20102010

GLASGOW, UK Scottish Exhibition and Conference Centre (SECC) 4-8 September 2010

Ceud Mìle Fàilte One hundred thousand welcomes!

Inspire... and be inspired www.amee.org

With the endorsement of: sdmeg Royal College of Physicians and Surgeons Scottish Clinical Scottish Deans Medical of Skills Network Medical and Dental Education Group Defence Union of 1 www.amee.org Scottish Charity: SCO31618 Visit the AMEE Exhibition Stand for an update on interesting new AMEE initiatives!

MedEdWorld Other AMEE initiatives – www.mededworld.org Information is also available on the stand relating to • Launched last year, MedEdWorld now has over other AMEE initiatives including: 2,000 members. Keep up to date and share your • New developments in the ESME course series; experience in medical education through this international network of educators; • AMEE 2011 Conference in Vienna; • Access education resources and participate in • BEME Collaboration; webinars addressing important current topics; • Survey of current trends in medical education; • Provide your students with an opportunity to take • Update on the Bologna Process. part in an international collaborative learning experience. If you are already an AMEE member … we would be pleased to see you and hear what you would like from AMEE membership and how FACE you might contribute to AMEE activities. If you have not already signed up as a MedEdWorld member – Find a Consultant in Education you can do this at the stand at no cost. Among • This new service to be launched at AMEE 2010 other things this will provide you with free access to has been designed to match AMEE members MedEdWorld webinars. who have expertise in specific areas of medical education with medical schools or institutions who are looking for help or support in those areas; If you are not yet an AMEE member … visit the stand and join AMEE to receive the wide • Individual members can register as a Consultant range of membership benefits including a free free of charge; personal subscription to Medical Teacher and • Institutional members can log in to select a MedEdWorld. Consultant with appropriate expertise.

New members joining during the Conference will receive a free thumb drive AMEE Guides with selected guides from the first series! • See a display of new AMEE guides designed to provide practical advice for medical teachers on a range of important topics; • Suggest further titles and authors.

2 www.amee.org PRE-CONFERENCE WORKSHOPS 4-5 SEPTEMBER

ALSH ALSH BOISDALE BOISDALE CARRON CARRON DOCHART DOCHART 1 2 1 2 LEVEN 1 2 1 2 MORAR NESS ETIVE EXT EXT

PCW 5 PCW 6 PCW 7 PCW 2 PCW 3 COURSE PCW 9 COURSE COURSE PCW 8 PCW 4 PCW 1 0900-1700 hrs 0900-1700 hrs 0900-1700 hrs 0800-1830 hrs

education in practice 0915-1215 hrs SATURDAY the challenges Ethics teaching: Program Evaluation Program of your SP Program ensuring the quality The Bologna Process The Bologna Process surviving in a new job How can it be applied Emotional Intelligence: Emotional Intelligence: educators: knowledge Attracting participation in your Medical Faculty? Informatics for medical in faculty development for management and the E2R Striving towards excellence: Striving towards excellence: Surviving in a new internship,

PCW 12 PCW 15 PCW 14 PCW 2 PCW 10 PCW 11 PCW 13 PCW 16 PCW 17 (ESME) (ESMEA) (RESME)

& Clinical Skills Centre, Dundee & Clinical Skills Centre, Essential Skills in Medical Education Research Essential Skills in Medical Education Research Essential Skills in Medical Education Assessment Visit to Scottish Clinical Simulation Centre, Larbert Larbert Visit to Scottish Clinical Simulation Centre, for practice 1345-1645 hrs SATURDAY Internationalism in postgraduate of your SP Program professional growth ensuring the quality – Preparing students – Preparing Taboos, death, and death, Taboos, Digital Design Studio a stepwise approach in medical education medical education: 2 The art and science of – a visit to the Glasgow Overcome educational facilitation for educators Curriculum development: Implementing innovations inertia: Create the context Complexity and leadership Striving towards excellence: Striving towards excellence: for change & improvement Cutting edge developments

PCW 20 PCW 21 PCW 22 PCW 18 PCW 25 COURSE COURSE COURSE PCW 19 PCW 24 PCW 23 0900-1230 hrs 0900-1700 hrs 0900-1230 hrs

(ESME) (ESMEA) SUNDAY 0915-1215 hrs Understanding research: from Essential Skills in competence in Learning theories Learning skills to navigate it “wicked problems” Medical Education of peer teaching in medical education simulation instructor Theory and practice Tips and tricks for the Veterinary Education Curriculum planning: Assessment of clinical in medical education conception to analysis and the key leadership and the key Conducting qualitative Understanding change Education Assessment Essential Skills in Medical fostering deliberate practice

PCW 26 PCW 33 PCW 28 PCW 18 PCW 29 PCW 30 PCW 31 PCW 19 PCW 32 PCW 27 PCW 34 (ESTEME)

TM

sciences resiliency education SUNDAY 1345-1645 hrs research: from competence in a practical guide implement an MMI Learning in medical Learning Using Team-Based Essential Skills in Technology Enhanced Medical Education Essential Skills in Technology Enhancing creativity How to develop and Veterinary Education in the basic medical in oneself and others Assessment of clinical to restore professional need to be successful planning in Continuing conception to analysis Conducting qualitative The leadership skills you senior faculty members Utilizing Mind-Body tools Evaluating the evidence Measuring OSCE quality: Professional Development Professional Contextualising assessment Foundations of educational Foundations

SUNDAY (1700-1800 hrs): Orientation Session in Hall 1 Monday 6 September

CLYDE LOMOND HALL ALSH ALSH BOISDALE BOISDALE CARRON CARRON DOCHART DOCHART GALA AUD AUD FORTH 1 1 2 1 2 1 2 1 2 LEVEN 1 A B C D E F G H I J K L M N PLENARY SESSION 1 0830-1015 1 Plenary

1015-1045 COFFEE SYMPOSIUM SYMPOSIUM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM RESEARCH WORKSHOP SESSION 2 1045-1245 Portfolios Virtual Patients New ways forward Student motivation and Junior Doctors Mobility of Students Clinical Teaching 1: Clinical Teaching OSCE: Case Studies OSCE: Curriculum Evaluation Teaching and Learning Teaching Postgraduate Education 1 Postgraduate Global Medical Education Contextualised Simulation: Outcome-based Education: The CanMEDs Competencies Updates in Medical Education – What you really need to know The Patient and Clinical Teaching The Patient research skills for medical students A new outcome a new challenge: A new outcome a challenge:

CARDIFF ViEW RESME 1245-1415 LUNCH LUNCH AGM 1-2 SYMPOSIUM SYMPOSIUM SHORT COM SHORT COM PHD REPORT SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM RESEARCH WORKSHOP SESSION 3 1415-1600 in Action Patient Safety Patient PhD Reports 1 PhD Reports self-assessment Development 1 of progress testing Management and Clinical Teaching 2: Clinical Teaching Integrating Anatomy OSCE: Psychometrics OSCE: Some developments Learning Outcomes / Learning Leadership Education Leadership in medical education The Student in Difficulty Teaching and Learning Teaching Continuing Professional Continuing Professional and Clinical Teaching 1 and Clinical Teaching Training the Student and Training Junior Doctor as a Teacher Advances in understanding Curriculum Implementation Workshop to explore current Workshop best practice and utility aspects The Context of Clinical Teaching

1600-1630 COFFEE SYMPOSIUM SYMPOSIUM SHORT COM FRINGE SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM RESEARCH WORKSHOP SESSION 4 1630-1800 Fringe 1 Fringe Empathy Development 2 FAIRness and the FAIRness The Continuum of Medical Education clinical attachment Assessment: Clinical Integrating Anatomy Team-based Learning Team-based Curriculum Integration Continuing Professional Continuing Professional Student Career Choice and Clinical Teaching 2 and Clinical Teaching Technology and e-Learning Technology Training for General Practice Training Assessing the future healthcare International Medical Graduates professional – what is best practice?

PLENARY PRIVATE MEETINGS / MEET THE EXPERT SYMPOSIUM RESEARCH PAPERS / PHD REPORTS SHORT COMMUNICATIONS COURSES WORKSHOPS FRINGE POSTERS SECRETS OF SUCCESS Monday 6 September

GALA HALL 2 SECRETS 2 BARRA STAFFA MORAR NESS ETIVE FYNE KATRINE POSTERS POSTERS POSTERS POSTERS POSTERS SUCCESS O P Q R S T MTGS U V W X Y Z CROWNE PLAZA HOTEL SPEAKER SESSION PREVIEW 1 0830-1015

1015-1045 COFFEE WORKSHOP WORKSHOP WORKSHOP WORKSHOP WORKSHOP MEET EXPERT MEETING POSTERS POSTERS POSTERS POSTERS POSTERS SECRETS SESSION 2 1045-1245 Itiel Dror (Invite only) The Teacher Patient Safety Patient Development professionalism Meet the Expert: group facilitation Specialty Training Curriculum Planning Secrets of Success 1 Building skills for small Continuing Professional Continuing Professional and “problem” learners You can do it! Managing You Student assessment of faculty Evidence-based learning and Reviewing qualitative medical Reviewing challenging teaching situations AMEE Recognition of Excellence AMEE Recognition education research manuscripts change your educational practice assessment workshop: articles that will assessment workshop:

ESME ESTEME ESMEA 1245-1415 1-2 1-2 1-2 WORKSHOP WORKSHOP WORKSHOP WORKSHOP WORKSHOP POSTERS POSTERS POSTERS POSTERS POSTERS SECRETS SESSION 3 1415-1600 Simulation Outcome and Management of Written Assessment Written Secrets of Success 2 Is there a difference? Postgraduate Training Postgraduate Hearing versus listening: and Portfolio Assessment and Portfolio e-Learning: Case Studies e-Learning: Future of Medical Education: Future (TSP) and other key strategies to (TSP) and other key Caffeinating PBL: Innovations to Caffeinating PBL: Competency based Education Charting the course for change – The MedEdPORTAL Experience – The MedEdPORTAL learning in follow up PBL sessions maintain discovery, interactivity & maintain discovery, Using a Teaching Scholarship Plan Using a Teaching move your teaching to publication Open Education Resource Publishing Publishing Open Education Resource

1600-1630 COFFEE WORKSHOP WORKSHOP WORKSHOP WORKSHOP WORKSHOP MEETING POSTERS POSTERS POSTERS POSTERS POSTERS SESSION 4 1630-1800 Selection (invite only) Critical Thinking underachievement: Peer assisted learning Peer The role of open-book tests in medical curricula and peer/self assessment The Morbidity And Mortality Learning from our mistakes Learning Interprofessional Education Assessment and Feedback Making sense of academic Inspiration through creation! Planning and Implementing Using creative approaches to groups for educational research enhance emotional intelligence MEDINE2: Workpackage 5 and 6 MEDINE2: Workpackage How to design and facilitate focus A self-regulated learning approach A self-regulated Conference in medical education:

PLENARY PRIVATE MEETINGS / MEET THE EXPERT SYMPOSIUM RESEARCH PAPERS / PHD REPORTS SHORT COMMUNICATIONS COURSES WORKSHOPS FRINGE POSTERS SECRETS OF SUCCESS Tuesday 7 September

CLYDE LOMOND HALL ALSH ALSH BOISDALE BOISDALE CARRON CARRON DOCHART DOCHART GALA AUD AUD FORTH 1 1 2 1 2 1 2 1 2 LEVEN 1 A B C D E F G H I J K L M N PLENARY SESSION 5 0830-1015 2 Plenary

1015-1045 COFFEE SYMPOSIUM SYMPOSIUM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM RESEARCH WORKSHOP SESSION 6 1045-1245 Simulation The Teacher Patient Safety Patient Undergraduate Clinical Reasoning in the 21st Century Written Assessment Written in the 21st Century: Curriculum Planning Student Characteristics clear research question e-Learning Case Studies: e-Learning Young medical educator Young workshop: How to frame a workshop: Undergraduate Curriculum Medical student education Outcome-based Education: Interprofessional Education 1 Standard Setting and G Theory customer or partner in learning? The student-teacher relationship The student-teacher

AMEE AGM RESME 1245-1415 LUNCH 1-2 1-2 SYMPOSIUM SYMPOSIUM SYMPOSIUM SHORT COM PHD REPORT SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM RESEARCH WORKSHOP SESSION 7 1415-1600 Students The Lecture PhD Reports 2 PhD Reports Professionalism Clinical Teaching 3 Clinical Teaching future developments Postgraduate Training Postgraduate and its contribution to healthcare professions Teaching and Learning: and Learning: Teaching Peer Assisted Learning 1 Assisted Learning Peer Assessing the Professional Evaluation of the Teacher of basic science knowledge Outcome-based Education: Community Based Education up to date in education the Research in Medical Education Research Developing high-quality multiple- choice tests to assess application Faculty development and keeping development and keeping Faculty International Accreditation in Medical Education: VIII Ibero-American Session Education: VIII Ibero-American

1600-1630 COFFEE SYMPOSIUM SYMPOSIUM SHORT COM FRINGE SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM RESEARCH WORKSHOP SESSION 8 1630-1800 Fringe 2 Fringe for the future RESME COURSE Self Assessment (Closed session) Simulated Patients healthcare professional Postgraduate Education Postgraduate Approaches to Selection Preparedness for Practice Preparedness Postgraduate Education 2 Postgraduate in the training of future Interprofessional Education 2 The doctor we are educating Prescribing and Patient Safety and Patient Prescribing Implementation of e-Learning The future of the basic sciences Public Health and Promotion Public

CRAMET 1815-2000 Launch (Invite only)

PLENARY PRIVATE MEETINGS / MEET THE EXPERT SYMPOSIUM RESEARCH PAPERS / PHD REPORTS SHORT COMMUNICATIONS COURSES WORKSHOPS FRINGE POSTERS SECRETS OF SUCCESS Tuesday 7 September

GALA HALL 2 SECRETS 2 BARRA STAFFA MORAR NESS ETIVE FYNE KATRINE POSTERS POSTERS POSTERS POSTERS SUCCESS O P Q R S T MTGS U V W X Z CROWNE PLAZA HOTEL SPEAKER SESSION PREVIEW 5 0830-1015

1015-1045 COFFEE WORKSHOP WORKSHOP WORKSHOP WORKSHOP WORKSHOP MEETING POSTERS POSTERS POSTERS POSTERS SECRETS SESSION 6 1045-1245 (invite only) behaviours and Learning at the bedside Based Learning Staff Development Teaching CanMEDS Teaching BEME Steering Group Secrets of Success 3 Introduction to Team Introduction to Team Addressing unethical International Dimensions Approaches to Teaching Approaches to Teaching Dundee Poly-professionalism Dundee Poly-professionalism Constructing problem-based learning cases: hands-on training Learning and Theories of Learning Learning Inventories: A method to teach and self-assess healthcare professionalism self-assess Problem Based Learning, Team Based Team Based Learning, Problem

ESME ESTEME ESMEA 1245-1415 1-2 1-2 1-2 WORKSHOP WORKSHOP WORKSHOP WORKSHOP WORKSHOP MEET EXPERT MEETING POSTERS POSTERS POSTERS POSTERS SECRETS SESSION 7 1415-1600 David Irby (invite only) performance Meet the Expert: based education Safer Patients with Safer Patients and Learning Styles and Learning the web generation Collective Learning? Curriculum maps for Secrets of Success 4 Communication Skills Student Characteristics and Leadership Training and Leadership What are the benefits of Educational Management inter-institutional partnerships? inter-institutional to implementing competency Or enhancing medical student Medical Teacher Editorial Board Medical Teacher Diagnosing and treating barriers Curriculum Educational Strategies We can improve your performance!We

1600-1630 COFFEE WORKSHOP WORKSHOP WORKSHOP WORKSHOP WORKSHOP MEET EXPERT MEETING POSTERS POSTERS POSTERS POSTERS WORKSHOP SESSION 8 1630-1800 Liz Farmer (invite only) Say it better: and Mentoring Meet the Expert: Encounter (TOSCE) BEME Review Groups BEME Review assess professionalism Miscellaneous Subjects Student Career Choice in developing countries: Developing an appraisal Basic Science Education Clinical Assessment/OSCE Effective use of visual aids of Glasgow Medical School The McMaster-Ottawa Team Team The McMaster-Ottawa Observed Structured Clinical with multisource-feedback to Research Collaboration Paper Research A workshop on the first CRAMET Facilitating medical education Facilitating Part II: learning from each other II: Part Making assessment fair and equal: The PBL Experience at the University

1815-2000 IMEX Board Mtg

PLENARY PRIVATE MEETINGS / MEET THE EXPERT SYMPOSIUM RESEARCH PAPERS / PHD REPORTS SHORT COMMUNICATIONS COURSES WORKSHOPS FRINGE POSTERS SECRETS OF SUCCESS Wednesday 8 September

CLYDE LOMOND HALL ALSH ALSH BOISDALE BOISDALE CARRON CARRON DOCHART DOCHART GALA AUD AUD FORTH 1 1 2 1 2 1 2 1 2 LEVEN 1 A B C D E F G H I J K L M N PLENARY SESSION 9 0800-0930 Plenary 3

0930-1000 COFFEE SYMPOSIUM SYMPOSIUM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM RESEARCH WORKSHOP SESSION 10 1000-1145 Pot Pourri Pot Assessment The Teacher Postgraduate Clinical Teaching 4 Clinical Teaching the Multi Mini Interview Assessment: Feedback Peer Assisted Learning 2 Assisted Learning Peer e-Learning Case Studies: e-Learning Problem Based Learning 1 Based Learning Problem Selection for Medicine and The Education Environment The Curriculum and Training The Curriculum and Training Staff/Faculty Development 1 Staff/Faculty Postgraduate Education and Postgraduate effective Virtual Patient authoring effective Virtual Patient Hands-on structured approach to the Future Healthcare Professional the Future Continuing Professional Development Continuing Professional

1145-1230 LUNCH SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM SHORT COM WORKSHOP WORKSHOP SHORT COM SHORT COM WORKSHOP WORKSHOP WORKSHOP SESSION 11 1230-1400 Progress Test Progress Advanced topics Resources (OOER) Resources doctors in difficulty effective workshops How to plan and run Communication Skills Training for Teamwork Training The Student as Author Educational Research Entry to Medicine and The wealth in silence – of Teaching Resources of Teaching Dealing with more difficult Problem Based Learning 2 Based Learning Problem Staff/Faculty Development 2 Staff/Faculty Graduate Entry Programmes Measurement of clinical skills: Organising Open Educational Transition from Student to Doctor Transition communication beyond conversation

SESSION 12 1410-1540 Finale Spotlights Best of Fringe Best of Fringe

COURSE COURSES

1545-1730 RESME Course

PLENARY PRIVATE MEETINGS / MEET THE EXPERT SYMPOSIUM RESEARCH PAPERS / PHD REPORTS SHORT COMMUNICATIONS COURSES WORKSHOPS FRINGE POSTERS SECRETS OF SUCCESS Wednesday 8 September

GALA HALL 2 2 MORAR NESS ETIVE FYNE KATRINE POSTERS POSTERS POSTERS POSTERS O R S T MTGS U V W X SPEAKER SESSION PREVIEW 9 0800-0930

1015-1045 COFFEE WORKSHOP WORKSHOP WORKSHOP MEET EXPERT MEETING POSTERS POSTERS POSTERS POSTERS SESSION 10 1000-1145 OSCE (Invite only) Fred Hafferty Fred Meet the Expert: in the Early Years Simulated Patients / Simulated Patients Postgraduate Training Training Postgraduate in medical education and Health Promotion Humanities/Public Health Humanities/Public How to write an effective Using web lectures and other streaming video applications ESME Advisory Board Meeting Team-Based Learning module Learning Team-Based Evaluation of Clinical Teaching can we apply spiral curricula & Encouraging mobility in medicine: Encouraging mobility in medicine: modules of excellence to our own?

1245-1415 LUNCH WORKSHOP WORKSHOP WORKSHOP MEET EXPERT POSTERS POSTERS POSTERS POSTERS SESSION 11 1230-1400 Jim McKillop Student Support Meet the Expert: to Clinical Teaching Design decisions for in clinical assessment Curriculum Evaluation Patients and Evaluation Patients Student Challenges and competency-based training competency-based The Context and Approaches The patient voice as a means e-Learning, Technology, Virtual Technology, e-Learning, practice in medical education Portfolios in medical education: Portfolios to improve validity and reliability Using action research to improve

SESSION 12 1410-1540

COURSE COURSE COURSE 1545-1730 ESME Course ESMEA Course ESTEME Course

PLENARY PRIVATE MEETINGS / MEET THE EXPERT SYMPOSIUM RESEARCH PAPERS / PHD REPORTS SHORT COMMUNICATIONS COURSES WORKSHOPS FRINGE POSTERS SECRETS OF SUCCESS contents 1

SECTION 1: GENERAL INFORMATION Welcome to AMEE 2010 ...... 2 Committees and Staff ...... 2 Student Task Force ...... 3 Abstract Reviewers ...... 3 How to get to Glasgow ...... 4 Accommodation and tours ...... 4 Useful information ...... 5 Where to eat at and around SECC ...... 5 City centre maps with hotels ...... 6

Information about the Conference ...... 7 Getting to SECC ...... 7 Registration opening hours ...... 8 Internet ...... 8 Audio Visual arrangements ...... 8 CME accreditation and certificates of attendance ...... 8 Conference evaluation ...... 8

Information about the Academic Programme ...... 9 Conference sessions ...... 9 AMEE-ESME Courses ...... 12 Hands-on CPR opportunity ...... 13 Mobile Clinical Skills Unit ...... 13 Awards and Prizes ...... 13 Group meetings ...... 15

Exhibition ...... 16

Personal diary ...... 21

SECC plans ...... 22 GENERAL INFORMATION SECTION 2: PROGRAMME Saturday 4 September ...... 25 Sunday 5 September ...... 29 Monday 6 September ...... 33 Tuesday 7 September ...... 75 Wednesday 8 September ...... 115

SECTION 3: TOUR PROGRAMME AND EVENING EVENTS 143

SECTION 4: PRESENTERS INDEX ...... 147

– 1 – welcome to amee 2010

Dear Participant

Thank you for registering for AMEE 2010. We’re delighted to welcome you to another stimulating and action-packed AMEE conference programme, this time in Scotland where the AMEE Secretariat is based. We can’t guarantee warm and dry weather throughout your stay, but we can certainly promise you a warm welcome in the city of Glasgow.

This has been a difficult year for many, with greatly reduced funding for conference attendance, so we’re very grateful to you for committing what for many is a significant amount of money to attend AMEE 2010. You won’t be disappointed - the variety and number of sessions is greater than ever, and as always it was very challenging deciding what to include from the 1700 submitted abstracts. Over 2,200 participants are attending from 80 countries throughout the world.

Each year the Conference becomes more complex to organise, and involves a small army. We’re very grateful to everyone who has helped in setting it up, in particular the Local Organising Committee and Sponsoring Organisations, the students and the abstract reviewers and of course all those who are contributing to the programme.

Thank you again. We hope you enjoy the Conference, and that you make new friends, and renew old acquaintances.

MADALENA PATRÍCIO (AMEE President) On behalf of the AMEE Executive Committee and Secretariat

AMEE EXECUTIVE COMMITTEE ENDORSING ORGANISATIONS Madalena Patrício (AMEE President) Ronald M Harden (AMEE General Secretary/Treasurer) Scottish Deans Medical Education Group (SDMEG) Kati Hakkarainen Royal College of General Practitioners (West Faculty) Jean Jouquan Royal College of Physicians and Surgeons of Glasgow Jorge L Pales NHS Education for Scotland Charlotte Ringsted Scottish Clinical Skills Network Trudie Roberts Medical and Dental Defence Union of Scotland (MDDUS) Cees van der Vleuten NHS and Clyde Margarita Barón Maldonado (ex officio) Stefan Lindgren (ex officio) LOCAL ORGANISING COMMITTEE Robbert Duvivier (Student Representative) Jill Morrison (Chair) Pat Lilley (AMEE) Bernardo Bollen-Pinto (Jr Dr Representative – coopted) Viv Binnie (CES/DS) David Marshall (NES) Joanne Burke (CES) Kenneth Mullen (CES) AMEE SECRETARIAT Phillip Evans (CES) Anna O’Neill (CES/DN) Pat Lilley (Operations Director) Hazel Grant (MS) Paul Rea (MS) Tracey Thomson (Administrator) Jenny Hammond (VET) Veer Shah (Student) Sarah Brogan (MedEdWorld Administrator) Ronald Harden (AMEE) Martin Sullivan (VET) Lorna Buj (Secretary) James Herron (Student) Tracey Thomson (AMEE) Morag Campbell (Medical Teacher Journal Coordinator) Susan Jamieson (CES) Louise Willerton (MS) Trevor Gibbs (Development Officer) David Kennedy (Student) Claire Wilson (Student) Sharon Marr (Secretary) CES: Centre for Educational Scholarship, University of Glasgow; MS: Medical School, University of Glasgow; AMEE REGISTRATION DESK STAFF NES: NHS Education for Scotland; Tracey Thomson Morag Campbell DN: Division of Nursing, University of Glasgow; Sian Adams Jane Litherland VET: Faculty of Veterinary Medicine, University of Glasgow Sarah Brogan Lilian Swaen Lorna Buj AMEE TECHNICAL SUPPORT Molly Gunn Alistair Stewart DESKTOP PUBLISHING Lynn Thomson

– 2 – AMEE STUDENT TASKFORCE – LOOK OUT FOR THE YELLOW POLO SHIRTS! AMEE is pleased to have a large group of student helpers, both local and international, attending the Conference, coordinated 1 by David Kennedy (University of Glasgow) and Robbert Duvivier (AMEE Student Representative). We are grateful to the following students for their participation:

Local Students: Kate Chapman Roya Hassanzadeh Stephanie Lip Margaret Shi Timothy Crocker-Buque Scott Houston Iain Martin Natalie Smee Claudia Del Vecchio Rosanne Howarth Louise Peddie Naomi Sing Jiun Ting Bridget Dougherty Catriona Kerr Wilson Alastair Rankin Ruijun Wang Kevin Garrity Kara Kozak Adrian Raudaschl Sarah Williams Angela Gillan Mirren Lachendro Sarah-Louise Richardson

International Students: Rasheed Alameer Robbert Duvivier Kaouther Limam Luis Mateo Pino López Flaviu Bodea Ioana Goganau Liene Locmele Paul Schwanitz Albert Borg Sara Hassan Eva Manganari Matthew Stull John Brockman Habiba Hassouna Maxime Moulin Fia Ten Brink Raphael Buttigieg Lamia Jouini Wael Nasri Margot Weggemans Heng-Hao (Leo) Chang Marta Kiszkielis Rille Pihlak Sandra Zeuner Raquel Correia

For further information on some of the social activities arranged, and for a schedule of activities for students please visit the student desk, in hall 5 of SECC, or see www.amee.org.

ABSTRACT REVIEWERS The review and selection of presentations from submitted abstracts is an increasingly onerous task. We are very grateful to the following reviewers for their assistance:

Research Paper Scientific Committee and Reviewers: Margarita Baron Maldonado, Katharine Boursicot, Janke Cohen-Schotanus, Eugene Custers, Peter de Jong, Agnes Diemers, Diana Dolmans, Erik Driessen, Berit Eika, Trevor Gibbs, Larry Gruppen, Robert Hulsman, Debbie Jaarsma, Vikram Jha, Nazan Karaoglu, Sue Kilminster, Sharon Krackov, Wiliam McGaghie, Leila Niemi-Murola, Charlotte Ringsted, Trudie Roberts, Miriam Ruesseler, Sally Santen, Johanna Schonrock-Adema, Pim Teunissen, Cees van der Vleuten, Pirashanthie Vivekananda Schmidt

PhD reports reviewers: Cees van der Vleuten, Albert Scherpbier

Short Communications, Poster, Fringe and Secrets of Success Submission Reviewers: Omar Al hussaini, Nigel Bax, Benno Bonke, Nicole Borges, Joanne Burke, Angel Centeno, Peter De Jong, Joke Denekens, John Dent, Steve Durning, Rachel Ellaway, Phillip Evans, Trevor Gibbs, Anita Glicken, Lindsey Glynn, Matthew Gwee, Kati Hakkarainen, Are Holen, Geir Jacobsen, Elizabeth Kachur, Hannah Kedar, Athol Kent, John McLachlan, Michelle McLean, Dianne Manning, Moira Maley, Henrique Martins, David Marshall, Jadwiga Mirecka, Debra Nestel, Jorgen Nystrup, Susan Pasquale, Madalena Patricio, Godfrey Pell, Paul Rea, Dujeepa Samarasekera, John Sandars, Joan Sargeant, Martin Sullivan, Olle ten Cate, David Thomas, Alistair Thomson, Herman van Rossum, Kevser Vatansever, Judith Wagter, David Wiegman, Louise Willerton, Andrzej Wojtczak, Hadi Zamanian, Nabil Zary GENERAL INFORMATION

– 3 – general information

Glasgow is easily reached by three international airports, Glasgow International, Glasgow Prestwick and Edinburgh International. Glasgow’s International Airport, with direct access to and from major European and North American cities, is less than 15 minutes drive by direct motorway link from the city centre. Visit www.glasgowairport.com/ for more information. The city sits on the nation-wide transport system with fast rail and road access to all the UK’s principal cities.

For more information on how to get to Glasgow visit: www.seeglasgow.com/seeglasgow/getting-here or www.secc.co.uk/attend/how-to-get-here.aspx or visit http://www.amee.org/index.asp?llm=71.

TRAVEL FROM THE AIRPORT TO THE CITY CENTRE By Taxi: taxis are available 24 hours a day to any destination and any distance. The approximate fare from Glasgow Airport to is £20.00-£22.00, from the taxi rank at the front of the terminal building.

By Bus: The Glasgow Flyer provides a high-frequency bus service to and from Glasgow City Centre and Buchanan bus station (stand 46). The journey time is 15 minutes to Glasgow Central rail station or 25 minutes to the bus station (single fare: £4.50).

Service 747 (AirLink cityService): First’s 747 AirLink service operates between Glasgow Airport and the city centre up to every 20 minutes, with a journey time to Buchanan bus station of around 48 minutes (single fare: £3.90).

ACCOMMODATION If you still need to reserve accommodation, please use the Glasgow City Marketing Bureau’s online reservation system – www.conferencebookings.co.uk/delegate/GMBAMEE2010. Enquiries should be directed to: Conference Accommodation Booking Service, Glasgow City Marketing Bureau, 11 George Square, Glasgow G2 1DY, UK. Tel: +44 (0)141 566 0821. Fax: +44(0)141 566 0822. Email: [email protected]. Accommodation representatives will be available at the following times at the Accommodation Desk situated in Hall 5, SECC near the AMEE Registration Desk. Saturday 4 September 0800-1700 Sunday 5 September 0800-1700 Monday 6 September 0730-1415

TOURS Booking enquiries should be directed to Travel Scot World, 5 South Charlotte Street, Edinburgh EH2 4AN. Tel: +44 131 226 3246. Fax: +44 131 220 1271. Email: [email protected]. A Travel Scot World representative will be available at the Tours desk situated in Hall 5, SECC near the AMEE Registration Desk at the following times: Saturday 4 September 1000-1600 Sunday 5 September 1000-1600 Monday 6 September 1000-1600 Any remaining ticket for tours may be purchased onsite from Travel Scot World at the times indicated above.

– 4 – USEFUL INFORMATION 1 CURRENCY: The currency in the UK is pound sterling. At the time of going to press the exchange rate is: €1=£0.83; $1=£0.64.

BANKING: The majority of banks are open Mon-Fri 0900-1700 with some city centre offices open Saturday morning. Automatic Teller Machines (ATMs) are widely available throughout the area and most are linked to Cirrus, Maestro or Plus international money systems. Visitors are advised to check with their local bank prior to travelling.

BUREAU DE CHANGE: Facilities can be found at the airports, train stations, most city centre banks, Tourist Information Centres and travel outlets. Glasgow, Abington and Hamilton Tourist Information Centres operate Bureau de Change and Western Union Money Transfer Services. Thomas Cook will be open for currency exchange at SECC on Monday and Tuesday.

CREDIT CARDS: VISA, Mastercard, American Express, Diners Club and JCB are accepted almost everywhere.

TIPPING: There are no hard and fast rules for tipping in Scotland. If you are happy with the service, a 10-15% tip is customary, particularly in a restaurant or café with table service. Tipping in bars is not expected. For taxi fares it is usual to round up to the nearest pound (£).

SMOKING: Smoking is banned in public places, including all enclosed or partly enclosed public areas.

ELECTRICITY: The standard voltage in Scotland is 240V AC, 50Hz. Plugs have 3 square pins and adapters are widely available. North American appliances need a transformer and an adaptor; Australasian/European appliances need only an adaptor.

HEALTH CARE AND TRAVEL INSURANCE: EU citizens are entitled to free or reduced cost medical treatment at National Health Service hospitals. With the exception of accident and emergency treatment, all non-EU members will be charged for medical treatment and must have adequate health insurance when travelling. It is strongly recommended that visitors to the UK arrange travel insurance to cover the loss of possessions and money as well as health and dental treatment.

WEATHER: September is one of the best months to visit Scotland, with about 14 hours of daylight. The weather can be somewhat unpredictable, so remember to pack a jacket and umbrella just in case.

CHILDREN: Please note that children are not permitted to attend any conference sessions and should not be left unaccompanied at any time in any of the areas being used by AMEE at the SECC.

DISABLED: Participants with disabilities are asked to contact the AMEE Office ([email protected]) in advance of the Conference so that we can do our best to make your conference participation as easy as possible.

CLOAKROOM: A cloakroom is available for participants’ use and costs £1 per item. It is located on the main concourse of the SECC.

ACCOMPANYING PERSONS: For £25 accompanying persons can participate in the opening reception on

Sunday evening and receive a 5 day conference travel ticket. Accompanying persons are not permitted to GENERAL INFORMATION attend any of the conference sessions.

WHERE TO EAT AT AND AROUND SECC: CAFFE RITAZZA: Located in the main concourse and offers speciality coffees, a full range of savoury bread lines, ciabattas, toasted paninis and flat sandwiches, plus a wide range of sweet pastries.

GALLERY BISTRO: With a full à la carte menu and daily specials, the Gallery Bistro provides the widest range of dining opportunities at the venue. The restaurant is open daily until 4.30pm for lighter snacks and more substantial meals. Booking is advisable (call 0141 576 3118 for bookings and daily specials).

CITY CAFÉ: Located in City Inn Glasgow Hotel which is situated approximately 200 yards from the main entrance to the SECC.

THE QUARTERDECK BAR AND LOUNGE: Located in the Ground Floor of the Crowne Plaza Hotel and is open daily from 0900hrs.

ONE: Located in the Ground Floor of the Crowne Plaza.

WHERE TO EAT IN GLASGOW: A list of recommendations will be available in your conference bag.

– 5 – city centre maps with hotels

http://www.amee.org/documents/Hotels%20and%20key%20venue%20distance%20map.pdf Subway S The Arches The Barony Collection Burrell CCA City Halls and Old Fruitmarket of Modern Art Gallery University Caledonian Glasgow Hall Concert Royal Glasgow Centre Science Glasgow an Art Lover House for Art Gallery Kelvingrove & Museum Hall Kelvin The Lighthouse Mitchell Complex Mór Òran The Piping Centre House Pollok Museum (2010) Riverside RSAMD Exhibition + Scottish Centre Conference St Mungo Museum Ship The Tall Building The Teacher Hall Trades of Glasgow University of Strathclyde University and Winter Gardens Palace People’s 1 2 3 9 4 5 6 7 8 10 11 16 17 18 24 25 12 13 14 15 19 20 21 22 23 26 27 28 29 30 31 Key Venues Key Thistle Glasgow Thistle Central Glasgow Travelodge Road Paisley Glasgow Travelodge South Inn City Centre Premier 15 mins by public transport 15 mins by public transport City Centre from 41 42 43 44 8 25 Winter Gardens and People’s Palace and People’s Winter Gardens miles 31 metres Glasgow Glasgow 0.5 Cathedral 750 0.45 WWW.SEEGLASGOW.COM Station St Mungo Museum 2 High Street 0.4 625 The Barony 0.35 City Halls and Old Fruitmarket 5 500 34 17 0.3 30 39 University University 10 mins by public transport 10 mins by public transport City Centre from Merchant City Merchant of Strathclyde 0.25 375 Premier Inn Charing Cross Premier Square Inn George Premier Quality Hotel Central SAS Radisson City Ramada Glasgow Hotel Swallow The Brunswick The Spires 9 28 Glasgow Glasgow 37 38 39 40 33 34 35 36 0.2 Buchanan Bus Station City Chambers 7 37 28 250 Trades Hall Trades Square George George University 15 44 Station Station Argyle Street Argyle Glasgow Caledonian Caledonian Glasgow 6 0.1 0.15 Queen Street S 7 10 30 125 Gallery of Gallery Modern Art 16 20 20 The 0.05 27 Building S Piping Centre 17 The 0 0 The Teacher 10 mins walk from 10 mins walk from City Centre Lighthouse Concert Hall Concert 14 Glasgow Royal Royal Glasgow 23 RSAMD 23 The Arches 35 1 Station Central 41 City Centre 4 S 25 Marks Hotel Marriott Glasgow Hotel Menzies Glasgow Hotel Glasgow Millennium Centre Glasgow Novotel City Centre Inn Glasgow Park Hotel Pond Street Inn Argyle Premier 42 36 25 26 27 28 29 30 31 32 1 5 11 of Art 24 4 32 29 CCA 40 Glasgow School Glasgow 22 9 House for an Art Lover (2.8 miles) an Art Lover House for (3.4 miles) Hampden Park House (4.2 miles) Pollok (4.2 miles) Collection Burrell 33

10 mins walk from City Centre 27 26 8 3 S 21 14 13 18 Station Anderston 18 Mitchell Complex 43 Fraser Suites Glasgow Fraser Grosvenor Hilton Glasgow Theatreland Holiday Inn Glasgow Gardens Hotel Du Vin at One Devonshire Ibis Hotel Jurys Inn Hotel Malmaison Glasgow Airport 8 miles 19 20 17 18 21 22 23 24 13 S 10 6 10 mins by public transport from City Centre Clyde Arc Clyde SECC Station 31 29 City Apartments Glasgow City Inn Glasgow Plaza Glasgow Crowne Hotel Devoncove Hotel Glasgow ETAP Hostel Euro by Holiday Inn Riverside Express by Holiday Inn Theatreland Express University University 12 of Glasgow 21 9 2 10 11 12 13 14 15 16 3 Media Park 24 19 Mór Òran Òran 19 (footbridge) Bells Bridge 15 Kelvingrove Kelvingrove S 11 (SECC) 16 Art Gallery & Museum Art Gallery 12 Centre Kelvin Conference Centre Centre Conference Scottish Exhibition + Scottish (opening early 2009) (opening early (footbridge) Glasgow Science Science Glasgow Millennium Bridge Millennium

15 mins by public transport from City Centre Ship The Tall West End West 26 S 38 ABode Hotel Angus Hotel Hotel Argyll Artto Hotel Square Blythswood Campanile Hotel Carlton George City Aparthotel Glasgow 1 2 3 4 5 6 7 8

Riverside Museum (2010) Riverside

03/06/08/E/D 22 2006 Bartholomew Collins ©

– 6 – information about the conference 1

CONFERENCE VENUE (see map on page 6) Scottish Exhibition and Conference Centre (SECC) Tel: +44 (0)141 248 3000 Glasgow G3 8YW Fax: +44 (0)141 226 3423 UK Email: [email protected] Web: ww.secc.co.uk/attend.aspx

All the main conference sessions and pre-conference workshops (except PCW 1 and PCW 17) will take place at the Scottish Exhibition & Conference Centre (SECC), with the exception of a few in-conference workshops that will be held in the adjoining Crowne Plaza Hotel and one at the Wolfson Building, University of Glasgow.

GETTING AROUND GLASGOW AND TO SECC Conference Travel Ticket: All pre-registered delegates and accompanying persons who have paid in advance of the conference will be provided with a 5 day conference travel ticket which will be included in your registration envelope. The conference travel ticket will allow you to travel on all bus services, overground train services, underground trains, as well as ferry services within the area. The pass also covers the airport bus link from Glasgow International Airport to the city centre and the train service from Glasgow Prestwick International Airport to the city centre. A useful tool to help you find your way around Glasgow is the traveline Scotland journey planner which is available online at www.travelinescotland.com/journeyplanner/enterJourneyPlan.do.

Train: Once you’re in Glasgow, your journey to SECC can be completed by train. Trains run to the SECC from the city centre with a journey time of just three minutes. The SECC has its own dedicated railway station allowing easy access from the city centre and the suburbs. Six trains an hour (around every 10 minutes) from Central Station (Platform 17 is on the lower level) will bring you to Exhibition Centre station in a journey time of just three minutes. Visit First Scotrail www.scotrail.co.uk or www.spt.co.uk/ for information on the quickest way to get to the SECC.

Subway: The subway is a circular route of 15 stations covering the centre and west of Glasgow. The route operates an inner circle (travels counter clockwise) and outer circle (travels clockwise), a trip round the entire circle would take only 24 minutes! You will need your ticket to operate the turnstile entrance to the platforms, but they are not needed to operate the exit turnstile. Tickets should however be kept for possible inspection. Full information on times, fares, frequency and tickets is available at www.spt.co.uk/subway/index.html. GENERAL INFORMATION

Taxi: There are taxi ranks throughout the city. The main pick-up points include Buchanan Bus Station, Queen Street and Central Stations and most of the larger hotels. An average journey from the city centre will cost around £5.00.

Bus: Coach operators run services to Glasgow’s Buchanan Bus Station from throughout the UK. Visit http://www. travelinescotland.com/welcome.do for coach travel links. A single fare to or from the SECC from Buchanan Bus Station on this service will cost around £2.00.

Road/Car: The SECC is just off Junction 19 of the . From the M8 take the westbound Clydeside Expressway (A8414). Exit at ‘SECC West’ slip to access our car parking facilities. Car Parking is £5.00 per car, per visit.

– 7 – REGISTRATION DESK OPENING HOURS Participants should register in Hall 5 of SECC at the following times: Saturday 4 September 0745-1730 Sunday 5 September 0800-1800 Monday 6 September 0715-1815 Tuesday 7 September 0800-1815 Wednesday 8 September 0800-1630 Please note that it will not be possible to mount posters and set up exhibits until 1430 hrs on Sunday 5 September. Participants attending both the elearning Symposium and AMEE 2010 should collect their registration materials from the registration desk situated in the Atrium, Wolfson Building, University of Glasgow.

Onsite payments: Participants who have made an agreement to pay their registration fees onsite should present their invoice at the onsite payments desk in Hall 5, SECC and must pay by credit card or cash (UK Pounds Sterling preferred. Euros and US Dollars can also be accepted – the exchange rate will be indicated at the time of payment).

Conference notice board and messages: Please check the boards near the registration desk for updates and for personal messages. Between Friday 3 September and Wednesday 8 September messages for the AMEE Secretariat may be sent to: [email protected].

INTERNET CAFE PCs for internet access are available in Hall 2 from Monday 6 September to Wednesday 8 September. WIFI Free wireless access is available for all delegates in the SECC; simply open internet explorer.

AUDIO VISUAL ARRANGEMENTS A computer with speaker and a data projector will be provided in all presentation rooms for plenaries, symposia, short communications and workshops. No audiovisual aids are provided for poster presentations. It is not possible to use your own computer for short communications, research papers, PhD sessions and Fringe sessions to avoid delay during changeover. If software other than PowerPoint is required for your presentation, please contact the AMEE office ([email protected]) as soon as possible. Pre-conference and conference workshop facilitators and symposia organisers may use their own computers if they wish. Presenters of short communications, Fringe, research papers and PhD reports should take presentations on CD or USB device to the technicians in the Speaker Preview Room located in Katrine, SECC from 1430 hrs on Sunday 5 September for preloading to the computer in your presentation room. If possible this should be done the day before your presentation, or a minimum of 2 hours before the start of your session. Name the file as follows: Session code and your family name, for example – 2C6 Smith.

CME ACCREDITATION AND CERTIFICATES OF ATTENDANCE The Royal College of Physicians has awarded 20 points for attendance at the main AMEE 2010 Conference. A register of attendance will be available to sign and certificates of participation for pre-registered participants will be in registration wallets.

CONFERENCE EVALUATION An online conference evaluation form will be available for completion immediately after the conference. A copy can also be found on the USB memory stick in your registration wallet. Pre-conference and conference workshops will be evaluated separately. Facilitators will hand these out and they should be completed and returned to the student helper assigned to the workshop or handed in to the AMEE registration desk. Alternatively they can be faxed/mailed back to the AMEE Office after the conference.

– 8 – academic programme 1

PLEASE NOTE: The plenary sessions and the symposia taking place in the Clyde Auditorium will be videoed, and will be webstreamed for participants unable to attend the Conference.

Programme: A programme will be available for collection from the Registration Desk with your registration materials.

Abstract Book: In order to save paper, we are for the first time providing the abstract book and delegate list on a USB memory stick which can be found in your registration wallet. Some print-outs of the abstract book will be available for consultation by the registration desk.

Language: The language of all conference sessions will be English.

CONFERENCE SESSIONS Plenary sessions: A plenary session will take place each morning, with an additional, final plenary session on Wednesday afternoon. Question and discussion time has been allocated at the end of each plenary. Plenary presentations will take place in the Clyde Auditorium and will be videoed.

Symposia: Fifteen symposia on a wide range of topics are included in the programme. All symposia in the Clyde Auditorium will be videoed.

Short Communication Sessions: Each presenter is allocated 10 minutes for presentation followed by 5 minutes for questions. All sessions will have a chairperson. Fifteen minutes is provided for a group discussion at the end of the session, if time permits, in which case an Opening Discussant has been appointed.

• Information for short communication presenters: Whether or not you are used to making presentations at conferences and meetings, your presentation at AMEE 2010 will be an exciting opportunity to demonstrate your work to colleagues from around the world. Since you only have ten minutes to make an impact, conciseness and clarity will be key features of your presentation. We suggest you try out your presentation in advance on some colleague to get their feedback as to whether your message and your slides were clear. After you have given your presentation we hope you will stay on for the rest of the session, ask questions of your fellow presenters if the opportunity arises and take part in the general discussion if time permits. By doing this we hope it will enhance the experience for you, the other presenters and the audience. – Note carefully the time and location of your session as listed in the programme; – Hand in your PowerPoint presentation at the Speaker Preview Room on CD or USB device from Sunday 5 Sept, preferably the day before, but a minimum of 2 hours before your presentation; it will be pre-loaded onto the computer in your presentation room;

– Go to your presentation room at least 15 minutes before the scheduled start of the session and introduce GENERAL INFORMATION yourself to the chairperson; – Think carefully about how you use PowerPoint slides. These should enhance and not detract from your message. Bear in mind that you only have 10 minutes and don’t be tempted to try to include too many slides; – Ensure your slides are clear, that there is not too much text to read in the limited time available and that the type is large enough to be legible for those sitting at the back of the room; – Speak slowly and clearly, remembering that for many in your audience English may not be their first language; – Leave sufficient time for a short summary of your point(s) and think about what message you would like to leave the audience with when you finish; – A single page handout giving the key messages from your presentation and your contact details can be useful; – Keep strictly to the 10 minutes allocated for your presentation. The chairperson will ask you to stop when your time limit has expired; – Be ready to take questions as time permits.

– 9 – • Role of the chairpersons of short communication sessions: – Before the session starts, check that the presenters and opening discussant (if one has been appointed) are present; any last minute changes to the programme will be provided immediately before the session starts. You need not worry about loading the presentations as this will already have been done by the technicians. A student will be available to assist you if required, and a technician can be called in case of technical problems; – Introduce each speaker according to the programme, and ask him/her to stop speaking when the allotted 10 minute presentation period is over (a timer will be provided for your use); – Allow 5 minutes for questions between presentations; – If a 15 minute discussion period has been allocated, ask the opening discussant to lead off the discussion; – If a speaker does not arrive, arrange for the 15 minute period to be used for further discussion; the next presentation should not start until the scheduled time; – Draw the session to a close and thank participants.

• Role of the opening discussant of short communication sessions: – Following all the presentations, introduce the topic in the context of the papers presented and highlight some of the key points arising from the papers that might be addressed in the discussion that follows. The introduction should take no more than 2-3 minutes; – Facilitate the discussion as appropriate.

AMEE Fringe: The AMEE Fringe, which started in 2004, becomes more popular each year, providing the opportunity to see something a little different – a new and perhaps provocative or idiosyncratic approach to healthcare professions education. This year, to celebrate its huge success, the final plenary will include a 30 minute Fringe session, chaired by Rachel Ellaway. Don’t leave the Conference early or you risk missing something really special!

Conference workshops: There are 48 conference workshops from which to choose. Workshops are of varying lengths depending on the session to which they are allocated, and may be at beginner, intermediate or advanced level. An indication of the level and whether previous knowledge/experience of the topic is advised will be included in the abstract. There is no additional charge for conference workshops. Online sign- up for workshops will be open from 2-20 August. Login in at http://www.amee.org/Login.aspx. A few tickets for each conference workshop will be available at the Workshop Registration Desk from Monday morning on a first come, first served basis. Entry to workshops will be strictly by pre-registration only (there will be a confirmation letter in your registration wallet if you pre-booked, or you will be given a ticket if you apply onsite for one of the remaining places), and we ask you please to observe this request so that workshops do not become overcrowded. If you decide not to attend a pre-booked workshop, please let the registration desk know so that they may allocate a ticket to another delegate.

PhD Reports: PhD reports in healthcare professions education completed within the last three years have been selected from submitted abstracts. These will be presented in two sessions, one on Monday and the other on Tuesday. Presenters should follow the instructions for short communications, the only difference being that 12 minutes is allocated for presentation, followed by 8 minutes for questions and discussion. Any remaining time at the end of the session will be used for general discussion of the issues raised from any or all of the papers.

Poster Sessions: Posters are an important part of the AMEE conference and are much valued by participants, as evidenced from the evaluation forms. In fact it can be much more difficult to produce a high-quality poster and present it effectively than to present a short communication. They are a useful method of communicating ideas about new approaches to education and research, they are highly visible, being available throughout the conference, and many examples of educational innovation have begun their life as a poster. To give them even greater value, themed sessions are scheduled in the AMEE programme, where presenters introduce the key messages of the poster to the group, followed by a group discussion. Each session will have a Chairperson, who often has a specific interest in the theme of the session. Hints on preparing posters for AMEE Conferences is available on the AMEE website: http://www.amee.org/documents/Hints%20on%20preparing%20posters%20for%20AMEE%20Conferences.pdf.

– 10 – • Poster mounting instructions: – Posters should be a maximum of 95 cm wide and 150 cm high (portrait orientation). If it is larger than this, 1 we regret it may not be possible to mount the poster; – Please bring your poster with you – do not send it to us in advance; – Posters should be mounted on Sunday 5 September from 1430-1800 hrs or between 0800-1000 hrs on Monday 6 September (in order to qualify for entry to the Poster Prize competition, details of which will be given in the final programme). All posters will be located in Hall 2. A board will be provided, labelled with the poster number, title and authors. Fixing materials (looped velcro) will be provided. Please do not affix posters to any place other than the board to which it has been allocated, and use only the fixing material supplied; – Posters should be taken down between 1415-1600 hrs on Wednesday 8 September. Posters not removed by this time will be taken down and may be destroyed.

• Structure of poster sessions and role of the Chairperson: – Each themed group has been allocated a discussion session in the programme which will take place around the poster boards. Presenters should meet the Chairperson by the poster boards ten minutes before the scheduled start of the session. The Chairperson will lead the group round the boards, each presenter giving a 2-3 minute introduction of his/her poster to the group. This will be followed by a short period for questions and discussion. The Chairperson will introduce each presenter and keep the session to time. Any time at the end of the session could be used for discussion or for individual viewing. No audio-visual aids, other than the poster, will be available. – In addition to the formal poster presentation session, presenters are encouraged to be available by their poster at some time during lunch and/or coffee breaks. It is helpful to fix a note to your poster board indicating when you will be available if anyone wishes to meet with you outside of the scheduled session. A handout with the key messages of your poster and your contact details is helpful, and you are encouraged to bring some with you.

Research in Medical Education Papers: Research in Medical Education Papers, have been selected by the Scientific Committee and reviewers as good examples of research in medical and healthcare professions education. These sessions, grouped by topic area, have an emphasis on methodology. Presenters have 12 minutes to present, followed by 8 minutes for questions. At the end of the session there will be a general discussion. The chairperson of each session has been asked to direct the questions and discussion to issues relating to choice of methodology, issues relating to the implementation of the study including resource implications, and issues relating to the analysis and reporting of the data, rather than to the medical/healthcare professions education theme of the session.

Secrets of Success: ‘Secrets of Success’, give presenters the chance to demonstrate an innovation in healthcare professions education with which they have been associated. A ‘Secret of Success’ may be a product or a resource that has been implemented in the presenter’s institution, and which other participants may wish to replicate. ‘Secrets of Success’ sessions are scheduled throughout the Conference, located in the Exhibition area in Hall 5. GENERAL INFORMATION Spotlights: Some ‘Spotlight’ topics have been selected for presentation in the closing plenary. The presenters have been asked to highlight what for them were the key, take-home messages relating to presentations on the topic.

– 11 – AMEE-ESME COURSES

Essential Skills in Medical Education (ESME) Course: An introductory teaching qualification for doctors Course Faculty: Stewart Mennin (University of New Mexico, USA) Ruy Souza (Federal University of Roraima, Brazil) Course Schedule: Saturday 4 September 0900-1700 hrs Sunday 5 September 0900-1230 hrs Monday 6 September 1300-1400 hrs Tuesday 7 September 1300-1400 hrs Wednesday 8 September 1545-1730 hrs Note: A few places remain on this course – please contact the AMEE Office if you would like to take part.

ESME Assessment (ESMEA) Course: A course aimed at participants new to assessment who wish to gain a general understanding and basic skills in assessment Course Faculty: Katharine Boursicot (St George’s, University of London) Trudie Roberts (University of ) Sydney Smee (Medical Council of Canada) Brownie Anderson (AAMC) Richard Fuller (University of Leeds) John Patterson (Barts and the London School of Medicine and Dentistry) Course Schedule: Saturday 4 September 0900-1700 hrs Sunday 5 September 0900-1230 hrs Monday 6 September 1300-1400 hrs Tuesday 7 September 1300-1400 hrs Wednesday 8 September 1545-1730 hrs Note: A few places remain on this course – please contact the AMEE Office if you would like to take part.

Essential Skills in Technology Enhanced Medical Education (ESTEME) Course: An introduction to some essential principles and methods for identifying, selecting and utilizing technology to enhance medical education Course Faculty: Ross Scalese, Jorge Ruiz (Gordon Centre for Research in Medical Education, USA) David Cook (Mayo Clinic Rochester, Minnesota, USA) Course Schedule: Sunday 5 September 0900-1700 hrs Monday 6 September 1300-1400 hrs Tuesday 7 September 1300-1400 hrs Wednesday 8 September 1545-1730 hrs Note: A few places remain on this course – please contact the AMEE Office if you would like to take part.

Research Essential Skills in Medical Education (RESME) Course: An introduction to some essential principles and methods of research in medical education Course Faculty: Charlotte Ringsted (University of Copenhagen, Denmark) Albert Scherpbier (Maastricht University, Netherlands) Brian Hodges (University of Toronto, Canada) Course Schedule: Saturday 4 September 0900-1700 hrs Monday 6 September 1300-1400 hrs Tuesday 7 September 1300-1400 and 1630-1800 hrs Wednesday 8 September 1545-1730 hrs Note: Course Full

– 12 – HANDS-ON CPR OPPORTUNITY FOR ALL DELEGATES There is an opportunity to book a 15 minute slot during the Conference and experience a one-to-one 1 instructional session on a CPR simulator in a non-threatening environment with feedback from the simulator. This will provide an opportunity to obtain first-hand experience of learning from a simulator and see how repetitive practice with specific focused feedback can accelerate learning. It will also give you an opportunity to master or update the essential skill of cardiopulmonary resuscitation (CPR). Four simulation stations will be available in Hall 5 of the SECC located next to the Laerdal Exhibit. The CPR stations will be available at the following times and qualified staff will be available to assist: Monday: 1020-1800 hrs Tuesday: 1020-1800 hrs Wednesday: 1000-1330hrs Booking for these 15 minute sessions starts online on 2 August through: http://laerdal.cvent.com/event/AMEE2010. Email confirmation will be sent. Any remaining places may be booked on site by visiting the Laerdal Exhibit in Hall 5 from Monday 6 September from 0800 hrs.

THE MOBILE CLINICAL SKILLS UNIT The unit, which delivers state of the art, simulation-based education to remote and rural areas of Scotland, will be parked outside SECC during the Conference, to allow participants the opportunity to see at first hand this innovative approach to clinical skills training, and to try out some of the equipment.

AWARDS AND PRIZES Miriam Friedman Ben-David New Educator Award: Awarded for the first time at AMEE 2008, the Miriam Friedman Ben-David New Educator Award will be presented to an educator with less than five years’ experience in teaching, who in the Committee’s view has made a significant contribution to teaching in medicine and the healthcare professions. The winner is chosen from nominations received in the AMEE Office before 30 May and the selection is made by a Sub-Committee of the AMEE Executive Committee and will be announced in the closing session on Wednesday 8 September.

AMEE Awards with support of the Patil family: The awards have been made possible through a donation from Professor Nivritti Patil, University of Hong Kong, in memory of his father. The winners of the awards will be decided by conference participants, who are asked to select the short communication that they believe has made a novel contribution to the Conference in each of the following areas: 1) curriculum planning/evaluation; 2) assessment; 3) teaching and learning; 4) student issues; 5) research in medical education. GENERAL INFORMATION In each registration pack are five coloured slips, one for each of the above categories, and you may place one vote per category. Please enter on the appropriate slip the presentation code number and name of the presenter or first author of the short communication you think best meets the criterion. These should be put into the box on the registration desk by 1430 hrs on Wednesday. Award winners will be announced in the closing session on Wednesday 8 September and will receive one year’s free membership of AMEE including subscription to Medical Teacher with hard copy and online access and free membership of AMEE’s new initiative MedEdWorld. Note: all participants are encouraged to vote!

Medical Teacher Poster Prize: The aim of the prize is to select examples of good practice in preparing posters. During the afternoon of Tuesday 7 September, a rosette will be attached to the board of the 10 posters selected by the Committee for the short list, from which the winner will be selected and announced at the closing session on Wednesday 8 September. Participants can therefore see the posters that, in the opinion of the Committee, best reflect the aspects of a good poster. The Committee will consist of conference participants including teachers and students.

– 13 – AMEE is grateful to the publishers of Medical Teacher, Informa, for once more providing the poster prize, consisting of £350 plus one year’s free AMEE membership, which includes a free personal copy of Medical Teacher, online access and free membership of AMEE’s new initiative MedEdWorld. Alternatively the winner may choose free registration for AMEE 2011 in Vienna, Austria, in addition to AMEE membership. Please see the AMEE website for hints on preparing posters and the criteria for judging posters (http://www.amee.org/documents/Hints%20on%20preparing%20posters%20for%20AMEE%20Conferences.pdf)

AMEE Poster Quiz: All participants, whether poster presenters or not, are eligible to enter the poster quiz, consisting of questions that can be answered by looking at the posters as mounted. A copy of the quiz will be included in each conference pack, and should be completed and returned to the AMEE desk by 1800 hrs on Tuesday 7 September. The winner will be announced at the end of the closing session on Wednesday 8 September and will receive free membership of AMEE and MedEdWorld for one year.

Visit the Haptic Cow & Betsy at the ‘Secrets of Success’ Booths Date: Wednesday 8th September Time: 0800-1300 The Haptic Cow is a virtual reality tool, whereas Betsy is a physical mannequin. Crucially, these are complimentary aids to learning and training in reproductive problems. The secret of their success is that they allow training without the use of live animals, at a stage where the steep learning curve involves the risk of potential significant damage to the alimentary and reproductive tracts. consequently, they address ethical and well being issues in relation to animal use. Betsy allows students to experience actual rectal examination and reproductive palpation whereas the Haptic cow allows the trainer to observe and modify the student’s digital manipulation of the reproductive tract. Professor Martin Sullivan, School of Veterinary Medicine, College of Medical, Veterinary & Life Sciences, 464, Bearsden, Glasgow G61 1QH. [email protected]

– 14 – group meetings 1

The following groups will be hosting private meetings during AMEE 2010.

