videos in medical education workshop, MEU, NUS

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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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A round table discussion between a panel of health professions educators with interactive audience participation.
This will include sharing of key take home messages illustrated by examples or short practice narratives of the use of Technology Enhanced Learning in various educational settings.
We anticipate a highly interactive session augmented by online discussions.

Marcus Henning
Sanjay Khanna
Junji Otaki
Kenneth Pinto
Gominda Ponnamperuma

http://www.med.nus.edu.sg/meu/apmec11/programs.shtml
Profiles of the panelists on website above.
Key slides
Poh Sun
"I feel the most important thing to focus on is the learning, rather than the (e) in eLearning"
"I am now convinced that a hyperlinked curated index of digital teaching resources, that reflects the breadth and depth of undergraduate teaching, and postgraduate training is the way forward"

Marcus Henning
"There is a need to create an accessible online learning environment in a regionally diverse learning community such as that exists in New Zealand"
"Coursebuilder is an effective software platform for developing teaching and learning content, which can be embedded in CECIL - a university-wide online interface that integrates discussion threads, assessment, administration, and other learning activities."

Sanjay Khanna
"Technology is flexible and can be used in different ways to facilitate learning."
"Flipped classroom teaching that is designed to actively involve students seems more acceptable to them than didactic lectures."

Junji Otaki
"Even if you are not an expert in the use of IT, you can explore ways of using it."
"To aggregate clinicians' opinions on educational materials, an easy-to-use online system on which a manager can collect and edit opinions while making them anonymous could be useful."

Kenneth Pinto

"When using technology in the classroom, start small and simple, then iterate towards advanced use and outcomes."
"The MOOC wave will also cover Medicine. How should Medical education take advantage of MOOCs?"

My Educational Technology journey began in NUS, where I was the Publications Officer for the Centre for Instructional Technology (CIT). This was around the time that social media was starting to make its way into education. My colleagues are mostly software engineers. Blogs, wikis and other social media eluded them. Through helping educators navigate the world of social media, I got more directly involved with educational technology, rather than just writing about it.
My current areas of responsibility include Massive Open Online Courses (MOOCs), mobile learning and plagiarism prevention. MOOCs were the biggest educational technology trend in 2013. Even NUS, which is relatively averse to putting teaching content online for the world to see, jumped on the bandwagon. We began with a small internal course last year on Essentials of Academic Writing. Currently, two NUS courses are in progress on Coursera: Unpredictable? Randomness, Chance and Free Will by Prof Valerio Scarani from the Centre for Quantum Technologies, and Write Like Mozart: An Introduction into Classical Music Composition by Assoc Prof Peter Edwards from the Yong Siew Toh Conservatory of Music. One more will be launched in February - Reason and Persuasion: Thinking Through Three Dialogues By Plato. This will be taught by Assoc Prof John Holbo.
These are the external (for public) courses that NUS is running on Coursera. But we are also running courses on Coursera only for NUS students. Rather, we are using Coursera as a platform on campus to help with the delivery portion of the flipped classroom. These courses which started earlier this month are for NSmen who are waiting to matriculate. The courses are bridging courses which count for credit. This approach is not really massive (the "M" in MOOCs). They are not open either. So, we call them iBLOCs - Internal Blended Learning Online Courses.
Emphasis on MOOCs is because that's been the majority of my work since the middle of last year. Perhaps we can discuss how these may impact medical education? (There will be a course on Genomic and Precision Medicine and other medicine-related courses on Coursera too.)
Gominda Ponnamperuma
"Whichever the medium of delivery, the role of the teacher, be it as an examiner or as a tutor, cannot be replaced by technology; technology can only assist and enhance the role of the teacher."
"Although judging what is plagiarism is the prerogative of the marking tutor (not the software), an advanced software package that provides information on both the quality and quantity of the overlapping material (i.e. material suspected to be plagiarised) in a more cohesive and synthesized form can certainly help."
"With the help of such software, the onus of detecting plagiarism should eventually shift from the tutor to the learner."

Sharing a short video from the frontier of tech innovation

Maximising your personal productivity

Proposed roundtable discussion setup (see YouTube video below for one setup, actual conference venue hall plan and setup below).

Some questions and points raised during audience and panel discussion

Open vs closed eLearning content for MOOCs
Personal data protection act
How to get student engagement and increased use of eLearning programs

Role of embedding content in curriculum, and role of assessment
Off the shelf vs in house development of platforms
Open source movement
Use of social media eg. Twitter for APMEC
http://www.symplur.com/healthcare-hashtags/apmec/

Social media as part of a new professionalism (Anne Marie Cunningham)
Plagiarism detection software

We had a good turnout at the roundtable discussion (see above).

Reflective critique

1. One purpose of this symposium was to stimulate discussion on the topic of Technology Enhanced Learning, and engage the audience.

2. The objective for choosing this presentation format was to spend more time at the symposium interacting with the audience, and less time on "presentation". The use of a website / blog; announcement of the blog at the 11th APMEC opening ceremony welcome address; and invitation to the audience to email or post on the blog questions or comments was to stimulate audience engagement.

3. There was one blog participant question on the morning before the symposium (on the role of public or private MOOCs); and one blog comment at the symposium (on the type of educational content shared on a teaching / educational blog - public).

4. The role of social media, especially Twitter was raised at the symposium. The usefulness and potential for further stimulating wider audience engagement was discussed. Some comments on the symposium; and the 11th APMEC in general are seen below.

Had a hard time locating the blog Dr Goh Poh Sun was referring to at #apmec, sharing it in case anyone missed it too http://t.co/MmmWBKWvGh Fri Jan 17 23:58:54 PST 2014
(from symposium participant not at opening ceremony)

and

#apmec #meded hope to see exponential increase in tweets at apmec 2015, meded conferences should go global http://t.co/9Bka6lGx7s Sat Jan 18 1:11:54 PST 2014

5. The symposium panelists are in the process of writing a scholarly symposium roundup and reflection piece for publication.

Thank you to all the face to face; and online participants at the symposium on technology enhanced learning @ 11th APMEC 2014!

Goh Poh Sun

(0437hrs, January 23, 2014; Singapore)

"The open-format adopted for the discussion among the panelists and the audience led to an informative exchange of ideas with the participants expressing varied views on the use of technology for teaching and learning. The views reflected, in part, the experiences of the participants that ranged from (a) developing technological support, (b) using technology for mounting online modules and supporting material for medical residents and (c) to MOOCS. An issue raised by a number of participants mirrored my concern as well and was centered on how best to motivate and involve student in self-study of online material. While no single definitive means of motivating students emerged from the discussion related to this theme, I had shared with the participants my experience on adapting the use of in-house online modules to suit student needs. I had developed the online modules with the intention of promoting self-study of principles of sensory physiology and pain. In this context, I shared the data that indicated that while the design of the modules was acceptable to the students, they felt quite strongly that these modules should complement, but not replace face-to-face interaction with the teacher. This propelled me to integrate the modules with a version of the flipped classroom that involved the following student activities in a science course: (a) e-learning, which involved self-directed learning using the online modules. Some of these modules complemented didactic lectures (i.e. complementary modules) while the final module in the series provided supplementary information (i.e. supplementary module), (b) formative assessment in classroom that covered the complementary modules and associated didactic lectures, and (c) group discussion in classroom, which involved discussion of and development of concepts introduced with the supplementary module. While I did not track the pre-classroom or within classroom use of the online modules by the students, the student participation in the classroom activities was relatively more intense throughout the session as compared to an equivalent period of didactic lecture. In a preliminary survey the students also strongly favored this mode of interaction over didactic lecture. Perhaps, with appropriate monitoring and refinement, this mode of enmeshing technology with classroom teaching might become a means of motivating students towards a greater self-study and active learning in classroom setting."

Sanjay Khanna

(1930hrs, January 28, 2014)

"My thinking regarding the symposium session on 'technology enhanced learning' encompasses the ideas of diversity, synchronicity and opportunity. First, diversity refers to the idea that each panellist interpreted the notion of technology enhanced learning differently. My presentation was initially situated around the idea of technical mechanisms we use in our centre to enhance learning. Second, we all somehow synchronised our thoughts into a meaningful whole. And this discussion brought out constructive and evocative discussion from the audience. My initial idea of introducing the technical mechanisms used within our centre to enhance learning was side-tracked to notions of stress associated with increased technology demands. Third, opportunity raises the notion of being able to discuss a very important issue with like-minded educationalists at an international conference, thus building on prior knowledge and skills. I really enjoyed the opportunity to work with a great group of learned panellists and to be able to merge and interact with an informed audience."

