Call for Abstracts (Oral, E-Poster and Video)

You are invited to submit abstracts of papers concerned with research and new concepts in undergraduate, postgraduate and continuing medical and healthcare education, for the Annual Scholarship Meeting. One of ASME’s goals is to foster and promote high-quality education research and the ASM is an important mechanism in this programme. There are 3 categories of presentation.

1 – Oral Presentation

This section is for new ideas and researchers wishing to have a forum to present their work in a parallel session and receive feedback during the session. The standard format will be to allow 10 minutes for presentation and 5 minutes for comments and feedback. This section will be limited both by quality standards, but also time available, and the assessment panel will award the presentation slots to those submissions of the highest quality.

2 – E-Poster Presentation

E-poster presentations are invited for research and innovations that have not been developed to the completeness required for oral presentation. Presenters of papers accepted as e-poster are expected to speak about their e-poster(s) during the programmed chaired e-poster session. Where submitters have more than one e-poster accepted we would advise that either a co-author presents your other paper(s) or you indicate which of your e-posters you will present in the session. E-poster competitions will be held and you will be given the option to indicate whether or not you wish to be included in the competitions.

If your e-poster is accepted your full instructions on format etc. will be sent at this time.

3 – Video presentations

Video presentations are an alternative to e-posters presentation and are also invited for research and innovations that have not been developed to the completeness required for oral presentation. Presenters of papers accepted as video presentations are expected to attend the meeting and must record and upload a video file (2 minutes maximum) and a 250 word summary with text which will support the video detailing the salient points of your research – background, methods and results. You can also provide a maximum of 3 references.

If your abstract is accepted for ASM 2022 the video and text will be shared on the on-demand conference platform as well as in the Mini-Theatre at the venue during the ASM so please bear this in mind when creating the video and composing the text – ensure your research sounds attractive for users to watch the video.

You can download our guidance notes HERE.

All abstracts will be included in ASME’s 2022 ASM abstracts book and in the supplement of The Clinical Teacher, which will be published in late 2022.

Guidelines for submissions:

• Submissions may address issues of concern/development at all stages of medical and healthcare education
• The abstract should indicate the main conclusions of the paper
• The abstract should not be more than 250 words in length (excluding title, authors and references)
• Whilst we recognise that members may wish to submit abstracts on work in progress, as part of the scoring process, assessors will take into account whether results are included within the abstract
• The assessors may consider your paper to be worthy of inclusion in The Educator Development Committee “Innovative, interesting and prize winning work”. This session will be a showcase for innovations in learning and teaching in medical education. If this is the case you will be informed and given the option to accept or not.
• There will also be an option to have your submission considered for the Special Interest Group Technology Enhanced Learning (TEL) parallel session and e-poster session, which explore TEL activity in medical education. Please use the correct selection on the abstract submission form to indicate your preferences in the Abstract Theme field
• There will also be an option to have your submission considered for a number of different prizes – please indicate your preferences on the abstract submission form
• A total of 3 quoted references cited in the abstract should be listed at the end, and the AMA (American Medical Association) reference style should be followed
• You must submit your abstract via the online website submission process (detailed on “Abstract Submission Form” tab)

Assessors will judge submitted abstracts on the following criteria:

• Originality
• Validity of the research design or educational innovation/development
• Inclusion of data and where appropriate an evaluation of the educational innovation or development
• Applicability of results to practice
• Importance and relevance of content for a national and international audience

Abstracts Submission Terms & Conditions

• All correspondence relating to your submission will be sent to the abstract submitter/corresponding author only
• The submitter must be the presenter/session participant
• A maximum of 6 co-authors can be listed
• Quoted references in the paper cited in the abstract should be listed at the end, and the AMA reference style should be followed.
• All submissions are final on receipt. No amendments will be permitted to your abstract after it has been submitted, therefore please ensure all data, including author and speaker details, is correct at time of submission
• Up to 2 speakers/presenters may be indicated for each abstract (Oral, E-Poster and Video)
• If your submission is successful, the lead author & session presenter/participant must join ASME as an individual member if not already a member or institutional member
• The lead author & session presenter/participant must register and pay the registration fee by the close of the Early Bird deadline – 15th May 2022 – (or have registered and have made arrangements to pay the registration fee prior to arrival) in order to guarantee inclusion in the programme
• The lead author & presenter/session participant should be available to present at any time during the conference, no preferences for day/time of presentation can be accommodated due to scheduling complexities
• No feedback is available on abstract assessment
• Abstracts that are not accepted in the category (oral, e-poster or video) to which they were originally submitted, may be considered for presentation in other categories as appropriate. Authors will be informed which category submissions have been accepted in to and given the opportunity to confirm or decline to present
• ASM certificates will be provided to delegates within 30 working days of the end of conference.
• The details you put on the submission form will be used to create your certificate. No changes can be made once your certificate has been issued
• If you fail to attend the ASM your abstract will not be included in the supplement

The ASM organising group may vary formats to create themed sessions which will allow for more discussion of papers that address similar issues.

Abstracts of all accepted presentations will appear in the conference papers for the ASM on our website in the lead up to the conference.

Submissions close at midnight on 31^st January 2022. No extensions will be offered.

ASM 2022 Prizes

When submitting your abstract you have the option to opt in to be eligible for the following prizes:

• ASME ASM Communication Prize
• JASME ASM Communication Prize
• TASME ASM Communication Prize
• TEL ASM Communication Prize
• ASME/SAPC e-poster Prize

Please visit the awards page for full details and criteria for eligibility for each prize 

Download the ASM 2022 Abstracts E-book

Submissions closed at 23:59pm on Monday 31^th January 2022.

Thank you for your submissions.  
Call for abstracts is now closed.
Submitters will be notified of the results via email in due course.  

ASME Annual Scholarship Meeting (ASM) has been approved by the Federation of the Royal Colleges of Physicians of the United Kingdom for 15 category 1 (external) CPD credits.

• Download the ASM 2022 Conference Booklet
• Download the ASM 2022 Pocket Programme
• Download the ASM 2022 Parallel Sessions
• Access the e-Posters
• Download a list of all ASM 2022 E-Posters

Wednesday 6th July 2022

ASM Conference Sessions

Thursday 7th July 2022

Friday 8th July 2022

‘Conscientious, Competent and Caring’: producing the junior doctor of the future

by Professor John C. McLachlan, Professor of Medical Education, UCLan School of Medicine

Gold Medal Winner

The Association for the Study of Medical Education (ASME) recently announced that the Gold Medal for 2022 will awarded to John McLachlan, Professor of Medical Education in the School of Medicine at UCLan. The ASME Gold Medal is awarded to individuals who have made outstanding lifetime contributions to one or more of the goals of the Association. These goals include promoting high quality research into medical education, providing opportunities for developing medical educators, disseminating good evidence based educational practice, informing and advising Governmental and other organisations on medical education matters and developing relationships with other organisations and groupings in healthcare education.

John previously served as Editor-in-Chief of Medical Education, the world-leading journal of the Association. His research work has ranged widely, from quantitative psychometric studies on the factors which predict who will make a good doctor, to qualitative work on the use of arts and humanities in medical education, featured at the Institute of Contemporary Arts in London. In particular, his work on how anatomy should be taught in medical schools has proved influential world-wide in bringing about a shift of focus from the preserved cadaver to the living patient. He has advised national bodies such as the Department of Health, Health Education England, the General Medical Council, the UK Foundation Programme Office, and various medical Royal Colleges on policy and practice, especially where related to assessment, and changes in national policy have resulted from his input.

Today’s doctor is a generalist: opportunities and challenges for academic practice 

by Professor Joanne Reeve MBChB MPH PhD FRCGP

Health Education England declared “The future doctor is a generalist”. But it is today’s doctors who battle with the growing levels of whole person (generalist) problems – multimorbidity, treatment burden, problematic polypharmacy, persistent physical symptoms, and the list goes on… Barriers to delivering generalist care identified by my research include problems with both the evidence and education we offer to clinicians, and health services, to support the complexity of their daily knowledge work – the processes by which they make sense of illness. My work focuses on addressing those gaps. I’ll use examples from current projects (WISE GP, TAILOR, CATALYST) and others to describe the gaps, offer suggestions for “recovery and innovation”, and consider the benefits and challenges we might anticipate. I will conclude by inviting you to join me planning how we “future proof…our practical wisdom” as we work towards “recovery and innovation”.

