www.amee.org VIENNA, AUSTRIA Reed Messe Wien 27-31 August 2011 www.amee.org 2011 in collaboration with Inspire... and be inspired programme 2011 Pre-Conference Workshops, Masterclass Sessions and ESME Courses: 27 & 28 August Main Conference: 29-3 August Scottish Charity SC031618 the leading international medical education conference
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� www.amee.org
VIENNA, AUSTRIAReed Messe Wien27-31 August 2011
www.amee.org
2011
in collaboration with
Inspire... and be inspired
programme 2011
Pre-Conference Workshops, Masterclass Sessions and ESME Courses: 27 & 28 August
Main Conference: 29-3� August
Scottish Charity SC031618
the leading
international
medical education
conference
2 www.amee.org
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A PRoGRAMME FoR INTERNATIoNAl RECoGNITIoN oF ExCEllENCE IN EDuCATIoN IN A MEDICAl SCHool
Most medical schools in the developed world are under regular accreditation by national accreditation bodies. Recognition of the importance of teaching alongside research as the mission of a medical school is attracting attention. ASPIRE is a form of quality assurance that goes beyond accreditation and recognises world-class excellence in medical education against an agreed set of international benchmarks or standards.
In the first instance, three specific aspects have been identified as a focus for recognition of excellence in education in a medical school:
• Excellence in assessment in the medical school
• Excellence in student engagement in the medical school
• Excellence in social responsibility and accountability in the medical school
Criteria for the award of excellence have been developed by international Panels and an ASPIRE Board of leading authorities in medical education.
ASPIRE will be launched towards the end of 20�� with applications for recognition of excellence invited in early 20�2.
www.aspire-to-excellence.org
Preconference Workshops
Saturday 27 August
Sunday 28 August
courSe
ESM
E C
ourse
09
00-1
700
courSe
ESM
E As
sess
men
t Cou
rse
0900
-170
0courSe
RESM
E C
ourse
09
00-1
700
PcW 1
Scho
larsh
ip a
nd in
nova
tion
in m
edic
al e
duca
tion
(CAM
E)
PcW 2
The
Art a
nd S
cien
ce o
f Fac
ilitat
ion:
O
ptim
izing
the
Teac
her L
earn
er E
xper
ienc
e (M
aste
rcla
ss)
PcW 3
Theo
ry a
nd p
ract
ice
of p
eer t
each
ing
in
med
ical
edu
catio
n (M
aste
rcla
ss)
PcW 4
Clin
ical
reas
onin
g
deve
lopm
ent..
.
PcW 5
Com
plex
ity, P
rofe
ssio
nalis
m
and
the
Hidd
en C
urric
ulum
in
Med
ical
Edu
catio
n
PcW 6
Ethi
cs Te
achi
ng:
Shar
ing
Best
Prac
tice
PcW 7
Brui
sed,
Blo
ody
and
Burn
ed:
Basic
Mou
lage
Tech
niqu
es
PcW 8
A sy
stem
s app
roac
h to
in
stitu
tiona
l pla
nnin
g...
PcW 9
Lear
ning
on
the
mov
e:
Enco
urag
ing
and
Embe
ddin
g
the
use
of M
obile
Dev
ices
...
PcW 11
Stra
tegi
c Vi
sioni
ng:
Enga
ging
Fa
culty
in S
hare
d Le
ader
ship
fo
r Pro
gram
Pla
nnin
g
PcW 12
Heal
th c
are
deliv
ery
syste
ms:
Desig
ning
a p
atie
nt a
nd
case
-bas
ed c
urric
ulum
PcW 13
Impl
emen
ting
inno
vatio
ns
in p
ostg
radu
ate
med
ical
ed
ucat
ion:
how
to st
art..
.
PcW 14
All y
ou n
eed
to kn
ow a
bout
us
abilit
y te
sting
for e
-lear
ning
in
terv
entio
ns
PcW 15
A Ke
y to
Dec
odin
g Em
otio
ns:
How
faci
al e
xpre
ssio
ns &
bod
y la
ngua
ge sp
eak f
or a
ll of u
s...
PcW 16
Test
Theo
ry: T
hing
s you
al
ways
wan
ted
to kn
ow,
yet n
ever
dar
ed to
ask
PcW 17
Simul
atio
n: In
tegr
atin
g
Clin
ical
Sci
ence
and
Bas
ic
Scie
nces
in P
re-c
linic
al Ye
ars
courSe
ESM
E C
ourse
09
00-1
700
courSe
ESM
E As
st C
ourse
09
00-1
230
courSe
ESM
E Sim
ulat
ion
Cou
rse
0900
-170
0
PcW 19
How
to D
evel
op E
ffect
ive e
-Lear
ning
: Fr
om P
rinci
ples
to P
ract
ice
(Mas
terc
lass
)
PcW 20
Con
duct
ing
qual
itativ
e re
sear
ch:
From
con
cept
ion
to a
nalys
is (M
aste
rcla
ss)
PcW 21
The
man
y ch
alle
nges
of c
linic
al te
achi
ng a
nd
poss
ible
solu
tions
: A
staff
deve
lopm
ent w
orks
hop
for t
each
ers
in th
e cl
inic
al e
nviro
nmen
t (M
aste
rcla
ss)
PcW 25
How
am I
doin
g? D
evel
opin
g ef
fect
ive fe
edba
ck sk
ills
thro
ugh
delib
erat
e pr
actic
e
PcW 24
Usin
g le
arni
ng th
eory
to
info
rm c
urric
ulum
des
ign
an
d le
arni
ng a
ctivi
ties
PcW 26
Que
stion
naire
des
ign,
us
e an
d an
alys
es in
med
ical
ed
ucat
ion
rese
arch
PcW 27
Mea
sure
men
t of C
linic
al S
kills:
Ad
vanc
ed To
pics
PcW 28
Writi
ng a
nd Te
achi
ng M
edic
al
Educ
atio
n C
urric
ulum
with
Pa
tient
s and
Fam
ilies
PcW 29
Find
the
99 d
iffer
ence
s:
a to
olbo
x for
refle
ctio
n
on st
uden
t and
pat
ient
dive
rsity
PcW 33
The
ABC
s of I
RT
(Item
Res
pons
e Th
eory
)
PcW 34
Rate
r Tra
inin
g: M
etho
ds
to a
chie
ve c
onsis
tenc
y of
ev
alua
tion
that
mov
e...
PcW 35
Iden
tifyin
g an
d He
lpin
g
Doct
ors i
n Di
fficu
lty
PcW 36
Deve
lopi
ng H
igh-
qual
ity
Singl
e-Be
st-An
swer
MC
Qs t
o As
sess
App
licat
ion.
..
PcW 37
The
Smal
l Gro
up E
xper
ienc
e:
Stra
tegi
es to
Impr
ove
your
Pe
rform
ance
as F
acilit
ator
PcW 38
Deve
lopi
ng G
loba
lly
Com
pete
nt H
ealth
C
are
Wor
kers
PcW 39
Clin
ical
Deb
riefin
g an
d
Refle
ctive
Pra
ctic
e:
A Jo
urne
y of
Disc
over
y
PcW 23
Trans
form
ing
Daily
Act
ivitie
s wi
th S
Ps in
to S
chol
arsh
ip
and
Rese
arch
PcW 31
Sequ
entia
l sce
nario
s wi
th si
mul
ated
pat
ient
s –
Deve
lopm
ent a
nd tr
aini
ng
PcW 32
Mea
surin
g O
SCE
Qua
lity:
a Pr
actic
al G
uide
PcW 30
Unde
rstan
ding
and
lead
ing
orga
niza
tiona
l cha
nge:
pr
inci
ples
and
cas
e stu
dies
PcW 18
Med
ical
Edu
catio
n in
Vie
nna
from
the
18
th to
the
21st
Cen
tury
PcW 22
One
Wor
ld –
One
Hea
lth:
the
powe
r of c
olla
bora
tion
th
roug
h In
terp
rofe
ssio
nal E
duca
tion
(IPE)
Orie
ntat
ion
GrouP MeeTINGS
1000-1200 ASPIRE: Excellence in Assessment panel (Invite Only) Business Suite 11000-1200 ASPIRE: Excellence in Student engagement panel (Invite Only) Business Suite 31000-1200 ASPIRE: Excellence in Social responsibility and accountability panel (Invite Only) Business Suite 41200-1300 ASPIRE: lunch (Invite Only) Business Suite 21300-1600 ASPIRE: Board Meeting (Invite Only) Business Suite 2
VeT uNIV VIeNNA
Med uNIV VIeNNA
SchuberT 6
SchuberT 5
SchuberT 4
SchuberT 3
SchuberT 2
SchuberT 1
STolz 2
STolz 1
lehAr 2
lehAr 1
STrAuSS 3
STrAuSS 2
STrAuSS 1
VeT uNIV VIeNNA
Med uNIV VIeNNA
SchuberT 6
SchuberT 5
SchuberT 4
SchuberT 3
SchuberT 2
SchuberT 1
STolz 2
STolz 1
lehAr 2
lehAr 1
STrAuSS 3
STrAuSS 2
STrAuSS 1
lehAr 3-4
lehAr 3-4
0915-1
215
1345-1
645
09
15
-12
15
13
45
-16
45
1700
-18
00
Monday 29 August
PleNArY
PLENARY PRivAtEmEEtiNgssYmPOsiUm REsEARchPAPERs/PhDREPORtsshORtcOmmUNicAtiONs cOURsEswORkshOPs fRiNgEPOstERs sEcREtsOfsUccEss
SYMPoSIuM SYMPoSIuM
21st
cent
ury
M
edic
al Le
arni
ngTh
e fu
ture
of o
nlin
e co
ntin
uing
m
edic
al e
duca
tion:
Towa
rds m
ore
ef
fect
ive a
ppro
ache
s
Facu
lty d
evel
opm
ent:
Not o
nly
an
obl
igat
ion
of m
edic
al sc
hool
s but
it
also
mak
es g
ood
busin
ess s
ense
ShorT coM ShorT coM
Educ
atio
n En
viron
men
t
Postg
radu
ate
Educ
atio
n 1
ShorT coM ShorT coM
Wor
kbas
ed A
sses
smen
t
Empa
thy
and
Ethi
cs
ShorT coM
Pot P
ourri
ShorT coM
Stre
ss a
nd th
e St
uden
t in
Diffi
culty
reSeArch
Sele
ctio
n / C
aree
r cho
ice
ShorT coM
Simul
ated
Pat
ient
s
ShorT coM
Med
ical
Edu
catio
n Re
sear
ch
ShorT coM
Cur
ricul
um E
valu
atio
n
ShorT coM
Virtu
al P
hysio
logi
cal H
uman
WorkShoP
Info
rmed
Sel
f-Ass
essm
ent
and
Feed
back
: Im
plic
atio
ns
for t
each
ing
and
lear
ning
WorkShoP
The
Powe
r of M
ento
ring
in
Med
ical
Edu
catio
n
SYMPoSIuM SYMPoSIuM
Lead
ersh
ip in
Med
ical
Edu
catio
n
Prac
tice
and
Com
mun
ity-o
rient
ed
Cur
ricul
um D
evel
opm
ent i
n Ba
sic
Med
ical
Edu
catio
n (In
Ger
man
)
ShorT coM ShorT coM
Virtu
al P
atie
nts
Postg
radu
ate
Educ
atio
n 2
ShorT coM ShorT coM
Writt
en A
sses
smen
t
Inte
rpro
fess
iona
l Edu
catio
n
ShorT coM
Rese
arch
ShorT coM
Peer
Ass
isted
Lear
ning
reSeArch
Asse
ssm
ent
ShorT coMC
onte
xt fo
r Clin
ical
Teac
hing
ShorT coM
Inte
rnat
iona
l Dim
ensio
ns
of M
edic
al E
duca
tion
ShorT coM
Con
tinui
ng P
rofe
ssio
nal
Deve
lopm
ent 1
Phd rePorT WorkShoP
Soci
al a
ccou
ntab
ility
of m
edic
al
scho
ols:
A n
ew m
ark o
f exc
elle
nce
for
deve
lopm
ent a
nd a
ccre
dita
tion
WorkShoP
Publ
ishin
g th
e Re
sults
of S
chol
arly
W
ork i
n M
edic
al E
duca
tion:
The
Art
of W
riting
and
Get
ting
Publ
ished
SYMPoSIuM SYMPoSIuM
To S
hare
or N
ot to
Sha
re?
Illum
inat
ing
po
licie
s and
app
roac
hes t
o sh
arin
g in
form
atio
n ab
out m
edic
al st
uden
ts
Prac
tice
and
com
mun
ity o
rient
ed
curric
ulum
dev
elop
men
t in
basic
m
edic
al e
duca
tion
(In G
erm
an)
SYMPoSIuM frINGe
Lifel
ong
lear
ning
for h
ealth
pr
ofes
siona
ls
AMEE
Frin
ge 1
ShorT coM ShorT coM
Prog
ress
Test
Team
work
ShorT coM
Train
ing
in S
urge
ry
ShorT coM
Lear
ning
Res
ourc
es
ShorT coM
Prof
essio
nalis
m
ShorT coM
To Le
ctur
e or
Not
?
ShorT coM
Inte
rnat
iona
l Med
ical
Gra
duat
es
ShorT coM
Best
Evid
ence
Med
ical
Ed
ucat
ion
(BEM
E)
ShorT coM WorkShoP
Out
com
es-B
ased
Cou
rse D
esig
n:
A Pe
dago
gica
l App
roac
h to
For
mul
atin
g
and
Writi
ng Le
arni
ng O
utco
mes
WorkShoPTw
o W
orld
s Col
lidin
g: Th
e C
linic
ian
as
Qua
litativ
e Re
sear
cher
The
Asse
ssm
ent o
f Tea
cher
s
GrouP MeeTINGS... invite only (1245-1345)
Harvard Macy Luncheon Restaurant ClubESME Lunch Schubert 5RESME Lunch Schubert 2ESMEA Lunch Schubert 3ESME Sim Lunch Schubert 6VIEW AGM Schubert 4WFME Region Lunch Business Suite 2Ottawa Theme Group Lunch Business Suite 3Masters Programme Lunch Schubert 1GCSA Research Meeting Business Suite 1
PhD
Repo
rts 1
STrAuSS 1b
STrAuSS 3d
lehAr 3-4e
lehAr 1f
lehAr 2G
STolz 1h
STolz 2I
SchuberT 1J
SchuberT 2k
STrAuSS 2c
SchuberT 3l
SchuberT 4M
SchuberT 5N
SchuberT 6o
hAll AA
SeSSIoN 1
0830-1000
SeSSIoN 2
1030-1230
coffee1000-1030
luNch1230-1400
SeSSIoN 3
1400-1545
SeSSIoN 4
1615-1745
coffee1545-1615
Monday 29 August
WorkShoP
Shar
e an
d sh
are
alike
: Usin
g an
d
crea
ting
Ope
n Ed
ucat
iona
l Res
ourc
es
− “t
each
ing
mat
eria
ls fo
r fre
e?”
WorkShoP WorkShoP
An a
sses
smen
t “Sw
ap S
hop”
Stan
dard
s for
PhD
Pro
gram
mes
in
the
Con
text
of P
ostg
radu
ate
M
edic
al E
duca
tion
WorkShoP WorkShoP
Wor
k pla
ce b
ased
ass
essm
ent
of In
tern
atio
nal m
edic
al g
radu
ates
us
ing
mul
tiple
tool
s
Ethi
cs a
nd la
w in
the
m
edic
al c
urric
ulum
WorkShoP
Why
is th
is le
arne
r so
chal
leng
ing
to
wor
k with
?! I
dent
ifyin
g Pr
oble
ms a
nd
Faci
litatin
g Pr
oble
m S
olvin
g
WorkShoP
Sele
ctin
g go
od fu
ture
doc
tors
at
entry
to m
edic
al sc
hool
: an
in
tern
atio
nal c
ompa
rison
PoSTerS
Teac
hing
the
Basic
Sci
ence
s
PoSTerSSt
uden
t Hea
lth /
Lear
ning
Sty
les
PoSTerS
Sele
ctio
n
PoSTerS
Stan
dard
Set
ting
/ Nat
iona
l Exa
ms
PoSTerS
Simul
atio
n
SecreTS
Secr
ets o
f Suc
cess
2
WorkShoP
Enha
ncin
g in
trinsic
mot
ivatio
n
in m
edic
al st
uden
ts: U
sing
Self-
de
term
inat
ion
theo
ry
WorkShoP WorkShoP
Soci
al M
edia
and
Net
works
in
Med
ical
Edu
catio
n
How
to su
cces
sfully
impl
emen
t a
glob
al h
ealth
exp
erie
nce
fo
r med
ical
stud
ents
WorkShoP WorkShoPFe
ed-fo
rwar
d, m
ore
than
the
op
posit
e of
feed
-bac
k?
Teac
hing
Can
MED
S co
mpe
tenc
ies
in th
e cl
inic
al c
onte
xt
WorkShoP
Perfo
rman
ce A
sses
smen
t for
C
ompe
tenc
y-Ba
sed
Heal
th
Prof
essio
nal E
duca
tion
WorkShoP
LCM
E Ac
cred
itatio
n of
US
and
C
anad
ian
Med
ical
Sch
ools:
Fr
om P
roce
ss to
Out
com
e
PoSTerS
Cur
ricul
um D
evel
opm
ent /
Inte
grat
ion
PoSTerS
Lead
ersh
ip /
Man
agem
ent
PoSTerS
Feed
back
PoSTerS
Refle
ctio
n / P
ortfo
lios
PoSTerS
Car
eer C
hoic
e /
Educ
atio
n En
viron
men
t
SecreTS
Secr
ets o
f Suc
cess
1
WorkShoP MeeTING
How
can
clin
ical
teac
hers
enco
urag
e le
arne
rs’ p
erfo
rman
ce im
prov
emen
t af
ter (
mul
tisou
rce)
fee
dbac
k?
WorkShoP WorkShoP
Dead
man
talki
ng: a
per
fect
way
to
expl
ore
biot
hics
usin
g de
vised
thea
tre
So, y
ou a
re in
the
carin
g bu
sines
s?
WorkShoP WorkShoP
Setti
ng u
p O
SCE
exam
inat
ions
: Pr
actic
al C
onsid
erat
ions
Teac
hing
Med
ical
Erro
r Pre
vent
ion
WorkShoP
Enga
ging
clin
ical
teac
hers
WorkShoP
How
to d
esig
n an
d fa
cilita
te fo
cus
grou
ps fo
r use
in m
edic
al e
duca
tion:
Pa
rt 2
PoSTerS
Clin
ical
Teac
hing
1
PoSTerS
Virtu
al P
atie
nts /
eLe
arni
ng
PoSTerS
OSC
E
PoSTerS
Postg
radu
ate
Educ
atio
n 1
PoSTerS
Teac
her E
valu
atio
n
SecreTS
Secr
ets o
f Suc
cess
3
PoSTerS
Stud
ent i
n Di
fficu
lty
PLENARY PRivAtEmEEtiNgssYmPOsiUm REsEARchPAPERs/PhDREPORtsshORtcOmmUNicAtiONs cOURsEswORkshOPs fRiNgEPOstERs sEcREtsOfsUccEss
MeeTING
Med
ical
Teac
her E
dito
rial B
oard
Mee
ting
(Invit
e O
nly)
ESM
E Ad
visor
y Bo
ard
Mee
ting
(In
vite
Onl
y)
GrouP MeeTINGS... invite only (1245-1345)
Harvard Macy Luncheon Restaurant ClubESME Lunch Schubert 5RESME Lunch Schubert 2ESMEA Lunch Schubert 3ESME Sim Lunch Schubert 6VIEW AGM Schubert 4WFME Region Lunch Business Suite 2Ottawa Theme Group Lunch Business Suite 3Masters Programme Lunch Schubert 1GCSA Research Meeting Business Suite 1
buSINeSS SuITe 1
P
buSINeSS SuITe 2
q
GAlerIe 3-4S
GAlerIe 5-6T
GAlerIe 9-10
u
GAlerIe 11-12
V
GAlerIe 15-16
WhAll A1/4
Y z
buSINeSS SuITe 4
r AA bb ccx dd
SeSSIoN 1
0830-1000
SeSSIoN 2
1030-1230
coffee1000-1030
luNch1230-1400
SeSSIoN 3
1400-1545
SeSSIoN 4
1615-1745
coffee1545-1615
Tuesday 30 August
PLENARY PRivAtEmEEtiNgssYmPOsiUm REsEARchPAPERs/PhDREPORtsshORtcOmmUNicAtiONs cOURsEswORkshOPs fRiNgEPOstERs sEcREtsOfsUccEss
SYMPoSIuM SYMPoSIuM
Wha
t is E
viden
ce?
A C
allin
g to
Med
icin
e: In
tern
atio
nal
Persp
ectiv
es o
n Ph
ysic
ian
Car
eer,
Ad
miss
ions
and
Pro
fess
iona
l Dev
elop
men
t
ShorT coM ShorT coMLe
arni
ng in
the
Cur
ricul
um
The
Train
ee in
Diff
icul
ty
ShorT coM ShorT coM
Asse
ssm
ent G
ener
al
Prob
lem
Bas
ed Le
arni
ng
ShorT coM
Refle
ctio
n an
d C
ritica
l Thi
nkin
g
ShorT coM
Stud
ent C
hara
cter
istic
s
reSeArch
Clin
ical
Teac
hing
and
Lear
ning
ShorT coM
Eval
uatin
g Sim
ulat
ion
ShorT coM
Feed
back
to S
tude
nts i
n th
e
Clin
ical
Set
ting
ShorT coM
Con
tinui
ng P
rofe
ssio
nal D
evel
opm
ent /
C
ontin
uing
Med
ical
Edu
catio
n 2
ShorT coM
Impl
emen
ting
a St
aff /
Fa
culty
Dev
elop
men
t Pro
gram
me
WorkShoP
Cro
ss-c
ultu
ral a
dapt
atio
n of
virtu
al
patie
nts (
VPs):
a c
ross
-Atla
ntic
fram
ewor
k
WorkShoP
Reso
lving
Col
legi
al C
onflic
t: W
ho D
o I T
hink
You
Are?
SYMPoSIuM SYMPoSIuM
View
ed th
roug
h a
Prism
: Pro
fess
iona
lism
fro
m th
e Va
ntag
e Po
int o
f Pat
ient
s, Fa
milie
s, St
uden
ts &
Heal
th P
rofe
ssio
nals
in P
ract
ice
Deve
lopm
ents
in M
edic
al E
duca
tion
in
the
Euro
pean
Uni
on
ShorT coM ShorT coM
The
deve
lopm
ent o
f an
eLe
arni
ng p
rogr
amm
e
Train
ing
for G
ener
al P
ract
ice
ShorT coM ShorT coM
Stan
dard
setti
ng
Prob
lem
bas
ed le
arni
ng /
Te
am b
ased
lear
ning
ShorT coM
Educ
atio
nal s
trate
gies
ShorT coM
Car
eer c
hoic
e
reSeArch
Simul
atio
n
ShorT coM
Inno
vativ
e ap
proa
ches
to
teac
hing
and
lear
ning
ShorT coM
Feed
back
to st
uden
ts
ShorT coM
Trans
ition
Phd rePorT
PhD
Repo
rts 2
ShorT coM
Com
mun
icat
ion
skills
WorkShoP
‘Writi
ng u
p’: 3
Prin
cipl
es fo
r Su
cces
sful R
esea
rch
Pape
rs
PleNArY
Inte
rnat
iona
l M
edic
al E
duca
tion
SYMPoSIuM SYMPoSIuM
The
Con
tribut
ion
of th
e So
cial
Sci
ence
s to
Med
ical
Edu
catio
n Re
sear
ch
Prom
otin
g fo
unda
tiona
l rese
arch
liter
acy
skills
: fro
m re
sear
ch lit
erac
y to
rese
arch
ca
paci
ty in
hea
lth sc
ienc
e stu
dent
s
ShorT coM frINGe
Man
agem
ent
AMEE
Frin
ge 2
ShorT coM ShorT coM
Impr
ovin
g th
e O
SCE
Patie
nt S
afet
y
ShorT coM
Clin
ical
Rea
soni
ng
ShorT coM
Stud
ent e
ngag
emen
t wi
th th
e cu
rricul
um
reSeArch
Postg
radu
ate
Educ
atio
n / C
ME
ShorT coM
Clin
ical
teac
hing
and
lear
ning
ShorT coM
(RES
ME)
ShorT coM
(ESM
EA)
ShorT coM
Gen
der
ShorT coM
Com
mun
icat
ion
skills
WorkShoPM
ilesto
nes:
Ess
entia
l Too
ls fo
r C
ompe
tenc
y-ba
sed
Educ
atio
n
GrouP MeeTINGS1215-1315 AMEE AGM Stolz 11215-1315 IAMSE Restaurant Club1215-1315 ESME Lunch Schubert 51215-1315 RESME Lunch Schubert 21215-1315 ESME Sim Lunch Schubert 6
1815-1915 President Reception Restaurant Club1815-2000 Imperial Virtual Patient (invite only) Schubert 61815-2000 IMEX Board (invite only) Business Suite 31815-2000 AMEE Research Committee (invite only) Business Suite 2
MeeT The exPerT1215-1315 Meet the Experts (Assessment) Business Suite 3
hAll AA
STrAuSS 1b
STrAuSS 3d
lehAr 3-4e
lehAr 1f
lehAr 2G
STolz 1h
STolz 2I
SchuberT 1J
SchuberT 2k
STrAuSS 2c
SchuberT 3l
SchuberT 4M
SchuberT 5N
SchuberT 6o
SeSSIoN 5
0815-1000
coffee1000-1030
SeSSIoN 6
1030-1200
SeSSIoN 7
1330-1530
luNch1200-1330
coffee1530-1600
SeSSIoN 8
1600-1745
Tuesday 30 August
WorkShoP WorkShoP WorkShoP
Deve
lop
a TO
SCE!
A h
ands
on
guid
e to
de
velo
ping
you
r own
Team
Obs
erve
d St
ruct
ured
Clin
ical
Enc
ount
er (
TOSC
E)
Inte
grat
ing
rese
arch
skills
and
co
mpe
tenc
es in
the
med
ical
cur
ricul
um.
A wo
rksho
p on
find
ing
the
right
bal
ance
WorkShoP WorkShoP
Reth
inkin
g po
rtfol
ios a
s a p
roce
ss:
strat
egie
s for
cre
atin
g a
succ
essfu
l po
rtfol
io c
ultu
re
Usin
g Te
am B
ased
Lear
ning
(TBL
) in
Hea
lth S
cien
ce E
duca
tion
WorkShoP
Teac
hing
2Tea
ch (T
2T) –
Des
igni
ng
and
impl
emen
ting
a stu
dent
-led
te
achi
ng sk
ills c
ourse
WorkShoP
Med
ical
Sch
ool A
dmiss
ions
: Na
vigat
ing
Exce
llenc
e, P
resti
ge a
nd
Acce
ss in
a “S
piky
” Wor
ld
PoSTerS
Postg
radu
ate
Educ
atio
n 2
PoSTerS
Teac
hing
and
Lear
ning
PoSTerS
eLea
rnin
g
PoSTerS
Clin
ical
Teac
hing
2
PoSTerS
Com
mun
ity B
ased
Edu
catio
n /
Med
ical
Edu
catio
n Re
sear
ch
SecreTS
Secr
ets o
f Suc
cess
4
PLENARY PRivAtEmEEtiNgssYmPOsiUm REsEARchPAPERs/PhDREPORtsshORtcOmmUNicAtiONs cOURsEswORkshOPs fRiNgEPOstERs sEcREtsOfsUccEss
WorkShoP WorkShoP WorkShoP
Expl
aini
ng th
e m
edic
ally
unex
plai
ned:
de
mon
strat
ing
and
teac
hing
the
skills
Visio
ning
for t
he fu
ture
: How
do
we p
repa
re
our m
edic
al st
uden
ts fo
r Lea
dersh
ip a
nd
Man
agem
ent i
n C
linic
al p
ract
ice?
WorkShoP WorkShoP
Surv
ey d
esig
n ba
sics:
from
co
nstru
cts t
o sc
ales
Usin
g M
ind-
Body
Med
icin
e Sk
ills
to R
educ
e St
ress
and
Pro
mot
e W
elln
ess
in M
edic
al S
choo
l
WorkShoPTh
e de
finitio
n an
d as
sess
men
t of
insig
ht in
edu
catio
nal p
lann
ing
for
heal
thca
re p
ract
itione
rsWorkShoP
Desig
ning
an
asse
ssm
ent p
rogr
am: m
ovin
g fro
m in
divid
ual a
sses
smen
t ins
trum
ents
towa
rds a
coh
eren
t ass
essm
ent p
rogr
am
PoSTerS
Topi
cs in
the
Cur
ricul
um
PoSTerS
Writt
en A
sses
smen
t and
Pro
gres
s Tes
t
PoSTerS
Rese
arch
/ Ev
iden
ce B
ased
Med
icin
e
PoSTerS
Stud
ent a
s tea
cher
/
Peer
Ass
isted
Lear
ning
PoSTerS
Inte
rnat
iona
l
SecreTS
Secr
ets o
f Suc
cess
5
WorkShoP
Com
e an
d Te
st Yo
ur K
nowl
edge
on
the
Criti
cal C
once
pts f
rom
the
Con
tinui
ng
Med
ical
Edu
catio
n Lit
erat
ure
WorkShoP
Stud
ying
the
med
ical
edu
catio
n
lear
ning
env
ironm
ent:
expl
orin
g
inte
rnat
iona
l per
spec
tives
WorkShoP WorkShoP
Whe
n M
ayhe
m R
eign
s:
Deve
lopi
ng Te
achi
ng S
kills
for
Hect
ic C
linic
al S
ituat
ions
A pr
ofes
siona
l app
roac
h to
mul
ti-so
urce
fe
edba
ck (M
SF) i
n sp
ecia
list t
rain
ing
–
how
to q
ualify
feed
back
faci
litato
rs
WorkShoP WorkShoP
MDc
me.
ca –
Onl
ine
Con
tinui
ng
Med
ical
Edu
catio
n fo
r Phy
sicia
ns
and
Oth
er H
ealth
Pro
fess
iona
ls
Usin
g Th
e Im
prov
emen
t Mod
el to
Im
prov
e Ed
ucat
iona
l Inno
vatio
n
WorkShoP
Stru
ctur
ed A
ppro
ach
to
Effe
ctive
Virtu
al P
atie
nt A
utho
ring
WorkShoP
Cau
ses a
nd re
med
iatio
n of
un
derp
erfo
rman
ce in
med
ical
scho
ol
PoSTerS
Out
com
e Ba
sed
Educ
atio
n
PoSTerS
OSC
E an
d C
linic
al A
sses
smen
t
PoSTerS
Postg
radu
ate
Train
ing
/ Tra
inin
g fo
r G
ener
al P
ract
ice
/ Fam
ily M
edic
ine
PoSTerS
Stud
ent C
hara
cter
istic
s
PoSTerS SecreTS
Secr
ets o
f Suc
cess
6
MeeTING
Staf
f Dev
elop
men
t
PoSTerS
Cur
ricul
um Tr
ansit
ion
/ To
pics
in th
e C
urric
ulum
MED
INE2
: Wor
kpac
kage
5 a
nd 6
M
eetin
g (In
vite
only)
Bu
sines
s Sui
te 2
& 3
GrouP MeeTINGS1215-1315 AMEE AGM Stolz 11215-1315 IAMSE Restaurant Club1215-1315 ESME Lunch Schubert 51215-1315 RESME Lunch Schubert 21215-1315 ESME Sim Lunch Schubert 6
1815-1915 President Reception Restaurant Club1815-2000 Imperial Virtual Patient (invite only) Schubert 61815-2000 IMEX Board (invite only) Business Suite 31815-2000 AMEE Research Committee (invite only) Business Suite 2
MeeT The exPerT1215-1315 Meet the Experts (Assessment) Business Suite 3
Prof
essio
nalis
m, P
rofe
ssio
nal Id
entit
y,
and
Soci
aliza
tion:
Fro
m Th
eory
to
Actio
n in
Teac
hing
Pro
fess
iona
lism
Con
struc
ting
prob
lem
-bas
ed
lear
ning
cas
es: h
ands
-on
train
ing
buSINeSS SuITe 1
P
buSINeSS SuITe 2
q
GAlerIe 3-4S
GAlerIe 5-6T
GAlerIe 9-10
u
GAlerIe 11-12
V
GAlerIe 15-16
WhAll A1/4
Y z
buSINeSS SuITe 4
r AA bb ccx dd
SeSSIoN 5
0815-1000
SeSSIoN 6
1030-1200
SeSSIoN 7
1330-1530
SeSSIoN 8
1600-1745
coffee1000-1030
luNch1200-1330
coffee1530-1600
Wednesday 31 August
PLENARY PRivAtEmEEtiNgssYmPOsiUm REsEARchPAPERs/PhDREPORtsshORtcOmmUNicAtiONs cOURsEswORkshOPs fRiNgEPOstERs sEcREtsOfsUccEss
SYMPoSIuM SYMPoSIuM
Deliv
erin
g th
e C
urric
ulum
of t
he F
utur
e
Gen
der in
Med
ical
Edu
catio
n:
An
inte
rnat
iona
l per
spec
tive
on
what
, why
and
how
ShorT coM ShorT coMC
urric
ulum
man
agem
ent a
nd c
hang
e
Juni
or D
octo
r as t
each
er
ShorT coM ShorT coM
Asse
ssm
ent a
nd th
e O
SCE
Rura
l Edu
catio
n
ShorT coM
Out
com
e Ba
sed
Educ
atio
n
ShorT coM
Peer
ass
essm
ent
reSeArch
Prof
essio
nalis
m /
The
Teac
her
ShorT coM
Simul
atio
n in
pra
ctic
e
ShorT coM
Inte
rnat
iona
l col
labo
ratio
ns
in m
edic
al e
duca
tion
ShorT coM
Sele
ctio
n fo
r med
icin
e
ShorT coM
Appr
oach
es to
staf
f dev
elop
men
t
WorkShoP WorkShoP
SYMPoSIuM SYMPoSIuM
Usin
g St
uden
t Eng
agem
ent
to Im
prov
e M
edic
al E
duca
tion
ShorT coM ShorT coM
Soci
al re
spon
sibilit
y
of a
med
ical
scho
ol
Iber
o Am
eric
an
ShorT coM ShorT coM
Train
ing
for le
ader
ship
Com
mun
ity O
rient
ed
Med
ical
Edu
catio
n
ShorT coM
Hum
anitie
s in
med
ical
edu
catio
n
ShorT coM
The
curric
ulum
reSeArch ShorT coM
Clin
ical
skills
trai
ning
ShorT coM
Soci
al n
etwo
rking
ShorT coM
Mul
ti M
ini In
terv
iew
The
role
s of t
he te
ache
r
WorkShoP
Mak
ing
Your
Mar
k: Ho
w To
Cre
ate
Ef
fect
ive P
ower
Poin
t Pre
sent
atio
ns
WorkShoP
How
to se
arch
, ret
rieve
and
repu
rpos
e m
edic
al e
duca
tiona
l reso
urce
s: th
e m
Educ
ator
pro
ject
app
roac
h
PleNArY
Evid
ence
bas
ed te
achi
ngSp
otlig
hts
ShorT coM
courSe courSe
RESM
E C
ourse
ESM
E Sim
Cou
rseW
hat f
acul
ty n
eed
to kn
ow to
und
ersta
nd
inte
ract
ive te
sting
stra
tegi
es a
nd c
reat
e ad
vanc
ed it
ems
Youn
g m
edic
al e
duca
tor w
orks
hop:
Ho
w to
cho
ose
a co
ncep
tual
, the
oret
ical
fra
mew
ork f
or m
y re
sear
ch p
roje
ct
hAll AA
STrAuSS 1b
STrAuSS 3d
lehAr 3-4e
lehAr 1f
lehAr 2G
STolz 1h
STolz 2I
SchuberT 1J
SchuberT 2k
STrAuSS 2c
SchuberT 3l
SchuberT 4M
SchuberT 5N
SchuberT 6o
SeSSIoN 9
0815-1000
coffee1000-1030
SeSSIoN 10
1030-1200
SeSSIoN 11
1300-1530
luNch1200-1300
1545-1700
eSMe luNch
Wednesday 31 August
WorkShoP
A St
ep-w
ise A
ppro
ach
to Tr
aine
e Pe
rform
ance
Pro
blem
s
WorkShoP WorkShoP
Iden
tifyin
g an
d ap
plyin
g th
eore
tical
pa
radi
gms t
o ed
ucat
iona
l rese
arch
WorkShoP WorkShoP WorkShoP WorkShoP PoSTerS
Postg
radu
ate
Train
ing
/ Tra
inin
g fo
r Sur
gery
PoSTerS
Prob
lem
bas
ed le
arni
ng /
Criti
cal t
hink
ing
PoSTerS
Prof
essio
nalis
m /
Attit
udes
PoSTerS
Con
tinui
ng P
rofe
ssio
nal D
evel
opm
ent/
Con
tinui
ng M
edic
al E
duca
tion
PoSTerS
Wor
k Bas
ed A
sses
smen
t
SecreTS
Secr
ets o
f Suc
cess
7
PLENARY PRivAtEmEEtiNgssYmPOsiUm REsEARchPAPERs/PhDREPORtsshORtcOmmUNicAtiONs cOURsEswORkshOPs fRiNgEPOstERs sEcREtsOfsUccEss
WorkShoP
Usin
g th
eory
in m
edic
al
educ
atio
n re
sear
ch
WorkShoP WorkShoP
Min
d m
aps f
or th
inkin
g an
d
crea
tivity
in m
edic
al e
duca
tion
WorkShoP WorkShoP WorkShoP WorkShoP PoSTerS
Inte
rpro
fess
iona
l Edu
catio
n / T
eam
work
PoSTerS
Com
mun
icat
ion
Skills
/ Pa
tient
Saf
ety
PoSTerS
Simul
ated
Pat
ient
s / S
imul
atio
n
PoSTerS
Cur
ricul
um E
valu
atio
n
PoSTerS SecreTS
Secr
ets o
f Suc
cess
8
MeeTING
Clin
ical
Teac
hing
3
BEM
E M
eetin
g (in
vite
only)
(1
030-
1245
)
buSINeSS SuITe 1
P
buSINeSS SuITe 2
q
GAlerIe b 2S
GAlerIe b 3T
GAlerIe b 5u
GAlerIe b 6V
GAlerIe b 7W
hAll A1/4
Y z
buSINeSS SuITe 4
r AA bb ccx dd
SeSSIoN 9
0815-1000
coffee1000-1030
SeSSIoN 10
1030-1200
SeSSIoN 11
1300-1530
luNch1200-1300
– � –
GEN
ER
AL I
NFO
RM
ATI
ON
1contents
SEcTION 1: GENERAL INFORMATION
Welcome to AMEE 2011 .. .. .. .. .. 3committees and staff .. .. .. .. .. 3student task Force .. .. .. .. .. .. 4Abstract Reviewers .. .. .. .. .. .. 4
General Information .. .. .. .. .. 5Getting from airport to city centre .. .. .. .. 5Accommodation .. .. .. .. .. .. 5Useful information .. .. .. .. .. .. 6subway map .. .. .. .. .. .. 7Road map .. .. .. .. .. .. 8
About the conference .. .. .. .. .. 9conference venue .. .. .. .. .. 9Getting around Vienna and to Reed Messe Wien .. .. .. 9Registration desk opening hours .. .. .. .. .. 9Audio visual arrangements .. .. .. .. .. �0Speaker review opening hours − Media Lounge .. .. .. 10cMe accreditation .. .. .. .. .. .. �0certificate of attendance .. .. .. .. .. �0conference evaluation .. .. .. .. .. �0
Academic Programme .. .. .. .. .. ��conference sessions .. .. .. .. .. ��AMee-esMe courses .. .. .. .. .. �4Hands-on cPR opportunity for all delegates .. .. .. .. �5Awards and prizes .. .. .. .. .. .. �5
Group meetings .. .. .. .. .. .. �6
Exhibition .. .. .. .. .. .. �7exhibit hours .. .. .. .. .. .. �8Premium commercial exhibitors .. .. .. .. .. �8commercial exhibitors .. .. .. .. .. 2�not-for-profit and academic exhibitors .. .. .. .. 22
Personal diary .. .. .. .. .. .. 24
Reed Messe Wien room layout plans .. .. .. .. 25
– 2 –
SEcTION 2: PROGRAMMESaturday 27 August .. .. .. .. .. 27AMee-esMe courses .. .. .. .. .. 27Pre-conference Workshops .. .. .. .. .. 27
Sunday 28 August .. .. .. .. .. 3�Group Meetings .. .. .. .. .. .. 3�AMee-esMe courses .. .. .. .. .. 3�Pre-conference Workshops .. .. .. .. .. 3�
Monday 29 August .. .. .. .. .. 35session �: Plenary .. .. .. .. .. .. 35session 2: simultaneous sessions .. .. .. .. 35session 3: simultaneous sessions .. .. .. .. 5�session 4: simultaneous sessions .. .. .. .. 65
Tuesday 30 August .. .. .. .. .. 8�session 5: simultaneous sessions .. .. .. .. 8�session 6: simultaneous sessions .. .. .. .. 96session 7: Plenary .. .. .. .. .. .. ��0session 8: simultaneous sessions .. .. .. .. ���
Wednesday 31 August .. .. .. .. .. �29session 9: simultaneous sessions .. .. .. .. �29session �0: simultaneous sessions .. .. .. .. �43session ��: simultaneous sessions .. .. .. .. �56
SEcTION 3: TOuR PROGRAMME & EvENING EvENTSterms and conditions .. .. .. .. .. �59Bus excursion: Highlights of Vienna .. .. .. .. �59Bus excursion: ‘Wienerwald’ − Vienna Woods .. .. .. 159opening ceremony and Reception .. .. .. .. �60Bus excursion: ‘Jugendstill’ − Art Nouveau .. .. .. .. 160Viennese Heurigen Evening (Vineyard Fuhrgassl − Huber) .. .. .. 160
city Walk: old city including spanish Riding school .. .. .. �60
SEcTION 4: PRESENTERS INDEX .. .. .. .. �6�
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Dear Participant
thank you for registering for AMee 20�� in Vienna. It is �4 years since AMee last held its conference in Vienna, and times have certainly changed. our numbers have increased almost ten-fold since �997, and a record 2650 are participating this year, from 84 countries. the large numbers of participants, presentations and simultaneous sessions bring an additional level of complexity to the organisation. Ably supported by Richard Marz and the Local Organising committee, we have been working hard throughout the year to make this a conference to remember.
