2009

Incorporating the XIXth SEDEM Meeting (Sociedad Española de Educación Médica)

Málaga, Spain Palacio de Ferias y Congresos de Málaga 29 August to 2 September 2009 PROGRAMME

With the endorsement of: www.amee.org

Scottish Charity No. SC 031618 Pre-Conference Workshops

Room Room Room MF MF MF MF MF MF Room Room Room MF MF MF MF MF MF Room VIP VIP Press Rm Malaga 2.1 2.2 1.4 / 1.5 Room 1 Room 2 Room 3 Room 4 Room 5 Room 6 1.2 1.1 1.3 Room 7 Room 8 Room 9 Room 10 Room 11 Room 12 1.6 Room 1 Room 2 next to Med School VIP 1&2

PCW 3 ESME FAME PCW 5 PCW 6 RESME PCW 8 PCW 7 PCW 2 ESMEA PCW 9 PCW 4 PCW 2 FAME collegial conflict collegialresolution conflict uses, design,development designinglearningneeds Break out Break out Fight, flight andinsight: Attracting participation participation Attracting Simulation andgaming Practical approaches to Practical in faculty developmentin faculty Teaching andassessing quality improvementquality 0915–1215 hrs Complexity Theory: How to getFaculty how might ithelp Virtual patients:Virtual ESMEA Course RESME Course FAME Course FAME Course ESME Course ‘buy in’‘buy 0915–1215 hrs SA TURDAY

PCW 3 ESME FAME PCW 11 PCW 12 RESME PCW 14 PCW 15 PCW 2 ESMEA PCW 13 PCW 10 PCW 2 PCW 13 FAME TURDAY uses, design,development Facilitating and reflection Break out Break out Break out SA in medical education in medical education in medical Enhancing creativity 1345–1645 hrs Program evaluation How to getFaculty Discourse Analysis Discourse reflective practice How amIdoing? Virtual patients:Virtual Leading change Understanding ESMEA Course RESME Course FAME Course FAME Course ESME Course ‘buy in’‘buy 1345–1645 hrs

PCW 17 ESME FAME PCW 18 PCW 20 ESTEME PCW 22 PCW 19 PCW 21 ESMEA PCW 24 PCW 23 PCW 16 PCW 21 PCW 18 FAME MEETING MEETING PCW health professions educators

education andhealthcare Break out Break out Break out (private) (private) Evaluating theevidence Qualitative research for 0915–1215 hrs Intelligences Theory Connecting medical medical Connecting Teaching veterinary management skills Fostering learning Changing versus progress testing professionalism Leadership and in smallgroups being changed ESTEME Course Symposium on Using Multiple ESMEA Course PCW 34, PCW 35, 34,PCW PCW FAME Course ESME Course School ofHealth Education,School Maastricht PCW 37 PCW Ottawa 2010inMiami 0915–1215 hrs SUNDAY PCW 17 PCW 26 PCW 32 PCW 18 PCW 33 RESMEESTEME PCW 30 PCW 31 PCW 27 PCW 29 PCW 28 PCW 25 PCW 16 PCW 18

health professions educators Break out PCW Leadership challenges Developing highquality 1245–1645 hrs Manage challengesof Generalizability Generalizability Theory Assessing assessment Assessing Qualitative research for Teaching veterinary andpractice Theory Interactive learning multiple-choice tests multiple-choice Using Mind-Body ofpeerteaching clinical teaching clinical progress testing at deanery levelat deanery professionalism ESTEME Course Symposium on Medicine skills CanMEDS 102 PCW 34, PCW 36, 34,PCW PCW SUNDAY Use of PCW 37 PCW 1245–1645 hrs Speaker Preview 1430-1800 1700–1800 hrs Orientation 1700–1800 hrs Monday 31 August 2009

Pavillion Auditorium Auditorium Room Room Room Exhibit. MF MF MF MF Room MF MF MF Room MF Room 1 1 2 2.1 1.2 2.2 Room Room 2 Room 6 Room 7 Room 1 1.4 / 1.5 Room 3 Room 8 Room 5 1.1 Room 4 1.3 A B C D E F G H I J K L M N O P Q Session 1A 1 PLENARY 0900– 1045 hrs COFFEE 2A 2B 2c 2d 2e 2f 2g 2h 2i 2J 2K 2L 2M 2N 2O 2P 2Q LARGE GRP SYMPOSIUM SYMPOSIUM RESearch short com short com short com short com short com short com short com short com short com short com WORKSHOP WORKSHOP WORKSHOP Session 2 1115– 1245 hrs written Themes: teaching Research in Research Curriculum: (in Spanish) Assessment: The Teacher: Teacher: The Teacher: The Patient safety Patient Enquiry-based e-learning and Evidence-based Evidence-based in students Stress and junior doctors community-based Medical Education education research education medical curriculum Providing feedback Providing Curriculum changes Teaching & learning: Teaching & learning: Teaching Clinical training skills Peer-assisted learning Peer-assisted Ethical issues in medical postgraduate education postgraduate approaches to transition to approaches education: Postgraduate Teaching or Assessment? Teaching Evaluation of the teacher Evaluation New horizons in simulation horizons New

SEDEM AGM ESME ESTEME ESMEA FAME RESME LUNCH 1300-1400 LUNCH LUNCH LUNCH LUNCH LUNCH

unch 3A 3B 3c 3d 3e 3f 3g 3h 3i 3J 3K 3L 3M 3N 3O 3P 3Q LARGE GRP SYMPOSIUM FRINGE Research short com short com short com short com short com short com short com short com short com PhD REPORT WORKSHOP WORKSHOP WORKSHOP

Session / L 3 1415– offee 1600 hrs / C hibits Ex Themes: Themes: The OSCE The Feedback Fringe (1) Fringe Challenges Curriculum: Curriculum: Assessment: Measurement Measurement The write stuff write The e-learning and of clinical skills Introduction to Work-based and Work-based clinical teaching Quality assurance medical education Teaching & learning: Teaching Communication skills Communication Staff development (1) Staff development Can medical education education: Postgraduate management: Education Young medical educator: Young Beyond CBME: Community CBME: Community Beyond contribute to world peace? world to contribute Delivery of clinical teaching Engaged Medical Education Curriculum development (1) Curriculum development undergraduate education (1) education undergraduate Outcome-based (1) education

COFFEE 4A 4B 4C 4d 4e 4f 4g 4h 4i 4J 4K 4L 4M 4N 4O 4P 4Q SYMPOSIUM SYMPOSIUM SYMPOSIUM Research short com short com short com short com short com short com short com short com short com WORKSHOP WORKSHOP WORKSHOP WORKSHOP Session 4 1630– 1800 hrs Themes: Themes: Final exam Final Curriculum: Curriculum: Assessment: e-learning and trainees in difficulty Miscellaneous topics Miscellaneous Teaching & learning: Teaching Staff development (2) Staff development Writing for publication for Writing e-Learning Research in e-Learning Research Global best practices in Multiple mini interview education: Postgraduate management: Education Curriculum development (2) Curriculum development Training for General Practice for Training for high stakes examinations high stakes for undergraduate education (2) education undergraduate Health Professions Education Professions Health Outcome-based (2) education continuing medicalcontinuing education A practical managing guide to Approaches to clinical to teaching Approaches Quality considerations assurance Integration of medical education Integration Education for quality in for assurance Education How can learn anatomy? students How the Americas and Iberian Peninsula

5T 5i 5J 5K 5L 5M 5N 5O 5P 5Q WORKSHOP MEETING MEETING WORKSHOP WORKSHOP WORKSHOP WORKSHOP WORKSHOP WORKSHOP WORKSHOP WORKSHOP WORKSHOP Session 5 1815– 1945 hrs IME X Scholars learning cases (invitation only) (invitation Test construction Test – Continuum of care – Continuum communication skills communication Humanism in Surgery safe and effective and effective safe care Continuing Professional Professional Continuing Virtual Patient Application Application Virtual Patient of interactive CME program of interactive Constructing problem-based Development and Leadership Development and management: Evaluation clinical toward Piloting teams Development (invitation only) (invitation Development Taking AMEE home, why wait? why home, AMEE Taking Enhancement of interpersonal of interpersonal Enhancement brain-based learning principles link: Participation strongest The incorporate lessons that Teamwork Program Performance Portfolio (P3) Portfolio Performance Program

PLENARY SHORT COMMUNICATIONS PRIVATE MEETINGS / MEET THE EXPERT RESEARCH PAPERS / PhD REPORTS SECRETS OF SUCCESS SYMPOSIUM / LARGE GROUP WORKSHOPS POSTERS FRINGE COURSES Monday 31 August 2009

MF MF MF MF Room VIP VIP POSTER AREA Exhibit. Press Business Oficina Direccion Function Function Room 9 Room 10 Room 11 Room 12 1.6 Room 2 Room 1 (restaurant) Hall Rm VIP Center de Certa- 1 2 R S T U V W X Y Z AA BB CC DD EE 1&2 Atención menes (restaurant) (restaurant)

2R 2S 2T 2U 2V 2W MEET THE 2X 2Y 2Z 2AA 2BB 2CC 2DD 2EE WORKSHOP WORKSHOP WORKSHOP WORKSHOP WORKSHOP WORKSHOP EXPERT POSTER POSTER POSTER POSTER POSTER POSTER POSTER SoS WORKSHOP CPR Haramati Aviad Jason Hilliard behaviors education with society CPR Training CPR Attitudes, ethics Attitudes, Speaker Preview Speaker to say “I’m sorry” “I’m say to Gapminder World World Gapminder In your Face(book): Face(book): In your Continuing medical Continuing Education research, research, Education Professional conduct Professional in medical education Secrets of Success Secrets (1) and cultural diversity Peer assisted learning assisted Peer Teaching and learning Teaching The student in difficulty student The Problem-based learning: Problem-based Medicine’s social contract Medicine’s CanMEDS Family Medicine CanMEDS Family management & leadership management Redirecting unprofessional Case studies and evaluation clinical and procedures skills Teach students and residents and residents students Teach 1115-1200 1200-1245 1100-1300 hrs : Health systems systems 1100-1300 hrs : Health and Universities (Spanish/English) and Universities

MEDINE MEETING MEETING 3R 3S 3T 3U 3V 3W 3X 3Y 3Z 3AA 3BB 3CC 3DD 3EE WORKSHOP WORKSHOP WORKSHOP WORKSHOP WORKSHOP WMEEORKTSINGHOP Meeting POSTER POSTER POSTER POSTER POSTER POSTER POSTER SoS IAVANTE CPR IAVANTE CPR Training CPR Professionalism (invitation only) (invitation Speaker Preview Speaker Education and the Education healthcare system student as teacher student The student and the student The Secrets of Success Secrets (2) of medical education Standardized patients Standardized Postgraduate training: Postgraduate skills into the curriculum into skills Developing a scholarship Developing When generations collide generations When Planning clinical teaching Integration of non-technical Integration Community-based education Community-based Leadership and management Leadership of postgraduate Accreditation Medical Teacher Board Meeting Board Teacher Medical medical in N America education Foundation Years and the trainer Years Foundation

4R 4S 4T 4U 4V 4X 4Y 4Z 4AA 4BB 4CC 4DD 4EE WORKSHOP WORKSHOP WORKSHOP WORKSHOP WORKSHOP MEETING MEETING POSTER POSTER POSTER POSTER POSTER POSTER POSTER SoS IAVANTE CPR IAVANTE Simulation Assessment: CPR Training CPR (invitation only) (invitation Speaker Preview Speaker Specialist training for clinicalfor teaching in medical education Secrets of Success Secrets (3) Group BEME Steering Is effective education education Is effective Patients and contexts and contexts Patients really entertainment? really Curriculum evaluation Curriculum themes (1) International dimensions International Curriculum development: Setting standards for high for Setting standards fidelity simulation centres fidelity simulation putting theory practice into Clinical, workplace and peer workplace Clinical, 1600-1745 hrs: Spanish Deans Working Group (invitation only) (invitation Group Working research qualitative Developing community of medical educators Tools for supporting for international Tools

5R 5S 5U 5V WORKSHOP WORKSHOP MEETING WORKSHOP WORKSHOP MEETING MEETING by playing cards playing by (invitation only) (invitation only) (invitation Facilitating reflection Facilitating BEME Executive Meeting BEME Executive Role of a utility approach Role of a utility approach International Generic Skills International Building online communities: Program Acceleration Cognitive and the Script Concordance Test and the Script Concordance Research Group (invitation only) (invitation Group Research Social to professional networking Social professional to Medical Education Board Meeting Board Medical Education

PLENARY SHORT COMMUNICATIONS PRIVATE MEETINGS / MEET THE EXPERT RESEARCH PAPERS / PhD REPORTS SECRETS OF SUCCESS SYMPOSIUM / LARGE GROUP WORKSHOPS POSTERS FRINGE COURSES Tuesday 1 September 2009

Pavillion Auditorium Auditorium Room Room Room Exhibit. MF MF MF MF Room MF MF MF Room MF Room 1 1 2 2.1 1.2 2.2 Room Room 2 Room 6 Room 7 Room 1 1.4 / 1.5 Room 3 Room 8 Room 5 1.1 Room 4 1.3 A B C D E F G H I J K L M N O P Q Session 6A 6 PLENARY 0900– 1045 hrs COFFEE 7A 7B 7c 7d 7e 7f 7g 7h 7i 7J 7K 7L 7M 7N 7O 7P 7Q LARGE GROUP LARGE GRP SYMPOSIUM RESearch short com short com short com short com short com short com short com short com short com short com WORKSHOP WORKSHOP WORKSHOP Session 7 1115– 1245 hrs (BEME) Themes: Themes: Students: Curriculum: Assessment Assessment: Standard setting Standard Getting published Competency-based Ethics and attitudes Teaching & learning: Teaching communication skills communication Assessing the written Assessing the written Teaching basic science basic science Teaching Training for leadership for Training through team training team through The student in difficulty student The postgraduate education postgraduate Training to be a surgeon to Training education: Postgraduate management: Education “The Swiss Experience” – “The Experience” Swiss Improving patient safety patient Improving to students and residents students to Interprofessional education Interprofessional Teaching and learning medicine Teaching postgraduate medical education postgraduate Medical Education Best Evidence e-Learning: Use of e-portfoliose-Learning: Use in chances and pitfalls with Bolognachances Themes to include in the curriculum to Themes

AMEE AGM ESTEME ESME ESMEA FAME RESME LUNCH 1300-1400 LUNCH LUNCH LUNCH LUNCH LUNCH 8A 8B 8c 8d 8e 8f 8g 8h 8i 8J 8K 8L 8M 8N 8O 8P 8Q unch SYMPOSIUM SYMPOSIUM short com Research short com short com short com short com short com short com short com short com short com PhD REPORT WORKSHOP WORKSHOP WORKSHOP

Session / L 8

1415– offee 1600 hrs / C hibits Ex eLearning: eLearning: Curriculum: Assessment: education (1) education Simulation (1) Simulation Professionalism learning outcomes Professionalism (1) Professionalism Understanding PBL New perspective on New The Bologna Process The Teaching & learning: Teaching faculty development International medical International School-based learning Exploring Synchronous Exploring Synchronous Formulating and writing Formulating management: Education with struggling students Effective mobile learning Effective e-Learning: Development e-Learning: Development The student: Career choice Career student: The Workplace-based assessment Workplace-based Continuing medical education Continuing and sharing of virtual patients Tackling common OSCE pitfalls common Tackling Selection medicine for of students Transnational Collaborative Learning Collaborative Transnational

COFFEE 9A 9B 9C 9d 9e 9f 9g 9h 9i 9J 9K 9L 9M 9N 9O 9P 9Q SYMPOSIUM SYMPOSIUM FRINGE Research short com short com short com short com short com short com short com short com short com short com WORKSHOP WORKSHOP WORKSHOP Session 9 1630– 1800 hrs (continued) Fringe (2) Fringe Research in Research e-Learning: e-Learning: Curriculum: Curriculum: The student The Assessment: Simulation (2) Simulation PBL evaluation Professionalism (2) Professionalism Teaching & learning: Teaching What makes a leader makes What in medical education? teaching and learning teaching Use of virtualUse patients Teaching and learning Teaching Generalisability theory Formulating and writing Formulating Postgraduate education: education: Postgraduate learning outcomes learning outcomes What makes a curriculum makes model What and what difference does it make? difference and what Assessment of clinical competence Education management: Selection management: Education International medical (2) education International Teaching online & sharing resources Teaching Early years of postgraduate training of postgraduate Early years for Postgraduate or specialist training Postgraduate for

PLENARY SHORT COMMUNICATIONS PRIVATE MEETINGS / MEET THE EXPERT RESEARCH PAPERS / PhD REPORTS SECRETS OF SUCCESS SYMPOSIUM / LARGE GROUP WORKSHOPS POSTERS FRINGE COURSES Tuesday 1 September 2009

MF MF MF MF Room VIP VIP POSTER AREA Exhibit. Press Business Oficina Direccion Function Function Room 9 Room 10 Room 11 Room 12 1.6 Room 2 Room 1 (restaurant) Hall Rm VIP Center de Certa- 1 2 R S T U V W X Y Z AA BB CC DD EE 1&2 Atención menes (restaurant) (restaurant)

7R 7S 7T 7U 7V 7W MEET THE 7X 7Y 7Z 7AA 7BB 7CC 7DD 7EE WORKSHOP WORKSHOP WORKSHOP WORKSHOP WORKSHOP WORKSHOP EXPERT POSTER POSTER POSTER POSTER POSTER POSTER POSTER SoS WORKSHOP MEETING CPR Janet Grant Norman Geoff Portfolios CPR Training CPR at the bedside at (invitation only) (invitation Speaker Preview Speaker Improving medical Improving Teaching CanMEDS Teaching communication skills skills communication Secrets of Success Secrets (4) Raising awareness of Raising awareness Curriculum themes (2) Formative assessment, assessment, Formative Curriculum integration reflection and research reflection and the impact of disability in developing countries in developing 1100-1300 hrs : Healthcare 1100-1300 hrs : Healthcare Selection medical for studies workplace-based Integrating progress tests and final exam and final tests progress 1115-1200 1200-1245 ESME Advisory Meeting Board Demography (Spanish/English) Demography Facilitating medical education Facilitating about facilitating small groups about facilitating Team-based, lectures and other Team-based, assessment into medical training into assessment questions (FAQ) asked Frequently approaches to teaching & learning teaching to approaches Problem solving, clinical reasoning, clinical reasoning, solving, Problem

MEETING MEETING VIEW IMEX AGM Board 8R 8S 8T 8U 8V 3W MEET THE 8X 8Y 8Z 8AA 8BB 8CC 8DD 8EE WORKSHOP WORKSHOP WORKSHOP WORKSHOP WORKSHOP WMEEORKTSINGHOP EXPERT POSTER POSTER POSTER POSTER POSTER POSTER POSTER SoS IAVANTE CPR IAVANTE The OSCE The e-Learning: Portfolios in Portfolios CPR Training CPR Debriefing as Speaker Preview Speaker Marilyn Hammick medical education Teacher evaluation Teacher biostatistical terms biostatistical trainees in difficulty Secrets of Success Secrets (5) Basic medical sciences formative assessment formative How to transform your your transform to How Curriculum development PowerPoint presentation PowerPoint Assessing and supporting Scientific reasoning, basic reasoning, Scientific undergraduate case studies undergraduate Training for General Practice for Training Selection specialty for training (Best Evidence Medical Education) (Best Evidence

9R 9S 9T 9U 9V 9W 9X 9Y 9Z 9AA 9BB 9CC 9EE WORKSHOP WORKSHOP WORKSHOP WORKSHOP WORKSHOP WORKSHOP MEETING POSTER POSTER POSTER POSTER POSTER POSTER SoS IAVANTE CPR IAVANTE of teaching the early years CPR Training CPR Speaker Preview Speaker Written assessment assessment Written Getting started in and standard setting and standard Secrets of Success Secrets (6) Strategies for high for Strategies Staff development The professionalism professionalism The Postgraduate training: Postgraduate Communication skills Communication The wealth in silence – in silence wealth The e-Learning: Postgraduate e-Learning: Postgraduate performance improvement Interprofessional education Interprofessional impact faculty development can encourage teachers How skills scenarios for simulation for scenarios skills case studies & virtual patients medical scholarship education Writing clinical communication Writing communication beyond conversation beyond communication

PLENARY SHORT COMMUNICATIONS PRIVATE MEETINGS / MEET THE EXPERT RESEARCH PAPERS / PhD REPORTS SECRETS OF SUCCESS SYMPOSIUM / LARGE GROUP WORKSHOPS POSTERS FRINGE COURSES Wednesday 2 September 2009

Pavillion Auditorium Auditorium Room Room Room Exhibit. MF MF MF MF Room MF MF MF Room MF Room 1 1 2 2.1 1.2 2.2 Room Room 2 Room 6 Room 7 Room 1 1.4 / 1.5 Room 3 Room 8 Room 5 1.1 Room 4 1.3 A B C D E F G H I J K L M N O P Q 10A 10B 10c 10d 10e 10f 10g 10h 10i 10J 10K 10L 10M 10N 10O 10P 10Q SYMPOSIUM SYMPOSIUM short com RESearch short com short com short com short com short com short com short com short com short com WORKSHOP WORKSHOP WORKSHOP WORKSHOP Session 10 0900– 1030 hrs unch / L e-PBL Students Reflection Evaluation e-Learning: Curriculum: Progress test Progress Bologna Process Progress with the Progress offee Simulated patients Simulated of Medicine Programme What is the place of CAM is the place What What should educational should educational What education: Postgraduate Training to be a specialist to Training International Foundations Foundations International in the medical curriculum? International collaboration International on the wall... mirror Mirror, / C processes in medical schools processes Experience in using portfoliosExperience feedback and self-assessment feedback of medical schools (in Spanish) Ethical and social accountability an undergraduate medical course an undergraduate Integrating Reflective Practice Reflective into Integrating Implementing goals and managing Implementing research do, and how should it do it? and how do, research hibits Ex COFFEE Session 11a 11 plenary 1100– 1300 hrs

ESTEME ESME ESMEA FAME RESME lunch LUNCH LUNCH LUNCH LUNCH LUNCH

HK FEST ESTEME ESME ESMEA FAME RESME Session 12 DISMANTLE ESME Course FAME Course FAME RESME Course ESMEA Course ESTEME Course Ex hibit Hans Karle Festschrift

PLENARY SHORT COMMUNICATIONS PRIVATE MEETINGS / MEET THE EXPERT RESEARCH PAPERS / PhD REPORTS SECRETS OF SUCCESS SYMPOSIUM / LARGE GROUP WORKSHOPS POSTERS FRINGE COURSES Wednesday 2 September 2009

MF MF MF MF Room VIP VIP POSTER AREA Exhibit. Press Business Oficina Direccion Function Function Room 9 Room 10 Room 11 Room 12 1.6 Room 2 Room 1 (restaurant) Hall Rm VIP Center de Certa- 1 2 R S T U V W X Y Z AA BB CC DD EE 1&2 Atención menes (restaurant) (restaurant) 10R 10S 10T 10U 10V 10X 10Y 10Z 10AA 10BB 10CC WORKSHOP WORKSHOP WORKSHOP WORKSHOP WORKSHOP MEETING POSTER POSTER POSTER POSTER POSTER POSTER WORKSHOP CPR e-Learning: Career choice Career Patient safety Patient CPR Training CPR Speaker Preview Speaker (invitation only) (invitation (Spanish/English) (Spanish/English) The medicalThe teacher Learning theories Learning in medical education Chiropractic Education Outcome based education 0830-1100: Accreditation Active learning strategies Active toys: my you me show Let How to design instruction to How Prove they have learned it! have they Prove The educational environment educational The Podcasts, instructional design Podcasts, journée ‘normal’ (in French) ‘normal’ journée application: to information From Introducing PDAs, MP3, i-phones PDAs, Introducing Comment piloter une équipe lors d’une piloter Comment

PLENARY SHORT COMMUNICATIONS PRIVATE MEETINGS / MEET THE EXPERT RESEARCH PAPERS / PhD REPORTS SECRETS OF SUCCESS SYMPOSIUM / LARGE GROUP WORKSHOPS POSTERS FRINGE COURSES

CONTENTS 1

Letter of Endorsement from Her Majesty Queen Sofia of Spain ...... 2 Welcome letters from the Presidents of AMEE and SEDEM ...... 3 Committees, Endorsing Organisations and academic and organisational support .. 4

Section 1 General information Travelling from Malaga Airport ...... 7 Accommodation ...... 7 Useful information about Malaga ...... 8 Maps and hotels ...... 9

Information about the Conference How to get to Palacio de Ferias y Congresos ...... 0 Pre-conference workshops at University of Malaga Medical School .. .. 0 Registration desk opening hours ......  Internet access ......  Audio-visual information ......  Audience response system ...... 

Academic Programme Programme and abstract book ...... 2 Personalised programme builder ...... 2 Conference sessions ...... 2 Plenaries ...... 2 Symposia/Large groups ...... 2 Spotlights ...... 2 Short communications ...... 2 Research papers ...... 3 PhD reports ...... 3 Posters ...... 3 Workshops ...... 3 Fringe ...... 4 Secrets of Success ...... 4 Table topics ...... 4 Courses ...... 4 Simulation and hands-on CPR training opportunity for all participants .. .. 5

Prizes and Awards ...... 6

Group meetings ...... 7

Exhibition ...... 9

Personal diary ...... 24 GENERAL INFORMATION Plans of the Conference Centre ...... 25

Section 2 Pre-conference programme Saturday 29 August ...... 27 Sunday 30 August ...... 29

Main Conference programme Monday 31 August ...... 33 Tuesday 1 September ...... 73 Wednesday 2 September ...... 3

Section 3 Social programme and tours ...... 25

Section 4 Index of presenters, chairs and opening discussants ...... 27

Please look at the AMEE website from time to time for Conference updates

–  – LETTER OF ENDORSEMENT FROM HER MAJESTY QUEEN SOFIA OF SPAIN

–  – WELCOME TO AMEE 2009 1

Welcome to AMEE 2009, incorporating XIXth SEDEM Meeting On behalf of AMEE, I am very pleased to welcome you to AMEE 2009. It seems hardly any time at all since we met last year in Prague, but here we are again, looking forward to another exciting, stimulating and friendly Conference in the warm and welcoming city of Malaga. The AMEE Conference has now become the world conference on medical and healthcare professions education, regularly attended by more than 2,200 participants from over 80 countries. What is so exciting is that each year almost half of the participants are new to AMEE conferences, many of whom have heard about the conference from colleagues. In these difficult economic times, we appreciate that support to attend conferences is more difficult to obtain, and that some of you are funding your own attendance. We will do our very best to justify your confidence, and to ensure that the AMEE 2009 provides you with not only a stimulating and academically rewarding experience, but also that you have a happy and very enjoyable time in Malaga and make lasting friendships. AMEE 2009 is a special Conference since it has been organised in collaboration with SEDEM, the Spanish Association for Medical Education. We are very pleased to be able to welcome almost 250 participants from Spain, Portugal and Latin America. To acknowledge this great support, some symposia and workshops will be held in Spanish, in addition to the extensive conference programme in English. All sessions in Spanish are clearly marked in the programme. Additionally the plenary presentations are being simultaneously translated into Spanish, courtesy of IAVANTE, The Foundation for Technological Advancement and Professional Training of the Andalusian Regional Health Ministry. We are also delighted that, for the first time at AMEE, synchronous webstreaming of the plenary sessions in both English and Spanish has been arranged by IAVANTE, so that those not fortunate enough to attend the Conference can experience live what is happening. As always with such a large event, many people have contributed much time and effort to bringing it all together. We are very grateful to the Andalusian Regional Health Ministry, the City of Malaga, the Faculty of Medicine of the University of Malaga, the National Conference of Deans of Faculties of Medicine in Spain and of course SEDEM for their support. We would like especially to thank the student group, ably led by Dani Rodríguez from Malaga Medical School, for their many contributions to the Conference, both academic and organisational. “ We are also delighted and honoured to receive the endorsement of Her Majesty Queen Sofia of Spain who extends her welcome and best wishes to Conference participants. We wish you all an enjoyable stay in Malaga.

Madalena Patrício (AMEE President)

La Conferencia Anual de la AMEE y el XIX Congreso de la SEDEM Málaga 2009 Fiel a su cita bienal, La Sociedad Española de Educación Médica, (SEDEM), convoca a todos los educadores de las Ciencias de la Salud de nuestro país, y de los países iberoamericanos a la decimonovena edición de su congreso. En esta ocasión, lo hace en unas circunstancias muy especiales. Por segunda vez en sus casi 40 años de historia, la SEDEM celebra su congreso conjuntamente con la Conferencia Anual de la AMEE. En 1995 la AMEE y la SEDEM celebraron un congreso conjunto en Zaragoza. Aquellos eran otros tiempos y los congresos de la AMEE no habían alcanzado el desarrollo de hoy día. Este año 2009, como ya viene siendo habitual de un tiempo a esta parte, la AMEE atrae un número cada vez mayor de participantes y de comunicaciones, (en esta ocasión, cerca de 2300 participantes de más de 80 países y cerca de 1800 comunicaciones). Sin duda alguna, estas cifras han convertido la conferencia anual de la AMEE en el verdadero Congreso mundial de Educación Médica. Por ello es una enorme satisfacción poder celebrar conjuntamente ambos congresos en nuestro país y especialmente en Málaga y sobre todo compartir el nuestro con el principal evento de Educación Médica a nivel internacional, dentro del marco de magnifica colaboración que ha existido siempre entre ambas GENERAL INFORMATION sociedades. Los congresos de AMEE, han desempeñado siempre un papel muy importante en la implementación del cambio en educación médica, ofreciendo a educadores, profesores, estudiantes, investigadores y otros agentes implicados, la oportunidad de actualizar y compartir la información sobre los desarrollos y las buenas prácticas en educación médica. Para los educadores médicos españoles, implicados actualmente en un proceso de cambio educativo, este acontecimiento es una oportunidad de oro, que no podemos desaprovechar, para explicar lo que estamos haciendo, compartir y sobre todo para aprender. Por ello quiero agradecer la participación de todos aquellos que acuden al congreso y también de aquellos procedentes de Iberoamérica que podrán compartir, si lo desean, sus propias experiencias en sesiones en español. Quisiera también expresar mi agradecimiento al grupo de estudiantes de las facultades de medicina españolas que colaboran con enorme entusiasmo al buen desarrollo de las diferentes actividades, a la Conferencia Nacional de Decanos de Facultades de Medicina Españolas por su implicación en el Congreso y a las instituciones que nos han apoyado desde un principio, muy especialmente la Junta de Andalucía, la Facultad de Medicina y la Universidad de Málaga y el Ayuntamiento de Málaga Finalmente en nombre de la SEDEM quiero también dar la bienvenida a los delegados de todos los países que han acudido a Málaga y agradecer el esfuerzo que seguramente han realizado muchos de ellos para acudir, en los momentos difíciles como los que estamos viviendo. Con el deseo de que todos podamos disfrutar y sacar provecho de las actividades programadas y de la hospitalidad de Málaga, os reitero nuestro agradecimiento y nuestra bienvenida.

Jordi Palés (Presidente de SEDEM)

–  – The Andalusian Regional Health Ministry is very pleased to be a sponsor of the AMEE 2009 Conference The Andalusian Regional Health Ministry is the main authority that governs health in the Autonomous Community of Andalusia. With a size of 87,597 km2, and 8,059,461 inhabitants, Andalusia is the most populated autonomous community in Spain. 16.22% of the population is younger than 15 years and 14.63% is older than 65. Life expectancy at birth according to data from 2006 is 76.4 years for men and 82.5 years for women. The resources of the Health Ministry go towards healthcare, prevention and rehabilitation of the population of Andalusia, as well as for the development of important research projects and training of healthcare professionals, and are made up of the following: • 1,500 Primary care centres (387 Main PHC, 1,113 Local PHC) • 44 Public hospitals (5 level I, 9 level II, 6 level III, 14 level IV, 10 proximity H) • 8 Transfusion centres • 88,310 Healthcare professionals • 9,518.91 M € Health budget

The Core Principles on which the Andalusian Public Health System is based are: Quality as the driving force: • A strongly coordinated and efficient public system in continuous growth. • Quality-driven for response time, accessibility, continuity, familiarity, comfort, • Human touch, high technology, safety and efficient performance.

Accessibility and Transparency: • More and better-informed citizens with increased freedom to make decisions and take greater responsibility for their own health, gaining equal opportunities through transparent and accurate information.

Social Control: • Active social participation on an individual and collective basis. • An organization that listens to its citizens as allows them to participate in decision making.

Professional Participation: • Obtaining, recognizing and stimulating commitment from professionals is the key to success and to secure their essential participation.

There is therefore special interest in constantly improving the quality of training for its health professionals. Great efforts are made in innovation of teaching methodologies, updating of the professional competencies and generating all the possible alliances with the educational and university institutions, both on a national and international level.

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–  – AMEE Executive Committee Members Dr Madalena Patrício (President) Professor Trudie Roberts 1 Professor Ronald M Harden (General Secretary/Treasurer) Professor Cees van der Vleuten Dr Kati Hakkarainen Dr Margarita Barón Maldonado (ex officio) Professor Jean Jouquan Professor Stefan Lindgren (ex officio) Dr Jorge L Pales Robbert Duvivier (Student Representative) Dr Charlotte Ringsted Professor Trevor Gibbs (coopted)

AMEE Secretariat AMEE registration desk staff Mrs Pat Lilley (Operations Director) Tracey Martin Denis Morgan Miss Tracey Martin (Administrator) Lorna Buj Louise Russell Miss Lorna Buj (Secretary) Trevor Gibbs Paul de Roos Miss Sharon Marr (Secretary) Jane Litherland Salmaan Sana Ciara Norman Lilian Swaen

AMEE technical support Audio-visual support Molly Gunn Corporate Events Alistair Stewart (www.corporate-events.co.uk)

Desktop publishing Lynn Bell

Endorsing Organisations AMEE is grateful to the following for their endorsement of AMEE 2009: Junta de Andalusía Universidad de Málaga Ayuntamiento de Málaga

Local Organising Committee: M Teresa Alfonso (HM) Jorge L Palés (SEDEM) Alfredo Blanes (Medical School, UMA) Jesús Millán Núñez-Cortés (SEDEM) Teresa Campos (JA) David Riley (JA, IAVANTE) Carmen Cortés (JA) President Daniel Rodríguez (student, IFMSA-Spain) Dolores González (JA) Ignacio Santos (Medical School, UMA) Salvador González-Barón (Medical School, UMA) Emilio Sanz (SEDEM) Arcadi Gual (SEDEM) Juan D Tutosaus (SEDEM) Teresa Labajos (UMA) Guillermo Vázquez (JA, IAVANTE) José Pablo Lara (Medical School, UMA) JA: Junta de Andalusía (Autonomous Government of Andalusia); SEDEM: Spanish Society for Medical Education; UMA: Malaga University; HM: Ministry of Health

AMEE Student Group – look out for the Red polo shirts! We’re pleased to have an international group of student helpers attending the Conference, coordinated by Dani Rodríguez (IFMSA Regional coordinator for Europe) and Nono Baeyens (IFMSA-Spain National Officer on Medical

Education), in collaboration with Robbert Duvivier (Student Representative on AMEE Executive Committee). GENERAL INFORMATION Those signed up to date are: Nikos Davaris (Greece) Margot Weggemans (The Netherlands) Ahmet Murt (Turkey) Asbjørn Hasselager (Denmark) Robbert Duvivier (The Netherlands) Marta Kiszkielis (Poland) Tim Crocker-Buque (UK) Chloe Lai (Taiwan) Maxime Moulin (France) Dace Šurna (Latvia) Palu Schwanitz (Germany) Fatima Ghaddar (Lebanon) Stepan Sulek (Czech Republic) Ioana Goganau (Romania) Fat’hi Mustafa (Egypt) Cristóbal Cuadrado Nahum (Chile) Matthew Stull (USA) Rustam Aliyev (Azerbaijan) Wendelien van der Gaag (The Netherlands) Lamia Jouini (Tunisia) Raphaael Buttigieg (Malta) Andrea Scicolone (Italy) Mohammad Shalaby (Egypt) Pierluigi Tocco (Italy) Anggara Mahardika (Indonesia) Jose Pedro Águeda (Portugal) Jan Precek (Czech Republic) Julien Denis (France) Laura Tanca (Romania) Raquel Correira (Portugal)

For further information on some of the social activities arranged, and for a schedule of activities for students please visit the student desk, and 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 reviewers Scientific Committee: Margarita Baron Maldonado Charlotte Ringsted Larry Gruppen Trudie Roberts William McGaghie Cees van der Vleuten Emil Petrusa Val Wass

Reviewers: Margarita Baron Maldonado Sue Higgins-Opitz Trudie Roberts Isobel Braidman Robert Hulsman Miriam Ruesseler Raphael Bonvin Merete Ipsen Jolanda Schonrock-Adema Klarke Boor Debbie Jaaarsma Pim Teunissen Nicole Borges Nazan Karaoglu Monica van de Ridder Kathy Boursicot Sue Kilminster Cees van der Vleuten Tim Dornan Nick Lown Jan van Tartwijk Erik Driessen William McGaghie Bas Verhoeven Larry Gruppen Leila Niemi-Murola Pirashanthie Vivekananda-Schmidt Arcadi Gual Jorge Pales Val Wass Alex Haig Ed Peile Miriam Zukas Ronald Harden Emil Petrusa Jo Hart Charlotte Ringsted

PhD reports reviewers: Cees van der Vleuten Albert Scherpbier

Short communications and poster submission reviewers: Nigel Bax Are Holen Susan Pasquale Hudson Birden Geir Jacobsen Godfrey Pell Ralph Bloch Ann Jobe Jim Price Benno Bonke Jean Jouquan Lesley Pugsley Nicole Borges Elizabeth Kachur Subha Ramani Manuel Costa Athol Kent Dujeepa Samarasekera Vicki Dale Mary Lawson John Sandars Andre de Champlain Moira Maley Joan Sargeant Joke Denekens Henrique Martins Nuno Sousa John Dent Michelle McLean Linda Snell Steven Durning Nancy McNaughton Olle ten Cate Toni Errichetti Jadwiga Mirecka Alistair Thomson Trevor Gibbs Elza Mylona Herman van Rossum Anita Glicken Debra Nestel Andrzej Wojtczak Matthew Gwee Peter Nippert Kati Hakkarainen Jorgen Nystrup

–  – GENERAL INFORMATION 1

Malaga Airport is located 8 km from the city centre with excellent communication links to the whole of the Costa del Sol.

Travel from the Airport to the City Centre: 1 Malaga Airport Bus Service: There is a half hourly Airport Bus from outside the Terminal Two arrivals hall to Malaga city centre, Service no 19. The Bus stop is located just outside the main arrivals hall (turn right on leaving and walk 40m). The cost is around 1 Euro. To Málaga City from the Airport to Malaga bus and train station every 1/2 hour: First Bus: 0700 hrs Last Bus: 2400 hrs From Malaga bus and train station to the Airport every 1/2 hour: First Bus: 0630 hrs Last Bus: 2330 hrs

2 Malaga Airport Taxi Service: There are always plenty of taxis waiting at Malaga Airport. There are two tariff bands: Fare 1 weekdays from 06.00 am to 10.00 pm: (meter starts at €3.14; each kilometre travelled costs €1.00); approximate cost from the airport to the city is €15-€20. Fare 2 weekdays from 10.00 pm to 06.00 am, Saturdays and holidays: (meter starts at €4.14; each kilometre travelled costs €1.16) approximate cost from the airport to the city is €18-€22. (NOTE: AFTER MIDNIGHT there is a 2 Euro supplement)

3 Malaga Airport Train Service: There is an excellent half hourly train service to Malaga City from the station in front of the main terminal, which takes 12 minutes. To Málaga City: First train 07:09 then 39 and 09 minutes past the hour; last train 23.59. The train station is outside the airport building and not signposted from the Arrivals Hall. You should take the lift in the arrivals hall up to the Departures Hall and then walk to the outside, towards the upper level parking area. Keeping in line with the terminal building, with the parking area to your left, walk to the end of the parking and turn right, going over the footbridge, which spans the road below. Follow the signs for the train station. The walk from the airport building to the station is a good five to ten minutes. When you reach the station there is a small flight of concrete stairs up to the train platform. There is no lift or escalator, so if you have a disability or are travelling with awkward, heavy luggage, you may need help. It is important to know that you must have a ticket before you board the train, or you will be liable for a fine of around 10 times the cost of the fare. There is an automated ticket machine at the airport station, but you will need Euro coins (sometimes notes are rejected!). Occasionally the machine will only accept the exact fare, so be prepared! Most one way journeys are under 3 Euros depending on destination and day of the week.

Accommodation If you still need to reserve accommodation, please contact El Corte Ingles as soon as possible: AMEE Congress Tel. 00 34 91 454 60 50 or 00 34 91 204 26 41; Viajes El Corte Inglés S.A. fax. 00 34 91 547 88 87; GENERAL INFORMATION C. Princesa, 47 4a Planta email: [email protected] 28008 Madrid, Spain

TOURS Any remaining tickets for social events and tours may be purchased onsite from the El Corte Inglés representatives. Hotel and tours representatives will be available at the following times at the Accommodation/Tours Desk situated in the foyer of Palacio de Ferias y Congresos near the AMEE Registration Desk. Saturday 29 August 0800-1700 Sunday 30 August 0800-1930 Monday 31 August 0800-1830 Tuesday 1 September 0800-1830 Wednesday 2 September 0800-1400

–  – Useful information Credit cards and currency exchange: The currency in Málaga is the Euro (€). At the time of going to press the exchange rate is: 1 Euro = 0.86p (UK) 1 Euro = $1.4 (US). Foreign currency exchange is normally done in banks or ‘cajas de ahorros,’ which are savings banks, but there are usually authorised exchange offices in important tourist areas that are open outside banking hours. Hotels, travel agencies and some large department stores will also change currency, although they generally charge a few cents more in commission than banks. There are a large number of banks in Spain, making the exchange of foreign currency easy and efficient. There are as many, ATM machines as banks, and they take all types of credit cards, making it very easy to have instant access to cash. Banks are open to the public from 8.30 a.m. to 2 p.m. every day except Sundays and bank holidays, although they close on Saturdays from May to September. The savings banks (cajas de ahorros) are open every day except Saturday and Sunday until 2.30 p.m. All major credit cards are accepted by many businesses. Perhaps American Express and Diners Club are less common than Visa and Mastercard. Smaller restaurants and bars generally only accept cash.

Gratuities: Spaniards are fairly relaxed about tipping etiquette. However service is not usually included in restaurants and it is customary to leave the spare change, or up to 10% of the total in a smarter restaurant. Taxi drivers and bartenders may be tipped less - a few coins is sufficient in either case.

Climate: The weather for end of August/early September is likely to be dry, warm and sunny, with average daytime temperatures of between 26-30oC, falling to around 20-23oC in the evening.

Health and accident insurance: Participants are reminded that they should make sure they have appropriate insurance cover for themselves and their possessions before leaving their home country.

Electrical Supply: As in most of continental Europe, the electricity supply in Málaga is 220v. Electrical sockets take standard European two-pin plugs.

Smoking Policy: Smoking is not permitted at the Conference venues. Most public places in Spain now ban smoking, except in designated areas.

Where to eat in Málaga: A list of restaurant suggestions will be available at the registration desk.

Children: Please note that children are not permitted to attend any of the academic sessions and should not be left unaccompanied at any time in any of the conference areas.

Disabled participants: Participants with disabilities are asked to contact the AMEE Office (amee@dundee. ac.uk) in advance of the Conference so that we can do our best to make your conference participation as easy as possible.

–  – CITY CENTREMAPWITHHOTELS

Scale: Approx 4cm = 1km – 

See www.amee.org to see expandable version of this map

Tours pick-up point: Banco Santander, Calle Larios * Granada workshop pick up point

GENERAL INFORMATION 1 INFORMATION ABOUT THE CONFERENCE

Conference Venue All the main conference sessions and most of the pre-conference workshops take place at: Palacio de Ferias y Congresos de Málaga tel: 952 04 55 00 Avda. Ortega y Gasset, 201 Fax: 952 04 55 19 29006 Málaga Email: [email protected] Spain Website: www.fycma.com

See map on page 9. Palacio de Ferias is around 4 kilometres west of the city, midway between the city and the airport. Travel by public transport from the city will take around 15-20 minutes.

How to get to Palacio de Ferias y Congresos: AMEE bus schedule:

Day Activity Depart from: Depart (a.m.) Depart (p.m) Saturday Preconference workshop and Hotel NH Malaga 0800 hrs 1230 hrs course – participants only Avenida Río Guadalmedina, s/n, (please go to nearest hotel) Malaga (no 3 on map) Hotel AC Malaga Palacio 0800 hrs 1230 hrs Cortina de Muelle, 1, Malaga (no 7 on map) Palacio de Ferias y Congresos 1245 hrs 1700 hrs

Sunday Preconference workshops and Hotel NH Malaga courses – participants only Avenida Río Guadalmedina, s/n, (please go to nearest hotel) Malaga (no 3 on map) 0800 hrs 1230 hrs Hotel AC Malaga Palacio 0800 hrs 1230 hrs Cortina de Muelle, 1, Malaga (no 7 on map) Palacio de Ferias y Congresos – 1700 / 1800 hrs

Sunday Evening: Opening ceremony & reception Conference hotels – See hotel notices Palacio de Ferias y Congresos – 2100-2200 hrs

Monday Main Conference Conference hotels See hotel notices Palacio de Ferias y Congresos – 1815 / 2000 hrs

Tuesday Main Conference Conference hotels See hotel notices Palacio de Ferias y Congresos – 1815 hrs

Wednesday Main Conference and Festschrift Conference hotels See hotel notices Palacio de Ferias y Congresos – 1330 / 1900 hrs

Public buses: Bus line EMT no 4 departs at 10-15 minute intervals from the city centre (Paseo del Parque and Alameda Principal are the main stops in the city centre) and goes to Palacio de Ferias y Congresos, Avenida Ortega y Gasset. The journey takes 15 minutes.

Taxis: Taxis are inexpensive and readily available. Expect to pay between €8-€10 from the city centre to Palacio de Ferias y Congresos.

Pre-conference workshops at University of Malaga Medical School Pre-conference workshops 34, 35, 36 (in Spanish) and 37 (in English) on Sunday take place in the Medical School. Faculty of Medicine University of Málaga Campus de Teatinos 29071 Málaga

There is no registration desk at the University. Conference packs should be collected from the registration desk at Palacio de Ferias y Congresos. From the University Campus de Teatinos, bus no 22 goes to Palacio de Ferias y Congresos. From the city centre, bus stop Alameda Principal, bus route 20 goes to the main entrance of the Medical School.

– 10 – Registration desk opening hours: All participants should register in the foyer of Palacio de Ferias y Congresos at one of the following times: 1 Saturday 29 August 0800-1700 Sunday 30 August 0800-1930 Monday 31 August 0800-2000 Tuesday 1 September 0800-1800 Wednesday 3 September 0800-1800 (Please note that it will not be possible to mount posters and exhibits until 1430 hrs on Sunday)

On-site payments: Participants who have made an arrangement to pay their registration fee at the desk are asked to present their invoice and pay by credit card or cash (UK Pounds Sterling, Euros or US Dollars accepted – the exchange rate will be indicated at the registration desk).

Conference notice board and messages: Please check the boards near the registration desk for updates and for personal messages. Between Wednesday 26 August and Wednesday 2 September messages for the AMEE Secretariat and for conference participants may be sent to: [email protected]

Internet Café PCs for internet access are available in the Internet Café on level 1 from 1400 hrs on Sunday 30 August to Wednesday 2 September.

WiFi: Wifi cards may be purchased at the AMEE Registration Desk. Price: 15 euros per day.

Audio visual arrangements A computer with sound facilities and a data projector/beamer are provided in all presentation rooms for plenaries, symposia, large group sessions, short communications and workshops. No additional audiovisual aids are provided for poster presentations. It is not possible to use your own computer for symposia, large group sessions, short communications, research papers, PhD reports and Fringe presentations to avoid delay during changeover. Pre-conference and conference workshop facilitators may use their own laptops if they wish. If software other than PowerPoint is required for your presentation, please contact the AMEE Office as soon as possible. Please take your presentation on CD or USB device to the technician in the Speaker Ready Room located in the Press Room by VIP 1 and 2, Level 1 from 1430 hrs on Sunday. If possible this should be done the day before your presentation, or a minimum of 4 hours before the start of your session. Name the file as follows: Session code and your family name, e.g. 2C6 Smith.

‘Keepad Interactive’ Audience Response System The ‘Keepad Interactive’ Audience Response System will be used by some of the speakers and workshop facilitators to increase the interactivity of the sessions. The keepads are easy to use and we hope you will collect one from the Keepad Interactive Desk next to the Conference Registration desk. Please complete the orange form in your conference wallet and hand it in to pick up your keepad. A signature for receipt of the keepad will be required. Keepads are on loan to participants free of charge, but must be returned to the Keepad Interactive desk before leaving at the end of the Conference. Missing keepads will be charged at a rate of $100. Plenary, symposium, large group, pre-conference and conference workshop presenters have been invited to use the Audience Response System and Sally Bateman ([email protected]) will be pleased to integrate questions into a presentation if presenters send a PowerPoint slide as a template, together with their questions. For further information and assistance please contact the AMEE Office ([email protected]) GENERAL INFORMATION

CME Accreditation and Certificates of Attendance CME Accreditation from The Royal College of Physicians has been applied for. A register of attendance will be available to sign and certificates of participation will be provided for pre-registered participants.

Conference Evaluation An online conference evaluation form will be available for completion immediately following the conference. Some sessions will be evaluated separately, including workshops. Evaluation forms will be handed out by workshop facilitators and should be returned to the student assistant, or handed in to the registration desk or faxed/mailed back to the AMEE Office.

– 11 – ACADEMIC PROGRAMME

Programme and Abstract Book: A programme and book of abstracts will be available for collection from the Registration Desk. Please note that due to space restrictions, it has not been possible to include the full text of the poster presentations in the abstract book and only the title, authors, contact details and session numbers are indicated in the abstract book. To obtain the full text of the poster as submitted, please follow the instructions under ‘Personalised programme builder’ below.

Personalised programme builder: Due to the complexity of the AMEE 2009 programme and the many choices available in the simultaneous sessions, AMEE is offering for the first time a personalised programme builder where you can construct a programme that meets your particular needs. In advance or during the Conference, go to http://www.amee.org/Login.aspx and enter your login and password details. Select the programme builder option from the left-hand menu and enter the keywords that meet your particular interests. Every presentation that conforms to your selected keywords will be displayed in the relevant session of the Conference. All the abstracts as originally submitted will be available for download. You can then draw up a shortlist of presentations that meet your requirements. If you have a presentation of your own, this will automatically be displayed in the relevant session, indicating your commitments. (Please note: this only applies if you submitted the presentation, and not if someone else submitted it on your behalf.)

Language: The language of the conference is English. Five sessions will be conducted in Spanish: Pre- conference workshops PCW 34, 35 and 36; Symposium 2B (Current curricular changes in Spanish Medical Schools); and Symposium 9B (Ethical and social accountability of Medical Schools). One workshop (10T) will be conducted in French.

Webstreaming: The plenaries and some symposia will be streamed from a link on the AMEE website, courtesy of IAVANTE. The presentations will be available in English and Spanish. See http://amee.iavante.es/eng and http:// amee.iavante.es/esp.

Conference sessions Plenary sessions: A plenary session will take place on each day. There will be the opportunity to pose questions to speakers immediately after each presentation, and discussion time has been allocated at the end of each session. The presentations will take place in Auditorium 1 with an interactive video link to Auditorium 2. Participants in Auditorium 2 will be able to ask questions directly to the speaker. Additional seating is available in Pavilion 1, with plasma screens showing the plenary presentations. There will be an opportunity to engage in further discussions with some of the plenary speakers during the ‘Meet the Expert’ sessions.

Symposia/Large Group Sessions: Seventeen symposia or large group sessions on a wide variety of topics are included in the programme. Following introductory presentations by one or more presenters, approximately half of the session will be set aside for discussion.

Spotlights: Six ‘Spotlight’ topics have been selected. In the final plenary session the Spotlight presenters will highlight what for them are the take-home messages from the Conference on these topics. For topics and presenters see page 123.

Short communication sessions: Each presenter has been allocated 10 minutes followed by 5 minutes for questions. All sessions have a chairperson and some sessions additionally have an opening discussant where time for discussion has been allocated. We have tried very carefully to group relevant presentations together around the theme of the session. • Information for short communication presenters: – Note carefully the time and location of your session; – Hand in your PowerPoint presentation at the Speaker Preview Room in good time (see instructions on page X); – Go to your presentation room at least 15 minutes before the scheduled start of the session and introduce yourself to the chairperson; – Please speak slowly and clearly during your presentation, remembering that for many in your audience English may not be their first language; – Ensure your PowerPoint 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 (a minimum of 24 point text is suggested); – A single page handout, giving the key messages from your presentation, is always appreciated; – Keep strictly to the 10 minutes allocated for your presentation. The chairperson will ask you to stop when your time limit has expired and will then ask the audience for questions.

• 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 sessions starts. You need not worry about loading the presentations since this should 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);

– 12 – – 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; 1 – 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 3 minutes; – Facilitate the discussion as appropriate.

Research in Medical Education Papers: These papers were selected by the Scientific Committee and reviewers as good examples of research in medical and healthcare professions education. Competition was intense, with over 130 papers submitted for only 28 places. These sessions, grouped by topic area, have an emphasis on methodology. Each session has four papers, the presenters of which have 12 minutes to present, followed by 8 minutes for questions. At the end of the session are 10 minutes for 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. Presenters of Research in Medical Education Papers should follow the ‘Information for short communication presenters’ above, except that 12 minutes is allowed for presentation.

PhD Reports: These are included in the programme for the first time. Those who have completed at PhD in healthcare professions education in the preceding three years were invited to submit a report based on their thesis. Eight presentations were selected from 25 submissions. Presenters of PhD Reports should follow the ‘Information for short communication presenters’ above, except that 12 minutes is allowed for presentation.

Posters: Posters are an important part of the AMEE Conference in terms of communicating ideas about new approaches to education and reports of research studies and other work in the area. Themed presentation sessions have been included in the programme. Each session will have a chairperson.

• Poster mounting and specification: When to erect your poster: Please bring your poster with you – do not send it to us in advance. Posters should be mounted on Sunday 30 August from 1430-1800 hrs or between 0800-1000 hrs on Monday 31 August (in order to qualify for entry to the Poster Prize competition – see page 16). Posters should be removed between 1100-1330 hrs on Wednesday 2 September. Where to erect your poster: Posters will be mounted in the Main Restaurant at Palacio de Ferias y Congresos in themed groups and will be available for viewing throughout the Conference. Please see the programme for the location and time of your poster session. Each board will be labelled with the identification number, poster title and name of author(s). Fixing materials will be provided. Size of poster: Posters should be a maximum of 95 cm wide and 150 cm high (portrait orientation). Larger posters cannot be accommodated.

• Structure of poster sessions and role of the chairperson: The poster session: Each themed group has been allocated a discussion session in the programme which will take place around the posters. Presenters should meet the Chairperson by the poster boards for that group 15 minutes before the scheduled start of the session. The Chairperson will lead the group around 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.

Availability of poster presenters: In addition to the formal poster presentation session, presenters are GENERAL INFORMATION 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 discuss your poster outside of the scheduled session. A handout of the key messages of your poster is helpful, and you are encouraged to bring a supply with you. Note: due to space restrictions in the abstract book, only the title, authors, contact details and session code of posters has been included. The full text may be downloaded through the ‘Personalised Programme Builder’ (page 12).

Conference workshops: There are 75 conference workshops from which to choose, abstracts for which are included in the abstract book or through the ‘Personalised Programme Builder’. Places in conference workshops may be reserved in advance by returning the workshop selection form which can be found on the AMEE website (www.amee.org) to the AMEE Office between 1-20 August when pre-booking will close. Forms returned after this date will not be processed. A few tickets for each conference workshop will be available at the Workshop Registration Desk during the conference on a first come, first served basis. Entry to workshops will be strictly by ticket only (included in your registration wallet, if you have pre-booked or given onsite if places remain), and we ask you please to observe this request so that workshops do not become overcrowded.

Evening workshops: For the first time this year we are offering an additional session on Monday evening from 1815-1945 hrs, entirely composed of conference workshops. Refreshments will be available for purchase before the evening workshops, in Restaurant Pavilion 1.

– 13 – AMEE Fringe: The AMEE Fringe, which started in Edinburgh in 2004, provides the opportunity to see something a little different – a new and perhaps provocative or idiosyncratic approach to healthcare professions education. Fringe presentations are scheduled in Session 3 on Monday from 1415-1600 hrs and Session 9 on Tuesday from 1630-1800 hrs and are so popular that it’s often ‘standing room only’. The sessions will be chaired as usual by Rachel Ellaway. Come prepared to participate and to be challenged, amused and entertained by the presenters!

Secrets of Success: A new feature introduced for the first time last year, ‘Secrets of Success’, gives presenters the chance to demonstrate an innovation in healthcare professions education with which they have been associated. A ‘Secret of Success’ is a product, resource or idea that has been implemented in the inventor’s institution, and which other participants may wish to replicate. ‘Secrets of Success’ sessions are scheduled in sessions 2, 3, 4, 7, 8 and 9, and will take place in the Exhibition area in Pavilion 1.

Table topics: During lunch each day some tables have been set aside in Pavilion 1 for discussions on topics including clinical assessment, curriculum development, elearning, international medical education, postgraduate education, professionalism, problem-based learning and research in medical education. These sessions are informal and unstructured, with the aim of encouraging those with similar interests to have lunch together. Topics are indicated on the relevant tables.

AMEE Courses Essential Skills in Medical Education (ESME) Course: An introductory teaching qualification for doctors Course faculty: Stewart Mennin and Ruy Souza Course schedule: 29 August: full day pre-conference workshop 30 August: half day pre-conference workshop 31 August - 1 September: lunchtime sessions with faculty 2 September: half day post-conference workshop Note: Course full

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, The Netherlands); Brian Hodges (University of Toronto, Canada) Course schedule: 29 August: full day pre-conference workshop 31 August - 1 September: lunchtime sessions with faculty 2 September: half day post-conference workshop Note: Course full

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: Kathy Boursicot (St George’s, University of London) and Trudie Roberts (University of Leeds, UK) (Course Directors); Brownell Anderson (Association of American Medical Colleges, USA); Bill Burdick (Foundation for Advancement of International Medical Education and Research, USA); Richard Fuller (University of Leeds, UK); Andy Hassell (Keele University, UK); Sydney Smee (Medical Council of Canada). Course schedule: 29 August: full day pre-conference workshop 30 August: half day pre-conference workshop 31 August - 1 September: lunchtime sessions with faculty 2 September: half day post-conference workshop Note: Course full

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: Jorge Ruiz, Ross J Scalese (University of Miami Miller School of Medicine, Florida, USA); David A Cook (Mayo Clinic Rochester, Minnesota, USA). Course schedule: 30 August: full day pre-conference workshop 31 August - 1 September: lunchtime sessions with faculty 2 September: half day post-conference workshop Note: a few places remain on this course – please contact the AMEE Office if you would like to take part.

– 14 – Fundamentals of Assessment in Medical Education (FAME): A course directed at those with responsibility for assessing undergraduate medical students, graduate trainees, and practicing doctors 1 Course faculty: Ann King and Jack Boulet (Course Co-Directors); Dale Dauphinée, Lesley Southgate, David Swanson, Ingrid Philbert, André de Champlain and Tony LaDuca (Course Faculty). Course schedule: 29 August: full day pre-conference workshop 30 August: half day pre-conference workshop 31 August - 1 September: lunchtime sessions with faculty 2 September: half day post-conference workshop Note: a few places remain on this course – please contact the AMEE Office if you would like to take part.

Simulation sessions at AMEE 2009 and hands-on CPR opportunity Important developments have taken place in the use of simulators in medical education. These will be highlighted in a series of activities throughout the Conference targeted both at those with experience in the simulation field and at those new to the field and who are interested in exploring the potential. • A large-group session (Session 2A, Monday 1115-1245) “New horizons in simulation” will demonstrate recent developments in hybrid and portable simulation. Realism of clinical procedures is heightened by using silicon wounds and procedural models (using techniques from film and TV prosthetics) applied directly to simulated patients by ‘invisible joins’. Distributed Simulation will be shown using an innovative inflatable clinical space to provide low-cost, easily portable environments which create the essentials of high-fidelity simulation at a fraction of the cost of static facilities. An ITU scenario will be demonstrated and used as a springboard for discussion of issues around heightening realism, widening access and deepening understanding of simulation.

• A large-group session (Session 7B, Tuesday 1115-1245) “Improving patient safety through team training” will incorporate full-scale simulation to showcase the potential of simulation to address multiple types of learning objectives for individual, multidisciplinary and interprofessional education. Session faculty will play the roles of the members of the health care team; the audience will interpret data points as they become available during the simulation. Using an audience response system attendees will “vote” on the next best step in the case. A short discussion will follow. The faculty will also illustrate video- assisted debriefing.

• A workshop about teamwork and communication (Session 3U, Monday 1415-1600) “Integration of non-technical skills into the curriculum” will highlight how these non-technical skills assist professionals translate their knowledge and expertise into safe, effective team-based care. Participants will develop a strategy for integrating non-technical skills into their current educational practice at their home institutions.

• A workshop on “Debriefing as Formative Assessment” (Session 8U, Tuesday 1415-1600) will emphasize the essential role of reflection in the experiential learning cycle. Educators must not only identify performance gaps but also facilitate reflection in their learners to uncover the basis for those observed performance gaps and target their teaching to close them.

• Hands-on CPR training opportunity for all participants: There is an opportunity to book a 15 minute slot during the Conference and experience a one-to-one instructional session on a CPR simulator in an 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 the Direccion Certámenes on the first floor of the conference centre. The CPR stations will be available at the following times and qualified staff will be available to assist: Monday: 1100-1800 hrs Tuesday: 300-1800 hrs

Wednesday: 0900-1100 hrs GENERAL INFORMATION

Booking for these 15 minute sessions starts online on 1 August through http://laerdal.cvent.com/event/CPRsession Email confirmation will be sent. Places still available may be booked on site on the notice board by the Registration Desk.

Workshops, Short Communications and Posters also address the role of simulation in the early and later years of the curriculum and in postgraduate and continuing education.

Learn CPR using a simulator: Book your own personal session through the website http://laerdal.cvent.com/ event/CPRsession or on the conference notice board.

– 15 – 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.

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.

In each registration pack are five coloured slips, one for each of the above categories, and you may vote up to 5 times. 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 1100 hrs on Wednesday. Award winners will receive one year’s free membership of AMEE including subscription to Medical Teacher with hard copy and online access. 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 1 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 final plenary on Wednesday 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, led by Professor Herman van Rossum from Vrije Universiteit, Amsterdam. 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 and online access. Alternatively the winner may choose free registration for AMEE 2010 in Glasgow, UK (4-8 September 2010), 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/Information%20for%20Poster%20Presenters.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 1 September. The winner will be announced at the end of the closing plenary on Wednesday and will receive free registration for AMEE 2010 in Glasgow, UK (4-8 September 2010).

