ASME News and Blogs

The latest news and updates from ASME

ASME & TASME cancel Spring and postpone Summer annual conference to help reduce spread of Covid-19

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 The Board at Edinburgh based ASME (Association for the Study of Medical Education) confirms the postponement of its Annual Scholarship Meeting (ASM) due to take place on 8-10 July, 2020. The three day conference, which attracts around 500 delegates,  is due to focus on Disrupting Medical Education – Challenging the norms of medical education. It was due to be held at the ACC, Kings Dock, Liverpool.This decision comes following the announcement by the Scottish Government and its guidelines announced yesterday to help in reducing the risks associated with the spread of Covid-19 at large gatherings.In addition, the TASME Spring Conference due to be held on 28th March at the University of Leeds will also now not go ahead.Professor Sandra Nicholson, Chair of ASME, said; ‘It is with regret that we have decided to postpone our ASM and cancel our TASME annual events which usually attract a total of 600-700 delegates between them. However, it is more important that we play...
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ASME launches £20,000 Board Award

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Researchers invited to submit projects focussing on equality, diversity, inclusivity and mentoring for inaugural medical education awardThe Association for the Study of Medical Education (ASME) has launched its inaugural Board Award which is set to support one research project per year with up to £20,000.The new award complements the organisation’s existing smaller awards and grants. It is open to submissions from medical educators who are members of ASME and will focus on projects closely aligned with ASME’s strategic goals.ASME Chair, Professor Sandra Nicholson, said: “We are particularly interested in hearing from researchers working on projects tackling equality, diversity and inclusivity as well as mentoring within the field of medical education.“These topics are closely aligned with ASME’s strategic aims, and we believe they are an excellent focus for this inaugural award. However, we are also keen to hear from researchers working on other topics with an affinity to our core values.”ASME Director...
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Faculty of Surgical Trainers/ASME Educational Research Grant 2020

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Faculty of Surgical Trainers/ASME Educational Research GrantFaculty of Surgical Trainers/ASME Educational Research Grants    Applications for the joint Faculty of Surgical Trainers (FST)/ASME small educational research grant(s) are invited from surgical trainees and consultants, who are members of FST and/or ASME.Grants are awarded for projects for a period of one year only and funding will be for grant applications up to £3,000.The closing date for receipt of applications is on Wednesday 13 May 2020.For full details and to apply download the guidance notes and application form from the FST website, the link is https://fst.rcsed.ac.uk/grants.aspxApplications should be emailed to [email protected] or by post to:Mrs C McCartneyResearch and Grants Co-ordinatorDevelopment & Partnerships OfficeThe Royal College of Surgeons of EdinburghNicholson StreetEdinburghEH8 9DWClick HERE to download the guidance and application form for this grant

Final ASM 2020 plenary speaker announced

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ASME are delighted to announce Prof Nisha Dogra as the final plenary speaker at our 2020 Annual Scholarship Meeting. Prof Dogra will help ASME with the 2020 theme - Disrupting Medical Education, designed to challenge the norms in our field.Nisha Dogra is Emeritus Professor of Psychiatry Education at the Greenwood Institute of Child Health, University of Leicester. She is also an external lecturer on the MMedSci Medical Education Masters at the University of Nottingham.Throughout her career Nisha was been involved in the development and delivery of a wide variety of teaching and training events in undergraduate and postgraduate education, locally, nationally and internationally in both psychiatry and diversity. Nisha has led innovations in how medical students can be taught diversity to ensure they deliver high quality care to a range of patients and understand how their own perspectives may influence the care they provide. This has extended to how educators ensure their practice is...
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