It always amazes us that so many conference attendees are joining us for the first time. If this applies to you, we hope you will enjoy the experience, and that you will feel welcome and amongst friends. If you are an AMee regular, please share your experience and extend a warm welcome to new participants. the opening reception on sunday evening is designed for this purpose – to renew old acquaintances and to make new ones. Attending such a large conference can be quite a daunting experience, so please try to look through the programme in advance and to work out what is happening, if you have any specific commitments such as presentations, and what else you really can’t afford to miss. the summary pages at the front of the programme give an overview of sessions and times. We also recommend to new participants that they attend the orientation session on sunday from �700-�800 hrs, where we try to give a few key tips on how to get the most from your conference attendance.
If you have questions relating to registration issues, please ask the Worldspan representatives on the registration desk, with whom AMee is working for the first time. For questions relating to the programme or your own participation, please ask at the AMee desk. At any time you can approach one of our extremely helpful students who will be in evidence throughout the venue, or a member of the AMee executive, or the Local Organising Committee.
What has not changed is the charm and elegance of Vienna, certainly one of the most beautiful cities in europe, with many attractions for the visitor. Whilst the conference programme is very full, and the working day is long, we hope you will have some time to look around, and maybe to join in one of the conference tours.
on behalf of the AMee executive committee and the Local Organising Committee, may I wish you a very warm welcome to AMee 20��.
MaDalena Patrício (AMEE President)on behalf of the AMee executive committee and secretariat
AMEE ExEcutivE coMMittEEMadalena Patricio (President)Ronald Harden (General Secretary/Treasurer)Bernardo Bollen-Pinto (Jr Dr Representative)steven DurningKati HakkarainenJean JouquanStefan Lindgren (ex officio)Jorge Pales charlotte Ringstedcees van der VleutenMargot Weggemans (Student Representative)
AMEE SEcrEtAriAtRonald Harden (General Secretary/Treasurer)Pat Lilley (Operations Director)Trevor Gibbs (Development Officer)Tracey Thomson (Administrative Executive)Sarah Brogan (MedEdWorld Administrator)Lorna Buj (Secretary)Morag Allan Campbell (Medical Teacher Journal Coordinator)Sharon Marr (Secretary)
WorLDSPAN StAFFLouise Baxendellsophie Morriscarol Pattonnicola WilliamsMel Allmark chantel courtney Adam Gabbetis Lawri Farrell clare Rimell
ProGrAMME DESiGNLynn Thomson (Visual Marketing Coordinator)
WELCOME TO AMEE 2011
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ENDorSEMENt orGANiSAtioNSthe Medical University of Viennathe Österreichische Gesellschaft für Hochschuldidaktik (Austrian Society for Didactics in Higher Education)akademie der ärzte
LocAL orGANiSiNG coMMittEERichard März (Medical University of Vienna) (Chair)Elizabeth Legenstein (Medical University of Vienna)Karl Kremser (Medical University of Vienna)Herbert Plass (Medical University of Vienna)Martin Lischka (Medical University of Vienna)Christian Holzbaur (Medical University of Vienna)Michaela Wagner-Menghin (Medical University of Vienna)Karin Pierer (Medical University of Innsbruck)Christian Gruber (University of Veterinary Medicine Vienna)Lucia Ucnik (Club Alpbach Medica)Michael Schmidts (Medical University of Vienna)Anna Berghoff (Medical University of Vienna) (Student Rep) Matthäus Grasl (Medical University of Vienna)
AMEE StuDENt tASkForcE – Look out For tHE LiGHt GrEEN PoLo SHirtSAMee is pleased to have a large group of student helpers, both local and international, attending the conference, coordinated by Anna Berghoff (Medical University of Vienna) and Margot Weggemans (AMEE Student Representative). We are grateful to the following students for their participation.
Local Representatives: Anna Antoni; Anna Berghoff; Jürgen Harreiter; Isabella Divisch; Jingjin Xu; Alexander Winkler; D Demir; Denise Pohl; Julia Krystyn; Xiao-ou Kristin Gao; Felix tuchmann; stefanie Kretschmer; sophia Zahn; titieni Andreea; Jonas Rech; Abdelhakim noura; Gerrit Machetanz; Guangyu shao; Michael schütz; Philipp Rechberger; Ilja Radlgruber; Andreas Habertheuer
International Students: Lina Al-Zain; Luisa Baca; Porpong Boonmak; Raquel Correia; Robbert Duvivier; Lana Fani; Kevin Garrity; Mathis Gittinger; Ioana Goganau; Felicity Jones; Lamia Jouini; Elif Keles; Wajiha Jurdi Kheir; Emma Kortekangas; Patrizia Kündig; Kaouther Limam; Stefanie Lip; Fatia Masriati; Maxime Moulin; Omar Mukhtar; Sándor Öry; Maria christina Papadopoulou; olga Rostkowska; Annie tubman; Margot Weggemans; Anneliese Willems; Aleksandra Wojtowicz; suleyman Yildiz; sandra Zeuner
For further information on some of the social activities arranged, please visit the student desk, in Hall A foyer of Reed Messe Wien.
ABStrAct rEviEWErSthe review and selection of presentations from submitted abstracts is an increasingly onerous task. We are grateful to the following reviewers for their assistance:
Research Paper Scientific Committee and Reviewers: Lesley Bainbridge; Nicole Borges; Isobel Braidman; Janke cohen-schotanus; Manuel João costa; eugene custers; Peter de Jong; Agnes Diemers; Diana Dolmans; Valerie Dory; Erik Driessen; Steven Durning; Liselotte Dyrbye; Berit eika; nabeel Farhan; trevor Gibbs; christian Gruber; Larry Gruppen; Paul Hemmer; Debbie Jaarsma; Nazan Karaoglu; Sue Kilminster; Sharon Krackov; Nick Lown; Tina Martimianakis; Bill McGaghie; Daryl McGill; Leila Niemi-Murola; emil Petrusa; charlotte Ringsted; trudie Roberts; shelley Ross; Miriam Ruesseler; Johanna schonrock-Adema; Lambert Schuwirth; John Shatzer; Olle ten Cate; Pim teunissen; Jan van Dalen; Monica van de Ridder; Bas Verhoeven; Pirashanthie Vivekananda schmidt; Val Wass
PhD reports Reviewers: cees van der Vleuten; Albert scherpbier
Short communications, Poster, Fringe and Secrets of Success Submission Reviewers: omar Alhussaini; nigel Bax; Benno Bonke; nicole Borges; Joanne Burke; Angel centeno; sonia crandall; Peter de Jong; Joke Denekens; John Dent; steve Durning; Rachel ellaway; Phillip evans; nabeel Farhan; Martin Fischer; trevor Gibbs; Anita Glicken; Lindsey Glynn; Matthaeus Grasel; Christian Gruber; Kati Hakkarainen; Angelika Hofhansel; Are Holen; Geir Jacobsen; elizabeth Kachur; Hannah Kedar; Athol Kent; Karl Kremser; Mary Lawson; Richard Maerz; Hervé Maisonneuve; Moira Maley; Dianne Manning; Melissa Margolis; David Marshall; Henrique Martins; Michelle McLean; Jadwiga Mirecka; Debra Nestel; Peter Nippert; Jørgen nystrup; Anna o’neill; susan Pasquale; Madalena Patrício; Godfrey Pell; subha Ramani; Muhammad saeed; John sandars; Joan sargeant; Martin sullivan; olle ten cate; David thomas; Alistair thomson; Herman van Rossum; Kevser Vatansever; Michaela Wagner-Menghin; Judith Wagter; Anne Werner; David Wiegman; Hubert Wiener; Louise Willerton; Andrzej Wojtczak; Hadi Zamanian; nabil Zary
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Vienna is one of europe’s top destinations for city and conference tourism. the world famous cultural life, the unique style of a former imperial capital where east meets West, and the vast range of leisure activities exert a magnetic attraction.
Vienna not only has the charm of an experienced host, but also the infrastructure and services required for its role. It boasts an international airport, large amounts of quality hotel accommodation, a culinary landscape second to none and an incomparable array of cultural attractions. Vienna also has a host of “green lungs”, stands out for its cleanliness, and has a well deserved reputation as one of the safest large cities in the world.
The ‘Welcome to Vienna’ website − www.wien.info/en/travel-info/to-and-around provides detailed information on how to reach Vienna, links from the airport to the city centre and also how to use the public transportation system within Vienna.
GETTING FROM AIRPORT TO cITy cENTREto get from the Vienna Airport at schwechat, located outside the city limits, to the city center, you can choose from the city Airport train, an Airport Express bus, the Schnellbahn (City Train), the Vienna Airport service, taxi, or a private transfer (organised by COME-IN).
Private Transfers: coMe In offer a transfer booking service. A car carrying a maximum of 3 persons will cost euros 55 per transfer and a mini bus carrying a maximum of 6 persons will cost euros 85 per transfer. transfers can be booked via the coMe In website or by downloading, completing and returning the AMee 20�� Accommodation, transfers and social Programme Booking Form.pdf. For more information, please contact coMe-In: amee20��@come-in.at
city Airport Train (cAT): leaves every half hour from the city center (Landstrasse/Wien Mitte) and the airport – the ride lasts �6 minutes (single ride 10 Euro, round trip 18 Euro). It is possible to check in and receive one’s boarding pass at Wien Mitte (3, Invalidenstrasse / Marxer Brücke) on a specially designated city Airport train track.
GENERAL INFORMATION
Airport Express Buses of the Vienna to/from the city center (1, Morzinplatz / Franz-Josefs-Kai). Duration: 20 minutes; every day from about 5:00 am to midnight; runs every 30 minutes (single ride 6 euro, round trip: 11 Euro)
city Train (Schnellbahn) s 7 With the Vienna card for your ride to and from the airport, you need only buy an additional “Aussenzonen” (outer zone) ticket for 2.20 Euro (1.80 Euro if bought in advance) and have it punched before entering the train. Without the Vienna card, you need to pay two zones (4.40 euro, or 3.60 Euro if bought in advance).
Please make sure that the train in the direction of the airport shows either the sign “Wolfsthal” or “Flughafen.” From the airport to the center of Vienna, you should choose train with signs “Wien Mitte,” “Wien nord” or “Floridsdorf.”
Bratislava Airport: Bratislava Airport is 65 km from the centre of Vienna. the direct train from Bratislava central Station to Vienna Südbahnhof (Ostbahn) runs almost hourly from 7.50 am to ��.50 pm. Bus line 6� plies the route from Bratislava Airport to the central station every �5-20 minutes from 5.00 am to ��.00 pm. the buses of ÖBB-Postbus GmbH, eurolines, and terravision bring you from Bratislava Airport to Vienna. these buses run either to Südtiroler Platz (U1), Vienna-Erdberg (U3) or to Vienna schwechat Airport.
For more information, on how to reach the city from either Vienna or Bratislava Airport, please visit: www.wien.info/en/travel-info/to-and-around/airport-to-center.
AccOMMODATIONIf you still need to book accommodation, please contact coMe In as soon as possible and they will do their best to help:coMe in, alserstrasse 32/20, a 1090 Vienna, austria. [email protected]
Accommodation representatives will be available at the following times at the Accommodation Desk situated in Hall A Foyer, Reed Messe Wien near the AMee Registration Desk.
saturday 27 August �0.00-�5.00
sunday 28 August �0.00-�5.00 and during opening Reception
Monday 29 August �0.00-�5.00 and from �8.30 until departure of buses to the Heurigen
Requests on tuesday and Wednesday, 30th and 3�st of August, will be handled by the coMe In office.
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TOuRS AND EvENING EvENTSAny remaining tickets for tours and the Viennese Heurigen evening may be purchased from coMe In. to find out what is available contact:
coMe in, alserstrasse 32/20, a 1090 Vienna, austria. [email protected]
original tickets for the Bus excursions, Heurigen evening and city Walk will be handed out at the registration desk in Vienna. Participants are kindly requested to present original tickets to their guide for Bus excursions, Heurigen evening and city Walk.
tickets for all tours will be distributed at the registration desk during the above times. Please bring your booking confirmation when collecting!
uSEFuL INFORMATIONcurrency: the currency in Vienna is the euro. At the time of going to press (July 2011) the exchange rate is: £1= €1.14; $1= €0.70.
Banking: Banks are open from 8.00 to �2.30 am and from �.30 to 3.00 pm Monday to Friday, except thursday when they close at 5.30 pm. Banks are closed on saturdays, sundays and public holidays, but exchange offices at airport and city rail terminals are open seven days a week. If possible, exchange money at a bank during regular opening hours or use Automatic Teller Machines (ATMs), which are called Bankomats in Austria, or with your credit card.
credit cards: Major credit and debit cards are widely accepted though some small hotels and restaurants may only accept cash. travellers cheques are also accepted.
Tipping: In many areas such as restaurants and taxis, tipping is traditionally expected. Usually, the tip ranges from 5 to �0 percent, depending on your satisfaction with the services rendered.
Smoking: Austria has implemented several laws which limit or outlaw smoking in certain areas:
• smoking is prohibited in all offices with certain exceptions such as bars, discos, restaurants etc. If all employees agree on allowing smoking in a work place, smoking may continue.
• smoking was banned from all trains and train stations when Germany introduced such a ban in 2007.
• As of January 2009, a new law was put in place which mandates all restaurants, bars, discos and pubs which are larger than 80m² to introduce smoking rooms and non-smoking rooms. Below 50m² the owner may opt to either be a smoking or non-smoking place, between 50m² and 80m² there is an option under certain circumstances. the law provides for a very long transition phase.
All conference locations being used by AMee will be strictly no smoking.
Electricity: the electrical current in Vienna is 220 volts/50Hz. Americans and canadians with ��0V equipment will need a transformer which changes the voltage and an adapter to fit Austrian sockets. UK and Australians can use a plug adapter. the european round 2-pin plugs are standard and are widely available.
Health care and Travel Insurance: It is strongly recommended that delegates arrange their own travel insurance to cover the loss of possessions, money, any health or dental treatment and conference cancellation.
Weather: Vienna has a mild continental climate, even if the occasional winter’s day is icy and a sweltering heat sits between the palaces of the old city on the odd day in midsummer - on most days of the year. For up to date weather forecast, please visit: http://www.wien.info/en/weather
children: children are not permitted to attend any of the academic sessions and should not be left unaccompanied at any time at the Messe Wien or University of Vienna premises.
Disabled: Participants with disabilities are asked to contact the AMEE Office ([email protected]) in advance of the conference so that we can do our best to make your conference participation as easy as possible.
cloakroom: A cloakroom will be available on Wednesday and costs €1 per item held.
Accompanying Persons: For euros 55 accompanying persons can attend the opening ceremony and reception on sunday evening at Reed Messe Wien and receive a 3 day travel card. they are not permitted to attend any conference sessions or the exhibition, except on sunday evening.
WHERE TO EAT AT AND AROuND REED MESSE WIENA list of recommendations will be available at the registration desk.
cITy cENTRE MAPA hard copy map will be provided in each of the conference bags.
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RoAD MAP
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cONFERENcE vENuEReed Messe Wien GmbH, Messeplatz �, P.o.Box 277, A-�02� Vienna
Tel: +43 (0)1 727 20-0; Fax: +43 (0)1 727 20-4709; email: [email protected]; Web: www.messecongress.at
All the main conference sessions will take place at the Reed Messe Wien, with the exception of pre-conference workshops PcW �8 and 22 on sunday 28 August which will take place at the Medical University of Vienna, and University of Veterinary Medicine, Vienna respectively.
GETTING AROuND vIENNA AND TO REED MESSE WIENHow to get to Reed Messe Wien: take the U2 line to Messe/Prater and Krieau, and use entrance A to access the conference centre (see map on page 6).
Bus: take ��A from Heiligenstadt to station ‘Krieau’ or Bus 80B from Kaiserebersdorf to station ‘Krieau’.
conference Travel Pass: A 3 day congress travel pass will be issued to all pre-registered delegates who have paid in advance upon registering at Reed Messe and will be available to use on the Monday, Tuesday and Wednesday (29-31 August). this ticket is the best way to take advantage of the extensive network of subway trains (which run till shortly after midnight), streetcars and buses.
Subway: the subway lines in Vienna run on weekdays from about 5.00 am to about midnight. on weekends and on the eve of public holidays the subway trains also run through the night. Most tram and bus services end before midnight. You can also find the timetables of all Vienna lines, together with the timings of the first and last train for each station, on the Wiener Linien website http://www.wienerlinien.at/wl/ep/home.do?tabId=0. During the night-time hours, night buses cover the major routes in Vienna. You can also use the night buses at no extra charge with all tickets issued by Wiener Linien.
Taxis in vienna: If you don’t want to use the underground, streetcars, or bus with your travel card - then simply call a taxi. For journeys to/from the airport, please ask for the airport tariffs. Alternatively, call the c & K Airport service (tel. 444 44) or the company Airportdriver (tel. 22 8 22). Special services such as Taxi and
sightseeing and a taxi for the hard of hearing, which can be ordered by fax on 408 �5 25-848, are also available, as is an Austria-wide taxi service on tel. �7�8. If you want to rent a limousine – with or without driver – make use of special limousine services. For more information, please visit: www.wien.info/en/travel-info/to-and-around/taxis
FAXI – The Bicycle Taxi (Pedicabs): one ecologically sound means of transport in Vienna is the bicycle taxi. In three-wheeled bicycle rickshaws, two persons (including hand luggage) can explore the city. the canopy of the vehicles protects the passengers from sun and rain. More information at www.faxi.at.
REGISTRATION DESk OPENING HOuRS Delegates should register in the Hall A Foyer of Reed Messe Wien at one of the following times:
saturday 27 August 0800-�730sunday 28 August 0800-2�00Monday 29 August 07�5-�8�5tuesday 30 August 0745-�8�5Wednesday 3� August 0745-�545
Onsite payments: Participants who have made arrangements to pay their registration fees onsite should present their invoice at the onsite payments desk in Hall A Foyer, Reed Messe Wien and pay by credit card or cash (euros preferred. UK Pounds sterling and Us Dollars can also be accepted – the exchange rate will be indicated at the time of payment).
conference notice board and messages: Please check the boards near the registration desk for updates and any personal messages. Between 27-3� August messages for the AMee secretariat may be sent to: [email protected]
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Internet cafe: Pcs for internet access only are available in Hall A from Monday 29 August to Wednesday 3� August.
WIFI: Free wireless access is available for all delegates in Hall A and the congress centre Rooms in Reed Messe Wien. no password or registration required – just open up your internet browser.
AuDIO vISuAL ARRANGEMENTSA computer with speaker and a data projector will be provided in all presentation rooms for plenaries, symposia, Fringe, short communications and workshops. no audiovisual aids are provided for poster presentations. It is not possible to use your own computer for short communications, research papers, PhD sessions and Fringe sessions to avoid delay during changeover. ‘secrets of success’ presenters will be provided with a screen and wifi connection and should provide own computer if required. If software other than PowerPoint is required for your presentation, please contact the AMee office ([email protected]) as soon as possible. Pre-conference and conference workshop facilitators and symposia organisers may use their own computers if they wish Please note that an internet connection will not be available unless otherwise requested.
Presenters of short communications, Fringe, research papers and PhD reports should take presentations on cD or UsB device to the technicians in the speaker Preview Room located in the Media Lounge, Reed Messe Wien from �430 hrs on sunday 28 August for preloading to the computer in your presentation room. If possible this should be done the day before your presentation, or a minimum of 2 hours before the start of your session. name the file as follows: session code and your family name, for example – 2c6 smith.
SPEAkER PREvIEW OPENING HOuRS – MEDIA LOuNGEPresenters of short communications, Research Papers, Fringe and PhD Reports may take powerpoint presentations to the speaker preview room at the following times:
sunday �430-�800Monday 07�5-�8�5tuesday 0745-�8�5Wednesday 0745-�300
cME AccREDITATIONThe Royal college of Physicians of London has awarded �8 points for attendance at the main AMee 20�� conference. A register of attendance will be available to sign at the AMee Registration Desk.
The EAccME − European Accreditation Council for continuing Medical education has awarded 29 European CME credits (ECMEC) for attendance at the main AMee 20�� conference. A register of attendance will be available to sign at the AMee Registration Desk. eAccMe approved credits for live activities are also recognized by the American Medical Association for conversion to AMA PRA category � credit™ (see www.eits.fr/accreditations/eAccMe_20��.pdf)
Certificates of attendance for CME accreditation will be provided upon request. Please email [email protected] and indicate for which accreditation (Royal college of Physicians or EACCME) you require a certificate. Please allow 2� days for certificate processing. certificates will be issued electronically in PDF format unless otherwise requested.
cERTIFIcATE OF ATTENDANcEAttendance certificates will be issued upon request only and will not be available for collection in Vienna. Please email [email protected] and allow 2� days from 3� August for processing. certificates will be issued electronically in PDF format unless otherwise requested.
cONFERENcE EvALuATIONAn online conference evaluation form will be available for completion immediately after the conference – www.surveymonkey.com/s/AMee20��evaluation. Pre-conference and conference workshops will be evaluated separately. Facilitators will hand out workshop evaluation forms and they should be completed and returned to the student helper assigned to the workshop or handed in to the AMee registration desk. Alternatively they can be faxed/mailed back to the AMee office after the conference.
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your presentation. We suggest you try out your presentation in advance on some colleagues to get their feedback as to whether your message and slides were clear. After you have given your presentation we hope you will stay on for the rest of the session, ask questions of your fellow presenters if the opportunity arises and take part in the general discussion if time permits. By doing this we hope it will enhance the experience for you, the other presenters and the audience
note carefully the time and location of your session as listed in the programme;
Hand in your PowerPoint presentation at the speaker Preview Room, located in the Media Lounge on CD or USB device from Sunday 28 August preferably the day before, but a minimum of 2 hours before your presentation; it will be pre-loaded onto the computer in your presentation room;
Go to your presentation room at least �5 minutes before the scheduled start of the session and introduce yourself to the chairperson;
think carefully about how you use PowerPoint slides. these should enhance and not detract from your message. Bear in mind that you only have �0 minutes and don’t be tempted to try to include too many slides;
ensure your slides are clear, that there is not too much text to read in the limited time available and that the type is large enough to be legible for those sitting at the back of the room;
speak slowly and clearly, remembering that for many in your audience english may not be their first language;
Leave sufficient time for a short summary of your point(s) and think about what message you would like to leave the audience with when you finish;
A single page handout giving the key messages from your presentation and your contact details can be useful;
Keep strictly to the �0 minutes allocated for your presentation. the chairperson will ask you to stop when your time limit has expired;
Be ready to take questions as time permits.
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AcADeMIc PRoGRAMMe
PLEASE NOTE: the plenary sessions and the symposia taking place in Hall a will be videoed, and will be webstreamed for participants unable to attend the conference.
Programme: A hard copy of the programme will be available for collection from the Registration Desk with your conference materials.
Abstract Book: After a trial at last year’s AMee conference, we are again providing the abstract book and delegate list on a UsB memory stick which can be found in your conference bag. the abstract book is also available on the AMee website.
Language: All conference sessions will be conducted in english, with the exception of one symposium ‘Practice and community oriented curriculum development in basic and family medicine education’, which will take place on Monday 29 August from �400-�745 and will be conducted in German.
cONFERENcE SESSIONSPlenary sessions: A plenary session will take place each day. Question and discussion time has been allocated at the end of each plenary. Plenary presentations will take place in Hall A and will be videoed and webstreamed.
Symposia: eighteen symposia on a wide range of topics are included in the programme. All symposia in Hall A will be videoed and webstreamed.
Short communication Sessions: each presenter is allocated �0 minutes for presentation followed by 5 minutes for questions. All sessions will have a chairperson. Fifteen minutes is provided for a group discussion at the end of the session, if time permits, in which case an opening Discussant has been appointed.
Information for short communication presenters:
Whether or not you are used to making presentations at conferences and meetings, your presentation at AMee 20�� will be an exciting opportunity to demonstrate your work to colleagues from around the world. since you only have ten minutes to make an impact, conciseness and clarity will be key features of
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Role of the chairpersons of short communication sessions:
Before the session starts, check that the presenters and opening discussant (if one has been appointed) are present; any last minute changes to the programme will be provided immediately before the session starts. You need not worry about loading the presentations as this will already have been done by the technicians. A student will be available to assist you if required, and a technician can be called in case of technical problems;
Introduce each speaker according to the programme, and ask him/her to stop speaking when the allotted �0 minute presentation period is over (a timer will be provided for your use);
Allow 5 minutes for questions between presentations;
If a �5 minute discussion period has been allocated, ask the opening discussant to lead off the discussion;
If a speaker does not arrive, arrange for the �5 minute period to be used for further discussion; the next presentation should not start until the scheduled time;
Draw the session to a close and thank participants.
Role of the opening discussant of short communication sessions:
Following all the presentations, introduce the topic in the context of the papers presented and highlight some of the key points arising from the papers that might be addressed in the discussion that follows. the introduction should take no more than 2-3 minutes;
Facilitate the discussion as appropriate.
AMEE Fringe: the AMee Fringe, which is now in its eighth year, becomes more popular each year, providing the opportunity to see something a little different – a new and perhaps provocative or idiosyncratic approach to healthcare professions education.
Conference workshops: there are over 60 conference workshops from which to choose. Workshops are of varying lengths depending on the session to which they are allocated, and may be at beginner, intermediate or advanced level. An indication of the level and whether previous knowledge/experience of the topic is advised will be included in the abstract book. there is no additional charge for conference workshops. There is no advance signup for workshops. Entry to workshops will be on a first come, first served basis and will be strictly limited by number of
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attendees to ensure that workshops do not become overcrowded. once the maximum number has been reached a ‘Workshop Full’ notice will be placed on the door, and no more participants will be admitted. We kindly ask for your understanding of this new arrangement.
PhD Reports: PhD reports in healthcare professions education completed within the last three years have been selected from submitted abstracts. these will be presented in two sessions, one on Monday and the other on tuesday. Presenters should follow the instructions for short communications, the only difference being that �2 minutes is allocated for presentation, followed by 8 minutes for questions and discussion. Any remaining time at the end of the session will be used for general discussion of the issues raised from any or all of the papers.
Poster Sessions: Posters are an important part of the AMee conference and are much valued by participants, as evidenced from the evaluation forms. In fact it can be much more difficult to produce a high-quality poster and present it effectively than to present a short communication. they are a useful method of communicating ideas about new approaches to education and research, they are highly visible, being available throughout the conference, and many examples of educational innovation have begun their life as a poster. to give them even greater value, themed sessions are scheduled in the AMee programme, where presenters introduce the key messages of the poster to the group, followed by a group discussion. each session will have a chairperson, who often has a specific interest in the theme of the session.
Hints on preparing posters for AMEE conferences is available on the AMee website:
http://www.amee.org/documents/Hints%20on%20preparing%20posters%20for%20AMee%20conferences.pdf
Poster Specifications and mounting instructions:
Posters should be a maximum of 95 cm wide and 150 cm high (portrait orientation). If it is larger than this, we regret it may not be possible to mount the poster;
Please bring your poster with you – do not send it to us in advance;
Posters should be mounted on sunday 28 August from �200-�600 hrs or between 0730-�000 hrs on Monday 29 August.
All posters will be located in Hall A. A board will be provided, labelled with the poster
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1number, title and authors. Fixing materials will be provided. Please do not affix posters to any place other than the board to which it has been allocated, and use only the fixing material supplied;
Posters should be taken down between �200-�545 hrs on Wednesday 3� August. Posters not removed by this time will be taken down and may be destroyed.
Structure of poster sessions and role of the chairperson:
each themed group has been allocated a discussion session in the programme which will take place around the poster boards. Presenters should meet the chairperson by the poster boards ten minutes before the scheduled start of the session. the chairperson will lead the group round the boards, each presenter giving a 2-3 minute introduction of his/her poster to the group. this will be followed by a short period for questions and discussion. the chairperson will introduce each presenter and keep the session to time. Any time at the end of the session could be used for discussion or for individual viewing. no audio-visual aids, other than the poster, will be available.
In addition to the formal poster presentation session, presenters are encouraged to be available by their poster at some time during lunch and/or coffee breaks. It is helpful to fix a note to your poster board indicating when you will be available if anyone wishes to meet with you outside of the scheduled session. A handout with the key messages of your poster and your contact details is helpful, and you are encouraged to bring some with you.
Research in Medical Education Papers have been selected by the scientific committee and reviewers as good examples of research in medical and healthcare professions education. these sessions, grouped by topic area, have an emphasis on methodology. Presenters have �2 minutes to present, followed by 8 minutes for questions. At the end of the session there will be a general discussion. the chairperson
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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.
Spotlights: some ‘spotlight’ topics have been selected for presentation in the closing plenary. the presenters have been asked to highlight what for them were the key, take-home messages relating to presentations on the topic.
SEcRETS OF SuccESScome and see some good ideas!
What? ‘secrets of success’, give presenters the chance to demonstrate an innovation in healthcare professions education. It may be a product or a resource that has been developed or implemented in the presenter’s institution, and which other participants may wish to replicate – a novel curriculum map, an assessment aid, e-learning tools, virtual simulators and much more!
Why? come to see these demonstrations of practical tools, pick up some tips, and there may be some hand-outs as well!
How? each session has up to four secrets of success which will be demonstrated simultaneously, every 20 minutes. stay to hear all four, or just pick and choose what you are interested in. After the demo you can discuss specific issues with the presenter.
When? themed groups take place in sessions 2, 3, 4, 5, 6, 8, 9, �0.
Where? Hall A – look for the ‘secrets of Success’ booths near the Internet Café.
BEST EVIDENCE MEDICAL EDUCATION
When / Where What
Monday: 1615-1745 Short Communications: Session 4L (Schubert 3) Updates on 5 BEME systematic reviews in progress
Tuesday: 0815-1000 Symposium: Session 5A (Hall A) What is Evidence? Different Perspectives
Wednesday: 1300-1430 Plenary: Session 11 (Hall A) 1) Huw Davies, University of St Andrews, UK. From ‘knowledge tranfer’ to ‘knowledge interaction’ − changing models of research use, influence and impact 2) Barry Issenberg, University of Miami Miller School of Medicine, USA. Uncovering Evidence and Understanding its Complexity
Sessions taking place during AMEE 2011
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AMEE-ESME cOuRSES
Essential Skills in Medical Education (ESME) courseAn introductory teaching qualification for doctors
course Faculty: Stewart Mennin (University of New Mexico, USA), Ruy Souza (Federal University of Roraima, Brazil)
course Schedule: saturday 27 August 0900-�700 hrs strauss �sunday 28 August 0900-�700 hrs strauss �Monday 6 september �245-�345 hrs schubert 5tuesday 7 september �2�5-�3�5 hrs schubert 5Wednesday 8 september �2�5-�300 hrs schubert 5
note: course full
Essential Skills in Medical Education Assessment (ESMEA) courseA course aimed at participants new to assessment who wish to gain a general understanding and basic skills in assessment
course Faculty: Katharine Boursicot (SGUL, UK), Brownie Anderson (AAMC, USA), John Norcini (FAIMER, USA), Trudie Roberts (University of Leeds, UK), Sydney Smee (Medical Council of Canada), Dave Swanson (NBME, USA), Richard Fuller (University of Leeds, UK)
course Schedule: saturday 27 August 0900-�700 hrs strauss 2sunday 28 August 0900-�230 hrs strauss 2Monday 6 september �245-�345 hrs schubert 3tuesday 7 september �600-�745 hrs schubert 3
note: course full
Essential Skills in Medical Education Simulation (ESMESim) courseAn introductory course to essential skills for delivering simulation-based healthcare education through a variety of techniques and technologies
course Faculty: Ross scalese, s. Barry Issenberg (Gordon center for Research in Medical education at the University of Miami Miller School of Medicine, USA)
course Schedule: sunday 28 August 0900-�700 hrs strauss 3Monday 6 september �245-�345 hrs schubert 6tuesday 7 september �2�5-�3�5 hrs schubert 6Wednesday 8 september �545-�700 hrs schubert 6
note: course full
Research Essential Skills in Medical Education (RESME) courseAn introduction to some essential principles and methods of research in medical education
course Faculty: Charlotte Ringsted (University of Copenhagen, Denmark), Albert Scherpbier (Maastricht University, Netherlands), Brian Hodges (University of Toronto, Canada)
course Schedule: saturday 27 August 0900-�700 hrs strauss 3Monday 6 september �245-�345 hrs schubert 2tuesday 7 september �2�5-�3�5 & �600-�745 hrs schubert 2Wednesday 8 september �545-�700 hrs schubert 2
note: course full
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1HANDS-ON cPR OPPORTuNITy FOR ALL DELEGATESthere is an opportunity to book a �5 minute slot during the conference and experience a one-to-one instructional session on a cPR simulator in a non-threatening environment with feedback from the simulator. this will provide an opportunity to obtain first-hand experience of learning from a simulator and see how repetitive practice with specific focused feedback can accelerate learning. It will also give you an opportunity to master or update the essential skill of cardiopulmonary resuscitation (CPR). Four simulation stations will be available in the exhibit area of Hall A located near to the Laerdal Exhibit.
the cPR stations will be available at the following times and qualified staff will be available to assist:
Monday: �000-�730 hrstuesday: �000-�730 hrsWednesday: �000-�300 hrs
Booking for these �5 minute sessions starts online on � August through: http://laerdal.cvent.com/event/AMee20��. An email confirmation will be sent and any remaining places may be booked on site by visiting the Laerdal Exhibit in Hall A from Monday 29 August from 0800 hrs.
AWARDS AND PRIZESMiriam Friedman Ben-David New Educator Award: the Miriam Friedman Ben-David new educator Award is presented annually 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. nominations are invited from AMee members. those nominated must also be AMee members. the nominations are considered by an international committee and the winner announced at the time of the AMee conference, at the end of the final plenary. the winner is awarded £�,000 and free registration to the next year’s conference, where he/she is also invited to present a short communication.
the winner of the 2010 Miriam Friedman Ben-David new educator award was Dr Vimmi Passi, from Warwick Medical School, UK. Look out for her short communication presentation on Role Modelling in Medical education in session 2c on Monday 29 August.
the winner of the 2011 award will be announced at the end of the final plenary on Wednesday 3� August.
AMEE Presentation Awards sponsored by the Patil family: these awards have been made possible through a donation from Professor nivritti Patil, University of Hong Kong, in memory of his father. You the conference Participants make the decisions, and are asked to select the short
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communications you believe have made a novel contribution to the AMee 20�� programme in each of the following areas: 1) curriculum planning/evaluation; 2) assessment; 3) teaching and learning; 4) research in medical education.
everyone is encouraged to vote for the presentations they truly believe merit recognition.
How to vote:
In each conference bag are five sets of ballot papers for each of the above categories (ie, a total of 20 ballot papers).
You may nominate up to five different short communications in each category.
enter on the appropriate slip the presentation code number (eg, 7B2) you wish to vote for, together with your own name or registration ID (please write clearly).
nomination slips should be put into the box at the AMee exhibition stand no later than �300 hrs on Wednesday 3� August.
Please note:
You may not vote more than once for any presentation.
Ballots without a participant name or registration ID will be discounted.
Award winners will be announced in the closing session on Wednesday 3� August and will each receive a certificate and one year’s free membership of AMee including hard copy and online access to Medical teacher and free membership of MededWorld
Medical Teacher Poster Prize: the aim of the prize is to select examples of good practice in preparing posters. During the afternoon of tuesday 30 August, a rosette will be attached to the board of the �0 posters selected by the committee for the short list, from which the winner will be selected and announced at the closing session on Wednesday 3� August. 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.
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. Alternatively the winner may choose free registration for AMEE 2012 in Lyon, France.
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 �800 hrs on tuesday 30 August the winner will be announced at the end of the closing session on Wednesday 3� August and will receive a one year free membership of AMee.
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GRoUP MeetInGs
the following groups will be hosting meetings during AMee 20��.
