Author: sarah.allsop

Conference Report: The Academy of Medical Educators DMEG Annual Virtual Conference, 4th October 2023

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“Communities of Practice in Practice”

In BMERG’s latest report from 2023 conferences, Dr David Hettle reviews the Developing Medical Educators Group (DMEG) Annual Conference which was held online in October 2023.

The DMEG* conference provides a great opportunity for early-years educators (students, CTFs, or anyone else beginning their medical education journey) to meet others, feel inspired by a conference and presenters looking out for those at the early stage of their educator career and hear about the work of the Academy of Medical Educators and its Developing Medical Educators’ Group.

This year, the DMEG Annual Conference 2023 once again took place online, to promote access to such a conference to developing educators from across the UK and further afield. While the conference’s focus is primarily at developing medical educators and those in parallel training (medical, dental, veterinary or other healthcare science), everyone in medical education continues to develop and so there was something for everybody.

This year, keynote speakers included Dr Phil Xiu and Dr Linda Prescott-Clements, sharing their stories and journeys through healthcare education They inspired attendees to consider their next steps and all the different avenues to pursue this through, as well as recognising that medical educators are the “bridge between skill and passion” in delivering education to students, colleagues and patients.

There were also a number of excellent workshops, focussing on multiple aspects of medical education, such as clinical education scholarship, tips and tricks of teaching critical appraisal as well as developing and delivering workshops, and considering developing your career as a medical educator. View the DMEG 2023 conference programme here and the DMEG 2023 abstract book here.

DMEG also hosts both oral presentations and video pitches during their conferences, sharing novel work and innovations from participating medical educators. This year, the University of Bristol was well represented.

  • Last year’s University of Bristol lead Clinical Teaching Fellows (CTFs) Dr Alice Middleton (in collaboration Dr Gabriella Agathangelou), gave an oral presentation discussing their new role as lead CTFs and the wins and challenges of building a community of practice amongst CTFs, ‘Herding Cats’. They were highly commended in the oral presentation category.
  • Former Clinical Teaching Fellows, Dr Jacqueline Roy and Dr Tirion Swart from the North Bristol University of Bristol Teaching Academy were awarded first prize in the Video Pitch category for their work on development of a podcast to support clinical years’ medical student learning on ‘Geri-Pods’, using Podcasts to Broaden Learning on the MDT’s Role in Practice for Medical Students. You can view Jacky and Tirion’s winning pitch on Twitter(X).
Screenshot from Jacky and Tirion’s DMEG video pitch presentation

Well done to Alice, Gabby, Jacky and Tirion!

It is expected that DMEG 2024 will again be hosted online, and would be a great opportunity for anyone from the University of Bristol or further afield to meet with other beginning educators looking out for what they’re interested in, seeing what is out there in medical education and look to meet some like-minded individuals from across the world. It is anticipated that the conference will be held early October next year again, but keep an eye on the links above nearer to the time for information and abstract calls.

For information on joining DMEG and the Academy of Medical Educators visit: www.medicaleducators.org/DMEG and www.medicaleducators.org/Why-join-AoME

* The Developing Medical Educators Group (DMEG) is a subgroup of the Academy of Medical Educators and aims to promote the development of early career educators including doctors, medical students, dentists, physician associates and veterinary educators. It is open to all early career educators who are Student, Associate or Full Members of AoME.

Hot Topics: November is Academic Writing Month

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Sarah Allsop

Did you know that November is Academic Writing Month? In this blog Sarah Allsop invites you to join this international initiative to commit to writing this November and build a writing habit for the future.

Photo by Aaron Burden on Unsplash

What is Academic Writing Month?

Based on National Novel Writing Month, since 2011, Academic Writing Month (also known as “AcWriMo”) has run as an annual internet-based writing event during which participants challenge themselves to meet a self-set writing goal during the month of November. AcWriMo was set up in 2011 by Charlotte Frost (founder and director of PhD2Published). Several institutions now have annual writing months or ‘WriteFests’ and you can follow the movement on social media using the hashtag ‘#AcWriMo’ or ‘#AcWri’.

PhD2Published highlight 4 main aims of the month:

  • To think about how we write,
  • Form a valuable support network for our writing practice,
  • Build better strategies and habits for the future,
  • And maybe – just maybe – get stuff done!

