Saturday, 2 April 2016

Collected Medical Education Activities



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







Brief Biography (section below)
single slide outlining the value proposition of eLearning or TeL, emphasising the "learning" in eLearning (supported by pedagogy and instructional design, and a concrete suggestion of how to start
graphical overview of career timeline to date
and Short CV
followed by
Selected Publications (abstracts)
Selected Publications
   Journals (peer reviewed)
   Book Chapter (peer reviewed)
   Slideshare documents
   MedEdWorld reflections (selected posts)
50 ideas for educators blog (selected posts)
Developing scholarship in Medical Education (overview of my journey)
Conference presentations and posters
Workshops and symposia
Digital teaching repositories
Teaching feedback
Medical education administration and membership
Previous administrative experience
Honors and awards
Quotes on educational scholarship from the literature
Appendix
   Application for Fellowship of AMEE
   Submission for upcoming conferences
(Everest North Face photo - CC licensed use with attribution)
take a few steps every day illustration   
Useful lessons from the Management and Leadership literature



Brief Biography

Dr Goh is a graduate of the Melbourne Medical School in Australia (1987), a Fellow of the Royal College of Radiologists in the UK (1993), Fellow of the Academy of Medicine in Singapore (1998), has obtained a Master of Heath Professions Education from Maastricht University (2012), and is a Fellow of AMEE (2017). He has been practicing as a clinical radiologist for the last 26 years, and teaching at the National University of Singapore (NUS) and National University Hospital (NUH) for the last 23 years. He has a special interest in Neuroradiology, Chest Radiology, and Abdominal Radiology. Dr Goh has previously served as Radiology Department Clinical Director, Undergraduate Teaching Director, and Postgraduate Teaching Director; as well as serving NUH as the inaugural Chair of the hospital Risk Management and Patient Safety Committee. He has served as Honorary Secretary of the Singapore Radiological Society; a Council Member of the College of Radiologists of the Academy of Medicine, Singapore; and on organising committees for local and international scientific conferences in Radiology; Biomedical Engineering; and Medical Education; including being previous Chair, organising committee, of the 11th APMEC (Asia Pacific Medical Education Conference) 2014; and a member of organising committee eLearning symposium for AMEE 2015, Glasgow. 

He has been developing and evaluating eLearning platforms and solutions for undergraduate and postgraduate teaching and learning for the last 15 years; and has presented this work at conferences, invited symposia and workshops both locally and internationally. He has published papers on Technology enhanced learning / eLearning in Medical Education journals as well as online papers and reflection pieces. He was a member of the NUS task-force successful in developing a proposal for setting up the Interactive and Digital Media Institute at NUS. 

Dr Goh is currently core faculty of the NUHS Diagnostic Radiology Residency Program; as well as being local faculty and serving as Unit 7 co-ordinator for the MHPE-S program run conjointly by Maastricht University with the Academy of Medicine, Singapore. He is a current member of the AMEE (Association for Medical Education in Europe) eLearning committee.

“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 well as Medical Education Faculty Development and Scholarship as my academic and clinical focus.”

His current focus is on building and evaluating the use of hyperlinked radiology and educational case repositories in medical education. 

Have archived over 8965 (anonymised) radiology cases online and over 5000 links to educational resources, with over 475,000 page views, as of 8th March, 2017; over the last 5 years (since Oct 2011)

and

In the next year, I am going to focus specifically on using an "Agile Technology Enhanced MedEd Research" paradigm, modelled after tech startups, underpinned by the principles of deliberate practice and mastery training that Jeroen van Merriƫnboer, and K. Anders Ericsson have extensively written about in their published writing - by using the thousands of (anonymised) thematic radiology cases (currently over 8000 cases) that I have been systematically accumulating over the last 5 years, and continue to accumulate, made available online (with no annotations, labels or answers); combined with data analytics (quantitative) + qualitative MedEd research techniques.

Goh, P.S. Presenting the outline of a proposal for a 5 part program of medical education research using eLearning or Technology enhanced learning to support Learning through the continuum of Undergraduate, through Postgraduate to Lifelong learning settings. MedEdPublish. 2016 Oct; 5(3), Paper No:55. Epub 2016 Dec 7. http://dx.doi.org/10.15694/mep.2016.000141

"By reviewing research on medical performance and education, the author describes evidence for these representations and their development within the expert- performance framework. He uses the research to generate suggestions for improved training of medical students and professionals. Two strategies— designing learning environments with libraries of cases and creating opportunities for individualized teacher-guided training—should enable motivated individuals to acquire a full set of refined mental representations. Providing the right resources to support the expert- performance approach will allow such individuals to become self-regulated learners—that is, members of the medical community who have the tools to improve their own and their team members’ performances throughout their entire professional careers.'
from abstract of
Ericsson KA. Acquisition and maintenance of medical expertise: a perspective from the expert-performance approach with deliberate practice. Acad Med. 2015 Nov;90(11):1471-86. doi:10.1097/ACM.0000000000000939. PubMed PMID: 26375267.


_____________________________

Abstracts of selected medical education publications

"We propose the need for a specific educational scholarship when using e-learning in medical education. Effective e-learning has additional factors that require specific critical attention, including the design and delivery of e-learning. An important aspect is the recognition that e-learning is a complex intervention, with several interconnecting components that have to be aligned. This alignment requires an essential iterative development process with usability testing. Effectiveness of e-learning in one context may not be fully realised in another context unless there is further consideration of applicability and scalability. We recommend a participatory approach for an educational scholarship for using e-learning in medical education, such as by action research or design-based research."

Above abstract from
Sandars, J and Goh, PS. Is there a need for a specific educational scholarship for using e-learning in medical education? Med Teach. 2016 Oct;38(10):1070-1071. Epub 2016 April 19.



"This Personal View elaborates on my strong conviction that the excitement and positive feelings that many of us have for eLearning or Technology enhanced learning (TeL) is well founded, and will argue why our hopes are justified, and not misplaced. In a nutshell, I believe that eLearning or TeL is a significant advance from previous generations of educational innovation, and offers benefits for students, educators and administrators; by synergistically combining the capabilities of digital content, the Internet, and mobile technology, supported by software and applications or "Apps"."

Above abstract from
Goh PS. eLearning or technology enhanced learning in medical education - Hope, not hype. Med Teach. 2016 Sep; 38(9): 957-958, Epub 2016 Mar 16


"Effective learning, and deep learning require interest in a topic, a commitment to learning by our students, regular and systematic participation in an educational process and program, with active engagement with the educational content and the training process. Effective teaching requires awareness of the educational background and prior experience of our students, efforts to maintain and increase motivation in our students, careful and knowledgeable selection of instructional content, and use of interactive and active learning exercises, sequenced and built into a systematic and programmatic educational and training process. Educational technology can anchor and facilitate both effective learning and teaching."

above from
Goh PS. eLearning or technology enhanced learning in medical education - Hope, not hype. Med Teach. 2016 Sep; 38(9): 957-958, Epub 2016 Mar 16




"...combining an embedded online ‘‘graffiti wall’’ with a blog for use before, during and after the face to face session ..... .......  encourages students to actively and publicly engage with the learning material (on the blog), and also gives visibility of the teaching and educational process to students and their teachers."

above from
Goh, P.S., Sandars, J. An innovative approach to digitally flip the classroom by using an online "graffiti wall" with a blog. Medical Teacher.  2016 Aug;38(8):858. Epub 2016 Jul 14. 



"Technology enhanced learning or eLearning allows educators to expand access to educational content, promotes engagement with students and makes it easier for students to access educational material at a time, place and pace which suits them. The challenge for educators beginning their eLearning journey is to decide where to start, which includes the choice of an eLearning tool and platform. This article will share one educator's decision making process, and experience using blogs as a flexible and versatile integrated eLearning tool and platform. Apart from being a cost effective/free tool and platform, blogs offer the possibility of creating a hyperlinked indexed content repository, for both created and curated educational material; as well as a distribution and engagement tool and platform. Incorporating pedagogically sound activities and educational practices into a blog promote a structured templated teaching process, which can be reproduced. Moving from undergraduate to postgraduate training, educational blogs supported by a comprehensive online case-based repository offer the possibility of training beyond competency towards proficiency and expert level performance through a process of deliberate practice. By documenting educational content and the student engagement and learning process, as well as feedback and personal reflection of educational sessions, blogs can also form the basis for a teaching portfolio, and provide evidence and data of scholarly teaching and educational scholarship. Looking into the future, having a collection of readily accessible indexed hyperlinked teaching material offers the potential to do on the spot teaching with illustrative material called up onto smart surfaces, and displayed on holographic interfaces."

