Researching Medical Education Conference 2022 – Expanding Borders in Medical Education

RME 2022 IS NOW SOLD OUT

DEADLINE FOR REGISTRATIONS: 27TH OCTOBER 2022

Please note that members registrations will be checked against our membership database.

We aim to ensure that people have equal access to this event. If you need alternative formats or other reasonable adjustments, please contact Monica Martins (Events and Conferences Coordinator) on +44 (0) 131 225 9111 or via email: events@asme.org.uk with your request by 1 November 2022 so that arrangements, where possible, can be made.

We are delighted to be joined by

Professor Jennifer Cleland

Jennifer Cleland is President’s Chair in Medical Education and Vice Dean (Education), Lee Kong Chian School of Medicine, Nanyang Technological University Singapore.   Prior to coming to Singapore in January 2020 she was the inaugural holder of the John Simpson Chair of Medical Education Research at the University of Aberdeen, UK and Director of the Scottish Medical Education Research Consortium (2015-2020).  She was the Chair of the Association for Medical Education (ASME) from 2013-2018 and Chair of the Association for Medical Education Europe (AMEE) Research Committee (2014-2018).

She holds Adjunct or Honorary Professor roles at numerous universities across three continents. She is an Honorary Fellow of the Royal College of Physicians, Edinburgh, and the Academy of Medical Educators, and an Associate Fellow of the Faculty of Surgical Trainers, Royal College of Surgeons (Edin).  She is a member of AMEE’s Executive Committee. She holds Editorial positions with the journals Medical Education and Advances in Health Sciences Education.

Professor Cleland is known internationally for her research in the areas of student selection and widening access to medicine, performance and assessment, career progression and choices in medicine. Her research is characterized by inter-disciplinarity and methodological flexibility. She has published over 200 academic papers in top ranking journals.  She is co-editor with Steve Durning, of Researching Medical Education, used as a core text for MHPE globally, with the second edition out in November 2022.

Title: Shifting sands: What is true, what is evidence and who has authority?

Health professions education is a relatively young field of enquiry.  Yet already it is clear that, as a field, we are evolving from reporting “what we did”, to an increased use of more diverse, and nuanced, theoretical frameworks in the qualitative studies, and more sophisticated questions in the quantitative ones. With this has come a realisation of two factors.  That knowledge advances through the work of – ideally interdisciplinary – teams and scholarly communities, not individuals working alone.  And being open to new ideas, theories, methodologies and worldviews is critical to advance the field.  In this talk I reflect on the literature and my own academic autobiography, to consider how health professions education research continues to evolve, excite and lead to ever more understanding and further questions.

Professor Saleem Razack

Saleem Razack is a practicing pediatric intensive care physician and director of the pediatric intensive care unit at the Montreal Children’s Hospital.  He is a professor of pediatrics and health sciences education, dually appointed in Pediatrics and in the Institute for Health Sciences Education at McGill University.  His academic focus has always been within health professions education, specifically, issues of equity, diversity, inclusion and anti-racist educational practice.  His research has included a discourse analysis of equity, diversity, and inclusion within student selection to medicine, and he has since moved towards understanding concepts such as meritocracy and professionalism within medicine with respect to equity, diversity and inclusion.  He is currently a coinvestigator on several grants studying social accountability discourses in medical education, and how patient experience can be brought into curricular design.  He has been a residency program director, assistant dean of admissions, and was the inaugural director of McGill’s Social Accountability and Community Engagement Office.

He does not apologize for being a highly subspecialized technologically based specialist who cares deeply about the impact of social context and structural determinants on the health of the patients he cares for in the Pediatric Intensive Care Unit of the Montreal Children’s Hospital.  On the contrary, his rallying metaphor for this type of medical practice is one of collision – finding beauty, reward and witnessing healing in the tragic impact between life-threatening critical illness in children and their social contexts.

 He is an older dad of 4-year-old twins, in a two dad situation, and obsesses about acquiring the competency of French braiding, which is unlikely to happen.

Title: The Unbearable Whiteness of Professionalism:  Casting a Critical Gaze on Professional Identity Formation

After 30 years as a respected medical educator in a professional identity formation course in a “top” medical school, a racialized educator feels she just can’t teach “this stuff, this way anymore”.  It feels so inauthentic, “white” and “male”. She asks herself: are we fostering the development of professional identities which will care for diverse populations well in the future?

