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For many healthcare professionals, the transition into health professions education is sparked by a desire to teach and inspire the next generation. With the right support and opportunities, that interest can grow into a meaningful and rewarding career. Dr Mikio Hayashi’s journey demonstrates how the Essential Skills in Medical Education (ESME) courses offered by AMEE played a key role in his development as an educator, researcher, and leader in the field.   ESME’s impact in action ‘I had been working as a general physician for over ten years when I became interested in health professions education through my experience of teaching in clinical settings. This is the reason why I decided to join AMEE ten years ago. I participated in six ESME courses between 2016 and 2022, including the Essential Skills Course led by Professor Harden, and gained a solid foundation in various areas of health professions education. One of the key features of this course was not merely acquiring theoretical knowledge from instructors but also deepening understanding through discussions among participants. Although I am a non-native speaker, I felt that the courses were designed in a way which provided a safe and welcoming environment for all participants from different backgrounds. This experience undoubtedly contributed to my receiving the AMEE 2022 Research Paper Award. After obtaining a PhD in health professions education from the University of Tokyo and an MHPE from Harvard Medical School, I am currently working as an associate professor in the field of health professions education at a private medical university in Japan. The theories I learned at ESME are useful not only in the classes I teach at the university but also in curriculum design and evaluation. Additionally, the research theories I learned at RESME have contributed to my research publications on health professions education which have appeared in many journals. As an associate editor of Medical Education Online, I am also applying the knowledge gained from this course in this role. Based on my own experiences, I strongly recommend the ESME courses to individuals from diverse backgrounds who are interested in health professions education. As a member of the AMEE Research Committee and one of the facilitators of the RESME course, I am committed to supporting all participants in their endeavours.’ Mikio Hayashi, MD, MHPE, Ph.D., FACP Has ESME shaped your journey? Share your story with us. Has ESME played a part in your development as a health professions educator? We’d love to hear your story to help mark 20 years of ESME. Sharing your experience can inspire others and showcase the many paths into this growing and vital field. Share your story by recording a video testimonial and help us highlight the voices shaping the future of health professions education.

As CEO of AMEE, I have the immense privilege of meeting our members, partners and delegates around the world. These meetings provide insight and inspiration that the AMEE team use to continually improve and develop our organisation. Every year, we are proud to welcome a large number of delegates from Thailand to our annual conference and we value deeply the enthusiastic participation and ongoing engagement from the Thai health professions education community. So, you can imagine how delighted I was to have the opportunity recently to visit Chulalongkorn University in Bangkok and meet some of the inspiring people who work there. I was fascinated to learn directly about the work of the university from faculty and students and hear about some of the initiatives being developed. I was also delighted to be able to express our gratitude to them in person, for their ongoing support and engagement to AMEE. As part of my visit, I also delivered a keynote presentation titled “Connect, Grow and Inspire: Leadership Insights from AMEE.” The session was very well-attended and generated thoughtful questions and lively discussion, reflecting the shared passion for advancing healthcare professions education. I believe that truly engaging with our global membership and partners is critical to our work supporting individuals and institutions in shaping the future of healthcare professions education. Therefore, connecting with our international community, and learning from them, through meetings such as this is central to achieving AMEE’s vision and mission and I am looking forward to continuing these important meetings in the future. I would like to thank everyone at Chulalongkorn University for their generous welcome, in particular: Associate Professor Nantana Sirisup, Secretary General, Consortium of Thai Medical Schools Associate Professor Chanchai Sittipunt, Dean, Faculty of Medicine Associate Professor Saknan Manotaya, Associate Dean for Academic Affairs Assistant Professor Danai Wangsaturaka, Assistant Dean for Academic Affairs Associate Professor Naricha Chirakalwasan, Associate Dean for International Affairs Associate Professor Parit Mekaroonkamol, Assistant Dean for International Affairs Mr. Kongpapon Jirathumthanakul, President, Medical Students Union

