Group run by academics from University of Bristol Medical School with an interest in Medical Education Research. Opinions expressed are those of the authors and not of Bristol Medical School or the University.
In this blog, Dr Grace Pearson reflects on her recent TASME Mentorship Prize from the Association for the Study of Medical Education. She describes how this award has supported her work in collaboration with the University of Zimbabwe Medical School.
Dr Grace Pearson with Dr Zaranyika, junior doctors and medical students working in the Faculty of Medicine in Harare (March 2024)
I was absolutely delighted to receive the 2024 TASME Mentorship Prize, which I’ve put towards my ongoing collaboration with the University of Zimbabwe Medical School and Parienyatwa Hospital in Harare.
The population of Africa is ageing faster than any other continent, yet teaching in ageing and geriatric medicine is lacking in many countries. In response to the Zimbabwe Healthy Ageing Strategy, and with the mentorship of Dr Trust Zaranyika, we are working to implement innovative undergraduate and postgraduate training in geriatric medicine at UZ, which will equip their workforce with the knowledge and skills required to care for their growing population of older people.
I was privileged to visit Dr Zaranyika, junior doctors working in the Faculty of Medicine, and medical students (all pictured) on a recent scoping visit to Harare in March 2024. I was touched by their warm welcome and invigorated by their keen interest in geriatric medicine.
To ensure that any resources generated are authentic, applicable, and sustainable, I attended ward rounds, clinics, meetings, and teaching to understand when, where, and how training in geriatrics might ‘fit’. It was a pleasure to be part of such a supportive and rich learning environment, where teams regularly meet together to discuss clinical cases, and I was myself reminded of how best to incorporate teaching moments into every day clinical practice.
It was my pleasure to pilot teaching on ‘core’ geriatrics topics, such as frailty, falls, and delirium, and I found it refreshing to revisit my own ‘bread and butter’ from the ground up. I made so many friends in such a short time, and I really can’t wait to return to Harare to develop and implement more teaching.
More about the TASME mentorship award:
The TASME mentorship award provides funding for healthcare professions trainees to travel to meet mentors, to develop a mentoring relationship that will support their professional development as a medical educator. The application is a short self-nomination form, consisting of three questions: 1. Can you tell us about your career as an educator so far? 2. How do you plan to spend the award? 3. How might this impact your career as an educator? The next submission window opens on the 4th January 2025.
More about Dr Grace Pearson (she/her):
Grace is a Clinical Lecturer in Ageing Education at Bristol Medical School, and an Adjunct Lecturer in Geriatric Medicine at the University of Zimbabwe. Since finishing her PhD in the field of undergraduate geriatric medicine education, Grace has been continuing her work to innovate and evaluate ageing education in an equitable partnership between the Global North and Global South. @GraceInvaders
The latest blog is a conference report celebrating the work of clinical teaching fellows across our region. Ed Luff reflects on this event and shares exciting plans for TICC 2025.
On Friday the 5th of April, the University of Bristol, in collaboration with BMERG, hosted TICC 2024: The Inaugural CTF Conference. TICC 2024 provided an opportunity to see and share the valued work of Clinical Teaching Fellows (CTFs) from across the region. Building on the successes of last year’s local CTF Conference for University of Bristol-affiliated CTFs, this year’s expanded meeting had presenters travelling from 10 organisations spanning Southern England, ranging from Surrey to Somerset.
The objectives of the conference were:
These objectives were excellently delivered through a combination of timetabled events on the day. This included two parallel streams of CTF presentations, comprising headline 20-minute showcase presentations, shorter 10-minute oral presentations and 3-minute e-Poster presentations, all with time for Q&A from the audience.
All 22 CTF presentations were extremely well received, and there was excellent engagement and discussion from the audience, highlighting the passion, interest and quality of the work presented. An intuitive electronic platform allowed delegates to provide feedback to presenters, which was shared with them following the conference. This approach to feedback facilitated further development of presentations prior to work being taken onto national or international conferences.
The day also included eight medical education-themed workshops, which attendees were able to choose from, across two parallel streams. These covered topics such as the future of undergraduate medical education, facilitating student-led medical education innovation, sculpting change, demystifying ethics, writing for publication, and the application of qualitative research to medical education. The day also included a showcase workshop presentation titled “From Innovation to Transformative Education”, highlighting how we can sustain and build on novel ideas and implement them into future practice in an educational setting.