AMEE AGM (AMEE MEMBERS ONLY) IMEX BOARD (INVITE ONLY) Date: Tuesday, 7 September Date: Tuesday, 7 September Time: 1300-1400 Time: 1815-2000 Location: Hall 1 Location: Fyne, Loch Suite

AMEE EXECUTIVE COMMITTEE (CLOSED SESSION) INTERNATIONAL GENERIC SKILLS Date: (1)Saturday, 4 September; RESEARCH GROUP (INVITE ONLY) (2)Thursday, 9 September Date: Sunday, 5 September Time: (1)1830-2200; (2)0900-1300 Time: 1700-1900 Location: Crowne Plaza Hotel, Executive Boardroom Location: Ness, Seminar Suite

BEME STEERING GROUP (INVITE ONLY) MEDEV ‘SPONSORED LUNCH’ (INVITE ONLY) Date: Tuesday, 7 September Date: Tuesday, 7 September Time: 1045-1245 Time: 1300-1400 Location: Fyne, Loch Suite Location: Firths Bar, Clyde Auditorium Complex

CARDIFF ALUMNI LUNCH (INVITE ONLY) MEDICAL TEACHER EDITORIAL BOARD (INVITE ONLY) Date: Monday, 6 September Date: Tuesday, 7 September Time: 1300-1400 Time: 1415-1600 Location: Hall 1 Location: Fyne, Loch Suite

CRAMET LAUNCH (INVITE ONLY) SCHOOL OF HEALTH PROFESSIONS EDUCATION, Date: Tuesday, 7 September MAASTRICHT UNIVERSITY (STUDENTS/ALUMNI ONLY) Time: 1815-2000 Pre-conference workshop on Faculty development Location: Gala Bar, Clyde Auditorium Complex Date: Sunday, 5 September Time: 13.45-16.45 Venue: Campanile Hotel Glasgow SECC, ESME ADVISORY BOARD (INVITE ONLY) Monet Suite, Glasgow Date: Wednesday, 8 September This workshop is open for students and alumni of the Time: 1030-1200 Master of Health Professions Education and the PhD Location: Fyne, Loch Suite Programme in Health Professions Education. For more information please visit www.she.unimaas.nl and click the button ‘SHE Alumni’. You can register by sending an email AMEE RECOGNITION OF EXCELLENCE MEETING to [email protected]. (INVITE ONLY)

Date: Monday, 6 September GENERAL INFORMATION VIEW AGM (VIEW MEMBERS ONLY) Time: 1045-1330 Date: Monday, 6 September Location: Fyne, Loch Suite Time: 1300-1400 Location: Dochart 2, Loch Suite HARVARD MACY ALUMNI SCHOLARS LUNCHEON (INVITE ONLY) Date: Monday, 6 September Time: 1300-1400 Location: Mezzanine

IAMSE LUNCHEON (INVITE ONLY) Date: Tuesday, 7 September Time: 1300-1400 Location: Mezzanine

– 15 – exhibition

The exhibits are located in Hall 5, SECC.

Exhibit Hours: Sunday 5 September: 1430-1800 hrs: exhibitor move in Monday 6 September: 0800-1800 hrs: exhibition open Tuesday 7 September: 0800-1800 hrs: exhibition open Wednesday 8 September: 0800-1415 hrs: exhibition open Wednesday 8 September: 1415-1545 hrs: exhibitor move out Wednesday 8 September: 1545-1800 hrs: tear-down

PREMIUM COMMERCIAL EXHIBITORS

ADAM, ROUILLY LIMITED Castle Road, Eurolink Business Park, Sittingbourne, Kent ME10 3AG, UK. Tel: +44 (0)1795 471378 Fax: +44 (0)1795 479787 Email: [email protected] Adam,Rouilly Serving Medical Education for more than 90 years. Since 1918 we have supplied the very best in Skeletons, Anatomical Models and Skills Simulators to Hospitals, Medical Schools, Universities and Healthcare Professionals all over the world. Our Clinical Skills simulators assist in the teaching and learning of correct techniques for Intravenous Infusion, Phlebotomy, Catheterisation, and many other essential skills. In addition to the simulators that Adam,Rouilly manufactures, we also supply models from other quality manufacturers from around the world. For further information please visit our stand and talk to us.

INMEDEA GMBH Gerhard-Kindler-Straße 6, 72770 Reutlingen, Germany. Tel: +49 (0)7121/12706-0 Email: [email protected] INMEDEA GmbH is provider of INMEDEA Simulator, a web-based E-Learning solution accredited for medical education and training. Targeted at medical doctors, students and other healthcare professionals, INMEDEA Simulator features realistic patient simulations within a virtual hospital environment. Self-contained diagnosis and treatment of virtual patients is trained realistically and medical expertise is imparted in an attractive, almost game-like way. Very convenient and independent from time and place, INMEDEA Simulator assists medical schools, hospitals, the pharmaceutical industry and other healthcare providers and organisations in their mission to provide high-quality continuing medical education.

KOKEN CO., LTD 3-14-3 Mejiro Toshima-ku, Tokyo 171-0031, Japan. www.kokenmpc.co.jp The development of astonishingly lifelike models for training makes a significant contribution to improving medical care. Koken continues to develop life simulation modesl which garner the highest evaluations from medical profesionals worldwide. They contribute to ongoing improvement of medical techniques in various treatment situations. Koken is proud of its long history in this field, having developed a great deal of original technology and manufacturing techniques which have contributed to a high level of quality.

– 16 – KYOTO KAGAKU CO., LTD 1 5 Kitanekoya-cho, Fushimi-ku, Kyoto 612-8388, Japan. 1 Tel: +81 75 605 2510 Fax: +81 75 605 2519 Email: [email protected] www.kyotokagaku.com Have you already tried M55 Suture Evaluation Simulator in AMEE 2009? Are you interested in new learning- end software incorporatable in the Cardiology Simulator “K”? KYOTO KAGAKU, a Japanese manufacture with over 60 years’ experience in the field, is keep enriching its unique and high-quality range of medical simulators and medical imaging phantoms. What you will find at AMEE 2010: FASTFAN: a ultrasound phantom for emergency medicine, Epidural Puncture Simulator that covers the lumbar and thoracic spine area, Edema Palpation Model, Strap-on Thoracentesis Simulator. In addition, one of our 2010 themes is high-fidelity simulators with objective skills evaluation. We look forward to having your visit, your experiencing the quality of our latest models and your precious feed-backs on them.

LAERDAL MEDICAL AS www.laerdal.com Laerdal Medical is a global corporation dedicated to helping save lives through the advancement of the cause of resuscitation and emergency care. The vision of Laerdal is that no-one should die or be disabled unnecessarily from sudden illness or trauma. Since its creation of the pioneering, and now world famous CPR practise manikin in 1960, the Resusci Anne; many more innovative products have followed to improve and support education for Healthcare Professionals around the world, as well as facilitate the spread of CPR knowledge and skills to the would-be Samaritan in the wider lay community. The Laerdal Corporation employs in the region of 1,300 people in more than 20 countries and has further international representation through a network of over 50 distributors. All employees are committed to the company ethos of ‘helping save lives’ through the ongoing research, development and supply of innovative products to improve patient outcomes.

SPEEDWELL Tel: 01223 815210; Fax: 01223 864962; Email: [email protected]; www.speedwell.co.uk With over 25 years experience in the examination and assessment market, Speedwell has earned a reputation for providing medical examination software to some of the most prestigious institutions in the UK and worldwide.

Speedwell gives you everything you GENERAL INFORMATION need to control the entire examination process. Data collection is easy, using fast and accurate OMR technology, scanning at 2200 sheets per hour. Sophisticated analysis and reporting is available at the touch of a key. Visit us on stand 12 to see an OMR in action and talk to an examinations specialist.

UNIVERSITY OF MIAMI GORDON CENTER University of Miami Gordon Center, PO Box 016960 (D-41), Miami, Florida 33101, USA. Tel: +1 305 243 6491. Fax: +1 305 243 6136. Email: [email protected]. www.gcrme.miami.edu For 40 years, the Gordon Center for Research in Medical Education has pioneered simulation technology and developed proven training systems that are used for multiprofessional healthcare education at nearly 1400 institutions worldwide. These include “Harvey,” the Cardiopulmonary Patient Simulator – the only simulator for learning bedside cardiac examination and diagnosis that has been proven to teach skills that transfer to real patients – and the “UMedic” multimedia computer programs in cardiology and neurology. These educational systems are also used for the assessment of clinical competence, including high-stakes settings such as the Canadian Royal College Internal Medicine certification examination.

– 17 – COMMERCIAL EXHIBITORS

ELSEVIER HEALTH www.elsevier.com or telephone: +44 (0)1865 844644 Elsevier Health advances medicine by delivering superior education, reference information and decision support tools to medical student and medical professionals. We would love to meet you so drop into the Elsevier stand for a chat. Discounts on books and complimentary journals available.

ERLER-ZIMMER GMBH & CO. KG Hauptstrasse 27, 77886 Lauf, Germany Manufacturers of anatomical models, simulators and charts

JOHN WILEY & SONS LTD John Wiley & Sons, The Atrium, Southern Gate, Chichester, West Sussex PO19 8SQ. Elizabeth Johnston ([email protected]) or Neil Burling ([email protected]) Wiley-Blackwell’s medical education list continues to grow year on year and we now have more titles than ever. There are new editions and brand new content in all our major series that now provide the widest possible coverage of all subject areas and specialties. For more information please visit www.wileymedicaleducation.com.

LIMBS & THINGS Limbs & Things, Sussex Street, St Philips, Bristol BS2 0RA, UK. Tel: +44 117 311 0500; [email protected] In 2010 Limbs & Things celebrates 20 years of designing, manufacturing and supplying quality medical training products for healthcare professionals. Our catalogue includes task trainers, synthetic soft tissue anatomical simulation models and demonstration materials.

METI METI, 6300 Edgelake Drive, Sarasota, FL 34240, USA. Telephone: + 941-377-5562; www.meti.com METI, is the world’s leading provider of patient simulators and related software for medical education. METIman® is our new affordable, wireless patient simulator designed for teaching initial assessment and treatment for prehospital and nursing education. METIman is powered by Müse™, the web-based user-interface offering the latest in patient simulator control including drag-and-drop functionality, on-the-fly control, touch-screen capability and intuitive organization of your educational content. Also being shown is METIVision® – a fully integrated, audio-visual management system for simulation-based learning.

PRIMAL PICTURES Tel: +44 (0)20 7637 1010; www.primalpictures.com Primal Pictures produces detailed 3D anatomy software used in hundreds of educational institutions and by thousands of practitioners worldwide. Our 3D models cover the whole body plus specialised titles including muscle function and injuries. Interactive functions allow you to rotate or add/remove layers and label any structure.

ROYAL COLLEGE OF PHYSICIANS AND SURGEONS OF CANADA 774 Echo Drive, Ottawa, Ontario, K1S 5N8, Canada; www.royalcollege.ca The Royal College of Physicians and Surgeons of Canada is the national professional association for specialty medicine in Canada. Representing 42,000 specialists, we are dedicated to setting and supporting the highest standards in postgraduate medical education. CanMEDS, our popular physician competency framework, is now recognized and used around the world.

SIMULAB CORPORATION Simulab Corporation, 1600 West Armory Way, Seattle WA 98119, USA. Tel: +206 297 1260; Email: [email protected]; www.simulab.com Simulab Corporation is committed to providing surgical simulators and procedure trainers for the medical education community worldwide. Simulab’s extensive product line includes TraumaMan and TraumaChild – which are high fidelity, soft tissue simulators designed to train advanced trauma surgical skills. Simulab offers the most realistic, portable, and affordable medical simulators available today.

NOT-FOR-PROFIT AND ACADEMIC EXHIBITORS

ACADEMIC MEDICINE & MEDEDPORTAL Academic Medicine: [email protected] / MedEdPORTAL: [email protected] Academic Medicine a peer-reviewed monthly journal, serves as an international forum for the exchange of ideas and infomration about policy, issues, and research concerning academic medicine. MedEdPORTAL (www.mededportal.org) is a free peer-reviewed publication service and reppository for medical and oral health teaching materials, assessment tools, and faculty development resources.

– 18 – ACADEMY OF MEDICAL EDUCATORS Telephone: +44 (0)207 486 3665; Email: [email protected]; www.medicaleducators.org 1 The Academy of Medical Educators is the professional organisation for all those involved in medical education – the education and training of students, and practitioners in medicine, dentistry and veterinary science. The Academy exists to provide leadership, promote standards and support all those involved in the academic discipline of medical education.

ANATOMICAL SCIENCES EDUCATION Wojciech Pawlina, College of Medicine, Mayo Clinic, Rochester MN, USA ([email protected]) or Richard Drake, Celeveland Clinic Lerner College of Medicine, Cleveland OH, USA ([email protected]). www.asejournal.com

ASSOCIATION FOR MEDICAL EDUCATION IN EUROPE (AMEE) AMEE Secretariat, Tay Park House, 484 Perth Road, Dundee DD2 1LR, UK. Tel: +44(0)1382 381953; Fax: +44(0)1382 381987; Email: [email protected]; www.amee.org The Association for Medical Education in Europe is a worldwide organisation with members in 90 countries on five continents. Members include educators, researchers, administrators, curriculum developers, assessors and students in medicine and the healthcare professions. AMEE organises an annual conference and delivers courses on teaching, assessment and research skills for teachers in medicine and the healthcare professions. AMEE produces the journal Medical Teacher, a series of education guides, occasional papers and Best Evidence Medical Education guides. AMEE’s exciting new project, MedEdWorld, is an international network through which organisations, medical schools, individual teachers and students across the world can share ideas, experiences and expertise and through which they can collaborate in the further development of medical education.

ASSOCIATION FOR THE STUDY OF MEDICAL EDUCATION (ASME) 12 Queen Street, Edinburgh EH2 1JR, UK. Email: [email protected]. www.asme.org.uk

ASSOCIATION OF STANDARDIZED PATIENT EDUCATORS (ASPE) 1430 Tulane Avenue TB-51, New Orleans, LA 70112, USA. Tel: 504 988 6440; www.aspeducators.org

CANADIAN CONFERENCE ON MEDICAL EDUCATION (CCME) Tel: 613 730 0687; Email: [email protected] The Canadian Conference on Medical Education is the premier medical education conference in Canada. It hosts the largest annual gathering of medical educators in the country.

CENTRE FOR MEDICAL EDUCATION, UNIVERSITY OF DUNDEE Tay Park House, 484 Perth Road, Dundee DD2 1LR, Scotland UK. Tel: +44 (0)1382 381952. Fax: +44(0)1382. Email: [email protected]; www.dundee.ac.uk/meded

“DOC.COM”, A JOINT PARTNERSHIP OF AMERICAN ACADEMY ON COMMUNICATION IN HEALTHCARE AND DREXEL UNIVERSITY COLLEGE OF MEDICINE 16020 Swingly Ridge Road, Suite 300, Chesterfield Missouri 63017, USA. Tel: 636 449 5080; Fax: 636 449 505; www.aachonline.org “doc.com”, an innovative multi-media web-based curriculum resource, enhances the teaching and learning of healthcare communication skills. 41 fully referenced modules and over 400 videos describe and demonstrate interactional skills shown to improve medical outcomes and relationships. Faculty-friendly resources augment the interactive educational platform, and doc.com engages both faculty and learners. GENERAL INFORMATION IDEAL CONSORTIUM Office of Educational Services, The Chinese University of Hong Kong, 9A, Block B, Prince of Hospital, Shatin, NT, Hong Kong SAR. Tel: 852 2145 5238; Fax: 852 2635 2521; Email: [email protected]

INTERNATIONAL ASSOCIATION OF MEDICAL SCIENCE EDUCATORS (IAMSE) 626 Main Street, Barboursville, WV 25504 USA. Tel: +1 (304) 733 1270; Fax: +1 (304) 733 6203; Email: [email protected]; www.iamse.org

INTERNATIONAL CONFERENCE ON MEDICAL EDUCATION (ICME 2010) Conference Secretariat, Riphah Academy of Research and Education, Riphah International University, 274 Peshawar Road, Rawalpindi, Pakistan. Tel: +92-51-5125161-7 Ext 268 or +92-51-2546082; Fax: +92-51-5125169; Email: [email protected]; www.ic-me.org/

JOHN SMITH’S BOOKSHOP John Smith’s Bookshop, University of Glasgow, Fraser Building, 65 Hillhead St, Glasgow, G12 8QF, UK. www.johnsmith.co.uk/glasgow John Smith’s Glasgow University bookshop is Scotland’s largest provider of Academic textbooks and related materials. Based within the Fraser building at Glasgow University we aim to provide a one-stop-shop for the University community.

– 19 – MDDUS Mackintosh House, 120 Blythswood Street, Glasgow G2 4EA. Tel: 0845 270 2034; www.mddus.com The MDDUS is a mutual organisation that has been providing indemnity, advice and guidance on medico-legal matters to members who encounter professional difficulties for over 100 years. We provide a quality and professional service regardless of where our members work within the UK – we were the first defence organisation to maintain offices in both and Scotland.

MEDBIQUITOUS EUROPE Centre for Medical and Healthcare Education, St George’s University of London, Hunter Wing Level 4, Cranmer Terrace, London SW17 0RE, UK

MEDICAL EDUCATION, POSTGRADUATE SCHOOL, CARDIFF UNIVERSITY Medical Education Section, School of Postgraduate Medical & Dental Education, Cardiff University, 8th Floor, Neuadd Meirionnydd, Heath Park, Cardiff CF14 4YS. Tel: +44 (0) 29 20 68 74 51; Email: [email protected]

MEDINE2: MEDICAL EDUCATION IN EUROPE 2 Email: [email protected]; www.medine2.com

NATIONAL ASSOCIATION OF CLINICAL TUTORS (NACT) Norfolk House East, 499 Silbury Boulevard, Milton Keynes MK9 2AH, UK. Tel: +44 (0)1908 488033; Fax: +44 (0)1296 715255; Email: [email protected]

NATIONAL BOARD OF MEDICAL EXAMINERS (NBME) 3750 Market Street, Philadelphia, PA 19104, USA

NHS EDUCATION FOR SCOTLAND West Region, 3rd Floor, 2 Central Quay, 89 Hyde Park Street, Glasgow G3 8BW, UK. Email: [email protected] NHS Education for Scotland is responsible for supporting NHS services through the development and delivery of education and training for all NHS Scotland staff.

QPERCOM LTD Unit 204 Business & Innovation Centre, National University of Ireland, , Ireland. Tel: +353 91 495147; Email: [email protected] Qpercom delivers software solutions to replace paper based assessment forms and assists in the administration/statistical analysis of competence & performance assessments e.g. Objective Structured Clinical Examination (OSCE). We reduce administration costs, eliminate human error, improve productivity and capture data in real-time that allows for on-line reporting and analysis.

SCHOOL OF HEALTH PROFESSIONS EDUCATION Email: [email protected]

SPANISH SOCIETY FOR MEDICAL EDUCATION (SEDEM) Email: [email protected]

THE WILSON CENTRE - UNIVERSITY OF TORONTO Email: [email protected]; www.thewilsoncentre.ca

TRAINING TRACKER E-LEARNING Training Tracker is a simple but powerful e-learning platform providing authoring, learning management and reporting in one easy-to-use, web-based tool hosted on our servers. Create your own modules, deliver to trainees then run reports or update material whenever you like. Our clients include NHS Trusts, hospices, housing associations, local authorities and care organisations.

UNIVERSITY OF TORONTO – CENTRE FOR FACULTY DEVELOPMENT www.cfd.med.utoronto.ca

– 20 – personal diary 1

START MONDAY TUESDAY WEDNESDAY START 0800 0800 0830 0830 0845 SESSION 9 0845 0900 Plenary 0900 0915 SESSION 1 SESSION 5 0915 Plenary Plenary 0930 0930

0945 COFFEE 0945 1000 1000 1015 1015 1030 COFFEE COFFEE 1030 1045 SESSION 10 1045 1100 Simultaneous 1100 1115 1115

1130 SESSION 2 SESSION 6 1130 1145 Simultaneous Simultaneous 1145 1200 LUNCH 1200 Poster 1215 Exhibition 1215 1230 1230 1245 1245 1300 1300 LUNCH LUNCH SESSION 11 1315 1315 Poster AMEE Annual General Meeting Simultaneous 1330 Exhibition Poster 1330 Secrets of Success Exhibition 1345 ESME / RESME / ESMEA / ESTEME Secrets of Success 1345 ESME / RESME / ESMEA / ESTEME 1400 1400 SHORT BREAK 1400-1410 hrs 1415 1415 1430 1430 1445 1445

FINALE GENERAL INFORMATION 1500 SESSION 3 SESSION 7 begins 1410 hrs 1500 1515 Simultaneous Simultaneous 1515 1530 1530 1545 1545 1600 1600 1615 COFFEE COFFEE 1615 1630 ESME / RESME / 1630 1645 ESMEA / ESTEME 1645 1700 1700 SESSION 4 SESSION 8 1715 1715 Simultaneous Simultaneous 1730 1730 1745 1745 1800 1800

– 21 – secc site plan

– 22 – secc room plan 1 GENERAL INFORMATION

– 23 – – 24 – saturday 4 september 2

0800-1830 Coach departs SECC for Larbert and Dundee (PCW1 – see below)

0745-1730 Registration desks open at SECC Location: Hall 5, SECC

0930-1730 Edinburgh City Tour Departs from and returns to outside Clyde Auditorium.

AMEE-ESME COURSES Pre-registration is essential and lunch will be provided. 0900-1700 Essential Skills in Medical Education (ESME) Course Location: Carron 1, Loch Suite

0900-1700 Essential Skills in Medical Education Assessment (ESMEA) Course Location: Dochart 1, Loch Suite

0900-1700 Research Essential Skills in Medical Education (RESME) Course Location: Dochart 2, Loch Suite

PRE-CONFERENCE WORKSHOPS Pre-registration is essential. Coffee is included and lunch is provided for those attending PCW 1 and PCW 2 only. A list of available places to eat at SECC can be found on page 5.

0915-1645 full day sessions PCW 1 Visit to Scottish Clinical Simulation Centre, Larbert and Clinical Skills Centre, Dundee Time: 0800-1830 hrs. Coach departs from outside Clyde Auditorium at 0800 and arrives back at 1830 hrs. Location: Larbert and Ninewells Hospital, Dundee

PCW 2 Striving towards excellence: ensuring the quality of your SP Program Workshop A: The nuts and bolts of standardized Patient (SP) recruitment and training Workshop B: Developing and maintaining quality assurance of your SP program (You may choose to attend all day or one half day session) Organisers: Association of Standardized Patients (ASPE) SATURDAY 4 SEPTEMBER Time: 0915-1215 (Workshop A) and 1345-1645 (Workshop B) Location: Boisdale 2, Loch Suite

0915-1215 half day sessions (morning) PCW 3 Surviving in a new internship, surviving in a new job: Workshop and training on Transitions and Leadership by Students and Junior Doctors Organisers: Bernardo Bollen Pinto (PWG), Robbert Duvivier (IFMSA), Paul de Roos (Netherlands) Time: 0915-1215 Location: Leven, Seminar Suite

PCW 4 Program Evaluation – learning to determine whether your educational course, clerkship, or residency training program is “successful” Organisers: Paul A Hemmer, Steven J Durning, Louis N Pangaro (Uniformed Services University, Bethesda), Dario Torre (University of Pittsburgh), USA Time: 0915-1215 Location: Ness, Seminar Suite

– 25 – PCW 5 Ethics teaching: the challenges Organisers: Bryan Vernon (School of Medical Sciences Education Development, Newcastle University), Al Dowie (University of Glasgow, Section of General Practice & Primary Care), UK Time: 0915-1215 Location: Alsh 1, Loch Suite

PCW 6 Informatics for medical educators: knowledge management and the E2R Organiser: Henrique MG Martins (Universidade Beira Interior & Hospital Fernando Fonseca, Lisbon, Portugal) Time: 0915-1215 Location: Alsh 2, Loch Suite

PCW 7 The Bologna Process in practice: strengths, weaknesses, opportunities and threats Organisers: Janke Cohen-Schotanus, Jan Borleffs (Groningen University Medical Center, Netherlands), Christian Schirlo (University of Zurich, Switzerland) Time: 0915-1215 Location: Boisdale 1, Loch Suite

PCW 8 Emotional Intelligence: How can it be applied in your Medical Faculty? Organiser: Chris Skinner (Australia) Time: 0915-1215 Location: Morar, Seminar Suite

PCW 9 Attracting participation in faculty development for education Organisers: J A Dent, S Schofield (Centre for Medical Education, University of Dundee), S Bradley (NHS Tayside, Ninewells Hospital and Medical School, Dundee) Claire MacRae (University of Dundee, Ninewells Hospital and Medical School, Dundee), UK Time: 0915-1215 Location: Carron 2, Loch Suite

1345-1645 half day sessions (afternoon) PCW 10 Overcome educational inertia: Create the context for change and improvement in education Organisers: Carl Savage (Karolinska Institutet, Stockholm, Sweden), Salmaan Sana (VU University medical center, The Netherlands), Laura Tanca (Romania), Mats Brommels (Karolinska Institutet, Stockholm, Sweden) Time: 1345-1645 Location: Leven, Seminar Suite

PCW 11 The art and science of facilitation for educators: engaging the teacher learner partnership Organisers: Kerry Knickle, Nancy McNaughton (University of Toronto, Centre for Research in Education, Standardized Patient Program, Toronto, Canada) Time: 1345-1645 Location: Carron 2, Loch Suite

PCW 12 Internationalism – Preparing students for practice: globally and locally! Organisers: Deborah Murdoch-Eaton (University of Leeds, Humanitarian & Conflict Response Institute), Tony Redmond, (University of , Humanitarian & Conflict Response Institute), Nigel Bax, (University of ), UK Time: 1345-1645 Location: Alsh 1, Loch Suite

– 26 – PCW 13 Implementing innovations in postgraduate medical education: how to start tomorrow? 2 Organisers: Lia Fluit (University Medical Center St Radboud), Hanneke Mulder (University Medical Center Utrecht), Abe Meininger (Universital Medical Center Groningen), Marjo Wijnen-Meijer (University Medical Center Utrecht), Scheltus van Luijk (VU University Medical Center), Fedde Scheele (Sint Lucas Andreas Hospital), Henk Sluiter (Deventer Hospital), The Netherlands Time: 1345-1645 Location: Morar, Seminar Suite

PCW 14 Complexity and leadership in medical education Organisers: Jim Price (Institute of Postgraduate Medicine, & Sussex Medical School, UK), Susan Lieff (Academic Leadership Development, Centre for Faculty Development, Faculty of Medicine, University of Toronto, Canada) Time: 1345-1645 Location: Boisdale 1, Loch Suite

PCW 15 Curriculum development: a stepwise approach Organisers: Reena Karani, Helen Fernandez (Mount Sinai School of Medicine, New York, USA), Karen Mann (Dalhousie University, Halifax, Canada) Time: 1345-1645 Location: Alsh 2, Loch Suite

PCW 16 Taboos, death, and professional growth: a mini course on designing challenging reflection questions Organisers: Veronica J Selleger (VU University Medical Center, , Dept of Medical Psychology), Benno Bonke (Erasmus University Medical Center, Rotterdam), The Netherlands Time: 1345-1645 Location: Ness, Seminar Suite

PCW 17 Cutting edge developments – a visit to the Glasgow Digital Design Studio Time: 1345-1645 Location: Digital Design Studio (meet by registration desk to be guided by student representative to Studio)

1830-2200 amee executive committee meeting (invite only) Location: Crowne Plaza Hotel, Executive Boardroom SATURDAY 4 SEPTEMBER

– 27 – – 28 – sunday 5 september 2

0800-1800 Registration desks open at SECC Location: Hall 5, SECC

1400-1730 Glasgow City Tour – still places left! Departs from and returns to outside Clyde Auditorium

AMEE-ESME COURSES (still places left!) Pre-registration is essential and lunch will be provided. 0900-1230 Essential Skills in Medical Education (ESME) Course Location: Carron 1, Loch Suite

0900-1230 Essential Skills in Medical Education Assessment (ESMEA) Course Location: Dochart 1, Loch Suite

0900-1700 Essential Skills in Technology Enhanced Medical Education (ESTEME) Course Location: Carron 2, Loch Suite

PRE-CONFERENCE WORKSHOPS Places remain on several of the workshops. Pre-registration is essential. Coffee is included for all workshops and lunch is provided for those attending PCW 18 and PCW 19 only. A list of available places to eat at SECC can be found on page 5.

0915-1645 full day sessions PCW 18 Assessment of clinical competence in Veterinary Education Organisers: Katy Cobb (University of , UK), John Tegzes (Western University of Health Sciences, USA), Harold Bok (University of Utrecht, Netherlands) on behalf of ViEW Group (Veterinary Education Worldwide) Time: 0915-1645 Location: Boisdale 2, Loch Suite

PCW 19 Conducting qualitative research: from conception to analysis Organisers Ayelet Kuper, Tina Martimianakis, Nancy McNaughton, Sarah Whyte, Mathieu Albert (Wilson Centre for Research in Education, University of Toronto, Canada) Time: 0915-1645 SUNDAY 5 SEPTEMBER Location: Dochart 2, Loch Suite

0915-1215 half day sessions (morning) PCW 20 Curriculum planning: fostering deliberate practice by refining objectives to build ability Organisers: Sharon K Krackov (Associated Medical Schools of New York, USA), Henry Pohl (Albany Medical College, Albany USA) Time: 0915-1215 Location: Alsh 1, Loch Suite

PCW 21 Theory and practice of peer teaching in medical education Organisers: Olle ten Cate (University Medical Center Utrecht, The Netherlands), Steven Durning (Uniformed Services University of Health Sciences, Bethesda, Maryland, USA), Benjamin Blatt (George Washington School of Medicine and Health Sciences, Washington DC, USA) Time: 0915-1215 Location: Alsh 2, Loch Suite

– 29 – PCW 22 Understanding change and the key leadership skills to navigate it Organisers: Elza Mylona (Stony Brook University School of Medicine, Stony Brook), Larry Gruppen (University of Michigan Medical School), Aviad Haramati (Georgetown University School of Medicine), USA Time: 0915-1215 Location: Boisdale 1, Loch Suite

PCW 23 Tips and tricks for the simulation instructor Organisers: Walter Eppich (Children’s Memorial Hospital, Northwestern University Feinberg School of Medicine, Chicago, USA), Doris Ostergaard (Danish Institute for Medical Simulation, Copenhagen, Denmark) Time: 0915-1215 Location: Ness, Seminar Suite

PCW 24 Understanding “wicked problems” Organiser: Anita Duhl Glicken (University of Colorado School of Medicine, USA) Time: 0915-1215 Location: Morar, Seminar Suite

PCW 25 Learning theories in medical education: How do theories inform curriculum design and assessment along the continuum of medical education? Organisers: Jocelyn Lockyer (Department of Community Health Sciences, University of Calgary), Heather Armson (Department of Family Medicine, University of Calgary), Joan Sargeant (Division of Medical Education, Dalhousie University), Canada Time: 0915-1215 Location: Leven, Seminar Suite

1345-1645 half day sessions (afternoon) PCW 26 Foundations of educational planning in Continuing Professional Development Organisers Maria Bystrin, Lee Manchul, Susan Rock, Jane Tipping (University of Toronto, Canada) Time: 1345-1645 Location: Alsh 1, Loch Suite

PCW 27 How to develop and implement an MMI Organisers: David Harding (School of Medicine, University of Western Sydney, Australia), Stephen Manuel (University of Cincinnati School of Medicine, USA) Time: 1345-1645 Location: Ness, Seminar Suite

PCW 28 Contextualising assessment in the basic medical sciences Organisers: Matthew Gwee*, Tan Chay Hoon* (Medical Education Unit and Department of Pharmacology*, Yong Loo Lin School of Medicine, National University of Singapore, Singapore) Time: 1345-1645 Location: Boisdale 1, Loch Suite

PCW 29 Using Team-BasedTM Learning in medical education Organisers: Dean Parmelee (Wright State University Boonshoft School of Medicine), Larry K Michaelsen (Central Missouri State University), USA Time: 1345-1645 Location: Leven, Seminar Suite

PCW 30 The leadership skills you need to be successful senior faculty members Organisers: Davinder Sandhu, Richard Canter, Alan Cook (Severn Deanery, UK), Henrique Martins (Universidade da Beira Interior, Portugal) Time: 1345-1645 Location: Carron 1, Loch Suite

– 30 – PCW 31 Measuring OSCE quality: a practical guide Organisers: Richard Fuller, Godfrey Pell, Matthew Homer (School of Medicine, 2 University of Leeds, UK) Time: 1345-1645 Location: Dochart 1, Loch Suite

PCW 32 Utilizing Mind-Body tools to restore professional resiliency and prevent burnout Organisers: Aviad Haramati (Georgetown University School of Medicine), Anne Nedrow (Oregon Health Sciences University), USA Time: 1345-1645 Location: Morar, Seminar Suite

PCW 33 Enhancing creativity in oneself and others Organisers: Elizabeth Krajic Kachur (Medical Education Development, New York, USA), Thanakorn Jirasevijinda (Weill Cornell Medical College, New York, USA), Radim Licenik (Palacky University Faculty of Medicine, Olomouc, Czech Republic), Shakaib U Rehman (University of South Carolina, Charleston, USA), Robby Reynolds (Association of American Medical Colleges, Washington DC, USA) Time: 1345-1645 Location: Alsh 2, Loch Suite

PCW 34 Evaluating the evidence Organiser: Marilyn Hammick (Education and Research Consultant, UK) Time: 1345-1645 Location: Etive, Seminar Suite

1700-1800 AMEE 2010 orientation session This session, designed for those new to AMEE conferences, will provide some background information about AMEE and some hints on getting the most from the Conference. Presenters: Madalena Patrício (AMEE President), Ronald Harden (AMEE General Secretary/ Treasurer), Pat Lilley (AMEE Operations Director) Location: Hall 1, SECC

1930-2130 AMEE 2010 opening reception A civic reception will be hosted by the Lord Provost at the ’s state- of-the-art riverside complex. Located on the banks of the opposite the SECC, Glasgow Science Centre offers a variety of unusual and exhilarating venue experiences amidst the height of contemporary cool! Venue: Glasgow Science Centre, 50 Pacific Quay, Glasgow Cost: Free of charge to delegates and registered accompanying persons

Note: Transport is not provided – a short walk from SECC SUNDAY 5 SEPTEMBER

– 31 – – 32 – monday 6 september 2

0715-1815 Registration desks open at SECC Location: Hall 5, SECC

0800-1800 Exhibition Open Location: Hall 5, SECC

0930-1730 Tour to Stirling and Loch Lomond Departs from and returns to outside Clyde Auditorium

SESSION 1: PLENARY 0830-1015 1 PLENARY 1 Chairperson: Ronald Harden (UK) Location: Auditorium, Clyde Auditorium Complex

0830-0915 Welcome and introduction Sir Kenneth Calman (Chancellor of University of Glasgow); Nicola Sturgeon MSP (Deputy First Minister of Scotland and Cabinet Secretary for Health and Wellbeing); Jillian Morrison (Chair of Local Organising Committee); Ronald M Harden (AMEE General Secretary)

0915-1000 1A Training to Minimize Errors in Medical Decision Making: The challenges, obstacles, and the way forward Itiel Dror (Institute of Cognitive Neuroscience, UCL, UK) Itiel Dror is a cognitive neuroscientist who received his Ph.D. from Harvard University in 1994. He has a joint appointment in academia and applied consultancy/research. Dr. Dror conducts scientific research into expert human performance in a variety of domains (US Air Force pilots, police, medical, financial, and forensics); specifically exploring how different factors may influence the perception, judgement and decision making of experts in the field. Dr. Dror’s goal is to gain scientific understanding into the cognitive processes so he can then use these insights to develop scientifically based procedures and training so as to maximize expert performance. Much of Dr. Dror’s work is purely theoretical and academic, however he specializes in using this knowledge to guide applied research within real world environments. For more information on decision making, please see: http://cognitiveconsultantsinternational.com/index.php?sub=drdror.

1000-1010 Questions and Discussion MONDAY 6 SEPTEMBER 1010-1015 AMEE Lifetime Achievement Award

1015-1045 COFFEE BREAK Location: Hall 5 and Hall 2, SECC

SESSION 2: SIMULTANEOUS SESSIONS 1045-1245 2A SYMPOSIUM: Updates in Medical Education – What you really need to know Panel: Larry Gruppen (University of Michigan Medical School, USA) (Co-chair); Athol Kent (University of Cape Town, South Africa) (Co-chair); Bill Burdick (FAIMER, USA); Geoff Norman (McMaster University, Canada) Location: Auditorium, Clyde Auditorium Complex

1045-1245 2B SYMPOSIUM: Contextualised Simulation: New ways forward Panel: R Kneebone (Imperial College London, UK) (Chair); F Bello (Imperial College London, UK); D Nestel (Gippsland Medical School, Monash University, Australia); I Curran (London Deanery, London, UK) Location: Lomond Auditorium, Loch Suite

– 33 – 1045-1245 2C SHORT COMMUNICATIONS: Mobility of Students and Junior Doctors Chairperson: Olwyn Westwood (UK) Opening Discussant: Andrzej Wojtczak (Poland) Location: Forth, Clyde Auditorium Complex

1045-1100 2C1 Student mobility in Europe – A closer look on student exchange between 8 medical faculties T Schlabs*1 & U Arnold2 (1Bundesvertretung der Medizinstudierenden Deutschlands eV (bvmd), AG Medizinische Ausbildung, Bonn; 2Charite - Universitaetsmedizin Berlin, Charite International Cooperation, Berlin, Germany)

1100-1115 2C2 What’s driving globalization in medical education? International admission processes in Poland and Romania Marika A Younker*1,3, Christophe Segouin4, Maria Athina (Tina) Martimianakis2 & Brian David Hodges2 (1University of Toronto, Department of Psychiatry; 2Wilson Centre for Research in Education Toronto, Canada; 3L’Ecole des Hautes Etudes en Santé Publique (EHESP), Rennes; 4Hopital Lariboisiere, Assistant Publique Hopitaux de Paris, France)

1115-1130 2C3 Electronic voting as an efficient tool for quantifying student mobility and mobility desiderata in French-speaking medical school of UCL C de Burbure*, V Godin, A Geubel & D Vanpee (Université catholique de Louvain (UCL), Brussels, Belgium)

1130-1145 2C4 Bologna Process in Medical Education beyond 2010: The students’ view R Duvivier*, M Weggemans*, N Davaris & R López Martos (International Federation of Medical Students’ Association (IFMSA))

1145-1200 2C5 Postgraduate Medical Education opportunities: Development of online resources Vincenzo Costigliola*1, Danette McKinley*2, Amy Opalek2 & John Norcini2 (1President, European Medical Association, Belgium; 2Foundation for Advancement of International Medical Education and Research (FAIMER), Philadelphia, PA, USA)

1200-1215 2C6 Council for European Specialist Medical Assessments (CESMA): Harmonising European assessments in medical specialties Z Goldik1, JL Noel*2 & T Severin2 (1Carmel Medical Center, Haifa, Israel; 2European Respiratory Society, Educational Activities Department, ERS Headquarters Lausanne, Switzerland)

1215-1230 2C7 Portuguese/English translation effects in the International Foundations of Medicine Examination K Holtzman*1, N Sousa2, M Costa2, D Swanson1, I Grabovsky1, J Phebus1, K Angelucci1, L Pannizzo1, M Jodoin1 & P Scoles1 (1National Board of Medical Examiners, Philadelphia, USA; 2School of Health Sciences, University of Minho, Braga, Portugal)

1230-1245 Discussion

1045-1245 2D SHORT COMMUNICATIONS: Clinical Teaching 1: The Patient and Clinical Teaching Chairperson: Vanessa Burch (South Africa) Location: Hall 1, SECC

1045-1100 2D1 Are patients on medical wards accessible to medical students? C Chantry*1, A M Higton*1 & Y E Ong1,2 (1St George’s Hospital, 2St George’s Medical School, University of London, UK)

1100-1115 2D2 What are the barriers to medical student-patient interaction on the wards? Comparing the student and patient perspective I Levene, E Adams*, M Lally, M Traa* & R Ling* (University of Oxford, Medical Sciences Division, Oxford, UK)

1115-1130 2D3 Patients’ contribution to the teaching process S Parupalli*1, F O’ Mahony2 & N Siraj (1Keele University Medical School, Keele, Staffordshire, 2University Hospital North Staffordshire, Maternity Unit, Stoke-on-Trent, UK)

– 34 – 1130-1145 2D4 Incorporating real patients in undergraduate teaching: The success story K Egan*, J Moyes, S Smith, V Tallentire & H S Cameron (Medical Teaching Organisation, 2 The University of Edinburgh, UK)

1145-1200 2D5 Participation of medical students in patient care – a qualitative study on learning experiences in a clinical education ward C Scheffer*1,2, M Neumann1,2, D Tauschel1,2, F Edelhäuser1,2 & M Bertram2 (University of Witten/Herdecke, 1Integrated Curriculum for Anthroposophic Medicine, 2Center for Integrative Medicine, Witten, Germany)

1200-1215 2D6 Would you consent to being examined by a medical student? A Western Australian survey C McMenamin*1 & N Koehler2 (1Monash University, Nursing & Health Science, , 2University of Western Australia, Discipline of General Practice, Perth, Australia)

1215-1230 2D7 “They just had a queue of medical students doing a rectal examination”: Analysing medical students’ narratives of intimate examination dilemmas involving inadequate patient consent C E Rees*1 & L V Monrouxe2 (1University of Dundee, 2Cardiff University, Cardiff, UK)

1230-1245 2D8 Students’ and teachers’ views on the roles of students in giving information, advice, and counselling to patients A Jaiyesimi* & A Cushing (Barts and The London School of Medicine and Dentistry, London, UK)

No Discussion

1045-1245 2E SHORT COMMUNICATIONS: Virtual Patients Chairperson: to be announced Location: Alsh 1, Loch Suite

1045-1100 2E1 Writing virtual patients; table d’hôte or à la carte? David Davies*1 & Rachel Ellaway*2 (1University of Warwick, Warwick Medical School, Coventry, UK; 2Northern Ontario School of Medicine, Sudbury, Canada)

1100-1115 2E2 Comparison of assessments of medical student achievement utilizing a web-based Virtual Patient for a Problem-Based Learning course W T Gunning*1, K A Crist2, N Zary3 & U G Fors3 (University of Toledo; 1Department of Pathology; 2Department of Surgery, College of Medicine, Toledo, Ohio USA; 3Virtual Patients Lab, Department of LIME, Karolinska Institutet, Stockholm, Sweden)

1115-1130 2E3 Using the Nominal Group Technique to identify students’ views regarding the use of virtual patients to expand clinical knowledge A Hemani*, N Parvizi, M Toro-Troconis* & D McIntosh (Imperial College London, Faculty of Medicine, London, UK) MONDAY 6 SEPTEMBER 1130-1145 2E4 Blended learning and summative assessment with virtual patients in clinical clerkships: a focus group study among students S Huwendiek*1,2, C Brasch1, F Reichert1, H M Bosse2, M Haag1 & G F Hoffmann2 (1Centre for Virtual Patients, Heidelberg University Hospital; 2University Children’s Hospital Heidelberg, Germany)

1145-1200 2E5 Effectiveness of Virtual Patients in medical education: a meta-analysis F Consorti*, R Mancuso, M Nocion & A Piccolo (Università “Sapienza”, Rome Dept of Surgery “Francesco Durante” Italy)

1200-1215 2E6 Estimation of time efforts for repurposing Virtual Patients – empirical data from the electronic Virtual Patient Project (eViP) D Kempkens1, I Hege2, C Balasubramaniam3, U Fors, S Huwendiek, A Kononowicz, V Muntean & M R Fischer* (1Witten/Herdecke University, Institute for Teaching and Educational Research in Health Sciences, Witte; 2Ludiwg-Maximilian-University, Medical Education Unit, Munich, Germany; 3St George’s University London, e-learning Unit, London)

– 35 – 1215-1230 2E7 Evaluation of different curricular integration scenarios of Virtual Patients: First results using the eViP evaluation instruments B Hanebeck*, S Oberle, C Roggenhofer, R Nawrotzki, G Hoffmann, B Toenshoff & S Huwendiek (Department of General Paediatrics, University Hospital for Adolescent and Paediatric Medicine and Centre for Virtual Patients, University, Heidelberg, Germany)

1230-1245 2E8 Introducing Electronic Medical Records to medical students E Dias*, R Tjeng & M Castelo-Branco (Universidade da Beira Interior, Faculdade de Ciências da Saúde, Covilhã, Portugal)

No Discussion

1045-1245 2F SHORT COMMUNICATIONS: OSCE: Case Studies Chairperson: Godfrey Pell (UK) Location: Alsh 2, Loch Suite

1045-1100 2F1 Student-led mock OSCEs – of benefit to the examiner and participant A Nihat*, L Koizia*, H Lawrence & A Sepahzad (Imperial College School of Medicine, London UK)

1100-1115 2F2 What makes a good children’s doctor? Exploring the experience of children participating in an OSCE R J M Bardget*1,2, J C Darlinh2, E Webster3, N Kime3 & A Towler3 (1Bradford Teaching Hospitals NHS Foundation Trust, Bradford; 2School of Medicine, University of Leeds; 3Carnegie Faculty of Sport and Education, Leeds Metropolitan University, Leeds, UK)

1115-1130 2F3 Developing a dynamic multimedia system to enhance the ENT OSVE Alexander C Vlantis1, C Andrew van Hasselt1, Jenny Fang*2 & Francis Wong2 (The Chinese University of Hong Kong; 1Department of Otorhinolaryngology, Head and Neck Surgery; 2Medical Information Technology, Shatin NT, Hong Kong SAR, China)

1130-1145 2F4 Establishing the validity of Objective Structured Assessment of Technical Skills (OSATS) forms to assess procedural clinical skills of trainees in obstetrics and gynaecology Z Setna*1, V Jha1, M Homer1, K Boursicot2 & T Roberts1 (1Leeds Institute of Medical Education, University of Leeds; 2St George’s, University of London, UK)

1145-1200 2F5 Assessing communication skills in veterinary medicine using an OSCE: Evidence supporting the need for multiple stations and highly trained examiners C Adams*1, K Hecker1 & J Coe2 (1University of Calgary, Veterinary Medicine, Calgary, AB; 2University of Guelph, Ontario Veterinary College, Guelph, ON Canada)

1200-1215 2F6 Evaluation of OSCE (Objective Structure Clinical Exam) as intervention in the educative process of the Medicine career of UNAN-León A Y-C Chang*, M Caldera, C Herdocia & R Peña (National Autonomous University of Nicaragua, León, Nicaragua)

1215-1230 2F7 Stress management and perceived performance in 4th year OSCE students I Maynard*1, J Butt*1, K Forrest2 & B Nicholson2 (1Sheffield Hallam University, Centre for Sport and Exercise Science, Sheffield; 2University of Leeds, Academic Unit of Anaesthesia, Leeds, UK)

1230-1245 2F8 The evaluation of self-efficacy of students in objective structured clinical exam done at the end of the communicational and professional skills courses in Good Medical Practice Program at Hacettepe University Orhan Odabasi, Sevgi Turan, Bilge Uzun, Arif Onan & Melih Elcin* (Hacettepe University, Department of Medical Education and Informatics, Sihhiye, Ankara Turkey)

No Discussion

– 36 – 1045-1100 2G SHORT COMMUNICATIONS: Outcome-based Education: The CanMEDs Competencies 2 Chairperson: Ian Bowmer (Canada) Location: Boisdale 1, Loch Suite 1045-1100 2G1 Comparing medical student and resident attitudes towards the CanMEDS roles S Turner*1,2, J White1 & C Poth2 (University of Alberta, 1Department of Surgery, 2Department of Educational Psychology, Centre for Research in Applied Measurement and Evaluation, Edmonton, Canada)

1100-1115 2G2 The chief resident as a role model for CanMEDS: A surgery chief residents’ conference M K Chan*, M Brychka, B J Hancock & J Lee (University of Manitoba, Winnipeg, Manitoba, Canada)

1115-1130 2G3 Family Medicine Mandatory Assessment of Progress (FM-MAP): Results of a pilot administration of a competency-based in-training examination F H Leung1, J Herold*2 & K Iglar*1 (University of Toronto; 1Department of Family and Community Medicine; 2Faculty of Medicine, Toronto, Canada)

1130-1145 2G4 A Delphi study to develop a validation-checklist for workplace-based portfolio-assessment N Michels*1, J Denekens1, E Driessen2, L Bossaert1, L Van Gaal1 & B De Winter1 (1University of Antwerp, Antwerp, Belgium; 2Maastricht University, Maastricht, The Netherlands)

1145-1200 2G5 User-friendly yet conceptually complex: The development and implementation of a staged CanMEDS competency model K T Iglar*, C R Whitehead & S Glover Takahashi (University of Toronto, Canada)

1200-1215 2G6 Progression of competence: Delphi method for derivation and validation of milestones to guide curriculum development in one academic department J R Frank*, S Choi, L Wiesenfeld, C Nussbaum, E Clark, B Weitzman, B Elder, M Yeung, A Kapur, G Greenberg, C Vaillancourt, C Johns & I G Stiell (Department of Emergency Medicine, University of Ottawa, Ottawa, Canada)

1215-1230 2G7 Re-examining the knowledges taught in medical curricula in the era of CanMEDS A Kuper*1 & M D’Eon2 (1Wilson Centre for Research in Education, University of Toronto; 2Educational Support and Development (College of Medicine) & Department of Community Health and Epidemiology, University of Saskatchewan, Canada)

1230-1245 2G8 The future of competencies: A gynaecologist perspective N van der Lee*1, M Westerman1, C P M van der Vleuten2, A J J A Scherpbier & F Scheele1 (1St Lucas Andreas Hospital, Department Onderwijscoordinaat, Amsterdam; 2Maastricht University, Department of Educational Development and Research, Medicine, and Life Sciences, Maastricht, The Netherlands)

No Discussion MONDAY 6 SEPTEMBER

1045-1245 2H SHORT COMMUNICATIONS: Portfolios Chairperson: Gary Mires (UK) Location: Boisdale 2, Loch Suite 1045-1100 2H1 Implementation and use of E-portfolios in Undergraduate Medicine at Imperial College London M Toro-Troconis*, A Hemani, CM Gabriel & S English (Imperial College London, UK)

1100-1115 2H2 Summative portfolio assessment: A method to assess reflective practice in undergraduate medical students A J O’Sullivan*1, A Howes2, S Miles2, P Harris4, C Hughes4, P Jones3, H Scicluna5 & S Leinster2 (1St George & 3Prince of Wales Clinical School; 2School of Medicine, Health Policy & Practice, University of East Anglia, Norwich, UK, University of New South Wales; 4School of Public Health & Community Medicine; 5PEIG, Sydney, Australia)

1115-1130 2H3 Using SP portfolio method as a means of formative assessment of learning patient interview skills with SP O S Karabilgin*, K Vatansever, S A Caliskan, H I Durak & S E Torun (Ege University, Department of Medical Education, Izmir, Turkey)

– 37 – 1130-1145 2H4 Reflexive portfolio: a tool to identify learning needs and promote critical appraisal? M L Bourroul, S Gannam*, A P S Ferrer*, D Scaramuzzi & D Ballester (University Hospital, Department of Pediatrics, School of Medicine, University of São Paulo, Brazil)

1145-1200 2H5 FORMIR: Electronic portfolio for Otolaryngology learning and assessment in ORL/HNS medical specialization in Spain S Sánchez*, C Suárez, I Cobeta, J Algaba, B Scola, P Ortega, M Quer, I Borrás, D Herrero & E Delgado (Spanish Society of Otolaryngology & Cervico-Facial Pathology, Madrid, Spain)

1200-1215 2H6 Linking uploaded evidence to curriculum competencies in the NES Medical Foundation program ePortfolios: Why is there such inconsistency across the UK? J W S Smith*, T Brown, K Beggs & A Haig (ePortfolio, NHS Education Scotland (NES), Edinburgh, UK)

1215-1230 2H7 Use of three types of portfolios to learn human embryology in a medical school L Vaz1, L Hoffman1, D Mendes1, C Monteiro1, B Perotta1, M A Martins2 & P Tempski*1 (1Evangelical School of Parana, Curitiba; 2University of Sao Paulo, Brazil)

1230-1245 2H8 Electronic portfolio in pre-clinical stage improves professionalism M El-Barbary, K AlJarallah* & B Aljarallah (King Saud University, F O M King Fahd Medical City, Riyadh, Saudi Arabia)

No Discussion

1045-1245 2I SHORT COMMUNICATIONS: Curriculum Evaluation Chairperson: Janke Cohen-Schotanus (Netherlands) Opening Discussant: Brownie Anderson (USA) Location: Carron 1, Loch Suite 1045-1100 2I1 Students’ perceptions of their evaluation dominate overall course ratings K McLaughlin*, W Woloschuk, S Coderre & B Wright (University of Calgary, Canada)

1100-1115 2I2 An empirically based checklist to assess quality of clinical teaching C Lingemann1, A Prescher1, W Hopfenmüller2, K Schüttpels-Brauns3 & J Breckwoldt*1 (1Department of Anaesthesiology and Perioperative Intensive Care Medicine; 2Institute for Biometrics and Clinical Epidemiology; 3Dieter-Scheffner-Fachzentrum, Charité Benjamin Franklin Medical Center, Charité, University Medicine Berlin, Germany)

1115-1130 2I3 Electronic evaluation at CME: Advantages and disadvantages Benedikte Marie Kaalund*, Thomas K Jensen* & Helle Nielsen (Danish Medical Association, Education Department, Denmark)

1130-1145 2I4 A study of medical students’ and teachers’ opinions and views towards clinical instruction in Damascus University H Bashour*, W Al Faisal, M Kayyal & T Gibbs (Centre for Medical Education Development, Damascus University, Syria)

1145-1200 2I5 Innovations in program evaluation: Building a new program theory for the Canadian child health clinician scientist program K Parker*1, G Burrows1 & N Rosenblum2 (1Hospital for Sick Children, Toronto; 2University of Toronto, Canada)

1200-1215 2I6 Student feedback in focus group – the preferred strategy for program evaluation A Rauf*, R Shaf, T Jaffery & M Iqbal (Shifa College of Medicine, Islamabad, Pakistan)

1215-1230 2I7 Realtime clerkship feedback towards higher satisfaction outcomes Bs Kam*1, Sj Im1, My Sol1, Kt Suh1, Js Jung1, Sy Beak1 & Ik Kim2 (1Pusan National University, Medical Education, Pusan; 2Kyungpook National University, Computer Science and, Intelligent Health Information Sharing Centre, Deagu, South Korea)

1230-1245 Discussion

– 38 – 1045-1245 2J SHORT COMMUNICATIONS: Global Medical Education Chairperson: Maria Rosa Fenoll-Brunet (Spain) 2 Opening Discussant: Sari Ponzer (Sweden) Location: Carron 2, Loch Suite

1045-1100 2J1 The NetWoRM Project – Net-based training for work-related medicine S Kolb*, L Wengenroth*, D Nowak, K Radon & The International NetWoRM Group (Unit for Occupational and Environmental Epidemiology & NetTeaching Institute for Occupational, Social and Environmental Medicine Munich, Germany)

1100-1115 2J2 Importance of global health in undergraduate curricula - the Australian medical student perspective R Roberts-Thomson*, T Smith & R Mitchell (Australian Medical Students’ Association, Canberra, Australia)

1115-1130 2J3 Global medical education is creating medical nomads S Banner* (Canadian Resident Matching Service, Ottawa, Canada)

1130-1145 2J4 A comparison of medical students’ views on patient-centredness between two culturally contrasting schools in the UK and South India T Mole*1, T Sanders2 & V Wass3 (1University of Bristol, Department of Child and Adolescent Health, Bristol; 2University of Keele Department of Primary Care; 3School of Medicine, Keele, UK)

1145-1200 2J5 Using socio-cultural theory to explore the felt experience of black and minority ethnic candidates in the clinical skills assessment; part of the licensing exam for British General Practice Kay Mohanna* (Keele University School of Medicine, Keele, UK)

1200-1215 2J6 International, National and Institutional implementation of the Bologna model at the Iuliu Hatieganu University’s Medical School A D Buzoianu*, O Mosteanu*, T Pop & A Achimas (University of Medicine and Pharmacy “Iuliu Hatieganu” Cluj-Napoca, Romania)

1215-1230 2J7 A novel program framework for global health education in the health professions B Pakes*1,2,3, E Fremes1, J Kopelow1, J Christian, A Singh, K Parker4 & D Cole2 (University of Toronto, 1Centre for International Health; 2Dalla Lana School of Public Health; 3Joint Centre for Bioethics; 4Hospital for Sick Children, Toronto, Canada)

1230-1245 Discussion

1045-1245 2K SHORT COMMUNICATIONS: Student motivation Chairperson: Hirotaka Onishi (Japan) Opening Discussant: Lynne Allery (UK) Location: Dochart 1, Loch Suite MONDAY 6 SEPTEMBER 1045-1100 2K1 Achievement motivation and online lecture usage in a human structure course: Any correlation? Nicole J Borges*, Gary L Nieder & John C Pearson (Wright State University Boonshoft School of Medicine, Dayton, OH, USA)

1100-1115 2K2 Operationalising and measuring healthcare students’ intentions and motivations for learning Elisabeth Baxter* (University of Exeter, Peninsula Medical School, Exeter, UK)

1115-1130 2K3 Validity of strength of motivation for medical school questionnaire R A Kusurkar*,G Croiset & Th J Ten Cate (University Medical Center Utrecht, Rudolf Magnus Institute of Neuroscience, Utrecht; Center for Research and Development of Education’; VU Medical Center, Amsterdam, The Netherlands)

1130-1145 2K4 Do gender, student performance and home language influence medical student responses of active learning in physiology? S B Higgins-Opitz* & M A Tufts (University of KwaZulu-Natal, School of Medical Sciences, Durban, South Africa)

– 39 – 1145-1200 2K5 Learning for life vs learning for School? What students think about their own learning in medical education G Fabry* & M Giesler (Albert-Ludwigs-University, Medical School, Department of Medical Psychology & Sociology, Freiburg, Germany)

1200-1215 2K6 Evaluation of learning styles of medical students by VARK instrument at Iran University of Medical Sciences H Baradaran*, A Rezaeyan & J Koohpayehzadeh (Medical Education and Development Centre Iran University of Medical Sciences, Tehran, Iran)

1215-1230 2K7 Increasing pass rates through learning style flexibility G Wolvaardt* (Foundation for Professional Development, Pretoria, South Africa)

1230-1245 Discussion

1045-1245 2L SHORT COMMUNICATIONS: Postgraduate Education 1 Chairperson: Penny Lockwood (UK) Location: Dochart 2, Loch Suite

1045-1100 2L1 Impact of Hospital at Night schemes on Pre-Registration Doctors’ training F Chowdhury* & P B Goodfellow (Chesterfield Royal Infirmary, South Yorkshire Deanery, Chesterfield, UK)

1100-1115 2L2 Junior doctor perceptions of clinical training in Australia M Bonning & R Mitchell* (Australian Medical Association Council of Doctors in Training, Australia)

1115-1130 2L3 Discrepancy between the expectations and preferences of new residents and how these influence their satisfaction J M Garcia de Diego*, R Serrano del Rosal, J Ranchal Romero & L Biedma Velazquez (Instituto de Estudios Sociales Avanzados, Consejo Superior de Investigaciones Cientificas, Spain)

1130-1145 2L4 Rheumatology pearls: A web-based rheumatology learning tool for internal medicine residents Z Ahmad* & D Cohen (University of Toronto, Division of Rheumatology, Toronto, Canada)

1145-1200 2L5 A multi-institutional survey of internal medicine residents’ learning habits R Edson*1, T Beckman1, F McDonald1, P Aronowitz2, R Badgett3, D Feldstein4, M Henderson5, J Kolars1 & C West1 (1Mayo Clinic College of Medicine, Rochester; 2California Pacific Medical Center, San Francisco; 3University of Texas, San Antonio; 4University of Wisconsin, Madison; 5University of California Davis, Sacramento, USA)

1200-1215 2L6 A new paradigm for JMO rostering: Who, when, where, what, why and with whom? I Graham* (Postgraduate Medical Council of Victoria, Melbourne, Australia)

1215-1230 2L7 Quality Education and Safe Systems Training (QuESST): Curricula development for graduate medical education H Kromrei*1, W Wiese-Rometsch*1, B Digiovine1, K Kaye1, D Levine1, M Farber2 & M Schreiber2 (1Wayne State University School of Medicine, Detroit; 2Detroit Medical Center, Detroit, USA)

1230-1245 2L8 Can foundation doctors participate in ‘on-the-job’ educational research without compromising their clinical roles? Simon H Y Tso*, Gaggandeep Singh Alg*& Eleanor Wood (Academic Unit of Medical and Surgical Gastroenterology, Homerton University Hospital NHS Foundation Trust, London, UK)

No Discussion

– 40 – 1045-1245 2M RESEARCH PAPERS: Teaching and Learning Chairperson: Brian Hodges (Canada) 2 Location: Leven, Seminar Suite

1045-1105 2M1 Contrasting simulated and authentic early clinical experience: a qualitative exploration of how medical undergraduates learn through difference Sarah Yardley*1, Caragh Brosnan2, Richard Hays3 (1Keele Medical School, Keele University, Staffs; 2Centre for Bioscience and Society, Kings College London, UK; 3Faculty of Health Sciences and Medicine, Bond University, Australia)

