SATURDAY 5 SEPTEMBER 2015

SATURDAY 5 SEPTEMBER

Registration Desk 0745-1730 Registration Desk, SECC for Pre-conference Workshop and Course Participants Location: Hall 4, SECC

Group Meeting 1000-1700 AMEE Executive Committee Meeting (Closed Meeting) Location: Green Room 10, Back of Hall 4

AMEE-Essential Skills in Medical Education (ESME) Courses Pre-registration is essential and lunch will be provided.

0830-1700 ESME – Essential Skills in Medical Education Location: Argyll I, Crowne Plaza

0845-1630 ESMEA – Essential Skills in Medical Education Assessment Location: Argyll III, Crowne Plaza

0845-1630 RESME – Research Essential Skills in Medical Education Location: Argyll II, Crowne Plaza

0845-1700 ESMESim - Essential Skills in Simulation-based Healthcare Instruction Location: Castle II, Crowne Plaza

0900-1700 ESCEPD – Essential Skills in Continuing Education and Professional Development Location: Castle 1, Crowne Plaza

1000-1330 ESCEL – Essential Skills in Computer-Enhanced Learning Location: Carron 2, SECC

Course Pre-registration is essential and lunch will be provided.

0830-1630 ASME-FLAME - Fundamentals of Leadership and Management in Education Location: Castle III, Crowne Plaza

Masterclass Pre-registration is essential and lunch will be provided.

0915-1630 MC1 Communication Matters: Demystifying simulation design, debriefing and facilitation practice Kerry Knickle (Standardized Patient Program, Faculty of Medicine, University of Toronto, Canada); Nancy McNaughton, Diana Tabak) University of Toronto, Centre for Research in Education, Standardized Patient Program, Canada); Walter Eppich (Ann & Robert H. Lurie Children's Hospital of Chicago/Northwestern University Feinberg School of Medicine, USA) Location: Gala 1, Clyde Auditorium

Pre-conference Workshops Pre-registration is essential. Coffee is included – no lunch will be provided unless otherwise indicated

0915-1630 PCW1 An introduction to medical education - students' workshop Sofia Ribeiro (Institute of Preventive Medicine, Faculty of Medicine, University of Lisbon, Portugal); Kristina Filipova (European Medical Students’ Association); Jannis Papazoglou (University of Wurzburg, Germany); Rok Hrzic (University of Maribor, Slovenia); Olga Rostkowska (Medical University of Warsaw, Poland); Jorune Suipyte (Lithuanian University of Health Sciences, Lithuania); Madalena Patrício (Past-President and Executive Committee Member, AMEE); António Vaz Carneiro (Board Member of Best Evidence Medical Education Collaboration) Location: Gala 2, Clyde Auditorium Note: Lunch will be provided

0915-1215 PCW 2 Expanding the SP Role: Training SPs to teach clinical-reasoning-based physical examination Jennifer Owens, Benjamin Blatt (The George Washington School of Medicine and Health Sciences, USA) Location: Orkney, Crowne Plaza

45 SATURDAY 5 SEPTEMBER 2015

0915-1215 PCW 3 Scholarship and Innovation in Medical Education: A practical workshop to guide the development of an educational project for peer review and dissemination Jocelyn Lockyer (Canadian Association for Medical Education); Carol Hodgson (University of Alberta, Canada), Brent Kvern (University of Manitoba, Canada), Karen Mann (Dalhousie University, Canada), Christina St-Onge (University of Sherbrooke, Canada) Location: Staffa, Crowne Plaza

0915-1215 PCW 4 Assessing assessment: Best practice approaches in assessment and tips for submitting a successful ASPIRE Award application in this area Debra Klamen, Anna Cianciolo, Heeyoung Han, Reed Williams (Southern Illinois University School of Medicine, USA); Anne-Marie Reid (University of Leeds, United Kingdom) Location: Shuna, Crowne Plaza

0915-1215 PCW 5 Leading change to address today’s wicked problems Anita Glicken (University of Colorado Health Sciences Center, USA); M. Brownell Anderson (National Board of Medical Examiners (NBME), USA) Location: Jura, Crowne Plaza

0915-1630 PCW 6 Beyond Numbers: Observational and qualitative methods for medical education researchers Subha Ramani, Antoinette Peters (Harvard Medical School, USA); Karen Mann (Dalhousie University School of Medicine, Canada); Daniel Pratt (University of British Columbia, Canada) Location: Dochart 2, SECC

0915-1215 PCW 7 Culture matters: Feedback in health profession education for diverse learners in international settings Chaoyan Dong, Chay-Hoon Tan (National University of Singapore, Singapore); Elizabeth Kachur (Medical Education Development, USA); Che-Wei, Thomas Lin (Taipei Medical University, Taiwan); Monica van de Ridder (Department of Education Albert Schweitzer Hospital, The Netherlands) Location: Barra, Crowne Plaza

0915-1215 PCW 8 Design and implementation of Entrustable Professional Activities for translating competency- based education into practice Harm Peters, Asja Maaz, Ylva Holzhausen (Charité – Medical University of Berlin, Germany); H. Carrie Chen (University of California, San Francisco, USA); Olle ten Cate, Nienke Wisman- Zwarter, Reinier Hoff (University Medical Center Utrecht, the Netherlands) Location: Dochart 1, SECC

0900-1630 PCW 9 Simulation in Practice – Practical Skills to Improve Learning (Coach 0845) Faculty of the Royal of Physicians & Surgeons of Glasgow Location: Clinical Skills Anatomy Centre (CASC), University of Glasgow (coach departs SECC at 0845 and arrives back at SECC approx 1700). Note: Lunch will be provided. Meeting Point for transport: Tours Desk, Hall 4, SECC

1015-1545 PCW 10 Visit to University of Dundee Clinical and Surgical Skills Centre. Developing a simulation center: (Coach 0845) Setting up a simulation learning environment - A simulator in a room to a full simulation center Kristian Krogh (Aarhus University, Denmark); Jean Ker (University of Dundee, UK); Bryn Baxendale (Nottingham University Hospitals NHS Trust, UK); Lars Konge (University of Copenhagen, Denmark); Morten Pileggard (Denmark); Ben Shippey Location: University of Dundee (Clinical and Surgical Skills Centre) (coach departs SECC 0845 and arrives back at SECC approx 1730). Note: Lunch will be provided. Meeting Point for transport: Tours Desk, Hall 4, SECC

0915-1215 PCW 11 Informatics: The new competency for healthcare students, residents and clinicians Jeffrey J. Williamson (American Medical Informatics Association (AMIA), USA) Location: Leven, SECC

0915-1215 PCW 12 Planning and achieving desired inter-professional education outcomes with Active Learning Modules Lisa Sullivan (In Vivo Academy Limited – a not-for-profit accredited provider to the Royal Australian College of General Practitioners); Sean Hayes, Suzanne Murray (AXDEV Group, Brossard, Canada) Location: Boisdale 1, SECC

0915-1215 PCW 13 Achieving Higher Level Outcomes: Supporting the Development of the Skills of a Master Adaptive Learner Jann T. Balmer (Global Alliance for Medical Education/University of Virginia School of Medicine, USA); Don Moore (Vanderbilt University, Nashville, USA); Maureen Doyle-Scharff (Pfizer, Inc. USA) Location: Boisdale 2, SECC

0915-1215 PCW 14 Point-of-care learning: Integrating an app into your curriculum for healthcare professionals Michael Cunningham (AO Foundation – AO Education Institute, Switzerland/Member of the Board of Directors of GAME); Urs Rüetschi (AO Education Institute, Switzerland) Location: Carron 1, SECC

46 SATURDAY 5 SEPTEMBER 2015

1400-1700 PCW 15 Tour of the Small Animal Hospital at the University of Glasgow School of Veterinary Medicine (Coach 1340) Location: Small Animal Hospital, University of Glasgow School of Veterinary Medicine (transport departs SECC at 1340 and returns to SECC at approx 1720). Meeting Point for transport: Tours Desk, Hall 4, SECC

1330-1630 PCW 16 Creating a SP Case - Reality to the Classroom Henrike Hoelzer (Charité Universitaetsmedizin, Berlin, Germany); Carine Layat Burn (Haute Ecole Arc Santé University of Applied Sciences, Neuchatel, Switzerland), Jim Blatt (Washington University, USA); Melih Elcin (Hacettepe University, Turkey); Cathy Smith (University of Toronto, Canada) Location: Orkney, Crowne Plaza

1330-1630 PCW 17 The theory of grounding your phenomenon: methodologies in qualitative research Esther Helmich (Center for Evidence- Based Education, University of Amsterdam, The Netherlands); Renée Stalmeijer (Maastricht University, The Netherlands) Location: Dochart 1, SECC

1330-1630 PCW 18 Paths to student engagement in medical schools: key ingredients among multiple paths Marko Zdravkovic (University Medical Centre Maribor, Slovenia); Tony Celenza (University of Western Australia, Australia); Manuel João Costa (School of Health Sciences, University of Minho, Portugal); Debra Klamen (Southern Illinois University School of Medicine, USA); Shelley Parr (University of Southampton, UK); Kew Siang Tong (International Medical University, Malaysia); Kulsoom Ghias (Aga Khan University, Pakistan) Location: Leven, SECC

1330-1630 PCW 19 Workplace-based Assessment: Measuring Clinical Reasoning and Record Keeping using Chart- Stimulated Recall (Case-based Discussion) John Norcini (FAIMER, USA); Ara Tekian (University of Illinois at Chicago, USA) Location: Staffa, Crowne Plaza

1330-1630 PCW 20 Feedback Seeking: How to give Feedback to the Activated Learner J.M.Monica van de Ridder (Department of Education, Albert Schweitzer Hospital, Dordrecht, The Netherlands); Benjamin Blatt (George Washington University, Washington DC, USA); Elizabeth Krajic Kachur (Medical Education Development, New York, USA); Carol Capello (Weill Cornell Medical College, New York, USA); Bas Verhoeven (Radboud University Medical Center, Nijmegen, The Netherlands) Location: Shuna, Crowne Plaza

1330-1630 PCW 21 Residents as Teachers: a CanMEDS Scholar Role Workshop Anna Oswald (University of Alberta/ Royal College of Physicians & Surgeons of Canada); Farhan Bhanji, Linda Snell, Ming-Ka Chan (University of Manitoba/ Royal College of Physicians & Surgeons of Canada) Location: Jura, Crowne Plaza

1330-1630 PCW 22 Accreditation of trainers: an alternative to compliance training Claire MacRae (School of Medicine, University of Dundee, UK); Susan Jamieson (School of Medicine, University of Glasgow, UK) Location: Barra, Crowne Plaza

1330-1630 PCW 23 Visit to University of Glasgow Dental School. Teaching with Virtual Microscopy (VM) (Coach 1310) J Carlos Miguel, Ziad Al-Ani, Alan Jardine, Zayneb Makki, Mathew Walters, SSC Students (University of Glasgow, UK); Jason Swedlow (University of Dundee, UK) Location: University of Glasgow Dental School (transport departs SECC at 1310 and returns to SECC at approx. 1700). Meeting Point for transport: Tours Desk, Hall 4, SECC

Coffee break times For delegates who have registered to attend a pre-conference workshop, coffee will be available in Hall 4, SECC and the Meeting Foyer, Crowne Plaza at the following times:

Full Day Workshop: 1000-1045 & 1500-1545 Morning Workshop: 1000-1045 Afternoon Workshop: 1500-1545

Tours 0900-1300 Edinburgh Castle Tour Tour departs and returns to SECC 1330-1730 Glasgow City Tour Tour departs and returns to SECC 1330-1730 Loch Lomond Tour Tour departs and returns to SECC

47 SUNDAY 6 SEPTEMBER 2015

SUNDAY 6 SEPTEMBER

Registration Desk / Exhibitor / Poster Mounting 0745-2100 Registration Desk open Location: Hall 4, SECC 1200-1900 Exhibitor Set Up Location: Hall 4, SECC 1400-1900 Poster Mounting Location: Hall 4, SECC

Group Meetings 0900-1030 ASPIRE Student Assessment Panel (closed meeting) Location: Fyne, SECC 0900-1030 ASPIRE Student Engagement Panel (closed meeting) Location: Leven, SECC 0900-1030 ASPIRE Social Accountability Panel (closed meeting) Location: Katrine, SECC 1000-1130 GHLO Workshop on Best Practices in Student Mobility (AAMC Members Only) Location: Castle III, CP 1100-1430 ASPIRE Board Meeting (closed meeting) Location: Leven, SECC 1430-1600 ASPIRE Faculty Development Panel (closed meeting) Location: Fyne, SECC

GAME Sessions Pre-registration is essential. Breakfast will be provided at the SIGs and coffee and lunch will be provided at the GAME Meeting.

0700-0830 GAME SIG – Education Companies Location: Carron 1, SECC 0700-0830 GAME SIG - Specialty Societies Location: Staffa, Crowne Plaza 0700-0830 GAME SIG – Research Location: Shuna, Crowne Plaza 0700-0830 GAME SIG – IPACME Location: Jura, Crowne Plaza 0700-0830 GAME SIG – Patient Engagement Location: Barra, Crowne Plaza 0830-1730 GAME Meeting Location: Carron 1, SECC

AMEE-Essential Skills in Medical Education (ESME) Courses Pre-registration is essential and lunch will be provided in meeting room for ESME and RASME Courses only.

0830-1630 ESME – Essential Skills in Medical Education Location: Argyll I, Crowne Plaza

0830-1645 RASME – Research Advance Skills in Medical Education -Experimental Studies in Medical Education: from theory to practice Location: Castle I, Crowne Plaza

0845-1215 ESMEA – Essential Skills in Medical Education Assessment Location: Argyll III, Crowne Plaza

0915-1630 RASME – Research Advance Skills in Medical Education - Epidemiologic Studies in Medical Education: The observational and clinical effectiveness studies Location: Argyll II, Crowne Plaza

0915-1630 RASME – Research Advance Skills in Medical Education - Qualitative Research Methodologies: Embracing Methodological Flexibility Location: Castle II, Crowne Plaza

1430-1700 ESCEL – Essential Skills in Computer-Enhanced Learning Location: Argyll III, Crowne Plaza

Course Pre-registration is essential and lunch will be provided.

0845-1630 ASME - CALM – Change, Adaptability, Leadership and Management Workshop Location: Carron 2, SECC

48 SUNDAY 6 SEPTEMBER 2015

Pre-Conference Workshops Pre-registration is essential. Coffee is included – no lunch will be provided unless otherwise indicated

0915-1630 PCW 24 Developing and sustaining your passion in medical education Matthew Stull (University of Cincinnati College of Medicine, USA); Emily Bate (University of Aberdeen, UK); Rille Pihlak (University of Tartu, Estonia); Robbert Duvivier (University of Newcastle, Australia) Location: Gala 1, Clyde Auditorium. Note: Lunch will be provided

0915-1215 PCW 25 Self-Awareness, Reflection, and Meaning-Making: Introducing Mind-Body Medicine and reflective writing for preventing burnout and promoting resiliency Hedy S. Wald (Warren Alpert Medical School of Brown University, Providence, USA); Aviad Haramati (Georgetown University School of Medicine, Washington, DC, USA) Location: Boisdale 1, SECC

0915-1215 PCW 26 Principles and practice of Case-Based Clinical Reasoning education, a method for pre-clinical students Olle ten Cate (University Medical Center Utrecht, the Netherlands); Maria van Loon (Leiden University Medical Center, the Netherlands); Gaiane Simonia (Tbilisi State Medical University, Georgia) Location: Boisdale 2, SECC

0915-1630 PCW 27 Faculty Development in Veterinary Education G.I. Anderson (University of Surrey, UK); A. Silva-Fletcher (LIVE centre, The Royal Veterinary College, UK); C. Bell (Royal (Dick) School of Veterinary Studies, University of Edinburgh, UK); A. Spruijt (Faculty of Health, Medicine and Life Sciences, Maastricht University, The Netherlands) Location: Gala 2, Clyde Auditorium

0915-1215 PCW 28 An online management information system for objective structured clinical examinations (OSCE) Predrag Bjelogrlic, Elizabeth Sinclair (University of St Andrews; School of Medicine, UK); Liam Griffin (Qpercom Ltd; spinoff of School of Medicine, Medical Informatics & Medical Education. National University of Ireland Galway) Location: Hebrides, Crowne Plaza

0915-1215 PCW 29 The artist inside us all: Creative tools for reflection on personal growth towards professionalism Veronica Selleger (VU University Medical Center, Amsterdam, Netherlands); Bryan Vernon (Newcastle University, UK); Benno Bonke (Erasmus Medical Centre, Rotterdam, Netherlands) Location: Dochart 1, SECC

0915-1215 PCW 30 Milestones and EPAs – Useful Frameworks for CBME and Assessment Eric S. Holmboe (Accreditation Council for Graduate Medical Education (ACGME), USA); Jamiu Busari (Maastricht University, Netherlands); Nicholas Glasgow (ANU, Australia); Shelley Ross (University of Alberta, Canada); Peter Harris (University New South Wales, Australia) Location: Dochart 2, SECC

0915-1630 PCW 31 Developing formative and summative Workplace Based Assessment Kichu Nair (University of Newcastle NSW and Hunter New England Health, Australia); Usha Parvathy (Hunter New England Health, Australia) Location: Staffa, Crowne Plaza

0915-1215 PCW 32 Debriefing as learning conversations in experiential learning settings and in clinical education Peter Dieckmann (Danish Institute for Medical Simulation (DIMS), Denmark); Walter Eppich (Northwestern University Feinberg School of Medicine, USA); Gabriel Reedy (Simulation and Interactive Learning (SaIL) Centre, King’s College London); Debra Nestel (HealthPEER, School of Rural Health, Monash University, Melbourne, Australia); Doris Østergaard (Danish Institute for Medical Simulation (DIMS), Denmark) Location: Shuna, Crowne Plaza

0915-1215 PCW 33 Objective Structured Teaching Encounters (OSTEs) for Educators’ Deliberate Practice Alice Fornari (Hofstra Northshore-LIJ School of Medicine, USA); H. Barrett Fromme (University of Chicago, USA); Deborah Simpson (Aurora Health Care, USA); Elizabeth Kachur (Medical Education Development, USA); Krista Johnson (University of Iowa, USA) Location: Jura, Crowne Plaza

0915-1215 PCW 34 Use of a functional framework to develop and assess interprofessional collaboration in health care Cathy Smith (Pharmacy Examining Board of Canada; University of Toronto, Canada); Carol O’Byrne, John Pugsley (Pharmacy Examining Board of Canada, Canada); Susan Simosko (Susan Simosko Associates, Canada) Location: Orkney, Crowne Plaza

0900-1300 PCW 35 BEME Workshop series: Devising a BEME protocol Morris Gordon, Cathy Jackson (University of Central Lancashire, UK); Antonio vaz Carneiro, Madalena Patricio (Faculty of Medicine of the University of Lisbon, Portugal) Location: Barra, Crowne Plaza

49 SUNDAY 6 SEPTEMBER 2015

0900-1230 PCW 36 Surviving Surgery: Running a ward based surgical simulation programme for junior doctors WORKSHOP CANCELLED

1330-1630 PCW 37 Improving your OSCE: Measurement, recognition and remediation of station level problems Richard Fuller, Godfrey Pell, Jennifer Hallam, Matthew Homer (Leeds Institute of Medical Education, University of Leeds, UK) Location: Boisdale 1, SECC

1330-1630 PCW 38 How to set up a medical programme in another country - The London-Cyprus experience after four years Peter McCrorie (St George’s University of London, London, UK; University of Nicosia Medical School, Nicosia, Cyprus); Stella A. Nicolaou (University of Nicosia Medical School, Nicosia, Cyprus); Shehla Baig (St George’s University of London, London, UK); Sean Hilton (University of Nicosia Medical School, London, UK) Location: Boisdale 2, SECC

1330-1630 PCW 39 Operational Issues in Accreditation System Design and Management: International perspectives Barbara Barzansky, Dan Hunt (Liaison Committee on Medical Education, American Medical Association, USA); Ducksun Ahn (Korean Institute of Medical Education and Evaluation (KIMEE), Korea) Location: Hebrides, Crowne Plaza

1330-1630 PCW 40 How to utilize Remote Standardized Patients (RSPs) with teleconferencing systems Elizabeth Kachur (Medical Education Development, USA); Jeanne Sandella (National Board of Osteopathic Medical Examiners, Conshohocken, PA, USA); Chaoyan Dong (National University of Singapore, Singapore); Yoon Kang (Weill Cornell Medical College, New York, NY, USA); Ina Treadwell, Louise Schweickerdt-Alker (University of Limpopo, Medunsa, South Africa); Jackie Ruggerio Klevan (Jefferson University, USA); Dot Horber (National Board of Osteopathic Medical Examiners, Conshohocken, PA, USA); Erik Langenau (Pennsylvania College of Osteopathic Medicine, Philadelphia, PA, USA) Location: Dochart 1, SECC

1330-1630 PCW 41 Use of Generalizability Theory in designing and analyzing performance-based tests David B Swanson (American Board of Medical Specialties, USA) Location: Dochart 2, SECC

1330-1630 PCW 42 Creating and sharing interactive digital content - mobile learning strategies in Amsterdam, The Netherlands and Manchester, UK J H Bretschneider (VU University Medical Center School of Medical Science, Amsterdam, The Netherlands); Colin J Lumsden (University of Manchester Medical School, Manchester, UK) Location: Shuna, Crowne Plaza

1330-1630 PCW 43 Whose Professionalism are we Teaching? Exploring Professionalism at the Interface of individual and organizations Frederic W. Hafferty (Mayo Clinic, USA); Susan Lieff (Centre for Faculty Development, Faculty of Medicine, University of Toronto, Canada) Location: Jura, Crowne Plaza

1330-1630 PCW 44 The “Flipped” Classroom: Using TBL to enhance the learning within your course Sandy Cook (Duke-NUS Graduate Medical School, Singapore); Ruth Levine (University of Texas Medical Branch, USA) Location: Barra, Crowne Plaza

1330-1630 PCW 45 Express Personalised Post-exam Feedback Anna Ryan (The University of Melbourne, Australia) Location: Orkney, Crowne Plaza

Coffee break times For delegates who have registered to attend a pre-conference workshop, coffee will be available in Hall 4, SECC and the Meeting Foyer, Crowne Plaza at the following times:

Full Day Workshop: 1000-1045 & 1500-1545 Morning Workshop: 1000-1045 Afternoon Workshop: 1500-1545

50 SUNDAY 6 SEPTEMBER 2015

AMEE 2015 Orientation Session

1600-1700 A session for first-time attendees to come and hear some suggestions of how to get the most from the Conference, and meet the AMEE Executive Committee and other first-timers Trudie Roberts (AMEE President), Ronald M Harden (AMEE General Secretary/Treasurer), Pat Lilley (AMEE Operations Director), Salmaan Sana (AMEE Online) Location: Hall 2, SECC

Tours 0900-1300 Braveheart Tour Tour departs and returns to SECC 0900-1730 Edinburgh City Tour Tour departs and returns to SECC 1330-1730 Gleneagles Golf Clinic Tour departs and returns to SECC

MAIN PROGRAMME

SESSION 1: Plenary

1730-1850 #1 Plenary AMEE Chairperson: Ronald M Harden (UK) LIVE Location: Clyde Auditorium

Note: Registered guests are welcome to accompany participants to the first plenary session, or may enter the Auditorium during the break from 1850-1900.

1730-1745 Welcome to AMEE 2015 Trudie Roberts (AMEE President) and Matthew Walters (Chair of LOC)

1745-1800 Introduction to AMEE 2015 Programme Ronald Harden, General Secretary/Treasurer, AMEE

1800-1835 #1A Mindfulness as an antidote to chronic stress and burnout: Do we have the courage? Aviad Haramati, Ph.D. (Director, Center for Innovation and Leadership in Education, Professor of Integrative Physiology, Department of Biochemistry and Molecular & Cellular Biology, Georgetown University Medical Center, USA)

1835-1845 Questions

1845-1850 A Taster for Ottawa/ANZAHPE 2016, Perth, Western Australia – 19-23 March 2016

1850-1900 Break

1900-2030 Opening Ceremony Our Master of Ceremonies will welcome guests and will introduce our exciting evening’s entertainment programme Location: Clyde Auditorium

Programme of Events 1900-1905 Piper and Haggis Ceremony 1905-1910 Burns Poem by Master of Ceremonies - John-Paul Leach 1910-1915 Welcome by Lord Provost 1915-1935 Performance by Sheena Wellington 1935-1950 Performance by Highland Dancers 1955-2025 Performance by Red Hot Chilli Pipers 2025-2030 Piper to lead Highland Dancers and guests from Clyde Auditorium to Hall 4 for reception

2030-2200 Opening Reception Enjoy some local food and wine and take the opportunity to renew acquaintances and make new friends, as well as the chance to visit the exhibition stands, the Whiskey Experience and the Tartan Experience. Location: Hall 4, SECC Fee: included in the registration fee for registered participants. Guest tickets available at GBP £35.

51 MONDAY 7 SEPTEMBER 2015

MONDAY 7 SEPTEMBER

Registration Desk / Exhibition 0715-1745 Registration Desk Open Location: Hall 4, SECC 0800-1730 Exhibition Open Location: Hall 4, SECC

Group Meetings 0700-0830 ASPIRE Academy (ASPIRE Winners only) Location: Leven, SECC 0715-0815 Private Meeting: Journal Editors (closed meeting) Location: Exec Boardroom, Crowne Plaza

CPR Training 0830-1730 Hands-on CPR Training (open to all) Location: Etive, SECC

Tours 0900-1300 Braveheart Tour Tour departs and returns to SECC

SESSION 2: Plenary

0830-0930 #2 Plenary AMEE Chairperson: Peter de Jong (Netherlands) LIVE Location: Clyde Auditorium

0830-0905 #2A Personal Learning in the Workplace Stephen Downes (Program leader for the National Research Council of Canada’s Learning and Performance Support Systems research program, Canada)

0905-0915 Questions

0915-0930 ASPIRE-to-Excellence Award Presentations

0930-1000 COFFEE BREAK (viewing posters and exhibits) Location: Hall 4, SECC

SESSION 3: Simultaneous Sessions

1000-1200 #3A Symposium: Medical specialty choice and workforce Lokke Gennissen*, Karen Stegers-Jager*, Sophie Velthuis*, Jacqueline Bustraan* (Erasmus Medical Center Rotterdam and AMEE Leiden University Medical Center, the Netherlands); Jennifer Cleland* (University of Aberdeen, UK); Marc Soethout* (VU University LIVE Medical Center Amsterdam, the Netherlands) Location: Clyde Auditorium

1000-1200 #3B Symposium: Revisiting Miller’s Pyramid – from “What we know” to “who we are” Yvonne Steinert*, Richard Cruess*, Sylvia Cruess* (Canada); Lambert Schuwirth* (Australia); John Norcini* (USA) AMEE LIVE Location: Hall 2, SECC

1000-1200 #3C Symposium: Clinical Clerkships: Does the Emperor have no clothes? Debra Klamen*, Heeyoung Han*, Reed Williams*, Anna Cianciolo*, Ashley Satorius* (Southern Illinois University School of Medicine, USA) Location: Lomond Auditorium, SECC

52 MONDAY 7 SEPTEMBER 2015

1000-1200 #3D Research Papers: Teachers’ Roles and skills Chairperson: Manuel Costa (Portugal) Location: Hall 1, SECC

1000-1020 #3D1 How personal factors and teaching context affect teachers’ conceptions of learning and teaching, in student-centred medical education: a qualitative study Johanna CG Jacobs* (VU University Medical Centre & Vrije Universiteit, Research in Education & LEARN!, Amsterdam, Netherlands), Scheltus J Van Luijk (Maastricht University Medical Centre, Resident Education, Maastricht, Netherlands), Cees PM Van der Vleuten (Maastricht University, School of Health Professions Education, Maastricht, Netherlands), Rashmi A Kusurkar (VU University Medical Centre & Vrije Universiteit, Research in Education & LEARN!, Amsterdam, Netherlands), Gerda Croiset (VU University Medical Centre & Vrije Universiteit, VUmc School of Medical Sciences & LEARN!, Amsterdam, Netherlands), Fedde Scheele (St Lucas Andreas Hospital & Vrije Universiteit, Obstetrics & Gynecology, Amsterdam, Netherlands)

1020-1040 #3D2 Understanding how residents´ preferences for supervisory methods change throughout residency training: a mixed-methods study Francisco Olmos-Vega* (Javeriana University, Anaesthesiology Department, Bogotá, Colombia), Jeroen Donkers (Maastricht University, Department of Educational Development and Research, Maastricht, Netherlands), Renée Stalmeijer (Maastricht University, Department of Educational Development and Research, Maastricht, Netherlands), Diana Dolmans (Maastricht University, Department of Educational Development and Research, Maastricht, Netherlands)

1040-1100 #3D3 Overcoming the barriers to educating junior doctors working in the clinical environment Benjamin Vowles*, Simon Edgar (NHS Lothian, Medical Education Directorate, Edinburgh, UK)

1100-1120 #3D4 Assessing the perceived effectiveness of an undergraduate medical education innovation: Students’ views of the McGill Longitudinal Family Medicine Experience Karen Willoughby, Miriam Boillat, Marion Dove, Peter Nugus, Yvonne Steinert, Leonora Lalla (McGill University, Montreal, Canada) Presenter: Charo Rodriguez* (McGill University, Montreal, Canada)

1120-1140 #3D5 Surgeons’ motivation to teach: a grounded theory study of teachers at a university-based hospital Curtis R Budden*, Ksenia Svechnikova, Jonathan White (University of Alberta, Department of Surgery, Edmonton, Canada)

1140-1200 #3D6 A Critical Discourse Analysis of 50 years of the journal ‘Medical Education’ Cynthia R Whitehead* (University of Toronto, Women's College Hospital, The Wilson Centre, Centre for Ambulatory Care Education, Family and Community Medicine, Toronto, Canada), Cristian Rangel (University of Toronto, The Wilson Centre, Sociology, Toronto, Canada), Carrie Cartmill (University of Toronto, Pediatrics, Toronto, Canada), Tina Martimianakis (University of Toronto, Sick Kids Hospital, The Wilson Centre, Medicine, Toronto, Canada), Ayelet Kuper (University of Toronto, Sunnybrook Hospital, The Wilson Centre, Family and Community Medicine, Toronto, Canada)

1000-1200 #3E Patil Awards: Patil 1 Chairperson: Brion Berringer (USA) Discussant: Deborah Murdoch-Eaton (UK) Location: Forth, Clyde Auditorium

1000-1015 #3E1 Borderline Groups: are they a figment of our imagination? Godfrey Pell*, Matt Homer, Richard Fuller (University of Leeds, Leeds Institute of Medical Education, Leeds, UK)

1015-1030 #3E2 Examiners’ perception on how numerical scores impact feedback during a formative OSCE Lynfa Stroud*, Matthew Sibbald, Ryan Brydges, Heather McDonald-Blumer (University of Toronto, Toronto, Canada), Kevin Eva (University of British Columbia, Vancouver, Canada), Rodrigo B. Cavalcanti (University of Toronto, Toronto, Canada)

1030-1045 #3E3 Cognitive load predicts ultrasound simulator performance for novices but not for experts Sara Aldekhyl (University of Toronto, Department of Medicine, Toronto, Canada), Rodrigo Cavalcanti, Laura Naismith* (University of Toronto, HoPingKong Centre for Excellence in Education and Practice, Toronto, Canada)

1045-1100 #3E4 Exploring feedback in context at medical school though Video-Reflexive Ethnography Lynn Urquhart* (University of Dundee, Medical Education Institute, Dundee, UK), Charlotte Rees (University of Dundee, Centre for Medical Education, Dundee, UK), Jean Ker (University of Dundee, Medical School, Dundee, UK)

1100-1115 #3E5 Can borderline performance in a third year OSCE exam at medical school predict performance in future assessments? Joanne Harris* (Imperial College London, Faculty of Medicine, London, UK)

1115-1130 #3E6 Optimizing surgical teaching while minimizing operative time: Is it possible to achieve both? Gary Sutkin* (University of Pittsburgh, Female Pelvic Medicine and Reconstructive Surgery, Pittsburgh, USA), Eliza B Littleton (University of Pittsburgh, Medicine, Pittsburgh, USA), Steven L Kanter (USA)

1130-1200 Discussion

53 MONDAY 7 SEPTEMBER 2015

1000-1200 #3F Short Communications: Written Assessment Chairperson: Dave Swanson (USA) Location: Argyll I, Crowne Plaza

1000-1015 #3F1 Multiple choice exams of medical knowledge with open books and web access? A validity study L.D. O'Neill*, E.O. Simonsen (Aarhus University, Center for Medical Education, Aarhus, Denmark), U.B. Knudsen, J. Stentoft, A.B. Jensen (Aarhus University, Department of Clinical Medicine, Aarhus, Denmark), A.M. Morcke (Aarhus University, Center for Medical Education, Aarhus, Denmark) 1015-1030 #3F2 Computer-based summative assessment of clinical reasoning in clerkships: A mixed-method comparison of key feature problems with case-based multiple choice questions Sören Huwendiek* (Institute of Medical Education, Department of Assessment and Evaluation, Switzerland), Bas deLeng (Germany), Cees van der Vleuten (Netherlands), Arno Muijtjens (Netherlands), Diana Dolmans (Netherlands)

1030-1045 #3F3 Utility of Situational Judgement Tests (SJTs) as a summative assessment Barbara Goss* (University of Melbourne, Austin Clinical School, Heidelberg, Australia), Anna Ryan (University of Melbourne, Medical Education Unit, Parkville, Australia), Joshua Waring (University of Melbourne, Austin Clinical School, Heidelberg, Australia), Steve Trumble, Neville Chiavaroli, Terry Judd (University of Melbourne, Medical Education Unit, Parkville, Australia)

1045-1100 #3F4 Will Changing the Testing Medium Affect Performance? Raja Subhiyah* (National Board of Medical Examiners, Scoring Services, Philadelphia, USA), Cynthia Smith, Denise Dupras, Ellen McDonald (American College of Physicians, Philadelphia, USA), Daniel Jurich, Andrea Gallegher (National Board of Medical Examiners, Philadelphia, USA)

1100-1115 #3F5 Enhancing discrimination: the impact in students’ grades Gabriel Costa* (Faculty of Medicine of the University of Porto, Department of Physiology and Cardiothoracic Surgery, Porto, Portugal), Milton Severo, Amélia Ferreira (Faculty of Medicine of the University of Porto, Center for Medical Education, Porto, Portugal), Adelino Leite-Moreira, Faculty of Medicine of the University of Porto, Department of Physiology and Cardiothoracic Surgery, Porto, Portugal), Tiago Henriques-Coelho (Faculty of Medicine of the University of Porto, Department of Pediatrics, Porto, Portugal)

1115-1130 #3F6 The accuracy of Angoff ratings by item difficulty Deborah O'Mara* (Sydney Medical School, Office of Medical Education, Sydney, Australia)

1130-1145 #3F7 Four years of MCQ results reveal consistent patterns in certainty and safety, insightfulness and foresightfulness Mike Tweed* (University of Otago Wellington, Department of Medicine, Wellington, New Zealand), Tim Wilkinson (University of Otago Christchurch, Medical Education Unit, Christchurch, New Zealand), Sarah Stein (University of Otago, Higher Education Development Centre, Dunedin, New Zealand), Jeff Smith (University of Otago, College of Education, Dunedin, New Zealand)

1145-1200 #3F8 Effects of Gaming and Guessing on Script Concordance Test Scores Stuart Lubarsky*, Valerie Dory, Sarkis Meterissian (McGill University, Centre for Medical Education, Canada), Carole Lambert, Robert Gagnon (Universite de Montreal, CPASS, Canada)

No Discussion

1000-1200 #3G Short Communications: Patient Safety Chairperson: John Benson (UK) Discussant: Diane Tabak (Canada) Location: Argyll II, Crowne Plaza

1000-1015 #3G1 Bridging the gap between patient safety and specialty residents’ training: compliance with the standards for Medical Professional Education (MPE) of the Joint Commission International (JCI) Edith ter Braak* (University Medical Center Utrecht, Educational Center & Dept. of Internal Medicine, Utrecht, Netherlands), Saskia Imhof (University Medical Center Utrecht, Dept.of Ophthalmology, Utrecht, Netherlands), Reinier Hoff (University Medical Center Utrecht, Dept. of Anesthesiology, Utrecht, Netherlands), Joost Frenkel (University Medical Center Utrecht, Dept. of Pediatrics, Utrecht, Netherlands), Jan Willem Lammers (University Medical Center Utrecht, Educational Center, Utrecht, Netherlands)

1015-1030 #3G2 Emergency Medicine residents’ perceptions of interprofessional communication in the emergency department: implications for training Marleen Olde Bekkink* (Radboud University Medical Centre, Department of Internal Medicine, Nijmegen, Netherlands), Susan Farrell (Brigham and Women’s Hospital, Harvard Medical School, Partners Healthcare, Department of Emergency Medicine, Boston, USA), James Kimo Takayesu (Massachusetts General Hospital, Department of Emergency Medicine, Boston, USA)

1030-1045 #3G3 Effects of teamwork on diagnostic accuracy, data acquisition and confidence Wolf E Hautz* (Charité Universitätsmedizin Berlin & Inselspital Berne, Universitäres Notfallzentrum, Switzerland), Juliane Kämmer (Max Planck Institute for Human Development, Center for Adaptive Rationality, Germany), Stefan K Schauber (Charité Universitätsmedizin Berlin, Institute of Medical Sociology and Rehabilitation Science, Germany), Claudia D Spies (Charité Universittsmedizin Berlin, Department of Anesthesiology and Intensive Care Medicine, Germany), Wolfgang Gaissmaier (University of Konstanz, Department of Psychology, Germany)

54 MONDAY 7 SEPTEMBER 2015

1045-1100 #3G4 Critical reflection on video case studies. A qualitative study Rainer Gaupp, Mirjam Koerner, Goetz Fabry*, Harald Baumeister *University of Freiburg, Department of Medical Psychology and Medical Sociology, Freiburg, Germany)

1100-1115 #3G5 Diagnosing procedural incompetence: error-based checklist vs. conventionally-constructed checklist Irene W.Y. Ma* (University of Calgary, Medicine, Calgary, Canada), Debra Pugh, University of Ottawa, Medicine, Ottawa, Canada), Briseida Mema (University of Toronto, Critical Care Medicine, Toronto, Canada), Mary Brindle (University of Calgary, Surgery, Calgary, Canada), Lara Cooke (University of Calgary, Neurology, Calgary, Canada), Julie Stromer (University of Calgary, Canada)

1115-1130 #3G6 Patient Safety Education for Medical Students: Participatory and Project-based Learning Trakarn Sae-Lim*, Kanokwan Sriraksa ( MED-ED Center, Pediatrics, Khon Kaen, )

1130-1200 Discussion

1000-1200 #3H Short Communications: Selection 1: Approaches Chairperson: Chris Roberts (Australia) Discussant: Location: Argyll III, Crowne Plaza

1000-1015 #3H1 Computer-based Situational Judgment Testing: universal and predictive for personal skills of medical students Kitty B J M Cleutjens* (Maastricht University, Pathology, Maastricht, Netherlands), Kelly L Dore (McMaster University, Program for Educational Research & Development / Medicine, Hamilton, Canada), Sharyn Kreuger (McMaster University, Program for Educational Research & Development, Hamilton, Canada), Hetty A Snellen (Maastricht University, Educational Development & Research, Maastricht, Netherlands), Mirjam GA oude Egbrink (Maastricht University, Faculty of Health, Medicine and Life Sciences, Maastricht, Netherlands)

1015-1030 #3H2 Emerging evidence on widening access by assessment of non-cognitive attributes for selection to medical and dental training in the UK Fran Cousans*, Fiona Patterson (Work Psychology Group, Derby, UK), Rachel Greatrix, Sandra Nicholson, Stuart Martin

1030-1045 #3H3 7 years of conscientiousness in health care professionals Marina Sawdon*, John McLachlan (Durham University, School of Medicine, Pharmacy & Health, Cleveland, UK)

1045-1100 #3H4 Assessing the interpersonal skills of potential doctors through use of filmed scenarios: their inclusion in selection processes for medical courses Judy Nixon* (Australian Council for Educational Research, Assessment and Reporting, Melbourne, Australia)

1100-1115 #3H5 Development and validation of the Cambridge Personal Styles Questionnaire for the assessment of non-academic qualities Lyn Dale* (Cambridge Assessment, Admissions Testing Service, Cambridge, UK)

1115-1130 #3H6 Investigating candidates’ preparation for the BioMedical Admissions Test (BMAT) Sarah McElwee*, Mark Shannon, Paul Crump (Cambridge English Language Assessment, Admissions Testing Service, Cambridge, UK)

1130-1145 #3H7 Shall I be or shall I pretend? Personality traits in the admission process to a medical school Isabel Lourinho* (Faculty of Medicine of the University of Porto, Department of Medical Education and Simulation, Porto, Portugal), André Moreira (Faculty of Medicine of the University of Porto, Immunology Department, Porto, Portugal), Rui Mota- Cardoso (Faculty of Medicine of the University of Porto, Department of Clinical Neurosciences and Mental Health, Porto, Portugal), Milton Severo (Faculty of Medicine of the University of Porto, EPIUnit -Institute of Public Health and Department of Medical Education and Simulation, Porto, Portugal), Maria Amélia Ferreira (Faculty of Medicine of the University of Porto, Department of Medical Education and Simulation, Porto, Portugal)

1145-1200 Discussion

1000-1200 #3I PhD Reports: PhD 1 Chairperson: Marjan Govaerts (Netherlands) Location: Alsh 1, SECC

1000-1020 #3I1 Evaluating Clinical Trainees in the Workplace. On Supervision, Trust and the Role of Competency Committees Karen E. Hauer* (University of California, San Francisco, UCSF, Medicine, San Francisco, USA), Olle ten Cate (University of Utrecht, Medical Education, Utrecht, Netherlands), Christy K. Boscardin, Patricia S. O'Sullivan (University of California, San Francisco, UCSF, Medicine, San Francisco, USA)

55 MONDAY 7 SEPTEMBER 2015

1020-1040 #3I2 Early learner engagement in the clinical workplace H. Carrie Chen* (University of California San Francisco, Pediatrics, San Francisco, USA), Patricia O'Sullivan, Arianne Teherani (University of California San Francisco, Medicine, San Francisco, USA), Olle ten Cate (University Medical Center Utrecht, Center for Research and Development of Education, Utrecht, Netherlands)

1040-1100 #3I3 Experiencing authenticity: The core of student learning in clinical practice Katri Manninen* (Karolinska Institutet, Department of Learning, Informatics, Management and Ethics, Stockholm, Sweden)

1100-1120 #3I4 Impact of peer pressure on accuracy of reporting vital signs: A comparison between nursing and medical students Alyshah Kaba*, Tanya Beran (University of Calgary, Community Health Sciences and Medical Education, Calgary, Canada)

1120-1140 #3I5 Peer influence in clinical workplace learning: A study of medical students’ use of social comparison A.N. Janet Raat* (University of Groningen and University Medical Center Groningen, Center for Educational Development and Research in Health Professions, Groningen, Netherlands)

1140-1200 #3I6 Integrating Workplace Learning, Assessment and Supervision in Health Care Education Mieke Embo* (University College Arteveldehogeschool Ghent, Midwifery Department, Ghent, Belgium), Erik W. Driessen (Maastricht University, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht, Netherlands), Martin Valcke (University Ghent, Department of Educational Studies, Faculty of Psychology and Educational Sciences, Ghent, Belgium), Cees P.M. van der Vleuten (Maastricht University, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht, Netherlands)

No Discussion

1000-1200 #3J Short Communications: Clinical Teaching 1 Chairperson: Philip Chan (UK) Location: Alsh 2, SECC

1000-1015 #3J1 “Difficult clinical cases” as perceived by undergraduate students during their internship year: quantitative analysis according to CanMEDS roles Jan Breckwoldt* (University of Zurich, Faculty of Medicine, Vice Deanery of Educational Affairs, Zurich, Switzerland), Claudine Meindl-Fridez (University of Zurich, Faculty of Medicine, Internal Medicine, Zurich, Switzerland), Rainer Weber (University of Zurich, Faculty of Medicine, Vice Deanery of Educational Affairs, Zurich, Switzerland)

1015-1030 #3J2 Experiential clinical learning through a safe and efficient model. The CAMHS teaching clinic Carlos Hoyos* (Solent NHS Trust, Child and Adolescent Services, Southampton, UK), Jacquie Kelly, Cathy Laver-Bradbury (Solent NHS Trust, Child and Adolescent Mental Health, Southampton, UK)

1030-1045 #3J3 Using arts-based observational skills training, modelling and simulation to teach clinical observation in dermatology Jamila Sherif*, Sonia Kumar, Graham Easton (Imperial College London, Department of Public Health and Primary Care, London, UK), Tom Ainsworth (University of Brighton, College of Arts and Humanities, Brighton, UK), Tamsin Van Essen (Central Saint Martins, University of the Arts, London, UK)

1045-1100 #3J4 “Task-based learning” during the new implemented clinical year: An innovative approach for 6th year students at the Medical University of Vienna Angelika Hofhansl*, Matthaeus Grasl (Medical University of Vienna, Department of Medical Education, Vienna, Austria), Werner Horn, Franz Kainberger, Gerhard Zlabinger, Anita Rieder (Medical University of Vienna, Austria)

1100-1115 #3J5 Theories of truth and training diagnostic competence Eugene Custers* (UMC Utrecht, Centre for Research and Development of Education, Utrecht, Netherlands)

1115-1130 #3J6 Educating the view of nudity: How to sensitize students to the nude patient Carla Benaglio*, Alejandra Rubio (Universidad Del Desarrollo, Faculty Development Office, Santiago, Chile), Alexandra Obach (Universidad Del Desarrollo, School of Nursing, Santiago, Chile), Andres Maturana (Universidad Del Desarrollo, Faculty Development Office, Santiago, Chile)

1130-1145 #3J7 Transferring high quality care of the elderly into the clinical workplace: Barriers and facilitating factors Sanne Peters*, Jan De Lepeleire, Ann Roex (KULeuven, Department of General Practice, Leuven, Belgium)

1145-1200 #3J8 Effective supervision in surgical training: a phenomenological analysis of trainees’ experiences Hemel Modi* (Imperial College London, Department of Surgery & Cancer, London, UK), Sue Smith (Imperial College London, Medical Education Research Unit, School of Medicine, London, UK)

No Discussion

56 MONDAY 7 SEPTEMBER 2015

1000-1200 #3K Short Communications: Flipped Classroom Chairperson: Neil Osheroff (USA) Location: Boisdale 1, SECC

1000-1015 #3K1 Favoured pre-class preparation and associated learning strategies in a flipped classroom curriculum I.E.T. van den Berg* (University Medical Centre Utrecht, Medical Genetics, Utrecht, Netherlands), R.A.M. Bouwmeester (University Medical Centre Utrecht, Medical Physiology, Utrecht, Netherlands), R.A.M. de Kleijn (Utrecht University, Centre for Teaching and Learning, Utrecht, Netherlands), E.A. Bannink (University Medical Centre Utrecht, Internal Medicine, Utrecht, Netherlands), H.V.M. van Rijen (University Medical Centre Utrecht, Medical Physiology, Utrecht, Netherlands), H.E. Westerveld (University Medical Centre Utrecht, Internal Medicine, Utrecht, Netherlands)

1015-1030 #3K2 Flip your medical classroom, good practice recommendations H.E. Westerveld*, E.A. Bannink (University Medical Centre Utrecht, Internal Medicine, Utrecht, Netherlands), R.A.M. Bouwmeester (University Medical Centre Utrecht, Medical Physiology, Utrecht, Netherlands), T.J. ten Cate (University Medical Centre Utrecht, Centre for Research and Development of Education , Utrecht, Netherlands), I.E.T van den Berg (University Medical Centre Utrecht, Medical Genetics, Utrecht, Netherlands), R.A.M. de Kleijn (Utrecht University, Centre for Teaching and Learning, Utrecht, Netherlands)

1030-1045 #3K3 A flipped classroom approach to an interprofessional train-the-trainer program to improve delirium care Sanjeev Sockalingam* (University Health Network, University of Toronto, Department of Psychiatry, Toronto, Canada), Sandra-Li James (University Health Network, Collaborative Academic Practice, Toronto, Canada), Kathleen Sheehan, Aideen Carroll, Jennifer Laidlaw, Richard Yanofsky (University Health Network, University of Toronto, Department of Psychiatry, Toronto, Canada)

1045-1100 #3K4 A Flipped Classroom for Neuroscience, The Pros and Cons Stanley Jacobson* (Tufts University School of Medicine, Integrative Physiology and Pathobiology, Boston, USA), Susan Albright (Tufts University School of Medicine, Technology for Learning in the Health Sciences and TUSK- Enterprise Educational System, Boston, USA), Samuel Giles (Tufts University School of Medicine, Integrative Physiology and Pathobiology, Boston, USA)

1100-1115 #3K5 Reversed order: student activity first and lecture last Anna Hofsten*, Elisabeth Häggström (University of Gävle, Faculty of Health and Occupational Studies, Gävle, Sweden)

1115-1130 #3K6 Challenges and opportunities of blended learning expected and experienced by teachers R.A.M. Bouwmeester* (University Medical Centre Utrecht, Medical Physiology, Utrecht, Netherlands), R.A.M. de Kleijn (Utrecht University, Centre for Teaching and Learning, Utrecht, Netherlands), I.E.T. van den Berg (University Medical Centre Utrecht, Medical Genetics, Utrecht, Netherlands), T.J. ten Cate (University Medical Centre Utrecht, Centre for Research and Development of Education, Utrecht, Netherlands), H.V.M. van Rijen (University Medical Centre Utrecht, Medical Physiology, Utrecht, Netherlands), H.E. Westerveld (University Medical Centre Utrecht, Internal Medicine, Utrecht, Netherlands)

1130-1145 #3K7 Students’ perspective of the flipped classroom Alberto Velazquez*, Christian Rhaiel, Eduardo Durante (University of Buenos Aires, Family Medicine, Buenos Aires, Argentina)

1145-1200 #3K8 Flipping a Clinical Module: Jumping the Hurdles Kathryn Ferris* (Queen's University Belfast, Centre for Medical Education, Belfast, UK), Clare Thomson (Queen's University Belfast, School of Medicine, Dentistry and Biomedical Sciences, Belfast, UK), Dara O'Donoghue, Kieran McGlade (Queen's University Belfast, Centre for Medical Education, Belfast, UK)

No Discussion

1000-1200 #3L Short Communications: Surgery Chairperson: Jonathan Beard (UK) Location: Boisdale 2, SECC

1000-1015 #3L1 Google Glass™, a valuable tool in education? Oliver Trampleasure*, Ali Jawad, Mohamed Thaha, Shafi Ahmed (Virtual Medics, Barts Health, Barts & The London SMD, London, UK)

1015-1030 #3L2 Promoting medical student engagement in clinical activities within undergraduate surgery A Gaunt*, D Howard (University Hospitals of Coventry and Warwickshire, Coventry, UK), LS Wong (UK)

1030-1045 #3L3 Towards a common surgical training program: from basic surgical skill to advanced procedures M. Carmen Matthies-Baraibar* (OSI Ezkerraldea-Enkarterri-Cruces (Cruces University Hospital), Continuing Education, Barakaldo, Spain), Francisco J. Alvarez-Diaz (OSI Ezkerraldea-Enkarterri-Cruces (Cruces University Hospital), Reseach Unit, Barakaldo, Spain), Raul Saa-Alvarez (OSI Ezkerraldea-Enkarterri-Cruces (Cruces University Hospital), General Surgery, Barakaldo, Spain), Santiago Diez-Lazaro (OSI Ezkerraldea-Enkarterri-Cruces (Cruces University Hospital), Gynecology & Obstetrics, Barakaldo, Spain), Jesus M. Moran-Barrios (OSI Ezkerraldea-Enkarterri-Cruces (Cruces University Hospital), Postgraduate Medical Education, Barakaldo, Spain), David Lecumberri-Castaños (OSI Ezkerraldea-Enkarterri-Cruces (Cruces University Hospital), Urology, Barakaldo, Spain)

57 MONDAY 7 SEPTEMBER 2015

1045-1100 #3L4 Methods of Effective Clinical Teaching in Surgical Specialty Grace Hui Chin Lim* (Western Infirmary, Glasgow, General Surgery, Glasgow, UK), Sheila Stallard (Western Infirmary, Glasgow, General Surgery (Breast Surgery), Glasgow, UK), Joanne Hui Yee Lim (St. George's University, Undergraduate Medical School, London, UK)

1100-1115 #3L5 Development of emotional competency under integration of surgical and psychological sciences: Dealing with stress, burnout and self-reflection in the undergraduate curriculum Thomas Geldmacher* (Institute of Medical Psychology and Systems Neuroscience, Medical Faculty, University of Muenster, Germany), Jan C. Becker, Desiree Burghaus (Institute for Medical Education, Medical Faculty, University of Muenster, Germany), Giovanni Torsello (Clinic for Vascular Surgery, Medical Faculty, University of Muenster, Germany), Thomas Straube (Institute of Medical Psychology and Systems Neuroscience, Medical Faculty, University of Muenster, Germany), Eva Schönefeld (Clinic for Vascular Surgery, Medical Faculty, University of Muenster, Germany)

1115-1130 #3L6 Theatre Training Tool: A novel way of improving the undergraduate’s operating theatre experience Samuel Trowbridge*, Matthew Fell (Chelsea and Westminster Hospital NHS Foundation Trust, Surgery, London, UK), Rula Najim, Nina Dutta, Suveer Singh (Chelsea and Westminster Hospital NHS Foundation Trust, Medical Education, London, UK), Nebil Behar (Chelsea and Westminster Hospital NHS Foundation Trust, Surgery, London, UK)

1130-1145 #3L7 Medical students’ career intentions for surgery: a study of demographic and curriculum influences Mataroria Lyndon (University of Auckland, South Auckland Clinical School, Auckland, New Zealand), Marcus Henning (University of Auckland, The Centre for Medical and Health Sciences Education, Auckland, New Zealand), Sanjeev Krishna* (University of Auckland, South Auckland Clinical School, Auckland, New Zealand), Tzu-Chieh Yu (University of Auckland, The Centre for Medical and Health Sciences Education, Auckland, New Zealand), Hussein Alyami, Andrew Hill (University of Auckland, South Auckland Clinical School, Auckland, New Zealand)

1145-1200 #3L8 Dream Team: An undergraduate surgical talent development project Rune Dall Jensen*, Mette Krogh Christensen (Aarhus University, Faculty of Health, Center of Health Sciences Education, Aarhus, Denmark), Mikkel Seyer-Hansen (Aarhus University Hospital, Department of Obstetrics and Gynaecology, Aarhus, Denmark)

No Discussion

1000-1200 #3M Short Communications: Curriculum Evaluation Chairperson: Minna Kaila (Finland) Location: Carron 1, SECC

1000-1015 #3M1 Value of faculty feedback to inform program evaluation of a curriculum Jane Thorley Wiedler* (AO Foundation, AO Education Institute, Zurich, Switzerland), Jonathan S. M. Dwyer (North Staffordshire Hospitals NHS Trust, Stoke-on-Trent, UK), Theddy Slongo (Children’s University Hospital, Division of Paediatric Surgery, Inselspital Bern, Switzerland)

1015-1030 #3M2 At what level our recent graduates feel competent on revised curriculum outcomes: a graduation survey to improve curricular practice Guldal Izbirak* (Yeditepe University Faculty of Medicine, Medical Education/Family Medicine, Istanbul, Turkey), Ayse Arzu Akalin (Yeditepe University Faculty of Medicine, Medical Education, Istanbul, Turkey), Elif Cigdem Kaspar (Yeditepe University Faculty of Medicine, Medical Education/Biostatistics, Istanbul, Turkey), Kevser Vatansever, Halil İbrahim Durak (Ege University Faculty of Medicine, Medical Education, Izmir, Turkey)

1030-1045 #3M3 Persona driven redesign of Education and Training system Nicholas Chew* (National Healthcare Group, Group Education, Singapore), David Dhevarajulu (Tan Tock Seng Hospital, Kaizen Office, Singapore), Yvonne Ng (National Healthcare Group, Group Education, Singapore)

1045-1100 #3M4 Fulfilling the curriculum gap and understanding a culture: why do so many medical students attend extra revision courses? Kathryn Cockett*, Rula Najim, Nina Dutta, Suveer Singh (Chelsea and Westminster Hospital NHS Foundation Trust, London, UK)

1100-1115 #3M5 Limits of Kirkpatrick-type frameworks for evaluating impact of medical education Curtis Olson (Journal of Continuing Education in the Health Professions, Geisel School of Medicine at Dartmouth, Hanover, NH, USA), Tricia Tooman* (University of St Andrews and the Journal of Continuing Education in the Health Professions, School of Management, St Andrews, UK)

1115-1130 #3M6 Satisfaction of the graduates from Royal College of Surgeons of Ireland-University of Bahrain RCSI-UOB; Feasibility and Psychometric analysis for the graduate survey Kathryn Strachan* (Royal College of Surgeons in Ireland-University of Bahrain, Quality Department, Busaiten, Bahrain), Ahmed AL Ansari (Bahrain Defence Force Hospital, General Surgery, Riffa, Bahrain)

58 MONDAY 7 SEPTEMBER 2015

1130-1145 #3M7 Final-year medical students’ reflections on their clinical learning experience in urban and rural settings Susan Van Schalkwyk* (Stellenbosch University, Centre for Health Professions Education, Tygerberg, South Africa), Miranda Voss (Stellenbosch University, Ukwanda Rural Clinical School, Worcester, South Africa), Juanita Bezuidenhout (Stellenbosch University, Dean's Division, Tygerberg, South Africa), Marietjie de Villiers (Stellenbosch University, Centre for Health Professions Education, Tygerberg, South Africa)

1145-1200 #3M8 Factors perceived to prepare health science graduates for work in Uganda - a case study of recently-qualified pharmacy graduates Barbra Katusiime*, Joseph Oloro (Mbarara University of Science and Technology, Department of Pharmacy, Mbarara, Uganda), Daniel Semakula (Makerere University, College of Health Sciences, Kampala, Uganda), Michael Ross (The University of Edinburgh, Centre for Medical Education, Edinburgh, UK)

No Discussion

1000-1200 #3N Short Communications: Student Characteristics Chairperson: Martin Wohlin (Sweden) Discussant: John Cookson (UK) Location: Carron 2, SECC

1000-1015 #3N1 “Diving in the deep end”: postgraduate medicine attracts learners with a ‘deep’ approach Kylie J Mansfield*, Lyndal Parker-Newlyn, Gregory Peoples (University of Wollongong, Graduate School of Medicine, Wollongong, Australia)

1015-1030 #3N2 Identifying and addressing bias in medical students Rhys Jones*, Ricci Harris, Donna Cormack, Elana Curtis (University of Auckland, Te Kupenga Hauora Maori, Auckland, New Zealand), Cameron Lacey (University of Otago, Maori & Indigenous Health Institute, Christchurch, New Zealand), James Stanley (University of Otago, Department of Public Health, Wellington, New Zealand)

1030-1045 #3N3 Higher cognitive skills correlated with first semester grade point average Heidi Chumley* (American University of the Caribbean, Coral Gables, Florida, USA), Usha Satish, Mantosh Dewan (SUNY, New York, USA)

1045-1100 #3N4 The resilience factor: How to persist in a challenging environment Nynne Lykke Christensen* (Junior Doctors in Denmark, Medical Career & PGT, Copenhagen, Denmark)

1100-1115 #3N5 Differential Item Functioning Analysis of the Readiness Scale for Clinical Training Maria Elizabeth Grageda* (University of the Philippines Manila, National Teacher Training Center for the Health Professions, Manila, Philippines)

1115-1130 #3N6 How do processes of mentor-student interaction translate to the development of self-directed and reflective learning? The mentors’ perspective Sylvia Heeneman* (Maastricht University/ School Health Professions Education, Pathology, Netherlands), Juanita Vernooy (Maastricht University, Pulmonology, Netherlands), Willem de Grave (Maastricht University/ School Health Professions Education, Educational Development and Research, Netherlands)

1130-1200 Discussion

1000-1200 #3O Short Communications: Student stress and related problems Chairperson: Shihab Khogali (UK) Location: Dochart 1, SECC

1000-1015 #3O1 Stress in medical school – can we predict who is vulnerable? Leslie Nickell* (University of Toronto, Faculty of Medicine, Toronto, Canada), Vicki R LeBlanc (University of Toronto, Faculty of Dentistry & Department of Medicine, Toronto, Canada)

1015-1030 #3O2 Burnout and stress in medicine in France: what challenges for Schools of Medicine? Joel Ladner* (Rouen Medicine School, Rouen, France), Marie Pierre Tavolacci (Rouen University Hospital, Rouen, France), Benoit Veber (Rouen Medicine School, France)

1030-1045 #3O3 Capturing the student experience Margot Turner (St Georges University of London, Institute of Medical and Biomedical Education, London, UK) Presenter: Menaka Jegasthesan* (Kent, Surrey and Sussex Deanery, Surrey, UK)

1045-1100 #3O4 Is dating-gender violence accepted as a societal “norm” by college students from Universidad Nacional Autónoma de México (UNAM)? A comparative study Luz Maria Angela Moreno-Tetlacuilo*, Alicia Jiménez- de la Cerda, Guadalupe Siilvia Garcia-de La Torre (Universidad Nacional Autonoma de Mexico (UNAM). Facultad de Medicina, Public Health, Mexico)

59 MONDAY 7 SEPTEMBER 2015

1100-1115 #3O5 Evaluation of an integrated mindfulness and lifestyle program Linda Berlach*, Chris Skinner (The University of Notre Dame, School of Medicine, Fremantle, Australia)

1115-1130 #3O6 SAFE-DRS: Health and Well-being in the Medical Curriculum Fiona Moir* (University of Auckland, General Practice, Auckland, New Zealand), Jill Yielder (University of Auckland, Medical Programme Directorate, Auckland, New Zealand)

1130-1145 #3O7 UK Undergraduate Medical Students' Experience of Personal Bereavement Thelma Quince*, Pia Thiemann (University of Cambridge, Primary Care Unit, Department of Public Health and Primary Care, UK), Diana Wood (University of Cambridge, School of Clinical Medicine, UK), Stephen Barclay (University of Cambridge, Primary Care Unit, Department of Public Health and Primary Care, UK)

1145-1200 Discussion

1000-1200 #3P Short Communications: Communication Skills Chairperson: Mathieu Nendaz (Switzerland) Discussant: Elizabeth Kachur (USA) Location: Dochart 2, SECC

1000-1015 #3P1 Integrated versus distinct teaching units in communication – what is more effective and how long does this effect last? Katrin Schüttpelz-Brauns*, Nicole Deis (Medical Faculty Mannheim of Heidelberg University, Department of Undergraduate Education and Educational Development, Mannheim, Germany), Giesler Marianne (Albert-Ludwigs-University, Medical Faculty, Centre for Evaluation of Teaching in Medicine, Freiburg, Germany)

1015-1030 #3P2 A two-way path toward effective communication in the PICU: Evaluation of a novel program Deborah M. Rooney* (University of Michigan, Department of Learning Health Sciences, Ann Arbor, MI, USA), Kori L. Jones (University of Michigan, Patient Family Centered Care & Deparment of Operations and Support Services, Ann Arbor, MI, USA), Timothy T. Cornell (University of Michigan, Department of Pediatrics and Communicable Diseases, Ann Arbor, MI, USA)

1030-1045 #3P3 Can erroneous video-based examples foster the acquisition of patient-centered communication skills in healthcare undergraduate students? Results of a randomized controlled trial Felix M. Schmitz*, Kai P. Schnabel (University of Bern, Institute for Medical Education, Bern, Switzerland), Martin R. Fischer (LMU Munich, Institut für Didaktik und Ausbildungsforschung in der Medizin am Klinikum der Universität München, Munich, Germany), Sissel Guttormsen Schär (University of Bern, Institute for Medical Education, Bern, Switzerland)

1045-1100 #3P4 Development of a national, longitudinal communication skills curriculum for undergraduate medical education Jana Jünger*, Katrin Kröll, Carmen Weiss, Erika Fellmer-Drüg, Maryna Gornostayeva, (Heidelberg University Hospital, Department of Psychosomatic and General Internal Medicine, Heidelberg, Germany), Volker Köllner (Medicin Bliestal Clinics, Clinic of Psychosomatic Medicine, Blieskastel, Germany)

1100-1115 #3P5 "Dear death": Reflective letter writing as a method to improve physician communication skills at the end of life care Adi Ivzori-Erel* (The Ruth & Bruce Rappaport Faculty of Medicine, Technion- Israel Institute, Department of Family Medicine, Haifa and Western Galilee District, Israel), Etti Gordon Ginzburg (Oranim Academic College, The Faculty of Education, Tivon, Israel), Yoav Ginzburg (The Ruth & Bruce Rappaport Faculty of Medicine, Technion- Israel Institute, Department of Family Medicine, Haifa and Western Galilee District, Israel)

1115-1130 #3P6 Is there a need for training Clinical Communication in Family Medicine? A survey on patients’ perspective Dilermando Sobral*, Margarida Figueiredo-Braga (Faculty of Medicine, University of Porto, Department of Clinical Neurosciences and Mental Health, Medical Psychology Unit, Porto, Portugal)

1130-1145 #3P7 Lost in translation: using video-based ethnography to study the contribution of junior doctors in the communication between professionals during team-based tasks Hema Gandecha*, Ayushman Gupta, Nicole Nichols, Andrew Furlong, Rakesh Patel, Jonathan Acheson (University of Leicester and University Hospitals Leicester, UK)

1145-1200 Discussion

60 MONDAY 7 SEPTEMBER 2015

1000-1200 #3Q Conference Workshop: Should “Adaptive Learning” be the future of medical education? Hilliard Jason* (iNSoMed (international New School of Medicine) AND University of Colorado, Educational Affairs AND Family Medicine, Boulder, Colorado AND London, USA), Andrew Douglas* (iNSoMed (international New School of Medicine), Administration and Financial Affairs, London, UK), Davinder Sandhu* (Royal College of Surgeons in Ireland, Medical University in Bahrain), Michael Seropian* (Oregon Health & Science University, Anaesthesiology and Paediatrics, USA), Jane Westberg* (iNSoMed (international New School of Medicine) AND University of Colorado, Family Medicine, Boulder, USA) Location: Castle I, Crowne Plaza

1000-1200 #3R Conference Workshop: Using Mind-Body Medicine Skills to Reduce Stress and Promote Wellness in Medical School Aviad Haramati* (Georgetown University School of Medicine, Dept of Biochemsitry, Molecular and Cellular Biology, Washington DC, USA) Location: Castle II, Crowne Plaza

1000-1200 #3S Conference Workshop: A Gentle Introduction to Psychometrics for the Medical Educator: Key concepts and how to apply Andre De Champlain* (Medical Council of Canada Research & Development, Ottawa, Canada) Location: Castle III, Crowne Plaza

1000-1200 #3T Conference Workshop: MedEdPublish: A new approach to publishing in health professions education Ronald M Harden*, Catherine Kennedy*, Sheghley Ogilvie*, Ricky Shek*, Trevor Gibbs* (AMEE, Dundee, UK) Location: Gala 1, Clyde Auditorium

1000-1200 #3U Conference Workshop: Methodology and evidence synthesis choices in health education systematic review: A Best Evidence Medical Education (BEME) collaboration workshop Morris Gordon* (University of Central Lancashire, School of Medicine and Dentistry, Preston, UK), Madalena Patricio*, Antonio Vaz Carneiro* (Lisbon, Portugal) Location: Gala 2, Clyde Auditorium

1000-1200 #3V Conference Workshop: Improving presentations: Say-it-Better & Show-it-Better Douglas L Wooster* (University of Toronto, Surgery, Toronto, Canada), Elizabeth M Wooster* (OISE/University of Toronto, Higher Education, Toronto, Canada) Location: Staffa, Crowne Plaza

1000-1200 #3W Conference Workshop: Proficiency based progression as an ‘outcome’ based approach to graduate medical education and training; What is it and how to do it! Anthony G Gallagher* (ASSERT for Health Centre, University College Cork, Ireland), Michael Cunningham* (AO Foundation - AO Education Institute, Switzerland) Location: Shuna, Crowne Plaza

1000-1200 #3X Conference Workshop: Training the Trainers to Support Doctors in Difficulty Liz Spencer*, Alistair Thomson* (NACT, UK) Location: Jura, Crowne Plaza

1000-1200 #3Y Conference Workshop: Student choice and Student Selected Components (SSCs): Challenges and solutions from UK and international perspectives Simon Riley* (University of Edinburgh, Centre for Medical Education, Edinburgh, UK), Michael Murphy* (University of Dundee, Centre for Undergraduate Medicine, Dundee, UK), Joanne Burke* (University of Glasgow, Centre for Medical Education, Glasgow, UK) Location: Barra, Crowne Plaza

1000-1200 #3Z Conference Workshop: Training live simulators for realistic portrayals in five steps Gayle Gliva-McConvey*, Lorraine Lyman*, Amelia Wallace*, Temple West* (Eastern Virginia Medical School, Sentara Center for Simulation & Immersive Learning, Norfolk, USA) Location: Orkney, Crowne Plaza

61 MONDAY 7 SEPTEMBER 2015

1000-1200 #3AA ePosters: Mobile Learning and Social Networks Chairperson: Location: Morar, SECC

#3AA01 Using the Mobile Group Chat Application, LINE, to Improve Medical Knowledge of Common Ear-Nose-Throat Problems Intira Anantpinijwatna* (Mahasarakham Hospital, Otorhinolaryngology, Mahasarakham, Thailand)

#3AA02 Junior Doctors’ Use of Smartphones for Point-of-Care Clinical Information – A Mixed Methods Usage Analysis Lucy Ison* (North Middlesex University Hospital NHS Trust, Oncology, London, UK), David Clarke (Chelsea and Westminster Hospital NHS Foundation Trust, Emergency Medicine, London, UK), Colin Mitchell (Imperial College Healthcare NHS Trust, Elderly Medicine, London, UK)

#3AA03 The Perception of Instant Messaging Group Communications in Thai Medical Students Polathep Vichitkunakorn*, Krishna Suvarnabhumi (Prince of Songkla University, The Department of Community Medicine, Hatyai, Thailand), Uraiwan Pattanasattayavong (Prince of Songkla University, Health Promotion and Occupational Health, Hatyai, Thailand)

#3AA04 Medical and Veterinary students have a positive view of the introduction of mobile device applications as part of the curriculum: Results from a survey of students from four programs Pamela Boutilier* (Ross University School of Veterinary Medicine, Department of Biomedical Sciences, Basseterre, Saint Kitts and Nevis), Carmen Fuentealba (Ross University School of Veterinary Medicine, Center for Research and Innovation in Veterinary and Medical Education, Basseterre, Saint Kitts and Nevis), Reid Adams (Institute for Research and Clinical Strategy, Simulation Operations, Pontiac, MI, USA), Greg Gilbert (Institute for Research & Clinical Strategy, Biostatistical Research, Iselin, NJ, USA), David Pederson (Institute for Research and Clinical Strategy, Undergraduate Medical Education, Boise, ID, USA), Eric Bauman (Institute for Research and Clinical Strategy, Educational Technology & Game-Based Learning, Madison, WI, USA)

#3AA05 Mobile chat application: A new way of student support Metha Songthamwat, Srisuda Songthamwat* (Udonthani Medical Education Center, Udonthani, Thailand)

#3AA06 Attitudes To mLearning With Tablet Computers Amongst Medical Students: An Observational Study in a University Adam Julius* (Royal Free Hospital, UCL Medical School, London, UK), Charles S. Hall, Thomas Chase, Joht Singh Chandan (University College London, UCL Medical School, London, UK), Ryan Burnett (University College London, Renal Transplant Unit, London, UK), Bimbi Fernando (Royal Free Hospital, London, UK)

#3AA07 The connectaholic behind the curtain: a mixed methods study of student use of mobile devices in clinical settings Eric D Clarke* (Royal College of Surgeons in Ireland, Health Professions Education Centre, Dublin, Ireland)

#3AA08 Eteachingapps.com, a novel internet platform to create mobile teaching applications for higher education Felizian Kühbeck, Stefan Engelhardt, Antonio Sarikas* (Technische Universität München, Munich, Germany)

#3AA09 Group LINE chat application facilitated in surgical spot diagnosis skills for medical students Pannawat Patthamawongjariya*, Umaporn Nandatheero (Surin Medication Education Center, Surgery, Surin, Thailand), Pakarat Sangkla (Surin Medication Education Center, Pediatric, Surin, Thailand)

#3AA10 A Scoping Review of Podcasts in eLearning: More bark than bite? Clyde Matava* (Hospital for Sick Children, University of Toronto, Department of Anesthesia and Pain Medicine, Toronto, Canada), Devin Singh (Queens University, Faculty of Medicine, Kingston, Canada), Fahad Alam (University of Toronto, Department of Anesthesia and Pain Medicine, Toronto, Canada)

#3AA11 eLearning among medical undergraduates: How do Medical Students use podcasts and what are their learning needs? John Meenan*, E Ingram (University of Glasgow, Glasgow, UK), L P Ling (Glasgow Royal Infirmary, Glasgow, UK), Alison MacEwen (Crosshouse Hospital, Kilmarnock, UK), A McConnachie (Robertson Centre for Biostatistics, Glasgow, UK), James Boyle (Glasgow Royal Infirmary, Glasgow, UK)

#3AA12 Mobile social network for post-graduated doctor consultation system in community oriented medical education based center Pachin Thanomsingh*, Urawit Piyapromdee, Sorarat Lermanuworat (Medical Education Center of Maharat Nakhon Ratchasima Hospital, Orthopaedics, Nakhon Ratchasima, Thailand)

#3AA13 Development of a basic life support guide application usable on Android devices for lay rescuers Kazuya Imaizumi*, Naho Osada, Kai Ishida, Ryoma Seto, Hiroshi Tsumura, Takashi Okubo (Tokyo Healthcare University, Tokyo, Japan)

62 MONDAY 7 SEPTEMBER 2015

#3AA14 Improved patient-perceived resident competency in Family Medicine minor procedures with use of an iPAD application "app" training tool Ian MacPhee*, Jeremy Rezmovitz (University of Toronto, Family and Community Medicine, Toronto, Canada)

#3AA15 Winning over hearts and minds: using Twitter to enhance the student learning experience in neuroanatomy Catherine M. Hennessy*, Scott Border (University of Southampton, Center for Learning Anatomical Sciences, Southampton, UK)

#3AA16 The use of Facebook among medical students in Alfaisal University, Saudi Arabia Abdulazeez Barakat*, Abdulaziz Shaheen, Ayman Mohamed, Fouad Jabri (Alfaisal University, College of Medicine, Riyadh, Saudi Arabia)

#3AA17 Postgraduate learning in orthopedic consultation system via social app Nattakul Yamprasert*, Sorarat Lermanuworarat (Maharat Nakhon Ratchasima Hospital, Orthopaedics, Nakhon Ratchasima, Thailand)

#3AA18 How do Medical Students in the United States and China Use their Smartphones During Clinical Work? Caroline Milne*, Sonja Raaum (University of Utah and SLC VA Medical Center, Internal Medicine, Salt Lake City, USA), Zhang Fan (Hainan Medical University, Nutrition, Hainan, People's Republic of China), Eduardo Vallejo (Universidad de Antioquia, Emergency Medicine, Medellin, Colombia), Jorie M. Colbert-Getz (University of Utah, Internal Medicine, Salt Lake City, USA), Christian Arbelaez (Brigham and Women's Hospital, Harvard Medical School, Emergency Medicine, Boston, USA)

#3AA19 Improving Access to Stakeholder Input in Distributive Educational Programs Using Social Media Platforms: A Qualitative Study Peggy Schmidt*, Paul Gordon-Ross (Western University of Health Sciences, College of Veterinary Medicine, Pomona, USA)

#3AA20 The answer is in da blog: the chief resident’s solution to archive and share learning Masayuki Nogi*, Dennis Bolger (John A. Burns School of Medicine, University of Hawaii, Internal Medicine, Honolulu, USA)

1000-1200 #3BB ePosters: The Lecture and the Flipped Classroom Chairperson: John Szarek (United States) Location: Ness, SECC

#3BB01 Comparison between audience response systems and coloured voting cards: medical student perspective Danai Wangsaturaka*, Natsuda Aumpan, Kanokkarn Chupisanyarote, Parima Singhagowinta, Sira Vachatimanont (Faculty of Medicine, Chulalongkorn University, Department of Pharmacology, , Thailand)

#3BB02 Embedding audience response strategies to increase active learning in a veterinary curriculum Nicky Newcombe*, Sarah Baillie (University of Bristol, School of Veterinary Sciences, Bristol, UK)

#3BB03 The role of lectures during the first year of a graduate entry problem based medical course Remigio Zvauya* (Birmingham University, College of Medical and Dental Sciences, Birmingham, UK), Paul Ormond (Staffordshire University, Biological Sciences, Staffordshire, UK)

#3BB04 Video recorded lecture utilization in undergraduate medical education Matthew Kraybill, Davendra Sharma*, Paul Ricketts, Yasmin Burnett, Jackson Dyer (Ross University School of Medicine, Behavioral Science, Portsmouth, Dominica), Sanjay Singh (Ross University School of Medicine, Portsmouth, Dominica)

#3BB05 Select your seat, Increase your grade: Does seating preference affect learning achievement? Pairoj Boonluksiri* (, Pediatric Department, Hatyai, Thailand)

#3BB06 Combination of Interactive Response System and Forum Curriculum as a New Teaching Technique for Fourth Grade Medical Students Chin-Sheng Lin*, Cheng-Han Hou, Chien-Sung Tsai (National Defense Medical Center, Department of Medicine, Taipei, Taiwan), Kuo-Hsing Ma (National Defense Medical Center, Department of Biology and Anatomy, Taipei, Taiwan), Meng-Chien Lin, Cheng-Yi Cheng (National Defense Medical Center, Department of Medicine, Taipei, Taiwan)

#3BB07 The effectiveness of lecture before versus lecture during pediatric course on student attitude and performance Chanakarn Musikavong*, Chatchai Kraysubun (Chao Phaya Abhaibhubejhr Hospital, Prachinburi, Thailand)

#3BB08 The impact of interactive tools within lectures in medical education Sharon F Sneddon* (University of Glasgow, School of Medicine, Glasgow, UK)

63 MONDAY 7 SEPTEMBER 2015

#3BB09 The Use of Laptops in the Classroom and the Potential Effect of Distractions on Students at King Saud bin Abdulaziz University for Health Sciences Najya Attia* (King Saud bin Abdulaziz University for Health Sciences, Pediatric, Jeddah, Saudi Arabia), lubna Baig (Jinnah Sindh Medical University, JSMU Appna Institute of Public Health, Karachi, Pakistan), Wessam Abuznadah (King Saud bin Abdulaziz University for Health Sciences, Medical Education, Jeddah, Saudi Arabia)

#3BB10 Factors influencing the success of a lecture Ádám Tibor Schlégl* (University of Pécs, Medical School, Department of Orthopaedics, Pécs, Hungary), Balázs Ernyey (University of Pécs, Medical School, Department of Behavioural Sciences, Pécs, Hungary), Márk Kesztyűs (University of Pécs, Faculty of Business and Economics, Pécs, Hungary), Zsuzsanna Füzesi (University of Pécs, Medical School, Department of Behavioural Sciences, Pécs, Hungary)

#3BB11 Medical student views on the use of humour in lectures Ann Chu*, Nina Salooja (Imperial College London, Faculty of Medicine, London, UK)

#3BB12 Behind the Laptop: Examining Student and Staff Perceptions of Laptop or Tablet use in Teaching Sessions Mei Lin Lee* (University of Dundee, Dundee, UK), Fiona Muir, Susan Law (University of Dundee, Medical Education Institute, Dundee, UK), Annalisa Manca (University of Dundee, TILT, Dundee, UK)

#3BB13 Do It Yourself (DIY): a mixed model for flipped (large) class in limited resources Pairaya Rujirojindakul* (Prince of Songkla University, Pathology, Songkhla, Thailand)

#3BB14 The achievement in pre-class learning predicts the final outcome in flipped classroom learning Kuo Su Chen* (Chang Gung Memorial Hospital, Division of Nephrology, Keelung, Taiwan), Ming-Jui Hung (Chang Gung Memorial Hospital, Division of Cardiology, Keelung, Taiwan), Chih-Ken Chen (Chang Gung Memorial Hospital, Division of Psychiatry, Keelung, Taiwan)

#3BB15 Satisfactions of changing from traditional to flipped classroom Srila Samphao*, Gloyjai Khumkong, Piyaporn Kongnuan, Jittima Intarapan (Faculty of Medicine, Prince of Songkla University, Surgery, Songkhla, Thailand)

#3BB16 Medical students' perceptions of 'flipped' respiratory physiology lectures Dawn Cooper* (University of British Columbia, Cellular and Physiological Sciences, Vancouver, Canada), Dawn DeWitt (University of British Columbia, Medicine, Vancouver, Canada), Richard Cohen (University of British Columbia, Respiratory Medicine, Vancouver, Canada)

#3BB17 Evaluating the Impact of the Flipped Anatomy Classroom: What is the Correct Outcome? David A. Morton*, Geoffrey T. Dorius (University of Utah School of Medicine, Neurobiology and Anatomy, Salt Lake City, USA), Lenora M. Olson (University of Utah School of Medicine, Pediatrics, Salt Lake City, USA), Jorie M Colbert-Getz (University of Utah School of Medicine, Internal Medicine, Salt Lake City, USA)

#3BB18 Can the flipped classroom be a strategy of active learning in medical education? Katsumi Nishiya*, Kazunori Sumitani, Hiroki Okada (Kagawa University, Faculty of Medicine, Department of Medical Education, Kagawa, Japan)

#3BB19 Assessment of flipped classroom on learning outcome of Thai medical students Prapai Dejkhamron*, Sopha Punyacharoen, Nuthapong Ukarapol (Chiang Mai University, Department of Pediatrics, Faculty of Medicine, Chiang Mai, Thailand)

#3BB20 Improving student engagement in lectures: the ‘flipped lecture’ in medical education Genevieve Stapleton* (University of Glasgow, Medical School, Glasgow, UK), Katherine Price, Sharon Sneddon (University of Glasgow, Medical School, Glasgow, UK), Camille Huser (University of Glasgow, Medical School, Glasgow, UK)

#3BB21 Student perceptions of learning in the flipped classroom Noora Lindgrén* (University of Turku, Drug Research Doctoral Program, Turku, Finland)

#3BB22 Staff and Student Perceptions of the Flipped Classroom Victoria Gilchrist* (University of Dundee, School of Medicine, Dundee, UK), Penny Lockwood (University of Dundee, Undergraduate Tayside Centre of General Practice, Dundee, UK)

#3BB23 Introducing the flipped classroom in the anesthesia clerkship rotation Isabella Devito*, Clyde Matava, Anita Sarmah (University of Toronto, Department of Anesthesia, Toronto, Canada)

#3BB24 Evaluation of flipped classroom methodology in teaching third year medical students Stephan L. Haas* (Karolinska Institutet, Dept. of Medicine, Center for Digestive Diseases, Stockholm, Sweden), Mary Hyll, Jonas Hedlund, Robert Schvarcz, (Karolinska Institutet, Dept. of Medicine, Infectious Diseases, Stockholm, Sweden

64 MONDAY 7 SEPTEMBER 2015

1000-1200 #3CC Posters: The OSCE Chairperson: Ducksun Ahn (South Korea) Location: Hall 4, SECC

#3CC01 How to invent artificial abscess model for OSCE in 6th year medical students Chaita Sujinpram* (Surin Medical Education Center, Emergency Medicine, Surin, Thailand), Nathathai Kanoknark (Surin Medical Education Center, Surgery, Surin, Thailand), Pakarat Sangkla (Surin Medical Education Center, Pediatric, Surin, Thailand)

#3CC02 Comparisons between performance in standardized patients with or without actor backgrounds in Taiwan National OSCE Yaw-Don Hsu* (National Defence Medical Centre & Tri-Service General Hospital, OSCE Centre, Taipei, Taiwan), Chien-Sung Tsai (National Defence Medical Centre & Tri-Service General Hospital, Cardiovascular surgery, Taipei, Taiwan)

