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Annual Report2011 - 2012

www.asme.org.uk

“The Association seeks to improve the quality of medical education by bringing together individuals and organisations with interests and responsibilities in medical and healthcare education”.

Mission Statement

ASME’s values are• Education and learning are central to the delivery of high quality healthcare

• Education must be an important component in the strategies of Governmental and other healthcare organisations

• Good healthcare educators are central in planning delivering and evaluating high quality healthcare

• Individual members of ASME should be supported and developed

• High quality research is necessary for the development of healthcare education

• Vision, innovation and leadership in healthcare education are to be fostered

ASME Values

ASME seeks to• Promote high quality research into medical education

• Provide opportunities for developing medical educators

• Disseminate good evidence based educational practice

• Inform and advise Governmental and other organisations on medical education matters

• Develop relationships with other organisations and groupings in healthcare education

ASME Goals

ASME’s individual membership reflects a broad range of interests in undergraduate teaching, postgraduate training and continuing professional development. Institutional members of ASME provide an excellent network of organisations with interests and responsibilities in medical education.

ASME’s strength lies in its increasing membership and influence on policy developments and practical innovations.

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Contents

Page

1 President’s Report 1

2 Chair’s Report 2

3 Chief Executive’s Report 3

4 Director of Strategic Development’s Report 6

5 Treasurer’s Report 7

6 Editor’s Report - Medical Education 8

7 Editor’s Report - The Clinical Teacher 10

8 e-Editor’s Report 12

9 Education Research Group Report 13

10 Educator Development Group Report 14

11 Developing Leaders in Healthcare Education Report 16

12 JASME 17

13 ASME Structure 19

14 ASME Executive Committee 20

15 Courses, Conferences and Workshops 21

16 Grants, Awards, Prizes & Fellowships 22

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We await the report of the public inquiry into events at the Mid Staffordshire NHS Foundation Trust. I personally await that report with some trepidation. It is not possible to read the closing submissions without acknowledging a litany of failures from the organisations concerned with ensuring high quality patient care. The need to identify scapegoats to blame for the appalling short comings probably means that further resignations are inevitable. But the real danger, in my opinion, is that the report will demand more regulation and inspections to reassure an anxious public that the NHS provides a safe environment for all of us. It is at least arguable that high level distant regulation has reduced the responsibility we all have for delivering good quality care here and now.

At the same time, the General Medical Council has issued further guidance on Raising and acting on concerns about patient safety indicating that “all doctors have a duty to raise concerns where they believe that patient safety or care is being compromised by the practice of colleagues or the systems, policies and procedures in the organisations in which they work.” It is hard to argue with that – but how is it possible that our regulatory body feels the need to issue guidance which is not only self-evident but part of the reason we entered healthcare in the fi rst instance? Surely we should be raising the aspiration of our profession rather than descending to this level?

After half a century of denigration, perhaps it is time to review Sir Lancelot Spratt’s contribution to medicine. It is true that his over-bearing way and his rudeness to patients and students alike would not be tolerated today. On the other hand, the ward was scrupulously clean, the nurses and charge nurse were effi cient and he knew all about his patients. I doubt if he would have tolerated some current practices that put patients at risk.

With Medical Education now the leading publication in its fi eld, a growing membership and an increasingly successful Annual Scientifi c Meeting, ASME is in good heart. Important as they are, these factors do not represent the real strength of the Association. That lies in the enthusiasm of the members, our enthusiasm, for improving all aspects of medical education. From being an interest of a few senior doctors, we now have a much healthier situation where many colleagues from a variety of backgrounds contribute to medical education in a number of different ways. Harnessing these strands of expertise, debating the optimum approach to current problems, disseminating potential solutions and meeting colleagues, both senior and junior, has been the secret of ASME’s success over many years. And that vitality stands us in good stead for a future which given the current economic climate is somewhat insecure. Still, living with uncertainty is an essential prerequisite for anyone connected with healthcare.

This report indicates both the range of our activities over the last year and our dependence on the commitment of our members. Collaboration with the Academy of Medical Educators provides real opportunities (and challenges) for both organisations. I have very much enjoyed working with the Senior Offi cers whose efforts have ensured that the Association remains at the forefront of promoting good practice in medical education. Please let us know your thoughts on our report and on our future programme.

1 President’s Report Sir Graeme Catto

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Another year has raced by and amazingly now time for another annual report. Reflecting on the events and challenges of the past twelve months I would say that overall it has been a good year for ASME. We have continued to increase our individual membership numbers although, perhaps not unexpectedly given the present financial climate, our institutional membership is down slightly.

We had an excellent ASM in Edinburgh but need to look at venue issues and are hopeful that this will not be an issue in Brighton. The sales of our journals and their academic standing continue to rise and the research and development groups continue to flourish.

The setting up of the special interest groups in the areas of assessment pyschometrics, trainee educator support and technology enhanced learning is a new venture for ASME and has occurred directly as a result of requests for ASME to support these areas as a result of discussions I had with individuals and groups of attendees at the Edinburgh ASM. Over the coming years it will be interesting to see how they develop and whether this is a useful model for further developments.

The Executive Committee has also been very much aware on the cut backs and financial stringencies that have occurred and continue to occur in medical education and training. To increase support for members we have worked with Wiley-Blackwell to bring forward two new travelling fellowship awards linked to the journals whilst at the same time maintaining support for our existing grants and awards.

