eLearning Workshop @ CenMED, NUS

Hernandez, Javier & Liu, Zicheng & Hulten, Geoff & Debarr, Dave & Krum, Kyle & Zhang, Zhengyou. (2013). Measuring the engagement level of TV viewers. 2013 10th IEEE International Conference and Workshops on Automatic Face and Gesture Recognition, FG 2013. 1-7. 10.1109/FG.2013.6553742.

https://affect.media.mit.edu/pdfs/13.Hernandez.et_al.pdf

https://www.smartbrief.com/original/2019/03/storytelling-increases-social-media-audience-engagement-and-loyalty

https://www.flearningstudio.com/4-tips-to-get-students-attention-in-online-learning/

https://www.singlegrain.com/blog-posts/content-marketing/7-types-of-interactive-content-why-and-how-to-use-them/

Google search for 'role of browsing vs purposeful search in learning'

Thiemo Müller-Kalthoff & Jens Möller (2006) Browsing while reading: effects of instructional design and learners' prior knowledge, ALT-J, 14:2, 183-198, DOI: 10.1080/09687760600668602

https://www.tandfonline.com/doi/full/10.1080/09687760600668602

McKimm, J., Jollie, C., & Cantillon, P. (2003). ABC of learning and teaching: Web based learning. BMJ (Clinical research ed.), 326(7394), 870–873. https://doi.org/10.1136/bmj.326.7394.870

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1125774/

https://www.internetsociety.org/resources/doc/2017/internet-access-and-education/

Google search for 'browsing, skimming, surface and deep learning'

https://www.theguardian.com/commentisfree/2018/aug/25/skim-reading-new-normal-maryanne-wolf

https://granite.pressbooks.pub/teachingdiverselearners/chapter/surface-and-deep-learning-2/

https://www.insidehighered.com/news/2011/04/11/skimming-surface

https://www.3quarksdaily.com/3quarksdaily/2019/04/skimming-the-surface.html

https://teaching.unsw.edu.au/sites/default/files/upload-files/deep_and_surface_learning.pdf

Introduction to Information Behaviour By Nigel Ford (browsing, skimming, surface and deep learning)

Guze P. A. (2015). Using Technology to Meet the Challenges of Medical Education. Transactions of the American Clinical and Climatological Association, 126, 260–270.

Trelease RB. From chalkboard, slides, and paper to e-learning: How computing technologies have transformed anatomical sciences education. Anat Sci Educ. 2016;9(6):583‐602. doi:10.1002/ase.1620

https://pubmed.ncbi.nlm.nih.gov/27163170/

Learning and Training for Transfer from Poh-Sun Goh

https://www.instagram.com/p/Bf1lXUQlGR0/?hl=en&taken-by=gohpohsun

eLearning and mLearning in MedEd - Why, What and How from Poh-Sun Goh

https://www.instagram.com/p/Bfxt555F20G/?hl=en&taken-by=gohpohsun

mLearning in MedEd using Technology to Enhance Learning from Poh-Sun Goh

TeL in MedEd - Sampling, Consuming, Digesting learning from Poh-Sun Goh

Online learning pathway (generic, one example) from Poh-Sun Goh

Online learning pathway - progression from Poh-Sun Goh

Effective learning is a repetitive, iterative, cumulative process from Poh-Sun Goh

Learning, training and practice - spectrum from abstract to Actual from Poh-Sun Goh

Tips for Use of Videos in Medical Education during COVID-19 from Poh-Sun Goh

Reflection on learning and training in medical education from Poh-Sun Goh

https://www.straitstimes.com/singapore/education/home-based-learning-how-to-track-students-progress

https://www.straitstimes.com/singapore/education/universities-allow-some-students-back-on-campus

https://www.channelnewsasia.com/news/commentary/covid-19-coronavirus-education-digital-revolution-transformation-12650974

https://www.nytimes.com/2020/04/23/education/learning/coronavirus-online-education-college.html

https://www.nytimes.com/2020/04/04/us/politics/coronavirus-zoom-college-classes.html

