The Educator Development Committee (EDC) is pleased to announce the 2023 awards and invites applications from members* of ASME.

(*Individual members of ASME, and employees of organisations that are institutional members of ASME) 

Award background

ASME’s EDC seeks to support and promote the personal and professional development of healthcare educators of all disciplines and to disseminate good practice in medical education.

The ASME EDC Education Innovation Awards have been developed to highlight, promote and disseminate examples of innovative educational practice in healthcare professionals’ education.

The ASME EDC Education Innovation Awards are aimed at providing funding for an individual educator or team of educators to develop an educational innovation. ASME particularly welcomes applicants from diverse and under-represented backgrounds. Applicants must be ASME members*.

(*Individual members of ASME, and employees of organisations that are institutional members of ASME) 

The application must describe an innovation in education, which may be a novel idea, approach, system and/or method applied to healthcare education. All applications should describe an educational innovation that demonstrates originality, is of practical significance, is applicable to educators in other centres and which may fill a gap in pedagogy. Options might include (but are not limited to) novel curriculum or assessment approaches, instructional materials development or learning support activities. Innovations which are sustainable, inclusive and applicable across professional boundaries are particularly welcome.

The value of this award is up to a maximum of £1,000 towards professional development expenses and one free registration (for the day of presentation) at the ASME ASM. Please indicate in your application how the monies will be spent. The award will specifically target those projects where other sources of funding are unlikely to be available.

The educational innovation projects are likely to be short-term projects and the funding is to allow an individual educator/team to develop the project; longer-term research projects will not normally be funded but successful innovation projects may lead on to future research work.

Available funding: Maximum £1000.00 per award. Up to two awards are available annually.

Successful applicants will be expected to present an oral paper on the innovation at the ASM following the completion of the funded professional development (and within 2 years of completion of said development).

In addition, successful applicants are expected to write a 750-word case study or provide a 3-minute ‘talking head’ video presenting the innovation and its impact for the ASME EDC website. Please note that applicants are responsible for ensuring that any required approvals are in place for their project.

Judging will be undertaken by two members of the core EDC. This will be against the criteria below.

  • Novelty and originality of the innovation
  • The overall quality of aims and methods (including evaluation)
  • Potential impact of the innovation
  • Degree of collaborative working, and reproducibility of the innovation across centres / specialisms
  • Degree of sustainability and/or inclusion
  • Appropriateness of timeline and spending plans

A copy of the assessment form is  available here.

Applicants should read the Awards FAQ page as it may help with queries about their submission.

Email for more details including Query: EDC EIA Query in the email subject line. Please ask any questions as far in advance of the award deadline as possible to allow us time to reply.


Read all the award guidelines and read the FAQs if you have general award questions and click on the Apply Now button on this page when ready to apply.

The award is live and accepting applications when the Apply Now button is displayed. 


Nyree Myatt, Queen Mary University of London, Invisible Women Scholarship Group

Akhilesh Kumar PH, All India Institute of Medical Sciences, Jodhpur, Authentic Patient-led Participatory Learning Experience (APPLE): An Innovative Approach for Building Clinical Empathy for Neglected Tropical Diseases in healthcare students


Dr Helen Anne Nolan, Warwick Medical School, Developing Student Quality Reviewers- a collaborative approach to promoting transferable leadership skills in healthcare students

Dr Agalya Ramathan, Imperial College London, Developing immersive videos to help early year students feel psychologically prepared for primary care placements


Matt Hardy, University of Bradford, Can digital storytelling be used to instil positive decision making in prospective medical and healthcare students and their teachers?

Masako Shimato, UCL, TOMO Global Health – asynchronous online programme to foster future global health leaders


Krishan Nandapalan, Newcastle University, “Low-cost, High-fidelity 3D Printed Task Trainers”

Alex Harbourne and Nader Raafat, University of Oxford, “History-taking in the age of COVID-19: How virtual patients can help students make the most of clinical placements”

Highly Commended

Alexandra Phillips, Cardiff and Vale University Health Board, “Slack as a virtual undergraduate dermatology community: a pilot”

Harry Carr, James Cook University Hospital, “Basic Surgical Skills on a Shoestring – BSS–S”


Erin Fillmore, Warwick University, “Drawing and Building Your Way to Understanding: The Importance of Constructing Multiple Representations When Learning Anatomy”


Fiona Osborne, Northumbria Healthcare NHS Trust, Back to reality: Exploring the use of reality television as an adjunct to case-based learning with undergraduate medical students


Nadine Abbas, University of Southampton, Not just a medical student: an innovative medical education video series to inspire, engage and inform tomorrow’s doctors
Vidhi Taylor-Jones and Paul Duvall, University of Liverpool, Virtual Immersive Clinical Simulation


Clare Smith, University of Sussex, Take Away Body Parts
Laura Delgaty, Newcastle University, If story telling is central to human meaning, why, in the research world, is there not more storytelling?


Clare Guilding, Newcastle University Medical School, Interactive high-fidelity patient simulations delivered to large group pre-clinical medical cohorts in the lecture theatre.
Christopher Schulz, Royal Bournemouth Hospital, A novel teaching ophthalmoscope: the impact on learning and assessment of fundoscopy and the implications for understanding the modalities of feedback.


Charlotte Allan, University of Oxford, Exploring Psychiatry Through Images and Objects


No awards made


Rakesh Patel, University of Leicester, Virtual Ward: An authentic approach to understanding the clinical reasoning process.
See Yung Phang, University of Glasgow, HexaXell – Revolutionizing Medical Education


Simon Gay and Maggie Bartlett, Keele University, “Higher Consultation Skills” – an integrated approach to teaching clinical reasoning.
Kate Saunders, University Department of Psychiatry, Warneford Hospital, Oxford, Constructivist experiential learning: expanding to new contexts

ASME Group Educator Development Committee
Scholarship Type Innovation
Intended Audience Innovative educators
Nature of Award Funding towards development expenses plus ASM registration to present their work.
Opens On 30th September 2024