#Learning Summary No.2

Our Ontological Reality from Poh-Sun Goh

For my learning summary #2, am going to draft this similar to a faculty development workshop document-proposal-experience: with two main sections 1) applied/relevant theory for practice, and 2) exercises to allow workshop participants ( and individuals we coach I future ) to directly feel, experience, and embody ontological coaching practice (s).

To address the ‘transfer paradox’ in all learning and training programs, ‘bench to bedside’ or classroom to workplace application.

-Poh-Sun Goh, 4 June 2021, 0835am, Singapore Time

This builds on Learning Summary #1

https://pohsungoh.blogspot.com/2021/05/ontological-coaching-foundations.html

Learning Summary #2

Part 1)

https://pohsungoh.blogspot.com/2021/04/oars-sails-bels.html

https://pohsungoh.blogspot.com/2021/04/transfertopracticeinsight-bels-and-oars.html

https://pohsungoh.blogspot.com/2021/05/theorypractice-ontologicalcoaching.html

Part 2)

Applied Embodied Mindfulness System and Practice(s)

by Poh-Sun Goh

Three Principles

1. Application (daily, regular, micro-practices)

2. Embodied (using body, emotions, mind)

3. Mindfulness (‘no-mind’ practice, intensional practice pauses, with directed, agile, dynamic focus)

Three Practices 

1. Daily micro-exercises, built into natural breaks in daily activities 

2. Feet 👣 (when standing or walking), ‘bottom’ (when sitting), ‘back’ (when reclining or lying down)  deep awareness e.g ‘feel ground when standing or walking practice’

3. Empty mind, widen ‘gaze’ ‘senses’ ‘drop into dynamic intentional void exercise’

- program created by Poh-Sun Goh

4 June 2021, 0837am, Singapore 🇸🇬 time

https://pohsungoh.blogspot.com/2021/06/applied-embodied-mindfulness-system-and.html

Transcript of my description of various roles and study activities to participants in my learning group: 

“To recap, in my previous session with you I described how as teacher or instructor I would tell or show you what and how, as guide I would show you where to find learning materials and training resources, give you feedback (as instructor and guide), as manager I would set up procedures, timelines and guidelines to follow, as leader (declare objectives, guiding, managing, and instructing occasionally), and as coach focus on listening, observing, and finding out what motivates, concerns, worries, breakdowns and frustrations you might have.” “You also have peers to help support you with a listening ear, and we have assigned senior students as mentors to offer practical advised tips”. 

“For this (learning group #2) session, I will focus on listening 👂 to your experiences in this training program, as well as inviting you to share difficulties and challenges you have faced so far.”

“I will focus on taking notes, and ‘fact checking’ with you intermittently to make sure I have ‘heard’ you correctly (accurately and completely).”

Poh-Sun Goh, 4 June, Learning Group #2 session

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Expanded answer (below) to Question (below) posed during KSME 2021 session:

first posted on session blog 

https://medicaleducationelearning.blogspot.com/2021/04/the-vision-of-transformation-in-medical.html

Q: What are some of the key (new) curricular items in a medical program (for the future), and how can curricular time be found for these?

A: I have strong personal views about the need to build a deep foundation in basic sciences for example, which have developed from my personal professional experience having the opportunity to experience a traditional classical medical education program (at the University of Melbourne Medical School), which included 2 years of anatomy, which provided a strong foundation for my current clinical practice (as a Radiologist). My many year formal training in the martial arts (including Tae Kwon Do) where I had the opportunity to visit Seoul, and see your junior and senior students, and experience the emphasis on building, and continuing to build a strong foundation (for example in basic stances and techniques in the martial arts) and to be taught by master practitioners both in clinical practice (for example my mentor, Professor Lenny Tan, who was concurrently head of Radiology, Dean of Medicine and Chairman of the Medical Board whilst practicing as a full time diagnostic and interventional radiologist) and my senior teachers in Tae Kwon Do; have given me a deep appreciation of the need to build and keep practicing 'the basics'. It takes time to train doctors and healthcare practitioners well. However, learning and training is a lifelong process, and not all of the basic sciences need to be taught at undergraduate level. Students and trainees can repeatedly come back to and revisit basic sciences for example, to revise, deepen and broaden their knowledge throughout an undergraduate, postgraduate and lifelong continuing education and professional training program. This allows space in the undergraduate medical program to incorporate what I feel are core skills for our medical students (who we select as the very best, brightest, and most motivated students from each school cohort) - an undergraduate medical program which should include formal training in the science of learning (learning science), digital literacy skills (where to search for and evaluate online information), and 'soft skills' (including personal resilience, mental health, communication, empathy) and broader skill sets (like management, health economics, public health, innovation, design thinking). Faculty development including competency building in teaching skills and digital literacy, as well as formal training in how to 'coach', is also a core skill, for both faculty in medical schools, as well as our medical students and clinical residents, who will be the next generation of teachers. 'To See (One), Do and Teach'. One can also argue, that curricular planners and instructors, who are formally trained in teaching science and digitally skilled (both teachers and students), can plan and deliver accelerated and personalised training programs for individual students, going beyond time based, to skill and competency based, rigorous training programs, supported by both human instructors and AI (including ambient comprehensive data and learning analytics) - at undergraduate, postgraduate, and continuing professional development and lifelong learning settings.