The educational process - traditional v technology enabled / enhanced from Poh-Sun Goh

https://www.instagram.com/p/BssCHtaHmhe/

https://www.slideshare.net/mobile/dnrgohps/tel-in-meded

https://www.instagram.com/p/BvfHQ-EHJs9/

https://www.slideshare.net/dnrgohps/tel-in-meded-138327510

https://www.instagram.com/p/Bt8afCFHrC2/

https://www.slideshare.net/mobile/dnrgohps/transforming-teaching-and-learning-with-technology

https://www.instagram.com/p/BvzjTPsn51m/

https://www.instagram.com/p/BvxloP_HPMM/

https://www.instagram.com/p/Bx-54d0nk_N/

https://www.instagram.com/p/ByTgEpCn2Pm/

https://telatcenmed.blogspot.com/

http://physicalexaminationproceduralskills.blogspot.com/

https://medicaleducationelearning.blogspot.com/2019/06/technology-to-nurture-values-for.html

Technology Enhanced Learning in Medical Education from Poh-Sun Goh

Digital Scholarship and Engagement - Indicators, Metrics, Value and Impact

Poh-Sun Goh

eLearning or TEL(Technology Enhanced Learning) is increasingly being integrated into medical education and training, from undergraduate, through postgraduate to continuing education and lifelong learning settings, with increasing emphasis on blended and mobile learning, in the workplace and just-in-time settings. TEL with utilisation of digital content and engagement provides visibility of our teaching and training efforts as educators, showing ‘what we teach with, and assess on’ (Goh, 2016). TEL approaches can also be used to provide visibility and metrics of student engagement, as well as demonstrate intermediate and final outcomes of student learning (Goh & Sandars, 2016; Goh, 2017). TEL is increasing transforming medical education, going beyond substitution, augmentation and modification of learning - the ‘SAMR model’ (Puentedura, 2013). Reflective educators, and educational scholars have always sought to evaluate and assess the value and impact of their teaching and training efforts, and Digital Scholarship, with attention paid to data, indicators and metrics of engagement and output, can facilitate these efforts. Use of 'free', low cost, off the shelf, easy to use and accessible digital tools and platforms, combined with curated and created digital content repositories, by faculty who are 'digitally literate' and professional, facilitates adoption and scaling up of our scholarly efforts (Goh, 2018). This has direct benefits for faculty members during the academic appointment, appraisal and promotion process; for an academic community by making scholarly activities easily accessible, and for an institution by making academic and scholarly activities by faculty members both easily accessible and visible.

More on expanded blogpost link below

https://medicaleducationelearning.blogspot.com/2018/09/digital-scholarship.html

and

Podcast1 (for AMEE TEL committee symposium)

References:

Goh, P.S. eLearning in Medical Education - Costs and Value Add. The Asia Pacific Scholar (TAPS). Published online: 2 May, TAPS 2018, 3(2), 58-60. DOI: https://doi.org/10.29060/TAPS.2018-3-2/PV1073

Goh, P.S. Learning Analytics in Medical Education. MedEdPublish. 2017 Apr; 6(2), Paper No:5. Epub 2017 Apr 4. https://doi.org/10.15694/mep.2017.000067

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

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.

http://www.ncbi.nlm.nih.gov/pubmed/27414992

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.

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

Puentedura, R. R. (2013, May 29). SAMR: Moving from enhancement to transformation [Web log post].

Retrieved from http://www.hippasus.com/rrpweblog/archives/000095.html

Digital Scholar - The Scholarship Cycle, Value-Impact-Recognition from Poh-Sun Goh

above, and see more on website below

https://medicaleducationelearning.blogspot.com/2019/06/digital-scholar-participation-in-amee.html

https://medicaleducationelearning.blogspot.com/2017/09/sotl-in-meded.html

https://medicaleducationelearning.blogspot.com/2017/09/meded-peer-reviewed-publications.html

Technology enhances and transforms Learning in MedEd from Poh-Sun Goh

TeL in MedEd (hyperlinked coloured tiles) from Poh-Sun Goh

How to Use Technology Enhanced Learning in Medical Education from Poh-Sun Goh

See, Do, then Teach - To See, Show-Do with Feedback, Teach with Feedback-Reflection- Scholarship from Poh-Sun Goh

Transferring Theory to Practice in Medical Education Faculty Development - using and adding to Miller's Pyramid from Poh-Sun Goh

https://www.instagram.com/p/ByTgEpCn2Pm/

Everything I have learnt about eLearning from Poh-Sun Goh

Everything I have learnt about (e)Learning (updated 7 April 2020) from Poh-Sun Goh

