(wide achiever vs high achiever)
Pinnington, Ashly. (2001). Charles Handy. Philosophy of Management. 1. 47-55. 10.5840/pom2001136.
Thursday, 31 December 2020
Tuesday, 29 December 2020
Tempo Giusto
"Tempo Guisto" - "in exact time"
https://en.wikipedia.org/wiki/Tempo_giusto
"The whole struggle of life is to some extent a struggle about how slowly or how quickly to do each thing"
- Sten Nadolny, Author of The Discovery of Slowness (1996)
" ... a middle path, a recipe for marrying la dolce vita with the dynamism of the information age. The secret is balance: ..... do everything at the right speed. Sometimes fast. Sometimes slow. Sometimes somewhere in between."
- Carl Honore, In Praise of Slowness (2004)
https://www.bbc.com/worklife/article/20201109-why-the-paradox-mindset-is-the-key-to-success
https://www.bbc.com/culture/article/20190620-is-failure-the-new-literary-success
https://www.bbc.com/culture/article/20200930-why-embracing-change-is-the-key-to-a-good-life
https://www.straitstimes.com/multimedia/graphics/2020/12/20-words-2020/index.html?shell
https://www.straitstimes.com/singapore/20-words-phrases-that-defined-2020-work-from-home
"What is life for? .... work ...... fun, ennobling .... enjoy .... intellectual challenge, .. physical exertion ... socializing ... status .... but to let work take over our lives is folly. There are too many important things that need time ... friends, family, hobbies ... rest"
- Carl Honore, In Praise of Slowness (2004)
"It is in his pleasure that a man really lives" and "It is from his leisure that he constructs the true fabric of self"
- Agnes Repplier
Highest form of leisure is to be still and receptive to the world ...
- Plato (attributed in In Praise of Slowness by Carl Honore)
https://www.brainpickings.org/2015/08/10/leisure-the-basis-of-culture-josef-pieper/
My Perfect City: Mental health in Singapore (BBC)
https://pohsungoh.blogspot.com/2020/12/deep-reads-recommendations-for-my.html
Friday, 25 December 2020
#Travel
Poh-Sun Goh, 26 December 2020 @ 0808am
Why do we travel? What is the "job to be done" (by travelling)?
What is our objective? Our intention? - To attend event, to meet (professional colleagues, friends, family), to connect (with people, places), to experience (new, different environments and lifestyles - sights, sounds, sensations, tastes, smells ... ), to leave behind (let go-temporarily or permanently, slow down or speed up, change pace ... space ... place)
How do we travel? - Physical (walking, public transport - wheels, single-multi, road, rail, water-river-sea, air ... space), Virtual, in our Minds (reflection, imagination, reading, audio, images-pictures, video, AR-VR-Mixed Reality)
How do we spend our time? Daily, Weekly, Seasonally, Annually? On a regular basis? Over a lifetime?
Who do we spend our time with? What do we spend our time, energy, attention on? Engage with? Commit (to)?
Essentially, who and what we spend our time, energy, attention and resources on is who we are, and become.
https://cnalifestyle.channelnewsasia.com/travel/how-the-pandemic-will-change-travel-in-2021-13863126
https://cnalifestyle.channelnewsasia.com/travel/travel-food-pandemic-13894588
https://www.straitstimes.com/business/economy/tourism-companies-boost-digital-offerings
https://thetravellingspud.blogspot.com/2020/10/50-singapore-walking-trails.html
https://www.bbc.com/news/business-54658147
https://www.smithsonianmag.com/travel/virtual-travel-180974440/
Business travel: ‘We don’t know how many people will choose to fly’ (The Big Read, Travel and Leisure Industry, The Financial Times, published 14 January 2021)
Thursday, 17 December 2020
Beginning - The First Steps
Beginning - The First Steps (of any journey)
Poh-Sun Goh
18 December 2020 @ 4.22am (early Friday morning, inspired by "hunger pangs")
It starts with (a) "hunger", or "thirst" for knowledge; awareness (both situational, and reflective-individual-personal), the demands for action (from the environment), producing feelings of uncertainty, discomfort, even pain and distress; motivating and incentivising purposeful action. To search for answers, information, knowledge, insights, wisdom. From books, publications, online, peers, those who have undertaken the journey previously, seniors, instructors, teachers, coaches.