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– 16 – GROUP MEETINGS 1

The following groups will hold private meetings during AMEE 2009:

AMEE AGM (AMEE Members only) Date: Tuesday, 1 September Time: 300-1400 Venue: Auditorium 2

AMEE Executive Committee (invitation only) Dates: Saturday 29 August and Thursday 3 September Time: 800-2100 and 0900-1230 Venue: Hotel Molina Lario

ASPE Luncheon (invitation only) Date: Tuesday 1 September Time: 300-1400 Venue: Restaurant, Pavilion 2

BEME Steering Group (invitation only) Date: Monday 31 August Time: 630-1800 Venue: VIP Room 1

BEME Executive and Core Group (invitation only) Date: Monday 31 August Time: 815-1945 Venue: VIP Room 1

Cardiff Alumni Lunch (invitation only) Date: Monday 31 August Time: 300-1400 hrs Venue: Restaurant Pavilion 2

Chiropractic Education, University of Southern Denmark – Educational sharing session (invitation only) Date: Wednesday 2 September Time: 0900-1200 hrs Venue: VIP Room 1

Directors of Masters Programmes (invitation only) Date: Monday 31 August Time: 300-1400 Venue: Restaurant Pavilion 2

ESME Advisory Board (invitation only) Date: Tuesday 1 September Time: 5-1245 Venue: Oficina de Atención

Harvard Macy Alumni Scholars (invitation only)

Date: Monday 31 August GENERAL INFORMATION Time: 300-1400 Venue: Restaurant Pavilion 2

IAVANTE/SESAM (invitation only) Date: Monday 31 August Time: 815-1945 Venue: Business Centre

IAMSE Luncheon (invitation only) Date: Tuesday, 1 September Time: 300-1400 Venue: Restaurant Pavilion 2

IMEX Board (invitation only) Date: Tuesday, 1 September Time: 300-1400 Venue: Restaurant: Function Room 2

IMEX Scholars (invitation only) Date: Monday 31 August Time: 815-2000 Venue: Multifunction Room 2

– 17 – International Generic Skills Research Group (invitation only) Date: Monday 31 August Time: 815-1945 Venue: Multifunction Room 11

Medical Education Editorial Board Meeting (invitation only) Date: Monday 31 August Time: 815-2000 Venue: VIP Room 2

Medical Teacher Editorial Board (invitation only) Date: Monday 31 August Time: 415-1600 Venue: VIP Room 2

MEDINE 2 Executive Committee (invitation only) Date: Monday 31 August Time: 300-1400 Venue: VIP Room 2

Ottawa 2010 Local Organising Committee (invitation only) Date: Sunday 30 August Time: 0930-1200 Venue: VIP Room 2

Ottawa 2010 Theme Group Leaders (invitation only) Date: Sunday 30 August Time: 330-1500 Venue: VIP Room 2

Ottawa 2010 Program Committee (invitation only) Date: Sunday 30 August Time: 500-1645 Venue: VIP Room 2

SEDEM AGM (SEDEM Members only) Date: Monday, 31st August Time: 300-1400 Venue: Auditorium 2

School of Health Professions Education, Maastricht University: Pre-conference workshop on Change Management in Health Professions Education (Students/Alumni only) Date: Sunday 30th August Time: 400-1700 Venue: Multifunctional Room 12

Spanish National Conference of Medical School Deans Working Group Meeting (invitation only) Date: Monday 31 August Time: 600-1745 Venue: VIP Room 2

ViEW AGM (ViEW members only) Date: Tuesday 1 September Time: 300-1400 Venue: Restaurant: Function Room 1

Virtual Patient Application Developments, Imperial College London (invitation only) Date: Monday, 31st August Time: 815-2000 hrs Venue: Multifunctional Room 6

WFME/AMEE lunch (invitation only) Date: Wednesday 2 September Time: 315-1415 Venue: to be arranged

– 18 – EXHIBITION 1

The exhibits are located in Pavilion 1.

Exhibit opening hours Sunday 30 August: 1430-1800 hrs: build-up Sunday 30 August: 1930-2200 hrs: Opening Ceremony Monday 31 August: 0900-1800 hrs: exhibition open Tuesday 1 September: 0900-1800 hrs: exhibition open Wednesday 2 September: 0900-1400 hrs: exhibition open Wednesday 2 September: 400-1800 hrs: tear-down

Premium Commercial Exhibitors 3B Scientific GmbH Rudorffweg 8, 21031 Hamburg, Germany. Tel: +49 (0)40 739 66 0. Fax +49 (0)40 739 66 100. Email: [email protected]; Website: www.3bscientific.com. Affiliate in Spain: España 3B Scientific S.L., Calle Cofrentes n° 9, L’Eliana, 46183 Valencia, SPAIN. Phone: +34 96 2725237; Fax: +34 96 2725238. Email: [email protected]; Website: www.3bscientific.es The internationally registered brand name 3B Scientific® is represented in approx. 100 countries world-wide in the educational and medical sector. The product line includes artificial skeletons, spines, organs, torsos, medical simulators and software, anatomical charts, physics experiments and biology products. The excellent quality of 3B Scientific® Products has officially been certified since June 2000 according to DIN EN ISO 9001:2000. This approach of Total Quality Management underlines the ongoing process of product improvement and customer orientation that is to be associated with the brand name 3B Scientific®.

INMEDEA GmbH – A CompuGROUP company Gerhard-Kindler-Str. 6, 72770 Reutlingen, Germany. Tel. +49(0)7121-12706-0. Fax +49(0)7121-12706-20. Email: [email protected]. Website: www.inmedea.com INMEDEA GmbH was founded in 2006 to continue the former project “Prometheus” of the German Ministry of Research and Education. With INMEDEA Simulator the company offers a unique online platform for medical education and advanced training. Within a virtual hospital environment that consists of more than 20 medical departments, users manage virtual patients and clinical decisions are simulated realistically. The integrated expert system gives feedback on best medical practice and the consumption of resources. Customers are universities, hospitals, pharmaceutical companies, medical device manufacturers and providers of continuous medical education (CME)

Koken Co., Ltd 3-14-3 Mejiro Toshima-ku, Tokyo 171-0031, Japan. Website: 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 models which garner the highest evaluations from medical professionals 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.

Laerdal Medical AS www.laerdal.com These are exciting times for healthcare education. As technology advances, so do the possibilities of realistic healthcare training through the use of patient simulation. Synonymous with simulation training sinc ethe launch of Resusci Anne in 1960, LAerdal Medical has been an integral part of the

development and growth of this training methodology in healthcare education around the world. SimMan 3G – the company’s GENERAL INFORMATION latest innovation, exemplifies the benefits of simulation training and clearly demonstrated why patient simulation is leading the way in establishing safer clinical practice. Laerdal continues to develop breakthrough technologies that have helped to define its portfolio of simulation, virtual reality and other emergency therapeutic products as reputable market leaders. Employing in the region of 1,300 people in more than 20 countries – all employees are committed to the company ethos of ‘Helping Save Life’s’ through the ongoing research, development and supply of healthcare products to improve patient outcomes.

Welch Allyn Limited European Customer Services Centre, Welch Allyn Limited, Navan Business Park, Dublin Road, Navan, Co Meath, Republic of Ireland. Tel. +353 469 067790. Fax. +353 469 067754. Website: www.welchallyn.com Welch Allyn is a leading global manufacturer of medical diagnostic equipment. Established over 100 years ago, with its headquarters in Skaneateles Falls, New York, USA, this family owned company now employs more than 2,300 people and has numerous manufacturing, sales, and distribution facilities located throughout the world. Welch Allyn continues to offer innovative products in vital signs, patient monitoring, cardiology and physical examination and is committed to providing educational materials and training to meet the needs of today’s healthcare professionals.

– 19 – Commercial Exhibitors Adam, Rouilly Ltd Castle Road, Eurolink Business Park, Sittingbourne ME10 3AG UK Manufacturer and supplier of simulators for clinical skills training, anatomical models and anatomical charts.

B-Line Medical David Ramsay VP of Sales and Marketing. Tel: 603-969-9519. Email: [email protected] B-Line Medical is a digital solutions firm focused on the capture, debriefing, and assessment of simulation-based medical training. We specialize in simple, web-based solutions that have helped top hospitals, medical schools and nursing programs in the U.S., Canada, Europe, and Middle East operate their clinical skills and simulations centers effectively.

Education Management Solutions, Inc. 440 Creamery Way, Suite 100, Exton, PA 19341, USA. Tel: 1-610-701-7002. Email: [email protected]. Website: www.ems-works.com Education Management Solutions’ (EMS) web-based software solutions and digital A-V system capture simulated events, evaluate skills, score, generate statistical reports, schedule participants, rooms, and equipment, and manage lab inventory. EMS’ on-site, mobile, and on-line hosted solutions are used by medical and nursing schools and hospitals in the U.S. and internationally. Visit: www.EMS-works.com. E-mail [email protected]

Elsevier Customer Service Department, Linacre House, Jordan Hill, Oxford OX2 8DP, United Kingdom. UK Customers Tel: +44 (0) 1865 474010. Fax : +44 (0) 1865 474011. Email: [email protected] Elsevier is a leading international Health Sciences publisher. We provide world-class content in a variety of print and electronic formats. Please drop by the Elsevier stand no 44+45. Discounts on books and free worldwide shipping are available at the stand, as well as complimentary journal copies.

Erler-Zimmer GmbH&Co.KG Hauptstrasse 27, 77886 Lauf, Germany. Tel: +49 7841 600300. Fax: +49 7841 600320. Email: [email protected]. Website: www.skills-lab.de Manufacturing and distribution of Medical Simulators, Anatomical Models and Anatomical Charts.

Keepad Interactive Tel: +61 7 5592 2800. Email: [email protected]. Website: www.keepad.com Keepad Interactive are the Master Distributors in Mainland Europe and the Asia Pacific region of the award winning TurningPoint® Audience Response Systems.

Kyoto Kagaku Co., Ltd. 1 5 Kitanekoya-cho, Fushimi-ku, Kyoto 612-8388, Japan. Tel: +81 75 605 2510. Fax: +81 75 605 2519. Email: [email protected]. Website: www.kyotokagaku.com Japanese developer/manufacturer of high quality simulators for medical education and phantoms for medical imaging. “Close to human body” has always been our challenge. Try and find the true-to-life, hands-on experiences in physical examinations and clinical skills that KYOTO KAGAKU products provide.

Medical Simulator, S.L. [email protected] // [email protected] Medical Simulator developed a service for medical school, nursing schools and training institutions, making the training more efficient and less risky. Established since 1992, we are today, the leading company in the Medical Simulation market throughout Spain and Portugal. We distribute the latest technology in medical and patient simulation including virtual reality products and task trainers.

Ministry of Health, Andalusian Regional Government The Ministry of Health for the Andalusian Regional Government is the main authority of the region and has developed a Competence-Based Management Model for its health professionals. The Andalusian Agency for Healthcare Quality certifies and recertifies professionals. Since March 2009 the Regional Ministry of Health has had a strategic plan for comprehensive training to improve the quality of all the training processes for more than 80,000 professionals in the Andalusian Public Health System. The Regional Ministry of Health is solely responsible for the specialised training of residents. Since 2002, residents in the Andalusian Autonomous Community have received a training programme in core subjects as a complement to their specialised learning. The Iavante Foundation is specifically oriented towards the advanced training of professionals using innovative teaching methodologies. The Andalusian School of Public Health develops training programmes and carries out research in different fields related to health.

Limbs & Things Sussex Street, St Philips, Bristol BS2 0RA. Tel: 0117 311 0500 Limbs & Things supplies medical training products, which include medical task trainers, medial simulation models and demonstration materials for healthcare professionals. Products incorporate synthetic soft tissue models as well as multimedia medical training systems. A confidential design and build service for industry and corporate clients is also available.

Pharmabotics Ltd Unit 20 The Calvert Centre, Woodmancott, Winchester, Hampshire SO21 3BN, United Kingdom. Tel: +44 (0)1256 398003. Fax: +44 (0)1256 398752. Email: [email protected]. Website: www.pharmabotics.com Pharmabotics Ltd design, manufacture and sell soft tissue training models and simulators. Our innovative products have been developed in collaboration with experts in their field and are endorsed by eminent institutes of learning such as The Royall Colleges.

– 20 – Primal Pictures Ltd Tel: +44 (0)20 7637 1010. Fax: +44 (0)20 7636 7776. Email: [email protected] Primal Pictures create and publish detailed and accurate 3D anatomy teaching resources – with invaluable 1 image libraries and references. Choose from a growing range of interactive software including regional and systemic anatomy, functional anatomy, sports injuries and more. All our titles are available for institutional licensing. Please come to booth 43 for details.

Simulab Corporation 1600 W. Armory Way, Seattle WA 98119, USA. Tel: 206 297 1260. Fax: 253 681 7667. Website: www.simulab.com At the forefront of simulation, Simulab Corporation is committed to providing surgical simulators and procedure trainers to the medical education community worldwide. Simulab builds the world’s finest human patient simulators by focusing its continual research and development efforts on anatomical realism. Simulab’s innovative products include the TraumaMan ® System, the CentraLineMan TM System, and the LapTrainer with Simuvision.

Trucorp Ltd The Mount Business Park, 2 Woodstock Link, Belfast, BT6 8DD, N. Ireland. Tel: +44 2890 737281. Fax: +44 2890 737282. Email: [email protected]. Website: www.trucorp.co.uk Trucorp manufacture and design a range of medical training and simulation manikins including AIRSIM for Airway Management and Truman for AED/CPR training needs. True Training. True Anatomy. True to Life.

University of Miami Gordon Center for Research in Medical Education (GCRME) Michael S. Gordon, MD, PhD (GCRME Director), P.O. Box 016960 (D-41), Miami, FL 33101 USA. Tel: +1.305.243.6491. Fax: +1.305.243.6136. Email: [email protected]. Website: www.gcrme.med.miami.edu For 40 years, the GCRME has pioneered simulation technology and developed proven training systems that are used for multiprofessional healthcare education worldwide, including “Harvey,” the Cardiopulmonary Patient Simulator, and the “Umedic” computer programs.

Wiley-Blackwell Wiley-Blackwell, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, United Kingdom. Tel: +44 (0)1243 770500. Email: [email protected] Wiley publishes an enormous range of top quality consumer, professional, educational and research material. Wiley-Blackwell, the scientific, technical, medical and scholarly publishing business of John Wiley & Sons, is the leading society publisher and offers libraries peer-reviewed primary research and evidence based medicine across 1250 online journals, books, reference works and databases. For more information, visit www.wiley.com/ wiley-blackwell

Not-for-Profit and Academic Exhibitors Anatomical Sciences Education Wojciech Pawlina, College of Medicine, Mayo Clinic, Rochester MN, USA ([email protected]) or Richard Drake, Cleveland Clinic Lerner College of Medicine, Cleveland OH, USA ([email protected]). Website: www.asejournal.com A new international journal published by the American Association of Anatomists, covering developments in education in the anatomical sciences. The journal, launched in 2008, is published six times per year in print and online via Wiley InterScience (www.interscience.wiley.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]. Website: 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 GENERAL INFORMATION 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 and the online information resource MedEdCentral.

Association of American Medical Colleges and Academic Medicine AAMC: Gabrielle Campbell - [email protected]; Academic Medicine: [email protected] Academic Medicine, the AAMC’s peer-reviewed monthly journal, is an international forum for the exchange of ideas, information, and strategies for the major challenges facing academic medicine.

Association for the Study of Medical Education (ASME) 12 Queen Street, Edinburgh EH2 1JE, UK

Association of Standardized Patient Educators Tel: + 504 988 6441. Website: www.aspeducators.org; ASPE is the international organisation for professionals in the field of standardized patient methodology.

Canadian Conference on Medical Education (CCME) 265 Carling Avenue, Suite 800, Ottawa, On K1S 2E1, CANADA. Tel: 001 613 730 0687. Fax: 001 612 730 1196. Email: [email protected] or [email protected]

– 21 – CanMEDS – The Royal College of Physicians and Surgeons of Canada 774 Echo Drive, Ottawa, On K1S 5N8, CANADA. Email: [email protected] CanMEDS is a popular physician competency framework used around the world. CanMEDS offers workshops, publications and other resources to support teaching and assessing competencies.

Centre for Medical Education, University of Dundee Centre for Medical Education, University of Dundee. Tel: + 44 (0)1382 381952. Fax: (0)1382 645748. Email: [email protected]. Website: www.dundee.ac.uk/meded

Education for Primary Care www.radcliffe-oxford.com/journals. Email: [email protected] Education for Primary Care reflects the best experience, expertise and innovative ideas in the development of undergraduate, postgraduate and continuing primary care education.

IAMSE (International Association of Medical Science Educators) 626 Main St, Barboursville, WV 25504, USA. Tel: +1 (304) 733 1270. Fax: +1 (304) 733 6203. Website: www.IAMSE.org IAMSE was founded in 1997 based on the guiding principle that all who teach the sciences fundamental to medical practice should have access to the most current information and skills needed to succeed in their task. The mission of IAMSE is to advance medical science education of all health professionals through faculty development and to ensure that the teaching and learning of medicine continues to be firmly grounded in science.

IDEAL Consortium Email: [email protected]. Website: www.hkwebmed.org;

MedBiquitous Europe Centre for Medical and Healthcare Education, St George’s, University of London, Cranmer Terrace, London SW17 0RE, UK. Tel: +44 (0)208 725 0615. Fax: +44 (0)208 725 0806. Email: [email protected] MedBiquitous Europe promotes the adoption and implementation of MedBiquitous technical standards and specifications for healthcare education within Europe to realise the benefits of true interoperability.

MedEdCentral 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]. Website: www.mededcentral.org MedEdCentral.org is a unique international database in medical education. The database may be accessed by anyone. Built around the Wiki principle with collaborative authorship, registered users may contribute directly to the website and may also suggest new entries.

MedEdWorld Tay Park House, 484 Perth Road, Dundee DD2 1LR, UK. Tel: +44(0)1382 381953. Fax: +44(0)1382 381987. Email: [email protected]. Website: www.mededworld.org MedEdWorld is an exciting new online resource in medical education to be launched at AMEE 2009 incorporating a news and current awareness service, social networking and a collaborative learning initiative. Individuals and organisations can join both to find out what’s happening in medical education and also to disseminate information about their own activities.

Medical Education, Postgraduate School, Cardiff University, UK Medical Education Section, School of Postgraduate Medical and Dental Education, Cardiff University, 8th Floor Neuadd Meirionnydd, Health Park, Cardiff CF14 4YS. Tel: +44 (0)29 2068 7451. Fax: +44 (0)29 2068 7455. Email: [email protected]

Medical Teacher, Informa Healthcare Tel: +44 (0)20 7017 5000. Email: [email protected]. Website: www.informaworld.com/medteach; Subscribers to Medical Teacher benefit from a wealth of essential information, ranging from the latest teaching methods to insightful guidance on structuring courses and assessing achievement. Medical Teacher is published by Informa Healthcare, in collaboration with AMEE. Visit booth 40 for more information on Medical Teacher and other relevant journals.

National Association of Clinical Tutors (NACT) Norfolk House East, 499 Silbury Boulevard, Milton Keynes MK9 2AH, United Kingdom. Tel: +44 (0)1908 488033. Fax: +44 (0)1296 715255. Email: [email protected]

National Board of Medical Examiners (NBME) 3750 Market Street, Philadelphia, PA 19104-3102, USA. Tel:(215) 590-9500 The NBME provides high quality examinations for licensure, certification in the health professions and offers considerable expertise in testing methodologies and educational measurement.

Northern Ontario School of Medicine East Campus, 935 Ramsey Lake Rd, Sudbury, Ontario, Canada P3E 2C6. Tel: (705) 675 4883. Fax: (705) 675 4858; West Campus, 955 Oliver Road, Thunder Bay, Ontario, Canada P1B 5E2. Tel: (807) 766 7300. Fax: (807) 766 7370. www.nosm.ca With multiple teaching and research sites distributed across Northern Ontario, Canada, the Northern Ontario School of Medicine (NOSM) employs a distinct model of community engaged, socially accountable medical education.

– 22 – Ottawa 2010 in Miami AMEE, Tay Park House, 484 Perth Road, Dundee DD2 1LR, UK. Tel: +44 (0)1382 381953. Fax: +44 (0)1382 381987. Email: [email protected]. Website: www.ottawaconference.org 1 The next Ottawa Conference on the Assessment of Competence in Medicine and the Healthcare Professions takes place at the Hyatt Regency Hotel in Miami, USA, from 15-20 May 2010. Co-hosted by the Michael S Gordon Centre for Research in Medical Education, the University of Miami Miller School of Medicine and AMEE, this Conference will look at the significant achievements in assessment over the past 25 years, and more importantly, where assessment in the healthcare professions is going in the future. Conference participants are invited to contribute to a series of Consensus Statements on the state-of-the art in assessment. Pre-conference workshops are scheduled for 15 and 16 May. Visit the Ottawa 2010 in Miami stand to pick up your provisional program and Ottawa palm-tree pin!

Qpercom Ltd Unit 204 Business & Innovation Centre, National University Of Ireland, Galway. Tel: +353 091495147/5478. Fax: +353-91-495512. Email: [email protected] Qpercom Ltd is a company that delivers solutions for the replacement of paper based forms with computer based solutions in the creating, administrating and analysing observational competence & performance assessments.

School of Health Professions Education Maastricht University School of Health Professions Education, POB 616, 6200 Maastricht, The Netherlands. Tel: +31 43 388 5642. Fax: +31 43 588 5639. Email: [email protected]

Sociedad Espanola de Educacion Medica (SEDEM) Universidad de Barcelona, Departamento de Ciencias Fisiológicas I Facultad de Medicina, Casanova 143, Barcelona 08036, Spain. Tel: 93 402 4519. Fax: 93 403 52 95. Email: [email protected]. Website: www.sedem.org

Tuning Project (Medicine) and MEDINE 2 Professor Allan Cumming – Email: [email protected] EC funded project to promote harmonisation of medical education in Europe.

University of Toronto The Wilson Centre, University of Toronto. Website: www.thewilsoncentre.ca; [email protected] and The Centre for Faculty Development, University of Toronto. Website: www.cfd.med.utoronto.ca/. [email protected] GENERAL INFORMATION

Essential tools to help you practise and teach the essential diagnostic skills Welch Allyn—100 years of developing the tools and technologies to support diagnoses made by physicians, nurses, and frontline caregivers around the world. Visit us at stand number 19 at AMEE 2009!

Learn tips and tricks about using Welch Allyn diagnostic

© 2009 Welch Allyn MC6332 equipment at www.welchallyn.com/diagnosis101

MC6332AD Diagnosis 101 Spain.indd 1 6/30/09 4:17:31 PM

– 23 – PERSONAL DIARY

Don’t forget you can compile your personal diary from the Personalised Programme Builder on the AMEE website: http://www.amee.org/Login.aspx

START MONDAY TUESDAY WEDNESDAY START 0830 0830 0845 0845 0900 0900 0915 Session 1 Session 6 Session 10 0915 0930 Plenary Plenary 0930 0945 0945 1000 1000 1015 1015 1030 1030 1045 COFFEE 1045 1100 COFFEE COFFEE 1100 1115 Session 11 1115 1130 Session 2 Session 7 Plenary 1130 1145 1145 1200 1200 1215 1215 1230 1230 1245 1245 1300 LUNCH LUNCH 1300 1315 SEDEM AGM AMEE Annual General Meeting LUNCH 1315 Poster / Exhibition / Poster / Exhibition / ESME / RESME / FAME / 1330 Secrets of Success / ESME / RESME / Secrets of Success / ESME / RESME / ESMEA / ESTEME 1330 1345 FAME / ESMEA / ESTEME FAME / ESMEA / ESTEME 1345 1400 1400 1415 1415 1430 SESSION 3 SESSION 8 1430 1445 Hans KARLE FESTSCHRIFT 1445 1500 (Pre-registration only) 1500 1515 1515 1530 1530 1545 1545 1600 1600 1615 COFFEE COFFEE 1615 1630 1630 1645 SESSION 4 SESSION 9 1645 1700 1700 1715 1715 1730 1730 1745 1745 1800 1800 1815 FESTSCHRIFT 1815 1830 SESSION 5 Reception 1830 1845 Workshops 1845 1900 1900 1915 1915 1930 1930 1945 1945

– 24 –

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MULTIFUNCTION ROOM 8 MULTIFUNCTION ROOM 7 BUSINESS CENTER MULTIFUNCTION ROOM 6 OFICINA DE ATENCION

DIRECCION MULTIFUNCTION CERTAMENES ROOM 5

STAIRS & MULTIFUNCTION

ELEVATOR PATIO ROOM 4

MULTIFUNCTION ROOM 3

MULTIFUNCTION ROOM 12 MULTIFUNCTION ROOM 2 MULTIFUNCTION ROOM 11 MULTIFUNCTION ROOMVIP 2 ROOM 10 MULTIFUNCTION MULTIFUNCTION ROOM 1 ROOM 9 ROOMVIP 1

SPEAKER INTERNET CAFE PREVIEW ROOM

CONFERENCE CONFERENCE ROOM 2.1 ROOM 2.2

– 26 – SATURDAY 29 August 2

0800-1700 Registration desks open at Palacio de Ferias y Congresos de Málaga Location: Foyer

0900-1900 Tour to Ronda (departs from and returns to Banco de Santander, Calle Larios, City Centre)

COURSES

Pre-registration is essential. Lunch will be provided (tickets will be included in conference wallets)

0900-1700 Essential Skills in Medical Education (ESME) Course Location: Conference Room 2.2

0900-1700 Essential Skills in Medical Education Assessment (ESMEA) Course Location: Conference Room 1.2

0900-1700 Research Essential Skills in Medical Education (RESME) Course Location: Multifunctional Room 3

0900-1700 Fundamentals of Assessment in Medical Education (FAME) Course Location: Conference Room 1.4 / 1.5

PRE-CONFERENCE WORKSHOPS

Pre-registration is required. Coffee is included. Lunch is provided for those attending a full-day or two half-day Saturday workshops (tickets will be included in conference wallets).

FULL DAY SESSIONS PCW1 Basic skills for design and evaluation of critical situation training using clinical simulation Time: 0800-1930 Location: Fundación IAVANTE, Granada (bus departs Banco Santander, Calle Larios (city centre) 0800 and arrives back at 1930 hrs). See map on page 9.

PCW2 How to get Faculty ‘buy in’ for your Standardized Patient/Simulation Program: establishing ownership in the process Organisers: ASPE International Committee Time: 0915-1645 Location: Multifunctional Room 6

PCW3 Virtual Patients: uses, design, development, implementation and evaluation Organisers: Chara Balasubramaniam, Martin Fischer, Uno Fors, Stephen Malikowski, Terry Poulton, Jonathan Round, and other members of MedBiquitous Europe Time: 0915-1645 Location: Conference Room 2.1

MORNING SESSIONS SATURDAY 29 AUGUST 2009 PCW4 Teaching and assessing quality improvement and practice-based learning Organiser: Eric S Holmboe (American Board of Internal Medicine, Philadelphia, USA) Time: 0915-1215 Location: Conference Room 1.3

PCW5 Fight, flight and insight: collegial conflict resolution and the health care professional Organisers: Kerry Knickle and Nancy McNaughton (University of Toronto, Centre for Research in Education, Standardized Patient Program, Toronto, Canada) Time: 0915-1215 Location: Multifunctional Room 1

PCW6 Simulation and gaming Organiser: Ara Tekian (University of Illinois at Chicago, Department of Medical Education, Chicago, USA) Time: 0915-1215 Location: Multifunctional Room 2

PCW7 Complexity Theory: how might it help medical educational leaders in practice? Organisers: Jim Price (Institute of Postgraduate Medicine, Brighton & Sussex Medical School, UK) and Susan Lieff (University of Toronto, Canada) Time: 0915-1215 Location: Multifunctional Room 5

– 27 – PCW8 Attracting participation in faculty development for education Organisers: John Dent and Susie Schofield (University of Dundee, UK) Time: 0915-1215 Location: Multifunctional Room 4

PCW9 Practical approaches to designing and implementing learning needs assessments for continuing professional development Organisers: Joan Sargeant (Dalhousie University, Halifax, Nova Scotia, Canada) and Jane Tipping (University of Toronto, Canada) Time: 0915-1215 Location: Conference Room 1.1

AFTERNOON SESSIONS PCW10 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 of the Health Sciences, Bethesda, USA) and Dario Torre (Medical College of Winconsin, USA) Time: 1345-1645 Location: Conference Room 1.3

PCW11 Understanding Discourse Analysis in the context of health professional education Organisers: Tina Martimianakis, Nancy McNaughton, Sarah Whyte and Brian Hodges (University of Toronto, Centre for Research in Education, Standardized Patient Program, Toronto, Canada) Time: 1345-1645 Location: Multifunctional Room 1

PCW12 Facilitating reflection and reflective practice: implications for teaching and learning? Organisers: Karen Mann and Joan Sargeant (Division of Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada) Time: 1345-1645 Location: Multifunctional Room 2

PCW13 How am I doing? Developing effective feedback skills through deliberate practice Organisers: Sharon K Krackov (Albany Medical College and Associated Medical Schools of New York, USA), Henry Pohl (Albany Medical College, Albany, USA) Sally Santen (Vanderbilt University School of Medicine, Nashville, USA) and John H. Shatzer (Vanderbilt University School of Medicine, Nashville, USA) Time: 1345-1645 Location: Conference Room 1.1

PCW14 Enhancing creativity in medical education Organisers: Elizabeth Kachur (Medical Education Development, New York, USA), John Mahoney (University of Pittsburgh School of Medicine, Pittsburgh, USA), Zubair Amin (National University of Singapore) and Robert Galbraith (National Board of Medical Examiners, Philadelphia, USA) Time: 1345-1645 Location: Multifunctional Room 4

PCW15 Leading change in medical education Organisers: Yvonne Steinert (McGill University, Montreal, Canada), Linda Snell (McGill University, Montreal, Canada) and Jason Frank (University of Ottawa, Canada). On behalf of the Canadian Association for Medical Education Time: 1345-1645 Location: Multifunctional Room 5

– 28 – SUNDAY 30 August 2

0800-1700 Registration desks open at Palacio de Ferias y Congresos de Málaga Location: Foyer

0900-1700 Tour to Nerja Caves and Frigiliana (departs from and returns to Banco de Santander, Calle Larios, City Centre)

1430-1800 Exhibitor set up; mounting of posters

COURSES

0900-1300 Essential Skills in Medical Education (ESME) Course Location: Conference Room 2.2

0900-1300 Essential Skills in Medical Education Assessment (ESMEA) Course Location: Conference Room 1.2

0900-1700 Essential Skills in Technology Enhanced Medical Education (ESTEME) Course Location: Multifunctional Room 3

0900-1300 Fundamentals of Assessment in Medical Education (FAME) Course Location: Conference Room 1.4 / 1.5

PRE-CONFERENCE WORKSHOPS

Pre-registration is required. Coffee is included. Lunch is provided for those attending a full-day or two half-day Sunday workshops (tickets will be included in conference wallets).

FULL DAY SESSIONS PCW16 Teaching veterinary professionalism Organisers: Liz Mossop (School of Veterinary Medicine and Science, University of Nottingham, UK) and Sarah Baillie (Royal Veterinary College, London, UK) on behalf of ViEW Group (Veterinary Education Worldwide Time: 0915-1645 Location: Multifunctional Room 7

PCW17 Symposium on Progress Testing Organisers: Chris Ricketts (Peninsula Medical School, Plymouth, UK), Zineb Miriam Nouns (Charité - Universitaetsmedizin Berlin, Germany) and Cees van der Vleuten (Maastricht University, Netherlands) Time: 0915-1645 Location: Conference Room 2.1

PCW18 Qualitative research for health professions educators: method, theory and analysis Organisers: Nancy McNaughton, Tina Martimianakis, Ayelet Kuper, Brian Hodges and Mathieu Albert (Wilson Centre for Research in Education, University of Toronto, Canada) Time: 0915-1645

Location: Multifunctional Room 1 SUNDAY 30 AUGUST 2009

MORNING SESSIONS PCW19 Using Multiple Intelligences Theory to develop blended learning for Net Generation students Organiser: John Sandars (Medical Education Unit, University of Leeds, UK) Time: 0915-1215 Location: Multifunctional Room 5

PCW20 Evaluating the evidence Organiser: Marilyn Hammick (Education and Research Consultant, UK) Time: 0915-1215 Location: Multifunctional Room 2

PCW21 Fostering learning in small groups: focus on asking and inviting questions Organisers: Hilliard Jason and Jane Westberg (University of Colorado Denver School of Medicine, USA) Time: 0915-1215 Location: Multifunctional Room 6

PCW22 Leadership and management skills to become senior faculty members Organisers: Davinder Sandhu, Richard Canter and Alan Cook (Severn Deanery, UK) Time: 0915-1215 Location: Multifunctional Room 4

– 29 – PCW23 Changing versus being changed Organisers: Elza Mylona (Stony Brook University School of Medicine, USA), William A Anderson (College of Human Medicine, Michigan State University, USA), Larry Gruppen (University of Michigan Medical School, USA) and Aviad Haramati (Georgetown University School of Medicine, USA) Time: 0915-1215 Location: Conference Room 1.3

PCW24 Connecting medical education and health care quality improvement Organisers: Emil R Petrusa (Vanderbilt University School of Medicine, Nashville, USA) and Kiki MJMH Lombarts (University of Amsterdam/University of Maastricht, Netherlands); Additional presenters: Onyibuchi Arah (UCLA/University of Amsterdam, Robin Hemphill (Vanderbilt University Medical Center), Marius Buiting, Dutch Institute for Healthcare Improvement CBO, Utrecht) Time: 0915-1215 Location: Conference Room 1.1

AFTERNOON SESSIONS PCW25 Theory and practice of peer teaching in medical education Organisers: Steven Durning (Uniformed Services University of the Health Sciences, Bethesda, USA), Olle ten Cate (University Medical Center Utrecht, Netherlands) and colleagues Time: 1345-1645 Location: Conference Room 1.3

PCW26 CanMEDS 102: an introduction to assessment in outcomes-based education Organisers: Jason Frank, Linda Snell, Jonathan Sherbino, Sue Dojeiji and Denyse Richardson (Royal College of Physicians and Surgeons of Canada, Ottawa, Canada) Time: 1345-1645 Location: Conference Room 2.2

PCW27 Interactive learning: interactive curriculum: interactive design Organiser: David Prideaux (Flinders University, Adelaide, Australia) Time: 1345-1645 Location: Multifunctional Room 6

PCW28 Leadership challenges at deanery level: Leadership skills development from theory & examples Organisers: Henrique MG Martins (Universidade Beira Interior, Lisbon,Portugal), Jim Rourke (Memorial University of Newfoundland Health Sciences Centre, St. John’s, Canada), Keh-Min Liu (Kaohsiung Medical University, Kaohsiung, Taiwan) and Hiroko Yoshida (American University of the Caribbean School of Medicine, St. Maarten, Netherlands Antilles) Time: 1345-1645 Location: Conference Room 1.1

PCW29 Using Mind-Body Medicine skills to reduce stress and promote wellness in medical school Organisers: Aviad Haramati (Georgetown University School of Medicine, USA) and Anne Nedrow (Oregon Health Sciences University, USA) Time: 1345-1645 Location: Conference Room 1.2

PCW30 The many challenges of clinical teaching and possible solutions: a staff development workshop for teachers in the clinical environment Organisers: Subha Ramani (Boston University School of Medicine, USA) and Sam Leinster (School of Medicine, Health Policy and Practice, University of East Anglia, Norwich, UK) Time: 1345-1645 Location: Multifunctional Room 4

PCW31 Assessing assessment Organisers: Richard Fuller, Godfrey Pell and Matthew Homer (School of Medicine, University of Leeds, UK) Time: 1345-1645 Location: Multifunctional Room 5

PCW32 Developing high-quality multiple-choice tests to assess application of knowledge using patient vignettes Organisers: Kathy Holtzman and Dave Swanson (National Board of Medical Examiners, Philadelphia, USA) Time: 1345-1645 Location: Conference Room 1.4 / 1.5

PCW33 Use of Generalizability Theory in designing and analyzing assessments in the health professions Organisers: Marc E Gessaroli and André F De Champlain (National Board of Medical Examiners, Philadelphia, USA) Time: 1345-1645 Location: Multifunctional Room 2

– 30 – PRE-CONFERENCE WORKSHOPS (CONDUCTED IN SPANISH) 2 Venue: School of Medicine, University of Málaga, Campus de Teatinos. Please Note: Transport not provided to School of Medicine; These workshops will be conducted in Spanish

Pre-registration is required. Coffee is included. Lunch is provided for those attending a full-day or two half-day Sunday workshops (tickets will be included in conference wallets). PCW34 Clinical Competence Assessment (in Spanish) Organized by SEDEM (Spanish Society of Medical Education); Facilitator: Jesús Millán Núñez-Cortés (Universidad Complutense, Madrid, Spain); Co-facilitator: Jordi Palés (Universitat de Barcelona, Spain) Time: 0915-1645 Location: Aula de Grados, University of Málaga, Campus de Teatinos

PCW35 Management of Postgraduate Medical Education in Spain (in Spanish) Facilitators: Dr Juan David Tutosaus Gómez (AREDA, Sevilla, Spain) and Jesús Morán Barrios (AREDA, Bilbao, Spain) Time: 0915-1215 Location: Sala de Juntas, University of Málaga, Campus de Teatinos

PCW36 Teaching clinical skills: models and strategies (in Spanish) Organized and sponsored by the Chair of Medical Education, Lilly Foundation (Universidad Complutense, Madrid, Spain); Facilitator: Jesús Millán Núñez-Cortés (Universidad Complutense, Madrid, Spain) Time: 1345-1645 Location: Aula 4, University of Málaga, Campus de Teatinos

PRE-CONFERENCE WORKSHOP (ORGANISED BY STUDENTS FOR STUDENTS AND JUNIOR DOCTORS)

Venue: School of Medicine, University of Málaga, Campus de Teatinos. Please Note: Transport not provided to School of Medicine; Pre-registration is required. Coffee and lunch is included (tickets will be included in conference wallets).

PCW37 Developing your potential Organisers: Paul de Roos, European Medical Students’ Association, International Federation of Medical Students’ Associations and the Permanent Working Group of European Junior Doctors Time: 0915-1645 Location: Aula 5, University of Málaga, Campus de Teatinos

AMEE 2009 Conference Orientation Session

This session is designed for those new to AMEE conferences and will provide some background information about AMEE and the sessions at this year’s Conference. Presenters: Madalena Patrício (AMEE President), Andrzej Wojtczak (AMEE Past President), Ronald Harden (AMEE General Secretary) and Pat Lilley (AMEE Operations Director) Time: 1700-1800 Location: Conference Room 2.1

Opening Ceremony and Reception SUNDAY 30 AUGUST 2009 A Spanish Guitar Concert sponsored by the Junta de Andalucía and the Ayuntamiento de Málaga Venue: Palacio de Ferias y Congresos, Auditorium 1 & 2 Time: 1930-2130 Cost: Free of charge to participants and registered accompanying persons. Note: Transport provided from Conference hotels to Palacio de Ferias y Congresos, and return

1930-2130 Exhibition Open Location: Pavilion 1

– 31 – – 32 – MONDAY 31 August 2

0800-1815 Registration desks open at Palacio de Ferias y Congresos de Málaga Location: Foyer

0900-1800 Exhibition Open Location: Pavilion 1

SESSION 1: PLENARY

0855-1045 1 PLENARY Chairpersons: Ronald Harden (UK) and Cees van der Vleuten (Netherlands) Location: Auditorium 1 & 2 Introduction to AMEE 2009 Ronald Harden

0915-0950 1A Facts and fiction in global health Hans Rosling (Karolinska Institutet and Gapminder Foundation, Stockholm, Sweden)

0950-1000 Questions and Discussion

1000-1035 1B Rethinking Medical Education: Some needed, overdue reforms Hilliard Jason (University of Colorado Denver, USA)

1035-1045 Questions and Discussion

1045-1050 Ottawa 2010 in Miami presentation

1050-1115 COFFEE Location: Pavilion 1

1100-1300 IW1 IAVANTE WORKSHOP: Health System and Universities (in Spanish and English) Location: Business Centre

SESSION 2: SIMULTANEOUS SESSIONS

1115-1245 2A Large Group Session: New horizons in simulation Roger Kneebone (Imperial College London, United Kingdom); Debra Nestel (Monash University, Australia) Location: Auditorium 1 (NOTE: Listed in Abstracts as 2B)

1115-1245 2B Symposium: Ethical issues in medical education research Chairperson: Steven Kanter (University of Pittsburgh School of Medicine, USA). Panel: Brian Hodges (University of Toronto, Canada); Charlotte Ringsted (Centre for Clinical Education, Copenhagen, MONDAY 31 AUGUST 2009 Denmark) Location: Auditorium 2 (NOTE: Listed in Abstracts as 2A)

1115-1245 2C Symposium: Current curricular changes in Spanish Medical Schools (conducted in Spanish) Chairperson: Joaquin García-Estañ (President of Conferencia Nacional de Decanos de Facultades de Medicina Españolas, Murcia, Spain). Panel: Deans of Medical Schools Location: Conference Room 2.1

1115-1245 2D Research Papers: Stress in students and junior doctors Chairperson: Zubair Amin (Singapore) Location: Conference Room 1.2 1115-1135 2D1 Identifying students in trouble by looking at learning strategies and motivational variables Goetz Fabry*, Marianne Giesler (Albert-Ludwigs-University, Department of Medical Psychology, Freiburg, Germany)

– 33 – 1135-1155 2D2 Performance of a new screening tool for identifying medical students whose distress places them at risk for suicide or dropping out of school Dyrbye*, Szydlo, Schwartz, Downing, Sloan, Shanafelt (Mayo Clinic College of Medicine, Rochester, United States)

1155-1215 2D3 The relation between medical students’ stress, self-regulation and reflection Mirjam van Lohuizen*, Kirsti Lonka, Jan Kuks, Jan Borleffs, Janke Cohen-Schotanus (University of Groningen and University Medical Center Groningen, Netherlands)

1215-1235 2D4 The effects of stress on the clinical performance of residents in simulated trauma scenarios Adrian Harvey, Glen Bandiera, Avery B Nathens, Vicki R LeBlanc* (University of Toronto / St Michael’s Hospital, Toronto, Canada)

1235-1245 Discussion

1115-1245 2E Short Communications: Assessment: Written Chairperson: David Wilkinson (Australia) Opening Discussant: David Hawkins (Saudi Arabia) Location: Conference Room 2.2 1115-1130 2E1 Use of an question-specific algorithm decreases variability in examiner cohorts in written assessment Kelly E, Spooner M*, Cunningham A, Branagan P, Akasheh N, Meagher F, Gunaratnam C, McElvaney NG (Department of Medicine, Royal College of Surgeons in Ireland, Education and Research Centre, Beaumont Hospital, Dublin, Ireland)

1130-1145 2E2 Learning outcomes assessment through Open Book Exams Claudio Lermanda* (Universidad Católica de la Santísima Concepción, Talcahuano, Chile)

1145-1200 2E3 Using modern measurement theory to assess the quality of Extended Matching Questions (EMQs) examinations Matt Homer*, Godfrey Pell, Bipin Bhakta, Mike Horton, Jonathan Darling, Alan Tennant (University of Leeds, Medical Education Unit, School of Medicine, University of Leeds, United Kingdom)

1200-1215 2E4 A Simplified MCQs interpretation guide for faculty: a Pakistani School’s experience Mobeen Iqbal*, Sadia Akram, Sabir Tabassum, Syed Alamdar Shah (Shifa College of Medicine, Islamabad, Pakistan)

1215-1230 2E5 Testing the predictive validity of the students continuous assessment form used at the Aga Khan University Hasnain Zafar, Shazia Sadaf*, Sadaf Khan (Aga Khan University, Department of Surgery, Karachi, Pakistan)

1230-1245 Discussion

1115-1245 2F Short Communications: Curriculum: Community-based Chairperson: Athol Kent (South Africa) Location: Exhibition Room 1115-1130 2F1 Evaluating the impact of distributed medical education on physicians in an underserved region Neil Hanlon, Greg Halseth, David Snadden, Joanna Bates*, Chris Lovato (University of British Columbia, Diamond Health Care Centre, Vancouver, Canada)

1130-1145 2F2 Implementing longitudinal community-based health education using a sustainable change model Farmer EA*, Hudson JN, Smith BR (University of Wollongong, Graduate School of Medicine, Wollongong NSW, Australia)

1145-1200 2F3 Social accountability through Distributed Community Engaged Learning: Canada’s Northern Ontario School of Medicine Roger Strasser*, Joel Lanphear (Northern Ontario School of Medicine, Sudbury, Canada)

1200-1215 2F4 Engaging new faculty in a distant community John Steeves*, Wendy Stewart, Tim Fedak (Dalhousie University, Saint John, New Brunswick, Canada)

1215-1230 2F5 Using logging to facilitate rural learning and teaching Moira AL Maley*, Kirsten Auret, Denese E Playford (University of Western Australia - Rural Clinical School (Albany), Perth, Australia)

1230-1245 2F6 Putting the caring back into healthcare: examining the impact of a civic engagement pedagogy Margaret McGrath*, Ruth McMenamin* (National University of Ireland, Galway, Ireland)

No Discussion

– 34 – 1115-1245 2G Short Communications: Research in medical education Chairperson: Hirotaka Onishi (Japan) Opening Discussant: Monica van de Ridder (Netherlands) 2 Location: Multifunctional Room 2 1115-1130 2G1 Small educational research grants programs increase productivity and collaboration: the Association of American Medical Colleges (AAMC) Central Group on Educational Affairs (CGEA) collaborative grants program Nehad El-Sawi1*, Larry Gruppen2*(1Kansas City University of Medicine and Biosciences, Kansas City, Missouri, United States; 2Department of Medical Education, University of Michigan Medical School, Ann Arbor, Michigan, United States)

1130-1145 2G2 Getting the words right: an international code of ethics for medical education research? Robert V Carlson*, Helen S Cameron, Kenneth M Boyd (Medical Teaching Organisation, University of Edinburgh, United Kingdom

1145-1200 2G3 Content analysis of the Journal of Veterinary Medical Education: 1974-2004 Lynne E Olson* (The Ohio State University, Columbus, United States)

1200-1215 2G4 What can theories of adult development offer medical education? John F Mahoney*, Eliza Beth Littleton, Steven L Kanter (University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, United States)

1215-1230 2G5 “Lean” medical education Pamela Mazzocato*, Carl Savage* (Medical Management Centre, Karolinska Institutet, Stockholm, Sweden)

1230-1245 Discussion

1115-1245 2H Short Communications: e-Learning and postgraduate education Chairperson: Mathieu Nendaz (Switzerland) Location: Multifunctional Room 6 1115-1130 2H1 Computer-supported collaborative learning in research training for residents Jakob Ousager* (University of Southern Denmark, Odense, Denmark)

1130-1145 2H2 The knowledge, attitude and practice of e-learning by surgical staff for surgical education in Khartoum Ahmed Hassan Fahal* (Faculty of Medicine, University of Khartoum, Sudan)

1145-1200 2H3 EUROPED European Paediatric Online Claude Billeaud*1, Yves Perel2, Elie Saliba3 (1European Association for Paediatrics Education (EAPE/AEEP), CHU Pellegrin; 2CHU Bordeaux France; 3CHU Tours France; Bordeaux, France)

1200-1215 2H4 Experiences in a resident community of learners established to enhance learning in a distance education program Obura T,* Parboosingh J, Brant WE, Rees J, Miller F (Aga Khan University Hospital Nairobi, University of Virginia, Radiological Society of North America, Nairobi, Kenya)

1215-1230 2H5 PortalEIR: A social network approach for residents training José Luis de la Rosa*, Alberto Bautista, Rubén Carreño (IAVANTE Foundation, Malaga, Spain)

1230-1245 2H6 Evaluation of a “Morning Report Blog”: Combined website metrics and trainee surveys Isaac Bogoch*, Todd Lee, Suzanne Bridge, Wayne Gold, Danny Panisko, Rodrigo Cavalcanti*(University of

Toronto, Canada) MONDAY 31 AUGUST 2009

No Discussion

1115-1245 2I Short Communications: Teaching and Learning: Clinical skills training Chairperson: John Dent (UK) Location: Multifunctional Room 7 1115-1130 2I1 The skills laboratory method: an innovative strategy to facilitate clinical skills training of large student groups at the School of Nursing, University of the Western Cape, South Africa June Jeggels* (University of the Western Cape, Bellville, South Africa)

1130-1145 2I2 Innovation framework for the first immersive Portuguese Medical Simulation Center Nuno Freitas*, Francisco Matos, José Martins Nunes (Coimbra Biomedical Simulation Center – Coimbra University Hospitals, Coimbra, Portugal)

1145-1200 2I3 Basic neonatal resuscitation – training, evaluation and retention of skills Jette Led Soerensen* (Obstetric, Neonatal and Anaesthesia Department and Juliane Marie Centre, Rigshospitalet University Hospital, Copenhagen, Denmark)

– 35 – 1200-1215 2I4 OSCE results after voluntary self-training in a simulation laboratory at Granada Medical School Chung C*, Florido J, González D, Vilchez A, Peinado JM (Obstetrics and Gynecology Department, Granada University, Granada, Spain)

1215-1230 2I5 Increased computer-assisted ophthalmoscopy training with access to peers’ performance data Peter Åsman* (Lund University, Dept of Clinical Sciences in Malmö, Dept of Ophthalmology, Malmö University Hospital, Malmö, Sweden)

1230-1245 2I6 Virtual transesophageal echocardiography: An online simulation of a TEE exam Meineri M*, Vegas A, Corrin M, Tait G, Beattie WS (Toronto General Hospital, University Health Network, Department of Anaesthesia and Pain Management, Toronto, Canada)

No Discussion

1115-1245 2J Short Communications: Teaching and Learning: Providing feedback Chairperson: Joan Sargeant (Canada) Location: Multifunctional Room 1 1115-1130 2J1 Effect of feedback on students’ mastering of communication skills Baerheim A*, Jacobsen T (Department of Public Health and Primary Health Care, University of Bergen, Norway)

1130-1145 2J2 The Global Procedure Skills Evaluation (GSPE): Development of a tool to improve feedback on procedure performance in residency Melissa Nothnagle*, Roberta Goldman, Shmuel Reis (Brown University Family Medicine Residency, Pawtucket, United States)

1145-1200 2J3 Mentoring consultation skills through a structured assessment – students’ experience and the impact it had on their learning Marietjie van Rooyen*, Jannie Hugo, David Cameron (University of Pretoria, Department of Family Medicine, Pretoria, South Africa)

1200-1215 2J4 Students’ opinions of bedside assessment of clinical competencies in an undergraduate medical programme Pamela Bradley*, Paul Bradley, Chris Ricketts, Lee Coombes (Peninsula College of Medicine and Dentistry, Peninsula Medical School, The Clinical Skills Resource Centre, Plymouth, United Kingdom)

1215-1230 2J5 Academic feedback: the students’ story Smith KJ*, Rhind SM, McCune V (University of Edinburgh, Royal (Dick) School of Veterinary Studies, Easter Bush Veterinary Centre, Roslin, Edinburgh, United Kingdom)

1230-1245 2J6 Is feedback after workplace-based assessment constructive? Chris Harrison, Milli Raizada*, Val Wass (University of Manchester, Rusholme Academic Unit, Manchester Medical School, Manchester, United Kingdom)

No Discussion

1115-145 2K Short Communications: Postgraduate Education: different approaches to transition Chairperson: Carlos Brailovsky (Spain) Opening Discussant: Thomas Beckman (USA) Location: Conference Room 1.4/1.5 1115-1130 2K1 Preparing doctors for responsibility: change the person or change the place? Naomi D Quinton, Sue Kilminster, Trudie E Roberts*, Miriam Zukas (University of Leeds, Leeds Institute of Medical Education, Leeds, United Kingdom)

1130-1145 2K2 Refocusing introduction of newly employed junior doctors Carsten Hering Nielsen*1,2, Lisbeth Rune Schultz1, Claus Möger3, Peder Charles1,2 (1Aarhus University Hospital, Aarhus Sygehus, HR Dept.; 2Centre for Medical Education, University of Aarhus; 3Aarhus University Hospital, Denmark)

1145-1200 2K3 Start Class: intensive introduction programme Wagter JM*, Stam F, Koning-Prins J, Eckenhausen MAW (Foreest Medical School at the Medical Centre Alkmaar, Netherlands)

1200-1215 2K4 One week course helps prepare medical students for internship Laack TA*, Newman JS, Goyal DG, Torsher LC (Mayo Clinic, Rochester, United States)

1215-1230 2K5 Labyrinth and the liminal student Jennifer Willder*, Michael Begg*, David Dewhurst (University of Edinburgh, Learning Technology Section, College of Medicine and Veterinary Medicine, Edinburgh, United Kingdom)

1230-1245 Discussion

– 36 – 1115-1245 2L Short Communications: Themes: Patient safety Chairperson: Michele Groves (Australia) Opening Discussant: Berit Eika (Denmark) 2 Location: Multifunctional Room 3 1115-1130 2L1 Barriers to incident reporting by residents Martowirono K*, Jansma JD, Wagner C, Bijnen AB (Foreest Medical School, Medical Centre Alkmaar, Netherlands)

1130-1145 2L2 Improving knowledge about patient safety through the implementation of E-Learning Alien W Riedstra*, Hanny J Maarleveld, Peterhans J van den Broek (Leiden University Medical Center, Leiden, Netherlands)

1145-1200 2L3 Factors influencing the safe use of a Computerised Physician medication Order Entry (CPOE) system in the outpatient clinic: opportunities for tailored educational interventions Feikje van Stiphout*, Edith ter Braak (University Medical Centre Utrecht, Netherlands)

1200-1215 2L4 Interprofessional education in patient safety (II): Controlled trial between interprofessional students groups and medical students groups Mio Sakuma*, Takeshi Morimoto, Yoshie Kubota, Susumu Seki, Kaori Takada, Atsushi Hiraide (Kyoto University Graduate School of Medicine, Kyoto, Japan)

1215-1245 Discussion

1115-1245 2M Short Communications: The Teacher: Evaluation of the teacher Chairperson: David Cook (Canada) Location: Multifunctional Room 8 1115-1130 2M1 Teachers and Courses evaluation by attending students in Genoa (Italy) Medical School Fiocca R, Bonioli E, Bove M, Lotti A, Maganza C, Frascio M* (University of Genoa, Italy)

1130-1145 2M2 Are clinical teachers’ self-assessment and student feedback effective in improving clinical teaching? Renee E Stalmeijer*, Diana HJM Dolmans, Ineke HAP Wolfhagen, Lieve van Coppenolle, Wim G Peters, Albert JJA Scherpbier (Maastricht University, Faculty of Health, Medicine and Life Sciences, Department of Educational Development and Research, Maastricht, Netherlands

1145-1200 2M3 Walking the talk: How do clinical teachers’ teaching behaviours relate to their knowledge and beliefs about teaching? Peter Cantillon* (Department of General Practice, Clinical Sciences Institute, Galway, Ireland)

1200-1215 2M4 The twelve roles of a teacher – a valuable framework for teachers’ pedagogical training Eeva Pyörälä*, Matti Aarnio, Juha Nieminen (Research & Development Unit for Medical Education, Helsinki, Finland)

1215-1230 2M5 Keeping tutors motivation in clinical clerkship: factors leading to satisfaction and dissatisfaction Masanaga Yamawaki*, Kazuki Takada, Atsushi Okawa, Yujiro Tanaka (Tokyo Medical & Dental University, Tokyo, Japan)

1230-1245 2M6 Systematic evaluation of teaching qualities of medical faculty: development and validation of a system combining self- and residents’ assessment Lombarts MJMH*, Arah OA (Academic Medical Center, Amsterdam, The Netherlands / University of California, Los Angeles, United States) MONDAY 31 AUGUST 2009 No Discussion

1115-1230 2N Short Communications: The Teacher: Peer assisted learning and assessment Chairperson: Omar Al-Hussaini (Oman) Opening Discussant: Helen Cameron (UK) Location: Multifunctional Room 5 1115-1130 2N1 Peer-assisted learning by medical students improves musculoskeletal system examination skills when integrated into the curriculum Perry ME*, Burke JM, Friel L, Field M (The University of Glasgow, Dept Medical Education, Wolfson Medical School, Glasgow, United Kingdom)

1130-1145 2N2 Senior students compared to faculty members as facilitators in PBL Ane-Kristine Finbråten*, Are Holen (The Faculty of Medicine, The Norwegian University of Science and Technology (NTNU), Trondheim, Norway)

1145-1200 2N3 The impact of the ‘Harvey’ peer-tutor training scheme Rodrigues JCL*, Rodrigues MA, Lim VG, Fox KAA, Denvir M (The Royal Infirmary of Edinburgh, United Kingdom)

– 37 – 1200-1215 2N4 Self and peer assessment in Medical Biology Education – students’ learning experiences Charlotte Silén*, Anders Ljungman* (Karolinska Institutet, Dept. Learning, Informatics, Management and Ethics, Department of Clinical and Experimental Medicine, Faculty of Health Sciences, Linköping University, Stockholm, Sweden)

1215-1230 2N5 Peer assessment with pairwise scaling N Bilge Uzun*, Selahattin Gelbal*, Orhan Odabasi*, Melih Elcin* (Hacettepe University Faculty of Medicine Department of Medical Education and Informatics, Sihhiye, Ankara, Turkey

1230-1245 Discussion

1115-1245 2O Workshop: Teaching or Assessment? Adapting standardized patient cases for either use Colette L Scott*, Ann Jobe* (NBME & ECFMG, Clinical Skills Evaluation Collaboration, Philadelphia, United States) Location: Conference Room 1.1

1115-1245 2P Workshop: Evidence-based teaching workshop: articles that will change your teaching practice Sally A Santen*, John Shatzer, Elza Mylona, Robin R Hemphill (Emory School of Medicine, Medical Education and Student Affairs, Atlanta, United States) Location: Multifunctional Room 4

1115-1245 2Q Workshop: Finding a route through an enquiry based Medical curriculum Tim Cappelli*, Hilary Dexter* (University of Manchester, United Kingdom) Location: Conference Room 1.3

1115-1245 2R Workshop: How to teach students and residents to say “I’m sorry” Leo Aukes*, Janke Cohen-Schotanus*, Jan Borleffs* (Center for Research and Innovation Medical Education, Groningen, Netherlands) Location: Multifunctional Room 9

1115-1245 2S Workshop: Medicine’s social contract with society – an international perspective Sylvia R Cruess*, Richard L Cruess*, Yvonne Steinert* (Center for Medical Education, McGill University, Montréal, Canada) Location: Multifunctional Room 10

1115-1245 2T Workshop: The use of Gapminder World in medical education Hans Rosling (Department of Public Health Sciences, Karolinska Institutet, Stockholm, Sweden; and Gapminder Foundation, Stockholm, Sweden) Location: Multifunctional Room 11

1115-1245 2U Workshop: In your Face(book): Professional conduct and boundaries in the age of Social Networking Services. How do we advise students? Joanna MacDonald*, Stephen Sohn, Peter Ellis (University of Otago, Wellington, New Zealand) Location: Multifunctional Room 12

1115-1245 2V Workshop: CanMEDS-Family Medicine: A new competency framework for family medicine education and practice in Canada Elizabeth Shaw*, Danielle Saucier*, on behalf of the College of Family Physicians of Canada Working Group on Postgraduate Curriculum (College of Family Physicians of Canada, Canada) Location: Conference Room 1.6

1115-1245 2W Workshop: Redirecting unprofessional behaviors: a practical approach Emily Chai*, Audrey Chun, Sara Bradley*, Helen Fernandez*, Reena Karani, Nisha Rughwani, Rainier Soriano*, David Thomas* (Mount Sinai Hospital/Mount Sinai School of Medicine, New York, United States) Location: VIP Room 2

1115-1245 2X Posters: Problem-based learning: Case studies and evaluation Chairperson: Matthew Gwee (Singapore) Location: Restaurant 2X1 Comparisons between students’ and tutors’ perceptions of problem-based learning tutorials Sun Ju Im*, So Jung Yune, Sang Yeoup Lee, Sun Yong Baek (Pusan National University School of Medicine, Beomeo-ri, Mulgeum-eup, Yangsan-si, Gyeongsangnam-do, Republic of South Korea)

2X2 On the relationship between students’ participation in tutorial groups and study success Matti Aarnio*, Juha Nieminen, Eeva Pyörälä (Research and Development Unit for Medical Education, University of Helsinki, Finland)

2X3 Problem based learning – a new access for medical students Moritz Scholten*, Marco Roos, Katja Götz, Joachim Szecsenyi (Department of General Practice and Health Services Research, University of Heidelberg, Germany)

– 38 – 2X4 Health problems of population as a guide for developing problem based learning (PBL) modules José Lúcio Martins Machado*, Valeria Menezes Peixeiro Machado, Joaquim Edson Vieira 2 (Universidade Cidade de São Paulo - UNICID, São Paulo, Brazil)

2X5 Problem based learning of immunology in medicine and veterinary degrees J. Garcia Casado, R. Solana*, R. Tarazona (University of Extremadura and University of Cordoba, Spain)

2X6 Teaching radiology using problem based learning Peter Corr* (United Arab Emirates University, Al Ain, United Arab Emirates)

2X7 Experiences of clinical practice in a problem-based learning medical curriculum and subsequent clinical environments Sarasvathie Reddy* (Nelson R Mandela School of Medicine, Congella, Durban, South Africa)

2X8 Implementation of problem based learning curriculum in undergraduate medical curriculum: the Indian scenario Maloy B Mandal*, Shripad B Deshpande (Institute of Medical Sciences, Banaras Hindu University, Department of Physiology, Varanasi, India)

2X9 Systematic review and meta-analysis of PBL vs. traditional teaching in regards to students’ acquisition of knowledge Richard Partington*, Kirti Jasani, Zaher Toumi (Manchester Royal Infirmary, Manchester, United Kingdom)

2X10 Smile and style: The student experience and epistemology in a problem-based Curriculum Gillian Maudsley* (Division of Public Health, The University of Liverpool, United Kingdom)

2X11 Problems of the problem-based learning: 6th years’ contemplation of curriculum reform Mutsuhiro Ikuma* (Hamamatsu University School of Medicine, Handayama, Hamamatsu, Japan)

2X12 Progress in basic science and clinical knowledge during 10 semesters in a PBL versus classical curriculum: a randomized controlled trial Thorsten Schäfer*, Bert Huenges, Andreas Burger, Herbert H. Rusche (Büro für Studienreform Medizin, Ruhr-Universität Bochum, Germany)

2X13 Problem reformulation based on students’ feedback is viable in dynamic PBL medical curriculum El-Barbary M.*, Al-Hoqail I., Al-Rukban M., Khalil M.A. (Faculty of Medicine, King Fahad Medical City, Riyadh, Saudi Arabia)

2X14 Is a PBL curriculum a better nutrient medium for student-generated learning objectives than a PBL island? Kirsten Gehlhar*, Alexandra Wüller, Hile Lieverscheidt, Martin R. Fischer, Thorsten Schäfer (University Witten/Herdecke, Witten, Germany)