We are delighted that, today, the First Affiliated Hospital Sun-Yat Sen University has become our first ever AMEE Regional Centre of Excellence (RCE). A RCE is a key institution within AMEE’s global network that coordinates the activities of multiple International Networking Centres (INCs) across a specific geographic region. RCEs provide strategic oversight, foster collaboration between INCs, and drive regional initiatives that promote health professions education. As central points of leadership, they ensure that AMEE’s mission and activities are effectively adapted and implemented to address regional requirements, while contributing to the global advancement of healthcare education. International Networking Centres (INCs) are local institutions partnered with AMEE to advance health professions education within their regions. INCs serve as hubs for professional development, leadership training, and strategic change, providing localised resources and support to educators and institutions. By aligning with AMEE’s mission, INCs help foster excellence in education, leadership development, and healthcare reform, contributing to the growth of a global community of health professions educators. With a number of INCs already established around the world, we are now working to establish RCEs in key areas and are excited that the First Affiliated Hospital Sun-Yat Sen University (FAH-SYSU) is to be the first of these. The FAH-SYSU has been working with AMEE as an INC since 2015 and has achieved an exceptional amount in that time, including winning the prestigious ASPIRE award for international collaboration in 2023. Speaking about becoming a RCE, XIAO Haipeng, President, FAH-SYSU said: “I believe this collaboration with AMEE holds great significance for our institution. It represents an opportunity to further elevate the quality of our healthcare education and align it with global standards, ensuring that our students and healthcare professionals are well-equipped to meet the evolving demands of modern healthcare. By partnering with AMEE as a Regional Centre of Excellence, we aim to integrate cutting-edge international healthcare education resources into our training programs, benefiting not only our students but also the broader healthcare community across China and beyond. “This collaboration will enhance our ability to nurture healthcare professionals who are not only proficient in clinical practice but also capable of contributing to healthcare research and advancing healthcare innovations. We are excited about the opportunity to contribute to global healthcare education and collaborate with AMEE in shaping the future of healthcare training. Working with AMEE in the future is something we truly look forward to, as we share a common vision of advancing healthcare education and improving healthcare worldwide.” Speaking about this new relationship, AMEE Chief Executive, Dr Anne Lloyd PhD said: “We are thrilled that The First Affiliated Hospital Sun-Yat Sen University has become the first of our new Regional Centres of Excellence. The work we have done together since they were established as an International Networking Centre in 2015 has been of the highest calibre and I can think of no institution better with whom to start this next phase of our work to strengthen health professions education and build capacity by supporting the professional development of educators and leaders across the globe. “This marks the start of an exciting period of activity for AMEE and we are looking forward to everything that the future holds.” AMEE and First Affiliated Hospital Sun-Yat Sen University in Numbers! Since 2015 the First Affiliated Hospital Sun-Yat Sen University have: · Run well over 50 ESME courses for a total of 1350 participants · Been awarded 39 Specialist Certificates in Health Professions Education · 45 people have achieved AMEE Associate Fellowship · Presented 64 AMEE Conference abstracts · Published 216 peer-reviewed articles · Been instrumental in translating many of our AMEE guides into Chinese · Achieved an ASPIRE award for international collaboration

