Video Abstracts – Are they a WP Disaster?

Ryan Devlin Photo
Ryan Devlin Photo

When examining equality and equity, there is quite a prominent image: Three people, an adult, a child, and a person in a wheelchair, trying to look over a fence. The adult can see, the other two cannot. Equality gives them each a single box to stand on to see. The adult, who could already see over the fence, can see even further. The child can now see, but only when standing on their tiptoes. The wheelchair user still cannot see, for they cannot climb onto the box. The three people receive the same support but are not equal in outcome. Equity each gives them support based on need. The adult receives nothing, for they can already see. The child receives two boxes, so they can see clearly. The wheelchair user receives a wooden ramp, so they can see clearly as well. They each receive different amounts of support but are equal...

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Studying your own illness – A Quirk of Medical Education

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Picture this. You’re a medical student sitting in a lecture theatre, learning about a condition in which you are already an expert; not because you have seen a patient with the condition before, but because you have lived the real experience yourself. As Henry Marsh explores in “Do No Harm”, medical students often develop a false understanding that that disease happens only to patients, seeing doctors as superhuman humans who are immune to disease and disability. This perpetuates the concept of a healthy, neurotypical, non-disabled doctors, whereas the reality is vastly different. We do not know the true proportion of doctors that are affected by disability. This is due to hesitancy about disclosing such information, from a fear of being treated unfavourably or lack of support from the workplace. In a 2020 BMA survey reported in ‘Disability in the medical profession’, only 36% of disabled doctors and medical students felt comfortable...

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JASME and ASME are delighted to announce the winner of the Student Innovation Prize 2021

winner pic charles taylor
ASME Award Small Feb21

The Junior Association for the Study of Medical Education (JASME) is a career group within ASME for medical students. One of its key goals is to encourage, promote and conduct medical education research initiated by students. We offer one award each year to medical students for innovation in the field of medical education. The awards are to encourage and reward students who show imagination and enthusiasm for developing new ideas in medical teaching or education. Student Innovation Prize Applicants were asked to submit a description of their work, detailing how and why the innovation has been implemented and how this has changed educational practice. We are pleased to announce the recipient of the 2021 prize is Charles Taylor, Queen Mary's University of London with their submission The efficacy of Interdisciplinary Near-Peer Teaching within neuroanatomical education – a pilot study 'I am thrilled and honoured to have been awarded the JASME Student...

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ASME Mindfulness in Medical Education Research Award 2021

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ASME Award Small Feb21

One of the intentions of the ASME special interest group Mindfulness in Medical Education is to support the undertaking and dissemination of wellbeing-related research.  The ASME-MiME research award is designed to provide a student of healthcare (undergraduate student or postgraduate student in training) with the opportunity to undertake a piece of research related to mindfulness and wellbeing in medical education. This is in recognition for the need for further high-quality research-based evidence related to wellbeing in medical education. It also recognises the need to change the perception of wellbeing in medical education. Mental health problems including stress, depression, burnout, and vicarious trauma are not uncommon amongst healthcare workers. Such issues have been highlighted further this year by the COVID pandemic. By addressing our mental health needs directly, promoting ways of cultivating resilience and wellbeing within our healthcare workforce and founding and promoting an environment within healthcare which is supportive of such attitudes...

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ASME/GMC Excellent Medical Education Awards 2020 – Winners Announced

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Picture Zoe Moula
Dom Proctor Headshot

#excellentmeded2020 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.  This is in response to recognition of the need for further research-based evidence related to medical education and training, through supporting capacity building and increasing the volume of high-quality medical education research. Applications using quantitative or qualitative, established or innovative methods will be welcome.  All ASME members who are based in the UK are eligible to apply, provided their organisation is capable of fulfilling the role of a research sponsor (e.g. an NHS organisation, academic institution).  ASME and the GMC do not name specific topic areas and welcome applications on a wide range of issues, across the continuum of medical education: Undergraduate  Postgraduate / Continuing Professional Development   In 2020, three awards were available up to the...

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