ASME Needs You!

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  Want to contribute to ASME’s work?  Would you like to have a voice on the Board? ASME’s Board of Directors would like to invite applications from the membership to apply to join the Board as a Director.  This is to enable interested members to make an active contribution to ASME, gain experience and insight into how a Board operates, influence policy and/or ideas and to provide fresh and possibly alternative viewpoints/ideas to the Board. Our Articles of Association require that the Board renews/refreshes the Board on a regular basis and as such, we are now looking for three new Directors to join the Board and assume an Office Bearer role, specifically: - Director of AwardsDirector of MembershipDirector of Networks This would be for a 3-year term.  The role descriptions can be found in the links above. Appointment of Directors by the Board process If you would like to apply to...

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RMG Chair welcomes new Committee members


ASME RMG SIG I am delighted to welcome new Committee members to support the work of the RMG SIG after a successful recruitment campaign.  The new membership is as follows: The Committee have already met to agree a workshop proposal and a pop-up event for ASM. We are in the process of developing a programme of other exciting events including Journal Club discussions and Bite-size seminars based on the expertise of the group. Anne-McKee          Deputy ChairAnel Wiese             SecretaryTudor Chinnah       EDI leadMorven Shearer     Events co-ordinatorStefano Sandrone  Membership & NetworksMegan Brown         Social media and Communications Michal Tombs         ERC Representative We are particularly keen on developing collaboration with other groups and networks to ensure that we reach a diverse audience in providing a forum for sharing of expertise in research methodologies and developing capacity in the wider ASME community....

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ASME/GMC Excellent Medical Education Awards 2021 – Winners Announced

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ASME is delighted to announce the ASME/GMC Excellent Medical Education Award winners for 2021. The “Excellent Medical Education” Programme is a set of national prizes established jointly by ASME and the GMC for the first time in 2015 and they are intended to fund high-quality medical education research, development and innovation.  ASME and the GMC welcome applications on a wide range of issues across the continuum of medical education. Three awards are available across the two categories of undergraduate and postgraduate/ continuing professional development. The programme is intended to support research which is related to the innovation, development, implementation and sustainability of excellent medical education which has an impact at either the individual (medical students, doctors in training, SAS doctors and consultants, and/or patients) or systems level (e.g. informing or leading to organisational change).     Applications up to the value of £5,000 and up to 12 months in duration will be...

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The importance of assessment in the medical undergraduate curriculum…. and beyond!


Written by Dr Melanie Coulson (MbChB, MSc, FHEA) (Medical Education AFP) Dr Melanie Couslon Twitter: @Mel24712808 What is assessment? Assessment during the medical undergraduate degree has many forms. Most medical students can identify commonly defined categories. Is it formative or summative? Is it placement-based? Is it interprofessional? Is it a written exam or an ‘Objective Structured Clinical Examination’ (OSCE)? Additionally, when reviewing assessment techniques, assessors must consider the ‘soft skills’ of the curriculum too. Soft skills include communication, teamwork, professionalism, and leadership. Is there a requirement to assess? In short- yes, because the General Medical Council (GMC) says so! However, it is not as simple as that. Medical schools must ensure their assessments are mapped to the curriculum (Tomorrow’s Doctors (2009)). Furthermore, they must be able to prove their assessment methods are valid, reliable, fair, acceptable, cost-effective, etc. Medical schools regularly get audited on the transparency of their assessment techniques and therefore...

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Patients: not sign offs

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 Written by Abbie Tutt, JASME. Abbie Tutt Twitter: @abbietutt I looked at my timetable this week. Some self-directed learning (result!), a day on labour ward and a scattering of clinics. Not too much then, should be able to cope, might even get some studying done this week. I had just finished a GP placement where I was commuting for a full hour and a half every day and was consequently shattered. I am relieved now to only be travelling 20 minutes up the road. As a final year student I can feel exams breathing down my neck. There’s pressure to perform at a finals standard despite it being over 2 years since I stepped foot on a labour ward. I’m determined to get sign offs completed early and attend all teaching, but time is precious, so I need to recognise when I am no longer learning and return home to revise....

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