(0431hrs, January 29, 2014)

"The ground work or the homework, carried out before the roundtable discussion, was the most exciting. All discussants were on a steep learning curve. The reason for this was that nobody had a concrete idea as how best the discussion should be carried out. However, the rich brainstorming sessions via email that the leader of the session led while showing video examples of similar roundtable discussions in other conferences clarified the expectations and the roles of the discussants. This was particularly helpful, as the session was not a simple symposium where a few speakers stood up and delivered their presentations, one after the other, but a session where the speakers had to inter-twine their narrations to build a coherent picture. Hence, the general learning point that I gained through this is that this session was yet another confirmation of how important the collaborative preparatory work is in planning such a session.

Reflecting on this experience and what we could have done differently, if such an opportunity presents the next time, may be, now that we have some collective experience in such a roundtable discussion, the each presenter could begin as a question and answer session with the audience. Thereafter the speaker could come up with his or her experience and suggestions/recommendations. This is basically flipping the sequence of events upside down. Then, based on the speaker's input the audience could be invited again to ask one or two clarification questions. Hence, each presentation could be structured as follows.

1. Speaker displaying the main question that he/she is going to address as one slide and inviting comments from the audience - 4 minutes.

2. Speaker giving his possible explanation and solution, if it had not already emerged from the audience or confirming the possible solution/explanation, if it had already emerged from the audience - 4 minutes.

3. All panellists responding to one or two clarification questions by the audience - 4 minutes.

So, each speaker's (and panellists') input would be alternated and sandwiched between the audience responses to the main point addressed by the speaker."

(0959hrs, February 1, 2014)

"The session was active and interactive. However, it might be somewhat difficult to understand
the discussion for non-native speakers of English or hard-of-hearing persons.
If we seek wise use of ICT, there might be still room for improvement.
The session was very interesting and I enjoyed thoroughly."

Junji Otaki

(1410hrs, Feb 18, 2014)

"This was the first time I have been involved in a conference using this presentation format. The preparation was done via email.

No doubt some educational technologists may recoil at the use of email to discuss and collate information for a roundtable discussion. However, the technology of choice - email - is one that was immediately familiar to all the panelists.

Where technology is concerned, I think it is important not to alienate people. In this setting, we were in different countries and, as far as I could tell, using technologies at different levels. It would have been counter-productive to suggest something else which may have required a learning curve. Instead, the discussions carried on via email. With Dr Goh doing an excellent job of moderating and summarising the discussions, I felt email served us well.

If I were to collaborate on a similar presentation with colleagues I know are familiar with certain technologies, I would have used a wiki or Google Docs. Email trails can get unwieldy and disjointed. (That said, content on wikis can get unwieldy and disjointed too!) There would be page for each of our contributions, and an overall page to weave the contributions into a coherent whole. The discussion would be separate from the content, and that would take place using email or Wikipedia-style comments, which are separate from the actual content of the entries."

Kenneth Pinto

(1417hrs, February 21, 2014)

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A round table discussion between a panel of health professions educators with interactive audience participation. This will include sharing of key take home messages illustrated by examples or short practice narratives of the use of Technology Enhanced Learning in various educational settings. We anticipate a highly interactive session augmented by online discussions.

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Resident's notes for Tutorial on Wednesday, Nov 6, 2013 (Case 2066 to 2075, from website below)

Illustrative answers (unedited) from resident spot quiz/tutorial 0745 hrs, Nov 6, 2013
R3

2066: acute infarcts in the left lenticulostriate region from a left MCA occlusion
2067: evolution of a right MCA territory infarct at ther right temporal lobe.
2068: evolution of acute on chronic right MCA infarct with acute right ACA infarct. Possibly right PCA infarct.
2069: rim enhancing lesion in the right occipital lobe possibly evolving haematoma. Ddx. abscess or glioma.
2070: right SCA infarct.
2071: right cerebellar parenchymal haematoma
2072: bilateral thalamic infarct and old left occipitotemporal infarct. ?central vein occlusion. Development of SAH.
2073: acute SAH at the right middle temporal lobe. ?arterial blush at the right posterior communicating artery.
2074: bilateral acute intra-axial haematomas at the right temporal lobe and insula and left basal ganglia. Old lacunes. ?amyloid
2075: ?endstage frontotemporal lobe atrophy with bilateral subdural collections and acute blood at the left frontotemporal lobes.
R3

2066 - Left corona radiata and lentiform nucleus infarct, focal stenosis at left MCA

2067 - Right MCA acute infarct, spares basal ganglia. DDX:herpes encephalitis

2068 - Right MCA infarct (progressive from acute to chronic)

2069 - Right occipital lesion - ? evoloving hematoma

2070 - Roght SCA and IACA infarct, mass effect with hydrocephalus

2071 - Right cerebellar bleed with mass effect

2072 - Communicating hydrocephalus

2073 - Parietal subgaleal hematoma, Right slyvian fissure SAH, No aneurysm on 4VA

2074 - Basal ganglia hypertensive hemorrhagic infarct

2075 - Left frontal hematoma and bilateral SDH, frontal atrophy - chronic infarct

2075: evolution of chronic bilateral SDH with gliosis and ex-vacuo dilation of the ventricles.

2074: evolution multiple hemorrhagic contusion

2073: SAH in the Sylvian fissure, ?source

2072: Communicating hydrocephalus

2071: Evolving cerebellar hematoma

2070: right PICA distribution infarction

2069: ?malignancy, right occipital lesion with surrounding vasogenic oedema and SAH

2068: evolution of R MCA infarct

2067: distal R MCA distribution infarct

2066: left lenticulostriate infarct

Sorry I won't be able to attend tutorial later today as I'm on leave... here is my attempt

2066: left MCA internal watershed acute infarcts
2067:old right MCA territory infarcts
2068:old right MCA infarct and acute right ACA infarct, pontine lacune
2069: atypical abscess
2070:superior cerebellar artery infarct with haemorrhagic conversion
2071: cerebellar parenchymal haematoma
2072:evolving hydrocephalus
2073: SAH from an MCA aneurysm
2074: Basal ganglia parenchymal haematomas (hypertensive haemorrhage)
2075: hydrocephalus ex vacuo

Will the answers be posted on the blog later?

2069: posterior fossa cerebral abscess

2070: right cerebellar infarct

2071: right cerebellar hemisphere bleed

2072: sub arachnoid hemorrhage, old left MCA infarct

2074: sub arachnoid hemorrhage

Acute left MCA infarct - deep lenticulostriate branches not opacifying well

Acute right MCA infarct in the region of the right inferior terminal branches of M2

Evolving right MCA infarct

- subsequent MR images depict ex-vacuo dilatation

Right posterior fossa cystic well rounded mass

Right cerebellar infarct with surrounding mass effect on 4th ventricle and cerebral aqueduct resulting in hydrocephalus (dilated temporal horns)

Right cerebellar hemorrhage

- poorer grey-white differentiation in the entire left MCA distribution

multifocal intrafocal hemorrhages

- infarct right temporal lobe

- infarct right MCA territory

- right superior cerebellar infarct

7. 2072 - chronic lacunar infarct

9.2074 - right temporal haematoma

2066 left lentiform nucleus infarct

2067 right temporal lobe infarct with resulting leucomalacia

2068 right frontotemporal lobe infarct with resulting ipsilateral leucomalacia and lateral ventricular dilatation

2069 rim enhancing mass in the right occipital lobe with effacement of the occipital horn of the right lateral ventricle

2070 right superior cerebellar infarct

2071 right cerebellar haematoma/haemorrhage with effacement of cerebellar sulci

2072 old left mca infarct with developing hydrocephalus.

2073 haemorrhage in the right sylvian fissure and bilateral basifrontal region.

2074 right putamen nucleus haematoma followed by left putamen haematoma and right basal ganglial haemorrhage extending to the right temporal lobe.

2075 bilateral hypodense subdural collections possibly subdural hygromas with left frontal haemorrhage and hydrocephalus.

