TASME TiME: Recent Episodes
TASME
In this special live episode of the TASME TiME Podcast, recorded at the ASME Annual Scientific Meeting 2026, we bring together an exceptional panel of keynote speakers and award winners to explore one big question:What will the future of health professions education actually look like?Joining us are Professor Lisa Meeks, Professor Michelle Lazarus, Professor Gerry Gormley, Dr Aaron Drovandi, Associate Professor Emily Reid, and Steve Boam, as we reflect on the themes that shaped this year's conference and consider how medical education must evolve to meet the needs of learners, educators and patients.Together we discuss disability inclusion, learner partnership, uncertainty in clinical practice, psychological safety, simulation, systems thinking, artificial intelligence and the importance of designing educational environments that are not only innovative, but genuinely inclusive and deeply human.Rather than searching for a single solution, this conversation explores how curiosity, collaboration and diverse ways of knowing can help shape a more compassionate and sustainable future for health professions education.Discover more about TASME, ASME, and our affiliated groups at ASME.org.uk. Be sure to follow @TASME_UK for the latest podcast episodes, news and conversations from across the health professions education community.
In this episode, we speak with Dr Rageshri Dhairyawan, who is a clinician, health equity researcher and also author of Unheard: The Medical Practice of Silencing, about how we train doctors to listen and sometimes fail to listen to patients. We explore how hierarchy, bias, and the culture of medicine can perpetuate medical silencing, why some voices are more likely to be believed than others, and what this means for patient care, equity, and trust in healthcare. Drawing on her experiences as both clinician and patient, Dr Dhairyawan discusses how medical education can move beyond knowledge transmission to cultivate humility, curiosity, and genuine listening.Join us for this thought-provoking conversation about power, learning, and how we can build a healthcare system where every voice is heard.Discover more about TASME, ASME, and our many affiliated groups at ASME.org.uk. Be sure to follow us @TASME_UK for the latest updates and conversations
In this episode we are joined by Dr Jo Hartland, Associate Professor in Health Justice Education and Deputy Education Director at Bristol Medical School. Jo brings extensive experience in health justice education, student equity, diversity and inclusion, and national EDI work through their role with the Medical Schools Council EDI Alliance. They are also an independent queer activist and the lead author of the GLADD Medical School Charter on so-called LGBTQ+ conversion therapy.In this discussion, we explore the current landscape of equality, diversity and inclusion in medical education, including the increasing challenges of doing this work in a more risk-averse higher education environment. We discuss the importance of moving beyond “easy wins”, the role of patient safety and professional standards in advocating for inclusive curricula, and how educators can navigate difficult conversations around marginalisation, bias, identity, and power. Jo also reflects on how EDI work can be made more sustainable, community-led, and safe for those involved.Discover more about TASME, ASME, and our many affiliated groups at ASME.org.uk. Be sure to follow us on social media @TASME_UK for the latest updates and conversations.Special thanks to our Podcast team, the wider TASME committee, and Amlunya for our theme music.We hope you enjoy
In this episode we are joined by Dr Tristan Price, Associate Professor and Programme Lead for the PGCert and MClinEd in Clinical Education for Peninsula Medical School. Tristan brings a huge amount of experience to this discussion talking about his career path and research into remediation in postgraduate medical education. We will be discussing what makes good qualitative research, its strengths and limitations, and challenges faced when undertaking qualitative research.Discover more about TASME, ASME, and our many affiliated groups at ASME.org.uk. Be sure to follow us on social media @TASME_UK for the latest updates and conversations.Special thanks to our Podcast team, the wider TASME committee, and Amlunya for our theme music.We hope you enjoy!
