Undergraduate radiology teaching
Thursday, May 14th, 2015
10am to 1200noon
2pm to 4pm
Postgraduate radiology training
Postgraduate ophthalmology training
Friday, May 15th, 2015
10am to 12noon
2pm to 4pm
Meeting with academic staff from KazNMU to discuss areas of possible collaboration with NUS
Saturday, May 16th, 2015
10am to 12noon
Developing and implementing eLearning programs
Monday, May 18th, 2015
0930am to 1230am
2pm to 4.30pm
eLearning workshop (basic)
Tuesday, May 19th, 2015
0930am to 1230am
2pm to 4.30pm
eLearning workshop (intermediate)
Wednesday, May 20th, 2015
0930am to 1230am
2pm to 4.30pm
(e)Scholarship
Thursday, May 21st, 2015
0930am to 1230am
2pm to 4.30pm
Message to all participants:
Thank you for your interest, and taking time to attend each day's interactive sessions. I am greatly looking forward to spending time with all of you at KazNMU; meeting you, and having in-depth discussions with you all.
May I please request that the participants who are attending the Thursday May 14th, Friday May 15th and Monday May 18th session all complete the pre-session Survey Monkey short online survey latest one day before coming to the session (for Thursday embedded on the presentation webpage, for Friday and the following Monday embedded as a hyperlink within the pre-session instructions for participants).
May I also please request that all the participants who are attending complete each pre-session's short 250 word assignment, and post this up on the Padlet wall for the session latest one day before the session.
This will not only give me a better understanding of the background and needs of the audience for each day, but will also allow us to build on background knowledge, have a more in depth discussion, and use the time for in-session interactive activities.
May I please request that the participants for each day all bring along their personal Wi-Fi enabled laptop computer (or tablet computer).
Undergraduate radiology teaching (Thursday, May 14th, 2015)
Message to the participants:
"For all the participants coming to this session, may I please request that you all answer (latest one day before the session) the short 3 question survey on SurveyMonkey below, as well as make a posting on the Padlet digital wall for the session on what area you teach in, or year of undergraduate education you currently are a student in (for example Anatomy, Radiology, Surgery; year 1 undergraduate, year 2 undergraduate etc.), and what you individually hope to get out of the session. You can make a post on the digital Padlet wall below by double clicking any empty spot on the website http://padlet.com/dnrgohps/UGteaching and writing or uploading a document. As long as you use the same computer or digital device, you can go back and edit, move around or erase your post at any time."
As preparation for this session, please spend approximately two to three hours reviewing the pre-reading resources below, and undertaking the assignment, latest one day before coming to the session. Thank you."
Pre-reading and Pre-session assignment
Medical Education Reimagined: A Call to Action (Academic Medicine, 2013)
Considerations for Flipping the Classroom in Medical Education (Academic Medicine, 2014)
(Please read [above] the proposal for introducing the "Flipped Classroom" into medical education, followed by a letter to the editor above critiquing this approach. An example of a commentary supporting this also follows - please review comments on this piece also. Please write a short 250 word maximum personal reaction, and post this (as an additional post) on the Padlet wall for the session below, together with a brief description of your teaching experience, current teaching responsibilities, and a short 250 word maximum proposal of how you intend to use the flipped classroom methodology in your teaching setting. You should complete this assignment before you come to the session. We will be developing your proposal further during the session.)
Additional resources and pre-reading below which you might find helpful
Create your own user feedback survey
http://padlet.com/dnrgohps/UGteaching
http://learningchestradiology.blogspot.sg/2013/10/the-chest-radiograph.html
http://learningchestradiology.blogspot.sg/2013/11/imaging-of-respiratory-disorders-m2.html
Blended learning with face to face interactive active learning supported by online resources
(Website content will be unlocked during live presentation)
http://www2.warwick.ac.uk/newsandevents/podcasts/medicine/51-aspects-anatomy
http://www.cdtl.nus.edu.sg/staff/videos/index.htm
(Useful tips and resources from CDTL, NUS)
Postgraduate radiology training (Friday, May 15th, 2015)
Message to the participants:
"For the participants coming to this session, please answer (before the session) the short 3 question survey on SurveyMonkey by clicking this link, and also make a posting on the Padlet digital wall for the session on what area you teach in, or are a resident or clinical fellow in (for example Radiology, Ophthalmology etc.), and what you individually hope to get out of the session. You can make a post on the digital Padlet wall below by double clicking any empty spot on the website http://padlet.com/dnrgohps/PGtraining and writing or uploading a document. As long as you use the same computer or digital device, you can go back and edit, move around or erase your post at any time. Thank you."
"As preparation for this session, please spend approximately two to three hours reviewing the pre-reading resources below, and undertaking the assignment, before coming to the session. Thank you."