Perhaps the biggest piece of work has been and continues to be, looking at how ASME works with and supports the Academy of Medical Educators, who have been experiencing considerable challenges over the last twelve months. Like many others I have been aware of tensions within this relationship in the past however at times like this ASME’s prime concern has been to ensure that the good work of the Academy is not lost and that, going forward, both organisations work together to ensure that the future of the discipline of medical education is not disadvantaged because of present financial difficulties. I am grateful to Sean Hilton, President of the Academy, for the constructive dialogue and the positive way in which this work has taken place. Consequently, although not by nature an optimist, I do feel that all in all the future for medical education and ASME is very bright indeed.

Finally I could not finish without expressing my gratitude to Nicky, Patsy, Kathy, Jenny, Jennifer, Nicola and Anne for all their help and hard work and to Graeme Catto for his wise guidance and support.

2 Chair’s Report Professor Trudie Roberts

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This has been another productive year for the Association. In the current uncertain fi nancial climate, our focus has again been to consolidate our fi nancial base through cost containment and maximising our income from various sources. Consequently we have generated another modest surplus and continue to expand our services to members using this surplus income for their benefi t. We have worked hard to develop collaborations with external partners and in the past year continue to work with The Institute of Education, The Academy of Medical Educators, MEDEV, the Higher Education Academy, NACT UK, and INMED (Irish Network of Medical Educators) to name a few. Overall our profi le continues to grow both nationally and internationally.

Membership/Services to Members Individual membership has grown moderately over the last 12 months while institutional membership has remained fairly static. We are delighted to be able to fund initiatives such as the Small Grants Scheme and the International Travelling Fellowships.

Through the existing Special Interest Groups the Education Research Group (ERG), Educator Development Group (EDG) and The Junior Association for the Study of Medical Education (JASME) we have increased the range of grants, awards and fellowships on offer to members, full details can be found on our website www.asme.org.uk.

Technological AdvancesWebsite developments are ongoing with the site now presenting a much more user friendly interface. I would encourage all members to add their personal information to the community section of the website and to give us any feedback on the functionality of the site.

This year marks the 55th anniversary of the Association and presented us with the opportunity to redesign our logo – we hope you like the new design.

Establishment of new Special Interest Groups We were delighted to be approached by ASME members with a view to setting up some new Special Interest Groups (SIG). Three new SIGs have been established: Technology Enhanced Learning; Assessments/Psychometrics; TASME (Trainees group). These SIGs are holding a variety of events/meetings at this year’s ASM and beyond and ongoing progress will be reported.

3 Chief Executive Offi cer’s ReportMiss Nicky Pender

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National/International PartnershipsThe Association benefits immensely from external partnerships as they offer both the opportunity to promote the aims of the Association and the potential to influence policy at a national level. We have good relationships with a number of national associations in particular the GMC and The Institute of Education, both of which will in the future enhance the profile and offer opportunities for collaborative working in a number of areas central to medical education. ASME co-opted two new members to the Executive Committee representing Dental Education and Veterinary Education. It is hoped that having input from representatives of these groups will broaden ASME’s appeal, membership and understanding of similar educational issues affecting other specialties.

In 2011/12 ASME was represented at the AMEE conference (The Association for Medical Education in Europe), The Scottish Clinical Skills Network Conference, The Association of American Medical Colleges Annual Meeting (AAMC), the Asia Pacific Medical Education Conference Network (APMEC), the First Qatar International Conference on Medical Education and Third Saudi International Medical Education Conference (SIMEC).

The Academy of Medical Educators It is important to mention the Academy of Medical Educators and the continuing relationship between our two organisations. Members of both organisations were informed that the administrative function of the Academy would be conducted from the ASME offices from April 2012 for an initial period of 12 months with an extensive Memorandum of Understanding signed in March 2012 between the two organisations. I am grateful to the Senior Officers and Executive Committee members of both organisations for their commitment in reaching this agreement.

Annual Scientific Meeting (ASM) and One Day ConferencesThe Annual Scientific Meeting in Edinburgh in 2011 was our most successful to date. Record numbers of posters and short presentations were submitted and presented. The popularity of the ASM is testament to the growth in interest and activity in medical education research with the ASM providing a much needed forum for those interested in medical education.

We held a number of one day conferences in 2011/12. These events remain relatively popular which is encouraging given the cost both financially and in terms of member’s time. There are also increasing numbers of providers of one-day medical education courses and conferences at a national level. The Educator Development Group, under the leadership of Dr Gill Doody is developing a programme of activities for 2012/2013.

Developing Leaders in Healthcare Education ASME is increasingly recognised as a world class provider in leadership in medical education and there is the potential for increasing the Association’s profile and activity in this area.

The Developing Leaders in Healthcare Education course and Leadership Masterclass continue to be very well received. The 2012 Developing Leaders course is already fully subscribed. I am grateful to the leadership course faculty for their considerable efforts in delivering these courses.

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Medical Education, The Clinical Teacher (TCT) The journal Medical Education, under the editorship of Kevin Eva, is now recognised globally as the leading journal in its fi eld. TCT, under the editorship of Steve Trumble, is redefi ning itself and raising its academic profi le amongst medical educators worldwide.

