The AMEE Research Grants programme recognises the importance of research in health professions education, and aims to promote excellence in research among AMEE members. Open to current paid Individual and Student Members, either the Principal, or one of the Associate Investigators of the research project must hold an AMEE membership.

The Grants provide financial support of up to £10,000 for educational research projects, with the aim of promoting scholarship in healthcare professions education.

Information about the 2023 Research Grants will be posted on the website when it is available. Please email services@amee.org for further information.

The Award

The grant is an award of up to £10,000 intended to provide additional support for projects in the field of health professions education. This funding may be used to cover expenses incurred in the course of conducting research such as standardised patient fees, incentives for study participants, transcription fees, salary support for a research assistant and meetings of the research group. 
It cannot be used to provide salary support for the core team, equipment, travel (other than research group meetings), or institutional overhead costs.

How to Apply

To apply for a Research Grant, you need to submit a pre-proposal outlining your project. To do this, complete the application form and return it by email to services@amee.org before the deadline. 

The pre-proposal application form includes:

  • Title of your proposal
  • Details of the Principal investigator: institution, address, contact details
  • Proposed start and end date (max. 1 year)
  • A Summary of the project (1000 words total)
  • Problem statement/topic/issue/relevance
  • Conceptual framework/theoretical framework
  • Research question(s)
  • Description of proposed design and methods (at least 1/3 of your summary should address this area)
  • Budget and Justification

    Applicants will be informed of the decision on their proposal, and if selected will be invited to submit a full proposal.

     

    • Selection Criteria and Review Process

    The grant review consists of two levels. Your Pre-proposal is initially reviewed by the committee who decide whether it is suitable for funding through AMEE. If successful you will be invited to submit a full proposal. The second level review then looks closely at your full proposal, based on the criteria below. Please be aware that feedback will only be provided to author(s) who are invited to submit a full proposal.

    Proposals are assessed on the basis of:
    • Theoretical importance
    • Innovation
    • A clear problem statement (how the problem will be addressed), and research question
    • The rigor of methodological approach
    • Practical and theoretical significance
    • Publication suitability (i.e. to what extent will the outcomes of the project result in a publishable report in a peer reviewed scientific journal?)
    • Ethical value (please outline the ethical consent requirements and process of the study context, and how the team will address these)
    • Feasibility within the 1 year time frame for completion
    • The expertise and relevant research experience of the project team (i.e. expertise of the team in the area of investigation, and appropriate disciplines of the research team). 
    • A realistic plan for results (to include required presentation at AMEE meeting and likelihood of publishing findings in medical education literature)
    • The style of writing and clarity of the proposal

    Successful applicants will be invited to present the results of their study at the AMEE Conference (within 3 years of receipt of funding).

    Examples of Funded Projects

    Recent projects funded by AMEE Research Grants were: 
    2021 - The role of the healthcare team in medical trainees' learning to collaborate - a follow-up study - Renee E. Stalmeijer, Maastricht Universtiy, School of Health Professions Education
    2020 - Strategic integration of sustainable healthcare education into health professional curricula - Claire Palermo, Monash University, Australia
    2019 - Exploring Perceptions of Self-Disclosure in Medical Education - Javeed Sukhera, Western University, Canada
    2018 - Neuroeducation Mechanisms of Psychosocial Contexts on Team-Based Learning - Kent Hecker University of Calgary, Canada
    2018 - Training for transfer: The impact of context variation during ultrasound-simulation training on clinical performance - Vilma Johnsson, Copenhagen Academy for Medical Education and Simulation (CAMES), Rigshospitalet, Copenhagen, Denmark
    2017 - ‘Unravelling stakeholders’ discourses of selection for medical study and the emotions involved - Anouk Wouters, VUmc School of Medical Sciences, Amsterdam, Netherlands
    2017 - ‘Learner Handover: How does it influence assessment? - Susan Humphrey-Murto, Unversity of Ottawa, Canada

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