1105-1125 2M2 Case seminars open doors to deeper understanding – Nursing students’ experiences of learning A Hofsten*1 & E Häggström2 (1University of Gävle, Department of Caring Sciences and Sociology, Gävle, Sweden; 2Uppsala university, Department of Public Health and Caring Sciences, Uppsala, Sweden)

1125-1145 2M3 Intention to reduce the theory-practice gap in the prehospital nursing study programme V Lindström*, H Borovszky* & M Castrén (Karolinska Institutet, Department of Clinical Science and Education, Sweden)

1145-1205 2M4 Teacher-made models: The answer for medical skills training in developing countries? T Q Tran*1, A Scherpbier2, J V Dalen2 & E P Wright3 (1University of Medicine and Pharmacy at Ho Chi Minh City, Medical Education Center, Ho Chi Minh, VN; 2Maastricht University, Faculty of Health, Medicine and Life Sciences, Maastricht, The Netherlands; 3Medical Committee Netherlands-Vietnam, Hanoi, VN)

1205-1225 2M5 Interdisciplinarity: At the intersection of knowledge-production and professional identity formation T Martimianakis* (Department of Paediatrics and the Wilson Centre for Research in Education, University of Toronto, Canada)

1225-1245 Discussion

1045-1245 2N WORKSHOP: A new outcome a new challenge: research skills for medical students Julie Struthers*, Jim Aiton*, Anita Laidlaw and Simon Guild* (University of St Andrews, Bute Medical School, St Andrews, UK) Location: Gala 1, Clyde Auditorium Complex

1045-1245 2O WORKSHOP: Reviewing qualitative medical education research manuscripts S J Crandall*1, P A Hemmer*2 & S J Durning*2 (1Wake Forest University School of Medicine, Winston-Salem; 2Uniformed Services University of the Health Sciences, Bethesda, USA) Location: Gala 2, Clyde Auditorium Complex MONDAY 6 SEPTEMBER

1045-1245 2P WORKSHOP: Evidence-based learning and assessment workshop: articles that will change your educational practice S A Santen*1, J H Shatzer*2, E Mylona3 & R R Hemphill*1 (1Emory School of Medicine, Atlanta, GA, USA; 2Vanderbilt School of Medicine, Nashville, TN, USA; 3Stony Brook University, Medical Center, Stonybrook, NY, USA ) Location: Barra, Crowne Plaza Hotel

1045-1245 2Q WORKSHOP: You can do it! Managing challenging teaching situations and “problem” learners Abi Sriharan*, Jerry Maniate* & Sanjay Mehta (University of Toronto, Canada) Location: Staffa, Crowne Plaza Hotel

1045-1245 2R WORKSHOP: Building skills for small group facilitation C Capello*1, J Murray III*2 & E Mylona3 (1Weill Cornell Medical College, Office of Curriculum and Educational Development, New York; 2Weill Cornell Medical College, Dept. of Psychiatry, New York; 3Stony Brook University School of Medicine, Curriculum Affairs and Faculty Development, New York, USA) Location: Morar, Seminar Suite

– 41 – 1045-1245 2S WORKSHOP: Student assessment of faculty professionalism R Cruess* & S Cruess* (Centre for Medical Education, McGill University, Montreal, Canada) Location: Ness, Seminar Suite

1045-1245 2T MEET THE EXPERT Itiel Dror (Institute of Cognitive Neuroscience, UCL, UK) Location: Etive, Seminar Suite

1045-1245 2U POSTERS: The Teacher Chairperson: Simon Cotterill (UK) Location: Hall 2, SECC

2U1 What is the effect of length of teaching experience and faculty development interventions on teaching effectiveness? A nested case-control study in the department of medicine at the University of Toronto E Grigoriadis* & D Dodig (University of Toronto, Canada)

2U2 Teaching performance assessment through three different strategies at UNAM Faculty of Medicine in Mexico A Martínez-González*, L Moreno-Altamirano, R Ponce-Rosas & M Urrutia-Aguilar (National University Autonomous of Mexico (UNAM), Mexico)

2U3 Effective mentoring relationships: Partner’s perspective G Pavlekovic1, M Vrcic Keglevic1, N Cikes*2 & Z Bradamante2 (1Croatian Association for Medical Education; 2University of Zagreb, School of Medicine, Croatia)

2U4 The impact of years of experience in developing a mentorship program in a tertiary academic health care center in Saudi Arabia Saad Al Qahtani, Thuraya Kattan* & Michael Seefeldt (King Abdulaziz Medical City and King Saud Bin Abdulaziz University for Health Sciences, College of Medicine, Riyadh, Saudi Arabia)

2U5 Conceptions of being a mentor T Stenfors-Hayes*1, H Hult2 & L O Dahlgren2 (1CME, LIME Karolinska Institutet; 2Linköping University, Sweden)

2U6 The characteristics of a good clinical teacher as perceived by resident physicians in Japan Makoto Kikukawa*1, Hiromi Nabeta1, Yasutomo Oda1, Maiko Ono2, Emura Sei1 & Shunzo Koizumi1 (1Saga Medical School, Faculty of Medicine; 2Karathu Shimin Hospital Kitahata, Saga, Japan)

2U7 How can more General Practitioners be encouraged to teach medical students? R Knox*, B Patel & M Hampshire (University of Nottingham, Division of Primary Care, Nottingham, UK)

2U8 “Voices from the corridor” – What motivates clinicians? B V Prathibha* (William Harvey Hospital, East Kent Hospitals University NHS Foundation Trust, Ashford, UK)

2U9 An evaluation of fourth year medical students’ satisfaction of Medicine Department, Udonthani Medical Education Center (UdMEC), Thailand S Pongudom* & S Raiyawa (Udonthani Medical Education Center, Udonthani Hospital, Udonthani, Thailand)

2U10 The students’ views on priorities in faculties’ assessment S M Hosseini*, R Sarchami, M Najafi, B M Hosseini & H Karimi (Mashhad University of Medical Sciences, Mashhad and Qazvin University of Medical Sciences, Qazvin, Iran)

2U11 Introduction of teaching portfolios for faculty of Shifa College of Medicine Sameena Ghayur*, Riffat Shafi and Iqbal Mobeen (Shifa College of Medicine, Islamabad, Pakistan)

– 42 – 2U12 Viewpoints about an effective clinical instructor in Jahrom University of Medical Sciences, Iran 2 Sedigheh Najafipour *, Fatemehe Najafipour, Sohrab Najafipour, Vahid Najafipour & F Bizaiy (University of Jahrom Medical Sciences, Jahrom, Iran)

1045-1245 2V POSTERS: Specialty Training Chairperson: Rakesh Patel (UK) Location: Hall 2, SECC

2V1 Orthopaedic boot camp: A novel approach to teaching basic technical skills to orthopaedic trainees R Sonnadara*, A Van Vliet, O Safir, J Burkitt & R Reznick (Department of Surgery, University of Toronto, Canada)

2V2 Modular training in Ophthalmology – a solution for the medical retina Sue Agger*, Nick Sarkies, Jonathan Waller & Simon Gregory (East of England Multi-professional Deanery, Cambridge, UK)

2V3 Out-of-hospital rotations – specialist training process E Pastrana*, T Campos & C Cortes (Andalusian Regional Health Ministry, Spain)

2V4 Meeting the demand: Design of a hospitalist curriculum in an inpatient medicine rotation S Wali* & A Relan (David Geffen School of Medicine at UCLA, Educational Development and Research, Los Angeles, USA)

2V5 Developing a framework of a post-graduate diploma programme in mental health R J Nichol*, Mm Nel, Gj Van Zyl & J Hay (University of the Free State, Bloemfontein, South Africa)

2V6 How well does specialty training prepare new consultants for different aspects of their role? A questionnaire study G Morrow*1, B Burford1, J Illing1, N Redfern2, R Briel3, C Kergon1 & P Crampton1 (1Durham University, School of Medicine and Health, Durham; 2Northern Deanery, ; 3Tees, Esk and Wear Valleys NHS Foundation Trust, Darlington, UK)

2V7 The challenges of delivering anaesthetic training at Queen Victoria Hospital, East Grinstead over the last five years J Boss, M Lees* & C Patel (Queen Victoria Hospital NHS Trust, East Grinstead, UK)

2V8 Spine safe course: The importance of extra-curricular education in surgery S Graham*, A Michael, P Millner & A Rao (Academic Department of Trauma and Orthopaedics and Spine Surgery, University of Leeds, UK)

2V9 Does ranking at interview predict performance in work based assessments MONDAY 6 SEPTEMBER (WBAs) in core surgical trainees (CT1)? RJ Mayes1, H Holscher*2, WJ Campbell1 & R Gilliland1 (1Department of Surgery, Ulster Hospital Dundonald, ; 2Royal College of Surgeons of England, London, UK)

2V10 Mentoring in higher surgical training – desires and doubts R Hughes* & L Pugsley (University of Cardiff, UK)

2V11 Developing knowledge through language in case based discussion S F Birks* (Carousel Child Health Department, Buckland Hospital, Dover, UK)

2V12 A continuous quality improvement strategy for General Practice training in Wales: Start of a journey Phil Matthews*, Mary Beech & Melody Rhydderch (GP Training Wales, Wales Deanery, UK)

2V13 E-Induction for GP Specialty Trainees – improving communication flow to trainees Nicki Elliott, Siân Davies*, Mary Beech, Phil Matthews & Melody Rhydderch (GP Training Wales, Wales Deanery, UK)

– 43 – 2V14 Increasing lay involvement in GP specialty training activity – opportunities and challenges Mary Beech*, Phil Matthews & Melody Rhydderch (GP Training Wales, Wales Deanery, UK)

2V15 Evaluation of London’s academic ST4 pilot project A Lints*, S Ahluwalia* & D Price (London Deanery, London, UK)

2V16 Curriculum change in general practitioner [GP] pediatric training attachment: Views from the coalface of professional practice T Newson* (Paediatric Department, Kent and Canterbury Hospital, Canterbury, Kent, UK)

2V17 Rural Fellowships in Scotland: Preparation for a Rural General Practice Career R MacVicar*, P Wilkes & J Douglas (NHS Education for Scotland, Centre for Health Science, , UK)

2V18 Evaluation of out-patient experience in the early years of GP specialty training: Preliminary findings Andrew Longley & Clare Wedderburn* (Wessex School of General Practice, Bournemouth University, Dorset, UK)

1045-1245 2W POSTERS: Curriculum Planning Chairperson: Elizabeth Kachur (USA) Location: Hall 2, SECC

2W1 Using special study components to develop deep learning in healthcare and medical students David Brigden, Julian Breeze & Zoe Morris Williams* (Bangor University, Bangor, UK)

2W2 Student selected components (SSCs) – The Glasgow experience R Mclean, A McGowan*, J Burke & C Collins (University of Glasgow, UK)

2W3 Integrating systems-based practice, quality improvement, and relationship- centered care into first semester undergraduate medical education D Callender*1, J Harris-Alleyne1, D Pederson1, G Ogrinc2, R Frankel3 & M Coleman*1 (1Ross University School of Medicine, Roseau, Dominica; 2Dartmouth Medical School , ; 3Indiana University School of Medicine, Indianapolis, USA)

2W4 Leadership, participation and communication of curricular change in Glasgow Medical School AW Lumsden* & P Evans (University of Glasgow, UK)

2W5 Peculiarities of undergraduate medical education in former soviet countries Z Vadachkoria, R Beriashvili & G Simonia* (Tbilisi State Medical University, Tbilisi, Georgia)

2W6 Evaluating the proposed and needed training courses in terms of requirements for entrepreneur and job finding in the view of the students and graduates of Medicine colleges of south of Iran, 2007 S Hkavari* (Faculty of Health, Semnan Medical University, Semnan, Iran)

2W7 Educating Integrative Medicine over the whole curriculum - six years of experience with the Integrated Curriculum for Anthroposophic Medicine (ICURAM) D Tauschel, C Scheffer, F Edelhaeuser & M Hoffmann* (University of Witten/Herdecke, Integrated Curriculum for Anthroposophic Medicine (ICURAM, Witten, Germany)

2W8 The unique mutual relationship between oral epidemiology and dental education E Joury* (University of Damascus, Faculty of Dentistry, Damascus, Syria)

2W9 Missing lectures found in hidden curriculum S Morang*, M Taylor* & P Goff (Ross University School of Medicine, Commonwealth of Dominica, West Indies)

– 44 – 2W10 A multi-faceted approach to enriching advanced practice nurses gerontological cultural competence 2 L Kennedy-Malone* & E Jones* (The University of North Carolina at Greensboro School of Nursing, Greensboro, NC, USA)

2W11 Norwegian medical students’ attitudes to the pharmaceutical industry D Lea*, O Spigset & L Slørdal (Norwegian University of Science and Technology, Faculty of Medicine, Trondheim, Norway)

2W12 Medical students´ estimates regarding the incidence of chronic diseases in general practice H Karppinen*, M Nevalainen, L Kuikka, H Liira, P Salokekkilä, L Sjöberg, M Torppa, J Eriksson & K H Pitkälä (University of Helsinki, Department of General Practice and Primary Health Care, Helsinki, Finland)

2W13 Quality assurance for active modular team performance in modular planning, delivery and assessment of rheumatology module for 3rd year MBBS curriculum K Irshad*, S Ghayyur & M Iqba (Shifa College of Medicine Islamabad, Pakistan)

2W14 Going back to school: Educating ourselves about students’ transition to medical education Janette Myers* & Kirsty Wadsley (St George’s, University of London, UK)

2W15 Clinical veterinary students’ perceptions of a ‘day one’ skills guide Claire Duncan*, Vicki H M Dale & Matthew Pead (The LIVE Centre, The Royal Veterinary College, Hatfield, Herts, UK)

2W16 Developing internship programme for undergraduate medicine: Lessons learnt from Universitas Gadjah Mada, Faculty of Medicine Titi Savitri Prihatiningsih Damardjati* (Universitas Gadjah Mada, Sekip, Yogyakarta, Indonesia)

2W17 Writing and teaching medical education curriculum with patients and families J Hanson*, B Lown*, S Downe*, A Robb* & K DeZee* (1Uniformed Services University, Dept of Medicine, Bethesda, Maryland; 2Mt. Auburn Hospital, Cambridge, Massachusetts, USA; 3University of Central Lancashire, Faculty of Health; 4University of Glasgow, Faculty of Medicine, UK)

2W18 The sociological role of medical faculties to teach the importance of cuisine in health D de Penanster1, C Bertrand*2, C Pillet3, A Garcia3, C Ammirati2, S Hercberg4 & M Guerard (1Ministry of Health Paris; 2UFR de medicine Université Paris Est Creteil; 3Institute M.Guerard; 4Université Paris 13, France)

2W19 Development of community-based medical education module incorporating and promoting the concepts of Education for Sustainable Development (ESD) Y Takeda*1, E Boostrom2, N Khalek3, P Kessoomboon4, H Yamamoto5, H Hori1 & K Ando1 (Mie University 1Graduate School of Medicine, Mie; 2Research Institute, Okinawa Japan; MONDAY 6 SEPTEMBER 3University of Sharjah College of Medicine, Sharjah UAE; 4Khon Kaen University, Khon Kaen, Thailand; 5Okayama University, Japan)

1045-1245 2X POSTERS: Patient Safety Chairperson: Al Dowie (UK) Location: Hall 2, SECC

2X1 Result of a reflective introduction to communications and teamwork for patient safety with SBAR for 2nd year medical students J V Patenaude*1, M Aylward*2, M Hotte2, K Dupuis2, P Drolet1, R Thivierge1 & C Scherrer2 (1Université de Montreal; 2CAE, Montreal, Quebec, Canada)

2X2 Patient safety education: National data use for program development D Danoff*, T Gondocz & S Swiggum (Canadian Medical Protective Association, Ottawa, Ontario, Canada)

– 45 – 2X3 Phantom of the operation theatre – Not yet considered influences on the communication in the operation room M Henninger, S Murrmann*, J Baumgart & A Kutter (University of Education Weingarten, Media Didactics, Weingarten, Germany)

2X4 The effect of a new theatre etiquette course on medical students’ theatre etiquette skills N D Mackay, J Nutt, R Mehdian & C F Kellett* (University of Dundee, Faculty of Medicine, Dundee, UK)

2X5 The roles of surgery and anesthesia trainees in the uptake of preoperative team briefings Sarah Whyte* (The Wilson Centre for Research in Health Professions Education, University of Toronto, Canada)

2X6 The use of “Values Exchange” as a special study module option as part of the medical curriculum Helen Orton* (University of , UK)

2X7 Shaping great physician-PA teams R Ballweg* & R Cohn (National Commission on Certification of Physician Assistants, Johns Creek, GA, USA)

2X8 Student engagement: Teamwork, training and personal curiosity supporting academic development D Geçkalan*1, C Soysal*1, P de Roos*2 & K Nesterowicz3 (1Çukurova University, Adana, Turkey and Turkmsic Turkey; 2European Medical Students’ Association and Vrije Universiteit Medical Center, Amsterdam, The Netherlands; 3European Pharmaceutical Students’ Association and Krakow University Poland)

2X9 The effect of application of reasoning map on nursing students’ self perceived caring behavior M Moattari* M Keshmiri & S Z Tabeee (Shiraz University of Medical Sciences, Shiraz, Iran)

2X10 Developing moral reasoning skills in the Virtual Learning Environment (VLE) C Roche*1 & P Gallagher2 (1Trinity College, School of Pharmacy and Pharmaceutical Sciences, ; 2Royal College of Surgeons Ireland, School of Pharmacy, Dublin, Ireland)

2X11 Ethical issues medical students confront during clinical rotations in Tehran University of Medical Sciences Nazila Nikravan Fard1, Fariba Asghari*1 & Azim Mirzazadeh2 (Tehran University of Medical Sciences, 1Medical Ethics and History of Medicine Research Center; 2School of Medicine, Educational Development Office, Tehran, Iran)

2X12 Are medical students more empathic than others? N Najem, E Nemr, S Abou Jaoude, A Yazigi & F Haddad* (Hotel Dieu de France Hospital, Beirut, Lebanon)

2X13 Medical students’ professionalism narratives: An insight to the hidden curriculum F M Meagher*1, Gina Menzies2, David Smith2, NG McElvaney1 (Royal College of Surgeons in Ireland 1Department of Medicine; 2Division of Population Health, Dublin, Ireland)

2X14 Perception of professionalism in physicians of the new generation Kai-Kuen Leung*1 & Wei-Dean Wang1,2 (1National Taiwan University Hospital and College of Medicine, Department of Family Medicine; 2National Department of Social Medicine, Taiwan)

2X15 Critical discourse analysis (CDA) of professionalism, uncovered by faculty Shifa College of Medicine, Islamabad, Pakistan Syed Shoaib Shah* & Mubashir Farooqi (Shifa College of Medicine, Islamabad, Pakistan)

– 46 – 1045-1245 2Y POSTERS: Continuing Professional Development Chairperson: Alistair Thomson (UK) 2 Location: Hall 2, SECC

2Y1 Medical Qualification Online (QUOMED) – An innovative and interactive online CME programme for general practitioners Th Brendel*1, J Eberle2, J Avila3, M Holzer1, A Görlitz1, K Stegmann2, L Kühne-Eversmann1, K Sostmann3, F Fischer2 & M R Fischer4 (1Medizinische Klinik - Innenstadt, Munich; 2Chair of Education and Educational Psychology, Munich; 3Charité-Universitätsmedizin Berlin; 4Private Universität Witten/Herdecke, Germany)

2Y2 Physician self-care and wellness: 21-year trends in Alberta family medicine graduates R Crutcher*1, O Szafran2, W Woloschuk1 & C Hansen1 (1University of Calgary; 2University of Alberta, Edmonton, Alberta, Canada)

2Y3 Newly appointed GPs and consultants action learning set C Wedderburn, T Battcock & M Masding* (Centre for GP Education, Bournemouth University, Bournemouth, UK)

2Y4 A pilot study of newly implemented nationwide antimicrobial stewardship programs by the Japanese Society of Chemotherapy in Japan H Gomi*1 & K Mikasa2, et al (1Jichi Medical University, Tochigi; 2Nara Medical University, Nara, Japan)

2Y5 Lessons learned From CME development: Educational gaps and barriers to learning S Verma, S Berry* & K Warzecha (Sunnybrook Odette Cancer Centre, Department of Medical Oncology, Toronto, Canada)

2Y6 Influencing pharmacists practice in women’s health through a professional development course N Yuksel* & TJ Schindel (University of Alberta, Faculty of Pharmacy and Pharmaceutical Sciences, Edmonton, AB, Canada)

2Y7 How can e-Learning help physicians in their CPD self-management plan? M Borduas*, A Jacques, P Raîche & C Guimond* (Aptimed Inc, Montréal, Québec, Canada)

2Y8 Developing the skills of a reflective practitioner David Brigden* & Julian Breeze (School of Medical Sciences, Bangor University, Bangor, UK)

2Y9 Significant event analysis: Is there consistency in the quality of the peer review process? Morven Mellan1, Fiona McMillan2, Ailsa Power* (1NHS Education for Scotland; 2University of Strathclyde, Glasgow) MONDAY 6 SEPTEMBER 2Y10 Validation of an electronic case-based learning system to measure faculty physicians’ reflections on adverse patient events J H Szostek*, T J Beckman, L K Decker, T I Morgenthaler, F Lopez-Jimenez & C M Wittich (Mayo Clinic College of Medicine, Rochester, MN, USA)

2Y11 Analysis of factors that influence the competency of candidates at organized programme of continuous medical education in the field of reanimatology in Croatia Silvija Hunyadi-Anticevic1, Gordana Pavlekovic*2 & Davor Milicic3 (1Croatian Resuscitation Council; 2Croatian Association for Medical Education; 3Medical School, University of Zagreb, Croatia)

2Y12 Supporting the ‘lost tribe’: A collaborative project between medical education and library services Girendra Sadera* & Victoria Kirk* (Wirral University Teaching Hospital, Arrowe Park Hospital, Wirral, UK)

2Y13 Medication administration in a post conflict area: The impact of an educational program on quality improvement in a hospital in Northern Uganda D Hawker*, K Livingstone*, M Surgenor & G Byrne (Univ Hospital of South Manchester, UK)

– 47 – 2Y14 Maintenance of licensure: Competency-based CPD approach K Smythe*1 & K Hodgson2 (1College of Veterinarians of Ontario, Guelph; 2University of Toronto, Office of Continuing Education and Professional Development, Toronto, ON, Canada)

1045-1245 2Z SECRETS OF SUCCESS 1 Location: Hall 5, SECC 2Z1 A web-based platform to create teaching materials and automatic testing of anatomy A Thirunavuukarasuu*, J Liu, GL Yang & WL Nowinski (Biomedical Imaging Lab, Agency for Science, Technology and Research, Singapore)

2Z2 Collaborative Development of Virtual Patients in Clinical Education Norman Berman* & Leslie H Fall (Institute for Innovative Technology In Medical Education, Lebanon, New Hampshire, USA)

2Z3 Blogging for Bones J Dent*, J Smith & N Lafferty (University of Dundee, Centre for Medical Education, Dundee, United Kingdom)

2Z4 It’s virtually a Bug’s Life! Alan Gilchrist*, Janette Moyes* & Barbara Findlay* (Medical Education Centre, Western General Hospital, Edinburgh, UK)

1045-1245 amee recognition of excellence meeting (invite only) Location: Fyne, Loch Suite

1245-1415 LUNCH Location: Hall 2 & Hall 5, SECC

1300-1400 private sessions ESME Course Location: Gala 2, Clyde Auditorium Complex ESMEA Course Location: Ness, Seminar Suite ESTEME Course Location: Morar, Seminar Suite RESME Course Location: Gala 1, Clyde Auditorium Complex Cardiff Alumni Lunch Location: Hall 1, SECC Harvard Macy Lunch Location: Mezzanine ViEW AGM Location: Dochart 2

SESSION 3: SIMULTANEOUS SESSIONS 1415-1600 3A SYMPOSIA: Advances in understanding self-assessment Panel: Joan Sargeant (Dalhousie University, Canada); Kevin Eva (University of British Columbia, Canada); Carol-Anne Moulton (University of Toronto, Canada); Robert Galbraith (National Board of Medical Examiners, USA) Location: Auditorium, Clyde Auditorium Complex

1415-1600 3B SYMPOSIA: Some developments in medical education Part 1: The Bologna Process Panel: Madalena Patricio (AMEE) (Chair); Olle ten Cate (Netherlands); Manuel João Costa (Portugal); Christian Schirlo (Switzerland); Claire de Burbure (Belgium); Mogens Hørder (Denmark) Part 2: Curriculum Trends in Europe in the 21st Century Panel: Ronald Harden (AMEE) (Co-Chair); Madalena Patricio (AMEE) (Co-chair); Rayenne Dekhinet (AMEE) Location: Lomond Auditorium, Loch Suite

– 48 – 1415-1600 3C SHORT COMMUNICATIONS: Continuing Professional Development 1 Chairperson: Al Aparicio (USA) 2 Location: Forth, Clyde Auditorium Complex

1415-1430 3C1 Turning the tables: When students teach professionals S Amanali, A Andersson, S Carrera Löhr, Z Eliasson, H Eriksson, A Erlandsson, S Goobar, J Holm, C Johansson, E Langendahl, A Lindberg, J Lundin, C Savage*, U von Thiele Schwarz & A Uhrdin (Medical Management Centre, Department of Learning, Informatics, Management & Ethics, Karolinska Institutet, Stockholm, Sweden)

1430-1445 3C2 Power, empowerment and voice – supporting patients with learning disabilities A Gisvold* (Kent, Surrey and Sussex Postgraduate Deanery, London, UK)

1445-1500 3C3 Finnish web-platform for documenting and assessing continuous professional development J Patja* & T Litmanen (The Association for Continuous Professional Medical Development in Finland (Pro Medico)

1500-1515 3C4 Annual survey of doctors’ CPD in Sweden H Hjelmqvist* & T Stenhaugen (Swedish Medical Association, Stockholm, Sweden)

1515-1530 3C5 Implementing practice change: What educational methods are effective? A Jefferies* & V Shah (Department of Paediatrics, Mount Sinai Hospital, University of Toronto, Canada)

1530-1545 3C6 Emergency competencies at primary care settings: physicians and nurses point of view Alessandra Bassalobre Garcia, Marília Angelina Ferreira Papa & Paulo Marcondes Carvalho Junior* (Marilia Medical School, Brazil)

1545-1600 3C7 Describing the learning climate of training general practices – a learner’s perspective Sharon Wiener-Ogilvie* & Victor Smith (NHS Education Scotland, General Practice, South East Scotland, UK)

No Discussion

1415-1600 3D SHORT COMMUNICATIONS: Clinical Teaching 2: The Context of Clinical Teaching Chairperson: Christina Tan (Malaysia) Location: Hall 1, SECC

1415-1430 3D1 Opportunities not challenges – Setting up a clinical skills lab in Malawi J Coupe* (University of Bradford, Nursing Division, Bradford, UK)

1430-1445 3D2 ‘Trochars No More’: Addressing national skills needs through shared MONDAY 6 SEPTEMBER e-learning resources Janet Skinner*, Jeanette Stevenson, Andrea Baker, Jean Ker, Anna O’Neill, Jerry Morse, Sarah Race & Lisi Gordon (Clinical Skills Managed Educational Network, Scotland, UK)

1445-1500 3D3 Clinical experience during psychiatry placement for undergraduate medical students: How does it link to their performance in examination? Daniel Tai-yin Tsoi* (Nottinghamshire Healthcare NHS Trust, and University of Nottingham, Division of Psychiatry, Nottingham, UK)

1500-1515 3D4 Undergraduate out of hours experience – does it prepare medical students for the real thing? K High* & W Watson* (University of , Division of Medical and Dental Education, Aberdeen, UK)

1515-1530 3D5 Triadic interaction in bedside teaching encounters in primary care: A video- observational study in Australia R Ajjawi*1, C Rees2, L Monrouxe3 & I Wilson4 (1Monash University, Australia; 2University of Dundee, UK; 3Cardiff University, UK; 4University of Western Sydney, Australia)

– 49 – 1530-1545 3D6 The demoted apprentice – undergraduate clinical placements within the changing NHS A Timm* & F J Hill (University of Southampton, School of Medicine, Division of Medical Education, Southampton, UK)

1545-1600 3D7 Improvement of undergraduate clinical education in Lao PDR: From central hospitals to provincial hospitals H Onishi*1, A Takamura2, K Yano3, K Kitamura1 & K Bouphavanh4 (1International Research Centre for Medical Education, University of Tokyo, Tokyo; 2Johoku Hospital, Kanazawa; 3Mie University, Tsu, Japan; 4University of Health Sciences, Academic Affair Department, Vientiane Lao)

No Discussion

1415-1600 3E PHD REPORTS 1 Chairperson: Trudie Roberts (UK) Location: Alsh 1, Loch Suite

1415-1435 3E1 Unravelling learning by doing: A study of workplace learning in postgraduate medical education PW Teunissen* (Maastricht University, Department of Educational Research and Development, Maastricht, The Netherlands)

1435-1455 3E2 Self-assessment in general practice trainees: insights into the profession and its postgraduate training V Dory* (Universite catholique de Louvain, General Practice Centre, Belgium)

1455-1515 3E3 Outcome-based Continuing Medical Education - an intervention to improve rational prescribing Hamideh M Esmaily*1, Rolf Wahlstrom2 (1Tabriz University of Medical Sciences, Educational Development Centre (EDC), Tabriz, Iran; 2Karolinska Institutet, Department of Public Health Sciences, Division of Global Health (IHCAR), Stockholm, Sweden)

1515-1535 3E4 The power of prepositions: Learning with, from and about each other L Bainbridge* (University of British Columbia, Vancouver, BC, Canada)

1535-1600 Discussion

1415-1600 3F SHORT COMMUNICATIONS: OSCE: Psychometrics Chairperson: Jack Boulet (USA) Location: Alsh 2, Loch Suite

1415-1430 3F1 Onward and upward from the great exhibition: Aspects of sequential testing G Pell*, R Fuller & M Homer (Medical Education Unit, University of Leeds, UK)

1430-1445 3F2 The OSCE quality iceberg: 90% is hidden R Fuller*, G Pell & M Homer (Leeds Institute of Medical Education, School of Medicine, University of Leeds, UK)

1445-1500 3F3 The evolution of high stakes OSCEs using global ratings, key features and essential tasks B Holmes*1, R Maudsey*2, A Fotheringham1 & L Mosher1 (1Dalhousie University; 2College of Physicians and Surgeons of Nova Scotia, Canada)

1500-1515 3F4 The relationships between examinee use of time and global ratings on the USMLE Step 2 CS examination K Swygert*1, E Muller1, D Swanson1, C Scott1 & M Van Zanten2 (1National Board of Medical Examiners; 2Educational Commission for Foreign Medical Graduates, Philadelphia, PA, USA)

1515-1530 3F5 Towards improving the standards in objective structured clinical examinations – The Aga Khan University experience Naveed Yousuf* & Rukhsana W Zuberi* (Department for Educational Development (DED), Aga Khan University (AKU), Karachi, Pakistan)

– 50 – 1530-1545 3F6 Scores equated on high stakes OSCEs administered from 2006-2009 to determine shift in outcomes 2 Fadi Munshi*1,2, Tsuen-Chiuan Tsai3,4 & Peter H Harasym2,3 (1King Saud bin Abdulaziz University, Medical Education, Riyadh, Saudi Arabia; 2Department of Community Health, University of Calgary, Canada; 3Department of Healthcare Administration, I-Shou University; 4Department of Pediatrics, Taipei Medical University College of Medicine, Taiwan)

1545-1600 3F7 Using item analysis to improve the internal reliability of the Calgary-Cambridge communication medical student OSCE T Donnon* (University of Calgary, Medical Education Research Unit, Calgary, AB, Canada)

No Discussion

1415-1600 3G SHORT COMMUNICATIONS: Training the Student and Junior Doctor as a Teacher Chairperson: to be announced Opening Discussant: Stewart Mennin (Brazil) Location: Boisdale 1, Loch Suite

1415-1430 3G1 Introduction to pedagogy for medical students C Bertrand, M J Raynal*, C Jbeili, C Pentier, E Lecarpentier, C Segouin, D Michel, M Prevel, P Claude Pierre & J P Farcet (UFR de Médecine Université Paris Est-Creteil, France)

1430-1445 3G2 Teaching medical students to teach A Nihat*, L Koizia*, H Lawrence, A Gandhi, J Renshaw & A Rozario (Imperial College School of Medicine, London, UK)

1445-1500 3G3 How do medical students prepare as teachers? T Saiki*1, T Matsumoto2 & N Ban1 (1Nagoya University Hospital, Department of General Medicine; 2Nagoya University, Graduate School of Medicine, Nagoya, Japan)

1500-1515 3G4 Residents as procedural teachers: impact on central venous catheterization skills A Chan*1, D Pratt2, D Shanks1, J Chase1, P Tam1, R Wong1 & I Ma3 (University of British Columbia, 1Department of Medicine; 2Department of Educational Studies Vancouver; 3Department of Medicine, Calgary, Canada)

1515-1530 3G5 Utilising junior doctor led teaching for undergraduate education L Rohman*, S Keddie*, HK Hussein & M Piper (Wansbeck General Hospital, Ashington, Newcastle-Upon-Tyne, UK)

1530-1545 3G6 Distinction in Medical Education: training students in educational scholarship Norma Saks (Robert Wood Johnson Medical School, Piscataway, NJ, USA)

1545-1600 Discussion MONDAY 6 SEPTEMBER

1415-1600 3H SHORT COMMUNICATIONS: Integrating Anatomy and Clinical Teaching 1 Chairperson: Peter Dieter (Germany) Opening Discussant: Sam Leinster (UK) Location: Boisdale 2, Loch Suite

1415-1430 3H1 The relationship between anatomy and clinical skills performance of junior medical students S Schoeman* (University of the Free State, Dept of Internal Medicine, Bloemfontein, South Africa)

1430-1445 3H2 Integrating the preclinical years in the medical curriculum: Experience at the Universiti Teknologi MARA Samy A Azer*1 Ariza Adnan1 & Khalid Yusoff2 (1College of Medicine, King Saud University, Riyadh, Saudi Arabia; 2Universiti Teknologi MARA, Malaysia)

1445-1500 3H3 Competency-based integrated practical examinations: bringing relevance to basic science laboratory practical R Shafi*, K Irshad & M Iqbal (Shifa College of Medicine, Islamabad, Pakistan)

– 51 – 1500-1515 3H4 Realisation of the clinical relevance of anatomy: students’ perceptions before, during and after clinical rotations Esther M Bergman*, Cees P M van der Vleuten & Albert J J A Scherpbier (Maastricht University, Faculty of Health, Medicine and Life Sciences, Maastricht, The Netherlands)

1515-1530 3H5 The use of videos to aid self-directed learning and improve understanding of living anatomy Gabrielle M Finn*1, David Cox*2, Michael Northend2 & Fiona Curtis1 (1Durham University, School of Medicine and Health; 2University College London, Medical Education, UK)

1530-1600 Discussion

1415-1600 3I SHORT COMMUNICATIONS: Curriculum Implementation in Action Chairperson: Chris Stephens (UK) Opening Discussant: to be announced Location: Carron 1, Loch Suite

1415-1430 3I1 Introducing aspects of quality assurance into the curriculum transformation process M Kayyal* (University of Damascus, Syria)

1430-1445 3I2 Curricular change in a developing country medical school: Some organizational change lessons Melchor Sánchez-Mendiola*, Irene Durante-Montiel, Sara Morales-López, Rogelio Lozano-Sánchez, Adrián Martínez-González & Enrique Graue-Wiechers (UNAM, Secretaría de Educación Médica, México)

1445-1500 3I3 Sustainable and significant improvements in students’ academic performance in the basic sciences as a result of program modification synergy H Yoshida* & R J Testa (American University of the Caribbean School of Medicine, St Maarten, Netherlands Antilles)

1500-1515 3I4 An iterative approach to developing a new undergraduate medical curriculum: A grand day out P Burns* & Jo Hart* (University of Manchester, Manchester Medical School, Manchester, UK)

1515-1530 3I5 Communication and PBL: An interpretative analysis of verbal interaction in group meetings G Edgren*1, J Donnér2 & G Helmstad3 (1Lund University, Centre for Teaching and Learning; 2Department of Clinical Sciences, Lund; 3Department of Sociology, Lund, Sweden)

1530-1545 3I6 What level of attitudes towards PBL can be explained by self-regulated learning skills? S Turan* & A Konan (Hacettepe University, Department of Medical Education, Ankara, Turkey)

1545-1600 Discussion

1415-1600 3J SHORT COMMUNICATIONS: Management and Leadership Education Chairperson/Opening Discussant: Aviad Haramati (USA) Location: Carron 2, Loch Suite

1415-1430 3J1 Making leadership education happen: A participatory action research approach to change Lindsay Hadley1, Clare Penlington*1 & Alison Gisvold1 (Kent, Surrey and Sussex Deanery, London, UK)

1430-1445 3J2 A systematic review to explore what is known concerning the knowledge, skills and attitudes of medical students regarding leadership and management. M Abbas*, T Quince & J Benson (University of Cambridge, General Practice and Primary Care Research Unit, UK)

– 52 – 1445-1500 3J3 No relation between Emotional Intelligence and leadership style in Medical Education managers 2 Leila Sabzmakan1, Leila Bahramkhani*2, Hadi Zamanian3, S Saeed Mazlumi1, Majid Sarreshtedari2, Farideh Bahramkhani2 & Fariba Hashemi2 (1Yazd University of Medical Sciences, Yazd, 2Ghazvin University of Medical Sciences, Ghazvin, 3Tehran University of Medical Sciences, Tehran, Iran)

1500-1515 3J4 A qualitative assessment of a modular leadership training program L J Miedzinski* & J Charles Morrison (University of Alberta, Department of Medicine, Edmonton, Canada)

1515-1530 3J5 Dutch Medical Residents’ perceptions of the need for management education in the revised postgraduate medical curriculum J W M Brouns*1, L Berkenbosch*1, F D Ploemen-Suijker2 & J O Busari1,3 (1Maastricht University, Medicine & Life sciences, Maastricht, 2Leerhuis and 3Department of Pediatrics at Atrium Medical Center, Heerlen, The Netherlands)

1530-1545 3J6 Medical education accreditation in the Philippines: Impact on student outcomes M van Zanten*1, D W McKinley1 & C V Pijano2 (1Foundation for Advancement of International Medical Education and Research, Philadelphia, PA, USA; 2Philippine Accrediting Association of Schools, Colleges and Universities, Quezon City, Philippines)

1545-1600 Discussion

1415-1600 3K SHORT COMMUNICATIONS: The Student in Diffi culty Chairperson: David Kennedy (Canada) Opening Discussant: Liselotte Dyrbye (USA) Location: Dochart 1, Loch Suite

1415-1430 3K1 Factors associated with medical student distress: A cross-sectional study R Faria, E Magalhães, P Morgado*, A P Salgueira & MJ Costa (Life and Health Sciences Research Institute, School of Health Sciences, University of Minho, Braga, Portugal)

1430-1445 3K2 Trainees in difficulties – is the NACT categorisation useful in Denmark? K Bested*, T Kodal, A Rohold, C Oestergaard, J S Madsen, T Hertel, K Vinding, T R Pallisgaard & D Qvesel (Department for Postgraduate Medical Education, Region of Southern Denmark, Denmark)

1445-1500 3K3 Fitness to practise begins in medical school: Developing processes to manage the parallel issues of support, progression and documentation for students experiencing difficulty N Shadbolt*1, M Walton1 & A Reid2 (1University of Sydney, Sydney Medical School; 2New South Wales Medical Board, Sydney, Australia)

1500-1515 3K4 Physiological and psychological responses to stress in year 6 medical students MONDAY 6 SEPTEMBER faced to ambulatory symptomatic patients in Internal Medicine P Pottier*1, J B Hardouin2, T Dejoie3, B Planchon1, JM Rogez1 & V LeBlanc4 (University of Nantes, 1Faculty of Medicine; 2Faculty of Pharmacy and 3Department of Biochemistry Nantes, France; 4University of Toronto, Wilson Centre, Canada)

1515-1530 3K5 Case-Based Learning: early identification of ‘at risk’ learners and provision of on-line support H Fraser*, C Gannon, D Kortschak & A Tonkin (University of Adelaide, Australia)

1530-1545 3K6 Quality of life, daytime sleepiness and burnout in medical residents of a teaching hospital P E Asaiag1, B Perotta1, M A Martins*2 & P Tempski1 (1Evangelical School of Parana, Curitiba, Brazil, 2University of Sao Paulo, Brazil)

1545-1600 Discussion

– 53 – 1415-1600 3L SHORT COMMUNICATIONS: Teaching and Learning Chairperson: Louise Willerton (UK) Opening Discussant: Nicole Borges (USA) Location: Dochart 2, Loch Suite

1415-1430 3L1 Combining problem based learning and team based learning: The Sharjah model for guided discovery learning H Hamdy*, E Agamy & N Abdelkhalek (University of Sharjah, College of Medicine, Sharjah, United Arab Emirates)

1430-1445 3L2 Using team-based learning (TBL) to teach clinical hematology to enhance active learning and critical thinking in large group sessions A Lekhakula*, P Viboonjuntra, P Rujirojindaku & D Kongkabphan (Department of Internal Medicine, Prince of Songkla University, Hat Yai, Thailand)

1445-1500 3L3 Factors influencing seminar group learning in the undergraduate curriculum A Spruijt*1, A D C Jaarsma1, H A P Wolfhagen2, P van Beukelen1 & A J J A Scherpbier2 (1Utrecht University, Faculty of Veterinary Medicine, Quality Improvement in Veterinary Education, Utrecht; 2Maastricht University, Medicine and Life Science, Department of Educational Development and Research, Maastricht, The Netherlands)

1500-1515 3L4 Learning plans: Tool for supporting self-regulated learning E Dannefer* & B Bierer (Cleveland Clinic Lerner College of Medicine of Case Western Reserve University Cleveland, OH, USA)

1515-1530 3L5 Applications of cognitive load theory in medical education Jeroen J G van Merrienboer* (Maastricht University, FHML, Dept of Educational Development and Research, The Netherlands)

1530-1545 3L6 Logging and Learning; a comparison of the roles of electronic and paper logbooks J A Dent*1 & M A L Maley2 (1Centre for Medical Education, University of Dundee, UK, 2University of Western Australia, Perth, Australia)

1545-1600 Discussion

1415-1600 3M RESEARCH PAPERS: Learning Outcomes / Patient Safety Chairperson: Isobel Braidman (UK) Location: Leven, Seminar Suite

1415-1435 3M1 How well are the CanMEDS roles implemented in postgraduate specialist training? G Lillevang*, C Soejnaes, A H Henriksen & C Ringsted (Center for Clinical Education, Copenhagen University Hospital, Rigshospitalet, Copenhagen, Denmark)

1435-1455 3M2 Integration of core competencies in daily supervision: An action-research in a family medicine residency program D Saucier*, L Paré, L Côté & L Baillargeon (Laval University, Department of Family Medicine, Québec, Canada)

1455-1515 3M3 Emerging themes in patient safety education: An evaluative case study Anne Gunderson* (University of Cincinnati College of Medicine, Cincinnati, United States)

1515-1535 3M4 Improving patient safety by teaching safe prescribing. Developing evidence informed recommendations Tim Dornan*, Penny Lewis, David Taylor, Darren Ashcroft, Mary Tully & Val Wass (Schools of Medicine and Pharmacy, University of Manchester, UK and University of Liverpool, UK)

1535-1555 3M5 Resident Doctors’ Reflections on Quality Improvement: Temporal stability and associations with the preventability of adverse patient events CM Wittich*, DA Reed, MM Drefahl, FS McDonald, KG Thomas, AJ Halvorsen & TJ Beckman (Mayo Clinic College of Medicine, Department of Internal Medicine, Rochester, Minnesota, USA)

1555-1600 Discussion

– 54 – 1415-1600 3N WORKSHOP: Workshop to explore current best practice and utility aspects of progress testing 2 A Freeman*1, C Ricketts*1, C van der Vleuten*2 & L Coombes*1 (1Peninsula Medical School, Plymouth, UK, 2Maastricht University, The Netherlands) Location: Gala 1, Clyde Auditorium Complex

1415-1600 3O WORKSHOP: Hearing versus listening: Is there a difference? A Tekian (University of Illinois at Chicago, Department of Medical Education, Chicago, USA) Location: Gala 2, Clyde Auditorium Complex

1415-1600 3P WORKSHOP: Open Education Resource Publishing - The MedEdPORTAL Experience R Reynolds*1, C Candler*2 & M Saleh*1 (1Association of American Medical Colleges, MedEdPORTAL, Washington, DC; 2The University of Oklahoma College of Medicine, Oklahoma City, OK, USA) Location: Barra, Crowne Plaza Hotel

1415-1600 3Q WORKSHOP: Caffeinating PBL: Innovations to maintain discovery, interactivity and activated learning in follow up PBL sessions LuAnn Wilkerson*1, Lawrence H Doyle*1, Benjamin Blatt*2, Matthew Mintz2, Joan Brumbaugh2 & Gene Kallenberg3 (1University of California, Los Angeles, California; 2George Washington University, Washington DC; 3University of California, San Diego, California, USA) Location: Staffa, Crowne Plaza Hotel

1415-1600 3R WORKSHOP: Future of Medical Education: Charting the course for change N Busing*1, J Rourke*2, J Rosenfield3, I Gold1, S Maskill*1, S Slade1 & C Moffatt1 (1The Association of Faculties of Medicine of Canada, Ottawa; 2Memorial University of Newfoundland, Faculty of Medicine, St. John’s; 3University of Toronto, Faculty of Medicine, Toronto, Canada) Location: Morar, Seminar Suite

1415-1600 3S WORKSHOP: Using a Teaching Scholarship Plan (TSP) and other key strategies to move your teaching to publication S Pasquale*1 & K Huggett*2 (1University of Massachusetts, School of Medicine, Worcester, MA; 2Creighton University, School of Medicine, Omaha, NE, USA) Location: Ness, Seminar Suite

1415-1600 3U POSTERS: Simulation Chairperson: Are Holen (Norway) Location: Hall 2, SECC MONDAY 6 SEPTEMBER 3U1 Does prior exposure to clinical practice enhance reflection and learning in simulation training? R Ahmed* & C Buckwell (Barts and the London School of Medicine and Dentistry, Centre for Medical Education, London, UK)

3U2 Simulations in education – How useful? T Söderström*, F Petterson*, L-O Häll, R Holmgren, C Lindgren & D Sjöberg (Umea University, Department of Education Umea, Sweden)

3U3 Enhancing self-confidence in providing structured laparoscopic simulation training for medical undergraduates Pei-Chun Lin*1, Yun-Chen1,2 & Shu-Hsun Chu3 (Far Eastern Memorial Hospital, 1Department of Medical Education; 2Department of Surgery; 3Cardiovascular Center, Banciao, Taiwan)

3U4 Teaching laparoscopic intracorporeal suturing: What is the key step? A Khaimook* (Department of Surgery, Hatyai Hospital, Hatyai, Songkhla, Thailand)

– 55 – 3U5 Cortisol levels and heart rate in two simulation scenarios of cardiopulmonary resuscitation (CPR) A Neset*1,2, T S Birkenes3, S Brunner3, R J Mykletun4, S Odegaard1 & J Kramer-Johansen1 (Oslo University Hospital; 1Institute for Experimental Medical Research; 2Faculty of Medicine, Ulleval; 3Laerdal Medical, Stavanger; 4Faculty of Social Sciences, University of Stavanger, Norway)

3U6 What do mannequins teach us? L Richardson* (University of Toronto, Faculty of Medicine, Toronto, Canada)

3U7 Venepuncture in children: How do we train the medical students? S Setthalak* (Department of Pediatrics, School of Medicine, Maharat Nakhon Ratchasima Hospital, Nakhon Ratchasima, Thailand)

3U8 Introducing clinical simulation into the undergraduate medical curriculum R Tjeng*, E Dias & M Castelo-Branco (Universidade da Beira Interior, Faculdade de Ciências da Saúde, Covilhã, Portugal)

3U9 Use of new teaching tools in clinical skills education at Faculty of Medicine Osijek, Croatia I Grizelj*1, M Mihalj1, I Drenjancevic-Peric1 & I Begic2 (1Faculty of Medicine University Josip Juraj Strossmayer Osijek; 2Clinical Hospital Osijek, Croatia)

3U10 Systematicity as a framework for clinical education using human patient simulation (HPS) R Y Wood*& L Wolf* (Boston College, Connell School of Nursing, Massachusetts USA)

3U11 Software based simulation for medical education Romil Shah*, Jacob Mintzer* & Geoffrey Neizgoda (Saralsoft LLC, Barrington, USA)

3U12 ABC is out – CCC is in: Simplification of the basic life support algorithm with “Check-Call-Compress” improves practical performance S Beckers*, M Skorning, J Brokmann, F Moeris, D Ellrich, M Derwall, S Bergrath, D Rörtgen & R Rossaint (AIXTRA – Centre for Training in Medical Education, University Hospital Aachen, Aachen University, Germany)

3U13 MBChB undergraduate surgical skills teaching- A pilot study N Santoni*, M Gallagher*, G Hogg*, B Tang* & P Boscainos* (University of Dundee, School of Medicine, Dundee, UK)

3U14 Model of clinical skills training for large medical schools V P Riklefs*1, N K Khamzina2 & M K Teleuov1 (1Karaganda State Medical University, Karaganda; 2Ministry of Health, Department of Science and Human Resources, Astana, Kazakhstan)

3U15 Effect of simulative training workshop on Interns’ performance in delivery and labor: A randomized controlled trial Hadi Zamanian*1, Leila Bahramkhani2, Amir Ziaee2 & Fatemeh Laloha2 (1Tehran University of Medical Sciences, Tehran; 2Ghazvin University of Medical Sciences, Ghazvin, Iran)

3U16 Performance of interns in infant CPR after a simulation designed workshop: Necessity of a remarkable change Leila Bahramkhani*1, Hadi Zamanian1, Amir Ziaee1 & Fatemeh Laloha1 (1Ghazvin University of Medical Sciences, Ghazvin; 2Tehran University of Medical Sciences, Tehran, Iran)

3U17 Teaching heart sounds and veterinary cardiology in a blended-learning scenario – an effective way to use “New Media“ J P Ehlers*1, K Voeroes2, A Tipold3 & I Nolte3 (1e-Learning-Consultant, University of Veterinary Medicine Hannover, Germany; 2Szent István Universität, Faculty of Veterinary Medicine, Budapest, Hungary; 3Clinic for Small Animals, University of Veterinary Medicine Hannover, Germany)

3U18 Medical student satisfaction in learning pediatric procedure skills: A comparison between watching a video of the procedure and supervised practice in a skills lab W Anuntaseree*, M Wongchanchailert, K Panabut & N Pruphetkaew (Department of Pediatrics, Faculty of Medicine, Prince of Songkla University, Hat Yai, Songkhla, Thailand)

– 56 – 3U19 Retention of knowledge and skills over time following the Newborn Life Support (NLS) course 2 C Mosley*1 & N Shaw2 (The University of Liverpool, Faculty of Child Health, Liverpool, UK)

1415-1600 3V POSTERS: e-Learning: Case Studies Chairperson: Uno Fors (Sweden) Location: Hall 2, SECC

3V1 Using e-learning modules in a blended learning approach to clinical skills procedures Brian Jenkins* & Siân Williams* (Cardiff University, Cardiff, UK)

3V2 B-Learning in a program of medical residency V L N Blaia-d’Avila*1, R D’Avila1, P Maricato1 & I F Cappelletti2 (Catholic University of São Paulo 1Internal Medicine Residency Program; 2Educational Postgraduate Program, Brazil)

3V3 Blended learning in undergraduate medical education is congruent with principles of adult education R Gamanya*1 & S Brigley2 (Cardiff University, 1Department of Dermatology; 2Medical Education, Cardiff, UK)

3V4 Multimedia-based patient education: Helping healthcare professionals teach N Posel*, D Fleiszer* J Thomas D Bateman & M Cabaluna (McGill University, Faculty of Medicine, Montreal, Quebec, Canada)

3V5 Lack of preparation for clinical placements: A solution C Bell*1, S Baillie2, T Kinnison2 & A Cavers1 (1Royal (Dick) School of Veterinary Studies, University of Edinburgh; 2LIVE Centre, Royal Veterinary College, Hatfield, Hertfordshire, UK)

3V6 Basic Burns Management e-learning tutorial: A new teaching tool FM Egro* (University of Bristol, UK)

3V7 Paediatric intensities-care-unit nursing train on an e-learning-based programme increased nursing-children communication and reduced children’s pain and anxiety related with drugs administration I Bellido*, M V Bellido & A Gomez-Luque (Pharmacology and Clinical Therapeutic, Medicine School, University of Malaga, Spain)

3V8 Experiences with e-learning training exercises by teaching of developmental biology: Molecular aspects of development newly J Feberova1, M Klabanova2 & J Mares*3 (1Rectorate, Charles University; 2Diana Lucina, Kloknerova1; 3Institute of Biology and Medical Genetics, 2nd Medical School, Charles University, Prague, Czech Republic)

3V9 Online material for teaching of clinical otorhinolaryngology: A pilot study

M Peltola*1, J Mertsola2, R Grenman1 & P Kääpä3 (Turku University Hospital, 1Department MONDAY 6 SEPTEMBER of Otorhinolaryngology - Head Neck Surgery; 2Department of Pediatrics; 3Medical Education Research Development Centre, University of Turku, Finland)

3V10 E-learning Exemplars for GP training on physical examination skills: A new resource for GP training M L Denney* & J Rees (Royal College of General Practitioners, London, UK)

3V11 Web based training package for Paediatric HEADSSS assessment and Motivational Interviewing (MI) techniques: a multi-professional evaluation survey K Knight*1, D Walker2, M Parr2, D Wood2, D McKinley3 & J Shalhoub1 (1Charing Cross Hospital, London; 2Children’s Brain Tumour Research Centre, University of Nottingham; 3Children’s Services and Psychology Services (CLIC Sargent), London, UK)

3V12 Educational Development using electronic device and internet MH Meshkibaf*, B Miladpoor & Fateme Khaje (Fasa University of Medical Sciences, Fars, Iran)

3V13 Can Online-Conference systems improve veterinary communication? M Koch*1, M R Fischer2, A Tipold1 & J P Ehlers1 (1University of Veterinary Medicine, Hannover; 2University Witten-Herdecke, Germany)

– 57 – 3V14 Reflection on-line with the e-value system to reinforce residents’ teaching skills Larrie Greenberg*, Benjamin Blatt, Jennifer Keller, Nancy Gaba & Samuel Simmens (George Washington University School of Medicine, Washington, DC, USA)

3V15 An online resource on effective small group work C Collins*1, M Pollock2, J Lang3 & J Burke3,1 (University of Glasgow, 1Learning and Teaching Centre; 2Robert Clark Centre; 3Faculty of Medicine, Glasgow UK)

3V16 Mechanism of musculoskeletal contraction: Development of e-learning sessions in musculoskeletal theme in competence-based curriculum N C Sudarsono & S Kusumaningtyas (University of Indonesia, Faculty of Medicine, Jakarta, Indonesia)

3V17 Focus-group methodology for need assessment in the development of a Mediterranean based e-learning system in agriculture S D’Albenzio1, B Alessandrini*1, O Pediconi1, M Turrini2 & R Lelli1 (1Istituto Zooprofilattico Sperimentale dell’Abruzzo e del Molise; 2Scienter, Italy)

3V18 E-learning – what works? Comparing the design of electronic modules for third year medical students M Sami*1,2, T Vincent2 & J Nawrocki1,2 (1Department of Medical Education, Brighton and Sussex University Hospitals NHS Trust; 2Brighton and Sussex Medical School, Falmer, Brighton, UK)

3V19 A compass for self-direction and reflection: Combining technology and adult education theory to facilitate learning and assessment in medical education M Cohen-Osher*, E Osher* & A Shaughnessy* (Tufts Family Medicine Residency Program at Cambridge Health Alliance, Malden, MA, USA)

1415-1600 3W POSTERS: Written Assessment and Portfolio Assessment Chairperson: Steve Durning (USA) Location: Hall 2, SECC

3W1 How can we assess reflective writing more consistently? D Leeder* (Peninsula Medical School & SW Peninsula Deanery, Exeter, UK)

3W2 Knowledge management on the results of national license examination part 1 (NLE-1) of medical students at Srinakharinwirot University P Sriyabhaya*, P Saengjaruk, V Mahasithiwat & S Wattanasirichaigoon (Srinakharinwirot University (MEDSWU, Thailand)

3W3 Applying Rasch model for assessment of medical education in Mashad University of Medical Sciences in Iran 2009 Hassan Gholami*, Baghaei Purya, Alipour Ahmad, Zareh Hossein & Farajollahi Mehran (University of Mashhad, Medical education, Mashhad, University of Payam noor, Tehran, Iran)

3W4 Concept map assessment in medical education: Reliability and learning outcomes correlation Pairoj Boonluksiri* (Hatyai Medical Education Center, Songkhla, Thailand)

3W5 An assessment of functioning and non-functioning distractors in multiple-choice questions: a descriptive analysis M Tarrant1, J Ware*2 & A Mohammed2 (1School of Nursing, University of Hong Kong; 2Centre of Medical Education, Kuwait University, Kuwait)

3W6 MCQ, MEQ, CRQ: which one is the best? Tomon Thongsri* & Pradet Threerapongphatthana (School of Medicine, Buddhachinaraj Hospital, Thailand)

3W7 Polytomous scoring models are more appropriate for students’ achievement evaluation A Sabouri Kashani*, M Shirazi & H Kurdali (Tehran University of Medical Sciences, Tehran, Iran)

– 58 – 3W8 Applicability of feedback about MC items K Schuettpelz-Brauns* (Charité-University Medicine Berlin, Dieter Scheffner Specialized 2 Medical Center for Higher Education and Evidence Based Education Research, Berlin, Germany)

3W9 A pilot project to demonstrate the feasibility of exchanging data related to learning portfolios among medical schools Simon Grant*1, Elaine Dannefer*2 & Lindsey Henson*3 (1CETIS, Institute for Educational Cybernetics, University of Bolton, Bolton, UK, 2Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, OH, USA)

3W10 Comparison of medical students’ logbook assessment Pathikan Dissaneevate* (Hatyai Medical Education Center, Songkhla, Thailand)

3W11 Faculty development is a MUST when implementing an ePortfolio J G Christner, P T Ross, R L Perlman & M L Lypson* (University of Michigan, Departments of Internal Medicine and Pediatrics, Ann Arbor, MI, USA)

3W12 A survey looking at Junior Doctors’ beliefs about the electronic-portfolio system E Joynes* & A Fergusson (Heart of England NHS Foundation Trust, , UK)

3W13 Engaging trainees in portfolio building A Williamson & N Walton (J McDermott to present) (Newcastle Upon Tyne Hospitals NHS Foundation Trust, Freeman Hospital, Newcastle Upon Tyne, UK)

3W14 The reliability of assessment for online CPD portfolios S Haughey*1, D McAree2, H Bell3, C Hughes1 & C Adair3 (1School of Pharmacy, Queen’s University; 2Pharmaceutical Society of ; 3NICPLD, Queen’s University, Belfast, UK)

3W15 Can a learning portfolio assess the competency of anaesthesia residents? S Suraseranivongse*, T Chinachoti, N Aroonpruksakul, P Halilamien, P Rushatamukayanunt, K Raksamani, B Sirivanasandha & S Mandee (Department of Anesthesiology, Faculty of Medicine, Siriraj Hospital, Mahidol University, Bangkok, Thailand)

1415-1600 3X POSTERS: Management of Postgraduate Training Chairperson: Henrique Martins (Portugal) Location: Hall 2, SECC 3X1 A sense of community lost? First year doctors: How does the loss of free accommodation affect professional development? T M Battcock*1, M G Masding*2 & T Immins (1Poole Hospital NHS Foundation Trust, Poole; 2Bournemouth University, Centre for Postgraduate Medical Research and Education, Bournemouth, UK)

3X2 Expected and unexpected effects of a re-structured call schedule on two internal medicine clinical teaching units: A qualitative study of attending MONDAY 6 SEPTEMBER physicians, residents, and medical students L Stroud*1, O Oulanova2, N Szecket1 & S Ginsburg1 (University of Toronto, 1Department of Medicine; 2Department of Adult Education and Counselling Psychology, Toronto, Canada)

3X3 Belief in gender polarisation is both manifested and resisted by medical educators D J Colville*, J Wainer & R Aroni (Gender and Medicine Research Unit, Monash Institute of Health Services Research, Victoria, Australia)

3X4 The Gold Guide – Ensuring high quality application of the regulations for postgraduate training in the UK Surbhi Shah*1,2, Kate Read2 & Simon Gregory2 (1Eversheds LLP; 2East of England Multi-professional Deanery, Cambridge, UK)