Resident's notes for Tutorial on Thursday, Dec 5, 2013 (Case 501 to 511, from website below)

Illustrative answers (unedited) from resident spot quiz/tutorial 0745 hrs, Dec 5, 2013
R1
501: Miliary TB
502:
503: Widened mediastinum on CXR. CT scan shows aortic thrombus ? from ruptured aorta
504: Consolidation at lingular lobe with air bronchograms
505: left bronchogenic carcinoma and large left pleural effusion with collapse/consolidation of left lung field.
506: Mesothelioma secondary to asbestosis
507: Metastatic pulmonary nodules
508: Pulmonary nodules
509: obstructive hydrocephalus
510: progression of large right pleural effusion

R1
501: Pulmonary tuberculosis
502: APKD with ruptured AAA
503: Aortic arch aneurysm with thrombosis
504: Primary lung malignancy in lingular segment
505: Squameous cell carcinoma with large malignant pleural effusion
506: Malignant mesothelioma
507: Multiple pulmonary metastases on chemotherapy (portacath in situ), enlarged left atrium
508: Possible primary breast malignancy (breast implants) with multiple pulmonary metastases / nodal metastases
509: Neurofibromatosis
510: Multiple pulmonary abscesses

R2
501: right upper lobe tree in bud opacities. Pulmonary TB
502: ruptured AAA with retroperitoneal haematoma
503: arch of aorta aneurysm with luminal thrombus. Retrosternal goitre
504: left spiculated lung mass: SCC
505: necrotizing pneumonia with pleural effusion
506: left malignant mesothelioma
507: pulmonary metatases on treatment (portacath)
508: pulmonary mets and mediastinal lymphadenopathy on treatment
509: right mca infarct post cranioplasty with hydrocephalus and vp shunt in situ. Left upper mediastinal mass vs chest wall mass
510: empyema

R2
501: Tree-in-bud opacities on CT, reticulonodular opacities on CXR, may represent TB or other bronchiolitis
502: Ruptured AAA, adult polycystic kidney disease (associated with AAA)
503: Fusiform aneurysm of aortic arch with eccentric mural thrombus
504: Spiculated lung nodule, suspicious for malignancy
505: Perihilar mass with central necrosis / cavitation. Likely SCC with malignant pleural effusion
506: Mesothelioma
507: Pulmonary metastases. Liver lesion ? cyst
508: Pulmonary metastases. Bilateral breast implants ? previous bilateral mastectomies from breast ca
509: Multiple neurofibromas in neurofibromatosis
510: Loculated pleural effusion, possible empyema

R2
Case 501 - Tree in bud opacities, likely TB

Case 502 - Ruptured/Leaking AAA

Case 503 - Intramural haematoma

Case 504 - Solitary pulmonary nodule with ill-defined spiculated margins. Likely neoplasm

Case 505 - Necrotic cavitating lung mass with narrowing of left bronchus + pleural effusion

Case 506 - Mesothelioma

Case 507 - Scattered bilateral pulmonary nodules - likely metastases given the presence of porta-cath. Primary unknown.

Case 508 - Scattered bilateral pulmonary nodules and enlarged right hilar node - likely metastases given the presence of porta-cath. Bilateral breast implants noted - ?possible primary breast Ca

Case 509 - Plexiform neurofibroma (enhancing mass enlarging foramen ovale) with large left neck/apical mass

Case 510 - Rim-enhancing loculated fluid collections with debri within. ?Empyema

R3
510. Multiple pulmonary abscesses. Acute angles with pleura
509. Neurofibromatosis I with plexiform neurofibroma
508. Status post bilateral mastectomy and breast recon with pulmonary metastases. Small splenic lesion.
507. Pulmonary and hepatic metastases on chemotherapy
506. Mesothelioma
505. Left hilar carcinoma. Likely SCC with malignant effusion and T12 wedging.
503. Aortic arch aneurysm with acute aortic syndrome.
502. Aortic aneurysm rupture with surrounding haematoma.
501. Diffuse bronchiolitis. Non specific cause.

R3
501 - miliary TB/metastasis
502 - ruptured abdominal aortic aneurysm
503 - unfolded aortic arch with soft atherosclerotic plaques
504 - left lower lobe focal consolidation
505 - left hilar cavitating mass with left lower lobe collapse and severe effusion
506 - left sided mesothelioma or pleural metastasis
507 - bilateral pulmonary metastases
508 - bilateral pulmonary metastases with mediastinal and hilar lymphadenopathy
509 - left sided neurofibroma and right base of skull neurofibroma
510 - right sided multiple empyema

R3
501: miliary tb
502: ruptured aaa
503: aortic arch aneurysm
504: spiculated nodule left lower lobe
505: left pleural effusion with soft tissue nodules possibly representing pleural mets
506: left mesothelioma
507: bilateral pulmonary mets
508: bilateral pulmonary mets. Bilateral breat implants
509: mass in left upper zone possibly a metastatic focus. Hydrocephlus with mass in the right deep neck space extending into the foramen ovale and sphenoid sinus
510: right loculated pleural effusions; possibly infective in nature

Resident's notes for Tutorial on Thursday, Jan 9, 2014 (Case 2324 to 2333, from website below)

Illustrative answers (unedited) from resident spot quiz/tutorial 0745 hrs, Jan 9, 2014

2333: retrolisthesis of C5/6 causing narrowing of spinal canal anteriorly

2332: retropharyngeal soft tissue swelling anterior to C1-3 causing narrowing and deviation of trachea to the left

2329: left parietal crainectomy complicated by intracranial bleed and hydrocephalus causing herniation of brain out of cranial defect

2328: right caudate mass causing mass effect and midline shift to the left with narrowing of right lateral ventricle

2327: left thalamic enhancing lesion

2326: left thalamic bleed followed by subsequent right-sided thalamic bleed

2325: hyperdense enhancement of right thalamus - right thalamic bleed

2324: hyperdense focus at right thalamus - right thalamus hemorrhage. unsure what lesion near sagittal suture is.

2324: Right basal ganglia haematoma with perilesional oedema and adjacent mass effect and mild distortion of right lateral ventricle. Periorbital haematoma noted. Meningioma right frontal skull.

2325: right intracerebral haematoma with perilesional oedema and mass effect associated with effacement of right lateral ventricle and subsequently showing temporal evolution.

2326: Left basal ganglia haematoma with intraventricular extension with interval increasing in size. Subsequently developed right basal ganglia haematoma.

2328: Lymphoma with perilesional oedema, mass effect & left midline shift & distortion of right lateral ventricle.

2329: SAH then developed ACA infarct. Then SDH with interval left craniotomy with herniation of brain through the cranial defect and intracerebral haematoma. Then developed gross hydrocephalus with increase herniation of brain through the defect.

2330: SDH with fracture of left mandible and pneumocephalus

2332: retropharyngeal abscess secondary to foreign body

degenerative changes in the cervical spine with central canal narrowing at C5-6 due to disc cervical complex at C5/6

right paratracheal heterogenous mass causing deviation of trachea to the left

right extra-axial hematoma with left SDH

Pseudo Subarachnoid hemorrhage, global cerebral edema with subsequent decompressive left craniectomy

and generalised cerebral atrophy subsequently

2324. Right putamen hematoma + right high parietal calcified meningioma

2325. Right putamen hematoma

2326. Bilateral thalamic hemorrhage

2327. Bilateral thalamic infarct

2328. Right putamen mass with associated peri-lesional oedema involving the parietal and frontal white matter with gray matter sparing.

2329. Bilateral extensive MCA infract with resultant mass effect and left parietal craniectomy. There is interval increase in oedema and mass effect along with encephalomalacia and gliosis associated with ex-vacuo dilation and herniation of cerebrum through the craniectomy site.

2330. Right scalp swelling with intra-orbital emphysema and left mandibular fracture

2331. Sagittal sinus thrombosis.

2332. Right paratracheal mass with internal foci of air with resultant mass effect and left-ward displacement of the trachea.

2333. Cervical spondylotic changes worst at C5/6

2324: DAI with incidental calcified meningioma

2325: right basal ganglia haematoma evolving from acute to chronic

2326: bilateral basal ganglia haematomas likely hypertensive with ivh

2327: artery of percheron infarct subacute

2329: sah complicated by bilateral mca and aca infarcts with severe volume loss eventually

2330: head trauma with left mandibular ramus #, l orbital emphysema, right scalp haematoma and trace sdh

2331: dandy walker variant

2332: retropharyngeal fluid collection/abscess with mediastinal extension

2333: opll and cervical spondylosis with central canal stenosis at c5/6

2324 - Right basal ganglia hyperdense tumour and right frontal osteoma

2325 - Right basal ganglia hemorrhagic infarct

2326 - Bilateral basal ganglia hemorrhagic infarct

2327 - Thalamic infarct - left thalamus with hemosiderin staining

2328 - Right basal ganglia hyperdense tumour

2329 - SAH > Left MCA infarct > craniectomy > left extra-axial collection and bleed > hydrocephalus

2330 - Right parietal scalp hematoma, no skull vault fracture

2331 - Superior sagittal sinus thrombosis - pre and post treatment

2332 - Prevertebral abscess at right paratracheal with likely fish bone

2333 - Cervical spondylosis, no cord signal change

2324 - Tiny right basal ganglia hematoma with incidental meningioma

2325 - Right basal ganglia acute bleed/hematoma - likely hypertensive

2326 - Bilateral basal ganglia bleed, left with intraventricular extension - likely hypertensive

2327 - Bilateral thalamic lesions (DDx: Ischemic, Metabolic, Neoplastic)

2328 - Right basal ganglia mass with adjacent mass effect and cerebral edema - ?GBM

2329 - SAH, post right burrhole and left craniectomy with hematoma beneath, subsequently cx by aca and mca infarcts bilaterally

2330 - SDH along falx, left mandible fracture, right temporal cephalohematoma

2331 - Dandy Walker Variant

2332 - Retropharyngeal abscess

2333 - OPLL but no definite cord compression

2324 right basal ganglia acute haematoma, bilateral old lacunar infarcts, calcified right frontal meningioma

2325 right basal ganglia acute haematoma

2326 bilateral bg acute haemorrhage with left intraventricular extension

2327 high signal in bilateral thalami and periaqueductal gray wernicke encephalopathy

2328 glioblastoma multiforme with left sided hydrocephalus

2329 acute SAH secondary to ruptured right MCA aneurysm complicated by bilateral severe vasospam with large bilateral cerebral infarcts/haemorrhagic conversions

2330 traumatic SDH along the falx cerebri with right scalp haematoma and fracture of left mandibular condyle and orbital emphysema

2331 no abnormality seen?

