Exploring innovative approaches to the assessment and selection of learners into health professions education programmes at all levels, and those which aim to enhance diversity and excellence in the field.

This theme examines how Artificial Intelligence and technology enhance learning in health professions education, including AI’s role in personalising training and informing clinical decisions. It also covers technology’s broader applications, such as innovative content delivery, virtual environments and gamification.

Covers all aspects of assessment and feedback in the health professions, including written tests, clinical exams and workplace-based assessment, as well as performance appraisal. This theme also includes work in relation to Competency-Based Education in the Health Professions (CBE-HP).

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.

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.

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.

This theme explores the integration of the humanities into health professions education to foster empathy, ethical reasoning and a holistic understanding of patient care.

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.

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. 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.

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.

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.