3X5 Developing a Cultural Consensus Analysis (CCA) based on the internal medicine milestones C S Smith*, W Hill, C Francovich, M Morris, K Caverzagie & W Iobst (1University of Washington, Medicine and Medical Education, Seattle; 2VA Medical Center, Educational Research, Boise; 3American Board of Internal Medicine, Philadelphia, USA)

– 59 – 3X6 In-patient record keeping in Oral and Maxillofacial Surgery (OMFS) units in the west of Scotland: Are we getting closer? N Syyed*1, V Sood2 & I Holland1 (1University of Glasgow, Medical School; 2Oral and Maxillofacial Surgery Department, Southern General Hospital, Glasgow, UK)

3X7 Improving the quality of supervision in a large trust J Hanley, A Williamson, S Quinn, L Pert & J Davison (S Warne to present) (Newcastle Upon Tyne Hospitals NHS Foundation Trust, Royal Victoria Infirmary, Newcastle Upon Tyne, UK)

3X8 The function of pedagogical clinical lecturers in Denmark P J H Engel*, H A Sørgensen & J Thode (Faculty of Health Sciences, University of Copenhagen, Denmark)

3X9 Supporting new program directors: A national orientation program M Kennedy*1 & K Sivertz2 (1Royal College of Physicians and Surgeons of Canada, Ottawa; 2University of British Columbia, Vancouver, Canada)

3X10 The minor ops list – good old fashioned general (practice) surgery A D R Jones*, N Balachander & S Biswas (Department of Colorectal Surgery, King’s College Hospital, London, UK)

3X11 Small groups sessions: Enhancing participation A N R Kishore* (Sussex Partnership NHS Foundation Trust, Sussex, UK)

3X12 Clinical librarian – Reaching out for evidence M Kerr, R Cox, R Mir*, P Sinha, L Taylor & B V Prathibha (William Harvey Hospital, Ashford, UK)

3X13 Out-patient clinic experience: Time to re-think? P Newens*, R Mir, L Taylor & B V Prathibha (William Harvey Hospital, Ashford, UK)

3X14 European working time directive (EWTD): Evaluating the impact of international legislation on a district general hospital N Ahmed*1, F Khan*2 & B Prathibha2 (1King’s College London School of Medicine, London; 2William Harvey Hospital, Ashford UK)

3X15 Attitudes of medical students to surgical training and the European Working Time Directive J Reilly*, A Macey* & V Shah (University of Glasgow, Faculty of Medicine, Glasgow, UK)

3X16 How handover and ward rounds complement each other to maximise educational opportunities A Mathew* (Western Sussex Hospitals NHS Trust, Department of Paediatrics, Worthing, UK)

1415-1600 3Y POSTERS: Outcome and Competency based Education Chairperson: Jason Frank (Canada) Location: Hall 2, SECC 3Y1 Development of a competency framework: The process and the outcome are both important Ali Aminian, Azim Mirzazadeh, Mohamad Jalili, Ali Afshari, Ali Labaf*, Fariba Asghari, Zahra Sadat Meshkani, Laya Rahban, Narges Saleh & Sara Mortaz Hejri (Tehran University of Medical Sciences, Tehran, Iran)

3Y2 Development of transferable skills: A three-year study of first year Emirati medical students M McLean* & S Shaban (Medical Education, United Arab Emirates University, Al Ain, UAE)

3Y3 Introducing competency-based postgraduate medical education (CBPME) in Cruces Hospital, Basque Country, Spain J Morán-Barrios*, J Somme, A Basterretxea, E Bereziartua, M Iriberri, A Martínez-Berriochoa & M J González-García (Hospital de Cruces, Postgraduate Medical Education Unit and Teaching Committee, Baracaldo, Spain)

– 60 – 3Y4 Successful implementation of a competency-based Clerkship-curriculum using the Kern’s framework and the “Swiss catalogue of learning objectives for 2 undergraduate medical education” M Monti* (Centre Hospitalier Univarsitaire Vaudois, Department of Internal Medicine, Lausanne; University of Lausanne, Medical Education Unit, Lausanne, Switzerland)

3Y5 Comparison among faculty’s, students’ and graduates’ perception on medical outcomes S J Chea*1, K B Lee2 & K Y Lim3 (Ajou University School of Medicine, 1BK21; 2Pathology; 3Medical Humanities and Social Medicine, Suwon, South Korea)

3Y6 Development and validation of a competency framework for Veterinary Medical Education G J Bok*1, A D C Jaarsma1, P W Teunissen2, C P M van der Vleuten2 & P van Beukelen1 (1University of Utrecht, Faculty of Veterinary Medicine, Utrecht; 2University of Maastricht, Department of Educational Development and Research, Maastricht, Netherlands)

3Y7 The Scottish Prospective Education Supervisor’s Course (SPESC) Barr*, Mack*, MacPherson* & Shackles* (NHS Education Scotland S E Deanery, Edinburgh, UK)

3Y8 Knowledge and practice gaps amongst residents, interns and nurses regarding provision of printed health information to patients N Ali*, S Meghani & V Rajput (University of Pennsylvania Health System, Pennsylvania Hospital, Philadelphia, PA, USA)

3Y9 Epidemiology training needs assessment in Vietnam Dao Thi Minh An*, Le Thi Huong, Nguyen Van Huy & Luu Ngoc Hoat (Hanoi Medical University, Dong Da, Hanoi, Vietnam)

3Y10 Surgical and clinical competences of the medical student in Guatemala J Aquino*, L Matus & J Morales* (Universidad de San Carlos de Guatemala, Facultad de Ciencias Médicas, Guatemala Hospital Roosevelt, Guatemala)

3Y11 Developing generic competences for pharmaceutical profession L Granadeiro* & I Neto (Faculty of Health Sciences, University of Beira Interior, Covilhã, Portugal)

3Y12 A curriculum needs assessment of the family medicine residency program at the University of Manitoba J Hamilton* (Department of Medical Education, University of Manitoba, Winnipeg, USA)

3Y13 Roles lost, roles found: The birth, death and resurrection of the doctor as “person” in roles-based competency models C R Whitehead*1, V J Selleger2, J JS van de Kreeke2 & B D Hodges1 (1University of Toronto, Faculty of Medicine, Toronto, Canada; 2VU University Medical Center, Department of Medical Psychology, Amsterdam, The Netherlands) MONDAY 6 SEPTEMBER 3Y14 Satisfaction of the new graduates’ learning outcomes Wasant Dansawang* (Buddhachinaraj Hospital, Medical Educational Center, Phitsanulok, Thailand)

3Y15 An e-questionnaire evaluating self-reported clinical skill competencies of final year medical undergraduates at a UK medical school T Perkins*1 & R Varma2 (1Royal Bournemouth Hospital, Dorset; 2Guys & St Thomas Hospital, London, UK)

3Y16 Training of clinical skills during medical studies and postgraduate internship in Poland M Krupinski*, B Guzik, M Job, M Nowakowski & J Mirecka (Jagiellonian University Medical College, Krakow, Poland)

– 61 – 1415-1600 3Z SECRETS OF SUCCESS 2 Location: Hall 5, SECC

3Z1 Development of Real-Time 3D Web-based Application for General Practitioners and Patient Users on Back Pain S Grant*1, D Kelly2, J Turner2, V Charissis*3 & D Chanock4 (1NHS Education for Scotland (NES), Central Quay, Glasgow; 2Ayr Hospital, Department of Trauma & Orthopaedics, Ayr; 3Glasgow Caledonian University, School of Engineering and Computing; 4Ayr Hospital, Department of Radiology, UK)

3Z2 The Use of Facebook in Medical Education Julie K Hewett (International Association of Medical Science Educators (IAMSE), Huntington, WV USA)

3Z3 Assessment and Management of PTSD in Primary Care and Disasters Ken Harbert (School of Physician Assistant Studies, South College, Knoxville, TN, USA)

3Z4 Clinical education on the move: development and testing of mobile learning and reflective tool in the clinical environment T Johnston*, N Lynch, S Arbuckle, R Dolan, D Linden, S Maclean, G Paterson, J Rossi, S Khan, D Dowie & P Davey (University of Dundee, UK)

1600-1630 COFFEE Location: Hall 2 and Hall 5, SECC

SESSION 4: SIMULTANEOUS SESSIONS 1630-1800 4A SYMPOSIUM: Team-based Learning Panel: Dean Parmelee (Wright State University Boonshoft School of Medicine, USA); Larry Michaelsen (University of Central Missouri, USA); Sandy Cook (Duke-NUS Graduate Medical School, Singapore); Hossam Hamdy (University of Sharjah, UAE); Toshi Yoshioka (Tokyo Women’s Medical University, Japan) Location: Auditorium, Clyde Auditorium Complex

1630-1800 4B SYMPOSIUM: Assessing the future healthcare professional – what is best practice? Panel: John Norcini (FAIMER, USA); Brian Hodges (University of Toronto, Canada); Lambert Schuwirth (University of Maastricht, Netherlands); Katharine Boursicot (St. George’s University of London, UK) Location: Lomond Auditorium, Loch Suite

1630-1800 4C SHORT COMMUNICATIONS: Continuing Professional Development 2 Chairperson: Malcolm Wright (UK) Location: Forth, Clyde Auditorium Complex

1630-1645 4C1 Practice-based small group learning in Scottish GP Specialty Trainees H Hesselgreaves* & R MacVicar (NHS Education for Scotland, Glasgow, UK)

1645-1700 4C2 Developing consultation skills in the experienced family practitioner Harina Murugasu*, Johnny Lyon-Maris & Samantha Scallan (Wessex School of General Practice, Southampton University Hospital Trust, Southampton, UK)

1700-1715 4C3 The problems faced by sessional and remote GPs in fulfilling revalidation requirements – pilot study B Burford*1, C Kergon1, G Morrow1, J Illing1, P Wright2 & D Jelley2 (1School of Medicine and Health, Durham University, Durham; 2Northern Deanery, NHS North East, Newcastle, UK)

1715-1730 4C4 FMOQ – Self-managed Continuing Professional Development plan (SCPDP) – a reflexive approach to CPD C Guimond (Federation of General Practitioners of Québec, Canada)

– 62 – 1730-1745 4C5 Incorporation of new technologies in top quality training in Andalusia C Lopez de Lis*, M Periañez-Vega, L Villanueva-Guerrero, F Castro-Muñoz, 2 E Valverde-Gambero, J Centeno-Astudillo & T Esposito-Gonfia (Andalusian Agency for Healthcare Quality, Seville, Spain)

1745-1800 4C6 Remedial training programme of TMDU for women doctors returning to work after pregnancy and child-rearing in Japan T Suzuki*1, M Beppu1, T Morio2, T Kubota3, N Nara*1, S Takano, Y Yokoyama & Y Hara (1Centre for Education Research in Medicine and Dentistry; 2Pediatrics 3Obsterics and Gynecology, Tokyo Medical and Dental University, Tokyo, Japan)

No Discussion

1630-1800 4D FRINGE 1 Chairperson: Rachel Ellaway (Canada) Location: Hall 1, SECC

1630-1650 4D1 I’m a patient, get me out of here! Hugh Gifford*, Tom Bannister*, Adam Barnett*, Claire Greszczuk*, Nadeem Hasan* & Alison Weetch* (Oxford University Medical School, John Radcliffe Hospital, Oxford, UK)

1650-1710 4D2 Do teaching skills actually make you a better doctor? J Fasham*, L Beard*, E Buckwell*, P Fletcher* & S Atkinson* (University of Bristol, CfME, Bristol, UK)

1710-1730 4D3 Interprofessional Teamwork: An Original Symphony WA Stewart and the Health Educator Learning Partnership (HELP) Group

1730-1800 4D4 The Resurrectionist: A multimodal humanitistic approach to anatomy R Hammer*, T Jones, F Hussain, N Person-Rennell, R Harvey, K Bringe & J Newman* (Mayo Clinic College of Medicine, Rochester, Minnesota, USA)

1630-1800 4E SHORT COMMUNICATIONS: Technology and e-Learning Chairperson: David Cook (USA) Location: Alsh 1, Loch Suite

1630-1645 4E1 Podcasts to teach philosophy and sociology to medical students J Purday*1 & C Hauskeller2 (1Peninsula College of Medicine and Dentistry, Exeter; 2University of Exeter, ESRC Centre for Genomics in Society, Exeter, UK)

1645-1700 4E2 Implementing podcasts in medical education Z Karim* (E-Learning Unit, Centre for Medical and Healthcare Education, St George’s University of London, UK) MONDAY 6 SEPTEMBER 1700-1715 4E3 Mobile Medicine: Effective learning for medical students V Shah & D Kennedy (University of Glasgow, UK)

1715-1730 4E4 E-Learning over 4 generation wireless networks R Costa*, I Neto, A Mendonça, A Raposo, P Sousa & R Relvas (University of Beira Interior, Health Sciences Faculty, Covilhã, Portugal)

1730-1745 4E5 iPhone Applications: An exciting new way to provide information to medical students N F Harvey1, A P McGovern2 & A C Gaunt*2 (1Meridian Surgery, Peacehaven; 2Brighton and Sussex Medical School, University of Sussex, Brighton, UK)

1745-1800 4E6 Is the E-book reader useful in medical education? P G M de Jong* & D A Kies (Leiden University Medical Center, Center for Innovation in Medical Education, Leiden, The Netherlands)

No Discussion

– 63 – 1630-1800 4F SHORT COMMUNICATIONS: Assessment: Clinical Chairperson: Robert Galbraith (USA) Location: Alsh 2, Loch Suite

1630-1645 4F1 Students’ opinions of bedside assessment of clinical competencies in an undergraduate medical programme Paul Bradley*, Pamela Bradley, Chris Ricketts & Lee Coombes (Peninsula College of Medicine and Dentistry, University of Plymouth, UK)

1645-1700 4F2 “Reflective log book”: Evaluation of using reflective log book as a method for assessing the clinical performance of 4th year medical students on the subject of Women’s Health and Disease 1-2 Prakarn Ongartboon* (Phrae Medical Center, CPIRD, Ministry of Public Health, Phrae, Thailand)

1700-1715 4F3 Can a Ward Simulation Exercise be used in the final year of study as stand-alone assessment tool? N Schembri, R Stretton*, J Shaw, J Ker, G Mires & C Kellett (University of Dundee, Medical Education, Ninewells Hospital and Medical School, Dundee, UK)

1715-1730 4F4 Does a longitudinal clerkship setting offer opportunities for authentic assessment and feedback? J Bates*1, J Konkin2, D Pratt1 & C Suddards2 (1University of British Columbia, Centre for Health Education Scholarship, Vancouver; 2University of Alberta, Faculty of Medicine, Edmonton, Canada)

1730-1745 4F5 Why do MBChB teachers fail to use the Mini-CEX optimally? J Cleland & P Gangopadhyay* (University of Aberdeen, Division of Medical and Dental Education, Aberdeen, UK)

1745-1800 4F6 IPE: An innovative tool of performance assessment M Saeed*, A Javaid, M Mansoor, S Moazzam, A Hussain, A Mohayuddin & Z Rabbani (Shifa College of Medicine, Islamabad, Pakistan)

No Discussion

1630-1800 4G SHORT COMMUNICATIONS: Empathy Chairperson: Jon Dowell (UK) Opening Discussant: Gemma Cherry (UK) Location: Boisdale 1, Loch Suite

1630-1645 4G1 When empathy is higher in senior than in first year medical students: A cross-sectional study E Magalhães*, A Salgueira & M J Costa (University of Minho, School of Health Sciences, Braga, Portugal)

1645-1700 4G2 Against the hardening heart in medical school F Fehr* (Ruprecht Karls University, Heidelberg, Germany)

1700-1715 4G3 Empathy in medical school: Is it evolving in the right way? E Nemr*, N Najem, S Hlais, M Nasr & F Haddad (Saint-Joseph University Medical School, Beirut, Lebanon)

1715-1730 4G4 Factors influencing decision-making among Croatian medical students and teachers S Kukolja Taradi*1, Z Ðogaš2, M Vrcić-Keglević1 & M Taradi1 (1University of Zagreb, School of Medicine, Zagreb; 2University of Split, School of Medicine, Split, Croatia)

1730-1745 4G5 Comparing the effect of emergency medicine internship course on promoting interns’ knowledge, attitude, skills and self-assessment in Iran S Ramezani Givi1, P Hafezi Moghaddam1, M Daneshbodi1, P Erfantalab Evini1, S F Ahmadi1, H R Baradaran*1 & M Jalil*2 (Medical Education Development Centers for, 1Iran University of Medical Sciences; 2Tehran University of Medical Sciences, Tehran, Iran)

1745-1800 Discussion

– 64 – 1630-1800 4H SHORT COMMUNICATIONS: Integrating Anatomy and Clinical Teaching 2 Chairperson: Carl Savage (Sweden) 2 Opening Discussant: Albert Scherpbier (Netherlands) Location: Boisdale 2, Loch Suite

1630-1645 4H1 What do doctors need to know science for? K Mattick* (Peninsula Medical School, Institute of Clinical Education, Universities of Exeter and Plymouth, UK)

1645-1700 4H2 Students’ perceptions of body painting as a tool for learning anatomy Gabrielle M Finn* & John C McLachlan (Durham University, School of Medicine and Health, UK)

1700-1715 4H3 Students’ perceptions of anatomy teaching at Universidad de los Andes Faculty of Medicine R Rueda, D Martinez, L Leon & J Hernandez* (University of Los Andes, Bogota, Colombia)

1715-1730 4H4 Introducing medical histories into the dissecting room S Whiten*, A Wood, J Aiton, M Ford, & D Jackson (University of St Andrews, Bute Medical School, St Andrews, UK)

1730-1745 4H5 Use of OSCE-like stations in teaching gross and applied anatomy in Faculty of Medicine, Universiti Technologi MARA, UiTM, Malaysia R H Malik* & A S Malik (UiTM, Shah Alam, Selangor, Malaysia)

1745-1800 Discussion

1630-1800 4I SHORT COMMUNICATIONS: Curriculum Integration Chairperson: Ara Tekian (USA) Location: Carron 1, Loch Suite

1630-1645 4I1 Taming the hydra of curriculum planning J Otsuki*, G Churchward*, J Eley* & S Santen* (Emory University School of Medicine, Atlanta, USA)

1645-1700 4I2 Knocking down the wall: Integrating a pediatric curriculum A V Naghettini*1, V R Bollela2, N M C Campos1, L M R Salgado1 & F M L Silva1 (1Universidade Federal de Goiás, Brazil; 2Unicid, São Paulo, Brazil)

1700-1715 4I3 Vertical integration in Australian medical education: The Tasmanian continuum J Walker*1 & R Moore2 (1University of Tasmania, Brunei, Tasmania; 2University of Tasmania and the Postgraduate Medical Education Council of Tasmania, Australia)

1715-1730 4I4 Independent learning activities in class-room level curriculum R Agustin* & L Sulistiawaty (University of Indonesia, Faculty of Medicine, Jakarta, Indonesia) MONDAY 6 SEPTEMBER

1730-1745 4I5 Clinical skills learning – from the classroom to the clinical placement D Lawrence*1, S Roscoe1, K Boardman*1 & D Evans*2 (1St George’s University of London; 2Barts and the London, UK)

1745-1800 4I6 Working towards decreasing infant mortality in developing countries through changes in medical curriculum I Zaman*1 & A Rauf2 (Shifa College of Medicine Islamabad, 1Pediatrics; 2Medical Education, Pakistan)

No Discussion

– 65 – 1630-1800 4J SHORT COMMUNICATIONS: International Medical Graduates Chairperson: Jorgen Nystrup (Denmark) Opening Discussant: Marta van Zanten (USA) Location: Carron 2, Loch Suite

1630-1645 4J1 Work experience of international medial graduates pursuing postgraduate training in the USA A Opalek* & D W McKinley (Foundation for Advancement of International Medical Education and Research (FAIMER), Philadelphia, USA)

1645-1700 4J2 Integrating the CanMEDS Competencies within an International Medical Graduate (IMG) Program G MacPherson*1, S Taylor1, B Holmes2 & R Maudsley1 (1The Clinician Assessment for Practice Program (CAPP), College of Physicians & Surgeons of Nova Scotia; 2Dalhousie University, Learning Resource Centre, Halifax, Canada)

1700-1715 4J3 Trends in clinical skills training and evaluation in International Medical Schools Danette W McKinley*1, Gerald P Whelan2 & Amy Opalek1 (1Foundation for Advancement of International Medical Education and Research (FAIMER), Philadelphia; 2Educational Commission for Foreign Medical Graduates (ECFMG), Philadelphia, PA, USA)

1715-1730 4J4 Overseas doctors working in the NHS: Problems and potential solutions J Illing*, C Kergon, G Morrow & B Burford (University of Durham, Medical Education Research Team, St Hild and Bede College, Durham, UK)

1730-1800 Discussion

1630-1800 4K SHORT COMMUNICATIONS: Student Career Choice Chairperson: Niall Byrne (Canada) Opening Discussant: Raquel Correia (Portugal) Location: Dochart 1, Loch Suite

1630-1645 4K1 The experience of an undergraduate psychiatry attachment: A qualitative study exploring the effect of a psychiatry clinical attachment on student’s attitudes and career choices T Atapattu, C Archdall* & L Anderson (University of Bristol, Academic Unit of Psychiatry, Bristol, UK)

1645-1700 4K2 Junior doctors’ choice of specialty - new questions, new answers P Dehn* & B Eika* (University of Aarhus, Centre of Medical Education (MEDU), Denmark)

1700-1715 4K3 Effect of financial remuneration on specialty choice by 4th year US medical students K J DeZee*, D Mauer, R Colt, W T Shimeall, R Mallory, J Powers & S J Durning (Uniformed Services University, Department of Medicine, Bethesda, MD, USA)

1715-1730 4K4 Career management in medicine – AGCAS (Association of Graduate Careers Advisory Services)/Medical Careers Advisers Network (MCAN) Christine Waddelove1* & Joan Reid2* (1University of Liverpool, School of Medical Education, Liverpool; 2Postgraduate Deanery for Kent, Surrey and Sussex, UK)

1730-1745 4K5 Medical students and career wishes J Sandermann* & B Eika (Department of Vascular Surgery, Regionshospiotalet Viborg, Denmark)

1745-1800 Discussion

1630-1800 4L SHORT COMMUNICATIONS: Training for General Practice Chairperson: Dave Snadden (Canada) Location: Dochart 2, Loch Suite

1630-1645 4L1 Innovation in training family doctors: Preparing the personal physician for practice P Pugno* (American Academy of Family Physicians, Leawood, Kansas, USA)

– 66 – 1645-1700 4L2 How much of the curriculum walks through the door? An analysis of pilot data from the Registrar Clinical Encounters in Training (ReCEnT) Study 2 C Regan* S Morgan, P Magin, K Henderson & S Goode (General Practice Training - Valley to Coast, NSW, Australia)

1700-1715 4L3 Challenging the epistemological approach to GP training Marion Lynch* (Oxford Deanery, Oxford, UK)

1715-1730 4L4 Struggling to be self-directed: Paradoxical beliefs about learning among family medicine residents M Nothnagle*1, R Goldman1, G Anandarajah1 & S Reis*2 (1Brown University, Providence, RI, USA; 2Technion-Israel Institute of Technology, Haifa, Israel)

1730-1745 4L5 Licensure examination for General Practice in Austria reveals need for progression of training M Lischka* (Medical University of Vienna, Department of Medical Education, Vienna, Austria)

1745-1800 4L6 The analysis of physician-patient communication in family medicine through videotapes as an educational tool P Vilar*, I Hernández, A Hamui, Y Valencia & A M Navarro (Universidad Navional de Mexico, Department of Familiar Medicine, Mexico City, Mexico)

No Discussion

1630-1800 4M RESEARCH PAPERS: The Continuum of Medical Education Chairperson: Valerie Wass (UK) Location: Leven, Seminar Suite

1630-1650 4M1 Is self-reported clinical experience a valid indicator of future performance in medical school and residency training? A R Artino*, D Waechter, D Gilliland, D Cruess, M Calloway & S J Durning (Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA)

1650-1710 4M2 Characteristics of Internal Medicine Residency Applicants and Subsequent Assessments of Professionalism during Internship M W Cullen, D A Reed, A J Halvorsen, C M Wittich, L M Baumann Kreuziger, M Keddis, F S McDonald & T J Beckman* (Mayo Clinic College of Medicine, Rochester, Minnesota, USA)

1710-1730 4M3 At the beginning of the end: A transdisciplinary, qualitative study on the transition from resident to attending physician M Westerman*1, P W Teunissen2, C P M van der Vleuten2, A J J A Scherpbier3, N van der Lee1, C E H Siegert1 & F Scheele1 (1St Luke Andrew Hospital, Amsterdam; 2Department of Educational Development and Research, Faculty of Health, Medicine, and Life Sciences, Maastricht University, Maastricht, The Netherlands) MONDAY 6 SEPTEMBER

1730-1750 4M4 Development and determinants of empathy during medical education and residency. A systematic review of the literature M Neumann, F Edelhaeuser, D Tauschl, M Fischer, M Wirtz, A Haramati, C Woopen & C Scheffer* (Integrated Curriculum for Anthroposophic Medicine (ICURAM) at the Institute for Medical Theory, Integrative and Anthroposophic Medicine; Medical Department of the Private University of Witten/Herdecke, Germany)

1750-1800 Discussion

1630-1800 4N WORKSHOP: FAIRness and the clinical attachment Will Brooks*, Philip Chan*, Rory Mackinnon, Rachel Oliver & Tissa Weeratunge (Academic Unit of Medical Education, University of Sheffield, UK) Location: Gala 1, Clyde Auditorium Complex

1630-1800 4O WORKSHOP: The role of open-book tests in medical curricula M Heijne-Penninga*, E A Van Akkeren* & J B M Kuks* (UMCG, Institute for Medical Education, Groningen, The Netherlands) Location: Gala 2, Clyde Auditorium Complex

– 67 – 1630-1800 4P WORKSHOP: The Morbidity And Mortality Conference in medical education: Learning from our mistakes Larrie Greenberg*1, T J ten Cate*2 & Benjamin Blatt*1 (1George Washington University School of Medicine, Washington, DC, USA; 2Center for Research and Development of Education, University Medical Center Utrecht, The Netherlands) Location: Barra, Crowne Plaza Hotel

1630-1800 4Q WORKSHOP: Inspiration through creation! Using creative approaches to enhance emotional intelligence in the medical curriculum L Younie* & C Lamont-Robinson (University of Bristol, Academic Unit of Primary Care, Bristol, UK) Location: Staffa, Crowne Plaza Hotel

1630-1800 4R WORKSHOP: Making sense of academic underachievement: A self- regulated learning approach J Sandars1* & Patricia K Kokotailo2* (1University of Leeds, Medical Education Unit, Leeds, UK; 2University of Wisconsin School of Medicine and Public Health, Madison WI, USA) Location: Morar, Seminar Suite

1630-1800 4S WORKSHOP: How to design and facilitate focus groups for educational research J Tipping*1 & L Manchul*2 (1Continuing Education and Professional Development, Faculty of Medicine, University of Toronto; 2Department of Radiation Oncology, Princess Margaret Hospital, University of Toronto, Canada) Location: Ness, Seminar Suite

1630-1800 4U POSTERS: Planning and Implementing Assessment and Feedback Chairperson: Richard Fuller (UK) Location: Hall 2, SECC

4U1 The five questions on assessment answered N Al Wardy* (Medical Education Unit, College of Medicine and Health Sciences, Sultan Qaboos University, Oman)

4U2 Assessment planned for teachers and students R Lugarinho* (Universidade Federal do Estado do – UNIRIO, Brazil)

4U3 A pilot study investigating students’ understanding of marking criteria and its influence on learning S Annetts* & U Jones (Cardiff University, School of Healthcare Studies, Cardiff, UK)

4U4 One assessment program for an undergraduate veterinary master curriculum A D C Jaarsma*, G J Bok, L F H Theyse, N J Rietbroek, H Brommer, C P M van der Vleuten & P Van Beukelen (Faculty of Veterinary Medicine, Utrecht University, The Netherlands)

4U5 Performance of the final year medical students at Universiti Malaysia Sabah in the end surgical senior posting (SSP) examination Basim A M H Almothafar* & Chee Fong Tyng* (Department of Surgery, School of Medicine, Universiti Malaysia Sabah, Malaysia)

4U6 Do mid-unit and final test correlate? Chonthicha Chantivas* (Hatyai Hospital, Hatyai Medical Education Center, Songkhla, Thailand)

4U7 OSCE assessment: Correlation between OSCEs, multiple choice questions (MCQ) and practical clerkship exam (PCE) ratings Sáez Méndez Lourdes* & Sáez García Mª José (Internal Medicine, Hospital General de Albacete, UCLM, Albacete, Spain)

4U8 The use of the Angoff method in course-level standard setting: We can make it reliable D Wangsaturaka*, C Itthipanichpong, S Wittayalertpanya, W Limpanasithikul, I Lertjirachai, V Jaroonvanichkul, S Thamaree & S Chompootaweep (Department of Pharmacology, Chulalongkorn University, Bangkok, Thailand)

– 68 – 4U9 Standard setting for Thai National OSCE: Fairness with compensatory approach Samkaew Wanvarie* (Department of Community Medicine, Ramathibodi Hospital, 2 Mahidol University, Bangkok, Thailand)

4U10 Minimal passing score setting on Objective Structured Clinical Examination Panuwong Sansomranjai* (Chonburi Medical Education Center, Thailand)

4U11 Standard setting for a pre-internship OSCE: Tehran University of Medical Sciences experience M Jalili*, S Mortaz Hejri* & A Labaf (Educational Development Center, Tehran University of Medical Sciences, Iran)

4U12 A critical analysis of assessment tool in surgical education Tosan Okoro & David Brigden* (School of Medical Sciences, Bangor, Gwynedd, UK)

4U13 Consultants’ views on competency-based assessments P McKavanagh*, A Smyth* & U Carabine (Royal Victoria Hospital, Belfast, UK)

4U14 Learning Basic Life Support: Effects of video-feedback on training basic life support S Sopka*, H Biermann, S Knott, R Rossaint, S Rex & S K Beckers (Interdisciplinary Centre for Training in Medical Education – AIXTRA, Aachen, Germany)

4U15 Do students benefit from including a feedback station in an (formative) OSCE? Results of a test round S Kujumdshiev*, K Hamm, Ch Conrad & T O F Wagner (Johann Wolfgang Goethe- University Frankfurt, Germany)

4U16 Learning to give feedback: Using filmed vignettes to promote effective practice V Cook*1, A M Cushing1, C Goreham2, G Harrison2, M Hayden1, N Perovic1 & M Rogers2 (1Barts and the London School of Medicine and Dentistry; 2City University London, UK)

4U17 A study to explore the effect of peer feedback on OSCE performance M S Bashir*1 & O Westwood2 (1Institute of Health Sciences Education, Barts; 2The London School of Medicine and Dentistry, Queen Mary University of London, UK)

4U18 The video clip as a feedback teaching tool during the pediatrics clerkship Y C Kim*, M H Oh, J S Park, K B Park & K H Yoo (Department of Pediatrics, Soonchunhyang Chonan Hospital, Korea)

4U19 Have we made an impact? An exploration of written feedback to pharmacists after submission of a significant event analysis [SEA] Morven Mellan1, Fiona McMillan*2 & Ailsa Power2 (1Pharmacy, NHS Education for Scotland; 2University of Strathclyde, Glasgow, UK)

4U20 Supervised feedback for dental skills training

Gina Singh* & Abi M Thomas (Department of Dentistry, Christian Medical College, MONDAY 6 SEPTEMBER Ludhiana, India)

4U21 The development and evaluation of a multi-dimensional toolkit designed to inform student assessment: preliminary findings N Merrylees*, S Coull, B Goudie & S Law (Clinical and Population Sciences and Education Division, University of Dundee, UK)

1630-1800 4V POSTERS: Selection Chairperson: Athol Kent (South Africa) Location: Hall 2, SECC

4V1 Predictive validity of a medical school entrance exam at the University of Ghana M Gyakobo*1, S Rominski*2, P Akoto1, A Lawson1 & D Stern3,2 (1University of Ghana, Accra, Ghana; 2University of Michigan, Ann Arbor, MI; 3Mount Sinai School of Medicine, New York, USA)

4V2 Widening access to medical education in the UK T Crocker-Buque* (University of Nottingham, Queens Medical Centre, Nottingham, UK)

– 69 – 4V3 Is there a relationship between attainment in the UK clinical aptitude test and approach to learning in first year medical students? K High* & G J Prescott (University of Aberdeen, Division of Dental and Medical Education, Aberdeen, UK)

4V4 Reviewer themes in the medical school admissions process W Gilliland, A Artino Jr, D Waechter, D Cruess & S Durning* (Uniformed Services University of the Health Sciences, Maryland, USA)

4V5 Impact on preclinical study success from experience obtained through a medical related career prior to medical university education A Schlueter*, A Syed Ali, F Seibert-Alves, W Dittrich & F Nuernberger (1Johann-Wolfgang- Goethe-University of Frankfurt/Main, Germany)

4V6 Reflective writing as a tool to assess humanized health care characters for medical student selection J Budkaew* (Khon Kaen Medical Education Center, Khon Kaen Hospital, Khon Kaen, Thailand)

4V7 Not Slytherin! Student selection at Witten/Herdecke: Evaluating the evaluators D Bauer*1,2, M Zupanic1, M Hofmann2, T Ostermann3 & M R Fischer1,2 (1Institute for Teaching and Educational Research in the Health Sciences; 2Student’s Deanery; 3Center for Integrative Medicine, Witten/Herdecke Private University, Herdecke, Germany)

4V8 The return of the sorting hat – student selection at Witten/Herdecke: Qualitative evaluation of interviewers’ views M Hofmann*, M Zupanic, D Bauer, M Rieger & M Fischer (University of Witten/Herdecke, Faculty of Medicine, Germany)

4V9 Re-looking at the criteria for the selection of medical students B de Klerk*1, P P C Nel2 & A Cliff3 (1University of the Free State, Bloemfontein; 2University of the Free State, Bloemfontein; 3University of Cape Town, South Africa)

4V10 Study success of graduate entry medical students M Mäkinen, A-L Koivisto* & P Kääpä (Medical Education Research and Development Centre, University of Turku, Finland)

4V11 Situational judgement tests for selecting surgical trainees: How effective are they as a selection method? V Carr*1, F Patterson*, D Rowley2, A Woodthorpe2 & L Faulkes2 (1Work Psychology Group Ltd, Cambridge University; 2Royal College of Surgeons, London, UK)

4V12 Is a situational judgment test valid and reliable in selection to anaesthesia and acute care common stem programmes in England? Ian Anderson*1, Victoria Carr2, Peter Davies1, Martin Roberts3, Fiona Patterson2, Alison Carr*1, Gemma Crossingham1, Paul Sice1, Hiu Lam1, Jeremy Langton1 & Thomas Gale*1 (1Derriford Hospital, Plymouth, Devon; 2Work Psychology Group, Nottingham; 3Institute of Clinical Education, Plymouth College of Medicine and Dentistry, UK)

4V13 The influence of personality on performance at GP selection Melody Rhydderch*, Phil Matthews & Mary Beech (School of Postgraduate Medical and Dental Education, Cardiff University, Cardiff, UK)

4V14 Ethical OSCE for resident selection T Sangkomkamhang*, U S Sangkomkamhang & K Sriruksa (Medical Education Center, Khon Kaen Hospital, Ministry of Public Health, Thailand)

1630-1800 4W POSTERS: Peer assisted learning and peer/self assessment Chairperson: Michael Ross (UK) Location: Hall 2, SECC

4W1 Does peer teaching and feedback have a more positive effect on self efficacy than teaching and feedback by faculty? L Kafaei* & J Fuller (Centre of Medical Education, Barts and The London, Queen Mary University of London, UK)

– 70 – 4W2 Peer assisted learning at a problem based and split-campus medical school J Muzaffar*, B Parmar, D Smith, B Wilson*, J Lewis & J Mckendree (Hull York Medical 2 School, Hull and York, UK)

4W3 The peer teaching programme: A two year review S Keat* & R Mackinnon (University of Sheffield, Academic Unit of Medical Education, Sheffield, UK)

4W4 PBL tutored by sixth-year medical students got higher evaluation compared with faculty tutor Y Oda* & T Sakemi (Saga University, Center for Comprehensive Community Medicine, Saga, Japan)

4W5 Motivational benefits of peer-assisted learning (PAL) E J R Hill* & J A Giles* (The University of Manchester, UK)

4W6 Peer Assisted Learning improves academic success M Zdravkovic*1 & I Krajnc1,2 (1University of Maribor; 2University Medical Centre Maribor, Slovenia)

4W7 Peer assisted learning: The effect of contrasting tutor approaches in a skills lab-environment I Berghmans1, C Aubry*2, F Dochy1 & K Struyven1 (1Faculty of Psychology and Educational Sciences; 2Medical Education, Katholieke Universiteit Leuven, Belgium)

4W8 Establishing a peer-assisted vertical study program (VESPA) for medical students J Kam1, R Mitchell*2, J Tai3, E Halley3 & S Vance3 (1Alfred Health, Prahran; 2Barwon Health, Geelong; 3Monash University, Clayton, Victoria, Australia)

4W9 On-line delivery of case material to peer-led student groups in stage 4 of the MBBS curriculum: can innovative delivery improve satisfaction? P M Bradley* (Medical School, Newcastle University, Newcastle upon Tyne, UK)

4W10 Exploring the impact of secondary-school alcohol health education and the curriculum for excellence R McLean*, A McGowan, C Collins & J Burke (Glasgow Medical School, University of Glasgow, UK)

4W11 Reliability of a peer checklist for performance setting spinal anesthesia and Bird’s ventilator: Objective Structured Clinical Examination (OSCE) S Boonmak*, P Boonmak, D Horatanaruang & P Boonsangjaraeng (Khon Kaen University, Faculty of Medicine, Anesthesiology Department, Thailand)

4W12 Familiarity affects peer assessment in communicating skills, team working but not medical knowledge Chu-Chun Chien*1,2, Ji-Tseng Fang1,2,4, Chen-Jei Hung1, Chi-Wei Yang1, Shih-Tseng Lee2, 3,4 1

Jeng-Yi Wang (Chang Gung Memorial Hospital The Division of Nephrology, Department MONDAY 6 SEPTEMBER of Internal Medicine; 2Department of Medical Education; 3Section of Colon and Rectal Surgery; 4Chang Gung University, Taoyuan, Taiwan)

4W13 Correlation between OSCE scores and self-assessment competency among medical students at Naresuan University Piriya Narukhutrpichai* (Naresuan University, Department of Obstetrics and Gynecology, Thailand)

4W14 Student self-assessment score in problem-base learning skill: Compared to facilitator’s score M Wongchanchailert*, S Anuntaseree & R Leelawattana (Division of Medical Education, Prince of Songkla University, Hatyai, Thailand)

4W15 Improving written communication using a self-assessment process J Francois* (University of Manitoba, Department of Medical Education, Winnipeg, Canada)

4W16 How well do students self assess in a final year ward simulation exercise? J Shaw*, M Cachia, GJ Mires & J Ker (Dundee Medical School, University of Dundee, UK)

– 71 – 4W17 Trainee self assessment and subsequent performance in examinations M Deighan*1, K Mohanna*2 & R G Simpson3 (1West Midlands NHS Deanery, Birmingham; 2Keele University Medical School, Staffordshire; 3Royal Centre for Defence Medicine, Birmingham, UK)

4W18 Investigating the effective factors on learning and self-evaluation of medical students in Shiraz Medical School Farnaz Sadat Javanmardi*, Parastoo Nematollahi, Mohammad Esmaieel Ghorbani Nejad & Mitra Amini (Shiraz University of Medical Sciences, Faculty of Medicine, Shiraz, Iran)

4W19 Peer Assisted Learning – an innovative approach for Dentistry Donald Cameron, Andrea Sherriff & Vivian Binnie (Dental School, Faculty of Medicine, University of Glasgow, UK)

4W20 Medical student assessment of self performance in small groups predicts performance on standardized examinations R Steckelberg*, R Wadhera, J Juskewitch, M Buskirk, R Nemgar, E Wilkinson-Cozine & J Grande* (Mayo Medical School, Rochester, Minnesota, USA)

1630-1800 4X POSTERS: Critical Thinking Chairperson: Jim Aiton (UK) Location: Hall 2, SECC

4X1 Checking for contextual bias in script concordance test: An analytical lesson learnt R Arora* & D Arora (Lampang Medical Education Center, CPIRD, Lampang, Thailand)

4X2 Medical students’ disposition for critical thinking R Fewtrell* & H M O’Sullivan (School of Medical Education, University of Liverpool, UK)

4X3 A comparative study between blended educational method and face to face (classical) educational method in cognitive impact of undergraduate students Leili Mosalanejad* (Department of Nursing, Jahrom University of Medical Sciences, Jahrom, Iran)

4X4 Do clinical reasoning models which are used to teach medical students consider diagnostic safety? P Lockwood* (Undergraduate Community Medical Education, University of Dundee, UK)

4X5 SNAPPS: Expression of student uncertainties can drive the quantity and types of teaching during case presentations to preceptors T Wolpaw1, L Côté*3, K Papp1 & G Bordage2 (1Case Western Reserve University School of Medicine, Cleveland, USA; 2University of Illinois at Chicago, USA; 3Université Laval, Québec, Canada)

4X6 Quality of reflection on learning determines learning outcomes M Tagawa* & K Ikeda (Center for Innovation in Medical and Dental Education, Graduate School of Medical and Dental Sciences, Kagoshima University, Japan)

4X7 How can we help students become physician-scientists? Initial explorative study H Nishigori*1, M R Kano2, H Onishi1 & K Kitamura1 (The University of Tokyo, 1International Research Center for Medical Education; 2Medical Scientist Training Program, Tokyo, Japan)

4X8 Survey methods for medical students B Morgan*, J Weeks* & M E Lovell (Dept of Orthopaedics, University Hospital South Manchester, UK)

4X9 Doctors’ views about making clinical decisions effectively: An interview study L Mehdizadeh1, H L Bekker1, V Jha*2 & N D Quinton2 (University of Leeds, 1Institute of Health Sciences; 2Institute of Medical Education, Leeds, UK)

4X10 Students’ perceptions of educational environment in a medical school experiencing curricular transition in United Arab Emirates S I Shehnaz* & S Jayadevan (Gulf Medical University, Ajman, UAE)

– 72 – 4X11 Investigation of educational climate in obstetrics and gynecology wards in Iran University of medical sciences (IUMS) based on DREEM model 2 J Koohpayehzadeh*, M Kashanian, S K Soltani Arabshahia & H Baradaran (Education Development Center, Iran University of Medical Sciences, Tehran, Iran)

4X12 Measuring students’ perceptions on educational environment at Saraburi Regional Hospital using DREEM Questionnaires Panida Mukdeeprom* & Wanpen Buathong (Saraburi Medical Education Centre, Saraburi Regional Hospital, Thailand)

4X13 Do dental school students perceive their educational environment differently than the medical school ones? A E Kossioni*1, R Varela1, I Economou1 & I DK Dimoliatis*2 (1National and Kapodestrian University of Athens, School of Dentistry, Athens; 2University of Ioannina, School of Medicine, Ioannina, Greece)

4X14 A qualitative study of the educational culture in a surgical department R Beier-Holgersen*1, A P Jespersen2, D H Campbell2, A Clotworthly2 & S Leilund2 (1Department of Surgery, Hilleroed Hospital; 2Center of Cultural Analysis (CKA), University of Copenhagen, Denmark)

1630-1800 4Y POSTERS: Interprofessional Education Chairperson: Jill Thistlethwaite (UK) Location: Hall 2, SECC

4Y1 The health care team challenge: An ‘Extracurricular’ solution to integrating interprofessional education into medical curricula C Newton* & Bainbridge (University of British Columbia, Vancouver, Canada)

4Y2 An interprofessional ward based learning experience T Chigaru*, M Wood, V O Carroll & L Robertson (1Queen Margaret Hospital, Dunfermline; 2University of St Andrews, Medical School, Fife, UK)

4Y3 Discordance in an undergraduate interprofessional learning (IPL) environment regarding roles of midwives and obstetricians M Vogiatzi*1, H Wightman2, D Fraser2, R Dennick3, D Hay1 (University of Nottingham, 1Obstetrics and Gynaecology; 2Midwifery; 3Medical Education, Nottingham, UK)

4Y4 The doctor and nurse as teacher: A student’s perspective N Woodley*, L Megahy* & S Booth (Medical Student, University of Dundee, UK)

4Y5 Inter-professional teaching of volunteer interpreters and 3rd year medical students using experiential learning approaches A V Anstey*, E Cowie, K Hawthorne, S Khot & E Webb (Division of Medical Education, School of Medicine, Cardiff University, Cardiff UK) MONDAY 6 SEPTEMBER 4Y6 The show MUST go on! J Bezuidenhout*, J Dempers, A Louw, H Strijdom, S Beukes, B van Heerden, M van Heusden, M de Villiers & C Cilliers (Stellenbosch University, Cape Town, South Africa)

4Y7 Guidelines International Network Kindergarten: A comprehensive educational programme for undergraduate medical students R Licenik*, K Ivanova, M Faix, P Kurfürst, M Tomoszek, J Precek, D Osinova, E Dorazilova, D Jarosova, T Kuhn, A Michalcova, J Potomkova & K Cervena (Palacky University, Olomouc, Czech Republic)

4Y8 How to realize interprofessional education in a Faculty of Medicine and Health Sciences A Derese*, D Selis & J De Maeseneer (Ghent University, Faculty of Medicine and Health Sciences, Ghent, Belgium)

4Y9 Cross-cultural adaptation of interprofessional education assessed with DREEM and RIPLS J Hallikainen*1,2, L Niemi-Murola2, M Castren*1 & S Ponzer2 (1Department of Anaesthesiology and Intensive Care Medicine, Helsinki University Hospital, Helsinki, Finland; 2Department of Clinical Science and Education, Karolinska Institutet, Stockholm, Sweden)

– 73 – 4Y10 The University of Toronto health care team challenge: A social-demic interprofessional education experience L Di Loreto*1, S J Wagner*2 & T Jarvis1 (1Canadian Memorial Chiropractic College; 2University of Toronto, Centre for Interprofessional Education and Department of Speech- Language Pathology Toronto, Ontario, Canada)

4Y11 Developing the future leaders in emergency care education T Williamson*1, M Cooke2 & M Hammick3 (1University Hospitals of Leicester; 2University of Warwick, Medical School, Coventry; 3Birmingham City University, Birmingham, UK)

4Y12 Developing veterinary interprofessional teaching resources T Kinnison, P Welsh, R Lumbis, H Orpet, S Gregory & S Baillie* (The Royal Veterinary College, University of London, UK)

4Y13 Developing an interdisciplinary training course in acute paediatric situations – using a 10 key approach Anja Poulsen*, Winnie Dahm*, Thorkild Jacobsen, Torsten Lauritsen & Jette Led Sørensen (The Juliane Marie Centre, The University Hospital of Copenhagen, Denmark)

4Y14 Preparing clinical teachers to teach interprofessional concepts to learners: A small group approach A Walsh*1, H Armson2, T Elmslie3, W Leadbetter3, D Marshall1, L Sadownik4, K Stobbe1 & J Wakefield3 (1McMaster University; 2University of Calgary; 3Foundation for Medical Practice Education; 4University of British Columbia, Canada)

1630-1800 medine2: workpackage 5 and 6 meeting (invite only) Location: Fyne, Loch Suite

1930-2330 optional event: scottish céilidh at òran mór (see page 145 – sorry sold out!)

– 74 – tuesday 7 september 2

0800-1815 Registration desk open Location: Hall 5, SECC

0800-1800 Exhibition Open Location: Hall 5, SECC

0930-1730 Tour to Borders Towns & Rosslyn Chapel Departs from and returns to outside Clyde Auditorium

SESSION 5: PLENARY 0830-1015 5 PLENARY 2 Chairperson: Emmanuel Cassimatis (USA) Location: Auditorium, Clyde Auditorium Complex

0830-0900 5A Building a Curriculum for the Future: Perspectives from a new Australian medical school Elizabeth Farmer (University of Wollongong, Australia) Professor Elizabeth Ann (Liz) Farmer BSc (Hons), MBBS PhD FRACGP is the Dean of Medicine and Roberta Williams Chair in Medicine (general practice) at the University of Wollongong, Graduate School of Medicine. Her special interests are in curriculum innovation and assessment of competence and performance. She completed her doctorate in medical education at Flinders University where she was also awarded the Vice-Chancellor’s Award for Excellence and Innovation in Teaching.

0900-0910 Questions

0910-0940 5B Educating Physicians for the Future: A call for reform from The Carnegie Foundation for the Advancement of Teaching David Irby (University of California, San Francisco, USA) Dr David Irby is Vice Dean for Education and Professor of Medicine at the University of California, San Francisco and a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching, where he co- directed a national study on the professional preparation of physicians. For his research on clinical teaching and leadership in medical education, he has received awards from the American Educational Research Association, the National Board of Medical Examiners, Harvard Medical School, Graceland University, and Vanderbilt University School of Medicine. He TUESDAY 7 SEPTEMBER earned a doctorate in education from the University of Washington and a postdoctoral fellowship in academic administration from Harvard.

0940-0950 Questions

0950-1005 Questions and Discussion

1005-1015 Announcement of 2010 Karolinska Institutet Prize for Research in Medical Education Sari Ponzer (Dean of Higher Education, Karolinska Institutet, Stockholm, Sweden)

1015-1045 COFFEE Location: Hall 5 and Hall 2, SECC

– 75 – SESSION 6: SIMULTANEOUS SESSIONS 1045-1245 6A SYMPOSIUM: Medical student education in the 21st Century – a new Flexnerian era? Panel: Paul Hemmer (Uniformed Services University of the Health Sciences, USA) (Chair); David Irby (University of California, San Francisco, USA); Elizabeth Farmer (University of Wollongong, Australia; Jack Boulet (ECFMG, Philadelphia, USA); Bill Burdick (FAIMER, Philadelphia, USA); Nic Busing (The Association of Faculties of Medicine of Canada, Ottawa); Jim McKillop (University of Glasgow, UK); Robbert Duvivier (University of Maastricht, Netherlands) Location: Auditorium, Clyde Auditorium Complex

1045-1245 6B SYMPOSIUM: The student-teacher relationship in the 21st Century: customer or partner in learning? Implications for the way teachers teach and the way students learn in the 21st century Panel: Matthew C E Gwee (National University of Singapore, Singapore) (Chair); Carol Elam (University of Kentucky College of Medicine, USA); Raphael Buttigieg (Student, Germany) Location: Lomond Auditorium, Loch Suite

1045-1245 6C SHORT COMMUNICATIONS: Interprofessional Education 1 Chairperson: Margaretha Forsberg Larm (Sweden) Location: Forth, Clyde Auditorium Complex

1045-1100 6C1 It takes a village to train a resident: Qualitatively investigating how interprofessional education contributes to the development of resident competencies L Varpio*, P Hall, C Kuziemsky, L Casimiro, A Brasset-Latulippe, E Bidlake, S Brajtman & S Humphrey-Murto (Academy for Innovation in Medical Education and Bruyère Continuing Care at University of Ottawa, Telfer School of Management, Ottawa, Canada)

1100-1115 6C2 Health-professional students’ early exposure and reflection to interprofessional problem-based learning C Newton*1, L Eccott2, W Hal3, A Greig1, M Lee1 & V Wood* (University of British Columbia, 1Faculty of Medicine; 2Pharmaceutical Sciences; 3Nursing Sciences, Vancouver, BC, Canada)

1115-1130 6C3 Exploring the longer-term outcomes of an IPE Faculty/Staff Development Program K Leslie, L Baker, E Egan-Lee, M Andrews, P Burns, T Martimianakis*, D Richardson, J Shaver, B Simmons, S Wagner, I Silver* and S Reeves (Centre for Faculty Development, University of Toronto at St Michael’s Hospital Toronto, Canada)

1130-1145 6C4 Values in the Flinders University School of Medicine: An interprofessional approach Helena Ward* (Flinders University, Health Professional Education, Adelaide, Australia)

1145-1200 6C5 Developing a new approach for investigating students’ experiences of learning in an Interprofessional context H Lachmann*1, S Ponzer1, U-B Johansson2 & K Karlgren3 (1Department of Clinical Science and Education, Södersjukhuset; 2Department of Clinical Sciences, Danderyd Hospital, Sophiahemmet; 3Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden)

1200-1215 6C6 The development and implementation of a comprehensive interprofessional education program Sheree Aston* (Western University of Health Sciences, Pomona, USA)

1215-1230 6C7 The development and implementation of the Interprofessional Objective Structured Clinical Examination (IOSCE) assessment tool B Simmons*1,3, S J Wagner*1,3, M Esdaile2, E Egan-Lee4, L Baker4 & S Reeves4,6 (1The Centre for IPE; 2Sunnybrook (SHSC); 3Faculty of Medicine; 4CFD, SMH; 5The Wilson Centre, University of Toronto; 6Li Ka Shing Knowledge Institute, Toronto, Canada)

– 76 – 1230-1245 6C8 Interprofessional student-led wards L d’Avray* (St George’s, University of London, Centre for Medical & Healthcare Education, 2 London, UK)

No Discussion

1045-1245 6D SHORT COMMUNICATIONS: Simulation Chaiperson: Sarah Baillie (UK) Location: Hall 1, SECC 1045-1100 6D1 Longitudinal assessment of performance using computer enhanced manikin simulation: Use of a Bayesian approach a novel model K Khan* (Manchester Medical School, Lancashire Teaching Hospitals Foundation Trust, Preston, UK)

1100-1115 6D2 The NUS Tummy Dummy: Using an abdominal simulator to teach the abdominal examination Erle C H Lim*, Shariff Mahaboob, Lian-Kiat Lim, Ng Chew-Lip Ng, Quan-Yao Ho & Raymond CS Seet (Division of Neurology, National University of Singapore, Singapore)

1115-1130 6D3 “I simulated, therefore I can – I reflected, therefore I know – I acted as a patient, therefore I feel” H Selberg*1, J Hovedskov*2 & J Holtzmann2 (1Metropolitan University College, Copenhagen, Denmark; 2Glostrup University Hospital, Copenhagen, Denmark)

1130-1145 6D4 Male catheterisation: Integrating clinical and communication skills teaching for medical undergraduates K Joekes*, K Boardman*, J Brown, D Evans, A Spatz, J Dearnaley, S Roscoe & D Lawrence (St George’s, University of London, Centre for Medical and Healthcare Education, London, UK)

1145-1200 6D5 Video teaching material brings synergetic effects in simulation training Y Tamura*, K Yashui, M Hirakata, T Amano, K Fukuda & H Kashima (Keio University School of Medicine, Tokyo, Japan)

1200-1215 6D6 Simulator-based cardiac auscultation instruction improves diagnostic accuracy and resource utilization among family medicine trainees D W Frost*, R Cavalcanti and D Toubassi* (University of Toronto, 1University Health Network, Centre for Excellence in Education and Practice; 2Toronto Western Hospital, Department of Family and Community Medicine, Toronto, Canada)

1215-1230 6D7 Early development of a Canadian national curriculum for healthcare simulation educators R Gottesman*1,2 & L Crelinsten2,3 (1Centre for Medical Education, McGill University, Montreal; 2Arnold and Blema Steinberg McGill Medical Simulation Centre, Montreal; 3Simulation Task Force, Royal College of Physicians and Surgeons of Canada, Ottawa, TUESDAY 7 SEPTEMBER Canada)

1230-1245 6D8 “I don’t believe it!” – How realistic is high-fidelity simulation? A questionnaire survey M Moneypenny*1, K Glennon*1, H O’Sullivan1 & A Guha2 (1University of Liverpool, School of Medical Education; 2Cheshire and Merseyside Simulation Centre, Liverpool, UK)

No Discussion

1045-1245 6E SHORT COMMUNICATIONS: e-Learning Case Studies: Undergraduate Chairperson: Ahmed Fahal (Sudan) Location: Alsh 1, Loch Suite

1045-1100 6E1 Teaching veterinary neurology: Experience with an interfaculty e-learning elective course M Koch1, A Tipold*1, M R Fischer2, M Vandevelde3 & J P Ehlers1 (1University of Veterinary Medicine Hannover, Germany; 2University of Witten-Herdecke, Germany; 3Vetsuisse Faculty of Bern, Switzerland)

– 77 – 1100-1115 6E2 Preparing medical students to peer facilitate online discussions Isobel Braidman* & Maria Regan (University of Manchester Medical School, Manchester, UK)

1115-1130 6E3 Development of an electronic OSCE examination of five e-stations for assessment of clinical skills in medical education E Dafli*, P Bamidis & N Dombros (Aristotle University of Thessaloniki, School of Medicine, Thessaloniki, Greece)

1130-1145 6E4 ‘An online education portal the way users want it’ – Developing a fit-for-purpose communications solution based on user needs C Koppel*, J Currie*, S Singh & M Lupton (Chelsea and Westminster Hospital NHS Foundation Trust, London, UK)

1145-1200 6E5 Online learning in paediatrics: A student led web-based learning modality for medical students studying paediatrics P Gill*1,3, L Kitney1, C Gerdung1, P MacPherson1, D Kozan1 & M Lewis2 (1University of Alberta, Faculty of Medicine and Dentistry; 2Department of Paediatrics, Canada; 3University of Oxford, Department of Primary Health Care, UK)

1200-1215 6E6 Psych-e: Redesigning e-learning content for undergraduate psychiatry A Bailey, J Warner & J Main* (Central and North West London NHS Foundation Trust, Medical Education Department, London, UK)

1215-1230 6E7 A web-based module to teach patient-centered approaches to third year medical students P Joo*, S Krackov*, R Younge, D Jones & M Hall (1Department of Family and Social Medicine, Albert Einstein College of Medicine, Bronx; 2Associated Medical Schools of New York; 3Center for Family and Community Medicine, Columbia University College of Physicians and Surgeons, NY, USA)

1230-1245 6E8 From fantasy to reality – Authentic capture of longitudinal care through virtual learning communities Kurt Wilson*, Rachel Lindley & James Giles (University of Manchester, Community Based Medical Education, Manchester, UK)

No Discussion

1045-1245 6F SHORT COMMUNICATIONS: Written Assessment Chairperson: Katharine Boursicot (UK) Location: Alsh 2, Loch Suite

1045-1100 6F1 Script Concordance Tests: Choosing the most effective panel of experts J Courtney*, C Steketee & E Tor (The University of Notre Dame Australia, School of Medicine Fremantle, Australia)

1100-1115 6F2 What makes a good question? Developing the MCQ/Written paper in postgraduate examination in Oman T Theodorsson*, K El Shafie, A Al Mahrezi, A Khan & M Al Shafaee* (Dept of Family Medicine & Public Health, Sultan Qaboos University, Sultanate of Oman)

1115-1130 6F3 How do item writing flaws (IWF), cognitive level and re-use of items (RI) affect the quality of multiple choice questions (MCQ) and the students’ performance? B Mørkedal*1, T S Slørdahl2 & T Vik3 (Norwegian University of Science and Technology, 1Department of Public Health; 2Department of Cancer Research and Molecular Medicine; 3Department of Laboratory Medicine, Children and Women’s Health, Norway)

1130-1145 6F4 Use of patient video clips that demonstrate Neurologic findings in computer- based testing in medical school J W Swanson* (College of Medicine, Mayo Clinic, Rochester, Minnesota, USA)

1145-1200 6F5 The impact of an oral exam with multiple clinical cases and examiners on the certification of Obstetricians & Gynecologists in Brazil E Amaral*1,2, N R Melo2,3, E F Prota2,4, R Passini Jr1,2, H Pinheiro5 & R Pedrosa5 (1State University of Campinas (UNICAMP), Brazil; 2Brazilian Federations of the Obstetricians & Gynecologists Societies; 3State University of Sao Paulo (USP); 4Catholic University of Campinas (PUCC); 5IMECC)

– 78 – 1200-1215 6F6 Effect of structured item analysis feedback to teachers on quality of multiple choice examinations 2 Roger Kropf*1, René Krebs2, Anja Rogausch2 & Christine Beyeler2 (1University of Zurich; 2University of Bern, Switzerland)

1215-1230 6F7 Effect of non-functioning distracters on psychometrics of A-type Multiple Choice Questions Kishore K Deepak*, Mona Al Sheikh, Khalid Al Umran, B V Adkoli, Abdullah & Al Rubaish (College of Medicine, University of Dammam, Saudi Arabia)

1230-1245 6F8 The need for combining judgment analysis with item analysis for improving quality of MCQs Mona Al-Sheikh*, B V Adkoli, KK Deepak, Khalid Al-Umran & Abdallah M Al-Rubaish (King Fahd Hospital of the University, Alkhobar, University of Dammam, Saudi Arabia)

