{"id":424,"date":"2020-02-12T10:19:43","date_gmt":"2020-02-12T02:19:43","guid":{"rendered":"https:\/\/medicine.nus.edu.sg\/taps\/?post_type=issues&#038;p=424"},"modified":"2020-03-30T15:46:55","modified_gmt":"2020-03-30T07:46:55","slug":"elearning-in-medical-education-costs-and-value-add","status":"publish","type":"issues","link":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/elearning-in-medical-education-costs-and-value-add\/","title":{"rendered":"eLearning in medical education \u2013 Costs and value add"},"content":{"rendered":"<p style=\"text-align: justify;\">Published online: 2 May, TAPS 2018, 3(2), 58-60<br \/>\r\nDOI:<span>\u00a0<\/span><a href=\"https:\/\/doi.org\/10.29060\/TAPS.2018-3-2\/PV1073\">https:\/\/doi.org\/10.29060\/TAPS.2018-3-2\/PV1073<\/a><\/p>\r\n<p style=\"text-align: justify;\">Poh Sun Goh<\/p>\r\n<p style=\"text-align: justify;\"><em>Yong Loo Lin school of Medicine, National University of Singapore, Singapore<\/em><\/p>\r\n<p style=\"text-align: center;\"><strong>Abstract<\/strong><\/p>\r\n<p style=\"text-align: justify;\">This article (and its accompanying and complementary presentation blog [<a href=\"https:\/\/telat14apmec.blogspot.sg\/2017\/01\/elearning-in-medical-education-costs.html\">https:\/\/telat14apmec.blogspot.sg\/2017\/01\/elearning-in-medical-education-costs.html<\/a>]) expands on ideas presented and elaborated on during the\u00a0pre-conference workshop (<a href=\"https:\/\/telat14apmec.blogspot.sg\/2016\/09\/essential-skills-in-elearning-pre.html\">https:\/\/telat14apmec.blogspot.sg\/2016\/09\/essential-skills-in-elearning-pre.html<\/a>), and\u00a0main conference symposium (<a href=\"https:\/\/telat14apmec.blogspot.sg\/2016\/09\/essential-skills-in-elearning-pre.html\">https:\/\/telat<\/a><a href=\"https:\/\/telat14apmec.blogspot.sg\/2016\/09\/essential-skills-in-elearning-pre.html\">14apmec.blogspot.sg\/2016\/09\/educational-technologies-propaganda-or.html<\/a>) on this topic at the 14th APMEC. It will specifically address the issue of the costs involved, and value add of eLearning. It is presented in two sections, 1) as a series of short conversational style quotes intended to make a case for the use (or not) of eLearning \/ Technology enhanced learning, which were recently shared in the preamble to a more formal presentation on this topic; and 2) as a single paragraph compact article, augmented by internal keyword links to additional resources, links to the original workshop and symposium presentation blogs, an\u00a0audio\u00a0podcast (<a href=\"https:\/\/www.dropbox.com\/s\/7ltmt6z5unh6r6j\/TeLforTAPS.m4a?dl=0\">https:\/\/www.dropbox.com\/s\/7ltmt6z5unh6r6j\/TeLforTAPS.m4a?dl=0<\/a>),\u00a0video (example1) (<a href=\"https:\/\/www.dropbox.com\/s\/igvpiya9j26kldg\/TeLvid1TAPS.mov?dl=0)%20\">https:\/\/www.dropbox.com\/s\/igvpiya9j26kldg\/TeLvid1TAPS.mov?dl=0)<\/a><span>\u00a0<\/span>or video (example 1, embedded version below) demonstration, and interactive\u00a0online bulletin\u00a0(<a href=\"https:\/\/padlet.com\/dnrgohps\/practicalTipsToUseTeL\">https:\/\/padlet.com\/dnrgohps\/practicalTipsToUseTeL<\/a>) board (most updated versions of these media, and multimedia links will be on the blog).<\/p>\r\n<p style=\"text-align: justify;\"><em>The following section was first shared by Goh Poh Sun at 14<sup>th<\/sup><span>\u00a0<\/span>APMEC 2017 with participants; and Education team at NUS Dentistry on 3<sup>rd<\/sup><span>\u00a0<\/span>March 2017. The link can be found at\u00a0<\/em><a href=\"https:\/\/telat14apmec.blogspot.sg\/2017\/01\/elearning-in-medical-education-costs.html\"><em>https:\/\/telat14apmec.blogspot.sg\/2017\/01\/elearning-in-medical-education-costs.html<\/em><\/a><em>.