Tag: networking

Building Community: Spotlight on the Incubator for Clinical Education Research

Posted on by sarah.allsop

This weeks BMERG blog is a spotlight on the Incubator for Clinical Educator Research (ClinEdR). Hosted by the University of Newcastle, the Incubator is an NIHR initiative launched in 2020 to develop ClinEdR as an academic field.

Image (c) UX Indonesia on Unsplash

What is the Incubator?

The mission and aim of the ClinEdR Incubator is to support and promote careers in clinical education research through building a multi-professional community of practice. It extends across all health professions and aims to bring people together to develop their ideas, build collaborations and provide a network of developing experience in the field.

What is Clinical Education Research?

This is one of the most fundamental questions and tends to have a myriad of different definitions and terms including clinical, medical, and healthcare professionals education research to name just a few. Often the word ‘clinical’ can drive the idea that this sort of research must have a direct impact in clinical practice and thus can seem to exclude certain areas of research in education.

The team at the Incubator have tried to broaden this idea, embracing all sorts of different research that can and does have an impact on societal health needs by “enhancing the education, training and development of health and social care practitioners, and the organisations within which they work and learn“. They highlight a number of different areas in which individuals and teams may be undertaking clinical education research such as:

  • Pedagogical research
  • Planning and design of educational programmes
  • Regulation processes
  • Organisation context of learning, such as learning environments and workforce inclusivity
  • Learner experience and careers

They also consider that this whilst this type of research may have a direct clinical impact for patients it may achieve impact in other ways such as benefiting clinicians in their training, influencing health and education systems and through challenging and developing standards.

How can the Incubator help those who want to engage in Clinical Education Research?

The incubator is a fantastic place to start regardless of where you are in your ClinEdR journey. It offers a variety of resource and links via it’s website such as:

So why not take a look at their resources, find out who works in ClinEdR in your area and sign up to be part of the growing Incubator network!

You can learn more about the Incubator at clinicaleducationresearch.org/ on Twitter/X at @ClinEdResearch or email the team at clinical.education.incubator@newcastle.ac.uk

BMERG News: Award win for one of our Bristol Educators!

Posted on by sarah.allsop

We are thrilled to share that one of our BMERG Medical Educators, Dr David Hettle has been recently awarded one of the ASME/GMC Excellent Medical Education Award 2023!

Photo credit: Brett Garwood on Unsplash

The “Excellent Medical Education” Programme was established by ASME to supporting capacity building of high-quality medical education research. David is part of the team that has won this award in the postgraduate category for their submission: Exploring the experiences and perspectives of junior doctors in Entry-Level Medical Education Roles (ELMERs) that promote pursuit of a medical education career in the United Kingdom.

WINNER OF THE POSTGRADUATE CATEGORY

Lisa Jayne Collage

L-R: Lisa-Jayne Edwards (University of Warwick), Claire Stocker (Aston University), Julie Browne (Cardiff University), Cara Bezzina (University of Glasgow), David Hettle (University of Bristol)

We look forward to hearing more about this work from David and his colleagues in the future.

Read more about this Year’s Excellent Medical Education Award Winners: ASME announces winners of the ASME/GMC Excellent Medical Education Award 2023

Building Community: Attending, presenting and networking at Conferences

Posted on by sarah.allsop

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!

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

Posted on by sarah.allsop

“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

Building Community: Developing as an early-career medical educator + the Developing Medical Educators’ Group (DMEG)

Posted on by sarah.allsop

In this blog, one of our BMERG committee members David Hettle, an honorary senior teaching fellow and specialist registrar (SpR) in infectious diseases and medical microbiology, talks about the winding journey to becoming an educator and how the Academy of Medical Educators Early Career Educator group ‘DMEG’ can support you on this journey.

Photo by Dan Meyers on Unsplash

The route to becoming a medical educator, it is fair to say, is not clear, linear, or uniform. Indeed, medical educators may come from medicine, education, other healthcare professions, basic science or other backgrounds.1 This diversity brings with it wide variation in perceptions of what being a medical educator is.