Above abstract from 
Goh PS. Using a blog as an integrated eLearning tool and platform. Med Teach. 2016 Jun;38(6):628-9.
[2015 Nov 11:1-2. Epub ahead of print]



Medical Education Peer Reviewed Publications (selected)

The intention of writing a recent series of reflection pieces (article 4, 5, 6, 8 and 10), as well the other articles below, was to set down in print as many of the useful ideas / and pointers I could think of, and which I have found useful and currently use, on the subject of TeL and implementing this, distilled from my reading, practice, and scholarly inquiry since 2002, as well as from the last 6 years of faculty development presentations, symposia and workshops I have been involved in designing and have participated in at NUS, at APMEC and AMEE; and have presented as invited speaker to conferences in Colombo, Sri Lanka; Kaohsiung, Taiwan; Jakarta, Indonesia; and as visiting professor in Almaty, Kazakhstan.
(articles in Medical Teacher and MedEdPublish have been viewed over 5,000 times in the 2015 and 2016, and papers 1, 3, 4 and 5 are amongst the top rated papers in Oct, Nov, Dec 2016 and Jan 2017 - see below)

1. Goh, P.S., Sandars, J. Insights from the culinary arts for medical educators. MedEdPublish. 2017 Jan; 6(1), Paper No:10. Epub 2017 Jan 18.

2. Goh, P.S. A proposal for a grading and ranking method as the first step toward developing a scoring system to measure the value and impact of viewership of online material in medical education - going beyond “clicks” and views toward learning. MedEdPublish. 2016 Oct; 5(3), Paper No:62. Epub 2016 Dec 9.

3. Goh, P.S. Presenting the outline of a proposal for a 5 part program of medical education research using eLearning or Technology enhanced learning to support Learning through the continuum of Undergraduate, through Postgraduate to Lifelong learning settings. MedEdPublish. 2016 Oct; 5(3), Paper No:55. Epub 2016 Dec 7. 

4. Goh, P.S. The value and impact of eLearning or Technology enhanced learning from one perspective of a Digital Scholar. MedEdPublish. 2016 Oct; 5(3), Paper No:31. Epub 2016 Oct 18.
http://dx.doi.org/10.15694/mep.2016.000117
https://www.mededworld.org/AMEE-News/AMEE-Articles/MedEdPublish-Top-rated-papers-November-2016.aspx

5. Goh, P.S. A series of reflections on eLearning, traditional and blended learning. MedEdPublish. 2016 Oct; 5(3), Paper No:19. Epub 2016 Oct 14.

6. Goh, P.S. Technology enhanced learning in Medical Education: What’s new, what’s useful, and some important considerations. MedEdPublish. 2016 Oct; 5(3), Paper No:16. Epub 2016 Oct 12.
7. Sandars, J., Goh, P.S. Is there a need for a specific educational scholarship for using e-learning in medical education? Med Teach. 2016 Oct;38(10):1070-1071. Epub 2016 April 19.

8. Goh, P.S. eLearning or Technology enhanced learning in medical education - Hope, not Hype. Med Teach. 2016 Sep; 38(9): 957-958, Epub 2016 Mar 16
http://www.ncbi.nlm.nih.gov/pubmed/26982639

9. Goh, P.S., Sandars, J. An innovative approach to digitally flip the classroom by using an online "graffiti wall" with a blog. Med Teach. 2016 Aug;38(8):858. Epub 2016 Jul 14.

10. Goh, P.S. Using a blog as an integrated eLearning tool and platform. Med Teach. 2016 Jun;38(6):628-9. Epub 2015 Nov 11.

11. 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.

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

13. 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.
above on 17 March 2017 from Google Scholar link below

(current h-index is 11, and i10-index is 15; from over 50 peer reviewed publications)

(Poh Sun Goh Orchid ID)

PubMed (Goh PS) my bibliography (below for 2014 to 2016)



Paediatric Anaesthesia - Impact factor: 2.082
http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1460-9592

Radiology journals (including impact factors)
http://www.freemedicaljournals.com/f.php?f=radio








(above as of 29 January 2017 @ 7.28am, Singapore time)




(above as of 7 January 2017 @ 5.50am, Singapore time)






















as of 7 January 2017 @ 0615am, Singapore time

Book chapter

"The objective of building up an online radiology case repository was to develop a collection of clinical cases which present the major and important diagnostic categories encountered in clinical practice, to allow residents in training the opportunity to be exposed to a wide variety of cases in each category, with a standardised and comprehensive exposure to cases representing the full clinical spectrum (from typical, to less typical, and atypical cases, and clinical examples with confounding features and multiple diagnoses) and to provide authentic radiology cases for exemplar teaching for postgraduates."

above from Case Study 16.5: An online hyperlinked radiology case repository to facilitate postgraduate training in diagnostic radiology, National University of Singapore, by Goh Poh Sun

Invited Case Study for Book Chapter (published July 2015)
Chapter 17 – New learning technologies can contribute to a successful educational program
John Sanders (including case studies by Gareth Frith, Goh Poh Sun, Natalie Lafferty)
In International Handbook of Medical Education: What Works
Editors – Khalid Bin Abdulrahman, Ronald M Harden, Stewart Mennin
Publisher - Routledge






Educational Papers (Slideshare)

"We feel that there are close parallels between the culinary arts and practices with the teaching and learning practices of medical educators. In this article we explore this culinary analogy as a means to help medical educators think about their educational practices and to develop their scholarship in medical education."

above from
Insights from the culinary arts and practices for medical educators
Poh Sun Goh and John Sandars (2016)



"Technology enhanced learning (TEL) offers the potential to personalise learning in medical education, through the continuum of undergraduate, postgraduate and continuing professional development or lifelong learning. TEL offers students access to educational materials, and personal choice by showing what is available (which allows a student to sample, explore, and consume educational content to match an individual’s learning preferences and requirements, at a time and place of the learner’s choosing). For educators, digital scholarship provides a method to publicly document teaching and educational activity, to facilitate evaluation of the quantity and quality of these educational activities; and allows peers to critique and build on educational initiatives." 

above from
http://www.slideshare.net/dnrgohps/tlhe2014-final-draft-submission-for-peer-review-and-consideration-for-paper-presentation
Using a digital knowledge repository to personalise learning in medical education - a follow up report (to TeL 2013) Poh Sun Goh (2014)


"One of the greatest challenges facing medical educators, in both undergraduate and postgraduate education, is ensuring consistency of clinical experience. It could also be argued that clinical expertise is based on a foundation of clinical patient (case) experience - both the variety and range of cases, and depth of case experience. The challenge for curriculum planners is ensuring the availability of a wide enough range of cases to be linked to, and embody the undergraduate medical and postgraduate training curricula. Developing an online repository of these cases is an obvious solution to this educational challenge."

above from
Building an online repository of teaching resources to facilitate consistent and good quality teaching of postgraduates and undergraduates in medicine – a preliminary report
Poh Sun Goh (2013)


"In this Master Thesis, the topic to be investigated is a method to improve the efficiency and effectiveness of residency training in radiology in order to potentially shorten residency training while maintaining effectiveness, in order to increase the numbers of trained radiologists. The research question to be investigated is whether compare and contrast case review with pairs of cases is more time efficient and effective compared with traditional sequential case review with single cases in radiology problem solving." 

above from
http://www.slideshare.net/dnrgohps/for-med-edworldpublishpohsungoh
Use of case pairs can potentially improve the efficiency and effectiveness of radiology residency
Poh Sun Goh (MHPE Thesis, 2012)



MedEdWorld Reflections

"There are several apparent similarities between traditional academic scholarship and "digital" scholarship. Our digital teaching and educational efforts can be measured. Perhaps even easier than with "traditional" teaching and scholarly activities."

above from
http://mededworld.org/reflections/reflection-items/March-2014/(e)Scholarship-Traditional-vs-Digital-Scholarship.aspx
Digital Scholarship
( see also - "(e)Scholarship" ) 
"Ideally, focus on academic productivity in both traditional and digital scholarship"


"Lets show what we actually teach with and assess on. The full range, breadth and depth. Lets make teaching visible, and accessible. Widely."

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


"Learning is at the heart of what we do. Technology can facilitate, customise, amplify. Note the small (e), and big L in (e)Learning. The quality of the content matters. As educators, lets create great content, share it, or curate it. The internet and mobile technology connects."

