Themed Issues

Medical students and postgraduate trainees as medical educators

03/07/2017 - 01/10/2017

Medical students and doctors in training are increasingly involved in medical education.  They are likely to teach other, less senior, students and trainees; and they also work collaboratively with their peers to share learning both formally and informally.  Evidence suggests that ‘near-peer’ and ‘peer-to-peer’ teaching have beneficial educational effects both for teachers and students and also for the culture and organisation of institutions, but more work needs to be done on how best to support both peer teachers and learners to get the most out of these educational opportunities.

We would like to hear from anyone involved in near-peer and peer-to-peer teaching.  We especially look forward to reading manuscripts from: those with experience as either teacher or learner; organisers and managers of such schemes in medical schools and clinical settings; those who support and train peer teachers; and those who can offer insights, evaluations or research evidence on the cost-effectiveness, acceptability, benefits and challenges of engaging students and trainees in teaching their peers.  All types of papers will be considered, but we are particularly keen to publish work that will offer practical and generalizable insights into how to improve peer teaching for all involved.

To ensure manuscripts are considered for inclusion in this quarterly themed issue, authors are encouraged to upload their manuscript through the online submission form between the 1st July 2017 and the 15th September 2017.

If you would like to discuss a possible submission, please contact Julie Browne at [email protected]


Theme Editor

Julie Browne MA, SFHEA, FAcadMEd

Julie Browne MA, SFHEA, FAcadMEd is Senior Lecturer in Academic Practice at Cardiff University School of Medicine and Route Lead for its Intercalated BSc in Medical Education. She has long worked in academic publishing and was formerly Managing Editor of Medical Education and The Clinical Teacher. She was the first Executive Officer of the Academy of Medical Educators (AoME) and managed the consultation and development processes that led to the publication and implementation of its Professional Standards for Medical Educators. She is Vice Chair of the Council of the Academy of Medical Educators and an Assessor for its professional recognition scheme. She has been involved in quality assurance of medical education as an education associate with the GMC. Her published works include a number of papers, editorials and chapters, and she is co-author of a recently published book on identity, power and location in medical education. She is also the author, with Derek Gallen and Alison Bullock, of the GMC’s Essential Guide to Trainer Recognition and is a member of the working party developing the UK Credential in Medical Education. She has a particular interest in the role that standards play in raising the quality of medical education for the benefit of patients and was the recipient of the 2015 President’s Silver Medal of the Academy of Medical Educators for services to medical education.

Co-Theme Editor

Dr Jamie Read

Dr Jamie Read is currently a PhD student with Plymouth University undertaking research into medical education within the medical school. Until recently he was an NIHR funded Academic Clinical Fellow with research interests in remediation in medical students and doctors and the role that near-peer education can play in both formal and informal training of medical students. His clinical background is as a trainee in Geriatric Medicine based in the South West of the UK, most recently at Derriford Hospital in Plymouth. Jamie has been involved in supporting early careers medical educators for some time and until recently he chaired the Early Careers Group of the Academy of Medical Educators – the professional organisation for educators of doctors, dentists and vets within the UK which has produced Professional Standards to support medical educators. He is now the Academy Registrar and Council member and retains a strong interest in encouraging more junior medical educators to develop their careers. Jamie has also been involved as a GMC associate in the quality assurance of medical education team and was a member of the Expert Advisory Group for the future of medical education and training. He is a strong advocate for both the patient and the trainee voice in the development of medical education in the UK.

Accessing Medical Education

02/10/2017 - 03/01/2018

Medical education journals feature much discussion relating to educational theory, teaching and assessment strategies, but less consideration regarding individual’s motivations and experiences of accessing medical education. How and why did you become a doctor? Does the motivation to become a doctor vary across generations, genders, countries, and cultures? As clinicians or non-clinicians, what led to developing a passion for understanding and contributing to health professional training?

Access to medical education has been a source of continuing debate, covering issues such as who goes to medical school, at what stage and with what outcome. Questions regarding widening access, meeting future workforce requirements, globalisation and learner mobility remain key concerns.

We invite papers from members of the medical education community relating to the theme of Accessing Medical Education. These can include research articles, case studies, practical tips, personal views and opinion pieces.

To ensure manuscripts are considered for inclusion in this quarterly themed issue, authors are encouraged to upload their manuscript through the online submission form between the 2nd October 2017 and the 1st December 2017.

