In this special live episode of the TASME TiME Podcast, recorded at the ASME Annual Scientific Meeting 2026, we bring together an exceptional panel of keynote speakers and award winners to explore one big question:

What will the future of health professions education actually look like?

Joining us are Professor Lisa Meeks, Professor Michelle Lazarus, Professor Gerry Gormley, Dr Aaron Drovandi, Associate Professor Emily Reid, and Steve Boam, as we reflect on the themes that shaped this year's conference and consider how medical education must evolve to meet the needs of learners, educators and patients.

Together we discuss disability inclusion, learner partnership, uncertainty in clinical practice, psychological safety, simulation, systems thinking, artificial intelligence and the importance of designing educational environments that are not only innovative, but genuinely inclusive and deeply human.

Rather than searching for a single solution, this conversation explores how curiosity, collaboration and diverse ways of knowing can help shape a more compassionate and sustainable future for health professions education.

Discover more about TASME, ASME, and our affiliated groups at ASME.org.uk. Be sure to follow @TASME_UK for the latest podcast episodes, news and conversations from across the health professions education community.

In this episode, we speak with Dr Rageshri Dhairyawan, who is a clinician, health equity researcher and also author of Unheard: The Medical Practice of Silencing, about how we train doctors to listen and sometimes fail to listen to patients. We explore how hierarchy, bias, and the culture of medicine can perpetuate medical silencing, why some voices are more likely to be believed than others, and what this means for patient care, equity, and trust in healthcare.

Drawing on her experiences as both clinician and patient, Dr Dhairyawan discusses how medical education can move beyond knowledge transmission to cultivate humility, curiosity, and genuine listening.

Join us for this thought-provoking conversation about power, learning, and how we can build a healthcare system where every voice is heard.

Discover more about TASME, ASME, and our many affiliated groups at ASME.org.uk. Be sure to follow us @TASME_UK for the latest updates and conversations

In this episode we are joined by Dr Jo Hartland, Associate Professor in Health Justice Education and Deputy Education Director at Bristol Medical School. Jo brings extensive experience in health justice education, student equity, diversity and inclusion, and national EDI work through their role with the Medical Schools Council EDI Alliance. They are also an independent queer activist and the lead author of the GLADD Medical School Charter on so-called LGBTQ+ conversion therapy.

In this discussion, we explore the current landscape of equality, diversity and inclusion in medical education, including the increasing challenges of doing this work in a more risk-averse higher education environment. We discuss the importance of moving beyond “easy wins”, the role of patient safety and professional standards in advocating for inclusive curricula, and how educators can navigate difficult conversations around marginalisation, bias, identity, and power. Jo also reflects on how EDI work can be made more sustainable, community-led, and safe for those involved.

Discover more about TASME, ASME, and our many affiliated groups at ASME.org.uk. Be sure to follow us on social media @TASME_UK for the latest updates and conversations.

Special thanks to our Podcast team, the wider TASME committee, and Amlunya for our theme music.

We hope you enjoy

In this episode we are joined by Dr Tristan Price, Associate Professor and Programme Lead for the PGCert and MClinEd in Clinical Education for Peninsula Medical School. Tristan brings a huge amount of experience to this discussion talking about his career path and research into remediation in postgraduate medical education. We will be discussing what makes good qualitative research, its strengths and limitations, and challenges faced when undertaking qualitative research.

Discover more about TASME, ASME, and our many affiliated groups at ASME.org.uk. Be sure to follow us on social media @TASME_UK for the latest updates and conversations.

Special thanks to our Podcast team, the wider TASME committee, and Amlunya for our theme music.

We hope you enjoy!

In this episode, we are joined by Dr Thomas Bond a flexible portfolio trainee and the host of the MEMCast podcast to learn about this option for a varied career during training.

Discover more about TASME, ASME, and our many affiliated groups at ASME.org.uk. Be sure to follow us on social media @TASME_UK for the latest updates and conversations.