Monday, 14 December 2020
#Deep Reads (recommendations for my grandchildren)
#Deep Reads (recommendations for my grandchildren) - in no particular order
George Leonard. (1992). Mastery - The Keys to Success and Long-Term Fulfillment.
(The key message from this book, is that 'implementing' and making long term, sustained, and sustainable value and impact in our practice requires a 'Mastery' mental orientation, and mindset. )
Chalmers Brothers. (2005). Language and the pursuit of Happiness. New Possibilities Press.
(The key message from the book, is that our language, our choice of words, reflects and influences 'how' we 'look' at things, situations, and people; and has a powerful influence on how we en-'Vision' (our) future).
James Suzman. (2020). Work - A History of How We Spend Our Time. Bloomsbury, London.
In Praise of Slowness: How a Worldwide Movement is Challenging the Cult of Speed by Carl Honoré
The 80/20 Principle by Richard Koch
The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads by Daniel T. Willingham
Practical Pedagogy: 40 New Ways to Teach and Learn by Mike Sharples
Diamonds Under Pressure: Five Steps to Turning Adversity into Success by Barry Faber
As a Man Thinketh by James Allen
The Zurich Axioms by Max Gunther
One Up on Wall Street by Peter Lynch
The Richest Man in Babylon by George S. Clayson
Future Shock, and The Third Wave by Alvin Toffler ('Alvin Toffler: What he got right - and wrong' by Courtney Subramanian. BBC News, Washington; Published 30 June 2016)
AI Superpowers: China, Silicon Valley, and the New World Order by Lee Kai-Fu (Give the A.I. Economy a Human Touch by Lee Kai-Fu. NY Times, published Dec 10, 2020)
Bobby Fischer Teaches Chess by Bobby Fischer
Power Talk: Theatre Techniques that have helped thousands of executives give successful presentations by Nicki Flacks and Robert W. Rasberry
Power Talk: Using Language to Build Authority and Influence by Sarah Myers McGinty
Tactics: The Art and Science of Success by Edward de Bono
Blink: The Power of Thinking Without Thinking by Malcolm Gladwell
Light from Many Lamps by Lillian Eichler Watson
Man's Search for Meaning by Viktor Frankl
When Bad Things Happen to Good People by Harold S. Kushner
When All You've Ever Wanted Isn't Enough: The Search for a Life that Matters by Harold Kushner
Jonathan Livingston Seagull by Richard Bach
The Alchemist by Paulo Coelho
Zen and the Art of Motocycle Maintainence: An Inquiry into Values by Robert Pirsig
The Dancing Wu Li Masters: An Overview of the New Physics by Gary Zukav
The Tao of Physics: An Exploration of the Parallels Between Modern Physics and Eastern Mysticism by Fritjof Capra
“Breathing in, I calm body and mind. Breathing out, I smile. Dwelling in the present moment I know this is the only moment.” ― Thich Nhat Hanh, Being Peace
Tao Te Ching by Lao Tzu
The Art of War by Sun Tzu
The Book of Five Rings by Miyamoto Musashi
Tao of Jeet Kune Do by Bruce Lee
The Way of Aikido: Life Lessons from an American Sensei, and Mastery: The Keys to Success and Long-Term Fulfillment by George Leonard
The Economist, The Financial Times, The New York Times, The Straits Times, The Business Times and their websites, and the CNN, BBC, CNA websites
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🔄
Friday, 11 December 2020
#Thoreau
Quotes by Henry David Thoreau
"The price of anything is the amount of life you exchange for it."
"Our life is frittered away by detail... simplify, simplify."
"A man is rich in proportion to the number of things he can afford to let alone."
"It is not enough to be busy. So are the ants. The question is: What are we busy about?"
"Not only must we be good, but we must also be good for something."
"I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived."
https://en.wikipedia.org/wiki/Walden
https://etc.usf.edu/lit2go/90/walden-or-life-in-the-woods/1535/economy/
'Where I Lived, and What I Lived For' by Henry David Thoreau
https://etc.usf.edu/lit2go/90/walden-or-life-in-the-woods/1538/where-i-lived-and-what-i-lived-for/
Tuesday, 3 November 2020
#Life Hacks
# Life hacks from Poh-Sun Goh
“Treat every moment as your last. It is not preparation for something else.”
