ASME and Wiley have again generously identified funding of up to £2,000 to support an individual or a research group
The aim of the Medical Education Developing Scholarship Award is to enable an individual or a research group to strengthen their contributions to health professional education research. The individual or team must demonstrate how the activities supported by the award will offer long-term enhancement of their capacity to engage in high quality conceptually grounded, methodologically rigorous, and programmatic research efforts such as those prioritized for publication in Medical Education. Applications must show commitment to a specific project and demonstrate how the award will further the applicant’s professional development and opportunities to receive mentorship. All else equal, priority will be given to plans that enable international collaboration and/or plans that support capacity building for more early career scholars
Deadline for 2024 applications: 27th March 2024
In addition to the benefits received from engaging in the professional development activity itself, successful applicants will receive:
- Personalised research development clinics from the editors of Medical Education
- Registration to and an opportunity to present at the Association for the Study of Medical Education’s Annual Scholarship Meeting
- Feedback from the editors on any article emanating from the awarded activity
- £2,000 to support completion of the professional development plan
To apply for a Medical Education Developing Scholarship Award, applicants are asked to submit a proposal outlining the purpose for which they would use the award.
The proposal should be written in English and must not exceed 1,000 words in length.
Proposals can focus on any activity that enables an individual or a research group to strengthen their contributions to health professional education research (e.g. visits, exchanges, expert panels, stakeholder groups). However, only one entry per applicant is permitted.
Awards will NOT be granted for enrolment in coursework (elective or otherwise), attendance at a conference, nor expenses incurred for the purpose of collecting or analysing data.
Proposals should be structured under the following subheadings:
1. Research focus: What problem will be addressed and what advance in understanding promises to be gained?
2. Past experience: Evidence of prior experience in the domain and justification regarding how funding will help the recipient take their work to the next level (e.g. what knowledge and skills will be exchanged)
3. Activity planned: How will the award be used (including specific dates, institutions and individuals involved)?
4. Mentorship and collaboration: What supports are in place to ensure that the experience enabled by the award is achievable and will have a sustainable impact.
Applicants should refer to our FAQ page to answer most questions about ASME award submissions
Please upload your Proposal as “Your Name MEDS24 Proposal”
The proposal should be accompanied by:
- A covering letter
- Brief curriculum vitae (maximum of two pages per investigator)
- A budget indicating how the £2,000 will be used and what additional financial support and/or research funding makes the activity feasible
- A letter of support from the applicant’s employer/supervisor
- A letter of support and two-page CV from the individuals who have agreed to offer mentorship, should the application be successful (or a clear statement regarding what support the applicant requires help from the editors of Medical Education to secure)
Please upload these 5 documents as a single PDF called “Your Name MEDS24 Supporting Document”
Proposals for the Medical Education Developing Scholarship Award should align well with the Values of ASME (Collaboration, Future Focus, Excellence, Scholarliness, Enabling):
- addresses an important problem within health professional education and provides a rationale as to how the benefits enabled through receipt of the award will be impactful
- demonstrates experience within that area of study and commitment to exploring it further. Examples of such evidence can include a published article or prior conference presentation on the topic
- offers a strong conceptual focus for the research (i.e., the research should be aimed at advancing fundamental understanding of a practically relevant issue rather than focusing on program evaluation or quality assurance)
- indicates how the proposed activities will enable professional development of the applicant and will stimulate further research collaboration (e.g., the proposal should outline what is to be gained from the experience, why is it necessary to improve the previously completed work, and why the plan is likely to result in the mentorship and professional development required to achieve the applicant’s goals)
- encourages knowledge and skills exchange between individuals with complementary backgrounds (geographic or otherwise) and areas of expertise
- describes a plan that is achievable within the timeframe specified and that indicates how the recipient can ensure that (s)he will be well positioned to take advantage of the experience over the long term
We particularly welcome applicants from diverse and under-represented backgrounds.
Completed application packages should be sent by 23:59hrs 27th March 2024 via the online submission form. For any additional queries please email email@example.com with “Query: Med Ed Developing Scholarship 2024” in the email subject.
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
Can I query the assessors’ decision regarding my application?
The assessors’ decision is final for all awards and no correspondence will be entered into regarding the outcome, other than providing the applicant with the result and the assessors’ feedback.
Roma Forbes, The University Of Queensland in Collaboration with Dr Alison Pearson, University Of Exeter with their submission Internationalising health professions education researcher development: a collective approach in two continents
Katherine Moreau, of University of Ottawa with their submission Service-User Involvement in HPE: Learning from Other Professions, .
Amy (Wai Yee) Wong, of Queens University Belfast, with their submission Professionalising feedback to assessors through an interdisciplinary community of practice