JASME Intercalation Prize 2021 Winner & Runner-up Announced

DaisyKirtley

The ASME Intercalation Prize is a fairly new prize, introduced in the academic year 2018/19. The prize follows the same submission criteria and format as the Sir John Ellis Prize, however, is specifically for projects completed during an intercalated degree. Projects may include: Original researchDetailed literature reviewsEducational interventions Submissions should be a description of a piece of work, survey, research or innovation in which the student has been directly involved, in the field of medical education. Candidates should aim to include the following: AimsMethodsOutcomesDiscussion of medical educational literatureReflection on personal development The expectation is of a well-structured, purposeful and disciplined piece of work that will be of general interest to a medical education audience. Curricular innovations and new methods are welcomed but must include justification, appropriate references to literature and elements of evaluation – these may be more eligible for our innovation prizes. It is expected that all projects have an element of evaluation...

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Announcing the recipients of The Clinical Teacher New Voices in Health Professions Education Award 2021

The Clinical Teacher Award Logo Small Feb21
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ASME announces recipients of inaugural The Clinical Teacher ‘New Voices in Health Professions Education Award 2021’ New career development award provides clinical teachers and researchers with essential skills to be a peer reviewer. Launched this year, the aim of this new and innovative career development programme sponsored by ASME and Wiley is to provide early-career clinical teachers and researchers with the essential skills required to be a peer reviewer. Key features of the programme will include opportunities to engage in contemporary scholarly debates, improve skills in critical analysis and communication and refine academic writing through exposure to good practice. During the summer, recipients were invited to apply for this prize from diverse health professional backgrounds, under-represented groups and geographic regions where career development support for health professionals as clinical teachers and researchers is evolving. Aileen Barrett, Editor of The Clinical Teacher (TCT), says: “Supporting early-career clinical education researchers, teachers and academics is at...

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Interview with Professor Christine Hine, keynote speaker at RME2021

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  ASME events team interviewed Professor Christine Hine (University of Surrey) who will be delivering a plenary talk and a workshop at this year's Researching Medical Education Conference (RME2021).    A: The title of your keynote at RME 2021 is “Agile research in the face of ever-changing and unpredictable digital environments”. Why did you choose to deliver this talk at this year’s conference, and what can delegates get from it? C: I am hoping that the topic will resonate for many participants and that it will help to build on and learn from recent experiences. The pandemic has certainly been a challenging time for conducting social research. Many carefully crafted research plans have been thwarted as face-to-face fieldwork has often seemed impossible and as people have moved online for many activities, often in a rather unplanned way. Beyond the specific challenges of recent times, developments in digital technologies have produced a steady stream...

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Interview with Professor Clare Morris, keynote speaker at RME2021

Clare Morris

ASME events team interviewed Professor Clare Morris (University of Cambridge) who will be delivering a plenary talk and a workshop at this year's Researching Medical Education Conference (RME2021).    A: The title of your keynote at RME 2021 is “Putting research skills to work: becoming an agile medical educator”. Why did you choose to deliver this talk in this year’s conference, and what can delegates get from it? C: A key element of ASME’s mission is to promote scholarship in medical education and they do this in a number of ways, not least fostering the types of medical education research activity that can shape and inform our practice as educators. I am delighted to have the opportunity to examine the ways in which research can inform our practice and how our practice can inform our research. I hope that delegates will use this to consider the many ways in which they can become research literate medical educators...

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New website launched to promote value of clinical academic careers

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  The Clinical Academic Training Forum (CATF) has launched a new website to promote the role of clinical academics and support health professionals beginning their clinical academic journey. CATCH, the Clinical Academic Training & Careers Hub, aims to be a one stop shop for information on academic careers. The Clinical Academic Training Forum (CATF) has launched a new website to promote the role of clinical academics and support health professionals beginning their clinical academic journey. CATCH, the Clinical Academic Training & Careers Hub, aims to be a one stop shop for information on academic careers. Clinical academics are qualified healthcare professionals who also work in academia, typically in research, teaching, or both. They balance their time between treating patients, conducting research and training the next generation of clinicians. As their role is often split between working in universities and the NHS, clinical academics are able to align cutting edge research with...

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