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ASM 2024 – Your Key to Maximising Potential

July 10th 2024 - July 12th 2024
University of Warwick

Dear Members and ASM attendees
After our most successful ever ASM in 2023, we hope that you are looking forward to this year’s ASM and sharing your ideas and work.
The costs of providing such an event and ensuring you have time and space to disseminate your ideas and network with your colleagues continue to rise. This year we have kept increases as low as possible (between £5 and £15) whilst again accepting a considerable loss on the cost of the conference. We have done this in order to support as many members as possible to attend and minimise the impact of a price rise as much as possible.

ASME Chair and Board

DISCOUNTED EARLY BIRD FEES* Registration Fees for #ASME2024 will be as follows : 

 Non-MembersInstitutional / Individual  ASME Member (2)Less well-resourced countries
ASME Member (3)
Early Career ASME Member (4)Undergraduate
ASME Member (5)

Whole conference

(3 days)

2 days (Wed / Thurs or Thurs / Fri)£610£470£270£270£185
Wednesday only (1)£325£260£180£180£115
Thursday only£360£300£220£220£135
Friday only£295£245£165£165£105

* Please note that the costs above are for Early Bird registrations which are active until 31st May 2024 after which all fees noted here will increase by £50.

  1. Attendance at the Welcome Reception is included with registration fees that include Wednesday conference attendance
  2. Staff at institutions that are institutional members of ASME can register to attend at the members’ rates. Check if your institution is a member here or check the drop down list at registration. If your institution is not there then please do not select institutional rates. 
  3. LWRC – Less Well Resourced Country rate – for members of ASME living and working in a Less Well Resourced Country (list defined by World Bank)
  4. 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. You must be an individual ASME member to benefit from this fee.
  5. You must be an individual ASME member and a member of JASME to benefit from our undergraduate fee.

Click HERE to register now! Please note that all individual and institutional member registrations will be cross checked against our records.

Wednesday 10th July 2024


Registration opens


Opening of conference


Intra-conference and Symposium sessions including a podcast with Dr Lisa Meeks, PhD, MA 

Intra Conference Sessions ASME Symposia Icon May22


Lunch and MiME Mindfulness session

Take a break from the frenzy of the conference with a mindfulness session lead by MiME Co-chairs, Michael Atkinson and Vidarshi Karunaratne. These sessions aim to provide you with an opportunity to take some time for you and will involve a mindfulness meditation practice and time for brief reflection.


Oral Presentations 

ASME Oral Presentation Icon Oct22  ASME Whats your point Icon Oct22


Connection time between venues


Dr Kevin W. Eva
ASME Gold Medal Winner 2024 and Keynote Speaker

Session sponsored by Inish Education Technology

The Evolution of Health Professional Education Research

Diversity (of roles, backgrounds, approaches, and outlooks) is an essential condition for health professional education’s current success and continued maturation. It simultaneously, however, creates challenges with respect to defining the field, judging the quality of its activity, and determining whether important advances can be claimed. Methodological rigour is important, but scientific progress has little to do with method. Practical relevance is important, but context is so influential in education that proof is a flawed concept. For this year’s Gold Medal address, Dr. Eva will offer reflections on the theme of the conference – Maximising Potential – by outlining how the field’s priorities, its conception of quality and, hence, its scholarship continue to evolve.




Compact Comms
ASME Compact Comm Icon Nov22 1


Karolinska Institute The PAPERs Podcast
Dr Jason R. Frank
Dr Jonathan Sherbino
Dr Linda Snell
Dr Lara Varpio


Welcome Reception & Entertainment
(including Presentation of President’s Medal 2024)

Hosted by: Sandra Nicholson, ASME Chair
with entertainment from Rebecca Fisher and WMS Music Society a group of music enthusiasts who share a passion for creating and appreciating music.

Warwick Medical School Band Logo

Sponsored by Wiley


Thursday 11th July 2024


Registration and arrival refreshments (tea, coffee)
MiME Mindfulness session


Oral Presentations

ASME Oral Presentation Icon Oct22  ASME Whats your point Icon Oct22


Connection time between venues




Dr Lara Varpio – Individual Keynote Speaker and The PAPERs Podcast Panel Member

Session sponsored by Elsevier



Open sponsor presentation, Dr Eirini Kasfiki, Elsevier

MiME Mindfulness session


Compact Comms

ASME Compact Comm Icon Nov22 1


Connection time between venues


Dr Yoon Soo Park, PhD – Keynote Speaker


Refreshments. Connection time between venues


Intra-conference sessions

Intra Conference Sessions ASME Symposia Icon May22




Friday 12th July 2024


Registration and arrival refreshments (tea, coffee)

MiME Mindfulness session


Intra-conference sessions  

Intra Conference Sessions ASME Symposia Icon May22 


Oral Presentations including the TASME TiME Podcast

TASME Time Logo May231  ASME Oral Presentation Icon Oct22  ASME Whats your point Icon Oct22


Connection time between venues


Professor Ahmed Hankir – Keynote Speaker

The Wounded Healer: An Innovative Anti-Stigma Intervention Harnessing the Power of Storytelling to Maximise Potential and Performance in Undergraduate and Postgraduate Medical Education Settings

In order to maximise individual and team potential and performance, medical educators must ensure that mental health and pastoral support are available to students and that the environment that individuals and teams function in is conducive of mental wellbeing. However, systemic and structural stigma in undergraduate and postgraduate settings are preventing individuals and teams from maximising their full potential and are associated with considerable distress and impairments in occupational and academic functioning. In this Keynote Lecture, Professor Hankir will illustrate how, by harnessing the power of storytelling, we can combat mental health related stigma which can enable individuals and teams to maximise their full potential and flourish. Professor Hankir will also present data from a pilot study he and his research team conducted assessing the effectiveness of the Wounded Healer project – an innovative method of teaching that Professor Hankir pioneered that is delivered by an Expert by Personal and Professional Experience (EPPE) that blends the power of storytelling and the performing arts with psychiatry – at reducing mental health related stigma amongst medical students. 


Grab and go lunch. Connection time between venues


Intra-conference sessions

Intra Conference Sessions ASME Symposia Icon May22


Connection time between venues


Coffee and Cake with Karolinska Institute’s The PAPERs Podcast
Dr Jason R. Frank
Dr Linda Snell
Dr Lara Varpio


Close and look forward to 2025

Intra Conference Sessions

Wednesday 10th July, 1030–1200hrs

Room SS0.21  

Social Sciences (main corridor)

 Challenging Inequity Across the Medical Education Spectrum, from Cradle to Grave. Using Graphic Medicine and the Health Humanities to Empower Equity, Innovations in Care and Clinical Entrepreneurship.

Lead Presenter: Dr Linda Miller, Birkbeck/NHS/NHSE/NHSCEP, She/Her

The “health and wellbeing of staff –[is] arguably the single most important entity in the sustainable delivery of healthcare.”(Nicol,2018) A creative, entrepreneurial, mindset, particularly applied to the wicked problems of inequity can help prevent burnout and maintain engagement. The NHS Clinical Entrepreneurship Programme (NHSCEP) has retained many clinicians who would otherwise have left the NHS. Examples from students, trainees and clinicians on the programme, and teaching examples, that tackle inequity will be shared.

This workshop engages participants in a creative process to consider their educational role, internal bias, health equity and differential attainment. Fulfilling the new GMC Duties of a Doctor (2024) call to review “how your life experience, culture and beliefs influence your interactions with others and may impact on the decisions you make and the care you provide” and your teaching. It will meet the requirement to contribute “to discussions and decisions about improving the quality of services and outcomes … taking steps to address problems and carrying out further training where necessary.”

The arts and humanities hold the potential to support the GMC changes, to enhance self-awareness of intrinsic bias, proactively address social determinants of health, equity and patient-centeredness. This is important in medical education and leadership roles (e.g. ASME, NHSE (appraisers) or Royal Colleges). Given their pivotal role, medical educators and preceptors must look critically at organisational and personal biases. The legal imperative “you must” take account of “…history, including i. symptoms ii. relevant psychological, spiritual, social, economic, and cultural factors iii. the patient’s views, needs, and values.” Describes a compassionate ‘mature’ care ethic “beyond the strictly medical”. The 10-year Marmot review (Marmot, 2020) identified “Improvements to life expectancy have stalled and declined for women in the most deprived 10% of areas “and “the health gap has grown between wealthy and deprived areas”.

Objectives and Outcomes of the workshop:

  1. Learn about the potential for clinical entrepreneurship, innovation, health humanities and creativity in medical education, for challenging health inequity and improving clinician well-being.
  2. Experience “first hand” how the skill of “thinking with your hands” can empower, and increase creativity, self-efficacy, engagement and meaning-making.
  3. Adopt a creative and entrepreneurial attitude to quality improvement through medical education to maximise the potential of learners, educators and clinicians in healthcare.

ASME Symposium Icon Oct22Wednesday 10th July, 1030-1200

Room SS0.20

Social Sciences (main corridor)

Teaching Professional Values and Behaviours in the Context of Doctor’s Industrial Action: Importance, Applications and Challenges

Session Chair: Dr Lisa-Jayne Edwards, Warwick Medical School, University of Warwick,  @lja_ed, She/Her

Additional Presenters: Dr Anna Ogier, Imperial College London, She/Her; Dr Noreen Ryan, Imperial College London, She/Her; Dr Rasha Mezher-Sikafi, Imperial College London

In the last year, there has been unprecedented industrial action amongst doctors across the NHS. The GMC specifies Professional Values and Behaviours (PVB) as one of its three main outcomes for undergraduate medical training. It encompasses concepts such as professional identity, moral distress, and working within competence; it equips medical students with skills to navigate an uncertain environment.

The practicalities of teaching PVB concepts has been complicated by industrial action. Students and trainees are exposed to a politically-charged environment and widespread low morale amongst their colleagues, supervisors and near-peers. Aside from disruption to learning opportunities and supervision on clinical rotations, it is anticipated that industrial action precipitates more existential anxieties than simply missing a clinic.

Ensuring effective and contextually-sensitive delivery of PVB concepts is challenging, and made more so by the injection of industrial unrest and reservations across a range of moral, theoretical, and practical domains. It is important to explore these challenges, especially with those designing and delivering curricula in professionalism, medical ethics and quality healthcare.

Attendees will be asked to participate in an anonymous Mentimeter to explore their ideas, priorities and experiences surrounding how PVB teaching is delivered in the context of doctors’ industrial action. Three presenters will introduce discussion surrounding ethical, theoretical, and practical challenges before inviting attendees to contribute. Presenters will range in seniority, expertise and background to facilitate well-rounded discussion.

We hope this session serves to make-explicit the challenges and opportunities available in this context, discuss potential solutions and facilitate collaboration between educator-leaders in professionalism.

Professionalism, Teaching and learning, Curricula

Industrial Action, Professionalism, Workforce, Educators, Undergraduate


Wednesday ASME Award Feb21 v2 no web address10th July, 1030-1200

Room SS0.19

Social Sciences (main corridor)

Teaching Innovation & Excellence Prize 2024

Session Leads: Dr Neil Thakrar & Dr Laura Powell Awards Leads, Trainees in the Association for the Study of Medical Education (TASME)@neil_thakrar @laurapowell1

Join us for TASME’s annual Teaching Innovation & Excellence (TIE) prize session to celebrate talent and ingenuity displayed by early-career educators embarking on a career in health professions education, as they compete for the prestigious national Teaching Innovation & Excellence Prize 2024. Come along to hear about the latest innovations that you could apply to your educational practice, be inspired for your next project and potentially find future collaborators.

Educational Methods

The three shortlisted finalists will each deliver a 10-minute presentation showcasing their innovation with evidence of excellence, followed by 5 minutes of questions from the audience and our esteemed judging panel. Candidates can demonstrate skills or resources in any suitable method. Our judging panel will select a winner based on their demonstration of innovation; evidence of excellent practice; relevance and inspiration for a wider population, particularly other trainees; evidence of sustainability; and presentation style.

Objectives & Outcomes

  1. To experience the highest quality teaching innovations from our trainee membership over the last year, selecting a winner of the TIE Prize 2024.
  2. Exchange ideas for change in educational practice, research ideas and find future collaborators.

2024 Finalists
Dr Nathaniel Quail
Clinical Teaching Fellow, NHS Lanarkshire/University of Glasgow

Dr Aishah Mughal
Foundation Year 1 Doctor, Royal Wolverhampton NHS Trust

Dr Leah Williams
Trust Grade Doctor/Phase 1 Co-Lead & Simulation Lead, University of Sunderland

EDCWednesday 10th July, 1030-1200

Room SS0.18

Social Sciences (main corridor)

EDC – Presentation skills for new presenters

Lead Presenter: Dr Alice Osborne, EDC and University of Exeter Medical School, She/Her

Additional Presenters: Dr James Fisher, Newcastle University and EDC; Dr Karen Kyne RCSI and EDC

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

This workshop is an opportunity for those new to, or nervous about, presenting at this year’s ASME ASM to rehearse, and a chance for everyone to explore effective presentation skills together. 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!

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 developing and rehearing a presentation, it’s easy to concentrate on the content and message of the presentation and 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.

Whether you present or contribute to feedback and the discussion on effective presentation, this session aims to help and support you so that you can develop additional confidence in the delivery of presentations in any situation–conferences, meetings or teaching.

Please book in advance to secure a presentation slot, although there may also be opportunities to present on the day. If you would like to request a presentation slot, please email the Educator Development Committee (EDC) Chair (edc@asme.org.uk) prior to the ASM with a copy of your abstract, indicating whether you are a first-time presenter.

Objectives and Outcomes of the workshop:

Objectives: Allow new presenters the opportunity to receive feedback on their presentation skills before their ASM presentation slot, and enable all participants to consider what makes an effective conference presentation and contribute to the feedback discussion.


  1.  Consider what makes an effective conference presentation.
  2. Presenters will receive specific feedback and encouragement to enhance the “real” presentation.
  3. Learn how voice, physical presence and behaviour during presentation are received by the audience.
  4. Improve confidence with audience interaction.

Intra Conference SessionsWednesday 10th July, 1030-1200  

Room SS0.17

Social Sciences (main corridor)

The 3T Paradigm in Bioethics Education: Mastering the Approach to Teach, Train, and Transfer Bioethics in Health Professions Education (HPE)

Lead Presenter: Prof Russell D’Souza, Chair, Department of Education, UNESCO Chair in Bioethics, Melbourne, Australia, He/Him

Additional Presenters: Prof Mary Mathew, Kasturba Medical College, Manipal Academy of Higher Education (MAHE), Manipal, Karnataka, India, She/Her; Prof Vedprakash Mishra, Datta Meghe Institute of Higher Education and Research (Deemed to be University), Nagpur, Maharashtra, India, He/Him

In today’s rapidly evolving healthcare landscape, the need for a strong foundation in bioethics has become increasingly crucial. The UNESCO Chair in Bioethics presents the ‘3T Paradigm in Bioethics Education: Teach, Train, and Transfer’ workshop, a pioneering initiative designed to fortify the capabilities of educators in the medical and health sectors. This workshop addresses a critical gap in medical education – the effective integration of ethical reasoning with clinical practice. As technological advancements in healthcare pose new ethical challenges, there is a pressing need for professionals who are not only medically proficient but also ethically informed. This program aims to equip educators with the tools and insights necessary to teach, mentor, and instil bioethical principles effectively. It targets educators who are instrumental in shaping ethically aware healthcare professionals, ensuring a future where medical practice is not only advanced but also ethically sound and patient-centred.

The 90-minute Workshop will proceed as follows:

  1. Setting the Stage (10 minutes)
    • An outline of the session’s goals and emphasize the growing significance of bioethics in health professions education.
  2. Core Concepts of Bioethics and Challenges (20 minutes)
    • An interactive lecture on bioethics fundamentals, including current ethical challenges, accompanied by a dynamic Q&A session.
  3. Training Educators: Role-Play and Discussion (20 minutes)
    • Role-playing scenarios and group discussions to enhance educators’ skills in mentoring and teaching bioethics.
  4. Knowledge Transfer Strategies in Bioethics (20 minutes)
    • Presentation and collaborative exercises focused on effective methods for transferring bioethics knowledge, featuring case studies, and brainstorming sessions.
  5. Applying Bioethics: Sharing Real-World Practices (15 minutes)
    • Discussion on best practices and successful applications of bioethics in real-world scenarios.
  6. Concluding Insights: (5 minutes)
    • A wrap-up segment summarizing key points and fostering a commitment to ongoing collaboration in bioethics education.

Objectives and Outcomes of the workshop:

The primary objectives of this conference session are to equip participants with the necessary skills and knowledge to effectively teach bioethics, develop capabilities for training future bioethics educators, and master strategies for the sustainable transfer of bioethics knowledge. Expected outcomes include enhanced competence in ethical education, a deeper understanding of mentorship in bioethics education, and an ability to implement innovative teaching methods. Additionally, participants will gain valuable insights from shared best practices and collaborative discussions, enabling them to integrate the 3T paradigm effectively into their respective educational contexts.

Intra Conference Sessions

Wednesday 10th July, 1030-1200

Room SS0.13

Social Sciences (main corridor)

Mnemonics, Music, Medicine and Me

Lead Presenter: Dr Omolara Stevens, Queen Elizabeth Hospital Kings Lynn
Additional Presenters: Dr Honey Frimpong-Manso, QEHKL; Dr Aishwarya Sharma, QEHKL

Rhythm, alliteration and humorous stories are present throughout much clinical education especially the preclinical years. This session aims to look at how rhythmic devices can be used to facilitate learning. It also aims to look at the role of humour in medical education and how that can be used in the clinical education setting.

The workshop will start with an opportunity for participants to share their favourite rhymes, mnemonics and other rhythm based learnings. Then there will be two short talks. One will be a brief discussion about the use of rhythms in clinical learning. The talk will touch on the educational theory underpinning rhythm based learning. The next will discuss the use of humour in clinical education including its unique strengths and challenges. There will be an opportunity for participants to create a new rhyme or mnemic using what they have learnt. The grand finale of the workshop will be all those who are comfortable sharing what they have created.

