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 journal publications Medical Education and The Clinical Teacher and three textbook publications- Understanding Medical Education, Researching Medical Education, and Starting Research in Clinical 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 Health Professions 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 (ERC), Educator Development Committee (EDC) and Equality, Diversity and Inclusivity Committee (EDI) 

Central to ASME’s mission of advancing scholarship in health professions education, the ERC , EDC and EDI Committee 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 committees 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 EDCthe ERC or the EDI Committee

JASME and TASME

These are also committees that work on behalf of specific career groups:  JASME for medical students and F1s and F2s, TASME for all other trainee groups up to 5 years of completing F2, and healthcare professionals and educators, science educators and support staff within 7 years of undergraduate graduation.  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, EDI Committee,  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 and Events.  We also provide many ways for you to develop your career through networking,  awards, and opportunities to present and publish abstracts, present workshops ad intraconference sessions, 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
  • ASME BITESIZE and MEGABITES online sessions 

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.


Testimonials

Involvement with ASME from the very early stages of my career has undoubtedly supported me to make a career in clinical education research. Receiving the Sir John Ellis Undergraduate Prize as a final year medical student gave me the invaluable opportunity to attend and present at the ASME ASM, which kick-started my ability to network with other interested peers, resulting in several new contacts and projects. The specific offering for novice and early career researchers through the JASME and TASME groups has been especially great, I’ve presented at several of their conferences and it’s always been a really supportive environment. 

More recently I have been lucky enough to be part of a team from the MedEd Collaborative awarded an ASME Small Grant, our first significant piece of research funding. This has enabled us to run a larger research project, with more opportunities for students and novice researchers to get involved with clinical education research as part of the mission of the Collaborative. I’m really pleased to have been awarded an NIHR Academic Clinical Fellowship in the specialty stream of Clinical Education Research to continue my integrated clinical academic training. Without the opportunities offered by ASME, I’m not sure I would have been in a position to make a competitive application for one of these roles! 

Dr Anna Harvey Bluemel (she/her) MBBS BSc(Hons) AFHEA (Medical Doctor)

NIHR Academic Clinical Fellow (Clinical Education Research) | Newcastle University

Specialty Trainee Year 1 Obstetrics and Gynaecology | Northumbria Healthcare Trust 


I first learnt about ASME when I attended one of their “Researching Medical Education” conferences. I very much enjoyed meeting a group of people who were as interested and enthusiastic as I was about medical education! I have been to a number of their conferences since, and I am always impressed by the range of sessions available. They cater for those just starting out on their medical education journey, as well as for experienced educators. As a doctor in the process of transitioning from clinician to educator, the community of ASME and the events they put on has provided me with invaluable support.

Being a member of ASME has also allowed me to apply for some of their awards. They have an excellent range of awards, and I was very pleased to win the Research Paper Award at the 2023 Annual Scholarship Meeting. It was really exciting to be able to share my research with the ASME community, and hopefully broaden its reach and impact. I learnt so much from attending the ASM, the keynote talks were fascinating and the workshops thought provoking. I am already looking forward to next year!

Dr Anna Collini (she/her) MBBS MA AFHEA

Lecturer and PhD student in Medical Education | King’s College London


As an intercalating medical student, I was encouraged by my supervisors to attend the ASME Annual Scientific Meeting. I was struck by the warm and welcoming environment of the ASM. Since then, I have been fortunate to have been supported by ASME in a variety of ways, which have undoubtedly helped shape my career as a junior researcher.

As a foundation trainee, I was selected as the winner of the ‘Research Paper Award’ at the ASME ASM in Glasgow in 2018. In addition to receiving very valuable feedback about my work, I was subsequently invited to share my findings during an ASME Bitesize Event, providing an innovative way to share my research. 

Between 2020 and 2023 I was a member of the TASME Committee. Working with trainees at different career stages, specialities, and regions was a great way to meet others who were interested in education research. It was also an excellent opportunity to develop my own skills, through attending ASME Events and availing of unique development opportunities, such as formal training in mentoring. 

Most recently, I was fortunate to receive funding as part of the ASME ‘Small Grants’ Award –receiving funding to commence work on a project alongside my doctoral studies. As I move forward in my career, I hope to continue to participate and contribute to the ASME Community.

Dr Hannah Gillespie (she/her)

NIHR Academic Clinical Fellow (Renal Medicine) | Newcastle University 


Joining ASME has been the single best thing I have done for my career in medical education.  I attended my first ASME conference in Brighton in 2012 and have made sure never to miss one since. I was a medical student, and it was the first conference I had ever attended, so I was a little nervous.  There was absolutely no reason to be.  The community were welcoming, supportive, and eager to hear my perspectives as a learner.

Since then, ASME has provided me countless opportunities, for which I am enormously grateful.  Firstly, I joined (and later chaired) the medical student and foundation doctor group ‘Junior Association for the Study of Medical Education’. Next, I joined (and later chaired) the trainee group ‘Trainees in the Association for the Study of Medical Education’ (TASME).  Finally, in recent years I have been a member of the Education Research Committee (ERC). During my time chairing JASME, I attended two ASME two leadership courses to help support my leadership development.

Alongside my committee work, I have had the enormous privilege to become involved with ASME’s publications.  First, I undertook the Medical Education editorial internship, an unrivalled one-year programme where you get to find out all about how journals work and how editors make decisions.  Next, I worked with two ASME colleagues (and friends!) to edit a new book Starting Research in Clinical Education. Finally, I was appointed to chair the Editorial Advisory Board for The Clinical Teacher.

I have attended international conferences and delivered workshops on behalf of ASME.  I have also been fortunate to have funding for some of my research from ASME through receipt of a small grant award and the Board Award (£20K).

Aside from these many tangible opportunities ASME has made available to me, there have been countless others.  Through meeting like-minded colleagues and discussion over conference dinners and receptions I have established numerous collaborations, sang several karaoke songs, and made many friends. If you look at my CV, it is clear I owe it all to ASME! I would encourage you to join and make the most of all the opportunities ASME has to offer. I hope to meet you at an ASME meeting very soon.

Dr Eliot Rees

Education Research Committee Member & Chair of International Editorial Advisory Board for The Clinical Teacher.


I am very grateful for this award it has given me the opportunity to network with experienced medical educators. This will help me greatly in my career development in health professions and medical education.

Dr Amy (Wai Yee) Wong, winner of the Medical Education Developing Scholarship Award 2021 whilst in post as a lecturer at the School of Nursing and Midwifery, Queen’s University Belfast. As of February 2023 Dr Wong is Associate Professor in Medical Education at Norwich Medical School, University of East Anglia.

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