Local Rep Event at Liverpool: ‘How to teach, for healthcare students’

‘How to teach, for healthcare students’ was organised by JASME Liverpool University representatives and targeted students across a variety of disciplines inclusive of medical students in all years of their course. Prior to the event, it was recognised that teaching is a core component of being a junior doctor, however most medical students do not receive any formal advice or guidance on the best ways to deliver teaching for other students. Consequently, this leads to a variation in standards of teaching that students receive. The session allowed for maximum engagement and interactivity by starting the event with a short 20-25 minute lecture which focused on an introduction to teaching, why it is important in a medical career and how it is involved in various application processes throughout training including AFP and ACF. Following this, students rotated through 2 different workshops which each focused on a different area of teaching skills -...

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Become an ASME SoMe intern

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  Are you a medic who loves a Tweet? Are you an Instagram guru, or a Snapchat celeb? We want your help to change the world of medical education social media. SoMe is becoming increasingly influential in MedEd, acting as a key cog in disseminating good practice, facilitating debate and enabling important connections between educators. Therefore, for the past 2 years, ASME has been running a Social Media Intern scheme. Our Interns are supported to develop innovations across a variety of online platforms, attend ASME events, gained medical education publications and have presented their work at conferences. So, we’re back for more! If you’re interested in medical education and SoMe, we want your help. We want you to work with ASME and our partner journals Medical Education and The Clinical Teacher to create exciting SoMe resources. This is a great opportunity to develop your communication skills, gain mentorship and work alongside some of the most...

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Announcing the Winner of the Sir John Ellis Student Prize 2021

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The Junior Association for the Study of Medical Education (JASME) is a career group within ASME for medical students and Foundation Year doctors. One of its key goals is to encourage, promote and conduct medical education research initiated by students and junior doctors. The Sir John Ellis Student Prize is an established and highly regarded national prize for new student work on a topic within medical education.   We are pleased to announce the recipient of the 2021 prize is Anna Harvey, King’s College London with their submission What does success mean to medical students who identify as widening participation? An informal stakeholder scoping study and narrative review I am thrilled to be awarded the 2021 Sir John Ellis prize. I have admired ASME's significant work engaging junior researchers with excellent clinical education scholarship for a number of years and it's great to receive feedback on my work from members. I hope to continue to...

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Announcement of ASME Gold Medal Recipient 2021

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ASME award the Gold Medal annually and it is open to highly experienced scholars who have made outstanding national/international contributions to medical education research, innovation, evaluation or practitioner inquiry and who are nominated for the award by an ASME member. The nominee themselves does not need to be an ASME member.  There are no age, nationality, professional, occupational or other barriers to being considered for the award. Preference will be given to individuals who remain active in the field of medical education scholarship. The award thereby is intended to be forward-looking as well as valuing past achievements. We are pleased to announce the recipient of the 2021 award is Erik Driessen, Professor in the School of Health Profession Education at Maastricht University, the Netherlands and Editor in Chief of the Journal Perspectives on Medical Education. “I’m deeply honoured to be awarded ASME’s Gold Medal. It’s a huge recognition of the work of...

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Methodology in Medical Education: misunderstood and underrepresented

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Keegan Curlewis is a final year medical student at Brighton and Sussex Medical School. He is co-lead of the Events subteam of JASME (Junior Association for the Study of Medical Education). I am coming towards the end of my medical school journey. On reflection over the past five years, I can recall having lectures on almost every part of the body and experiencing many different medical and surgical specialties. Memories of lectures focussing on methodology in medical education are… sparse. This is no surprise. Despite the word “doctor” meaning teacher, from the Latin “docere”, medical schools have historically glossed over medical education as a topic.1 Medical students and junior doctors are left to learn more about teaching through intercalated degrees or postgraduate courses. However, this knowledge is valued highly within the medical workplace; for example, applications for higher training often require “Training in Teaching”. Medical education research is often frowned upon...

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Video Abstracts – Are they a WP Disaster?

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Ryan Devlin Photo

When examining equality and equity, there is quite a prominent image: Three people, an adult, a child, and a person in a wheelchair, trying to look over a fence. The adult can see, the other two cannot. Equality gives them each a single box to stand on to see. The adult, who could already see over the fence, can see even further. The child can now see, but only when standing on their tiptoes. The wheelchair user still cannot see, for they cannot climb onto the box. The three people receive the same support but are not equal in outcome. Equity each gives them support based on need. The adult receives nothing, for they can already see. The child receives two boxes, so they can see clearly. The wheelchair user receives a wooden ramp, so they can see clearly as well. They each receive different amounts of support but are equal...