Joanne is an inner city GP and professor of primary care at Hull York Medical School, internationally known for her research and scholarship on medical generalism. She leads the national WISE GP partnership, is Chair of the SAPC Heads of Departments Group, and Director of the Academy of PC at HYMS where she also leads the flagship CATALYST programme. Her book, Medical Generalism Now, will be published by Taylor Frances in 2023.

The Malady of Medicine: Practical Wisdom as the Antidote

by Sabena Jameel FRCGP. PhD

This keynote talk will present the current malady of Medicine in terms of the ethical frameworks that underpin healthcare and medical education. The consequence of such malady is widespread demoralisation.

Wisdom is an elusive concept traditionally the remit of moral philosophers, psychologists and sages. Exploring its potential in Medicine could result in remoralisation; allowing for the goals of medicine, meaning and purpose to take centre stage. Revisiting an aspiration to reconnect with professional virtues and values.

This talk will present Practical Wisdom (otherwise known as Phronesis), as a research paradigm in which to re-envision a more holistic approach to the practice of medicine. Phronesis is an intellectual virtue as described by Aristotle. It will draw upon empirical PhD research which sought to derive the constituents of ‘what it is to be a clinician who embodies wisdom’.

These findings were synthesized into an analogy theory, ‘The Fish school theory of Practical Wisdom’, which describes practical wisdom as a process, rather than a set of constituents. It is hoped that understanding the process can aid innovation in medical education, especially in regard to professionalism education, practitioner wellbeing and the environment in which clinicians and medical students learn.

Sabena Jameel FRCGP. PhD

Sabena is a practising GP in inner city Birmingham. She is also Medical Professionalism Lead and Academic Quality Lead for the University of Birmingham Medical School. Prior to joining the Medical School in January 2020 she was an Associate Dean for Health Education England (Midlands and East).

She has held a voluntary role as a hospice trustee and is now an independent advisor to the Professional Standard Department of the West Midlands Police.

She achieved her primary medical qualification and intercalation from the University of Nottingham. Her Master’s degree in Medical Education was awarded by the University of Warwick and her PhD from the University of Birmingham. In 2012 she was honoured with the FRCGP for her commitment to Medical Education. Sabena has spoken at many events nationally and internationally about Phronesis/Practical Wisdom in Medicine.

Twitter handle: @sabenaj

Undergraduate GP educational research: So what?

by Dr Hugh Alberti

Undergraduate medical placements in General Practice have become a core foundation of medical school curricula in most countries worldwide and a body of research of these placements is slowly emerging.  So what? What does and can this knowledge do to inform GP educationalists and what are the implications for all medical educators and all primary care academics?

By taking a journey from the emergence of GP undergraduate medical education through to the current knowledge base, we can start to explore, plan and dream the future of GP education, and therefore medical education and academic primary care.  But a warning: this journey may be provocative, contentious and controversial!

Dr Hugh Alberti is Sub Dean for Primary and Community Care, in the School of Medical Education at Newcastle University.  He is head of GP teaching and leads the team of GP lecturers across the regional medical school.  He has developed a 20-strong GP educational research group consisting of research fellows, teaching fellows and academic GP trainees.  He supervises several GPs and trainees undertaking doctorate degrees and he is passionate about developing a career pathway for GP educationalists, from the undergraduate to qualified GPs. His research focuses on all aspect of undergraduate medical teaching including career choice influences, patient involvement, national surveys and studies on role-modelling, sustainable healthcare teaching and remote consulting.  He has also been influential in implementing and researching the largest LIC (longitudinal integrated clerkship/placement) in the world.  He is a GP partner and trainer at a large inner-city practice in Middlesbrough.  In his spare time, he is a family man who aims to fight climate change; he used to be a triathlete.

 Twitter handle: @hughalberti

Link to profile at University of Newcastle

Future Proofing Medical Education: Repositioning Competencies, Metrics, and Identity Formation within a Confrontationally-Oriented, and Hidden Curriculum Informed Restructuring of Professional Preparation

by Professor Fred Hafferty

“Future proofing” medical education requires an educational zeitgeist that is anticipatory, advocacy infused and grounded in a reconceptualization of what it means to train “future professionals.” In this interactive keynote, we consider such challenges to better recalibrate how we, as a community, might view some of the fundamental issues facing both the profession and medical education moving forward – including how to best reimagine the work of education as a practice of professional preparation. In  doing so, we will redeploy a hidden curriculum in service to these ends.

Frederic W. Hafferty is Professor of Medical Education, Associate Director of the Program for Professionalism & Values, and Associate Dean for Professionalism, College of Medicine at the Mayo Clinic in Rochester, Minnesota. He received his undergraduate degree in Social Relations from Harvard in 1969 and his Ph.D. in Medical Sociology from Yale in 1976. He is past chair of the Medical Sociology Section of the American Sociological Association and currently sits on the American Board of Medical Specialties (ABMS) standing committee on Ethics and Professionalism, ABMS Professionalism Task Force, ABMS Stakeholder Council, and on the editorial board of Academic Medicine. He is the author of several books and a variety of academic papers that apply sociological frameworks to issues of medical education and medical professionalism.  Specific research threads focuses on medical education’s hidden curriculum, the interplay of medical culture and medical learning environments, the evolution of medicine’s professionalism movement, issues of medical socialization, the application of complexity theory and social network analysis to medical training, and disability studies.

Measuring disrupted medical education: Disrupted selection and disrupted examinations

by Professor Chris McManus

Gold Medal Talk [postponed from 2020]

Covid disrupted so much of medical education in 2020 and 2021.  Measuring, modelling and understanding the psychometrics of those disruptions is important, and as with any enforced change, there can be positive and negative consequences.

Student selection was inevitably affected because cancelled ‘gold standard’ A-levels and Highers results were replaced with teacher-estimated grades, probably reducing the validity of selection. UKMED data allowed that process to be modelled.

More positively, the rapid introduction of online, computer-based testing for undergraduate and postgraduate examinations, provided richer information about how candidates vary in exam behaviours, potentially allowing opportunities for understanding, providing feedback and perhaps intervening.  

Chris McManus is Professor of Psychology and Medical Education at University College London.

Chris trained as a doctor in Cambridge and Birmingham, doing housejobs in Birmingham and County Durham, and then a PhD on neuropsychology. Lectureships in the ever-reorganising University of London eventually led to his present post. Chris’ medical education research began at St. Mary’s in collaboration with the late Peter Richards, and resulted in a London MD. An interest in longitudinal research resulted in three large-scale cohort studies of medical school applicants in 1980, 1985 and 1990, with the cohorts still being followed up. That experience was helpful for his involvement with UKMED, the United Kingdom Medical Education Database, whose large-scale data allows many important research questions to be asked. Since 1996 Chris has been educational advisor to MRCP(UK), particularly working on the psychometrics of medical examinations.  

Gillian Vance is Professor of Medical Education at Newcastle University and an Honorary consultant in paediatric allergy and immunology at the Great North Children’s Hospital, Newcastle. She has a broad portfolio of clinical education research, which centres on questions salient to everyday clinical practice and how this understanding might benefit education and training in the health professions. Her work has examined the transition into medical practice, as well as progression along career pathways.

Gill is passionate about supporting academic careers. She is the Director for the Specialised Foundation Programme in Northern Deanery and co-leads the NIHR Incubator for Clinical Education Research — a new structure to support capacity building across the health professions, promote career progression and excellence within the discipline.