2X15 The effects of PBL sessions introduction to more traditional core curriculum: 12 years after Jaroslav Mares*, Marcela Klabanova, Eduard Kocarek, Zdenek Sedlacek (Charles University, Institute of Biology and Medical Genetics, 2nd Medical School, Praha, Czech Republic)

2X16 A hybrid PBL model in human biology and medicine degrees through an MONDAY 31 AUGUST 2009 interdisciplinary subject Carrió M*, Baños, JE, Berrendero F, Bigorra J, Cardona L, Centeno N, Comas D, Miralles R, Moyano E, Pastor M, Samsó E, Sentí M, Solsona JF, Pérez J. (Faculty of Health and Life Sciences, University Pompeu Fabra, Barcelona, Spain)

2X17 Medical students’ attitudes to problem-based learning at Hacettepe University Sevgi Turan*, Ozcan Demirel (Department of Medical Education and Informatics, Hacettepe University, Faculty of Medicine, Sihhiye, Ankara, Turkey)

2X18 Analysis of students’ and tutors’ verbal interactions in Problem-Based Learning Sun-A Oh*, Eun-Kyung Chung, Young-Jong Woo, Jung-Ae Rhee, Hyun-Cheol Lee, Chang-Soo Park, Sam-Yong Lee, Jong-Hee Nam, Young-Il Koh, Jung-Chul Kim (Dept. of Medical Education, Chonnam National University Medical School, Dong-gu, Gwangju, Korea)

2X19 Assessing student performance in problem-based learning in the first two years of medical school Chan LC*, Yip ALM (The University of Hong Kong, Li Ka Shing Faculty of Medicine, Pokfulam, Hong Kong)

– 39 – 2X20 Successful PBL tutoring – know your students. Professional development for PBL tutors in the Bond MBBS program Christine Tom (Bond University, Emerald Lakes, Australia)

1115-1245 2Y Posters: Attitudes, ethics and cultural diversity Chairperson: Al Dowie (UK) Location: Restaurant 2Y1 Implementation of biomedical ethics and humanities in medical education: a case study in the Faculty of Medicine, Diponegoro University, Semarang, Indonesia Ani Margawati*, Hertanto W Subagio*, Soejoto*, Ariawan Soejoenoes (Diponegoro University,Faculty of Medicine, Semarang, Indonesia)

2Y2 In praise of systematic diversity: a new model for medical ethics education MJ de Bree*, MA Verkerk (University Medical Center Groningen, Expertise Center Ethics in Care, Groningen, Netherlands)

2Y3 Islam and the professional ethic in medicine Seyed Alireza Moniri*, Ahmad Sadat Kalati, Seyede Sara Moniri* (Shiraz University of Medical Sciences, Namazi Hospital, Shiraz, Iran)

2Y4 The association between empathy and specialty interest among medical students Archchana Radhakrishnan*, Andy Flett (Bart’s and The London School of Medicine and Dentistry, Centre for Medical Education, Whitechapel, London, United Kingdom)

2Y5 There should be something more than advice: a scenario named “who is right?” for empathy teaching Nazan Karaoglu*, Muzaffer Seker (Tip Egitimi ve Bilisimi Anabilim Dali, Selcuk Universitesi Meram Tip Fakültesi, Akyokus, Meram, Konya, Turkey; Medical Education and Informatics Department, Selcuk University Meram Medical Faculty, Konya, Turkey)

2Y6 Empathy in medical students: relationships with social anxiety and communication behaviour Anita Laidlaw* (University of St Andrews, Bute Medical School, St Andrews, United Kingdom)

2Y7 A multiprofessional assessment of empathy and attitudes toward the underserved Donald L. Gabard*, Stephen Davis, Sonia Crandall* (Chapman University, California, United States)

2Y8 Web based ethics education in occupational health care Anne Heikkinen*1, Timo Leino2, Susanna Pitkänen3, Gustav Wickström4 (2Finnish Institute of Occupational Health, Helsinki; 1Finnish Institute of Occupational Health, Helsinki; 3University of Helsinki, Helsinki, 4University of Turku, Department of Occupational Health, Turun Yliopisto, Finland)

2Y9 Problem analysis of cultural competence course design from teachers’ survey Jer-Chia Tsai*, Peih-Ying Lu, Chun-Sheng Lai (College of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan)

2Y10 Medical Ethics OSCE and workplace performance of rural doctor Kanokwan Sriruksa* (Khon Kaen Hospital, Tambol Naimuang, Muang District, Khon Kaen, Thailand)

2Y11 ‘The Moral Tale Shows’ lead medical students to learning in conceptual age Nitipat Bussabarati* (Bhuddhachinnarat Hospital, School of Medicine, Amphur Meung, Phitsanuloke, Thailand)

1115-1245 2Z Posters: Peer assisted learning Chairperson: Nuno Sousa (Portugal) Location: Restaurant 2Z1 Teaching at the end of the peer Juliette King, Vicky Lewis* (Division of Medical Education, Cardiff University, University Hospital of Wales, Cardiff, United Kingdom)

2Z2 How do tutors and tutees benefit from peer-tutoring schemes? Katharine Augustine*, Clare Phillpotts (Southmead Hospital, Bristol North Academy, North Bristol NHS Trust, Bristol, United Kingdom)

2Z3 Students teaching students. Role of teaching assistants in early phases of integrated medical curriculum at Mayo Medical School Wojciech Pawlina*, Nirusha Lachman, Jerry W. Swanson, Joseph P. Grande, Thomas R. Viggiano (Department of Anatomy, College of Medicine, Mayo Clinic, Mayo Medical School, Rochester, United States)

– 40 – 2Z4 Case-based learning to improve clinical reasoning – is peer-teaching as effective as expert teaching? Stefanie Balzereit*, Diethard Tauschel, Katja Buker, Anja Roeder (Universität Witten/Herdecke, Witten, 2 Germany)

2Z5 Can peer assisted learning (PAL) be used to reinforce acquired theoretical knowledge in the medical course? Burke J*, Hart R, Teo UL, Chen SS, Connolly M, Field M (Medical Education Unit, Faculty of Medicine, Wolfson Medical School Building, Glasgow, United Kingdom)

2Z6 Cross-year medical student tutoring for teaching clinical examination skills on the ward Rupert Scott* (John Radcliffe Hospital, Oxford University Medical School, Headington, Oxford, United Kingdom)

2Z7 Influence of peer-to-peer education in undergraduate education in emergency medicine Ruesseler M*, Heringer F, Stier M, Marzi I, Walcher F (Department of Trauma Surgery, Goethe University, Frankfurt, Germany)

2Z8 Can peer-lead case-based conferences improve clinical skills? Diethard Tauschel*, Katja Buker, Christopher Schmickl, Stephanie Balzereit, Anja Roeder (University of Witten/Herdecke, Integrated Curriculum for Anthroposophic Medicine, Witten, Germany)

2Z9 Peer-assisted Learning (PAL): the trainer experience Field M*, Graham K, MacKenzie J, Caplan R, Burke J (Wolfson Medical School Building, Department of Medical Education, University of Glasgow, United Kingdom)

2Z10 Student-Managed Peer-Assisted Learning (SM-PAL) James Giles* (Mayo Building, Undergraduate Department, Salford Royal NHS Foundation Trust, Salford, United Kingdom)

2Z11 Faculty development for peer tutors: what do we want, and how do we want it? Jayasinghe GS*, Evans DE*, Horton D (St George’s University of London, London, United Kingdom)

1115-1245 2AA Posters: Teaching and learning clinical skills and procedures Chairperson: Subha Ramani (USA) Location: Restaurant 2AA1 Creating a Community of Practice of clinical skills trainers in South Africa George Draper* (Clinical Skills Centre, Faculty of Health Sciences, University of Cape Town, South Africa)

2AA2 A qualitative descriptive study on the evaluation of the clinical skills centre work flow in King Abdulaziz University, Saudi Arabia AbdulAziz Boker,* Omayma Hamed (Department of Medical Education, Faculty of Medicine, King AbdulAziz University, Jeddah, Saudi Arabia)

2AA3 Factors underlying student extra-curricular involvement: a study in a Clinical Skills Centre Salgueira AP*, Sousa N, Costa MJ (School of Health Sciences - University of Minho, Campus de Gualtar, Braga, Portugal)

2AA4 Gynaecological emergency skills drills: a cognitive development tool

Deirdre Lyons*, Susan Clark, Jenny Higham (Academic Department of Obstetrics & MONDAY 31 AUGUST 2009 Gynaecology,Imperial College Healthcare NHS Trust, London, United Kingdom)

2AA5 A kinesthetic approach to teaching about cerebrospinal fluid Jennifer Breckler* (UC Berkeley - UCSF Joint Medical Program and San Francisco State University, Berkeley, California, United States)

2AA6 Development of a new radiography clinical skills facility England A, Ward A*, Ball B*, Burgess K (Medical Imaging & Radiotherapy, University of Liverpool, Johnston Building, School of Health Sciences, Liverpool, United Kingdom)

2AA7 Withdrawn

2AA8 Development of clinical skills in medical students: a comparative study Leonor-Campos-Aragon* (Universidad Nacional Autónoma de México, Mexico)

2AA9 Efficacy of the educational programme in basic and advanced life support for medical professionals in Croatia Silvija Hunyadi-Anticevic, Gordana Pavlekovic*, Davor Milicic (Croatian Resuscitation Council, Croatian Medical Association, Zagreb, Croatia)

– 41 – 2AA10 Teaching basic suturing skills to 1st year medical students – introducing clinical skills earlier in the curriculum Hedda Dyer* (Ross University School of Medicine, Picard, Portsmouth, Roseau, Dominica)

2AA11 Pediatric resuscitation training – a mandatory component of the medical school curriculum? Farhan Bhanji*, Ronald Gottesman, Willem de Grave, Yvonne Steinert, Laura Winer (Montreal Children’s Hospital, Montreal, Canada; Centre for Medical Education, McGill University and Montreal Children’s Hospital; Maastricht University, Centre for Medical Education)

2AA12 Phlebotomy training for patient attendants at Queen Elizabeth Central Hospital (QECH), Blantyre, Malawi Victoria Walker*, Samantha Lissauer, Elizabeth Molyneux, Amanda Goldstein (Birmingham Children’s Hospital, Birmingham, United Kingdom)

2AA13 Structured self-assessment exercises for teaching diagnostic radiology: a comparison of learning outcome, student satisfaction and clinical practice Bussaya Sujitranoooch* (Chonburi Medical Education Center, Chonburi Hospital, Chonburi, Thailand)

2AA14 Using a midterm clinical skills examination in the first year of medical school to assess physical examination skill development Krista Bowers*, Diane M. Ferguson (University of Texas Health Science Center at San Antonio, United States)

2AA15 Plasticast: The next generation of clinical skills videos Emma Esquillant*, Tim Rattay, Paul Gazzani, Anne-Marie Feeley, Birgit Fruhstorfer, Jamie Roebuck, Uzma Satti, Steven Brydges, Gregory Smith, Peter Abrahams (Warwick Medical School, Warwick University, Coventry, United Kingdom)

2AA16 Experiences of Implementation of “Healthcare Matrix-KMU Edition” in Clinical Medical Education Su-Shin Lee, Meng-Chum Chen, Ling-Sui Chen, Pei-Ling Hsu, Chung-Sheng Lai* (Kaohsiung Medical University, Kaohsiung, Taiwan)

1115-1245 2BB Posters: The student in difficulty Chairperson: Michelle McLean (South Africa) Location: Restaurant 2BB1 Self-development groups reduce medical school stress: a controlled intervention study Mari Holm1, Reidar Tyssen2*, Kirsten Irene Stordal3, Brit Haver1 (Dept Behav Sci Med, Institute of Basic Medical Sciences, Faculty of Medicine, University of Oslo, 1Department of Clinical Medicine, Section Psychiatry, University of Bergen, 2Institute of Basic Medical Sciences, Faculty of Medicine, University of Oslo, 3Division of Psychiatry, Helse BergenHF, Oslo, Norway)

2BB2 Stress in Pakistan: working towards student well being Afshan Shahid*, Zareen Zaidi, Mahmood Ahmed. (Defence Housing Authority - DHA Phase 1, Foundation University Medical College, Islamabad, Pakistan)

2BB3 Development and validation of a questionnaire of quality of life of medical students Patricia Tempski, Bruno Perotta, Regina A Possi, Patricia L Bellodi, Joaquim E Vieira, Lilia B Schraiber, Milton A Martins* (School of Medicine of the University of Sao Paulo, Sao Paulo, Brazil)

2BB4 An analysis of the types of stress and stress coping strategy of Korean medical students Bo-Hyun Kim*, Sook-hee Ryue (Department of Medical Education, Yonsei University, Seoul, Republic of South Korea)

2BB5 Study of exam anxiety of nursing and allied health students Ahadi F*, Arshadi F, Abedsaidi J, Ghorbani R, Tabatabaii M (Semnan University of Medical Sciences and Health Services, Semnan, Iran)

2BB6 Screening for depression among medical students at the Pontificia Universidad Católica de Chile María Inés Romero, Jaime Santander, Mario Hitschfeld, Trinidad Hoyl* (Santiago, School of Medicine; Pontificia Universidad Católica de Chile, Santiago Chile)

2BB7 A study of pre-clinical students’ stress levels at Udonthani Hospital, Thailand Kobchai Uengpitakphan* (Undornthani Medical Education Center, Undornthani Hospital, Meung, Thailand)

2BB8 Stress coping strategies among medical students of a Federal University from southern Brazil Greice Suellen Batista, Antônio Mazzei Santana, Suely Grosseman*, Laura Berton Eidt, Fernando César Wehrmeister, Valdes Bollela (Campus Universitário sem número, Centro de Ciências da Saúde/ Departamento de Pediatria, Trindade, Florianópolis, Santa Catarina, Brazil; Universidade Federal de Santa Catarina, Florianópolis, Brazil)

– 42 – 2BB9 Improving remedial medical students’ performance in Clinical Skills Assessment KS Murthy*, Ged Byrne*, P O’Neill (Medical Education Office, Education and Resources Centre, University Hospitals of South Manchester, Wythenshawe Hospital, Manchester, United Kingdom) 2 2BB10 Delayed progression in medicine JWM Chow*, K Anderson* (St George’s, University of London, United Kingdom)

2BB11 Voluntary clinical workshops in the skills lab – do we reach the poorly performing students? Niemi-Murola Leila*, Kuusi Timo (Development and Research Unit for Medical Education, University of Helsinki, Finland)

2BB12 Impact of a student support initiative for medical students in their clinical years Marietjie de Villiers, Martie van Heusden, Ben van Heerden* (University of Stellenbosch, Faculty of Health Sciences, Tygerberg, South Africa)

2BB13 Who needs a mentoring program among medical students? Seung-Min Oh*(Yonsei University Medical Center, Department of Medical Education, Yonsei University College of Medicine, Seoul, Republic of South Korea

2BB14 A tutorial program for first year medical students in the School of Medicine of Malaga Santos I*, Lara JP, Barbancho MA, Villalobos A, Villena A, Pena JM, González-Barón S (School of Medicine Málaga, Spain)

2BB15 Counselling medical students: students’ evaluation of an experience at the fourth year of the career Jaime Labarca*, Katherine Droppelmann, Constanza Godoy, Carolina Grau, María Inés Romero (Pontiicia Universidad Católica de Chile, Santiago, Chile)

1115-1245 2CC Posters: Continuing medical education/continuing professional development Chairperson: Hervé Maisonneuve (France) Location: Restaurant 2CC1 Using interactive webinars to deliver continuing professional development to dental professionals Madeline Campbell*, Bryan Burford (Northern Deanery, Newcastle-upon-Tyne, United Kingdom)

2CC2 Comparison of UpToDate and DynaMed regarding methodological type and publication year of their retrieved references: an analytical cross sectional study Ladan Sayyahensan, Masoomeh Faghankhani*, Anna Javanbakht, Hamidreza Baradaran (Medical Education and Development Center, Iran University of Medical Sciences, Tehran, Iran)

2CC3 Syllabus for on-going training, in relation to the professional profiles of the recipients and the healthcare environment in which they carry out their activity Calzada Ml*; Campos-Garcia T, Yera T, Cortes-Martinez C (Andalusian Regional Ministry of Health, Sevilla, Spain)

2CC4 What a public health service can and should expect in the 21st Century, in light of the on-going training concept Calzada Ml, Yera T*, Campos-Garcia T (Andalusian Regional Ministry of Health, Sevilla, Spain)

2CC5 Learning needs assessment of general practitioners in Rawalpindi and Islamabad Saima Iqbal*, Kashaf Aziz, Nida Latif, Akhtar Ali Qureshi (Shifa College of Medicine, Islamabad, Pakistan) MONDAY 31 AUGUST 2009

2CC6 Effectiveness of an educational intervention on frequent attendance in primary care Ramos A*, Dolado R, Cobos A, Joaniquet X, Ancochea L (Colegio Oficial de Médicos de Barcelona, Spain)

2CC7 Initiating tools for a national CPD framework in Finland Topi Litmanen*, Kristiina Patja* (Pro Medico, Helsinki, Finland)

2CC8 Continuing professional development of dentists in rural areas of Thailand – what did they do? Supranee Eamrucksa* (Undornthani Medical Education Center, Undornthani Hospital, Meung, Thailand)

2CC9 CPD needs analysis of a pharmacy population Hall M, Adair CG*, Murray S (The Queen’s University of Belfast, NI Centre for Pharmacy Learning and Development, Belfast, United Kingdom)

2CC10 Believing in ongoing training Jose Manuel Rodriguez Montes*, Maria Angeles Ruiz Algora, Felias Vega Cenizo and Juan Ruiz- Canela Caceres (Servicio Andaluz De Salud (Public Andalusian Health Service), Sevilla, Spain)

– 43 – 2CC11 FMOQ – Self-Managed Continuing Professional Development Plan (SCPDP) – The results two years after implementation Claude Guimond*, Pierre Raîche (FMOQ (Federation of General Practitioners of Québec), Montréal, Canada)

2CC12 The construction of a tailor-made questionnaire to predict burnout and work engagement in Dutch veterinarians Nicole JJM Mastenbroek*, Evangelia Demerouti, Debbie ADC. Jaarsma, Peter van Beukelen (Faculty of Veterinary Medicine, Utrecht UniversityUtrecht, Netherlands)

2CC13 Medical education changes in Tyumen, Russia Zhmurov Vladimir, Bredneva Nadezhda, Petrushina Antonina, Khvesko Tamara*, Masterskikh Svetlana (Tyumen Medical Academy, Tyumen, Russia)

2CC14 Heart to Heart: A continuing professional development course teaching communication skills essential to palliative care Anita Singh*, Dori Seccareccia, Kerry Knickle (Temmy Latner Center for Palliative Care, University of Toronto, Canada)

2CC15 Continuing training as a tool for change in caring for people at the end of their lives Ruiz-Barbosa C, Rabadan A* (Servicio Andaluz De Salud, Sevilla, Spain)

1115-1245 2DD Posters: Medical education: Education research, management and leadership Training Chairperson: Megan Quentin-Baxter (UK) Location: Restaurant 2DD1 A new model for narrative inquiry research in medical education HJ Scott* (Kent, Surrey and Sussex Deanery, The School of Surgery, London United Kingdom)

2DD2 On the quest for patients: The model curriculum at Hannover Medical School (MHH) Volkhard Fischer* (Medizinische Hochschule Hannover, Germany)

2DD3 Students’ satisfaction of a nation-wide web-based course registration system in Hamadan Medical University in Iran Alireza Kazemi*, Saeid Bashirian, Johan Ellenius, Leila Masoomi, Uno G Fors (Medical Informatics Group, Karolinska Institutet, Department of Learning, Informatics, Management, and Ethics (LIME), Stockholm, Sweden)

2DD4 The tuition fees debate: impact of higher fees on medical education Noorie Boodoo*, Adam Hafez, David Byrne, Helen Graham (Division of Medical Education, King’s College London School of Medicine, Sherman Education Centre, London, United Kingdom)

2DD5 How can future capacity for medical and nurse training in General Practices in Wales be ensured? Phil Matthews* (Wales Deanery, Cardiff University, Cardiff, United Kingdom)

2DD6 Roles of class teacher system for medical students: a national survey in Japan Kazunobu Ishikawa*, Gen Kobayashi, Tetsuhito Fukushima, Kenneth Nollet, Koji Ohtani, Hitoshi Ohto, Tatsuo Suzutani, Teizo Fujita (Center for Medical Education and Career Development, Fukushima Medical University, Fukushima, Japan)

2DD7 Evaluation of exchange system between Spanish Universities: our experience at Faculty of Medicine, University of Malaga Villena A, Bermúdez R, Aguirre JA, Ruiz-Cruces R, Cabello M, Blanes A* (School of Medicine of Málaga, Spain)

2DD8 Developing leaders in healthcare education: supporting the professional development of senior clinical educators in Hospital Trusts Lesley Young*, Ed Peile, Neil Johnson, Jane Kidd (University of Warwick, Warwick Medical School, Coventry, United Kingdom)

2DD9 Developing successful leaders: a model for graduate medical education Wilhelmine Wiese-Rometsch*, Ingrid Guerra-Lopez, Heidi Kromrei* (Department of Graduate Medical Education, Wayne State University School of Medicine, Michigan, United States)

2DD10 Turning up the volume: developing the voice of doctors-in-training Susan Kennedy*, Symon Quy* (Kent & Canterbury Hospital, East Kent Hospitals University NHS Trust, Canterbury, Kent, United Kingdom)

2DD11 The role of communication in medical leadership and possibilities for its promotion Michael Henninger, Christina Barth* (Pädagogische Hochschule Weingarten, Germany)

2DD12 What are the internal barriers in research activities at universities? Zahra Karimian*, Zahra Sabbaghian, Bahram Saleh Sedghpour (Shiraz University of Medical, Shiraz, Iran)

– 44 – 2DD13 Net-Value Measurement: enhancing the understanding of satisfaction studies Glenna J Ewing* (Des Moines University, Des Moines, Iowa, United States) 2

1115-1245 2EE Secrets of Success (1) Location: Exhibition Area, Pavilion 1 2EE1 The effectiveness of web-based anatomy instruction in radiation oncology Joanne Alfieri*, Yvonne Steinert, Peter McLeod, Lorraine Portelance (McGill University, Centre for Medical Education, Montreal, Quebec, Canada)

2EE2 Enhancing Anatomy teaching via e-learning Maria Toro-Troconis*, Adam W. M. Mitchell, Anthony Firth, Julie Edwards, Michael Barrett, Jenny Higham (Imperial College London, United Kingdom)

2EE3 Evaluation of a new interactive online teaching aid for transesophageal echocardiography (TEE) Gordon Tait*, Annette Vegas, Massimiliano Meineri, Michael Corrin, Jo Carroll, Candice Silversides, Christohper Feindel (Toronto General Hospital, Department of Anesthesia and Pain Management, Toronto, Ontario, Canada)

2EE4 Interactive three-dimensional Virtual Brain Model as a companion to Neuroscience Education Wieslaw L Nowinski*1, Wojciech Pawlina*2 (1Biomedical Imaging Lab, Singapore Bioimaging Consortium, Agency for Science, Technology and Research, Singapore; 2Department of Anatomy, Mayo Medical School, College of Medicine Mayo Clinic, Rochester, MN, United States)

1115-1245 Meet the Experts 1115-1200 Aviad Haramati (Georgetown University School of Medicine, Washington DC, United States) 1200-1245 Hillard Jason (University of Colorado Denver, USA) Location: VIP Room 1

1245-1415 LUNCH (Some tables have been set aside for informal discussions. These are indicated with the discussion topic) Location: Pavilion 1

1300-1400 MEET THE AUTHORS Location: AMEE Stand, Pavilion 1

1300-1400 Private Meetings: • SEDEM AGM (SEDEM Members only) Location: Auditorium 2 • Cardiff Alumni Lunch (invitation only) Location: Restaurant Pavilion 2 • Harvard Macy Lunch (invitation only) Location: Restaurant Pavilion 2 • Directors of Masters in Medical Education Lunch (invitation only) Location: Restaurant Pavilion 2 • ESME Course (invitation only) Location: Conference Room 2.2 • ESTEME Course (invitation only) Location: Conference Room 1.2 • ESMEA Course (invitation only) Location: Conference Room 1.4 / 1.5 • FAME Course (invitation only) Location: Multifunctional Room 8 • RESME Course (invitation only) Location: Conference Room 1.1

• MEDINE 2 Executive (invitation only) Location: VIP Room 2 MONDAY 31 AUGUST 2009

SESSION 3: SIMULTANEOUS SESSIONS

1415-1600 3A Large Group Session: An introduction to medical education Chairperson: Larry Gruppen (University of Michigan, United States); Athol Kent (University of Cape Town, South Africa) Presenters: Monica van de Ridder (Utrecht): Feedback Joost Dijkstra & Lambert Schuwirth (Maastricht): Programmatic Assessment William McGaghie (Northwestern): Simulation Location: Auditorium 1

1415-1600 3B Symposium: Can medical education contribute to world peace? Chairperson: Matthew CE Gwee (National University of Singapore) Panellists: Steven L Kanter (Editor, Academic Medicine, and University of Pittsburg School of Medicine, US); Colin Green (Northwick Park Institute for Medical Research, UK) Location: Auditorium 2

– 45 – 1415-1600 3C Fringe (1) Chairperson: Rachel Ellaway (Canada) Location: Conference Room 2.1 1415-1430 3C1 Assessment drives the curriculum (crazy) – cart before horse and other fallacies Antonia Pelz*, Stefan Reinsch, Moritz Gebauer, Jaqueline Pinnow, Hartmut Riehn, Peter Kube, Jörg Pelz (Ruhr- Universität Bochum, Medizinische Fakultät, Modellstudiengang, Bochum, Germany)

1430-1445 3C2 Flex and Ply: Does my S2 look big in this? Karen Fleming*, John McLachlan*, Gabrielle Finn, Aoife Ludlow (University of Ulster, School of Art & Design, Belfast, United Kingdom)

1445-1500 3C3 Politics meets medicine: electronic magic board revolutionizes healthcare education! Bradley Niblett*, James Robertson*, Paul Gamble*, Jason Verbovszky, Karim Bandali* (The Michener Institute for Applied Health Sciences, Toronto, Canada)

1500-1515 3C4 This meeting has 22 minutes David Topps*, Maureen Topps* (Northern Ontario School of Medicine, Sudbury, Canada)

1515-1530 3C5 Mickey Mouse Medicine Cathy Newman*, Jamie Newman* (Mayo Clinic College of Medicine, Rochester, Minnesota, United States)

1530-1545 3C6 The fundamental thing apply... Brian Bailey* (Edinburgh Napier University, School of Health and Social Sciences, Edinburgh, United Kingdom)

1415-1600 3D Research Papers: Feedback Chairperson: Katharine Boursicot (UK) Location: Conference Room 1.2 1415-1435 3D1 Providing influential feedback: How feedback is delivered and students’ selfassessments matter more than the severity of your concerns Kevin W Eva*, Juan Munoz, Mark D Hanson, Allyn Walsh, Jacqueline Wakefield (McMaster University, Hamilton, Ontario, Canada)

1435-1455 3D2 Who wants feedback? An investigation of the variables influencing residents’ feedback-seeking behavior Pim Teunissen*, Diederik Stapel, Cees van der Vleuten, Albert Scherpbier, Klarke Boor, Fedde Scheele (Maastricht University, FHML, Department of Educational Research & Development, Maastricht, Netherlands)

1455-1515 3D3 Why doctors do (not) improve their performance after 360-degree feedback: A qualitative study Karlijn Overeem*, Kiki Lombarts, Onyebuchi Arah, Richard Grol, Hub Wollersheim, Erik Driessen (Scientific Institute for Quality of Healthcare, Nijmegen, Netherlands) (NOTE: Listed in Abstracts as 3D4)

1515-1535 3D4 Effects of feedback by feedback providers with high or low credibility: a randomized controlled trial Monica van de Ridder*, Ciska Berk, Karel Stokking, Olle ten Cate (Leerhuis Albert Schweitzer Ziekenhuis, Dordrecht, Netherlands) (NOTE: Listed in Abstracts as 3D3)

1535-1600 Discussion

1415-1600 3E Short Communications: Assessment: The OSCE Chairperson: Peter van Beukelen (Netherlands) Opening Discussant: Jack Boulet (USA) Location: Conference Room 2.2 1415-1430 3E1 Stability of OSCEs conducted at the Alberta International Medical Graduate Program: Results of a latent trait analysis over three years Baig L*, Violato C, Hofmeister M (Alberta International Medical Graduate Program, Health Sciences Centre, The University of Calgary, Canada)

1430-1445 3E2 Creating a communication skills OSCE examiner training DVD Belinda Yamagishi*, Carol Gray*, Helen Shore, Susan Gregory (Royal Veterinary College, London, United Kingdom)

1445-1500 3E3 Peer examiner evaluation and feedback during an OSCE: are students comparable to faculty? Geneviève Moineau*, Barbara Power, Anne-Marie J Pion, Timothy J. Wood, Susan Humphrey-Murto (University of Ottawa Faculty of Medicine, Ottawa, ON, Canada)

1500-1515 3E4 The use of the objective structured clinical examination to differentiate physician assistant students and recently graduated physicians M.J.T. Gerhardus*, G.T.W.J. van den Brink, C.T. Postma (Hogeschool van Arnhem en Nijmegen (HAN University of Applied Sciences, Nijmegen, Netherlands)

– 46 – 1515-1530 3E5 Effects of a OSCE in the Medical School Ferrer M*, Iriarte J, Alegre M, Fernández S (University of Navarra Medical School, Pamplona, Spain) 2 1530-1545 3E6 Is sequential testing worth the effort? Chris Harrison*, Val Wass (University of Manchester, Rusholme Academic Unit, Manchester Medical School, Manchester, United Kingdom)

1545-1600 Discussion

1415-1600 3F Short Communications: Curriculum: Curriculum development (1) Chairperson: Margarita Baron-Maldonado (Spain) Opening Discussant: Janke Cohen-Schotanus (Netherlands) Location: Exhibition Room 1415-1430 3F1 Is there a role for vertical integration of basic sciences with clinical medicine in medical education at 3rd year undergraduate level? Patel A S*, Soobrah R, Jethwa A, Pitkin J (Northwick Park & St Mark’s Hospital, NW London Hospitals NHS Trust, Harrow, Middlesex, United Kingdom)

1430-1445 3F2 Influence of Early Experience on final year students’ perceptions of their Personal and Professional Development Carroll J*, Hart J, Boggis C and Braidman I (The University of Manchester, United Kingdom)

1445-1500 3F3 Riphah Academy of Research and Education: Fostering research and education Umar Ali Khan*, Ayesha Rauf, Rahila Yasmeen, Aafaq Ahmad (Riphah International University, Rawalpindi, Pakistan)

1500-1515 3F4 Emory University School of Medicine – a new curriculum J Alan Otsuki*, J William Eley, Gordon C Churchward, Erica D Brownfield, Sally A Santen (Emory University School of Medicine, Atlanta, Georgia, United States)

1515-1530 3F5 DREEM analysis of a new medical course: What students think? Carole Steketee* (The University of Notre Dame, Fremantle, Australia)

1530-1545 3F6 Learning in the Community: A follow-up study comparing first-year students’ perceptions to their views when they are already practising doctors Patricio Madalena*, Pais-de-Lacerda António, Barbosa Miguel, Barbosa António, Gomes-Pedro João (Instituto de Introdução à Medicina, Faculdade de Medicina, Universidade de Lisboa, Portugal)

1545-1600 Discussion

1415-1600 3G Short Communications: Curriculum: Outcome based education (1) Chairperson: Dujeepa Samarasekera (Singapore) Location: Multifunctional Room 2 1415-1430 3G1 Can a structured logbook help students to maximise their learning in an outcomes based curriculum? J. Dent*, S. Schofield, M. Davis (Centre for Medical Education, University of Dundee, United Kingdom)

1430-1445 3G2 Introduction of 12 clinical competencies into a medical curriculum Jonathan Purday* (Peninsula College of Medicine and Dentistry, Royal Devon & Exeter Foundation Trust, Exeter, United Kingdom) MONDAY 31 AUGUST 2009 1445-1500 3G3 Developing medical curriculum based on learning-outcomes at Medical School, Zagreb University, Croatia Nada Cikes*, Gordana Pavlekovic, Mladenka Vrcic Keglevic, Zelimir Bradamante (Medical School, University of Zagreb, Croatia)

3G4 Withdrawn

1500-1515 3G5 The Blue Print Project – validation of graduate education competencies in community health sciences Marilynne A. Hebert*, Mone Palacios, Antony Porcino (University of Calgary, Department of Community Health Sciences, Calgary, Canada)

1515-1530 3G6 The development of medical competency as indicated by personal identification with the Three Circle outcomes Perez-Gonzalez JF*, Zahlout A, Roa E, Giesen G, Uzcategui, Z, Patiño M. (Centro de Investigación y Desarrollo de la Educación Médica (CIDEM). Escuela de Medicina “Luis Razetti”. Facultad de Medicina. Universidad Central de Venezuela, Ciudad Universitaria, LosChaguaramos, Caracas, Venezuela)

– 47 – 1530-1545 3G7 Validating Indonesian standards of competences for medical doctors Titi Savitri Damardjati* (Faculty of Medicine, Gadjah Mada University, Sekip Utara, Yogyakarta, Indonesia)

1545-1600 Discussion

1415-1600 3H Short Communications: e-Learning: e-learning and undergraduate education (1) Chairperson: Wolfram Antepohl (Sweden) Opening Discussant: John Sandars (UK) Location: Multifunctional Room 6 1415-1430 3H1 Three years of lessons learned with an integrated, electronic undergraduate medical curriculum Robert M. Klein*, Giulia A. Bonaminio, Glendon G. Cox, Michael Karr, Anthony Paolo, Heidi Chumley, James L. Fishback (University of Kansas, School of Medicine, Departments of Anatomy & Cell Biology, Pathology & Laboratory Medicine, Family Medicine, and the Office of Medical Education, Kansas City, Kansas, United States)

1430-1445 3H2 Engaging veterinary students in e-learning development Nick Short* (Royal Veterinary College, London, United Kingdom)

1445-1500 3H3 WikiLectures – a brand new tool for pre-clinical education Vejražka M*, Štuka Č, Štípek S (Charles University in Prague, 1st Faculty of Medicine, Prague, Czech Republic)

3H4 Withdrawn

1500-1515 3H5 A Reproductive Health (RH) online module for large enrolment classes – an Egyptian pilot project experience Rehab Abdel Hai*1, Sahar Yassin1, M. Fouad Ahmad2, Uno GH Fors3 (Department of Public Health, Faculty of Medicine, Cairo University, National Tempus Office – Egypt, Virtual Patients Lab, Department LIME, Karolinska Institutet, Stockholm, Sweden)

1515-1530 3H6 RARITY – a new e-learning tool integrating radiology and anatomy for medical students Tim Rattay*, Birgit Fruhstorfer, Paul Gazzani, Jamie Roebuck, Anne-Marie Feeley, Emma C. Esquilant, Uzma M. Satti, Anil Vohrah, Richard M. Wellings, Stephen Brydges*, Peter H. Abrahams (Institute of Clinical Education, University of Warwick Medical School, Coventry, United Kingdom)

1530-1600 Discussion

1415-1600 3I Short Communications: Teaching and Learning: Reorganisation and delivery of clinical teaching Chairperson: David Taylor (UK) Location: Multifunctional Room 7 1415-1430 3I1 An overview of clinical teaching in Canada David Cook*, Nick Busing, Dwight Harley, Catherine Peirce, Sandra Woodhead Lyons (University of Alberta and Association of Faculties of Medicine of Canada, Edmonton, Alberta, Canada)

1430-1445 3I2 Student case-related reasoning skills: the added value of clinical context Andrea Rudaz, Anne Gut, Martine Louis-Simonet, Arnaud Perrier, Nu V Vu, Mathieu R Nendaz* (University of Geneva Faculty of Medicine and Geneva University Hospitals, Service of General Internal Medicine, Geneva, Switzerland)

1445-1500 3I3 Organizing clerkships Charlotte Soejnaes*, Mie Bonde, Ann-Helen Henriksen, Charlotte Ringsted (Centre for Clinical Education, Copenhagen University Hospital, Rigshospitalet, Copenhagen, Denmark)

1500-1515 3I4 Predicting clinical skills development D. Michael Elnicki*, Amanda Cooper, John Mahoney (University of Pittsburgh, UPMC Shadyside, Pittsburgh, United States)

1515-1530 3I5 An electronic case recording system for students on clinics C Trace*, S Baillie, N Short (Royal Veterinary College, North Mymms, Hatfield, United Kingdom)

1530-1545 3I6 Practitioner-centred narratives: an educational needs analysis Darren A Kilroy* (Manchester Metropolitan University, Stockport NHS Foundation Trust, Stockport, United Kingdom)

1545-1600 3I7 Longitudinal patient contact for students on surgical rotation Donald Bramwell* (Department of Orthopaedic Surgery, Flinders University, Adelaide, Australia)

No Discussion

– 48 – 1415-1600 3J Short Communications: Education management: Quality assurance Chairperson: Hans Karle (Denmark) Location: Multifunctional Room 1 2 1415-1430 3J1 Aligning hospital clinical resources to curriculum needs C Colqhoun, M R Hafeez, K Heath, R B Hays* (School of Medicine, Keele University, Newcastle-under-Lyme, United Kingdom)

1430-1445 3J2 Institutional cultural change: Can it be done? John George*, Stephen Laird* (Kirksville College of Osteopathic Medicine, Kirksville, United States)

1445-1500 3J3 A social network for innovators B. Marin*, J. Lago, C. Vico (IAVANTE Foundation, Málaga, Spain)

1500-1515 3J4 Clerkship directors’ meetings within medical schools Paul A. Hemmer*, Klara Papp, Steven Durning (Uniformed Services University of the Health Sciences, USUHS-EDP, Bethesda, United States)

1515-1530 3J5 Sharing a common office – faculty development through inter-specialty interaction Pant M*, Nesargikar PN, Cocker DM, Parupalli S, Parkinson KA (Keele School of Medicine, Keele University, Keele, United Kingdom)

1530-1545 3J6 Improving the quality of postgraduate medical education: traffic light feedback Rickenbach M*, Plint S (NHS Education South Central, United Kingdom)

1545-1600 3J7 Australia sets national registration and accreditation standards for health professions Gina Geffen* (Queensland Psychology Board, Australian Psychology Accreditation Council, Forum of Australian Health Professional Councils and School of Psychology, University of Queensland, Brisbane, Australia)

No Discussion

1415-1600 3K Short Communications: Postgraduate Education: Challenges Chairperson: Jean Jouquan (France) Opening Discussant: to be confirmed Location: Conference Room 1.4/1.5 1415-1430 3K1 Pitfalls in the process of reform of post graduate medical training Fedde Scheele*, Scheltus van Luijk, Hanneke Mulder, Cor de Kroon, Jamiu Busari (Sint Lucas Andreas Ziekenhuis / VU Medical Centre, Amsterdam, Netherlands)

1430-1445 3K2 Supporting trainees in difficulty: a new Scotland-wide approach Fiona Anderson*, Philip G Cachia, Robert Monie, Alan A Connacher (NHS Education for Scotland, East of Scotland Deanery, Dundee, United Kingdom)

1445-1500 3K3 Practical advice on how to prevent and manage poorly performing doctors under postgraduate training – acceptance of a one day training course in Denmark Troels Kodal*, Allan Rohold, Kirsten Bested, Jonna Skov Madsen, Steen Tinning, Claus Østergaard, Frederik Mørk, Tine Rosengreen Pallisgaard (The Postgraduate Deanery of University of Southern Denmark, HR - Postgraduate Medical Education, Region of Southern Denmark, Vejle, Denmark)

1500-1515 3K4 The European Working Time Directive: implications for teaching and learning Natasha Macnab*, Julie Bedward, Ian Davison, Hywel Thomas (University of Birmingham, School of Education, Birmingham, United Kingdom)

1515-1530 3K5 Men are from Mars and women are from Venus: confirmation from postgraduate medical MONDAY 31 AUGUST 2009 education Davies SJ*, Walsh LA, Gallen DD (School of Postgraduate Medical and Dental Education, Cardiff University, Cardiff, United Kingdom)

1530-1545 3K6 Resident physicians’ attitudes and behaviors regarding underserved patients: a multi- institutional survey Mark L. Wieland*, Thomas J. Beckman, Stephen S. Cha, Timothy J. Beebe, Furman S. McDonald (Mayo Clinic College of Medicine, Rochester, United States)

1545-1600 Discussion

1415-1600 3L Short Communications: Themes: Communications skills Chairperson: Leo Aukes (Netherlands) Opening Discussant: Sally Santen (USA) Location: Multifunctional Room 3 1415-1430 3L1 Investigating the effects of medical communication skills course for undergraduate medical students YM Lee*, SH Jeon, YH Lee, JW Bae (Department of Medical Education, Korea University College of Medicine, Seoul, Republic of South Korea)

– 49 – 1430-1445 3L2 Does bedside assessment of communication skills improves medical students’ subsequent OSCE performance? Morris M*, Shuhaibar M, O Ciardha C, Hennessy M (School of Medicine and Psychology and Dept of Clinical Medicine, Trinity College Dublin and Adelaide and Meath Hospital (AMNCH), Dublin, Ireland)

1445-1500 3L3 Quantitative analysis of eye contact time in medical interview Susumu Seki*, Takeshi Morimoto, Yoshie Kubota, Kaori Takada, Mio Sakuma, Atsushi Hiraide (Kyoto University Graduate School of Medicine, Yoshida Konoe-cho, Sakyo-ku, Kyoto, Japan)

1500-1515 3L4 How does gain in medical knowledge affect rapport-building protocols of medical interview? Hirotaka Onishi*, Hirono Ishikawa, Oda Yasutomo, Toshiro Shimura, Naomi Sugimoto, Takeshi Morimoto, Rika Moriya, Motofumi Yoshida, Atsushi Watanabe (University of Tokyo, Japan)

1515-1530 3L5 Impact of the introduction of a clinical subject at the beginning of first cycle Badia M, Naval M, Trujillano J, Ribera J*, Portero M, Purroy F, Rodriguez A (Universidad de Lleida, Facultad de Medicina, Lleida, Spain)

1530-1545 Discussion

1415-1600 3M Short Communications: Staff development (1) Chairperson: to be confirmed Location: Multifunctional Room 8 1415-1430 3M1 The basic teaching qualification in health education: two tracks leading to the same goal W. Huveneers*, M.L. Schreurs*, H. Roebertsen* (Maastricht University, Department of Educational Development & Research, Maastricht, Netherlands)

1430-1445 3M2 A training program for a basic teaching qualification based on coach supported teacher responsibility Sillius A.W.*, Molenaar W.M. (University Medical Centre Groningen, Groningen, Netherlands)

1445-1500 3M3 Using emotional intelligence to facilitate effective development and supervision by increasing self-awareness Tavabie, A.*, Koczwara, A.*, Patterson, F. (Postgraduate Medical & Dental Education for Kent, Surrey & Sussex, London and Work Psychology Group, Nottingham, United Kingdom)

1500-1515 3M4 Development and validation of an instrument to assess faculty development programs from a broader perspective Soleiman Ahmady*1, Tahereh Changiz2, Mats Brommels3, F Andrew Gaffney4, Italo Masiello5 (Karolinska Institutet, MMC, LIME, Solna, KI, Urmia University of Medical Sciences, Stockholm, Sweden; Iran University of Medical Sciences)

1515-1530 3M5 Professional accomplishments among graduates of the FAIMER fellowship program Stacey R Friedman*, Deborah Diserens, Summers Kalishman, Renee Quintana, Elizabeth Hatch, Page S Morahan, William P Burdick (Foundation for Advancement of International Medical Education and Research (FAIMER), Philadelphia, United States)

1530-1545 3M6 Reflections of a new teacher, old country doctor over five years Richard Turner*, Moira AL Maley (Rural Clinical School, University of Western Australia, Albany, Perth, Australia)

1545-1600 3M7 Assessing stakeholders’ expectations for a faculty development program Blouin, Danielle* (Queen’s University, Kingston, Ontario, Canada)

No Discussion

1415-1600 3N PhD Reports: Work-based and clinical learning Chairperson: Gitte Wichmann Hansen (Denmark) Location: Multifunctional Room 5 1415-1435 3N1 Turning understanding into clinical practice Mandana Shirazi*, Hosein Keshavarz, Kirsti Lonka, Sagar Parikh, Farshid Alaeddini, Rolf Wahlstrom (Tehran University of Medical Sciences, Tehran, Iran)

1435-1455 3N2 The doctor-patient relationship: a study of postgraduate medical trainees’ views Sarah Burke* (University of Birmingham, School of Education, Birmingham, United Kingdom)

1455-1515 3N3 Continuing professional development: exploring the choices UK physiotherapists make throughout their careers Helena C Johnson* (York St John University, York, United Kingdom)

1515-1535 3N4 Learning the pelvic examination Karin Siwe* (Division of Women and Childs Health, Department of Clinical and Experimental Medicine Faculty of Health Science, Linköping University Hospital, Linköping, Sweden)

1535-1600 Discussion

– 50 – 1415-1600 3O Workshop: Measurement of clinical skills: Rules, tips, guidelines and pitfalls Kimberly A. Swygert*, Carol Morrison (National Board of Medical Examiners, Philadelphia, United States) Location: Conference Room 1.1 2

1415-1600 3P Workshop: Beyond CBME: Community Engaged Medical Education in Canada and Australia Roger Strasser*, Sarah Strasser* (Northern Ontario School of Medicine and Flinders University School of Medicine, Sudbury, Canada) Location: Multifunctional Room 4 (NOTE: Listed in Abstracts as 4P)

1415-1600 3Q Workshop: Young medical educator workshop: The write stuff: guidelines for getting published Stewart Mennin*, Soren Huwendiek*, Monica van de Ridder*, Regina Petroni Mennin* (University of New Mexico School of Medicine, USA; Childrens Hospital Heidelberg, Germany; Albert Schweitzer Hospital, Dordrecht, The Netherlands) Location: Conference Room 1.3

1415-1600 3R Workshop: When generations collide: Survival skills for millennial students and the faculty who teach them John F. Mahoney*, Karen Richardson-Nassif* (University of Pittsburgh School of Medicine and University of Vermont College of Medicine, Office of Medical Education, Pittsburgh, Pennsylvania, United States) Location: Multifunctional Room 9

1415-1600 3S Workshop: Developing a scholarship of medical education Charlotte Silén*, Cormac McGrath*, Klara Bolander Laksov* (Karolinska Institutet, Dept. Learning, Informatics, Management and Etichs, Stockholm, Sweden) Location: Multifunctional Room 10

1415-1600 3T Workshop: Leadership and management: understanding the difference and embracing the contradiction Anita Duhl Glicken*, M Douglas Jones, Jr.* (University of Colorado Denver, Aurora, United States) Location: Multifunctional Room 11

1415-1600 3U Workshop: Integration of non-technical skills into the curriculum – the potential of simulation-based training Doris Østergaard* (Director of Danish Institute for Medical Simulation, Herlev University Hospital, Capital Region of Denmark); Marcus Rall* (Director of Center for Patient Safety and Simulation, Tuebingen University Hospital, Tuebingen, Germany); Walter Eppich* (Director of Medical Education, kidSTAR Simulation Program, Children´s Memorial Hospital, Chicago, IL, USA) Location: Multifunctional Room 12

1415-1600 3V Workshop: Accreditation of postgraduate medical education in North America: lessons from a work in progress Ingrid Philibert*, Margaret Kennedy* (Accreditation Council for Graduate Medical Education, Chicago, IL, United States; The Royal College of Physicians and Surgeons of Canada) Location: Conference Room 1.6

1415-1600 3X Posters: Professionalism Chairperson: to be confirmed Location: Restaurant MONDAY 31 AUGUST 2009 3X1 Professionalism and medical humanism Barceló HA, Aguilar OL, Etchegoyen FP* (Instituto Universitario de Ciencias de la Salud Fundación H. A. Barceló, Buenos Aires, Argentina)

3X2 Attitudes towards medical professionalism among interns and residents in an Iranian medical school Mahasti Alizadeh*, Abolghasem Amini, Ailar Fazlzadeh, Paria Soulati, Sahar Madadi, Mahmoud Khalatbari (Medical Sciences Education Development Center (EDC), Department of Community Medicine, Tabriz Faculty of Medicine, Tabriz University of Medical Sciences, Tabriz, Iran)

3X3 Professionalism in medical undergraduates Vitor Fialho Lopes*, J Struthers, R Cruickshank (University of St Andrews, United Kingdom)

3X4 Students’ perceptions of professional behaviour Gray CL*, McLoughlin TF* (University of Sheffield School of Medicine, Sheffield, United Kingdom)

3X5 Medical students’ attitudes and behaviours regarding academic misconduct Somchai Tanawattanacharoen*, Chaichana Nimnuan (Office of Student Affairs, Chulalongkorn University, Patumwan, Bangkok, Thailand)

– 51 – 3X6 Assessment of academic misconduct in medical students Chaichana Nimnuan*, Somchai Tanawattanacharoen (Faculty of Medicine, Chulalongkorn University, Office of Institutional Research, Patumwan, Bangkok, Thailand)

3X7 What teaching methods strengthen professionalism and ethics in medical students? Wongtimarat K*, Suthamnirand A, Thongmeesee S (Chonburi Medical Education Center, Chonburi Hospital, Ban-suan, Muang, Chonburi, Thailand)

3X8 Investigating the beliefs and attitudes of medical students in relation to professionalism M Moneypenny*, H O’Sullivan, A Guha (School of Medical Education, Faculty of Medicine, University of Liverpool, United Kingdom)

3X9 Final pass/fail decisions of a first-year professionalism course: a comparison of medical students’ study careers H Dekker*, EA van Hell, J Borleffs, JW Snoek, T van der Molen, J Cohen-Schotanus (Center for Research and Innovation in Medical Education, University Medical Center Groningen and University of Groningen, Netherlands)

3X10 Professionalism assessment with Multiple Choice Questions (MCQs): Believe it or not? Robert S. Lee*, André-Philippe Boulais, Tanya Bennett (Medical Council of Canada, Ottawa, Ontario, Canada)

3X11 Assessing behaviours and attitudes – what do tutors think and feel about it? Philip Burns* (Rusholme Academic Unit, The University of Manchester, United Kingdom)

3X12 Assessing professionalism in the early years of medical school Joao José Cerqueira*, Nuno Sousa, Joana Almeida Palha, Manuel João Costa (School of Health Sciences, University of Minho, Braga, Portugal)

3X13 The assessment of professionalism by final year medical students R R du Preez*, Isobel van Huysteen* (Weskoppies Hospital, Pretoria; Department of Family Medicine, University of Pretoria, Pretoria, South Africa)

3X14 Students’ perceptions of personal behaviour and professionalism Jandu, V S*, Marshall, M (University of Sheffield, United Kingdom)

3X15 Bob the preliminary medical students diary Juliette King* (Cardiff University, Division of Medical Education, University Hospital of Wales, Cardiff, United Kingdom)

1415-1600 3Y Posters: Standardized patients Chairperson: to be confirmed Location: Restaurant 3Y1 Translating lessons from medical education to clinical ethics education Devra Cohen Tigor*, Robert Baker, Terry Sommer, Sally Bliss, Nada Gligorov (Union Graduate College Mount Sinai School of Medicine, Saratoga Springs, New York, United States)

3Y2 Does the assessment of doctor-patient-relationships and communications by standardized patients as a component of a global rating scale influence students´ performance during OSCEs? Reißenweber JH*, Fischer MR, Rützler M, Brehmer M (Student Dean’s Office, Medical Faculty of Witten/Herdecke University, Witten, Germany)

3Y3 “When you did it, I felt that…” Standardized patients’ (SP) feedback: How do we train them? Carine Layat Burn*, Raphael Bonvin (Educational Unit, Faculty of Biology and Medicine, University of Lausanne, Switzerland)

3Y4 Clinical teaching: the use of simulated patients as an innovative teaching and learning strategy A Traut* (University of the Western Cape, Bellville, South Africa)

3Y5 Sixteen years’ experience of applying standardized patients in teaching and assessing basic clinical skills for medical students Wan Xuehong*, Deng Hong (International Office, Sichuan University, West China School of Medicine, Chengdu, People’s Republic of China)

3Y6 Effects of students’ knowledge of feedback in simulations with Standardized Patients Baerbel Schwald*, Stefanie Roeding, Matthias Siebeck, Karsten Stegmann, Frank Fischer (Department of Surgery – Innenstadt, Ludwig Maximilians University Munich, Germany; Ludwig Maximilians University, Munich; Educational Psychology, Ludwig Maximilians University Munich, Germany)

– 52 – 3Y7 Actual status of programs in cooperating with simulated patients and standardized patients for Occupational Therapy Students in Japan Kaoru Inoue*, Atsuko Tanimura, Chihiro Sasaki, Nobuo Oshima (Tokyo Metropolitan University, Tokyo, 2 Japan)

3Y8 Simulated patients’ reflections on their experience of medical student training in a Malaysian medical school Julia Blitz*, Kooi Yau Chean (Penang Medical College, Penang, Malaysia)

3Y9 Training of difficult communication with standardized patients in a large medical school: does it raise the self-esteem and performance of medical students? Hinske PM, Görlitz A, Kopp V, Bauer D*, Heußner P, Fischer MR (Medical Education Unit, Ludwig- Maximilians-University Hospital, Munich, Germany)

3Y10 ‘Patients as Partners’: a framework for developing and running a simulated patient program Melissa McCullough, Pauline Murphy, Mairead Boohan* (School of Medicine, Dentistry and Biomedical Sciences, Queen’s University Belfast, United Kingdom)

3Y11 Difference of PPI (Patient and Physician Interaction) scores between professor and SP raters Sam Beom Lee*, Young Hwan Lee, Jae Beum Bang (Yeungnam UNIV, College of Medicine, Daegu, Republic of South Korea)

1415-1600 3Z Posters: Planning clinical teaching Chairperson: Melih Elcin (Turkey) Location: Restaurant 3Z1 A complex educational programme focused on clinical practice guidelines Radim Licenik*, Martin Faix, Darja Jarosova, Daniela Jelenova, Tomas Kuhn, Pavel Kurfurst, Adela Michalciva, Jan Vodicka, Katerina Ivanova (Centre for Clinical Practice Guidelines, Department of Social Medicine and Health Policy, Faculty of Medicine and Dentistry, Palacky University, Olomouc, Czech Republic)

3Z2 A model to explain the transforming effect of continuity on clinical teaching and learning Julie K Ash* (Health Professional Education, Flinders University, School of Medicine, Adelaide, Australia)

3Z3 Essentials of clinical practice – a curriculum for subinternship Hurley H*, O Mara D, Hourihan D, Spooner M, Hill ADK (Royal College of Surgeons In Ireland, Dublin, Ireland)

3Z4 Integrated interactive teaching and learning in evidence-based paediatrics Mihal V*, Zapletalova J, Subova D, Potomkova J (Palacky University Faculty of Medicine & Dentistry, Olomouc, Czech Republic)

3Z5 “Behind Closed Doors”: a qualitative description of single sex female clinical skills groups Abigail E Cole*, Kerry J Boardman*, Dason E Evans (St George’s, University of London, United Kingdom)

3Z6 Uncovering secrets of success in medical students through positive deviance Inquiry

Zareen Zaidi, Tara Jaffery, Shaheen Moin, Umair Pervaiz, William Burdick* (Foundation University MONDAY 31 AUGUST 2009 Medical College, Jinnah Avenue, Defence Housing Authority - DHA Phase 1; author is faculty at FAIMER Institute, Islamabad, Pakistan)

3Z7 Does student willingness to participate in peer physical examination translate into action? Julie Y Chen*, Cindy LK Lam, NG Patil, Amber LM Yip (Institute of Medical and Health Sciences Education, The University of Hong Kong, Pokfulam, Hong Kong)

3Z8 Evaluating dedicated teaching gynaecology clinics – Everyone’s a winner Rebecca Swingler*, Sarah Platt, Susan Glew (St. Michael’s Hospital, Bristol, United Kingdom)

3Z9 A dedicated ‘Teaching Registrar’ for medical students attached to emergency medicine S Chambers, K Parkinson*, A Hassell (Keele University Undergraduate Medical School, City General Hospital Site, Newcastle under Lyme, United Kingdom)

3Z10 Diagnostic and patient centered competence in family medicine residents Roger Ruiz-Moral*, Jesus Torio-Durántez, Juan Jose Rodriguez Salvador, Luis Perula de Torres* (Jaen & Vizcaya Family Medicine Vocational Training Units, Department of Medicine, University of Cordoba, Spain)

– 53 – 3Z11 Clinical supervision improvement by student participation and web based assessment Leo Wennström*, Charlotta Stiernström* (Uppsala universitet, Medicinska Fakulteten, Uppsala, Sweden)

3Z12 A guided approach to clinical practice Bermúdez de Alvear RM, Martínez-Arquero AG, Lara JP*, Villena A, Blanes A, González M. (Facultad De Medicina. Universidad de Malaga, Spain)

3Z13 Progress and self-assessment in clinical practice in occupational therapy education in Japan Chihiro Sasaki*,Keiko Satomura, Noboru Ohshima, Kaoru Inoue (Tokyo College of Welfare, Department of occupational therapy/Tokyo Metropolitan University, Faculty of Health Sciences, Division of Occupational Therapy; Chiba, Japan)

1415-1600 3AA Posters: The student and the student as teacher Chairperson: Are Holen (Norway) Location: Restaurant 3AA1 Determination of learning style of teachers and students of the first cycle of Medicine and the teaching style of teachers in Zaragoza Jesús Fernando Escanero*, Manolo Guerra, Carlos González-Haro (Faculty of Medicine, University of Zaragoza, Spain)

3AA2 Medical students’ learning styles in Birjand Medical University M Naseri¹*, S Kalbasi², Gh. R Sharifzadeh³, A Poursafar (Faculty of Medicine, Birjand University of Medicine Sciences, Birjand, Iran)

3AA3 Why do some students do less well than others? Exploring the role of study skills in exam performance Mizanul Hoque*, Mohammad O. Rahman*, Jon H. Fuller (Centre for Medical Education, Barts and The London School of Medicine and Dentistry, Queen Mary University of London, United Kingdom)

3AA4 Motivation in medical education Ashley Brissette*, Daniel Howes (Queen’s University, Kingston, Ontario, Canada)

3AA5 Gender differences in motivation for medicine Kusurkar R*, Kruitwagen C, ten Cate O, Croiset G (Centre for Research and Development of Education, Universitair Medisch Centrum, Utrecht, Netherlands)

3AA6 Personality types, self efficacy and self esteem of medical students Hong-Im Shin*, Eun-Bae Yang (Yonsei University, College of Medicine, Seoul, Republic of South Korea)

3AA7 Factors effecting the fall in GPA and the autonomous regulation learning pattern in pre-clinical medical students Supaluk Raiyawa* (Udornthanee Medical Education Center, Meung, Thailand)

3AA8 The relationship between I-consciousness, We-consciousness and Interpersonal Problems of Korean medical students Sook-hee Ryue* (Yonsei University College of Medicine, Department of Medical Education, Seoul, Republic of South Korea)

3AA9 Personality, gender, and performance: a study with Portuguese medical students E Magalhães*, P Oliveira, M Portela, A P Salgueira, M J Costa (University of Minho, School of Health Sciences, Campus da Gualtar, Braga, Portugal)

3AA10 Medical students in an extracurricular educational program: does interviewing teachers enhance the students’ perceptions of their role as future teachers? W.M.Molenaar*, F.M.Bos, A.W.Sillius (Institute for Medical Education, University Medical Center Groningen, Netherlands)

3AA11 OSCE style Medicine Taster Sessions as part of widening participation: new opportunities for supervised peer teaching Nesargikar PN*, Cocker DM (Keele University, Keele School of Medicine, Keele, United Kingdom)

3AA12 What do medical students do besides studying? Peter Brüstle*, Silke Biller, Marianne Giesler (University Freiburg, Department of Education, Freiburg, Germany)

3AA13 Influence of dietary factors in performance in undergraduate medical students Myrna Leticia Montemayor-Flores*, Donato Saldívar-Rodríguez, Catalina Torres-Ramos, Norberto López-Serna (Facultad De Medicina, U.A.N.L., Monterrey, Mexico)

– 54 – 3AA14 Profile of successful undergraduate students at UNAM Faculty of Medicine in Mexico Florina Gatica-Lara*, Ignacio Méndez, Melchor Sánchez-Mendiola, Adrián Martínez-González (UNAM Faculty of Medicine, Secretaría de Educación Médica, Mexico City, Mexico) 2 3AA15 Physical fitness and physical health behavior in medical students Suchat Tantiniramai* (Prapokklao Hospital, Medical Education Centre, Chanthaburi, Thailand)

3AA16 A study of the effect of ranking on medical student motivation and OSCE performance Andy Flett, Tobias Mitchell* (Barts and the London School of Medicine and Dentistry, Centre for Medical Education, Institute of Health Sciences, London, United Kingdom)

3AA17 Shame in medical encounters – Medical students’ experiences Ulf Lindström*, Katarina Hamberg, Eva E Johansson (University of Umeå, Department of Public Health and Clinical Medicine, Umea, Sweden)

1415-1600 3BB Posters: Postgraduate training: The Foundation Years and the trainer Chairperson: Peder Charles (Denmark) Location: Restaurant 3BB1 Perceptions of workplace-based assessments amongst Foundation Trainees Straw C*, Drinkwater J*, Baker P (North Western Deanery, Manchester, United Kingdom)

3BB2 Foundation Training: Can themed programmes deliver competencies? B.T. Langham*, H.D.Breed, N.A.Lovell, T Pownall (East Midlands Healthcare Workforce Deanery, Trent Foundation School, University of Nottingham, United Kingdom)

3BB3 Generic teaching programmes for Foundation Year One doctors should be supported by a surgical teaching programme to ensure their ability to manage common surgical conditions Kirti Jasani*, Richard Partington, Zaher Toumi (Manchester Royal Infirmary, Manchester, United Kingdom)

3BB4 Evaluation of e-Learning in the delivery of induction and mandatory training for a Foundation School Amy L Walker*, Paul Baker (Foundation School North Western Deanery, Manchester, United Kingdom)

3BB5 Educational needs assessment for Year 1 Foundation Trainees Bov Jani*, Kirtida Mukherjee* (Medway NHS Foundation Trust, Kent, United Kingdom)

3BB6 Self directed learning – a novel approach H. Wong*, Z. Salchi, J. Maryosh, B.V.P rathibha (William Harvey Hospital, Ashford, United Kingdom)

3BB7 Junior doctors – the untapped resource? M. McMillan*, M. Harron, B.V. Prathibha (William Harvey Hospital, Ashford, United Kingdom)

3BB8 The role of the tutor in postgraduate medical training: a study in the Murcia region of Spain Foro de Jefes de Estudio de la Región de Murcia (Jose Galcera-Tomas*) (Hospital Universitario Virgen de la Arrixaca, Murcia, Spain)