One of the other highlights of this year’s expanded interinstitutional conference was a keynote address from Dr Jo Hartland, Senior Lecturer and Deputy Education Director at Bristol Medical School. They presented an account of their work in the field of Equality, Diversity, and Inclusion and shared reflections on their medical education journey to date, including their move from clinical work into medical education, policy work, and leadership.
All those involved in teaching or supporting medical students, whether clinical, academic, or administrative, were welcome to attend the conference. The day saw 63 delegates attend from a variety of backgrounds including those in academic and professional support roles, clinical staff, and educational roles.
On the day, the conference had a fantastic atmosphere, with much talk and networking amongst colleagues and peers regarding teaching, collaboration, innovation, and reflections on the past year as CTF. Energy levels were high, and although the programme was busy, the variety and diversity of presentations, workshops and talks was extremely well received.
Prizes were awarded on the day for the best oral presentation and runner-up, scored on the day by senior academics and the conference committee; best e-poster presentation, voted on by conference delegates; and best social media post, decided by the organising committee. The prize winners can be viewed on the TICC conference 2024 page.
For more information and insight into what happened on the day, search X (formerly Twitter) for #TICC24 to find all the social media posts. If you would like to find out more information about what was happening on the day, or full details of the presentations that were delivered, please do have a look at the conference programme is available here:
We will also be sharing all of the presentations that were delivered at TICC online, so if you couldn’t make it along but would like to review some of the amazing work that was presented, we will add a link to this post and to the TICC tab on the BMERG blog page.
Finally, we are excited to announce that TICC will return next year in a new and updated format! The new and revamped Teaching, Innovation, and Collaboration for CTFs Conference 2025 will take place on Friday 25th of April 2025. So make a note in your diaries, with more information to follow soon, and start sharing your excitement online by using #TICC25.
Building on our previous BMERG Publishing in Medical Education blogs, in this post Dr Sally Dowling introduces our Writing for Publication Conference Series. Here she talks about a different sort of writing and dissemination of your work – responding to calls for conference presentations and posters.
Image: The Climate Reality Project/Unsplash
Why should you present your work at academic conferences?
Academics choose to present their work at conferences and meetings for a range of reasons. It’s an important part of the dissemination of finished research projects, but it can also be an opportunity to gain feedback on ‘work in progress’, as well as to hear from and meet others in your field and those whose work may be related to yours.
If you are an early career researcher it can be a good way to build connections and network. If you are able to obtain funding to attend a conference it can be a good way to have some ‘time-out’ from everyday pressures to think about, and discuss, your work. You may also get the opportunity to visit some interesting places! Post-covid, some conferences now offer hybrid attendance and others have remained online.
What’s the difference between a paper presentation and a poster?
A paper presentation, sometimes called an oral presentation (or if you are the main speaker, a ‘keynote’ presentation) is where someone delivers a talk to an audience. In some disciplines this might mean literally reading a paper (similar to a journal article); in others it is more usual to deliver a talk accompanied by a slide presentation.
This may be to a large lecture hall full of people or to a smaller audience in parallel sessions – depending on the type and structure of the conference. Length of presentations varies and may or may not include time for questions. Sometimes all presenters in a session will give their presentations and questions will follow, addressed to the speakers as a panel.
Conference posters are usually displayed for the duration of the conference – they are large (often A1 or A0) posters presenting reports of a research project or other work, usually including words and images. Recently the use of electronic posters is also becoming more common, either made available to view online or physically on large screens at the conference venue.
The aim is to give conference attendees the chance to find out about a range of relevant work and, usually, to ask questions of the researcher or representative of the research team. Some conferences expect poster presenters to stand with their posters at specific times (coffee breaks or lunchtimes, or an early evening session, for example) in order to ‘talk to’ their poster if required.
What is a ‘call for papers’?
Many conferences publish a ‘call for papers/posters’ well in advance of the conference. These will usually be on the websites of relevant organisations (such as AMEE or ASME). You can keep an eye out and find out what time of year these usually appear by visiting our BMERG Abstract Calls! page.