Originally a physiotherapist, Dr Aileen Barrett  completed her PhD in medical education at University College Cork and has a special interest in feedback, workplace-based assessment, faculty development and clinical teaching in health professions. As an education specialist at the Royal College of Physicians of Ireland, she was responsible for the development and review of postgraduate training programme curricula and the design of continuing education programmes and workshops. In 2019 Aileen led the development of Entrustable Professional Activities (EPAs) for GP training in Ireland and the design of workplace-based assessment tools to support GP trainee learning. As a member of EXQUISITE, the European Center of Excellence in Qualitative Inquiry and Study in Training and Education (for health), Aileen has published a number of papers on qualitative research methods and is a research supervisor on the Masters of Health Sciences (Clinical Education) at NUI Galway. She was appointed as Editor-in-Chief of The Clinical Teacher in December 2020.

Dr. Kevin Eva is Associate Director and Senior Scientist in the Centre for Health Education Scholarship, and Professor and Director of Educational Research and Scholarship in the Department of Medicine, at the University of British Columbia.  He completed his PhD in Cognitive Psychology (McMaster University) in 2001 and became Editor-in-Chief for the journal Medical Education in 2008. 

Dr. Eva maintains a number of international appointments including Honorary Skou Professor at Aarhus University (Denmark), Honorary Professorial Fellow at the University of Melbourne (Australia), and visiting professor at the University of Bern (Switzerland).  He has consulted broadly around the globe including advisory roles for the National Board of Medical Examiners (US) and National Health Services Education (Scotland).  He co-founded the Maastricht-Canada Masters of Health Professional Education program and works extensively with the Medical Council of Canada and the College of Physicians and Surgeons of British Columbia.

Dr. Eva’s current research interests are broadly defined within the context of research into educational practices within the health professions. They include research into (1) The value and limits of subjectivity as a means of assessing performance, (2) The promotion and assessment of non-academic characteristics in professional practice, (3) The context specific nature of performance, (4) The conceptualization, nature, and use of self-assessment, (5) The psychological processes that impact upon one’s responsiveness to feedback, and (6) The nature of clinical expertise.  

Awards for this work include an Honorary Fellowship from the Academy of Medical Educators (UK), MILES Award for Mentoring, Innovation, and Leadership in Education Scholarship (Singapore), the President’s Award for Exemplary National Leadership from the Association of Faculties of Medicine in Canada, the Outstanding Achievement Award from the Medical Council of Canada, the Ian Hart Award for Distinguished Contribution to Medical Education (Canada), and the John P. Hubbard award from the National Board of Medical Examiners (USA).

Prof Peter Johnston is a Consultant Histopathologist in Aberdeen (NHS Grampian) working mostly in haematopathology.  He has education research leadership roles in the Scottish Medical Education Research Consortium (SMERC), NHS Education for Scotland and the University of Aberdeen.  SMERC won an ASME institutional award for scholarship in 2021.  He has been involved in medical education over many years in the undergraduate and postgraduate sectors, most recently as depute postgraduate dean in the Scotland Deanery (North region) and was a member of the ASME Board from 2013-2018.  He is involved in pedagogic research in medical careers decision making and clinical learning environment.  Current additional projects explore issues related to wellbeing in the COVID-19 pandemic and beyond, educational culture and human factors.  Prof Johnston is vice-president (professionalism) at the Royal College of Pathologists where his work incudes oversight of professional standards, clinical effectiveness and workforce within which safety is a common thread. 

Pop Up Events at the ASM 2022

#asme2022 #asmepopups

Incubating Clinical Education Research: Building a network and careers
Where/When Wednesday 6th July, 1415-1500, MR1 Event Lead(s): Gill Vance, Newcastle University

Practice Based Critical Medical Humanities in Medical Education: From ‘Thinking’ to ‘Thinking with’
Where/When Wednesday 6th July, 1415-1500, MR2 Event Lead(s): Niro Amin, HEE South London GP School

Delivering medical conferences in virtual reality
Where/When Wednesday 6th July, 1415-1500, MR4a Event Lead(s): Graham Knigh, The Conference Zone

Understanding Decolonisation of Medical Education Research Methologies
Where/When Wednesday 6th July, 1415-1500, MR4b Event Lead(s): Tudor Chinnah, University of Exeter and RMG SIG of ASME

How to teach Zillenials and be zen about it
Where/When Wednesday 6th July, 1415-1500, MR3 Event Lead(s): Pramodh Vallabhaneni, Swansea Bay University Health Board

Performing Gender Bias: A theatre based workshop exploring implicit gender bias
Where/When Wednesday 6th July, 1415-1500, MR5 Event Lead(s): Grace Catchpole

Dream or nightmare? Preparing ourselves for the hybrid teaching method
Where/When Wednesday 6th July, 1415-1500, MR6 Event Lead(s): Tim Vincent, Brighton and Sussex Medical School

Digital wellbeing – Are we paying enough attention?
Where/When Wednesday 6th July, 1415-1500, MR7 Event Lead(s): Technology Enhanced Learning SIG of ASME

Learning from COVID to bring good out of bad: a tipping point for Interprofessional collaborative practice
Where/When Wednesday 6th July, 1415-1500, MR8 Event Lead(s): John Jenkins, RCSI University of Medicine and Health Sciences

Use of 3D printed models in simulated procedure training
Where/When Wednesday 6th July, 1415-1500, MR9 Event Lead(s): Maryam Boruman, The University of Buckingham

TASME TiME – Talks in Medical Education
Where/When Wednesday 6th July, 1415-1500, CS4 Event Lead(s): Trainees in the Association for the Study of Medical Education (TASME) Career Group

ASM 2022 Workshop Programme

Wednesday 6th July – 11:40 – 12:40

ASME Educator Development Committee  -Presentation skills for new presenters (An ASME EDC Workshop)

Presenting to a large audience at a national conference is challenging, particularly for first timers!

Effective oral communication is a crucial skill for all health professionals, particularly educators and those interested in research who need to explain their work to others. When less experienced presenters rehearse their presentation, their supervisors often concentrate on the content and message of the presentation and can overlook the personal style and communications skills of the presenter.

Very few people naturally possess outstanding presentation skills from the outset. Most presenters are anxious about their presentation skills and about handling any questions posed by the expert audience. However, practice and receiving specific feedback can improve performance.

This workshop is aimed at those presenting this year at the ASME ASM who would like the opportunity to rehearse and those who would like the opportunity to contribute to the discussion of effective presentation skills. A small number of volunteers will run through their presentations in real time and receive feedback from the panel – members of ASME’s Educator Development Committee (EDC) – and from the audience in true constructive educational style!

We are here to help and support you so that you can develop additional confidence in the delivery of your work prior to the real thing.

Potential participants are invited to email the Educator Development Committee (EDC) Chair (edc@asme.org.uk) prior to the ASM with their abstract to request a presentation slot, indicating whether you are a first-time presenter.

ASME Multidisciplinary Educators Group (MEG) Multidisciplinary Educators Group (MEG) Setting the Agenda

This session will offer an opportunity for attendees to contribute to setting priorities and creating an action plan for MEG.

It will also provide a forum for sharing ideas, networking, and becoming more involved with this new special interest group.

Prior to the session, we would welcome the perspectives of all attendees to the ASM. Please consider completing our questionnaire at: https://forms.office.com/r/NMRG3pFjVM

University of Aberdeen  – How Can the Lens of Safety Science Be Used To Teach Clinical Resilience

Preparing medical students for move from pre-clinical years to clinical placement encompasses a period of transition.

Primarily this is focussed on completion of knowledge and skill focussed tasks. The need to highlight clinical resilience is even more important in the current educational landscape, students presenting to clinical years training have had significant alteration and disruption to their clinical experiences in early years training.

Defining resilience is challenging, often viewed as a personal characteristic. Techniques to improve resilience therefore tend to be aimed at behavioural changes such as stress management and strategies that improve team dynamics. Many of the factors that influence personal resilience are found across the whole of the work system including organisational culture, work environment, tools and technologies.

Taking a systems approach has two distinct advantages: firstly, it supports better understanding of these factors and, secondly, it depersonalises difficult situations, allowing students to approach difficult events dispassionately. This helps students understand the factors at play when processing and reflecting, an important skill when many students will enter health systems under increasing pressure.

