Why Join ASME?

The Association for the Study of Medical Education (ASME) was originally established in 1957 by the GMC to conduct, promote and disseminate medical education research and scholarship.  It now stands alone as an independent Charity Association and in 2016 became a Limited company.  It has a Board of Directors (Trustees) and its aims and objectives are achieved through its Committees, Career Groups and SIGs (Special Interest Groups).   It has both individual and institutional members.

It holds several annual conferences including its flagship Annual Scholarship Meeting (ASM) which includes the AGM; the Researching Medical Education (RME) Conference as well as delivering the “Developing Leaders in Healthcare Education” residential course in Windsor.

ASME has two regular publications Medical Education and The Clinical Teacher and two occasional publications-Researching Medical Education and Understanding Medical Education.

The Association for the Study of Medical Education is a company limited by 

guarantee and incorporated in Scotland.  Company number: SC534566.

Registered office:  Suite 1A, Q Court, 3 Quality Street, Edinburgh, EH4 5BP.

Telephone:  0131 225 9111

ASME is registered with OSCR (the Independent Scottish Charity Regulator) and our Charity Number is SC040103.

View or download our Complete Guide to ASME

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Our Vision – To work collaboratively with educators, learners, researchers and policy makers to promote scholarship and excellence in medical education to meet the changing needs of the future healthcare workforce.

Our Mission – Advancing Scholarship in Medical Education

ASME is dedicated to supporting clinicians, teachers and learners to explore and learn about how medical education is undertaken and provide a platform for discussion, networking and support in their medical careers.

Our Values

ASME’s top 5 values are to foster:  

ASME's Core Values

  • Collaboration
  • Enabling
  • Scholarliness
  • Future-focus
  • Excellence

Under the umbrella of ‘ASME’, various groups work within its organisational structures.  Although each group is focused on different activities, the expectation is that ideas, support and information flow across the groupings.

Responsibilities are as follows:

The Board of Directors

The Board has responsibility for the overall management of ASME, setting and maintaining its strategic vision and upholding its constitution and regulations as a charity.  Individual directors have specific responsibility for developing a core ASME function (awards, events, networks, journals, membership and training groups), or for activities central to its governance (secretariat, treasurer, Chair & special projects).  Also on the Board is a director representing the membership.  The Board is supported by non-executive members who have a wide range of experiences & expertise both in and outside of medical education (President, Non- Executive Director). 

More info about our Board of Directors can be found HERE

ASME Office

The ASME Office is located in Edinburgh and it is responsible for organising, maintaining, enhancing and conducting all ASME’s operations. 

The Committees (Education Research Committee & Educator Development Committee)

Central to ASME’s mission of advancing scholarship in medical education, the ERC and EDC provide the operational arms of ASME’s key elements: educational research and educational development.  These groups create their own work streams but also help to operationalise the strategic vision of the Board.  The ERC and EDC may also work with, and support, individual directors on projects aligned to the director’s remit.  They therefore work on behalf of all ASME’s membership albeit within broad conceptual frames. 

Learn more about the EDC or the ERC


These are also committees that work on behalf of specific career groups:  JASME for medical students and F1s, TASME for F2 and all other trainee groups.  These committees generate activities, resources and opportunities for the groups they represent.  As members of JASME and TASME move into and out of their roles more frequently than ‘established’ medical educators, they have the support of the Director of Career Groups to ensure continuity and to link with the Board of Directors.  JASME and TASME may also work closely with directors who have responsibility for awards, events and networks, helping to inform what needs to be done and how.

Learn more about JASME or TASME.

Special Interest Groups (SIGs)

The SIGs are network groups that are focused on specific topics or areas of interest.  They are generated by the membership for the membership but may also stem from an identified need by the Committees or Board.  Whilst the ERC, EDC, JASME and TASME enhance, support and undertake activities for their broader communities, the SIGs are responsible only for those who are part of that Special Interest Group.  To keep these groups fresh and aligned to current practices, all SIGs are set up for three years in the first instance and may change over time.

Learn more about our Committees & Groups.

ASME provides a platform for medical educators and students to meet and share the latest theories and studies and best practice, face to face and online, through its Committees, Groups and SIGs and its Conferences.  We also provide many ways for you to develop your career through networking,  awards, and opportunities to present posters, workshops, attend conferences, etc.

Your membership also provides you with access to ASME’s leading and highly regarded medical journals – Medical Education  and The Clinical Teacher online.

ASME Awards

ASME has a number of prestigious awards that its members can apply for.

Please visit the Awards page for more information.

Research Grants

In 2017 ASME launched a new research funding stream, designed to build capacity in the field by supporting doctoral-level (PhD) research in medical education. 

Please visit the Awards page for more information.


External Awards – supported by ASME

Our external awards page is HERE

ASME’s Main Events Are:

  • ASM – Annual Scholarship Meeting
  • RME Researching Medical Education (ERC)
  • EDC-led annual meetings
  • TASME Spring Conference
  • DLHE Developing Leaders in Healthcare Education (Windsor)
  • JASME Conference

Being a member of ASME from the start of your career will provide you with first-class access to the latest ideas, methodologies and best practice in the medical education world.  Through our Committees, Groups and SIGS, you will have access to a national resource and network of like-minded people with whom you can discuss and share best practice in medical education, whether you are a student or a long-established educator.