2332 esophageal FB with perforation and abscess/prevertebral collection

2333 cervical spondylosis with spinal stenosis worst at c5/6

2324: right basal ganglia bleeding ....... location, there is surrounding edema and mass effect on the frontal horn of the right lateral ventricle.

2325: Primary brain tumor with calcification with intralesional bleeding ( most likely oligodendroglioma)...... mass effect on the right lateral ventricle with surrounding edema.

2326: bilateral basal gangila bleeding with extension into the left lateral ventricle most likely hypertensive....... location, surrounding edema and mass effect on the left lateral ventricle.

2327: Bilateral thalamic infract..... hypodense in Ct, high in flair low in T1, diffusion restriction and faint peripheral enhancement.

2328: CNS lymphoma centered over the right temporal lobe and the right basal ganglia and crossing the mid line..... hperdense in CT, hypo in flair with diffusion restriction and intense contrast enhancement.

2330: left mandibular ramus displaced fracture with surrounding haematoma.

2331: communicating hydrocephalus...... dilatation of all ventricles,

2332: retopharangeal abscess..... soft tissue... air pockets

Announcement of resident tutorial, February 10, 2014 @ 0745am

(answers to follow in 24 hours)

Illustrative answers (unedited) from resident spot quiz/tutorial 0745 hrs, Feb 10, 2014

2486- meningioma
2489- left occipital haematoma with perilesional oedema, showing interval increase in size. Subsequently shows temporal evolution with ex-vacuo of the left lateral ventricle and area of gliosis.
2490- SAH with blood seen in the falx. Bilateral basifrontal haemorrhagic contusions show interval increase in size and worsening of cerebral oedema with mild right midline shift and subfalcine herniation, followed by temporal evolution.
2491- acute on chronic left convexity SDH with right midline shift and subfalcine herniation with subsequent temporal evolution. Chronic right parafalcine SDH.
2491- left extra-axial haematoma, followed by drainage with tension pneumocephalus and subsequent resolution.
R1

Case 2486 - meningioma at right convexity

- homogenously enhancing extra-axial lesion with tail seen

Case 2487 - CSF density lesion in left temporal region that doesn't suppress on FLAIR, hypodense on CT, non enhancing

Case 2489 - evolution of a left cerebral infarct with hemorrhagic conversion, subsequent enchephalomalacia and ex-vacuo dilatation

Case 2490 - deep white matter confluent hypodensity with relative sparing of white matter, minimal edema

- Glioblastoma multiforme vs CNS lymphoma

2488 - Left maxillary sinus and zygomatic arch fracture. left temporal lobe contusional hemorrhage with gliosis, left temporal region epidermoid

2488 - left frontal lobe focal grey matter change - ? cortical tubers

2489 - Left parietal lobe acute bleed and occipital lobe infarct

2490 -Bifrontal contusional hemorrhage and SAH (temporal progression)

2491 - acute on chronicleft subdural hemorrhage (temporal evolution)

2492 - bilateral SDH - drained later on

2493 - Right lateral ventricle subependymal hemorrhage with gliosis, left MCA and PCA infarct with hemorrhagic conversion/hemorrhagic stroke

2495 - Corpus callosum mass/tumour - lymphoma/astrocytoma/GBM

2489 - Left/parietal occipital bleed

2486 right parietal meningioma

2487 left parietal epidermoid cyst

2488 left parietal cortical acute infarct

2489 left occipital intra-parenchymal haemorrhage

2490 bifrontal haemorrhagic contusions with acute SDH/SAH

2491 acute on chronic left SDH with subfalcine herniation

2492 subacute left SDH with ?pneumocephalus bilaterally

2493 occlusion of left M1 with large left MCA acute infarct and subsequent haemorrhagic conversion; old infarcts of right basal ganglia

2494 generalised bone changes of hyperparathyroidism/ESRF

2495 white matter lesions in the splenium of the corpus callosum ?glioma

2486. Meningioma, extra-axial lesion... CSF cleft, obtuse angel with underlying dura.... Buling of the adjacent brain parenchyma.... Intervening vessels between the lesion and the brain parenchyma... bine hyperstosis.... Homogenous intense enhancement .... Enhancing dural tail..

2487. Extra-axial hematoma....initially hyperdense in CT...then isodense....On MRI hyperintense in T2 and FLAIR and isointense at periphery and hyperintense center. Susceptibility artifact noted within the lesion on Gradient echo.

2488. A cute cortical inafarction in the left high frontal lobe..... on CT subtle lose of gray-white matter differentiation ... Om MRI ...focal area of prolongation of T2 and FLAIR with corresponding diffusion restriction.

2489. Large acute Intraparenchymal hematoma hyperdense in CT with perilesional edema , On FLAIR hyperintense indicating acute hematoma .chronic sequel of intraparenchymal hematoma... leukoencephalomalacia with ex-vacue dilatation of the lateral ventricle.

2490. There stages bifrontal hemorrhagic contusions with subarachnoid hemorrhage and associated edema evident by effacement of the sulci and lose of gray-white matter differentiation. Then , the hematoma become isodense with persistent local brain edema and mass effect on the lateral ventricles.. features are in keeping with temporal evolution. After that , there gliotic features started to appear evident by increase hypodensity with dilatation of the lateral ventricles.

2491. Large left fronotparietal subdural hematoma ... appears subacute in the initial scans and chronic on the later scans...It is associated with effacement of the adjacent brain parenchyma effacement of the lateral ventricle, subfacine herniation and uncal herniation.

2492. Left extra-axial collection causing ffacement of the adjacent brain parenchyma effacement of the lateral ventricle. Subsequent scan showed large pneumocephalus which has been evacuated .

2493. Large acute ischemic infraction at the territories of the left MCA with another infraction seen at the territories of the left ACA likely due subfacine herniation.... The infract get complicated with hemorrhagic conversion... hyperdense hematoma at the center on the infarction... suitability artifact on gradient...Finally, temporal evolution is evident by small size hematoma and less dense.

2494. Renal-osteodystrophy ...... diffuse skull thickening "loss of distinction between the inner and outer table and a granular deossification of the skull, salt and pepper skull appearance.

2495. 1.Hemorrhagic infraction involving the posterior part of the corpus ccallosum and splenium as well , 2. Rathke cleft cyst.. well defined T2 hyperintense cellar lesion which his separated from the pituitary gland... Subsequent Images show leukoencephaloma lacia of the corpus callosum as chronic sequel of hemorrhage..... hyperdensity seen in the pituitary fossa likely Rahke cleft cyst containing high pretentious contents.

2496. Multiple perineural cysts seen at the sacral neural formena .... High intensity in T2 and low in T1... not suppressed in fat suppression sequences. L5 enchondroma , well defined, hypointense in T1 nd hyperintense in T2 with central areas of hypointensity might represent areas of calcification. No suppressed on fat sat sequences

Some additional reading below

Announcement of resident tutorial, Monday, March 10, 2014 @ 0745am

Selected key images below from tutorial participants

Illustrative answers (unedited) from resident spot quiz/tutorial 0745 hrs, March 10, 2014

Case 326: Large left suprarenal mass, possibly adrenal carcinoma with liver metastasis

Case 327: Sigmoid colon carcinoma

Case 328: Left renal angiomyolipoma

Case 329: Ovarian carcinoma

Case 330: Left distal ureter TCC with obstructive nephropathy

Case 331: Calcified liver granuloma

Case 332: Hepatic cavernous hemangioma

Case 333: Left mid-pole renal cyst, possibly Bosniak 3

Case 334: Extensive retroperitoneal and peri-duodenal fat stranding with multiple abscesses in the head and neck of pancreas as well as thickening of the duodenum, splenic infarct

Case 335: Renal cell carcinoma

326: left renal mass with mets to liver

327: large bowel obstruction

328: right ovarian ca with ascites and peritoneal mets

329: uterine mass invading to adjacent rectal mucosa

330: left hydronephroureter secondary to ureteric stricture at distal ureter

331: calcified aortic abdominal aneurysm

332: liver mass, hemangioma

333: solid left renal mass

335 - Hypodense nodule in aortocaval region. May be neurogenic tumour or lymph node.

