AMEE Research Paper Award
The AMEE Research Paper Award
The AMEE Research Paper Award recognises outstanding research papers and excellence in health professions education research. The award is made by the AMEE Research Committee at the annual AMEE conference.
Abstract submissions for the AMEE Research Paper Award have now closed. Information about the 2024 award will be made available early next year.
The Award
The winners of the AMEE Research Paper Award are awarded a certificate at the annual conference.
To take part you should submit your paper as an abstract in the research paper category for an upcoming conference. During the conference each submitted paper is evaluated by the AMEE Research Committee and the best papers from each Research Paper session are acknowledged.
2024 AMEE Research Paper Award Winners
2D – Lorenzo Madroza (Canada)- Illness Presenteeism Among Physicians and Medical Trainees: A Scoping Review
2E – Anna MacLeod (Canada)- Encountering Death Throughout Medical School: A Longitudinal Discourse Analysis
4D – Birgitte Bruun (Denmark) – Not just an act: Simulated participants engage in multi-relational attunement work with a risk to their integrity
4E – Elise van Wijk (Netherlands) – Understanding students’ feedback use in medical progress testing: A qualitative interview study
5D – Daniel Huang (Canada) – Competing Discourses, Contested Roles: Electronic Health Records in Medical Education
6D – Renan Gianotto-Oliveira (Brazil) – Augmenting virtual simulation using the testing effect: comparison between different strategies
6E – Renee Stalmeijer (Netherlands) – Boundary-crossing during workplace learning – how medical trainees learn to collaborate in interprofessional healthcare teams
7D – Marise Kamber (Switzerland) – “… Nobody ever talked about it again:” Residents perceptions on Failure to Rescue
7E – Neera Jain (New Zealand?)- “[We] need a seismic shift”: Disabled student perspectives on disability inclusion in U.S. medical education
8D – Francisco Olmos-Vega (Colombia) – The Accidental Educational Manager: A Constructivist Grounded Theory Study of the Construction of Clinical Teachers’ Professional Identity in Managerial Positions
8E – Tasha Wyatt (USA) – “I never wanted to burn any bridges”: Discerning between pushing too hard and not enough in trainees’ professional resistance
9E – Conrad Tsang (Canada) – Admissions interviews predicting clinical communication performance: a natural experiment of virtual vs. in-person admissions interviews
2023 AMEE Research Paper Award Winners
Assessment 1: Silairatana - Correlation between confidence-based formative and summative assessment (Thailand)
Professionalism and Professional Identity: Nishigori - Exploring Yarigai (Japan)
Designing and Planning Learning: Poobalan - Complexity of social accountability translation (South Africa)
Observation and Feedback: Jamieson - Assessor positions in cultivating learning (Australia)
Continuing Professional Development: Wu - Anti-oppressive faculty development (Canada)
Continuing Professional Development: Foo - Costs and economic impacts of CPD (Australia)
Assessment 2: McGown - Validity of global assessment categories (UK)
Topics in Postgraduate Medical Education: Meljeres - Collective learning (the Netherlands)
Interprofessional and Team Learning: Kennedy - Authentic struggle or act of performance (Canada)
Supporting Learners: Mills - Emotional experiences of remediation (USA)
Equality, Diversity and Inclusivity: Lulua - Symbolic access (South Africa)
Learning Experiences: MacLeod - Critical discourse analysis of death and dying in CBL (Canada)