Objectives and Outcomes of the workshop: Learning objectives

  • Encourage participants to appreciate the rich range of teaching modalities available within narrative learning.
  • Think about how they can make their clinical learning points ‘stickier’ for learners using rhythm-based learning.
  • Create a novel learning idea, based on narrative medicine that they can use in future clinical education settings.
  • Recognise the limitations of this style of learning and situations where it is less effective

Intra Conference SessionsWednesday 10th July, 1030-1200 

Room SS0.11

Social Sciences (main corridor)

Success by Design: Navigating Ethical Processes for Maximum Impact

Lead Presenter: Dr Sarah Allsop, University of Bristol, @sarah_a_bristol, She/Her

Additional Presenter: Dr David Hettle, University of Bristol, @dave_hettle, He/him 

‘The ethics process is too long’, ‘I don’t have time to get ethics’, ‘I wish I’d got ethics for this!’ Ever had one of these thoughts? Ethics is a hugely valuable and important part of the research integrity process and becoming essential as a gateway to publishing in health sciences education. Yet, all too often innovations start without considering how the evaluation process will work and what outputs might be required and useful to share for maximum reach, value and impact.

This 90-min workshop will encourage you to rethink how you see the ethics process, encouraging a scholarly approach to practice and showing how the ethics process can not only help your process, but can improve your research and even speed up your route to publication.

Collaborators from Bristol Medical School’s Education Research Group (BMERG) will share their top tips for navigating ethics and support participants developing their research protocols live during the session.

Objectives and Outcomes of the workshop: Participants will be able to:

  • Consider how the ethics process is beneficial
  • Develop a more scholarly approach to education practice by positioning the ethics process within education and innovation practice
  • Consider how the ethics process can increase the likelihood of outputs of innovation such as publication

Intra Conference SessionsWednesday 10th July, 1030-1200  

Room SS0.10

Social Social Sciences (across the quadrant)

Maximising your potential for success in applying for grants and awards

Lead Presenter: Dr Eliot Rees, Keele University / UCL, @ELRees1, He/Him

Additional Presenters: Dr Stephanie Bull, Imperial College London, @StephBull7, She/Her; Dr Tristan Price, University of Plymouth, @TristanJPrice1, He/Him; Dr Lynelle Govender, University of Cape Town, She/Her; Prof Michal Tombs, Cardiff University, @MichalTombskatz, She/Her

This interactive workshop is designed to empower health professions education scholars with the essential skills and insights needed to successfully apply for grants and awards to support their research and scholarship. With a focus on enhancing participants’ ability to navigate the competitive landscape of funding opportunities, the session will cover key strategies for crafting compelling proposals that stand out to grant review committees.

The workshop will begin with an overview of the current landscape of health professions education research funding, highlighting grant programs and awards available to researchers, especially those available from ASME. Participants will gain an understanding of the criteria used by review panels to evaluate proposals, enabling them to tailor their applications effectively.

Through a series of practical exercises and case studies, attendees will learn how to articulate the importance of their question, methodological rigour of their work, communicate its significance and impact, and identify relevant stakeholders. We will consider how to craft persuasive narratives and align proposals with the priorities of funding organisations. Additionally, the workshop will provide insights into common pitfalls and challenges faced by applicants, offering strategies to address them effectively.

By the end of the workshop, attendees will be equipped with the knowledge and confidence to navigate the grant application process successfully, contributing to the advancement of health professions education through innovative and funded research initiatives. Participants will also leave with a toolkit of resources, tips, and best practices to enhance their grant writing skills.

Objectives and Outcomes of the workshop:

By the end of this workshop, participants should be able to:

  1. Identify sources of funding for health profession education research.
  2. Evaluate the strengths and limitations of example grant applications.
  3. Recall the common pitfalls of unsuccessful grant applications.
  4. Construct a grant application based on a research proposal.
  5. Feel more confident to apply for funding.

Intra Conference Sessions

Wednesday 10th July, 1030-1200

Room SS0.09

Social Social Sciences (across the quadrant)

Mental Health Issues and Assessment of Medical Students: Exploring the Relationship, Applying Mitigation and Planning Interventions

Lead Presenter: Dr Nicoletta Fossati, St George’s University of London

Additional Presenter: Dr Aileen O’Brien, Reader in Psychiatry at St George’s University of London and Honorary Consultant Psychiatrist


Systematic academic and professionalism assessment of medical undergraduates is an evidence-based practice adopted by Medical Schools the world over. However, application of standards where mental health issues (MHIs) are involved may be challenging. Understanding the relationship between MHIs, academic performance and professional behaviour is essential in guiding assessment, informing mitigation decisions and planning support interventions.

Dr Nicoletta Fossati and Dr Dominic Johnson have long-standing expertise in undergraduate academic and professionalism assessment. Nicoletta, a consultant anaesthetist, has been MBBS Final Year Knowledge Test Responsible Examiner at St George’s, University of London (2011-2016) and Professionalism Domain Lead since 2016; she has personally mentored students involved in serious professionalism breaches. Dominic is a Clinical Vice Dean at University of Liverpool, a GMC Health Assessor and a consultant forensic psychiatrist who has acted as an expert witness in complex cases involving academic performance, professionalism breaches and MHIs. Having independently presented and led workshops on these topics at national and international conferences, Nicoletta and Dominic will join forces to discuss a complex issue with ASME delegates and propose practical solutions.

Objectives and Outcomes of the workshop: Objectives:

  1. (Improved) understanding of :
    • Relationship between mental health issues (MHIs), academic performance and professional behaviour;
    • Assessment standards application complexities where MHIs are involved;
  2. Usage of the above to guide assessment, inform mitigation decisions and plan support interventions.


(Improved) ability to:

  1. Recognise a relationship between MHIs and academic/professionalism concerns in medical undergraduates;
  2. When a relationship exists, explore the mutual impact of MHIs and academic/professionalism issues;
  3. Develop/apply principles of best practice and a systematic, evidence-based approach to interventions when dealing with academic and/or professional behaviour concerns in medical undergraduates with MHIs.

Intra Conference Sessions

Wednesday 10th July, 1030-1200

Room SS0.08

Social Social Sciences (across the quadrant)

An introduction to Serious Games for Learning for Health Professions Educators

Lead Presenter: Dr Sarah Edwards, University Hospitals Of Nottingham NHS Trust, @drsarahedwards, She/Her

There has been increasing interest in the utility of physical serious tabletop games specifically designed for teaching and learning in medical education for learning. These can take a variety of forms, from the more simple matching card games to the more complex and involved board games. Unlike their digital counterparts, tabletop games involve physical (or analog) components such as cards and/or boards rather than being based on a purely electronic platform. Tabletop games can include digital elements, but the core game play takes place in the physical world. A game is ultimately meant to be fun and enjoyable. The use of games in medical education has been shown to be enjoyable and lead to possibly improved learning. A game can add an element of fun to learning, with the ultimate intent of improving understanding and learning. Within the educational context, games can offer a safe environment to explore, test and understand new and challenging concepts.

This sessions will allow health professions educators to explore gamification and serious games as a creative approach to evolve health professions education. Participants will learn about game mechanics through current serious games and work to design a game to meet their learners’ educational needs.

Objectives and Outcomes of the workshop:

By the end of the session, participants will be able to:

  1. Discuss appropriate places to integrate game-based learning into a curriculum to provide students with opportunities to learn content in an active learning environment.
  2. Differentiate between serious games and gamification.
  3. Describe how game elements function to serve educational goals through modifying behaviors and attitudes.
  4. List common game mechanics that can be integrated into the design of serious games.
  5. Apply different game elements and mechanics to design a game that meets a specific curricular need.

ASME Symposium Icon Oct22

Wednesday 10th July, 1030-1200

Room: Butterworth Hall

Warwick Arts Centre Ground Floor 

Advancing Disability Equity in Health Professions Scholarship: A Panel Discussion on Inclusive Research and Publication Practices

Session Chair: Dr Lisa Meeks, University of Michigan Medical School, @meekslisa, She/Her

Additional Presenters: Dr Lara Varpio, UPenn, @LaraVarpio, She/Her; Dr Kevin Eva, UBC, He/Him

Join us for a thought-provoking session on the imperative of Disability Equity in Health Professions Scholarship and Publication. This panel discussion will spotlight key voices in the field, inviting them to share insights into how they navigate and champion disability equity and inclusion within their scholarly endeavors and professional practices.

Attendees will gain valuable insights into fostering equity in scholarly endeavors, with a focus on evaluation criteria for scholarly work that prioritizes inclusive practices and equity narratives within manuscripts. Throughout the discussion, we will explore practical approaches to leaning into equitable and inclusive research, amplifying marginalized voices, and dismantling barriers that hinder the advancement of disability equity in the health professions scholarship landscape.

This session is a must-attend for researchers, educators, and practitioners committed to fostering a more inclusive and equitable scholarly environment within the health professions. Join us as we collectively work towards a future where disability equity is not just a goal, but a tangible reality in health professions scholarship.

Equality, Diversity and Inclusivity (EDI), Education

Disability; Scholarship; Equity; Accessibility; Opportunity

ASME MiME (Mindfulness in Medical Education) Special Interest Group

Wednesday 10th July, 1030-1200 

Room: The Studio

Warwick Arts Centre Ground Floor

MIME – Mindfulness, Self-Compassion and Maximizing Potential

Lead Presenter: Dr Vidarshi Karunaratne, Kings College London, None, She/Her

Additional Presenter: Mr Michael Atkinson, University of Sunderland, @Michael80678264, He/Him

There is evidence that mindfulness and self compassion can increase equanimity and resilience as well as decrease negative states such as depression, anxiety, secondary trauma and burnout. This workshop will explore some of the evidence base and science behind these practices as well as well as explore these practices from a practical perspective and discuss how they may aid maximizing our potential.

Objectives and Outcomes of the workshop:

  • To gain an understanding of the evidence base related to mindfulness and self-compassion practices
  • To gain an understanding of how these practices might help with maximizing human potential, on an individual and population level.

To gain direct experience of mindfulness and self-compassion practices  

Intra Conference Sessions

Wednesday 10th July, 1030-1200

Room: Helen Martin Studio

Warwick Arts Centre Ground Floor

Working in partnership to deliver innovative teaching: Interactive demonstration of a Deaf Awareness workshop

Lead Presenter: Dr Christopher Huntley, University Of Liverpool, He/him

Additional Presenters: Dr Isobel Jenkins School of Medicine, University of Liverpool; Mr Ian Cockburn, Merseyside Society for Deaf People, He/Him

The General Medical Council expects graduates to adjust their communication approach depending on patient needs, including using interpreters when English is not the patient’s first language. It is important that medical students understand the communication needs of those who are Deaf or have hearing loss, and explore and practice using strategies to meet their requirements. At the University of Liverpool, we have formed a partnership with Merseyside Society for Deaf People (MSDP) to develop ‘Deaf Awareness’ workshops for our Year 4 students. These 3-hour workshops, which receive excellent student feedback, are delivered fully in British Sign Language by experienced trainers from MSDP supported by interpreters and academic staff. The workshops provide information on Deaf culture and on the experience of Deaf people and people with hearing loss when contacting healthcare. Activities designed to help students reflect on the experiences shared and the language we use and to practice role-plays with Deaf simulated patients, with and without the support of interpreters, are also a core part of the experience. The aims of this intra-conference session are to showcase a sample of the activities from our Deaf Awareness training and prompt discussion both of the challenges of delivering this learning and of the added value and insights gained from collaborative delivery. We will also share preliminary data from an ongoing study examining the impact of the workshop upon students’ knowledge and confidence.

Objectives and Outcomes of the workshop:

  • Experience the collaborative delivery of a Deaf Awareness workshop created by Merseyside Society for Deaf People and the University of Liverpool
  • Gain awareness and understanding of the experiences of Deaf people and people with hearing loss when accessing healthcare
  • Promote reflection and discussion on this type of collaborative teaching model

ASME Symposium Icon Oct22

Wednesday 10th July, 1030-1200

Room: The Mead Gallery

Warwick Arts Centre Ground Floor

Shiny happy people (having fun): Community immersion & student growth

Session Chair: Dr Sabena Jameel, University Of Birmingham, @sabenaj, She/Her
Additional Presenters: Dr Heather McNeilly; Ms Joy Krishnamoorthy Flourish, Ms Kat Sethi, Birmingham City University, @katsethi; Emma Wilks, Co-Principal of Nishkam High School, Birmingham

‘The purpose of education is to help people live well and to help develop a world worth living in’ (Kemmis).

This lofty goal aligns with the concept of flourishing (eudaimonia), it refers not only to our immediate community, but also to the broadest interpretation of what we can achieve. We come together in this symposium to share our experience of a series of innovative values-based initiatives within the community which has benefitted healthcare professional education and school students. This work transcends disciplines and illustrates how we can all learn from each other and elevate others to reach their potential. We believe education should be enjoyable, beneficial and purposeful and these projects can really set the bar.

We all feel passionate about the continuum of education and the need to strengthen bonds to better understand and appreciate the communities we live and work in. We aim to stimulate discussion amongst symposium delegates, considering the pros and cons of scaling such work and of applying the ideas to the delegates own learning communities.

Kemmis, S. Understanding Education: History, Politics and Practice.  Edited by Christine Edwards-Groves. Springer. 2018.
Lyrical inspiration from REM’s Shiny happy people (1991)
Thanks to all the other critical people involved in making these projects possible including Professor Nik Makwana, Anna McKay, Fatima Shaker, Vanessa Parmar, Liz Stevenson and Amy McLean.

Equality, Diversity and Inclusivity (EDI), interdisciplinary, professionalism

Community, values, character, cultural competence, flourishing

ASME Symposium Icon Oct22Wednesday 10th July, 1030-1200

Room: The National Grid Room

Warwick Arts Centre First Floor 

Alternate Reality Technology in Medical Education: Instructional Design, Cognitive Load, and Environmental & Financial Benefits

Session Chair: Dr Aws Almukhtar, Imperial College London, @IamAlmukhtar, He/Him

Additional Presenters: Dr Kirsty Clark, Imperial College London; Dr Mohit Achanta, Imperial College London, Dr Jessica Caterson

The exponential increase in the integration of alternate reality technologies (mixed, virtual, and augmented) in medical education, necessitates exploration of the specific challenges associated with their use and application (1). This technology is not only an effective educational tool, but it also can reduce the cost and environmental impact of medical education – a documented, albeit less studied, aspect in the literature (2). Nevertheless, to achieve the intended learning outcomes, module design must mitigate users’ potential Cognitive Overload. Therefore, an increasing body of work is now advocating for aligning instructional designs with Cognitive Load Theory (3).

Our case study not only demonstrated improved outcomes, such as clinical knowledge scores, but also challenged the prevailing assumptions about the cognitive challenges, in the form of extraneous load, experienced by users. In our study, Cognitive Load (CL) remained consistently low, even without prior technology familiarisation. One explanation for the consistently low levels of CL comes from the concept of “digital natives”, which suggests that digital natives have distinct cognitive abilities, learning styles, and improved resource allocation in relation to technology compared to those who were born before the digital revolution, i.e. digital immigrants.

The symposium will address the following:

  1. The integration, challenges, and instructional designs of alternate-reality-based modules in medical education.
  2. Discuss and challenge the prevailing assumptions regarding users’ CL and explore the difference between digital natives and immigrants.
  3. Explore the potential environmental and financial costs and benefits of adopting alternate reality devices in medical education.


Tokuno J, Carver TE, Fried GM. Measurement and Management of Cognitive Load in Surgical Education: A Narrative Review. Journal of Surgical Education. 2023;80(2):208-15.

Contreras-Taica, A. et al. (2022). Virtual Education: Carbon Footprint and Circularity. In: Alvarez-Risco, A., Muthu, S.S., Del-Aguila-Arcentales, S. (eds) Circular Economy. Environmental Footprints and Eco-design of Products and Processes. Springer, Singapore. https://doi.org/10.1007/978-981-19-0549-0_13.

İbili E. Effect of augmented reality environments on cognitive load: pedagogical effect, instructional design, motivation and interaction interfaces. International Journal of Progressive Education. 2019;15(5):42-57.

Innovation, TEL, virtual

Innovation; mixed reality; surgical; education; sustainability; cognitive load


Thursday 11th July, 1615-1745

Room SS0.21

Social Sciences (main corridor)

MEDISS: Support and Wellbeing: what does a comprehensive integrative approach to medical student support and wellbeing look like?

Session Chair: Prof Pamela Hagan, University of Nottingham, @P44Pam, She/Her

Additional Presenters: Dr Shirley Thomas, University of Nottingham, @DrShirleyThomas, She/Her; Ms Beth Hill, University of Nottingham, She/Her; Ms Georgina Shajan, University of Nottingham

Universities in the UK are expected to provide institutional-wide mental health and wellbeing support provision.1 However, considering the demands and expectations faced throughout medical school and training, it can be argued that support and wellbeing provision must be tailored specifically for medical students.2, 3 Knowledge of the two cultures that medical students traverse on a daily basis (University and NHS) is required, as well as the intricacies and nuances of the course and its demands. Effective targeted support has the capacity to maximise potential and requires collaboration between different disciplines?.

4 themes will be discussed with participants in this symposium:

  1. Who needs to be involved in student support and wellbeing?
  2. Authentic accessibility, adjustments and universal and targeted support
  3. The need for a programme of psychoeducation and self-care techniques within the curriculum
  4. Responsibility of and input by student-peers

Key messages:

  1. Expertise across many disciplines (psychotherapy, psychology, mental health, safeguarding, general practice, medical education, rehabilitation, student voice) would enhance support and wellbeing
  2. Topics for inclusion in a psychoeducation curriculum and ways to deliver it will be discussed
  3. Examples of targeted support and adjustments? will be provided
  4. Mechanisms for student-derived support will be suggested


Student mental health in England: statistics, policy and guidance 30 May 2023 number 8593, House of Commons Library https://researchbriefings.files.parliament.uk/documents/CBP-8593/CBP-8593.pdf

A journey to Medicine Student Success Guidance, Medical Schools Council (2014) Selecting for Excellence. https://www.medschools.ac.uk/media/1204/msc-a-jouney-to-medicine-student-success-guidance.pdf

Clinician of the Future Report (2023). Chapter 1, page 16-18. https://www.elsevier.com/resources/clinician-of-the-future-2023

Wellbeing, pastoral, medical students

Support, wellbeing, psychoeducation, peer-support, undergraduate

ASME Symposium

Thursday 11th July, 1615-1745

Room SS0.20

Social Sciences (main corridor)

Heard, valued, supported? Exploring the relationship between evidence and the policy on workforce wellbeing

Session Chair: Prof Lindsey Pope, University of Glasgow, @LindseyMPope, She/Her

Additional Presenters: Prof Peter Johnson, University of Aberdeen; Dr Kim Walker, University of Aberdeen; Dr Anita Laidlaw, University of Aberdeen

Healthcare workforce wellbeing is at an all-time low with the impact and legacy of the pandemic only serving to magnify existing issues and pressures within the NHS. Not only does this have detrimental effects on staff wellbeing, this also inevitably negatively impacts patient care. Even though this issue is widely recognised, well-intentioned attempts to address this often a lack of an evidence-based approach, risking leaving staff feeling unheard, unvalued and unsupported.

