Educational Technology in the Health Sciences

Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.

1. @
EDTECH tre

HEALTH SCIENCES

Iris Thiele Isip Tan MD, MSc
Professor 12, UP College of Medicine
Director, UP Manila Interactive Learning Center
Chief, UP Medical Informatics Unit

@endocrine_witch 0

2. PICRAT Online social and

. , 2 collaborative
Considerations for use learning
of technology in

health sciences Artifact-

education generated

learning (AGL)

3. How does
technology impact

teacher pedagogy?
Creative
Interactive
Passive
How do
students PICRAT Mat
interact with

MacNeil, H, Masters, K, Nemethy,K, £ Correia, R (2024) Online learning in Health Professions Education Part: Teaching and
technology? Learning In Online envirchments: AMEE Guide Ne 161, Medical teacher 46), £17 hetpsildor engii6 1080/0122199% 2008 2107135

4. Creative

Interactive

Passive

How do
students
interact with
technology?

How does

technology impact
teacher pedagogy?
learner creates
videos, peer review
via video response
Interactive online
workshop using
polls and annotation
Video conference
Didactic lecture

PICRAT: Use of Video

MacNeill H, Masters, k, Nemethy K. & Correia, R. (2024). Online learning in Healt Professions Education, Part 1; Teaching and
learning in Online environments: AMEE Guide No. 161. Medical teacher, 48(1), 4-17. https://dol.org/10.1080/0142159x 2023.2197135

5. How does

technology
impact
teacher
pedagogy?
Synchronous tool use Chatrooms, where learners are Competency-based lessons
such as group creating knowledge together
Creative | whiteboard annotation Creative Games E-portfolios
Studentled Glossaries
Wikis
Synchronous tutorials Assignments Ability to interact with learners in
Breakout-rooms/ Attendance different time zones through
Small-group work Surveys, polls asynchronous discussion boards
Interactiva! Discussion forums
Interactive games.
elearning modules
Course outlines, Lecture Feedback: audio, video, Access to recorded lectures from all
notes, presentations secure marks/grades, over the world and ability to bring large
Feedback: text personal feedback distribution groups of learners to remote and limited
Passive Glossaries Links to external sources settings (eg, bedside, operating room)
Synchronous lectures Ability to have all learning materials in

one accessible place and track learner
performance in real time

How do PICRAT: Use of LMS Tools

learners
interact with

technology? MacNeill H,, Masters, K, Nemethy, K, & Correia, R. (2024). Online learning in Health Professions Education, Part 1: Teaching and
learning in énline environments: AMEE Guide NO. 161. Medical teacher, 460), 4-17. https:/idol org/10 1086/0142159X 2028 2197135,

6. Learning M

Face to face

F2F lectures, Traditional PBL/CEL,
workshops, labs, journal club,
and bedside teaching lipped classroom

F2F formats have
synchronous (e.g. lecture) and
asynchronous (e.g. reading)
components

O

Virtual real-time lectures,

—*

‘Online discussion forums,

webinars, workshops, eModules, videos,
discussions websites,
collaboration took online journals,

podcasts

=

Nach, +, Masters Nemeth, K & Corel, 8 (2024). Online learning in Health Professions Education.
Pare Teaching and leafningin online environments: AMEE Guide No 164. Medical teacher, 4011), 4

7. F2F lectures, ‘Traditional PBL/CBL,
workshops, labs, journal club,
and bedside teaching. lipped classroom
Interactivity is key in

synchronous learning.

0-— __

Virtual real-time lectures, ‘Online discussion forums,
webinars, workshops, ‘Modules, videos,
discussions websites,
collaboration took online journals,
podcasts

=

MacNeil, H, Masters, K, Nemethy, K, & Correia, R.(2024). Online learning in Health Professions Education.
Part Teaching and leafningin onling environments: AMEE Guide No. 164. Medical teacher, 4011) 4-17.

8. Learning Moda

Face to face

e
a
22222
Synchronous lectures have
F2F lectures, ‘Traditional PBL/CBL, . .
workshops, labs, journal dub, similar outcomes to
and bedside teaching lipped classroom

asynchronous recorded
lectures.