334 - Fat stranding around pancreas. May be pancreatitis. Hypodense nodule in pancreatitic head with pancreatic duct and bile duct dilatation.

333 - Hypodense nodule in left kidney interpolar region.

331 - Hyperdense mass in liver. May be previous lipoidal treatment for HCC.

330 - Obstructing left distal ureteric calculus with left hydroureteronephrosis.

328 - Right adnexal partially cystic mass with ascites. Suspicious for ovarian malignancy.

327 - Large left retroperitoneal mass. ? Haematoma. Prominent large bowel loop.

326 - Large left perinephric mass compressing left kidney. Liver cyst. ? Resolving haematoma or cystic neoplasm.

326: Left cystic RCC with hepatic metastases
327: sigmoid volvulus.
328: ascites with peritoneal nodularity and umbilical nodule ? metastatic mucinous adenocarcinoma. Left renal AML.
329: large uterine fibroids.
330: obstructing left distal ureteric calculus with hydronephrosis/hydroureter and reduced contrast excretion.
331: post TACE left lobe HCC. Smaller radio dense nodules in liver may represent siderotic nodules.
332: segment 7 haemangioma
333: left renal hyperdense cyst.
334: colon cut off sign on topogram. Splenic and pancreatic lacerations with likely pancreatic duct involvement and suggestion of duodenal haematoma. ? haemoperitoneum. Trauma.
335: Left adrenal nodule and aortocaval lymph node -> metastases?

Selected key images after case discussion

Resident tutorial, Thursday, May 29, 2014

Non TB mycobacterial infection

Focus on comparing and contrasting - neck/supraclavicular fossa, superior mediastinum, lung fields, diaphragmatic contours in 10 examples above

Tutorial Notes for Monday, June 30, 2014 @0745hrs

661: Right anterior 1st rib chondral calcification (better seen on last image - lesion is end-on at the tip of anterior 1st rib)

662: Right upper zone Primary TB

663: Trachea deviation to the left. Neck mass. Increased density just adjacent to trachea.

664: Right middle lobe collapse

665: Progressive malignant effusion over serial studies. Lung cancer.

666: Stanford A aortic arch dissection

667: Trachea deviation to the right. Goitre. Increased neck soft tissue density

668: Right upper zone loculated pleural effusion. Diffuse airspace changes, getting more confluent on progressive images. Cavitation seen in later images. Worsening chest infection.

669: Left hilar lymphadenopathy with brain mets. Lung cancer. Nodule also seen over the left posterior 6th rib on CT scout image.

Other take-home messages:

660: previous infective process may represent TB in local context, right apical cavitating mass with internal calcification along with left apical scarring.

661: Bone island from the anterior aspect of the right 1st rib.

662: Right apical miliary nodules differentials: infection/ inflammation/ malignancy

663: superior mediastinal mass with left-ward tracheal deviation.

664: middle lobe collapse or consolidation.

665: lung CA with lytic/sclerotic bony metastases and pleural effusion.

666: Stanford A aortic dissection with thrombosis of the dissection lumen with extension onto the left common carotid artery, left subclavian artery and right common carotid artery.

667: multinodular goiter with associated right-ward tracheal deviation

668: metastatic right superior pleural mass with associated lung nodules, interstitial thickening and ascites.

669: lung CA (left hilar) with hilar and mediastinal lymphadenopathy, brain metastases involving the brain parenchyma and leptomeningeal involvement.

660: Bilateral upper zone consolidations, worse on the right.

661: Right upper zone nodule at the medial aspect of the posterior 5th rib.

662: Right upper zone consolidation

663: Trachea deviation to the left. Superior mediastinal mass.

664: Right middle zone consolidation

665: Right pleural effusion. Right upper zone mass. Patient is likely supine on CXR. Better seen on CT.

666: Aortic arch aneurysm.

667: Trachea deviation to the right. Central narrowing of trachea calibre. Goitre.

668: Diffuse airspace changes of both lungs. Right upper pleural collection, likely loculated effusion.

669: Left hilar mass with brain metastasis. Metastatic lung cancer

670: Right upper lobe collapse. elevated right hilar.

Illustrative answers, and learning points (reflection takeaways) from tutorial (unedited) from resident spot quiz/tutorial 0745 hrs, July 3, 2014

550 - left atrial enlargement

551 - bilateral enlarged hilum maybe due to enlarged lymph nodes

552 - left 3rd and 4th rib and right 4th and 5th rib fracture

553 - raised right hemidiaphgram

555 - right lower lobe atelectasis

557 - anterior mediastinal mass

558 - massive cardiomegaly with ascites and distended IVC, possibly due to valvular heart disease

559 - Fractured left clavicle

"Thank you for your session. The main thing I've learnt is perspective on the learning process in radiology. In a new and unfamiliar environment it is easy to be overwhelmed, but it is good to be reminded on the principles of learning and improving in this discipline: active practice, experience and self-reflection."

550: Bronchiectasis - "tramlining" of the airways

551: Left hilar mass - obliteration of hilar structures with adjacent left mizone atelectasis

552: No abnormality is seen.

553: Right apical pneumothorax - faint pleural line at lateral aspect of right upper zone

554: Paediatric gastric outlet obstruction - prominent stomach gas shadow

555: Right lower lobe pneumonia - right lower zone airspace opacification with a right pleural effusion (blunting of the right CP angle and thickening of the right minor fissure)

556: Left lower zone interstitial pneumonia - increased interstitial markings at the left lower zone

557: Puncture of the right SVC after insertion of a right central venous catheter

558: Portal venous hypertension with ascites and worsening cardiomegaly

559: Solitary pulmonary nodule at the right lower zone, adjacent to the right heart border

550: Cardiomegaly. ?Right heart failure due to prominent right atrium. Increased cardiothoracic ratio.

551: Left ventricular aneurysm. Left lower zone mass, seemingly arising from left ventricle. Pulmonary edema.

552: Straightening left heart border. Mitral stenosis

555: Right pleural effusion. Loculated effusion in the right horizontal fissure.

557: Lymphoma. Locally invasive mediastinal mass

558: Pericardial effusion, large ascites. Splaying of carina.

551- anterior mediastinal mass projected over the left lower zone.

552- hyperinflation of the lungs with flattening of bilateral hemidiaphragms

557-posterior mediastinal mass

558- globular heart with ascites

551: Anterior mediastinal mass

- obtuse angle with the left heart border

552: retrosternal thyroid - mild narrowing of the upper airway

553: Normal, suboptimal inspiratory effort

555: right pleural effusion, obliterated costophrenic angle with fluid level.

557: lymphoma with collapse/consolidation of the right lower lobe.

558: Globular heart, with pleural effusion and ascites

551 - thoracic aortic aneurysm

554 - Enlarged gastric bubble, ?pyloric stenosis

555 - right middle lobe pneumonia (obscures right heart border)

557 - Mediastinal lymphadenopathy

558 - large pericardial effusion + ascites

559 - sliver of free air under right hemidiaphragm

Efficient learning may not merely be through day-to-day practice, and shd be complemented by reflection and interaction."

551: Left anterior mediastinal mass. Differentials: infection/ neoplastic process.

553: Left retrocardiac mass.

555: Right lower lobe consolidation.

557: Lymphoma, confluent mediastinal nodes with no invasion or vessel compression.

558: Pericardial effusion, bilateral pleural effusion, ascites

"I learnt about learning efficiently today; which does not rely purely on volume but instead relies on the systematic acqusition of knowledge, daily application of said knowledge and receiving feedback on my performance."

1) Recognise normal chest xrays

- Doing cases VS textbook learning

3) My role as a radiologist. Accurate, confident, fast."

"Thank you for the introductory session today.

Learnt that a career in radiology is a learning process of pattern recognition of which day to day work may not be able to fulfill on its own. It is supplemented with using other resources such as books/ electronic content."

