CDEM National Award for Excellence in Emergency Medicine Scholarship and Education

The Clerkship Directors in Emergency Medicine (CDEM) are pleased to introduce the CDEM Award for Excellence in Emergency Medicine Scholarship and Education. This award recognizes sustained and meaningful contributions to undergraduate emergency medicine (EM) education. Contributions may be local, regional, or national in scope; however, applicants should demonstrate evidence of impact, dissemination, leadership, or influence beyond routine assigned duties. Because this is a criterion-based recognition award, there is no predetermined number of annual recipients. All applicants who meet the award criteria may be recognized, and applications can be submitted at any time.

Criteria

• Minimum of five total years as faculty with a formal assigned role in undergraduate medical education (UME) (e.g., assistant/associate clerkship director, clerkship director, director of undergraduate medical education, etc.)
  • This time does not have to be continuous or at the same institution.
  • If the faculty member does not have a formal assigned role in UME but has exceptional achievement in UME, they can be nominated with an additional letter of support from a clerkship director or chair explaining why they meet criteria without a formal UME role.
• Active member of CDEM
• An aggregate score of at least ten points on the assessment rubric, with a maximum score of three points in each of the five domains
  • Teaching and Learner Evaluation (0-3 points)
  • Development of Educational Materials and Programs (0-3 points)
  • Educational Leadership (0-3 points)
  • Educational Research and Scholarship (0-3 points)
  • Student Mentorship, Advising, and/or Coaching (0-3 points)

Recipients will be formally recognized for their contributions at the CDEM all-member meeting, featured in the CDEM Newsletter, and featured in SAEM Pulse.

Rolling Submissions

Applications for the award are accepted on a rolling basis throughout the year. This is a criterion-based award and is not dependent on the number of applications received, but rather on the evaluation of each individual candidate's portfolio.

CDEM members who exemplify excellence in medical student education and have demonstrated a strong commitment to advancing undergraduate EM education are encouraged to apply.

Submission Materials

Individuals seeking recognition through the award should submit the following materials:

• Submission Form: completed online form including applicant contact information, institutional affiliation, and the attachments listed below.
• Personal Statement (500 words)
• Curriculum Vitae: a current CV highlighting contributions to EM education, leadership, scholarship, and mentorship.
• Nomination Letter from clerkship director or chair (if the faculty member does not have a formal assigned role in UME but has exceptional achievement in UME)
• Education Portfolio: a brief summary highlighting accomplishments across the award pillars
  • Teaching and Learner Evaluation
  • Development of Educational Materials and Programs
  • Educational Leadership
  • Educational Research and Scholarship
  • Student Mentorship, Advising, and/or Coaching
  • Applicants should provide examples of contributions, impact, and outcomes within these areas
  • An example education portfolio can be found here

Review Process

Applications will be reviewed by the CDEM Awards & Grants Committee, which will evaluate each portfolio based on the quality, breadth, and impact of the applicant's contributions to undergraduate EM education. Notification will occur after regularly scheduled reviews, including feedback on strengthening future applications if not selected.

Criteria

• Minimum of five total years as faculty with a formal assigned role in undergraduate medical education (UME) (e.g., assistant/associate clerkship director, clerkship director, director of undergraduate medical education, etc.)
  • This time does not have to be continuous or at the same institution.
  • If the faculty member does not have a formal assigned role in UME but has exceptional achievement in UME, they can be nominated with an additional letter of support from a clerkship director or chair explaining why they meet criteria without a formal UME role.
• Active member of CDEM
• An aggregate score of at least ten points on the assessment rubric, with a maximum score of three points in each of the five domains
  • Teaching and Learner Evaluation (0-3 points)
  • Development of Educational Materials and Programs (0-3 points)
  • Educational Leadership (0-3 points)
  • Educational Research and Scholarship (0-3 points)
  • Student Mentorship, Advising, and/or Coaching (0-3 points)

Teaching and Learner Evaluation

• Teaching Evidence: student evaluations, narrative feedback, teaching awards, peer observation, hours or frequency of teaching
• Assessment/Evaluation Evidence: SLOE authorship; development of assessment tools; participation in grading/competency committees; evidence of fair, structured, or improved learner assessment processes

Development of Educational Materials and Programs

Excellence in the development of educational materials and programs may include creating resources to support medical student education in EM at the local, regional, or national level. Nominees should demonstrate meaningful contributions to the design or dissemination of educational content that supports learner development.

Examples of such contributions include standardized EM question/assessment item writing, development of EM curricula for medical students, and creation of assessment tools or evaluation methods used to measure learner performance. Educational contributions may also include presentations related to medical student education delivered at local, regional, or national meetings.

Creation of materials alone is insufficient unless accompanied by evidence of use, implementation, dissemination, learner benefit, or programmatic impact.

Educational Leadership

Leadership contributions should reflect meaningful responsibility, initiative, or deliverables rather than passive committee membership alone.

Examples of stronger evidence include leading a clerkship redesign, developed advising systems, chaired a UME committee, improved assessment workflows, created orientation or onboarding processes, led LCME-related UME work, or created faculty development for student educators.

Educational Research and Scholarship

Excellence in educational research and scholarship may include contributions that advance the understanding and practice of medical student education in EM. Educational scholarship may include peer-reviewed publications, abstracts, national presentations, curricula, assessment tools, educational innovations, digital resources, or other scholarly products that have been disseminated and are available for peer review or adoption.

Educational scholarship may also include mentorship of medical students involved in research projects related to EM or UME, as well as supporting learners in developing and disseminating scholarly work.

Evidence of quality and impact may include peer-reviewed publications, presentations of educational scholarship, editorial service for education-focused journals, and documentation of mentorship that supports medical student scholarly productivity.

Student Mentorship, Advising, and/or Coaching

Excellence in student mentorship and advising may include sustained engagement in activities that support medical students pursuing EM and promote learner development within UME. Nominees should demonstrate a meaningful commitment to advising, mentorship, and career guidance for medical students interested in emergency medicine.

Examples of mentorship and advising contributions include advising medical students applying to EM residency programs, sponsoring or supporting Emergency Medicine Interest Group (EMIG) activities, and participating in student advising or career guidance committees. Nominees may also demonstrate mentorship through the guidance of junior faculty involved in medical student education.

Evidence of impact may include number of / outcomes of mentees, participation in advising-related committees or programs, engagement in faculty development focused on student advising (e.g., at least four hours of advising-related faculty development), and documentation of mentorship activities supporting both learners and early-career educators.