Pre-reading and Pre-session assignment
For the Pre-session assignment, please reflect on your current clinical specialty training program, and post a comment on this session's Padlet wall below. Briefly in 250 words or less describe this training program, your role in this; as well as how ideas of "deliberate practice" and "mastery training" or "training for mastery" can be applied to your program.
Dolmans et.al., 2006 (problem based learning) - focus particularly on the section, Part 1: learning principles; and reflect on how this can be applied to learning radiology; or teaching radiology / designing a radiology curriculum
for educators, and interested students; these principles can be applied to radiology training
and
http://practicebasedmededresearch.blogspot.sg/
.png)
http://medicaleducationelearning.blogspot.sg/2015/02/preparation-for-formal-phd-proposal.html?view=sidebar
.png)
http://medicaleducationelearning.blogspot.sg/2013/01/use-of-hyperlinked-radiology-case.html?view=sidebar (see below)
Postgraduate ophthalmology training
http://padlet.com/dnrgohps/PGophthalmology
Developing and implementing eLearning programs (Monday, May 18th, 2015)
Message to the participants:
"For the participants coming to this session, please answer (before the session) the short 3 question survey on SurveyMonkey by clicking this link, and also make a short around 250 word posting each on the Padlet digital wall for the session. You can make a post on the digital Padlet wall below by double clicking any empty spot on the website http://padlet.com/dnrgohps/TeLatKazNMU and writing or uploading a document. As long as you use the same computer or digital device, you can go back and edit, move around or erase your post at any time. Thank you."
On the Padlet wall, please do the following before coming to the session:
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
___________________
Pre-session reading:
Please review the following before the workshop. This should take approximately 3 hours.
1. Ellaway R, Masters K. AMEE Guide 32: e-Learning in medical education Part 1:
Learning, teaching and assessment. Med Teach. 2008 Jun;30(5):455-73. doi:
10.1080/01421590802108331. PubMed PMID: 18576185.
https://www.ncbi.nlm.nih.gov/pubmed/18576185
Masters K, Ellaway R. e-Learning in medical education Guide 32 Part 2:
Technology, management and design. Med Teach. 2008 Jun;30(5):474-89. doi:
10.1080/01421590802108349. PubMed PMID: 18576186.
https://www.ncbi.nlm.nih.gov/pubmed/18576186
2. eLearning in clinical teaching
http://www.faculty.londondeanery.ac.uk/e-learning/e-learning-in-clinical-teaching-1
(eLearning module)
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 session and workshop activities.
Thank you."
http://padlet.com/dnrgohps/TeLatKazNMU
.png)
http://techenhlearning.blogspot.sg/
(presentation at half day seminar and mini-workshop @ NYP (Nanyang Polytechnic), Singapore
http://12tipsusingvideomeded.blogspot.sg/
(Use of videos in medical education - whole day workshop by CenMED, NUS held on May 12, 2015)
http://qualresearchmethodsmeded.blogspot.sg/
(Qualitative research methods in medical education (introductory) - whole day workshop by CenMED, NUS held on May 4, 2015
http://12tipsflippedclassroom.blogspot.sg/
(Tips for applying the flipped classroom - half day workshop by CenMED, NUS held on April 27, 2015)
http://techenhlearning.blogspot.sg/
(Technology enhanced learning seminar and mini-workshop - half day, held on April 8th, 2015 at Nanyang Polytechnic (NYP), Singapore)
http://medicaleducationelearning.blogspot.sg/2014/12/personalising-medical-education-using.html?view=sidebar
(Personalising medical education using an eRepository + Measuring impact using Data Analytics, Invitation to present to Paediatrics Department, NUHS, January 21, 2015, 8am to 9am)
http://personalmobilelearning.blogspot.sg/
(supporting material created on spur of moment to add to workshop at APMEC 2015)
http://practicebasedmededresearch.blogspot.sg/
(symposium presentation at APMEC 2015)
http://personaldigitallearning.blogspot.sg/
(presentation and demonstration at TLHE 2014)
http://designingeffectivelearning.blogspot.sg/
(TeL symposium at AMEE 2014)
http://telroundtable2014.blogspot.sg/
(TeL symposium at APMEC 2014)
Learning@NUHS
CaseBasedLearning@NUHS
eLearning workshop (basic)
http://padlet.com/dnrgohps/TeLbasic
http://medicaleducationelearning.blogspot.sg/2014/10/meu-tel-workshop-revised-workshop.html?view=sidebar
eLearning workshop (intermediate)
http://padlet.com/dnrgohps/TeLintermediate
http://medicaleducationelearning.blogspot.sg/2014/10/meu-tel-workshop-revised-workshop.html?view=sidebar
(e) Scholarship
http://padlet.com/dnrgohps/Escholarship
Scholarship.jpg)
Personal reflection by program faculty/instructor-facilitator-coach (on May 21st, 0500am) by Goh Poh Sun
"When I met Professor Akanov, Rector of KazNMU for a second time yesterday, with Farida and Rustam, I expressed my personal and professional happiness and satisfaction with this training program. Using a statement familiar to many educators - see one, do one and teach one - it is evident (there is clear evidence) that the participants who attended this program very quickly and effectively were able to not only "do", with all participants creating their own teaching websites, we were also able to observe participants effectively start teaching each other, to raise the performance of all participants. Observing the "products"/websites of each participant, seeing the improvement in design and content provided on each website, each day; as we spent a series of days repeatedly working on and improving each website, has given me enormous assurance and confidence that the teaching faculty at KazNMU are able to not only implement, and adopt many of the ideas presented in this teaching program, but also share this knowledge and skill with other teachers who have not attended this program, and develop these ideas further."