Completing this singular interactive teaching session participants will gain skills in utilising safety science modelling and deepen their understanding of clinical resilience and how they can promote this within their own practice and use this to enhance preparation for practice beyond knowledge and skills exposure. By highlighting Resilience and demonstrating how students possess the tools to build and maintain a resilient approach to their clinical years they can enjoy better overall outcomes including improved wellbeing and experience on placement.

ASME’s Research Methodology Group – Research methods in a post-pandemic world: from quick fixes to lasting change

The events of the last two years have modified both research fields and research strategies.

Researchers have drawn on their methodological expertise and creativity to adapt traditional methodologies and adopt new practices to engage with participants and ensure research continues in the face of extreme challenges and social change.

This situation has presented a unique opportunity to evaluate and gain critical new insights into adapting research methods and best practices.

Methods used in pandemic conditions include modified survey modes, moving from in-person to online interviews, and increased use of information technology, amongst others. Some of these research modalities have presented ethical and practical challenges and opportunities.

They did not quite replicate the tried and tested ways of working, but the methods employed proved positive and allowed for greater participation, inclusivity and flexibility while also providing new insights.

This workshop will explore some of the remote methodologies adopted by the education sector during the pandemic. Working with participants, the challenges and benefits of these methods will be discussed, suggesting refinements and identifying best practices shared.

ASME’s Technology Enhanced Learning – Creating Engaging and Effective Pre-recorded Teaching Videos (on a Shoe-string)

Video offers many advantages for teaching and learning. However, given the time and effort required to create even short recordings it is essential that we optimise the use of videos in our teaching and that the video we create are effective for student learning.

During the workshop we will explore the role of pre-recorded teaching videos in supporting student learning, drawing on the shared experience of the facilitators and participants. Key principles and elements for creating effective videos for learning (that are applicable to any video production platform) will be explored, with practical applications and examples demonstrated. Participants will also develop basic introductory skills in using free software (such as OBS) for creating and recording their videos and techniques for incorporating other source inputs (e.g. white boards, visualisers) into their recordings.

This workshop is at an introductory level. It is aimed at educators who have some or very little experience of preparing pre-recorded teaching videos and are looking to further develop their skills.

Participants will leave with the knowledge and skills to better prepare them to create engaging and professional-looking pre-recorded teaching videos.

TASME and JASME – Welcome to medical education: An introduction for early career medical educators

An annually run workshop jointly run by JASME and TASME members with a focus in orientating early career medical educators (students from any healthcare disiplicine, and newly qualified health care professionals or those in training) to the ASME ASM.

It will be a great opportunity for networking, meeting similarly minded people, as well as preparing candidates to make the most out of the conference.

Institute of Education in Healthcare and Medical Sciences, School of Medicine, Medical Sciences & Nutrition, University of Aberdeen –  How do we Future Proof our Clinical Placements? From the Pandemic and Beyond

The healthcare environment has been challenging and ever changing since the onset of the COVID-19 pandemic. At the University of Aberdeen our senior medical student clinical placements were prioritised. Constant review and engagement with the clinical team was paramount and we will share and describe our experiences supporting our communities of practice over a wide geographical campus.

We provided students with a personal device, mini-iPad, to collate digital data through an app (formsquared). Student attainment, engagement, progress and competence in the highly dynamic and complex workplace were monitored remotely. Using this technology allowed involvement with a range of new clinical activities e.g.MDT meetings, online clinical consultations and ability to link into remote learning resources.

These new blended advances were rapidly progressed and developed to resolve educational challenges and support progression. We have been able to review clinical placements with real-time clinical activity to ensure adequate opportunities and utilise all the learning experiences in the workplace both within primary and secondary care and in urban, remote and rural settings.

Through short presentations, small group work, opportunity to use iPads and feedback discussions delegates will learn about:

The organisation, provision and review of Clinical Placements; matching learning objectives to a changing clinical environment

The provision, opportunities and challenges of Personal devices; staff and student perspectives

The range of assessments utilised in the workplace mapping to desired behaviours and outcomes

Collation of evidence to monitor progress through a range of Workplace Based Assessments

Development of personalised live dashboards of achievement to review individual opportunities and feedback

Supporting faculty with clinical placement review

Pastoral support

Provide an opportunity to share experiences and consider how to plan our clinical placements of the future to best match the Outcomes for Graduates (GMC 2018) and preparation for practice.

Wednesday 6th July – 1415-1500

The Clinical Teacher and Medical Education journals – Writing for publication

Writing for publication in health professions education is an important skill, essential in developing an evidence base of practice, for broad dissemination of findings and raising the quality of healthcare education. Peer-review is a defining component of scholarly practice and proof of writing success is often a requirement for promotion when applying for funding and providing evidence of professional impact. However, for both novice and experts alike, writing for publication can be a challenging experience as competition for publication is fierce and the standards in the field continue to rise.

In this workshop journal editors share their knowledge of the field of publishing and tricks of the trade for maximizing the likelihood of publication success. They will aim to provide a glimpse of what goes on ‘behind the scenes’ of the publication process in an effort to unravel some of the mysteries of peer review and increase understanding of what it takes to publish in health professional education journals specifically relative to the broader scientific literature.

Thursday 7th July – 15:15 – 16:45

IAMSE – Future Proofing Medical Education by Integrating Foundational Sciences into Patient Care in the Post Clerkship Curriculum

The amount of medical knowledge is increasing at an astounding pace. Therefore, for physicians to be able to adapt to future medical challenges, it is important for them to have a strong understanding of the foundational biosciences that underlie clinical practice.

To address this issue, many medical schools are attempting to introduce foundational sciences into the clinical years. Although most modern MD and MBBS curricula have successfully integrated clinical content into the pre-clerkship curriculum, the overt integration of foundational sciences into the traditional clinical years has proven to be challenging. Effective incorporation of foundational sciences into the post-clerkship curriculum requires a commitment to integration at the program, course, and session levels.

All three levels will be addressed in this workshop. However, the major emphasis of the activities will focus on the integration of foundational sciences into the clinical workplace at the course level.

This workshop was organized by the International Association of Medical Science Educators.

The workshop will begin with an interactive large group session that explores the integration of foundational and clinical sciences at the program, course, and session levels of the undergraduate medical curriculum. Four activities will follow:
1. Participants will discuss the essential elements necessary to integrate foundational and clinical sciences at each of the three curricular levels.
2. Participants will review and discuss practical examples of integrated courses that have been implemented and highly rated by medical students. Using these materials, attendees will work in small groups to discuss different strategies for integration at the course level. Participants will share strategies and themes that they identified.
3. Participants will work in small groups to design novel integrated courses and report back to the large group.
4. Participants will develop individual action plans for the application and implementation of new strategies at their institutions.

University of Aberdeen and University of St Andrews – Comparing practice in supporting widening access students through transitions into medicine an activity exchange

Increasing the representation of students from a wider range of backgrounds in medical schools has been a priority for several years. In the Scottish context, the government has set a target that by 2030, 20% of entrants to all University programmes should come from the most deprived 20% of the populations.

This is amongst the drivers that have seen a significant increase in the number of widening access students entering medicine, and in some cases, the introduction of specific access programmes designed to give an even wider range of students a route into the profession.

This workshop arises from a discussion amongst the leads of access programmes in Scottish medical schools, which noted that while high-level overviews of the programmes were available, and long-term evaluations were in progress, we had little knowledge of the coalface detail of what institutions across the UK were doing.

We needed an activity exchange session to draw on the experience of teachers and students to capture the participant’s practical wisdom on what the barriers to student’s progress are, and how they have tried to address them.

The output will be relevant to widening access students entering through gateway programmes and to those entering directly into medicine. This workshop is not intended to disseminate results of ongoing evaluations, or to present evidence that any specific interventions work.

Instead, it will act as an activity swap shop to capturing the variety of practical support and activities offered in different institutions to help students navigate the transitions from school, to medical programme, and beyond.

The workshop will be of interest to all those involved with recruitment, admissions, teaching and support of widening access students through their transitions, as well as students themselves.

The Clinical Teacher -My first peer review; joining the scholarly conversation

You have conducted a scholarly project, submitted to a journal and are now the proud owner of the title of ‘published author’. Many journals, on accepting your paper, will then invite you to become enrolled on their database as a reviewer.