This symposium will utilise findings from our own research programme (Scottish Doctors Wellbeing Study) and the wider workforce wellbeing literature to prompt the audience to consider how me might use the evidence better to shape our approach to support healthcare worker wellbeing in the short and long term. Furthermore, we shall situate this is in the broader challenge of the frequent disconnect between medical education research, policy and practice.

Key messages:

  • Healthcare workforce wellbeing is enabled by staff feeling heard, valued and supported
  • Policy makers could better utilise the increasing evidence base to inform how they support workforce wellbeing and facilitate retention
  • The evidence base can offer tangible examples of how policy makers at local and national level can support workforce wellbeing
  • Educational researchers need to consider strategies for enabling impact of their work beyond publication


Gordon L, Scanlan GM, Tooman TR, et al. Heard, valued, supported? Doctors’ wellbeing during transitions triggered by COVID-19. Med Educ. 2022; 56(5): 516-526. doi:1111/medu.14698

Annan HG, Do V. When medical education and health policy meet: Will we find our leaders there? Med Educ. 2024; 58(2): 174-176. doi:10.1111/medu.15250

Workforce wellbeing, the relationship between educational research, policy and practice, postgraduate, careers

wellbeing, policy, postgraduate

Intra Conference Sessions

Thursday 11th July, 1615-1745 

Room SS0.19

Social Sciences (main corridor)

We are both insiders and outsiders – Mapping our social identities to identify and articulate positionality as novice medical education researchers

Lead Presenter: Dr Sarah McLaughlin, Bristol University, @sarah_sociology, She/Her

Additional Presenter: Dr Sarah Allsop, @sarah_a_bristol, She/Her

Health professionals engaging in qualitative education research are often required to reflect upon their positionality. Their ontological (the nature of social reality and what is knowable about the world) and epistemological (the nature of knowledge) beliefs can influence various stages of their research project. It is not easy to conceptualise positionality. Novice researchers, especially those more akin to objective, positivist, quantitative approaches, may need support to identify their positionality, and its importance.

This interactive session introduces participants to the concepts of ontology and epistemology, and how personal identities may influence research design and outcomes. The notion of positionality, and the value of reflexivity will be explored, to help participants better understand their positionalities and incorporate a reflexive approach towards their projects.

Objectives and Outcomes of the workshop:


  • To explore the concept of positionality in medical education research.


  • Define ontology and epistemology in relation to education research.
  • Create a social identity map in order to identify and articulate how facets of social identity position individuals through the stages of their research.
  • Critique insider-outsider assumptions.


Thursday 11th July, 1615-1745

Room SS0.18

Social Sciences (main corridor)

TEL – “Beyond Blended”: Challenges and transformations – a paradigm shift in medical education

Lead Presenter: Miss Cath Fenn, University of Warwick Medical School and ASME TEL SIG, @cathfenn, She/Her/Hers

Additional Presenters: Dr Jane Williams, Bristol Medical School and ASME TEL SIG Committee, She/Her/Hers; Mr Tim Vincent, Brighton and Sussex Medical School and ASME TEL SIG Committee, @tim_vincent, He/Him/His

The physical and digital learning spaces in educational and healthcare institutions have been significantly disrupted over recent years impacting course design and programme delivery (Office for Students 2022). Further shifts are occurring with predicted growth in student numbers, extracurricular demands on learners, healthcare service capacity limits, and rapid technological innovation (Topol 2019, NHS LTWP 2023). Course leaders and medical educators are presented with challenges and opportunities in curriculum design and programme delivery. New models are required which maximise the potential of the successful innovations, adaptations, agility, and digital capability developed during the C19 pandemic. In moving “beyond blended” we can empower staff and students to maximise the potential to overcome the practical and geographic barriers we face in the provision of health professions education. (BEME Guide 70, 2022).

Based on a successful workshop model from Warwick Medical School, this intra-conference session utilises the recent JISC Beyond Blended Report (2023) to equip current and future ‘curriculum shapers’ with research-based frameworks for course design and development. Participants will explore the four modes of participating in learning and six pillars for designing ‘beyond blended’ learning with the opportunity to explore application to their own contexts. These practical tools offer new paradigms for programme design and seek to help shape their application to both healthcare professions courses and educators.

There is a tendency for us to deep dive into specific tools and technologies and our well-designed developments often end up disconnected. This workshop strives for an alternative more holistic approach which draws on the importance of people, relationships, roles, time, space, and place. Through rich dialogue this framework supports conversations that shift focus beyond short-term “blended learning” interventions towards a space that more fully supports more strategic, agile, creative, and integrated planning.

This workshop is being run by the ASME TEL SIG.

Objectives and Outcomes of the workshop:

  • Provide networking opportunities for the team.
  • Reflect on the excellent teaching and learning activities provided by the team and share good practice.
  • Identify top priorities.
  • Adopting a vision that focus on student experience of clinical learning.

Intra Conference Sessions

Thursday 11th July, 1615-1745

Room SS0.17

Social Sciences (main corridor)

Concept Tales: An Engaging Session for Health Professions Educators on Educational Tale-Based Games to Create Active and Immersive Learning Environment

Lead Presenter: Prof Krishna Mohan Surapaneni, Department Of Medical Education, Panimalar Medical College Hospital & Research Institute, Chennai, India, He/Him

Additional Presenters: Ms Jyotsna Needamangalam Balaji, Panimalar Medical College Hospital & Research Institute, Chennai, India, She/Her

Over recent years, there has been increasing attention to creating engaging and immersive learning environments for promoting active learning in Health Professions Education. Educators have recognized the potential of games and game-based learning in creating a fun-filled as well as meaningful educational experience. Games, particularly those integrated with tales are powerful tools for enhancing the learning experience in health professions education and have the inherent capacity to captivate, challenge, and motivate students. By integrating games and tales into the learning process, educators can create an environment where students are not just passive recipients of information but active participants in their own learning journey with long-term retention of knowledge. This 90-minute session aims to equip educators with a deep understanding of pedagogical principles essential for effective educational tale-based game design, while also providing practical guidance for developing engaging tales that seamlessly align with health professions education topics.

Session Plan:

  1. Game-Based Learning – Diverse Perspectives (10 minutes) – Participants shed their thoughts about game-based learning and its relevance to Health Professions Education
  2. The Aesthetic Importance of Educational Tales. (10 minutes) – An interactive presentation of the aesthetic component of educational tales and how they enhance student learning.
  3. Elements to Consider while Designing Educational Tale-Based Games. (10 minutes) – An interactive presentation of pedagogical principles behind educational tale-based games.
  4. Engage & Explore (15 minutes): Participants watch videos of educational tales implemented by speakers.
  5. Learner’s Reaction (15 minutes): Student shares the unique learning experience with educational-tale-based games followed by Q&A session.
  6. Improved Learning: An Evidence-Enriched Discussion (15 minutes): Group discussions on the assessment of learning with educational-tale-based games and promising outcomes of “Livogena – The Ikteros Curse”, “Aquilibria – the Battle to Balance”
  7. Ideas to Implement (15 minutes): Participants share their insights and ideas that they wish

Objectives and Outcomes of the workshop:


  • To understand the aesthetic and pedagogical principles of educational tale-based games.
  • To explore and analyze successful implementations of these educational innovations.
  • To develop the ability to design and implement educational tale-based games tailored to health professions education.
  • To gain competence in evaluating the effectiveness of these innovative educational tools


  • Knowledge: Participants will have a thorough understanding of how to design and implement tale-based games in educational settings.
  • Attitude: There will be a noticeable shift towards valuing and embracing innovative, interactive teaching methods.
  • Skills: Enhanced ability to create, effectively implement and assess the impact of educational tale-based games

Intra Conference Sessions

Thursday 11th July, 1615-1745

Room SS0.13

Social Sciences (main corridor)

Inclusive pedagogies: a practical workshop

Lead Presenter: Mrs Annie Noble-Denny, QMUL, @annieloulou, She/Her
Additional Presenters: Mrs Bee Macpherson Leeds University, She/Her, Ben Eckles, Leeds Institute of Medical Education, He/Him

An opportunity for attendees to firstly consider what we mean by Inclusive Pedagogies in our teaching across UG and PG programmes. We will facilitate some small groups in exploring barriers to inclusive teaching, taking various perspectives such as within teaching methods, assessment types and research projects.

Objectives and Outcomes of the workshop:

  • Identify common terminology and definitions of Inclusive pedagogies
  • Explore barriers to Inclusive Teaching
  • Develop ideas to overcome barriers to Inclusive Teaching

Intra Conference Sessions

Thursday 11th July, 1615-1745

Room SS0.11

Social Sciences (main corridor)

From passive participants to proactive partners: Engaging students in the design, delivery and development of research using the principles of co-production

Lead Presenter: Dr Robert Bain, Newcastle University, @tenrbain, He/Him

Additional Presenters: Ms Muzuki Ueda, Newcastle University; Dr Frederick Tilby-Jones, Newcastle University, He/Him; Dr James Fisher, Newcastle University; Dr Heidi Stelling, Newcastle University @heidistelling

Medical students are key stakeholders in the development of curricular and medical education research, but historically, their unique insights have been underrepresented. Empowering medical students to ‘co-produce’ research projects in collaboration with their teachers elevates them from passive participant to pro-active partners whilst simultaneously expanding their research experience. Co-production offers an opportunity for students and educators to work, synergistically, as equal partners towards a common goal. The students’ experience generates research ideas which the educators’ research knowledge develops.

Our session is designed to share local perspectives and encourage participants to explore how they might implement co-production strategies in their institution. It will briefly comprise the following:

Overview of our experiences and plan for the session. Our model will be introduced, proposing three progressive stages: design, delivery, and development. These stages will form the basis of the interactive activities which participants will undertake in three small groups.

15mins: Activity 1 – Design

Participants will be encouraged to explore the model and consider its implementation within their setting, with guidance from facilitators who have experience using it. Potential challenges, barriers or enablers will be discussed with a collaborative approach to exploring solutions. The focus will be on developing strategies to flatten hierarchy, empower students and encourage collaboration.

3 x 15mins: Activity 2 – Delivery

Groups, rotating around a stationary facilitator, will co-produce research questions relating to suggested research themes, with each group building on the ideas of the last. The proposed themes are: ‘advances in teaching and learning’, ‘student experience’, and ‘recruitment and selection’. This will develop approaches for eliciting student’s thoughts and ideas and mirror strategies used in our experience.

15-mins: Activity 3 – Development.

As per Activity 1, with a focus on how to make research projects deliverable and sustainable.

Session round up and close.

Objectives and Outcomes of the workshop:

  • Understand the potential for co-production strategies to promote meaningful student engagement in medical education research.
  • Draw on the narratives of students who have contributed to co-production initiatives, illustrating strategies that can be employed to empower students and flatten hierarchy.
  • Understand barriers and drivers to successful implementation of co-production initiatives, outlining how a structured approach may help.
  • Gain first-hand experience of co-producing research questions from research themes.
  • Be inspired to implement co-production strategies in your own institution.


Thursday 11th July, 1615-1745 

Room SS0.10

Social Sciences (across the quadrant)

Supporting the Early-Mid Career Transition in Medical Education

Lead Presenter: Dr Claire Stocker, Academy of Medical Educators

Additional Presenters: Dr Lisa-Jayne Edwards, Warwick Medical School, University of Warwick, @lja_ed, She/Her; Dr Cara Bezzina, Academy of Medical Educators; Dr David Hettle, Academy of Medical Educators

In its most recent The State of Medical Education and Practice in the UK report, the GMC found that trainers are under increasing pressure and risk of burnout compared to non-trainer colleagues. With an expected increase in trainee and student numbers, the capacity for educators to train them appears to be diminishing unless there is a prioritised effort to support them and invest in their development.

At the beginning of the educator pipeline, there are increasing numbers of doctors completing Entry-Level Medical Education Roles (ELMERs). A recent review of ELMER job adverts conducted by the Academy of Medical Educators revealed over 400 of these roles in the UK, with the majority undertaken by those taking a Post-Foundation Training Break.

Despite these roles being cited as “the future of medical education”, there is little opportunity for early-career educators to build on their experience as ELMERs until they have completed their own clinical training. Many mid-level educational roles within both NHS & university-based departments require that the applicant holds a Certificate of Completion of Training (CCT), notwithstanding their level of educational qualification or experience. This serves to exclude educators that may still be in training, Specialty And Specialist (SAS) doctors or those that have decided to leave clinical practice. It is imperative that the enthusiasm and experience fostered by ELMERs is not left to decay in the time it takes to achieve a CCT.

The Academy of Medical Educators would like to invite key stakeholders to discuss how these educators can be best supported to continue a career in medical education. In this session we will encourage participants to discuss and inform how this area has developed to provide opportunities at the early-mid career transition, with the aim to support educators to deliver excellent medical education at a time when needed most.

Objectives and Outcomes of the workshop:

We would like to:

  1. Communicate the challenge of supporting the early-mid career transition for medical educators.
  2. Consider how supporting early-mid career educators’ development can contribute to excellent medical education.
  3. Facilitate discussion around opportunities for post-ELMER, pre-CCT doctors to develop their educational careers.

Intra Conference Sessions

Thursday 11th July, 1615-1745

Room SS0.09

Social Sciences (across the quadrant)

Sharing practice: Anti-sexism

Lead Presenter: Prof Kate Owen, Warwick Medical School, She/Her

Additional Presenters: Dr Nariell Morrison Warwick Medical School, She/Her

Our medical school has been on a journey of increasing awareness of the impact of protected characteristics on student learning. In this workshop, we focus on sexism. The recent BMA report on sexism found that 91% of women doctors had experienced sexism within the past two years and “28% of men respondents said that they have/had more opportunities during training because of their gender, compared to 1% of women respondents” (1) Sexism affects everyone, but like all behaviour based on stereotypical ways of thinking it’s challenging to address.

In this session we will share our institutional practises which have led to us broadening our work on improving our students’ experience. We include brief presentations on sexism, our earlier work on anti-racism and our process for managing students’ concerns. Our presentations will be interspersed with discussion prompts and a short film to allow participants time to discuss these issues, to share their own work in these areas and to learn from each other.


  1. Sexism in Medicine report BMA 2021 sexism-in-medicine-bma-report-august-2021.pdf

Objectives and Outcomes of the workshop:

  • To introduce some background terminology and information about sexism (knowledge)
  • To apply this knowledge by watching a film and discussing (skills of identifying sexism)
  • To develop ways of conceptualising and addressing microaggressions (changing attitudes, developing skills and knowledge about different processes)

Intra Conference Sessions

Thursday 11th July, 1615-1745

Room SS0.08

Social Sciences (across the quadrant)

UltraLearn: The future of near-peer teaching of point-of-care ultrasound skills

Lead Presenter: Miss Sruthi Saravanan, University of Nottingham, @sruthisarav, She/Her

Additional Presenters:Dr Robert Jay, University of Lincoln, He/Him; Dr Thiago Martins Santos, Queen Mary University of London, He/Him; Miss Saman Ali, Queen Mary University of London, She/Her; Mr Ephraim Reddy Chappidi, Queen Mary University of London, He/Him.

Point-of-care ultrasound (POCUS) involves the use of ultrasound technology at the bedside during physical examination. The capability for real-time imaging is highly advantageous for diagnostic and procedural purposes, thus providing healthcare professionals with valuable management guidance to ultimately optimise patient care and safety [1].

Consequently, medical schools worldwide have commenced integrating POCUS into the undergraduate curriculum, across the course or as optional modules, laying the groundwork for future clinical practice. However, there remains a gap in awareness and emphasis of POCUS training within the UK medical school curriculum [2].

Although near-peer teaching models have been beneficial to undergraduate medical education [3], there is limited knowledge of the effectiveness and methods to incorporate this approach in POCUS teaching. This workshop aims to introduce a peer teaching strategy of POCUS training for future medical education.

This student-led workshop will be delivered by peer teachers trained in our student-developed and clinician-supported POCUS module. An expert clinician and medical educator will be supervising this session, and we encourage student and staff participation. This introductory workshop is aimed towards staff wishing to explore and develop peer-teaching approaches of POCUS within their respective institutions.

This innovative workshop encourages active participation by delegates. Initially, we will outline the workshop’s purpose, focusing on the peer-teaching of POCUS within medical education. Small group discussions will explore the advantages and challenges of incorporating POCUS training into undergraduate medical education. An interactive presentation will showcase how to use POCUS to visualise the anterior neck anatomy: internal jugular vein, common carotid artery and trachea. The peer trainers will conduct a hands-on POCUS demonstration, enabling delegates to practice and appreciate these structures. Lastly, a reflective activity will encourage participants to share insights and considerations when implementing near-peer teaching of POCUS.


  1. Hsieh A, Baker MB, Phalen JM, et al. Handheld point-of-care ultrasound: Safety Considerations for creating guidelines. Journal of Intensive Care Medicine. 2022;37(9):1146-1151.
  2. Apenteng PN, Lilford R. UK medical education should include training in point-of-care ultrasound. BMJ. 2023.
  3. Furmedge DS, Iwata K, Gill D. Peer-Assisted Learning – Beyond Teaching: How can medical students contribute to the undergraduate curriculum? Medical Teacher. 2014;36(9):812-817.

Objectives and Outcomes of the workshop:

  • Discuss examples of beneficial approaches to near-peer teaching of POCUS training in medical education.
  • Appreciate the advantages and challenges of integrating near-peer teaching and POCUS training within undergraduate medical education.
  • Identify methods of incorporating near-peer teaching of POCUS in medical education.

