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Last Call* IAMSE Seeking 2026 Manual Proposals Due October 1, 2024

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This is the last call that the IAMSE Manuals Editorial Board is seeking proposals for contributions to the IAMSE Manuals book series to be published in 2026.

The IAMSE Manuals series was established to disseminate current developments and best evidence-based practices in healthcare education, offering those who teach in healthcare the most current information to succeed in their educational roles. The Manuals offer practical “how-to-guides” on a variety of topics relevant to teaching and learning in the healthcare profession. The aim is to improve the quality of educational activities that include, but are not limited to: teaching, assessment, mentoring, advising, coaching, curriculum development, leadership and administration, and scholarship in healthcare education, and to promote greater interest in health professions education. They are compact volumes of 100 to 175 pages that address any number of practical challenges or opportunities facing medical educators. The manuals are published by Springer; online versions are offered to IAMSE members at a reduced price.

We welcome proposal submissions on topics relevant to IAMSE’s mission and encourage multi-institutional, international, and interprofessional contributions. Topics for the manuals may vary widely, including but not limited to the following:

  • Program Evaluation
  • CQI in Medical Education
  • Educational Models and Conceptual Frameworks
  • Teaching Using Learning Strategies
  • Approaches to Curriculum Design and Integration
  • Professionalism
  • Educational Technology
  • Cultural Competence and Health Equity
  • Student Engagement, Motivation, and Remediation

Previously published manuals can be found by clicking here. 

The essential factors to consider in submitting a proposal are the proposed topic:

  1. Informs medical education practice;
  2. Provides practical instructions and tips to the reader;
  3. Excites interest in the medical education community;
  4. Demonstrates careful attention to sound research and theory.
  5. Has a track record of being an expert in the proposed field;
  6. Is composed of authors from multi-institutions.

We welcome proposals from medical educators, theorists, researchers, and administrators. The entire proposal should not exceed 2,500 words. The following criteria will be used to evaluate proposal submissions:

  • Statement of Interest
    • The Statement of Interest should include the authors’ motivation for writing the manual, the relevance of the topic to current medical education practices, and how the proposed manual aligns with the overall mission of IAMSE. Authors should also discuss their expertise in the subject matter, previous contributions to medical education, and any collaborative efforts with other institutions or professionals that strengthen the proposal.
  • Objectives
    • The objectives should emphasize specific instructional practices that readers can implement in their instructional settings.
  • Description of the proposed manual
    • The description should clearly explain the primary topic of the manual, how—and to what extent—the topic is covered in existing publications, and how the proposed manual addresses gaps in the extant literature.
  • Manual title in conjunction with an expanded table of contents (TOC)
    • The expanded TOC should identify the major topics to be covered in each chapter, with short (two- to three-sentence) descriptions of what will be included in each chapter
  • Description of the target audience.
    • The description should include the anticipated size of the readership (i.e., the size of the market). 
  • A statement of general interest that addresses the expertise, skills, and attributes of the authors that contribute to the topic. (no longer than 1-2 pages in length)
  • Listing of authors. Include brief biographical sketches (no longer than 1-2 pages in length). 

To submit your proposal, please click here. The submission deadline is October 1, 2024.

Each proposal will be evaluated by the IAMSE Manuals Editorial Board using the criteria specified above. The Editorial Board will then discuss the proposals and select 2-to-3 for publication. Selections will be based on how well the proposals match the above criteria. We expect publication decisions to be made by December 2024. We anticipate that selected manual proposals will be published during the second half of 2025.

Eligibility
Both IAMSE members and non-members are eligible to submit a proposal. IAMSE is a diverse community and strives to reflect that diversity in the composition of its authors. The Editorial Board welcomes applications from members of different countries, various health professions backgrounds, and members of minority groups.

If you have any questions about submission or the Manuals series please contact 
support@iamse.org.

I look forward to your submissions.

Click Here to Submit Your Proposal

Submit Your Manuscript to Medical Science Educator

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Medical Science Educator, the peer-reviewed journal of the International Association of Medical Science Educators (IAMSE), publishes scholarly work in the field of health sciences education. The journal publishes six issues per year by Springer Publishing. We welcome contributions in the format of Short Communication, Original Research, Monograph, Commentary, and Innovation. Please visit our website www.medicalscienceeducator.org for a more detailed description of these types of articles.

I look forward to receiving your submissions.