How do you get involved?

AcWriMo is a personal journey and commitment to writing, so how you get involved is up to you. The concept is that you set yourself a writing goal and then can access advice and support from others also taking part.

There are 6 basic rules:

  1. Decide on your goal – a paper, thesis, project etc.
  2. Declare it – write it down to help to stay accountable
  3. Draft a strategy – have a plan of how much time and when you are going to commit to writing
  4. Discuss your progress – let others know you are doing writing month, again to help your motivation and accountability
  5. Don’t give up – stay focussed to achieve your goal and don’t get side-tracked. If you miss a session you had booked for writing, that’s ok, but don’t let one missed session derail your whole commitment.
  6. Declare your results – share your successes however small – every step is a step further in your writing journey, and importantly announce your final result. Why? The writing community benefits not only from sharing successes but also knowing and learning from what did or didn’t work and being reminded that, we’re all human!

Where can I find out more?

Lots of institutions have writing events during November. Here are just a few to get you started:

BMERG also offers short writing support sessions that run through the year as ‘Shut up and write‘ sessions for all University of Bristol staff and students. For more information on these please contact brms-bmerg@bristol.ac.uk.

Why don’t you make a commitment today to writing throughout November, and add it to the comments below?


Publishing in Medical Education: Writing for Publication – Getting Started

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Building on our previous BMERG Publishing in Medical Education Blogs, in this post Dr Sally Dowling talks about the exciting, but often challenging process of getting started with writing for publication, and the things that are important to do before you start writing.

Sally is a Lecturer at Bristol Medical School, working both for the Teaching and Learning for Health Professionals programme and the MSc Reproduction and Development (Co-Director). She also runs a series of writing for publication workshops for the Faculty of Health Sciences at the University of Bristol.

Photo by Thought Catalog on Unsplash

Many of us have pieces of work that we’d like to publish. This might be an idea from your area of expertise, a completed audit or evaluation, an innovation from your medical education practice, the outcomes of a study/research project/dissertation – or maybe an opinion piece, commentary or book review. Whatever this might be, there are several things that are important to do before you start writing. Many of these are in the form of questions you might need to ask yourself, or things that you might need to find out. It’s a good idea to do this type of preparation before you actually start to write as this will really increase the chance of your paper being sent for review.

So, how do you get started?

Ask yourself:

  • What am I trying to communicate – what is my aim?
  • What writing style/who is my audience?
  • Why is my message important/relevant?
  • What type of article do I want to write?

When you are clear about what you want to do, there is still more research needed before you start writing.

Should you write with others – or are you planning to write alone?

It depends! Have you undertaken the work with others (including as part of a doctoral or masters project)? Understanding publication ethics is important, as is thinking about authorship (see www.icmje.org/). Things to consider include what contribution each author has made to the manuscript, remembering that authors are accountable for the rigour, accuracy and integrity of the content – and don’t forget to agree the author order from the beginning! Usually these issues can be talked through straightforwardly (after all, you have probably been working together for a while) but they can sometimes be tricky to resolve.

Where do you want to publish your work?

Now you can start to think about where you would like to submit, and how that influences what and how you write it. Sarah Allsop covered some of this in her BMERG blog Publishing in Medical Education: Matching.  Explore journal websites and look at author guidelines – these will very specifically tell you about word length, abstract format, general formatting, including use of sub-headings, referencing style (and, sometimes, number permitted), the layout for tables/graphs, digital artwork etc (and how many you can include). It’s always much easier to write your article as the journal want to see it, rather than retrospectively make it fit to the guidelines.

Have you fully informed yourself about your target journal?

It’s also a good idea to read some papers published by your chosen journal, as well as looking at who is on the editorial board (do you know their work? Are they from a range of countries?). Is the potential journal open to a range of methodologies. Does it have an Impact Factor (a mark of quality, international standing)? Is this important to you? (or your department!). Can you find out what the time lag is between acceptance and publication – and is this important to you? Does the journal require an Article Processing Charge in order to publish your work, or is this optional? Yes, this is a lot of questions, but checking out all of these things before you start is really worthwhile and highly recommended.

Taking the time to work through this process at the start of your writing journey may seem onerous at first, but in the long term it not only helps your writing process, but it might just improve your chances of publishing where you want in the long term.