In this plenary, the presenter will discuss the discourses of professionalism in medicine, and the resulting social constructs, through the lens of critical, critical race, and intersectionality theory.  Using case-based examples, such as the one above, he will draw the link between how professionalism is taught as a way of being and as a form of behaviour regulation, and how it manifests as a political force within society.  Drawing on the work of Brazilian educator, Paulo Freire, he will seek to reimagine a professionalism of solidarity with populations served, which has social justice and the dismantling of discriminatory structures within health care as a key tenet in its way of being in the world.

Professor Dame Jane Dacre DBE, MD, FRCP

Jane is the Chair of UKMED, which collates data on medical students and trainee doctors to support Mrdical Education Research. She is the former Director of UCL Medical School and an honorary consultant physician and rheumatologist, at Whittington Health in London. She is Professor of Medical Education at UCL and the President of the Medical Protection Society and a specialist advisor to parliament on the Health and Care Committee, where she chairs an Expert Panel, responsible for evaluation Government Pledges. She was the lead for the Department of Health and Social Care review of the Gender Pay Gap in Medicine, with Professor Carol Woodhams from Surrey University Business School. This review ‘Mend the Gap: The Independent Review into Gender Pay Gaps in Medicine in England’ was published in December 2020 and she now chairs the DHSC gender pay gap implementation advisory group. She is the co- chair of the Commission on Professional Leadership in Pharmacy and is leading an independent review into the Prescribing Skills Assessment for the Medical Schools Council.

She is past president of the Royal College of Physicians of London, only the third woman to hold that position in the College’s 500 year history and has also been vice chair of the Academy of Medical Royal Colleges, medical director of MRCPUK examination, academic vice president of the RCP and a GMC council member. Her research is in medical education, assessment and equality.

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Getting started in medical education research 

Prof Bob McKinley and Dr Eliot Rees, Keele University 

This workshop is aimed at early career clinical educators (including students) who are planning or considering their first research study in clinical education. 

We will explore how to identify appropriate research questions, an overview of different research methodologies, and common pitfalls for new researchers.  We will signpost to sources for further detail for individual projects, and general sources of information and support. 

We encourage participants to consider an area or research question that they are interested in investigating in advance of the workshop where possible. 

EDC workshop. Masters in Education dissertations and projects: Maximising opportunities and overcoming challenges! 

Dr Catherine Bennett, University of Warwick

This workshop is aimed at delegates considering, undertaking or supervising a masters in education dissertation or project, and for those wondering about being a supervisor. What makes a good dissertation project, what are the challenges, how do you maximise the opportunities? There will be ample opportunity to discuss thoughts, ideas, concerns and challenges as well as lots of top tips about how to get the most out of a Masters project. 

Breaking down barriers and strengthening impact: Embedding equality, diversity and inclusivity within Health Professions Education research

Dr Amaya Ellawala, Hull York Medical School, Dr Nabilah Mayat, JASME and Dr Stephanie Bull, Imperial College London

When we think about the research that we conduct – does it include a diverse range of voices? Does it accurately reflect the intricacies of our study contexts? 

Through our research processes, we may inadvertently fail to acknowledge contextual and systemic barriers that limit participation. It is imperative that we recognise these barriers and acknowledge how research could be made more equitable, diverse and inclusive. Considering how we can embed equality, diversity and inclusivity (EDI) at each stage of the research process is an important first step towards creating research that is more meaningful.

In this interactive workshop we will explore practical steps in embedding EDI considerations in health professions education (HPE) research. We will look at this from two perspectives – the research process and the research team. The workshop will involve discussion, collaboration, and the opportunity for participants to consider how EDI could be embedded within their own research practices.

Writing for publication in medical education – practical steps towards success 

Mrs Julie Browne, Cardiff University

Medical students and trainees are keen to get involved in educational scholarship and publication, but too often the process seems cloaked in mystery. How can you get started in medical education research? What sort of articles and papers could you write? What do editors want? And how do you get your work published successfully? In this interactive workshop we’ll look behind the scenes to answer these questions and more, helping you to come up with a practical action plan to boost your skills, confidence and productivity in witing and publishing.  

Working across disciplinary and professional boundaries 

Prof Karen Mattick, and Dr Alison Pearson, University of Exeter 

The health professions education research field enjoys a diversity of perspectives and involves individuals from a wide range of disciplines and profession.  This diversity presents us with rich opportunities for research and for personal development, provided that we are able to navigate the inherent challenges.  In this workshop, we will share our perspectives on how to work across disciplinary and professional boundaries, and integrate these with the experiences of workshop participants.  We will provide examples from our work as members/co-leads of the Centre for Research in Professional Learning at the University of Exeter and through shared projects such as the Care Under Pressure research programme.  We hope that participants will leave the workshop feeling that there are far more opportunities than challenges! 