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




50 ideas for educators in 500 words or less

http://50ideasforeducators.blogspot.sg/ (with selected posts below)


Understanding basic theory using a few illustrative examples. Mastering a topic by exposure to and experience with many examples
by
Goh Poh Sun (First draft June 4, 2015 @ 7pm)

Typical examples or real-life scenarios can be used to illustrate theory, and help students understand fundamental principles. Mastering a topic usually requires exposure to and experience with many examples, both typical and atypical, common to uncommon including subtle manifestations of a phenomenon. The traditional method of doing this is via a long apprenticeship, or many years of practice with feedback and experience. A digital collection of educational scenarios and cases can support and potentially shorten this educational and training process. Particularly if a systematic attempt is made to collect and curate a comprehensive collection of all possible educational scenarios and case-based examples, across the whole spectrum of professional practice. Online access to key elements, parts of and whole sections of these learning cases; used by students with guidance by instructors under a deliberate practice and mastery training framework, can potentially accelerate the educational process, and deepen learning.



Faculty Development in Medical Education/The Value and Utility of Formal Training and Certification in Medical Education
by 
Goh Poh Sun (first draft on November 3rd, 2016 at 1930hrs)

The allocation of time and resources must have a return on investment, ideally both tangible and intangible.

Similar to clinical practice, a question which one might, and should pose is why more educators at tertiary level are not formally trained to teach, not to mention being able to justify their methods with evidence, and using the educational literature.

Being trained and certified to practice; and the formal process of training, which is structured, evidence based, and documented not only gives assurance to others of an educator’s expertise, the training process in and of itself transforms, and professionalises the educational practice of the educator.

One speaks with more authority, and confidence, and one’s message is received with more impact, most likely because ideas and proposals are made supported by cogent and logical arguments, evidence, and the literature. 

A trained educator, similar to a trained health practitioner, practices with a skill set which is more comprehensively assembled, and benchmarked to certain competency and proficiency levels (assuming certain quality standards in the faculty development and formal medical educator training program).



Building a portfolio of academic scholarship and The academic cycle 
by 
Goh Poh Sun (first draft on April 10th, 2016 at 1737hrs)

"The process of building a portfolio of academic scholarship requires attention to, as well as regular participation in and focus on an area of academic work; getting training, building experience, and developing an understanding of current and topical academic conversations in that area; by reading, attending major academic conferences, through conference presentations, presenting at symposia and workshops; developing ideas further and deepening insights through reflection and discourse; then continuing the academic cycle by getting feedback on these insights by progressively disseminating these ideas through case studies, reflection pieces and peer reviewed papers, both online and through traditional academic peer reviewed publications and conference presentations."



"The three steps of problem, gap and hook are most useful if you remember that research dissemination is a social and rhetorical act [2]. Journals are static artefacts, but the conversations that they house are dynamic. And journals are increasingly trying to foster the sense of a dynamic conversation: invited commentaries accompany research articles, authors’ blogs are released with online first papers, and author interviews are webcast. The problem/gap/hook heuristic is a powerful way to shape your introduction so that it participates in this scholarly conversation."
above from

















There are several simple, free, easy to use methods to support large group teaching with educational technology (EdTech). The ubiquitous PowerPoint deck can be shared with students before class as part of pre-class preparation (Flipped Classroom). Interactive exercises can be embedded within the PowerPoint deck to promote active learning. This PowerPoint deck can be uploaded onto several online platforms (like SlideDeck) or embedded within a presentation or course website. PowerPoint itself can be much more than a slide show, and can be turned into an interactive eLearning course, and has many possibilities for eLearning. The PowerPoint deck, its PDF version, or JPEG version of its individual slides can be linked to or embedded within several social media platforms (Facebook, Blogger, WhatsApp, WeChat) to expand the reach of the classroom, and promote before, during and after class interactive, as well as collaborative discussion and learning activities. 



Developing scholarship in Medical Education (overview of my journey)

Presenting peer reviewed thematic conference papers twice a year on topic of eLearning/blended learning (at APMEC and AMEE) biannually from 2003 to 2008 (see section below) → to refining eLearning theme in conference papers highlighting applied educational theory in undergraduate medical education and postgraduate radiology training (at APMEC and AMEE) biannually from 2009 to present (using multiple case studies from a digital repository with deliberate practice) → starting and completing two year Maastricht MHPE program (in 2012) → publishing short MedEdWorld reflections (see section above) starting from 2013 → peer reviewed extended abstracts/papers for conference presentation on topic of the use of digital repositories + coupled with applied deliberate practice and mastery training paradigms (see section above/Slideshare papers) from 2013 → published educational research studies, educational tips and reflections in peer reviewed Medical Education journals / case study in Book Chapter (see publications above) since 2014 + while simultaneously building up on a daily basis a repository of online (anonymised) radiology cases and links to medical education online resources for medical education and faculty development (since October 2011, currently with over 10,000 cases and links to educational resources)  + engaging in faculty development and the educational scholarship cycle in parallel with above efforts by developing and presenting eLearning / Technology Enhancing Learning workshops and symposia, since 2010; and more recently workshops on the Flipped Classroom, Use of Videos in Medical Education, and Qualitative Research in Medical Education (see section below).





Conference Papers and Poster Presentations

Conference papers link

"Have presented short communications/educational posters on eLearning or Technology enhanced learning at consecutive APMEC and AMEE conferences since 2003/2004; and educational posters on the use of eLearning in postgraduate Radiology training at ECR (European Congress of Radiology). "


2015
1. European Congress of Radiology, 2015, peer reviewed ePoster presentation
Reimagining a postgraduate radiology training curriculum: a pilot eCurriculum project to shorten radiology residency training
PS Goh

2014
2. CDTL International Conference on Teaching and Learning in Higher Education
Using a Digital Knowledge Repository to Personalise Learning in Medical Education: A Follow-up Report to TeL2013
PS Goh

2013
3. CDTL TEL 2013 Symposium, Singapore
Building an online repository of teaching resources to facilitate consistent and good quality teaching of postgraduates and undergraduates in medicine – a preliminary report
PS Goh

4. Association of Medical Educators Europe Conference, Prague
PS Goh. An online case repository facilitates radiology residency training and evaluation of education theory, can potentially shorten duration of training, and aid mastery training - a follow up report

2012
5. Association of Medical Educators Europe Conference, Lyon
PS Goh. An online repository facilitates radiology residency training and evaluation of education theory.

2011
6. Association of Medical Educators Europe Conference, Vienna
PS Goh, G Sundar, C Tan, ME Nga, TP Thamboo, S Amrith. Creation and Use of An Online Multispecialty Case Repository and Its Multiple Uses for Specialist Training.

7. 2nd International Conference on Education, Training and Informatics, Orlando, Florida
P Gopalakrishnakone, A Abeykoon, N Fernando, PS Goh, A Cheok. Multimodal Virtual Anatomy Learning Tool For Medical Education. (Best paper award from session on Learning Technologies, Strategies for Assessing Student Learning and Teaching).

8. 8th Asia Pacific Medical Education Conference, Singapore
PS Goh. Deliberate Practice Using Paired and Mixed Examples of Imaging Abnormalities on the CXR is more effective and efficient for postgraduate training compared with traditional methods
Type: Educational Poster

9. P Gopalakrishnakone, A Abeykoon, N Fernando, PS Goh, A Cheok. Multimodal Virtual Anatomy Learning Tool For Medical Education. (Shortlisted for best poster).

10. Aw M, Samarasekera D, Khoo CM, Mak A, Ho P, Robless P, Kumar N, Goh PS, Fisher D. Students' Perceptions Regarding the Objective Structured Clinical Examination (OSCE) and Their Performance (Best Abstract for Poster Presentation Finalist)

11. Teo L, Han T, Cheong SY, Venkatesh SK, Goh PS, Quek ST, Chong VF. A Follow-Up Survey of Preclinical Medical Student's Attitude Towards Radiology Following Introduction of a New Curriculum
Type: Poster presentation

2010
12. 7th Asia Pacific Medical Education Conference, Singapore
PS Goh, J Tam. Applying deliberate practice to chest radiology teaching – further work with undergraduates and experience with postgraduates

13. JF Lu, PS Goh. Development of a web-based interactive teaching model of the chest based on volumetric CT scanning and how this can enhance undergraduate anatomy teaching

2009
14. Association of Medical Educators Europe, Malaga
PS Goh, KCJ Tam. Deliberate distributed practice with paired and mixed examples is an efficient and effective method to learn key abnormalities on the CXR

15. 6th Asia Pacific Medical Education Conference, Singapore - Poster Prize (Merit) Award
Application of Educational Theory Regarding Teaching for Skill Transference for Chest Radiograph Interpretation in Undergraduate Education and Training
PS Goh, J Tam

16. PS Goh. Educational strategies to promote skill transference using compartment model for orbital imaging. Conference Electronic Educational Exhibit (EPOS). European Congress of Radiology. 2009


2008
17. Association of Medical Educators Europe, Prague
Evaluation of a Radiology eLearning program – key factors contributing to success
PS Goh