The most recent definition available from the Academy of Medical Educators (AoME) is:

“Medical educators and clinical teachers develop, deliver, and manage teaching programmes and engage in scholarship and research into all aspects of teaching, learning and assessment. Within this definition, the daily work of medical education (MedEd) relates to the teaching of students, doctors, physician associates, vets and dentists about all aspects of patient care, the management of health services, the promotion of health and the prevention of disease.” 2

Clearly, this definition covers a vast spectrum. Individually identifying as a medical educator can range from being central to one individual’s professional identity,3 or may be a secondary identity, potentially at odds with another part of training such as clinical or academic progression. Education may also be merely an activity that professionals undertake rather than being a true part of their owned identity.4-5

The process of ‘becoming a medical educator’ has increasingly become a topic of interest as the profession learns how to support the development of educators. However, much research focusses on educators towards the end of their careers, who often view their involvement and roles as having occurred serendipitously, and have taken much of their career to finally identify as an ‘educator’.3,6

But…why does this matter?

Of course, we are all developing as educators day-by-day, but for those who see themselves at the beginning of their medical educator journey, looking forwards trying to see what the career looks like can be a huge challenge. The fear can be that it is an uncertain, meandering path, with opportunities by chance, rather than planning or good intentions.

Despite this, each year large numbers of junior doctors take time out of training and choose to undertake teaching fellowships,7,8 with numbers increasing all the time. Currently between 70-90 teaching fellows are employed across the NHS trust academies paired with the University of Bristol medical school each year. With an ever-increasing pool of potential career educators completing entry-level posts in MedEd, such as clinical teaching fellowships, there is a need for the world of MedEd to promote, drive and enhance the development of these healthcare professional educators.

Several recent publications suggest routes through which supporting the development of educators should happen including: 5,9-10

  • making teaching visible through events and activities which celebrate the significance of educators’ roles
  • creating transparent and replicable MedEd reward and development structures (such as career pathways – both stand-alone and potentially integrated with clinical training)
  • building communities within MedEd offering role-modelling, a sense of connectedness, and a forum for sharing stories, experiences and frustrations

In 2020, AoME launched the Developing Medical Educators’ Group. This is specifically aimed at those junior and early-career educators shaping their futures in the world of medical education – whether they have held formal posts in MedEd or not.

It recognises that early-career educators are often trying to balance their educator identity with their clinical identity, and that their development can be challenging to integrate in clinical settings where teaching is not always valued as highly as clinical service or research. Communities such as DMEG are therefore crucial to this group of educators, as the “future of medical education” across the UK.

Through AoME, early career educators can apply to be recognised as educators through gaining associate or membership status of the Academy.2 Such accreditation can be hugely important to progression in clinical training and in promoting the value in MedEd as a specialty.

DMEG offers a community for early-career educators, encouraging engagement from anyone interested in MedEd, guided by peers and near-peers in the same boat (or very recently in the same boat!), as those navigating the dual world of medical, dental or veterinary training with educational development. Events are offered both through AoME and directly by DMEG including:

  • DMEG debates: a monthly, live online forum debating hot topics in MedEd (most recently ‘What does the rise of AI mean for MedEd?’).
  • Medical EducaTALKS: regular podcasts exploring aspects of MedEd with senior educators.
  • DMEG conference: A yearly event, this year on 4th October – Communities of Practice in Practise – an online conference discovering the work of early-career educators + hosting workshops and keynotes exploring the world of MedEd.

DMEG seeks to raise the profile of developing medical educators, validate and recognise their critical and important role and ensure that facilities and resources exist for training and development of early-stage educators.

From a personal point of view, having recently been a teaching fellow, DMEG offers me a friendly community to support and continue my development. I can share challenges and new ideas and explore what the MedEd world looks like across the UK and beyond, regardless of where I am currently working, or if/when locally there are no networks or collaboratives available.

I would encourage anyone interested in MedEd, and especially those in teaching fellow posts to have a look at DMEG and see what they can offer you as an educator. By being a group for developing healthcare educators, run by developing healthcare educators, they are always open to suggestions!

Whatever your interest and however long you have been involved in MedEd, DMEG invites you to come and explore the DMEG Conference 2023: Communities of practice in practise, on 4th October 2023.