If you’d like to have an opportunity to explore these issues more, consider coming to one of the Medical Education Research Writing for Publication and Conference workshop sessions (contact Sally Dowling or see full programme here).

Hot Topics: BMERG launches a new page for Abstract Calls!

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Sarah Allsop

Following on from our recent BMERG blog on Building Community: Attending, presenting and networking at Conferences we are launching a new page in the BMERG site to highlight abstract calls as they are released from Medical Education Associations. This list will build throughout the year and aims to support researchers to find out more easily about the timings of annual conferences and events.

Take a look by clicking on the “Abstract Calls!” in the top menu or clicking on the link below:

Access our Abstract Calls List here

If you know of either a medical education and research event or an event with a broader scope that may be of interest to the BMERG audience, let us know in the comments below:

Building Community: Attending, presenting and networking at Conferences

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Sarah Allsop

Medical education research is an increasingly active field, with conferences happening throughout the year across the globe. In this blog Bristol medical educators and researchers, Dr Santiago Rodriguez and Dr Sarah Allsop reflect on how to identify when and where these events happen.

Photo by Sincerely Media on Unsplash

Conferences are a staple in the calendar of academics and healthcare professionals, and help us all to share practice and learn from our wider community. Whether you are a student or a medical education researcher, if you are looking to network with experts in their fields across the world, or present your work, conferences can be a fantastic way to do this.

In healthcare education, all of the leading associations have events running throughout the year, two of the largest in Europe are the ASME and AMEE conferences each summer. In addition, there are many other opportunities to present medical education research, but one of the challenges is to know when and where these events are happening.

One resource that may be helpful is this list of major worldwide medical education conferences from Elsevier’s Osmosis blog team. Published on Feb 20, 2023 (and updated on May 4, 2023), this blog lists the details of around 20 high-profile conferences where you could consider submitting your work, as well as including a summary description of the conference and a link to their main website. We think it is a great starting point to find out what’s out there and look forward to sharing the abstract calls for many of these events as they are advertised during late 2023 and into 2024.

www.osmosis.org/blog/2023/02/20/a-comprehensive-list-of-major-medical-education-conferences-in-2023

Another way of finding out about conferences and events is to join one of the MedEd Associations, read more in Sarah Allsop’s blog “Building Community: Networking Opportunities through joining a MedEd association“

What are your favourite #MedEd events and conferences? Add your thoughts to the comments below!

Hot Topics in Medical Education Research: Virtual Reality – what’s the reality?

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The next hot topic under review from BMERG’s Fiona Holmes is Virtual Reality. In her blog she explores the different types of VR and shares and how her team is trialling the technique to enhance education practice and experience for student learners.

Photo by Bermix Studio on Unsplash

Virtual reality (VR) is not new, but it’s new to me, and I was curious to learn more about VR simulation in the context of medical education: What exactly is it? What has it been used for successfully? What are its limitations?

So, what is VR?

VR is an artificial reality with which a user/student can interact. The main difference between the types of VR is the extent of ‘immersability’ and interaction within the VR.

Fully immersive VR

This is the ultimate VR experience within a virtual environment, disconnected from real life.

It involves wearing a VR head mounted display (HMD) and may also involve other equipment such as haptic (real feel) data gloves, voice recognition and sound software. It puts the healthcare learner completely inside the experience complete with a virtual surgical team, equipment, and patient. Like being in a real-life computer game.

Fully immersive VR has been used particularly effectively in surgical training programmes to practice procedures (decreases injury, increases speed and improves overall outcomes) and manage cases and has been shown to enhance experiential learning and acquisition of cognitive, psychomotor, and affective skills.

Immersive VR can incorporate virtual worlds that can involve multiple participants in different locations. They have been used for training in the management of stressful emergency or major incident situations and can hone attention, decision making, critical thinking, clinical reasoning, multi-tasking and communication skills. However, so far, fully immersive VR hasn’t been used widely in medical education mainly due to the high upfront costs.

Semi-immersive VR

This doesn’t fully enclose the user/student in the virtual environment although interaction can involve using headsets or motion controllers connected to a computer which displays e.g., medical simulations. Augmented reality fits into this category and involves overlaying images onto the real world and it has been used to visualise anatomy and practice surgical procedures on physical models.