Thank you,
David M. Harris
Editor-in-Chief

Submit a Manuscript

Reminder* IAMSE Seeking 2026 Manual Proposals

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Due October 1, 2024

As a reminder, the IAMSE Manuals Editorial Board is seeking proposals for contributions to the IAMSE Manuals book series to be published in 2026.

The IAMSE Manuals series was established to disseminate current developments and best evidence-based practices in healthcare education, offering those who teach in healthcare the most current information to succeed in their educational roles. The Manuals offer practical “how-to-guides” on a variety of topics relevant to teaching and learning in the healthcare profession. The aim is to improve the quality of educational activities that include, but are not limited to: teaching, assessment, mentoring, advising, coaching, curriculum development, leadership and administration, and scholarship in healthcare education, and to promote greater interest in health professions education. They are compact volumes of 100 to 175 pages that address any number of practical challenges or opportunities facing medical educators. The manuals are published by Springer; online versions are offered to IAMSE members at a reduced price.

We welcome proposal submissions on topics relevant to IAMSE’s mission and encourage multi-institutional, international, and interprofessional contributions. Topics for the manuals may vary widely, including but not limited to the following:

  • Program Evaluation
  • CQI in Medical Education
  • Educational Models and Conceptual Frameworks
  • Teaching Using Learning Strategies
  • Approaches to Curriculum Design and Integration
  • Professionalism
  • Educational Technology
  • Cultural Competence and Health Equity
  • Student Engagement, Motivation, and Remediation

Previously published manuals can be found by clicking here. 

The essential factors to consider in submitting a proposal are the proposed topic:

  1. Informs medical education practice;
  2. Provides practical instructions and tips to the reader;
  3. Excites interest in the medical education community;
  4. Demonstrates careful attention to sound research and theory.
  5. Has a track record of being an expert in the proposed field;
  6. Is composed of authors from multi-institutions.

We welcome proposals from medical educators, theorists, researchers, and administrators. The entire proposal should not exceed 2,500 words. The following criteria will be used to evaluate proposal submissions:

  • Statement of Interest
    • The Statement of Interest should include the authors’ motivation for writing the manual, the relevance of the topic to current medical education practices, and how the proposed manual aligns with the overall mission of IAMSE. Authors should also discuss their expertise in the subject matter, previous contributions to medical education, and any collaborative efforts with other institutions or professionals that strengthen the proposal.
  • Objectives
    • The objectives should emphasize specific instructional practices that readers can implement in their instructional settings.
  • Description of the proposed manual
    • The description should clearly explain the primary topic of the manual, how—and to what extent—the topic is covered in existing publications, and how the proposed manual addresses gaps in the extant literature.
  • Manual title in conjunction with an expanded table of contents (TOC)
    • The expanded TOC should identify the major topics to be covered in each chapter, with short (two- to three-sentence) descriptions of what will be included in each chapter
  • Description of the target audience.
    • The description should include the anticipated size of the readership (i.e., the size of the market). 
  • A statement of general interest that addresses the expertise, skills, and attributes of the authors that contribute to the topic. (no longer than 1-2 pages in length)
  • Listing of authors. Include brief biographical sketches (no longer than 1-2 pages in length). 

To submit your proposal, please click here. The submission deadline is October 1, 2024.

Each proposal will be evaluated by the IAMSE Manuals Editorial Board using the criteria specified above. The Editorial Board will then discuss the proposals and select 2-to-3 for publication. Selections will be based on how well the proposals match the above criteria. We expect publication decisions to be made by December 2024. We anticipate that selected manual proposals will be published during the second half of 2025.

Eligibility
Both IAMSE members and non-members are eligible to submit a proposal. IAMSE is a diverse community and strives to reflect that diversity in the composition of its authors. The Editorial Board welcomes applications from members of different countries, various health professions backgrounds, and members of minority groups.

If you have any questions about submission or the Manuals series please contact support@iamse.org.

We look forward to your submissions.

Submit Your Proposal Here!

IAMSE LGBTQ+ Community in Health Professions Education Community of Growth Announces New Leader, Meeting Times

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IAMSE Communities of Growth (CoG) are ongoing groups of like-minded individuals who want to informally get together to connect over an area or topic of their interest. One of these communities is the IAMSE LGBTQ+ Community in Health Professions Education CoG.

IAMSE is pleased to announce that the LGBTQ+ Community in Health Professions Education CoG has a new CoG Leader, Cory Gerwe, of Macon and Joan Brock Virginia Health Sciences at Old Dominion University. The IAMSE LGBTQ+ Community in Health Professions Education CoG also has new meeting times, which are listed below. Keep an eye on your email for additional IAMSE CoG announcements each month for those that are meeting that month, and how to join!

