Olivia Ng
Biographic Data
| ID | 4188419 |
|---|---|
| NAME | Olivia Ng |
| GIVEN NAMES | Olivia |
| FAMILY NAME | Ng |
| SIGNATURE | NG O |
| AFFILIATIONS | Nanyang Technological University |
| ORCID | 0000-0001-7573-3725 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Coping with generative AI's (GenAI) perpetuation of epistemic uncertainties
Data sharing not applicable to this article as no datasets were generated or analysed during the current study
Empowering educators to create AI‐based pedagogical apps
Shared tensions and contextual adaptations in programmatic assessment reform
In this issue of Medical Teacher, Torre and colleagues report a conceptual analysis of programmatic assessment (PA) implementation in Indonesia [1]. Drawing on implementation science frameworks, th
What are medical students really doing with GenAI in their self-study? An epistemic entanglement framework approach
INTRODUCTION: The rise of GenAI in health professions education has led to debates over its promise to support student learning and potential to encourage cognitive offloading. However, there is little empirical work examining how medical students actually use GenAI in their everyday self-study practices. To address this gap, this study draws on the Epistemic Entanglement Framework (EEF) to examine how knowledge is co-constructed between undergra…
Introducing a data-driven learning progress dashboard for programmatic assessment
Programmatic Assessment (PA) relies on the integration of diverse data sources to deliver holistic feedback that supports student learning. However, the complexity and volume of assessment data can hinder efficient tracking and interpretation, challenging the implementation of PA's principles. To address these challenges, we developed the Learning Progress Dashboard (LPD) - a bespoke technological-enhanced solution and infrastructure designed for…
User-centred curriculum mapping
A curriculum map is a visual representation of key components in a medical curriculum, designed to address the challenge of navigating a dense and complex curriculum. Conventional curriculum maps are often fragmented, as they are developed incrementally by faculty members at different times. Over time, this can make them difficult to navigate, irrelevant and incoherent to faculty and student end-users. To address these issues, we developed an in-…
From the ground up
All authors have no conflict of interest to declare. Data sharing is not applicable to this article as no new data were created or analyzed in this study
Teaching touch with technology
Han and Ng discuss the importance of incorporating realism and pedagogical intent into the design and use of digital tools in the clinical teaching of embodied skills
Rethinking assessment in the context of AI
Dear EditorWe read with interest the work of Antoniou et al. [1], which provides valuable insights into the evolving role of generative artificial intelligence (AI) in medical education and its pot
The paradox of GenAI in assessment
Dear EditorI read with great interest the work by Tolsgaard et al. [1], which offers valuable insights into the often-overlooked dimensions of cost and value in health professions education. Buildi
From technology adopters to creators
Integrating theoretical knowledge with the practical skills essential for clinical practice remains a significant challenge in clinical education. Conventional teaching strategies often fall short in preparing clinicians to navigate the unpredictable, urgent, and multifaceted nature of clinical decision-making, while also providing limited support for the development of cognitive heuristics essential to forming independent clinical judgment. To a…
AI and Assessment
Dear EditorNearly, three years since ChatGPT made waves, large language models (LLMs) have evolved rapidly – from GPT-3.5 to GPT-4, GPT-4o-mini, o3-mini, Claude, and DeepSeek. This rapid progressio
Towards Ethical Spaces of Engagement in Behavior Analysis
Transforming curriculum mapping
Generative artificial intelligence (Gen-AI) has the potential to revolutionise medical education, for example by automating complex processes to improve productivity.A particularly time-consuming and resource-intensive task that could benefit from such automation is curriculum mapping, which requires alignment between often extensive lists of learning outcomes (LOs) and other curricular components.However, concerns remain about the accuracy and r…
Addressing digital inequities in the age of large language models (LLMs)
Data sharing is not applicable to this article as no datasets were generated or analysed during the current study
Navigating complexity in a new proposed OSCE feedback model
Dear Editor,We read with interest Guillon et al.’s (2024) work, which proposes a new approach to providing personalised feedback in objective structured clinical examinations (OSCE). While OSCE is
Children’s working theories about Covid-19 in Aotearoa New Zealand
As the COVID-19 virus has spread worldwide, much attention has been paid to its impact on the health and wellbeing of adults, with less attention to how the virus has impacted on young children. This article draws on documentation and video data from a kindergarten in Aotearoa New Zealand. It discusses the working theories of 4 year-old children whose teachers encouraged them to draw, construct images, explain and tell stories about their experie…
No prominent works on this page.
