Karolinska Institutet Prize for Research in Medical Education
This major international Prize is awarded for outstanding research in medical education. The purpose of the Prize is to recognize and stimulate high-quality research in the field, and to promote long-term improvements in educational practice. "Medical" includes all education and training for any health science profession. The Prize is presented every second year.
Why study medical education?
Medical education is an important undertaking because sooner or later we all become patients. The quality of the care we receive depends on the skills of the health professionals who treat us. The foundation for this competence is the quality of the education they receive. Medical practice is continuously assessed and improved by research. Similarly, medical education must be research-based, testing innovations as well as current practices.
Why a prize for research in medical education?
Numerous prizes are given for research excellence in many fields of medicine and health care. These prizes call attention to important progress in our knowledge and honour scientists who have made this progress possible. In spite of the crucial importance of medical education for the skills of the health professionals, and the considerable costs of this education in terms of time and money, this field is largely unexplored. The Karolinska Institutet Prize for Research in Medical Education attempts to highlight medical education as an important area of research and to recognize those who contribute to learning by sharing their findings with the health-care community.
Funding and selection of the Prize winner
The Karolinska Institutet Prize for Research in Medical Education is financed by the Gunnar Höglund and Anna-Stina Malmborg Foundation, which was established in 2001. The stipulations in the Foundation’s statutes were formulated jointly by Karolinska Institutet and the founders. The Foundation undertakes to fund the awarded prize sum (currently € 50,000). The prize winner is selected by Karolinska Institutet (and formally approved by the Foundation). The founders are MDs/PhDs and have been active within Karolinska Institutet for many years.
Prize winner 2018 - Lorelei Lingard
Lorelei Lingard is Professor in the Department of Medicine at the Schulich School of Medicine & Dentistry and cross-appointed in the Faculty of Education at Western University in London, Ontario in Canada.
Professor Lingard has spent more than 20 years studying how healthcare teams function - both in providing care and during clinical training. Her research has contributed significantly to our understanding of how healthcare professionals interact and communicate with each other, which has led to new clinical and educational practices and increased patient safety. Her research has contributed to:
- The widespread understanding that teamwork is a core part of what needs to be learned, assessed and constantly improved within the field of medicine and medical education.
- The conclusion that teamwork is a key non-technical skill that forms the basic building blocks of safe patient care, alongside leadership, situational awareness and communication.
- The recognition that teamwork is essential to how trainees learn. Clinical teams are the setting for most workplace-based learning in medicine, and their structures and practices profoundly influence that learning.
Prize seminar 2018: Truth & Myths about Teams – Transforming our thinking about language & competence in healthcare, by Lorelei Lingard.
Previous prize winners
Prize winner 2016
Brian D. Hodges, Ph.D., born 1964, is Professor at the Faculty of Medicine and the Ontario Institute for Studies in Education at the University of Toronto, Canada; the Richard and Elizabeth Currie Chair in Health Professions Education Research at the Wilson Centre for Research in Education; and Executive Vice President Education at the University Health Network (Toronto General, Toronto Western Princess Margaret, Toronto Rehab Hospitals and the Michener Institute).
He earned his B.A. degree in Psychology and M.D. from Queen’s University at Kingston, Ontario and his Ph.D. degree in Higher Education from the University of Toronto, both in his native Canada.
Professor Hodges has spent the last 25 years advocating for a closer examination of the role that medical education plays in society. His research focuses on the nature of competence and how it is assessed through demonstrable clinical skills and learning objectives. He has successfully advocated including simulations and assessment of mental health and communication skills in medical examinations. This is now standard practice in his native Canada and many other countries.
Professor Hodges’ research team was the first in the world to experiment with psychiatry and mental health simulations for Objective Structured Clinical Examinations (OSCE), work that would change the way that medical students are assessed. He wrote the first socio-historical study of OSCEs.
Professor Hodges is currently working on approaches to enable health professionals throughout their career to engage with challenging simulations to improve their clinical skill, communication and team-based practice.
He is regularly invited to lecture on medical research and methods internationally and his published papers have been cited over 5,000 times. His latest book, The Question of Competence: Reconsidering Medical Education in the Twenty-First Century, was published in 2014. He has also published his results in some 125 articles in scientific publications. He was the first psychiatrist to serve on the Medical Council of Canada Test Committee and to chair the Evaluation Committee of the Royal College of Physicians and Surgeons of Canada.
Prize seminar 2016: Without compassion there is no healthcare, by Brian Hodges.
Prize winner 2014
Professor John Norcini is awarded the 2014 Karolinska Institutet Prize for Research in Medical Education for his important contributions to research in medical education, especially his pioneering research on knowledge decay, specialty certification and the development of new methods of assessment.