LGBTQ+ Community in Medical Education CoG Meetings:

  • October 31, 2024 – 12:00 PM ET
  • January 9, 2025 – 12:00 PM ET
  • April 10, 2025 – 12:00 PM ET
  • July 10, 2025 – 12:00 PM ET

The IAMSE LGBTQ+ Community in Health Professions Education CoG is for IAMSE members interested in celebrating and learning about the LGBTIQ+ (Lesbian, Gay, Bisexual, Transgender, Intersex, Queer+) community in health professions education. This CoG aims to create and foster a community for health professions educators interested in LGBTQIA+ topics as well as promote education on and advocate for inclusive standards in medical curricula. This CoG is designed to be an open, innovative gathering place for diverse ideas and viewpoints to strive for academic excellence. It will be primarily focused on engagement and education for allied faculty, staff and students with the hopes and joy of honoring intersectionality. As health professions educators, we strive for best practices that address the adjusting needs of our current and future students, which requires active pursuit for changing cultures. Shared knowledge provides an opportunity for students who have historically been underrepresented in the health professions curriculum to feel welcome and acknowledged.

For more information on the LGBTQ+ Community in Medical Education CoG, contact Cory Gerwe, CoG Leader, at gerwecd@odu.edu.

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Corley and Dearden to present Laying the Groundwork

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Join the upcoming IAMSE Fall Webcast Audio Seminar series webinar series with the theme of “Push and Pull: Navigating Strains in Health Education.” Over five sessions, we will cover a variety of topics including disability in medicine, the impact of AI, mentoring, and more.

Don’t miss this exciting opportunity to join the conversation on Navigating Strains in Health Education!

Learn More About the Fall 2024 Series

The series began on September 19 with a presentation by Lisa M. Meeks, ‘Disability in Medicine: Why We Need More Disabled Physicians.’ The series continues on September 26 with speakers Yerko Berrocal, Kathryn Huggett, and Robert Opoka, presenting ‘Approaching Curricular Reform,’ followed by the October 3 session, ‘AI Impact and Blowback – An Introduction,’ presented by Dennis Bergau. The series will continue on October 10 with J. Corey Williams and Melissa Chen presenting ‘Stigma in Medicine: The Power of Language.’ To wrap up the Fall 2024 WAS Series will be Dyron Corley and Stephanie Dearden presenting ‘Laying the Groundwork: Enhancing Medical Student Preparedness Through Pre-Matriculation and Mentoring’ on October 17.

Below we look at the fourth week’s presentation:

Dyron Corley, EeD
Stephanie Dearden, MA, NCC

Laying the Groundwork:
Enhancing Medical Student Preparedness
Through Pre-Matriculation and Mentoring

Presenter: Dyron Corley, EdD, and Stephanie Dearden, MA, NCC, both of Rowan-Virtua School of Osteopathic Medicine
Session Date & Time: October 17, 2024 at 12:00 PM EDT
Session Description: This workshop will delve into the role of pre-matriculation programs and student mentoring in fostering medical student success when transitioning into medical school and during their first year. We will discuss how we designed our pre-matriculation program to evaluate and address the various needs of incoming medical students. This session will equip attendees with the knowledge and tools to develop pre-matriculation programs at their respective institutions to enhance student preparedness by sharing an overview of our program and the lessons we have learned. We conclude by examining the importance of continuous support beyond pre-matriculation, emphasizing the role of mentoring in helping students establish a sense of belonging and confidence during their first year. 

Register Today!
IAMSE Fall WAS FAQ

As always, IAMSE Student Members can register
for the series for FREE!

For more information on the free registration for students who are active members of IAMSE, please reach out to support@iamse.org. If you are a student who is interested in starting a membership, we would love to have you join us for only $25! Click here for more details.

IAMSE #VirtualForum24 Welcomes Thomas Thesen

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The International Association of Medical Science Educators (IAMSE) invites you to join us for our third annual Virtual Forum! Join us October 23-25, 2024, as we host ignite talks, lightning talks, and more. The virtual forum is designed for all interested in teaching, designing, and leading health professions sciences curricula. Participants include students & trainees, basic scientists, providers, clinicians, and other faculty from across various healthcare and educational disciplines. We specifically encourage junior faculty, postdocs, and students to participate in the forum. This year’s theme: “Looking Ahead: Teaching and Learning in a Virtual/Digital Era.”