3BB9 Do we need a mentoring scheme? A survey Prita Rughani*, Amita Mahendru*, Mr. Khaled (Colchester Hospital University Foundation Trust, Colchester, United Kingdom) MONDAY 31 AUGUST 2009 3BB10 Development of a pilot mentoring scheme for newly appointed NHS consultants Rakesh S Patel*, Gordon WG French (East Midlands Healthcare Workforce Deanery, Leicester, United Kingdom)

3BB11 A qualitative assessment of the role of training Programme Directors based within the Newcastle Upon Tyne Hospitals NHS Trust Quinn S, Williamson A*, Clarke M, Macphail S, Davison J (Freeman Hospital, Newcastle upon Tyne, United Kingdom)

3BB12 Performance Unit in Wales Deanery ‘One Year on’ Walsh LA*, Davies SJ, Gallen DD (Cardiff University, School of Postgraduate Medical and Dental Education, Cardiff, United Kingdom)

3BB13 Innovation and evolution of the core training programme incorporated into the Andalusian Health Sciences Experts Training Programme 2007-2008 Garrido A, Martinez-Cañavate T, Ceron P*, Campos-Garcia A (Andalusian Regional Ministry of Health, Sevilla, Spain)

– 55 – 3BB14 Educational visits to local educational providers for ACCS programme: learning points for KSS Deanery l Subir Mukherjee*, l Kevin Kelleher* (Kent Surrey and Sussex Deanery, London, United Kingdom)

3BB15 Strategic approaches to career management Joan Reid* (Postgraduate Deaneries for Kent, Surrey and Sussex, and London, United Kingdom)

3BB16 Permanent Working Group of European Junior Doctors – recent projects for the improvement of postgraduate medical training in Europe Bollen Pinto B*, Sävblom C, Chacim S, Smallwood A, Morris J, Mexia R, Ribeiro S, Guimarães R (Lisboa, Portugal)

1415-1600 3CC Posters: Education and the healthcare system Chairperson: Antonio vaz Carneiro (Portugal) Location: Restaurant 3CC1 The Andalusian Public Health System Training Plan Campos-Garcia T, Romanos A, Cortes-Martinez C* (Andalusian Regional Ministry of Health, Sevilla, Spain)

3CC2 Survey of nurses’ opinion about the nursing process Meshkibaf MH*, Majidi F, Motazedian MH, Ekrahi M, Khademi S, Miladpoor B, Horang MH (Fasa University of Medical Sciences, Fasa, Iran)

3CC3 Learning strategy in a health protection unit Delgado Sánchez N*, Pérez Aparicio J, Cobaleda Atencia EJ, Jiménez Jiménez EM, Molina Miras JE (Servicio Andaluz de Salud, Sevilla, Spain)

3CC4 Training of personnel is a key component towards achieving professional excellence and quality in the healthcare provided by the Andalusian Health Service (SAS) Gomez S*, Morian MJ, Burgos R (Servicio Andaluz de Salud, Sevilla, Spain)

3CC5 EMT students and coping skills S. Najafi*, M. Momennasab (School of Nursing & Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran)

3CC6 Older patients’ experiences of care in resident and practicing physician outpatient clinics Brian J. Hess*, Lorna A. Lynn, Lisa N. Conforti, Rebecca A. Lipner, Eric S. Holmboe (American Board of Internal Medicine, Philadelphia, United States)

3CC7 Transfer Analysis Tool Lourdes Alarcon Martinez*, Ramon Lopez-Cuervo Derqui (Fundacion IAVANTE, Granada, Spain)

3CC8 Comparing Iranian National and WFME Global Standards for institutional Accreditation Khajehazad M, Yamani M*, Zarei A (Baqiyatallah University of Medical Sciences (BMSU), Tehran, Iran)

3CC9 Results of the accreditation process of a continuing training unit in a university hospital Ruiz-Barbosa C,* Rabadan A (Servicio Andaluz De Salud, Sevilla, Spain)

3CC10 Expert training in health sciences in Andalusia Javier Suárez, Carmen de Vicente* (Red de Comisiones de Docencia, Sevilla, Spain)

3CC11 Evaluation of transfer in the Empresa Pública Hospital Alto Guadalquivir (Junta de Andalucía) Molina IM, García V, Hoces MP* (Empresa Publica Hospital Alto Guadalquivir (Consejeria De Salud, Junta De Andalucia), Jaen, Spain)

3CC12 Collaborative chronic disease management model using care managers among patients with diabetes in primary care: patients’ and providers’ preferences and perceptions R S DeJesus*, R J Stroebel, S S Cha, K Vickers Douglas* (Mayo Clinic, Rochester, United States)

3CC13 Fostering medical education and team work in Brazil: the creation and dynamics of the National Forum for the Education of Health Professions Adriana Cavalcanti de Aguiar*, Regina Lugarinho (Brazilian Association for Medical Education (ABEM), Rio de Janeiro, Brazil)

– 56 – 1415-1600 3DD Posters: Community-based education Chairperson: Trevor Gibbs (Ukraine) Location: Restaurant 2 3DD1 Competences in Community Health Integration Program: different appreciations Valéria Menezes P Machado*, Alba Lúcia Dias dos Santos, Valdes Bollela, José Lúcio Martins Machado, Neile Torres (Universidade Cidade de São Paulo - UNICID, São Paulo, Brazil)

3DD2 Preceptors’ perspectives on teaching in a new community-based, family practice clerkship RD Cohen*, J Fraser, L Sadownik, D Fairholm (Office of Faculty Development, University of British Columbia, Vancouver, Canada)

3DD3 Preparing medical students through service learning to provide social justice Nosheen Zaidi*, Zareen Zaidi, Mehmood Ahmad (Foundation University Medical College, DHA Phase 1, Islamabad, Pakistan)

3DD4 Core clerkship learning opportunities: a comparison of community vs. academic centers Gene Dagnone*, Danielle Blouin, Matthew Simpson (Queen’s University, Kingston, Canada)

3DD5 Family Medicine Longitudinal Experience (FMLE) 2008 K Feldman*, D Midmer, J McCabe, L Wilson, M Schreiber, J Rosenfield (Department of Family and Community Medicine, University of Toronto, Toronto, Ontario, Canada)

3DD6 The Evolution of Longitudinal, Community-based Clerkships in British Columbia Joan A Fraser*, Judy Vestrup (University of British Columbia, Vancouver, British Columbia, Canada)

3DD7 The feminization of medicine: the importance of rural definition Maureen Seguin*, Robert Card, Maria Mathews (Royal University Hospital, University of Saskatchewan, Saskatoon, Canada)

3DD8 Impact of an undergraduate patient-centred programme on postgraduate student’s clinical practice Tan CPL*, Aizura SAA (Medical Education & Research Development Unit, University of Malaya, Faculty of Medicine, Kuala Lumpur, Malaysia)

3DD9 The General Practice experience – does it make a difference? Susan Law*, Neil Merrylees (University of Dundee, Tayside Centre for General Practice, Dundee, United Kingdom)

3DD10 Factors determining the readiness of the primary health care unit as a learning environment for medical students Aphaphan Narenpitak* (Undornthani Medical Education Center, Undornthani Hospital, Meung, Thailand)

3DD11 An empirical study of retention in Emotional Intelligence and Empathy in first year medical students with 6 weeks community based practice Keiko Abe1, Hideki Wakabayashi*1, Tomomi Kato1, Phillip Evans2, Elizabeth Austin3, Kazuhiko Fujisaki1, Masayuki Niwa1, Yasuyuki Suzuki1 (2Faculty of Medicine, University of Glasgow; 1Gifu University School of Medicine, Medical Education Development Center, Gifu, Japan; 3Department of Psychology, University of Edinburgh)

3DD12 Encouraging appreciation of the community health care by consistent medical undergraduate education MONDAY 31 AUGUST 2009 Hitoshi Sohma*, Izumi Sawada, Miki Konno, Hirofumi Akashi, Toshio J. Sato, Tomoko Maruyama, Noritsugu Tohse, Kohzoh Imai (Department of Educational Development, Sapporo Medical University Center for Medical Education, Sapporo, Japan)

3DD13 The importance of community activities in the opinion of Brazilian medical teachers Rodrigues MLV*, Piccinato CE, Passos ADC, Troncon LEA, Colares MFA, Peres CM, Figueiredo JFC (Faculty of Medicine of Ribeirão Preto, University of São Paulo, Ribeirão Preto, Brazil)

3DD14 International district general hospital (DGH) placements – a valuable opportunity for the UK medical student? S Perera*, A Wylie, A Cullimore (King’s College London Undergraduate Medical Education Team, King’s College London School of Medicine, Department of General Practice and Primary Care, London, United Kingdom)

– 57 – 1415-1600 3EE Secrets of Success (2) Location: Exhibition, Pavilion 1 3EE1 A comparison of two methods of rating the quality of higher order thinking in problem based learning concept maps R Damant*, D Harley, T Palmer, X Rossello, D Begg, M Brisbourne (University of Alberta, Edmonton, Canada)

3EE2 The heart as a mechanical pump: use of a plastic siphon pump as a learning tool Kenny Sin* (National Heart Centre, Singapore)

3EE3 MD Connector: An innovative online utility for medical education Eugenia Shmidt*, Kevin N Christensen*, Daniel K Chan (Mayo Clinic College of Medicine, Rochester, United States)

3EE4 Twitter for Medical Education – What is it and why should I care? Julie K Hewett (IAMSE, United States)

1415-1600 PRIVATE MEETING: Medical Teacher Editorial Board Meeting (invitation only) Location: VIP Room 2

1600-1745 PRIVATE MEETING: Spanish National Conference of Medical School Deans (invitation only) Location: VIP Room 2

1600-1630 COFFEE Location: Pavilion 1

SESSION 4: SIMULTANEOUS SESSIONS

1630-1800 4A Symposium: Multiple-Mini Interview Chairperson: Kevin Eva (McMaster University, Canada). Panellists: Peter Harasym (University of Calgary, Canada), David W. Harding (University of Western Sydney, Australia), Stephen Manuel (University of Cincinnati, USA) Location: Auditorium 1

1630-1800 4B Symposium: e-Learning Research in Health Professions Education Chairpersons: David A Cook1, Denise M Dupras1, Sören Huwendiek2, Jorge G Ruiz3 (1Mayo Clinic College of Medicine, Rochester, MN, USA; 2University of Heidelberg, Heidelberg, Germany; 3University of Miami, Miami, FL, USA) Location: Auditorium 2

1630-1800 4C Symposium: Global best practices in continuing medical education Chairpersons: Bernard Maillet (General Secretary, Union Européenne des Médecins Spécialistes, Brussels, Belgium) and Hervé Maisonneuve (President, Global Alliance for Medical Education, Paris, France) Location: Conference Room 2.1

1630-1800 4D Research Papers: Miscellaneous topics Chairperson: Emil Petrusa (USA) Location: Conference Room 1.2 1630-1650 4D1 Biomedical and clinician scientists’ perceptions of social science research Mathieu Albert*, Suzanne Laberge, Brian D Hodges (Wilson Centre, University of Toronto, Canada)

1650-1710 4D2 Migration for undergraduate medical education: performance data of applicants to ECFMG Danette W McKinley*, James A Hallock, Amy Opalek, John R Boulet (Foundation for the Advancement of International Medical Education and Research, Philadelphia, United States)

1710-1730 4D3 Clinical reasoning of pharmacy students in basic emergencies: how useful is a SCT for its assessment? Caroline Boulouffe*(1), Bernard Charlin(2), Dominique Vanpee(1) ((1)Université Catholique de Louvain, Cliniques Universitaires de Mont-Godinne, (2)CPASS, direction de la recherche, Faculté de Médecine, Université de Montréal, Québec, Canada)

1730-1750 4D4 Does higher cognition improve over time in undergraduate medical students? F Ahmad*, A C Owen, G J Byrne (University of Manchester, United Kingdom)

1750-1800 Discussion

– 58 – 1630-1800 4E Short Communications: Assessment: Final exam Chairperson: Ann Jobe (USA) Opening Discussant: Godfrey Pell (UK) 2 Location: Conference Room 2.2 1630-1645 4E1 The Technion experience: Use of experienced and trained expert examiners improved the reliability of results on final oral exams assessing clinical reasoning in Internal Medicine Nave R*, Steiner IP, Rozental A, Brik R (Ruth and Bruce Rappaport Faculty of Medicine, Technion, Haifa, Israel)

1645-1700 4E2 Is a subdivided test modus more effective than a final examination? Outcomes from the model Curriculum at Hannover Medical School (MHH) Volker Paulmann*, Volkhard Fischer (Hannover Medical School (MHH), Hannover, Germany)

1700-1715 4E3 National medical exam in the University of Chile Christel Hanne*, Cecilia Sepulveda Alejandro Afani (University of Chile, School of Medicine, Santiago, Chile)

1715-1730 4E4 Generalisability study of a new Finals examination component – the MOSLER S Wright*, PM Bradley, S Jones, JR Barton (Newcastle University Medical School, Newcastle upon Tyne, United Kingdom)

1730-1745 4E5 A large-scale high-stakes OSCE at UNAM Faculty of Medicine in Mexico: logistical and academic challenges Andrés Trejo-Mejía*, Adrián Martínez-González, Melchor Sánchez-Mendiola (Universidad Nacional Autonoma De Mexico, Mexico)

1745-1800 Discussion

1630-1800 4F Short Communications: Curriculum: Curriculum development (2) Chairperson: Marion Aw (Singapore) Opening Discussant: Steven Durning (USA) Location: Exhibition Room 1630-1645 4F1 National and local perspectives on defining the content of a specialty undergraduate curriculum: different process, similar results? N. Low-Beer*, M Lupton, I.Pigem, J. Higham (Imperial College, Centre for Medical Education Research, London, United Kingdom)

1645-1700 4F2 Training the future medical workforce: appropriate, responsive and relevant education and training Professor Judi Walker* (University of Tasmania, Faculty of Health Science, Burnie, Australia)

1700-1715 4F3 What matters to us? Service user involvement in researching assessment of working with patients and carers as co-producers in care Jools Symons*, Penny Morris (University of Leeds Institute of Medical Education); Chris Essen, Sam Samociuk (University of Leeds School of Healthcare); Caroline Plews, Jane Priestley (Division of Rehabilitation Studies, University of Bradford); Kath Padgett, Christine Rhodes (School of Health and Human Sciences, University of Huddersfield); Mike Bush, Sue Sherwin (Faculty of Health, Leeds Metropolitan University, United Kingdom)

1715-1730 4F4 Tomorrow’s Doctors: The review of UK standards for undergraduate education Ben Griffith (Presenter: Mairi Scott) (General Medical Council, London, United Kingdom)

1730-1745 4F5 An Innovative matrix approach to multiprofessional curriculum change in preventive medicine Regina Petroni-Mennin*1, Stewart Mennin2, Eliana Tiemi Hayama1, Mariangela Cainelli de Oliveira Prado1, 1 1 1 1

Francisco Antonio de Castro Lacaz , Ana Lucia Pereira , Luiz Roberto Ramos , ( Universidade Federal de São MONDAY 31 AUGUST 2009 Paulo (UNIFESP), Departamento de Medicina Preventiva, Sao Paulo, Brazil; 2University of New Mexico School of Medicine, Albuquerque, New Mexico, USA)

1745-1800 Discussion

1630-1800 4G Short Communications: Curriculum: Outcome-based education (2) Chairperson: Geraldine MacCarrick (Ireland) Opening Discussant: Jason Frank (Canada) Location: Multifunctional Room 2

1630-1645 4G1 Undergraduate medical education program curriculum needs assessment: through a CanMEDS lens Juanita Barrett*, Sharon Peters, Lisa Fleet, Sally Ackerman, Mary Wells, Penny Hansen (Ideal Health Solutions Inc., Office of the Dean Faculty of Medicine Memorial University, St. John’s, Canada)

1645-1700 4G2 A Guide for assessment of essential competences/learning outcomes of the Catalan Faculties of Medicine José Carreras* (Faculty of Medicine, University of Barcelona, Spain

– 59 – 1700-1715 4G3 Assessing clinical competence in consonance with TUNING (Medicine) Joseph Cacciottolo*, Josanne Vassallo (Department of Medicine, University of Malta Medical School, Msida, Malta)

1715-1730 4G4 Teaching clinical genetics using the portfolio method and constructive alignment Erik Björck*, Helena Malmgren, Magnus Nordenskjöld (Clinical genetics, Molecular Medicine and Surgery, Karolinska Institutet, Stockholm, Sweden)

1730-1745 4G5 Community views and expectations of doctors in Saudi Arabia Rania Zaini* (Department of Medical Education, Umm Al Qura University, Makkah, Saudi Arabia)

1745-1800 Discussion

1630-1800 4H Short Communications: e-Learning: e-learning and undergraduate education (2) Chairperson: Kati Hakkarainen (Finland) Opening Discussant: Peter de Jong (Netherlands) Location: Multifunctional Room 6

1630-1645 4H1 A survey of the implementation and utilisation of online learning resources for final year medical students across the UK Webb R*, Vincent T, Gainsborough N, Cohen J, Howlett D (Brighton and Sussex Medical School, Brighton, United Kingdom)

1645-1700 4H2 Development and institutionalization of a Curriculum Management System (CMS) to support an integrated curriculum: The case of University of Malawi College of Medicine Anthony Muyepa*, Isaiah MaKwakwa, Christopher Coutts, Julie Struthers (College of Medicine, Malawi)

1700-1715 4H3 Moodle platform supporting student assessment and program evaluation in internship Waldir Grec, Jose Lucio Martins Machado, Valeria Menezes Peixeiro Machado, Valdes Roberto Bollela*, Aníbal A. Matias Junior (Universidade Cidade de São Paulo - UNICID, São Paulo, Brazil)

1715-1730 4H4 A secure web based assessment system for the school of medicine Beesung Kam*, Sunju Im, Jinsup Jung, Sonyoung Beak, Illkon Kim (Pusan National University School of Medicine, YoungSan, Republic of South Korea)

1730-1800 Discussion

1630-1800 4I Short Communications: Teaching and Learning: Approaches to clinical teaching Chairperson: Pierre Pottier (France) Opening Discussant: to be confirmed Location: Multifunctional Room 7 1630-1645 4I1 Introducing clinical paediatrics to medical students: a novel hospital visitation program involving kindergarten children Mimi Pham*, Katrina Williams, Karen Zwi, Les White, Bronwyn Chan (School of Women and Children’s Health, University of New South Wales, Australia; Sydney Children’s Hospital, Sydney, Australia)

1645-1700 4I2 Early patient approach with feedback improves clinical skill of medical students Kiatsak Rajborirug* (Medical Education Centre, Hatyai Hospital, Hatyai, Songkhla, Thailand)

1700-1715 4I3 Training clinical skills effectively: a blended design Dankbaar M*, Lange JF, van den Berg M (Erasmus University Medical Centre, Rotterdam, Netherlands)

1715-1730 4I4 First semester students’ perception of the teaching of clinical skills by polycom projected patient interviews to the class room Davendra Sharma*, Phillip Cooles, Barbara Rios (Ross University School of Medicine, Picard, Roseau, Dominica)

1730-1745 4I5 Deliberate distributed practice with paired and mixed examples is an efficient and effective method to learn key abnormalities on the CXR Goh PS*, Tam KCJ (National University of Singapore, Department of Diagnostic Radiology/Cardiothoracic Surgery, National University Hospital, Singapore)

1745-1800 Discussion

– 60 – 1630-1800 4J Short Communications: Education Management: Integration of medical education and health service provision Chairperson: Henrique Martins (Portugal) 2 Location: Multifunctional Room 1 4J1 Withdrawn

1630-1645 4J2 The challenges faced by the informal caregivers in the Primary Health Care Centre with particular reference to the Ntapane Clinic, Eastern Cape, South Africa Irene Nokulunga Kolosa* (Walter Sisulu University (NMD Campus), Faculty of Health Sciences, Department of Anatomy/ Histology & Embryology, Mthatha, South Africa)

1645-1700 4J3 Detection of training needs from the evaluation of professional performance in Empresa Publica Hospital Alto Guadalquivir García Llamas V, Hoces Molina PM*, Gómez Molina I (Empresa Publica Hospital Alto Guadalquivir (Consejeria De Salud, Junta De Andalucia), Andujar (Jaen), Spain)

1700-1715 4J4 Impact of the accreditation process of training entities in the improvement of professional practice Gomez S, Periañez M*, Garcia V, Cambil J, Almuedo A, Otero A (Servicio Andaluz De Salud, Sevilla, Spain)

1715-1730 4J5 Training as the basis for improving the quality and development of nursing care in Andalusia Felipe Rodriguez Morilla, Susana Rodriguez Gomez, Bienvenida Gala Fernandez*, Susana Gomez Garcia, Concepcion Padilla Marin (Andalusian Regional Ministry of Health, Sevilla, Spain)

1730-1745 4J6 Differences in concepts of trainees and teachers on “the effective teacher” in the department of postgraduate training for general practitioners Thea van Roermund*, Fred Tromp, Albert Scherpbier, Ben Bottema, Herman Bueving (Department of Postgraduate Training for General Practitioners, Nijmegen, Netherlands)

1745-1800 Discussion

1630-1800 4K Short Communications: Postgraduate Education: Training for General Practice Chairperson: Jorge Pales (Spain) Location: Conference Room 1.4/1.5 1630-1645 4K1 Evaluating the New General Practice Training Curriculum in the UK Julie Bedward*, Sarah Burke, Ian Davison, Hywel Thomas, Neil Johnson (Centre for Research in Medical and Dental Education, University of Birmingham, Edgbaston, Birmingham, UK; and Medical School University of Warwick, Coventry, United Kingdom)

1645-1700 4K2 Quality assessment of practice-based education in family medicine residency program Orit Cohen Castel*, Lea Ungar, Michael Kaffman, Khaled Karkabi (The Department of Family Medicine, Clalit Health Services, Haifa and Western Galilee District; and Rappaport Faculty of Medicine, Technion, Haifa, Israel)

1700-1715 4K3 Differences between general practice trainers (GPtrainers) and general practitioners (GP) on practice management Schalk-Soekar RGS*, Braspenning J, Kramer AWM (Radboud University, Department of Vocational Training, Nijmegen, Netherlands)

1715-1730 4K4 Individualised learning plans for family medicine tutors according to a competence map Bermudez Isabel* (Unidad Docente Provincial De Medicina Familiar Y Comunitaria De Cadiz, Distrito De Atencion Primaria Bahia De Cadiz-La Janda, Servicio Andaluz De Saludavenida, Cadiz, Spain) MONDAY 31 AUGUST 2009 1730-1745 4K5 GP Grand Round – a hospital tradition modified for general practice in Western Australia Lesley Skinner*, Tracy Reibel*, Jon Emery* (School of Primary, Aboriginal and Rural Health Care (SPARHC), Crawley, Perth, Western Australia)

1745-1800 4K6 Developing academic skills for GP Specialty Trainees David Price*, Sanjiv Ahluwalia, Anthea Lints* (The Department of Postgraduate General Practice Education, The London Deanery, London, United Kingdom)

No Discussion

1630-1800 4L Short Communications: Themes: How should students learn anatomy? Chairperson: Wojciech Pawlina (USA) Location: Multifunctional Room 3 1630-1645 4L1 Plastinated prosections in undergraduate anatomy teaching – an innovative approach to studying the human body Birgit H. Fruhstorfer*, Emma C. Esquilant, Tim Rattay, Anne-Marie Feeley, Paul Gazzani, Jamie Roebuck, Uzma M. Satti, Stephen Brydges, Gregory Smith, Peter H. Abrahams (Warwick Medical School, University of Warwick, Coventry, United Kingdom)

– 61 – 1645-1700 4L2 Learning Anatomy: What’s the best teaching strategy? Macarulla Enric*, Giraldo Jesús, Nebot-Bergua Carlos, Nebot-Cegarra Josep (Unitat d’Anatomia I d’Embriologia Humana. Facultata Medicina, Universitat Autònoma de Barcelona, Facultat Medicina, Universitat Autònoma de Barcelona, Bellaterra (Cerdanyola del Vallès), Grup Biomatemàtic de Recerca, Institut de Neurociències -Unitat de Bioestadística, Facultat Medicina, Universitat Autònoma de Barcelona, Bellaterra (Cerdanyola del Vallès), Hospital d’Igualada, Igualada (Barcelona), Bellaterra, Cerdanyola del Vallès. (Barcelona) Bellaterra (Cerdanyola del Vallès), Spain)

1700-1715 4L3 A multidisciplinary, multimedia approach for teaching human embryology: Development and evaluation of a methodology Moraes, S.G.*,Pereira, L.A. (State University of Campinas (UNICAMP), Department of Histology and Embryology, Institute of Biology, Sorocaba, Brazil)

1715-1730 4L4 Integrative Anatomy Labs: A pilot study Marjorie Johnson*, Peter Haase, Kevin Fung (University of Western Ontario, Dept of Anatomy & Cell Biology, London, Ontario, Canada)

1730-1745 4L5 Assessment drives learning – an unavoidable truth? Ben Wormald, Scarpa Schoeman*, Arnold Somasunderam, Michelle Penn (St.George’s, University of London, Centre for Medical and Healthcare Education, London, United Kingdom)

1745-1800 4L6 Did virtual patients using Computerized Tomography (CT) imaging of cadavers put the clinical into clinical anatomy course? A one year evaluation Stanley Jacobson*, Joseph Polak, Susan Albright, Veronica Coppersmith, Scott Epstein (Tufts University School of Medicine, Boston, United States)

No Discussion

1630-1800 4M Short Communications: Staff development (2) Chairperson: Erle Lim (Singapore) Opening Discussant: Anita Glicken (USA) Location: Multifunctional Room 8 1630-1645 4M1 The Resource Archive for Teacher Trainers (RAFTT) project – a mechanism for sharing resources produced by and for the educators of health care educators Nigel Purcell*, Reg Dennick, John Spencer (Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine, School of Medical Sciences Education Development, Faculty of Medical Sciences, Newcastle University, Newcastle, United Kingdom)

1645-1700 4M2 Mentoring experiences of training program directors Suzanne M Norby*, Rachel L Bzoskie, Amy W Williams (Mayo Clinic, Rochester, United States)

1700-1715 4M3 Role-play technique in the training of clinical instructors on: “How to improve my communication with my students?” Ruth Abramovitz, Netta Notzer* (Tel Aviv University, Tel Aviv, Israel)

1715-1730 4M4 Surgical teaching fellows: the way ahead for education in surgery? Cocker DM*, Nesargikar PN, Lengyel J, Hassell A (Keele School of Medicine, Keele University, Keele, United Kingdom)

1730-1745 4M5 A basic teaching qualification: also feasible for medical students? F.M.Bos*, A.W.Sillius, W.M.Molenaar (Institute for Medical Education University Medical Centre Groningen, Netherlands)

1745-1800 Discussion

1630-1800 4N Workshop: Education for Quality Assurance and Improvement in the Americas and Iberian Peninsula Pablo A.Pulido M.*, Margarita Barón Maldonado* (PAFAMS/FEPAFEM, Caracas, Venezuela; Universidad de Alcalá Henares, Madrid, Spain) Location: Multifunctional Room 5

1630-1800 4O Workshop: Quality assurance considerations for high stakes examinations Gail E. Furman*1, Sydney Smee*2, Crystal Wilson*3 (1National Board of Medical Examiners; 2Medical Council of Canada; 3National Board of Osteopathic Medical Examiners, National Center for Clinical Testing, Philadelphia, United States) Location: Conference Room 1.1

1630-1800 4P Workshop: Writing for publication William C McGaghie*, Diane B Wayne* (Northwestern University Feinberg School of Medicine, Augusta Webster MD Office of Medical Education and Faculty Development, Chicago, IL, United States) Location: Multifunctional Room 4 (NOTE: Listed in Abstracts as 3P)

– 62 – 1630-1800 4Q Workshop: A practical guide to managing trainees in difficulty Alistair Thomson*, Elizabeth Spencer*, Peter Harrison* (National Association of Clinical Tutors (NACT), Milton Keynes, United Kingdom) 2 Location: Conference Room 1.3

1630-1800 4R Workshop: Developing qualitative research in medical education: a focus on using observation as a research tool in clinical settings Trudie Roberts*, Sue Kilminster*, Naomi Quinton*, Miriam Zukas* (University of Leeds, Medical Education Unit, Lifelong Learning Institute, Leeds, United Kingdom) Location: Multifunctional Room 9

1630-1800 4S Workshop: Is effective education really entertainment? Advanced teaching skills Shirley Lee*, Gloria Kuhn* (Faculty of Medicine, University of Toronto, Canada and Faculty of Medicine, Wayne State University, Michigan USA) Location: Multifunctional Room 10

1630-1800 4T Workshop: Tools for supporting the international community of medical educators M. Brownell Anderson*, John J. Norcini* (Foundation for Advancement of International Medical Education and Research, Philadelphia, United States) Location: Multifunctional Room 11

1630-1800 4U Workshop: Setting standards for high fidelity simulation centres Bryn Baxendale* (National Association of Medical Simulators & NHS Education for Scotland, c/o Trent Simulation and Clinical Skills Centre, Nottingham, United Kingdom) Location: Multifunctional Room 12

1630-1800 4V Workshop: Curriculum development: putting theory into practice Helen Fernandez*, Reena Karani*, David Thomas*, Sara Bradley*, Nisha Rughwani*, Emily Chai*, Rainier Soriano*, Audrey Chun*, Karen Mann* (Mount Sinai School of Medicine and Dalhousie University, New York, United States) Location: Conference Room 1.6

1630-1800 4X Posters: Curriculum themes (1) Chairperson: Manuel João Costa (Portugal) Location: Restaurant 4X1 Teaching public health in medical schools: a case study in three universities in Paraná Campos JJB*, Elias PEM, Cordoni Jr L (University State of Londrina, Londrina, Brazil)

4X2 Learn health promotion from extracurricular activity Ronnaphob Uaphanthasath* (Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand)

4X3 Health Promotion Medical School Wanchai Buppanharun* (Srinakharinwirot University, Bangkok, Thailand)

4X4 Integrating prevention in the medical curriculum – the role of medical students and nurses Meshkibaf MH, Khademi S, Ekrahi M*, Majidi F, Hourrang MH, Milladpour B, Motazedian MH (Fasa University of Medical Sciences, Fasa, Iran)

4X5 Contribution of medical students to health promotion during electives: a case study Victoria A Bennett*, Sarah Elsabagh, Ann Wylie (Department of General Practice and Primary Care, King’s College London School of Medicine, London, United Kingdom) MONDAY 31 AUGUST 2009

4X6 Evaluation of on the job learning for health-care associated infection prevention Krisriwattana, J*, Ponpinit, N. (Undornthani Medical Education Center, Undornthani Hospital, Meung, Thailand)

4X7 Education and control of sexually transmitted diseases (STDS) – picture of the situation of adolescents in a school in Southern Brazil Caroline Gerhardt, Silvana Salgado Nader, Denise Neves Pereira, Paulo Nader* (Universidade Luterana do Brasil - ULBRA, Canoas, Brazil)

4X8 Students’ attitudes toward elderly people Keshvari Mahrokh*, Farajzadegan Ziba, Khadiv Zade Talat, Hosseini Nazafarin (Isfahan University of Medical Science, Nursing & Midwifery Faculty, Isfahan, Iran)

4X9 Use of active learning teaching modalities to enhance ethnogeriatrics training in medical education Marisol S. Sanchez-Lance*, Richard V. Sims, Stanford Massie (University of Alabama at Birmingham, United States)

– 63 – 4X10 Stigma of illness: a trans-disciplinary approach to change the perception and attitude of medical students Jen-Hung Yang*, Jia-Yu Chen, Chi-Wan Lai (School of Medicine, Chung-Shan Medical University, Taichung, Taiwan)

4X11 Adolescent medicine curriculum at Faculty of Medicine, Universiti Teknologi MARA, Malaysia Alam Sher Malik*, Rukhsana Hussain Malik (Universiti Teknology MARA, Faculty of Medicine, Shah Alam, Malaysia)

4X12 Learning about the patient’s and carer’s perspective in the medical response to intellectual disability Peter Davy* (NSW Institute of Medical Education and Training, Gladesville, Australia)

4X13 Problems of training for primary health care in the university atmosphere Ilhami Unluoglu*, Murat Unalacak (Eskisehir Osmangazi University, Medical Faculty, Dept. of Family Medicine, Eskisehir, Turkey)

4X14 CAM-related content of Canadian postgraduate medical program: a pilot study Isabelle Gaboury, Antoine Bourgeois*, Loic Chartier, Marine Claracq, Benedict Hébert, Jean- Francois Provencher, Francis Rivest, Marja Verhoef, Marianne Xhignesse (Department of Community Health Sciences, University of Calgary, Canada)

4X15 Information literacy competencies of health care professionals in Ireland Kate Kelly* (Royal College of Surgeons in Ireland, Dublin, Ireland)

4X16 Integration of telemedicine into medical study programmes Kralova E*, Kukurova E, Bergendi L (Institute of Medical Physics, Biophysics, Informatics and Telemedicine, Faculty of Medicine, Comenius University, Bratislava, Slovakia)

4X17 Neurology for Non-Neurology Residents: Working Toward a National Canadian Curriculum Consensus Peter C Tai, Julia Hopyan, Jason Lazarou*, Daniel Panisko (University Health Network, Toronto Western Hospital, Toronto, Canada)

4X18 Teaching medical students how to do research Murt Ahmet*, Khaniyev Shahin, Sana Salmaan, Davaris Nikos (EMSA (European Medical Students’Association) and EMS Council (European Medical Students’ Council)

4X19 Public health medicine education and training in the Netherlands MBM Soethout*, J de Boer (VU University Medical Center, Department of Public and Occupational Health, Amsterdam, Netherlands)

1630-1800 4Y Posters: Simulation Chairperson: James McGee (USA) Location: Restaurant 4Y1 Students teach students: development and evaluation of medical emergency training provided by student tutors with realistic high tech simulators Benjamin J. Kober*, Jennifer Jerges, Kristian-Christos Ngasmri, Cajus Rohrbach, Carola-Ellen Ruiner, Daniel Schaefer, Bertram Schaedle, Nicole Siegert*, Marcus Rall* (Tuebingen Patient-Safety and Simulation Centre TuePASS, Tuebingen, Germany)

4Y2 The Norwegian mobile in-car ambulance simulation program for training EMS providers (KIA) Jan Barstein*, Stefan Kutzsche (Norwegian Air Ambulance Foundation, Drøbak, Norway)

4Y3 Critical Care Advanced Training Course with state-of-the-art methodologies José Manuel Pinzón*, Juan Chaves, David Riley, Javier Vázquez (Iavante Foundation, Campanillas (Malaga), Spain)

4Y4 Acute care simulation: experiences with final year medical students Hayder Hussain, Jonathan Harikrishnan, Sophie Butterworth, Breanna Winger, Ian Forrest, Gillian Vance, Roger Searle* (Medical Sciences Education Development, Newcastle University, Newcastle upon Tyne, United Kingdom)

4Y5 Engaging Postgraduate Program Directors in medical simulation Ronald Gottesman*, Kevin Lachapelle, Francesco Ramadori, Linda Crelinsten (Montreal Children’s Hospital/MUHC, McGill Medical Simulation Centre and McGill Centre for Medical Education, Montreal, Quebec, Canada)

4Y6 Objective assessment of laparoscopic surgical skill: dual-task approach George Pachev*, Adam Meneghetti, Valentyna Koval, Bin Zheng, Karim Qayumi (University of British Columbia, Vancouver, Canada)

– 64 – 4Y7 Simulation – a chance to learn emergency care Maija Hupli*, Merja Nummelin, Leena Salminen (University of Turku, Department of Nursing Science, Turku, Finland) 2 4Y8 Developing a library of virtual palpable objects to complement hands-on clinical training T Kinnison*, N Forrest, S Frean, S Baillie (LIVE, The Royal Veterinary College, North Mymms, Hatfield, United Kingdom)

4Y9 Interactions which contribute to the quality of analyses in simulation training debriefings Klas Karlgren*, Anders Dahlström, Sari Ponzer (LIME & Department of Clinical Science and Education, Stockholm, Sweden)

4Y10 The effectiveness of simulation based training and traditional approach on students’ self confidence in providing IUD services F Erfanian, T Khadivzadeh* (Montasriyeh Hospital, Women Health Research Center, Mashhad University of Medical Sciences, Mashhad, Iran)

4Y11 Using a model of deliberate practice to develop a fibreoptic intubation-training package for anaesthetists at a Scottish regional airway centre S Bolton*, S Edgar, G Price (St John’s Hospital, Livingston, United Kingdom)

4Y12 High fidelity ‘stimulation’ for the clinical teacher Huon Snelgrove*, Greg McAnulty, Nicholas Gosling, Philip Newman*, Emma Evans* (St George’s Healthcare, NHS Trust, London, United Kingdom)

4Y13 Assessment of trainee doctors’ performance by audit of medical records in order to obtain information to develop a simulated training program Ulrikka Nygaard, Henriette Svarre Nielsen, Ida Maria Schmidt, Karsten Nysom, Kjeld Schmiegelow, Anja Poulsen*, Jette Led Soerensen* (Rigshospitalet University Hospital, Pediatric Department, The Fertility Clinic, Juliane Marie Centre, Copenhagen, Denmark)

4Y14 Medical simulation in radiation oncology – preparing new radiation oncology residents for oncologic emergencies Nadia Laack*, Paul Brown, Torrey Laack (Department of Radiation Oncology, Mayo Clinic, Rochester, United States)

4Y15 Learning pediatric health supervision: transferring the class to the simulator and to student Carla Benaglio, Astrid Valenzuela*, Janet Bloomfield (Clínica Alemana Universidad del Desarrollo, Santiago, Chile)

4Y16 Models for teaching deep surgical knotting – a study at the Udonthani Hospital, Thailand Wadwilai Chalapati* (Undornthani Medical Education Center, Undornthani Hospital, Meung, Thailand)

1630-1800 4Z Posters: Patients and contexts for clinical teaching Chairperson: to be confirmed Location: Restaurant 4Z1 Attitude and perception of patients about medical student during physician

consultation MONDAY 31 AUGUST 2009 Phongsak Dandecha*, Charoenporn Kaewlaead (Department of Internal Medicine, Songklanagarind Hospital, Prince of Songkla University, Songkhla, Thailand)

4Z2 “We cannot find enough patients…”– is there truth behind this? A cross-sectional spot- survey of patients suitable for medical teaching in a District General Hospital Anup Mathew*, Atiq-Ur Rehman (Northern General Hospital, Sheffield Vascular Institute, Sheffield United Kingdom)

4Z3 Patients’ sense of identity in medical education. Phenomenological analysis Emma McLachlan*, Etienne Wenger, Nigel King, Tim Dornan (Hope Hospital, Universities of Manchester and Huddersfield, Salford, Manchester, United Kingdom)

4Z4 Female Emirati patients’ experience with and attitudes towards medical students M McLean*, S Al Ahbabi, M Al Ameri, M Al Mansoori, F Al Yahyaei, R Bernsen (United Arab Emirates University, Faculty of Medicine and Health Sciences, Al Ain, United Arab Emirates)

4Z5 Availability, suitability and willingness of medical inpatients to participate in undergraduate clinical teaching. Is there a crisis? Walters G*, Ng Yi-Y, James A (George Eliot NHS Trust, Nuneaton, United Kingdom)

4Z6 Withdrawn

– 65 – 4Z7 Evaluation of a logbook to support self-directed learning in the workplace Stephanie E Pierce, Vicki HM Dale, Paul Mahoney, Richard Hooker, Stephen A May* (The LIVE Centre, The Royal Veterinary College, North Mymms, Hatfield, United Kingdom)

4Z8 Barriers to workplace learning Woollard A, Marrin C, Collings I, Vyas J, Jedaar Z, Langford D (Presenter: Lesley Pugsley) (School of Postgrad Med and Dental Education, Dept Med Education, Wales College of Medicine, Cardiff University, Cardiff, United Kingdom)

4Z9 Evaluation of work based learning Mark Regi*, Juliette King*, Mubbina Hashmi*, Bal Bajaj*,Samar Aboul Soud*, Tok Osunrinade*, Charlotte Lawthom* (Cardiff University, School of PG Medical and Dental Education, Cardiff, United Kingdom)

1630-1800 4AA Posters: Assessment: Clinical, workplace and peer Chairperson: Michael Elnicki (USA) Location: Restaurant 4AA1 Assessing competency in clinical skills using T: DOCs (Teaching, assessment and feedback by direct observation of clinical skills) Paul Gazzani*, Chia-Tsyh Tan, Anne-Marie Feely, Emma Esquilant, Birgit Fruhstorfer, Tim Rattay, Jamie Roebuck, Uzma M. Satti, Vinod Patel (Warwick Medical School, Institute of Clinical Education, The Uniersity of Warwick, Coventry, United Kingdom)

4AA2 Role of different methods on a multidisciplinary primary care-based clerkship Domingues Rosângela Curvo-Leite, Amaral Eliana*, Bicudo-Zeferino, Angélica (State University of Campinas, Brazil)

4AA3 The challenges of assessing student performance in UBC senior clerkship electives Cindy-Ann Lucky* and UBC MD UG Year 4 Lead Faculty (MD Undergraduate Programme, University of British Columbia, Gordon and Leslie Diamond Health Care Centre, Vancouver, Canada)

4AA4 MINICEX as assessment method in under graduate medicine Tofangchiha, Shahnaz*, Mohseni, Fariba, Malekanrad, Hamid, Shekarchi, Babak (DDRC Shariati Hospital, Educational Development Center, Tehran, , Iran)

4AA5 Assessment of the humanity competences in medical students in Taiwan Chung-Sheng Lai*, Hiue-Wen Angela Lo (Kaohsiung Medical University, Kaohsiung, Taiwan)

4AA6 Video-based standardised physical examination – an interdisciplinary project at Heidelberg Medical School Anke Simon*, Ina Weber, Jörg Miebach, Martina Kadmon, Sören Huwendiek, Thorsten Steiner (Children’s University Hospital Heidelberg, Heidelberg, Germany)

4AA7 Modified long case examination as comprehensive clinical skills assessment Maleechat Sripipattanakul* (Khon Kaen Hospital, Medical Education Center, Thailand)

4AA8 How valid are self- compared with expert-ratings of the Mini-Clinical Evaluation Exercises (Mini-CEX)? Berendonk Ch*, Rogausch A, Montagne S, Jucker-Kupper P, Westkämper R, Giger M, Beyeler Ch (Institute of Medical Education, Bern, Switzerland)

4AA9 Clinicians’ attitudes to the workplace based assessment of junior doctors’ communication skills David Leeder* (Peninsula Medical School and SW Peninsula Deanery, Exeter, United Kingdom)

4AA10 A trainer’s guide to MSF – how to make this work for your trainees David Bruce, Elaine McNaughton, Emma Wilson*, Joan Sargeant (NHS Education for Scotland, Tayside Centre for General Practice, Postgraduate Unit, Dundee, United Kingdom)

4AA11 Workplace-based assessment: an evaluation of the use of Surgical DOPS in the Intercollegiate Surgical Curriculum Programme J D Beard, Anup Matthew* (Royal College of Surgeons, London, United Kingdom)

4AA12 Video benchmarking of simulation based workplace assessments Paul Sice*, Gemma Crossingham, Thomas Gale, Martin Roberts, Hiu Lam, Peter Davies, Jeremy Langton, Ian Anderson, Alison Carr (Plymouth Hospitals NHS Trust, Anaesthesia Recruitment Validation Group, Department of Anaesthesia, Theatres and Pain Management, Plymouth, United Kingdom)

4AA13 Withdrawn

4AA14 The effects of examiner performance feedback Davies-Muir A, Davis L, Newell SJ, Muir G*, Lissauer T (Royal College of Paediatrics and Child Health, London, United Kingdom)

– 66 – 4AA15 Recruitment and selection of evaluators in surgical assessment Jeanett Oestergaard*, Jette Led Soerensen, Christian Rifbjerg Larsen, Bent Ottesen (Juliane Marie Center, Rigshospitalet University Hospital, Department of Gynecology and Obstetrics, Copenhagen, 2 Denmark)

4AA16 Peer and self-assessment of professional behaviours: a pilot study in a small group learning environment Denise Thwaites Bee*, Patsy Stark (Academic Unit of Medical Education, University of Sheffield, United Kingdom)

4AA17 Educational peer evaluation Saad Al Qahtani, Thuraya Kattan* Khalid Alharbi, Michael Seefeldt (SAME, King Abdulaziz Medical City, King Saud Bin Abdulaziz University For Health Sciences, College of Medicine, Riyadh, Saudi Arabia)

4AA18 The results of assessment by teaching staff and medical students’ peers during the practice of breaking bad news Kullawan Chaicharoenpong*, Kanokkorn Sawasdichai, Sampop Sarakul, Thitikorn Krisorakul (Prapokklao medical education center (MEC), Prapokklao Hospital (PKK), Chanthaburi, Thailand)

4AA19 Drawing the line: a qualitative analysis of the words doctors use to judge the acceptability, and unacceptability, of their peers’ clinical practice Alison Sturrock*, Lucinda Etheridge, Katherine Woolf, Peter Raven, Katharine Boursicot, Liam Conlon, Jane Dacre (Academic Centre for Medical Education, University College London, London, United Kingdom)

4AA20 Evaluation of clinical skills teaching and learning Pamela Bradley* (Peninsula Medical School, Clinical Skills Resource Centre, Plymouth, United Kingdom)

1630-1800 4BB Posters: Specialist training Chairperson: to be confirmed Location: Restaurant 4BB1 Trainees’ knowledge and opinion of the annual review of competency progression Helen Goodyear*, David Wall (West Midlands Workforce Deanery, Birmingham, United Kingdom)

4BB2 Discrepancy between consultant and peer assessment in specialist registrars presentations: A field study A Abdulla*, U Umasankar (Princess Royal University Hospital, Kent, United Kingdom)

4BB3 The opinion of residents: satisfaction and expectations of the specialized training process Campos-Garcia T, Serrano R, Angulo M*, Cortes-Martinez C (Andalusian Regional Ministry of Health, Sevilla, Spain)

4BB4 Specialist training quality management in an acute care hospital E Sánchez González*, JL Cura Rodríguez, C Toro Pérez (Hospital Basurto, Bilbao, Spain)

4BB5 Factors impacting on alienation and engagement in pathology registrars J Bezuidenhout*, M van Heusden, F Cilliers, E Wasserman, V Burch (Stellenbosch University / NHLS / FAIMER, Tygerberg, Cape Town, South Africa)

4BB6 The major outcomes of a Postgraduate Diploma in Transfusion Medicine MONDAY 31 AUGUST 2009 Louw VJ*, Nel MM, Hay J. (Division of Clinical Haematology, Department of Internal Medicine, University of the Free State, Bloemfontein, South Africa)

4BB7 Definition and quantification of the attitudes of resident physicians. Definition and quantification of excellence and intermediate grading in the evaluative classification of resident physicians Raquel Guerrero, Jaime Nevado, Juan D. Tutosaus*, Remedios Dorado, JM de la Higuera, Joseba Barrota (Hospitales Universitarios Virgen del Rocío, Sevilla, Spain)

4BB8 Assessing medication reconciliation practices in nephrology fellows’ continuity clinics: a performance improvement project Ziad El-Zoghby*, Suzanne Norby (Mayo Clinic, Rochester 55901, United States)

4BB9 Quality of implementation of study program of continuing education in residency Jevgenija Livdane*, Zane Trupa (Riga Stradins University, Riga, Latvia)

4BB10 Hypothetic deductive reasoning to make diagnosis using UpToDate or FIRSTConsult: A randomized controlled trial Masoume Faghankhani, Ladan Sayyah Ensan*, Seyyed-Foad Ahmadi, Hamid Baradaran (Iran University of Medical Sciences, Medical Student Research Committee, Education and Development Center, Tehran, Iran)

– 67 – 4BB11 Held in transition, not lost in translation: creation of Surgical Faculties to implement a new postgraduate surgical curriculum Jacqueline Joyce (Presenters: Humphrey Scott*, Pam Shaw*) (Royal College of Surgeons of England, KSS Deanery, University of London, United Kingdom)

4BB12 Use of iBooks in surgical residency training Anne Vinsel*, Alan J. Smith*, Jay Agarwal, Leigh Neumayer (Office of Graduate Medical Education, University of Utah School of Medicine, Salt Lake City, Utah, United States)

4BB13 Trends in operative training opportunities for junior general surgical trainees in England Toll EC*, Davis CR, Pothier DD (North Bristol NHS Trust, Bristol, United Kingdom)

4BB14 Changing from quantity to focus and time when learning basic surgical skills Stefan Redeen*, Pär Myrelid (University Hospital of Linkoping, Surgical Department, Linkoping, Sweden)

4BB15 From intern to generalist – Basic surgical skills training and competency Frank Peters* (Department of Family Medicine, University of Pretoria, Faculty of Health Science, Pretoria, South Africa)

4BB16 Challenges facing postgraduate psychiatry training Sheraz Ahmad*, Michael Maier, Tom Sensky (London Deanery, London, United Kingdom)

1630-1800 4CC Posters: International dimensions Chairperson: Andrzej Wojtczak (Poland) Location: Restaurant 4CC1 International clinical experiences – which students go abroad? Biller S*, Giesler M (University Freiburg, Department of Education, Freiburg, Germany)

4CC2 International comprehensive clerkship for undergraduate medical programme Tri Nur Kristina*, Nurkukuh*, Anon Surendro*, Soejoto* (Diponegoro University (FMDU), Faculty of Medicine, Semarang, Indonesia)

4CC3 I came, I saw, I reflected: a qualitative study into learning outcomes of international electives for Japanese and British medical students Hiroshi Nishigori*, Takashi Otani, Simon Plint, Minako Uchino, Nobutaro Ban (International Research Center for Medical Education, The University of Tokyo, Japan)

4CC4 An experience of ‘instant disability’: raising awareness and offering support in a cohort of overseas pharmacists; a pilot session McIntosh, T.C.*, McHattie, L.W., Diack, H.L (School of Pharmacy and Life Sciences, The Robert Gordon University, Aberdeen, United Kingdom)

4CC5 Evaluation of the health link which exists between Birmingham Children’s Hospital (BCH), UK and Queen Elizabeth Central Hospital (QECH), Blantyre, Malawi Victoria Walker, Samantha Lissauer*, Elizabeth Molyneux, Amanda Goldstein (Birmingham Children’s Hospital, Birmingham, United Kingdom)

4CC6 Tutoring international students – the importance of cultural awareness training Jacqueline Daly*, Judith Strawbridge, Alice McGarvey (Royal College of Surgeons in Ireland, Dublin, Ireland)

4CC7 Teaching histology and histopathology as a surgical registrar in Bulawayo, Zimbabwe Seema Biswas* (Kent and Sussex Hospital, Kent, United Kingdom)

4CC8 Cultural influences on medical curriculum innovation Jippes M*, Majoor G (Dept. of Educational Development & Research, Faculty of Health, Medicine and Life sciences, Maastricht University, Maastricht, Netherlands)

4CC9 Alternating skills training and clinical clerkships to ease transition difficulties EA van Hell*, J Cohen-Schotanus (University Medical Center Groningen and University of Groningen, Netherlands)

4CC10 Gender and country of primary medical qualifiation does affect performance in postgraduate examinations A R Bowhay*, S Watmough (School of Medical Education, Centre for Excellence in Teaching and Learning, The University of Liverpool, United Kingdom)

4CC11 Medical Communication Assessment Project (M-CAP) with International Medical Graduates at the University of Calgary David Watt*, Deidre Lake*, Claudio Violato, Lubna Baig (Medical Communication Assessment Project, University of Calgary, Faculty of Medicine, Calgary, Alberta, Canada)

– 68 – 4CC12 Clinical communication for international students in the UK undergraduate curriculum James Maurice, Kelechi Eseonu, Catherine Wedderburn, Karen Simpson (Presenter: Helen Cameron) (College of Medicine and Veterinary Medicine, Edinburgh University Medical School, Edinburgh, 2 United Kingdom)

4CC13 Effective model of international collaboration I.R. Kulmagambetov, F.N. Nurmanbetova*, Sh.S. Kaliyeva, A.S.Kalina (Karaganda State Medical University, Karaganda, Kazakhstan)

4CC14 An e-learning module to improve language related communication skills in health M.Kemal Alimoglu*, Ugur Bilge (School of Medicine Department of Biostatistics and Medical Informatics, Akdeniz University, Antalya, Turkey)

4CC15 The Glasgow-Kaohsiung corpus of academic medical English John Corbett*, Peih-ying Lu (Department of English Language, University of Glasgow, United Kingdom; Kaohsiung Medical University, Taiwan)

4CC16 Factors predicting the success of international medical graduates who train in residency programs in Québec, Canada Anne-Marie MacLellan*, Carlos Brailovsky, Éric Drouin, M. François Miller, Sylvie Leboeuf (Collège des médecins du Québec, Montréal, Québec, Canada)

4CC17 Providing International Medical Graduates with advanced training and support for licensure Elizabeth Bannister*, John Campbell, Lisa Fleet, Fran Kirby (Professional Development & Conferencing Services, Faculty of Medicine, Memorial University, St. John’s, Canada)

4CC18 Characterization of a sample of Venezuelan medical graduates seeking postgraduate residencies in the United States of America Uzcategui Z*, Dueñas JC, Perez-Gonzalez JF, Patiño M. (Ciudad Universitaria, Centro de Investigación y Desarrollo de la Educación Médica (CIDEM), Escuela de Medicina “Luis Razetti”, Facultad de Medicina, Universidad Central de Venezuela, Los Chaguaramos, Caracas, Venezuela)

4CC19 Is the Erasmus a useful program for medical students? What can we change in order to make it more suitable in the context of Italian medical education? Vieira Azevedo Telma Susana*, Valsamidi Christina* (Prima Facolta di Medicina e Chirurgia; Policlinico Umberto primo; Universita Dedli Studi Di Roma “La Sapienza”; presso: Dipartimento di Medicina Sperimentale, (prof.Snelgrove Huon), Centro di Didattica Multimediale, Palazzo “ex-scre”), Rome, Italy)

4CC20 Making the transition to the UK workplace: a qualitative study with overseas doctors Charlotte Kergon*, Jan Iling, Gill Morrow, Bryan Burford (Northern Deanery, NHS North East Education/ Newcastle University, Newcastle upon Tyne, United Kingdom)

1630-1800 4DD Posters: Curriculum evaluation Chairperson: to be confirmed Location: Restaurant 4DD1 Bridging the gap in the internship Valdes Roberto Bollela*, José Lucio Martins Machado, Valéria Peixeiro Machado, Joaquim Edson Vieira (Universidade Cidade de São Paulo - UNICID, São Paulo, Brazil)

4DD2 How effective is our teaching of rheumatology to medical students? Jason Balgi, Rodger Laurent* (Royal North Shore Hospital, St Leonards, Sydney, Australia) MONDAY 31 AUGUST 2009

4DD3 Medical Students Survey: addressing educational shortcomings with empirical data Aindréas O’Neill*, Maria Ehlin Kolk*, Yosef Tyson* (Medicine Studerandes Förbund, Stockholm, Sweden)

4DD4 Knowledge about local anesthetics in odontology students R. Guzmán Álvarez*, A.E. Campos Sepúlveda, A.A. Martínez González (Universidad Nacional Autonoma De Mexico, Mexico)

4DD5 Knowledge management in internal quality assessment Pattana Kaewprasit* (Buddhachinaraj Hospital, School of Medicine, Phitsanulok, Thailand)

4DD6 Effects of performance outcomes Morcke AM*, Eika B (Centre for Medical Education, Aarhus University, INCUBA Science Park, Aarhus, Denmark)

4DD7 The attitudes and view points of the medical graduates on the basic sciences courses at Kashan University of Medical Sciences, Iran, 2004 A Khorshidi*, D Agadost, J Asgari Armani (School of Medicine, Department of Microbiology, Kashan University of Medical Science, Kashan, Iran)

– 69 – 4DD8 TUMS educational programs quality assessment Fereshteh Farzianpour*, Amir Hossein Emami, Ali Akbari Sari (School of Public Health, Tehran University of Medical Sciences, Tehran, Iran)

4DD9 Clinical practices in the medical centres: expectations and satisfaction of Andalusian medical students Campos-Garcia T*, Serrano R, Cortes-Martinez C (Andalusian Regional Ministry of Health, Sevilla, Spain)

4DD10 The self-evaluation of Turkish Medical Schools on basic global standards of World Federation for Medical Education European Specifications Iskender Sayek*, Sevgi Turan, Orhan Odabası (Department of Surgery, Hacettepe University Faculty of Medicine, Sihhiye, Ankara, Turkey)

4DD11 Student voice as a way to improve your curriculum LMG Meems*, JK Humalda* (3rd year Medical Students) (University Medical Center Groningen, Faculty of Medical Sciences, Groningen, Netherlands)

4DD12 Perceptions of medical students in King Abdel Aziz University about teaching and learning modalities Samar M. Alsaggaf*, Abdul Momeim Al-Hayani, Nasra N. Ayuob (Medical College, King Abdul Aziz University, Jeddah, Saudi Arabia)

4DD13 Design and program evaluation of the course ‘Curriculum Development For Residency Program Directors’ Marisol Sirhan*, Ximena Triviño (Facultad de Medicina Pontificia Universidad Católica, Santiago, Chile)

4DD14 Evaluation of two different educational programs in pathophysiology curriculum for the third -year medical students Kalbasi Saeid*, Naseri Mohsen, Mohamad Zadeh Afsaneh (Department of Internal Medicine, Faculty of Medicine, Birjand University of Medical Sciences, Birjand, Iran)

4DD15 An educational program realized in an intensive care unit increased the survival of the patients with sepsis Bellido I*, Salazar C, de la Torre MV, Gomez-Luque A. (School of Medicine, University of Malaga, D. Pharmacology and Clinical Therapeutics, Malaga, Spain)

4DD16 Program Evaluation – a necessity: an example from Pakistan Zubia Razaq*, Zareen Zaidi, Saadat Ali Khan, Shaheen Moin (Foundation University Medical College, Islamabad, Pakistan)

4DD17 Effects of course evaluation on sustained improvement of class in Japanese Medical School Kaori Takada*, Takeshi Morimoto, Mio Sakuma, Yoshie Kubota, Susumu Seki, Yuko Maeda, Noboru Kuramoto, Atsushi Hiraide (Center for Medical Education, Kyoto University Graduate School of Medicine, Kyoto, Japan)

1630-1800 4EE Secrets of Success (3) Location: Exhibition, Pavilion 1 4EE1 Web2.0 technologies and how to use them to enhance your online systems Tony McDonald* (School of Medical Sciences Education Development, Newcastle University, Newcastle upon Tyne, United Kingdom)

4EE2 Helping medical teachers in the ongoing evaluation of the clinical reasoning process in supervision of residents Marie-Claude Audétat*, Suzanne Laurin* (Université de Montréal, Département de medicine familiale et CPASS, Montréal, Canada)

4EE3 One-week simulated internship for senior medical students Laack TA*, Newman JS, Goyal DG, Torsher LC (Mayo Clinic, Rochester, United States)

4EE4 Using standardized patient instructors to train students for diabetes and physical activity counseling with patients of low health literacy Julienne K. Kirk, Carol A. Hildebrandt, Gail S. Marion*, Sonia J. Crandall* (Wake Forest University School of Medicine, Department of Family and Community Medicine, Winston Salem, United States)

1630-1800 PRIVATE MEETING: BEME Steering Group (invitation only) Location: VIP Room 1

1815 Coaches depart for Conference hotels for those not attending workshops.

– 70 – SESSION 5: WORKSHOPS 2 1815-1945 5I Workshop: Taking AMEE home, why wait? Delivering medical education faculty development at our home institutions now Michael G Richardson1*, Sally A Santen2*, John H Shatzer3* (1Vanderbilt University School of Medicine, Dept of Anesthesiology, Nashville; 2Emory University School of Medicine, Medical Education and Student Affairs, Atlanta; 3Vanderbilt University School of Medicine, Office for Teaching & Learning, Nashville, United States) Location: Multifunctional Room 7

1815-1945 5J Workshop: Piloting clinical teams toward safe and effective care Thivierge, R.L.*, Anderson, C.*, Patenaude, J.V., Rubin, M., Drolet, P.*, Sansregret, A., Hervé, G., Aylward , M., Boucher, A. (CPD Division, Faculty of Medicine, Universite de Montreal, Canada) Location: Multifunctional Room 1

1815-1945 5K Workshop: Humanism in Surgery – Continuum of Care: an experiential methodology to foster surgical skills Diana Tabak1*, Kerry Knickle2*, Debra Nestel3*, Roger Kneebone4*, Zubin Austin5*, Alexandra Easson6* (1University of Toronto, Standardized Patient Program, and Department of Family and Community Medicine, University of Toronto; 2University of Toronto, Standardized Patient Program; 3Gippsland Medical School, Monash University, Victoria, Australia; 4Department of Surgery & Surgical Technology, Imperial College London, UK; 5Faculty of Pharmacy, University of Toronto; 6Department of Surgery, University of Toronto; University of Toronto, Canada) Location: Conference Room 1.4/1.5

1815-1945 5L Workshop: Evaluation and management: the Program Performance Portfolio (P3) Heidi Kromrei*, Ingrid Guerra-Lopez, Wilhelmine Wiese-Rometsch* (Wayne State University School of Medicine, Graduate Medical Education, Detroit, Michigan, United States) Location: Multifunctional Room 3

1815-1945 5M Workshop: Teamwork lessons that incorporate brain-based learning principles Yue Ming Huang*, Walter Eppich* (David Geffen School of Medicine at UCLA, Los Angeles, CA and Northwestern University Feinberg School of Medicine, Chicago, United States) Location: Multifunctional Room 8

1815-1945 5N Workshop: Continuing Professional Development and Leadership in Medical Education Pablo Pulido M., Honorio Silva, Thomas Thomson (Project Globe, care of Panamerican Federation of Associations of Medical Schools (PAFAMS), La Trinidad, Venezuela) Location: Multifunctional Room 5

1815-1945 5O Workshop: Test construction Ann M. King*, Melissa Margolis*, Henry Pohl*, Dianne P. Wagner* (National Board of Medical Examiners, Philadelphia, United States) Location: Conference Room 1.1

1815-1945 5P Workshop: The Strongest Link: Participation and discussion of an innovative and interactive CME program Doug Klein*, Sherry Robertson* (University of Alberta, Edmonton, Canada) Location: Multifunctional Room 4

1815-1945 5Q Workshop: Constructing problem-based learning cases: hands-on training Samy A. Azer* (Universiti Teknologi MARA, Faculty of Medicine, Shah Alam, Malaysia) Location: Conference Room 1.3 MONDAY 31 AUGUST 2009 1815-1945 5R Workshop: Cognitive Acceleration Program and the Script Concordance Test: a new learning model centered on clinical reasoning Carlos Brailovsky*, Eduardo Pleguezuelos*, Eduardo Hornos* (Instituto Practicum de Investigación Aplicada a la Educación en Ciencias de la Salud, Madrid, Spain) Location: Multifunctional Room 9