#3CC03 Testing Procedural Skills and Communication Skill after Graduation by OSCE Varavudh Sumawong*, Boonyarat Warachit, Suwat Lertsukprasert, Achara Nitiapinyasakul, Rajin Arora (Ministry of Public Health, Collaborative Project to Increase Rural Doctors, Nonthaburi, Thailand)

#3CC04 We take "Mock OSCE" seriously: Reliability and Quality of Borderline Regression Standard Setting Method Pimpet Sukumalpaiboon*, Thanom Jewsuebpong, Songwut Prasopsuk (Sawanpracharak Medical Education Center, Nakhon Sawan, Thailand)

#3CC05 A mock OSCE for Anaesthetists in training: a novel approach to examiner selection Christina Stamoulis*, Daniel Zeloof (Whittington Hospital, Anaesthetics, London, UK)

#3CC06 Value of Trained SP as an OSCE assessor Kalyanee Asanasak* (MEC Songkhla Hospital, Pediatric, Songkhla, Thailand)

#3CC07 Perception of clinical tasks evaluated by OSCE in UPAEP Medicine students Jose Luis Vazquez-Parraguirre* (UPAEP, Medicine Faculty, Puebla, Mexico)

#3CC08 Can video observation be a reliable method for objective structured clinical examination? Wei-Yu Lin* (Kaohsiung Chang Gung Memorial Hospital, Department of Medical Education, Kaohsiung, Taiwan)

#3CC09 An Investigation of students’ perceptions on learning clinical skills from both the classroom and clinical contexts and its impact on OSCE performance Abbas Kassamali* (Barts and The London Medical School, Medical Education, London, UK)

#3CC10 A study to improve medical students' skills, knowledge, confidence and preparedness in paediatrics using an OSCE approach with limited resources Tharmagajan Tharmachandirar*, Rajah Subashini (NHS Tayside, Dundee, UK)

#3CC11 A peer-led paediatric mock OSCE: Medical students’ perceptions Alexander Fletcher, Louise Murchison, Lisa Murphy*, Stephanie Potts, Jane Hamilton (University of Glasgow, UK), Robert Carachi (Royal Hospital for Sick Children, Glasgow, UK)

#3CC12 Setting up mock OSCEs for medical students in a small island hospital Jenny du Feu*, Angela Brown (Jersey General Hospital, Jersey)

#3CC13 Socially formative evaluation of the performance of competences of undergraduate internal physicians Haydee Parra* (Universidad Autónoma de Chihuahua School of Medicine, Research Department, Chihuahua, Mexico), Sergio Tobon (Centro Universitario CIFE, Research Department, Cuernavaca, Mexico), Jesus Benavides (Universidad Autónoma de Chihuahua School of Medicine, Educational Management, Chihuahua, Mexico), Julio Lopez (Universidad Autónoma de Chihuahua School of Medicine, Research and Graduate, Chihuahua, Mexico), Alma Vazquez (Universidad Autónoma de Chihuahua School of Medicine, Research Department, Chihuahua, Mexico), Jose Hernandez (Centro Universitario CIFE, Research Department, Chihuahua, Mexico)

#3CC14 OSCE programs for both resident doctors and nurse specialists Li-Lin Kuo* (Taipei City Hospital, Department of Teaching and Research; Department of Ophthalmology, Taipei City, Taiwan), Yang Ching Chen (Taipei City Hospital, Department of Teaching and Research; Department of Family Medicine, Taipei City, Taiwan), Oscar K. Lee (National Yang-Ming University, Institute of Clinical Medicine, Taipei City Hospital, Taipei City, Taiwan)

#3CC15 A study to assess the effect of simulated long case OSCE teaching on medical student confidence, in preparation for summative medical school examinations Simon Millington* (King's Mill Hospital, Endocrinology, Mansfield, UK), Devaka Fernando (King's Mill Hospital, Mansfield, UK)

#3CC16 Peer Led Mock OSCE in medical education - a Single Group’s Experience Aya Musbahi* (Northern Deanery, General Surgery, Newcastle, UK), Aamir Khan (Glasgow Royal Infirmary, General Medicine, Glasgow, UK)

65 MONDAY 7 SEPTEMBER 2015

#3CC17 Applying an established assessment method for Clinicians to Scientists: a learning process for all Sandie Gay*, Michelle Bishop, Suzanne Chamberlain, Stuart Sutherland (National School of Healthcare Science, Education and Assessment, Birmingham, UK)

#3CC18 OSCE with demonstrated constructive feedback as the effective teaching method for blood smear interpretation skill Adisak Tantiworawit*, Boonsom Chaimongkol, Lalita Norasetthada, Ekarat Rattarittamrong (Chiang Mai University, Internal Medicine, Maung Chiang Mai, Thailand), Nuthapong Ukarapol (Chiang Mai University, Pediatrics, Maung Chiang Mai, Thailand)

#3CC19 An analysis of the internal structure of clinical competence in an OSCE using multidimensional Item Response Theory Olivia Espinosa-Vázquez*, Adrián Martínez-González (Faculty of Medicine, National Autonomous University of Mexico, Educational Assessment Department of the Medical Education Secretary, Mexico), Melchor Sánchez-Mendiola (Faculty of Medicine, National Autonomous University of Mexico, Medical Education Secretary, Mexico), Iwin Leenen (Faculty of Medicine, National Autonomous University of Mexico, Educational Assessment Department of the Medical Education Secretary, Mexico)

#3CC20 A case-based, interactive method for teaching prescribing for final-year OSCEs Sara Timms* (William Harvey Hospital, Ashford, UK)

#3CC21 The relation between a first impression and a station rating when examinee performance changes Timothy J Wood* (University of Ottawa, Department of Innovation in Medical Education, Ottawa, Canada), Debra Pugh, Claire Touchie (Medical Council of Canada, Department of Medicine, Ottawa, Canada), James Chan (University of Ottawa, Department of Medicine, Ottawa), Susan Humphrey-Murto (University of Ottawa, Department of Innovation in Medical Education, Ottawa, Canada)

#3CC22 Nurse Specialist OSCE programs for preparation of license exam Yang-Ching Chen* (Taipei City Hospital, Department of Family Medicine, Taipei City Hospital, ZhongXing Branch, Taipei, Taiwan), Li-Lin Kuo (Taipei City Hospital, Department of Ophthalmology, Taipei City Hospital, ZhongXing Branch, Taipei, Taiwan), Oscar K Lee (Taipei City Hospital, Department of Family Medicine, Taipei City Hospital, ZhongXing Branch, Taipei, Taiwan)

#3CC23 Effects of cultural differences on the implementation and application of the objective structured clinical examinations (OSCE) in China Qianzhu Liu* (British Medical Journal Publishing Group, China Office, Beijing, People’s Republic of China), Mark Newman (Institute of Education, University College London, China Office, London, UK)

#3CC24 Sex inequality in OSCE and MCQ scores in medical students rotating in the surgery clerkship Samanchit Samakprakhon* (Sunpasitthiprasong Hospital, Surgery, Ubon Ratchathani, Thailand)

#3CC25 Spy glasses prove paper marking OSCE stations is faster than using tablets, the truth Ayisha Hennelly* (College of Medicine, Nursing and Health Sciences; School of Medicine, Year 2, Galway, Ireland), Winny Setyonugroho, Thomas Kropmans (College of Medicine, Nursing and Health Sciences; School of Medicine, Medical Informatics & Medical Education, Galway, Ireland)

1000-1200 #3DD Posters: Selection Chairperson: Stephen Manuel (United States) Location: Hall 4, SECC

#3DD01 Correlation between entry qualifications and performance in professional Medical examinations in IMU between 2002 and 2012 Kumaraswamy Kademane*, Kew Tong (International Medical University, Pathology, Kuala Lumpur, Malaysia)

#3DD02 Correcting for suppressor effect and range restriction in the assessment of the predictive validity of the student selection test HAM-Nat Johanna Hissbach*, Wolfgang Hampe, Dietrich Klusmann (Hamburg University Hospital, Hamburg, Germany)

#3DD03 Does the Saudi General Aptitude Test (Qudorat) Predict Academic Performance (cGPA) among Pre-Clinical Medical Students? A Pilot Study from Alfaisal University College of Medicine Haya Azouz, Alaa Aldalati, Imad Alabdulrazzak* (Alfaisal University, College of Medicine, Riyadh, Saudi Arabia), Mohammed Alowayed (Alfaisal University, Admission, Riyadh, Saudi Arabia), Akef Obeidat, Ahmed Abu-Zaid (Alfaisal University, College of Medicine, Riyadh, Saudi Arabia), Wael Al Kattan (Alfaisal University, Surgery and Medical Education, Riyadh, Saudi Arabia)

#3DD04 Do scores on the new psychological, social and biological foundations of behavior (PSBB) section of MCAT 2015 predict medical students’ performance in behavioral and social sciences (BSS) courses? Wanda Parsons*, Janet McHugh (Memorial University of Newfoundland, Admissions Office, Faculty of Medicine, St. John's, Canada), Cynthia Searcy (Association of American Medical Colleges, MCAT Research, Washington, DC, USA)

66 MONDAY 7 SEPTEMBER 2015

#3DD05 Multiple Mini Interviews for selection of Medical Students: Does Gender Difference Matter? Yih-Jer Wu*, Chuen-Fei Chen, Chau-Shoun Lee, Chin-Ming Kao, Hung-I Yeh (MacKay Medical College, Department of Medicine, New Taipei, Taiwan)

#3DD06 Psychodiagnostic technology in assessing personal qualities of medical school applicants Liudmila Kovalenko*, Tatiana Solteis, Elena Kovalenko, Vitaly Mesheryakov (State University, Medical Institute, Surgut, Russia)

#3DD07 Correlations between the first year examination marks and entrance scores in students from both Thai and International schools in the Joint Medical Programme (SWU-UoN) Watchareewan Thongsaard, Amarin Narkwichean*, Ramida Watanapokasin, Thassanawut Dhearapanya, Panwara Paritakul, Manaphol Kulpraneet (Faculty of Medicine, Srinakharinwirot University, Bangkok, Thailand)

#3DD08 Active Performance in Pre-clinical Year Improves Learning Achievement Chote Werawong* (Srinakharinwirot University, Department of Physiology, Bangkok, Thailand), Alfredo Villarroel (Srinakharinwirot University, Department of Community Medicine, Bangkok, Thailand)

#3DD09 Differences on the Perception of Evidence Based Medicine among Medical Students of Graduate Entry Programme and High School Leaver Entry Programme Chee-Siong Lee*, Chen-Yuan Wang (Kaohsiung Medical University Hospital, Department of Internal Medicine, Kaohsiung, Taiwan), Jo-Chu Yen, Ter-Ming Chen (Kaohsiung Medical University Hospital, Department of Clinical Education and Training, Kaohsiung, Taiwan), Jer-Chia Tsai, Shang-Jyh Hwang (Kaohsiung Medical University Hospital, Department of Internal Medicine, Kaohsiung, Taiwan)

#3DD10 Predictive validity of the UK Clinical Aptitude Test cognitive scale scores: Preliminary findings from a national study Paul Tiffin*, Hannah Hesselgreaves, Madeline Carter (Durham University, School for Health, Durham, UK), Gabrielle Finn (York University, Medical School, York, UK), Lazaro Mwakesi (Durham University, School for Health, Durham, UK), Jon Dowell (Dundee University, The Medical School, Dundee, UK)

#3DD11 The correlation of Multiple Mini Interview (MMI) and Minnesota Multiphasic Personality Inventory (MMPI) to predict first years of academic performances in medical school Siska Nia Irasanti* (Faculty of Medicine, UNISBA, Biomedic, Bandung, Indonesia), Ieva Baniasih Akbar, Ike Rahmawaty (Faculty of Medicine, UNISBA, Physiology, Bandung, Indonesia)

#3DD12 Selection of candidates to medical schools: cognitive variables, motivation and professional interests. An empirical study Cesare Maffei* (Vita-Salute San Raffaele University, Clinical Psychology, Milan, Italy), Mariagrazia Strepparava (University of Milan-Bicocca, Medicine, Milan, Italy), Chiara Seabastiano, Federica Vitale, Martina Spelta (San Raffaele Hospital, Clinical Psychology, Milan, Italy)

#3DD13 Selection of medical students by a preliminary studying procedure; the influence on early medical school performance M. de Visser*, C. Fluit (Radboud University Medical Center, Radboudumc Health Academy, Nijmegen, Netherlands), J. Fransen (Radboud University Medical Center, Department of Rheumatology, Nijmegen, Netherlands), M. Latijnhouwers (Radboud University Medical Center, Radboudumc Health Academy, Nijmegen, Netherlands), J. Cohen-Schotanus (University of Groningen and University Medical Center Groningen, Center for Research and Innovation in Medical Education, Groningen, Netherlands), R. Laan (Radboud University Medical Center, Radboudumc Health Academy, Nijmegen, Netherlands)

#3DD14 Assessing decision making aptitude in medical admissions selection Belinda Brunner* (Pearson VUE, Test Development, London, UK)

#3DD15 Medical school screening tools: how far do Medical Aptitude tests and personality measures predict performances throughout preclinical years? Milena Abbiati*, Zoya Horcik, Anne Baroffio (University of Geneva Medical School, Geneva, Switzerland)

#3DD16 Selection into specialty training: Assessing behaviour and values based recruitment to improve quality of patient care Fiona Paterson, Safiatu Lopes (Work Psychology Group, HESW, Derby, UK), Bill Irish, Selena Gray* (Health Education England, Bristol, UK)

#3DD17 Transitioning into medical school: a comparison between Manchester Access Programme (MAP) students and non-MAP students Khairun Nessa*, Jessica Azmy, Tony Freemont, Danielle Nimmons (University of Manchester, Medicine, Manchester, UK)

#3DD18 Medical school examination scores: a comparison between Manchester Access Programme (MAP) students and non-MAP students Jessica Azmy*, Khairun Nessa, Andrew Vaughan, Tony Freemont, Danielle Nimmons (University of Manchester, Medicine, Manchester, UK)

67 MONDAY 7 SEPTEMBER 2015

#3DD19 Impact of sociodemographic characteristics on applicants’ score in French Canadian multiple mini-interviews (MMI) Jean-Michel Leduc* (Faculty of Medicine, Université de Montréal, Department of Microbiology, Infectious Diseases and Immunology, Montreal, Canada), Richard Rioux (Faculty of Human Sciences, Université du Québec à Montréal, Department of Family Medicine and Emergency Medicine, Montreal, Canada), Julie-Anne Buckland (Faculty of Medicine, Université de Montréal, Department of Family Medicine and Emergency Medicine, Montreal, Canada), Christian Bourdy (Faculty of Medicine, Université de Montréal, Evaluation and Assessment Office, Montreal, Canada), Robert Gagnon (Faculty of Medicine, Université de Montréal, Department of Microbiology, Infectious Diseases and Immunology, Montreal, Canada)

#3DD20 Can we predict residents’ achievement from their performances in the selection process? Wanruchada Katchamart*, Nitipatana Chierakul (Faculty of Medicine Siriraj Hospital, , Medicine, Bangkok, Thailand)

#3DD21 Is the introduction of national medical postgraduate-level entry exams a fair selection tool for employers? Faheem Ahmed (King's College London, Guy's, King's and St Thomas' Medical School, London, UK), Kristina Filipova* (Medical University of Varna, School of Medicine, Varna, Bulgaria), Jorune Suiptye (Lithuanian University of Health Sciences, School of Medicine, Kaunas, Lithuania), Emine Senkal (Yeditepe University, School of Medicine, Istanbul, Turkey)

1000-1200 #3EE Posters: Research in the medical curriculum Chairperson: Zalim Balkizov (Russia) Location: Hall 4, SECC

#3EE01 Students’ perspective on integrating basic research competencies into undergraduate medical curricula Lama Alfakhri*, Hamza Naji, Ahmad Qannita, Shouq Kherallah, Ibrahim Mehsen, Jumana Sarraj (Alfaisal University, College of Medicine, Riyadh, Saudi Arabia)

#3EE02 A workshop for solving clinical questions – from a case conference to planning clinical research projects Yuki Kataoka* (Graduate School of Medicine and Public Health, Kyoto University, Hyogo Prefectural Amagasaki Hospital, Department of General Internal Medicine, Kyoto, Japan), Ryuichi Sada (Kameda Medical Center, Department of General Medicine, Kamogawa, Japan), Yu Yamamoto (Jichi Medical University, Center for Medical Education, Japan), Tsunetoshi Mogi (Kyoto University, Department of General Medicine, Kyoto, Japan), Kazuya Kita (Nara City Hospital, Center for Innovative Research for Communities and Clinical Excellence, Nara, Japan), Noriaki Kurita (Fukushima Medical University, Department of Healthcare Epidemiology, Department of Respiratory Medicine, Fukushima, Japan)

#3EE03 Research in Medicine (RIM) meets the need to engage research strategies to improve clinical care Jesslyn Kinney* (Dalhousie University, Medical Research Development Office, Halifax, Canada), Darrell Kyte (Dalhousie University, Undergraduate Medical Education, Halifax, Canada), Gerry Johnston (Dalhousie University, Medical Research Development Office, Halifax, Canada)

#3EE04 Three-in-one concept: research topic initiation guideline for medical students for community healthcare service improvement Aphaphan Narenpitak* (Udon Thani Medical Education Center, , Udon Thani, Thailand)

#3EE05 Pre-clinical Medical Students’ Attitudes toward Research Kanthika Wasinpongwanich* (Suranaree University of Technology, Orthopedics, Nakhonratcha Si ma, Thailand), Bura Sindhupakorn, Suwittaya Thienpratharn (Suranaree University of Technology, Orthopedics, Nakhonratcha Si ma, Thailand), Karakakad Ratanakeereepun, Ratsadakorn Yimsabai (Suranaree University of Technology, Institute of Medicine, Nakhonratcha Si ma, Thailand)

#3EE06 Cultivating the “evidence-based medical student” through a research-oriented programme Hannah Costelloe*, Linda Mao (UCL Medical School, London, UK), Mohammed Syed (Whipps Cross University Hospital, UK), Usama Ahmed (St Andrews Centre for Plastic Surgery, UK)

#3EE07 Medical Education Research Group (MERG); Innovative Approach to Encourage Undergraduate Research Participation Haneen Salah, Ibrahim Muhsen, Hamzah Naji, Ahmed Abu-Zaid, Ayman Mohamed, Akef Obeidat (Alfaisal University, Medicine, Saudi Arabia) Presenter: Fareeha Abdulwali* (Alfaisal University, Medicine, Saudi Arabia)

#3EE08 Undergraduate Medical Research Courses Adapting to the Demands of 21st Century Jumana Sarraj*, Ibrahim Muhsen, Hamzah Naji, Shouq Kherallah, Ahmed Qannita, Akef Obeidat (Alfaisal University, College of Medicine, Riyadh, Saudi Arabia)

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#3EE09 Becoming a scientist? What good supervisors do and what students plan one year after their research project course Riitta Moller* (Karolinska Institutet, Medical Epidemiology and Biostatistics, Stockholm, Sweden), Sari Ponzer (Karolinska Institutet, KI SöS, Stockholm, Sweden), Maria Shoshan (Karolinska Institutet, Medical Epidemiology and Biostatistics, Stockholm, Sweden)

#3EE10 READ: A Research Education and Development Course for medical students Lucy Williams*, Amy Green (University of Bristol, Research and Development Department (R&D), Bristol, UK), Karen Alloway, Hannah Antoniades (Avon and Wiltshire Partnership (AWP), Bristol, UK), Jonathan Evans (University of Bristol, Bristol, UK)

#3EE11 Research-Oriented Series: A Portal into the Culture of Biomedical Research for Junior Medical Students at Alfaisal University Nawaf Albali* (Alfaisal University, Riyadh, Saudi Arabia)

#3EE12 Attitudes and factors contributing to an interest in research among medical students at Medical education center , Thailand Kwanrudee Ratchasup*, Peerasin Towachiraporn, Kanjanapan Jiwaramanee, (MEC Uttaradit Hospital, Uttaradit, Thailand), Apinya Fakthongyoo (Uttaradit Hospital, Uttaradit, Thailand)

#3EE13 Introducing scientific education in medical school Amelie Plymoth*, Fredrik Wiklund, Maria Shoshan, Riitta Möller (Karolinska Institutet, Medical Epidemiology and Biostatistics, Stockholm, Sweden)

#3EE14 Early attendance at Electron Microscopy workshops as a tool to introduce first-year medical- school students to scientific research methodology Giuseppe Familiari*, Selenia Miglietta, Ezio Battaglione, Antonio Familiari, Michela Relucenti, (Sapienza University of Rome, Department of Anatomical, Histological, Forensic and Orthopaedic Sciences, Rome, Italy)

#3EE15 Practical medical research ethics: demystifying the approvals process Caroline Y Ackland* (NHS Tayside, East of Scotland Research Ethics Service, Dundee, UK), J Angus Scott (NHS Forth Valley, Ophthalmology, Stirling, UK), David McFarlane (NHS Tayside, Workforce, Dundee, UK), Arlene Grubb (NHS Tayside, East of Scotland Research Ethics Service, Dundee, UK)

#3EE16 The Arab Medical Aspirations League (AMAL): An Innovative Student Initiative in Research Education Ayman Awad, Abdulazeez Barakat, Elhaitham Ahmed*, Mohammad Khalaf (Alfaisal University, Riyadh, Saudi Arabia), Mohamad Altannir (King Fahad Medical City, Riyadh, Saudi Arabia), Akef Obeidat (Alfaisal University, Riyadh, Saudi Arabia)

#3EE17 Innovative Collaborations: Research Speed Dating Richie G Madden* (Peninsula College of Medicine and Dentistry, University of Exeter Medical School, Royal Cornwall Hospitals Trust, Truro, UK), Alice Hughes, Linda Loterh (Peninsula College of Medicine and Dentistry, UK), Julie Thacker, Rob Marshall (Peninsula College of Medicine and Dentistry, University of Exeter Medical School, Royal Cornwall Hospitals Trust, Truro, UK)

#3EE18 Is the clinician-scientist in danger of becoming extinct? A review of evidence-based medicine teaching in undergraduate medical education Mohammed Syed* (Whipps Cross University Hospital, London, UK), Usama Ahmed (St Andrews Centre for Plastic Surgery and Burns, London, UK)

#3EE19 Exploring the barriers and enablers to research among allied health professionals Charmaine Krishnasamy* (National Healthcare Group, Health Outcomes and Medical Education Research (HOMER), Singapore), Yen Peng Lim (Tan Tock Seng Hospital, Department of Nutrition and Dietetics, Singapore), Chloe Sok Ching Teng, Lay Fong Chin (Tan Tock Seng Hospital, Rehabilitation, Singapore), Issac Lim (National Healthcare Group, Health Outcomes and Medical Education Research (HOMER), Singapore)

1000-1200 #3FF Posters: Interprofessional Education - Undergraduate Chairperson: Susan Wagner (Canada) Location: Hall 4, SECC

#3FF01 Differences of opinion: Appreciation of interprofessional perspectives versus conflict Tierney Kinnison*, Stephen A. May (The Royal Veterinary College, The LIVE Centre, Hatfield, UK), David Guile (Institute of Education, UCL, London, UK)

#3FF02 The Evolution of a Popular IPE Elective Karen Moline* (Sunnybrook Health Sciences Centre, Odette Cancer Centre, Radiation Therapy, Toronto, Canada), Susan Sutherland (Sunnybrook Health Sciences Centre, Dentistry, Toronto, Canada)

#3FF03 Implementing Interprofessional Education - How appropriate is the learning experience for nursing students? R Pretorius*, A Du Preez, B Scrooby, W Lubbe (North-West University, Nursing Science, Potchefstroom, South Africa), G Reitsma (North-West University, Health Science Education, Potchefstroom, South Africa)

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#3FF04 The change in view and behavior of medical students after final-year interprofessional education (IPE) for medical and dental students Kumiko Yamaguchi*, Chiharu Kawakami, Yuko Segawa, Mina Nakagawa, Jun Tsuruta, Kazuki Takada (Tokyo Medical and Dental University, Tokyo, Japan)

#3FF05 Readiness of healthcare students for interprofessional education at Keio University Mihoko Miyawaki (Keio University, Faculty of Nursing and Medical Care, Fujisawa, Japan), Junko Kizu, Eriko Aizu-Yokota (Keio University, Faculty of Pharmacy, Tokyo, Japan), Michito Hirakata, Toshiaki Monkawa* (Keio University School of Medicine, Medical Education Center, Tokyo, Japan)

#3FF06 Interprofessional burn management for students - is this an effective way to learn? Fiona Coia* (Pinderfields Hospital, MidYorkshire Hospitals NHS Trust, Directorate of Medical Education, Wakefield, UK), Claire Swales (MidYorkshire Hospitals NHS Trust, Paediatric Burns Service, Wakefield, UK), Veronica Wagstaff (MidYorkshire Hospitals NHS Trust, Adult Burn Service, Wakefield, UK)

#3FF07 Development of joint lessons for interprofessional education in the inter-university collaborative education Norie Obu* (Saitama Prefectural University, School of Health and Social Services, Koshigaya, Japan), Makiko Furuy (Josai University, Faculty of Pharmaceutical Sciences, Sakado, Japan)

#3FF08 Clinical reasoning and elearning - facilitating interprofessional education! C Gummesson* (Lund University, Centre for Teaching and Learning, Faculty of Medicine, Lund, Sweden), A Sunden, A Fex, E Holmström, M Ahlner-Elmqvist, P Lilja Andersson (Lund University, Department of Health Sciences, Lund, Sweden)

#3FF09 The project Intertut: interprofessional tutorials for students of medicine, nursing, occupational therapy and physiotherapy Sarah Oswald, Louise Putze* (Charité Universitätsmedizin Berlin, Curriculum Organisation, Berlin, Germany)

#3FF10 Midwife-led experiential teaching sessions enhance pre-clinical medical students’ understanding of labour and encourages interprofessional collaboration Melanie D'Costa*, Anne Hills (Barts and the London School of Medicine and Dentistry, Centre for Medical Education, London, UK), Adele Hamilton (City University London, Department of Midwifery, London, UK), Celia Woolf (Barts and the London School of Medicine and Dentistry, Centre for Medical Education, London, UK)

#3FF11 Preparing nursing and medical students for clinical placements: Evaluation of an inter- professional simulated ward environment workshop Sharon Walker* (Bradford Teaching Hospitals Foundation Trust, Education Service, Bradford, UK)

#3FF12 Cross-sectional study of teamwork ability among students in seven healthcare disciplines Hirokazu Noritake*, Keiko Abe, Mina Suematsu (Nagoya University Graduate School of Medicine, Education for Community- Oriented Medicine, Nagoya, Japan), Hiroki Yasui (Nagoya University Graduate School of Medicine, Center for Medical Education, Nagoya, Japan), Kazumasa Uemura (Nagoya University School of Medicine, Nagoya, Japan)

#3FF13 Moving inter-professional education away from the classroom and into the clinical area - does it work? Lorraine Close*, Janette Jamieson (University of Edinburgh Medical School, Centre for Medical Education, Edinburgh, UK), Jennifer Tocher (University of Edinburgh, School of Nursing, Edinburgh, UK), Janet Skinner (University of Edinburgh, Centre for Medical Education, Edinburgh, UK)

#3FF14 Smaller professions in interprofessional learning Aslak Steinsbekk* (Norwegian University of Science and Technology, Department of Public Health and General Practice, Trondheim, Norway)

#3FF15 Trans-professional learning improves understanding and attitude of medical students to other professions Prapa Ratanachai*, Ratchanee Permtaweesub (Hatyai Medical Education Center, Medical Education Center, Songkhla, Thailand)

#3FF16 Exploring the perceptions of hospital chaplains and medical students at Dundee Medical School Lois Robertson*, Jennifer Kennedy (University of Dundee, UK)

#3FF17 Interprofessional simulation training: Perceived benefits for final year medical and nursing students A de Bray*, S S Sandhu (Walsall Manor Hospital, Medical Education, Walsall, UK), T Makam (Walsall Manor Hospital, Medical Education/Obstetrics and Gynaecology, Walsall, UK), K Eaton (Wolverhampton University, Medical Education, Wolverhampton, UK), J Peppe* (Walsall Manor Hospital, Walsall, UK)

#3FF18 Relational coordination in interprofessional learning Anders Barheim*, Reidun Lisbet Skeide Kjome (University of Bergen, Department of Global Health and Primary Care, Bergen, Norway), Sissel Johansson Brenna (Bergen University College, Department of Health and Social Education, Bergen, Norway), Olin Blaalid Oldeide (University of Bergen, Department of Global Health and Primary Care, Bergen, Norway)

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#3FF19 Issues discovered when developing an Interprofessional Education Course Joseph House* (University of Michigan School of Medicine, Emergency Medicine, Ann Arbor, USA), Burgunda Sweet (University of Michigan College of Pharmacy, Emergency Medicine, Ann Arbor, USA), Bruce Meuller (University of Michigan College of Pharmacy, Ann Arbor, USA), Mark Fitzgerald (University of Michigan School of Dentistry, Ann Arbor, USA), Brad Zebrack (College of Social Work, Ann Arbor, USA), Michelle Pardee (School of Nursing, Ann Arbor, USA)

#3FF20 Knowledge and Attitude of Medical Students towards Interprofessional Collaboration S M Tajdit Rahman*, Sazid Rezwan (Sir Salimullah Medical College, Department of Medicine, Dhaka, Bangladesh)

#3FF21 Piloting a near-peer interdisciplinary learning forum for the development of medical studets, junior doctors and nurses Bhavesh Patel* (Imperial College London, Department of Surgery & Cancer, London, UK), Denise Osei-Kuffour (Imperial College London, Faculty of Medicine, London, UK)

#3FF22 Difficult consultations with simulated patients - interprofessional education in focus Anna Bengtsson*, Martin Fahlström (Department of Clinical Sciences, Professional Development, Umeå University, Umeå, Sweden)

1000-1200 #3GG Posters: Competency based Education/Patient Safety Chairperson: Kerry Knickle (Canada) Location: Hall 4, SECC

#3GG01 CanMEDS roles as framework for analyzing Taiwanese medical students’ reflective journals: a pilot study Chien-Yu Chen* (Taipei Medical University Hospital, Department of Anesthesiology, Taipei, Taiwan), Kung-Pei Tang (Taipei Medical University, Liberal Arts College, Taipei, Taiwan)

#3GG02 Evaluation of “My Pediatric Advocacy Tool” a Novel CanMEDS Competency Portfolio for Pediatric Residents Ali Al Maawali*, Joanna Holland, Amy Ornstein, Kim Blake (Dalhousie University, Pediatrics, Halifax, Canada), Elaine Toombs (Dalhousie University, Psychology, Halifax, Canada)

#3GG03 Challenges in the Implementation Of Competencies In The Preclinical Years of Medicine: Academic Factors Ileana Petra* (National Autonomous University of Mexico, Psychiatary and Mental Health, Mexico City, Mexico), Alicia Cea (National Autonomous University of Mexico, Biochemistry, Mexico City, Mexico), Tere Cortes (National Autonomous University of Mexico, Public Health, Mexico City, Mexico), Patricia Herrera (National Autonomous University of Mexico, Anatomy, Mexico City, Mexico), Monica Aburto (National Autonomous University of Mexico, Histology, Mexico City, Mexico), Aurora Farfan (National Autonomous University of Mexico, Public Health, Mexico City, Mexico)

#3GG04 Entrustable professional activities in competency-based veterinary education C.C.M.A. Duijn*, G.J. Bok (Utrecht University Faculty of Veterinary Medicine, Utrecht, Netherlands), Th.J. Ten Cate (University Medical Center Utrecht, Netherlands), M. Mandoki (Szent Istvan Egyetem, Budapest, Hungary), W.D.J. Kremer (Utrecht University Faculty of Veterinary Medicine, Utrecht, Netherlands)

#3GG05 The importance of chairperson feedback for the monitoring and improvement of competency- based curricula and associated training programs Barbara Niederee (AO Foundation, AOTrauma Education, Davos, Switzerland), Miriam Uhlmann, Kathrin Luessi* (AO Foundation, AO Education Institute, Dübendorf, Switzerland)

#3GG06 Competency Based Medical Curriculum:Kazakh National Medical University Perspective Rustam Yussupov* (Asfendiyarov Kazakh National Medical University, Centre for Teaching Excellence, Almaty, Kazakhstan), Meiramkul Abirova (Asfendiyarov Kazakh National Medical University, Educational Unit, Almaty, Kazakhstan), Saule Sarsenbaeva (Asfendiyarov Kazakh National Medical University, Institute for University Development, Almaty, Kazakhstan), Farida Nurmanbetova (Asfendiyarov Kazakh National Medical University, Almaty, Kazakhstan)

#3GG07 Shared Educator Competencies: A Synthesis toward Common Learning Outcomes for Masters Programs in Health Professions Education Deborah Navedo* (MGH Institute of Health Professions, Health Professions Education Program, Boston, USA), Alan Leichtner (Harvard Medical School, Pediatric Gastroenterology, Boston, USA), Mary Knab (MGH Institute of Health Professions, Center for Interprofessional Studies and Innovation, Boston, USA), Janice Palaganas (Center for Medical Simulation, Institute for Medical Simulation, Boston, USA), Holly Yang (Univ. of California San Diego, Hospice and Palliative Medicine, San Diego, USA)

#3GG08 From Novice to Expert, recognition of early learning goals Nanna Kjaersgaard Nielsen* (Region Seeland, Koege Hospital, Emergency Department, Koege, Denmark)

#3GG09 Core competencies medical students need after graduating – do we really know what they are? Nina Mars*, Outi Elonheimo, Jussi Merenmies, Anne Pitkäranta (University of Helsinki, Finland)

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#3GG10 Learner reflections can contribute to decisions about progression and entrustment Janice L. Hanson, Jennifer Soep, Carol Okada, J. LIndsey Lane* (University of Colorado, Pediatrics, Aurora, USA)

#3GG11 Knowledge, skills, and attitudes towards patient safety in medical students in Thailand Saranya Prathaithep* (Sunpasitthiprasong Hospital, Medicine, Ubon Ratchathani, Thailand)

#3GG12 Medical Student Identification: Removing anonymity Stephanie Wallis, South Bristol Academy, Bristol, UK

#3GG13 Communications, seniority and medical errors for healthcare professionals Hui-Ching Weng* (National Cheng Kung University, School of Medicine, Tainan, Taiwan), Hung-Chi Chen (China Medical University, School of Medicine, Tai-Chun, Taiwan)

#3GG14 Training in Raising Concerns - a survey of a cohort of postgraduate medical trainees Sze Jean Wang* (Health Education North West, Manchester, UK)

#3GG15 The perceived needs for improvement in teaching and learning patient safety at Maharaj MEC, Thailand Paphan Musikawat, Naphatsaphon Chumwong*, Sukit Mahattanan (Maharaj Medical Education Centre(Mec),Nakhon Si Thammarat, Thailand)

#3GG16 Learning from incidents: Patient safety for foundation doctors Towhid Imam*, Leena Patel, Udayaraj Umasankar (Basildon Hospital, UK)

#3GG17 Integrating Tactical Decision Games (TDGs) into the medical undergraduate curriculum: The students’ perspective Gauhar Sheikh*, Iain Drummond, Janet Skinner (University of Edinburgh, Centre for Medical Education, Edinburgh, UK), Morwenna Wood, NHS Fife, Medical Education, Kirkcaldy, UK

#3GG18 A regional, blended approach to education in patient safety: development, delivery and future prospects Nick Woodier*, Bryn Baxendale (Trent Simulation and Clinical Skills Centre, Nottingham, UK), Jonathan Corne (Health Education East Midlands, Nottingham, UK)

#3GG19 Can we improve attitudes towards patient safety in final year medical students? Rosemary Haddock*, Catherine Paton (NHS Lanarkshire, Medical Education, Glasgow, UK)

1000-1200 #3HH Posters: Postgraduate Education: Speciality Training Chairperson: Samantha Scallan (UK) Location: Hall 4, SECC

#3HH01 Evaluation of a Quality Improvement learning intervention in General Practice training Sharon Wiener-Ogilvie* (NHS Education for Scotland, General Practice, Edinburgh, UK)

#3HH02 Indicators for ad hoc knowledge of family doctors in Germany Jelena Schumacher* (Universität Witten/Herdecke, Fakultät für Gesundheit, Witten, Germany), Michaela Zupanic (Universität Witten/Herdecke, Institut für Medizinische Lehre, Witten, Germany), Zineb Nouns (Universität Bern, Institut für Allgemeinmedizin, Bern, Switzerland), Jörg Schelling, Martin R Fischer (Klinikum der Universität München, Institut für Didaktik und Ausbildungsforschung in der Medizin, München, Germany), Daniel Bauer, Klinikum der Universität München, Germany)

#3HH03 Development of a general practice specialty training DVD resource using formative assessment consultation recordings Lana Fisher*, Drummond Begg, MeiLing Denney (NHS Education for Scotland, Postgraduate General Practice Education, Scotland Deanery, South East Region, Edinburgh, UK)

#3HH04 Enhancing the SE Scotland GP Super-Condensed Curriculum Guide Using Quality Improvement Methodology Heather Peacock, MeiLing Denney, Nora Murray-Cavanagh* (NHS Education for Scotland, Scotland Deanery, South East Region, GP Team, Edinburgh, UK)

#3HH05 Family Medicine Residents’ Attitudes Towards Depression and the Impact of Residency Psychiatry Training Andrew L H Peh* (Changi General Hospital, Department of Psychological Medicine, Singapore), Sally C W Ho, Singhealth, Singhealth Polyclinics, Singapore), Andre T S Tay (Changi General Hospital, Department of Psychological Medicine, Singapore)

#3HH06 Setting up a quality improvement project for final year GP registrars - the pilot in SE Scotland MeiLing Denney, Alan Johnstone*, Sharon Wiener-Ogilvie (NHS Education for Scotland, Edinburgh, UK)

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#3HH07 Feasibility of Pediatric Resident Training in Developmental Screening on Rotation Sabrina Eliason* (University of Saskatchewan, Pediatrics, Saskatoon, Canada), Keith Goulden, Sheila Gallagher, Debra Andrews, Florencia Ricci, Cara Dosman (University of Alberta, Pediatrics, Edmonton, Canada)

#3HH08 Improving Paediatric Trainees' Confidence in Outpatients: Complete Clinic Management Rachael Mitchell* (Kings College Hospital NHS Foundation Trust, Department of Child Health, London, UK), Caroline Fertleman (The Whittington Hospital, Department of Paediatrics, London, UK)

#3HH09 Do we fall short of teaching residents to deal with death? Perspectives and differences towards bereavement in Paediatrics and Internal Medicine Joanne Shu Xian Lee*, Eng Soo Yap, I Peng Thomas Soh, Woon Chai Yong (National University Cancer Institute, Singapore, Department of Haematology-Oncology, Singapore), Lisa Anne Wong (Khoo Teck Puat-National University Children’s Medical Institute, National University Health System, Singapore, Department of Paediatrics, Yong Loo Lin School of Medicine, National University of Singapore, Singapore), Pei Lin Koh (Khoo Teck Puat-National University Children’s Medical Institute, National University Health System, Singapore)

#3HH10 Regional teaching programme for level 3 (ST6-8) paediatric trainees: Is it beneficial? And what are the other deaneries doing? Pratima Verma*, J Srinivas, H Goodyear (West Midlands Deanery, Paediatrics, Birmingham, UK)

#3HH11 Mentorship in Canadian Anaesthesia Residency: A Needs Assessment Justin Duthie*, Sonia Sampson (Memorial University, Anesthesia, St. John's, Canada), Sarah Molloy (Memorial University, UGME, St. John's, Canada)

#3HH12 A survey to explore the experience of London anaesthetic trainees returning to work after a period of break E Martinoni Hoogenboom* (North Central School of Anaesthesia, Anaesthetics, London, UK), A Hunningher (Barts and The London School of Anaesthesia, London, UK), J Illingworth (Imperial School of Anaesthesia, London, UK), J Curran (South East School of Anaesthesia, London, UK), M Tewari (North Central School of Anaesthesia, London, UK), S Jaggar (Imperial School of Anaesthesia, London, UK)

#3HH13 The case for change; designing an anaesthetic education programme to better serve the needs of the trainee Helen Gilfillan*, Philip Duggleby (Royal Berkshire Hospital NHS Foundation Trust, Anaesthetics, Reading, UK), Tamsin McAllister, Matthew Size (Buckinghamshire Healthcare NHS Trust, Anaesthetics, UK)

#3HH14 Matching patient needs to teaching: Why orthopaedic trainees need internal medicine Emma van Bentum* (St James Hospital, Leeds Teaching Hospitals Trust, Elderly Medicine, Leeds, UK), Emily Kaye, Raj Parikh (Royal Oldham Hospital, Pennine Acute Trust, Elderly Medicine, Oldham, UK)

#3HH15 Health Preventive Curriculum Influences Self-Awareness and Knowledge of Internal Medicine Residents on His/Her Self-Health Prevention of Diseases and Health Promotion Chaiwat Washirasaksiri*, Weerachai Srivanichakorn, Pornpoj Pramyothin, Pochamana Phisalprapa, (Faculty of Medicine Siriraj Hospital, Medicine, Bangkok, Thailand)

#3HH16 Creating a new curriculum for teaching and learning clinical procedure skills – SingHealth Emergency Medicine Residency Clinical Procedure Skills Training Programme Mark K F Leong* (Singapore General Hospital, Emergency Medicine, Singapore)

#3HH17 Improving the Feedback to Internal Medicine Residents Following Clinical Competency Committee Performance Evaluation: A Pilot Study Selvia Kosim* (National Healthcare Group, Graduate Medical Education Office, Singapore), Yong Hao Lim (National Healthcare Group, Education Development Office, Singapore), Faith Chia (Tan Tock Seng Hospital, Rheumatology, Allergy and Immunology, Singapore), Melody Kuan (National Healthcare Group, Graduate Medical Education Office, Singapore)

#3HH18 Strategies of medical residents to deal with situations of uncertainty in clinical practice Alicia Hamui-Suitton* (Universidad Nacional Autonoma de Mexico, Coordinacion de Investigacion Educativa, Division de Estudios de Posgrado, Mexico City, Mexico), Iwin Leenen (Universidad Nacional Autonoma de Mexico, Secretaria de Educacion Medica, Mexico City, Mexico), Tania Varela-Vives (Universidad Nacional Autonoma de Mexico, Departamento de Informatica Biomedica, Mexico City, Mexico), Samuel Gutiérrez-Barreto (Universidad Nacional Autonoma de Mexico, Coordinacion de Investigacion Educativa, Division de Estudios de Posgrado, Mexico City, Mexico), Melchor Sanchez-Mendiola (Universidad Nacional Autonoma de Mexico, Secretaria de Educacion Medica, Mexico City, Mexico), Jose Halabe-Cherem (Centro Medico ABC, Jefatura de Enseñanza e Investigación, Mexico City, Mexico)

#3HH19 Teaching therapy to young psychiatrists: Surveying self-efficacy towards learning and application of psychotherapy Wen Phei Lim* (Tan Tock Seng Hospital, Psychological Medicine, Singapore), Yong Hao Lim, Issac Lim (National Healthcare Group, Health Outcomes and Medical Education Research, Singapore), Nicholas Chew (Tan Tock Seng Hospital, Psychological Medicine, Singapore)

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#3HH20 High Fliers - Developing a postgraduate course for pre-hospital and retrieval practitioners Niall McMahon* (Emergency Medical Retrieval Service, Glasgow, UK), Mark Cooper (NHS Greater Glasgow and Clyde, Glasgow, UK), Stuart Daly, Stephen Hearns (EMRS, Glasgow, UK), Marty Wright (Glasgow Caledonian University, Glasgow, UK)

#3HH21 People, place and time, Feedback that matters in surgical practice Marcia Clark (University of Calgary, Surgery, Calgary, Canada), Nishan Sharma* (University of Calgary, Medicine, Calgary, Canada), Norman Schachar (University of Calgary, Surgery, Calgary, Canada)

#3HH22 A mixed methods study of psychiatry trainees investigating the factors in their undergraduate medical training which may have contributed to their decision to train in psychiatry Amber Appleton*, Marta Buszewicz (UCL, Primary Care and Population Health, London, UK)

#3HH23 Practicing Evidence-Basede Medicine; Comparison Barriers Among Pediatrics Residents And Faculties In ACGMEI Program In Qatar Ahmed Alhammadi, AMR Daia, Manasik Hassan*, Hanaa Masoud, Laila Baker, Basil Habra (Hamad Medical Corporation,Weill- Cornell Medical College Doha,Qatar)

#3HH24 Medical Education for Primary Health Care: A view from students and teachers Mario Parada*, María Ines Romero, Fabian Moraga (Universidad de Valparaíso, Chile)

#3HH25 A snapshot of clinical anaesthetics training in UK medical schools Sanjeev Ramachandran (Imperial College London, Faculty of Medicine, UK), Harish Venkatesh*, Syed Muhammad Taha (UK)

1000-1200 #3II Posters: Student learning styles Chairperson: Peter McCrorie (UK) Location: Hall 4, SECC

#3II01 Chicken-and-egg problem: learning preferences of students and curriculum efficiency Viktor Riklefs* (Karaganda State Medical University, Practical Skills Center, Karaganda), Raushan Dosmagambetova (Karaganda State Medical University, Karaganda, Kazakhstan), Irina Riklefs (Karaganda State Medical University, Department of Education and Academic Affairs, Karaganda), Berik Koichubekov (Karaganda State Medical University, Department of Medical Biophysics and Informatics, Karaganda), Aliya Bukeyeva, Aida Kassatova (Karaganda State Medical University, Department of Education and Academic Affairs, Karaganda)

#3II02 The Relation Between Learning Styles and Types of Personality in First-Year Medical Students Marta Duarte, Miguel Castelo Branco* (University of Beira Interior, Faculty of Health Sciences, Covilhã, Portugal)

#3II03 Using ICTs to promote self-regulated learning in Embryology courses Santos Guzman-Lopez (Facultad de Medicina, UANL, Anatomy Department, Monterrey, Mexico), Oralia Barboza-Quintana, Raquel Garza-Guajardo (Facultad de Medicina, UANL, Surgical Pathology Department, Monterrey, Mexico), Angel Martinez-Ponce-de-Leon (Facultad de Medicina, UANL, Neurosurgery Service, Monterrey, Mexico), Norberto Lopez-Serna* (Facultad de Medicina, UANL, Embryology Department, Monterrey, Mexico), Martha Susana Hernández-Garza (Facultad de Medicina, UANL, Pedagogical Support, Monterrey, Mexico)

#3II04 Comparison of students’ self-directed learning perception at different stages of a problem based medical program in Argentina Marcelo Garcia Dieguez*, Marta del Valle (Universidad Nacional del Sur, Health Science, Bahia Blanca, Argentina), Serralunga Gabriela, Loreto Eugenia Yañez, García Liliana (Universidad Nacional del Sur, Mathematics, Bahia Blanca, Argentina)

#3II05 Two Profiles of Medical Students According to Levels of Self-Directed Learning Readiness Cristhian Pérez V., Eduardo Fasce H. (Universidad de Concepción, Educación Médica, Concepción, Chile), Olga Matus B, Javiera Ortega B, Paula Parra, Carolina Márquez U, Liliana Ortiz M* (University of Concepcion, Medical Education Department, Concepcion, Chile)

#3II06 Has the medical student changed? Differences in self-directed learning of University of Concepcion’s medical students from 2010 to 2014 Paula Parra, Cristhian Perez, Eduardo Fasce, Liliana Ortiz, Olga Matus*, Pilar Ibañez (University of Concepcion, Medical Education Department, Concepcion, Chile)

#3II07 Medical students’ motivational beliefs, learning strategy use, and performance Kyong-Jee Kim (Dongguk University School of Medicine, Medical Education, Ilsan, Republic of South Korea), Seung Won Park, Soon Jin Lee, Hee Jung Son, Taehee Han, Hye Won Jang* (Sunkyunkwan University School of Medicine, Medical Education, Seoul, Republic of South Korea)

#3II08 Facilitating Optimal Motivation in Dental Education: Strategies to Promote an Autonomy Supportive Clinical Learning Environment Cesar Orsini* (University of Glasgow, Medical School, Glasgow, UK), Vivian Binnie (University of Glasgow, Dental School, Glasgow, UK)

74 MONDAY 7 SEPTEMBER 2015

#3II09 Surface or deep learning strategies in medical students: do sociodemographic factors matter? Melissa Genereux, Sophie Desindes*, Evelyne Cambron-Goulet, Ann Graillon (University of Sherbrooke, Faculty of Medicine and Health Sciences, Sherbrooke, Canada)

#3II10 Changes in student learning styles over the course of postgraduate taught programmes and the impact of learning styles on achievement in various assessment modes Revati Phalkey*, Catherine Pritchard, Puja Myles (University of Nottingham, Division of Epidemiology and Public Health, Nottingham, UK)

#3II11 Academic integration and study skills among first-year students at Finnish universities Lena Sjöberg* (University of Helsinki, Department of General Practice and Primary Health Care, Helsinki, Finland), Monica Londen (University of Helsinki, Swedish School of Social Science, Helsinki, Finland), Jan-Erik Mansikka (University of Helsinki, Faculty of Behavioural Sciences, Helsinki, Finland)

#3II12 Role of Pre-Session Instructional Video to Improve Quality and Learning Outcome in Practical Session Andreanyta Meliala* (Faculty of Medicine Universitas Gadjah Mada, Physiology, Yogyakarta, Indonesia), Bernadetta Josephine Istiti Kandarina (Faculty of Medicine Universitas Gadjah Mada, Public Health, Yogyakarta, Indonesia), Jajar Setiawan (Faculty of Medicine Universitas Gadjah Mada, Physiology, Yogyakarta, Indonesia), I Putu Yuda Hananta (Faculty of Medicine Universitas Gadjah Mada, Dermatology - Venereology, Yogyakarta, Indonesia)

1000-1200 #3JJ Meet the Expert: Stephen Downes (Session 2 Plenary Speaker) Location: Fyne, SECC

1200-1330 Lunch (viewing of Exhibits and Posters) Location: Hall 4, SECC

Courses Lunch will be served in the meeting room (registered course participants only)

1215-1315 ASME-FLAME Course Location: Castle I, Crowne Plaza 1215-1315 ASME-CALM Course Location: Castle II, Crowne Plaza 1215-1315 AMEE-ESME Course Location: Staffa, Crowne Plaza 1215-1315 AMEE-RESME Course Location: Shuna, Crowne Plaza

Group Meetings Lunch will be served in the meeting room

1215-1315 ViEW AGM (closed meeting) Location: Boisdale 2, SECC 1200-1330 GEMx Meeting (closed meeting) Location: Executive Boardroom, Crowne Plaza

AMEE Committee (Open Sessions) Open to all participants with an interest in the area. Lunch will be served in the meeting room

1215-1315 AMEE Postgraduate Committee Location: Castle III, Crowne Plaza 1215-1315 AMEE Simulation Committee Location: Jura, Crowne Plaza 1215-1315 AMEE eLearning Committee Location: Barra, Crowne Plaza 1215-1315 AMEE Research Committee Location: Orkney, Crowne Plaza 1215-1315 AMEE and other health professions Location: Gala 2, Clyde Auditorium

Meet the Authors! 1230-1300 The Definitive Guide to the OSCE book signing with Ronald Harden, Pat Lilley & Madalena Patricio Location: Elsevier Stand (C13 and C14), Hall 4, SECC

1230-1330 International Handbook of Medical Education book signing with Khalid A. Bin Abdulrahman, Stewart Mennin, Ronald Harden, Catherine Kennedy Location: Wisepress Stand (C37), Hall 4, SECC

Tours 1330-1730 Glengoyne Distillery Tour departs and returns to SECC 1330-1730 Edinburgh Castle Tour Tour departs and returns to SECC

75 MONDAY 7 SEPTEMBER 2015

SESSION 4: Simultaneous Sessions

1330-1515 #4A Symposium: The perfect Postgraduate Training Program (PGTP) – how far are we? An

AMEE AMEE Postgraduate Committee Symposium LIVE Rille Pihlak* (European Junior Doctors, University of Tartu, Estonia), Jason Frank* (University of Ottawa & RCPSC, Ottawa, Canada),Linda Snell* (McGill University & RCPSC, Centre for Medical Education, Montreal, Canada), Juliana Sa* (Faculty of Health Sciences University of Beira Interior, Portugal), Lawrence Sherman* (Educational Strategy at Prova Education, USA) Location: Clyde Auditorium

1330-1515 #4B Symposium: Shaping the Future of Technology Enhanced Learning: Take home

AMEE messages from the eLearning Symposium LIVE Stephen Downes* (National Research Council of Canada’s Learning and Performance Support Systems Research Program, Canada), AMEE eLearning Committee Members* Location: Hall 2, SECC

1330-1515 #4C Symposium: Interprofessional Education in the Basic Science Curriculum Jennifer McBride* (Cleveland Clinic Lerner College of Medicine, USA), Wojciech Pawlina* (Mayo Clinic College of Medical, USA), Richard Shields* (University of Iowa, USA), Bruce Wainman* (McMaster University, Canada), Claire Smith* (University of Southampton, UK), Anja Bӧckers* (Ulm University, Germany) Location: Lomond Auditorium

1330-1515 #4D Research Papers: Assessment Chairperson: Reidar Tyssen (Norway) Location: Hall 1, SECC

1330-1350 #4D1 Physical Findings Progress Test at a Medical School Heeyoung Han* (Southern Illinois University School of Medicine, Springfield, USA), Reed Williams (Indiana University School of Medicine, Springfield, USA), Debra Klamen, Ted Clark, Susan Hingle, Regina Kovach (Southern Illinois University School of Medicine, USA)

1350-1410 #4D2 A qualitative evaluation of psychiatry clerkship students’ experience taking the NBME subject test in teams Nicole J. Borges* (University of Mississippi School of Medicine, Office of Academic Affairs, Department of Pediatrics, Jackson, MS, USA), Britta Thompson (University of Oklahoma College of Medicine, Office of Medical Education, Oklahoma City, OK, USA), Oma Morey (The University of Texas Medical Branch, Galveston, Office of Medical Education, Galveston, TX, USA), Paul M. Haidet (Pennsylvania State University College of Medicine, Office of Medical Education, Hershey, PA, USA), Ruth E. Levine (The University of Texas Medical Branch, Galveston, Office of Medical Education, Galveston, TX, USA)

1410-1430 #4D3 Can pre-testing impact learning and the implementation of planned changes in practice? Jacqueline Wakefield (The Foundation for Medical Practice Education; McMaster University, Family Medicine, Hamilton, ON, Canada), Kevin Eva (University of British Columbia, Medicine, Vancouver, BC, Canada), Heather Armson* (The Foundation for Medical Practice Education; University of Calgary, Family Medicine, Calgary, AB, Canada), Stefanie Roder (The Foundation for Medical Practice Education, Family Medicine, Hamilton, ON, Canada), Elmslie Tom (The Foundation for Medical Practice Education; University of Ottawa, Family Medicine, Ottawa, ON, Canada)

1430-1450 #4D4 Physicians’ perceptions of the value of testing as part of an established continuing medical education program Stefanie Roder* (The Foundation for Medical Practice Education, McMaster University, Hamilton, Canada), Jacqui Wakefield (The Foundation for Medical Practice Education, Department of Family Medicine, McMaster University, Hamilton, Canada), Tom Elmslie, The Foundation for Medical Practice Education, Department of Family Medicine, University of Ottawa, Canada), Kevin Eva (University of British Columbia, Department of Medicine, Vancouver, Canada), Heather Armson (The Foundation for Medical Practice Education, Department of Family Medicine, University of Calgary, Canada)

1450-1515 Discussion

1330-1515 #4E Patil Awards: Patil 2 Chairperson: Brion Berringer (USA) Location: Forth, Clyde Auditorium

1330-1345 #4E1 The effectiveness of instructional-design based simulation training for postpartum haemorrhage Brena Melo* (IMIP/FPS/Maastricht University, SHE, School of Health Professions Education, Recife, Brazil; Maastricht, Netherlands, Brazil), Fernando Antonio Menezes da Silva (IMIP/FPS, Pós-graduação, Recife, Brazil), Cees van der Vleuten, Jeroen Merriënboer (Maastricht University, SHE, School of Health Professions Education, Maastricht, Netherlands)

76 MONDAY 7 SEPTEMBER 2015

1345-1400 #4E2 Google Glass and Neuro-Sky: Beyond Learning by Doing in IPE Javier Acebedo Esteban*, Montserrat Márquez Cava, Juan-Luis González Pascual, Elena Sáiz Navarro, Marta Rodríguez García (Universidad Europea de Madrid, Nursing School, Madrid (Villaviciosa de Odón), Spain), Juan-José Beunza (Universidad Europea de Madrid, Biomedical School, Madrid (Villaviciosa de Odón), Spain)

1400-1415 #4E3 Ensuring resident competence: a qualitative study of group decision-making to inform the work of clinical competency committees Karen E. Hauer* (University of California, San Francisco, UCSF, Medicine, San Francisco, USA), Olle ten Cate (University of Utrecht, Medical Education, Utrecht, Netherlands), Christy K. Boscardin (University of California, San Francisco, UCSF, Medicine, San Francisco, USA), Eric S. Holmboe (Accreditation Council for Graduate Medical Education, Medicine, Chicago, USA), Robert B. Baron, Patricia S. O'Sullivan (University of California, San Francisco, UCSF, Medicine, San Francisco, USA)

1415-1430 #4E4 Turning the basic sciences on their head: what are the fundamental aspects of learning that could inform the design of a flipped classroom in medical education? Paul Heitmann*, Lambert Schuwirth, Kien Hou Tram, Shyamal Sharma (Flinders University, Adelaide, Australia)

1430-1445 #4E5 Learning Analytics: early warnings and predictors of performance in online learning environments for trainees in surgery Paula Smith* *University of Edinburgh, Clinical Surgery, Edinburgh, UK), Matthew Hammond, Wilma Alexander, Michael Begg (University of Edinburgh, Information Services, Edinburgh, UK)

1445-1500 #4E6 ‘Doctor On Call’: A novel, interactive teaching series to prepare medical students for working as foundation year 1 doctors Kate David*, Nina Dutta, Rula Najim, Suveer Singh (Chelsea and Westminster Hospital, London, UK)

1500-1515 #4E7 Screencasts improve anatomy knowledge retention compared to textbooks James Pickering* (University of Leeds, Division of Anatomy, Leeds Institute of Medical Education, Leeds, UK)

No Discussion

1330-1515 #4F Short Communications: Implementing an OSCE Chairperson: Katharine Boursicot (Singapore) Location: Argyll I, Crowne Plaza

1330-1345 #4F1 Being a test centre for national OSCE in developing country: lesson learned Rachmadya Nur Hidayah*, Gandes Retno Rahayu (Faculty of Medicine, Universitas Gadjah Mada, Department of Medical Education, Yogyakarta, Indonesia), Elizabeth Siti Herini (Faculty of Medicine, Universitas Gadjah Mada, Clinical Skills Laboratory, Yogyakarta, Indonesia)

1345-1400 #4F2 Perceptions and Attitudes of Faculty and Students towards the Use of OSCE in Alexandria Faculty of Medicine Samir Keshk (Alexandria Faculty of Medicine, Cardiothoracic Surgery, Medical Education, Alexandria, Egypt), Soha Mostafa (Alexandria Faculty of Medicine, Medical Education, Public Health, Alexandria, Egypt), Ashraf El Zawawy (Alexandria Faculty of Medicine, Internal Medicine, Alexandria, Egypt), Aliaa El Sheikh (Alexandria Faculty of Medicine, Public Health, Alexandria, Egypt),Hanaa Elhoshy* (Alexandria Faculty of Medicine, Medical Education, Alexandria, Egypt)

1400-1415 #4F3 START – a novel assessment of consultant readiness for Paediatric trainees in the UK Ashley Reece*, Melanie Simpson, Steve Byrne, Judith Grant, David Evans, Lara Smith (Royal College of Paediatrics and Child Health, London, UK)

1415-1430 #4F4 Development, dissemination and outcomes of a tailored e-OSCE Application across 2 medical schools Amanda Nagle*, Peter McKeown, Adam Landow (University of New England, School of Rural Medicine, Armidale, Australia, Martin Veysey (University of Newcastle, School of Medicine and Public Health, Newcastle, Australia)

1430-1445 #4F5 Objective Structured Clinical Examination (OSCE) and Quarantine. What are the student views about this? Do they differ from the current evidence? Jane Smith*, Peter Jones, Natasha Yates (Bond University, Bond University Medical Program, Gold Coast, Australia)

1445-1500 #4F6 Influences of OSCE design on students’ diagnostic reasoning Alexandre Lafleur* (Université Laval, Department of Medicine, Québec, Canada)

1500-1515 #4F7 Peer Assessment in Veterinary OSCEs Lissann Wolfe* (University of Glasgow Vet School, Veterinary Biosciences, Glasgow, UK)

No Discussion

77 MONDAY 7 SEPTEMBER 2015

1330-1515 #4G Short Communications: The Patient in the Education Process Chairperson: Jonathan Rial (UK) Discussant: Tim Dornan (UK) Location: Argyll II, Crowne Plaza

1330-1345 #4G1 Utilising the patient’s perspective and experience in undergraduate medical education Nicola Robinson*, Anna Potts (Brighton & Sussex University Hospitals NHS Trust, Diabetes Centre, Brighton, UK), Hazel Ainsley (Brighton & Sussex University Hospitals NHS Trust, Patient, Brighton, UK)

1345-1400 #4G2 Patient involvement from the beginning: User integration from inception of a new Medical School in the UK Morris Gordon, Janet Garner*, Paul Milne (University of Central Lancashire, Preston, UK)

1400-1415 #4G3 Exploring Ways of Gathering Feedback from Patients Involved in Undergraduate Medical Education Kirsty Egan* (The University of Edinburgh, Centre for Medical Education, Edinburgh, UK)

1415-1430 #4G4 Patients’ attitudes towards bedside case presentations during attending ward rounds David Gachoud*, Matteo Monti, Pedro Marques-Vidal (University of Lausanne, Department of Internal Medicine, Lausanne, Switzerland), Raphaël Bonvin (University of Lausanne, Education Unit Faculty of Biology and Medicine, Lausanne, Switzerland), Begona Villar, Gérard Waeber (University of Lausanne, Department of Internal Medicine, Lausanne, Switzerland)

1430-1445 #4G5 Living the experience of changing behaviors Alberto Velazquez (Instituto Universitario del Hospital Italiano, Family Medicine, Buenos Aires, Argentina), Cecilia Picolla, (IInstituto Universitario del Hospital Italiano, Pediatrics, Buenos Aires, Argentina), Alejandrina Losasso*, C Rhaiel (Instituto Universitario del Hospital Italiano, Family Medicine, Buenos Aires, Argentina), Virginia Vera (Instituto Universitario del Hospital Italiano, Community Medicine, Buenos Aires, Argentina)

1445-1500 4G6 The changing role of the clinician as patient educator: Is professional education and training keeping pace? Jane Gall* (The University of Melbourne, Shepparton Medical Centre, Shepparton, Australia), Kristine Elliott, Cara Penry-Williams, Robyn Woodward-Kron (The University of Melbourne, Medical Education, Melbourne, Australia)

1500-1515 Discussion

1330-1515 #4H Short Communications: Selection 2 – Multi Mini Interview Chairperson: Location: Argyll III, Crowne Plaza

1330-1345 #4H1 When interviewers meet to discuss their MMI scores: an ethnography of decision making Chris Roberts* (University of Sydney, Sydney Medical School, Northern, Sydney, Australia), Annette Burgess, Karyn Mossman (University of Sydney, Sydney medical School- Central, Sydney, Australia)

1345-1400 #4H2 The Modified Personal Interview (MPI) for MD Admissions: Blending Reliability and Recruitment Mark Hanson, Nicole Woods, Maria Athina Martimianakis*, Raj Rasasingham, K. Mahan Kulasegaram (University of Toronto, Faculty of Medicine, Canada)

1400-1415 #4H3 Using Multiple Mini Interview in an internationally diverse medical student population Maureen E Kelly* (National University of Ireland Galway, General Practice, Galway, Ireland), Jon Dowell, Adrian Husbands (University of Dundee, The Medical School, Dundee, UK), Siun O' Flynn (University College Cork, The Medical School, Cork, Ireland), Thomas Kropmans (National University of Ireland Galway, The Medical School, Galway, Ireland), Andrew W Murphy (National University of Ireland Galway, General Practice, Galway, Ireland)

1415-1430 #4H4 An Admissions Experience in Pakistan: The Multiple Mini-Interview Sonia Ijaz Haider* (Aga Khan University, Karachi, Pakistan), Zahid Bashir (Shalamar Medical and Dental College, Lahore, Pakistan)

1430-1445 #4H5 Is adding actors’ score providing any gain in the multiple mini-interviews (MMI) process for medical admission? Christian Bourdy* (Université de Montréal, Médecine de famille et médecine d'urgence, Montréal, Canada), Robert Gagnon (Université de Montréal, Centre de pédagogie appliquée aux sciences de la santé, Montréal, Canada), Jean-François Montreuil (Université Laval, Psychiatrie, Québec, Canada)

1445-1500 #4H6 Correlation of the Multiple Mini Interview and Empathy R. Stephen Manuel* (University of Mississippi College of Medicine, Family Medicine, Jackson, USA), Nikki Zaidi (University of Michigan, Medical Education, Ann Arbor, USA)

1500-1515 #4H7 Selecting medical students, predictive validity of multiple mini-interviews and the UKCAT Jennifer Weir, Michael Stevenson, Keith Steele* (Queens University Belfast, Department of General Practice, Belfast, UK)

78 MONDAY 7 SEPTEMBER 2015

No Discussion

1330-1515 #4I Short Communications: Outcome Based Education / Competence Based Education Chairperson: Xiao Haipeng (China) Location: Alsh 1, SECC

1330-1345 #4I1 Saudi MED Competence-based framework Rania Zaini* (Umm AlQura University, College of Medicine-Medical Education, Makkah, Saudi Arabia), Mohammad AlRukban (Majmaah University, College of Medicine, Majmaah, Saudi Arabia), Abdulmonem Al-Hayani (King Abdulaziz University, College of Medicine, Jeddah, Saudi Arabia), Ahmed Al-Rumayyan (King Saud Bin Abdulaziz University of Health Sciences, College of Medicine, Riyadh, Saudi Arabia), Khalid AlQumaizi (Al-Imam Mohammad Ibn Saud Islamic University, College of Medicine, Riyadh, Saudi Arabia), Hamza Abdulghani, King Saud University, College of Medicine, Riyadh, Saudi Arabia

1345-1400 #4I2 Comparability of Outcome Frameworks in Medical Education: Implications for framework development Stefanie C Hautz* (Charité-Universtitäsmedizin, Berlin, Germany & Institute of Medical Education, Department of Assessment and Evaluation, Bern, Switzerland), Wolf E Hautz, Charité-Universtitäsmedizin & Inselspital Bern, Universitäres Notfallzentrum, Bern, Switzerlan), Markus A Feufel (Charité-Universtitäsmedizin, Berlin, Germany), Claudia D Spiel (Charité-Universtitäsmedizin, Klinik für Anästhesiologie m.S. operative Intensivmedizin, Berlin, Germany)

1400-1415 #4I3 Finally getting there: A Delphi process among the German Scientific Medical Associations to reach consensus on a National Competency-based Catalogue of Learning Goals for Medicine Martin R Fischer* (Klinikum der Ludwig-Maximilians-Universität, Institut für Didaktik und Ausbildungsforschung in der Medizin, Munich, Germany), Karin Mohn, Daniel Bauer (Gesellschaft für Medizinische Ausbildung (GMA), Munich, Germany), Ina Kopp, AWMF, Germany

1415-1430 #4I4 "Soft Skills" or Fundamental Foundations David Wayne* (University of New England College of Osteopathic Medicine, Dean's Office, Biddeford, Maine, USA)

1430-1445 #4I5 Alignment and assessment of Program Learning Outcomes (PLOs) with pre-clinical training in a veterinary program Joanne Hewson* (University of Guelph, Department of Clinical Studies, Guelph, Canada), Dale Lackeyram (University of Guelph, Office of Open Learning and Educational Support, Guelph, Canada), Shauna Blois (University of Guelph, Department of Clinical Studies, Guelph, Canada)

1445-1500 #4I6 How do online professionalism policies of Canadian medical schools compare to the CanMEDS 2015 Competency Framework? Julia Hollett*, Cary Hashizume, Jocelyn Lockyer (University of Calgary, Cumming School of Medicine, Department of Community Health Sciences, Calgary, Canada)

1500-1515 #4I7 Perception and interpretation of the CanMEDS roles among pathologists in Denmark PeterJ H Engel* (Roskilde Hospital, Department of Pathology, Roskilde, Denmark)

No Discussion

1330-1515 #4J Short Communications: Clinical Teaching 2 Chairperson: Athol Kent (South Africa) Location: Alsh 2, SECC

1330-1345 #4J1 Impact of FAIR clinical teaching principles in action Ovie Edafe, Will Brooks (Sheffield Teaching Hospitals, Sheffield, UK), Naomi Laskar (Derby Royal Hospital, Derby, UK), Miles Benjamin*, Philip Chan (University of Sheffield, UK)

1345-1400 #4J2 Learning to listen: Use of an illness narrative interview protocol to promote patient-centred care Alicia Navarro de Souza* (Faculty of Medicine, Federal University of Rio de Janeiro (UFRJ), Psychiatry and Forensic Medicine, Rio de Janeiro, Brazil), Valdes Roberto Bollela (Faculty of Medicine of Ribeirao Preto, State University of Sao Paulo (USP), Internal Medicine, Ribeirao Preto, Brazil), Laurence J. Kirmayer (McGill University, Psychiatry, Montreal, Canada)

1400-1415 #4J3 The Use of Specialised Video Technology to Improve Handover skills in a Simulation Setting Tasneem Rahman*, Janine Mawby (Imperial College Healthcare Trust, Undergraduate Education, London, UK), Taylor Bennie, Maria Toro-Troconis (Imperial College School of Medicine, Faculty Education Office, Faculty of Medicine, London, UK), Monjur Showkat (Imperial College Healthcare Trust, Undergraduate Education, London, UK), Niamh Martin (Imperial College School of Medicine, Faculty of Medicine, London, UK)

79 MONDAY 7 SEPTEMBER 2015

1415-1430 #4J4 Beyond volunteerism – service learning in a premedical curriculum Jennifer MacKenzie* (Queen's University, Pediatrics, Kingston, ON, Canada), Shanda Slipp (Queen's University, Family Medicine, Kingston, ON, Canada), Theresa Suart (Queen's University, UGME, Kingston, ON, Canada)

1430-1445 #4J5 Electronic Health Records: Implementation of skills training in the curriculum of a MD program Kristine Elliott*, Terry Judd, Cara Penry Williams, Robyn Woodward-Kron (The University of Melbourne, Medical Education, Melbourne Medical School, Melbourne, Australia)

1445-1500 #4J6 Development of TALK©, a tool for structured clinical debriefing Sonia Pierce, Andrew Hadfield (Betsi Cadwaladr Univerity Health Board, Anaesthesia, Rhyl, UK), Katja Empson, Melissa Rossiter (Cardiff and Vale University Health Board, Emergency Medicine, Cardiff, UK), Mark A. Price, Cristina Diaz-Navarro* (Cardiff and Vale University Health Board, Anaesthesia, Cardiff, UK)

1500-1515 #4J7 Virtual Learning And Distributed Simulation (V-LADS) for preparing healthcare workers at peripheral health units to protect themselves against Ebola Virus Disease (EVD) in West Africa Thomas Gale* (Plymouth University Peninsula Schools of Medicine and Dentistry, Collaboration for the Advancement of Medical Education Research and Assessment, Plymouth, UK), Jurre van Kesteren, Bart Waalewijn (Masanga Hospital, Masanga Mentor Ebola Initiative, Tonkolili District, Sierra Leone), Alimamy Bangura, David Kain (Masanga Hospital, Surgical Training Programme, Tonkolili District, Sierra Leone), Martin Roberts (Plymouth University Peninsula Schools of Medicine and Dentistry, Collaboration for the Advancement of Medical Education Research and Assessment, Plymouth, UK)

No Discussion

1330-1515 #4K Short Communications: Continuing Professional Development Chairperson: Michael Cunningham (Switzerland) Discussant: Don Moore (USA) Location: Boisdale 1, SECC

1330-1345 #4K1 A national CPD system for all healthcare practitioners: The Qatar plan Jennifer Gordon* (Royal College of Physicians and Surgeons of Canada, Office of Specialty Education, Ottawa, Canada), Samar Aboulsoud (Qatar Council for Healthcare Practitioners, Accreditation Department, Doha, Qatar), Craig Campbell, Mya Warken (Royal College of Physicians and Surgeons of Canada, Office of Specialty Education, Ottawa, Canada)

1345-1400 #4K2 Patient and family involvement in adult critical and intensive care settings: Implications for Continuing Professional Development Simon Kitto* (University of Ottawa, DIME, Ottawa, Canada), Michelle Olding (BC Centre for Excellence in HIV/AIDS, Epidemiology and Population Health, Vancouver, Canada), Sarah E McMillan (University Health Network, Collaborative Academic Practice, Toronto, Canada), Madeline H Schmitt (University of Rochester, School of Nursing, Rochester, USA), Kathleen Puntillo (University of California, San Francisco, Department of Physiological Nursing, San Francisco, USA), Scott Reeves (Kingston University and St George’s, University of London, Faculty of Health, Social Care and Education, London, UK)

1400-1415 #4K3 Designing a continuing professional development (CPD) model for an innovative mobile health service in Qatar Ameeta Patel*, Timothy Chetty (Hamad Medical Corporation, Ambulance Service, Doha, Qatar)

1415-1430 #4K4 Evaluation of a novel approach to stimulate review of planned practice changes Elizabeth Shaw* (Foundation for Medical Practice Education, McMaster University, Family Medicine, Hamilton, Canada), Roder Stephanie, Wendy Leadbetter (Foundation for Medical Practice Education, Family Medicine, Hamilton, Canada), Heather Armson (Foundation for Medical Practice Education, University of Calgary, Family Medicine, Calgary, Canada), Tom Elmslie (Foundation for Medical Practice Education, University of Ottawa, Canada), Jacqueline Wakefield (Foundation for Medical Practice Education, Hamilton, Canada)

1430-1445 #4K5 Mental health mentoring of family physicians: Optimizing collaboration and specificity Jose Silviera, Pat Rockman, Arun Radhakrishnan (Ontario College of Family Physicians, Mentoring Program, Toronto, Canada) Presenter: Jon Hunter* (Ontario College of Family Physicians, Mentoring Program, Toronto, Canada)

1445-1500 #4K6 On line program in Gastroenterology for general practitioners in Chile: Alliance between the Pharmaceutical industry and School of Medicine of Pontificia Universidad Católica de Chile Marisol Sirhan Nahum* (Pontificia Universidad Catolica de Chile, Center of Medical Education and Gastroenterology, Santiago, Chile), Sandra Hernandez, Ana Lorena Morgado, Nicole Araos (Pontificia Universidad Catolica de Chile, Quality Assurance and Safety Health Care Unit, Santiago, Chile), Marco Arrese (Pontificia Universidad Catolica de Chile, Gastroenterology, Santiago, Chile)

1500-1515 Discussion

80 MONDAY 7 SEPTEMBER 2015

1330-1515 #4L Short Communications: Education Management Chairperson: Martin Hart (UK) Location: Boisdale 2, SECC

1330-1345 #4L1 Developing a single framework of quality standards for medical education and training Susan Redward* (General Medical Council, Education and Standards, London, UK)

1345-1400 #4L2 Variability in scope and governance of agencies accrediting medical education around the world Marta van Zanten* (FAIMER, Philadelphia, USA)

1400-1415 #4L3 Reform through Accreditation? Indigenous health and medical education Shaun Ewen (The University of Melbourne, Melbourne Poche Centre for Indigenous Health, Melbourne, Australia), Jenny Barrett (The University of Melbourne, Faculty of Medicine, Dentistry and Health Sciences, Melbourne, Australia), Odette Mazel (The University of Melbourne, Leaders in Indigenous Medical Education (LIME) Network, Melbourne, Australia), Karin Oldfield*, Theanne Walters (Australian Medical Council, Canberra, Australia)

1415-1430 #4L4 Developing an education research community of practice Ellayne Fowler* (University of Bristol, Faculty of Medicine and Dentistry, Bristol, UK)

1430-1445 #4L5 A cost-benefit analysis of an extended multi-method simulation program Rebecca King, Melanie Samios (Griffith University, School of Medicine, Gold Coast, Australia), Fiona Ellem (Griffith University, School of Pharmacy, Gold Coast, Australia), Tien Khoo (Griffith University, School of Medicine, Gold Coast, Australia), Gary D. Rogers* (Griffith University, School of Medicine and Health Institute for the Development of Education and Scholarship, Gold Coast, Australia)

1445-1500 #4L6 Quality Improvement Fellows-Building a cadre of QI professionals for sustainable improvement Christopher Birbeck* (Health Education East of England, Directorate of Education and Quality-Quality Improvement Team, Cambridge, UK), Simon Gregory (Health Education East of England, Directorate of Education and Quality, Cambridge, UK)

1500-1515 #4L7 Applying value-added methodology to medical education Simon Gregory* (Health Education England, Cambridge, UK), Fiona Patterson (Work Psychology, Cambridge, UK), Bill Irish (Health Education England, Bristol, UK)

No Discussion

1330-1515 #4M Short Communications: Curriculum Development Chairperson: Ralph Pinnock (New Zealand) Location: Carron 1, SECC

1330-1345 #4M1 Integrating educational theory into health professional curricula through an educational conceptual framework Lynn Cockburn, Deirdre Dawson (University of Toronto, Department of Occupational Science & Occupational Therapy, Faculty of Medicine, Toronto, Canada), Marie Eason Klatt* (St. Joseph's Health Centre, Occupational Therapy - Outpatient Rehabilitation, Toronto, Canada), Deb Cameron, Susan Rappolt, Gail Teachman, Barry Trentham (University of Toronto, Department of Occupational Science & Occupational Therapy, Faculty of Medicine, Toronto, Canada), Serena Shastri-Estrada (Holland Bloorview Kids Rehabilitation Hospital, Department of Risk & Privacy, Toronto, Canada)

1345-1400 #4M2 In for the long haul: a case study of curriculum reform using design based research Vicki Langendyk*, Glenn Mason (University of Western Sydney, Medical Education, Sydney, Australia)

1400-1415 #4M3 Reforming educational institutions to meet health care needs of tomorrow – a Nordic initiative Tanja Tomson* (Karolinska Institutet, Centre for Clinical Education,CKU, Stockholm, Sweden)

1415-1430 #4M4 Evaluating curricular reform in Eastern Europe through the ‘cultural web’ Anne-Marie Reid* (University of Leeds, Medical Education, Leeds, UK), Gaiane Simonia (Tbilisi State Medical School, Internal Medicine, Tbilisi, Georgia), Marjo Wijnen-Meijer (University of Leiden, Medical School, Leiden, Netherlands)

1430-1445 #4M5 Vision for improving the national model of medical education Vitaliy Koikov* (Republican Centre for Health Development, Department for Medical Science and Education Development, Astana, Kazakhstan), Nagima Issataeva (Republican Centre for Health Development, Astana, Kazakhstan), Alma Syzdykova (Ministry of Health and Social Development, Department of Science and Health Resources, Astana, Kazakhstan), Maral Kaliyeva, Zaure Baigozhina, Aigul Abdrakhmanova (Republican Centre for Health Development, Department for Medical Science and Education Development, Astana, Kazakhstan)

1445-1500 #4M6 Curriculum design and professional development of teachers in medical education Teobaldo Rivas* (Barretos School of Health Sciences, Dr. Paulo Prata (FACISB), Medical Education, Barretos, SP, Brazil), Noeli Prestes Padilha Rivas (University of São Paulo (USP), Faculty of Philosophy, Sciences and Letters of Ribeirão Preto (FFCLRP), Ribeirão Preto,SP, Brazil), Céline Marques Pinheiro (Barretos School of Health Sciences, Dr. Paulo Prata (FACISB), Medical Education, Barretos, Brazil), Sérgio Vicente Serrano, Flávio Mavignier Carcano (Barretos School of Health Sciences, Dr. Paulo Prata (FACISB), Medicine Course, Barretos, Brazil)

81 MONDAY 7 SEPTEMBER 2015

1500-1515 #4M7 A Tale of Two Cities: Lessons Learned from Two Medical Schools in Two Countries Sabri Kemahli* (Alfaisal University, College of Medicine, Pediatrics, Riyadh, Saudi Arabia)

No Discussion

1330-1515 #4N Short Communication: Faculty Development 1 Chairperson: David Irby (USA) Location: Carron 2, SECC

1330-1345 #4N1 Medical educators’ experience of teaching observation and feedback: getting the climate right Maia Forrester* (Centre for Medical Education, College of Medicine and Veterinary Medicine, Edinburgh, UK), Lisa MacInness (Centre for Medical Education, Edinburgh, UK), Sarah Wordie (University of Edinburgh Medical School, Edinburgh, UK), Debbie Aitken (Centre for Medical Education, Edinburgh, UK)

1345-1400 #4N2 A Comprehensive Approach to Faculty Development to Support Implementation of a New Innovative Longitudinal Integrated Clerkship in a Large Urban Academic Centre: Key Components and Strategies Jana Lazor*, Karen Weyman (University of Toronto, Faculty of Medicine, Department of Family and Community Medicine, Toronto, Canada), Karen Leslie, Stacey Bernstein (University of Toronto, Faculty of Medicine, Department of Pediatrics, Toronto, Canada), Filomena Meffe (University of Toronto, Faculty of Medicine, Department of Obstetrics and Gynecology, Toronto, Canada)

1400-1415 #4N3 Innovative medical school-wide Faculty Development program for enhancing bedside teaching and feedback skills - The Bar Ilan University Faculty of Medicine in the Galilee experience Shmuel Reis* (Bar Ilan University Faculty of Medicine in the Galillee, Faculty Development, Safed, Israel), Inbal Lewin (MSR, The Israel Center For Medical Simulation, Tel Hashomer, Israel), AS Oberman (Bar Ilan University Faculty of Medicine in the Galillee, Geriatrics, Safed, Israel), Liat Keslassy (MSR, The Israel Center For Medical Simulation, Tel Hashomer, Israel), Peter Gilbey (Bar Ilan University Faculty of Medicine in the Galillee, ENT, Safed, Israel), Liat Pesach-Gelblum (MSR, The Israel Center For Medical Simulation, Tel Hashomer, Israel)

1415-1430 #4N4 The motivational factors for the participation in the course “Art of medical education“: a qualitative study Mladenka Vrcic-Keglevic* (Croatian Association for Medical Education, Department of Social Medicine and Organisation of Health Care, Medical School, University of Zagreb, Croatia), Gordana Pavlekovic (Croatian Association for Medical Education, Medical School, University of Zagreb, Department of Surgery, Medical School, University of Zagreb, Croatia), Tomo Luetic (Medical School, University of Zagreb, Croatian Association for Medical Education, Department of Internal Medicine, Medical School, University of Zagreb, Croatia), Marina Lovric-Bencic, Medical School, University of Zagreb, Croatian Association for Medical Education, Zagreb, Croatia)

1430-1445 #4N5 Leveling the Playing Field, Online Faculty Development for a New Course in a Geographically Dispersed Medical School Sara Jo Grethlein*, Kenneth Lazarus (Indiana University School of Medicine, Undergraduate Medical Education, Indianapolis, USA), Krista Hoffman-Longtin (Indiana University School of Medicine, Faculty Affairs and Professional Development, Indianapolis, USA)

1445-1500 #4N6 The Evaluation of Mentoring as a Faculty Development Strategy: A Preliminary Study Ling-Hui Chang* (National Cheng-Kung University, Occupational Therapy, College of Medicine, Tainan, Taiwan), Chyi-Her Lin (National Cheng-Kung University, Department of Pediatrics, College of Medicine, Tainan, Taiwan)

