The Society for Academic Continuing Medical Education (SACME) is committed to promoting value in patient care and health of the public through scholarship that advances the theory, delivery, and evaluation of continuing medical and interprofessional education. To support this mission, SACME has created the Paul E. Mazmanian, PhD Research Fellowship Award for Early Career Investigators (hereafter the Mazmanian Research Fellowship Award).
To download instructions for the application process, please follow this link for the Mazmanian Research Fellowship Award.
Full Proposal Submission Process
Full proposals are due on September 15, 2023. Instructions on the submission process will be emailed to invited applicants.
Click here for more information on Dr. Paul Mazmanian.
QuestionsPlease direct any questions about the application or the grant to either Asha Maharaj, Chair, SACME Research and Awards Subcommittee at asha.maharaj@camh.ca or Joyce Fried at joycemfried@gmail.com.
This grant is made in the name of Phil R. Manning, MD, Paul Ingalls Hoagland Hastings Professor of Continuing Medical Education and Professor of Medicine Emeritus at the Keck School of Medicine, University of Southern California. Dr. Manning was the founding president of the Society for Academic Continuing Medical Education, formerly the Society of Medical College Directors of Continuing Medical Education. He was a governor, regent, and vice president of the American College of Physicians and served on several educational committees of the American College of Cardiology. Dr. Manning was co-editor of Medicine: Preserving the Passion in the 21st Century and authored many peer-reviewed publications.
Available Funding
The Manning Grant has up to $50,000 (USD) over two years available to support scientific research. Authors are encouraged to align budget requests with project needs, leveraging existing resources where and if available.
The next award cycle will begin in 2024.
Award Process
Interested individuals are invited to submit an LOI which will be reviewed by members of the Research Committee and peers. The Research Committee chair will notify selected individuals and invite the selected candidates to submit a full-proposals. The Research Committee Chair will notify the award recipient of her/his selection. The Chair will also notify individuals whose submissions were unsuccessful and provide feedback from reviewers.
Eligibility
Please consider the following eligibility criteria:
These criteria should be outlined as part of the submission.
Review Criteria
Presence of theoretical foundation, clarity of research question, soundness of methodological design, fit of research design and methods to the research question, and potential of the project to contribute further to the field will all be important determinants of the merits of the project.
Letter of Intent Submission Details
The Letter of Intent must be no longer than two pages, single spaced, 12 pt. font and should not contain any identifying information that could identify your name(s) or affiliated institution(s). The LOI should include a concise review of the literature, a clear statement of the research question, methodology, anticipated methods of analysis, proposed timeline, and potential impact of the work on the field. This document should be uploaded to the application site as a PDF. Identifying information will be submitted on the application site instead of within the LOI PDF. The application site will ask you to attest that your team composition meets the criteria for funding.
Budgets and curriculum vitae are not required for LOI submission.
Review Criteria
The LOIs will be reviewed by members of the Scholarship Committee (or their designates) for the following features:
Timelines
Full Proposal Stage
Following review, selected teams will be invited in mid-February 2023 to submit a full proposal by April 17, 2023. The proposals will be reviewed by members of the Scholarship Committee and/or their designates. The Scholarship Committee chair will notify principal investigators of the results of their submission, along with feedback on the proposal by late May 2023. The Chair will announce the award decision publicly in June 2023.
Full Proposal Guidelines
For those LOIs selected by the Scholarship Committee, the following guidelines will apply for full proposal submissions due April 17, 2023. The final proposal, in PDF format, should be no longer than 10 pages, single spaced, 12 pt. font, and clearly include:
Note: CVs, letters of support and references are not included in the 10-page limit.
Full Proposal Review Criteria
The full proposals will be reviewed by members of the Scholarship Committee (or their designates) for the following features:
Full Proposal Submission Process
Full proposals are due on April 17, 2023. Instructions on the submission process will be emailed to all invited applicants.
Questions
Please direct any questions about the application or the grant to either Morag Paton at morag.paton@utoronto.ca or Dr. Martin Tremblay, Vice-Chair, SACME Scholarship Committee at mtremblay@fmsq.org.
Visit the Manning Resources page to watch the 2021 Manning Summer Series videos and view additional resources.
The following list reflects grants that have been awarded through the grant application process.
Year |
Institution/PI |
Project Title |
Notes |
---|---|---|---|
2021/2022 |
Francesca Luconi McGill Hill University |
Building resilience and well-being in primary care during and after the COVID-19 Pandemic: A case-study in continuing professional development | Manning Award |
2019/2020 |
Mahan Kulasegaram University of Toronto |
Supporting Self-Directed Learning and Transfer through Testing in CME | Manning Award |
2017/2018 | Sanjeev Sockalingam and David Wiljer University of Toronto | Data and Lifelong Learning (LLL): Understanding Cultural Barriers and Facilitators to Accessing and Using Clinical Performance Data to Support Continuing Professional Development (CPD) | Manning Award |
2015/ 2016 |
Fahad Alam Sunnybrook Health Services Centre |
Impact of acute care physician’s age on crisis management performance and learning after simulation-based education | Manning Award |
2013/ 2014 |
Moshe Feldman VCU |
Practice Based Learning to Achieve System Based Practice: An Interprofessional CE Model and Toolbox for Planned Practice Change | Manning Award |
2011/ 2012 |
Joan Sargeant Dalhousie University |
Performance feedback to inform self-assessment and guide practice improvement: Developing and testing a feedback facilitation model | Manning Award |
2007/ 2008 |
Heather Armson University of Calgary |
Practice reflections by family physicians participating in three three different practice based learning programs: Are there differences in commitment-to-change statements? | Manning Award |
2006 |
Marisa Finlay McMaster University |
Breast cancer survivors and CME in health advocacy | small grant |
2005 |
Kevin Eva McMaster University |
Examining the problem with experience: Does practice make physicians more susceptible to premature closure? | small grant |
2004 |
Onil Bhattacharyya University of Toronto |
Overcoming barriers to diabetes guideline management in remote aboriginal communities | small grant |
2004 |
Barbara Barnes University of Pittsburgh |
Improving the discussion and atribution of adverse events and medical errors: an interactive case conference | Manning Award |
2004 |
Gary Sibbald University of Toronto |
Simultaneous use of telemedicine for patient care and continuing education rounds in dermatology | small grant |
2004 |
Sonya Lawson Virginia Commonwealth University |
Use of PDAs in reflection and learning practice | large grant |
2003 | Gabrielle Kane University of Toronto |
Examining the impact of change on professional practice | small grant |
2003 |
Stephanie Giberson University of Manitoba |
Facilitating physician learning community development [sic] | small grant |
2002 |
Joan Sargeant Dalhousie University |
Physicians' attitudes toward participating in accredited CME programs on the Internet | large grant |
2001 | Jocelyn Lockyer University of Calgary |
Qualitative evaluation of small group learning | small grant |
2000/ 2001 |
Yvonne Coyle University of Texas Southwestern-Dallas |
Assessing physician clinical performance outcome in highly motivated learners | Manning Award |
2000 | Jack Kues University of Cincinnati |
The value of formal CME: Physician perception [SACME Research Collaborative] | Manning Award |
1999 | Michael Allen Dalhousie University |
Videoconferencing for problem-based small group learning | large grant |
1998 | Jonathan Hellman University of Toronto |
[mentorship] | small grant |
1997 | David Bailey Marshall University |
[mentorship] | small grant |
1996 | Jocelyn Lockyer University of Calgary |
Physician use of personalized feedback to make changes in their clinical practice | small grant |