The first of our three ignite speakers is Thomas Thesen from the Geisel School of Medicine at Dartmouth. He will be presenting “Precision Medical Education through AI-Powered Patient Simulations: A Cross-Cultural Approach” from 10:15 AM – 11:15 AM EDT on Wednesday, October 23, 2024.

Explore the Full Schedule

Precision Medical Education through
AI-Powered Patient Simulations:
A Cross-Cultural Approach

Thomas Thesen
Geisel School of Medicine at Dartmouth

Wednesday, October 23, 2024
10:15 AM – 11:15 AM EDT

This Ignite talk will explore the use of AI-driven simulations to advance medical education by creating dynamic, realistic training environments for healthcare professionals. These innovative tools enable trainees to practice clinical skills, including patient interviews, diagnostic reasoning, and handling challenging conversations, in a safe and controlled setting. By providing immediate, personalized feedback, AI simulations support the development of core competencies and promote deeper learning tailored to individual needs.

The presentation will also discuss how AI-driven simulations can be adapted to reflect diverse cultural contexts, enhance communication skills, and prepare students for difficult conversations, such as delivering bad news or managing sensitive topics. We will highlight examples from ongoing implementations, including medical schools in the United States, Kenya, and specialized training programs for lay health workers in Liberia.

Attendees will participate in a 20-minute interactive breakout session to explore the application of these AI tools in various educational settings, followed by a large group discussion on the potential impact of AI on medical training. By the end of this session, participants will be equipped with practical strategies and insights that they can apply to enhance the training of their own students, using AI-driven simulations to foster more effective, personalized, and culturally sensitive learning experiences.

Click Here to Register!

IAMSE #VirtualForum24 Welcomes Thomas Thesen

Posted by

The International Association of Medical Science Educators (IAMSE) invites you to join us for our third annual Virtual Forum! Join us October 23-25, 2024, as we host ignite talks, lightning talks, and more. The virtual forum is designed for all interested in teaching, designing, and leading health professions sciences curricula. Participants include students & trainees, basic scientists, providers, clinicians, and other faculty from across various healthcare and educational disciplines. We specifically encourage junior faculty, postdocs, and students to participate in the forum. This year’s theme: “Looking Ahead: Teaching and Learning in a Virtual/Digital Era.”

The first of our three ignite speakers is Thomas Thesen from the Geisel School of Medicine at Dartmouth. He will be presenting “Precision Medical Education through AI-Powered Patient Simulations: A Cross-Cultural Approach” from 10:15 AM – 11:15 AM EDT on Wednesday, October 23, 2024.

Explore the Full Schedule

Precision Medical Education through
AI-Powered Patient Simulations:
A Cross-Cultural Approach

Thomas Thesen
Geisel School of Medicine at Dartmouth

Wednesday, October 23, 2024
10:15 AM – 11:15 AM EDT

This Ignite talk will explore the use of AI-driven simulations to advance medical education by creating dynamic, realistic training environments for healthcare professionals. These innovative tools enable trainees to practice clinical skills, including patient interviews, diagnostic reasoning, and handling challenging conversations, in a safe and controlled setting. By providing immediate, personalized feedback, AI simulations support the development of core competencies and promote deeper learning tailored to individual needs.

The presentation will also discuss how AI-driven simulations can be adapted to reflect diverse cultural contexts, enhance communication skills, and prepare students for difficult conversations, such as delivering bad news or managing sensitive topics. We will highlight examples from ongoing implementations, including medical schools in the United States, Kenya, and specialized training programs for lay health workers in Liberia.

Attendees will participate in a 20-minute interactive breakout session to explore the application of these AI tools in various educational settings, followed by a large group discussion on the potential impact of AI on medical training. By the end of this session, participants will be equipped with practical strategies and insights that they can apply to enhance the training of their own students, using AI-driven simulations to foster more effective, personalized, and culturally sensitive learning experiences.

Register for the IAMSE #VirtualForum24

Williams and Chen to present Stigma in Medicine: The Power of Language

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Join the upcoming IAMSE Fall Webcast Audio Seminar series webinar series with the theme of “Push and Pull: Navigating Strains in Health Education.” Over five sessions, we will cover a variety of topics including disability in medicine, the impact of AI, mentoring, and more.

Don’t miss this exciting opportunity to join the conversation on Navigating Strains in Health Education!