References

  1. Huwendiek S, Mennin S, Dern P, Ben-David MF, van der Vleuten C, Tonshoff B, Nikendei C. Expertise, needs and challenges of medical educators: Results of an international web survey. Med Teach 2010; 32(11): 912-8.
  2. Academy of Medical Educators. Professional Standards for medical, dental and veterinary educators, 4th edition. Cardiff: Academy of Medical Educators.
  3. Hu WCY, Thistlethwaite JE, Weller J, Gallego G, Monteith J, McColl GJ. ‘It was serendipity’: A qualitative study of academic careers in medical education. Med Educ 2015; 49(11): 1124-36.
  4. Sabel E, Archer J; Early Careers Working Group at the Academy of Medical Educators. “Medical education is the ugly duckling of the medical world” and other challenges to medical educators’ identity construction: A qualitative study. Acad Med 2014; 89(11): 1474-80.
  5. Bartle E, Thistlethwaite J. Becoming a medical educator: motivation, socialisation and navigation. BMC Med Educ 2014; 14: 110.
  6. Browne J, Webb K, Bullock A. Making the leap to medical education: A qualitative study of medical educators’ experiences. Med Educ 2018; 52(2): 216-26.
  7. Wilson S, Denison AR, McKenzie H. A survey of clinical teaching fellowships in UK medical schools. Med Educ 2008; 42(2): 170-5.
  8. Edwards LJ, Hettle D, Stocker C. (2023, July 12-14). A review of Entry-Level Medical Education Roles (ELMERs) in the United Kingdom (conference workshop). Association for the Study of Medical Education Annual Societal Meeting 2023, Birmingham, UK.
  9. Van Lankveld T, Schoonenboom J, Kusurkar RA, Volman M, Beishuizen J, Croiset G. Integrating the teaching role into one’s identity: A qualitative study of beginning undergraduate medical teachers. Adv Health Sci Educ Theory Pract 2017; 22(3): 601-22.
  10. Rees E, Guckian J, Fleming S. Fostering excellence in medical education career pathways. Educ Prim Care 2021; 32(2): 66-9.

Read more about other MedEd associations in our BMERG blog Building Community: Networking Opportunities through joining a MedEd association

Conference Report: ASME Annual Scholarship Meeting 12-14th July 2023, Birmingham UK

Posted on by sarah.allsop

“Developing a Diverse Workforce“

Continuing our conference report theme, Dr Ed Luff reflects on the Association for the Study of Medical Education Conference recently held in Birmingham, UK.

The Eastside Rooms Conference Centre, Birmingham UK

The 12th-14th of July brought the return of the Annual Scholarship Meeting (ASM) of the Association for the Study of Medical Education (ASME), which took place at the Eastside Rooms conference centre in Birmingham. The three-day programme of events saw representation from a wide range of attendees from Bristol Medical School and the Academies, presenting work at a national-level medical education conference. Presenters came from all areas within the school, from professors and lecturers to medical students and clinical teaching fellows (CTFs) to MSc and PhD students, showcasing the wide range of work conducted around medical education within Bristol Medical School.

Once again, this year Bristol was extremely well represented at the conference, with contributions comprising 2 workshops, 15 oral presentations and 29 poster presentations, which exceeded the high bar set at last year’s conference. Huge congratulations to all those who were involved in presenting, authoring, and contributing to the work that was presented, it really highlights the excellent and high-quality work that is being conducted both locally and regionally. Work was presented by academics from within the medical school, those based at academies around the region, including both North and South Bristol, Bath, Gloucester & Cheltenham, and Swindon, as well as current undergraduate medical students and doctors completing their MSc in Teaching and Learning for Health Professionals (TLHP) and PhD.

The range of topics and areas of the curriculum covered by presenters from Bristol ranged from paediatrics to palliative care, professionalism to research paradigms, interprofessional learning and simulations on Boeing 747’s, transgender and non-binary healthcare, and gamification of sexual health. Many presentations highlighted collaboration both within the medical school, across different academies and hospital sites, as well as with outside organisations and other institutions and healthcare professionals.

This year also saw the inclusion of a new presentation format at the conference, the ‘What’s Your Point?’ sessions, where presenters were invited to start a conversation and present on a topic of interest or debate. We had a thought-provoking oral presentation on the future of medical educators, and poster presentations on classical cases/ typical presentations, promoting interprofessional education, a professionalism reporting system and engagement with teaching innovations.

ASME as a conference provides a wonderfully welcoming and inclusive environment to inspire, engage and network. It is friendly and accessible, with sessions covering the full spectrum of medical education, from admissions and widening access, through undergraduate, foundation years, and postgraduate training. There really is something for everyone and the wide range of parallel ‘pre-conference’ and ‘intra-conference’ sessions, symposia and workshops provide an opportunity for attendees to build skills and develop in areas of personal interest.