 ERC Logo RGBASME Award Feb21 v2 no web address

Thursday 11th July, 1615-1745

Room: Butterworth Hall

Warwick Arts Centre, ground floor  

Research Paper Award Session

Session Chair: Dr Anita Laidlaw
Assessment panelists: Dr Lisi Gordon, Dr Amaya Ellawala, Dr Eliot Rees

This session gives the shortlisted applicants a chance to present their paper, followed by a chaired question-and answer session. The aim of this event is to showcase high-quality medical education research, to recognise the presenters, and to enthuse and inspire delegates. 15 minutes talk and 10 minutes Q&A per paper

Our finalists for 2024 are:

Amber Bennett-Weston, Leicester Medical School with their submission:

Challenging the Spectrum of Involvement: Are equal partnerships the ultimate goal?

Shalini Gupta, University of Dundee with their submission:

Girls in Scrubs: An ethnographic exploration of the clinical learning environment.

Helen Nolan, University of Warwick with their submission:

Exploring the trauma gap – A national qualitative study of UK medical educators’ perspectives regarding trauma and trauma-informed approaches in medical education. 



 Thursday 11th July, 1615-1745

Room: The Studio

Warwick Arts Centre, ground floor  

MiME – What is the future of mindfulness within medical education and health-care?

Lead Presenter: Mr Michael Atkinson, University Of Sunderland, @Michael80678264, He/Him

Additional Presenters: Dr Vidarshi Karunaratne Kings College London N/A She/Her

In recent years, mindfulness has become increasingly mainstream within medical education and

healthcare practice. It is now considered an important and well-evidenced field of study and practice. Whilst its roots go back millennia, it has a relatively brief history within modern Westernised healthcare and healthcare education, emerging in the late 1970s as a secularised practice through the work of Jon Kabat-Zinn.

Within the fields of healthcare and healthcare education, mindfulness has for the most part been associated with the promotion of wellbeing and resilience but is steadily growing as an academic discipline, becoming integrated into undergraduate and postgraduate curricula, and taken seriously as a contributor to compassionate care, leadership, and organisational culture.

However, the potential for mindfulness to contribute to healthcare and healthcare education has yet to be fully realised. This is partly due to the limited expertise and advocacy within the field, its relatively recent emergence as an evidence-based discipline, as well as curriculum and workplace constraints.

Mindfulness is a highly adaptable practice that can be applied to almost any aspect of personal life, study, and working practices providing significant scope for its further application in healthcare and healthcare education.

In this workshop we aim to critically discuss the developing role of mindfulness within medical education and health-care practice as well as begin to conceptualise its untapped potential.

The workshop will be highly interactive, including opportunity to practice mindfulness as well as discuss and reflect in small groups.

Objectives and Outcomes of the workshop:

Main Objectives:

  • To raise awareness of the developing role of mindfulness within medical education and healthcare practice.

Key Outcomes:

  • Describe key ways in which mindfulness is currently applied within healthcare and healthcare education, and summarise some of the supporting evidence to support its efficacy.
  • Suggest ways in which mindfulness may be further integrated into undergraduate and postgraduate curricula and healthcare practices.

ASME Symposium

Thursday 11th July, 1615-1745

Room: Helen Martin Studio

Warwick Arts Centre, ground floor  

Surviving and thriving: Learning from the Covid-19 national derogations to assessment in the UK

Session Chair: Gill Vance, Newcastle University, She/Her
Additional Presenters: Dr Megan Brown, Newcastle University, @Megan_EL_Brown, She/They; Dr Bryan Burford, Newcastle University, He/Him; Prof Gabrielle Finn, University of Manchester

The Covid-19 pandemic prompted rapid, significant changes in the UK’s postgraduate assessment frameworks (1). Understanding the impact of these derogations is crucial for medical educators and policymakers as medical education systems continue to recover from the pandemic. This learning may inform responses to similar exogenous events (2). The symposium aims to foster collaborative discussions and inspire evidence-based strategies to build resilience and adaptability in medical education systems globally.

This symposium explores the impact, and lessons learned, from national assessment derogations implemented in the UK. Building on comprehensive, mixed-methods research commissioned by the General Medical Council (Report In Press), the symposium will examine impact across various specialties and stakeholder groups.

The panel will feature various stakeholder representatives from various stakeholder groups, including educators, and researchers. They will share their experiences and learning in relation to different types of assessment derogations, and thoughts regarding ongoing impact and research. Attendees will have the opportunity to participate in the symposium through live polls, an interactive question and answer session with the panel, and through engagement on social media.

Discussions will center on the ‘3Cs’ – compassion, consistency, and communication – in assessment processes. The event will highlight the need for further research on the disproportionate impact of these derogations on minoritised groups and recognise the personal challenges faced by trainers, as well as trainees, during the pandemic. This will foster a broader understanding and dialogue on these critical issues in medical education.


  1. Sabzwari S. Rethinking assessment in medical education in the time of COVID-19. MedEdPublish. 2020 Apr 27;9(80):80.
  2. Sani I, Hamza Y, Chedid Y, Amalendran J, Hamza N. Understanding the consequence of COVID-19 on undergraduate medical education: Medical students’ perspective. Annals of medicine and surgery. 2020 Oct 1;58:117-9.

Assessment, postgraduate, policy

Assessment, Covid-19, ARCP, policy

awards with logo 2022

Thursday 11th July, 1615-1745 

Room: Mead Gallery

Warwick Arts Centre, ground floor  

Awards celebration and information session

Hosted by Dr Michael Page

Join us for an ASME Awards celebration and community building session where we will celebrate the outstanding achievements of our award winners. You will have the opportunity to meet like-minded people, build your connections within the ASME community and consider your next steps as a health professions education scholar.

The prestigious ASME Institutional Commitment to Scholarship Award will be presented at this session to Dr Paul Crampton, Director of the Health Professions Education Unit, Hull-York Medical School, who are this year’s winners.

*The session will include an informal drinks reception from 4.45pm – 5.45pm*


Thursday 11th July, 1615-1745 

Room: Summers Ensemble

Warwick Arts Centre, ground floor  

TASME & DMEG – Maximising your Potential as a Developing Educator: A Workshop for Early Career Educators looking for the next step

Lead Presenter: Dr Oliver Mercer TASME King’s College Hospital NHS Foundation Trust Imperial College London @ojmercer He/Him

Additional Presenters: Dr Anna Harvey Bluemel TASME & DMEG Northumbria Healthcare Trust Newcastle University @a_c_harvey_b She/Her, Dr David Hettle Developing Medical Educators’ Group (DMEG) North Bristol Academy, North Bristol NHS Trust University of Bristol @dave_hettle He/Him, Dr Neil Thakrar, Leicester Medical School, @neilthakrar1, He/Him


With many doctors and other healthcare professionals undertaking clinical teaching fellowships or similar roles every year, vast numbers of these developing educators then return to the clinical workforce. Research has shown that peer networks and mentorship are important to support ongoing careers in education, yet few exist for early-career educators.

This workshop, run jointly, by the Trainees in the Association of Medical Education (TASME) and Developing Medical Educators Group (DMEG) is aimed at those looking to take the next step in their career as an educator.

It will provide facilitated networking and a reflective space to allow peer-to-peer mentoring and support as well as the co-production of practical next steps for attendees. We will do this by inviting participants to reflect on their past, present and future in health professions education.

Workshop Outline:

Introduction and icebreaker, set expectations and establish a safe reflective space.

“Past”: participants will be invited to reflect, in small groups, on their motivation for becoming involved in education, and their previous experiences.

“Present”: participants will discuss their current position, what they like about it and what they feel could change.

“Future”: participants will discuss their future goals in education and establish actionable next steps.

Wrap up: groups will feed back to the wider group. Brief information giving regarding TASME & DMEG and what the groups can offer early career educators.

Close: we will ask participants to suggest ways TASME/DMEG can further support early career educators.

Groups will be asked to move around between each reflective section to allow discussion with a wide range of fellow participants. Each table will have a facilitator provided by TASME/DMEG to guide the conversation, and participants will be provided with guidance in the form of questions to answer through the discussion. Paper and pens will be provided to note thoughts.

Objectives and Outcomes of the workshop:
Participants will be introduced to TASME/DMEG, our roles, and the principles of mentoring, which will be supported by providing examples from the facilitators.

Participants will peer-mentor each other through guided reflection on their past, present and potential careers as educators, supported by facilitators.

For each stage, participants will be able to network with someone new to build connections and learn about a variety of careers.

Finally, attendees will be encouraged to critically reflect on their immediate next step and establish a SMART objective. These will be shared with the group as a plenary activity.

Intra Conference Sessions

Thursday 11th July, 1615-1745

Room : National Grid Room

Warwick Arts Centre, first floor  


Who you know: How social capital is contributing to an awarding/attainment gap between white and minority ethnic students in your institution

Lead Presenter: Dr Loralie Rodrigues, Warwick Medical School, @DrLMRodrigues, She/Her

Additional Presenters: Mr Nico Ruga Warwick, Medical School, He/Him; Prof Olanrewaju Sorinola, Warwick Medical School, He/Him

This workshop will explore where and how social capital are contributing to an awarding gap between white and ethnic minority students in your institution. Underpinned by social capital theory and drawing on recent research and workshops conducted in Warwick medical school, this workshop will offer insights into where racial disparities and social capital have been historically and intrinsically woven into medical schools/educational institutions curricula and programme development. Benefiting from the insights of medical students, the workshop aims to disperse positive strategies that will empower all students in your institution to have equal opportunities to harness the power of social networks with peers and those in positions of leadership and influence.

Previous research on social capital demonstrates that networks that medical students form are indicators of their “success” – academically and in career progression. Ethnic minority students are often on the periphery of medical student social networks, affording them less opportunities for peer support, which is a key component of academic progress. Responsibility for social networks that students choose to form is informed, usually unconsciously and unintentionally, by institutions as well as students. This workshop will offer time and space to consider how social networks may be influenced by your institution and consideration of where small changes could positively impact ethnic minority students.

As well as medical student social networks, sponsorship of ethnic minority students in role modelling, faculty and leadership positions are instrumental in the formation of social networks with educators, doctors and mentors who are well positioned to enhance not only academic success but also research/innovation opportunities and career development. Awarding gaps exist beyond medical school into postgraduate training and specifically in the career development of international medical graduates. Making small changes for ethnic minority students in your institution could unlock opportunities for their academic success and career trajectories.

Objectives and Outcomes of the workshop:

Delegates can expect to:

  • Enhance the ED&I strategy at your institution with your insights
  • Gain an understanding of the historical influences of social capital theory and how this applies today in educational settings
  • Apply knowledge of social capital to your own institution and where ethnic minority student may be disadvantaged
  • Analyse contexts in your own institution where small changes can be made and review possible approaches based on the perspectives and experiences of other delegates
  • Develop a positive attitude to approaching race and social capital and explore ways to empower their students do the same

Intra Conference Sessions

Friday 12th July, 0830-1000

Room SS0.21

Social Sciences (main corridor)

The Logical Sprint: A pace-setting workshop for scholarly production

Lead Presenter: Ms Marta Korytkowska, Nuvance Health – Patricia A. Tietjen, MD Teaching Academy, She/Her

Are you looking for tools you can really use to
move your passion project or academic scholarly program forward? Lace up your
sneakers and join us in a 90-minute “Logical Sprint”; an immersive
skill-building session and learn how to use two important project management
and theory of change tools; a logic model and SPRINT planning.

The “Logical Sprint” can help any health
professions educator or researcher to strengthen their educational
project/program design, manage time and other resources needed to succeed,
better engage stakeholders, and achieve specified project goals. NO PRE-WORK
REQUIRED – just show up!

Participants will leave this session with a
completed draft of a logic model as well as SPRINT plan personalized to their
specific scholarly goals- two extremely useful tools to add to their scholarly
research and development toolkit. In addition, the presenters will share
digital resources so attendees may continue building on this knowledge and
share with other learners in the medical education spaces.

Objectives and Outcomes of the workshop:

Learning Objective 1: Learner will be able to recognize the SPRINT
and logic models as useful planning tools for scholarly project development.

Learning Objective 2: Learner will be able to organize and
articulate their scholarly project ideas and goals within the SPRINT plan and
the framework of a logic model.

Learner Objective 3: Learner will be able to develop and defend
their critical conceptual framework for their scholarly project through their
provisional drafts of their SPRINT plans and logic models.

Intra Conference Sessions

Friday 12th July, 0830-1000  

Room SS0.18

Social Sciences (main corridor)

Neurodiversity Toolkit: Skills and for Educators or Neurodiverse trainees

Lead Presenter: Mr Thomas Badenoch, NHS England, @badenochthomas, He/Him

The aim of the workshop is to help educators understand the differing needs and experience of Neurodiverse individuals in healthcare and learn some strategies and techniques to help with training them. It will be a combination of lecture style teaching, mixed with team and pair activities to practice and learn these techniques.

The number of neurodiverse trainees is on the rise, and it is important our educators are trained to manage the different educational needs of these trainees. The basis of this is training educators in the principles of using the Neurodiverse Toolkit for Trainers, developed with NHS England in the South West due to be published April 2024. It uses educational theory and evidence based needs adjustments to improve the training environment and experience of neurodiverse trainees, without negatively impacting Neurotypical trainees.

The workshop will start with a short presentation outlining the evidence for increasing need for awareness and using video and multimedia to give participants an insight into the neurodiverse experience. The demographics and effects of being neurodiverse in a typical work environment will also be discussed. An outline of the different neurological and social domains for intervention will be discussed before splitting the participants into groups. Each group will cover a different domain and be tasked with formulating interventions that improve the neurodiverse experience, but don’t discriminate against neurotypical trainees. These will then be brought together and discussion around their merits and pitfalls with an aim to improve on the idea. Once these have been discussed, participants will be split into groups of two or three and given prepared worksheets with some of the higher effort intervention, and will be tasked with roleplaying or critiquing them.

Objectives and Outcomes of the workshop:

  • The attendees will gain insight and understanding into the neurodiverse trainee experience. They will learn and develop techniques to assist in the training of these individuals. They will use the session to practice these techniques in a safe environment.
  • We will outline the basis and use of the Neurodiverstiy Toolkit for Trainers, so that attendees can add these techniques to their practice, and access it for future reference.

Intra Conference Sessions

Friday 12th July, 0830-1000

Room SS0.20

Social Sciences (main corridor)


Building and leading large-scale programmes of clinical education research 

Lead Presenter: Dr Nicola Brennan, University of Plymouth, @nicolambrennan 

Additional Presenters: Prof Gillian Vance, Newcastle University, She/Her 

As an early career clinical education researcher you will be encouraged to develop your own programme of research, that can be sustained over a period of time and that captures your energy and enthusiasm. A programme of research is an area of high interest and passion to the person developing it. It is designed to build knowledge over time that can contribute to improved outcomes in clinical education and, ultimately patient care. Theoretically grounded research using rigorous research methodologies with clear pathways to impact are essential features of a successful programme of research. Using a step-by-step approach this workshop will help you to think about building your own programme of research as well as providing practical advice on leading large-scale programmes of research. The workshop will draw on the organizer’s experiences of leading programmes of clinical education research funded by the National Institute for Health Research Health Services and Delivery Programme.

By the end of this workshop you will:

  1. Be aware of the different aspects required for developing a successful, impactful programme of research in clinical education
  2. Have identified what area(s) you will need to develop in order to further your own ideas for a programme of research
  3. Have learned from the experiences of principal investigators on leading large-scale programmes of research

Objectives and Outcomes of the workshop:

By the end of this workshop you will:

  1. Be aware of the different aspects required for developing a successful, impactful programme of research in clinical education
  2. Have identified what area(s) you will need to develop in order to further your own ideas for a programme of research
  3. Have learned from the experiences of principal investigators on leading large-scale programmes of research

Intra Conference Sessions

Friday 12th July, 0830-1000

Room SS0.19

Social Sciences (main corridor)


Art as advocacy: Exploring creative enquiry for medical education policy reform

Lead Presenter: Dr Jo Hartland, University of Bristol, @hartlandjoseph, They/Them

Additional Presenters: Dr Megan Brown, Newcastle University, @Megan_EL_Brown, She/They

This interactive workshop introduces participants to creative enquiry, using reflective and critical thinking through creative expression (Younie et al,2019) as a tool for critical analysis of medical education policy.

Policy is increasingly an area of focus within medical education research and scholarship, with growing recognition of policy impact and the need to for critically enquiry to ensure equitable learning (Iwasa,2010). Policy decisions influence workforce planning, curriculum design, access to education, and the overall experiences of both educators and learners. However, policy can perpetuate inequality, acting as a vehicle for power for those who shape it, and as a barrier for those impacted by it (Bhopal et al,2020). It can be difficult to know how to challenge and advocate for policy change as an individual health educator, researcher, or scholar.

We will offer guidance on the ways creative enquiry can aid the exploration of power and impact of policy within medical education. By engaging in reflective, critical thinking through creative expression, participants can uncover the hidden curriculum or assumptions of policy documents, challenge these assumptions and dominant ideologies, and advocate for changes to promote inclusivity within medical education.

Participants may bring their own ideas of policies they wish to explore and critique or explore example excerpts of widely used policy provided within the workshop (e.g., The General Medical Council’s Outcomes for Graduates). Participants will receive an introduction to creative enquiry, specifically critical creative enquiry (Younie et al,2019) that enables advocacy. Attendees will have the opportunity to engage with different types of creative expression (poetry, plasticine sculpture, drawing, collage, photography) to explore power dynamics embedded within the policy they are exploring, and their impacts, and creatively advocate for change. We hope this practical, creative experience will inspire novel ways of thinking about policy analysis and social justice within medical education.

Objectives and Outcomes of the workshop

Engage participants in a novel way of critically examining medical education policy through art, led by health professions educators/researchers skilled in creative enquiry.


  1. Explore the potential of creative enquiry as a powerful and innovative tool for policy analysis and advocacy.
  2. Critically examine and analyse medical education policy documents to identify underlying ideologies.
  3. Create artistic representations that advocate for change to medical education policy.
  4. Using examples from the facilitators’ practice, empower participants with strategies/insights on how to effectively use creative enquiry to influence policy and drive change for equity and inclusion within medical

Intra Conference Sessions

Friday 12th July, 0830-1000

Room SS0.17

Social Sciences (main corridor)


You’re Hired: Unlocking student engagement in health professions education

Lead Presenter: Miss Anaïs Deere, University College London Medical School, @anais_deere, She/Her

Additional Presenters: Miss Sruthi Saravanan, University of Nottingham, @sruthisarav, She/Her; Prof Kate Owen, Warwick Medical School

Student engagement in health professions education is gaining increasing interest, potentially driven by the educational benefits of students as partners well documented in higher education. A growing number of publications have highlighted the positive impact this can have on students’ professional journeys in the context of healthcare, such as greater ownership over their education, exposure to academic medicine and an appreciation of the complexity of medical education (1,2).