When you look at the call there will be important information to note:
Submission format: Some conferences will want you to submit your abstract as an attachment – others will use an online platform, which may require you to register.
Deadline: There will usually be a strictly-enforced deadline.
Word count: This is usually very specific and may be constrained by allowances of online text boxes.
Structure: It is important to note whether the abstract should be structured or unstructured. If they require that the abstract is structured it will often follow a Background, Aim, Methods, Results, Conclusions format (see figure 1 below) – if there are different headings to be used make sure you are aware of this.
References: Instructions may also specify whether or not you can use references and, if so, may give a limit (usually a small number).
Themes and Streams: Details should be on the conference website of themed conference streams or specific types of sessions you can submit to; make sure you are clear about these and indicate which you prefer if asked.
Presentation format: You may be asked if you are submitting for an oral or a poster presentation, and if there is more than one author you will usually be asked to indicate who will be the presenter.
Example of conventional headings for a structured abstract
Heading
Content
Background
Specify the nature and size of the problem; outline its importance to practice, and the gap that needs to be addressed. This section should emphasise the relevance and significance of the issue to the conference delegates and should embrace a relevant theme
Aim
Specify this clearly and simply, including study design/approach
Methods
Sample Data collection Data analysis Ethical issues
Results/ Findings
Report this clearly and succinctly to provide the reader with a fair impression of the data
Conclusion
It is important to be specific and produce a balanced conclusion based on the results and how it captures the selected conference theme
Figure 1: Example of conventional headings for a structured abstract. From Albarran and Dowling (2017, p.325).
What should I put in my abstract?
Writing a good abstract will maximise your chances of acceptance. It’s also a way for people to read about your project in advance, or after the conference. Some conferences publish abstracts after the event; sometimes as a supplement to a journal connected to the conference.
What you say in your abstract will act as a ‘hook’ to bring people to your presentation or poster, or to want to contact you to find out more about your work. Use an engaging and academically persuasive tone, take time to refine what you have written and proof-read carefully before submission. Asking a critical friend to read through your abstract can be helpful.
Guidance on how to format your abstract
Guideline
Name of lead presenter and contact details
You will be required to provide details of your place of work and qualifications
Name of authors, titles and contact details
Obtain full addresses, titles, professional qualifications and contact details including email address
Title
This should be kept to 12 words or less. If reporting the results of a study, audit or service improvement, it is good practice to include methodology in the title. A good title should provoke interest, curiosity and relate to the chosen theme
Headings
Employ the headings as suggested and in the order recommended
Word limit
This will range between 200–300 words maximum—abbreviations are often discouraged, check this out
Key terms
You may be invited to provide 4–6 search terms that embrace the content of your abstract
Font size and type
This will normally be prescribed—ensure you follow the recommendations.
Referencing style and number
Confirm the referencing style permitted prior to drafting the abstract, and how many are allowed; some will limit the number to a maximum of three
Conflicts of interest
If you have any conflicts of interest, declare these
Funding
Some scientific committees expect you to state whether your project was externally funded; if it has, confirm this
Permission to publish your abstract
Should you be accepted to present, the abstract may be published as part of conference proceedings. Note that you may not have the opportunity to revise
Abbreviations
Generally these are discouraged, so it is sensible to check the guidelines; it is likely that only universally accepted abbreviations may be permitted
Figure 2. Guidance on how to format your abstract. Table adapted from Albarran and Dowling (2017, p.326).
What happens to my abstract after submission?
Most conferences will have a conference committee who will review abstracts received before the deadline (so this is a form of peer review). Depending on the conference preparation timeline, it can take some time to hear, so be patient! Some conferences will give a date on their webpages, telling you when you will hear from them; others don’t do this. Wait to hear and then start preparing for your conference!
The next blog in this series coming soon: Tips on how to produce your conference poster
Sally is a Lecturer at Bristol Medical School, working both for the Health Professions Education programme and as Co-Director of the MSc Reproduction and Development. She also runs a series of writing for publication workshops (see programme here) for the Faculty of Health Sciences at the University of Bristol.
