IAMSE Communities of Growth (CoGs) are ongoing groups of like-minded individuals who want to informally get together to connect over an area or topic of interest. A Community of Growth is not directly connected to any Committee and is self-organized. For more information on IAMSE CoGs, click here.
Two IAMSE CoGs will be meeting in August! The AI CoG, and the LGBTQ+ CoG will both meet on Zoom. Below are the details for each meeting.
AI CoG
The AI CoG meeting on Zoom will take place at Noon (12 PM) EDT on Wednesday, August 6, 2025. IAMSE AI CoG meetings take place regularly at 12 PM ET on the first Wednesday of each month. For information on how to join the AI CoG, email Doug McKell at douglas.mckell@gmail.com.
To join the August AI CoG Zoom meeting, click here. Meeting ID: 897 1837 0101 Passcode: 511007
LGBTQ+ CoG
The LGBTQ+ Community in Health Professions Education CoG meeting will take place on Zoom at 12:00 PM EDT on Thursday, August 14, 2025. The next LGBTQ+ meeting will be in November. For more information on the LGBTQ+ Community in Health Professions Education CoG, contact Cory Gerwe at gerwecd@odu.edu.
To join the August LGBTQ+ CoG meeting, click here. Meeting ID: 891 0015 9051 Passcode: 593328
As you may know, IAMSE has published nine how-to manuals with several more to come in the next year. New to the series is: Leveraging and Assessing Student Thinking. Each manual is available as a digital download and priced at only $15 for IAMSE members. Not an IAMSE member yet? Join here today!
Leveraging and Assessing Student Thinking. This manual examines eliciting and interpreting student thinking in medical education, helps medical educators practice what it means to teach in a learner-centered way by leveraging student thinking, and provides practical examples of how to elicit and interpret or assess student thinking.
How to Provide Authentic Feedback in Medical Education. This manual provides a quick reference guide to assist educators in providing authentic feedback, how to address feedback in pre-clinical and clinical situations, and the benefits of two-way feedback in improving instruction. This manual is a collective effort between medical educators designed to ensure authentic feedback is structured for both the learner and the learning environment.
Best Practices for Acknowledging & Addressing Racial & Ethnic Health Disparities. This manual is an instructional guide to provide healthcare educators with best practices for acknowledging and addressing racial and ethnic health disparities (REHD) in medical education. As a collaborative effort written by both medical students and educators, this manual examines the impact of race, racism, and ethnic biases on medical care and health outcomes.
A Step-by-Step Guide to Case-Based Collaborative Learning (CBCL). CBCL combines elements from team-, case- and problem-based based learning using a flipped classroom model. This book presents a detailed “how to” guide on how to create CBCL classroom materials, how to facilitate vivid discussions, and how to support students and faculty in a CBCL curriculum. While originally developed in context of undergraduate medical education, the CBCL method is of interest to anyone in higher education that values flipped classroom methods and discussion-based teaching.
Mentoring in Health Professions Education. This IAMSE Manual defines the field of academic medicine as highly dependent on finding and relating to mentors at virtually every career stage. It describes and analyzes successful mentor/mentee relationships, examines personal experiences, as well as a data-driven approach, to explore the many different roles and perspectives on mentoring relationships and ultimately the mentoring culture. The editors look at the data with respect to the success of different mentoring strategies and diverse programs.
Rubrics – A tool for feedback and assessment viewed from different perspectives. This IAMSE Manual describes how to use rubrics in higher education, especially in the highly specialized health sciences education setting. The book provides a conceptual framework, practices and a series of checklists that educators can use to design their own rubrics for a variety of situations and content. It highlights varying perspectives, from teachers, students, educational advisors, and curriculum managers, while providing practical tips for developing and using rubrics.
How-To Guide for Team-Based Learning. This “How-To” Guide for Team-Based Learning is a manual that provides an overview of the fundamental components TBL and serves as a blueprint for instructors considering using this technique. The manual also identifies factors that will facilitate or sabotage a successful implementation of TBL. Authored by Ruth Levine and Patricia Hudes, both internationally recognized experts in the field of TBL.
How-To Guide for Active Learning. This manual is a compilation of teaching strategies in active learning to adapt to your own large group settings. Each chapter is a specific description of a strategy written by authors who are experienced in using the strategy in a classroom environment with students. The Manual chapters are designed to be accessible and practical to the reader. The manual is edited by Alice Fornari and Ann Poznanski.
How-To Guide for Team-Based Learning Japanese Translation. IAMSE is proud to announce that we now have a Japanese translation of this “How-To” guide! The How-To Guide for Team-Based Learning was authored by Ruth Levine and Patricia Hudes and translated by Yukari Igarashi, Mariko Iida, Yoko Shimpuku, Yoichiro Miki, and Hiromi Seo.