Professor Norcini, president of the Foundation for Advancement of International Medical Education and Research (FAIMER), located in Philadelphia in the US, will receive the award and a prize amount of €50,000 at a ceremony in Stockholm, Sweden, on 17 October.
Prize seminar 2014: Well-managed education will improve the quality and capacity of healthcare systems, by John J. Norcini Jr.
Prize winner 2012
Professor Cees van der Vleuten, Chair of the Department of Educational Development and Research at Maastricht University in the Netherlands, is awarded the 2012 Karolinska Institutet Prize for Research in Medical Education for his research in evaluation and assessment of medical competences. Professor van der Vleuten’s work has focused since the 1980s on how to evaluate what a student has actually learned. Assessment drives all learning and all curricula, all around the world, and Professor van der Vleuten has developed a method outlining how assessment can be used as part of an education strategy. He is also an outstanding research mentor.
Symposium 2012: What Research has to say about Assessment, by Cees van der Vleuten
Prize winners 2010
Professor Richard Reznick (center), Dean of the Faculty of Health Sciences at Queen’s University in Kingston, Ontario, Canada, receives the prize for his work in surgical education, including the development of approaches to assessing surgical competence, as well as his role in the development of a surgical safety checklist. This is used globally today and has proved to improve considerably surgical success.
Professor David Irby (right), Vice Dean for Education at the University of California, San Francisco, School of Medicine, United States, receives the prize for his finding that medical expertise is necessary, yet insufficient, to become a great teacher in medicine.
Prize winner 2008
The Karolinska Institutet Prize for Research in Medical Education 2008 was awarded to Geoffrey R. Norman, Professor of Clinical Epidemiology and Biostatistics at McMaster University in Hamilton, Ontario, Canada.
The Karolinska Institutet Prize Committee sees Professor Geoff Norman as a highly original and innovative researcher in the field of medical education. His research has had a significant impact on our understanding of the development of expertise in clinical medicine. Furthermore, his research has yielded important contributions to our knowledge of the complexity of pattern recognition, clinical reasoning and clinical problem solving. His scientific originality and insights extend into numerous related areas of medicine and cognition, in particular areas such as assessment of learning outcomes and clinical performance, visual perception, and curriculum design. Dr Norman’s studies have provided a deep insight into research-based reforms in medical curricula worldwide.
Prize winner 2006
Karolinska Institutet Prize for Research in Medical Education 2006 was awarded to Ronald M. Harden, Professor, OBE MD FRCP (GLAS.) FRCS (ED.) FRCPC, Dundee, Scotland.
The Karolinska Institutet Prize Committee has recognized Professor Ronald Harden as an innovative researcher in medical education and a prolific thinker. His ideas have been tested and put into practice in medical schools around the world. He has made, and continues to make, outstanding contributions to the broad field of medical education, particularly in the areas of assessment methods, curriculum design, and evidence- and information-technology-based medical education. His scientific work has promoted excellence in medical education worldwide.
Prize winner 2004
The Prize was awarded to Professor Henk G. Schmidt, Rector Magnificus and Honorary Professor of Medical Education, Faculty of Medicine and Health Sciences, Erasmus University, Rotterdam, The Netherlands.
As seen by the Karolinska Institutet Prize Committee, Professor Schmidt’s research in the field of medical education is outstanding and highly original. His special research areas are problem-based learning, clinical reasoning, and the acquisition of expertise in medicine. They cover the whole range from undergraduate studies to expertise in professional practice. Professor Schmidt’s work has had a great impact on the research field, and many of his former students have become prominent and influential researchers. His studies have inspired applications in not only problem-based learning, but have promoted student-centred practices in general. Professor Schmidt’s research has influenced medical education worldwide. His influence goes beyond the field of medical education into education.
Guidelines for Nomination
Please download the Guidelines and read the instructions. When you are ready to submit your nomination(s), do as instructed in the Guidelines. You will receive an email that confirms your submission.
For further information, please contact the Scientific Secretary of the Karolinska Institutet Prize Committee, Associate Professor Italo Masiello, email: firstname.lastname@example.org.
Thank you for nominating colleagues, who by their distinguished research have made important contributions to progress in medical education.
Prize Committee Members
Chair of the Prize Committee
Scientific Secretary of the Prize Committee
Members of the committee
- Dr. Madalena Patricio, University of Lisbon.
- Prof. Brian Hodges, University of Toronto
- Dr. Charlotte Silén, KI, LIME
- Prof. Annika Östman Wernerson, US, KI
- Prof. Bjørn Stensaker, University of Oslo
- Prof. Gudrun Edgren, Lunds Universitet
- Prof. em. Ed Peile, University of Warwick,
Correspondence to the Prize Committee, other than nominations, should be directed to:
Scientific Secretary, Italo Masiello
Phone: 076 052 80 27
Coordinator, Philip Malmgren
Phone: 08-524 865 28