Non-immersive VR

Some suggest this isn’t really VR, and although it is a lower tech, provides a more accessible (cost and ease of use) method of providing an interactive environment for clinical educational experiences. Simulations of medical procedures or clinical scenarios (which can be standardised to current protocols) on a computer can be interacted with using a keyboard or mouse. Some applications incorporate gamification which can enhance engagement.

How we are going to trial VR in our programme

I co-ordinate the Clinical Perfusion Science programme at Bristol, where our students are training to be perfusionists, the professionals who operate the heart-lung bypass machine during cardiac surgery. Alongside teaching and learning of relevant theory they hone their practical clinical skills on the job, based in hospitals throughout the United Kingdom and Ireland, becoming independent practitioners over a period of about 2 years.

While in Bristol they do some low-fidelity practicals, and some simulations (situations that replicate real-life clinical perfusion scenarios using a high-fidelity ‘beating heart’ manikin and cardiopulmonary bypass pump followed by feedback and debriefing). There is no doubt that simulation is an essential and effective part of clinical education and it’s always our students’ favourite part of their study blocks. They really value the freedom to practice with their peers and ask questions in a safe environment, but there simply isn’t enough time, space, or resources to fit in as much as we or they would like.

While VR cannot substitute for in person simulations and certainly not the real clinical experience of a multidisciplinary potentially high stress environment of a cardiac surgery operating theatre, we want another way to bring in more clinically relevant and practical teaching to their education. Ideally it would allow standardised and repeatable, with everyone able to have a go multiple times, safe, controlled, flexible, scalable learning at a distance. Clinical experiences could be shared between our students in hospitals across the world.

Due to the accessibility and ease of use of non-immersive VR, we have chosen to trial this type of VR to meet some of our training objectives using the VirCPB system, a gamified online cardiopulmonary bypass training program. VirCPB is relatively easy to set up, affordable, and it doesn’t require the students to have anything more than a laptop to access a virtual cardiac theatre via a link.

We will use it as a formative learning tool, an adjunct to our in-person simulation sessions. Practice makes perfect and students can engage multiple times, flexibly, autonomously as well as collaboratively. It will be combined with feedback and debriefing to develop technical and non-technical skills. We and the students can monitor their performance and improvement. We hope it will provide a standardised and objective way to potentially assess competency.

We are going to start with a product trial to evaluate the benefits of VR in a study led by Jody Stafford, Honorary Lecturer, Bristol Medical School. We believe that students will benefit from this experience and hope we can incorporate it into our programme more permanently – watch this space!

Read more:

If this blog has sparked your interest, here are a couple of examples of papers about VR techniques in medicine:

Current and Future Applications of Virtual, Augmented, and Mixed Reality in Cardiothoracic Surgery – The Annals of Thoracic Surgery (annalsthoracicsurgery.org)

Virtual Reality: The Future of Invasive Procedure Training? – Journal of Cardiothoracic and Vascular Anesthesia (jcvaonline.com)

Using Virtual Reality Simulation Environments to Assess Competence for Emergency Medicine Learners – McGrath – 2018 – Academic Emergency Medicine – Wiley Online Library

External News: Announcement of Vacancy Editor-in-Chief of The Clinical Teacher

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Sharing opportunities with our BMERG network – editorial opportunity from ASME, read original advert at https://asmepublications.onlinelibrary.wiley.com/journal/1743498x/eic-applications

  • Are you passionate about providing easy access to the latest research, practice and thinking in clinical education across the health professions?
  • Are you looking for an opportunity to lead a well-established global journal on its next stage of development?

ASME – The Association for the Study of Medical Education, invites applications for the position of Editor-in-Chief for their bi-monthly, peer-reviewed journal, The Clinical Teacher.

The Editor will commence in post in November 2023, and will have support from the current Editor during the transition phase.

The Clinical Teacher and Medical Education are the official journals of ASME. The Clinical Teacher is a key resource for researchers, educators, and practitioners dedicated to advancing the latest research, practice and thinking in interdisciplinary healthcare education. There are sections on specific teaching approaches, reports and evaluation of innovative learning activities, brief overviews of the latest research, reports of innovative thinking and advances in clinical teaching from around the world, and expert commentary and discussion on challenging and controversial issues in clinical education.

