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Awards & Prizes

Research Paper Awards

AMEE Research Paper Awards

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

Brought to you by the AMEE Research Committee.

Jennifer Cleland, Chair

Dario Torre, Research Program Network Lead

AMEE 2018 Winners

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

AMEE 2017 Winners

Jan Kiesewetter



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

Meredith Vanstone


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

Kirsty Alexander


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

Alina Smirnova


Influence of residency learning climate on inpatient care experience

Anouk Wouters


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

Justin Mausz


Context: Much ado about - what, exactly?

Karen Mattick


Rethinking the process of prescribing antibiotics using activity theory

Sandra Monteiro


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

Gareth Jarvis


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


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


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