The BEME Collaboration is an international group of individuals, universities, and other professional organisations committed to the development of

evidence-informed education in the medical and health professions through:

• the creation of a culture of best evidence education amongst individuals, institutions, and national bodies with an education or accreditation remit;

• the production of systematic reviews which present and make accessible the best evidence available; and

• the translation of the findings from educational research to teaching practice with support for teachers and other stakeholders adopting an

evidence-informed approach.

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move fromopinion-based to

evidence-informededucation

Why BEME?

BEME’s goal is to identify and to makeavailable the latest findings from scientifically-grounded educational research.

This will enable teachers and administrators to make informed decisions about approaches to teaching and learning that boost learner performance oncognitive and clinical measures leading to improved quality of patient care.

www.amee.org

bestevidencemedical

education

Comm

itted to evidence-informed education

in medicine and health professions

Best Evidence Medical Education

Sponsored by the

Association for Medical Education in Europe

(AMEE)

www.bemecollaboration.org

WHAT WE DO

Translate findingsBEME provides an environment

where findings from educational research can be translated to teaching practice

Systematic reviewsBEME publishes systematic reviews to make accessible the best

evidence available

Training and developmentBEME offers opportunities for training and development in relation to implementa-

tion of evidence-informed teaching

BEME has the Answers!The BEME Collaboration can help deliver a more effective and efficienteducation programme.

The BEME Collaboration provides answers to questions such as:

• Should I use simulation in my teaching and what ten things can I do to make it more effective? (BEME Guide 4)

• What are the proven benefits of a curriculum where students have clinical experience in the early years? (BEME Guide 6)

• What can be done to deliver an effective faculty development programme? (BEME Guides 8 and 19)

• Is interprofessional education effective in practice? (BEME Guide 9)

• How can I use self-assessment to identify learning needs and impact on clinical practice? (BEME Guide 10)

• How can I make effective use of portfolios as a tool for learning and assessment in undergraduate or postgraduate education? (BEME Guides 11 and 12)

• Should I use educational games in my teaching programme? (BEME Guide 14)

• What do we know about the effectiveness off journal clubs? (BEME Guide 16)

• How can I measure emotional intelligence in my learners and should I? (BEME Guide 17)

• How can I deliver effective structured resuscitation training? (BEME Guide 20)

• How can I get maximum benefit from using audience response systems? (BEME Guide 21)

• What features of educational interventions lead to compliance with hand hygiene in healthcare professionals within a hospital care setting?

(BEME Guide 22)

• What is case-based learning and how eff ective is it in practice? (BEME Guide 23)

• What eff ect does patient mix have in the work based learning context? (BEME Guide 24)

• Why are longitudinal clinical attachments important and what can I do to make them effective?

(BEME Guide 26)

• How do I set about searching the medical education literature? (BEME Guide 3)

• How can I conduct a systematic review of the literature?

(BEME Guide 13)

BEME Board

The BEME Board has the overall responsibility for the strategic development of the BEME Collaboration and the coordination of current activities.

BEME activities at AMEE 2015Short Communications

Pre-conference Workshop

Conference Workshop

BEME also offer a range of other interesting opportunities throughout the year.

Madalena Patricio, Portugal (Chair from Sept 2015)Albert Scherpbier, Netherlands (past Chair)Eva Aagaard, USATudor Calinici, RomaniaJennifer Cleland, UKW. Dale Dauphinee, CanadaEduardo Durante, ArgentinaNehad El-Sawi, USATrevor Gibbs, UKMorris Gordon, UKChris Green, UKLarry Gruppen, USASimon Guild, UKRonald M Harden, UKBarry Issenberg, USAJanusz Janczukowicz, PolandPat Lilley, UKAnne McKee, UK and USAAzim Mirzazadeh, IranMark Newman, UKTeresa Pawlikowska, IrelandJenny Schafer, AustraliaYvonne Steinert, CanadaDavid Taylor, UKArianne Teherani, USARochelle Tractenberg, USAAlison Whelan, USATaryn Young, South Africa

What is a BEME review?A BEME review is the systematic, logical and explicit appraisal of available information to determine the best evidence relating to an

issue in medical and health professional education.