1500-1515 #4N7 Clinical teaching of undergraduate medical students: how do clinicians do it? Julia Blitz* (Stellenbosch University, Family Medicine and Primary Care, Cape Town, South Africa), Elize Archer (Stellenbosch University, Centre for Health Professions Education, Cape Town, South Africa), Hilary Rhode, Marietjie de Villiers (Stellenbosch University, Family Medicine and Primary Care, Cape Town, South Africa), Susan van Schalkwyk (Stellenbosch University, Centre for Health Porfessions Education, Cape Town, South Africa)

No Discussion

1330-1515 #4O Short Communications: The Student and Self-Regulated Learning Chairperson: Nicolas Glasgow (Australia) Location: Dochart 1, SECC

1330-1345 #4O1 Assessing self-regulated learning and clinical reasoning in a virtual patient case Katherine Picho* (Uniformed Services University of the Health Sciences, Medicine, Bethesda, USA), Timothy Cleary (Rutgers University, Psychology, New Brunswick, USA), Steven Durning (Uniformed Services University of the Health Sciences, Medicine, Bethesda, USA), Jimmie Leppink (Maastricht University, Health, Medicine & Life Sciences, Maastricht, Netherlands), Anthony Artino (Uniformed Services University of the Health Sciences, Medicine, Bethesda, USA)

1345-1400 #4O2 Travel by Exchanges : A Pattern for Student Self-regulated Learning Ying-Cing Chen* (National Yang-Ming University, Faculty of Medicine, Taipei, Taiwan)

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1400-1415 #4O3 Self-regulatory processes and performance of 1st year medical students in the laboratory: an exploratory study R Santos, AR Lemos* (University of Minho, Life and Health Sciences Research Institute (ICVS), School of Health Sciences, Braga and ICVS/3B’s—PT Government Associate Laboratory, Braga/Guimarães, Portugal), JE Sandars (University of Sheffield, The Medical School, Sheffield, UK), MJ Costa (University of Minho, Life and Health Sciences Research Institute (ICVS), School of Health Sciences, Braga and ICVS/3B’s—PT Government Associate Laboratory, Braga/Guimarães, Portugal)

1415-1430 #4O4 Can learning and self-regulating competencies in the critical entry phase of medical studies be fostered by a guided training in “Learning to Learn”? – a mixed-method analysis Diethard Tauschel* (University of Witten/Herdecke, Faculty of Health, Department of Medicine, Integrated Curriculum for Anthroposophic Medicine (ICURAM), Witten, Germany), Miriam Thye (University of Witten/Herdecke, Faculty of Health, Department of Psychology and Psychotherapy, Witten, Germany), Christian Scheffer (University of Witten/Herdecke, Faculty of Health, Department of Medicine, Integrated Curriculum for Anthroposophic Medicine (ICURAM), Witten, Germany), Friedrich Edelhaeuser (University of Witten/Herdecke, Faculty of Health, Department of Medicine, Integrated Curriculum for Anthroposophic Medicine (ICURAM), Witten, Germany)

1430-1445 #4O5 Competencies for developing self-directed learning skills in medical education – an analytical review Sankaranarayanan Ramachandran* (University of Manchester, Southampton, UK), Bhanumathi Lakshminarayanan (University Hospital Southampton NHS Foundation Trust, Southampton, UK)

1445-1500 #4O6 Student perceptions of high-frequency learning goals in a clinical clerkship Douglas P. Larsen* (Washington University in St. Louis School of Medicine, Neurology, St. Louis, USA)

1500-1515 #4O7 Identifying “Conceptions of Learning” to Determine the Management of Teaching Oktarina, Nugroho Caesar (Medical School of Muhammadiyah Jakarta University, Medical Education, Jakarta, Indonesia), Fariz Azhar, Rayyi Assasain (Medical School of Muhammadiyah Jakarta University, Jakarta, Indonesia)

No Discussion

1330-1515 #4P Short Communications: Professional Identity Formation Chairperson: Daniel Kambey (Indonesia) Discussant: Vimmi Passi (UK) Location: Dochart 2, SECC

1330-1345 #4P1 Students’ early experience of medical school: adjustments and identity Bryan Burford*, David Kennedy (Newcastle University, School of Medical Education, Newcastle-upon-Tyne, UK), Gillian Vance (Newcastle, Newcastle-upon-Tyne, UK)

1345-1400 #4P2 The development of professional identity, becoming a surgeon Alexandra Cope* (University of Leeds, LIME, Leeds, UK), Stella Mavroveli (Imperial College London, Surgery and Cancer, London, UK), Jeff Bezemer (Institute of Education, Surgery and Cancer, London, UK), Roger Kneebone (Imperial College, LIME, Leeds, UK)

1400-1415 #4P3 Trustingly bewildered. First-year medical students’ reflections on the ideals of medicine and the realities of medical school Ruth Johnsrud*, Thomas Mildestvedt, Stefan Hjörleifsson, Edvin Schei (University of Bergen, Department of Global Public Health and Primary Care, Bergen, Norway)

1415-1430 #4P4 Influences of the clinical learning environment on medical students’ professional identity formation Matilda Liljedahl* (Karolinska Institutet, Department of Learning, Informatics, Management and Ethics, Stockholm, Sweden), Erik Björck (Karolinska Institutet, Department of Molecular Medicine and Surgery, Stockholm, Sweden), Sari Ponzer (Karolinska Institutet, Department of Clinical Science and Education, Södersjukhuset, Stockholm, Sweden), Klara Bolander Laksov (Karolinska Institutet, Department of Learning, Informatics, Management and Ethics, Stockholm, Sweden)

1430-1445 #4P5 Grappling with Complexity: Medical students’ reflections about challenging patient encounters as a window into professional identity formation Hedy S. Wald*, Jordan White (Warren Alpert Medical School of Brown University, Family Medicine, Providence, USA), Shmuel P. Reis (Bar-Ilan University Faculty of Medicine, Faculty Development Unit, Safed, Israel), Angela Esquibel, David Anthony (Warren Alpert Medical School of Brown University, Famly Medicine, Providence, USA)

1445-1500 #4P6 Nurse Professional Identity in Undergraduate Nursing Education Maria Antonina Roman* (Fundacion Universitaria Juan N. Corpas, Cundinamarca, Bogota, Colombia)

1500-1515 Discussion

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1330-1515 #4R Conference Workshop: Converting Your Teaching and Assessment Materials into Educational Scholarship through MedEdPORTAL Robby Reynolds* (Association of American Medical Colleges, Medical Education, Washington, DC, USA), Christopher Candler* (University of Oklahoma College of Medicine, Academic Affairs, Oklahoma City, Oklahoma, USA), John Nash*, Maryellen Gusic* (Association of American Medical Colleges, Medical Education, Washington, DC, USA) Location: Castle II, Crowne Plaza

1330-1515 #4S Conference Workshop: Longitudinal placements in rural primary care in Europe Robert McKinley* (Keele University School of Medicine, Keele, UK), Richard Hays* (University of Tasmania, Hobart, Australia) Location: Castle III, Crowne Plaza

1330-1515 #4T Conference Workshop: Blended learning: a method to enhance learning and overcome challenges Ahmad Alamro* (Qassim University, Qassim Medical School, Medical Eduation, Oyoun Aljewa, Saudi Arabia), John Sandars* (The University of Sheffield, Medical School, Academic Unit of Medical Education, UK) Location: Gala 1, Clyde Auditorium

1330-1515 #4U Conference Workshop: Cracking the conundrum of assessment in interprofessional education: Structure, function and outcome Susan J. Wagner* (University of Toronto, Speech-Language Pathology, Toronto, Canada), Brian S. Simmons* (University of Toronto and Sunnybrook Health Sciences Centre, Standardized Patient Program and Pediatrics and Women and Babies Program, Toronto, Canada), Scott Reeves* (Kingston University, London and St. George's, University of London, Centre for Health and Social Care Research, Kingston Upon Thames, Greater London, UK) Location: Gala 2, Clyde Auditorium

1330-1515 #4V Conference Workshop: Interprofessional clinical skills Stijntje Dijk* (International Federation of Medical Students' Associations (IFMSA), Rotterdam, Netherlands), Bárbara Villela* (International Pharmaceutical Students' Federation (IPSF)), Amsterdam, Netherlands), Sarah Krones* (International Veterinary Students' Association (IVSA)), Kornelija Macevičiūtė (International Federation of Medical Students' Associations (IFMSA)) Location: Staffa, Crowne Plaza

1330-1515 #4W Conference Workshop: Everything You Always Wanted to Know About “Cronbach‘s Alpha” But Were Afraid to Ask Zineb M Nouns* (University of Bern, Institute of Medical Education, Department of Assessment and Evaluation, Bern, Switzerland), Stefan K Schauber* (University of Oslo, Centre for Educational Measurement (CEMO), Oslo, Norway) Location: Shuna, Crowne Plaza

1330-1515 #4X Conference Workshop: Diagnosing and managing the trainee in difficulty Ian Curran* (General Medical Council, Directorate of Education & Standards, London, UK) Location: Jura, Crowne Plaza

1330-1515 #4Y Conference Workshop: Advanced Clinical Reasoning Case Construction and Teaching Wayne Craig Hazell* (University of Queensland, The Prince Charles Hospital Clinical School, Medical Education, Brisbane, Australia), Alka Kothari* (University of Queensland, The Redcliffe Hospital Clinical School, Department of O&G, Brisbane Australia), Shu Woan Lee* (Changi General Hospital Singapore, Accident and Emergency Department, Singapore), David Elliot*, Mark Harkin* (The Prince Charles Hospital, Emergency Department, Brisbane, Australia), Maeve Ahern* (The Prince Charles Hospital, Medical Education Department, Brisbane, Australia) Location: Barra, Crowne Plaza

1330-1515 #4Z Conference Workshop: Sociology teaching in medical education: towards an international perspective Tracey Collett* (Plymouth University Peninsula Medical School, Medicine, Plymouth, UK), Jeni Harden (The University of Edinburgh, Faculty of Medicine, Edinburgh, UK), Kathleen Kendall* (Medical Education Academic Unit, Faculty of Medicine, University of Southampton, Southampton, UK), Moira Kelly* (QMUL, School of Social Sciences, Cardiff, UK), Sara Macbride Stewart (Cardiff University, Primary Care and Population Health, London, UK), Fiona Stevenson (University College London, Faculty of Medicine, Dentistry and Biomedical Sciences, Plymouth, UK), Simon Forrest* (Durham University, UK) Location: Orkney, Crowne Plaza

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1330-1515 #4AA ePosters: eLearning: Courses Chairperson: Tudor Calinici (Romania) Location: Morar, SECC

#4AA01 Development of a multi-platform medical revision course for final year medical students Jennifer Lewis*, Charlie Cartwright*, Michael Foster* (Northwick Park Hospital, London, UK)

#4AA02 SCRIPT eLearning: a multi-method evaluation Hannah L Brooks* (University of Birmingham, School of Clinical and Experimental Medicine, Birmingham, UK), Sarah K Thomas (University of Birmingham, UK), James Hodson (University Hospitals Birmingham NHS Foundation Trust, Birmingham, UK), Nicholas Blackwell (OCB Media Ltd, Leicester, UK), Elizabeth Hughes (Health Education West Midlands, Birmingham, UK), Jamie J Coleman (University of Birmingham, UK)

#4AA03 Development of an elearning module on headache for mastery learning and the flipped classroom Paul Larsen* (University of Nebraska College of Medicine, Dept of Pediatrics, Omaha, Nebraska, USA)

#4AA04 Development of an E-learning course for hospital staff to detect and make plans for patients at nutritional risk Anne Mette Kristiansen* (Aarhus University Hospital, Department of Cardiology, Aarhus N, Denmark), Jette L. T. Fabricius (Aarhus University Hospital, Department of Renal Medicine, Aarhus N, Denmark), Bente Schiødt (Aarhus University Hospital, Central Kitchen, Risskov, Denmark), Susanne Vestergaard Jensen (Aarhus University Hospital, Center for E-learning, Central Denmark Region, Aarhus N, Denmark), Allis Bek (Aarhus University Hospital, Central Kitchen, Risskov, Denmark), Ingrid Søndergård (Aarhus University Hospital, Department of Urology, Aarhus N, Denmark)

#4AA05 AOTrauma STaRT: Orthopaedic Trauma Online Learning in Khon Kaen Hospital, Thailand Wanjak Pongsamakthai* (Khon Kaen Hospital, Orthopaedics, Medical Education Center, Khon Kaen, Thailand)

#4AA06 Using student feedback to assess the effectiveness of a one week hands on summer school to support a blended online distance learning programme Krishnakant Bhatia*, Oonagh Lawrie (The University of Edinburgh, Edinburgh Dental Institute, Edinburgh, UK)

#4AA07 Blended learning: Of value in a Rehabilitation Medicine training programme? G.M. Rommers* (Adelante Department of Rehabilitation Medicine MUMC+, Rehabilitation Medicine, Maastricht, Netherlands), M. Tepper (University Medical Center Groningen, Rehabilitation Medicine, Groningen, Netherlands), R. Dahmen (Amsterdam Rehabilitation Research Center, Reade, Rehabilitation Medicine, Amsterdam, Netherlands)

#4AA08 Applying a competency-based blended learning model to design an adult nursing course in a BSN program: A pilot test Jun-Yu Fan*, Ying-Jung Tseng, Li-Fen Chao (Chang Gung University of Science and Technology, Nursing, Taoyuan, Taiwan), Shiah Lian Chen (National Taichung University of Science and Technology, Nursing, Taichung, Taiwan), Hai-Chiao Chen (Chang Gung University of Science and Technology, Nursing, Taoyuan, Taiwan)

#4AA09 An evaluation of the effectiveness of assessment using eLearning in the medical curriculum Sunil Pazhayanur Venkateswaran*, Vasudeva Murthy (International Medical University, Pathology, Kuala Lumpur, Malaysia), Kavitha Nagandla (International Medical University, Obstetrics & Gynaecology, Seremban, Malaysia)

#4AA10 A new web-based tutorial for learning antibiotics Mary Hyll*, Jonas Hedlund, Robert Schvarcz (Karolinska Institute, Dept. of Medicine, Stockholm, Sweden)

#4AA11 Participation and Activity in a Veterinary Online Lecture Series Christin Kleinsorgen*, Christian Gruber, Britta Voß (University of Veterinary Medicine Hannover, Foundation, Competence Centre for E-Learning, Didactics and Educational Research in Veterinary Medicine, Hannover, Germany), Christina Beitz-Radzio (Ludwig- Maximilian Universität München, Competence Centre for E-Learning, Didactics and Educational Research in Veterinary Medicine, Munich, Germany), Christiane Siegling-Vlitakis (Freie Universität Berlin, Competence Centre for E-Learning, Didactics and Educational Research in Veterinary Medicine, Berlin, Germany), Jan P. Ehlers (Witten/Herdecke University, Faculty of Health, Witten/Herdecke, Germany)

#4AA12 eLearning in the context of a one-year postgraduate course in macroscopy in pathology: benefits of a multifaceted and pluripotent concept Amadeu Borges-Ferro* (Faculdade de Medicina da Universidade de Lisboa / Escola Superior de Tecnologia da Saúde de Lisboa, Portugal), (Paula Borralho, Faculdade de Medicina da Universidade de Lisboa, Portugal)

#4AA13 Design and development of the e-learning course for the nurses who perform medical auxiliary acts Yoshikazu Asada* (Jichi Medical University, Medical Simulation Center, Tochigi, Japan), Yoshika Honda, Reiko Murakami, Shingo Esumi, Yumiko Iizuka, Sanae Haruyama (Jichi Medical University, School of Nursing, Tochigi, Japan)

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#4AA14 Learning analytics of an online eLearning programme: A descriptive account Sarah Thomas (University of Birmingham, School of Clinical and Experimental Medicine, Birmingham, UK), Nic Blackwell (OCB Media Ltd, School of Clinical and Experimental Medicine, Leicester, UK), Hannah Brooks, John Marriott (University of Birmingham, School of Clinical and Experimental Medicine, Birmingham, UK), Elizabeth Hughes (Health Education West Midlands, School of Clinical and Experimental Medicine, Birmingham, UK), Jamie Coleman*, University of Birmingham, UK)

#4AA15 Inflammatory Bowel Disease: A Preliminary Evaluation of Health Information on the Internet Samy A Azer, Thekra I AlOlayan, Malak A AlGhamdi, Malak A AlSanea* (King Saud University, Curriculum Development Unit, Medical Education Department, Riyadh, Saudi Arabia)

#4AA16 Accuracy and readability of websites on bladder and kidney cancers Samy A. Azer, Maha M Alghofaili*, Rana M Alsultan, Najla S Alrumaih (King Saud University, Curriculum Development Unit, Medical Education Department, Riyadh, Saudi Arabia)

#4AA17 A comparison of learning outcome and student engagement in web-based learning and traditional lecture Piyarat Rojsanga* (Udonthani Medical Educational Center, Udonthani, Thailand)

#4AA18 Educating residents in health law: development of a blended learning course M.J. van Dam*, H. Rienstra, E.W.M.T. ter Braak (University Medical Center Utrecht, Educational Center, Utrecht, Netherlands)

#4AA19 Stop, Look, Listen: Separating fact from fiction in physical child abuse Lucy Bruell (L.A. Bruell, Inc., Pediatrics, New York, USA), Elizabeth Kachur*, Mary Rojas (Maimonides Medical Center, Pediatrics, Brooklyn, USA), Danielle Laraque (Maimonides Medical Center, Brooklyn, USA)

1330-1515 #4BB ePosters: Teaching Tools Chairperson: Shihab Khogali (UK) Location: Ness, SECC

#4BB01 Utilising Google Forms to enhance revision session planning: our experience Alexander Yao* (Newcastle Upon Tyne Hospitals NHS Trust, Medicine, Newcastle Upon Tyne, UK), Monica Parker (Newcastle University, Newcastle Upon Tyne, UK)

#4BB02 Evaluating the Perceived Effectiveness of Medical Textbooks in Improving the Students’ Satisfaction & Exam Performance Ahmed Eldeib, Omar Eldeib, Ayman Awad, Mohamed Shareef (Alfaisal University, Riyadh, Saudi Arabia), Mohamed Altannir (King Fahad Medical City, Riyadh, Saudi Arabia), Akef Obeidat (Alfaisal University, Riyadh, Saudi Arabia) Presenter: Elhaitham Ahmed* (Alfaisal University, Riyadh, Saudi Arabia)

#4BB03 Crossing Boundaries: Reducing care fragmentation across hospital sites to improve patient care Joanna May, Rachel Shute (Great Ormond Street Hospital, Postgraduate Medical Education Department, London, UK) Presenter: Jenny Hibbert* (Great Ormond Street Hospital, Postgraduate Medical Education Department, London, UK)

#4BB04 EMed-opoly: A New Item Recall Technique for Trainee Conferences Andrew W Phillips* (Stanford/Kaiser Emergency Medicine Residency Program, Emergency Medicine, Palo Alto, USA), Sarah R Williams (Stanford University, Emergency Medicine, Palo Alto, USA)

#4BB05 Recognition and Assessment of Medical Students’ Satisfaction Receiving Medical Ethics Using Multimedia Case Teaching Video Pei-We Wang*, Li-Lin Kuo, Oscar Lee, Ran-Chou Chen (Taipei City Hospital, Taipei, Taiwan)

#4BB06 Using Film to Explore Complex Areas of Geriatric Medicine Rajkumar Parikh* (Royal Oldham Hospital and Salford University, Geriatric Medicine, Oldham, UK), Kate Wardle (Salford Royal Foundation Trust, Geriatric Medicine, Salford, UK), Shelley Gajree, Shipra Pradhan (Royal Oldham Hospital, Geriatric Medicine, Oldham, UK)

#4BB07 How to make a video, easy guides with free software for developing new medical resources Ramon Bultó*, Antonio Domínguez, Maria Rosa Fenoll-Brunet (University Rovira i Virgili, Reus, Spain)

#4BB08 Video teaching: The importance of students’ feedback Satya Gollamudi* (National University Hospital, National University of Singapore, Medicine, Singapore), Reshma Merchant (Yong Loo Lin School of Medicine, National University of Singapore, Medicine, Singapore)

#4BB09 Introducing new learning tools to undergraduate training in Obstetrics Andrea MF Woolner* (University of Aberdeen, Obstetrics & Gynaecology, Aberdeen, UK), Margaret E Cruickshank (University of Aberdeen, Division of Medical and Dental Education, Aberdeen, UK)

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#4BB10 Comparison of the effectiveness of video-clip plus role play versus video-clip alone for the teaching of movement disorder: A Randomized Control Trial Makorn Limudomporn*, Chatchai Kraysubun (Chao phaya abhaibhubejhr Hospital, Prachinburi, Thailand)

#4BB11 Virtual Microscopy Fosters Higher Learning Capability For Medical Students Over Optical Microscopy in a Pathology Laboratory Course Tanin Titipungul* (Maha Sarakham Hospital, Pathology, Maeng, Thailand)

#4BB12 Virtual microscopy with iPads in small groups enhances collaborative learning Matti S. Airaksinen*, Maarit Hölttä-Vuori (University of Helsinki, Faculty of Medicine/Anatomy, Helsinki, Finland), Eeva Pyörälä (University of Helsinki, Faculty of Medicine/Hjelt, Helsinki, Finland), Heikki Hervonen (University of Helsinki, Faculty of Medicine/Anatomy, Helsinki, Finland)

#4BB13 Introducing Virtual Microscopy for Undergraduate Students in Slovenia Bogdan Zdravkovic*, Tanja Prunk, Miha Munda (Faculty of Medicine, University of Maribor, Maribor, Slovenia)

#4BB14 eLearning among medical undergraduates: How students use educational materials J Logan*, E Ingram (Undergraduate Medical School, University of Glasgow, Glasgow, UK), LP Ling (Glasgow Royal Infirmary, Glasgow, UK), AW MacEwen (Crosshouse Hospital, Kilmarnock, UK), A McConnachie (Robertson Centre for Biostatistics, University of Glasgow, UK), A Linn (Undergraduate Medical School, University of Glasgow, UK), JG Boyle (Glasgow Royal Infirmary and Undergraduate Medical School, University of Glasgow, UK)

#4BB15 Integration of teaching-community through the Moodle Platform: Vision of the 1st year medical students Maria do Rosário Ferraz Roberti*, Alexandre Roberti, Denise Milioli Ferreira, Karime Ortiz Fugihara Iwamoto, Juliane Carvalho Moreira, Jakson Silva Pacheco (Medicine School of Federal University of Goiás, Internal Medicine, Goiânia, Brazil)

#4BB16 Comparison of Self Assessment in Medical Students between Teaching Methods Suchat Tantiniramai* (Prapokklao Medical Education Centre Prapokklao Hospital, Physical Medicine and Rehabilitation, Chanthaburi, Thailand)

#4BB17 Testing the waters with augmented reality (AR) and revision webinars; what medical students think Jodie Gwenter*, Kurt Wilson (Manchester Medical School, University of Manchester, UK), Matthew Ramirez (Jisc MIMAS, University of Manchester, UK)

#4BB18 Video conferencing applications to establish a distributed educational network: enhancing early referral of those with acute diabetic foot Alexandra Jones* (NHS Highland, Diabetes Podiatry, Wick, UK), Fiona Fraser (NHS Education for Scotland, RRHEAL, Inverness, UK), Sandra MacRury (NHS Highland, Diabetes, Inverness, UK), Annette Thain (NHS Education for Scotland, Knowldege Services Group, Glasgow, UK)

#4BB19 How to teach personality disorder session? VDO-clips discussion method enhances medical students for more obviously understanding Thawanrat Srichan*, Vachiraphuket Medical Educational Centre, Psychiatric Department, Phuket, Thailand

1330-1515 4CC Posters: Progress Test/Portfolios Chairperson: Lee Coombes (UK) Location: Hall 4, SECC

#4CC01 Correlation between formative assessment in tutorial sessions with performances in the OSCE and in the Progress Test in a PBL medical hybrid curriculum Lucélio B Couto*, Carolina B A Restini, André H L Duarte, Rodrigo R Brigato, Milton Faria Jr, Reinaldo B Bestetti (UNAERP Medical School, Ribeirão Preto / SP, Brazil)

#4CC02 Results of the Progress Test Medicine (PTM) Compared by Discipline Groups and Curriculum Format Jan P. Ehlers*, Michaela Zupanic (University Witten/Herdecke, Didactics and Educational Research in Health Science, Witten, Germany), Stefan Schauber (Charité Berlin, Progress Test Medicine, Berlin, Germany), Zineb M. Nouns (University Bern, Institute for Medical Education, Bern, Switzerland), Marzellus Hofmann (University Witten/Herdecke, Witten, Germany)

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#4CC03 Individual Progress Test (IPT). ABEM project gathers medical schools optimizing results Pedro Luis Reis Crotti* (Universidade Federal de Mato Grosso, Clínica Cirurgica, Faculdade de Medicina, Cuiabá, Brazil), Ernesto Antonio Figueiró Filho (Universidade Federal de Mato Grosso do Sul, Faculdade de Medicina, Campo Grande, Brazil), Arestides Massao Nachi and Sulani Silva Souza (Universidade Federal de Mato Grosso and Universidade Católica de Brasilia, Faculdade de Medicina, Cuiabá and Brasilia, Brazil), Ana Márcia Yunes (Escola Superior de Cièncias da Saúde, Faculdade de Medicina, Brasilia, Brazil), Maria das Graças Oliveira and Alexandre Roberti (Universidade de Brasilia and Universidade Federal de Goiás, Faculdade de Medicina, Brasilia and Goiânia, Brazil), Priscila Usevicius and Sérgio Mota da Silva Jr (Centro Universitário UniEvangélica, Faculdade de Medicina, Anápolis/GO, Brazil)

#4CC04 Red, yellow and green; what does it mean? – Student perceptions of Progress Test feedback Karen Given*, Ailish Hannigan, Deirdre McGrath (University of Limerick, Graduate-Entry Medical School, Limerick, Ireland)

#4CC05 Monitoring progression of professional skills in health sciences education Gudrun Edgren* (Lund University, Faculty of Medicine Centre for Teaching and Learning, Lund, Sweden), Maria Ekelin, Eva-Kristina Persson (Lund University, Department of Health Sciences, Lund, Sweden), Ulf Ramberg (Lund University, Department of Business Administration, Lund, Sweden)

#4CC06 The use of mentoring for continuing professional development at the point of care: A study over 14 years and 500 physicians Jose M Silveira*, Jon Hunter*, Patricia Rockman*, Michael Cord (Ontario College of Family Physicians, Continuing Professional Development, Toronto, Canada)

#4CC07 Correlation between mock comprehensive examination scores and comprehensive examination scores in Phramongkutklao College of Medicine Patsri Srisuwan*, Konggrapun Srisuwan, Chuleeporn Bourloung, Adisorn Lumpaopong, Apichai Leelasiri (Phramongkutklao College of Medicine, Bangkok, Thailand)

#4CC08 Improving feedback for medical students in the clinical environment; use of a structured written feedback proforma Graham Walkden* (North Bristol NHS Health Trust, Southmead Hospital, Bristol, UK), Vanessa Agosti* (University of Bristol, North Bristol Academy, Bristol, UK), Daniel Yeomans (University of Bristol, Gloucestershire Academy, Bristol, UK), Freya Yoward (University of Bristol, North Bristol Academy, Bristol, UK), Tom Woodward (University of Bristol, Gloucester, UK), Justin Morgan (University of Bristol, UK)

#4CC09 Cultural influence on medical students’ perception of feedback – Singapore context Santhosh Kumar Seetharaman*, Sheryl Ang (National University Hospital, Medicine, Singapore), Chaoyan Dong (National University Singapore Yong Loo Lin School of Medicine, National University Health System, Medical Education Unit, Singapore), Reshma Aziz Merchant (National University Hospital, Medicine, Singapore), Dujeepa Samarasekera (National University Singapore Yong Loo Lin School of Medicine, National University Health System, Medical Education Unit, Singapore)

#4CC10 Enabling the ability of students to improve the quality of feedback during Mini-CEX assessment: the experience from Kaohsiung Medical University Ching Ju Shen* (Kaohsiung Medical University Hospital, Division of Medical Student Training, Department of Clinical Education and Training, Kaohsiung, Taiwan), Nan Chieh Chen (Kaohsiung Medical University, College of Medicine, Kaohsiung, Taiwan), Der Ming Chen (Kaohsiung Medical University Hospital, Division of Medical Student Training, Department of Clinical Education and Training, Kaohsiung, Taiwan), Yu Chih Lin (Kaohsiung Medical University Hospital, Center of Faculty Development, Kaohsiung, Taiwan)

#4CC11 Workplace-integrated e-portfolio Chia-Der Lin* (China Medical University Hospital, Department of Medical Education, Taichung, Taiwan), Po-Chang WU (Chin Medical Univesity Hospital, Department of Internal Medicine and Medical Education, Taichung, Taiwan), Fremen Chihchen Chou (China Medical University Hospital, Department of Emergency Medicine and Medical Education, Taichung, Taiwan), Shi-Sheng Tsou (China Medical University Hospital, Department of Internal Medicine and Medical Education, Taichung, Taiwan), Ruay-Shya Chen (China Medical University Hospital, Department of Medical Education, Taichung, Taiwan), Chun-Yi Liu (China Medical University Hospital, Department of Medical Education, Taichung, Taiwan)

#4CC12 Logbook as a Formative Assessment Tool in Driving Medical Students Prepare to Compete in National License Examination Sarawut Suksuphew*, Autchara Ngamnoun, Chalinee Minkuntod (Suranaree University of Technology, Medicine, Nakhon Ratchasima, Thailand), Vanich Vanapruks (Office of The Permanent Secretary, Ministry of Public Health, Bangkok, Thailand)

#4CC13 Glasgow’s initial experience of the UMeP to support reflective writing Iain Grom* (University of Glasgow, School of Medicine, Glasgow, UK)

#4CC14 Embedding an E-Portfolio: findings from a pilot study John P Egan*, Aran Sisley, Adam Blake (University of Auckland Faculty of Medical & Health Sciences, Learning Technology Unit, Auckland, New Zealand), Lynne Bye (University of Auckland Faculty of Medical & Health Sciences, School of Pharmacy, Auckland, New Zealand), Roger Booth (University of Auckland Faculty of Medical & Health Sciences, School of Medical Sciences, Auckland, New Zealand), Dianne Marshall (University of Auckland Faculty of Medical & Health Sciences, School of Nursing, Auckland, New Zealand)

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#4CC15 Evaluation of the feedback to reflective writing from clinical teachers in PGY1 trainees’ e- portfolio Ren-Huei Fu*, Liang-Shiou Ou (Chang Gung Memorial Hospital, Department of Pediatrics, Department of Medical Education Science, Taoyuan, Taiwan), Peng-Wei Hsu, Shih-Tseng Le, San-Jou Yeh (Chang Gung Memorial Hospital, Department of Medical Education Science, Taoyuan, Taiwan)

#4CC16 Transition from paper to electronic-portfolio, is it always plausible? Ling-Yu Yang* (National Yang-Ming University, School of Medicine, Pediatrics, Taipei, Taiwan), William Huang (National Yang- Ming University, School of Medicine, Urology, Taipei, Taiwan)

#4CC17 Students' perceptions towards portfolios in a pre-clinical mentorship programme William Atkins*, Moira Kelly, Siobhan Cooke (Barts and The London School of Medicine and Dentistry, London, UK)

#4CC18 A first trial of progress testing in East Asia: students’ perceptions of the new testing procedure Yasushi Matsuyama* (Jichi Medical University, Medical Education Center, Shimotsuke, Japan), Makoto Kikukawa (Kyusyu University, Department of Educational Research and Development, Shimotsuke, Japan), Reiko Murakami (Jichi Medical University School of Nursing, Department of Educational Research and Development, Japan), Renee Stalmeijer, Arno Muijtjens (Maastricht University, Medical Education Center, Netherlands), Hitoaki Okazaki (Jichi Medical University, Japan)

#4CC19 Introduction of mini-CEX with solely feedback-space (without grades) in clinical rotations and students’ satisfaction; a pilot study SN van der Crabben, J Kruijswijk Jansen (VUMC Medical School of Sciences), A Thijs (VU University Medical Center, Internal Medicine), HEM Daelmans* (VUMC Medical School of Sciences)

#4CC20 Progress Test as an indicator of student progression at Alfaisal University: a Middle Eastern experience Abdulazeez Barakat, M. Marwan Dabbagh, Samy Kaadan, Ayman Awad, Mohamed Altannir, Akef Obeidat (Alfaisal University, Saudi Arabia) Presenter: Al-Awwab Dabaliz* (Alfaisal University, College of Medicine, Saudi Arabia)

1330-1515 4DD Posters: Professionalism and Professional Identity Chairperson: Esther Helmich (Netherlands) Location: Hall 4, SECC

#4DD01 Appreciative inquiry and social media: an innovative method to learn professionalism in clinical practice Jyh-Gang Hsieh* (Ying-Wei Wang, Hualien Tzu Chi Medical Center, Family Medicine, Hualien, Taiwan)

#4DD02 Interactive workshop helps forging consensus and enhancing confidence in teaching professionalism Tze-Wah Kao*, Fen-Yu Tseng, Chung-Jen Yen, Jann-Tay Wang, Yi-Lwun Ho, Chong-Jen Yu (National Taiwan University Hospital, Internal Medicine, Taipei, Taiwan)

#4DD03 Medical school culture and its impact on the reporting of staffs' unprofessional behaviour Clare Pearson* (University of Dundee, Undergraduate Centre for Medical Education, Dundee, UK), Jordan Napier (University of Dundee, Dundee, UK)

#4DD04 Medical Students’ Professionalism: A Thematic Content Analysis of Essays So-Youn Park*, Oh Young Kwon, Tai Young Yoon (School of Medicine, Kyung Hee University, Department of Medical Education and Medical Humanities, Seoul, Republic of South Korea), Ivo Kwon (School of Medicine, Ewha Womans University, Department of Medical Education, Seoul, Republic of South Korea)

#4DD05 When did I become a professional? Fiona E Hogg*, Vivian Binnie, Alison M Cairns (University of Glasgow, Dental School, Glasgow, UK)

#4DD06 Does a medical humanities and social sciences curriculum emphasizing professionalism lead to improved outcomes? Wha Sun Kang* (The Catholic University of Korea, College of Medicine, Department of Medical Life Science, Republic of South Korea), Pyeong Man Kim, Claire Junga Kim, Soojung Kim (The Catholic University of Korea, College of Medicine, Department of Medical Humanities and Social Science, Seoul, Republic of South Korea)

#4DD07 The whys and wherefores of academic integrity and dis-integrity: case study in medical humanities Milton Severo* (Faculty of Medicine of the University of Porto, Department of Clinical Epidemiology, Predictive Medicine and Public Health, Porto, Portugal), Fernanda Silva-Pereira (Faculty of Medicine of the University of Porto, Department of Medical Education and Simulation, Porto, Portugal), M. A. Ferreira (Faculty of Medicine of the University of Porto, Department of Medical Education and Simulation, Porto, Portugal)

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#4DD08 Professionalism- from students to doctors Jaita Mukherjee* (Imperial College London, London, UK), Lucy Rosby, Koyel Ranu, Naomi Low-Beer, Sandra Kemp, Katharine Boursicot (Lee Kong Chian School of Medicine, Singapore)

#4DD09 Teaching about Professionalism across the Continuum and into the Community Carol Hodgson* (University of Alberta, Pediatrics, Edmonton, Canada), Penelope Smyth (University of Alberta, Medicine, Edmonton, Canada)

#4DD10 A Systematic Review of the Impact of Peer-Based Teaching of Ethics and Professionalism Thomas Hindmarch* (Frimley Park Hospital, Surrey, UK), Sylvia Allikmets (King's College London, Twickenham, UK), Felicity Knights (Newcastle University Hospitals Trust, UK)

#4DD11 Using OpenLabyrinth online scenarios to determine medical educators’ own perspectives on ePortfolio to assess competency in professionalism Michèle Cowan* (University of Calgary, Postgraduate Medical Education, Calgary, Canada), Aliya Kassam (University of Calgary, Department of Community Health, Calgary, Canada), David Topps (University, Family Medicine, Calgary, Canada)

#4DD12 A Consecutive and Comprehensive Curriculum that Cultivates Professionalism in Medical Students in Japan Michito Hirakata*, Toshiaki Monkawa, James Thomas, Rika Nakajima (Keio University School of Medicine, Medical Education Center, Tokyo, Japan), Keisuke Kouyama (Keio University School of Medicine, Clinical Research Center, Tokyo, Japan)

#4DD13 Using movie to teach medical professionalism in oncology Pitchayanan Kuwatjanakul* (Udonthani Hospital, Pediatrics, Udonthani, Thailand)

#4DD14 Exploring the use of the conscientiousness index in an internal medicine residency programme in Singapore FL Chia* (Tan Tock Seng Hospital, Rheumatology, Allergy and Immunology, Singapore), S Kosim (National Healthcare Group, Internal Medicine Residency Programme, Singapore), NY Koh (Tan Tock Seng Hospital, General Medicine, Singapore)

#4DD15 Can punctuality of medical students predict summative examination success? Pongthorn Narongroeknawin*, Sirirat Saran, Chantrapa Srisawad, Apichai Leelasiri, Apussanee Boonyavarakul, Sumapa Chaiamnuay (Phramongkutklao College of Medicine, Internal Medicine, Bangkok, Thailand)

#4DD16 Assessing teachers’ ethical professionalism Diana Rivera-Grados* (UPAEP, Medicine Faculty, Puebla, Mexico), Haydee Parra-Acosta (UACH, Educational Research, Chihuahua, Mexico)

#4DD17 Narrative and Refection, to Develop Professionalism in Medical Students Pornpit Treebupachatsakul* (Buddhachinaraj Phitsanulok Hospital Medical Education Center, Internal Medicine, Phitsanulok, Thailand), Suwannarat Singhabura-Udom, Sireeluck Klanarong (Buddhachinaraj Phitsanulok Hospital Medical Education Center, Phitsanulok, Thailand)

#4DD18 Doctor’s attire: different expectations between non-health professionals and clinical students Supphanat Anuwattrakul, Patinya Maneesow, Jirapuck Warinpramote*, Teeravut Wiwattarangkul, (Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand), Danai Wangsaturaka (Faculty of Medicine, Chulalongkorn University, Department of Pharmacology and Medical Education Unit, Bangkok, Thailand)

#4DD19 Teaching professionalism in the classroom: a pioneer project at the University of Navarra Leire Arbea*, Juan Antonio Díaz-González, Manuel Alegre, Nieves Diez, Cristina Rodríguez, Marta Ferrer (Universidad de Navarra, Educación Médica, Pamplona, Spain)

#4DD20 Using Q-sort to enhance understanding of medical students’ perceptions of medical professionalism Janusz Janczukowicz, Paulina Sobieranska*, Przemyslaw Piech, Marzenna Zielinska (Medical University of Lodz, Poland)

#4DD21 How students come to think, act and feel like a physician: Factors affecting professional identity formation during medical school Sjoukje van den Broek*, Sophie Querido (University Medical Center Utrecht, Medical School, Utrecht, Netherlands), Marjo Wijnen- Meijer, Marijke van Dijk, Olle ten Cate (Netherlands)

1330-1515 #4EE Posters: Curriculum Evaluation Chairperson: Angel Centeno (Argentina) Location: Hall 4, SECC

#4EE01 Surveying alumni to assess achievement of a medical school’s educational objectives Wayne Woloschuk*, Pamela Veale, Kevin McLaughlin, Kevin Busche, Sylvain Coderre (University of Calgary, Undergraduate Medical Education, Calgary, Canada)

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#4EE02 Perceptions of newly-graduated general practitioners towards the appropriateness of time provided for medical subjects during years 4-6 compared with their use in real practice after graduation Win Techakehakij* (Suratthani Hospital, Amphur Muang, Suratthani, Thailand)

#4EE03 What kind of feedback is helpful for teachers or students? Progress Test data for teachers and students in online feedback tools in Aachen Stephan Erdtmann, Alexander Schiffel, Sonja Finsterer, Melanie Simon (RWTH Aachen University, Medical Faculty, Aachen, Germany) Presenter: Johann Arias* (RWTH Aachen University, Medical Faculty, Aachen, Germany)

#4EE04 Improvement in student feedback scores in undergraduate Orthopaedics - what works? Yu Han Chee*, Sharon Yin Zi Chong, Naresh Kumar (National University Hospital, Orthopaedic Surgery, Singapore)

#4EE05 G.O.A.L.S- Helping Small Teaching Departments Score Habeebul Rahman* (Tan Tock Seng Hospital, Psychological Medicine, Singapore)

#4EE06 Students of Comenius University in Bratislava, the Jessenius Faculty of Medicine in Martin in a repeated feedback process Renata Pecova*, Oto Osina, Michaela Matovcikova, Peter Cingel, Ivan Majling, Jan Danko (Comenius University in Bratislava, Jessenius Faculty of Medicine in Martin, Slovakia)

#4EE07 Do medical students enrolled through different recruitment schemes perform similarly? Nawarat Aroonyadech*, Sumonmaln Klamcheun (Sanpasitprasong Hospital, Department of Pediatric, Ubonratchathani, Thailand)

#4EE08 Curriculum assessment of cultural competence for medical professionals in Taiwan Li-Chun Chang* (Chang Gung University of Science and Technology, Nursing, Tao-yuan, Taiwan)

#4EE09 Profiles for Primary Health Care: a qualitative analysis from undergraduate medical schools in Chile Mario Parada Lezcano (Universidad de Valparaíso, Chile), María Ines Romero* (Universidad San Sebastian, Santiago, Chile), Fabian Moraga (Universidad de Valparaíso, Chile)

#4EE10 Perception of acquired competencies by physicians in Spanish universities compared with Latin American universities. A ten year study Jesús Morán-Barrios* (Hospital Universitario Cruces, Postgraduate Medical Education Unit, Barakaldo, Spain), Marcelo Calabozo (Hospital Universitario Cruces, Reumatología, Barakaldo, Spai), Andrea Gago (Hospital Universitario Cruces, Anestesiología y Reanimación, Barakaldo, Spain), Raul Arévalo (Hospital Universitario Cruces, Medicina Intensiva, Barakaldo, Spain), Leire Citores (Hospital Universitario Cruces, BioCruces Health Research Institute, Barakaldo, Spain), Eva Pérez-Morán (Hospital Universitario Cruces, Postgraduate Medical Education Unit, Barakaldo, Spain)

#4EE11 Rescue of an underperforming educational module - a systematic approach DD Rajgor, WY Thong (National University of Singapore, Yong Loo Lin School of Medicine, Department of Paediatrics, Singapore), YYB Mok (National University of Singapore, Faculty of Dentistry, Singapore), DD Samarasekera (National University of Singapore, Yong Loo Lin School of Medicine, Centre for Medical Education, Singapore), Presenter: CW T Lim* (National University of Singapore, Yong Loo Lin School of Medicine, Department of Paediatrics, Singapore)

#4EE12 Minor study in portfolio teaching and learning reveals fundamental problems with the medical curriculum Yosef Tyson* (Surgical Sciences, Uppsala University Hospital, Uppsala, Sweden), Martin Wohlin (Medical Sciences, Uppsala University Hospital, Uppsala, Sweden)

#4EE13 Medical students’ attitude, preparedness, and skills to provide cross-cultural Care Peih-ying Lu* (Kaohsiung Medical University, Department of Medical Humanities and Education, School of Medicine, Kaohsiung, Taiwan), Jer-chia Tsai (Kaohsiung Medical University, Department of Renal Care, Kaohsiung, Taiwan), Yenko Lin (Kaohsiung Medical University, School of Medicine, Kaohsiung, Taiwan), Wei-Jen Yao (National Cheng Kung University, School of Medicine, Tainan, Taiwan)

#4EE14 Managing a major reform of a major curricular reform: a case study from the Charité Berlin Tanja Hitzblech, Asja Maaz, Harm Peters* (Charité, Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum Projektsteuerung, Berlin, Germany)

#4EE15 An exploration of students' perspectives and proposals to improve academic feedback Fahd Mahmood (University of Edinburgh, Centre for Medical Education, Edinburgh, UK), David Hope (University of Edinburgh, UK), Helen Cameron* (University of Edinburgh, UK)

#4EE16 Assessing the quality of clinical internship evaluations in a Middle East PharmD program Kerry Wilbur*, Safae Abu-Yousef, Hebatallah Mohamed (Qatar University, College of Pharmacy, Doha, Qatar)

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#4EE17 Curriculum Reform of Medicine at the Pontificia Universidad Católica de Chile school of Medicine Marcela Cisternas Martinez* (Pontificia Universidad Catolica de Chile, Immonology and Rheumatology, Santiago, Chile), Eduardo Guarda (Pontificia Universidad Católica de Chile, Cardiology, Santiago, Chile, Solange Rivera (Pontificia Universidad Católica de Chile, Family Medicine, Santiago, Chile), Natalie Thone, Claudia Valdés (Pontificia Universidad Católica de Chile, Undergraduate Medical School, Santiago, Chile), Marisol Sirhan (Pontificia Universidad Católica de Chile, Gastroenterology, Santiago, Chile)

#4EE18 Improvement of a Nordic Summer School in Biomedicine based on student feedback Susanne Vainio* (University of Turku, Turku PET Centre, Turku, Finland)

#4EE19 A revised SEEQ questionnaire in medical education: The exam ambiance is just as important? Balazs Ernyey* (PTE MS, Department of Behavioral Sciences, Pecs, Hungary), Adam Schlegl (PTE MS, Department of Orthopaedics, Pecs, Hungary), Mark Kesztyus, Zsuzsanna Fuzesi (PTE MS, Department of Behavioral Sciences, Pecs, Hungary)

#4EE20 Skills of medical education and training in Brazilian universities - a student’s perspective Ugo Caramori* (Pontifical Catholic University of São Paulo, Brazil), Leandro Iuamoto, Murilo Germano (University of São Paulo, Brazil)

#4EE21 Evaluating the success of an undergraduate research programme Usama Ahmed* (St Andrews Centre for Plastic Surgery and Burns, Chelmsford, UK), Mohammed Syed (Whipps Cross University Hospital, London, UK), Linda Mao, Hannah Costelloe (University College London Medical School, London, UK), Fahad Mahmood (St Andrews Centre for Plastic Surgery and Burns, London, UK)

1330-1515 #4FF Posters: Faculty Development Chairperson: Carmen Fuentealba (USA) Location: Hall 4, SECC

#4FF01 Evaluating methods used in Foundation Year One teaching sessions Rhiannon Jones*, Ameneh Shoaleh, Coral Stark, Andrew Cai (East Kent Hospitals University NHS Foundation Trust, Ashford, UK)

#4FF02 A Web of Expertise Facilitating Foundation QI Education Katherine Finucane*, Clare van Hamel (Health Education England Southwest, Severn Postgraduate Education, Foundation School, Bristol, UK)

#4FF03 'Speaking Up' - A continued study of FY1 preparedness for making inter-specialty referrals Roderick-William McDermid* (University of Cambridge, Department of Physiology, Development & Neuroscience, Cambridge, UK), Lorna Ryan, Marcin Klingbajl, Diana Kazzazi (University of Sheffield, Academic Unit of Medical Education, Sheffield, UK)

#4FF04 Advocating for Adolescents: A Multidisciplinary Approach to Adolescent Sexual Health Training Camilla Sen, Hermione Race, David James, Katherine Fawbert, Caroline Fertleman* (London Paediatric School Trainee Committee, London, UK)

#4FF05 ‘Asked To See Patient’ (ATSP) Shazia Hafiz (North West Deanery, General Surgery, Manchester, UK), Hayley Mcmanus (HENW, Surgery, Manchester, UK), Yanli Goh (Health Education North West (HENW), Manchester, UK), Presenter: PB Baker* (UK)

#4FF06 A study to identify factors that have an impact on the foundation year ARCP outcome Amanda Mohabir*, Douglas Crockett, Marc Davison (Bucks Healthcare NHS Trust, Department of Anaesthetics, Aylesbury, UK)

#4FF07 The Opinion of Medical Interns on The Bedside Teaching Method and Other Methods of Learning Breastfeeding in a University Medical Hospital of Thailand Nalinee Yomsriken, Kengkaj Unrit* *Mahasarakham Hospital, Pediatric Department, Mahasarakham, Thailand)

#4FF08 Educational impact of Twitter in PGY core curriculum Tung-Han Hsieh* (National Cheng Kung University Hospital, Department of Internal Medicine & Education Center, Tainan, Taiwan)

#4FF09 Reflective learning through roentgenogram based module, an innovative module of “e- learning” for post graduates of orthopaedics Sanjay Deshpande*, Sandeep Shrivastava (Jnmc Dmimsdu, Orthopaedics , Wardha, India)

#4FF10 The opinion of Faculty of Medicine Airlangga University Graduated General Practitioners about Indonesian Doctor Internship Program Widati Fatmaningrum, Atika Atika (Faculty of Medicine Airlangga University, Public Health, Surabaya, Indonesia) Presenter: Indri Safitri Safitri* (Faculty of Medicine Airlangga University, Biochemistry, Surabaya, Indonesia)

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#4FF11 Retention of Cardiopulmonary resuscitation knowledge by interns Benjamas Duangkamnoi, Kanittha Nakkarin* (Maha-sarakham Hospital, Anesthesiology, Maha-sarakham, Thailand)

#4FF12 Factors affecting application choice for postgraduate year (PGY) training program in south Taiwan Jim-Tang Wang* (Kaohsiung Medical University Hospital, Department of Clinical Education and Training, Kaohsiung, Taiwan), Chee-Siong Lee, Chau-Chyun Sheu, Kaohsiung Medical University Hospital, Kaohsiung Medical University, Shang-Jyh Hwang, Jer- Chia Tsai (Kaohsiung Medical University Hospital, Kaohsiung Medical University, Department of Internal Medicine, College of Medicine, Kaohsiung, Taiwan)

#4FF13 Development of Broadbased Training in the West Midlands Rita Bagchi* (Medical Educator, HEWM, Birmingham, UK), Alexander Lee (Broadbased Trainee, Heartlands Trust, Birmingham, UK)

#4FF14 Postgraduate education in traditional Japanese (Kampo) medicine: A current survey of clinical training hospitals in Japan Makoto Arai*, Yoshinobu Nakada (Tokai University School of Medicine, Department of Kampo Medicine, Isehara, Japan), Ayako Arai (Tokyo Medical and Dental University, Department of Hematology, Tokyo, Japan), Kagemasa Kajiwara (Tokai University School of Medicine, Division of Basic Molecular Science and Molecular Medicine, Isehara, Japan), Shun-ichiro Izumi (Tokai University School of Medicine, Division of Postgraduate Education, Isehara, Japan)

#4FF15 Improvement of online learning (e-learning) increased the satisfaction rate of clinical teaching qualities from PGY trainees Jung Chieh Du*, Li-Lin Kuo, Yang Ching Chen, Jason Jiun Shiou Lee (Taipei City Hospital, Taipei, Taiwan), Oscar K. Lee (1. Taipei City Hospital, 2. Institute of Clinical Medicine, National Yang-Ming University, Taipei, Taiwan)

#4FF16 Preliminary Results of Faculty Perceptions about Feedback Taken as a Component of Program Evaluation Process in Yeditepe University Faculty of Medicine Serdar Ozdemir*, Ozlem Tanriover, A.Arzu Akalin Akalin, Cigdem Kaspar, Guldal Izbirak (Yeditepe University Faculty of Medicine, Medical Education, Istanbul, Turkey), Sina Ercan Ercan (Yeditepe University Faculty of Medicine, Thoracic Surgery, Istanbul, Turkey)

#4FF17 Making transfusion learning relevant to Global clinical practice and Society: report of an innovative teaching initiative in progress Mallika Sekhar, Philippa Rohman, Elizabeth Salgado, Anna Li* (Royal Free London NHS Trust, Haematology, UK)

#4FF18 Using the electronic health records carrying problem list as a perfect tool for the Health-Care Matrix in a Residency Training Program Feng-Cheng Liu* (Tri-Service General Hospital, Rheumatology, Taipei, Taiwan), Yu-lueng Shih, Wei-kuo Chang (Tri-Service General Hospital, Gastroenterology, Taipei, Taiwan)

1330-1515 #4GG Posters: Problem Based Learning Chairperson: Vishna Devi Nadarajah (Malaysia) Location: Hall 4, SECC

#4GG01 Problem based & traditional based learners: attitudes from students and doctors towards basic sciences in medical education Romesh Jayasundera* (Peninsula College of Medicine and Dentistry, Truro, UK)

#4GG02 Deliberations on the demise of a whole-system design for integrating medical students’ active learning: Postscript to a follow-up study of inaugural tutors Gillian Maudsley* (The University of Liverpool, Public Health & Policy, Liverpool, UK)

#4GG03 Problem-Based Learning System : A Chance for Research Education Hamzah Naji*, Jumana Sarraj, Ibrahim Muhsen, Shouq Kherallah, Ahmed Qannita, Ahmed Abu-Zaid (AlFaisal University, College of Medicine, Riyadh, Saudi Arabia)

#4GG04 Problem-based learning. Experience of implementing in Astana Medical University Kureysh Khamchiyev* (Astana Medical University, Department of Physiology, Astana, Kazakhstan), Gulmira Derbissalina (Astana Medical University, Department of General Practice, Astana, Kazakhstan), Zarema Gabdilashimova (Astana Medical University, Department of Obstetrics, Astana, Kazakhstan), Zhanagul Bekbergenova (Astana Medical University, Department of General Practice, Astana, Kazakhstan), Andrey Ostanin (Astana Medical University, Department of Physiology, Astana, Kazakhstan)

#4GG05 Combined Simulation with Problem-Based Learning -‘SIM-PL’ - for Teaching Undergraduate Medicine Sandaruwani Abeysiri*, Robert Kane, Oscar To, Susan Gelding (Newham University Hospital, Undergraduate Medical Education, London, UK)

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#4GG06 Self-Assessment of the Effectiveness of Problem-Based Learning Course In Medical School in Taiwan: a Longitudinal Survey Jiing-Fong Ling* (Taipei Veterans General Hospital, Department of Radiology, Taipei, Taiwan), Hsin-Yu Liu (National Yang-Ming University School of Medicine, Faculty of Medicine, Taipei, Taiwan)

#4GG07 The outcomes of PBL curriculum and OSCE on oral hygiene students: a pilot study in Kaohsiung Medical University Ju-Hui Wu*, Je-Kang Du (Kaohsiung Medical University Hospital, Kaohsiung, Taiwan), Chun-Ming Chen, Huey-Er Lee, Chun-Chan Ting

#4GG08 The effects of personality traits on students’ performance in problem-based learning tutorials Seung Won Park*, Hye Won Jang, Tae Hee Han, Soon Jin Lee, Hee Jung Son, Sang Hoon Lee (Sungkyunkwan University, School of Medicine, Medical Education, Seoul, Republic of South Korea)

#4GG09 Understanding the principles of problem-based learning (PBL) for instructors at Faculty of Medicine, Thammasat University Siripen Tor-Udom* (Faculty of Medicine, Thammasat University, Pre-clinical Science, Patumthani, Thailand), Wallee Sattayasai (Faculty of Medicine, Thammasat University, Clinical Science, Patumthani, Thailand), Wanwarang Hiriote, Aree Taylor (Faculty of Medicine, Thammasat University, Pre-clinical Science, Patumthani, Thailand), Pharuhat Tor-Udom (Faculty of Medicine, Thammasat University, Clinical Science, Patumthani, Thailand)

#4GG10 Actual Issue of Implementation of the Method of Problem-Based Learning at the Akaki Tsereteli State University Tea Valishvili (Akaki Tsereteli State University, Department of Management, Kutaisi, Georgia), Tamara Valishvili*, Nato Alavidze, Irina Pkhakadze, Nana Shavkayadze, Dodo Shelia (Akaki Tsereteli State University, Department of Clinical Medicine, Kutaisi, Georgia)

#4GG11 Problem-Based Learning, Student engagement: the role to improve hospital management Supalert Nedsuwan* (Medical Education Center Chiangrai Prachanukroh Hospital, Community Medicine, Chiangrai, Thailand), Daranee Intralawan, Yaowalak Jariyapongpaiboon (Medical Education Center Chiangrai Prachanukroh Hospital, Chiangrai, Thailand)

#4GG12 Integrated Theory and Practice in Novel Tutor Training Nancy Navarro*, Monica Illesca (La Frontera University, Temuco, Chile), Rossana Rojo

#4GG13 Romanian first-year students’ training experience of problem-based learning Anca Dana Buzoianu*, Ofelia Mosteanu, Teodora Atena Pop (University of Medicine and Pharmacy"Iuliu Hatieganu"Cluj-Napoca, Regional Institute of Gastroenterology and Hepatology“Prof.Dr.O.Fodor” Cluj-Napoca, Romania), Soimita Suciu, Valentin Muntean (University of Medicine and Pharmacy"Iuliu Hatieganu"Cluj-Napoca, Romania)

1330-1515 #4HH Posters: Postgraduate Education - The Early Years Chairperson: Lesley Pugsley (UK) Location: Hall 4, SECC

#4HH01 Faculty development for paediatric emergency training programme for primary care physicians Tsunetoshi Mogi* (Kyoto University, Center for Medical Education, Kyoto, Japan), Naoki Doi (Sagamihara City National Health Insurance Uchigou Clinic, Center for Medical Education, Kanagawa, Japan), Kazuhiko Kodama (Kodama Paediatric Clinic, Center for Medical Education, Wakayama, Japan), Yasuhiko Konishi, Hiroshi Nishigori (Kyoto University, Kyoto, Japan)

#4HH02 Teacher development and medical education: mirrors and reflections F. A. Silva*, N. M. S. C. Costa (University Federal of Goiás, Medicine, Graduate Degree in Health Sciences, Goiânia, Brazil), J. B. Lampert (Santa Maria of Federal University, Medicine, Santa Maria, Brazil)

#4HH03 Examiner training for objective structured clinical examination (OSCE): What do the examiners make of it? Zaheer Mangera, Helen Nolan, Paul McGovern, Sarah Bennett, Alison Sturrock* (UCL Medical School, London, UK)

#4HH04 Developing a Faculty for Simulation based training: One size does not fit all Derek Randles (University Hospital of North Durham, Department of Anaesthesia, Durham, UK), Sushma Saksena (University Hospital of North Durham, Gastroenterology, Durham, UK), Elsa Randles (Newcastle University, School of Medical Education, Newcastle upon Tyne, UK), Hazel Townsend* (University Hospital of North Durham, Department of Anaesthesia, Durham, UK)

#4HH05 “How I manage… ”: improving tutor engagement with a middle-grade doctor-led teaching session for medical students Kathleen Collins*, Scott W. Oliver (NHS Lanarkshire, Medical Education, Glasgow, UK)

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#4HH06 Designing Faculty Development Based on Direct Faculty Input: A Novel Application to Needs Assessment Katharina Stewart (University of Wisconsin School of Medicine and Public Health, Obstetrics and Gynecology, Madison, Wisconsin, USA), Roberta Rusch, Alice Frohna (University of Wisconsin School of Medicine and Public Health, Dean's Office, Office of Faculty Development, Madison, Wisconsin, USA) Presenter: Patricia Kokotailo* (University of Wisconsin School of Medicine and Public Health, Dean's Office, Office of Faculty Development, Madison, Wisconsin, USA)

#4HH07 An exploratory mixed-methods approach: creation of a preceptor professional development program for veterinarians Paul Gordon-Ross*, Peggy Schmidt, Nicole Chavarry (Western University of Health Sciences, College of Veterinary Medicine, USA)

#4HH08 Establishment of blended learning teacher education program for new staff members at medical universities in Hungary Levente Kiss*, Katalin Barabás (University of Szeged, Department of Behavioral Sciences, Szeged, Hungary)

#4HH09 ECME: The in-house training course in Medical Education Kanokwan Sriruksa (Khonkaen Hospital, Khonkaen, Thailand), Rajin Arora (CPIRD, MOPH, Bangkok, Thailand), Araya Khaimook* (Hatyai Hospital, Hatyai, Thailand), Achara Nitiapinyasakul (CPIRD, MOPH, Bangkok, Thailand)

#4HH10 Paradoxical Perceptions Of The Educator Competency: The Transplantation Society’s Experience Medhat Askar* (Cleveland Clinic, Pathology and Laboratory Medicine, Cleveland, USA), Thomas Aretz (Harvard Medical School, Pathology, Boston, USA), Francis Delmonico (Harvard Medical School, Surgery, Boston, USA), Neil Mehta (Cleveland Clinic Lerner College of Medicine, Education Technology, Cleveland, USA)

#4HH11 Developing a Postgraduate Certificate in Medical Education for Radiologists Faye Cuthbert* (Royal College of Radiologists, Centre for Medical Education, London, UK), Sean McAleer (Dundee University Medical School, Dundee, UK), Peter Washer (Royal College of Radiologists, London, UK)

#4HH12 Peer collaboration as a tool for professional development for university teachers Matti Lappalainen (University of Turku, Faculty of Education, Unit for University Pedagogy, Turku, Finland), Outi Kortekangas- Savolainen, Erika Österholm* (University of Turku, Faculty of Medicine, Medical Education Research and Development Centre, Turku, Finland)

#4HH13 Assessor training for workplace-based assessment of international medical graduates Jean Rawling, Rabiya Jalil (Alberta International Medical Graduate Program, University of Calgary, Canada) Presenter: Shannon Murphy* (Alberta International Medical Graduate Program, University of Calgary, Canada)

#4HH14 Faculty development program in undergraduate medical education: Georgia experience Gaiane Simonia*, Zurab Vadachkoria (Tbilisi State Medical University, Department of Medical Education, Research and Strategic Development, Tbilisi, Georgia), Rima Beriashvili, Marina Mamaladze (Tbilisi State Medical University, Tbilisi, Georgia)

#4HH15 What were necessary supports for new medical teachers in service hospital? Experience in Udonthani medical education center, Thailand Sunee Sethasathien* (Udonthani Medical Education Center, Rehabilitation, Udonthani, Thailand)

#4HH16 What influences medical trainees’ growth? A qualitative study Kazuki Tokumasu*, Haruo Obara (Okinawa Chubu Hospital, Internal Medicine, Uruma, Japan)

#4HH17 Choosing wisely: factors in the residency selection process that predict intern performance MJ Cullen* (University of Minnesota, Graduate Medical Education, Minneapolis, USA), EC Borman-Shoap (University of Minnesota, Pediatrics, Minneapolis, USA), JG Chipman (University of Minnesota, Surgery, Minneapolis, USA), BJ Marcus-Blank (University of Minnesota, Psychology, Minneapolis, USA), CC Schmitz (University of Minnesota, Surgery, Minneapolis, USA), JS Andrews (University of Minnesota, Graduate Medical Education, Minneapolis, USA)

#4HH18 Effects of faculty development for Graduate Medical Education Tomoko Miyoshi* (Center for Graduate Medical Education, Okayama University Hospital, Japan), Mikako Obika, Hitomi Kataoka, Kazuhiro Noma, Fumio Otsuka, Hirofumi Makino (Japan)

1330-1515 #4JJ Meet the Expert: Aviad Haramati (Session 1 Plenary Speaker) Location: Fyne, SECC

1330-1515 BEME BREC Meeting (closed meeting) Location: Katrine, SECC

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1515-1545 COFFEE BREAK (viewing posters and exhibits) Location: Hall 4, SECC

Session 5: Simultaneous Sessions

1545-1730 #5A Symposium: The place of surgery in the undergraduate curriculum Nivritti Patil* (University of Hong Kong), Peter McCollum* (Hull York Medical School, UK), Rowan Parks* (University of AMEE LIVE Edinburgh, UK), George Hanna* (Imperial College, London, UK) Location: Clyde Auditorium

1545-1730 #5B Symposium: Faculty Development in the Health Professions: Best Practices and

AMEE Future Trends LIVE Yvonne Steinert* (McGill University, Montreal, Canada), David Irby* (University of California San Francisco, USA), Patricia S. O’Sullivan* (University of California San Francisco, USA), Dujeepa D. Samarasekera* (National University of Singapore), Francois Cilliers* (University of Cape Town, South Africa) Location: Hall 2, SECC

1545-1730 #5C Symposium: Practitioner research: ethical dilemmas of insiders Julie Smith* (NHS Tayside/University of Dundee, UK), Anne Marie Reid* (Leeds, UK), Jeremy Brown* (Edge Hill University/Health Education North West, UK), Susan Jamieson* (University of Glasgow, UK) Location: Lomond Auditorium

1545-1730 #5D Research Papers: ‘Flipped Classroom’ Format Chairperson: Dario Torre (USA) Location: Hall 1, SECC

Note: Papers in this session will be presented in ‘Flipped Classroom’ format. Please access the papers in advance of session: http://www.amee.org/conferences/amee-2015/programme/research-papers-flipped-classroom-2015

1545-1605 #5D1 “How do students use written language to say what they see?” A framework to understand medical students' written evaluations of their teachers David W Lim*, Jonathan S White (University of Alberta, Surgery, Edmonton, Canada)

1605-1625 #5D2 Improving diagnostic and therapeutic decision-making skills by test-enhanced learning in future physicians: A randomised controlled cross-over trial Tobias Raupach*, Jil Andresen, Katharina Meyer (University Medical Centre Göttingen, Cardiology & Pneumology, Göttingen, Germany), Sven Anders (University Medical Centre Hamburg-Eppendorf, Department of Legal Medicine, Hamburg, Germany)

1625-1645 #5D3 Optimism and grit: Key to success in the widening access student’s journey into medical school Jennifer Cleland*, Manjul Medhi (University of Aberdeen, Division of Medical and Dental Education, Aberdeen, UK)

1645-1705 #5D4 Forum for conflict: a qualitative evidence synthesis of touch in healthcare Martina Kelly*, Lara Nixon (University of Calgary, Family Medicine, Calgary, Canada), Caitlin McClurg (University of Calgary, Health Sciences Library, Calgary, Canada), Nigel King (University of Huddersfield, Applied Psychology, Huddersfield, UK), Tim Dornan (University of Maastricht, School of Health Professions Education, Maastricht, Netherlands)

1705-1725 #5D5 “A little more time”: A simple question provides insight into student thinking. Karen Szauter* (University of Texas Medical Branch, Internal Medicine/Educational Affairs, Galveston, TX, USA), Lori Kusnerik (University of Texas Medical Branch, Office of Clinical Simulation, Galveston, TX, USA), Michael Ainsworth (University of Texas Medical Branch, Educational Affairs, Galveston, TX, USA)

1725-1730 Discussion

96 MONDAY 7 SEPTEMBER 2015

1545-1730 #5E AMEE Fringe: AMEE Fringe 1 Chairperson: Rachel Ellaway (Canada) Location: Forth, Clyde Auditorium

1545-1600 #5E1 "Please do not admit this patient under my service"! K. H. Mujtaba Quadri* (Shifa International Hospital and Shifa College of Medicine/STMU, Medicine, Islamabad, Pakistan), Kalimullah Quadri (Shifa International Hospital and Shifa College of Medicine, Medicine, New York, USA)

1600-1615 #5E2 Storytelling for Scientists: A Novel Approach to Communicating Effectively with the Non- Technical World L. Lipkin (Story Strategies, Amsterdam, Netherlands)

1615-1630 #5E3 On why your work does not make you happy Menno de Bree* (University Medical Center Groningen, Institute for Medical Education, Groningen, Netherlands)

1630-1645 #5E4 Is a picture worth a thousand words? Clinical educators reflecting on their teaching Natalie Radomski* (Monash University, School of Rural Health, Bendigo, Australia)

1645-1700 #5E5 Is there an app for that? David Topps*, Maureen Topps, Doug Myhre, Jean Rawling (University of Calgary, Family Medicine, Calgary, Canada)

1700-1715 #5E6 Spicing up your EBM teaching Paul Brand*, Jolita Bekhof, Veerle J Langenhorst (Isala Hospital, Princess Amalia Children's Centre, Zwolle, Netherlands)

1715-1730 Discussion

1545-1730 #5F Short Communications: Assessment Chairperson: John Norcini (USA) Location: Argyll 1, Crowne Plaza

1545-1600 #5F1 Medical School Performance as a Predictor of the National Specialization Examination Ahmet Murt* (Cerrahpasa Medical Faculty, Internal Medicine, Istanbul, Turkey), David Hope, Helen Cameron (University of Edinburgh, Clinical Education, Edinburgh, UK), Recep Ozturk (Cerrahpasa Medical Faculty, Infectious Diseases, Istanbul, Turkey)

1600-1615 #5F2 Ethnic and social disparities on different types of examinations in undergraduate pre-clinical training Karen M Stegers-Jager*, Frederique N Brommet (Erasmus MC, iMERR, Rotterdam, Netherlands), Axel PN Themmen (Erasmus MC, Internal Medicine, Rotterdam, Netherlands)

1615-1630 #5F3 Exit Level Assessment of Undergraduate Medical Students’ Clinical Competence for Sub- Saharan Africa Using the Context of the Millennium Development Goals Christina Tan* (Stellenbosch University, Centre for Health Professions Education, Faculty of Medicine & Health Sciences, Cape Town, South Africa), Francois Cilliers (University of Cape Town, Educational Development Unit, Faculty of Health Sciences, Cape Town, South Africa), Susan van Schalkwyk (Stellenbosch University, Centre for Health Professions Education, Faculty of Medicine & Health Sciences, Cape Town, South Africa)

1630-1645 #5F4 The relationship between academic assessment and psychological distress among medical students: a systematic review Mataroria P Lyndon*, Hussain M Alyami (Counties Manukau District Health Board, Ko Awatea, Auckland, New Zealand), Tzu- Chieh Yu (The University of Auckland, Centre for Medical and Health Sciences Education, Auckland, New Zealand), Nichola C Wilson (The University of Auckland, Department of Surgery, Auckland, New Zealand), Jill Yielder (The University of Auckland, Medical Programme Directorate, Auckland, New Zealand), Andrew G Hill (The University of Auckland, South Auckland Clinical Campus, Auckland, New Zealand)

1645-1700 #5F5 UCAN: 10 years of experience in cooperative medical assessment Konstantin Brass*, Jana Jünger (Umbrella Consortium for Assessment Networks (UCAN), Heidelberg, Germany)

1700-1715 #5F6 Assessment of professionalism by portfolio: The challenges of implementing change in a traditional medical curriculum Jill Yielder*, Fiona Moir (University of Auckland, Medical Programme Directorate, Auckland, New Zealand)

1715-1730 #5F7 Peer Organised Mock OSCE – An Invaluable Learning Opportunity SE Staight*, V Dattani, R Grimes, S Jeyapala, A Sachdeva, A Harada (University College London Medical School, UK)

No Discussion

97 MONDAY 7 SEPTEMBER 2015

1545-1730 #5G Short Communications: Teaching and Learning Chairperson: Kuang Ming (China) Discussant: Location: Argyll II, Crowne Plaza

1545-1600 #5G1 A foot in both worlds-writing about artworks as an educational tool Christine Fessey*, Roshni Beeharry (St George's Hospital Medical School University of London, Institute of Medical and Biomedical Education, London, UK)

1600-1615 #5G2 Improving Journal Club Melissa M. Straub*, William T. Gunning (University of Toledo College of Medicine and Life Sciences, Toledo, USA)

1615-1630 #5G3 A pilot project of screencasts to enhance a longitudinal faculty development fellowship Janet Riddle*, Philip Bertulfo, Angelica Ehioba (University of Illinois-Chicago College of Medicine, Medical Education, Chicago, USA)

1630-1645 #5G4 Enhancing medicine logistics knowledge and skills development of first year pharmacy students Gerda Reitsma* (North-West University, Faculty of Health Sciences; AUTHeR, Potchefstroom, South Africa), Elzabe Bekker, Anne- Marie Bekker (North-West University, Faculty of Health Sciences, Pharmacy Practice, Potchefstroom, South Africa)

1645-1700 #5G5 Medical translations in medical education. A road to synergy? Olga Rostkowska* (Medical University of Warsaw (WUM), Warsaw, Poland), Jannis Papazoglou, Kristina Filipova (Medical Education Pillar, European Medical Students' Association (EMSA))

1700-1715 #5G6 Educational interventions aimed at improving cost-consciousness of physicians: a realist review L.A. Stammen* (Maastricht University, Educational Development and Research, Maastricht, Netherlands), E. Paternotte (St. Lucas Andreas Hospital, Obstetrics and Gynaecology, Amsterdam, Netherlands), R.E. Stalmeijer, E.W. Driessen (Maastricht University, Educational Development and Research, Maastricht, Netherlands), F. Scheele (VU University Medical Center Amsterdam, Athena Institute VU, Amsterdam, Netherlands), L.P.S. Stassen (Maastricht University Medical Center, Department of Surgery, Maastricht, Netherlands)

1715-1730 Discussion

1545-1730 #5H Short Communications: Selection 3 – Widening Participation Chairperson: Stephen Ash (UK) Location: Argyll III, Crowne Plaza

1545-1600 #5H1 Widening participation via a skills-based approach: using medical ethics to improve under- represented students’ BMAT essay-writing skills Ravi D Mistry* (University College London Medical School, London, UK), Cecilia Rossler (University College London School of Slavonic and Eastern European Studies, London, UK), Emily Unwin, Jayne Kavanagh (University College London Medical School, London, UK)

1600-1615 #5H2 Changing the profile of medical students in the UK Paul Garrud*, Pete Johnson (University of Nottingham, School of Medicine, Nottingham, UK)

1615-1630 #5H3 'Holistic' Assessment in Medical Student Selection: Confronting an Uneasy Hidden Curriculum of Privilege Saleem Razack* (McGill University, Pediatrics and Centre for Medical Educaiton, Montreal, Canada), Brian Hodges (University of Toronto, Wilson Centre, Toronto, Canada)

1630-1645 #5H4 Standing out & moving up: performance appraisal of cultural minority physicians Hannah Leyerzapf* (VU Medical Centre, Medical Humanities, Amsterdam, Netherlands), Petra Verdonk (VU Medical Centre, Medical Humanities and VUmc School of Medical Sciences, Amsterdam, Netherlands), Reina Steenwijk (VU Medical Centre, Pastoral and Spiritual Care, Amsterdam, Netherlands), Gerda Croiset (VU Medical Centre, VUmc School of Medical Sciences, Amsterdam, Netherlands), Tineke Abma (VU Medical Centre, Medical Humanities, Amsterdam, Netherlands)

1645-1700 #5H5 Widening participation students’ performance in Medicine at the University of Glasgow Nana Sartania* (University of Glasgow, Wolfson Medical School, Glasgow, UK), Alison Browitt (University of Glasgow, Recruitment and International Office, Glasgow, UK)

1700-1715 #5H6 Promoting Diversity in Medical School: The Effect of Differential Weighting of Academics, Experiences and Core Competencies Measured by Multiple Mini Interview (MMI) on Under-Represented in Medicine Carol Terregino* (Rutgers Robert Wood Johnson Medical School, Office of Education, Piscataway, USA), Meghan McConnell, Harold Reiter (McMaster University, Program for Educational Research and Development, Hamilton, Canada)

98 MONDAY 7 SEPTEMBER 2015

1715-1730 #5H7 The choice of scoring method for a Situational Judgement Test influences the resulting internal consistency reliability Wendy E. de Leng*, Karen M. Stegers-Jager (Erasmus MC, institute of Medical Education Research Rotterdam (iMERR), Rotterdam, Netherlands), Adrian Husbands (University of Buckingham, Medical School, Buckingham, UK), Marise Ph. Born (Erasmus University Rotterdam, Department of Psychology, Rotterdam, Netherlands), Axel P.N. Themmen (Erasmus MC, Department of Internal Medicine, Rotterdam, Netherlands)

No Discussion

1545-1730 #5I Short Communications: Postgraduate Education 1 Chairperson: Alan Cook (UK) Location: Alsh 1, SECC

1545-1600 #5I1 A shared vision for post graduate medical education 2020 at VU University Medical Center Amsterdam Anneke H. Bakker* (VUmc School of Medical Sciences, Faculty Development, Amsterdam, Netherlands), Saskia M. Peerdeman, VU University Medical Center, Neurosurgery, Amsterdam, Netherlands), Rashmi A. Kusurkar (VUmc School of Medical Sciences, Research in Education, Amsterdam, Netherlands), Margreeth C. van der Meijde (VU University Medical Center, Institute for Education and Training, Amsterdam, Netherlands), Marian de Haan (VUmc School of Medical Sciences, Innovation & Quality, Amsterdam, Netherlands)

1600-1615 #5I2 A changing Doctor for a Changing Landscape: findings from an ongoing evaluation of a Broad- Based Training Pilot in England Janet MacDonald* (Cardiff University, Postgraduate Medical and Dental Education, Cardiff, UK), Katie Webb, Alison Bullock, Esther Muddiman (Cardiff University, Cardiff Unit for Research and Evaluation of Medical and Dental Education, Cardiff, UK), Lynne Allery, Lesley Pugsley (Cardiff University, Postgraduate Medical and Dental Education, Cardiff, UK)

1615-1630 #5I3 A Novel Multifaceted Curriculum for Educating Scientists in the Field of Translational Medicine Margot Weggemans* (University Medical Center Utrecht, Medical School, Utrecht, Netherlands), Berent Prakken (University Medical Center Utrecht, Department of Pediatrics, Utrecht, Netherlands), Norman D. Rosenblum (University of Toronto, Hospital for Sick Children, Toronto, Canada), Janet Hafler (Yale School of Medicine, The Teaching & Learning Center, New Haven, USA), Olle ten Cate (University Medical Center Utrecht, Center for Research and Development of Education, Utrecht, Netherlands)

1630-1645 #5I4 Producing a best fit in resident selection Mona Signer* (National Resident Matching Matching Program, Washington, DC, USA)

1645-1700 #5I5 Identification of clinical reasoning and therapeutic challenges in family medicine practice: a critical insight to improve family medicine education? Jean-Marie Castillo* (Nantes Medical School, France; The Wilson Center, Toronto, Canada; Family Medicine Department, Nantes, France), Pierre Pottier (Nantes Medical School, France, Internal Medicine Department, Nantes, France)

1700-1715 #5I6 Specialty Training’s Organizational Readiness for curriculum Change (STORC): development of a questionnaire in a Delphi study Lindsay Bank* (Sint Lucas Andreas Hospital, Amsterdam, Netherlands), M. Jippes (Erasmus Medical Centre, Rotterdam, Netherlands), S. v. Luijk, C. den Rooyen (Royal Dutch Medical Association, Utrecht, Netherlands), A.J.J.A. Scherpbier (Maastricht University, Maastricht, Netherlands), F. Scheele (VU Medical Centre, Amsterdam, Netherlands)

1715-1730 #5I7 Developing a near-peer revision course for final year students benefits students, teachers and your organisation! Keerthika Sampat* (NHS Pennine Acute Trust, Care of the Elderly c/o Dr Parikh, Oldham, UK), Raj Parikh (NHS Pennine Acute Trust, Oldham, UK)

No Discussion

1545-1730 #5J Short Communications: Reflection Chairperson: Hazel Scott (UK) Location: Alsh 2, SECC

1545-1600 #5J1 How do medical students reflect upon their experiences? Using genre analysis to look beyond the reflective essay Allan Ho*, Heather Cox, Shannon Erichsen, Susan Chaudoir, Jonathan White (University of Alberta, Surgery, Edmonton, Canada)

1600-1615 #5J2 Recognizing and handling own emotions in difficult patient encounters: reflection in action José van de Kreeke*, Naomi Ehrlich, Albert Wenisch (VU University Medical Center, Medical Psychology, Amsterdam, Netherlands)

99 MONDAY 7 SEPTEMBER 2015

1615-1630 #5J3 What ethical problems are out there? – a study of medical students’ reflexive writing about ethical dilemmas in the clinic Jane Ege Møller*, Lise Kirstine Gormsen (Aarhus University, Center for Medical Education; Health, Aarhus, Denmark)

1630-1645 #5J4 Reflective learning within radiology training Mark Hall* (Victoria Infirmary, Radiology, Glasgow, UK), Neil Macaskill (Western Infirmary, Radiology, Glasgow, UK)

1645-1700 #5J5 The assessment of reflective writings of Malaysian medical undergraduates and its implications for teaching and learning Nazimah Idris* (International Medical University, Obstetrics & Gynaecology, Seremban, Malaysia)

1700-1715 #5J6 Feedback on Reflective Writing Exercise for Medical Students: Lesson Learned Pamela A. Saunders* (Georgetown University School of Medicine, Neurology, Washington, DC, USA), Hiroshi Nakai, Jessica Jones (Georgetown University School of Medicine, Biochemistry and Molecular and Cellular Biology, Washington, DC, USA)

1715-1730 #5J7 Evaluating Critical Incidents in Teaching: Using a coding scheme to assess and categorise levels of reflective thinking in professional development Martina Crehan*, Teresa Pawlikowska (Royal College of Surgeons in Ireland, Health Professions Education Centre, Dublin, Ireland)

No Discussion

1545-1730 #5K Short Communications: Interprofessional Education 1 Chairperson: Sari Ponzer (Sweden) Location: Boisdale 1, SECC

1545-1600 #5K1 “We complemented each other in our knowledge and approach”. Interprofessional Prescribing Education with Pharmacy Undergraduates: the views of Medical Students B Shelvey* (Cardiff University, Medical Education (BSc), Cardiff, UK), PA Routledge (Cardiff University, Medicine, Cardiff, UK), SA Coulman, DN John (Cardiff University, Pharmacy, Cardiff, UK)

1600-1615 #5K2 Interprofessional student clinics: a logical location for team learning Fiona Kent* (Monash University, HealthPEER, Melbourne, Australia), Jenny Keating (Monash University, Melboure, Australia)

1615-1630 #5K3 Neighborhood HELP: unique service learning program that promotes interprofessional education John Delzell*, Ebony Whisenant, Oneilia Lage, David Brown, Pedro Joe Greer (Herbert Wertheim College of Medicine Florida International University, Humanities Health and Society, Miami, USA)

1630-1645 #5K4 Interprofessional teaching sessions for improving working relationships and enhancing students learning experience in the clinical environment J Costa* (Queens University Belfast, Centre for Medical Education, Belfast, UK)

1645-1700 #5K5 An interactive and inter-professional prescribing training day Nicola S Brown* (University of Manchester, Manchester Pharmacy School, Manchester, UK), Jodie Gwenter, Emer Sheridan, Kurt Wilson (University of Manchester, Manchester Medical School, Manchester, UK)

1700-1715 #5K6 Thinking outside the box? why not do it outside the box? – Promoting interprofessional collaboration outside academic institution: The Indonesian young health professionals' experience Daniel Richard Kambey*, Samuel Josafat Olam, Mawar Putri Julica, Fitri Arkham Fauziah (Indonesian Young Health Professionals' Society, Yogyakarta, Indonesia)

1715-1730 #5K7 Simulation & interprofessional learning in the wilderness Geoff Couser*, Eve de Silva, Craig Zimitat (University of Tasmania, School of Medicine, Hobart, Australia)

No Discussion

1545-1730 #5L Short Communications: Computer Based Learning Chairperson: Aileen Linn (UK) Discussant: Kieran McGlade (UK) Location: Boisdale 2, SECC

1545-1600 #5L1 Breaking Through the Barriers to Technology Enhanced Learning Natalie Lafferty* (University of Dundee, Centre for Technology & Innovation in Learning, Dundee, UK), Malcolm Teague (Jisc, JANET, Plymouth, UK)

100 MONDAY 7 SEPTEMBER 2015

1600-1615 #5L2 eLearning is really all about the learning Susan Glover Takahashi*, Laura Leigh Murgaski, University of Toronto, Lisa St Amant (University of Toronto, Postgraduate Medical Education, Toronto, Canada), Jay Rosenfield, Marcus Law (University of Toronto, Undergraduate Medical Education, Toronto, Canada)

1615-1630 #5L3 TuBS: using technology to organise teaching events and coordinate feedback P M Sammon*, Victoria Hospital, Kirkcaldy, NHS Fife, Information Services, Kirkcaldy, UK (M Hammond, University of Edinburgh, Centre for Medical Education, Edinburgh, UK), H S Cameron (University of Edinburgh, Edinburgh, UK), S M Wood, Victoria Hospital, Kirkcaldy, NHS Fife, Kirkcaldy, UK)

1630-1645 #5L4 Developing a MOOC in Genomic Medicine Fiona Howat*, Luke Woodham, Sheetal Kavia, Katrina Tatton-Brown, Terry Poulton (St George's, University of London, Institute of Medical and Biomedical Education, London, UK)