Despite this momentum, significant challenges persist, often rooted in hierarchical structures and traditional educational models that limit students as recipients of education rather than active contributors (3). In navigating these challenges, it does prompt us to consider the delicate balance required to ensure that student engagement remains constructive and does not overwhelm the educational process.

This workshop aims to initiate a dialogue around meaningful student engagement in health professions education. Participants will be invited to draw connections between their experiences of student engagement, both positive and negative, and the insights highlighted in the literature to foster a collaborative exploration of effective strategies. Notable findings from group discussions may contribute to an AMEE special interest group the presenters are developing, the details of which will be shared.


  1. Bergh AM, Bac M, Hugo J, Sandars J. “Making a difference” – Medical students’ opportunities for transformational change in health care and learning through quality improvement projects. BMC Medical Education. 2016;16(1). doi:https://doi.org/10.1186/s12909-016-0694-1
  2. Geraghty JR, Young AN, Berkel TDM, et al. Empowering medical students as agents of curricular change: a value-added approach to student engagement in medical education. Perspectives on Medical Education. 2019;9(1):60-65. doi:https://doi.org/10.1007/s40037-019-00547-2
  3. Er HM, Nadarajah VD, Ng SH, Wong AN. Quality assurance in education: perception of undergraduate health professions students in a Malaysian university. Korean Journal of Medical Education. 2020;32(3). doi:https://doi.org/10.3946/kjme.2020.166

Objectives and Outcomes of the workshop:

  • Demonstrate an awareness of the challenges faced by both students and faculty when empowering students as contributors to health professions education.
  • Present practical examples of meaningful student involvement within health professions education.
  • Understand how aligning the purpose and degree of student involvement is important in achieving the desired outcome.

Intra Conference Sessions

Friday 12th July, 0830-1000

Room SS0.13

Social Sciences (main corridor)

Medical Intercalations: Opportunities and challenges: The way ahead

Lead Presenter: Dr Gilles De Wildt and Colleagues, NHS GP; Institute Of Clinical Sciences, He/Him


Efforts are underway to establish an ASME Special Interest Group on intercalations. Challenges include student inequality – the costs of living crises may militate against spending an additional year without earning potential as a doctor. Also the loss of priority choice for FY places for intercalators may play a role, although alumnae/alumni may be in a favourable position with the fruits of their intercalation for the Specialised Foundation Programme (formerly known as the Academic Foundation Programme)

Furthermore, the unique characteristics and opportunities of Intercalations will be explored – student choice, in depth exploration, inspiration and for most medical schools the main, if not only, large scale optional undergraduate programme that can bring in additional finance . Finally suggestions will be collated for maintaining intercalations while doing justice to the need to reduce student inequities.

Objectives and Outcomes of the workshop:

  • To explore potential and opportunities and challenges around intercalation
  • This includes student inequities and remedial action for barriers to intercalating
  • To further, or conclude the establishment of an ASME Special Interest Group on intercalations

Intra Conference Sessions

Friday 12th July, 0830-1000

Room SS0.09

Social Sciences (across the quadrant)

Harnessing creativity to create safe spaces for exploring moral distress with medical students

Lead Presenter: Dr Rasha Mezher-Sikafi, Imperial College London, @DrRasha_MS, She/Her

Additional Presenters: Dr Ruth Gailer, Imperial College London; Dr Ana Baptista, Imperial College London

Extensive literature exists detailing Moral Distress (MD) experienced by Healthcare Professionals [1]. Recent literature shows that undergraduate medical students are also experiencing MD [2]. However, there is limited focus in the literature about how to address this in an undergraduate medical educational setting.

Use of the humanities and creativity in medical education can help students process difficult experiences, helping them retain their empathy and sense of moral identity [3]. We have designed an innovative educational series for Year 3 medical students that acknowledges MD and uses creative activities to provide a safe space for students to reflect and respond to MD. This intra-conference session gives delegates an opportunity to experience this as learners, and share their experience as educators on the theme of MD.

The series comprises three sessions using a flipped classroom approach:

  1. Guided online learning session introducing the concept of moral distress;
  2. Small Group tasks using poetry writing, reflective discussions and creating a graphic narrative of ‘a superhero doctor’.
  3. Interactive lecture with use of autoethnography. Qualitative analysis of the creative outputs of this series (poems, reflective prose, graphic narratives) was performed to identify emerging themes. These results, and student feedback on the series will be presented in the intra-conference session in a seminar style to contextualise the educational practice that we are sharing. Delegates will then be invited to participate in the creative activities (poetry, prose and graphic narratives) themselves, to enable them to reflect on the experience of these methods as learners. Following debrief, there will then be an opportunity for delegates to share their own experiences of addressing MD in an undergraduate educational environment, as well as how institutions can support and prioritise MD in their curricula.

Objectives and Outcomes of the workshop:

Knowledge: To share the process and outcomes of our experience in introducing a novel teaching series covering the challenging topic of MD for students.

Attitude: To establish MD as a current professional issue relevant to medical students in clinical placements that warrants appropriate curriculum time, resources and innovative educational approaches.

Skills: Through experiencing specific learning methods used in this series, to promote an empathic understanding of the challenges and value of students’ learning about MD.

Intra Conference Sessions

Friday 12th July, 0830-1000

Room SS0.11

Social Sciences (main corridor)

Where are the students? How to engage the Digital Generation

Lead Presenter: Dr Andrew Walker, University Of Leeds, @andrewmnwalker, He/Him
Additional Presenters: Mr Charlie James, University of Leeds, He/Him; Mr Matthew Abraham, University of Leeds, He/Him; Miss Chloe Anderton, University of Leeds, She/Her

Educators have noted poor attendance at face-to-face lectures since the COVID-19 pandemic, with resultant concerns about student engagement. Reasons for poor lecture attendance are unclear. What do students think about how medicine is taught in 2024? Is a digital-first approach the answer?

We will briefly present data on attendance and engagement at the University of Leeds for context alongside insights from student feedback analysed through reflexive thematic analysis.

The student view will be represented by two of our undergraduates researching student preferences for digital resources.

We will describe the, “Lego” model for the development of digital resources to support student education which may help address student concerns over more traditional forms of teaching, and enable scalability of education to meet the challenges of the NHS Workforce Plan(1).

We will encourage delegates to work in groups to answer the following questions as a strategy to promote reflection on their practice:

  • What proportion of your programme is delivered via lectures? What is attendance like for you
  • What insights do you have for the reasons for poor face-to-face attendance at lectures
  • What strategies have you employed to address student engagement
  • Are there areas of your programmes which are/could be delivered via asynchronous digital resources
  • What could be the advantages and disadvantages of this blended-learning approach?

We will engage delegates in group discussion and Q+A to explore each of these areas and then pull together consensus from the group for actions they can take to maximise student engagement in their own programmes.

Objectives and Outcomes of the workshop:

Delegates will understand current levels of engagement of students with lectures and digital resources
Participants will learn from others’ experiences of student engagement and digital resource provision

Delegates will develop an understanding of student attitudes to online, blended, and traditional learning approaches

Delegates will learn principles for the development of digital resources to take forward in their own institutions

meg logo

Friday 12th July, 0830-1000

Room SS0.10

Social Social Sciences (across the quadrant)

MEG SIG – How do people from different professional backgrounds develop a career in medical education?

Lead Presenter: Dr Sonia Bussey, Newcastle University, @SoniaBussey, She/Her

Additional Presenter: Dr Amy Wai Yee Wong, University of East Anglia, @amywong_wy, She/Her

This workshop is aimed at early career or aspiring teachers and educationalists from a diverse range of professional backgrounds who would like to explore the challenges of developing an academic or teaching career within medical education. Practical strategies for securing a first educational role will be explored, alongside ideas and tips for continuing to develop a career in education. There will be an opportunity for participants to share experiences and develop action plans for particular dilemmas.

Objectives and Outcomes of the workshop:

By the end of this session, participants will:

  1. Have an overview of potential opportunities for establishing and developing a career in medical education.
  2. Have considered practical strategies for shaping an ongoing academic career.
  3. Have had the opportunity to share their perceptions and experiences of working in medical education.

Intra Conference Sessions

Friday 12th July, 0830-1000

Room SS0.08

Social Social Sciences (across the quadrant)

Navigating Fairness in Assessment in the Intelligent Digital Era

Lead Presenter: Dr Jess Gurney, University Of Edinburgh, @JessGurney1, She/Her

Additional Presenters: Dr Heather Davis, She/Her

Fairness is considered a fundamental principle of assessment though is a principle that is not simple to define. Parallels have been made to social principles of justice; procedural justice, distributive justice and interactional justice. The conversations around assessment are changing with the recent prevalence of artificial intelligence and large language models. This workshop will provide an opportunity to discuss assessment in relation to fairness with a consideration of the impact of artificial intelligence. This will be considered from multiple perspectives including institutional guidance, student use of artificial intelligence and educator use of artificial intelligence. In a rapidly changing and challenging landscape, there are no neat solutions or easy answers with innovation often out-pacing guidance and regulation. The intention is to open a critical dialogue around this topic area to foster greater consideration of how fairness may be prioritised in our own contexts.

Objectives and Outcomes of the workshop:

  1. Develop an understanding of social justice principles
  2. Apply social justice principles to assessment practices
  3. Critically appraise the impact of artificial intelligence on the aspects of fairness in assessment

Intra Conference Sessions

Friday 12th July, 0830-1000  

Room: Butterworth Hall

Warwick Arts Centre Ground Floor

A Year in My Hijab; Navigating Diversity in Medical Education: An Interactive Case Study on the Challenges Faced by Muslim Medical Students

Lead Presenter: Mr Zain Mohammed, Warwick Medical School

Additional Presenters: Miss Hafsah Ba, Warwick Medical School; Miss Linta Nasim, Warwick Medical School

This interactive session is aimed at educators who are keen to understand the unique and specific challenges medical students from diverse backgrounds face in clinical and preclinical environments. This session offers a unique perspective by immersing attendees in the first-year experiences of a Muslim medical student named Maryam, shedding light on the hurdles she encounters as she progresses through medical school.

The session’s structure revolves around an interactive case based on Problem-Based Learning/Case-Based Learning principles. Attendees will collaborate in groups to delineate terms, formulate questions, and engage in research as they navigate through the session. Facilitators will guide the discussions, probing attendees to delve into deeper inquiry. The themes explored encompass critical issues related to socialising and induction with peers and tutors, addressing topics such as alcohol, hijab, personal modesty, intergender interaction in clinical skills teaching, daily and Friday congregational prayer, ablution, discrimination, islamophobia, and intersectionality. All scenarios presented are based on the real-life accounts of Muslim Medical Students.

This session serves as a timely reminder of the national attainment gaps experienced by students from diverse backgrounds and aims to provide recommendations for implementing inclusivity measures. Originally developed to support medical educators at Warwick Medical School, this session has garnered overwhelmingly positive feedback, prompting its integration into the ongoing development of Equality, Diversity, and Inclusion (EDI) sessions for staff and students across the Medical School.

Join us in this illuminating exploration of the challenges faced by Muslim medical students as we collectively work towards fostering a more inclusive and understanding medical education environment.

Objectives and Outcomes of the workshop:
Participants will leave with an enriched understanding of Muslim medical students’ social, cultural, and religious challenges and how this can impact engagement with medical education and educational outcomes across medical learning environments. (please see above for themes to be discussed)

Foster empathy and sensitivity towards students’ diverse experiences, particularly those facing cultural or religious challenges.

Educators will be equipped with actionable recommendations for implementing inclusivity measures in their teaching approaches and medical education environments.

Participants can apply PBL principles to real-world scenarios, fostering critical thinking and problem-solving skills applicable to diverse medical education settings.

Participants can apply PBL principles to real-world scenarios, fostering critical thinking and problem-solving skills applicable to diverse medical education settings.

ASME Symposium

Friday 12th July, 0830-1000 

Room: Helen Martin Studio

Warwick Arts Centre Ground Floor


Translating Medical Education research into policy change: Translating ideas and scholarship into Health System outcomes

Session Chair: Dr Johann Malawana, Medics.Academy, The Healthcare Leadership Academy, School of Medicine, University of Central Lancashire, @johannmalawana, He/Him

Speakers : Professor Derek Gallen, Dr Hiba Khan, Chris Born and Ruth Demeke

The theme of the workshop centres on addressing the critical challenge posed by escalating healthcare service demands amid persistent shortages of healthcare professionals. With healthcare education systems and scholarships being vital components, the workshop emphasises their role in ensuring the future adequacy of health services. Strategic workforce planning, utilising education and training, emerges as the most consequential solution to systemic issues within healthcare delivery.

Medics.Academy, leveraging partnerships with healthcare organisations and international bodies like the World Health Organization (WHO), demonstrates a multifaceted approach. Their leadership team’s extensive experience in health policy drives initiatives such as the Healthcare Leadership Academy (HLA), policy development think tanks, and innovation hubs. These initiatives aim to empower participants to impact global healthcare contexts effectively.

Over the years, Medics.Academy has earned acclaim for tailored leadership training programs and strategic collaborations with NHS organisations and international partners. The workshop features expert panel input and provides participants with toolkits to translate educational research into impactful policy interventions.

Medics.Academy’s success is attributed to proactive strategies, strategic alliances, and commitment to addressing healthcare challenges. Through collaboration with various stakeholders and proactive engagement with decision-makers, the organisation aims to tackle global healthcare workforce shortages effectively.

In conclusion, Medics.Academy’s journey underscores the transformative potential of education in addressing healthcare workforce shortages. By fostering collaboration, innovation, and leadership development, the organisation aims to make a significant impact on global healthcare workforce challenges.


  • NHS: Key Facts And Figures. (2024) The King’s Fund. https://www.kingsfund.org.uk/insight-and-analysis/data-and-charts/key-facts-figures-nhs#:~:text=Consequently%2C%20the%20wage%20bill%20for 
  • Rocks, S. (2023). The Health Foundation. Health Care Funding – the Health Foundation. https://www.health.org.uk/publications/long-reads/health-care-funding#:~:text=Planned%20DHSC%20TDEL%20is%20%C2%A3,increase%20on%202023%2F24.

Faculty, continuing education, innovation

Keywords :
Influence, leadership, translating research, policy


Friday 12th July, 0830-1000  

Room: The National Grid

Warwick Arts Centre, First Floor

IAMSE – Virtual and mixed reality teaching in medical education: a blessing or a curse for the educator?

Session Chair: Dr Peter De Jong, International Association of Medical Science Educators, He/Him

Additional presenter: Dr Arianne Pieterse, International Association of Medical Science Educators, She/Her

The higher education landscape is changing rapidly and new developments in didactical and technological areas occur continuously. Educators in health care education are increasingly confronted with rapid emerging technologies in the classroom and the clinical learning environment. Examples are simulations, serious games, virtual, augmented, and mixed reality, hybrid classrooms, and generative AI. These new technologies have the potential to substitute, augment, modify or redefine the teaching as we know it.

In this symposium, we will showcase several new developments in the area of virtual and mixed reality in basic science as well as clinical teaching. Virtual and mixed reality techniques enrich the real-life environment with 3D visuals and audio. In basic sciences education it supports students in their 3D learning experience, while in the clinical setting it offers possibilities to expose medical students to a variety of clinical cases. It provides unique opportunities for active and collaborative learning in an authentic but safe environment. Educational benefits include high levels of interest, engagement, enjoyment and learning perception.

Educators in health education are not always adequately prepared for using new technologies like this. Some will enthusiastically use it, while others will be more reluctant. After the presentations, we will discuss with the audience how institutions and healthcare education associations like IAMSE, could support educators to better understand, adopt and utilize new and emerging technologies in teaching and learning.

TEL, virtual, research

Education; mixed reality; teaching; innovation; faculty development  

Research Methodology Group (RMG)

Friday 12th July, 0830-1000

Room: Summers Ensemble

Warwick Arts Centre, Ground Floor 

RMG – Maximizing Potential in Health Professions Education: A Focus on Teaching Literature Reviews

Lead Presenter: Dr Anel Wiese, University College Cork, @AnelWiese, She/Her

Additional Presenters: Prof Michal Tombs @MichalTombskatz She/Her

In the evolving landscape of health professions education (HPE), the effective teaching and application of various literature review methodologies, are crucial. This proficiency is vital not only for academic rigour but also for the practical application of evidence-based practices in education and healthcare. Educators and researchers grapple with complex information, underscoring the need for clear, innovative teaching of literature review methods and the effective communication of these concepts to students.

Delivered by the ASME Research Methodology Group, this session addresses a significant gap in current teaching practice by translating theoretical research methods into engaging, practical teaching formats. Enhancing educators’ ability to teach literature review methodologies directly contributes to the quality of HPE and research. In the broader context of HPE research, this session aligns with the growing emphasis on developing robust research competencies among educators, acknowledging their role in shaping the future of the field through research.

The session builds on the success of a previous workshop (RME 2023), offering a dynamic, interactive experience. It begins with a “Methodology Carousel,” where participants engage in collaborative brainstorming on different review methodologies. This approach deepens the understanding of each methodology’s unique characteristics. Participants then practice formulating research questions, enhancing their critical thinking skills. Gamified activities add an enjoyable layer of engagement, reinforcing learning. A significant focus is on critically evaluating teaching methods on literature reviews, exploring challenges, and discussing resource requirements. This reflective aspect encourages attendees to adapt and innovate these methods in their teaching contexts.

Feedback from the previous workshop will be reviewed, providing insights into the effectiveness of these strategies. By the end of the session, educators will be equipped with adaptable, resource-efficient, and replicable teaching methods, enhancing their teaching practices and contributing to innovative, effective education in alignment with the conference’s overarching theme.

Objectives and Outcomes of the workshop:

  • To empower educators to teach various review methodologies, focusing on developing and refining effective teaching strategies.
  • Deepen understanding of literature review methodologies (scoping, systematic, realist, narrative)
  • Enhance skills in designing and applying teaching techniques for these methodologies.
  • Foster creativity in developing engaging teaching methods for review methodologies.
  • Cultivate the ability to critically evaluate and refine teaching approaches.
  • Encourage collaborative exchange of ideas for teaching effectiveness.
  • Equip participants to effectively teach and supervise research methodologies, promoting innovation in educational practices.