<\/em><\/p>\r\n<p style=\"text-align: center;\"><strong>I. WHY USE TECHNOLOGY TO ENHANCE LEARNING (TeL)<\/strong><\/p>\r\n<p style=\"text-align: justify;\">eLearning, or Technology enhanced learning (learning\u00a0enhanced\u00a0 by use of the web\/online through mobile devices, accessing digital content, and promoting learning activities and interactive learning through software and Apps), like any teaching aid or tool, need not be used if all the optimal conditions for teaching and learning exists in a traditional, bricks and mortar classroom, and there is no need to extend the educational reach of the teacher, or interaction with the student, beyond a single classroom encounter \u2013 with no necessity to engage and interact before or after class. (Goh, 2016c)<\/p>\r\n<p style=\"text-align: justify;\">These \u201coptimal conditions for traditional classroom learning\u201d include having a skilled teacher available, fully present, rested, not interrupted (by phone calls \u2013 consultation requests or text \u2013 WhatsApp messages), in peak physical health (not unwell, jet lagged, sleep deprived); interacting with a class who are all present, fully engaged, in peak physical condition (not unwell, jet lagged, sleep deprived, not available to attend due to personal or other work commitments (running ward or clinic), not interrupted, not called away); and with students not required, and who do not require to pause a presentation-presentation or discussion narrative or process, reply to a point; and with all students able to ask questions as and when required by interrupting the presenter-teacher.<\/p>\r\n<p style=\"text-align: justify;\">But if you want to extend and expand the \u201cclassroom\u201d, and contact with students, before \u2013 during \u2013 and after class; to offer (all) students the ability of make points, and pose questions at the same time, and synchronously with the \u201clive\u201d presentation; to share and make accessible learning-educational content (for pre-reading) before class; and further reading-review after class; and for reference during class (recommended reading-resource material; not just material that students search for themselves) \u2026 if you (as the teacher), want to make the learning \u201crecipe\u201d, the learning and engagement process visible and transparent, not only for peer review-self review\/reflection\/evaluation for improvement, but also to allow students to revisit not only the content and interactive learning activities, \u00a0but also review and reflect on the learning and engagement process \u2026 and learn from this \u2026 then presenting directly and through an\u00a0online platform (Goh, 2016h), with embedded engagement and interactive spaces and tools aids the digitally enabled teacher, and learner; not to replace traditional teaching and learning, in the physical classroom, with traditional methods and tools, but to enable, enhance, extend, expand teaching and learning opportunities and activities.