Mission

We share the overarching mission of ASME, which is Advancing Scholarship in Medical Education.

Aim

We aim to advance scholarship in health professions education; our definition of scholarship is holistic, leaning into the four types of scholarship proposed by Boyer (1990).

We aim to advance the scholarship of discovery by fostering and supporting the types of educational research that can inform and shape the purposes and practices of health professions education and training. e.g. through hosting the Research Medical Education Conference, with its distinct focus on methodological issues.

We aim to advance the scholarship of integration by actively supporting inter-disciplinary and inter-professional dialogue. This is reflected in the diverse disciplinary and professional backgrounds of our committee members and by continuing to showcase a broad range of methodological approaches at RME.

We aim to advance the scholarship of application through purposeful engagement and networking within and beyond ASME communities, including our career groups and SIGs.

We aim to advance the scholarship of teaching and learning by embracing and promoting multiple approaches to research and enquiry and creating spaces where ASME members can discuss ideas and practices in meaningful ways. We also do this through our work on behalf of ASME as reviewers of grants and papers.

Boyer, E.L. (1990) Scholarship reconsidered: priorities of the professoriate. Special Report for the Carnegie Foundation for the Advancement of Teaching.

Vision

Our vision is to

Promote, support and sustain a culture of educational research and enquiry through

  • organising and hosting an annual Researching Medical Education conference designed to be of interest and value to all ASME members, irrespective of level of experience or expertise
  • showcasing high quality research at ASME ASM e.g. through the ERC Research Paper Award

Build research capacity through

  • Supporting the development of medical educators’ research skills through conferences, workshops and online resources
  • Working closely with ASME’s SIGs and career groups to help foster scholarship in its broadest sense
  • Supporting the award of grants and scholarships through active roles in review and feedback

Enhance the profile of medical education research through

  • Providing opportunities for dissemination of the outcomes of research
  • Raising the profile of medical education research by actively promoting the work of ASME regionally, nationally and internationally

History

Originally an interest group, the ERC is now one of two committees of the ASME board (the other being the EDC). Our work is explicitly focussed on turning ASME’s mission (Advancing Scholarship in Medical Education) into a reality.

There are a number of established ways in which we seek to do this. The most prominent is perhaps the annual Researching Medical Education conference which has a distinct (and we believe unique) focus on methodological issues. Combining keynote presentations from leading ‘thinkers’ in medical education research with highly practical workshops. These are organised into strands to appeal to those new to medical education research and those with greater levels of experience. The ERC also makes a positive contribution to the ASME ASM. This has included offering pre-conference workshops with a focus on supporting ‘budding’ or early career researchers, hosting seminars focussed on research methodologies and what is often our highlight event – the presentation of shortlisted papers for our research paper award. One of our committee leads the Research Methodology SIG, broadening our connections with the wider ASME membership.

Other aspects of our work are perhaps more ‘behind scenes’ where we offer support to our career groups and SIGs and where we review applications for grants, awards, scholarships and conference presentations.

Our current work is focussed on thinking about the ways we can create spaces for medical education researchers and scholars to come together to think creatively about the ways in which they approach their work.

 

News

RME 2020 Re-thinking scholarship in Medical Education Research

When we chose the theme for RME 2020, little did we know how much re-thinking we would need to do, in order to move our intimate, in-person conference virtually. This was ASME’s first virtual conference and we were so well guided and supported by Phil McElnay and his team from MedAll.

ASME’s mission is Advancing Scholarship in Medical Education; as a committee we have been giving considerable thought as to the meanings of scholarship and the practices that can support its development (see https://www.asme.org.uk/erc). The RME conference is pivotal to this, providing a shared space to think and talk about the ways in which we undertake educational research and draw on that research to inform and develop our practice as medical and healthcare educators.

Scholarship includes taking part in inter-disciplinary and inter-professional dialogue – we were therefore particularly delighted to welcome two keynote speakers who each invited us to think about scholarship within and beyond disciplinary and organisational boundaries.

From London, UK we had Prof Dilly Fung, Pro-Director for Education, London School of Economics and Political Science who started our conversations about scholarship, inviting us to think about value-guided educational practice and leadership. Her session was warmly received.

This was incredibly inspiring and yet full of practical direction for my career journey.’

‘Offered valuable  insights into the broader meaning of scholarship.’

‘It was an amazing session which broadened my thinking’

“empowering to see a woman leading the field’.

From London, Ontario we were joined by Prof. Chris Watling, Director of the Centre for Education Research & Innovation, Schulich Medicine and Dentistry, Western University, who deftly explored the relationships between theory and practice in medical education, drawing on his fascinating work looking at signature pedagogies. As one delegate said ‘I understand much better now  the use of other learning environments to shed light on our own.” Delegates loved the opportunity to ask questions and found his work clear, compelling and intriguing. His work resonated with many of the delegates.

Fantastic presentation, thought provoking and re-energizing as a medical education academic and potential education leader.’

‘Honestly, it was the talk about everything I feel I wanted more information on, all in one place. I would really like to re-watch this if possible.’

This last delegate will be delighted to know that we recorded our keynote sessions and hope to make them available early in the new year.

As in previous years, we offered a full suite of workshops. We are particularly grateful to colleagues who took time to familiarise themselves with a new learning environment (so brilliantly supported by colleagues from MedAll who facilitated the event). They had the usual blend of workshops that focussed on methodological issues, including ways of gathering, analysing and disseminating research findings. Other workshops focussed on the practices of undertaking research projects and writing them up for publication. We included familiar methodologies, like interviews and surveys and those that are perhaps less familiar, like institutional ethnography. Special thanks go to Dr Matt Webb who put this programme together, hoping to appeal to such a diverse range of delegates, including intercalating medical students, those doing masters and doctoral programmes in medical education and post-doctoral researchers, clinical educators and academics. We were delighted to note how many delegates talked about the ways in which the sessions were engaging and inclusive – no mean feat with 155 registrants. The upside of this being a virtual event this year was that we had more of an international presence, with people joining us from all corners of the globe.

We approached our reconfigured conference with a degree of trepidation. We were delighted to see how positive delegates and presenters were about the overall conference experience. Thank you to all of those involved.

We look forward to RME 2021. Conference theme and format still to be agreed but do hold the date for Thursday 18th of November 2021.

Clare Morris, Chair of ASME Educational Research Commitee