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Studying your own illness – A Quirk of Medical Education

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Picture this. You’re a medical student sitting in a lecture theatre, learning about a condition in which you are already an expert; not because you have seen a patient with the condition before, but because you have lived the real experience yourself. As Henry Marsh explores in “Do No Harm”, medical students often develop a false understanding that that disease happens only to patients, seeing doctors as superhuman humans who are immune to disease and disability. This perpetuates the concept of a healthy, neurotypical, non-disabled doctors, whereas the reality is vastly different. We do not know the true proportion of doctors that are affected by disability. This is due to hesitancy about disclosing such information, from a fear of being treated unfavourably or lack of support from the workplace. In a 2020 BMA survey reported in ‘Disability in the medical profession’, only 36% of disabled doctors and medical students felt comfortable...

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JASME and ASME are delighted to announce the winner of the Student Innovation Prize 2021

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ASME Award Small Feb21

The Junior Association for the Study of Medical Education (JASME) is a career group within ASME for medical students. One of its key goals is to encourage, promote and conduct medical education research initiated by students. We offer one award each year to medical students for innovation in the field of medical education. The awards are to encourage and reward students who show imagination and enthusiasm for developing new ideas in medical teaching or education. Student Innovation Prize Applicants were asked to submit a description of their work, detailing how and why the innovation has been implemented and how this has changed educational practice. We are pleased to announce the recipient of the 2021 prize is Charles Taylor, Queen Mary's University of London with their submission The efficacy of Interdisciplinary Near-Peer Teaching within neuroanatomical education – a pilot study 'I am thrilled and honoured to have been awarded the JASME Student...

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ASME Mindfulness in Medical Education Research Award 2021

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ASME Award Small Feb21

One of the intentions of the ASME special interest group Mindfulness in Medical Education is to support the undertaking and dissemination of wellbeing-related research.  The ASME-MiME research award is designed to provide a student of healthcare (undergraduate student or postgraduate student in training) with the opportunity to undertake a piece of research related to mindfulness and wellbeing in medical education. This is in recognition for the need for further high-quality research-based evidence related to wellbeing in medical education. It also recognises the need to change the perception of wellbeing in medical education. Mental health problems including stress, depression, burnout, and vicarious trauma are not uncommon amongst healthcare workers. Such issues have been highlighted further this year by the COVID pandemic. By addressing our mental health needs directly, promoting ways of cultivating resilience and wellbeing within our healthcare workforce and founding and promoting an environment within healthcare which is supportive of such attitudes...

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ASME/GMC Excellent Medical Education Awards 2020 – Winners Announced

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#excellentmeded2020 The “Excellent Medical Education” Programme is a set of national prizes established jointly by ASME and the GMC for the first time in 2015 and they are intended to fund high-quality medical education research, development and innovation.  This is in response to recognition of the need for further research-based evidence related to medical education and training, through supporting capacity building and increasing the volume of high-quality medical education research. Applications using quantitative or qualitative, established or innovative methods will be welcome.  All ASME members who are based in the UK are eligible to apply, provided their organisation is capable of fulfilling the role of a research sponsor (e.g. an NHS organisation, academic institution).  ASME and the GMC do not name specific topic areas and welcome applications on a wide range of issues, across the continuum of medical education: Undergraduate  Postgraduate / Continuing Professional Development   In 2020, three awards were available up to the...

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JASME and ASME are delighted to announce the winner of the Foundation Innovation Prize 2021

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The Junior Association for the Study of Medical Education (JASME) is a career group within ASME for medical students and junior doctors. One of its key goals is to encourage, promote and conduct medical education research initiated by students. One of the prizes we are pleased to offer is one award each year to a Foundation Doctor for innovation in the field of medical education. The award is to encourage and reward individuals who show imagination and enthusiasm for developing new ideas in medical teaching or education. It is open to Foundation Year doctors who have undertaken a project or piece of work surrounding an original and innovative idea within medical education. We are pleased to announce the recipient of the 2020 prize is Philippa Clery (University Hospitals Bristol and Weston NHS Foundation Trust) and University of Bristol) with their submission Sustainability in Quality Improvement (SusQI) in undergraduate medical education  On hearing the good news,...

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Our Education Research Committee is Recruiting

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The Interim Chair of the Education Research Committee, Dr Alison Ledger, would like to bring to your attention vacancies that have arisen on the ERC.   There are 3 places available on the committee from 1st June 2021 for a period of 3 years, with an opportunity to be re-elected for a second term thereafter.   These positions are open to any individual member of ASME who wishes to self-nominate. We are looking for people who: are research enthusiasts who wish to develop medical education research and its communitieshave time to commit to the ERC and actively work on the ERC agenda by developing, designing and delivering on key strategies   We particularly welcome applicants from diverse and under-represented backgrounds.   The time commitment for this role varies significantly across the year, clustered around two key events (ASME Annual Scholarship Meeting (ASM) in July and Researching Medical Education (RME) Conference in November). It is anticipated that you would be able to put aside up to 6...

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