The COVID-19 pandemic has challenged the continuity of formal medical education across the world. Despite the tremendous barriers that lockdown conditions have imposed upon educators, this has been a period of incredible evolution and powerful change, characterised by the development of a wealth of new and innovative ways to overcome and improve upon traditional conceptions of teaching and learning in healthcare.
Innovators in medical education have taken this enormous obstacle and turned it into an extraordinary opportunity to improve medical education forever. Therefore, the essence of this conference will be to ensure that the legacy of this period of lockdown does not forget the pioneering work currently making transformational progress within the field of medical education.
This conference aims to provide an open and on-going discussion of our collective, local and national experiences along with the hurdles involved in teaching the new generation of healthcare professionals remotely. We want to address the question: how can we learn from each other to provide medical education to health professionals as well as undergraduate and postgraduate students across the world?
This virtual conference will be held on Saturday 6th June from 9:30am to 4:30pm. Registration on this conference page will ensure you have access to both the pre-summit materials and subsequent post-summit materials.
Lessons learnt on Medical Education
Moving Forwards - engaging innovative solutions
Continuing Education to the Next Generation of Health Professionals - Supporting the education of our future healthcare staff
- Nurturing Leadership – working with healthcare students and young professionals to develop our healthcare leaders of the future
- Fostering Frontline Innovation – engaging, developing and guiding clinicians to deliver innovative solutions
- Empowering and Valuing the Next Generation of Clinical Leaders – supporting our clinicians to use their talent effectively
- The Healthcare Leadership Academy values accessibility and equity and believes all healthcare professionals should have the means to learn about and engage in leadership activities; at any level and at any time.
- The Healthcare Leadership Academy believes inclusivity is key to leadership. Leadership should not be the arena of a chosen few but of all those with innovative visions, ideas and solutions.
The Healthcare Leadership Academy formed in response to demand from young clinicians and medical students to learn about leadership.
Founded by Dr Johann Malawana (Managing Director), and a team of like-minded professionals (Our Faculty and Assistant Course Directors) the Healthcare Leadership Academy launched on 20th December 2016.
HLA houses an exciting faculty from across the health sector and beyond. Their shared aim is to inspire the next generation of healthcare professionals and develop their understanding of leadership. Too often in healthcare, leadership is confused with management. Through a combination of mentoring, Socratic discussion, and philosophical exploration, HLA aims to inspire our scholars to change the world of healthcare, one small step at a time.
At a time when the world seems an ever more worrying place, it is important that the next generation of healthcare professionals truly understand how to motivate the people they work with in order to best look after the populations they serve.
We empower health professionals across the globe through innovative education and continued professional development.
We are driving a digital transformation of professional healthcare training and development and aim to make it accessible to those across the globe and most in need. We believe this platform can improve care and save lives.
Our team of doctors, engineers, artists and film-makers are creating an engaging platform to deliver the highest quality education available in the industry.
Association for the Study of Medical Education (ASME)
The Association for the Study of Medical Education (ASME) was originally established in 1957 by the GMC to conduct, promote and disseminate medical education research and scholarship. It now stands alone as an independent Charity Association and in 2016 became a Limited company. It has a Board of Directors (Trustees) and its aims and objectives are achieved through its Committees, Career Groups and SIGs (Special Interest Groups). It has both individual and institutional members.
ASME holds several annual conferences including its flagship Annual Scholarship Meeting (ASM) which includes the company’s AGM; the Researching Medical Education (RME) Conference as well as delivering the “Developing Leaders in Healthcare Education” residential course in Windsor.
ASME has two regular publications Medical Education and The Clinical Teacher and two occasional publications-Researching Medical Education and Understanding Medical Education.
ASME’s mission is “Advancing Scholarship in Medical Education”, and our top five core values are to foster: Collaboration, Future-focus, Excellence, Scholarliness, Enabling.
ASME’s vision is to work collaboratively with educators, learners, researchers and policy makers to promote scholarship and excellence in medical education to meet the changing needs of the future healthcare workforce.
For more information please visit www.asme.org.uk
Trainees in the Association for the Study of Medical Education (TASME)
Trainees in the Association for the Study of Medical Education (TASME) is a career group of ASME. TASME aims to support junior doctors and newly qualified allied health professionals in their career development in medical education (clinical teaching, education research and scholarship, and educational leadership).
TASME’s mission is to foster interest and support development in medical education amongst junior doctors and early career medical educators.
TASME works collaboratively with JASME, ASME’s committees (Education Research Committee and Educator Development Committee) and Special Interest Groups to:
• Foster an interest in medical education amongst members through activities, events and discussion that support trainee involvement in medical education.
• Influence medical education policy and practice through representation within ASME.
• Encourage and promote good practice by developing systematic training in medical education and research.
• Create a forum for trainees and clinical teaching fellows to exchange viewpoints and experiences
• Facilitate, promote and conduct medical education research initiated by trainees.
• Promote on-going involvement in teaching throughout training and careers in medical education.
• Support career development in medical education through a range of awards, prizes, and events.
For more information please visit https://www.asme.org.uk/tasme
Junior Association for the Study of Medical Education
JASME aims to support members to develop their awareness of and interest in medical education by:
- Facilitating events and workshops that foster an interest in medical education amongst juniors.
- Influencing medical education policy and practice through representation within ASME.
- Acting as a springboard into ASME by providing a hub for juniors with an interest in medical education.
- Creating a forum for juniors so members can exchange viewpoints and experiences of medical education and discuss their role within it.
- Encouraging, promoting and conducting medical education research initiated by juniors.
- Being identified as a useful resource by juniors interested in medical education.
JASME aims to support its members to grow an interest in medical education through many interventions and opportunities. These include providing sessions that allow members to develop their understanding and experience within medical education. Sessions will be run by JASME itself and by committed volunteers who act as local representatives in their healthcare courses or places of work.
JASME also aims to give members an opportunity to showcase their work and receive recognition for their commitment to medical education through a range of prizes and awards.
JASME will also continue to build on its national networks, both within institutions and online. This includes building its local rep network and its social media platforms, using these to encourage engagement with policy, practice and research within medical education. Through such networks, JASME can also collect the views and experiences of their members and use these to effectively influence medical education policy and practice through their collaboration with other SIGs and with ASME itself.
For more information please visit https://www.asme.org.uk/jasme
We offer many of our products and services for free. Our aim in offering content for free is to make education as accessible as possible where we can within. However, we reserve the right to issue certificates for recognition of participation, continuing professional development and for appraisal purposes limited to our subscription services and premium courses. This allows us to continue to invest in, and grow our programmes for the benefit of healthcare professionals and students.
Certificates are provided upon completion of premium courses. Premium courses are paid courses. Certificates are also provided for all courses and activities completed by subscribers of premium programmes. A list of premium programmes and how to request a certificate can be found here:
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