Understanding Medical Education Text Book (UME)The Understanding Medical Education text book was launched during the 2010 ASM. Sales since launch have exceeded everyone’s expectations and with this in mind, ASME and Wiley-Blackwell are currently commissioning the second edition of the UME text book.

Researching Medical Education Annual Conference and Text Book ASME’s collaboration with the Institute of Education on this annual event has been extremely productive. The conference is now in its fi fth year with responsibility for the organisation of the event shared jointly between Institute of Education personnel and Jen Cleland as Chair of our Education Research Group.

A potential text book exploring the subject of researching medical education is currently being discussed with our publishers Wiley-Blackwell.

ASME infrastructureASME is very fortunate in the quality of the staff who provide an exceptional service with very limited resources. Our staff complement remains small for the volume of work and it is a credit to all staff that the quality of what is produced continues to be so high. It is important to remember that the administrative functions of ASME are undertaken by a small core staff who regularly have to balance many demands on their time. I am grateful to all ASME personnel for their support, care, and dedication.

The FutureIn this diffi cult fi nancial climate it is gratifying to see the Association growing in numbers and infl uence. We have good external relationships and through these I am confi dent the profi le and infl uence of the Association will continue to grow. We have an active membership who are keen to become involved and have a functioning infrastructure with increasingly active and new Special Interest Groups. With increased fi nancial fl exibility we will be able to support membership activities and develop an attractive menu of fellowships, research funding and educator development opportunities in the future.

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The development and execution of internal and external strategies are the key parts of the role of the Director of Strategic Development. This year we have made further progress on both elements.

Internally I have worked with the Chair and Chief Executive Officer to build the new relationship with the Academy of Medical Educators, the conceptualisation of the new Marketing/Communication Officer’s post and I have supported the Education Research Group, The Educator Development Group and JASME.

External strategies have also been developed further. One of the core ASME goals is to “Inform and advise governmental and other organisations on medical education matters”.

As I reported last year, the responsibility for responding to policy issues has now been included in the role of the Director of Strategic Development. In order to offer consensual responses to consultation exercises, I draft the initial reply which is then circulated to a number of Policy Directory members for their views. Finally, I edit and submit the response which is then available on the ASME website for all members to see. Since my last report we have contributed to a number of consultations; the General Medical Council [Revalidation, Good Medical Practice, Continuing Professional Development and Approving Trainers], the NHS Future Forum and the Royal College of General Practitioners.

I would like to take this opportunity to thank the members of the Policy Directory who have contributed to consultations this year. I am very grateful to them for giving their time and for sharing their expertise. Without them we would not be able to fulfil this key goal of the association. New members to the Directory are always welcome. Please contact me at patsy@asme.org.uk if you are interested in joining.

In line with this year’s strategic themes of ‘social responsibility’ and ‘developing expertise in medical education’, we have also been considering how we might better support our international membership. The reduced subscriptions for emerging countries have made it easier for overseas members to join ASME and there has been a small increase in both personal and institutional membership. This remains one of my personal goals for the remaining time of my post and I hope that we can continue to make progress. We are actively pursuing a number of potential opportunities. It is important that we ensure that overseas members can gain maximum benefit from their membership.

The establishment of the “Community” section of the website provides a vehicle for communication for all members. Currently it is rather underused and we hope that members will use it to make contacts, discuss issues of common interest and support colleagues. Institutional members from the UK and overseas are very welcome to join me and other Senior Officers at the Institutional Members’ Forum at this year’s Annual Scientific Meeting in Brighton.

We are making progress on securing our goals, aims and annual strategic themes. I will continue to work towards ensuring that ASME’s position in the sphere of medical education goes from strength to strength.

4 Director of Strategic Development’s Report Professor Patsy Stark

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ASME’s fi nancial position remained stable in the last year, despite world-wide fi nancial crises. The revenue from our conferences and courses has been augmented and the profi tability of Medical Education and The Clinical Teacher has increased again this year, with the additional income allowing us to continue to support the development of the new interactive website for the journals.

As in previous years, we have invested the surplus funds into secure assets and improving member services. We have increased the number and amount of prizes and Travelling Fellowships offered, to better support scholarly activities by our members.

In addition to providing the Education Research Group and the Educator Development Group with specifi c budgets for Travel Bursaries, Awards and Group activities, we have funded the setting up a number of Special Interest Groups to enhance the sharing of knowledge and best practice across the country.

The new membership and journal subscription levels instituted last year has led to increased readership of the journals world-wide, especially the on-line versions.

We have a very keen and active JASME group, who have worked hard to increase student member numbers and created a number of national level prizes for JASME members with the increased budget allocated to them.

We have continued to develop closer links with other institutions nationally and internationally to expand our membership base as well as enhance information, knowledge, skills and expertise sharing with the global medical education community.

Once again, I am very pleased to be able to report that the Association continues in good fi nancial health, and that we are using the extra income to provide enhanced services for our members.

5 Treasurer’s ReportDr Kathy Boursicot

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This annual report marks the fifth I have written (and the last of my first term) as Editor-in-chief at Medical Education. With every passing year I struggle to find new ways to express the sincere gratitude I have for the service and dedication of the many people who work hard to help the journal thrive. As a result, I am all too pleased to be able to use this forum to announce that the Board of Management (representing ASME and Wiley-Blackwell) has enabled the journal to begin offering formal recognition to individuals who have been particularly influential helping us achieve our stated goal of publishing material “of the highest quality, reflecting worldwide or provocative issues and perspectives.”