Our ongoing project in Africa has been a journey of incredible impact, collaboration, and learning. Thanks to the generous support of Pfizer, we’ve been able to take significant strides in expanding Continuing Professional Development (CPD) capacity across multiple countries. What started nearly six years ago with a regional CPD systems assessment has now blossomed into a multi-phase initiative that is empowering healthcare professionals across the continent. A Collaborative Beginning The journey began with a regional CPD systems assessment in four world regions, laying the foundation for understanding the needs and challenges within Africa ([Sherman et al., 2024a; Sherman et al., 2024b; Sherman et al., 2024c; Sherman et al., 2024d]). Once the needs assessments were published, we moved to the second stage—developing a six-module CPD course tailored to the specific requirements of African healthcare professionals. Rolling Out the CPD Course The third stage of the project focused on implementing the course in Kenya, Botswana, Lesotho, Malawi, and Rwanda. It was during this phase that we saw the real impact of our work, witnessing first-hand how healthcare professionals embraced the opportunity to build their skills, enhance their careers, and ultimately improve patient care in their communities. A Transformational Visit to Africa AMEE CEO Anne Lloyd recently travelled to Africa alongside Lawrence Sherman (President, Meducate Global LLC), our partner in this initiative, to engage with those who have been part of this transformative programme. Johannesburg: Gathering Feedback and Strengthening Communities In Johannesburg, we met with the five country leads—Lintle (Mamphafi) Matete (Lesotho), Mmoloki Molwantwa (Botswana), Geldine Chironda (Malawi), Priscah Mosol (Kenya), and Claudine Muraraneza (Rwanda)—who provided invaluable insights into how the course has been received by their respective cohorts. Their feedback was instrumental in identifying ways to further contextualise the course to meet the unique needs of each country. What stood out most was the confirmation that the programme has made a tangible difference. In an upcoming blog, we will be sharing testimonials from course participants, allowing you to hear first-hand how this initiative has shaped their professional journeys. Eldoret: Expanding the Reach of CPD in Kenya From Johannesburg, we travelled to Eldoret, Kenya, where we engaged with 30 professionals from multiple counties—some who had already completed the course and others eager to join the next cohort. This meeting reinforced the enthusiasm for capacity building and interprofessional education within the African healthcare sector. During the session, I had the opportunity to share more about AMEE’s vision, guiding principles, and resources, while Lawrence facilitated a discussion on interprofessional education. Notably, many attendees came from nursing and medical administration backgrounds, highlighting the diverse and interdisciplinary nature of this initiative. A truly heartwarming moment followed when we were presented with a Maasai fleece blanket, a Kenyan scarf, and beautifully beaded Kenyan jewellery—accompanied by a joyous display of singing and dancing! It was a powerful reminder of the deep connections formed through this project. A Culinary and Academic Experience to Remember Our trip concluded with a memorable meal at Sunjeel Palace, a restaurant that left both Lawrence and me convinced that African cuisine rivals anything we’ve tasted in the UK or US! We were honoured to be joined by esteemed academics, including Professor Robert Kuremu Tenge (Principal, College of Health Sciences), Professor Dinah Chelagat (Dean, School of Nursing and Midwifery), and Dr. Priscah Mosol (Kenya Country Lead and Chair of the Department of Nursing Education, Leadership, Management, and Research, School of Nursing and Midwifery, Moi University). The Future: Expansion and Impact With such a successful rollout in these five countries, we are more committed than ever to expanding the programme to more countries across Africa. Our vision is to see every cohort develop their own Community of Practice, fostering long-term professional growth and regional collaboration. We look forward to sharing more success stories and continuing to build capacity, empower professionals, and enhance healthcare education across the continent. Stay tuned for upcoming testimonials from those who have experienced this transformation first-hand! References Sherman L, Leon-Borquez R, Lopez M, Chappell K. An Overview of Continuing Medical Education/Continuing Professional Development Systems in Latin America: A Mixed Methods Assessment. J CME. 2024 Nov 25;13(1):2427765. doi: 10.1080/28338073.2024.2427765. PMID: 39600304; PMCID: PMC11590182. Sherman, L., Aboulsoud, S., & Chappell, K. (2024). An Overview of Continuing Medical Education/Continuing Professional Development Systems in the Middle East and North Africa: A Mixed Methods Assessment. Journal of CME, 13(1).  Sherman, L., Halila, H., & Chappell, K. (2024). An Overview of Continuing Medical Education/Continuing Professional Development Systems in Europe: A Mixed Methods Assessment. Journal of CME, 13(1).  Sherman L, Aboulsoud S, Leon-Borquez R, Ming K, Yang DD, Chappell K. An overview of global CME/CPD systems. Med Teach. 2024 Nov;46(11):1428-1440. doi: 10.1080/0142159X.2024.2373879. Epub 2024 Jul 16. PMID: 39012047.