Thoughts that breathe, and words that burn: Using poetry in medical education research 

Dr Megan Brown, Imperial College London

Poetic Inquiry – the practice of reading or writing poetry to deepen inquiry ­– can add depth and detail to qualitative research. Though, increasingly, health professions curricula encourage reflection on the humanities, we draw on poetry and poetic methods far less often within research. Poetic inquiry promotes creativity within data analysis, enhances researcher reflexivity, and encourages deep engagement with data. Poetic inquiry is more than just a tool to be used on qualitative data, it is a way of being that gives rise to the space for wonder, emotions, creativity, and interpretation.  

This workshop will offer an overview of poetic inquiry, its theoretical roots, and its applications within qualitative research. Participants will be encouraged to consider ways in which they might draw on poetry within their own research (these considerations might range from whole projects utilising poetry as a primary method of data collection or analysis, to smaller ways in which participants might ‘poetise’ existing projects). Participants will also have chance to explore various poetic techniques, including the opportunity to construct a poem from interview data.  

No poetic knowledge or experience necessary – just an interest in learning more! 

The Joys of Promiscuity in Health Professions Education Research – Methodological and Theoretical 

Prof Saleem Razack, McGill University (Canada)

Participants will engage in analysing a taxonomy of common qualitative and quantitative methodologies in health professions education research. We will explore how, through the alignment of research questions and methodologies, more apt and relevant research can result, better informing health professions education practice. We will analyse the process of methodological alignment by comparing and contrasting the epistemological, philosophical framing, and goals of specific select methodologies, using research case studies. 

PhD Masterclass: Expanding networks and exploring ideas

Dr Frederick Speyer, Queen’s University Belfast

Dr Stephanie Bull, Imperial College London

A key component to PhD level study is for students to explore and defend their thoughts and ideas critically with the academic community. The pandemic has changed the way research communities communicate and interact with one another; the enforced move to an online world helped some, and hindered others.

This workshop has two aims in keeping with the conference theme of Expanding Borders. First, it provides a safe space for PhD level students to meet in person, develop networks, and expand the boundaries of their research through idea sharing, conundrum problem-solving, and critical evaluation. Secondly, it affords the opportunity to reflect upon the pros and cons of networking in real-world vs virtual environments, and consider how to expand the borders of networking for PhD level students as we move into ‘the new normal’.

The workshop will be dynamic and shaped by the attendees’ needs. Attendees are encouraged to think about an aspect of their study that they wish to discuss, but will not be required to prepare a formal presentation.

Research interviews and focus groups 

Dr Dorottya Cserzo, CUREMeDE, Cardiff University 

This workshop is aimed at junior researchers who are interested in conducting interviews and/or focus groups. We will discuss the strengths and limitations of these approaches, the practicalities of using the methods, and key ethical considerations in the context of medical education. Participants will have the chance to practise question design and ask an experienced researcher questions about the methods. Participants will receive an extensive reading list to follow up topics of interest. 

Inclusion and diversity in peer review and publication – expanding borders and challenging minds 

Dr Aileen Barrett, Editor-in-Chief, The Clinical Teacher 

Peer review is the foundation on which publication is built, yet we face enormous challenges and threats to this traditional model. In this workshop we will explore the critical role of peer review in ensuring the development of inclusive, accessible scholarship. Ensuring diversity of perspectives in peer review is key to this accessibility, yet many barriers remain. We will discuss participants’ experiences of peer review (both as authors and reviewers) and discuss examples of how health professions education research is evolving to create a more inclusive peer reviewer community. 

Mapping the borders between scoping review and other types of evidence synthesis 

Dr Anél Wiese, University College Cork (Ireland) and Prof. Anne-Marie Reid, University of Leeds (UK) 

Scoping review plays a critical role in shaping practice, policy, and research in medical education and is the most popular type of knowledge synthesis in our field. Despite its prevalence, few structured opportunities are available to develop the knowledge and skills to undertake a literature synthesis of this type. This workshop, led by the ASME Research Methodology Group, offers a rare opportunity for health professionals, researchers, and academics of all different backgrounds to meet and participate in a practical introduction to scoping review. Participants will gain insights into how scoping review differs from other types of reviews, how to develop a protocol, and how to identify what research questions can be addressed by a scoping review. This interactive workshop offers ample opportunity for practical exercises, collaboration, and discussion. 