1645-1700 #5L5 Innovative instructional models for MOOCs: can we apply PBL principles in a MOOC setting? Daniëlle Verstegen*, Diana Dolmans, Odin Essers, Anique de Bruin, Annemarie Spruijt, Jeroen Donkers (Maastricht University, FHML, Dept. of Educational Research and Development, Maastricht, Netherlands)

1700-1715 #5L6 How students’ perceptions and invested effort can shape the evaluation of a blended learning environment in medical education. Mieke Vandewaetere* (University of Leuven, KULAK, Faculty of Medicine, Kortrijk, Belgium), Dominique Manhaeve, Sanne Peters, Bert Aertgeerts, Geraldine Clarebout, Ann Roex (University of Leuven, Academic Centre for General Practice, Leuven, Belgium)

1715-1730 Discussion

1545-1730 #5M Short Communications: Community Oriented Medical Education Chairperson: David Kandiah (Australia) Location: Carron 1, SECC

1545-1600 #5M1 Veterinary preceptors’ motivations for teaching veterinary students in community practice locations Cary Hashizume, Kent Hecker*, Jocelyn Lockyer (University of Calgary, Department of Community Health Sciences, Calgary, Canada)

1600-1615 #5M2 Early Patient Contact -program; how do supervising family physicians value it Jaana Franck* (University of Turku / Turku University Hospital, Family Medicine, Turku, Finland), Helena Kääpä (University of Turku, Family Medicine, Turku, Finland), Paula Vainiomäki (Turku University Hospital, Family Medicine, Turku, Finland)

1615-1630 #5M3 Transformative Learning at the FMUL: Lessons from 20 years of Community Teaching outside the health system Madalena Patricio*, Antonio Pais-de-Lacerda, Miguel Barbosa, Antonio Barbosa (Faculty of Medicine, University of Lisbon, Institute of Introduction to Medicine, Lisbon, Portugal)

1630-1645 #5M4 Preclinical Medical Students as a transformer: Student and Health care provider Peem Sarasombath*, Natpapat Tangpraphachaikul, Volaluck Supajatura (Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand)

1645-1700 #5M5 Has enhanced Community Learning had an impact on student experience in the new C21 programme at Cardiff, UK? Kamila Hawthorne*, Alan Stone, Susan Emerson, Frances Gerrard (Cardiff University, Institute of Medical Education, Cardiff, UK)

1700-1715 #5M6 Free Clinics for the Uninsured: A Teaching Opportunity Michael L. Alkan* (Ben Gurion University, Medical School for International Health, Beer Sheva, Israel), Hila Sharon (TEREM Clinic, Ministry of Health, Tel Aviv, Israel), Shy Pintov (Ben Gurion University, Medical School for International Health, Beer Sheva, Israel), Jacob Urkin (Ben Gurion University, Faculty of Health Sciences, Beer Sheva, Israel)

1715-1730 #5M7 Does posting in community centre influence students' passion to work in primary health care? Sari Puspa Dewi* (Faculty of Medicine, Universitas Padjadjaran, Public Health, Bandung, Indonesia)

No Discussion

1545-1730 #5N Short Communications: Curriculum Mapping Chairperson: Mark Quirk (USA) Discussant: Alice Fornari (USA) Location: Carron 2, SECC

1545-1600 #5N1 Anchoring Assessment Feedback David Stokes*, Stephen Pennell, Jennifer Kirby (Memorial University, St. John's, Canada)

101 MONDAY 7 SEPTEMBER 2015

1600-1615 #5N2 The Use of Technology toTrack Learner Outcomes Patricia Camberos*, Scott Helf (Western University of Health Sciences, Academic Informatics, Pomona, USA), Gerald Thrush (Western University of Health Sciences, Office of Academic Affairs, Pomona, USA), Terence Ma (Albert Einstein College of Medicine, Office of Medical Education, New York, USA)

1615-1630 #5N3 Grounded in reality: technology enabled real-time curriculum mapping and analysis Gerald Thrush*, Scott Helf, Patricia Camberos (Western University of Health Sciences/College of Osteopathic Medicine of the Pacific, Academic Informatics, Pomona, USA), Terence Ma (Albert Einstein College of Medicine, Office of Medical Education, New York City, USA)

1630-1645 #5N4 Effective Curriculum Mapping Using a Staged, Faculty-Centered Approach Carolyn Dufault*, Michael Awad, Dorothy Andriole, Heather Hageman, Kelly Noll, Alison Whelan (Washington University School of Medicine, Saint Louis, USA)

1645-1700 #5N5 Benchmarking International Medical Education with the AAMC Curriculum Inventory Terri Cameron*, Robby Reynolds (Association of American Medical Colleges, Medical Education, Washington, DC, USA)

1700-1715 #5N6 Inter-professional Education in the UK: mapping of regulatory standards for pre-registration education in the health care professions Kathryn Steven* (University of Dundee , School of Medicine, Dundee, UK), Natalie Lafferty (University of Dundee, Library and Learning Centre, Dundee, UK), Iain Rowe, Alison Strath (Robert Gordon University, School of Pharmacy and Life Sciences, Aberdeen, UK), Gary Mires (University of Dundee, School of Medicine, Dundee, UK)

1715-1730 Discussion

1545-1730 #5O Short Communications: The Student as Teacher Chairperson: Viv Binnie (UK) Location: Dochart 1, SECC

1545-1600 #5O1 Preparing the Next Generation of Medical Educators: A Scholar Track for Medical Students Peggy Weissinger* (Georgetown University Medical Center, Center for Innovation & Leadership in Education, Washington, USA), Jamie Padmore (MedStar Health & Georgetown University School of Medicine, Academic Affairs, Washington, USA), Mary Furlong (Georgetown University School of Medicine, Pathology, Washington, USA), Sonya Malekzadeh (Georgetown University School of Medicine, Otolaryngology, Washington, USA)

1600-1615 #5O2 Development and implementation of a novel Undergraduate Certificate in Veterinary Medical Education Neil Hudson*, Nigel Stansbie, Susan Rhind, Ian Handel, Richard Mellanby, Catriona Bell (University of Edinburgh, Royal (Dick) School of Veterinary Studies & Roslin Institute, Edinburgh, UK)

1615-1630 #5O3 Interprofessional Peer Teaching. A Pilot Study Kathrin Reichel (Charité, University Medicine Berlin, Department for Curriculum Management and Institute for Public Health and Nursing Science, Project interTUT, Berlin, Germany), Stefan Dietsche (Alice Salomon University of Applied Sciences, Occupational and Physiotherapy Programme, Berlin, Germany), Henrike Hölzer* (Charité, University Medicine Berlin, Department for Curriculum Management and Simulated Patients Programme, Berlin, Germany)

1630-1645 #5O4 Inter-role conflicts of students as teacher, a first hands experience Pascal Nohl-Deryk* (Ruhr-University Bochum, Department of Medical Psychology and Medical Sociology, Bochum, Germany)

1645-1700 #5O5 Exploring medical student perceptions of student involvement in the review and development of novel curriculum materials for a Team Based Learning course Senita Mountjoy*, Georgina Morris (Imperial College, London, London Office of LKCMedicine, Singapore, London, UK)

1700-1715 #5O6 Peer-teachers propose changes to the curriculum Malena Sayal*, Florencia Moore, Florencia Moll, Angel Centeno (Universidad Austral, Biomedical Education, Buenos Aires, Argentina)

1715-1730 #5O7 Peer Assisted Learning: Something To Feel Confident About Suzanne Kershaw*, Amile Inusa, Daniel Kristiansen, Sabahat Ahmed (University of Manchester, Manchester Medical School, Manchester, UK), Nicky Barr, Lesley Wood (University Hospital South Manchester, Undergraduate Education, Manchester, UK)

No Discussion

1545-1730 #5P Conference Workshop: Evaluating the Quality and Value of a Complex Educational Intervention in a Complex Clinical Environment: Impacts of a Morbidity, Mortality and Improvement Conference Curtis A Olson* (University of Wisconsin, USA), Jonathan M Ross*, Lori L Bakken*, Mary G. Turco*, Lisa M Jackson* (Dartmouth, NH, USA) Location: Dochart 2, SECC

102 MONDAY 7 SEPTEMBER 2015

1545-1730 #5Q Conference Workshop: The AMEE Fellowship – Promoting Scholarship and Community Olle ten Cate* (the Netherlands), Gary D. Rogers* (Australia), Steven Durning* (USA), Trevor Gibbs* (UK), John Dent* (UK), Tracey Thomson* (UK), Madalena Patricio (Portugal), Trudie Roberts* (UK), Dujeepa Samarasekera (Singapore), Francois Cilliers (South Africa), Angel Centeno (Argentina) Location: Castle I, Crowne Plaza

1545-1730 #5R Conference Workshop: iOSCE: An Exciting New Twist On An Old OSCE Che-Wei Lin* (Taipei Medical University, Center for Education in Medical Simulation, Taipei, Taiwan), S. Barry Issenberg (University of Miami, Michael S. Gordon Center for Research in Medical Education, Miami, USA), En-Yuan Lin*, Jen-Chieh Wu* (Taipei Medical University Hospital, Education Department, Taipei, Taiwan), Wen-Chen Huang* (Taipei Medical University Wang-Fan Hospital, Department of Education, Taiwan) Location: Castle II, Crowne Plaza

1545-1730 #5S Conference Workshop: Young medical educators' workshop: Finding the right mentor in Medical Education Sören Huwendiek* (Institute of Medical Education, Department of Assessment and Evaluation, Bern, Switzerland), Stewart Mennin* (USA), Charlotte Ringsted* (Denmark), Zubair Amin* (Singapore), Monica van de Ridder* (Netherlands) Location: Castle III, Crowne Plaza

1545-1730 #5T Conference Workshop: Innovations and features for the next generation of medical education learning environments Jonathan Kanda* (CO Architects, Los Angeles, USA), Scott Kelsey* (CO Architects, Los Angeles, USA) Location: Gala 1, Clyde Auditorium

1545-1730 #5U Conference Workshop: Transforming your program to be competency-based: An interactive workshop to explore strategies and solutions Karen Schultz*, Jane Griffiths* (Queen's University, Family Medicine, Kingston, Canada) Location: Gala 2, Clyde Auditorium

1545-1730 #5V Conference Workshop: What makes a medical school academic? A quality assurance initiative by AMSE Peter Dieter* (TU Dresden. Carl Gustav Carus Faculty of Medicine, Institute of Physiological Chemistry, Dresden, Germany), David Gordon (World Federation for Medical Education, Office of the President, Ferney-Voltaire, France), Zdravko Lackovic (University of Zagreb, School of Medicine, PhD Program and Dept. Pharmacology, Zagreb, Croatia), Sam Leinster (University of East Anglia, Norwich Medical School, Norwich, UK), Harm Peters* (Charité, Universitätsmedizin Berlin, Dieter Scheffner Centre for Medical Education and Educational Research, Berlin, Germany) Location: Staffa, Crowne Plaza

1545-1730 #5W Conference Workshop: Continuing Medical Education: Putting Theory into Practice for Curriculum Development David C. Thomas* (Icahn School of Medicine at Mount Sinai, Medicine and Medical Education, New York, USA), T.J. Jirasevijinda* (Weill Cornell Medial College, Pediatrics, New York, USA), Reena Karani* (Icahn School of Medicine at Mount Sinai, Geriatrics and Medical Education, New York, USA), Monica Lypson* (University of Michigan Medical School, Medicine, Ann Arbor, USA) Location: Shuna, Crowne Plaza

1545-1730 #5X Conference Workshop: Sustainable care is quality care! Harnessing the sustainability agenda to enhance the teaching of quality improvement (QI) in healthcare Trevor Thompson* (University of Bristol, Centre for Academic Primary Care, Bristol, UK), Sarah Walpole* (Hull York Medical School, Norwich Medical School, Hull, UK), Stefi Barna* (University of East Anglia, School of Primary Care, Norwich, UK), Charlie Kenward* (Severn Deanery, Centre for Academic Primary Care, Bristol, UK) Location: Jura, Crowne Plaza

1545-1730 #5Y Conference Workshop: Item analysis for the stat-a-phobic Margaret Dennett* (Vancouver Community College, School of Health Sciences, Vancouver, Canada), Dwight Harley* (University of Alberta, Faculty of Medicine & Dentistry, Edmonton, Canada), Ronald Damant* (University of Alberta, Department of Medicine, Division of Pulmonary Medicine, Edmonton, Canada) Location: Barra, Crowne Plaza

103 MONDAY 7 SEPTEMBER 2015

1545-1730 #5Z Conference Workshop: Mobile Learning for Healthcare Educators Chaoyan Dong* (National University of Singapore, Centre for Medical Education, Singapore), Zachary Walker (National Institute of Education, Singapore), Elise Lee (Ministry of Education, Singapore), Vaikunthan Rajaratnam* (Khoo Tech Puat Hospital Alexandra Health, Singapore) Location: Orkney, Crowne Plaza

1545-1730 #5AA ePosters: Evaluation of the Teacher Chairperson: Ann Marie Rice (UK) Location: Morar, SECC

#5AA01 Development of Teaching Evaluation by Electronic Form Nualpis Intaratep* (Maharat Nakhon Ratchasima Hospital, School of Medicine, Rehabilitation, Nakhon Ratchasima, Thailand)

#5AA02 Performance assessment of Postgraduate Clinical Teachers: development and psychometric properties of MEDUC-PG14 questionnaire ARP Arnoldo Riquelme Pérez* (Pontificia Universidad Católica de Chile, Gastroenterology, Santiago, Chile), LDP Luis Díaz Piga (Pontificia Universidad Católica de Chile, Internal Medicine, Santiago, Chile), MPR Margarita Pizarro Rojas, NSL Nancy Solís López (Pontificia Universidad Católica de Chile, Gastroenterology, Santiago, Chile), THM Trinidad Hoyl Moreno (Pontificia Universidad Católica de Chile, Internal Medicine, Santiago, Chile), OPP Oslando Padilla (Pontificia Universidad Católica de Chile, Santiago, Chile)

#5AA03 Implementation of a peer observation programme for problem based learning (PBL) facilitators Margaret-Ann Flynn*, Anne O'Dowd, Joanne Burke, Carol Ditchfield (University of Glasgow, School of Medicine, Glasgow, UK)

#5AA04 Quality of teaching performance: Teachers' self-assessment in comparison to learners’ and observers’ views Julia Freytag*, Ulrike Sonntag (Charité Universitätsmedizin Berlin, Department for Curriculum Management, Berlin, Germany)

#5AA05 Psychometric properties of a novel questionnaire assessing seminar teacher performance in undergraduate medical education Sonia Sippel*, Joy Backhaus (Universitätsmedizin Göttingen, Institut für Medizinische Psychologie und Medizinische Soziologie, Goettingen, Germany), Katharina Belting, Sven Anders (Universitätsklinikum Hamburg-Eppendorf, Institut für Medizinische Psychologie und Medizinische Soziologie, Hamburg, Germany), Nicole von Steinbüchel, Tobias Raupach (Universitätsmedizin Göttingen, Germany)

#5AA06 Learners providing feedback to preceptors using fieldnotes Kevin Desmarais, Sudha Koppula* (University of Alberta, Family Medicine, Edmonton, Canada)

#5AA07 The Construction of Multisource Assessment Framework for Clinical Medical Teachers – The Preliminary Data about the Assessment Priority of the Assessors from Different Sources Chang-Chyi Jenq* (Chang Gung Memorial Hospital, Chang Gung University College of Medicine, Department of Nephrology, Department of Medical Education, Taoyuan, Taiwan), Liang-Shiou Ou (Chang Gung Memorial Hospital, Department of Pediatrics, Taoyuan, Taiwan), Shih-Tseng Lee (Chang Gung Memorial Hospital, Department of Neurosurgery, Taoyuan, Taiwan), Hsu-Min Tseng (Chang Gung University, Health Care Management, Taoyuan, Taiwan)

#5AA08 Use of the e-portfolio to investigate the culture of Educational and Clinical supervision in Local Education Providers, Departments and amongst Individuals. Bridget T Langham*, Jean Breckenridge (Health Education East Midlands, Postgraduate Medical Education Directorate, Nottingham, UK)

#5AA09 Why Surgeons Volunteer in Medical Education—Retention and Reinforcement of Faculty Motivation Nathalie Rutz (AO Foundation, AO Education Institute, Dübendorf, Switzerland), Kodi Kojima (University of Sao Paulo, Orthopedic Trauma Unit, Sao Paulo, Brazil), Miriam Uhlmann, Urs Ruetschi* (AO Foundation, AO Education Institute, Dübendorf, Switzerland)

#5AA10 A Longitudinal Study of Teacher's Attitude Toward Teaching, Thirteen Years Experience Boonyarat Warachit (Hatyai Hospital, Hatyai Medical Education Center, Songkla, Thailand), Araya Khaimook, Prapa Ratanachai, Lucksamee Haura* (Hatyai Hospital, Songkla, Thailand)

#5AA11 Measuring the Impact of the Academy of Medical Educators at the Level of Individual Participants and Institutions Darshana Shah* (Marshall University, Joan C. Edwards School of Medicine, Pathology, Huntington, USA)

#5AA12 Medical students’ experiences of and perspectives on role models Masami Tagawa* (Kagoshima University Graduate School of Medical and Dental Sciences, Center for Innovation in Medical and Dental Education, Kagoshima, Japan)

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#5AA13 Palestinian medical teachers' attitudes toward modern teaching methods Samer Hasan*, Ahmed Abu Tayeh, Fadi Zaben, Anis Al-Hajjeh, IMET2000-PAL, Medical Education, Ramallah, Palestinian Territories (Gaza Strip and West Bank), Colin Green (University College London, IMET2000, Research Department of General Surgery, Medical Education, London, UK), Malik Zaben (University Hospital of Wales, IMET2000, Institute of Psychological Medicine and Clinical Neurosciences, Medical Education, Cardiff, UK)

#5AA14 Psychopathology and psychosocial health in Mexican medical residents Adelina Alcorta-Garza* (Hospital Universitario "José E. González", Universidad Autónoma de Nuevo León (UANL), Psiconcología, Oncología & Psiquiatría, Monterrey NL, Mexico), Varela-Rojas Lic. Dulce Victoria Varela Rojas, Martha Cantú-Cavazos (Hospital Universitario "José E. González", Universidad Autónoma de Nuevo León (UANL), Psiquiatría, Monterrey NL, Mexico), Marco Vinicio G{omez-Meza (Facultad de Economía, Universidad Autónoma de Nuevo León (UANL), Centro de Investigación, Monterrey NL, Mexico), Jesús Gutiérrez (Hospital Metropolitano "Bernardo Sepúlveda", Dirección, Monterrey NL, Mexico), Juan Francisco González- Guerrero (Hospital Universitario "José E. González", Universidad Autónoma de Nuevo León (UANL), Oncología, Monterrey NL, Mexico)

1545-1730 #5BB ePosters: Team Based Learning/ Learning Anatomy Chairperson: John Nicholls (Hong Kong) Location: Ness, SECC

#5BB01 Journal Club Challenge: team-based learning and gamification enhance students adherence to critical article reading Thiago Santos*, Daniel Franci, Carolina Gontijo-Coutinho, Tatiana Ozahata, Marcelo Schweller, Marco Carvalho-Filho (School of Medical Sciences of Unicamp, Emergency Medicine, Campinas, Brazil)

#5BB02 Improving Knowledge of Pediatric Nephrology in the 6th year medical students by using Team- Based Learning Noosara Klumsombut* ( Medical Education Center, Pediatric, Ratchaburi, Thailand)

#5BB03 Does the students´ assessment of TBL reflects active learning and final examination results? Jaroslav Mares*, Vera Tumova (2nd Faculty of Medicine, Institute of Biology and Medical Genetics, Prague, Czech Republic), Marcela Klabanova, Diana Lucina (Institute of Biology and Medical Genetics, Prague, Czech Republic)

#5BB04 Changing behavior of antibiotic prescribing for URTIs: Effectiveness of team-based learning approach in Internship Kanokrot Kovjiriyapan* (Medical Education Center Phayao Hospital, Phayao, Thailand)

#5BB05 A comparison of satisfaction towards team-based learning and problem-based learning approaches among third-year medical students at Suranaree University of Technology Dalad Phromphan* (Medicine, Surgery, Nakhon Ratchasima, Thailand), Taweesak Tongtawee (Medicine, Family and Community, Nakhon Ratchasima, Thailand), Soraya Kaewpitoon (Medicine, Pathology and Laboratory Medicine, Nakhon Ratchasima, Thailand), Sanong Suksaweang (Medicine, Pediatrics, Nakhon Ratchasima, Thailand), Naporn Uengarporn (Medicine, Surgery, Nakhon Ratchasima, Thailand), Likit Matrakool (Medicine, Nakhon Ratchasima, Thailand)

#5BB06 A cell biology Team-Based Learning day achieves high acceptability in a large class of first year medical students Fernanda Marques*, Alexandra Miranda, Helder Novais, Isaac Braga, Manuel Costa, Nuno Sousa (Life and Health Sciences Research Institute (ICVS), School of Health Sciences, University of Minho, Braga, Portugal)

#5BB07 The association between Team-based Learning (TBL) and Learning Management Systems (LMS) by Moodle® Miriam Monteiro de Castro Graciano*, Patrícia Carolina de Souza Pereira, Marly Moreira Dias, Mauricio Moreira Júnior (Unifenas, Alfenas, Brazil)

#5BB08 Problem- based Learning or Team- based Learning, What should the students choose? Wichan Kittiprapan*, Kosa Sudhorm (Buddhachinaraj Medical Education Center, Department of Pediatrics, Phitsanulok, Thailand), Sireeluck Klanarong (Buddhachinaraj Medical Education Center, Phitsanulok, Thailand)

#5BB09 Medical Students’ Attitudes toward Team-Based Learning in Radiology Chalakot Dejarkom* (Buddhachinaraj Medical Education Center, Radiology, Phitsanulok, Thailand), Kosa Sudhorm (Buddhachinaraj Medical Education Center, Pediatrics, Phitsanulok, Thailand)

#5BB10 Anatomy and additive manufacturing: Imaging methods and 3D printing for anatomy education John F Bertram*, Justin W Adams, Paul G McMenamin (Monash University, Anatomy and Developmental Biology, Clayton, Australia)

#5BB11 Importance of dissections in our anatomy curriculum – Is it about details or concepts? Suvi Viranta-Kovanen*, Heikki Hervonen (University of Helsinki, Anatomy, Helsinki, Finland)

105 MONDAY 7 SEPTEMBER 2015

#5BB12 Understanding 2D anatomy learning- a reinforcement task based approach Sarah Anderson* (University of Calgary, Community Health Sciences, Calgary, Canada), Heather Jamniczky (University of Calgary, Anatomy and Cell Biology, Calgary, Canada), Olave Krigolson (University of Victoria, Neuroscience Program; Neuroeducation Network, Victoria, Canada), Kent Hecker (University of Calgary, Veterinary Clinical and Diagnostic Sciences; Community Health Sciences, Calgary, Canada)

#5BB13 Removing Cadaveric Dissection from a Medical Curriculum Abhishek Chitnis* (Keele University, Stoke-on-Trent, UK), Philip Bradley (Newcastle University, Newcastle upon Tyne, UK)

#5BB14 3D Head and Neck project: Development of a novel visualisation tool for education, training and research in human anatomy Yeshwanth Pulijala*, Paul Anderson, Mathieu Poyade (Glasgow School of Art, Digital Design Studio, Medical Visualisation, Glasgow, UK)

1545-1730 #5CC Posters: Written Assessment Chairperson: Tim Wood (Canada) Location: Hall 4, SECC

#5CC01 Using local dependence of items to detect test-wiseness Wolfgang Hampe*, Stefan Zimmermann, Johanna Hissbach, Dietrich Klusmann (University Hospital Hamburg-Eppendorf, Hamburg, Germany)

#5CC02 True, false, abstain or guess anyway: The use of combining negative marking and no-negative marking as an evaluation tool in Oncology training I Peng Thomas Soh*, Angela Pang, Sing Huang Tan (National University Hospital, Haematology Oncology, Singapore)

#5CC03 Development and validation of an interactive game-based script concordance test (SCT) for assessing clinical reasoning in odontogenic pain Sunil Mutalik*, Shekhar Bhatia (School of Dentistry, International Medical University, Oral Diagnostic Sciences, Kuala Lumpur, Malaysia), Sobia Bilal, Pravikumar Patil, Hasnain Zafar Baloch, Allan Pau Kah Heng, (School of Dentistry, International Medical University, Kuala Lumpur, Malaysia)

#5CC04 Peer review to improve the quality of MCQ examinations Konggrapun Srisuwan*, Patsri Srisuwan, Chuleeporn Bourloung Srisuwan, Adisorn Lumpaopong, Apichai Leelasiri (Phramongkutklao College of Medicine, Bangkok, Thailand)

#5CC05 Development and evaluation of a Script Concordance Test (SCT) in Conservative Dentistry Martin Boeker* (University Medical Center Freiburg, Center for Medical Biometry and Medical Informatics, Freiburg i. Br., Germany), Christian Kapaun, Laura Raden, Petra Hahn (University Medical Center Freiburg, Center for Dental Medicine, Department of Operative Dentistry and Periodontology, Freiburg i. Br., Germany)

#5CC06 Credibility in digital exams Dorthe Majlund Soerensen*, Christian van Randwijk (University of Southern Denmark, Faculty of Health Sciences, Odense, Denmark)

#5CC07 Computer Based versus Traditional Pen and Paper Assessment: Students’ View Elmuntasir Taha* (The National Ribat University, Paediatrics, Khartoum, Sudan), M E A Alamin (The National Ribat University, Medicine, Khartoum, Sudan), Marwa Gaffar Alameen (Alneelain University, Anatomy, Khartoum, Sudan)

#5CC08 Objective structured written assessment (OSWA) in pediatric nephrology Elena Kulakova*, Tatjana Nastausheva, Inna Kondratjeva (Voronezh N.N.Burdenko State Medical Academy, Pediatrics, Voronezh, Russia)

#5CC09 Is spelling important in medical school assessment? Larissa Nelson* (Cardiff University, School of Bioscience, Cardiff, UK), Jon Morris, Claire Vogan (Swansea University, College of Medicine, Swansea, UK)

#5CC10 Setting up an Item Bank for the Hamburg Test of Natural Science Knowledge (HAM-Nat) Dietrich Klusmann*, Johanna Hissbach, Wolfgang Hampe (University Medical Center Hamburg Eppendorf, Dep. of Biochemistry and Molecular Cell Biology, Hamburg, Germany)

#5CC11 An IDEAL solution to producing reliable MCQ papers for a 2-week anaesthesia module Lester Critchley* (The Chinese University of Hong Kong, Anaesthesia and Intensive Care, Shatin, Hong Kong), Jin Yan (The Chinese University of Hong Kong, Teaching and Learning Resources Centre, Shatin, Hong Kong)

106 MONDAY 7 SEPTEMBER 2015

#5CC12 The transitional outcome of changing from paper-based to electronic-based examination system Piyapong Khumrin (Faculty of Medicine, Chiang Mai University, Department of Physiology, Chiang Mai, Thailand), Narongsak Tangon* (Faculty of Medicine, Chiang Mai University, Department of Pediatrics, Chiang Mai, Thailand), Pratya Srisuwan, Kittikun Sriarunopas, Chinaporn Ratanasaard, Nuthapong Ukarapol (Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand)

#5CC13 The development of high quality Single Best Answer questions for a national undergraduate finals bank Colin R Melville* (University of Warwick, Warwick Medical School, Coventry, UK), Mark Gurnell (University of Cambridge, Department of Medicine, Cambridge, UK), Val Wass (Keele University, School of Medicine, Keele, UK)

#5CC14 Do multiple true-false items beat the commonly used one-best-answers questions regarding to the Ottawa Criteria for Good Assessment? Results of a literature review Felicitas-Maria Lahner*, Zineb Miriam Nouns, Sören Huwendiek (University of Bern, Institut of Medical Education, Bern, Switzerland)

#5CC15 Enhancing discrimination: the impact in students’ grades Gabriel Costa* (Faculty of Medicine of the University of Porto, Department of Physiology and Cardiothoracic Surgery, Porto, Portugal), Milton Severo, Amélia Ferreira (Faculty of Medicine of the University of Porto, Center for Medical Education, Porto, Portugal), Adelino Leite-Moreira (Faculty of Medicine of the University of Porto, Department of Physiology and Cardiothoracic Surgery, Porto, Portugal), Tiago Henriques-Coelho (Faculty of Medicine of the University of Porto, Department of Pediatrics, Porto, Portugal)

#5CC16 Determination of Multiple Choice Questions ( MCQ) Levels According to Bloom’s Taxonomy and Evaluation Quality Zeliha Cansever, Hamit Acemoglu, Zeynep Avsar (Ataturk University, Medical Education, Erzurum, Turkey), Salih Hosoglu* (Dicle University, Medical Education, Diyarbakır, Turkey)

#5CC17 Implementing assessment and measurement methods to improve reliability of residency In- Training Multiple Choice Question examination Amel Mohamed*, Eman Almaslamani, Ahmad Alhamadi, Ibrahim Janahi (Hamad Medical Corporation, Pediatrics, Doha, Qatar)

#5CC18 Technical flaws in the multiple choice questions in the access exam to medical specialties (“examen MIR”) in Spain (2009-2013) María Cristina Rodríguez Díez*, Manuel Alegre Esteban, Nieves Díez Goñi, Leire Arbea Moreno, Marta Ferrer Puga (University of Navarra, School of Medicine, Medical Education Department, Pamplona, Spain)

1545-1730 #5DD Posters: Leadership and Management Chairperson: Ming-Ka Chan (Canada) Location: Hall 4, SECC

#5DD01 What do junior doctors think about their mandatory management development programme? Santeri Huvinen*, Minna Kaila (University of Helsinki, Department of Public Health, Helsinki, Finland)

#5DD02 Developing a project management skills workshop to improve the quality of student-led community involvement projects (CIPs) Ann Fong (National University of Singapore, Yong Loo Lin School of Medicine, Singapore), Natarajan Rajaraman, Suganthi Narayanasamy, Sri Chander Tikamdas Nebhr (National University of Singapore, Saw Swee Hock School of Public Health, Singapore), Keith Lim* (National University of Singapore, Yong Loo Lin School of Medicine, Singapore)

#5DD03 Development of leadership and management skills through undertaking a service improvement project Pragati Kakkar*, Rosalind Jones (Tunbridge Wells and Maidstone NHS Trust, Obstetrics and Gynaecology, Tunbridge Wells, UK)

#5DD04 How do a cohort of final year medical students perceive compulsory MLM teaching? A pilot study Rakesh Mistry*, E Crossley (Birmingham Medical Leadership Society, Birmingham, UK), H Cartwright, N Chan-Lam, J Matthews

#5DD05 Development of a business placement scheme for veterinary students Liz Mossop*, Karen Braithwaite (University of Nottingham, School of Veterinary Medicine and Science, Nottingham, UK), Alison Lambert (Onswitch Ltd, School of Veterinary Medicine and Science, Grantham, UK)

#5DD06 "Look after the Pennies and Dollars will Look after Themselves" Memorial Unversity's Financial Services Initiative for Undergraduate Medical Students Scott Moffatt*, Philip Kearley, Mary Dray (Memorial University of Newfoundland, Office of Student Affairs, St. John's, Canada), Kristin Harris-Walsh (Memorial University of Newfoundland, Office of The Dean, St. John's, Canada), Warren Jan, Warman Andrea (Memorial University of Newfoundland, Office of Student Affairs, St. John's, Canada)

107 MONDAY 7 SEPTEMBER 2015

#5DD07 Triumvirate Leadership Programme for Primary Care Martin Wilkinson*, Karen Storey (Health Education West Midlands, Primary Care, Birmingham, UK), Jacqueline Miller-Demirovska (Health Education West Midlands, Leadership, Birmingham, UK), Harry Banga (Ararna Limited, Primary Care, Coventry, UK), Banga Sukie (Ararna Limited, Coventry, UK)

#5DD08 Leader in clinical education - a new concept in specialist training Kerstin Johansson* (Sahlgrenska University Hospital, Dept of Neuropsychiatry, Gothenburg, Sweden), Martin Karlsson (Skaraborg University Hospital, Dept of Medicine, Lidköping, Sweden), Denislava Mintcheva (Sahlgrenska University Hospital, Dept of Medicine and Geriatrics, Gothenburg, Sweden), Catharina Tennerhed, Anders Johansson, Mats Wahlqvist (Sahlgrenska University Hospital, Research, Development and Education Unit/Specialist Training, Sahlgrenska Academy, University of Gothenburg, Sweden)

#5DD09 Overestimating confidence in leadership and management skills among future surgical hopefuls - is there a need for a better assessment tool? R Davies* (St George's University of London, UK), A Gwodz (St Thomas' Hospital, London, UK)

#5DD10 Where does the yellow brick road lead? The journey of the Scottish Clinical Leadership Fellows Myra McAdam*, David Arnot (Scottish Governement Health & Social Care Workforce/NHS Education for Scotland, Scottish Clinical Leadership Fellow, Edinburgh, UK), Andrew Murray (Royal College of Physicians and Surgeons, Glasgow, Scottish Clinical Leadership Fellow, Glasgow, UK), Achyut Valluri (General Medical Council, Scottish Clinical Leadership Fellow, Edinburgh, UK), John Kyle (NHS National Service Scotland, Scottish Clinical Leadership Fellow, Edinburgh, UK), Nathan Stephens (NHS Education for Scotland/Royal College of Surgeons, Edinburgh, Scottish Clinical Leadership Fellow, Edinburgh, UK)

#5DD11 Uniting Medical School Specialty Societies at a National Level Fangyi Xie* (Oxford University Hospitals NHS Trust, Dermatology Department, Oxford, UK), Anna Ascott (Barts and the London School of Medicine, London, UK), Amiee Vyas* (University Hospitals of Leicester NHS Trust, Leicester, UK), Natasha Lee (University of Leeds, Leeds, UK), Ketaki Bhate (Nottingham University Hospitals NHS Trust, Nottingham, UK)

#5DD12 A systematic review of the standards of clinical audit practice in UK hospitals Eunkyung Lee* (Brighton and Sussex Medical School, Brighton, UK), Conrad Lee (Brighton and Sussex University Hospital NHS Trust, Brighton, UK), Michael George (Portsmouth Hospitals NHS Trust, Portsmouth, UK)

#5DD13 Lessons learned: From conception to outcomes of the KELDAT-project Elisabeth Schaper*, Christin Kleinsorgen (University of Veterinary Medicine Hannover, Foundation, Competence Centre for E- Learning, Didactics and Educational Research in Veterinary Medicine, Hannover, Germany), Peter Stucki (Vetsuisse-Faculty Bern, Competence Centre for E-Learning, Didactics and Educational Research in Veterinary Medicine, Bern, Switzerland), Cyrill Matenaers (Ludwig-Maximilian Universität, Competence Centre for E-Learning, Didactics and Educational Research in Veterinary Medicine, Munich, Germany), Stephan Birk (Freie Universität Berlin, Competence Centre for E-Learning, Didactics and Educational Research in Veterinary Medicine, Berlin, Germany), Jan P. Ehlers (Witten/Herdecke University, Faculty of Health, Witten/Herdecke, Germany)

#5DD14 Developing sustainable medical education solutions in Africa through south-to-south collaborations Kalavani Moodley* (Stellenbosch University, Faculty of Medicine, Cape Town, South Africa), Olebile Bolobilwe (University of Botswana, Faculty of Medicine, Gabarone, Botswana), Marietjie de Villiers (Stellenbosch University, Faculty of Medicine and Health Sciences, Cape Town, South Africa), Oathokwa Nkomazana (University of Botswana, Faculty of Medicine, Gaborone, Botswana)

#5DD15 The Educational Supervision Agreement in Wales: a survey of supervisors Katie Webb*, Alison Bullock, Esther Muddiman (Cardiff University, CUREMeDE, Cardiff, UK), Caroline Groves (Wales Deanery, CUREMeDE, Cardiff, UK), Anton Saayman (Wales Deanery, Cardiff, UK)

#5DD16 Review of PSU Cases Resulting with a Dyslexia Assessment Leona Walsh*, Jeremy Gasson (The School of Postgraduate Medical and Dental Education, Cardiff University, Prefessional Support Unit, Cardiff, UK)

#5DD17 Moving knowledge into action: A new knowledge translation initiative of AMEE Janusz Janczukowicz* (Medical University of Lodz, Poland), Aliki Thomas (McGill University, Canada), Ronald Harden (AMEE, UK)

#5DD18 Position and bearing of a systematic literature review assignment in the training program of physician assistants Anneke van Vught*, Marijke Timmermans (HAN University of Applied Sciences, Nijmegen, Netherlands), Marleen Olde Bekkink (Radboud University Medical Centre, Nijmegen, Netherlands), Geert van den Brink (HAN University of Applied Sciences, Nijmegen, Netherlands)

#5DD19 A qualitative pilot study to understand the impact of rising tuition fees for prospective medical students across Europe Faheem Ahmed (King's College London, Guy's, King's and St Thomas' Medical School, UK), Jorune Suiptye* (Lithuanian University of Health Sciences, School of Medicine, UK), Emine Senkal (Yeditepe University, School of Medicine, Turkey), Kristina Filipova (Medical University of Varna, School of Medicine, Bulgaria)

108 MONDAY 7 SEPTEMBER 2015

1545-1730 #5EE Posters: Education Programmes / Transitions / Education Environment Chairperson: Jerry Maniate (Canada) Location: Hall 4, SECC

#5EE01 Does a reflective portfolio-mentoring program foster quality assurance of the introductory phase at Tuebingen University? Anne Giese, Tanja Riess*, Jan Griewatz, Maria Lammerding-Köppel (Competence Centre for University Teaching in Medicine Baden-Wuerttemberg, University of Tuebingen, Germany)

#5EE02 Surviving the wards:Teaching Essential Medical On call Skills Shruti Shree Joshi*, Rebecca Hale (St. John's Hospital, NHS Lothian, Emergency Medicine, Livingston, UK), Jane Rimer (St. John's Hospital, NHS Lothian, Medicine of the Elderly, Livingston, UK)

#5EE03 The Impact of University Preparatory Program (UPP) on Medical Students’ Performance: Evidence from Alfaisal University Haya Azouz*, Alaa Aldalati, Imad Alabdulrazzak, Ahmed Abu-Zaid, Akef Obeidat, Wael Al-Kattan (Alfaisal University, College of Medicine, Riyadh, Saudi Arabia)

#5EE04 Ability of Self-Adjustment in Medical Students in Clinical Year Jeerawat Kaewwinud*, Pinyok Srisansanee (Surin Clinical Education Medical Center, Medicine, Surin, Thailand), Pakarat Sangkla (Surin Clinical Education Medical Center, Pedriatric, Surin, Thailand)

#5EE05 Transitioning from traditional sub-internship to an interdisciplinary learning opportunity Briar L. Duffy*, Anne Pereira, Kathleen Watson (University of Minnesota, Medicine, Minneapolis, USA), Majka Woods (University of Minnesota, Assessment, Curriculum, and Evaluation, Minneapolis, USA)

#5EE06 Is undergraduate education preparing doctors for the practical demands of FY1? Jenny L Bacon*, Michelle Ramsay, Sharon Vijayakumar, Yee-Ean Ong (St George's Hospital NHS Trust, Respiratory Medicine, London, UK)

#5EE07 Wardcraft: Junior doctors equipping medical students with practical knowledge and skills to improve clinical confidence Edward Poynton*, Meng Wang, Ben Warne, Kate Kiln (Addenbrooke's Hospital, Department of Medicine, Cambridge, UK), Bahar Mirshekar (Addenbrooke's Hospital, Department of General Surgery, Cambridge, UK), Jessica White (Cambridge University, School of Clinical Medicine, Cambridge, UK)

#5EE08 Simulation training for final year medical students: Design features and effects improving self- efficacy Fabian Stroben*, Therese Schröder, Katja A Dannenberg (Charité-Universitätsmedizin Berlin, Lernzentrum, Department for Curriculum Management, Berlin, Germany), Wolf E Hautz (Charité-Universitätsmedizin Berlin & Inselspital Bern, Universitäres Notfallzentrum, Bern, Switzerland)

#5EE09 Preparing for practice – Does the level of acute care experience matter? Victoria Whittle*, Bryan Burford, Andrew Teodorczuk, Gillian Vance (Newcastle University, School of Medical Education, Newcastle, UK)

#5EE10 Exploring the Challenges Physicians Face at the Time of Transition to Practice Roona Sinha* (University of Saskatchewan, Department of Pediatrics, Saskatoon, Canada), Joanna Bates (University of British Columbia, Centre for Health Education Scholarship, Vancouver, Canada), Timothy Dornan (Maastricht University, School of Health Professions Education, Maastricht, Netherlands)

#5EE11 Medical students’ feedback regarding their clinical learning environment in primary healthcare. Variations related to stages of their education Helena Salminen* (Karolinska Institutet, Neurobiology, Care Sciences and Society, Huddinge, Sweden), Terese Stenfors-Hayes (Karolinska Institutet, Department of Learning, Informatics, Management and Ethics, Solna, Sweden)

#5EE12 Assessment of the Quality of Educational Environment During Undergraduate Clinical Teaching Years in the King Abdul Aziz University, College of Medicine in Saudi Arabia Rajaa Allhaiani* (Faculty of Medicine, King Abdul Aziz University, Jeddah, Saudi Arabia)

#5EE13 Development of the Brussels Clinical Evaluation Eveline Bruneel* (Vrije Universiteit Brussel, Study Guidance Center, Brussels, Belgium), Nicole Pouliart (Vrije Universiteit Brussel, Clinical Clerkships, Brussels, Belgium)

#5EE14 Is student satisfaction with learning environments related to medical schools’ number of admissions? Pedro Grilo-Diogo, Ana Coimbra, Artur Martins, Constança Carvalho, Inês Garcia-Moreira, Miguel Goulão, Marta Rodrigues, Sara Magano, Gonçalo Almeida, Rodrigo Vicente, Afonso Moreira (Associação Nacional de Estudantes de Medicina (Portuguese Medical Students International Committee), Lisboa, Portugal) Presenter: Ana Coelho-Silva* (Associação Nacional de Estudantes de Medicina (Portuguese Medical Students International Committee), Lisboa, Portugal)

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#5EE15 Assessment of educational environment of surgical theater at Songklanakarind hospital in medical students' perception Thitiworn Choosong*, Variya Chatdang, Wanachaporn Benjakul, Soraya Suntronsawat, Pongphon Chuchuen, Wattakorn Laohapiboonrattana (Faculty of Medicine, Prince of Songkla University, Community Medicine, HatYai, Thailand)

#5EE16 Implementation of a new curriculum at the American University of Beirut Faculty of Medicine (AUBFM): effects on the learning environment and on student empathy Nathalie Zgheib, Zakia Dimassi (American University of Beirut Faculty of Medicine, Beirut, Lebanon), Kameel Kassab, Christina Bergqvist Presenter: Ramzi Sabra* (Lebanon)

1545-1730 #5FF Posters: Curriculum Development Chairperson: Arnoldo Riquelme (Chile) Location: Hall 4, SECC

#5FF01 The effect of an intercalated BSc in subsequent medical school performance depends on prior academic performance B. J. Canny* (Monash University, Faculty of Medicine, Nursing and Health Sciences, Melbourne, Australia)

#5FF02 Student Views and Experiences of Student Selected Components Joanne Burke*, Ross Cairns, Catherine Donegan (University of Glasgow, Medical Education, Glasgow, UK)

#5FF03 The rationales medical students used to determine their student-selected components Teeravut Wiwattarangkul, Parinda Prathyajuta, Parinda Limprasert*, Thansapol Jariyasethawong (Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand), Danai Wangsaturaka (Faculty of Medicine, Chulalongkorn University, Department of Pharmacology and Medical Education Unit, Bangkok, Thailand)

#5FF04 Electives for undergraduate medical education: a medical student’s perspective Arucha Treesirichod*, Nantana Choomchuay (Faculty of Medicine, Srinkharinwirot University, Nakorn Nayok, Thailand)

#5FF05 Enhancing dental electives through participatory research Niall Rogerson*, Kate McKenna, Louise Robinson, Callum Wemyss (University of Glasgow, Dental School, Glasgow, UK), Catherine Bovill (University of Glasgow, Academic Development Unit, Glasgow, UK)

#5FF06 Factors affecting medical students' choice of elective attachment Ed Musanhu*, St George’s Medical School, London, UK

#5FF07 Preparing medical students for field experiences in low-resource settings: development and evaluation of a trigger video of medical students’ experiences and large group discussion module Patricia Mullan* (University of Michigan School of Medicine, Dept of Learning Health Sciences, Ann Arbor, USA), Laura Schram (University of Michigan, Center for Research on Learning and Teaching, Ann Arbor, USA), Brent Williams (University of Michigan School of Medicine, Internal Medicine, Ann Arbor, USA)

#5FF08 An exploration of the provision of Global Health Education in Scottish medical schools Claire Nugent*, Elizabeth Thomas (University of Glasgow, UK)

#5FF09 International PBL curriculum partnerships: is it easy to copy and paste? Viktor Riklefs (Karaganda State Medical University, Practical Skills Center, Karaganda, Kazakhstan), Terry Poulton (St.George's University of London, e-Learning Unit, London, UK), Gulmira Abakassova*, Alma Muratova (Karaganda State Medical University, Center for Strategic Management and Development, Karaganda, Kazakhstan), Sholpan Kaliyeva (Karaganda State Medical University, Department of Evidence Based Medicine and Clinical Pharmacology, Karaganda, Kazakhstan), Irina Riklefs (Karaganda State Medical University, Department of Education and Academic Affairs, Karaganda, Kazakhstan)

#5FF10 Health sciences programs curriculum structure analysis. A qualitative approach Nancy Bastias*, Javiera Ortega, Carolina Marquez, Olga Matus, Paula Parra, Liliana Ortiz (University of Concepcion, Medical Education Department, Concepcion, Chile)

#5FF11 Designing of an Innovative Multidisciplinary Clinical Module on Endocrine and Endocrine Surgery for Medical Students in Al-Baha University Ahmed Alghamdi*, Walyeldin Elfakey, Emad Koshak (Albaha University, College of Medicine, Pediatric Department, Albaha, Saudi Arabia)

#5FF12 Integration of Narrow Band Imaging gastroscopy and histology to teach human gastric pathology in patients with Helicobacter pylori associated gastritis for third year medical students Taweesak Tongtawee* (Medicine, Suranaree University of Technology, Surgery, Nakhonratchasima, Thailand), Pakwimon Subhaluksuksakorn (Medicine, Suranaree University of Technology, Family Medicine and Community Medicine, Nakhonratchasima, Thailand), Likit Matrakool, Sukij Panpimanmard, Medicine (Suranaree University of Technology, Surgery, Nakhonratchasima, Thailand)

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#5FF13 Three Years Experience in Correlated Basic Medical Science and Clinical Science Course Suda Vannaprasaht* (Department of Pharmacology, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand), Thongchai Pratipanawatr (Department of Medicine, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand), Saranchit Srimaungchang, Pungpayom Kaewpila (Medical Education Unit of Academic Affairs, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand), Pisaln Mairiang (Department of Medicine, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand)

#5FF14 Evaluating outcomes of a horizontally integrated basic science curriculum Roghayeh Gandomkar*, Sara Mortaz Hejri (Tehran University of Medical Sciences, Medical Education, Tehran, Iran), Mahdieh Faghihi (Tehran University of Medical Sciences, Tehran, Iran), Parichehr Pasbakhsh, Ramin Mehrdad, Gholamreza Hassanzadeh

#5FF15 Vertical integration of head, neck and special senses with otolaryngology and ophthalmology in second year of undergraduate medical curriculum – perception and performance Shoukat Ali Arain* (Alfaisal University, College of Medicine, Pathology, Riyadh, Saudi Arabia), Ahmed Yaqinuddin (Alfaisal University, College of Medicine, Anatomy, Riyadh, Saudi Arabia), Santosh Kumar (Alfaisal University, College of Medicine, Pathology, Riyadh, Saudi Arabia)

#5FF16 Analysis of Students' Perceptions on Adopting an Integrated Curriculum Saara Mansoor*, Rukia Kafaji (Alfaisal University, Riyadh, Saudi Arabia), Ayman Awad, Mohammad Shareef, Mohamad AlTannir, Akef Obeidat

#5FF17 From Curriculum to Application to Practice: Building Evaluation Bridges in a Longitudinal Interprofessional Program Kirsten Broadfoot* (University of Colorado, Anschutz Medical Campus, Center for Advancing Professional Excellence, Dept of Family Medicine, Aurora, USA), ElShimaa Basha (University of Colorado, Anschutz Medical Campus, Center for Advancing Professional Excellence, Aurora, USA)

#5FF18 Implementing a longitudinal integrated clerkship for all third year students at an allopathic medical school - lessons learned Diana Callender* (The Commonwealth Medical College, Clinical Sciences, Scranton, USA), Brian Wilcox (The Commonwealth Medical College, Family, Community and Rural Health, Scranton, USA), David Averill (The Commonwealth Medical College, Basic Sciences, Scranton, USA), William Lobst (The Commonwealth Medical College, Clinical Sciences, Scranton, USA), Valerie Weber (Drexel University College of Medicine, Medicine, Philadelphia, USA), Janet Townsend (The Commonwealth Medical College, Family, Community and Rural Health, Scranton, USA)

#5FF19 Foundations of Medical Knowledge: A Horizontally and Vertically Integrated Pre-clerkship Curriculum for Medical Students Cathleen Pettepher (Vanderbilt University School of Medicine, Cancer Biology and Undergraduate Medical Education, Nashville, USA), Tyler Reimschisel (Vanderbilt University School of Medicine, Pediatrics, Nashville, USA), James Atkinson (Vanderbilt University School of Medicine, Pathology, Nashville, USA), William Cutrer (Vanderbilt University School of Medicine, Pediatrics, Nashville, USA), Jennifer Green (Vanderbilt University School of Medicine, Medicine, Nashville, USA), Neil Osheroff* (Vanderbilt University School of Medicine, Biochemistry, Nashville, USA)

#5FF20 Factors pertaining to anatomy teaching relate to confidence in future clinical competency amongst medical students: a call to review how anatomy is taught in UK medical schools Naeem Iqbal*, Akif Malik, M U Halim, M A Ali (University of Oxford, UK)

#5FF21 Effectiveness of teaching of chest compressions in basic life support courses in a traditional medical curriculum Antje Degel* (Charité Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum, Berlin, Germany), Jan Breckwoldt (University of Zurich, Faculty of Medicine, Zurich, Switzerland), Harm Peters (Charité Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum, Berlin, Germany), Hans-Christian Mochmann (Charité Universitätsmedizin Berlin, Department of Internal Medicine II (Cardiology and Pulmology), Berlin, Germany)

1545-1730 #5GG Posters: Clinical Teaching – the context Chairperson: Eugene Custers (Netherlands) Location: Hall 4, SECC

#5GG01 A Combined Approach of Clinical Skills Training Utilizing Near-Peers, In-Campus Faculty and Clinicians: An Innovative Integrated Model Muhammad Zafar, A'man T Inayah, Mohammad A Shareef, Alaa MZ Aldalati, Nasir A Afsar*, Ahmed Abu-Zaid (Alfaisal University, College of Medicine, Riyadh, Saudi Arabia)

#5GG02 Promoting self-awareness: medical students’ experiences of a workshop focused on discussing challenging patients Jody Steinauer* (University of California, San Francisco, Obstetrics, Gynecology and Reproductive Sciences, San Francisco, CA, USA), Sarah Cipriano (Univesity of Utah, Dermatology, Salt Lake City, UT, USA), Michele Baron, Lori Freedman, Alissa Perrucci (University of California, San Francisco, Obstetrics, Gynecology and Reproductive Sciences, San Francisco, CA, USA), Christine Dehlendorf (University of California, San Francisco, Family and Community Medicine, San Francisco, CA, USA)

111 MONDAY 7 SEPTEMBER 2015

#5GG03 Presenting on the post take ward round: a tool every medical student needs Rula Najim*, Nina Dutta, Kathryn Cockett (Chelsea and Westminster Hospital NHS Foundation Trust, Undergraduate Education, London, UK), Suveer Singh (Chelsea and Westminster Hospital NHS Foundation Trust, London, UK)

#5GG04 Professional competence of clinical nursing teachers after situational simulation teaching: Effectiveness of intervention Hui-Ling Lin* (Chang Gung Medical Foundation, Chang-Gung Memorial Hospital at Linkou, R.O.C., Teaching and Research, Taipei, Taiwan), Yu-Hsiu Kao (Graduate Institute of Health Allied Education,National Taipei University of Nursing and Health Sciences, School, Taipei, Taiwan), Sen Chau Ye (Chang Gung Medical Foundation, Chang-Gung Memorial Hospital at Linkou, R.O.C., Taipei, Taiwan)

#5GG05 A novel way to improve clerking, clinical examination and patient-centred care amongst medical students Chrishan Gunasekera, Louisa Churcher, Gavin Johnson, Alison Sturrock, Paul Dilworth (UCL Medical School, London, UK) Presenter: Arisa Harada* (UCL Medical School, London, UK)

#5GG06 Making Sense out of Informal Learning at the Workplace Sebastian Dennerlein* (Graz University of Technology, Knowledge Technologies Institute, Graz, Austria), Tamsin Treasure-Jones (University of Leeds, Social Computing, Leeds, UK), Vladimir Tomberg (Tallinn University, Knowledge Technologies Institute, Tallinn, Estonia), Dieter Theiler (Know-Center GmbH, Knowledge Technologies Institute, Graz, Austria), Elisabeth Lex (Graz University of Technology, Graz, Austria), Tobias Ley (Tallinn University, Tallinn, Estonia)

#5GG07 Dialogues with Prisoners as Transformative Learning Experiences in Teaching Humanities for Undergraduate Medical Students Suthee Rattanamongkolgul*, Sirinun Nilwarangkoon, Nantana Chumchuay (Srinakharinwirot University, Faculty of Medicine, Bangkok, Thailand), Kusuma Susiriwattananon (Department of Corrections, Ministry of Justice, Nakhon Nayok Provincial Prison, Nakhon Nayok, Thailand), Supalak Khemthong, Supansa Tajai (Mahidol University, Faculty of Physical Therapy, Bangkok, Thailand)

#5GG08 Patient Pathways in the Cardiff Curriculum - a healthcare quality improvement initiative Alan Stone*, Kamila Hawthorne (Cardiff University School of Medicine, Institute of Medical Education, Cardiff, UK)

#5GG09 Student-centred teaching clinics: improving the undergraduate outpatient experience Nina Dutta*, Rula Najim, William Blad, Suveer Singh (Chelsea and Westminster Hospital NHS Foundation Trust, London, UK)

#5GG10 An Institutional Structure to Support the Continuum of Education in a Large Academic Medical Center Barbara Barnes* (University of Pittsburgh, Medicine, Pittsburgh, USA)

#5GG11 A Promotion Educational Project of Applying Evidence-Based Nursing in Clinical Care for Nursing Leaders in Taiwan Yueh-E Lin* (Chang Gung Memorial Hospital at Linkou, Department of Nursing; National Taipei University of Nursing and Health Sciences, School of Nursing, Taoyuan, Taiwan), Shu-Fang Vivienne Wu (National Taipei University of Nursing and Health Sciences, Department of Nursing, Taipei, Taiwan), Tsung-Lan Chu (Chang Gung Memorial Hospital at Linkou, School of Nursing, Taoyuan, Taiwan), Whei-Mei Shih (Chang Gung Institute of Technology, Department of Nursing/School of Nursing, Taoyuan, Taiwan)

#5GG12 Characteristics of workplace-based learning across higher health sciences education Anne Mette Morcke*, Mette Krogh Christensen (Aarhus University, Centre for Medical Education, Aarhus, Denmark), Jette Henriksen (VIA University College, Faculty of Health Sciences, Holstebro, Denmark), Kristian Raun Thomsen (Aarhus University, Section for Sport Science, Aarhus, Denmark), Ole Lund (Aarhus University, Centre for Medical Education, Aarhus, Denmark)

#5GG13 Organisational Factors Are Equally Important in Providing Adequate Learning Opportunities During Bedside Teaching Besides Effective Clinical Teacher Reshma Merchant* (Yong Loo Lin School of Medicine, National University of Singapore, Medicine, Singapore), Chun Tsu Lee (National University Hospital, Medicine, Singapore), Satya Gollamudi (Yong Loo Lin School of Medicine, National University of Singapore, Medicine, Singapore)

#5GG14 Structuring of Clinical Posting in the Early Years of Undergraduate Clinical Training Nanda Kishore Maroju, Kadambari Dharanipragada* (Jawaharlal Institute of Postgraduate Medical Education and Research, Surgery, Pondiherry, India)

#5GG15 An approach integrating teaching, learning and assessment for Competency-Based Medical Education Yih-Ming Yang* (China Medical University, Pediatrics, Taichung, Taiwan), Catherine Calhoun (Emory University, School of Medicine, Atlanta, USA), Michael Briones, Joseph Hilinski Hilinski, Michael Greenwald (Emory University, Pediatrics, Atlanta, USA)

#5GG16 Adjusting in and out patient learning sequence of pediatric rotation for medical students Samart Pakakasama*, Hunsa Chairasamee (Department of Pediatrics, Faculty of Medicine Ramathibodi Hospital, Bangkok, Thailand), Rungthip Boonsri, Rapeepun Pranvihok

#5GG17 How can journal club enhance evidence-based clinical skill? Sarinya Thangsittichok* (Phichit Hospital, Pediatrics, Phichit, Thailand)

112 MONDAY 7 SEPTEMBER 2015

#5GG18 Authentic paediatric video cases: which are optimal for teaching and learning? Thomas Balslev* (Aarhus University, Centre of Medical Education, Aarhus N, Denmark), Sabine Frølich (Regional Hospital Viborg, Department of Paediatrics, Viborg, Denmark)

#5GG19 Professional attitudes assessment in the context of clinical skills: how far does the professors' personality interfere? Renata R. B. Giaxa* (University of Fortaleza, School of Medicine, Fortaleza, Brazil), Helena B. M. S. Paro (Federal University of Uberlandia, School of Medicine, Uberlândia, Brazil), Henrique L. C. Sa (Gilmara S. M. Santana, University of Fortaleza, Fortaleza, Brazil)

#5GG20 Country Mouse, City Mouse: Examining Communication Barriers between Rural Physicians and Urban Consultants in Newfoundland and Labrador Tia Renouf, Sabrina Alani* (Memorial University of Newfoundland, Emergency Medicine, Canada), Desmond Whalen, Christopher Harty (Memorial University of Newfoundland, Canada), Heidi Coombs-Thorne (Memorial University of Newfoundland, Medical Education Scholarship Centre, Canada), Adam Dubrowski (Memorial University of Newfoundland, Emergency Medicine, Canada)

1545-1730 #5HH Posters: Student Stress and Wellbeing Chairperson: Eeva Pyörälä (Finland) Location: Hall 4, SECC

#5HH01 Stress, Anxiety and Depression among Medical Students in a Multi-ethnic Setting Bibi Kulsoom*, Nasir Ali Afsar, Alfaisal University, Pharmacology, College of Medicine, Riyadh, Saudi Arabia

#5HH02 Medical student coping styles influence measures of empathy, patient-centeredness, and tolerance of ambiguity Jeffrey J.H. Cheung* (University of Toronto, The Wilson Centre, Toronto, Canada), Kulamakan Kulasegaram (University of Toronto, The Wilson Centre and Undergraduate Medical Education, Toronto, Canada), Leslie Nickell (University of Toronto, Undergraduate Medical Education, Toronto, Canada)

#5HH03 Measuring Mistreatment of Medical Students by Healthcare Professionals Using the Learning Environment for Professionalism (LEP) tool Melissa Forgie* (University of Ottawa, Medicine, Ottawa, Canada), Timothy Wood (University of Ottawa, Innovation in Medical Education, Ottawa, Canada), Philippe Rousseau (University of Ottawa, Faculty of Medicine, Ottawa, Canada), Anna Byszewski (University of Ottawa, Medicine, Ottawa, Canada), John Leddy (University of Ottawa, Cellular and Molecular Medicine, Ottawa, Canada)

#5HH04 The PCM-CADET Readiness Project : An integrate approach for the first–year medical cadets of Phramongkutklao College of Medicine Nawaporn Hirunviwatgul*, Jessada Yingwiwatanapong (Phramongkutklao College of Medicine, Department of Psychiatry and Neurology, Bangkok, Thailand)

#5HH05 Increased workload and perceived stress among preclinical students Teodor Svedung Wettervik* (Gothenburg University, Gothenburg, Sweden)

#5HH06 Is the Newborn Life Support course really that stressful? An observational study Nicola Holme*, Catherine Harrison (Leeds Teaching Hospitals NHS Trust, Leeds, UK), Ben Shaw (Liverpool Women's Hospital, Liverpool, UK)

#5HH07 Sleep Duration and Academic Performance Among Undergraduate Medical Students in Saudi Arabia Khulood Kuhail, Shouq Kherallah, Jumanah Sarraj, Ahmad Abuzaid, Lama Alfakhri* (Alfaisal University, Medicine, Riyadh, Saudi Arabia)

#5HH08 Psycho-social distress of first and third year students in an integrated, modular medical curriculum at the Charité Universitätsmedizin Berlin Asja Maaz*, Tanja Hitzblech, Silke Boehm, Sylvie Tappert, Harm Peters (Charité, Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum Projektsteuerung, Berlin, Germany)

#5HH09 Stress Treatment for Medical Students: Implementation of an Online Platform at the University of Freiburg Zoltán Höhling*, Niklas Gilsdorf, Sarah-Lu Oberschelp, Michael Wirsching, Andrea Kuhnert (University Medical Center Freiburg, Psychosomatic Medicine and Psychotherapy, Freiburg, Germany)

#5HH10 Effects of Buddhism mindfulness on stress among first-year internal medicine residents Nitipatana Chierakul* (Faculty of Medicine Siriraj Hospital, Mahidol University, Medicine, Bangkok, Thailand)

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#5HH11 Improving autonomic balance in medical students Jessada Chungpaibulpatana, Tappana Sumpatanarax*, Maytinee Konkaew (, Psychiatry, Phuket, Thailand)

#5HH12 Work Life Balance of medical students in Vachira Phuket Medical Education Center Sakanya Koysupsin*, Anuchit Chuvate (Vachira Phuket Medical Education Center, Pediatrics, Phuket, Thailand)

#5HH13 The Development of Teaching-Learning Model to Promote Attitude toward Exercise for Health Promotion of Medical Students Chirawan Chootip*, Phuangpetch Siriloetthananon (Songkhla Hospital, Rehabilitation, Songkhla, Thailand)

#5HH14 Comparative quality of life study of 1st vs 3rd year medical students in the Faculty of Medicine, Thammasat University Nuchanart Suealek* (Faculty of Medicine, Thammasat University, Preclinical Science, Patumthani, Thailand), Paskorn Sritipsukho (Faculty of Medicine, Thammasat University, Pediatrics, Pathumthani, Thailand)

#5HH15 Health promotion education and practice program for medical students: Medical students should be healthy Sakulrat Srirojana* (Kalasin Hospital, Pediatrics, Kalasin, Thailand) #5HH16 A review of the efficacy of educational interventions aiming to promote wellbeing and reduce stress and burnout among doctors and/or medical students Julie Ferguson*, Suzanne Stirling (NHS Education for Scotland, Medicine, Glasgow, UK)

#5HH17 Leisure-time physical activity and quality of life in medical students Munique Peleias*, Itamar Santos, Patricia Tempski, Silmar Gannam, Paulo Silveira, Milton Martins (School of Medicine of University of Sao Paulo, Brazil)

#5HH18 A one year follow-up study on the effects of Simple Happiness class in medical students Rungrat Jitvaropas* (Thammasat University, Biochemistry, Preclinical Science, Faculty of Medicine, Pathum thani, Thailand), Pattharawin Pattharanitima (Thammasat University, Internal Medicine, Faculty of Medicine, Pathum thani, Thailand), Winitra Nuallaong (Thammasat University, Psychiatry, Faculty of Medicine, Pathum thani, Thailand)

1545-1730 #5JJ Meet the Experts: Assessment, Measurement & Mobile Technology Godfrey Pell, Richard Fuller, Matthew Homer (Assessment Research Group) & Gareth Frith (Technology Enhanced Learning Manager), Leeds Institute of Medical Education at the University of Leeds, UK) Location: Fyne, SECC

1545-1730 Medical Teacher Editorial Board Meeting (closed meeting) Location: Leven, SECC

Group Meetings 1745-1830 Curriculum Mapping SIG (open to all interested) Location: Carron 2, SECC 1745-1845 AMEE President Reception (invite only) Location: Mezzanine, SECC 1745-1900 AMEE eLearning Committee Meeting (closed meeting) Location: Barra, Crowne Plaza 1745-1900 AMEE Inaugural Fellows Meeting (closed meeting) Location: Leven, SECC 1745-1900 AMEE Postgraduate Committee Meeting (closed meeting) Location: Castle III, Crowne Plaza 1745-1900 AMEE Simulation Committee Meeting (closed meeting) Location: Jura, Crowne Plaza 1745-2000 Harvard Macy Reception (invite only) Location: Castle I, Crowne Plaza

Evening Event 1930-2330 Conference Ceilidh - Dinner, entertainment and dancing at Merchant Square Location: Merchant Square, Glasgow. Participants are asked to make their own way to and from venue. Cost: GBP £35 (includes two-course dinner and two glasses of wine, beer or soft drinks and dancing)

Please Note: There is an International football match between Scotland and Germany which will be held on Monday evening at Hampden Stadium, located in the south of Glasgow. Kick-off is at 1945 hrs and the match ends at 2130 hrs. Road and rail transport will be extremely busy before and after the match, as will restaurants and bars, and all hotel rooms in Glasgow are full. Please bear in mind that if using public transport, your journey may take longer than usual and taxis may be more difficult to get.

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TUESDAY 8 SEPTEMBER

Registration Desk / Exhibition 0745-1745 Registration Desk Open Location: Hall 4, SECC 0800-1730 Exhibition Open Location: Hall 4, SECC

Group Meetings 0700-0815 Ottawa 2016 Planning Meeting (closed meeting) Location: Leven, SECC 0700-0815 BEME Research Committee Meeting (closed meeting) Location: Katrine, SECC 0700-0830 FitzRoy Health Meeting (closed meeting) Location: Gala 1, Clyde Auditorium

CPR Training 0830-1730 Hands-on CPR Training (open to all) Location: Etive, SECC

Tours 0900-1300 Gleneagles Golf Clinic Tour departs and returns to SECC 0900-1730 Braveheart/Rob Roy Tour with a Boat Trip on Loch Katrine Tour departs and returns to SECC

SESSION 6: Plenary

0830-1015 #6 Plenary AMEE Chairperson: Charlotte Ringsted (Denmark) LIVE Location: Clyde Auditorium

0830-0905 #6A The Angry Risk Taker: Enriching health professions education by understanding the relationship between emotions and cognitive processes Vicki R LeBlanc* (Wilson Centre; Faculty of Dentistry & Department of Medicine, University of Toronto & University Health Network, Toronto, Ontario, Canada)

0905-0915 Questions

0915-0950 #6B Engaging through simulation: reframing education for a 21st century world Roger L Kneebone* (Imperial College London, UK)

0950-1000 Questions

1000-1005 Miriam Friedman Ben-David New Educator 2015 Award Presentation

1005-1010 An Introduction to the AMEE Fellowship

1010-1015 Opening of Nominations for Karolinska Research Prize in Medical Education Announcement

1015-1045 COFFEE BREAK (viewing posters and exhibits) Location: Hall 4, SECC

SESSION 7: Simultaneous Sessions

1045-1230 #7A Symposium: Researching Identities in Medical Education: Divergence and

AMEE Convergence across Theoretical and Analytical Perspectives LIVE Lynn Monrouxe* (Chang Gung Medical Education Research Centre, Chang Gung Memorial Hospital, Linkou, Taiwan), Rola Ajjawi* (Centre for Medical Education, University of Dundee, UK), Esther Helmich* (Center for Evidence-Based Education, Academic Medical Center, University of Amsterdam, the Netherlands), Ken Mavor* (School of Psychology and Neuroscience, University of St Andrews, UK and ANU Medical School, Australian National University, Australia), Charlotte Rees* (Centre for Medical Education, University of Dundee, UK), Sally Warmington* (School of Population and Global Health, The University of Melbourne, Australia) Location: Clyde Auditorium

115 TUESDAY 8 SEPTEMBER 2015

1045-1230 #7B Symposium: Social accountability: medical students as leaders for sustainable

AMEE healthcare LIVE Stefi Barna* (Norwich Medical School, University of East Anglia, UK), Diarmid Campbell-Llendrum* (WHO Europe), David Pencheon* (National Health Service Sustainable Development Unit, UK), Izzy Braithewaite* (University College London, UK), Hanna-Andrea Rother* (School of Public Health and Family Medicine, University of Cape Town, South Africa) Location: Hall 2, SECC

1045-1230 #7C Symposium: Faculty Interprofessional Education: Creating Alignment across the learning and clinical environments Don Moore* (Vanderbilt University, Nashville, Tennessee, USA), Kathy Chappell* (American Nurses Credentialing Center, USA), Brian McGowan* (Archemedx, Philadelphia, USA), Lawrence Sherman* (New York City, USA), Jann T. Balmer* (University of Virginia School of Medicine, USA) Location: Lomond Auditorium

1045-1230 #7D Research Papers: Beliefs Informing Education Chairperson: Ayelet Kuper (Canada) Location: Hall 1, SECC

1045-1105 #7D1 Cultural competence in health care education. Systematic review of teachers’ perspectives Simone de Graaf (VU University Medical Center, Dept of Medical Humanities, Amsterdam, Netherlands), Petra Verdonk* (VU University Medical Center, EMGO Institute for Health and Care Research, School of Medical Sciences, Dept of Medical Humanities, Amsterdam, Netherlands), Nisha Dogra (University of Leicester, Greenwood Institute of Child Health, Dept of Psychology, Leicester, UK), Gerda Croiset (VU University Medical Center, School of Medical Sciences, LEARN, Dept of Public Health, Amsterdam, Netherlands), Jeanine Suurmond (Academic Medical Centre / University of Amsterdam, Dept of Medical Humanities, Amsterdam, Netherlands) on behalf of the C2ME Erasmus LLP project consortium (2013-2015) Verdonk, VU University Medical Center, EMGO Institute for Health and Care Research, School of Medical Sciences, Amsterdam, Netherlands

1105-1125 #7D2 Toward a diversity-responsive medical curriculum Maaike Muntinga*, Veerle Krajenbrink, Saskia Peerdeman (VU medical center, Medical Humanities, Amsterdam, Netherlands), Gerda Croiset (VUmc School of Medical Sciences, Amsterdam, Netherlands), Petra Verdonk (VU medical center, Amsterdam, Netherlands)

1125-1145 #7D3 Louder than Words: Power and Conflict in Interprofessional Education Articles, 1954-2013 Elise Paradis* (University of Toronto Faculty of Medicine, The Wilson Centre, Anesthesia and Postgraduate Medical Education, Toronto, Canada), Cynthia R. Whitehead (University of Toronto Faculty of Medicine, Women’s College Hospital, Department of Family and Community Medicine, The Wilson Centre, Centre for Ambulatory Care Education, Toronto, Canada)

1145-1205 7D4 Beliefs about workplace learning and organisation in postgraduate medical education – a qualitative case study of three paediatric departments Mads Skipper* (Aalborg University Hospital, Department for Postgraduate Medical Education, Aalborg, Denmark), Peter Musaeus (Aarhus University, Center for Health Science Education, Aarhus, Denmark), Tine Klitgaard, Susanne B. Noehr (Aalborg University Hospital, Department for Postgraduate Medical Education, Aalborg, Denmark)

1205-1230 Discussion

1045-1230 #7E Short Communications: The Teacher Chairperson: Klara Bolander (Sweden) Location: Forth, Clyde Auditorium

1045-1100 #7E1 Who should teach rheumatology to medical students, a rheumatologist or an internist? Patapong Towiwat* (Naresuan University, Department of Internal Medicine, Rheumatology, Phisanulok, Thailand), Rawisut Deoisares (Naresuan University, Department of Internal Medicine, Hematology, Phisanulok, Thailand), Nantana Choomchuay (Srinakarinwinrot University, Department of Pathology, Bangkok, Thailand), Supasit Pannarunothai (Naresuan University, Department of Community Medicine, Phisanulok, Thailand)

1100-1115 #7E2 Making a Case for Teaching to Teach Miriam Friedman Ben‐ Matthew Stull* (University of Michigan Medical School, USA) David Award Winner

1115-1130 #7E3 Developing and assessing readiness to implement technology in teaching Rachel Nave* (Technion Israel Institute of Technology, Faculty of Medicine, Haifa, Israel), Rakefet Ackerman (Technion Israel Institute of Technology, Faculty of Industrial Engineering and Management, Haifa, Israel), Yehudit Judy Dori (Technion Israel Institute of Technology & Massachusetts Institute of Technology, Department of Education in Science and Technology & Computer Science and Artificial Intelligence Laboratory, Boston, USA)

1130-1145 #7E4 Agency and reflexivity in senior clinical academics David CM Taylor* (Liverpool University, School of Medicine, Liverpool, UK)

116 TUESDAY 8 SEPTEMBER 2015

1145-1200 #7E5 Making explicit the implicit: clinical teachers’ views of learning from role models Jo Horsburgh*, Kate Ippolito (Imperial College London, Educational Development Unit, London, UK)

1200-1215 #7E6 A study to expore the faculty professionalism LS Ou*, TW Wu (Chang Gung Memorial Hospital, Chang Gung University, Department of Pediatrics, Kwei-Shan, Taiwan), CC Jenq (Chang Gung Memorial Hospital, Chang Gung University, Department of Nephrology, Kwei-Shan, Taiwan), HJ Tseng (Chang Gung Memorial Hospital, Biostatistical Center for Clinical Research, Kwei-Shan, Taiwan), SJ Yeh (Chang Gung Memorial Hospital, Chang Gung University, Department of Cardiology, Kwei-Shan, Taiwan)

1215-1230 #7E7 Scholarly contributions of pharmacist educators in family medicine in North America: A five- year review Jennie Jarrett*, Sarah Rindfuss (UPMC St. Margaret Family Medicine Program, Medical Education, Pittsburgh, USA), Jody Lounsbery (University of Minnesota, College of Pharmacy, Minneapolis, USA)

No Discussion

1045-1230 #7F Short Communications: Feedback 1 Chairperson: Shelley Ross (Canada) Location: Argyll I, Crowne Plaza

1045-1100 #7F1 Developing and evaluating a feedback system using Feedback Postcards: A participatory action research study Michelle Arora*, David Hope, Helen Cameron (Centre for Medical Education, University of Edinburgh, UK)

1100-1115 #7F2 Professionalism and communication: Anonymous versus self-identified feedback from medical students Sandra Kemp*, Katharine Boursicot (Lee Kong Chian School of Medicine, Nanyang Technological University, Medical Education, Singapore)

1115-1130 #7F3 The design, development and implementation of Healthcare Supervision Logbook: a novel Smartphone App to provide feedback on training, from both a trainer's and a trainee's perspective. Thomas G Gray* (Sheffield Teaching Hospitals NHS Foundation Trust, Obstetrics and Gynaecology, Sheffield, UK), Tom Farrell (Sheffield Teaching Hospitals/Sheffield Hallam University, Obstetrics and Gynaecology/Healthcare Education, Sheffield, UK)

1130-1145 #7F4 Improving residency training with the help of multisource feedback: Generation of a model of influencing factors Eva K Hennel, Zineb M Nouns* (University of Bern, Institute of Medical Education, Bern, Switzerland), Andrea C Lörwald, Christoph Berendonk, Sören Huwendiek

1145-1200 #7F5 Assessment for learning – closing the feedback loop Maria Jackson*, Leah Marks (University of Glasgow, Medical Genetics, School of Medicine, Glasgow, UK)

1200-1215 #7F6 Moving Feedback Forward: A focus group study exploring residents’ opinions on feedback Sarah Post, Luis Ticona, Michael Peluso, Joel Katz, Subha Ramani* (Brigham and Women's Hospital, Harvard Medical School, Medicine, Boston, USA)

1215-1230 #7F7 Fuss free formative feedback, using TurningPoint as an assessment tool Jamie Catlow*, John McGonigle, S Jones, J Metcalf, J Hancock (University Hospital of North Tees, Undergraduate Medical Education, Stockton on Tees, UK)

No Discussion

1045-1230 #7G Short Communications: Simulation Chairperson: Geoff Couser (Australia) Location: Argyll II, Crowne Plaza

1045-1100 #7G1 Validation of a French version of the standardised patient satisfaction questionnaire (SPSQ) Alexandre Morel* (Université de Nantes, France), Jean-Benoit Hardouin, Pierre Pottier (Université de Nantes, EA 427: Biostatistique, pharmacoépidémiologie et mesures subjectives en santé, Nantes, France)

1100-1115 #7G2 Trauma-team simulation as a learning context Leila Niemi-Murola* (University of Helsinki, Department of Anaesthesiology and Intensive Care Medicine, Helsinki, Finland), Charlotte Silén (Karolinska Institutet, LIME, Stockholm, Sweden)

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1115-1130 #7G3 Time for reflection – the balance between repetition and feedback in resuscitation training Kristian Krogh* (Aarhus University, Center for Health Sciences Education, Aarhus N, Denmark), Morten Pilegaard (Aarhus University, Department of Business Communication, Aarhus, Denmark), Berit Eika (Aarhus University, Center for Health Sciences Education, Aarhus, Denmark)

1130-1145 #7G4 The Impact of Name Tags on Participants’ Situational Awareness During High Fidelity Simulation. A Prospective Randomized Controlled Simple Blinded Trial Issam Tanoubi, Marie-Éve Bélanger, Arnaud Robitaille, L.Mihai Georgescu, Pierre Drolet* (Centre d’Apprentissage des Attitudes et Habiletés Cliniques (CAAHC), Université De Montréal, Canada)

1145-1200 #7G5 Shifting gears to drive standardized debriefing down new roads Temple West*, Amelia Wallace, Lorraine Lyman, Gayle Gliva-McConvey (Eastern Virginia Medical School, Professional Skills, Norfolk, USA)

1200-1215 #7G6 Out-of-hospital cardiac arrest: a pilot multi-tier collaborative simulation programme Alistair Dewar* (Royal Infirmary of Edinburgh, NHS Lothian, Resuscitation Research Group, Edinburgh, UK), Steven Short, Donald Macphail (Scottish Ambulance Service, Resuscitation Research Group, Edinburgh, UK), Gareth Clegg (University of Edinburgh, Clinical Skills Centre, Edinburgh, UK), Val McDowall (University of Edinburgh, Resuscitation Research Group, Edinburgh, UK)

1215-1230 #7G7 Psychological and physical effects on Standardized Patients: a qualitative study of their experiences during training and use at Aga Khan University Syeda K Ali*, Naveed Yousuf (Aga Khan University, Department for Educational Development, Karachi, Pakistan), Raisa Gul (Aga Khan University, School of Nursing, Karachi, Pakistan), Iram Khursheed (Aga Khan University, Department for Educational Development, Karachi, Pakistan)

No Discussion

1045-1230 #7H Short Communications: Lectures and Small Groups Chairperson: Jennifer Hammond (UK) Location: Argyll III, Crowne Plaza

1045-1100 #7H1 Understanding seminar learning: which factors matter? Annemarie Spruijt*, Jimmie Leppink, Ineke Wolfhagen, Albert Scherpbier (Maastricht University, FHML, Educational Development and Research, Maastricht, Netherlands), Peter van Beukelen (Utrecht University, Faculty of Veterinary Medicine, Quality Improvement in Veterinary Education, Utrecht, Netherlands), Debbie Jaarsma (University of Groningen, University Medical Center, Groningen, Research and Innovation in Medical Education, Netherlands)

1100-1115 #7H2 ‘The uninformed leading the ignorant’: A rapid review of factors affecting healthcare students’ views of small-group learning James Kilgour*, Lisa Grundy (Cardiff University School of Medicine, Institute of Medical Education, Cardiff, UK), Lynn Monrouxe (Chang Gung Medical Education Research Centre, Chang Gung Memorial Hospital, Linkou, Taiwan)

1115-1130 #7H3 The Collaborative Learning Development Exercise (CLeD-EX) tool: A Preliminary Investigation Maha Pervaz Iqbal* (University of New South Wales, Australia, School of Public Health and Community Medicine, Sydney, Australia), Gary Velan (University of New South Wales, Australia, School of Medical Sciences, Sydney, Australia), Anthony J O’Sullivan (University of New South Wales, Australia, George and Sutherland Clinical School, Sydney, Australia), Chinthaka Balasooriya (University of New South Wales, Australia, School of Public Health and Community Medicine, Sydney, Australia)

1130-1145 #7H4 Assessment of First Year Medical Students’ Perception of Teaching and Learning through Team-Based Learning Sessions Adam Obad, Ahmed Peeran, Mohammad Shareef, Wissal Alsheikh*, Dana Kalaji, Abdulhadi AlAmodi (Alfaisal University, Riyadh, Saudi Arabia)

1145-1200 #7H5 Putting prevention first: Implementation and evaluation of a novel teaching module on smoking cessation counselling in undergraduate medical education Ronja Herold* (University Medical Centre Göttingen, Cardiology & Pneumology, Netherlands), Sarah Schiekirka (University Medical Centre Göttingen, Study Deanery, Netherlands), Tobias Raupach (University Medical Centre Göttingen, Cardiology & Pneumology, Netherlands)

1200-1215 #7H6 Large or small group teaching; which is more effective in changing medical students’ attitudes toward disability? C Chung* (Medical Education Institute, University of Dundee, uTCGP, Dundee, UK), A Waller, K Cummins (University of Dundee, Computing, Dundee, UK)

1215-1230 #7H7 Staff and student perspectives on the use of lecture podcasts in a medical curriculum Marietjie Rene De Villiers* (Stellenbosch University, Dean's Division, Cape Town, South Africa), Julia Blitz (Stellenbosch University, Family Medicine, Cape Town, South Africa), Susan Van Schalkwyk (Stellenbosch University, Centre for Health Professions Education, Cape Town, South Africa), Steve Walsh (Stellenbosch University, SURMEPI, Cape Town, South Africa)

No Discussion

118 TUESDAY 8 SEPTEMBER 2015

1045-1230 #7I PhD Reports: PhD Reports 2 Chairperson: Kiki Lombarts (Netherlands) Location: Alsh 1, SECC

1045-1105 #7I1 Realist evaluation of faculty development: What works for who, in what context and why Olanrewaju Sorinola* (University of Warwick, Warwick Medical School, Coventry, UK), Jill Thistlethwaite (University of Technology, School of Medicine, Sydney, Australia), David Davies, Ed Peile (University of Warwick, Warwick Medical School, Coventry, UK)

1105-1125 #7I2 Educating physicians in evidence based medicine: Current practices and curricular strategies Lauren Maggio* (Stanford University, Stanford, USA), Olle ten Cate (University of Utrecht, Stanford, Netherlands), David Irby, Bridget O'Brien (University of California, San Francisco, USA)

1125-1145 #7I3 Understanding assessors’ behaviours in the context of performance-based assessments Stefanie S Sebok*, Don A Klinger (Queen's University, Education, Kingston, Ontario, Canada)

1145-1205 #7I4 Questioning the rater idiosyncrasy explanation for error variance Andrea Gingerich* (University of Northern British Columbia, Northern Medical Program (UBC Medicine), Prince George, Canada), Cees van der Vleuten (Maastricht University, School of Health Professions Education, Maastricht, Netherlands), Kevin Eva, Glenn Regehr (University of British Columbia, Centre for Health Education Scholarship, Vancouver, Canada)

1205-1225 #7I5 Cognition, culture, and credibility: deconstructing feedback in medical education Christopher Watling* (Western University, Clinical Neurological Sciences, London, Canada)

1225-1230 Discussion

1045-1230 #7J Short Communications: International Dimensions 1 Chairperson: Sabri Kemahli (Turkey) Location: Alsh 2, SECC