So where do you start when you receive that first invitation to review? This workshop provide you with the skills and tools to engage in the peer review process and to navigate the editing and publication processes you are likely to encounter in your scholarly work.

We will discuss how meaningful feedback can be provided as a peer reviewer, and how mentored peer reviews can be a good place to start joining this academic conversation.

Workshop outline:

1. Overview of the peer review and publication process

2. Expectations of peer review – the ‘what?’ and ‘how?’; Participants will critique a peer review

3. Peer review in action – small group activity. Participants will construct a review

4. From major to minor; decision-making in peer review

Academy of Medical Educators ASME GMC -Making Judgements in medical education – fairness and equity

This workshop will refresh and develop existing knowledge and skills in workplace-based assessments. It will explore with participants their perceptions of consistency of judgements in the workplace, including how judgements are documented and revisited to minimise the snakes and ladders perception of training that some trainees experience as they rotate through their programmes.

The workshop will build on previous interactions in the community responsible for medical education to move from a numerical approach to workplace assessments to one where trainers and educators are equipped to make and document judgements about a trainees competence.

How can they determine whether a trainee is fit to progress to the next stage of training/career?

How will they document a consistency of performance to be assured of competence in a range of activities, for example knowing and understanding their own limitations and how and when to seek help.

The workshop will use scenarios to enable the participants to consider, with their peers, a range of activities that could be expected of a trainee and the environmental/situational factors that would influence expectations.

This will include clinical as well as leadership/organisational activities. Group work will initially use the lens of foundation training to explore factors which could influence judgements of competence made in the workplace, and how they might be minimised.

The workshop will then extrapolate to specialty training and consider the role of workplace and College exams in the determination of progress of specialty trainees.

University of Bristol – Students as Partners: Setting up student-led educational initiatives

Tell me and I forget, teach me and I may remember, involve me and I learn. This quote will ring true for the majority of teachers and learners.

Over recent years, there has been widespread recognition of the benefits gained when students play an active role in shaping their learning experiences.

Peer and near-peer led learning schemes can be a fantastic way to engage students in communities of practice related to learning and teaching.

In medical education, skills-based learning in particular can lend itself to this sort of model. Resuscitation for Medical Disciplines (RMD UK) is a national educational initiative, currently running at four UK Medical Schools (Birmingham, Bristol, Brunel, Warwick), to deliver basic life support training to healthcare students using a peer-led teaching model. Students are engaged in all aspects of the scheme, from teaching and assessment delivery, planning and running the scheme, as well as research and outreach initiatives.

This workshop will support delegates to learn more about implementing Student Partnership Learning Communities in medical education. Using the example of the RMD scheme as a model and developing ideas from Advance HE Students as Partners model, (Healey et al (2014) Engagement through partnership: students as partners in learning and teaching in higher education, https://documents.advance-he.ac.uk/download/file/63), delegates will be supported to develop their own ideas through learning and collaboration around the four broad areas of partnership recommended by Healey et al (2014): learning, teaching and assessment; subject-based research and inquiry; scholarship of teaching and learning; curriculum design and pedagogic consultancy.

MEDISS -MEDISS ASME SIG: Supporting students and trainees with ASD/Autism and neurodiversity

A substantial proportion of our medical student and trainee population have autism/ autistic spectrum disorder diagnosed or suspected. The challenges they face at medical school, in training and in practice are poorly understood (Bury et al 2021).

As Medical Educators Involved in Student Support (MEDISS), it is important that we have a better understanding of these challenges so we can provide effective support and develop better support structures.

This interactive workshop will provide a forum to learn more about the challenges faced utilising accounts of lived experience. The workshop will enable participants to reflect on current support structures and areas for improvement.

Finally, current best practice, information and ideas generated will be captured, and will contribute to the development of a resource toolkit to be shared across the medical education community.

Reference: Workplace social challenges experienced by employees on the autistic spectrum: an international exploratory study, examining employee & supervisor perspective. Bury S.M, Flower R.L, Zulla R. (2021) J of Autism Dev Disorders 51, 5 1614-1627

University of Leicester Medical School -XR OSCE

Extended Reality (XR) comprises Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR). Its purpose is to allow one to see and experience that which cannot ordinarily be seen or experienced.

It is ideal for medical education in which students must learn the hidden inner body, which organs are connected to which systems, and to vicariously experience what cannot be experienced in person due to infection control or distance, as Shafi Ahmed demonstrated by inviting outsiders into consented 360-degree surgical procedures (Taylor, 2018).

What is not ideal, however, is XR’s cost and learning curve, seemingly putting it out of reach of undergraduate medical learning.

However, by starting small, and developing that which is within reach, XR can be harnessed to support salient learning for undergraduate medicine.

University of Leicester Medical Research into Future Technologies (MedRIFT) student society has worked ‘on a shoestring to build and research the usefulness of XR technologies in medical education, and has succeeded in incorporating them into the programme.

This workshop is led by staff and students together and begins with consideration and discussion of the educational gains achieved by different XR, such as enhanced cognitive anatomy-map skills (Ye, et al., 2020), and confidence-building. Participants are then invited to take part in a mock OSCE, each station of which is powered by XR, including:

1) 360-degree video of authentic clinical events which draw in the participant and challenge their documenting and handover skills;

2) 3-dimensional printed bones to put together with help from 3-dimensional videos and apps;

3) Immersive spherically-filmed hospital patient encounters testing the participant’s questioning, understanding of the condition, and treatment.

The workshop will conclude with collation of feedback and ideas from participants as to their experienced value of education XR, and ideas for future development of affordable XR in undergraduate medicine.

Education Research Committee (ERC) -ERC Research Paper Award 2022

JASME -Disability Accessibility in Med Ed 101

Increasingly, medical students and doctors are feeling empowered to open up about their own experiences of disability, neurodiversity and long term health conditions.

Accordingly, it is important that medical teaching can cater to reasonable adjustments to best support disabled learners, in order to mitigate attainment gaps and barriers to disabled students pursuing careers in medicine and healthcare professions.

Yet, there is uncertainty among educators of how they can best make adjustments in teaching and culture of medical curricula to contribute to a more accessible educational environment.

The onus is often on disabled learners to educate those facilitating education or else be disadvantaged in their education. It is important to recognise that all experiences of disability are individual and, consequently, there are a myriad of specific adjustments and learning styles.

However, knowledge of disabled identities, common adjustments, and how one can adapt to learners needs can significantly improve the experiences of disabled learners.

The workshop aims to provide insight and practical tools for improving disability accessibility in teaching practices and identifying solutions to challenges in accommodating accessibility needs.

We will consider approaches to language around disabled identities (including neurodiversity) and interactive discussion on how to tackle designing teaching sessions, including considerations for online teaching, lectures & seminars, and teaching in clinical environments, with common accessibility needs in mind.

The workshop will also include practical activities aimed at putting accessibility measures into practice, such as applying accessibility measures to both hypothetical teaching scenarios and relating this to participants’ own teaching practice and curricula.

The hope is that, with this understanding, we can best support students and increase diverse disabled experiences within the medical profession.

TASME – TASME Teaching Innovation and Excellence Prize

An annual presentation of candidates selected to present from the national TASME Teaching Innovation and Excellence Prize.

Selected presenters will be presenting their submitted work in front of a judging panel to allow selection of the TASME TIE Prize winner 2022.

Collaboration of National Medical Director’s Clinical Fellows -Developing Leadership Education for Trainees

Are you interested in how to best support the development of leadership skills in tomorrow’s healthcare professionals? Are you a trainee or student who wants to develop your own skills?

In this highly interactive workshop we will highlight the latest leadership guidance for healthcare professionals and use a series of case studies across the health professions to illustrate good practice in developing leadership skills throughout their careers from students through to those no longer in training.

With the support of current trainees on the National Medical Director’s Clinical Fellow Scheme, participants will be able to create their own leadership development opportunity based on their working context and will be given feedback to support them implement this.

Friday 8th July: 8:30-10:00

University of Aberdeen Medical School – Online Case Based Learning: How COVID shaped our E-Learning Environment

The COVID-19 pandemic forced changes to our learning environment almost overnight, and direct contact between patients and students has inevitably suffered. New opportunities have emerged however, particularly in e-learning.