In this episode, we are joined by Dr Thomas Bond a flexible portfolio trainee and the host of the MEMCast podcast to learn about this option for a varied career during training. Discover more about TASME, ASME, and our many affiliated groups at ASME.org.uk. Be sure to follow us on social media @TASME_UK for the latest updates and conversations.Special thanks to our Podcast team, the wider TASME committee, and Amlunya for our theme musichttps://www.hee.nhs.uk/our-work/doctors-training/flexible-portfolio-training
In this special live episode, recorded at ASME’s 2025 Annual Scholarship Meeting in Edinburgh, we sit down with keynote speakers Prof. Rola Ajjawi, Prof. Margaret Bearman, and Dr. Abigail Konopasky. Together, we explore some of the conference’s most compelling themes — from learner agency and the role of AI in clinical education to the ethical questions these innovations raise.Stay connected with TASME, ASME, and our affiliated groups at ASME.org.uk, and join the conversation on social media @TASME_UKSpecial thanks to our Podcast team, the wider TASME committee, and Amlunya for our theme music
In this episode, we are joined by Dr Akash Doshi creator and founder of Mind the Bleep, a free online platform dedicated to doctors and healthcare professionals to aid them in managing work-based challenges with ease. Discover more about TASME, ASME, and our many affiliated groups at ASME.org.uk. Follow us on social media @TASME_UK for the latest updates and conversations.Special thanks to our Podcast team, the wider TASME committee, and Amlunya for our theme music
In this episode, we are joined by Dr Leah Williams, the Phase One Simulation lead in the School of Medicine at the University of Sunderland. She has created an innovative teaching workshop, SIMLive!, a session that combines simulated medical scenarios with an interactive quiz, and has gone on to publish work exploring barriers to clinical reasoning in high-fidelity simulation.Discover more about TASME, ASME, and our many affiliated groups at ASME.org.uk. Be sure to follow us on social media @TASME_UK for the latest updates and conversations.Special thanks to our Podcast team, the wider TASME committee, and Amlunya for our theme musicPapers and Resources Mentioned: Williams, L. (2024). Exploring medical student perceptions of barriers to clinical reasoning in high-fidelity simulation: a qualitative study. The Clinical Teacher, 21, e13773. https://doi.org/10.1111/tct.13773
In this episode, Mark and Neil are joined by Dr Amie Burbridge to discuss all things clinical reasoning.Dr Amie Burbridge is a Consultant in Acute Medicine at University Hospitals Coventry and Warwickshire (UHCW). Alongside her clinical role, she is also actively involved in teaching and supporting junior doctors and medical trainees. Dr. Burbridge also hosts the popular podcast "Home of Medicine," which discusses challenging medical cases with a focus on cognitive biases and clinical reasoning. Dr Amie Burbridge on X: @AmieBurbridge Home of Medicine Podcast:https://open.spotify.com/show/0F4K22qMBQZPdg4u3lLqgE?si=e9dfba501e634f3cResources Mentioned: UK Clinical Reasoning in Medical Education Group (CReME) - https://www.creme.org.uk/ Clinical Reasoning Assessment Methods: A Scoping Review and Practical Guidance by Daniel et al. (2019) - https://pubmed.ncbi.nlm.nih.gov/30720527/Common problems: a safe diagnostic strategy by Murtagh (1990) - https://pubmed.ncbi.nlm.nih.gov/2346427/ You can find out more about TASME, ASME and our many other groups at ASME.org.uk and make sure you follow us on Twitter @TASME_UK Thanks to the Podcast team and wider TASME committee as well as Amlunya, for our theme music
As part of our work focusing on careers in medical education, we wanted to cover some of the roles in postgraduate clinical education that we may have less awareness of. In this episode, we’re going to find out about the role of a Director of Medical Education (DME) with Dr Jason Hancock who is a consultant psychiatrist and Director of Medical Education, Devon Partnership NHS Trust Hon. Clinical Associate Professor, University of ExeterDiscover more about TASME, ASME, and our many affiliated groups at ASME.org.uk. Be sure to follow us on social media @TASME_UK for the latest updates and conversations.Special thanks to our Podcast team, the wider TASME committee, and Amlunya for our theme music