Further reflection on program (on May 22nd and 23rd, 2015) by Goh Poh Sun
"I believe the success of the program was due to the confluence of a series of factors:
1. strong institutional leadership and commitment at KazNMU
2. a lot of effort planning the program
3. selecting the participants, who were identified as some of the best teachers at KazNMU, who have teaching experience, and commitment to teaching and learning (with a wide variety of backgrounds)
4. local logistic and technical support;
5. which included providing a skilled Russian translator (who has a medical background and is a teacher at KazNMU) for each day's sessions, to allow English to Russian and Russian to English translation
6. the possibility of scheduling a few consecutive days for faculty to each build their own website, design their program, and help/teach other teachers;
7. including providing time each morning and afternoon for faculty to reflect on the material presented each day, and work on their websites, as well as help each other and work together;
8. and which also allowed the presentation of a series of daily morning and afternoon session competency targets, whose achievement by each participant was visible on the digital interactive Padlet walls embedded in the presentation website
9. passion and commitment during the time spent designing the actual teaching program, for around 6 weeks daily before the program, including having access to a digital repository of content, to allow dynamic day to day, and "live" customisation of the program, including the possibility of providing illustrations for each of the questions raised during day to day discussion and Q and A sessions; as well as commitment and passion expressed each day during the presentation and interactive discussion segments in the morning and afternoon
10. experience giving similar workshops and teaching sessions, as well as symposia in many settings, locally and internationally, with diverse audiences; over the last 5 years; as well as local experience over the last 3 years working with many clinical and allied health departments on the Learning@NUHS digital repository project; together with experience gained in previous and current departmental and institutional clinical, and academic/educational leadership roles since 1994
11. experience developing eLearning programs since 2002, and presenting our experience in local, regional and international conferences twice yearly since 2003 - this allowed the presentation of key ideas of "why" use technology, and discussion of the principles of educational pedagogy; together with recommendations of simple, easy to use and robust EduTech solutions and platforms, which have been personally validated
12. formal training as a medical educator, with the Maastricht MHPE program (2009-2012); and experience over the last three years developing my PhD proposal for a program of educational research - covering the continuum of undergraduate, through postgraduate, to lifelong learning settings in medical education; evaluating the use of technology enhanced learning with modular eLectures and interactive tutorials, supported by a hyperlinked online indexed digital repository, to support and facilitate training for competency, proficiency, expert performance and mastery."
This presentation website/blog illustrates both the audience engagement and participation process. The instructional purpose was to illustrate and demonstrate principles of the "Flipped Classroom", as well as use of Technology to "Enhance" Learning.
May I request each participant who has attended these interactive daily sessions to complete the short Survey Monkey post-session(s) feedback form. This short survey is intended to provide anonymous feedback regarding your perceptions of the quality of the educational material, the effectiveness of the online audience engagement process, the quality of the face to face presentations and audience interaction/discussion, and the overall impact you feel attending these educational programs might have for your educational activities at KazNMU; by using a very simple 5 point Likert scale for each four questions - from 1 to 5, with 1 = poor quality; 2 = average quality; 3 = good quality/impact; 4 = very good quality/impace; 5 = outstanding quality/impact.
May I also request each participant to write a short note and post it on the Padlet wall below briefly stating what each of you found most useful about each day's session; what you feel could be improved; and finally ideas and a proposal of post-session educational initiatives and projects that you intend to explore and implement soon after these sessions.
http://padlet.com/dnrgohps/feedbackTeLKaz
Google analytics login
http://www.nytimes.com/2015/05/03/opinion/sunday/how-not-to-drown-in-numbers.html?_r=0
("How not to drown in numbers", in the New York Times SundayReview, May 2, 2015)