ASME provides an excellent forum to discuss your career in all its stages, fantastic networking opportunities and the chance to learn more about medical education, and should you wish to get more involved you can apply to join one of the committees and the ASME Board. This will provide you with excellent exposure and experience in how committees work and is a great addition to your CV!

As you progress through your career, ASME provides a forum for you to share your knowledge and experience with people starting out in their career, helping to develop and enhance medical education for our future workforce in the UK and globally.


Attending my first meeting of ASME was an inspirational moment from which I have been able to develop my interest in medical education research.  The quality of the material presented and the expertise of the audience in ASME conferences is second to none and provides helpful feedback and useful comment to develop ideas and complete projects.  The opportunity to meet people who share interests in education are many and networking is facilitated by having access to experts who are happy to talk to interested colleagues, however inexperienced.  Networking at conferences and meetings provides links and the basis for future collaborations and ideas.  ASME has a record of helping develop researchers, investing in meetings like the Research in Medical Education Conference each year.  Attending workshops at these conferences has taught me about a range of research techniques and given the chance to discuss successes and difficulties with others who have a shared or greater experience.   Investment in people is a theme in ASME as is demonstrated in the textbooks produced by the Association (Understanding Medical Education; Researching Medical Education).  Access to the Association’s partner journals (Medical Education, The Clinical Teacher) are a good read as well as valuable resources and sources of reference.  The editors are always on hand at conferences and will help with shaping articles for publication.  I have also had the opportunity to be part of the “workings” of ASME as an Executive Committee and then Board Member.  I have found it personally rewarding, being able to help shape the Association and develop initiatives, work with people and groups and have the pleasure of seeing the products of their endeavours.  The knowledge, insights and understanding I have gained from my participation in ASME have influenced my thinking not only about research but also about the way in which I approach concepts and issues met on a daily basis in postgraduate medical education.  Worth the money?  Certainly.  Worth the time?  Absolutely.

Peter Johnston
Previous Director of Career Groups

 I joined ASME a long time ago when there were only 2-3 ‘teacher development’ programmes offered in the UK and like many of us who came from outside of medicine, we lived and worked in isolation from our academic roots. I had attended a number of other conferences in those early days but it was at the ASME annual conference where I felt at home: it was friendly, it was welcoming and there were people there who were interested in the sorts of things I cared about. In those early years, it was like finding your tribe! From the first conference, I knew if I went there, I could present work that was a bit ‘different’ and it would receive challenge rather than decimation. Every year I met more ‘good’ people and, surprisingly for a rampant introvert, built up a group of like-minded colleagues I now call friends.

What I loved about ASME then, and continue to love, respect and admire today, is the amount of work people put into making it better for others across the continuum of medical education. It is that sort of commitment that has shaped 20 years of progress. Being able to contribute to ASME by chairing the Education Research Group and then on the Board of Directors has been a privilege. It has allowed me to progress projects that I believed were meaningful and important (and thankfully ASME has agreed). ASME gives people opportunities to demonstrate the all-important ‘national profile’ but it also makes it possible to still make a difference.

Dr Jane Stewart
Previous ASME Director of Special Projects

 My journey in ASME started around 2000/2001.  I had just started working in Aberdeen and the then Dean of Undergraduate Medical Education was an ASME fan, and really encouraged all us “newbies” to join ASME. Money was found to send a few of us to the ASMs, which was so good in terms of my own learning and networking.  I then applied for a small grant, and got one.  This grant really helped me internally – lots of kudos and a legitimisation of my position as someone who “researched” medical education.  With this behind me I responded to an advert for a new Education Research Group (now Committee: ERC) members, and again was fortunate enough to get this position.  I ended up as Chair of the ERC within a couple of years (indeed getting the Chair position when I was on maternity leave).  I enjoyed this, leading on the organisation of the RME, managing the Small Grant Awards process, and so on.  I learned a lot from these tasks, and from managing the Committee and being part of the ASME Executive.  I then applied for the post of Chair of ASME when Trudie Roberts stepped down, and, against a field of far more qualified applicants than I, got the position.  I have led the organisation through a turbulent time and have learned more about leadership and management than I thought possible!  

Professor Jen Cleland
Previous ASME Chair

 Just to say what an exhilarating experience attending the ASME conference was and please convey my best wishes to all the organising team.  It is the first time I have been to ASME and I am so impressed with the slickness of the operation (from the speakers room right up to the auditorium) and the size of the meeting is so much more aligned to conversational and collaborative networking than AMEE.  I really wanted to convey my thanks personally also for winning the EDG award and how much it has meant to me both personally and professionally.

Many thanks again

Fred Pender
ASM 2018 delegate

ASME and its Committees, Groups and SIGs are all keen to attract new members to their committees – please visit their pages to learn more about what they do and how you can contribute.  A lot of the committees have local branches throughout the UK and also hold online meetings, workshops, pop up events throughout the year.

To view our SIGs please click HERE

We look forward to welcoming you to ASME – if you have any questions, please just email us at:  info@asme.org.uk   

To Join ASME please view our membership page by clicking HERE