Abstracts for AMEE 2023
AMEE invites abstract submissions relating to any aspect of health professions education across the continuum, from undergraduate through postgraduate, to continuing professional development. There are multiple presentation formats available for you to present your work and ideas in the way you feel is most relevant and engaging.
You can submit to present in person in Glasgow, virtually online, or on demand. Choose the format that best suits you and how you would like to connect with AMEE 2023. Please be aware that not all formats are supported virtually, and if you are submitting for online delivery, we cannot guarantee that the programme will be accessible in all time zones.
The main theme of AMEE 2023 is ‘Inclusive Learning Environments to Transform the Future’ but other key areas in health professions education will also be included.
Abstracts to be considered for AMEE 2023 must be submitted by the deadlines specified below:
Pre-conference workshops - 9 December 2022
Symposia - 9 December 2022
Doctoral Reports - 9 December 2022
Research Papers - 9 December 2022
Patil Teaching Innovation Award - 9 December 2022
Short Communication or ePoster - 17 February 2023
AMEE Fringe - 17 February 2023
Conference Workshop - 17 February 2023
Points of View - 17 February 2023
PechaKucha™ - 17 February 2023
All abstracts must be submitted via the AMEE 2023 Abstract Portal. Abstracts will not be accepted in any other format. If you submitted an abstract for AMEE 2022 you will be able to login with the same details. If you haven't submitted an abstract before, please create a new account.
Submit your Abstract to the Portal
The abstract portal will close at 23:59hrs on the dates specified above. Extensions will not be possible.
For 2023 we have replaced the pre-defined conference tracks with several broader educational themes to simplify the submission process and allow the programme committee maximum flexibility in creating tracks matched to delegate interests.
The theme you choose for your abstract will determine which reviewers it is sent to, and which group makes the decision about its inclusion in the programme.
Please take care when selecting a theme as submission to the wrong theme may result in a rejection even if the quality of the work is good. Some submissions will span more than one theme and you should choose which one is the best fit for your work.
At the discretion of the programme committee, you may be offered a presentation slot in a different themed session if your abstract was rejected for inclusion in its original category.
Covers all aspects of assessment and feedback in the health professions, including written tests, clinical exams, and work-place based assessment, as well as performance appraisal.
Designing and Planning Learning:
Includes approaches to course and curriculum development, topic selection, instructional design, needs assessment and any other aspects of the planning process whether at activity, course, or curriculum level.
Education and Management:
Covers high-level issues faced by medical schools and other training providers where decisions are required about what type of programmes will be offered, to which types of learners, and by which staff members, and how these programmes are delivered, monitored, and improved.
Equality, Diversity & Inclusivity:
Covers issues such as challenging bias and stereotypes, widening participation and improving representation in health professions education.
Abstracts submitted in this theme should relate specifically to the professional development of teachers or trainers of health professionals – i.e., the education faculty - whether at the individual or organisational level. This track also covers topics such as professional identity formation amongst health professions educators, evaluation of teacher performance and career progression of educators.
Interprofessional and Team Learning:
Studies or initiatives specifically designed to promote learning across professions or disciplines, as well as those more generally aimed at encouraging team working.
This theme is concerned with patient safety education - for example, how patient safety can be embedded into educational programmes and practices, or learning from patient safety data. Submissions related to quality improvement science and human factors education are also welcome in this category.
Scholarship of Education:
This theme replaces the previous ‘Education Research’ track, in acknowledgement that scholarship of education is a broader area of work. Abstracts relating to the research process from start to finish, such as applying for funding, research ethics, data-sharing, methodology, theory, and dissemination can be submitted in this track, along with work exploring how research and scholarship is encouraged and supported in more general terms.
Includes all teaching and learning in simulated settings, whether lo-fi or hi-fi. For example, work involving simulated patients, conducted in simulation centres or integrating simulated practice into clinical teaching episodes.
This theme is concerned with any factors which may affect how and what learners learn. It includes topics such as student support and engagement, stress, wellbeing, and burnout, as well as studies exploring the learning environment and the characteristics and choices of learners.
This theme covers any aspect of teaching, learning or assessment to promote sustainability in health professions education. In particular it involves initiatives to equip learners or teachers with the knowledge, skills, values, competence and confidence they need to sustainably promote the health, human rights and well-being of current and future generations, while protecting the health of the planet.
Teaching and Facilitating learning:
Abstracts submitted to this theme should relate to educational delivery, whether this is face-to-face, online, or blended. It includes the format and methods selected, group size and group management strategies.
Technology Enhanced Learning:
Special emphasis on using technology to enhance teaching and learning. Relevant submissions should have a focus on the design, delivery and implementation of learning by using a variety of devices and approaches, such as innovative content delivery, collaborative learning, social media, virtual and mixed reality environments, gamification and application of artificial intelligence.
Teaching, learning and assessment as it relates to surgery in undergraduate or postgraduate education and continuing professional development.
Transforming learning environments through technology:
In line with this year's conference theme, we will be hosting a special track exploring how technology can transform learning environments for inclusive education.
Phase of Education
In addition to selecting a theme you will be asked to indicate which phase of education your work is relevant to, which will allow it to be considered for inclusion in any CPD or Postgraduate tracks in addition to any theme-based tracks.
Undergraduate and graduate: Any education prior to initial professional qualification / licensing / registration
Postgraduate: The initial phase of professional training following qualification, for example residency, internship, specialist training
CPD: ongoing professional development and lifelong learning after the end of formal education and training
Generic: applicable to all and/or involving learners at multiple stages of education
Pre-conference and conference workshop: In Person or Online
Short Communications / ePosters: In Person, Online or OnDemand
Symposia, Fringe, Research Papers, Patil, Doctoral Reports, PechaKucha™, Points of View: In-Person Only
If you are submitting for online delivery, we cannot guarantee that the programme will be accessible in all time zones.
If you have any questions about abstracts for AMEE Glasgow 2023, email us at [email protected]