The Research Paper Award is hosted each year by the Education Research Committee (ERC) and is underpinned by the ASME goal of promotion of high-quality research into medical education.
The shortlisted finalists for this prestigious award presented their papers at the ASME Annual Scholarship Meeting (ASM) on Friday 9th July 2021 as part of the virtual conference programme. Judged by a panel of ERC committee members and watched by the virtual delegates, the finalists presented their research papers followed by a Q&A with the virtual audience.
ASME are pleased to announce the winner of the ERC RPA 2021 as Megan Brown from Hull York Medical School who presented her research How do Longitudinal Integrated Clerkships works, and why should we care?: An international qualitative analysis of identity performances with Longitudinal Integrated Clerkships
Megan stated: “I am absolutely delighted to have been awarded the ERC Research Paper Award 2021. Matt and George’s presentations were both truly excellent and I look forward to seeing how their work develops in the future. Thank you to all the participants in my research for sharing their experiences so candidly with me, I feel privileged and honoured to be able to share those stories with the medical education community through ASME. It means so much that this research, which is something I feel very passionately about and am very committed to, has received this award. Thank you also to my wonderful mentor and advisor Professor Finn for her unwavering support and encouragement”
Megan has been awarded a monetary prize of £250 and a certificate.
Applications for the 2022 Research Paper Award will open later in the year – please keep an eye on: www.asme.org.uk/awards for further details.
The RPA 2021 Finalists were:
Megan Brown, Hull York Medical School: How do Longitudinal Integrated Clerkships work, and why should we care?: An international, qualitative analysis of identity performances within Longitudinal Integrated Clerkships
Matt Byrne, University of Oxford: Examining Medical Student Volunteering During COVID-19 As A Prosocial Behaviour
George Choa, UCL: Understanding impacts of accreditation on medical teachers and students: A systematic review and meta-ethnography