<\/p>\r\n<p style=\"text-align: center;\"><strong>II. COSTS AND VALUE ADD<\/strong><\/p>\r\n<p style=\"text-align: justify;\">eLearning\u00a0(<a href=\"https:\/\/www.instagram.com\/p\/BPOFFlnBxiw\/?taken-by=gohpohsun&amp;hl=en\">https:\/\/www.instagram.com\/p\/BPOFFlnBxiw\/?taken-by=gohpohsun&amp;hl=en<\/a>) or Technology enhanced learning leverages on the\u00a0exponential increase in internet use (World Wide Anniversary Site, n.d.), connecting a local and\u00a0global\u00a0audience (Doug, 2011), increasingly through\u00a0mobile\u00a0technologies (Jillian, 2016), which put the internet into our pocket, or purse, giving access to information and learning opportunities on demand, at a time and place customised to an individual learners needs, yet scaling up easily to a whole class, cohort, or global interest group; assisting teachers to expand and extend learning and interactive, active discussion and engagement beyond the physical classroom, and increase contact time with learning material and activities, not only before, during and after scheduled \u201cclass-time\u201d; to support\u00a0ongoing learning (Goh, 2016e) and training from undergraduate, through postgraduate, to lifelong learning and continuing professional development; taking individual students from novices, through competency and proficiency, to expert level performance and mastery. The\u00a0costs\u00a0in time and effort are greatly reduced by a concerted ongoing effort to systematically create, collect and curate (with attribution) useful, usable and (high) quality educational and training material in digital form (content) which is indexed and hyperlinked accessible for immediate use (on demand, as required, within digital repositories) (Cook, 2014; Goh, 2016d); the use of low cost and free online tools and platforms, like Blogger (Goh, 2016h), Padlet\u00a0(Goh &amp; Sandars, 2016) and\u00a0Instagram (Goh, 2016b), used exclusively for professional training purposes, following best practices, local and international guidelines and rules governing professionalism, protecting privacy, and respecting intellectual property. The focus is always on the quality, usability and usefulness of content (first), and our instructional purpose\/learning objectives, our pedagogical intention, before searching for the lowest cost, easiest to use, and most accessible technological solution (T. Taveira-Gomes, P. Ferreira, I. Taveira-Gomes, Severo, &amp; M. A. Ferreira, 2016), supported by best practices (empirical based and supported by the literature) in instructional design. These instructional practices\u00a0may not use any technology (Goh, 2017)\u00a0at all, or time tested \u201cold-school\u201d tech of microphones, paper and pen, chalk and a blackboard; or their online digital versions. TeL adds value by helping students, teachers, and administrators\/funding agencies\/parents \u201csee what we actually teach with, and assess on\u201d (Goh, 2016h), and makes the learning process and outcomes\u00a0visible\u00a0(Goh, 2016g) and\u00a0increasingly measurable (Goh, 2016a), through data analysis and\u00a0data analytics\u00a0(see tip 10 on linked article [Rouhiainen, 2015]). Scholarly teaching, and educational scholarship can also be promoted through the use of\u00a0online digital portfolios (Goh, 2016f), making our efforts as educators visible, accessible, and assessable; for colleagues and peers to critique, give feedback on, and add to our work.\u00a0To sum up, technology can augment, amplify, enhance, expand and extend our educational efforts as teachers, making useful content accessible; and assisting active learning activities which when done online are easily visible, as well as accessible for more rapid feedback and review. Making regular, incremental efforts to add to our educational content, and refine our learning processes is not only low cost, but also cost effective, particularly when low cost or free online tools and platforms are used skilfully and thoughtfully by teachers with a strong foundation of pedagogical knowledge and understanding of the theory and practice of instructional design; working with an ever increasing repertoire and repository of reusable digital content and teaching plans; which are made easily available for a teacher, \u00a0as well as a larger teaching community to use through an indexed, peer and user reviewed, online digital repository; where not only highly viewed, rated, cited to, linked to, and downloaded material; but also all potential usable and useful material is visible, and accessible; to be used, reused, repurposed, and added to.