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Awards, Grants & Prizes

Research Paper Awards

AMEE Research Paper Awards

This award is to recognise those who have demonstrated excellence in health professions education research through their presentation at an AMEE Conference.

Brought to you by the AMEE Research Committee

AMEE 2021 Winners

Winner

Institution

Title of Presentation

Dr Matthew Byrne

University of Oxford, Nuffield Department of Surgery, UK

Examining Medical Student Volunteering During COVID-19 As A Prosocial Behaviour

Dr Georgina Stephens

Monash University, Australia

Exploring Uncertainty Tolerance in Medical Students on Clinical Placements: A Longitudinal Qualitative Study

Professor John McLachlan

University of Central Lancashire, UK

A novel standard-setting method based on Facilities

Tracy Moniz

Mount Saint Vincent University, Canada

Dual but dueling purposes: The use of reflective writing to remediate professionalism

Dr. Nancy Dudek

University of Ottawa, Canada

The Ottawa Resident Observation Form for Nurses (O-RON): Assessment of Resident Performance through the Eyes of the Nurses

Mr Ricky Ellis

Nottingham University Hospitals, UK

The Impact of Disability on Performance in the MRCS: A high-stakes postgraduate Surgical Examination

Mr Jan Willem Grijpma

VUmc, the Netherlands

Engaged or disengaged? Using Video-Stimulated Recall to gain insight into medical student behavior during small-group learning activities

Karen Stegers-Jager

Erasmus MC - iMERR, the Netherlands

Unraveling ethnic disparities in rater-based assessments: effects of scoring form and of perceived similarity

Dr. Tristen Gilchrist

University of British Columbia, Canada

A collective case study of supervision and competence judgments on the inpatient internal medicine ward

Dr Marina Sawdon

University of Sunderland, UK

10% of your medical students will cause 90% of your problems: a prospective correlational study




AMEE 2020 Winners

Winner Institution Title of Presentation
Susan Humphrey-Murto University of Ottawa, Canada Learner Handover -  Who is it really for?
Andrea Gingerich University of Northern British Columbia-UBC-NMP, Canada Seeing but not believing: Insights into the intractability of failure to fail
Tasha Wyatt Medical College of Georgia, USA A meta-ethnographic literature review on the professional identity formation of minoritized physicians
David Ortiz-Paredes McGill University, Canada Family doctor, educator and learner: Managing professional identities in an international blended education program for faculty development
Tracy Moniz Canada A scoping review on the uses of the arts and humanities in medical education
Helen Church University of Nottingham, UK PERFORM: Performance Enhancing Routines for Optimising Readiness using Metacognition For the Management of Acutely Unwell Patients
Jill Benson GPEx, Australia Identifying Registrars in difficulty in General Practice Training and their subsequent exam performance
Heather Davidson Altus Assessments, Canada Gaming the Medical School Application System:  Revealing the Coaching Effect Size of a Constructed Response Situational Judgment Test
Dorene Balmer University of Pennsylvania, USA Applying the Theory of Gendered Organizations to the Lived Experience of Women with Established Careers in Academic Medicine

AMEE 2019 Winners

Winner Institution Title of Presentation
Lorraine Hawick Centre for Healthcare Education Research and Innovation, University of Aberdeen, UK “I feel like I sleep here”: How space and place influence medical student experiences
Louise Rabbitt School of Medicine, National University of Ireland, Galway, Ireland A Randomised Controlled Trial of SAFMEDS to Promote Fluency in Interpretation of Electrocardiograms
Aimee Gardner SurgWise Consulting, Baylor College of Medicine, Houston, Texas, USA IsReliance on the USMLE for Residency Screening at Odds with Efforts to Enhance Diversity among the Surgical Workforce?
Elizabeth Molloy The University of Melbourne, Australia Student feedback literacy: the development of a framework for practice
Vicki LeBlanc Department of Innovation in Medical Education, University of Ottawa, Canada Heart on your Sleeve: Exploring the validity evidence for mobile measurements as indicators of psychological stress
Ulviye Isik VUmc School of Medical Sciences, Amsterdam, the Netherlands Experiences and motivation of ethnic minority students in medical education: a qualitative study
Charlotte Rees Monash Centre for Scholarship in Health Education (MCSHE) - Monash University, Melbourne, Australia Students’ experiences of workplace dignity during work-integrated learning: A qualitative study exploring student and workplace supervisors’ perspectives
Anna Dargue University Hospitals Bristol NHS Foundation Trust, Bristol, UK Exploring the undergraduate dental students’ views of collaborative learning in the clinical learning environment
Paula Rowland University of Toronto, Canada Patient involvement in health professionals' education: A meta-narrative review
Suzanne Schut Maastricht University, Maastricht, the Netherlands How teacher-learner relationships influence the learning potential of low-stake assessments - An international study within programmatic assessment