― Shunryu Suzuki, Zen Mind, Beginner's Mind: Informal Talks on Zen Meditation and Practice
“If your mind is empty, it is always ready for anything, it is open to everything. In the beginner's mind there are many possibilities, but in the expert's mind there are few. ”
― Shunryu Suzuki
“The goal of practice is always to keep our beginner’s mind.”
― Shunryu Suzuki, Zen Mind, Beginner's Mind: Informal Talks on Zen Meditation and Practice
“When you listen to someone, you should give up all your preconceived ideas and your subjective opinions; you should just listen to him, just observe what his way is. We put very little emphasis on right and wrong or good and bad. We just see things as they are with him, and accept them. This is how we communicate with each other. Usually when you listen to some statement, you hear it as a kind of echo of yourself. You are actually listening to your own opinion. If it agrees with your opinion you may accept it, but if it does not, you will reject it or you may not even really hear it.”
― Shunryu Suzuki, Zen Mind, Beginner's Mind: Informal Talks on Zen Meditation and Practice
“When we realize the everlasting truth of “everything changes” and find our composure in it, we find ourselves in Nirvana.”
― Shunryu Suzuki, Zen Mind, Beginner's Mind
When the cup is full, stop pouring.
“To keep on filling is not as good as stopping. Overfilled, the cupped hands drip, better to stop pouring.” [Living the Wisdom of the TAO New York City: Hay House 2008]
Saturday, 31 October 2020
Balance Digital with Analogue - for both Performance, as well as Rest, Recuperation, Resilience and to Re-charge
(for Performance = to maintain, and sustain; to improve Performance)
Balance both Digital, with Analogue.
Fast, with Slow.
Online, with in-person. A physical book. Pen and paper.
Reduce "cognitive-load"
Close your eyes. Focus on your breathing.
Stand up and stretch. Take a walk.
Have a chat with a close friend, colleague, family.
Go for a walk.
Listen to music.
Use a different part of your brain.
Take a "nap". Physical or mental.
Think daily, weekly, and monthly-seasonal cycles (particularly when planning major "projects" - work related, family, and personal).
Travel. Locally or further (if possible). Physically or Mentally. Through your imagination, images, videos. Your personal past journeys, of shared journeys online, or published in analogue formats. On paper.
https://pohsungoh.blogspot.com/2020/10/regular-disconnecting-from-workday.html
https://www.aliem.com/healthy-in-em-keith-henry/
https://tomprof.stanford.edu/posting/1827 ("Write your own Eulogy" on Tomorrow's Professor)
https://hbr.org/2010/07/how-will-you-measure-your-life
https://en.wikipedia.org/wiki/Clayton_Christensen
https://sloanreview.mit.edu/article/clay-christensen-asks-how-will-you-measure-your-life/
https://medium.com/low-pass-filter/how-will-you-measure-your-life-3bdd5f0708e8
https://www.thepositiveencourager.global/clayton-m-christensen-how-will-you-measure-your-life/
Have both an on-switch .... and use the "off-switch". Regularly.
#Power up # Power down (Regularly)
above from
Saturday, 17 October 2020
Explore, Build, Reinvent and Repeat - Life Stages
in above slide there is a 'deliberate' typo
'life' to do - indicates 'live' to, 'love to', 'like' to do
Life stages from Poh-Sun Goh
Sunday, 11 October 2020
The Role of Educators, and the 'Environment' in Supporting and Facilitating Learning
Successful learning in students, and novice practitioners (and in later professional practice) is governed by a complex interplay of internal, and external factors. These include intrinsic motivation, and external course demands (think preparation for upcoming class discussion, with credit for quantity and quality of 'live class contribution', whether in-person physical classrooms, or online; scheduled assignments to be submitted, upcoming assessments and examinations ... or in the workplace later, being scheduled to present at a department, or 'C suite level' or board meeting; present a topic review to peers; preparing a conference workshop or symposium; or invited keynote presentation). Educators and the 'Environment' have roles in facilitating, supporting, and guiding successful learning. Think 'coaching', 'mentoring', 'tutoring', 'inspiring'; designing online learning environments and activities; thoughtful and effective user interface design of online learning spaces; facilitation of social, team based, and 'network learning' and collaboration, both online, and though design and selection of physical spaces that students spend time in. Building up 'digital literacies', in both students and faculty (through faculty development). Using learning science, and a broad understanding of all relevant evidence, to shape the learning environment, to produce optimal performance. Using a sporting analogy, and from other fields of human endeavour, consider how successful athletes, musicians, chefs, writers, and performance artists are 'produced' and 'made'.