<\/p>\r\n<p style=\"text-align: center;\"><strong>Notes on Contributors<\/strong><\/p>\r\n<p style=\"text-align: justify;\"><a href=\"https:\/\/medicaleducationelearning.blogspot.sg\/2016\/04\/collected-medical-education-activities.html\">Poh Sun Goh<\/a>, MBBS, FRCR, FAMS, MHPE, FAMEE, is an<span>\u00a0<\/span><a href=\"https:\/\/medicine.nus.edu.sg\/meddnr\/staff.html\">Associate Professor and Senior Consultant Radiologist at the Yong Loo Lin School of Medicine, National University of Singapore<\/a>, and National University Hospital, Singapore. He is an<span>\u00a0<\/span><a href=\"https:\/\/medicine.nus.edu.sg\/cenmed\/about-us\/cenmed-associates.html\">Associate Member of CenMED, NUS<\/a>; a graduate of the<span>\u00a0<\/span><a href=\"https:\/\/she.mumc.maastrichtuniversity.nl\/master-health-professions-education\">Maastricht MHPE programme<\/a>; current member of the AMEE eLearning committee\/<a href=\"https:\/\/amee.org\/amee-committees\/tel\">Technology enhanced learning<\/a><span>\u00a0<\/span>committee; and a<span>\u00a0<\/span><a href=\"https:\/\/amee.org\/fellowship\/fellow\">Fellow of AMEE<\/a>.<\/p>\r\n<p style=\"text-align: center;\"><strong>Declaration of Interest<\/strong><\/p>\r\n<p style=\"text-align: justify;\">The author declare no competing interests.<\/p>\r\n<p style=\"text-align: center;\"><strong>References<\/strong><\/p>\r\n<p style=\"text-align: justify;\">Cook, D. A. (2014). The value of online learning and MRI: finding a niche for expensive technologies.<span>\u00a0<\/span><em>Medical Teacher<\/em>,<span>\u00a0<\/span><em>36<\/em>(11), 965-72.<br \/>\r\nRetrieved from<span>\u00a0<\/span><a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pubmed\/250725%2033\">https:\/\/www.ncbi.nlm.nih.gov\/pubmed\/250725 33<\/a>.<span>\u00a0<\/span><a href=\"https:\/\/doi.org\/10.3109\/0142159X.2014.917284\">https:doi.org\/10.3109\/0142159X.2014.917284<\/a>.<\/p>\r\n<p style=\"text-align: justify;\">Doug, F. (2011, May 5). Re: Visualizing geographic data with the WebGL Globe.<br \/>\r\nRetrieved from<span>\u00a0<\/span><a href=\"http:\/\/googlecode.blogspot.sg\/2011\/05\/visualizing-geographic-data-with-webgl.html\">http:\/\/googlecode.blogspot.sg\/2011\/05\/visualizing-geographic-data-with-webgl.html\u201d&gt;http:\/\/googlecode.blogspot.sg\/2011\/05\/visualizing-geographic-data-with-webgl.html<\/a>.<\/p>\r\n<p style=\"text-align: justify;\">Jilllian, D. (2016, June 1). Re: Mary Meeker\u2019s stunning annual presentation on the state of the web.<br \/>\r\nRetrieved from<span>\u00a0<\/span><a href=\"http:\/\/www.businessinsider.com\/mary-meeker-2016-state-of-the-web-presentation-2016-6\/?IR=T#CFJpu36krODtrEYC.97\">http:\/\/www.businessinsider.com\/mary-meeker-2016-state-of-the-web-presentation-2016-6\/?IR=T#CFJpu36krODtrEYC.97<\/a>.<\/p>\r\n<p style=\"text-align: justify;\">Goh, P. S. (2016a). 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 \u2013 going beyond \u201cclicks\u201d and views toward learning.<span>\u00a0<\/span><em>Amee MedEdPublish<\/em>,<span>\u00a0<\/span><em>5<\/em><span>\u00a0<\/span>(3), 62.