550: Prominent right paratracheal stripe

551: Anterior/middle mediastinal mass, superior x-ray with concomittant left lower lung zone airspace changes

552: Neck lesion with mass effect on trachea - underlying thyroid pathology

553: fine retinoculonodular opacities both lung fields

554: Child with linear reticular changes - viral bronchiolitis with no focal consolidation

555: Right subpulmonic effusion with mid to lower lung zone atelectasis, suggest supine x-ray to confirm effusion

556: Apparent fusiform dilatation of aorta - aortic aneurysm

557: Right mediastinal and hilar mass with necrosis - SCC or TB, favouring the prior. Resultant right bronchus intermedius truncation right middle and lower lobe collapse, SVC obstruction, reactive pericardial effusion

558: Cardiomegaly with right sided pleural effusion, gross ascites, normal liver. Decompensate heart failure

559: Right subdiaphragmatic lucency - ? pneumoperitoneum, chiladitti.

"Regarding what i have learned from the session this morning, I can summarize it in the following two points:

A. Day to day clinical work is a key factor in the learning process where we can express our self and get a feed back.

B. Comparing and contrasting features is the corner stone in recognizing different disease process."

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Resident's notes for Tutorial on Wednesday, Nov 6, 2013 (Case 2066 to 2075, from website below) Illustrative answers (unedited) from resident spot quiz/tutorial 0745 hrs, Nov 6, 2013 R3 2066: acute infarcts in the left lenticulostriate region from a left MCA occlusion 2067: evolution of a right MCA territory infarct at ther right temporal lobe.

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November, 2012 Idea proposed to CMB and participants at eLearning workshop

January, 2013 Continuing discussions on sidelines of 10th APMEC with DIO and Associate DIO

February, 2013 Lunchtime discussion with VCMB(Education)

Idea pitched to O and G department during invited presentation on topic of eLearning at departmental morning CME session

May, 2013 Afternoon discussion with Vice Dean(Education), YLL SOM

May and June, 2013 Preparation followed by First meeting with Pioneering First Group of Department Champions from

EMD - Lau Thian Phey
O and G - Tan Eng Kien
Psych Med - Cyrus Ho
Eye - Clement Tan
ENT - Raymond Ngo

with

NUHS Education Admin Team

Ang Hwee Khoon
Chen Qiongyu
Goh Poh Sun (project lead)
Kevin Yap
NUHS CIO Ng Chun Kiam joined group in July

July, 2013 Extended abstract on project submitted and accepted for presentation at NUS TEL 2013, October 7, 2013

http://cdtl.nus.edu.sg/tel2013/

June and July, 2013 Half-day combined Undergraduate and Postgraduate EIT Retreat followed by Half-day EIT Corporate Planning Retreat

August, 2013

IT group discussions following EIT retreats

Rapid prototyping: Google Ventures

The product design sprint: 5 day recipe for startups

Innovation with Purpose

Dinner discussion with educational researcher from Maastricht University visiting Singapore

APMEC short communication / paper presentation at AMEE 2013 Conference, Prague on the 2 year experience of the Diagnostic Radiology Department using 2000 case online repository to support postgraduate training

Slide-deck for AMEE 2013 Presentation - An online case repository facilitates radiology residency education and evaluation of education theory

Reflections on (e)Learning

http://www.ameelive.org/ (closing plenary session by Geoff Norman - review of this strongly recommended, for AMEE 2013 participants see email from AMEE dated Aug 30, 2013 for login and password; see also presentation by Cees van der Vleuten - slides can be downloaded on link below)

http://www.fdg.unimaas.nl/educ/cees/amee/

http://mededworld.org/reflections/reflection-items/September-2013/Harden's-Blog-61-New-thoughts-and-ideas.aspx

Reflections on the use of AMEE Live Online (Ron Harden)

Dong Chaoyan from MEU will work with Poh Sun on educational scholarship areas related to the Radiology Department online case repository. In addition to attending workshops related to this area, I have scheduled meetings with educational researchers from Maastricht and Canada.

http://thetravellingspud.blogspot.sg/2013/08/luch-at-amee-2013-conference-prague.html

NUH CEO leading medical education team attending AMEE 2013

Discussion with Director - Designate, Nursing Administration, NUHS at AMEE 2013

September, 2013

Discussions with HOD Radiation Oncology, Pathology and EMD

Afternoon meeting with Vice Dean Education

CurriculumMapping@NUHS

http://learning-layers.eu/project-overview/

Discussions with Chair, UMC; Director, National University Cancer Institute; and HOD Anaesthesia

Presentation at business meeting, UMC, Sep 27, 2013 (1pm)

http://www.slideshare.net/dnrgohps/learningnuhs-umc-business-meeting-slidedeck-sep-27-2013

Discussion with Chair, University Orthopaedics, Hand & Reconstructive Microsurgery Cluster

Follow up discussion with Group CIO, NUHS

Food for thought: public access to publicly funded materials, what could be

October, 2013

Building an online repository of teaching resources to facilitate consistent and good quality teaching of postgraduates and undergraduates in medicine - a preliminary report (slidedeck for presentation at NUS CDTL TEL 2013 symposium, Oct 7, 2013)

http://cdtl.nus.edu.sg/tel2013/

http://www.cdtl.nus.edu.sg/tel2013/docs/programme.pdf

http://www.slideshare.net/JohnShank/shank-dl-melearningacrl2011

http://www.slideshare.net/mkeppell/digital-literacies-knowledge-skills-and-attitudes-for-a-digital-age-ruth-wong-mem

http://www.slideshare.net/mkeppell/keynote-personalised-learning

http://www.slideshare.net/meganpoore/lecture-7-integrating-icts-into-your-teaching

EIT meeting, Oct 16, 2013 (1330hrs to 1530hrs), T07-01

Follow up meeting with UMC group (Respiratory Medicine, Endocrinology, Nurse Education): Kay Choong SEE; Tong Wei YEW; Margaret LEE; Gek Noi Doreen HENG
Thursday 17 October 2013, 0730hrs @ T08-05

Presentation at UG curriculum mapping group, Oct 21, 2013 (1430hrs)

CurriculumMapping@NUHS

http://news.nus.edu.sg/highlights/6956-it-plays-key-role-in-higher-education-of-the-future

November, 2013

Implementing a digital mindset (example for a cultural institution/museum)

Why University Leadership is Interested in Massive Open Online Courses (MOOCs) - 7th November 2013 (9.30 am - 10.45am - Central Library Theatrette 2).

http://news.nus.edu.sg/highlights/6870-state-of-the-university-address-2013-mount-kailash-and-the-paths-beyond

http://news.nus.edu.sg/highlights/6869-reinventing-nus-education-and-campus-spaces

http://news.nus.edu.sg/highlights/6956-it-plays-key-role-in-higher-education-of-the-future

http://news.nus.edu.sg/highlights/7020-nus-president-appointed-to-new-global-learning-council

http://news.nus.edu.sg/highlights/7064-creating-an-academic-medical-centre-of-impact

Discussion with NUHS Cardiology Senior Residency Program director.

Creation of repository of learning enablers (LEs), NUS CIT

January, 2014

Technology enhanced learning symposium @ 11th APMEC, Saturday, Nov 18, 2014; 1415hrs to 1545hrs

Goh Poh Sun
Marcus Henning
Sanjay Khanna
Junji Otaki
Kenneth Pinto
Gominda Ponnamperuma

http://telroundtable2014.blogspot.sg/

Tablets @ NUS

February, 2014

Learning@NUHS implementation meeting on:
Date: Wednesday, 12 February
Time: 1 - 2 pm
Venue: T07-06

Cyrus Ho - Psych Med
Tan Eng Kien - O and G
Melvin Chua - Medicine
Victor Ong - EMD
Clement Tan - Ophthalmology
Raymond Ngo - ENT

with
Goh Poh Sun
Ang Hwee Khoon
Chen Qiongyu

http://www.nuhs.edu.sg/nuhsresidency/residency-homepage/learning-at-nuhs.html (internet demo site)

Learning@NUHS (intranet only site with expanded content)

Web Tracking (Google Analytics)

https://developers.google.com/analytics/devguides/collection/analyticsjs/pages

Event Tracking

http://searchenginewatch.com/article/2214166/How-to-Measure-File-Downloads-Using-Events-Virtual-Pageviews-in-Google-Analytics

http://www.timeforcake.com/blog/post/tracking-downloads-in-google-analytics/

Blog Traffic - Making Sense of Blog Traffic Statistics

http://weblogs.about.com/od/addonsandplugins/tp/BlogStatTrackers.htm

http://blogs.adobe.com/digitalmarketing/analytics/custom-link-tracking-capturing-user-actions/

EIT (Learning@NUS site analytics) meeting - Feb 24, 2014; Monday, 10am / T11-07

From Computer Centre, NUS

1. Ms Chew-Goh Swee Wah - Senior Associate Director
2. Ms Phua Chui Ying - Senior Systems Analyst

Other confirmed attendees are:
1. Goh Poh Sun
2. Lau Tang Ching
3. Qiongyu
4. Ada
5. Jin Nan
6. Hwee Khoon
7. Derek Aw - IT Manager, AIO

Working NUS YLL SOM Sharepoint + Google Analytics Site with content uploaded + hyperlinked (index) + educators and students using material + weekly usage reports

Learning analytics (SlideShare presentation)

http://www.slideshare.net/erik.duval/learning-analytics-22435294

http://www.slideshare.net/erik.duval/learning-analytics-tracking-learning

with Apr 27, 2014 version of table below

Consultative meeting with Linda Hoon and NUHS legal team, 0800hrs to 0900hrs, Friday, March 28, 2014.

