SGEA Innovation in Medical Education Award
2021-2022 Awardee
“Development of an Introduction to Primary Care Course for Accelerated Stream Medical Students Committed to Primary Care Specialties in Arkansas”
Drs. Sheena CarlLee and Sharon Reece
University of Arkansas for Medical Sciences Northwest
The SGEA supports and encourages innovation in medical education. To recognize members who have developed an innovative approach to medical education and to support participation of SGEA members in activities that promote educational scholarship, the SGEA will provide one award of $5000 each year to recognize an outstanding innovation in medical education. Innovations which promote collaborative projects across institutions, the health professions, and sections (UGME, GME, CME, and MESRE) will be given extra consideration. This is an award rather than a grant, so the winner may apply the funds wherever they see the greatest need for continued improvement in medical education.
SGEA Medical Educational Scholarship Awards (MESA)
Medical Education Scholarship Awards (MESA) is a comprehensive professional development program established in 2003 by the AAMC-Southern Group on Educational Affairs and supported by its member institutions.
SGEA Medical Education Research Grants
The Southern Group on Educational Affairs (SGEA) supports and encourages scholarship in medical education. To help its members participate in opportunities that provide educational scholarship, the SGEA provides funding to initiate new Medical Education Scholarship, Research and Evaluation (MESRE) proposals.
The SGEA will provide up to three research grants for two years. The grant award may total up to $5000 for submissions involving one institution and $7500 for submissions involving the collaboration of two (2) or more institutions. The SGEA also seeks to promote collaborative projects across institutions, and sections (UGME, GME, CME, and MESRE), and seeks to stimulate the development of a community of educational scholars. Project proposals must be consistent with previously published criteria for scholarship and provide additional opportunities for others to build upon this work. Proposals must be received by September 30, 2021 to be considered for funding.
2019-2021 Grant Recipients
“Being” and “Becoming” a Physician: A Longitudinal Study of Professional Identity Development Among Pre-Clinical Students.
Melanie Hagen, MD, Project Leader-$7,100
University of Florida
Intersection of Race and Gender on Learner Assessment in Graduate Medical Education: Multisite study of Implicit Bias in Resident Assessment in Internal Medicine Residency Training.
Robin Klein, MD MEHP, Project Leader-$7,500
Emory University School of Medicine,
2018-2020 Grant Recipients
What is meaningful in medicine? A mixed methods examination of how healthcare professionals define and enhance meaning in their work.
Brenessa Lindeman, MD, MEHP, Project Leader - $2,445
University of Alabama at Birmingham School of Medicine
What does context have to do with anything?: The Study of professional identity formation (PiF) of physicians considered under-represented in medicine (UiM).
Tasha R. Wyatt, PhD, Project Leader - $5,041
Medical College of Georgia
2017-2019 Grant Recipients
Refinement of the Team Development Measure for Effective Use in Assessment of Teamwork in Interprofessional Education Activities
Kelly Lockeman, PhD, Project Leader- $7,500
Virginia Commonwealth University School of Medicine (collaborating with University of Colorado, Anschutz Medical Campus)
Making a physician: Exploring medical students’ experience of professional identity development during clerkships
Michael S. Ryan, MD, MEHP, Project Leader - $5,000
Virginia Commonwealth University School of Medicine
SGEA Career Educator Award
This award recognizes one individual from the southern region annually.