BEME reviews are designed to assist individual teachers, institutions and national bodies to make informed decisions about educational practice and policy.

Thirty-five BEME reviews have been produced to date on topics relating to teaching and learning, faculty development, assessment, curriculum strategies, education management and BEME process.

BEME Guide 1: Best Evidence Medical EducationHarden RM, Grant J, Buckley G, and Hart IR. Medical Teacher 1999, 21(6) 553-562

BEME Guide 3: Systematic searching for evidence in medical education – Haig A and Dozier M. Part 1: Medical Teacher 2003, 25(4) 352-363, Part 2: Medical Teacher 2003, 25(5) 463-484

BEME Guide 13: Conducting a best evidence systematic review: From idea to data coding – Hammick M, Dornan T, and Steinert Y.

Medical Teacher 2010, 32(1) 3-15

Best Practice EducationMuch of the activity in the BEME Collaboration to date has related to the production

and distribution of systematic reviews relating to topics in medical education.

Best Practice Education is an AMEE/BEME initiative currently under development. The aim is to support teachers and trainers in the use of evidence to inform their

day-to-day decisions.

In the practice of evidence-based medicine, doctors do not directly consult the Cochrane Systematic Reviews to guide their day-to-day

medical practice and use instead tools such as ‘UpToDate’, which was designed to meet this need.

The Best Practice Education initiative focuses on providing short evidence-informed answers to specific focussed

questions that might be asked by a teacher, with one or two references to support each answer.

In this way information is provided for the teacher “just-in-time” as

needed by them – a focussed answer to a

specific question

BEME activities at AMEE 2015Short Communications

Pre-conference Workshop

Conference Workshop

BEME also offer a range of other interesting opportunities throughout the year.

• Aberdeen Patient Safety Consortium, UK• Alabama College of Osteopathic Medicine, USA• Consortium of Universities of Birmingham, Bournemouth, Essex and East Anglia, UK• Georgetown University Medical Centre, USA• Instituto Universitario del Hospital Italiano De Buenos Aires/Universidad Nacional del Sur, Argentina• Iuliu Hatieganu University of Medicine and Pharmacy, Cluj Napoca, Romania• Kings College, London/University of Washington School of Medicine (Seattle), UK and USA• Maastricht University, The Netherlands• Medical University of Lodz, Poland• McGill University, Canada• Royal College of Surgeons, Ireland• Stellenbosch University Faculty of Medicine, South Africa• Tehran University of Medical Sciences, Iran• University of California, San Francisco, USA• University College London/Institute of Education, UK• University of Colorado, USA• University of Central Lancashire/Blackpool Victoria Hospital, UK• University of Liverpool School of Medicine, UK• University of Michigan, USA• University of Queensland, Australia• University of St Andrews, UK• Washington University School of Medicine, St. Louis, USA

BEME International

Collaborating Centres (BICCs)

BICCs have been established with responsibility for progressing the ongoing work of the BEME

Collaboration, planning and supporting its further development through the work of their centre and through

their representation on the Board.

Diana Dolmans, Netherlands (Chair)Trevor Gibbs, UK (Secretary)Nehad El-Sawi, USAMorris Gordon, UKSimon Guild, UKAnne McKee, UK and USASusan van Schalkwyk, South AfricaYvonne Steinert, CanadaDavid Taylor, UKRochelle Tractenberg, USALouise Russell, BEME Administrator

BEME Review Editorial Committee (BREC)BREC is responsible to the BEME Board for BEME reviews from their initial proposal and registration to their final publication and for ensuring that reviews meet the BEME publication standards.

best evidence medical education

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If you would like moreinformation about AMEEand its initiatives, pleasecontact the AMEE Office:

