On behalf of the Association for the Study of Medical Education (ASME), which includes in its goals, the promotion of high-quality research into medical education, the Education Research Committee invites ASME Members to submit an application for the Research Paper Award. It is expected that applicants will describe research that is completed at the time of abstract submission.
Criteria by which the applications will be judged are:
- Novelty of subject matter or approach within the field of medical education research. (2x weighting).
- Contribution to the field of medical education research. (2x weighting).
- A clear statement of rationale with a relevant gap in literature identified.
- Clearly stated research question(s) and/or aims and objectives that are in concordance with the research design.
- Clear rationale for the methodological / theoretical approach taken.
- Findings from results clearly reported and the new knowledge generated by the study clearly stated.
- Relevant discussion and justified conclusions presented with. recommendations and / or relevance to practice outlined.
- The paper/submission should be unpublished at the time of application as it has to be original.
If the above criteria are not met, the submission will be rejected due to the instructions not being adhered to.
Initial submissions will be reviewed by the ASME Education Research Committee (ERC) panel against the criteria for the award. The three highest submissions will be shortlisted.
Shortlisted candidates will be expected to deliver an academic presentation of their work at a specific session during ASME’s Annual Scholarship Meeting, 10th – 12th July 2024, University of Warwick, UK . Applicants must, therefore, be available on those dates.
ASME particularly welcomes applicants from diverse and under-represented backgrounds.
The three shortlisted presentations will be judged by an ERC panel at the conference based on the presentation criteria. The winner will be announced on the closing day of the conference.
- Shortlisted candidates will need to fund their own attendance at the ASM.
Applicants should refer to our FAQ page to answer most questions about ASME award submissions
First prize is £500 and a certificate in recognition of the award, both of which will be given after the ASM to the winning presenter(s). Please note fees for conference attendance are not covered.
The submission document should be in typescript font size 12 in Word format and up to 800 words long (excluding references).
Submissions should be received by ASME by Thursday 25th January 2024 via the online submission form. The submission form is available when the Apply Now button appears at the top of this page .
Submissions should be received by ASME by Thursday 25th January 2024 via the ASME ASM abstracts submission process which can be accessed here: (Link to follow)
Anna Collini, Lecturer in Medical Education, KCL with their submission: You may think that the consultants are great, and they know everything, but they don’t: exploring how new Emergency Medicine consultants experience uncertainty
Emma Farrington, Newcastle University with their submission: Experiences of patient death: voices of new graduate doctors in the COVID-19 pandemic
Jonathan Callaghan, Queens University Belfast with their submission (L)earning: exploring the value of paid roles for medical students
Daniel Darbyshire, Lancaster University: Retention work and strategies: an ethnomethodolgical lens on how emergency physicians make their career sustainable
Kajal Patel, University of Dundee: Understanding the learning environment for international Medical Graduates in a Tasmanian setting
Muirne Spooner, RCSI: The “vibe you get” and the “nurturing attitude”. Factors influencing how learners respond to feedback.
Megan Brown, Health Professions Education Unit, Hull York Medical School, University of York, with their submission: How do Longitudinal Integrated Clerkships work, and why should we care? : An international, qualitative analysis of identity performances within Longitudinal Integrated Clerkships.
Matthew Byrne, Nuffield Department of Surgery, University of Oxford, with their submission: Examining Medical Student Volunteering During COVID-19 As A Prosocial Behaviour
George Choa, Bedfordshire Hospitals NHS Foundation Trust, with their submission: Understanding impacts of accreditation on medical teachers and students: A systematic review and meta-ethnography
Eva K Hennel, University of Bern, Institute for Medical Education with their submission Multisource Feedback for Residents: A Qualitative Study on Influencing Factors and Impact.
Dawn Jackson, University of Birmingham, with their submission Expectations and Experiences: The contribution of supervision to the professional development of postgraduate General Practice Trainees.
Michael Page, Barts and the London School of Medicine and Dentistry, QMUL, with their submission What does it take to get good feedback? An analysis of the conditions needed for high quality feedback in workplace-based assessment.
Helen Church, University of Sheffield, with her submission PERFORM: Performance Enhancing Routines for Optimising Readiness using Metacognition For the Management of Acutely Unwell Patients
Hannah Gillespie, Queen’s University Belfast, with her submission How can tomorrow’s doctors be more caring? A phenomenological investigation
Anel Wiese, University College Cork with her submission Supervised workplace learning in postgraduate medical training: a realist synthesis
Best Original Research Paper Award (BORPA) 2018 Finalists
Emma O’Hare, Plymouth University Peninsula Schools of Medicine & Dentistry with her submission “Integrating a novel assessment of discharge summary writing into a final-year medical student curriculum: an evaluation of process and outcome”
Marianne Mak- van der Vossen, VUmc School of Medical Sciences, The Netherlands, with her submission: “Medical students’ motivation to respond to professionalism lapses of peers and faculty”
Viktoria Joynes, School of Medicine, University of Liverpool, wither her submission: “Re-thinking professional identity: Introducing ‘inter-professional responsibility’ as a lever for effective inter-professional education”
2022: Daniel Darbyshire, Lancaster University: Retention work and strategies: an ethnomethodolgical lens on how emergency physicians make their career sustainable
2021: Megan Brown, Health Professions Education Unit, Hull York Medical School, University of York, with their submission: How do Longitudinal Integrated Clerkships work, and why should we care? : An international, qualitative analysis of identity performances within Longitudinal Integrated Clerkships.
2020: Dawn Jackson, University of Birmingham, with their submission Expectations and Experiences: The contribution of supervision to the professional development of postgraduate General Practice Trainees.
2019: Hannah Gillespie, Queen’s University Belfast: “How can tomorrow’s doctors be more caring? A phenomenological investigation”
2018: Emma O’Hare, Plymouth University Peninsula Schools of Medicine & Dentistry : “Integrating a novel assessment of discharge summary writing into a final-year medical student curriculum: an evaluation of process and outcome”
2017: C Leitner, MC McNeill, AJ Allan, K Mattick: “Medical Aspirations, Parenthood and Work-Life Balance: Experiences of Doctors in Training”
2016: Jenny Johnston: “The road to general practice: constructing professional identity in GP training”
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.