Manuals are also available for purchase on the Springer website here in paperback or digital editions. Please note that all IAMSE manuals are for individual use only.
Don’t miss your chance to submit a Lightning Talk abstract for the fourth IAMSE Virtual Forum to be held October 22-24, 2025! The IAMSE Virtual Forum is an entirely virtual synchronous event offering opportunities for faculty and student development and networking, bringing together medical sciences and medical education across the continuum of healthcare education.
Lightning Talks are short 7-minute live presentations followed by 7-minutes of questions and answers that will provide presenters a chance to share their work, including works in process. Abstracts for Lightning Talks must be submitted in the format requested through the online abstract submission site here.
The submission deadline is July 31, 2025, at 11:59 PM EDT.
There is no limit on the number of abstracts you may submit, but it is unlikely that more than one presentation per presenter can be accepted due to scheduling complexities. Abstract acceptance notifications will be returned in September 2025. Please contact support@iamse.org for any questions about your submission.
Looking forward to seeing you virtually this October!
As the leads of the IM-REACH Mentoring Program, we would like to congratulate those who have completed the program this year.
Mentoring students, postdocs, and faculty and guiding their work is crucial for their success in diverse career paths that encompass leadership, clinical and educational roles. The IM-REACH Mentoring Program is a scholarly professional development program that prepares participants for diverse roles as leaders of mentoring programs, as well as mentors that support mentees in their career paths and academic pursuits. Mentorship is a skill for both the mentor and mentee, a true dynamic relationship that is a journey in pursuit of career engagement and success.
2025 IM-REACH Mentoring Program Cohort:
Jessica Chacon – Texas Tech University Health Sciences Center El Paso
Stella Goeschl – Medical University of Vienna
Abigail Hielscher – University of Vermont Larner College of Medicine
Tomika Jones – University of Maryland, Baltimore
Kelly Kieffer – Geisel School of Medicine at Dartmouth
Antonio Lopez – Faculty of Medicine of the University of Lisbon
Jennifer Marsella – University of Rochester Medical Center
Sumitra Miriyala – AT Still University
Chasity O’Malley – Wright State University, Boonshoft School of Medicine
Piyush Ranjan – AIIMS New Delhi
Joel Roberts – Rocky Vista University
Richard Silvia – MCPHS School of Pharmacy – Boston
Shiyuan Wang – Rowan-Virtua School of Osteopathic Medicine
Yuan Zhao – Sam Houston State University College of Osteopathic Medicine
Please join us in congratulating the 2025 IM-REACH Mentoring Program Cohort. If you are interested in the IM-REACH Mentoring Program, please visit our website here.
Thank you, Alice Fornari and Darshana Shah IM-REACH Mentoring Program Leads
On behalf of the Educational Scholarship Committee, we’d like to congratulate those who have completed this year’s IAMSE Medical Educator Fellowship Program.
The Fellowship program is designed to develop well-rounded medical education scholars with additional evidence of specialized achievement that enhances and supports career advancement.
Medical Educator Fellows Completing the Fellowship in 2025:
Tracey Weiler – Florida International University
Bei Zhang – University of Vermont Larner College of Medicine
Launa Lynch – Idaho College of Osteopathic Medicine
Jorge Cervantes – Nova Southeastern University Kiran C. Patel College of Allopathic Medicine
Ebun Ebunlomo – Houston Methodist
Michael Herr – University of Alabama at Birmingham
Aniela Mendez – Tecnologico de Monterrey
Keshab Raj Paudel – Burrell College of Osteopathic Medicine
Please join me in congratulating our new fellows. If you are interested in the IAMSE Fellowship program, please visit our website here.
Thank you, Alana Newell Chair, Educational Scholarship Committee
The International Association of Medical Science Educators (IAMSE) is pleased to announce the call for Focus Sessions for their 30th Annual IAMSE Conference to be held at the Marriott Augusta Convention Center in Augusta, Georgia, USA, June 6-9, 2026. The IAMSE Conference offers opportunities for faculty development and networking, bringing together educators from across the continuum of health sciences education. The theme of the IAMSE 2026 Conference is Flourishing Through Change: Adaptability, Innovation, and Growth in Health Sciences.
The purpose of a 90-minute Focus Session is to “focus in” on a specific topic in a small group interactive discussion format. Based on previous years, group size might vary between 10-70 individuals. The exact format for the session is at the discretion of the session leader(s), as long as not more than one-third of the time is being used for formal presentation and the remainder of the time is used for interaction, active learning in small groups, and discussion. The Program Committee welcomes a wide spectrum of submissions, such as multi-institutional and inter-professional collaborations and presenter teams consisting of junior and senior faculty and students.
All abstracts must be submitted in the format requested through the online abstract submission form found here.
Submission Deadline is September 1, 2025.