2007
18. Association of Medical Educators Europe, Trondheim
eLearning in Radiology - Developing a Program in the Real World
PS Goh

2006
Association of Medical Educators Europe (AMEE), Genoa
19. Patient safety education - lessons learned in designing and presenting a risk management seminar for clinicians and how this can improve patient safety
PS Goh, S Ang and SC Quek

20. eLearning in radiology - from developing material to measuring outcomes
PS Goh, Z Amin


21. Faculty development in medical education: identifying the needs and priorities
Z Amin, HE Khoo, YS Chong, PS Goh
3rd Asia-Pacific Medical Education Conference, Singapore
Invited paper

22. Blended eLearning and face to face learning in medical education
PS Goh

2005
Association of Medical Educators Europe, Amsterdam
23. Use of web-based eCourseware to facilitate face to face radiology teaching - a follow-up report
PS Goh, SC Wang, A Low, KH Lew, L Lim

2004
International Conference on Teaching and Learning in Higher Education, Singapore
Oral paper
24. Efficacy of eCourseware in teaching radiology
A Low, PS Goh, SC Wang, Lew KH, L Lim

AMEE Conference, Edinburgh
Oral paper presentation
25. Use of a web-based eCourseware to facilitate face-to-face teaching
PS Goh, SC Wang, A Low, KH Lew, L Lim

2003
1st Asia Pacific Conference on Medical Education, Singapore
Paper presentation
26. New paradigm in Teaching Radiology – Asynchronous/Synchronous Blended Web Based teaching techniques
PS Goh, SC Wang, A Low, KH Lee, L Lim




Medical Education Workshop and Conference Symposium Presentations


"Have presented medical education faculty development workshops and symposia in eLearning or Technology enhanced learning (TeL) and related areas both locally and internationally over the last 7 years - for NUS and other local educational institutions; as part of the APMEC (Asia Pacific Medical Education Conference) and AMEE (Association for Medical Education in Europe) annual scientific meetings, as a resource person for Singapore International Foundation training activities for health professions educators in Sri Lanka in 2013 and 2014, as an invited speaker for the SEARAME 2014 conference in Colombo, Sri Lanka (presenting TeL workshop); in 2015 as an invited plenary speaker for a Medical Education Conference in Kaohsiung, Taiwan, and as a visiting professor in eLearning at Kazakh National Medical University in Almaty, Kazakhstan; and in 2016 as an invited speaker for the 9th JAKMED conference in Jakarta.

In radiology, have participated as invited speaker on orbital imaging at scientific meetings run by the National Neuroscience Institute in Singapore (Advanced Neuroimaging Course), and Ophthalmology department at NUHS (Ophthalmic Oncology Symposium), for a local and regional medical audience, in 2014 and 2015; and as invited speaker for the NUH Eye International Congress 2016 held in conjunction with XII ISOT Meeting, III APOTS Meeting and NUH Ophthalmology Department 30th Anniversary Celebration "


Upcoming pre-conference workshop on "Essential Skills in e-Learning", and main conference symposium on "Educational Technologies: Looking beyond the Hype, both with Professor David Cook at APMEC 2017, 11-15 January, 2017 http://medicine.nus.edu.sg/CenMED/apmec14/

Invited presentation for Faculty of Dentistry, NUS, Friday, March 3rd, 2017, on topic "TeL in Dental Education".







Joint training program, CenMED, NUS for University of Tabuk, Saudi Arabia
Invited presentation to Paediatrics department, NUHS, Wednesday, April 19th, 2017, on topic "Practical tips in formulating and eLearning strategy and developing an eLearning program", with an elaboration on the use of case-based teaching in undergraduate, postgraduate, and CME/CPD teaching and training (outlined in section of article). 
Why do we do case-based teaching? What is our instructional objective? To recognise key features of a clinical scenario or problem? To undertake appropriate and effective management steps? How could we achieve this is an effective and efficient way? What does our own experience, empirical observation, research and the literature tell us? What are best practices?

Educational exhibit for ASNR 2017
Betsy Soon and Goh Poh Sun
ASNR 2017 Annual Scientific Meeting, April 22 to 27, 2016, Long Beach Convention Center, Long Beach, California






Selected publications:

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.

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.

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.

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.

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.



"Understanding basic theory using a few illustrative examples. Mastering a topic by exposure to and experience with many examples

Typical examples or real-life scenarios can be used to illustrate theory, and help students understand fundamental principles. Mastering a topic usually requires exposure to and experience with many examples, both typical and atypical, common to uncommon including subtle manifestations of a phenomenon. The traditional method of doing this is via a long apprenticeship, or many years of practice with feedback and experience. A digital collection of educational scenarios and cases can support and potentially shorten this educational and training process. Particularly if a systematic attempt is made to collect and curate a comprehensive collection of all possible educational scenarios and case-based examples, across the whole spectrum of professional practice. Online access to key elements, parts of and whole sections of these learning cases; used by students with guidance by instructors under a deliberate practice and mastery training framework, can potentially accelerate the educational process, and deepen learning."

above from
Goh, P.S. A series of reflections on eLearning, traditional and blended learning. MedEdPublish. 2016 Oct; 5(3), Paper No:19. Epub 2016 Oct 14.












MHPE-S Program (Maastricht University SHE and Academy of Medicine, Singapore)
June 27th to July 14th; 2017

Tuesday, June 27th (whole day)

Wednesday, June 28th (whole day) - am also running eLearning workshop CenMED that day


Tuesday, July 4th (morning)

Thursday, July 6th (afternoon)

Friday, July 7th (afternoon)


Monday, July 10th (whole day)

Thursday, July 13th (morning)

Friday, July 14th (afternoon)


Invited presentation for Medicine Review Course, July 8th, 2017 @ Academia, SGH; 1pm for half hour, on topic
"Diagnostic imaging: common misdiagnosis of x-rays and how to avoid them" - see email on Jan 17, 2017.
Organised by College of Physicians Singapore (Dr Lim Siew Eng, contact at Academy of Medicine, Michelle Quek)
Largest int medicine review course for physicians in training (residents), some smaller groups of medical students, nurses and some senior doctors post graduation.
To (teach them techniques and skills to read common x-rays cxr, axr, kub, bone x-rays so that they can avoid mistakes).







Invited teaching faculty for NUHS NCIS organised Radiation oncology target delineation workshop - 10 August 2017 (Thursday) - presentation blog.






Under Development

Mini-workshop / symposium on topic "Use of Instant Messaging Apps and Platforms (like WhatsApp, WeChat +/- Twitter as an Integrated Teaching and Student Engagement Process and Platform for Mobile learners


(Accepted) Workshop proposal for the 4th International Conference on Faculty Development held jointly with AMEE 2017.

Submission ID: 73

Titled: Modular Blended eFaculty Development using Blogs and Instagram

Presenter: Poh-Sun Goh, National University of Singapore, Singapore

Background: This workshop will demonstrate how to deliver blended eLearning using a Blog to provide access to modular content, and to host an online engagement platform, augmented by Instagram for bite-sized content review. The presenter will share practical tips by drawing from experience using this "recipe" to deliver blended faculty development workshops and symposia on eLearning locally, regionally and internationally over the last 5 years (at own university, regional conferences, APMEC and AMEE).

Who should attend: Educators involved in faculty development with an interest to learn how to use a freely available, easy to use, flexible eLearning platform and tools to support and augment their faculty development programs and activities, from an enthusiastic practitioner with experience in blended eFaculty development in multiple educational settings at local and international levels (own university, regional conferences, APMEC, and AMEE).

Structure of the workshop: The workshop will be supported by a purpose built blog and bite sized Instagram content, for pre-workshop literature review and familiarisation with the platform and tools (2 to 3 hours preparation required).
A highly interactive presentation and discussion format will then be used during the "live" workshop, focusing on why and how to use a set of online tools for blended modular eFaculty development, with the workshop itself demonstrating the presentation and audience engagement process.

Intended outcomes: Participants will develop familiarity with a blended eFaculty presentation and audience engagement process for modular faculty development, and learn how to use a freely available, easy to use, flexible eLearning platform and tools to support and augment their faculty development programs and activities.