Intra Conference Sessions

Friday 12th July, 1300-1420

Room SS0.21

Social Sciences (main corridor)


Differing approaches and outcomes to integration of sustainable healthcare in undergraduate quality improvement projects (QIPs)

Lead Presenter: Dr Sabia Dayala, The University Of Manchester, She/Her

Additional Presenters: Dr Jenna Chambers, Newcastle University, She/Her

Sustainable healthcare beyond reduction of carbon footprint is an evolving field, requiring undergraduates and their GP supervisors to be heavily supported in this endeavour.(1) We report on 2 different approaches from Newcastle University and The University of Manchester medical programme; one where sustainability outcomes have been mandated versus optional integration of a broader outlook of sustainable healthcare. We will showcase our results following introduction of these approaches, report on our challenges and provide an opportunity for attendees to share ideas on how they may be able to implement similar initiatives in their institutes.

Objectives and Outcomes of the workshop:

By the end of this session, attendees will:

  • Understand, describe and compare the differing approaches that were utilised to integrate sustainable healthcare into undergraduate quality improvement projects (QIPs) on the medical programme at Newcastle University and the University of Manchester.
  • Compare and contrast the challenges, opportunities and outcomes of each approach.
  • Actively engage in a small group exercise using the snowballing technique, (2) underpinned by Gibbs reflective cycle, (3) to see how our experiences may be used to inform their current or future approaches to sustainable healthcare in QIPs.

ASME Symposium

Friday 12th July, 1300-1420

Room SS0.20

Social Sciences (main corridor)

Students as partners in learning and teaching: A world of potential

Session Chair: Dr Gilles de Wildt, NHS GP; Institute Of Clinical Sciences, University Of Birmingham, He/Him

Additional Presenters: Dr Divya Khanna FY She/Her; Ms Anoushka Ramkumar University of Birmingham Medical School She/Her; Ms Chloe Moran University of Birmingham Medical School She/Her; Dr Mark Baker FY SW England He/Him


“Students as partners in learning and teaching” is a concept embraced by Advance HE (formerly the Higher Education Academy), but underused. This workshop aims at exploring opportunities and implementation. There are three elements: First, current and former medical students -alumnae /alumni of the University of Birmingham Global Health intercalation – will present experiences of teaching peers and others and leading innovative interactive sessions. This will be followed by small group work, where conference participants explore its potential in their own medical/health care education contexts. Finally, in a plenary suggestions for practical implementation in medical/health care education are discussed and collated . This may also cover (former) student involvement in curriculum review, e.g. for the MLA .The workshop proceedings will be presented to ASME, medical schools. student organisations and other stakeholders for further discussion..


  1. Healey M, Flint A, Harrington K. Engagement through partnership: students as partners in learning and teaching in higher education. Higher Education Academy July 2014. Accessed 23 January 2024 at: https://s3.eu-west-amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/resources/engagement_through_partnership_1568036621.pdf
  2. Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R, Swaim, K. (2017). A Systematic Literature Review of Students as Partners in Higher Education. International Journal for Students As Partners, 1(1), 15–37.

Education, medical students, innovation

Students partners learning teaching innovation

Intra Conference Sessions

Friday 12th July, 1300-1420

Room SS0.19

Social Sciences (main corridor)


Giving it away: ‘Brilliant basics’ – an educational toolkit for those involved in teaching health and care Human Factors

Lead Presenter: Dr Helen Vosper, University Of Aberdeen, She/Her

Additional Presenters: Dr Suzanne Anderson-Stirling NHS Education for Scotland She/Her; Mr Ian Davidson NHS Tayside He/Him, Dr Al Ross Staffordshire University He/Him; Prof Paul Bowie NHS Education for Scotland He/Him

‘Healthcare hurts’ has been the constant message since the Institute of Medicine report ‘To Err is Human’. Healthcare providers articulate safety as an explicit organisational goal, delivery of which requires practical strategies and tools. Healthcare professionals-in-training must therefore engage with the safety and quality agenda. However, global efforts at improving patient safety have largely relied on Quality Improvement approaches and have not been as successful as we might have hoped. This has increased the focus on Human Factors as a possible answer. Human Factors (HF) is a person-centred safety science exploring how individuals interact with work systems.

In the UK, several national HF-based interventions have been established. These include NHS England’s Patient Safety Incident Response Framework (PSIRF) and the Academy of Medical Royal College’s Patient Safety Syllabus. Despite an enormous national training and education need, few educational providers have the expertise required to deliver genuine HF education. While the authors would argue it is important to ensure that HF educators understand their scope of practice and recognise when input from suitably qualified and experienced professionals is appropriate, there is much that can be ‘given away.’ The design-based approach underpinning HF ensures many of the tools and frameworks are straightforward to apply, and therefore teachable.

NHS Education for Scotland has developed the ‘Brilliant Basics’ HF teaching pack. The indicative content includes an introduction to the role and benefits of HF in health and care, resources to support the application of HF tools by ‘novices’ and a series of learning briefs and lesson plans that can be adapted to your own educational environment. During this session, delegates will be introduced to the teaching pack and can engage in an interactive demonstration of its application. Furthermore, there will be an opportunity to sign up to additional resources and opportunities for CPD.

Objectives and Outcomes of the workshop:

By the end of this session, delegates should be able to:

  • Recognise the central role that Human Factors plays in current UK national patient safety initiatives.
  • Recognise the risks to these safety initiatives posed by poor understanding of Human Factors.
    Identify the key Human Factors knowledge, skills and competencies required to support safety interventions.
  • Use the learning briefs, lesson plans and tools contained within the ‘Brilliant basics’ pack to design their own learning activities.
  • Access additional resources and support through the NES Human Factors Hub.

Intra Conference Sessions

Friday 12th July, 1300-1420

Room SS0.18

Social Sciences (main corridor)


Longitudinal Integrated Clerkships (LICs) in the UK – benefits, challenges and opportunities

Lead Presenter: Dr Katie Webb, Cardiff University, @drKatie_Webb, She/Her

Additional Presenters: Dr Liza Kirtchuk Kings College London @LKirtchuk She/Her; Dr Ravi Parekh Imperial College London @raviparekh86, He/Him


Longitudinal integrated clerkships (LICs) represent a transformative approach to delivering health professions education, this pedagogy places continuity and relationships (with peers, patients, supervisors) at their centre; where learners achieve core learning outcomes through an integrated approach crossing geographic and interdisciplinary siloes present in block rotations.(1) Introduced in Northern America in the 1970s, LICs are recognised globally for their capacity to prepare learners for real-world challenges of the clinical environment. Evidence shows LICs support learner empathy, resilience, patient-centredness, preparedness-for-practice, as well as supporting professional identity formation, interdisciplinary working, managing uncertainty and clinical complexity(2). LICs have the capacity to address socioeconomic inequalities faced by underserved areas through improvement to retention.

Around 15 UK medicals schools are delivering or in the process of delivering LICs(3), with LICs also featuring in wider health professions disciplines, as well as post-registration training.

We recognised the term LIC predominantly used to describe this model within medicine training, but others such as ‘rural immersion’, ‘longitudinal placement’ are used variously in a variety contexts and disciplines, and we encourage attendees from a diversity of backgrounds and roles. Participants with experience delivering LICs will be encouraged to share experiences, expertise and engagement with our newly established ASME LIC Special Interest Group.

This interactive workshop introduces you to the concept of LICs, models of delivery, theories underpinning their pedagogy, and the evidence-base. We will provide the global/national context of LICs and how they are implemented, with focus on the UK landscape. Through participatory activities we will consider key drivers for this educational model within health professions education, ask participants to consider benefits, challenges and opportunities they may provide for patients, educators and students. Participants will also consider their own contexts and how they may apply the principles of LICs.

Objectives and Outcomes of the workshop: Participants will:

  • Explore and critique current models of health professions education, and consider what role LICs could provide
  • Consider suitability and usefulness of LICs within their own contexts
  • Understand the role and importance of social accountability
  • Develop knowledge to build sustainability in existing LICs
  • Be introduced to the newly created ASME LIC special interest group as community where participants can support each other in developing/implementing LICs beyond the workshop/conference

Intra Conference Sessions

Friday 12th July, 1300-1420

Room SS0.17

Social Sciences (main corridor)

Better together: Supporting our clinical assessors, now and for the future…

Lead Presenter: Dr Amy Wai Yee Wong, University Of East Anglia, @amywong_wy, She/Her

Additional Presenters: Dr Pauline Bryant University of East Anglia

In health professions education, we rely heavily on clinical assessors to assess our students and trainees to ensure the provision of safe and high-quality health care to members of the public. This need increases with the shift to programmatic assessment. Clinical practitioners are specialists in their disciplinary areas but would appreciate the support to further develop their assessment expertise in observing learners and making valid and reliable expert human judgements of workplace-based assessment – all essential to programmatic assessment as suggested by Schuwirth et al (2017).

The present challenges are not only time constraints but often the faculty development offered in assessment may not necessarily address the clinical assessors’ relevant professional needs. The lead presenter led a group of 20 assessors across health professions and higher education to co-design an assessor support roadmap which indicates three focused areas for faculty development: “Strengthening partnerships with key stakeholders; facilitating knowledge exchange and assessor feedback, and capitalising technology on developing resources”. These areas are pertinent to our current assessment practice.

Moving forward, there has been wide discussion on how artificial intelligence (AI) has and will continue to impact the design and practice of assessment. Thinking forward, there appears to be little focus on how we should prepare and equip our assessors with the knowledge and skills to assess our learners when AI also plays a role in contributing to the delivery of patient care. The key question is how we can ensure learners achieve the required competency to practise safely, while also acknowledging their skills in interacting effectively with AI to deliver high-quality patient care.

This workshop will create an opportunity for us to work together to explore how we could better support our clinical assessors now and for the future.

Objectives and Outcomes of the workshop:

Drawing upon your assessment experience, this workshop aims to:

  • Reflect on the key areas that are essential for current faculty development in assessment
  • Explore the key areas for faculty development with the evolving AI applications in assessment practice and delivery of patient care and how best to deliver the faculty development effectively among our clinical and academic colleagues
  • Co-design feasible action points to take away from the workshop to continue collaborating with colleagues on faculty development in assessment

Intra Conference Sessions

Friday 12th July, 1300-1420

Room SS0.13

Social Sciences (main corridor)


Unravelling the Ethical Frontiers of Artificial Intelligence in Clinical Training and Research

Lead Presenter: Prof Russell D’Souza, Chair, Department Of Education, UNESCO Chair In Bioethics, Melbourne, Australia, He/Him

Additional Presenters: Prof Mary Mathew, Kasturba Medical College, Manipal Academy of Higher Education (MAHE), Manipal, Karnataka, India, She/Her; Prof Gaurav Mishra, Datta Meghe Institute of Higher Education and Research (Deemed to be University), Nagpur, Maharashtra, India, He/Him; Prof Krishna Mohan Surapaneni, Panimalar Medical College Hospital & Research Institute, Chennai, India, He/Him; Dr Princy Palatty, Amrita Institute of Medical Sciences & Research Center, She/Her


The 90-minute workshop session, “Unravelling the Ethical Frontiers of Artificial Intelligence in Clinical Training and Research,” addresses a critical need in modern healthcare education and practice. As AI becomes increasingly prevalent in healthcare, there’s an urgent necessity for educators, clinicians, researchers, and students in health professions to understand and navigate the complex ethical landscape that accompanies these technological advancements.

This session is designed to bridge the gap between the rapid deployment of AI in healthcare and the current level of awareness and understanding of its ethical implications. Participants will explore key issues such as patient privacy, data integrity, algorithmic bias, and the balance between AI-driven innovation and patient-cantered care. Through a combination of presentations, case studies, and interactive discussions, attendees will gain insights into responsible AI deployment, enhance their decision-making skills in ethical dilemmas, and learn to apply ethical frameworks effectively in their respective fields.

The session is particularly beneficial for those in the health sector who are at the forefront of integrating AI into clinical training and research. It will equip them with the necessary tools and knowledge to ensure ethical, transparent, and accountable AI use, ultimately contributing to improved patient care and healthcare standards.

The Workshop will proceed as follows:

1. Introduction to AI in Healthcare

  • Description: An introductory session outlining the role and impact of AI in healthcare, focusing on its ethical implications.
  • Activity: Discussion and Q&A session.
  •  Time: 20 minutes.

2. Ethical Dilemmas in AI-driven Healthcare Systems

  • Description: Exploration of real-life case studies that illustrate ethical challenges in AI applications within healthcare settings.
  • Activity: Case study analysis and group discussion.
  •  Time: 20 minutes.

3. Ethical Frameworks and Decision-Making in AI

  • Description: A deep dive into the ethical frameworks relevant to AI in healthcare, covering key topics like privacy, bias,

Objectives and Outcomes:

  1. enhance awareness of AI’s ethical implications in healthcare.
  2. explore ethical frameworks relevant to AI in healthcare.
  3.  examine ethical challenges in AI-driven healthcare systems.
  4.  foster critical thinking and ethical decision-making skills.
  5. promote responsible AI practices in healthcare.


Knowledge: Participants will gain an understanding of the ethical issues and frameworks in AI in healthcare.

Attitudes: The workshop aims to cultivate positive attitudes towards responsible and ethical AI implementation.

Skills: Participants will develop skills in critical thinking, ethical decision-making, and applying ethical principles to real-world scenarios in healthcare.

ASME Symposium

Friday 12th July, 1300-1420

Room SS0.11

Social Sciences (main corridor)

Navigating Medical Training: Fireside Chat on Accommodation Disparities Among Medical Trainees with Non-Apparent Disabilities

Session Chair: Dr Lisa Meeks, University of Michigan Medical School, @meekslisa, She/Her

Additional Presenters: Dr Megan Brown, Newcastle University, @Megan_EL_Brown, She/They; Dr Jo Hartland, Bristol Medical School, They/Them, @HartlandJoseph.

Join us for a compelling fireside chat. This discussion explores the intricate challenges faced by students, trainees, and faculty with non-apparent disabilities, shedding light on the factors influencing accommodation requests and the pervasive issue of non-disclosure grounded in ableism.

In the US, only half of medical students and resident physicians identifying as disabled sought accommodations, revealing significantly lower rates among those with cognitive disabilities. Stigma, misinformation, and the nonapparent nature of these disabilities contribute to the hesitancy in seeking support.

The fireside chat will examine global studies underscoring the imperative to address barriers to accommodation requests, especially for students with cognitive disabilities. How do training programs actively promote accommodations and encourage requests, considering associated risks such as depressive symptoms and self-reported medical errors?

This recorded chat, slated for a future podcast, aims to unravel the journey of trainees with “hidden” disabilities marked by self-doubt, fear of stigma, and questions about disability validity. We’ll explore real consequences to career progression and imagine the steps necessary to create equity in medical training for individuals with disabilities.

Meeks LM, Pereira-Lima K, Plegue M, et al. Assessment of Accommodation Requests Reported by a National Sample of US MD Students by Category of Disability. JAMA. 2022;328(10):982–984. doi:10.1001/jama.2022.12283

Pereira-Lima K, Meeks LM, Ross KET, et al. Barriers to Disclosure of Disability and Request for Accommodations Among First-Year Resident Physicians in the US. JAMA Netw Open. 2023;6(5):e239981. doi:10.1001/jamanetworkopen.2023.9981

Meeks LM, Pereira-Lima K, Frank E, Stergiopoulos E, Ross KE, Sen S. Program Access, Depressive Symptoms, and Medical Errors Among Resident Physicians With Disability. JAMA Netw Open. 2021;4(12):e2141511. doi:10.1001/jamanetworkopen.2021.41511

Equality, Diversity and Inclusivity (EDI), Wellbeing, Medical students

Invisible disability, accommodation, non-disclosure, barriers, DEI

ASME Symposium

Friday 12th July, 1300-1420

Room SS0.10

Social Sciences (across the quadrant)

Inclusion healthcare – empathy, trauma-informed practice and medical education

Session Chair: Dr Andy Ward, Stoneygate Centre For Empathic Healthcare, Leicester Medical School, University Of Leicester, @Doc_Palindrome

Additional Presenters: Prof Andrea Williamson, Department of General Practice and Primary Care, University of Glasgow, UK, @aewilliamsonl, She/Her; Prof Sanjiv Ahluwalia, School of Medicine, Anglia Ruskin University, @ahluwaliasanjiv, He/His; Mr Ray Cottington, Hepatitis C Trust, He/His

Inclusion health includes any population group that is socially excluded. This includes people who experience homelessness. People experiencing homelessness are more likely to suffer poor health and have significantly shorter life expectancy than the UK average and yet learning about inclusion healthcare in medical education is often limited or student-driven.1

Therapeutic empathy has been defined as understanding the patient’s situation, perspective, and feelings; communicating that understanding; and acting on that shared understanding in a helpful way.2 Systematic reviews have demonstrated that there is variation in empathy between healthcare practitioners, that empathy can be taught, and that enhanced empathy improves patient outcomes. In inclusion healthcare, practising empathy can be challenging due to the complexity of how patients may present, how behaviours are understood and how clinicians respond. Increases in empathy and positive changes in attitudes have been demonstrated in students given opportunities to engage with people experiencing homelessness.3 Trauma-informed practice provides a communication framework that can improve interactions between clinicians and patients in homeless healthcare. There is significant overlap between the principles of trauma-informed practice and the application of therapeutic empathy.

This symposium will draw on the expertise of active practitioners working in inclusion health and medical education, furnish attendees with strategies to work more effectively with socially excluded population groups and share ideas of how inclusion healthcare can be better integrated into medical education. An expert-by-experience currently working in inclusion healthcare will also provide his perspective and join the discussions.


  1. Asgary R, Naderi R, Gaughran M, Sckell B. A collaborative clinical and population-based curriculum for medical students to address primary care needs of the homeless in New York City shelters. Perspectives on Medical Education. 2016/06/01 2016;5(3):154-162. doi:10.1007/s40037-016-0270-8
  2. Reynolds W, Scott B. Empathy and quality of care. British Journal of General Practice. 2002;52:9-13.
  3. Gardner J, Emory J. Changing students’ perceptions of the homeless: A community service learning experience. Nurse education in practice. 2018;29:133-136.