Special thanks to our Podcast team, the wider TASME committee, and Amlunya for our theme music

https://www.hee.nhs.uk/our-work/doctors-training/flexible-portfolio-training

In this special live episode, recorded at ASME’s 2025 Annual Scholarship Meeting in Edinburgh, we sit down with keynote speakers Prof. Rola Ajjawi, Prof. Margaret Bearman, and Dr. Abigail Konopasky. Together, we explore some of the conference’s most compelling themes — from learner agency and the role of AI in clinical education to the ethical questions these innovations raise.

Stay connected with TASME, ASME, and our affiliated groups at ASME.org.uk, and join the conversation on social media @TASME_UK

Special thanks to our Podcast team, the wider TASME committee, and Amlunya for our theme music

In this episode, we are joined by Dr Akash Doshi creator and founder of Mind the Bleep, a free online platform dedicated to doctors and healthcare professionals to aid them in managing work-based challenges with ease.

Discover more about TASME, ASME, and our many affiliated groups at ASME.org.uk. Follow us on social media @TASME_UK for the latest updates and conversations.

Special thanks to our Podcast team, the wider TASME committee, and Amlunya for our theme music

In this episode, we are joined by Dr Leah Williams, the Phase One Simulation lead in the School of Medicine at the University of Sunderland. She has created an innovative teaching workshop, SIMLive!, a session that combines simulated medical scenarios with an interactive quiz, and has gone on to publish work exploring barriers to clinical reasoning in high-fidelity simulation.

Discover more about TASME, ASME, and our many affiliated groups at ASME.org.uk. Be sure to follow us on social media @TASME_UK for the latest updates and conversations.

Special thanks to our Podcast team, the wider TASME committee, and Amlunya for our theme music

Papers and Resources Mentioned: Williams, L. (2024). Exploring medical student perceptions of barriers to clinical reasoning in high-fidelity simulation: a qualitative study. The Clinical Teacher, 21, e13773. https://doi.org/10.1111/tct.13773

In this episode, Mark and Neil are joined by Dr Amie Burbridge to discuss all things clinical reasoning.

Dr Amie Burbridge is a Consultant in Acute Medicine at University Hospitals Coventry and Warwickshire (UHCW). Alongside her clinical role, she is also actively involved in teaching and supporting junior doctors and medical trainees. Dr. Burbridge also hosts the popular podcast "Home of Medicine," which discusses challenging medical cases with a focus on cognitive biases and clinical reasoning.

Dr Amie Burbridge on X: @AmieBurbridge

Home of Medicine Podcast:

https://open.spotify.com/show/0F4K22qMBQZPdg4u3lLqgE?si=e9dfba501e634f3c

Resources Mentioned:

UK Clinical Reasoning in Medical Education Group (CReME) - https://www.creme.org.uk/

Clinical Reasoning Assessment Methods: A Scoping Review and Practical Guidance by Daniel et al. (2019) - https://pubmed.ncbi.nlm.nih.gov/30720527/

Common problems: a safe diagnostic strategy by Murtagh (1990) - https://pubmed.ncbi.nlm.nih.gov/2346427/

You can find out more about TASME, ASME and our many other groups at ASME.org.uk and make sure you follow us on Twitter @TASME_UK

Thanks to the Podcast team and wider TASME committee as well as Amlunya, for our theme music

As part of our work focusing on careers in medical education, we wanted to cover some of the roles in postgraduate clinical education that we may have less awareness of.

In this episode, we’re going to find out about the role of a Director of Medical Education (DME) with Dr Jason Hancock who is a consultant psychiatrist and Director of Medical Education, Devon Partnership NHS Trust

Hon. Clinical Associate Professor, University of Exeter

Discover more about TASME, ASME, and our many affiliated groups at ASME.org.uk. Be sure to follow us on social media @TASME_UK for the latest updates and conversations.

Special thanks to our Podcast team, the wider TASME committee, and Amlunya for our theme music