1815-1945 5S Workshop: The role of a utility approach in the assessment and evaluation of Interprofessional Education Brian Simmons1*, Ann Jefferies2*, Scott Reeves3*, Susan J Wagner4* (1Dept Paediatrics, Division of Newborn Medicine & Office of Interprofessional Education, 2Dept Paediatrics, Division of Newborn Medicine, 3Li Ka Shing Knowledge Institute of St Michaels Hospital, 4Dept of Speech Language Pathology & Office of Interprofessional Education, Faculty of Medicine, University of Toronto, Ontario, Canada) Location: Multifunctional Room 10

1815-1945 5T Workshop: Enhancement of interpersonal communication skills for effective team working: an alternative approach for tutors McHattie, L.W.*, Diack, H.L.* (The Robert Gordon University, The School of Pharmacy and Life Sciences, Aberdeen, United Kingdom) Location: Exhibition Room

– 71 – 1815-1945 5U Workshop: Building online communities: From social to professional networking Tim Cappelli*, Alisdair Smithies* (University of Manchester, United Kingdom) Location: Multifunctional Room 12

1815-1945 5V Workshop: Facilitating reflection by playing cards Veronica J Selleger*, José JS van de Kreeke*, Benno Bonke* (VU University Medical Center, Department of Medical Psychology, Amsterdam, Netherlands) Location: Conference Room 1.6

1815-1945 Private Meetings: • BEME Executive (invitation only) Location: VIP Room 1 • Medical Education Editorial Board (invitation only) Location: VIP Room 2 • Virtual Patient Application Development (invitation only) Location: Multifunctional Room 6 • IMEX Scholars (invitation only) Location: Multifunctional Room 2 • SESAM / IAVANTE (invitation only) Location: Business Center • International Generic Skills Research Group (invitation only) Location: Multifunction Room 11

2000 Coaches depart for Conference hotels

2100-2330 OPTIONAL EVENT: Route of “tapeo” (see page 125)

– 72 – TUESDAY 1 SEPTEMBER 2

0800-1815 Registration desks open at Palacio de Ferias y Congresos de Málaga Location: Foyer

0900-1800 Exhibition Open Location: Pavilion 1

0900-1900 Tour to Granada and the Alhambra (departs from and returns to Banco de Santander, Calle Larios, City Centre)

SESSION 6: PLENARY

0855-1050 6 PLENARY Chairpersons: Albert Oriol i Bosch (Spain) and Trudie Roberts (UK) Location: Auditoriums 1& 2

0855-0925 6A Moral panic, political imperative and what the profession knows about developing its new generations Janet Grant (Open University Centre for Education in Medicine, Milton Keynes, UK)

0925-0930 Questions and Discussion

0930-1000 6B Clinical learning: the missing acronym David Prideaux (School of Medicine, Flinders University, Adelaide, Australia)

1000-1005 Questions and Discussion

1005-1035 6C SEDEM Miriam Friedman Memorial Lecture Evolution of Clinical Skills Assessment: Miriam would be proud! James A Hallock (Educational Commission for Foreign Medical Graduates (ECFMG), Philadelphia, USA)

1035-1040 Questions and Discussion

1040-1050 AMEE Lifetime Achievement Awards

1050-1110 COFFEE

1100-1300 IW2 IAVANTE WORKSHOP: Healthcare Demography (in Spanish and English) Location: Business Centre

SESSION 7: SIMULTANEOUS SESSIONS TUESDAY 1 SEPTEMBER 2009 1115-1245 7A Large Group Session: Competency-based postgraduate education Chairperson: Alistair Thomson (UK). Presenters: David Gordon (Association of Medical Schools in Europe (AMSE), Copenhagen, Denmark); Jason Frank (Royal College of Physicians and Surgeons of Canada, Ottawa, Canada); Olle ten Cate (University Medical Center Utrecht, The Netherlands) Location: Auditorium 1

7A1 Postgraduate Medical Education – who is responsible? And who should be? David Gordon

7A2 CanMEDS and outcomes-based education Jason Frank

7A3 Competency-based postgraduate training and the concept of entrustment Olle ten Cate

– 73 – 1115-1245 7B Large Group Session: Improving patient safety through team training: an interactive live demonstration of a full-scale simulation and video-assisted debriefing Marcus Rall (TuPASS - Center for Patient Safety and Simulation, Tuebingen University Hospital, Tuebingen, Germany); Doris Østergaard, (Danish Institute for Medical Simulation, Herlev University Hospital, Capital Region of Denmark), Walter Eppich (kidSTAR Simulation Program, Children´s Memorial Hospital, Chicago, IL, USA); Ignacio Morale (Santander, Spain); Juan Chavez, David Riley (IAVANTE, Granada, Spain) Location: Auditorium 2

1115-1245 7C Symposium: Teaching basic science to students and residents: the impossible dream? Organised by: International Association of Medical Science Educators (IAMSE) (IAMSE, Barboursville, USA) Location: Conference Room 2.1

1115-1245 7D Research Papers: Assessment Chairperson: Trudie Roberts (UK) Location: Conference Room 1.2 1115-1135 7D1 Lessons from the Great Exhibition: The role of regression towards the mean in OSCE standard setting – implications for borderline and resit candidates Godfrey Pell*, Richard Fuller, Matt Homer (Medical Education Unit, Medical Education Unit, School of Medicine, University of Leeds, United Kingdom)

1135-1155 7D2 Quality enhancement of oral examinations in specialty accreditation: acceptability, focus, and reliability Mei Ling Denney*, Richard Wakeford*, Melanie Whitehorn (University of Cambridge / RCGP, Centre for Research in Assessment in Medical Education and Training (CRAMET), c/o Dept. of Social and Developmental Psychology, Cambridge, United Kingdom)

1155-1215 7D3 Measuring team performance in simulation-based training of intensive care teams Rob Frengley, Jennifer Weller*, Boaz Shulruf, Jane Torrie, Kaylene Henderson (Centre for Medical and Health Sciences Education, University of Auckland, New Zealand)

1215-1235 7D4 A Script Concordance Test (SCT) to measure clinical reasoning for managing geriatric Urinary Incontinence (UI) Renuka Tunuguntla1,2, Joseph G Ouslander2, Stephen Symes2, Francois Phancao3, Bernard Charlin4, Robert Gagnon4, Bernard A.Roos1,2,3, Jorge G Ruiz*1, 2,3 (Miami Geriatric Research, Education, and Clinical Center (GRECC), VA Medical Center(1), U of Miami Miller School of Medicine(2); Stein Gerontological Institute(3), U of Montreal, Canada(4), Bruce W. Carter Dept of Veterans Affairs Medical Center, Miami, Florida, United States)

1235-1245 Discussion

1115-1245 7E Short Communications: Assessment: Standard setting Chairperson: André de Champlain (USA) Location: Conference Room 2.2 1115-1130 7E1 Conceptualizing MCBC for use in Angoff standard setting Margaret J Dennett* Dwight D Harley, David A Cook (University of Alberta, Division of Studies in Medical Education, Edmonton, Alberta, Canada)

1130-1145 7E2 The effect of a change in grading system on student performance and faculty/learner satisfaction Norma S Saks* (Robert Wood Johnson Medical School, Piscataway, New Jersey, United States)

1145-1200 7E3 Outlier examinee profiles across subject areas: do combined test scores really reflect examinee ability? David E Blackmore*, Timothy J Wood (Medical Council of Canada, Ottawa, Canada)

1200-1215 7E4 Comparing two methods of setting OSCE pass scores Dwight D Harley*, Margaret Sagle (University of Alberta, Edmonton, Alberta, Canada)

1215-1230 7E5 Introduction of Standard Setting in undergraduate medical education: re-emphasizing the importance of item writing Jane Holland*, Alice McGarvey, Richard Arnett, David Croke (Royal College of Surgeons in Ireland, Dublin, Ireland)

1230-1245 7E6 Towards improving the standards in multiple choice examinations – the Aga Khan University experience Naveed Yousuf*, Rukhsana W Zuberi* (Aga Khan University (AKU), Karachi, Pakistan)

No Discussion

– 74 – 1115-1215 7F Short Communications: Curriculum: Interprofessional education Chairperson: Leila Niemi-Murola (Finland) Location: Exhibition Room 2 1115-1130 7F1 Interprofessional education for collaborative relational-centred practice: a wind of change Susan J Wagner, Brian Simmons*, Ivy Oandasan (University of Toronto, Office of Interprofessional Education, Toronto, Canada)

1130-1145 7F2 Interprofessional learning in student teams Lynda Davray*, Jennifer Todd*, Andrew Hoy* (St George’s University of London, Centre for Medical and Healthcare Education, London, United Kingdom)

1145-1200 7F3 Active student participation in clinical care and its impact on interprofessional collaboration Scheffer, C.*, Tauschel, D., Edelhaeuser, F. (Integrated curriculum for Anthroposophic Medicine, University of Witten / Herdecke, Witten, Germany)

1200-1215 7F4 Attitudes to interprofessional practice in out-patient setting – a comparison of students from different health professions Anne Ericson*, Gunilla Bolinder*, Ann Fridner (Department of Molecular Medicine and Surgery, Section of Orthopaedics and Sports Medicine, Karolinska Institute at Karolinska University Hospital Solna, Department of Psychology, Stockholm Univ, Karolinska University Hospital, Stockholm, Sweden)

1215-1230 7F5 Emerging theory to support interprofessional simulation experiences Claire Walsh*, Robin Lewis* (Sheffield Hallam University, Faculty of Health and Wellbeing, Sheffield, United Kingdom)

1230-1245 7F6 Interprofessional education: simulation workshops using high fidelity technology in the undergraduate medical and nursing curricula Marian Traynor*, Jim Murray, Moira Stewart, Hazel Cuene-Grandidier (CEIPE - Queen’s University Belfast, School of Dentistr, Belfast, United Kingdom)

No Discussion

1115-1245 7G Short Communications: Best Evidence Medical Education (BEME) Chairperson: Dale Dauphinée (Canada) Opening Discussant: Marilyn Hammick (UK) Location: Multifunctional Room 2 1115-1130 7G1 Review of the evidence linking conditions, processes and outcomes of clinical workplace learning Naomi Tan*, Beth Wooley, Rachel Isba, Els Boshuizen, Rachel Gick, Karen Mann, Albert Scherpbier, John Spencer, Tim Dornan (University of Manchester Medical School, United Kingdom)

1130-1145 7G2 Updated BEME Systematic Review of early experience: quantity, content and quality of the evidence Yardley, S.*, Littlewood, S., Margolis, S. A., Scherpbier, A., Spencer, J., Ypinazar, V., Dornan, T. (Keele Medical School, Keele University, and University of Manchester Medical School, United Kingdom)

1145-1200 7G3 What features of educational interventions lead to competence in aseptic insertion and maintenance of central venous catheters in acute care? Cherry MG*, Brown JM, Neal TJ, Shaw NJ (Edge Hill University, Faculty of Health, Ormskirk, United Kingdom)

1200-1215 7G4 Systematic Reviews within the context of a single institution Hammick M, Johnson N, Passi V, Peile E*, Spencer S, Williamson T (Warwick Medical School, UK) TUESDAY 1 SEPTEMBER 2009 1215-1230 7G5 A systematic review of initiatives designed to integrate basic science and clinical knowledge in undergraduate medical education Klara Bolander Laksov and Charlotte Silén (LIME, karolinska Institutet, 17177 Stockholm, Sweden)

1230-1245 Discussion

1115-1245 7H Short Communications: e-Learning: Use of e-portfolios in postgraduate medical education Chairperson: Cornelia Fluit (Netherlands) Location: Multifunctional Room 6 1115-1130 7H1 Making sense of competency-based assessment in the workplace through the use of an e- portfolio Govaerts M*, Donkers J, Brackel H, Verhoeven B, Van der Vleuten C, Dornan T (Maastricht University, Department of Educational Research and Development, Maastricht, Netherlands)

1130-1145 7H2 Exploration of the experiences and perspectives of core medical trainees and assigned educational supervisors utilising the core medical training curricula and e-portfolio during 1 academic year R Gillies*, JM Brown (Mersey Deanery, Liverpool, United Kingdom)

– 75 – 1145-1200 7H3 Evaluation of the Royal College of Paediatrics and Child Health (RCPCH) e-portfolio at a year of use Lorna Highet*, Nancy Harding, Deborah Murdoch-Eaton, Tim Lee, Helen Pickworth, Elisabeth Jameson, Philip Holland, Alistair Morris, Christine Cooper, Simon Frazer (Yorkshire School of Paediatrics, Yorkshire and the Humber Deanery, University of Leeds, United Kingdom)

1200-1215 7H4 Faculty development programme for GP trainers on mentoring GP trainees in using a new e- portfolio MLJJ Schreurs*, MH Sagasser*, B Maiburg, A Kramer, H Mokkink (Maastricht University, Department of Educational Development & Research, Maastricht, Netherlands)

1215-1230 7H5 Refocusing medical learning on chronic illness with a chronic illness portfolio Linda Z. Nieman* (University of Texas Health Science Center Houston Medical School, Baltimore, United States)

1230-1245 7H6 Work-place based assessment: quality management of the ePortfolio Jill Edwards*, Fiona Erasmus, Sarah Robinson, Hannah Petra (Royal College of General Practitioners, London, United Kingdom)

No Discussion

1115-1245 7I Short Communications: Teaching and Learning: Teaching and learning medicine Chairperson: Stefan Lindgren (Denmark) Location: Multifunctional Room 7 1115-1130 7I1 What is the optimal number of students for small group teaching? A randomized controlled study Deirdre Jenkins*, Ilene Harris, Kevin McLaughlin, Alan Schwartz (University of Illinois at Chicago, Calgary, Canada)

1130-1145 7I2 Outdoor camps as teaching and learning activity for personal & professional development Harlina H Siraj*, Z Ruzanna, I Juriza, M Rohaizak, Z Zulkifli, M Shahril, A H Hamzaini, S Ismail, B Siti Mariam, M Nabishah, S Lokman (Dept of Medical Education, UKM Medical Centre, Kuala Lumpur, Malaysia)

1145-1200 7I3 Learning from errors: Prior knowledge is an important determinant to take advantage of worked examples for improving diagnostic competence M.R. Fischer*, V. Kopp, R. Stark (Private University Witten/Herdecke, Institute für Teaching and Educational Research in Health Sciences, Witten, Germany)

1200-1215 7I4 Effectiveness of concept mapping in medical education Rohith Puthan Veettil*, Mandip Kaur Heir, Ellen Jones, David Wall (Heart of England NHS Foundation Trust, Birmingham Heartlands Hospital, Birmingham, United Kingdom)

1215-1230 7I5 The role of the tutor in the case method Gudrun Edgren* (Lund University, Faculty of Medicine, Centre for Teaching and Learning, Lund, Sweden)

1230-1245 7I6 The use of audience response systems for medical education in a clinical presentation about chest pain guidelines Luis Patrao*, Miguel Castelo Branco (Faculty of Health Sciences - University of Beira Interior, Faculdade de Ciências da Saúde - Medicina, Covilha, Portugal)

No Discussion

1115-1245 7J Short Communications: Education Management: Training for leadership Chairperson: Jim Price (UK) Location: Multifunctional Room 1 1115-1130 7J1 Values of doctors and healthcare managers: implications for education J D Nawrocki* (Brighton & Sussex University Hospitals NHS Trust, Royal Sussex County Hospital, Brighton, United Kingdom)

1130-1145 7J2 Women and medical leadership Elizabeth Crolla*, Helen O’Sullivan, Jan Bogg (The University of Liverpool, Centre Excellence Teaching and Learning (CETL), School of Medical Education, Liverpool, United Kingdom)

1145-1200 7J3 Stepping up to a Consultant: managerial learning experience of senior trainees Taruna Bindal*, David Wall, Helen Goodyear (West Midlands NHS Workforce Deanery, Birmingham, United Kingdom)

1200-1215 7J4 Partnership for Leadership in Practice: deanery, university and workplace Zoe Playdon*, Pam Shaw* (KSS Deanery, University of London, United Kingdom)

1215-1230 7J5 Leadership Residency – suitable and skilled leaders in health care Isabelle Cehlin*, Mattias Bjarnegård*, Daniel Carlzon*, Louise Bentley*, Helena Hognert* (Sahlgrenska University Hospital, Gothenburg, Intern/Resident Council, Molndal, Sweden)

– 76 – 1230-1245 7J6 Medical Leadership training – new MSc Robert Palmer*, John Clark, Peter Spurgeon (Institute of Clinical Leadership, Warwick Medical School, The University of Warwick, Coventry, United Kingdom) 2 No Discussion

1115-1245 7K Short Communications: Postgraduate education: Training to be a surgeon Chairperson: to be confirmed Opening Discussant: Sam Leinster (UK) Location: Conference Room 1.4/1.5 1115-1130 7K1 A critical review of a postgraduate surgical curriculum in the UK Ajo Kureekattu John* (Frimley Park Hospital NHS Foundation Trust, Surrey, United Kingdom)

1130-1145 7K2 Effect of the ACGME work-hour restrictions on surgical residents, faculty and patients: a systematic review Mohammad H. Jamal*, Mathieu Rousseau, Sarkis Meterissian, Linda Snell (Centre for Medical Education and Division of General Surgery, McGill University, Montreal, Canada)

1145-1200 7K3 The effect of computer based video instruction in orthopaedic higher surgical trainees Anna Prasthofer*, GIles Pattison, Juul Achten, Nick Parsons, Peter Hull, Matthew L Costa (University Hospitals Coventry and Warwickshire NHS Trust, Coventry, United Kingdom)

1200-1215 7K4 Scenario simulation to reduce workplace stress for new resident A&E doctors Cristina Peláez*, José Ángel Villén, Ana González, Rocío Ruíz (Fundación IAVANTE, Parque Tecnológico de Andalucía, Málaga, Spain)

1215-1230 7K5 The effect of a Team Resource Management focussed emergency simulation course (CRISES) on junior surgeons’ ability to deal with surgical emergencies S Mercer*, A Guha (Cheshire & Merseyside Simulation Centre, University Hospital Aintree, Liverpool, United Kingdom)

1230-1245 Discussion

1115-1245 7L Short Communications: Themes: Themes to include in the curriculum Chairperson: to be confirmed Location: Multifunctional Room 3 1115-1130 7L1 How medical students learn law: an exploration of the teaching, learning and assessment of law at a UK medical school Susan F Smith*, Judy McKimm, Wing May Kong, Michael Preston-Shoot (Imperial College London and University of Bedfordshire, Delivery of Respiratory Health Care Research, London, United Kingdom)

1130-1145 7L2 More training in emergency medicine: a recurrent request by final year UCL medical students over a 3-year curriculum review study Claire de Burbure*, André Geubel, Véronique Godin, Dominique Vanpee (Université catholique de Louvain UCL, Medical Faculty, Brussels, Belgium)

1145-1200 7L3 How prepared are our medical students to take on prescribing responsibilities upon graduation? Si Mui Sim*(1), Chirk Jenn Ng(1), Wan Yuen Choo(1), Siew Siang Chua(1), Siew Mei Lai(1), Francis Ifejika Achike(2) ((1)University of Malaya, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia, (2)Faculty of Medicine, International Medical University, Kuala Lumpur, Malaysia) TUESDAY 1 SEPTEMBER 2009

1200-1215 7L4 A positive response to Health Promotion in undergraduate medical core curricula: a reflection on health promotion teaching and experiences Ann Wylie* (King’s College London School of Medicine, Department of General Practice and Primary Care, London, United Kingdom)

1215-1230 7L5 Research opportunities in the undergraduate curriculum – real or imagined? Sarah Drewery*, Deborah Murdoch-Eaton, Sarah Elton, Catherine Emmerson, Michelle Marshall, John Smith, Patsy Stark, Sue Whittle (Northern Medical Schools SSC Consortium, Leeds Institute of Medical Education, School of Medicine, University of Leeds, United Kingdom)

1230-1245 7L6 Research training in medical education A Murt*, on behalf of European Medical Students Council (European Medical Students’ Council, Istanbul, Turkey)

No Discussion

– 77 – 1115-1245 7M Short Communications: Students: The student in difficulty Chairperson: Jorge García Seone (Spain) Opening Discussant: Howard Young (UK) Location: Multifunctional Room 8 1115-1130 7M1 Ethnic differences on psychological and demographic factors – can they explain the academic underperformance of medical students from ethnic minorities? Katherine Woolf*, I Chris McManus, Henry W W Potts, Jane Dacre (Academic Centre for Medical Education, UCL, UCL Division of Medical Education, London, United Kingdom)

1130-1145 7M2 Well-being and help-seeking behavior in a medical student group Patrícia Lacerda Bellodi*, Paula Bertozzi, Milton de Arruda Martins (University of São Paulo Medical School (FMUSP), Center for the Development of Medical Education (CEDEM), São Paulo, Brazil)

1145-1200 7M3 A method for the identification of students poorly prepared for clerkships in the early years of medical school Ana Correia, Miguel Portela, Pedro Oliveira, Manuel João Costa* (School of Health Sciences, University of Minho, Braga, Portugal)

1200-1215 7M4 The effectiveness of remedial interventions for medical students is influenced by the intensity of the intervention J A Cleland*, H Sinclair, A J Lee, A Adhami-Al, R K MacKenzie (University of Aberdeen, Division of Medical and Dental Education, Aberdeen, United Kingdom)

1215-1230 7M5 What do medical students know about their health? A Kuimov*, K Popov, D Yakimenko, O Prokhodskaya, I Priymak, I Kuimova (Novosibirsk Medical University, Novosibirsk, Russia)

1230-1245 Discussion

1115-1245 7N Short Communications: Themes: Ethics and attitudes Chairperson: Nazan Karaoglu (Turkey) Opening Discussant: Chris Skinner (Australia) Location: Multifunctional Room 5 1115-1130 7N1 Practical ethics; the development of a new clinical ethics consultation service for medical and healthcare students Daniel Sokol*, Deborah Bowman, John Spicer (St George’s, University of London, Centre for Medical and Healthcare Education, St George’s, University of London, United Kingdom)

1130-1145 7N2 Moral judgment competencies in medical students – is medical education out of balance? Sunčana Kukolja Taradi*, Milan Taradi, Mladenka Vrcić Keglević, Darko Antičević (University of Zagreb School of Medicine, Zagreb, Croatia)

1145-1200 7N3 An online community of practice for medical school ethics teachers Al Dowie* (University of Glasgow, Section of General Practice & Primary Care, Glasgow, United Kingdom)

1200-1215 7N4 An ethical reasoning model: contributions to medical education Tsuen-Chiuan Tsai*, Peter H. Harasym (Department of Pediatrics, Taipei Medical University Wan Fang Hospital, Taipei, Taiwan)

1215-1230 7N5 Incorporating Bioethics teaching in undergraduate medical curriculum of a Pakistani School Bushra Khizar*, Mobeen Iqbal, Tara Jaffery (Shifa College of Medicine, Shifa College of Medicine, Islamabad, Pakistan)

1230-1245 Discussion

1115-1245 7O Workshop: Assessing the written communication skills of medical school graduates Thomas Rebbecchi*, John Boulet* (Educational Commission for Foreign Medical Graduates, Philadelphia, United States) Location: Conference Room 1.1

1115-1245 7P Workshop: Getting published Kevin W Eva*, John Spencer* (McMaster University, Hamilton, Ontario, Canada; University of Newcastle upon Tyne, United Kingdom) Location: Multifunctional Room 4

1115-1245 7Q Workshop: “The Swiss Experience“ – chances and pitfalls with Bologna in the medical curriculum Schirlo Ch*, Voigt G (Office of Medical Education, University of Zürich, Faculty of Medicine, Zürich, Switzerland) Location: Conference Room 1.3

– 78 – 1115-1245 7R Workshop: Raising awareness of the impact of disability – experiential and reflective learning T.C. McIntosh*, L.W. McHattie, H.L Diack (School of Pharmacy and Life Sciences, The Robert Gordon University, 2 Aberdeen, United Kingdom) Location: Multifunctional Room 9

1115-1245 7S Workshop: Frequently Asked Questions (FAQ) about facilitating small-group teaching Gitte Wichmann-Hansen*, Birgitte Dahl Pedersen* (Centre of Medical Education, Aarhus University and Centre for Clinical Education, Copenhagen University Hospital, Rigshospitalet, Aarhus University, INCUBA Science Park, Aarhus, Denmark) Location: Multifunctional Room 10

1115-1245 7T Workshop: Teaching CanMEDS at the bedside Linda Snell*, Saleem Razack* (The Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada) Location: Multifunctional Room 11

1115-1245 7U Workshop: Improving medical communications skills through web-based simulations Cathy Smith*, L.J. Nelles*, Leila Lax, Lynn Russell (University of Toronto, Biomedical Communications, Institute of Medical Science, Faculty of Medicine, Toronto, Canada) Location: Multifunctional Room 12 (NOTE: Listed in Abstracts as 8U)

1115-1245 7V Workshop: Integrating workplace-based assessment into medical training David C Thomas* (Mount Sinai School of Medicine, New York, United States) Location: Conference Room 1.6

1115-1245 7W Workshop: Facilitating medical education in developing countries Trevor Gibbs* (Ukraine National Medical Academy of Postgraduate Education (NMAPE), Kiev, Ukraine); Michelle McLean* (University of the United Arab Emirates, Al Ain, United Arab Emirates) Location: VIP Room 2

1115-1245 7X Posters: Curriculum integration Chairperson: to be confirmed Location: Restaurant 7X1 Does early clinical experience have effects on the attitudes of medical students about basic science courses? Mansoor Ranjbar*, Kourosh Vahidshahi, Mitra Mahmoudi, Mehdi Ahangari, Sara Ehteshami (Education Development Center, Mazandaran University of Medical Science, Mazandaran, Sari, Iran)

7X2 Introducing early clinical experience activities at Udonthani Hospital, Thailand Kitt Chuapetcharasopon* (Udonthani Hospital, Medicine Department, Udonthani, Thailand)

7X3 Early clinical exposure in the medical undergraduate curriculum at Sapienza University of Rome: ten years experience model G. Familiari*, G. Midiri, P. Falaschi, M. Relucenti, R. Heyn, R. Benvenuto, L. Carini, G. Nati, G. Grasso, G. Tarsitani, V. Ziparo (Second Faculty of Medicine, Sapienza University of Rome, Italy)

7X4 How is the students’ anatomy performance in an integrated curriculum? Pedro Morgado*, João José Cerqueira*, Rui Cerqueira, Nuno Sousa, Manuel João Costa (Health

Sciences School, University of Minho, Braga, Portugal) TUESDAY 1 SEPTEMBER 2009

7X5 Evaluation of curricular integration between physiology and semiology: faculty point of view Ieda Aleluia*, Luiz Soares, Marta Menezes (Escola Bahiana de Medicina e Saúde Pública, R. Frei Henrique, Salvador/Bahia, Brazil)

7X6 Longitudinal and cross-sectional analysis of six years experience with the multidisciplinary course on Biopathology (Portuguese medical undergraduate curriculum) T. Teixeira*, M. J. Costa, Correia A., A. G. Castro, A. Longatto, M.C. Neves, J.M. Pêgo, R. M. Reis, F. Baltazar, J. Pedrosa (University of Minho, School of Health Sciences, Braga, Portugal)

7X7 Horizontal integration in basic science curriculum at the Yerevan State Medical University Astghik Markosyan* (Yerevan State Medical University, Yerevan, Armenia)

7X8 Doing tendon reflexes improves neuroscience MCQ scores Philip Cooles*, Liris Benjamin, Kamal Malaker (Portsmouth, Ross University Medical School, Portsmouth, Dominica)

– 79 – 7X9 Vertical integration in some basic courses Zahra Moosavi*, Mahmood Orazi Zadeh (Ahvaz University of Medical Sciences, Imam Hospital, Department of Dermatology, Ahvaz, Iran)

7X10 Students and faculty perceptions on the present integrated modular curriculum at SCM Pakistan: Emerging issues, challenges and alternative methods Syed Shoaib Shah*, Ahsan Hameed, Waseem Ullah Khan, Muhammad Sabir (Shifa College of Medicine, Islamabad, Pakistan)

7X11 Learning endocrinology and reproduction in an integrated modular curriculum Sameena Ghayur*, Mobeen Iqbal, Shahid Rafi (Shifa College of Medicine, Islamabad, Pakistan)

7X12 Integrated Learning: An experience with renal module Riffat Shafi*, Waseem Ahmed, Nayer Mahmud, K.H.M.Quadri, Mobeen Iqbal (Shifa College of Medicine, Islamabad, Pakistan)

7X13 Lessons from 7 years of experience with a multidisciplinary course on organic and functional systems: longitudinal and cross-sectional analysis Sousa JC*, Costa MJ, Sousa N, Palha JA (University of Minho, School of Health Sciences, Braga, Portugal)

7X14 Knowledge integration in medical education Agustin Vicedo* (Higher Institute of Medical Sciences, Havana, Cuba)

7X15 Developing an assessment framework for longitudinal integrated community clerkships Marc Broudo*, Joan Fraser (University of British Columbia, Vancouver, Canada)

7X16 Impact on knowledge acquisition of transition from a conventional to an integrated contextual medical curriculum Jos Van der Veken*, Martin Valcke, Anselme Derese, Jan De Maeseneer, Lambert Schuwirth (Ghent University - Direction of Educational Affairs, Department of Educational Quality Assurance, Ghent, Belgium)

7X17 Learning improvement after integrating the clinical and basic science subjects Behnoosh Miladpoor*, Mohammadhasan Meshkibaf, Fahimeh Majidi (Fasa University of Medical Sciences, Fasa, Iran)

7X18 The quality of conceptual understanding concerning the cardiovascular system among first-year undergraduate medical students Johanna Hoffren, Mirjamaija Mikkilä-Erdmann, Pekka Kääpä* (Medical Education Research and Development Centre and Faculty of Education, University of Turku, Finland)

7X19 Refinement of the interdisciplinary foundation phase in an undergraduate health sciences curriculum based on initial perspectives of students and lecturers AJ Louw*, J Bezuidenhout, BB van Heerden, M van Heusden (Stellenbosch University, Tygerberg, South Africa)

7X20 Multidisciplinary programmes in education Berit Rostad* (MTFS, Faculty of Medicine, Trondheim, Norway)

7X21 Integrated assessment: a methodological proposal Maria Viviane Lisboa de Vasconcelos*, Renato Santos Rodarte, Célia Maria Silva Pedrosa (College of Medicine, Alagoas Federal University, Maceió, Brazil)

1115-1230 7Y Posters: Curriculum themes (2) Chairperson: Moira Maley (Australia) Location: Restaurant 7Y1 Save Our Lives – implementation of pre-hospital emergency care to undergraduate medical education Adela Michalcova, Jan Precek*, Daniel Kvapil, Christopher Redelsteiner, Eva Dorazilova, Pavel Kurfurst (Palacky University, Faculty of Medicine and Dentistry, Olomouc, Czech Republic)

7Y2 Emergency medical care for students of dentistry: Evaluation of a pilot project Beckers S*, Sopka S, Biermann H, Skorning M, Bergrath S, Roertgen D, Knops A, Rossaint R (AIXTRA – Aix-la-Chapelle Centre for Training in Medical Education, Medical Faculty RWTH Aachen University, Aachen, Germany)

7Y3 Analysis of pharmacology and therapeutics knowledge by means a test administration to students, residents and physicians Marín-Campos Y*, Nájera-Tijerina BM, Saldivar-González JA, Mendoza-Patiño Nicandro (Departamento de Farmacología, National Autonomous University of Mexico (UNAM), Ciudad Universitaria, Distrito Federal, Mexico)

– 80 – 7Y4 Are nurses in South Africa prescribing medicines judiciously? Enoch N Kwizera* (Faculty of Health Sciences, Department of Pharmacology, Walter Sisulu University, Mthatha, South Africa) 2 7Y5 Introduction of an online prescribing module provides a time-efficient and effective method of improving undergraduate prescribing competence Spooner M, Branagan P, Meagher F, Gunaratnam C, McElvaney NG* (Education and Research Centre, Department of Medicine, Royal College of Surgeons in Ireland, Beaumont Hospital, Dublin, Ireland)

7Y6 Interns’ knowledge and attitudes regarding cancer pain and cancer pain management Sasikaan Nimmaanrat*, Chatchai Prechawai (Hatyai, Department of Anesthesiology, Faculty of Medicine, Prince of Songkla University, Songkhla, Thailand)

7Y7 Palliative care: attitudes of medical students towards palliative symptom control Chakarin Wattanamongkol* (Division of Respiratory and Critical Care Medicine, Prapokklao Hospital, Chanthaburi 22000, Thailand)

7Y8 Law in the curriculum – essentialia every physician should know Hartmut Riehn*, Antonia Pelz, Jörg Pelz, Moritz Gebauer (Charité Universitätsmedizin Berlin, Germany)

7Y9 ‘Psychobabble’: development of a formal peer support program for medical students studying psychiatry Emily Woolnough*, Ruth Cameron Jeffs* (Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Melbourne, Australia)

7Y10 From “Grand Theft Auto” to “Love of Siam” Anupong Suthamnirand*, Sirinadda Panyapas (Chonburi Hospital, Chonburi Medical Education Center, Chonburi, Thailand)

7Y11 Teaching psychosomatic medicine at the Medical Faculty of University of Szeged: an integrative, problem-oriented approach Katalin Barabás*, Margit Keresztes (Dept. Behavioural Sciences, Szeged, Hungary)

7Y12 Teaching basic psychiatric concepts in an integrated PBL-based curriculum T.O. Neild* (Department of Human Physiology, Flinders University, Adelaide, Australia)

7Y13 Promoting brief psychological counseling to medical undergraduates Weng Yee Chin* (Family Medicine Unit, The University of Hong Kong, Ap Lei Chau, Hong Kong)

7Y14 Withdrawn

7Y15 Structured role play in undergraduate psychiatry teaching – one success story Daniel S Furmedge*, Sarah Stringer (King’s College London School of Medicine, London, United Kingdom)

7Y16 Learning public health advocacy through community action: ten-year impact assessment of an undergraduate module Janice M Johnston*, Lisha Lo, Tai Hing Lam, Gabriel M Leung (The University of Hong Kong, School of Public Health, Pokfulam, Hong Kong)

1115-1245 7Z Posters: Portfolios Chairperson: Karlijn Overeem (Netherlands) TUESDAY 1 SEPTEMBER 2009 Location: Restaurant 7Z1 Inventarisation of the use of portfolio in the Faculty of Medicine and Health Sciences of Ghent University Leen Aper*, Sebastiaan Koole, Anselme Derese (Ghent University, Gent, Belgium)

7Z2 Portfolio as an instrument to identify the weakest link in the curriculum Danai Wangsaturaka, Parunyou Julayanont*, Jitladda Deerojanawong, Nuanchan Prapphal, Sophon Napathorn (The Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand)

7Z3 Peer review system increases knowledge in the physiotherapy programme Birgitta Nordgren*, Cecilia Fridén, Annette Heijne, Maria Hagströmer (Karolinska Institutet, Department of Neurobiology, Care Sciences and Society, Huddinge, Sweden)

7Z4 Electronic learning portfolio in undergraduate medical studies Kaisa Vehmas*, Outi Jääskeläinen, Antti Tarponen, Pekka Kääpä (Medical Education Research and Development Centre, University of Turku, Finland)

7Z5 Training implementation portfolio in Gynaecology and Obstetrics G. Dirksen-de Tombe*, R. Dullemond, M. ten Kate-Booij, G. Kooi, M.Lagro, J. v.d. Swaluw, A. Zanting (Erasmus Medical Centre, Rotterdam, Netherlands)

– 81 – 7Z6 An ePortfolio implementation to evaluate the CanMEDS Scholar Role in Residency: What features do residents value? Rodrigo Cavalcanti, Shiphra Ginsburg, Heather McDonald-Blumer, Kenneth Locke* (Department of Medicine, Faculty of Medicine, University of Toronto, Canada)

7Z7 Online case discussion among interns in different hospitals Dorien Selis*, Bram De Wever, Danny De Looze, Anselme Derese (Ghent University, Faculty of Medicine and Health Sciences, Ghent, Belgium)

7Z8 Electronic portfolios for tutor and resident training evaluation in Andalusia Campos-Garcia, T, Martinez-Cañavate T.*, Garrido A. (Andalusian Regional Ministry of Health, Sevilla, Spain)

7Z9 Competency-based electronic learning portfolios for trainees in gastroenterology: survey of perceptions after 18 months Elie Aoun,* David A Brokl, Miguel D Regueiro, James B McGee (University of Pittsburgh School of Medicine, Division of Gastroenterology, Pittsburgh, United States)

1115-1245 7AA Posters: Team-based, lectures and other approaches to teaching and learning Chairperson: Nicole Borges (USA) Location: Restaurant 7AA1 Long term memory in team-based learning compared with lecture-based learning among clinical-year medical students Tomon Thongsri* (Buddhachinaraj Hospital, Ampur Muang, Phitsanuloke, Thailand)

7AA2 A study on students’ perception of team based learning experience Sun Kim*, Joo Hyun Park, Ara Cho (Dept. of Medical Education, The Catholic Uni. of Korea, School of Medicine, Seoul, Republic of South Korea)

7AA3 Effective teaching in case-based education: the impact of teacher behaviours and interventions on the students’ reasoning strategies and learning S.P.J. Ramaekers*1, J. van Keulen1, W.D.J. Kremer2, A. Pilot1, P. van Beukelen2 (IVLOS Educational Institute, Utrecht; Utrecht University, Faculty of Veterinary Medicine, Utrecht, Netherlands)

7AA4 Student decisions about lecture attendance T Hosseini, M Hosseini* (Jahrom University of Medical Sciences, Shiraz, Iran)

7AA5 Virtual lectures can substitute for conventional lectures improving student-professor interaction Francisco Sendra*, Oscar Torales, Manuel Martínez-Morillo (Departamento de Radiología, Facultad de Medicina, Málaga, Spain)

7AA6 Applying enneagram to enhance self awareness in communication class HyeRin Roh*, Yang Hee Kim, Hee Jeong Son, Jeong Hee Yang (Clinical Performance Center, School of Medicine, Kangwon National University, Chuncheon, Republic of South Korea)

7AA7 An easy way to teach medical students during verbal telephone report Anurak Amornpetchsathaporn* (Sawanpracharak Hospital, Nakhonsawan, Thailand)

7AA8 The autopsy – making the surreal real? Students’ experiences of autopsies in medical education Maria Weurlander*, Max Scheja, Håkan Hult, Annika Wernerson (Centre for Medical Education, Dept of Learning, Informatics, Management and Ethics (LIME), Karolinska Institutet, Stockholm, Sweden)

7AA9 “Don’t Just Look”! The design and evaluation of a Perception in Art Module Moore-McCann B*, Patterson A, Hennessy M, McCann S (School of Medicine, University of Dublin, Trinity College, Dublin, Ireland)

7AA10 An in class activity to increase meaningful learning of metabolic regulation Rodrigues F, Salgueira A, Costa MJ, Ludovico P* (Life and Health Sciences Research Institute (ICVS), School of Health Sciences, University of Minho, Braga, Portugal)

7AA11 “Out of box” thinking lesson Wichai Thantummaroj* (Hatyai Hospital, Songkhla, Thailand)

7AA12 A survey of final year medical students’ motivations for attending commercial revision courses Glover Alexandra*, Parson Philippa*, Blundell Adrian* (City Hospital Campus, Nottingham University Hospitals NHS Trust, Nottingham, United Kingdom)

7AA13 Self directed learning: challenges and obstacles among premedical students at Thammasat University, Thailand Chittinad Havanond* (Faculty of Medicine, Thammasat University, Prathumthani, Thailand)

– 82 – 7AA14 Medical students’ views on knowledge and knowing Roex A, Degryse J*, Clarebout, G (KU Leuven, Leuven, Belgium) 2 7AA15 Do learning styles change during medical study? H G Kraft* (Medical University of Innsbruck, Austria)

7AA16 Identifying threshold concepts in medical education Christopher Beevers*, James Catroppo, James Grogan, Mark Hernandez, Gerhard Meisenberg, David Sacks, Aidi Yin (Ross University School of Medicine, North Brunswick, United States)

7AA17 Learning by Asking – Inquiry Based Learning Christina Gummesson*, Eva Nordmark, Pia Strand, Gudrun Edgren (Lund University, Faculty of Medicine, Centre for Teaching and Learning, Sweden)

1115-1230 7BB Posters: Formative assessment, progress tests and final exam Chairperson: James Ware (Kuwait) Location: Restaurant 7BB1 Formative assessment utility in integrative clinic courses: initial experience Labarca Jaime, Figueroa Catalina, Huidobro Bárbara, Wright Ana Cecilia, Romero María Inés, Moreno Rodrigo* (Department of Medicine, Pontifica Universidad Católica de Chile, Students of Medicine, Department of Public Health and Medical Education Office, Santiago, Chile)

7BB2 Nurses’ self-assessment about their competencies Momennasab M*, Moattary M, Najafi S, Besharati A, Janghorban P (School of Nursing & Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran)

7BB3 Self-assessment of competencies: what does it mean? Johannes Forster*, Silke Biller, Marianne Giesler, Götz Fabry (St. Josefskrankenhaus and University of Freiburg, Germany)

7BB4 Multisource feedback utilising patient, self, student and clinical feedback in undergraduate assessment Willcock H*, Lyons O, Archer J, Rees J (Guy’s Hospital Campus, King’s College London School of Medicine, London, United Kingdom)

7BB5 Assessing undergraduate medical students using 360° assessments Mandip Kaur Heir*, Rohith Puthan Veettil, Ellen Jones, David Wall (Heart of England NHS Foundation Trust, Birmingham, United Kingdom)

7BB6 Progress testing in a traditional medical school Maffei, CML*, Troncon, LEA (Faculdade de Medicina de Ribeirão Preto -USP, Ribeirão Preto - Saõ Paulo, Brazil)

7BB7 Student success in final clinical exam at graduation can be predicted early in progress tests Timo Kuusi*, Tom Pettersson (Biomedicum Helsinki, Research and Development Unit for Medical Education, University of Helsinki, Finland)

7BB8 What do medical school newcomers know about ECG? Castelo-Branco, M*, Piçarra, B (Faculdade de Ciencias da Saude, Universidade da Beira Interior, Covilhã, Portugal)

7BB9 Longitudinal assessment of practical surgical skills in undergraduate students – the balance between motivation and evaluation in daily practice TUESDAY 1 SEPTEMBER 2009 Achim Braunbeck*, Miriam Rüsseler, Felix Walcher, Ingo Marzi (Johann Wolfgang Goethe-University Frankfurt Department of Trauma, Hand and Reconstructive Surgery, Frankfurt, Germany)

7BB10 Assessment – the engine that drives learning: a case study of the Nelson R Mandela School of Medicine (NRMSM) Jacqueline van Wyk* (University of KwaZulu Natal, Nelson R. Mandela School of Medicine, Durban, South Africa)

7BB11 Assessment of modules - first experiences with continuing assessment Maren März*, Andreas Möltner, Gerhard Oechtering, Fritz R. Ungemach (University of Leipzig, Faculty of Veterinary Medicine, Leipzig, Germany)

7BB12 Behavioral contracts: similar results using either face-to-face or blended learning strategies Adolfo Aracil*, Juana Gallar (Universidad Miguel Hernández de Elche, Elche, Spain)

7BB13 How to increase the chance of passing the National Licensure Examination Chote Werawong*, Somkiat Wattanasirichaigoon (Faculty of Medicine, Srinakharinwirot University, Nakhon-Nayok, Thailand)

– 83 – 7BB14 An analysis of Prince of Songkla University (PSU) medical student preparation for the Thai National Medical Licensing Examination (TNMLE) Step II Chatchai Preechawai*, Nattapa Preechawai, Passorn Preechawai (Faculty of Medicine, Prince of Songkla University, Hat Yai, Songkhla, Thailand)

7BB15 Is a mock best option MCQ a valid measurement of student performance in final clinical medicine? M. Shuhaibar*, A. Patterson*, M.Hennessy, S. McCann, C. O’Morain (School of Medicine, Trinity College Dublin, Ireland)

7BB16 The assessment of humanized health care practice in final year medical students Jiratha Budkaew* (Khon Kaen Hospital, Khon Kaen Medical Education Center, Khon Kaen, Thailand)

7BB17 Does a one-day campus-based computerized exam leak out information to affect the exam results? Kalle Romanov* (Research & Development Unit for Medical Education, Helsinki University, Helsinki, Finland)

7BB18 Frankfurt Medical Summer School: A successful training course model to prepare medical examination Stefan Kiess*, Frank Bonzelius, Frank Nürnberger, Werner Müller-Esterl (Medical Faculty, Goethe University Frankfurt/Main, Institute of Biochemistry II, Frankfurt/Main, Germany)

7BB19 Examination anxiety among students of University of Medical Sciences Shahrzad Yektatalab*, Majid Dehghani (Nursing College, Shiraz University of Medical Sciences, Shiraz, Iran)

1115-1245 7CC Posters: Problem solving, clinical reasoning, reflection and research Chairperson: Carl Savage (Sweden) Location: Restaurant 7CC1 Attitudes to cooperative learning and reflective thinking are correlated Consorti F.*, Milazzo F., Potasso L. (“F. Durante” Univ. “Sapienza” of Rome, Viale del Policlinico, Dip. of Surgery, Rome, Italy)

7CC2 Reflection on clinical skills training and learning outcomes Masami Tagawa*, Hiryoyuki Imanaka (Center for Innovation in Medical and Dental Education, Graduate School of Medical and Dental Sciences, Kagoshima University, Kagoshima, Japan)

7CC3 Teaching developmental biology based on clinical reasoning Donato Saldívar-Rodríguez*, Norberto López-Serna, Myrna Leticia Montemayor-Flores, Santos Guzmán-López (Facultad De Medicina, U.A.N.L., Calz. Francisco I. Madero Y E. Aguirre Pequeño, Monterrey, Mexico)

7CC4 Mindfulness as a model for teaching clinical reasoning to medical and veterinary students L Clare V Allen* (The Ohio State University College of Veterinary Medicine, Columbus OH, United States)

7CC5 Assessment of diagnosis without asking about diagnosis Nancy Fernandez-Garza*, Diana Montemayor-Flores, Donato Saldívar Rodríguez (Universidad Autonoma de Medicina, Medicine School, Monterrey, Nuevo Leon, Mexico)

7CC6 Teaching clinical reasoning in a developmental biology course Diana Montemayor-Flores*, Nancy Fernández-Garza, Donato Saldívar Rodríguez (Universidad Autonoma de Medicina, Medicine School, Madero y Gonzalitos S/N, Col. Mitras Centro, Monterrey, Nuevo Leon, Mexico)

7CC7 The science underpinning medical decision making by junior doctors Stephanie Bull*, Julian Archer, Karen Mattick (Peninsula College of Medicine and Dentistry, Exeter, United Kingdom)

7CC8 Defining and assessing Critical Thinking Skills (CTS) Alan Castle* (University of Portsmouth, School of Health Sciences and Social Work, Portsmouth, United Kingdom)

7CC9 Critical thinking in and faculty Jacqueline Pinnow*, Jens Wessel, Jörg Pelz (Charité Universitätsmedizin Berlin, Prodekanat Studium und Lehre, Regelstudiengang, Berlin, Germany)

7CC10 Critically literate physicians: the way forward Blye Frank*, Karen Mann* (Dalhousie University, Division of Medical Education, Clinical Research Centre, Halifax, Nova Scotia, Canada)

– 84 – 7CC11 Place of problem-building in clinical reasoning: a qualitative study in medical students and in experts Pierre Pottier*, Bernard Planchon, Jacques-Henry Barrier, Michel Fabre (Centre de Recherche en 2 Education de l’Université de Nantes (C.R.E.N), Département des Sciences de l’Education, Nantes Cedex, France)

7CC12 Comparison of critical thinking among first and last trimester baccalaureate midwifery students Seyedeh Tahereh Mirmolaei*, Hassan Shabani, Gholamreza Babaei, Zahra Abdehagh (Tehran University of Medical Sciences, Nursing and Midwifery Faculty, Tehran, Iran)

7CC13 Teaching research methodology in the medical undergraduate curriculum at Sapienza University of Rome: a two-year experience model M. Salvetti, G. Palmieri, F. Grassi, F. Pontieri, A. Stoppacciaro, S. Di Somma, G. Familiari, V. Ziparo* (Second Faculty of Medicine, Sapienza University of Rome, Italy)

7CC14 “I try to see for myself in a clinical sense” – Learning for clinical application Wendy McMillan* (Faculty of Dentistry, University of the Western Cape, Tygerberg, South Africa)

1115-1245 7DD Posters: Selection for medical studies Chairperson: Paul de Roos (Netherlands) Location: Restaurant 7DD1 Admissions criteria: humanities vs sciences? Eskander G*, Bee D, Marshall M, Bax NDS (The University of Sheffield, United Kingdom)

7DD2 Medical students’ motivation to study medicine Adrian Blundell*, Richard Harrison (Sherwood Forest Hospitals NHS Trust, Mansfield Road, Sutton-in- Ashfield, Mansfield, United Kingdom)

7DD3 The relationship between medical school applicants’ personality characteristics and admission interview rating Eun-Kyung Chung*, Sun-A Oh, Young-Jong Woo, Jung-Ae Rhee, Hyun-Chul Lee, Sam-Yong Lee, Jong-Hee Nam, Young-Il Koh, Jung-Chul Kim (Department of Medical Education, Medical School of Chonnam National University, Gwang-ju, Republic of South Korea)

7DD4 Admission criteria and educational success of medical students in Frankfurt Syed Ali A*, Seibert-Alves F, Dittrich W, Hentschke V, Nuernberger F (Office of the Dean, Medical Faculty, Johann Wolfgang Goethe-University, Frankfurt/Main, Germany)

7DD5 Effectiveness of academic camp for One District One Doctor Project Walaiporn Euanontat* (Medical Education Center, Thammarat Hospital, Nakhonsithammarat Province, Thailand)

7DD6 The relationship between admission variables and academic achievement at Gachon Medical School in Korea Kwi Hwa Park*, Du Ho Hong, Wook Jin Chung, Seon Tae Kim, Eak Hyun Shin (Department of Medical Education, Gachon University of Medicine & Science, Inchon, Republic of South Korea)

7DD7 Withdrawn

7DD8 The Pipeline Initiatives Project: building a university-wide collaboration to enhance minority student access to a medical education Carol Elam* (Office of Medical Education, University of Kentucky College of Medicine, Lexington, United States) TUESDAY 1 SEPTEMBER 2009

7DD9 Student evaluation: Do medical students on the 4 year Graduate Entry Program (GEP) and traditional 5 year program have contrasting perspectives? Katherine Stewart* (Centre for Medical Education, Institute of Health Sciences Education, Barts and The London School of Medicine and Dentistry, Queen Mary University of London, United Kingdom)

1115-1245 7EE Secrets of Success (4) Location: Exhibition, Pavilion 1 7EE1 Jeopardy!©:An innovative approach to teaching psycho-social aspects of Pediatrics Jirasevijinda T* (Weill Cornell Medical College of Cornell University, Dept of Pediatrics, New York, United States)

7EE2 Using interactive, video web cases to teach evidence and context based clinical skills Aaron S*, Ma E, Hayward R. (Faculty of Medicine, University of Alberta, Edmonton, Canada)

7EE3 Aligning a virtual curriculum library with targeted natural language search - tomorrow’s answers to today’s challenge of improving teaching and learning Gail Morrison, Michael Feldman, Paul Edelblut*, Alan Rosenquist* (University of Pennsylvania School of Medicine, Philadelphia, United States)

– 85 – 7EE4 Promoting the utility of patient video-recordings in clinical education Richard Harrington*, Emily Adams, Caroline Rodgers, Aravinthan Varatharaj (Medical School, University of Oxford, United Kingdom)

1115-1245 Meet the Experts 1115-1200 Janet Grant (Open University Centre for Education in Medicine, UK 1200-1245 Geoff Norman (McMaster University, Hamilton, Ontario, Canada) Location: VIP Room 1

1115-1245 PRIVATE MEETING: ESME Advisory Board (invitation only) Location: Oficina de Atención (1st Floor)

1245-1415 LUNCH Location: Pavilion 1

1300-1400 Private Meetings: • AMEE AGM (AMEE Members only) Location: Auditorium 2 • IAMSE (invitation only) Location: Restaurant Pavilion 2 • IMEX Board (invitation only) Location: Function Room 2 (Main Restaurant) • ASPE (invitation only) Location: Restaurant Pavilion 2 • VIEW AGM (invitation only) Location: Function Room 1 (Main Restaurant) • ESME Course (invitation only) Location: Conference Room 2.2 • ESTEME Course (invitation only) Location: Conference Room 1.2 • ESMEA Course (invitation only) Location: Conference Room 1.4 / 1.5 • FAME Course (invitation only) Location: Multifunctional Room 8 • RESME Course (invitation only) Location: Conference Room 1.1

SESSION 8: SIMULTANEOUS SESSIONS

1415-1600 8A Symposium: The Bologna Process Chairpersons: Madalena Patrício (University of Lisbon, Faculty of Medicine, Lisbon, Portugal; and Association for Medical Education in Europe (AMEE)) and Ronald Harden (Association for Medical Education in Europe (AMEE)). Panel: H Davies (EUA - European University Association); CH Schirlo (University of Zurich, Faculty of Medicine, Office of Medical Education); R Duvivier (IFMSA); N Davaris (IFMSA); A Murt (EMSA) Location: Auditorium 1

1415-1440 The Bologna Process and the Qualifications Directive: problems of alignment H Davies (EUA - European University Association)

1440-1455 AMEE‘s vision on the Bologna Process M Patricio (AMEE and Faculty of Medicine University of Lisbon)

1455-1510 The Bologna reform in the medical curriculum – A case study from Switzerland CH Schirlo (University of Zurich, Faculty of Medicine, Office of Medical Education)

1510-1525 The students’ views on Bologna process beyond 2010 R Duvivier (IFMSA); N Davaris (IFMSA); A Murt, EMSA

1525-1600 General Discussion

1415-1600 8B Symposium: A new perspective on faculty development: from workshops to communities of practice Chairperson: Yvonne Steinert (Faculty Development Office and Centre for Medical Education, Faculty of Medicine, McGill University, Montreal, Canada). Panel: J Donald Boudreau, Peter J McLeod (Centre for Medical Education, McGill University, Montreal, Canada) Location: Auditorium 2

– 86 – 1415-1600 8C Short Communications: e-Learning: Effective mobile learning Chairperson: Nivritti Patil (Hong Kong) Opening Discussant: Chara Balasubramaniam (UK) 2 Location: Conference Room 2.1 1415-1430 8C1 Mixed Reality – to apply for “urgent education/performance” or for rehearsal only? Camilla Eide*, Greger Ström, Torbjörn Gustafsson, Per Carleberg, Lars Lundberg. (Swedish Armed Forces Centre for Defence Medicine, Västra Frölunda, Sweden)

1430-1445 8C2 Bring a web-based LMS to the small screen for US and India: lessons learned and next steps Anand Zachariah, Rashmi Vyas*, Susan Albright, Mary Lee (Tufts University School of Medicine, Boston, United States; Christian Medical College, Vellore, India)

1445-1500 8C3 iPod is effective in self-learning orthopedic physical assessment Noriko Okuyama*, Toru Sato, Takahiro Amano (Department of Musculoskeltal Reconstruction and Regeneration Surgery, Keio University School of Medicine, Tokyo, Japan)

1500-1515 8C4 Video podcasting can supplement clinical skills teaching Clement R*, Longman C*, Coughlin T*, Lund J (University of Nottingham Medical School, Nottingham, United Kingdom)

1515-1530 8C5 Rivalry or Synergy: Is learning with podcasts an effective addition or alternative to face-to-face- lectures with respect to performance in written examination scores? Thomas Brendel*, Matthias Holzer, Mona Bartl, Martin R. Fischer (Munich University Hospital, Medizinische Klinik Innenstadt, Munich, Germany)

1530-1545 8C6 Using anatomy ‘Potcasts’ for undergraduate medical education Andrew Wood*, Susie Whiten (Bute Medical School, University of St Andrews, United Kingdom)

1545-1600 Discussion

1415-1600 8D Research Papers: Professionalism Chairperson: Valerie Wass (UK) Location: Conference Room 1.2 1415-1435 8D1 Exploring the relationship between professionalism and conscientiousness John McLachlan*, Gabrielle Finn, Marina Sawdon, Jane Macnaughton, Laura Clipsham, Sarah Douglass (Durham University, Stockton on Tees, United Kingdom)

1435-1455 8D2 The attitudes toward disclosure of medical errors: the perspectives of different occupational backgrounds Ju-Chuan Yen*,Tsuen-Chiuan Tsai, Min-Huei Hsu (Taipei City Hospital, Taipei CIty, Taiwan)

1455-1515 8D3 The processes and dimensions of self-assessment Joan Sargeant*, Heather Armson, Benjamin Chesluk, Tim Dornan, Kevin Eva, Eric Holmboe, Jocelyn Lockyer, Elaine Loney, Karen Mann, Cees van der Vleuten (Dalhousie University, Halifax, Canada)

1515-1600 Discussion

1415-1600 8E Short Communications: Assessment: Workplace-based assessment Chairperson: John Norcini (UK) Location: Conference Room 2.2

1415-1430 8E1 Evaluation of the ECO feedback model to support multi-source feedback use in medical TUESDAY 1 SEPTEMBER 2009 education and practice David Bruce*(1), Elaine McNaughton(1), Patricia Sullivan(1), Stewart Mercer(2), Joan Sargeant(3), Douglas Murphy(1) ((1)NHS Education for Scotland, Dundee, United Kingdom; (2)General Practice & Primary Care, Glasgow; (3)Dalhousie University, Halifax, NS, Canada)

1430-1445 8E2 A retrospective analysis of a multi source feedback program Jocelyn Lockyer*, Claudio Violato, Herta Fidler (University of Calgary, Continuing Medical Education, Calgary, Alberta, Canada)

1445-1500 8E3 Application of a theoretical framework to the utility of workplace based assessment tools – a qualitative study Setna Z*, Jha V, Higham J, Boursicot K, Bodle J, Kaufmann SK, Norcini JJ, Roberts TE (Leeds Institute of Medical Education, University of Leeds, United Kingdom)

1500-1515 8E4 Finding a level or going off track: Postgraduate work-based assessments in the UK Stephen Brigley, Lesley Pugsley*, Lynne Allery, Janet MacDonald, Suzanne Phillips (Cardiff University, School of Postgraduate Medical and Dental Education, Cardiff, United Kingdom)

– 87 – 1515-1530 8E5 Delivering work based assessments via mobile technology: changing the way medical students are assessed? Viktoria Joynes, Ceridwen Coulby*, Christopher Carney, Sue Kilminster, Richard Fuller (University of Leeds School of Medicine, University of Leeds, United Kingdom)

1530-1545 8E6 Disseminating mini-CEX in Taiwan and mini-CEX.tw Walter Chen*, Ming-may Lai, An-chyi Chen, Pei-ying Pai, Tzung-chang Tsai, Chiu-shong Liu, Shi-yann Cheng, Hsin-shui Chen (School of Medicine, China Medical University; CMU Hospital; and CMU Beigang Hospital, Taichung, Taiwan)

1545-1600 8E7 Evaluators perception on the mini-clinical evaluation exercise in postgraduate training Alves de Lima A*, Aldunate L, Conde D, Van der Vleuten CPM (Instituto Cardiovascular de Buenos Aires, Buenos Aires, Argentina)

No Discussion

1415-1600 8F Short Communications: Curriculum: Understanding PBL Chairperson: Brian Bailey (UK) Location: Exhibition Room 1415-1430 8F1 Understanding the functionality of dysfunctional groups SV Singaram*, DHJM Dolmans, CPM van der Vleuten (University of KwaZulu Natal , Nelson R Mandela School of Medicine, Durban, South Africa)

1430-1445 8F2 The factors that determine student satisfaction with Fixed Resource Sessions (FRS) in the first two years of a Problem Based Learning (PBL) based medical curriculum Nana Sartania* (Wolfson Medical School, Faculty of Medicine, University of Glasgow, United Kingdom)

1445-1500 8F3 Are students in problem-based schools more exhausted? Kirsti Lonka*, Juha Nieminen*, Kirsi Kojonen, Harri Hyppölä (University of Helsinki, Finland, Research Centre for Educational Psychology, Helsinki, Finland)

1500-1515 8F4 Impact of PBL tutor characteristics on student outcomes Ilse O’Ferrall*, Lynette Isted (University of Notre Dame, Western Australia, Perth, Australia)

1515-1530 8F5 Student diversity and self-directed learning in a PBL curriculum Dianne Manning* (Centre for Health Science Education, Faculty of Health Sciences, University of the Witwatersrand, Parktown, Johannesburg, South Africa)

1530-1545 8F6 Exploring student attitudes towards a problem-based learning programme involving a structured approach and interactive learning resources Shihab Khogali*, Martin Pippard, John McAleer (University of Dundee Medical School, Division of Clinical and Population Science & Education, Dundee, United Kingdom)

1545-1600 8F7 Outcomes assessment in Veterinary Pathology: improving student performance in PBL Suzana Tkalcic* (Western University of Health Sciences, College of Veterinary Medicine, Pomona, United States)

No Discussion

1415-1600 8G Short Communications: International medical education (1) Chairperson: Huon Snelgrove (Italy) Opening Discussant: Bill Burdick (USA) Location: Multifunctional Room 2 1415-1430 8G1 The Thistle and the Maple Leaf: International Collaboration to enhance CPD Heather Armson*, Ronald MacVicar* (NHS Education for Scotland, Centre for Health Science, Raigmore Hospital, Inverness, United Kingdom)

1430-1445 8G2 Observe the difference of learning styles between Chinese and Canadian students and the effect of PBL on learning styles Zhao Qun*, Liu Qiang*, Zhao Yu-hong*, Sun Bao-zhi* (China Medical University, Shenyang, People’s Republic of China)

1445-1500 8G3 Partnership between the Bute Medical School, University of St Andrews, UK and the College of Medicine Blantyre, Malawi to develop a new undergraduate medical curriculum for Malawi Mwapatsa Mipando*1, Johnstone Kumwenda1, Susan Whiten2, Amanda Fleet2, Julie Struthers2, Simon Guild*2 (1College of Medicine Blantyre, University of Malawi, Malawi & 2Bute Medical School, St Andrews, UK)

1500-1515 8G4 Use of web based scenarios for medical acculturation G Whelan* (Educational Commission for Foreign Medical Graduates, Philadelphia, United States)

– 88 – 1515-1530 8G5 Factors impacting on choice and location of residency amongst Emirati graduates and students Abdulla Al Rahoomi*, Michelle McLean, Ohood Al Mazrooie, Nourah Al Shamsi (Faculty of Medicine and 2 Health Sciences, Medical Education, Al Ain, United Arab Emirates)

1530-1545 8G6 Influencing factors on migrating of Iranian health care professionals from medical sciences students’ view Somahey Noori-hekmat*, Hamid R Baradaran, Reza Dehnavieh, Mohamad R Maleki (Centre for Gifted & Talented Students, Iran University of Medical Sciences, Tehran, Iran)