Norman M. K. (2017). Twelve tips for reducing production time and increasing long-term usability of instructional video. Medical teacher, 39(8), 808–812. https://doi.org/10.1080/0142159X.2017.1322190

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6262844/

http://blog.nus.edu.sg/teachingconnections/

Resources: Technology-enhanced Learning (CDTL, NUS)
http://blog.nus.edu.sg/teachingconnections/2020/04/07/march-april-2019/

http://blog.nus.edu.sg/teachingconnections/2020/04/07/triggering-online-discussions/

🔻

⇩

above from

https://medicaleducationelearning.blogspot.com/2017/09/pre-conference-workshop-and-conference.html

⇧

🔺

Implementation of Technology Enhanced Learning (including VR, AR and AI) in Medical Education - Some questions to ask from Poh-Sun Goh

So, Hing-Yu & Chen, Phoon & Wong, George & Chan, Tung. (2019). Simulation in medical education. Journal of the Royal College of Physicians of Edinburgh. 49. 52-57. 10.4997/JRCPE.2019.112.
https://www.researchgate.net/publication/331576872_Simulation_in_medical_education
https://www.rcpe.ac.uk/sites/default/files/jrcpe_49_1_so.pdf

Sørensen, J.L., Østergaard, D., LeBlanc, V. et al. Design of simulation-based medical education and advantages and disadvantages of in situ simulation versus off-site simulation. BMC Med Educ 17, 20 (2017). https://doi.org/10.1186/s12909-016-0838-3
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-016-0838-3

Pros and cons of simulation in medical education: A review
Author(s): Dr. Divya G Krishnan, Dr. Anukesh Vasu Keloth, Dr. Shaikh Ubedulla
International Journal of Medical and Health Research
ISSN: 2454-9142, Impact Factor: RJIF 5.54
www.medicalsciencejournal.com
Volume 3; Issue 6; June 2017; Page No. 84-87
http://www.medicalsciencejournal.com/archives/2017/vol3/issue6/3-6-15

Datta, R., Upadhyay, K., & Jaideep, C. (2012). Simulation and its role in medical education. Medical journal, Armed Forces India, 68(2), 167–172. https://doi.org/10.1016/S0377-1237(12)60040-9
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3862660/

Al-Elq A. H. (2010). Simulation-based medical teaching and learning. Journal of family & community medicine, 17(1), 35–40. https://doi.org/10.4103/1319-1683.68787
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3195067/

Lane, Jane & Slavin, Stuart. (2001). Simulation in Medical Education: A Review. Simulation & Gaming - Simulat Gaming. 32. 10.1177/104687810103200302.
https://www.researchgate.net/publication/228789791_Simulation_in_Medical_Education_A_Review

Reflect on how Bloom's taxonomy, Miller's pyramid and the Kirkpatrick model might apply to learning continuum map from Poh-Sun Goh

https://medicaleducationelearning.blogspot.com/2020/03/technology-enhanced-learning-in-medical.html

https://medicaleducationelearning.blogspot.com/2020/03/medical-educator-roles-of-future.html

Postscript (posted on 16 April 2020 @ 0915am), for discussion - during TeLMED session on 17 April 2020 ( more on following link https://medicaleducationelearning.blogspot.com/2020/03/technology-enhanced-learning-in-medical.html )

"One simple, doable, first step for us to take as educators is to (progressively) make our teaching and training material available for review and use online, as (some open access, some restricted access) digital content (following appropriate and accepted professional usage guidelines, including those for professional use, consent, privacy, and attribution/intellectual property). This facilitates use and review by both students, and fellow educators, to use, and re-use (with attribution). This content can be progressively, and systematically curated and indexed by theme, topic, and ideally also in its most modular, granular form. To encourage, and facilitate re-use, re-purposing, and just in time review. For example - key takeaways, recent and topical papers, guidelines, quotes, illustrations, tables, video clips, modular VR and AR content. Our role as teachers, instructors, demonstrators, educators, content creators, curators, editors, filters/screeners/reviewers, guides and coaches can be assisted by AI, informed by digital and learning analytics."