Dr Alice Middleton, CTF co-lead, based at Gloucester Academy, reflected on her experiences from the conference:

“I presented about using virtual patients to teach clinical reasoning, and was encouraged by queries and enthusiasm about the project from members of the Technology Enhanced Learning ‘TEL’ special interest group of ASME – I have joined them! I also attended the TASME prize presentation session and talked to one of the presenters after the session, we have since been emailing about potentially collaborating on a project about teaching clinical reasoning which is exciting; it was a great opportunity to link up and learn from people doing similar-but-different things in other medical schools in the UK.”

Dr Sam Chumbley, a CTF based at South Bristol Academy commented:

“This was my first ever conference, and who knew they could be so fun?! I met so many like-minded people, and everyone commented on how approachable everyone is it ASME. You can be asking a presenter a question after their talk, and then sharing a meal with them later that day. The talks were fascinating, with a heavy focus on EDI topics this year, which has empowered me to speak up when seeing colleagues or patients being discriminated. Other talks focused on topics like innovation in education, which is always exciting to hear about, and has made me less terrified of the advent of AI in education. Ultimately, ASME has set the bar very high for future conferences I will attend!”

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.* You can view summaries of the two workshops, copies of the abstracts for the oral and poster presentations and electronic versions of all the posters too. Access the sway via this link: BRMS at ASME 2023. A collated Bristol abstracts booklet can be viewed here:

ASME-BRMS-Abstract-Booklet-2023-1

The full ASME 2023 conference brochure can be downloaded here: ASME 2023 brochure. The conference brochure contains detailed information on keynote speakers, pre and intra-conference sessions including symposia and pop-up events, parallel sessions and oral presentations. The abstracts book can be downloaded here: ASME 2023 Abstracts book. The abstracts book contains details of all abstracts included at the ASM 2023. Each individual abstract has its own page including information on the authors and presenters. This includes submissions for e-Posters, oral presentations, relevant awards, and What’s Your Point? sessions. For information about joining ASME visit: www.asme.org.uk/membership/.  

Next year’s ASM will be held in Warwick, from the 10th-12th of July 2024, with the theme ‘Maximising Potential’. We hope that next year will bring further success for Bristol Medical School at ASME. We are also looking forward to the AMEE conference, which this year is being held in Glasgow from the 26th to the 30th of August. The best of luck to everyone who is presenting.

* 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 Sarah Allsop’s Conference report on the June 2023 AOME-INHWE Conference here

Training: Bristol Medical School Short Course Programme 2023/24

Posted on by sarah.allsop

If you are a health sciences education researcher and are looking for training in research methods, check out the new programme from Bristol Medical School Short Courses.

Photo by Amelia Bartlett on Unsplash

Short courses are designed for researchers and healthcare practitioners and cover a range of topics on research methodology, design and analysis in health sciences. From statistics to qualitative methods, data visualisations, or writing up journal papers, there is something to support your research journey.

Bookings will be available from midday on 17th October.

Find out more on the short course website or explore the chart of courses available month-by-month below.

Short-Course-Programme-Chart-2023-2024Download

Conference Report: AOME – INHWE Joint Conference 2023, Cardiff 27-29 June 2023

Posted on by sarah.allsop
Sarah Allsop

“Learning together for clinical excellence”

It’s conference season and Sarah Allsop reflects on the AOME-INHWE conference held recently at Cardiff University.

Centre for Student Life, University of Cardiff

The joint conference between the Academy of Medical Educators (AOME) and the International Network for Health Workforce Education (INHWE) was held last week in the beautiful city of Cardiff and hosted by Cardiff University in the Centre for Student Life.

Over the three days, the presentations and workshops spanned a huge diversity of topics, but centred around the values and culture that we need to support excellent patient care through working together. One of the frustrations of conferences is that due to the parallel nature of the scheduling, you can’t always get to everything that you really want to see. The flip side of this, is that you might end up attending something you didn’t expect, which turns out to be really interesting and useful. I love the fact that you always make new connections and learn something new at conferences.

A few of the talks really stood out for me during the conference.

  • The Welsh Minister for Health and Social Services, Eluned Morgan MS, highlighted the importance of including educators in workforce planning to tackle the challenges of healthcare in Wales and across the UK.
  • Professor Josie Fraser, Deputy Vice Chancellor for the Open University, talked about the value and outcomes of using enquiry-based learning, in particular team-based learning in interprofessional learning groups. She highlighted the value in students debating together and understanding each other’s viewpoints better, and learning how to work together, building confidence and respect.
  • Professor Jacky Hayden CBE spoke about the importance of planning for the future, and critical to this is investing time to develop the medical education leaders of tomorrow. Importantly she talked about creating the space to develop these skills. Healthcare education leaders need to drive the quality of standards not only in higher education institutions, but also in the healthcare providers within the NHS. Education leaders have the power to influence culture, and the importance of compassion and trust are hugely important in developing others.