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

For the Sake of Inquiry and Knowledge - The Inevitability of Open Access (NEJM, 2013)

https://www.mededportal.org/

Follow-up for 1st implementation meeting including Rhematology (Lau Tang Ching), Radiology and Pathology + Departmental IT Support Staff (1 hour)

May, 2014

NUS Prime presentation: Technology enhanced learning - three case studies, May 5, 2014

Evaluating teaching - quantity and quality (methods and examples)

Use of hyperlinked radiology case repositories in medical education

Use of hyperlinked clinical case repositories in medical education

Educational IT - three ideas, one vision

July, 2014

Meeting Vice Dean (Education), YLL SOM, July 29, 2014

August, 2014

Strategic Retreat (Education), YLL SOM, Aug 1, 2014

http://padlet.com/dnrgohps/iLearnatYLLSOM

Follow up meeting of working group - to review progress, and re-look at efforts to improve institutional platform, and use of Google analytics to monitor and review utilisation and indices of educational quality of the digital teaching material

Evaluating teaching - quantity and quality (methods and examples) + comparison with traditional research metrics

September, 2014

TEL symposium @ AMEE 2014, September 1, 2014

YLLSOM Edutech Team - focus on eLecture production, faculty development; "Community Collaborative Learning", let's learn together, anywhere, everywhere, all the time.

Caroline Nayad Zamora
Tan Yan Ling
Suriya Nor Hanifah Bte Aman
Justin Lim Win Shern
Ada Chia Ghee Chuan
Goh Poh Sun
Terry Pan
Prof Hooi Shing Chuan

November, 2014

Undergraduate medical education - 3 eLectures completed, including three versions (basic, intermediate and advanced).

Year 2 Imaging of Respiratory Disorders lecture resource website

Padlet wall showing photos of medical students interacting with eLecture, iBook and website material during the scheduled lecture time, as well as some photos of the eLecture video production process

Survey of student eContent preference questions

Screenshot of early response to survey

Screenshot of free text response to survey 1

Screenshot of free text response to survey 2

Presentation (website) to YLLSoM Anatomy department educators on December 1st, 2014

Postgraduate medical education (8 ongoing, 2 startup, 1 to have first meeting by end November, 1 in January 2015)

Eye - team with dedicated fellow, prospective presentation acquisition, peer review and indexing and sharing process (clinical radiology pathology round team, including HOD), prospectively collected all presentations from OPR round in 2014; plans for eBook moving forward.

EMD - working with postgraduate teaching director on pedagogy for formative assessment of educational modules developed by EMD for postgraduate CT brain teaching for EMD residents. Neurology has reviewed this for its own resident use. Has existing series of educational videos on intranet for residents.

O and G - team with dedicated department executive collecting all presentations prospectively, for peer review and indexing (meetings with HOD and department educators, department presentations X 2); have collected first month of all departmental presentations (28 presentations), had first review meeting after this; will continue this process and meet again in January 2015.

Medicine - dermatology team (discussion with division head and educators), neurology (discussion and presentation at combined rounds, neurology using radiology material on website)

Paediatrics - paediatric haematology/oncology (had short discussion with division head, will be meeting education team January 2015)

Pharmacy - met education team including deputy director (head) end November

ENT - to follow up

Psych Med - to follow up

Orthopaedics/Spine - ongoing

Pathology - ongoing

Radiology - ongoing

December, 2014

TLHE 2014, International Conference, Dec 9 to 11, 2014

Evaluating Teaching: Quantity and Quality (Methods and Examples)

(e)Learning, Digital Repositories, and Digital Scholarship (Slideshare document)

(e)Scholarship: Traditional vs Digital Scholarship (MedEdWorld reflection)

October 2015

Met and briefed new NUHS Group General Counsel on project

http://app.sgdi.gov.sg/listing_expand.asp?agency_id=0000017095

End 2015

Future plans

NUS eLearning week

? 2nd implementation meeting (open invitation all departments)

Clinician Educators (NUHS), NUS Undergraduate Teachers + Departmental IT Support Staff (1 hour)

Aim for 30 to 50 staff members.

? 3rd implementation meeting (open invitation)

Education grand round presentation

# data[].attributes.attachment_link.description
Welcome to the multidisciplinary Case Based Learning knowledge repository Learning@NUHS. This is a 3 year pilot project using a rapid prototyping development process. This will give institutional visibility of ongoing educational IT efforts at departmental and individual level; to encourage and facilitate sharing of educational resources.

# data[].attributes.headline
Interactive TeL (Technology enhanced Learning)

# data[].attributes.subject
Interactive TeL (Technology enhanced Learning)

# data[].attributes.attachment_link.title
FRCR 2B Interactive Tutorial, 0900hrs to 1200hrs on Thursday, July 3, 2014 @ Department of Diagnostic Radiology, NUHS

# data[].attributes.attachment_link.description
Read and download documents by Poh-Sun Goh

# data[].attributes.attachment_link.readable_text
Content + Platform + Audience / Value Add

Digital First, with Blending Learning, and "Flipping Classroom" mindset

>5000 online (indexed) teaching cases

eg. Hyperlinked radiology clinical case teaching and learning repositories (collectively > 150,000 page views)

> 5000 hyperlinked (indexed) curated teaching resources

Online digital and mobile platform

eg. Learning Neuroradiology Blog, CaseBasedLearning@NUHS, Learning@NUHS

Upcoming eBooks and mBooks (interactive)

Digital, customised/personalised/unique learning document/deliberate practice and mastery training experience

Online and mobile audience - local, regional and international

Embedded content development and curation processes, supported by educational theory, literature and evidence

Face to face individual, small group and large group interactive presentations, symposia and workshops

eg. Workshops, Symposia and Invited Presentations, TelRoundtable2014@11thAPMEC

Invitations to participate; faculty development; consult and collaborate, and quality of the output ( example)

eg. AMEE eLearning committee or AMEE eLearning committee screenshot; SIF / Temasek Foundation / MEU collaboration with MOH Sri Lanka; TEL projects (local and international)

Peer reviewed conference papers

eg. http://www.cdtl.nus.edu.sg/tel2013/slides/GohPohSun.pdf or Building an online repository of teaching resources to facilitate consistent and good quality teaching of postgraduates and undergraduates in medicine - a preliminary report from Technology enhanced learning TEL 2013 symposium by CDTL, NUS

Online and mobile interactive learning platforms

Blended learning approach

Mastery training and deliberate practice ethos

Evaluating Teaching - Quantity and Quality (Methods and Examples)

Kirkpatrick 4 levels of evaluation (Google images)

http://www.minervaproject.com/institute/

http://mazur.harvard.edu/eric_mazur.php

Digital convergence erodes boundaries (Forbes)

The internet of everything 2014 slidedeck Business Insider)

table for discussion (Apr 27, 2014 version)

Live prototyping

http://www.niemanlab.org/2014/05/the-leaked-new-york-times-innovation-report-is-one-of-the-key-documents-of-this-media-age/

http://www.buzzfeed.com/mylestanzer/exclusive-times-internal-report-painted-dire-digital-picture

http://mashable.com/2014/05/16/full-new-york-times-innovation-report/

How to make good TV for the web according to Amazon

# data[].attributes.attachment_link.title
(e)Learning and (m)Learning (or mobile learning) "digital first" and "blended learning" strategy

# data[].attributes.attachment_link.description
Content + Platform + Audience / Value Add Digital First, with Blending Learning, and "Flipping Classroom" mindset >5000 online (indexed) teaching cases eg. Hyperlinked radiology clinical case teaching and learning repositories (collectively > 150,000 page views) > 5000 hyperlinked (indexed) curated teaching resources Online digital and mobile platform eg.

