Recent Projects

The International Association of Medical Science Educators (IAMSE) wishes to encourage and support scholarships in medical science education. We offer three different faculty grant types:


  • IAMSE-ScholarRx Curriculum Development Grant – A Novel, Vertically Integrated, Multidisciplinary Module with an Eye to the Future: the Human Microbiome Unit – (Rowan University School of Osteopathic Medicine)
  • IAMSE Educational Scholarship & Curriculum Innovation Grants – Histology Mobile Application (App) for Cardiovascular and Pulmonary Tissues – (University of Illinois College of Medicine Peoria)
  • IAMSE Educational Scholarship & Curriculum Innovation Grants – Toward Critically Reflective Practice in Academic Medicine: Development of a Scale – (University of Kansas School of Medicine)


  • Building self-directed dyadic learning experiences through preclinical ultrasound education – (Boston University School of Medicine)
  • IAMSE-ScholarRx Curriculum Development Grant – Biomedical Sciences and Ethics and Humanities, Building Connection for Deeper Learning in Undergraduate Medical Curriculum – (Sam Houston State University)  
  • Development of an Imposter Phenomenon Mitigation Toolkit for Medical Students – (Nova Southeastern University)
  • Implementing a Role Reversal Exercise to Educate Students on the Experiences of Deaf and Hard of Hearing Patients in the Healthcare Setting – (Morehouse School of Medicine)
  • Addressing training and clinical care needs regarding nutrition among physicians – (UNC-Chapel Hill)
  • Bringing Health System Science and Interprofessional Education Alive in the Clinical Environment: An Innovative Faculty Development Approach to Prepare Health Professional Learners as Systems Citizens – (Carilion Clinic and VTCSOM)
  • Developing a Student-Led Research Interest Group of Scholarship of Teaching and Learning (SoTL) – (Sam Houston State University College of Osteopathic Medicine)
  • Moving Two Campuses to Assessments that Demonstrate Competency and Comparability – (Wake Forest Som)
  • Competency-Based Assessment of Evidence-Based Medicine in Practice – (University of Illinois Chicago)
  • Integrating the Science of Mental Health and Illness in the Post-Clerkship Undergraduate Medical Education Curriculum – (Vanderbilt University School of Medicine)


  • An Ultrasound Simulator App for the Smartphone – (Boston University School of Medicine)
  • Shopping for Health: A Virtual Reality Educational Intervention – (California Health Sciences University College of Osteopathic Medicine)
  • Electronic Residency Application Service Student Ease of Use – (University of Pittsburgh School of Medicine)
  • Blending Humanities with Basic and Clinical Science in a Cancer Review Course – (Paul L. Foster School of Medicine, Texas Tech University Health Sciences Center at El Paso)
  • Towards Diversity, Equity, and Inclusion: Creating Targeted Faculty Development – (Cooper Medical School of Rowan University)
  • Effectiveness of Quiz-Enhanced Podcasts for Basic Science Review in Clinical Courses – (Des Moines University College of Osteopathic Medicine)
  • Using a Cultural Humility Inventory to Assess the Medical School Curriculum – (University of Cincinnati College of Medicine)


  • Straight to the Point: Engaging Learners through Focused Micro-lectures using the TED Masterclass Training Program – (Researchers from the University of Texas Medical Branch)
  • An exploration of First-in-Family (FiF) physicians’ journey into medicine for the development of effective pipeline programs – (University of Kansas School of Medicine)
  • MicroSkills Curriculum: Teaching the Novice to Acquire Sublingual Microcirculation Videos – (Researchers from the University of Maryland)
  • Enhancing LGBTQI Cultural Competency Education in an Undergraduate Medical Curriculum -(Researchers from the University of South Florida)
  • A Child-to-Child Health Education Program for Students in Northern Saskatchewan A Pilot Study – (University of Saskatchewan)
  • Learning with Others: Academic Outcomes and Student Acceptance of Multiple Peer-Based Learning Group – (Central Michigan University)


  • Leadership Essentials in Undergraduate Medical Education and the Barriers to Implementation -(Research from University of South Florida Morsani COM)
  • Improving Professional Role Knowledge Among Allied Health Students (Research from Indiana -(University School of Medicine)
  • An Investigation on The Impact of Resource Overutilization on Medical Student Burnout – (Kansas City University of Medicine and Biosciences)
  • MedAchieve: Examining the educational outcomes of a medical school mentorship program – (Touro College of Osteopathic Medicine- Harlem)
  • Determining the Best Strategy to Integrate Clinical Nutrition and Culinary Medicine for Preventative -(Research from Touro University Nevada)
  • Securing Unbiased Real-time Evaluations in Team Training of Interprofessional Students (SURE T2IPS) – (Research from Louisiana State University Health Sciences Center—New Orleans)
  • What is the Evidence for Differences in Faculty and Student Perceptions on Multiple Choice Questions? – (Research from Virginia Commonwealth University School of Medicine)
  • Making connections explicit: the effect of self-explanation and worked examples on cognitive integration of basic and clinical sciences – (Research from Humber College Institute of Technology and Advanced Learning)


  • Pediatric Core Clinical Skills Objective Clinical Skills Exam – (Research from Keck School of Medicine / University of Southern California)
  • Medical Nutrition Therapy Immersion to Enhance the Learning and Use of Nutrition Counseling -(Research from University of Cincinnati)
  • An Analysis of Medical Educators’ Needs in Promoting Self-Directed Lifelong Learning – (Research from Hofstra University)
  • A Qualitative Investigation of Female Resident Physician Burnout in Frontline Specialties – (Research from UNC)
  • Student preferences for learning from tutorials: A Q-methodological study – (Research from VU University Medical Center)


  • Incentive structure and student participation in active learning strategies in medical school – (Research from Rowan University)
  • A comparison of SOAP note-style exam questions to traditional vignette-style exam questions -(Research from Touro University Nevada)


  • Investigating the Impact of Anatomy TEL Resources on Assessment Outcomes – (Research from University of Leeds SOM)


  • Anatomy Learning & Retention Among Medical Students: A Cross-sectional Mixed Methods Study – (Research from Monash University – Australia)