Weerasinghe, Thushani & Ramberg, Robert & Hewagamage, Kamalanath. (2009). Guidelines to Design Successful Online Learning Environments.
Northcote, Maria. (2008). Sense of Place in Online Learning Environments.
https://www.researchgate.net/publication/251307143_Sense_of_Place_in_Online_Learning_Environments
Lee J.W.Y., Looker P. (2020) The Evaluation of Informal Learning Spaces in a University. In: Tan S., Chen SH. (eds) Transforming Teaching and Learning in Higher Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-4980-9_12
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What can we learn from 'Actor Training' (in the 21st century), Toi Whakaari: NZ Drama School model compared with the Conservatory Model of Acting Training (for example The American Academy of Academic Arts: Two-Year Conservatory Program) and the pedagogy of training Architects?
Burkay Pasin (2017) Rethinking the Design Studio-Centered Architectural Education. A Case Study at Schools of Architecture in Turkey, The Design Journal, 20:sup1, S1270-S1284, DOI: 10.1080/14606925.2017.1352656 https://www.tandfonline.com/doi/pdf/10.1080/14606925.2017.1352656
Chance, S., Marshall, J. and Duffy, G. (2016) Using Architecture Design Studio Pedagogies to Enhance Engineering Education. International Journal of Engineering Education Vol. 32, No. 1(B), pp. 364–383, 2016. doi:10.21427/D7V62S
Kuhn, Sarah. (2001). Learning from the architecture studio: Implications for project-based pedagogy. International Journal of Engineering Education.
Regular disconnecting from the workday - 'Feierabend'
https://yourdailygerman.com/meaning-german-feierabend/
https://www.bbc.com/worklife/article/20210129-lillrdag-swedens-workers-destress-with-little-saturday
https://blog.rescuetime.com/disconnect-from-work/
https://thriveglobal.com/stories/the-price-we-pay-when-we-dont-disconnect-from-work/
Toker, Sharon & Melamed, Samuel. (2017). Stress, Recovery, Sleep, and Burnout. 10.1002/9781118993811.ch10. https://www.researchgate.net/publication/313824823_Stress_Recovery_Sleep_and_Burnout
see "Andy Roddick's comment" in video above
the idea of an extended off season, then focused shortened on season adjustment
to continue to perform at peak levels at selected Grand Slam tennis tournaments with age
above image from
https://en.wikipedia.org/wiki/Yin_and_yang
https://www.egreenway.com/wellbeing/breathing.htm
Friday, 25 September 2020
Cognitive Load Theory - Principles and Practice
Google image search for 'Cognitive load theory'
van Merriënboer JJ, Sweller J. Cognitive load theory in health professional education: design principles and strategies. Med Educ. 2010 Jan;44(1):85-93. doi: 10.1111/j.1365-2923.2009.03498.x. PMID: 20078759.