Many early-career educators seek opportunities to balance a formal, paid teaching role in medical education alongside clinical training—beyond the traditional research-focused ACF pathway or honorary titles that demand personal time. Today, we are joined by three excellent colleagues and fellow TASME committee members to discuss how they manage balancing medical education and clinical duties. Discover more about TASME, ASME, and our many affiliated groups at ASME.org.uk. Be sure to follow us on X and Instagram @TASME_UK for the latest updates and conversations.Special thanks to our Podcast team, the wider TASME committee, and Amlunya for our theme music
In this episode we will be discussing the role of patient educators in undergraduate medical education with Jools Symons the Patient & Public Involvement Manager and Communication Skills Lead at the Leeds Institute of Medical Education.Discover more about TASME, ASME, and our many affiliated groups at ASME.org.uk. Be sure to follow us on social medical @TASME_UK for the latest updates and conversations.Special thanks to our Podcast team, the wider TASME committee, and Amlunya for our theme music
As part of our work focusing on careers in medical education, we wanted to cover some of the roles in postgraduate clinical education that we may have less awareness of. Today, we’re going to find out about the role of a training programme director (TPD) with Dr Dan Fumerage @danfurmedge, who is the regional TPD for Internal Medicine Stage 1 Training in South East London, a Consultant Geriatrician and RCP Censor. Discover more about TASME, ASME, and our many affiliated groups at ASME.org.uk. Be sure to follow us on X and Instagram @TASME_UK for the latest updates and conversations.Special thanks to our Podcast team, the wider TASME committee, and Amlunya for our theme music
This month we were joined by Dr Nat Quail. Nat is an ST3 doctor in infectious diseases and microbiology based in the west of Scotland and honorary clinical lecturer at the University of Glasgow. He was also the runner up in TASME’s Teaching Innovation or Excellence (TIE) prize this year for his work on his online simulation around insulin prescribing which was aptly named ‘Sim-sulin’. We spoke to Nat about his project, how he came up with the idea, how he experienced both benefits and challenges of using technology to create his online simulation and what lessons he learnt from this project. Discover more about TASME, ASME, and our many affiliated groups at ASME.org.uk. Be sure to follow us on X and Instagram @TASME_UK for the latest updates and conversations. Special thanks to our Podcast team, the wider TASME committee, and Amlunya for our theme music Papers and Resources Mentioned: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04231-2 https://twinery.org/
Join the TASME TiME podcast team for a special live episode recorded at ASM 2024! In this episode, we delve into the dynamic field of Medical Education, exploring how you can unlock your potential and thrive in this rewarding career path.We're thrilled to feature an inspiring panel of educators, including @drsarahedwards, @juliaisobela, and @jnix89, who bring diverse perspectives from different stages of their careers. Together, they share their insights from ASM 2024 and discuss their unique journeys into and through medical and clinical education.Discover more about TASME, ASME, and our many affiliated groups at ASME.org.uk. Be sure to follow us on X and Instagram @TASME_UK for the latest updates and conversations.Special thanks to our Podcast team, the wider TASME committee, and Amlunya for our theme music
On Saturday 20th April 2024, TASME held its first in-person conference since the Covid-19 pandemic at the University of Central Lancashire (UCLan). The theme of this conference was ‘Empowering the Next Generation’.In this two-part episode Mark is joined by the two keynote speakers from the TASME conference. In part two, we speak to Professor Rakesh Patel, who is a Professor of Medical Education and Head of MBBS at Queen Mary University of London and an Honorary Consultant Nephrologist at the Royal London Hospital about how we can empower the next generation of healthcare professionals.Prof Patel on X:@rakeshspatelYou can find out more about TASME, ASME and our many other groups at ASME.org.uk and make sure you follow us on Twitter @TASME_UK Thanks to the Podcast team and wider TASME committee as well as Amlunya, for our theme music.