1545-1600 Discussion

1415-1600 8H Short Communications: e-Learning: Development and sharing of virtual patients Chairperson: Donald Brown (USA) Opening Discussant: David Davies (UK) Location: Multifunctional Room 6 1415-1430 8H1 vpSim – A new standards-based, online virtual patient authoring system James B McGee*, Peter Kant, Gary Tabas (Lab for Educational Technology - University of Pittsburgh School of Medicine, Pittsburgh, United States)

1430-1445 8H2 The eViP Electronic Virtual Patient Programme – cross-cultural exchange of VPs and emerging standards Uno Fors*, Chara Balasubramaniam, Inga Hege, Martin Fischer, David Davies, Bas de Leng, Soeren Huwendiek, Valentin Muntean, Irena Roterman, Terry Poulton (eViP Administrative Office, St George’s, University of London, Centre for Medical and Healthcare Education, London, United Kingdom)

1445-1500 8H3 Towards multilingual and multinational repurposing and sharing of virtual patients: experiences from a Greek-English case collaboration Eleni Dafli*1, Panagiotis Bamidis1, Arnold Somasunderam2, Chara Balasubramaniam2, Nikolaos Dombros1, Terry Poulton2 (1Medical School, Aristotle University of Thessaloniki, Greece; 2St George’s University of London, United Kingdom)

1500-1515 8H4 Language proficiency and VPs cross-cultural use Valentin Muntean*1, Uno GH Fors2, Nabil Zary2, Tudor Calinici1, Tudor Drugan1 (1Department of Surgery, University of Medicine and Pharmacy “Iuliu Hatieganu”, Cluj-Napoca, Romania; 2Virtual Patient Lab, Department of LIME, Karolinska Institutet, Stockholm, Sweden)

1515-1530 8H5 Multilingual Virtual Simulated Patient David Riley*, Javier Guerrero, Javier Vazquez (Fundación IAVANTE, Campanillas, Málaga, Spain)

1530-1545 8H6 The role of Intellectual Property Rights when sharing Virtual Patients Angela Miller*, Chara Balasubramaniam, Gabrielle Campbell, Terry Poulton (St George’s University of London, United Kingdom)

1545-1600 Discussion

1415-1600 8I Short Communications: Teaching and Learning: Simulation – a rapidly developing tool in medical education Chairperson: Jennifer Weller (New Zealand) Opening Discussant: Paul Bradley (UK) Location: Multifunctional Room 7

1415-1430 8I1 A revolutionary alliance between aviation and medical simulation: working towards creating an TUESDAY 1 SEPTEMBER 2009 international standard in healthcare simulation Karim Bandali*, Michael Rubin*, Guillaume Herve*, Paul Gamble*, Amitai Ziv* (The Michener Institute for Applied Health Sciences, Toronto, Canada)

1430-1445 8I2 Distributed Simulation of a High Dependency Unit: an innovative approach to central line insertion Ford RL, King DC, Plumbe C, Kassab ES, Hull LM, Kneebone RK* (Imperial College London, United Kingdom)

1445-1500 8I3 Simulation in paediatric emergency Chaves J*, González JM, Sánchez JM, Calvo C, Riley D, Villén JA (IAVANTE Foundation, Granada Medical Simulation Centre, Granada, Spain)

1500-1515 8I4 An EMS instructional program based on educational principles in simulated multicasualty incidents (TAS3) Stefan Kutzsche* (Norwegian Air Ambulance, Drøbak, Norway)

1515-1530 8I5 Interprofessional Clinical Simulation – be SMART in acute care Kathryn Warren*, Mandy Motley*, Terence F McLoughlin (Sheffield Hallam University, Faculty of Health and Wellbeing, Sheffield, United Kingdom)

– 89 – 1530-1545 8I6 Can they ‘DO’ what they ‘KNOW’? A comparison of resuscitation knowledge and skills in Foundation Year 2 doctors: the advantages of using ‘full immersion’ simulation Nicola Moores*, Bryn Baxendale, Andrew Buttery (Trent Simulation and Clinical Skills Centre, Nottingham, United Kingdom)

1545-1600 Discussion

1415-1600 8J Short Communications: Education Management: Selection of students for medicine Chairperson: Kevin Eva (Canada) Location: Multifunctional Room 1 1415-1430 8J1 The impact of changing to a multi station interview process on predictive validity of assessed criteria Sandra Gibson*, Sam Leinster, David Heylings (University of East Anglia, School of Health Policy and Practice, Norwich, United Kingdom)

1430-1445 8J2 Selecting the postmodern student: explicit alignment of medical school curriculum objectives to admissions criteria through multiple mini-interviews Saleem Razack*, Sonia Faremo, France Drolet, Linda Snell, Jeffrey Wiseman, Joyce Pickering (Centre for Medical Education, McGill University, Montreal, Quebec, Canada)

1445-1500 8J3 Extending the interview to all medical school applicants – Computer-based Multiple Sampling Evaluation of Non-cognitive Skills (CMSENS) Kelly L Dore*, Harold I Reiter, Kevin W Eva, Sharyn Kreuger, Edward Scriven, Eric Siu, Shannon Hilsden, Jennifer Thomas, Geoffrey R Norman (McMaster University, Hamilton, Ontario, Canada)

1500-1515 8J4 Arts and Science Graduates perform equally well on the Cambridge Graduate Course in Medicine White JF*, Wood DF, Siklos PWL (Cambridge University School of Clinical Medicine, Addenbrooke’s Hospital, Cambridge, United Kingdom)

1515-1530 8J5 Are there any factors which predict success in graduate medical students? Haldane T*, Shehmar M*, Price Forbes A, Macdougall C, Fraser I, Peile E (Warwick Medical School, Warwick University, Coventry, United Kingdom)

1530-1545 8J6 Academic achievement in graduate entry medicine: a comparison of 5-year standard programme and 4-year accelerated programme Jiyoung Kim*, John Rees* (King’s College London School of Medicine , Sherman Education Centre, London, United Kingdom)

1545-1600 8J7 The relationship between personality compatibility and career preferences in medical students of Mazandaran University of Medical Sciences Kourosh Vahidshahi*, Mitra Mahmoudi, Sair Arabi, Nikoo Parvinnezhad, Yaser Salahshour (Mazandaran University of Medical Science, Education Development Center, Mazandaran, Sari, Iran)

No Discussion

1415-1600 8K Short Communications: Continuing Medical Education Chairperson: Honorio Silva (USA) Location: Conference Room 1.4/1.5 1415-1430 8K1 Evaluation processes to lead change Rock, S*, Tipping, J* (Office of Continuing Education and Professional Development, Faculty of Medicine, University of Toronto, Canada)

1430-1445 8K2 CME for physicians on diabetes care: Improving knowledge and changing behaviour through a team-based learning approach Lisa Kühne-Eversmann*, Anne-Kathrin Pfeifer, Thomas Eversmann. Martin R. Fischer (Medical Education Unit, Medizinische Klinik – Innenstadt, Klinikum der Universität München, Ludwig-Maximilians-Universität München, Germany)

1445-1500 8K3 Motivating factors for – and barriers to – participation in continuing professional development Vicki H.M. Dale*, Stephanie E. Pierce, Stephen A. May (The Royal Veterinary College, The LIVE Centre, North Mymms, Hatfield, United Kingdom)

1500-1515 8K4 Harvests of Continuing Medical Education and continuing professional development activities: experience of Turkey 2003-2008 Sayek İ*1, Odabasi O2 (1Turkish Medical Association, 2Hacettepe University Faculty of Medicine, Department of Medical Education and Informatics, Ankara, Turkey)

1515-1530 8K5 Evaluating tools for continuing medical education: assessment of the quality of clinical practice guidelines used in Andalucia Medrano FJ*1, Calderón E1, Martín-Garrido I1, Terán R1, Vidal S2, Morillo A1, Gutiérrez S1, Varela JM1, Navarro-Puerto A2 (1Department of Internal Medicine, Virgen del Rocío University Hospital, CIBERESP; 2Internal Medicine Service, Valme University Hospital, Seville, Spain)

– 90 – 1530-1545 8K6 Managing GP performance issues – lessons learnt Julia Whiteman* (London Deanery, London, United Kingdom) 2 1545-1600 8K7 Are paediatricians prepared for recertification? Alistair Thomson*, Jacqueline Fitzgerald, Joanna Seth-Smith and the RCPCH Recertification Development Committee (Royal College of Paediatrics and Child Health (RCPCH), London, United Kingdom)

No Discussion

1415-1600 8L Short Communications: Professionalism (1) Chairperson: Randy Barker (USA) Location: Multifunctional Room 3 1415-1430 8L1 Planning for emergence: McMaster’s Professional Competency Curriculum Cathy Risdon, Karen Trollope* (Department of Family Medicine, McMaster University, Faculty of Health Sciences, Hamilton, Ontario, Canada)

1430-1445 8L2 Professionalism and medicine’s social contract with society: a concept with implications for the teaching of professionalism Sylvia R Cruess*, Richard L Cruess* (Center for Medical Education, McGill University, Montréal, Canada)

1445-1500 8L3 Injecting human rights into clinical practice Veronica Mitchell*, Athol Kent* (University of Cape Town, Cape Town, South Africa)

1500-1515 8L4 “Window cleaners can’t sign passports . . . but can doctors clean windows?” Stories from students and tutors about the learning and teaching of professionalism Simon Downer*, Liz Anderson (University of Bristol, Department of Community Based Medicine (Psychiatry), Bristol, United Kingdom)

1515-1530 8L5 Yellow card: one year on R Cruickshank*, V O’Carroll, A Laidlaw, P Bjelogrlic (University of St Andrews, United Kingdom)

1530-1545 8L6 Professionalism cards to track and act on commendable and unprofessional behaviors of medical students Harriet Myers*, Mary Coleman*, Barbara Harwell (Ross University School of Medicine, Freeport, Grand Bahama, The Bahamas)

1545-1600 8L7 Assessment of osteopathic medical student professionalism competency: The impact of hidden curriculum Patricia S Sexton*, Jane C Johnson, John H George* (AT Still University - Kirksville College of Osteopathic Medicine, Kirksville, United States)

No Discussion

1415-1600 8M Short Communications: The Student: Career choice Chairperson: Eckhart Hahn (Germany) Location: Multifunctional Room 8 1415-1430 8M1 Undergraduate surgery in the ring- fighting a corner KM Browne*, ADK Hill (Department of Surgery, RCSI, Beaumont Hospital, Dublin, Ireland)

1430-1445 8M2 Factors related to interest in rural practice among Japanese medical students Yuko Takeda*, Kunimasa Morio, Junji Otaki, Miyako Takahashi, Ichiro Kai, Tetsuya Inafuku, Ayumi Takayashiki,

Hiroki Yasui, Linda Snell (Mie University Graduate School of Medicine, Tsu, Japan) TUESDAY 1 SEPTEMBER 2009

1445-1500 8M3 Is the academic performance of students who pursue family medicine different from that of students who enter other disciplines? Wayne Woloschuk*, Bruce Wright, Kevin McLaughlin (Faculty of Medicine, University of Calgary, Canada)

1500-1515 8M4 Tackling the psychiatry recruitment crisis: what effect does an undergraduate psychiatric attachment have on the attitudes and career intentions of Bristol Medical Students? Claire Archdall*, Tanya Atapattu*, Nicola Wiles, Glyn Lewis, Liz Anderson (Academic Unit of Psychiatry, University of Bristol), Chris Fear (2gether NHS Foundation Trust, Gl (Academic Unit of Psychiatry, Bristol, United Kingdom)

1515-1530 8M5 Gender effects on choice of medical specialty Marie Wedin* (Swedish Medical Association, Stockholm, Sweden)

1530-1545 8M6 The best and the brightest: recruiting talented physicians into academic medicine Casey B White*, Eric L Dey* (University of Michigan, Ann Arbor, United States)

1545-1600 8M7 How career counselling can qualify choice of specialty Gunver Lillevang*, Charlotte Ringsted (Center for Clinical Education, Copenhagen University Hospital, Rigshospitalet, Copenhagen, Denmark)

No Discussion

– 91 – 1415-1600 8N PhD Reports: School-based learning Chairperson: Cees van der Vleuten (Netherlands) Location: Multifunctional Room 5 1415-1435 8N1 Developments in veterinary medical education – intentions, perceptions, learning processes and outcomes Debbie Jaarsma* (Faculty of Veterinary Medicine, Utrecht University, Netherlands)

1435-1455 8N2 Medical students are good helpers when they recognise psychological distress in their colleagues: but they are poor detectors of distress Catherine Leahy* (Medicine Learning and Teaching Unit, C/O Discipline of General Practice, The University of Adelaide, Australia)

1455-1515 8N3 A longitudinal study of the effect of medical school curricula on student performance on the United States Medical Licensing Examinations: a multi-level, multivariate study Kent Hecker* (University of Calgary, Canada)

1515-1535 8N4 DREEMs, myths and realities: learning environments within the University of Manchester Medical School Rachel Isba* (University of Manchester, United Kingdom)

1535-1600 Discussion

1415-1600 8O Workshop: Tackling common OSCE pitfalls with struggling students Dason E Evans*, Kerry J Boardman* (St. George’s, University of London, Centre For Medical and Healthcare Education, London, United Kingdom) Location: Conference Room 1.1

1415-1600 8P Workshop: Exploring Synchronous Transnational Collaborative Learning through MedEdWorld Alistair Stewart, Molly Gunn (AMEE, Dundee, United Kingdom) Location: Multifunctional Room 4

1415-1600 8Q Workshop: Formulating and writing learning outcomes to facilitate student learning and for strategic course planning (Part 1 – this workshop is continued in session 9Q) Matthew CE Gwee*, Dujeepa Samarasekera (Medical Education Unit & Department of Pharmacology, Yong Loo Lin School of Medicine, National University of Singapore, Singapore) Location: Conference Room 1.3

1415-1600 8R Workshop: How to transform your PowerPoint presentation Lisa Lipkin* (Story Strategies, Amsterdam, Netherlands) Location: Multifunctional Room 9

1415-1600 8S Workshop: Portfolios in medical education: design decisions for competency-based training Jason R Frank* (The Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada) Location: Multifunctional Room 10

1415-1600 8T Workshop: Assessing and supporting trainees in difficulty Jenny King*, Megan Joffe* (Edgecumbe Consulting Group Ltd, Bristol, United Kingdom) Location: Multifunctional Room 11

1415-1600 8U Workshop: Debriefing as formative assessment Walter Eppich* (Children’s Memorial Hospital, Chicago, United States) Location: Multifunctional Room 12 (NOTE: Listed in Abstracts as 7U)

1415-1600 8V Workshop: Scientific reasoning, basic biostatistical terms, and choosing/interpreting statistical tests Aysegul Gozu* (Franklin Square Hospital Center, Johns Hopkins University, Baltimore, United States) Location: Conference Room 1.6

1415-1600 8X Posters: Curriculum development Chairperson: John Patterson (UK) Location: Restaurant 8X1 A pilot project: preparation course for first clinical clerkships in a German medical faculty Sasa Sopka*, Sonja Finsterer, Henning Biermann, Stefan Beckers (Skillslab-Aixtra, Medical Faculty RWTH Aachen, MTI- Medizintheoretisches Institut, Aachen, Germany)

– 92 – 8X2 Humanization in undergraduate medical education from the student’s perspective in the Federal University of Rio Grande do Norte, Brazil Alves Ano, Moreira SNT, Azevedo GD, Rocha VM, Vilar MJ* (Federal University of Rio Grande do Norte 2 (UFRN), Natal, Brazil)

8X3 Premedical curricular change in Korea and different needs of students and staffs Chul-Joo Lyu*, Hong-Im Shin (Yonsei University College of Medicine, Seoul, Republic of South Korea)

8X4 Experience with medical education at Comenius University, the Jessenius Faculty of Medicine in Martin, the Slovak Republic Erika Halasova*, Albert Stransky, Andrej Krajcovic, Juraj Mokry, Sona Franova (Jessenius Faculty of Medicine in Martin, Slovakia)

8X5 An opportunity for change. Needs of the public health system and new study plansin the Spanish University Schools of Medicine Romanos A*, Campos-Garcia T, Cortes-Martinez C (Andalusian Regional Ministry of Health, Sevilla, Spain)

8X6 Strengthening new paradigm of nursing education at Faculty of Medicine Chikhladze N*, Tsiskaridze A, Jorbenadze M, Gobbi M (Tbilisi State University, Tbilisi, Georgia)

8X7 Curriculum reform – a narrated journey Geraldine MacCarrick* (Royal College of Surgeons Ireland, Dublin, Ireland)

8X8 The value of student choice in the modern medical curriculum – A study exploring student perceptions Heena Pindoria*, Martin Carrier (Centre for Medical Education, Institute of Health Sciences Education, Barts and The London School of Medicine and Dentistry, Queen Mary University of London, United Kingdom)

8X9 Change through Curriculum Innovation Projects – Sharing FAIMER Regional Institutes experience in India Avinash Supe*, Tejinder Singh, Thomas Chacko (Seth G S Medical College, Maharshtra, Mumbai, India)

8X10 Internship of the Medical School Of Federal University Of Goiás: new horizons Vardeli Alves de Moraes, Edna Regina Silva Pereira, Nilce Maria da Silva Campos Costa, Denis Masashi Sugita*, Karine Borges de Medeiros, André Moreira Lemes (The Medical School of Federal University of Goiás, Goiânia, Brazil)

8X11 Concept making of research map and determination of its framework in medical science research Akram Barahimi* (Vice Chancellory For Research, Isfahan University of Medical Sciences, Isfahan, Iran)

8X12 Withdrawn

8X13 M.Med Curriculum Change: what challenges are there from the medical educational perspective? Julie Schurgers* (University of Zambia, School of Medicine, Lusaka, Zambia)

8X14 The effect of education in the 1st national Shiraz summer school on achieving educational objectives Mitra Amini*, Mohammd Reza Dehghani, Javad Kojuri, Gholamraza Safaee Ardekani, Mohammad

Mehdi Sagheb, Zahra Karimian, Mahboobe Saber, Leila Bazrafcan, Mohsen Moghadami (Education TUESDAY 1 SEPTEMBER 2009 Research Center, Shiraz University of Medical Sciences, Shiraz, Iran)

8X15 The Medical Education Centre:The centre for an undergraduate training in Medicine, Maharaj Hospital, Nakhon Si Thammarat, Thailand Prachyapan Petchuay* (The MEC at Maharaj Hospital, Nimaung, Maung, Nakhon Si Thammarat, Thailand)

8X16 Medical student shadowing 5 years: a collaborative approach Diane Fisher*, Oliver J Corrado, Richard Fuller, Kate Reuben, Catherine Dickinson, Margaret Ward (St James’s University Hospital, Leeds Teaching Hospitals NHS Trust, Leeds, United Kingdom)

8X17 Safer transitions? Using the final year OSCE to assess handover skills Alison Cracknell*, Kirsty Forrest, Richard Fuller, Matt Callister, Jon Cooper (Leeds Institute of Medical Education, School of Medicine, Leeds Teaching Hospitals NHS Trust, University of Leeds, United Kingdom)

8X18 A Clinical and Professional Development Course for a new Medical School Melih Elcin*, Orhan Odabasi, Gamze Mocan Kuzey (Near East University, Faculty of Medicine, Nicosia, Mersin, Northern Cyprus)

– 93 – 8X19 Adopting a case based approach to teaching and learning at the School of Nursing, University of the Western Cape, South Africa F Daniels* (University of the Western Cape, Bellville, South Ossetia)

8X20 Innovation in medical education curriculum Jogenananda Pramanik (Presenter: D Duke) (MAHSA College, Jalan University, Kuala Lumpur, Malaysia)

8X21 The development of a teaching competency model at UNAM Faculty of Medicine in Mexico Adrián Martínez-González*, Joaquín López-Barcena, Patricia Herrera-Saint Leu, Joaquín Ocampo- Martínez, Ileana Petra-Micu, Grisel Uribe-Martínez, Ma Concepción García-Sahagún, Sara Morales- López (UNAM Faculty of Medicine, Mexico City, Mexico)

8X22 Communication planning for curriculum change Sharon Morang, James Grogan (Ross University School of Medicine, Roseau, Dominican Republic)

1415-1600 8Y Posters: Basic medical sciences Chairperson: Frazier Stevenson (USA) Location: Restaurant 8Y1 Basic science teaching – less facts more relevance Jörg Pelz*, Anthea Schulze-Luckow, Manfred Gross (Prodekanat Studium und Lehre, Charite Universitätsmedizin Berlin, Germany)

8Y2 Teaching guidebook of physiology for occupational therapy in the context of the EHEA Acosta MC*, Gallar J (Departamento de Fisiología, Universidad Miguel Hernández, Sant Joan d’Alacant, Spain)

8Y3 Teaching characteristics that are most helpful for promoting learning in the basic sciences Blunt, RJS* (St. George’s University, True Blue, St. George, Grenada)

8Y4 Assessment of three-dimensional (3D) anatomy in an integrated medicalcurriculum Nicki Morgan*, Susie Whiten, Jim Aiton (Bute Medical School, University of St Andrews, United Kingdom)

8Y5 Hello cadaver! Siddharth Dubhashi*, U.P. Dubhashi, Amarjit Singh, Gurjit Singh (Padmashree Dr. D.Y. Patil Medical College, Hospital And Research Centre, Sant Tukaram Nagar, Pimpri, Pune, India)

8Y6 The use of reconstructed cross-sectional imaging in the dissection room J Franklin*, K Burnand, T Koc, M Johnston, D Evans, K Miles (Clinical Imaging Sciences Centre, Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom)

8Y7 The pros and cons of an Intercalated Degree in Anatomy for medical students David Brigden*, Peter Dangerfield, Richard Thomson (University of Liverpool, School of Medical Education, Liverpool, United Kingdom)

8Y8 Enhancing academically diverse students’ learning and interest in an undergraduate anatomy course via innovative teaching measures Ameed Raoof*, Sabine Hildebrandt, John Stribley, Lowell Fisher, Jose Davila, Alissa Pullos (Division of Anatomy/Medical Education, University of Michigan Medical School, Ann Arbor, Michigan, United States)

1415-1600 8Z Posters: e-Learning: undergraduate case studies Chairperson: to be confirmed Location: Restaurant 8Z1 Student comparisons of tutors, Google, Wikipedia, and other resources Steven Malikowski* (Centre for Medical and Healthcare Education, St George’s, University of London, United Kingdom)

8Z2 Using Networks of Practice to develop a blended learning module in Pharmaceutical Public Health Lesley Diack*, Lorna McHattie, David Pfleger (The School of Pharmacy and Life Sciences, The Robert Gordon University, Aberdeen, United Kingdom)

8Z3 Teaching Evidence Based Medicine via EBM-blog Hathaitip Tumviriyakul* (Hatyai Hospital, Social Medicine Department of Hatyai Medical Educational Center Hospital, Songkhla, Thailand)

8Z4 The “IT” factor in medical education Erle C H Lim*, Vernon M S Oh, Koh, Raymond C S Seet (Division of Neurology, National University Health System, Yong Loo Lin School of Medicine, National University of Singapore, Singapore)

– 94 – 8Z5 Virtual solutions to real problems: an innovative work experience support programme Lewis K, Wadsley K* (St George’s, University of London, United Kingdom) 2 8Z6 Learning about and learning using electronic medical records in undergraduate education – the Leeds experience Alison Lea*, Susan Clamp, Owen Johnson, Richard Jone, David Pearson (Leeds Institute of Health Sciences, Academic Unit of Primary Care, Leeds, United Kingdom)

8Z7 Using “Turnitin” plagiarism detection software to support academic writing skills training Carol Ditchfield* (Wolfson Medical School, University of Glasgow, United Kingdom)

8Z8 Improving the student learning experience using Web 2.0 technologies Dan Robinson*, Helen O’Sullivan (CETL, School of Medical Education, Faculty of Medicine, University of Liverpool, United Kingdom)

8Z9 Development of Mutimedia modules for self directed learning for preclinical sciences in an Integrated Virtual Learning Environment (IVLE) and assessment of a prototype module by students P Gopalakrishnakone*, Yap Lee Yong, K Ragupathy, James Low (Department of Anatomy, YLL School of Medicine & CDTL, National University of Singapore, Singapore)

8Z10 Innovations in undergraduate ophthalmology education: Use of a student-centered website for learning and teaching Nathoo N*, Sutanto I, Kozan D, Rudnisky CJ (Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, Canada)

8Z11 Graduate degrees doubled in training programs – Finnish case study concerning Occupational Health Physicians Timo Leino*, Kristiina Toivola, Virpi Liukkonen, Ilkka Ruonala, Kimmo Räsänen and Susanna Pitkänen* (University of Helsinki, Finnish Institute of Occupational Health, Helsinki, Finland)

8Z12 The role of E-learning in medical education process change in Mashad University of Medical Sciences in Iran 2007-2008 Mohammad Reza Sarmadi*, Hassan Gholami, Omolbanin Motemed Rezaei, Hussain Gholami, Farhad Kazemian (Payame Noor University, Tehran, Iran)

8Z13 Developing sustainable e-Learning in a medical faculty Marc Sohrmann* (Faculté de biologie et de médecine, University of Lausanne, Unité de Pédagogie, Lausanne, Switzerland)

8Z14 Service user participation in Radiotherapy Beverley Ball* (University of Liverpool, United Kingdom)

8Z15 The development of an interface for personal development planning P.H. Dangerfield*, P. Duvall, R. Fewtrell, M. Ralph, D. Robinson (School of Medical Education, The University of Liverpool, United Kingdom)

8Z16 Instructional technologies in medical education: integration of e-learning and problem based learning Erol Gurpinar*, Nese Zayim, Ibrahim Basarici, Filiz Gunduz, Mevlut Asar, Nurettin Oguz (Department of Medical Education, Akdeniz University School of Medicine, Antalya, Turkey)

8Z17 Tutor for virtual building of tissues, apparatus and systems of the human body Cubero MA*, Fernández-Segura E, Arrebola F, Robles MA, Cañizares FJ. (Department of Histology,

Faculty of Medicine, University of Granada, Spain) TUESDAY 1 SEPTEMBER 2009

1415-1600 8AA Posters: Teacher evaluation Chairperson: to be confirmed Location: Restaurant 8AA1 Students feedback: their happiness in 6 department rotations Paworamon Sribussara*, Sa_ang Dansawang, Rungrut Rayakeaw (Buddhachinaraj Hospital, School of Medicine, Amphur Muang, Phitsanulok, Thailand)

8AA2 How dare students evaluate teachers! A powerful tool for faculty development and program monitoring Jirawadee Chumpol*, Saipin Hathirat (Department of Family Medicine, Ramathibodi Hospital, Mahidol University, Rajthevi, Bangkok, Thailand)

8AA3 Evaluating quality improvement of clinical teaching: a feedback experience through Moodle platform questionnaires Barbancho MA*, Lara JP, Dawid-Milner S, Berthier ML, Villena A, Bermúdez R, González-Barón S (Facultad de Medicina, Universidad de Malaga, Spain)

– 95 – 8AA4 The validation of a questionnaire to evaluate clinical teachers in a veterinary curriculum T.B.B. Boerboom*, A.D.C. Jaarsma, D.H.J.M. Dolmans, A.J.J.A. Scherpbier, P. van Beukelen (Utrecht University, Faculty of Veterinary Medicine, Netherlands)

8AA5 Impact of Resident Physician well-being on assessments of clinical teachers Thomas J Beckman*, Colin P West, Darcy A Reed, Tait D Shanafelt (Mayo Clinic College of Medicine, Rochester, Minnesota, United States)

8AA6 How well are the clinical teachers doing? Quality assessment of the bedside teaching through a student based evaluation instrument Ruddy Verbinnen*, Nicole Pouliart, Ives Hubloue (Faculty of Medicine and Pharmacy – Vrije Universiteit Brussel, Brussels, Belgium)

8AA7 An instrument to measure the quality of the clinical teacher in postgraduate education Fluit CRMG*, Bolhuis S, Laan R, Grol R, Wensing ML (University Medical Centre Nijmegen, Netherlands)

8AA8 Investigation of the perceptions of the medical teachers and students regarding being an educator Fatih Yazar*, Tuna Karahan, Suleyman Ceylan, Cengizhan Acikel (Department of Medical Education, Faculty of Medicine, Gulhane Military Medical Academy, GATA Anatomi, Etlik, Ankara, Turkey)

8AA9 Viewpoints of Kashan’s Paramedical school students about the effects of teachers’ behaviors on their learning motivation M Mahdian*, A Aliasgharzadeh, F Mirhosseini, S Yadollahi* (Kashan University of Medical Sciences, Kashan, Iran)

8AA10 Development of a peer review tool to investigate medical lecturers’ use of teaching techniques associated with assisting learning Nina Salooja*, David Parry (Hammersmith Hospital, Imperial NHS Trust and Royal College of Physicians, London, United Kingdom)

8AA11 Tools for academic evaluation J. Charles Morrison, Lil J Miedzinski* (Faculty of Medicine and Dentistry, Department of Medicine, University of Alberta, Edmonton, Alberta, Canada)

8AA12 Evaluation of teacher performance: in search of the great teacher Molina IM*, García V, Hoces MP (Empresa Publica Hospital Alto Guadalquivir (Consejeria De Salud, Junta De Andalucia, Andujar (Jaen), Spain)

8AA13 Experience with student online evaluation in a faculty for veterinary medicine education Andrea Tipold*, Torsten Carl, Gerhard Greif (Dept Small Animal Medicine and Surgery, University of Veterinary Medicine Hannover, Germany)

8AA14 Validity and reliability of faculty members’ evaluation questionnaire, Mazandaran University of medical sciences, Sari, 2006 Sara Ehteshami*, Koroush Vahidshahi, Mitra Mahmoudi, Sepideh Shakeri (Mazandaran University of Medical Science, Sari, Mazandaran, Iran)

8AA15 An assessment tool for evaluation of medical teachers R Sarchami*, P.F Abed, N Mohammadi, A Javadi (Qazvin University of Medical Sciences, Tehran, Iran)

8AA16 Effective teachers in postgraduate pathology training: The junior doctors’perspective Sara Vadot*, Maryse Fiche, Raphael Bonvin, Ilene Harris (Unité pédagogique, Lausanne, Switzerland)

8AA17 The value of feedback for developing educational practice Bridget Lock* (Princess Royal University Hospital, Education Centre, Orpington, Kent, United Kingdom)

1415-1600 8BB Posters: The OSCE Chairperson: Elizabeth Kachur (USA) Location: Restaurant 8BB1 Item analysis for case-specific checklists of an objective structured clinical examination Agatha M Hettinga*, Cornelis T Postma, Eddie Denessen (Onderwijsinstituut, Radboud University Nijmegen Medical Centre, Nijmegen, Netherlands)

8BB2 OSCE – an objective examination? Comparison between objective and subjective marks through examiners Sandy Kujumdshiev*, Martina Steigerwald, TOF Wagner (Department of Internal Medicine, Johann Wolfgang Goethe-University Frankfurt, Germany)

– 96 – 8BB3 It is always difficult to know how appropriate a new OSCE-station is: Development of a review matrix for OSCE-stations Sandy Kujumdshiev1, Wilma A Flaig*2, Boris Wittekindt3, TOF Wagner1 (1Department of Internal 2 Medicine; 2Department of Trauma, Hand and Reconstructive Surgery; 3Department of Paediatrics, Frankfurt, Germany)

8BB4 Final career exam with OSCE – three years of expertise, Faculty of Medicine of National University of The Northeast (UNNE), Argentina Cortes Teresa, Bluvstein Samuel, Larroza Omar*, Acosta Eduardo, Gorodner Alejandro (Facultad de Medicina, Dpto. De Salud Publica, Ciudad Universitaria, Facultad de Medicina, Universidad Nacional Autonoma De Mexico/Facultad De Medicina; Universidad Nacional Del Nordeste, Corrientes Argentina; Mexico. D.F., Mexico)

8BB5 Two assessment methods of surgical clinical skills in OSCE I R Kulmagambetov, F N Nurmanbetova, E M Turgunov, L G Turgunova*, V P Ricklefs (Karaganda State Medical University, Karaganda, Kazakhstan)

8BB6 How competent are TUMS clerks to perform clinical skills? Azim Mirzazadeh*, Behruz Bavarian, Ali Labaf, Patricia Khashayar, Zahr Sadat Meshkani (Tehran University of Medical Sciences, Tehran, Iran)

8BB7 Implementation of an interdisciplinary OSCE working group Sandy Kujumdshiev1, Wilma A Flaig2, Boris Wittekindt3, Falk Ochsendorf4, Sabine Jobst1, TOF Wagner1, R Weber* (2Johann Wolfgang Goethe-University Frankfurt, Department of Trauma, Hand and Reconstructive Surgery; 1Johann Wolfgang Goethe-University Frankfurt, Department of Internal Medicine; 3Johann Wolfgang Goethe-University Frankfurt, Department of Paediatrics; 4Johann Wolfgang Goethe-University Frankfurt, Department of Dermatology; Frankfurt, Germany)

8BB8 Objective Structured Clinical Examination as a summative evaluation tool Francisco Purroy*, Manuel Portero, Miquel Falguera, Javier Trujillano, Joan Ribera (Facultat de Medicina, University of Lleida, Spain)

8BB9 Examiner fatigue in Objective Structured Practical Examination (OSPE) Predrag Bjelogrlic*, Anita Laidlaw (University of St Andrews, Bute Medical School, St Andrews, United Kingdom)

8BB10 The survey of medical students’ cognition after Objective Structured Clinical Examination (OSCE) Young Joon Ahn*, Nam Yong Do, Soo Hyung Cho, Kyung Rye Moon (Chosun University, School of Medicine, Republic of South Korea)

8BB11 Predictive validity of an objective structured clinical examination (OSCE) at the end of the first clinical year Sáez Méndez Lourdes*, Sáez Garcia Mª José (Medical Education Unit, University of Medicine, University of Castilla la Mancha, General Hospital of Albacete, Spain)

8BB12 Statistical evaluation on Objective Structured Clinical Examination (OSCE) grading regarding raters, standardized patients and testing environment C.J. Peng*, C.Y. Chen, C.H. Chi, T.L. Yeh, J.J. Tsai, Y.W. Liu, Y.F. Chang, C.L. Chen, J.T. Chen, M.S. Wu, C.N. Cheng, Y.Y. Chiou, M.Y. Shih, C.H. Lin (National Cheng-Kung University Hospital, Tainan, Taiwan)

8BB13 Observation vs testing method for evaluation of residents’ communication skills: a 360- degree evaluation and OSCE Woranart Ratanakorn* (Chonburi medical education center, Bansuan, Muang District, Chonburi, Thailand) TUESDAY 1 SEPTEMBER 2009 8BB14 Student stress in standardized patient structured clinical examinations Luiz E. A. Troncon*, Fernando T. V. Amaral (Ribeirao Preto Faculty of Medicine, University of Sao Paulo, State of Sao Paulo Brazil)

8BB15 Quality assurance of the OSCE in post graduate examination in Oman K Bhargava*, Zakiya Al Busaidi*, Anwar Khan*, Mohammed Al Shafaee (Dept. of Family Medicine & Public Health, SQ University, College of Medicine & Health Sciences, Al Khod, Oman)

8BB16 Running an OSCE within a surgical specialty Vázquez Javier*, Villén Jose Ángel, Chaves Juan (IAVANTE Foundation, Málaga, Spain)

8BB17 The face validity of the new MRCPsych Clinical Examination Adrian Husbands* (The Royal College of Psychiatrists, London, United Kingdom)

8BB18 Improving communication: effects of feedback and action planning Jo Hart*, Chris Harrison, Val Wass (Manchester Medical School, University of Manchester, United Kingdom)

– 97 – 1415-1600 8CC Posters: Training for General Practice Chairperson: Ed Peile (UK) Location: Restaurant 8CC1 Difference between male and female GP-trainees in scores on a knowledge test Henk Mokkink*, Patrick Dielissen, Anneke Kramer, Herman Duesman, Ben Bottema (UMC St Radboud Department Voortgezette Opleiding tot Huisarts, Nijmegen, Netherlands)

8CC2 Doctor and patient views of ‘a good consultation’ in the context of giving and receiving patient feedback Bryan Burford*, Michael Greco, Jan Illing, Ajay Bedi, Charlotte Kergon, Gill Morrow, Moira Livingston (The Northern Deanery/Newcastle University, Newcastle upon Tyne, United Kingdom)

8CC3 The GP specialist curriculum as a process – a development and evaluation strategy Charlotte Tulinius*, Amar Rughani, Simon Gregory, Arthur Hibble, Jill Edwards, Les Ashton, Christine Johnson, Justin Allen, Julie Bedward, Ben Riley (Royal College of General Practitioners, London, United Kingdom)

8CC4 Protected learning time: meeting expectations and changing practice – but at a cost Ross Reid*, David Bruce (NHS Education for Scotland, Tayside Centre for General Practice, Dundee, United Kingdom)

8CC5 Development of a revised GP training practice reapproval process in Wales Mary Beech*, Gordon Lewis (Wales Deanery, Cardiff University, Cardiff, United Kingdom)

8CC6 The Organisational Effectiveness Programme: an interim evaluation Steffi Williams (Presenter: Martin Sullivan) (Wales Deanery, Cardiff University, Cardiff, United Kingdom)

8CC7 Exploring the perceptions of GPs who train less than full-time in Wales M Hopkin*, M Rhydderch* (Wales Deanery, Cardiff University, Cardiff, United Kingdom)

8CC8 The Málaga Family Practice Journal Club: a highway to lifelong learning Leiva F*, Barnestein P, Vidal F, Carrión MT, Prados D. (Unidad Docente MFyC Málaga (DSM, SAS), Málaga, Spain)

8CC9 The GP Training Practice – quality assurance Colin Coward, Simon Street* (NESC Oxford Deanery, Oxford, United Kingdom)

8CC10 Learning from experience: a significant event study of the reasons given by specialist trainees in general practice and hospital medicine for changing selected aspects of their clinical practice JM Brown, M Patel*, JC Howard J, G Cherry, NJ Shaw (Edge Hill University/Mersey Deanery Faculty of Health, Ormskirk, Lancashire, United Kingdom)

8CC11 SWOT analysis in a teaching unit of family medicine Martinez-Pecino F*, de Serdio-Romero E (Unidad Docente de Medicina Familiar y Comunitaria de Sevilla, Seville, Spain)

8CC12 Developing a standardised application form for the accreditation of UK general practice training practices Sharon Kibble*, Samantha Scallan*, Camilla Leach* Johnny Lyon-Maris* (Wessex Deanery, NHS Education South Central, Otterbourne, Winchester, Hampshire, United Kingdom)

1415-1600 8DD Posters: Selection for speciality training Chairperson: Lesley Southgate (UK) Location: Restaurant 8DD1 Bringing competencies to life – students’ experiences of preparing for MTAS Donna Arya*, Graham Thomas, Michael Roberts (Centre for Medical Education, Institute of Health Sciences Education, Barts and The London School of Medicine and Dentistry, Queen Mary University of London, United Kingdom)

8DD2 The efficacy of a machine marked test for recruitment into acute specialties in the South West Peninsula Deanery Gemma Crossingham*, Ian Anderson, Tom Gale, Alison Carr, Fiona Patterson, Jeremy Langton, Martin Roberts, Paul Sice, Peter Davies, Hiu Lam (Derriford Hospital, South West Peninsula Deanery, Anaesthetic Department, Plymouth, United Kingdom)

8DD3 Selecting the right people: using job analysis to develop a competency model Williams D*, Duff C, Patterson F, Kerrin M*, Zibarras L, Mason B (Faculty of Public Health, London; Work Psychology Group, Nottingham, United Kingdom)

8DD4 Predictive value of selection methods of residents F Tromp*, H Mokkink, B Bottema (UMC st. Radboud, Nijmegen, Netherlands)

– 98 – 8DD5 Evaluation of situational judgement tests to select postgraduate trainees: validation studies in two specialties Carr V*, Patterson F, Burr W, Plint S, Gregory S (Work Psychology Group, Nottingham, United Kingdom) 2

8DD6 Acceptability of high-stakes multiple mini-interviews in paediatrics: the Danish experience Thomas Balslev*, Mia Bjerager, Malene Boas, Kirsten Arntz Boisen, Klaus Børch, Marianne Sjølin Frederiksen, Kirsten Holm, Annette Grum-Nymann, Martin Mayntz Johnsen, Stine Whitehouse, Thomas Herte (Aarhus University Hospital, Skejby, Aarhus, Denmark)

8DD7 Equal opportunities in selection: an evaluation of UK national recruitment for general practice Plint S*, Patterson F, Jackson N, Gregory S (GP National Recruitment Office, Solihull, United Kingdom)

8DD8 Quality control of cognitive assessment for medical residents admission Peres CM*, Cavalli RC*, Rodrigues MLV, Carlotti Jr. CG, Kfouri M, Colares MFA, Mamede RCM*, Troncon LEA (Medical School of Ribeirão Preto, Brazil)

1415-1600 8EE Secrets of Success (5) Location: Exhibition, Pavilion 1 8EE1 ProF; a system for query-based, longitudinal feedback of progress test results Timmermans I, Muijtjens AMM, Cohen-Schotanus J (UMCG), Thoben AJNM (UMCN), Wenink ACG (LUMC), Van der Vleuten CPM. (Dept. of Educational Research and Development, FHML, Maastricht University, Maastricht, Netherlands)

8EE2 Feedback booklet, including manual, fitting in the pocket of every white coat Jousma F, Lange JF (Institute for Medical Education, Rotterdam, Netherlands)

8EE3 Improving educational opportunities for clerks by using a miniportfolio as a formative assessment tool Zijsling BR, Wagter JM, Eckenhausen MAW, Bijnen AB (Medical Centre Alkmaar, Netherlands)

8EE4 Assessing Integration – a pilot Bolander Laksov K*, Josephson A, Carroll J (Karolinska Institutet, Stockholm, Sweden)

1415-1600 MEET THE EXPERT: Marilyn Hammick, Best Evidence Medical Education (BEME) Collaboration Location: VIP Room 1

1600-1630 COFFEE Location: Pavilion 1

SESSION 9: SIMULTANEOUS SESSIONS

1630-1800 9A Symposium: What makes a leader in medical education? Chairperson: Aviad Haramati (Georgetown University School of Medicine, Washington DC, United States); Davinder Sandhu (Severn Deanery, UK) and Elza Mylona (Stony Brook Medical Center, USA) Location: Auditorium 1 TUESDAY 1 SEPTEMBER 2009 1630-1800 9B Symposium: What makes a curriculum model and what difference does it make? Chairperson: Ara Tekian (University of Illinois at Chicago, USA). Panel: Janet Grant (Open University Centre for Education in Medicine, UK), Ronald Harden (University of Dundee, UK) and David Prideaux (Flinders University, Adelaide, Australia) Location: Auditorium 2

1630-1800 9C Fringe (2) Chairperson: Rachel Ellaway (Canada) Location: Conference Room 2.1 1630-1650 9C1 Music and Medicine: using one to learn the other John Spicer* (St George’s University of London, United Kingdom)

1650-1710 9C2 Skin deep is deep enough: a storytelling performance Lisa Lipkin* (Story Strategies, Amsterdam, Netherlands)

1710-1730 9C3 Encouraging Learning, Educating People, Having A Nice Time; The ELEPHANT Criteria Aravinthan Varatharaj*, Hugh Gifford, Edward Blacker (Oxford University Medical School, Oxford, United Kingdom)

– 99 – 1730-1750 9C4 Teaching medical ethics – planting good(s) or God in the head of entrepreneurs Till Pelz*, Jacqueline Pinnow*, Stefan Reinsch*, Peter Kube*, Antonia Pelz*, Hartmut Riehn*, Andreas Braunsberg*, Moritz Gebauer*, Jörg Pelz* (Charité Universitätsmedizin Berlin, Prodekanat für Studium und Lehre, Berlin, Germany)

1750-1800 Discussion

1630-1800 9D Research Papers: Teaching and Learning Chairperson: William McGaghie (USA) Location: Conference Room 1.2 1630-1650 9D1 The effect of algorithms for learning the sequence of action in resuscitation training Oliver Meyer*, Stefan Clar, Gunnar Grossert (Martin-Luther-University Halle-Wittenberg – University Hospital, Dept. of Anaesthesiology and Intensive Care, Halle, Germany)

1650-1710 9D2 Assessment of learning efficacy of small group work employing a key word test Dirk Ruiter*, Marleen Olde Bekkink, Peter de Wilde, Goos van Muijen, Ron Leunissen en Riekje de Jong (Radboud University Medical Centre and Radboud University, Nijmegen, Netherlands)

1710-1730 9D3 Does e-learning maintain resuscitation competence? Morten Lind Jensen*, Frederik Mondrup, Freddy Lippert, Charlotte Ringsted (Centre for Health Science Education, Copenhagen University and Capital Region of Denmark, Copenhagen, Denmark)

1730-1750 9D4 Medical faculty’s conceptions on learning and how they approach teaching G Peeraer*, V Donche, B Y De Winter, A M M Muijtjens, R Remmen, P Van Petegem, L Bossaert, A J J A Scherpbier (Faculty of Medicine, University of Antwerp, Belgium)

1750-1800 Discussion

1630-1800 9E Short Communications: Assessment: Assessment of clinical competence Chairperson: Tom Rebbecchi (USA) Opening Discussant: Peter Cantillon (Ireland) Location: Conference Room 2.2 1630-1645 9E1 Construct validity of the RIME model Tolsgaard M*, Ringsted C, Arendrup H, Stoltenberg M, Hillingsoe J, Lindhardt BO (Center for Clinical Education, Copenhagen, Denmark)

1645-1700 9E2 Secretary outperforms clinical staff in predicting clinical knowledge Jaap W Groothoff*, Olle Th J ten Cate (Emma Children’s Hospital AMC, Amsterdam & Center for Research and Development of Education, UMC Utrecht, Amsterdam, Netherlands)

1700-1715 9E3 Steps towards optimization of surgical long case examination: an exploration through generalizability study Siow Woei Yun, Zubair Amin*, Gominda Ponnamperuma (Yong Loo Lin School of Medicine, National University of Singapore, Singapore)

1715-1730 9E4 Assessment of multiple physician competencies with a structured oral examination Ann Jefferies*, Brian Simmons, Eugene Ng, Martin Skidmore (Division of Neonatology, University of Toronto, Ontario, Canada)

1730-1745 9E5 Summative assessment is a waste of time: a qualitative study of students’ and teachers’ perceptions of an assessment programme Hanan Al Kadri*, Mohammed Al Moamary, Cees van der Vleuten (King Saud Bin Abdulaziz University For Health Sciences, College of Medicine, Riyadh, Saudi Arabia)

1745-1800 Discussion

1630-1800 9F Short Communications: Curriculum: PBL evaluation Chairperson: Samy Azer (Malaysia) Location: Exhibition Room 1630-1645 9F1 Using questionnaires to compare the perceived competencies of graduates from a traditional and PBL curriculum 6 years after graduation Simon Watmough*, David Taylor, Helen O’Sullivan (University of Liverpool, Centre for Excellence in Teaching and Learning, School of Medical Education, Liverpool, United Kingdom)

1645-1700 9F2 Attitudes towards PBL and personality traits Are Holen* (Faculty of Medicine, Norwegian University of Science and Technology, MTFS, Trondheim, Norway)

– 100 – 1700-1715 9F3 Pooled results from 6 follow-up studies of undergraduate medical education in Sweden. Comparing a problem-based, student-centred curriculum with other medical faculties in Sweden 2 Wolfram Antepohl* (Office for Postgraduate Medical Education, Östergötland County Council, University Hospital, Linköping, Sweden)

1715-1730 9F4 How do we know if PBL could stimulate students towards constructive, self-directed, collaborative and contextual learning? Gandes Retno Rahayu*, Tiona Romauli, Verdika Secondira, Banu Aji Dibyasakti (Department of Medical Education, Faculty of Medicine, Gadjah Mada University, Jogjakarta, Indonesia)

1730-1745 9F5 PBL – “it’s all talk”. Corpora Analysis of Problem Based Learning transcripts Ana Linda Da Silva*, Reg Dennick, (Medical Education Unit, Medical School, University of Nottingham, United Kingdom)

1745-1800 9F6 Curriculum mapping to restore the PBL curriculum of Phase I at Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak Rukhsana Hussain Malik*, Alam Sher Malik (Faculty of Medicine, Unversiti Teknologi MARA, Shah Alam, Malaysia)

No Discussion

1630-1800 9G Short Communications: International medical education (2) Chairperson: to be confirmed Location: Multifunctional Room 2 1630-1645 9G1 EU-US-Medical-Dual-Degree-Program – Making mobility real: A pilot project at Witten/Herdecke University M Hofmann*, K Adam, J Dahmen, H Doll H, J Kricheldorff, O Polacsek, H Truebel, M Fischer (Medical Faculty, Witten/Herdecke University, Witten, Germany)

1645-1700 9G2 The preparedness for practice of UK, EU (non-UK) and non-EU medical graduates: a comparison of questionnaire responses Gill Morrow*, Jan Illing, Charlotte Kergon, Bryan Burford (Northern Deanery, NHS North East Education/ Newcastle University, Northern Deanery, Newcastle upon Tyne, United Kingdom)

1700-1715 9G3 European Medical Examinations – a new trend Zeev Goldik* (UEMS-CESMA, ESA, Brussels, Belgium; Haifa, Israel)

1715-1730 9G4 Assessment of medical knowledge; a necessary requirement for licensure M. Ian Bowmer*, T Wood, D E Blackmore (Medical Council of Canada, Ottawa, Canada)

1730-1745 9G5 EU GPs working across eu countries: protecting doctors and patients Trafford P*, Khan A, Burrows P, Rustecki L, Jackson N (London Deanery, London, United Kingdom)

1745-1800 9G6 Accreditation of medical education programs in countries that supply physicians to the United States Marta van Zanten*, John R. Boulet, Frank A. Simon (Foundation for Advancement of International Medical Education and Research (FAIMER®), , Philadelphia, United States)

No Discussion

1615-1800 9H Short Communications: e-Learning: Use of virtual patients

Chairperson: Devra Cohen-Tigor (USA) TUESDAY 1 SEPTEMBER 2009 Opening Discussant: James McGee (USA) Location: Multifunctional Room 6 1615-1630 9H1 Needs analysis for virtual patients: a report from the eVIP project David Davies* (University of Warwick, Warwick Medical School, Medical Teaching Centre, Coventry, UK); Chara Balasubramaniam (St George’s, University of London, UK); Sören Huwendiek (University of Heidelberg, Germany); Bas De Leng (Maastricht University, Netherlands)

1630-1645 9H2 Curricular integration principles for virtual patients: a focus group study among students Sören Huwendiek*, Cecilia Brasch, Friedrich Reichert, Bas A de Leng, Diana Dolmans, Cees PM van der Vleuten, Martin Haag, Georg Friedrich Hoffmann, Burkhard Tönshoff (Children’s Hospital & Centre for Virtual Patients, University Hospital Heidelberg, Germany, Germany)

1645-1700 9H3 Virtual Patients in clinical education from a phenomenological perspective Samuel Edelbring*, Maryam Dastmalchi, Ingrid E Lundberg, Håkan Hult, Lars Owe Dahlgren (Centre for Medical Education, dept. LIME, Karolinska Institutet, Stockholm, Sweden)

1700-1715 9H4 Professionalism in practice – a web-based interactive tool to support learning John Jenkins*, Yael Bradbury-Birrell, Jane O’Brien (General Medical Council, London, United Kingdom)

1715-1800 Discussion

– 101 – 1630-1800 9I Short Communications: Teaching and Learning: Simulation – a rapidly developing tool in medical education (2) Chairperson: to be confirmed Opening Discussant: David Topps (Canada) Location: Multifunctional Room 7 1630-1645 9I1 Haptic simulation as an adjunct to veterinary anatomy teaching S Baillie*, T Kinnison, S Pierce, N Forrest, S Frean (The Royal Veterinary College, North Mymms, Hatfield, United Kingdom)

1645-1700 9I2 Building bridges and filling gaps! V O’Carroll*, R Cruickshank, E M Sinclair (University of St Andrews, Bute Medical School, St Andrews, United Kingdom)

1700-1715 9I3 Improving psychological fidelity in scenario-based patient simulation for medical undergraduates S Edgar*, M Begg, N Maran, D Dewhurst (Scottish Clinical Simulation Centre, Stirling Royal Infirmary, Stirling, United Kingdom)

1715-1730 9I4 Video-Assisted Real-time Simulation (VARS) in paediatrics Jos Draaisma*, Tim Antonius, Marije Hogeveen, Jan Loeffen* (Radboud University Medical Centre, Department of Paediatrics, Nijmegen, Netherlands)

1730-1745 9I5 Does the testing effect on skills learning last six months? Kromann CB*, Bohnstedt C, Jensen ML, Ringsted C (Centre for Clinical Education, Capital Region of Denmark, Copenhagen University, Rigshospitalet, København, Denmark)

1745-1800 Discussion

1630-1800 9J Short Communications: Education Management: Approaches to selection for postgraduate or specialist training Chairperson: David Harding (Australia) Opening Discussant: Robert Palmer (UK) Location: Multifunctional Room 1 1630-1645 9J1 Evaluation of a new selection centre for UK National Neurosurgical Selection into Specialty Training programmes Kerrin M*, Patterson F, Faulkes L, Nelson R, Needham G (Work Psychology Group, Nottingham, United Kingdom)

1645-1700 9J2 6-station selection centre model for recruitment to anaesthesia Thomas Gale*, Martin Roberts, Paul Sice, Hiu Lam, Ian Anderson, Peter Davies, Gemma Crossingham, Jeremy Langton, Alison Carr (Thomas Gale, Selection Centre and Machine Marked Test Pilot, South West Peninsula Deanery, Plymouth, United Kingdom)

1700-1715 9J3 Using cognitive ability tests to select specialty trainees: a case study from public health Koczwara A.*, Williams D.*, Pashayan N., Cooper R., de Beer Z, Patterson F. (Work Psychology Group, Nottingham; Faculty of Public Health, London, United Kingdom)

1715-1730 9J4 Four innovative programmes for pre-vocational doctor education L Black*, S White, K Argaet, A Gale, G Steel (Medical Education & Training Service, The Royal Brisbane & Women’s Hospital, Herston, Queensland, Australia)

1730-1745 Discussion

1630-1800 9K Short Communications: Postgraduate Education: The early years of postgraduate training Chairperson: David Gordon (Denmark) Opening Discussant: Tim Dornan (UK) Location: Conference Room 1.4/1.5 1630-1645 9K1 Risk appreciation in acute medicine A A Lwin, E R Richards, R Richards* (Princess Royal University Hospital, Orpington, United Kingdom)

1645-1700 9K2 An evaluation of the first three years of a quality improvement education program for junior interprofessional staff: a work-based, collaborative project Taylor EC*, Fuller C, Tanner A, Wilcock P (Salisbury NHS Foundation Trust, Salisbury, United Kingdom)

1700-1715 9K3 Foundation doctors do learn from generic skills teaching Oliver J Corrado*, Matthew Martin, Chloé Stanway (The West Yorkshire Foundation School, Department of Medical Education, Leeds General Infirmary, Leeds, United Kingdom)

1715-1730 9K4 Foundation training and the importance of out-of-hours experience Jenny Brocklehurst*, Lynsey Goodwin*, Paul Baker (Royal Bolton Hospital, Education Centre, Bolton, United Kingdom)

– 102 – 1730-1745 9K5 The “extended role” of Facebook S Bajwa*, J Maryosh, B.V. Prathibha (William Harvey Hospital, Willesborough, Ashford, United Kingdom) 2 1745-1800 Discussion

1630-1800 9L Short Communications: Professionalism (2) Chairperson: Maria Rosa Fennoll-Brunet (Spain) Opening Discussant: John McLachlan (UK) Location: Multifunctional Room 3 1630-1645 9L1 Peer and faculty assessment of leadership, communication, professionalism, and teamwork among pre-clinical medical students Rachel D Havyer*, Darcy A Reed (Mayo Clinic College of Medicine, Rochester, United States)

1645-1700 9L2 Promotions committees do not identify students who are subsequently sanctioned by State Medical Boards Sally A Santen*, Emil Petrusa (Emory University School of Medicine, Medical Education and Student Affairs, Atlanta, United States)

1700-1715 9L3 Students’ views on peer evaluation and professionalism: “Getting away with it” Gabrielle M. Finn*, Marina A. Sawdon (Durham University, School of Medicine and Health, Thornaby-on-Tees, United Kingdom)

1715-1730 9L4 Assessing poly professionalism in the pre-clinical phase: developing an online inventory to assess academic integrity Madawa Chandratilake*, Sue Roff, Sean McAleer, John Gibson (Centre for Medical Education, University of Dundee, United Kingdom)

1730-1745 9L5 Professionalism – the same answer, whichever way you ask the question David C M Taylor* (University of Liverpool Medical School, School of Medical Education, Liverpool, United Kingdom)

1745-1800 Discussion

1630-1800 9M Short Communications: The Student Chairperson: Ahmed Fahal (Sweden) Opening Discussant: Salmaan Sana (Netherlands) Location: Multifunctional Room 8 1630-1645 9M1 Do learning styles have an impact on interprofessional learning? David Foreman* (Derby Hospitals NHS Foundation Trust, Derby City General Hospital, Derby, United Kingdom)

1645-1700 9M2 Two aspects of a deep approach: understanding and critical evaluation – what is valued by medical students? Juha Nieminen*, Annamari Heikkilä, Sari Lindblom-Ylänne, Kirsti Lonka (Research and Development Unit for Medical Education, University of Helsinki, Finland)

1700-1715 9M3 Impulsive response style in undergraduate medical students: implications for learning and future professional practice John Sandars*, Matt Homer (Medical Education Unit, University of Leeds, United Kingdom)

1715-1730 9M4 Encouraging students to be the best possible future educators: introducing the DATE programme Jon Fuller*, Viv Cook (Barts and the London School of Medicine and Dentistry, Centre for Medical Education, TUESDAY 1 SEPTEMBER 2009 London, United Kingdom)

1730-1745 9M5 Course week arranged by students Torstein Torgan*, Knut Eirik Heltne* (Norwegian University of Science and Technology (NTNU), Faculty of Medicine, Trondheim, Norway)

1745-1800 Discussion

1630-1800 9N Short Communications: e-Learning: Teaching online and sharing resources Chairperson: Joanna Bates (Canada) Opening Discussant: Susan Albright (USA) Location: Multifunctional Room 5 1630-1645 9N1 The way of cooperation – from sharing of educational webs to the wiki Štuka Č*, Štípek S, Vejražka M (1st Medical Faculty Charles University in Prague, Czech Republic)

1645-1700 9N2 How to teach online – acquiring new skills Milos Bajcetic*, Danijela Scepanovic, Bojan Lazarevic, Jelena Kostic, Jelena Marinkovic (School of Medicine, Department for Histology and Embryology “A.Dj. Kostic”, Belgrade, Serbia)

– 103 – 1700-1715 9N3 Pedagogically-informed approaches to supporting clinical staff development in elearning – initial observations and lessons learned Kirsten Dalrymple*, Maria Toro-Troconis, David Riley (Imperial College Centre for Educational Development, London United Kingdom)

1715-1730 9N4 Computer-based animations and static graphics as aids in learning the physiology of bladder filling and emptying: a randomized controlled trial Renuka Tunuguntla1,2, Anita Bagri2, Bernard A. Roos1,2,3, Joseph Ouslander4 and Jorge G. Ruiz*1,2,3 (1Geriatric Research, Education, and Clinical Center (GRECC), Miami VA Healthcare System, Miami, 2University of Miami Miller School of Medicine, Miami, 3Stein Gerontological Institute, Miami, 4Florida Atlantic University, Boca Raton, Florida, United States)

1730-1745 9N5 Meducation.net: Peer to peer sharing of medical education resources online Alastair Buick* (Meducation.net the medical education network, West Mersea, Colchester, United Kingdom)

1745-1800 Discussion

1630-1800 9O Workshop: Generalizability Theory Geoff Norman (McMaster University Medical School, Hamilton, Ontario, Canada) Location: Conference Room 1.1

1630-1800 9P Workshop: Research in teaching and learning: transforming ideas into action Deesha Chadha*, Patricia K. Kokotailo* (Kings College London and University of Wisconsin School of Medicine and Public Health, King’s Learning Institute, London, United Kingdom) Location: Multifunctional Room 4

1630-1800 9Q Workshop: Formulating and writing learning outcomes to facilitate student learning and for strategic course planning (Part 2) Matthew CE Gwee*, Dujeepa Samarasekera (Medical Education Unit & Department of Pharmacology, Yong Loo Lin School of Medicine, National University of Singapore, Singapore) Location: Conference Room 1.3

1630-1800 9R Workshop: The wealth in silence – communication beyond conversation Amy Flanagan Risdal* (Uniformed Services University, Bethesda, United States) Location: Multifunctional Room 9

1630-1800 9S Workshop: The professionalism of teaching Randy Barker* (Johns Hopkins University School of Medicine, Baltimore, United States) Location: Multifunctional Room 10

1630-1800 9T Workshop: Getting started in medical education scholarship: a 3-step approach David A Cook*, Thomas J Beckman* (Mayo Clinic College of Medicine, Rochester, MN, USA) Location: Multifunctional Room 11

1630-1800 9U Workshop: How can teachers encourage performance improvement after multisource feedback? Karlijn Overeem* (Universiteit Nijmegen, Netherlands), Erik Driessen* (Maastricht University, Netherlands), Cees van der Vleuten* (Maastricht University, Netherlands), Val Wass* (Manchester University, UK) Location: Multifunctional Room 12

1630-1800 9V Workshop: Strategies for high impact faculty development and continuing professional development courses Jocelyn Lockyer*, Heather Armson* (University of Calgary, Continuing Medical Education and Professional Development, Calgary, Alberta, Canada) Location: Conference Room 1.6

1630-1800 9W Workshop: Writing clinical communication skills scenarios for simulation patient consultations in medical education – a creative approach Helen Timmins*, Anne de la Croix (University of Birmingham, United Kingdom) Location: VIP Room 2

1630-1800 9X Posters: Interprofessional education Chairperson: Sari Ponzer (Sweden) Location: Restaurant 9X1 Evaluation of medical students’ understanding of teamwork and involvement with healthcare professionals in a UK district general hospital during their second year clinical introductory attachment Ramawad Soobrah*, Anand Patel, Tawfiq Korim, Anup Jethwa, Joan Pitkin (Northwick Park Hospital, Harrow, Middlesex, United Kingdom)

– 104 – 9X2 Multiprofessional education and retention of knowledge Gallarreta FWM*, Grechi TH, Ferreira JTL, Felício CM, Anselmo-Lima WT, Rodrigues MLV (Medical School of Ribeirão Preto, University of São Paulo, Ribeirão Preto, Brazil) 2 9X3 The doctor and nurse as teacher: an inter-professional student selected component Fiona Muir*, Sally Bradley, Isabella McLafferty (Tayside Centre for General Practice, University of Dundee, United Kingdom)

9X4 Improving the design of interprofessional education workshops to increase collaboration Catherine Hil-Yen Yu* (Keenan Research Centre in the Li Ka Shing Knowledge Institute of St. Michael’s Hospital, University of Toronto, Canada)