Designing and analysing a quantitative questionnaire: what constitutes research rigour? 

Dr Michal Tombs, School of Medicine, Cardiff University 

For those who are new to medical education research, the use of a quantitative questionnaire is often the most appealing method for data collection. This may be due to its practical appeal as it provides a useful solution to researchers who are limited in resources and time. The problem being that without understanding what constitutes rigour in the design and analysis of quantitative questionnaires, novice researchers may struggle to produce meaningful findings from their data. 

This workshop is designed for newcomers into the world of medical education research.  Issues of questionnaire design will be explored and practical steps in the analysis of data will be considered. This will include descriptive and inferential statistics as well as concepts and methods of examining reliability and validity of questionnaires. 

UKMED Workshop 1 – An introduction to the UK Medical Education Database

Lead – Dr Paul Garrud, Nottingham University

This workshop will introduce participants to UKMED, its scope, governance, and arrangements for research access. The planned outcomes are:-

a) Understand the types and breadth of data included in UKMED

b) Be familiar with UKMED governance requirements for research

c) Know how to apply to use UKMED for research

d) Appreciate the mix of expertise needed in the research team

e) Have completed some research planning exercises (provided) for potential UKMED projects

UKMED Workshop 2 – What can UKMED be used for? 

Lead – Dr Lewis Paton, Health Professions Education Unit (HPEU), Hull York Medical School

UKMED provides exciting opportunities for research. However, the sheer scale of the dataset places particular focus on understanding exactly what UKMED can be used for. This workshop aims to help participants to explore this by:

1. Illustrating the breadth of research that has been done using UKMED 
2. Discussing what UKMED cannot currently be used for 
3. Shining a spotlight on new datasets recently added to UKMED
4. Learning key lessons from successful projects
5. Understanding what help is available 

UKMED Workshop 3 – Practical problems with using UKMED data

Lead – Professor Chris McManus, University College London

This workshop is aimed at those working or intending to work with UKMED data.  It is vast and contains riches, but extracting the nuggets of gold can be difficult. This workshop will consider five practical problems.

1. Deciding what software to use
2. Navigating very large data files without getting completely lost
3. Understanding that conventional statistical tests aren’t appropriate for huge sample sizes
4. Dealing with the missing data that inevitably occur in real world data
5. Completing these tasks in a safe haven

** Green sessions – UKMED stream, Gold sessions – beginner-medium level workshops, Grey sessions – medium-advanced level workshops

The venue: Friends House

Friends House is committed to sustainability. They want to reduce their impact on the environment while procuring goods and services in an ethical way. Friends House takes action to reduce carbon emissions, cut waste, choose local sourcing and preserve the ecosystem. If you wish to know more about Friends House sustainability policies and achievements, please click HERE.

Catering

Friends House use Fairtrade and locally produced seasonal ingredients in their menus where possible.

• All packaging including bento boxes and lids are fully biodegradable, the same applies to any cutlery, napkins and disposable cups. The catering provider is a “Zero to Landfill” caterer and they ensure that all waste is recycled.
• They operate a fleet of electric vans to reduce the impact on pollution in London.
• All meats, fish and produce are sourced from small local suppliers in preference to large national distributors. Wherever possible they use organic ingredients and their minimum is a Red Tractor certification for all meats, MSC approval for all fish/seafood and vegetables sourced from farms in Essex & Kent.
• They do occasionally use items out of season or from other countries to sustain the integrity of certain dishes but do ensure ethical sourcing including fair trade fruits, tea & coffee.

Travel

• There are excellent public transport links to reach the venue. Please click HERE to see how to get to the venue.
• There is a safe cycle parking in Friends House courtyard for visitors and staff.

ASME and Friends House aim to ensure that RME is accessible and welcoming to all. Guests requiring reasonable adjustments (e.g. wheelchair users/other mobility requirements) are advised to make themselves known to reception on arrival at Friends House. For more information about the venue’s accessibility, please click HERE.

If you need alternative formats or other reasonable adjustments, please contact Monica Martins on +44 (0)131 225 9111 or via email: events@asme.org.uk with your request by 1 November 2022 so that arrangements, where possible, can be made.

Please click HERE to know more about ASME’s Equality, Diversity and Inclusion strategy.

Friends House, London (173-177 Euston Rd, NW1 2BJ)