Check out our previous Publishing in Medical Education Posts
We are hugely pleased to share another amazing success for the fantastic Dr Grace Pearson, who is this year’s winner of the Association for the Study of Medical Education Trainees TASME Mentorship Prize.
The TASME Mentorship Prize is an individual award that provides resources for early career health professions educators to develop a mentorship relationship that will support their development as an educator.
Grace is this year’s winner of this prestigious award with her submission ‘Improving the care of older people in Zimbabwe through undergraduate and postgraduate teaching innovation.’ Grace shares that,
“this prize will help towards work with clinicians at the University of Zimbabwe Medical School, strengthening collaborative efforts to innovate teaching in geriatric medicine.”
Congratulations Grace, we look forward to hearing all about this exciting work in the future.
Trainees in the Association for the Study of Medical Education (TASME) is a career group of ASME. TASME’s mission is to foster interest and support development in medical education amongst early career doctors (up to 5 years post foundation training) – and early career allied healthcare professionals (up to 7 years post graduation).
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:
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
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.
In this blog Dr Sam Chumbley and Dr Ed Luff invite you to The Inaugural CTF Conference: TICC GW4, hosted by the University of Bristol in collaboration with BMERG.
TICC GW4 provides an opportunity to see and present the valued work of Clinical Teaching Fellows (CTFs) from across the GW4 Alliance Medical Schools of Bristol, Cardiff, and Exeter. Building on the successes of last year’s Inaugural CTF Conference at the University of Bristol, which brought together CTFs from Bristol Medical School’s regional academies, we have expanded this year’s meeting, to invite presenters from the GW4 Alliance Medical Schools, Bristol, Cardiff, and Exeter.
One of the highlights of this year’s expanded interinstitutional conference will be a keynote from Dr Jo Hartland, Senior Lecturer and Deputy Education Director at Bristol Medical School. They will be presenting an account of their work in the field of Equality, Diversity and Inclusion.
There will also be presentation options for CTFs from the GW4 Alliance, in a variety of formats, including Research, Innovation and Opinion Pieces. Authors can choose to submit abstracts for consideration as a Showcase presentation (20 minutes), Oral presentation (10 minutes), Poster presentation (3 minutes) or for display as an e-Poster, which requires no presentation on the day. Opinion Pieces can also be considered for an Open Forum (30-minute) platform of discussion. There will also be a variety of workshops run on the day, to help develop delegates’ research and clinical academic skills.
All those involved in the teaching or support of medical students, be that clinical, academic, or administrative, are welcome to attend the conference. However, presentations will only be open to Clinical Teaching Fellows from the GW4 Alliance Medical Schools.
Registration is free and lunch will be provided. TICC GW4 will be held in Bristol on the 5th of April 2024. Further details will be sent following registration.
To register for the conference or to submit your abstract for consideration for presentation at the conference, please follow this link: TICC GW4 Registration
Registration will close nearer to the conference date.
The deadline for submission of abstracts is 12:00 on Friday 8th March 2024.
In this blog, Dr Liang-Fong Wong shares some key insights into how we foster an inclusive environment for international students within our university academic systems and culture.
This is an area of work that is close to my heart – being an international student at Bristol myself many moons ago, my international roles, and serendipitously, it was being organised by my netball teammate Catriona Johnson, from the Centre for Academic Language and Development (CALD).
L-R: Assoc Prof Liang-Fong Wong, Dr Fiona Holmes, and Dr Claire Hudson at BILT International Student Experience workshop, 2023.
Catriona and I had previously shared many courtside and car conversations about her project work on academic language and literacy, but have never interacted within our work capacities. I was delighted to turn up on the day to find fellow BMERG members Fiona Holmes and Claire Hudson there as well!
International staff and students are an important community at our institution: they are invaluable to the diversity of our campuses, adding richness and vibrancy to our learning environments and making us all much better global citizens for now and the future. There is so much that we can learn from each other across different cultures.
During the session, we were given an overview of the numerous BILT-funded projects across the university that explore themes such as increasing inclusivity in the international classroom, decolonising curricula and developing sense and belonging.
Fiona Hartley (BILT/CALD) presented the ‘3 shocks’ that international students can experience:
Pedagogical (knowing what to expect academically)
Language (how to express oneself academically)
Cultural (feeling a sense of belonging and community in Bristol)
What was really interesting was the observation that some of these shocks may not be unique to international students, and indeed may be familiar to others in the wider student population, particularly first-year students.