On Saturday 20th April 2024, TASME held its first in-person conference since the Covid-19 pandemic at the University of Central Lancashire (UCLan). The theme of this conference was ‘Empowering the Next Generation’.In this two-part episode Mark is joined by the two keynote speakers from the TASME conference. In part one, we speak to Dr Enam Haque, who is a GP and a Clinical Senior Lecturer at the University of Manchester as well as being the co-chair of the Medical Schools Council EDI Alliance and the founder of the National Medical Schools Widening Participation Forum, about the role of widening participation and quality, diversity and inclusion in medical education.Dr Haque on X:@enamhaque13You can find out more about TASME, ASME and our many other groups at ASME.org.uk and make sure you follow us on Twitter @TASME_UK Thanks to the Podcast team and wider TASME committee as well as Amlunya, for our theme music
In this episode, Oliver and Mark are joined by Dr Anna Harvey Bluemel, an NIHR Academic Clinical Fellow in Clinical Education Research and an ST1 in Obstetrics and Gynaecology. We discussed conferences in medical and clinical education and the wider healthcare sector. From funding to finding your feet as a public speaker, we discussed tips to get the most out of your conference experience. More about Anna: https://www.asme.org.uk/spotlight/dr-anna-harvey-bluemel/ Papers Mentioned: Nersesian S, Vitkin N, Grantham S, Bourgaize S. Illustrating your research: design basics for junior clinicians and scientists BMJ 2020; 370 :m2254 doi:10.1136/bmj.m2254Asif A, Burton O. Comic Sans or common sense? Graphic design for clinical teachers. Clin Teach. 2021; 18: 583–589. https://doi.org/10.1111/tct.13417You can find out more about TASME, ASME and our many other groups at ASME.org.uk and make sure you follow us on Twitter @TASME_UK Thanks to the Podcast team and wider TASME committee as well as Amlunya, for our theme music
Content Warning - this episode discusses gender inequality and sexism To mark International Women's Day 2024, TASME TiME shines a light on the issue of Gender Inequality & Sexism in Clinical Education. Medicine still grapples with systemic biases that disadvantage women at every level of training from subtle microaggressions to overt harassment, medical students and professionals often face significant hurdles. This episode explores the impact of sexism and misogyny on learners and some of the excellent work being done to tackle this issue. Dr Katy Stevenson was joined by Dr Dasha Ibrahim from Manchester University NHS Foundation Trust and Prof Kate Owen from Warwick Medical School, who work in this area. Papers and Reports MentionedIbrahim D, Riley R. Female Medical Students' Experiences of Sexism during Clinical Placements: A Qualitative Study. Healthcare (Basel). 2023 Mar 31;11(7):1002. doi: 10.3390/healthcare11071002. PMID: 37046928; PMCID: PMC10094657. https://pubmed.ncbi.nlm.nih.gov/37046928/ BMA Sexism in Medicine Report 2022https://www.bma.org.uk/advice-and-support/equality-and-diversity-guidance/gender-equality-in-medicine/sexism-in-medicine-report Surviving Healthcare Reporthttps://www.survivinginscrubs.co.uk/surviving-healthcare-report/ Sexual safety in healthcare – organisational charterhttps://www.england.nhs.uk/long-read/sexual-safety-in-healthcare-organisational-charter/ 100word project Instagram / x: @100wordproject Support Resources:1) 24/7 BMA free wellbeing support line, regardless of BMA membership status:0330 123 1245 (24 hours, 7 days a week)https://www.bma.org.uk/advice-and-support/your-wellbeing/wellbeing-support-services/counselling-and-peer-support-services 2) Mind- mental health charity helpline: 0300 123 3393 (9 am-6 pm, Monday to Friday)https://www.mind.org.uk/information-support/helplines/ 3) Hollaback: A non-profit organisation to raise awareness about and combat harassment, both online and in-personhttps://www.ihollaback.org/about/ 4) Everyone’s Invited: Anti-rape movement organisation based in the UK focused on exposing rape culture and providing an anonymous safe space for survivors to share their storieshttps://www.everyonesinvited.uk/about 5) Surviving in Scrubs www.survivinginscrubs.co.uk
In this episode, we were joined by Dr Neil Thakrar who is the co-lead of TASME awards and an internal medicine trainee in Northampton. We talked about the awards that are available to early career educators from TASME, what the differences are between them and some examples of previous winning projects.More information about TASME Awards:https://www.asme.org.uk/awards/You can find out more about TASME, ASME and our many other groups at ASME.org.uk and make sure you follow us on Twitter @TASME_UK Thanks to the Podcast team and wider TASME committee as well as Amlunya, for our theme music