No Discussion

1045-1245 6G SHORT COMMUNICATIONS: Outcome-based Education: Undergraduate Curriculum Chairperson: Olle ten Cate (Netherlands) Opening Discussant: Allan Cumming (UK) Location: Boisdale 1, Loch Suite

1045-1100 6G1 What is a “Good Doctor”? A conjoint analysis of medical students’ preferences Noriko Okuyama*1 & Takahiro Amano2 (1Department of Musculoskeletal Reconstruction and Regeneration Surgery, Keio University School of Medicine, Tokyo; 2International University of Health and Welfare, Medical Education, Japan)

1100-1115 6G2 Readiness of final year medical students for Lifelong Learning A Murt, D Cekmecelioglu* & S Onal (Cerrahpasa Medical School, Istanbul, Turkey)

1115-1130 6G3 Using the Institute for Healthcare Improvement (IHI) Knowledge Domains to help analyze medical school curriculum, contents and shortcomings: A blueprint for change K Erlendsson* (University of Iceland and Landspitalinn, University Hospital of Iceland, Iceland)

1130-1145 6G4 Ready or not? Expectations of faculty and medical students for clerkship skills preparation M D Wenrich*1, M B Jackson1, A J Scherpbier2, I H Wolfhagen2, P G Ramsey1, K Ajam1 & E A Goldstein1 (1University of Washington School of Medicine, Seattle, WA USA; 2Faculty of Health, Medicine, and Life Sciences, Maastricht University, Maastricht, Netherlands )

1145-1200 6G5 Implementing task-based learning in an objective based curriculum at the TUESDAY 7 SEPTEMBER Medical Education Centre (MEC) at Maharaj Hospital, Nakhon Si Thammarat, Thailand Paphan Musikawat (The Medical Education Centre at Maharaj Nakhon Si Thammarat Hospital, Nakhon Si Thammarat, Thailand)

1200-1215 6G6 Integrating competencies and competency based assessment into an enterprise e-learning architecture, TUSK Susan Albright*, Isarin Sathitruangsak & Minhthe Nguyen (Tufts University, Boston, MA, USA)

1215-1230 6G7 Miller’s triangle and cutpoints in a competency based assessment programme at a new medical school J N Hudson*, J A Bushnell & A Lethbridge (University of Wollongong, Graduate School of Medicine, Wollongong, Australia)

1230-1245 Discussion

– 79 – 1045-1245 6H SHORT COMMUNICATIONS: Clinical Reasoning Chairperson: Thomas Beckman (USA) Location: Boisdale 2, Loch Suite

1045-1100 6H1 Think as a Doctor since the very first day. A new extracurricular course D Montemayor-Flores*, N Fernández-Garza & D Saldívar-Rodríguez (Universidad Autónoma de Nuevo León, Medical School, Monterrey, NL, México)

1100-1115 6H2 Unravelling students’ educational needs for clinical reasoning in first clerkships T T Wingelaar*, J M Wagter & A E R Arnold (Foreest Medical School at the Medical Centre Alkmaar, The Netherlands)

1115-1130 6H3 Remediation of clinical reasoning difficulties: Where do we stand? M C Audétat* & B Charlin (University of Montreal, CPASS, Montreal, Canada)

1130-1145 6H4 Students’ responses to the use of Venndiag to learn clinical reasoning T Suharjono*1 & G R Rahayu*2 (1Division of Internal Medicine, Panti Rapih Hospital; 2Department of Medical Education, Universitas Gadjah Mada, Yogyakarta, Indonesia)

1145-1200 6H5 Assessing clinical reasoning skills in nursing using Virtual Patients E Forsberg1, Carina Georg2 & U Fors*3 (1School of Social and Health Sciences, Halmstad University; 2Dept of Neurobiology, Care Sciences and Society, Division of Nursing, Karolinska Institutet, Stockholm; 3Virtual Patients Lab, Dept. LIME, Karolinska Institutet, Sweden)

1200-1215 6H6 The best MCQ to assess Clinical Reasoning in a written examination N Fernández-Garza*, D Montemayor-Flores & D Saldívar-Rodríguez (Universidad Autónoma de Nuevo León, Medical School, Monterrey, N L, México)

1215-1230 6H7 An integrated approach to assessment of clinical reasoning in early undergraduate medical students A Linn, A Tonkin, C Gannon* & H Kildea (Medicine Learning and Teaching Unit, University of Adelaide, Australia)

1230-1245 6H8 Clinical reasoning development in undergraduate medical education: Validation of a new clinical reasoning test A L Da Silva*, N Baylem & R Dennick (Medical School, University of Nottingham, UK)

No Discussion

1045-1245 6I SHORT COMMUNICATIONS: Curriculum Planning Chairperson: Hiroko Yoshida (Netherlands Antilles) Opening Discussant: to be announced Location: Carron 1, Loch Suite

1045-1100 6I1 New medical schools, regional campuses: Post-Flexner medical education M Brownell Anderson* (Medical Education Association of American Medical Colleges, Washington, DC, USA)

1100-1115 6I2 Putting Abraham Flexner’s heritage into a proper perspective E J F M Custers* (University Medical Center at Utrecht, Center for Research and Development of Education, Utrecht, The Netherlands)

1115-1130 6I3 Using a Clinical Presentation Curriculum in veterinary education: Vomiting dog S Safi*, P Hemmati, H Shirazi Beheshtiha, F Aslani*, M Taghdiri & R Abaieh (Islamic Azad University, Science & Research Branch, Faculty of Specialized Veterinary Sciences, Department of Clinical Pathology, Tehran, Iran)

1130-1145 6I4 Using action research to improve an undergraduate paediatric teaching programme T Bindal* (Alexandra Hospital, Department of Paediatrics, Worcestershire UK)

1145-1200 6I5 1001 nights.....the impact of Arabic/Islamic civilization on medical education A Alhussaini, O Alhussain* & A Junaidi (Sultan Qaboos University, College of Medicine, Muscat, Sultanate of Oman)

– 80 – 1200-1215 6I6 The process of evaluation of programme outcomes of the veterinary curriculum Peter van Beukelen*1 & Hellen van der Maazen2 (Utrecht University, Faculty of Veterinary 1 2 2 Medicine, Quality Improvement in Veterinary Education; Education and Student Affairs/ Office for International Cooperation Utrecht, The Netherlands)

1215-1230 6I7 Impact of student choice on academic performance M J Murphy*, O J Remers, R De A Seneviratne & M H Davis (University of Dundee, UK)

1230-1245 Discussion

1045-1245 6J SHORT COMMUNICATIONS: Patient Safety Chairperson: Jill Morrison (UK) Opening Discussant: to be announced Location: Carron 2, Loch Suite

1045-1100 6J1 Patient safety: Creating an undergraduate spiral curriculum A Cracknell*1, K Forrest2, J Sanders2, G Armitage3, H Mistry2 & R Fuller2 (1Leeds Teaching Hospital Trust; 2Leeds Institute of Medical Education,

1100-1115 6J2 Necessity to introduce 2nd year medical students to communications and teamwork for patient safety: SBAR Mark Aylward*, J V Patenaude*, Karine Dupuis, Claude Scherrer & Sam Bolanakis (1CAE Healthcare Inc., Saint Laurent, Quebec; 2Universite de Montreal, Canada); University of Leeds; 3Bradford Institute of Health Research, Bradford Teaching Hospitals NHS Trust, Bradford, UK)

1115-1130 6J3 Students’ perceptions about patient safety during the transition from undergraduate to postgraduate training: An activity theory analysis J de Feijter*1, W de Grave1, R Koopmans2 & A Scherpbier3 (Maastricht University, 1Department of Education Development and Research; 2Medical Centre and Department of Internal Medicine; 3Institute for Medical Education, The Netherlands)

1130-1145 6J4 In-role simulation for real clinical teams: Human factors training N Jenkins*, N Gardiner*, M Piper & S Corbett (Northumbria Healthcare NHS Foundation Trust, Tyne and Wear, UK)

1145-1200 6J5 Ensuring patient safety during medical student clinical attachments R Patey*, L Hawick & W Watson (University of Aberdeen, Division of Medical and Dental Education, Aberdeen, UK)

1200-1215 6J6 The WHO checklist is vital, but staff theatre etiquette skills may be as important in reducing errors in arthroplasty theatre J M Smith*1, N D MacKay2 & C K Kellett2 (1Ninewells Hospital; 2University of Dundee, UK)

1215-1230 6J7 Use of an online problem-based radiology referral module improves safe radiological referral TUESDAY 7 SEPTEMBER M Spooner*, N Marshall, L Galvin, L Delaney* M Lee & N G McElvaney (The Royal College of Surgeons in Ireland, Dublin, Ireland)

1230-1245 Discussion

1045-1245 6K SHORT COMMUNICATIONS: Student Characteristics Chairperson: Anita Glicken (USA) Opening Discussant: Paul de Roos (Netherlands) Location: Dochart 1, Loch Suite 1045-1100 6K1 Relations among well-being, commitment and satisfaction in Finnish medical schools K Lonka*1,2, T Litmanen1, S Loyens3, H Hyppola4 & J Nieminen1 (1University of Helsinki, Faculty of Behavioural Sciences, Finland; 2Karolinska Institutet, Dept of LIME, Stockholm, Sweden; 3University of Rotterdam, Dept of Psychology, The Netherlands; 4University of Kuopio, Finland)

1100-1115 6K2 Emotional Intelligence and academic performance in medical students James Herron*1, Phillip Evans1, Elizabeth Austin2, Guy Coady1, Jonathan O’Hare1 & John Magill1 (1University of Glasgow; 2University of Edinburgh, UK)

– 81 – 1115-1130 6K3 Measures of creativity and response pattern to adversity: Missing attributes in medical education assessment C Nimnuan* (Chulalongkorn University, Bangkok, Thailand)

1130-1145 6K4 Both male and female students include work-life balance in their ideal future: An analysis of an open question S Diderichsen*1, J Andersson1, E E Johansson1, P Verdonk2, A Lagro-Janssen3, K Hamberg1 (1Umea University, Public Health and Clinical Medicine, Family Medicine, Umea, Sweden; 2Maastricht University, Social Medicine, Maastricht; 3Radboud University Nijmegen Medical Centre, Primary Care, Nijmegen, The Netherlands)

1145-1200 6K5 The World Health Organisation Quality of Life Questionnaire: Usefulness for medical education Marcus Henning*, Christian Krägeloh, Susan Hawken & Jessica Zhao (Centre for Medical and Health Sciences Education, University of Auckland, New Zealand)

1200-1215 6K6 Raising a family while earning a medical degree? A study on supporting factors to the career-family-life balance of the medical education in Germany J Niehues*1, K Prospero*1, H Liebhardt2 & J M Fegert1 (1Clinic for Child and Adolescent Psychiatry; 2Dean’s Office of Medical Faculty at Ulm University Ulm, Germany)

1215-1230 6K7 Use of a parallel process PBL case to induce behavioural change in first semester medical students J Harris-Alleyne1, K Winston*1, D Callender1, V Thomas1, S Gnecco1 & R Frankel2 (1Ross University School of Medicine, Dominica; 2Indiana University School of Medicine, USA)

1230-1245 Discussion

1045-1245 6L SHORT COMMUNICATIONS: Standard Setting and G Theory Chairperson: to be announced Opening Discussant: Geoff Norman (Canada) Location: Dochart 2, Loch Suite 1045-1100 6L1 Minimum Performance Level (MPL) vs Minimum Danger Level (MDL) in a high stake OSCE Peter H Harasym*1, Fadi Munshi3 & Tsuen-Chiuan Tsai1,2 (1Department of Healthcare Administration, I-Shou University; 2Department of Pediatrics, E-Da Hospital, Kaohsiung, Taiwan; 3Department of Graduate Studies, University of Calgary, Alberta, Canada)

1100-1115 6L2 Choosing an appropriate standard setting method for undergraduate surgical examinations Cherdsak Iramaneerat* & Oratai Samranpanist (Department of Surgery, Siriraj Hospital, Mahidol University, Bangkok, Thailand)

1115-1130 6L3 How to use absolute and norm-referenced standard setting techniques to award classified Honours degrees S Guild* (Bute Medical School, University of St Andrews, UK)

1130-1145 6L4 Do examiners favour their own kind? A study of examiners’ grades by their own and their candidates’ gender, ethnicity and background R Wakeford*1 & M L Denney2 (1CRAMET, University of Cambridge; 2Royal College of General Practitioners, London, UK)

1145-1200 6L5 G-Theory: Applications and outcomes in a modern medical school Lee Coombes*, Chris Ricketts, Julian Archer & Giovanni Pagliuca (Peninsula College of Medicine and Dentistry, Universities of Plymouth and Exeter, Devon, UK)

1200-1245 Discussion

– 82 – 1045-1245 6M RESEARCH PAPERS: The Teacher Chairperson: Stefan Lindgren (Sweden) 2 Location: Leven, Seminar Suite

1045-1115 6M1 Validating a questionnaire for evaluating veterinary clinical teachers’ supervisory skills during clinical rotations T B B Boerboom*1, A D C Jaarsma1, D H J M Dolmans2, A J J A Scherpbier3 & P van Beukelen1 (1Utrecht University, Chair Quality Improvement in Veterinary Education, Faculty of Veterinary Medicine, Utrecht; Maastricht University, 2Department of Educational Development and Research; 3Faculty of Health, Medicine and Life Sciences, Maastricht, The Netherlands)

1115-1135 6M2 A faculty development programme for teachers has been assessed as effective G Helmstad*1, & G Edgren2 (Lund University, 1Department of Sociology, Faculty of Social Sciences; 2The Centre for Teaching and Learning, Faculty of Medicine, Sweden)

1135-1155 6M3 Clinical teachers as role models in different specialties and across residency years: The SETQ Study M J M H Lombarts*1, M J Heineman2 & O A Arah1 (Academic Medical Center/University of Amsterdam, 1Dept Quality and Process Innovation; 2Dept Obstetrics and Gynaecology, Amysterdam, The Netherlands)

1155-1215 6M4 A cross-sectional study on preceptors attitudes toward Lifelong Learning at the workplace T Frada*, P Aguiar, A P Salgueira & M J Costa (Medical Education Unit, School of Health Sciences, University of Minho, Braga, Portugal)

1215-1235 6M5 FReLe-Q: Development and validation of an instrument to assess teacher’s qualities in reflective teaching Mirabelle Schaub-de Jong*1, Johanna Schönrock-Adema2, Hanke Dekker2, Marian Verkerk2, Janke Cohen-Schotanus2 (1Department of Speech and Language Therapy, Academy of Health Sciences, Hanze University Groningen, Center for Applied Research and Innovation in Health Care and Nursing; 2University of Groningen and University Medical Center, Groningen, The Netherlands)

1235-1245 Discussion

1045-1245 6N WORKSHOP: Young medical educator workshop: How to frame a clear research question S Mennin*1, S Huwendiek*2, M van de Ridder*3, R Petroni Mennin*4, C Ringsted*5 (1Mennin Consulting & Associates, Inc., Sao Paulo, Brazil; 2University Children’s Hospital Heidelberg, Germany; 3Albert Schweitzer Hospital, Dordrecht, the Netherlands; 4Universidade Federal do Sao Paulo, Brazil; 5Center for Clinical Education, Rigshospitalet, Copenhagen) Location: Gala 1, Clyde Auditorium Complex TUESDAY 7 SEPTEMBER 1045-1245 6O WORKSHOP: Dundee Poly-professionalism Inventories: A method to teach and self-assess healthcare professionalism in undergraduate contexts S Roff*, M Chandratilake* & S McAleer* (Centre for Medical Education, University of Dundee, UK) Location: Gala 2, Clyde Auditorium Complex

1045-1245 6P WORKSHOP: Teaching CanMEDS at the bedside L Snell* & S Razack* (The Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada) Location: Barra, Crowne Plaza Hotel

1045-1245 6Q WORKSHOP: Addressing unethical behaviours R Hays*1 & R Worthington*2 (1Bond University, Faculty of Health Sciences and Medicine, Gold Coast, Queensland, Australia; 2Keele University, School of Medicine, Stoke-on-Trent, UK) Location: Staffa, Crowne Plaza Hotel

– 83 – 1045-1245 6R WORKSHOP: Constructing problem-based learning cases: hands-on training Samy A Azer (King Saud University, Professor of Medical Education, Medical Education Unit, College of Medicine, Riyadh, Saudi Arabia) Location: Morar, Seminar Suite

1045-1245 6S WORKSHOP: Introduction to Team Based Learning R Kamei*, J Puthucheary & S Cook (Duke-NUS Graduate Medical School, Singapore) Location: Ness, Seminar Suite

1045-1245 6U POSTERS: Staff Development Chairperson: John Dent (UK) Location: Hall 2, SECC

6U1 Implementing formative course-based assessment in a faculty development course S Maha Ibrahim1, M Fouad Ahmad*2 & Uno GH Fors3 (1Medical Research Institute, Alexandria University; 2National Tempus Office-Cairo; 3Virtual Patients Lab, Department of LIME, Karolinska Institutet, Stockholm, Sweden)

6U2 The whole is greater than the sum of its parts: Collaborative delivery of a course designed to surpass regulatory standards H McNeill*1, A Jones*2 & J Cochrane*1 (1Edge Hill University, Faculty of Education, Ormskirk; 2North Western Deanery, UK)

6U3 Summative assessment at the course “Art of Medical Education” M Vrcic-Keglevic*, G Pavlekovic, S Kukolja-Taradi, A Smaljcelj, M Lovric-Bencic & D Anticevic (“A Stampar” School of Public Health, University of Zagreb, Croatia)

6U4 Cascading faculty development: A new approach to educating clinical supervisors J MacDougall*1, C Morris2 & M Dronfield3 (1Addenbrooke’s Hospital, Cambridge University Hospitals, Cambridge; 2University of Bedfordshire, Bedford; 3East of England Deanery, Fulborn, Cambridge, UK)

6U5 Forging ahead: experiences of collaborative working to develop an innovative educator development programme Kathy Duffy*1 & Cathy Sherratt*2 (1North Western Deanery, Manchester, UK; 2Edge Hill University, Ormskirk, UK)

6U6 Psychopedagogical support to the residents: Space of activation to integral practices in health D Afonso*, D Pimenta, L Silveira, L Rodrigues, M Araujo & M Siviero (State University of Rio de Janeiro and Pedro Ernesto University Hospital, Rio de Janeiro, Brazil)

6U7 The personal, relational and contextual – key factors in health professional educators’ academic identity S Lieff*, L Baker, B Mori, K Chin & S Reeves (Centre for Faculty Development at St Michael’s, University of Toronto, Canada)

6U8 Capacity building in the Faculty of Health Sciences, University of the Free State in a parallel-medium and multicultural working environment J Bezuidenhout* (University of the Free State, Bloemfontein, Free State, South Africa)

6U9 Does a ‘Teaching Genetics’ course change the way clinicians teach? C Bennett1, P Farndon1, C Cooley formerly1, S Burke1,2 & D Latham*1 (1NHS National Genetics Education and Development Centre; 2University of Birmingham, School of Education, Birmingham, UK)

6U10 Needs for self-development of supporting staff at the medical education centers in Thailand M Punnan*, N Supanatsetakul, W Satayasai & R Arora (Naresuan University, Tapho, Muang, Pitsanulok and Queen Savang Vadhana Memorial Hospital, Sriracha, Chonburi, Thailand)

– 84 – 6U11 An introductory course on teaching and training for diabetes health care professionals in Grampian 2006-9 2 H Robertson*, A Cadzow, A Keen & K C McHardy* (Diabetes Centre, Woolmanhill, Aberdeen, UK)

6U12 Master’s degree and fellowships in health practitioner teacher education: Examples of academic creativity in action Helen P Batty*, Abbas Ghavam-Rassoul, Shirley Lee & Lynn Wilson (University of Toronto, Department of Family and Community Medicine, Toronto, Canada)

6U13 Teaching psychology of learning in a medical education masters program, based on an historical structure set in classical Greek roots and philosophical/ psychological offshoots F Michael Seefeldt*, Andleeb Arshad & Mohi Eldin Magzoub (College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia)

6U14 Outcomes of staff development program in a clinical training hospital K Sriruksa* (Khon Kaen Hospital, The Ministry of Public Health, Thailand)

6U15 Potential new examiners for the Clinical Skills Assessment Examination: Where do they go wrong? P Foreman* & M L Denney (RCGP Exam Dept, London UK)

6U16 Reflective practice: Its application in Faculty Development B V Adkoli*, Khalid Al-Umran, Mona Al-Sheikh, K K Deepak & Abdallah Al-Rubaish (King Fahd Hospital of the University, University of Dammam, Saudi Arabia)

6U17 How to enhance faculty development through on-line discussion with email Alessandra Vitorino Naghettini1, Cristiane Barelli2, Antonio Amorim3, Ieda Aleluia*4, Paulo Marcondes Carvalho Junior* and Edna Regina Silva Pereira (1Universidade Federal de Goias, Goiania; 2Universidade de Passo Fundo, Passo Fundo; 3Universidade Federal do Mato Grosso, Mato Grosso; 4Escola Bahiana de Medicina e Saude Publica, Salvador, Brazil)

6U18 Evaluating doctors as teachers and educators (DATE): Does doing DATE as a student make a difference to teaching practice after qualification? M F Anwar*, V Cook, J H Fuller & Sukhi Dhariwal (Barts and The London, Queen Mary School of Medicine and Dentistry, Institute of Health Sciences Education, London, UK)

6U19 Evaluating the efficacy of a finals revision course developed and delivered by foundation trainees: Should junior doctors teach medical students? M S Rashid*, D Gore & O Sobowale (Stockport NHS Foundation Trust, Royal Lancaster Infirmary and Salford Royal NHS Foundation Trust, UK)

6U20 Developing teaching skills in postgraduate students M Castro, C M Peres, M F A Colares, J F C Figueiredo, M L V Rodrigues* & L E A Troncon

(University of São Paulo, Ribeirão Preto, Brazil) TUESDAY 7 SEPTEMBER

6U21 Systematic reviews of education research: Challenges, triumphs, and evidence Tanya Horsley* (The Royal College of Physicians and Surgeons of Canada, The Centre for Learning in Practice, Ottawa, ON, Canada)

1045-1245 6V POSTERS: Approaches to Teaching and Learning Chairperson: Peter Anderson (USA) Location: Hall 2, SECC

6V1 Medical students’ opinions on learning tools in pediatrics Densriwiwat Meijinee* & Sudhorm Kosa (Pediatric Department, Buddhachinnaraj Medical Education Center, Phitsanulok, Thailand)

6V2 Learning styles and language proficiency does not affect format preference of lecture delivery – a study of online voice-over lecture vs traditional didactic lecture Tp Yeow*, Km Tan & Lc Loh (Penang Medical College, Dept of Medicine, Penang, Malaysia)

– 85 – 6V3 Interactive lectures: View of students and teachers Ye Turgunov, T Igimbayev*, D Kaliyeva & D Matyushko (Karaganda State Medical University, Karaganda, Kazakhstan)

6V4 Improving lecture skills: The development of a time-efficient 10-step consultation method for medical teachers of healthcare professions L Lochner*1 & W Gijselaers2 (1Province College for Health-Care Professions, Bolzano/ Bozen, Italy; 2School of Business and Economics of Maastricht University, The Netherlands)

6V5 Strong relationship between performance and seating position in class room A Kondo*, M Hayashi, S Kim, H Ishimoto & S Izumi (Obstetrics and Gynaecology, Tokai University School of Medicine, Kanagawa, Japan)

6V6 Comparison of the two methods in general pathology teaching on medical students’ learning F Khajeh*, B Miladpoor & M Meshkibaf (Fasa Medical University of Medical Sciences, Fasa Medical School, Fasa, Iran)

6V7 Interaction in class activity on metabolic regulation: Evaluating the educational impact D Afonso, F Rodrigues, F Marques, L Pinto, A Salgueira, M J Costa & P Ludovico* (School of Health Sciences, University of Minho, Braga, Portugal)

6V8 Use of an interactive board-game to develop clinical reasoning skills K Taylor*1 & C Sheehan2 (1Bute Medical School, St Andrews; 2Dundee University Medical School, Dundee, UK)

6V9 Electronic book or printed one: Which one do students prefer? M Ketola*1, P Mustonen1, J P Turunen*1 & L Niemi-Murola2 (1Finnish Medical Society Duodecim; 2Department of Anaesthesiology and Intensive Care Medicine, Helsinki University Hospital, Helsinki, Finland)

6V10 Are logbooks used as they are intended: A students’ perspective E Hoque* & M Kebreya* (Barts and the London School of Medicine and Dentistry, Medical Education, London, UK)

6V11 The use of art in training medical professionals Sangeetha Govinda Rajoo* (Queens Hospital Burton, Burton-on-Trent, Staffordshire, UK)

6V12 Using movies in medical education to reflect upon relationship with the patient: The film The Sunchaser L Garrino*, A Gargano & V Dimonte (Department of Public Health and Microbiology, University of Turin, Italy)

6V13 Using motion capture and 3D animation for teaching equine gaits R Malinowski* (Michigan State University, College of Veterinary Medicine, East Lansing, Michigan, USA)

6V14 Video-based analysis of questioning technique during medical classes: Perception vs reality S Lee*1,2, Y H Cho2, SJ Im1, MY Sol3, KT Suh4, SY Baek1 & BS Gam1 (Pusan National University, 1School of Medicine, Medical Education Unit; 2Yangsan Hospital, Family Medicine Clinica; 3School of Medicine, Department, Yangsan, South Korea)

6V15 Central venous catheterization skill acquisition – Does method of instruction matter? I Ma*1, N Zalunardo2, A Dubrowski3, S Singh2, P Nair2, JM Roberts2 & D Pratt (1University of Calgary, Department of Medicine, Calgary; 2University of British Columbia, Department of Medicine, Vancouver; 3University of Toronto, Department of Pediatrics, Toronto, ON, Canada)

6V16 It’s not what you do, it’s the way that you do it: Skills teaching and reflective practice in obstetric simulation for medical students Philip Banfield*, Stephanie Jenkins* & David Brigden (Director of Learning and Teaching, School of Medical Sciences, Bangor, UK)

– 86 – 6V17 An instructional programme design experience for anesthesia technicianship: Analysis 2 Albena Gayef*1, Mehmet Ali Gulpinar2, Fidan Kudur1 & Asu Albayrak1 (1University of Marmara, Vocational School of Health Related Professions; 2School of Medicine, Istanbul, Turkey)

1045-1245 6W POSTERS: Problem Based Learning, Team Based Learning and Theories of Learning Chairperson: Philip Chan (UK) Location: Hall 2, SECC

6W1 Comparison of a viva for assessing PBL skills with student performance in knowledge based written exams Remi Zvauya, Angela Priestman*, Christine Wright, Trudy Knight, Yong Xu & Bev Merricks (College of Medical and Dental Sciences, University of Birmingham, UK)

6W2 Successful new modified problem based learning (PBL) curriculum design for undergraduate clinical phase B M Aljarallah*1, M Aslam1, A M Eldeib1, S Khalil1, M AboAli1, HP Batty2 & M S Hassan1 (1College of medicine, Qassim University, Qassim, Saudi Arabia; 2University of Toronto, Canada)

6W3 Views by PBL-facilitators on how they were introduced to the role E Persson* & A Hoppe (Uppsala University, Uppsala, Sweden)

6W4 A 3 year experience teaching clinical thought with a problem based learning course in Spain J J Beunza*, M C Rodríguez, N Diez, N Uruñuela & M Ferrer (University of Navarra, School of Medicine, Spain)

6W5 When PBL sessions are held in front of the observers’ eyes: A new experience in MUMS Nazila Zarghi*, Seyed Reza Mousavi*, Abas Makarem, Zahra baghestani, Aslan Baradaran, Ali Jomezade & Farzaneh Lookian, (MUMS, EDC, Mashhad, Iran)

6W6 Team-based learning in pediatric department, Buddhachinaraj Medical Education Center: 2 years comparative study Kosa Sudhorm*1 & Sireeluck Klanarong*2 (Buddhachinaraj Medical Education Center, 1Department of Pediatrics; 2Department of Anesthesiology, Phitsanulok Thailand)

6W7 Team-Based Learning (TBL) for clinical reasoning in students with Problem-Based Learning tutorial (PBL) experiences Yumiko Okubo*1, Naoko Ishiguro2, Taiyo Suganuma1, Toshiro Nishikawa3, Toshio Takubo4, Noriko Kojimahara5, Rie Yago6, Shin-ichi Nunoda7, Shigetaka Sugihara & Toshimasa Yoshioka1 TUESDAY 7 SEPTEMBER (Tokyo Women’s Medical University, 1Department of Medical Education; 2Department of Dermatology; 3Department of Clinical Pathology; 4Department of Respiratory Medicine; 5Department of Public Health; 6Department of Urology; 7Department of Medicine, Japan)

6W8 Practical team-based learning clinical case sessions as a tool for more effective learning J Johnson*, C Claxton & S Fox (Ross University School of Medicine, Freeport, Grand Bahama)

6W9 Medical students’ learning outcomes between team based learning and lecture based learning in radiology C Dejarkom* & K Sudhorm (Buddhachinaraj Hospital, School of Medicine, Phitsanulok, Thailand)

6W10 Faculty and student attitudes toward a modified approach to the readiness assurance process of team based learning R Kamei*, J Puthucheary & S Cook* (Duke-NUS Graduate Medical School, Singapore)

6W11 Teaching bacterial infection diagnosis: A guided discovery approach M Correia-Neves*, G Castro, MJ Costa, J Pedrosa & F Baltazar (Life and Health Sciences Research Institute, ICVS, University of Minho, Braga, Portugal)

– 87 – 6W12 Key-points from a critical review of literature about the Perry scheme of cognitive development, illustrated with medical students’ ideas about ‘what I know, and how’ G Maudsley* (The University of Liverpool, Division of Public Health, Liverpool, UK)

6W13 Concept mapping assessment in basic life support education for medical students S E Kim*, C W Kim, S J Lee, D H Lee & H Noh (Department of Emergency Medicine, Chung-Ang University College of Medicine, Seoul, Korea)

6W14 Connecting transformative learning theory and medical education: Suggestions based on a focused literature review M Joneja* (Queen’s University, School of Medicine, Kingston, Ontario, Canada)

6W15 A Heuristic Key for learning health and human rights: A visual tool for promoting personal agency among health professionals V Mitchell* (University of Cape Town, South Africa)

6W16 Evaluation of Shiraz University medical students’ opinions about using PBL M Anvar, R Badiei*, P Farhadi & J Kojuri (Shiraz University of Medical Sciences, Education Development Center, Shiraz, Iran)

6W17 Assess for progress: an assessment of problem-based learning facilitators’ training needs M Y H Abdelrahman* & M Y Sukkar (University of Khartoum, Sudan)

6W18 The impact of teaching medical students the theory and research underpinning Problem Based Learning (PBL) on student report outcomes Ryckie G Wade & Samuel J Leinster (University of East Anglia, Norwich, UK)

1045-1245 6X POSTERS: International Dimensions Chairperson: Deborah Murdoch-Eaton (UK) Location: Hall 2, SECC 6X1 An international physician density prediction equation T C Tsai*1, PH Harasym1,2 & E Misha2 (1Department of Pediatrics, E-Da Hospital; 2Department of Healthcare Administration, I-Shou University, Taiwan; 3Department of Community Health Science, University of Calgary, Canada)

6X2 A UK consensus statement on core global health teaching for medical students O Johnson*1, V Jessop2 & SL Bailey3 (1King’s College London, School of Medicine, London; 2University of Edinburgh, Faculty of Medicine, Edinburgh; 3University of Sussex, Brighton and Sussex Medical School, Brighton, UK)

6X3 Cultural differences between American and Israeli medical students regarding their perceptions of the medical profession and satisfaction with studies Eyal Lotan*, Louis Shenkman & Netta Notzer (Tel Aviv University, Sackler Faculty of Medicine, and Tel Aviv Sourasky Medical Center, Tel Aviv, Israel)

6X4 Improving social accountability of international health experiences C Weerasinghe*1, S Dharamsi2, A Hill3 & S Voyer1 (University of British Columbia, 1Center for Health Education Scholarship; 2Family Medicine; 3Geriatrics, Vancouver, Canada)

6X5 “To lead or not to lead” challenges of leadership in a global health setting M Surgenor*, S Lee & G Byrne (University Hospital of South Manchester NHS Foundation Trust, UHSM Academy, Manchester, UK)

6X6 Canadian pediatric residency experience for non-Canadians E AL-Selahi* & M Ogborn (University of Manitoba, Winnipeg, Canada)

6X7 The HERMES (Harmonised Education in Respiratory Medicine for European Specialists) Initiative J L Noel* & T Severin (Educational Activities Department, Luce, Lausanne, Switzerland)

6X8 Good medical practice Canada: Why not use another country’s document M I Bowmer*, S Lefebvre & FA Lefebvre (Medical Council of Canada and Federation of Medical Regulatory Authorities, Ottawa, Canada)

– 88 – 6X9 Flemish/English translation effects in the international foundations of medicine examination 2 D Swanson*1, B Himpens2, A Dermine2, K Holtzman1, I Grabovsky1, J Phebus1, K Angelucci1, L Pannizzo1, M Jodoin1 & P Scoles1 (1National Board of Medical Examiners, Philadelphia, USA; 2Katholieke Universiteit Leuven Medical School, Leuven, Belgium)

6X10 Professionalism in context K M Browne*1, C Doody2, B Butler2, G MacCarrick3 & A D K Hill1 (The Royal College of Surgeons in Ireland, 1Department of Surgery; 2Department of E-learning; 3Department of Medical Education, Dublin, Ireland)

6X11 Existing social conflicts in faculty members and the Thai population after an international program for medicine was firstly introduced in Thailand S Wattanasirichaigoon*, V Mahasitthiwat, N Laoopugsin, K Chansiri, P Sriyabhaya, J Sirirattanapan & S Rungruanghiranya (Srinakharinwirot University, (MEDSWU), Wattana, Bangkok, Thailand)

6X12 International graduates in geriatric departments in Denmark E A Holm*1, M M Mørch*2 & J U Rosholm3 (1Roskilde Hospital; 2Aarhus University Hospital; 3Odense University Hospital, Denmark)

6X13 International medical graduates seeking postgraduate training opportunities in Canada J Boone*, S Banner & A McKiver (Canadian Resident Matching Service, Ottawa, ON, Canada)

6X14 Learning from international medical graduates: An exploratory study J Hamilton, Charlotte Rhodes* & Wil Fleisher (Department of Medical Education, University of Manitoba, Winnipeg, Canada)

6X15 The meaning of the experience in international study programmes of nursing students from Torino and Cuneo University undergraduate nursing courses: A qualitative study P Montanari*1, L Garrino2 & V Dimonte2 (1Presidio Sanitario San Camillo, Rehabilitation Hospital; 2University of Torino, Nursing Science Education, Torino, Italy)

6X16 Towards standards for PhD Education in Biomedicine and Health Sciences: ORPHEUS position paper Jadwiga Mirecka* & Michael Mulvany (Jagiellonian University Medical College, Dept of Medical Education, Krakow, Poland)

6X17 Shaken, but not stirred: teaching earthquake preparedness A Kemp (Partnerships in International Medical Education, Hastings, UK)

1045-1245 6Z SECRETS OF SUCCESS 3 Location: Hall 5, SECC TUESDAY 7 SEPTEMBER

6Z1 Strategies for successful compliance to accreditation standards: Online tools M Jolivet*, A Qazi & C Bourdy (Université de Montréal, Faculty of Medicine, Québec, Canada)

6Z2 Lessons learned from Hollywood: Developing an efficient workflow for creating Reusable Learning Objects (RLOs) P Pribaz* & C Adams* (Northwestern University, Simulation Technology and Immersive Learning, Chicago, Illinois, USA)

6Z3 How to recruit and train lay women to teach pelvic examination to medical students B Kelly*1, J Moore1 & H Salisbury*2 (University of Oxford, 1Nuffield Department of Obstetrics and Gynaecology; 2Depatment of Primary Care, University of Oxford, UK)

6Z4 Determined to succeed-learning together: Working together F Muir* & S Bradley* (University of Dundee, Medical Education, Dundee, UK)

– 89 – 1045-1245 beme steering group (invite only) Location: Fyne, Loch Suite

1245-1415 LUNCH Location: Hall 5 and Hall 2, SECC

1300-1400 PRIVATE SESSIONS ESME Course Location: Gala 2, Clyde Auditorium Complex ESMEA Course Location: Ness, Seminar Suite ESTEME Course Location: Morar, Seminar Suite RESME Course Location: Gala 1, Clyde Auditorium Complex IAMSE Luncheon Location: Mezzanine, First Floor, SECC AMEE AGM Location: Hall 1, SECC MEDEV Sponsors Lunch Location: Firths Bar, Clyde Auditorium Complex

SESSION 7: SIMULTANEOUS SESSIONS 1415-1600 7A SYMPOSIUM: Research in Medical Education and its contribution to future developments Panel: Charlotte Ringsted (Centre for Clinical Education, Copenhagen, Denmark) (Chair); Jeroen van Merriënboer (Maastricht University, Netherlands); Doris Østergaard (Danish Institute of Medical Simulation, Denmark); Fred Hafferty (Mayo Clinic, USA); Julian Archer (Peninsula College of Medicine and Dentistry, UK); Brian Hodges (Wilson Center, University of Toronto, Canada) Location: Auditorium, Clyde Auditorium Complex

1415-1600 7B SYMPOSIUM: Faculty development and keeping up to date in education in the healthcare professions Panel: Ivan Silver (University of Toronto, Canada) (Chair); Michelle McLean (University of the United Arab Emirates, UAE); Karen Mann (Dalhousie University, Canada); Madalena Patricio (University of Lisbon, Portugal) Location: Lomond Auditorium, Loch Suite

1415-1600 7C SYMPOSIUM: International Accreditation in Medical Education: VIII Ibero- American Session Panel: Pablo Pulido (PAFAMS) (Co-chair); Emmanuel Cassimatis (ECFMG-FAIMER, Philadelphia, USA) (Co-chair); Stefan Lindgren (WFME, Copenhagen, Denmark) (Co-chair); John Norcini (FAIMER, Philadelphia, USA), Honorio Silva (PAFAMS); Ingrid Philibert (ACGME, USA) Location: Forth, Clyde Auditorium Complex

1415-1600 7D SHORT COMMUNICATIONS: Clinical Teaching 3 Chairperson: Gerald Whelan (USA) Opening Discussant: to be announced Location: Hall 1, SECC

1415-1430 7D1 Developing a model for teaching and learning patient management skills in clerkships: A design-based research approach M G Tolsgaard*1 & C Ringsted2 (1Centre for Clinical Education, Copenhagen University and Capital Region, 2Rigshospitalet Copenhagen, Denmark)

1430-1445 7D2 ‘And all this, I’m a part of’: A qualitative analysis of medical students’ experiences of shame in medical encounters U Lindström*, K Hamberg & E E Johansson (Umeå University, Umeå, Sweden)

1445-1500 7D3 Gaps and taboos in medical history and physical examination of final year medical students F Mandraka*1 & M Fischer2 (1University of Regensburg, Clinic and Policlinic for Internal Medicine I, Regensburg; 2Institute for Teaching and Educational Research in Health Sciences, University of Witten/Herdecke, Germany)

– 90 – 1500-1515 7D4 Learning to Listen: Exploring medical undergraduates’ experiences of receiving brief counselling skills training 2 K Reid*1, G McMillan1 & P Cotton2 (University of Glasgow, 1Faculty of Education; 2Faculty of Medicine, Glasgow, UK)

1515-1530 7D5 The alternative vision of surgical learning J Morales*, J Aquino*, P Núñez & G Grajeda (Universidad de San Carlos de Guatemala, Facultad de Ciencias Médicas and Hospital Roosevelt, Guatemala)

1530-1545 7D6 Helping Babies Breathe curricula: How much information is required to determine whether a course is successful? J Lockyer*1, N Singhal1,2, H Fidler1 & E Schoen2 (1University of Calgary, AB, Canada; 2American Academy of Pediatrics, Evanston, IL, USA)

1545-1600 Discussion

1415-1600 7E PHD REPORTS 2 Chairperson: Cees van der Vleuten (Netherlands) Location: Alsh 1, Loch Suite

1415-1435 7E1 Leadership: recognition of the educational effort provided by faculty M Ipsen*1,2, B Eika1, O Thorlacius-Ussing1,2 & P Charles1 (Aarhus University Hospital, 1Centre for Medical Education; 2Aalborg Hospital, Denmark)

1435-1455 7E2 Teaching interpersonal and communication feedback skills to standardized patients: Assessment of a cognitive model D Souder*, M Sullivan, W May & R Goodyear (University of Southern California, Educational Affairs, Keck School of Medicine, California USA)

1455-1515 7E3 Transition from preclinical to clinical training E A van Hell*, J B M Kuks, J C C Borleffs & J Cohen-Schotanus (University Medical Center Groningen and University of Groningen, The Netherlands)

1515-1535 7E4 Can a theoretical micro-simulation using a personal computer enhance practical performance? O Meyer1, A Felber*1, Chr Gallschuetz2, C Hennig1 & M Bucher1 (Martin-Luther-University Halle-Wittenberg, University Hospital, 1Dept of Anesthesiology; 2Dept of Educational Psychology, Halle, Germany)

1535-1600 Discussion

1415-1600 7F SHORT COMMUNICATIONS: Assessing the Professional Chairperson: Sydney Smee (Canada) Location: Alsh 2, Loch Suite TUESDAY 7 SEPTEMBER

1415-1430 7F1 Characteristics of physicians referred for competence assessment: Analysis of 1000 participants E Korinek, E Grace & M Illige* (Center for Personalized Education for Physicians, Denver, CO, USA)

1430-1445 7F2 Do work based assessment (WBA) scores demonstrate progression in core surgical training? H R Holscher1, R J Mayes*2, W J Campbell2 & R Gilliland2 (1Royal College of Surgeons of England, London; 2Department of Surgery, Ulster Hospital, Dundonald, Belfast, UK)

1445-1500 7F3 The comparative reliability of work-place based assessments: substantive results and methodological considerations in an Obstetrics and Gynaecology context Matt Homer*1, Zeryab Setna1, Vikram Jha1, Trudie Roberts1 & Kathy Boursicot2 (1Leeds Institute of Medical Education, University of Leeds; 2Centre for Medical and Healthcare Education at St George’s, University of London, UK)

1500-1515 7F4 Paediatric consultant experience of workplace based assessments: Confident, relevant but not enough time? D Roland*, C Brown, A Long & S Newell (Royal College of Paediatrics and Child Health, London, UK)

– 91 – 1515-1530 7F5 How many times should you be allowed to take a licensing examination? A Freeman*1, R Wakeford2 & C Blow3 (1Peninsula Medical School, Plymouth; 2Cambridge University; 3Royal College of General Practitioners, UK)

1530-1545 7F6 The use of simulation to assess poorly performing primary care doctors who work in out of hours (OOH) care Nick Brown*, Martin Rhodes & Pauline McAvoy (National Clinical Assessment Service (NCAS), London, UK)

1545-1600 7F7 Developing performance assessments for community pharmacists whose performance has given cause for concern Martin Rhodes*, Nick Brown & Pauline McAvoy (National Clinical Assessment Service (NCAS), London, UK)

No Discussion

1415-1600 7G SHORT COMMUNICATIONS: Outcome-based Education: Postgraduate Training Chairperson: Jadwiga Mirecka (Poland) Opening Discussant: Deborah Danoff (Canada) Location: Boisdale 1, Loch Suite

1415-1430 7G1 How Dutch medical residents perceive the competency as manager in the revised postgraduate medical curriculum L Berkenbosch*1, J WM Brouns1, I Heyligers2 & J O Busari*1,3 (1Maastricht University, Faculty of Health, Medicine & Life sciences, Maastricht; 2Leerhuis, Atrium Medical Center, Heerlen; 3Department of Pediatrics, Atrium Medical Center, Heerlen, The Netherlands)

1430-1445 7G2 The 3-hour meeting process as an organisational tool for educational change and development S B Noehr*1,2, L Hoelgaard1, C N Petersen1 & S N Madsen1 (1Aalborg Hospital Science and Innovation Center (AHSIC), Aalborg; 2Aarhus University, Center for Medical Education, Aarhus, Denmark)

1445-1500 7G3 Postgraduate Education in Palliative Care – How a systematic review informed the development of a competency based curriculum renewal and design S Winemaker, D Marshall*, L Shaw, M Howard, A Taniguchi & K Brazil (McMaster University, Hamilton, Ontario, Canada)

1500-1515 7G4 Specialty training programme in Croatia N Cikes*1, S Kalenic1, K Sekelj-Kauzlaric2, H Minigo2, H Sobat3, Z Metelko3, Z Reiner4, D Derezic1, D Bosnjak1 & A Z Golem5 (1University of Zagreb School of Medicine; 2Croatian Medical Chamber; 3Croatian Medical Association; 4Academy of Medical Sciences of Croatia; 5Ministry of Health and Social Welfare, Croatia)

1515-1530 7G5 Results of a pilot implementation of competency-based assessment in Family Medicine S Ross*1, M Donoff1, C Poth2, P Humphries1, I Steiner1 and R Georgis2 (University of Alberta, 1Department of Family Medicine; 2Department of Educational Psychology, Edmonton, Canada)

1530-1545 7G6 Do physicians’ professional competencies change during the career? A Finnish national survey T Litmanen* & K Patja (The Association for Continuous Professional Medical Development in Finland (Pro Medico), Helsinki, Finland)

1545-1600 Discussion

– 92 – 1415-1600 7H SHORT COMMUNICATIONS: Peer Assisted Learning 1 Chairperson: Kirsti Lonka (Finland) 2 Location: Boisdale 2, Loch Suite

1415-1430 7H1 Pushing the limits of PAL: Can student tutors train their peers to teach? D A Graham*, K M Templeton*, J M Burke & M Field (The Wolfson Medical School Building, University of Glasgow, UK)

1430-1445 7H2 A pilot study exploring the utility of applying a behavioural model for predicting the drivers and barriers to providing mentorship in medicine J L D Briggs*1, R S Patel1, G W G French2 & D Matheson3 (1University Hospitals of Leicester NHS Trust, Leicester, East Midlands Healthcare Workforce Deanery; 2South Centre – Leicester; 3North Centre - Nottingham, UK)

1445-1500 7H3 Peer assisted mentoring: A novel approach to the reflective aspects of the cleanliness champions programme Barbara Findlay*, Janet Skinner & Janette Moyes (University of Edinburgh, College of Medicine and Veterinary Medicine, Edinburgh, UK)

1500-1515 7H4 Medical students as simulated patients A Chunharas, B Oonyobol, T Udomkitti, T Tassanapitikul & C Aunkham (Suwat Benjapolpitak to present) (Mahidol University, Ramathibodi Hospital, Thailand)

1515-1530 7H5 Does introduction of a ‘buddy’ in the early years promote ward based learning? A qualitative study Janette Moyes*, Barbara Findlay & Janet Skinner (Western General Hospital, Edinburgh, UK)

1530-1545 7H6 Peer-Assisted Learning: Exploration of the role of peer-tutor E J R Hill*1, J A Giles1, Y Solomon2 & T Dornan1 (1The University of Manchester; 2Manchester Metropolitan University, Manchester, UK)

1545-1600 7H7 MEDIK-T: empowering medical students to be involved in medical education M Weggemans*, R Buttigieg* & R Duvivier (University of Utrecht, The Netherlands)

No Discussion

1415-1600 7I SHORT COMMUNICATIONS: Community Based Education Chairperson: James Rourke (Canada) Location: Carron 1, Loch Suite

1415-1430 7I1 Medical students’ reflection about initial visit to a primary health care unit S Bahar-Ozvaris*, S Turan & D Aslan (Hacettepe University Faculty of Medicine Dept of Public Health, Turkey) TUESDAY 7 SEPTEMBER 1430-1445 7I2 Primary health care experience and reflections of medical students in Marmara University O Sarikaya*1 & H Nalbant*2 (1Marmara University, School of Medicine; 2Istanbul University, Institute of Child Health, Istanbul, Turkey)

1445-1500 7I3 Why do rural GPs engage in longitudinal integrated community-based clerkships at a time of workforce shortage? E A Farmer*, J N Hudson & K M Weston (University of Wollongong Graduate School of Medicine, Australia)

1500-1515 7I4 Making successful community placements in undergraduate medicine B Amies*, R Lindley, J Ream, S Smithson & C Rayner (Medical Education, University Hospital of South Manchester, UK)

1515-1530 7I5 Medical students’ attitudes towards the chronic sick K Mullen*, P Cotton & M Nicolson (University of Glasgow, Centre for the History of Medicine, Glasgow, UK)

– 93 – 1530-1545 7I6 Do students in a longitudinal integrated community clerkship perform as well as students in the traditional clerkship? A preliminary analysis W Woloschuk*, W Jackson, K McLaughlin, D Myhre & B Wright (University of Calgary, Canada)

1545-1600 7I7 Initial experiences in a novel outer suburban Community-Based Medical Education Program S Mahoney* (Onkaparinga Clinical Education Program (OCEP) Flinders University, South Australia)

No Discussion

1415-1600 7J SHORT COMMUNICATIONs: Professionalism Chairperson: Wojciech Pawlina (USA) Location: Carron 2, Loch Suite

1415-1430 7J1 Medical students’ personal incident narratives of professionalism dilemma situations: An international study Lynn V Monrouxe*1 & Charlotte E Rees2 (1Cardiff University, Division of Medical Education, School of Medicine, Cardiff; 2University of Dundee, Centre for Medical Education, Dundee, UK)

1430-1445 7J2 Social networking sites: Facing the new challenges of professionalism in medical students J Chambers*, J Shaw & S Ogston (University of Dundee Medical School, Dundee, UK)

1445-1500 7J3 Viewing medical professionalism from the perspective of the general public M Chandratilake*1, S McAleer1, J Gibson2 & S Roff1 (University of Dundee, 1Centre for Medical Education; 2Dental School, UK)

1500-1515 7J4 An ethnographic study of the effects of the clinical setting, and its hidden curriculum, on students’ professional identity and the barriers to obtaining effective support in their formation J Goldie, A Dowie*, A Goldie, P Cotton, J Morrison & J B Neilly (University of Glasgow, UK)

1515-1530 7J5 Developing a taxonomy for the assessment of professionalism in British surgeons J S Dreyer* (Department of Surgery, Dumfries & Galloway Royal Infirmary, Dumfries, UK)

1530-1545 7J6 Students’ attitudes towards peer assessment of professionalism: A multi-centre study Gabrielle M Finn*1, Marina A Sawdon*1 & Jayne Garner2 (1Durham University, School of Medicine and Health; 2Liverpool University, CETL, UK)

1545-1600 7J7 I’m watching what you do: Professionalism from the students’ point of view R Hemphill* & S Santen (Emory University School of Medicine, Atlanta, GA, USA)

No Discussion

1415-1600 7K SHORT COMMUNICATIONS: Evaluation of the Teacher Chairperson: Manuel Costa (Portugal) Opening Discussant: Lou Pangaro (USA) Location: Dochart 1, Loch Suite 1415-1430 7K1 Are our best teachers more effective – or do they just sound better? B Wright*, S Peermohamed, S Coderre, M Paget, W Woloschuk, J Tworek & K McLaughlin (University of Calgary, Alberta, Canada)

1430-1445 7K2 What do UK medical students consider to be important components of the clinical mentor role? A Cope*1, S Ledwidge*1 & D Nestel*2 (1Imperial College, London, UK; 2Gippsland Medical School, Monash University, Australia)

1445-1500 7K3 Student assessment of faculty professionalism R Cruess*1, S Cruess*1, M Young1 & J Pickering2 (McGill University, 1Center for Medical Education; 2Associate Dean for Undergraduate Education, Montreal, QC, Canada)

– 94 – 1500-1515 7K4 A qualitative evaluation of online feedback given to clinical teachers N Gardiner*1, S Corbett1, S Cotterill2, J Spencer2 & J R Barton1,2 (1Northumbria Healthcare 2 2 NHS Foundation Trust; University of Newcastle, UK)

1515-1530 7K5 Improving lectures: combining student and peer-review of lectures M-L Dick*, D King, A Moore, P Rego, T Papinczak, R Peterson & T Janamian (University of Queensland, School of Medicine, Brisbane, Australia)

1530-1545 7K6 Students’ perception of the student teacher relationship, and the learning process Keren Levitin* (Ben Gurion University of the Negev, Recanati School for Community Health Professions, Israel)

1545-1600 Discussion

1415-1600 7L SHORT COMMUNICATIONS: Teaching and Learning: The Lecture Chairperson: David Gordon (Denmark) Opening Discussant: Sharon Peters (Canada) Location: Dochart 2, Loch Suite

1415-1430 7L1 The use of new media (videos) in teaching psychotherapy to undergraduate medical students: impacts on learning outcome, fun and motivation A Kuhnert*, R Naumann*, R Pfeifer, A Sandholz, T Bay, E-M Schneid & M Wirsching (University Hospital of Freiburg, Department of Psychosomatic Medicine and Psychotherapy, Freiburg, Germany)

1430-1445 7L2 Communicating in Medical Education (ME) activities: Results of an audit of electronic presentations Elizabeth Wooster1 & Douglas Wooster*2 (University of Toronto 1OISE; 2UHN/TGH, Toronto, Canada)

1445-1500 7L3 Faculty and student perceptions and expectations on interactive lecturing A Arshad* & M Seefeldt* (King Saud bin Abdulaziz University for Health Sciences, Riyadh, KSA)

1500-1515 7L4 Promoting long term knowledge retention by use of KEEPad audience response systems M Sawdon* (School of Medicine and Health, Durham University, Stockton-on-Tees, UK)

1515-1530 7L5 Can online voice-over lecture replace traditional didactic lecture? An evaluation through randomized cross over study K M Tan*, T P Yeow & LC Loh (Penang Medical College, Dept of Medicine, Penang, Malaysia)

1530-1545 7L6 Shifting teaching to active learning methods after a career of lecturing, TUESDAY 7 SEPTEMBER with student satisfaction Stanley Jacobson*, Mark Bailey & Susan Albright (Tufts University School of Medicine, Boston, Ma, USA)

1545-1600 Discussion

1415-1600 7M RESEARCH PAPERS: Students Chairperson: Klarke Boor (Netherlands) Location: Leven, Seminar Suite

1415-1435 7M1 A prospective multi-institutional study exploring relationship between student distress and specialty preference Liselotte N Dyrbye*1, F Stanford Massie Jr2, David V Power3, Anne Eacker4, William Harper5, Daniel Satele1, Matthew R Thomas1, Jeff A Sloan1 & Tait D Shanafelt1 (1Mayo Clinic Department of Medicine; 2University of Alabama School of Medicine; 3University of Minnesota Medical School; 4University of Washington School of Medicine; 5University of Chicago Pritzker School of Medicine, USA)

– 95 – 1435-1455 7M2 Medical students going “Off Track”: A significant and growing trend D Gibson*1 & J Boex*2 (1University of Cincinnati College of Medicine, Student Affairs; 2Medical Education, Cincinnati, OH, USA)

1455-1515 7M3 What influences medical students’ location choice for postgraduate training? F French* on behalf of the Scottish Medical Careers Cohort Study Group (NHS Education for Scotland, Aberdeen, UK)

1515-1535 7M4 Differences in opinions on sexual harassment scenarios between students and teachers H Dekker*, J Snoek, T van der Molen & J Cohen-Schotanus (Center for Research and Innovation in Medical Education, University of Groningen and University Medical Center Groningen, The Netherlands)

1535-1555 7M5 An experimental investigation of medical students’ use of lifestyle behaviour change skills J Hart*1, H Ashraf2, L Bird1, S Maqsood2, P McNamee2, C Ng1 & S Peters2 (University of Manchester, 1Manchester Medical School, 2School of Psychological Sciences, Manchester UK)

1555-1600 Discussion

1415-1600 7N WORKSHOP: Developing high-quality multiple-choice tests to assess application of basic science knowledge using patient vignettes K Holtzman* & D Swanson* (National Board of Medical Examiners, Philadelphia, USA) Location: Gala 1, Clyde Auditorium Complex

1415-1600 7O WORKSHOP: Curriculum maps for the web generation SJ Cotterill*, S Ball*, G Skelly, P Horner, A McDonald & J Peterson (Newcastle University, School of Medical Sciences Education Development, UK) Location: Gala 2, Clyde Auditorium Complex

1415-1600 7P WORKSHOP: Diagnosing and treating barriers to implementing competency based education Elaine Dannefer*1 & Lindsey Henson*2 (1Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland; 2University of Minnesota Medical School, Minneapolis, USA) Location: Barra, Crowne Plaza Hotel

1415-1600 7Q WORKSHOP: We can improve your performance! Or enhancing medical student performance in objective structured clinical examinations by adapting the tools of sport psychology I Maynard*1, J Butt1, K Forrest*2 & B Nicholson2 (1Sheffield Hallam University, Centre for Sport and Exercise Science, Sheffield; 2University of Leeds, Academic Unit of Anaesthesia, Leeds, UK) Location: Staffa, Crowne Plaza Hotel

1415-1600 7R WORKSHOP: Safer Patients with Collective Learning? Paul Bowie, Murray Lough & Diane Kelly (NHS Education for Scotland, Glasgow, UK) Location: Morar, Seminar Suite

1415-1600 7S WORKSHOP: What are the benefi ts of inter-institutional partnerships? Phillip Evans*1, Yasuyuki Suzuki*2, Keiko Abe*2, Hideki Wakabayashi*2 & Jennifer Cleland*3 (1Centre for Educational Scholarship, University of Glasgow, UK; 2Medical Education Development Centre, Gifu University, Japan; 3University of Aberdeen, UK) Location: Ness, Seminar Suite

1415-1600 7T MEET THE EXPERT David Irby (University of California, San Francisco, USA) Location: Etive, Seminar Suite

– 96 – 1415-1600 7U POSTERS: Student Characteristics and Learning Styles Chairperson: Claire de Burbure (Belgium) 2 Location: Hall 2, SECC

7U1 Heterogeneity of student population and educational outcome K Malaker* P Cooles* & L Benjamin (Ross University School of Medicine, Dominica, West Indies)

7U2 Are Swedish first year medical students more gender aware than Dutch colleagues? An investigation using a validated Gender Awareness scale J Andersson*1, P Verdonk2, E Johansson1, M vanTongeren-Alers3, A Lagro-Janssen3 & K Hamberg1 (1Umeå University, Public Health and Clinical Medicine, Umeå, Sweden; 2Maastricht University, Social Medicine, Maastricht; 3Radboud University Nijmegen Medical Centre, Primary Care, Nijmegen, The Netherlands)

7U3 Expression of professional identity among first-year medical students P Kronqvist*, E Rantanen, I Kiviluoto, M Neitola & P Kääpä (University of Turku, 1Medical Education Research and Development Centre; 2Faculty of Education, Finland)

7U4 The good student is more than a listener – the 12 roles of the student D E Karakitsiou*, A Markou*, P Kyriakou*, M Pieri*, D Papatsimpa*, M Abuaita*, E Bourousis*, T Hido* & I D K Dimoliatis* (University of Ioannina Medical School, Department of Hygiene and Epidemiology, Ioannina, Greece)

7U5 Student-centered approach by e-Learning: Medical clips project K Songrit* (Department of Surgery, Hatyai Hospital, Songkhla Thailand)

7U6 Comparison of creativity between medical, dentistry and pharmacy students Pegah Jahani*, Jaafar Jahani*, Mitra Amini & Badrossadat Moosavi (Shiraz University of Medical Sciences, Medical School, Shiraz, Iran)

7U7 Change in views towards medical profession among first year students M Toivonen1, A Jauhiainen2 & P Kääpä*1 (University of Turku, 1Medical Education Research and Development Centre; 2Faculty of Education, Turku, Finland)

7U8 Teaching undergraduate vs postgraduate medical students: A personal experience with NUS-YLL and Duke-NUS GMS WS Yong* (Department of Surgical Oncology, NCC and Department of Surgery, SGH, Singapore)

7U9 Are there differences between medical school students and professional graduate medical school students regarding perceived difficulties and effectiveness of problem based learning? Jae-Hyun Park*, Kyong-Jee Kim* & Changwon Kee (Sungkyunkwan University School of Medicine, Suwon, Korea)

7U10 A survey to determine the influence of social networks on motivation of medical TUESDAY 7 SEPTEMBER students to attend commercial revision courses M Pavan*, S Taslaq, B Iqbal & G Mehta* (Elite Medical Institute, London, UK)

7U11 Learning methods across an undergraduate programme: A questionnaire survey F Tasker* & J Rees (King’s College London School of Medicine, London, UK)

7U12 Change in learning style in young doctors in Japan M Hayashi* A Kondo, S Kim, T Matsumoto & S Izumi (Obstetrics and Gynaecology, Tokai University School of Medicine, Kanagawa, Japan)

7U13 A students’ guide to mind mapping in the medical curriculum R Barrett*, A Waduud*, J Burke & C Collins (University of Glasgow, UK)

