Announcing the recipients of The Clinical Teacher New Voices in Health Professions Education Award 2021

The Clinical Teacher Award Logo Small Feb21
ASME announces recipients of inaugural 
The Clinical Teacher ‘New Voices in Health Professions Education Award 2021’

New career development award provides clinical teachers and researchers with essential skills to be a peer reviewer.

Launched this year, the aim of this new and innovative career development programme sponsored by ASME and Wiley is to provide early-career clinical teachers and researchers with the essential skills required to be a peer reviewer. Key features of the programme will include opportunities to engage in contemporary scholarly debates, improve skills in critical analysis and communication and refine academic writing through exposure to good practice.

During the summer, recipients were invited to apply for this prize from diverse health professional backgrounds, under-represented groups and geographic regions where career development support for health professionals as clinical teachers and researchers is evolving.

Aileen Barrett, Editor of The Clinical Teacher (TCT), says: “Supporting early-career clinical education researchers, teachers and academics is at the heart of our mission at The Clinical Teacher. Recognising that support for clinical education researchers is not equally accessible throughout the world, and in all health profession disciplines, we wished to offer this year-long opportunity to three new researchers from a range of health professions and regions.” 

“I am delighted to welcome Jennie Ross, Clinical Trainee at the University of Sheffield, Han Siew Ping, Lecturer at Nanyang Technological University in Singapore, and Amy Martin an ST1 in Public Health at the University of Leeds to this inaugural New Voices programme and to our TCT team. Coming from three different clinical and academic backgrounds (dentistry, medicine and science), they have all demonstrated keen ambitions to become part of the health professions education community and to contribute to the important international conversations and debates taking place within HPE.

We are excited to work with and learn from them, and we hope their participation will have longstanding impact on both their own professional development as academics and peer reviewers and also as they lead new academic initiatives within their own institutions and professions in the UK and Singapore.“

Here’s what the winning recipients had to say about winning their award:

Jennie Ross, Clinical Trainee at the University of Sheffield

Jennie Ross photo
 “
I am delighted to be one of the recipients of this award and am very excited for the opportunity to work with clinicians experienced in healthcare education research.  I hope to be able to take the skills I gain to further the education research that is taking place in primary dental care and raise its profile in the dental research community.”

 

 


Han Siew Ping
, Lecturer at Nanyang Technological University in Singapore

Siew Ping Han professional pic
 “I am surprised and delighted to have been granted this award. As a newcomer to medical education, I look forward to learning from the best and brightest in the field. The past two years has presented great challenges for the global medical education community, and I hope I can contribute in a small way to explore, develop and implement education innovations to ensure that medical students will emerge from these challenges smarter, stronger and kinder. Thank you ASME!”

 

 

Amy Martin, ST1 in Public Health at the University of Leeds

Amy martin photo
 “I am so excited to be awarded this opportunity to develop my critical appraisal skills with the expertise and support of my mentors from the ASME and TCT teams, particularly at a time when we and the public have been compelled to recognise the importance of evidence-based medicine, more so than ever before. As a Public Health trainee, representing Public Health in Clinical Education is something that is important to me. I believe the interface between these two disciplines is a valuable opportunity to enhance our understanding of health inequalities and the importance of diversity in our work as healthcare professionals.”

 

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