0-— __

Virtual real-time lectures,

‘Online discussion forums,

Advantages of synchronous

webinars, workshops, eModules, videos,
discussions, websites, .
collaboration tools, online journals, lectures:
‘sit podcasts

+ Structured time for learning
+ Social learning

+ Real-time feedback

e Interactivity

=

MacNeil, H, Masters, K, Nemethy, K, & Correia, R.(2024). Online learning in Health Professions Education.
Part Teaching and leafningin onling environments: AMEE Guide No. 164. Medical teacher, 4011) 4-17.

9. F2F lectures, ‘Traditional PBL/CBL,
‘workshops, labs, journal club,

and bedside teaching lipped classroom

o Consider participatory
chronous PA equity when interacting in
online environments.

0

Virtual real-time lectures, Online discussion forums,
webinars, workshops, eModules, videos,
discussions websites,
collaboration tools, online journals,
podcasts

Nach, +, Masters Neme, K & Corel, 8 (2024). Online learning in Health Professions Education.
Pare Teaching and leafningin online environments: AMEE Guide No 164. Medical teacher, 4011), 4

10. Learning Moda Ss

Face to face

o.
oie
Benefits of asynchronous

F2F lectures, i ba
ee Treten pec. learning:
and bedside teaching lipped classroom

+ Studying at own pace
« Avoiding scheduling conflicts
+ Increased productivity

O

Virtual real-time lectures,

—*

‘Online discussion forums,

Best suited for mature and

webinars, pees ‘Modules, videos,
ie >
colorante res self-directed learners

Podcasts

=

Nach, +, Masters Nemeth, K & Corel, 8 (2024). Online learning in Health Professions Education.
Pare Teaching and leafningin online environments: AMEE Guide No 164. Medical teacher, 4011), 4

11. Learning Moda Ss

Face to face

o.
oie
Benefits of asynchronous

F2F lectures, i ba
ee Treten pec. learning:
and bedside teaching lipped classroom

+ Studying at own pace
« Avoiding scheduling conflicts
+ Increased productivity

O

Virtual real-time lectures,

—*

‘Online discussion forums,

Best suited for mature and

webinars, pees ‘Modules, videos,
ie >
colorante res self-directed learners

Podcasts

=

Nach, +, Masters Nemeth, K & Corel, 8 (2024). Online learning in Health Professions Education.
Pare Teaching and leafningin online environments: AMEE Guide No 164. Medical teacher, 4011), 4

12. Learning M

Face to face

F2F lectures, Traditional PBL/CEL,
workshops, labs, journal club,
and bedside teaching lipped classroom

Distributed practice in
asynchronous learning:
learning occurs over multiple
points in time

O

Virtual real-time lectures,

—*

‘Online discussion forums,

webinars, workshops, eModules, videos,
discussions websites,
collaboration took online journals,

podcasts

=

Nach, +, Masters Nemeth, K & Corel, 8 (2024). Online learning in Health Professions Education.
Pare Teaching and leafningin online environments: AMEE Guide No 164. Medical teacher, 4011), 4

13. Learning M

Face to face

F2F lectures, ‘Traditional PBL/CBL,
workshops, labs, journal club, i i
and bedside teaching lipped classroom Interleaving in

asynchronous learning:
allows learners to move back
and forth rather than

O

Virtual real-time lectures,

—*

‘Online discussion forums,

webinars, workshops, Modules, videos, sequentially
de websites,
css tools, online journals,

podcasts

=

Nach, +, Masters Nemeth, K & Corel, 8 (2024). Online learning in Health Professions Education.
Pare Teaching and leafningin online environments: AMEE Guide No 164. Medical teacher, 4011), 4

14. PICRAT Online social and

. , 2 collaborative
Considerations for use learning
of technology in

health sciences Artifact-

education generated

learning (AGL)

15. act-Generated Learn

Students showcase their learning
progress through the iterative
creation and assessment of digital
artifacts or products.