Poh-Sun Goh (16 April 2020 @ 0915am)

https://www.instagram.com/p/BvfHQ-EHJs9/

TeL in MedEd from Poh-Sun Goh

https://www.instagram.com/p/BvzjTPsn51m/

Technology enhanced Learning in MedEd for Knowledge, Skills and Attitudes from Poh-Sun Goh

https://www.instagram.com/p/BvxloP_HPMM/

https://personalmba.com/iron-law-of-the-market/

Role of Technology in Medical Education from Poh-Sun Goh

https://www.instagram.com/p/BvfttzJnqu0/

Overview - TeL in MedEd from Poh-Sun Goh

Wednesday, March 6, 2019

Technology enhanced learning (eLearning) @ CenMED, NUS on 8 April 2019 - Pre-workshop preparation (Final Version)

http://medicine.nus.edu.sg/cenmed/apmec16/speakers.html#Poh_Sun_Goh

http://medicine.nus.edu.sg/cenmed/apmec12/speakers.shtml#Terry_Pan

http://medicine.nus.edu.sg/cenmed/apmec16/speakers.html#Ashokka_Balakrishnan

http://medicine.nus.edu.sg/cenmed/apmec16/speakers.html#Michael_Wan

http://medicine.nus.edu.sg/cenmed/apmec16/speakers.html#Lee_Shuh_Shing

https://telatcenmed.blogspot.com/

https://medicaleducationelearning.blogspot.com/2019/03/analog-vs-digital.html

___________________

Dear workshop participants,

Thank you for signing up for the upcoming Technology Enhanced Learning (TEL) workshop.

Please undertake the following pre-workshop preparation BEFORE the workshop:

This pre-workshop preparation and activity should take around one to three hours, depending on whether you dip and skim; or do a deeper dive into the material. Depending on your background in , and exposure to thinking, and use of technology in medical education, more preparation time spent before the workshop would give you more familiarity with, and preparation to engage with the ideas we will discuss, during the workshop.

A)
Please review the following open access articles before the workshop (from Poh-Sun).

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.

http://dx.doi.org/10.15694/mep.2016.000105

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

Goh, P.S. eLearning in Medical Education - Costs and Value Add. The Asia Pacific Scholar (TAPS). Published online: 2 May, TAPS 2018, 3(2), 58-60. DOI: https://doi.org/10.29060/TAPS.2018-3-2/PV1073

While reading these articles, please reflect and take notes of your own learning and teaching needs and requirements AND post these notes on Padlet or Google Docs form (link) to add to during workshop, to facilitate workshop group activities and discussion.

Terry will be focusing on 'Task Centred Learning'. He has recommended two articles, to provide background information on this topic.

Francom, Greg & Gardner, PhD, CPT, Joel. (2014). What is task-centered learning?. TechTrends. 58. 27-35. 10.1007/s11528-014-0784-z. or https://link.springer.com/article/10.1007/s11528-014-0784-z

and

Mieke Vandewaetere, Dominique Manhaeve, Bert Aertgeerts, Geraldine Clarebout, Jeroen J. G. Van Merriënboer & Ann Roex (2015) 4C/ID in medical education: How to design an educational program based on whole-task learning: AMEE Guide No. 93, Medical Teacher, 37:1, 4-20, DOI: 10.3109/0142159X.2014.928407

(additional note from Poh-Sun: a concise description of the 4C/ID model, including illustrating its application in a case presentation curriculum is available in a recent article below)

Daniel, M., Stojan, J., Wolff, M. et al. Applying four-component instructional design to develop a case presentation curriculum, Perspect Med Educ (2018) 7: 276. https://doi.org/10.1007/s40037-018-0443-8

On topic of e-Assessment (from Michael)

Can you think of some examples of e-assessment?

What types of e-assessment are being used in your institution?

What are the pros and cons of e-assessment?

Please take notes of your response to the above questions, AND post these notes on Padlet or Google Docs form (link) to add to during workshop, to facilitate workshop group activities and discussion.

Please do this BEFORE the workshop.

___

To recap, there are two options for your time allocation for pre-workshop preparation.

If you have up to one hour available (track 1) - just read the following one article.