7U14 Helping medical students to become effective self-regulating learners Casey B White*, Rajesh S Mangrulkar, Theodore A Hanss & Joseph C Fantone (University of Michigan Medical School, Ann Arbor, Michigan, USA)

7U15 Useful clusters of medical students’ prerequisites for learning with erroneous worked examples J Toepper*1, R Stark2 & M R Fischer (1Institute for Teaching and Educational Research in Health Sciences, University Witten/Herdecke; 2Institute of Education, Saarland University, Germany)

– 97 – 7U16 Thai medical students’ online network abuse Apinut Wongkietkachorn* & Somchai Tanawattanacharoen (Department of Obstetrics and Gynecology, Chulalongkorn University, Bangkok, Thailand)

7U17 Students’, experts’ and professors’ views on the learning skills program at the Health College, Kashan University of Medical Sciences G Mostefaii*, L Iranshahi, H Akbari & H Almasi (Kashan University of Medical Sciences, Kashan, Iran)

7U18 Different learning style of medical students and model of continuing medical education of medical personnel, Udornthani Medical Education Center S Raiyawa* & N Raiyawa* (Affiliated with Khonkhean Medical Faculty, University of Khonkhean, Ministry of Public Health, Thailand)

1415-1600 7V POSTERS: Curriculum Educational Strategies Chairperson: Samy Azer (Saudi Arabia) Location: Hall 2, SECC

7V1 Integrating basic and clinical disciplines: Experience of Kazakhstan medical universities F A Mindubayeva*, R S Dosmagambetova & V P Riklefs (Karaganda State Medical University, Karaganda, Kazakhstan)

7V2 Integrating medical science teaching in the dissection room using cadaveric pathologies M Ford*, A Wood, D Jackson & S Whiten (Bute Medical School, University of St Andrews, St Andrews, UK)

7V3 Medical students value an integrated approach to neuroscience training J A Giles*1 & A Kirkby2 (1The University of Manchester; 2Greater Manchester Neuroscience Centre, Salford, UK)

7V4 Early clinical learning at Ross University: What for, what if, and how? James F Grogan*, Sharon Morang & Mary T Coleman (Ross University School of Medicine, North Brunswick, NJ, USA)

7V5 Teaching geriatric assessment skills to preclinical students: Does it make a difference? W S Lim*, S Natesan, WC Wong, Y Y Ding, T L Tan & K Y Tham (Tan Tock Seng Hospital, Singapore)

7V6 Effect of early practical experience on the orientation of first year medical students A Eory*, P Torzsa, K Voros, P Vajer, K Dunai, F Tamas, A Szelvari & L Kalabay (Semmelweis University, Budapest, Hungary)

7V7 The impact of horizontal integration of two foundation modules on first years’ knowledge, attitudes and skills A J N Louw & M H P van Heusden* (Stellenbosch University, Tygerberg, South Africa)

7V8 POBLE – Population Based Learning – Development of longitudinal, community based undergraduate student attachments using some new approaches Alex Harding* (Peninsula College of Medicine and Dentistry, Exeter, UK)

7V9 Off-campus education effects for students in School of Health Sciences K Nakagawa*1, K Yamada1, M Koizumi2, Y Sato2, J Shimada3, E Tagaya2, F Tozato4, H Yamaguchi1, T Yoshida5, B Lee4 & Y Asakawa1 (Gunma University, 1Physical Therapy; 2Nursing; 3Laboratory Sciences; 4Occupational Therapy; 5Basic Sciences, School of Health Sciences, Japan)

7V10 Outcome evaluation of community medicine during the 25-year curricular administration K Reimratanakorn*, W Tantisiriwat, W Buppanharun & S Wattanasirichaigoon (Department of Community Medicine, Srinakharinwirot University (MEDSWU), Thailand)

– 98 – 7V11 Distributed medical learning: It’s more than sending students into the community Jeannine Girard-Pearlman*, Mathieu Albert, Niall Byrne & Cassandra Walters 1 2 2 ( Wilson Centre; University of Toronto, Canada)

7V12 A longitudinal community-based experiential programme for medical students: Let’s experience human communication on our common family life-cycle in our community H Wakabayashi*, K Abe, K Fujisaki, T Kato, M Niwa, M Nawa, C Kawakami, C Muraoka & S Yasuyuki (Gifu University School of Medicine, Gifu, Japan)

7V13 Application of a controlled vocabulary to an undergraduate medical curriculum database – challenges and potential solutions T Morris, J Choi, E Smith, R Damant*, L deBruin & R Hayward (University of Alberta, Faculty of Medicine and Dentistry, Edmonton, Canada)

7V14 Knowledge loss and retention: How literature can improve practice of undergraduate medical education in Greece N Davaris, M Hatzikonstantinou, E Konstantinidou, M Lemonaki* & E Manganari (Aristotle University of Thessaloniki, Medical School, Greece)

7V15 Response system for curriculum drift: Identifying faculty and student views on tutorial sessions to improve skills MJS Salles*1, MH Sakai*1 & E Barragan2 (1Londrina State University - Center of Biological Sciences, Brazil; 2Universidad Nacional del Comahue, Argentina)

7V16 Development of the vision statement for Tehran University of medical sciences MD program: A road map for reform Azim Mirzazadeh, Hamid Emadi*, Mohamad Jalili, Ali Jafarian, Fatemeh Sadat Nyaeri, Abolfazl Golestani, Ahmad Salimzadeh, Mohsen Nasiri Toosi & Manouchehr Amini (Tehran University of Medical Sciences, Tehran, Iran)

1415-1600 7W POSTERS: Educational Management and Leadership Training Chairperson: Paul Hemmer (USA) Location: Hall 2, SECC

7W1 The managed introduction of higher specialist training programmes into a teaching hospital in Kent, Surrey and Sussex K Kelleher* (Postgraduate Deanery for Kent, Surrey and Sussex (KSS), UK)

7W2 Does the introduction of action research in a management development programme contribute towards developing self directed managers? V Pillay* (Foundation for Professional Development, Private Higher Educational Institute, South Africa)

7W3 Community healthcare leadership training TUESDAY 7 SEPTEMBER C H How*, S S Ting & EG Tay (Sing Health Polyclinics, Singapore Health Services, Singapore)

7W4 How should leadership skills be taught in the medical curriculum? M Lopmeri*, J Rautavaara, R Peltonen, F Raunio & H Pipping (University of Helsinki, Finland)

7W5 Introduction to Veterinary Leadership (IVL) for first-year veterinary students K Alexander*, M Doucet & A Vrins (University of Montreal, Faculty of Veterinary Medicine, St-Hyacinthe, Quebec, Canada)

7W6 The critical role of self-reflection: Some insights into the successful implementation of the medical leadership competency framework at undergraduate level T Spurgeon* (University of Sheffield, Medical School, UK)

7W7 Development of a novel tool for workplace based assessment of clinical leadership E Eyre*, R Hughes & P Reynolds* (Department of Paediatrics, St Peter’s Hospital, UK)

– 99 – 7W8 Development of an integrated course on management and entrepreneurship in the veterinary medical master curriculum Peter van Beukelen*1, Tobias Boerboom1, Frauke Ohl2 and Henk Vaarkamp3 (1Quality Improvement in Veterinary Education; 2Laboratory Animal Science and Animal Welfare, Utrecht University, Utrecht, The Netherlands)

7W9 Entering the Dragon’s Den: Integrating business skills into professionalism teaching Liz Mossop* & Karen Braithwaite (School of Veterinary Medicine and Science, University of Nottingham, UK)

7W10 Defining critical success factors for organizational learning V Reyes-Alcázar* & A Torres-Olivera (Andalusian Agency for Healthcare Quality, Spain)

7W11 An innovative approach to increasing resident participation in accreditation C Pellerin*, A Toren & M Kennedy (1Canadian Association of Interns and Residents; 2The Royal College of Physicians and Surgeons of Canada, Ottawa, Canada)

7W12 An analysis of physician assistant practice in the US S Arbet* (National Commission on Certification of Physician Assistants, Atlanta, Georgia, USA)

7W13 Exploring the dynamics of alumni interactions in professional and personal matters T Jaffery* & N Tariq (Shifa College of Medicine, Medical Education, Islamabad, Pakistan)

7W14 Human capital management is a critical success factor, leading to sustainable high-performance medical school V Mahasitthiwat*, K Chansiri, N Laoopugsin, S Wattanapitayakul, P Saengjaruk, W Buppanharun & S Wattanasirichaigoon (Srinakharinwirot University (MEDSWU, Nakornnayok, Thailand)

7W15 Implementation of key performance index and competency for the medical education management K Chansiri*, V Samathitiwat & S Wattanasirichaigoon (Srinakharinwirot University, Wattana, Bangkok, Thailand)

7W16 The good, the bad and the benignly inconsistent – Ensuring robust policies and procedures in the management of training Kate Read*1, Surbhi Shah1,2 & Simon Gregory1 (1East of England Multiprofessional Deanery, Cambridge; 2Eversheds LLP, Cambridge, UK )

7W17 Teaching biopsychosocial competence at the bedside Vanessa Burch*, Lauraine Vivian, Sean McLaughlin & Charles Swanepoel (Department of Medicine and Primary Care Directorate, University of Cape Town, South Africa)

7W18 Individuals’ experiences of bullying with a view to spreading best practice in the management of NHS workplace bullying P Crampton*, M Campbell, J Illing & B Burford* (Durham University, School of Medicine and Health, Durham, UK)

7W19 Web technology – Can it cure all ills? G McCulloch*, J Chadwick* & D Salman* (East Kent University Hospital Trust, Ashford, Kent, UK)

7W20 Building an academic support unit Lawrence ‘Hy’ Doyle* (UCLA Prime, Los Angeles, California, USA)

1415-1600 7X POSTERS: Communication Skills Chairperson: Peter Cantillon (Ireland) Location: Hall 2, SECC

7X1 An innovative way of evaluating clinical history taking and interview skills of first semester medical students Davendra Sharma*, E S Fernandez, B Rios, Y Burnett & R Nasiiro (Department of Behavior Science, Ross University School of Medicine, Dominica)

– 100 – 7X2 Emergency communication skills teaching in Australian Medical Schools E Flynn*1, R Woodward-Kron1, D Slade2, G McColl1 & G Webb1 (1University of Melbourne, 2 2 Medical Education, Melbourne, Victoria; University of Technology, Sydney, NSW, Australia)

7X3 Communication skills training for medical students at Faculty of Medicine University of Indonesia Endang Basuki* (University of Indonesia, Jakarta, Indonesia)

7X4 Let’s go retro in communication skills studies! Reintroducing role-plays in a new and playful way E Pyörälä* (Research and Development Unit for Medical Education, University of Helsinki, Finland)

7X5 Analysis of doctor-doctor telephone communication in emergency care training N Parnell* (BSUH, The Princes Royal Hospital, Haywards Heath, UK)

7X6 The pitfalls of using bilingual medical students as interpreters: Is it good practice? T Ikoko*1, S Shah2, T Sanders & V Wass (1University of Manchester; 2University of Keele, UK)

7X7 The Structured Communication Adolescent Guide (SCAG) and its use in the continuum of medical education K Blake* & K Mann (Dalhousie University, Halifax, Nova Scotia, Canada)

7X8 Attitudes towards learning communication skills in students of medicine and psychology of two Universities of Madrid, Spain P Nieto-Bona*2, M A Villanua1, A Lopez-Calderon1, A Colino1, M A Vicente-Torres1, A I Martin-Velasco1 & C Fernandez-Galaz1 (1Universidad Complutense; 2Universidad Rey Juan Carlos, Facultad Ciencias de la Salud, Madrid, Spain)

7X9 Evolution of medical students’ communication skills from pre-clinical to clinical years: Still room for improvement! M Louis Simonet*, A Gut, A Rudaz, F Demaurex & M R Nendaz (University of Geneva, and Geneva University Hospitals, Geneva, Switzerland)

7X10 The new communication study program in pharmaceutical education curriculum to use the scene of informed consent E Arita*1, T Iioka1, T Watanabe2, A Ujihara2 & K Tsuchimoto2 (1Pharmaceutical Education Research Center, Kitasato University School of Pharmacy; 2Division of Clinical Research, Kitasato Institute Hospital, Japan)

7X11 Role play as a teaching tool for communication skills in ethical issues S Kim*1, A Kondo1,2, Y Nishijima1,2, K Takahashi1,2, H Yokoyama2, M Mizoguchi2 & S Izumi1,2 (Tokai University School of Medicine, 1Obstetrics and Gynaecology; 2Clinical Genetics, Kanagawa, Japan)

7X12 Alternative educational formats for training in consultation skills TUESDAY 7 SEPTEMBER L Aper*, J Reniers, K Haeck, F Hugelier & A Derese (Ghent University, Belgium)

7X13 An analysis of the level of discourse used by final year medical students during clinical case presentations GI Van Schalkwyk*, H Botha, J Bezuidenhout & SC Van Schalkwyk (Stelenbosch University, Cape Town, South Africa)

7X14 Integrated technical and non-technical clinical skills program L Patrao* & M Sousa (University of Beira Interior, Covilha, Portugal)

7X15 Informational needs of older women with stage 1 breast cancer-needs assessment study Ewa Szumacher*, Laura D’Alimonte & Jan Angus (1Sunnybrook Odette Cancer Centre, University of Toronto; 2The Michener and University of Toronto Medical Radiation Sciences Program, Toronto Canada)

7X16 Video analysis and direct observation of medical students’ consultations: Tools for identifying educational needs A P F Scolezze*, S Gannam*, M L M Bourroul, S M C Zuccolotto* & D Ballester (University Hospital, Department of Pediatrics, University of São Paulo, Brazil)

– 101 – 1415-1600 7Z SECRETS OF SUCCESS 4 Location: Hall 5, SECC

7Z1 Project PRAiSE Z Siddiqui* (Education Centre, Dentistry and Health Sciences, University of Western Australia, Perth, Australia)

7Z2 Using text messaging for successful feedback Julie Struthers*, Paul Irvine & Cathy Jackson (University of St Andrews, Bute Medical School, St Andrews, UK)

7Z3 The physician assistant movement – Global trends in the extension of medical care by non-physician providers D Talford*1, R Ballweg*2 & A Glicken*3 (1Idaho State University, Department of Physician Assistant Studies, Meridian; 2University of Washington School of Medicine, MEDEX Northwest Division of Physician Assistant Studies, Seattle; 3University of Colorado School of Medicine, Denver, USA)

7Z4 PEDICEL (Progressive Educational Development and Co-operation in Learning material elaboration) J Tuulari*, M Koulu & P Kääpä (University of Turku, Faculty of Medicine, Finland)

1415-1600 medical teacher editorial board meeting (invite only) Location: Fyne, Loch Suite, SECC

1600-1630 COFFEE Location: Hall 5 and Hall 2, SECC

SESSION 8: SIMULTANEOUS SESSIONS 1630-1800 8A SYMPOSIUM: The doctor we are educating for the future Panel: Stefan Lindgren (WFME, Copenhagen, Denmark) (Chair); Jocelyne Aldridge (Medical Schools Council, UK); David Gordon (AMSE); Katie Petty-Saphon (Medical Schools Council, UK); Bernardo Bollen Pinto (Permanent Working Group of European Junior Doctors); Julia Seyer (WMA) Location: Auditorium, Clyde Auditorium Complex

1630-1800 8B SYMPOSIUM: The future of the basic sciences in the training of the future healthcare professional Panel: Frazier Stevenson and Amy Wilson-Delfosse (International Association of Medical Science Educators, USA) Location: Lomond Auditorium, Loch Suite

1630-1800 8C SHORT COMMUNICATIONS: Interprofessional Education 2 Chairperson: Debbie Jaarsma (Netherlands) Opening Discussant: Hanna Lachmann (Sweden) Location: Forth, Clyde Auditorium Complex

1630-1645 8C1 Mental health in primary care in Brazil: Training interdisciplinary teams S Fortes*1, D Ballester2, L F Tofoli3, L F Chazan1, D Gonçalves, N Almeida, V Bollela & D Chiaverini (1University of the State of Rio de Janeiro, College of Medical Sciences, Rio de Janeiro; 2State University of Londrina; 3Federal University of Ceara, Sobral, Brazil)

1645-1700 8C2 Obtaining informed consent from patients with communication disabilities – evaluation of an interprofessional training programme for final year students C Woolf*1,3, T Penman2 & M Rogers3 (1Barts & The London School of Medicine & Dentistry, Queen Mary University of London; 2NHS Tower Hamlets; 3School of Community & Health Sciences, City University, London, UK)

– 102 – 1700-1715 8C3 Speed dating: a novel approach to teaching about multidisciplinary teams G Easton*1 & A Bailey2 (Imperial College, 1Department of Primary Care and Public 2 2 Health; Faculty of Medicine, London, UK)

1715-1730 8C4 Medico-legal interprofessional problem-based learning focused on clinical practice guidelines R Licenik*, M Tomoszek, M Faix, K Cervena & K Ivanova (Palacky University, Olomouc, Czech Republic)

1730-1745 8C5 An interprofessional training concept to foster diagnostic competence through a case-based worked example approach N Heitzmann*1, M Fischer2, F Fischer3 & R Stark4 (1University Witten/Herdecke, Institute for Teaching and Educational Research in Health Sciences, Witten/Herdecke; 2Ludwig-Maximilians-University Munich; 3Education and Educational Psychology, Munich; 4Saarland University Saarbrücken, Germany)

1745-1800 Discussion

1630-1800 8D FRINGE 2 Chairperson: Rachel Ellaway, Canada Location: Hall 1, SECC

1630-1550 8D1 Driven to Distraction M Topps*, D Topps* & M Seguin* (Northern Ontario School of Medicine, Sudbury, Canada)

1650-1710 8D2 Groundhog play! Groundhog play! Groundhog play! Anne de la Croix* (Department of Medical Psychology and Psychotherapy, Erasmus University Medical Centre, Rotterdam, The Netherlands)

1710-1730 8D3 The education cowboy on a learning drive Mark Piper* (Northumbria Healthcare NHS Foundation Trust, Whitley Bay, Tyne and Wear, UK)

1730-1750 8D4 “The Art of War” – Teachers and students of medicine benefit from studying Sun Tzu’s principles P Kube*1, A Pelz*2, M Gebauer*3, U Tautenhahn*1 & J Pelz*1 (1Charité-Universitätsmedizin Berlin; 2Ruhr-Universität Bochum, Bochum, 3Europa-Universität Viadrina, Frankfurt/O, Germany)

Discussion

1630-1800 8E SHORT COMMUNICATIONS: Implementation of e-Learning

Chairperson: Paul Rea (UK) TUESDAY 7 SEPTEMBER Opening Discussant: Salmaan Sana (Netherlands) Location: Alsh 1, Loch Suite

1630-1645 8E1 Intellectual Property Rights and the online sharing of medical educational content: a focus group study accounting for educator and student perspectives Stathis Th. Konstantinidis*1, Maria Nikolaidou1, Marinos Papadopoulos2, Panagiotis D Bamidis*1, Eleni Kaldoudi3, Nicholas Dombros1 & Dionysia Kallinikou2 (1Aristotle University of Thessaloniki, Medical School; 2National and Kapodistrian University of Athens, School of Law; 3Democritus University of Thrace, Medical School, Greece)

1645-1700 8E2 What do we look for when searching for learning resources online? David Davies*1, Jackie Wickham2 & Lindsay Wood3 (1University of Warwick, Warwick Medical School, Coventry; 2Health and Life Sciences, Nottingham; 3Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine, Newcastle University, UK)

1700-1715 8E3 Where does e-Learning fit in with real patient learning? The clinical teacher’s perspective G J Gormley*, C Thomson, C Coyle & J Johnston (Queen’s University Belfast (QUB), Centre of Medical Education, Belfast, UK)

– 103 – 1715-1730 8E4 Web 2.0 technologies in medical education: Trends and concerns Bojan Lazarevic1 & Milos Bajcetic2* (1Teaching, Learning and Teacher Education, College of Education and Human Sciences, University of Nebraska, Lincoln, USA; 2Department for Histology and Embryology “A.Dj. Kostic,” School of Medicine, Belgrade University, Belgrade, Serbia)

1730-1745 8E5 Ensuring medical students/trainees can access effective IT facilities on clinical attachments K Wylde*, J Scott & K Morgan (University of Edinburgh, School of Medicine, NHS Education Scotland (NES), Edinburgh, UK)

1745-1800 Discussion

1630-1800 8F SHORT COMMUNICATIONS: Self Assessment Chairperson: Joan Sargeant (Canada) Opening Discussant: Lambert Schuwirth (Netherlands) Location: Alsh 2, Loch Suite

1630-1645 8F1 Improving self-assessment: Identifying and resolving tensions K Mann*1, J Sargeant1, H Armson2, B Chesluk, T Dornan, K Eva, E Holmboe, J Lockyer, E Loney & Cees van der Vleuten (1Dalhousie University, Division of Medical Education, Halifax, Nova Scotia; 2University of Calgary, Alberta, and McMaster University, Hamilton, Ontario, Canada)

1645-1700 8F2 Development of universal medical student self-assessment system of clinical competencies; Experience in Fukushima, Japan A Sugawara, G Kobayashi, T Fukushima & K Ishikawa* (Centre for Medical Education and Career Development, Fukushima Medical School, Japan)

1700-1715 8F3 Construction of a video based assessment tool to identify over estimators in practical surgical skills Achim Braunbeck*1, Miriam Rüsseler1, Wilma Flaig2, Felix Walcher1 & Ingo Marzi1 (Johann Wolfgang Goethe-University Frankfurt, 1Department of Trauma, Hand and Reconstructive Surgery; 2Department of Orthopaedic Surgery, Frankfurt, Germany)

1715-1730 8F4 Self assessment in multisource feedback: Why doctors rate themselves as they do C L Brown*1 & J Crossley2 (University of Sheffield, 1Academic Unit of Child Health; 2Academic Unit of Medical Education, Sheffield, UK)

1730-1745 8F5 Do trainees appreciate career planning workshops focusing on self assessment? H M Goodyear* & D W Wall (West Midlands Workforce Deanery, UK)

1745-1800 Discussion

1630-1800 8G SHORT COMMUNICATIONS: Preparedness for Practice Chairperson: Jo Hart (UK) Location: Boisdale 1, Loch Suite

1630-1645 8G1 Preparedness for prescribing: The transition from medical school to junior doctor C Kergon*, J Illing, G Morrow, B Burford, J Spencer, E Peile, C Davies, B Baldauf, M Allen, N Johnson & J Morrison (University of Durham, School of Medicine & Health, Durham, UK)

1645-1700 8G2 Evaluating preparedness for practice from different perspectives: Lessons from the last three years K Wylde, V Tallentire*, K Morgan, A D Cumming & H S Cameron (Medical Teaching Organisation, University of Edinburgh, UK)

1700-1715 8G3 Graduate survey as a part of curriculum evaluation in Ege University: Relevance of teaching to real practice K Vatansever*, S Erensoy, M Ciceklioglu, M Coker, M Erdinc & A Sayiner (Ege University, Department of Medical Education, Izmir, Turkey)

– 104 – 1715-1730 8G4 How well are graduates prepared for practice when measured against the latest recommendations of the General Medical Council? 2 J M Brown1, S Watmough2, M G Cherry*2, R Fewtrell2, D R Graham3, H O’Sullivan2 & N J Shaw3 (1Evidence-based Practice Research Centre, Edge Hill University/Mersey Deanery; 2Centre for Excellence in Developing Professionalism, University of Liverpool; 3Mersey Deanery, Liverpool, UK)

1730-1745 8G5 Satisfaction of Finnish junior physicians with their basic medical education in 1988, 1993, 1998, 2003, and 2008 T Heikkila*1, I Virjo2, H Hyppola1, H Halila3, S Kujala3, J Vanska3, M Isokoski2 & K Mattila2 (1University of Eastern Finland, School of Medicine, Kuopio; 2University of Tampere; 3Finnish Medical Association, Helsinki, Finland)

1745-1800 8G6 Perception of competence in clinical procedural skills of pre-interns graduating from a South Asian University P M Atapattu* & P M Samarasinghe (University of Colombo, Sri Lanka)

No Discussion

1630-1800 8H SHORT COMMUNICATIONS: Postgraduate Education 2 Chairperson: Sandra Banner (Canada) Location: Boisdale 2, Loch Suite

1630-1645 8H1 Surgical trainees’ approaches to learning in the initial stage of surgical training B Stewart*1, A Bryce2 & D Riley3 (1University of Glasgow, Division of Cancer Sciences & Molecular Pathology - Section of Surgery, Glasgow; 2Aberdeenshire Council, Department of Educational Psychology, Aberdeenshire; 3Imperial College London, Educational Development, London UK)

1645-1700 8H2 Assessing the quality of postgraduate medical training: the example of psychiatry in the UK S Ahmad*1, T Sensky2 & M Maier1 (1London Deanery; 2Imperial College London, UK)

1700-1715 8H3 Formative assessment tool for basic surgical skills education Ajo Kureekattu John* (Royal Surrey County Hospital NHS Foundation Trust, Guildford, UK)

1715-1730 8H4 A training intervention for intern discharge summaries (TRIFIDS) A W Vickery*, A Fitzgerald, A Massarotto & R Tarala (Department of Postgraduate Medical Education, Royal Perth Hospital, Perth, WA, Australia)

1730-1745 8H5 A performance model to systematically design, develop, and implement graduate medical education interventions W Wiese-Rometsch*1, I Guerra-Lopez2 & H Kromrei*1 (1Wayne State University School of Medicine; 2Wayne State University College of Education, Detroit, USA)

1745-1800 8H6 The experience of trainees training less than full time in paediatrics in Scotland: TUESDAY 7 SEPTEMBER A qualitative study A Dall* (Royal Hospital for Sick Children Edinburgh, Dept of Respiratory Medicine, Edinburgh, UK)

No Discussion

1630-1800 8I SHORT COMMUNICATIONS: Public Health and Health Promotion Chairperson: Martin Lischka (Austria) Opening Discussant: Richard Hays (Australia) Location: Carron 1, Loch Suite

1630-1645 8I1 Students “at the community’s bed side”: Another way to teach public health? Marie-Claude Hofner1, Julie Dubois1, Chantal Diserens*1, Jean-Bernard Daeppen1, Raphael Bonvin2, Denis Berthiaume3 & Alain Pécoud1 (1Département de Médecine et Santé Communautaire, Faculté de Médecine et Centre Hospitalier Universitaire Vaudois, Lausanne, Université de Lausanne; 2Unité de Pédagogie, Faculté de medicine; 3Centre de soutien à l’Enseignement, Suisse)

– 105 – 1645-1700 8I2 Teaching and assessing community-doctor theme on a PBL curriculum at King Saud bin Abdul-Aziz University for Health Sciences, Riyadh, Saudi Arabia N Ahmed*, M Magzoub & M Elzubeir (Department of Medical Education, College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia)

1700-1715 8I3 Narrative-based medicine for second year students as a way of learning versatility of primary care work at Helsinki University Medical School P Salokekkila*, L Kuikka, H Karppinen, M Nevalainen, H Liira, L Sjöberg, M Torppa, J Eriksson & K H Pitkala (University of Helsinki, Department of General Practice and Primary Health Care, Helsinki, Finland)

1715-1730 8I4 Medical student readiness to provide lifestyle counselling for patients J Johnston* & C Koon (The University of Hong Kong, Li Ka Shing, Medicine, School of Public Health, Hong Kong)

1730-1745 8I5 When did it happen? (Students’ and doctors’ knowledge of significant events in medical history) K M Skagen*1, A Junker*1, M Nylenna2 & S Westin2 (Norwegian University of Science and Technology, 1Faculty of Medicine; 2Department of Public Health and General Practice, Trondheim, Norway)

1745-1800 Discussion

1630-1800 8J SHORT COMMUNICATIONS: Approaches to Selection Chairperson: Peter Harris (Australia) Location: Carron 2, Loch Suite

1630-1645 8J1 Has the United Kingdom clinical aptitude test improved medical student selection at Newcastle University? Sarah Robin Wright* & Phillip M Bradley (Newcastle University, School of Medical Sciences Education Development, Newcastle upon Tyne, UK)

1645-1700 8J2 How to choose the successful medical student: First results from a new selection process in Frankfurt F Seibert-Alves*, A Syed Ali, V Hentschke & F Nürnberger (Johann Wolfgang Goethe- University Frankfurt/Main, Theodor-Stern-Kai, Germany)

1700-1715 8J3 The Scottish admissions follow-up study J Dowell* & B Kumwenda (University of Dundee, Tayside Centre for General Practice, Dundee, UK)

1715-1730 8J4 Development of a situational judgement test for selecting into UK Public Health Training N Pashayan*1, V Carr*2, S Gray3, C Duff4, D Williams, A Koczwara2 & F Patterson2 (1University of Cambridge, Department of Public Health and Primary Care, Cambridge; 2Work Psychology Group, Nottingham; 3University of West Anglia, School of Health and Social Care, Bristol; 4East of England Multi-Professional Deanery, Cambridge, UK)

1730-1745 8J5 Development of a competency profile in order to improve the selection of medical students M Haensel, S Klupp, V Barth, S Mehlhorn, A Graupner, T Koch & P Dieter* (TU Dresden, Faculty of Medicine Carl Gustav Carus, Dresden, Germany)

1745-1800 8J6 Student selection at Hannover Medical School A Dudzinska*, V Paulmann & V Fischer (Hannover Medical School (MHH), Deanery of student affairs, Hannover, Germany)

No Discussion

– 106 – 1630-1800 8K SHORT COMMUNICATIONS: Prescribing and Patient Safety Chairperson: Liene Locmele (IFMSA) 2 Opening Discussant: Sarah Whyte (Canada) Location: Dochart 1, Loch Suite

1630-1645 8K1 An evaluation of a practical prescribing teaching course given by pharmacists to medical students V Tittle*, D Randall*, V Maheswaran*, S J Quantrill & C M Roberts (Barts and The London School of Medicine and Dentistry, Queen Mary University of London, UK)

1645-1700 8K2 Interprofessional prescribing science: A novel online interprofessional programme for undergraduate medical students, medical interns and pharmacy interns M Spooner*, J Strawbridge*, E Clarke, R T Brady, S J O’Neill, P Gallagher, J G Kelly & N G McElvaney (Royal College of Surgeons in Ireland, Dublin, Ireland)

1700-1715 8K3 Interactive teaching of core prescribing skills by pharmacists as part of the Barts and The London School of Medicine and Dentistry teaching programme J Mawby* & K Blyth* (Pharmacy Dept, Broomfield Hospital, Mid Essex Hospitals Trust, UK)

1715-1730 8K4 Snapshot: A mixed method investigation exploring prescribing teaching and competence in UK-based undergraduate medical students S M Huq*, O F Ahmad & L Kennard (University College London, Academic Centre for Medical Education, UK)

1730-1745 8K5 How well can we bridge the gap between pharmacology lectures and bedside prescribing? S M Sim*1, M Mohazmi1, C H Tan1, S S Chua1, P S M Lai1, S Othman1 & F I Achike2 (1University of Malaya; 2International Medical University, Kuala Lumpur, Malaysia)

1745-1800 Discussion

1630-1800 8L SHORT COMMUNICATIONS: Simulated Patients Chairperson: Titi Savitri (Indonesia) Opening Discussant: to be announced Location: Dochart 2, Loch Suite

1630-1645 8L1 Verisimilitude: Training simulated patients to realism W May*1 D Souder*1, D Disbrow*2 & G Furman*3 (1Keck School of Medicine, University of Southern California, Los Angeles; 2Educational Commission for Foreign Medical Graduates, Philadelphia; 3National Board of Medical Examiners, Philadelphia, USA)

1645-1700 8L2 The added value of using patient instructors in health professions education A-H Henriksen* & Charlotte Ringsted (Center for Clinical Education, Rigshospitalet,

Copenhagen, Denmark) TUESDAY 7 SEPTEMBER

1700-1715 8L3 Faculty as Simulated Patients (FSPs) in assessing medical students’ clinical reasoning skills N Abdelkhalek, A Hussein, N Sulaiman & H Hamdy* (University of Sharjah, College of Medicine, Sharjah, United Arab Emirates)

1715-1730 8L4 Intimate examinations: Male and female specialised SPs teaching pre-clinical students V O’Connor1* & P Green2 (1Bond University, Gold Coast; 2University of Queensland, Australia)

1730-1745 8L5 Standardized patients’ global ratings of pediatric examination candidates in a high-stakes examination: A pilot study S Hyde1, S Razack*2, A C Lee1 & M Jabbour3 (1Royal College of Physicians and Surgeons of Canada, Educational Evaluation and Analysis Unit, Ottawa; 2McGill University, Montreal; 3University of Ottawa, Ottawa, Canada)

1745-1800 Discussion

– 107 – 1630-1800 8M RESEARCH PAPERS: Postgraduate Education Chairperson: Charlotte Rees (UK) Location: Leven, Seminar Suite

1630-1650 8M1 Palliative care curriculum for post-graduate education programs in family medicine: a systematic review E Shaw*, D Marshall, S Winemaker, A Taniguchi, S Burns & M Howard (McMaster University, Department of Family Medicine, Hamilton, Canada)

1650-1710 8M2 Mind Mapping in General Practice: exploring the development of clinical thinking with trainees Sharon Kibble*1, Samantha Scallan*2, Johnny Lyon-Maris*2, Camilla Leach*3, Sally Wilson2 & Reg Odbert3 (1University of Winchester, Winchester; 2GP Education Unit, Southampton University Hospital Trust, Southampton; 3NHS Education South Central, Otterbourne, Winchester, UK)

1710-1730 8M3 Development and analysis of D-RECT, an instrument measuring residents’ learning climate K Boor*1,2, CPM van der Vleuten3, PW Teunissen3, AJJA Scherpbier4 & F Scheele1 (1St Lucas Andreas Hospital, Medical Education; 2VU Medical Center, Dept of Obstetrics and Gynaecology, Maastricht University; 3Department of Educational Development and Research; 4Faculty of Health, Medicine and Life Science, Maastricht, The Netherlands)

1730-1750 8M4 Designing support for medical apprentices: a conceptual model of informal learning processes P Shah*, H Dexter, N Snowden & T Dornan (University of Manchester, Faculty of Medicine, UK)

1750-1800 Discussion

1630-1800 8N WORKSHOP: RESME COURSE (Closed session) A workshop for participants enrolled in the Research Essential Skills i n Medical Education (RESME) Course Location: Gala 1, Clyde Auditorium Complex

1630-1800 8O WORKSHOP: Making assessment fair and equal: A workshop on the fi rst CRAMET Research Collaboration Paper R Wakeford*1, M L Denney*2, F Patterson*1 & D Good1 (1CRAMET, University of Cambridge, Cambridge; 2Royal College of General Practitioners, London, UK) Location: Gala 2, Clyde Auditorium Complex

1630-1800 8P WORKSHOP: The McMaster-Ottawa Team Observed Structured Clinical Encounter (TOSCE) – an assessment and evaluation tool for interprofessional and team collaborative competencies D Marshall*, P Solomon, P Hall, A Boyle, L Casimira, L Weaver & A Taniguchi (McMaster University, Hamilton Ontario, and University of Ottawa, Ontario, Canada) Location: Barra, Crowne Plaza Hotel

1630-1800 8Q WORKSHOP: Facilitating medical education in developing countries: Part II: learning from each other T Gibbs*1 & M McLean*2 (1National Medical Academy of Postgraduate Education, Kiev, Ukraine; 2University of the United Arab Emirates, UAE) Location: Staffa, Crowne Plaza Hotel

1630-1800 8R WORKSHOP: Developing an appraisal with multisource-feedback to assess professionalism H M O’Sullivan*1 & G Vince*2 (1Centre for Excellence in Developing Professionalism, University of Liverpool; 2Centre for Medical Education, University of Lancaster, UK) Location: Morar, Seminar Suite

– 108 – 1630-1800 8S WORKSHOP: Say it better: Effective use of visual aids E Wooster*, A Dueck* & D Wooster* (OISE/University of Toronto, Canada) 2 Location: Ness, Seminar Suite

1630-1800 8T MEET THE EXPERT Liz Farmer (University of Wollongong, Australia) Location: Etive, Seminar Suite

1630-1800 8U POSTERS: Student Career Choice and Mentoring Chairperson: Hamish McKenzie (UK) Location: Hall 2, SECC

8U1 The career development of female students in Korean medical universities Jae-Hee Ahn* (Yonsei University College of Medicine, Seoul, Korea)

8U2 How can we help doctors choose specialties that are right for them? S Bull2, L Alderson*3 & N Campbell (1United Bristol Healthcare Trust, Department of Emergency Medicine, Bristol; 2University of Exeter, Institute of Clinical Education, Peninsula College of Medicine and Dentistry, Exeter; 3Derriford Hospitals NHS Trust, Plymouth UK)

8U3 Career choices of part time trainees in medicine Melanie Jones*, Lorraine Kemble & Rachel Mort (School of PGMDE, Cardiff University, Cardiff, UK)

8U4 Motivation of high school students for choosing medicine as a professional career M L V Rodrigues*, J F C Figueiredo, C Amaro, C M Peres*, M M S Silva, T M Jorge, C E Piccinato & L E A Troncon (University of São Paulo, Medical School of Ribeirão Preto, SP, Brazil)

8U5 Medical students’ speciality choice depends on subjects already studied M Zdravkovic, T Todorovic* & T Elbl (University of Maribor, Faculty of Medicine, Slovenia)

8U6 Choosing ophthalmology as a specialty R Jorge*, C E Piccinato, C G Carlotti Jr, R C M Mamede, M B di Stasio, J F C Figueiredo & M L V Rodrigues (Ribeirão Preto Medical School, University of São Paulo, Brazil)

8U7 Factors that affect the career choice of psychiatry in Finland T Svirskis*1 & J Korkeila2 (Department of Psychiatry, 1University of Helsinki; 2Universíty of Turku, Finland)

8U8 NHS medical careers website: Future plans Joan Reid*, Jason Yarrow & Lisa Stone (Postgraduate Deanery for Kent, Surrey and Sussex, London, UK) TUESDAY 7 SEPTEMBER

8U9 Effect of basic training in general surgery on motivation for a career on surgical subspecialties C E Piccinato*, M L V Rodrigues, J F C Figueiredo, R C M Mamede, R C Carvalho, C G Carlotti Jr & L E A Troncon (University of São Paulo, Medical School of Ribeirão Preto, SP, Brazil)

8U10 Medical students, residency program directors, and career advisors’ beliefs about the significance of audition electives K Huggett*1, N Borges*2 & W Jeffries*3 (1Creighton University School of Medicine, Omaha, NE; 2Boonshoft School of Medicine Wright State University, Dayton, OH; 3University of Vermont College of Medicine, Burlington, VT, USA)

8U11 What do junior doctors want from a medical careers service? Simon Watmough*1, Alistair Thomson2 & Chris Waddelove1 (University of Liverpool, 1School of Medical Education; 2Mersey Postgraduate Deanery, Liverpool UK)

8U12 Developing mentoring skills for medical students in preparation for final examinations and a future career in the NHS G W G French*1, R S Patel2 & S Petersen3 (1East Midlands Healthcare Workforce Deanery, South Centre; 2University Hospitals of Leicester NHS Trust, John Walls Renal Unit; 3Leicester Medical School, Department of Medical and Social Care Education, Leicester, UK)

– 109 – 8U13 Improving health system process: Medicine students participation and learning M H Senger*, L F Sampaio-Neto & R J Gianini (Faculdade de Ciências Médicas e da Saúde de Sorocaba – Pontifícia Universidade Católica de São Paulo, SP, Brazil)

8U14 The medical labour market in Denmark D Holm*, L Rasmussen* & J Greve (Region Midtjylland, Lægelig Uddannelse, Denmark)

8U15 Is mentoring a method which effectively develops potential “personal, professional, social, and career potential development”? Saad Al Qahtani*, Thuraya Kattan & Michael Seefeldt (1King Abdulaziz Medical City; 2King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia)

8U16 Mentoring in the new Millennium Kristin Millin1, Gwen McIntosh1, Patricia Kokotailo*1 & Deesha Chadha2 (1University of Wisconsin School of Medicine and Public Health, Madison, WI,USA; 2King’s College London, King’s Learning Institute, London, UK)

1630-1800 8V POSTERS: Basic Science Education Chairperson: Simon Guild (UK) Location: Hall 2, SECC

8V1 Emphasis on the quality of health care starts in the gross anatomy laboratory W Pawlina*1, N Kumar2, T R Viggiano3 & N Lachman2 (Mayo Medical School College of Medicine, Mayo Clinic, 1Department of Anatomy, Rochester; 2Neurology; 3Division of Gastroenterology and Hepatology, Minnesota, USA)

8V2 Is dissection important for learning anatomy? Sujie Sulucsa Pararajasingam* & J H Fuller (Barts and the London School of Medicine and Dentistry, London, UK)

8V3 Student attitudes towards dissection T Quince*, M Spear & D Wood (Institute of Public Health, Department of Public Health and Primary Care, University Forvie Site, Cambridge, UK)

8V4 The effects of advanced organizer in dissection course Eui Ryoung Han*, Kwang Il Nam, Eun Kyung Chung, Sun A Oh, Young Jong Woo, Jung Ae Rhee & Chang Soo Park (Dept of Medical Education, Medical School of Chonnam National University, Gwang-ju, Korea)

8V5 The use of brain-suite teaching tools improves learning of neuroanatomy G Familiari*1, M Relucenti1, R Heyn1, P Familiari2, M Acqui2, G D’Andrea2 & L Ferrante2 (Sapienza University of Rome, 1Dept of Human Anatomy; 2Dept of Neurosurgery, Rome, Italy)

8V6 Logbook and anatomy education for medical students M H T Amjad* (Dept of Anatomical Sciences, School Medicine, Semnan University of Medical Sciences, Semnan, Iran)

8V7 Virtual anatomical training in medical education E Welsh*1, P Anderson2 & Paul Rea1 (1University of Glasgow, Faculty of Biomedical and Life Sciences; 2Digital Design Studio, Glasgow School of Art, Glasgow, UK)

8V8 Assessment based impact of integrated case-based pathology instruction for endocrine disorders on student learning Jyotsna Pandey*, Mary Thomas & Peter Bellot (Department of Pathology, Ross University School of Medicine, Dominica, West Indies)

8V9 Linking three university clinical sites in the Caribbean through video- teleconferencing of Clinico-Pathological Conferences (CPCs) to integrate the clinical and basic science teaching Gerald Grell*, Rhonda McIntyre*, Peter Bellot, James Catroppo & Rosana Emmanuel*(Ross University School of Medicine (RUSM), Dominica, West Indies)

8V10 The role of biomedical knowledge in echocardiographic expertise development: A correlation study D Guldbrand Nielsen*1, O Gøtszche2 & B Eika1 (Aarhus University Hospital, 1Center for Medical Education; 2Dept Int Medicine and Cardiology, Aarhus, Denmark)

– 110 – 8V11 Evaluation and comparison of students’ opinion toward revised medical basic sciences curriculum in Isfahan University of Medical Science 2 Farzaneh Dehghani*, Sara Mozafarpour, Zahra Teimouri & Vahid Ashourioun (Isfahan University of Medical Science, Isfahan, Iran)

1630-1800 8W POSTERS: Miscellaneous Subjects Chairperson: Michael Murphy (UK) Location: Hall 2, SECC

8W1 Acute kidney injury: Assessing training of medical students and junior doctors C McCann* & N Farooqi (Academic Foundation Program, Queen’s Medical Centre, Nottingham, UK)

8W2 Competence and confidence of neonatal resuscitation in graduating-medical student of Maharat Nakhon Ratchasima Hospital, School of Medicine P Thanomsingh* (Dept of Pediatrics, Maharat Nakhon Ratchasima Hospital, School of Medicine, Thailand)

8W3 Mission difficult or mission impossible? GMC – Tomorrow’s Doctors 3: Section 16 V McDowall*, L Anderson* & J Skinner (University of Edinburgh, College of Medicine, Edinburgh, UK)

8W4 Highlighting the need for Anaesthetic/Intensive care teaching to medical students in the era of Problem Based-Learning (PBL) E Doorley,* J McCann* & M Al-Khalid (Intensive Care Department, Warrington Foundation Trust, UK)

8W5 All hazards approach to managing disaster patients Ken Harbert*, Rick Hillegas*, Dan Bequillard & Doug Seaton (South College, School of Physician Assistants, Knoxville, USA)

8W6 Students’ knowledge and awareness on sex and gender issues M Fandler*, P Petz & M Habersack (Medical University of Graz, Austria)

8W7 Preemptive exposure to geriatrics: An undergraduate chronic care internship M Waldron*, J Eppensteiner*, M Paniagua & T Malamstrom (Saint Louis University Pre-professional Health Studies and School of Medicine, Division of Gerontology and Geriatric Medicine, St Louis, MO, USA)

8W8 Psychiatric teaching program for 5th year medical student in a general hospital S Satthapisit* (Medical Education Center, Khon Kaen Hospital, Thailand)

8W9 Assimilation of legal medicine with other system based modules, an endearing evolution TUESDAY 7 SEPTEMBER Zubaida Zain* & Waseem Ullah Khan (Shifa College of Medicine, Islamabad, Pakistan)

8W10 The assessment of basic ophthalmologic knowledge in interns and their previous 5th year passing scores in ophthalmologic course T Chongwiriyanurak* (Lampang Medical Education Center, Department of Ophthalmology, Lampang, Thailand)

8W11 Pushing the boundaries, a unique collaboration in undergraduate nursing medicines calculations J Munro*1, M Murdoch*2 & Ahmed3 (1University of Glasgow, Faculty of Medicine; 2Greater Glasgow and Clyde Health Board; 3University of Glasgow, Learning and Teaching Centre, Glasgow, UK)

8W12 Factors influencing neuroscience grades of medical students L Benjamin*1, P Cooles1, A Martin2, L Welke2 & G Benjamin3 (1Dept of Introduction to Clinical Medicine; 2Dept of Anatomy, Ross University School of Medicine, Dominica; 3Dept of Psychiatry, Princess Margaret Hospital, Dominica)

– 111 – 8W13 Healthcare professionals attitude toward diabetes as an outcome for medical schools’ training in clinical practice S Ramezani Givi1, H R Baradaran*1, M Vatani2 & M E Khamseh1 (1Iran University of Medical Sciences, Medical Education Development Center; 2Mashhad University of Medical Sciences, Mashhad, Iran)

8W14 What should every doctor know at graduation about Systemic Lupus Erythematosus (SLE)? Pilot questionnaire development N Mufti*, R Alobaidy, F H M Yussop, D Mooney, K Reid, M E Perry & M Field (Undergraduate Medical School, University of Glasgow, UK)

1630-1800 8X POSTERS: Clinical Assessment/OSCE Chairperson: Jennifer Cleland (UK) Location: Hall 2, SECC

8X1 Statistical evaluation of the European Board of Ophthalmology (EBO) examination D G P Mathysen*1,2, M J Tassignon1,2, C Creuzot-Garcher3, W Aclimandos4, P Ringens & M Hawlina (1Antwerp University Hospital (UZA); 2University of Antwerp (UA), Antwerp, Belgium; 3University of Burgundy, Dijon, France)

8X2 Outcome analysis of case adjustment for the MRCGP CSA M Selby* & J Cobb (Examinations Department, RCGP, London, UK)

8X3 Using trainee focus group in examination development Peter Saul* (Postgraduate Medical Education (GP), Royal College of Paediatrics and Child Health, London, UK)

8X4 The relationship of epistemological beliefs and scores on the clinical performance examination (CPX) Sun A Oh*, Eun Kyung Chung, Young Jong Woo, Eui Ryoung Han, Jung Ae Rhee & Chang Soo Park (Dept Medical Education, Medical School of Chonnam National University, Gwang-ju, Korea)

8X5 Assessment of clinical performance in gynecology by physician examiners and standardized patients Chin-Jung Wang*1, Chyi-Long Lee1, Hung-Hsueh Chou1, Yi-Hao Lin1, Chao-Nin Wang1, Ching-Chung Liang1, Shih-Tseng Lee2,3 & Jeng-Yi Wang2,4,5 (Chang Gung Memorial Hospital, 1The Dept of Obstetrics and Gynecology; 2Dept of Medical Education; 3Neurospinal Section, Dept of Neurosurgery; 4Section of Colon and Rectal Surgery, Dept of Surgery; 5Chang Gung University, Taoyuan, Taiwan)

8X6 Evaluation of an instrument to assess competences in a 4th year medical curriculum I Neto* & M C Lemos (Faculty of Health Sciences, University of Beira Interior, Covilhã, Portugal)

8X7 In clinic assessment in Veterinary education: Adapting the mini-CEX to create a Veterinary clinical assessment tool J Hammond*1 & P Evans2 (University of Glasgow, 1Faculty of Veterinary Medicine; 2Centre for Educational scholarship, Glasgow, UK)

8X8 Evaluating the validity and feasibility of Direct Observation of Procedural Skills (DOPS) assessment tool on year 5 medical students in the clinical setting R Mcleod*, J Ker & G J Mires (Clinical Skills Centre, University of Dundee, UK)

8X9 Does personal character affect the results of clinical performance skill tests? S J Shin*1 & D S Lee2 (1Dongguk University Ilsan Hospital, Internal Medicine, Seoul; 2Dongguk University Kyungju Hospital, Pediatrics, Kyungju, South Korea)

8X10 Reliability of a peer-approved checklist for evaluation of medical students’ anesthesia reports P Boonmak*, S Boonmak, D Horatanaruang & P Bunsaengjaroen (Khon Kaen University, Anesthesiology Department, Thailand)

– 112 – 8X11 Testing of clinical examination skills in final year medical students in comparison to their third year performance 2 P Loose*, S Störmann, M Holzer & M Angstwurm (Ludwig-Maximilians University, Munich, Germany)

8X12 Increasing Gerontological content into advanced practice nursing curriculum through the use of clinical simulation L Kennedy-Malone* & E Jones* (The University of North Carolina at Greensboro School of Nursing, Adult/Gerontological Nurse Practitioner Program, Greensboro, NC, USA)

8X13 The OSCE: A mirror for the quality of (clinical) teaching A Dermine* & N Druine (K U Leuven, Medical Education Unit, Belgium)

8X14 Promote the quality of clinical nursing care with objective structured clinical examinations (OSCES) Y E Lin*, C Y Chen, W P Yu & H M Han (Chang Gung Memorial Hospital, Chang Gung Medical Foundation, Linkou, Taoyuan, Taiwan)

8X15 Efforts in the field of OSCE for occupational therapy education in Japan Chicaco Inoue*1, Takaji Suzuki2, Tsuneto Furuta3, Takamasa Mizuno3, Hirokazu Nishikata3 & Kurosawa Yaoko3 (1Nippon Medical School; 2School of Nursing and Rehabilitation Sciences at Odawara, International University of Health and Welfare; 3Bunkyo Gakuin University, Tokyo, Japan)

8X16 Student collusion in Objective Structured Practical Examination (OSPE) P Bjelogrlic* & A Laidlaw (University of St Andrews, Bute Medical School, St Andrews, UK)

8X17 Developing a Team Objective Structured Clinical Examination (TOSCE) to assess airway management competences of anaesthesia residents M Rewers*, M R Gätke, C Rosenstock, B Ruhnau, K Nielsen & Doris Østergaard (Danish Institute for Medical Simulation (DIMS, Herlev Hospital, University of Copenhagen, Denmark)

8X18 The effect of formative directly observation procedural skills assessment on summative objective structured clinical examination in surgical skills Ming-Ju Hsieh*1, Pyng-Jing Lin1, Yi-Yin Jan2, *Shih-Tseng Lee3 & Jeng-Yi Wang3 (1The Division of Thoracic and Cardiovascular Surgery; 2Section of General Surgery; 3Department of Medical Education, Chang Gung Memorial Hospital, Chang Gung University, Taoyuan, Taiwan)

8X19 Item quality assessment in multiple stations examinations Vitor Hugo Pereira*, Frederic Ramalho, Isaac Braga, Nuno Sousa & João Cerqueira (School of Health Sciences, University of Minho, Campus de Gualtar, Braga, Portugal)

8X20 Rating scales for Standardised Clinical Assessments (OSCEs): Global rating versus checklists

K Hawthorne*, R Knight* & M Selby* (Clinical Skills Assessment (MRCGP), TUESDAY 7 SEPTEMBER Royal College of General Practitioners, London, UK)

1630-1800 8Y WORKSHOP: The PBL Experience at the University of Glasgow Medical School J Burke, C Ditchfield, M A Flynn, S Jamieson, A O’Dowd, N Sartania, L Willerton (Faculty of Medicine, Wolfson Medical School Building, University Avenue, University of Glasgow) Location: Wolfson Building, University of Glasgow Transport provided – departing 1600 hrs, returning at 1815. Please meet outside the entrance to the Clyde Auditorium.

– 113 – 1630-1800 beme review groups meeting (invite only) Location: Fyne, Loch Suite

1815-2000 cramet launch (invite only) Location: Gala Bar, Clyde Auditorium Complex

1815-1900 imex board meeting (invite only) Location: Fyne, Loch Suite

1900-2130 medical history comes alive – experience the royal college like never before! Location: Royal College of Physicians and Surgeons of Glasgow, 232-242 St Vincent Street, Glasgow G2 5RJ. See page 145 for more information. Cost: £10 (drinks reception and supper only) or £20 (tour, drinks reception and supper) (free to RCPSG members)

– 114 – wednesday 8 september 2

0800-1630 Registration desk open Location: Hall 5, SECC

0800-1415 Exhibition Open Location: Hall 5, SECC

0930-1330 Tour to Ayr and Burns Country Departs from and returns to outside Clyde Auditorium

SESSION 9: PLENARY 0800-0930 9 PLENARY 3 Chairperson: Jill Morrison (UK) Location: Auditorium, Clyde Auditorium Complex

0800-0830 9A Trends in medical education – why is there a need for a regulator? Jim McKillop (Chair of Undergraduate Board, General Medical Council, UK) Jim McKillop is Muirhead Professor of Medicine and Deputy Dean of Medicine at the University of Glasgow and Chair of the GMC Undergraduate Board. He has a longstanding interest in medical education as a teacher, curriculum planner and, for 6 years, Head of the Glasgow Undergraduate School. He is a previous Chair of the Scottish Deans’ Medical Education Group and current Chair of NHS Education for Scotland’s Medical Advisory Group.

0830-0835 Questions

0835-0905 9B Perspectives on Professionalism Fred Hafferty (Professor of Medical Education, Program in Professionalism & Bioethics, Mayo Clinic, USA) Professor Fred Hafferty has been involved in the teaching and assessing of professionalism in relation to medical students for many years. He has conducted research into what medical students know about professionalism and the impact of the hidden curriculum and role modelling upon students’ professional behaviour development. He argues that professionalism must not be reduced to ‘a static thing’ independent of its context and that thinking of professionalism as a set of observable behaviours during teaching and assessment may miss important elements of this difficult concept, demeaning its value.