Learn More About the Fall 2024 Series

The series began on September 19 with a presentation by Lisa M. Meeks, ‘Disability in Medicine: Why We Need More Disabled Physicians.’ The series continues on September 26 with speakers Yerko Berrocal, Kathryn Huggett, and Robert Opoka, presenting ‘Approaching Curricular Reform,’ followed by the October 3 session, ‘AI Impact and Blowback – An Introduction,’ presented by Dennis Bergau. The series will continue on October 10 with J. Corey Williams and Melissa Chen presenting ‘Stigma in Medicine: The Power of Language.’ To wrap up the Fall 2024 WAS Series will be Dyron Corley and Stephanie Dearden presenting ‘Laying the Groundwork: Enhancing Medical Student Preparedness Through Pre-Matriculation and Mentoring’ on October 17.

Below we look at the fourth week’s presentation:

J. Corey Williams, MD, MA
Melissa Chen, MD

Stigma in Medicine: The Power of Language

Presenters: J. Corey Williams, MA, MD, Georgetown University Medical Center, and Melissa Chen, MD, Rosalind Franklin University
Session Date & Time: October 10, 2024 at 12:00 PM EDT
Session Description:

Learning objectives

  • Recognize that stigmatizing language in clinical documentation and oral presentations can propagate bias from one clinician to another, deleteriously influencing diagnostic and treatment decisions
  • Identify stigmatizing language within a sample written clinical vignette
  • Revise a written vignette to use person-first, antioppressive language

Documentation and oral presentation serve several critical functions within a clinical team. Depending on how patients are described, including historically stigmatized descriptors, clinicians may perpetuate the codification of racial disparities in service delivery, teaching trainees racist ideas and communicating biases to other clinicians. Current research has shown that documentation has the power to influence diagnostic and treatment decisions independent of other factors. In this session, participants will recognize that stigmatizing language in clinical documentation and oral presentations can propagate bias from one clinician to another, deleteriously influencing diagnostic and treatment decisions. And, participants will reflect on anti-racist documentation practices using sample vignettes and case examples.

Register Today!
IAMSE Fall WAS FAQ

As always, IAMSE Student Members can register
for the series for FREE!

For more information on the free registration for students who are active members of IAMSE, please reach out to support@iamse.org. If you are a student who is interested in starting a membership, we would love to have you join us for only $25! Click here for more details.

Reminder* Register Now for the IAMSE 2024 Virtual Forum

Posted by

As a reminder, registration for the third annual International Association of Medical Science Educators (IAMSE) Virtual Forum is open! Join us October 23-25, 2024, as we host lightning talks, ignite talks, and more! The theme for the Virtual Forum is:

Looking Ahead: Teaching and Learning
in a Virtual/Digital Era

The virtual forum is designed for all interested in teaching, designing, and leading health professions sciences curricula. Participants include students & trainees, basic scientists, providers, clinicians, and other faculty from across various healthcare and educational disciplines. We specifically encourage junior faculty, postdocs, and students to participate in the forum.

Additional details and registration can be found at www.IAMSEForum.org. Looking forward to meeting you at the forum!

Register Today!

Bergau continues IAMSE Fall 2024 Webcast Audio Seminar Series

Posted by

Join the upcoming IAMSE Fall Webcast Audio Seminar series webinar series with the theme of “Push and Pull: Navigating Strains in Health Education.” Over five sessions, we will cover a variety of topics including disability in medicine, the impact of AI, mentoring, and more.

Don’t miss this exciting opportunity to join the conversation on Navigating Strains in Health Education!

Learn More About the Fall 2024 Series

The series begins on September 19 with a presentation by Lisa M. Meeks, ‘Disability in Medicine: Why We Need More Disabled Physicians.’ The series will continue on September 26 with speakers Yerko Berrocal, Kathryn Huggett, and Robert Opoka, presenting ‘Approaching Curricular Reform,’ followed by the October 3 session, ‘AI Impact and Blowback – An Introduction,’ presented by Dennis Bergau. The series will continue on October 10 with J. Corey Williams and Melissa Chen presenting ‘Stigma in Medicine: The Power of Language.’ To wrap up the Fall 2024 WAS Series will be Dyron Corley and Stephanie Dearden presenting ‘Laying the Groundwork: Enhancing Medical Student Preparedness Through Pre-Matriculation and Mentoring’ on October 17.