First, and coinciding with the revisions made recently to the format of the Really Good Stuff section, we will begin offering a prize that parallels the Silver Quill award (given out since 2009) for the most downloaded RGS article. The winners and name of this award will be revealed at the annual meeting in Brighton in July. For now, suffice it to say that we are very excited that the Board has taken this step as it reinforces the importance of scholarly and genuine exploration of the innovation pillar that supports our field. The Really Good Stuff section is not meant to be an avenue through which educators simply prove their educational prowess, but rather, is meant to be an opportunity to share insightful accounts of lessons learned through innovation. That focus has become clearer through the revisioning that took place under Brownell Anderson’s leadership this past year and interested individuals can refer to the author guidelines on the website for more information.

Operating behind the scenes for everyone who has and will win either this award or the Silver Quill is an astounding number of peer reviewers who offer their time, energy and intellect for the benefit of their colleagues and the scientific record. As I have said before, while peer review is not perfect I have yet to write or review an article that was not improved thanks to the dedicated and professional guidance offered by peers in the field. I know this view is shared by many given that I have been impressed since taking on this role by the number of times authors have spontaneously approached me at conferences and across email with thanks for the quality of the feedback they received regardless of the final publication decision. The individuals who actually deserve that thanks all too often go unrecognized. All those who contribute are listed in the December issue every year, but we are now also going to start formally recognizing individuals who have made an exceptional contribution to Medical Education as a peer reviewer by rewarding them with a Choice Critic’s award. These awards will be based both on quality and quantity of peer reviews conducted and, as such, I encourage you to nominate individuals if ever you receive a peer review that you thought particularly impactful on your thinking about your work.

Finally, as many of you will have seen, to give back to the community and help build scholarship for the field of medical education and medical education research, ASME and Wiley-Blackwell have created a Medical Education Travelling Fellowship. We received many high quality applications prior to the March 1st deadline and the inaugural winner will be announced at the Annual Scientific Meeting in July.

6 Editor’s Report, Medical Education Dr Kevin W Eva, Editor-in-Chief

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With respect to the day-to-day operations of the journal, I’ll note that this past year we yet again saw an increase in the number of manuscripts submitted. 1,409 new submissions were received in the journal offi ces in that 12-month period. 97.8% of those articles had a decision returned to authors in 90 days or fewer and 85.3% of all articles had decisions returned to authors in under two months.

A quick look at the website will reveal a variety of other activities in which we have been involved. A discussion board is just being launched as of the writing of this report. That initiative is described more fully in the annual report submitted by Josh Jacobs, the journal’s e-Editor. We have begun publishing themed virtual issues in support of the three conferences with which Medical Education partners. And, as the podcasts appear to be well received, we continue posting at least two each month and anticipate posting our 50th near the time of the annual meeting this summer.

January 2011 marked the publication of our third “State of the Science” issue and the fourth, which is well underway, will focus on the “State of the Social Science”, drawing out how current thinking in a variety of social sciences is impacting on or has the potential to impact upon health professional education. You can also anticipate the start of a new series in the journal’s pages in the coming months. Entitled “Dialogue,” this series will pair scholars in the fi eld for conversations about timely topics with which the fi eld is currently wrestling in an effort to replicate the particularly infl uential hallway/email conversations that are heard by too few members of the fi eld. As always, we are eager to improve these offerings through your feedback and hope you will write to us at med@mededuc.com should you have any thoughts on how Medical Education can evolve to better meet your needs.

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The Clinical Teacher continues to fulfil its mission of providing those clinicians who teach with relevant, readable and reliable articles to support them in their work. The journal continues to occupy a unique place in the literature for those involved in education and training for the health professions and we remain focused on teaching within clinical settings. Several initiatives are under way to improve the journal’s connection with its readership.

Increased submissions, increased issuesThe Clinical Teacher has enjoyed a significant increase in unsolicited manuscript submissions in the last calendar year. This increase was anticipated in last year’s report as a consequence of the journal being listed on Medline/PubMed in late 2012 and required before the frequency of issue could be increased from four to six per year.

The Clinical Teacher is therefore being issued six times from 2012, representing a 50% increase in value for subscribers. The editors are confident that the quality of accepted articles is holding firm, despite the increased number being published.

Editorial Board & Deputy EditorThe new editorial board is now a year into its role and is functioning well, with several board members taking on associate editor roles to assist with manuscript review. In order to improve the manuscript handling time in the face of increased submissions and to allow more pursuit of innovations, a new deputy editor position has been created and offered within the editorial board. Professor Jill Thistlethwaite (a highly experienced medical educator who has occupied leadership positions in both the United Kingdom and Australia) has been endorsed in the role by the joint ASME/Wiley Blackwell Board of Management. Jill is an excellent appointee to this vital role.