Online Case-Based Learning (CBL) is one example of how we might consider establishing a new normal, using a blended approach that combines the benefits of digital learning with traditional face to face teaching.

Whilst CBL was already in existence in Aberdeen the pandemic necessitated a rapid re-evaluation of our existing cases, development of new cases, and consideration of how we might link these to the GMC Medical Licencing Assessment content map.

We developed CaseBase which is a structured online database of 436 clinical cases, searchable with multiple filters (e.g. Medical Speciality, Symptom, Sign, Disease) that links to the GMC content map so that gaps in the curriculum can easily be identified.

This in turn allows new cases to be developed so that the curriculum is comprehensively covered. In addition to these on-demand student-led cases, we are now beginning a shift towards interactive tutor-led cases that aim to combine the benefits of digital technology and in-person teaching.

Our workshop will consider how we define case-based learning and consider some of the models that can be used. We’ll describe our journey with tips, tricks, and mistakes we have made along the way.

Our software programmers will also be present, and we’ll hear from our students as to what they think. Importantly, it will also provide an opportunity to learn, brainstorm and network with colleagues so we can all leave with fresh inspiration and new ideas.

Cardiff University-e-moderation in medical education: applying a Pedagogy of Care

The key lessons learned from the Covid-19 Pandemic are that not only do we need to move more of our teaching online, but we also need to improve the quality of our online teaching.

However, we cannot succeed in scaling up without enabling the role and training of the e-moderator. E-moderators need new attitudes, knowledge and skills, and ways of operating successfully and happily in the online environment (Salmon, 2004, p. 9).

In particular, online learners are typically diverse in their needs and learning at a distance has a unique set of challenges.

Thus, even the most experienced teacher may need help developing the skill of teaching online with care. <br /> In response to the campus closures that were happening globally, Maha Bali developed an online open Google document that addresses how educators might support their students through the Covid-19 pandemic, especially when teaching online.

The points that Bali makes are valid beyond the Covid-19 pandemic in setting out what a pedagogy of care might involve and how online learning might be made more equitable.

Designed for those who would like to gain additional skills when teaching at a distance, the workshop facilitators will provide participants with insights into the benefits of underpinning online teaching by a pedagogy of care.

Through interactive group activities and worked examples, participants will explore how they can embed a pedagogy of care in their own teaching.

University of Aberdeen and NHS Grampian-How can clinical educators provide effective senior student learning opportunities in a changing clinical environment with increasing numbers of students?

This workshop welcomes clinical educators and healthcare students with an interest in sharing experiences and identifying solutions for delivering effective, safe, experiential learning during clinical placements.

Small group discussions will encourage participants to identify current challenges with the provision of effective clinical placement learning.

A reflective approach to share lessons learned from using different methods of teaching on clinical placements will update clinical educators and promote the value of using a multi-disciplinary team approach.

Experiential, active learning with the consent of patients during clinical placements has been encouraged to develop senior undergraduate students clinical skills and professional identities.

Guidance from the General Medical Council (GMC) 2018 advises that medical students on clinical placements must be supervised, with closer supervision of those who have lower levels of clinical competence.

Clinical care involves an increasing complexity of cases due to multi-morbidity and the ageing population. These provide additional learning opportunities for undergraduate students in managing uncertainty and risk.

Undergraduate clinical placements for senior medical students have been prioritised during the COVID pandemic to ensure future workforce provision.

The range of healthcare consultations has changed since 2020, with the increased use of telephone triage, telephone consulting, and video consulting, in addition to face-to-face consultations (inpatient and clinic setting) Clinical educators are role models and have had to develop their own consulting skills in these areas, in addition to teaching them to students.

Simulation is increasingly used in clinical education as an adjunctive method of developing learners’ knowledge and clinical skills.

Ideas and solutions from participants for adapting clinical placement delivery to accommodate increasing student numbers will be collated to conclude this workshop and identify future areas for clinical education research.

Warwick and Nottingham Medical Schools – Managing serious medical student misconduct: a Moral Maze

(TRIGGER WARNING: sexual misconduct)

Managing serious student misconduct is a challenge faced by all medical schools. The interaction between university disciplinary processes & professionalism and fitness to practice can be challenging to navigate, as can gathering evidence and encouraging reporting by fellow students.

At times we are left in an uncomfortable position suspecting that a student’s behaviour falls short of the required standards of a medical professional but being unable to act.

The need to be fair to all students and support them is critically important.

This workshop will take a format similar to the Radio 4 programme The Moral Maze, bringing together a panel of experts representing medical school leadership, student support, lay person, GMC, student and nursing leadership to explore these complex issues.

We will start by presenting a short fictional case example. The audience will be polled for their views on the most appropriate actions.

Each panellist will briefly provide their views (7 minutes each), following which the audience will have a chance to ask questions of each individual expert (7 minutes each).

Following this there will be time for facilitated further open discussion between the panel and audience, followed by a second poll using an appropriate polling platform.

The session will be carefully & sensitively chaired to ensure confidential information is not shared and a reminder and content warning will be given at the start of the session and before the open discussion.

Friday 8th July: 11:15-12:45

Pensinsula Medical School, University of Plymouth – Developing a student-centered online classroom

Student-centred learning shifts our focus as teachers from concerns about what needs to be taught to what students need to learn. However, the online classroom poses unique challenges to student-centred learning.

Drawing on data collected via semi-structured online interviews with clinical educators (doctors, nurses, dentists, etc.) enrolled on the Postgraduate Certificate in Clinical Education at the University of Plymouth, we explore the importance of interactive teaching in the online environment.

In this workshop we will work individually and collaboratively to explore and experience a range of student-centred learning approaches. Come prepared to share, to listen and to support. 

University of Dundee – Rapid and Rigorous: a novel methodological approach to intervention development

In March 2020, the Chief Scientist Office in Scotland funded a country-wide project which aimed to develop an evidence base to help guide the direction of resources to fashion and use rational interventions in NHS Scotland to support COVID-related doctors’ transitions with a requirement that this large project was completed in 6 months.

Four concurrently running workstreams: (1) a scoping literature review of evidence of interventions for healthcare worker wellbeing during times of crisis; (2) qualitative longitudinal data collection of 120 doctors’ experiences during the pandemic; (3) use of data, literature review and theoretically based intervention design frameworks to design and implement evidence-based interventions to support doctors wellbeing; and (4) intervention evaluation.

Reflection on this process by the research team has highlighted the following key aspects of success: resource for this parallel research programme; a large multidisciplinary research team with varied expertise; effective communication between workstreams; adoption of an adaptive theoretical framework that fitted to each workstream; and co-design of intervention(s).

Within this workshop, three members of the fourteen-strong research team will first share their reflections on the study approach and discuss with workshop participants the strengths and challenges of undertaking this this approach to health professions education research.

Thereafter there will be opportunity for workshop participants to consider how they might apply this rapid and rigorous approach in health professions education research using topical examples.

Education Research Committee – ASME ERC Clinical Education Project Design Surgery

Looking for some help, a place to discuss issues or get inspiration for a clinical education project? Experienced members of ASME’s Education Research Committee (ERC) are offering this surgery to provide support for new clinical education researchers, or those planning to try new directions or methods.

Over several years leading our Support for Budding Researchers workshops, we have recognised a need for supporting novice researchers to develop small-scale scholarly innovation, evaluation or research projects.

When designing a clinical education project at undergraduate, intercalated, Specialised Foundation, Clinical Teaching Fellow or Masters level, it can be challenging to develop a worthwhile project that can be completed within a limited time frame and alongside other commitments.

This workshop will introduce some of the main challenges, pitfalls, and possibilities in designing your first clinical education project, before offering you a chance to discuss and progress your project ideas.

You can bring specific questions or issues about your (intended) project to the session and discuss these with researchers and peers who have experience in different fields of educational research.