AMEE AGMDate: tuesday, 30 Augusttime: �2�5-�3�5Location: Stolz 1
AMEE Executive committee (closed session)Date: Saturday, 27 August (1) Wednesday 31 August (2)Time: (1) 1830-2200; (2) 1730-2200Location: Strauss Room, Hilton Vienna Stadtpark
AMEE President’s Reception (invite only)Date: tuesday 30 Augusttime: �800-�9�5Location: Restaurant: Club
AMEE International Liaison Reception (invite only)Date: tuesday 30 Augusttime: �800-�9�5Location: Restaurant: Brasserie
AMEE Research committee Meeting (invite only)Date: tuesday 30 Augusttime: �8�5-�9�5 (includes President Reception)Location: Business Suite 2
AMEE eLearning committee Meeting (invite only)Date: tuesday 30 Augusttime: �8�5-�9�5Location: Business Suite 1
AMEE Postgraduate committee Meeting (invite only)Date: tuesday 30 Augusttime: �8�5-�9�5Location: Business Suite 4
AMEE 2012 Planning Group Meeting (invite only)Date: sunday 28 Augusttime: 2000-2�00Location: Business Suite 3
BEME Steering Group (invite only)Date: Wednesday, 3� AugustTime: 1030-1245 (includes lunch)Location: Business Suite 2
ESME Advisory Board (invite only)Date: Monday 29 Augusttime: �6�5-�745Location: Business Suite 2
ASPIRE: International Recognition of Excellence in Education in Medical Schools Board (invite only)Date: sunday 28 Augusttime: �300-�600Location: Business Suite 2
ASPIRE: International Recognition of Excellence in Education in Medical Schools Panel Meetings (invite only)Date: sunday 28 Augusttime: �000-�200Location: Business Suite 1, 3, 4
GcSA Research Group (invite only)Date: Monday 29 Augusttime: �245-�345Location: Business Suite 1
Harvard Macy Alumni Scholars Luncheon (invite only)Date: Monday 29 Augusttime: �245-�345Location: Restaurant: Club
IAMSE Luncheon (invite only)Date: tuesday 30 Augusttime: �2�5-�3�5Location: Restaurant: Club
IMEX Board (invite only)Date: tuesday 30 Augusttime: �8�5-2000Location: Business Suite 3
Imperial virtual Patient meeting (invite only)Date: tuesday 30 Augusttime: �8�5-2000Location: Schubert 6
Masters programs in Health Professions EducationDate: Monday 29 Augusttime: �245-�345Location: Schubert 1
MEDINE2: Workpackage 3 Meeting (invite only)Date: thursday � septemberLocation: Medical University of Vienna
MEDINE2: Workpackage 5 Meeting (invite only)Date: tuesday 30 Augusttime: �600-�745Location: Business Suite 2
MEDINE2: Workpackage 6 Meeting (invite only)Date: tuesday 30 Augusttime: �600-�745Location: Business Suite 3
MEDINE2: Workpackage 7 Satellite Meeting (invite only)Date: thursday � septemberLocation: Medical University of Vienna
Medical Teacher Editorial Board (invite only)Date: Monday 29 Augusttime: �400-�545Location: Business Suite 2
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1Ottawa Professionalism Theme Group Luncheon (invite only)Date: Monday 29 Augusttime: �245-�345Location: Business Suite 3
Ottawa 2014 Planning Meeting (invite only)Date: Monday 29 Augusttime: �745-�845Location: Business Suite 3
School or Health Professions and Education (SHE): SHEILA@AMEE (Students and alumni only)SHEILA organizes a workshop and informal meeting at AMee. this gives you the opportunity to stay in touch with the Master of Health Professions education and PhD Programme students and alumni.
Date: sunday 28 August 20��time: �300-�730Location: Courtyard by Marriott Wien Messe, Meeting Room Prater �theme: teaching academic students to learn
School or Health Professions and Education (SHE): SHEILA@AMEE Informal Meeting (Students and alumni only)Date: Monday 29 August 20��time: �800-2030Location: Das Badeschiff Wien, Laderaum, obere Donaustraße 97-99, �020 Vienna
viEW AGM (VieW Members only)Date: Monday 29 Augusttime: �245-�345Location: Schubert 4
MEET THE EXPERTS (ASSESSMENT)Godfrey Pell, Richard Fuller and Matthew Homer work within the Assessment Research Group at Leeds Institute of Medical Education at the University of Leeds (UK). our philosophy is born of a continuous, quality improvement process that has seen ongoing improvements within assessment in our undergraduate Medicine degree programme and informed a programme of research in key areas in Assessment & Measurement.
our main areas of expertise relate to the OSCE (including quality improvement), the theory, design and delivery of successful sequential testing, the use of item response theory in relation to written testing, and curriculum evaluation, including application of assessment for learning theory. come and see us to discuss your assessment-related issues. no appointment necessary!
Date: tuesday 30 Augusttime: �2�5-�3�5Location: Business Suite 3
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eXHIBItIon
the exhibits are located in Hall A, Reed Messe Wien where tea/coffee and lunches are served.
EXHIBIT HOuRSsunday 28 August: �200-�600 hrs: build-up (contact Worldpsan – [email protected] for more detailed information) sunday 28 August: 2000-2200 hrs: exhibition open (Buffet Reception) Monday 29 August: 0800-�800 hrs: exhibition open tuesday 30 August: 0800-�800 hrs: exhibition open Wednesday 3� August: 0800-�300 hrs: exhibition open Wednesday 3� August: �300-�800 hrs: tear-down
PREMIuM cOMMERcIAL EXHIBITORS
kAPLAN MEDIcAL 700 South Flower Street, Suite 2900, los angeles, ca 90017, USa; [email protected]
Kaplan Medical, a subsidiary of the Washington Post company, has been helping students reach their educational and professional pursuits for nearly 40 years. As the most trusted name in test prep, Kaplan offers the most comprehensive and customized preparation for the USMLE, NBDE, NCLEX and NAPLEX preparation.
Kaplan helps students excel on their licensing exams by providing the highest-yield content review and the most exam-style questions using current test formats. our multiple program delivery options in the UsA and abroad include live lecture series, video-based self-study programs, and web-based curricula for maximum flexibility and convenience.
kOkEN cOMPANy LTD 1-4-14 Koraku, Bunkyo-ku tokyo 112-0004, Japan; www.kokenmpc.co.jp email: [email protected]
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 great deal of original technology and manufacturing techniques which have contributed to a high level of quality.
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1kyOTO kAGAku LTD 15 Kitanekoya-cho, Fushimi-ku, Kyoto, 612-8388, JaPan. tel: +81-75-605-2510; Fax: +81-75-605-2519; e-mail:[email protected]; www.kyotokagaku.com
Manufacture of simulators, training models for medical education as well as phantoms for medical imaging including ultrasound and X-ray/ct. As upcoming items, you will see epidural training simulator and Breast Ultrasound examination Phantom. Also, please try self-learning-aid software for cardiology simulator K. We look forward to having your feedback.
LAERDAL MEDIcAL to contact a laerdal representative in your own country, visit 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 since the 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. simMom and Mamanatalie – the company’s latest innovations, exemplify the benefits of simulation training and clearly demonstrates why patient simulation is becoming recognized as an important part of establishing safer clinical practice.
Laerdal is recognised as a reputable market leader for its portfolio of simulation, virtual reality and emergency therapeutic products and is equally regarded for their company mission − helping save lives.
PEARSON vuE AND NccPA Pearson VUe: [email protected]; nccPa: www.nccpa.net
Pearson VUe is the world’s leading computer-based testing and assessment business. Working with organisations of all sizes to create flexible, custom-built assessment solutions and delivering them in a secure and reliable testing environment.
nccPA serves the public through exemplary programs that evaluate critical physician assistant competencies and that require the pursuit of life-long learning and improvement. Please visit our poster presentation to see the results of our study on the UK and Us physician assistant student performance on an international test of core biomedical science knowledge and the implications this may have on international exams for physician assistants.
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SPEEDWELL tel: +44(0)1223 815210; Fax: +44(0)1223 864962; email: [email protected]; Web: www.speedwell.co.uk
With over 25 years experience in the examination and assessment market, speedwell has earned a reputation for providing medical examination software to some of the most prestigious institutions in the UK and worldwide. speedwell gives you everything you need to control the entire examination process, without the usual headaches. Its products are suitable for osces, McQs, Question Banking and course evaluation. Data collection is easy, using fast and accurate oMR technology, scanning at 2800 sheets per hour. sophisticated analysis and reporting is available at the touch of a key. Visit us on stand 39 to hear more about our stress-free ways of assessing your students.
uNIvERSITy OF MIAMI GORDON cENTERMichael S. Gordon, MD, PhD, center Director ([email protected]), P.o. Box 016960 (D-41), Miami, Florida 33101, USa. tel +1.305.243.6491; Fax +1.305.243.6136
For more than 40 years, the Gordon center for Research in Medical education has pioneered simulation technology and developed proven training systems that are used for multiprofessional healthcare education at over �500 institutions worldwide. these include “Harvey,” the cardiopulmonary Patient simulator – the only simulator for learning bedside cardiac examination and diagnosis that has been proven to teach skills that transfer to real patients – and the “UMedic” multimedia computer programs in cardiology and neurology. these educational systems are also used for the assessment of clinical competence, including high-stakes settings such as the canadian Royal college Internal Medicine certification examination.
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1cOMMERcIAL EXHIBITORS
3B ScIENTIFIc GMBH 3B Scientific GmbH, rudorffweg 8, 21031 Hamburg, Germany. Phone +49 (0)40 73966 0; Fax +49 (0)40 73966 100
the internationally registered brand name 3B scientific® is represented in approx. �00 countries world-wide in the educational and medical sector. the product line includes medical simulators, injection training arms, patient care mannequins, artificial skeletons, torsos and human organ models, anatomical charts, physics experiments and biology products.
ADINSTRuMENTS www.adinstruments.com/contactus to find out how to contact your local aDinstruments representative.
Bring real patients into your classroom with LabTutor software from ADInstruments. LabTutor helps students develop a relevant, evidence-based understanding of physiology by integrating real patient case studies (presented through high-quality video and clinical test results) with hands-on recording exercises. Customised LabTutor exercises are available for medical, nursing and healthcare courses.
ADAM, ROuILLy LIMITED adam, rouilly ltd, castle road, eurolink Business Park, Sittingbourne, Kent, Me10 3aG. tel:+44 (0)1795 471378; website: www.adam-rouilly.co.uk; email: [email protected]
For 93 years, Adam, Rouilly has distributed the very best in medical training simulators from around the world. our invaluable training aids help Health care Professionals perfect all manner of essential skills. these simulators, combined with the finest range of anatomical models, help make us one of the foremost names in Healthcare education.
DEcISION SIMuLATION LLcBob Yayac, [email protected], 1.484.899.0746
Decisionsim™ enables healthcare providers, academic institutions and professional societies to cost-effectively develop, improve and assess the clinical decision-making skills of staff and students. With web-based, easy-to-use tools, authors create adaptive, interactive educational experiences based on branched narrative scenarios that leverage the power of story-telling. to learn more, visit www.Decisionsimulation.com.
DXR DEvELOPMENT GROuP, INc. Dxr Development Group, inc., 148 e. Pleasant Hill road, carbondale, il 62903 USa. [email protected]; www.dxrgroup.com; 618-453-1140
DxR Development Group demonstrates its virtual patient software, DxR clinician, featuring �2� case studies for teaching and evaluating clinical problem-solving. Instructors can customize existing cases or create new cases. the evaluation tool provides evidence of students’ diagnostic and management skills. Also see Integrated Medical curriculum, media-rich courseware supplementing classroom instruction.
EDucATION MANAGEMENT SOLuTIONS, INc.eric ingvaar Stehle, VP of Sales, [email protected]. 440 creamery Way, Suite 100, exton, Pa 19341 USa. 1-610-701-7002. www.ems-works.com
Medical, nursing, allied health, dentistry, optometry, and pharmacy schools, counselling programs, and hospitals use eMs’ suite of products to more efficiently manage the operations of clinical simulation facilities, effectively evaluate learner performance, and digitally record simulated events. As the leader in simulation management technology, eMs offers complete turnkey solutions that include integrated software and hardware, design and planning, engineering, configuration, installation, training, and support.
ELSEvIER HEALTHelsevier Health, the Boulevard, langford lane, Kidlington, oxford oX5 1GB, United Kingdom. tel: +44 1865 84300. Fax: +44 1865 843010
elsevier Health advances medicine by delivering superior education, reference information and decision support tools to medical students and medical professionals. We would love to meet you so drop into the elsevier stand for a chat.
ERLER-ZIMMER GMBH & cO.kG erler-Zimmer GmbH & co.KG, Hauptstrasse 27, 77886 lauf, Germany. Phone: +49 7841 60030, www.erler-zimmer.de, [email protected]
Your source for medical models and simulators! With a company history of more than 60years we provide a wide range of anatomical models and medical simulators such as patient care manikins, emergency training simulators, x-ray phantoms, torso models, skeleton models as well as human organ models and educational charts.
LIMBS AND THINGS limbs and things, Sussex Street, St Philips, Bristol BS2 0ra. tel: +44 (0)117 3110500
For over 20 years Limbs and Things have been designing, manufacturing and supplying quality medical training products for healthcare professionals. our catalogue includes task trainers, synthetic soft tissue anatomical simulation models and demonstration models. For more information contact us on: [email protected] or 0��7 3��0500
MARcuS SOMMER SOMSO MODELLE GMBH Marcus Sommer SoMSo Modelle GmbH, Friedrich-ruckert-Str. 54, 96450 coburg, Germany. tel: 00 49 9561 85740; Fax: 00 49 9561 857411
since �876 manufacturer of the original anatomical, zoological and botanical soMso models with the SOMSO-Sun as well as the CLA medical phantoms and nursing dolls.
PRIMAL PIcTuRES LTD Primal Pictures ltd, level 4 tennyson House, 159-165 Great Portland Street, london W1W 5Pa. tel: +44 (0) 207 637 1010; Fax: +44 (0) 207 636 7776; email: [email protected]; www.primalpictures.com
Primal Pictures develop and publish detailed 3D anatomy software used in hundreds of educational institutions worldwide. our detailed and accurate 3D models cover the whole body both regionally and systemically with interactive functions allowing you to rotate or add/remove layers, label any structure and click on links to related content.
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uPTODATE, INc.UptoDate, inc. 95 Sawyer rd, Waltham, Ma 02453, USa. Phone: +1-781-392-2000; www.uptodate.com; enterprise sales inquiries: [email protected]
UptoDate is the only online clinical decision support system proven to increase efficiency, improve patient outcomes, and reduce costs. It synthesizes the most recent medical information into evidence-based, practical recommendations that physicians trust to make the right decisions at the point of care.
WILEy-BLAckWELL 9600 Garsington road, oxford oX4 2DQ, england. Phone: +44 1865 776863; Fax: +44 1865 714591. email: [email protected]. www.wileyblackwell.com
Wiley-Blackwell, the stMs publishing business of John Wiley & sons, is a leading publisher in medical education. We publish Medical education and the clinical teacher and have an extensive book collection to suit all educational needs. Visit the Wiley-Blackwell stand to pick up your free copy of these journals, and to enjoy an exclusive 20% conference discount on a range of books.
NOT-FOR-PROFIT AND AcADEMIc EXHIBITORS
15TH OTTAWA cONFERENcE, kuALA LuMPuR, MALAySIAcare of aMee, 484 Perth road, Dundee DD2 1lr, UK; email: [email protected] Web: www.ottawaconference.org
the �5th ottawa conference on the Assessment of competence in Medicine and the Healthcare Professions takes place in Kuala Lumpur, Malaysia from 9-�3 March 20�2. Jointly organised by AMee and International Medical University, registration and abstract submission is now open.
AcADEMIc [email protected]
Academic Medicine, a peer-reviewed monthly journal, is an international forum for the exchange of ideas and information about policy, issues, and research concerning academic medicine.
AcADEMy OF MEDIcAL EDucATORSacademy of Medical educators, 1st Floor, charles Darwin House, 12 roger Street, london Wc1n 2JU. tel: 0207 685 2540; Fax: 0207 685 2541; email: [email protected]; Website: www.medicaleducators.org
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])
ASSOcIATION FOR MEDIcAL EDucATION IN EuROPE (AMEE)tay Park House, 484 Perth road, Dundee DD2 1lr, UK. tel: +44(0)1382 381953; Fax: +44 (0)1382 381987; email: [email protected] Web: www.amee.org
the foremost international medical education association, providing a forum for networking and the exchange of ideas and promoting professionalism throughout the continuum of healthcare professions education.
ASME (ASSOcIATION FOR THE STuDy OF MEDIcAL EDucATION)aSMe, 12 Queen Street, edinburgh eH2 1Je. tel: +44 131 225 9111; www.asme.org.uk
AuSTRIAN AcADEMy OF PHySIcIANSwww.arztakademie.at. e-mail: [email protected]
the educational Forum of the Austrian Medical chamber. Provider of cMe events and services (quality assurance, documentation….). Final examinations for general practitioners and specialists.
BEST EvIDENcE MEDIcAL EDucATION (BEME) cOLLABORATIONtay Park House, 484 Perth road, Dundee DD2 1lr, UK. tel: +44(0)1382 381953; Fax: +44 (0)1382 381987; email: [email protected] Web: www.bemecollaboration.org
creating a culture of the use of evidence in medical education and producing systematic reviews in education to assist teachers, deans and administrators make decisions based on the best available evidence.
cANMEDS – ROyAL cOLLEGE OF PHySIcIANS AND SuRGEONS OF cANADAcynthia abbott, Manager, canMeDS and Faculty Development, royal college of Physicians and Surgeons of canada. email: [email protected] or [email protected]
cANADIAN cONFERENcE ON MEDIcAL EDucATION (ccME)chriss Holloway, conference Manager, 265 carling avenue, Suite 800, ottawa, ontario (canada) K1S 2e1. tel: (613) 730-0687 x 240; email: [email protected]
cENTRE FOR MEDIcAL EDucATION, uNIvERSITy OF DuNDEEcentre for Medical education, tay Park House, 484 Perth road, Dundee DD2 1lr. tel: +44 (0)1382 381952; Fax: +44 (0)1382 645748; e-mail: [email protected]; www.dundee.ac.uk/meded
FAIMERwww.faimer.org; [email protected]
IAMSE – INTERNATIONAL ASSOcIATION OF MEDIcAL ScIENcE EDucATORSiaMSe c/o Julnet Solutions, llc, 3473 US route 60 east, Huntington WV 25705, USa. email: [email protected]
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1IDEAL cONSORTIuMProf c B Hazlett; [email protected]
IDEAL (International Database for Enhanced Assessments and Learning) is a consortium of 29 medical schools that share their high fidelity test items and osce stations. two item banks include over 30,000 test questions and are used for summative and formative purposes. A suite of software programs supports the use of these banks for assessments and learning.
kING SAuD BIN ABDuLAZIZ uNIvERSITy FOR HEALTH ScIENcES
LEEDS INSTITuTE OF MEDIcAL EDucATION cONSuLTANcy SERvIcEStel: +44(0)113 343 1654; email: [email protected]; Website: www.leedsmeded.co.uk
MEDIcAL EDucATION IN EuROPE 2 (MEDINE2)www.medine2.com or [email protected]
MEDIcAL TEAcHER tel: +44 1382 381994; [email protected]; www.medicalteacher.org
one of the leading journals for the practising medical and healthcare professions teacher, published monthly by Informa in hard copy and online. Impact factor �.495. Medical teacher welcomes submissions in a range of formats including original research, practical guides, articles and short communications.
MEDIvIEWJasper Holthuis, Director, Jekermolenweg 86, 6212 nl Maastricht, the netherlands. tel. +31 43 3219888; [email protected]; www.mediview.org
Mediview is the publisher of “skills in Medicine”. the program, available as ‘offline’ (books + cd-roms) as well as ‘online’ (web-based), explains and demonstrates more than 250 diagnostic and therapeutic techniques.
NAcT uk (NATIONAL ASSOcIATION OF cLINIcAL TuTORS uk)Mrs Jane litherland, executive Manager, nact UK, norfolk House east, 499 Silbury Boulevard, central Milton Keynes, MK9 2aH. tel: 01908 488033; Fax: 01296 715255
NATIONAL BOARD OF MEDIcAL EXAMINERS3750 Market Street, Philadelphia, Pa 19104, USa; www.nbme.org
Founded in �9�5, the nBMe is an independent, not-for-profit organization that serves the public through its high-quality assessments of healthcare professionals.
NHS EDucATION FOR ScOTLANDnHS education for Scotland, Floor 5, thistle House, 91 Haymarket terrace, edinburgh eH12 5HD
We are a special health board, responsible for supporting nHs services delivered to the people of scotland by developing and delivering education and training for those who work in nHsscotland.
NHS EPORTFOLIOnHS education for Scotland, 11 Hill Square, edinburgh, Scotland. eH8 9Dr. [email protected]; www.nhsep.info
OFFIcE OF cONTINuING EDucATION AND PROFESSIONAL DEvELOPMENT FAcuLTy OF MEDIcINE, uNIvERSITy OF TORONTO500 University Ave suite 650, toronto, on, M5G �U7, canada
OXFORD uNIvERSITy PRESSoxford University Press, Great clarendon Street, oxford oX2 6DP; www.oup.com
oxford University Press is a department of the University of oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide.
QPERcOM LTDDr thomas Kropmans ceo Qpercom/Senior lecturer Medical informatics & Medical education nUiG, Unit 204, Business innovation centre national University of ireland, University road, Galway, ireland. [email protected]; +353-91-495478
We deliver solutions to replace labour intense paper-based osce forms with computer-based solutions for the creation, administrating and analysing of observational competence & performance assessments.
ScHOOL OF HEALTH PROFESSIONS [email protected]
the Maastricht school of Health Professions education (SHE) is a graduate school for education, training and research in health professions education. sHe offers a wide range of courses in health professions education, ranging from short courses to degree programmes, such as a Master’s and a PhD programme.
SPANISH SOcIETy FOR MEDIcAL EDucATION (SEDEM)Jorge Pales - [email protected]
THE WILSON cENTRE, uNIvERSITy OF TORONTOwww.thewilsoncentre.ca; [email protected]
TRAINING TRAckERanne rennie, Head of Marketing, training tracker, 2 new road, St ives, cambridgeshire Pe27 5BG, UK. tel: +44 1480 494515; [email protected]; www.trainingtracker.co.uk
training tracker is a straightforward elearning platform providing authoring, learning management and reporting in one easy-to-use, web-based tool. clients: 70 nHs trusts, Hospices, care organisations
– 24 –
PERSONAL DIARy
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SESSION 1Plenary
TuESDAy WEDNESDAy
cOFFEE
SESSION 2simultaneous sessions
LuNcHViewing of Posters / exhibits esMe / esMeA / esMesim /
RESME Course Lunch
SESSION 3simultaneous sessions
cOFFEE
SESSION 4simultaneous sessions
SESSION 7
simultaneous
cOFFEE
MONDAy
SESSION 6simultaneous sessions
LuNcHAMee AGM
Viewing of Posters / exhibits esMe / esMeA / esMesim /
RESME Course Lunch
SESSION 7Plenary
cOFFEE
SESSION 8simultaneous sessions esMeA, ResMe course
SESSION 9simultaneous sessions
08�5-�000
cOFFEE
SESSION 10simultaneous sessions
LuNcH
SESSION 11Plenary
esMesim course ResMe course
SESSION 5simultaneous sessions
08�5-�000
– 25 –
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SA
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UG
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0800-1730 Registration desks open at Reed Messe Wien (RMW) Location:HallAFoyer,RMW
1400-1700 Highlights of Vienna Tour DepartsfromandreturnstoReedMesseWien
1400-1700 Wienerwald – Vienna Woods Tour DepartsfromandreturnstoReedMesseWien
AMEE-ESME CoURSESPre-registration is essential and lunch will be provided.
0900-1700 Essential Skills in Medical Education (ESME) Course Location:Strauss1
0900-1700 Essential Skills in Medical Education Assessment (ESMEA) Course Location:Strauss2
0900-1700 Research Essential Skills in Medical Education (RESME) Course Location:Strauss3
PRE-CoNFERENCE WoRKSHoPSPre-registration is essential. Coffee is included and lunch is provided for those attending PCW 1, 2 and 3.
0915-1645 FULL DAY WoRKSHoPSPCW 1 Scholarship and innovation in medical education
Facilitators:JocelynLockyer(UniversityofCalgary,Canada),VernonCurran(MemorialUniversityofNewfoundland,Canada),SusanLieff(UniversityofToronto,Canada),LindaSnell(McGillUniversity,Canada),TyroneDonnon(UniversityofCalgary,Canada),ElaineVanMelle(Queen’sUniversity,Canada)inconjunctionwiththeCanadianAssociationforMedicalEducation(CAME/ACEM)Location:Lehar3-4
PCW 2 The Art and Science of Facilitation: optimizing the Teacher Learner Experience
(Masterclass)Facilitators:KerryKnickle,NancyMcNaughton(UniversityofToronto,Canada)Location:Lehar2
PCW 3 Theory and practice of peer teaching in medical education (Masterclass)Facilitators:StevenJDurning(UniformedServicesUniversityoftheHealthSciences,USA),BenjaminBlatt(GeorgeWashingtonUniversity,USA),OlletenCate(UtrechtUniversity,Netherlands),MedicalStudent(Utrecht,Netherlands),PaulHemmer(UniformedServicesUniversityoftheHealthSciences,USA)Location:Stolz1
0915-1215 HALF DAY MoRNING WoRKSHoPSPCW 4 Clinical reasoning development... pedagogical diagnosis and practical tools for
supervision and remediationFacilitators:Marie-ClaudeAudétat,SuzanneLaurin,BernardCharlin(UniversityofMontreal,Canada),MathieuRNendaz,(UniversityofGeneva,Switzerland)Location:Stolz2
saturday 27 august
– 28 –
PCW 5 Complexity, Professionalism and the Hidden Curriculum in Medical Education Facilitators:JimPrice(InstituteofPostgraduateMedicine,Brighton&SussexMedicalSchool,UK),BrianCastellani(CenterforComplexityinHealth,KentStateUniversity/NortheasternOhioUniversitiesCollegeofMedicineandPharmacology,USA),SusanLieff(CentreforFacultyDevelopment,DepartmentofPsychiatry,UniversityofToronto,Canada),FredericHafferty(MayoClinic,Rochester,Minnesota,USA),JohnCastellani(USA)Location:Schubert1
PCW 6 Ethics Teaching: Sharing Best PracticeFacilitators:BryanVernon(NewcastleUniversity,UK),AlDowie(UniversityofGlasgow,UK)Location:Schubert2
PCW 7 Bruised, Bloody and Burned: Basic Moulage TechniquesFacilitators:PattyBell,ElizabethDarby(MoulageArtistsandStandardizedPatientEducators,USA),JosephLopreiato(NationalCapitalAreaMedicalSimulationCenter,UniformedServicesUniversityoftheHealthScience,USA)Location:Schubert3
Note:Pleasewearoldorprotectiveclothingbecauseparticipantswillbecreatingmoulageinjuriesonthemselves.AsampletakehomekitwillbeavailableforpurchaseforEuros15.
PCW 8 A systems approach to institutional planning: Assessment as a monitoring functionFacilitators:ConstanceMBowe(UniversityofCA,Davis/PartnersHarvardMedicalInternational,USA),ElizabethArmstrong(HarvardMedicalSchool,USA),LouisPangaro(UniformedServicesUniversityofHealthSciences,USA),EricSHolmboe(AmericanBoard ofInternalMedicine/YaleUniversity/USUHS,USA)Location:Schubert4
PCW 9 Learning on the move: Encouraging and Embedding the use of Mobile Devices in EducationFacilitators:ChristopherMurray,GarethFrith(LeedsInstituteofMedicalEducation,School ofMedicine,UniversityofLeeds,UK)Location:Schubert5
PCW 10 The UNIT system – an interdisciplinary dental education systemWorkshopwithdrawn
1345-1645 HALF DAY AFTERNooN WoRKSHoPS
PCW 11 Strategic Visioning: Engaging Faculty in Shared Leadership for Program Planning Facilitator:AnitaDuhlGlicken(UniversityofColoradoSchoolofMedicine,USA)Location:Stolz2
PCW 12 Health care delivery systems: Designing a patient and case-based curriculumFacilitators:MartinRFischer1,ElizabethGArmstrong2,MiriamWetzel2,LilithBecher1 (1FacultyforHealth,UniversityWitten/Herdecke,Witten,Germany;2HarvardMedicalSchool,HarvardMacyInstitute,Boston,USA)Location:Schubert1
PCW 13 Implementing innovations in postgraduate medical education: how to start tomorrowFacilitators:HannekeMulder*(UniversityMedicalCenterUtrecht),LiaFluit(UniversityMedicalCenterStRadboud),AbeMeininger(UniversitalMedicalCenterGroningen), MarjoWijnen-Meijer(UniversityMedicalCenterUtrecht),ScheltusvanLuijk(VUUniversityMedicalCenter),FeddeScheele(SintLucasAndreasHospital),HenkSluiter(DeventerHospital,TheNetherlands)
AllmembersoftheNetherlandsAssociationforMedicalEducationSpecialInterestGroupforPostgraduateCurriculumDevelopmentandmembersoftheformerDutchAdvisoryBoardforPostgraduateCurriculumDevelopment
Location:Schubert2
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2PCW 14 All you need to know about usability testing for e-learning interventionsFacilitator:JohnSandars(MedicalEducationUnit,LeedsInstituteofMedicalEducation,UniversityofLeeds,UK)Location:Schubert3
PCW 15 A Key to Decoding Emotions: How facial expressions and body language speak for all of us, all the timeFacilitator:AmyFlanaganRisdal(UniformedServicesUniversity,Bethesda,USA)Location:Schubert4
PCW 16 Test Theory: Things you always wanted to know, yet never dared to askFacilitators:MichaelaWagner-Menghin,MichaelSchmidts(MedicalUniversityVienna,DepartmentforMedicalEducation,Vienna,Austria)Location:Schubert5
PCW 17 Simulation: Integrating Clinical Science and Basic Sciences in Pre-clinical YearsFacilitators:DavidPederson,DianaCallender,SeanGnecco,PaulAbney(RossUniversitySchoolofMedicine,Dominica)Location:Schubert6
1830-2200 AMEE Executive Committee Meeting (Closed meeting) Location:StraussRoom,HiltonVienna,Stadtpark
– 30 –
– 31 –
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28 A
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2sunday 28 august
0800-2100 Registration desks open at Reed Messe Wien (RMW) Location:HallAfoyer,RMW
1400-1700 Highlights of Vienna Tour DepartsfromandreturnstoReedMesseWien
1400-1700 Wienerwald – Vienna Woods Tour DepartsfromandreturnstoReedMesseWien
GRoUP MEETINGS1000-1200 ASPIRE: Excellence in Assessment panel (invite only) Location:BusinessSuite1
1000-1200 ASPIRE: Excellence in Student Engagement panel (invite only) Location:BusinessSuite3
1000-1200 ASPIRE: Excellence in Social Responsibility and Accountability panel (invite only) Location:BusinessSuite4
1300-1600 ASPIRE Board Meeting (invite only) Location:BusinessSuite2
1300-1730 School of Health Professions and Education (SHE): SHEILA@AMEE (Students & Alumni only) Location:CourtyardbyMarriottWienMesse,MeetingRoom:Prater1
AMEE-ESME CoURSESPre-registration is essential and lunch will be provided.
0900-1230 Essential Skills in Medical Education Assessment (ESMEA) Course Location:Strauss2
0900-1700 Essential Skills in Medical Education (ESME) Course Location:Strauss1
0900-1700 Essential Skills in Medical Education Simulation (ESMESim) Course Location:Strauss3
PRE-CoNFERENCE WoRKSHoPSPre-registration is essential. Coffee is included and lunch is provided for those attending PCW 18, 19, 20, 21 and 22.
0915-1645 FULL DAY WoRKSHoPS
PCW 18 Medical Education in Vienna from the 18th to the 21st CenturyFacilitator:RichardMaerzetal(MedicalUniversityofVienna,Austria)Location:MedicalUniversityofVienna.ThisworkshopwilltakeplaceattheMedicalUniversityofViennaandnotReedMesseWien.Transport is not provided and delegates should make their own way.
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PCW 19 How to Develop Effective e-Learning: From Principles to Practice (Masterclass)Facilitators:DavidACook(MayoClinicCollegeofMedicine,USA),JohnSandars (UniversityofLeeds,UK)Location:Lehar3-4
PCW 20 Conducting qualitative research: From conception to analysis (Masterclass)Facilitators:SarahWhyte,NancyMcNaughton,TinaMartimianakis,SimonKitto,AyeletKuper,MathieuAlbert(UniversityofToronto&WilsonCentreforResearchinEducation,Canada)Location:Lehar2
PCW 21 The many challenges of clinical teaching and possible solutions: A staff development workshop for teachers in the clinical environment (Masterclass)Facilitators:SubhaRamani(InternalMedicineResidencyProgram,BostonUniversitySchoolofMedicine,Boston,USA);SamLeinster(SchoolofMedicine,HealthPolicyandPractice,UniversityofEastAnglia,Norwich,UK)Location:Stolz1
PCW 22 one World – one Health: the power of collaboration through Interprofessional Education (IPE)Facilitators:ViEWGroup(VeterinaryEducationWorldwide)–DebbieJaarsma1,SarahBaillie2,ChristianGruber3(1FacultyofVeterinaryMedicine,UniversityofUtrecht,theNetherlands;2RoyalVeterinaryCollege,London,UK;3UniversityofVeterinaryMedicine,Vienna,Austria)
Location:ThisworkshopwilltakeplaceattheUniversityofVeterinaryMedicineViennaandnotReedMesseWien.Transport is not provided and delegates should make their own way.
0915-1215 HALF DAY MoRNING WoRKSHoPS
PCW 23 Transforming Daily Activities with SPs into Scholarship and Research Facilitator:BenjaminBlatt(TheGeorgeWashingtonUniversity,WashingtonDC,USA)Location:Lehar1
PCW 24 Using learning theory to inform curriculum design and learning activitiesFacilitators:JoanSargeant(DalhousieUniversity,Halifax,Canada),HeatherArmson, JocelynLockyer(UniversityofCalgary,Canada)Location:Schubert1
PCW 25 How am I doing? Developing effective feedback skills through deliberate practiceFacilitators:JohnHShatzer(VanderbiltUniversitySchoolofMedicine,Nashville,USA), SallyASanten(EmoryUniversitySchoolofMedicine,Atlanta,USA),HenryPohl (AlbanyMedicalCollege,AlbanyUSA),SharonKKrackov(NewYork,USA)Location:Stolz2
PCW 26 Questionnaire design, use and analyses in medical education researchFacilitators:DavidWall,TarunaBindal,HelenGoodyear,DawnJackson(WestMidlandsDeanery,Birmingham,UK)Location:Schubert2
PCW 27 Measurement of Clinical Skills: Advanced TopicsFacilitators:KimberlySwygert(NationalBoardofMedicalExaminers),AnnJobe(NBME/ECFMG,Philadelphia,USA)Location:Schubert3
– 33 –
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2PCW 28 Writing and Teaching Medical Education Curriculum with Patients and FamiliesFacilitators:JaniceHanson(UniformedServicesUniversityoftheHealthSciences,Bethesda,USA),BethLown(Mt.AuburnHospitalandHarvardMedicalSchool,Cambridge,USA), MickMcKeown(FacultyofHealth,UniversityofCentralLancashire,UnitedKingdom), AlnaRobb(FacultyofMedicine,UniversityofGlasgow,UK),JoolsSymons(UniversityofLeeds,UK),KentDeZee(UniformedServicesUniversityoftheHealthSciences,Bethesda,USA)Location:Schubert4
PCW 29 Find the 99 differences: a toolbox for reflection on student and patient diversityFacilitators:VeronicaJSelleger(VUUniversityMedicalCenter,Amsterdam,DepartmentofMedicalPsychologyandm.m.w,TheNetherlands),BennoBonke(ErasmusUniversityMedicalCenter,Rotterdam,TheNetherlands)Location:Schubert5
PCW 30 Understanding and leading organizational change: principles and case studiesFacilitators:ElzaMylona(StonyBrookUniversitySchoolofMedicine,StonyBrook,USA),LarryGruppen(UniversityofMichiganMedicalSchool,USA),AviadHaramati(GeorgetownUniversitySchoolofMedicine,USA)Location:Schubert6
1345-1645 HALF DAY AFTERNooN WoRKSHoPS
PCW 31 Sequential scenarios with simulated patients – Development and training Facilitators:DevraCohen(UnionGraduateCollege,MountSinaiSchoolofMedicineBioethicsProgram,UnionGraduateCollege,NewYork,USA)Location:Lehar1
PCW 32 Measuring oSCE Quality: a Practical GuideFacilitators:RichardFuller,GodfreyPell,MatthewHomer(SchoolofMedicine,University ofLeeds,UK)Location:Strauss2
PCW 33 The ABCs of IRT (Item Response Theory)Facilitator:AndréFDeChamplain(NationalBoardofOsteopathicMedicalExaminers,USA)Location:Stolz2
PCW 34 Rater Training: Methods to achieve consistency of evaluation that move beyond the evaluation formFacilitators:PaulAHemmer(UniformedServicesUniversity,Bethesda,USA),EricHolmboe(AmericanBoardofInternalMedicine,Philadelphia,USA)Location:Schubert1
PCW 35 Identifying and Helping Doctors in DifficultyFacilitators:HelenGoodyear,TarunaBindal,DawnJackson,DavidWall(WestMidlandsDeanery,Birmingham,UK)Location:Schubert2
PCW 36 Developing High-quality Single-Best-Answer MCQs to Assess Application of Knowledge Using Patient VignettesFacilitators:KathyHoltzman,DaveSwanson(NationalBoardofMedicalExaminers,Philadelphia,USA)Location:Schubert3
PCW 37 The Small Group Experience: Strategies to Improve your Performance as FacilitatorFacilitators:CarolFCapello,JosephFMurrayIII(WeillCornellMedicalCollege,USA), ElzaMylona(StonyBrookSchoolofMedicine,StonyBrook,USA),NormaSSaks (RobertWoodJohnsonMedicalSchool,NewBrunswick,USA)Location:Schubert4
– 34 –
PCW 38 Developing Globally Competent Health Care WorkersFacilitators:DeborahMurdoch-Eaton(SchoolofMedicine,UniversityofLeeds,UK), MedicalStudentLocation:Schubert5
PCW 39: Clinical Debriefing and Reflective Practice: A Journey of DiscoveryFacilitator:ChrisSkinner(MedicalSchool,NotreDameUniversity;Fremantle,WestAustralia)Location:Schubert6
1700-1800 AMEE 2011 orientation SessionThissession,designedforthosenewtoAMEEconferences,willprovidesomebackgroundinformationaboutAMEEandsomehintsongettingthemostfromtheconference.
Presenters:MadalenaPatricio(AMEEPresident),RonaldMHarden(AMEEGeneralSecretary), PatLilley(AMEEOperationsDirector)
Location:Strauss2
1900-2200 opening Ceremony and ReceptionAnexciting,fun-filled,action-packedmusicalprogrammebySalonfähigeSaitenspringer,agroupoftalentedandversatilemusicianstostartofftheConferenceontherightnote!Afterwards,enjoyabuffetreception,whilerenewingacquaintancesfrompreviousConferences,andmakingnewfriends.
