Maximising potential in health professions education

Abstract

In this editorial, we reflect on the successes and lessons learned from ASM 2024 to highlight opportunities to maximise potential for learners, researchers and teachers in health professions education. We draw on lessons learned from our Gold Medal Winner, Dr. Kevin Eva, and share our reflections on our delegates feedback, synthesised in our ‘ASME Weather Forecast’. Finally, we share what we think maximising potential is—and how this supplement can help you maximise yours.

Each year, Association for the Study of Medical Education (ASME) members are encouraged to nominate a highly experienced scholar who has made outstanding national/international contributions to medical education research, innovation, evaluation or practitioner inquiry for the ASME Gold Medal Award. First awarded in 2007, our Gold Medal Winners are a collection of leading scholars who have made outstanding contributions to the field.

This year, the ASME Gold Medal was awarded to Professor Kevin Eva, Professor and Director of Educational Research and Scholarship in the Department of Medicine at the University of British Columbia, and Editor in Chief of Medical Education.

Through his Keynote, Figure 1, Professor Eva encouraged us to think about the perils of simple evaluations for complex educational innovations. He warned delegates that there is no such thing as an ‘educational pill’—even the best innovations, with clear guidelines for implementation—can be taken, as directed, into a new place (or for a new individual) to produce known or quantifiable effects. What happens with our educational innovations is much more complex—it depends on the contexts in which we implement them, the people who are involved and the way in which our innovations are used and adapted for use by each individual.

He encouraged us to think beyond an evaluation—and instead, seek to richly describe our interventions and do seek to understand why they might work the way they do. This understanding will help us learn more about the innovation and the complex environment in which it is implemented—which will help us maximise the potential of our innovations and, in turn, our learners.

One attendee told us that the presentation was ‘a thought-provoking, inspiring, and enlightening reality into the future of health professional education research.’ Delivered with Kevin's usual style and elegance, ‘his personal reflections highlighted his humility and commitment to fostering collaboration within our diverse, interdisciplinary community. His vision for transforming the culture of professional practice to enhance the adaptability of education protocols was particularly impactful.’

As we wrapped up ASM 2024, the team from the papers podcast helped us construct our own ASME Weather Forecast, created with feedback from our delegates, Figure 2. Our weather forecast included some sun, some rain and some lightening storms. This might be fairly similar to the actual weather forecast for our ASM 2025 in Edinburgh (… plenty of time to consider your wardrobe options for all weather conditions!).

Firstly, there was the sun—with radiating cheer, a sense that ASME was ‘home’, and that we all had the opportunity to be inspired by each other. There were opportunities to connect with colleagues old and new and build those connections through workshops, networking opportunities and our creative corner. We had space and time to hear from others, with significant contributions from students and early career researchers.

Though there was some rain and fog—we had so much to share, and so many people sharing interesting things, it was busy. It is difficult to think about how we can bring so many great ideas back into our daily practice—particularly when that space can be busy, people can be overworked and resources are light. There were some operational and scheduling issues that we will continue to address in ASME ASM 2025.

Finally, there were some lightning bolts, too—things that made people think. Our creative corner, hosted by our newest special interest group, AFLAME, offered new opportunities for people to explore their creative side. And we were reassured that despite the challenges, it is good to collaborate—and we were pleased to see so many of those collaborations form over the course of the ASM.

As we move through, our hope is that the ASME weather forecast continues to bring lots of sun—with a healthy amount of disruption in the form of lightning bolts—and that the rainy and foggy days are few!

For us, maximising potential involves creating environments that encourage growth, innovation, and the pursuit of excellence, all aligned with the objectives of the ASME. For learners, it means providing personalised learning experiences, fostering curiosity and equipping them with the skills and resources needed to excel. For researchers, it entails creating opportunities for collaboration, access to cutting-edge tools and support for inquiry-driven work that pushes the boundaries of knowledge. For teachers, maximising potential means offering professional development, empowering them to implement innovative teaching strategies and providing a supportive environment where they can inspire and guide students effectively. Overall, it is about unlocking individual capabilities and fostering a culture of continuous improvement and discovery. We hope that our attendees, and through the compilation of this supplement, our wider membership find some research pedagogy, hints, tips or inspiration to help them maximise potential in their context.

In addition to our keynotes, who have each contributed their own unique commentary for this supplement, we were inspired by the range of oral presentations, compact communications, intra-conference sessions and symposia delivered during ASME 2024. The breadth of work, reflecting both high-quality research and teaching innovation, highlights the many ways our members are maximising potential through their practice.

Please take some time to browse the supplement, find your abstract and reflect on our collective successes as a community. We hope it may be yet another way ASM 2024 can help you to maximise your potential—be that as a learner, educator or researcher.

See you next year!