Jahnke, l, Meinke-Kroll, M, Todd, M, & Nolte, A. (2022). Exploring Artifact-Generated Learning with Digital Technologies: Advancing.
Active Learning with Co-design in Higher Education Across Disciplines. Technology, Knowledge and Learning, 27(1), 335-364.

16. act-Generated Learn

Distinguishes between learning
from technologies (e.g. content
available online) versus learning
with technologies through
focusing on student use of
technologies to create new artifacts.

Jahnke, |, Meinke-Kroll, M, Todd, M, & Nolte, A. (2022). Exploring Artifact-Generated Learning with Digital Technologies: Advancing.
Active Learning with Co-design in Higher Education Across Disciplines. Technology, Knowledge and Learning, 27(1), 335-364.

17. ifact-Generated Lear

Group co-design learning strategy

Activity-based
model of instruction:
the student does not learn by the
teacher's activity, but rather
because of his/her own activities

Jahnke, l, Meinke-Kroll, M, Todd, M, & Nolte, A. (2022). Exploring Artifact-Generated Learning with Digital Technologies: Advancing.
Active Learning with Co-design in Higher Education Across Disciplines. Technology, Knowledge and Learning, 27(1), 335-364.

18. act-Generated Learn

Iterative process:

Students improve digital artifacts
by receiving feedback from teacher,
peer, or self by way of guided self-
reflection

Jahnke, l, Meinke-Kroll, M, Todd, M, & Nolte, A. (2022). Exploring Artifact-Generated Learning with Digital Technologies: Advancing.
Active Learning with Co-design in Higher Education Across Disciplines. Technology, Knowledge and Learning, 27(1), 335-364.

19. Learners feel like active agents
(producers) and not just passive
recipients (consumers)

Jahnke, l, Meinke-Kroll, M, Todd, M, & Nolte, A. (2022). Exploring Artifact-Generated Learning with Digital Technologies: Advancing.
Active Learning with Co-design in Higher Education Across Disciplines. Technology, Knowledge and Learning, 27(1), 335-364.

20. Critical co-design: actively shaping
the learning process beyond the
boundaries of initial course design.

Students shape their own learning
process by adding new ideas or
filling missing structures beyond
what is set or given by the
instructor.

Jahnke, l, Meinke-Kroll, M, Todd, M, & Nolte, A. (2022). Exploring Artifact-Generated Learning with Digital Technologies: Advancing.
Active Learning with Co-design in Higher Education Across Disciplines. Technology, Knowledge and Learning, 27(1), 335-364.

21. BADE
oestor NED
HS

From fake news to chaos! How valk ce
you? Get as many followers as you
can

START

Libertas Veritas: Freedom and Truth

A game of misinformation and propaganda

Disinformation game

22. Video: Elevator Pitch

Driving question: What health
informatics competencies should
primary care physicians possess, which
would be most useful for the
implementation of universal
healthcare?

Deliverable: Prepare a 90-second
pitch to the Dean of the UP College
of Medicine on why medical
informatics should be included as a
required course.

23. Video: Pecha Kucha

Pecha kucha: 20 x 20 presentation

Culminating activity:
Choose a health informatics
problem and propose a solution

24. Video: Flipgrid

What did I learn in the health
informatics elective?

2-min Flipgrid video as exit ticket

25. Video: Flipgrid

What did I learn in the health
informatics elective?

2-min Flipgrid video as exit ticket

26. Video: TEDEd Lesson

Create a TEDEd lesson ona
health informatics topic.
Share with your classmates.

Try a classmate's TEDEd
lesson.

27. TEDEd ans TEDEd ne

What is Pharmacy Informatics? What is Pharmacy Informatics?
St HEAT arras ine HOS conc ss Or eu 1 EN A
canara ar eee Gran Yonac eee

Watch a
a vien
Dig Deeper ros FE
Discuss
And Finally Think
Dig Deeper
Discuss
= ..And Finaly

TEDEd Lesson

28. TEDEd sons

What is Pharmacy Informatics?

wach
Discuss Br
hoa Fray aber
PS

TEDEd Lesson

29. What is Pharmacy Informatics?

Watch

Think

Dig Deeper
os Discuss

And Finally

TEDEd Lesson

30. Create an infographic:

active learning strategy,
synthesizing and summarizing
complex information

Evidence to evaluate learning, a
means to provide peer teaching
and/or create a resource for patient
education

Masters, K, Correia, R, Nemethy, K, Benjamin, J, Carver, T., & MacNeill, H. (2024).
Online learning in health professions education. Part 2: Tools and practical
application: AMEE Guide No. 163. Medical teacher, 46(1), 18-33.

