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.