University of Aberdeen, Queen Mary’s University of London, and NHS England Midland – Maintaining Inclusive Curricula – Future Proofing Undergraduate Teaching for Diversity

There has been in recent times a radical shift in thinking about various issues relating to equality diversity and inclusion (EDI) and their intersectionality alongside a number of guiding documents (e.g. the GMC’s Promoting Excellence: Equality and Diversity; MSC EDI Alliance’s Active Inclusion) and charters (BMA’s Race Equality charter) that we need to align to.

There is a clear understanding that EDI issues affect us all – faculty, students and ultimately patients.

Addressing EDI issues existing within undergraduate healthcare curricula and their delivery will lead to a happier and more productive workforce and help ensure our future health-care professionals are not only culturally competent when working with an increasingly diverse patient population, but also equipped to address health inequities and differential health outcomes for marginalised groups. But rather than just being reactive to crises (e.g. the changes following George Floyd’s murder and the ensuing Black Lives Matter movement) we need to think ahead and make changes to future-proof our curricula.

One way to do this in the face of competing demands on educators’ time, and the need to create space and place in a busy curriculum, is to share ideas and learn from the successes and failures of each other.

ASME’s Educator Development Committee (EDC) and its EDI committee will facilitate this opportunity for educators from various institutions to come together to learn, brainstorm and network, leaving with concrete ideas on how to future-proof our curricula for diversity.

We appreciate there is scope to do more in both the undergraduate and postgraduate curricula however we aim to focus on the undergraduate curricula here, though we would welcome experiences and good practice from the postgraduate arena that might be transferable to the UG setting.

Leeds Institute of Medical Education, School of Medicine, University of Leeds – What is the future of intercalation? Widening opportunities?

Intercalation has long been an opportunity for undergraduate students to broaden their medical education and extend their research understanding and skills through an extra year of study. Evidence suggests that intercalated degrees have been highly influential in inspiring medical students to pursue academic careers (Finn and Morgan, 2020).

However, recent events have led to a changing intercalation landscape. In late 2020, the UK Foundation Programme Office announced changes to its foundation post allocation process, intended to improve fairness and support applicants from widening participation backgrounds. Medical students no longer receive points from intercalation towards their foundation post applications, which is likely to lead to changes in students’ reasons for intercalating. Rather than seeking a competitive edge, students may choose to intercalate out of a genuine desire to broaden their knowledge and skills, or to take longer time to train following the disruptions caused by the pandemic.

Intercalation opportunities have also grown beyond traditional biomedical research, with a range of options now available such as medical education, entrepreneurship, ethics, and humanities.

This year’s ASME ASM in Aberdeen presents an opportunity to take stock of recent changes and to consider the future of intercalation. Educators, students, clinicians, and researchers are invited to a World Ca conversation (Brown, 2005), to explore questions such as:

– What is the purpose of an intercalated degree?

– Who are intercalated degrees for?

– How can intercalated degrees become more inclusive?

The conversation will be co-facilitated by 2 medical students who are researching intercalation decision-making, who will share quotations from students as stimuli for the conversation.

Insights gained through the conversation will be recorded on paper so that a short report can be prepared after the ASM. This report will be shared with participants and key organisations including ASME, UK medical schools, and Medical Schools Council.

Institute of Health Professions Education & Research, Khyber Medical University, Pakistan and Centre of Medical Education, University of Dundee, UK – Sense of belongingness: Does it exist in distance learning?

Belongingness is not a stable characteristic but influenced by wider socio-cultural environment. It is well established in face-to-face/on campus programs and can have an impact on factors such as attrition rates and student engagement.

It is argued that distance learners are unable to show same level of engagement as on-campus students, and this may be due to having a low sense of belongingness.

This workshop will explore participants definitions of belongingness and how students and faculty might experience this concept in distance learning/online learning.

Discussion will take place around the role and importance of belongingness in distance learning and what factors might support and challenge levels of belongingness in online learning.

The main aim of the workshop will be to come to a shared understanding of what belongingness means in online learning and what approaches may be used to help support this concept to enhance attrition rates, student engagement and support student learning.

Warwick Medical School, Portsmouth University, Care Opinion -Through the looking glass : designing learning events using authentic patient stories

Lived experience has a fundamental role in medical education but may appear as an added extra to illustrate a point or add interest to an educational activity.

Few curricular activities start from a patient story.

This workshop will encourage participants to explore the range and quality of on-line patient-authored stories about their care experiences & work in small groups to develop new learning sessions starting from the narratives provided.

We will be using stories & their responses from Care Opinion, a social enterprise which is contracted provider of patient feedback with over 500 NHS organisations. We will share 4 short case studies then break into small groups.

Each group will be given a patient story and encouraged to identify learning areas using narrative attentiveness, then develop these into a creative and student-centred learning activity.

The session will end with each group sharing their ideas. We hope that all participants will take away ideas which they can transplant into their educational practice.

ASME Mindfulness in Medical Education Special Interest Group -Mindfulness, Stress, Burnout and Resilience

Mindfulness is an evidence based strategy which can be used to reduce stress, burnout and build resilience.

In this workshop co-chairs of the special interest group Mindfulness in Medical Education will discuss stress, burnout and resilience, and introduce a series of mindfulness based practices which can help restore and maintain equanimity in times of duress.

Educator Development Committee -EDC Innovative, Interesting & Prize winning work

Prof. Gabrielle Finn and Dr Holly Quinton -Workshop: the art of health professions education

This workshop will give participants an opportunity to get hands-on and try out a range of art-based approaches that they could use within their curriculum.

This will include low fidelity modelling with play-doh and pipe-cleaners to UV anatomical body painting. We will discuss the use of art within the curriculum, as well as a tool for engaging with patients.

ASME are delighted to invite you to exhibit at our

Annual Scholarship Meeting, 6^th – 8^th July 2022, P&J Live in Aberdeen, UK

The conference theme is “Future Proof Medical Education: Practical wisdom and adapting to change.”

The conference programme will comprise plenary lectures, workshops, parallel sessions, pop-up events and e-poster presentations. Refreshment and lunch breaks will allow delegates to network with exhibitors. There will be a welcome drinks reception in the evening of the first day attended by the majority of the delegates offering a further opportunity for networking. The annual conference dinner will take place on the Thursday evening at 7:30 pm at the Beach Ballroom.

Exhibitors and Sponsors have the opportunity to engage with 500+ UK and internationally based participants.

DEADLINE FOR REGISTRATIONS, 1PM ON 10 JUNE 2022.

Download Exhibition and Sponsorship Opportunities

Confirmed exhibitors

	Sponsors of ASME’s illustrations				Sponsor’s of the Conference Dinner

About the exhibitors

Adam,Rouilly (sponsors of the conference illustrations)

Anatomical Models, Simulators and Charts for Clinical Skills Training

Hull York Medical School

Medical education | Sectra Medical

Lecturio

Altus Assessments

{tab Conference dinner}

ASM 2022 Annual Conference Dinner 

This year’s annual conference dinner will take place at the Beach Ballroom, a Category B listed Art-Deco building on the sea front of Aberdeen (Beach Promenade, Aberdeen AB24 5NR)

The dinner will take on the Thursday evening of the conference (7th July) with a drinks reception at 19:30 with speeches and dinner from 20:00. Entertainment will be provided throughout the evening. 

{tab University of Aberdeen tour}

The University of Aberdeen is delighted to offer you the opportunity to explore its campuses and obtain an insight in the 5^th oldest University in the UK.  It was founded in 1495, has over 15,000 students and is located over two main sites: Old Aberdeen and Foresterhill.  Discover not only some of our history but also cutting-edge technology and inventions.

The Old Aberdeen Campus covers the Arts, Social Sciences, Physical Sciences and is a mixture of historic buildings such as Kings College Chapel with it Crown Tower, and modern state of the art facilities for teaching and learning such as the Sir Duncan Rice Library and the brand new Science Teaching Hub.  The surrounding area is one of the most picturesque and historic parts of Aberdeen with old houses and cobbled streets.   The tour explores Old Aberdeen, and you’ll discover some of the hidden places and stories from the area.

The tour will be held on the morning of Wednesday 6^th July.  To express and interest, please contact cheri@abdn.ac.uk with your contact details and specifying which tour you wish to attend: Foresterhill or Old Aberdeen.  Please can you provide this information by Monday 4^th July. 