Location:HallA,ReedMesseWien Cost:Freeofchargetoparticipantsandregisteredaccompanyingpersons
– 35 –
Mo
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0715-1815 Registration desks open at Reed Messe Wien (RMW) Location:HallAfoyer,RMW
0800-1800 Exhibition open Location:HallA,RMW
1400-1700 Jugendstil – Art Nouveau Tour DepartsfromandreturnstoReedMesseWien
SESSIoN 1: PLENARY
0830-1000 1 Plenary 1Chairperson:RonaldMHarden(UK)Location:HallA
0830-0850 Introduction to the Conference RonaldMHarden(AMEEGeneralSecretary)
0850-0945 1A 21st Century Medical LearningDonaldClark(LearnDirect,UK)
Donald ClarkwasCEOandoriginalfounderofEpicGroupplc,whichestablisheditselfastheleadingcompanyintheUKe-learningmarket,floatedontheStockMarketin1996andsoldin2005.HeisaboardmemberofUfiLearnDirect(Governmentagencydeliverede-learningto2.8millionlearners),CaspianLearning(learninggames),LearningPool(contentprovider),BrightonArtsFestival,andaschoolgovernor.Donaldhasimplementedhundredsoftechnologybasedprogrammesinmedicaleducationusingsimulations,games,virtualpatientsandarangeofe-learningtechniques.Hehasadvisedone-learningforHEFCE,IVIMEDS(WorldwideMedicalSchoolsConsortium)WorldBank,UnitedNationsandmanyotherpublicandprivatesectororganisationsandisaregularspeakeratnationalandinternationalconferences…alsoaregular(andcontroversial)[email protected]; http://donaldclarkplanb.blogspot.com/
0945-1000 QuestionsandDiscussion
1000-1030 COFFEEBREAK Location:HallA
SESSIoN 2: SIMULTANEoUS SESSIoNS
1030-1230 2A SYMPoSIUM: The future of online continuing medical education: Towards more effective approachesPanel:JohnSandars(MedicalEducationUnit,UniversityofLeeds,UK)(Chair);PatriciaKKokotailo(UniversityofWisconsinSchoolofMedicineandPublicHealth,USA),GurmitSingh(SchoolofEducationandMedicalEducationUnit,UniversityofLeeds,UK)Location:HallA
1030-1230 2B SYMPoSIUM: Faculty development: Not only an obligation of medical schools but it also makes good business sensePanel:MatthewGwee(NationalUniversityofSingapore)(Chair);YvonneSteinert(McGillUniversity,Canada),DujeepaSamarasekera(NUS,Singapore)Location:Strauss1
monday 29 august
– 36 –
1030-1230 2C SHoRT CoMMUNICATIoNS: Education Environment – featuring the Miriam Friedman Ben David Prize PresentationChairperson/OpeningDiscussant:MadalenaPatricio(Portugal)Location:Strauss2
1030-1045 2C1 MiriamFriedmanBenDavidPrize2010:RoleModellinginMedicalEducationVimmiPassi(WarwickMedicalSchool,UK)
1045-1100 2C2 Assessingtheeducationalenvironment:asystemformonitoringchangetotargetandevaluateinterventionsCKoppel,JCurrie,LBurton*,MRuwanpathirana*,SSingh,MLupton(UndergraduateMedicalOffice,ChelseaandWestminsterHospital,London,UK)
1100-1115 2C3 Clinicalworkplacelearning–howtoevaluate?MKelly1,DBennett*1,SO’Flynn1,TDornan2(1MedicalEducationUnit,BrookfieldHealth SciencesComplex,UniversityCollegeCork,Ireland;2UniversityofMaastricht,Netherlands)
1115-1130 2C4 Qualityassessment(monitoring)ofmedicaleducationalcultureinhospitalunitsLMortensen*,BMalling(MEDUAarhusUniversity,AarhusUniversityHospital,HR-education,AarhusC,Denmark)
1130-1145 2C5 TheDutchResidencyEducationalClimateTest:differencesinsubscalescoresduetogenderandtrainingstatus(RobOostenbroek*1,MonicavandeRidder2(1Arts-AssistentenverenigingASz;2DepartmentofSurgeryandLeerhuis,AlbertSchweitzerHospital,Dordrecht,TheNetherlands)
1145-1200 2C6 Eventsthatinfluencemedicalstudents’perceptionsofthelearningenvironmentJColbert*,RShochet,RLevine,SWright(JohnsHopkinsSchoolofMedicine,OfficeofMedicalEducationServices,Baltimore,USA)
1200-1215 2C7 DREEMinginSlovenia–firstcomparisonofstudents’educationalclimateperceptionbetweenmedicalschoolsBZdravkovic*,MZdravkovic(FacultyofMedicine,UniversityofMaribor,Slovenia)
1215-1230 discussion
1030-1230 2D SHoRT CoMMUNICATIoNS: Postgraduate Education 1Chairperson:MalcolmWright(UK)Location:Strauss3
1030-1045 2D1 ComparingtheUSandUKmodelsofpostgraduatemedicaleducation–trainingversusservicedeliveryRNathavitharana(NYUInternalMedicineResidencyProgram,NewYork,USA)
1045-1100 2D2 TrainingProgrammeSpecialtyAppraisalCCooper*,PBarker,JCorne(EastMidlandsHealthcareWorkforceDeanery(NorthCentre), UniversityofNottingham,Nottingham,UK)
1100-1115 2D3 Pilotstudy:AcceleratedlearninginanaesthetictrainingHOHoldgaard*,CThygesen,SRuback,PCharles(UniversityofAarhus,CenterforMedicalEducation,Aarhus/Skejby,Denmark)
1115-1130 2D4 Supervisionoftraineesonageneralpaediatricservice:Quantity,theeffectonpatientmanagementandtraineeslearningMvandenBoom1,RPinnock*1,JWeller2,PReed3,BShulruf1(1StarshipChildren’sHospitalandDepartmentofPaediatrics;2CentreforMedicalandHealthSciencesResearch;3Children’sResearchCentre,StarshipChildren’sHospital,NewZealand)
1130-1145 2D5 Howwellareourpostgraduatespreparedforpractice?DefiningpracticebymeansoftasksandactivitiesJPols*1,HBBakker1,PRemmelts1,ISDijkstra1,JJAMooij2(1WenckebachInstitute,UniversityMedicalCenterGroningen,UniversityofGroningen,TheNetherlands;2DepartmentofNeurosurgery,UniversityMedicalCenterGroningen,UniversityofGroningen,TheNetherlands)
– 37 –
Mo
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21145-1200 2D6 Improvingthequalityofpostgraduatemedicaleducation:Residentsprovidetheirsupervisorswithfeedback:(how)doesitwork?CFluit*1,SBolhuis1,RGrol2,RLaan1,MWensing2(1RadboudUniversityNijmegenMedicalCentre,InstituteforMedicalEducationandTrainingNijmegen,TheNetherlands;2RadboudUniversityNijmegenMedicalCentre,ScientificInstituteforQualityofHealthcare,Nijmegen,TheNetherlands)
1200-1215 2D7 ImpactofResidentPhysicianWell-BeingonAssessmentsofKnowledgeandClinicalPerformanceTJBeckman*,DAReed,TDShanafelt,CPWest(MayoClinic,CollegeofMedicine,Rochester,Minnesota,USA)
1215-1230 2D8 EvaluationofaTrainingProgrammeforSpecialtyTrainees:ImprovingcoursequalitytostrengthenimpactLynHalley(NHSEducationforScotland,SERegion,Edinburgh,UK)
no discussion
1030-1230 2E SHoRT CoMMUNICATIoNS: Work-based AssessmentChairperson:JohnNorcini(USA)Location:Lehar3-4
1030-1045 2E1 HowdoAssessorsDecide?Amodeltoexplaindifferencesinassessors’judgementsinMiniCEXassessmentsinUKfoundationdoctorsPYeates*,PO’Neill,KMann,KEva(UniversityofManchester,ManchesterMedicalSchool,EducationResearchCentre,UniversityHospitalofSouthManchester,UK)
1045-1100 2E2 ObservedWorkPlaceBasedAssessments:ComparativeanalysisoftwostudiesPNesargikar1,AMainwaring*2,GClark2,AHassell1,RKMcKinley1(1KeeleSchoolofMedicine;2UniversityHospitalofWales)
1100-1115 2E3 WhatviewpointsdoCase-basedDiscussion(CbD)andMini-CEXassesseducationaloutcomesfrom?MMiyamoto*,HYoneda,TKubota,KSuzuki(EducationCenter,OsakaMedicalCollege, Takatsuki,Osaka,Japan)
1115-1130 2E4 UndergraduateperformanceassessmentusingmCEXinclinicalsettingswithoutcontroloverassessorspecialtyortraining,clinicalcase,orclinicalcontextDPlayford*,RWorthington(TheUniversityofWesternAustralia,TheRuralClinicalSchoolofWesternAustralia,FacultyofMedicine,DentistryandHealthSciences,WesternAustralia)
1130-1145 2E5 Work-placebasedassessmentsusingiphonesinYear4medicalstudentsJCDarling*,GSFrith,CMurray(AcademicDeptofPaediatrics,ObstetricsandGynaecology, Leeds,UK)
1145-1200 2E6 DefiningandAssessingCompetencyStandardsinColonoscopy:WhereistheBar?RESedlack(MayoClinic,DivisionofGastroenterologyandHepatology,Rochester,MNUSA)
1200-1215 2E7 Supervisionofassessments:AreviewofassessmentsinFoundationTraining.IRyland*1,2,CDainty1,SAtkinson1,EMorrissey1,LBrunt1,DBowen-Jones1 (1MerseyDeanery,Liverpool,UK;2EdgeHillUniversity,Ormskirk,Lancashire,UK)
1215-1230 2E8 TheAnaestheticexperienceinusingDirectObservationofProceduralSkills;trainees’andtrainers’perspectiveNBindal*1,TBindal1,DWall2,HGoodyear2(1WorcestershireAcuteHospitalsNHSTrust; 2WestMidlandsDeanery,UK)
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1030-1230 2F SHoRT CoMMUNICATIoNS: Empathy and EthicsChairperson:SteveTrumble(Australia)OpeningDiscussant:Location:Lehar1
1030-1045 2F1 TheEffectofMedicalSchoolonStudentDevelopmentSLaird*,JGeorge*,SCoon(A.T.StillUniversityofHealthSciences/KirksvilleCollegeofOsteopathicMedicine,AcademicAffairs,Kirksville,MO,USA)
1045-1100 2F2 Howtomeasurenon-observableaspectsofempathy:aqualitativestudyIPreusche*,MWagner-Menghin(MedicalUniversityofVienna,DepartmentofMedicalEducation,Vienna,Austria)
1100-1115 2F3 CriticalIncidenceReport(CIR)inMedicalStudents:A3-yearexperiencePimpetSukumalpaiboon(SawanpracharakMedicalEducationCenter,MinistryofPublicHealth,Nakhonsawan,Thailand)
1115-1130 2F4 MinistryofEthics−AninexpensiveapproachtoproducinganinteractiveMedicalEthicsandLawonlineresourceJackyWong*1,SalajMasand2,AnnaAllan*1,PhilipXiu*1(1UniversityofCambridge,SchoolofClinicalMedicine,Cambridge,UK;2King’sCollegeLondon,SchoolofMedicineandDentistry,London,UK)
1130-1145 2F5 AreUndergraduateMedicalEthicsandLawCurriculaFitforPurpose?SheffieldandNewcastleF1doctors’viewsPVivekananda-Schmidt*1,B.G.Vernon2(1AcademicUnitofMedicalEducation,UniversityofSheffield,UK;2SchoolofMedicalSciencesEducation,Newcastle,UK)
1145-1230 discussion
1030-1230 2G SHoRT CoMMUNICATIoNS: Pot PourriChairperson:StefanLindgren(Sweden)OpeningDiscussant:SandraCarr(Australia)Location:Lehar2
1030-1045 2G1 Backtothefutureintheteachingofanatomytomedicalstudents–part2:Doweneedanatomylabs?DGrabs*1,GBronchti1,RGareau1,2,RDuplain2(1UniversitéduQuébecàTrois-Rivières,DepartmentofChemistry-Biology/Anatomy,Trois-Rivières,Canada;2FacultyofMedicine,Campusdel’UniversitédeMontréalenMauricie,Trois-Rivières,Canada)
1045-1100 2G2 PrescribingintheStudentAssistantshipSESmith*1,VRTallentire1,HSCameron1,SMWood2(1UniversityofEdinburgh,CentreforMedicalEducation,Edinburgh,UK;2NHSFife,RenalMedicine,Dunfermline,UK)
1100-1115 2G3 EvidenceBasedCommunityHealthClerkship-Innovativeexperimentinintegratingpreventive&curativemedicineinacommunityclinic:ShifaExperienceAliYawarAlam*,MadihaButt,FarahRashid(CommunityHealthSciences,ShifaCollegeofMedicine,Islamabad,Pakistan)
1115-1130 2G4 ModernMedicalSchoolCurricula:wherehaspreventionteachinggone?OBriasoulis*,DEKarakitsiou,IDKDimoliatis(DepartmentofHygieneandEpidemiology,SchoolofMedicine,UniversityofIoannina,Greece)
1130-1145 2G5 MedicalStudentAttitudestoIncludingHealthImpactsofClimateChangeintheMedicalSchoolCurriculum:aQualitativeStudyGHorton*1,PMagin1,GBlashki2,DPond1,MIreland1(1UniversityofNewcastle,FacultyofHealth,SchoolofMedicineandPublicHealth,Newcastle,Australia;2UniversityofMelbourne,NossalInstituteforGlobalHealth&MelbourneSustainableSocietyInstitute,Melbourne,Australia)
1145-1200 2G6 IntegratingdomesticviolenceandchildabuseinaFamilyMedicineCourseatDamascusMedicalSchool:lessonslearnedHBashour(UniversityofDamascus,FacultyofMedicineandCentreforMedicalEducationDevelopment,Damascus,Syria)
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21200-1215 2G7 “Theworstthingaboutdeath?Iwouldmisseveryone!”Thirdyearmedicalstudents’viewsandfeelingsondeathanddyingJWGrijpma*,Avan‘tSpijker,AdelaCroix(ErasmusUniversityMedicalCenter,DepartmentofMedicalPsychologyandPsychotherapy,Rotterdam,TheNetherlands)
1215-1230 discussion
1030-1230 2H SHORT COMMUNICATIONS: Stress and the Student in DifficultyChairperson:MartinHart(UK)OpeningDiscussant:NormaSaks(USA)Location:Stolz1
1030-1045 2H1 VariablesassociatedwithacademicfailureinstudentsoffirstyearmedicalUniversidadAndrésBello,VicadelMarChilePMcColl*,OGárate(UniversidadAndrésBello,FacultaddeMedicina,EscueladeMedicina, SedeViñadelMar,Chile)
1045-1100 2H2 Help-SeekingBehavior,AcademicDifficultiesandHappinessHong-ImShin*1,WooTaekJeon2(1YonseiUniversity,DepartmentofPsychology;2YonseiUniversity,CollegeofMedicine,DepartmentofMedicalEducation,Seoul,Korea)
1100-1115 2H3 Dostudentsfeelbulliedandharassedatmedicalschoolbystaffandpeers?Itdependsonthedefinition!TharaniMahesan,DonnaTooth*,HelenGraham*(King’sCollegeLondonSchoolofMedicine,London,UK)
1115-1130 2H4 Developmentandinitialvalidationofaself-regulatedlearningmicroanalysisprotocolforstrugglingmedicalstudentsARArtino*1,SJDurning1,TJCleary2,PHemmer1,PKKokotailo3,JESandars4(1UniformedServicesUniversityoftheHealthSciences,Bethesda,Maryland,USA;2UniversityofWisconsin-Milwaukee,USA;3UniversityofWisconsinSchoolofMedicine,Madison,Wisconsin,USA;4UniversityofLeeds,UK)
1130-1145 2H5 ‘Theycan’tseeit’:characterisingthepoorlyperformingstudentintheclinicalenvironmentMBearman*1,RAjjawi*2,EMolloy1,JKeating1(1MonashUniversity,FacultyofMedicine,Nursing andHealthSciences,Melbourne,Australia;2UniversityofDundee,CentreforMedicalEducation,DundeeUK)
1145-1200 2H6 SocialnetworksandacademichelpseekingamongfirstyearmedicalstudentsOBNikolaus*,RHofer,WPawlina,BCastellani,PKHafferty,FWHafferty(MayoMedicalSchool,DepartmentofAnatomy,Rochester,MN,USA)
1200-1215 2H7 Teachingstress-reductionandself-caretomedicalstudentsthroughexperientiallearningHZackson,DSeacord,MStuber*(SemelInstituteatUCLA,LosAngeles,USA)
1215-1230 discussion
1030-1230 2I RESEARCH PAPERS: Selection/Career choiceChairperson:CharlotteRingsted(Denmark)Location:Stolz2
1030-1050 2I1 TheMedicalSchoolRetentionGame.AdmissionTestingvs.HighestGrades:One-nilLDO’Neill*1,2,3,JHartvigsen1,2,BWallstedt3,LKorsholm1,BEika(1InstituteofSportsScienceandClinicalBiomechanics,UniversityofSouthernDenmark,Odense,Denmark;2ClinicalLocomotionScience,UniversityofSouthernDenmark,Odense,Denmark;3EducationDevelopmentUnit,UniversityofSouthernDenmark)
1050-1110 2I2 Medicalschooladmissions:AnunequalplayingfieldSRWright(NewcastleUniversitySchoolofMedicalSciencesEducationDevelopment, NewcastleuponTyne,UK)
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1110-1130 2I3 Ethnicityandsocialbackgroundaspredictorsofperformanceinundergraduatepre-clinicalandclinicaltrainingKStegers-Jager*1,JCohen-Schotanus2,AThemmen1(1ErasmusMC,DesideriusSchool,Rotterdam,TheNetherlands;2UniversityofGroningenandUniversityMedicalCenter,Groningen,TheNetherlands)
1130-1150 2I4 Womenphysicians’reflectionsonchoosinganacademicmedicinecareerNJBorges*1,AMNavarro2,ACGrover3(1WrightStateUniversityBoonshoftSchoolofMedicine,OfficeofAcademicAffairsandDepartmentofCommunityHealth,Dayton,OH,USA,2AssociationofAmericanMedicalColleges,CareersinMedicine,Washington,DC,USA,3VirginiaCommonwealthUniversitySchoolofMedicine,USA)
1150-1230 discussion
1030-1230 2J SHORT COMMUNICATIONS: Simulated PatientsChairperson:DevraCohen-Tigor(USA)OpeningDiscussant:NancyMcNaughton(Canada)Location:Schubert1
1030-1045 2J1 Standardizingstandardizedpatient(SP)andSPtrainerperformanceinvariableassessmentcontexts:methodologyandoutcomesCO’Byrne*,CSmith*,JPugsley,LJQuero-Munoz(PharmacyExaminingBoardofCanada, PEBC-QualifyingExamination-PartII(OSCE/OSPE),Toronto,Canada)
1045-1100 2J2 TheSimulatedPatient’sviewonteaching–anewperspective?KLingemann,TCampbell,CLingemann,JBreckwoldt*(Charité-UniversityMedicineBerlin, Dept.ofAnaesthesiology,BenjaminFranklinMedicalCentreandDieterScheffnerCentreforEducationinMedicine,Berlin,Germany)
1100-1115 2J3 SimulatedPatientsandPhysicianExaminersEmphasizeDifferentAspectsofCommunicationSkillsMarionMAw,ChernLingKok,NicolaSPNgiam,YiongHuakChan,PohSimLow,ZubairAmin*(NationalUniversityofSingapore,DeptofPediatrics,Singapore)
1115-1130 2J4 TrainingstandardizedpatientsforlargescaleOSCEexamination:ExperienceinThailandSKobwanthanakun*1,PYamwong1,WSumawongse2,BSathapatayavongs2(1FacultyofMedicineSirirajHospital,MahidolUniversity,Bangkok,Thailand;2FacultyofMedicineRamathibodiHospital,MahidolUniversity,Bangkok,Thailand)
1130-1145 2J5 ErrorvarianceduetoSPportrayalinOSCEsAVallevand*,CViolato(HealthSciencesCentre,FacultyofMedicine,UniversityofCalgary,Canada)
1145-1200 2J6 Doesthebodyhabitusofthestandardizedpatientinfluencestudents’performanceinanobjectivestructuredclinicalexamination?VAbiRaad*,NAsmar,ZHijazi,SBahous,PSalme,LAbiad(LebaneseAmericanUniversity, SchoolofMedecine,Chouran-Beirut,Lebanon)
1200-1230 discussion
1030-1230 2K SHoRT CoMMUNICATIoNS: Medical Education ResearchChairperson:BrownellAnderson(USA)Location:Schubert2
1030-1045 2K1 AQuantitativeAnalysisoftheEvolutionofMedicalEducationResearchASPeters*1,KLee*2,JSWhelan,NHTannery,SLKanter(1HarvardMedicalSchool, Dept.ofPopulationMedicineandAcademyCenterforTeaching&Learning;2HarvardMedicalSchool,CenterforBiomedicalInformatics,Boston,USA)
1045-1100 2K2 AframeworkforethicalreviewofeducationresearchJIEikelboom*1,JJMvanDelden1,THJtenCate2(1UniversityMedicalCentreUtrecht,JuliusCentreMedicalHumanities,Utrecht,Netherlands;2UniversityMedicalCenterUtrecht,CenterforResearchandDevelopmentofEducation,Utrecht,Netherlands)
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21100-1115 2K3 Creatingeducationalworkpracticesbasedonevidence−developinganevidencebasedmodelforMedicalEducationUnitsinhospitalsinQueensland,Australia−aqualitativestudyLBlack*,VBrazil(ClinicalEducation&TrainingQueensland(ClinEdQ),QueenslandMedicalEducation&Training(QMET),Brisbane,Queensland,Australia)
1115-1130 2K4 TheImportanceofSocialPresenceinDistance-TaughtRuralIntegratedClerkships:AnOverlookedFactorintheSuccessoftheFutureofMedicalEducationDMyhre*,JTworek*,WWoloschuk,WJackson(UniversityofCalgary,Canada)
1130-1145 2K5 Therisk-of-biasandstandardsofreportingofpublishedrandomizedcontrolledtrialsofmedicaleducation(MedEd)researchTHorsley*,DRabb,CCampbell,SHamstra,DCook(TheRoyalCollegeofPhysiciansandSurgeonsofCanada,CentreforLearninginPractice,Ottawa,Ontario,Canada)
1145-1200 2K6 EvidenceInformedContinuingEducation:LocatingtheLiteratureLaurePerrier(ContinuingEducationandProfessionalDevelopment,FacultyofMedicine, UniversityofToronto,Canada)
1200-1215 2K7 ResearchqualityofAMEEconferenceposterversusshortcommunicationabstracts–nodifference?MZdravkovic*,TPrunk*(FacultyofMedicine,UniversityofMaribor,Slovenia)
1215-1230 2K8 TypeofresearchpapersinmedicaleducationmeetingsinMexico:anobservationalstudyRGarcía-Durán*,SMorales-López,IDurante-Montiel,MJiménez,MSánchez-Mendiola (UNAMFacultyofMedicine,SecretariatofMedicalEducation,Mexico)
no discussion
1030-1230 2L SHoRT CoMMUNICATIoNS: Curriculum EvaluationChairperson:DouglasWood(USA)Location:Schubert3
1030-1045 2L1 UsingdatafromtheNationalStudentSurvey(NSS)toidentifyareasofwideinstitutionalvariationinstudentratingsofthequalityofmedicalanddentalcoursesMattHomer*,GodfreyPell(InstituteofMedicalEducation,UniversityofLeeds,UK)
1045-1100 2L2 TheValidityandReliabilityoftheMedicalAchievementSelf-efficacyScale(MASS)STuran*1,LAper2,SKoole2,CDeWispelaere2,NDeRoo2,ADeketelaere2,MValcke3,ADerese2 (1HacettepeUniversityFacultyofMedicine,DepartmentofMedicalEducationandInformaticsAnkara,Turkey;2GhentUniversity,FacultyofMedicineandHealthSciences,CentreforEducationDevelopment,Belgium;3GhentUniversity,DepartmentofEducation,Belgium)
1100-1115 2L3 Self-perceivedpreparednessofseniormedicalstudentsinCroatiaforstandalonemedicalpracticeMMihalj*1,IGrizelj1,IDrenjancevic*1,LPuljak2,JAzman3,AVčev1,HMihalj1(1MedicalFacultyUniversityJosipJurajStrossmayerofOsijek,Croatia;2MedicalFacultyUniversityofSplit,Croatia;3MedicalFacultyUniversityofRijeka,Croatia)
1115-1130 2L4 Improvedqualityofclinicalrotations:Acase-basedanalysisidentifiedbystudents’evaluationJHedemarkPoulsen(UniversityofCopenhagen,FacultyofHealthSciences,EvaluationUnit,StudentServices,Copenhagen,Denmark)
1130-1145 2L5 AcasestudyexaminingutilizationofprogramevaluationmethodstoimproveresidencyprogramperformanceHKromrei*,WWiese-Rometsch*,MJuzych(DetroitMedicalCenter,GraduateMedicalEducation&WayneStateUniversitySchoolofMedicine,GraduateMedicalEducation,Detroit,Michigan,USA)
1145-1200 2L6 TheProcessofCurriculumEvaluation:theBachelorcurriculuminVeterinaryMedicinePetervanBeukelen*1,MarjanneEverts2,ArievanNes,HellenvanderMaazen(1FacultyofVeterinaryMedicine,UtrechtUniversity,ChairQualityImprovementinVeterinaryEducation,Utrecht,TheNetherlands;2FacultyofVeterinaryMedicine,UtrechtUniversity,DepartmentofPathobiology,Utrecht,TheNetherlands)
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1200-1215 2L7 COM:MAND–Supportingthecreation,mapping,revisionandmanagementofcurriculumandlearningoutcomesMBegg*,MHammond,DDewhurst(UniversityofEdinburgh,CollegeofMedicineandVeterinaryMedicine,LearningTechnologySection,Edinburgh,UK)
1215-1230 2L8 Performanceassessmentofacademicdepartments:firststeptouniversityaccountabilityRitaRezaee(ShirazUniversityofMedicalSciences,EducationDevelopmentCenter,Shiraz,Iran)
no discussion
1030-1230 2M SYMPoSIUM: The Virtual Physiological Human (VPH) Chairperson:TerryPoulton(UK)OpeningDiscussant:NabilZary(Sweden)Location:Schubert4
1030-1045 2M1 TheVirtualPhysiologicalHuman:TowardstheuseofmedicalavatarsfortrainingVanessaDiaz-Zuccarini*1,KeithMcCormack2,MicheleSpinelli3,AndrewNarracott2,MartinNelson,BindiBrook,AlejandroFrangi3,JordiVillа-Freixa,PatLawford2(1UniversityCollegeLondon,DepartmentofMechanicalEngineering,London,UK;2TheUniversityofSheffield,DepartmentofCardiovascularScience,MedicalPhysicsGroup,Sheffield,UK;3UniversitatPompeuFabra,InformationandCommunication,Spain)
1045-1100 2M2 Knowledgemanagementforphysiologymodels:theRICORDOapproachPGrenon,SWimalaratne,BdeBono*(EuropeanBioinformaticsInstitute,Cambridge,UK)
1100-1115 2M3 TheosteoporoticVirtualPhysiologicalHumanMViceconti*,FTaddei,FBaruffaldi,LCristofolini,MBaleani,SStea(LaboratoriodiTecnologiaMedica,IstitutoOrtopedicoRizzoli,Bologna,Italy)
1115-1130 2M4 Patientspecificimage-basedcomputationalmodellingforimprovementofshort-andlong-termoutcomeofvascularaccessinpatientsonhemodialysistherapy:theARCHprojectAndreaRemuzzi,onbehalfoftheARCHConsortium(BiomedicalEngineeringDepartment,MarioNegriInstituteforPharmacologicalResearch,Bergamo,Italy)
1130-1145 2M5 Image-basedMulti-scalePhysiologicalPlanningforAblationCancerTreatment(IMPPACT)RFlanagan(NUMAEngineeringServicesLtd,Dundalk,Ireland
1145-1200 2M6 @neurIST:Simulationsaveslives,andcosts,incerebralaneurysmAFrangi,PBijlenga,DRHose,MHofmann-Apitius,GLonsdale,AArbona,DRufenacht, KMcCormack*(TheUniversityofSheffield,DepartmentofCardiovascularScience,MedicalPhysicsGroup,Sheffield,UK)
1200-1215 2M7 RiskpredictiontoolforOralCancer:NeoMarkprojectTPoli1,EMartinelli*1,DArdigт3,SSteger2(1AziendaOspedalieroUniversitariadiParma, UOChirurgiaMaxilloFacciale,Parma,Italy;2MultiMed,Cremona,Italy;3FraunhoferIGD,Darmstadt,Germany)
1215-1230 discussion
1030-1230 2N WoRKSHoP: Informed Self-Assessment and Feedback: Implications for teaching and learningFacilitators:JSargeant*1,JLockyer*2,KMann*1,HArmson*2(1DalhousieUniversity,FacultyofMedicine,Halifax,NS,Canada;2UniversityofCalgary,FacultyofMedicine,Calgary,AB,Canada)Location:Schubert5
1030-1230 2o WoRKSHoP: The Power of Mentoring in Medical EducationFacilitators:EMylona*1,WAnderson2,MNewland*3,MHitchcock4(1StonyBrookUniversityMedicalCenter,NY,USA;2CollegeofHumanMedicineMichiganStateUniversity,MI,USA;3UniversityofNebraskaMedicalCenter,NE,USA;4KeckSchoolofMedicineUniversityofSouthernCalifornia, CA,USA)Location:Schubert6
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21030-1230 2P WoRKSHoP: DEAD MAN TALKING: A PERFECT way to explore biothics using devised theatreFacilitators:MelissaMcCullough,AnnaNewell(CentreforMedicalEducation,Queen’sUniversityBelfast,NorthernIreland,UK)Location:BusinessSuite1
1030-1230 2R WoRKSHoP: Social Media and Networks in Medical EducationFacilitators:AMCunningham*1,NLafferty*2,AManca*2(1CardiffUniversity.DepartmentofPrimaryCareandPublicHealth,Cardiff,UK;2DundeeUniversity,CentreforAcademicClinicalPractice,Dundee,UK)Location:BusinessSuite4
1030-1230 2S WoRKSHoP: How to successfully implement a global health experience for medical studentsFacilitators:JohnWBachman(MayoFoundation,Rochester,Minnesota,USA)Location:HallB,GalerieRoom3+4
1030-1230 2T WoRKSHoP: Feed-forward, more than the opposite of feed-back?Facilitators:TJacobsen,ABaerheim*(UniversityofBergen,TheDepartmentofPublicHealthandPrimaryHealthCare,Bergen,Norway)Location:HallB,GalerieRoom5+6
1030-1230 2U WoRKSHoP: Teaching CanMEDS competencies in the clinical contextFacilitators:LindaSnell*,DeepakDath*,AnnaOswald*(RoyalCollegeofPhysiciansandSurgeons ofCanada,CanMEDSandFacultyDevelopmentUnit(ClinicianEducator),Ottawa,Ontario)Location:HallB,GalerieRoom9+10
1030-1230 2V WoRKSHoP: Performance Assessment for Competency-Based Health Professional Education Facilitators:AnnJefferies*1,BrianSimmons*1,SusanWagner*2(1UniversityofToronto,DeptofPaediatrics,Toronto,Ontario,Canada;2UniversityofToronto,CentreforInterprofessionalEducationandDeptofSpeech-LanguagePathology,Toronto,Ontario,Canada)Location:HallB,GalerieRoom11+12
1030-1230 2W WoRKSHoP: LCME Accreditation of US and Canadian Medical Schools: From Process to outcomeFacilitators:BBarzansky*1,DHunt*2,RSabalis*(1AmericanMedicalAssociation,Chicago,Illinois;2AssociationofAmericanMedicalColleges,Washington,DC,USA)Location:HallB,GalerieRoom15+16
1030-1230 2X PoSTERS: Curriculum Development/IntegrationChairperson:OlwynWestwood(UK)Location:HallA
2X1 MedicalHumanities−AreviewofjointteachingwithaUniversityJPPurday*1,CHauskeller2(1PeninsulaCollegeofMedicine&Dentistry,MedicalHumanities, Exeter,UK;2UniversityofExeter,CentreforEugenics,Exeter,UK)
2X2 ‘IntroducingGemma’−IntegratedteachingbasedaroundafictionaladolescentpatientRBardgett*1,2,CLenton2,CHeaps2,DStark2,JClarke2,SFoster2(1BradfordTeachingHospitalsNHSFoundationTrust,Bradford,UK;2SchoolofMedicine,UniversityofLeeds,Leeds,UK)
2X3 ThehorizontalintegrationofsemiologyinpathophysiologyShTofangchiha*,FMohseni,MAkbarzade(ArmyUniversityofMedicalScience,Tehran,Iran)
2X4 Integrationthroughfacultydevelopment:ExploringthevalueofcliniciansciencepartnershipsinundergraduatemedicaleducationTCollett*,RZamani,DMabin,DBristow(PeninsulaMedicalSchool,UniversitiesofPlymouthandExeter,Plymouth,Devon,UK)
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2X5 ImprovingstudentlearningintegrationandengagementwithbiomedicalsciencesessionsatthePeninsulaMedicalSchoolRZamani*1,KBrandom1,LukeMcGowan2,SallyHolden2,KGilbert2,SBull1(1PeninsulaCollegeofMedicineandDentistry,UniversitiesofExeter&Plymouth,Exeter,UK;2PeninsulaCollegeofMedicineandDentistry,UniversitiesofExeter&Plymouth,Plymouth,UK)
2X6 FeasibilityandimpactofclinicalskilltrainingduringfirsttermbasicsciencemodulesofthenewmedicalcurriculumattheCharité−UniversitatsmedizinBerlin.HPeters*,OAhlers,IBrunk,JHein,THitzblech,SLudwig,AMaaz,JPelz,JBreckwoldt (Charité-UniversitatsmedizinBerlin,DieterSchefferCentreforMedicalEducation,Berlin,Germany)
2X7 Theeffectofearlyclinicalexposureonthepointofviewofsecond-termmedicalstudentsaboutmedicalprofessionHAhmadipour*,MZahedi(UniversityofMedicalSciences,CommunityandPreventiveMedicineDepartment,Kerman,Iran)