Goh, P.S. eLearning in Medical Education - Costs and Value Add. The Asia Pacific Scholar (TAPS). Published online: 2 May, TAPS 2018, 3(2), 58-60. DOI: https://doi.org/10.29060/TAPS.2018-3-2/PV1073

If you have more time, do as much of the pre-reading and preparation as you are able to, up to 3 hours before the workshop (track 2).

We recommend you spend between one to three hours preparation before the workshop, depending on your background in medical education, and familiarity with ideas in medical education, and related to the use of technology in medical education. The more preparation you undertake, the better you will be able to engage with the material and faculty during the workshop.

To manage your expectations, for example, one hour preparation for a faculty member new to medical education or technology use will give you some ideas of why to use technology, but a limited idea of the breadth and depth of technology options, the pedagogy and instructional design thinking underpinning technology enhanced learning, and less ability to transfer theory to practice.

We look forward to meeting you all at the workshop, and having interactive discussions and activities.

Best regards,

Poh-Sun

___________________

Workshop Schedule Outline

Morning

Interactive Symposium format - focusing on general principles, exploring 'Why' before How and What

Afternoon

Each facilitator will lead discussions with small table groups on topics and areas from the individual facilitator's own use of technology to enhance learning; before we end the day with group presentations of ideas discussed with all the participants in the workshop.

link to workshop Padlet wall

https://personalmba.com/iron-law-of-the-market/

_____________________

Content I will be discussing during the workshop below (Poh-Sun).

For those of you who have time, and are interested, please go ahead and skim, dip, do deep dive into this material driven by what you feel might be relevant, and useful in your own educational practice.

_____________________

Introduction, review of basic concepts, pre-reading, practical guide and pre-workshop assignment (see message below)

Overview of eLearning - Spectrum, Tools & Pedagogy (didactic presentation and discussion)

Tools and Approaches related content (below)

Using Video in medical education

VR and AR, literature, using, article

Approach related (below)

Flipped classroom in medical education

Blended learning (examples - 1, 2, 3)

Assessment

Learning Analytics and Digital Scholarship (and SoTL)

ADDIE model - CenMED Scholar resource

(from Shuh Shing)

(Note highlighted words are linked to online resources for pre-reading, review, reflection, perspective, points-of-view, including regional, some older, general, overview papers, and for reference. You might want to start by reading a practical guide.

________________________

For those of you who have additional band-with, recommend you allocate an additional 3 to 4 hours for pre-workshop preparation, and skim through the above material, which have been presented buffet style as hyperlinked resources to EACH highlighted word above. Please use this to BUILD up a FOUNDATION of KEY IDEAS and CONCEPTS.

As one learning path, please consider first WHY before HOW (why you might want to use Technology to Enhance Learning). Then, make notes on the TAXONOMY or FRAMEWORK of eLearning or Technology Enhanced Learning (TEL) - METHODS and TOOLS to give you a feel of the WHOLE SPECTRUM and BREADTH of eLearning or TEL; before selecting a few methods or tools that you might find useful, and reflect on how these might assist you in your teaching and training practice; and finally think about how certain pedagogical approaches and instructional design frameworks like the Flipped Classroom and ADDIE might help you utilise Technology to Enhanced Learning. We will work on developing an individual approach, and implementation plan during the workshop.)

Above from

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

https://www.instagram.com/p/BvnwScxHPUp/

Technology 'enhances' Learning

Technology 'transforms' Learning

Technology enhances and transforms Learning in MedEd from Poh-Sun Goh

https://www.instagram.com/p/Bvf_n9-nrtR/

TeL in MedEd (hyperlinked coloured tiles) from Poh-Sun Goh

https://www.instagram.com/p/BvfHQ-EHJs9/

TeL in MedEd from Poh-Sun Goh

https://www.instagram.com/p/BvzjTPsn51m/

Technology enhanced Learning in MedEd for Knowledge, Skills and Attitudes from Poh-Sun Goh

https://www.instagram.com/p/BvxloP_HPMM/

https://personalmba.com/iron-law-of-the-market/

Role of Technology in Medical Education from Poh-Sun Goh

https://www.instagram.com/p/BvfttzJnqu0/

Overview - TeL in MedEd from Poh-Sun Goh

https://www.weforum.org/agenda/2018/09/how-smartphones-can-close-the-global-skills-gap-for-billions

Technology to Nurture Values for Effective Practice

Poh-Sun Goh

(Why before What and How)

How can technology inspire, role model, promote reflection and interactive discussion, and offer a roadmap on how to nurture values for effective practice?

