We are now inviting our members to vote on candidates for the role of Director from the Membership. Please review our candidates' statements below and vote for your chosen candidate at the bottom of this page.
Voting rules: one vote per active ASME member.
Click on any of the candidate's names to expand and view their statements.
I am currently a clinical associate professor in gynaecology at University of Nottingham (UoN) with an interest in medical education. I qualified from University of Ibadan in Nigeria in 1987 and commenced postgraduate training in obstetrics and gynaecology (O&G) in UK in 1991, obtaining my CCST in 2002. In 2001, I was appointed lecturer in O&G at Royal free and UCL, medical school and enrolled for a Master’s degree in higher and professional education, which I completed with a distinction in 2003. In 2002, I was appointed to my current role in UoN and became Fellow of the Higher Education academy in 2004 and Senior Fellow in 2018.
Over the years, I have played leadership/pastoral roles in medical education (undergraduate/postgraduate), including being module lead for O&G, RCOG tutor for post-graduate trainees, clinical sub-dean and recently, lead for international medical students.
My research activity/outputs in medical education include research into the contextual learning model, recruitment into O&G, peer mentoring, clinical reasoning and reflection during laparoscopic simulation training.
I am interested in this role because I would like to facilitate national/international research into cognitive load theory in medical education, which would be consistent with the overall mission of ASME.
In my role as lead for international medical students at Nottingham, I have become more aware of the literature and narrative around differential attainment, but I feel this research area requires a bit more work including better theoretical underpinnings. I specifically would like to facilitate research into the impact of emotions (mental health, new language, new culture, home sickness, war/conflict e.t.c.,) on the cognitive load of medical students accessing welfare support and international medical students, how this might influence learning/ performance in assessments and how best to deliver our curricula taking cognitive load into account to obtain the best student experience and attainment.
I am an associate lecturer in medical education at Edge Hill University. I am the learning set tutor to a group of 15 clinicians who are all undertaking the PG cert Med Ed. My tutees include both speciality trainees (CT1 to ST8) and consultants. The programme utilizes blended learning and I monitor engagement with the online compulsory discussion activities as well as providing educational support. During contact days I lecture and facilitate workshops. I mark final essays and provide feedback.
I am an associate tutor with Brighton and Sussex Medical School and learning lead to a group of 15 students with whom I undertake small group teaching each week. I also lecture medicine, pharmacy & social care students. I teach clinical skills and mark medical student essays throughout the year.
I am the module lead for the “Anaesthesia and Consciousness” SSC at the University of Buckingham.
I am a trained mentor and provide mentoring to clinicians across the UK. I sit on the quality assurance panel of the AAGBI which oversees educational material prior to publication.
I believe that the emphasis of medical education should be to safeguard the knowledge and skills which embody a competent doctor but also to cultivate a desire for self-development and a passion for lifelong learning through the integration of metacognitive strategies within ones teaching.
I gain tremendous satisfaction as an educator and I am continually seeking new ways of facilitating the process of understanding amongst my students. I would bring commitment and passion to this role and use my experience to form a special interest group focusing on teaching methods. Educators would share expertise of methods they have found useful pertaining to both clinical and classroom based environments. There would be an emphasis on medical education theory promoting scholarship amongst members.
I have been a member of ASME from the start of my doctoral studies. Having grown with the society from a student to a research unit lead, now is the right time to give back to ASME and support its growth and vision. My undergraduate studies were in Anatomical Sciences, before undertaking a PhD in Medical Education at Durham University, studying objective measurements for professionalism. Other postgraduate study includes Educational Leadership and Management. I am currently the Professor of Medical Education and Director of the Health Professions Education Unit at Hull York Medical School.
I bring with me a wealth of experience from having served for a decade as a Director and council member for the Anatomical Society. During my tenures I served as the postgraduate officer, membership officer and education officer. These roles have provided me with insight and first-hand experience of a range of operations from membership databases and conference organising to overseeing charitable activity and making sure student voice is heard. I also have experience acting on journal committees for learned societies, assisting with business decisions related to the publications.
One area that I am passionate about is ensuring that non-clinical students have a voice within medical education. It is important that ASME attracts, develops and retains these valuable students, as well as continuing the phenomenal work in JASME and TASME. If elected I will bring energy, integrity and determination to represent the ASME membership and continue the society’s excellent work to date.
I have benefitted tremendously from initiatives at ASME such as the Editorial Internship at Medical Education and, through a Travelling Fellowship to support undertaking research at the Mayo Clinic. I wish to join the Board of Directors to help further develop these wonderful opportunities for the wider ASME membership and bring new ideas from my experiences in the basic sciences.
Mark Lillicrap wishes to work with the ASME Board to help develop future educators, link the work of ASME with other organizations and enable the medical education community to apply the best evidence-based educational approaches to improving future healthcare.
He hopes to bring to the Board his ASME experiences, his educational leadership background, as well as his understanding of practical clinical teaching. He has been involved with ASME since 1998, has been a Consultant Rheumatologist since 2004 and teaches a breadth of subjects; both clinical and non-clinical (he was awarded the University of Cambridge’s Pilkington Prize for Teaching Excellence in 2010).
He has served on the ASME Educator Development Committee for the past 5 years (serving as Deputy Chair for the past year). Through this committee he has been able to work, with other members, to develop regional educator development initiatives, foster links with other organizations and help with planning and delivery of the Annual Scientific Meeting. He also works with the ASME Leadership Development Group, helping facilitate the ASME Developing Leaders in Healthcare Education course. Furthermore, he has served on the Educator Development committee of the Academy of Medical Educators and is keen to develop further links between ASME and the Academy.
He has experience of educational leadership (both undergraduate and postgraduate). He is the Clinical Sub-Dean (Curriculum) at the University of Cambridge and has developed and led the Undergraduate Clinical Supervisor Programme, an HEA accredited junior doctor educator development programme. Within Postgraduate Education Mark is an educational and clinical supervisor and worked as a Director of Medical Education from 2012-2015. He is also a lecturer on the Cambridge Postgraduate Certificate in Medical Education.
Mark hopes that these various practical education and leadership experiences will prove useful to the Board.
With 25 years experience of working in the health and medical education sector after completing my post graduation in Pediatrics from the prestigious Institute of Medical Sciences, Banaras Hindu University (INDIA), I wish to reorganize the pattern of Medical education and practice of dispensing health care in my country. Being on board with ASME will help me resynchronize it with the changing scenario globally.
Health and disease have no political or geographic boundary. Getting an international platform and partnership should help in timely attaining the Sustainable Development Goals.
Having worked in the premier Medical education institutes of India like AIIMS (New Delhi), KLE Hospital(Belgaum), SMS Medical College and RUHS College of Medical Sciences(Jaipur) as a teacher, pediatrician, HIV specialist and malnutrition expert and as State consultant and Child health policy maker(National Rural Health Mission -NRHM, Health Ministry, National Institute of Health and Family welfare and Norway Indo Partnership Initiative), I wish to share my experience and expertise on the ASME platform, a positive partner in progress.
I plan to carry out a project to assess the "Impact of Conventional M.B.B.S teaching pattern on the psycho social and scientific temperament of undergraduate medical students." This is designed to be carried out in two medical institutes of national repute in India. Since the current Undergraduate medical education pattern in India has been inspired by the British pattern, an independent evaluation of this project by an international faculty based in UK will help in unbiased assessment and implementing useful interventions.
The proposed project will help to highlight the redundant practices or kinks in the existing medical education system and seek the links to strengthen its positive aspects. This role can be played by ASME for correct identification, intervention and implementing the innovations required in the current system of Medical education internationally.