<span>\u00a0<\/span><a href=\"https:\/\/doi.org\/10.15694\/mep.2016.000148\">https:\/\/doi.org\/10.15694\/mep.2016.000148<\/a>.<\/p>\r\n<p style=\"text-align: justify;\">Goh, P. S. (2016b).<span>\u00a0<\/span><em>Doctor, Educator, Tech Geek<\/em>. Retrieved from<span>\u00a0<\/span><a href=\"https:\/\/www.instagram.com\/p\/BPOFFlnBxiw\/?taken-by=gohpohs%20un&amp;hl=en\">https:\/\/www.instagram.com\/p\/BPOFFlnBxiw\/?taken-by=gohpohs un&amp;hl=en<\/a>.<\/p>\r\n<p style=\"text-align: justify;\">Goh, P. S. (2016c). eLearning or technology enhanced learning in medical education-Hope, not hype.<span>\u00a0<\/span><em>Medical Teacher<\/em>;<span>\u00a0<\/span><em>38<\/em>(9), 957-8.<span>\u00a0<\/span><a href=\"https:\/\/doi.org\/10.3109\/0142159X.2016.1147538\">https:\/\/doi.org\/10.3109\/0142159X.2016.1147538<\/a>.<\/p>\r\n<p style=\"text-align: justify;\">Goh, P. S. (2016d, July 2).<span>\u00a0<\/span><em>Everything I have learnt about eLearning<\/em>. Retrieved from<span>\u00a0<\/span><a href=\"https:\/\/www.slideshare.net\/dnrgohps\/everything-i-have-learnt-about-elearning\">https:\/\/www.slideshare.net\/dnrgohps\/everything-i-have-learnt-about-elearning<\/a>.<\/p>\r\n<p style=\"text-align: justify;\">Goh, P. S. (2016e, October 2).<span>\u00a0<\/span><em>Flipped classroom workplace learning educational technology pedagogy<\/em>. Retrieved from<span>\u00a0<\/span><a href=\"https:\/\/www.slideshare.net\/dnrgohps\/flipped-classroom-workplace-learning-educational-technology-pedagogy\">https:\/\/www.slideshare.net\/dnrgohps\/flipped-classroom-workplace-learning-educational-technology-pedagogy<\/a>.<\/p>\r\n<p style=\"text-align: justify;\">Goh, P. S. (2016f, December 23).<span>\u00a0<\/span><em>Medical Education and eLearning Portfolio.<\/em><br \/>\r\nRetrieved from<span>\u00a0<\/span><a href=\"https:\/\/medicaleducationelearning.blogspot.sg\/2016\/12\/my-elearning-journey.html\">https:\/\/medicaleducationelearning.blogspot.sg\/2016\/12\/my-elearning-journey.html<\/a>.<\/p>\r\n<p style=\"text-align: justify;\">Goh, P. S. (2016g). The value and impact of eLearning or Technology enhanced learning from one perspective of a Digital Scholar.<span>\u00a0<\/span><em>Amee<\/em><span>\u00a0<\/span><em>MedEdPublish<\/em>,<span>\u00a0<\/span><em>5<\/em>(3), 31.<span>\u00a0<\/span><a href=\"https:\/\/doi.org\/10.15694\/mep.2016.000117\">https:\/\/doi.org\/10.15694\/mep.2016.000117<\/a>.<\/p>\r\n<p style=\"text-align: justify;\">Goh, P. S. (2016h). Using a blog as an integrated eLearning tool and platform.<span>\u00a0<\/span><em>Medical Teacher<\/em>,<span>\u00a0<\/span><em>38<\/em>(6), 628-9. Retrieved from<span>\u00a0<\/span><a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pubmed\/26558420\">https:\/\/www.ncbi.nlm.nih.gov\/pubmed\/26558420<\/a>.<\/p>\r\n<p style=\"text-align: justify;\">Goh, P. S. (2017, January 14).<span>\u00a0<\/span><em>Learning is objective<\/em>. Retrieved from<span>\u00a0<\/span><a href=\"https:\/\/www.instagram.com\/p\/BPOF-mTByKL\/?hl=en\">https:\/\/www.instagram.com\/p\/BPOF-mTByKL\/?hl=en<\/a>.<\/p>\r\n<p style=\"text-align: justify;\">Goh, P. S., &amp; Sandars, J. (2016). An innovative approach to digitally flip the classroom by using an online \u201cgraffiti wall\u201d with a blog.<span>\u00a0<\/span><em>Medical Teacher<\/em>,<span>\u00a0<\/span><em>38<\/em>(8), 858. Retrieved from<span>\u00a0<\/span><a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pubmed\/27414992\">https:\/\/www.ncbi.nlm.nih.gov\/pubmed\/27414992<\/a>.