Researching Medical Education

15th November 2017
Friends House, 173-177 Euston Rd, Kings Cross, London NW1 2BJ

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All Joined-up: Successful Partnerships in Medical Education Research #asmerme2017
Researching Medical Education is a one-day conference for all those interested in medical or clinical education research as an academic discipline. 
The conference is designed and run by the Association for the Study of Medical Education’s Education Research Committee. The day is structured into parallel sessions and led by internationally renowned keynote speakers. There are also keynote seminars and discussion groups, research method workshops for new and more experienced researchers and a master class for those studying for higher degrees. In addition, there are opportunities to network with your peers and those leading the field in medical education research.
The day will be of interest to career researchers, teachers of medical / clinical education research, students studying for Masters or PhDs / EdDs, undergraduate students starting education projects, medical education intercalation or those just keen in gaining a better understanding of educational research.
Delegate Fees

ASME Members £175
Non Members £235
F1/F2 £145
Undergraduate Students £115

{tab Programme}Click here to view the RME 2017 programme
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Session 1
Strand 1 
How to write a research questionDr Ellayne Fowler
This workshop is aimed at colleagues who have as yet limited experience of conducting medical education research and who wish to gain a greater insight into how to develop robust research questions. A good research question is essential to focus your research so the project is achievable. This means choosing a question that is:

neither too broad or too narrow
actually researchable, and passes the “so what” test

The workshop will be interactive.  I will introduce a pragmatic but systematic approach to apply to new research ideas to turn them into good research questions. The “raw material” for this workshop will be participants’ own research ideas.
Strand 2 
Using systematic review methods to research medical educationProf Mark Newman
Systematic reviews offer a variety of approaches that can be used to answer different types of research question in Medical Education. Familiarity with the tools of systematic review is an essential capability for researchers in the field. This workshop is aimed at colleagues who have as yet limited experience of conducting systematic reviews in medical education research and who wish to gain a greater insight into the key principles underpinning systematic review approaches. The workshop will be interactive. We will discuss examples of different types of systematic reviews in the field and consider how participants own research ideas can be investigated using the approach. 
Strand 3 
Expanding your methodological toolbox with Social Network AnalysisDr Sarah Yardley and Prof Susan Jamieson
This will be an interactive session of three parts:

A basic overview of what social network analysis is and why it is of interest to medical education researchers. We recommend participants read onlinelibrary.wiley.com/doi/10.1111 and onlinelibrary.wiley.com/doi/10.1111/medu.13217/full prior to attending.
The workshop leads will discuss their personal experience of investigating social network analysis as a methodology and present examples of use drawn from their recent review of research using this method.
Participants will be invited to discuss potential research questions that might make use of SNA and methodological and theoretical issues that might arise.

Strand 4 
Patient & Public InvolvementGeoff Wykurz and Diana Kelly
* What is gained by involving patients and the public as partners in your research study? * What is lost by not involving patients and the public as partners in your research study? This workshop seeks to explore the potential for a participatory approach in research design and implementation to utilise the expertise, experience and perspective of people who are usually the subjects of research. The value of the active involvement of patients and the public in medical education is well established. This includes their role as teachers and contributors to curriculum development, but what are the implications, benefits and limitations of a collaborative approach in researching medical education?  Patients and the public have a direct interest in the outcomes of medical education as they are the ultimate beneficiaries.  What role can they play in its research?  How do you decide who should be involved? This will be an interactive workshop that will explore the principles and practice of involving patient and the public in medical education research.  We offer you the opportunity to engage in some challenging and creative thinking that could enhance the quality of your research.
Strand 5 
What makes for excellence in medical education research?Karen Mattick
Medical education is a fascinating field, in which a large number of disciplines across social sciences and healthcare work closely together, at the interface between healthcare and higher education.  This context shapes what we might consider ‘excellent’ within Medical Education Research.  It is possible, even likely, that excellence will be perceived differently by different researchers within the medical education research field and that a consensus about excellence will be rather hard to find.  In this talk, I will explore different perspectives on excellence in Medical Education Research, for example drawing on the UK Research Excellence Framework and the articles that are published in our top ranked journals as possible ‘ways of knowing’.  I will consider the question of ‘who decides’ what is researched and what is considered excellent research, and whether excellence can be evident in research processes as well as research outputs.  I will finish by thinking about what might be distinct about excellence in medical education, as opposed to medicine or education, and how the medical education field might recognise and celebrate that distinctiveness.