Children’s working theories about Covid-19 in Aotearoa New Zealand
As the COVID-19 virus has spread worldwide, much attention has been paid to its impact on the health and wellbeing of adults, with less attention to how the virus has impacted on young children. This article draws on documentation and video data from a kindergarten in Aotearoa New Zealand. It discusses the working theories of 4 year-old children whose teachers encouraged them to draw, construct images, explain and tell stories about their experie…
Transforming curriculum mapping
Generative artificial intelligence (Gen-AI) has the potential to revolutionise medical education, for example by automating complex processes to improve productivity.A particularly time-consuming and resource-intensive task that could benefit from such automation is curriculum mapping, which requires alignment between often extensive lists of learning outcomes (LOs) and other curricular components.However, concerns remain about the accuracy and r…
Addressing digital inequities in the age of large language models (LLMs)
Data sharing is not applicable to this article as no datasets were generated or analysed during the current study
Navigating complexity in a new proposed OSCE feedback model
Dear Editor,We read with interest Guillon et al.’s (2024) work, which proposes a new approach to providing personalised feedback in objective structured clinical examinations (OSCE). While OSCE is
From the ground up
All authors have no conflict of interest to declare. Data sharing is not applicable to this article as no new data were created or analyzed in this study
Teaching touch with technology
Han and Ng discuss the importance of incorporating realism and pedagogical intent into the design and use of digital tools in the clinical teaching of embodied skills
Rethinking assessment in the context of AI
Dear EditorWe read with interest the work of Antoniou et al. [1], which provides valuable insights into the evolving role of generative artificial intelligence (AI) in medical education and its pot
The paradox of GenAI in assessment
Dear EditorI read with great interest the work by Tolsgaard et al. [1], which offers valuable insights into the often-overlooked dimensions of cost and value in health professions education. Buildi
From technology adopters to creators
Integrating theoretical knowledge with the practical skills essential for clinical practice remains a significant challenge in clinical education. Conventional teaching strategies often fall short in preparing clinicians to navigate the unpredictable, urgent, and multifaceted nature of clinical decision-making, while also providing limited support for the development of cognitive heuristics essential to forming independent clinical judgment. To a…
AI and Assessment
Dear EditorNearly, three years since ChatGPT made waves, large language models (LLMs) have evolved rapidly – from GPT-3.5 to GPT-4, GPT-4o-mini, o3-mini, Claude, and DeepSeek. This rapid progressio
Towards Ethical Spaces of Engagement in Behavior Analysis
Coping with generative AI's (GenAI) perpetuation of epistemic uncertainties
Data sharing not applicable to this article as no datasets were generated or analysed during the current study
Empowering educators to create AI‐based pedagogical apps
Shared tensions and contextual adaptations in programmatic assessment reform
In this issue of Medical Teacher, Torre and colleagues report a conceptual analysis of programmatic assessment (PA) implementation in Indonesia [1]. Drawing on implementation science frameworks, th
What are medical students really doing with GenAI in their self-study? An epistemic entanglement framework approach
INTRODUCTION: The rise of GenAI in health professions education has led to debates over its promise to support student learning and potential to encourage cognitive offloading. However, there is little empirical work examining how medical students actually use GenAI in their everyday self-study practices. To address this gap, this study draws on the Epistemic Entanglement Framework (EEF) to examine how knowledge is co-constructed between undergra…
Introducing a data-driven learning progress dashboard for programmatic assessment
Programmatic Assessment (PA) relies on the integration of diverse data sources to deliver holistic feedback that supports student learning. However, the complexity and volume of assessment data can hinder efficient tracking and interpretation, challenging the implementation of PA's principles. To address these challenges, we developed the Learning Progress Dashboard (LPD) - a bespoke technological-enhanced solution and infrastructure designed for…
User-centred curriculum mapping
A curriculum map is a visual representation of key components in a medical curriculum, designed to address the challenge of navigating a dense and complex curriculum. Conventional curriculum maps are often fragmented, as they are developed incrementally by faculty members at different times. Over time, this can make them difficult to navigate, irrelevant and incoherent to faculty and student end-users. To address these issues, we developed an in-…
Psychology (13 works) · Medicine (11 works) · Medical education (8 works) · Computer Science (7 works) · Online Learning and Analytics (5 works) · MEDLINE (4 works) · Pedagogy (4 works) · Sociology (4 works) · Curriculum (3 works) · Social Psychology (3 works)