Editor’s Report, The Clinical Teacher Professor Steve Trumble

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Awards and FellowshipsThe inaugural The Clinical Teacher IMPACT (Improving Practitioners as Clinical Teachers) award was awarded at the ASME conference in Edinburgh in July, 2011 to Jayne Garner and Helen O’Sullivan for their paper: ‘Facebook and the professional behaviours of undergraduate medical students’ (Clin Teach. 2010 Jun; 7(2):112-5). Dr O’Sullivan was able to attend the conference and accept the award. A vodcast of an interview with her is available via the journal’s webpage or at: www.youtube.com/watch?v=aZKT5hZtp0I

Applications have been called for the inaugural Travelling Fellowship for The Clinical Teacher. This £2000 travelling fellowship will be awarded annually to support a study proposal that:

• addresses a priority area within clinical education • has a focus on better understanding the role of the clinical teacher • leads to the development of practical recommendations for improved clinical teaching • encourages knowledge and skills exchange between clinical teachers from different countries • is submitted by health professionals who are active clinical teachers • describes a plan that is achievable within the timeframe specifi ed.

Applications are under review at the time of writing and the name of the inaugural TCT Travelling Fellow will be announced at the 2012 ASME conference in Brighton, UK in July. The winner of the IMPACT Award will be announced at the same event.

Future directionsWhile the next twelve months will be mainly focused on ensuring the quality of manuscripts published, work is also under way on a series of concise articles providing a framework for quality improvement in medical education (led by Professor Jen Cleland) and another offering points to ponder for those new to the fi eld (led by Professor Richard Hays). The Ponderings series has already commenced.

Many thanks to the UK team led by editorial manager Sue Symons and including Karen Eccles and Amanda Dove in Plymouth and Yvonne Gallagher from Blackwell Publishing in Edinburgh, all of whom continue to manage our antipodean separation with aplomb. Thanks also to all of our authors, reviewers, correspondents and readers, without whom the journal has no purpose.

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When you see a blog post from me, I will not sign it with IPN - search online for the IPN SMS definition. While you’re on the Web and have (hopefully) had a chuckle, browse to www.mededuc.com. You’ll note a new link there to ‘discuss’. By clicking, you will see a blog created by our dynamic ASME and Wiley-Blackwell team and can jump in the ongoing conversation around topics relating to issues raised in the journal Medical Education.

The blog title is “Conversations with Medical Education: a blog for medical educators.” This new blog cum discussion forum was created to provide you with a playground for your ideas; a cozy nook in a coffee shop to chat with your friends; a small seminar room to engage in debates with your colleagues; your new favourite place to exchange ideas about topics raised in the journal.

The soft launch of the blog at the 9th Asia Pacific Medical Education Conference (APMEC) in Singapore went well and allowed us to streamline workflows. During the meeting in January 2012, our own Editor-in-Chief of Medical Education Kevin Eva received the MILES award in recognition for his contributions to the field. The ‘official’ launch of the blog at the 15th Ottawa Conference in Kuala Lumpur, Malaysia, went off without a hitch. With announcements on websites and listservs, as of this writing we now have over 50 regular followers of the blog, over 200 views in a day, over 27 posts, and more to come. We have links from the print journal with website address and QR code (modern-day barcode you can scan with your smart phone using a free app to take you to the website) just below the abstract. The blog is open to all, and to help grease the conversation we are inviting comments from authors, reviewers, colleagues, and friends. Be one of them and drop me an email or, even better, post a comment!

When an issue of the journal is published, one blog post for each article will be created so you can hop on and comment/engage/discuss at will. If you don’t know how to comment on a blog, just ask one of your students. Blogging is like breathing to some of them…it just comes naturally. With the success of this blog, we will look at creating one similar for The Clinical Teacher at www.TheClinicalTeacher.com.

Helpful responses to various surveys to members informed our future directions in the ‘e’ world. Please keep the ideas coming! Suggestions included some tidying up of the journal websites as well as some ideas on how to best implement the new blog. In the coming year, you will see some new smart phone and tablet-enabled ‘apps’ linking to the journals, further enrichment and linkages to the blog, podcasts, and other multimedia platforms to further augment the value of the journal content.

Finally, I’d like to recognize the dedicated work of the team behind the scenes. Under the leadership of Gavin Sharrock, the Wiley-Blackwell team including Sally Cowlard and Neil Burling has been supportive and responsive in our e-Endeavors. The ASME journal team including Kevin Eva, Steve Trumble, and Sue Symons brought great ideas and hard work to ensure the success of our projects. You should be jealous of me getting to work with such a bright and dedicated group!

e-Editor’s Report Dr Joshua Jacobs

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As always, ERG has been busy in terms of supporting research activities for ASME members and the wider medical education community.

In November 2011, we ran the fourth Researching Medical Education with the Institute of Education (IoE). This was very well attended and the feedback was excellent. Presentations were given by Karen Evans, Tara Fenwick and Tina Martiminiakis. I am very grateful to Kathy Boursicot and colleagues at the IoE for all their hard work on this and the previous RME conferences. Kathy has now handed over the organisation of the RME to an ERG sub-group and we aspire to continuing her good work in collaboration with our IoE colleagues. Planning for the 2012 conference is well underway and we look forward to keynotes from Ayelet Kuper and Etienne Wenger-Trayner. The follow-on seminar the next day will allow a smaller group of researchers to explore conceptual frameworks in research in an informal setting with our keynotes and other speakers.

We had an excellent response to calls for submissions to ASME’s Small Grants and New Researcher Awards. We funded four diverse projects addressing research questions within very different areas of medical education. The New Researcher Award 2012 went to Vicky Tallentire, University of Edinburgh. My thanks to the ERG and ASME members who gave their time and expertise to the process of reviewing these submissions.