# data[].attributes.attachment_link.readable_text
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

# data[].attributes.attachment_link.description
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
Use in blogs ( >13,830 anonymised radiology cases and >10,000 links to educational resources, with >1,000,000 page views, as of 8 June 2019; and with ＞6,000,000 online views of all posts, individual photos and illustrations, since Oct 2011). More information on medical education activities and publications is outlined in ePortfolio ( link here).

https://medicaleducationelearning.blogspot.sg/2016/12/my-elearning-journey.html

Learning neuroradiology blog (over 6755 cases and over 225,000 page views)
Learning head and neck radiology blog (over 1475 cases and over 61,000 page views)
Learning orbit radiology blog (over 25 cases public blog, with over 3,000 page views; and over 500 cases on internal hyperlinked indexed teaching file)
Learning chest radiology blog (over 2800 cases and over 95,000 page views)
Learning abdominal radiology blog (over 625 cases and over 28,000 page views)
Learning bone radiology blog (over 1645 cases and over 17,000 page views)
Online neuroradiology textbook (over 2,750 page views)
FRCR Preparation Course 2014 (over 330 page views)

https://medicaleducationelearning.blogspot.sg/2018/01/upcoming.html

https://datainformedelearning.blogspot.sg/2018/04/learning-analytics-short-course.html

http://qualresearchmethodsmeded.blogspot.sg/2018/03/qualitative-research-methods-in-medical.html

https://telatcenmed.blogspot.sg/2018/03/technology-enhanced-learning-elearning.html

Pre-conference workshop and Conference Symposium for 13th International Medical Education Conference, 13th to 15th April 2018

https://medicaleducationelearning.blogspot.sg/2017/09/see-one-do-one-teach-one-to-see-show-do.html
(Invited lecture, O and G department, NUH - March 25, 2013, Teaching for effective learning - eLearning.)

https://learningheadandneckradiology.blogspot.sg/2018/01/role-of-ct-in-orbital-imaging.html

https://learningneuroradiology.blogspot.sg/2018/04/radiology-residents-tutorials-april_19.html

https://learningneuroradiology.blogspot.sg/2018/03/radiology-residents-tutorials-march_14.html

https://learningneuroradiology.blogspot.sg/2018/03/radiology-resident-tutorials-january.html

Invited teaching faculty for NUHS NCIS organised Radiation oncology target delineation workshop - 10 August 2017

Invited presentation for Medicine Review Course, July 8th, 2017 @ Academia, SGH

"iMap" - a roadmap for orbital imaging (presented at the 14th Advanced Neuroradiology Course, NNI, TTSH, Singapore, October, 2014
( http://medicaleducationelearning.blogspot.sg/2014/07/14th-advanced-neuroradiology-course.html?view=sidebar)

Overview of CT scans, MRI, PET CT/MRI in orbital imaging, Presentation at NUH Opthalmic Oncology Symposium, 2pm to 430pm on Friday, March 21st, 2015; Tower Block, NUHS, T07-03/04
( http://medicaleducationelearning.blogspot.sg/2014/12/radiological-approach-to-evaluating.html?view=sidebar)

Imaging of Respiratory Disorders: M2 Pathology correlated with Radiology - presented on December 1st, 2015 at 11am.

Chest: Radiology Anatomy Correlation Lecture on October 19th, 2015 at 11am, for year 1 undergraduate MBBS, YLL SOM, NUS (first presented current format on Oct 23, 2013; revised presentation on Oct 9, 2014; and October 12, 2015)

above pie chart evolution (December 2017) from below (July 2017)

above pie chart evolution (July 2017) from below (Jan 2013)

Medical education and eLearning portfolio (over 116,000 page views)

SlideShare presentations (over 254,986 page views) as of 23 Dec 2018 @0329am
SlideShare documents (over 85,755 page views) as of 23 Dec 2018

CaseBasedLearning@NUHS (over 4,860 page views)
Learning@NUHS (over 8,665 page views)

TeL Roundtable @ 11th APMEC (over 3,061 page views)
TeL Symposium @ AMEE 2014 (over 2,489 page views)
TLHE 2014 paper presentation website (over 1,627 page views)
(Personalised Learning using a Digital Knowledge Repository in Medical Education)
Early Investigators Symposium @ 12th APMEC 2015 (over 2,675 page views)
Round up panel discussion and symposium, end of day 1, elearning symposium, AMEE 2015 Glasgow (over 410 page views)
Medical Education Conference: Creative teaching and learning with new technology in new era (Kaohsiung, November 2015) (over 2,001 page views)
Medical Education Scholarship and Research (Resource site) (over 508 page views)

TeL Workshop and Symposium @ 13th APMEC 2016 (over 2,606 page views)

Easy to implement technology enhanced learning combining digital repositories with blogs (for Ottawa 2016, March 2016) (over 670 page views)

Creating blended learning approaches: An exploration of educational thinking and theory (for AMEE 2016 pre-conference workshop) (over 880 page views)

Big Learning from Small Screens: Using Mobile Technology in Medical Education (for AMEE 2016 conference eLearning symposium) (over 2,330 page views)

Technology enhanced learning in Medical Education: What's new, what's useful, & some important considerations (for AMEE 2016, session 11, PechaKucha 20 x 20 presentation, Wednesday, August 31st, 2016 at 1130am) (over 1,250 page views)

TeL @ 9th Jakarta Meeting on Medical Education 2016 (over 1,450 page views)

TeL (Technology enhanced learning) Workshop and Symposium @ 14th APMEC 2017 (over 3,591 page views)

https://modblendedefacdev.blogspot.sg/ (over 2,100 page views)
for 4th Faculty Development Conference/AMEE 2017, Helsinki

http://datainformedelearning.blogspot.sg/ (over 2,396 page views)
for 15th APMEC 2018 pre-conference workshop and main conference symposium

Personal Mobile Learning (over 967 page views)
Blended learning with face to face interactive active learning supported by online resources (over 493 page views)
Technology enhanced learning seminar and mini workshop @ NYP (over 1,472 page views)
Tips for Applying the Flipped Classroom Model in Medical Education (over 3,076 page views)
12 tips for using videos in medical education (over 3,505 page views)
Qualitative research methods in medical education (over 2,900 page views)
Curriculum Mapping @ NUHS (over 434 page views)
Hybrid model for training physical examination and procedural skills (over 1,566 page views)
eLearning and eRepositories (SIF program Colombo 2014) (over 555 page views)
Technology enhanced learning @ KazNMU (7 day program) (over 3,059 page views)
eLearning workshop @ CenMED, NUS (over 6,039 page views)
Using Blogs for Templated Teaching (over 88 page views)

NUS-Prime: Technology Enhanced Learning - Three Case Studies, Monday, 5 May, 2014

Use in instructional videos

Neuroradiology cases (over 2,500 page views)

Some important characteristics of an online case repository

content - quality, breadth, depth, usefulness

access

ease of contribution

ease of editing

dashboard, categorising, organising, search, indexing

digital professionalism

facilitates and promotes "active and collaborative learning"

facilitates and promotes digital scholarship

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

below from earlier blogpost

http://www.ncbi.nlm.nih.gov/pubmed/26558420

https://plus.google.com/+PohSunGoh

http://marketingland.com/see-many-times-profile-content-viewed-google-78393

above screenshot from post below (following url link)

# data[].attributes.attachment_link.title
Use of hyperlinked (radiology) case repositories in medical education

# data[].attributes.attachment_link.description
Use in blogs ( >13,830 anonymised radiology cases and >10,000 links to educational resources, with >1,000,000 page views, as of 8 June 2019; and with ＞6,000,000 online views of all posts, individual photos and illustrations, since Oct 2011). More information on medical education activities and publications is outlined in ePortfolio ( link here).

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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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on MedEdWorld, AMEE

# data[].attributes.attachment_link.readable_text
The research question was investigated by the use of a quantitative experimental design - an independent groups (or between groups) design. 10 residents participated with a within subjects design allowing the 10 residents to take part in both the control and experimental conditions with crossover between the groups. Resident performance with 30 CXRs and 30 CT head scans was compared between the experimental and control group, in a pretest, practice and posttest phase each with 10 different cases, with all 30 cases examples from a single key clinical diagnostic category for each type of examination.

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Master Thesis - Master of Health Professions Education (MHPE), 2012

# data[].attributes.attachment_link.description
The research question was investigated by the use of a quantitative experimental design - an independent groups (or between groups) design. 10 residents participated with a within subjects design allowing the 10 residents to take part in both the control and experimental conditions with crossover between the groups.

# data[].attributes.attachment_link.readable_text
---------------------

"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)

# data[].attributes.attachment_link.title
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.