1. Invited presentation at NUH Eye International Congress 2016 held in conjunction with XII ISOT Meeting, III APOTS Meeting and NUH Ophthalmology Department 30th Anniversary Celebration at the NUHS Tower Block on 4th November 2016, on topic of "Imaging in Thyroid Eye Disease - Role of CT, MRI, Isotope Scans” https://learningheadandneckradiology.blogspot.sg/2016/06/imaging-in-thyroid-eye-disease-role-of.html

2. Invited speaker for main conference symposium at 9th Jakarta Meeting on Medical Education in October 2016 on topic “Technology enhance learning: answering needs for new generation”. https://telatjakmed.blogspot.sg/2016/08/conference-symposium-on-technology.html

3. Invited workshop presenter for pre-conference workshop on “Technology enhanced learning” at 9th Jakarta Meeting on Medical Education in October 2016 https://telatjakmed.blogspot.sg/2016/08/pre-conference-workshop-on-technology.html

4. Invited presenter for final session Pecha Kucha session at AMEE 2016 in Barcelona on topic “Technology enhanced learning in medical education: What’s new, what’s useful, and some important considerations”. https://telatamee2016.blogspot.sg/

5. Co-presenter at AMEE 2016 main conference eLearning symposium on topic “Big learning from small screens” https://mobiletelearning.blogspot.sg/

For AMEE 2016, pre-conference workshop, "Creating blended learning approaches: An exploration of educational thinking and theory to inform the development of blended learning approaches including how technology can support learning & how it can be used to develop learning resources"  http://blendedtelearning.blogspot.sg/ 

6. Local faculty, MHPE-S program, run jointly between Maastricht University and the Academy of Medicine, Singapore, July, 2015 https://medicaleducationelearning.blogspot.sg/2016/01/mhpe-s-unit-7-meeting.html

7 to 10. CenMED, NUS workshops
b. Qualitative research methods in medical education, Basic and Intermediate http://qualresearchmethodsmeded.blogspot.sg/2016/04/qualitative-research-methods-in-medical.html 
c. Use of Videos in Medical Education http://12tipsusingvideomeded.blogspot.sg/
d. Technology enhanced learning in Medical Education, Basic and Intermediate https://telatcenmed.blogspot.sg/

11. Co-presenter for conference workshop at Ottawa 2016/ANZAHPE 2016 in Perth in March 2016 on topic "Easy to implement technology enhanced learning combining digital repositories with blogs" with Associate Professor Moira Maley http://telatottawa2016.blogspot.sg/

12. Co-presenter pre-conference workshop, and main conference symposium on “Making sense of the literature” and “Developing scholarship” in “Technology enhanced learning for medical education” with Professor John Sandars, 13th APMEC 2016, in Singapore http://telat13apmec.blogspot.sg/

13. Plenary speaker main conference, and pre-conference workshop presenter: International conference on Medical Education at Chang Gung Memorial Hospital, Kaohsiung, Taiwan, November 20 and 21, 2015

14. Technology enhanced learning symposium panel discussant (take home points from the eLearning symposium), Session 4b, main conference, AMEE 2015, Glasgow, September, 2015

15. eLearning symposium end of day 1 panel discussant, AMEE 2015, Glasgow, September, 2015

16. Local faculty, MHPE-S program, run jointly between Maastricht University and the Academy of Medicine, Singapore, July, 2015

17 to 20. CenMED, NUS workshops
a. Flipped Classroom Method in Medical Education
b. Qualitative research methods in medical education, Introductory
c. Use of Videos in Medical Education
d. Technology enhanced learning in Medical Education, Introductory and Intermediate level workshops

21. Visiting professor in eLearning, Kazakh National Medical University, Almaty, May 13th to May 22nd, 2015
(7 day program)

22. Invited speaker, Technology enhanced learning workshop, Nanyang Polytechnic, Singapore, Apr 8th, 2015

23. Invited speaker, Overview of CT, CT PET and MRI in orbital imaging, NUH ophthalmic oncology symposium, March 21st, 2015

24. Invited speaker, Practice based medical education research through the lens of a clinician investigator, Early Investigators Forum/Symposium, APMEC 2015, Feb 6, 2015

25. Invited speaker, “Using a digital knowledge repository to personalize learning in medical education”, NUHS Paediatric department teaching program, January 21st, 2015

26. Invited speaker, SEARAME 2014 Conference in Sri Lanka, presenting eLearning/TeL workshop on "Hybrid model for training physical examination and procedural skills", November 13th, 2014

27. Invited specialist international volunteer, Singapore International Foundation training program “Enhancing Healthcare Education in Sri Lanka”, November 10th to 11th, 2014

28. Invited speaker, “i” Map, a roadmap for orbital imaging, at the 14th Advanced Neuroradiology Course, NNI, Singapore, October 16, 2014

29. Technology enhanced learning symposium, day 1, AMEE 2014 main conference, Milan, Sep 1st, 2014.

30 to 33. MEU workshops presenter
a. Flipped classroom
b. Qualitative research methods in medical education
c. Use of videos in medical education
d. eLearning

34. Opening discussant, Symposium on Educational IT, 11th APMEC, January, 2014

35. Singapore International Foundation/Temasek Foundation/MEU Workshop for Health Professions Educators, Colombo, Sri Lanka; Friday, December 13, 2013

36. Chair, Best Education Poster Judging Panel, Best Poster- Health Professions Education (HPE) category of the SHBC 2013 Scientific Competition, September 11, 2013

37. Invited presentation: Train the Trainers session for National Healthcare Group Polyclinics' Family Physicians/Key Trainers – 6 June 2013. Topic: Training the new generation: “A Guide by the Side and Not a Sage on the Stage”

38. MEU workshop – May 20, 2013, Teaching for effective learning- - eLearning. Goh Poh Sun

39. Invited lecture, O and G department, NUHS – March 25, 2013, eLearning. Goh Poh Sun

40. APMEC 2013 workshop – Jan 16, 2013: eLearning workshop – Goh Poh Sun, Rajendran Kanagasuntheram , Lynette Teo

41. Department Journal Club – Dec 6, 2012, "Mastery training in Diagnostic Radiology". Goh Poh Sun

42. MEU workshop (specially for postgraduate training directors) – Nov 2, 2012, Teaching for effective learning - eLearning. Goh Poh Sun

43. Primary Care Forum 2012, Singapore Health and Biomedical Congress 2012 – Sep 29, 2012, Presentation: “Social Media in Medical Education : The New Kid on The Block?” Goh Poh Sun

44. AMEE 2012 symposium - Aug 29, 2012, eLearning for the learner: The challenge for providing learner centred education in the Age of the Internet. John Sanders, Gareth Frith, Natalie Lafferty, Goh Poh Sun

45. 5 day MEU training program for College of Health Sciences, King Saud University, Riyadh, Saudi Arabia (30 faculty members from Medicine, Nursing, Dentistry, Applied Medical Science, Pharmacy and Critical Medicine) speaking on Tuesday, June 19, 2012 – topics, “Aligning Teaching-Learning (T-L) Strategies to Course Outcomes: Selection, Efficiency and Impact” and “e-Learning to Enhance Student Learning”.

46. MEU workshop - May 29, 2012, Teaching for effective learning - eLearning. Goh Poh Sun

47. APMEC 2012 workshop - Jan 12, 2012, Outcomes based course design: A pedagogical approach to formulating and writing learning outcomes. Matthew CE Gwee, Dujeepa D Samarasekera, Tan Chay Hoon, Goh Poh Sun

48. Symposium on Innovation in Medical Education, Primary Care Forum 2011, Singapore Health and Biomedical Congress 2011 – Nov 12, 2011, Presentation: Creative Ways to Teach Gen-Y Medical Students Using Technology

49. Institute for Clinical Education – NHG College/Harvard Macy Institute Joint Certificate Program for Medical Education: One week Module on Advances in Information Technology and Support Systems to Enhance Medical Education, Oct 24 -28, 2011, Facilitator for Group 1 (out of 5 groups)

50. MEU workshop – July 19, 2011, Teaching for effective learning – eLearning (whole day workshop) –whole day workshop, designed and led program in workshop

51. MEU workshop – May 5, 2011, Curriculum Design, Evaluation, Assessment Workshop – Presentation: Use of Technology in Medical/Healthcare Professional Education

52. 8th AsiaPacific Medical Education Conference, Jan 28, 2011 – Symposium: Presentation - What is the role of technology in the continuum of medical education, Sharing experience and practical tips on using technology to support and augment undergraduate and postgraduate medical education.