0905-0910 Questions WEDNESDAY 8 SEPTEMBER

0910-0925 Discussion

0925-0930 A preview of AMEE 2011, Vienna, Austria

COFFEE Location: Hall 5, SECC

– 115 – SESSION 10: SIMULTANEOUS SESSIONS 1000-1145 10A SYMPOSIUM: The Curriculum and Training the Future Healthcare Professional Panel: Trudie Roberts (University of Leeds Medical School, UK) (Chair); Cees van der Vleuten (Discussion leader); Jim McKillop (Regulator, Undergraduate Board for the GMC in the UK); Elaine Brock (Patient); Mike Watson (Employer); Klarke Boor (Resident); Fedde Scheele (Clinician); Mereke Gorsira (Scribe) Location: Auditorium, Clyde Auditorium Complex

1000-1145 10B SYMPOSIUM: Postgraduate Education and Continuing Professional Development Panel: Stuart Macpherson (Former Chair of PMETB, UK) (Chair); John Collins (Visiting Professor, Nuffield Dept of Surgery, UK); John Jenkins (Queens University Belfast, UK); Bernard Maillet (Secretary General, European Union of Medical Specialists, Belgium); Al Aparicio (CPD Director, American Medical Association, USA) Location: Lomond Auditorium, Loch Suite

1000-1145 10C SHORT COMMUNICATIONS: Staff/Faculty Development 1 Chairperson: Nick Busing (Canada) Opening Discussant: Michelle McLean (UAE) Location: Forth, Clyde Auditorium Complex

1000-1015 10C1 Making good doctors good teachers K Foster*1 & R Laurent2 (1University of Sydney, Sydney Medical School Northern; 2Royal North Shore Hospital, Sydney, Australia)

1015-1030 10C2 Creating master teachers with a nod to deliberate practice L J Cooke*1, K McLaughlin1, A Peets2, T Donnon1 & B Wright1 (1University of Calgary, Alberta; 2University of British Columbia, Vancouver, British Columbia, Canada)

1030-1045 10C3 What is a teaching style, and does it matter? A Stokes* (University of Oxford, Department for Continuing Education, Oxford, UK)

1045-1100 10C4 To teach is to learn: The impact of bedside teaching on the clinical skills of clinician-teachers M D Wenrich*, M B Jackson & K Ajam (University of Washington School of Medicine, Seattle, WA, USA)

1100-1115 10C5 Clinical teaching improvement: The transportability of the Stanford Faculty Development Program J Johansson*1, K Skeff2 & G Stratos2 (1Department of Surgical Sciences - Anaesthesiology & Intensive Care, Uppsala University Hospital, Sweden; 2School of Medicine, Stanford University, USA)

1115-1130 10C6 Institutional impact of individual faculty development projects D Diserens*1, S Friedman1, E Amaral2, H Campos3, T Chacko4, T Singh5, A Supe6, P Morahan1 & W Burdick1 (1FAIMER, Philadelphia, USA; 2Universidade Estadual de Campinas, Sao Paulo, Brazil; 3Universidade Federal do Ceará, Fortaleza, Brazil; 4PSG Institute of Medical Sciences and Research, Coimbatore, India; 5Christian Medical College, Ludhiana, India; 6GS Medical College, Mumbai, India)

1130-1145 Discussion

1000-1145 10D SHORT COMMUNICATIONS: Clinical Teaching 4 Chairperson: Pablo Pulido (Venezuela) Opening Discussant: Christine McMenamin (Australia) Location: Hall 1, SECC

1000-1015 10D1 Patient-centered learning at an education ward-first year nursing students perceptions K Manninen*1, C Silén1, E Welin Henriksson2 & M Scheja3 (Karolinska Institutet, 1Department for Learning, Informatics, Management and Ethics, Stockholm; 2Department of Neurobiology, Care Sciences and Society, Huddinge; 3Department of Education in Humanities and Social Science Stockholm University, Sweden)

– 116 – 1015-1030 10D2 The impact of a basic clinical and communication skills education during preclinical years on the anxieties of male and female students commencing 2 clinical practice S Cali*, O Sarikaya & S Kalaca (University of Marmara, School of Medicine, Department of Public Health, Istanbul, Turkey)

1030-1045 10D3 Why parents and children become involved in medical student teaching R Pinnock*1, J Weller2, Boaz Shulruf2, Peter Reed3 & Satomi Mizutani2 (1University of Auckland, Dept of Paediatrics; 2Dept of Medical Education; 3Starship Hospital, Auckland, New Zealand)

1045-1100 10D4 Enhancing clinical learning in the workplace K Magnier*1, R Wang*2, V H M Dale1, R Hammond3, R Murphy2 & M Pead1 (1Royal Veterinary College, University of London; University of Nottingham, 2School of Veterinary Medicine and Science; 3School of Education, Nottingham, UK)

1100-1115 10D5 Effectiveness of an educational video as an instrument to refresh and reinforce the learning of a nursing technique: A randomized controlled trial C Ruffinengo*1, L Salina*2, P Massariello1, L Garrino & V Dimonte (1Human Resource Development, ASOU San Giovanni Battista, University of Turin; 2ASL TO 2 Maria Vittoria, Turin, Italy)

1115-1130 10D6 A study to investigate the effects of incorporating human factor training into immediate life support training for final year medical students D Randles*, G Kessell, J Carling, G Bone & D Murray (James Cook University Hospital, Middlesborough, UK)

1130-1145 Discussion

1000-1145 10E SHORT COMMUNICATIONS: e-Learning Case Studies: Postgraduate Chairperson: to be announced Location: Alsh 1, Loch Suite

1000-1015 10E1 The engagement of postgraduate medical trainees with e-learning S F Smith*, M R Partridge & N J Roberts (National Heart and Lung Institute, Imperial College, London, UK)

1015-1030 10E2 Mixing, Muddling or Meddling? Social engineering in group allocation on an online medical education programme J MacDonald*, P Wilby, L Allery & L Pugsley (Cardiff University, Postgraduate Medical and Dental Education, Cardiff, UK)

1030-1045 10E3 Electronic tools for tutoring residents Teresa Martinez-Cañavate & Jose Luis de la Rosa* (Iavante Foundation, Regional Ministry of Health of Andalusia, Spain) WEDNESDAY 8 SEPTEMBER 1045-1100 10E4 Impact of implementation of an e-Learning programme on Electronic Foetal Monitoring U Vinkel*, L Kristoffersen & L Hvidman (Aarhus University Hospital, Skejby, Department of Obstetrics and Gynaecology, Aarhus N, Denmark)

1100-1115 10E5 Stroke Training: A partnership between the NHS and the voluntary sector Lynn Reid* (Chest, Heart & Stroke Scotland, Edinburgh, UK)

1115-1130 10E6 Assessment of learning achievements in an e-Learning course on Avian influenza, for official veterinarians B Alessandrini*1, L Valerii1, S Damiani2, L Ravarotto2, L Busani2, C Ceolin2, C Terregino2, M Cecchinato2, S D’Albenzio1, O Pediconi1, S Marangon2 & M Dalla Pozza (1Istituto Zooprofilattico Sperimentale dell’Abruzzo e del Molise, Teramo; 2Istituto Zooprofilattico Sperimentale delle Venezie, Legnaro (Padova), Italy)

1130-1145 Discussion

– 117 – 1000-1145 10F SHORT COMMUNICATIONS: Assessment: Feedback Chairperson: Jocelyn Lockyer (Canada) Location: Alsh 2, Loch Suite

1000-1015 10F1 Assessment driving learning: introducing formative workplace based assessments into the curriculum J Ibison*, E Miles, C Shoults & F Afgan (St George’s, University of London, UK)

1015-1030 10F2 Personal characteristics influencing feedback perception and feedback acceptance: A review of the literature Monica van de Ridder*1,2, Margo Habraken2, Karel Stokking3 & Olle ten Cate (1Albert Schweitzer Hospital, Leerhuis, Dordrecht; 2UMCU School of Medical Sciences, Utrecht; 3Utrecht University, Department of Educational Sciences, Utrecht, The Netherlands)

1030-1045 10F3 The structure of failure – an analysis of the patterns of consulting behaviour amongst failing candidates in a high-stakes postgraduate OSCE towards enhancing the quality of candidate feedback M L Denney*1 & R Wakeford2 (1Royal College of General Practitioners, London; 2CRAMET, University of Cambridge, UK)

1045-1100 10F4 Trainees’ perceptions of the educational value of feedback given in case based discussion assessments F S Mehta*1, J Brown2 & N J Shaw3 (1Alder Hey Children’s NHS Foundation Trust, Liverpool; 2Edge Hill University/Mersey Deanery, Ormskirk, Lancashire; 3Liverpool Women’s Hospital, Liverpool, UK)

1100-1115 10F5 Is feedback in work-based assessment useful for learning? E Pelgrim*1, A Kramer1, H Mokkink1, R Grol1 & C van der Vleuten2 (1Radboud University Nijmegen Medical Centre; 2Maastricht University, the Netherlands)

1115-1130 10F6 Applying language technologies to provide individualised formative feedback in group learning contexts Alisdair Smithies*, Isobel Braidman, Gillian Armitt, Fridolin Wild & Debra Haley (University of Manchester, Manchester Medical School, Manchester, UK)

1130-1145 Discussion

1000-1145 10G SHORT COMMUNICATIONS: Problem Based Learning 1 Chairperson: Chris Hughes (Australia) Opening Discussant: Sonia Crandall (USA) Location: Boisdale 1, Loch Suite

1000-1015 10G1 Using role plays to reinforce peer learning in PBL L Wilkerson* & S Krasne (David Geffen School of Medicine, University of California, Los Angeles, USA)

1015-1030 10G2 Self-reflection and feedback in PBL A Holen* (Norwegian University of Science and Technology, Trondheim, Norway)

1030-1045 10G3 Self, peer and tutor assessment in PBL at Bond University C Tom* (Bond University, Faculty of Health Sciences and Medicine, Gold Coast, QLD, Australia)

1045-1100 10G4 An e-PBL model to promote individual cognitive learning processes K-J Kim* & C Kee (Office of Medical Education, Sungkyunkwan University School of Medicine, Seoul, Korea)

1100-1115 10G5 PBL: Factors influencing the successful implementation of PBL Rahila Yasmeen & Umar Ali Khan* (Riphah Academy of Research and Education, Riphah International University, Rawalpindi, Pakistan)

1115-1145 Discussion

– 118 – 1000-1145 10H SHORT COMMUNICATIONS: Peer Assisted Learning 2 Chairperson: Douglas Woods (USA) 2 Opening Discussant: Madawa Chandratilake (Sri Lanka) Location: Boisdale 2, Loch Suite

1000-1015 10H1 Peer Assisted learning (PAL) by FY1 tutors improves medical students’ confidence and prescribing skills S J Emerson*, F Wallace*, P Burton, G McKay & M Field (University of Glasgow, Medical Education, Glasgow, UK)

1015-1030 10H2 Peer-assisted learning by foundation year doctors in knee joint aspiration: A pilot study M E Perry*1, J Burke2, G McAllister1, L Kathuria1, H Halbert1 & M Field1 (1Centre for Rheumatic Diseases, ; 2Dept Teaching and Learning, Glasgow University, Glasgow, UK)

1030-1045 10H3 Peer assisted learning and acute care skills: A pilot study at the University of Edinburgh O Prince*1, S McNeill*1, V Tallentire2 & H S Cameron2 (1Foundation Doctor, NHS Lothian, UK; 2Medical Teaching Organisation, University of Edinburgh, UK)

1045-1100 10H4 Experiences with peer supervision for residents D Vessies* & J Wiering (UMCG, Groningen, Netherlands)

1100-1115 10H5 A student-led course in clinical reasoning in the core curriculum Ingeborg L Zijdenbos1, Margriet C de Haan2, Gerlof D Valk1 & Olle Th J ten Cate*1 (1University Medical Center Utrecht; 2Academic Medical Center, Amsterdam, The Netherlands)

1115-1145 Discussion

1000-1145 10I SHORT COMMUNICATIONS: The Education Environment Chairperson/ Opening Discussant: Chris Skinner (Australia) Location: Carron 1, Loch Suite

1000-1015 10I1 Key elements of educational environment quality: A literature study J Schönrock-Adema*, E A van Hell, T Bouwkamp-Timmer & J Cohen-Schotanus (University of Groningen and University Medical Center Groningen, The Netherlands)

1015-1030 10I2 Understanding medical students’ learning environment S A Santen*, J W Eley, J A Otsuki & E Brownfield (Emory School of Medicine, Atlanta, Georgia, USA)

1030-1045 10I3 Medical students` perceptions of their educational environment at Al Neelain University

Abeer A Mannan* & Ahmed B Ali (Al Neelain University, Department of Community WEDNESDAY 8 SEPTEMBER Medicine, Khartoum, Sudan)

1045-1100 10I4 Student views of their educational environment over time: Five years of DREEM’ing S Miles* & S J Leinster (University of East Anglia, Norwich, UK)

1100-1115 10I5 Educational and learning environment: Faculty of Medicine Sucre, Bolivia vs Faculty of Medicine, Mendoza, Argentina C Terán*1,2, D Gorena*2, J Arce1, G Díaz-Véliz3, S Mora3, P Gargiulo, R Bianchi, J V Lafuente & J F Escanero* (1San Francisco Xavier of Chuquisaca University; 2Simon Bolivar Andean University, Health Area, Sucre, Bolivia; 3University of Zaragoza, Spain)

1115-1145 Discussion

– 119 – 1000-1145 10J SHORT COMMUNICATIONS: Selection for Medicine and the Multi Mini Interview Chairperson: Thorkild Jacobsen (Norway) Opening Discussant: to be announced Location: Carron 2, Loch Suite

1000-1015 10J1 Can teamwork skill in admission test reflect good community doctors? Prapa Ratanacahi* (Hatyai Medical Education Center, Hatyai, Songkhla, Thailand)

1015-1030 10J2 Assessing the stability of the Multiple Mini Interview stations used by Alberta International Medical Graduate Program for selecting international medical graduates for residency training L Baig* & T Donnon (University of Calgary, Canada)

1030-1045 10J3 A new MMI criteria for discarding medical school applicants: Examiners’ worries C Bourdy* & R Gagnon (Université de Montréal, Québec, Canada)

1045-1100 10J4 Implementation of a new admissions process at USD for medicine: Status on two years of experience with UniTEST and the MMI Maia Jensen*1, Anne Lindebo Holm Øvrehus1, Kristian Grundvad Kvist2 & Birgitta Wallstedt1 (1University of Southern Denmark, Faculty of Health Sciences; 2Odense M, Denmark)

1100-1115 10J5 Does a selection centre process for entry to medical school predict future examination performance? T Haldane*, C Humpherson, J Kidd & N Johnson (Warwick Medical School, University of Warwick, Coventry, UK)

1115-1145 Discussion

1000-1145 10K SHORT COMMUNICATIONS: The Teacher Chairperson: to be announced Opening Discussant: James Ware (Kuwait) Location: Dochart 1, Loch Suite

1000-1015 10K1 Perception of the necessity of medical education qualification and professionalization of medical teachers in Saudi Arabia Rania Zaini* (Umm Al Qura University, Makkah, Saudi Arabia)

1015-1030 10K2 Measuring medical teachers’ conceptions on teaching and learning J C G Jacobs*1, S J van Luijk1, C P M van der Vleuten2, G Croiset1 & F Scheele1 (1VU University Medical Center, Institute for Education and Training, Amsterdam; 2Maastricht University Medical Center, Dept of Educational Development and Research, Maastricht, The Netherlands)

1030-1045 10K3 Medical professor’s perceptions of faculty evaluation system Sook-hee Ryue* & Eun Bae Yang (1Brain Korea 21 Project for Yonsei Medical Science; 2Department of Medical Education, Yonsei University College of Medicine, Republic of South Korea)

1045-1100 10K4 Mediator, role model and teacher – doctors’ perceptions of their role as supervisors in clinical rotations P Strand*1, G Edgren1, P Borna2, G Wichmann-Hansen3, S Lindgren1 & A Håkansson1 (1Lund University; 2Skane University Hospital, Lund, Sweden; 3Aarhus University, Faculty of Health Sciences, Aarhus, Denmark)

1100-1115 10K5 Resident as learner and teacher (RALT): An e-learning module Daniel M Panisko*, Hosanna Au, Stacey Bernstein, John Flannery, Linda Probyn, Audrey Yap, Molly Zirkle & Susan Glover Takahashi (Postgraduate Medical Education, University of Toronto, Canada)

1115-1130 10K6 Control of/and adaptation in the educational atmosphere: Nursing teachers’ perceptions and experiences H Karimi Moonaghi*, F Dabbaghi, S F Haghdoost Oskouei & T Binaghi (Mashhad University of Medical Sciences, Mashhad, Iran)

1130-1145 Discussion

– 120 – 1000-1145 10L SHORT COMMUNICATIONS: Pot Pourri Chairperson: Carol Elam (USA) 2 Opening Discussant: Jan Illing (UK) Location: Dochart 2, Loch Suite

1000-1015 10L1 Medical students’ implicit and explicit attitudes to mental health: Relationship with communication skills M G Cherry*1, I Fletcher2 & H O’Sullivan1 (University of Liverpool, 1Centre for Excellence in Developing Professionalism; 2Division of Clinical Psychology, Liverpool, UK)

1015-1030 10L2 Evaluation of a research training program for students in cancer research in minority and international settings A Soliman1, P B Mullan*2 & R Chamberlain3 (1University of Michigan School of Public Health, 2University of Michigan School of Medicine, Dept of Medical Education, Ann Arbor Michigan, 3University of Texas, Houston, Texas, USA)

1030-1045 10L3 Reflection to action: Children’s voices M Grogan* & D Sharma* (Ross Medical University, Dominica, West Indies)

1045-1100 10L4 Foundation year elective experience: Working with individuals with intellectual disabilities J S Daly* & K Winser (Royal College of Surgeons in Ireland, Dublin, Ireland)

1100-1145 Discussion

1000-1145 10M RESEARCH PAPERS: Assessment Chairperson: Larry Gruppen (USA) Location: Leven, Seminar Suite

1000-1020 10M1 Challenging students with an interim assessment during an ongoing course on General Pathology results in a higher formal exam score D Ruiter*1,2, M Olde Bekkink1, R Donders3, G van Muijen2 (Radboud University Nijmegen Medical Centre, Departments of 1Anatomy; 2Pathology, and 3Epidemiology & Biostatistics, Nijmegen, The Netherlands)

1020-1040 10M2 Sources of variation for intern assessment when using the end-of-term supervisor assessment model as a summative assessment D A McGill* (The Cardiology Department, The Canberra Hospital, Canberra, ACT, Australia)

1040-1100 10M3 An instrument to integrate feedback and assessment to support self-directed learning in clinical practice: A qualitative study of students’ perceptions. M Embo*1, E Driessen2, M Valcke2 & C van der Vleuten2 (1Midwifery Department, University College Arteveldehogeschool Ghent, Belgium; 2Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, The Netherlands)

1100-1120 10M4 The development and implementation of a competency-based assessment WEDNESDAY 8 SEPTEMBER system: Systematic documentation and analysis of the process as an integral part of program design C Poth, S Ross*, R Georgis, M Donoff, P Humphries & I Steiner (University of Alberta, Family Medicine, Edmonton, Alberta, Canada)

1120-1145 Discussion

1000-1145 10N WORKSHOP: Hands-on structured approach to effective Virtual Patient authoring J McGee*1, N Posel*2, D Fleiszer*2, S Albright*3 (1University of Pittsburgh School of Medicine, USA; 2McGill University, Montreal, Ontario, Canada; 3Tufts School of Medicine, Boston, MA, USA) Location: Gala 1, Clyde Auditorium Complex

– 121 – 1000-1145 10O WORKSHOP: Using web lectures and other streaming video applications in medical education Peter GM de Jong*, Peter G Anderson*, Alien W Riedstra, Andries JM de Man & Julie K Hewett* (International Association of Medical Science Educators (IAMSE)) Location: Gala 2, Clyde Auditorium Complex

1000-1145 10R WORKSHOP: Encouraging mobility in medicine : can we apply spiral curricula and modules of excellence to our own university? R M Pereira Correia*1, G Umuhire*2, A Geubel2, D Vanpee2, C de Burbure2 (1Faculdade de Medicina da Universidade de Lisboa; 2Université catholique de Louvain (UCL), Faculty of Medicine, Brussels, Belgium) Location: Morar, Seminar Suite

1000-1145 10S WORKSHOP: How to write an effective Team-Based Learning module D Parmelee*1 & E Agamy*2 (1Wright State University Boonshoft School of Medicine, Dayton, Ohio, USA; 2University of Sharjah, Sharjah, UAE) Location: Ness, Seminar Suite

1000-1145 10T MEET THE EXPERT Fred Hafferty (Professor of Medical Education, Program in Professionalism & Bioethics, Mayo Clinic, USA) Location: Etive, Seminar Suite

1000-1145 10U POSTERS: Simulated Patients/Evaluation of Clinical Teaching Chairperson: to be announced Location: Hall 2, SECC

10U1 Intimate examinations: Male and female specialised SPs teaching pre-clinical students V O’Connor*1 & P Green2 (1Bond University, Gold Coast; 2University of Queensland, Australia)

10U2 Training and quality assurance of simulated patients in a clinical assessment R G Simpson* & D Russell* (Royal College of General Practitioners, London, UK)

10U3 Professionalism, communication skills and bedside teaching C Woranart* (Pediatric Division, Khon Kaen Hospital, Khon Kaen, Thailand)

10U4 The use of simulated patient scenarios in the teaching of basic clinical procedural skills Elize Archer* & A de Villiers (Centre of Health Sciences Education, Stellenbosch University, South Africa)

10U5 Comparisons of rating by standardized patients and physicians in an Objective Structured Clinical Examination in National Taiwan University Hospital C W Yang*1, HC Chen2 & H S Lai1 (1National Taiwan University Hospital, Taipei, Taiwan; 2University of California San Francisco, USA)

10U6 International survey of standardized patients: Who they are, what they do, and how they experience their work K Abe*1, P Evans2, J Cleland3, P Barton4, J Ker5and Y Suzuki1 (1Gifu University School of Medicine, Gifu, Japan; 2University of Glasgow; 3University of Aberdeen; 4University of Dundee, UK; 5Monash University, Australia)

10U7 Implementing a standardized patient program in a new medical school M Gonçalves*, A P Salgueira, M J Costa, T Frada, V Pereira, J M Pêgo, N J Sousa & J Cerqueira (Medical Education, Life and Health Sciences Research Institute, University of Minho, Braga, Portugal)

10U8 Quality assurance of SPs regarding assessment of medical students’ communication skills in a clinical exam: Developing and standardizing tools M Shirazi*1, A Labaf1, A Sabouri Kashani1, M Jallili1, A Mirzazadeh1 & S Ponzer2 (1Tehran University of Medical Sciences, Research and Development Office, Tehran, Iran; 2Karolinska Institutet, LIME department, Sweden)

– 122 – 10U9 Use of simulated patients in performance assessment of basic medical sciences: An interdisciplinary approach in a resource constrained environment 2 M Saeed*, A Hussain*, F Himmatullah, A Javaid*, R Shafi, M Mansoor, S Moazzam* & R Saeed (Shifa College of Medicine, Islamabad, King Edward Medical University, Lahore, Pakistan)

10U10 Competing in clinical supervision: Can it be done? P Kihlberg1, M Perzon1, P Blomqvist*1 & J Johansson2 (Uppsala University, 1Medical Student Council; 2Institution of Surgical Sciences, Uppsala, Sweden)

10U11 Students’ evaluation for the obstetrics and gynecology teaching course in the College of Medicine at Taibah University in Al Madinah, KSA F Habib, M Fath Elbab, M Laban, A Essam A & A Fayomy (Taibah University, College of Medicine, Al Madinah Al Munawaraha, Kingdom of Saudi Arabia)

10U12 Student evaluation of clinical teaching sessions: questionnaire based quantitative analysis L Varadhan1,2, C Rowley1, GI Varughese1 (1University Hospitals of North Staffordshire NHS Trust, Stoke- on-Trent; 2School of Medicine, Keele University, Keele, UK)

10U13 Student attitudes to teaching on clinical attachments A M Higton* & Y E Ong (Dept Respiratory Medicine, St George’s Hospital, London, UK)

10U14 A theoretical framework to describe development of expertise in clinical teaching J Breckwoldt*, C Lingemann & K Lingemann (Department of Anaesthesiology and Perioperative Intensive Care, Benjamin Franklin Medical Center, Charité – University Medicine Berlin, Germany)

10U15 Self-perceived progress in clinical skills performance of medical students and interns during coursework and internship in Osijek, Croatia M Mihalj*1, I Grizelj1, I Drenjancevic, Peric1 & L Zibar2 (1University Josip Juraj Strossmayer Osijek; 2Clinical Hospital Osijek, Osijek, Croatia)

10U16 How to train and quality assure simulated patients A Khan*1, D Russell*2 & R G Simpson2 (1London Deanery; 2Royal College of General Practitioners, UK)

1000-1145 10V POSTERS: Humanities/Public Health and Health Promotion Chairperson: Tim Dornan (Netherlands) Location: Hall 2, SECC

10V1 Medical Humanities: A patient-based approach Z Playdon* & J Winning (University of London Postgraduate Deanery for Kent, Surrey and Sussex and Birkbeck College, London, UK)

10V2 Students’ perceptions of a medical humanities course delivered in a problem- WEDNESDAY 8 SEPTEMBER based learning format S Zhou1, R D Cohen*2, J Kong2, R Holden2, R Mathias2 & J Bates3 (1Fudan University, Shanghai, China; 2Faculty of Medicine; 3Centre for Health Education Scholarship, University of British Columbia, Vancouver, Canada)

10V3 From volunteer project to general education course: Learning through activities Ronnaphob Uaphanthasath* (Chiang Mai university, Chiang Mai, Thailand)

10V4 Narrative based medicine in clinical medical education: A qualitative study of the experience of history taking S Visioli*1,3, L Montagna1,3, S Oldani2, C Selmi2,3, M Podda2,3, M Roncalli2,3 & L Zannini1 (University of Milan, 1Chair of Pedagogy; 2Department of Translational Medicine, Milan; 3RCCS Istituto Clinico Humanitas, Milan, Italy)

10V5 Death and dignity: Teaching medical humanities M Phillips*, R Pilkington*, A Patterson & M Hennessy (School of Medicine, Trinity College, Dublin, Ireland)

– 123 – 10V6 A new department to promote healthy lifestyles in medical students Myrna Leticia Montemayor-Flores*, Donato Saldívar-Rodríguez, Norberto López-Serna, Jessica Ortiz Huerta & Amanda Catalina Torres-Ramos (Universidad Autónoma de Nuevo León, Monterrey, México)

10V7 Health promotion in medical curriculum W Aekplakorn* & S Wanvarie (Ramathibodi Hospital, Mahidol University, Bangkok, Thailand)

10V8 A review of undergraduate public health-related course syllabi in Thai Medical Schools R Tansirisithikul* & S Wanvarie (Community Medicine Center, Ramathibodi Hospital, Mahidol University, Thailand)

10V9 A curriculum aimed at improving attitudes towards advocacy for individuals with disabilities S R Miller*1 & N Curtin2 (1Physical Medicine and Rehabilitation and Medical Education; 2Psychology and Women’s Studies, University of Michigan, Ann Arbor, USA)

10V10 Educating tomorrow’s doctors on health inequalities within disadvantaged groups C Wilson* & P Cotton (University of Glasgow, UK)

10V11 Introduction of a health advocacy module into an emergency curriculum A Lalani* (University of Toronto, Division of Pediatric Emergency Medicine, Toronto, Canada)

10V12 Competency of the number 15 medical coordinator C Bertrand, C Montandon, E Lecarpentier*, L Boidron, C Ammirati, J P Farcet & M Barthout (UFR de Médecine, Université Paris Est Créteil, France)

10V13 The need for DVT prophylaxis education in an Asian setting S Tan*1, YO Kok2, U De Silva3 & P Robless3 (1University of Glasgow, Faculty of Medicine, UK; 2National University of Singapore, Yong Loo Lin School of Medicine; 3National University Hospital, Singapore)

10V14 Developing teamworking skills: Medical students perceptions S V Merrifield*, C L Ward*, L Fraser, A Alcosie & M Marshall (Academic Unit of Medical Education, University of Sheffield, UK)

10V15 Do medical students develop an appreciation of healthcare structure and policy in the absence of a properly designed formal teaching programme? F Martin*1, J Crane*1 & R Jacoby*2 (1Core Medical Trainees Year One; 2Acute Care Common Stem Trainee, London Deanery, UK)

10V16 Clinical breastfeeding teaching by a nurse: New model of an extracurricular educational program for last year medical students J Achalapong*, V Neeyalavera, A Natrae & C Thanapaisal (Chiangrai Medical Education Centre, Chiangrai Hospital, Chiangrai, Thailand)

10V17 A study of how the Cuban health system integrates public health into community-based clinical practice C Mactier* (University College London, UK)

1000-1145 10W POSTERS: OSCE Chairperson: to be announced Location: Hall 2, SECC

10W1 Digital video recording improves inter-examiner variation in OSCEs P Cooles* & C Jacobus (Ross University Medical School, Dominica, West Indies)

10W2 The introduction of an OSCE in Years 1 and 2 improves OSCE performance in Year 3 of the MBBS programme D Kennedy* & P Bradley (Newcastle University, Faculty of Medical Sciences, Newcastle upon Tyne, UK)

– 124 – 10W3 OSCE in Taiwan: Physicians’ perceptions on the transition from a “low-” to “high- stake” examination 2 D F Chen*1, T C Tsai2,3, S Smee4 & P H Harasym3 (1Cathay General Hospital, Taipei; 2Department of Pediatrics, E-Da Hospital; 3Department of Healthcare Administration, I-Shou University, Taiwan; 4Medical Council of Canada, Canada)

10W4 Development and validation of an OSCE to assess medical students’ competence in evidence-based medicine skills Kuo-Chen Liao1, Chu-Chun Chien2,3, Shih-Tseng Lee3, Jeng-Yi Wang3,4 & Rei-Ping Tan*5 (Chang Gung University, 1The Division of General Internal Medicine and Geriatrics; 2The Division of Nephrology; 3Department of Medical Education; 4Section of Colon and Rectal Surgery; 5Memorial Hospital Education Committee, Taiwan)

10W5 Analysis of patient-physician interaction scores from annual OSCEs in Korea Jaejin Han*1, Dong-Mi Yoo*1, Soonnam Lee1, Ivo Kwon1, Hunki Park2 & Jonghoon Kim3 (1Ewha Womans University, Medical Education; 2Hanyang University, Medical Education; 3Inha University, Medical Education, Seoul, Korea)

10W6 Practice OSCEs F Cottingham*, M Britton & A Lewington (Leeds Teaching Hospitals NHS Trust, Leeds, UK)

10W7 Order effects in third-year students’ OSCE performance J Park* & J Ko (University of Kyung Hee School of Medicine Medical Education, Seoul, Korea)

10W8 The validity of OSCE using standardized patients in occupational therapy education T Suzuki*1, C Inoue*2, T Furuta3, T Mizuno3 & Y Kurosawa3 (1International University of Health and Welfare, School of Nursing and Rehabilitation Sciences, Odawara; 2Nippon Medical School, Department of Medical Education; 3Bunkyo Gakuin University, Faculty of Health Science Technology, Tokyo, Japan)

10W9 How to enhance physical diagnosis skills: Usefulness of teacher´s feedback in trauma Objective Structured Clinical Examination (OSCE) Sáez García Mª José & Sáez Méndez Lourdes* (Internal Medicine and Medical Education Unit General Hospital of Albacete, Castilla la Mancha University, Spain)

10W10 Raters’ reliability and consistency on the objective structured exam video for orthopaedic training: Using a fracture scenario Alvin Chao-Yu Chen*1,2, Jau-Wen Huang*1,2, Wen-Jer Chen1,2, Shih-Tseng Lee2,3 & Jeng-Yi Wang2,4 (Chang Gung Memorial Hospital, Chang Gung University College of Medicine, 1Department of Orthopedic Surgery; 2Department of Medical Education; 3Neurospinal Section, Department of Neurosurgery; 4Section of Colon and Rectal Surgery and Department of Surgery, Taiwan)

10W11 Consistency between the global ratings and checklists in OSCE station scores Pao-Hsien Chu*1,2, Chih-Wei Yang2,3, Rei-Ping Tang2,4, Chu-Chun Chien2,3, Ji-Tseng Fang2,3, Jeng-Yi Wang2,4 & Shih-Tseng Lee2 (Chang Gung University, 1The Division of Cardiology; 2Department of Medical Education; 3The Division of Nephrology; 4Section of Colon and

Rectal Surgery, Taiwan) WEDNESDAY 8 SEPTEMBER

10W12 The application of objective structured assessment for the essential skills of junior surgical residency Yun Chen*1,2, Pei-Chun Lin2 & Shu-Hsun Chu3 (Far Eastern Memorial Hospital, 1Department of Surgery; 2Department of Medical Education; 3Cardiovascular Center, Taipei, Taiwan)

10W13 Discrimination of neurology OSCE among different levels of trainees Yeu-Jhy Chang*1,2, Chin-Song Lu1,2, Jeng-Yi Wang2,3 & Shih-Tseng Lee2,4 (1Department of Neurology; 2Department of Medical Education; 3Department of Surgery; 4Department of Neurosurgery, Chang Gung Memorial Hospital and College of Medicine, Chang Gung University, Taoyuan, Taiwan)

10W14 OSCE assessment analysis for surgical techniques and aseptic concepts before and after surgical training Cheng-Jen Chang1,2, Yi-Yin Jan2,3, Ta-Min Wan2,4, Ming-Ju Hsieh*2,5, Ke-Hung Tsui2,6, Lun-Jou Lo2,7, Rei-Ping Tang2, Shih-Tseng Lee2 & Jeng-Yi Wang2 (1The Division of Plastic Surgery, Department of Surgery; 2Department of Medical Education; 3Department of General Surgery; 4Division of Urology, Department of Surgery; 5Division of Thoracic and Cardiovascular Surgery, Department of Surgery, Chang Gung University, Taoyuan, Taiwan)

– 125 – 10W15 Comparison of the Objective Structured Clinical Examination with the performance of internal medicine and surgery residents in internal medicine problem Tsung-Nan Lin*1, Cheng-Tang Chiu1, Chu-Chun Chien2,4, Ji-Tseng Fang2,4, Shih-Tseng Lee & Jeng-Yi Wang2,3 (1The Division of Hepato-Gastroenterology; 2Department of Medical Education; 3Section of Colon and Rectal Surgery; 4The Division of Nephrology, Chang Gung Gung University, Taiwan)

10W16 Factors contributed to postgraduate residents’ performance on pediatric Objective Structured Clinical Examination (OSCE) LS Ou*1,2,3, R H Fu1,2,3, J J Lin1,2,3, J L Huang1,3, S T Lee2,3* & J Y Wang3 (1Department of Pediatrics; 2Department of Medical Education; 3Chang Gung University, Chang Gung Memorial Hospital, Taoyuan, Taiwan)

10W17 Comparison of the Objective Structured Clinical Examination performance in chest X –ray reading in the different years of residency Hsiu-Ping Chang*1, Tzu-Chen Yen1,2, Shih-Tseng Lee2 & Jeng-Yi Wang2,3 (1Department of Nuclear Medicine; 2Department of Medical Education; 3Section of Colon and Rectal Surgery, Chang Gung Memorial Hospital, Chang Gung University, Taiwan)

10W18 Enhancing learning in resident physician sign-out communication through an Objective Structured Clinical Examination (OSCE) S Larsen* & M Lee* (Mayo Clinic, Division of General Internal Medicine, Rochester, MN, USA)

10W19 Differentiating general medical ability for interns and residents with gynecologic case in a large scale Objective Structured Clinical Examination (OSCE) test H H Chou*, C J Wang, C N Wang, Y H Lin, S T Lee & J Y Wang (Chang Gung Memorial Hospital, Chang Gung University College of Medicine, 1Department of Obstetrics and Gynecology; 2Department of Medical Education, Taipei, Taiwan)

1000-1145 10X POSTERS: Postgraduate Training in the Early Years Chairperson: Ann-Helen Henrikson (Denmark) Location: Hall 2, SECC

10X1 Mentoring F1 and F2 trainees – A new concept Zoe Morris Williams* & David Brigden (School of Medical Sciences, Bangor, UK)

10X2 Foundation programme doctors teaching medical students: Who’s it for? Them or us? Susan Kennedy* (East Kent Hospitals University Foundation NHS Trust and KSS Deanery, London, UK)

10X3 Competency evaluation of clinical forensic medicine during the first year internship program W Sithicharoon* & S Wattanasirichaigoon (Department of Forensic Medicine, Srinakharinwirot University (MEDSWU), Nakornnayok, Thailand)

10X4 To establish a framework for teaching program in the community N Furugaki* & A Hirai (Togane Prefectural Hospital, Chiba, Japan)

10X5 Delirium: An interactive case for foundation year two (FY2) doctors R Parikh* (The Royal Oldham Hospital, Department of Geriatric Medicine, Oldham, UK)

10X6 Embedding safe prescribing in F1 practice N Walton, S Lord, L Clark & A Williamson (S Warne to present) (Newcastle Upon Tyne Hospitals NHS Foundation Trust, Royal Victoria Hospital, Newcastle, UK)

10X7 Paediatrics during the first foundation year: Help or hindrance A Moran* & E Panayiotou* (William Harvey Hospital, Ashford, UK)

10X8 A new 12 month Danish postgraduate basic training programme: The doctor’s acceptance of the new programme T Kodal*, N K Kjaer & D Qvesel (The Postgraduate Deanery of University of Southern Denmark, Damhaven, Vejle, Denmark)

– 126 – 10X9 Preparation for professional practice for F1 trainees Alys Burns* & Adrian Jennings (East of England Multi-professional Deanery, 2 Cambridge, UK)

10X10 Promoting the principles of adult learning through small group, self-directed learning to deliver the foundation year 2 curriculum M Todd* (NES, Centre for Health Sciences, Inverness, UK)

10X11 What is the Impact of remote and rural training during the Foundation Programme? F French1, M Todd2 & S Nabavian*1 (1NES, Aberdeen; 2NES, Centre for Health Sciences, Inverness, UK)

10X12 The effect of residency training in internal medicine on quality of life and happiness A Sobhonslidsuk*, A Ingsathit, W Wananukul, S Yamwong & B Sathapatayavongs (Ramathibodi Hospital, Mahidol University, Bangkok, Thailand)

10X13 Reconstruction of the assessment of physical therapy residents of Hospital Universitário Pedro Ernesto: searching for formative assessment A I Joia, D Dieguez*, D Afonso & M Araujo (State University of Rio de Janeiro & Pedro Ernesto Universitary Hospital , Rio de Janeiro, Brazil)

10X14 Career and advice support at NHS Trusts in Mersey Deanery: More or less? Alistair P J Thomson* & Jeremy M Brown (Mersey Postgraduate Deanery, Liverpool, UK)

10X15 Maximising medical meetings as educational opportunities for doctors in training Louise Bundock* & Janek Nawrocki (Brighton and Sussex University Hospitals, Dept of Medical Education, Brighton, UK)

10X16 Quality managing the delivery of the foundation curriculum to foundation doctors (FD) in the London Foundation Schools D M McGuinness*, M Adel-Singh, R Lee, I Hastie & A H Frankel (London Deanery, London, UK)

10X17 Computerized physician order entry systems and medical education: Balancing educational safety and opportunity Brian M Wong*1, Nicole Robinson1, Edward E Etchells1, Dante Morra2, Robert Wu2, Kaveh G Shojani1 & Ayelet Kuper1,3 (1Sunnybrook Health Sciences Centre; 2University Health Network; 3The Wilson Centre for Research in Education, University of Toronto, Canada)

10X18 What are the educational and pastoral needs of ST1 and ST2 trainees working in general practice? A focus group study Laura Watson*1, Jonathan Lake*1 & Samantha Scallan*2 (Wessex School of General Practice, 1Portsmouth, 2Southampton, UK) WEDNESDAY 8 SEPTEMBER

1000-1145 ESME Advisory Board Meeting (Invite only) Location: Fyne, Loch Suite

1145-1230 LUNCH Location: Hall 5, SECC

– 127 – SESSION 11: SIMULTANEOUS SESSIONS 1230-1400 11A SHORT COMMUNICATIONS: Transition from Student to Doctor Chairperson: Tadahiko Kozu (Japan) Location: Auditorium, Clyde Auditorium Complex

1230-1245 11A1 “They didn’t teach us this in medical school”. How best can junior doctors prepare new foundation trainees for professional practice? J Williamson*, J Pesic-Smith* & K Sritharan* (Basildon and Thurock University Hospital Trust, UK)

1245-1300 11A2 Facilitating the transition from medical student to competent intern: How can the assessment of collaborative competencies help? A M Olupeliyawa1,2, C D Balasooriya1 & C Hughes*1 (1School of Public Health and Community Medicine, University of New South Wales, Australia; 2Medical Education Development and Research Centre, University of Colombo, Sri Lanka)

1300-1315 11A3 Designing, evaluating and optimising an induction week for foundation year one doctors D Stott*, C Nelson, L Russell, H Habeeb, K Mukherjee, B Jani & D Hassanally (Medway Maritime Hospital, Gillingham UK)

1315-1330 11A4 Transition from undergraduate to postgraduate training: Views of trainees and supervisors on growth of trainee competence M Wijnen-Meijer*1, S Kilminster3, M van der Schaaf2 & Th J ten Cate1 (1Center for Research and Development of Education, University Medical Center, Utrecht; 2Dept of Pedagogical and Educational Sciences, Utrecht University, The Netherlands; 3Leeds Institute of Medical Education, University of Leeds, UK)

1330-1345 11A5 Using the job demands-resources model to predict performance in veterinary professionals: The role of personal resources N J J M Mastenbroek*1, E Demerouti2, A D C Jaarsma1 & P van Beukelen1 (Utrecht University 1Improvement in Veterinary Education, Faculty of Veterinary Medicine, (FVMU); 2Dept of Social and Organisational Psychology, The Netherlands)

1345-1400 11A6 The residency practice-based small group learning program – applying a proven approach from CME S Kinzie*1,2, H Armson*2,3, L Shaw*1,2, T Elmslie*2, J Wakefield*1,2 & M Bogoslowski2 (1McMaster University, Dept of Family Medicine, Hamilton; 2Foundation for Medical Practice Education, Hamilton; 3University of Calgary, Dept of Family Medicine, Calgary, Canada)

No Discussion

1230-1400 11B SHORT COMMUNICATIONS: Training for Teamwork Chairperson: Andy Long (UK) Opening Discussant: Martin Wohlin (Sweden) Location: Lomond Auditorium, Clyde Auditorium Complex

1230-1245 11B1 Effects of high-fidelity team training T P F M Klaassen*, C R M G Fluit, S M Bolhuis, E H A J Coolen & J L C M Loeffen (Radboud University Medical Centre, Nijmegen, The Netherlands)

1245-1300 11B2 Adapt collaborative learning to a flexible and interactive (computer based) learning environment through the use of ‘Belbin roles’ M Lauwers* (University college Arteveldehogeschool, Gent, Belgium)

– 128 – 1300-1315 11B3 Learning teamwork skills in medical school A van der Markt*, M Hartman* & P de Roos, (Vrije Universiteit Medical Center, 2 Amsterdam, Netherlands)

1315-1330 11B4 Psychological factors affecting students’ engagement with teamwork J Carroll*, J Hart, C Boggis, & I Braidman (The University of Manchester Medical School, Manchester, UK)

1330-1400 Discussion

1230-1400 11C SHORT COMMUNICATIONS: Staff/Faculty Development 2 Chairperson: Kirsty Foster (Australia) Opening Discussant: Susie Schofield (UK) Location: Forth, Clyde Auditorium Complex

1230-1245 11C1 Institutional co-location and professional development among health professions education fellowship graduates S Friedman*, D Diserens, W Burdick & P Morahan (Foundation for Advancement of International Medical Education and Research (FAIMER), Philadelphia, USA)

1245-1300 11C2 Ten years of experience in faculty development as a National Center for Medical Education in Japan Y Suzuki*, K Fujisaki, M Niwa, T Kato, K Abe, H Wakabayashi & Y Takahashi (Gifu University School of Medicine, Gifu, Japan)

1300-1315 11C3 Findings of a consensus conference on faculty development N Searle* & S Greenberg (Baylor College of Medicine, Houston, Texas, USA)

1315-1330 11C4 Evaluation of a tailor-made postgraduate course in medical education for surgeons Maha Iqbal*, Madawa Chandratilake & Margery Davis (Centre for Medical Education, University of Dundee, UK)

1330-1345 11C5 Development and implementation of a medical education scholars program for house officers S J Hamstra*1,2, S A Stern1,3, J S Desmond1 & M M Lozon1 (1University of Michigan Medical School, Ann Arbor, MI, USA; 2University of Ottawa, (AIME), Ottawa, Canada; 3University of Washington Medical School, Seattle, WA, USA)

1345-1400 Discussion

1230-1400 11D SHORT COMMUNICATIONS: Communication Skills Chairperson: Christof Daetwyler (USA) Location: Hall 1, SECC

1230-1245 11D1 The impact of communication training on communication skills in real practice: WEDNESDAY 8 SEPTEMBER Peer role-playing vs. standardised patients Claudia Schlegel*1 & Ulrich Woermann2 (1Berner Bildungszentrum Pflege; 2University of Berne, IML, Berne, Switzerland)

1245-1300 11D2 The transfer of communication skills: From undergraduate medical training to post-qualification practice L Forman*1, K Howe1, S Collins2 & J Hart1 (1Manchester Medical School, University of Manchester; 2Hull York Medical School, University of York, UK)

1300-1315 11D3 WITHDRAWN

1315-1330 11D4 Teaching communication to medical students by a role-playing simulation of the digestive physiology C Fernandez-Galaz*1, L Comas1, J Bustamante1, M A Vicente-Torres1, P Nieto-Bona2, J A Garcia-Baro1, J Garcia-Seoane1 (1Universidad Complutense, Madrid; 2Universidad rey Juan Carlos, Facultad Ciencias de la Salud, Madrid, Spain)

– 129 – 1330-1345 11D5 Improving the quality of patient care: Communication skills curriculum in training of anesthesiology residents Arif Marsaban*, Endang Basuki & Ratna Soenarto (University of Indonesia, Jakarta, Indonesia)

1345-1400 11D6 Knowledge of medical interns and residents regarding skills of patient-physician communication: a gap in medical curriculum Amir Ziaee, Hadi Zamanian*1, Leila Bahramkhani2, Leila Sabzmakan3 & Alireza Molaee2 (1Tehran University of Medical Sciences; 2Ghazvin University of Medical Sciences; 3Yazd University of Medical Sciences, Iran)

No Discussion

1230-1400 11E SHORT COMMUNICATIONS: Educational Research Chairperson/ Opening Discussant: Cees van der Vleuten (Netherlands) Location: Alsh 1, Loch Suite

1230-1245 11E1 BEME Review of the evidence linking conditions, processes, and outcomes of clinical workplace learning N Tan*1, B Woolley1, HPA Boshuizen2, R Gick5, R Isba1, K Mann3, A Scherpbier4, J Spencer6 & T Dornan1,4 (1University of Manchester, UK; 2Open University of the Netherlands; 3Dalhousie University, Halifax, Canada; 4Institute for Medical Education Maastricht University, The Netherlands; 5Keele University; 6Newcastle University, Newcastle, UK)

1245-1300 11E2 Phenomenology as research approach in medical education: Characteristics and empirical examples S Edelbring*1 & L O Dahlgren2 (1Dept of Learning, Informatics, Management and Ethics, Karolinska Institutet; 2Dept of Behavioural Science and learning, Linköping University, Sweden)

1300-1315 11E3 Considering the ‘trustworthiness’ of taking an ethnographic approach to educational research C Mann* (University of Nottingham, School of Veterinary and Medical Sciences, Nottingham, UK)

1315-1330 11E4 Obser-view seen as a data-generating method and a learning space Linda Kragelund* (National Centre of Competence Development, The Danish School of Education, Aarhus University, Copenhagen NV, Denmark)

1330-1345 11E5 Applying developmental evaluation design to continuing health education Rahim Vaani, Kathryn Parker, Ann Russell, Abi Srihanan, Ivan Silver* & Jane Tipping* (Office of Continuing Education and Professional Development, University of Toronto, Canada)

1345-1400 Discussion

1230-1400 11F SHORT COMMUNICATIONS: Progress Test Chairperson/ Opening Discussant: Adrian Freeman (UK) Location: Alsh 2, Loch Suite

1230-1245 11F1 Clinical exposure helps medical students develop higher order thinking A Boles*, K Sunger, F Ahmed, A Owen & G Byrne (Education and Research Centre, University Hospital of South Manchester, Manchester, UK)

1245-1300 11F2 Progress on progress testing: Barts and the London’s initial experience of the UK Multi-School Progress Testing Project J A Patterson1, P A Revest*1, D B Swanson2, K Holtzman2, M V Nelson2 & M M Langer2 (1Barts and the London School of Medicine and Dentistry, Queen Mary, University of London, UK; 2The National Board of Medical Examiners (NBME), Philadelphia, USA)

– 130 – 1300-1315 11F3 Progress Testing in postgraduate dental education C Woffindale*1, L Coombes1, E Kay2, C Ricketts1 & J Bennett1 (1Peninsula College of 2 2 Medicine and Dentistry, University of Plymouth Campus; Peninsula College of Medicine and Dentistry, Tamar Science Park, Plymouth UK)

1315-1330 11F4 Comparison of single best answer and true-false items in testing students’ knowledge accumulation K Hakkarainen*, N Hutri-Kähönen, J Jääskeläinen, K Kaukinen, T Koskela & E Leinonen (University of Tampere, Medical School, Tampere, Finland)

1330-1345 11F5 Progress testing at St George’s, University of London: Initial experience of the UK Multi-School Progress Testing Project J W M Chow*1, D B Swanson2, K Holtzman2, M V Nelson2 & M M Langer2 (1St George’s, University of London, UK; 2The National Board of Medical Examiners (NBME), Philadelphia, USA)

1345-1400 Discussion

1230-1400 11G SHORT COMMUNICATIONS: Problem Based Learning 2 Chairperson/ Opening Discussant: Hossam Hamdy (UAE) Location: Boisdale 1, Loch Suite

1230-1245 11G1 Effective block coordination in a PBL curriculum M Magzoub* & N Ahmed (Department of Medical Education, College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia)

1245-1300 11G2 Introductory sessions enhance students’ acceptance of PBL curriculum A S Malik* & R H Malik (Universiti Teknologi MARA, Selangor, Malaysia)

1300-1315 11G3 Innovative veterinary education at Western University of Health Sciences; A summary of the inaugural seven years J Tegzes* (Western University of Health Sciences, College of Veterinary Medicine, Pomona California, USA)

1315-1400 Discussion

1230-1400 11H WORKSHOP: Measurement of clinical skills: Advanced topics K Swygert*1 & A Jobe2 (1National Board of Medical Examiners, Philadelphia; 2Clinical Skills Evaluation Collaboration (jointly NBME/ECFMG), Philadelphia, PA, USA) Location: Boisdale 2, Loch Suite

1230-1400 11I WORKSHOP: The wealth in silence – communication beyond conversation Amy Flanagan Risdal* (Assistant Professor, School of Medicine, Uniformed Services

University, Bethesda, Maryland, USA) WEDNESDAY 8 SEPTEMBER Location: Carron 1, Loch Suite

1230-1400 11J SHORT COMMUNICATIONS: Entry to Medicine and Graduate Entry Programmes Chairperson: Ed Peile (UK) Location: Carron 2, Loch Suite

1230-1245 11J1 The present state and problems in graduate entry program (GEP) in Japanese medical schools N Nara*1, T Suzuki1 & Y Nitta1,2 (1Tokyo Medical and Dental University, Center for Education Research in Medicine and Dentistry; 2Common Achievement Tests Organization, Tokyo, Japan)

1245-1300 11J2 Do graduate and non-graduate medical students have different learning preferences? Shihab Khogali* (University of Dundee, School of Medicine, Dundee, UK)

– 131 – 1300-1315 11J3 An investigation into the professional behaviours of medical students on graduate-entry vs. non-graduate-entry courses in the UK Laura Wark* & Helen O’Sullivan (CEDP, School of Medical Education, University of Liverpool, UK)

1315-1330 11J4 Predicting progress and attainment in a graduate-entry medicine programme Paul Garrud* & Gillian Manning (University of Nottingham, The Medical School, Royal Derby Hospital, Derby, UK)

1330-1345 11J5 The influence of gender and culture on clinical practice - Perceptions of final year medical undergraduates J van Wyk1, K Moodley1, S S Naidoo2 & S Higgins-Opitz*3 (Nelson R Mandela School of Medicine, University of KwaZulu Natal, 1Department of Medical Education; 2Department of Family Medicine; 3Department of Physiology, Faculty of Health Science, Durban, South Africa)

1345-1400 11J6 Entry requirements as predictors of future performance in an Undergraduate Medical Course P Cacciottolo*1, J Vassallo2, N Calleja3 & J Cacciottolo2 (University of Malta, 1Faculty of Medicine and Surgery; 2Department of Medicine; 3Department of Public Health, Malta)

No Discussion

1230-1400 11K SHORT COMMUNICATIONS: The Student as Author of Teaching Resources Chairperson: to be announced Opening Discussant: James McGee (USA) Location: Dochart 1, Loch Suite

1230-1245 11K1 Students as primary virtual patient case authors: The University of British Columbia model D Fleiszer*1, N Posel1, J Masterson2 & L Peterson2 (1McGill University, Montreal; 2University of British Columbia, Vancouver, Canada)

1245-1300 11K2 Video-based online tutorial developed from the students’ insider perspective – A Students’ Project at Heidelberg Medical School H Hudalla*1, J Lübbert*1, R Pjontek*1, P Riedmaier*1, F Scheibe*1 & M Kadmon2 (University of Heidelberg, 1Faculty of Medicine; 2Department of General, Visceral and Transplantation Surgery, Heidelberg, Germany)

1300-1315 11K3 Multiple choice question writing by students is useful for formative assessment R Towers*, C Ditchfield, M A Flynn & J Burke (Medical Education Unit, University of Glasgow; UK)

1315-1330 11K4 Leaving a legacy: Supporting student innovations to enhance engagement C Elam*, M Swadley, J Romond, E Erlandson, J Thomas & A Papoy (University of Kentucky College of Medicine, Lexington, KY, USA)

1330-1345 11K5 Creating an online peer-reviewed medical student journal: barriers and opportunities D Robinson*, M Moneypenny & H O’Sullivan (University of Liverpool, School of Medical Education, Liverpool, UK)

1345-1400 Discussion

1230-1400 11L WORKSHOP: Dealing with more diffi cult doctors in diffi culty Alistair Thomson* & Peter Harrison* (National Association of Clinical Tutors UK (NACT UK), Milton Keynes, United Kingdom) Location: Dochart 2, Loch Suite

– 132 – 1230-1400 11M WORKSHOP: Organising Open Educational Resources (OOER): the UK Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary 2 Medicine (MEDEV) Suzanne Hardy*, Megan Quentin-Baxter* and Lindsay Wood (Newcastle University, Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine, UK) Location: Leven, Seminar Suite

1230-1400 11N WORKSHOP: How to plan and run effective workshops C Savage* and Salmaan Sana* (Medical Management Centre, Institutet for Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden) Location: Gala 1, Clyde Auditorium Complex

1230-1400 11O WORKSHOP: Portfolios in medical education: Design decisions for competency-based training J R Frank & L Snell (The Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada) Location: Gala 2, Clyde Auditorium Complex

1230-1400 11R WORKSHOP: The patient voice as a means to improve validity and reliability in clinical assessment A McGoverin*, R Fuller*, M Homer, R Lane, P Morris*, G Pell* & J Symons (University of Leeds, Leeds Institute of Medical Education, Leeds, UK) Location: Morar, Seminar Suite

1230-1400 11S WORKSHOP: Using action research to improve practice in medical education T Bindal*1, D Wall*2 & H Goodyear*2 (1Alexandra Hospital, Department of Paediatrics, Worcestershire; 2West Midlands Deanery, Birmingham, UK) Location: Ness, Seminar Suite

1230-1400 11T MEET THE EXPERT Jim McKillop (Chair of Undergraduate Board, General Medical Council, UK) Location: Etive, Seminar Suite

1230-1400 11U POSTERS: Student Challenges and Student Support Chairperson: Trudie Roberts (UK) Location: Hall 2, SECC

11U1 Impact of remedial courses on the percentage of students who pass the final exam of basic-medicine subjects A Dominguez-Gonzalez* R Rioboo Talayero, J M Rioboo Martin & EI Miranda Peralta* (Westhill University, Mexico City, Mexico)

11U2 Cleanliness Champions: Is failure to meet deadlines associated with other WEDNESDAY 8 SEPTEMBER indicators of academic and professional behaviours? W Dhaliwal* & A J Gavine* (University of St Andrews, Bute Medical School, St Andrews, UK)

11U3 Plagiarism and how to avoid it – A study exploring the perceptions of staff and students S Jeyarajah* & M J Carrier (Institute of Health Sciences Education, Barts and the London School of Medicine and Dentistry, London, UK)

11U4 Changes in the values of medical students of the Universidad Andrés Bello Viña del Mar Chile, before and after the earthquake of February 27, 2010 Peter C McColl* & Dunny Casanova (Escuela de Medicina Universidad Andrés Bello Sede Viña del Mar, Chile)

11U5 WITHDRAWN

– 133 – 11U6 Undergraduate preclinical and bedside performances are related? A logit model E Gonçalves*, M Portela & M J Costa (Life and Health Sciences Research Institute, School of Health Sciences, University of Minho, Braga, Portugal)

11U7 Starting a family during medical education: Results of a pilot study at the University of Ulm H Liebhardt*1, K Stolz1, K Mörtl3, K Prospero2, J Niehues2 & J M Fegert1,2 (1Ulm University, Dean’s Office of Medical Faculty; 2Clinic for Child and Adolescent Psychiatry, Ulm, Germany; 3York University, Psychology Department, Toronto, Canada)

11U8 Building physical environment in dormitory well-being in daily life affects medical students’ satisfaction N Suwanmungkul*, W Aramrussameekul, A Narkwichean, J Sirirattanapan, K Chansiri, K Reimratanakorn & S Wattanasirichaigoon (Srinakharinwirot University (MEDSWU), Nakornnayok, Thailand)

11U9 Stress in clinical year C Sujjapongse* & S Phansaksiri (Saraburi Medical Education Center, Saraburi Hospital, Saraburi, Thailand)

11U10 Empathy, depression and academic performance M Maillard*, J Reynaga, G Heinze & M Perez* (National Autonomous University of Mexico, Mexico)

11U11 Mental distress among medical students and university college students: The role of gender R Tyssen*1, K M Røsbak1, L K Løvereide1, K C Danielsson1, I Bjelland2,3 & P Nerdrum (1Department of Behavioural Sciences in Medicine, Institute of Basic Medical Sciences, University of Oslo; 2Department of Public Health and Primary Health Care, University of Bergen; 3Clinic for Child and Adolescent Mental Health Services, Norway)

11U12 Medical students’ identities: Ethnicity, learning and the impact on achievement S Vaughan*1, T Main1, J Kerr1, T Sanders2 & V Wass3 (1University of Manchester; 2National Primary Care Centre; 3School of Medicine, University of Keele, UK)

11U13 What’s the story with class attendance? Perspectives from first-year health sciences students S C van Schalkwyk* (Stellenbosch University, Centre for Teaching and Learning, Stellenbosch, South Africa)

11U14 Personal mentorship for medical students: A space to develop the elusive parts of professional competence S Kalén*1, S Ponzer1 & C Silén2 (1Dept of Clinical Science and Education, Södersjukhuset; 2Dept of Learning, Informatics, Management and Ethics, Centre for Medical Education, Karolinska Institutet, Stockholm, Sweden)

11U15 How to easily find a suitable mentor: Matchmaking online P von der Borch*1,2, S Störmann1, K Dimitriadis1,3, F Meinel1, M Reincke2 & M R Fischer4 (1Mentoring Office; 2Department of Medicine; 3Department of Neurology, Munich University Hospital, Ludwig-Maximilians-University, Munich; 4University of Witten-Herdecke, Germany)

11U16 Formal mentoring programs for medical students in Germany – a cross-sectional study F G Meinel1, K Dimitriadis1,2, P von der Borch1,3, S Störmann1, S Niedermaier*1 & M R Fischer (1Mentoring Office; 2Department of Neurology; 3Department of Medicine, Munich University Hospital, Ludwig-Maximilians-University, Munich, Germany)

11U17 Medical student views on paper handouts and the on-line learning support environment S Sadasivam* & N Kumar (University Hospital of North Durham, County Durham and Darlington NHS Foundation Trust, Education Centre, Durham, UK)

11U18 Poor performance of medicine students, lack of cognitive strategies and previous knowledge M E Ponce de León*, M Varela & L Diaz (Universidad Nacional Autónoma de México, México)

– 134 – 1230-1400 11V POSTERS: Curriculum Evaluation Chairperson: Monica van de Ridder (Netherlands) 2 Location: Hall 2, SECC

11V1 Undergraduate skills in ENT: Give us more! E J R Hill* & S Al-Himdani (The University of Manchester, UK)

11V2 Evaluation and quality improvement of obstetric skills training at patient level – using routinely collected data Susanne Schiang1, Charlotte Holm2, Jens Langhoff-Roos2, Astrid Nørgaard3, Birgitte Rode Diness4 & Jette Led Sørensen*2 (1Dept Anaesthesiology; 2Dept Obstetrics; 3Section for Transfusion Medicine, Capital Region Blood Bank; 4Dept Clinical Genetics, Rigshospitalet, Copenhagen University Hospital, Denmark)

11V3 Combination of data for quality assurance and accountability A P Salgueira*, E Magalhães, E Gonçalves, CP Brito, M Portela & M J Costa (Medical Education, Life and Health Sciences Research Institute, School of Health Sciences, University of Minho, Braga, Portugal)

11V4 How to create a medical students survey with the aim to address educational shortcomings with empirical data Maria Ehlin Kolk* & Martin Holmbom* (Swedish Medical Student’s Association, Stockholm, Sweden)

11V5 Students’ opinions at the end of the internship regarding their undergraduate education M P Vidal-Licona1, E Espinoza-Manriquez1, K Mendoza-Salas1, J Aragón-Robles1 & Y Marín-Campos*2 (1Clinical Teaching Secretary; 2Pharmacology Department, National Autonomous University of Mexico, Mexico)

11V6 Evaluation of students’ satisfaction with the “Aachener Modellstudiengang Medizin” S Sudmann, T Forkmann, N Heussen, S Gauggel, R Hilgers, W Dott & M Simon* (RWTH Aachen University, Medical Faculty, Aachen, Germany)

11V7 Compulsory questions on University Student Evaluation of Course (SEC) instruments may not be applicable to a graduate entry medical program: The Griffith University experience R Tedman*, R Loudon & H Pountney (Griffith University, School of Medicine, Gold Coast, Australia)

11V8 The development of a questionnaire for 2nd year medical students to provide feedback on clinical skills teaching: Benefits for both the learner and the teacher Stephen Lloyd-Smart*, Susan McGrath, Diane Fisher, Margaret Ward, Peter Belfield & Andrew Lewington (Leeds Teaching Hospitals Trust, Medical Education Department, Leeds, UK)

11V9 Evaluation of medical education program, Faculty of Medicine, Srinakharinwirot WEDNESDAY 8 SEPTEMBER University, between 2006-2009 Wanchai Buppanharun* (Srinakharinwirot University, Medical Education, Thailand)

11V10 Main teaching strategies for sophomore students in the school of medicine: Comparative, observational study in two generations W A Reyes, J Tapia*, J L Jimenez* & C M Peña (Universidad Nacional Autónoma de México, Surgery Department, Coyoacan, México)

11V11 Changes: Voices of medical students and curriculum planning C Wattanamongkol*, V Rimchala, P Permlarp, R Kitjaak, M Chetanachan, J Chanyaswad, S Phuangsombat, S Wipavakul & V Jeansujitwimol (Prapokklao Clinical Medical Education Centre, Chanthaburi, Thailand)

11V12 Internal evaluation of educational quality: Jahrom University of Medical Sciences, Iran Raoofi Rahim*, Parsa mahjoob Mohammad & Najafipour Sedigheh (1Infectious Ward; 2Internal Ward; 3Educational Development Center, Jahrom University of Medical Sciences, Iran)

– 135 – 11V13 Educational evaluation of School of Dentistry, Tehran University of Medical Sciences F Farzianpour*, H Monzavi, M Merzaei, E Yassini, H Bashizadeh, M Ghazi, H Ghadahari, A Jafari, H Ramazani, M Beitolahi & Jafarzadeh A kassi (Tehran University of Medical Sciences, School of Public Health, Tehran, Iran)

11V14 Internal evaluation based on basic standards of medical education in Ahvaz University of Medical Sciences, Medical School, 2009 Z Moosavi*, M Feghhi & A Olapour (Ahvaz Jundishapoor University of Medical Sciences, Medical School, Ahvaz, Iran)

11V15 Comprehensive evaluation of MD program in Tehran University of Medical Sciences: A lever for change Azim Mirzazadeh, Hamid Emadi, Mohamad Jalili, Ali Jafarian, Fatemeh Sadat Nyaeri*, Abolfazl Golestani, Ahmad Salimzadeh & Mohsen Nasiri Toosi (Tehran University of Medical Sciences, School of Medicine, Educational Development Office, Tehran, Iran)

11V16 A study of nursing specialists’ and students’ views regarding the required revisions and appropriate pattern in B.S. Nursing curriculum Sh Salehi*1 & A Khalifezadeh2 (1Islamic Azad; 2Isfahan Medical Sciences, University Nursing and Midwifery School, Isfahan, Iran)

1230-1400 11W POSTERS: The Context and Approaches to Clinical Teaching Chairperson: to be announced Location: Hall 2, SECC

11W1 Positive experiences in psychiatry clerkships: Lessons from five years of experience J M Bessa*1,2, B Peixoto2, E Gonçalves1, C Brito1 & M J Costa1 (1ICVS, School of Health Sciences, University of Minho; 2Psychiatry and Mental Health Department, Hospital of Braga, Portugal)

11W2 Health service organisation and student learning opportunities M O’Keefe*1, I StupansI2 & S McAllister3 (1University of Adelaide, Faculty of Health Sciences; 2University of South Australia, Division of Health Sciences; 3Flinders University, Faculty of Health Sciences, Adelaide, Australia)

11W3 Spend a week with a surgeon Victoria Duque Mallen* (University of Zaragoza, Miguel Servet Hospital, Zaragoza, Spain)

11W4 Optimising the learning experience on the coronary care unit for medical students S Din* & A Reid (Warrington District General Hospital, Warrington, UK)

11W5 Obstetric dictionary A P Kent* & V Perrott (University of Cape Town, South Africa)

11W6 Patients’ views on student participation in general practice consultation S S L Mol*, J H Peelen & M M Kuyvenhoven (Julius Centre, University Medical Centre, Utrecht, The Netherlands)

11W7 Development and preliminary evaluation of a new orthopaedic clinical attachment for medical students S Grant*1, M Field2, S Gibson1 & D Chanock (1Ayr Hospital, Department Trauma and Orthopaedics, Ayr; 2University Glasgow, Faculty of Medicine, Glasgow, UK)

11W8 A new modified 4:1 clinical placement model: A pilot project A Barrett*1 & S Slattery2 (1Royal College of Surgeons in Ireland, Dublin; 2Cork University Hospital, Cork, Ireland)

11W9 Factors influencing teaching in clinical environment: A qualitative study Roghayeh Gandomkar, Mahvash Salsali & Azim Mirzazadeh* (Tehran University of Medical Sciences, Tehran, Iran)

– 136 – 11W10 The effect of a gender limitative policy in medical education in Iran on knowledge, performance and learning 2 Hadi Zamanian1, Leila Bahramkhani2, Fatemeh Laloha*2 & Amir Ziaee2 (1Tehran University of Medical Sciences, Tehran; 2Ghazvin University of Medical Sciences, Ghazvin, Iran)

11W11 ‘Firm Tutors’ improve medical students’ clinical placements M Clapham*1 & M Gammage2 (1Directorate of Medical Education; 2College of Medicine, University Hospital Birmingham, UK)

11W12 Role playing: A potential technique to enhance humanistic attitudes and behaviors in medical students J Sirirattanapan, N Laoopugsin*, V Mahasitthiwat, K Chansiri, P Sriyabhaya & S Wattanasirichaigoon (Srinakharinwirot University (MEDSWU), Nakornnayok, Thailand)

11W13 Self-directed practice scheduling is equivalent to instructor guided practice when learning Z-plasty O Safir*1, Y Hui2, A Dubrowski2,4, D Backstein1 & H Carnahan2,3 (1Dept of Surgery; 2Wilson Centre; 3Dept of Occupational; 4Hospital for Sick Children, The Learning Institute, University of Toronto, ON, Canada)

11W14 Successful cannulation by medical students: Does it require supervision? A M Gwozdz*, M Klingenberg & D Gill (University College London Medical School, Division of Medical Education, London, UK)

11W15 Rational clinical examination: A survey of the application of clinical skills taught in respiratory medicine R H Kassamali*1, S Noor2 & R Mukherjee1 (1Birmingham Heartlands Hospital, Birmingham; 2School of Medicine, Morriston Hospital, Morriston, Swansea, UK)

1230-1400 11X POSTERS: e-Learning, Technology, Virtual Patients and Evaluation Chairperson: to be announced Location: Hall 2, SECC

11X1 Exploring knowledge, attitudes and behaviors of medical students towards using computer technology in learning Rehab Abdel Hai*1, Sahar Yassin1, M Fouad Ahmad2 & Uno GH Fors3 (1Department of Public Health, Cairo University; 2National Tempus Office, Egypt; 3Virtual Patients Lab, Department LIME, Karolinska Institutet, Stockholm, Sweden)

11X2 From reality to fantasy – Perceived value of virtual learning resources by medical undergraduates Rachel Lindley*, James Giles & Kurt Wilson (University of Manchester, Community Based Medical Education, Manchester, UK)

11X3 Learning in the virtual environment, even on a ‘rough day’? James Giles*, Kurt Wilson & Rachel Lindley (University of Manchester, Community Based Medical Education, Manchester, UK) WEDNESDAY 8 SEPTEMBER 11X4 Open-access e-Learning courses: Potential for implementation M Pellinen*, M Kaila, L Teikko & J P Turunen (The Finnish Medical Society Duodecim, Helsinki, Finland)

11X5 Development of an interdisciplinary blended learning course using virtual patients and skills training for advanced pediatric emergency training R Lehmann*, A Simon, B Toenshoff, G F Hoffmann & S Huwendiek (University Childrens Hospital Heidelberg, Germany)

11X6 Virtual patient journeys in undergraduate medicine K Taylor* & C Jackson (Bute Medical School, St Andrews, UK)

11X7 Mapping virtual patient cases based on knowledge type and cognitive depth Shekhar Kumta*, Lester Critchley, Alex Yung, Yan Jin & Joseph Leung (The Teaching and Learning Resource Centre, The Chinese University of Hong Kong, Hong Kong)

– 137 – 11X8 Comparison of virtual patients and traditional case-based discussion in a neurology rotation J J Cerqueira*, V H Pereira, P Morgado, N J Sousa & M J Costa (Life and Health Sciences Research Institute, School of Health Sciences, University of Minho, Braga, Portugal)

11X9 Evaluation of different designs of virtual patients using the eViP design evaluation instruments S Oberle*1, B Hanebeck1, S Huber1, R Nawrotzki2, C Harter3, E Schönit1, N Schäfer1, B Tönshoff1 & S Huwendiek1 (1Centre for Virtual Patients; 2Anatomy and Cellbiology II; 3Biochemistry Centre, University of Heidelberg, Germany)

11X10 Using interactive video-cases as a source for reflection S Koole*1, J Cohen-Schotanus2, M Valcke1 & A Derese1 (1Ghent University, Faculty of Medicine and Health Sciences, Gent, Belgium; 2University of Groningen, Faculty of Medicine, Groningen, The Netherlands)

11X11 Major incident tabletop exercises: ‘The Next Generation’ J S Mooney*1, P A Driscoll2 & L S Griffiths1 (1University of Salford, School of Computing, Science and Engineering; 2Emergency Department, Salford Royal Foundation NHS Trust, Salford, UK)

11X12 Podcasting practical skills? D M Cocker* & P N Nesargikar (Keele University School of Medicine, Keele, UK)

11X13 How often do students use Wikipedia as a source of anatomical information? A Wood*, S Whiten, M Ford & J Aiton (Bute Medical School, University of St Andrews, St Andrews, UK)

11X14 The uptake of podcasting and portable media players amongst UK medical students T A Coughlin*, K I Jones*, J N Lund, R G E Clement & C L Longman (Royal Derby Hospital, Derby, UK)

11X15 Features of e-learning instruments used by the students of the “Iuliu Hatieganu” University of Medicine and Pharmacy Cluj-Napoca, Romania T Calinici* & V Muntean (University of Medicine and Pharmacy “Iuliu Hatieganu” Cluj-Napoca, Romania)

11X16 How to incorporate your basic science e-learning program into existing courses of an integrated medical curriculum EA Dubois*1 & SF Wagenaar2 (1Leiden University Medical Centre, 2Leiden University Graduate School of Teaching, Leiden, The Netherlands)

– 138 – SESSION 12: FINALE 1410-1540 12 CLOSING SESSION 2 Chairperson: Madalena Patricio (Portugal) Location: Auditorium, Clyde Auditorium Complex

1410-1440 12A The best of the AMEE Fringe! Some highlights of the ever popular Fringe sessions Chairperson: Rachel Ellaway (Northern Ontario School of Medicine, Canada)

1440-1515 12B Spotlights Key messages and take-home points from AMEE 2010 12B1 General Impressions Trudie Roberts (UK) 12B2 Research in Medical Education Lambert Schuwirth (the Netherlands) 12B3 New Technologies Soeren Huwendiek (Germany) 12B4 Interprofessional Education Jill Thistlethwaite (UK) 12B5 A Junior Doctor’s Viewpoint Bernardo Bollen Pinto (Portugal) 12B6 A Student’s Viewpoint Robbert Duvivier (the Netherlands)

1515-1530 awards and prizes AMEE Miriam Friedman Ben-David New Educator Award Medical Teacher Poster Prize AMEE Patil Awards AMEE Poster Quiz Essential Skills in Medical Education Certificates in Medical Education

1530-1540 Closing remarks

1540 Close of Conference

AMEE-ESME COURSES (CLOSED SESSIONS) 1545-1730 ESME course post-conference session Location: Gala 2, Clyde Auditorium Complex

1545-1730 ESMEA course post-conference session

Location: Ness, Seminar Suite WEDNESDAY 8 SEPTEMBER

1545-1730 ESTEME course post-conference session Location: Morar, Seminar Suite

1545-1730 RESME course post-conference session Location: Gala 1, Clyde Auditorium Complex

– 139 – – 140 – thursday 9 september 2

0930-1330 Tour to Glengoyne Distillery & Loch Lomond Departs from and returns to Clyde Auditorium THURSDAY 9 SEPTEMBER

– 141 – – 142 – tour programme & evening events 3

TOUR PROGRAMME Tour Programme enquiries should be directed to: Travel Scot World, 5 South Charlotte Street, Edinburgh EH2 4AN. Tel: +44 131 226 3246. Fax: +44 131 220 1271. Email: [email protected].