1045-1100 #7J1 Similar and Different: What Works as International Medical Education Stewart Mennin* (Mennin Consulting & Associates, Family Medicine & Medical Education, Sao Paulo, Brazil), Khalid Bin Abdulrahman (Al Imam Mohammed Ibn Saud Islamic University, Riyadh, Saudi Arabia), Ronald Harden, Catherine Kennedy (AMEE, Dundee, UK)

1100-1115 #7J2 An exploration of crossborder medical curriculum partnerships: balancing curriculum equivalence and local adaptation Dominique Waterval, Janneke Frambach, Andrea Oudkerkpool (Maastricht University, Educational Development and Research, Maastricht, Netherlands), Erik Driessen (Maastricht University, School of Health Professions Education, Maastricht, Netherlands), Albert Scherpbier (Maastricht University, Educational Development and Research, Maastricht, Netherlands)

1115-1130 #7J3 Preliminary psychometric properties of a novel test designed to assess application of medical knowledge in European countries Carlos Fernando Collares* (Maastricht University, Department of Educational Development and Research, Maastricht, Netherlands), Adrian Freeman (University of Exeter, Institute of Clinical Education, Exeter, UK), Lesley Southgate (St George’s Hospital Medical School, Institute of Medical and Biomedical Education, London, UK), René Tio (University of Groningen, University Medical Centre Groningen, Groningen, Netherlands), Annemarie Camp, Cees P. M. van der Vleuten (Maastricht University, Department of Educational Development and Research, Maastricht, Netherlands)

1130-1145 #7J4 Pilot Pathway for Internationally GME Trained Physicians to Be Certified By the American Board of Internal Medicine Sandra Yaich (American Board of Internal Medicine, Philadelphia, USA), William Lobst (The Commonwealth Medical College, Scranton, USA), Eric Holmboe (Accreditation Council for Graduate Medical Education, Chicago, USA), Kelly McAllister, Rebecca Lipner, Furman McDonald (American Board of Internal Medicine, Philadelphia, USA) Presenter: Michael Melfe* (American Board of Internal Medicine, Philadelphia, USA)

1145-1200 #7J5 An Investigation of Pacing on the International Foundations of Medicine® (IFOM®) Clinical Science Examination for Examinees Testing in Multiple Languages Carol Morrison* (National Board of Medical Examiners, Scoring Services, Philadelphia, USA), John Phebus, Brownie Anderson (National Board of Medical Examiners, International Programs, Philadelphia, USA), Natalie Brown-Hunter (National Board of Medical Examiners, Scoring Services, Philadelphia, USA)

1200-1215 #7J6 Global Medical Education: Towards the Free and Safe Movement of Physicians Margaret A. Lambert* (St. George's University, Grenada, West Indies, Office of Enrolment Planning, Great River, USA)

1215-1230 #7J7 Equal, global, local: discourses in Taiwan’s international medical graduate debate Ming-Jung Ho*, Kevin Shaw, Tzu-Hung Liu, Jessie Norris, Yu-Ting Chiu (National Taiwan University, Department of Medical Education & Bioethics, Taipei, Taiwan)

No Discussion

119 TUESDAY 8 SEPTEMBER 2015

1045-1230 #7K Short Communications: Needs Analysis and Evaluation in CPD Chairperson: Martin Wilkinson (UK) Discussant: Lisa Sullivan (Australia) Location: Boisdale 1, SECC

1045-1100 #7K1 What are the CPD needs of GPs in areas of high deprivation? Ronald MacVicar* (NHS Education for Scotland, Medicine, Inverness, UK), David Cunningham (NHS Education for Scotland, Medicine, Glasgow, UK), Williamson Andrea (University of Glasgow, General Practice, Glasgow, UK)

1100-1115 #7K2 Introducing systematic continuous professional development for GPs Niels Kristian Kjaer* (University of Southern Denmark, Research Unit of General Practice, Institute of Public Health, Odense, Denmark), Roar Maagaard (University of Aarhus, Department for Postgraduate Medical Education, Aahus, Denmark)

1115-1130 #7K3 Measuring general practitioners’ intention to use e-Learning in continuing medical education: a theory driven questionnaire Italo Masiello (Karolinska Institutet, Department of Learning, Informatics, Management and Ethics, Stockholm, Sweden), Tahereh Changiz (Isfahan University of Medical Sciences, Department of Medical Education, Isfahan, Iran), Zahra Dehghani (Isfahan University of Medical Sciences, Medical Education Research Center, Isfahan, Iran), Magnus Backheden, Nabil Zary, Arash Hadadgar* (Karolinska Institutet, Department of Learning, Informatics, Management and Ethics, Stockholm, Sweden)

1130-1145 #7K4 Effectiveness and satisfaction of interprofessional education on CME programs Mohamad ali Raisolsadat* (Department of Surgery,College of Medicine, Mashhad Branch, Islamic Azad University, Mashhad, Iran), Arezou Farajpour (Shahid Beheshti University of Medical Sciences, Medical Education, Tehran, Iran), Naser Sanjar Musavi (Department of Surgery, Mashhad Branch, Islamic Azad University, Mashhad, Iran), Elahe Mohamadi (Tehran University of Medical Sciences, Medical Education, Tehran, Iran), Samaneh Sarvghad Moghadam (Medical Education Development Center, Mashhad Branch, Islamic Azad University, Mashhad, Iran)

1145-1200 #7K5 An explorative study unraveling motivational profiles of Pharmacists regarding continuous education Sharon Tjin A Tsoi (Utrecht University, Netherlands Centre for Post-Academic Education in Pharmacy, Utrecht, Netherlands), Ton de Boer (Utrecht University, Department of Pharmaceutical Sciences, Utrecht, Netherlands), Gerda Croiset (VUmc School of Medical Sciences, Department of Pharmaceutical Sciences, Amsterdam, Netherlands), Andries Koster (Utrecht University, Utrecht, Netherlands), Rashmi Kusurkar (VUmc School of Medical Sciences, Amsterdam, Netherlands) Presenter: Cora Visser* (VUmc School of Medical Sciences, Amsterdam, Netherlands)

1200-1215 #7K6 Reflections on the National CPD Accreditation Standards for Qatar- Feedback from Accredited CPD Providers Hosnah Agban*, Samar Aboulsoud, Ayesha S. Hussain (Qatar Council for Healthcare Practitioners, Supreme Council of Health, Accreditation Department, Doha, Qatar), Craig Campbell (Royal College of Physicians and Surgeons of Canada, Office of Specialty Education, Ottawa, Canada)

1215-1230 Discussion

1045-1230 #7L Short Communications: Virtual Patients and Simulation Chairperson: Claudia Kiessling (Germany) Discussant: Doris Ostergaard (Denmark) Location: Boisdale 2, SECC

1045-1100 #7L1 Are students learning what educators intend them to learn? A mixed-methods comparative analysis of lessons reported on student case logs from live vs. online (CLIPP) cases Ilana Harwayne-Gidansky (NewYork Presbyterian Hospital/Weill Cornell Medical Center, Pediatrics, New York, USA), TJ Jirasevijinda* (Weill Cornell Medical College, Pediatrics, New York, USA)

1100-1115 #7L2 A scenario based Virtual Patient program to support pharmacist education Leon Zlotos*, Ailsa Power (NHS Education for Scotland, Pharmacy, Glasgow, UK), Duncan Hill (NHS Lanarkshire, Pharmacy, Lanarkshire, UK), Paul Chapman (The Glasgow School of Art and Digital Design Studio, Pharmacy, Glasgow, UK)

1115-1130 #7L3 Use of a serious game for teaching diabetes in PHC A Dahmer* (Federal University of Health Sciences of Porto Alegre, Department of Education and Health’s Information, Porto Alegre, Brazil), RA Tubelo (Federal University of Rio Grande do Sul, Dental Materials of Dentistry School, Porto Alegre, Brazil), MA Gelain (Federal University of Health Sciences of Porto Alegre, Department of Public Health, Porto Alegre, Brazil), AEF Oliveira, RM França (Federal University of Maranhão, UNASUS, São Luis, Brazil), MEB Pinto (Federal University of Health Sciences of Porto Alegre, Department of Public Health, Porto Alegre, Brazil)

1130-1145 #7L4 Various approaches to case-based learning across the educational network MEFANET Daniel Schwarz* (Masaryk University, Institute of Biostatistics and Analyses, Brno, Czech Republic), Petr Stourac (Masaryk University, Faculty of Medicine, Brno, Czech Republic), Sheetal Kavia (St George's University of London, e-Learning Unit, London, UK), Jaroslav Majerník (Pavol Safarik University in Kosice, Faculty of Medicine, Kosice, Slovakia), Terry Poulton (St George's University in London, e-Learning Unit, London, UK)

120 TUESDAY 8 SEPTEMBER 2015

1145-1200 #7L5 Implementation strategies for integrating a Virtual Medical Center into education and care algorithms for United States Veterans Rosalyn Scott* (Wright State University and Veterans Health Administration, Dayton, USA), Manny Dominguez (Veterans Health Administration, Orlando, USA)

1200-1215 #7L6 Game-based or text-based cases: what do they add to instruction? Mary Dankbaar* (Erasmus University Medical Center, Rotterdam, Institute of Medical Education Research, Rotterdam, Netherlands), Jelmer Alsma (Erasmus University Medical Center, Rotterdam, Department of Internal Medicine, Rotterdam, Netherlands), Els Jansen (Erasmus University Medical Center, Rotterdam, Department of Emergency Medicine, Rotterdam, Netherlands), Jeroen Van Merrienboer (Maastricht University, School of Health Professions Education, Maastricht, Netherlands), Jan van Saase (Erasmus University Medical Center, Rotterdam, Department of Internal Medicine, Rotterdam, Netherlands), Stephanie Schuit (Erasmus University Medical Center, Rotterdam, Department of Internal Medicine and Department Emergency Medicine, Rotterdam, Netherlands)

1215-1230 Discussion

1045-1230 #7M Short Communications: Rural Education Chairperson: Jim Rourke (Canada) Discussant: Location: Carron 1, SECC

1045-1100 #7M1 Determinants of rural practice in urban origin students: A scoping review Douglas Myhre*, Wes Jackson, Sameer Bajaj (Cumming School of Medicine, Distributed Learning and Rural Initiatives, Calgary, Canada)

1100-1115 #7M2 Rural rotations at core: Rarefied exposure or real experience? Tarig Abdelrahman*, Charlotte Thomas (University Hospital of Wales, Department of Surgery, Cardiff, UK), Awen Iorwerth (Royal Glamorgan Hospital, Department of Orthopaedic Surgery, Llantrisant, UK), Wyn G Lewis (University Hospital of Wales, Department of Surgery, Cardiff, UK)

1115-1130 #7M3 Does it do what it says on the tin? Assessing the impact of undergraduate exposure to rural practice on career choices of medical graduates from Aberdeen and Dundee Universities Kelly Boyd* (University of Aberdeen, UK)

1130-1145 #7M4 Attitude of last year medical students towards working in rural area: A study from five countries in Asia Wanicha Chuenkongkaew (Faculty of Medicine, Siriraj Hospital, Mahidol University, Ophthalmology, Bangkok, Thailand), Pisake Lumbiganon* (Faculty of Medicine, Khon Kaen University, Obstetrics & Gynecology, Khon Kaen, Thailand), Himanchu Negandhi (Public Health Foundation of India, Hayana, India), Kawkab Mahmud (James P. Grant School of Public Health, BRAC University, Dhaka, Bangladesh)

1145-1200 #7M5 From Campus Curriculum to Rural Community Health Centers: A Model for Interprofessional Collaboration Jenifer Van Deusen*, David A. Wayne (University of New England College of Osteopathic Medicine, Biddeford, Maine, USA)

1200-1215 #7M6 Growing and supporting senior clinical leaders for rural and regional academic medicine Judith Walker* (Monash University, School of Rural Health, Melbourne, Australia), Joseph Tam (Monash University, School of Rural Health, Latrobe Valley & West Gippsland, Traralgon, Australia)

1215-1230 Discussion

1045-1230 #7N Short Communications: Threshold Concepts and Knowledge Chairperson: Dan Hunt (USA) Discussant: Jonas Nordqvist (Sweden) Location: Carron 2, SECC

1045-1100 #7N1 Threshold Concepts in the realm of anatomy education. Mohamed Abdulla*, Josh Brown, Stephen Stonelake, William Anderson, Zubair Wani (University of Birmingham, Department of Anatomy, Birmingham, UK)

1100-1115 #7N2 Improved exam performance after prompting students to recall basic principles with respect to laryngeal anatomy Theresa A Larkin* (University of Wollongong, Graduate School of Medicine, Wollongong, Australia)

121 TUESDAY 8 SEPTEMBER 2015

1115-1130 #7N3 Studying for the exam or learning for life? A study on knowledge encapsulation Mona Meral Savran* (Centre for Clinical Education, University of Copenhagen, Copenhagen, Denmark), Jørgen Tranum-Jensen (Institute of Cellular and Molecular Medicine, University of Copenhagen, Copenhagen, Denmark), Paul Frost Clementsen (Department of Pulmonology, Gentofte Hospital, University of Copenhagen, Copenhagen, Denmark), Jesper Holst Pedersen (Department of Cardio-Thoracic Surgery, Rigshospitalet, University of Copenhagen, Copenhagen, Denmark), Steen Seier Poulsen (Department of Biomedicine, University of Copenhagen, Copenhagen, Denmark), Lars Konge (Centre for Clinical Education, Copenhagen, Denmark)

1130-1145 #7N4 Does understanding basic neuroscience overcome neurophobia, a fear of neurology? Nicholas Charalambous*, Adrian Goh (Pennine Acute Hospitals, Manchester, UK), Ferenc Los (University of Bristol, Bristol, UK), Kanchan Sharma (University of Bristol, Neurology, Bristol, UK)

1145-1200 #7N5 Medical students’ basic and higher-order knowledge development Dario Cecilio-Fernandes* (University of Groningen and University Medical Center Groningen, Center for Education Development and Research in Health Professions (CEDAR), Groningen, Netherlands), Wouter Kerdijk (University of Groningen and University Medical Center Groningen, Department of Individual and Public Oral Health, Groningen, Netherlands), Debbie Jaarsma, René A. Tio (University of Groningen and University Medical Center Groningen, Center for Education Development and Research in Health Professions (CEDAR), Groningen, Netherlands)

1200-1215 #7N6 The experience of introducing scheme inductive learning during the pre-clinical years in a PBL curriculum Kuo-Inn Tsou* (Fu Jen Catholic University, Department of Medicine, Hsin-Chuang Dist/Catholic Tien Hospital, Department of Pediatrics, Hsin-Tien Dist., New Taipei City, Taiwan), Chaou-Shune Lin (Fu Jen Catholic University School of Medicine ,Hsin-Chuang Dist., New Taipei City/Hsinchu General Hospital, Department of Emergency Medicine, Hsinchu City, Taiwan), Ping-Keung Yip (Fu Jen Catholic University, Department of Medicine, Hsin-Chuang Dist./Catholic Tien Hospital, Department of Neurology, Hsin-Tien Dist., New Taipei City, Taiwan)

1215-1230 Discussion

1045-1230 #7O Short Communications: Student Engagement Chairperson: Location: Dochart 1, SECC

1045-1100 #7O1 Medical students’ role as obligatory module board members in curricular development – a focus group analysis of students’ and faculties’ perspective Peter Arends*, Tanja Hitzblech, Asja Maaz, Harm Peters (Charité Universitätsmedizin Medizin Berlin, Dieter Scheffner Centre for Medical Education and Educational Research, Berlin, Germany)

1100-1115 #7O2 Little Doctor Club and the training process to become a "doctor of value" Prattana Saengow* (Faculty of Medicine, Chiang Mai University, Family Medicine, Chiang Mai, Thailand), Kuliga Srisawat (Faculty of Medicine, Chiang Mai University, Radiology, Chiang Mai, Thailand), Wichuda Jiraporncharoen, Juntima Euathrongchit (Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand)

1115-1130 #7O3 Can the undergraduate medical curriculum facilitate leadership training? Faheem Ahmed, Ibrahim Sheriff*, Naheed Jivraj, Jonathan Wan, Naeem Mitha, Na'eem Ahmed (St George's Hospital, School of Medicine, London, UK)

1130-1145 #7O4 Student-led curriculum evaluation: hitting the nail on the head Yongchai Bunpeetikul, Parinda Prathyajuta*, Teeravut Wiwattarangkul, Parinda Limprasert, Kantadon Prateepswangwong (Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand), Danai Wangsaturaka (Faculty of Medicine, Chulalongkorn University, Department of Pharmacology and Medical Education Unit, Bangkok, Thailand)

1145-1200 #7O5 'We Care'.....but do our Doctors? Rags Subramaniam*, Lisa Fletcher, Neil Goldsack, Subir Mukherjee (East Kent Hospitals University Foundation NHS Trust, Medical Education, Margate, UK)

1200-1215 #7O6 The influence of assessment culture on receptivity to feedback Christopher Harrison* (University of Keele, School of Medicine, Keele, UK), Karen Könings (Maastricht University, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht, Netherlands), Elaine Dannefer (Case Western Reserve University, Cleveland Clinic Lerner College of Medicine , Cleveland, USA), Lambert Schuwirth (Flinders University, School of Medicine, Adelaide, Australia), Val Wass (Keele University, School of Medicine, Keele, UK), Cees van der Vleuten (Maastricht University, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht, Netherlands)

1215-1230 #7O7 Are faculty evaluations of student engagement useful for the prediction of medical student drop outs? Manuel João Costa* (Life and Health Sciences Research Institute (ICVS) and ICVS/3B’s—PT Government Associate Laboratory, School of Economics and Management, Braga, Portugal), Carlos Leite (University of Minho, School of Economics and Management, Braga, Portugal), Miguel Portela (University of Minho, Braga, Portugal), Ana Salgueira, Patrício Costa, Isabel Barbosa (Life and Health Sciences Research Institute (ICVS) and ICVS/3B’s—PT Government Associate Laboratory, Braga, Portugal)

122 TUESDAY 8 SEPTEMBER 2015

No Discussion

1045-1230 #7Q Conference Workshop: Sequential testing methodologies – a practical guide to implementation and measuring benefits Richard Fuller*, Godfrey Pell*, Matthew Homer* (On behalf of the UK Sequential Testing Collaboration, Leeds, UK) Location: Castle I, Crowne Plaza

1045-1230 #7R Conference Workshop: How to Use the “Flipped Classroom” – A Method to Move the Ownership of Learning from the Teacher to the Trainee Teri Turner* (Baylor College of Medicine, Pediatrics, Houston, TX, USA), Larrie Greenberg*, Benjamin Blatt* (The George Washington University School of Medicine and Health Sciences, Pediatrics, Washington, DC, USA) Location: Castle II, Crowne Plaza

1045-1230 #7S Conference Workshop: Complexity, cognitive simulation, and medical education Tina Foster* (Geisel School of Medicine at Dartmouth, Obstetrics and Gynecology, Lebanon, NH, USA), Heidi Chumley* (American University of the Caribbean, Surgery, St Maarten, Netherlands Antilles), Robert Englander (George Washington University School of Medicine, Pediatrics, Washington DC, USA), Claudia Mueller* (Stanford University, Pediatric Surgery, Palo Alto, California, USA), Satish Krishnamurthy (SUNY Upstate Medical University, Neurosurgery, Syracuse, New York, USA), Usha Satish (SUNY Upstate Medical University, Psychiatry, Syracuse, New York, USA) Location: Castle III, Crowne Plaza

1045-1230 #7T Conference Workshop: An introduction to MedEdWorld for Individual Users - How you can keep up-to-date in the rapidly advancing field of medical education: MedEdWorld as a valuable tool Ricky Shek*, Catherine Kennedy* (AMEE, Dundee, UK) Location: Gala 1, Clyde Auditorium

1045-1230 #7U Conference Workshop: Assessing Communication and Professionalism with MCQs Kathy Holtzman*, Krista Allbee* (American Board of Medical Specialties, International Programs, Chicago, USA) Location: Gala 2, Clyde Auditorium

1045-1230 #7V Conference Workshop: Navigating the chasm – co-creation of feedback between learners and their supervisors Heather Anne Armson (University of Calgary, Family Medicine, Calgary, Canada), Erik Driessen, Karen Konings (Maastricht University, Health, Medicine and Life Sciences, Educational Development and Research, Maastricht, Netherlands), Kathryn Ross (American Board of Internal Medicine, Program in Health and Medical Education Research, Philadelphia, USA), Karen Mann (Dalhousie University, Psychiatry, Halifax, Canada), Ivan Silver* (University of Toronto, Canada) Location: Staffa, Crowne Plaza

1045-1230 #7W Conference Workshop: Diversity: issues in bioethics, professionalism and medical education Mona Siddiqui* (University of Edinburgh, UK), Janusz Janczukowicz* (Medical University of Lodz, Poland) Location: Shuna, Crowne Plaza

1045-1230 #7X Conference Workshop: PBL online in health professions education: challenges and possibilities Samuel Edelbring*, Tino Kurz*, AnnaKarin Johansson*, Siw Alehagen*, Pia Tingström (University of Linköping, Medical and Health Sciences, Linköping, Sweden), Patrik Rytterström (University of Linköping, Department of Social and Welfare Studies, Linköping, Sweden) Location: Jura, Crowne Plaza

1045-1230 #7Y Conference Workshop: Strategies for providing support to medical students Asha Venkatesh*, Rachelle Arnold*, Alan Denison*, Malcolm Laing* (University of Aberdeen, UK) Location: Barra, Crowne Plaza

123 TUESDAY 8 SEPTEMBER 2015

1045-1230 #7AA ePosters: eLearning - Games, Resources and Platforms Chairperson: Peter de Jong (Netherlands) Location: Morar, SECC

#7AA01 "Pedagotchi" – game-based learning (GBL) in pediatrics Lorenz Grigull* (Medical University Hannover, Pediatric Oncology and Hematology, Hannover, Germany), Ralf Schmidt (University of Duisburg-Essen, Entertainment Computing Group, Duisburg, Germany)

#7AA02 Game Based eLearning in Medical Students: The Memorial University Experience Sahar Iqbal* (Memorial University of Newfoundland, Internal Medicine, St. John's, Canada)

#7AA03 Serious Gaming Doesn’t Have to Be Seriously Expensive Alex Drinkall* (Health Education England, York, UK), Richard Price (Health Education England, Leeds, UK)

#7AA04 Exploring the influence of participating in tactical decision games on medical students' recognition and understanding of non-technical skills Iain Drummond*, Janet Skinner (University of Edinburgh, Centre for Medical Education, Edinburgh, UK), Morwenna Wood (NHS Fife, Medical Education, Kirkcaldy, UK)

#7AA05 Creating a web-based resource for Less Than Full Time Trainees Jennifer Illingworth* (Imperial School of Anaesthesia, London, UK), Emilie Martinoni Hoogenboom (North Central School of Anaesthesia, London, UK), Annie Hunningher (Bart's Health NHS Trust, Anaesthesia, London, UK), Joy Curran (Queen Victoria Hospital, Anaesthesia, East Grinstead, UK), Mira Tewari (University College Hospital NHS Trust, London, UK), Sian Jaggar (Royal Brompton and Harefield NHS Trust, London, UK)

#7AA06 Qualitative analysis of English version evidence-based-medicine interactive eBook learning effect Mao-Meng Tiao* (Kaohsiung Chang Gung Memorial Hospital and Chang Gung University College of Medicine, Pediatrics, Kaohsiung, Taiwan), Wei-Yu Lin (Kaohsiung Chang Gung Memorial Hospital, Education, Kaohsiung, Taiwan), Chih-Cheng Hsiao (Kaohsiung Chang Gung Memorial Hospital and Chang Gung University College of Medicine, Pediatrics, Kaohsiung, Taiwan)

#7AA07 DAMIS, choose how to learn Ivan Silva Sanhueza, Matías Jerez Ramirez, José Castro Garcés*, Nadia Escobar Salinas, Abelino Jara (Universidad de Chile, Medicine, Santiago, Chile)

#7AA08 An interactive 3D virtual learning module for improved neuroanatomy education: A two-year study Lauren Allen (Western University, Department of Anatomy and Cell Biology, Schulich School of Medicine and Dentistry, London, Canada), Roy Eagleson (Western University, Department of Electrical and Software Engineering, London, Canada), Sandrine de Ribaupierre* (Western University, Department of Clinical Neurological Sciences, London, Canada)

#7AA09 Teaching Students to Differentiate Seizure Subtypes using YouTube Louwai Muhammed*, Arjune Sen, Jane Adcock (University of Oxford, Oxford Epilepsy Research Group, NIHR Biomedical Research Centre, Oxford, UK)

#7AA10 Teaching / learning Child Psychiatry online: PBL-inspired virtual patients Jason A. Bond (McGill University, Psychiatry, Montreal, Canada), Ruth C. Russell* (McGill University / McGill University Health Centre, Psychiatry, Montreal, Canada), David M. Fleiszer* (McGill University / McGill University Health Centre, Surgery / Oncology, Montreal, Canada), Andrea R. Fleiszer (McGill University, Nursing, Montreal, Canada)

#7AA11 Real versus Virtual: Improving students's learning by virtual labs. Christina Bendrik (Linkoping University, Faculty of Health Sciences, Linkoping, Sweden), Per Whiss* (Linkoping University, Department of Medical and Health Sciences, Linkoping, Sweden), Andreas Eriksson (Linkoping University, Department of Medical and Health Sciences, Linkoping, Sweden), Anne-Christine Persson (Linkoping University, Faculty of Health Sciences, Linkoping, Sweden)

#7AA12 Subjective assessment of students' ability to use ICT during the 1st year of the medicine study Zuzana Balazsiova*, Eva Kralova (Comenius University, Faculty of Medicine, Institute of Medical Physics, Biophysics, Informatics and Telemedicine, Bratislava, Slovakia)

#7AA13 Using Dashboards as platforms for student valuations Bruno Moelgaard Geertsen*, Christian van Randwijk (University of Southern Denmark, Faculty of Health, Odense C, Denmark)

#7AA14 Sharing innovation with SisLAu, a collaborative learning platform based on wiki Fernanda Brenneisen Mayer* (School of Medicine of the University of Sao Paulo, Center of Development of Medical Education, Sao Paulo, Brazil), Mary Caroline Skelton-Macedo (Faculty of Dentistry University of Sao paulo, Department of Dentistry, Sao Paulo, Brazil), Paulo Sergio Panse Silveira (School of Medicine of the University of Sao Paulo, Department of Pathology, Sao Paulo, Brazil)

#7AA15 Student-centred learning and engagement in undergraduate medical education using Peerwise Carol Ditchfield*, Genevieve Stapleton, Joanne Burke (University of Glasgow, Medical School, Glasgow, UK)

124 TUESDAY 8 SEPTEMBER 2015

#7AA16 Towards a more pedagogical use of a new LMS Janne Saltoft Hansen* (Aarhus University, Center for Medical Education, Aarhus N, Denmark)

#7AA17 Show and TEL: What would a national on-line Technology Enhanced Learning community look like? Alan Ryan* (Health Education England, London, UK), Bryn Baxendale (ASPiH, London, UK), Emma Scales, Susan Kennedy (Health Education England, London, UK), Richard Price (Yorkshire Ambulance Service, Leeds, UK), Julia Moore (Health Education England, London, UK)

#7AA18 Are YouTube videos an accurate and reliable source of educational information about cardiopulmonary resuscitation (CPR)? Luke West* (University of East Anglia, Norwich, UK)

#7AA19 SimMAGIC software for interactive multimedia e-book in clinical education Chih-Cheng Hsiao* (Kaohsiung Chang Gung Memorial Hospital, Division of Hematology/Oncology, Department of Pediatrics, Taiwan), Chih-Cheng Chen (Kaohsiung Chang Gung Memorial Hospital, Department of Pediatrics, Taiwan)

1045-1230 #7BB ePosters: Approaches to Teaching and Learning Chairperson: Francois Cilliers (South Africa) Location: Ness, SECC

#7BB01 A study to explore the perceived learrning needs of case-based learning (CBL) facilitators Lowri Evans* (Cardiff University, Postgraduate Medical Education, Cardiff, UK), Lesley Pugsley (Cardiff University, Cardiff, UK)

#7BB02 Introducing case-based learning in a large group format for a veterinary curriculum Emma Crowther, Sarah Baillie* (University of Bristol, School of Veterinary Sciences, Bristol, UK)

#7BB03 Three different learning methods of neonatal chest x-ray interpretation: A one-year follow up in 6th year medical students at Medical Education Center Chiangrai Prachanukroh hospital Uhkrit Jirapiti*, Jintana Intachumpoo (Medical Education Center Chiangrai Prachanukroh Hospital, Pediatric, Chiangrai, Thailand), Supalert Nedsuwan (Medical Education Center Chiangrai Prachanukroh Hospital, Family Medicine, Chiangrai, Thailand)

#7BB04 Motivation orientation between traditional and blended learning contexts in clinical education Fremen Chihchen Chou (China Medical University Hospital, Departments of Medical Education and Emergency Medicine, Taichung, Taiwan), BruceYenHung Liu* (China Medical University Hospital, Departments of Emergency Medicine, Taichung, Taiwan)

#7BB05 Interactive Situational Teaching Program for New Nurses Sue-Hsien Chen* (Chang Gung Memorial Hospital at Keelung, Department of Nursing, Keelung, Taiwan)

#7BB06 What's past is prologue: collaboration between retired physicians and students in medical education Margaret Cupit* (Mayo Medical School, Mayo Clinic Historical Unit, Rochester, MN, USA), Sinead Murphy, Tanda Dudenkov (Mayo Medical School, Rochester, MN, USA), Renee Ziemer, Edward Rosenow, Jamie Newman (Mayo Clinic, Rochester, MN, USA)

#7BB07 A study to explore student opinion on the changing electrocardiographic terminology and its effect on the teaching Egle Kalinauskiene* (Lithuanian University of Health Sciences, Internal Medicine, Kaunas, Lithuania), Albinas Naudziunas, Alvydas Unikauskas (Lithuanian University of Health Sciences, Kaunas, Lithuania)

#7BB08 Students Select Own Cases for Presentation in Approach to Plain-Film Radiology Class Puripakorn Pakdiratna*, Bussaba Pakdirat (Ratchaburi Hospital, Ratchaburi Medical Education Center, Ratchaburi, Thailand)

#7BB09 Does active participation in a daily quiz (TOPday) improve long-term retention for biomechanics? E Tanck* (Radboudumc, Orthopaedic Research Lab, Nijmegen, Netherlands), VIJ Adriaens (Radboudumc, Nijmegen, Netherlands), CRMG Fluit, MAM Munneke, JGM Kooloos (Netherlands)

#7BB10 Unexpected Difficulties In Cell Biology Revealed By Drawings Of First Year Medical Students Rui Goncalves, Nuno S Osório* (Life and Health Sciences Research Institute (ICVS), School of Health Sciences, University of Minho, Braga, Portugal), Céline Pinheiro, Eduardo Garcia (Barretos School of Health Sciences, Dr. Paulo Prata, FACISB, Barretos, São Paulo, Brazil), Manuel João Costa (Life and Health Sciences Research Institute (ICVS), School of Health Sciences, University of Minho, Braga, Portugal)

#7BB11 The first stitches: what is the best teaching support ? Philine de Vries* (CHRU de BREST, Pediatric Surgery, Brest, France), Aurelie Guenego (Université de Bretagne occidentale, Psychology, Brest, France), Emilie Martin Ozanne (CHRU de Brest, Psychology, Brest, France), Charles Henri David (CHRU de Brest, Pediatric Surgery, Brest, France), Morgan Jaffrelot (CHRU de Brest, Brest, France), Franck Ganier (Lab-STICC UMR 6285 CNRS, Brest, France)

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#7BB12 E-Learning and Learning by Competition in Undergraduate Medical Education Tudor Calinici*, Teodora Irina Adam, Tudor Catalin Drugan (Iuliu Hatieganu University of Medicine and Pharmacy, Medical Informatics and Biostatistics, Cluj-Napoca, Romania)

#7BB13 What have a stewpot and a banana to do with human anatomy? Anna Schober* (University of Münster, Institute of Anatomy and Molecular Neurobiology, Münster, Germany)

#7BB14 “Teaser trailers” for the tough stuff Jane Holland* (Royal College of Surgeons in Ireland, Anatomy, Dublin, Ireland), Sarah O'Neill (Royal College of Surgeons in Ireland, Molecular and Cellular Therapeutics, Dublin, Ireland), Teresa Pawlikowska (Royal College of Surgeons in Ireland, Health Professions Education Centre, Dublin, Ireland)

#7BB15 The use of arts to learn basic pathology Patricia Cury*, Ana Leticia Aprigio, Carla Carlos, Toufic Anbar Neto (Faceres, São José Do Rio Preto, Brazil)

#7BB16 Outcome comparison of 3rd year medical students between lecture based and active learning at Faculty of Medicine Vajira Hospital, Navamindradhiraj University, Thailand Prirayapak Sakoonwatanyoo*, Manutham Manavathongchai, Ittisuk Subrungruang, Sirichan Chunhakan (Faculty of Medicine Vajira Hospital, Navamindradhiraj University, Clinical Pathology, Bangkok, Thailand)

1045-1230 #7CC Posters: Work Based Assessment/Clinical Assessment Chairperson: Anne Metter Morke (Denmark) Location: Hall 4, SECC

#7CC01 Ratings of resident performance in 360-degree feedback: Performance theories of self and others Muhammad Tariq* (Aga Khan University, Medicine, Karachi, Pakistan), Marjan Govaerts (Maastricht University, Medical Education, Maastricht, Netherlands)

#7CC02 Value of the newer work-place based assessments in predicting doctors in difficulty Mumtaz Patel* (Manchester Royal Infirmary, Department of Renal Medicine, UK), Steven Agius (Health Education North West, North West Deanery, UK), Jack Wilkinson (Salford Royal Foundation Trust, Department of Biostatistics, UK), Leena Patel (University of Manchester, Manchester Medical School, UK), Paul Baker (Health Education North West, North West Deanery, UK)

#7CC03 What is effective workplace-based assessment? A.C. Lörwald*, Z.M. Nouns, E.K. Hennel, S. Huwendiek (Institute of Medical Education, AAE, Bern, Switzerland)

#7CC04 Validating a ‘Fit-for-Purpose’ Competency Screening Examination for International Optometric Graduates (IOGs) Debra Sibbald*, Arthur Rothman, Sten Ardal, Martin McDowell, Sarah MacIver, Ralph Chou (Touchstone Institute, Toronto, Canada)

#7CC05 Going paperless with Mini-Clinical Evaluation Exercise and Direct Observation of Procedural Skills Jason JiunShiou Lee* (Taipei City Hospital, Department of Teaching and Research, Taipei City Hospital, Yang-Ming Branch, Department of Family Medicine, Taipei City, Taiwan), Li-Lin Kuo (Taipei City Hospital, Department of Teaching and Research; Department of Ophthalmology, Taipei City, Taiwan), Oscar K. Lee (National Yang-Ming University, Institute of Clinical Medicine, Taipei City Hospital, Taipei City, Taiwan)

#7CC06 Barriers for implementation of work-based assessment in general practice Søren Prins*, Signe Gjedde Brøndt, Bente Malling (Aarhus University, Centre for Medical Education, Aarhus, Denmark)

#7CC07 Patient satisfaction after encountering the medical students at mini-Clinical Evaluation Exercise (mini-CEX) Sung Soo Jung* (CNU School of Medicine, Medical Education, Daejeon, Republic of South Korea), Ju Ock Kim (CNU Hospital, Internal Medicine, Daejeon), Dong Il Park (CNU School of Medicine, Daejeon), Hee Sun Park, Chae Uk Jung

#7CC08 “Book smart does not equal street smart”: assessment of “does” in anesthesiology residency program Panthila Rujirojindakul* (Prince of Songkla University, Anesthesiology, Songkhla, Thailand), Edward McNeil (Prince of Songkla University, Epidemiology Unit, Songkhla, Thailand), Chatchai Prechawai, Tippawan Jantapan (Prince of Songkla University, Anesthesiology, Songkhla, Thailand)

#7CC09 Improving presenting behavior by using Directly Observed Procedural Skills (DOPS) and video- assisted feedback in postgraduate year dental residents Wei-Te Hung* (Chung Shan Medical University Hospital, Department of Anesthesiology, Center of Faculty Development, Taichung, Taiwan), Hui-Wen Yang (Chung Shan Medical University Hospital, Department of Stomatology, Taichung, Taiwan), Kung-Cheng Ueng (Chung Shan Medical University Hospital, Department of Medical Research, Taichung, Taiwan)

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#7CC10 Analyzing the effect of a computer-based format on the provision of feedback during mini-CEX assessments in the emergency department Chung-Hsien Chaou*, Yu-Che Chang, Chien-Kuang Chen, Ching-Hsing Lee (Chang-Gung Memorial Hospital and Chang-Gung University, Department of Emergency Medicine, Taoyuan, Taiwan), Chien-Hung Liao (Chang-Gung Memorial Hospital and Chang- Gung University, Department of Traumatology and Emergency Surgery, Taoyuan, Taiwan), Jih-Chang Chen (Chang-Gung Memorial Hospital and Chang-Gung University, Department of Emergency Medicine, Taoyuan, Taiwan)

#7CC11 The outcome of DOPS in clinical skill evaluation of medical technologist Chung-Chih Hung*, Kuo-Chien Tsao, Fang-Yu Hsu, Bih-Er Wang, Pi-Yueh Chang, Hsiao-Chen Ning (Chang Gung Memorial Hospital, Department of Medical Biotechnology and Laboratory Science, Taoyuan, Taiwan)

#7CC12 Validating Objective Measures of Technical Skill Proficiency: A Comparison of Two Motion- Capture Devices D.B.L. Garcia* (University College Cork; McMaster University, School of Medicine; Department of Kinesiology, Cork; Hamilton, Ireland), S.S. Ohson (Royal College of Surgeons in Ireland; McMaster University, Department of Undergraduate Medicine; Department of Kinesiology, Dublin; Hamilton, Ireland), (L.E.M. Grierson, McMaster University, Department of Kinesiology; Department of Family Medicine; Program for Educational Research and Development, Hamilton, Canada)

#7CC13 Correlation between workplace-based assessment and objective structured clinical examination (OSCE) among postgraduate medical trainees in Taiwan Jer-Chia Tsai*, Chee-Siong Lee (Kaohsiung Medical University Hospital, Kaohsiung Medical University, Department of Internal Medicine, College of Medicine, Kaohsiung, Taiwan), Yung-Yun Chang (Kaohsiung Medical University Hospital, Department of Internal Medicine, Department of Clinical Education and Training, Kaohsiung, Taiwan), Jo-Chu Yen (Kaohsiung Medical University Hospital, Department of Clinical Education and Training, Kaohsiung, Taiwan), Shang-Jyh Hwang, Jeng-Hsien Yen (Kaohsiung Medical University Hospital, Kaohsiung Medical University, Department of Internal Medicine, College of Medicine, Kaohsiung, Taiwan)

#7CC14 Use of OSLER in clinical examination to assess achievement of multiple domains of program learning outcomes – GMU experience Pankaj Lamba* (Gulf MedicaL University, Ophthalmology, Ajman, United Arab Emirates), Manda Venkatramana (Gulf MedicaL University, Surgery, Ajman, United Arab Emirates), Erum Khan (Gulf MedicaL University, Center for Advanced Simulation in Healthcare, Ajman, United Arab Emirates)

#7CC15 Assessment of Knowledge, Skills and Attitudes in Ob&Gyn Silvia MRR Passeri, Joana F Braganca*, Fernanda GC Surita, Maria Laura C Nascimento, Eliana Amaral (State University of Campinas- UNICAMP, Obstetrics and Gynecology, Campinas, Brazil)

#7CC16 Developing an online system "c-Checker" for communicating and assessing clinical clerkship students Shoichi Ito* (Chiba University School of Medicine, Office of Medical Education, Chiba, Japan), Toshiya Nakaguchi (Chiba University, Center for Frontier Medical Engineering, Chiba, Japan), Satoshi Okada, Kazuyo Yamauchi (Chiba University Hospital, Health Professional Development Center, Chiba, Japan), Mayumi Asahina (Chiba University Hospital, Office of Medical Education, Chiba, Japan), Masahiro Tanabe (Chiba University School of Medicine, Office of Medical Education, Chiba, Japan)

#7CC17 Correlation between subjective evaluation during clerkship and GPAX in final year medical students Chira Trairongchitmoh* (Department of Surgery, Sanpasitthiprasong Hospital, Ubonratchathani, Thailand), Parinya Chamnan (Department of Social Medicine, Sanpasitthiprasong Hospital, Ubonratchathani, Thailand)

#7CC18 The experience of University Potiguar with realistic simulation among medical students Matheus Staufackar Carlos*, Regina Venturini da Fonseca, Poliana Mota Xavier, Marcos Antonio Pereira Dantas Junior, Barbara Candice Fernandes de Vasconcelos, Thaise Teixeira de Lira Andrade (University Potiguar, Medicine, Natal, Brazil)

#7CC19 Do formative work based placed assessments improve educational impact? Hermione Race, David James* (Trainees Committee London Deanery, Paediatrics, UK), Caroline Fertleman (The Whittington Hospital, Paediatrics, UK)

#7CC20 An Alternative Certification Examination “Ace” to Assess the Domains of Professional Practice at the End of a Medical Degree Marie C Morris* (Trinity College Dublin, Education Division, School of Medicine, Dublin, Ireland), Amy E Gillis (Trinity College Dublin, Department of Surgery, Tallaght Hospital, Dublin, Ireland), Craig O Smoothey (University College Dublin, Mechanical Engineering, Dublin, Ireland), Martina Hennessy (Trinity College Dublin, Education Division, School of Medicine, Dublin, Ireland), Kevin C Conlon, Paul F Ridgway (Trinity College, Dublin, Dept of Surgery, Tallaght Hospital, Dublin, Ireland)

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1045-1230 #7DD Posters: Interprofessional Education – Undergraduate and Postgraduate Chairperson: Dujeepa Samarasekera (Malaysia) Location: Hall 4, SECC

#7DD01 Using patient narratives as effective learning tools for patient safety in interprofessional healthcare education Shilen Shanghavi* (University of Nottingham, UK), Nick Woodier (Trent Simulation and Clinical Skills Centre, Nottingham University Hospitals NHS Trust, Nottingham, UK), Murray Anderson-Wallace (Centre for Innovation in Health Management, University of Leeds, UK), Sarah Garrett (Sarah Garrett Consulting Ltd, Bath, UK), Bryn Baxendale (Trent Simulation and Clinical Skills Centre, Nottingham University Hospitals NHS Trust, Nottingham, UK)

#7DD02 Inter-professional education as an alternative approach to analyzing medication errors in primary health care in Spain Olga Greciano*, Patricia Valencia, Gustavo Gonzalez Cuevas, Juan José Beunz (Universidad Europea de Madrid, School of Biomedical Sciences, Madrid, Spain)

#7DD03 Improving patient safety: undergraduate inter-professional education with high-fidelity simulation to highlight the human factors in medical errors Nicola Crowther*, Sandra Collins, Timothy Godfrey, Kevin Jones, Michael Natarajan (University of Bristol Academy, Undergraduate Academy, Swindon, UK)

#7DD04 Association between communication, competency for interprofessional collaborative practice, and team performance in Japan Sumie Ikezaki, Ikuko Sakai, Ikuyo Nagasaka, Shuichi Yamamoto, Mariko Masujima, Kana Kurokohchi (Chiba University, Graduate School of Nursing, Chiba-City, Japan), Presenter: Tomoko Majima* (Chiba University, Graduate School of Nursing, Chiba-City, Chiba, Japan)

#7DD05 Innovative Multiprofessional Simulation Training in Obstetrics Evelyn J Ferguson* (NHS Lanarkshire, Obstetrics and Gynaecology, Wishaw, UK), Catherine Paton (NHS Lanarkshire, Medical Education, Wishaw, UK)

#7DD06 Chinese Whispers in clinical practice; can interprofessional simulation improve handover and team working skills of final year medical and nursing students? Joanna Abramik*, Benjamin Savage (Gloucestershire Royal Hospital, Gloucester, UK), Peter Fletcher, Elizabeth Berragan, Milena Vannahme, Michael Fox

#7DD07 How does the complexity of cases influence the consensus-building and objective-setting in multi-professional case conferences? Junji Haruta*, T Iioka (The University of Tokyo, International Research Center for Medical Education, Tokyo, Japan), A Kojima (Oujiseikyo-Hospital, Pharmacy, Tokyo, Japan), H Yoshimoto (University of Tsukuba, Faculty of Medicine, Tsukuba, Japan), K Yoshimi (Waseda University, Graduate School of Global Information and Telecommunication Studies, Tokyo, Japan), S Ichikawa (Mie University, Department of Family Medicine, Mie, Japan)

#7DD08 Intercultural Collaborative Practice; Modelling a way forward Anne Hill (The University of Queensland, School of Health and Rehabilitation Sciences, Brisbane, Australia), Ruth Dunwoodie*, Allison Mandrusiak, Amy Fagan, Jenny Strong (The University of Queensland, Brisbane, Australia)

#7DD09 Development of an interprofessional education facilitation program for health professionals using instructional design Daisuke Son* (The University of Tokyo, Graduate School of Medicine, International Research Center for Medical Education, Tokyo, Japan), Miho Utsumi (Kobe Gakuin University, Faculty of Pharmaceutical Sciences, Kobe, Japan), Kazumi Kawamura (Ship Healthcare Pharmacy East Japan Co., Ltd., International Research Center for Medical Education, Nagoya, Japan), Kanako Suzuki (Family Support Association, Tokyo, Japan), Satoshi Negishi (Misato Central General Hospital, Saitama, Japan), Naho Watanabe (The Jikei University School of Nursing, Tokyo, Japan)

#7DD10 Attitudes towards interprofessional learning in an online Masters programme in primary care ophthalmology: Comparing postgraduate students from optometry,medical & other eye care professions Heather Ellis*, Baljean Dhillon (University of Edinburgh, Ophthalmology, Edinburgh, UK), Roshini Sanders (NHS Fife, Ophthalmology, Dunfermline, UK), Donald Cameron (NHS Education for Scotland, Optometry, Edinburgh, UK)

#7DD11 Narrative learning for interprofessional education in laboratory medicine: a pilot curricular study in a medical center in Taiwan Yu-Chih Lin* (Kaohsiung Medical University Hospital, Kaohsiung Medical University, Center for Faculty Development, Kaohsiung City, Taiwan), Hsiu-Fen Jao, Yun-Wei Hsu, Chao-Ju HsuChen, Yi-Ching Lin (Kaohsiung Medical University Hospital, Kaohsiung Medical University, Department of Laboratory Medicine, Kaohsiung City, Taiwan)

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#7DD12 The creation of an educational model for structured demonstration of Interprofessional practice in teaching hospital: Experience from Kaohsiung Medical University Hospital Jo-Chu Yen*, Chen-Wen Yen (Kaohsiung Medical University Hospital, Kaohsiung Medical University, Center for Faculty Development, Kaohsiung, Taiwan), Jer-Chia Tsai (Kaohsiung Medical University Hospital, Kaohsiung Medical University, Department of Internal Medicine, College of Medicine, Kaohsiung, Taiwan), Meng-Chuan Huang, Yu-Chih Lin (Kaohsiung Medical University Hospital, Kaohsiung Medical University, Center for Faculty Development, Kaohsiung, Taiwan)

#7DD13 Interprofessional Collaboration as a Strategy to Improve the Quality of Antenatal Care: A lesson from Nusantara Health Collaborative, Indonesia Kiki Saputri* (Gadjah Mada University, Yogyakarta, Indonesia), Andy Yusuf Daulay (University of Syiah Kuala, Aceh, Indonesia), Iswandy Janet Turu 'Allo (University of Padjajaran, Bandung, Indonesia)

#7DD14 Striking a balance – managing team efficiency and applicability to enhance interprofessional learning (IPL) Sik Yin Ong* (National Healthcare Group, HOMER, Singapore), Wee Shiong Lim (Tan Tock Seng Hospital, HOMER, Singapore), Nigel Tan (National Neuroscience Institute, Singapore), Mary S Knab (MGH Institute of Health Professions, USA), Susan E Farrell (Harvard Medical School, USA)

#7DD15 Inter-professional Education Program for Junior Interns : Pharmacist Shadowing Hui Wen Liu* (Mackay Memorial Hospital, Department of Pharmacy, Taipei, Taiwan)

#7DD16 Introducing interprofessional simulation training in obstetric emergencies in a tertiary hospital in Singapore MY Lim*, EK Tan (National University Hospital, Obstetrics & Gynaecology, Singapore), B Ng, C Siau (National University Hospital, Anaesthesia, Singapore), N Wong (National University of Singapore, Centre for Healthcare Simulation, Singapore)

#7DD17 Use of multidisciplinary simulation to improve acute management of paediatric retrievals and emergencies at district general hospital: follow up Maria Chereshneva*, Zain Malik (Croydon University Hospital, Clincal Skills & Simulation Centre, London, UK), Vaughan Holm (Croydon University Hospital, Paediatric Department, London, UK), Edward Holloway, Gita Menon (Croydon University Hospital, Clincal Skills & Simulation Centre, London, UK)

#7DD18 Are Role Perceptions of Residents and Nurses Translated into Action? A Mixed-Methods Study in Internal Medicine Virginie Muller-Juge, Naïke Bochatay* (University of Geneva, Faculty of Medicine, Unit of Development and Research in Medical Education, Geneva, Switzerland), Fabienne Scherer, Guillemette Cottin (University of Geneva, Faculty of Medicine, Division of General Internal Medicine, Geneva, Switzerland), Katherine S Blondon (University Hospitals of Geneva, Unit of Development and Research in Medical Education, Geneva, Switzerland), Mathieu R Nendaz (University Hospitals of Geneva, Switzerland)

#7DD19 Outcomes of a structured inter-professional Ultrasound Guided Vascular Access Workshop: A retrospective review analyzing structure, participation and satisfaction Dimitri Parra* (The Hospital for Sick Children, University of Toronto, Medical Imaging, Toronto, Canada), Simal Goman, Rajat Chand (The Hospital for Sick Children, Diagnostic Imaging, Toronto, Canada)

#7DD20 Effectiveness of Modified Legitimate Peripheral Participation (LPP) for Postgraduate Training in Chronic Kidney Disease (CKD) Management Saraporn Matayart* (Buddhasothorn Medical Education Center, Medicine, Chachoengsao, Thailand), Siriluk Pongchitsiri (Buddhasothorn Medical Education Center, Family Medicine, Chachoengsao, Thailand), Nuttha Leowchavalit, Somchai Hanchaipiboonkul (Buddhasothorn Medical Education Center, Medicine, Chachoengsao, Thailand)

#7DD21 Interprofessional training activity in pre-hospital emergency Adson José Martins Vale* (Universidade Federal do Rio Grande do Norte, Departamento de Tocoginecologia, Natal/RN, Brazil), Francis Solange Vieira Tourinho (Universidade Federal de Santa Catarina, Departamento de Enfermagem, Florianópolis/SC, Brazil), Rosiane Viana Zuza Diniz (Universidade Federal do Rio Grande do Norte, Departamento de Medicina Clínica, Natal/RN, Brazil), José Diniz Junior (Universidade Federal do Rio Grande do Norte, Departamento de Cirurgia, Natal/RN, Brazil), Andrea Sueli Bullio Vale (Hospital Infantil Varela Santiago, Departamento de Neonatologia, Natal/RN, Brazil), Cijara Leonice Freitas, Samu Natal (Núcleo de Educação Permanente SAMU 192, Natal/RN, Brazil)

#7DD22 Interprofessional Simulation Giselle Gasparino dos Santos Coluchi* (UniRitter e Fadergs, Laureate International Universities, Porto Alegre, Brazil), Ana Paula Quilici (Universidade Anhembi Morumbi, Laureate International Universities, São Paulo, Brazil), Ana Maria Reis (Universidade Potiguar, Laureate International Universities, Natal, Brazil), Paulo Orquera (Unitec, Laureate International Universities, Ciudad del Mexico, Mexico), Ana Loísa Araújo (Universidade Potiguar, Laureate International Universities, Natal, Brazil)

#7DD23 Using Simulation to Promote Collaborative Working in Mental Healthcare Catherine Wilson*, Christopher Kowalski, Rosemary Humphreys, Angharad Piette, Sean Cross (South London and Maudsley NHS Foundation Trust, Maudsley Centre for Mental Health Simulation, London, UK)

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1045-1230 #7EE Posters: Ethics and Empathy / Medical Education Research Chairperson: Angela Fan (Taiwan) Location: Hall 4, SECC

#7EE01 Education of clinical ethics at hospital corners: a creative and effective approach for education of clinical ethics in the hospital Yu-Sheng Hsu* (Kaohsiung Medical University Hospital, Kaohsiung Medical University, Pharmacy, Kaohsiung, Taiwan), Yu-Chih Lin (Kaohsiung Medical University Hospital, Kaohsiung Medical University, Center for Faculty Development, Kaohsiung, Taiwan), Shin-Yun Wang (Kaohsiung Medical University, College of Medicine, Kaohsiung, Taiwan), Jo-Chu Yen (Kaohsiung Medical University Hospital, Kaohsiung Medical University, Center for Faculty Development, Kaohsiung, Taiwan), Chen-Chun Kuo, Yaw-Bin Huang (Kaohsiung Medical University Hospital, Kaohsiung Medical University, Pharmacy, Kaohsiung, Taiwan)

#7EE02 Change of medical student moral level after 1 year of clinical learning with patients. Vanichaya Wanchaitanawong*, Nunthana Siripipatanamongkol, Rawiwan Hansudewechakul, (Medical Education Center Chiangrai Prachanukroh Hospital, Pediatric, Chiangrai, Thailand)

#7EE03 Is Japanese medical students’ empathetic communication sufficient to gain satisfaction of standardized patient (SP)? Ryotaro Okamoto*, Keiko Abe, Mina Suematsu (Nagoya University Graduate School of Medicine, Education for Community Oriented Medicine, Nagoya, Japan), Hiroki Yasui (Nagoya University Graduate School of Medicine, Center for Medical Education, Nagoya, Japan), Kazumasa Uemura (Nagoya University School of Medicine, Nagoya, Japan)

#7EE04 A study on the association between mindfulness, empathy and patient-centredness in Italian medical students Maria Grazia Strepparava*, Stefano Ardenghi, Deborah Corrias (Milano-Bicocca University, Health Sciences Department, School of Medicine, Milano, Italy)

#7EE05 Empathy predicts learning outcomes of clerkship training programs for undergraduate medical students Hao-Min Cheng (Taipei Veterans General Hospital, Medical Education, Taipei, Taiwan), Chen-Huan Chen*, Shuu-Jiun Wang (National Yang-Ming University, Medicine, Taipei, Taiwan), Yong Wang (Koo Foundation Sun Yat-Sen Cancer Center, Medicine, Taipei, Taiwan), Cheng-Feng Chen, Ging-Long Wang (Koo Foundation Sun Yat-Sen Cancer Center, Taipei, Taiwan)

#7EE06 Pain and its interpretation: A qualitative research on increasing the sensitivity to Pain in humanistic curriculum for undergraduate medical students Nan-chieh Chen* (Kaohsiung Medical University, Faculty of Medicine, Kaohsiung City, Taiwan), Ching-Ju Shen (Kaohsiung Medical University Hospital, Division of Medical Student Training, Department of Clinical Education and Training, Kaohsiung City, Taiwan), Chih-Lung Lin (Kaohsiung Medical University Hospital, Department of Neurosugery, Kaohsiung City, Taiwan), Chung-Sheng Lai (Faculty of Medicine, Kaohsiung Medical University, Kaohsiung City, Taiwan), Shang‐Jyh Hwang (Kaohsiung Medical University, Division of Nephrology, Faculty of Medicine, Kaohsiung City, Taiwan), Yen-ko Lin (Kaohsiung Medical University, Department of Medical Humanity and Education, Faculty of Medicine, Kaohsiung City, Taiwan)

#7EE07 Comparison of Two Measures of Undergraduate Medical Student Empathy S Hyde*, T Quince, J Benson, P Thiemann, D Wood (University of Cambridge, Department of Public Health and Primary Care, Cambridge, UK)

#7EE08 Physician’s empathy and patient-centeredness among male and female clerks in a medical center in Taiwan Yaw-Wen Chang* (Tri-Service General Hospital, National Defense Medical Center, Family Medicine and Community Health, Taipei City, Taiwan), Chien-Sung Tsai (National Defense Medical Center, Internal Medicine, Taipei City, Taiwan), Pauling Chu (Tri-Service General Hospital, National Defense Medical Center, Family Medicine and Community Health, Taipei City, Taiwan), Jyh-Cherng Yu (Tri-Service General Hospital, Taipei City, Taiwan), Huey-Kang Sytwu (National Defense Medical Center, Taipei City, Taiwan)

#7EE09 Is empathy affected by medical students’ somnolence? Helena Paro* (Federal University of Uberlandia, Obstetrics and Gynecology, Uberlandia, Brazil), Bruno Perotta (Evangelical Medical School of Parana, Medicine, Curitiba, Brazil), Paulo Silveira, Renata Giaxa (University of Fortaleza, Psychology, Fortaleza, Brazil), Milton Martins (University of Sao Paulo, Medicine, Sao Paulo, Brazil), Patricia Tempski (University of Sao Paulo, Center for Development of Medical Education, Sao Paulo, Brazil)

#7EE10 Do it again! Medical students achieve higher empathy levels when exposed to a simulation training with standardized patients more than once Marcelo Schweller*, Bruno de Jorge, Thiago Martins Santos, Tiago de Araújo Guerra Grangeia, Marco Antonio Carvalho-Filho (Unicamp, Campinas, Brazil)

#7EE11 Empathy in Medical Students: A Three Year Prospective Cohort Study at Universidad Andrés Bello, Viña del Mar, Chile Peter McColl*, Hernan Borja, Alberto Caro, Gabriel Perat, Camila Perez de Arce (Escuela de Medicina Universidad Andrés Bello, Viña del Mar, Facultad de Medicina, Viña Del Mar, Chile)

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#7EE12 When I say sometimes, I mean… : What do residents mean when they talk about duty hours Yvonne Yock*, Issac Lim, Yonghao Lim (National Healthcare Group Pte Ltd, Singapore), Nicholas Chew (Tan Tock Seng Hospital, Singapore), Sophia Archuleta (National University Health System, Singapore)

#7EE13 The influence of survey medium: experience from a national undergraduate medical conference W G Dunn*, K Hulse, S Bowers, J Bunn, M Y Chong, C Groome (University of Glasgow, Glasgow Evidence-Based Medicine Society (GEMS), Glasgow, UK)

1045-1230 #7FF Posters: Curriculum Development and Education Strategies Chairperson: Location: Hall 4, SECC

#7FF01 A theoretically-driven Community of Practice Framework (CoPF) for Analysing the Disconnect Between Education Theory and Practice in Pharmacy Programmes Banan Mukhalalati* (Qatar University, Doha, Qatar), Andrea Taylor (University of Bath, UK)

#7FF02 How to teach and learn generic skills during University studies? – case Faculty of Pharmacy, University of Helsinki Outi Salminen*, Nina Katajavuori, Katariina Vuorensola (University of Helsinki, Faculty of Pharmacy, Helsinki, Finland), Mikko Inkinen (University of Helsinki, Centre for Research and Development of Higher Education, Helsinki, Finland), Anni Laakkonen (University of Helsinki, Faculty of Pharmacy, Helsinki, Finland)

#7FF03 Evaluation of the Medical Professional Outcomes Of ‘Clinical Medicine And Professional Skills’ Program From The View of Students And Clinical Teachers Melike Sahiner* (Acıbadem University Medicial Scool, Physiology and Medial Education Section, Istanbul, Turkey), Pınar Topsever (Acıbadem University Medicial Scool, Family Medicine, Istanbul, Turkey), Inci User (Marmara University,Faculty of Science and Letters, Sociology, Istanbul, Turkey), Nadi Bakırcı (Acıbadem University Medicial Scool, Health and Society, Istanbul, Turkey), Willem De Grave (Maastricht University,Faculty of Health, Medicine and Life Sciences, Educational Development and Research, Maastricht, Netherlands)

#7FF04 Effect of rearranging basic science for Medicine I topic sequence on learning development: the Joint Medical Programme students Ramida Watanapokasin*, Watchareewan Thongsaard (Fac. of Medicine, Srinakharinwirot University, Biochemistry, Bangkok, Thailand), Amarin Narkwichean, Thassanawut Dhearapanya, Chote Weerawong (Faculty of Medicine, Srinakharinwirot University, Bangkok, Thailand)

#7FF05 Medical undergraduate curriculum reform through teaching ENT in primary care D P S Sandhu* (University of Bristol, Faculty of Medicine and Dentistry, Bristol, UK), Angus Waddell (Great Western Hospital, ENT, Swindon, UK)

#7FF06 Designing a systematic approach to undergraduates training for the 3 medical schools: Paediatrics Core Curriculum Winny Mei Ling Tan*, Julia Lay Hoon Ong (KK Women's and Children's Hospital, Paediatrics Academic Clincial Program, Singapore), Tsee Foong Loh (KK Women's and Children's Hospital, Department of Paediatrics Subspecialty, Singapore)

#7FF07 Study outcome of the Joint Medical Programme B.MedSci. students in the UK before and after modification of year one preparatory course in Thailand Watchareewan Thongsaard*, Ramida Watanapokasin, AmarinNarkwichean, Thassanawut Dhearapanya, Chote Weerawong, Panwara Paritakul (Faculty of Medicine, Srinakharinwirot University, Bangkok, Thailand)

#7FF08 Aligning Learning across the Continuum of Physician Education to Improve Patient Care Deborah Simpson* (Aurora Health Care, Family Medicine & Academic Administration, Milwaukee, USA), Lisa Sullivan Vedder, Jacob Bidwell (Aurora Health Care, Family Medicine, Milwaukee, USA), John Brill (Aurora Health Care, Family Medicine & Academic Adminstration, Milwaukee, USA), Theresa Frederick (Aurora Health Care, Continuing Professional Development Office, Milwaukee, USA)

#7FF09 Mapping the undergraduate curriculum – a network visualisation approach Laura Mongan*, Alexandra Thornber, David Heney (University of Leicester Medical School, Medical and Social Care Education, Leicester, UK)

#7FF10 Blueprinting educational strategies for a general surgery clerkship using the Kern model Tiffany Chan, Julia Hollett, Mark Meloche (University of British Columbia, General Surgery, Vancouver, Canada) Presenter: Sepehr Khorasani* (University of British Columbia, General Surgery, Vancouver, Canada)

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#7FF11 Boosting competence-orientation in undergraduate medical education by visualizing curriculum diagnosis: a web-based tool assists change management Olaf Fritze*, Jan Griewatz, University of Tuebingen (Competence Centre for University Teaching in Medicine -Baden-Wuerttemberg, Tübingen, Germany), Martin Boeker (Albert-Ludwigs-University Freiburg, Center for Medical Biometry and Medical Informatics, Freiburg, Germany), Maria Lammerding-Köppel (University of Tuebingen, Competence Centre for University Teaching in Medicine - Baden-Wuerttemberg, Tuebingen, Germany)

#7FF12 The Dynamic Learning System: Enabling individualization of student experiences while ensuring standardized core outcomes through a systems approach Kimberly Lomis*, Donald Moore, Regina Russell, Bonnie Miller (Vanderbilt University School of Medicine, Medical Education and Administration, Nashville, TN, USA)

#7FF13 Students assessment of the basic medical education in Sweden Anna-Clara Olsson (The Swedish Medical Association, Drottning Silvias Barnsjukhus, Stockholm, Sweden), Eva Engström* (Sahlgrenska Universitetssjukhuset, Göteborg, Sweden)

#7FF14 Geriatric knowledge among clinical medical students of Srinagarind Medical school, Khon Kaen University, Thailand Teerawatchara Rerksoontree (Khon Kaen University, Internal Medicine, Khon Kaen, Thailand), Chanisa Thanomsub, Luxzup Wattanasukchai (Khon Kaen University, Community Medicine, Khon Kaen, Thailand), Panita Limpawattana* (Khon Kaen University, Internal Medicine, Khon Kaen, Thailand), Piyathida Kuhirunyaratn, Sauwanan Bumrerraj (Khon Kaen University, Khon Kaen, Thailand)

#7FF15 Do medical student attitudes towards frailty and delirium change following the ‘Care of the Older Person’ teaching week? Danielle Nimmons* (Pennine Acute Hospitals NHS Trust, Manchester, UK), Tim Pattison, Paul O'Neill (University of Manchester, UK)

#7FF16 A “Diabetes Acute Care Day” for medical students increases their knowledge and confidence of acute/Inpatient diabetes care: a preparedness to practice pilot study DM Carty (University of Glasgow, Institute of Cardiovascular and Medical Sciences, Glasgow, UK), A McConnachie (University of Glasgow, Robertson Centre for Biostatistics, Glasgow, UK), GA McKay, JG Boyle (University of Glasgow, Glasgow Royal Infirmary, Undergraduate Medical School & Department of Diabetes and Endocrinology, Glasgow, UK) Presenter: AW MacEwen* (Crosshouse Hospital, Department of Diabetes and Endocrinology, Kilmarnock, UK)

#7FF17 Biophysics in the undergraduate medical curriculum – student´s attitudes Eva Kralova*, Zuzana Balazsiova (Comenius University Faculty of Medicine, Institute of Medical Physics, Biophysics, Informatics and Telemedicine, Bratislava, Slovakia)

#7FF18 Professionalism: is the challenge being already accepted? Juliana Sa*, Isabel Neto, Luis Patrao, Miguel Castelo-Branco (University of Beira Interior, Faculty of Health Sciences , Covilha, Portugal)

#7FF19 Addressing professional values through Medical English course Peih-ying Lu (Kaohsiung Medical University, Department of Medical Humanities and Education, School of Medicine, Kaohsiung, Taiwan), S.J. Hwang* (Kaohsiung Medical University, Kaohsiung, Taiwan)

1045-1230 #7GG Posters: Clinical Teaching: Evaluation and Feedback Chairperson: Monica van de Ridder (Netherlands) Location: Hall 4, SECC

#7GG01 Continuity of care: tutor consistency can increase educational value Scott W. Oliver*, Kathleen Collins (NHS Lanarkshire, Medical Education, Glasgow, UK)

#7GG02 The Impact of a Dedicated Teaching Registrar on Medical Students Perceptions of Antenatal & Gynaecology Teaching Clinics Frances Hodge*, Euan Kevelighan (Singleton Hospital, Obstetrics & Gynaecology, Swansea, UK), Jeremy Gasson, Ana Da Silva, Andrew Grant, Judy McKimm (Swansea University, Swansea, UK)

#7GG03 Multidisciplinary Clinical Skills Teaching: A Comparison of senior medical student, nurse practitioner and doctor tutors in Undergraduate Clinical Skills Teaching Aamir Khan* (Glasgow Royal Infirmary, Glasgow, UK), Aya Musbahi (Northern Deanery Newcastle, Newcastle, UK)

#7GG04 Performance of preclinical years show significant correlation with performance during their clerkship in internal medicine rotations Sirisawat Wanthong*, Praveena Chiowchanwisawakit, Ranistha Ratanarat, Varalak Srinonprasert (Faculty of Medicine Siriraj Hospital, Mahidol University, Department of Medicine, Bangkok, Thailand)

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#7GG05 Effectiveness and student satisfaction of a multimodal clinical course to train male medical students about female pelvic and breast examinations Santosh Kumar*, Nasir Ali Afsar, Shoukat Ali Arain (College of Medicine, Alfaisal University, Pathology, Riyadh, Saudi Arabia), Wesam Ibrahim Kurdi (King Faisal Specialists Hospital & Research Center, Obstetrics & Gynecology, Riyadh, Saudi Arabia), Sheikh Yaeesh (College of Medicine, Alfaisal University, Pharmacology, Riyadh, Saudi Arabia)

#7GG06 Evaluation of student’s clinical learning environment, using evaluation scale CLES + T Zaure Baigozhina*, Maral Kaliyeva (Republican Centre for Health Development, Department for Medical Science and Education Development, Astana, Kazakhstan), Alma Syzdykova (Ministry of Health and Social Development, Department of Science and Health Resources, Astana, Kazakhstan), Vitaliy Koikov (Republican Centre for Health Development, Department for Medical Science and Education Development, Astana, Kazakhstan)

#7GG07 Cognitive demands of major clinical clerkships: a call for tailored curricula change? Anique E Atherley* (The University of the West Indies, Faculty of Medical Sciences, Cave Hill, Barbados), Ian Hambleton, Nigel Unwin (The University of the West Indies, Chronic Disease Research Centre, Cave Hill, Barbados), Colette George (The University of the West Indies, Faculty of Medical Sciences, Cave Hill, Barbados), Paula M. Lashley, The University of the West Indies, Faculty of Medical Sciences, Bridgetown, Barbados), Charles G. Taylor Jr. (The University of the West Indies, Faculty of Medical Sciences, Barbados)

#7GG08 Final year medical students’ perception of positive and negative factors affecting learning experience during ward rounds Chun-Tsu Lee*, Satya PK Gollamudi, Reshma Merchant (National University Hospital, Division of General Medicine, Department of Medicine, Singapore)

#7GG09 Satisfaction of the 4th-year medical students on 5-day bedside teaching system at Obstetrics and Gynecology Department Sunaree Pitchaiprasert*, Piyarat Udomwan (Surin Clinical Medical Education Center, , Obstetrics and Gynecology Department, Surin, Thailand)

#7GG10 Learning effect of classmate assessment in OSCE after teaching rounds Mao-Meng Tiao*, Chih-Jen Chen, Li-Tung Huang (Kaohsiung Chang Gung Memorial Hospital and Chang Gung University College of Medicine, Pediatrics, Kaohsiung, Taiwan)

#7GG11 Attitude of nursing students about effective factors on clinical education Saghi Moosavi*, Saghar Fatemi, Ahmad Taheri (Guilan Medical Unversity, Rasht, Iran)

#7GG12 Previously achieved Skills and Knowledge – an introspection from year 6 students in clinical practical year at the Medical University of Vienna Andrea Praschinger*, Philipp Pavelka (Medical University of Vienna, DEMAW, Vienna, Austria), Franz Kainberger (Medical University of Vienna, Neuro- and Musculoskeletal Radiology, Vienna, Austria)

#7GG13 How do two skill teaching methods compare in terms of cost effectiveness? A Seymour-Walsh*, H Grantham, P Worley, A Vnuk (Flinders University, School of Medicine, Adelaide, Australia)

#7GG14 Clinical Practical Year: students’ actual time spent on predefined tasks – room for improvement? Philipp Pavelka*, Andrea Praschinger, Franz Kainberger (Medical University of Vienna, Austria)

#7GG15 Undergraduate medical students’ perceptions about feedback: A study from a medical school Waqar Ahmed* (University of Glasgow, School of Medicine, Glasgow, UK)

#7GG16 Feedback based on videotaped consultations or immediately after direct observation: which is more effective? Noelle Junod Perron*, M Louis-Simonet (Geneva University Faculty of Medicine and Geneva University Hospitals, Switzerland), B Cerutti (Switzerland, E Pfarrwaller, J Sommer, M Nendaz

#7GG17 Surgical trainees want feedback! Lessons learned from an audit Hanna Lampela*, Mikko Heinänen (University of Helsinki, Faculty of Medicine, Helsinki, Finland)

#7GG18 Single-day ultrasound course in undergraduate medical education: a pilot study Una Mrsic*, Sara Nikolic (University of Maribor, Faculty of Medicine, Maribor, Slovenia), Jan Hasel (University of Maribor, Faculty of Medicine, Center for Medical Education, Maribor, Slovenia), Ana Podlesnik, Matevz Privsek (University of Maribor, Faculty of Medicine, Maribor, Slovenia), Gregor Prosen (University of Maribor, Faculty of Medicine, Emergency Department, Community Healthcare Center, Maribor, Slovenia)

#7GG19 Listen to your stakeholders: Medical Students’ Reflections in Paediatric Rotation Amjad Imam* (King's Mill Hospital & Medical Education unit at Nottingham University, Paediatrics & Medical Education, UK), Simon Rhodes (King's Mill Hospital, Paediatrics and Neonatology, UK), Mohsen Tavakal, Catherine Haines, Reg Dennic (University of Nottingham Medical School, Medical Education, UK)

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#7GG20 Perfect Bedfellows: why assessment should join teaching at the bedside Stacy Wardle*, Douglas Cannie (Epsom and St Helier NHS Trust, Undergraduate Education Department, UK)

1045-1230 7HH POSTERS: Postgraduate Education and the Trainee in Difficulty Chairperson: Renee Stalmeijer (Netherlands) Location: Hall 4, SECC

#7HH01 How Do Clinical Competency Committees Make Decisions About Internal Medicine Residents’ Achievement of the Milestones? A pilot study using a grounded theory approach Andem Ekpenyong* (Rush University Medical Center, Internal Medicine, Chicago, IL, USA)

#7HH02 Swedish internship ranking as a consistent indicator of quality Maria Ehlin Kolk* (Kajsa Holmberg, Swedish Junior Doctors Association, Stockholm, Sweden)

#7HH03 Using reflective narrative as a strategy for curriculum reform and faculty development in emergency medicine training Yu-Che Chang*, Chung-Hsien Chaou (Chang Gung Memorial Hospital and Chang Gung University College of Medicine, Department of Emergency Medicine; Department of Medical Education, Taoyuan, Taiwan), Ching-Hsing Lee, Chien-Kuang Chen, Chip-Jin Ng, Jih-Chang Chen (Chang Gung Memorial Hospital, Chang Gung University College of Medicine, Department of Emergency Medicine, Taoyuan, Taiwan)

#7HH04 No expertise without experience; how many acute medical cases should a year one trainee doctor clerk? Andrew Hastings*, Roger Duckitt, Debbie Jones, Gordon Caldwell (Worthing Hospital, Department of Medicine, Worthing, UK)

#7HH05 Old school vs new school: do graduate medical trainees really benefit from the change? Raymond Fong, Roy Debajyoti Malakar, Teck Boon Low (Changi General Hospital, Medicine, Singapore), Vanessa Au*, Shui Boon Soh* (Changi General Hospital, Endocrinology, Singapore), Andrew Kwek (Changi General Hospital, Gastroenterology, Singapore), Kiat Sern Goh (Changi General Hospital, Geriatric Medicine, Singapore), Siang Chew Chai (Changi General Hospital, Cardiology, Singapore)

#7HH06 Implementation and results of internal educational audits of Post Graduate Medical Education (PGME) J. Mooij*, E. Klarenbeek, J. Martens, A. Berns (University Medical Center Utrecht, Educational Center, Utrecht, Netherlands), S. Imhof (University Medical Center Utrecht, Department of Ophthalmology, Utrecht, Netherlands), E. ter Braak (University Medical Center Utrecht, Educational Center, Utrecht, Netherlands)

#7HH07 Clinical Audit as an educational tool in Dental Foundation Training works best if you teach in the ‘Goldilocks Zone’ – findings from a qualitative evaluation study using focus groups Peter Thornley* (Warwick Medical School/Health Education West Midlands, Medical Education, Coventry, UK), Alyson Quinn (Warwick Medical School, Medical Education, Coventry, UK), Karen Elley (Health Education West Midlands, Dentistry, Birmingham, UK)

#7HH08 Will short break cause delay for off-duty or improve work and learning efficiencies? Four years experiences in the Southern Taiwan leading/largest medical center Chih-Hung Chen* (Kaohsiung Chang Gung Memorial Hospital, Internal Medicine, Niao Sung Hsiang, Kaohsiung Hsien, Taiwan), Chia-Te Kung (Kaohsiung Chang Gung Memorial Hospital, Emergency Department, Niao Sung Hsiang, Kaohsiung Hsien, Taiwan), Jiunnjye Sheu (Kaohsiung Chang Gung Memorial Hospital, Division of Cardiovascular Surgery, Niao Sung Hsiang, Kaohsiung Hsien, Taiwan), Jung Fu Chen (Kaohsiung Chang Gung Memorial Hospital, Endocrinology and Metabolism, Niao Sung Hsiang, Kaohsiung, Taiwan), Meng-Chih Lin (Kaohsiung Chang Gung Memorial Hospital, Chest, Niao Sung Hsiang, Kaohsiung Hsien, Taiwan)

#7HH09 Mazes of Clinical Supervision Tabassum Zehra* (Aga Khan University, Departments for Educational Development and Medicine, Karachi, Pakistan), Rukhsana Zuberi (Aga Khan University, Department for Educational Development, Karachi, Pakistan)

#7HH10 Junior doctors in difficulty: evaluating support services for newly-qualified doctors Aranghan Lingham (Royal Stoke University Hospital, Peadiatrics, Stoke-on-Trent, UK), Yashashwi Sinha* (Keele University Medical School, Stoke-on-Trent, UK), Anthony Choules (Royal Stoke University Hospital, Stoke-on-Trent, UK)

#7HH11 Defining resident remediation: walking a fine line between informal "coaching" and a process with potentially serious consequences Whitney McCarthy*, Kate Hartman (Baylor College of Medicine, Department of Pathology & Immunology, Houston, USA)

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#7HH12 Quality of Health and Stress in Mexican residents Dulce Victoria Varela Rojas* (Hospital Universitario "José E. González" Universidad Autónoma de Nuevo León UANL, Psiquiatría, Monterrey NL, Mexico), Salvador B. Valdovinos-Chávez (Hospital Metropolitano "Bernardo Sepúlveda" SSNL, Jefe de Educación e Investigación, Monterrey NL, Mexico), Celia Beatriz González-Alcorta (Universidad de Monterrey, Oncología, Monterrey NL, Mexico), Hermelinda Fuentes-Luis (Instituto de Salud Mental SEP NL, Educación, Monterrey NL, Mexico), Juan Francisco González-Guerero (Hospital Universitario "José E. González" Universidad Autónoma de Nuevo León UANL, Oncología, Monterrey NL, Mexico), Adelina Alcorta-Garza (Hospital Universitario "José E. González" Universidad Autónoma de Nuevo León UANL, Oncología & Psiconcología, San Pedro Garza Garcia, Mexico)

#7HH13 What are the current patterns and practices in educational supervision in postgraduate medical education in England? Priyank Patel*, Clare Penlington, Jon Fuller (Barts and The London School of Medicine and Dentistry, Queen Mary University of London, Centre for Medical Education, London, UK)

#7HH14 The SPRINT programme - structured programme of induction and training for novice endoscopists Neil Hawkes* (Cwm Taf University Health Board, Gastroenterology, Llantrisant, UK)

#7HH15 Clinical Learning during Night Call versus Day Work: Perceptions of Interns Yan Qin*, Kok Seng Wong (Singapore General Hospital, Internal Medicine, Singapore), Desiree Lie (Duke-NUS Graduate Medical School, Singapore, Office of Clinical Sciences, Singapore)

#7HH16 Illuninating the Nightshift: Quality Management Out-of-Hours Richard Higgins, Simon Mallinson*, Kirsty Neale, Karen Tollman (Health Education East Midlands, Quality & Regulation, Nottingham, UK), Bridget Langham (Health Education East Midlands, Foundation School, Nottingham, UK)

#7HH17 Residents’ perception of sleep and education with new standards of duty hours Archana Roy*, Caroline Burton (Mayo Clinic Florida, Jacksonville, Florida, USA)

#7HH18 Older doctors and progression through specialty training in the UK: a cohort analysis of General Medical Council data Yvette Pyne*, Yoav Ben-Shlomo (University of Bristol, UK)

1045-1230 #7JJ Meet the Expert: Vicki Le Blanc (Session 6 Plenary Speaker) Location: Fyne, SECC

1045-1230 BEME Board (closed meeting) Location: Leven, SECC

1230-1400 Lunch (viewing of Exhibits and Posters) Location: Hall 4, SECC

Courses Lunch will be served in the meeting room (registered course participants only)

1245-1345 ASME-FLAME Course Location: Castle I, Crowne Plaza 1245-1345 ASME-CALM Course Location: Castle II, Crowne Plaza 1245-1345 AMEE-ESME Course Location: Staffa, Crowne Plaza 1245-1345 AMEE-RESME Course Location: Shuna, Crowne Plaza

Group Meetings Lunch will be served in the meeting room

1230-1930 AMSE Executive Meeting (closed meeting) Location: Executive Boardroom, Crowne Plaza 1245-1345 AMEE AGM (AMEE Members) Location: Hall 1, SECC 1245-1345 Directors of MME Meeting (closed meeting) Location: Gala 1, Clyde Auditorium 1245-1345 ‘Tweet Up’ (open to all participants) Location: Dochart 2, SECC 1245-1345 The Network: Towards Unity for Health (TUFH) (closed meeting) Location: Katrine, SECC

Tours 1330-1730 Glasgow City Tour Tour departs and returns to SEC

135 TUESDAY 8 SEPTEMBER 2015

SESSION 8: Simultaneous Sessions

1400-1530 #8A Symposium: Generalism in Medical Education Rachel H Ellaway* (Northern Ontario School of Medicine, Canada), Lisa Graves* (University of Toronto, Canada), Charlotte AMEE LIVE Ringsted* (University Aarhus, Denmark), Cynthia Whitehead* (University of Toronto, Canada), Joanna Bates* (University of British Columbia, Canada) Location: Clyde Auditorium

1400-1530 #8B Symposium: The discourses of simulation education: embracing untapped potential Walter Eppich* (Ann & Robert H. Lurie Children's Hospital of Chicago/Northwestern University Feinberg School of Medicine, USA), AMEE LIVE Nancy McNaughton* (University of Toronto, Centre for Research in Education, Standardized Patient Program, Canada), William McGaghie* (Loyola University Stritch School of Medicine, Maywood, USA), Simon Edgar* (NHS Lothian, Edinburgh, UK), Debra Nestel* (HealthPEER, School of Rural Health, Monash University, Melbourne, Australia), Danielle Hart* (University of Minnesota, Minneapolis, USA), Peter Dieckmann* (Danish Institute of Medical Simulation, Copenhagen, Denmark) Location: Hall 2, SECC

1400-1530 #8C Short Communications: Problem Based Learning 1 Chairperson: Location: Lomond Auditorium, SECC

1400-1415 #8C1 Group interaction in problem-based learning tutorials: a systematic review Samy A. Azer* (King Saud University, Medical Education Department, Riyadh, Saudi Arabia), Diana Sinoad (RMIT University, School of Health Sciences, Psychology, Melbourne, Australia)

1415-1430 #8C2 Developing Problem Based Learning (PBL) facilitation skills through faculty development programmes that incorporate adult learning theoretical frameworks Vishna Devi V Nadarajah* (International Medical University, Teaching and Learning, Kuala Lumpur, Malaysia), Arno Muijtjens (Maastricht University, Faculty of Medicine, Health and Life Sciences, Maastricht, Netherlands)

1430-1445 #8C3 Supporting self-assessment in Problem Based Learning: a validation of an Active Learning and Critical Thinking Scale Umatul Khoiriyah* (University of Sydney, Australia & Staff Faculty of Medicine, Islamic University of Indonesia, Medical Education, Yogyakarta, Indonesia), Chris Roberts (Sydney Medical School-Northen, University of Sydney, Academic GP Unit, New South Wales, Australia), Christine Jorm (Sydney Medical School, University of Sydney, Educational Development & Research, New South Wales, Australia), C.P.M Van der Vleuten (Maastricht University, Medical Education, Maastricht, Netherlands)

1445-1500 #8C4 Group presentation contest enhances problem-based learning Fen-Yu Tseng*, Tze-Wah Kao (National Taiwan University Hospital, Internal Medicine, Taipei, Taiwan), Jeng-Yi Shieh (National Taiwan University Hospital, Physical Medicine and Rehabilitation, Taipei, Taiwan)

1500-1515 #8C5 Ethics integration into an existing PBL curriculum: Impossible or Possible? Chris Skinner* (University Notre Dame, Fremantle, Medicine, Fremantle, Australia), Richard Hamilton (Notre Dame University, Philosophy and Theology, Fremantle, Australia)

1515-1530 #8C6 Integrating pathology into a problem based learning curriculum Ilse O'Ferrall*, Louise Smyth (University of Notre Dame, Fremantle, Medicine, Perth, Australia)

No Discussion

1400-1530 #8D Research Papers: Admission and Learning Environment Chairperson: Jen Cleland (UK) Location: Hall 1, SECC

1400-1420 #8D1 Twenty Questions game performance at medical school entrance predicts clinical performance near graduation Reed G. Williams* (Indiana University School of Medicine, Surgery, Indianapolis, Indiana, USA), Debra L. Klamen (Southern Illinois University School of Medicine, Medical Education, Springfield, Illinois, USA)