53. MEU workshop – Sep 14, 2010, Teaching for effective learning – eLearning (whole day workshop) – whole day workshop, designed and led program in workshop






Digital Teaching Repositories

Have archived over 8965 (anonymised) radiology cases online and over 5000 links to educational resources, with over 475,000 page views, as of 8th March, 2017; over the last 5 years (since Oct 2011)

The material can be used for both exemplar teaching in undergraduate and postgraduate education, as well as thematic case collections to train beyond competency and proficiency toward expert performance and mastery in Radiology.
http://learningneuroradiology.blogspot.sg/2015/12/cerebral-infarcts-and-its-mimics.html





I. Creation of teaching material for radiology (undergraduate and postgraduate)

http://learningneuroradiology.blogspot.sg (over 5055 hyperlinked neuroradiology cases)
http://learningheadandneckradiology.blogspot.sg (over 1010 hyperlinked head and neck radiology cases)
http://learningchestradiology.blogspot.sg (over 1380 hyperlinked chest radiology cases)
http://learningabdominalradiology.blogspot.sg (over 490 hyperlinked abdominal radiology cases)
http://learningboneradiology.blogspot.sg (over 505 hyperlinked bone radiology cases)
http://learningorbitradiology.blogspot.sg (over 525 hyperlinked orbit radiology cases)
instructional videos for radiology education
(over 30 instructional videos)


Was coordinator and project lead of team which successfully developed an interactive e-learning resource for medical students using the school’s NUS web platform. This online interactive modular course-ware allows medical students an opportunity to undertake self-directed learning covering core topics in Chest, Abdominal, Neuro and Bone Radiology at a level suitable for undergraduate medical students. The material is based on lectures presented to medical students by teaching faculty from NUS and other teaching hospitals in Singapore affiliated with NUS, and covers basic principles of imaging, and key conditions that medical students are expected to be familiar with. Having access to this online resource gives our medical students access to a peer reviewed standardized didactic educational experience, that they can review at their own pace, allowing lecturers and tutors to spend class time on more customized, and interactive case based teaching.
The URL is http://courseware.nus.edu.sg/radiology/
(requires Internet Explorer browser, together with NUS login and password for access)



II. Teaching program for radiology residents
1. monthly face to face tutorials - been working with the residents showing them CXRs and CT / MRI scans
of the brain with each rotating group
2. Summarised core neuroradiology curriculum (refining the Royal College of Radiologists Specialty Training Curriculum document) and integrated this with thematic case material for year 1, year 2, year 3 and year 4 of the neuroradiology residency program 

PG teaching score
2016/2017    average rating of around 7.83 (out of 10) from 12 radiology residents
2015/2016    average rating of around 8.28 (out of 10) from 14 radiology residents
2014/2015    average rating of around 7.6
2013/2014    average rating of around 8


III. Undergraduate medical student teaching

1. Year 1 and 2 didactic lectures in Chest Radiology Anatomy correlation, and Chest Radiology Pathology correlation (2 hours)
https://learningchestradiology.blogspot.sg/2016/09/chest-radiology-anatomy-correlation.html

2. Year 3 interactive small group tutorials (around 5 to 6 hours)
https://learningabdominalradiology.blogspot.sg/2016/09/interactive-case-based-tutorial-for-m3.html

Average teaching score last four years (from NUS MED undergraduate feedback portal)
(note that "didactic" lectures do not follow the traditional "presentation" format, instead actively apply the "flipped classroom" model)
2016/2017 academic year     didactic 3.73 / interactive 3.81 to date (out of 5)
2015/2016 academic year     didactic 3.65 / interactive 4.20 
2014/2015 academic year     didactic 3.70 / interactive 3.74
2013/2014 academic year     didactic 3.71 / interactive 3.31


IV. Samples of feedback from workshops and presentations for medical education faculty development and neuroradiology (below)





Technology Enhanced Learning (TeL) Seminar and Mini Workshop, 8th Apr 2015, School of Health Sciences, Nanyang Polytechnic, Singapore
http://1.bp.blogspot.com/-ph4BnZRV6hg/VSg2AwrchiI/AAAAAAABaZk/E16HqJwzQJo/s1600/3.png
http://2.bp.blogspot.com/-BRJ5KshLIq4/VShMDATt4kI/AAAAAAABabg/1PdHgmVMskU/s1600/Technology%2BEnhanced%2BLearning%2BWorkshop%2BEvaluation.png
http://4.bp.blogspot.com/-qm-_U3SBYT0/VShMEKLmleI/AAAAAAABabo/XSGy3-1S4Bs/s1600/Technology%2BEnhanced%2BLearning%2BWorkshop%2BEvaluation2.png
(feedback)


Medical Education Administration (recent and current) and Membership


Appointed member, AMEE eLearning committee (since 2011)
Member organising committee for the one and a half day pre-AMEE eLearning symposium in Glasgow, 2015


Chair, organising committee for the 11th APMEC conference in 2014


Unit 7 local co-ordinator, MHPE-S program (since 2015)
and 
Local teaching faculty member for Unit 1 and Unit 7, MHPE-S program (Master of Health Professions Education - Singapore program, run conjointly by Maastricht University and the Academy of Medicine, Singapore)
http://ams.edu.sg/education-training/mhpe-s/teaching-faculty


Associate Editor, TAPS (since 2015)


Am peer reviewer for the journals Clinical Radiology, and Medical Teacher (over 10 years, and over 5 years respectively)


Member of AMEE, and CenMED Associate (over 5 years)


Member of SoTL-Asia SIG 10 (since 2016)

Member of Clinical Collaborative Case Writing Team for CNS, Phase 1, MBBS, YLL SOM, NUS (2nd term since 2016)

Advisor, TeL for YLL SOM EduTech team (since 2015)

Advisor, TeL Workgroup in Dental Education (since 2016)

with some suggestions / ideas discussed with workgroup below 

- our role as teachers is not only to "teach", but also to increasingly (as students progress), to guide and "coach", with student specific, timely feedback on learning and performance a key ingredient

use of tech can complement, facilitate and enhance these efforts

- TeL "can" be used to "teach" empathy, as well as motor and performance skills, for example, through the use of videos .. both curated, and filmed specifically by our faculty for a specific purpose

videos can "move" an audience, or individual students

videos of student performance can be used for guided self reflection and feedback (coaching)

- TeL generally is best used "combined" or "blended" with "traditional" face to face, and coaching approaches, to get the best results, customised for particular students, and student sub-cohorts ... which also reduces the overall effort required compared with effort to create comprehensive, self contained TeL or eLearning programs ... and also increases reusability of content for individual and groups of staff members, when granular, reusable digital educational units are curated, created, indexed and archived.

i.e. start with your traditional PowerPoint deck, made available online
-> identify key slides/digital illustrative and educational elements, including key references, tables, and multimedia elements, and make these separately available through an indexed digital repository
augment created content with curated material (with attribution) freely available from online sources

(above shared in email on November 13, 2016)







Previous Administrative Experience

Have previously served the radiology department at the National University Hospital (NUH) in Singapore as Clinical Director (developed and implemented a new rostering system to support move to subspecialty radiology practice), as well as simultaneously serving the radiology department as Undergraduate and Postgraduate Training Director; have served the National University of Singapore (NUS) as member of the Interactive and Digital Media Taskforce, which was successful in developing a proposal to set up the Interactive and Digital Media Institute at NUS, and member of the faculty work-group successful in proposing promotion and tenure criteria for Clinician Scholars at the Yong Loo Lin School of Medicine at NUS; have served NUH as inaugural Chair of the Risk Management and Patient Safety Committee, where a key initiative to develop an online incident reporting system with back-end analysis and routing was successfully implemented not only at NUH, but also in the other hospitals of the National Healthcare Group in Singapore; have served the wider radiology community as Honorary Secretary of the Singapore Radiological Society, and committee member of the College of Radiologists, Academy of Medicine, Singapore, as well as publications chair/co-ordinator for the Asean Association of Radiologists Conference (1998) and International Congress of Radiologists Conference (1994); and served the wider international medical educator community as committee member, then Chair of the organising committee for the Asia Pacific Medical Education Conference (2014), as well as an appointed member of the AMEE eLearning committee, and member of the organising committee for the eLearning symposium preceding the main AMEE conference (2015).






Honors and Awards

Best paper award from session on Learning Technologies, Strategies for Assessing Student Learning and Teaching, 2nd International Conference on Education, Training and Informatics, Orlando, Florida, 2011 

Poster Prize (Merit) Award, 6th Asia Pacific Medical Education Conference, Singapore, 2009

Excellent Teacher Award, 2004 (National University of Singapore)
http://www.cdtl.nus.edu.sg/tawards/atea-winners.htm#atea2003-2004

Ken Grice Prize, 1985 (joint top student, Medicine and Surgery, Royal Melbourne Hospital)

Entrance Clarke Scholarship, Trinity College, University of Melbourne, 1982
and subsequent yearly major scholarships at Trinity College over 6 years as residential scholar
(while attending the Melbourne Medical School, University of Melbourne, Australia)




Quotes on Educational Scholarship from the literature


"Development of educators and documentation of educational activities are key elements in achieving academic status for scholarly activity."
Wood BP, May W. Academic recognition of educational scholarship. Acad Radiol. 
2006 Feb;13(2):254-7. Review. PubMed PMID: 16428063.