<span>\u00a0<\/span><a href=\"https:\/\/doi.org\/10.1080\/0142159X.2016.1204433\">https:\/\/doi.org\/10.1080\/0142159X.2016.1204433<\/a>.<\/p>\r\n<p style=\"text-align: justify;\">Rouhiainen, L. (2015).<span>\u00a0<\/span><em>12 E-Learning and Online Learning Best Practices<\/em>. Retrieved from<span>\u00a0<\/span><a href=\"http:\/\/www.lasserouhiainen.com\/12-e-learning-and-best-practices\/\">http:\/\/www.lasserouhiainen.com\/12-e-learning-and-best-practices\/<\/a>.<\/p>\r\n<p style=\"text-align: justify;\">Taveira-Gomes, T., Ferreira, P., Taveira-Gomes, I., Severo, M., &amp; Ferreira, M. A. (2016). What Are We Looking for in Computer-Based Learning Interventions in Medical Education? A Systematic Review.<span>\u00a0<\/span><em>Journal of Medical Internet Research<\/em>,<span>\u00a0<\/span><em>18<\/em>(8), e204.<span>\u00a0<\/span><a href=\"http:\/\/doi.org\/10.2196\/jmir.5461\">http:\/\/doi.org\/10.2196\/jmir.5461<\/a>.<\/p>\r\n<p style=\"text-align: justify;\">World Wide Web Anniversary Site (n.d.). Internet live stats. Retrieved from<span>\u00a0<\/span><a href=\"http:\/\/www.internetlivestats.com\/internet-users\/\">http:\/\/www.internetlivestats.com\/internet-users\/<\/a>.<\/p>\r\n<p style=\"text-align: justify;\">*Poh Sun Goh<br \/>\r\nDepartment of Diagnostic Radiology<br \/>\r\nNational University Hospital<br \/>\r\n5 Lower Kent Ridge Road<br \/>\r\nSingapore 119074<br \/>\r\nTel: (65) 67795555<br \/>\r\nEmail: dnrgohps@nus.edu.sg<\/p>","protected":false},"featured_media":0,"parent":0,"menu_order":0,"template":"","issues_category":[13],"archive_category":[],"issue_type":[],"volume_category":[35],"class_list":["post-424","issues","type-issues","status-publish","hentry","issues_category-personal-view","volume_category-volume-3-number-2-may-2018"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.3 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>eLearning in medical education \u2013 Costs and value add - The Asia Pacific Scholar<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/elearning-in-medical-education-costs-and-value-add\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"eLearning in medical education \u2013 Costs and value add - The Asia Pacific Scholar\" \/>\n<meta property=\"og:description\" content=\"Published online: 2 May, TAPS 2018, 3(2), 58-60 DOI:\u00a0https:\/\/doi.org\/10.29060\/TAPS.2018-3-2\/PV1073 Poh Sun Goh Yong Loo Lin school of Medicine, National University of Singapore, Singapore Abstract This article (and its accompanying and complementary presentation blog [https:\/\/telat14apmec.blogspot.sg\/2017\/01\/elearning-in-medical-education-costs.html]) expands on ideas presented and elaborated on during the\u00a0pre-conference workshop (https:\/\/telat14apmec.blogspot.sg\/2016\/09\/essential-skills-in-elearning-pre.html), and\u00a0main conference symposium (https:\/\/telat14apmec.blogspot.sg\/2016\/09\/educational-technologies-propaganda-or.html) on this topic at the 14th [&hellip;]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/elearning-in-medical-education-costs-and-value-add\/\" \/>\n<meta property=\"og:site_name\" content=\"The Asia Pacific Scholar\" \/>\n<meta property=\"article:modified_time\" content=\"2020-03-30T07:46:55+00:00\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"9 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/elearning-in-medical-education-costs-and-value-add\/\",\"url\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/elearning-in-medical-education-costs-and-value-add\/\",\"name\":\"eLearning in medical education \u2013 Costs and value add - 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