Best Evidence Medical and Health Professional Education

BEME at AMEE 2013




BEME Review Editorial Committee Meeting (closed) 




Session 3U Workshop

The BEME (Best Evidence Medical Education) approach: Finding, evaluating and using evidence to guide education


Jill Thistlethwaite (University of Queensland, CMEDRS, Herston, Brisbane 4006, Australia) Simon Guild (University of St Andrews, School of Medicine, United Kingdom) Yvonne Steinert (McGill University, Canada) Larry Gruppen (University of Michigan Medical School, United States) Marilyn Hammick (BEME, United Kingdom)Trevor Gibbs (AMEE, United Kingdom)

The BEME Collaboration is a unique initiative within the field of health professional education and is both a national and international enterprise. It is now more than ten years old and has published 20 systematic reviews of health professional education activities, with several reviews in progress.  BEME is committed to the promotion of evidence informed policy and practice in health professional education through the production of appropriate systematic reviews of health professional education, which reflect the best evidence available and meet the needs of the user. In this workshop we will explore how evidence is gathered and evaluated, and discuss how evidence may best be used to guide education.

Session 4A Symposium
How Can Evidence Inform Teaching?


Marilyn Hammick (UK) (Chair), Jill Thistlethwaite (Australia), Geoff Norman (Canada), Antonio vaz Carneiro (Portugal), Geoff Wong (UK)

This symposium follows on from the well-received ‘What is evidence?’ presentation and discussion at AMEE 2011. It will provide a discussion forum on the role of evidence in health professional education. Presenters will briefly outline from different perspectives the challenges associated with evidence-informed decision-making related to health professional education. A facilitated interactive session with the audience will seek to understand how educational research (primary and secondary) is received by practitioners, how to synthesise and disseminate existing evidence, and the issues associated with the translation of evidence into practice to implement new, or enhance existing, educational initiatives.

Session 5C – Think Tank
The BEME Collaboration: Moving from recent challenges to opportunities for greater impact on educational practice


Dale Dauphinée (Canada) (Chair); John Norcini (USA); Geoffrey Norman (Canada); Liz Anderson (UK); and Marilyn Hammick (UK)

BEME has entered its second decade of existence and BEME reviews are increasing in number. In Vienna in 2011, the nature and impact of evidence in health sciences education was reviewed and discussed and it was concluded that evidence has many meanings depending on its use and the social and educational contexts. At the initial BEME Congress in Lyon in 2012, it was noted that specific lessons from the first decade of BEME were becoming evident. Furthermore, a consensus was reached that while both better technical and methodological improvements were needed, a careful relook at BEME’s vision and mission would be in BEME’s strategic interests. An international panel, representing BEME users, editors, researchers and policy makers, was appointed to report back at the 2013 BEME Congress. This session will highlight issues for discussion emphasizing the next continuous quality improvement steps for the collaboration and proposing new strategic activities for BEME.


Session 7: BEME Board Meeting (closed)
Session 8J – Short Communications (open)
Best Evidence Medical Education (BEME) 1
Session 9J – Short Communications (open)
Best Evidence Medical Education (BEME) 2


Session 10: BEME Congress Meeting (closed)

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