"For teaching to be considered scholarship, it must be public, susceptible to critical review, and accessible for exchange and use by other scholars; unless teaching has all three of these characteristics, it cannot be considered scholarship."
Collins J. Teacher or educational scholar? they aren't the same. J Am Coll
Radiol. 2004 Feb;1(2):135-9. Review. PubMed PMID: 17411542.




"By documenting a scholarly approach and disseminating work for peer review, educators provide evidence of their contributions to their departments and institutions and to the community of educators."

http://oxfordmedicine.com/view/10.1093/med/9780199652679.001.0001/med-9780199652679-chapter-55
Steven L. Kanter, Victoria A. Groce, and Eliza Beth Littleton. Publishing in medical education


Boyer’s Expanded Definitions of Scholarship, the Standards for Assessing Scholarship, and the Elusiveness of the Scholarship of Teaching
Charles E. Glassick




Appendix: Application for Fellowship AMEE


Application and Review Process

An online application process is available through your AMEE website account.  You will be required to provide the following information and we advise that you have this information available before you start your application:

1.  Current or most recent Position (Institution; Department; City; Country; Areas of interest/expertise)

Associate Professor and Senior Consultant Radiologist
Department of Diagnostic Radiology
National University Hospital
National University Health System
National University of Singapore

Areas of interest and expertise - Clinical Radiology, Education, Technology enhanced learning or eLearning, Educational Scholarship



2.  Qualification or Current Registration as a Health Professional (specify highest qualification; upload proof if available)






3.  Education Presentations/Publications

Education Presentation at an AMEE Conference within last 5 years as first or lead author **Where applicant has been unable to attend AMEE conferences due to special circumstances, other equivalent scholarly contributions to AMEE may be accepted**

AMEE Conference Year
Presentation Type (Oral (e.g. Short Communication, Symposia, Plenary); Poster; Workshop)
Title; Authors; Presenter; Date of Presentation
Upload pdf or web url to abstract (if available)

2016 
PechaKucha presentation
"Technology enhanced learning in Medical Education: What’s new, what’s useful, & some important considerations"
PS Goh

2016
eLearning symposium
"Big Learning from Small Screens: Using Mobile Technology in Medical Education"
PS Goh, Peter de Jong, Ken Masters, Rakesh Patel followed by panel discussion with David Cook and Natalie Lafferty

2015
eLearning symposium: shaping the future through TeL
end of day 1 panel discussant
PS Goh

2014
Technology enhanced learning symposium - Creating effective learning with new technology in the 21st century: The importance of educational theories
John Sandars, PS Goh, Natalie Lafferty, Rakesh Patel

2013
Short communication
PS Goh. An online case repository facilitates radiology residency training and evaluation of education theory, can potentially shorten duration of training, and aid mastery training - a follow up report
http://www.slideshare.net/dnrgohps/tlhe2014-final-draft-submission-for-peer-review-and-consideration-for-paper-presentation

AMEE 2012 symposium - Aug 29, 2012, eLearning for the learner: The challenge for providing learner centred education in the Age of the Internet. John Sanders, Gareth Frith, Natalie Lafferty, Goh Poh Sun

2012
Short communication
PS Goh. An online repository facilitates radiology residency training and evaluation of education theory
http://www.slideshare.net/dnrgohps/extended-abstract-cdtl-tel-2013-goh-poh-sun-theme-technologies-strategies-for-mobile-and-ubiquitous-learning

2011
Short communication
PS Goh, G Sundar, C Tan, ME Nga, TP Thamboo, S Amrith. Creation and Use of An Online Multispecialty Case Repository and Its Multiple Uses for Specialist Training.


AND

Scholarly article in an international peer reviewed journal in health professions education as first or lead author within the last 5 years

Journal (e.g. Medical Teacher, Academic Medicine, Advances in Health Sciences Education, Education for Health, Focus on Health Professional Education, Medical Education, Medical Science Educator, Nurse Education Today, Perspectives on Medical Education, Teaching and Learning in Medicine, Other (please specify))
Title; Authors; Journal; Year; Volume; Issue; Pages
Upload PDF or web link to publication (if available)



1. Goh, P.S. The value and impact of eLearning or Technology enhanced learning from one perspective of a Digital Scholar. MedEdPublish. 2016 Oct; 5(3), Paper No:31. Epub 2016 Oct 18.
http://dx.doi.org/10.15694/mep.2016.000117

2. Goh, P.S. A series of reflections on eLearning, traditional and blended learning. MedEdPublish. 2016 Oct; 5(3), Paper No:19. Epub 2016 Oct 14.

3. Goh, P.S. Technology enhanced learning in Medical Education: What’s new, what’s useful, and some important considerations. MedEdPublish. 2016 Oct; 5(3), Paper No:16. Epub 2016 Oct 12.

4. Sandars, J., Goh, P.S. Is there a need for a specific educational scholarship for using e-learning in
medical education? Med Teach. 2016 Oct;38(10):1070-1071. Epub 2016 April 19.

5. Goh, P.S. eLearning or Technology enhanced learning in medical education - Hope, not Hype.
Med Teach. 2016 Sep; 38(9): 957-958, Epub 2016 Mar 16
http://www.ncbi.nlm.nih.gov/pubmed/26982639

6. Goh, P.S., Sandars, J. An innovative approach to digitally flip the classroom by using an online "graffiti wall" with a blog. Med Teach. 2016 Aug;38(8):858. Epub 2016 Jul 14.

7. Goh, P.S. Using a blog as an integrated eLearning tool and platform. Med Teach. 2016 Jun;38(6):628-9. Epub 2015 Nov 11.

8. Dong C, Goh PS. Twelve tips for the effective use of videos in medical education. Med Teach. 2015 Feb;



OR

Education Presentation at an AMEE Conference (different to above) or other international conference on health professions education within the last 5 years 

Conference (e.g. AMEE Conference, All Together Better Health Conference, ANZAHPE Conference, APMEC Conference, Asia Pacific Medical Education Conference, IAMSE Conference, ICRE Meeting, International Faculty Development Conference, Ottawa Conference, Other (please specify))
Presentation Type (Oral (e.g. Short Communication, Symposia, Plenary); Poster; Workshop)
Title; Authors; Presenter; Date of Presentation
Upload pdf or web url to abstract (if available)


Co-presenter for conference workshop at Ottawa 2016/ANZAHPE 2016 in Perth in March 2016 on topic "Easy to implement technology enhanced learning combining digital repositories with blogs" with Associate Professor Moira Maley
http://telatottawa2016.blogspot.sg/

Co-presenter pre-conference workshop, and main conference symposium on “Making sense of the literature” and “Developing scholarship” in “Technology enhanced learning for medical education” with Professor John Sandars, 13th APMEC 2015, in Singapore
http://telat13apmec.blogspot.sg/

Invited speaker, Practice based medical education research through the lens of a clinician investigator, Early Investigators Forum/Symposium, 12th APMEC 2014, Feb 6, 2014
http://practicebasedmededresearch.blogspot.sg/

Opening discussant, Symposium on Educational IT, 11th APMEC, January, 2014


APMEC 2013 workshop – Jan 16, 2013: eLearning workshop – Goh Poh Sun, Rajendran Kanagasuntheram , Lynette Teo

APMEC 2012 workshop - Jan 12, 2012, Outcomes based course design: A pedagogical approach to formulating and writing learning outcomes. Matthew CE Gwee, Dujeepa D Samarasekera, Tan Chay Hoon, Goh Poh Sun

8th AsiaPacific Medical Education Conference, Jan 28, 2011 – Symposium: Presentation - What is the role of technology in the continuum of medical education, Sharing experience and practical tips on using technology to support and augment undergraduate and postgraduate medical education





4.  Contributions to AMEE within the last 5 years  (Contributed to MedEdWorld; Chaired a session at an AMEE conference; Reviewed abstracts for AMEE conference; Contribute to an AMEE Special Interest Group; BEME activities; ASPIRE activities; Chair of an AMEE Committee; Other contributions (please specify))

Contributions to MedEdWorld


MedEdWorld Reflections

"There are several apparent similarities between traditional academic scholarship and "digital" scholarship. Our digital teaching and educational efforts can be measured. Perhaps even easier than with "traditional" teaching and scholarly activities."

above from
http://mededworld.org/reflections/reflection-items/March-2014/(e)Scholarship-Traditional-vs-Digital-Scholarship.aspx
Digital Scholarship
( see also - "(e)Scholarship" ) 
"Ideally, focus on academic productivity in both traditional and digital scholarship"


"Lets show what we actually teach with and assess on. The full range, breadth and depth. Lets make teaching visible, and accessible. Widely."

