'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/commentary/online-education-how-universities-coping-teaching-best-practices-13129832
https://www.channelnewsasia.com/news/singapore/singapore-working-from-home-office-covid-19-13143976
A Time to Experiment (from “Telling to Mentoring” in Engineering Courses) (Tomorrow's Professor Posting: Message Number 1817)
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
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