2X8 IntegrationofbasicandclinicaldisciplineinmedicaleducationDanaTaizhanova*,MuratTeleuov,RauchanDosmagambetova(KaragandaStateMedicalUniversity,DepartmentofInternalDiseases,Karaganda,Kazakhstan)
2X9 InnovativeCurriculumintegratingHumanGrowthandDevelopmentacrossallLifestagesAMookerjee*,CCagande,WGraessle,VRajput*(CooperMedicalSchoolofRowanUniversity,MedicalEducation,Camden,NewJersey,USA)
2X10 Evaluationandcomparisonofstudents’opiniontowardrevisedmedicalbasicsciencesinoldandnewcurriculuminIsfahanUniversityofMedicalScienceZTeimouriJervekani*,SMozafarpour,FDehghani,VAshoorion,SSirous(IsfahanUniversityofMedicalScience,EducationDevelopmentCentre,Isfahan,Iran)
2X11 OutcomeofatraditionalversusaPBL-curriculuminmedicineTSchaefer*,HHRusche(Ruhr-UniversityBochum,CentreforMedicalEducation,Bochum,Germany)
2X12 MeaningfulnessthroughInformalCurriculumMYakubovskyy*,SFox,LGolub(MykhayloYakubovskyy,RossUniversitySchoolofMedicine, NorthBrunswick,USA)
2X13 UndergraduateMedicalEducationProgramCurriculumRenewal:ACase-BasedSpiralApproach;TheJourney&TheFutureMaryWells*,JuanitaBarrett*,PennyHansen,SharonPeters(FacultyofMedicine,MemorialUniversityofNewfoundand,St.John’s,NL,Canada)
2X14 Socialnetworksincurriculumdevelopment–ChangesandchancesformedicaleducationandclinicaldailyroutineStephanieKeil*1,SophieNiedermaier1,ChristianLottspeich1,RalfSchmidmaier1,MatthiasSiebeck2,MartinReincke1(1MedicalEducationUnit,MedizinischeKlinik-Innenstadt,KlinikumderUniversitatMünchen,Germany;2ChirurgischeKlinikundPoliklinik–Innenstadt,KlinikumderUniversitatMünchen,Germany)
2X15 ComplexitystructuredcurriculumGCoggi*1,LMontagna1,SVisioli2(1InternationalMedicalSchool,IstitutoClinicoHumanitas; 2UniversityofMilanandIstitutoClinicoHumanitas,Italy)
2X16 ModernizingundergraduatemedicaleducationinGeorgiaZVadachkoria,RBeriashvili,GSimonia*(TbilisiStateMedicalUniversity,DepartmentofMedicalEducation,ResearchandStrategicDevelopment,Tbilisi,Georgia)
2X17 Makingeducationalreformssustainable:reflectionandevaluationQWang*,YQLu(FudanUniversity,ShanghaiMedicalCollege,Shanghai,China)
2X18 MedicalEducationinEcuador:InsertinglongitudinalcurriculumandcommunitymedicineRFarfan(EspirituSantoUniversity,FacultyofMedicalSciences,Samborondon-Guayaquil,Ecuador)
2X19 UsingontologytechnologyforcurriculummappingacrossmedicalschoolsJDonkers(MaastrichtUniversity,FHML,Dept.EducationalDevelopmentandResearch,Maastricht, TheNetherlands)
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2 2X20 Theoreticaldisciplinesteachingstrategy:thefacingtomedicineNataliyaVPronina(CrimeaStateMedicalUniversity,Simferopol,Ukraine)
2X21 Experts’discussionstoimproveprocessmanagementindevelopinganewmodularcurriculumattheCharité−UniversitatsmedizinBerlinAMaaz,THitzblech,OAhlers,JBreckwoldt,SLudwig,IBrunk,JHein,HPeters (Presenter:OWendt)(CharitéUniversitatsmedizinBerlin,DieterScheffnerFachzentrum,ProjektsteuerungModellstudiengangMedizin,Berlin,Germany)
1030-1230 2Y PoSTERS: Leadership/ManagementChairperson:AnitaGlicken(USA)Location:HallA
2Y1 Standardizingasupportiveleadershipbehavior(SLB)questionnaireforIranianmedicaleducationleaders:FactoranalysisMandanaShirazi*,SeyedJamalMirmoosavi,AhmadSabouriKashani(TehranUniversityofMedicalSciences(TUMS),EducationalDevelopmentCenter,Iran)
2Y2 Incorporatingleadershipeducationearlyinpostgraduatemedicaltraining:alocalexperienceSFossey*,JNawrocki(BrightonSussexUniversityHospitalsTrust,Brighton,UK)
2Y3 DevelopingLeadershipthroughSimulationandPracticeFCunnington*,JHibbert,JMoreiras(GreatOrmondStreetHospitalforChildren,PostgraduateMedicalEducationDepartment,London,UK)
2Y4 LeadershipandteamworktrainingformedicalstudentsSTanawattanacharoen,PBoonmak*(ChulalongkornUniversity,FacultyofMedicine, OfficeofStudentAffairs,Bangkok,Thailand)
2Y5 LeadershiptraininginterventioninFinlandMViikki,HHuhtala,ELeinonen,KHakkarainen(Presenter:TKoskela)(UniversityofTampereMedicalSchool,Tampere,Finland)
2Y6 Today’sDoctors,Tomorrow’sLeaders:ApilotclinicalleadershipschemeforthefoundationyearsMMak*1,RAbraham*2,AKalraiya1,OLi1,SShahaney1,HTurner1(1LondonDeanery,London,UK;2ImperialCollegeHealthcareNHSTrust,London,UK)
2Y7 Specialists’perceptionsoftheDutchresidents’competencyasmanagerinthepostgraduatemedicalcurriculumLBerkenbosch*1,MBax2,IHeyliger3,JOBusari1,2(1DepartmentofPediatrics,AtriumMedicalCenter,Heerlen,TheNetherlands;2MaastrichtUniversity,FacultyofHealth,Medicine&Lifesciences,Maastricht,TheNetherlands;3Leerhuis,AtriumMedicalCenter,Heerlen,TheNetherlands)
2Y8 ProfessionalcompetenciesofIranianmedicaluniversityadministratorsRSarchami*,NGhorchian,SAsefzadeh,MRahgozar(QazvinUniversityofMedicalSciences, IslamicAzadUniversity,ScienceandResearchBranch,Iran)
2Y9 Specialists’perceptionsoftheircompetencyasmanager.Aretheteachersofourresidentscompetentenough?MBax*1,LBerkenbosch*2,IHeyliger*3,JOBusari*1,2(1DepartmentofPediatrics,AtriumMedicalCenter,Heerlen,TheNetherlands;2MaastrichtUniversity,FacultyofHealth,Medicine&Lifesciences,Maastricht;3Leerhuis,AtriumMedicalCenter,Heerlen,Netherlands)
2Y10 EvaluationoftheDanishpostgraduatemedicalspecialisteducationwithfocusonworkorganisationMSkipper*1,MIpsen2,SBNoehr1,2(1AalborgHospitalScienceandInnovationCenter(AHSIC),Aalborg,Denmark;2AarhusUniversity,CentreforMedicalEducation,Aarhus,Denmark)
2Y11 ImprovingthequalityofsupervisioninalargeTrustAWilliamson,JDavison*,JHanley,SQuinn(NewcastleUponTyneHospitalsNHSFoundationTrust,Education&TrainingDepartment,NewcastleUponTyne,UK)
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2Y12 Changeispossible:reformofmedicaleducationinKazakhstanNKKhamzina1,MKTeleuov2,RSDosmagambetova2,VPRiklefs*2,AZMuratova2 (1MinistryofHealthofRepublicofKazakhstan,DepartmentofScienceandHumanResources,Astana,Kazakhstan;2KaragandaStateMedicalUniversity,Karaganda,Kazakhstan)
2Y13 CurrenttrendsinmedicalundergraduateplanningatnationallevelJSa*1,LPatrao1,2,MCastelo-Branco1,3(1FacultyofHealthSciences,UniversityofBeiraInterior,Covilha,Portugal;2CentroHospitalarTondela-Viseu,E.P.E.,Viseu,Portugal;3CentroHospitalar CovadaBeira,E.P.E.,Covilha,Portugal)
2Y14 IncreasingcivicresponsibilityinPakistanistudentsthroughService-LearningRAyub*1,TJaffery2,ZZaidi2(1FatimaMemorialHospitalCollegeofMedicineandDentistry,DepartmentofMedicalEducation,Lahore,Pakistan;2ShifaCollegeofMedicine,DepartmentofMedicine,Islamabad,Pakistan)
2Y15 CollaborationatManagementLevelsBetweenUniversityandHealthcaretoImproveClinicalEducationEwaEhrenborg*1,MargarethaForsbergLarm1,EvaJansson2,AnnaKiessling1,MichelSilvestri1, AnnikaWernerson1(1KarolinskaInstitutet,CentreforClinicalEducation,Stockholm,Sweden;2HealthcareProvision,StockholmCounty(SLSO),Stockholm,Sweden)
2Y16 ExperienceofEducationalDepartmentinMultidisciplinaryScientificMedicalCentreinRussiaEParmon*,MOvetchkina,AKonrady,EShlyakhto(AlmazovFederalHeart,BloodandEndocrinologyCentre,EducationDepartment,Saint-Petersburg,Russia)
2Y17 Towardsexcellenceinmedicaleducation:experienceofinstitutionalaccreditationRSDosmagambetova*,VPRiklefs,ASKalina,SSKaliyeva,IMRiklefs(KaragandaStateMedicalUniversity,Karaganda,Kazakhstan)
2Y18 TheimpactoftheassessmentcriteriarevisionintheContinuousTrainingActivitiesaccreditedinAndalusiaFJMunoz-Castro*,ARojas-de-Mora-Figueroa,AAlmuedo-Paz,EValverde-Gambero, LVillanueva-Guerrero(AgenciadeCalidadSanitariadeAndalucía,Sevilla,Spain)
2Y19 Tripartiteinteractivesymposiawithaudienceresponsesystemtofostermotivatedfuturehealthcareprofessionals;experienceinFukushima,JapanKIshikawa*,YMoroi,GKobayashi,ASugawara,TKumagai,KOtani,HOhira,TSuzutani, TFukushima(CenterforMedicalEducationandCareerDevelopment,FukushimaMedicalUniversity,Fukushima,Japan)
2Y20 TelemedicineimprovementproceduresinGuilanMedicalUniversityofMedicalScience(GUMS)2009MahdokhtTaheri*,AbtinHeidarizadeh,HamidHeidari(GuilanUniversityofMedicalSciences, Rasht,Iran)
2Y21 Themedicalschoolandtheriskofethicsviolation:ABrazilianstudyMNunes*1,AGomes2(1SchoolofMedicine-UniversityofSaoPaulo,Brazil;2SchoolofMedicine-FaculdadedeMedicinadoABC,Brazil)
1030-1230 2Z PoSTERS: FeedbackChairperson:DianaDolmans(Netherlands)Location:HallA
2Z1 ClinicalSkillspreparationcourseforsixthyearstudentsincreasesselfperceptionandprovidesfeedbackviaOSCEexamination.Howwesupportstudentsbeforestartingwiththeirpracticalyear.MSimon*1,SKBeckers2,SSopka2(1MedicalFacultyofRWTHAachenUniversity,Dean’sOfficeforStudyAffairs,Aachen,Germany;2DepartmentofAnaesthesiology,UniversityHospitalofRWTHAachenUniversity,Aachen,Germany)
2Z2 Feedback−DeterminingstudentperceptionsandidentifyingbestbracticeLWillerton*,CDitchfield(SchoolofMedicine,UniversityofGlasgow,UK)
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2 2Z3 AcustomisableExcelWorkbookforprovidingMCQperformancefeedbackJIssberner*,AWood,SWhiten,JAiton(SchoolofMedicine,UniversityofStAndrews,Fife,UK)
2Z4 Theusefulnessoffeedbackfromsimulatedpatientformedicalstudentsandtheirbehaviouralchange:aqualitativeanalysisMAomatsu*1,KAbe1,HYasui1,KUemura2(1NagoyaUniversity,DeptofEducationforCommunity-OrientedMedicine,Nagoya,Japan;2NagoyaUniversity,CenterforMedicalEducation,Nagoya,Japan)
2Z5 CulturalDifferencesintheInstructivenessofFeedback:ComparingIndonesiaandTheNetherlandsYSuhoyo*1,EAVanHell2,JBMKuks,GRRahayu1,JCohen-Schotanus2(1GadjahMadaUniversity,FacultyofMedicine,DepartmentofMedicalEducation,Yogyakarta,Indonesia,2UniversityofGroningenandUniversityMedicalCenterGroningen,CenterforResearchandInnovationinMedicalEducation,Groningen,TheNetherlands)
2Z6 Aquantitativeandqualitativeanalysisoftheimpactofformativee-assessmentonlearningECarpenter*1,JDermo2(1UniversityofBradford,ClinicalSciences,SchoolofMedicalSciences,Bradford,UK;2UniversityofBradford,CentreforEducationalDevelopment,Bradford,UK)
2Z7 Criticaldiscourseanalysisofpeertutor’sattitudestodeliveringfeedbackLAMagee*,NRamzan,EJMaile,JAGiles,EJRHill(UniversityofManchester,SchoolofMedicine,Manchester,UK)
2Z8 TheCraftofMedicine:LearningfromClinicalFeedbackEncountersAGrant*1,LMonrouxe1,CRees2,SRegendeBere3(1SchoolofMedicine,CardiffUniversity,UK;2CollegeofMedicine,Dentistry&Nursing,UniversityofDundee,UK;3PeninsulaCollegeofMedicine&Dentistry,PlymouthUK)
2Z9 ImplementationofenhancedfeedbackmechanismsforMasterofNursingstudentsabouttheirperformanceinclinicalassessmentsSMiller*,SCarr,RSaunders,OHill(TheUniversityofWesternAustralia,EducationCentre -FacultyofMedicine,DentistryandHealthSciences,Perth,WesternAustralia)
2Z10 Monitoringofclinicalobjectivesandgivingqualityfeedback:toolsthatbenefitweakerstudentsandputthemontherighttrackMJolivet*,AQazi(UniversitédeMontréal,FacultédeMédecine,Montréal,Canada)
2Z11 Evaluatingtheimpactofstructuredverbalfeedbackonresidents’performance;StepI−BaselinedatafollowedbyfeedbackworkshopsleadingtoimplementationofasystemoffeedbackMuhammadTariq*1,JohnBoulet2,SyedaKausarAli3,AfaqMotiwala(1FAIMERFellow&DepartmentofMedicine,AgaKhanUniversity,Karachi,Pakistan;2FoundationforAdvancementofInternationalMedicalEducationandResearch(FAIMER),Philadelphia,Pennsylvania;3DepartmentofEducationalDevelopment,TheAgaKhanUniversity,Pakistan)
2Z12 UseofanAudienceResponseSystemtoprovideindividualisedfeedbacktoundergraduatemedicalstudentsMSawdon*,FCurtis*(DurhamUniversity,SchoolofMedicineandHealth,Stockton-on-Tees,UK)
2Z13 Examiningthevalidityandreliabilityofmeasurementsofinterns’performanceJZhang*,DWilkinson,MParker(UniversityofQueensland,SchoolofMedicine,Herston,Brisbane,Australia)
2Z14 Computergeneratedmotionefficiencyfeedbackisausefuleducationalmethodduringself-regulatedpracticeDRojas1,SCristancho2,M-ELeBel2,ADubrowski*1(1UniversityofToronto,DepartmentofPediatrics,HSCLearningInstitute,Toronto,Canada;2UniversityofWesternOntario,DepartmentofSurgery,London,Canada)
2Z15 MonitoringStudentPerformanceUsingFeedbacksAcrossClerkshipsBSKam*1,SJIm1,SYLee1,SYBeak1,IKKim2(1PusanNationalUniversitySchoolofMedicine,MedicalEducationUnit,Pusan,SouthKorea;2KyungpookNationalUniversity,IntelligentHealthInformationSystemComputerScience,Deagu,SouthKorea)
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1030-1230 2AA POSTERS: Reflection/PortfoliosChairperson:SharonBuckley(UK)Location:HallA
2AA1 Perceptionsoffirstyearmedicalstudentstowardsreflectivepractice:ComparisonbetweentwomedicalschoolsJenniferPerera*1,JoachimPerera2(1DepartmentofMicrbiology,FacultyofMedicine,Colombo, SriLanka;2CenterforMedicalEducation,InternationalMedicalUniversity,BukitJalil,KualaLumpur,Malaysia)
2AA2 Improvingreflectiveability:implementationofself-reflectionreportsinanesthesiologyrotationChaiyaprukKusumaphanyo*,SamunyaTisavipat(SrinakharinwirotUniversity,FacultyofMedicine,Bangkok,Thailand)
2AA3 IranianNursingTeachers’andStudents’PerceptionofCriticalThinkingMHasanpour*1,FOskouie2,MSalsali2,AWilliams,LKristjanson(1IsfahanUniversityofMedicalSciences,FacultyofNursingandMidwifery,NursingandMidwiferyCareResearchCenter,Isfahan,Iran;2CenterforNursingCareResearchandSchoolofNursingandMidwifery,UniversityofMedicalSciences,Tehran,Iran)
2AA4 PromotingaReflectiveLearningEnvironment:TheroleofclinicaltutorsLizAnderson*1,KateSeddon2(1Avon&WiltshireMHPartnershipNHSTrust/UniversityofBristol,SchoolofSocial&CommunityBasedMedicine,Bristol,UK;2Avon&WiltshireMHPartnershipNHSTrust,MedicalEducation,Bristol,UK)
2AA5 EngagingtraineesinportfoliobuildingAWilliamson*,NO’Connor(NewcastleUponTyneHospitalsNHSFoundationTrust,Education&TrainingDepartment,NewcastleUponTyne,UK)
2AA6 Howdopostgraduatetraineesindifferentsubspecialtiesviewportfoliosaseducationaltools?IAMaheswaran1,JREClements2,MEAKhan3,SFSmith1*(1ImperialCollegeLondon,London,UK;2HaringeyPrimaryCareTrust,London,UK;3CroydonUniversityHospitalNHSTrust,PostgraduateMedicalEducationCentre,Croydon,UK)
2AA7 LearningtoLoveMyPortfolio:MedicalStudents’ExperienceofaNewPortfolioProgramPBryden*,KLocke*,BKurabi,AWaddell(UGMEFacultyLead,EthicsandProfessionalism, FacultyofMedicine,Toronto,ON,Canada)
2AA8 Theuseofanelectronicportfoliotoassess1styearmedicalstudents’activitiesinprofessionalcontextINeto(UniversityofBeiraInterior,FacultyofHealthSciences,Covilhá,Portugal)
2AA9 TheExperiencesofNoviceFacilitatorsandAssessorsinanInnovativePortfolioProgramKLocke*,BKurabi,PBryden,APeterkin,YChang,MRoberts(UniversityofToronto,FacultyofMedicine,Toronto,Canada)
2AA10 Implementationofthee-portfoliotopostgraduateyear-1residencytraininginemergencymedicine:Assessmentsofcurriculumimprovementandon-linefeedbackChien-KuangChen*1,Ming-NanHuang1,Yu-CheChang1,2,Kuan-FuChen1,Jih-ChangChen1, Shih-TsengLee2,3(1DepartmentofEmergencyMedicine;2DepartmentofMedicalEducation;3DepartmentofNeurosurgery,ChangGungMemorialHospital,ChangGungUniversityCollegeofMedicine,Taoyuan,Taiwan)
2AA11 UKCoreMedicalTraineeawarenessoftheMedico-LegalimplicationsoftheePortfolioSJohnson*1,ACai1,PRiley2,APineau-Mitchell*1(1KingsCollegeHospital,London,UK; 2UniversityHospitalLewisham,UK)
2AA12 EvaluationoftheUseofIndividualandGroupPortfolioinaCourseofFirstYearofMedicineOMatus*1,PIbacez1,MRipoll2(1UniversityofConcepcion,MedicineFaculty,MedicalEducationDepartment,Concepcion,Chile;2UniversityofConcepcion,EducationFaculty,Concepcion,Chile)
2AA13 Surveyoftrainees’attitudestoE-portfolio:ApilotstudyMCarson*1,AGill2,RPrescott3,NKumar3,MShipley1(1JamesCookUniversityHospital,Middlesbrough,UK;2UniversityHospitalofNorthTees,Stockton,UK;3CountyDurhamandDarlingtonNHSFoundationTrust,UK)
2AA14 Whatissodifficultaboutmanagingclinicalreasoningdifficulties?VDory1,MCAudétat*2(1UniversitécatholiquedeLouvain,InstitutdeRechercheSantéetSociété,Bruxelles,Belgique;2UniversitédeMontréal,Facultédemédecine,Montréal,Canada)
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2 2AA15 AnExplorationoftheViewsandPerceptionsoftheUndergraduatee-Portfolio.JCarr,MClark,HHales,BIlazi,FLi,ATMohd-Amin,JERobinson,LWalker,MMarshall (AcademicUnitofMedicalEducation,UniversityofSheffield,UK)
2AA16 Learningportfoliosinundergraduatesurgicaleducation:ourearlyexperianceTLuetic*,MPetrunic,DMijatovic,GAugustin,KBulic,TMestrovic(UniversityofZagreb,SchoolofMedicine,DeptofSurgery,Zagreb,Croatia)
1030-1230 2BB PoSTERS: Career Choice/Education EnvironmentChairperson:ClairedeBurbure(Belgium)Location:HallA
2BB1 Shortageofphysiciansandworkplaceconditions:ResultsfromagraduatesurveySBiller*1,MGiesler1,2(1UniversityofFreiburg,FacultyofMedicine,DeaneryofStudentsAffairs,Freiburg,Germany;2UniversityofFreiburg,FacultyofMedicine,MedicalPsychology,Freiburg,Germany)
2BB2 Whydoyoungpeoplechoosemedicalstudy?CasestudyCroatia,countryinsocialandeconomictransitionGPavlekovic*,LMurgic,ZBradamante,DAnticevic,JEvic(UniversityofZagreb,SchoolofMedicine,CroatianAssociationforMedicalEducation,Zagreb,Croatia)
2BB3 FactorsDeterminingtheChoiceofMedicalSpecialtybyFinalYearMedicalStudentsCEPiccinato*,TCMonteiro,LEATroncon,MLVRodrigues(MedicalSchoolofRibeiraoPreto,DepartmentofSurgeryandAnatomy,UniversityofSaoPaulo,RibeiraoPreto,SP,Brazil)
2BB4 Theeffectsoffirstyearmedicalstudents’careerinterestsandgenderoneducationalgainsfromlongitudinalcase-basedassignmentsJMBlustin*,PAWarner,MASandefur,ERAngstman,SJAberle(MayoClinic,Rochester,MN,USA)
2BB5 Whybecomeadoctor?FactorsthatmayinfluencethechoiceMMenezes*,LKusterer,IAleluia,LSoliani,MGusmao,DAraujo,VNunes(EscolaBahianadeMedicinaeSaudePublica,Salvador,Bahia,Brasil)
2BB6 Careerdecisions:SignificanceoftheFoundationProgrammeSGovindaRajoo,HGoodyear,DWall*(CityHospitalBirmingham,UK)
2BB7 WhatpredictsfirstyearScottishmedicalstudents’careerpreferences?JenniferCleland*,FionaFrench,PeterJohnston(DivisionofMedicalandDentalEducation(DMDE),UniversityofAberdeen,UK)
2BB8 Howaremedicalstudentsinfluencedbypreceptorsandpatientsinmakingcareerchoicesduringclinicalteachingplacements?Dotheseinfluencesdifferacrossthreedifferentmodelsofclinicaleducation?PStagg*,DPrideaux,JGreenhill,LSweet(FlindersUniversityRuralClinicalSchool,Renmark, SouthAustralia)
2BB9 Studentperceptionsof3rdyearmentalhealthclinicalrotationEPeagam(NewcastleUniversity,Newcastle-upon-Tyne,UK)
2BB10 CSTARInterprofessionalSurgeryandAnesthesiaSchool:anovelprogramforpre-clinicalmedicalandnursingstudentsattheUniversityofWesternOntarioGMBusato1,OCristea1,RMoreland*1,JLandau1,MJohnson1,DRamage2,DBrowning2 (1SchulichSchoolofMedicine&Dentistry,2CanadianSurgicalTechnologies&AdvancedRobotics,London,Ontario,Canada)
2BB11 Measurementofstudents’comfortinamedicalschoolinSantiagodeChileKWeil*,RFritsch,PRojas,JGuerrero(MedicalSchoolUniversidaddelosAndes,SantiagodeChile)
2BB12 ImpactofIMU-REEMonchangingtheeducationalenvironmentJoachimPerera*,RameshChandraJutti,SambandanElango,HlaYeeYee,KatrinaAzman, RohayatiRaben(InternationalMedicalUniversity,CenterformedicalEducation,BukitJalil, KualaLumpur,Malaysia)
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2BB13 Medicalschoolculture:MorepositivethanyouthinkJYChen*,AMYip,PSLBeh,NGPatil(TheUniversityofHongKong,InstituteofMedicalandHealthSciencesEducationandDepartmentofFamilyMedicineandPrimaryCare,HongKong,China)
2BB14 TheExaminationofMedicalStudents’LearningClimatePerceptionsRegardingtheAcademicalSelf-Efficacy,AttitudestowardsMedicineOccupationandAcademicalSuccessNDemiralYilmaz*1,MYalcinkaya2(1EgeUniversity,FacultyofMedicine,DepartmentofMedicalEducation,Izmir,Turkey;2EgeUniversity,FacultyofEducationalScience,Izmir,Turkey)
2BB15 PerceptionsofEducationalClimateinaCanadianmedicalradiationscienceprogrammeutilizingtheDREEMRLumsden*,SSchofield(Mohawk-McMasterInstituteforAppliedHealthScience,MedicalRadiationScience,Hamilton,Ontario,Canada)
2BB16 EducationalclimateinObstetrics&GynecologywardsintheviewofStudentsinIranUniversityofMedicalSciences(IUMS)basedonDREEMmodelJalilKoohpayehzadeh*,KashanianMaryam,SeyedKamran,SoltaniArabshahi,HamidBaradaran(TehranUniversityofMedicalSciences,CenterforEducationalResearchinMedicalSciences(CERMS),Tehran,Iran)
2BB17 AssessingthepostgraduateeducationalenvironmentusingPHEEM:amultiregionalstudySAlDhukair1,2,SAlHabdan1,MAlqurashi1,EAlbenyan1,AAlfayez1,MMagzoub1,AAlkhayal1, SAldekhayel1,AAlZkeri1,MZamakhshary*1,2(1KingSaudbinAbdulazizUniversityforHealthSciences;2KingAbdullahInternationalMedicalResearchCenter,NationalGuardHealthAffairs,Riyadh,SaudiArabia)
1030-1230 2DD SECRETS oF SUCCESS 1Location:HallA
2DD1 AMultimodalVirtualAnatomyLearningToolforMedicalEducationPonnampalamGopalakrishnakone*,LuJianfeng,GohPohSun,HunfukoAsankaAbeykoon,OwenNoelNewtonFernando,AdrianCheok(DepartmentofAnatomy,Y.L.L.SchoolofMedicine,NationalUniversityofSingapore,Singapore)
2DD2 eLearningforthecontextualisationofradiologicalanatomyforfirstyearmedicalstudentsAWebb*,SChoi*(SchoolofMedicine,SouthamptonGeneralHospital,Southampton,UK)
2DD3 StudentsDevelopingSkillstoSupporttheirRolesas21stCenturyMedicalEducatorsRGordon*,SHealy*,JScales*,RMcMahon,FNicol,CDavidson,HDuncan,KSinclair,RAnderson, IParkin,NSchembri,AManca,NLafferty(UniversityofDundee,NinewellsHospitalMedicalSchool,Dundee,UK)
2DD4 SimulationandOtherSmallGroupActivitiesasTeachingModalitiesforCurriculumIntegration:anExerciseinBuildingCapacityDavidPederson*,DianaCallender*,ValerieThomas*(DepartmentofIntegratedMedicalEducation,RossUniversitySchoolofMedicine,CommonwealthofDominica,WestIndies)
1230-1400 LUNCH Location:HallA
1245-1345 PRIVATE MEETINGS HarvardMacyLuncheon Location:RestaurantClub ESMECourse Location:Schubert5 RESMECourse Location:Schubert2 ESMEACourse Location:Schubert3 ESMESimCourse Location:Schubert6 VIEWAGM Location:Schubert4 WFMERegionLunch Location:BusinessSuite2 OttawaProfessionalismThemeGroupLunch Location:BusinessSuite3 MastersProgrammeLunch Location:Schubert1 GCSAResearchGroupMeeting Location:BusinessSuite1
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2SESSIoN 3: SIMULTANEoUS SESSIoNS
1400-1545 3A SYMPoSIUM: Leadership in Medical EducationPanel:YvonneSteinert(FacultyDevelopmentOfficeandCentreforMedicalEducation,FacultyofMedicine,McGillUniversity,Canada)(Chair);MiriamBoillat(McGillUniversity,Canada)Location:HallA
1400-1545 3B SYMPoSIUM: Practice and Community-oriented Curriculum Development in Basic Medical Education (Praxis- und Community orientierte Curriculumsentwicklung im Medizinstudium − (auch) eine Aufgabe für die primärärztlichen Fächer)Panel:AnselmeDerese(Belgium),MarenErhardt(Germany),AndreasSönnichsen(Austria), MartinLischka(Austria),ElisabethBandi-Ott(Switzerland)Location:Strauss1
1400-1545 3C SHoRT CoMMUNICATIoNS: Virtual PatientsChairperson:MichaelSchmidts(Austria)OpeningDiscussant:JBMcGee(USA)Location:Strauss2
1400-1415 3C1 VirtualPatients:ImplementingaVirtualPatient-BasedcurriculumTruptiJivram*,SheetalKavia,SeanHilton,TerryPoulton(StGeorge’sUniversityofLondon, e-LearninginMedicalEducation,London,UK)
1415-1430 3C2 TheVirtualPatient:aneffectivewaytoteachbasicsciencesinaclinicalcontexttoYear1medicalstudentsSChoi*1,AWebb*2(1UniversityofSouthampton,SchoolofMedicineeLearning,SouthamptonGeneralHospital,Southampton,UK;2UniversityofSouthampton,SchoolofMedicineCLAS,Southampton,UK)
1430-1445 3C3 VirtualAnimalPatients(VAP):Developingcomputer-basedcasesimulationsforveterinarystudentstointegrateandapplycourse-basedclinicalknowledgeJThundathil*1,AVallevand2(1DepartmentofProductionAnimalHealth,FacultyofVeterinaryMedicine,UniversityofCalgary,Canada;2MedicalEducationResearchUnit,FacultyofMedicine,UniversityofCalgary,Canada)
1445-1500 3C4 VirtualCasesandInteractiveSimulationsforHeadandNeckInjuries−VIS-EdOCourteille*1,LFelländer-Tsai2,HMöller3,UFors4(1Dept.ofLearning,Informatics,ManagementandEthics,KarolinskaInstitutet,Stockholm,Sweden;2Dept.CLINTEC,CenterforAdvancedMedicalSimulation,KarolinskaInstitutet,Stockholm,Sweden;3Dept.ofOrthopedics,KarolinskaUniversity)
1500-1515 3C5 AFrameworkofDesign-basedResearchforVirtualPatientsasdriversofInnovationinHealthCareEducationNZary1,JTworek*2(1KarolinskaInstitutet,DepartmentofLearning,Informatics,ManagementandEthics,Stockholm,Sweden;2UniversityofCalgary,FacultyofMedicine,Calgary,Canada)
1515-1530 3C6 Interactiveonlinecase-baseddermatologyinstructionPJones*1,KMulitalo2(DepartmentofPhysicianAssistantStudies,UTSouthwesternMedicalCenteratDallas,USA;2UniversityofQueenslandSchoolofMedicine,Herston,QLD,Australia)
1530-1545 discussion
1400-1545 3D SHoRT CoMMUNICATIoNS: Postgraduate Education 2Chairperson:tobeannouncedOpeningDiscussant:DavinderSandhu(UK)Location:Strauss3
1400-1415 3D1 PerceptionsofInternalMedicineresidentsaboutrewardsandchallengesofcaringforpatientswithchronicillness:AQualitativePilotStudyDavidCThomas*,IleneHarris(MountSinaiSchoolofMedicine,DepartmentofMedicine, NewYork,USA)
In German
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1415-1430 3D2 Learningincontext:BarriersandopportunitiestolearningthroughobservationinpostgraduatesecondarycaretrainingintheUnitedKingdomAfzalChaudhry1,MarkGurnell1,MartinaBehrens*2,ClareMorris2(1DepartmentofMedicine,UniversityofCambridge,Cambridge,UK;2PostgraduateMedicalSchool,FacultyofHealthandSocialSciences,UniversityofBedfordshire,Luton,UK)
1430-1445 3D3 Surveyofpost-graduatetraineesintheNewYorkareaonculturalcompetencetraining:ImplicationsforcurriculumdesignTJJirasevijinda*1,CynthiaAraujo2,RafaelRuiz2,JulieMathew,ElizabethLee-Rey3(1WeillCornellMedicalCollege,Pediatrics,NewYorkCity,NewYork,USA;2GreaterNewYorkHospitalAssociation,ProjectManagement,NewYorkCity,NewYork,USA;3UniversityMedicalCenterofPrinceton,DevelopmentOffice,Princeton,NewJersey,USA)
1445-1500 3D4 Let’stalk–let’slearnPDehn*,PCharles*,BEika*(CentreforMedicalEducation,AarhusUniversity,INCUBASciencePark,Skejby,AarhusN.Denmark)
1500-1515 3D5 BoardRound−aninnovativewaytodelivertrainingandteachLeadershipskillstoFoundationtraineesduringtheirmedicalplacementCEades*,NKyi*,GHamza,MSNRajeev,DMalamis*,SMukherjee*(EastKentHospitalsUniversityNHSFoundationTrust,QueenElizabeththeQueenMotherHospital,Margate,Kent,UK)
1515-1530 3D6 Engagementwithane-learningtoolduringanEmergencyDepartmentinductionprogramme:Canitpredictjuniordoctorperformance?DRoland*1,FDavies2,MLakhanpaul1,NBlackwell3,HWahl,TCoats1(1UniversityofLeicester,UK;2UniversityHospitalsofLeicesterNHSTrust,UK;3OCBMedia)
1530-1545 discussion
1400-1545 3E SHoRT CoMMUNICATIoNS: Written AssessmentChairperson:MatthewHomer(UK)OpeningDiscussant:AnnJobe(USA)Location:Lehar3-4
1400-1415 3E1 FeasibiltyofaWebBasedScriptConcordanceTesttoTeachFirstAidSkillsofFlightAttendantsMJRaynal1,ELecarpentier1,GBellaiche1,EBassilious2,MBarthout1,CBertrand*1 (1UFRdemédecine,UniversitéParisEst-Créteil,France;2WilsonCentre,Toronto,Canada)
1415-1430 3E2 AssessingcompetencyonmedicalethicalreasoningwiththeuseofEthicalScriptConcordanceTestTsuen-ChiuanTsai(DepartmentofPediatrics,E-DaHospital,I-ShouUniversity,KaohsiungCity, Taiwan,R.O.C.)