In this episode, we were joined by Michael Atkinson, the co-chair of ASME’s Mindfulness in Medical Education special interest group (MiME) and senior lecturer in medical education at the University of Sunderland. We talked about what mindfulness involves and its role within healthcare and medical education.More information about MiME: Mindfulness and other meditative practices are important, evidence-based approaches for maintaining wellbeing, and improving resilience, concentration, awareness and equanimity in many settings including healthcare and education. Mindfulness in Medical Education is a special interest group established to promote scholarship regarding mindfulness in medical education, to discuss and disseminate what might constitute good practice and to enable collaboration and fellowship with other like-minded individuals and groups.MiME’s aim is to raise awareness about the importance of mindfulness in healthcare and healthcare education through discussion, sharing of good practice and collaboration. The SIG also aims to support its members to undertake and disseminate mindfulness and wellbeing-related scholarship.More information about MiME: https://www.asme.org.uk/committees/mime/You can find out more about TASME, ASME and our many other groups at ASME.org.uk and make sure you follow us on Twitter @TASME_UK Thanks to the Podcast team and wider TASME committee as well as Amlunya, for our theme music
In this episode, we are joined by Dr Polly Simpson and Dr Sam Chumbley to discuss the role of a clinical teaching fellow. We talked about the panel’s experiences of these roles, what they learnt, what they are up to now as well as some tips on how to get the most of out of the role. You can find out more about TASME, ASME and our many other groups at ASME.org.uk and make sure you follow us on Twitter @TASME_UK Thanks to the Podcast team and wider TASME committee as well as Amlunya, for our theme music
In this episode, we were joined by Professor RK (Bob) McKinley, ASME’s director of career groups and Professor of Education in General Practice at Keele University. We talked about mentorship and coaching and how to get the most from these relationships as well as the ASME mentoring programme. You can find out more about TASME, ASME and our many other groups at ASME.org.uk and make sure you follow us on Twitter @TASME_UK Thanks to the Podcast team and wider TASME committee as well as Amlunya, for our theme musicResources Mentioned in this Episode:ASME Mentoing Programme - https://www.asme.org.uk/resources/mentoring/
At ASME's 2023 ASM we had a pleasure of hosting a special live episode of TASME TiME. We were joined by some of the conference plenary speakers to discuss Intersecting Identities and how this fit with the wider conference theme of developing a diverse workforce. We were joined by Professor Vishna Devi V Nadarajah from the International Medical University, Professor Sally Curtis from Southampton Medical School, and Dr Neera Jain from the University of Auckland.
For more detailed information about our three panel guests, full biographies can be found on the ASME website event pages for the ASM here: https://www.asme.org.uk/events/asm2023/
The paper mentioned by Dr Jain regarding the work of Dr Kimberlé Crenshaw can be found here: http://chicagounbound.uchicago.edu/uclf/vol1989/iss1/8
The paper Dr Jain mentioned regarding the work of Dr Tasha Wyatt can be accessed here: https://pubmed.ncbi.nlm.nih.gov/35366113/
An edited transcript of this episode will be available in The Clinical Teacher in the special ASM supplement in Autumn 2023.
Fresh from ASM 2023 in this episode we’re joined by Dr Eliot Rees (@ElRees1), Lecturer in Medical Education at Keele University and Academic GP Trainee at University College London.
We discuss some of the ways to get started in medical education research as well as some of the basic principles.
Dr Rees shares some of his experiences from his career and journey in medical education and gives us an insight into the process behind editing his new book.
You can find out more about TASME, ASME and our many other groups at ASME.org.uk and make sure you follow us on Twitter @TASME_UK
Thanks to the Podcast team and wider TASME committee as well as Amlunya, for our theme music. If you have enjoyed today's episode don't forget to rate, review and subscribe.
Resources Mentioned in this Episode: Rees, E., Ledger, A. and Walker, K. (eds.) (2023) Starting research in clinical education. Wiley-Blackwell.
Hu WC, Thistlethwaite JE, Weller J, Gallego G, Monteith J, McColl GJ. 'It was serendipity': a qualitative study of academic careers in medical education. Med Educ. 2015 Nov;49(11):1124-36. doi: 10.1111/medu.12822. PMID: 26494065.
Cook, D.A., Bordage, G. and Schmidt, H.G. (2008), Description, justification and clarification: a framework for classifying the purposes of research in medical education. Medical Education, 42: 128-133 Cleland, J.A. and Durning, S.J. (2023) Researching Medical Education: Wiley-Blackwell.