9X5 Collaborating across borders: building bridges between interprofessional education and practice through continuing education in an academic cancer centre E Szumacher*1, R Barker2, M Woo3, J Coccagna1, S Ali1, A Kiss4, Arlene Court5 (1Department of Radiation Oncology; 2Department of Radiation Therapy; 3Department of Radiation Physics; 4Department of Research Design and Biostatistics, Sunnybrook Health Sciences Centre, Toronto, Canada)

9X6 ‘Today we were equals’: an evaluation of practice-based interprofessional peerlearning involving medical and midwifery students Celia Woolf*, Adele Hamilton* (Barts and The London School of Medicine & Dentistry, QMUL and City University London, Centre for Medical Education, London, United Kingdom)

9X7 Educational needs for Canadian allied health and rehabilitation professionals in an interprofessional world Brenda Gamble* (Faculty of Health Sciences, University of Ontario Institute of Technology, Oshawa, Canada)

9X8 Online learning to enhance faculty development for interprofessional education Ivan Silver*, Lindsay Baker, Scott Reeves (Centre for Faculty Development, University of Toronto at St. Michael’s Hospital, Toronto, Canada)

9X9 Patients as educators: a model for interprofessional workshops in the community Angela Towle*, William Godolphin, Community Partnerships for Health Education Advisory Board (College of Health Disciplines, University of British Columbia, Vancouver, Canada)

9X10 Continuous facilitator (tutor) training; a novel approach to improving PBL facilitation skills John Tegzes* (College of Veterinary Medicine, Western University of Health Sciences, Pomona, California, United States)

9X11 Training undergraduate students becoming competent collaborative health Professionals A Boucher*, P Lebel, MC Vanier, H Lefebvre, PY Thériault, L St-Denis, R Ratelle, LG Ste-Marie, N Caire Fon, C Huot (Université de Montréal, Canada)

9X12 Learning on a nursing attachment for undergraduate medical students in paediatrics Ashley Reece* (Dept of Paediatrics, Watford General Hospital, Watford, Hertfordshire, United Kingdom)

1630-1800 9Y Posters: Communication skills Chairperson: to be confirmed TUESDAY 1 SEPTEMBER 2009 Location: Restaurant 9Y1 Assessing shared decision making in medical students: comparing content based and process based mark sheets Nawazish Ahmed*, Andrew Flett (Centre for Medical Education, Institute of Health Sciences Education, Barts and The London School of Medicine and Dentistry, Queen Mary, University of London, United Kingdom)

9Y2 The effective use of questions in an educational learning situation G V Boswell*, L Allery (University of Cardiff, School of Postgraduate Medicine, Cardiff, United Kingdom)

9Y3 Giving written feedback in workplaces: what do mentors mainly focus on of students’ clinical experience? Visioli Sonia*, Oldani Silvia, Spinelli Antonino, Licia Montagna, Montorsi Marco, Roncalli Massimo, Zannini Lucia (University of Milan, School of Medicine; Humanitas Clinical Institute, Italy)

9Y4 The cost of communication-skill practice in skillslab Kanokkorn Sawasdichai*, Kullawan Chaicharoenpong (Prapokklao Medical Education Center, Prapokklao Hospital, Chanthaburi, Thailand)

– 105 – 9Y5 Communication of the self management approach to treatment of chronic pain in a simulated consultation: feasibility for research in practice and implications for teaching Amy Spatz, Farzana Virani* (Centre for Medical Education, Institute of Health Sciences, Barts and The London School of Medicine and Dentistry, London, United Kingdom)

9Y6 Does an intensive intervention for students showing poor clinical communication have a positive behavioural influence in the short and medium term? A Collinson*, A Laidlaw, G Humphris, (University of St. Andrews, Bute Medical School, St. Andrews, United Kingdom)

9Y7 360 degree evaluation of the interpersonal and communication skills of family medicine residents Kai-Kuen Leung*, Wei-Dean Wang (National Taiwan University College of Medicine, Department of Family Medicine, Taipei, Taiwan)

9Y8 The effects of role playing in training counseling skills for IUD clients F Erfanian*, T Khadivzadeh, N Khadem, M Khaje Dalooyi (School of Nursing and Midwifery, Mashhad University of Medical Sciences, Montasariyeh Hospital, Mashhad, Iran)

9Y9 Formative teaching in the pediatric ED Schwartz, S.A.*, Fitzpatrick, E.A., O’Connell, C. (IWK Health Centre, Halifax, Nova Scotia, Canada)

9Y10 Enhancing medical students’ awareness and skills in group working Anne-Marie Feeley*, Birgit Fruhstofer, Tim Rattay, Emma Esquilant, Madhu Chittari, Paul Gazzani, Liz McEvoy, Jamie Roebuck, Uzma M. Satti, Gill Grimshaw (Warwick Medical School, Medical Teaching Centre, University of Warwick, Coventry, United Kingdom)

9Y11 Training OR-related communicative skills combining e-learning with simulation based learning Michael Henninger, Eva Amann*, Joachim Koppenberg (University of Education Weingarten, Germany)

9Y12 Analyses of communication-skills in OSCE for pharmaceutical students using Roter interaction analysis system (RIAS) Yoshie Kubota*,Yoshitaka Yano, Kaori Takada, Susumu Seki, Yuko Maeda, Mio Sakuma, Takeshi Morimoto, Akinori Akaike, Atsushi Hiraide* (Center for Medical Education, Kyoto University Graduate School of Medicine, Kyoto, Japan)

1630-1800 9Z Posters: e-Learning: Postgraduate case studies and virtual patients Chairperson: to be confirmed Location: Restaurant 9Z1 Child protection in practice Neela Shabde*, Mike Davis, Kate Denning, Sue Wieteska (Advanced Life Support Group, Manchester, United Kingdom)

9Z2 Developing academic e-communities among postgraduate student populations: facilitating on-line peer-interaction and student-led support Deborah Biggerstaff*, Janice Koistinen, Rebecca Putz (University of Warwick, Warwick Medical School, Coventry, United Kingdom)

9Z3 Improving falls-risk screening for older patients in residency outpatient clinics Eric S Holmboe*, Lisa Conforti, Lorna Lynn, Brian Hess (American Board of Internal Medicine, Philadelphia, United States)

9Z4 E-learning induction for junior doctors - clear benefits A. Cracknell, C. Dickinson, M.Ward, J.James, P.Belfield* (Department of Medical Education, Leeds, United Kingdom)

9Z5 Development and implementation of a Virtual Masters Nutrenvigen-G+D Factors Program: pioneer issues in your area in Spain Lopez-Robles JC*, Pascual-Ochando H, Martín-Bautista E, Campoy C, Molina-Font JA (Department of Pediatrics, University of Granada, Spain)

9Z6 Obstacles for e-Learning in web-based radiation protection training course Taina Autti, Ulla Anttila* (Finnish Medical Association (FMA), Helsinki, Finland)

9Z7 IMAGE – Creating a blended-learning curriculum for European diabetes type 2 prevention managers D Tolks*, V Kopp, S Puhl, P Kronsbein, MR Fischer*, on behalf of the IMAGE study group (Private University Witten-Herdecke, Institute for Teaching and Educational Research in Health Science, Witten, Germany)

– 106 – 9Z8 Prescribing information to patients to improve treatment outcome Pierre Raîche*, Claude Guimond (Federation of General Practitioners of Québec, Montréal, Canada) 2 9Z9 Advanced Paediatric Life Support: implementation of blended learning programme Mike Davis*, Kate Denning, Sue Wieteska (Advanced Life Support Group, Manchester, United Kingdom)

9Z10 Evaluation of an on line training course in depression for family doctors and medical students: pilot study Pena-Andreu JM*, Carrera M, Corredera A, Barbancho MA, Santos I, Blanco B, Sanguino T, Monguet JM, Autonell J (Malaga University, School of Medicine, Malaga, Spain)

9Z11 Experiences of user benefits from two E-learning programmes Benedikte Marie Kaalund*, Thomas K. Jensen*, Helle Nielsen* (Danish Medical Association, Education Department, Copenhagen, Denmark)

9J12 Online distance learning for paediatricians A. J. Lowe*, Richard Newton (BPNA and Webducate, Dorchester, United Kingdom)

9Z13 What does repurposing of virtual patients mean in practice? Andrzej A. Kononowicz*1, Monika Guratowska1, Inga Hege2, Zofia Mazurek1, Aleksandra J. Stacho*1 (1Department of Bioinformatics and Telemedicine, Jagiellonian University Medical College, Kopernika 7e, Kraków, Poland; 2Medical Education Unit, Medizinische Klinik-Innenstadt, Ludwig- Maximilians-University, Munich, Germany)

9Z14 Creating and exchanging exams using standard conformant virtual patients Hege I*, Adler M, Kononowicz AA, Pfähler M, Kühne F (Klinikum der Universität München, Medizinische Klinik - Innenstadt, Medical Didactic Unit, Muenchen, Germany)

9Z15 The use of virtual patients to prepare for paediatric skills lab training: results of a pilot project Ronny Lehmann*, Hans Martin Bosse, Elisabeth Kruppa, Christoph Nikendei, Burkhard Tönshoff, Sören Huwendiek (Childrens Hospital Heidelberg, Germany)

9Z16 Integration of clinical decision trees and patient videos: A student-created elearning resource for primary care Emily Adams*, Caroline Rodgers*, Richard Harrington, Vivien Sieber, Damion Young (University of Oxford, Medical School Office, John Radcliffe Hospital, Oxford, United Kingdom)

9Z17 How efficient is it to repurpose Virtual Patients? Sophie Vaughan*, Chara Balasubramaniam, Steven Malikowski, Jonathan Round, Soeren Huwendiek, Benjamin Hanebeck, Terry Poulton (Centre for Medical and Healthcare Education, St George’s, University of London, United Kingdom)

9Z18 An electronic tool for hybrid case-based learning applied to undergraduate students Marta Silva Menezes*, Marília Menezes Gusmão, Maria de Lourdes Lima, Ieda Barbosa Aleluia, Ana Verônica Batista, Rosalita Gusmão, Ana Tereza Gomes, Pedro Flávio Motta, Mário Rocha (Escola Bahiana de Medicina e Saúde Pública, Salvador, Brazil)

9Z19 Developing pattern recognition skills Kumta Shekhar*, Gabriel Yip, CM Yu, Alex Yung (The Chinese University of Hong Kong, Faculty of Medicine, The Teaching and Learning Resource Centre, Prince of Wales Hospital, Shatin, HKSAR, Hong Kong)

9Z20 Repurposing virtual patients for clinical reasoning: Development of a guideline and TUESDAY 1 SEPTEMBER 2009 assessment of time and effort B Hanebeck, B Tönshoff, M Haag, G Hoffmann, S Huwendiek (Department of General Paediatrics, University Hospital for Paediatric and Adolescent Medicine, Heidelberg, Germany)

1630-1800 9AA Posters: Staff development Chairperson: Paul Hemmer (USA) Location: Restaurant 9AA1 Basic didactical training of 20 hrs for clinical teachers does not improve students’ test results within a highly structured emergency medicine course Breckwoldt J*, Svensson J, Brack A (Department of anaesthesiology and perioperative intensive care medicine, Charité-Berlin, Benjamin Franklin Medical Center, Berlin, Germany)

9AA2 Inclusion of the self within the educational community of a fellowship program in medical education Elza Mylona*, Catherine Messin, Natalie Nardone (Stony Brook University Medical Center, Stony Brook NY, United States)

– 107 – 9AA3 Using a faculty development programme to build a community for learning Elizabeth M McEvoy*, Lesley A Young, Laura E A Harrison, Deborah H Markham (Medical Teaching Centre, Institute of Clinical Education, Warwick Medical School, Coventry, United Kingdom)

9AA4 Faculty development can benefit from using a Virtual Learning Environment Joy de Vries*, Maggy van Hoeij*, Monica van de Ridder (Center for Research and Development of Education, UMC Utrecht, Netherlands)

9AA5 Medical education faculty development seminars: Bringing core knowledge home Michael G. Richardson* (Department of Anesthesiology, Vanderbilt University School of Medicine, Nashville, United States)

9AA6 Learning stories in educational supervision Alex Josephy* (Kent Surrey and Sussex Deanery, London, United Kingdom)

9AA7 Innovative programme elements add value to FAIMER facutly development model in Southern Africa Vanessa Burch*, Ralf Graves, Juanita Bezuidenhout (Department of Medicine, University of Cape Town, Observatory, South Africa)

9AA8 Comparison of the FAIMER Regional Institute programs D Diserens*, S Friedman, E Amaral, V Burch, H Campos, T Chacko, G Ogunbanjo, A Supe, T Singh, S Kalishman, R Quintana, E Hatch, R Graves, W Burdick (FAIMER, Philadelphia, United States)

9AA9 Distance learning: Design and implementation of the program at TUMS M Gharib*, R Mojtahedzadeh, A Mohammadi, H Keshavarz, AH Emami, A SabouriKashani (School of Allied Medical Sciences, Tehran University of Medical Sciences, Educational Development Center, Tehran, Iran)

9AA10 Marrying quality assurance and staff development in an undergraduate dental degree programme Glynis Pickworth* (Faculty of Health Sciences, University of Pretoria, South Africa)

9AA11 Evaluation of teacher-training workshops in the College of Medicine & Health Sciences, Sultan Qaboos University Nadia Al Wardy*, Omar Al Hussaini, Laila Al Zidjali, Samir Hussein, Abdullah Al Asmi, Syed Rizvi, Zahra Al Rawahi (Sultan Qaboos University, Al Khod, Oman)

9AA12 Faculty development program directed to faculty members’ needs Edna Regina Silva Pereira*, Vardeli Alves de Moraes, Heitor Rosa, Denis Masashi Sugita, Karine Borges de Medeiros, Nilce Campos Costa (Faculdade de Medicina da Universidade Federal de Goiás, Goiânia, Brazil)

9AA13 Stakeholder-based needs assessment as an effective tool for prioritization and strategic planning of medical education programmes Payal K Bansal*, Savita Marathe, Prakash M Shere, William P Burdick, Mrudula A Phadke (Department of Medical Education and Technology, Maharashtra University of Health Sciences’ Pune Regional Centre, Aundh, Pune, India)

9AA14 Workplace based assessments: escalating learning upwards to change assessor behaviour Francina Cunnington*, Shermina Sayani, Robert Klaber (London Deanery, School of Paediatrics, London, United Kingdom)

9AA15 Meeting diverse faculty needs in instructional development: ambulatory care teaching as an illustrative case study Margarita Lam-Antoniades, Daniel Panisko*, Yasmin Rahim, Sanjay Mehta, Mary Bell, Karen Leslie (University of Toronto, Departments of Medicine, Family Medicine, and Pediatrics, and the Centre for Faculty Development, Toronto, Ontario, Canada)

9AA16 Alignment of health professions education and health system needs: initial outcomes of the Brazil FAIMER Regional Institute (FAIMER-BR) Campos HH*, Amaral E, Haddad AE, Bollela VR, Carvalho Jr PM, Ribeiro MGF, Araujo MNTA, Mennin S, Morahan P, for the Brazil Regional FAIMER Institute Working Group (Federal University of Ceara, Fortaleza, Brazil)

9AA17 Mentoring the Fatima Jinnah Medical College experience Rakshanda Farid*, Abdul Majeed Chaudhry (Department of Community Medicine, Fatima Jinnah Medical College, Lahore, Pakistan)

9AA18 New health professions teacher education Masters degree: the first year outcomes Helen P Batty*, Curtis Handford, James Meuser, Lynn Wilson (Department of Family and Community Medicine, University of Toronto, Ontario, Canada)

– 108 – 9AA19 Use of on-line role play as a teaching learning strategy in health professionals’ education Ladhani Z*, Chhatwal J, Diserens D, Tan CPL, Iqbal M, Vyas R, Shaikh I (FAIMER Institute, Foundation 2 for Advancement of International Medical Education and Research, Philadelphia, United States)

1630-1800 9BB Posters: Written assessment and standard setting Chairperson: to be confirmed Location: Restaurant 9BB1 Student perspective on medical school performance assessments: customizable NBME subject exam versus USMLE Step 1 Board Examination Rachel Steckelberg*, Elizabeth Wilkinson-Cozine, Rachel Nemgar (Mayo Clinic, Mitchell Student Center, Rochester, United States)

9BB2 Use of the NBME examination service for a comprehensive year 1 medical school examination: further observations of student perceptions Jerry W. Swanson*, Wojciech Pawlina, Joseph Grande (College of Medicine, Mayo Clinic, Rochester, Minnesota, United States)

9BB3 The contribution of examination components in written assessment to composite academic performance in physiology, among pre-clinical medical undergraduates in a South Asian University P M Atapattu*, E D R G Premaratne, S Waslathanthri (University of Colombo, Department of Physiology, Faculty of Medicine, Colombo, Sri Lanka)

9BB4 Testing the retention knowledge of medical schools students in Slovakia J Mokry, S Franova*, P Cingel, E Halasova, V Kristova, P Suska, N Markovska, . Podracka, D Kluchova, P Labas, L Siegfried, D Mistuna (Jessenius Faculty of Medicine, Comenius University, Martin, Slovakia)

9BB5 Minimal passing level setting on multiple choice tests for small groups of students: comparison between Angoff and Hofstee method Siriboonrit U.*, Anotayanonth S. (Chonburi Medical Education Center, Chonburi Hospital, Choburi, Thailand)

9BB6 Reliability of a pharmacology test at Medical School at National Autonomous University of Mexico Delgadillo Gutiérrez Héctor Javier*, Saldaña Balmori Yolanda*, Contreras Chaires Eusebio, Izazola Conde Consuelo, Rojas José Antonio (Autonomous Metropolitan University, México D.F., Mexico)

9BB7 Applying Item Response Theory (IRT) modelling for evaluating medical education in Mashad University of Medical Sciences in Iran 2007-2008 Hassan Gholami*, Hadi Abbasi, Afshin Afzali, H.Karimi Mouneghi, Omolbanin Motemed Rezaei, Farzad Kazemian (Mashad University of Medical Sciences, Mashhad, Iran)

9BB8 Survey guessing parameter by IRT method in tests of Mashad University of Medical Sciences in Iran 2006-2008 Hadi Abbasi*, Hassan Gholami, Afshin Afzali, Marzieh Dashti R., Somayeh Pourehsan, Mohammad Pordel, Hussain Gholami (Allameh Tabatabai University, Mashhad, Iran)

9BB9 The end-of-career professional exam at UNAM Faculty of Medicine: use of the three- parameter Item Response Theory model in a high-stakes achievement test Melchor Sánchez-Mendiola*, Laura Delgado-Maldonado (Faculty of Medicine, National Autonomous University of Mexico, México, D.F., Mexico)

9BB10 Examiner profile: Is seniority or compliance to the marking scheme more important in TUESDAY 1 SEPTEMBER 2009 determining reliability in high-stakes assessment? Spooner M*, Branagan P, Meagher F, Gunaratnam C, McElvaney NG. (Royal College of Surgeons in Ireland, Education and Research Centre, Department of Medicine, Beaumont Hospital, Beaumont Road, Dublin, Ireland)

9BB11 Guess what! Calculating the probability to pass MC tests Daniel Bauer*, Frank Krummenauer, Martin R. Fischer (Institute for Teaching and Educational Research in Health Sciences, Private University Witten/Herdecke, Witten, Germany)

9BB12 Item quality improves with a systematic item review meeting of a faculty committee JM Pêgo*, JJ Cerqueira, N Sousa, F Baltazar, C Capela, T Teixeira, Pedrosa J, MJ Costa (University of Minho, School of Health Sciences, Braga, Portugal)

9BB13 Student rating the satisfaction of examination Wen Chan Tsai*, Keh Min Liu, Chung Sheng Lai (Kaohsiung Medical University, Kaohsiung, Taiwan)

9BB14 A comparison of three- and four option multiple-choice questions Marie Tarrant, James Ware* (Department of Nursing Studies, University of Hong Kong, Li Ka Shing Faculty of Medicine, Hong Kong)

– 109 – 9BB15 The quality of multiple choice questions (MCQ): A follow-up study three years after the introduction in a Norwegian undergraduate medical curriculum Bjørn Mørkedal*, Tobias Schmidt Slørdahl, Torstein Vik, James Ware (Faculty of Medicine, Norwegian University of Science and Technology (NTNU), Trondheim, Norway)

9BB16 Striving toward the perfect multiple-choice question (MCQ): Do editorial changes help? Timothy J Wood*, Yves Lafortune (Medical Council of Canada, Ottawa, Canada)

9BB17 Development and validation of a web-based system to reduce flawed multiplechoice questions and items Markus Weih* (Dept. of Psychiatry and Psychotherapy, Erlangen, Germany)

9BB18 A programmatic approach towards assessment: a model for design J Dijkstra*, C P M Van der Vleuten, L W T Schuwirth (University of Maastricht, Netherlands)

1630-1800 9CC Posters: Postgraduate training: the early years Chairperson: to be confirmed Location: Restaurant 9CC1 Structured internship orientation program is perceived helpful by undergraduate students in smooth transition to practicing doctors Goel Ashish, Venkat R, Kumar A, Adkoli BV, Sood Rita* (All India Institute of Medical Sciences, Department of Medicine, New Delhi, India)

9CC2 Withdrawn

9CC3 Should the Canadian Postgraduate Medical Education (PGME) System be overhauled? A Unique National Survey of Key Stakeholders in Medical Education Jason R Frank*, Rani Mungroo, Curtis Lee (The Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada)

9CC4 The elders speak: what older patients could tell their physicians in training about their health needs Lorna A Lynn*, Brian J Hess, Lisa N Conforti, Rebecca S Lipner, Eric S Holmboe (American Board of Internal Medicine, Philadelphia, Pennsylvania, United States)

9CC5 The current state of junior doctors and their perception of workplace stress Paul Crampton* (Northumbria University/Northern Deanery, Newcastle upon Tyne, United Kingdom)

9CC6 Hematology workshop for house officers: what they could (not) improve Saranya Pongudom*, Supaluk Raiyawa (Undornthani Medical Education Center, Undornthani Hospital, Meung, Thailand)

9CC7 Factors affecting house officers’ confidence in doing procedures: a study from Udonthani Hospital, Thailand Prapaporn Kosomboon* (Undornthani Medical Education Center, Undornthani Hospital, Meung, Thailand)

9CC8 ‘KAB’ing it: Evidence based practice related knowledge, attitudes and behaviours among Internal Medicine residents Lisa Barrett*, Meegan Dowe, Robert Berger, Darrell White (Dalhousie University, Postgraduate Internal Medicine Education Office, Department of Medicine, QEII Health Science Centre, Halifax, Canada)

9CC9 Use of the Social-Cognitive Model for construction of a core curriculum for postgraduate education in Internal Medicine Patiño M*, Román-Pérez M, Uzcategui Z, Perez-Gonzalez JF. (Ciudad Universitaria, Centro de Investigación y Desarrollo de la Educación Médica (CIDEM), Escuela de Medicina “Luis Razetti”, Facultad de Medicina, Universidad Central de Venezuela, Los Chaguaramos, Caracas, Venezuela)

9CC10 Junior doctors have lower mental health scores compared to senior doctors and their normative scores Shao Chuen Tong*, Aung Soe Tin, Jeremy Lim Fung Yen (Center for Health Services Research, Singapore Health Services, Singapore)

9CC11 Interactive teaching methods as a technique of facilitating improved radiation protection awareness amongst junior doctors Catherine Bell* (St Helens and Knowsley NHS Trust, Whiston Hospital, Prescot, United Kingdom)

– 110 – 1630-1800 9EE Secrets of Success (6) Location: Exhibition, Pavilion 1 2 9EE1 Core Obstetric Self-Testing Athol Kent*, Linda Rogers (University of Cape Town, Faculty of Health Sciences, Medical School, Cape Town, South Africa)

9EE2 Automating testing of neuroanatomy and cerebrovasculature Wieslaw L. Nowinski,* A. Thirunavuukarasuu (Biomedical Imaging Lab, A*STAR, Singapore)

1815 Coaches depart to Conference hotels

2100-2330 OPTIONAL EVENT: Málaga at night (see page 126) TUESDAY 1 SEPTEMBER 2009

– 111 – – 112 – WEDNESDAY 2 SEPTEMBER 2

0800-1800 Registration desks open at Palacio de Ferias y Congresos de Málaga Location: Foyer

0900-1400 Exhibition Open Location: Pavilion 1

0830-1100 IW3 IAVANTE Workshop: Accreditation (in Spanish and English) Location: Business Centre

0900-1200 Private Meeting: Chiropractic Education, University of Southern Denmark (invitation only) Location: VIP Room 1

SESSION 10: SIMULTANEOUS SESSIONS

0900-1030 10A Symposium: International collaboration Chairperson: Andrzej Wojtczak (Poland) Location: Auditorium 1

10A1 FAIMER Regional Institutes John Norcini*, Eliana Amaral*, Avinash Supe*, Gboyega Ogunbanjo* (Foundation for Advancement of International Medical Education and Research (FAIMER), Philadelphia, United States)

10A2 MedEdWorld – a global online medical education community Madalena Patricio, Molly Gunn, Ronald Harden, Pat Lilley, Alistair Stewart (AMEE, UK)

0930-1030 10B Symposium: Ethical and social accountability of medical schools (Conducted in Spanish) Chairperson: Arcadi Gual (Secretary of SEDEM, Barcelona, Spain) Location: Auditorium 2

0900-1030 10C Short Communications: Progress with the Bologna Process Chairperson: Anselme Derese (Belgium) Opening Discussant: to be confirmed Location: Conference Room 2.1 0900-0915 10C1 Bologna Process in Medical Education beyond 2010: the students’ view N Davaris*, A Murt*, D Rodriguez Muñoz*, RJ Duvivier* (International Federation of Medical Students’ Associations / European Medical Students’ Association, IFMSA General Secretariat c/o World Medical Association France; EMSA c/o CPME Standing Committee of European Doctors, Brussels, Belgium)

0915-0930 10C2 Bologna aims implemented: students’ experiences JK Humalda*, LMG Meems (3rd year Medical Students), J Cohen-Schotanus (University Medical Center Groningen, University of Groningen, Netherlands)

0930-0945 10C3 Innovation needed: Problem Based Learning implementation in allied health sciences undergraduate courses Dores A.R.*, Pires T., Barreto J. (Escola Superior de Tecnologia da Saúde do Porto – Instituto Politécnico do Porto

(ESTSP-IPP), Vila Nova de Gaia, Portugal) WEDNESDAY 2 SEPTEMBER 2009

0945-1000 10C4 Transition of a teacher centred curriculum to student-centred learning in the context of the adaptation to the Bologna Process: The University of Cordoba experience Fernando Labella Quesada, José Peña Amaro, José Lopez Miranda, Luis Jiménez-Reina, Rafael Solana* (Faculty of Medicine University of Cordoba, Spain)

1000-1015 10C5 Pharmine: Pharmacy education in Europe B. Rombaut* (EAFP, c/o Vrije Universiteit Brussel, Brussels, Belgium)

1015-1030 Discussion

– 113 – 0900-1030 10D Research Papers: Students Chairperson: Peter McCrorie (UK) Location: Conference Room 1.2 0900-0920 10D1 Changes in personality and learning styles for first year medical students Nicole J Borges*, Dean X Parmelee (Wright State University Boonshoft School of Medicine, Dayton, OH, United States)

0920-0940 10D2 Using the UKCAT to predict performance on first year medical exams Sarah Wright* (Newcastle University, School of Medical Sciences Education Newcastle-upon-Tyne, United Kingdom)

0940-1000 10D3 Psychosocial factors, motivation for learning and academic performance – a study with first year medical students Vanessa F Machado, Fernando P Valerio, Mariana M.Madisson, Tamara L Resende, Luiz E A Troncon*, Cristina Marta Del-Ben* (Ribeirao Preto Faculty of Medicine, University of Sao Paulo, Ribeirão Preto, Brazil)

1000-1030 Discussion

0900-1030 10E Short Communications: Progress test Chairperson: Gerald Whelan (USA) Opening Discussant: Lambert Schuwirth (Netherlands) Location: Conference Room 2.2 0900-0915 10E1 Does the progress test support enquiry based learning? Wade L*, Harrison C, Mattick K, Hollands J, Wass V. (Manchester Medical School, University of Manchester, United Kingdom)

0915-0930 10E2 Improving knowledge growth information with progress tests by using the cumulative score Muijtjens AMM*, Timmermans I, Cohen-Schotanus J, Thoben AJNM, Wenink ACG, Van der Vleuten CPM (University of Maastricht, Dept. Educ Dev & Res, Maastricht, Netherlands)

0930-0945 10E3 Adaption of medical progress testing to a dental setting Jon Bennett*, Adrian Freeman, Lee Coombes, Liz Kay, Chris Ricketts (Peninsula College of Medicine and Dentistry, Plymouth, United Kingdom)

0945-1000 10E4 The role of progress tests in evaluating the implementation of a new curriculum at the Faculty of Medicine University of Indonesia Mardiastuti H Wahid*, Imral Chair, Muzakkir Tanzil, Rulliana Agustin, Purwita W Laksmi, Setyawati Budiningsih (Faculty of Medicine, University of Indonesia, Jakarta, Indonesia)

1000-1015 10E5 Beyond student assessment: feedback for individuals and institutions using the progress test Lee Coombes*, Chris Ricketts, Adrian Freeman (Peninsula College of Medicine and Dentistry, University of Plymouth, United Kingdom)

1015-1030 Discussion

0900-1030 10F Short Communications: Curriculum Evaluation Chairperson: Darren Kilroy (UK) Location: Exhibition Room 0900-0915 10F1 The influence of the vertically integrated undergraduate medical curriculum on the transition to postgraduate training M. Wijnen-Meijer*, Th. J. ten Cate, M.F. van der Schaaf, J.C.C. Borleffs (University Medical Center Utrecht / Center for Research and Development of Education, Utrecht GA, Netherlands)

0915-0930 10F2 Are medical graduates prepared to begin practice? A comparison of three diverse UK medical schools Jan Illing*, Gill Morrow, Charlotte Kergon, Bryan Burford, John Spencer, Ed Peile, Carol Davies, Beate Baldauf, Maggie Allen, Neil Johnson, Jill Morrison (Newcastle University, Northern Deanery, Newcastle, United Kingdom)

0930-0945 10F3 Are medical graduates really prepared for practice? Catherine Matheson*, David Matheson* (University of Nottingham & East Midlands Healthcare Workforce Deanery, Medical Education Unit, Queens Medical Centre, Nottingham, United Kingdom)

0945-1000 10F4 The effect of a new medical curriculum on new graduates’ self-assessed mastery of clinical skills Joergen Hedemark Poulsen* (Faculty of Health Sciences, University of Copenhagen, The Faculty Administration, Copenhagen, Denmark)

1000-1015 10F5 Identifying “Critical Incidents” to improve management of an integrated curriculum in an undergraduate medical school Naghma Naeem* (Aga Khan University, Karachi, Pakistan)

– 114 – 1015-1030 10F6 The reform of residency training and its primary evaluation in 15 Chinese medical schools Zhao Yuhong*, Sun Baozhi, Wang Danan, Yu Xiaosong, Zhao Qun (China Medical University, Shenyang, People’s Republic of China) 2 No Discussion

0900-10303 10G Short Communications: International Foundations of Medicine Program Chairperson: Marco Elli (Italy) Opening Discussant: Bernard Himpens (Belgium) Location: Multifunctional Room 2 0900-0915 10G1 An overview of the International Foundations of Medicine Program Peter V.Scoles*, Marco Elli, Lorena Pannizzo (National Board of Medical Examiners, Philadelphia, United States)

0915-0930 10G2 Design and development of the International Foundations of Medicine Examination Holtzman KZ*, Swanson DB, Scoles PV, and the International Foundations of Medicine Examination Study Group (National Board of Medical Examiners, Philadelphia, United States)

0930-0945 10G3 Experiences in administering and using the IFOM Exam: views from Minho, Portugal Nuno Sousa*, Manuel João Costa (Life and Health Sciences Research Institute (ICVS), School of Health Sciences, University of Minho, Braga, Portugal)

0945-1000 10G4 Scoring the International Foundations of Medicine examination: results of comparison of the performance of examinees across years of training Irina Grabovsky*, David Swanson, Kathy Holtzman, Peter Scoles (National Board of Medical Examiners, Philadelphia, United States)

1000-1015 10G5 Gathering evidence of external validity for the International Foundations of Medicine Examination: a collaboration between the National Board of Medical Examiners and the University of Minho André F De Champlain*, Marcia L Winward, Peter V.Scoles, David B Swanson, Kathleen Holtzman, Lorena Pannizzo, Nuno Sousa, Manuel Costa (National Board of Medical Examiners, Philadelphia, United States)

1015-1030 Discussion

0900-1030 10H Short Communications: e-Learning: e-PBL Chairperson: Debbie Jaarsma (Netherlands) Location: Multifunctional Room 6 0900-0915 10H1 Problem Based Learning using an electronic virtual patient and evaluation Susan Albright*, Ralph Aarons (Tufts University School of Medicine, Boston, United States)

0915-0930 10H2 Virtual Patients in PBL – a three year longitudinal study of student perceptions and attitudes W.T. Gunning*1, K.A. Crist2, N. Zary3, and U.G.H. Fors3 (1Department of Pathology; 2Department of Surgery, College of Medicine, University of Toledo; 3Virtual Patients Lab, Department of LIME, Karolinska Institutet; Department of Pathology, Toledo, Ohio, United States)

0930-0945 10H3 FRIDA – a smart tool for PBL handycraft and curriculum planning Gunnar Birgegård*, Theres Meinhart, Martin Grydén, Elisabeth Persson, Astrid Hoppe (Educational Unit, Uppsala Medical School, Kunskapscentrum, University Hospital, Uppsala, Sweden)

0945-1000 10H4 The integration of simulation into problem-based learning for the acquisition of clinical skills in detecting and managing clinical deterioration Liaw S Y*, Chen F G, Klainin P, Brammer J, O’Brien A, Samarasekera D D (National University of Singapore, Singapore) WEDNESDAY 2 SEPTEMBER 2009 1000-1015 10H5 Does increase of virtual patient encounters promote students’ clinical reasoning skills? Kati Hakkarainen*, Anna-Maija Koivisto (Medical School, University of Tampere, Finland)

1015-1030 10H6 E-Learning in the medical curriculum – a student perspective Louise Willerton*, Matt Starostka (University of Glasgow, Medical School, Glasgow, United Kingdom)

No Discussion

0900-1030 10I Short Communications: Simulated patients Chairperson: to be confirmed Location: Multifunctional Room 7 0900-0915 10I1 Are children acting as simulated patients able to provide a valid contribution to the marking of medical student performance in a paediatric skills station of an OSCE? Jonathan Darling*, Rebecca Bardgett, Matthew Homer, Godfrey Pell (University of Leeds School of Medicine, Leeds, United Kingdom)

– 115 – 0915-0930 10I2 The communication skills of medical students: simulated versus real patients Peter Leadbetter*, Helen O’Sullivan, Ian Fletcher (University of Liverpool, Centre for Excellence in Developing Professionalism (CETL), Liverpool, United Kingdom)

0930-0945 10I3 Creating and sustaining a collaborative relationship-centered communications curriculum: a model for training future health professionals Sonia J Crandall*, Steve Davis, Gail S Marion* (Wake Forest University School of Medicine, Dept of Family and Community Medicine, Winston Salem, NC, United States)

0945-1000 10I4 What your students can learn from the ‘patients’ in a simulated surgery exam David Russell*, Kamila Hawthorn*, Anwar Khan* (Royal College of General Practitioners, London, United Kingdom)

1000-1015 10I5 Evaluation of a university wide simulated patient database – MonSim Debra Nestel*, Tracy Morrison, Brian Chapman, Sheryl Cardozo, Jennifer Keating, Cathy Haigh, Lauara Dean, Jonathan McConnell, Jill French, George Somers, Chris Browne (Gippsland Medical School, Faculty of Medical, Nursing and Health Sciences, Monash University, Churchill, Australia)

1015-1030 10I6 Reducing measurement error in ratings of communication and interpersonal skills through statistical adjustment Mark R. Raymond, Gail Furman*, Brian E. Clauser (National Board of Medical Examiners, Philadelphia, United States)

No Discussion

0900-1030 10J Short Communications: Experience in using portfolios Chairperson: Martin Fischer (Germany) Location: Multifunctional Room 1 0900-0915 10J1 Using portfolios to assess professionalism Lorna Olckers*, Viki Janse van Rensburg, Melanie Alperstein (University of Cape Town, School of Public Health and Family Medicine, Health Sciences Faculty, Cape Town, South Africa)

0915-0930 10J2 The utility of portfolios in the undergraduate medical curriculum: what have we learned in four years? Danai Wangsaturaka*, Jitladda Deerojanawong, Nuanchan Prapphal, Chandhanee Itthipanichpong, Juraiporn Somboonwong, Sophon Napathorn (The Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand)

0930-0945 10J3 Implementing portfolios in an objective-based curriculum at the MEC at Maharaj Hospital, Nakhon Si Thammarat, Thailand Prachyapan Petchuay, Paphan Musikawat* (The MEC at Maharaj Hospital Nakhon Si Thammarat, Thailand)

0945-1000 10J4 Role of assessment in influencing student attitudes to portfolios in the early years of the medical curriculum Isobel P Braidman* (University of Manchester Medical School, Manchester, United Kingdom)

1000-1015 10J5 Whose portfolio is it anyway? Liz Mossop*, Joy Hereward, Lucy Gratwick, Helen Collett, Emma Crawford (School of Veterinary Medicine and Science, University of Nottingham, Sutton Bonington, United Kingdom)

1015-1030 10J6 The role of the portfolio in professional practice Andrew Long* (Bromley Hospitals NHS Trust, Princess Royal University Hospital, Kent, Orpington, United Kingdom)

No Discussion

0900-1030 10K Short Communications: Postgraduate education: Training to be a specialist Chairperson: Roger Ruiz Moral (Spain) Opening Discussant: to be confirmed Location: Conference Room 1.4/1.5 0900-0915 10K1 Updating specialist training in Sweden Raffaella Björck*, Kajsa Norström, Carl Savage* (Institute for the Professional Development of Physicians in Sweden (IPULS/METIS), Stockholm, Sweden)

0915-0930 10K2 Site visits – the importance of joint professional engagement Hans Hjelmqvist*, Gunilla Burenius* (Swedish Medical Association, Stockholm, Sweden)

0930-0945 10K3 Staying on the high side of the street: Professionalism, the pathologist, and selfregulated training Wendy Pryor*, Christopher Roberts (Royal College of Pathologists of Australasia, Surry Hills, Australia)

0945-1000 10K4 Longitudinal participation in a community of practice improves minor speciality learning MN Singh*, LE Rhodes, TL Dornan (Salford Royal Foundation Trust, University of Manchester, Salford, United Kingdom)

– 116 – 1000-1015 10K5 The cost of resident education Christine S. Hwang, Keith A. Wichterman, Edward J. Alfrey* (Southern Illinois University, School of Medicine, Springfield, IL, United States) 2 1015-1030 Discussion

0900-1030 10L Short Communications: What is the place of CAM in the medical curriculum? Chairperson: Dario Torre (USA) Opening Discussant: Allan Cumming (UK) Location: Multifunctional Room 3 0900-0915 10L1 CAM in UME: facing challenges, capitalizing opportunities Marja J Verhoef, Rebecca Brundin-Mather* (University of Calgary, Department of Community Health Sciences, Calgary AB, Canada)

0915-0930 10L2 Attitudes of medical students to the practice and teaching of integrative medicine Gerard Flaherty*, Peter Cantillon (School Of Medicine, National University of Ireland, Galway, Clinical Science Institute, Galway, Ireland)

0930-0945 10L3 Teaching traditional Chinese and integrative medicine (TCIM) as part of the integrative curriculum in medical school K. Werwick, A. Rathmann , A. Kürten, M. Herrmann* (Inst. of General Practice, Medical Faculty, University of Magdeburg, Magdeburg, Germany)

0945-1000 10L4 A survey of self perceived knowledge and attitude of medical faculty regarding introducing complementary and alternative medicine into undergraduate curriculum Muneera Al- Kooheji, Usha Sachdeva* (College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain)

1000-1015 10L5 Acupuncture insertion into the medical course: point of view from students and faculty Manoela Suzane de Alencar Rodrigues, Alexandre Henriques Librantz, Paulo Marcondes Carvalho Júnior*, Cristina Helena Lima Delambert, Thaciana Mie Barbieri Sakamoto (Marilia Medical School, Marilia, Brazil)

1015-1030 Discussion

0900-1030 10M Short Communications: Reflection Chairperson: Benno Bonke (Netherlands) Location: Multifunctional Room 8 0900-0915 10M1 Relationship between critical reflection and successful development of quality improvement projects among internal medicine residents Christopher M. Wittich*, Darcy A. Reed, Monica M. Drefahl, Colin P. West, Furman S. McDonald, Kris G. Thomas, Andrew J. Halvorsen, Thomas J. Beckman (Mayo Clinic, Rochester, United States)

0915-0930 10M2 The role of peer meetings for professional development in health science education: a qualitative analysis of reflective essays Mirabelle Schaub-de Jong*, Janke Cohen-Schotanus, Hanke Dekker, Marian Verkerk (Department of Speech Therapy, Academy of Health Sciences, Hanze University Groningen University of Applied Sciences; Center for Applied Research and Innovation in Health Care and in Nursing, University Medical Center Groningen, University of Groningen, Netherlands)

0930-0945 10M3 Structuring student reflection: turning challenges into critically reflective abilities Viki Jnase van Rensburg*, Elmi Badenhorst (University of Cape Town, Education Development Unit, Faculty of Health Sciences, Cape Town, South Africa)

0945-1000 10M4 When students write about ethical dilemmas, which do they choose and why? WEDNESDAY 2 SEPTEMBER 2009 Ellen Tullo, Bryan Vernon* (Newcastle University Medical School, Newcastle upon Tyne, United Kingdom)

1000-1015 10M5 How does the reflective level of students in the first two years of a PBL medical curriculum compare to other health care students? R. Fewtrell*, H.M. O’Sullivan (The University of Liverpool, Centre for Excellence in Developing Professionalism, School of Medical Education, Liverpool, United Kingdom)

1015-1030 10M6 The effects of refection on thinking strategies of nursing students at Tabriz Medical Sciences University Marzieh Moattari*, Aboulghasem Amini, Eskandar Fathi Azar (Faculty of Nursing and Midwifery, Shiraz Medical Sciences University, Shiraz, Iran)

No Discussion

– 117 – 0900-1030 10N Workshop: Implementing goals and managing processes in medical schools David Gordon* and members of the AMSE Executive Committee (Association of Medical Schools in Europe, c/o WFME, University of Copenhagen, Faculty of Health Sciences, Copenhagen, Denmark) Location: Multifunctional Room 5

0900-1030 10O Workshop: Mirror, mirror on the wall....feedback and self-assessment in the health professions Milena Forte*, Stacey Bernstein* (Department of Family and Community Medicine, Mount Sinai Hospital, University of Toronto, Ontario, Canada) Location: Conference Room 1.1

0900-1030 10P Workshop: What should educational research do, and how should it do it? Dylan Wiliam (Institute of Education, University of London, UK) Location: Multifunctional Room 4

0900-1030 10Q Workshop: Integrating Reflective Practice into an undergraduate medical course: Helping students see the value Carole Steketee*, Chris Skinner* (The University of Notre Dame, Fremantle, Australia) Location: Conference Room 1.3

0900-1030 10R Workshop: Prove they have learned it! Active learning strategies that demonstrate performance William P. Metheny* (University of Tennessee, Graduate School of Medicine, Knoxville, United States) Location: Multifunctional Room 9

0900-1030 10S Workshop: From information to application: How to design instruction on a high cognitive level? Netta Notzer* (Sackler Faculty of Medicine, Tel Aviv, Israel) Location: Multifunctional Room 10

0900-1030 10T Workshop: Comment piloter une équipe lors d’une journée “normale” en milieu clinique (conducted in French) Patenaude JV*1, Rubin M2, Sansregret A1, Anderson C2, Hervé G2, Aylward M2, Thivierge RL1, Drolet P1, Boucher A1 (1Universite de Montreal, Faculté de médecine, Montréal, Québec, Canada; 2CAE, Saint-Laurent, Québec, Canada) Location: Multifunctional Room 11

0900-1030 10U Workshop: Let me show you my toys: Introducing PDAs, MP3 players, i-phones, E-book readers and other new technology into medical education Peter G.M. de Jong*, Dennis A. Kies, Anju Relan*, Alien W. Riedstra*, Julie K Hewett* (Leiden University Medical Center, Leiden, Netherlands; and International Association of Medical Science Educators (IAMSE)) Location: Multifunctional Room 12

0900-1030 10V Workshop: Learning theories in medical education: How do theories inform curriculum design and assessment along the continuum of medical education? Heather Armson*, Jocelyn Lockyer* (University of Calgary, UCMC Sunridge, Calgary, Alberta, Canada) Location: Conference Room 1.6

0900-1030 10X Posters: Outcome based education Chairperson: Juan Perez-Gonzalez (Venezuela) Location: Restaurant 10X1 Retrospective analysis of skill based Learning objective forms of year 4 medical students in Keele Medical School Nahid Siraj*, Fidelma O’Mahony (Keele Medical School, Stoke on Trent, United Kingdom)

10X2 Post-patient Encounter Reflection Tool: in the moment reflection to enhance integration of the CanMEDS Roles into the clinical setting Ari Y Baratz*, Sandra Kim, Erin Norris, Danny Panisko, Catharine M Walsh (Departments of Obstetrics and Gynecology, Internal Medicine and Pediatrics, Faculty of Medicine, University of Toronto, CReATe Fertility Centre, Toronto, Ontario, Canada)

10X3 A strategy for the development of a competency-based integrated curriculum in a traditional medical school Patiño M, Uzcátegui Z, Insignares J*, Perez-Gonzalez JF (Centro de Investigación y Desarrollo de la Educación Médica (CIDEM), Escuela de Medicina “Luis Razetti”, Facultad de Medicina, Universidad Central de Venezuela, Ciudad Universitaria, Los Chaguaramos, Caracas, Venezuela)

10X4 Relevance of certain basic disciplines: thought of the doctors Mompeo-Corredera B*, Arráez-Aybar LA, Sánchez-Montesinos I, Mirapeix-Lucas RM, Sañudo-Tejero JR (Universidad de Las Palmas de Gran Canaria, Departamento de Morfología, ULPGC, Dr. Pasteur s/n, Las Palmas, Spain; Anatomy & Embryology Department 2, Medical School, Complutense University of Madrid; Universidad de Granada; Anatomy & Embryology Unit, Medical School, Autonomous University of Barcelona)

– 118 – 10X5 ‘Growing up to be a Physician’ studies – students’ perspective Joonas Rautavaara*, Henni Tamminen, Eva-Stina Kairemo, Maria Lopmeri, Eeva Pyörälä (Faculty of Medicine, University of Helsinki, Finland) 2

10X6 Evaluation of medical practitioners’ opinions and experiences on applied skills in the National Core Curriculum Ceylan S*, Sayek I, Elcin M, Cetin M, Yazar F. (Gülhane Military Medical Academy School of Medicine, Department of Medical Education, Etlik, Ankara, Turkey)

10X7 Perceived benefits and barriers to competency-based assessment: Lived experiences from those on the front line Shelley Ross*, Paul Humphries, Michel Donoff, Cheryl Poth, Ivan Steiner (University of Alberta, Department of Family Medicine, Faculty of Medicine & Dentistry, Edmonton, AB, Canada)

10X8 I CAN! version 1.0: a graduate self-completion questionnaire evaluating medical curriculum outcomes Xanthippi Tseretopoulou, Theodore Tzamalis, Georgios Bazoukis, Ioannis D K Dimoliatis* (Ioannina University Medical School, Department of Hygiene & Epidemiology, Ioannina, Greece)

10X9 Incorporation of professional skills for the advancement of healthcare in the new nursing undergraduate study plans Rodriguez Gomez Susana*, Rodriguez Morilla Felipe, Padilla Marin Concepcion Cortes Martinez Carmen, Campos Garcia Teresa (Andalusian Regional Ministry of Health, Seville, Spain)

10X10 Perception of competencies acquired by phyisicians during undergraduate training Jesús Morán*, Ramón Saracho (Hospital de Cruces, Postgraduate Medical Education Unit, Basque Health Service, Baracaldo, Spain)

10X11 What influences the development of student capability that supports lifelong, selfdirected learning? Nani Cahyani Sudarsono*, Mardiastuti H Wahid, Diantha Soemantri, Bastaman Basuki (Faculty of Medicine, University of Indonesia, Jakarta, Indonesia)

10X12 Fit enough to practice? Self-assessment of competencies in final year medical students and residents Marianne Giesler*, Götz Fabry, Johannes Forster, Silke Biller (University of Freiburg, Department of Medical Education, Freiburg, Germany)

10X13 Using reflection to assess the ACGME core competencies Sally A Santen, Robin R Hemphill* (Emory School of Medicine, Dept of Emergency Medicine, Atlanta, GA, United States)

10X14 Asian perspective towards a humanistic health care Alfredo Villarroel*, Somkiat Wattanasirichaigoon (Srinakharinwirot University, Faculty of Medicine, Bangkok, Thailand)

10X15 Educating for patient-centredness: Perceptions of physiotherapy and nursing students Roskell CA*, Wheeler HH*, Cross V, Watters P (University of Birmingham, School of Health and Population Sciences - Nursing and Physiotherapy, Birmingham, United Kingdom)

10X16 Withdrawn

10X17 The focus group technique led to the definition of the medical surgeon professional profile Ponce de León ME*, Hamui A, Varela M, García-Moreno J, Bobadilla R (National Autonomous University of Mexico, Medical School, Ciudad Universitaria, México D.F, Mexico) WEDNESDAY 2 SEPTEMBER 2009 10X18 Using the CanMEDS Health Advocate role as Part of a Socially Responsible Curriculum Jeannine Girard-Pearlman Banack*, Mathieu Albert, Brian Hodges (Faculty of Medicine, University of Toronto, Wilson Centre for Research in Education, Toronto Ontario, Canada)

0900-1030 10Y Posters: Patient safety Chairperson: Mike Davis (UK) Location: Restaurant 10Y1 How to teach patient safety and medical error in medical students? Wasana Hongkan* (Chonburi Medical Education Center, Chonburi Hospital, Chonburi, Thailand)

10Y2 The advantage of information technology in reducing medical error Jonathan Olesik, Morris Krymalowski, Markus Martin* (Integrated Clinical Care, Montreal, Canada)

10Y3 Safer prescribing Dionne Richardson*, Jan Wardle* (North Tees and Hartlepool NHS Foundation Trust, Foundation Programme, Stockton on Tees, Cleveland, United Kingdom)

– 119 – 10Y4 Patient safety during clerkship: evaluation of knowledge retention with OSCE methodology Renata Daud-Gallotti*, Augusto Scalabrini-Neto, Irineu Tadeu Velasco, Milton de Arruda Martins, Iolanda Calvo Tibério (University of São Paulo School of Medicine, São Paulo, Brazil)

10Y5 Interprofessional education in patient safety (I): Potential of discussion-based learning for medical students Takeshi Morimoto*, Mio Sakuma, Yoshie Kubota, Susumu Seki, Kaori Takada, Atsushi Hiraide (Center for Medical Education, Kyoto University Graduate School of Medicine, Kyoto, Japan)

10Y6 Residents’, supervisors’ and patients’ views towards the patient safety climate and patient safety educational needs Jansma JD*, Wagner C, Bijnen AB (Foreest Medical School, Medical Centre Alkmaar, Netherlands)

10Y7 The use of incident reports and patient complaints as tools to educate residents in patient safety J.M. de Feijter*, W.S. de Grave, R.P. Koopmans, A.J.J.A. Scherpbier (Maastricht University, Department of Educational Research and Development, Maastricht, Netherlands)

10Y8 Are insufficient drug calculation skills a risk factor in clinical practice? A crosssectional study in nurses BO Simonsen*1,2, I Johansson3,4, GK Daehlin3, LM Osvik5, PG Farup1,2 (1Innlandet Hospital Trust, Brumunddal, Norway; 2Norwegian University of Science and Technology, Trondheim; 3Gjøvik University College, Norway; 4Karlstad University, Sweden; 5Oestfold Hospital, Innlandet Hospital Trust, Dept of Health Care Services, Research & Quality, Brumunddal, Norway)

0900-1030 10Z Posters: e-Learning: Podcasts, instructional design and assessment Chairperson: Goh Poh-Sun (Singapore) Location: Restaurant 10Z1 Summary enhanced podcasts in the psychiatric curriculum: a randomized trial Lauren Zanussi*, Janet Tworek, Kevin McLaughlin (University of Calgary, Faculty of Medicine, Calgary, Canada)

10Z2 PDA usage by Japanese resident physicians is low: a cross-sectional survey J L Jacobs*, O Takahashi, S Ohde, Y Tokuda, F Omata, T Fukui (St Luke’s International Hospital, Tokyo, Japan)

10Z3 Podcasting: evaluation of an innovative method for teaching anatomy at the University of Ottawa B Patasi*, A Boozary, M Hincke, A Jalali (University of Ottawa, Faculty of Medicine, Ottawa, Canada)

10Z4 Podcasts: A novel revision aid for junior doctors Natalie Blencowe, Rebecca Leslie, Emily Johnson* (Bristol Royal Infirmary, Bristo, United Kingdom)

10Z5 Paediatric sound bites: A novel learning aid Navpreet Dhillon*, Jaishel Patel*, Raymond Buick (School of Medicine, University of Birmingham, United Kingdom)

10Z6 Use of Moodle platform in teaching of subjects in the School of Medicine of Malaga, Spain Ruiz-Cruces R*, Barbancho MA, Pena JM, Villena A, Santos I, González-Barón S, Blanes A (School of Medicine, University of Malaga, Spain)

10Z7 Group dynamics and social interaction in an online learning forum Tejinder Singh*, Anshu, Monika Sharma, William Burdick (CMCL-FAIMER Regional Institute, Christian Medical College, Ludhiana, India)

10Z8 Evaluation of MSL concept A Bezrouk*, T Nosek, J Hanus, J Zahora, J Knizek (Department of Medical Biophysics, Medical Faculty in Hradec Kralove, Charles University in Prague, Hradec Kralove, Czech Republic)

10Z9 Faculty expertise in instructional technology use at a medical school in Dominica Regina Robinson, Mary Coleman, Jyotsa Pandey* (Ross University School of Medicine, Department of Faculty Development and Faculty Affairs, Picard, Roseau, Dominica)

10Z10 Veterinary students and information technology: expectations and reality Susan Rhind*, Judy Hardy, Denise Haywood, Simon Bates, Jessie Paterson, Hamish Macleod, Jeff Haywood (University of Edinburgh, Veterinary Teaching Organisation, Royal (Dick) School of Veterinary Studies, Roslin, Edinburgh, United Kingdom)

10Z11 A model to measure the tangible benefits of eLearning Quentin-Baxter Megan*, Kelly Jacquie, Probert Stephen, MacMahon Cary, Ferrell Gill (Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine, School of Medical Sciences Education Development, Newcastle University, Newcastle upon Tyne, United Kingdom)

– 120 – 10Z12 A comparison of electronic and human marking of key feature examinations in undergraduate medical students Steve Capey*, Nick Watson, Adrian Molyneux, Richard Hays (Keele University School of Medicine, 2 Keele Campus, Keele, Newcastle under Lyme, United Kingdom)

10Z13 Consideration of quality factors in clinical examinations during a changing period from an oral to a blended electronic format Jan P Ehlers*, Torsten Carl, Karl-Heinz Windt, Daniel Möbs, Jürgen Rehage, Andrea Tipold (University of Veterinary Medicine Hannover, Hannover, Germany)

10Z14 Assessing decision-making in healthcare practice using a web-based interactivetool Verina Waights* (Faculty of Health and Social Care, The Open University, Walton Hall, Milton Keynes, United Kingdom)

10Z15 E-learning in medical education; a study of students’ use and evaluation of an online psychiatry learning resource Sonal Mehta*, Annie Cushing (Barts and The London School of Medicine and Dentistry, Queen Mary University of London, Centre for Medical Education, Institute of Health Sciences Education, London, United Kingdom)

0900-1030 10AA Posters: The medical teacher Chairperson: Elza Mylona (USA) Location: Restaurant 10AA1 Teaching through mock OSCEs: junior doctors’ experiences Susan Shelmerdine*, Hannah Coleman*, Chloe Jagger*, Annabel Kemp* (St. Richard’s Hospital, Chichester, United Kingdom)

10AA2 Job satisfaction and factors in the view of the academic members of Fasa University of Medical Sciences Fahimeh Majidi*, Behnoosh Miladpoor, Abul-Qasim Avand (Fasa University of Medical Sciences, Fasa, Iran)

10AA3 Good attitude of teachers toward teaching with few exceptions: roles of Medical Education Center Boonyarat Warachit*, Araya Khaimook (Medical Education Center, Hatyai Hospital, Songkla, Hatyai, Thailand)

10AA4 To teach or not to teach: The who and why Louise Forman*, Philip Burns, Jo Hart (The University of Manchester, Rusholme Academic Unit, Manchester, United Kingdom)

10AA5 Identifying clinical teachers’ orientation towards teaching, learning and subject matter: qualitative survey of clinical teachers Kevser Vatansever* (Ege University Faculty of Medicine Department of Medical Education, Izmir, Turkey)

10AA6 Attitudes of community-based paediatricians towards teaching undergraduate students – implications for recruiting tutors Marion M Aw*, Chern Ling Kok, Zubair Amin, Nicola SP Ngiam, Daniel YT Goh (Department of Paediatrics, Yong Loo Lin School of Medicine, National University of Singapore, Singapore)

10AA7 Opinions of graduate students about the roles of the health sciences teacher Fakhouri SF, Deda MRC, Gonçalves MC, Fonseca MCR, Figueiredo JFC, Rodrigues MLV, Piccinato CE* (Faculty of Medicine of Ribeirão Preto, University of São Paulo, Ribeirão Preto, Brazil)

10AA8 Educational role of nurses as study coordinators in Finnish Medical Schools WEDNESDAY 2 SEPTEMBER 2009 Helena Haapanen*, Elise Inberg, Outi Jääskeläinen, Pekka Kääpä (Medical Education Research and Development Centre, Faculty of Medicine, University of Turku, Finland)

10AA9 Trainees’ satisfaction and perceptions about faculty development for the teaching clinics in ambulatory care Pei-Chun Lin*, Yun Chen, Shu-Hsun Chu (Far Eastern Memorial Hospital, Taipei, Taiwan)

10AA10 Attitudes of residents, interns and clerkship students toward teaching role of residents, Sari Medical School, 2008 Leila Shahbaznejad*, Mitra Mahmoudi, Kourosh Vahidshahi, Sara Ehteshami, Hosein Zamani (Mazandaran University of Medical Science, Education Development Center, Mazandaran, Sari, Iran)

10AA11 Students learn to teach: creation of audio-visual material for a Semiology class in Chile Francisco J Pérez*, M. Rosario Fernández*, Bárbara Wipe*, Flavia Garbin (Universidad de los Andes Medical School, las Condes, Santiago, Chile)

– 121 – 10AA12 Introducing a medical education module for medical students J Struthers*, R.Cruickshank (University of St Andrews, Bute Medical School, St Andrews, United Kingdom)

10AA13 A programme of master classes for senior educators in the Severn Deanery UK Sarah Hands* (Severn Deanery, Bristol, United Kingdom)

10AA14 QESP: The Qualified Educational Supervisor Programme Rachel Robinson* (Postgraduate Deanery for Kent Surrey and Sussex, London, United Kingdom)

0900-1030 10BB Posters: Career choice Chairperson: Deborah Murdoch-Eaton (UK) Location: Restaurant 10BB1 Careers education and support in UK Medical Schools and Foundation programmes Melanie Jones* (UK Foundation Programme Office, Cardiff, United Kingdom)

10BB2 Relationship between primary and secondary school and medical vocation Pascual Vicente Crespo*, Antonio Campos-Sánchez, Renato Nieto-Aguilar, Ingrid Garzón, Miguel González-Andrades, Alejandro Rodríguez-Morata, José Manuel García (University of Granada, Department of Histology, Fac. Medicine, Granada, Spain)

10BB3 The influence of television news and series on medical vocation. A comparative study Antonio Campos-Sánchez*, Miguel González-Andrades, Ingrid Garzón, Deyanira Serrato, Olga Roda, Miguel Alaminos (University of Granada, Department of Histology, Granada, Spain)

10BB4 Book and press readings as determinants of the vocation of medical students M. Carmen Sánchez-Quevedo*, Ingrid Garzón, Miguel González-Andrades, Alejandro Rodríguez- Morata, José Manuel García, Miguel Alaminos (University of Granada, Department of Histology, Granada, Spain)

10BB5 Gender and speciality choice Figueiredo JFC*, Carlotti Jr. CG, Mamede RCM, Kfouri M, Peres CM, Piccinato CE, Rodrigues MLV (Faculty of Medicine of Ribeirão Preto, University of São Paulo, Ribeirão Preto, Brazil)

10BB6 Does the transition to clinical training influence students’ perception of their career choice and preclinical studies? Eyal Lotan*, Oded Kimhi, Michael Lishner, Netta Notzer (Sackler Faculty of Medicine, Tel-Aviv University, Tel-Aviv, Israel)

10BB7 Don’t disillusion us: the effect of the undergraduate curriculum on medical students’ career choice Barbara Noble*, Yong Xu (Birmingham University Medical School, Primary Care Clinical Sciences, Birmingham, United Kingdom)

10BB8 Gender and choice of speciality Berit Eika*, Jes Sandermann (Center of Medical Education, University of Aarhus, Denmark)

10BB9 The value of a student-led careers fair Junaid Azam*, Zabair Ahmed, Richard Fuller (School of Medicine, University of Leeds, United Kingdom)

10BB10 Attitudes towards a GP’s work among 5th year medical students in Helsinki, Finland Kuikka L*, Nevalainen M, Sjoberg L, Salokekkila P, Torppa M, Johansson E, Pitkala K. (University of Helsinki, Department of General Practice, Helsinki, Finland)

0900-1030 10CC Posters: The educational environment Chairperson: Sean McAleer (UK) Location: Restaurant 10CC1 Organisational factors as determinants of educational environment Ellen Holm*, Ruth Elisabeth Mach-Zagal (Roskilde Hospital, Roskilde, Denmark)

10CC2 Perception of educational environment by students in different phases of medical education in the “AIETI” Medical School, Georgia N Bregvadze, V Jorbenadze*, A Nanava, T Varshalomidze, S Tabagari, L Tvildiani (AIETI Medical School, Tbilisi, Georgia)

10CC3 Differences in medical education environment of private and public sectors in Pakistan – myth or reality Khan JS*, Tabasum S (University of Health Sciences, Khayaban-e-Jamia Punjab, Lahore, Pakistan)

– 122 – 10CC4 Do large increases in student intake impact negatively on the educational environment of medical schools? A study in Minho, Portugal C Melo*, A Salgueira, P Oliveira, MJ Costa (School of Health Sciences, University of Minho, Braga, 2 Portugal)

10CC5 Does students’ perception of the educational atmosphere influence academic achievements during clerkship? A study with final year medical students Iolanda Calvo Tibério*, Milto de Arruda Martins, Renata Daud-Gallotti (University of São Paulo School of Medicine, São Paulo, Brazil)

10CC6 Educational environment differences of two medical schools in the same University (Zaragoza vs Huesca) in Spain Carlos González-Haro*, Manolo Guerra, Jesús Fernando Escanero (School of Medicine, University of Zaragoza, Spain)

10CC7 Educational and learning environment at the Medical School of Sucre (Bolivia) Terán C.*, Gorena D., Arce J., Díaz-Véliz G., Mora S., Gargiulo P., Bianchi R., Lafuente JV, Escanero JF. (Faculty of Medicine, San Francisco Javier de Chuquisaca, AECID Group (Ministry of Foreign Affairs, Spain), Sucre, Bolivia)

1030-1100 COFFEE Location: Pavilion 1

SESSION 11: PLENARY

1100-1300 11 Closing Plenary Chairpersons: Madalena Patricio (AMEE) and Charlotte Ringsted (Denmark) Location: Auditorium1 & 2

1100-1145 11A Learning, assessment, technology: in that order Dylan Wiliam (Institute of Education, University of London, United Kingdom)

1145-1155 Questions

1155-1235 11B Spotlights 11B1 Professionalism in medical education Richard Cruess (Canada) 11B2 Educational research Steven Durning (USA) 11B3 Development in postgraduate and continuing education Valerie Wass (UK) 11B4 Student Issues Robbert Duvivier (Netherlands) 11B5 Assessment David Prideaux (Australia) 11B6 Some surprises at AMEE 2009! Athol Kent (South Africa)

1235-1250 Awards and Prizes SEDEM Antonio Gallego Award 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

1250-1300 Closing remarks and a look forward to AMEE 2010, Glasgow, UK WEDNESDAY 2 SEPTEMBER 2009

1300 Close of Conference, followed by Lunch

1315-1415 WFME/AMEE lunch (invitation only) Location: to be announced

1400 Coaches depart for Conference hotels

– 123 – SESSION 12: POST-CONFERENCE

1330-1630 ESME course post-conference workshop Location: Conference Room 2.2

1330-1630 ESME Assessment course post-conference workshop Location: Conference Room 1.4 / 1.5

1330-1630 RESME course post-conference workshop Location: Conference Room 1.1

1330-1630 ESTEME course post-conference workshop Location: Conference Room 1.2

1330-1430 FAME course lunch meeting Location: Multifunctional Room 8

1430-1800 Global Imperatives in Medical Education − A Festschrift for Hans Karle Location: Conference Room 2.1 Pre-registration essential: 40 Euros All registrants will receive a copy of the Festschrift Programme

1800-1900 Reception for all Festschrift participants Location: Patio

1900 Coaches depart for Conference hotels

2000- Festschrift Dinner (invitation only)

– 124 – SOCIAL PROGRAMME AND TOURS 3

All enquiries relating to hotels, social or tour reservations should be directed to El Corte Inglés. AMEE Congress/Viajes El Corte Inglés S.A. Phone: 00 34 91 4546050 or 00 34 91 2042641 C/Princesa, 47 4a Planta Fax: 00 34 91 5478887 28008 Madrid Email: [email protected] Spain

Please address any queries to El Corte Inglés and NOT to the AMEE Office. El Corte Inglés representatives will be available at the Accommodation/Tours Desk in the foyer, during the conference at the times given on page 7 of this programme.