Equality, Diversity and Inclusivity (EDI), curricula, communication

Inclusion; education; homelessness; empathy; curriculum

ASME Symposium

Friday 12th July, 1300-1420

Room SS0.09

Social Sciences (across the quadrant)

Educating against hatred

Session Chair: Dr John Launer, NHS England, Workforce And Training Directorate, London, @johnlauner

Additional Presenters: Dr Sabena Jameel, University Of Birmingham, @sabenaj, She/Her

We are medical educators of different faiths (Jewish and Muslim) who are members of the faculty of the Foundation for Family Medicine in Palestine. We have experience of teaching in both Israel and Palestine. Recent tragic events in the Middle East have made us more aware than before of the human propensity to form negative attitudes towards all members of an entire national or ethnic group, expressed as hatred in social media or even in personal interactions. We propose that a necessary part of education in professionalism is to help colleagues and learners gain an understanding of this process and help them to overcome it in the interests of treating all human beings as equal. During the symposium, we will share our experiences of working across the boundaries of faith, nationality and other identities, and seek a interchange with delegates about approaches to dialogue and promoting mutual acknowledgement and respect even when people are experiencing distress on account of political or other forms of conflict.


  • Feder G, Khan A, Jewell D, Jameel S. Responding to the War in Israel. BGJP Life. 22 December 2023. https://bjgplife.com/israelpalestinewar/
  • Launer J. Israel and Gaza-recognising shared human values. BMJ. 2023;383;2768 doi: 10.1136/bmj.p2768
  • Shahid HJ, Wallace PG. The healthcare community must approach the violence in Israel and Gaza with inclusive compassion. BMJ 2023; 383:2645 doi: https://doi.org/10.1136/bmj.p2645
  • Jameel S, Launer J. A call for education against hate. Lancet 2024, in press

Professionalism, Equality, Diversity and Inclusivity (EDI), faculty

Professionalism, equality and diversity

Intra Conference Sessions

Friday 12th July, 1300-1420 

Room SS0.08

Social Sciences (across the quadrant)

Compassion Focused Interventions – Schwartz Rounds and Compassion Training

Lead Presenter: Dr Alex Harker, University Of Warwick, He/Him

Additional Presenters: Miss Jordan Rainbird University of Leicester She/Her; Dr Sati Heer-Stavert University of Warwick He/Him; Dr Katherine Hunt University of Warwick She/Her

Schwartz Rounds involve the coming together of interdisciplinary colleagues to share experiences and reflect on emotional challenges. As opposed to other reflective models, Schwartz Rounds do not delve into the clinical solutions or discussions but rather focus on the emotional impact of working within healthcare.

During this session we look to intertwine the purpose of Schwartz Rounds with ongoing research into Compassion Training and the role empathetic burnout is playing on medical students and healthcare professionals. Burnout amongst doctors and healthcare professionals remains at high levels internationally since the pandemic and there is increasing evidence that this is also affecting medical students before they enter the workforce. This, coupled with functional MRI data showing the link between empathy and pain networks, is another pointer to explore the role that compassion fits within developing better well-being.

Through conducting a slightly shortened Schwartz Round with trained facilitators and designated storytellers we seek to trigger reflection and a counter-cultural space around empathy and the negative impacts of empathy. With the aim of ultimately propagating a discussion on how we can change behaviour around empathy and compassion thus creating a ripple effect across potentially multiple organisations. Schwartz Rounds have been shown to increase compassion and positive changes in practice and we believe that this method in combination with the potential impact Compassion Training has will cause the biggest ripple and open up eyes and minds to alternative structures to improve healthcare professionals’ well-being.

Objectives and Outcomes of the workshop:

For attendees to:

  • develop an awareness of compassion focused interventions which are currently being applied within higher education institutions
  • gain understanding of what Schwartz Rounds are and how they might be implemented into higher education institutions
  • understand the core difference between empathy and compassion
  • reflect on the potential usefulness and application of compassion focused interventions within their organisations and roles
  • gain an awareness of ongoing and future research into the application of compassed focused interventions within higher education institutions

ASME Symposium Icon Oct22

Friday 12th July, 1300-1420

Room: Helen Martin Studio

Warwick Arts Centre, ground floor

MedTwitter 3.0: A New Age of Medical Education on Social Media

Session Chair: Dr Jonny Guckian, University of Leeds, @jonnygucks, He/Him
Additional Presenters: Dr Sarah Edwards, Nottingham University Hospitals NHS Trust, @drsarahedwards, She/Her; Dr Jeeves Wijesuriya, General Medical Council, @AskJeevesWij, He/Him; Julia Alsop, University of Warwick, @juliaisobela, They/She

Social Media (SoMe) has drastically evolved since its inception, with platforms rising and falling as trends take hold. Accordingly, medical education behaviours, protagonists and cultures have shifted in that time. At its outset, medical social media rose with online socialisation, as early adopters navigated nascent trends and technologies to form fledgling communities of practice1. Subsequently, the Free Open Access Medical Education (#FOAMed) movement was born and grew to dominate, with learning activities such as Tweetorials, journal clubs and educational videos becoming commonplace2. The principal scholarly debates during these two phases generally related to professionalism concerns3.

This symposium proposes that we have entered a new, third, age of medical SoMe. We suggest that the highest quality educational behaviours on SoMe are now manifested through affective learning. Specifically, this relates to modelling and role-modelling of professional identity, social justice advocacy and critique of individual and community values. Whilst this era of SoMe is often derided as extreme, abusive or intimidating, we argue that – whilst challenging – SoMe represents unlimited potential for transformative learning and disruptive reflection, for individuals, academics and institutions.

Our panel will draw on both SoMe scholarship and practice to craft a history of UK medical education SoMe. We will highlight core lessons our community must not ignore and use evidence – in addition to audience participation – to predict the next chapter of this complex phenomenon. Furthermore we will make suggestions for the most important research questions and policy changes in this domain.


  1. Hawn C. Take two aspirin and tweet me in the morning: How twitter, Facebook, and other social media are reshaping health care. Health Affairs. 2009;28(2):361-368. doi:10.1377/hlthaff.28.2.361
  2. D’souza F, Shah S, Oki O, Scrivens L, Guckian J. Social Media: Medical Education’s double-edged sword. Future Healthcare Journal. 2021;8(2). doi:10.7861/fhj.2020-0164
  3. Ferdig RE, Dawson K, Black EW, Black NM, Thompson LA. Medical students’ and residents’ use of online social networking tools: Implications for teaching professionalism in medical education. First Monday. Published online 2008. doi:10.5210/fm.v13i9.2161

Social media, TEL, Professionalism

Social Media; Twitter; Advocacy; Professionalism; Professional Identity

ASME Symposium

Friday 12th July, 1300-1420  

Room The Studio

Warwick Arts Centre, Ground Floor

Moral Injury in clinicians: Are we Elucidating or Obfuscating the Issue

Session Chair: Dr Camillo Coccia, Mayo University Hospital, @camillococcia, He/Him

The symposium critically examines the concept of moral injury in clinicians, with a focus on its origins, implications, and potential limitations. It begins by tracing the roots of moral injury from its application in explaining the ethical conflicts faced by soldiers to its recent adoption in the context of clinician distress. Acknowledging the strengths of framing clinician distress as moral injury rather than burnout, the essay delves into the concern that the emphasis on individual experiences may obscure underlying social relationships and systemic issues contributing to the challenges faced by healthcare professionals. The primary concern is that the reframing exchanges one individual conflict for another individual conflict rather than establishing this as symptomatic of a larger political problem.


  1. Dean W. Reframing Clinician Distress: Moral Injury Not Burnout. PubMed Central (PMC). Published September 1, 2019. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6752815/
  2. Litz BT, Stein NR, Delaney E, et al. Moral injury and moral repair in war veterans: A preliminary model and intervention strategy. Clinical Psychology Review. doi:10.1016/j.cpr.2009.07.003

Wellbeing, theory, humanities

Moral Injury; philosophy; trauma; politics; individual

ASME Symposium

Friday 12th July, 1300-1420

Arts Centre First Floor, Room: National Grid

Calibrate, adjust, feedback or ignore? What to do about examiner variability in OSCEs?


Session Chair: Rikki Goddard-Fuller, Christie Hospital NHS Foundation Trust, They/She

Additional Presenter: Dr Peter Yeates, Keele University, Miss Becky Edwards Keele University, She/Her; Dr Natalie Cope Keele University, She/Her, Dr Matt Homer University of Leeds

Examiner variability in OSCEs is well described, may alter outcomes for some candidates and can produce concerns about fairness. Variability occurs between individual examiners examining the same station and between groups of examiners in different parallel circuits or locations. The GMC’s CPSA1 seeks to ensure that candidates meet a common threshold and requires schools to ensure sufficient examiner preparation. With this focus on equivalence, institutions must try to minimize variations between examiners as far as possible. But what methods of addressing examiner variability are there and what are the pros and cons of each?

This symposium will consider novel and emerging approaches to addressing OSCE examiner variability: video-based examiner score comparison and adjustment (VESCA)2 uses video-based methods to compare or even adjust for different groups of examiners across multiple locations. Pilot use suggests geographic variations can sometimes be substantial, potentially justifying score adjustment. Video-based benchmarking (VBB) uses station-specific videos to calibrate examiners to their station prior to an OSCE. Whilst early findings are supportive, research is ongoing to determine its effectiveness. Other innovations use feedback after OSCEs to enable reflection by examiners on their scoring but aren’t yet supported by evidence. Further research suggests that whilst examiners vary in their judgements of stations, domains and standard setting, this variability can be managed through assessment design, examiner selection/training and standard setting procedures3.

Drawing on their experience and research, the panel will debate the potential uses and pitfalls of these approaches, presenting participants with a toolkit for addressing examiner variability.


  1. GMC. Requirements for the MLA Clinical and Professional Skills Assessment [Internet]. [cited 2023 Dec 20]. Available from: https://www.gmc-uk.org/education/medical-licensing-assessment/uk-medical-schools-guide-to-the-mla/clinical-and-professional-skills-assessment-cpsa
  2. Yeates P, Moult A, Cope N, McCray G, Xilas E, Lovelock T, et al. Measuring the Effect of Examiner Variability in a Multiple-Circuit Objective Structured Clinical Examination (OSCE). Academic Medicine [Internet]. 2021 Mar 2;96(8):1189–96.
  3. Homer M. Pass/fail decisions and standards: the impact of differential examiner stringency on OSCE outcomes. Advances in Health Sciences Education. 2022 May 1;27(2):457–73.

Assessment, OSCEs, Psychometrics

OSCEs, Assessment, Examiner variability, Equivalence, CPSA

Intra Conference Sessions

Friday 12th July, 1300-1420

Room: Summers Ensemble

Warwick Arts Centre Ground Floor


Using Coaching Skills in Supervision to Challenge the ‘Reflective Zombie’

Lead Presenter: Dr Niro Amin, London GP School, She/Her

Additional Presenter: Dr Linda Miller Professional Support Unit, London Deanery She/Her

This interactive workshop is designed to introduce participants to the ideals of coaching which are then utilised in the session as a way of stimulating reflective practice. Reflective practice is an integral part of medical education, but the act of reflecting has been reduced to a tick box exercise. Anne de la Croix (2018) believes reflection is a private ‘silent dialogue between me and myself’ which is best taught through stimulation.

Using coaching skills in supervision creates the opportunity to build a safe environment and provides the learner with a non-judgmental process that builds on their lived experience. Coaching develops resourcefulness and insight through an equitable supervisory relationship. In addition supervision framed on coaching principles enhances a narrative-based professionalism, which is core to establishing bioethical values.(Coulehan 2007).

We will adapt resources from the Arts& Humanities to demonstrate how coaching can be used in educational supervision to diversify reflective practice, thereby encouraging a shift away from the current tick box culture of medical education.


  1. de la Croix A, Veen M. The reflective zombie: Problematizing the conceptual framework of reflection in medical education. Perspectives on Medical Education. 2018;7(6):394-400.DOI: https://doi.org/10.1007/S40037-018-0479-9
  2. Coulehan J. Written role models in professionalism education. Med Humanit. 2007;33(2):106-109. doi:10.1136/jmh.2005.000250

Objectives and Outcomes of the workshop:

  1. To determine other means of reflections from the Arts and Humanities
  2. To learn and apply coaching skills to facilitate meaningful reflective practice
  3. Understand how reflective practice can develop ‘narrative competence’

ASME Aflame Logo Small

Friday 12th July, 1300-1420

Room: The Mead Gallery

Warwick Arts Centre, Ground Floor

Poetry, Play-Doh and Painting as innovative data creation methods in health professions education research – A hands-on Arts and Humanities in Health Professions Education Special Interest Group Workshop

Lead Presenter: Dr Anna Harvey Bluemel, Newcastle University, @a_c_harvey_b, She/Her

Additional Presenters: Dr Megan Brown Newcastle University @Megan_EL_Brown She/They; Dr Sarah Mclaughlin University of Bristol, Prof Gabrielle Finn University of Manchester; Dr Holly Quinton Newcastle University

Creative research methods are becoming recognised as credible methods in social science research. However, there has been minimal exploration of them in health professions education (HPE) research. Creative research methods are an innovative approach for those interested in the lived experiences of participants, and can elicit rich and meaningful data.

This workshop, hosted by the ASME Special Interest Group for Arts and Humanities in Health Professions Education, aims to provide an interactive introduction to three examples of creative methods.

We will introduce the Special Interest Group and give an overview of creative research methods. We will provide examples of work in wider educational contexts. We will discuss potential barriers to use of creative methods.

Participants will be facilitated to create a piece addressing a ‘mock’ research question relating to “their lived experience of education.”

Station 1 – Poetry
Participants will create poems using a “found poetry” approach. Participants will be provided with text to cut and stick or black-out words to create poetry. Attendees will be encouraged to reflect on how poetry might be made from the data they collect in their own work, allowing deeper engagement with their participants’ lived experiences.

Station 2 – Play-Doh
Play-Doh pots will be provided. Participants will be encouraged to think about something significant that comes to mind when reflecting upon the research question, and model a representation of their thoughts. They will be encouraged to share and explain their model’s depiction with their peers. The facilitator will encourage participants to identify themes to demonstrate how Play-Doh models can be analysed as data.

Station 3 – Painting
Participants will create a collage, illustration, painting, or mixed media piece.

We will provide a reflective space at the end of the session. We will collect feedback and images of the creative pieces.

Objectives and Outcomes of the workshop:

  1. Discuss the current literature around creative approaches to research and practice in health professions education
  2. Introduce creative enquiry as an innovative approach for qualitative researchers in health professions education which can allow researchers to deepen their engagement with participants’ lived experiences, and their own reflexivity
  3. Consider the benefits and potential barriers to using creative enquiry in health professions education research
  4. Provide a taster of three methods in a no-pressure environment
  5. Introduce the new ASME Special Interest Group for the Arts and Humanities in Health Professions Education

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Individual Keynote Speaker and The PAPERs Podcast Panel Member
Dr Lara Varpio, PhD 

Lara Varpio scaled e1715006208165Lara is Professor of Pediatrics at the Perelman School of Medicine at the University of Philadelphia and the Co-Director of Research in Medical Education at The Children’s Hospital of Philadelphia. She started these positions in 2022, after serving for 9 years at the Uniformed Services University of the Health Sciences (USUHS). Prior to that, she spent the first 6 years of her career at the University of Ottawa, Canada.

Her research uses qualitative methodologies and methods, integrated with theories from the Social Sciences and Humanities, to investigate questions relating to how ideology (i.e., our values, beliefs, ethics, etc.) shapes medical education and the experiences of learners and faculty therein. Dr. Varpio is internationally recognized for her expertise in qualitative research methods and methodologies, and her proficiency with many different theories.

She has secured nearly $6million dollars in research funding, authored +160 peer-reviewed publications, presented keynote talks at prestigious conferences around the world, and served many several medical education journals either as a member of the editorial board or as an invited editor for special editions and series of thematically connected articles. In recognition of her work, Dr Varpio has been awarded many honors, including being selected for the prestigious Karolinska fellowship.

Dr Varpio is a vocal and persistent advocate for junior members of the medical education community, mentoring dozens of physicians and researchers from around the world. Her mentees regularly win coveted awards for the research she helps them conduct. While those recognitions are important for learners, the advantages these mentees truly gain are more refined research skills and a role model for how to have a prosperous career while also having had fun along the way.

Lara Varpio photo credit to: Erik Cronberg

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The PAPERs Podcast Panel Member

Dr. Jason R. Frank is a clinician-educator with a focus on all aspects of health professions training systems. He is a professor in the Department of Emergency. Click HERE to find out more.

ki glasgow 88 scaled e1715006351528 The PAPERs Podcast Panel Member

Dr. Jonathan Sherbino is an emergency physician and trauma team leader in an inner city tertiary hospital. He is also a professor in the Department of Medicine at McMaster University. Click HERE to find out more.

The PAPERs Podcast Panel Member

Dr. Liki glasgow 94 scaled e1715006546829nda Snell is Professor of Medicine & Health Sciences Education at McGill University in Montreal Canada, and Senior Clinician Educator at the Royal College of Physicians and Surgeons of Canada. Click HERE to find out more.

Keynote Speaker

Park picture e1715006602813Dr Yoon Soo Park, PhD

Yoon Soo Park is the Ilene B. Harris Professor and Department Chair of Medical Education at the University of Illinois College of Medicine. He holds a Ph.D. in Measurement, Evaluation, and Statistics from Columbia University. Dr. Park’s experiences include both academic and industry settings, with a focus to improve healthcare through education and data science.

Dr. Park’s research agendas have focused on integrating learning analytics, artificial intelligence and machine learning methodologies into health professions education. His work has been supported by over 35 extramurally funded grants and disseminated in over 250 peer-reviewed publications. Dr. Park has also actively engaged in interdisciplinary research in education and the social sciences, particularly contributing to quantitative modeling of psychological and social processes by collaborating with diverse researchers and practitioners across disciplines in psychometrics, biostatistics, public health, and medicine. His work in the health professions education has advanced the preparation of learners in clinical reasoning and measurement of competencies through validity studies. More recently, he has developed practice-based research networks to support collaborative education and health outcomes research across multiple sites and institutions through research consortiums.

Dr. Park received awards from the American Educational Research Association and the National Council for Measurement in Education. He was also selected as a fellow of the Karolinska Institutet and was inducted to the Academy of Master Surgeon Educators in the American College of Surgeons. Dr. Park served as Vice President of the American Educational Research Association and Chair of Research in Medical Education for the Association of American Medical Colleges. Dr. Park is active in international collaborations, in both research and teaching, by organizing and leading partnerships with researchers and institutions in North America, Europe, Middle East, and Asia.