Young, J. Q., & Sewell, J. L. (2015). Applying cognitive load theory to medical education: construct and measurement challenges. Perspectives on medical education, 4(3), 107–109. https://doi.org/10.1007/s40037-015-0193-9
Jimmie Leppink & Robbert Duvivier (2016) Twelve tips for medical curriculum design from a cognitive load theory perspective, Medical Teacher, 38:7, 669-674, DOI: 10.3109/0142159X.2015.1132829
How learning science informs, and optimises teaching and learning strategies
Reflect on how Bloom's taxonomy, Miller's pyramid and the Kirkpatrick model might apply to learning continuum map from Poh-Sun Goh
'..... comparisons of people’s memories for words with their memories for pictures of the same objects show a superiority effect for pictures. The superiority effect of pictures is also true if words and pictures are combined during learning (Roediger, 1997).' quoted in Chapter 5: Mind and Brain, in How People Learn Brain, Mind, Experience, and School
'..... experts have acquired extensive knowledge that affects what they notice and how they organize, represent, and interpret information in their environment. This, in turn, affects their abilities to remember, reason, and solve problems.' quoted in Chapter 2: How experts differ from novices, in How People Learn Brain, Mind, Experience, and School
https://en.wikipedia.org/wiki/Thinking,_Fast_and_Slow
https://www.learningscientists.org/blog - Moving Towards Online Teaching: A Reflection LEARNING SCIENTISTS POSTS, FOR TEACHERS By Carolina Kuepper-Tetzel, and GUEST POST: Using Evidence Based Strategies to Improve the Distance Learning Experience FOR TEACHERS, GUEST POSTS By Alison Stone, see also THE LEARNING SCIENTISTS Six Strategies for Effective Learning Materials for Teachers and Students
Bergman, Esther & Sieben, Judith & Smailbegovic, Ida & de Bruin, Anique & Scherpbier, Albert & Van der Vleuten, Cees. (2013). Constructive, collaborative, contextual, and self-directed learning in surface anatomy education. Anatomical sciences education. 6. 10.1002/ase.1306. https://www.researchgate.net/publication/230685995_Constructive_collaborative_contextual_and_self-directed_learning_in_surface_anatomy_education (example of applied learning science at discipline level)
N. de Jong, J. S. M. Krumeich & D. M. L. Verstegen (2017) To what extent can PBL principles be applied in blended learning: Lessons learned from health master programs, Medical Teacher, 39:2, 203-211, DOI: 10.1080/0142159X.2016.1248915 https://www.tandfonline.com/doi/full/10.1080/0142159X.2016.1248915 (example of applied learning science at course level)
https://www.maastrichtuniversity.nl/cccs-and-course-design and https://www.maastrichtuniversity.nl/um%E2%80%99s-vision-education (example of applied learning science at course level, and whole institution level)
Linda Darling-Hammond, Lisa Flook, Channa Cook-Harvey, Brigid Barron & David Osher (2020) Implications for educational practice of the science of learning and development, Applied Developmental Science, 24:2, 97-140, DOI: 10.1080/10888691.2018.1537791
https://www.tandfonline.com/doi/10.1080/10888691.2018.1537791
Reflection Exercise - What can we learn from how well run, efficient, effective and productive meetings are, and from management science? and How can this inform how we manage classes to optimise engagement and learning, to achieve the stated learning outcomes?
Lehmann-Willenbrock, Nale & Rogelberg, Steven & Allen, Joseph & Kello, John. (2017). The critical importance of meetings to leader and organizational success. Organizational Dynamics. 47. 10.1016/j.orgdyn.2017.07.005.
THE IMPORTANCE OF EFFECTIVE MEETINGS
Reflection Exercise - What are the advantages of urbanisation, and how does this understanding inform teaching and learning strategies?
The enduring attraction of cities (Financial Times, John Gapper, 29 September 2020)
https://environmental-conscience.com/urbanization-pros-cons/
Thursday, 24 September 2020
How do you optimally blend, mix, and combine? analogue/digital, in person/online, physical/virtual in medical education health professions education and training
How do you optimally blend, mix, and combine? analogue/digital, in person/online, physical/virtual from Poh-Sun Goh
Saubern, R., Henderson, M., Heinrich, E., & Redmond, P. (2020). TPACK – time to reboot?. Australasian Journal of Educational Technology, 36(3), 1-9. https://doi.org/10.14742/ajet.6378
Rethinking Effective Student Learning Experiences Tomorrow's Teaching and Learning Message Number: 1818 (Tomorrow's Professor Postings)
and
and
above from
at
The Centre for Development of Teaching and Learning (CDTL), originally established at the National University of Singapore as the Centre for Educational Technology (CET).
more on CDTL history at http://nus.edu.sg/cdtl/about-us/director-s-message-cdtl's-mission-vision/about-us
https://www.insead.edu/executive-education/go-live (see learning experience section)
'See One, Do One, and Teach One' - How learning science informs educational and training practice
'See one, do one, and teach one' is often heard in the halls and corridors of clinical practice and training. How can learning science inform our educational and training practice, in both undergraduate education, and postgraduate training in health professions education? How can later clinical training paradigms inform and reinforce pre-clinical instruction and learning in undergraduate programs?