Opening New Doors in Global Health Professions Education This month, AMEE reached an exciting milestone: our first-ever Spanish-language webinar, El futuro de la Educación Médica Continua usando Inteligencia Artificial Generativa, was a resounding success. With over 200 engaged participants, countless questions, and simultaneously translated captions, it marked the beginning of a new era for AMEE, one that embraces multilingual education as a way to connect with and support our diverse global community. This event was the first in a series of Spanish-language activities leading up to AMEE 2025 in Barcelona and the launch of a broader multilingual initiative. Read on for an inside look at how we planned this event, what we learned, and what’s coming next. And if you’re considering organising a multilingual event yourself, make sure to check out our top tips at the end! The Inspiration: Turning Conversations into Action The idea for this webinar was born from a conversation at AMEE 2024 about how to make our resources more accessible to educators worldwide. AMEE’s commitment to inclusivity is strong—we support health professions educators at all career stages, across all disciplines, and in all regions. However, language remains a significant barrier. With members in over 130 countries speaking more than 69 languages, we recognised that we had both the need and the opportunity to expand our reach by offering events in multiple languages. Starting Small, Thinking Big We decided to start with Spanish-language content linked to our upcoming conference in Barcelona. Generative AI was a natural choice for our first webinar. It’s a hot topic, ensuring strong interest, and we were fortunate to have AMEE CPD Committee members Álvaro Margolis and Sofía Valanci volunteer as hosts. To fully commit to our hispanohablante audience, we promoted the event exclusively in Spanish. We were prepared for a small turnout, understanding that the greater impact might come from the recorded session being added to our content bank. However, the response exceeded our expectations. A Record-Breaking Response Our average webinar registration ranges between 200-300, with 25-50% attending live, a strong engagement rate compared to the typical 10-15% for free webinars. As we promoted the event, registrations trickled in at first, then surged as our outreach reached communities across Latin America and Spain. The final count? A record-breaking 495 registrations! Over 90% came from Spanish-speaking countries, including Spain, Uruguay, Argentina, Mexico, Colombia, Chile, and the Dominican Republic, with additional attendees from Ecuador, Guatemala, Peru, Venezuela, Bolivia, and Andorra. This overwhelming response confirmed what we had suspected, there is a significant demand for content in languages other than English. The Power of Multilingual Engagement sharing insights in their native language, leading to more meaningful conversations. As one participant noted: “Me encantó que fuera en español, en ocasiones la limitante del idioma obstaculiza el uso correcto de las herramientas tecnológicas.” (“I loved that it was in Spanish. Sometimes, language limitations hinder the proper use of technological tools.”) By embracing multilingual education, AMEE is not only broadening its reach but also enhancing the quality of its interactions with the global medical education community. What’s Next? Expanding AMEE’s Multilingual Offerings This webinar was just the beginning. The success of our Spanish-language event has opened the door to more multilingual opportunities: Upcoming Spanish Webinar in May: “AI Agents: The Revolution in Health Professions Education” Global Conversation for Spanish-speaking Members: A networking space for deeper discussions Spanish-language Track at AMEE 2025 in Barcelona: A dedicated space for Spanish-language presentations and discussions Expanding to Other Languages in 2025-2026: We hope to offer webinars in multiple languages- interested in presenting? Let us know! We also successfully trialled simultaneously translated captions, which worked seamlessly and hold the potential to foster cross-cultural exchange and collaboration. Want to Get Involved? We’re excited about this new chapter for AMEE and would love your input. If you have ideas for future multilingual webinars or would like to present in a language other than English, we want to hear from you! Email us at [email protected] to propose a session. Sign up for our mailing list to stay updated on upcoming multilingual events- visit the footer of our website to subscribe! Share your language-learning journey! Have you navigated language barriers in medical education? Tell us your story in the comments or on social media under this post! Together, we can build a truly global, inclusive, and accessible AMEE community. We can’t wait to see where this journey takes us next!