1420-1440 #8D2 Revisiting the D-RECT tool: validation of an instrument measuring residents’ learning climate perceptions Alina Smirnova (Maastricht University, Department of Educational Research and Development, Maastricht, Netherlands), Milou E.W.M. Silkens* (Academic Medical Center, Center for Evidence-Based Education, Amsterdam, Netherlands), Renee E. Stalmeijer (Maastricht University, Department of Educational Research and Development, Maastricht, Netherlands), Onyebuchi A. Arah (University of California Los Angeles, Department of Epidemiology, Los Angeles, USA), Albert Scherpbier (Maastricht University, Department of Educational Research and Development, Maastricht, Netherlands), Kiki M.J.M.H. Lombarts (Academic Medical Center, Center for Evidence-Based Education, Amsterdam, Netherlands)

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1440-1500 #8D3 The relationship between outcomes on a non-academic entrance test and medical degree programme exit outcomes: a prospective UK-wide cohort study Rhoda K MacKenzie* (University of Aberdeen, Division of Medical and Dental Education, Aberdeen, UK), S Nicholson (University of Aberdeen, UK), J Dowell (University of Dundee, UK), K Wilde (University of Aberdeen, IT Department, Aberdeen, UK), AJ Lee (University of Aberdeen, Medical Statistics, Aberdeen, UK), JA Cleland (University of Aberdeen, Division of Medical and Dental Education, Aberdeen, UK)

1500-1520 #8D4 Communication-related anxiety in UK undergraduate medical students and help seeking behaviour Anita Laidlaw* (University of St Andrews, Medical School, St Andrews, UK), Jennifer Hunter (University of Cambridge, School of Clinical Medicine, Cambridge, UK), Gozde Ozakinci (University of St Andrews, Medical School, St Andrews, UK)

1520-1530 Discussion

1400-1530 #8E Short Communications: Longitudinal Integrated Clerkships Chairperson: Jennene Greenhill (Australia) Location: Forth, Clyde Auditorium

1400-1415 #8E1 Student learning during longitudinal, community placements in under-served, deprived areas Paul Crampton*, J.C. McLachlan, J.C. Illing (Durham University, Centre for Medical Education Research, Durham, UK)

1415-1430 #8E2 Exploring Learning Mechanisms in Longitudinal Integrated Clerkships Karen Weyman (University of Toronto, Family Medicine, Toronto, Canada), Maria Mylopoulos, Kulasegaram Kulamakan*, Maria Athina Martimianakis (University of Toronto, Wilson Centre, Toronto, Canada), Bernstein Stacey (University of Toronto, Pediatrics, Toronto, UME LInC Research Committee, University of Toronto, Undergraduate Medical Education, Toronto, Canada)

1430-1445 #8E3 Postgraduate outcomes of a longitudinal integrated curriculum Ian Wilson* (University of Wollongong, Graduate School of Medicine, Wollongong, Australia)

1445-1500 #8E4 The University of Toronto Longitudinal Integrated Clerkship (LInC) - Insights into the admission process through students’ perspectives Mark Hanson, Stacey Bernstein (University of Toronto, Canada) Presenter: Raed Hawa* (University of Toronto, Canada)

1500-1515 #8E5 Developing a two-year patient panel in a hybrid curriculum: an educational challenge Saskia S.L. Mol*, Anke Steerneman, Janneke Witte, Esther de Groot (Julius Centre, Dept of General Practice, Utrecht, Netherlands)

1515-1530 #8E6 Is a large scale international multi-centre study of longitudinal integrated clerkships feasible? Paul Worley* (Flinders University, School of Medicine, Adelaide, Australia), Ian Couper (University of Witwatersrand, Centre for Rural Health, Johannesburg, South Africa), Roger Strasser (Northern Ontario School of Medicine, Cambridge Health Alliance, Sudbury, Canada), David Hirsh (Harvard University, Centre for Medical Education, Cambridge, MA, USA), Beth-Ann Cummings (McGill University, Montreal, Canada), Pamela Stagg (Flinders University, Darwin, Australia), Lisa Graves (University of Toronto, Department of Family and Community Medicine, Toronto, Ontario, Canada), Members of the CLIC Research Collaborative

No Discussion

1400-1530 #8F Short Communications: Feedback 2 Chairperson: Lynne Allery (UK) Location: Argyll I, Crowne Plaza

1400-1415 #8F1 Medical students’ perceptions of receiving feedback from their peers in formative long cases Annette Burgess* (The University of Sydney, Sydney Medical School, Central, Sydney, Australia), Craig Mellis (The University of Sydney, Sydney Medical School, Central, Sydney, Australia)

1415-1430 #8F2 Enhancing Final Year Medical Students’ Feedback Seeking Behaviour; A Pilot Intervention Deborah Murdoch-Eaton*, Denise Bee, John Sandars (University of Sheffield, Medical Education, Sheffield, UK)

1430-1445 #8F3 What is the relationship between feedback preference and self-efficacy in communication tasks? EM (Eveline) Huiden (Albert Schweitzer hospital, Department of Education, Dordrecht, Netherlands), FJM (Frans) Grosfeld (University Medical Center Utrecht, Statistics/Department of Education, Utrecht, Netherlands), Stan Willemsem (ErasmusMC/ Albert Schweitzer hospital, Department of Education, Rotterdam/ Dordrecht, Netherlands) Presenter: JMM (Monica) van de Ridder* (Albert Schweitzer hospital, Dordrecht, Netherlands)

1445-1500 #8F4 Feedback as a motivation component for medical students to use online learning tools David Rojas* (University of Toronto, Wilson Centre, Toronto, Canada), Zain Khan (University of Ontario Institute of Technology, Family Medicine, Oshawa, Canada), Arthur Welsher (McMaster University, Wilson Centre, Hamilton, Canada), Bill Kapralos (University of Ontario Institute of Technology, Oshawa, Canada), Lawrence Grierson (McMaster University, Hamilton, Canada)

137 TUESDAY 8 SEPTEMBER 2015

1500-1515 #8F5 Perceptions of undergraduate medical students of feedback: Importance, Barriers and improving Efficiency Saleh Alrebish* (Qassim University, Medical Education Department, Qassim, Saudi Arabia), Mohamed Nour-El-Din Saleh (Qassim University, Anatomy Department, Qassim, Saudi Arabia)

1515-1530 #8F6 Five key words for effective feedback: A content analysis of excellent written formative feedback Shirley Schipper, Huie Michelle, Shelley Ross* (University of Alberta, Family Medicine, Edmonton, Canada)

No Discussion

1400-1530 #8G Short Communications: Entrustable Professional Activities and Competency Based Education Chairperson: Harm Peters (Germany) Location: Argyll II, SECC

1400-1415 #8G1 When is a Resident “good to go”? Final results from a modified Delphi survey to define and benchmark entrustable professional activities for Family Medicine Residency training Keith Wycliffe-Jones* (University of Calgary, Family Medicine, Calgary, Canada), Shanda Slipp (Queens University, Family Medicine, Kingston, Canada), Wayne Weston (Western University, Family Medicine, London, Canada), Grace Perez (University of Calgary, Family Medicine, Calgary, Canada)

1415-1430 #8G2 Using Entrustable Professional Activities (EPAs) in a GP Training Program: why, which and how? Catherine Regan*, Christopher Starling, Tony Saltis (General Practice Training, Valley to Coast, Newcastle, Australia)

1430-1445 #8G3 A First Look at ACGME Milestones Data: When Do Residents Achieve Entrustment Targets? S.J. Hamstra*, Kenji Yamazaki, Nicholas Yaghmour, Eric Holmboe (Accreditation Council for Graduate Medical Education, Milestones Research and Evaluation, Chicago, USA)

1445-1500 #8G4 Faculty-based development of end of undergraduate medical training EPAs Ylva Holzhausen*, Asja Maaz, Anna Renz, Harm Peters (Charité-Universitätsmedizin Berlin, Dieter Scheffner Center for Medical Education and Evidenced-based Educational Research, Berlin, Germany)

1500-1515 #8G5 Introducing EPAs in undergraduate medical education: critical issues to consider Lisanne Welink* (University Medical Center Utrecht, Center for Research and Development of Education, Utrecht, Netherlands), Margot Weggemans, Suzanne van der Velden, Sanne van den Munckhof, Marijke van Dijk (University Medical Center Utrecht, Medical School, Utrecht, Netherlands), Olle ten Cate (University Medical Center Utrecht, Center for Research and Development of Education, Utrecht, Netherlands)

1515-1530 #8G6 Competency-based education and assessment: program evaluation five years post- implementation Paul Humphries*, Shelley Ross, Michel Donoff, Shirley Schipper (University of Alberta, Family Medicine, Edmonton, Canada)

No Discussion

1400-1530 #8H Short Communications: Professionalism 1 Chairperson: Sylvia Cruess (Canada) Discussant: Richard Cruess (Canada) Location: Argyll III, Crowne Plaza

1400-1415 #8H1 Unseen but Influential: A Literature Review of Hidden Curriculum in Undergraduate Medical Professionalism Education Wico Hartantri*, Reg Dennick (University of Nottingham, School of Medicine, Nottingham, UK)

1415-1430 #8H2 Classifying student responses to reports of unprofessional behavior: a method for assessing likelihood of repetitive problems Michael Ainsworth*, Karen Szauter (University of Texas Medical Branch-Galveston, Internal Medicine, Galveston, USA)

1430-1445 #8H3 With forked tongue: speaking compassion modeling detachment Susan Phillips* (Queen's University, Family Medicine, Kingston, Canada)

1445-1500 #8H4 Professional conduct of clinician educators: perspectives of medical students Harlina Halizah Siraj*, Siti Mariam Bujang, Nabishah Mohammad (Universiti Kebangsaan Malaysia, Medical Education, Kuala Lumpur, Malaysia)

138 TUESDAY 8 SEPTEMBER 2015

1500-1515 #8H5 Quality of life, motivation to learn and professionalism in higher education: Implications for the design of the medical curriculum Ralph Pinnock* (Dunedin School of Medicine, University of Otago, Paediatrics and Child Health, Dunedin, New Zealand), Marcus Henning (University of Auckland, Centre for Medical and Health sciences Education, Auckland, New Zealand)

1515-1530 Discussion

1400-1530 #8I Short Communications: Scoring an OSCE Chairperson: Lambert Schuwirth (Australia) Location: Alsh 1, SECC

1400-1415 #8I1 The use of Borderline Regression Analysis in an online OSCE Marking Tool for improved decisions about pass or fail students Thomas Kropmans* (National University of Ireland Galway; College of Medicine, Nursing and Health Sciences, School of Medicine, Medical Informatics & Medical Education, Galway, Ireland), David Cunningham (Qpercom Ltd, Research & Development, Galway, Ireland), Kieran Kennedy (National University of Ireland Galway; College of Medicine, Nursing and Health Sciences, School of Medicine, Department of Medicine, Galway, Ireland)

1415-1430 #8I2 Identifying ‘borderline’ students in performance assessments – what does the empirical evidence say? Matt Homer*, Godfrey Pell, Richard Fuller (University of Leeds, Leeds Institute of Medical Education, Leeds, UK)

1430-1445 #8I3 How students respond to simulated patients’ emotional cues and concerns – Using the Verona Coding Definitions of Emotional Sequences (VR-CoDES) in an OSCE setting Claudia Kiessling* (Klinikum der Universität München, Institut für Didaktik und Ausbildungsforschung in der Medizin, Munich, Germany/ Brandenburg University of Medicine Theodor Fontane, Neuruppin, Germany), Martin R. Fischer (Katharina Schäfer, Clara Wübbolding, Tanja Pander, Klinikum der Universität München, Institut für Didaktik und Ausbildungsforschung in der Medizin, Munich, Germany)

1445-1500 #8I4 Does the presence of outliers in high stakes OSCE examinations unduly affect the pass mark? Kiran Grewal* (Royal College of Pyschiatrists, Examinations, London, UK), Adrian Husbands (University of Buckingham, Medical School, London, UK), Debbie Wright (Royal College of Pyschiatrists, Examinations, London, UK)

1500-1515 #8I5 Hawks, Doves and Rasch decisions. Using Many-Facet Rasch Modelling (MFRM) to understand the overall impact of “examiner-groups” on OSCE scores Peter Yeates* (University of Manchester, Centre for Respiratory Medicine and Allergy, Manchester, UK), Stefanie Sebok (Queen's University, Faculty of Education, Kingston, Canada)

1515-1530 #8I6 Fixing the Rubber Band: Calibration of Communication Skills items in OSCE checklists Winny Setyonugroho* (Universitas Muhammadiyah Yogyakarta, Yogyakarta, Indonesia), Thomas Kropmans, Kieran Kennedy, Brian Stewart (National University of Ireland Galway, Ireland), Jan van Dalen (Maastricht University, Netherlands)

No Discussion

1400-1530 #8J Short Communications: Empathy 1 Chairperson: Janusz Janczukowicz (Poland) Discussant: Mona Siddiqui (UK) Location: Alsh 2, SECC

1400-1415 #8J1 Teaching and learning of empathy in undergraduate medical education: An exploration of faculty understandings and perspectives Karen Mann*, Joan Evans, John Muir, Joan Sargeant (Dalhousie University, Division of Medical Education, Halifax, Canada), James Stephenson (Dalhousie University, Family Medicine, Saint John, Canada)

1415-1430 #8J2 Evidence of stability of empathy among UK undergraduate medical students: a multi-centre cross-sectional study John Benson*, Thelma Quince, Pia Thiemann, Sarah Hyde, James Brimicombe, Diana Wood (University of Cambridge, School of Clinical Medicine, Cambridge, UK)

1430-1445 #8J3 Teaching empathic communication skills to nursing students Elma Avdi*, Meaghan Leith (Holmeslgen, Faculty of Language & Vocational Pathways, Melbourne, Australia)

1445-1500 #8J4 Using Movies to teach Empathy: Phenomenological study Ali Tareq* (Kerbala university, Medicine, Kerbala, Iraq)

1500-1515 #8J5 Conducting medical ethics lessons using medical student diaries Chaowaphon Ittiphanitphong*, Pimpet Sukumalpaiboon (, Ear Nose Throat, Nakhonsawan, Thailand)

139 TUESDAY 8 SEPTEMBER 2015

1515-1530 Discussion

1400-1530 #8K Short Communication: Interprofessional Education 2 Chairperson: Levente Kiss (Hungary) Discussant: Dimitri Parra (Canada) Location: Boisdale 1, SECC

1400-1415 #8K1 Simulation-based ‘ward calls’ course improves undergraduate student readiness for inter- professional learning Tzu-Chieh Yu* (University of Auckland, Centre for Medical and Health Sciences Education, Auckland, New Zealand), Jane Torrie (University of Auckland, Department of Anaesthesiology, Auckland, New Zealand), Gihan Ganesh (Auckland District Health Board, Department of Anaesthesia, Auckland, New Zealand), Jennifer Weller (University of Auckland, Centre for Medical and Health Sciences Education, Auckland, New Zealand)

1415-1430 #8K2 Interprofessional teamwork and its impact on clinical reasoning: results of a qualitative study KS Blondon* (University Hospitals of Geneva, Department of General Internal Medicine, Geneva, Switzerland), V Muller-Juge (University of Geneva, Unit of Development and Research in Medical Education, Geneva, Switzerland), S Cullati (University Hospitals of Geneva, Quality of Care Service, Geneva, Switzerland), P Hudelson (University Hospitals of Geneva, Department of Community Medicine, Geneva, Switzerland), GL Savoldelli (University Hospitals of Geneva and University of Geneva, Unit of Development and Research in Medical Education, Geneva, Switzerland), MR Nendaz (University Hospitals of Geneva and University of Geneva, Department of General Internal Medicine, Geneva, Switzerland)

1430-1445 #8K3 Interprofessional simulation-based team training for medical and nursing students Rune Bruhn Jakobsen (University of Oslo, Oslo, Norway), Sarah Frandsen Gran (University of Oslo, Department of Health Management and Health Economics, Oslo, Norway), Bergsvein Grimsmo (Oslo and Akershus University College of Applied Sciences, Oslo, Norway), Kari Arntzen (Oslo and Akershus University College of Applied Sciences, Oslo, Norway), Jan Frich*, Per Hjortdahl (University of Oslo, Norway)

1445-1500 #8K4 CST (Complex Situation Training): Improving multidisciplinary collaboration between medical specialists using practice based interprofessional education K-J Nauta* (VUmc, Hospital Psychiatry, Amsterdam, Netherlands), L Both (VUmc, Medical Psychology, Amsterdam, Netherlands), S Peerdeman (VUmc, Neurosurgery, Amsterdam, Netherlands)

1500-1515 #8K5 The TeAMS-program: a multidisciplinary interprofessional training program for medical professionals Saskia Peerdeman* (VU University Medical Centre and VUmc School of Medical Sciences, Neurosurgery, Amsterdam, Netherlands), Lianne Both (VU University Medical Centre, Medical Psychology, Amsterdam, Netherlands), Anneke Bakker (VUmc School of Medical Sciences, Faculty Development, Amsterdam, Netherlands), TeAMS program group Peerdeman (VU University Medical Centre, Neurosurgery, Amsterdam, Netherlands)

1515-1530 Discussion

1400-1530 #8L Short Communications: Research in Medical Education Chairperson: Colin Lumsden (UK) Location: Boisdale 2, SECC

1400-1415 #8L1 Understanding the Cultural Impact of an Academy of Medical Educators on a Campus Janet Corral*, Gretchen Guiton, Eva Aagaard (University of Colorado Denver, School of Medicine, Aurora, USA)

1415-1430 #8L2 Undertaking a PhD in medical education – by thesis or compilation? Tanisha Jowsey*, Carmen Skilton, The University of Auckland, Centre for Medical and Health Sciences Education, Auckland, New Zealand

1430-1445 #8L3 The risk-of-bias & standards of reporting of published randomized controlled trials of medical education research: Looking back, looking forward Tanya Horsley* (Royal College of Physicians and Surgeons of Canada, Research Unit, Ottawa, Canada), James Gallipeau (Ottawa Health Research Institute, Centre for Practice Changing Behavior, Ottawa, Canada), Jennifer Petkovic (Centre for Global Health, Campbell and Cochrane Equity Methods Group, Ottawa, Canada), Jeanie Zeiter (Royal College of Physicians and Surgeons of Canada, Research Unit, Ottawa, Canada), Stan Hamstra (Accreditation Council for Medical Education, Milestone Research and Evaluation, Chicago, USA), David Cook (Mayo Clinic, General Internal Medicine, Rochester, USA)

1445-1500 #8L4 Feasibility of ensuring construct validity of questionnaires for evaluating Junior Medical trainee supervision in local insitutional contexts Darryl Andrew McGill* (The Canberra Hospital, Prevocational Education and Trainning Committee, Garran, Australia), Cees P.M. van der Vleuten (Maastricht University, Health, Medicine and Life Sciences, Educational Development and Research, Maastricht, Netherlands)

140 TUESDAY 8 SEPTEMBER 2015

1500-1515 #8L5 Random versus convenience samples: differences in survey results Paulo S. P. Silveira* (School of Medicine, University of Sao Paulo, Medical Informatics, Department of Pathology, Sao Paulo, Brazil), Fernanda B. Mayer, Patricia Z. Tempski (School of Medicine, University of Sao Paulo, Center for Development of Medical Education and Department of Medicine, Sao Paulo, SP, Brazil), Sylvia C. Enns (School of Medicine, University of Sao Paulo, Center for Development of Medical Education, Sao Paulo, SP, Brazil), Helena B. M. S. Paro (Medical School, Federal University of Uberlândia, Department of Obstetrics and Gynecology, Uberlandia, MG, Brazil), Milton A. Martins (School of Medicine, University of Sao Paulo, Center for Development of Medical Education and Department of Medicine, Sao Paulo, SP, Brazil)

1515-1530 #8L6 Differences in higher cognitive skills between participants and non-participants in optional higher cognitive training sessions Hiroko Yoshida* (American University of the Caribbean, Cupecoy, Sint Maarten, Netherlands Antilles), Heidi Chumley (American University of the Caribbean, Coral Gables, Florida, USA)

No Discussion

1400-1530 #8M Short Communications: Curriculum Content 1 Chairperson: Marietjie de Villiers (South Africa) Location: Carron 1, SECC

1400-1415 #8M1 Learning Global Health: exploring the social determinants of health through the patient-based case report tool Seema Biswas*, Keren Mazuz, Tzvi Dwolatzky, A Mark Clarfield (Medical School for International Health, Ben Gurion University, Beer Sheva, Israel)

1415-1430 #8M2 Difficulties in teaching Social Sciences in medical school Nelson Filice de Barros*, Juan C. A. Fernandez, Juliana L. Nascimento, Rafael A. Silva (University of Campinas, Collective Health, Campinas, Brazil)

1430-1445 #8M3 Teaching public health in UK medical schools – the challenges of the vertical strand Anna Lyon (University of Birmingham, Department of Public Health, Birmingham, UK), Eleanor J Hothersall* (University of Dundee, Medical Education Institute, Dundee, UK), Stephen Gillam (University of Cambridge, Medical Education Institute, Cambridge, UK)

1445-1500 #8M4 Physical Activity Knowledge and Participation in Australian Postgraduate Medical Students; MEDx David Lipman*, Colin Bell, Scott McCoombe (Deakin University, Medical School, Geelong, Australia)

1500-1515 #8M5 Guidelines: Methodological Competence in Gender Medicine Ulrike Nachtschatt* (Medical University of Innsbruck, Koordinationsstelle für Gleichstellung, Frauenförderung und Geschlechterforschung, Innsbruck, Austria), Margarethe Hochleitner (Medical University of Innsbruck, Women's Health Centre, Innsbruck, Austria)

1515-1530 #8M6 Does cultural awareness education have an impact on students’ attitudes? Janie Dade Smith* (Bond University, Faculty of Health Sciences and Medicine, Varsity Lakes, Australia), Sally Sargeant (Bond University, Faculty of Health Science and Medicine, Gold Coast, Australia)

No Discussion

1400-1530 #8N Short Communications: Faculty Development 2 Chairperson: Shmuel Reis(Israel) Location: Carron 2, SECC

1400-1415 #8N1 Assessing competency in distance learning master programs in medical education: A qualitative analysis of programs in UK and Pakistan Rehan Ahmed Khan* (Islamic International Medical College, Rawalpindi, Pakistan)

1415-1430 #8N2 Medical education in the digital age: the role of MOOCs in faculty development Veena C. Rodrigues* (Norwich Medical School, University of East Anglia, Medical Education, Norwich, UK), Helena Gillespie (Norwich Medical School, University of East Anglia, Norwich, UK)

1430-1445 #8N3 Workplace community enhancement by a comprehensive Faculty Development program at the department of Family Practice specialty training Marie-Louise Schreurs*, Bas Maiburg (Maastricht University, Family Medicine, Maastricht, Netherlands)

141 TUESDAY 8 SEPTEMBER 2015

1445-1500 #8N4 Who is my community? Academic leaders’ conceptions of their social network Susan Lieff*, Laya Poost-Foroosh, Lindsay Baker (University of Toronto, Centre for Faculty Development, Toronto, Canada), Brian Castellani (Kent State University, Sociology, Ashtabula, USA), Frederic W Hafferty (Mayo Clinic, College of Medicine, Rochester, USA), Stella Ng (University of Toronto, Centre for Faculty Development, Toronto, Canada)

1500-1515 #8N5 Reflecting on and developing leadership skills for postgraduate students in a clinical- experimental medical sciences programme: Can Health Professions Education be the key? Henrique L.C. Sa* (Universidade de Fortaleza, School of Medicine, Fortaleza, Brazil), Jeova Keny B Colares (Universidade de Fortaleza, Graduate School of Medical Sciences, Fortaleza, Brazil), Olivia A, A, C. Bessa, Renata R. B Giaxa (Universidade de Fortaleza, School of Medicine, Fortaleza, Brazil)

1515-1530 #8N6 PhDs in Biomedical Research and Health Sciences as “Case Writers” and “Curriculum Developers” for Undergraduate (MD) Programs Sergo Tabagari, Paata Tsagareishvili, Tamar Ediberidze (David Tvildiani Medical University, Tbilisi, Georgia) Presenter: Nino Tabagari* (David Tvildiani Medical University, Tbilisi, Georgia)

No Discussion

1400-1530 #8O Short Communications: Social Accountability Chairperson: Julia Blitz (South Africa) Location: Dochart 1, SECC

1400-1415 #8O1 What are medical schools doing about social accountability? A systematic literature review Christopher Thomas*, Kamila Hawthorne (Cardiff Medical School, Cardiff, UK)

1415-1430 #8O2 Meaning of Social Accountability in a New Medical School in a small Argentine Community Félix P. Etchegoyen, Héctor Alejandro Barceló (Barcelo Medical School, Buenos Aires, Argentina), Ricardo Juan Rey (Barcelo Medical School, Internal Medicine, Buenos Aires, Argentina), María Cristina Rilo (Barcelo Medical School, Science and Investigation, Buenos Aires, Argentina) Presenter: Axel Barcelo* (Barcelo Medical School, Buenos Aires, Argentina)

1430-1445 #8O3 Research on Accountability Practices in Brazilian Medical Schools Izabel Coelho, Amanda Luz (Faculdades Pequeno Principe, Medicina, Curitiba, Brazil), Rosiane Mello (Faculdades Pequeno Principe, Ensino e Pesquisa, Curitiba, Brazil), Alexa Marchioratto (Faculdades Pequeno Principe, Ensino em Saúde, Curitiba, Brazil), Edilceia Ravazzoni (Faculdades Unibrasil, Nutrição, Curitiba, Brazil), Ivete Zagonel (Faculdades Pequeno Principe, Enfermagem, Curitiba, Brazil) Presenter: Vera Andrade* (Faculdades Pequeno Principe, Pesquisa, Curitiba, Brazil)

1445-1500 #8O4 Health Advocacy training promotes General Practice trainees’ social accountability Marie-Louise Schreurs, Tonnie Van Kessel* (Maastricht University, Family Medicine, Maastricht, Netherlands)

1500-1515 #8O5 Impacts of a new medical school on a remote Brazilian region Sheyla Ribeiro Rocha*, Nádia Veronica Halboth, Luciana Fernandes Amaro Leite, Juliana Augusta Dias, Leida Calegário de Oliveira (Universidade Federal dos Vales do Jequitinhonha e Mucuri, Farmácia, Diamantina, Brazil)

1515-1530 #8O6 A new medical school developed by the community for the community in Northeastern Pennsylvania, USA Janet Townsend* (The Commonwealth Medical College, Family, Community and Rurul Health, Scranton, USA), Diana Callender, William Lobst (The Commonwealth Medical College, Clinical Sciences, Scranton, USA)

No Discussion

1400-1530 #8P Conference Workshop: A beginner’s guide to peer reviewing health education systematic review: A Best Evidence Medical Education (BEME) collaboration workshop Morris Gordon (University of Central Lancashire, Preston, UK), Madalena Patricio*, Antonio Vaz Carneiro* (Lisbon, Portugal) Location: Dochart 2, SECC

1400-1530 #8Q Conference Workshop: Advanced Presentation Skills - Going From Good to Great Lawrence Sherman* (Prova Education, Educational Strategy, Melville, USA) Location: Castle I, Crowne Plaza

1400-1530 #8R Conference Workshop: Implementing Entrustable Professional Activities in UME: Lessons from the Core EPAs for Entering Residency pilot in the US Maryellen Gusic* (Association of American Medical Colleges, Medical Education, Washington, USA), Vivian Obeso* (FIU Herbert Wertheim College of Medicine, Internal Medicine, Miami, USA), Kim Lomis* (Vanderbilt, General Surgery, Nashville, USA), Meenakshy Aiyer (University of Illinois at Chicago, Internal Medicine, Peoria, USA), Karin Esposito (FIU Herbert Wertheim College of Medicine, Psychiatry, Miami, USA) Location: Castle II, Crowne Plaza

142 TUESDAY 8 SEPTEMBER 2015

1400-1530 #8S Conference Workshop: The Small Group Experience: Strategies to Improve Your Performance as Facilitator Carol F. Capello* (Weill Cornell Medical College, Academic Affairs, New York, USA), Norma S. Saks (Rutgers Robert Wood Johnson Medical School, Education, New Brunswick, USA), Thanakorn Jirasevijinda* (Weill Cornell Medical College, Pediatrics, New York, USA) Location: Castle III, Crowne Plaza

1400-1530 #8T Conference Workshop: Standard setting: why it matters and to whom Nathalie De Bruycker*, Adriaan Norbar* (Leiden University Medical Center, Center for Innovation in Medical Education, Leiden, Netherlands), Karen Stegers-Jager* (Erasmus University Medical Center, Institute for Medical Education Research Rotterdam, Rotterdam, Netherlands), René Tio* (Center for Research and Innovation in Medical Education, University of Groningen and University Medical Center Groningen, Groningen, Netherlands) Location: Gala 1, Clyde Auditorium

1400-1530 #8U Conference Workshop: Driving student learning through developmental assessment: Designing faculty development for workplace based assessment James Kwan* (School of Medicine, University of Western Sydney, Medical Education Unit, Sydney, Australia), Subha Ramani* (Harvard Medical School, Department of Medicine, Brigham and Women’s Hospital, Boston, USA) Location: Gala 2, Clyde Auditorium

1400-1530 #8V Conference Workshop: How to develop a superb postgraduate faculty team Alan Cook* (Severn Postgraduate Medical Education, Health Education England, Educational Development, Bristol, UK), Davinder Sandhu* (Royal College of Surgeons in Ireland, Bahrain Medical University, Bahrain) Location: Staffa, Crowne Plaza

1400-1530 #8W Conference Workshop: Enhancing team-based learning through the use of a mobile- friendly online assessment platform in-class Shihab Khogali*, Alisdair Smithies* (University of Dundee School of Medicine, Medical Education Institute, Dundee, UK) Location: Shuna, Crowne Plaza

1400-1530 #8X Conference Workshop: Is it them or is it us? Re-imagining the undergraduate curriculum through the learner’s eyes James Crossley* (University of Sheffield, Academic Unit of Medical Education, Sheffield, UK), Olle ten Cate (University Medical Center Utrecht, Center for Research and Development of Education, Utrecht, Netherlands), Glenn Regehr (University of British Columbia, Centre for Health Education Scholarship, Vancouver, Canada), John Sandars (University of Sheffield, Academic Unit of Medical Education, Sheffield, UK) Location: Jura, Crowne Plaza

1400-1530 #8Y Conference Workshop: Curriculum Mapping – easier than thought Olaf Ahlers*, Martin Dittmar* (Charite – Universitaetsmedizin Berlin, Department for Curriculum Management, Berlin, Germany), Jan Carl Becker* (Medical Faculty, University of Muenster, Department of Medical Education, Muenster, Germany), Ina Treadwell* (Sefako Magatho Health Sciences University, Skills Centre, Medunsa, South Africa), Syed Moin Aly (College of Medicine, Taif University, Department of Medical Education, Al-Hawiyah, Taif, Saudi Arabia), Ara Tekian* (College of Medicine, University of Illinois, Department of Medical Education, Chicago, USA) Location: Barra, Crowne Plaza

1400-1530 #8Z Conference Workshop: Creating virtual patient cases that support the development of clinical reasoning James Barry McGee (University of Pittsburgh, School of Medicine, Pittsburgh, USA), David Fleiszer (McGill University, Department of Surgery, Montreal, Canada), Nancy Posel* (McGill University, School of Medicine, Montreal, Canada) Location: Orkney, Crowne Plaza

1400-1530 #8AA ePosters: Communication Skills Chairperson: Chris Trace (UK) Location: Morar, SECC

#8AA01 Communication and medicine: developing skills Ana Laura Schliemann* (PUC/SP, Psicologia do Desenvolvimento, Sorocaba, Brazil), Sérgio Zaidhaft (Universidade Federal do Rio de Janeiro, Hospital Universitário Clementino Fraga Filho, Rio de Janeiro, Brazil)

143 TUESDAY 8 SEPTEMBER 2015

#8AA02 Translating medical documents into plain language enhances communication skills in undergraduate medical students Anja Bittner, Ansgar Jonietz, Johannes Bittner, Luise Beickert ("Was hab' ich?" gGmbH, Dresden, Germany) Presenter: Sigrid Harendza* (University Hospital Hamburg-Eppendorf, Hamburg, Germany)

#8AA03 Literature and Medicine - a teaching experience Silvana Araujo Tavares Ferreira* (UERJ and UNESA, Psychiatry and Medical Psychology, Rio de Janeiro, Brazil), Ana Luisa Rocha Mallet (UNESA, Internal Medicine, Rio de Janeiro, Brazil), Aurora Barros (UNESA, Literature, Rio de Janeiro, Brazil), Luciana Andrade (UNESA, Biophysics, Rio de Janeiro, Brazil), Sylvia Maria Porto Pereira (UNESA, Pediatrics, Rio de Janeiro, Brazil), Luiz Vaz (UNESA, Performing Arts, Rio de Janeiro, Brazil)

#8AA04 Practicing Observation Skill for Medical Students Yaowalak Khomnuan (Buddhachinaraj Medical Education Center, Pediatric Surgery, Phitsanulok, Thailand), Harutaya Kasyanan* (Buddhachinaraj Medical Education Center, Medicine, Phitsanulok, Thailand)

#8AA05 Exploring the effect of using real patients’ cases in peer role-play in undergraduate medical interview education: a qualitative study Noriyuki Takahashi* (Nagoya University Graduate School of Medicine, Department of General Medicine / Family & Community Medicine, Nagoya, Japan), Muneyoshi Aomatsu (Nagoya University Hospital, Department of General Medicine, Nagoya, Japan), Takuya Saiki (Gifu University, Medical Education Development Center, Gifu, Japan), Takashi Otani (Nagoya University, Department of Educational Sciences, Graduate School of Education and Human Development, Nagoya, Japan), Nobutaro Ban (Nagoya University Graduate School of Medicine, Department of General Medicine / Family & Community Medicine, Nagoya, Japan)

#8AA06 Classroom teaching of communication skills made relevant with early patient contact – our experience at a university teaching hospital in UAE Venkatramana Manda* (Gulf Medical University, General Surgery, Ajman, United Arab Emirates), Pankaj Lamba (GMC Hospital and Research Center, Ophthalmology, Ajman, United Arab Emirates), Sherly Ajay (Gulf Medical University, General Surgery, Ajman, United Arab Emirates)

#8AA07 Training pre-clerkship students on counselling skills Buthaina Baqir*, Ken Masters (Sultan Qaboos University, Medical Education & Informatics Unit, Muscat, Oman)

#8AA08 An investigation into student perceptions of medical journalism as a learning method for scientific writing during a medical undergraduate course Aksha Ramaesh* (University of St Andrews, Medicine, St Andrews, UK), Anahita Sharma, Angela Hu, Ezzat Ahmed (University of St Andrews, UK)

#8AA09 Educating physicians in informing and empowering patients: factors involved in tailoring information to patients’ needs and enhancing patient empowerment E. Klarenbeek* (University Medical Center Utrecht, Educational Center, Utrecht, Netherlands), F. van Stiphout, S. Vervoort (University Medical Center Utrecht, Internal Medicine and Dermatology, Utrecht, Netherlands), E. ter Braak (University Medical Center Utrecht, Educational Center, Utrecht, Netherlands)

#8AA10 Learn through feeling: the use of artistic expressions as an instrument to uncover the affective dimension of doctor-patient relationship Gabrielle Leite Silveira*, Marcelo Schweller, Márcia Maria Strazzacappa Hernandez, Jamiro Silva Wanderley, Marco Antonio Carvalho-Filho (UNICAMP, Campinas, Brazil)

#8AA11 A training program for perinatal residents to deliver bad news: feedback from standardized patients can make a difference Silvia Setubal, Eliana Amaral* (University of Campinas, Gynecology and Obstetrics, Campinas, Brazil)

#8AA12 Proper Breaking Bad News Practice for Medical Students; A Qualitative Research Wallapa Bunpromma* (Khonkaen Hospital, Psychiatry, Khon Kaen, Thailand), Jiratha Budkaew (Khonkaen Hospital, Family Medicine, Khon Kaen, Thailand)

#8AA13 Teaching communication skills in order to make inevitable death discussable Dorine van Woerden* (Academic Medical Centre, Division Medical Psychology, Amsterdam, Netherlands)

#8AA14 A difficult conversation – breaking bad news on a simulated ward round Fiona Crichton* (University of Edinburgh, Centre for Medical Education, Edinburgh, UK), Ishwinder Thethy (NHS Lothian, Medical Education Directorate, Edinburgh, UK), Janet Skinner (University of Edinburgh, Centre for Medical Education, Edinburgh, UK) #8AA15 Considering how healthcare professionals should talk about dying in clinical settings Yuka Urushibara-Miyachi* (Kyoto University, Center for Medical Education, Kyoto, Japan), Toru Kamiya (Rakuwakai Otowa Hospital, Department of Infectious Diseases and Department of General Internal Medicine, Kyoto, Japan), Daien Oshita, Miho Iwakuma (Kyoto University, School of Public Health, Department of Medical Communication, Kyoto, Japan), Hiroshi Nishigori (Kyoto University, Center for Medical Education, Kyoto, Japan)

144 TUESDAY 8 SEPTEMBER 2015

1400-1530 #8BB ePosters: Teaching and Learning: Principles Chairperson: Robert McKinley (UK) Location: Ness, SECC

#8BB01 Medical students have a more deep learning approach in basic sciences Isabel Neto*, Raquel Fernandes (Faculty of Health Sciences, University of Beira Interior, Covilhã, Portugal)

#8BB02 Improvement of teaching and learning principles for ENT Kittaya Lertnakorn* (Maharat Nakornsrithammarat, ENT, Nakornsrithammarat, Thailand)

#8BB03 Factors Contributing to Medical Students’ Attitude of being “Good Doctors” Saraporn Matayart (Buddhasothorn Medical Education, Medicine, Chachoengsao, Thailand), Siriluk Pongchitsiri* (Buddhasothorn Medical Education Center, Family Medicine, Chachoengsao, Thailand), Somchai Hanchaipiboonkul (Buddhasothorn Medical Education Center, Medicine, Chachoengsao, Thailand)

#8BB04 Medical students’ reflection on the effect of learning methods and cognitive achievement in congenital heart disease Sorawit Pongpittayut*, Yaowalak Jariyapongpaiboon (Medical Education Center Chiangrai Prachanukroh Hospital, Pediatrics, Chiangrai, Thailand)

#8BB05 Towards understanding informal learning in networks of healthcare professionals – Results of a qualitative empirical study John Bibby* (Bradford Districts Clinical Commissioning Group, Leeds Institute of Medical Education (LIME), Bradford, UK), Micky Kerr (University of Leeds, School of Management Information Systems, Leeds, UK), Ronald Maier, Stephan Schäper, Stefan Thalmann (University of Innsbruck, School of Management Information Systems, Innsbruck, Austria), Lena Waizenegger (University of Innsbruck, Innsbruck, Austria)

#8BB06 Effects of squeezing ball to the short-term order memory Pacharaporn Burapakul*, Rattanaporn Tornsanoi, Arisa Eurphakdeeprasoet, Manatchawee Maneeratchakit, Chutima Lorkitiwong, Naporn Uengarporn (Suranaree University of Technology, Institute of Medicine, Muang, Thailand)

#8BB07 The Quest for the Holy Grail: Evidencing the impact of learning Richard Price* (Yorkshire Ambulance Service NHS Trust, York, UK)

#8BB08 “To-learn is impossible” if the senses and the brain are not functional, as “not-to-learn is impossible” if they are: a compulsory corollary of basic Neurophysiology Tilemachos Zaimis*, Ioannis DK Dimoliatis (University of Ioannina, Medical School, Ioannina, Greece)

#8BB09 You can lead a horse to water but how does it think? The study habits of fourth and fifth year Aberdeen university medical students Sheena Murdoch* (Aberdeen University and NHS, Glasgow, UK)

#8BB10 Student Self-assessment in a PBL Subject, Faculty of Medicine Vajira Hospital Ittisak Subrungruang* (Faculty of Medicine Vajira Hospital, Clinical Pathology, Bangkok, Thailand)

#8BB11 Quiz, the wizz. How to motivate students for progression through prior knowledge Jeannette Unge*, Eva Horneij (Health Sciences Centre, Faculty of Medicine, Lund University, Physiotherapy, Lund, Sweden), Christina Gummesson (Center for Teaching and Learning, Faculty of Medicine, Lund University, Physiotherapy, Lund, Sweden)

#8BB12 The use of competitive learning enhances exam performance: an incentivized ECG teaching session Culadeeban Ratneswaran, Debasish Banerjee (St George's Hospital, London, UK) Presenter: Robert Batley* (St George's University, Sidcup, UK)

#8BB13 Comparison of CBL and traditional seminar for introduction of complex multidisciplinary concepts in surgical curriculum Mateusz Rubinkiewicz*, Michał Pędziwiatr, Piotr Major, Mikhail Kisialeuski (Jagiellonian University, 2nd Department of General Surgery, Kraków, Poland), Michał Nowakowski (Jagiellonian University, Department of Medical Education, Kraków, Poland), Andrzej Budzyński (Jagiellonian University, 2nd Department of General Surgery, Kraków, Poland)

#8BB14 How medical students perceive concept maps as an innovative tool for clinical reasoning teaching and learning process Daniel Fernandes Mello de Oliveira*, Rosiane Viana Zuza Diniz, Ranna Santos Pessoa, Luana Lopes de Medeiros, Auzelívia Pastora Rego Medeiros Falcão, Maria José Pereira Vilar (Federal University of Rio Grande do Norte, Natal, Brazil)

#8BB15 Using concept maps to identify subject specific troublesome knowledge and threshold concepts in an undergraduate medical course Chris John* (Imperial College London, Medical Education Research Unit, London, UK), Martyn Kingsbury (Imperial College London, Educational Development Unit, London, UK)

145 TUESDAY 8 SEPTEMBER 2015

#8BB16 A crash course in metacognition: evaluation of a 5-week study skills programme for students in the first year of undergraduate medical education Fiza Ahmed*, Clare Penlington (Queen Mary University of London, Medical Education, London, UK), Lesley Robson (Queen Mary University of London, Institute of Health Sciences Education, London, UK)

#8BB17 Distributed Test-Restudy: "Test" Is Not Always A Four-Letter Word In Undergraduate Health Education Ronald Damant* (University of Alberta, Department of Medicine, Division of Pulmonary Medicine, Edmonton, Canada), Margaret Dennett (Vancouver Community College, School of Health Sciences (Dental), Vancouver, Canada), Ali Kapasi (University of Alberta, Department of Medicine, Division of Pulmonary Medicine, Edmonton, Canada), Sandi Sandilands, Craig Rach (University of Alberta Hospital, Respiratory Therapy, Edmonton, Canada), Dwight Harley (University of Alberta, School of Dentistry, Edmonton, Canada)

1400-1530 #8CC Posters: Rural Education Chairperson: Gill Maudsley (UK) Location: Hall 4, SECC

#8CC01 Social Accountability and Memorial’s “Life Cycle” Approach to Medical Education James Rourke*, Kristin Harris Walsh, Mohamed Ravalia, Danielle O'Keefe, Katherine Stringer, Norah Duggan (Memorial University of Newfoundland, St. John's, Canada)

#8CC02 The Scottish School for Rural Health & Wellbeing - a New Venture in Collaboration William S McKerrow* (NHS Education for Scotland, North Region, Inverness, UK)

#8CC03 Accreditation for Rural Medical Educators Mia Peardon, Rebecca Caygill, Julian Wright* (University of Melbourne, Rural Clinical School, Shepparton, Australia)

#8CC04 Identifying predictors of physician retention in a Canadian province. Implications for future provincial physician need Asoka Samarasena* (Memorial University of Newfoundland, Postgraduate Medical Education, St. John's, Canada), Maria Mathews, Dana Ryan (Memorial University of Newfoundland, Division of Community Health & Humanities, St. John's, Canada)

#8CC05 Impact of undergraduate medical education program for fostering the sympathy to rural medicine Tetsuya Kawabe*, Takuzo Hano (Wakayama Medical University, Center for Educational Research and Development, Wakayama, Japan)

#8CC06 Effectiveness of a new medical education center to increase production of rural doctors for sustainable health service in the three south border provinces of Thailand Duangrutai Jitprawat* (Yala Medical Education Center, Internal Medicine, Yala, Thailand)

#8CC07 Study of how long doctors graduating from Ratchaburi Hospital Medical Education Center worked in their homeland province Somchai Chokepattanapong* (Ratchaburi Hospital Medical Education Center, Ratchaburi, Thailand)

#8CC08 Reflection in community fieldwork Suttipat Wongvitvichot*, Nongnuch Polruamngern, Chavanant Sumanasrethakul (Faculty of Medicine Vajira Hospital, Navamindradhiraj University, Preventive and Social Medicine, Bangkok, Thailand), Pattana Tanyakittikul (Faculty of Medicine Vajira Hospital, Navamindradhiraj University, Ophthalmology, Bangkok, Thailand)

#8CC09 Sustainable basic training in emergency dental care. Moving to Phase 2: Training the trainer in East Africa Julie Williams* (University of Bristol, School of Oral and Dental Sciences, Bristol, UK), Kiaran Weil (Health Education North West, School of Dental Sciences, Newcastle, UK), Katherine Wilson (Newcastle University, School of Oral and Dental Sciences, Bristol, UK)

#8CC10 Qualitative analysis on written student feedback in developing medical curriculum Pauliina Suomela* (Seinäjoki Central Hospital/ University of Tampere, Medical School, Seinäjoki, Finland), Raimo Puustinen (University of Tampere, Medical School, Tampere, Finland)

#8CC11 Communication skills training in teams at rural hospitals in Norway Torild Jacobsen* (Freelance, Sandnessjøen, Bergen, Norway), Hans Henrik Strøm (Helgeland Hospital, Public Health and Primary Health Care, Sandnessjøen, Norway), Anders Bærheim (University of Bergen, Norway)

#8CC12 Trend about being the rural doctor of the fourth generation medical students of Walailak medical school in CPIRD of Thailand Patrinee Thamsriswadi* (Vachira Phuket Hospital, Pediatrics, Phuket, Thailand), Wongsakorn Charoenpol (Medical Education Center, Pediatrics, Phuket, Thailand)

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#8CC13 Climate Learning of Medical Students in Project to Increase Production of Rural Doctors Porntip Nimkuntod* (Institute of Medicine, Suranaree University of Technology, School of Medicine, Nakhonratchasima, Thailand), Pattama Tongdee (Institute of Medicine, Suranaree University of Technology, School of Obstetrics and Gynecology, Nakhonratchasima, Thailand), Soraya Kaewpitoon (Institute of Medicine, Suranaree University of Technology, School of Family Medicine, Nakhonratchasima, Thailand), Naporn Ueng-Arporn (Institute of Medicine, Suranaree University of Technology, School of Pediatrics, Nakhonratchasima, Thailand), Natthaphon Annanon, Karakad Ratanakeereepun (Institute of Medicine, Suranaree University of Technology, School of Medicine, Nakhonratchasima, Thailand)

#8CC14 The Performance of Rural Doctors Graduating from , Thailand Umaporn Pongpan* (Medical School, Lampang Hospital, Anesthesiology Department, Lampang, Thailand)

#8CC15 Impact of medical student presence in the General Practice Consultation Riitta Partanen* (The University of Qld, Rural Clinical School, School of Medicine, Hervey Bay, Australia), Geetha Ranmuthugala, Srinivas Kondalsamy-Chennakesavan (The University of Qld, Rural Clinical School, School of Medicine, Toowoomba, Australia), Mieke van Driel (The University of Qld, Discipline of General Practice, School of Medicine, Brisbane, Australia)

#8CC16 Community base Transformative Learning (CBTL): For Sustained in community Hospital Prakarn Ongartboon*, Piyachart Deesuwan (Phare Medical Education Center, Phrae, Thailand)

1400-1530 #8DD Posters: Career Choice Chairperson: Angel Centeno (Argentina) Location: Hall 4, SECC

#8DD01 Factors Influencing Continuing Education of Medical Graduates Sakchai Vongkittirux*, Kittichai Akrapipatkul (Thammasat University Hospital, Ophthalmology, Pathumthani, Thailand)

#8DD02 Trainees need guidance and inspiration to overcome the intimidation of academic medicine Andrew Porter*, Andre Kubler (Imperial College, Medical Education Research Unit, London, UK), Sooha Kim, Dipender Gill (Imperial College NHS Trust, London, UK)

#8DD03 The Undergraduate Surgical Conference - An educational & career tool for medical students Mushfique Alam* (University of Birmingham, College of Medical & Dental Sciences, Birmingham, UK), Thomas Pidgeon (University Hospital Coventry & Warwickshire, College of Medical & Dental Sciences, Coventry, UK)

8DD04 Coaching in groups helps young doctors to cope with professional challenges and career choice Lydia de Lasson*, Bente Malling (Aarhus University Hospital, Skejby, Department of Anaesthesia, Aarhus, Denmark), Eva Just, Conny Henneberg, Nikolaj Stegeager

#8DD05 Factors Affecting Decision to Specialize in Ophthalmology of Graduated Medical Students at Thammasat University Kittichai Akrapipatkul,* Sakchai Vongkittirux (Thammasat University, Medicine, Prathumthani, Thailand)

#8DD06 Geographical distribution and career trajectory of medical graduates from a public university in a continental country Oscarina Ezequiel*, Alessandra Lamas Granero Lucchetti (Federal University of Juiz de Fora, Office of Medical Education, Juiz de Fora, Brazil), Maria Helena Senger (School of Medicine PUC/SP, Internal Medicine, Sorocaba, Brazil), Giancarlo Lucchetti, Fernando Antonio Basile Colugnati (Federal University of Juiz de Fora, Office of Medical Education, Juiz de Fora, Brazil), Eliana Martorano Amaral (Unicamp, Gynecology and Obstetrics, Campinas, Brazil)

#8DD07 Determination and comparison of motivation in medical and dental students for choosing their career Manoj Goyal (Maharishi Markandeshwar Institute of Medical Sciences & Research, Pharmacology, Mullana, Haryana, India), Monika Bansal (Maharishi Markandeshwar Institute of Medical Sciences & Research, Physiology, Mullana, Haryana, India), Ridhima Goel* (Maharishi Markandeshwar Institute of Medical Sciences & Research, Mullana, Haryana, India), Sanjay Bedi (Maharishi Markandeshwar Institute of Medical Sciences & Research, Pathology, Mullana, Haryana, India)

#8DD08 Factors that affect decision making in the field of residency training Wallee Satayasai* (Faculty of Medicine, Thammasat University, Pediatrics, Pathumthani, Thailand)

#8DD09 What Choices do Trainee Doctors Make at the end of Foundation Training and why? Suzanne Stirling* (Kim Walker, NHS Education for Scotland, The Medical Directorate, Glasgow, UK)

#8DD10 Impact of an Undergraduate Educational Intervention by Junior Doctors in a Craft Specialty HDJ Hogg (University of Newcastle upon Tyne, School of Medical Education, Newcastle upon Tyne, UK), A Okonkwo (University of Newcastle upon Tyne, Newcastle upon Tyne, UK), E Lea (Gateshead Health NHS Foundation Trust, Gateshead, UK), H Duncan*, A Williamson (Newcastle upon Tyne Hospitals NHS Foundation Trust, Newcastle upon Tyne, UK)

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#8DD11 The impact of multi-thematic longitudinal curriculum of family medicine on career choices in undergraduate medical students Sreyoshi Alam*, Syeda Mina, Fariha Eshrat (Alfaisal University, Medicine, Riyadh, Saudi Arabia), Baraa Alghalyini (Alfaisal University, Family Medicine, Riyadh, Saudi Arabia)

#8DD12 Securing General Practitioner education in Europe - A study of seven nations (SGPEE-Study) Bernard Klemenz* (Northern Road Surgery Cosham, Teaching Practice, University of Southampton, Cosham, UK)

#8DD13 General Practitioners or Medical Specialists: Characteristics, Trends and Determining Factors among Undergraduate Medical Students in Worawut Choeyprasert* (Chiang Mai University Hospital, Pediatrics, Chiang Mai, Thailand)

#8DD14 First-year medical students attracted by primary health care present specific personal characteristics A Baroffio*, M Abbiati, MW Gerbase (University of Geneva Medical School, Unit for Development and Research in Medical Education, Geneva, Switzerland)

#8DD15 Factors Influencing Recruitment and Retention of Foundation Doctors in Geographically Unpopular Locations Joanne Curran (University Hospitals of Morecambe Bay Foundation Trust, Lancaster, UK), Paul Baker* (Health Education North West, Manchester, UK)

1400-1530 #8EE Posters: Health and Nutrition / Cultural Competence Chairperson: Saleem Razack (Canada) Location: Hall 4, SECC

#8EE01 Practice-Based and Solution-Oriented Integration of Public Health Medicine in Postgraduate Medical Curricula Scott McCoombe*, Erik Martin, Annie Simmons, Janet McLeod, Colin Bell (Deakin University, School of Medicine, Geelong, Australia)

#8EE02 Health promotion: a subject in development Angelika Fex*, Anne Sundén, Marianne Ahlner-Elmqvist, Petra Lilja-Andersson (Faculty of Medicine, Department of Health Sciences, Lund, Sweden), Christina Gummesson (Faculty of Medicine, Centre for Teaching and and Learning, Lund, Sweden)

#8EE03 Perceptions and Attitudes of Pre-clerkship Medical Students towards Public Health at Alfaisal University, Saudi Arabia Syeda Mina*, Fareeha Kaiser (Alfaisal University, Riyadh, Saudi Arabia), Vikram Rohra (Saudi Arabia), Sara Mansoor

#8EE04 Importance of knowledge about the Brazilian Health System in the Clerkship Gustavo Salata Romão*, Lucélio Couto, Carolina Baraldi Restini, Milton Faria Jr, Reinaldo Bulgarelli Bestetti (University of Ribeirão Preto, Medical Course, Ribeirao Preto, Brazil)

#8EE05 The social determinants of health: their importance for the medical curriculum Kenneth Mullen* (University of Glasgow, School of Medicine, Glasgow, UK)

#8EE06 Teaching Continuous Improvement Skills through Dashboard Development Deanne Kashiwagi*, Chris McCoy (Mayo Clinic, Hospital Internal Medicine, Rochester, USA)

#8EE07 Should nutrition be under ‘Other stuff’ in the medical curriculum? Debbi Marais* (University of Aberdeen, Applied Health Sciences, Aberdeen, UK), Melanie Mitchell (NHS Grampian, Dietetics, Aberdeen, UK)

#8EE08 Healthy kitchen concept as a common platform for teaching Daniel Rajdl*, Dana Müllerová, Jana Langmajerová, Jana Dvořáková, Miroslava Čedíková, Petr Hošek (Charles University in Prague, Medical Faculty in Pilsen, Pilsen, Czech Republic)

#8EE09 A pilot study of attitude, and self-use of Thai herbal medicine among medical students Chatchai Kraysubun* (Chao phaya abhaibhubejhr Hospital, Prachinburi, Thailand)

#8EE10 Role of Visiting Tour of Medical Humanities Museum in Medical Humanities Education Kun-Long Hung* (Cathay General Hospital / Fu-Jen Catholic University, Department of Medical Education & Pediatrics, Taipei, Taiwan), Yu-Feng Lin (National Taiwan University, School of Medicine, Taipei, Taiwan), Jiin-Torng Wu, Chih-Hui Chin (Cathay General Hospital, Department of Medical Education & Internal Medicine, Taipei, Taiwan), Shu-Chen Chen, Wei-Jia Jhang (Cathay General Hospital, Department of Medical Education, Taipei, Taiwan)

#8EE11 “To Be” or “Not to Be” - What a Medical Humanities Teacher Should Be? Ling-Lang Huang* (Mackay Medical College, Department of Medicine, New Taipei City, Taiwan)

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#8EE12 Exploration of cultural competency trainings in UK healthcare settings: A critical interpretive synthesis of the literature Riya George* (Greenwood Institute of Child Health, University of Leicester, Psychology Department , Leicester, UK), Graham Thornicroft, Simone Farrelly (Institute of Psychiatry, King's College London, Psychiatry, London, UK), Nisha Dogra (Greenwood Institute of Child Health, University of Leicester, Psychology, Leicester, UK)

#8EE13 C2ME: Building cultural competence teaching skills Patricia Hudelson (Geneva University Hospitals, Dept of Community Medicine, Primary Care and Emergency Medicine, Genève, Switzerland), Yoga Nathan* (University of Limerick, Graduate Entry Medical School, Limerick, Ireland)

#8EE14 Competencies and training approaches in climate change for clinicians Jonathan Broad*, Trevor Thompson (University of Bristol, Social and Community Medicine, Bristol, UK)

#8EE15 Systematic integration of diversity perspectives into the scientific approaches modules of the new modular medical curriculum at the Charité Berlin Sabine Ludwig* (Charité, Universitätsmedizin Berlin, Dieter Scheffner Center for Medical Education and Educational Research, Berlin, Germany), Sabine Oertelt-Prigione (Charité, Universitätsmedizin Berlin, Institute of Gender in Medicine, Berlin, Germany), Günter Grohmann, Harm Peters (Charité, Universitätsmedizin Berlin, Dieter Scheffner Center for Medical Education and Educational Research, Berlin, Germany)

#8EE16 Challenging creative thinking in medical students can create more surgical innovations Smith Soimadee* (Vachira Phuket Hospital, Surgery, Phuket, Thailand)

#8EE17 Attitude of medical students toward one-week studying in Forensic Medicine Boonsak Hanterdsith* (Maharat Nakhon Ratchasima Hospital, Forensic Medicine, Nakhon Ratchasima province, Thailand)

#8EE18 A study of health education around female circumcision for communities at risk and professional groups Rebecca Farrington*, Victoria Holmes (University of Manchester, Community Based Medical Education, Manchester, UK), Peggy Mulongo (Support our Sisters / NESTAC, Manchester, UK)

#8EE19 HackaThought: Co-creating solutions for student mental health Andrew Johnson, Erica Downes, Karen MacCon (Centre for Addiction and Mental Health, Education, Toronto, Canada), Miriam Verburg (Bloomdigital, Department of Family and Community Medicine, Canada), Marcus Law (University of Toronto, Educaation, Toronto, Canada), David Wiljer* (Centre for Addiction and Mental Health, Education, Toronto, Canada)

1400-1530 #8FF Posters: International Issues Chairperson: Marta van Zanten (USA) Location: Hall 4, SECC

#8FF01 International health electives in the developing world – More harm than good? Faheem Ahmed (King's College London, Guy's, King's and St Thomas' Medical School, London, UK), Mahfuj Ahmed, Mohsin Shah, Jamil Chowdhury (King's College London, School of Medicine, London, UK), Yasmin Begum Jolly* (University of Liverpool, School of Medicine, Liverpool, UK), Na'eem Ahmed (St George's Hospital, Radiology, London, UK)

#8FF02 Current Practices in Academic Support for International Undergraduate Medical Students: A Survey of Medical Schools in the UK Joanna Tarr*, Tayakorn Kupakanjana, Karen Mattick, Tudor Chinnah (University of Exeter, Devon, UK)

#8FF03 i3DC: International, intensive, infectious diseases course. One size fits all Federica I Wolf* (Catholic University Sacred Heart, General Pathology, Rome, Italy), Claire Le Jeune (Université Paris Descartes, Internal Medicine, Paris, France), Ingolfur Johannessen (University of Edinburgh, Infectious Diseases, Edinburgh, UK), Caroline Charlier-Werther (Universitè Paris Descartes, Paris, France), Roberto Cauda (Catholic University Sacred Heart, Rome, Italy)

#8FF04 A study to explore the benefit of international health electives to junior doctors during their FY1 training posts? David Gamble*, Rebecca McMillan, Jonathan Cartledge, Chris Willott (UCL Medical school, London, UK)

#8FF05 Cooperation for Development and Medical Education: pilot experience in undergraduate medical course in Portuguese speaking countries João Araújo-Teixeira* (Faculty of Medicine University Porto, Department Surgery, Porto, Portugal), Paula Oliveira (Faculty of Medicine of the University Lueji A. Nkonde, Department Surgery, Malange, Angola), José Amarante (Faculty Medicine University of Porto, Department Medical Education and Simulation, Porto, Portugal), Maria Amélia Ferreira (Faculty Medicine University of Porto, Surgery, Porto, Portugal)

#8FF06 Needs assessment and response for the first long-term international medical internship program in a Taiwanese teaching hospital Chi-Wei Lin*, Ru-Yi Huang (E-Da Hospital, Department of Medical Education, Kaohsiung, Taiwan), San-Nan Yang (I-Shou University, School of Medicine, Kaohsiung, Taiwan)

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#8FF07 Educational Impacts for UK Professionals of Volunteering Overseas in Health Partnerships Felicity Knights* (Newcastle University, King’s Centre for Global Health, London, UK), Daniel Knights (Kings College London and Kings Health Partners, Newcastle-upon-Tyne, UK), Vita Sinclair (Newcastle University, London, UK), Paula Baraitser (Newcastle- upon-Tyne, UK)

#8FF08 A Programme for Overseas Doctors: aiding transition into the NHS Amelia Kehoe* (Durham University, Centre for Medical Education Research, Durham, UK), Jane Metcalf (North Tees and Hartlepool NHS Foundation Trust, Durham, UK)

#8FF09 Improving medical education in an area of limited resource - the Exeter-Ethiopia medical education partnerships project Asha Budahn* (Peninsula College of Medicine and Dentistry, Faculty of Medicine, Truro, UK), Princie Oommen (Peninsula College of Medicine and Dentistry, c/o Dr R.J.Marshall, Truro, UK), Dan Nash (Peninsula College of Medicine and Dentistry, Truro, UK), Julie Thacker (Robert Marshall, University of Exeter Medical School, Truro, UK), Bilisuma Mulatu (University of Wollega, Nekemte, Ethiopia)

#8FF10 Maritime health international e-learning postgraduate medical education courses: an interuniversity collaboration to train health professionals around the world M.R. Fenoll-Brunet* (Universitat Rovira i Virgili. Facultat de Medicina i Ciències de la Salut., Dept. Ciències Mèdiques Bàsiques. Unitat Histologia, Reus, Spain), M.L. Canals (Universidad de Cádiz / Instituto Social de la Marina. Dept. Sanidad Marítima Tarragona, SEMM (Soc. Española Med. Marítima) / IMHA (Int'l Med. Health Assoc.), Tarragona, Spain), P.J. Nogueroles (Universidad de Cádiz, SEMM (Soc. Española Med. Marítima) / IMHA (Int'l Med. Health Assoc.), Cádiz, Spain), O.C. Jensen (University of Southern Denmark. Centre of Maritime Health and Society, IMHA (Int'l Med. Health Assoc.), Esbjerg, Denmark), J. Herrador (Universidad de Cádiz / Instituto Social de la Marina. Dept. Sanidad Marítima Gijón, SEMM (Soc. Española Med. Marítima), Gijón, Spain), D.L. Jegaden (Universitè de la Bretagne Occidentale. , SEMM (Soc. Española Med. Marítima) / IMHA (Int'l Med. Health Assoc.), Brest, France)

#8FF11 Working together to deliver an international plan for teaching and assessing leadership in medicine Ming-Ka Chan* (University of Manitoba/RCPSC, Pediatrics and Child Health, Winnipeg, Canada), Anne Matlow (University of Toronto, Postgraduate Medical Education, Toronto, Canada), Deepak Dath (McMaster University, Surgery, Hamilton, Canada)

#8FF12 Intention to emigrate in Romanian Medical Faculty 2013 graduates Valentin Muntean*, Codruta Popescu (University of Medicine and Pharmacy "Iuliu Hatieganu" Cluj-Napoca, Regional Institute of Gastroenterology and Hepatology“Prof.Dr.O.Fodor” Cluj-Napoca, Romania), Ofelia Mosteanu, Soimita Suciu, Teodora Atena Pop, Anca Dana Buzoianu (University of Medicine and Pharmacy "Iuliu Hatieganu" Cluj-Napoca, Romania)

#8FF13 The relationship between standardized assessment scores and workplace-based performance in international medical graduates Jean M. Rawling* (University of Calgary, Alberta International Graduate Program/Family Medicine, Calgary, Canada), Shannon Murphy (University of Calgary, Alberta International Medical Graduate Program, Calgary, Canada), David Topps (University of Calgary, Department of Family Medicine, Calgary, Canada)

1400-1530 #8GG Posters: Clinical Teaching Chairperson: Leila Niemi Murola (Finland) Location: Hall 4, SECC

#8GG01 Attitudes of medical students toward patient-centered care: A cross sectional study in Prince of Songkla University, Thailand Thanitha Sirirak, Tarntip Sangsuwan, Wadee Amruklert, Krishna Suvarnbhumi, Thadakorn Tantisarasart* (Prince of Songkla University, Community Medicine, Songkhla, Thailand)

#8GG02 Propensity to disclose medical data among Thai medical students Wachiraporn Arunothong* (Lampang General Hospital in a Collaborative Project to Increase Production of Rural Doctor, Lamapang, Thailand), Derek Nazareth (University of Wisconsin Milwaukee, USA)

#8GG03 Pediatric discharge summary medical record: How to improve skill in final year medical students Wasana Hongkan* (Chonburi Medical Education Center, Pediatric, Maung Chonburi, Thailand)

#8GG04 Curriculum of caring: A pilot study Alon Coret (McMaster University, Hamilton, Ontario, Canada), Meghan McConnell* (McMaster University, Clinical Epidemiology and Biostatistics, Hamilton, Ontario, Canada), Kerry Boyd (McMaster University, Psychiatry, St. Catharines, Ontario, Canada)

#8GG05 Novel teaching programme improves prescribing confidence in final year medical students Kohilan Gananandan*, Lucy Elliott, Samantha M Field, Justin CR Wormald (North West London Hospitals NHS Trust, London, UK)

#8GG06 Immunology course facilitated professional skills and community spirit Sami Junnikkala*, Mirja Ruohoniemi (Faculty of Veterinary Medicine, University of Helsinki, Finland)

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#8GG07 Deficiency of knowledge for well-baby care in pediatric clerkship Chyi-Her Lin*, Jieh-Neng Wang (NCKU Hospital, Dept. Pediatrics, Tainan, Taiwan), I-Wen Huang (National Tainan University, Department of Information and Learning Technology, Tainan, Taiwan)

#8GG08 Does the use of a checklist improve the ability of medical students to collect relevant diagnostic information in psychiatric patients? Nadine Dreimueller*, Stefan Schenkel, Klaus Lieb (University Medical Center Mainz, Department of Psychiatry and Psychotherapy, Mainz, Germany)

#8GG09 Dialectical tensions in clinical teaching: Interrogation of taken-for-granted assumptions or maintenance of the status quo? Kate Hardie* (University of Toronto, Lawrence S. Bloomberg Faculty of Nursing, Toronto, Canada)

#8GG10 Countering medical students’ stigma: service users and the recovery approach Sarah E Gordon (University of Otago, Wellington, Psychological Medicine, Wellington, New Zealand), Pete M Ellis* (University of Otago, Wellington, Psychological Medicine and Medical Education Unit, Wellington, New Zealand), Mark Huthwaite (University of Otago, Wellington, Psychological Medicine, Wellington, New Zealand), Peter Gallagher (University of Otago, Wellington, Medical Education Unit, Wellington, New Zealand)

#8GG11 Developing a course that prepares dental students in Saudi dental schools to deliver treatment for patients with disabilities Salma Al Shehab* (Ibn Sina Privet Dental Clinic, Dammam, Saudi Arabia)

#8GG12 Learning through logbook writing in Clinical Immersion Subject of second year medical students of Prince of Songkla University, Thailand Korpchoot Tayakkanonta* (Faculty of Medicine, Prince of Songkla University, Department of Community Medicine, Hat yai, Songkhla, Thailand), Suwanapha Thaweesin (Faculty of Medicine, Prince of Songkla University, Medical Education Division, Hat yai, Songkhla, Thailand)

#8GG13 Writing Patient Admission Note: Medical Students’ Perspectives Pirunrat Jiarakasuwan* (Surin Hospital, Ophthalmology, Surin, Thailand), Siriwan Thewthong (Surin Hospital, Radiology, Surin, Thailand)

#8GG14 Obstetrics & Gynecologic teaching method: Experienced staff's opinion Pornnapa Suriyachai*, Benjawan Songsrisakul, Kwanhatai Kammhuang (Medical Education Center Phayao Hospital, Obstetrics and Gynecology, Phayao, Thailand)

#8GG15 Care Map: Effective Educational Tools for Medical Students and Internal Medicine Residents Improving Patient Care Quality Weerachai Srivanichakorn*, Chaiwat Washirasaksiri, Thanet Chaisathaphol, Charoen Chouriyagune, Denla Pandejpong, Pochamana Phisalprapa (Faculty of Medicine Siriraj Hospital, Mahidol University, Division of Ambulatory Medicine, Department of Medicine, Bangkok, Thailand)

#8GG16 Improving Undergraduate Medical Students’ Confidence about Performing a Physical Examination through Authentic Educational Videos Sabine Schneidewind* (Medizinische Hochschule Hannover, Department of Gastroenterology, Hepatology and Endocrinology, Hannover, Germany), Gerald Stiller, Stefan Franz, Thomas Kupka, Marianne Behrends (Medizinische Hochschule Hannover, Peter L. Reichertz-Instutit für Medizinische Informatik, Hannover, Germany)

1400-1530 #8HH Posters: The Teacher and the Junior Doctor as Teacher Chairperson: Michael Ross (UK) Location: Hall 4, SECC

#8HH01 Evaluating the impact of residents’ teaching skills on students’ clerkship performance. Looking back into the Obstetrics and Gynecology experience C. Patricia Obando* (Michigan State University, Obstetrics, Gynecology and Reproductive Biology, Lansing, USA)

#8HH02 Near-peer teaching before finals: a pitch-perfect way of building confidence? Maiedha Raza*, (Naomi Tomlinson, Pennine Acute Hospitals NHS Trust, Medicine, Manchester, UK), Keerthika Sampat (Pennine Acute Hospitals NHS Trust, Surgery, Manchester, UK), Raj Parikh (Pennine Acute Hospitals NHS Trust, Medicine, Manchester, UK)

#8HH03 The educational value of a “near-peer” organised formative OSCE David M Williams*, Sarah Davies, Matthew Horner (Morriston Hospital, Department of General Surgery, Swansea, UK), Tim H Brown (Swansea University, College of Medicine, Swansea, UK)

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#8HH04 Role model of mentor interns for CPIRD medical students in Vachira Phuket medical education center Kesinee Kingkaew* (Vachira Phuket Hospital, Pediatric, Phuket, Thailand), Bunpreedee Petcharat, Sureeporn Tingsabhat (Vachira Phuket Hospital, Medical Education Center, Phuket, Thailand)

#8HH05 Evaluation of a teaching skills course for general practice trainees Harish Thampy* (Manchester Medical School, CBME, Manchester, UK)

#8HH06 A psychiatry trainee-led Balint Group scheme for medical students: evaluation of the trainee experience Andrew Todd*, Clare Trevelyan*, Ami Kothari, (Deanery, UK)

#8HH07 Evaluation of a junior-doctor led prescribing programme for medical students Ailish Nimmo* (NHS Fife, Centre for Medical Education, Kirkcaldy, UK), Eleanor Hampton (University of Edinburgh, UK)

#8HH08 Effective Reciprocal Evaluation Tool to Drive Improvement of Residents’ Clinical Teaching Skill in Residents-as-Teacher Curriculum Jiun-Lu Lin*, Chun-Chih Peng, Yung-Wei Hsu, Shou-Chuan Shih, Hsi-Hsien Hsu (Mackay Memorial Hospital, Department of Medical Education, Taipei City, Taiwan)

#8HH09 Establishing teaching links between medical students and junior doctors; evaluation of a near- peer teaching project Mhairi Catherine McNeill*, Jacob Day, Alistair Brown (Royal Devon and Exeter Hospital, Exeter, UK), Alex Harding (University of Exeter, UK)

#8HH10 A dual purpose teaching course: Junior doctor led teaching to prepare medical students for finals and commencing work as a doctor whilst improving the teaching skills of foundation doctors Clair Brunner*, Georgia May Connolly, Giles Dixon (University Hospitals Bristol NHS Foundation Trust, Bristol, UK)

#8HH11 Near peer simulation training for the SJT: a novel approach? Joseph Collinson, Thomas Brown (Royal Cornwall Hospital NHS Trust, Truro, UK), Kandy Collings* (University of Exeter Medical School, Truro, UK)

#8HH12 Peer-TED, a new exploration of peer learning Min-Ping Huang*, Chih-Hsiung Lee (Chang-Gung Memorial Hospital, Kaohsiung Medical Center, Division of General Medicine, Kaohsiung, Taiwan), Te-Chuan Chen (Chang-Gung Memorial Hospital, Kaohsiung Medical Center, Division of Nephrology, Kaohsiung, Taiwan), Chung Yu Chen (Kaohsiung Medical University, School of Pharmacy, Kaohsiung, Taiwan)

#8HH13 Perceptions of junior and senior medical students about the most important attributes of teaching physicians as positive role models - a qualitative study MFA Colares* (Ribeirao Preto Medical School, University of Sao Paulo, Centre for Educational and Psychological Support, Ribeirão Preto SP, Brazil), B Golberg, IS Caires, MB Di Stasio, L Bernardes, LEA Troncon (Ribeirao Preto Medical School, University of Sao Paulo, Ribeirão Preto SP, Brazil)

#8HH14 I’m a educator versus I’m a health professional: How role commitment of health degrees teachers affects their participation in training activities Cristhian Perez* (Universidad de Concepcion, Departamento de Educacion Medica, Concepcion, Chile), Giulietta Vaccarezza (Universidad San Sebastian, Facultad de Psicologia, Concepcion, Chile), Marjorie Baquedano (Universidad de Concepcion, Departamento de Educacion Medica, Concepcion, Chile), Cesar Aguilar, Enfoque Emico (Departamento de Educacion Medica, Concepcion, Chile), Nancy Bastias (Universidad de Concepcion, Departamento de Educacion Medica, Concepcion, Chile), Carolina Márquez, Universidad de Concepcion, Chile)

#8HH15 A study on knowledge, attitude and practices regarding ‘lesson plan’ among the teaching faculty of medical colleges in Tamil Nadu, India Rama Ravi* (Sree Balaji Medical College and Hospital, Community Medicine, Chennai, India)

#8HH16 The role of teacher motivation in the improvement of quality education Mario A. Secchi* (Instituto Universitario Italiano de Rosario, Medical School, Rosario, Argentina), Claire de Burbure (University Catholique de Louvain, Medical School, Brussels, Belgium), Walter Bordino, Roberto Garcia Turiella (Instituto Universitario Italiano de Rosario, Medical School, Rosario, Argentina)

#8HH17 Level of confidence in the 12 roles of the medical teacher. A descriptive study at Faculty of Medicine, Srinakarinwirot University, Thailand Panwara Paritakul* (Faculty of Medicine, Srinakarinwirot University, Obstetrics & Gynecology, Bangkok, Thailand), Monton Wongwandee (Faculty of Medicine, Srinakarinwirot University, Internal Medicine, Bangkok, Thailand), Reg Dennick (Faculty of Medicine & Health Sciences, University of Nottingham, UK)

152 TUESDAY 8 SEPTEMBER 2015

#8HH18 The effect of the clinical years on medical student perceptions about the importance of the various teacher roles Maria de Lourdes Veronese Rodrigues* (Ribeirao Preto Medical School, Ophthalmology, Otorhinolaringology and Head and Neck Surgery, Ribeirao Preto, Brazil), Carlos Eli Piccinato (Ribeirao Preto Medical School, Surgery and Anatomy, Ribeirao Preto, Brazil), Lucila Leiko Kagohara Elias (Ribeirao Preto Medical School, Physiology, Ribeirao Preto, Brazil), Miguel Angelo Hyppolito (Ribeirao Preto Medical School, Ophthalmology, Otorhinolaringology and Head and Neck Surgery, Ribeirao Preto, Brazil), Francisco Jose Candido dos Reis (Ribeirao Preto Medical School, Gynecology and Obstetrics, Ribeirao Preto, Brazil), Luiz Ernesto Troncon (Ribeirao Preto Medical School, Internal Medicine (Gastroenterology), Ribeirao Preto, Brazil)

1400-1530 #8JJ Meet the Expert: Roger Kneebone (Session 6 Plenary Speaker) Location: Fyne, SECC

1400-1530 ESME Advisory Board (closed meeting) Location: Leven, SECC

1530-1600 COFFEE BREAK (viewing posters and exhibits) Location: Hall 4, SECC

Session 9: Simultaneous Sessions

1600-1730 #9A Symposium: Debate: Medical Training should be delivered by lay teachers/ actors

AMEE role playing and through simulation rather than the traditional clinical apprenticeship model LIVE Kevin Jones*, Nicki Jackeman*, Andrew Stanton*, A Levy*, P Fletcher* (University of Bristol Medical School, UK) Location: Clyde Auditorium

1600-1730 #9B Symposium: IAMSE Symposium – Flipping the Classroom: Imperative or Passing Fad? Kathryn N. Huggett* (Creighton University School of Medicine, USA), John L. Szarek* (The Commonwealth Medical College, USA), AMEE LIVE Boyd Richards* (Columbia University College of Physicians and Surgeons, USA), William B. Jeffries* (University of Vermont College of Medicine, USA) Location: Hall 2, SECC

1600-1730 #9C Short Communications: Problem Based Learning 2 Chairperson/Discussant: Samy Azer (Saudi Arabia) Location: Lomond Auditorium, SECC

1600-1615 #9C1 Courses for tutors in problem based learning. Challenges at four Swedish Universities Helen Setterud* (Örebro University, School of Medicine (ILU), Örebro, Sweden), Madelaine Johansson (Örebro University/Linköping University, Centre for Academic Development (PIL), Örebro, Sweden), Gudrun Edgren (Lund University, Faculty of Medicine, Centre for Teaching and Learning, Lund, Sweden), Elisabeth Persson (Uppsala University, Faculty of Medicine, Educational Unit for the Study Programme in Medicine, Uppsala, Sweden), Lars Uhlin (Linköping University/Karolinska Institute, Unit for Medical Education, LIME, Stockholm, Sweden), Marie Lidskog (Örebro University, School of Medicine (ILU), Örebro, Sweden)

1615-1630 #9C2 It's the emotions stupid: designing PBL for the affective revolution Brian Bailey* (Edinburgh Napier University, Faculty of Health Sciences (retired), Edinburgh, UK)

1630-1645 #9C3 Collaborative modernisation of curriculum across six institutions in Central Asia, Caucasian region and Eastern Europe: challenges faced by tutors moving from didactic to PBL based curriculum Ella Iskrenko*, Terry Poulton, Luke Woodham (St. George’s University of London, Institute of Medical and Biomedical Education, London, UK), Alma Muratova (Karaganda State Medical University, Department of Strategic Development and International Relations, Karaganda, Kazakhstan), Kureish Khamchiyev (Astana Medical University, Department of Normal Physiology, Astana, Kazakhstan), Olga Cherkovska (Zaporozhye State Medical University, Medical Educational Centre, Zaporozhye, Ukraine)

1645-1700 #9C4 Evaluation of a PBL curriculum using content analysis Titi Savitri Damardjati* (Faculty of Medicine Universitas Gadjah Mada, Medical Education, Yogyakarta, Indonesia)

1700-1715 #9C5 The Organizational Structure of the New Program "Medicine + PBL”, Health Faculty of ATSU Nana Shavlakadze* (ATSU, Health Faculty, Kutaisi, Georgia), Nino Tabagari (DTMU, Medical Faculty, Tbilisi, Georgia), Irine Pkhakadze, Gulnara Shelia, Nato Alavidze (ATSU, Health Faculty, Kutaisi, Georgia)

1715-1730 Discussion

153 TUESDAY 8 SEPTEMBER 2015

1600-1730 #9D Research Papers: Learning through simulation and from real patients Chairperson: David Taylor (UK) Location: Hall 1, SECC

1600-1620 #9D1 Teaching of anatomy with 3D printed models – a randomised controlled trial Stephen J Goldie* (Monash University, Medicine, Melbourne, Australia), KHA Lim, ZY Loo, JW Adams, PG McMemamin (Monash University, Department of Anatomy and Developmental Biology, Melbourne, Australia)

1620-1640 #9D2 Clarifying the learning experiences of healthcare professionals with in situ and off site simulation-based medical education: a qualitative study Jette Led Sorensen* (Rigshospitalet, University of Copenhagen, Juliane Marie Centre for Children, Women and Reproduction, Copenhagen, Denmark), Laura Emdal Navne (Danish Institute for Local and Regional Government Research (KORA), Department of Anaesthesia, Juliane Marie Centre for Children, Women and Reproduction, Copenhagen, Denmark), Helle Max Martin (Danish Institute for Local and Regional Government Research (KORA), Department of Obstetrics, Juliane Marie Centre for Children, Women and Reproduction, Copenhagen, Denmark), Charlotte Krebs Albrechtsen (Rigshospitalet, University of Copenhagen, Department of Educational Development and Research, Copenhagen, Denmark), Berit Woetmann Pedersen (Rigshospitalet, University of Copenhagen, Juliane Marie Centre for Children, Women and Reproduction, Copenhagen, Denmark), Cees Van der Vleuten (Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands)

1640-1700 #9D3 Allies or adversaries? Identity work in medical student narratives of participation in patient care-related activities Sally Warmington*, The University of Melbourne, School of Population and Global Health, Melbourne, Australia

1700-1720 #9D4 Knowledge development of students in a problem-based course using preclinical patient contacts Agnes D. Diemers* (University Medical Center Groningen, Department of General Practice, Groningen, Netherlands), Margje W.J. van de Wiel (Maastricht University, Faculty of Psychology and Neuroscience, Maastricht, Netherlands), Albert J.J.A. Scherpbier (Maastricht University, Faculty of Health, Medicine and Life Sciences, Institute for Education, Maastricht, Netherlands), Frank Baarveld (University Medical Center Groningen, Department of General Practice, Groningen, Netherlands), Diana H.J.M. Dolmans (Maastricht University, Department of Educational Development and Research - School of Health Professions Education (SHE), Maastricht, Netherlands)

1720-1730 Discussion

1600-1730 #9E AMEE Fringe: AMEE Fringe 2 Chairperson: Rachel Ellaway (Canada) Location: Forth, Clyde Auditorium

1600-1615 #9E1 Visualizing the “Big Data” of AMEE Fringe Janet Corral* (University of Colorado, Aurora, USA)

1615-1630 #9E2 The times they are a-changin`? Death and euthanasia Bob Dylan’s way Sergio Zaidhaft* (Federal University of Rio de Janeiro, Brazil), Denis do Sacramento Ferreira (Language Consultant, Rio de Janeiro, Brazil)

1630-1645 #9E3 An art in medicine exhibition: exploring the role of visual art in undergraduate medical training Vanessa Agosti*, Jennifer Kingswell*, Zoë Bakewell* (University of Bristol, Undergraduate Department of North Bristol NHS Trust, Bristol, UK), Akshitha Kesharaju*, Avgi Loizidou* (University of Bristol, UK), Justin Morgan (North Bristol Academy, Bristol, UK)

1645-1700 #9E4 On your marks, get set....Renal Relay! David Quinn*, Amy Knott (South Bristol Academy, Bristol, UK), Stephanie Wallis, Chloe Eulberg, Jane Sansom

1700-1715 #9E5 What lessons did we learn from Children’s films? – and how did they teach us? Sanchita Pal* (Cambridge University NHS Foundation Trust, Rosie Hospital, Cambridge, UK)

1715-1730 #9E6 Welcome to the Dance Dome: Exploring Barriers & Tools for Meaningful Feedback Michelle Taylor*, Justin Kreuter (Mayo Clinic, Laboratory Medicine and Pathology, Rochester, USA)

No Discussion

1600-1730 #9F Short Communications: Clinical – Undergraduate Assessment Chairperson: Deborah O’Mara (Australia) Location: Argyll I, Crowne Plaza

1600-1615 #9F1 Inter-rater Reliability of Oral Evaluator in Student Oral Case Analysis Sari Puspa Dewi (Universitas Padjadjaran, Public Health, Bandung, Indonesia), Yuni Susanti Pratiwi* (Universitas Padjadjaran, Physiology, Bandung, Indonesia)