Session 2 
Strand 1 
Analysing Qualitative Data: An IntroductionLesley Pugsley Qualitative research is now well established in Medical Education, providing ‘much that is worthwhile’ to further our understanding of the social worlds inhabited by patients, students and clinicians, (Dornan and Kelly, 2011).  However for a novice researcher, the approach may appear to be the soft option, its ‘folk-ways’ seen as quick and easy techniques. 
This is a complete fallacy, “qualitative research is harder, more stressful and more time consuming than other approaches” (Delamont, 2002: ix). Qualitative methods generate vast amounts of unwieldy data, which can serve to overwhelm those new to the field.  But “qualitative data are sexy; they are a source of well grounded, rich descriptions and explanations of processes in identifiable local contexts.” (Miles, Huberman, Saldana, 2014:1)
Textbooks on data analysis often imply that themes simply ‘emerge’ from data, as though by some mystical means. In reality, a process of rigorous and systematic interrogation is required in order to ‘make meaning’ and so theorise on the data we collect. This interactive workshop offers practical, hands on opportunity to engage with the principles of data analysis and explore the ways in which qualitative data transcripts can be coded. Active involvement with data sets will enable participants to clarify the analytic process and to demonstrate the ways in which thematic codes and theoretical concepts can be generated from the data. It will prove useful to those new to qualitative research and those whose explorations into the qualitative world are still at an early stage.
Refs. Delamont, S. (2003) (2E).Field notes in Educational Settings. Methods, pitfalls and perspectives. London: Routledge. Dornan, T and Kelly, M. (2017). What use is Qualitative Research? Medical Education. 51.1. 7-9. Miles, M.B., Huberman, JH. Saldan, J. (2014) (3E). Qualitative Data Analysis. Thousand Oaks: Sage. 
Strand 2 
Individual interviewing, group interviews and focus groupsDr Samantha Scallan & Dr Rachel Locke
In this workshop we will explore interviewing (both individual and group) as a method of data collection in educational research. We will consider why a researcher might choose to interview, take a quick look at what the literature says about interviewing, some practicalities to bear in mind to create a positive interview experience for participants and how interview data might be analysed. Participants will be encouraged to share their experiences of interviewing and to bring along questions. 
Strand 3 
Video reflexivityDr Lisi Gordon
Visual research methods, such as video-reflexive ethnography, provide an ideal means through which to understand situated social action in a complex work environment such as healthcare. This research methodology lends itself to understanding a range of important questions as it enables: opportunities to understand interaction in situ and conduct certain types of sophisticated analyses (e.g. discourse, spatial, interactional analyses), and explore participants’ own analyses of their interactions. The purpose of this workshop is to explore and critically reflect on the different ways in which video data can be analysed within healthcare education research with a specific focus on video-reflexive ethnography. Participants will have the opportunity to:

Critically reflect on the use of video methods in healthcare education research
Critically explore the use of video-reflexive ethnography as a particular research method
Critically reflect on the ways in which video-data can be analysed
Undertake video data analysis and practically explore different ways in which this can be done

The first part of the workshop will consist of a mix of one short introductory plenary drawing on the facilitators’ research experiences of video-reflexive ethnography, followed by group discussion and activities focussing on the different ways in which video-data can be collected and analysed. In the second part of the workshop participants will get hands-on experience of analysing an interaction using data from the facilitators’ research. Participants will then have the opportunity to compare, contrast and negotiate their analyses with each other and explore how the addition of research participants in the data analysis can impact.
This workshop is designed for those interested in working with video data but who have little experience.
Strand 4
How policy and research can inform each otherTim Swanwick
Research and policy have a complex and, at times difficult relationship. Policy makers and researchers inhabit very different worlds, operate to different timescales and are spurred on by different sets of incentives.  Academics are frequently disappointed when research evidence is considered only a minor factor, and occasionally disregarded, when policies are formulated, trialled and implemented.  Similarly, policy makers are often frustrated by a lack of rigorous and relevant research evidence available to them within the time constraints of the policy cycle.  In this interactive and participatory workshop we will consider the nature of policy, the different ways in which research may influence the policy process – and vice versa – and how researchers may be more impactful in the work that they do.
Strand 5 
Masterclass – Supervisors and supervisees: What makes a productive partnership?Dr Sarah Yardley and Dr Sophie ParkPlease see separate ‘Masterclass’ tab above 