We discussed in small groups how different schools use effective interventions and ways to enhance teaching and learning experience within and outside of the classroom. There were so many great examples, such as:
optional induction modules
allocating groups and facilitating group work sensitively
Through sharing experiences across the whole university and across disciplines, it gave us ideas on how we can implement some of these strategies in our own practices.
All in all, I really enjoyed the session; it was such an enriching discussion and I got to know many people outside of the medical school.
Dr Liang-Fong Wong is one of the University of Bristol’s Associate Pro-Vice Chancellors for Internationalisation as well as working as an Associate Professor in regenerative medicine. She also works with the undergraduate students as the Year 4 co-lead for the medical programme and is one of the inaugural members of the BMERG committee.
In this wonderfully insightful blog, Dr Sarah McLaughlin reflects upon a recent journal article rejection and suggests looking back at the journey travelled to put academic setbacks into perspective.
How many of us have shared this experience – the article you poured your heart and soul into, and submitted to a journal is returned and has not been accepted?
You are thanked for your submission and it is their pleasure to inform you that the referee’s responses are contained in the email. The referees are unable to accept your article for publication in its current form, but if you are willing to substantially revise according to their requirements and resubmit it, they will reconsider your article.
At this point your heart drops and you feel like you are never going to get any further in academia. Does this sound familiar? It happened to me this week. I know I am not alone in this experience.
At first you may hear that this is a rejection of your work. Maybe you hear – you are not good enough, you are not as good as the others or maybe you should give up.
This time I have approached this set back differently and want to share my thoughts with you. How about looking not at where you want to be: published and accomplished – but you look back. You look back at how far you have come to get to this point. You focus not on what you have yet to achieve, but you focus on the journey travelled.
Let’s take our first look back.
To get the point of submitting an article to a journal, you have spent hours writing and completing an article ready for submission.
To get to the point where you write your first sentence, you have conducted some research.
Maybe this was for your Masters or doctoral qualification where you worked your way from your proposal, poured over the literature, worked through your ethics application, to recruiting participants, gathering your data and spending hours writing up your research in order to submit your dissertation or thesis. That is one big achievement in itself.
But let’s look back a little further.
How did you get to the point where you commenced your current studies? There was a time when you were applying to university to commence your undergraduate degree, wondering if you would be accepted. Would you pass your entry requirements? Would you even make it to day one of your undergraduate degree?
Maybe look back even further.
Did you walk into the exam hall for your GCSEs or school exams wondering if you had done enough revision, worked hard enough and would you be able to answer all the questions within the tight time given to sit your exam. Maybe you did not pass your exams first time and had to resit them.
Maybe you didn’t enter university through the traditional A level route and returned to education as a mature student through an Access course or an equivalent. Can you even remember as far back as your school exams? How many years have passed, how many times have you submitted an assignment or sat an exam since then? How many other times have you received disappointing feedback or felt like giving up… but you didn’t?
So, now let’s come back to our current feelings.
What was your journey to the point where you uploaded your article to the journal and crossed your fingers? How was the journey you travelled to get there? How long did it take you? How many setbacks did you overcome? How many times did you feel like giving up? These reflections may help put this current feeling of rejection and your article into perspective.
Come back to the feedback with fresh eyes and see it for what it is – some advice on how to make your article more aligned with the journal’s aims or make your arguments clearer, or analysis more aligned with theory. It is an opportunity to improve.
Read the feedback carefully to understand why it was not accepted. What you can do to improve your article, and importantly, increase your chances of your revision being accepted and published?
Don’t take it personally.
Rejection is common, and it demonstrates that these journals have high standards to maintain, which is a good thing. It does not reflect your worth as an academic. Most importantly, don’t give up.
Keep going.
You are one of many scholars who have had an article sent back to amend. This is a normal and common part of the journey towards article publication. Receiving what feels like a rejection may feel like a blow, but it is part of your journey. Looking back at how far you’ve come may help you see that this is just one more step along the way. Don’t give up. Keep going. It’s all about the journey travelled.
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.
* 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.