If you would like to discuss a possible submission, please contact Dr Neel Sharma at [email protected]

Theme Editor

Dr Neel Sharma, BSc (Hons), MBChB, MSc, MRCP (UK), MAcadMEd, AFAMEE, AMRSPH

Neel graduated from the University of Manchester and is a Clinician Scientist and Medical Educator having worked at several institutes including the Royal London Hospital, Guy's and St Thomas' NHS Foundation Trust, the Wingate Institute of Neurogastroenterology and the National University Hospital in Singapore. He has previously held the positions of Honorary Clinical Lecturer at the Centre for Medical Education, Barts and the London School of Medicine and Dentistry, UCL Partners, Visiting Tutor at the Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong and Research Scholar at the Albert Einstein College of Medicine, New York. He also helped develop curriculum material for Imperial College London's newly established Lee Kong Chian School of Medicine. He holds accreditation in Biodesign from Stanford University and as a Health Professions Educator from Harvard University serving as a Visiting Scholar Faculty member at the Macy Institute.

Diversity in Medical Education

04/01/2018 - 01/04/2018

To move teaching and learning about diversity issues in medicine and medical education forward, it is important to share our knowledge, experiences, and struggles. As teachers and as researchers in medical education on issues such as gender in medicine, diversity and equality in the student population, or cultural competence in future doctors, we are dedicated to a quest for better health care and better medical education for all. We hope that you are interested to join us on our journey by sharing your knowledge and experiences with us in this MedEdPublish special issue on Diversity.

We invite all authors interested in publishing their papers related to issues of diversity, inclusiveness, equality, gender and antidiscrimination to submit their manuscripts for this special edition of MedEdPublish. We will be happy to read projects submitted not only by teachers and researchers but also by the students. We believe that by presenting all our projects together in one edition we make the importance of diversity clearly visible to all readers of MedEdPublish and we will also encourage all of them to join the community of medical educators, students and researchers involved in promoting diversity.
 
To ensure manuscripts are considered for inclusion in this quarterly themed issue, authors are encouraged to upload their manuscript through the online submission form between 1st January 2018 and the 2nd of March 2018.
 
We encourage you to discuss a possible submission as soon as possible by contacting the theme editors at [email protected]

Theme Editor

Dr Janusz Janczukowicz

Dr.Janusz Janczukowicz received an MD degree and PhD in neuropathology from the Medical University of Lodz,Poland and a Master in Medical Education degree from the University of Dundee,Scotland. He is the head of Centre for Medical Education and the Chair of the Best Evidence Medical Education Collaborating Centre,Lodz. His main professional interests include interprofessional education, diversity and incisiveness in medical education. Janusz is leading the AMEE Conferences Diversity Theme and is a member of the AMEE Executive and Research Committees. He designs and implements courses on interprofessional competence for the health-professions and undergraduate/postgraduate courses on intercultural competence, diversity and inclusiveness. He is also developing modules using humanities to reflect on intercultural sensitivity of medical students. Janusz is Chair of the Translation into Practice BEME Committee responsible for the Evidence Based Recommendations for Education. He is also a member of the European Board of Medical Assessors, the auditor for the Association of Medical Schools in Europe and a member of the judging panel of the HEA Global Teaching Excellence Award. He is a member of the Medical Teacher Editorial Board and the editor of the "Professionalism and social competence” section of Polish Postgraduate Medicine Journal publishing papers focused on providing care to culturally diverse populations.

Co-Theme Editor

Dr Petra Verdonk

Dr. Petra Verdonk has a PhD in gender mainstreaming in medical education. She works as an associate professor at the department of Medical Humanities at VU University Medical Centre in Amsterdam, the Netherlands, and has longstanding experience of research in and teaching gender diversity in medical education. Currently, she coordinates a longitudinal pathway on Interculturalization and Diversity within the medical curriculum, and develops and implements modules on gender and diversity in medicine. Dr. Verdonk developed an instrument for measuring gender awareness in medical students that is currently used in several international research projects (e.g. Gender Challenges in Medical Education project). She participated in several EU projects including the Erasmus Long Life Learning programme EUGiM project to develop a curriculum for a flexible Master module in Gender Medicine (2009-2011), and C2ME (2013-2015) to develop tools for incorporating cultural competence in medical education and a teach-the-teacher course. In her research at the dept. Medical Humanities, dr. Verdonk focuses on gender and diversity in medical education and in public health, and supervises several PhD-students. Dr. Verdonk is member of a global international network in gender medicine and medical education.