Delegates must make their way to Old Aberdeen for 9.30, the tour guide will show them around and a bus will pick them up at 11.30 to transport them to P&J live for the conference.

There is no charge for the delegate. You will have to make your own way to the meeting place.

Registrations for #asme2022 have now closed.

If you have any queries please email events@asme.org.uk 

This conference has been approved by the Federation of the Royal Colleges of Physicians of the United Kingdom for 15 category 1 (external) CPD credits.

* attendance on Wednesday includes the welcoming reception

** Institutional member fee applies only to non-presenters. All presenters must be individual ASME members.

*** Early career denotes Junior Doctor/Trainee/Other healthcare professional up to 5 years post-graduation; those on full-time PhD or Masters courses and receiving no salary. Must be an member to benefit from this fee.

**** Must be a JASME member to benefit from this fee.

Deadline for registrations was 21st June 2022.

The conference dinner on the 7th of July 2022 is not included in the registration fee. It has a cost of £50 and you can register for it when register for the ASM.

Are you joining us in Aberdeen? Would you like to Extend Your Business Trip in Scotland | Business Events Scotland (visitscotland.com)?

ASME’s 2022 ASM will be held at P&J Live. The venue is located close to Aberdeen International Airport, six miles northwest of the city centre, and just a few short minutes from the city’s new western peripheral route. You can reach the venue using a range of transport options. Please CLICK HERE for more information.

CAR PARKING

If you are parking onsite there are various methods to pay for your parking:

On site payment machines: P&J Live accepts both cash and card payments on site, pay on exit is required by entering your vehicle registration at any one of our machines located in the car parks. Please note payment machines only take coins and not notes.

APCOA Connect App: Up to 24 hour after you have left the venue, you can pay for your parking on the APCOA Connect App. Once you have downloaded the app, use location code 6680 for the Sub-T Car Park (underground) and location code 2356 for the Surface Car Park.

You can also pay for parking via the APCOA website here, click which car park you parked in and then you will be able to pay for parking.

Extensive bicycle parking is available in both the surface and sub-t car parks free of charge.

We recommend reverse parking for ease on exit.

If you are dropping off or picking someone up from an event, please note the maximum wait time in our car parks is 30 minutes. Parking charges will apply if your car is within the car park for more than 30 minutes. This also applies if you cannot find a space, you will not be charged if you exit the car park within 30 minutes.

P&J Live parking tariff

For more information about parking at P&J Live please go to https://www.pandjlive.com/visiting/parking/

CAR PARKING

If you are parking onsite there are various methods to pay for your parking:

On site payment machines: P&J Live accepts both cash and card payments on site, pay on exit is required by entering your vehicle registration at any one of our machines located in the car parks. Please note payment machines only take coins and not notes.

APCOA Connect App: Up to 24 hour after you have left the venue, you can pay for your parking on the APCOA Connect App. Once you have downloaded the app, use location code 6680 for the Sub-T Car Park (underground) and location code 2356 for the Surface Car Park.

You can also pay for parking via the APCOA website here, click which car park you parked in and then you will be able to pay for parking.

Extensive bicycle parking is available in both the surface and sub-t car parks free of charge.

We recommend reverse parking for ease on exit.

If you are dropping off or picking someone up from an event, please note the maximum wait time in our car parks is 30 minutes. Parking charges will apply if your car is within the car park for more than 30 minutes. This also applies if you cannot find a space, you will not be charged if you exit the car park within 30 minutes.

P&J Live parking tariff

For more information about parking at P&J Live please go to https://www.pandjlive.com/visiting/parking/

Buses that run through the TECA complex are as follows:

2 bus services run between Aberdeen Railway Station (City Centre) – P&J Live – Aberdeen International Airport

1. Stagecoach 727 bus: Starts at Aberdeen Railway Station (city centre) – Broad Street (city centre) – P&J Live – Aberdeen Airport. Services start at 0300 and finish at 2330 and are every 15 minutes (Monday to Friday). Services are every 20-30 minutes Saturday/Sunday. Click HERE for timetable.

1. First X27 Service: Aberdeen Railway Station – P&J Live – Aberdeen Airport – Dyce Railway Station. This service operates from 0535 to 1730 Monday – Saturday. Please note this service is not as frequent as the Stagecoach 727 bus. Click HERE for timetable.

The grasshopper ticket

The Grasshopper ticket means delegates can hop on and off the buses of any operator with a single multi-operator bus ticket.

TECA is in Zone 1 – prices are as follows:

Adult
Day pass – £4.75 | Week pass – £22.50

Student
Day pass – £4.20 | Week pass – £18.00

Delegates attending ASME’s ASM can book accommodation at onsite hotels at group rates.

Please note that the rates indicated on the links are available until the 27th June 2022.

Hilton Aberdeen TECA, 4 *

ASME’s 2022 ASM will be supported by Loganair (learn more about their GreenSkies innitiative) and railway companies and we will provide our delegates with discount codes. Please e-mail events@asme.org.uk for more information.

While attending ASME’s 2022 ASM in Aberdeen, you will have access to the delegate offer scheme. 

Just show your delegate badge when arriving to any of the businesses that are part of the scheme to receive the discount.

For more information, please click HERE.

If you wish to extended your stay in the North of Scotland after you attend ASME’s ASM, you can get the Northern Highlights Pass, a flexible discount pass covering a range of attractions, activities, experiences and tours in Aberdeen and Aberdeenshire. The pass works in a similar way to the London pass and other major city visitor attraction passes and offers discounted access and offers on tours within the region.

ASME won’t be providing single use cups for water so please, bring your own reusable cup! Don’t forget your chargers and adaptors so you don’t have to buy an unnecessary spare.

At ASME, we care about the environmental, economical and societal impact of our events. In this section of our website, we present some ASM 2022 sustainability related facts.

* BREEAM – Sustainability Assessment Method

Did you know…

• Aberdeen city council signed a deal for 15 hydrogen-powered double decker buses

• Aberdeen the first city in the world to introduce a double decker fleet of zero emission vehicles powered by clean gas

• Aberdeen already has a further 10 hydrogenfuel cell buses in operation

• Aberdeen City, Aberdeenshire, and Moray Councils are working together to build anenergy from waste facility to process non-recyclable waste. Forecasts indicate the plant will process circa 150,000 tonnes of non-recyclable waste per annum

• The European Offshore Wind Deployment Centre is Scotland’s largest offshore windtest and demonstration facility located just off the Aberdeenshire coast

• The £27m Altens East Recycling and Resource Facility opened in 2017 and comprises of a Materials Recycling Facility

• Aberdeen City Council is in the early stages of planning for the introduction of low emission zones

Flying to Aberdeen with Loganair? This airline actively takes steps to manage and mitigate the environmental impact of flying. Learn more about Loganair’s GreenSkies programme and the company’s Environmental Engagement projects. 

Learn more about Aberdeen Airport’s sustainability targets and actions.

We aim to ensure that people have equal access to this event. If you need alternative formats or other reasonable adjustments, please contact (Monica Martins) via email: events@asme.org.uk with your request by by 13th June 2022 so that arrangements, where possible, can be made.

The P&J Live is a multi-purpose event venue and prides itself on being accessible to everyone.

The venue offers parking available in both the over ground and subterranean car parks. The venue is fully accessible across all levels via lifts and has public areas designated for wheelchair use. 

Within the venue there are multiple accessible toilets located across all levels which are well signposted for convenience.

Assistance dogs are welcome at P&J Live. We kindly ask for you to discuss any requirements you or your dog may have with the P&J Live in advance of your visit

Please visit: https://www.pandjlive.com/visiting/accessibility/ for more information related to accessibility in the venue.

ASME ENRICH Opportunities offers an exciting experience for a selected number of pupils in S5 or S6 in the summer of 2022 to attend the ASME ASME for free. This national initiative is designed to actively support young people interested in developing their interests and insight into the field of medical and healthcare education. This year we are collaborating with REACH hosted at the University of Aberdeen. For more information please click here ASME ENRICH