At the 2011 ASM, the ERG ran a research stream, inviting submissions for longer papers presented in a rapparteur-led session. This was the third session of its kind and looks set to become a permanent fi xture at the ASM. The theme for 2012 was submission-led, and will be teaching and learning essential skills for patient care.

The ever-popular pre-conference “Conducting Medical Education Research” workshop will be facilitated by Lesley Pugsley, Jane Stewart and Jean McKendree. ERG members are also conducting a panel discussion with JASME on the topic of medical education research, and will be contributing to the ASM generally in terms of chairing sessions, workshops and presentations.

The term of offi ce concluded for some of our ERG colleagues and three places on ERG were available for election. The quality – and sheer number - of applications for these places was gratifying, and our three new members were welcomed to the ERG in May 2012.

ERG is now in the process of planning an Examining the Evidence (EtE) day. EtE one-day seminars were conceived in 2010 with the intention of facilitating national discussion about key and current aspects of medical education. Feedback indicates that participants use the day to learn, and refl ect on key topics, and how research they might be translated into practice. Information about this activity will be published shortly.

In summary, ERG continues to work to fulfi l ASME’s strategic aims and objectives, and to maintain its unique position within the medical education community. My thanks to all those who help ERG in its achievements.

9 Education Research Group Report Professor Jennifer Cleland, Chair

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The EDG seeks to support and promote the personal and professional development of healthcare educators and to disseminate good practice in medical education. The inaugural meeting of the EDG was held in November 2009 and there is now a core group of 10 members, each serving a 3 year term. Elections to the EDG are held annually. In 2012 we welcomed two new members, Mark Lillicrap and Clive Gibson and thanked two retiring members Sara Donetto and Sian Alexander-White. We are delighted that both Suha Deen and Mike Davis will be serving a second term with the group.

The group continues to move from strength to strength and the group’s activity has show exponential expansion over the last 12 months.

We have held two highly successful one day conferences. The first of these, Global Health in Medical Education (Birmingham October 2011), lived up to its name and was a truly international affair, with delegates from as far afield as Australia attending. The EDG are very grateful to Adrian Hastings and his team for organising this day and to all the participants, the day received exceptional feedback from the attendees. The second day, Patients as Teachers, was held in York in March 2012. The group would like to thank Sara Donetto and Sian Alexander-White for putting together such as an excellent programme and making the day such a great success. Our next one day event will be “Developing Communication Skills for Clinical Practice” and this will be held on 26th October 2012 in York.

At the 2011 ASM, the group hosted a number of initiatives. 80 delegates attended the new EDG “What’s Hot” session which ran in parallel with the pre-conference workshops. This session showcased six presentations, one from each of the two winners of the EDG Innovation awards, two chosen by the group as being the most innovative papers in Medical Education and Clinical Teacher over the last year and two chosen from abstracts submitted to the ASM and judged to show evidence of good practice. On the basis of the positive feedback received we plan run the session once more, with a few tweaks, in Brighton 2012.

The group also held its first “open meeting” at the 2011 ASM. This adopted a world café format, the plan being to constructively engage with ASME members and incorporate their ideas and suggestions into the EDG business planning for the following year. Attendees reported an enjoyable session, which members of the EDG found both informative and motivational. This session will also be repeated in Brighton 2012.

Educator Development Group Report Dr Gill Doody, Group Lead

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The EDG Awards (2011)

EDG Education Innovation Award winners:Constructivist experiential learning: expanding to new contextsKate Saunders, University Department of Psychiatry, Warneford Hospital, Oxford Higher Consultation Skills - an integrated approach to teaching clinical reasoningSimon Gay & Maggie Bartlett, Keele University

EDG Travelling Fellowships

Jean Ker, visiting Dartmouth Medical College, Massachusetts, USA

Caroline Elton, visiting Boonshoft School of Medicine, Wright State University, Dayton, Ohio, USA

Maureen Kelly, visiting Dundee Medical School, Dundee, UK

We look forward to hearing about the travelling our winners undertook in a dedicated parallel session in Brighton, where this year’s award winners will be announced.

The EDG have a number of new initiatives planned for the forthcoming year, which we hope will be of interest to the membership.

1. A pre-conference workshop will be held on the Wednesday morning before the ASM in Brighton. This will be a peer-led event for those new to presenting at conferences and will be facilitated by a senior medical educator.

2. We are planning a series of EDG Roadshows beginning in Autumn 2012, initially to be held in NHS postgraduate medical education centres around the country and beginning with late afternoon/evening workshops focusing on educator development.

3. We are currently exploring the options for publishing the proceedings of our one day conferences as a series of monographs.

We look forward to the forthcoming year and hope to continue to build on the fi rm foundations the EDG has established over the last 30 months. We hope to continue strengthening our liaison with JASME, the ERG and are looking forward to forming new links with TASME over future months.

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The Developing Leaders in Healthcare (DLH) Education programme continues to go from strength to strength with ASME now being recognised internationally as providing excellent programmes in educational leadership, particularly in medical education. In 2011, we ran the established and well-regarded week-long ‘Windsor’ course at Cumberland Lodge. The course was attended by 25 delegates, mostly from undergraduate and postgraduate medical education, with some delegates from other health professions. It was well evaluated with a highlight being the keynote speakers and delegate participation.

2011 was a year of consolidation and review by the faculty and ASME Executive of the existing educational leadership provision and new goals have been set for 2012 onwards. It was agreed to develop a suite of programmes, including an introductory course and redesigned ‘Advanced’ course and expand the leadership faculty.