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‘As cost progressively reduces, availability and usability of wearable tech for AR, VR, and Mixed Reality progressively increases, together with a deeper understanding of their appropriate use, including software and content for these “newer technologies”; and deeper understanding, wider access, and lower cost of simulation and gaming platforms and paradigms; combined with embedded, usable, and iteratively improving AI and Machine Learning; adoption and use of these technologies to complement, augment, supplement, and even replace previous more traditional methods of instruction and training will progressively increase. Technology will eventually seamlessly integrate even further into our clinical and teaching practice. Our role as educators will be to envision, plan, guide, support and oversee this process, expanding and deepening our role as teachers, instructors, content creators, curators, guides and coaches’

above quote from

Goh, PS. Medical Educator Roles of the Future. Med.Sci.Educ. 30, 5–7 (2020). https://doi.org/10.1007/s40670-020-01086-w

https://link.springer.com/article/10.1007/s40670-020-01086-w#citeas

"#TravellingBroadensMind #TravellingLiftsMood #TravellingFeelsGood #BEL - #Travel - changes our environment (Mental, Emotional, Physical). This includes #AttendingCourses #ReadingBooks #SpeakingWithWise - #OpensMind, #WideningOurExperiences - which #ExpandsOurEmotionalRepertoire, and regular use of #Reflection #Coaching #Feedback; not to mention #PhysicalMovement #UsingBody #Exercise. #BeDoHave, rather than #HaveDoBe. Poh-Sun Goh, 5 June 2021, 0140am, Singapore Time (reflection immediately after reading Chapter 9, Have-Do-Be or Be-Do-Have, from 'Language and the pursuit of Happiness' by Chalmers Brothers; re-reading again [my daily ritual] Chapter 15, The Seven Habits of Happiness, from 80/20 Principle: The Secret of Achieving More with Less' by Richard Koch, 1st edition; and Chapter 15, The New Disease, from 'Work: A History of How We Spend Our Time' by James Suzman; reflecting on work leading up to, and presentation of keynote at KSME 2021; and process of writing Learning Summary #2, for Foundation Course in Ontological Coaching https://pohsungoh.blogspot.com/2021/06/learning-summary-no2.html"

Poh-Sun Goh, 5 June 2021, 0148am, Singapore Time

https://jamalmaison.medium.com/my-top-10-takeaways-from-unfuck-yourself-by-gary-john-bishop-f69f606a501c

https://www.bbc.com/worklife/article/20210601-grit-the-dark-side-of-deciding-to-tough-it-out

https://pohsungoh.blogspot.com/2021/04/startwithselfcarerenewaldevelopment.html

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“Happiness is pretty simple: someone to love, something to do, something to look forward to.” - Rita Mae Brown

Each day is a new life. Each moment is really a new life. What we call memories are really present thoughts. What we call anticipations are really present thoughts. No one has ever lived in any moment except the present. Emmet Fox

"Every day brings a chance for you to draw in a breath, kick off your shoes, and dance." Oprah Winfrey

#CelebrateMilestones

#PauseToSmellRoses

#Know-#WhenEnough #Enough #TimeToPause #TimeToRestock #TimeToTakeStock #WhenToPause #WhenToTakeStock

#Schedules #Habits #Flexibility #Awareness

#Know-#WhenToEngage #WhenToDisEngage

#Know-#WhenToRest-ToSleep-ToStop-ToPause

#WhenTired-Rest, #Relax, #Sleep

#WhenThirsty-Drink, #WhenHungry-Eat

#Know-#WhenToWork #80/20TimeAttentionEnergyAllocation

#Know-WhenToLightenLoad-WhenToTakeOffBackPack!

#TravelLight!

#EnjoyTheJourney

#Health #Connection-Relationships #Purpose

#KeepGrowing

#Book #Blog #Content #Connections #Skills #Value #Values

"Every day is a new beginning. Treat it that way. Stay away from what might have been, and look at what can be." Marsha Petrie Sue

The optimist looks forward to each new day as another opportunity to keep moving forward. Byron Pulsifer

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