Abstract acceptance notifications will be sent by November 1, 2025. Please contact support@iamse.org for any questions about your submission.
We hope to see you in Augusta next year!
Thank you, Will Brooks Chair, IAMSE 2026 Program Committee
As a reminder, the call for abstracts for Lightning Talk presentations for the fourth IAMSE Virtual Forum to be held October 22-24, 2025, is currently open. The IAMSE Virtual Forum is an entirely virtual synchronous event offering opportunities for faculty and student development and networking, bringing together medical sciences and medical education across the continuum of healthcare education.
Lightning Talks are short 7-minute live presentations followed by 7-minutes of questions and answers that will provide presenters a chance to share their work, including works in process. Abstracts for Lightning Talks must be submitted in the format requested through the online abstract submission site here.
The submission deadline is July 31, 2025, at 11:59 PM EDT.
There is no limit on the number of abstracts you may submit, but it is unlikely that more than one presentation per presenter can be accepted due to scheduling complexities. Abstract acceptance notifications will be returned in September 2025. Please contact support@iamse.org for any questions about your submission.
Looking forward to seeing you virtually this October!
IAMSE is pleased to invite you to join us in Augusta, Georgia, USA for our 2026 Annual Conference. Read on to learn more about this exciting event and keep your calendars open!
June 6 – 9, 2026 Augusta, Georgia, USA
Conference Program The annual conference of the International Association of Medical Science Educators (IAMSE) offers many opportunities for faculty development and networking, bringing together science and education across the continuum of health professions education. This year’s theme is Flourishing Through Change: Adaptability, Innovation, and Growth in Health Sciences. The 2026 Conference will offer Professional Development Workshops, Focus Sessions, Oral & Poster Presentations, and networking opportunities. In addition to the program, the IAMSE Medical Educator Fellowship, IM-REACH, and the Foundations in Health Professions Education course will be offered.
Who Should Attend? The conference is designed for all those who teach and lead curricula in the sciences of medicine and health. Participants include basic scientists & clinical faculty, as well as educators from a variety of health care and educational disciplines. Students and trainees, likewise, are always represented and involved in the program. This international conference typically hosts over 25 nationalities from around the world.
About Augusta Established along the Savannah River in 1736, Augusta is the state of Georgia’s second-largest city. The city is home to Augusta National Golf Club and the Masters golf tournament as well as the birthplace of legends like James Brown. A thriving arts community, plentiful outdoor activities, and locally owned restaurants add to its appeal for travelers.
More information about Augusta, including things to do, restaurants, activities, and more can be found by clicking here or here.
More information about #IAMSE26, including plenary speakers, call for focus sessions, call for abstracts, and more will be sent in the coming weeks and months. Keep an eye on your inbox!
For more details and information on past conferences, click here!
Thank you, Will Brooks Chair, IAMSE 2026 Program Committee
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 Shauna Groven.
Shauna Groven Medical Student University of Nevada, Las Vegas Las Vegas, Nevada, USA
What encouraged you to become involved in IAMSE as a student? I became involved with IAMSE after my research mentor, Dr. Simanton, encouraged me to submit an abstract for a poster presentation at the 2025 IAMSE Annual Conference. After learning about IAMSE’s mission to advance medical education through research and collaboration, I was driven to share the findings of my project, which examined how socioeconomics status influences admission metrics and academic performance in medical school. Considering the vast network of educators within IAMSE, this association felt like the ideal platform to connect with those committed to fostering equity in medical education.
Congratulations on receiving a Student Presentation Award (Outstanding Student Poster Presentation) at the Annual Conference! What interesting things are you working on next? Thank you! After presenting our findings at the conference, I am working on developing our research into a manuscript for publication. Additionally, I plan on exploring other factors influencing student performance, such as if medical students with first-generation, low-income (FGLI) backgrounds demonstrate similar trends to students from low socioeconomic backgrounds. I am also conducting a clinical research project investigating the antioxidant effects of freeze-dried strawberry supplementation in individuals with prediabetes and writing a manuscript for publication.
What advice do you have for other students thinking about getting involved with IAMSE? I would take the opportunity to engage with everything IAMSE has to offer. Whether you are attending sessions or presenting your own work, you will find a welcoming community eager to share their knowledge and ideas. While at the conference, I had the privilege of interacting with medical students, professors, and administrators from medical schools of many different countries. These discussions provided me with valuable insights into my own research, as well as exposed me to diverse perspectives on medical education. Overall, this conference was a great chance to network and truly showcased the supportive community IAMSE has to offer.
How does being a part of IAMSE support your future career goals? IAMSE has broadened my understanding of medical education and strengthened my passion for researching how the system can better support students from all backgrounds, both during the admissions process and throughout medical school. In the future, I hope to collaborate with admissions and curriculum committees to help inform policies that promote inclusivity in medical education. Being a part of IAMSE offers the resources, mentorship, and connections for me to pursue these goals and contribute meaningfully to the field.
