Soul-Searching Thoughts about Identity in Healthcare


  Before I delve into my piece today, I think it is important for me to give readers a bit of an introduction about myself. My name is Setthasorn and I am a 3rd Year medical student at Cardiff University. I was born and raised in Malaysia, a beautiful country located in Southeast Asia. Fun fact: I am one-eighth Thai and seven-eighths Chinese. (I derived that from doing the math that my mother’s paternal grandfather was pure Thai.) Why do I feel the need to tell you about this, you may ask? Interestingly, I have always lived a life where I never quite felt that the person I am reflects the identity I am meant to have, or at least that’s what society made me feel when I was growing up. What do I mean by this? Well, for starters, I barely speak Mandarin (nor Thai, as a matter of fact)....

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In Plain Sight – A View on One Element of the Hidden Curriculum

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Ryan is a medical student at the University of Edinburgh, and co-chair of JASME (Junior Association for the Study of Medical Education).  There are no bad students, only bad teachers. Whilst this quote, from the wonderful film “The Karate Kid”, does not quite acknowledge the shared responsibility for learning that teacher and student have, there is some truth underlying the quote: that regardless of our mindset, and our mentality in the waking moment, we are always learning something. Every moment, regardless of our stage in training from undergraduate to consultant, we are absorbing information, forming conclusions and inferences, and every conversation is a transaction of information. Students at all levels continue to learn, regardless of whether the teacher intends to teach. This is incredibly important for widening participation.      This month JASME has been exploring both widening participation, and medical education beyond the traditional classroom setting. One event exploring the...

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ASME NEEDS YOU! Join the Board as Honorary Treasurer

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    ASME’s Board of Directors would like to invite applications from the membership to join the Board as Honorary Treasurer.   This is for a term of 3 years with an anticipated start date of May 2021. This a great opportunity to make an active contribution to ASME, gain insight into how a Board operates, influence policy and/or ideas and to provide fresh and possibly alternative viewpoints/ ideas to the Board. The Role description is attached HERE The successful candidate will have experience of organisational accounting or an MBA as a fundamental understanding of this is required to undertake this role and provide advice and oversight to the Board. Appointment of Directors by the Board process If you would like to apply, please should submit your CV and a 300 word statement outlining your background and experience and what you would bring to ASME generally and also specifically in terms of overseeing our...

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#ASM2021 Call for Abstracts Now Open!


  We are delighted to announce that the call for abstracts for our upcoming 2021 Annual Scholarship Meeting (ASM) is now open! This year’s ASM will be a virtual conference, which will take place over two days, Thursday 8th – Friday 9th July. We are all testament to the fact that the way we teach and work was significantly disrupted during 2020. In keeping with this, the theme for this year’s ASM is 'Disrupted Medical Education - challenging the norms of medical education’. Have you found new and innovative ways to deliver medical education? If so, we want to hear from you! What do you think is next for medical and health professions education? What do I need to submit? Authors must submit abstracts as a 2-minute video with a 100 word text summary, which will support the video detailing the salient points of your research – background, methods and results....

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New award supporting clinical teachers and early career researchers

The Clinical Teacher Award Logo Feb21 1

The Clinical Teacher 'New Voices in Health Professions Education' award As a journal, The Clinical Teacher’s scope and purpose is to provide clinical teachers with access to scholarly work that will inform their teaching; to publish research that will improve the quality of education and to facilitate conversations and debates that will push the boundaries of our knowledge and skills. As part of this agenda, TCT, along with ASME and Wiley, have launched a new initiative to support professional development opportunities for early-career researchers and clinical teachers. The ‘New Voices in Health Professions Education’ award is a unique programme in which the successful applicants will have the opportunity to work remotely alongside our editorial team for twelve months to build skills in peer review, feedback and professional writing in health professions education research. As an international and interprofessional journal, we particularly welcome applicants from all healthcare professions and geographic regions, particularly those...

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