#ASM2022 Call for Abstracts

by Shafaq Adnan The call for abstracts for our upcoming 2022 Annual Scholarship Meeting (ASM) is open! This year’s ASM will be taking place in Aberdeen over the course of three days, Wednesday 6th – Friday 8th July.  We are all testament to the fact that the way we teach and work was significantly disrupted during the pandemic. Following on from last year’s theme of ‘Disrupted Medical Education’, our theme this year is ‘Future proof medical education: practical wisdom and adapting to change’.   There are 3 categories of presentation this year.   1. Oral Presentation The assessment panel will award these presentation slots to those submissions of the highest quality.Presenters of papers accepted as oral presentations are expected to present their work in parallel session and receive feedback during the session.Format: 10 minutes for presentation / 5 minutes for comments and feedback. 2. E-Poster Presentation E-poster presentations are invited for research and...

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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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ASME’s 2022 Annual Scholarship Meeting awards now open for submissions

ASM2022 Website Banner Nov21

ASME’s strategic aim is to advance scholarship in medical education, and we offer a wide range of awards delivered at our Annual Scholarship Meeting (ASM) every year. These awards encompass all stages and types of medical education careers to reflect our diverse and international membership and aim to cover all aspects of scholarship, including innovation, evaluation, research and practitioner inquiry. We are pleased to announce that applications for ASME’s ASM awards for 2022 are now open and welcomed from first-time applicants and from members based anywhere in the world (unless an award states explicitly this is not the case). ASME particularly welcomes applicants from diverse and under-represented backgrounds. 2022 ASME’s ASM awards are: ASME ASM Communication Prize JASME ASM Communication Prize TASME ASM Communication Prize TEL ASM Prize Details of all ASME’s awards can be found HERE. We look forward to receiving your applications!

JASME Intercalation Prize 2021 Winner & Runner-up Announced


The ASME Intercalation Prize is a fairly new prize, introduced in the academic year 2018/19. The prize follows the same submission criteria and format as the Sir John Ellis Prize, however, is specifically for projects completed during an intercalated degree. Projects may include: Original researchDetailed literature reviewsEducational interventions Submissions should be a description of a piece of work, survey, research or innovation in which the student has been directly involved, in the field of medical education. Candidates should aim to include the following: AimsMethodsOutcomesDiscussion of medical educational literatureReflection on personal development The expectation is of a well-structured, purposeful and disciplined piece of work that will be of general interest to a medical education audience. Curricular innovations and new methods are welcomed but must include justification, appropriate references to literature and elements of evaluation – these may be more eligible for our innovation prizes. It is expected that all projects have an element of evaluation...

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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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