Standing on stage at APMEC in Singapore, surrounded by some of the brightest minds in healthcare education, I was reminded of AMEE’s vital role in shaping holistic practitioners around the globe. My recent trip to the Asia Pacific Medical Education Conference (APMEC) and the First Affiliated Hospital – Sun Yat-sen University in Guangzhou was filled with inspiring moments, strategic meetings, and exciting opportunities for collaboration—all with the goal of advancing AMEE’s mission. APMEC 2025: Highlighting AMEE’s Role On 18 January 2025, I travelled from the UK to Singapore to attend APMEC, organised by the National University of Singapore and had the privilege of speaking at a symposium titled: “Non-Governmental Sector’s Role in Developing a Holistic Practitioner” It was an incredible opportunity to highlight AMEE’s work, and the talk was well-received, offering great visibility for our organisation. Guangzhou: Strengthening Partnerships with SYSU From Singapore, I travelled to Guangzhou to meet with the President of the First Affiliated Hospital at Sun Yat-sen University (FAH-SYSU), Professor Haipeng Xiao and his colleagues, where AMEE’s China Office and International Networking Centre (INC) has been based for the past decade. This partnership has been transformative: up till now, there are 1120 persons trained through our ESME courses, 493 faculty with one or more ESME certificates, 45 clinical faculty awarded the Associate Fellowship of AMEE and 2 Honorary Fellowship of AMEE, 32 enrolled in the Master’s Program for Health Professions Education, all of which translated into a torrent of advancements in teaching and learning, in curriculum design, in faculty development, in educational scholarship, and in academic influence both locally and beyond. This fruitful partnership culminated in the ASPIRE-to-Excellence Award (International Collaboration in Health Professions Education track) for AMEE and FAH-SYSU in 2023. During this visit, our main goal was to discuss their transition to becoming AMEE’s first Regional Centre of Excellence (RCE). Professor Xiao’s visionary leadership and strong commitment to education are inspiring. During my visit, I toured their impressive campus, which includes two mobile medical units—a mobile MRI scanner and a mobile ICU and I also had the opportunity to deliver a talk to their faculty which had fantastic engagement and interaction. Cultural Highlights Of course, no trip to China would be complete without exploring the local cuisine. I sampled a variety of dishes, from chicken claw soup to goose liver, snow crab, and deep-sea garoupa. The signature pineapple bun was a standout favourite, though I had to draw the line at jellyfish! Reflections and Next Steps This trip has been a resounding success for AMEE from a strategic perspective. Developing our institutional strategy to expand our International Networking Centres and launch our first Regional Centre of Excellence is a key priority, and the progress made during this journey feels deeply inspiring. The partnerships we’re building in Asia-Pacific and China are driving AMEE’s mission forward, ensuring we continue to connect, grow, and inspire healthcare educators worldwide. I wanted to share these experiences with you to highlight where AMEE is focusing and to keep our community informed. I’d love to hear your thoughts, so please feel free to comment and share your perspectives!

Medical Teacher is delighted to announce the appointment of Professor Jennifer Cleland as its new Editor-in-Chief. A globally renowned scholar, Professor Cleland brings an exceptional breadth of expertise to this prestigious role. Jennifer Cleland is a leader in healthcare education research, with an illustrious career spanning multiple continents. She has made groundbreaking contributions to the fields of selection, assessment, and organisational change, with over 200 peer-reviewed publications and co-authorship of the seminal textbook Researching Medical Education. Previously the Director of CHERI at the University of Aberdeen and Vice-Dean of Education at a leading medical school in Singapore, Professor Cleland has an unparalleled ability to bridge research and practice. Her achievements have been recognised with numerous accolades, including the ASME Gold Medal and honorary fellowships with distinguished medical and educational bodies worldwide. AMEE is thrilled to welcome Professor Cleland to this pivotal leadership role. Her passion for interdisciplinary research, commitment to shaping the future of healthcare education, and dedication to driving excellence and innovation make her a perfect fit for Medical Teacher. We are confident that her vision and expertise will propel the journal to even greater heights. Join us in celebrating this exciting new chapter for Medical Teacher and AMEE as we continue to inspire and transform healthcare education globally.

We are thrilled to announce three incredible funding opportunities that could take your research to the next level! Whether you are an AMEE Individual Member or working in a resource-constrained setting, these grants are designed to fuel innovation and make a lasting impact in health professions education. Here is your chance to bring your ideas to life: AMEE Research Grants Funding: Up to £10,000 for one or more projects Purpose: To inspire excellence and advance scholarship in health professions education research Eligibility: Open to AMEE Individual Members (excluding students). The Principal Investigator or an Associate Investigator must be an active AMEE member. Deadline: Pre-proposals due by 10 January 2025 Find out how to apply on the AMEE website—don’t miss out! AMEE Faculty Development Research Grant Funding: £7,000 for one impactful project Purpose: Dedicated to advancing research specifically in Faculty Development Eligibility: Open to AMEE Individual Members (excluding students). Membership is required for either the Principal Investigator or an Associate Investigator. Important: Projects must focus exclusively on Faculty Development. Deadline: Pre-proposals due by 17 January 2025 Learn more about this targeted grant opportunity on our website! AMEE MERCS Grant (Medical Educators in Resource-Constrained Settings) Funding: Up to £2,000 for one project Purpose: To empower educators in disadvantaged or resource-limited environments, including those facing conflict, migration, or restricted healthcare access. Eligibility: Open to all (excluding students)—no AMEE membership required! Perks: Includes a free one-year AMEE Resourced-Constrained Membership, access to AMEE Guides online, and optional mentorship from an experienced researcher. Deadline: Applications close on 28 March 2025 Check out this life-changing grant opportunity and make a real difference in your community! Why Wait? Apply Now! This is your moment to drive innovation and make a global impact in health professions education. Ready to get started? Head over to the AMEE website for all the details and application forms. Not an AMEE Member yet? Join today and unlock even more opportunities! For any questions, email [email protected]. Let’s make your ideas a reality!