Session 3 
Strand 1 
How to get your papers published in different types of journalsProf Peter Cantillon and Dr Samantha ScallanWhether you are an experienced author of published papers or a medical educator wanting to see your name on an author list for the first time, this workshop is intended to help you have a more productive and enjoyable experience in successfully submitting your work for publication. The aims are to work interactively to explain how the editorial process works, identify what makes a good academic paper, where to send it and how to respond to reviewers.
Strand 2 
How to design a questionnaireProf Susan JamiesonThe apparent ease and simplicity of constructing a questionnaire is possibly one reason for its appeal as a research tool. However, there is an art to effective design which produces responses to the questions you intend to ask while minimising the likelihood of misinterpretation. This beginners’ workshop will raise awareness of issues to be considered in questionnaire construction, such as questionnaire and question format, response scales, validation and ethical issues.
Strand 3 
Understanding Cost, Value and Quality in Medical education and Teacher educationProf Vivienne Baumfield
How are we to understand the cost, value and quality of university-based professional learning and development? A BERA Research Commission has been examining the role of universities in professional development, focusing especially on teacher education and medical education. It has asked what the two professions – the medical profession and the teaching profession – and the two sets of educators who train them, can learn from each other.  In this workshop we will look at the points for a future research agenda emerging from the Commission and using the ‘problem-gap-hook’ approach consider how collaborative research across the professions might address them.
Strand 4 
Celebrating Evaluation in Medical EducationProf John Sandars
Evaluation is an essential perspective for the understanding of medical education interventions but often it has tensions with a research perspective. This workshop will explore the reasons for these tensions and highlight how evaluations can be performed to ensure  high quality “useful ” knowledge is produced to inform decision -making. The importance of both process and outcome knowledge will be discussed, as well as the importance of understanding and evaluating complex interventions. Participants will have the opportunity to share experiences and to participate in several practical activities. 
Strand 5 
What makes a good collaborator?Prof Bob McKinley
Successful collaborations are powerful catapults for careers: they are synergistic, supportive and developmental. They are also dynamic and should be regenerative: today’s junior partners becoming tomorrow’s equal and then, eventually, senior partners. For those of us who are starting our careers, finding the right collaborators can make all the difference to our future growth and development and for those of us looking back on our careers, the right collaboration brings the satisfactions of ‘passing it on’ and safeguarding a future. Both finding and being a good collaborator are important.
The workshop will explore participants’ experiences and perceptions of collaboration, whether positive or not, first or second hand, to build a picture of the good collaborator to enable us all to both find and to be that person. 
{tab Masterclass@RME} 
Masterclass@RME 2017: Supervisors and supervisees: What makes a productive partnership?Following the successful introduction of a Masterclass session at RME in 2015 to look at issues arising in the process of conducting research, this year the Masterclass@RME will focus on collaborations and partnerships in research supervision. This session will be an open forum exploring how to support and develop constructive interactions between supervisees and supervisors. To encourage discussion participants will be asked to commit to engaging under ‘Chatham House rules’.Masterclass Co-Chairs:

Dr Sarah Yardley, Consultant in Palliative Medicine, CNWL NHS Foundation Trust and Honorary Lecturer, University College London & Keele University Medical School, UK and
Dr Sophie Park, GP & Senior Lecturer in Primary Care, UCL Medical School.

Masterclass outline:

This 90-minute Masterclass will include discussion about what a ‘good’ supervisee and supervisor comprise; and the range of ways in which supervisee and supervisor might interact, develop and facilitate completion of research projects.
We will consider a range of issues including the process & organisation of working together; negotiating the focus & constraints of research; sharing & using feedback; & how to negotiate ‘next steps’, publication & future collaborations in the field.
We will also make available (& welcome additional contributions) to share useful resources

Intended Audience:

All are welcome, in particular, current and potential supervisees and supervisors interested in learning more about supervisory interactions.
The masterclass will focus on the nature of postgraduate supervision within the context of medical education research, but many of the issues & principles discussed will have wider relevance to supervision, mentoring and professional collaboration.