Scottish Charity No: SC031618 | www.amee.org

www.bemecollaboration.org

Spo

nso

red

by

AMEE Secretariat, 12 Airlie Place, Dundee, DD1 4HJ, UK.| T: +44 (0)1382 381983 | F: +44 (0)1382 381987 | E: beme@dundee.ac.uk | W: www.bemecollaboration.org

BEME Guide 4: Features and uses of high fidelity medical simulations that lead to effective learning - Issenberg SB, McGaghie WC, Petrusa ER, Gordon DL, and Scalese RJ. Medical Teacher 2005, 27(1)10-28

BEME Guide 5: Predictive values of measurements obtained in medical schools and future performance in medical practice - Hamdy H, Prasad, K, Anderson MB, Scherpbier A, Williams R, Zwierstra R, Cuddihy H. Medical Teacher 2006, 28(2) 103-116

BEME Guide 6: How can experience in clinical and community settings contribute to early medical education? A BEME systematic review - Dornan T, Littlewood S, Margolis SA, Scherpbier A, Spencer J, and Ypinazar V. Medical Teacher 2006, 28(1) 3-18

BEME Guide 7: Systematic review of the literature on assessment, feedback and physicians’ clinical performance? -Veloski J, Boex JR, Grasberger MJ, Evans A, Wolfson DB. Medical Teacher 2006, 28(2) 117-128

BEME Guide 8: A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education - Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M, and Prideaux D.

Medical Teacher 2006, 28(6) 497-526

BEME Guide 9: A best evidence systematic review of interprofessional

education - Hammick M, Freeth D, Koppel I, Reeves S, Barr

H. Medical Teacher 2007, 29(8) 735-751

BEME Guide 10: The effectiveness of selfassessment on the identification of learner needs, learner activity, and impact on clinical practice - Colthart I, Bagnall G, Evans A, Allbutt H, Haig A, Illing J, and McK-instry B. Medical Teacher 2008, 30(2) 124-145

BEME Guide 11: The educational effects of portfolios on undergraduate student learning: A Best Evidence Medical Education (BEME) systematic review - Buckley S, Coleman J, Davison I, Khan K, Zamora J, Malick S, Morley D, Pollard D, Ashcroft T, Popovic C, and Sayers J. Medical Teacher 2009, 31(4) 282-298

BEME Guide 12: The effectiveness of portfolios for post-graduate assessment and education - Tochel C, Haig A, Hesketh A, Cadzow A, Beggs K, Colthart I, and Peacock H. Medical Teacher 2009, 31(4) 299-318

BEME Guide 14: The effect of educational games on medical students’ learning outcomes: A systematic review - Akl EA, Pretorius RW, Sackett K, Erdley WS, Bhoopathi PS, Alfarah Z, and Schünemann HJ. Medical Teacher 2010, 32(1) 16-27

BEME Guide 15: What features of educational interventions lead to competence in aseptic insertion and maintenance of CV catheters in acute care? - Cherry MG, Brown JM, Neal T, Shaw NB. Medical Teacher 2010, 32(3) 198-218

BEME Guide 16: Are journal clubs effective in supporting evidence-based decision making? A systematic review - Harris J, Kearley K, Heneghan C, Meats E, Roberts N, Perera R, and Kearley-Shiers K. Medical Teacher 2011, 33(1) 9-23

BEME Guide 17: What impact do structured educational sessions to increase emotional intelligence have on medical students? - Cherry MG, Fletcher I, O’Sullivan H, Shaw N.Medical Teacher 2012, 34(1) 11-19

BEME Guide 18: Teaching musculoskeletal clinical skills to medical trainees and

physicians: A Best Evidence in Medical Education systematic review of

strategies and their effectiveness - O’Dunn-Orto A, Hartling L,

Campbell S, and Oswald AE. Medical Teacher 2012, 34(2)

93-102

BEME Guide 19: Faculty development initiatives designed to promote leadership in medical education. A BEME systematic review - Steinert Y, Naismith L, and Mann K. Medical Teacher 2012, 34(6) 483-503