1430-1445 3E3 Thinkofadifferentialdiagnosisornot:effectsofdifferentinstructionalformatsonscoresandreliabilityofthescriptconcordancetestWESvandenBroek*1,MVvanAsperen2,EJFMCusters2,GDValk3,ThJTenCate2(1UtrechtUniversity,FacultyofMedicine,TheNetherlands;2UniversityMedicalCenterUtrecht,CenterforResearchandDevelopmentofEducation,TheNetherlands;3UniversityMedicalCenterUtrecht,TheNetherlands)
1445-1500 3E4 BestComputerBasedquestiontypestoassessclinicalreasoning;aliteraturereviewJMEvanBruggen*1,EJSpierenburg2,MManrique-VanWoudenbergh1,JAVos3 (1UniversityMedicalCenterUtrecht,CenterforResearchandDevelopmentofEducation,Utrecht,Netherlands;2ErasmusMedicalCenter,ErasmusMCDesideriusSchoolRotterdam,Netherlands;3AcademicMedicalCenter,EducationalandStudentservices,Amsterdam,Netherlands)
1500-1515 3E5 Computer-basedassessmentduringclerkships:Atooltostimulatelearningoranassessmenttool?MEWDankbaar*,HWTilanus,JFdeLange,JdeJonge(ErasmusUniversityMedicalCentre,DesideriusSchool,Rotterdam,TheNetherlands)
1515-1530 3E6 AnalyticMethodstoEvaluateItemandTestFairness:ACaseStudyoftheMedicalCouncilofCanadaQualifyingExaminationPartI(MCCQEI)MRoy*,MJGierl,KBreithaupt,HLai(MedicalCouncilofCanada,Ottawa,Canada)
1530-1545 discussion
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21400-1545 3F SHoRT CoMMUNICATIoNS: Interprofessional EducationChairperson:NiallByrne(Canada)OpeningDiscussant:JillThistlethwaite(Australia)Location:Lehar1
1400-1415 3F1 AstudentrunopenhealthclinicKBjőrkegren*,AAndersson*,KAhlqvist*,MHolm,MWohlin(UppsalaUniversity,Sweden)
1415-1430 3F2 Asocialnetworkapproachtostudyinginterprofessionalcommunication:ImplicationsforinterprofessionaleducationIssacLim*1,ChungKingChia2,MuiPengWong3,PuayEeKwek3,PhilipChoo4(1NationalHealthcareGroup,HealthServicesandOutcomesResearch,Singapore;2TanTockSengHospital,GastroenterologyandHepatology,Singapore;3TanTockSengHospital,NursingService,Singapore;4TanTockSengHospital,ExecutiveOffice,Singapore)
1430-1445 3F3 LessonslearnedfromanalysisofacasebasedinterprofessionaleducationcourseSMackintosh*1,SAston2,JTegzes3,JOrzoff(1WesternUniversityofHealthSciences-DepartmentofInterprofessionalEducation,Pomona,CA,USA;2WesternUniversityofHealthSciences-AcademicAffairs,Pomona,CA,USA;3WesternUniversityofHealthSciences-CollegeofVeterinaryMedicine,Pomona,CA,USA)
1445-1500 3F4 Demonstrationofinterprofessionaleducationstudentlearning:GlobalratingscaleassessmentBrianSimmons*1,2,SusanJWagner*3,SylviaLanglois(1SunnybrookHealthSciencesCentre,WomenandBabiesProgram,Toronto,Ontario,Canada;2UniversityofToronto,FacultyofMedicine,DepartmentofPaediatrics,Toronto,Ontario,Canada;3UniversityofToronto,CentreforInterprofessionalEducation,Toronto,Canada)
1500-1515 3F5 UsinginterventionmappingtodevelopaninterprofessionalandreflectiveeducationprogramforthemanagementofchronicdiseasesinprimarycareBVachon*1,JGrimshaw1,JRodrigue2,MCamirand2,LQuesnel2,CGuimond3,MLabelle3, JLajeunesse2,M-CFournier2(1UniversityofOttawa,OttawaHospitalResearchInstitute,Ottawa,Ontario,Canada;2MontérégieHealthandSocialServicesAgency,Longueuil,Quebec,Canada;3FédérationdesmédecinsomnipraticiensduQuébec,Montreal,Quebec,Canada)
1515-1545 discussion
1400-1545 3G SHoRT CoMMUNICATIoNS: ResearchChairperson:MichaelMurphy(UK)OpeningDiscussant:Location:Lehar2
1400-1415 3G1 TheacquisitionofscientificresearchskillsandattributesbymedicalstudentsundertakinganHonoursDegreeasacorepartoftheirmedicalcurriculum.SGuild*,ALaidlaw,JStruthers(SchoolofMedicine,MedicalandSciencesBuilding,Universityof StAndrews,UK)
1415-1430 3G2 Doesearlyresearchexperiencemakeadifference?ImpactofundergraduateresearchexperienceonsubsequentchoiceoffurtherresearchJoanneElliot,DavidHandelsman,LindaKlein*,HeatherJeffery,KarenGarlan,MeganvanderHoeven(UniversityofSydney,SydneyMedicalSchool,Sydney,Australia)
1430-1445 3G3 TheRoleofResearchandEducationalCenterintheTeachingProcessattheMedicalUniversityNLozhkina*1,AKuimov1,IMarinkin1,MVoevoda2(1NovosibirskStateMedicalUniversity,Novosibirsk,Russia;2InstituteofInternalMedicine,SiberianBranchoftheRussianAcademyofMedicalSciences,Novosibirsk,Russia)
1445-1500 3G4 IntroducingscientificresearchskillsforundergraduatemedicalstudentsintheEinthovenScienceProjectCeesASwenne,PeterGMdeJong*,SaskialeCessie,ArieCMaan,SumcheMan,HubertWVliegen,HansWHWeeda,MartinJSchalij,ErnstEvanderWall(LeidenUniversityMedicalCenter,OnderwijsExpertiseCentrum,Leiden,TheNetherlands
1500-1515 3G5 Scholarshipduringresidencytraining:AcontrolledcomparisonstudyAJHalvorsen*,CPWest,FSMcDonald(MayoClinic,InternalMedicineResidencyProgram,Rochester,Minnesota,USA)
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1515-1530 3G6 Encouragingmedicalstudents’participationinclinicalresearchHGDyer(RossUniversitySchoolofMedicine(RUSM),Roseau,Dominica)
1530-1545 discussion
1400-1545 3H SHoRT CoMMUNICATIoNS: Peer Assisted LearningChairperson:MartinTolsgaard(Denmark)OpeningDiscussant:MichaelRoss(UK)Location:Stolz1
1400-1415 3H1 MDPBLtutorsprovideaslightadvantageoverstudenttutorsindevelopmentofclinicalreasoningskillsMD’Eon1,DSakai*2,KKramer2,VWong2,KTrinder1(1UniversityofSaskatchewan,CollegeofMedicine,Saskatoon,Canada;2UniversityofHawaii,JohnABurnsSchoolofMedicine,Honolulu,USA
1415-1430 3H2 Medicalstudent-ledpeerassistedlearning(PAL)improvesclinicalexaminationskills–ApilotstudyattheUniversityofOxfordVVenkat-Raman*,EKumar,NRajani,AJethwa,HRahman(UniversityofOxford,MedicalSciencesDivision,JohnRadcliffeHospital,Oxford,UK)
1430-1445 3H3 Cantrainedpeertutorsinfluencethelearningbehaviourofstudentsinthedissectioncourse?TShiozawa*,BHirt,MLammerding-Koeppel(InstituteofAnatomy,DepartmentofClinicalAnatomy,UniversityofTuebingen,Germany)
1445-1500 3H4 Peer-taughtclinicalskillsrefreshercourse–aneffectivepreparationfortheclinicalyears?PChan*,DTKatechia*,KZThant*,MField(UniversityofGlasgow,FacultyofMedicine, Glasgow,UK)
1500-1515 3H5 PeerAssistedlearning:Theeffectsoftwoapproachestotutoringonstudents’learningandsatisfactioninaskillslabenvironmentIBerghmans,CAubry*,FDochy,KStruyven(KatholiekeUniversiteitLeuven,FacultyofMedicine,Leuven,Belgium)
1515-1530 3H6 PeerteachingduringmedicalschoolandresidencycanserveaspreparationforcareersinacademicmedicineandpublichealthOlapejuSimoyan*,HeatherTindallReadhead(TheCommonwealthMedicalCollege, DepartmentofFamily,CommunityandRuralHealth,Scranton,USA)
1530-1545 discussion
1400-1545 3I RESEARCH PAPERS: AssessmentChairperson:BrianHodges(Canada)Location:Stolz2
1400-1420 3I1 TheMulti-DimensionalAssessmentofClinicalTeachers(MD-ACT):ThereliabilityandvalidityofanewtooltoassesstheprofessionalismofclinicalteachersMeredithYoung*1,SylviaCruess1,RichardCruess1,GeoffreyNorman2,YvonneSteinert1 (1CentreforMedicalEducation,McGillUniversity,Montreal,Canada;2ProgramforEducationResearchandDevelopment,McMasterUniversity,Canada)
1420-1440 3I2 Raters’performancetheoriesandconstructsinwork-basedassessmentMGovaerts*,MvdWiel,LSchuwirth,CvdVleuten,AMuijtjens(MaastrichtUniversity,Facultyof Health,MedicineandLifeSciences,DeptofEducationalResearchandDevelopment,Maastricht,TheNetherlands)
1440-1500 3I3 Positiveeffectofinterimassessmentduringanongoingcourseonthecourseexamscoreisnotenhancedbyimmediatefeedback:Across-overstudyMarleenOldeBekkink*1,RogierDonders2,RobertdeWaal3,GoosvanMuijen3,DirkRuiter1,3 (RadboudUniversityNijmegenMedicalCentre,1DepartmentsofAnatomy);2Epidemiology,Biostatistics&HealthTechnologyAssessment;3Pathology,Nijmegen,TheNetherlands)
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21500-1520 3I4 UndergraduateMedicineCourses:AnanalysisoftheinstitutionalprocessofaccreditationinBrazilEGontijo*,MISenna,LLima,LDuczmal(UniversityFederalofMinasGerais,FacultyofMedicine, BeloHorizonte,Brazil)
1520-1545 discussion
1400-1545 3J SHORT COMMUNICATIONS: Context for Clinical TeachingChairperson:InaTreadwell(SouthAfrica)OpeningDiscussant:SubhaRamani(USA)Location:Schubert1
1400-1415 3J1 Interprofessionalworkplace-basedlearningandsocialnetworksJMWagter*1,GGvandeBunt2,MAWEckenhausen1(1MedicalCentreAlkmaar,ForeestMedicalSchool,Alkmaar,TheNetherlands;2VUUniversityAmsterdam,FacultyofSocialSciences(Sociology),Amsterdam,TheNetherlands)
1415-1430 3J2 PatientattitudetomedicalstudentexperienceinGeneralPracticeHCheshire*,PStather(QueenswayMedicalCentre,Wellingborough,UK)
1430-1445 3J3 Learningataclinicaleducationward−firstandfinalyearnursingstudents’perceptionsKManninen*1,EWelinHenriksson2,MScheja3,CSilén1(1KarolinskaInstitutet,DepartmentofLearning,Informatics,ManagementandEthics,Sweden;2KarolinskaInstitutet,DepartmentofNeurobiology,CareSciencesandSociety,Sweden;3StockholmUniversity,DepartmentofEducation,Sweden)
1445-1500 3J4 CreatingaStudentERAO’Neill*,BEkbom,AWennerholm,MWohlin*(UniversityofUppsala,UnitforMedicalEducation,Uppsala,Sweden)
1500-1515 3J5 TeachingandLearninginanIntegratedAmbulatoryMedicineProgrammeforUndergraduateMedicalStudentsinDunedin,NewZealandLLatt*1,PManning1,DTordoff1,JDent2(1UniversityofOtago,DunedinSchoolofMedicine, Dunedin,NewZealand;2UniversityofDundee,CentreforMedicalEducation,Dundee,UK)
1515-1530 3J6 Evaluatingmedicalgrandrounds–10yearslaterMaryJBell,EdmundLorens,ChristianBase(UniversityofToronto,DepartmentofMedicine, Toronto,Canada)
1530-1545 Discussion
1400-1545 3K SHoRT CoMMUNICATIoNS: International Dimensions of Medical EducationChairperson:AndrzejWojtczak(Poland)Location:Schubert2
1400-1415 3K1 InternationalMedicalstudentsurvey2010TMasilonyane*,DBaschera,RZellweger(RoyalPerthHospital,DepartmentofOrthopaedicandTraumaSurgery,PerthWA,Australia)
1415-1430 3K2 HarmonisationofmedicaleducationandtraininginEurope25yearsonACumming(UniversityofEdinburgh,CentreforMedicalEducation,QueensMedicalResearchInstitute,EdinburghUK)
1430-1445 3K3 TheimportanceofspecificmedicaleducationaccreditationstandardsMvanZanten(FAIMER/ECFMG,ResearchandDataResources,Philadelphia,USA)
1445-1500 3K4 Stagesandtransitionsinmedicaleducationaroundtheworld:clarifyingstructuresandlanguageMWijnen-Meijer*1,WBurdick2,LAlofs1,CBurgers1,ThJtenCate1(1CenterforResearchandDevelopmentofEducation,UniversityMedicalCenterUtrecht,TheNetherlands;2FAIMER,USA)
1500-1515 3K5 StudentexperiencesofcoreglobalhealthteachingandpreparednessforelectivesAnnWylie(DepartmentofPrimaryCareandPublicHealthSciences,King’sCollegeLondonSchool ofMedicine,London,UK)
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1515-1530 3K6 GlobalHealthCurriculumContinuumDSutphin*,DTooke-Rawlins(EdwardViaCollegeofOsteopathicMedicine,InternationalandAppalachianOutreachDepartment,Blacksburg,USA)
1530-1545 3K7 AreEUmedicalgraduatesreadyforworkinanymemberstate?HelenSCameron(CentreforMedicalEducation,UniversityofEdinburgh,UK)
no discussion
1400-1545 3L SHoRT CoMMUNICATIoNS: Continuing Professional Development 1Chairperson:IanBowmer(Canada)OpeningDiscussant:DonaldBramwell(Australia)Location:Schubert3
1400-1415 3L1 Re-certificationofGeneralPractitionersinEuropeanCountries:apreliminarystudyMVrcic-Keglevic*,RKalda,BRindlisbacher(EURACT-CME/CPDCommittee,UniversityofZagreb,MedicalSchool,DepartmentofFamilyMedicine,Zagreb,Croatia)
1415-1430 3L2 MultisourceFeedbackfromPatientsforPaediatricians:EvaluationofaNewToolAPJThomson*,SFellows,ALong,HMillar,GMuir,SUddin,JWatt,SWilliams,MMcGraw (RoyalCollegeofPaediatricsandChildHealth,London,UK)
1430-1445 3L3 EnhancinglearningandadvancingcarewithintheRoyalCollegeofPhysiciansandSurgeonsofCanada’sMaintenanceofCertificationprogramCraigCampbell*1,JenniferGordon1,PeterAnderson2(1RoyalCollegeofPhysiciansandSurgeonsofCanada,Ottawa,ON,Canada;2DalhousieUniversity,DepartmentofUrology,Halifax,NS,Canada)
1445-1500 3L4 Anauditoffamilyphysician-patientcommunicationskills:ContinuityofCareMattersFLemire*,CBrailovsky(TheCollegeofFamilyPhysiciansofCanada,Mississaug,Canada)
1500-1515 3L5 Howtoassessclinicalperformanceofradiologists:ThestructuredoralinterviewFGoulet*1,MDupré1,RLadouceur1,LSamson2,YDrouin3,GMerette4,J-FDesjardins5(1PracticeEnhancementDivision,CollègedesmédecinsduQuébec,Montreal,Quebec,Canada;2Hôtel-DieuduCHUM,Montreal,Quebec,Canada;3HôpitalSainte-Croix,Drummondville,Quebec,Canada; 4CHdeVerdun,Verdun,Quebec,Canada;5Hôtel-DieuduCHUM,Montreal,Quebec,Canada)
1515-1530 3L6 Canelectronicclinicalpracticeauditsbeusedtoproduceperformanceimprovementthrougheffectivecontinuingmedicaleducationprogramming?DKlein*,JStaples(UniversityofAlberta,FacultyofMedicineandDentistry,OfficeofContinuousProfessionalLearning,Edmonton,Canada)
1530-1545 discussion
1400-1545 3M PHD REPoRTS 1Chairperson:TrudieRoberts(UK)Location:Schubert4
1400-1420 3M1 TheGoodDoctorinMedicalEducation1910-2010:AcriticaldiscourseanalysisCWhitehead(DepartmentofFamilyandCommunityMedicine,FacultyofMedicine,Toronto,Canada)
1420-1440 3M2 OvercomingEducationalInertiaCarlSavage(KarolinskaInstitutet,MedicalManagementCentre/LIME,Stockholm,Sweden)
1440-1500 3M3 Medicalstudents’relationships,learningand‘success’:theimpactofethnicityandsocialnetworksSVaughan*1,TSanders2,VWass3,NCrossley,TMain1,JKerr1(1UniversityofManchester,EducationandResearchCentre,WythenshaweHospital,Manchester,UK;2KeeleUniversity,ArthritisResearchUKPrimaryCareCentre,Staffordshire,UK;3KeeleUniversity,SchoolofMedicine,Staffordshire,UK)
1500-1520 3M4 VirtualRealitySimulationinLaparoscopicGynaecologyCRLarsen*,JLSoernsen,BOttesen,TSSchroeder(Dept.ofGynaecologyandObstetrics, TheJulianeMarieCentre,CopenhagenUniversityHospital,Rigshospitalet,Denmark)
1520-1545 Discussion
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21400-1545 3N WoRKSHoP: Social accountability of medical schools: A new mark of excellence for development and accreditationFacilitators:CharlesBoelen*1,AngelCenteno*2(1InternationalConsultant,FormerCoordinatoroftheWHOProgramofHumanResourcesforHealth,France;2DepartmentofBiomedicalEducation,AustralUniversity,Argentina)Location:Schubert5
1400-1545 3o WoRKSHoP: Publishing the Results of Scholarly Work in Medical Education: The Art of Writing and Getting PublishedFacilitators:AFarmakidis*1,CCandler*2,SKanter*3(1AssociationofAmericanMedicalColleges,WashingtonDC,USA;2UniversityofOklahomaCollegeofMedicine,OklahomaCity,USA; 3UniversityofPittsburghSchoolofMedicine,Pittsburgh,USA)Location:Schubert6
1400-1545 3P WoRKSHoP: Share and share alike: Using and creating open Educational Resources – “teaching materials for free?” Facilitators:StephenGreenwood,GillianBrown*,JaneWilliams,NigelPurcell,SuzanneHardy*,MeganQuentin-Baxter(TheHigherEducationAcademySubjectCentreforMedicine,DentistryandVeterinaryMedicineSchoolofMedicalSciencesEducationDevelopment,FacultyofMedicalSciences,NewcastleUniversity,UK)Location:BusinessSuite1
1400-1545 3Q PRIVATE MEETING: Medical Teacher Editorial Board (invite only)Location:BusinessSuite2
1400-1545 3R WoRKSHoP: An assessment “Swap Shop”Facilitators:LMossop*,KCobb*(SchoolofVeterinaryMedicineandScience,UniversityofNottingham,SuttonBonington,UK)Location:BusinessSuite4
1400-1545 3S WoRKSHoP: Standards for PhD Programmes in the Context of Postgraduate Medical Education Facilitators:MJMulvany*1,ZLackovic2,JMirecka*3,DGordon*4,HKarle4(1FacultyofHealthSciences,AarhusUniversity,Denmark;2UniversityofZagrebSchoolofMedicine,Croatia;3JagiellonianUniversityMedicalCollege,Krakow,Poland;4FacultyofHealthSciences,UniversityofCopenhagen,Denmark)Location:HallB,GalerieRoom3+4
1400-1545 3T WoRKSHoP: Work place based assessment of International medical graduates using multiple toolsFacilitators:BNair*,MParvathy,ISymonds,KIngham,BMurphy,IFrank(CentreforMedicalProfessionalDevelopment,SchoolofMedicineandPublicHealth,Newcastle,NSW,Australia)Location:HallB,GalerieRoom5+6
1400-1545 3U WoRKSHoP: Ethics and law in the medical curriculumFacilitators:ADowie*1,AMartin*2(1UniversityofGlasgow,SchoolofMedicine,GeneralPractice&PrimaryCare,Glasgow,UK;2MedicalandDentalDefenceUnionofScotland,Glasgow,UK)Location:HallB,GalerieRoom9+10
1400-1545 3V WoRKSHoP: Why is this learner so challenging to work with?! Identifying Problems and Facilitating Problem Solving Facilitators:KRichardson-Nassif*1,EMylona*2,NSaks*3(1OfficeoftheDean,UniversityofVermontCollegeofMedicine,Burlington,USA;2StonyBrook,UniversitySchoolofMedicine;3RobertWoodJohnsonMedicalSchool,Piscataway,NewJersey,USA)Location:HallB,GalerieRoom11+12
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1400-1545 3W WoRKSHoP: Selecting good future doctors at entry to medical school: an international comparisonFacilitators:ClairedeBurbure*1,GraciaUmuhireMusigazi*1,AhmetMurt*2,AndréGeubel1,DominiqueVanpee1(1UniversitécatholiquedeLouvain,InternationalRelations,UCLHealthSciences,Brussels,Belgium;2CerrahpasaFacultyofMedicine,Istanbul,TurkeyLocation:HallB,GalerieRoom15+16
1400-1545 3X PoSTERS: Teaching the Basic SciencesChairperson:FrazierStevenson(USA)Location:HallA
3X1 PerspectivesofstudentperformanceintheHealthSciencesSBHiggins-Opitz*1,MATufts1,INaidoo2,SEssack3(UniversityofKwaZulu-Natal;1DisciplineofPhysiology,SchoolofMedicalSciences;2DivisionofManagementInformation;3FacultyofHealthSciences,SouthAfrica)
3X2 “Ifyoudon’tputyourfingerinit,you’llputyourfootinit”–Appreciating3DCadavericHumanAnatomyintheDissectingRoomSWhiten*,AWood,DSinclair(SchoolofMedicine,UniversityofStAndrews,Fife,UK)
3X3 Implementationofcompetenciesforbasicsciencesubjectsinthefirstyearofmedicaltraining.ProblemsandsolutionsPHerrera*,TCortes,MAburto,ACea,AFarfón,EPedernera,JReynaga,IPetra (UniversidadNacionalAutónomadeMéxico,FacultaddeMedicina,México)
3X4 Developingbiomedicalknowledgecompetency:roleofelectivecoursesFAMindubayeva*1,DZTaizhanova2,VPRiklefs3(KaragandaStateMedicalUniversity,1DepartmentofPhysiology,2DepartmentofInternalDiseases,3ClinicalSkillsCenter,Karaganda,Kazakhstan)
3X5 Students’evaluationandsatisfactionwithphysiologycourseatmedicalfacultiesinCroatiaandBosniaandHerzegovinaZIvanovic*1,ACosic1,MMihalj1,SNovak1,ZDujic2,ICavar,IDrenjancevic1(1J.J.StrossmayerUniversityofOsijek,FacultyofMedicineOsijek,DepartmentofPhysiologyandImmunology,Osijek,Croatia;2UniversityofSplit,FacultyofMedicineSplit,Croatia)
3X6 Effectofasmallgroup,activelearning,tutorial-basedenrichmentprogramonstudentperformanceinmedicalphysiologyJPowell(RossUniversitySchoolofMedicine,DepartmentofPhysiology,Picard,Dominica)
3X7 Passiveandactivelearners:AcomparisonusingbodypaintsGMFinn(DurhamUniversity,SchoolofMedicineandHealth,Thornaby-on-Tees,UK)
3X8 Differencesintheshorttermandlongtermretentionofanatomicalknowledgeafteraself-guidedandastation-basedpractical-workJKooloos*1,M.deWaalMalefijt2,MVorstenbosch1(1DepartmentofAnatomy;2DepartmentforOrthopaedics,RadboudUniversityNijmegenMedicalCentre,Nijmegen,theNetherlands)
3X9 PriorE-learning,‘PrE-learning’,Anatomy:localdeliveryofthepostgraduateEmergencyMedicinecurriculumJSMooney*1,2,MPatera1,LSGriffiths1,IGouldsborough3,PADriscoll2(1SchoolofComputing,Science&Engineering,UniversityofSalford,UK;2SalfordRoyalHospitalNHSFoundationTrust,UK;3DepartmentofAnatomy,UniversityofManchester,UK)
3X10 CadaveraTeachingToolUmaGaur(FacultyofMedicalSciences,CaveHillCampus,TheUniversityoftheWestIndies, StJames,Barbados)
3X11 Inthe21stcentury,istherearoleforcadavericdissectioninbasicmedicaleducation?RMunir(MedicalandBiologicalSciencesBuilding,UniversityofStAndrews,UK)
3X12 AttitudesofTurkishMedicalStudentsTowardsAutopsyABalsevenOdabasi*1,OOdabasi2,ARTumer1,STuran2,MElcin2(1HacettepeUniversityFacultyofMedicine,DepartmentofForensicMedicine;2HacettepeUniversityFacultyofMedicine,DepartmentofMedicalEducationandInformatics)
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2 3X13 BodyBagstoPlayDoh:NewPro-ActiveApproachestoTeachingAnatomyCMDiaz*,DTuttle,TWooley(DisciplineofAnatomy&Pathology,SchoolofMedicine&Dentistry,JamesCookUniversity,Queensland,Australia)
3X14 Aninteractive,collaborativetooltosupportanatomyteachingandlearninginstudents’clinicalrotationsJHernandez*1,2,DDelgadillo1,DAlarcon1(1UniversidaddelosAndes,FacultaddeMedicina,Bogota,Colombia;2FundacionSantaFedeBogota)
3X15 PerformanceeffectivenessofpracticalanatomyclassbeforelecturetofacilitatelearningindentalstudentsMPourghasem*,SSum(DepartmentofAnatomicalSciences,FacultyofMedicine,BabolUniversityofMedicalSciences,Babol,Iran)
3X16 Neurophobia:Whatarethecauses?Andwhatdoesmedicaleducationhavetooffer?CAthappilly*,GGiovannani,SCader,AFlett(BartsandTheLondon,CentreforMedicalEducation,London,UK)
3X17 LearningstyleofanatomyconceptsinviewofmedicalstudentsinKashanUniversityofMedicalSciencesMohammadAliAtlasi*1,HomayounNaderian1,SeyyedAliRezaMoravveji1,HosseinNikzad1, VahidMehrabadi2(1KashanUniversityofMedicalSciences,AnatomicalSciencesResearchCenter,Kashan,Iran;2KashanUniversityofMedicalSciences,FacultyofMedicine,Kashan,Iran)
3X18 HistopathologyintheDissectingRoom−Doesitworkandwhatvaluedoesitbringtoteaching?AWood*,SWhiten,JMcVee,JIssberner,DJackson,CSHerrington(SchoolofMedicine, UniversityofStAndrews,UK)
3X19 SurgicallyOrientedAnatomy:astudentinitiativetoenhancetraditionalanatomicaleducationattheUniversityofWesternOntarioSUllah,OCristea*,ABodrogi,MJohnson,VMcAlister(SchulichSchoolofMedicine&Dentistry;UniversityHospital,London,Ontario,Canada)
1400-1545 3Y PoSTERS: Student Health/Learning StylesChairperson:WinMay(USA)Location:HallA
3Y1 MedicalstudentHealthPromotionRonnaphobUaphanthasath(DepartmentofFamilyMedicine,FacultyofMedicine,ChiangMaiUniversity,ChiangMai,Thailand)
3Y2 SustainabilityofPhysicalExerciseafterAttendingHealthPromotionCourseHarnchaiPinaikul(HatyaiHospitalEducationCenter,SongkhlaMinistryofPublicHealth,Thailand)
3Y3 SmokingprevalenceandattitudestowardstobaccoamongHongKongmedicalstudents:apre-postevaluationofateachingmoduleJMJohnston*,SSShetye,THLam,AJHedley(TheUniversityofHongKong,LiKaShingFacultyofMedicine,SchoolofPublicHealth,Pokfulam,HK,China)
3Y4 ChangeofbodymassindexduringmedicalstudySInsiripong(DepartmentofMedicine,MaharatNakhonRatchasimaHospital,NakhonRatchasima,Thailand)
3Y5 GeneralhealthstatusanddepressionamongstfirstyearchiropracticstudentsABWenban*,RGardner(BarcelonaCollegeofChiropractic,Barcelona,Spain)
3Y6 FormationanalysisofprofessionalpedagogicalcompetenceinstudyprocessofmedicalcollegeMPukite*1,APukitis2(1RigaStradinshUniversity,RedCrossMedicalCollege,Riga,Latvia;2UniversityofLatvia,FacultyofMedicine,Riga,Latvia)
3Y7 Basicsciencecoursedirectors’perceptionsofmillennialmedicalstudentsaslearnersCElam*1,NBorges2,SManuel3(1UniversityofKentuckyCollegeofMedicine,OfficeofMedicalEducation,Lexington,USA;2WrightStateUniversityBoonshoftSchoolofMedicine,OfficeofAcademicAffairs,Dayton,USA;3UniversityofCincinnatiCollegeofMedicine,USA)
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3Y8 CanLearningStylePredictStudentSatisfactionwithDifferentInstructionMethodsandAcademicAchievementinMedicalEducation?ErolGurpinar*,MustafaKemalAlimoglu,SumerMamakli,MehmetAktekin(DepartmentofMedicalEducation,SchoolofMedicine,AkdenizUniversity,Antalya,Turkey)
3Y9 Dolearningstylepreferencesdifferwithage,genderandprevioushighereducationamongundergraduatemedicalstudents?FTasker*,AJibawi,JRees(King’sCollegeLondonSchoolofMedicine,DivisionofMedicalEducation,ShermanEducationCentre,Guy’sHospital,London,UK)
3Y10 Canametacognitiveawarenesstoolhelpimprovestudentstudyskills?MHAfzal*,BAwied*,MAbdur-Rahman,MHoque,NIqbal(Bart’sandtheLondonMedicalUniversity,London,UK)
3Y11 ServicesforpregnantmedicalstudentsinpreclinicalcoursesandclinicalrotationsHLiebhardt1,JNiehues*1,HHummler2,FReister3,PBritsch,JWeber,UZiegenhain,JMFegert1 (1UlmUniversity,DepartmentofChildAndAdolescentPsychiatry,Ulm,Germany;2UlmUniversity,DepartmentofPediatrics,DivisionofNeonatologyandPediatricIntensiveCare,Ulm,Germany; 3UlmUniversity,DepartmentofGynecologyandObstetrics,Ulm,Germany)
3Y12 InvestigatingtheeffectsofethnicityonacademicachievementinmedicineASelvakumarran*,SSubhani*,MCarroll*(Southall,Middx,UK)
3Y13 Folkloreorfact−istherereallyadifferenceinthelearningexperiencesandearlyexamperformancebetweenmedicalstudentscomingfromeitherUKstateorindependentschoolbackgrounds?DavidMearkle*,SandraNicholson(BartsandTheLondonSchoolofMedicineandDentistry, CentreforMedicalEducation,London,UK)
3Y14 InternaldifferentiationinanundergraduatePharmacycourseIMeijerman*1,HtenBerge2,GWismans2,COussoren1,TStroink1,FFlesch1,AKoster1 (1UtrechtUniversity,FacultyofScience,DepartmentofPharmaceuticalSciences,Utrecht, TheNetherlands;2UtrechtUniversity,FacultyofSocialScience,CentreforTeachingandLearning,Utrecht,TheNetherlands)
3Y15 PredictiveFactorsofAcademicEngagementinMedicalStudentsPParra,CPérez,LOrtiz*,EFasce,OMatus,NBastías(UniversityofConcepción,MedicalEducationDepartament,Concepción,Chile)
3Y16 Studentinvolvementinmedicaleducation−howcanstudentsbecomemoreinvolved?EBate*,DCMTaylor(UniversityofLiverpool,SchoolofMedicalEducation,Liverpool,UK)
3Y17 StudentCommitteeofEDC:Whatisit?Whatmustitbe?AKhani*,ERamezani,ZJoveini,FSafartabar(StudentCommitteeofEducationDevelopmentCenter,BabolUniversityofMedicalSciences,Babol,Iran)
3Y18 SurveyonstudentinvolvementinmedicaleducationIGoganau*,MWeggemans(InternationalFederationofMedicalStudents’Associations, Ferney-Voltaire,France)
1400-1545 3Z PoSTERS: SelectionChairperson:JohnCookson(UK)Location:HallA
3Z1 Taiwaneseperceptionstowardthemedicaleducationsystem:high-schoolleavervs.post-baccalaureateDer-FangChen*1,Tsuen-ChiuanTsai2,3,Chi-HerLin,Keh-MinLiu,(1DepartmentofSurgery,CathayGeneralHospital;2DepartmentofPediatrics,E-DaHospital;3DepartmentofChinese,CathayGeneralHospital,Taipei,Taiwan)
3Z2 SampleMedicine−StudentAccessintoMedicineviaPeerLedEducationLPatel*1,MMohamed*2,ZHashim*1,DPatel3(1LincolnCountyHospital,DepartmentofAnaesthetics,Lincoln,UK;2LeightonGeneralHospital,DepartmentofMedicine,Crewe,UK;3TheUniversityofLeicester,DepartmentofMedicine,Leicester,UK)
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2 3Z3 Medicalstudents’andinterviewers’opinionsoftheappropriatenessoftraditionalinterviewsforselectiontoawideningaccess(WA)tomedicineprogrammeElisabethRich(DivisionofMedicalEducation,SchoolofMedicine,UniversityofSouthampton,UK)
3Z4 ChangingStudentSelectionMethodtoIncreaseOpportunityofRuralStudentsBWarachit(HatyaiMedicalEducationCenter,Hatyai,Songkhla,Thailand)
3Z5 On-linepre-universityorientationprojectimprovesstudents’performanceforthemedicalschooladmissiontest:tenyearsexperiencePFalaschi*1,MRelucenti2,GFamiliari2,FLongo3,EFancetti1,LMorisani4,ARedler5,EGaudio2,VZiparo1(1FacultyofMedicineandPsychology,SapienzaUniversityofRome,Italy;2FacultyofPharmacyandMedicine,SapienzaUniversityofRome,Italy;3DeSanctisHighSchool,Rome,Italy;4VirgilioHighSchool,Rome,Italy;5FacultyofMedicine,Rome,Italy)
3Z6 CorrelationofmedicalschooladmissionscriteriaandperformanceofundergraduatestudentsinacademicandclinicalexaminationsNSartania(UniversityofGlasgow,SchoolofMedicine,WolfsonMedicalSchool,Glasgow,UK)
3Z7 RetentionofWSUmedicalgraduatesintheEasternCapeProvince,SouthAfricaENKwizera*,JEIputo(SchoolofMedicine,FacultyofHealthSciences,WalterSisuluUniversity,EasternCape,SouthAfrica)
3Z8 InspiringournextgenerationofdoctorsANazerali-Maitland*1,MGoldenberg*2,NJiwa2(1Queen’sUniversity,DepartmentofInternalMedicine,Kingston,Ontario,Canada;2St.George’sUniversityofLondon,UK)
3Z9 Anewselectiontoolformedicalstudents:experiencereportVLCNunes*,MSMenezes,IAleluia,MLCSoliani(EscolaBahianadeMedicinaeSaúdePúblicaSalvador,Bahia,Brazil)
3Z10 Doadmissionessayspredictfutureperformanceinmedicalschoolandinternship?AGKay,ARArtino,DMWaechter,WGilliland,DCruess,MCalloway,SJDurning* (DeptofMedicine(NEP),UniformedServicesUniversity,Bethesda,MD,USA)
3Z11 DrWho?EvaluatingperceptionsoftheidealattributesofafuturedoctorNAhmed,IAhmed,SLatif*,FAhmed(London,UK)
3Z12 SelectionofmedicalstudentsinTaiwanVictorChia-HsiangLin*1,4,Tsuen-ChiuanTsai2,4,Chi-WeiLin3(1DepartmentofUrology,2Pediatrics,3FamilyMedicine,E-DaHospital,DepartmentofHealthcareAdministration;4I-ShouUniversity,KaohsiungCity,R.O.C.,Taiwan)
3Z13 StudentSelectionatHannoverMedicalSchool:IsThereaGender-Bias?ADudzinska*,VPaulmann,VFischer(HannoverMedicalSchool(MHH)DeaneryofStudentAffairs,Hannover,Germany)
3Z14 Exploringtheviewsofmedicalstudents,atoneinstitution,concerningwhethermedicineintheUKshouldbeapostgraduateorundergraduatedegreeSChada*,SNicholson(BartsandtheLondonMedicalSchool,London,UK)
3Z15 DentalFoundation(DF1)Recruitment–Evaluationofanovelapproachapproachtocandidateselection.CWiskin,JGilmour*,KElley,RHolder(UniversityofBirmingham,CollegeofMedicalandDentalSciences,SchoolofHealth&PopulationSciences,Birmingham,UK)
1400-1545 3AA PoSTERS: Standard Setting/National ExamsChairperson:JohnShatzer(USA)Location:HallA
3AA1 Computer-BasedStandardSettingProcedureforHigh-StakesUndergraduateMedicineExaminationsRDamant,RLee*,MDennett,DHarley(UndergraduateMedicalEducation,UniversityofAlberta,Edmonton,AB,Canada)
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3AA2 Comparisonofthepass/faildecisionsandgradesproducedbyvariousarbitrarystandardsonamultiple-choice-examinationSSchubert*1,DBauer1,MHolzer2,MRFischer1(1UniversitatWitten/Herdecke,FakultatfűrGesundheit,DepartmentfűrHumanmedizin,Studiendekanat,Witten,Germany;2Ludwig-MaximUniversitat,Munchen,Germany)
3AA3 Theconsistencyoftutors’andcommitteemembers’scoresrelatedtosmallgroupsOCoskun*,IIBudakoglu,SHaznedaroglu,FSEzgu,IYetkin,ABideci(UniversityofGazi,MedicalSchoolAnkara,Turkey)
3AA4 Self-evaluationabilityinmedicine:therelationshipwiththecognitiveandnon-cognitiveperformanceCWLin*1,TCTsai2,3,JLWang4(1E-DaHospital,DepartmentofMedicalEducation,Kaohsiung,Taiwan;2E-DaHospital,DepartmentofPaediatrics,Kaohsiung,Taiwan;3I-ShouUniversity,SchoolofMedicine;4E-DaHospital,DepartmentofGeneralMedicine,Kaohsiung,Taiwan)
3AA5 Factorsrelatedtoeducationalscoresofthefirstpreclinicalyearmedicalstudents,FacultyofMedicineSirirajHospital,MahidolUniversity,ThailandCSitticharoon*1,SKanavitoon1,SSummachiwakij1,SAnukulkitch2,SSrisuma1(1FacultyofMedicineSirirajHospital,MahidolUniversity,DepartmentofPhysiology,Bangkok,Thailand;2FacultyofMedicineSirirajHospital,MahidolUniversity,DepartmentofEmergencyMedicine,Bangkok,Thailand)
3AA6 Aretheyworththeeffort?Mapping“theorals”totheUtilityFrameworkMMarz*,SSchauber,OAhlers,MStieg(Charité-UniversitatsmedizinBerlin,DieterScheffnerCenterforMedicalTeachingandEducationalResearch,Berlin,Germany)
3AA7 PredictorsofSuccessontheUSMLEStep1ExaminationforstudentsattheAmericanUniversityoftheCaribbeanMedicalSchoolTGray(AmericanUniversityoftheCaribbean,St.Maarten,NetherlandAntilles)
3AA8 Doteachers’workexperience,seniorityandinvolvementinfluencethewaytheyevaluate?AScherer*1,SSudmann2,NHeussen3,SGauggel1,TForkmann1(1UniversityHospitalAachen,InstituteofMedicalPsychologyandMedicalSociology,Aachen,Germany;2MedicalFacultyoftheRWTHAachen,Deanery,Aachen,Germany;3UniversityHospitalAachen,InstituteofMedicalStatistics,Aachen,Germany)
3AA9 Tyrantsandteddybears:HowamodelofthelearningeffectsofassessmentoperatesinaclinicalcontextFJCilliers*1,LWTSchuwirth2,CPMvanderVleuten2(1StellenboschUniversity,CentreforTeachingandLearning,Matieland,SouthAfrica;2UniversityofMaastricht,DepartmentofEducationalDevelopmentandResearch,Maastricht,TheNetherlands)
3AA10 Factorsassociatedwiththenationallicenseexamination-partIresultsofmedicalstudentsofUniversityofBangkokMetropolisSTangjitgamol1,2,STanvanich2,APongpatiroj3,SPalsree3,ASamsri3,JCkumdee4,CSoorapanth*5 (1DepartmentofObstetricsandGynecology,2DepartmentofAnatomicalPathology,3MedicalEducationandStudentAffairsSection,4DepartmentofClinicalPathology,5DepartmentofOrthopedics,FacultyofMedicineVajiraHospital)
3AA11 Unfavorableattitudetowardthenationalmedicallicensingtest(NT)partIofthe3rdyearThaimedicalstudentsinThammasatUniversity,ThailandPSritipsukho*1,PRojpibulstit1,NSuealek1,ATaylor1,STor-udom1,PPetthaveeporndej2, KKirtiputra2,WKrudpathum1(1FacultyofMedicine,ThammasatUniversity,Prathumtanee,Thailand;2BangkokUniversity,Pathumthani,Thailand)
3AA12 KeyFactorsforSuccessontheSecondStageofNationalMedicalLicensureExaminationAssessedbyMedicalStudentsofPhramongkutklaoCollegeofMedicineYSuksawat*,SChamnanvanakij*,PPimparyon,PSaengaroon(PhramongkutklaoCollegeofMedicine,Bangkok,Thailand)
3AA13 Apracticalto-do-listensureshighersuccessratesontheNationalmedicallicensingtestpartI:ExperiencefromThammasatUniversityPRojpibulstit*1,NSuealek1,ATaylor1,PSritipsukho1,NSookprasert1,STor-udom1, PPetthaveeporndej2,KKirtiputra2,WKrudprathum1(1FacultyofMedicine,ThammasatUniversity,Pathumthani,Thailand;2BangkokUniversity,Pathumthani,Thailand)