Below we look at the third week’s presentation:

Dennis Bergau, PhD

AI Impact and Blowback – An Introduction

Presenter: Dennis Bergau, PhD, M3A Worldwide, Inc.
Session Date & Time: October 3, 2024 at 12:00 PM EDT
Session Description: A brief overview of the existing AI landscape will be presented followed by some considerations related to the impact evolving AI will have on medical education and the potential downstream blowback related to consequences that were either overlooked, ignored, or unforeseen. Discussion breakout sessions will take place followed by a regroup to review what was discussed in each of the breakout sessions.

Register Today!
IAMSE Fall WAS FAQ

As always, IAMSE Student Members can register
for the series for FREE!

For more information on the free registration for students who are active members of IAMSE, please reach out to support@iamse.org. If you are a student who is interested in starting a membership, we would love to have you join us for only $25! Click here for more details.

Say Hello to our Featured Member Khiet Ngo!

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Our association is a robust and diverse set of educators, students, researchers, medical professionals, volunteers and academics that come from all walks of life and from around the globe. Each month we choose a member to highlight their academic and professional career and see how they are making the best of their membership in IAMSE. This month’s Featured Member is Khiet Ngo.

Khiet Ngo
Associate Dean of Clinical Skills Education and Innovation
University of California, Riverside School of Medicine
Riverside, California, USA

How long have you been a member of IAMSE? 
I have been an active member of IAMSE for 7 years.

Looking at your time with the Association, what have you most enjoyed doing? What are you looking forward to?
Learning! As a clinician, I used to spend much of my time thinking about and practicing “clinical medicine.” Having the privilege of being part of the IAMSE community has helped me to re-discover the value and importance of the basic sciences in daily clinical practice. The “learning” has come from the annual meetings, the many collaborations and friendships with basic scientists that IAMSE has made possible, and service to the organization. Cognitive integration and adaptive expertise are frameworks that are currently at the forefront of medical education pedagogy. I hope to contribute to efforts within IAMSE and beyond to develop tools and strategies to bring these principles into practice for learners and educators.

What interesting things are you working on outside of the Association right now?
Serving as Associate Dean for Clinical Skills Education and Innovation at the University of California, Riverside School of Medicine (UCR-SM) may be one of the best jobs in the world! As a relatively young (10 years) medical school, our students, faculty, and leadership are continuing to lay the foundation and build the culture of the school for decades to come. In this role, my day-to-day work involves collaborating with different disciplinary teams to integrate key domains of undergraduate medical education – basic science, clinical science, doctoring, health system science, physician identity formation, and clinical reasoning. How to do this integration effectively in a complex learning environment that includes sophisticated learners, busy faculty, and the explosion of artificial intelligence is a daily joyous challenge!

As of earlier this year, you are a new Associate Editor for Medical Science Educator. What do you enjoy about this position and being a part of MSE?
The opportunity to be a part of the Medical Science Educator Editorial Board is really about learning for myself and service to IAMSE and our larger medical education community. The amount of talent, experience, and wisdom on the board is off the charts. As the new kid on the block, I’m constantly learning from the other board members who all have much more experience than I have. The chance to do the actual reviews from the perspectives of the authors, the review team, and as Associate Editor is also such a unique learning opportunity. I have learned so much from every manuscript I review, reading the summaries from other reviewers, and offering insights to the authors to help make their manuscript just that much better, which hopefully will translate into a better experience for readers of the Journal. 

How does being a physician play into your role in preclerkship and basic science education?
Being a clinician who serves predominantly in the pre clerkship medical education space has been quite complimentary. This blend has shaped how I frame basic science topics when working with pre-clerkship students, and it has also influenced how I frame clinical science for our clinical students. This dual role has helped me to “see” the cognitive integration that many learning scientists suggest makes for more effective learning, and better prepares learners for their future learning.

Anything else that you would like to add?
Yes! If you’re a basic scientist, find ways to collaborate more with clinicians. Nudge them to join IAMSE! If you’re a clinician, open the doors to the basic sciences and basic scientists into your clinical practice and clinical teaching – this will improve care for patients and learning for your students.

MEETING CANCELED*LGBTQ+ Community in Medical Education Community of Growth

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Due to unforeseen circumstances, the IAMSE LGBTQ+ Community in Medical Education Community of Growth (CoG) meeting that was set for Thursday, September 5, 2024, has been canceled.

We will update you on later LGBTQ+ Community in Medical Education CoG meetings when more information is available. We regret having to cancel this meeting on such short notice, but be on the lookout for further updates.