Format:

Brief introduction with opportunity to share positive experiences and challenges
Small group discussion of exemplar vignettes leading into larger open discussion
Summary and collation of ‘top tips’

If there are particular issues / challenges which you would like to suggest for inclusion in our vignettes, then please email s.yardley@keele.ac.uk. We aim to include a broad range of issues relevant to different stages and processes in the supervisory relationship. If you would prefer your contribution to be anonymised, please include this in your email. For regulars at RME, the organisers intend to alternate on a biannual basis the previous Masterclass format with sessions on different aspects of the research process such as this.
{tab Plenary Speaker Biographies}

RK (Bob) McKinley is Professor of Education in General Practice at Keele University and a practising GP in Stoke on Trent. While he has conducted clinical and health services research in the past, he now focuses on medical education research. His current research interests are the assessment and enhancement of skills, work place based assessment, delivery of undergraduate education in general practice, the transition from student to clinician and the drivers of career choices. His has supervised Masters of Medical Education, MD and PhD students from medicine and nursing. He is committed to developing capacity for research and scholarship in medical education through mentorship and supervision of individuals and the development of local MedEd research networks.

Karen Mattick is Professor of Medical Education and Co-Lead for the Centre for Research in Professional Learning within the Graduate School of Education at the University of Exeter. She has over fourteen years’ experience as a medical education researcher, has published over 50 peer-reviewed research papers in medical education and clinical science and is Associate Editor for The Clinical Teacher journal.  Karen’s research explores the experiences of medical students and junior doctors, especially during the transition to clinical practice, and particularly in relation to prescribing antibiotics. This has involved a wide range of methodologies including systematic and realist literature reviews, quantitative, qualitative and mixed methods research studies.  Her favourite research projects are those involving colleagues from multidisciplinary backgrounds and the Centre for Research in Professional Learning provides an ideal forum for doing that.  Her recent research has been funded by the National Institute for Health Research, the British Society of Antimicrobial Chemotherapy, the Academy of Medical Royal Colleges, NHS Education for Scotland and the General Medical Council.  Karen is also Director of the Postgraduate Certificate in Academic Practice at the University of Exeter, contributes to a number of other taught programmes and Chairs the University’s ASPIRE Framework Management Group, which oversees the operational management of routes through to fellowship of the Higher Education Academy. Her educational endeavours have been recognized in the award of Principal Fellow of the Higher Education Academy in 2012 and a National Teaching Fellowship in 2005.  Prior to joining the medical education field, Karen worked for the NHS as a Clinical Scientist, involved in both service delivery and clinical science research.
{tab Venue}
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The 2017 RME conference is being held at Friends House173-177 Euston Rd LondonNW1 2BJwww.friendshouse.co.ukGetting thereBy rail: From its position opposite Euston’s rail and tube stations, it is a ten minute walk from King’s Cross Station and St Pancras International Terminus. All major rail terminals are easily reached by tube.By tube: The nearest tube stations are Euston and Euston Square, which are on the Northern, Victoria, Metropolitan, Circle and Hammersmith & City lines.By bus: Numbers 10, 18, 30, 73, 205 and 390 pass the door whilst 59, 68, 91, 168, and 253 stop nearby.By car: Friends House is within a meter parking zone. Charges must be paid Monday to Friday 08:30 – 18:30 and Saturday 09:00 – 13:30. There are alternative, longer-term parking facilities under Euston Station. Please note that Friends House is within the congestion charge zone. For details of how to pay please go to www.cclondon.comInternational visits: St Pancras International Terminus is a ten minute walk away. Nearby Paddington Station offers a frequent shuttle service to Heathrow Airport. All London airports are easily reached from EustonFor more information about getting to the site please click here
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Online registration is now closed. Registration is still possible on the day of the conference, however please note that we can only accept cash on the day. Sorry for any inconvenience. 
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