AMEE 2024 Conference Gateway
AMEE 2024 Conference Gateway
About this Gateway
About AMEE:
AMEE is the international association for health professions educators with members in over 90 countries, at all career stages and spanning all phases of education. Our mission is to encourage and inspire excellence in education in the health professions and we deliver this by enabling and promoting collaboration with, and between, a diverse and inclusive global community of health professionals, educators, and other stakeholders to foster scholarship and best practice.
Each year our annual conference brings together professionals, educators, students, institutions and organisations from a broad variety of healthcare sectors, to share, collaborate and network.
Addressing and showcasing the latest developments and practices in healthcare professions education and beyond, the annual conference is a chance to make connections, learn new approaches, and get involved in the development of our sector.
Gateway scope:
This Gateway showcases work presented at the AMEE 2024 conference, and includes non-peer reviewed content such as Documents, Posters and Slides as well as articles. These formats provide early visibility of developing knowledge, and allow authors to publicly display important supporting work to their research in a shareable and citable format. Presenters are asked to ‘opt-in’ to this service so the content does not capture the entirety of what was presented but an overview is available via the abstract book and programme.
We also welcome submission of full-length scholarly articles linked to work presented at the conference in any of the formats accepted by MedEdPublish. These include brief reports, new educational methods, practical tips and opinion articles, in addition to research and review articles.
Eligibility:
All presenters who have had an abstract accepted will have been offered the opportunity to publish their poster or slides in the Gateway and those who opted in will have been sent full instructions on how to submit their work. There is a small administrative fee associated with this service – please contact the AMEE team on conferences@amee.org for further details if you missed the invitation and would like to take advantage of this opportunity. Posters and slides are not peer-reviewed but will be allocated a DOI and will be shareable and citeable.
Full-length articles related to work presented at the conference are also invited – please include your abstract ID number and the title of your presentation along with your submission. If you wish to submit an article that is not directly related to your own presentation, for example an open letter or opinion article about the conference, please contact the AMEE team to discuss its suitability for inclusion in the Gateway.
AMEE is the international association for health professions educators with members in over 90 countries, at all career stages and spanning all phases of education. Our mission is to encourage and inspire excellence in education in the health professions and we deliver this by enabling and promoting collaboration with, and between, a diverse and inclusive global community of health professionals, educators, and other stakeholders to foster scholarship and best practice.
Each year our annual conference brings together professionals, educators, students, institutions and organisations from a broad variety of healthcare sectors, to share, collaborate and network.
Addressing and showcasing the latest developments and practices in healthcare professions education and beyond, the annual conference is a chance to make connections, learn new approaches, and get involved in the development of our sector.
Gateway scope:
This Gateway showcases work presented at the AMEE 2024 conference, and includes non-peer reviewed content such as Documents, Posters and Slides as well as articles. These formats provide early visibility of developing knowledge, and allow authors to publicly display important supporting work to their research in a shareable and citable format. Presenters are asked to ‘opt-in’ to this service so the content does not capture the entirety of what was presented but an overview is available via the abstract book and programme.
We also welcome submission of full-length scholarly articles linked to work presented at the conference in any of the formats accepted by MedEdPublish. These include brief reports, new educational methods, practical tips and opinion articles, in addition to research and review articles.
Eligibility:
All presenters who have had an abstract accepted will have been offered the opportunity to publish their poster or slides in the Gateway and those who opted in will have been sent full instructions on how to submit their work. There is a small administrative fee associated with this service – please contact the AMEE team on conferences@amee.org for further details if you missed the invitation and would like to take advantage of this opportunity. Posters and slides are not peer-reviewed but will be allocated a DOI and will be shareable and citeable.
Full-length articles related to work presented at the conference are also invited – please include your abstract ID number and the title of your presentation along with your submission. If you wish to submit an article that is not directly related to your own presentation, for example an open letter or opinion article about the conference, please contact the AMEE team to discuss its suitability for inclusion in the Gateway.
Gateway Areas
Teaching, learning and assessment as it relates to surgery in undergraduate or postgraduate education and continuing professional development.
Covers all aspects of assessment and feedback in the health professions, including written tests, clinical exams, and work-place based assessment, as well as performance appraisal.
Includes approaches to course and curriculum development, topic selection, instructional design, needs assessment and any other aspects of the planning process whether at activity, course, or curriculum level.
This theme is concerned with patient safety education - for example, how patient safety can be embedded into educational programmes and practices or learning from patient safety data. Submissions related to quality improvement science and human factors education are also welcome in this category.
Covers issues such as challenging bias and stereotypes, widening participation and improving representation in health professions education.
Studies or initiatives specifically designed to promote learning across professions or disciplines, as well as those more generally aimed at encouraging team working.
Includes all teaching and learning in simulated settings, whether lo-fi or hi-fi. For example, work involving simulated patients, conducted in simulation centres or integrating simulated practice into clinical teaching episodes.
This theme is concerned with any factors which may affect how and what learners learn. It includes topics such as student support and engagement, stress, wellbeing, and burnout, as well as studies exploring the learning environment and the characteristics and choices of learners.
This theme covers any aspect of teaching, learning or assessment to promote sustainability in health professions education. In particular it involves initiatives to equip learners or teachers with the knowledge, skills, values, competence and confidence they need to sustainably promote the health, human rights and well-being of current and future generations, while protecting the health of the planet.
Abstracts submitted to this theme should relate to educational delivery, whether this is face-to-face, online, or blended. It includes the format and methods selected, group size and group management strategies.
Special emphasis on using technology to enhance teaching and learning. Relevant submissions should have a focus on the design, delivery and implementation of learning by using a variety of devices and approaches, such as innovative content delivery, collaborative learning, social media, virtual and mixed reality environments, gamification and application of artificial intelligence.
Covers high-level issues faced by medical schools and other training providers where decisions are required about what type of programmes will be offered, to which types of learners, and by which staff members, and how these programmes are delivered, monitored, and improved.
Abstracts submitted in this theme should relate specifically to the professional development of teachers or trainers of health professionals – i.e., the education faculty - whether at the individual or organisational level. This track also covers topics such as professional identity formation amongst health professions educators, evaluation of teacher performance and career progression of educators.
This theme replaces the previous ‘Education Research’ track, in acknowledgement that scholarship of education is a broader area of work. Abstracts relating to the research process from start to finish, such as applying for funding, research ethics, data-sharing, methodology, theory, and dissemination can be submitted in this track, along with work exploring how research and scholarship is encouraged and supported in more general terms.