Rees, C.E. et al. (eds.) (2023) Foundations of Health Professions Education Research: Principles, Perspectives and Practices. Wiley-Blackwell.
In this episode, Oliver and Rob sit down with Professor Andrew Hartle, Dr Alex Ashman and Dr Chloë Rogers to discuss Personal and Professional Identity as LGBTQ+ Doctors. We reflect on everyone's experience of being an out LGBTQ+ doctor, role models, and how educators can support the next generation of LGBTQ+ healthcare professionals.
Resources Mentioned: FutureLearn Trans Healthcare: https://www.futurelearn.com/courses/transgender-in-healthcare Prism - The Pride in Surgery Forum: https://www.rcseng.ac.uk/careers-in-surgery/prism/
In this episode we are joined by Professor Judy McKimm, Professor of Medical Education, Chester Medical School, University of Chetser and Professor Emeritus of Medical Education, Swansea University Medical School to discuss why leadership development is important for healthcare professionals and the kinds of things we can do as educators to support learners in developing in this important aspect of training.
In this episode, we sit down with Dr Tracey Collett (@Traceloader), Associate Professor and subject lead for the Sociology of Health and Illness as well as Dr Samantha Regan de Bere, Academic Lead for Medical Humanities and lead for patient and public involvement. Both are from Peninsula Medical School, University of Plymouth. We discuss how sociology and medical humanities can be embedded within the undergraduate curriculum, its importance in clinical practice and what we can do as educators and trainees. Resources Mentioned Palmer, Parker J. Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life - 20th Anniversary Edition. Jossey-Bass, 2017.Gert J. J. Biesta. Beautiful Risk of Education. Routledge, 17 Nov. 2015.You can find out more about TASME, ASME and our many other groups at ASME.org.uk and make sure you follow us on Twitter @TASME_UKThanks to the Podcast team and wider TASME committee as well as Amlunya, for our theme music
In this special episode to mark International Women’s Day we were delighted to be joined by a panel of amazing women working in medical education; Dr Megan Brown, Miss Becky Fisher and Dr Ayaan Farah all at different points in the MedEd careers. This episode is hosted by Dr Cleone Pardoe and Dr Kim Sien Choong. The panel discuss their career highlights, challenges faced in medicine and MedEd as well as how they got started in the field!You can follow our guests on twitter: Miss Becky Fisher @BeckyBeckyFishDr Megan Brown @Megan_EL_BrownDr Cleone Pardoe @CleonePardoe Resources Mentioned in this Episode Key Lime Podcasts https://keylimepodcast.libsyn.com/ASME’s Top tips for career development by women for women https://tinyurl.com/ASMEIWD You can find out more about TASME, ASME and our many other groups at ASME.org.uk and make sure you follow us on Twitter @TASME_UKThanks to the Podcast team and wider TASME committee as well as Amlunya, for our theme music
In this episode, we sit down to discuss all things simulation with Dr Libby Thomas, Emergency Medicine Consultant and Senior Clinical Lecturer in Emergency Medicine and Medical Education. We discuss that “Simulation is a technique—not a technology…” Gaba 2004 as well as some of the educational theories and research in the field as well as what we as both learners and faculty can do to get the most from simulation-based medical education. More information about some of the topics discussed in the episode: Elaine Bromley - Just a Routine Operation, Clinical Human Factors Group https://chfg.org/Gaba, DM 2004. The future vision of simulation in health care. BMJ Quality and Safety in Health Care, 13, i2-i10 Meyer, JHF & Land, R 2003. Threshold Concepts and Troublesome Knowledge: linkages to ways of thinking and practising within the disciplines. In: Rust, C (ed.) Improving Student Learning – Ten Years On. Oxford: Oxford Centre for Staff and Learning Development.Meyer, JHF & Land, R 2005. Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning. Higher Eduction, 49, 373-388. Runnacles, J, Thomas, L, Sevdalis, N, Kneebone, R & Arora, S 2014. Development of a Tool to Improve Performance Debriefing and Learning: The Paediatric Objective Structured Assessment of Debriefing (OSAD) tool. Postgraduate Medical Journal, 90, 613-621.Brett-Fleegler, M, Rudolph, J, Eppich, W, Monuteaux, M, Fleegler, E, Cheng, A & Simon, R 2012. Debriefing Assessment for Simulation in Healthcare: Development and Psychometric Properties. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 7, 288-294. Jaye, P, Thomas, L & Reedy, G 2015. "The Diamond": a structure for simulation debrief. The Clinical Teacher, 12, 171-175.Yerkes-Dodson curve https://simplypsychology.org/what-is-the-yerkes-dodson-law.html You can find out more about Dr Libby Thomas’ work here https://www.researchgate.net/profile/Libby-Thomas-4 or on Twitter @LibbyLilias You can find out more about TASME, ASME and our many other groups at ASME.org.uk and make sure you follow us on Twitter @TASME_UKThanks to the Podcast team and wider TASME committee as well as Amlunya, for our theme music
Join us in this episode where we discuss Clinical Reasoning with Dr Mark Lillicrap, Associate Professor of Medical Education Practice at the University of Cambridge, and committee member of CReME, The UK Clinical Reasoning in Medical Education Group. Mark gives us his insights into career planning in medical education. We then discuss the recently published 'Consensus statement on the content of clinical reasoning curricula in undergraduate medical education' which Mark and colleagues from CReME published in Medical Teacher in 2021. The full text is open access, and available here: https://www.tandfonline.com/doi/full/10.1080/0142159X.2020.1842343.
In this episode . Resources mentioned in this episode: Twelve tips for teaching medical students with dyslexia https://doi.org/10.1080/0142159x.2017.1302080 On the ontological status of autism: The ‘double empathy problem’ https://doi.org/10.1080/09687599.2012.710008
In this episode we talk to Dr Yvonne Mbake, Associate Professor in Medical Physiology and Lara Akinnawonu, co-chair of the BMA Medical Student Council and Final Year Medical student about decolonising and diversifying the medical education. We also catch up with Nic Miller a Medical Student from Nottingham on his work in this area.
Resources mentioned Diversifying the medical curriculum as part of the wider decolonising effort: A proposed framework and self-assessment resource toolbox https://doi.org/10.1111/tct.13408
BMA guidance - Racial harassment charter for medical schools https://www.bma.org.uk/advice-and-support/equality-and-diversity-guidance/race-equality-in-medicine/racial-harassment-charter-for-medical-schools
In this episode we talk to Dr Clementine Wyke, a psychiatry trainee in South London and Dr Anna Melvin, a post-doctoral researcher based at the University of Exeter about all things wellbeing in UG and PG Medical Education. We discuss findings of the 2019 BMA report 'Caring for the mental health of the medical workforce' and their subsequent mental health charter.
Please note this episode contains discussions which some listeners may find challenging. If you do need support please contact your training organisation, medical school or your usual doctor/GP.
For listeners based in the UK other sources of support include the Practitioner Health Programme, Mind and the Samaritans.
In this episode Rob and guest host Sean are joined by Professor Liz Anderson from the UK Centre for the Advancement of Interprofessional Education. We discussed the ten year anniversary of the publication of Professor Jill Thistlethwaite's review of IPE in the Medical Education journal (https://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2011.04143.x), where things are now and what the future might hold!
Join us for Episode 4 of TASME TiME where Rob and Katy meet Julie Browne from the University of Cardiff to talk about all things fun and gamification in Medical Education. We discuss the ELEPHANT Criteria (https://pubmed.ncbi.nlm.nih.gov/20218834/) and why having fun in medical education should be the norm.
In this special Pride Month edition we talk to Will Ballard, Dr Jo Hartland and Mx Karen Chui about their experiences as LGBTQ+ doctors and all things LGBTQ+ medical education.
In episode 2 we are joined by National Sustainability Officer's Clinical Fellow Dr Veena Aggarwal to discuss all things Planetary Health in Medical Education!
Episode One of the Trainees in the Association of the Study of Medical Education's new Podcast: TASME TiME, Talks in Medical Education. In this episode we talk to Dr Victoria Luong about Medical Education in the Pandemic and her researcg.