The Editor-in-Chief will oversee the selection of all editorial content for publication in the journal and work closely with a team of associate editors, supported by an international and interprofessional Editorial Advisory Board, along with the ASME Director of Publications and Associate Editorial Director (Wiley) to maximize the journal’s brand, visibility, scientific standing and quality. The Editorial Office is managed by an Editorial Assistant provided by the Publisher.

The Clinical Teacher is looking for an outstanding individual with an internationally-recognized track record of scientific publications along with senior editorial experience and a strong understanding of the business of publishing a journal. Above all, the successful candidate must be passionate about clinical education and demonstrate a clear vision for its future growth and development.

The ideal candidate will possess the following skills and attributes:

  • Broad knowledge of the international discipline of health professions education
  • The ability to support authors with their publishing objectives
  • Sound judgment and willingness to make strong editorial decisions
  • Ability to address sensitive matters diplomatically and considerately
  • Awareness of trends within knowledge dissemination and openness to new ideas
  • Excellent written and verbal communication skills

A fixed annual honorarium is provided for this part-time position, in addition to a travel budget.

Application procedure
Applications should include:

  • a curriculum vitae
  • a cover letter outlining the reason for their interest in the role, editorial experience and suitability
  • A vision statement- outlining the strategic vision for the future of The Clinical Teacher under their leadership

Please send your application to: Jenny Ogg, ASME Operations Manager jenny@asme.org.uk. All enquiries will be treated in confidence. Applications to arrive no later than 13th October 2023.

Applications will be shortlisted after the closing date, with interviews to be held on 1st, 6th, 7th or 8th November via Teams.

More information on the role can be found here. Informal enquiries to be sent to Kim Walker Director of Publications (director-publications@asme.org.uk)

Building Community: Bristol Medical School Qualitative Research Forum

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This blog focuses on the Qualitative Research Forum (QRF) led by Sabi Redwood, Jo Kesten and Heather Brant (L-R) from the Social Sciences and Health Team from Bristol Medical School. This informal group offers friendly support for anyone using qualitative methodology working in health research.

Sabi Redwood
Jo Kesten
Heather Brant
Photo by Firmbee.com on Unsplash

Starting to research in the qualitative space can be a challenge for healthcare educators, as many of us have come from an environment more heavily weighted in qualitative research training. The QRF serves as an opportunity for individuals to discuss specific methodological issues or work-in-progress with peers. The forum aims to be a supportive and friendly environment for individuals to present their work and obtain feedback. It also provides an email network as a resource for members to connect with each other.

The lunchtime meetings are relaxed and usually have a methodological slant. They provide an opportunity to discuss common issues and challenges in the application of qualitative methods and health-related research concepts, to develop collaboration and to foster new ideas. Examples of previous topics for discussion include: online data collection, data sharing, working with large qualitative datasets, process evaluation and rapid qualitative research.

The current conveners of the forum are Sabi Redwood, Jo Kesten and Heather Brant. Please contact us if you would like to talk to the group. If you wish to join the QRF, please contact Sabi Redwood. The email address for current members of the Qualitative Research Forum mailing list is grp-phs-qrf@groups.bristol.ac.uk. Resources for members can be found in the UoB QRF SharePoint site (UoB staff and PGR only).

The QRF meets between 12.30-13.30 once every two months, with the day of the week alternating to account for part time staff/students. More information and dates can be found on the QRF website.

Conference Report: AMEE 2023 Conference 26-30th August 2023, Glasgow UK

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“Inclusive Learning Environments to Transform the Future”

In our third report from this year’s conference season, Dr Carys Gilbert reports on the International Association for Health Professions Education conference held recently in Glasgow, UK.

Natalie Eraifej, Gloriana Suri, Carys Gilbert at AMEE 2023

The AMEE 2023 conference took place this year at the Scottish Events campus in Glasgow. Medical educators from all over the world joined together, with the main theme centred around ‘Inclusive Learning Environments to Transform the Future’. From medical education musicals to motivational speaking symposiums and the effects of war on education in countries such as Ukraine and Myanmar, this was an exciting opportunity to gain a global perspective on medical education.

Dr Natalie Eraifej, former CTF reflected:

‘I really enjoyed attending AMEE this year. It was interesting to learn from about the delivery of medical education within differing cultural and political contexts. Especially inspiring was hearing about the current delivery of medical teaching in war torn countries.’