Please address any queries to Travel Scot World and NOT to the AMEE Office.

Travel Scot World representatives will be available at the Tours Desk in Hall 5, SECC during the conference at the times given on page 4 of this programme.

Cancellation Policy: If the Company prior to the 1st August 2010 receives a cancellation or amendment from you, a refund of the total amount paid by you for these events less an administration charge of £5.00 will be remitted to you. No refunds will be provided if a cancellation or amendment is received by the Company from you after the 1st of August 2010 although (a) name change(s) to the person(s) detailed in your booking form will be accepted at the discretion of the Company.

At the time of going to press, tickets for some tours are still available. Advance booking is highly recommended by contacting Travel Scot World. All tours will depart from and return to SECC.

SATURDAY 4 SEPTEMBER Edinburgh City Tour (0930-1730) Travel to Edinburgh past historic Linlithgow, where we can see over to Linlithgow Palace, the birthplace of Mary Queen of Scots. On the outskirts of Edinburgh we will enjoy morning coffee & shortbread in the shadow of the magnificent Forth Bridges before a panoramic look at the sweeping Georgian terraces and crescents of the New Town, followed by an interior visit to Edinburgh Castle. After lunch the remainder of the afternoon is free for shopping and/or sightseeing. Price includes: Panoramic sightseeing tour of Edinburgh, admission to Edinburgh Castle, travel by luxury touring coach, services of a Blue Badge Scottish Tourist Guide Price Per Person: £52.00 Departs/Returns to: Clyde Auditorium, SECC (0930-1730 hrs)

SUNDAY 5 SEPTEMBER Glasgow City Tour (1400-1730) This short introduction to Glasgow will cover a panoramic tour of the City Centre, including the River Clyde, the historic Cathedral and Merchant City, the Georgian grandeur of Blythswood Square, Kelvingrove Art Gallery and the University Campus. We drive through the to visit the Burrell Art Collection in Pollok Country Park with the chance

to see the largest herd of Highland Cattle in Britain. TOUR PROGRAMME & EVENING EVENTS Price includes: Interior visit to Burrell Art, travel by luxury touring coach, services of Blue Badge Scottish Tourist Guide Price Per Person: £34.00 Departs/Returns to: Clyde Auditorium, SECC

– 143 – MONDAY 6 SEPTEMBER Stirling and Loch Lomond (0930-1730) From Glasgow we travel northwards to the historic town of Stirling, once the home of the Scottish Kings and Queens. In addition to free time to explore Stirling we are given a guided tour of the Castle. We then skirt the Fintry Hills and Campsie Fells to Loch Lomond where, we head to the picturesque village of Luss, where we will have time to stroll through the tiny cottages to the pier. We will also enjoy the panoramic views at Loch Lomond Shores in the Loch Lomond National Park, and have a chance to do some shopping before returning to Glasgow. Price include: Visit to Stirling Castle, Visit to Luss and Loch Lomond Shores Price Per Person: £52.00 Departs/Returns to: Clyde Auditorium, SECC

TUESDAY 7 SEPTEMBER Border Towns & Rosslyn Chapel (0930-1730) From Glasgow we travel through the Clyde Valley to the ancient market towns of Lanark and Biggar where a very early wooden chapel was replaced in 1164 by a stone Kirk, which in turn was replaced by the current church in 1546. We continue through the Tweed Valley to Peebles, then to Penicuik and to Rosslyn Glen to visit Rosslyn Chapel, a 15th century Medieval chapel, but made more famous by Dan Brown’s novel the Da Vinci Code. The chapel was founded in 1446 and has over the years been associated with the legends of the Holy Grail. Price includes: Admission to Rosslyn Chapel, travel by luxury touring coach, services of Blue Badge Scottish Tourist Guide Price Per Person: £52.00 Departs/Returns to: Clyde Auditorium, SECC

WEDNESDAY 8 SEPTEMBER Ayr and Burns Country (0930-1330) Our journey takes us through the golfing town of Troon, where we will see the Championship links course. At the small village of Alloway we will visit Robert Burns cottage, where the famous poet was born in 1759. There is also the opportunity to visit the Land O’Burns Centre which explains the life and times of Burns before returning to Glasgow. Price includes: Admission to Burns Cottage, Alloway, interior visit to Land O’Burns Centre, travel by luxury touring coach, services of Blue Badge Scottish Tourist Guide Price Per Person: £39.00 Departs/Returns to: Clyde Auditorium, SECC

THURSDAY 9 SEPTEMBER Glengoyne Distillery & Loch Lomond (0930-1330) Travelling from Glasgow we drive to the foot of the Campsie Fells and visit Glengoyne Distillery, where we will see how Scotland’s national drink is produced. For those who wish there is even a taste of the end product! At Balloch we’ll make a stop to enjoy the panoramic views from Loch Lomond Shores in the Loch Lomond National Park before returning to Glasgow. Price includes: Guided tour of Glengoyne Malt Whisky Distillery with tasting, travel by luxury touring coach, services of Blue Badge Scottish Tourist Guide Price Per Person: £39.00 Departs/Returns to: Clyde Auditorium, SECC

– 144 – evening events 3

SUNDAY 5 SEPTEMBER Opening Reception (1930-2130 hrs) A civic reception will be hosted by the Lord Provost at the Glasgow Science Centre’s state-of-the-art riverside complex. Located on the banks of the River Clyde opposite the SECC, Glasgow Science Centre offers a variety of unusual and exhilarating venue experiences amidst the height of contemporary cool. Venue: Glasgow Science Centre, 50 Pacific Quay, Glasgow Price: Free of charge to Conference participants and registered accompanying persons Includes: 2 drinks per person (wine, beer or soft drink) and canapes Note: Transport is not provided

MONDAY 6 SEPTEMBER Scottish Céilidh at Òran Mór (1930-2330 hrs) Sorry - sold out! Òran Mór, meaning the ‘great melody of life’ or ‘big song’, is a cultural centre and meeting place in the heart of Glasgow’s West End. The Auditorium is a breathtaking architectural setting for the AMEE 2010 Scottish Céilidh set beneath the celestial ceiling mural by Alasdair Gray, one of Scotland’s largest pieces of public art. The Auditorium is an atmospheric room enhanced by the original pagan style stained glass windows and figureheads of the reformists as well as retaining the original features of the church. Venue: Òran Mór 731 Great Western Road, Glasgow G12 8QX Price Per Person: £48.00 (includes: Bowl Food, Half bottle of house wine per person, entertainment by céilidh band) Note: Tickets will only be issued to those whose payment has been received in full prior to the event taking place. Transport is not provided.

TUESDAY 7 SEPTEMBER Medical History Comes Alive – Experience the Royal College like never before! (1900-2130 hrs) Experience the history of the Royal College of Physicians and Surgeons of Glasgow like never before. Step back in time by taking part in a live College Tour. Feel the powerful presence of College Founder, Maister Peter Lowe, engage in a spirited debate with the father of modern surgery, Joseph Lister and discover the hidden secrets of our Victorian libraries before feasting on a late night supper in the imposing College Hall. Venue: Royal College of Physician & Surgeons of Glasgow, 232-242 St Vincent Street, Glasgow G2 5RJ Price: Per Person: Alive tour including drinks reception and late night supper (RCPSG Members FREE; Non-members £20) OR Drinks reception and late night supper only (RCPSG Members Free; Non- members £10) Note: To pre-book and reserve one of these limited tickets, contact: Valerie McClure, College Library - TOUR PROGRAMME & EVENING EVENTS [email protected] before September 1st 2010. Bookings after this date will be taken on the day at the AMEE 2010 Registration Desk.

– 145 – – 146 – presenters index 4

Armson, H PCW 25, 11A6 Bindal, T 6I4, 11S A Arora, R 4X1 Binnie, V 4W19 Abbas, M 3J2 Arshad, A 7L3 Birks, S 2V11 Abdel Hai, R 11X1 Artino, A 4M1 Bjelogrlic, P 8X16 Abdelrahman, M 6W17 Asghari, F 2X11 Blaia-d’Avila, V 3V2 Abe, K 7S,10U6 Aston, S 6C6 Blake, K 7X7 Abuaita, M 7U4 Atapattu, P 8G6 Blatt, B PCW 2, PCW 21, 3Q, 4P Achalapong, J 10V17 Atkinson, S 4D2 Blomqvist, P 10U10 Adams, E 2D2 Aubry, C 4W7 Blyth, K 8K3 Adams, C 2F5, 6Z2 Audetat, M 6H3 Boardman, K 6D4 Adkoli, B 6U16 Auntaseree, W 3U18 Boerboom, T 6M1 Aekplakorn, W 10V7 Aylward, M 2X1, 6J2 Boex, J 7M2 Afonso, D 6U6 Azer, S 3H2, 4R, 7V Bok, H PCW 18, 3Y6 Agamy, E 10S Boles, A 11F1 Agger, S 2V2 Bollen Pinto, B PCW 3, 8A, 12B5 Agustin, R 4I4 Bonke, B PCW 16 Ahjad, M 8V6 B Badiei, R 6W16 Boomak, S 4W11 Ahluwalia, S 2V15 Bahar-Ozvaris, S 7I1 Boone, J 6X13 Ahmad, Z 2L4 Bahramkhani, L 3J3, 3U16 Boonluksiri, P 3W4 Ahmad, M F 6U1 Baig, L 10J2 Boonmak, P 8X10 Ahmad, S 8H2 Baillie, S 4Y12, 6D Boor, K 7M, 8M3,10A Ahmed, R 3U1 Bainbridge, L 3E4 Borduas, M 2Y7 Ahmed, N 3X14, 8I2 Bajcetic, M 8E4 Borges, N 2K1, 3L, 8U10 Ahn, J-H 8U1 Ball, S 7O Borleffs, J PCW 7 Aiton, J 2N, 4X Ballweg, R 2X7, 7Z3 Borovszky, H 2M3 Ajjawi, R 3D5 Bamidis, D 8E1 Boscainos, P 3U13 Al Qahtani, S 8U15 Banfield, P 6V16 Boulet, J 3F, 6A Al Shafaee, M 6F2 Banner, S 2J3, 8H Bourdy, C 10J3 Al Wardy, N 4U1 Bannister, T 4D1 Bourousis, E 7U4 Albert, M PCW 19 Baradaran, H 2K6, 4G5, 8W13 Boursicot, K ESMEA, 4B, 6F Albright, S 6G6, 10N Bardget, R 2F2 Bowie, P 7R Alderson, L 8U2 Barnett, A 4D1 Bowmer, I 2G, 6X8 Aldridge, J 8A Barrett, R 7U13 Bradley, S PCW 9, 6Z4 Aleluia, I 6U17 Barrett, A 11W8 Bradley, P 4F1 Alessandrini, B 3V17,10E6 Barry, K PCW 2 Bradley, P M 4W9 Alexander, K 7W5 Bashir, M 4U17 Braidman, I 3M, 6E2 Alg, G 2L8 Bashour, H 2I4 Braunbeck, A 8F3 Alharallah, B 6W2 Basuki, E 7X3 Breckwoldt, J 2I2, 10U14 Alhussain, O 6I5 Bates, J 4F4 Brendel, Th 2Y1 Ali, N 3Y8 Battcock, T 3X1 Brigden, D 2Y8, 4U12 AlJarallah, K 2H8 PRESENTERS INDEX Batty, H 6U12 Briggs, J 7H2 Allery, L 2K Bauer, D 4V7 Brock, E 10A Almothafar, B 4U5 Bax, N PCW 12 Brommels, M PCW 10 Al-Selahi, E 6X6 Baxter, E 2K2 Brooks, W 4N Al-Sheikh, M 6F8 Beard, L 4D2 Brouns, J 3J5 Amaral, E 6F5 Beckers, S 3U12 Brown, N 7F6 Amies, B 7I4 Beckman, T 4M2, 6H Brown, C 8F4 Anderson, P PCW 17 Beech, M 2V14 Browne, K 6X10 Anderson, B ESMEA, 2I, 6I1 Beier-Holdersen, R 4X14 Buckwell, E 4D2 Anderson, I 4V12 Bell, C 3V5 Budkaew, J 4V6 Anderson, P 6V, 10O Bellido, I 3V7 Bundock, L 10X15 Anderson, L 8W3 Bello, F 2B Buppanharun, W 11V9 Andersson, J 7U2 Benjamin, L 8W12 Burch, V 2D, 7W17 Annetts, S 4U3 Benjapolpitak, S 7H4 Burdick, W 2A, 6A Anstey, A 4Y5 Bergman, E 3H4 Burford, B 4C3 Anwar, M 6U18 Berkenbosch, L 7G1 Burford, B 7W18 Aparicio, A 3C, 10B Berman, N 2Z2 Burke, J 8Y Aper, L 7X12 Berry, S 2Y5 Burns, P 3I4 Aquino, J 3Y10, 7D5 Bertrand, C 2W18 Burns, A 10X9 Arbet, S 7W12 Bessa, J 11W1 Busari, J 7G1 Archdall, C 4K1 Bested, K 3K2 Busing, N 3R, 6A, 10C Archer, J 7A Beunza, J 6W4 Butt, J 2F7 Archer, E 10U4 Bezuidenhout, J 4Y6 Buttigieg, R 6B Arita, E 7X10 Bezuidenhout, J 6U8 Buzoianu, A 2J6

– 147 – Byrne, N 4K Correia, R 4K Din, S 11W4 Bystrin, M PCW 26 Correia-Neves, M 6W11 Disbrow, D 8L1 Costa, M 3B Diserens, C 8I1 Costa, R 4E4 Diserens, D 10C6 C Costigliola, V 2C5 Dissaneevate, P 3W10 Cacciottolo, P 11J6 Cote, L 3M2, 4X5 Ditchfield, C 8Y Cali, S 10D2 Cotterill, S 2U, 7O Dominguez-Gonzalez, A 11U1 Calinici, T 11X15 Cottingham, F 10W6 Donnon, T 3F7 Callender, D 2W3 Couglin, T 11X14 Doorley, E 8W4 Cameron, D 4W19 Coupe, J 3D1 Dornan, T 3M4, 10V Candler, C 3O Courtney, J 6F1 Dory, V 3E2 Canter, R PCW 30 Cox, D 3H5 Dowell, J 4G, 8J3 Cantillon, P 7X Cracknell, A 6J1 Dowie, A PCW 5, 2X, 7J4 Capello, C 2R Crampton, P 7W18 Downe, S 2W17 Carr, V 4V11 Crandall, S 2O, 10G Doyle, L 3P, 7W20 Carr, A 4V12 Crocker-Buque, T 4V2 Dreyer, J 7J5 Carroll, J 11B4 Cruess, R 2S, 7K3 Dror, I 1A, 2T Cassimatis, E 5, 7C Cruess, S 2S, 7K3 Dubois, E 11X16 Cekmecelioglu, D 6G2 Crutcher, R 2Y2 Dudzinska, A 8J6 Cerqueira, J 11X8 Cumming, A 6G Dueck, A 8S Chadwick, J 7W19 Curran, I 2B Duffy, K 6U5 Chambers, J 7J2 Currie, J 6E4 Duncan, C 2W15 Chan, M 2G2 Custers, E 6I2 Duque Mallen, V 11W3 Durning, S PCW 4, PCW 21, Chan, A 3G4 2O, 3W, 4V4 Chan, P 4N, 6W Duvivier, R PCW 3, 2C4, 6A, 12B6 Chandratilake, M 6O, 7J3, 10I D Dyrbye, L 3K, 7M1 Chang, A 2F6 D’Avray, L 6C8 Chang, Y-J 10W13 Da Silva, A 6H8 Chang, H-P 10W17 Daetwyler, C 11D E Chansiri, K 7W15 Dafli, E 6E3 Easton, G 8C3 Chantivas, C 4U6 Dall, A 8H6 Edelbring, S 11E2 Chantry, C 2D1 Daly, J 10L4 Edgren, G 3I5 Chea, S 3Y5 Damant, R 7V13 Edson, R 2L5 Chen, D 10W3 Damardjati, T 2W16, 8L Egan, K 2D4 Chen, A C-Y 10W10 Dannefer, E 3L4, 3W9, 7P Egro, F 3V6 Chen, Y 10W12 Danoff, D 2X2, 7G Ehlers, J 3U17 Cherry, G 4G, 8G4,10L1 Danoff, D Ehlin Kolk, M 11V4 Chien, C-C 4W12 Dansawang, W 3Y14 Eika, B 4K2 Chongwiriyanurak, T 8W10 Dao, A 3Y9 Elam, C 6B, 11K4 Chou, H 10W19 Davies, D 2E1, 8E2 Elcin, M 2F8 Chow, J 11F5 Davies, S 2V13 Eley, J 4I1 Chowdhury, F 2L1 De Burbure, C 2C3, 3B, 7U Ellaway, R 2E1, 4D, 8D, 12A Chu, P-H 10W11 De Feijter, J 6J3 Elmslie, T 11A6 Churchward, G 4I1 De Jong, P 4E6, 10O Emadi, H 7V17 Cikes, N 2U3, 7G4 De Klerk, B 4V9 Embo, E 10M3 Clapham, M 11W11 De la Croix, A 8D2 Emerson, S 10H1 Cleland, J 7S, 8X De la Rosa, J 10E3 Engel, P 3X8 Cobb, K PCW 18 De Roos, P PCW 3, 2X8, 6K Eory, A 7V6 Cochrane, J 6U2 Deepak, K 6F7 Eppensteiner, J 8W7 Cohen, R 10V2 Dehghani, F 8V11 Eppich, W PCW 23 Cohen-Osher, M 3V19 Dehn, P 4K2 Erlendsson, K 6G3 Cohen-Schotanus, J PCW 7, 2I Deighan, M 4W17 Esmaily, H 3E3 Cohen-Tigor, D PCW 2 Dejarkom, C 6W9 Eva, K 3A Coker, D 11X12 Dekhinet, R 3B Evans, D 4I5 Coleman, M 2W3 Dekker, H 7M4 Evans, P 7S Collins, C 3V15 Delaney, L 6J8 Eyre, E 7W7 Collins, J 10B Denney, M 3V10, 8O, 10F3 Colville, D 3X3 Dent, J PCW 9, 2Z3, 3L6, 6U Concalves, M 10U7 Derese, A 4Y8 F Concalves, E 11U6 Dermine, A 8X13 Fabry, G 2K5 Consorti, F 2E5 DeZee, K 2W17, 4K3 Fahal, A 6E Cook, D ESTEME Dhaliwal, W 11U2 Familiari, G 8V5 Cook, A PCW 30 Di Loreto, L 4Y10 Fandler, M 8W6 Cook, S 4A Dias, E 2E8 Fang, J 2F3 Cook, V 4U16 Dick, M-L 7K5 Farmer, E 5A, 6A, 7I3, 8T Cooke, L 10C2 Diderichsen, S 6K4 Farzianpour, F 11V13 Cooles, P 7U1, 10W1 Dieguez, D 10X13 Fasham, J 4D2 Coombes, L 3N, 6L5 Dieter, P 3H, 8J5 Fehr, F 4G2 Cope, A 7K2 Dimoliatis, I 7U4 Felber, A 7E4

– 148 – Fenoll-Brunet, M 2J Goodyear, H 8F5, 11S Hemmer, P PCW 4, 2O, 6A, 7W Fernandez, H PCW 15 Gordon, D 7L, 8A Hemphill, R 2P, 7J8 4 Fernandez-Galaz, C 11D4 Gorena, D 10I5 Henning, M 6K5 Fernandez-Garza, N 6H6 Gormley, G 8E3 Henriksen, A-H 8L2 Ferrer, A 2H4 Gorsira, M 10A Henson, L 3W9, 7P Fewtrell, R 4X2 Gottesman, R 6D7 Hernandez, J 4H3 Findlay, B 2Z4, 7H3 Graham, I 2L6 Herron, J 6K2 Finn, G 3H5, 4H2 Graham, S 2V8 Hesselgreves, H 4C1 Finne, G 7J6 Graham, D 7H1 Hewett, J 3Z2 Fischer, M 2E6 Granadeiro, L 3Y11 Hido, T 7U4 Flanagan Risdal, A 11I Grande, J 4W20 Higgins-Opitz, S 2K4, 11J5 Fleiszer, D 10N, 11K1 Grant, S 3W9 High, K 3D4, 4V3 Fletcher, P 4D2 Grant, S 3Z1 Higton, A 10U13 Fluit, L PCW 13 Grant, S 11W7 Hill, E 4W5, 7H6, 11V1 Flynn, E 7X2 Greenberg, L 3V14, 4P Hillegas, R 8W5 Flynn, M 8Y Grell, G 8V9 Hin, J 10W5 Ford, M 7V2 Greszczuk, C 4D1 Hjelmqvist, H 3C4 Forman, P 6U15 Grigoriadis, E 2U1 Hkavari, S 2W6 Forman, L 11D2 Grizelj, I 3U9 Hodges, B RESME, 2M, 4B, 7A Forrest, K 7Q Grogan, J 7V4 Hoffmann, M 2W7, 4V8 Fors, U 3V, 6H5 Grogan, M 10L3 Hoffmann, M Forsberg Lam, M 6C Gruppen, L PCW 22, 2A, 10M Hofsten, A 2M2 Fortes, S 8C1 Guild, S 2N, 6L3, 8V Hogg, G 3U13 Foster, K 10C1, 11C Guimond, C 4C4 Holen, A 3U, 10G2 Frada, T 6M4 Guldbrand Nielsen, G 8V10 Holm, E 6X12 Francois, J 4W15 Gunderson, A 3M3 Holm, D 8U14 Frank, J 2G6, 3Y, 11O Gunning, W 2E2 Holmbom, M 11V4 Fraser, H 3K5 Gwee, M PCW 28, 6B Holmes, B 3F3 Freeman, A 3N, 7F5, 11F Gwozdz, A 11W14 Holscher, H 2V9 French, F 7M3 Gyakobo, M 4V1 Holtzman, K 2C7, 7N French, G 8U12 Holzer, H PCW 2 Friedman, S 11C1 Homer, M PCW 31, 7F3 Hoon, T PCW 28 Frost, D 6D6 H Hoque, E 6V10 Fuller, R ESMEA, PCW 31, 3F2, 4U, 11R Habib, F 10U11 Horder, M 3B Furman, G 8L1 Haddad, F 2X12 Horsley, T 6U21 Furugaki, N 10X4 Hafferty, F 7A, 9B, 10T Hakkarainen, K 11F4 Hosseini, S 2U10 Haldane, T 10J5 Hovedskov, J 6D3 G Hallikainen, J 4Y9 How, C 7W3 Galbraith, R 3A, 4F Hamdy, H 3L1, 4A, 8L3 Hsieh, M-J 8X18,10W14 Galbraith, R Hamilton, J 3Y12 Huang, J-W 10W10 Gallagher, M 3U13 Hammer, R 4D4 Huddalla, H 11K2 Gamanya, R 3V3 Hammick, M PCW 34 Hudson, J 6G7 Huggett, K 3R, 8U10 Gangopadhyay, P 4F5 Hammond, J 8X7 Hughes, R 2V10 Gannam, S 2H4, 7X16 Hamstra, S 11C5

Hughes, C 10G, 11A2 PRESENTERS INDEX Gannon, C 6H7 Han, E 8V4 Huq, S 8K4 Garcia de Diego, J 2L3 Hanebeck, B 2E7 Hussain, A 10U9 Gardiner, N 6J4, 7K4 Hanson, J 2W17 Huwendiek, S 2E4, 6N, 12B3 Garrino, L 6V12 Haramati, A PCW 22, PCW 32, 3J Garrud, P 11J4 Harasym, P 6L1 Gaunt, A 4E5 Harbert, K 3Z3, 8W5 I Gavine, A 11U2 Harden, R Orientation, 1, 3B Ibson, J 10F1 Gayef, A 6V17 Harding, D PCW 27 Igimbayev, T 6V3 Gebauer, M 8D4 Harding, A 7V8 Iglar, K 2G3, 2G5 Geckalan, D 2X8 Hardy, S 11M Ikoko, T 7X6 Ghayur, S 2U11 Harris, P 8J Illige, M 7F1 Gholami, H 3W3 Harrison, P 11L Illing, J 4J4 Gibbs, T 8Q Hart, J 3I4, 7M5, 8G Illing, J 10L Gibson, D 7M2 Hasan, N 4D1 Inoue, C 8X15,10W8 Gifford, H 4D1 Haughey, S 3W14 Ipsen, M 7E1 Gilchrist, A 2Z4 Hawker, D 2Y13 Iqbal, M 11C4 Giles, J 4W5, 7V3, 11X3 Hawthorne, K 8x20 Iramaneerat, C 6L2 Gill, P 6E5 Hayashi, M 7U12 Irby, D 5B, 6A, 7T Girard-Pearlman, J 7V11 Hays, R 6Q Irshad, K 2W13 Gisvold, A 3C2 Heijne-Penninga, M 4O Ishikawa, K 8F2 Glavin, R 6J Heikkila, T 8G5 Glennon, K 6D8 Heitzmann, N 8C5 Glicken, A PCW 24, 6K, 7Z3 Helmstad, G 6M2 Gomi, H 2Y4 Hemani, A 2E3

– 149 – Kemp, A 6X17 Latham, D 6U9 J Kennedy, D 3, 4E3 Lauwers, M 11B2 Jaarsma, A 4U4, 8C Kennedy, M 3X9 Lawrence, D 4I5 Jacobs, J 10K2 Kennedy, D 10W2 Lea, D 2W11 Jacobsen, T 10J Kennedy, S 10X2 Leach, C 8M2 Jacobson, S 7L6 Kennedy-Malone, L 2W10, 8X12 Lecarpentier, E 10V12 Jacoby, R 10V16 Kent, A 2A, 4V, 11W5 Ledwidge, S 7K2 Ja ery, T 7W13 Kergon, C 8G1 Lee, S 6V14 Jahani, P 7U6 Ketola, M 6V9 Lee, S T 10W16 Jahani, J 7U6 Khaimook, A 3U4 Lee, M 10W18 Jaiyesimi, A 2D8 Khajeh, F 6V6 Leeder, D 3W1 Jalili, M 4U11 Khan, K 6D1 Lees, M 2V7 Jamieson, S 8Y Khan, U 10G5 Lehmann, R 11X5 Jan, Y-Y 8X18 Khan, A 10U16 Leinster, S 3H Javaid, A 10U9 Khogali, S 11J2 Lekhakula, A 3L2 Javanmardi, F 4W18 Kibble, S 8M2 Lemonaki, M 7V14 Je eries, A 3C5 Kikukawa, M 2U6 Leung, K 2X14 Je eries, W 8U10 Kim, Y 4U18 Levitin, K 7K6 Jenkins, B 3V1 Kim, S 6W13, 7X11 Licenik, R PCW 33, 4Y7, 8C4 Jenkins, S 6V16 Kim, K-J 10G4 Liebhardt, H 11U7 Jenkins, J 10B Kinzie, S 11A6 Lie , S PCW 14, 6U7 Jenkis, N 6J4 Jensen, M 10J4 Kishore, A 3X11 Lillevang, G 3M1 Jeyarajah, S 11U3 Klaassen, T 11B1 Lilley, P Orientation Jha, V 4X9 Kneebone, R 2B Lim, E 6D2 Jimenez, J 11V10 Knickle, K PCW 11 Lim, W 7V5 Jirasevijinda, T PCW 33 Knight, K 3V11 Lin, P-C 3U3 Jobe, A 11H Knight, R 8X20 Lin, Y 8X14 Joekes, K 6D4 Knox, R 2U7 Lin, T-N 10W15 Johansson, J 10C5 Koch, M 3V13 Lindgren, S 6M, 7C, 8A John, A 8H3 Kodal, T 10X8 Lindley, R 11X2 Johnson, J 6W8 Koizia, L 2F1, 3G2 Lindstrom, V 2M3 Johnson, O 6X2 Kokotailo, P 4R, 8U16 Lindstrom, U 7D2 Johnston, T 3Z4 Kolb, S 2J1 Ling, R 2D2 Johnston, J 8I4 Kondo, A 6V5 Lints, A 2V15 Jolivet, M 6Z1 Konstantinidis, S 8E1 Lischka, M 4L5, 8I Joneja, M 6W14 Koohpayehzadeh, J 4X11 Litmanen, T 7G6 Jones, E 2W10 Koole, S 11X10 Livingstone, K 2Y13 Jones, A 3X10, 6U2 Koppel, C 6E4 Lloyd-Smart, S 11V8 Jones, M 8U3 Kossioni, A 4X13 Lochner, L 6V4 Jones, E 8X12 Kovisto, A-L 4V10 Lockwood, P 4X4 Jones, K 11X14 Kozu, T 11A Lockyer, J PCW 25, 7D6 Joo, P 6E7 Krackov, S PCW 20, 6E7 Locmele, L 8K Jorge, R 8U6 Kragelund, L 11E4 Lombarts, M 6M3 Joury, E 2W8 Kromrei, H 2L7, 8H5 Lonka, K 6K1, 7H Joynes, E 3W12 Kronqvist, P 7U3 Loose, P 8X11 Kropf, R 6F6 Lopez de Lis, C 4C5 K Krupinski, M 3Y16 Lopmeri, M 7W4 Kaalund, B 2I3 Kube, P 8D4 Lotan, E 6X3 Kaapa, P 7U7 Kuhnert, A 7L1 Lough, M 7R Kachur, E PCW 33, 2W Kujumdshiev, S 4U15 Lourdes, S M 4U7 Kafaei, L 4W1 Kukolja Taradi, S 4G4 Lown, B 2W17 Kalen, S 11U14 Kuks, J 4O Lubbert, J 11K2 Kam, B 2I7 Kumta, S 11X7 Ludovico, P 6V7 Kamei, R 6S Kuper, A PCW 19, 2G7 Lugarinho, R 4U2 Karabilgin, O 2H3 Kusumaningtyas, S 3V16 Lumsden, A 2W4 Karakitsiou, D 7U4 Kusurkar, R 2K3 Lynch, M 4L3 Karani, R PCW 15 Kyriakou, P 7U4 Lyon-Maris, J 8M2 Karim, Z 4E2 Lypson, M 3W11 Karppinen, H 2W12 Kassamli, R 11W15 Kattan, T 2U4 L M Kayyal, M 3I1 Labaf, A 3Y1 Ma, I 6V15 Keat, S 4W3 Lachmann, H 6C5, 8C MacDonald, J 10E2 Kebreya, M 6V10 Laidlaw, A 2N MacDougall, J 6U4 Keddie, S 3G5 Lake, J 10X18 Macey, A 3X15 Kelleher, K 7W1 Lalani, A 10V11 MacPherson, G 4J2 Kellett, C 2X4 Laloha, F 11W10 Macpherson, S 10B Kelly, B 6Z3 Laoopugsin, N 11W12 MacRae, C PCW 9 Kelly, D 7R Larsen, S 10W18 Mactier, C 10V18

– 150 – MacVicar, R 2V17 McLeod, R 8X8 Munshi, F 3F6 Magalhaes, E 4G1 McMenamin, C 2D6, 10D Murdoch, M 8W11 4 Maginer, K 10D4 McMillan, F 4U19 Murdoch-Eaton, D PCW 12, 6X Magzoub, M 11G1 McNaughton, N PCW 11, PCW 19 Murphy, M 6I, 8W Mahasitthiwat, V 7W14 McNaughton, N Murray III, J 2R Maheswaran, V 8K1 McNeill, H 6U2 Murrmann, S 2X3 Mahoney, S 7I7 McNeill, S 10H3 Murugasu, H 4C2 Mahta, S 2Q Meagher, F 2X13 Musikawat, P 6G5 Maillard, M 11U10 Megahy, L 4Y4 Muzaffar, J 4W2 Maillet, B 10B Mehta, G 7U10 Myers, J 2W14 Malaker, K 7U1 Mehta, F 10F4 Mylona, E PCW 22 Malik, R 4H5 Meijinee, D 6V1 Malik, A 11G2 Meininger, A PCW 13 Malinowski, R 6V13 Mennin, S ESME, 6N N Manchul, L PCW 26, 4S Merrifield, S 10V14 Nabavian, S 10X11 Mandraka, F 7D3 Merrylees, N 4U21 Naghettini, A 4I2 Maniate, J 2Q Meshkibaf, M 3V12 Najafipour, S 2U12 Mann, K PCW 15 Michaelsen, L PCW 29, 4A Nakagawa, K 7V9 Mann, K 7B, 8F1 Michels, N 2G4 Nalbant, H 7I2 Mann, C 11E3 Miedzinski, L 3J4 Nara, N 11J1 Mannan, A 10I3 Mihalj, M 10U15 Narukhutrpichai, P 4W13 Manninen, K 10D1 Miles, S 10I4 Naumann, R 7L1 Manuel, S PCW 27 Miller, S 10V9 Nedrow, A PCW 32 Marcondes, P 3C6 Mindubayeva, F 7V1 Neidermaier, S 11U116 Mares, J 3V8 Mintzer, J 3U11 Nemr, E 4G3 Marin-Campos, Y 11V5 Mir, R 3X12 Neset, A 3U5 Markou, A 7U4 Mirecka, J 6X16, 7G Nestel, D 2B, 7K2 Marsaban, A 11D5 Mirzazadeh, A 11W9 Newens, P 3X13 Marshall, D 7G3, 8P Mitchell, R 2L2, 4W8 Newson, T 2V16 Martimianakis, T PCW 19, 2M5, 6C3 Mitchell, V 6W15 Newton, C 4Y1, 6C2 Newton, C Martin, J 6E6 Moattari, M 2X9 Nichol, R 2V5 Martin, F 10V15 Moazzam, S 10U9 Niehues, J 6K6 Martinez-Gonzalez, A 2U2 Mohanna, K 2J5 Nieto-Bona, P 7X8 Martins, H PCW 6, PCW 30 Mol, S 11W6 Nihat, A 2F1, 3G2 Martins, M 3K6 Moneypenny, M 6D8 Nihat, A Martins, H 3X Monrouxe, L 7J1 Nimnuan, C 6K3 Masding, M 2Y3, 3X1 Montanari, P 6X15 Nishigori, H 4X7 Maskill, S 3R Montemayor-Flores, D 6H1 Noehr, S 7G2 Mastenbroek, N 11A5 Montemayor-Flores, M 10v6 Noel, J 2C6, 6X7 Mathew, A 3X16 Monti, M 3Y4 Norcini, J 4B, 7C Mathysen, D 8X1 Moonaghi, H K 10K6 Norman, G 2A, 6L Matthews, P 2V12 Mooney, J 11X11 Nothnagle, M 4L4 Mattick, K 4H1 Moosavi, Z 11V14 Nystrup, J 4J Maudsley, G 6W12 Morales, J 3Y10, 7D5 Mawby, J 8K3 Moran, A 10X7 May, W 8L1 Moran-Barrios, J 3Y3 O PRESENTERS INDEX Mayes, R 7F2 Morang, S 2W9 O’Connor, V 8L4, 10U1 Maynard, I 2F7, 7Q Morgado, P 3K1 O’Dowd, A 8Y McAleer, S 6O Morgan, B 4X8 O’Keefe, M 11W2 McCann, C 8W1 Morkedal, B 6F3 O’Sullivan, A 2H2 McCann, J 8W4 Morris, P 11R O’Sullivan, H 8R McColl, P 11U4 Morris Williams, Z 2W1, 10X1 Oberle, S 11X9 McCulloch, G 7W19 Morrison, J 6J Oda, Y 4W4 McDermott, J 3W13 Morrow, G 2V6 Oh, S 8X4 McDowall, V 8W3 Mosalanejad, L 4X3 Okubo, Y 6W7 McGee, J 10N,11K Moslet, C 3U19 Okuyama, N 6G1 McGill, D 10M2 Mossop, L 7W9 Ongartboon, P 4F2 McGoverin, A 11R Mosteanu, O 2J6 Onishi, H 2K, 3D7 McGowan, A 2W2 Mostefaii, G 7U17 Opalek, A 4J1 McGuinness, D 10X16 Moulton, C 3A Orton, H 2X6 McHardy, K 6U11 Mousavi, S 6W5 Osher, E 3V19 McIntyre, R 8V9 Moyes, J 2Z4, 7H5 Ostergaard, D PCW 23, 7A McKavanagh, P 4U13 Mufti, N 8W14 Ostergaard, D McKenzie, H 8U Muir, F 6Z4 Otsuki, J 4I1 McKillop, J 6A, 9A, 10A, 11T Mukdeeprom, P 4X12 Ou, L 10W16 McKinley, D 2C5, 4J3 Mulder, H PCW 13 McLaughlin, K 2I1 Mullan, P 10L2 McLean, M 3Y2, 7B, 8Q, 10C Mullen, K 7I5 McLean, R 4W10 Munro, J 8W11

– 151 – Prathibha, B 2U8 Ross, S 7G5, 10M4 P Pribaz, P 6Z2 Rourke, J 3R, 7I Pakes, B 2J7 Price, J PCW 14 Ruffinengo, C 10D5 Panayiotou, E 10X7 Priestman, A 6W1 Ruiter, D 10M1 Pandey, J 8V8 Prince, O 10H3 Ruiz, J ESTEME Pangaro, L PCW 4, 7K Prospero, K 6K6 Russell, D 10U2, 10U16 Panisko, D 10K5 Pugno, P 4L1, 7C, 10D Ryue, S-H 10K3 Papatsimpa, D 7U4 Punnam, M 6U10 Pararajasingam, A 8V2 Purday, J 4E1 Parikh, R 10X5 Pyorala, E 7X4 Park, J-H 7U9 S Sabouri Kashani, A 3W7 Park, J 10W7 Sadasivam, S 11U17 Parker, K 2I5 Sadat Nyaeri, F 11V15 Parmelee, D 4A,10S Q Quentin-Baxter, M 11M Sadera, G 2Y12 Parmelle, D PCW 29 Quince, T 8V3 Saeed, M 4F6, 10U9 Parnell, N 7X5 Saez Mendez, L 10W9 Parupalli, S 2D3 Safi, S 6I3 Pashayan, N 8J4 Safir, O 11W13 Pasquale, S 3R R Rahayu, G 6H4 Saiki, T 3G3 Pastrana, E 2V3 Rahim, R 11v12 Sakai, M 7V16 Patel, R 2V Raiyawa, S 7U18 Saks, N 3G6 Patenaude, J 2X1 Raiyawa, N 7U18 Saleh, M 3O Patey, R 6J5 Rajoo, S 6V11 Salehi, S 11V16 Patja, J 3C3 Randall, D 8K1 Salgueira, A 11V3 Patrao, L 7X14 Randles, D 10D6 Patricio, M Orientation, 3B, 7B Salisbury, H 6Z3 Rashid, M 6U19 Patterson, F 4V11, 8O Salles, M 7V15 Rasmussen, L 8U14 Patterson, J ESMEA Salman, D 7W19 Ratanacahi, P 10J1 Pavan, M 7U10 Salokekkila, P 8I3 Rauf, A 2I6 Pavlekovic, G 2Y11 Sami, M 3V18 Raynal, M 3G1 Pawlina, W 7J, 8V1 Sana, S PCW 10, 8E, 11N Peile, E 11J Razack, S 6P, 8L5 Sanchez, S 2H5 Pelgrim, E 10F5 Rea, P PCW 17, 8E Sanchez-Mendiola, M 3I2 Pell, G PCW 31, 2F, 3F1, 11R Read, K 7W16 Sandars, J 4R Pellerin, C 7W11 Redmond, T PCW 12 Sandermann, J 4K5 Pellinen, M 11X4 Rees, C 2D7, 8M Sandhu, D PCW 30 Peltola, M 3V9 Regan, C 4L2 Sangkomkamhang, T 4V14 Pelz, A 8D4 Rehman, S PCW 33 Sansomranjai, P 4U10 Pelz, J 8D4 Reid, J 4K4, 8U8 Santen, S 2P, 4I1, 10I2 Penlington, C 3J1 Reid, K 7D4 Santoni, N 3U13 Pereira, V 8X19 Reid, L 10E5 Sargeant, J PCW 25, 3A, 8F Pereira Correia, R 10R Reilly, J 3X15 Sarikaya, O 7I2 Peres, C 8U4 Reimratanakorn, K 7V10 Sartania, N 8Y Perez, M 11U10 Reis, S 4L4 Satthapisit, S 8W8 Perkins, T 3Y15 Revest, P 11F2 Saucier, D 3M2 Perry, M 10H2 Rewers, M 8X17 Saul, P 8X3 Persson, E 6W3 Reyes-Alcazar, V 7W10 Savage, C PCW 10, 3C1, 4H, 11N Pesic-Smith, J 11A1 Reynolds, R PCW 33, 3O Sawdon, M 7L4 Peters, S 7L Reynolds, P 7W7 Scaese, R ESTEME Petroni Mennin, R 6N Rhodes, C 6X14 Scallan, S 8M2, 10X18 Petterson, F 3U2 Rhodes, M 7F7 Schaub-de Jong, M 6M5 Petty-Saphon, K 8A Rhydderch, M 4V13 Scheele, F PCW 13, 10A Philibert, I 7C Richardson, L 3U6 Scheffer, C 2D5, 4M4 Phillips, M 10V5 Ricketts, C 3N Scheibe, F 11K2 Piccinato, C 8U9 Riedmaier, P 11K2 Scherpbier, A RESME, 4H Pieri, M 7U4 Riklefs, V 3U14 Schirlo, C PCW 7, 3B Pilkington, R 10V5 Ringsted, C RESME, 6N, 7A Schlabs, T 2C1 Pillay, V 7W2 Robb, A 2W17 Schlegel, C PCW2, 11D1 Pinnock, R 10D3 Roberts, T ESMEA, 3E, 10A, 11U, 12B1 Schlueter, A 4V5 Piper, M 8D3 Robertson, H 6U11 Schoeman, S 3H1 Pjontek, R 11K2 Roberts-Thomson, R 2J2 Schofield, S PCW 9, 11C Playdon, Z 10V1 Robinson, D 11K5 Schonrock-Adema, J 10I1 Pohl, H PCW 20 Roche, C 2X10 Schuettpelz-Brauns, K 3W8 Ponce de Leon, M 11U18 Rock, S PCW 26 Schuwirth, L 4B, 8F, 12B2 Pongudom, S 2U9 Rodrigues, M 6U20, 8U4 Scolezze, A 7X16 Ponzer, S 2J Roff, S 6O Searle, N 11C3 Posel, N 3V4,10N Rohman, L 3G5 Seefeldt, F M 6U13, 7L3 Pottier, P 3K4 Roland, D 7F4 Seguin, M 8D1 Poulsen, A 4Y13 Rominski, S 4V1 Seibert-Alves, F 8J2 Power, A 2Y9 Ross, M 4W Selberg, H 6D3

– 152 – Selby, M 8X2, 8X20 Stott, S 11A3 Topps, D 8D1 Selleger, V PCW 16 Strand, P 10K4 Toro-Troconis, M 2H1, 2E3 4 Senger, M 8U13 Strawbridge, J 8K2 Torre, D PCw 4 Setna, Z 2F4 Stretton, R 4F3 Toubassi, D 6D6 Setthalak, S 3U7 Stroud, L 3X2 Towers, R 11K3 Seyer, J 8A Struthers, J 2N, 7Z2 Traa, M 2D2 Shackles, D 3Y7 Sudarsono, N 3V16 Tran, T 2M4 Shadbolt, N 3K3 Sudhorm, K 6W6 Tsai, T 6X1 Shafi, R 3H3 Suharjono, T 6H4 Tso, S 2L8 Shah, S 2X15, 3X4 Sujjapongse, C 11U9 Tsoi, D 3D3 Shah, R 3U11 Suraseranivongse, S 3W15 Turan, S 3I6 Shah, V 4E3 Surgenor, M 6X5 Turner, S 2G1 Shah, P 8M4 Suwanmungkul, N 11U8 Tuulari, J 7Z4 Sharma, D 7X1,10L3 Suzuki, T 4C6, 10W8 Tyng, C-F 4U5 Shatzer, J 2P Suzuki, Y 7S, 11C2 Tyssen, R 11U11 Shaughnessy, A 3V19 Svirskis, T 8U7 Shaw, J 4W16 Swanson, J 6F4 Shaw, E 8M1 Swanson, D 6X9, 7N U Shaw, L 11A6 Swygert, K 3F4, 11H Uaphanthasath, R 10V3 Shehnaz, S 4X10 Syeed, N 3X6 Umuhire, G 10R Sherratt, C 6U5 Szostek, J 2Y10 Shin, S 8X9 Szumacher, E 7X15 Shirazi, M PCW2, 10U8 V Van Akkeren, E 4O Siddiqui, Z 7Z1 Van Beukelen, P 6I6, 7W8 Silva, H 7C T Van de Ridder, M 6N, 10F2, 11V Silver, I 7B, 11E5 Tagawa, M 4X6 Van der Lee, N 2G8 Sim, S 8K5 Takeda, Y 2W19 Van der Markt, A 11B3 Simmons, B 6C7 Talford, D 7Z3 Van der Vleuten, C 3N, 7E, 10A, 11E Simon, M 11V6 Tallentire, V 8G2 Van Hell, E 7E3 Simonet, M L 7X9 Tamura, Y 6D5 Van Heusden, M 7V7 Simonia, G 2W5 Tan, C 3D Van Luijk, S PCW 13 Simpson, R 10U2 Tan, K 7L5 Van Merrienboer, J 3L5, 7A Singh, G 4U20 Tan, S 10V13 Van Merrienboer, J Sithicharoon, W 10x3 Tan, R-P 10W4 Van Schalkwyk, G 7X13 Skagen, K 8I5 Tan, N 11E1 Van Schalkwyk, S 11U13 Skinner, C PCW 8, 10I Tanca, L PCW 10 Van Zanten, M 3J6, 4J Skinner, J 3D2 Tang, B 3U13 Varadhan, L 10U12 Sluiter, H PCW 13 Tansirisithikul, R 10V8 Varpio, L 6C1 Tapia, J 11V10 Smee, S ESMEA, 7F Vatansever, K 8G3 Tasker, F 7U11 Smith, J 2H6, 6J6 Vaughan, S 11U12 Tautenhahn, U 8D4 Smith, C 3X5 Vernon, B PCW5 Taylor, M 2W9 Smith, S 10E1 Vessies, D 10H4 Smithies, A 10F6 Taylor, K 6V8, 11X6 Vickery, A 8H4 Smyth, A 4U13 Tedman, R 11V7 Vilar, P 4L6 Smythe, K 2Y14 Tegzes, J PCW 18, 11G3

Vince, G 8R PRESENTERS INDEX Snell, L 6P, 11O Tekian, A 3O, 4I Vinkel, U 10E4 Sobhonslidsuk, A 10X12 Templeton, K 7H1 Visioli, S 10v4 Soderstrom, T 3U2 Tempski, P 2H7 Vogiatzi, M 4Y2 Songrit, K 7U5 Ten Cate, O PCW 21, 3B, 4P, 6G, 10H5 Von der Borch, P 11U15 Sonnadara, R 2V1 Teran, C 10I5 Vrcic-Keglevic, M 6U3 Sopka, S 4U14 Teunissen, P 3E1 Sorensen, J 11V2 Thanomsingh, P 8W2 Souder, D 7E2, 8L1 Theodorsson, T 6F2 W Souder, D Thirunavuukarasuu, A 2Z1 Wade, R 6W18 Souza, R ESME Thistlethwaite, J 4Y, 12B4 Waduud, A 7U13 Soysal, C 2X8 Thompson, T 4Q Wagner, S 6C7 Spooner, M 6J7, 8K2 Thomson, A 2Y, 10X14,11L Wakabayashi, H 7S, 7V12 Spruijt, A 3L3 Thongsri, T 3W6 Wakefield, J 11A6 Spurgeon, T 7W6 Timm, A 3D6 Wakeford, R 6L4, 8O Sriharan, A 2Q Tipold, A 6E1 Waldron, M 8W7 Sriruksa, K 6U14 Tipping, J PCW 26, 4S, 11E5 Wali, S 2V4 Sritharan, K 11A1 Tittle, V 8K1 Walker, J 4I3 Sriyabhaya, P 3W2 Tjeng, R 3U8 Wall, D 11S Stenfors-Hayes, T 2U5 Todd, M 10X10 Wallace, F 10H1 Stephens, C 3I Todorovic, T 8U5 Walsh, A 4Y14 Stevenson, F 8B Toepper, J 7U15 Wang, C-J 8X5 Stewart, W 4D3 Tolsgaard, M 7D1 Wang, R 10D4 Stewart, B 8H1 Tom, C 10G3 Wangsaturaka, D 4U8 Stokes, A 10C3 Topps, M 8D1 Wanvarie, S 4U9

– 153 – Ward, H 6C4 Ward, C 10V14 Y Ware, J 3W5, 10K Yang, C 10U5 Wark, L 11J3 Yardley, S 2M1 Warne, S 3X7,10X6 Yeow, T 6V2 Wass, V 4M Yong, WS 7U8 Wasselove, C 4K4 Yoo, D-M 10W5 Watmough, S 8U11 Yoshida, H 3I3, 6I Watson, W 3D4 Yoshioka, T 4A Watson, L 10X18 Younie, L 4Q Wattanamongkol, C 11V11 Younker, M 2C2 Wattanasirichaigoon, S 6X11 Yousuf, N 3F5 Wedderburn, C 2V18 Yuksel, N 2Y6 Weeks, J 4X8 Weerasinghe, C 6X4 Weetch, A 4D1 Z Zain, Z 8W9 Weggemans, M 2C4, 7H7 Zaini, R 10K1 Welsh, E 8V7 Zaman, I 4I6 Wenrich, M 6G4, 10C4 Zamanian, H 3U15, 11D6 Westerman, M 4M3 Zarghi, N 6W5 Westwood, O 2C Zdravkovic, M 4W6 Whelan, G 7D Zuccolotto, S 7X16 White, C 7U14 Whitehead, C 3Y13 Whiten, S 4H4 Whyte, S PCW 19, 2X5, 8K Wiener-Ogilvie, S 3C7 Wiese-Rometsch, W 2L7, 8H5 Wijnen-Meijer, M PCW 13, 11A4 Wilkerson, L 3P, 10G1 Willerton, L 3L, 8Y Williams, S 3V1 Williamson, T 4Y11 Williamson, J 11A1 Wilson, B 4W2 Wilson, K 6E8 Wilson, C 10V10 Wilson-Delfosse, A 8B Wingelaar, T 6H2 Winston, K 6K7 Wittich, C 3M5 Woeanart, C 10U3 Woffindale, C 11F3 Wohlin, M 11B Wojtczak, A Orientation, 2C Wolf, L 3U10 Woloschuk, W 7I6 Woloschuk, W Wolvaardt, G 2K7 Wong, B 10X17 Wongchanchailert, M 4W14 Wongkietkachorn, A 7U16 Wood, R 3U10 Wood, V 6C2 Wood, A 11X13 Woodley, N 4Y4 Woolf, C 8C2 Wooster, D 7L2, 8S Wooster, E 8S Worthington, R 6Q Wright, M 4C Wright, B 7K1 Wright, S 8J1 Wylde, K 8E5

– 154 – a global online medical MedEdWorld education community

HOME CONTRIBUTING EDITORS JOIN MEDEDWORLD PARTNERS LOGIN www.mededworld.org

NEWS MedEdWorld is an international network though which organisations, medical schools, teachers

PUBLICATIONS and students across the world can share ideas, experience and expertise and through which

CONFERENCES they can collaborate in the further development of medical education. Features include: & MEETINGS • Key journal articles and books • Collaborative learning for students MEDICAL EDUCATION RESOURCES • Conferences – reports and videos • Resources to support staff development FORUMS from past conferences and a listing • Learning resources in medicine SIGs of future conferences • Job opportunities WEBINARS • Courses in medical education • News items COLLABORATIVE – both face-to-face and online LEARNING • Activities of organisations with an • Webinars RESOURCES TEACHING & LEARNING interest in medical education • Special Interest Groups MEDEDWORLD • Networking with colleagues COMMUNITY • Find a Consultant in Education

ORGANISATIONS & PROFESSIONAL BODIES

JOB OPPORTUNITIES Join as an individual or an institution. To find out more or to join, see www.mededworld.org or contact [email protected]. AMEE members have free access to MedEdWorld!

MedEdWorld is supported by email: [email protected]

3 www.amee.org If you would like more information about AMEE and its activities, please contact the AMEE Office: AMEE Office, Tay Park House, 484 Perth Road, Dundee DD2 1LR, UK. Tel: +44 (0)1382 381953 Fax: +44 (0)1382 381987 Email: [email protected] www.amee.org 4 www.amee.orgScottish Charity: SCO31618