BEME Guide 20: What is the impact of structured resuscitation training on healthcare practitioners, their clients and the wider service? A BEME systematic review - Mosley C, Dewhurst C, Molloy S, and Shaw BN. Medical Teacher 2012, 34(6) e349-e385

BEME Guide 21: The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review - Nelson C, Hartling L, Campbell S, and Oswald AE. Medical Teacher 2012, 34(6) e386-e405

BEME Guide 22: Features of educational interventions that lead to compliance with hand hygiene in healthcare professionals within a hospital care setting. A BEME systematic review - Cherry GM, Brown JM, Bethell GS, Neal T, Shaw NJ. Medical Teacher 2012, 34(6) e406-e420

BEME Guide 23: The effectiveness of case-based learning in health professional education. A BEME systematic review - Thistlethwaite J, Davies D, Ekeocha S, Kidd J, MacDougall C, Matthews P, Purkis J, Clay D. Medical Teacher 2012, 34(6) e421-e444

BEME Guide 24: A systematic review of the relationship between patient mix and learning in work-based clinical settings - Jip de Jong, Mechteld Visser, Nynke Van Dijk, Cees van der Vleuten, and Margreet Wieringa-de Waard. Medical Teacher 2013, 35(6) e1181-e1196

BEME Guide 25: Teaching Professionalism in medical education: A Best Evidence in Medical Education (BEME) systematic review - Birden H, Glass N, Wilson I, Harrison M, Usherwood T, Nass D. Medical Teacher 2013, 35(7) e1252-e1266

BEME Guide 26: The effectiveness of longitudinal community placements in medical education - Thistlethwaite J, Bartle E, Chong A, Dick M, King D, Mahoney S, Papinczak T, Tucker G. Medical Teacher 2013, e1340-e1364

BEME Guide 27: Doctor Role Modelling in Medical Education - Passi V, Johnson S , Peile E, Wright S , Hafferty F, Johnson N. Medical Teacher 2013, 35(9) e1422-e1436

BEME Guide 28: Impact of an Intercalated BSc on Medical Student Performance and Careers - Jones M, Hutt P, Eastwood S, Singh S.Medical Teacher 2013,

35(10) e1493e1510

B E M E Guide 29: A review of the literature regarding the effectiveness of interventions to promote successful adoption of Electronic Health Records in healthcare professionals - Goveia J, van Stiphout F, Cheung ZJ, Kamta B, Keijsers CJWP, Valk G and ter Braak EWMT Medical Teacher 2013, 35(11) e1551-e1560

BEME Guide 30: The effectiveness of team-based learning on learning outcomes in health professions education: A Best Evidence in Medical Education Systematic Review - Fatmi M, Hartling I, Hillier T, Campbell S, Oswald A. Medical Teacher 2013, 35(12) e1608-e1624

BEME Guide 31: Effectiveness of teaching evidence-based medicine to undergraduate medical students: A BEME systematic review - Ahmadi S, Baradaran H, Ahmadi E, Medical Teacher 2015, 37(1) 21-30

BEME Guide 32 : A BEME systematic review of UK undergraduate medical education in the general practice setting - Park S, Khan N, Hampshire M, Knox R, Malpass A, Thomas J, Anagnostelis A, Newman M, Bower P, Rosenthal J, Murray E, Iliffe S, Heneghan C, Band A, Georgieva Z

Published BEME Guides

B E M E Guide 33:

D y n a m i c s of career choice

among students in undergraduate

medical courses. BEME systematic review. Querido

SJ, Vergouw D, Wigersma L, Batenburg RS, De Rond

MEJ, Ten Cate TJ

BEME Guide 34Building Capacity for Education Research

Among Clinical Educators in the Health Professions: A BEME (Best Evidence Medical Education) Systematic Review of the Outcomes of Interventions Ahmed R, Farooq A, Storie D, Hartling L, Oswald A

BEME Guide 35A critical hybrid realist-outcomes systematic review of relationships between medical education programs and communities Ellaway RH, O’Gorman L, Strasser R, Marsh DC, Graves L, Fink P, Cervin C