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21400-1545 3BB PoSTERS: SimulationChairperson:MonicavandeRidder(Netherlands)Location:HallA
3BB1 Incorporationofahigh-fidelitycardiacsimulatorintoanundergraduatemedicaleducationcurriculum:AtargetedneedsassessmentCChessex*1,VDounaevskaia2,ASlomovic3,GATomlinson4,CMChow1,YLee1,APage1,JJames1,LFidler5,DPanisko1(1DepartmentofMedicine,UniversityofToronto;2DepartmentofMedicine,McMasterUniversity;3McGillUniversity;4TorontoGeneralResearchInstitute;5PostgraduateMedicalEducation,UniversityofToronto,Canada)
3BB2 Scaffoldingmedicalstudents’self-regulatedlearningonacardiopulmonarypatientsimulator:LesscanbemoreRBrydges*1,APeets2,SBIssenberg3,GLam2,GRegehr2(1UniversityofToronto,DepartmentofMedicine/TheWilsonCentre,Toronto,ON,Canada;2UniversityofBritishColumbia,CentreforHealthEducationScholarship,Vancouver,BC,Canada;3UniversityofMiami,GordonCenterforResearchinMedicalEducation,USA)
3BB3 ThecouplingofsimulationwithphysiologylecturesenhancedexamperformanceoffirstyearmedicalstudentsinthelowerpercentileoftheclassMHall*,MSheakley,MSacks,DCallender,andDPederson*(RossUniversitySchoolofMedicine,DepartmentsofIntegratedMedicalEducationandPhysiology,Roseau,CommonwealthofDominica,WestIndies)
3BB4 Trainingthedigitalgeneration–PerceptionofusefulnessofvirtualrealitylaparoscopicsimulatorsamongthefourthyearmedicalstudentpopulationPBerlingieri*1,2,BShaw3,RAKadir2,HWPotts(1CentreforScreenBasedMedicalSimulation,RoyalFreeHospital,London,UK;2UCLMedicalSchool,UniversityCollegeLondon,UK;3DepartmentofObstetrics&Gynaecology,RoyalFreeCampus,UniversityCollegeLondon,UK)
3BB5 PredictionofCoronaryAngiographyPerformancebyMeansofAssessmentinaSimulatedSettingSRäder*1,2,EJørgensen2,BBech1,LLönn3,CRingsted1(1CentreforClinicalEducation,UniversityofCopenhagenandCapitalRegion,DK;2CardiacCatheterisationLaboratory,DepartmentofCardiology,UniversityHospitalRigshospitalet,Copenhagen,DK;3DepartmentofVascularSurgery)
3BB6 The“real”difference:TheimpactofpatientcontactinteachinggeriatricassessmentskillsWSLim*1,WCWong1,KYTham2(1TanTockSengHospital,DepartmentofGeriatricMedicine,Singapore;2TanTockSengHospital,MedicalEducationOffice,Singapore)
3BB7 SimulationTrainingforFoundationTrainees−TheacutelydeterioratingpatientHJohnston*,JBennett,KSpooner*(PostGraduateMedicalEducation,NorthBristolNHSTrust,LearningandResearchBuilding,SouthmeadHospital,Bristol,UK)
3BB8 Canfunctionalmagneticresonanceimagingbeusedtodeterminebrainactivationpatternsinsimulationversusonline-basedlearners?SGoon*1,EAStamatakis1,RMAdapa1,SBishop1,MKasahara1,DFWood2,DKMenon1,DWheeler1,AKGupta1(1Addenbrooke’sHospital,UniversityDivisionofAnaesthesia,Cambridge,UK;2UniversityofCambridge,SchoolofClinicalMedicine,Cambridge,UK)
3BB9 Systematictrainingofnon-technicalskillsusingsimulatortrainingfortheentirestaffofanintensivecareunitSErichsen*1,2,BOtto1,2,ЕDouhan2,EHaddleton*1(1UppsalaUniversityHospital,ClinicalSkillsCentre,Uppsala,Sweden;2UppsalaUniversityHospital,DepartmentofThoracicsurgery,Uppsala,Sweden)
3BB10 ThreemethodsofteachingmedicalstudentslaparoscopicskillsAKhaimook(MedicalEducationCentre,HatyaiHospital,Hatyai,Thailand)
3BB11 Dyadtrainingcompeteswithindividualtraining?Arandomized,controlledbronchoscopysimulationstudyABjerrum*,BEika,PCharles,OHilberg(DepartmentofPumonaryMedicine,Aarhus,Denmark)
3BB12 “Oops!”:UsinghybridsimulationtoassesscommunicationandproceduralskillsincentralvenouscatheterinsertionLStroud*1,RCavalcanti1,2(1UniversityofToronto,DepartmentofMedicine,Toronto,Canada;2HerbertHoPingKongCentreforExcellenceinEducationandPractice,UniversityHealthNetwork,TorontoWesternHospital,Toronto,Canada)
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3BB13 SimulationinPediatricInterventionalRadiology(PIR):Past,PresentandFutureDirectionsDParra*,DMurray,DCarter,ENg,EMcLeod,KMcMillen,BConnolly(TheHospitalforSickChildren,DiagnosticImagingDepartment,Toronto,Canada)
3BB14 EvaluationofoutofhospitalemergencyphysiciansusingahighfidelitysimulatorCJbeili,CPentier,JSende,DMichel,CBertrand,JMarty(Presenter:ELecarpentier) (Creteil,France)
3BB15 UnconventionalsimulationmodelusedtoteachundergraduatestudentsofmedicinethesurgicaltechniquestotreatingrowntoenailFSilva,MMGuiotoku,HAMiot,LPFAbbade*,LDBMiot(BotucatuMedicalSchool-UNESPSaoPauloStateUniversity,DepartmentofDermatology,RubiaoJunior,Botucatu(SP),Brazil)
3BB16 FosteringSimulation-basedSurgicalTraininginDevelopingCountries:ApilotstudySayraCristancho*1,FuadMoussa2,AlexMonclou3,BillKapralos,AntonioFigueredo,AdamDubrowski6(1UniversityofWesternOntario,DepartmentofSurgery,London,ON,Canada;2UniversityofToronto,DivisionofCardiacSurgery,Toronto,Canada;3UniversidadPontificiaBolivariana,ElectronicsEngineeringDepartment,Bucaramanga,Colombia)
3BB17 Cansimulation-basedinstructionreducestudents’anxietyregardinghazardousprocedures?KKawasaki*1,MMinagi2,NNakamura2(1KawasakiMedicalSchool,DepartmentofPediatrics,Kurashiki,Japan;2KawasakiMedicalMuseum,Kurashiki,Japan)
3BB18 Usageofmodelsandhigh-fidelitymedicalstimulations(HFMS)inclinicalskillseducationatFacultiesofMedicineinCroatiaIGrizelj1,MMihalj1,IDrenjancevic*1,LZibar2,LPuljak3,JAzman(1UniversityofOsijekSchoolofMedicineOsijek,Osijek,Croatia;2ClinicalHospitalCentreOsijek,Croatia;3UniversityofSplit,SchoolofMedicineSplit,Croatia)
1400-1545 3DD SECRETS oF SUCCESS 2Location:HallA
3DD1 IDecide:SupportingStudents’CareerLearningSBickerdike,RLane,CMurray*(UniversityofLeeds,LIME,Leeds,UK)
3DD2 QualityImprovement:ThesecretsofsuccessforeffectiveAnnualReviewofCompetencyProgressionintheUKRKunkler,CCooper*,DGreen,OJunaid,ABoyle,DWilliams(EastMidlandsHealthcareWorkforceDeanery(NorthCentre,UniversityofNottingham,UK)
3DD3 AComprehensiveWebBasedSystemtoEffectivelyandEfficientlyManageContinuingProfessionalDevelopment(CPD)EventsSRock*,RBarclay,ANaccarato(OfficeofContinuingEducationandProfessionalDevelopment,FacultyofMedicine,UniversityofToronto,ON,Canada)
3DD4 LeadingaLargeImplementationTaskforceforaNewCurriculuminaComplexDistributedMDProgramMCFabian*,DSnadden(UniversityofBritishColumbia,FacultyofMedicine,BritishColumbia,Canada)
1545-1615 COFFEE Location:HallA
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2SESSIoN 4: SIMULTANEoUS SESSIoNS
1615-1745 4A SYMPoSIUM: To Share or Not to Share? Illuminating policies and approaches to sharing information about medical students and postgraduate trainees in academic difficulty within the proram and across training boundariesPanel:PaulHemmer(USUHS-EDP,Bethesda,MD,USA)(Chair);EricHolmboe(AmericanBoardofInternalMedicine,Philadelphia,USA),LesleySouthgate(StGeorge’s,UniversityofLondon,UK),DianeWayne(NorthwesternUniversity,Chicago,USA)Location:HallA
1615-1745 4B SYMPoSIUM: Practice and Community-oriented Curriculum Development in Basic Medical Education (Praxis- und Community orientierte Curriculumsentwicklung im Medizinstudium - (auch) eine Aufgabe für die primärärztlichen Fächer) (Continuation of 3B)Panel:AnselmeDerese(Belgium),MarenErhardt(Germany),AndreasSönnichsen(Austria), MartinLischka(Austria),ElisabethBandi-Ott(Switzerland)Location:Strauss1
1615-1745 4C SYMPoSIUM: Lifelong learning for health professionalsPanel:AlejandroAparicio(AmericanMedicalAssociation,Chicago,USA)(Chair);RobertGalbraith(NationalBoardofMedicalExaminers,Philadelphia,USA),BernardMaillet(UnionEuropéennedesMédecinsSpécialistes,Brussels,Belgium),RonMurray(CMEOffice,UniversityofVirginia,Charlottesville,USA),AlfonsoNegri(ItalianFederationofMedicalSpecialties,Milan,Italy),HannuHalila(FinnishMedicalAssociation,Helsinki,Finland),HervéMaisonneuve(UniversitéParis,France)Location:Strauss2
1615-1745 4D AMEE FRINGE 1Chairperson:RachelEllaway(Canada)Location:Strauss3
1615-1633 4D1 CricketandOSCErequirelonginningsbutwouldn’tacareeraveragebebetter?KHMujtabaQuadri(ShifaCollegeofMedicine,Islamabad,Pakistan)
1633-1651 4D2 101ThingsIHateAboutMedicalTextbooks(Part1)MBrookman(RecentMedicalGraduateofUniversityofNottingham,UK)
1651-1709 4D3 InformalvideostosupplementlearningofclinicalexaminationsRVed*,SWilliams,AGrant(CardiffUniversity,DivisionofMedicalEducation,Cardiff,UK)
1709-1727 4D4 MasterCheforMasterClass?DLin(UniversityofSydney,FacultyofMedicine,WesternClinicalSchool,WestmeadHospital,Westmead,NSW,Australia)
1727-1745 4D5 ClerkIdolWAStewart1,SHiggs2,JLeblanc1,ARussell1,SMKing3(1DalhousieMedicineNewBrunswick,Rothesay,NB,Canada;2DalhousieMedicineNewBrunswick,SaintJohn,NB,Canada;3PaediatricNeurology,DalhousieUniversity,Rothesay,NB,Canada)
1615-1745 4E SHoRT CoMMUNICATIoNS: Progress TestChairperson:NettaNotzer(Israel)OpeningDiscussant:LambertSchuwirth(Netherlands)Location:Lehar3-4
1615-1630 4E1 Progresstestinginacompetency-basedcurriculum−anupdateFok-HanLeung,JodiHerold*,KarlIglar(UniversityofToronto,DepartmentofFamilyandCommunityMedicine,Toronto,ON,Canada)
1630-1645 4E2 ModellingthegrowthofundergraduateappliedmedicalknowledgeusingtheprogresstestLCoombes*,EHeffernan,AFreeman,CRicketts(PeninsulaCollegeofMedicineandDentistry,UniversityofPlymouth,UK)
In German
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1645-1700 4E3 Cognitivedevelopment:ApplicationoftestequatinginprogresstestofmedicalcourseMSakai*,OFF,TMatsuo(StateUniversityofLondrina,Londrina-Parana,Brazil)
1700-1715 4E4 TestofretentionalknowledgeinSlovakmedicalschools–threeyears’experienceJMokry*,PCingel,EHalasova,MBorik(JesseniusFacultyofMedicine,ComeniusUniversity,Martin,Slovakia)
1715-1730 4E5 ADevelopmentalPerspectiveonInter-InstitutionalComparisonsandProgressTestingSSchauber*,ZNouns,KSchüttpelz-Brauns(Charité-UniversitatsmedizinBerlin,DieterScheffnerCenterforMedicalTeachingandEducationalResearch,AGProgress-TestMedizin,Berlin,Germany)
1730-1745 discussion
1615-1745 4F SHoRT CoMMUNICATIoNS: TeamworkChairperson:tobeannouncedOpeningDiscussant:CarlSavage(Sweden)Location:Lehar1
1615-1630 4F1 The“Zone”:AnexplorationofthepsychologicalfidelityinthescenariobasedoutdoorsimulationusedbytheLondonHEMSforteamtraining.SZaffarullah*,DGoodsman(BartsandTheLondon,QueenMarySchoolofMedicineandDentistry,CentreforMedicalEducation,London,UK)
1630-1645 4F2 ThemicropoliticsofclinicalteamworkingJAllard*,ABleakley,OCorrigan,JArcher(PeninsulaCollegeofMedicineandDentistry,InstituteofClinicalEducation,Cornwall,UK)
1645-1700 4F3 RealismandSelf-efficacyinSimulationTeamTrainingTKlaassen*1,CFluit1,SBolhuis1,ECoolen2,JLoeffen2(1InstituteforMedicalEducationandTraining,RadboudUniversityNijmegenMedicalCentre,theNetherlands;2DepartmentofPediatrics,Netherlands)
1700-1715 4F4 Addressingprofessionalidentitiestoimproveteamworking.MarkBarrow*1,SueGasquoine2,JudyMcKimm2,DebRowe1(1TheUniversityofAuckland,FacultyofMedicalandHealthSciences,Auckland,NewZealand;2UnitecInstituteofTechnology,FacultyofSocialandHealthSciences,Auckland,NewZealand)
1715-1730 4F5 Simulationenhancesresidents’opinionoftheimportanceofteamworkingandprofessionalismJBréaud,DChevallier,MCarles,JLevraut,JPFournier*,DBenchimol(FacultédeMédecinedeNiceSophiaAntipolis,CentredeSimulationMédicale,NiceCedex,France)
1730-1745 discussion
1615-1745 4G SHoRT CoMMUNICATIoNS: Training in SurgeryChairperson:Marie-EveLeBel(Canada)OpeningDiscussant:NivPatil(HongKong)Location:Lehar2
1615-1630 4G1 Commonsurgicaldiseases:OPDteachingAnurakAmornpetchsathaporn(SawanpracharakMedicalEducationCenter,MinistryofPublicHealth,Thailand)
1630-1645 4G2 Identifyingkeythemesofagoodsurgicaltrainer:ViewsfromtrainingfacultyandtraineesinaBritishpostgraduatedeaneryHumphreyJScott*,PashaJNisar(KentSurrey&SussexSchoolofSurgery,Southwark,London,UK)
1645-1700 4G3 Preoperativeteambriefingsassitesofcollaborationandstruggle:ImplicationsfornovicesSWhyte*1,SEspin2,LLingard3(1UniversityofToronto,WilsonCentreforResearchinEducation,Toronto,Ontario,Canada;2RyersonUniversity,DaphneCockwellSchoolofNursing,Toronto,Ontario,Canada;3UniversityofWesternOntario,SchulichSchoolofMedicine&Dentistry,Canada)
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21700-1715 4G4 CananonlineMastersinSurgicalSciencesimprovesuccessinprofessionalexams?NPeel*,ARobson*,JRichards,ERevie,APaisley,PLamb,SWigmore,CSmith,PSmith,DRowley,DDewhurst,MBegg,JGarden(UniversityofEdinburgh,ClinicalSurgery,RoyalInfirmaryofEdinburgh,UK)
1715-1730 4G5 SimulatortrainingimprovesperformanceinthoracoscopicwedgeresectionsJBjurstrőm11,LKonge*1,PLehnert2,CKLoumann1,HJessen2,RPetersen2,CRingsted1(1UniversityofCopenhagen,CentreforClinicalEducation,Copenhagen,Denmark;2CopenhagenUniversityHospital,Rigshospitalet,DepartmentofCardiothoracicSurgery,Copenhagen,Denmark
1730-1745 discussion
1615-1745 4H SHoRT CoMMUNICATIoNS: Learning ResourcesChairperson:ChrisCandler(USA)OpeningDiscussant:Location:Stolz1
1615-1630 4H1 Actualisationofwork-basedbasedlearningbyusing‘real’tomake‘virtual’patientsRSPatel*1,SIFazil*2,KVPatel3,SJCarr1,4(1DepartmentofNephrology,UniversityHospitalsofLeicesterNHSTrust;2UniversityofLeicesterMedicalSchool;3ImperialCollegeSchoolofMedicine;4EastMidlandsHealthcareWorkforceDeanery,UK)
1630-1645 4H2 E-learningsystembystudentsforstudentsSWessel*,NBecking,ASolnesMiltenburg,SHenar,EvanderMeij,DRaphael,KMesri, HFlinterman,KReckens,JBretschneider(VUMedicalCentre,DepartmentofGynaecologyandObstetrics,Amsterdam,TheNetherlands)
1645-1700 4H3 MakingmedicalpodcastsforthemobilegenerationHCMuir,DJEarly,LCombe,SAHouston,AJPRobb*,BStewart(CollegeofMedical,VeterinaryandLifeSciences,UniversityofGlasgow,UK)
1700-1715 4H4 Studentsdesignvirtualpatients:aninnovativeeducationalactivityEDafli*1,CBratsas1,CAntoniadis2,PDBamidis1(AristotleUniversityofThessaloniki,1SchoolofMedicine;2SchoolofDentistry,Thessaloniki,Greece)
1715-1730 4H5 Student-ledrevisioncoursesasanaidtofacultyteachingANihat*,LKoizia*(ImperialCollegeSchoolofMedicine,London,UK)
1730-1745 discussion
1615-1745 4I SHoRT CoMMUNICATIoNS: ProfessionalismChairperson:RichardCreuss(Canada)OpeningDiscussant:FredericHafferty(USA)Location:Stolz2
1615-1630 4I1 Doesprofessionalismdeclineoverthecourseofmedicaleducation?ProfessionalismprofilingusingquantitativetoolsinanintegratedmedicalcurriculumMKelly*,SO’Flynn,DBennett,AJoy,MO’Rourke(UniversityCollegeCork,MedicalEducationUnit,Cork,Ireland)
1630-1645 4I2 MedicalProfessionalisminRelations:ACross-CulturalStudyofStudents’ReasoningofProfessionalDilemmasMHo*1,SGinsburg*2(1NationalTaiwanUniversityCollegeofMedicine,Taipei,Taiwan; 2UniversityofToronto,Canada)
1645-1700 4I3 BeginningReflection:IntroducingqualityimprovementtofirstyearmedicalstudentsMSingh*,DCarter-O’Gorman,PSpanos(CaseWesternReserveUniversitySchoolofMedicine,FoundationsofClinicalMedicine,Cleveland,OH,USA)
1700-1715 4I4 Peer-to-peerassessmentsofprofessionalism:AtimedependentsocialnetworkperspectiveRyanEHofer*1,OBrantNikolaus1,WojciechPawlina1,BrianCastellani2,PhilipKHafferty3,FredericWHafferty4(1DepartmentofAnatomy,MayoMedicalSchool,CollegeofMedicine,MayoClinic,Rochester,MN,USA;2DepartmentofSociology,KentStateUniversity,Kent,OH,USA;3DepartmentofArtHistory,UniversityofWashington,Seattle,WA,USA;4PrograminProfessionalism&Bioethics,MayoClinic,Rochester,USA)
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1715-1730 4I5 AstudytoexploreFoundationYear1trainees’understandingofmedicalprofessionalismAKHossain(DepartmentofPaediatrics,StGeorge’sHospitalNHSTrust,LondonUK)
1730-1745 discussion
1615-1745 4J SHORT COMMUNICATIONS: To Lecture or Not?Chairperson:CristianStefan(USA)OpeningDiscussant:SimonGuild(UK)Location:Schubert1
1615-1630 4J1 Whathappenswhenteachersdonotgiveushandouts?ApinutWongkietkachorn1,JetbodinPrakoonsuksapan*1,DanaiWangsaturaka2(1ChulalongkornUniversity,FacultyofMedicine,Bangkok,Thailand;2ChulalongkornUniversity,FacultyofMedicine,DepartmentofPharmacologyandMedicalEducationUnit,Bangkok,Thailand)
1630-1645 4J2 ImplementationofpodcastsinthecurriculumofsurgicaleducationintheUniversityofHeidelbergSSchiessling*,MDiener,MWBüchler,MKadmon(UniversityofHeidelberg,DepartmentofSurgery,Heidelberg,Germany)
1645-1700 4J3 Studentperformanceandtheirperceptionofapatient-orientedproblem-solvingapproachwithaudiovisualaidsinteachingpathology:acomparisonwithtraditionallecturesASingh(DepartmentofPathology,SriVenkateshwaraMedicalCollegeHospitalandResearchCentre,Pondicherry,India)
1700-1715 4J4 Educatingwithoutlectures:ActivelearninginthefirstyearthroughtheMUSCsynthesisreviewmoduleJGWong*,DJHazen-Martin,DHKern,MDMcEvoy(MedicalUniversityofSouthCarolina,CollegeofMedicine,Charleston,SC,USA)
1715-1745 discussion
1615-1745 4K SHoRT CoMMUNICATIoNS: International Medical GraduatesChairperson:MartavanZanten(USA)OpeningDiscussant:MarjoWijnen-Meijer(Netherlands)Location:Schubert2
1615-1630 4K1 TheChallengesforInternationalMedicalGraduatesintheCanadianResidencyTrainingProgramsWAlqurashi*,SRazack,FBhanji,MJabbour(ChildrenHospitalofEasternOntario,EmergencyDepartment,UniversityofOttawa,Canada)
1630-1645 4K2 PlacementofmultilingualinternationalmedicalgraduatesinpostgraduatetrainingintheU.S.AOpalek*,MvanZanten(FoundationforAdvancementofInternationalMedicalEducationandResearch(FAIMER),Philadelphia,USA)
1645-1700 4K3 IncorporatingcriticalreflectionintotheorientationofinternationalmedicalgraduatesAHarris*,CDelany(MaastrichtUniversity,Technology&SocietyStudies,FacultyofArtsandSocialSciences,MaastrichtUniversity,Maastricht,Netherlands)
1700-1715 4K4 CollaborativelyresearchinganddevelopingacommunicationandlanguagemultimediaresourceforInternationalMedicalGraduatesRWoodward-Kron*,EFlynn,CBow,JPill,MStevens,OMaxwell(UniversityofMelbourne,MedicalEducationUnit,ParkvilleVIC,Melbourne,Australia)
1715-1730 4K5 Thepracticereadyassessmentofinternationalmedicalgraduates:factorspredictiveofsuccessA-MMacLellan*1,CBrailovsky1,FMiller1,SLeboeuf1,EDrouin2,EPrégent1(1CollègedesmédecinsduQuébec,MedicalEducationDivision,Montréal,Canada;2UniversitédeMontréal,Facultédemédecine,Montréal,Canada)
1730-1745 discussion
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21615-1745 4L SHoRT CoMMUNICATIoNS: Best Evidence Medical Education (BEME)Chairperson/OpeningDiscussant:DaleDauphinee(Canada)Location:Schubert3
1615-1630 4L1 ABestEvidenceinMedicalEducation(BEME)SystematicReview:TheeffectsofaudienceresponsesystemsonlearningoutcomesinhealthprofessionseducationCodyNelson1,LisaHartling2,SandraCampbell3,AnnaEOswald*4(1MedicalStudent,UniversityofAlberta;2DepartmentofPediatrics,UniversityofAlberta;3PublicServicesLibrarianandLibraryLiaisontoMedicine,UniversityofAlberta;4DepartmentofMedicine,UniversityofAlberta,Canada)
1630-1645 4L2 TeachingMusculoskeletalClinicalSkillstoMedicalTraineesandPhysicians:ABestEvidenceinMedicalEducation(BEME)SystematicReviewofStrategiesandtheirEffectivenessAlexandraO’Dunn-Orto1,LisaHartling2,SandraCampbell3,AnnaOswald*4(1MedicalStudent,UniversityofAlberta;2DepartmentofPediatrics,UniversityofAlberta;3PublicServicesLibrarianandLibraryLiaisontoMedicine,UniversityofAlberta;4DepartmentofMedicine,UniversityofAlberta,Canada)
1645-1700 4L3 Theeffectivenessofcased-basedlearninginhealthprofessionaleducation:ABEMEsystematicreviewinprogressSEkeocha*1,JThistlethwaite*2,JKidd*1,DDavies*1,CMacdougall1,PMatthews1,JPurkis1 (1InstituteofClinicalEducation,WarwickMedicalSchool,UniversityofWarwick,Coventry,UK;2CentreforMedicalEducationResearchandScholarship,TheUniversityofQueensland,SchoolofMedicine,Brisbane,Australia)
1700-1715 4L4 CreatingaBEMEreviewontheintegrationofbasicscienceandclinicalknowledgewithqualitativeresearchsynthesisMEl-Adhari*,AJosephson,KBolanderLaksov*(CentreforMedicalEducation,KarolinskaInstitutet,Stockholm,Sweden)
1715-1730 4L5 Feasibleornotfeasible,thatisthequestion.EvidenceonOSCEfeasibilityfromaBEMESystematicReviewMadalenaPatrício*1,MiguelJulião1,FilipaFareleira1,MeredithYoung2,GeoffreyNorman3,AntónioVazCarneiro1(1FacultyofMedicine,UniversityofLisbon,Portugal;2McGillUniversity,Canada;3McMasterUniversity,Canada)
1730-1745 discussion
1615-1745 4M SHoRT CoMMUNICATIoNS: The Assessment of TeachersChairperson:JadwigaMirecka(Poland)OpeningDiscussant:Location:Schubert4
1615-1630 4M1 DoctorsasTeachersAssessmentToolKANathavitharana*,ABWhitehouse,DWWall,EHughes(NHSWestMidlandsDeanery,Birmingham,UK
1630-1645 4M2 Teacheraccreditationbypeerreview:aprocessbroughtbacktolifeRTorry*,JSpicer*(LondonDeanery,SchoolofGeneralPractice,UniversityofLondon,UK)
1645-1700 4M3 Dowegetbetterwithtime?WhatIstheEffectofLengthofTeachingExperience?DubravkaDodig*,ElizabethGrigoriadis,DanielPanisko,EdmundLorens,GlenBandiera(UniversityofToronto,UniversityHealthNetwork,DepartmentofMedicine,DivisionofNeurology,TorontoWesternHospital,Toronto,ON,Canada)
1700-1715 4M4 Facultydevelopmentandfacultyevaluation:TwosidesofthesamecoinSAhmady*1,IMassielo2,MBrommels,TChangiz,TRahmany,FDrew(1DepartmentofMedicalEducation,UrmiaUniversityofMedicalSciencesandDepartmentofLIME,KarolinskaInstitutet,Stockholm,Sweden;2CenterforMedicalEducation,DepartmentofLearning,Informatics,Management,andEthics,KarolinskaInstitutet,Stockholm,Sweden)
1715-1730 4M5 TeachingAwards:TheirImpactonRecipientsandInstitutionsRGreenberg*1,KHuggett2,DRao,BRichards(1UniversityofLouisvilleSchoolofMedicine,OfficeofMedicalEducation,Louisville,KY,USA;2CreightonUniversitySchoolofMedicine,OfficeofMedicalEducation,Omaha,NE,USA)
1730-1745 discussion
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1615-1745 4N WoRKSHoP: outcomes-Based Course Design: A Pedagogical Approach to Formulating and Writing Learning outcomesFacilitators:MatthewCEGwee*,DujeepaSamarasekera*,TanChay-Hoon*(MedicalEducationUnit&DepartmentofPharmacology,YongLooLinSchoolofMedicine,NationalUniversityofSingapore)Location:Schubert5
1615-1745 4o WoRKSHoP: Two Worlds Colliding: The Clinician as Qualitative ResearcherFacilitators:CAMoulton*1,TKennedy2(1WilsonCentre,UniversityofToronto,Canada; 2StanCassidyCentreforRehabilitation,Fredericton,NB,Canada)Location:Schubert6
1615-1745 4P WoRKSHoP: How can clinical teachers encourage learners’ performance improvement after (multisource) feedback?Facilitators:EDriessen*1,KOvereem*2,VWass*3(1MaastrichtUniversity,FHML/O&O,Maastricht,Netherlands;2UMCStRadboud,Netherlands;3KeeleMedicalSchool,UK)Location:BusinessSuite1
1615-1745 4Q PRIVATE MEETING: ESME Advisory Board Meeting (invite only)Location:BusinessSuite2
1615-1745 4R WoRKSHoP: Enhancing intrinsic motivation in medical students: Using Self-determination theoryFacilitators:RashmiKusurkar*1,2,GerdaCroiset*2,OlletenCate*1,KarenMann*3(1CenterforResearchandDevelopmentofEducation,UniversityMedicalCenterUtrecht,TheNetherlands;2InstituteforEducationandTraining,VUUniversityMedicalCenterAmsterdam,TheNetherlands;3DalhousieUniversity,Halifax,Canada)Location:BusinessSuite4
1615-1745 4S WoRKSHoP: So, you are in the caring business?Facilitators:AGHerbst(SubjectGroupSocialWork,FacultyofHealthSciences,North-WestUniversity,PotchefstroomCampus,SouthAfrica)Location:HallB,GalerieRoom3+4
1615-1745 4T WoRKSHoP: Setting up oSCE examinations: Practical ConsiderationsFacilitators:KKhan*1,PPushkar2,KGaunt1(1MMS,UniversityofManchester,LTHTR,Preston,UK;2MerseyDeanery,Liverpool,UK)Location:HallB,GalerieRoom5+6
1615-1745 4U WoRKSHoP: Teaching Medical Error PreventionFacilitators:JRound*,SVaughan*,TBate*(DepartmentofPaediatricMedicine,StGeorge’sHospital,London,UK)Location:HallB,GalerieRoom9+10
1615-1745 4V WoRKSHoP: Engaging clinical teachersFacilitators:STrumble(‘TheClinicalTeacher’,MelbourneMedicalSchool,UniversityofMelbourne,Australia)Location:HallB,GalerieRoom11+12
1615-1745 4W WoRKSHoP: How to design and facilitate focus groups for use in medical education: Part 2Facilitators:JTipping1,LManchul2(1OfficeofContinuingEducationandProfessionalDevelopment,FacultyofMedicine,UniversityofToronto;2UniversityofToronto,PrincessMargaretHospital,Canada)Location:HallB,GalerieRoom15+16
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21615-1745 4X PoSTERS: Clinical Teaching 1Chairperson:tobeannouncedLocation:HallA
4X1 Agedcareresidents:AresourceforstudentclinicalexperienceNKoehler*,CMcMenamin(MonashUniversity,FacultyofMedicine,Nursing&HealthSciences,Melbourne,Australia)
4X2 Trainingopportunitiesonthesurgicalwards:Thepatient’sperspectiveofmedicalstudentsPStather*,HCheshire(NorthamptonGeneralHospital,Cliftonville,Northampton,UK)
4X3 Non-mandatorycardiopulmonaryresuscitationcoursesforhealthprofessionalsinCroatia:Whoisattendingandwhy?SHunyadi-Anticevic*1,GPavlekovic*2,DMilicic3(1CroatianResuscitationCouncil,CroatianMedicalAssociation,Zagreb,Croatia;2CroatianAssociationforMedicalEducation,Zagreb,Croatia;3MedicalSchool,UniversityofZagreb,Croatia)
4X4 StreetMedicine:FirstaidtrainingforfirstyearstudentdoctorsandstudentnursesJRowles*1,FFossilini*1,MMarshall1,PSmith2,CWalsh2,ABurney1(1UniversityofSheffield,AcademicUnitofMedicalEducation,Sheffield,UK;2SheffieldHallamUniversity,FacultyofHealthandWellbeing,Sheffield,UK)
4X5 ImpactoftutorialsectionontheimprovementofambulatoryclinicalskillsinMedicalstudentsPochamanaPhisalprapa*,CharoenChouriyagune,CherdchaiNopmaneejumruslers,DenlaPandejpong(DivisionofAmbulatoryMedicine,DepartmentofMedicine,FacultyofMedicine,SirirajHospital,MahidolUniversity,Bangkok,Thailand)
4X6 AttitudesandexperienceofmedicalstudentsinperformingsensitivemaleexaminationsKVerma*,JLo,RTurner,CZimitat,NSefton(UniversityofTasmania,DepartmentofSurgery, HobartTAS,Australia)
4X7 DoesstructuredworkexperiencepriortoapplyingtoMedicalSchoolmakeadifference?EWebster*,ACooper*(RotherhamGeneralHospital,Rotherham,UK)
4X8 Atooltoprepareveterinarynursingstudentsforwork-basedlearningplacementsTKinnison*1,HOrpet1,SPullen1,JMcNae1,CBell2,SBaillie1(1UniversityofLondon,TheRoyalVeterinaryCollege,Hatfield,UK;2UniversityofEdinburgh,Royal(Dick)SchoolofVeterinaryStudies,Edinburgh,UK)
4X9 Howdoesbeinginvolvedinundergraduatemedicaleducationchangetheattitudesandbehavioursofpatienteducators?ShelleyFielden*,RebeccaO’Rourke,SueKilminster(UniversityofLeeds,LeedsInstituteofMedicalEducation,Leeds,UK)
4X10 Medicalstudents’attitudestowardsholisticapproachteachinginprimarycaresettingJBudkaew(KhonKaenMedicalEducationCenter,KhonKaenProvince,CPIRD,MinistryofPublicHealth,Thailand)
4X11 ThePatient-CenteredExperienceandtheself-assessedabilitiesofpatient-centeredmedicalcareinundergraduatemedicalstudentsKMitsunami*,YTakeuchi,HTamura,THattori,TBamba(ShigaUniversityofMedicalScience,DepartmentofFamilyMedicine,Tsukinowa-cho,Seta,Otsu,Shiga,Japan)
4X12 StudentReflectionsonaPatient-CentredPrimaryCareattachmentWYChin(DepartmentofFamilyMedicineandPrimaryCare,TheUniversityofHongKong, ApLeiChau,HongKong)
4X13 Dyadlearning−managingthepatientencounterMGTolsgaard*,SBjorck,MBRasmussen,AGustafsson,CRingsted(CenterforClinicalEducation,Rigshospitalet,Copenhagen,Denmark)
4X14 Astudyofpatients’perceptionsandattitudesonassistinginundergraduateteachingKEgan*,BAllan,HSCameron(TheUniversityofEdinburgh,CentreforMedicalEducation,Edinburgh,UK)
4X15 Undergraduatemedicalstudents’attitudestowardsdeathLNiemi-Murola(DepartmentofAnaesthesiologyandIntensiveCareMedicine,UniversityofHelsinki,Finland)
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4X16 Systematicliteraturereview:FactorspromotingandinhibitingadherencetoclinicalguidelinesSIsmaile*,JMcLachlan,MSawdon(DurhamUniversity,SchoolofMedicineandHealth, Stockton-on-Tees,UK)
1615-1745 4Y PoSTERS: Virtual Patients/eLearningChairperson:DeniseDupras(USA)Location:HallA
4Y1 Canuseofavirtualpatientaffecttheperceptionsandattitudesofphysiciansintrainingregardingtheimportanceoftheautopsy?WTGunning*1,JNKniep1,UFors2(1UniversityofToledo,DepartmentofPathology,Toledo,Ohio,USA;2StockholmUniversity,DepartmentofComputerandSystemsScience,Kista,Sweden)
4Y2 UsingVirtualProblems(vp)forTeachingVeterinaryChemistryMKankofer*1,WKedzierski1,JWawrzykowski1,JPEhlers2(1DepartmentofAnimalBiochemistryandPhysiology,FacultyofVeterinaryMedicine,UniversityofLifeSciencesinLublin;2VeterinaryUniversityHannover,Germany)
4Y3 LearningclinicalskillsthroughtheVirtualPatientPoolAnetteMäättä*,ReettaPeltonen,JaniPirinen,KariHeinonen,KalleRomanov,EevaPyörälä(UniversityofHelsinki,FacultyofMedicine,Helsinki,Finland)
4Y4 Usingvirtualpatientsaspreparationforpaediatricbedsideteaching–ablendedlearningapproachASimon*1,2,RLehmann1,2,GFHoffmann2,BTцnshoff2,SHuwendiek1,2(1CentreforVirtualPatients,MedicalFaculty,Ruprecht-Karls-UniversityHeidelberg,Germany;2UniversityChildren’sHospital,Heidelberg,Germany)
4Y5 Using‘virtualpatients’toteachmedicalundergraduateandpostgraduatestudents:aqualitativestudyofdifferentdesignproperties.JBateman*1,2,MEAllen2,DDavies1(1UniversityofWarwick,InstituteofClinicalEducation,Coventry,UK;2UniversityHospitalsCoventryandWarwickshireNHSTrust,Coventry,UK)
4Y6 Integratingneurologyclinicalteachingfromyear1ofundergraduatemedicineusingVirtualPatientSJSlaght*1,AWebb2,SChoi2(1DepartmentofNeurology,SouthamptonGeneralHospital,Southampton,UK;2SchoolofMedicineUniversityofSouthampton,SouthamptonGeneralHospital,Southampton,UK)
4Y7 Apilotstudyexploringtheutilityofvirtualpatients(VPs)tofinalyearmedicalstudentspreparingforanOSCEinemergencymedicineMCharlton*1,SCorry*1,RSPatel1,JAcheson1,SJCarr1,2(1UniversityHospitalsofLeicesterNHSTrust,Leicester,UK;2EastMidlandsHealthcareWorkforceDeanery,Leicester,UK)
4Y8 Makingacase:Validatingcriterion-referencedguidelinesforvirtualpatientcaseauthoringNPosel(McGillUniversity,Montreal,Quebec,Canada)
4Y9 MakingmedicalpodcastsforthemobilegenerationHCMuir*,DJEarly,LCombe,SAHouston,AJPRobb,BStewart(CollegeofMedical,VeterinaryandLifeSciences,UniversityofGlasgow,UK)
4Y10 ARandomizedControlledTrialtoInvestigatetheImpactofHandheldComputeronLearningduringClinicalClerkshipSatSharma*,MalathiRaghavan,NicholasHajidiacos,ClaytonDyck,BruceMartin,IraRipstein, DeanSandham(MedicalInformatics,FacultyofMedicine,UniversityofMedicine,Winnipeg,Manitoba,Canada)
4Y11 EvaluationofsatisfactionandchangesinmedicalstudentknowledgeafterintroductionofadepressionwebmoduleWJordan*,JPurcell,PJoo(AlbertEinsteinCollegeofMedicineofYeshivaUniversity,MontefioreMedicalCenter,DepartmentofFamilyandSocialMedicine,Bronx,NY,USA)
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2 4Y12 SDLtriggeringcapacityofonlineformative:Isthatfitforthe3rdyearThaiMedicalstudents,thelessonfromThammasatUniversityNSuealek*1,SKongkham1,PChatiketu2,ATaylor1,WKrudprathum1,KWittayavanichai1, SEiawsakul1,PRojpibulstit1(1FacultyofMedicine,ThammasatUniversity,Pathumthani,Thailand;2FacultyofDentistry,ChiangMaiUniversity,ChiangMai,Thailand)
4Y13 E-learningdermoscopy:AninnovativeapproachtoteachingaclinicalskillRGamanya*,MGonzalez(DepartmentofDermatology&WoundHealing,CardiffUniversity, Cardiff,UK)
4Y14 E-learningCourseforStudentsofDentistryTDostalova*,JFeberova,MStankova,MSeydlova,SStipek(CharlesUniversity,2ndMedicalFaculty,DepartmentofPaediatricDentistry,PragueCzechRepublic)
4Y15 Implementationofaweb-toolformanagementofindividualdevelopmentplansintheHealthCareSystemofAndalusiaMPerianez*,TEsposito,ACastro,ABoza-Rivera,VReyes-Alcazar(AndalusianAgencyforHealthcareQuality,Seville,Spain)
4Y16 TheDesignofNewTeachingModelofNeuroanatomytoPreventNeurophobiainPreclinicalMedicalStudentsJohnYung-SungCheng*1,2,Ting-KuangYeh2,Chu-YenChang2(1DepartmentofNeurosurgery,TaipeiMedicalUniversityHospital;2GraduateInstituteofScienceEducation,NationalTaiwanNormalUniversity,Taipei,Taiwan)
4Y17 Anewapproachtoteachinganatomyusingcomputer-basedinteractiveactivitiesAmyRubio*1,2,OctavioLópezAlbors2,RaymondMacharia*1,NickShort1(1RoyalVeterinaryCollege,RoyalCollegeStreet,London,UK;2UniversityofMurcia,Spain)
4Y18 Students’viewsonintegratingvirtualpatientswithtutorials.MRobbins*,AChu,JFuller(BartsandTheLondon,QueenMarySchoolofMedicineandDentistry,InstituteofHealthSciencesEducation,London,UK)
4Y19 TabletandtouchscreentechnologiesinmedicaleducationJKirtley,DEvans*,DRoland(UniversityHospitalsofLeicester,ClinicalEducationCentre,GlenfieldHospital,Leicester,UK)
4Y20 Exploringmedicalstudents’useofandattitudestowardseducationalSMStextmessagesSBdesha*,JAlcolado(BartsandtheLondonSchoolofMedicineandDentistry,CentreforMedicalEducation,London,UK)