Cancellation policy Tours and social events: No cancellation charge up to 31 July 2009; After 1 August 2009, no refund will be made. Accommodation: No cancellation charge up to 26 May 2009; Cancellations between 27 May & 26 June: 50% of total payment for accommodation will be charged; Cancellations between 27 June & 26 July: 75% of total payments for accommodation will be charged; Cancellations after 27 July 2009: no refund will be made, 100% of charges apply.

At the time of going to press, tickets for some tours and social events are still available. Advance booking is highly recommended by contacting El Corte Inglés. All tours depart from and return to Banico Santander, Calle Larios (city centre). See map on page 9.

Saturday 29 August

Ronda (0900-1900 hrs) One of the oldest cities in Spain, Ronda has many attractions including its cathedral and the famous bull ring which is one of the oldest in Spain. The Gorge of El Tajo is another well-known landmark where a stone bridge joins two cliffs 98 meters above the Guadalevín River; this offers visitors various viewpoints of the famous gorge. Depart/Return: Banico Santander, Calle Larios (city centre). See map on page 9 Price: €80 Euros per person Includes: Transport, tour guide, visit to the bullring, Santa María La Mayor church and lunch Note: Moderate walking

Sunday 30 August

Nerja Caves and Frigiliana (0900-1700 hrs) Nerja: Nerja on the Costa del Sol lies between small coves untouched by development and surrounded by impressive mountain scenery. Starting in the Balcón de Europa (Balcony of Europe), the historic centre was constructed around 1487.Frigiliana situated in the foothills of the Almijara mountain range, has spectacular views of the Higueron River which lies in the Chillar Valley. Depart/Return: Banico Santander, Calle Larios (city centre). See map on page 9 Price: €71 Euros per person Includes: Transport, tour guide, visit to the caves and lunch Note: Substantial walking SOCIAL PROGRAMME AND TOURS Monday 31 August

Route of “tapeo” (2100-2330 hrs) On this trip you will find tapas to suit all tastes: from the most traditional and perfect to the most innovative and imaginative, each establishment offers their own particular style. Let your intuition guide you, your nose and your ear, based on what they “sound” like. On the route you can enjoy dinner with tapas and wine from Malaga in the most emblematic establishments of the city, such as the ‘Pimpi’ and ‘Casa del Guardia’. Depart/Return: Banico Santander, Calle Larios (city centre). See map on page 9 Price: €45 Euros per person Includes: Tour guide and gastronomic route.

– 125 – Tuesday 1 September

Granada and the Alhambra (0900-1900 hrs) One of the most brilliant jewels of universal architecture is the Alhambra, a series of palaces and gardens built under the Nazari Dynasty in the 14th C. This mighty compound of buildings – including the summer palace called Generalife, with its fountains and gardens – stands at the foot of Spain’s highest mountain range, the Sierra Nevada, and overlooks the city below and the fertile plain of Granada. Other major Christian monuments found in the city are the Cathedral, including the Royal Chapel where Isabel and Ferdinand lie buried. Depart/Return: Banico Santander, Calle Larios (city centre). See map on page 9 Price: €95 Euros per Person Includes: Transport, tour guide and local guide, visit to the Alhambra, the Royal Chapel and Cathedral, and lunch Note: Substantial walking

Malaga at night (2100-2330 hrs) A tour to get know part of the monumental heritage of the city by night. Journeying through the Roman and Arab metropolis the tour begins in the Roman theatre and continues to the Alcazaba, passing by the Cathedral and other buildings and places of interest (Plaza de la Merced, Plaza de la Costitución, etc.), clear examples of architecture which has given Málaga its identity. After the visit, you will be taken by bus to the Parador de Gibralfaro, where you can enjoy a dinner and a wonderful view. Depart/Return: Banico Santander, Calle Larios (city centre). See map on page 9 Price: €75 Euros per person Includes: Tour guide, transport and snack in the `Parador de Gifralfaro´ Restaurant

– 126 – PRESENTERS, CHAIRPERSONS & OPENING DISCUSSANTS 4

Bolander Laksov, Klara 3S, 7G5, 8EE4 A B Boles, Ambrose 2Z10 Aarnio, Matti 2X2 Baerheim, Anders 2J1 Bolinder, Gunilla 7F4 Aaron, S 7EE2 Baig, L 3E1 Bollen-Pinto, B 3BB16 Abbasi, Hadi 9BB8 Bailey, Brian 3C6, 8F Bolton, S 4Y11 Abdulla, A 4BB2 Baillie, Sarah PCW16, 9I1 Bonke, Benno 5V, 10M Aboul Soud, Samar 4Z9 Bajaj, Bal 4Z9 Boodoo, Noorie 2DD4 Acosta, M C 8Y2 Bajcetic, Milos 9N2 Borges, Nicole 7AA, 10D1 Adair, C 2CC9 Bajwa, S 9K5 Borleffs, Jan 2R Adams, Emily 9Z16 Balasubramaniam, Chara PCW3, 8C Bos, F M 4M5 Ahadi, F 2BB5 Ball, Beverley 2AA6, 8Z14 Boswell, G V 9Y2 Ahmad, Sheraz 4BB16 Balslev, Thomas 8DD6 Boucher, Andree 9X11 Ahmad, F 4D4 Balzereit, Stefanie 2Z4 Boudreau, J Donald 8B Bandali, Karim 3C3, 8I1 Ahmady, Soleiman 3M4 Boulet, Jack FAME, 3E, 7O Bannister, Elizabeth 4CC17 Ahmed, Nawazish 9Y1 Boulouffe, Caroline 4D3 Bansal, Payal K 9AA13 Ahn, Young Joon 8BB10 Bourgeois, Antoine 4X14 Bao-zhi, Sun 8G2 Al Busaidi, Zakiya 8BB15 Boursicot, Katharine ESMEA, 3D Barabas, Katalin 7Y11 Al Kadri, Hanan 9E5 Bowers, Krista 2AA14 Barahimi, A 8X11 Al Rahoomi, Abdullah 8G5 Bowhay, A R 4CC10 Baratz, Ari Y 10X2 Al Wardy, Nadia 9AA11 Bowmer, M Ian 9G4 Barbancho, M A 8AA3 Alarcon Martinez, Lourdes 3CC7 Bradley, Pamela 2J4, 4AA20 Barker, Randy 8L, 9S Albert, Mathieu PCW18, 4D1 Bradley, Sara 2W, 4V, 7V Baron-Maldonado, Margarita 3F, 4N Albright, Susan 9N, 10H1 Bradley, Paul 8I Barrett, Juanita 4G1 Aleluia, Ieda 7X5 Braidman, Isobel P 10J4 Barrett, Lisa 9CC8 Brailovsky, Carlos 2K, 5R Alfieri, Joanne 2EE1 Barrios, Jesus Moran PCW35 Bramwell, Donald 3I7 Alfrey, Edward J 10K5 Barstein, Jan 4Y2 Braunbeck, Achim 7BB9 Al-Hussaini, Omar 2N Barth, Christina 2DD11 Braunsberg, Andreas 9C4 Ali, A Syed 7DD4 Bates, Joanna 2F1, 9N Breckler, Jennifer 2AA5 Ali Khan, Umar 3F3 Batty, Helen P 9AA18 Breckwoldt, J 9AA1 Alimoglu, M Kemal 4CC14 Bauer, Daniel 3Y9, 9BB11 Brendel, Thomas 8C5 Alizadeh, Mahasti 3X2 Baxendale, Bryn 4U Brigden, David 8Y7 Allen, L Clare V 7CC4 Beckers, Stefan 7Y2 Brissette, Ashley 3AA4 Alsaggaf, Samar M 4DD12 Beckman, Thomas 2K, 8AA5, 9T Brocklehurst, Jenny 9K4 Alves de Lima, A 8E7 Bedward, Julie 4K1 Broudo, Marc 7X15 Amann, Eva 9Y11 Beech, Mary 8CC5 Brown, Donald 8H Amaral, Eliana 4AA2, 10A1 Beevers, Christopher 7AA16 Amin, Zubair PCW14, 2D, 9E3 Begg, Michael 2K5 Browne, K M 8M1 Amini, Mitra 8X14 Belfield, P 9Z4 Brownfield, Erica D 3F4 Amornpetchsathaporn, Anurak 7AA7 Bell, Catherine 9CC11 Bruce, David 8E1 Brundin-Mather, Rebecca 10L1 Anderson, C 10T Bellido, I 4DD15 Brustle, Peter 3AA12 Anderson, K 2BB10 Bennett, Jon 10E3 Brydges, Stephen 3H6 Anderson, Fiona 3K2 Bennett, Victoria A 4X5 Budkaew, Jiratha 7BB16 Anderson, C 5J Bentley, Louise 7J5 Buick, Alastair 9N5 Anderson, M Brownell ESMEA, 4T Berendonk, C 4AA8 Buiting, Marius PCW24 Anderson, William PCW23 Bermudez, Isabel 4K4 Bull, Stephanie 7CC7 Angulo, M 4BB3 Bernstein, Stacey 10O Buppanharun, Wanchai 4X3 Anke, Simon 4AA6 Bezrouk, A 10Z8 Burch, Vanessa 9AA7 Antepohl, Wolfram 3H, 9F3 Bezuidenhout, J 4BB5 Burdick, William ESMEA, 3Z6, 8G Anttila, Ulla 9Z6 Bhanji, Farhan 2AA11 Burenius, Gunilla 10K2 Aoun, Elie 7Z9 Bhargava, K 8BB15 Burford, Bryan 8CC2 Aper, Leen 7Z1 Biggerstaff, Deborah 9Z2 Billeaud, Claude 2H3 Burke, Joanne 2Z5 Aracil, Adolfo 7BB12 Biller, S 4CC1 Burke, Sarah 3N2 Arah, O A PCW24, 2M6 Bindal, Taruna 7J3 Burns, Philip 3X11 Archdall, Claire 8M4 Birgegard, Gunnar 10H3 Bussabarati, Nitipat 2Y11 Armson, Heather 8G1, 9V, 10V Biswas, Seema 4CC7 Byrne, Ged 2BB9 Arya, Donna 8DD1 Bjelogrlic, Predrag 8BB9 Ash, Julie K 3Z2 Bjorck, Raffaella 10K1 Asman, Peter 2I5 Bjorck, Erik 4G4 C Atapattu, Tanya 8M4 Black, L 9J4 Cacciottolo, Joseph 4G3 Atapattu, P M 9BB3 Blackmore, David E 7E3 Cahyani Sudarsono, Nani 10X11 Audetat, Marie-Claude 4EE2 Blanes, A 2DD7 Calzada, M L 2CC3 Augustine, Katharine 2Z2 Blitz, Julia 3Y8 Cameron, Helen 2N, 4CC12 Aukes, Leo 2R, 3L Blouin, Danielle 3M7 Cameron Jeffs, Ruth 7Y9

Austin, Zubin 5K Blundell, Adrian 7AA12, 7DD2 Campbell, Madeline 2CC1 PRESENTERS, CHAIRPERSONS & OPENING DISCUSSANTS Aw, Marion 4F, 10AA6 Blunt, R J S 8Y3 Campos, Leonor 2AA8 Aylward, M 10T Boardman, Kerry J 3Z5, 8O Campos, J J B 4X1 Azam, Junaid 10BB9 Boerboom, T B B 8AA4 Campos, H H 9AA16 Azer, Samy A 5Q, 9F Bogoch, Isaac 2H6 Campos-Garcia, T 4DD9 Boker, AbdulAziz 2AA2 Campos-Sanchez, Antonio 10BB3

– 127 – Canter, Richard PCW22 Cumming, Allan 10L Cantillon, Peter 2M3, 9E Cunnington, Francina 9AA14 E Capey, Steve 10Z12 Eamrucksa, Supranee 2CC8 Cappelli, Tim 2Q, 5U Easson, Alexandra 5K Carlson, Robert 2G2 D Edelblut, Paul 7EE3 Edelbring, Samuel 9H3 Carlzon, Daniel 7J5 Da Silva, Ana Linda 9F5 Edgar, Simon 4U, 9I3 Carr, Victoria 8DD5 Dafli, Eleni 8H3 Edgren, Gudrun 7I5, 7AA17 Carreras, Jose 4G2 Dagnone, Gene 3DD4 Edwards, J 7H6 Carrio, M 2X16 Dahl Pedersen, Birgitte 7S Ehlers, Jan P 10Z13 Carroll, J 3F2 Dale, Vicki H M 8K3 Ehlin Kolk, Maria 4DD3 Castelo-Branco, Miguel 7BB8 Dalrymple, Kirsten 9N3 Ehteshami, Sara 8AA14 Castle, Alan 7CC8 Daly, Jacqueline 4CC6 Eide, Camilla 8C1 Cavalcanti, Rodrigo 2H6 Damant, R 3EE1 Cavalcanti de Aguiar, Adriana 3CC13 Eika, Berit 2L, 10BB8 Dandecha, Phongsak 4Z1 Ekrahi, M 4X4 Cavalli, R C 8DD8 Dangerfield, P H 8Z15 Cehlin, Isabelle 7J5 Elam, Carol 7DD8 Daniels, F 8X19 Ceron P 3BB13 El-Barbary, Magdy 2X13 Dankbaar, M 4I3 Cerqueira, Joao Jose 3X12, 7X4 Elcin, Melih 3Z, 8X18 Darling, Jonathan 10I1 Ceylan, Suleyman 10X6 Eley, J William 3F4 Daud-Gallotti, Renata 10Y4 Chadha, Deesha 9P Ellaway, Rachel 3C, 9C Dauphinee, Dale FAME, 7G Chai, Emily 2W, 4V, 7V Elnicki, D Michael 3I4, 4AA Davaris, Nikos 4X18, 8A, 10C1 Chaicharoenpong, Kullawan 4AA18 El-Sawi, Nehad 2G1 Davies, S J 3K5 Chalapati, Wadwilai 4Y16 El-Zoghby, Ziad 4BB8 Davies, H 8A Chan, L C 2X19 Emery, Jon 4K5 Davies, David 8H, 9H1 Chandratilake, Madawa 9L4 Enric, Macarulla 4L2 Charles, Peder 3BB Davis, Mike 9Z9, 10Y Eppich, Walter 3U, 5M, 7B, 8U Erfanian, F 9Y8 Chaves, J 7B, 8I3 Davray, Lynda 7F2 Ericson, Anne 7F4 Chen, Julie Y 3Z7 Davy, Peter 4X12 Escanero, Jesus Fernando 3AA1 Chen, Walter 8E6 de Bree, MJ 2Y2 Eskander, George 7DD1 Cherry, Gemma 7G3 de Burbure, Claire 7L2 Esquilant, Emma 2AA15 Chikhladze, Nino 8X6 De Champlain, Andre FAME, PCW33, 7E, 10G5 Etchegoyen, F P 3X1 Chin, Weng Yee 7Y13 de Feijter, J M 10Y7 Euanontat, Walaiporn 7DD5 Chow, JWM 2BB10 de Jong, Peter G M 4H, 10U Eva, Kevin W 3D1, 4A, 7P, 8J Christensen, Kevin 3EE3 de la Rosa, Jose Luis 2H5 Evans, Dason 2Z11, 8O Chuapetcharasopon, Kitt 7X2 De Roos, Paul PCW37, 7DD Evans, Emma 4Y12 Chumpol, Jirawadee 8AA2 de Vicente, Carmen 3CC10 Ewing, Glenna J 2DD13 Chun, Audrey 2W, 4V, 7V de Vries, Joy 9AA4 Chung, C 2I4 Degryse, J 7AA14 Chung, Eun-Kyung 7DD3 DeJesus, R S 3CC12 Churchward, Gordon C 3F4 Dekker, H 3X9 F Fabry, Goetz 2D1 Cikes, Nada 3G3 Del-Ben, Cristina Marta 10D3 Faghankhani, Masoomeh 2CC2 Cleland, J A 7M4 Delgadillo Gutierrez, Hector Javier 9BB6 Fahal, Ahmed Hassan 2H2, 9M Clement, R 8C4 Delgado Sanchez, N 3CC3 Familiari, G 7X3 Cocker, D M 4M4 Dennett, Margaret J 7E1 Farid, Rakshanda 9AA17 Cohen, R D 3DD2 Denney, Mei Ling 7D2 Farmer, Liz 2F2 Cohen Castel, Orit 4K2 Dent, John PCW8, 2I, 3G1 Farzianpour, Fereshteh 4DD8 Cohen Tigor, Devra 3Y1, 9H Derese, Anselme 10C Feeley, Anne-Marie 9Y10 Cohen-Schotanus, Janke 2R, 3F Dexter, Hilary 2Q Feldman, Kymm 3DD5 Cole, Abigail E 3Z5 Dey, Eric L 8M6 Fennoll-Brunet, Maria Rosa 9L Coleman, Hannah 10AA1 Dhillon, Navpreet 10Z5 Fernandez, Helen 2W, 4V, 7V Coleman, Mary 8L6 Diack, H L 5T, 8Z2 Fernandez-Garza, Nancy E 7CC5 Collinson, A 9Y6 Dijkstra, J 3A, 9BB18 Ferrer, M 385 Consorti, Fabrizio 7CC1 Dimoliatis, Ioannis 10X8 Fewtrell, R 10M5 Cook, David 2M, 3I1 Dirksen-de Tombe, G J M 7Z5 Field, M 2Z9 Cook, David A ESTEME, 4B, 9T Diserens, D 9AA8 Figueiredo, JFC 10BB5 Cook, Alan PCW22 Ditchfield, Carol 8Z7 Finbraten, Ane-Kristine 2N2 Cooles, Philip 7X8 Dore, Kelly L 8J3 Finn, Gabrielle M 9L3 Coombes, Lee 10E5 Dornan, Tim 9K Fischer, Volkhard 2DD2 Corbett, John 4CC15 Dowie, Al 2Y, 7N3 Fischer, M R PCW3, 7I3, 9Z7, 10J Corr, Peter 2X6 Downer, Simon 8L4 Fisher, Diane 8X16 Corrado, Oliver J 9K3 Draaisma, Jos 9I4 Flaherty, Gerard 10L2 Cortes-Martinez, C 3CC1 Flaig, Wilma A 8BB3 Costa, Manuel Joao 4X, 7M3 Draper, George 2AA1 Flanagan Risdal, Amy 9R Coughlin, T 8C4 Drewery, Sarah 7L5 Fleming, Karen 3C2 Coulby, Ceridwen 8E5 Drinkwater, J 3BB1 Fluit, CRMG 7H, 8AA7 Cracknell, Alison 8X17 Drolet, P 5J, 10T Foreman, David 9M1 Crampton, Paul 9CC5 Du Preez, R R 3X13 Forman, Louise 10AA4 Crandall, Sonia 2Y7, 4EE4, 10I3 Dubhashi, Siddharth 8Y5 Fors, Uno PCW3, 8H2 Crespo, Pascual Vicente 10BB2 Duhl Glicken, Anita 3T, 4M Forster, Johannes 7BB3 Crolla, Elizabeth 7J2 Duke, Dr 8X20 Forte, Milena 10O Crossingham, Gemma 8DD2 Dupras, Denise M 4B Frank, Blye 7CC10 Cruess, Sylvia R 2S, 8L2 Durning, Steven PCW10, PCW25, 4F, 11B2 Frank, Jason PCW15, PCW26, Cruess, Richard L 2S, 8L2, 11B1 Duvivier, R 8A, 10C1, 11B4 4G, 7A2, 8S, 9CC3 Cruickshank, R 8L5 Dyer, Hedda 2AA10 Cubero Sanchez, Maria Angustias 8Z17 Dyrbye, L 2D2

– 128 – Franklin, J 8Y6 Franova, S 9BB4 H I Frascio, M 2M1 Haapanen, Helena 10AA8 Ikuma, Mutsuhiro 2X11 4 Fraser, Joan A 3DD6 Hahn, Eckhart 8M Illing, Jan 10F2 Freitas, Nuno 2I2 Hai, Rehab Abdel 3H5 Im, Sun Ju 2X1 Friedman, Stacey R 3M5 Hakkarainen, Kati 4H, 10H5 Inoue, Kaoru 3Y7 Fruhstorfer, Birgit H 4L1 Halasova, Erika 8X4 Insignares, J 10X3 Fuller, Jon 9M4 Haldane, T 8J5 Iqbal, Saima 2CC5 Fuller, Richard ESMEA, PCW31 Hallock, James 6C Iqbal, Mobeen 2E4 Furman, Gail E 4O, 10I6 Hamilton, Adele 9X6 Isba, Rachel 8N4 Furmedge, Daniel S 7Y15 Hammick, Marilyn PCW20, 7G, MTE8(1) Ishikawa, Kazunobu 2DD6 Hands, Sarah 10AA13 Hanne, Christel 4E3 G Haramati, Aviad PCW23, PCW29, MTE2(2), 9A J Gabard, Donald L 2Y7 Harasym, Peter 4A Jaarsma, Debbie 8N1, 10H Gala Fernandez, Bienvenida 4J5 Harden, Ronald Orientation, 1, 8A, 9B, 10A2 Jacobs, J L 10Z2 Galbraith, Robert PCW14 Harding, David W 4A, 9J Jacobson, Stanley 4L6 Galcera-Tomas, Jose 3BB8 Harley, Dwight 7E4 Jagger, Chloe 10AA1 Gale, Thomas 9J2 Hanebeck, B 9Z20 Jamal, Mohammad H 7K2 Gallarreta, F W M 9X2 Harrington, Richard 7EE4 Jandu, V S 3X14 Gamble, Paul 3C3, 8I1 Harrison, Chris 3E6 Jani, Bov 3BB5 Gamble, Brenda 9X7 Harrison, Peter 4Q Jansma, J 10Y6 Garcia-Estan, Joaquin 2C Hart, Jo 6 Jasani, Kirti 3BB3 Gatica-Lara, Florina 3AA14 Hashmi, Mubbina 4Z9 Jason, Hilliard PCW21, 1B, MTE2(1) Gazzani, Paul 4AA1 Hassell, Andy ESMEA Jayasinghe, Gihan, 2Z11 Gebauer, Moritz 9C4 Havanond, Chittinad 7AA13 Jefferies, Ann 5S, 9E4 Geffen, Gina 3J7 Havyer, Rachel D 9L1 Jeggels, June 2I1 Gehlhar, Kirsten 2X14 Hawkins, David 2E Jenkins, Deirdre 7I1 George, John 3J2, 8L7 Hawthorn, Kamila 10I4 Jenkins, John 9H4 Gerhardus, M J T 3E4 Hays, R B 3J1 Jensen, Thomas K 9Z11 Gessaroli, Marc PCW33 Hebert, Marilynne A 3G5 Jippes, M 4CC8 Gharib, M 9AA9 Hecker, Kent 8N3 Jirasevijinda, T 7EE1 Ghayur, Sameena 7X11 Hedemark Poulsen, Joergen 10F4 Jobe, Ann 2O, 4E Gholami, Hassan 9BB7 Hege, I 9Z14 Joffe, Megan 8T Gibbs, Trevor 3DD, 7W Heikkinen, Anne 2Y8 Johnson, Emily 10Z4 Gibson, Sandra 8J1 Heltne, Knut Eirik 9M5 Johnson, Helena C 3N3 Giesler, Marianne 10X12 Hemmer, Paul PCW10, 3J4, 9AA Johnson, Marjorie 4L4 Giles, James 2Z10 Hemphill, Robin PCW24, 10X13 Johnston, Janice M 7Y16 Gillies, R 7H2 Hering Nielsen, Carsten 2K2 Jones, Melanie 10BB1 Girard-Pearlman Banack, Jeannie 10X18 Herrmann, Markus 10L3 Jones, Jr, M Douglas 3T Glover, Alexandra 7AA12 Herve, Guillaume 8I1, 10T Jorbenadze, V 10CC2 Goh, P S 4I5, 10Z Hess, Brian J 3CC6 Josephy, Alex 9AA6 Goldik, Zeev 9G3 Hettinga, Agatha M 8BB1 Jouquan, Jean 3K Gomez, S 3CC4 Hewett, Julie 3EE4, 10U Jousma, F 8EE2 Gonzalez-Haro, Carlos 10CC6 Highet, Lorna 7H3 Julayanont, Parunyou 7Z2 Goodwin, Lynsey 9K4 Hil-Yen Yu, Catherine 9X4 Goodyear, Helen 4BB1 Hiraide, Atsushi 9Y12 Gopalakrishnakone, P 8Z9 Hjelmqvist, Hans 10K2 K Gordon, David 7A1, 9K, 10N Hoces Molina, P M 3CC11, 4J3 Kaalund, Marie 9Z11 Gottesman, Ronald 4Y5 Hodges, Brian RESME , PCW11, PCW18, 2A Kaapa, Pekka 7X18 Govaerts, M 7H1 Hofmann, M 9G1 Kachur, Elizabeth PCW14, 8BB Gozu, Aysegul 8V Hognert, Helena 7J5 Kaewprasit, Pattana 4DD5 Grabovsky, Irina 10G4 Holen, Are 3AA, 9F2 Kalbasi, Saeid 4DD14 Grant, Janet 6A, 9B, MTE7(1) Holland, Jane 7E5 Kam, Beesung 4H4 Gray, Carol 3E2 Holm, Ellen 10CC1 Kanter, Steven 2A, 3B Gray, C L 3X4 Holmboe, Eric PCW4, 9Z3 Karani, Reena 2W, 4V, 7V Grec, Waldir 4H3 Holtzman, Kathy PCW32, 10G2 Karaoglu, Nazan 2Y5, 7N Green, Colin 3B Homer, Matthew PCW31, 2E3 Karimian, Zahra 2DD12 Groothoff, Jaap 9E2 Hongkan, Wasana 10Y1 Karle, Hans 3J Grosseman, Suely 2BB8 Hopkin, M 8CC7 Karlgren, Klas 4Y9 Groves, Michele 2L Hopyan, Julia 4X17 Kattan, Thuraya 4AA17 Gruppen, Larry PCW23, 2G1, 3A Hoque, Mizanul 3AA3 Kaur Heir, Mandip 7BB5 Gual, Arcadi 10B Hornos, Eduardo 5R Kazemi, Alireza 2DD3 Guild, Simon 8G3 Hosseini, Marjan 7AA4 Kelleher, Kevin 3BB14 Guimond, Claude 2CC11 Hoy, Andrew 7F2 Kelly, E 2E1 Gummesson, Christina 7AA17 Hoyl, Trinidad 2BB6 Kelly, Kate 4X15 Gunn, Margaret 8P, 10A2 Humalda, J K 4DD11, 10C2 Kemp, Annabel 10AA1 Gunning, W T 10H2 Hupli, Maija 4Y7 Kennedy, Susan 2DD10 Gurpinar, Erol 8Z16 Hurley, Hilary 3Z3 Kennedy, Margaret 3V Husbands, Adrian 8BB17 Kent, Athol 2F, 3A, 8L3, 9EE1, 11B6

Guzman Alvarez, Rodrigo 4DD4 PRESENTERS, CHAIRPERSONS & OPENING DISCUSSANTS Gwee, Matthew 2X, 3B, 8Q, 9Q Huveneers, W 3M1 Kergon, Charlotte 4CC20 Huwendiek, Soren 3Q, 4B, 9H2 Kerrin, M 8DD3, 9J1 Keshvari, Mahrokh 4X8 Khadivzadeh, T 4Y10 Khan, J S 10CC3

– 129 – Khan, Anwar 8BB1510I4, Led Soerensen, Jette 4Y13 Manning, Dianne 8F5 Khaniyev, Shahin 4X18 Lee, Su-Shin 2AA16 Manuel, Stephen 4A Khizar, Bushra 7N5 Lee, Y M 3L1 Maran, Nikki 4U Khogali, Shihab 8F6 Lee, Robert S 3X10 Marcondes Carvalho Junior, Paulo 10L5 Khorshidi, A 4DD7 Lee, Sam Beom 3Y11 Mares, Jaroslav 2X15 Khvesko, Tamara 2CC13 Lee, Shirley 4S Margawati, Ani 2Y1 Kibble, Sharon 8CC12 Leeder, David 4AA9 Margolis, Melissa FAME, 5O Kiess, Stefan 7BB18 Lehmann, Ronny 9Z15 Marin, B 3J3 Kilminster, Sue 4R Leino, Timo 8Z11 Marin-Campos, Yolanda 7Y3 Kilroy, Darren A 3I6, 10F Leinster, Sam PCW30, 7K Marion, Gail S 4EE4, 10I3 Kim, Bo-Hyun 2BB4 Leiva Fernandez, Francisca 8CC8 Markosyan, Astghik 7X7 Kim, Sun 7AA2 Lermanda, Claudio 2E2 Martimianakis, Tina PCW11, PCW18 Kim, Jiyoung 8J6 Leung, Kai-Kuen 9Y7 Martin, Markus 10Y2 King, Juliette 3X15, 4Z9 Lewis, Vicky 2Z1 Martinez-Canavate, T 7Z8 King, Jenny 8T Lewis, Robin 7F5 Martinez-Gonzalez, Adrian 8X21 King, Ann FAME, 5O Liaw, S Y 10H4 Martinez-Pecino, F 8CC11 Kinnison, T 4Y8 Licenik, Radim 3Z1 Martins, Milton A 2BB3 Klein, Robert M 3H1 Lieff, Susan PCW7 Martins, Henrique PCW28, 4J Klein, Doug 5P Lillevang, Gunver 8M7 Martins Machado, Jose Lucio 2X4 Kneebone, Roger 2B, 5K, 8I2 Lilley, Pat Orientation, 10A2 Martowirono, K 2L1 Knickle, Kerry PCW5, 5K Lim, Erle 4M, 8Z4 Marz, Maren 7BB11 Kober, Benjamin J 4Y1 Lin, Pei-Chun 10AA9 Masashi Sugita, Denis 8X10 Koczwara, A 3M3, 9J3 Lind Jensen, Morten 9D3 Mastenbroek, Nicole JJM 2CC12 Kodal, Troels 3K3 Lindgren, Stefan 7I Matheson, Catherine 10F3 Kokotailo, Patricia K 9P Lindstrom, Ulf 3AA17 Matheson, David 10F3 Kosomboon, Prapaporn 9CC7 Lints, Anthea 4K6 Mathew, Anup 4Z2, 4AA11 Krackov, Sharon PCW13 Lipkin, Lisa 8R, 9C2 Matthews, Phil 2DD5 Kraft, H G 7AA15 Lisboa de Vasconcelos, Maria Viviane 7X21 Maudsley, Gillian 2X10 Kralova, E 4X16 Lissauer, Samantha 4CC5 Mazzocato, Pamela 2G5 Krisriwattana, Jutharat 4X6 Litmanen, Topi 2CC7 Mc Grath, Margaret 2F6 Kristina, Tri Nur 4CC2 Liu, Keh-Min PCW28 Mc Grath, Cormac 3S Kromann, Charles 9I5 Livdane, Jevgenija 4BB9 Mc Menamin, Ruth 2F6 Kromrei, Heidi 2DD9, 5L Ljungman, Anders 2N4 McAleer, Sean 10CC Kube, Peter 9C4 Lock, Bridget 8AA17 McCrorie, Peter 10D Kubota, Yoshie 9Y12 Locke, Kenneth 7Z6 McCullough, Melissa 3Y10 Kuhn, Gloria 4S Lockyer, Jocelyn 8E2, 9V, 10V McDonald, Tony 4EE1 Kuhne-Eversmann, Lisa 8K2 Loeffen, Jan 9I4 McElvaney, N G 7Y5 Kuikka, Liisa 10BB10 Lombarts, Kiki M J M H PCW24, 2M6 McEvoy, Elizabeth M 9AA3 Kuimov, A 7M5 Long, Andrew 10J6 McGaghie, William C 3A, 4P, 9D Kujumdshiev, Sandy 8BB2 Lonka, Kirsti 8F3 McGee, James 4Y, 8H1, 9H Kukolja Taradi, Suncana 7N2 Lopes, Vitor Fialho 3X3 McHattie, L W 5T Kumta, Shekhar 9Z19 Lopez-Robles, J C 9Z5 McIntosh, T C 4CC4, 7R Kuper, Ayelet PCW18 Lotan, Eyal 10BB6 McKinley, Danette W 4D2 Kurrekattu, John Ajo 7K1 Louw, V J 4BB6 McLachlan, John 3C2, 8D1, 9L Kusurkar, R 3AA5 Louw, A J 7X19, 9Z12 McLachlan, Emma 4Z3 Kutzsche, Stefan 8I4 low-Beer, N 4F1 McLean, Michelle 2BB, 4Z4, 7W Kuusi, Timo 7BB7 Lucky, Cindy-Ann 4AA3 McLeod, Peter 8B Kwizera, Enoch N 7Y4 Ludovico, P 7AA10 McLoughlin, T F 3X4 Lynn, Lorna A 9CC4 McMillan, M 3BB7 Lyon-Maris, Johnny 8CC12 McMillan, Wendy 7CC14 L Lyons, Deirdre 2AA4 McNaughton, Nancy PCW5, PCW11, PCW18 Laack, T A 2K4, 4EE3 Lyu, Chul-Joo 8X3 Medrano, F J 8K5 Laack, Nadia 4Y14 Meems, L M G 4DD11 Labarca, Jaime 2BB15 Mehta, Sonal 10Z15 Lacerda Bellodi, Patricia 7M2 M Meineri, M 2I6 Ladhani, Z 9AA19 MacCarrick, Geraldine 4G, 8X7 Melo, C 10CC4 Lai, Chung-Sheng 4AA5 MacDonald, Joanna 2U Menezes P Machado, Valeria 3DD1 Laidlaw, Anita 2Y6 MacLellan, Anne-Marie 4CC16 Mennin, Stewart ESME, 3Q Laird, Stephen 3J2 Macnab, Natasha 3K4 Mercer, S 7K5 Lake, Deidre 4CC11 MacVicar, Ronald 8G1 Meshkibaf, M H 3CC2 Lam-Antoniades, Margarita 9AA15 Maffei, C M L 7BB6 Metheny, William P 10R Langham, B T 3BB2 Magalhaes, E 3AA9 Meyer, Oliver 9D1 Lara, J P 3Z12 Mahdian, M 8AA9 Miedzinski, Lil J 8AA11 Larroza, Omar 8BB4 Mahendru, Amita 3BB9 Mihal, V 3Z4 Laurent, Rodger 4DD2 Mahoney, John F PCW14, 2G4, 3R Miladpoor, Behnoosh 7X17 Laurin, Suzanne 4EE2 Maillet, Bernard 4C Miller, Angela 8H6 Law, Susan 3DD9 Maisonneuve, Herve 2CC, 4C Ming Huang, Yue 5M Lawthom, Charlotte 4Z9 Majidi, Fahimeh 10AA2 Mipando, Mwapatsa 8G3 Layat Burn, Carine 3Y3 Maley, Moira AL 2F5, 7Y Mirzazadeh, Azim 8BB6 Lazarou, Jason 4X17 Malik, Alam Sher 4X11 Mitchell, Tobias 3AA16 Lea, Alison 8Z6 Malik, Rukhsana Hussain 9F6 Mitchell, Veronica 8L3 Leach, Camilla 8CC12 Malikowski, S PCW3, 8Z1 Moattari, Marzieh 10M6 Leadbetter, Peter 10I2 Mamede, R C M 8DD8 Mohsen, Naseri 3AA2 Leahy, Catherine 8N2 Mandal, Maloy B 2X8 Moineau, Genevieve 3E3 LeBlanc, Vicki R 2D4 Mann, Karen PCW12, 4V, 7V, 7CC10 Mokkink, Henk 8CC1

– 130 – Molenaar, W M 3AA10 Norman, Geoff MTE7(2), 9O Petchuay, Prachyapan 8X15 Molina, I M 8AA12 Nothnagle, Melissa 2J2 Peters, Frank 4BB15 Momennasab, M 7BB2 Notzer, Netta 4M3, 10S Petroni Mennin, Regina 3Q, 4F5 4 Mompeo-Corredera, Blanca 10X4 Nouns, Zineb PCW17 Petrusa, Emil PCW24, 4D Moneypenny, M 3X8 Nowinski, Wieslaw L 2EE4, 9EE2 Pham, Mimi 4I1 Moniri, Seyed Alireza 2Y3 Nunez-Cortes, Jesus Millan PCW34, PCW36 Philibert, Ingrid FAME, 3V Moniri, Seyede Sara 2Y3 Nurkukuh, 4CC2 Piccinato, C E 10AA7 Montemayor-Flores, M Leticia 3AA13 Nurmanbetova, F N 4CC13 Pickworth, Glynis 9AA10 Montemayor-Flores, Diana 7CC6 Pierce, Stephanie E 4Z7 Moore-McCann, B 7AA9 Pindoria, Heena 8X8 Moores, Nicola 8I6 O Pinnow, Jacqueline 7CC9, 9C4 Moosavi, Zahra 7X9 O’Carroll, V 9I2 Pinzon, Jose Manuel 4Y3 Moraes, S G 4L3 Obura, Timona 2H4 Pitkanen, Susanna 8Z11 Moral, Roger Ruiz 10K Oestergaard, Jeanett 4AA15 Playdon, Zoe 7J4 Morale, Ignacio 7B O’Ferrall, Ilse 8F4 Pleguezuelos, Eduardo 5R Moran, Jesus 10X10 Ogunbanjo, Gboyega 10A1 Plint, S 8DD7 Morang, Sharon 8X22 Oh, Seung-Min 2BB13 Pohl, Henry PCW13, 5O Morcke, A M 4DD6 Oh, Sun-A 2X18 Ponce de Leon, Maria Eugenia 10X17 Moreno, Rodrigo 7BB1 Okuyama, Noriko 8C3 Pongudom, Saranya 9CC6 Morgado, Pedro 7X4 Olckers, Lorna 10J1 Ponzer, Sari 9X Morgan, Nicki 8Y4 Olson, Lynne E 2G3 Pottier, Pierre 4I, 7CC11 Morimoto, Takeshi 10Y5 O’Neill, Aindréas 4DD3 Poulsen, Anja 4Y13 Morkedal, Bjorn 9BB15 Onishi, Hirotaka 2G, 3L4 Poulton, Terry PCW3 Morris, M 3L2 Oriol i Bosch, Albert 6 Prasthofer, Anna 7K3 Morris, Penny 4F3 Ostergaard, Doris 3U, 7B Precek, Jan 7Y1 Morrow, Gill 9G2 Osunrinade, Tok 4Z9 Preechawai, Chatchai 7BB14 Mossop, Liz PCW16, 10J5 Otsuki, J Alan 3F4 Price, David 4K6 Motley, Mandy 8I5 Ousager, Jakob 2H1 Price, Jim PCW7, 7J Muijtjens, A M M 10E2 Overeem, Karlijn 3D3, 7Z, 9U Prideaux, David PCW27, 6B, 9B, 11B5 Muir, G 4AA14 Pryor, Wendy 10K3 Muir, Fiona 9X3 Pugsley, Lesley 4Z8, 8E4 Mukherjee, Subir 3BB14 P Pulido, Pablo 4N, 5N Mukherjee, Kirtida 3BB5 Pachev, George 4Y6 Purcell, Nigel 4M1 Muntean, Valentin 8H4 Pales, Jordi PCW34, 4K Purday, Jonathan 3G2 Murdoch-Eaton, Deborah 10BB Palmer, Robert 7J6, 9J Purroy, Francisco 8BB8 Murt, Ahmet 4X18, 7L6, 8A, 10C1 Pandey, Jyotsna 10Z9 Pyorala, Eeva 2M4 Murthy, K S 2BB9 Pangaro, Louis PCW10 Musikawat, Paphan 10J3 Panisko, Daniel 4X17 Muyepa, Anthony 4H2 Pant, M 3J5 Q Myers, Harriet 8L6 Park, Kwi Hwa 7DD6 Qiang, Liu 8G2 Mylona, Elza PCW23, 9A, 9AA2, 10AA Parkinson, K 3Z9 Quentin-Baxter, Megan 2DD, 10Z11 Parson, Philippa 7AA12 Quinton, Naomi 4R Partington, Richard 2X9 Qun, Zhao 8G2 N Patasi, B 10Z3 Quy, Symon 2DD10 Nader, Paulo 4X7 Patel, Jaishel 10Z5 Naeem, Naghma 10F5 Patel, Rakesh S 3BB10 Najafi, S 3CC5 Patel, A S 3F1 R Nanji, Jalal 8Z10 Patel, Monica 8CC10 Rabadan, A 2CC15 Narenpitak, Aphaphan 3DD10 Patenaude, J V 10T Radhakrishnan, Archchana 2Y4 Nave, R 4E1 Patil, Nivritti 8C Rahman, Mohammad O 3AA3 Nawrocki, J D 7J1 Patino, M 9CC9 Raiche, Pierre 9Z8 Nedrow, Anne PCW29 Patja, Kristiina 2CC7 Raiyawa, Supaluk 3AA7 Neild, T O 7Y12 Patrao, Luis 7I6 Raizada, Milli 2J6 Nelles, L J 7U Patricio, Madalena Orientation, 3F6, 8A, 10A2, 11 Rajborirug, Kiatsak 4I2 Nendaz, Mathieu R 2H, 3I2 Patterson, A 7BB15 Rall, Marcus 3U, 4Y1, 7B Nesargikar, P N 3AA11 Patterson, John 8X Ramaekers, S P J 7AA3 Nestel, Debra 2B, 5K, 10I5 Paulmann, Volker 4E2 Ramani, Subha PCW30, 2AA Newman, Jamie 3C5 Pavlekovic, Gordana 2AA9 Ramos, A 2CC6 Newman, Cathy 3C5 Pawlina, Wojciech 2Z3, 2EE4, 4L Ranjbar, Mansoor 7X1 Newman, Philip 4Y12 Peeraer, Griet 9D4 Raoof, Ameed 8Y8 Niblett, Bradley 3C3 Pego, J M 9BB12 Ratanakorn, Woranart 8BB13 Nielsen, Helle 9Z11 Peile, Ed 7G4, 8CC Rattay, Tim 3H6 Nieman, Linda Z 7H5 Pelaez, Cristina 7K4 Rautavaara, Joonas 10X5 Niemi-Murola, Leila 2BB11, 7F Pell, Godfrey PCW31, 4E, 7D1 Razack, Saleem 7T, 8J2 Nieminen, Juha 8F3, 9M2 Pelz, Antonia 3C1, 9C4 Razaq, Zubia 4DD16 Nimmaanrat, Sasikaan 7Y6 Pelz, Jorg 8Y1, 9C4 Rebbecchi, Thomas 7O, 9E Nimnuan, Chaichana 3X6 Pelz, Till 9C4 Reddy, Sarasvathie 2X7 Nishigori, Hiroshi 4CC3 Pena-Andreu, J M 9Z10 Redeen, Stefan 4BB14 Noble, Barbara 10BB7 Peng, Cheau-Jane 8BB12 Reece, Ashley 9X12

Nokulunga Kolosa, Irene 4J2 Perera, S 3DD14 Rees, John 8J6 PRESENTERS, CHAIRPERSONS & OPENING DISCUSSANTS Noori-jekmat, Somahey 8G6 Peres, C M 8DD8 Reeves, Scott 5S Norby, Suzanne M 4M2 Perez, Francisco J 10AA11 Regi, Mark 4Z9 Norcini, John J 4T, 8E, 10A1 Perez-Gonzalez, J F 3G6, 10X Reibel, Tracy 4K5 Nordgren, Birgitta 7Z3 Perianez, M 4J4 Reid, Joan 3BB15 Nordmar, Eva 7AA17 Perry, M E 2N1 Reid, Ross 8CC4

– 131 – Reinsch, Stefan 9C4 Sandars, John PCW19, 3H, 9M3 Singh, M N 10K4 Reissenweber, J H 3Y2 Sandhu, Davinder PCW22, 9A Singh, Tejinder 10Z7 Relan, Anju 10U Sansregret, A 10T Singh, Anita 2CC14 Retno Rahayu, Gandes 9F4 Santen, Sally A PCW13, 2P, 3L, 5I, 9L2 Siraj, Nahid 10X1 Reza Sarmadi, Mohammad 8Z12 Santos, I 2BB14 Siraj, Harlina H 7I2 Rhind, Susan 10Z10 Sarchami, R 8AA15 Sirhan, Marisol 4DD13 Rhydderch, M 8CC7 Sargeant, Joan PCW9, PCW12, 8D3, 2J Siriboonrit, U 9BB5 Ribera, J 3L5 Sartania, Nana 8F2 Siwe, K 3N4 Richards, R 9K1 Sasaki, Chihiro 3Z13 Skinner, Lesley 4K5 Richardson, Dionn 10Y3 Saucier, Danielle 2V Skinner, Chris 7N, 10Q Richardson, Michael G 5I, 9AA5 Savage, Carl 2G5, 7CC, 10K1 Smee, Sydney ESMEA, 4O Richardson, Denyse PCW26, 7T Savitri Damardjati, Titi 3G7 Smith, K J 2J5 Richardson-Nassif, Karen 3R Sawasdichai, Kanokkorn 9Y4 Smith, Alan J 4BB12 Rickenbach, M 3J6 Sayek, Iskender 4DD10, 8K4 Smith, Susan F 7L1 Ricketts, Chris PCW17 Sayyah Ensan, Ladan 4BB10 Smith, Cathy 7U Riedstra, Alien W 2L2, 10U Scalese, Ross ESTEME Smithies, Alisdair 5U Riehn, Hartmut 7Y8, 9C4 Scallan, Samantha 8CC12 Snelgrove, Huon 4Y12, 8G Riley, David PCW1, 7B, 8H5 Schafer, Thorsten 2X12 Snell, Linda PCW15, PCW26, 7T Ringsted, Charlotte RESME, 2A, 11 Schalk-Soekar, R G S 4K3 Soejnaes, Charlotte 3I3 Roberts, Trudie ESMEA, 2K1, 4R, 6, 7D Schaub- de Jong, Mirabelle 10M2 Soejoto 2Y1, 4CC2 Robertson, James 3C3 Scheele, Fedde 3K1 Soerensen, Jette Led 2I3 Robertson, Sherry 5P Scheffer, C 7F3 Soethout, M B M 4X19 Robinson, Rachel 10AA14 Scherpbier, Albert RESME Sohma, Hitoshi 3DD12 Robinson, Dan 8Z8 Schirlo, Ch 7Q, 8A Sohrmann, Marc 8Z13 Rocha Dores, Artemisa 10C3 Schoeman, Scarpa 4L5 Sojeiji, Sue PCW26 Rock, S 8K1 Schofield, Susie PCW8 Sokol, Daniel 7N1 Rodgers, Caroline 9Z16 Scholten, Moritz 2X3 Solana, Rafael 2X5, 10C4 Rodrigues, JCL 2N3 Schreurs, M L 3M1, 7H4 Soobrah, Ramawad 9X1 Rodrigues, MLV 3DD13 Schurgers, Julie 8X13 Sood, Rita 9CC1 Rodriguez Gomez, Susana 10X9 Schuwirth, Lambert 3A, 10E Sopka, Sasa 8X1 Rodriguez Montes, Jose Manuel 2CC10 Schwald, Baerbel 3Y6 Soriano, Rainier 2W, 4V, 7V Rodriguez Munoz, D 10C1 Schwartz, Stacey A 9Y9 Sousa, Nuno 2Z, 10G3 Roebertsen, H 3M1 Scoles, Peter V 10G1 Sousa, J C 7X13 Roh, HyeRin 7AA6 Scott, Humphrey 2DD1, 4BB11 Southgate, Lesley FAME, 8DD Romanos, A 8X5 Scott, Colette L 2O Souza, Ruy ESME Romanov, Kalle 7BB17 Scott, Rupert 2Z6 Spencer, Elizabeth 4Q Rombaut, B 10C5 Scott, Mairi 4F4 Spencer, John 7P Rosario Fernandez, M 10AA11 Searle, Roger 4Y4 Spicer, John 9C1 Rosenquist, Alan 7EE3 Seguin, Maureen 3DD7 Spooner, M 9BB10 Roskell, C A 10X15 Seki, Susumu 3L3 Sribussara, Paworamon 8AA1 Rosling, Hans 1A, 2T Selis, Dorien 7Z7 Sripipattanakul, Maleechat 4AA7 Ross, Shelley 10X7 Selleger, Veronica J 5V Sriruksa, Kanokwan 2Y10 Rostad, Berit 7X20 Sendra, Francisco 7AA5 Stachon, Aleksandra J 9Z13 Round, Jonathan PCW3 Seoane, Jorge Garcia 7M Stalmeijer, Renee E 2M2 Rourke, Jim PCW28 Setna, Z 8E3 Steckelberg, Rachel 9BB1 Rubin, Michael 8I1, 10T Shabde, Neela 9Z1 Steeves, John 2F4 Ruesseler, M 2Z7 Shafi, Riffat 7X12 Steinert, Yvonne PCW15, 2S, 8B Rughani, Prita 3BB9 Shah, Syed Shoaib 7X10 Steketee, Carole 3F5, 10Q Rughwani, Nisha 2W, 4V, 7V Shahbaznejad, Leila 10AA10 Stevenson, Frazier 8Y Ruiter, Dirk 9D2 Shahid, Afshan 2BB2 Stewart, Katherine 7DD9 Ruiz, Jorge ESTEME, 4B, 7D4, 9N4 Sharma, Davndra 4I4 Stewart, Alistair 8P, 10A2 Ruiz-Barbosa, C 3CC9 Shatzer, John H PCW13, 5I Stiernstrom, Charlotta 3Z11 Ruiz-Cruces, R 10Z6 Shaw, Elizabeth 2V Strand, Pia 7AA17 Ruiz-Moral, Roger 3Z10 Shaw, Pam 4BB11, 7J4 Strasser, Roger 2F3, 3P Russell, David 10I4 Shelmerdine, Susan 10AA1 Strasser, Sarah 3P Ryue, Sook-hee 3AA8 Sherbino, Jonathan PCW26 Straw, C 3BB1 Shin, Hong-Im 3AA6 Street, Simon 8CC9 Shirazi, Mandana 3N1 Struthers, J 10AA12 S Shmidt, Eugenia 3EE3 Stuka, Cestmir 9N1 Sachdeva, Usha 10L4 Short, Nick 3H2 Sturrock, Alison 4AA19 Sadaf, Shazia 2E5 Shuhaibar, M 7BB15 Subagio, Hertanto W 2Y1 Saez Mendez, Lourdes 8BB11 Shulruf, Boaz 7DD7 Sujitranoooch, Bussaya 2AA13 Sagasser, M H 7H4 Sice, Paul 4AA12 Sullivan, Martin 8CC6 Saks, Norma S 7E2 Siegert, Nicole 4Y1 Supe, Avinash 8X9, 10A1 Sakuma, Mio 2L4 Silen, Charlotte 2N4, 3S, 7G5 Surendro, Anon 4CC2 Saldana Balmori, Yolanda 9BB6 Sillius, A W 3M2 Suthamnirand, Anupong 7Y10 Saldivar-Rodriguez, Donato 7CC3 Silva, Honorio 5N, 8K Swanson, Jerry W 9BB2 Salgueira, A P 2AA3 Silva Menezes, Marta 9Z18 Swanson, Dave FAME, PCW32 Salooja, Nina 8AA10 Silva Pereira, Edna Regina 9AA12 Swingler, Rebecca 3Z8 Samarasekera, Dujeepa 3G, 8Q, 9Q Silver, Ivan 9X8 Swygert, Kimberly A 3O Sana, Salmaan 4X18, 9M Sim, Si Mui 7L3 Symons, Jools 4F3 Sanchez Gonzalez, E 4BB4 Simmons, Brian 5S, 7F1 Szumacher, Ewa 9X5 Sanchez-Lance, Marisol 4X9 Simonsen, Bjoerg O 10Y8 Sanchez-Mendiola, Melchor 9BB9 Sin, Kenny 3EE2 Sanchez-Quevedo, M Carmen 10BB4 Singaram, S V 8F1 T

– 132 – Tabak, Diana 5K Werawong, Chote 7BB13 Tagawa, Masami 7CC2 V Westberg, Jane PCW21 Tahereh Mirmolaei, Seyedeh 7CC12 Vadot, Sara 8AA16 Weurlander, Maria 7AA8 4 Tai, Peter C 4X17 Vahidshahi, Kourosh 8J7 Wheeler, H H 10X15 Tait, Gordon 2EE3 Valdes, Roberto Bollela 4DD1 Whelan, Gerald 8G4, 10E Valenzuela, Astrid 4Y15 Takada, Kaori 4DD17 White, Jessica F 8J4 Valsamidi, Christina 4CC19 Takeda, Yuko 8M2 White, Casey B 8M6 Van Beukelen, Peter 3E Tan, C P L 3DD8 Whiteman, Julia 8K6 van de Kreeke, Jose JS 5V Tan, Naomi 7G1 Whyte, Sarah PCW11 van de Ridder, Monica 2G, 3A, 3D4, 3Q Tanawattanacharoen, Somchai 3X5 Wichmann-Hansen, Gitte 3N, 7S Van der Veken, Jos 7X16 Tantiniramai, Suchat 3AA15 Wieland, Mark L 3K6 Van der Vleuten, Cees PCW17, 1, 8N, 9U Wiese-Rometsch, Wilhelmine 2DD9, 5L Tauschel, Diethard 2Z8 van Heerden, Ben 2BB12 Wijnen-Meijer, M 10F1 Tavabie, A 3M3 van Hell, E A 4CC9 Wiliam, Dylan 10P, 11A Taylor, David C M 3I, 9L5 van Hoeij, Maggy 9AA4 Wilkinson, David 2E Taylor, E C 9K2 van Huysteen, Isobel 3X13 Willcock, H 7BB4 Tegzes, John 9X10 van Lohuizen, Mirjam 2D3 Willder, Jennifer 2K5 Teixeira, T 7X6 van Rensburg, Viki Janse 10M3 Willerton, Louise 10H6 Tekian, Ara PCW6, 9B van Roermund, Thea 4J6 Williams, D 8DD3, 9J3 ten Cate, Olle PCW25, 7A3 van Rooyen, Marietjie 2J3 Williamson, A 3BB11 Teran, Carolina 10CC7 van Stiphout, Feikje 2L3 Wilson, Emma 4AA10 Teunissen, Pim 3D2 van Wyk, Jacqueline 7BB10 Wilson, Crystal 4O Thantummaroj, Wichai 7AA11 van Zanten, Marta 9G6 Wipe, Barbara 10AA11 Thivierge, R L 5J, 10T Varatharaj, Aravinthan 9C3 Wittich, Christopher M 10M1 Thomas, David 2W, 4V, 7V Vatansever, Kevser 10AA5 Wojtczak, Andrzej Orientation, 4CC, 10A Thomson, Alistair 4Q, 7A, 8K7 Vaughan, Sophie 9Z17 Woloschuk, Wayne 8M3 Thomson, Thomas 5N Vaz Carneiro, Antonio 3CC Wong, H 3BB6 Thongsri, Tomon 7AA1 Vazquez, Javier 8BB16 Wongtimarat, K 3X7 Thwaites Bee, Denise 4AA16 Veettil, Rohith Puthan 7I4 Wood, Andrew 8C6 Tiberio, Iolanda Calvo 10CC5 Vehmas, Kaisa 7Z4 Wood, Timothy J 9BB16 Timmermans, I 8EE1 Vejrazka, M 3H3 Woolf, Katherine 7M1 Timmins, Helen 9W Verbinnen, Ruddy 8AA6 Woolf, Celia 9X6 Tipold, Andrea 8AA13 Vernon, Bryan 10M4 Woolnough, Emily 7Y9 Tipping, Jane PCW9, 8K1 Vicedo, Agustin 7X14 Wright, Sarah 4E4, 10D2 Tkalcic, Suzana 8F7 Vickers Douglas, K 3CC12 Wylie, Ann 7L4 Todd, Jennifer 7F2 Vieira Azevedo, Telma Susana 4CC19 Tofangchiha, Shahnaz 4AA4 Vilar, M J 8X2 Tolks, D 9Z7 Vinsel, Anne 4BB12 X Toll, E C 4BB13 Virani, Farzana 9Y5 Xuehong, Wan 3Y5 Tolsgaard, M 9E1 Visioli, Sonia 9Y3 Tong, Shao Chuen 9CC10 Vyas, Rashmi 8C2 Topps, Maureen 3C4 Y Topps, David 3C4, 9I Yadollahi, S 8AA9 Torgan, Torstein 9M5 W Yamagishi, Belinda 3E2 Yamani, M 3CC8 Toro-Troconis, Maria 2EE2 Wade, L 10E1 Yamawaki, Masanaga 2M5 Torre, Dario PCW10, 10L Wadsley, K 8Z5 Wagner, Dianne P 5O Yang, Jen-Hung 4X10 Towle, Angela 9X9 Wagner, Susan J 5S, 7F1 Yardley, S 7G2 Trace, C 3I5 Wagter, J M 2K3 Yazar, Fatih 8AA8 Trafford, Penny 9G5 Wahid, Mardiastuti H 10E4 Yektatalab, Shahrzad 7BB19 Traut, A 3Y4 Waights, Verina 10Z14 Yen, Ju-Chuan 8D2 Traynor, Marian 7F6 Wakabayashi, Hideki 3DD11 Yera, T 2CC4 Trejo-Mejia, Andres 4E5 Wakeford, Richard 7D2 Yoshida, Hiroko PCW28 Trollope, Karen 8L1 Walker, Victoria 2AA12 Young, Lesley 2DD8 Tromp, F 8DD4 Walker, Amy L 3BB4 Young, Howard 7M Troncon, Luiz E A 8BB14, 10D3 Walker, Judi 4F2 Yousuf, Naveed 7E6 Tsai, Jer Chia 2Y9 Walsh, L A 3BB12 Yuhong, Zhao 8G2, 10F6 Tsai, Tsuen-Chiuan 7N4 Walsh, Claire 7F5 Tsai, Wen Chan 9BB13 Walters, G 4Z5 Tulinius, Charlotte 8CC3 Wangsaturaka, Danai 10J2 Z Tumviriyakul, Hathaitip 8Z3 Warachit, Boonyarat 10AA3 Zaidi, Nosheen 3DD3 Turan, Sevgi 2X17 Ward, A 2AA6 Zaini, Rania 4G5 Turgunova, Lyudmila G 8BB5 Wardle, Jan 10Y3 Zanussi, Lauren 10Z1 Turner, Richard 3M6 Ware, James 7BB, 9BB14 Zijsling, B R 8EE3 Tutosaus Gomez, Juan David PCW35, 4BB7 Warren, Kathryn 8I5 Ziparo, V 7CC13 Tyson, Yosef 4DD3 Wass, Val 8D, 9U, 11B3 Ziv, Amitai 8I1 Tyssen, Reidar 2BB1 Watmough, Simon 9F1 Zolle, Olga 4J1 Watt, David 4CC11 Zuberi, Rukhsana W 7E6 Wattanamongkol, Chakarin 7Y7 Zukas, Miriam 4R

U Wayne, Diane B 4P PRESENTERS, CHAIRPERSONS & OPENING DISCUSSANTS Uaphanthasath, Ronnaphob 4X2 Weber, Roxane 4H1, 8BB7 Uengpitakphan, Kobchai 2BB7 Wedin, Marie 8M5 Unkuoglu, Ilhami 4X13 Weih, Markus 9BB17 Uzcategui, Z 4CC18 Weller, Jennifer 8I, 7D3 Uzun, N Bilge 2N5 Wennstrom, Leo 3Z11

– 133 – KEEPAD INTERACTIVE Actively engage your participants The TurningPointTM Audience Response System allows presenters and trainers to transform passive PowerPointTM presentations into an interactive learning experience... Engage each and every audience member by giving them a voice in the form of a Radio Frequency credit card size keypad. Presenters use TurningPoint to gauge comprehension levels and to encourage the sharing of opinions. Responses can be collated and gathered in real-time or can be withheld for later reporting and analysis. TurningPoint is created and operated through Microsoft PowerPoint making it easy to learn and use.

The ResponseCard XR is an ideal self-paced assessment tool boasting the largest storage capacity of any keypad on the market. t
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