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


"Learning is at the heart of what we do. Technology can facilitate, customise, amplify. Note the small (e), and big L in (e)Learning. The quality of the content matters. As educators, lets create great content, share it, or curate it. The internet and mobile technology connects."

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

(e)Learning


Appointed member, AMEE eLearning committee, since 2011
Member organising committee for the one and a half day pre-AMEE eLearning symposium in Glasgow, 2015



Other contributions to Health Care Professions Education within the last five years

5.  Membership(s) of Editorial Board of Health Professions Journal within the last five years


Associate Editor, TAPS (The Asia Pacific Scholar) since 2015

6.  Reviewers of Papers of Health Professions Journal within the last five years

7.  Appointments to education committees within the last five years

Committee
Organisation
Year
Upload PDF or web url to abstract


Chair, organising committee for the 11th APMEC conference in 2014
http://medicine.nus.edu.sg/cenmed/apmec11/chairman_message.shtml





8.  Memberships of education bodies within the last five years

Organsation
Year
Upload PDF or web url to abstract

Associate Member, CenMED, NUS
http://medicine.nus.edu.sg/cenmed/about-us/cenmed-associates.html

Member, Chapter of Clinician Educators, Academy of Medicine, Singapore
http://ams.edu.sg/chapters/ChpCE/home

Member, AMEE and AMEE eLearning committee
http://www.amee.org/amee-committees/elearning



9.  Invited presentations at national or international, if any within last five years (not within your own institution)

Event/Conference/Meeting
Year
Title
Upload PDF or web url to abstract


Invited speaker, pre-conference workshop, main conference symposium, and meet the expert session 9th JAKMED (Jakarta Medical Education Conference), October 22 and 23, 2016
https://telatjakmed.blogspot.sg/



Plenary speaker main conference, and pre-conference workshop presenter: International conference on Medical Education at Chang Gung Memorial Hospital, Kaohsiung, Taiwan, November 20 and 21, 2015
http://telatkaohsiung.blogspot.sg/



Visiting professor in eLearning, Kazakh National Medical University, Almaty, May 13th to May 22nd, 2015 (7 day program)
http://telatkaznmu.blogspot.sg/


Invited speaker, Technology enhanced learning workshop, Nanyang Polytechnic, Singapore, Apr 8th, 2015


Invited speaker, SEARAME 2014 Conference in Sri Lanka, presenting eLearning/TeL workshop on "Hybrid model for training physical examination and procedural skills", November 13th, 2014
http://physicalexaminationproceduralskills.blogspot.sg/



Invited specialist international volunteer, Singapore International Foundation training program “Enhancing Healthcare Education in Sri Lanka”, November 10th to 11th, 2014

http://elearningrepository.blogspot.sg/



Invited presentation: Train the Trainers session for National Healthcare Group Polyclinics' Family Physicians/Key Trainers – 6 June 2013. Topic: Training the new generation: “A Guide by the Side and Not a Sage on the Stage”



Symposium on Innovation in Medical Education, Primary Care Forum 2011, Singapore Health and Biomedical Congress 2011 – Nov 12, 2011, Presentation: Creative Ways to Teach Gen-Y Medical Students Using Technology



10.  Research Grants Received and/or Teaching or Educational Awards Received within last five years

Upload PDF or web url to evidence


Best paper award from session on Learning Technologies, Strategies for Assessing Student Learning and Teaching, 2nd International Conference on Education, Training and Informatics, Orlando, Florida, 2011
http://mixedrealitylab.org/best-paper-award-for-2nd-international-conference-on-education-training-and-informatics-iceti-2011/


11.  Personal Statement ‘Why I should be awarded Fellow of AMEE’ (max 150 words)

"I am a current and active individual member of AMEE for over 10 years;
hold medical and radiology specialist training qualifications - MB,BS(Melb) and FRCR(UK);
have made major regular contributions to AMEE over the last five years - through the AMEE eLearning committee, at symposias and workshops;
have made a consistent, continuing high level contribution to scholarship in health professional education over at least five years, as evidenced by multiple conference presentations and multiple peer reviewed health professions journal publications as first or lead presenter and author in the past five years, by contributions such as reviewer for Medical Teacher (every year over last 5 years) and by mentoring of junior educators (in my department, and my hospital - inviting and facilitating their involvement in workshops and symposia that I have developed at CenMED, NUS; mentored scholarship projects, and regularly encouraging them to further their formal training in medical education by attending workshops, the CenMED Certificate in HPE program, and obtaining a MHPE);
hold qualifications in health professions education - MHPE(Maastricht), and have shown proof of a sustained and coherent programme of scholarship;
and have provided significant leadership in the development of health professions education in my own institution and nationally, as well as internationally - through systematic efforts to promote TeL within NUH/NUHS, faculty development activities at CenMED, NUS; involvement in faculty development activities at the Academy of Medicine, Singapore; as faculty and Unit Co-ordinator for our joint MHPE program with Maastricht, at APMEC (including conference organisation) and AMEE (including workshop and symposia organisation); as well as a invited speaker and resource person both locally in Singapore, and internationally (in Sri Lanka, Kazakhstan, Taiwan, and Indonesia)."



CV (uploaded)








12.  Letters of support (Download, complete and upload signed copy of support letter)



from

Dujeepa D Samarasekera, MBBS, MHPE, FAMS, FAcadMEd, FAMEE 
Director, Centre for Medical Education (CenMED)
Yong Loo Lin School of Medicine, National University of Singapore
National University Health System
AMEE Inaugural Fellow

Kati Hakkarainen, MD, PhD, Professor hc
Director of Medical Education
School of Medicine, University of Tampere, 
Tampere, Finland
AMEE Inaugural Fellow

Peter G.M. de Jong, PhD
Editor-in-Chief, Medical Science Educator
(Online journal of International Association of Medical Science Educators (IAMSE)), USA  
Staff adviser and Assistant Professor in Technology Enhanced Learning at the Leiden University Medical Center in The Netherlands




                            application submitted online 21 November 2016

http://www.amee.org/fellowship/fellow








Submission for upcoming conferences



American Roentgen Ray Society Annual Scientific Meeting 2017, April 30 to May 5



ASNR 2017 Annual Scientific Meeting, April 22 to 27, 2016, Long Beach Convention Center, Long Beach, California
http://2017.asnr.org/#!abstract
SUBMISSION DEADLINE:
Friday, December 9, 2016 - 5:00pm Pacific Standard Time (PST):

working with BS and JS on two planned submissions by them

The following abstracts: An Interactive and Digital Educational Exhibit Integrating Modern Imaging Software to Illustrate Anatomical Landmarks and Orbital Pathology of the Orbital Apex via a Series of Cases. has been submitted to the ASNR Abstract Submission Site by:

The following abstracts: User-scrollable Interactive Exhibit on the Anatomy of the Skull Base has been submitted to the ASNR Abstract Submission Site by:


Under submission

Low YL, Chan YC, Goh PS. Development Venous Anomaly associated with White Matter Signal Abnormalities.
(submitted Sunday, 27 November 2016)

























above and below first posted on https://50ideasforeducators.blogspot.sg/






"... the key to being a better writer is, essentially, to be a more productive on. Or more simply, the key to being a better writer is to write."
from Everybody Writes, by Ann Handley
Chapter 2: Writing is a Habit, Not an Art
first paragraph on page 17






The Travelling Spud, my travel and food blog


                   




Useful lessons from the management and leadership literature:




"And here we begin to see how the age of social media resembles the pre-literate, oral world. Facebook, Twitter, Snapchat and other platforms are fostering an emerging linguistic economy that places a high premium on ideas that are pithy, clear, memorable and repeatable (that is to say, viral). Complicated, nuanced thoughts that require context don’t play very well on most social platforms, but a resonant hashtag can have extraordinary influence. Evan Spiegel, the chief executive officer of Snap Inc., grasped the new oral dynamics of social media when he told the Wall Street Journal: “People wonder why their daughter is taking 10,000 photos a day. What they don’t realize is that she isn’t preserving images. She’s talking.”

by Joe Weisenthal
in article titled "Donald Trump, the First President of Our Post-Literate Age"
published online on Nov 29, 2016
https://www.bloomberg.com/view/articles/2016-11-29/donald-trump-the-first-president-of-our-post-literate-age




https://personalmba.com/




https://en.wikipedia.org/wiki/The_Inevitable_(book)

https://www.amazon.com/Inevitable-Understanding-Technological-Forces-Future/dp/0525428089?tag=teco06-20

https://en.wikipedia.org/wiki/Kevin_Kelly_(editor)



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