Anything else that you would like to add? I am grateful to IAMSE for recognizing our work and creating such a welcoming environment. I look forward to staying involved and continuing to collaborate with this inspiring community in the future.
We would like to extend our congratulations to 9 Junior Faculty and 10 students who were awarded the 2025 IAMSE Travel Awards for the conference last month. These awards support junior faculty and aspiring educators to attend the IAMSE Annual Conference. Made possible in part by Aquifer and Elsevier, each award is meant to cover the expenses related to attendance at the IAMSE Annual Conference, such as conference registration, lodging, and airfare.
The awardees for 2025 were:
Junior Faculty
Sara Allison, Western Michigan University Homer Stryker, M.D. School of Medicine
Melissa Armas, Nova Southeastern University
Flawendjee Djaweelentz Jacques, Hôpital Universitaire de Mirebalais
Aditi Kesari, University of Tennessee Health Science Center
Christine Prater Wood, Texas Tech University Health Sciences Center
Amberly Reynolds, Rocky Vista University
Anna Ricci, University of Vermont Larner College of Medicine
Laurence Boitet, University of Alabama, Birmingham (Sponsored by Elsevier)
Yamile Perez, Zanmi Lasante/Partners in Health (Sponsored by Elsevier)
Students (Sponsored by Aquifer)
Sreeja Varanasi, University of South Carolina School of Medicine, Columbia
Jack Stomberger, University of South Carolina School of Medicine, Greenville
Corey Shafer, Oakland University William Beaumont School of Medicine
Katherine Martinez Carmona, Tecnologico de Monterrey
Sheila Pierson, Lewis Katz School of Medicine at Temple University
Japmehr Sandhu, Government Medical College, Amritsar
Ronaé McLin, Case Western Reserve University School of Medicine
Gloria Urrutia, Boston University Chobanian & Avedisian School of Medicine
Ciara Madigan, University of Texas at Tyler School of Medicine
Eola Saltibus, University of Manitoba
Congratulations to this year’s winners! We look forward to seeing you in the future.
The IAMSE Toolkits provide the IAMSE Community a set of hands-on tools and applications on a topic that is relevant specifically to health professions educators. The toolkits are to be created and presented in a digital format in a unique way to be practical for users at their home institutions.
To view the list of available IAMSE Toolkits, click here.
Please note that all of the listed toolkits at the link above are available to everybody except the “Interprofessional Education” and “Bioethics” toolkits. These are available only to IAMSE members, who are able to access these by logging in using membership credentials.
Climate emergencies have the potential to reshape disease patterns, disrupt health‑care systems, and widen health inequities. Recognizing this context, the Fall 2025 IAMSE Webinar Series, Environmental Disasters Affecting Health Professions Education…Surviving the Storm and After, brings together educators and clinicians who have navigated extreme weather, rebuilt disrupted institutions, and embedded planetary‑health competencies into educational programs. Across five sessions, the series will examine how those in health professions education can prepare learners to care for patients and the planet amid accelerating environmental change.
Join us this Fall to explore actionable strategies, share emerging scholarship, and learn how to educate future clinicians who can diagnose, manage, and prevent the health consequences of environmental disasters.
Questions regarding the registration process, specifically for institutions, or other FAQs about the Fall 2025 WAS Series can be found by clicking here.
Environmental Disasters Affecting Health Professions Education… Surviving the Storm and After
Join us for each one-hour session beginning Thursday, September 4, 2025 at 12 PM EDT. Sessions in the Fall 2025 series include:
September 4, 12:00 PM EDT – Are We There Yet? Climate Change and Health in Medical Education, presented by Adrian Cois, Oregon Health Science University, and Karla Hampshire, Columbia University Irving Medical Center
September 11, 12:00 PM EDT – Environmental Crisis and Disasters…Surviving the Storm and After, presented by Sean Ochsenbein, Ballad Health
September 18, 12:00 PM EDT – Challenges in Rebuilding: Lessons Learned after Major Storms, presented by Julie Taylor, Geisel School of Medicine at Dartmouth, and Cecilia Sorensen, Columbia University
September 25, 12:00 PM EDT- Educating for Change: Education’s Role in Addressing the Climate and Health Crisis, presented by Jyoti Mishra, University of California San Diego, Arianne Teherani, University of California San Francisco and University of California, Center for Climate Health and Equity
October 2, 12:00 PM EDT – Preparing Physicians for Planetary Change, presented by James Irlam, UCT Faculty of Health Sciences
More information about each of these sessions and presenters will be sent out a week before each session. Keep an eye on your inbox!
Questions regarding the registration process, specifically for institutions, or other FAQs about the Fall 2025 WAS Series can be found by clicking here.
