{"title":"我们职业小组的感想：ASME 2024 上的 JASME","authors":"Julia Alsop","doi":"10.1111/tct.13809","DOIUrl":null,"url":null,"abstract":"<p>ASME ASM 2024 provided a wonderful opportunity for early-career students and doctors to engage with the medical education community and to get involved. The Junior Association for the Study of Medical Education (JASME) committee, was particularly pleased to see so many medical students and foundation year doctors attending. There were a great number of students and doctors early in their careers giving presentations on work they had done in medical education. It is very exciting to see how many students and foundation doctors are enthusiastic about pursuing careers that involve engaging with medical education. The conference gave a valuable opportunity for students and first year doctors to be able to listen to and interact directly with some of the biggest names in medical education.</p><p>The ASM also had a fantastic group of medical student volunteers, many of whom were attending their first ever conference. They helped ASM run smoothly and really contributed to the positive experience of delegates. It also allowed students to learn a bit about how conferences work and hopefully has inspired them to submit abstracts in the future to ASME conferences.</p><p>We were also lucky to have a couple of members of the JASME committee presenting on a topic pertaining to previous JASME work. We felt it was very important to be able to share all the work that JASME has been doing to support students and foundation doctors in the early stages of their medical education careers.</p><p>On the first day of the conference, we held a joint social event between delegates from JASME and Trainees in the Association for the Study of Medical Education (TASME) at a venue local to the conference centre. This was a lovely opportunity for students and resident doctors to network, connect and discuss the conference. This also gave us the opportunity to reach out to attendees who were less familiar with the work of JASME and encourage them to get involved—whether it be acting as a JASME local rep for their medical school, attending our upcoming conference, taking part in our Training in Teaching course, joining the JASME Committee or applying for one of our JASME prizes. We really hope that our presence at the ASME ASM 2024 will continue to inspire people to get involved.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 S2","pages":""},"PeriodicalIF":1.4000,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13809","citationCount":"0","resultStr":"{\"title\":\"Reflections from our career group: JASME at ASME 2024\",\"authors\":\"Julia Alsop\",\"doi\":\"10.1111/tct.13809\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>ASME ASM 2024 provided a wonderful opportunity for early-career students and doctors to engage with the medical education community and to get involved. The Junior Association for the Study of Medical Education (JASME) committee, was particularly pleased to see so many medical students and foundation year doctors attending. There were a great number of students and doctors early in their careers giving presentations on work they had done in medical education. It is very exciting to see how many students and foundation doctors are enthusiastic about pursuing careers that involve engaging with medical education. The conference gave a valuable opportunity for students and first year doctors to be able to listen to and interact directly with some of the biggest names in medical education.</p><p>The ASM also had a fantastic group of medical student volunteers, many of whom were attending their first ever conference. They helped ASM run smoothly and really contributed to the positive experience of delegates. It also allowed students to learn a bit about how conferences work and hopefully has inspired them to submit abstracts in the future to ASME conferences.</p><p>We were also lucky to have a couple of members of the JASME committee presenting on a topic pertaining to previous JASME work. We felt it was very important to be able to share all the work that JASME has been doing to support students and foundation doctors in the early stages of their medical education careers.</p><p>On the first day of the conference, we held a joint social event between delegates from JASME and Trainees in the Association for the Study of Medical Education (TASME) at a venue local to the conference centre. This was a lovely opportunity for students and resident doctors to network, connect and discuss the conference. This also gave us the opportunity to reach out to attendees who were less familiar with the work of JASME and encourage them to get involved—whether it be acting as a JASME local rep for their medical school, attending our upcoming conference, taking part in our Training in Teaching course, joining the JASME Committee or applying for one of our JASME prizes. 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Reflections from our career group: JASME at ASME 2024
ASME ASM 2024 provided a wonderful opportunity for early-career students and doctors to engage with the medical education community and to get involved. The Junior Association for the Study of Medical Education (JASME) committee, was particularly pleased to see so many medical students and foundation year doctors attending. There were a great number of students and doctors early in their careers giving presentations on work they had done in medical education. It is very exciting to see how many students and foundation doctors are enthusiastic about pursuing careers that involve engaging with medical education. The conference gave a valuable opportunity for students and first year doctors to be able to listen to and interact directly with some of the biggest names in medical education.
The ASM also had a fantastic group of medical student volunteers, many of whom were attending their first ever conference. They helped ASM run smoothly and really contributed to the positive experience of delegates. It also allowed students to learn a bit about how conferences work and hopefully has inspired them to submit abstracts in the future to ASME conferences.
We were also lucky to have a couple of members of the JASME committee presenting on a topic pertaining to previous JASME work. We felt it was very important to be able to share all the work that JASME has been doing to support students and foundation doctors in the early stages of their medical education careers.
On the first day of the conference, we held a joint social event between delegates from JASME and Trainees in the Association for the Study of Medical Education (TASME) at a venue local to the conference centre. This was a lovely opportunity for students and resident doctors to network, connect and discuss the conference. This also gave us the opportunity to reach out to attendees who were less familiar with the work of JASME and encourage them to get involved—whether it be acting as a JASME local rep for their medical school, attending our upcoming conference, taking part in our Training in Teaching course, joining the JASME Committee or applying for one of our JASME prizes. We really hope that our presence at the ASME ASM 2024 will continue to inspire people to get involved.
期刊介绍：
The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.
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