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ASME Gold Medal Winner 2024 and Keynote Speaker

Dr Kevin W. Eva PhD, Hon. FAcadMEd

Kevin is the Associate Director and 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. 

Through his Editorship and collaborative research programs, Dr. Eva has promoted thoughtful approaches to the study of practically-relevant educational issues that are informed by a variety of scientific disciplines. In doing so, he has encouraged and supported interprofessional, interdisciplinary, and international collaboration for the sake of strengthening health professional education research as a scientific field of study that will improve upon our educational practices and, in so doing, facilitate better healthcare.

More specifically, the core theme of his diverse research interest is the question of how decision-making can be improved in the context of health professional training and practice. This focus has been driven by the tenet that good judgment by and about health professionals lies at the very root of good healthcare, influencing countless outcomes. As examples, research questions that underlie Dr. Eva’s efforts to improve understanding (and practice) of judgement include:

  • How do we optimize the selection of applicants to ensure that admitted trainees are well suited to fulfil the ideals of the profession?
  • How can we best teach diagnostic reasoning to those who have been admitted to reduce the risk of error?
  • How do we accurately determine whether or not trainees have become skillful practitioners who understand their patients’ needs and deeply respect their personal values?
  • How can regulatory authorities and individual professionals most effectively assure patient safety by improving decision-making regarding whether or not competence is being maintained?

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 has worked extensively with the Medical Council of Canada and the College of Physicians and Surgeons of British Columbia.

Awards for this work include the Karolinksa Institutet Prize for Research in Medical Education (Sweden), Honorary Fellowship in 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 and the John P. Hubbard award from the National Board of Medical Examiners (USA).

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Dr Lisa Meeks, PhD, MA 

Dr. Meeks is the Executive Director of the Docs With Disabilities Initiative (DWDI) where she catalyzes work on disability inclusion across health professions training programs. In this role she heads the Meeks Research Lab and oversees nine programs within the initiative. She also holds faculty appointments as a Clinical Associate Professor in the Departments of Learning Health Sciences and Family Medicine at the University of Michigan Medical School.

Dr. Meeks is internationally recognized for her work on disability inclusion in Medical Education and regularly collaborates with health professions associations. She is co-creator of the social media campaign #DocsWithDisabilities, co-host of the Docs With Disabilities Podcast, co-developer of the AAMC Disability Webinar Series, and lead author and PI of the AAMC Special Report: Accessibility, Inclusion, and Action in Medical Education: Lived Experiences of Learners and Physicians with Disabilities and Disability Lead for the ACGME Equity Matters Initiative. Currently, she serves as an advisor to the ACGME committee on DEI.

She is widely published including 7 books and more than 100 peer-reviewed articles and book chapters in leading medical journals, including the NEJM, Lancet, JAMA, and Academic Medicine. Her work has also been featured in the media including on NPR, CNBC News, Bloomberg Law, and TIME magazine.

Dr. Meek’s most valued contribution to academic medicine is mentoring the next generation of disabled physicians and scientists and creating space for DocsWithDisabilities to thrive.

Professor Ahmed Hankir

 Professor Ahmed Hankir MBChB MRCPsych is Consultant Psychiatrist (Canada and UK), Honorary Visiting Professor at School of Medicine Cardiff University (UK), Assistant Professor of Psychiatry at Western University (Canada), Professor of Academic Psychiatry at Carrick Institute for Graduate Studies (USA), Senior Research Fellow at the Centre for Mental Health Research in association with Cambridge University (UK) and Public Engagement and Education Lead at the World Health Organization Collaborating Centre for Mental Health and Human Rights, Institute of Mental Health, Nottingham University (UK).

Professor Hankir’s research interests include global and Muslim mental health and pioneering and evaluating innovative interventions that reduce mentalhealth-related stigma and Islamophobia and he has published widely in these areas. Dr Hankir has coedited four textbooks on psychiatry and religion with Senior Members of the American Psychiatric Association. He is a public speaker and lecturer and has been invited to deliver talks at some of the most prestigious universities in the world including Harvard, Stanford, Yale, McGill, Toronto, Cambridge, Oxford, London, Padua and Coimbra.

Professor Hankir has been consulted by the World Health Organization (WHO) for his expertise on mental health and human rights and has also been consulted by the New Zealand Government for advice on the psychological consequences of the Christchurch Mosque terror attacks.

Ahmed is the recipient of multiple prestigious awards most notably the 2022 WHO Director General Award for Global Health. Dr Hankir identifies as a survivor and is passionate about empowering, dignifying and humanizing persons living with mental health conditions. Professor Hankir is also passionate about broadening access into medical school for persons from low-income backgrounds.

Ahmed enjoys going for long walks in parks, immersing himself in nature, travelling and drinking coffee in local cafes. He also enjoys cycling, running and raising funds for charities

ASME are delighted to invite you to exhibit at our Annual Scholarship Meeting, 10th – 12th July 2024, University of Warwick, UK

Conference theme is “Maximising Potential”

The conference programme will comprise plenary lectures, workshops, parallel sessions, pop-up events and compact comm 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.

Exhibitors and Sponsors have the opportunity to engage with 600+ UK and internationally-based participants.

Click here to Download our : Sponsorship & Exhibition Opportunities ..
To register as an Exhibitor or Sponsor please click here :ASM2024 Exhibitor/Sponsor Registration – ASME

Meet our Sponsors 

ELS Logo Orange RGB 1

Keynote Sponsor
Our medical education solutions prepare today’s students for successful careers. We offer innovative teaching and learning technology solutions to help improve student and program outcomes. Supporting today’s educators for tomorrow’s clinicians.

Gold Medal Sponsor
Causeway ® is Inish Education Technology’s flagship product. A fully featured e-Learning Authoring and Content Development Platform, it puts power directly in the hands of educators to build truly exciting, engaging and interactive online learning experiences for their students with minimum fuss.

It is a productivity tool and enabler, which puts you, the educator, in the driving seat to create online material you can be proud of and which your students will love. No IT expertise is required.

Create, Curate, Collate. With Causeway ® you can not only create your own original content but you can also use the platform to curate or repurpose and collate existing content (for example PowerPoint slide decks). Use features such as multi-media, open questions, word match, multiple choice questions, flash cards, audio and reusable learning objects to build interactivity into your content and engage your students to realise your and their full potential!

Welcome Reception Sponsor

Meet our Exhibitors 

Logo vHP transparent             IAMSEAoMEUniversity of St Andrews

Primal Pictures                  Oxford School of MedicineUniversity of East Anglia


Newcastle University



Useful Information:

  • If you included references in your abstract document, you do not need to include them in your presentation slides. 
  • The deadline for uploading your presentation in a PDF format is 12th June (and not 10th June as some correspondence has stated). Although this deadline may seem early, the information uploaded creates some of our conference documentation that will be used and viewed by all delegates at the event so it is important and necessary that it is uploaded in plenty of time otherwise there is a risk that information will be incorrect or missing.   
  • You may find our Accessibility Guide useful in preparing your presentation, alongside the information below. 


Compact Comm Presentations

ASME Compact Comms Icon Nov22Compact Comms presentations are for research and innovations that have not been developed to the completeness required for oral presentations. Presenters of papers accepted as Compact Comms are expected to speak about their 3 slide(s) for 3 minutes during the programmed chaired Compact Comms sessions, with 3 minutes for questions and change over at the end.

Full details for your Compact Comm presentation format:

compact comm info 1

Please click on the image above to download the document.

Oral and What’s your point? Presentations

oral and wyp icons

Oral presentations are 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 allow 10 minutes for presentation and 5 minutes for questions, comments, and feedback during the chaired oral what’s your point? sessions.           

What’s your point? oral presentations are short presentations on a topic of interest or debate. Think soapbox, or speaker’s corner, and don’t be afraid to challenge thinking. ‘What’s your point?’ presentations are 10 minutes, followed by 5 minutes of questions, comments, and feedback during the chaired sessions.

Full details for your Oral/What’s your point presentation format:

orals wyp info v2

Please click on the image above to download the document.

Uploading your presentation

We are once again partnering with Morressier for abstract presentations. You should have received email with instructions on creating a Morressier account. View this helpful video to help you navigate the platform where you upload your ASM abstract presentation (compact comm, oral, and what’s your point?): https://asme.link/abspres24 

In this episode, Oliver and Mark are joined by Dr Anna Harvey Bluemel, an NIHR Academic Clinical Fellow in Clinical Education Research and an ST1 in Obstetrics and Gynaecology.

We discussed conferences in medical and clinical education and the wider healthcare sector. From funding to finding your feet as a public speaker, we discussed tips to get the most out of your conference experience.

More about Anna: www.asme.org.uk/spotlight/dr-anna-harvey-bluemel/

Papers Mentioned:

Nersesian S, Vitkin N, Grantham S, Bourgaize S. Illustrating your research: design basics for junior clinicians and scientists BMJ 2020; 370 :m2254 doi:10.1136/bmj.m2254

Asif A, Burton O. Comic Sans or common sense? Graphic design for clinical teachers. Clin Teach. 2021; 18: 583–589. doi.org/10.1111/tct.13417

Listen here: https://linktr.ee/tasmetime

Conferences in Healthcare Maximising Your Experience

Our onsite accommodation link has now closed for this years ASM please email conference.events@warwick.ac.uk should you require any amendments to be made to your existing booking.

Warwick Arts Centre
University of Warwick

UK Tel: +44 (0)24 7652 3222

SatNav postcode: CV4 7AL

This postcode will direct you to Gibbet Hill Road, the main road through the University, where you’ll find signposts for central campus. More on our location


Free access to our wireless network is included for all our guests and delegates. It is designed to be available 24hrs a day, 7 days a week. You can use the Warwick Guest wireless network anywhere on campus, however, you must register for an account and agree to the terms of use.

You can register using a web browser on your wireless device and a password will be sent to your mobile phone as an SMS text message. All conference venues and bedroom spaces have full wireless network coverage so you can always stay connected.

Contactless Payments Only

All venues within the campus are cashless and accept contactless payments only.


The University have introduced ANPR parking in all car parks on and around campus, this also includes Radcliffe and Scarman, with this in mind delegates will be required to pre-register their vehicle ahead of their arrival via the link below, this will guarantee complimentary parking.  Please advise delegates to follow the below steps:

  1. Click on the following link:  Car Parking Conferences
  2. Fill in “Personal Details”, check the “Booking Summary” is correct,
  3. Add the promotional code: FUXGX (this promotional code will then reduce the price to £0.00) – Click “Book now”

Walk / Run / Jog

Click here to view some campus routes that you may wish to enjoy : Run, jog or walk at the University of Warwick | Warwick Sport


Enjoy the Labyrinth 
Walk the 
labyrinth to help you reflect. As you walk, recall different points in your life, either chronologically or using the form of the path, the turning points, the significant encounters and relationships. When you reach the centre reflect on your destination and journey’s end. Practice gratitude.

Sculpture Park Map

There are 24 sculptures spread out all across Warwick University campus. The sculptures are installed along footpaths in green spaces, in woods and by our lakes. You can visit 1 or 2 sculptures or challenge yourself to find all 24! Download the App below or pick up a hardcopy from the information desk in the Warwick Arts Centre.



The University of Warwick is playing its part in tackling the climate emergency. Building on our existing research and education programmes and our connections to industry and society, we’re focusing on The Way to Sustainable – the real-life implications of creating a sustainable future and the practical challenges of getting there. Click below for more information :



Let us know if you have any access or special requirements

We asked you on your registration form to confirm any access or special requirements. If you have listed a requirement then the events team will be in contact closer to the time to offer any assistance required. However, ASME are dedicated to making sure that all delegates have a great experience at our ASM, therefore if you would like to discuss your requirements in advance please email events@asme.org.uk 

All ASME events are planned and run utilising our EDI Checklist. To request a copy of the checklist please email events@asme.org.uk.

You can click here to view our Accessibility Guide for ASME’s sessions, presentations and compact comms.

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.


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.

             What's your point?

Our ‘What’s your point?’ sessions are short presentations on a topic of interest or debate. Think soapbox, or speaker’s corner, and don’t be afraid to challenge thinking.

  • ‘What’s your point?’ presentations are 10 minutes, followed by 5 minutes of questions
  • A maximum of 2 presenters are permitted
  • Slides are permitted but we urge you to think creatively when using visual aids
  • You should choose topics that will spark interest and debate

This submission type is not suitable for research presentations

ASME Compact Comms Icon Nov22

We invite you to submit an abstract for presentation in our Compact Comms sessions which are for research and innovations that have not been developed to the completeness required for oral presentation. Presenters of papers accepted as Compact Comms are expected to speak about their slide(s) for 3 minutes during the programmed chaired Compact Comms session with 3 minutes for question and change over at the end. Where submitters have more than one Compact Comms accepted we would advise that either a co-author presents your other paper(s) or you indicate which of your Compact Comms you will present in the session. If your Compact Comms is accepted your full instructions on format etc. will be sent at this time.

Guidelines for submissions:

  • Submissions may address issues of concern/development at all stages of medical or allied 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
  • Up to 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 only throughout the abstract submission and assessment process
  • A maximum of 10 authors can be listed
  • Quoted references in the paper cited in the abstract should be listed at the end. A maximum of 3 references can be listed. 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 to ASME. Therefore please ensure all data, including author(s) and presenter(s) details, are correct at time of submission
  • Up to 2 presenters may be indicated for each abstract
  • The presenter(s) must register and pay the registration fee (if payment of fee is applicable) by the close of the Early Bird deadline 23.59 BST on the 31st May 2024 (or have registered and have made arrangements to pay the registration fee prior to arrival) in order to guarantee inclusion in the programme
  • Should a presenter not be registered by the early bird deadline date then ASME reserve the right to withdraw that paper from the conference schedule
  • The presenter(s) must be available to present at any time during the conference, no preferences for day/time of presentation can be accommodated due to scheduling complexities
  • Abstracts will be published online. Abstracts submitted by individual ASME members and staff employed within organisations that are institutional ASME members will also be published in the supplement of the journal The Clinical Teacher. By submitting your abstract, you consent to give ASME permission to publish it.
  • ASM certificates will be provided to delegates within 30 working days of the end of conference. These will be sent to the abstracts submitter only for dissemination to their co-author(s)/presenter(s) were applicable. 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 published

ASME Awards

There will also be an option to have your submission considered for the Special Interest Group Technology Enhanced Learning (TEL) parallel session and Compact Comms 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. Please visit the awards page for full details of the criteria for eligibility for each prize.

Submissions will close at 17.00hrs (GMT) Thursday 25th January 2024. No extensions will be offered.

ASME Symposium

ASME invites submissions for symposia at our ASM. This is a panel presentation and discussion on a theme of interest or debate.

  • Symposia will be 90 minutes
  • Each will have one chair, and up to 4 contributors
  • All symposia contributors, including the chair, must be attending the ASM
  • The chair will introduce the session, then each contributor will present their element. This section must not exceed 60 minutes
  • There must be 30 minutes allocated for questions from attendees, and a panel or general discussion

Intra Conference Sessions

Intra-conference sessions should be designed to encourage lively debates, stimulate the production of new ideas and the discussion of issues. They should promote and disseminate effective learning and teaching activities in medical and healthcare education through a practice activity and/or interactive based format. Proposals should be designed to attract an audience of a maximum of 40 delegates, to cover more precise topics than the main plenary sessions.

If your submission is successful you should be prepared to present your intra-conference session at any time during the conference, we cannot guarantee a specific day or time until closer to the conference.

Guidelines for submissions:

  • Intra-conference sessions will be 90 minutes
  • Submissions may address issues of concern/development at all stages of medical or allied healthcare education
  • The abstract should indicate the main conclusions of the paper
  • The submission should include a workshop description (300 words), an outline of what educational methods/interactive learning methods will be used throughout the workshop to encourage participation and learning (100 words) and a list of the objectives and outcomes of the workshop, indicating knowledge, attitudes, and skills that participants should gain from it (100 words) 
  • 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
  • You must submit your session application via the online form (see forms tab below)

Criteria for evaluation:

  • Completeness – do we need further details of the submission?
  • The nature of the Intra-conference session – are the objectives clear?
  • Intra-conference session format – does it include significant opportunity for practice and interactivity?

Review Process:

Submissions will be checked for completeness and appropriateness for the criteria.  Proposers will be given feedback about incomplete submissions, and the chance to confirm details if there is time to do so before the deadline for application. Submissions will be assessed by an assessment panel. 

Important – Submission Requirements for Intra-conference sessions:

  • Intra-conference sessions submissions are final on receipt. No amendments will be permitted to your session descriptor and lead details after submission
  • All session leads must register and pay the registration fee by the close of the Early Bird deadline (or have registered and made arrangements to pay the registration fee prior to arrival) in order to guarantee inclusion in the programme
  • Only 3 maximum leads may run a workshop (all of which should be ASME institutional or individual members)
  • The submitter must be the session lead
  • The lead(s) 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
  • If accepted, your Intra-conference sessions should last a maximum of 90 minutes
  • NOTE: No Intra-conference session lead(s) have the authority to cancel their conference session(s) on-site.  Programmed Intra-conference sessions must go ahead as per conference schedule regardless of attendee level

Submissions will close at 17.00hrs (GMT) Thursday 25th January 2024. No extensions will be offered.

Click here to complete the  abstract submission form 
Click here to complete the symposium-proposal
Click here to complete the pre-intra-conference-session-proposal

You can save and return to the abstract submission form at any time, but please note that all submissions will close at 17.00hrs (GMT) Thursday 25th January 2024 and no extensions will be offered.

Submission Deadline FINAL 1


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The theme for our Annual Scholarship Meeting 2024 is ‘Your Key to Maximising Potential’. Join us for an enlightening conference that will explore innovative research and good practices to unlock the full potential of health professions scholarship and research.  Engage with renowned educators, healthcare professionals, and researchers as we delve into cutting-edge approaches, technologies, and pedagogies. Discover how to empower the next generation of healthcare leaders, optimize curriculum design, and promote lifelong learning. Whether you’re an educator, student, or healthcare practitioner, this conference promises valuable insights to enhance the quality and impact of health education, ultimately elevating patient care and advancing the field of medicine.

‘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 credit(s). 

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