A novice student encounters and becomes aware of new information often in formal settings at an undergraduate level. Especially in early pre-clinical segments of an undergraduate training program. In later clinical segments, part of these encounters occur in the workplace, in the emergency department, clinics, wards and community health settings. Intrinsic motivation increasingly is reinforced by extrinsic motivation, the demands of the workplace, and impending professional practice, replacing examinations and summative assessments as performance drivers.
A novice sees, and encounters; takes note of, and takes notes; then proceeds along a learning cycle to 'learn' this material through iterative cycles of practice, with feedback and reflection; further practice with further feedback; before finally becoming certified and licensed through a combination of an apprenticeship supervisory assessment model as having achieved a set of competencies, knowledge, skills and attitudes for safe, professional practice. Formal learning is reinforced by private self-study, together with group discussion and learning activities, as initial pillars to scaffold knowledge, and refine one's understanding of ideas and concepts through informal discussions with peers, structured learning activities with peers and an instructor/coach, further reinforced through peer teaching and discussion (deepening understanding, and improving recall) - by answering questions, posing questions, explaining, elaborating, peer teaching and presentations (for knowledge, and attitudes); and skills (by observing, practice with feedback in an iterative, cumulative manner).
'See one, do one, and teach one' - See one (take note of), do one (by taking notes, making notes - developing these notes further after discussions and reflection), and teach one (by using what one has been exposed to - through recall, answering questions, peer teaching, presentations, assignments, projects; including demonstrating skills and attitudes). 'Use it or lose it' - in the practice setting, a health professions student not only develops awareness and motivation to learn, but also has opportunities to practice, apply, and demonstrate knowledge, skills and attitudes. In the undergraduate pre-clinical setting, efforts can be made to promote learning and integration of what is learnt through case studies and clinical scenarios; and skills development in formal class and simulation centre settings. Informal learning augments this process, in both physical spaces, and virtual ones. Both planned, organically, and opportunistically, when students and practitioners meet, converse and interact.
- Poh-Sun Goh, first draft 25 September 2020 @ 0852am
https://knowledge.insead.edu/blog/insead-blog/deconstructing-learning-reconstructing-education-15111
https://www.channelnewsasia.com/news/singapore/singapore-working-from-home-office-covid-19-13143976
https://telmeded.blogspot.com/2020/09/see-one-do-one-and-teach-one-using.html
Goh P.S, Sandars J. (2020) 'A vision of the use of technology in medical education after the COVID-19 pandemic', MedEdPublish, 9, [1], 49, https://doi.org/10.15694/mep.2020.000049.1 https://www.mededpublish.org/manuscripts/2943
Goh, P.S., Sandars, J. (2019). Using Technology to Nurture Core Human Values in Healthcare. MededPublish, 8, [3], 74, https://doi.org/10.15694/mep.2019.000223.1 https://www.mededpublish.org/manuscripts/2706
Goh PS., Sandars J (2019). Increasing tensions in the ubiquitous use of technology for medical education. Med Teach. Accepted for publication, 22 October 2018, published online 16 January 2019. DOI: 10.1080/0142159X.2018.1540773 https://www.ncbi.nlm.nih.gov/pubmed/30646780
'Where we spend our time, what we spend our time on, and what we discuss are indicators of what we value, and what is valuable (to us).'
above quote from
Goh PS., (2016). 'The value and impact of eLearning or Technology enhanced learning from one perspective of a Digital Scholar', MedEdPublish, 5, [3], 31, https://doi.org/10.15694/mep.2016.000117
'Important considerations to be kept uppermost in our minds relate to the usability of any current or “new” technology or platform to support and enhance learning, and our teaching ... ; the cost of access and cost of development (in money, time and effort) of useful and high quality educational content ... ; the requirement to have a firm pedagogical grounding and use best practices in instructional design, and finally to always have a scholarly and experimental mindset ... What is “new”, must be shown to not only be “useful”, but also to add value to what we already have.'
above quote from
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. http://dx.doi.org/10.15694/mep.2016.000102
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 https://www.mededpublish.org/manuscripts/607
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
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