154 TUESDAY 8 SEPTEMBER 2015

1615-1630 #9F2 Implementing an e-Portfolio for undergraduate medical students Luke Woodham*, Fiona Howat, Jonathan Round, Terry Poulton (St George's, University of London, Institute of Medical and Biomedical Education, London, UK)

1630-1645 #9F3 Medical students mastering mastery Patricia Green*, Jo Bishop, Tracy Nielson, Patricia Johnson, Victoria Brazil (Bond University, Faculty of Health Sciences & Medicine, Gold Coast, Australia)

1645-1700 #9F4 Test-enhanced learning with key feature questions: Video-based exams are more effective than text-based exams Sascha Ludwig*, Katharina Meyer (University Medical Centre Göttingen, Cardiology & Pneumology, Göttingen, Germany), Sven Anderss (University Medical Centre Hamburg-Eppendorf, Department of Legal Medicine, Hamburg, Germany), Tobias Raupach (University Medical Centre Göttingen, Cardiology & Pneumology, Göttingen, Germany)

1700-1715 #9F5 CIRCLE: Innovative Interprofessional Mini-CEX Assessment Tool for Directly Observed Contextual Competency for Health Professionals in the Clinical Environment Vijay Rajput* (Ross University School of Medicine, Medicine, Miramar, Florida, USA), Salimah Meghani (University of Pennsylvania, Biobehavioral Health Sciences New Courtland Center for Transitions & Health University of Pennsylvania School of Nursing, Philadelphia, USA), Anuradha Mookerjee (Cooper Medical School of Rowan University, Medicine, Camden, NJ, USA), Alison Dobbie (Ross University School of Medicine, Medical Education, Miramar, Florida, USA), Marcus Henning (University of Auckland, Centre for Medical and Health Sciences Education Faculty of Medical and Health Sciences, Auckland, New Zealand)

1715-1730 #9F6 The usefulness of a course in non-verbal communication for training the team-leader function with musical exercises R Beier-Holgersen* (University Hospital, North Seeland, Dep. of Surgery, Hilleroed, Denmark), T Larsen (University Hospital, North Seeland, SimNord, Hilleroed, Denmark)

No Discussion

1600-1730 #9G Short Communications: Transition 1 Chairperson: Richard Hays (Australia) Location: Argyll II, SECC

1600-1615 #9G1 Transition issues for medical students starting clinical training: a qualitative enquiry Sarvesh Saini* (Imperial College London, Department of Primary Care, London, UK)

1615-1630 #9G2 Tensions in the learning environment of medical students in clinical settings: an Activity Theory analysis Issac Lim*, Alden Yuanhong Lai *National Healthcare Group, Health Outcomes & Medical Education Research (HOMER), Singapore), Lois Hong (Ministry of Health Holdings, Medical Board, Singapore), Kum Ying Tham (Tan Tock Seng Hospital, Health Outcomes & Medical Education Research (HOMER), Singapore)

1630-1645 #9G3 Educational Innovations to Enhance the Transition of Junior Medical Students into General Medicine Ward Teams: Development, Rationale and Lessons Learnt Jonathan Jia Jun Wong* (Yong Loo Lin School of Medicine National University of Singapore, Internal Medicine, Singapore), Ranjana Acharya (Tan Tock Seng Hospital, Cardiology, Singapore), Kwang How Mok (Ministry of Health Holdings, Singapore, Emergency Medicine, Singapore), Kum Ying Tham (Tan Tock Seng Hospital, Internal Medicine, Singapore), Jennifer Ting (Ministry of Health Holdings, Singapore, Geriatrics, Singapore), Wee Shiong Lim (Tan Tock Seng Hospital, Singapore)

1645-1700 #9G4 The transition through clinical clerkship – the parts in the sum of the whole Tim Dube* (Northern Ontario School of Medicine, Medical Education, Sudbury, Canada)

1700-1715 #9G5 ‘From classroom to care provider’ – helping students transition into effective members of the multi-disciplinary team Val McDowall*, Lisa MacInnes (University of Edinburgh, Centre for Medical Education, Edinburgh, UK), Dave MacDonald, James Tiernan, Elly Fuller (NHS Lothian, Respiratory Medicine, Edinburgh, UK), Janet Skinner (University of Edinburgh, Centre for Medical Education, Edinburgh, UK)

1715-1730 #9G6 Simulation based training: Should it be an integral part of departmental induction for junior doctors? Laura Oliver (Blackpool Victoria Hospital, ENT, Blackpool, UK), Beverley Yu*, Helen Box, Linda Hacking, Paul Hans, Vikas Malik (Blackpool Victoria Hospital, UK)

No Discussion

155 TUESDAY 8 SEPTEMBER 2015

1600-1730 #9H Short Communications: Selection – Postgraduate Training Chairperson: Robbert Duvivier (Australia) Discussant: Location: Argyll III, Crowne Plaza

1600-1615 #9H1 Effects of manual dexterity in laparoscopic simulation skills training on medical students’ career preferences Gen Kobayashi*, Akiko Sugawara, Yoko Moroi, Ryo Motoya (Fukushima Medical University, Center for Medical Education and Career Development, Fukushima, Japan), Takuro Saito (Fukushima Medical University, Aizu Medical Center, Fukushima, Japan), Kazunobu Ishikawa (Fukushima Medical University, Center for Medical Education and Career Development, Fukushima, Japan)

1615-1630 #9H2 Predictive validity of recruitment into specialty training in public health in the UK – prospective cohort study Nora Pashayan* (University College London, Applied Health Research, London, UK), Selena Gray (University of the West of England, Health and Social Sciences, Bristol, UK), Celia Duff (Health Education East of England, Public Health, Cambridge, UK), Grant Fisher (Faculty of Public Health, Communicable Disease Surveillance Centre, London, UK), Fiona Patterson (University of Cambridge, Applied Health Research, Cambridge, UK), Brendan Mason (Public Health Wales, Cardiff, UK)

1630-1645 #9H3 The use of shortlisting and selection centre assessments for recruitment to run-through training in neurosurgery in the UK Peter Whitfield* (Plymouth University Peninsula School of Medicine and Dentistry, South West Neurosurgery Centre, Plymouth, UK), Ian Kamaly (Central Manchester University Hospitals, Neurosurgery, Manchester, UK), Tom Cadoux-Hudson (Oxford University Hospitals, Neurosurgery, Oxford, UK), Richard Nelson (North Bristol NHS Trust, Neurosurgery, Bristol, UK)

1645-1700 #9H4 Is the standardized letter of recommendation a useful tool in the pediatric residency admissions process? Nadia Bajwa* (Hôpital des Enfants, Hôpitaux Universitaires de Genève, University of Geneva Faculty of Medicine, General Pediatrics and Department of Medical Education, Geneva, Commugny, Switzerland), Rachel Yudkowsky (University of Illinois at Chicago, College of Medicine, Medical Education, Chicago, USA), Dominique Belli (Hôpital des Enfants, Hôpitaux Universitaires de Genève, University of Geneva Faculty of Medicine, General Pediatrics, Geneva, Switzerland), Nu Viet Vu (University of Geneva Faculty of Medicine, Medical Education, Geneva, Switzerland), Yoon Soo Park (University of Illinois at Chicago, College of Medicine, Medical Education, Chicago, USA)

1700-1715 #9H5 Analysis of the residency entrance test in Portugal Luis Patrao*, Juliana Sa, Ricardo Tjeng (University of Beira Interior, Faculty of Health Sciences, Covilha, Portugal)

1715-1730 Discussion

1600-1730 #9I Short Communications: Postgraduate Education 2 Chairperson: Olga Rostkowska (Poland) Location: Alsh 1, SECC

1600-1615 #9I1 An Empirical Model of How Junior Trainees Approach Patient Follow-up and Documentation Mark Goldszmidt*, Dani Cadieux (Schulich School of Medicine & Dentistry, Western University, Centre for Education Research & Innovation, London, Ontario, Canada)

1615-1630 #9I2 Evaluation of Mentors by Postgraduate trainees in a Structured Mentoring Program in the United States Anuradha Mookerjee*, Namrata Baxi, Abhishek Agarwal (Cooper Medical School of Rowan University, Medicine, Camden, NJ, USA), Susan Cavanugh (Cooper Medical School of Rowan University, Bio medical Sciences, Camden, NJ, USA), Vijay Rajput (Ross University School of Medicine, Medicine, Miramar, Florida, USA)

1630-1645 #9I3 Assessment of patient handover skills: Validity evidence supporting the use of a structured clinical observation tool to inform entrustment decisions Daniel West* (University of California, San Francisco, Pediatrics, San Francisco, California, USA), Christy Boscardin (University of California, San Francisco, Medicine, San Francisco, California, USA), I-PASS Study Group (Boston Children's Hospital, Medicine, Boston, Massachusetts, USA)

1645-1700 #9I4 Trainee experiences in health care centres Merja Ellilä* (University of Turku, Medical Faculty, General Practice, Turku, Finland), Paula Vainiomäki (University of Turku, Finland)

1700-1715 #9I5 Evaluating a ward-based Foundation Year 1 (FY1) system in an orthopaedic setting Apostolos Prodromidis* (University of Central Lancashire, School of Medicine and Dentistry, Preston, UK), Charalambos Charalambous (Blackpool Victoria Hospital, Orthopaedic, Blackpool, UK)

1715-1730 #9I6 The academic foundation programme in the north west of England: An evidence based ` critique of early academic engagement Daniel Darbyshire* (Health Education North West, Centre for Medical Education, Manchester, UK), Paul Baker, Steven Agius (Health Education North West, Manchester, UK), Sean McAleer, (The University of Dundee, UK)

156 TUESDAY 8 SEPTEMBER 2015

No Discussion

1600-1730 #9J Short Communications: Empathy 2 Chairperson: Al Dowie (UK) Location: Alsh 2, SECC

1600-1615 #9J1 Professionalism Cultivation Study: Association of Empathy and Medical Humanities Curriculum and Service Learning Angela Pei-Chen Fan* (National Yang-Ming University, School of Medicine, Taipei, Taiwan), Russell Oliver Kosik (Stanford Medical School, Radiology, San Francisco, USA), Qi Chen (Nangji Medical University, School of Medicine, Nangji, People's Republic of China)

1615-1630 #9J2 Empathy does not decline during clinical training – a cross-sectional study in Singapore Gerald Sng*, Joshua Tung (Yong Loo Lin School of Medicine, National University of Singapore, Cardiology, Singapore), Phong Teck Lee (National Heart Centre Singapore, Cardiology, Singapore), Julian Loh (Khung Keong Yeo, National Heart Centre Singapore, Singapore)

1630-1645 #9J3 Where is the devil? Decreased empathy perception during internship among Taiwan medical students and PGY-1 trainee Jen-Feng Liang*, Ling-Yu Yang (Taipei Veterans General Hospital, Department of Medical Education, Taipei, Taiwan), Shuu-jiun Wang (National Yang Ming University, Faculty of Medicine, Taipei, Taiwan)

1645-1700 #9J4 Medical Residency: Raiders of Lost Empathy Heloisa Malfatti*, Marcelo Schweller (UNICAMP- University of Campinas, Brazil, Emergency, Campinas, Brazil), Bruno De Jorge (UNICAMP- University of Campinas, Brazil, Abilities Lab, Campinas, Brazil), Marco Antonio Carvalho Filho (UNICAMP, University of Campinas, Brazil, Emergency, Campinas, Brazil)

1700-1715 #9J5 Empathy in Allied Health Technologies: a cross-sectional study Artemisa R. Dores*, Ana Salgado, Zita Sousa, Regina Silva, Helena Martins, Irene P. Carvalho (School of Medicine, University of Porto (FMUP), Clinical Neurosciences and Mental Health, Porto, Portugal)

1715-1730 #9J6 Empathy - a complex phenomenon under constant change Johanna von Knorring*, Arja Lehti, Olof Semb (Umeå University, Clinical Sciences, Division for Professional Development, Sweden)

No Discussion

1600-1730 #9K Short Communications: eResources Chairperson: Nabil Zary (Sweden) Discussant: Jo-Anne Murray (UK) Location: Boisdale 1, SECC

1600-1615 #9K1 Affordable, Practical, Innovative, and Scholarly eBooks: Supporting faculty in the teaching and assessment of the intrinsic CanMEDS roles Derek Puddester* (uOttawa, Postgraduate Medical Education, Faculty of Medicine, Ottawa, Canada), Colla MacDonald (uOttawa, Faculty of Education, Ottawa, Canada), Emma Stoddell (uOttawa, Postgraduate Medical Education, Ottawa, Canada)

1615-1630 #9K2 Study on the efficacy of an Internet-based learning module and small-group debriefing on trainees' attitudes and communication skills toward patients with substance use disorders Paul Lanken (University of Pennsylvania, Perelman School of Medicine, Philadelphia, USA), Barbara Schindler, Christof Daetwyler*, Dennis Novack (Drexel University, College of Medicine, Philadelphia, USA)

1630-1645 #9K3 The Anatomy of E-Learning Tools: Does software usability influence learning outcomes? Sonya E. Van Nuland*, Kem A. Rogers (Western University, Anatomy and Cell Biology, London, Canada)

1645-1700 #9K4 Gender and previous studies affect students’ self-efficacy beliefs also in mobile learning Taina Joutsenvirta* (University of Helsinki, Faculty of Medicine, Helsinki, Finland), Eeva Pyörälä (University of Helsinki, Finland)

1700-1715 #9K5 Changing the curriculum with virtual patient integration: The VP authors’ perspective Eleni Dafli, Panagiotis Bamidis* (Aristotle University of Thessaloniki, Medical School, Greece)

1715-1730 Discussion

157 TUESDAY 8 SEPTEMBER 2015

1600-1730 #9L Short Communications: Mobile Learning Chairperson: Location: Boisdale 2, SECC

1600-1615 #9L1 Incorporating iPads into medical education fosters collaborative learning Eeva Pyörälä* (Faculty of Medicine, University of Helsinki, Medipeda, Clinicum, Helsinki, Finland), Kalle Romanov (Faculty of Medicine, University of Helsinki, Clinicum, Helsinki, Finland), Teemu Masalin (Faculty of Medicine, University of Helsinki, Medicum, Helsinki, Finland), Heikki Hervonen (Faculty of Medicine, University of Helsinki, Medipeda, Clinicum, Helsinki, Finland)

1615-1630 #9L2 Exploring the challenges of using mobile devices in the clinical setting through Interpretative Phenomenological Analysis Fiza Rashid-Doubell*, Khalifa Elmusharaf (Royal College of Surgeons in Ireland, Bahrain, School of Medicine, Manama, Bahrain), Catherine O'Neill (Royal College of Surgeons in Ireland, Bahrain, School of Nursing, Manama, Bahrain)

1630-1645 #9L3 Mobile app use improves trainee doctors’ patient care Katie Webb (Cardiff University, School of Postgraduate Medical and Dental Education, Cardiff, UK), Rebecca Dimond (Cardiff University, School of Social Sciences, CUREMeDE, Cardiff, UK), Mark Stacey (Wales Deanery, Cardiff, UK) Presenter: Alison Bullock* (Cardiff University, Cardiff, UK)

1645-1700 #9L4 Online assessment tools: What do users want? Sue McAllister*, Alison McAllister (Flinders University of South Australia, Speech Pathology and Audiology, Adelaide, Australia), Bronwyn Davidson (University of Melbourne, Speech Pathology and Audiology, Melbourne, Australia), Anne E. Hill (University of Queensland, Speech Pathology, Brisbane, Australia), Rachel Davenport (Latrobe University, Speech Pathology, Melbourne, Australia), Louise Brown (James Cook University, Speech Pathology, Townsville, Australia)

1700-1715 #9L5 Why do trainee doctors use a medical textbook app? Susannah Olive*, Alison Bullock, Katie Webb (Cardiff University, UK), Mark Stacey (Wales Deanery, UK)

1715-1730 #9L6 Maximising potential of mobile apps within medical education Susie Rebelo Hopkins*, Sunhea Choi, Andy Pulman (University of Southampton, Faculty of Medicine, Medical Education, Southampton, UK)

No Discussion

1600-1730 #9M Short Communications: Curriculum Content 2 Chairperson: Rashmi Kusurkar (Netherlands) Location: Carron 1, SECC

1600-1615 #9M1 Less is more! What anatomical knowledge medical students really need to know Stephanie Bull, Vikram Deveraj, Tudor Chinnah*, Claudia Leitner, James Taylor, Karen Mattick (University of Exeter, University of Exeter Medical School, Exeter, UK)

1615-1630 #9M2 Education of geriatrics at medical schools in Japan Eiji Kaneko* (Tokyo Medical and Dental University, Center for Education Research in Medicine and Dentistry, Tokyo, Japan), Yasuko Abe, Kentaro Shimokado (Tokyo Medical and Dental University, Department of Geriatrics and Vascular Medicine, Tokyo, Japan), Nobuo Nara (Tokyo Medical and Dental University, Center for Education Research in Medicine and Dentistry, Tokyo, Japan)

1630-1645 #9M3 Writing and the Assessment of Writing Ability in the Medical Context Gad Lim*, Sarah McElwee, (Cambridge English Language Assessment, Cambridge, UK)

1645-1700 #9M4 It’s not just the language – linking simulation and English for medical purposes (EMP) training enhances motivation and self-confidence in undergraduate medical students Daisy Rotzoll*, Juliane Lutze, Leonie Sauer, Robert Wolf (LernKlinik Leipzig, University of Leipzig Medical Faculty, Leipzig, Germany)

1700-1715 #9M5 Defining Generalism Within the Context of Medicine – a Systematic Review Jason Frank* (The Royal College of Physicians and Surgeons of Canada, Specialty Education, Strategy, and Standards, Office of Specialty Education, Ottawa, Canada), Sarah Taber (The Royal College of Physicians and Surgeons of Canada, Education Strategy & Accreditation, Ottawa, Canada), Ashley Ronson (The Royal College of Physicians and Surgeons of Canada, Educational Strategy, Innovations, and Development Unit, Ottawa, Canada), Stefanie De Rossi (Cancer Care Ontario, Educational Strategy, Innovations, and Development Unit, Toronto, Canada), Kiri Campbell (The Royal College of Physicians and Surgeons of Canada, Specialty Education, Strategy, and Standards, Office of Specialty Education, Ottawa, Canada), Tanya Horsley (The Royal College of Physicians and Surgeons of Canada, Research Unit, Ottawa, Canada)

1715-1730 #9M6 TBL as a Continuous Assessment Tool in Neurosciences Block in a Hybrid PBL System Ahmed Yaqinuddin*, Mohammed Marwan Dabbagh, Mohammed Alazmah (Alfaisal University, College of Medicine, Saudi Arabia)

No Discussion

158 TUESDAY 8 SEPTEMBER 2015

1600-1730 #9N Short Communications: Assessment – Progress Test Chairperson: Rene Tio (Netherlands) Discussant: Location: Carron 2, SECC

1600-1615 #9N1 Competency-oriented concepts in a formative progress test with questions constructed by students Stefan Wagener* (Faculty of Medicine, University of Heidelberg, Germany), Andreas Möltner (Center of Excellence for Assessment in Medicine, Baden-Wuerttemberg, University of Heidelberg, Germany), Maryna Gornostayeva (Faculty of Medicine, University of Heidelberg, Germany), Jana Jünger (Center of Excellence for Assessment in Medicine, Baden-Wuerttemberg, University of Heidelberg, Germany)

1615-1630 #9N2 I’ve seen the future: Using progress test predictions to facilitate early interventions Lee Coombes*, Nick Toms, Iain Robinson (Plymouth University Peninsula School of Medicine and Dentistry, Plymouth, UK)

1630-1645 #9N3 Metacognitive cues, confidence, and performance in progress testing: are they related? Jimmie Leppink*, Carlos F. Collares (Maastricht University, School of Health Professions Education, Maastricht, Netherlands), Nabil Amer, Zaka U. Khan (Sulaiman Al-Rajhi Colleges, Health Professions Education Unit, Al-Bukairiyah, Saudi Arabia), Mohammed Meziani, Dominique Waterval (Maastricht University, School of Health Professions Education, Maastricht, Netherlands)

1645-1700 #9N4 Students’ Feedback on the Saudi Multi-institutional Progress Test, How It Kept Improving Through The Years Abdulla Al-Ghasham (Qassim College of Medicine, Unaiza, Saudi Arabia), Mohammed Saqr (Qassim College of Medicine, Melida, Saudi Arabia), Mohammed Nour Eldin Saleh (Qassim College of Medicine, Saudi Arabia) Presenter: Hani Al-Shobaili* (Qassim College of Medicine, Saudi Arabia)

1700-1715 #9N5 Progress Testing – A Novel Use for Practice Objective Structured Clinical Exams Representing a Clinical Office Encounter (Simulated Office Oral) in Family Medicine Kendall Noel*, Douglas Archibal (University of Ottawa, Family Medicine, Ottawa, Canada), Carlos Brailovsky (Laval University, Family Medicine, Quebec City, Canada), Ashley Mautbur (University of Ottawa, Family Medicine, Ottawa, Canada)

1715-1730 Discussion

1600-1730 #9O Short Communications: Research Skills as a Curricular Outcome Chairperson: Guiseppe Familiari (Italy) Location: Dochart 1, SECC

1600-1615 #9O1 Story of a paper: the value of coming to know how medical research is done Jane L Saffell* (Imperial College London, Department of Medicine, London, UK)

1615-1630 #9O2 Which health topics inspire medical students to undertake research? Judy Mullan*, Kathryn Weston, Peter McLennan, Warren Rich, Shelley Crowther, John Bushnell (University of Wollongong, Graduate School of Medicine, Wollongong, Australia)

1630-1645 #9O3 Evaluation of An Intervention Research Program For Undergraduates Of Rawalpindi Medical College, Pakistan Faiza Aslam* (Rawalpindi Medical College, Research Unit of Medical Education, Rawalpindi, Pakistan), Umar Muhammad (Rawalpindi Medical College, Rawalpindi, Pakistan), Muhammad Mujeeb Khan, Hammamat-Ul-Bushra Khaar (Rawalpindi Medical College, Medicine, Rawalpindi, Pakistan), Fareed Aslam Minhas (Rawalpindi Medical College, Institute of Psychiatry, Rawalpindi, Pakistan), Shazia Zeb (Rawalpindi Medical College, Medical Education, Rawalpindi, Pakistan)

1645-1700 #9O4 Predictors of medical graduates’ engagement in scientific research activities Raquel Rocha Afonso*, Ana Salgueira (School of Health Sciences, University of Minho, Portugal, Medical Education Unit, Braga, Portugal), Manuel João Costa (School of Health Sciences, University of Minho, Portugal, Braga, Portugal)

1700-1715 #9O5 Undergraduate medical research - springboard to future academic career Geir W. Jacobsen* (Norwegian University of Science and Technology, Faculty of Medicine, Trondheim, Norway), Marit Grønning (University of Bergen, Faculty of Medicine and Dentistry, Bergen, Norway), Ludvig A. Munthe (University of Oslo, Faculty of Medicine, Oslo, Norway), Vegard Skogen (UiT The Arctic University of Norway, Faculty of Health Sciences, Tromsø, Norway), Marianne H. Stien (University of Bergen, Faculty of Medicine and Dentistry, Bergen, Norway)

1715-1730 #9O6 Engaging medical students in the continuum of research: key requirements for a ‘total research experience’ Kathryn Weston*, Judy Mullan, Peter McLennan, Warren Rich, Shelley Crowther, John Bushnell (University of Wollongong, Graduate School of Medicine, Wollongong, Australia)

No Discussion

159 TUESDAY 8 SEPTEMBER 2015

1600-1730 #9P Short Communications: Best Evidence Medical Education (BEME) Chairperson: Dale Dauphinée (Canada) Location: Dochart 2, SECC

1600-1615 #9P1 What are the features of interventions that affect diversity in health professions trainees? A BEME systematic review Kristen Simone, Rabia Ahmed, Jill Konkin (University of Alberta, Medicine, Edmonton, Canada), Sandra Campbell, Lisa Hartling, Anna E Oswald* (University of Alberta, Edmonton, Canada)

1615-1630 #9P2 Systematically reviewing the evidence about required content of medical curricula; Ecosystems thinking and human health Sarah Walpole* (Hull York Medical School, National Institute for Health Research, Centre for Education Development, Hull, UK), David Pearson, Jo Coad (Centre for Education Development, Hull York Medical School, UK), Catriona Kemp (Dept: Library/ Information services, Hull York Medical School, UK), Stefi Barna (University of East Anglia, Medical School, Public Health, Norwich, UK)

1630-1645 #9P3 Patient participation in undergraduate medical education in general practice Sophie Park*, Nada Khan, Alice Malpass (UCL, London, UK), Fiona Stevenson

1645-1700 #9P4 Translating CEMESTR: modelling medical education-community relationships Rachel Ellaway, Roger Strasser (Northern Ontario School of Medicine, Sudbury, ON, Canada), Laurel O’Gorman (Laurentian University, Sudbury, ON, Canada), David Marsh (Northern Ontario School of Medicine, Sudbury, ON, Canada), Lisa Graves* (University of Toronto, ON, Canada), Cathy Cervin (Northern Ontario School of Medicine, Sudbury, ON, Canada)

1700-1715 #9P5 How does the teaching of a structured tool for communication within and between teams contribute to student learning? A Best Evidence Medical Education (BEME) systematic review Lucy Ambrose (Keele University, College of Life and Environmental Sciences, Keele, UK), Elizabeth Anderson (University of Leicester, College of Medical and Dental Sciences, Leicester, UK), Marianne Hensman, Christine Hirsch, David Morley (University of Birmingham, College of Medical and Dental Sciences, Birmingham, UK), Jamie J Coleman (University of Birmingham, UK) Presenter: Sharon Buckley* (University of Birmingham, UK)

1715-1730 #9P6 Educational interventions to promote clinical reasoning:The research trends of the last decade A.L. Da Silva*, C.L. Vogan, J. Mckimm (Swansea University, College of Medicine, Swansea, UK)

No Discussion

1600-1730 #9Q Conference Workshop: Accept, Reject, or Revise? An Interactive Look at the Peer- Review Process Guided by the 2015 “Review Criteria for Research Manuscripts” David Sklar* (University of New Mexico, Albuquerque, USA), Christopher S. Candler* (MedEdPORTAL, USA), Steven J. Durning* (Academic Medicine, USA) Location: Castle I, Crowne Plaza

1600-1730 #9R Conference Workshop: Bringing Non-Technical Skills (NTS) To Life - The NTS Bingo Peter Dieckmann* (Danish Institute for Medical Simulation (DIMS), Herlev, Denmark), Debra Nestel (Monash University, School of Rural Health, HealthPEER, Victoria, Australia), Jean Ker (University of Dundee, UK), Simon Edgar (NHS Lothian, Edinburgh, UK), Doris Østergaard (Danish Institute for Medical Simulation (DIMS), Herlev, Denmark) Location: Castle II, Crowne Plaza

1600-1730 #9S Conference Workshop: Electronic curriculum mapping: what works for you? Rebekah Brazier*, Susan English*, Chris Harris, Joanne Harris, Martin Lupton* (Imperial College London, School of Medicine, London, UK), Alex Holmes*, Andrew Theyers* (Isotoma, Software Development, York, UK) Location: Castle III, Crowne Plaza

1600-1730 #9T Conference Workshop: Becoming a Successful Educational Manager and Leader Mohammed Meziani*, Herma Roebertsen* (Maastricht University, Educational Development & Research, Maastricht, Netherlands), Mariette van Loon* (University of Bern and Maastricht University, Swiss Graduate School of Cognition, Learning & Memory, Bern, Switzerland), Annemarie Camp* (Maastricht University, Educational Development & Research, Maastricht, Netherlands) Location: Gala 1, Clyde Auditorium

1600-1730 #9U Conference Workshop: “Change is the only constant.” – Lead it with Success Denyse Richardson* (Royal College of Physicians and Surgeons of Canada/University of Toronto, Medicine, Toronto, Canada), Linda Snell* (Royal College of Physicians and Surgeons of Canada/McGill University, Medicine, Montreal, Canada) Location: Gala 2, Clyde Auditorium

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1600-1730 #9V Conference Workshop: Excellence in Social Accountability: how can we help develop Medical Schools as agents to improve the health of communities? Jim Rourke* (Memorial University of Newfoundland, St Johns, Canada), Charles Boelen*, Trevor Gibbs* (AMEE, Dundee, UK), Debra Klamen* (Southern Illinois University School of Medicine, USA), David Skar* (University of New Mexico School of Medicine,USA), David Pearson* (Hull York Medical School, UK), Iain Robbe* (Memorial University of Newfoundland, Canada), David Marsh* (Northern Ontario School of Medicine, Canada) Location: Staff, Crowne Plaza

1600-1800 #9W RESME Course (closed session) Charlotte Ringsted* (Denmark), Albert Scherpbier* (the Netherlands), Tina Martimianakis* (Canada) Location: Shuna, Crowne Plaza

1600-1730 #9X ESMEA Course (closed session) Katharine Boursicot* (Singapore), Brownie Anderson* (USA), Richard Fuller* (UK), Kathy Holtzman* (USA), John Norcini* (USA), Trudie Roberts* (UK), Dave Swanson* (USA), Sydney Smee* (Canada) Location: Jura, Crowne Plaza

1600-1730 #9Y ESCEPD Course (closed session) Jane Tipping*, Lee Manchul*, Suzan Schneeweiss*, Amy Wolfe* (Canada) Location: Barra, Crowne Plaza

1600-1730 #9Z Conference Workshop: How to give negative feedback in medical education – Conceptual issues & best practices Goetz Fabry* (Albert-Ludwigs-University, Medical Psychology & Sociology, Freiburg, Germany), Anja Goerlitz*, Claudia Kiessling* (Ludwig-Maximilians-University, Institute for Medical Education, Munich, Germany), Monica van de Ridder* (Albert-Schweitzer Hospital, Department of Education, Dordrecht, Netherlands) Location: Orkney, Crowne Plaza

1600-1730 #9AA ePosters: Teaching and Assessing Communication Skills Chairperson: Anita Laidlaw (UK) Location: Morar, SECC

#9AA01 Google Glass™: hindrance or help to communication skills teaching Divya Vatish*, Heather Holyoak (Barts and The London School of Medicine and Dentistry, Queen Mary University of London, Centre for Medical Education, London, UK), Oliver Trampleasure, Ali Jawad (Virtual Medics, Education Academy, The Royal London Hospital, London, UK), Danë Goodsman (Barts and The London School of Medicine and Dentistry, Queen Mary University of London, Centre for Medical Education, London, UK), Shafi Ahmed (Virtual Medics, Education Academy, The Royal London Hospital, London, UK)

#9AA02 Between Dr. Google and the web-patient: How can medical students be prepared effectively for the task of online counselling? J Griewatz*, J Kueppers (University of Tuebingen, Competence Centre for University Teaching in Medicine, Baden-Wuerttemberg, Tuebingen, Germany), C Gall (University of Tuebingen, University Hospital for Women, Tuebingen, Germany), M Bientzle, J Kimmerle (The Knowledge Media Reasearch Centre (KMRC), Competence Centre for University Teaching in Medicine, Baden-Wuerttemberg, Tübingen, Germany), M Lammerding-Koeppel (University of Tuebingen, Germany)

#9AA03 Does education on communication skills improve efficacy of acute medical condition management? Petra Riznik*, Larisa Sabath (Faculty of Medicine, University of Maribor, Slovenia), Sebastjan Bevc (Clinic for Internal Medicine, University Medical Centre Maribor, Slovenia)

#9AA04 “Challenging patients don't take a young doctor seriously”: Medical students’ self-assessed communication skills at the end of their studies Asta Toivonen* (Faculty of Medicine, University of Helsinki, Department of Public Health, Clinicum, Helsinki, Finland), Eeva Pyörälä (Faculty of Medicine, University of Helsinki, Medipeda, Clinicum, Helsinki, Finland)

#9AA05 Communication skills assessment in undergraduate medical students Sun Jung Myung, Kyung Duk Park*, Yerim Chang (Seoul National University College of Medicine, Seoul, Republic of South Korea)

#9AA06 Students’ perception of the clinical communication course Anna Kocurek*, Michał Nowakowski (Jagiellonian University Medical College, Department of Medical Education, Kraków, Poland)

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#9AA07 Skills, knowledge and confidence in brief motivational interviewing: Using standardized patient encounters to train healthcare providers Elizabeth J Edwards* (Bond University, School of Medicine, Gold Coast, Australia), Peta Stapleton (Bond University, School of Psychology, Gold Coast, Australia)

#9AA08 Simulation of the Professional Conversation Birte Plougholt*, Kirsten Merete Jessen, Marianne Pilegaard (Metropolitan University College, Copenhagen, Denmark)

#9AA09 Using simulation-based interprofessional interventions to improve communication skills of providers can enhance quality of care and patient outcomes in type 2 diabetes Mila Kostic* (Perelman School of Medicine at the University of Pennsylvania, Continuing Medical Education, Philadelphia, USA), David K. McCulloch (Group Health Cooperative and University of Washington, Continuing Medical Education, Seattle, USA), Laura A. Young (University of North Carolina, Chapel Hill, USA), Serena Cardillo (University of Pennsylvania Health System, Philadelphia, USA), Sean Hayes (AXDEV Group, Brossard, Canada), Denise LaMarra (Perelman School of Medicine at the University of Pennsylvania, Philadelphia, USA)

#9AA10 Study to validate the assessment checklist used by different facilitators in a Communications Workshop Madhavi Suppiah* (Singapore General Hospital, Institute for Medical Simulation & Education, Singapore), Celia Tan (Singapore Health Services, Group Allied Heath, Singapore)

#9AA11 Communication skills learnt through skills based training methods Celia IC Tan* (SingHealth, Group Allied Health, Singapore), Madhavi D/O Perianan Suppiah (Singapore General Hospital, Institute of Medical Simulation and Education, Singapore)

1600-1730 #9BB ePosters: Simulation 1 Chairperson: James Ware (Saudi Arabia) Location: Ness, SECC

#9BB01 Open Source AV solution supporting In Situ Simulation and Clinical education Eivind Ortind Simonsen*, Gintas Pociunas, Mads Ronald Dahl, Kristian Krogh (Center for Health Sciences Education, Aarhus University, Aarhus, Denmark)

#9BB02 Evaluation of chest compression during cardiopulmonary resuscitation using a high-fidelity simulator Kai Ishida*, Kazuya Imaizumi, Ryoma Seto, Hiroshi Tsumura, Takashi Okubo (Tokyo Healthcare University, Healthcare Informatics, Tokyo, Japan)

#9BB03 Development of an In-situ Team Based Postpartum Hemorrhage Simulation Curriculum and Simulator Modifications Justin Field, Reid Adams* (Institute of Research and Clinical Strategy, Pontiac, USA), Maria Greene (St. Joseph Mercy of Oakland, Pontiac, USA)

#9BB04 Flipped Learning Simulation Practice in ACLS and ATLS, a Life Saving Procedure Sorutjanee Kanjanaprapas*, Nichapa Tanakullert, Pornpishcha Youngvanisha (Hatyai Hospital, Emergency Department, Hatyai, Thailand), Boonyarat Warachit, Varavudh Sumawoung (Hatyai Hospital, Medical Department, Hatyai, Thailand)

#9BB05 Effectiveness of Simulated Aneurysm Diagnosis & Coiling in Cerebral Angiography Oleksiy Zaika (University of Western Ontario, Anatomy & Cell Biology, London, Canada), Ngan Nguyen (OhioHealth Learning, Center for Medical Education & Innovation, Columbus, USA), Mel Boulton (University of Western Ontario, Clinical Neurological Sciences, London, Canada), Roy Eagleson* (University of Western Ontario, Software Engineering, London, Canada), Sandrine de Ribaupierre (University of Western Ontario, Clinical Neurological Sciences, London, Canada)

#9BB06 SMART, Simpad Manikin And Relevent Training John Karlsson*, Pete Dickens, Martin Kardell, Jim Kaarnavuo (Uppsala University Hospital, Clinical Skills Center, Uppsala, Sweden)

#9BB07 Training Program Development: Using a Patient Simulator to Teach Effective Charting Ryoma Seto*, Akemi Nishio, Kai Ishida, Kazuya Imaizumi, Hiroshi Tsumura, Takashi Okubo (Tokyo Healthcare University, Division of Healthcare Informatics, Faculty of Healthcare, Tokyo, Japan)

#9BB08 Limited efficacy of a single cardiac-auscultation training class using a high-fidelity simulator during pre-clinical clerkship Yutaka Kagaya* (Tohoku University Graduate School of Medicine, Office of Medical Education, Sendai, Japan), Masao Tabata, Ayane Matsuda, Yasutake Monma (Tohoku University Hospital, Graduate Medical Education Center, Sendai, Japan), Junichi Kameoka (Tohoku University Graduate School of Medicine, Office of Medical Education, Sendai, Japan), Seiichi Ishii (Tohoku University Graduate School of Medicine, Office of Medical Education, Sendai, Japan)

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#9BB09 Incentivising laparoscopic deliberate practise in Core Surgical Training LG Nicol* (NHS Highland, Surgery, Inverness, UK), J Cleland (University of Aberdeen, Medical Education, Aberdeen, UK), SJ Moug (NHS Greater Glasgow & Clyde, Surgery, Glasgow, UK), A Paisley, R Partridge (NHS Lothian, Surgery, Edinburgh, UK), KG Walker (NHS Highland, Surgery, Inverness, UK)

#9BB10 The role of whole body video monitoring and feedback in a laparoscopic simulation laboratory Deepa Shah, Daniel Torrent (East Carolina University, Surgery, Greenville, USA), Wiley L. Nifong (East Carolina Heart Institute, Cardiovascular Sciences, Greenville, USA), Konstantinos Spaniolas (East Carolina University, Bariatric and Minimally Invasive Surgery, Greenville, USA), Danielle Walsh (East Carolina University, Pediatric Surgery, Greenville, USA), Carl E. Haisch* (East Carolina University, Surgical Immunology and Transplantation, Greenville, USA)

#9BB11 How hands-on virtual reality simulator sessions improve career expectation in medical students – a Romanian study Teodora Atena Pop*, Ofelia Mosteanu, Anamaria Ciobica (University of Medicine and Pharmacy "Iuliu Hatieganu" Cluj-Napoca Regional Institute of Gastroenterology and Hepatology “Prof.Dr.O.Fodor” Cluj-Napoca, Cluj-Napoca, Romania), Lucian Mocan, Anca Dana Buzoianu (University of Medicine and Pharmacy "Iuliu Hatieganu" Cluj-Napoca, Romania)

#9BB12 Clinical Simulation in a Multidisciplinary Team: Experience during Medical and Nursing Internships. Andrés Bello University, Viña del Mar, Chile Pablo Felipe Mahana Tumani*, Rodrigo Avila Dominguez, Carlos Rivera Prat, Peter McColl Calvo, Veronica Lucia Silva Orrego (Andres Bello University, School of Medicine, Viña del Mar, Chile)

#9BB13 Mannequin-based Simulation versus Mobile Content for Improving the Confidence of Preclinical Medical Students performing Leopold's Maneuvers Pattama Tongdee* (Institute of Medicine, Suranaree University of Technology, School of Obstetrics and Gynecology, Nakhonratchasima, Thailand), Porntip Nimkuntod (Institute of Medicine, Suranaree University of Technology, School of Medicine, Nakhonratchasima, Thailand), Pattra Wattanapan (Institute of Medicine, Suranaree University of Technology, School of Rehabilitation Medicine, Nakhonratchasima, Thailand), Soraya Kaewpitoon (Institute of Medicine, Suranaree University of Technology, School of Family Medicine, Nakhonratchasima, Thailand), Kulsiri Tiansri (Institute of Medicine, Suranaree University of Technology, School of Surgery, Nakhonratchasima, Thailand), Sutthinee Srisawat (Institute of Medicine, Suranaree University of Technology, The Center for Educational Innovation and Technology, Suranaree University of Technology, Nakhonratchasima, Thailand)

#9BB14 Simulation-based Competency Assessment in Crisis Resource Management (CRM): A Framework for EM resident evaluation Chien-Kuang Chen* (Chang Gung Memorial Hospital, Department of Emergency Medicine, Guishan Dist., Taoyuan, Taiwan), Yu- Che Chang, Chung-Hsien Chaou (Chang Gung Memorial Hospital, Chang Gung University College of Medicine, Department of Emergency Medicine, Guishan Dist., Taoyuan, Taiwan), Ya-Wen Hsiau (Chang Gung Memorial Hospital, Department of Emergency Medicine, Gueishan Shiang, Taiwan), Hsien-Ling Chou, Jih-Chang Chen (Chang Gung Memorial Hospital, Department of Emergency Medicine, Guishan Dist., Taoyuan, Taiwan)

#9BB15 A study of high fidelity simulation in pre-clinical to clinical transition in third year medical students Adam Fadra* (Barts and the the London School of Medicine and Dentistry, Queen Mary University of London, Medical Education, Whipps Cross Hospital, London, UK), Rebecca Preedy (Barts Health Trust, Medical Education (Whipps Cross Hospital, London, UK), Rebecca Young (Barts Health Trust, London, UK)

#9BB16 Effects of training methods for rectal palpation in cattle on students’ performance and self- evaluation Hannah H. Giese (University of Veterinary Medicine Hannover, Foundation, Clincial Skills Lab, Hannover, Germany), Yasmin Gundelach (University of Veterinary Medicine Hannover, Foundation, Clinic for Cattle, Hannover, Germany), Katja Geuenich, Röher Parkklinik (Faculty of Health, Eschweiler, Germany), Jan P. Ehlers (University of Witten/Herdecke, Clinical Skills Lab, Witten/Herdecke, Germany), Marc Dilly* (University of Veterinary Medicine Hannover, Foundation, Clinical Skills Lab, Hannover, Germany)

#9BB17 AnatomyTable: An interactive designed experience for veterinary anatomy and physiology education Eric B. Bauman (Institute for Research & Clinical Strategy, Research and Development & Game-Based Learning, USA), Reid Adams (Institute for Research & Clinical Strategy, Simulation Operations, USA), Greg Gilbert (Institute for Research & Clinical Strategy, Research and Faculty Development, USA), Carmen Fuentealba (Ross University School of Veterinary Medicine, Teaching and Learning, USA), David Pederson (Institute for Research & Clinical Strategy, Graduate Medical Education, USA) Presenter: James Dundas* (Ross University School of Medicine, USA)

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1600-1730 #9CC Posters: Community-based Education Chairperson: Peter McCrorie (UK) Location: Hall 4, SECC

#9CC01 The stairway to health: A community- based education programme on exercise promotion in a University Hospital Alberto Velazquez, Alejandrina Losasso, Cecilia Picolla, Christian Rhaiel (Instituto Universitario del Hospital Italiano de Buenos Aires, Argentina), Eduardo Durante* (Instituto Universitario del Hospital Italiano de Buenos Aires, Ciudad de Buenos Aires, Argentina)

#9CC02 Community healthcare activities in the areas devastated by the Great East Japan Earthquake elicit favorable changes in medical students in Japan Masao Tabata*, (Tohoku University Hospital, Graduate Medical Education Center, Sendai, Japan), Masamichi Mizuma (Tohoku University Graduate School of Medicine, Department of Surgery, Division Of Hepato-Biliary Pancreatic Surgery, Sendai, Japan), Shinichi Yabuuchi (Tohoku University Hospital, Graduate Medical Education Center, Sendai, Japan), Tadashi Ishii (Tohoku University Hospital, Department of Education and Support for Community Medicine, Sendai, Japan), Yutaka Kagaya (Tohoku University Graduate School of Medicine, Office of Medical Education, Sendai, Japan)

#9CC03 Experiences with clinical rotations in nursing homes in medical education Elin Olaug Rosvold*, Jørund Straand (University of Oslo, Department of General Practice, Faculty of Medicine, Oslo, Norway), Gunnar Kvalvaag (Oslo Municipality, The Nursing Home Agency, Oslo, Norway), Ingrid Os (University of Oslo, Faculty of Medicine, Oslo, Norway)

#9CC04 Home visit experience: A Medical school curriculum Sangsulee Thamakaison*, Kanokpon Sukhto, Dumrongrat Lertrattanon, Thunyarat Anothaisintawee (Faculty of Medicine, Ramathibodi Hospital, Mahidol University, Family Medicine, Bangkok, Thailand)

#9CC05 Medical student reflection on palliative home care experience Krishna Suvarnabhumi*, Tasanee Khunthong (Prince of Songkla University, Community Medicine, Songhkla, Thailand)

#9CC06 Attitudes and satisfaction of medical students of the Faculty of Medicine, Vajira Hospital, Navamindradhiraj University, towards community service Anongnard Kasorn*, Waranya Imprasittichai (Faculty of Medicine, Vajira Hospital, Navamindradhiraj University, Bangkok, Thailand)

#9CC07 Pre- and post-attitude and change towards elderly care of second-year medical students after activity participation at a retirement facility Fuangfa Benjaoran*, Soraya Kaewpitoon, Seekaow Churproong, Ratsadakorn Yimsabai (Suranaree University of Technology, Family and Community Medicine, Nakhonratchasima, Thailand)

#9CC08 Transformative Medical Education in community: Attitude toward research base learning and problem base learning Soraya J Kaewpitoon* (Institute of Medicine, Suranaree University of Technology, Medical Education, Nakhon Ratchasima, Thailand), Natthawut Kaewpitoon (Vongchavalitkul University, Public Health, Nakhon Ratchasima, Thailand), Fuangfa Benjaolarn, Niwatchai Namwichaisirikul, Seekheow Churprung (Institute of Medicine, Suranaree University of Technology, Family Medicine and Community Medicine, Nakhonratchasima, Thailand), Ryan A Loyd (Institute of Medicine, Suranaree University of Technology, Family Medicine and Community Medicine, Nakhonratchasima, Thailand)

#9CC09 Chemical risk assessment of the farmers using applied occupational medicine tool by medical students Napak Duangjumphol* (The Medical Center of Maharat Nakhon Ratchasima Hospital, Occupational Medicine, Nakhon Ratchasima, Thailand)

#9CC10 What had students really learned in community-based hospital?: a qualitative evaluation of learning program Jiratha Budkaew* (Medical Education Center of Khon Kaen Hospital, Family Medicine, Khon Kaen, Thailand)

#9CC11 Elective community extension activities: contributions to the undergraduate training of health professionals MP Panúncio-Pinto*, L Assoni (Ribeirão Preto Medical School, Neuroscience and Behavioral Sciences, Ribeirão Preto, Brazil), L Oliveira, CZ Carniel (Ribeirão Preto Medical School, Department of Ophthalmology, Otorhinolaryngology and Head and Neck Surgery, Ribeirão Preto, Brazil)

#9CC12 Integrating Social Service into Medical Humanities and Social Sciences Curriculum Soojung Kim*, Pyeong Man Kim (School of Medicine, The Catholic Univ. of Korea, Medical Humanities and Social Sciences, Seoul, Republic of South Korea), Claire Junga Kim (The College of Medicine, Ewha Womans University, Medical Education, Seoul, Republic of South Korea), Wha Sun Kang, School of Medicine (The Catholic Univ. of Korea, Medical Lifescience, Seoul, Republic of South Korea)

#9CC13 Community psychology as “Door to community” can help medical students in Inter- professional skill: A qualitative research Maytinee Konkaew* (Medical Education Center, Psychiatry, Phuket, Thailand)

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#9CC14 The effect of a study tour in a disaster area on medical students’ interest in local healthcare Junichi Tanaka*, Seiki Kanemura, Shin Takayama, Michiaki Abe, Tohoku University Hospital, Tadashi Ishii (Tohoku University Hospital, Department of Education and Support for Community Medicine, Sendai, Japan)

#9CC15 Northern Family Medicine Residency Teaching: A Qualitative Study of the experiences Christie Newton (University of British Columbia, Family Practice, Vancouver, Canada), Joanna Bates* (University of British Columbia, Centre for Health Education Scholarship, Vancouver, Canada

#9CC16 Perception of Brazilian medical school teachers and students on curriculum integration based in cases from the primary health care Helena Chini* (Federal Institute of Southern Minas Gerais Brazil, Physiology, Brazil), Maria José Osis, Meire de Paula Ribeiro, Eliana Amaral (Unicamp, Obstetrics & Gynecology, Brazil)

1600-1730 #9DD Posters: Career Choice Chairperson: Location: Hall 4, SECC

#9DD01 Factor Influencing choice of medicine as career in Myanmar Wunna Tun* (Myanmar Medical Association Young Doctor Society, Yangon, Myanmar (Burma))

#9DD02 “Could I be a doctor? ”Pre-doctor experience camp for Senior high school students in Taiwan Che-Wei Lin, Wen-Cheng Huang* (Taipei Medical University, Center for Education in Medical Simulation, Taipei, Taiwan)

#9DD03 Why they choose to be medical doctors? Chiung-hsuan Chiu* (Taipei Medical University, School of Health Care Administration, Taipei, Taiwan), Chung-jen Wei (Fuji Catholic University, Department of Public Health, New Taipei City, Taiwan)

#9DD04 Students’ early motivations for four medical specialties : results of a comparative study Milena Abbiati, Zoya Horcik*, Anne Baroffio (University of Geneva Medical School, Geneva, Switzerland)

#9DD05 Undergraduate medical education - is inspiration the missing ingredient? Elke Reunis*, Finola Brooke-Williams, Mary Parkes, Hyun-Kyung Kim (University College London, UK)

#9DD06 Mandatory internship increases the number of students considering a career in elderly care Rosalie Beekman* (Maartje Conijn, Dutch Medical Students' Association, Utrecht, Netherlands)

#9DD07 Caring for all creatures great and small: a qualitative analysis of senior veterinary students’ career choices L Clare V Allen* (University of Cambridge, Department of Veterinary Medicine, Cambridge, UK), Ada Demb (Ohio State University, Higher Education & Student Affairs, Columbus, OH, USA)

#9DD08 Making psychiatry fun: a multidisciplinary approach in teaching medical students Tom MacLaren* (Imperial College London, Faculty of Medicine, London, UK), Stefan Holzer (Central and North West London NHS Foundation Trust, General Psychiatry, London, UK), Caroline Methuen (East London NHS Foundation Trust, Old Age Psychiatry, London, UK), Mydhili Chellappah (Imperial College London, Department of Primary Care and Public Health, London, UK), James Warner (Imperial College London, Faculty of Medicine, London, UK)

#9DD09 The Specialty Choice by Fresh Medical Residents in Minas Gerais State, Brazil Patricia Oliveira* (UNICAMP, Obstetrics, Campinas, Brazil), Eliana Amaral (Unicamp, Campinas, Brazil)

#9DD10 Medical Students’ Interest and Perceived Barriers towards Academic Medicine Careers at Alfaisal University―College of Medicine: The First Published Report from Saudi Arabia Sana Kadan, Judie Hoilat, Lynn Alkhatib, Wed Hijazi, Basmah Altinawi, Ahmed Abu-Zaid (Alfaisal University, College of Medicine, Riyadh, Saudi Arabia) Presenter: Saad Manssor*

#9DD11 Supporting the future: developing opportunities for a career in dermatology Naveed Ijaz, Rajani Nalluri, Anja Weidmann (Salford Royal Foundation Trust, The Dermatology Centre, Manchester, UK), Mini Singh* (University of Manchester, Manchester Medical School, Manchester, UK)

#9DD12 Retention of Extra-motivated Students Who Underwent Learning By Doing Concept In Anaesthesia And Intensive Care Medicine Petr Stourac* (Medical Faculty of Masaryk University, University Hospital Brno, Department of Paediatric Anaesthesiology and Intensive Care Medicine, Brno, Czech Republic), Daniel Schwarz (Medical Faculty of Masaryk University, University Hospital Brno, Institute of Biostatistics and Analyses, Brno, Czech Republic), Hana Harazim, Martina Kosinova, Olga Smekalova (Medical Faculty of Masaryk University, University Hospital Brno, Department of Anaesthesiology and Intensive Care Medicine, Brno, Czech Republic)

#9DD13 Factors Influencing Canadian Medical Students’ Choice of Specialty Sandra Banner* (Canadian Resident Matching Service, Ottawa, Canada)

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#9DD14 Achieving a Balance with Specialization - Secondary Analysis of a Systematic Review Sarah Taber*, Kiri Campbell, Ashley Ronson (The Royal College of Physicians and Surgeons of Canada, Educational Strategy, Innovations, and Development Unit, Ottawa, Canada), Tanya Horsley (The Royal College of Physicians and Surgeons of Canada, Research Unit, Ottawa, Canada), Valerie Darkke (The Royal College of Physicians and Surgeons of Canada, Education, Strategy, and Standards, Office of Specialty Education, Ottawa, Canada), Jason Frank (The Royal College of Physicians and Surgeons of Canada, Education Strategy and Accreditation, Ottawa, Canada)

#9DD15 Tracking Pediatrician Graduates From Prince of Songkla University: Where Do They Go? Somchit Jaruratanasirikul*, Wassana Khotchasing (Prince of Songkla University, Pediatrics, Hat Yai, Thailand)

1600-1730 #9EE Posters: Student in Difficulty / Student Support Chairperson: Ahmet Murt (Turkey) Location: Hall 4, SECC

#9EE01 Evaluation of formal mentoring between faculty and medical students: A Survey of Students and Faculty’s Perception of the Mentorship Program at Alfaisal University Maria Ghawji, Muhammad Raihan Sajid* (Alfaisal University, Pathology, Riyadh, Saudi Arabia), Peter Cahusac, Rimsha Sheriff, Abdul Ahad Shaikh, Khaled Alkattan (Alfaisal University, Riyadh, Saudi Arabia)

#9EE02 The role of preclinical GPA in a predictor of clinical GPA and cumulative GPA in medical students Ajjimavadee Pongdara*, Orapan Thipthara (Maharaj Medical Education Center, Pediatrics, Nakorn Si Thammarat, Thailand), Lunjakon Nillakan (Maharaj Medical Education Center, Epidemiology, Nakorn Si Thammarat, Thailand), Anyarat Thiptara (Veterinary Research and Development Center (Southern Region), Pediatrics, Nakorn Si Thammarat, Thailand)

#9EE03 Plan B: Clinicians’ perceptions of an innovative Fitness to Practise program Kristin Lo* (Monash University, Physiotherapy, Frankston, Australia), Heather Curtis (Alfred Health, Physiotherapy, Caulfield, Australia), Alison Francis-Cracknell (Monash University, Physiotherapy, Frankston, Australia), Stephen Maloney, Jenny Keating (Monash University, Physiotherapy, Frankston, Australia), Margaret Bearman (Monash University, HealthPEER, Clayton, Australia)

#9EE04 Early determinants of academic performance at the final MBBS examination among students in a South Asian university Piyusha Atapattu* (Faculty of Medicine, Physiology, Colombo, Sri Lanka)

#9EE05 A case study on the shortcomings of the students who failed clinical performance examination Eui-Ryoung Han (Chonnam National University Hospital, Office of Education and Research, Gwang-ju, Republic of South Korea), Eun-Kyung Chung (Chonnam National University Medical School, Department of Medical Education, Gwang-ju, Republic of South Korea), Sun-A Oh (Gwangju University, Department of TESOL, Gwang-ju, Republic of South Korea), Young-Jong Woo*, Jung-Ae Rhee (Chonnam National University Medical School, Department of Medical Education, Gwang-ju, Republic of South Korea)

#9EE06 Guidance path for freshmen by The Study Guidance Center (SGC) at the VUB Life Science Campus Pascale Petit*, Katrien Vanderstappen, Eveline Bruneel (VUB (Vrije Universiteit Brussel), The Study Guidance Center – Life Sciences, Brussels, Belgium)

#9EE07 The challenges for medical students with specific learning difficulties and the support needed for safe practice Hannah Parker*, Olwyn Westwood (Barts and the London, Queen Mary, University of London, Centre for Medical Education, London, UK)

#9EE08 Home Room: a tool to identify medical students' difficulties Dumrongrat Lertrattananon*, Panitee Poonpetcharat, Sangsulee Thamakaison (Faculty of Medicine Ramathibodi Hospital, Mahidol University, Department of Family Medicine, Bangkok, Thailand)

#9EE09 Factors affecting academic performance of foreign students in medical school Fatma Teke (Medical School of Dicle University, Department of Medical Education, Diyarbakir, Turkey), Salih Hosoglu (Faculty of Medicine, Diyarbakir, Turkey), Z Meltem Akkurt*, Hatice Yuksel, Derya Ucmak

#9EE10 The early bird catches the worm: Early identification of under-performing students. An observational study Annemieke Smeets* (Radboud UMC, Pathology, Nijmegen, Netherlands), Marc Vorstenbosch, Dirk Ruiter (Radboud UMC, Anatomy, Nijmegen, Netherlands), Rob de Waal (Radboud UMC, Pathology, Nijmegen, Netherlands)

#9EE11 An ‘early-intervention’ metacognitive skills workshop for academically ‘at-risk’ students Avril Dewar*, David Hope (University of Edinburgh, Centre for Medical Education, Edinburgh, UK), Pamela Docherty (University of Edinburgh, School of Mathematics, Edinburgh, UK), Margaret Cullen (University of Edinburgh, College of Medicine and Veterinary Medicine, Edinburgh, UK), Jessie Paterson (University of Edinburgh, The Royal (Dick) School of Veterinary Studies, Edinburgh, UK), Helen Cameron (University of Edinburgh, Centre for Medical Education, Edinburgh, UK)

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#9EE12 A free, open-source early warning tool for students at risk of failing assessment David Hope*, (Avril Dewar, University of Edinburgh, Centre for Medical Education, Edinburgh, UK), Susan Rhind (University of Edinburgh, The Royal (Dick) School of Veterinary Studies, Edinburgh, UK), Pamela Docherty (University of Edinburgh, School of Mathematics, Edinburgh, UK), Margaret Cullen (University of Edinburgh, College of Medicine and Veterinary Medicine, Edinburgh, UK), Helen Cameron (University of Edinburgh, Centre for Medical Education, Edinburgh, UK)

#9EE13 The Academic Progress Portal: Catching Students Before They Fail Scott Helf* (WesternU/COMP, Academic Informatics, Pomona, USA), Marcel Ngo (WesternU/COMP, Academic Informatics, Pomona, USA), Patricia Camberos (WesternU/COMP, Academic Informatics, Pomona, USA), Gerald Thrush (WesternU/COMP, Office of Academic Affairs, Pomona, USA)

#9EE14 Persistence of risk factors for academic failure throughout medicine career Ignacio Solar*, Pedro Zitko, Josefina Bascuñan, Jose Peralta (University of Chile, School of Medicine, Chile)

#9EE15 Psychological status in first year medical student, Suranaree University of Technology Issariya Pongchanvit*, Thapakorn Saengam, Sirorot Songyen, Pattama Thongdee, Pattra Wattanapan (Suranaree University of Technology, Nakornratchasima, Thailand)

#9EE16 The study skills guide for medical students Pattharawin Pattharanitima* (Faculty of Medicine, Thammasat University, Internal Medicine, Pathum thani, Thailand), Rungrat Jitvaropas (Faculty of Medicine, Thammasat University, Biochemistry, Pathum thani, Thailand) #9EE17 Doctors with dyslexia: a systematic review of effective workarounds Rachel Locke, Samantha Scallan*, Richard Man, Gail Alexande (University of Winchester, UK)

1600-1730 #9FF Posters: Competency-based Education / Clinical Reasoning and Critical Thinking Chairperson: John Sandars (UK) Location: Hall 4, SECC

#9FF01 Medical student narrative reflection project reveals different CanMEDS competencies important to the practice of various internal medicine subspecialties Adriana Lazarescu*, Steven Caldwell (University of Alberta, Department of Medicine, Edmonton, Canada)

#9FF02 Structuring teaching and learning by units of understanding in competency-based medical education Antje Degel, Jishun Zhu*, Judith Moerschner, Asja Maaz, Harm Peters (Charité Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum, Berlin, Germany)

#9FF03 A competency-based continuous assessment programme as part of a revised curriculum for postgraduate radiology training at the University of the Free State, South Africa J Janse van Rensburg* (University of the Free State, Department Clinical Imaging Sciences, Bloemfontein, South Africa), MM Nel (University of the Free State, Health Professions Education, Bloemfontein, South Africa), GJ van Zyl (University of the Free State, Faculty of Health Sciences, Bloemfontein, South Africa)

#9FF04 Perception differences between veterinary faculty and practitioners in the skills, knowledge and attributes required for success by veterinary graduates Gail Anderson, Chris Trace*, Matt Jones (University of Surrey, School of Veterinary Medicine, Guildford, UK)

#9FF05 The best way to assess students in a competency-based Imagenology Course Nancy Fernandez-Garza*, Diana Montemayor-Flores (Universidad Autonoma de Nuevo Leon, Physiology, Monterrey, Nuevo Leon, Mexico), Santos Guzman-Lopez (Universidad Autonoma de Nuevo Leon, Anatomy, Monterrey, Nuevo Leon, Mexico)

#9FF06 What competencies do medical specialists need and what can medical schools learn about it? Johannes Forster* (St. Josefs-Hospital, Hospital for Paediatrics and Adolescent Medicine, Freiburg, Germany), Silke Biller (University of Basel, Faculty of Medicine, Basel, Switzerland), Goetz Fabry (Albert-Ludwigs-University, Department of Medical Psychology and Sociology, Freiburg, Germany), Marianne Giesler (Albert-Ludwigs-University, Medical Faculty, Centre for Evaluation of Teaching in Medicine, Freiburg, Germany)

#9FF07 How do Recent Medical Graduates Evaluate the Achievement of Competences in the Medical Course? A Pilot Tuning Project-Based National Survey Pedro Diogo*, Joselina Barbosa, Maria Amélia Ferreira (Faculty of Medicine, University of Porto, Department of Medical Education and Simulation, Porto, Portugal)

#9FF08 Clinical reasoning and diagnostic skills in final year medical students (‘MOSLERS and on-call: the first five minutes’) Alison Pitts*, Sarah Bartlett (Newcastle upon Tyne Hospitals NHS Foundation Trust, Newcastle upon Tyne, UK)

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#9FF09 Developing a Structured Oral Examination to assess clinical reasoning in pre-clinical medical students Sunju Im* (Pusan National Univertity School of Medicine, Medical Education Unit, Yangsan-si, Gyeongsangnam-do, Republic of South Korea), Sun Yong Baek (Pusan National University School of Medicine, Yangsan-si, Gyeongsangnam-do, Republic of South Korea), So Jung Yun, Beesung Kam, Sang Yeoup Lee, Jae Seok Woo

#9FF10 A simple and integral pathway to teach medical students the basis of Clinical Reasoning Maria de Jesus Ortiz-Gonzalez* (Facultad de Ciencias Medicas y Biologicas, Universidad Michoacana, Cellular Biology, Humanities in medicine and Mentoring, Morelia, Michoacan, Mexico)

#9FF11 “Seeing the forest for the trees” – examining the metaphors that physicians use when talking about clinical thinking Renate Kahlke* (University of Alberta, Educational Policy Studes, Edmonton, Canada), Jonathan White (University of Alberta, Surgery, Edmonton, Canada)

#9FF12 Family Medicine: are senior residents different from junior residents in clinical reasoning assessed by the Script Concordance Test? Maria Dolores Arceo*, Eduardo Durante (Hospital Italiano de Buenos Aires, Family Medicine, Buenos Aires, Argentina), Carlos Brailovsky (College of Family Phisicians of Canada, Family Medicine, Quebec, Argentina)

#9FF13 A competition-based method to quantify the efficiency of clinical reasoning in psychiatry S.C. Bakker* (University Medical Center Utrecht, Psychiatry, Utrecht, Netherlands), S.M. Kloosterboer (University Medical Center Utrecht, Center for Research and Development of Education, Utrecht, Netherlands), Th.J. ten Cate (University Medical Center Utrecht, Psychiatry, Utrecht, Netherlands)

#9FF14 The best leads-in to assess clinical reasoning in an anatomy course Diana Montemayor-Flores*, Nancy Fernandez-Garza (Universidad Autonoma de Nuevo Leon, Physiology, Monterrey, Mexico), Santos Guzman-Lopez (Universidad Autonoma de Nuevo Leon, Anatomy, Monterrey, Mexico)

#9FF15 The use of standardised client simulation to improve clinical reasoning in veterinary undergraduates Claire Vinten*, Kate Cobb, Freeman Sarah, Liz Mossop (University of Nottingham, School of Veterinary Medicine and Science, Nottingham, UK)

#9FF16 Veterinary student and faculty experiences in developing clinical reasoning through the virtual learning environment (VLE) of Second Life (SL) Mary Mauldin Pereira*, Elpida Artemiou (Ross University School of Veterinary Medicine (RUSVM), Clinical Sciences, Bassterre, Saint Kitts and Nevis), Fortune Sithole (Ross University School of Veterinary Medicine (RUSVM), Biomedical Sciences, Bassterre, Saint Kitts and Nevis), Kathleen Yvorchuk-StJean (Ross University School of Veterinary Medicine (RUSVM), Clinical Sciences, Bassterre, Saint Kitts and Nevis)

#9FF17 System 1 and system 2 clinical reasoning performance in a structured clinical oral Internal Medicine Clerkship examination Daniel Panisko*, Edmund Lorens, Sumitra Robertson, Lynfa Stroud, Luke Devine (University of Toronto, Medicine, Canada)

1600-1730 #9GG Posters: Student Characteristics Chairperson: Martin Fischer (Germany) Location: Hall 4, SECC

#9GG01 Relationship Between the Spiritual Intelligence, Academic Achievement, and Achievement Motivation among the Students of Fasa University of Medical Sciences Alireza Moulazade*, Tarbiat Modare (University, Student Research Committee, Tehran, Iran), Zhila Fereidouni, Roghaieh Ghodsi (Fasa University of Medical Sciences, Fasa, Iran), Homaira, Hamayelimehrabani (Hormozgan University of Medical Sciences, Mother and Child Welfare Research Center, Bandar Abbas, Iran), Ahmadreza Mortazavi, MohammadSaeed, Gholami (Fasa University of Medical Sciences, Student Research Committee, Fasa, Iran)

#9GG02 Understanding emotional competences of undergraduate medical students during clinical learning Huei-Ming Yeh (College of Medicine, National Taiwan University, Department of Anesthesiology, Taipei, Taiwan), Esther Helmich (Centre for Evidence Based Education, Academic Medical Centre, University of Amsterdam, Department of Medical Education, Amsterdam, Netherlands), Chi-Chuan Yeh* (National Taiwan University Hospital, Department of Internal Medicine, Taipei, Taiwan), Ling-Ping Lai (College of Medicine, National Taiwan University, Department of Education, Taipei, Taiwan), Mei-Shiu Chiu (National Chengchi University, Department of Medical Education, Taipei, Taiwan)

#9GG03 Training undergraduate and postgraduate medical students to be resilient. Why and how? Jacob King (Peninsula College of Medicine and Dentistry, Occupational Health, Truro, UK), Elin Barham* (Peninsula College of Medicine and Dentistry, Truro, UK), Kirsten Leslie (Royal Cornwall Hospitals Trust, Truro, UK), Robert Marshall (University of Exeter Medical School, Truro, UK)

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#9GG04 A self-care approach to building personal resilience in veterinary students J Moffett*, D Bartram (University of Surrey, School of Veterinary Medicine, Guildford, UK)

#9GG05 Use of psychological type indicators for composition of teams in medical school Olivan Queiroz* (Applied Theology Institute, INTA, Educational Advising Center, Sobral, Brazil), Eliana Amaral (State University of Campinas, School of Health Sciences, Campinas, Brazil), Klauber Roger Carneiro (Applied Theology Institute, INTA, Course Management, Sobral, Brazil), Geison Lira (Applied Theology Institute, INTA, School of Health Sciences, Sobral, Brazil)

#9GG06 A study of medical students' expectations of how satisfying it will be to care for dying patients Ruth Diver*, Thelma Quince, Pia Thiemann, Stephen Barclay (University of Cambridge, General Practice and Primary Care Research Group, Cambridge, UK), Diana Wood (University of Cambridge, School of Clinical Medicine, Cambridge, UK)

#9GG07 Factors affecting student's motivation to pursue medicine at Alfaisal University Subahana Aboobucker, Gabrielle Lamkin, Moaz Zwadi, Yousuf Kharal, Mohammad Shareef, Akef Obeidat (Alfaisal University, College of Medicine, Riyadh, Saudi Arabia) Presenter: Hamdi E Tamimi* (Alfaisal University, College of Medicine, Riyadh, Saudi Arabia)

#9GG08 An exploration of University of Glasgow undergraduate medical students’ study motivations: a comparison of first, third, and fifth year students Andre SG Samosir* (University of Glasgow, UK)

#9GG09 Motivating graduate entry medical students in formative assessment through reward incentives J J Morris* (Swansea University, Medical School, Swansea, UK), L Nelson (Cardiff University, Biomedical Sciences, Cardiff, UK)

#9GG10 Intrinsic motivation in medical students from first year in Chilean Universities Veronica Silva* (Universidad Andrés Bello Sede Viña del Mar, Facultad de Medicina, Viña Del Mar, Chile), Roberto Gonzalez (Universidad de Concepción, Facultad de Medicina, Concepción, Chile), Carolina Muñoz (Universidad San Sebastian, Facultad de Medicina, Concepción, Chile), Carla Pantoja, Karl Shorwer, Maritza Flores (Universidad de Concepción, Facultad de Medicina, Concepción, Chile)

#9GG11 Preclinical medical students' motivation in learning Kulsiri Tiansri*, Pattama Tongdee, Pornthip Nimkhuntod, Natthaphon Annanon, Ratsadakorn Yimsabai, Autchara Ngamnoun (Institute of Medicine, Suranaree University of Technology, Nakornratchasima, Thailand)

#9GG12 Towards an understanding of gender differences in medical school Patricia Tempski*, Itamar Santos, Fernanda Mayer, Munique Peleias, Sylvia Enns, Milton Martins (School of Medicine of the University of São Paulo, Center for Development of Medical Education, Sao Paulo, Brazil)

#9GG13 Dissecting questions – gender differences in anatomy assessment performance Siobhan Moyes*, Lee Coombes, Paul Lambe (Plymouth University, Peninsula Schools of Medicine and Dentistry, Plymouth, UK)

#9GG14 A survey of medical students’ bonding to institution at Saraburi Medical Education Centre Panida Mukdeeprom*, Wanpen Buathong (Saraburi Medical Education Centre, Saraburi Province, Thailand)

#9GG15 Rovai’s Classroom Community Scale in Dutch as a reliable measure of sense of community in the Utrecht Bachelor of Pharmacy programme: validation and comparison between native and ethnic minority E.Y. Bijlsma*, M. van Nuland, Utrecht University, A.S. Koster, I. Meijerman (Utrecht University, Dept of Pharmaceutical Sciences, Utrecht, Netherlands)

#9GG16 Survey of Relationship between the General Health and Motivation for Success with Educational Achievement among the Students of Fasa University of Medical Sciences in 2013 Rogheah Ghodsi (Fasa University of Medical Sciences, Physiology, Iran), Zhila Fereidouni* (Fasa University of Medical Sciences, Nursing, Iran), Ali Reza Molazade (Tarbiat Modares University, Immunology, Iran), Homeira Hamayeli Mehrabani (Shiraz University of Medical Sciences, Department of Nutrition, Iran)

1600-1730 #9HH Posters: Faculty Development/ The Patient as Teacher Chairperson: Chris Skinner (Australia) Location: Hall 4, SECC

#9HH01 EDP scholars Track: jump starting careers, scholarly work, and scholarship Charlene Dewey* (Vanderbilt University School of Medicine, Medical Education and Administration and Department of Medicine, Nashville, USA), Susan Koop, Julie Damp (Vanderbilt University School of Medicine, Internal Medicine, Nashville, USA), Med Benningfield (University School of Medicine, Psychiatry, Nashville, USA), Lindy Fenlason (Vanderbilt University School of Medicine, Pediatrics, Nashville, USA), Bonnie Miller (Vanderbilt University School of Medicine, Medical Education and Administration/Dept. of Surgery, Nashville, USA)

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#9HH02 A Survey of the Knowledge, Skills & Attitudes of the Clinical Teachers in KTPH Singapore Lee Yuen Wong* (KTPH, Orthopaedic, Singapore), Sujani Anuruddhika Wijeratne (KTPH, Anaesthesia, Singapore), Han Meng Koh (KTPH, Residency Programme Office, Singapore), Khalil Shibli (KTPH, Anaesthesia, Singapore)

#9HH03 Learning in distance education through digital forums N. Kunakov*, G. Hawes, L. Romero (Universidad de Chile, Faculty of Medicine, Education in Health Sciences, Santiago, Chile)

#9HH04 Assessment of a physiotherapist teachers training process under a curriculum redesign Ignacio Villagran*, Paulina Ortega, Felipe Parada (University of Concepcion, Physiotherapy, Concepcion, Chile), Javiera Ortega, Carolina Marquez, Paula Parrra (University of Concepcion, Medical Education, Concepcion, Chile)

#9HH05 A new system for GP Trainer re-approval in Dorset: a pilot Alex Jones*, Clare Wedderburn, Samantha Scallan (Wessex School of General Practice, Dorset GP Centre (R507), Bournemouth, UK)

#9HH06 Building capacity through a Teaching and Education Scholarship Community of Practice (TESCoP) Debbie Kwan* (University of Toronto, Centre for Faculty Development at St. Michael's Hospital, Toronto, Canada), Denyse Richardson (University of Toronto, Department of Medicine, Toronto, Canada), Mandy Lowe (University Health Network, Department of Medicine, Toronto, Canada), Jerry Maniate (University of Toronto, Centre for Faculty Development at St. Michael's Hospital, Toronto, Canada), Latika Nirula (Centre for Addiction and Mental Health, Centre for Faculty Development at St. Michael's Hospital, Toronto, Canada), Stella Ng (University of Toronto, Canada)

#9HH07 "Let's talk about it!":The role of peer dialoguing in faculty development Teresa Van Deven (Western University, Undergraduate Medical Education, London, Canada), Joan Binnendyk* (Western University, Postgraduate Medical Education, London, Canada), Michele Weir (Western University, Pathology & Laboratory Medicine, London, Canada), Matt Wannan (Western University, Undergraduate Medical Education, London, Canada)

#9HH08 An evaluation of the RCR mentoring scheme pilot for newly- appointed consultants Peter Washer*, Royal College of Radiologists, Department of Specialty Training, London, UK, Alexis Hutson, Coaching Doctors, Department of Specialty Training, London, UK, Amy Iversen, Habe Consulting, UK

#9HH09 A faculty development programme on Clinical Communication: impact on teaching and clinical practice Maria Amélia Ferreira*, Elizabete Loureiro (Faculty of Medicine of the University of Porto, Medical Education and Simulation, Porto, Portugal), Jonathan Silverman (EACH, Medicine, Cambridge, UK), Luis Moura (Faculty of Medicine of the University of Porto, Medical Education and Simulation, Porto, Portugal), Marcy Rosenbaum (University of Iowa Carver College of Medicine/EACH/tEACH, Iowa, USA), Shakaib Rehman (University of Phoenix, Arizona, Phoenix, USA)

#9HH10 Assessing shared decision making skills of 3rd year medical students Lucille Ong* (Academic Medical Centre, Medical Psychology, Amsterdam, Netherlands)

#9HH11 Patients’ experiences with the recognition of residents and trust in the quality of their care H. Rienstra*, J.W.J. Lammers, E.W.M.T. ter Braak (University Medical Center Utrecht, Educational Center, Utrecht, Netherlands)

#9HH12 Patient perceptions of medical students in primary care: welcome or not? Charles Dearman*, Sam Hodgson, Joseph Larvin (University of Oxford, Medical School, Oxford, UK)

#9HH13 Humuments: a creative approach to illuminating the experience of patients involved in a hospital based undergraduate teaching skills course Chao-Ying Kowa*, Ormerod Georgina, Ann Chu, Nina Salooja (Imperial College, Faculty of Medicine, London, UK)

#9HH14 Assessment of long case examination of the final-year medical students by patients’ parents compared with medical teachers in pediatric rotation Hunsa Chairasamee, Nopporn Apiwattanakul*, Pariyasuda Hetrakul (Ramathibodi Hospital, Mahidol University, Pediatrics, Bangkok, Thailand), Sasivimol Ratansiri (Ramathibodi Hospital, Mahidol University, Section for Clinical Epidemiology and Biostatistics, Bangkok, Thailand), Rapeepun Pranvihok, Samart Pakasama (Ramathibodi Hospital, Mahidol University, Pediatrics, Bangkok, Thailand)

#9HH15 Patients’ Attitude toward Involving Medical Students in Clinical Examination and Care in western Saudi Arabia Somayah Alsulami, Sara Al-Joud* (King Abdul-Aziz University, Department of Medical Education, Jeddah, Saudi Arabia)

#9HH16 Patients and Families as Advisors to Teach Patient- and Family-Centered Care Krista Baerg* (University of Saskatchewan, Pediatrics, Saskatoon, Canada), Krista Trinder, Lisa Clatney (Saskatoon Health Region, Educational Support and Development, Saskatoon, Canada), Malori Keller (Saskatchewan Health Quality Council, Patient Advisor, Saskatoon, Canada), Marcel D'Eon (University of Saskatchewan, Pediatrics, Saskatoon, Canada), Heather Thiessen (Saskatoon Health Region, Saskatoon, Canada)

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#9HH17 As never seen before: A communication specialist may change the way we teach Bruno de Jorge*, Marcelo Schweller, Tiago de Araujo Guerra Grangeia, Marco Antonio Carvalho-Filho (University of Campinas, School of Medical Sciences, Campinas, Brazil)

1600-1730 9JJ Meet the Expert: Olle ten Cate (Chair of AMEE Fellowship Committee) and other members of the AMEE Fellowship Committee Location: Fyne, SECC

1600-1730 IV International Faculty Development Meeting, Brazil 2017 (closed meeting) Location: Leven, SECC

GROUP MEETINGS 1745-1900 AMEE Research Committee Meeting (closed meeting) Location: Orkney, Crowne Plaza 1745-1900 IMEX Board Meeting (closed meeting) Location: Hebrides, Crowne Plaza 1745-1915 National Association Meeting (closed meeting) Location: Castle I, Crowne Plaza 1800-1900 AFMC Reception (invite only) Location: Castle II, Crowne Plaza 1900-2130 AAMC-GHLO Reception (invite only) Location: Argyll II, Crowne Plaza 1930-2130 AMEE Ambassadors (closed meeting) Location: Hebrides, Crowne Plaza

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WEDNESDAY 9 SEPTEMBER

Registration Desk / Exhibition 0800-1300 Registration Desk Open Location: Hall 4, SECC 0800-1230 Exhibition Open Location: Hall 4, SECC

Group Meetings 0700-0815 iNSoMed Advisory Board Meeting (closed meeting) Location: Leven, SECC

CPR Training 0830-1230 Hands-on CPR Training (open to all) Location: Etive, SECC

Tours 0900-1300 Glengoyne Distillery Tour departs and returns to SECC 0900-1730 Edinburgh City Tour Tour departs and returns to SECC 1330-1730 Loch Lomond Tour Tour departs and returns to SECC

Session 10: Simultaneous Sessions

0830-1015 #10A Symposium: The Student-Teacher Relationship: Consumer of education or partner-in-

AMEE learning? LIVE Matthew Gwee*, Chay-Hoon Tan* (National University of Singapore (NUS), Singapore), Ralph Pinnock* (Dunedin SoM, University of Otago, New Zealand), Student Representative (IFMSA), Khalid Abdulrahman* (Saudi Arabia) Location: Clyde Auditorium

0830-1015 #10B Symposium: The potential of big data and learning analytics to serve feedback,

AMEE assessment and entrustment decision- making for training in the workplace LIVE Olle ten Cate* (University Medical Center Utrecht, the Netherlands), Marieke van der Schaaf* (Department of Educational Sciences, Utrecht University, the Netherlands (on behalf of the WATCHME consortium)), Eric Holmboe* (Accreditation Council for Graduate Medical Education, Chicago, USA), Eric Warm* (University of Cincinnati Academic Health Center, Cincinnati USA), Anderson Spickard III* (Vanderbilt School of Medicine, Departments of Medicine and Biomedical Informatics, Nashville, USA), Jeroen Donkers* (Maastricht University, the Netherlands (on behalf of the WATCHME consortium)) Location: Hall 2, SECC

0830-1015 #10C XIII Iberoamerican Session: Medical Education Systems and Health Care Systems, can they work together? What is needed? A Leadership Discussion Pablo Pulido* (PAFAMS), Emmanuel Cassimatis* (ECFMG – FAIMER), Maryellen E. Gusic* (AAMC, USA), Arcadi Gual i Sala* (Spain), Ricardo León* (Mexico), John Norcini* (FAIMER, Brazil), Trudie Roberts* (AMEE, UK) Location: Lomond Auditorium

0830-1015 #10D Research Papers: Professional Roles and Curricula Chairperson: Location: Hall 1, SECC

0830-0850 #10D1 Postgraduate qualifications in medical education – Is the Juice worth the Squeeze? Ahsan Sethi*,Sean McAleer, Rola Ajjawi, Susie Schofield (University of Dundee, Centre for Medical Education, Dundee, UK)

0850-0910 #10D2 Adaptation to new professional roles: identity formation and boundary crossing in clinical health sciences M Kluijtmans*, EGH de Haan (UMC Utrecht, Center for Education, Clinical Health Sciences, Utrecht, Netherlands), SF Akkerman, JWF van Tartwijk (Faculty of Social and Behavioural Sciences, Educational Sciences, Utrecht, Netherlands)

0910-0930 #10D3 How supervisors define CanMEDS roles in their feedback to residents: A Critical Discourse Analysis Nienke Renting* (University Medical Center Groningen, Center for Educational Development and Research in Health Professions, Groningen, Netherlands), Tim Dornan (Maastricht University, Department of Education Development and Research, Maastricht, Netherlands), Rijk O.B. Gans (University Medical Center Groningen, Department of Internal Medicine, Groningen, Netherlands), Jan C.C. Borleffs, Janke Cohen-Schotanus, Debbie A.D.C. Jaarsma (University Medical Center Groningen, Center for Educational Development and Research in Health Professions, Groningen, Netherlands)

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0930-0950 #10D4 Delineating the non-bioscientific knowledge needed within medical curricula to support current definitions of the competent physician Ayelet Kuper* (University of Toronto & Sunnybrook Health Sciences Centre, The Wilson Centre & Department of Medicine, Toronto, Canada), Paula L Veinot (University of British Columbia, Department of Family Medicine, Toronto, Canada), Jennifer Leavitt (University of Toronto & University Health Network, Department of Medicine, Vancouver, Canada), Lisa Richardson (University of Toronto & St Michael's Hospital, Department of Medicine, Toronto, Canada), Jeannette Goguen (University of Toronto & Women's College Hospital, The Wilson Centre & Department of Family and Community Medicine, Toronto, Canada), Cynthia R Whitehead (University of Toronto & Sunnybrook Health Sciences Centre, The Wilson Centre & Department of Medicine, Toronto, Canada)

0950-1015 Discussion

0830-1015 #10E Short Communications: Evaluation of the Teacher Chairperson: Paulina Sobieranska (Poland) Discussant: Soeren Huwendiek (Switzerland) Location: Forth, Clyde Auditorium

0830-0845 #10E1 Faculty assessment during a continuing professional development educational event for spinal surgeons Katharine Anna Quagliozzi* (AO Foundation, AOSpine, Switzerland), Miriam Uhlmann, Michael Cunningham (AO Foundation, AO Education Institute, Switzerland)

0845-0900 #10E2 Perceptions of Peer-Review of Teaching in Medical Education Rebecca Caygill*, Mia Peardon (University of Melbourne, Rural Clinical School, Shepparton, VIC, Australia), Don Bradley, Iain McIntyre (University of Manchester, Manchester Medical School, Manchester, UK), Julian Wright (University of Melbourne, Rural Clinical School, Shepparton, VIC, Australia)

0900-0915 #10E3 Supporting Physicians’ Self-directed Reflection and Performance Improvement: Developing and Implementing the Physician Performance Assessment Program Onyebuchi Arah (University of California Los Angeles, Epidemiology, Los Angeles, USA), Maas Jan Heineman (Academic Medical Center/University of Amsterdam, Board of Directors, Amsterdam, Netherlands), Olivier Busch (Academic Medical Center/University of Amsterdam, Surgery, Amsterdam, Netherlands) Presenter: Kiki Lombarts* (Academic Medical Center/University of Amsterdam, Professional Performance Research Group, Center for Evidence-Based Education, Amsterdam, Netherlands)