Bristol Medical School was also represented at the conference with both staff and students presenting work including:

  • ‘The lost decades’ a workshop led by BMERGs Dr Sarah Allsop with Professor Colin Macdougall from Warwick Medical School on how to problem solve some of the challenges ahead for medical educators
  • ‘Enhancing Anatomy Teaching Through Peer-Run, Flipped Classroom Sessions’ poster presented by Bristol medical students Mr Adam Mistry and Ms Shraddha Sriraman
  • ‘Inspiring the next generation to innovate in healthcare through a cross-faculty student innovation programme’ presented by Bristol medical student Miss Somto Okoli with students from Cardiff Medical School

Colleagues from our Bristol NHS Academies also presented including:

  • ‘Developing a tailored teaching program to support international medical graduates’ presented by Dr Laura Kyle, Dr Eleanor Pilsworth, Dr Bethan Arnold, Dr Malvika Subramaniam, and Dr Amy Whitworth from Musgrove Park Hospital, Taunton
  • ‘Celebrating Trainee Success Drives Learning and Boosts Morale’ – Unanimously positive experience of a departmental teaching session driven by trainees’ case presentations of personal excellence presented by Miss Robyn Brown and Mr Anthony Gould from Great Western Hospital, Swindon

The whole conference was extraordinarily uplifting and a reminder of the huge enthusiasm and energy of the medical education community.

The full programme and abstract book can be viewed at https://www.medicaleducators.org/Learning-Together-for-Clinical-Excellence-2023

I would recommend any aspiring and current educators to consider attending future AOME and INHWE events and looking at the professional standards and support available from these associations.

Find out more about AOME: https://www.medicaleducators.org/Why-join-AoME

Find out more about INHWE: https://inhwe.org/

Acknowledgement: Sarah Allsop (blog author) would like to acknowledge the funding grant awarded by the Bristol Medical School to support her presentation at this conference in June 2023.

Building Community: Networking Opportunities through joining a MedEd association

Posted on by sarah.allsop
Sarah Allsop

Joining one of the many Medical Education Associations can be a great way of meeting like minded people in the discipline and building collaborations. In this blog Sarah Allsop highlights a few of the available networks you can join.

Photo by Roman Kraft on Unsplash

Networking and national work can be a fantastic opportunity of medical educators to learn, develop and share their ideas with increased reach and impact. One of the ways of doing this is by joining one of the Medical Education Associations. For the UK, three of the main associations working in Medical Education are listed below, but there are many associations around the world:

  • The Association for the Study of Medical Education (ASME)
  • The Association for Medical Education in Europe (AMEE)
  • The Academy of Medical Educators (AoME)

To start with you may simply want to join an association, to get linked in with their publications, discounts to their events or to undertaking training or accreditation. Each association offers a slightly different emphasis so it is worth having a look at their websites to consider which might be the best fit for you and your work, and of course you can join as many associations as you want. There are often discounted memberships for students and those in low-income situations aiming to make joining more inclusive.

Once you are a member, there are also calls to be involved in the committees which can further help to facilitate work on policies and strategic aspects of medical education. Watch out for these calls via social media and on association websites. We will also post about opportunities we spot right here on the BMERG blog too, so subscribe to get the latest news direct to your inbox, and follow us on twitter @BristolUniBMERG.

Which are your favourite #MedEd Associations to be part of? Add your thoughts in the comments section below!

Launching Bristol Medical School Educator and Researcher Profiles

Posted on by sarah.allsop

As part of our objective to ‘Innovate and Inspire’, this page is dedicated to showcasing not only the work of these individuals, but also a bit about their journey and their top tips for working in the discipline.

We will be adding a new profile every month to our educator and researcher profiles page, and our first profile spotlight is….

Annie Noble-Denny

Annie is the Director of BMERG, which she conceptualised as part of her vision to build the infrastructure needed to enhance the educational research portfolio at Bristol Medical School. She is the currently the School Education Director for Bristol Medical School and the Programme Director for the Teaching and Learning for Healthcare Professional Programmes (bristol.ac.uk/tlhp). 

Read Annie’s profile here

 

If you want to nominate someone from Bristol Medical School to feature on these pages contact us at brms-bmerg@bristol.ac.uk.