Small Grants 2022

Applications

1. Brief critique of background literature and justified need for the project
2. Description of project including: 
   1. Aim and research question(s)
   2. Justification for the choice of methodology
   3. Projected outcomes
   4. Timetable to start in mid-2022 and ideally to finish within 6 month timescale
3. Costed justification of funding required

If the above criteria are not met, then the submission will be rejected due to the instructions not being adhered to.  The Education Research Committee may ask for a more detailed proposal from those short-listed.

We particularly welcome applicants from diverse and under-represented backgrounds.

Applicants should refer to our FAQ page to answer most questions about ASME award submissions

Criteria

An example marking sheet can be downloaded here

Is my application suitable for this award?

We welcome your application.  Please look carefully at the criteria provided to be sure your applicant team and application meet the stated criteria.  Unfortunately, we cannot comment on whether specific applications or application ideas meet the criteria, since this is group decision made by a panel of reviewers, but do let us know if the criteria are unclear.

Past Recipients

Previous recipients of Small Grants:

2021:

• Helen Church & Dr Stevie Agius, University of Nottingham, Foundation 3 Year Jobs: Evaluating their impact on postgraduate medical training

• Gillian Scanlan & Dr Cate Kennedy, The University of Dundee, Striving to be an Excellent Healthcare Professional and an Excellent Parent: Exploring the Stories of UK Doctors and Nurses

• Taona Nyamapfene, Dr Joanne Butterworth & Professor Mike Eaton, University of Exeter Medical School, General Practitioners’ Perceptions of Training in Shared Decision-Making: A Qualitative Study

• Michael Page& Dr Elizabeth Carty, Barts and the London School of Medicine and Dentistry, QMUL, Exploring marginalisation and agency in Specialty Doctors’ experiences of appraisal and professional development – a phenomenological investigation

• Hugh Alberti, Newcastle University Louise Younie (QMUL), Sophie Park (UCL), Lindey Pope (Glasgow), Lauren Hall (Newcastle)& Penny Wilson (Newcastle), Students and tutors’ experiences of student-led remote consulting

• Eva K Hennel, Sören Huwendiek, University of Bern, Insitute for Medical Education, Department for Assessment and Evaluation (AAE), Supervisors in multisource feedback: what do they need to best support residents?

• Robert Bain, Jack Filan, Simone Soars, James Lee & Anna Goulding, Newcastle University, Understanding Barriers to Academic Careers in Undergraduate Medical Education.

• Ana Baptista, Imperial College London, What does personal tutoring contribute to professional identity development in undergraduate medical students?

2020:

• Catherine Farrelly, Natasha Doran, Sarah Bradley, University of Exeter, "What are student perceptions of how frequent-look OSCEs affect student wellbeing compared with infrequent OSCEs?"

• James Groves, James Cai, Dr. Amali Lokugamage, Dr. Faye Gishen, Dr. Will Coppola, University College London, "Investigating the effects of an online mindfulness intervention on medical student stress and well-being"

• Anna Rosselli, Rakesh Patel, Pamela Hagan, Gillian Doody, University of Nottingham, "Well-being during transition in medical school: a realist inquiry"

• Nariell Morrison and C Blackburn, University of Warwick, "Bridging the gap: Understanding the barriers to performance for Black, Asian and Minority Ethnic graduate-entry medical students in the United Kingdom"

• Rachel Lee and Mrs Manju Nair, Royal Gwent Hospital, Newport, Wales, "Traditional clinical verses simulation training for basic obstetric ultrasound competency: which is more effective for trainees in obstetrics and gynaecology in Health Education and Improvement Wales (HEIW) - formerly the Wales Deanery?"

• Dr Megan Brown, Dr William Laughey, Mr Alex MacLellan, Mr Tim LeBon, Prof Gabrielle Finn, Hull York Medical School, "Can Stoic training develop empathic reserves and increase resilience in medical students? A mixed-methods pilot study."

2019: 

• Toni Robinson, Keele University, "How do medical students' experiences inform their opinions of general practice and its potential as a future career choice? a realist synthesis"

• Anne-Marie-Reid, School of Medicine, University of Leeds, "Students as research partners"

• Kirsty Alexander, University of Aberdeen, "Fostering effective academic/practitioner knowledge in widening access to medicine" 

• Alice Moult, Keele University, "Exploring patients' perceptions of communication skills: A qualitative study"

• Anna Richmond, Nottingham University Hospitals Trust, UG Medical Education Department, "In what ways do educational interventions develop analytical and non-analytical clinical reasoning ability in medical students" 

• Jennifer Cleland, University of Aberdeen and NHS Education for Scotland, "Gains and consequences of broad-based training: A qualitative study"

2018:

full details on all recipients to follow

• Valerie Farnsworth, University of Leeds, Leeds Institute of Medical Education, "Water metaphors to help us rethink how we support student transitions into medicine" Click here for project report

• Gerens Curnow, University of Exeter, "Is there a problem in PBL? The International Student Perspective"

2017:

• Clare Morris, QMUL, 'Not a doctor': physician associates (PA) and professional identity formation

• Ruairi Connolly, NUI Galway, Stakeholders' perceptions of a widening access to medical school outreach initiative 

• Evangeline Stubbing, University of Aberdeen, The intersection of early and developing professional identities in medical students 

• Rhiannon Hoggins, Brighton and Sussex Medical School, Student experiences and staff perceptions of the primary care placement in the Physician Associate programme to a UK medical school

• Sebastian Stevens, Plymouth University, The impact of clinical team networks on multi-source feedback assessments for UK General Practitioners: A social network analysis 

• Shaun Qureshi, University of Edinburgh, Exploring barriers to effective education and supervision of doctors-in-training  

2016:

• J Cleland & D Gimlin, University of Aberdeen - Learning to (Body) Labour: an Analysis of ?Body Work? in the Training of Medical Students

• C Leitner, MC McNeill, AJ Allan & K Mattick, University of Exeter & Royal Devon & Exeter Hospital - Medical Aspirations and Planning Parenthood - The Experiences of Future and Foundation Doctors

• H Alberti, University of Newcastle - Barriers and facilitators to teaching undergraduate medical students in primary care: The GPs perspective