A new introductory course has been developed: Fundamentals of Leadership and Management in Education (FLAME) which can be tailored to address specific issues or to meet the needs of certain groups of delegates. FLAME has been run successfully with a focus on leadership assessment at the 2012 Ottawa conference in Kuala Lumpur, it will be provided as a pre-conference workshop at the ASME Annual Scientific Meeting in Brighton and will also be offered as a workshop at the AMEE conference in Lyon. This reflects one of the primary goals for the leadership faculty which echoes ASME’s own strategy by working collaboratively with other healthcare education associations nationally and internationally.

The advanced course has been reviewed and redesigned as a two day ‘Masterclass’, held at Cumberland Lodge, for delegates who have already attended the DLH course and others who have an interest in leadership are in a management/leadership position. This ran for the first time in April 2012.

ASME and ANZAHPE ran a co-badged pre-conference workshop in Alice Springs in June 2011 which was also well evaluated. It is planned to run another similar workshop with the theme of leadership in rural and remote healthcare education at the Rural and Remote Health Conference in Cairns in January 2013.

Finally, none of this would be possible without the dedication and support of the leadership course faculty members; Phil Cotton, Anne Garden, Rob Gillies and Gillian Needham. My thanks and the thanks of ASME are extended to each of them.

Developing Leaders in Healthcare Education Report Professor Judy McKimm, Director of the Leadership Programme

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During 2011-12 JASME has continued to expand the range of benefi ts and activities it provides for members. We have expanded the committee to nine students and foundation doctors to help deal with the increased activity. Following the successful launch of the JASME undergraduate awards at the 2011 ASME ASM, we are delighted to report that we have been inundated with high quality submissions for all of them. We have continued to develop and deliver teaching toolkit workshops which are always popular and well attended. Another big development this year is the implementation of a JASME local representative scheme which allows increased participation with medical schools whilst promoting medical education in a context which is local to each medical school. JASME will now be the main branch of ASME responsible for foundation doctors and the range of activities we undertake is being expanded to account for this.

2011-2012 CommitteeAt the 2011 ASM in Edinburgh, three new members were voted onto the JASME committee: Tom Kwan (Keele), Devendra Rajwani (Southampton) and Rebecca Copplestone (Bristol). They join Ashley Newton (Liverpool), Lucie Wright (Edinburgh), Hannah Watson (Edinburgh), Emily Bate (Liverpool), Dana Abraham (Southampton) and Helen Fry (Leicester). The committee continues to gain extremely useful mentorship from Dr Vince Cooper who attends all the JASME committee meetings and is actively involved in JASME activities.

JASME Undergraduate AwardsFor the fi rst time JASME are taking direct control of the Sir John Ellis Award (with continued support from the ASME Executive Committee). This joins the range of fi ve new awards which opened for submission for the fi rst time this year. The range of JASME undergraduate awards now comprises: • The Sir John Ellis Award • The JASME National Essay Prize for Medical Education • JASME Innovation Prize • JASME Innovation Grant • JASME Medical Elective Bursary • JASME Small Grant Scheme Many submissions have been received for each of the prizes and the standard is very high. We hope that the awards will encourage increased participation with medical education, foster new talent, and award excellence and innovation.

“Teaching Toolkit” Workshops: Southampton, Bristol and KeeleBuilding on the established and successful format, JASME have been able to hold three teaching toolkit workshops in the 2011-12 year in Southampton, Bristol and Keele. The workshops were very well attended and we received excellent feedback from participants.

JASME Local Representatives Whilst having representatives at each medical school is a challenging task, JASME has made considerable progress with launching the scheme. It currently covers six medical schools as a pilot exercise, with a second phase of recruitment planned for the Autumn. The local representative of JASME will encompass the following roles: • Liaising with national JASME committee • Running an event, lecture or evening with a medical education theme (JASME to support and

provide £100 budget per annum) • Publicising the JASME awards and grants • Publicising the Annual Scientifi c Meeting

The vision is that each medical school will have one junior and one senior representative on a rolling 2 year term to ensure continuity. Terms will run from January-January.

12Ashley Newton and Lucie Wright

JASME Co-chairs

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External eventsJASME aim to have representation at a range of national and international events outside of ASME, in order to maximise our exposure to students and junior doctors. Two members of the committee attended the AMEE (Association for Medical Education in Europe) conference in Vienna in 2011 which helped raise awareness of JASME on an international scale and allowed contact to me made with medical societies across Europe. Committee members have also attended AoME (Academy of Medical Educators) events, and we are working collaboratively with the AoME Early Careers Group. For the second year running JASME attended the Medical Acorn conference, and this year sponsored a prize for the best Medical Education presentation. A similar event was held in Edinburgh by the Royal Medical Society of Edinburgh where JASME also sponsored a prize.

JASME NewsletterAs well as contributing to the ASME newsletter, we have a quarterly newsletter aimed specifically at students. The newsletter is well established, and we hope that this will help to demonstrate that JASME is a highly active organisation, which students can benefit from joining.

JASME in relation to other Special Interest GroupsJASME continues to maintain a presence on the other SIGs and is keen to increase collaboration with them. We are in regular contact with the new trainees group at ASME (TASME) and look forward to working with them closely over the coming year.