We are inspired by stories. These may be told or recounted orally, in written form, performed (as a simulated performance, in theatre or the media - video, television or the movies), observed in person or from video - all of these with added reflection, which may be guided or as an interactive peer review, learning and insight developing exercise.

These stories may mimic, or be a record of real life. Professional practice. Health and disease, and healthcare, are replete with narratives of suffering, comfort, and joy. These can be told from a patient’s, relatives, caregivers or professional healthcare practitioner (or member of the healthcare team’s) perspective. Or from multiple perspectives. An example of a narrative-story which gives insight into how a professional in the palliative care sector-practice might approach dying patients was recently published in the New York Times (Puri, 2019). The ending scene from the 1991 movie ‘The Doctor’ illustrates how an initially insensitive, emotionally distant medical practitioner develops a very personal insight into the perspective of the healthcare system when he himself became a patient, and was motivated to introduce a patient centred experience for medical students in his medical school’s medical program. The book ‘A taste of my own medicine: When the doctor is the patient’ by Edward E Rosenbaum in 1991 narrates a similar story.

While not only engaging, and thought provoking, these narratives and stories can encourage all of us to reflect on our roles in health and disease. As healthcare practitioners to improve our empathy, communication skills, teamwork, organisational abilities and professionalism. We can become more sensitive to a patient’s, or relative’s-caregiver’s point of view. We can become better at showing first that we care, to reassure, comfort, and communicate better. With more skill and sensitivity. To give attention to the the human side of medicine, to complement the scientific and technical side of medical practice.

Technology is one method to disseminate and share stories and narratives (Goh, 2016). To scale up our educational and training efforts. To engage students and practitioners beyond the classroom. Before, during and after traditional classroom training. We can use open source content, and low cost-free platforms to communicate with, and engage our students, and fellow practitioners. Technology makes it easier for us to create and curate content. And share this. Through websites, blogs, apps. Mobile devices with free and low cost, easy to use software and apps make it relatively simple and easy to create and edit, or curate multimedia, and video content.

As with all use of technology to enhance, and augment our educational and training efforts, these efforts should be driven first by our instructional and educational objectives, or pedagogy before technology. With no tech, or low cost, open source, free technology and platforms then carefully and intelligently chosen to support, and augment our teaching and learning objectives.

References

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.

http://dx.doi.org/10.15694/mep.2016.000105

Puri, S. 2019. The lesson of impermanence. New York Times. Published and accessed on 7 March 2019.

https://www.nytimes.com/2019/03/07/well/live/palliative-care-end-of-life-death.html

https://www.nytimes.com/2019/03/11/opinion/why-mortality-makes-us-free.html

Sandars J. The use of reflection in medical education: AMEE Guide No. 44. Med
Teach. 2009 Aug;31(8):685-95.

Yardley S, Teunissen PW, Dornan T. Experiential learning: AMEE Guide No. 63.
Med Teach. 2012;34(2):e102-15. doi: 10.3109/0142159X.2012.650741.

Movie ‘The Doctor’ 1991

https://en.wikipedia.org/wiki/The_Doctor_(1991_film)

Review of ‘A taste of my own medicine: When the doctor is the patient’ by Edward E. Rosenbaum

https://journals.lww.com/plasreconsurg/citation/1991/03000/a_taste_of_my_own_medicine__when_the_doctor_is_the.41.aspx#pdf-link

________________________

https://personalmba.com/iron-law-of-the-market/

Role of digital analytics to guide learning (updated) from Poh-Sun Goh

more at https://datainformedelearning.blogspot.com/

as well as

'An essential competence for all learners is the development of digital literacy for finding and evaluating the relevance, accuracy and potential usefulness of the vast range of information sources and content (Lynch 2017)'.

cited in article below

Goh PS, Sandars J. 2019. Increasing tensions in the ubiquitous use of technology for medical education. Med Teach. doi:10.1080/0142159X.2018.1540773

and

https://medicaleducationelearning.blogspot.com/2018/09/digital-scholarship.html