we are pleased to announce the winners of the AMEE Grant for Medical Educators working in Resource Constrained Settings (MERCS Grant) for 2023. This prestigious grant provides financial support to health professions education (HPE) scholars working in emerging, disadvantaged, and resource-constrained settings, fostering opportunities for impactful research in regions affected by conflict, poverty, and limited access to healthcare. This grant has been awarded to an outstanding project titled “Leadership development in medical students through self-sustainable Collaborative Network of Student (NEST) Leaders”. Led by Principal Investigator Sumita Sethi, with Co-Investigators Renu Garg and Ruchi Agarwal, the research team from BPS Government Medical College for Women in Sonepat, Haryana, India. The research team plans to address the emerging need for an effective and sustainable leadership development model for medical students by creating a collaborative learning NEtwork of STudent (NEST) leaders. Their vision is leadership training and development in medical students through an integrated three-tier extracurricular approach. With time, as the NEST evolves and the student leadership executive team takes over the administration, a systematic, iterative cycle of learning-performing-networking will be developed by building peer and mentor relationships around shared learning experiences. Congratulations to the winners for their dedication and commitment to enhancing medical education in resource-constrained environments. Their work exemplifies the spirit of the MERCS Grant, contributing to the advancement of health professions education globally. For more information about the MERCS Grant please visit our website​​​​​.

Celebrating Excellence in Health Professions Education Research: Announcing the Winners of the AMEE Research Grant 2023  The AMEE Research Grants programme, dedicated to fostering innovative research in health professions education (HPE), proudly announces the winners of the 2023 grant. This prestigious programme, offering financial support of up to £10,000 for groundbreaking educational research projects, aims to promote excellence and scholarship among AMEE members.  Winning Project: “Where there’s fear, there is power”: Exploring medical trainees’ concerns around consultant-mediated consequences of their own actions   Principal Investigator: Beatrice Preti, Emory University (Atlanta, USA) and Western University (London, ON)  Associated Investigators: Michael Sanatani, Western University (London, ON) and Luxshikka Canthiya, Schulich School of Medicine & Dentistry, Western University (London, ON)  Project Summary: This project seeks to better understand the trainee views of consultant power in response to trainee actions (i.e. repercussions or retribution), the origins and perpetuation of these views, and how these views impact trainee actions. This project uses multi-site, international recruitment to gain a variety of perspectives through vignette-style semi-structured interviews. Funds will be used for recruitment/participant compensation, project activities including analysis, and publication costs.    Runner-Up Project: Decolonising and enabling anatomy education: Sociocultural determinants and psychosocial implications of cadaveric dissection in medical schools  Principal Investigator: Suhad Daher-Nashif, Faculty of Medicine & Health Sciences, Keele University, UK.  Associated Investigator: Luke Welsh, Faculty of Medicine & Health Sciences, Keele University, UK.  Project Summary: This study explores medical students’ experiences during cadaveric dissection, focusing on how demographic and sociocultural backgrounds shape these experiences. Utilising ethnographic qualitative methods, the research will examine the influence of factors such as gender, ethnicity, religion, and personal experiences with death on students’ psychological, spiritual, and professional development. Conducted across four UK medical schools, the study will begin with a scoping review to map existing research globally, followed by in-depth interviews and focus group discussions. The findings aim to enhance equality, diversity, and inclusion in anatomy education, providing recommendations for improving educational practices in dissection rooms.  Both projects exemplify the innovative and impactful research that the AMEE Research Grants programme seeks to support. Congratulations to the winning and runner-up teams for their outstanding contributions to the field of health professions education.  For more information about the AMEE Research Grants programme and how to apply, please visit AMEE Research Grants.