The University of Bristol was well represented with students, former CTFs and senior members of staff presenting and sharing their work.

Dr Joseph Hartland participated in a symposium discussing their work on what it means to have LGBTQ+ identities in health education. They were joined by people from all over the world, from Canada to Thailand providing an interesting perspective on approaches to LGBTQ+ inclusive healthcare across the world.

Former clinical teaching fellows also presented their work. Dr Natalie Eraifej and Dr Carys Gilbert presented on lessons learnt from a near-peer mentor scheme introduced at the Gloucester Academy between year 5 students and Foundation Year One doctors.

Former Clinical Teaching Fellow Dr Mary Claxton presented a poster on work done with Dr Jessica Reyer, Dr Billy Scott and Dr Ian Hunter on the use of virtual reality in simulation which was completed whilst working as teaching fellows in the Taunton Academy.

Year 4 medical student, Gloriana Suri presented her work completed with Dr Dowan Kwan and Dr Ed Luff and Dr Melina Kellerman which evaluated the use of ethnicity descriptors in an MCQ question bank. This prompted discussion within the room on learned biases and unhelpful stereotyping.

Bristol Medical Student Gloriana Suri presenting her work on ethnicity bias in Multiple Choice Questions (MCQs)

Gloriana Suri, year four medical student reflected on her conference experience:

‘AMEE 2023 was the first conference I presented at, in the EDI category, with our project being about ethnicity use in MCQ banks and how this can impact learning and stereotyping. It was well received in a welcoming and supportive environment followed-up by great questions and discussion. AMEE was a great place to learn about the current research in medical education and reducing healthcare inequalities which, as a medical student, has been hugely eye-opening and something I’d like to continue being involved with. I was inspired by talks, met people from around the world and feel much more confident with presenting skills too. Overall a great opportunity that I will massively value going forwards.’

To showcase the amazing contributions made by those within the medical school, we have created a Sway which contains information about all the work presented by those associated with Bristol Medical School.* Access the sway via this link: BRMS at AMEE 2023. 

A copy of AMEE 2023 presentation and poster abstracts can be found here.

AMEE 2024 will take place in Basel, Switzerland. This was a fantastic opportunity to meet medical educators from all over the world and I would strongly encourage anyone with an interest in medical education to take the opportunity to submit their work and/or attend.

For more information about joining AMEE visit: www.amee.org/AMEE/Membership/

* We have done our best to ensure that all work presented at this event has been included here, but if you think we have missed yours and you would like it added, please get in touch.

Read Ed Luff’s Conference Report on the July 2023 ASME Conference here

Abstract Call: Postgraduate Researcher Exchange Sessions at ASME’s RME Conference 16 Nov 2023

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Thursday 16th November 2023, 9.00am-5pm UK time

IN PERSON EVENT
Friends House, London
Postgraduate Researcher Exchange Sessions: Call for abstracts
Deadline for submission Friday 29th September 2023 at 5pm

ASME’s Education Research Committee (ERC) are very keen to support and encourage our excellent early career HPE research community to share their ongoing work. With this in mind, we are inviting those who are undertaking postgraduate research studies, at any stage, (e.g. PhD, Professional Doctorate, MD, MRes) to submit an abstract to present their work in progress.  

The abstract that you submit should focus on the theme of the conference “Alignment matters: from conception to communication”, demonstrating how you have integrated and aligned, or plan to integrate and align your choices of theory, research philosophy, and if relevant to stage, methodology and methods (or proposed methodology and methods).

Your abstract should be no more than 300 words long and finish with a question or topic that you would like to discuss with the audience (who will consist of fellow HPE researchers with a range of experiences).

Once all abstracts have been received we will then shortlist 6 presenters for our Postgraduate Researcher Exchange Sessions, which will form part of RME (those not selected will be given the option to present a poster at RME). The emphasis of these sessions is on discussion and ideas exchange; therefore, you will have 7 minutes for your presentation and 13 minutes will be given over to discussion.

Please send your abstract(s) submission to ERC-Events@asme.org.uk by Friday 29th September 2023 at 5pm. You will receive notification of whether you have been selected for presentation or poster by Wednesday 11th October, 2023.

Submissions are final on receipt, no amendments will be permitted after submission.

For full event details visit: https://www.asme.org.uk/events/rme2023/ or email events@asme.org.uk