31. ‘THE PHILIPPINES
HAVE A SINGLE
ELECTRONIC HEALTH
RECORD!

12, ELECTRONIC HEALTH
“Is RECORDS

A single point of access provides an
‘accurate, and up-to-date information about
patients

Ss.

=

Should the Philippines have a
single electronic health record?

Aims to docroose healthcare costs without
socrficing care

Lower rotos of medical error such os
prescribing the wrong drug

Improve quality of care provided by all medical
professionals in and outside ofthe hospital

Decrease workload of medical professionals by
Increasing efficiency

other patient data to craft better policies
cand allocate financial resources

Protect the environment through the use of a
paperless system

E ah os TES Pine j

Infographic

32. Balon

forte arise

Hello doc n

_
| opera Et
EC MON —

a =
pure

Create a visual abstract
and share on Twitter.

o?

information: asean-endo

[use of Short Message Services |
(SMS) for the Management of
Type 2 Diabetes Mellitus

‘A Randomized Controlled Trial

improved adherence Improved dherenes] Reduction
to Exercise HbAte Levels

5 Control
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esa. mn cures none on

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look promising! n=
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THE USE OF SMS FOR THE MANAGEMENT]

OF TYPE 2 DIABETES MELLITUS

Visual Abstract

33. (8 Iris Thiele Isip Tan MD, MSc
iD à

The creative assignment this week is to make a gif.
Paano ba sapian ng humor?

34. Iris Thiele Isip Tan MD, MSc

Iris Thiele Isip Tan MD, MSc
How do you solve an infodemic?

#InfodemicManager

It’s not that easy to be an #infodemicmanager.

Au

eu willnot share fake news!

35. PICRAT Online social and

. , 2 collaborative
Considerations for use learning
of technology in

health sciences Artifact-

education generated

learning (AGL)

36. *... an interdependent and
democratic online group process
grounded in constructivist
pedagogy in which students
debate and reflect on shared
knowledge, to construct new
understanding of relevant
information (Breen, 2013)

Masters, K, Correia, R., Nemethy, K., Benjamin, J., Carver, T., & MacNeill, H. (2024).
Online learning in health professions education. Part 2: Tools and practical
application: AMEE Guide No. 163. Medical teacher, 46(1), 18-33.

37. The students appreciated
social determinants of health.

The students
realized the
The students importance of the
were asking MD-patient
good questions. relationship.

Create a patient journey map. Google Jamboard

38. Sharing personal Role modeling

narratives. Identify formation’
Introductions Sense of belonging
Benefits of Online
Social connections Social Learning Networking

fective checkins RAW Career development
with learners

Readiness to learn Promoting diversity

MA Changing perspectives

Mentorship

Recognition
Reduced isolation Resilience building

Online Social Learning

Masters, K., Correia, R, Nemethy, K., Benjamin, J, Carver, T., 8 MacNeill, H. (2024).
Online learning in health professions education. Part 2: Tools and practical
application: AMEE Guide No. 163. Medical teacher, 46(1), 18-33.

39. «ome = 10) istal © & ©

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Messages applications in health care. Last phase of dev Dec 2024.

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by NLM or the National

Institutes of Health.

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40. 10 TIMELESS PRINCIPLES
for Learning, Al, and Emerging Technologies
in Education

(o Human-Centred ) ( & curiosity Driven

(o Opportunity Focused >) (O nusnenic application
Pe San
Productity 8 Halte Drs of Wisdom
Pursuing Strengths,
(o Accessibity Mindo) À @ passion’ a Devalogment

© Meaningtul Mentorship @ Ethical character and
and Collaboration Considerations

NZ KT

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