0915-0930 #10E4 "The road to self-insight runs through other people": comparing external critique with self- reflection to develop teaching practice Debbie Aitken*, Helen Cameron (University of Edinburgh, Centre for Medical Education, Edinburgh, UK), Simon Edgar (NHS Lothian, Directorate of Medical Education, Edinburgh, UK), Maia Forrester, Lisa MacInnes (University of Edinburgh, Centre for Medical Education, Edinburgh, UK), Morwenna Wood (NHS Fife, Directorate of Medical Education, Kirkcaldy, UK)

0930-0945 #10E5 The Fundamental Teaching Activites (FTAs) Framework: EPAs for teachers Allyn Walsh* (College of Family Physicians of Canada and McMaster University, Department of Family Medicine, Hamilton Canada) The Working Group on Faculty Development of the Section of Teachers, College of Family Physicians of Canada

0945-1015 Discussion

0830-1015 #10F Short Communications: Clinical – Postgraduate Assessment Chairperson: Liz Spencer (UK) Location: Argyll I, Crowne Plaza

0830-0845 #10F1 Urology Trainee perception of current Work-Based Assessments (WBAs) in the UK (UK) LF Derbyshire* (Royal Blackburn Hospital, Urology, Blackburn, UK), I Pearce (Manchester Royal Infirmary, Urology, Manchester, UK)

0845-0900 #10F2 Comparing the performance and utility of the Cohen and Angoff standard setting methods in high-stakes postgraduate assessment Scarpa Schoeman* (University of the Free State, Internal Medicine, Bloemfontein, South Africa), Vanessa Burch (University of Cape Town, Medicine, Cape Town, South Africa), Marietjie Nel (University of the Free State, Division of Health Professions Education, Bloemfontein, South Africa)

0900-0915 #10F3 CESMA Accreditation Pathway – New Pan-European Paediatric / Neonatal Intensive Care Diploma Nicholas J Prince*, Sanjiv Sharma (Great Ormond Street Hospital for Children, PICU, London, UK), J David M Rozsa (Kenes Education, McLean, USA), Joe Brierley (Great Ormond Street Hospital for Children, PICU, London, UK)

0915-0930 #10F4 Factors associated with rating results of multi-source feedback for post-graduate year 1 medical trainees Yen-Yuan Chen*, Tzong-Shinn Chu (National Taiwan University College of Medicine, Graduate Institute of Medical Education & Bioethics, Taipei, Taiwan)

173 WEDNESDAY 9 SEPTEMBER 2015

0930-0945 #10F5 Automatic and unbiased assessment of competence in colonoscopy - exploring validity of the Colonoscopy Progression Score (CoPS) Louise Preisler*, Morten Bo Svendsen, Lars Konge (Rigshospitalet, CEKU, Copenhagen, Denmark)

0945-1000 #10F6 Using narrative for decisions about competence and progress in medical education Janice Hanson*, Patricia Schmitter, Jason Owens, Adam Rosenberg, J Lindsey Lane (University of Colorado School of Medicine, Pediatrics, Aurora, USA)

1000-1015 #10F7 Investigating Ethnic Bias in the MRCPsych Clinical Assessment of Skills and Competencies Adrian Husbands* (University of Buckingham, UK), Kiran Grewal, Debbie Wright (Royal College of Psychiatrists, Examinations, UK), Fauzan Palekar (Royal College of Psychiatrists, Professional Standards, UK)

No Discussion

0830-1015 #10G Short Communications: Transition 2 Chairperson: Geir Jacobsen (Norway) Location: Argyll II, Crowne Plaza

0830-0845 #10G1 Preparedness to practice. A national survey of foundation doctors and their supervisors Clare van Hamel* (Health Education Southwest, Severn Foundation School, Bristol, UK), Lara Jenner (Royal United Hospital, Intensive Care, Bath, UK)

0845-0900 #10G2 Preparing medical students for the clinical and administrative aspects of a foundation year 1 (FY1) job Sachelle Ruickbie*, Michelle Ramsay, Nicola Walters, Yee-Ean Ong (St George’s Hospital, Respiratory Department, Tooting, London, UK)

0900-0915 #10G3 Practical clinical handover teaching - the Dundee experience Adam Williamson*, Vicki Tully (University of Dundee, UK)

0915-0930 #10G4 The relationship between satisfaction with the study course, achievement and overall preparedness among graduates Sandra Sudmann* (RWTH Aachen University, Medical Faculty, Aachen, Germany), Dajana Rath, Anne Scherer, Thomas Forkmann, Siegfried Gauggel (University Hospital of the RWTH Aachen, Institute of Medical Psychology and Medical Sociology, Aachen, Germany)

0930-0945 #10G5 Pre-internship: An enhanced preparedness for internship? Susan McKenzie*, Annette Burgess, Craig Mellis (The University of Sydney, Sydney Medical School, Sydney, Australia)

0945-1000 #10G6 Students' perceived impact of simulated emergency department "Doctor on Duty" course for final year preclinical medical students Mohammad Adrian Hasdianda*, Rachmadya Nur Hidayah, Prattama Santoso Utomo, Reza Pandu Aji (Faculty of Medicine, Universitas Gadjah Mada, Medical Education, Yogyakarta, Indonesia)

1000-1015 #10G7 Symposiums for medical students: a novel way to implement interactive education within the curriculum K Reefman* (VUmc School of Medical Sciences, Institute for Education and Training, Amsterdam, Netherlands), S. M. Peerdeman (VUmc School of Medical Sciences, Department of Neurosurgery, Amsterdam, Netherlands), Y. Voskes (VUmc School of Medical Sciences, Department of Medical Humanities, Amsterdam, Netherlands), H.E.M. Daelmans (VUmc School of Medical Sciences, Institute for Education and Training, Amsterdam, Netherlands)

No Discussion

0830-1015 #10H Short Communications: Professionalism 2 Chairperson: Location: Argyll III, Crowne Plaza

0830-0845 #10H1 Can the understanding of medical students’ constructions of professionalism inform the teaching of professionalism? Siobhan Cooke* (Barts and the London School of Medicine and Dentistry, Queen Mary University of London, Community-Based Medical Education, London, UK)

0845-0900 #10H2 A content analysis of literature describing unprofessional behaviours of medical students Marianne C. Mak-van der Vossen* (VUmc School of Medical Sciences Amsterdam, Research in Education, Amsterdam, Netherlands), Walther N.K.A. van Mook (Faculty of Health, Medicine and Life Sciences, Maastricht University, Department of Intensive Care Medicine, University Hospital Maastricht, Maastricht, Netherlands), Gerda Croiset (VUmc School of Medical Sciences Amsterdam, Institute for Education and Training, Amsterdam, Netherlands), Kusurkar Rashmi A (VUmc School of Medical Sciences Amsterdam, Research in Education, Amsterdam, Netherlands)

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0900-0915 #10H3 Explicit and implicit teaching of professionalism in South America Angel Centeno* (Facultad de Ciencias Biomedicas. Universidad Austral, Biomedical Education, Buenos Aires, Argentina), Liliana Ortiz (Facultad de Medicina. Universidad de Concepción, Educación Médica, Concepción, Chile), Malena Sayal (Facultad de Ciencias Biomedicas. Universidad Austral, Biomedical Education, Buenos Aires, Argentina), Olga Matus (Facultad de Medicina. Universidad de Concepción, Educación Médica, Concepción, Chile), Paz Grebe (Facultad de Ciencias Biomedicas. Universidad Austral, Biomedical Education, Buenos Aires, Argentina), Javiera Ortega (Facultad de Medicina. Universidad de Concepción, Educación Médica, Concepción, Chile)

0915-0930 #10H4 A hybrid approach to create a school culture of online professionalism Mary Ana Cordero Diaz*, Maria del Pilar Gonzalez Amarante, Graciela Medina Aguilar, Ana Lucia Soria, Stefanie Arreguin, Jaime Aviña (Tecnologico de Monterrey School of Medicine, Department of Ethics, Professionalism and Citizenship, Monterrey, Mexico)

0930-0945 #10H5 Maintaining professional behaviour in the social media environment: a challenge for the veterinary profession too! Jessie Paterson*, Kirsty Hughes, Susan Rhind (University of Edinburgh, The Royal (Dick) School of Veterinary Studies, Edinburgh, UK)

0945-1000 #10H6 Pilot results from a new Assessment of Professionalism Vicki Ashworth* (Work Psychology Group, Derby, UK), Michael Escudier (King's College London, London, UK), Charlotte Flaxman (Work Psychology Group, Derby, UK), Mark Woolford (King's College London, London, UK), Fiona Patterson (Work Psychology Group & University of Cambridge, Derby, UK)

1000-1015 #10H7 Validation of an assessment system for professionalism amongst dental students Sandra Zijlstra-Shaw* (University of Sheffield, School of Clinical Dentistry, Sheffield, UK), Trudie E. Roberts (University of Leeds, Leeds Institute of Medical Education, Leeds, UK), Peter G. Robinson (University of Sheffield, School of Clinical Dentistry, Sheffield, UK)

No Discussion

0830-1015 #10I Short Communications: Problems and the Postgraduate Trainee Chairperson: Davinder Sandhu (UK) Location: Alsh 1, SECC

0830-0845 #10I1 Making sense of fatigue: Implications of social constructs of fatigue in clinical training and practice Taryn Taylor*, Chris Watling (Western University, Centre for Education Research & Innovation, London, Canada), Jeff Nisker (Western University, Department of Obstetrics & Gynaecology, London, Canada), Pim Teunissen, Tim Dornan (Maastricht University, Department of Educational Development and Research, Maastricht, Netherlands), Lorelei Lingard (Western University, Centre for Education Research & Innovation, London, Canada)

0845-0900 #10I2 Resident recognition of fatigue and their fatigue risk management strategies: A qualitative study Aliya Kassam* (University of Calgary, Community Health Sciences, Calgary, Canada), Maureen Topps (University of Calgary, Office of Postgraduate Medical Education, Calgary, Canada)

0900-0915 #10I3 Feedback in Medical Education - Assessment of graduate performance David Kandiah* (University of Western Australia, School of Psychiatry and Clinical Neurosciences, Perth, Australia)

0915-0930 #10I4 “I felt apprehensive, I felt a bit anxious”. How do junior doctors regulate their emotions? Kieran Lall*, Robert Lundin, Alison Bullock, Katie Webb (Cardiff University, UK), Lynn Monrouxe (Chang Gung Medical Education Research Centre, Chang Gung Memorial Hospital, Linkou, Taiwan)

0930-0945 #10I5 Poor performance among trainees in a Dutch postgraduate GP training program; frequency, nature and risk factors Margit I Vermeulen*, MM Kuyvenhoven, E de Groot, NPA Zuithoff, Y van der Graaf, RAMJ Damoiseaux (University Medical Center Utrecht, Julius Center for Health Science and Primary Care, Utrecht, Netherlands)

0945-1000 #10I6 Using observation to understand the prescribing practice of junior doctors Effie Dearden*, Helen Cameron (University of Edinburgh, Centre for Medical Education, Edinburgh, UK), Jeni Harden (University of Edinburgh, Centre for Population Health Sciences, Edinburgh, UK)

1000-1015 #10I7 Progressing into Practice: A study of Foundation Year 1 doctor narratives about their early experiences Gillian Vance*, Bryan Burford (Newcastle University, School of Medical Education, Newcastle Upon Tyne, UK)

No Discussion

175 WEDNESDAY 9 SEPTEMBER 2015

0830-1015 #10J Short Communications: International Dimensions 2 Chairperson: Regina Petroni-Mennin (Brazil) Discussant: Brownie Anderson (USA) Location: Alsh 2, SECC

0830-0845 #10J1 Effects of an international student exchange program on knowledge of international health care systems based on a real patient´s case Daniel Tolks*, Martin R Fischer (Klinikum der Universität München, Institut für Didaktik und Ausbildungsforschung in der Medizin, München, Germany)

0845-0900 #10J2 Preparing Japanese medical students for international clinical clerkships: A simulation-based approach Daniel Salcedo*, Kazuyo Yamauchi, Mayumi Asahina (Chiba University Hospital, Health Professional Development Centre, Chiba, Japan), Shoichi Ito (Chiba University School of Medicine, Office of Medical Education, Chiba, Japan)

0900-0915 #10J3 How can we prepare non-native English-speaking students for international clinical elective placements? Developing competence through a 20-hour preparation course in Japan James Thomas* (Keio University School of Medicine, Medical Education Center, Tokyo, Japan), Joyce Pickering (McGill University, Department of Medicine, Montreal, Canada), Michito Hirakata, Toshiaki Monkawa (Keio University School of Medicine, Medical Education Center, Tokyo, Japan), Timothy Minton (Keio University School of Medicine, Department of English, Tokyo, Japan), Rika Nakajima (Keio University School of Medicine, Medical Education Center, Tokyo, Japan)

0915-0930 #10J4 "Framework of Unified Learning Outcomes" (FULO) and "The International Progress Test" Mohammed Marwan Dabbagh, Abdulazeez Barakat, Alawwab Dabaliz*, Ayman Mohamed, Akef Obeidat (Alfaisal University, College of Medicine, Riyadh, Saudi Arabia)

0930-0945 #10J5 The Study of Cross-cultural Dimension between Thai and Japanese Students in Medical Education Tassaya Buranupakorn* (Chiang Mai University, Faculty of Medicine, Chiangmai, Thailand), Krid Thongbunjob (Chiang Mai university, Community Medicine, Chiangmai, Thailand), Juntima Euathrongchit (Chiang Mai University, Radiology, Chiangmai, Thailand)

0945-1000 #10J6 Clinical Supervisors’ perceptions of working with international students Stacie Attrill*, Michelle Lincoln (University of Sydney, Faculty of Health Sciences, Lidcombe, Australia, Sue McAllister, Flinders University, Speech Pathology, Adelaide, Australia)

1000-1015 Discussion

0830-1015 #10K Short Communications: Interprofessional Education 3 Chairperson: Samuel Edelbring (Sweden) Location: Boisdale 1, SECC

0830-0845 #10K1 Interprofessional Collaboration in Medical Education - What European students want Jannis Papazoglou* (European Medical Students' Association, Würzburg, Germany)

0845-0900 #10K2 Shared leadership in an inter-institutional interprofessional education program John Tegzes* (Western University of Health Sciences, Interprofessional Education, Pomona, USA), Sheree Aston (Western University of Health Sciences, Education, Pomona, CA, USA)

0900-0915 #10K3 Interprofessional education: the contribution of the Interdisciplinary community program Karen Cristine Abrao*, Geraldo Alecio Oliveira, Sergio Timerman (Anhembi Morumbi University, Medical School, Sao Paulo, Brazil), Francisco Jose Gutierrez (Laureate International Universities, Health Sciences, Baltimore, USA), Simone Nomie Sato (Universidad Del Valle De Mexico, Health Sciences School, Mexico City, Mexico)

0915-0930 #10K4 Key Aspects for Creating a Successful IPE Program Juan-Jose Beunza* (Universidad Europea de Madrid (Laureate International Univiersitites), Department of Clinical Sciences, Madrid, Spain), Brian Sick (University of Minnesota, AHC Office of Education, Minneapolis, USA)

0930-0945 #10K5 How can they work together if they don’t learn together? Ronja Neumann, Lea Nagel, Felix Mulfinger, Sarah-Lu Oberschelp*, Michael Wirsching, Andrea Kuhnert (University Medical Center Freiburg, Psychosomatic Medicine and Psychotherapy, Freiburg, Germany)

0945-1000 #10K6 What did first-year students actually experience in interdisciplinary education? A qualitative analysis of learning portfolio Rintaro Imafuku* (Gifu University, Medical Education Development Center, Gifu, Japan), Ryuta Kataoka (Showa University, School of Dentistry, Tokyo, Japan), Hiroshi Ogura (Showa University, Faculty of Arts, Fujiyoshida, Japan), Hisayoshi Suzuki (Showa University, Department of Occupational Therapy, Yokohama, Japan), Megumi Enokida (Showa University, Department of Nursing, Yokohama, Japan), Keitaro Osakabe (Showa University, Faculty of Arts, Fujiyoshida, Japan)

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1000-1015 #10K7 An Introductory IPE Course for Entering Medical Students: What Makes Collaborative Learning Happen? Hsuan Hung* (Institute of Education, National Cheng Kung University, Tainan, Taiwan), Jun-Neng Roan (Institute of Clinical Medicine, National Cheng Kung University Hospital and Medical School, National Cheng Kung University, Tainan, Taiwan), Wan-Lin Yang (Institute of Education, National Cheng Kung University, Tainan, Taiwan), Jing-Jane Tsai (Institute of Education and Medical School, National Cheng Kung University, Tainan, Taiwan)

No Discussion

0830-1015 #10L Short Communications: Motivation Chairperson: Ramon Bulto (Spain) Discussant: Maria Rosa Fenoll-Brunet (Spain) Location: Boisdale 2, SECC

0830-0845 #10L1 Motivation Among Alfaisal University Medical Students: A Stepping Stone to Individualized Medical Curriculum Hamdi E Tamimi, Moaz Zwadi, Subahana Aboobucker, Gabrielle Lamkin, Ayman Awad Mohamed, Akef Obeidat (Alfaisal University, College of Medicine, Riyadh, Saudi Arabia) Presenter: Yousuf Kharal* (Alfaisal University, College of Medicine, Riyadh, Saudi Arabia)

0845-0900 #10L2 Factors influencing the academic motivation of ethnic minority students: A systematic review U. Isik*, O. El Tahir (VUmc School of Medical Sciences, Research in Education, Amsterdam, Netherlands), E.P. Jansma (EMGO+ Institute for Health and Care Research and Medical Library, VU University Medical Centre, Department of Epidemiology and Biostatistics, Amsterdam, Netherlands), G. Croiset (VUmc School of Medical Sciences, Institute for Education and Training, Amsterdam, Netherlands), R.A. Kusurkar (VUmc School of Medical Sciences, Research in Education, Amsterdam, Netherlands)

0900-0915 #10L3 Combining quality and quantity of motivation in understanding the academic performance of medical students Rashmi A Kusurkar*, Gerda Croiset (VUmc School of Medical Sciences, Research in Education, Amsterdam, Netherlands), Karen Mann (Dalhousie University, Center for Research and Development of Education, Utrecht, Canada), Olle ten Cate (University Medical Center Utrecht, Research in Education, Amsterdam, Netherlands)

0915-0930 #10L5 The rat race mentality: The influence of social comparisons in medical trainees learning procedural skills Kinga L. Eliasz* (McMaster University; University of Toronto, Department of Kinesiology; The Wilson Centre, SickKids Learning Institute, Toronto, Canada), Nicole Woods (University of Toronto, Department of Surgery, The Wilson Centre, Toronto, Canada), Aaron D.C. Knox (University of British Columbia, Division of Plastic & Reconstructive Surgery, Vancouver, Canada), Faizal A. Haji (University of Western Ontario; University of Toronto, Division of Neurosurgery; The Wilson Centre, SickKids Learning Institute, Toronto, Canada), Adam Dubrowski (Memorial University of Newfoundland, Disciplines of Emergency Medicine and Pediatrics, St. John's, Canada), James Lyons (McMaster University , Department of Kinesiology, Hamilton, Canada)

0930-0945 #10L6 ‘Old habits die hard’: A qualitative study on habitual constraints and possibilities in the training of experienced colonoscopists Ole Lund (Aarhus University, Center for Health Sciences Education, Aarhus, Denmark), Berit Andersen (Regional Hospital Randers, The Department of Public Health Programs, Aarhus, Denmark), Mette Krogh Christensen* (Aarhus University, Center for Health Sciences Education, Aarhus, Denmark)

0945-1015 Discussion

0830-1015 #10M Short Communications: Integration and the Curriculum Chairperson: Bipin Batra (India) Discussant: Location: Carron 1, SECC

0830-0845 #10M1 A disease-based approach to the vertical and horizontal integration of our medical curriculum Charles Gullo*, Brian Dzwoneck, Bobby Miller (Joan C Edwards School of Medicine, Office of Medical Education, Huntington, USA)

0845-0900 #10M2 Extending the theoretical framework for curriculum integration in medical education from a contextual perspective John Vergel* (Universidad de Los Andes, Center for Research and Development in Education (CIFE), Bogotá, Colombia), Diana Stentoft (Aalborg University, Department of Health Science and Technology, Centre for Health Science Education and Problem- based Learning, Aalborg, Denmark), Juny Montoya (Universidad de Los Andes, Center for Research and Development in Education (CIFE), Bogotá, Colombia)

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0900-0915 #10M3 Evidence of ‘diseases of the curriculum’: recommendations for application of Harden’s integration ladder to promote integrative learning Shalote Rudo Chipamaunga* (University of the Witwatersrand, School of Clinical Medicine, Johannesburg, South Africa), Detlef Richard Prozesky (University of the Witwatersrand, Centre for Health Science Education, Jonannesburg, South Africa), Rosemary Crouch (University of the Witwatesrand, Therapeutic Sciences, Jonannesburg, South Africa)

0915-0930 #10M4 The feasibility of an integrated anesthesia-surgery clerkship rotation as a learning experience for perioperative care Jeremy Pridham* (Barton Thiessen, Memorial University of Newfoundland, Discipline of Anesthesia, St. John's, Canada), Heidi Coombs-Thorne (Memorial University of Newfoundland, Medical Education Scholarship Centre, St. John's, Canada)

0930-0945 #10M5 Experiences and lessons learnt from the implementation of clinically integrated teaching and learning of evidence-based health care Taryn Young*, Anke Rohwer (Stellenbosch University, Centre for Evidence-based Health Care, Cape Town, South Africa), Susan van Schalkwyk (Stellenbosch University, Centre for Health Professions Education, Cape Town, South Africa), Jimmy Volmink (Stellenbosch University, Centre for Evidence-based Health Care, Cape Town, South Africa), Mike Clarke (Queen’s University Belfast, All Ireland Hub for Trials Methodology Research, Belfast, Ireland)

0945-1000 #10M6 Creating a medical student driven four year curricular track in innovation, quality and leadership Anne J Gunderson*, Chase Corbin, Omar Rahman, Jack Steele, Alexander Butler (Georgetown University School of Medicine, Washington, USA)

1000-1015 Discussion

0830-1015 #10N Short Communications: The Education Environment Chairperson: Discussant: Titi Savitri Damardjati (Indonesia) Location: Carron 2, SECC

0830-0845 #10N1 The student perspective: a learning environment assessment of clinical students in a medical school in Taiwan Huai-Shiuan Huang* (National Taiwan University, School of Medicine, Taipei, Taiwan), Sean Tackett (Johns Hopkins Bayview Medical Center, Division of General Internal Medicine, Baltimore, USA), Ming-Jung Ho (National Taiwan University, Department of Medical Education & Bioethics, Taipei, Taiwan)

0845-0900 #10N2 Scan of Postgraduate Educational Environment Domains (SPEED): A brief instrument to assess the learning environment in postgraduate medical education Johanna Schönrock-Adema (University Medical Centre, Centre for Medical Education Research and Innovation, Groningen, Netherlands), Maartje Visscher (Isala Hospital, Princess Amalia Children's Centre, Zwolle, Netherlands), Janet A N Raat (University Medical Centre, Centre for Medical Education Research and Innovation, Groningen, Netherlands), Paul L P Brand* (Isala klinieken, Princess Amalia Children's Centre, Zwolle, Netherlands)

0900-0915 #10N3 Medical Students Perceptions of the Learning Environment in an Academic Medical Centre Rathi Mahendran* (National University Health System, Psychological Medicine, Singapore), Haikel Lim (National University of Singapore, Psychological Medicine, Singapore), Ee Heok Kua (National University Health System, Psychological Medicine, Singapore)

0915-0930 #10N4 Space – the final frontier! An ethnography of medical student learning in a physic garden and an art gallery Theresa Compton* (Plymouth University Peninsula School of Medicine and Dentistry, Plymouth Growing Futures, Plymouth, UK), Jennie Winter, Karen Treasure, Caroline Mikhail (Plymouth University, UK)

0930-0945 #10N5 A psychogeographic approach to the educational experiences of medical students undertaking clinical placements in a Glasgow teaching hospital A Dowie*, J Goldie, J Morrison, P Cotton, JB Neilly (University of Glasgow, School of Medicine, Glasgow, UK)

0945-1015 Discussion

0830-1015 #10O Short Communications: Career Choice Chairperson: Carol Ditchfield (UK) Discussant: Ian Wilson (Australia) Location: Dochart 1, SECC

0830-0845 #10O1 Association between personality traits and future choice of specialization among Swedish doctors - A cross-sectional study Tomas Bexelius, Sari Ponzer, Hans Jarnbert Pettersson (Karolinska Institutet, Department of Clinical Science and Education, Södersjukhuset, Stockholm, Sweden), Marie Dahlin (Karolinska Institutet, Department of Clinical Neuroscience, Stockholm, Sweden) Presenter: Caroline Olsson* (Karolinska Institutet, Stockholm, Sweden)

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0845-0900 #10O2 Providing work experience in a simulated environment, an introduction to medicine for 6th form students James Farrant*, Judith Hall (Cardiff University, Anaesthetics Intensive Care & Pain Medicine, Cardiff, UK), Cristina Diaz-Navarro (University Hospital of Wales, Anaesthesia, Cardiff, UK)

0900-0915 #10O3 Workshop on the Access to Medical Training in Europe Rachel Bruls*, Stijntje Dijk, International Federation of Medical Students' Associations, Netherlands)

0915-0930 #10O4 The potential impact of higher course fees on career choice Richard Hays* (University of Tasmania, School of Medicine, Hobart, Australia), Kathryn Lockhart, Edward Teo, Janie Smith, David Waynforth (Bond University, Faculty of Health, Gold Coast, Australia)

0930-0945 #10O5 The mock faculty position competition: a professional simulation for advanced trainees anticipating a competitive job market Rita Henderson* (University of Calgary, Community Health Sciences, Calgary, Canada), Naweed Syed (University of Calgary, Anatomy & Cell Biology, Calgary, Canada)

0945-1000 #10O6 Do the specialty preferences of medical students change during the “basic sciences” years? An exploratory study Cristiana Ferreira*, Patrício Costa, Manuel João Costa (University of Minho, School of Health Sciences, Braga, Portugal)

1000-1015 Discussion

0830-1015 #10P Conference Workshop: Developing and supporting reflective writing in the medical sciences A Silva-Fletcher*, K Whittlestone, S May (The Royal Veterinary College, LIVE, Clinical Sciences and Services, Hatfield, UK) Location: Dochart 2, SECC

0830-1015 #10Q Conference Workshop: Standard Setting using Angoff. Not just for MCQs Dwight Harley* (University of Alberta, School of Dentistry, Edmonton, Canada), Margaret Dennett (Vancouver Community College, Certified Dental Assisting, Vancouver, Canada) Location: Castle I, Crowne Plaza

0830-1015 #10R Conference Workshop: Demonstrating Applicant Competencies in Admissions: Use of Competency Templates Carol Elam* (University of Kentucky College of Medicine, Office of Medical Education, Lexington, USA), Patricia O'Sullivan* (University of California San Francisco, Research and Development in Medical Education, San Francisco, USA) Location: Castle II, Crowne Plaza

0830-1015 #10S Conference Workshop: Evidence–informed teaching: discovering the model *for you* Rochelle E Tractenberg* (Georgetown University, Neurology and BEME International Collaborating Center, Washington, USA), Peggy Weissinger*, (Georgetown University School of Medicine, Family Medicine and Center for Innovation and Leadership in Education, Washington, USA) Location: Castle III, Crowne Plaza

0830-1015 #10T BEME User Group The BEME Collaboration welcomes the opportunity to engage with stakeholders and users of BEME Reviews to determine how BEME can best meet the needs of the health professions education community Chairperson: Dale Dauphinée Location: Gala 1, Clyde Auditorium

0830-1015 #10U Conference Workshop: Peer-to-Peer Teaching: Possibilities, Perks and Pitfalls Felicity Knights*, Daniel Knights* (Newcastle University, UK), Paula Baraitser* (King's College London, UK), Stijntje Dijk* (IFMSA (The International Federation of Medical Student Associations)), Tom Hindmarch* (Frimley Park Hospital, UK) Location: Gala 2, Clyde Auditorium

0830-1015 #10V Conference Workshop: Creating interactive medical e-learning modules with open source tools Mathijs Doets*, Nathalie De Bruycker*, Thio Termorshuizen* (Erasmus MC, Desiderius School, Rotterdam, Netherlands) Location: Staffa, Crowne Plaza

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0830-1015 #10W Conference Workshop: Moving beyond Surveys: External Assessments for Education and Research Anthony Artino, Jr* (Uniformed Services University of the Health Sciences, United State of America), Ingrid Philibert* (Journal of Graduate Medical Education, Accreditation Council for Graduate Medical Education, USA), Gail M Sullivan* (Journal of Graduate Medical Education, University of Connecticut, USA) Location: Shuna, Crowne Plaza

0830-1015 #10X Conference Workshop: From time to competencies: Discovering organizational challenges in a complex health care setting T.R. van Rossum* (Maastricht University, School of Health Professions Education, Maastricht, Netherlands), F. Scheele* (Free University of Amsterdam, Internal Medicine, Amsterdam, Netherlands), H.E. Sluiter* (Deventer Hospital, School of Health Professions Education, Deventer, Netherlands), I.C. Heyligers* (Maastricht University, School of Health Professions Education, Maastricht, Netherlands) Location: Jura, Crowne Plaza

0830-1015 #10Y Conference Workshop: Medical Education Online – The Understanding and Skills You Need Richard E Scott* (University of KwaZulu-Natal, TeleHealth Department, Durban, South Africa), Maria F Palacios (University of Calgary, Family Medicine, Calgary, Canada) Location: Barra, Crowne Plaza

0830-1015 #10AA ePosters: Surgery Chairperson: Niv Patil (Hong Kong) Location: Morar, SECC

#10AA01 Maintaining surgical skill competencies in developing countries Donna Shettko* (Colorado State University, Veterinary Medicine and Biomedical Sciences, Fort Collins, USA), Jan Ramer (The Wilds, Poway, USA)

#10AA02 Reflection of self-recorded logbooks on surgical skills in clinical-year medical students Chomphunut Supavita*, Srila Samphao, Gloyjai Khumkong, Piyaporn Kongnuan, Jittima Intarapan (Faculty of Medicine, Prince of Songkla University, Surgery, Songkhla, Thailand)

#10AA03 Three-dimensional versus two-dimensional vision in laparoscopy – A systematic review Stine Maya Dreier Sørensen*, Mona Meral Savran, Lars Konge (University of Copenhagen, Centre for Clinical Education, Copenhagen, Denmark), Flemming Bjerrum (Rigshospitalet, University of Copenhagen, Dept. of Gynecology, The Juliane Marie Centre for Children, Women and Reproduction, Copenhagen, Denmark)

#10AA04 Online learning in Medical Education—changing the learning process in a revolutionary way? Kokeb Abebe* (AO Education Institute, Duebendorf, Switzerland), Kodi Kojima (University of Sao Paolo, Brazil), Wa'el Taha (Prince Mohammed bin Abdulaziz Hospital, Al-Madina, Saudi Arabia)

#10AA05 A study of research program for Thai general surgical residency training Prakitpunthu Tomtitchong*, Boonying Siribumrungwong, Panuwat Lertsittichai (Faculty of Medicine, Ramathibodi Hospital, Mahidol University, Department of Surgery, Bangkok, Thailand), Somkiat Wattanasirichaikul (Health Sciences Research Institute, Department of Surgery, Bangkok, Thailand)

#10AA06 Various strategies for meeting the challenge of Surgical training under European Working Time Directive Sanjay Kumar* (Institute of Medical Sciences, Banaras Hindu University, Department of Cardiothoracic Surgery, Varanasi, India), Rishu Tandon (Hywel Dda University Health Board, Bronglais General Hospital, Aberystwyth, UK)

#10AA07 Correlation between pre-training variables and performance during surgery residency training: Is surgical competence predictable? Susanna M. Lucieer (Erasmus MC, Institute of Medical Education Research Rotterdam, Rotterdam, Netherlands), Cornelis J. Hopmans (Erasmus MC, Department of Surgery, Rotterdam, Netherlands), Remy M.J.P. Rikers (Erasmus University Rotterdam, Department of Psychology, Rotterdam, Netherlands), Jan N.M. IJzermans (Erasmus MC, Department of Surgery, Rotterdam, Netherlands), Axel P.N. Themmen* (Erasmus MC, Institute of Medical Education Research Rotterdam, Rotterdam, Netherlands)

#10AA08 Facilitating medical competencies development and enhancing health care performances through Healthcare Matrix implementations in surgical residents Pei-Chun Lin*, Yun Chen (Far Eastern Memorial Hospital, Department of Medical Education, New Taipei City, Taiwan), Shu-Hsun Chu (Far Eastern Memorial Hospital, Superintendent Office, New Taipei City, Taiwan)

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#10AA09 The first 10 minutes of a surgical procedure correlate well to total score Charlotte Carlsen* (Aarhus University, Centre of Medical Education, Aarhus, Denmark), Karen Lindorff-Larsen (Aalborg University Hospital, NordSim, Aalborg, Denmark), Lars Lund (Odense University Hospital, Urology, Odense, Denmark), Peter Funch-Jensen (Aarhus University, Clinical Institute, Aarhus, Denmark), Peder Charles (Aarhus University, Centre of Medical Education, Aarhus, Denmark), Lars Konge (University of Copenhagen, CEKU, Copenhagen, Denmark)

#10AA10 Using small group discussion case-based learning in surgical clerkship for fourth year medical students Vichit Viriyaroj* (Srinakharinwirot University, Surgery, Nakhon-nayok, Thailand)

#10AA11 Causes of class cancellation in a department of surgery Sithtichok Laohawilai* (Khon Kaen Medical Education Center, Surgery, Khon Kaen, Thailand)

#10AA12 Emergency surgical skill training for military medical students in cadaveric models Hsu-Kai Huang*, Hao-Ming Chang, Hung Chang (Tri-Service General Hospital, National Defense Medical Center, Surgery, Taipei, Taiwan), Kuo-Sing Ma (National Defense Medical Center, Anatomy, Taipei, Taiwan), Chien-Sung Tsai, Jyh-Cherng Yu (Tri-Service General Hospital, National Defense Medical Center, Surgery, Taipei, Taiwan)

#10AA13 Demonstration Videos for Surgical Teaching: A pilot study Sandaruwani Abeysiri (Newham University Hospital, Undergraduate Medical Education and General Surgery, London, UK), Rachel Wright, Susan Gelding (Newham University Hospital, Undergraduate Medical Education, London, UK) Presenter: Robert Kane* (Newham University Hospital, Undergraduate Medical Education)

#10AA14 Initial evaluation of an educational app on medical issues in orthogeriatrics Katrin Singler (Geriatrics Department, Klinikum Nürnberg, and Institute for Biomedicine of Aging, University Erlangen-Nürnberg, Nürnberg, Germany), Markus Gosch (Paracelsus Medical Private University Nürnberg and Geriatrics Department, Klinikum Nürnberg, Nürnberg, Germany), Tobias Roth (Dept of Trauma Surgery, Medical University of Innsbruck, Innsbruck, Austria), Sacha Beck (Geriatric Trauma Clinic, Waid Hospital, Zurich, Switzerland) Presenter: Michael Cunningham* (AO Foundation, AO Education Institute, Zurich, Switzerland)

#10AA15 Co-curicula supplement surgical suturing workshops: Are they useful for medical students? Ljiljana Lukic (Croatian Institute for Public Health, Zagreb, Croatia), Katarina Mandic, Branimira Zujic, Dragana Lukic (Medical School University of Zagreb, Croatia) Presenter: Alberto Abreu da Silva* (School of Health Sciences of The Minho's University, Portugal)

#10AA16 Experiences of medical students’ innovation on practical surgical skills in medical education worldwide Katarina Mandić* (University of Zagreb School of Medicine, Croatia), Ljiljana Lukić (International Federation of Medical Students' Associations, Netherlands), Eleonora Leopardi (Sapienza University of Rome, Italy), Ivana Di Salvo (International Federation of Medical Students' Associations, Netherlands)

0830-1015 #10BB ePosters: Simulation 2 Chairperson: Debra Nestel (Australia) Location: Ness, SECC

#10BB01 Professor perception of the use of realistic simulation in undergraduate programs in the healthcare area Ana Paula Quilici* (Anhembi Morumbi University, São Paulo, Brazil), Angelica Bicudo (UNICAMP, São Paulo, Brazil), Karen Cristine Abrão (Anhembi Morumbi University, São Paulo, Brazil)

#10BB02 Does simulation training help to prepare final year medical students for their roles as junior doctors? Terasa Broom* (Pinderfields Hospital, Emergency Medicine, Wakefield, UK)

#10BB03 Multidisciplinary simulations to improve teamwork and medical skills at the same time Peter Maroti* (University of Pecs, Medical School, Department of Operational Medicine, Pecs, Hungary), Adam Tibor Schlegl, Peter Varga (University of Pecs, Medical School, Department of Orthopaedics, Pecs, Hungary), Szilard Rendeki (University of Pecs, Medical School, Department of Operational Medicine, Pecs, Hungary)

#10BB04 Simulation training and management of emergencies in Palliative Medicine: experience of trainees Rebecca Theobald*, Vandana Vora (Sheffield Teaching Hospitals NHS Foundation Trust, Palliative Medicine, Sheffield, UK), Rasha Omer (Hull Royal Infirmary, Hull Institute for Learning and Simulation, Hull, UK)

#10BB05 Simulation-based teaching in using acute ABCDE assessment: improved final year medical student clinical confidence in preparation for foundation years. Conrad Hayes*, Clare Morris, Heather Kitt (Royal Stoke University Hospital, Stoke-on-Trent, UK)

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#10BB06 Development, Implementation and Assessment of a Longitudinal Simulation Curriculum for the Management of Medical Emergencies: The RAPID Training Program Vivian Obeso*, Ansley Splinter (Herbert Wertheim College of Medicine, Florida International University, Miami, USA), Rebecca Toonkel, Melissa Ward-Peterson, Christine Dalton, Noel Hernandez

#10BB07 Using simulation to teach medical students assertiveness and negotiation: an example from a psychiatry placement Emma Vaccari*, Nupur Tiwari (University of Southampton, UK)

#10BB08 The GMC Panel: High Fidelity Teaching on the Use of Social Media Sandra Collins* (The University of Bristol, Undergraduate Clinical Teaching Fellow at the Great Western Hospital Academy, Bristol, UK), Kyron Chambers, Nicola Crowther, Kevin Jones (The Great Western Hospital, Undergraduate Department, Swindon, UK)

#10BB09 Pharmacists on the Frontline: Lecture Based Acute Simulation (LBAS) Culadeeban Ratneswaran* (St George's University of London, Institute of Medical and Biomedical Education, London, UK), Jameel Mushtaq, Kevin Dodd (St George's University of London, MBBS4, London, UK), Teck K Khong (St George's University of London, Institute of Medical and Biomedical Education, London, UK)

#10BB10 Perception of the impact of clinical simulation in professional clinical practice of medical graduates from Universidad Andrés Bello Rodrigo Avila Dominguez*, Pablo Felipe Mahana Tumani, Carlos Rivera Prat, Peter McColl Calvo, Veronica Lucia Silva Orrego (Andres Bello University, School of Medicine, Viña del Mar, Chile)

#10BB11 Transposing problem based learning tutorials into high fidelity acute medical simulation: Familiarity promotes learning John Slattery, Mark Dodd* (Chesterfield Royal Hospital, Anaesthesia and Critical Care, Chesterfield, UK)

#10BB12 A mobile application to facilitate debriefing after cardiac arrest simulation Aven Po-Chen Lin, Ming-Yuan Huang*, Lu-Chih Kung (Mackay Memorial Hospital, Emergency Department, Taipei, Taiwan), Chao- Hsiung Lee (Mackay Memorial Hospital, Emergency Department, Taitung, Taiwan)

#10BB13 The unspoken attitude among instructors and participants towards videotaping in team based clinical simulation training Yufai Choi* (Pamela Youde Nethersole Eastern Hospital, Nethersole Clinical Simulation Training Center, Hong Kong)

#10BB14 Assessment of Student Skills in Practicing Ambulatory Medicine using Simulated Patients with the problem of Cough & Dyspnea Chakarin Wattanamongkol* (Prapokklao Hospital Medical Education Center, Internal Medicine, Chanthaburi, Thailand)

#10BB15 A New Rating Scale for Assessing Standardized Patients' Performance Sheng-Po Kao* (Buddhist Tzu Chi General Hospital, Department of Medical Education, Hualien, Taiwan), Mei-Lin Hsieh (Tzu Chi University, Department of Nursing, Hualien, Taiwan)

#10BB16 The Standardized Patients in Taiwan Now Chia-Chang Huang* (Taipei Veterans General Hospital, Department of Medical Education, Taipei, Taiwan)

#10BB17 Teaching with adolescent simulated patients, what can we learn from medical students? A mixed methods study Yusuke Leo Takeuchi, Oriane Aebischer* (University of Lausanne, Medical Education Unit, Lausanne, Switzerland), Anne- Emmanuelle Ambresin (Lausanne University Hospital, Multidisciplinary Unit for Adolescent Health, Lausanne, Switzerland), Raphaël Bonvin (University of Lausanne, Medical Education Unit, Lausanne, Switzerland)

#10BB18 International Faculty Development in Fundamental Simulation Methods for Japanese Healthcare Educators Gen Ouchi* (University of The Ryukyus, University Hosipital, Emergency Department, Nakagami, Japan), Yoko Akamine, Mari Nowicki, Benjamin Berg (University of Hawaii, John A. Burns School of Medicine, SimTiki Simulation Center, Honolulu, USA)

0830-1015 #10CC Posters: Assessment Chairperson: Keith Wycliffe-Jones (Canada) Location: Hall 4, SECC

#10CC01 Enhancing quality of Comprehensive Examination step 1 Chitkasaem Suwanrath* (Prince of Songkla University, Obstetrics and Gynecology, Sonkhla, Thailand), Chulalak Rueangnarong (Prince of Songkla University, Medical Education Unit, Songkhla, Thailand), Somchai Suntornlohanakul (Prince of Songkla University, Pediatrics, Songkhla, Thailand), Koramas Sanguansai, Chitdkhwan Kaewjungwad (Prince of Songkla University, Medical Education Unit, Songkhla, Thailand)

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#10CC02 Evaluative Simulation: An Innovative Approach to Summative Assessment in an Anesthesia Residency Program Noel O'Regan* (Memorial University of Newfoundland, Anesthesiology, St. John's, Newfoundland, Canada)

#10CC03 Experiences of students and teaching faculty members of a recently implemented system for programmatic assessment of medical students L Troncon* (Ribeirao Preto Medical School, University of Sao Paulo, Medicine, Ribeirao Preto, Brazil), A Sturrock, D Gill, J Dacre (University College London Medical School, Academic Center for Medical Education, London, UK)

#10CC04 ADEM Plus: Performance Assessment of Medical Students and Doctors in Brazil Ricardo Komatsu* (Famema, Marilia Medical School, Geriatrics, Marilia, SP, Brazil), Roberto Padilha (HSL, Hospital Sirio-Libanes, Teaching and Learning, Sao Paulo, SP, Brazil), M.B. Anderson (NBME, National Board of Medical Examiners, International Programs, Philadelphia, PA, USA), Raja Subhiyah (NBME, National Board of Medical Examiners, Scoring, Philadelphia, USA), Paulo Chapchap (HSL, Hospital Sirio-Libanes, Planning and Management, Sao Paulo, Brazil

#10CC05 Are oral vivas a credible means of assessing medical student competencies in modern health care? Faheem Ahmed (King's College London, Guy's, King's and St Thomas' Medical School, UK), Emine Senkal (Yeditepe University, School of Medicine, Turkey), Kristina Filipova (Medical University of Varna, School of Medicine, Bulgaria), Jorune Suiptye (Lithuanian University of Health Sciences, School of Medicine, Lithuania), Lara Teheux* (Radboud University Medical Centre, the Netherlands)

#10CC06 Proposal of a Model of Competences-Based Assessment Focused in the Needs and Expectations of Students Carolina Guevara (Universidad Autónoma de Chihuahua School of Medicine, Research Department, Chihuahua, Mexico), Julio Lopez* (Universidad Autónoma de Chihuahua School of Medicine, Research and Graduate, Chihuahua, Mexico), Haydee Parra (Universidad Autónoma de Chihuahua School of Medicine, Research Department, Chihuahua, Mexico), Jesus Benavides (Universidad Autónoma de Chihuahua School of Medicine, Educational Management, Chihuahua, Mexico), Lorena Landeros, Karina Delgado (Universidad Autónoma de Chihuahua School of Medicine, Research Department, Chihuahua, Mexico)

#10CC07 Multi-dimensional assessment of undergraduate medical students in Emergency Department Tiago de Araujo Guerra Grangeia*, Daniel Franci, Heloisa Rodrigues Malfatti, Thiago Martins Santos, Marcelo Schweller, Marco Antonio Carvalho-Filho (School of Medical Sciences of UNICAMP, Emergency Medicine, Campinas, Brazil)

#10CC08 Qualified doctors through implementing national license examination: experiences from China and Thailand Boonmee Sathapatayavonges (Faculty of Medicine, Ramathibodi Hospital, Mahidol University, Department of Medicine, Bangkok, Thailand), Jia He (Institute of Medical Education, Peking University, Department of Ophthalmology, Beijing, People's Republic of China), Wanicha Chuenkongkaew* (Faculty of Medicine, Siriraj Hospital, Mahidol University, Department of Ob & Gyn, Bangkok, Thailand), Pisake Lumbiganon (Faculty of Medicine, Khon Kaen University, Department of Ophthalmology, Khon Kaen, Thailand), Viroj Tangcharoensathien (International Health Policy Program, Ministry of Public Health, Bangkok, Thailand)

#10CC09 “I learnt a great deal, didn’t I?” How reliable and valid are students’ self-assessments of their learning success? Marianne Giesler* (Albert-Ludwigs-University, Medical Faculty, Centre for Evaluation of Teaching in Medicine, Freiburg, Germany), Goetz Fabry (Albert-Ludwigs-University, Department of Medical Psychology and Sociology, Freiburg, Germany)

#10CC10 Comparative study between self-assessment of sixth-year medical students towards Modified Essay Question (MEQ) and their actual scores Kanyarat Katanyoo* (Faculty of Medicine Vajira Hospital, Navamindradhiraj University, Radiology, Bangkok, Thailand), Yupaporn Amornchaicharensook (Faculty of Medicine Vajira Hospital, Navamindradhiraj University, Pediatrics, Bangkok, Thailand), Chiroj Soorapanth (Faculty of Medicine Vajira Hospital, Navamindradhiraj University, Orthopaedics, Bangkok, Thailand)

#10CC11 Evaluating ethical sensitivity: using videos as an instrument Hou-Chang Chiu* (Shin Kong WHS Memorial Hospital, Department of Neurology, Taipei, Taiwan), Gin-Hong Lee, Ming-Teh Lin (Fu- Jen Catholic University, Department of Clinical Psychology, New Taipei City, Taiwan)

#10CC12 Equality and fairness in MRCP(UK) examinations Liliana Chis* (MRCP(UK), London, UK)

#10CC13 Setting student-based passing scores for MCQ Unyamanee Silpprasith* (MEC Songkhla hospital, Pediatric, Songkhla, Thailand) #10CC14 A study to explore how nonverbal behaviour influences OSCE assessors’ global rating when examining undergraduate medical students Sami Alnasser*, Richard Fuller, Trudie Roberts (Leeds Institute of Medical Education, Leeds, UK)

#10CC15 Discordance between methods of pass decisions for objective structured clinical examination (OSCE) in fifth-year medical student in obstetrics and gynecology Nungrutai Saeaib*, Chitkasaem Suwanrath, Sirirat Thamrongwat, Saovakon Boonkumnerd, Kritima Jantanawan, Thada Kumkong (Prince of Songkla University, Obstetrics and Gynecology, Hat Yai, Thailand)

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#10CC16 Validation of Professor Assessors’ Global Rating in OSCE So Jung Yune*, Sun Ju Im, Sang Yeoup Lee (Pusan National University School of Medicine, Medical Education, Yangsan, Republic of South Korea), Sun Yong Baek (Pusan National University School of Medicine, Department of Anatomy, Yangsan, Republic of South Korea), Jae Seok Woo (Pusan National University School of Medicine, Department of Physiology, Yangsan, Republic of South Korea)

#10CC17 Can medical students set credible and reliable standards for their peers’ examinations? Martin Veysey*, Robbert Duvivier (University of Newcastle, School of Medicine & Public Health, Newcastle, Australia), Lambert Schuwirth, Koshila Kumar (Flinders University, School of Medicine, Adelaide, Australia), Brian Jolly (University of Newcastle, School of Medicine & Public Health, Newcastle, Australia)

#10CC18 Consistent Application of Learning Outcomes in Assessment Susan Mackintosh, Gerald Thrush (Western University of Health Sciences, College of Osteopathic Medicine of the Pacific, Pomona, California, USA), V. Kathleen Satterfield (Western University of Health Sciences, College of Podiatric Medicine, Pomona, California, USA), Lara McMahon* (Western University of Health Sciences, College of Osteopathic Medicine of the Pacfic, Pomona, California, USA)

#10CC19 A Evaluation of Standard Setting Methods on Final Year Examinations Joseph Leung*, Shekhar Kumta, Yan Jin, Alex Yung (The Chinese University of Hong Kong, The Teaching and Learning Resource Centre, Hong Kong)

0830-1015 10DD Posters: Student engagement Chairperson: Marko Zdravkovic (Slovenia) Location: Hall 4, SECC

#10DD01 A survey to explore the open feedback culture in Dutch medical students Edwin Duijzer* (Rogier Butter, Dutch Medical Students' Association, Amsterdam, Netherlands)

#10DD02 Improving collaboration practices of health management in boarding school: A lesson from Nusantara Health Collaboration, Indonesia Andi Yusuf Daulay* (University of Syiah Kuala, Faculty of Dentistry, Banda Aceh, Indonesia), Kiki Saputri Daulay (University of Gajah Mada, Faculty of Dentistry, Jogjakarta, Indonesia), Iswandy J Turu Allo (University of Padjajaran, Faculty of Medicine, Bandung, Indonesia)

#10DD03 Creativity of Medical students for Emergency Room of Lampang Hospital Skol Hedegaard* (Lampang Hospital Thailand, Emergency, Lampang, Thailand)

#10DD04 Students Associations' Roles in Enhancing Undergraduate Medical Education Shouq Kherallah*, Ibrahim Muhsen, Jumana Sarraj, Hamzah Naji, Ahmed Qannita, Akef Obeidat (Alfaisal University, College of Medicine, Riyadh, Saudi Arabia)

#10DD05 Exploring the role of a student-organised national undergraduate conference in improving medical students’ awareness of global child health Smruti Varothayasingham Sinmyee*, Victoria Collis*, Bethany Greenwood* (Brighton and Sussex Medical School, Brighton, UK)

#10DD06 A student initiative for research in medical education in Brazil Pedro Tadao Hamamoto Filho, Joelcio Francisco Abadde, Jose Carlos Peraçoli, Jacqueline Teixeira Caramori* (UNESP, Univ Estadual Paulista, Faculdade de Medicina Botucatu, Brazil)

#10DD07 Lights, Camera, Surgery! A Novel Medical Student Experience Kristin DeGirolamo* (University of British Columbia, Surgery, Vancouver, Canada), Geoffrey Blair, Sonia Butterworth (University of British Columbia, BC Children's Hospital, Paediatric Surgery, Vancouver, Canada), Damian Duffy (BC Children's Hospital, Paediatric Surgery, Vancouver, Canada)

#10DD08 Student Engagement: Differences between premed and medical students Carmina Flores*, Fernando Azcoitia, Montserrat Urban, Lorena Tora, Veronica Rius, Lucia Escobedo (Universidad Anahuac Mexico Norte, Health Sciences Education Academy, Health Sciences Faculty, Huixquilucan, Estado de Mexico, Mexico)

#10DD09 Changing education culture through empowering junior doctors to lead in education Joanne May*, Jenni Hibbert (Great Ormond Street Hospital, Postgraduate Medical Education, London, UK)

#10DD10 Interdisciplinary projects seeking solutions for real-world entrepreneurial problems creates innovative solutions in the field of medicine Jonne Juntura*, Enni Kaltiainen, Tuomas Lumikari (University of Helsinki, Faculty of Medicine, Helsinki, Finland), Eeva Pyörälä (University of Helsinki, Faculty of Medicine, Clinicum, Helsinki, Finland)

#10DD11 Students’ community intervention in non-medical CPR skills in Curitiba, Brazil Yuri R C Medeiros, Carolina U Matsunaga, Luiara S Loro, Thaiza M Ortiz, Gustavo F Guilherme (PUC-PR, Brazil), Jose Knopfholz* (Pontifícia Universidade Católica do Paraná (PUC-PR), Brazil)

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#10DD12 Integration among students and cancer patients support institute: IJOMA’s project Paulo Lacerda, Adriana Bueno, Maira Tongu* (Federal University of Amapa, Macapa, Brazil)

#10DD13 A student and evidence driven evaluation of Indigenous Health and Cultural Immersion Training in an Australian postgraduate Medical Course Adrian Luscombe*, Laura Tagell, Tom Cheah (Deakin University, School of Medicine, Geelong, Australia), Wendy Anders (Deakin University, Institute of Koorie Education, Geelong, Australia), Colin Bell, Scott McCoombe (Deakin University, School of Medicine, Geelong, Australia)

#10DD14 Impact of student-led interprofessional diabetes education program on patients’ motivation: A qualitative study Makoto Ito*, Mina Suematsu, Hiroki Yasui (Nagoya University Graduate School of Medicine, Department of Education for Community-Oriented Medicine, Nagoya, Japan), Keiko Abe (Nagoya University Graduate School of Medicine, Faculty of Pharmacy, Nagoya, Japan), Manako Hanya (Meijo university, Center for Medical Education, Nagoya, Japan), Kazumasa Uemura (Nagoya University School of Medicine, Nagoya, Japan)

#10DD15 Factors underlying students’ engagement in extra-curricular clinical training activities AP Salgueira*, P Costa, M Gonçalves, J Cerqueira, MJ Costa (School of Health Sciences, University of Minho, Braga, Portugal)

#10DD16 The learner-centered student-run clinic: A novel approach to teaching pharmacotherapeutics Tim Schutte*, Ramon Dekker, Jelle Tichelaar, Theo de Vries, Milan Richir, Michiel van Agtmael (VU University Medical Center, Department of Internal medicine, pharmacotherapy section, Amsterdam, Netherlands)

#10DD17 Addressing health inequalities in antenatal care: A community-based student-led initiative Abdul-Latif Ghuwel (King's College London, Guy's, King's and St Thomas' Medical School, London, UK), Faheem Ahmed, Shirin Ahmed, Tasnim Akhtar* (King's College London, School of Medicine, London, UK), Deshminder Virdi (Upper Norwood Group Practice, School of Medicine, London, UK)

#10DD18 Decreased non-communicable disease by surveillance, control, prevention systems and community engagement process in Phayao, Thailand Vichai Tienthavorn*, Numfon Eaktasang (University of Phayao, School of Medicine, Phayao, Thailand)

0830-1015 #10EE Posters: Student as Teacher Chairperson: Maria de Jesus Ortiz (Mexico) Location: Hall 4, SECC

#10EE01 Peer Assisted Learning and Pair Assessment as an accurate predictor of anxiety and performance in first-time clinical examination Jetro J. Tuulari*, Erica Damén, Tuire Palonen (The University of Turku, Faculty of Educational Sciences, Medical Education Research and Development Centre, Turku, Finland), Outi Kortekangas-Savolainen (The University of Turku, Medical Faculty, Turku, Finland)

#10EE02 Using peer assessment and written feedback to encourage medical students in team-based learning Pakwimon Subhaluksuksakorn*, Ratsadakorn Yimsabai (Institute of Medicine, Suranaree University of Technology, NakhonRatchasima, Thailand)

#10EE03 A quantitative evaluation of student-tutor perceptions to peer-led teaching as a learning method during a medical undergraduate course Ahmed Ezzat, Kubra Boza* (University of Aberdeen, UK), Claire Cunningham, Andrew Cameron, Asha Venkatesh, Simon Parson

#10EE04 Supporting peer teachers with a blended learning format Jan D Gerken* (Charité, Universtitätsmedizin Berlin, Berlin, Germany), Wolf E Hautz (Charité, Universitätsmedizin Berlin & Inselspital Bern, Universitäres Notfallzentrum, Bern, Switzerland), Jutta Swolinsky, Stefanie C Hautz (Charité, Universtitätsmedizin Berlin, Germany)

#10EE05 Implementation of an extracurricular, student-organised peer-teaching programme into a partly curricular programme Katja Anne Dannenberg*, David Steinbart, Fabian Stroben, Katharina Ziegeler (Lernzentrum der Charité, Departement for Curriculum Management, Berlin, Germany)

#10EE06 Peer assisted learning: filling the gaps in basic science education for pre-clinical medical students Yezen Sammaraiee*, Ravi D Mistry, Liora Wittner (University College London, Medical School, London, UK)

#10EE07 Objective measurement of the value of peer assisted learning in an undergraduate medical school setting Mark S. Johnstone*, Rόna Anderson, Tom I. Aitken, Beth Thomas, Alexandra J.W. Young, Nigel Chan (University of Glasgow, Medicine, Glasgow, UK)

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#10EE08 Near-Peer Assisted Learning Scheme incorporating MCQ Question Generation Adam Mayers, Nicola Smallcombe, Theodore Willison-Parry, Mohammad Yaseen Serry, Ashwin Kalra* (King's College London, School of Medical Education, London, UK)

#10EE09 Near-peer tutoring improves medical student knowledge of female pelvic floor anatomy without dissection Helen Toner*, Vanessa Kay, Seaneen McDougall (University of Dundee, UK)

#10EE10 New student-centered Basic Life Support (BLS) education improved the quality and efficiency based on “Teaching is Learning” Kagemasa Kajiwara* (Chizuko Tsuji, Ippei Yamato, Satoshi Noda, School of Medicine, Tokai University, Division of Basic Molecular Science and Molecular Medicine, Isehara, Japan), Tetsuya Urano (School of Medicine, Tokai University, Division of Internal Medicine, Isehara, Japan), Shun-ichiro Izumi (School of Medicine, Tokai University, Department of Academic and Student Services, Isehara, Japan)

#10EE11 Collaborative learning in course of training clinical skills by simulation in undergraduate students of respiratory therapy: Experience from Kaohsiung Medical University Tuan-Jung Hsu*, Yi-Chen Chen (Kaohsiung Medical University Hospital, Kaohsiung Medical University, Respiratory Therapy Team of Chest Department, Kaohsiung, Taiwan), Jong-Rung Tsai (Kaohsiung Medical University Hospital, Kaohsiung Medical University, Division of Chest Medicine, Kaohsiung, Taiwan), Yu-Chih Lin, Meng-Chuan Huang (Kaohsiung Medical University Hospital, Kaohsiung Medical University, Center for Faculty Development, Kaohsiung, Taiwan), Tuan-Jung Hsu (Kaohsiung Medical University Hospital, Kaohsiung Medical University, Division of Chest Medicine Respiratory Therapy Team, Kaohsiung, Taiwan)

#10EE12 Medical educator cultivation — Medical education electives in clerkship rotation William Huang* (National Yang-Ming University, School of Medicine, Urology, Taipei, Taiwan), Ling-Yu Yang (National Yang-Ming University, School of Medicine, Pediatrics, Taipei, Taiwan), Jing-Feng Lirng (National Yang-Ming University, School of Medicine, Radiology, Taipei, Taiwan), Chen-Huan Chen (National Yang-Ming University, School of Medicine, Internal Medicine, Taipei, Taiwan), Shuu-Jiun Wang (National Yang-Ming University, School of Medicine, Neurology, Taipei, Taiwan)

#10EE13 Improving the knowledge and making multiprofessional discussion on Clinical Skills Ieda Maria Barbosa Aleluia*, Caroline da Silva Seidler, Lila Ramos Castelo Branco, Fernando Augusto Montanha Teixeira, Fernanda Oliveira de Andrade Lopes, Mario de Seixas Rocha (Escola Bahiana de Medicina e Saude Publica, Medicine, Salvador, Brazil)

#10EE14 Too lazy to teach, what are you going to do? Benjawan Yoosamran*, Prapa Ratanachai (Hatyai Medical Education Center, Anesthesiology, Songkhla, Thailand)

#10EE15 An innovation of a large group teaching for medical microbiology, “Microbiology Fantasia” Popchai Ngamskulrungroj*, Iyarit Thaipisuttikul, Pattarachai Kiratisin (Faculty of Medicine Siriraj Hospital Mahidol University, Microbiology, Bangkok, Thailand)

#10EE16 Training "Students-as-teachers" in a Medical Course - does it focus on teaching skills? Jacqueline Teixeira Caramori (UNESP - Univ Estadual Paulista, Faculdade de Medicina Botucatu, Brazil), Mario Luis Cesarreti (Pontifícia Universidade Católica de São Paulo, Faculdade de Medicina, Brazil), Bruno Guerretta Belmonte*, Vera Lucia Garcia (UNESP - Univ Estadual Paulista, Faculdade de Medicina, Brazil)

#10EE17 Learning by teaching in gynecology: The best way of student learning Srisuda Songthamwat, Metha Songthamwat* (Udonthani Medical Education Center, Obstetrics and Gynecology, Udonthani, Thailand), Thaniya Manosamrit (Udonthani Hospital, Nursing, Udonthani, Thailand)

0830-1015 #10FF Posters: Interprofessional Education – Undergraduate and Postgraduate Chairperson: Gary Rogers (Australia) Location: Hall 4, SECC

#10FF01 Establishing a robust Trust doctor revalidation process Nicole O'Connor, John Davison*, Alyson Williamson (Newcastle upon Tyne Hospitals NHS Foundation Trust, Education & Workforce Development, Newcastle, UK)

#10FF02 Group completion of ABIM Maintenance of Certification knowledge assessments: Mayo Clinic experience Amit Ghosh* (Mayo Clinic, Internal Medicine, Rochester, USA), John Wilkinson (Mayo Clinic, Family Medicine, Rochester, USA), David Cook (Mayo Clinic, Internal Medicine, Rochester, USA)

#10FF03 Comparative CME/CPD frameworks and accreditation systems in GCC Ayesha Hussain*, Samar Aboulsoud, Hosnah Agban (Qatar Council for Healthcare Practitioners, Accreditation Department, Doha, Qatar), Craig Campbell (Royal College of Physicians and Surgeons of Canada, Continuing Professional Development, Ottawa, Canada)

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#10FF04 Developing and piloting national CPD accreditation standards: State of Qatar Mya Warken*, Jennifer Gordon, Craig Campbell (Royal College of Physicians and Surgeons of Canada, Office of Specialty Education, Ottawa, Canada), Samar Aboulsoud (Qatar Council for Healthcare Practitioners, Accreditation Department, Doha, Qatar)

#10FF05 Effective engagement of non-consultant career grade doctors in development: a peer-based model H R Scott*, G Needham, A Lints (NHS Education for Scotland, Medicine Directorate, Edinburgh, UK)

#10FF06 Sepsis Awareness: An Audit of Staff Awareness of Sepsis on Elderly Care Wards Tara T.M. Lee*, Kimberley Hoyland* (Lister Hospital, East and North Hertfordshire NHS Trust, Stevenage, UK)

#10FF07 Oyama potluck conference: A novel lifelong learning method for Japanese primary care physician Yu Yamamoto* (Jichi Medical University School of Medicine, Department of General Medicine, Center for Community and Family Medicine, Tochigi, Japan), Kenichi Komatsu, Maki Kumada (Jichi Medical University School of Medicine, Center for Community and Family Medicine, Tochigi, Japan), Kazuyuki Shimada (Shin-Oyama City Hospital, Department of Cardiology, Tochigi, Japan), Hajime Kawamura (Kawamura Internal Medicine Clinic, Department of General Medicine, Center for Community and Family Medicine, Tochigi, Japan)

#10FF08 Consultant Continued Professional Development; one hospital’s account of a curriculum for culture change Sonia Joseph* (NHS Lothian, Medical Paediatrics and Medical Education Directorate, Edinburgh, UK), Ailsa McLellan (NHS Lothian, Paediatric Neurology, Edinburgh, UK), Suzanne Krosnar, Pamela Winton (NHS Lothian, Paediatric Anaesthetics, Edinburgh, UK)

#10FF09 Interprofessional collaboration: What matters more - shared leadership (SL) or shared memory system? WS Lim* (Tan Tock Seng Hospital, Geriatric Medicine, Singapore), YH Ong (National Healthcare Group, Health Outcomes and Medical Education Research (HOMER), Singapore), KT Tan (Tan Tock Seng Hospital, Pharmacy, Singapore), I Lim (National Healthcare Group, Health Outcomes and Medical Education Research (HOMER), Singapore), M Chan (Tan Tock Seng Hospital, Geriatric Medicine, Singapore)

#10FF10 Why learners use our Learning Management System (LMS): The results of a questionnaire administered to over 400 regular users Claude Guimond*, Martin Labelle, Daniel Paquette, Isabelle Paré (Federation des médecins omnipraticiens du Québec, Continuing Professional Development, Westmount, Canada)

#10FF11 Using technology to facilitate small group forming and learning for PBSGL Jonathan Rial*, Johnny Lyon-Maris (Southampton GP Education Unit, Southampton, UK)

#10FF12 Modify and Construct The Desk Calendar of Anesthesiology Crisis Checklists and Related Medical Simulation Training Pin-Tarng Chen*, Ling-Chih Hsu, Kuo-Chen Chang, Hung-Wei Cheng, Pin-Tarng Chen (Taipei Veterans General Hospital, Anesthesiology, Taipei, Taiwan)

#10FF13 Sepsis 6 - are we on target? N Syyed*, H Ahmed, CJ Whyte, V Sood (NHS Lanarkshire, Monklands Hospital, OMFS, Glasgow, UK)

#10FF14 Relationship between personal insight and judged readiness to change Betsy White Williams* (University of Kansas Medical Center, Department of Psychiatry, Kansas City, USA), Richard Hays (University of Tasmania, School of Medicine, Hobart, Australia), Roger Worthington (Yale University, General Internal Medicine, New Haven, USA), Michael Williams (Wales Behavioral Assessment, Department of Psychiatry, Lawrence, USA)

0830-1015 #10GG Posters: Clinical Teaching: Physical examination and practical skills Chairperson: Hiroshi Nishigori (Japan) Location: Hall 4, SECC

#10GG01 First year medical students can pursue physical exam findings in a hypothesis driven manner: results of teaching the Hypothesis Driven Physical Examination James Nixon*, Andrew Olson (University of Minnesota Medical School, Medicine, Minneapolis, USA), Jeremiah Menk (University of Minnesota Medical School, Clinical and Translational Science Institute, Minneapolis, USA), Sharon Allen (University of Minnesota Medical School, Family Medicine, Minneapolis, USA)

#10GG02 Do medical students acquire practical skills during clinical clerkships? Karen Lindorff-Larsen* (Aalborg University Hospital, NordSim, Centre for Skills Training and Simulation, Aalborg, Denmark), Susanne Nøhr (Aalborg University Hospital, Postgraduate Education, Aalborg, Denmark), Tom Buur (Aalborg University Hospital, Internal Medicine, Nephrology, Aalborg, Denmark), Stig Andersen (Aalborg University Hospital, Internal Medicine, Geriatrics, Aalborg, Denmark)

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#10GG03 A Basic Clinical Skills Course for Preclinical Medical Students Ozlem S. Cakmakkaya*, Abdullah Sonsuz, Selman Demirci, Ali Kafadar (University of Istanbul, Cerrahpasa Medical School, Department of Medical Education, Istanbul, Turkey), Oner Suzer (University of Istanbul, Cerrahpasa Medical School, Department of Pharmacology, Istanbul, Turkey), Sema Umut (University of Istanbul, Cerrahpasa Medical School, Department of Respiratory Diseases, Istanbul, Turkey)

#10GG04 The value of teaching normal: learning clinical examination on normal subjects in pre-clinical years Anna Romito (Imperial College London, LKCMedicine, London, UK), Wern Ee Tang* (Lee Kong Chian School of Medicine, Family Medicine, Singapore), James Stratford-Martin (Imperial College London, LKCMedicine, London, UK), Wern Ee Tang (Lee Kong Chian School of Medicine, Family Medicine, Singapore)

#10GG05 Increase consistency reliability in joint examination between rheumatology nurse specialists, fellow-in training, attending physicians by assessing symptomatic patients and agreement discussion Wei-Ting Hung* (Taichung Veterans General Hospital, Center for Faculty Development, Taichung, Taiwan), Yi-Ming Chen, Yi-Hsing Chen (Taichung Veterans General Hospital, Division of Allergy, Immunology and Rheumatology, Taichung, Taiwan), Chao-Huei Chen (Taichung Veterans General Hospital, Center for Faculty Development, Taichung, Taiwan), Zu-Yi Hsieh, Der-Yuan Chen (Taichung Veterans General Hospital, Department of Medical Education, Taichung, Taiwan)

#10GG06 Using the Emergency Surgical Ward round to optimize teaching opportunities Caitlin Doyle*, Ben Marshall (University of Glasgow, Undergraduate Medical School, Glasgow, UK), Mark Vella, Andrew Renwick, Susan Moug (NHS GGC, Royal Alexandra Hospital, Paisley, Department of Colorectal Surgery, Paisley, UK)

#10GG07 Medical students’ basic life support skills retention after 1 to 4 years – time to review the cardiopulmonary resuscitation curriculum Liliana Martinho, Ricardo Tjeng*, Luis Patrão, Pedro Lito, Miguel Castelo-Branco (Faculty of Health Science, University of Beira Interior, Covilha, Portugal)

#10GG08 What’s going on with the patient? Situation awareness of medical team members during acute medical condition management Larisa Sabath*, Petra Rižnik (Faculty of Medicine, University of Maribor, Maribor, Slovenia), Sebastjan Bevc (Clinic for Internal Medicine, University Medical Centre Maribor, Maribor, Slovenia)

#10GG09 Exploring final year medical students' educational experience and perspectives of Do Not Attempt Resuscitation (DNAR) decision-making Sonam M. Lakhani* (Barts and the London School of Medicine and Dentistry, London, UK)

#10GG10 Providing video demonstration of neonatal resuscitation to improve clinical skills and self- confidence among sixth-year medical students Noppawan Pongsopa* (Suratthani Central Hospital, Pediatrics, Suratthani, Thailand)

#10GG11 Performance of using Pediatric Emergency Drug Card in ED Chaiyaporn uksen* (Ramathibodi Hospital Mahidol University, Emergency Department, Bangkok, Thailand)

#10GG12 A Survey of Cardiopulmonary Resuscitation Training for Undergraduate Medical Students in Thai Medical Schools Chatchai Prechawai*, Ngamjit Pattaravit, Orarat Kanchanawanitkul, Wirat Wasinwong, Sirikarn Siripruekpong, Sasikaan Nimmaanrat (Faculty of Medicine, Prince of Songkla University, Department of Anesthesia, Hat Yai, Thailand)

#10GG13 Teaching emergency medicine with workshops improved medical student satisfaction in emergency medicine education Pungkava Sricharoen*, Chaiyaporn Yuksen, Yuwares Sittichanbuncha (Faculty of Medicine, Ramathibodi Hospital, Mahidol University, Emergency, Bangkok, Thailand), Kittisak Sawanyawisuth (Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand, Medicine, Khonkaen, Thailand), Phatthranit Phattharapornjaroen (Faculty of Medicine, Ramathibodi Hospital, Mahidol University, Emergency, Bangkok, Thailand)

#10GG14 Patient safety in lumbar puncture with the 5th year medical student in the new medical school Wongsakorn Charoenpol* (Vachira Phuket Hospital, Medical Education Center, Phuket, Thailand)

#10GG15 The 'Mastery Programme' - improving quality and safety in high risk procedural skills Eleanor Hampton*, James Tiernan (NHS Lothian, Medical Education Directorate, Edinburgh, UK), Sam Moultrie (NHS Lothian, Anaesthetics, Edinburgh, UK), Simon Edgar (NHS Lothian, Medical Education Direcorate, Edinburgh, UK)

#10GG16 Introduction of a point-of-care ultrasound course in a medical school curriculum: the students´ perception Paula Nocera*, Thiago Santos, Carolina Matida Gontijo Coutinho, Tiago Grangeia, Marcelo Schweller, Marco Antonio Carvalho Filho (University of Campinas, UNICAMP, Emergency Medicine, Campinas, Brazil)

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#10GG17 E-learning of point-of-care ultrasound enhances diagnostic skills of Emergency Doctors Jose Mariz, Thiago Santos, Paula Nocera, Marco Carvalho-Filho* (School of Medical Sciences of Unicamp, Emergency Medicine, Campinas, Brazil), Jorge Teixeira (Hospital of Braga, Emergency Medicine, Braga, Portugal), Nuno Sousa (School of Health Sciences University of Minho, Life and Health Sciences Research Institute, Braga, Portugal)

#10GG18 Efficiency of the Mastery Learning approach in gaining compentence performing FAST Jasmina Sterz*, Vanessa Britz, Sebastian Hoefer, Bernd Bender, Ingo Marzi, Miriam Ruesseler (University Hospital Frankfurt, Department of Surgery, Frankfurt, Germany)

#10GG19 The Augmented Reality:The New Tool to Enhance The Capability of Understanding Otolaryngologic Lesions. Watanaporn Vorasilapa* (Chonburi Medical Education Center, Otorhinolaryngology Head and Neck Surgery, Muang Chonburi, Thailand)

#10GG20 Exploring 17 Year Old Students’ Knowledge and Attitudes towards Cardiopulmonary Resuscitation Aoife Fordham* (Barts and The London School of Medicine and Dentistry, Medical Education, UK)

#10GG21 The diagnosis of peripheral artery disease - DOPS in the undergraduate curriculum Eva Schönefeld* (University Clinic of Münster, Clinic of Vascular and Endovascular Surgery, Münster, Germany), Andreas Hoffmeier (University Clinic of Münster, Clinic of Cardiovascular Surgery, Münster, Germany), Holger Reinecke (University Clinic of Münster, Department of Angiology, Münster, Germany), Giovanni Torsello (University Clinic of Münster, Clinic of Vascular and Endovascular Surgery, Münster, Germany), Sven Martens (University Clinic of Münster, Clinic of Cardiovascular Surgery, Münster, Germany), Jan Carl Becker (University Clinic of Münster, Institute of Medical Education and Student Affairs, Münster, Germany)

0830-1015 10HH Posters: Postgraduate Education – the later years Chairperson: Linda Snell (Canada) Location: Hall 4, SECC

#10HH01 The Jam-Packed Morning Conference: A Description of Opportunity, Efficiency, and Multi- faceted Learning Dennis T. Bolger Jr.* (University of Hawaii John A. Burns School of Medicine, Department of Medicine, Honolulu, USA)

#10HH02 Teaching in a busy district general hospital Nawazish Ahmed* (Norfolk and Norwich University Hospital, Norwich, UK), Kathy Gallagher (Colchester Hospital University Foundation Trust, Colchester, UK)

#10HH03 Impact of a pre-interview dinner on candidate perception of a fellowship training program Joseph Skalski*, Megan Dulohery, Kannan Ramar (Mayo Clinic, Pulmonary and Critical Care Medicine, Rochester, USA)

#10HH04 Postgraduate training in Austria: ready for a paradigmatic shift from apprenticeship to a training programme? Karen Pierer* (TILAK, Center for Postgraduate Medical Training, Innsbruck, Austria), Gabriel Djedovic (Medical University of Innsbruck, Plastic, Reconstructive and Aesthetic Surgery, Innsbruck, Austria), Stefan Kastner (Austrian Medical Association, Commission for Postgraduate Medical Training, Vienna, Austria), Silvia Tuerk (Federal Ministry of Health, Department for Quality in the Health Care System, Vienna, Austria), Gerhard Pierer (Medical University of Innsbruck, Plastic, Reconstructive and Aesthetic Surgery, Innsbruck, Austria)

#10HH05 Learning from other industries - Do coaches have potential to improve the quality of supervision for trainees? Faheem Ahmed (King's College London, Guy's, King's and St Thomas' Medical School, London, UK), Mostafa Al-Alusi (University California Los Angeles, David Geffen School of Medicine, Los Angeles, USA), Hiba Anis* (Imperial College London, Faculty of Medicine, London, UK), Na'eem Ahmed (St George's Hospital, Faculty of Medicine, London, UK), Tunji Lasoye (King's College Hospital, London, UK)

#10HH06 Evaluating Team Based Learning (TBL) to deliver the transfusion curriculum to junior doctors Jane Graham*, Shruthi Narayan (Pennine Acute Hospitals NHS Foundation Trust, Clinical Haematology, Manchester, UK), Rob Noble (Central Manchester University Hospitals NHS Foundation Trust, Manchester Royal Infirmary, Manchester, UK), Kate Pendry (NHS Blood & Transplant, Patient Services, Manchester, UK)

#10HH07 Engaging housestaff in systems-based practice and practice-based learning Lisa Rucker*, Joplin Steinweiss, Katalin Macs, Ari Geliebter, Susan Dresdner (Jacobi Medical Center/ Einstein School of Medicine, Medicine, Bronx, USA)

#10HH08 Cloud based management of specialty training Shelley Greaves*, Yaw Chin (St George Hospital, Radiation Oncology, Kogarah, Australia)

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#10HH09 Can Chief Residency programmes provide an alternative pathway within UK post-graduate medical education? Faheem Ahmed (King's College London, Guy's, King's and St Thomas' Medical School, London, UK), Mostafa Al-Alusi (University California Los Angeles, David Geffen School of Medicine, Los Angeles, USA), Taimur Shafi* (King's College London, School of Medicine, London, UK), Na'eem Ahmed (St George's Hospital, School of Medicine, London, UK), Tunji Lasoye (King's College Hospital, London, UK)

#10HH10 Referral of patients for Nuclear Medicine Services by Medical Interns in Surin hospital Krisana Roysri* (Surin Hospital, Radiology, Surin, Thailand), Duangrat Tanratananon (Surin Hospital, Internal Medicine, Surin, Thailand)

#10HH11 A General Assessment of a New Residency Program in China Jonathan Lio* (Renslow Sherer, Hongmei Dong, University of Chicago, USA)

#10HH12 Creating opportunities for SAS doctors and dentists in Scotland Sue Robertson* (NHS Dumfries and Galloway, Renal Unit, Dumfries, UK), Lynne Meekison (NHS Lothian, Dept of Anaesthetics, Edinburgh, UK), Patricia Townsley (NHS Lanarkshire, Paediatrics, Wishaw, UK), Jane Wilkinson (NHS Greater Glasgow and Clyde, Anaesthetics, Glasgow, UK), Derek McLaughlan (NHS Ayrshire and Arran, Dental, Ayr, UK), Jane Shearer (NHS Forth Valley, Renal Unit, Larbert, UK)

#10HH13 Residents' participation in a system of educational quality management Robert Oostenbroek*, Monica van de Ridder (Albert Schweitzer Hospital, Education, Dordrecht, Netherlands), Programme of Board Directors (Albert Schweitzer Hospital, Education, Dordrecht, Netherlands)

#10HH14 Compassionate Engagement in Medical Residents FMMA van der Heijden (Vincent van Gogh Institute for Psychiatry, Centre of Excellence of Psychiatry, Venray, Netherlands), JT Prins* (Medical Centre Leeuwarden, Medical Education, Leeuwarden, Netherlands)

#10HH15 Life of a resident in hospital Wai Ching Lee*, Satya PK Gollamudi, Reshma Merchant (NUHS, Internal Medicine, Singapore)

#10HH16 Changing Poor Behaviour in Obstetrics and Gynaecology Trainees: An Experience in East Scotland K E Orr*, V J Kay (University of Dundee and NHS Tayside, Obstetrics and Gynaecology, Dundee, UK)

#10HH17 Physicians’ Emotional symptoms and family function network Celia Beatriz González-Alcorta* (Universidad de Monterrey, Oncología, Monterrey NL, Mexico), Dulce Victoria Varela Rojas (Hospital Universitario "José E. González", Universidad Autónoma de Nuevo León (UANL), Psiquiatría, Monterrey NL, Mexico), Laura Garcés Estrada (Hospital Metropolitano "Bernardo Sepúlveda" SSNL, Educación e Investigación, Monterrey NL, Mexico), Silvia Elvira Tavitas-Herrera (Hospital Universitario "José E. González" UANL, Oncología, Monterrey NL, Mexico), Marco Vinicio Gómez-Meza (Facultad de Economía, Universidad Autónoma de Nuevo León, Centro de Investigación y Estadística, Monterrey NL, Mexico), Adelina Alcorta-Garza (Hospital Universitario "José E. González", Universidad Autónoma de Nuevo León (UANL), Oncología & Psiconcología, San Pedro Garza Garcia, Mexico)

#10HH18 Team based learning (TBL) under pressure – Assessing the effectiveness of TBL as an educational tool to deliver postgraduate medical education in a time-limited setting Robert Noble* (Central Manchester University Hospitals NHS Foundation Trust, Foundation Training Programme, Manchester, UK), Jane Graham, Kate Pendry (Central Manchester University Hospitals NHS Foundation Trust, Clinical Haematology, Manchester, UK)

#10HH19 An innovative low cost method of auditing Radiology residents using an existing feature in RIS-PACS Dinesh Chinchure* (Khoo Teck Puat Hospital, Dept of Diagnostic Radiology, Singapore), Daniel Wong (Tan Tock Seng Hospital, Dept of Diagnostic Radiology, Singapore)

#10HH20 What can we learn from resident exit surveys? A SWOT analysis of results Maureen Topps*, Aliya Kassam, Erika Schulz (University of Calgary, PGME, Calgary, Canada)

#10HH21 Accuracy of musculoskeletal traumatic film interpretation by interns Pattarin Paisanpattarin, Siwipan Changtham (Buddhachinnaraj Hospital, Radiology Department, Phitsanulok, Thailand), Kosa Sudhom (Buddhachinnaraj Hospital, Pediatric Department, Phitsanulok, Thailand), Sireeluck Klanarong (Buddhachinnaraj Hospital, Medical Education Center, Phitsanulok, Thailand) Presenter: Meena Permathai*

1015-1045 COFFEE BREAK (viewing posters and exhibits) Location: Hall 4, SECC

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Session 11: Plenary

1045-1105 #11 Plenary AMEE Chairperson: Trudie Roberts (UK) LIVE Location: Clyde Auditorium

1045-1105 #11A Plenary: More than nice: primary care/rural experience is an imperative for health professions education Eliana Amaral* (State University of Campinas (UNICAMP), Brazil. Faculty Career Committee Head for the Medical School, and local coordinator for the Pro-Teaching Graduate Project, Brazilian Agency for Coordination of Higher Education Personnel (CAPES), Co- director for the Regional Institute FAIMER, and former coordinator for Obstetrics and Gynecology Certification Board)

1105-1110 Questions

1110-1130 #11B Plenary: How effective are selection methods in the healthcare professions? Evidence from a systematic review Fiona Patterson* (University of Cambridge and Director of Work Psychology Group, UK)

1130-1135 Questions

1135-1155 #11C Plenary: Entrustable professional activities: Aligning competency-based medical education with everyday clinical practice Th.J. (Olle) ten Cate* (Director of the Center for Research and Development of Education, University Medical Center Utrecht, The Netherlands)

1155-1200 Questions

1200-1215 Panel Discussion

1215-1220 Announcement of AMEE Conference Prizes

1220-1225 A look ahead to AMEE 2016, Barcelona

1225-1230 Concluding remarks - Trudie Roberts, AMEE President, UK

1230 Close of Conference

Courses Lunch will be served in the meeting room (Registered course participants only)

1300-1400 AMEE-ESME Course Location: Staffa, Crowne Plaza

Group Meeting 1300-1700 AMEE Executive Committee Meeting (Closed Meeting) Location: Leven, SECC

Tour 1330-1730 Loch Lomond Tour Tour departs and returns to SECC

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