The document discusses the role of e-learning in clinical training and provides guidance on how to effectively incorporate technology-enhanced learning. It addresses questions around whether and how e-learning works from the perspectives of students, teachers and administrators. Key recommendations include starting with a repository of educational content, selectively hyperlinking elements, and blending digital and face-to-face learning. The goal is to expand access, allow customization, and promote peer review and continuous improvement of teaching materials.

1. The role of e-Learning in
clinical training -a critical
evaluation
Dr Goh Poh Sun
Associate Professor and Senior Consultant
Department of Diagnostic Radiology
National University Hospital
National University of Singapore

3. Does eLearning or TeL work? Is it
useful? Flexible and easy to use?
Efficient, Effective, Impact, Useful
Viewpoint of students, teachers
and administrators
Practitioners, Educational scholars

4. The 5 “Ws” and 1 “H” - Why, When,
Where, What, Who and How?
Traditional vs eLearning or
Technology enhanced learning (TeL),
How to best blend and combine?

5. The 5 “Ws” and 1 “H”
Why - access, efficiency, effectiveness,
visibility/peer review
When and Where - Before, During and
After Class
What - Information/knowledge,
Demonstrations/skills and attitudes
Who - UG, PG, CME/CPD/Lifelong
How - Formal, Informal, Just in time
learning/performance support

6. Traditional vs eLearning or Technology enhanced
learning (TeL), How to best blend and combine?
Traditional - excellent instructors, small class
numbers/individual attention, matching
schedules, motivation, skill, best performance
by teachers, “tuned on” students (attentive,
motivated, rested)
TeL - expand access (time, place, pace - type
of content), curate best teaching/teachers,
match best times for students, allows repeated
reviews, content to be build on, visibility of
content and educational process

7. How do you use TeL? What do you share? What do you do?
example and paradigm of the digital knowledge
repository
contains both complete presentations and
demonstrations - the cooked dishes
components that make up these presentations and
demonstrations - the ingredients
key text, take home points
key references
tables, illustrations, multimedia clips, animations
assessment items, exercises

8. How do you use TeL? What do you share? What do you
do?
Lets use a restaurant analogy, or cooking school
example
Novices or beginners - set menu
For advanced learners - buffet
For senior students - chef’s menu, curated and
personalised
For teachers/instructors - having access to full
set of digital ingredients, partly completed and
complete presentations allows teaching (or
cooking) on demand, customised to needs of
individual or groups of students

9. How do you start? Can you easily
incorporate production, curation
and dissemination into your day to
day activities?

11. Everything I have learnt about eLearning
1.its the learning in (e)Learning that is the most important
2.the quality of the content counts
3.technology promotes access and broadens reach
4.the most successful strategy is to blend digital with face to face
5.digital content can and should be continuously refined, and customised to an
individual learner’s needs
6.create or curate
7.an indexed hyperlinked repository promotes use, re-use, and re-purposing
8.digital teaching facilitates peer review, co-creation and curation of content
9.a digital platform can promote and facilitate active and collaborative learning
10.know the pedagogy and have technical know how, apply educational
theory and instructional design principles
11.be prepared for lots of work, much much more than the preparation
required for a regular face to face class, symposium or workshop (at least 10
times more); the trade-off is that digital content once created or curated can
be re-used and re-purposed if accessible via a hyperlinked indexed content
repository
12.focus on creating and curating content in the most granular and reusable
format

12. How to start
1.Do you (your department, your division, your institution) have a list of all educational
presentations and teaching sessions given to undergraduates, postgraduates, and for CME/CPD
over the last year?
2.Have you (your department, division and institution) kept a copy of all educational
presentations?
3.Is the list of presentations AND copy of the educational presentations available and accessible?
4.If no to any of the questions above, consider starting to do this prospectively, and then
retrospectively
5.Then start selectively hyperlinking specific elements of the presentations, and making this
available, first internally on an intranet, then progressively on the internet
6.Starting with a list of presentations, and key take home or practice points is a useful, and safe
way to start
7.You can then share recent and authoritative articles and research papers, as well as practice
guidelines; and then progressively, key diagrams and illustrations (at all times maintaining
confidentiality, protecting privacy, respecting intellectual property, and following professional and
institutional standards and guidelines - i.e. always respect your patients, your students and your
colleagues)
8.This process makes teaching (activities) visible, available for peer review, and scholarly (as well
as potentially scholarship - for other educators and scholars to critique, and build upon)
9.Teaching and educational activities can be more easily assessed, evaluated and audited - by
students, peers, and external educational training and accreditation bodies
10.This provides evidence for educational quality - not only following best practices and guidelines
on paper, but by “showing what you actually teach with, and assess on”

13. What are some indicators of efficiency and
effectiveness? Impact?
Views/audience/downloads/use and re-use
Shares/recommendations/citations
Ease of sharing, making available
Ease of building new, or refining content
- add to, improve, make better,
incorporating feedback, customise for
different learning needs and audience
More front end effort, much less later

15. Scholarship - Describe, Disseminate, Critically evaluate
Does TeL work?
Why does it work?
When? Where? with Whom? With What? How to best
use?
authentic, quality, useful content
what is actually used for teaching and training,
and has been found useful
blending traditional face to face with online
incorporating deliberate practice and mastery
training