AMEE 2018 Winners

Winners Institution Title of Presentation
Sandra Monterio
 
McMaster University
Canada
Blink: Using rapid visual diagnosis to assess competence
Juan Cendan University of Central Florida
College of Medicine
USA
Identifying medical students at risk for academic interruption using a growth-curve paradigm
Andrea Gingerich Northern Medical Program
University of Northern British Columbia
Canada
Beyond hands-on and hands-off: A model of supervisory approaches on the inpatient ward
Susan Bannister Cumming School of Medicine
University of Calgary
Canada
Not just trust: Factors influencing learners’ technical skill attempts on real patients
Martina Kelly University of Calgary
Canada
Normal and abnormal: a phenomenological study of family physicians’ experiences of physical examination
Leslie Carstensen Floren University of California
San Francisco School of Pharmacy
USA
Knowledge Construction in Interprofessional Trainee Teams
Cristina Gonzalez Albert Einstein College of Medicine/Montefiore Medical Center
USA
Faculty Perceptions of Challenges and Opportunities to Facilitate Implicit Bias Instruction: Implications for Curriculum Development
Arabella Simpkin Massachusetts General Hospital
USA
Emergency department to inpatient handoff: does language affect medical students’ sense of uncertainty?
Stephanie Meeuwissen Maastricht University
Netherlands
Mentor, coach and assessor: how faculty perceive their role in a multiple role mentoring system in undergraduate medical education
Claire MacRae University of Edinburgh Medical School
UK
Recognising, valuing and enhancing the role of clinicians who teach: an exploration of medical school practices

AMEE 2017 Winners

Jan Kiesewetter

 

Germany

The need for strong clinical leaders - Transformational and transactional leadership as a framework for resident leadership training

Meredith Vanstone

Canada

Disturbers, Observers, and Team Members: What medical students learn as they negotiate power and hierarchy in the clinical learning environment

Kirsty Alexander

UK

“Why not you?”: Discourses of widening access on UK medical school websites

Alina Smirnova

Netherlands

Influence of residency learning climate on inpatient care experience

Anouk Wouters

Netherlands

Unravelling the mechanism underlying motivation for the medical study: interviews show a negative effect of selection

Justin Mausz

Canada

Context: Much ado about - what, exactly?

Karen Mattick

UK

Rethinking the process of prescribing antibiotics using activity theory

Sandra Monteiro

Canada

Medical Diagnosis Through ACTion: Evaluating a Point-of-Care Cognitive Aid for Junior Residents

Gareth Jarvis

UK

Sat in the nurses’ station on observation I could not help myself becoming more participant than observer: An Inquiry into the Learning Culture of a Mental Health Ward

Samantha Field

UK

Very Short Answer and Single Best Answer Questions: comparison of precision, students’ performance, discrimination and acceptability

 

AMEE 2016 Winners

Winner Institution Title of Presentation
Sanne Peters Academic Center for General Practice, Leuven, Belgium The transfer of learning from the classroom into the clinical workplace: a systematic review
Amelia Kehoe Durham University, Durham, UK How to implement a Programme for Overseas Doctors: Findings from a realist evaluation
Rachel Hardeman Mayo Clinic College of Medicine Division of Healthcare Policy and Research, Rochester, USA Association between medical school diversity climate and change in depressive symptoms among medical students: A Report from the Medical Student CHANGE study
Elise Paradis University of Toronto, Toronto, Canada Interprofessional Rhetoric and Operational Realities: An Ethnographic Study of Rounds in Four Intensive Care Units
Mark Goldszmidt Centre for Education Research & Innovation, Schulich School of Medicine & Dentistry, London, Canada Clinical Reasoning in Real- World Settings: Exploring the ‘What’ and ‘When’
Sanjev Sockalingram University Health Network University of Toronto, Toronto, Canada Understanding the relationship between academic motivation and lifelong learning from residency into practice: a mixed methods study of learners in Psychiatry
Hannah Gillespie Queen's University Belfast, Belfast, Northern Ireland, UK What does it mean to be caring?  Phenomenological primary research using the novel Pictor technique
Tobias Todsen Copenhagen Academy for Medical Education and Simulation, Copenhagen, Denmark Competence-based certification in point-of-care ultrasonography

 

AMEE 2015 Winners

Winner Institution Title of Presentation
Cynthia R Whitehead (University of Toronto, Women's College Hospital, The Wilson Centre, Centre for Ambulatory Care Education, Family and Community Medicine, Toronto, Canada)

A Critical Discourse Analysis of 50 years of the journal ‘Medical Education’

Heeyoung Han (Southern Illinois University School of Medicine, Springfield, USA) Physical Findings Progress Test at a Medical School
David W Lim (University of Alberta, Surgery, Edmonton, Canada) “How do students use written language to say what they see?” A framework to understand
medical students' written evaluations of their teachers
Mads Skipper (Aalborg University Hospital, Department for Postgraduate Medical Education, Aalborg, Denmark) Beliefs about workplace learning and organisation in postgraduate medical education – a qualitative case study of three paediatric departments
Rhoda K MacKenzie (University of Aberdeen, Division of Medical and Dental Education, Aberdeen, UK) The relationship between outcomes on a non-academic entrance test and medical degree programme exit outcomes: a prospective UK-wide cohort study
Jette Led Sorensen (Rigshospitalet, University of Copenhagen, Juliane Marie Centre for Children, Women and Reproduction, Copenhagen, Denmark) Clarifying the learning experiences of healthcare professionals with in situ and off site simulation-based medical education: a qualitative study
Nienke Renting (University Medical Center Groningen, Center for Educational Development and Research in Health Professions, Groningen, Netherlands) How supervisors define CanMEDS roles in their feedback to residents: A Critical Discourse
Analysis

 

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