2012 Annual Scientific Meeting, BrightonFollowing the success of the ASM in Edinburgh last year, JASME are again running three workshops, a student social event, accompanied by a student orientation session to enable them to get the most out of the conference.

JASME looks forward to the upcoming year, and aims to continue to build JASME for the benefit of all medical students.

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ASME Structure13

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14 ASME Executive Committee

NAME POSITION ELECTED EXPIRES

Professor Trudie Roberts Chair Jul-10 Jul-13

Miss Nicola Pender Chief Executive Officer Appt 01/08/2010 -

Professor Patsy Stark Director of Strategic Development Nov-10 Nov-13

Dr Kathy Boursicot Treasurer Dec-09 Dec-13

Dr Kevin Eva Editor, Medical Education Appt Jan 08 Jan-13

Professor Steve Trumble Editor, The Clinical Teacher Appt July 09 Jul-13

Dr Vince Cooper JASME liaison lead Feb-10 Feb-15

Sir Graeme Catto President Sep-09 Sep-15

Lucie Wright/Ashley Newton JASME Co-Chairs Jul-10

Mr Nigel Purcell Feb-10 Feb-13

Professor Jean Ker Feb-10 Feb-13

Professor Phil Cotton Feb-10 Feb-13

Professor Jen Cleland Chair of the Education Research Group Oct-10 Oct-13

Dr Iain Robbé Feb-10 Feb-13

Dr Lesley Pugsley Feb-10 Feb-13

Professor Gillian Needham Feb-10 Feb-13

Dr Martin Talbot Jul-09 May-12

Dr Gill Doody Educator Development Group Lead Jul-09 Jul-14

Professor Judy McKimm Director of the Leadership Programme Feb-12 Feb-15

Mr Matthew Paed Royal Veterinary College Representative May-11 May-14

Professor Michael Manogue Dental Representative Sep-11 Sep-14

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2011

Conducting Medical Education Research Workshop, 12th July 2011 12 July 2011, Edinburgh, UK

ASME Annual Scientifi c Meeting, Diversity in an age of standardisation13-15 July 2011, Edinburgh, UK

Developing Leaders in Healthcare Education 25-29 July 2011, Windsor, UK

Examining the Evidence: Selection22 September 2011, York, UK

Global Health Education for Tomorrow’s Doctors20 October 2011, Birmingham, UK

Researching Medical Education Annual Conference16 November 2011, London, UK

JASME Teaching Toolkit 19 November 2011, Southampton, UK

2012

JASME Teaching Toolkit15 February 2012, Bristol, UK

Involving Patients as Teachers28 March 2012, York, UK

JASME Teaching Toolkit31 March 2012, Keele, UK

Developing Leaders in Healthcare Education 2 Day Masterclass11-12 April 2012, Windsor, UK

15 Courses, Conferences and Workshops

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ASME International Travelling Fellowships 2012 Aileen Barrett: Royal College of Surgeons in Ireland, DublinSarah Yardley: Keele University, UK

New Researcher Award 2012 As easy as ABC? Exploring and understanding the challenges faced by newly qualified doctors in acute care contextsVR Tallentire, Specialist Registrar in Acute and General Medicine, South-East Scotland and Honorary Fellow in Medical Education, University of Edinburgh, UK

Sir John Ellis Student Prize 2012 (Intercalated)Medical Student Perspectives of what makes a High Quality Teaching PracticeJennifer Macallan, King’s College, London, UK

Sir John Ellis Student Prize 2012 (SSM)Connecting students in Somaliland and the UK: Two years’ Peer-to-Peer Psychiatry e-learningRoxanne Keynejad, Final Year Graduate/Professional Entry Programme (GPEP) MBBS, King’s College London, UK

Small Grants Scheme 2012 The recipients of the ASME Small Grants 2012 are:

Rakesh Patel, Leicester University, UK Developing an old head for young shoulders - what is the impact of supporting medical students to produce their own web 2.0 learning resources for developing mentoring skills?Duncan Shrewsbury, University of Birmingham, UK Comparison of performance of dyslexic and non-dyslexic medical students in prescribing skills tests

Mary-Jane Platt, Norwich Medical School, UK Empathy: Development of an empathy-specific entry test for applicants to medical schools

Hugh Alberti, Newcastle School of Medical Sciences Education, UK Teaching Clinical Communication Skills (CCS) in a non-western context

16 Grants, Awards, Prizes & Fellowships

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Educator Development Group (EDG) Awards 2012EDG Travelling Fellowship 2012 Dr Neel Sharma, QMUL, London

The EDG were delighted to support Dr Sharma’s application for a period of study in Hong Kong. The purpose of his project is to oversee the introduction of a new medical student curriculum for undergraduates starting in September 2012.

Dr Sharma will be available to present his fi ndings at the 2014 ASM.

EDG Educator Innovation Awards 2012 Rakesh Patel, Leicester University, UKVirtual Ward: an authentic approach to understanding the clinical reasoning process

See Yung Phang, Glasgow University, UK “HexaXell” – Revolutionising Medical Education

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Association for the Study of Medical Education

12 Queen Street, Edinburgh EH2 1JE, UK

Telephone: +44 (0)131 225 9111 Fax: +44 (0)131 225 9444

Email: info@asme.org.uk http://www.asme.org.uk

Registered Charity No: 251087 / SC040103@asmeofficial

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