About BEME

about-beme

AMEE is a founder member of the BEME Collaboration, which has members worldwide.  The BEME Collaboration is an international group of individuals, universities, and other professional organisations committed to the development of evidence-informed education in the medical and health professions through:

  • The creation of a culture of best evidence education amongst individuals, institutions, and national bodies with an education or accreditation remit
  • The production of systematic reviews which present and make accessible the best evidence available
  • Support for teachers and other stakeholders in adopting an evidence-informed approach to their teaching practice

For more information download the BEME Information Flyer

Publications

BEME reviews are of interest to a range of stakeholders in the healthcare professions including teachers, curriculum developers, administrators and researchers.  The text for a review is first published online at BEME’s website, the review is then published in Medical Teacher along with a Spotlight, and subsequently it is produced as a BEME Guide.

BEME has the Answers!

The BEME Collaboration can help you deliver a more effective and efficient education programme.

The BEME Collaboration provides answers to questions such as:

  • Should I use simulation in my teaching and what ten things can I do to make it more effective?  (BEME Guide 4)
  • What are the proven benefits of a curriculum where students haveclinical experience in the early years? (BEME Guide 6)
  • What can be done to deliver an effective faculty development programme? (BEME Guides 8 and 19)
  • Is inter professional education effective in practice? (BEME Guide 9)
  • How can I use self-assessment to identify learning needs and impact on clinical practice? (BEME Guide 10)
  • How can I make effective use of portfolios as a tool for learning and assessment in undergraduate or postgraduate education? (BEME Guides 11 and 12)
  • Should I use educational games in my teaching programme? They may have a role when other education interventions are perceived or proven to have limited effectiveness. (BEME Guide14)
  • What do we know about the effectiveness of journal clubs? (BEME Guide 16)
  • How can I measure emotional intelligence in my learners and should I? (BEME Guide 17)
  • How can I deliver effective structured resuscitation training?(BEME Guide 20)
  • How can I get maximum benefit from using audience response systems? (BEME Guide 21)
  • What features of educational interventions lead to compliance with hand hygiene in healthcare professionals within a hospital care setting? (BEME Guide 22)
  • What is case-based learning and how effective is it in practice? (BEME Guide 23)
  • What effect does patient mix have in the work-based learning context? (BEME Guide 24)
  • Why are longitudinal clinical attachments important and what can I do to make them effective? (BEME Guide 26)
  • How do I set about searching the medical education literature? (BEME Guide 3)
  • How can I conduct a systematic review of the literature? (BEME Guide 13)

PURCHASE BEME GUIDES ONLINE

Organisation

BEME Board

The BEME Board has the overall responsibility for the strategic development of the BEME Collaboration and the co-ordination of current activities.

Members of the Board

BEME Review Editorial Committee (BREC)

The BEME Review Editorial Committee (BREC) is responsible to the BEME Board for BEME reviews from their initial proposal and registration to their final publication and for ensuring that reviews meet the BEME publication standards.

Members of the BREC

BEME International Collaborating Centres (BICCs)

BEME International Collaborating Centres (BICCs) have the responsibility for progressing the work of the BEME Collaboration through the work of their centre and through their representation on the Board.

Current BICCs

BEME User Group

The BEME User Group is made up of academics who have a vested interest in BEME and are willing to use their influence in their field to further its development.

Meetings occur once a year (usually at a medical education conference such as AMEE). At these meetings, the BEME User Group is updated on progress. Discussions follow about the future directions of BEME and philosophical issues which have come up since the last meeting.

BEME Review Groups

The BEME Review Groups are approved by the BEME Board to register and undertake a review of an agreed review topic in medical education.

Participate

  • The BEME website contains information on:
    • Up-to-date reviews
    • Published BEME Guides
    • Preparing a systematic review
  • Join the BEME Special Interest Group (SIG) on MedEdWorld and discuss the latest BEME reviews or evidence-informed teaching more generally
  • Read the BEME reviews as they are published in Medical Teacher
  • Purchase a BEME Guide
  • Attend one of the many BEME sessions at an AMEE conference

More information about the BEME Collaboration is available at www.bemecollaboration.org or by contacting beme@dundee.ac.uk

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