4Y21 QualitycriteriaforBlendedLearning:AdministrationandimplementationofacurriculumforBlendedLearninginpostgraduatecontinuingmedicaleducationinGermanyKSostmann*1,SBuron1,JPlener1,KBrцsicke2,JEngelbrecht2,MGross1(1Charité-UniversitatsmedizinBerlin,DieterScheffnerCenterforMedicalEducation,DepartmentofPediatrics;2Bundesarztekammer,Arbeitsgemeinschaftderdeutschenarztekammern,Berlin,Germany)
4Y22 EffectsofSMSande-mailapplicationonGPparticipationinCMEAYakhforoshha*,SSadeghipore(QazvinMedicalUniversity,Iran)
1615-1745 4Z PoSTERS: oSCEChairperson:JenCleland(UK)Location:HallA
4Z1 Targetedsupplementaryskillsteachingforstudentsatriskoffailingtheend-of-yearOSCEMFFMueller*,KBoardman,EMacMahon,DEvans(SchoolofMedicineatGuy’s,King’sCollegeandStThomas’Hospitals,London,UK)
4Z2 IfailedtheOSCE.Helpmetopass!RSugden*,RPhillips,RTilley(King’sCollegeLondon,DepartmentofGeneralPractice,London,UK)
4Z3 ExploringtheUtilityofVideotapedObjectiveStructuredClinicalExaminationintheAssessmentofPediatricExaminationSkillsofMedicalStudentsLSOu*1,2,RHFu1,2,JJLin1,2,JLHuang1,2,STLee1,3(1DepartmentofMedicalEducation;2DepartmentofPediatrics;3NeurospinalSection,DepartmentofNeurosurgery;ChangGungMemorialHospital, ChangGungUniversityCollegeofMedicine,Taoyuan,Taiwan)
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4Z4 VDOObjectiveStructuredclinicalExaminationinthehistorytakingOAkaraborworn(DepartmentofSurgery,FacultyofMedicine,PrinceofSongklaUniversity,Thailand)
4Z5 InterrelationamonglevelofdifficultyofOSCEstations,trainees’self-rating,andexaminers’ratingonpostgraduateOSCEperformanceCheng-YuanWang*1,Jo-ChuYen2,Yu-ChihLin1,Yung-YunChang1,Kun-TaiLi1,Jeng-HsienYen1,Jer-ChiaTsai1(1DepartmentofInternalMedicine;2DepartmentofClinicalEducationandTraining,Chung-HoMemorialHospital,KaohsiungMedicalUniversity,Kaohsiung,Taiwan)
4Z6 IsCronbach’salphaalwaysthebesttooltoassessOSCEreliability?PCooles(RossUniversitySchoolofMedicine,Roseau,CommonwealthofDominica,WestIndies)
4Z7 HowweuseacombinedmedicalsciencesOSPEandclinicalskillsOSCEtoexaminestudentsinanintegratedmedicalcoursePredragBjelogrlic*,AndrewWood,SusanWhiten,JimAiton(SchoolofMedicine,Universityof StAndrews,UK)
4Z8 UsingPre-examVideoTrainingtoImprovingRater’sConsistencyinSummativeObjectiveStructuredClinicalExaminationMing-JuHsieh*1,Pyng-JingLin1,Yi-YinJan2,Shih-TsengLee*3,5,Jeng-YiWang3,4(1TheDivisionofThoracicandCardiovascularSurgery,DepartmentofSurgery;2SectionofGeneralSurgery,DepartmentofSurgery;3DepartmentofMedicalEducation;4SectionofColonandRectalSurgery,DepartmentofSurgery;5NeurospinalSection,Taiwan)
4Z9 PerceptionsofeducationaleffectivenessanddesignofOSCEbetweenpostgraduatetraineesandexaminersJer-ChiaTsai*1,2,Jo-ChuYen2,Cheng-YuanWang1,Yung-YunChang1,Jeng-HsienYen1,2, Chung-ShengLai3(1DepartmentofInternalMedicine;2DepartmentofClinicalEducationandTraining;3DepartmentofSurgery,Chung-HoMemorialHospital,CollegeofMedicine,KaohsiungMedicalUniversity,Kaohsiung,Taiwan)
4Z10 DoesrealismaddtotheauthenticityofassessmentsinOSCEs?KumtaShekhar*,AndrewBud,AlexYung,LorraineLo,JosephLeung(FacultyofMedicine, TheChineseUniversityofHongKong)
4Z11 DoestheObserver’sExpertiseInfluenceGlobalRatingInOSCE?AValenzuela*,JBloomfield(UniversidaddelDesarrollo-ClinicaAlemana,FacultaddeMedicina,OficinadeDesarrolloEducacional,Chile)
4Z12 HowtointroducemedicalOSCEinWesternBalkanFacultiesofMedicineSArsic*1,MGrasl2,ChLionis3,OPlaisant4,RDennik,ISvab,SSopka,BNedovic1(1UniversityofNis,FacultyofMedicine,Nis,Serbia;2MedicalUniversityofVienna,DepartmentofMedicalEducation,Vienna,Austria;3UniversityofCrete,DepartmentofFamillyMedicine,Heraclion,Greece;4UniversityReneDecartes,Paris,France)
4Z13 Introducingpre-wardmedicalstudents’competenciesandOSCEtoSloveniaundergraduateeducationRHrzic*,MZdravkovic(SimulationLaboratory,FacultyofMedicine,UniversityofMaribor,Slovenia)
4Z14 Meta-evaluationintheassessmentofclinicalcompetenceoffinalyearmedicalstudentsCMLMaffei*,MFAColares,LLKElias,MAHyppolito,VEFFerraz,FJCReis,LEATroncon(UniversityofSaoPaulo,FacultyofMedicineofRibeiraoPreto,Brazil)
4Z15 AssessingclinicalcompetenceatanearlystageofaPbLcurriculum.TMohamedAbdelGadir*,MohiMagzoub*(NationalGuardHealthAffairs,KingSaudbinAbdelazizUniversityforHealthSciences,CollegeofMedicine,KingAbdelazizMedicalCity,Riyadh,SaudiArabia)
4Z16 AssessmentofclinicalcompetenceduringinternshipwithanOSCEatUNAMFacultyofMedicineinMexicoATrejo-Mejia,AMartínez-González,SMoralesó,JPeсa-Balderas,MSánchez-Mendiola (UNAMFacultyofMedicine,SecretariatofMedicalEducation,MexicoCity,MX)
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21615-1745 4AA PoSTERS: Postgraduate Education 1Chairperson:AlistairThomson(UK)Location:HallA
4AA1 Astudytoreviewmultipleapplicationsforspecialtytrainingposts.IRyland1,2,CDainty1,GLamont*1(1MerseyDeanery,RegattaPlace,Liverpool,UK;2EdgeHillUniversity,Ormskirk,Lancashire,UK)
4AA2 LearningtoAssessandManageChildrenwithDevelopmentalProblemsEChiang*1,BBateman2(1DepartmentofPaediatrics,DarlingtonMemorialHospital,Darlington, CoDurham,UK;2DepartmentofPaediatrics,NorthTynesideGeneralHospital,NorthShields,TyneandWear,UK)
4AA3 AnewpostgraduatetrainingprogramincooperationwithsevenmedicalschoolsandregionalaffiliatedhospitalsinJapanMHirakata*,TMonkawa,YTamura,TMitsuhashi,HYamagishi,SKuribayashi(KeioUniversitySchoolofMedicine,GraduateMedicalEducationCenter,Tokyo,Japan)
4AA4 AssessmentofAnaesthesiaResidents’Proficiency2005-2010MRewers*,CRosenstock,DÖstergaard(DanishInstituteforMedicalSimulation,HerlevHospital,Herlev,Denmark)
4AA5 NewcurriculumfortraineesinoccupationalandenvironmentalmedicinedownunderDGoddard(AustralasianFacultyofOccupational&EnvironmentalMedicine,RoyalAustralasianCollegeofPhysicians,Sydney,Australia)
4AA6 ImplementationofaregionalframeworkforfocussededucationalappraisalofPaediatricTutorsHMGoodyear*1,VGanesan2(1WestMidlandsWorkforceDeanery,SchoolofPaediatrics,Birmingham,UK;2SandwellandWestBirminghamHospitalsNHSTrust,DepartmentofPaediatrics,BirminghamUK)
4AA7 Doesperceptionofperformancechangeratesofevaluationcompletion?RHemphill*,PShayne,SHopson,SSanten(EmoryUniversitySchoolofMedicine,DepartmentofEmergencyMedicine,Atlanta,GA,USA)
4AA8 IntegratingthehealthcarematrixintomorbidityandmortalityconferencesforresidenttrainingPei-ChunLin*1,YunChen1,Shu-HsunChu2(FarEasternMemorialHospital,1DepartmentofMedicalEducation;2CenterofCardiovascular,NewTaipeiCity,Taiwan)
4AA9 UltrasoundTrainingforInternalMedicineResidents:BeginningofaNewEraofSafeandQualityCareSScanlon*,AKKurklinsky,AHHalvorsen,FSMcDonald,ABhagra(MayoClinicCollegeofMedicine,DepartmentofInternalMedicine,Rochester,MN,USA)
4AA10 Howdotraineeslearninajournalclubsetting?ResultsofNominalGroupTechniquestudyAzaAbdulla*,AhmadKhwanda(DeptofMedicine,PrincessRoyalUniversityHospital,SouthLondonHealthcareNHSTrust,Kent,UK)
4AA11 TheAmbulatoryCareLearningEnvironmentMeasure(ACLEEM).Developmentofaninstrumenttomeasureresidents’perceptionsinpostgraduateambulatorysettingprogrammesinChileArnoldoRiquelme1,2*,OslandoPadilla3,CristianHerrera,TrinidadOlivos,JoseAntonioRoman,NancySolís2,MargaritaPizarro2,PatricioTorres,SueRoff(1PontificiaUniversidadCatólicadeChile,CentreforMedicalEducation,Santiago,Chile;2PontificiaUniversidadCatólicadeChile,DepartmentofGastroenterology,Santiago,Chile;3PontificiaUniversidadCatólicadeChile)
4AA12 EducationalAppraisal(ARCP):ProvidingSupport−PreparingforChallengeDWilliams(EastMidlandsHealthcareWorkforceDeanery,UniversityofNottingham, Nottingham,UK)
4AA13 Differencesbetweenresidentswithorwithoutadoctoraldegree:FindingsfromaGermangraduatesurveyMGiesler*1,2,SBiller1,GFabry2,IStreitlein-Boehme1(1UniversityofFreiburg,FacultyofMedicine,DeaneryofStudentAffairs,Freiburg,Germany;2UniversityofFreiburg,FacultyofMedicine,MedicalPsychology,Freiburg,Germany)
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4AA14 AssessmentofExperienceandSatisfactionofthe2-MonthRotatingInternshipinPediatrics,SongklanagarindHospital,ThailandWassanaKhotchasing(Presenter:SomchitJaruratanasirikul)(SongklanagarindHospital,Thailand)
4AA15 Qualityimprovementinpatienthandover–ApilotstudyofGeneralInternalMedicinein-patientsPTam*1,VDounaevskaia2,TLee2,VPalda2(1UniversityofBritishColumbia,DepartmentofMedicine,Vancouver,Canada;2UniversityofToronto,DepartmentofMedicine,Toronto,Canada)
4AA16 Thebenefitsofaregionaljournalinoptimisingknowledgeandpatientcare:aquantitativestudyPPatel*,ASengupta,JLambert,AJackson(MidYorkshireHospitalsNHSTrust,UK)
4AA17 Atemplatefordevelopmentofcustomizedprogramlevel“SurvivalGuides”GeraldWhelan(EducationalCommissionforForeignMedicalGraduates,PhiladelphiaPA,USA)
4AA18 ParticipantevaluationofaBritishPaediatricPostgraduateClinicalExaminationAMathew,AChinoy*(DepartmentofPaediatrics,WorthingHospital,WestSussex,UK)
4AA19 Fillingthegap:ManagementofacutegastrointestinalbleedKClark*,ANgo,JDoyle,RGraham,GPritchard,ABassi(WhistonHospital,Prescot,MerseysideUK)
4AA20 Thecouncilofmedicalinterns–awaytocreategreaterinfluenceandbetterqualityofeducationforinternsFNilsson*,AJosefsson*,HKEinald,BGatenholm,JLiljencrantz,SLindgren,KNordenstrom, DSOlsson,NSargisian,MStrese,UStrandman,PAndréll,CFinizia(SahlgrenskaUniversityHospital,Mölndal,Sweden)
1615-1745 4BB PoSTERS: Teacher EvaluationChairperson:tobeannouncedLocation:HallA
4BB1 DesignandapplicationofE-educationalportfolioinQUMSAYakhforooshha(QUMS,Iran)
4BB2 ThetutoroftheyearMariaEhlinKolk(Presenter:ALundberg)(SwedishMedicalStudentAssociation(SMSA))
4BB3 Doundergraduatestudentsandresidentsperceiveclinicalteachingskillsdifferently?LLetelier*1,AAizman1,MBitran2,PFlorenzano1(1DepartmentofInternalMedicine,SchoolofMedicine,PontificiaUniversidadCatolicadeChile(PUC);2CenterforMedicalEducation,SchoolofMedicine,PontificiaUniversidadCatolicadeChile,Santiago,Chile)
4BB4 MedicalTeachersassessingtheirownteachingskills.HowcanitbeimportantinMedicalEducation?MOliveiradaSilva*,VPiresdaSilva*(FacultyofMedicineofLisbon,UniversityofLisbon,Portugal)
4BB5 Studentsatisfaction:amethodtodeterminethequalityoffacultyteachingSRaiyaya*,SPongudom(MedicalEducationCenter,UdornthaniHospital,AmphurMuang,Udornthani,Thailand)
4BB6 Teachingperformanceevaluationbystudents’opinion:AfouryearstudyatUNAMFacultyofMedicineinMexicoAMartínez-González*,JMartínez-Stack,FFlores-Hernández,IMartínez-Franco,MSánchez-Mendiola(UNAMFacultyofMedicine,SecretariatofMedicalEducation,MexicoCity,Mexico)
4BB7 DevelopmentofvalidatedinstrumentforassessingaclinicalteacherMakotoKikukwa*1,SeiEmura2,OdaYasutomo3,MaikoOno,ShunzoKoizumi(1DepartmentofMedicalEducation,KyushuUniversity,Saga,Japan;2CenterforGraduateMedicalEducationDevelopmentandResearch,SagaUniversityHospital,Saga,Japan;3SectionofMedicalEducation,SagaMedicalSchoolofMedicine,Saga,Japan)
4BB8 AnationalsurveyofundergraduateteachingskillstraininginEnglandOShariq*,A-SAlexopoulos*,FRazik,NSalooja(FacultyofMedicine,ImperialCollegeLondon,UK)
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2 4BB9 Burnoutinclinicalteachers:apreliminarysurveyWBunpromma(KhonKaenMedicalEducationCenter,KhonKaenHospital,Khonkaenprovince,CPIRD,MinistryofPublicHealth,Thailand)
4BB10 Teacherconsultationsforteachingeffectiveness:AprogramofstructurepeerteacherreviewRMJay(DepartmentofMedicine,FacultyofMedicine,UniversityofToronto,Canada)
4BB11 Theimpactofteachingfellowpostsonundergraduatemedicaleducation−Thestudent’sperspectiveZHashim*1,LPatel*1,MSam2,NFahim3(1UndergraduateMedicalEducationCentre,LincolnCountyHospital,Lincoln,UK;2UniversityofLeicester,LeicesterMedicalSchool,Leicester,UK;3HullRoyalInfirmary,DepartmentofRheumatology,UK)
4BB12 LookingformoreeffectivemethodsineducationofPhDstudents–ownexperienceJHanacek*,JStasko,KJavorka,JMokry(JesseniusFacultyofMedicineComeniusUniversity,DepartmentofPathophysiology,Martin,Slovakia)
4BB13 Asurveyofmedicaltechnologycurriculaandcareersofgraduatesin20nationaluniversitiesinJapanJKameoka*1,KKawakami2,MMiura2,SIshii1,HKanatsuka1(TohokuUniversityGraduateSchool ofMedicine,1OfficeofMedicalEducation,Sendai,Japan;2DepartmentofHealthSciences,Sendai,Japan)
4BB14 RelationoftheScientificlevelofFacultyMembersandTeachingMethodsMNaseri*1,MHajiabadi2,FAzizi*3(1ShaheedBeheshtiUniversityofMedicalSciences,StudentResearchCommittee;2BirjandUniversityofMedicalSciences,FacultyofMedicine,Birjand,Iran;3ShaheedBeheshtiUniversityofMedicalSciences,EndocrineResearchCenter,Tehran,Iran)
4BB15 EvaluationofteachingstyleinShirazUniversityOfMedicalSciencesBaharehMoazen*,MitraAmini,ForoughNejatollahi,FarnazJavanmardi,MohammadEsmaelGhorbaniNejad(ShirazUniversityofMedicalScience,EducationDevelopmentCenter,Shiraz,Iran)
4BB16 ThestudyofeffectivefeaturesofaninstructorfromtheviewpointofNursingandMidwiferystudentsofShirazUniversityofMedicalSciencesShokoufeNikseresht*,MitraAmini,LeylaBazrafkan,ZahraKarimian,SomayeDelavari(EducationDevelopmentCenter,MedicalSchool,Shiraz,Iran)
4BB17 DeterminingandpriorityofacademicmemberseducationalneedsinmedicaluniversitySSabzevari*,TFasihiHarandi,RErshad,AAdhami(Kermanmedicaluniversity,EducationDevelopmentalCenter,Kerman,Iran)
1615-1745 4CC POSTERS: Student in DifficultyChairperson:AnnWylie(UK)Location:HallA
4CC1 PsychologicalhealthoffirstyearundergraduatestudentsintheGulfMedicalUniversityKGGomathi*,SAhmed,SAl-Omar,JSreedharan(GulfMedicalUniversity,DepartmentofBiochemistry,Ajman,UnitedArabEmirates)
4CC2 CopingmechanismsasapredictorofmentalhealthinfirstyearstudentsofKashanUniversityofMedicalSciencesMMahdian*,FMirhosseni,AAliasgharzadeh,AOmidi,ZZanjani,FAtouf,MShahshahani (KashanUniversityofMedicalSciences,Kashan,Iran)
4CC3 Thehealthandwellbeingofdoctorsandmedicalstudents:EducationisarequiredpartofthenationalresponseRFielke*,MBonning,DMaor*,KAustin*(AustralianMedicalAssociationCouncilofDoctors-in-Training,Kingston,ACT,Australia)
4CC4 PoorlyPerformingtraineesandremediationdifficulties–isthereanunderlyingcognitiveprofileJJones*1,MLock2,CMcCarthy1(1UniversityofNottingham,EastMidlandsHealthcareWorkforceDeanery,NottinghamUK;2MichaelLockConsultantPsychologistsLimited,NottinghamUK)
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4CC5 AninvestigationintohowdoctorsdealwithSpecificLearningDifficulties(SpLDs)intheworkplaceJMusto*,SGibson,SMiles,SJLeinster(FacultyofMedicineandHealthSciences,UniversityofEastAnglia,Norwich,UK)
4CC6 Whydoundergraduatemedicalstudentsindifficultychoosenottotakepartinremediationprograms?MGonçalves*,TCastanho,MJCosta(LifeandHealthSciencesResearchInstitute(ICVS),SchoolofHealthSciences,UniversityofMinho,Braga,Portugal)
4CC7 AnxietiesPriortoStartingMedicalSchool:MedicalStudentsPerceptionsRLJayasuriya*,EGLightman*,NDSBax,MMarshall(UniversityofSheffield,AcademicUnitofMedicalEducation,Sheffield,UK)
4CC8 UseofpreparatoryandremedialactivitieswithinBiomedicalSciencesEvelineBruneel*,BartRombaut,HendrikaJaspers,AnneBoyen(VrijeUniversiteitBrussel, FacultyofMedicineandPharmacy,Brussels,Belgium)
4CC9 AreTheyLonely,AnxiousandDepressive?NKaraoglu(MedicalEducationandInformaticsDepartment,SelcukUniversity,MeramFacultyofMedicine,Konya,Turkey)
4CC10 RemedialProgramforNationalCompetenceExaminationforIndoneisanHealthProfessionalFailureREstiasari*,Mardiastuti,TridjayaB,Farida,IChair(UniversityofIndonesia,MedicalEducationUnit,Jakarta,Indonesia)
4CC11 AttitudesofBabolUniversityofMedicalSciencesstudentsregardingpracticeofUniversityadvisorsMTayebi*,MGharekhani,AKhani,ShSum(BabolUniversityofMedicalSciences,Centerfor MedicalEducation,Babol,Iran)
4CC12 FactorsimpactingonthesuccessofMB,ChBstudentsintheirfinalexaminations(2008)ABawoodien*,BvanHeerden,MvanHeusden(UniversityofStellenbosch,CentreforHealthSciencesEducation,CapeTown,SouthAfrica)
4CC13 Stressfulconditionsinasimulatedambulatorysettinggenerateahighlevelofstresswithoutmodifyingperformanceofdiagnosticjudgmentandcommunicationsskillsinmedicalstudents.PPottier*1,TDejoie2,JBHardouin3,AGLeLoupp2,BPlanchon1,ABonnaud3,VRLeblanc4 (1UniversityofNantes,DepartmentofInternalMedicine,Nantes,France;2NantesUniversity-HospitalCenter,DepartmentofBiochemistry,Nantes,France;3UniversityofNantes,ClinicalResearchandSubjectiveMeasuresinHealthScience;4WilsonCentre-UniversityofToronto,Canada)
4CC14 WaysofCopingasPredictorsofSatisfactionwithCurriculumandAcademicSuccessinMedicalSchoolMKAlimoglu*1,EGurpinar1,SumerMamakli1,MehmetAktekin2(AkdenizUniversity,SchoolofMedicine,1DepartmentofMedicalEducation;2DepartmentofPublicHealth,Antalya,Turkey)
4CC15 Whydostudentsfail?MPatel*,TAdam,MHSattar,MAbdur-Rahman,MHoque*(London,UK)
4CC16 SurveyaboutbullyinginworkplaceinMedicalpregradestudentsduringcommunityserviceTRamírez*1,OSierra*2,ASalazar2(1FacultaddeMedicina,UniversidadNacionalAutónomadeMéxico;2CalzadadeTlalpan,Mexico)
4CC17 TimeuseandacademicperformanceofirregularstudentsattheFacultaddeMedicinaUNAMinMexicoAHamui*,ADíaz,RAguirre,DGómez(UniversidadNacionalAutónomadeMéxico,FacultyofMedicine,PostgraduateDivision,MéxicoDF)
4CC18 FactorsthatinfluencequalityoflifeofmedicalstudentsMAMartins*1,PBellodi1,BPerotta2,SGannam1,LBSchaiber1,PTempski1,2(1UniversityofSaoPaulo,FacultyofMedicine,SaoPaulo,Brazil;2EvangelicalMedicalSchool,Curitiba,Brazil)
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21615-1745 4DD SECRETS oF SUCCESS 3Location:HallA
4DD1 Howwelldoyouknowyourcurriculum?PHorner*,SCotterill*,GSkelly,SBall,AMcDonald,JPeterson(NewcastleUniversity,SchoolofMedicalSciencesEducationDevelopment,Newcastle-upon-Tyne,UK)
4DD2 COM:MAND–Supportingthecreation,mapping,revisionandmanagementofcurriculumandlearningoutcomesMBegg,MHammond*,DDewhurst(UniversityofEdinburgh,CollegeofMedicineandVeterinaryMedicine,LearningTechnologySection,Edinburgh,UK)
4DD3 ‘Signpost‘-AnInnovativeOnlineSolutiontoMappingResourcestoCurriculumCompetencesNJPrince*1,JGRoss2,CRFertleman2,MWatson2(1PaediatricDepartment,PrincessRoyalUniversityHospital,Farnborough,Kent,UK;2LondonSchoolofPaediatrics,LondonDeanery,London,UK)
4DD4 ModelforPreclinicalMedicalLectureandQuestionAnalysisJLooney,FRawlins*(EdwardViaCollegeofOsteopathicMedicine,SimulationandTechnologyCenter,BlacksburgVA,USA)
1745-1845 ottawa 2014 Planning Meeting (invite only) Location:Office1
1900-2200 oPTIoNAL EVENT: Viennese Heurigen Evening (Vineyard Fuhrgassl – Huber) (seepage160fordetails) DepartsfromReedMesseWienandreturnstoCityCentre
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0745-1815 Registration desk open Location:HallAFoyer,RMW
0800-1800 Exhibition open Location:HallA
0930-1200 Tour of old City incl. Spanish Riding School DepartsfromandreturnstoCityCentre(COMEINwillconfirmlocationuponcollectionofticketsatthe
ToursDesklocatedinHallAFoyer,ReedMesseWien)
SESSIoN 5: SIMULTANEoUS SESSIoNS
0815-1000 5A SYMPoSIUM: What is Evidence? Different Perspectives Panel:JillThistlethwaite(UniversityofQueensland,Australia)(Chair)MarilynHammick(BEMEConsultant,UK);HuwDavies(UniversityofStAndrews,UK); TrishaGreenhalgh(BlizardInstitute&BartsandtheLondon,UK);TimDornan(MaastrichtUniversity,Netherlands);RossScalese(MillerSchoolofMedicine,UniversityofMiami,USA)Location:HallA
0815-1000 5B SYMPoSIUM: A Calling to Medicine: International Perspectives on Physician Career, Admissions and Professional DevelopmentPanel:NicoleJBorges(WrightStateUniversityBoonshoftSchoolofMedicine,USA)(Chair); RStephenManuel(UniversityofCincinnatiCollegeofMedicine,USA);EvaEJohansson (UmeaUniversity,Sweden)Location:Strauss1
0815-1000 5C SHoRT CoMMUNICATIoNS: Learning in the CurriculumChairperson:DanHunt(USA)OpeningDiscussant:PeterDieter(Germany)Location:Strauss2
0815-0830 5C1 Theroleofblendedlearningintheclinicaleducationofhealthcarestudents:asystematicreviewMichaelRowe(PhysiotherapyDepartment,UniversityoftheWesternCape,CapeTown, SouthAfrica)
0830-0845 5C2 SupportingScottishdentaleducationthroughcollaborativedevelopmentandsharingofdigitalteachingandlearningresources–amodelforotherhealthcareprofessions?DDewhurst*,JAHarrison,AHForgie,MBegg(CollegeofMedicine&VeterinaryMedicine,UniversityofEdinburgh,UK)
0845-0900 5C3 AnelectroniclexiconinobstetricsAtholKent*,VanessaPerrott(UniversityofCapeTown,DepartmentofObstetrics&Gynaecology,GrooteSchuurHospital,Observatory,SouthAfrica)
0900-0915 5C4 TheliteratureasameanofdistancelearninginaPostgraduateCourseofFamilyHealthMEPinto*1,LPinheiro2,ADahmer(1UniversidadeFederaldeCiénciasdaSaudedePortoAlegre,CollectiveHealthDepartment,PortoAlegre,Brazil;2UniversidadeFederaldeCiénciasdaSaudedePortoAlegre,EducationandHealthInformationDepartment,PortoAlegre,Brazil)
0915-0930 5C5 VirtualclinicalencountersfordevelopingandassessinginterpersonalandtransculturalcompetencewithtraumatizedpatientsIPantziaras1,OCourteille1,UFors2,RMollica3,SEkblad*1(1Dept.ofLearning,Informatics,ManagementandEthics,KarolinskaInstitutet,Stockholm,Sweden;2Dept.ofComputerand SystemsScience,StockholmUniversity,Stockholm,Sweden;3HarvardProgramforRefugeeTrauma(HPRT),USA)
tuesday 30 august
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0930-0945 5C6 TheReviseduOttawaMDProgramCurriculum:ImplementingtheFutureofMedicalEducationinCanadaRecommendationsGMoineau*,GHollingworth,JRoy,KMarshall(UniversityofOttawaFacultyofMedicine, Ottawa,ON,Canada)
0945-1000 discussion
0815-1000 5D SHORT COMMUNICATIONS: The Trainee in DifficultyChairperson:OpeningDiscussant:DavidWall(UK)Location:Strauss3
0815-0830 5D1 Targetingthe‘Real’Problems:Identification,DiagnosisandInterventionsforResidentsinNeedSusanGloverTakahashi*,SalSpadafora,DawnMartin,ErikaAbner(PostgraduateMedicalEducation,UniversityofToronto,Canada)
0830-0845 5D2 TraineesinDifficultyintheEraof“Competencies”DDupras*1,REdson1,AHalvorsen1,RHopkins2,FMcDonald1(1MayoClinicCollegeofMedicine,MayoClinic,Rochester,MN,USA;2UniversityofArkansasforMedicalSciences,LittleRock,AR,USA)
0845-0900 5D3 Effectofstressonresidents’cognitivereasoningduringsimulatedresuscitationscenariosDPiquette*1,2,3,JTarshis2,4,TSinuff1,2,RFowler1,2,VLeBlanc2,3(1SunnybrookHealthSciencesCentre,CriticalCareMedicineDepartment,Toronto,Canada;2UniversityofToronto,Canada;3WilsonCentre,Toronto,Canada;4SunnybrookHealthSciencesCentre,DepartmentofAnesthesia,Toronto,Canada)
0900-0915 5D4 Astudyofdoctorsindifficultyreferredonthegroundofcommunication:Anexplorationofreferraltriggers,remediationandsubsequentcareerprogressionJWhetstone(PrimaryCareClinicalSciences:InteractiveStudiesUnit,UniversityofBirmingham,UK)
0915-0930 5D5 TraineesinDifficulty−TheTrainers’PerspectiveRosaMcNamara*,GarethQuin(MidwesternRegionalHospitalLimerick,EmergencyDepartment,Limerick,Ireland)
0930-1000 discussion
0815-1000 5E SHoRT CoMMUNICATIoNS: Assessment GeneralChairperson:DonMelnick(USA)OpeningDiscussant:ZubairAmin(Singapore)Location:Lehar3-4
0815-0830 5E1 DevelopmentandvalidationofguidelinesfordesigningprogrammesofassessmentJDijkstra*,CPMVanderVleuten,LWTSchuwirth(MaastrichtUniversity,FacultyofHealth,MedicineandLifeSciences,DepartmentofEducationalDevelopmentandResearch,Maastricht,TheNetherlands)
0830-0845 5E2 Whoisthestandardizedstudent?PersonalityinfluencesstudentchoiceoffinalassessmentformatЕNilsonne,KSorjonen,YTyson*(KarolinskaInstitutet,DepartmentofClinicalNeuroscience,DivisionofPsychology,Stockholm,Sweden
0845-0900 5E3 Abetterwaytolearn?Usingcertainty-basedassessmentinthelatteryearsofclinicalcoursesCharlesMitchell*,ElaineLum,IanCoombes(UniversityofQueensland,Brisbane,Australia)
0900-0915 5E4 EnhancingEvaluationswithRIMEintheMiddleEastMaiMahmoud*,DoraJStadler*(WeillCornellMedicalCollege-Qatar,DepartmentofMedicalEducation,Doha,Qatar)
0915-0930 5E5 Work-placebasedassessments:ananalysisofePortfoliodataAHaig*,KBeggs(NHSEducationforScotland,Edinburgh,UK)
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20930-0945 5E6 AssociationsbetweenthewrittenclinicalknowledgetestandtheclinicalperformancetestAnnekeJAHvanVught(HANUniversityofAppliedSciences,Nijmegen,TheNetherlands; RadboudUniversityNijmegenMedicalCentre,TheNetherlands)
0945-1000 discussion
0815-1000 5F SHoRT CoMMUNICATIoNS: Problem Based LearningChairperson:AngelaFan(Taiwan)OpeningDiscussant:MatthewGwee(Singapore)Location:Lehar1
0815-0830 5F1 Culturalanddemographicdiversityinproblembasedlearningcases:anopportunitytoreinforceourvaluesAVnuk*,HWard,JAsh(FlindersUniversity,Adelaide,SA,Australia)
0830-0845 5F2 Cross-culturalperspectivesonPBLandpersonalityAHolen*1,KManandhar2,BKarmacharya2(1NorwegianUniversityofScienceandTechnology,FacultyofMedicine,Trondheim,Norway;2KathmanduUniversitySchoolofMedicalSciences,Dhulikhel,Nepal)
0845-0900 5F3 TeachingMedicalStudentstheTheoryandResearchUnderpinningProblemBasedLearning:ARandomisedControlledTrialRGWade*,PMusonda,DHubble,SJLeinster(NorwichMedicalSchool,UniversityofEastAnglia,Norwich,Norfolk,UK)
0900-0915 5F4 HowtoincreaselearningonaPBLcoursebytheuseofafacilitatedonlinediscussionforumbetweensessionsAAlamro*1,2,SSchofield3,JSandars2(1QassimUniversity,FacultyofMedicine,SaudiArabia;2UniversityofLeeds,LeedsInstituteofMedicalEducation,Leeds,UK;3UniversityofDundee, CentreforMedicalEducation,Dundee,UK)
0915-0930 5F5 Problem-basedlearninginSecondLifeSKavia*,LWoodham,TJivram,EConradi,TPoulton(StGeorge’sUniversity,e-LearninginMedicalEducation,London,UK)
0930-1000 discussion
0815-1000 5G SHORT COMMUNICATIONS: Reflection and Critical ThinkingChairperson:OpeningDiscussant:SamyAzer(SaudiArabia)Location:Lehar2
0815-0830 5G1 Theinfluenceofreflectiontriggeredbyvideo-casesonmedicalstudents’case-solvingSKoole*1,MValcke2,JCohen-Schotanus3,ADerese1(GhentUniversity,1FacultyofMedicineandHealthSciences;2GhentFacultyofPsychologyandEducationalSciences,Ghent,Belgium;3UniversityofGroningen,FacultyofMedicine,Groningen,TheNetherlands)
0830-0845 5G2 DoMedicalStudentsValueClinicalReflection?MPhillips,SFagan*,JTrayer*(DepartmentofMedicine,TrinityCollege,UniversityofDublin,Ireland)
0845-0900 5G3 Triggersforreflection:exploringtheactofwrittenreflectionandthehiddenartofreflectivepracticeHMcNeill1,JMBrown2,NJShaw3,JKirkton*)(1EdgeHillUniversity;2Evidence-basedPracticeResearchCentre,EdgeHillUniversity/MerseyDeanery;3LiverpoolWomensHospital/MerseyDeanery/Evidence-basedPracticeResearchCentre,EdgeHillUniversity,UK)
0900-0915 5G4 Theroleofbiomedicalknowledgeinosteopathicclinical-decisionmakingJEEsteves*1,CSpence2(1BritishSchoolofOsteopathy,London,UK;2UniversityofOxford,DepartmentofExperimentalPsychology,Oxford,UK)
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0915-0930 5G5 AstudyofdevelopingcriticalthinkingdispositioninstudentsofnursingandmidwiferythroughCollaborativeandIndividualmethodsoflearninginKermanshah,IranShirinIranfar*,KhosroIranfar(E.D.C,KetabkhanehMarkazyDaneshgaolomPazshki Kermanshah,Iran)
0930-1000 discussion
0815-1000 5H SHoRT CoMMUNICATIoNS: Student CharacteristicsChairperson:ChrisSkinner(Australia)Location:Stolz1
0815-0830 5H1 Self-affirmation:medicalstudentsdeveloping“healthy”confidencebyusingvideoself-analysisEAshcroft*,HRienits,KRhodes(UniversityofWollongong,GraduateSchoolofMedicine,Wollongong,Australia)
0830-0845 5H2 Towhatdohighachieversattributetheiracademicsuccess?AqualitativestudyofUnitedArabEmirates(UAEU)studentsMMcLean(UnitedArabEmiratesUniversity,MedicalEducation,AlAin,UnitedArabEmirates)
0845-0900 5H3 MotivationalprofilinginmedicaleducationRashmiKusurkar*1,2,GerdaCroiset2,OlletenCate1(1CenterforResearchandDevelopmentofEducation,UMCUtrecht,TheNetherlands;2InstituteforEducationandTraining,VUUniversityMedicalCenterAmsterdam,TheNetherlands)
0900-0915 5H4 PhysicianAssistantStudents’UnconsciousBiasandPatient-centeredAttitudes:AreTheyRelated?JBailey*1,GMarion2,MArchambault3,SDavis2,CHildebrandt2,SCrandall2(1DepartmentofPhysicianAssistantStudies,WakeForestUniversitySchoolofMedicine,WinstonSalem,NCUSA;2DepartmentofFamilyMedicine,WakeForestUniversitySchoolofMedicine,WinstonSalem, NCUSA;3DeptofPhysicianAssistantStudies,USA)
0915-0930 5H5 Thedefinitionofinsight–achallengethatmattersNSBrown*1,PAMcAvoy1,MJoffe*2,MRhodes1(1NationalClinicalAssessmentService,MarketTowers,London,UK;2EdgecumbeConsulting,Bristol,UK)
0930-0945 5H6 TheImpactOfMetacognitionTrainingOnMetacognitiveAwarnessOfMedicalStudentsIGonullu*1,MArtar*2(1AnkaraUniversitySchoolofMedicine,DepartmentofMedicalEducationandInformatics,Ankara,Turkey;2AnkaraUniversityFacultyofEducationalSciencesDepartmentofEducationalPsychology,Ankara,Turkey)
0945-1000 5H7 AsurveyonstudyhabitsofmedicalstudentsinShirazMedicalSchoolMitraAmini*,FarhadLotfi,ZahraKarimian,SaimaTajamul(EducationDevelopmentCenter,ShirazUniversityofMedicalScences,Shiraz,Iran)
no discussion
0815-1000 5I RESEARCH PAPERS: Clinical Teaching and LearningChairperson:RichardHays(Australia)Location:Stolz2
0815-0835 5I1 Workplacelearningfromasocio-culturalperspective:CreatingdevelopmentalspaceduringthegeneralpracticeclerkshipJvanderZwet*,PJZwietering,PWTeunissen,CPMvanderVleuten,AJJAScherpbier(MaastrichtUniversity,FacultyofMedicine,HealthandLifeSciences,DepartmentofEducationalDevelopmentandResearch,Maastricht,TheNetherlands)
0835-0855 5I2 Theinfluenceofthreedifferentconsultationskillstrainingmethodsonstudents’self-efficacybeliefsLAper*,JReniers,MvandeRidder,SKoole,MValcke,ADerese(CentreforEducationalDevelopment,FacultyofMedicineandHealthsciences,GhentUniversity,Belgium)
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20855-0915 5I3 EvaluatingthemultifactorialaspectsofaclinicallearningenvironmentADeketelaere*1,SKuppens2,ECeulemans2,LDeJonghe1,PDeLeyn1(1UniversityofLeuven,MedicalSchool,MedicalEducationUnit,Leuven,Belgium;2UniversityofLeuven,FacultyofPsychologyandEducationalSciences,Leuven,Belgium)
0915-0935 5I4 Socialcomparisoninclinicalrotations:Influenceonstudents’estimationoftheirclinicalperformanceJanetRaat*,JanKuks,JankeCohen-Schotanus(UniversityMedicalCenterGroningen,InstituteforMedicalEducation,Groningen,TheNetherlands)
0935-0955 5I5 Howclinicalteachersaremade:PedagogicalknowledgedevelopmentinhospitalbasedteachersPCantillon*1,DDolmans2,WDeGrave2,CVanderVleuten2(1DepartmentofGeneralPractice,NUIGalway,Galway,Ireland;2SchoolofHealthProfessionalsEducation,MaastrichtUniversity, TheNetherlands)
0955-1000 discussion
0815-1000 5J SHORT COMMUNICATIONS: Evaluating SimulationChairperson:CathySmith(Canada)OpeningDiscussant:ThomasBeckman(USA)Location:Schubert1
0815-0830 5J1 TransferofproceduralskillslearnedinsimulationlaboratoriestorealclinicalpracticeTobiasTodsen*,MikaelJHenriksen,CharlesBKromann,JesperEldrup,CharlotteRingsted(CentreforClinicalEducation,Rigshospitalet,CopenhagenUniversityHospital,CapitalRegionofDenmark)
0830-0845 5J2 Trainingonanew,low-fidelity,virtual-realitybronchoscopysimulatortransferstocomplexskillsCLKrogh*,LKonge,JBjurstőm,CRingsted(UniversityofCopenhagenandCapitalRegionofDenmark,CentreforClinicalEducation,Rigshospitalet,Copenhagen,Denmark)
0845-0900 5J3 TheLabmobile®:AmajoropportunitytosupportrealisticinterdisciplinarysimulationteamtrainingandresolvelatentsystemerrorsatthepointofcareDCardot1*,AEghiaian*1,JSicot1,DHariti1,GCardot1,TPerniceni2,ADionnet2,GVallancien2 (1GroupeInfiniteMedicalEducation(GIME),Paris,France;2EcoleEuropéennedeChirurgie(EEC),Paris,France)
0900-0915 5J4 Theimpactofaone-dayintensivesimulation-basededucationalprogramonbedsideproceduralskillsDWayne*,JBarsuk,ECohen,WMcGaghie(NorthwesternUniversityFeinbergSchoolofMedicine,DepartmentsofMedicineandMedicalEducation,Chicago,IL,USA)
0915-0930 5J5 MakingthemostofStan:medicalstudents’viewsontwostylesofsimulationteachingAParekh*1,KSharma1,TThorpe2(1NorthBristolAcademy,PostgraduateMedicalEducationCentre,FrenchayHospital,Bristol,UK;2UniversityofBristol,CentreforMedicalEducation,Bristol,UK)
0930-0945 5J6 Analternativeapproachtomotortasksassessment:canweusesurfaceelectromyographytotraincomplexskills?MNowakowski*1,DTorchia2,MRomaniszyn3,MMatłok4,ABottin2(1DepartmentofMedicalEducation,JagiellonianUniversitySchoolofMedicine,Krakow,Poland;2OTBioelettronica,Torino,Italy;3DepartmentofSurgery,JagiellonianUniversitySchoolofMedicine,Krakow,Poland;4 DepartmentofSurgery,Krackow,Poland)
0945-1000 discussion
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0815-1000 5K SHoRT CoMMUNICATIoNS: Feedback to Students in the Clinical SettingChairperson:RichardFuller(UK)Location:Schubert2
0815-0830 5K1 Gettingfeedbackbasedondirectobservationofclinicalencountersindailypractice:aqualitativestudyEAMPelgrim*1,AWMKramer*1,HGAMokkink1,CPMvanderVleuten2(1DepartmentofPrimaryCareandCommunityCare,RadboudUniversityNijmegenMedicalCentre,TheNetherlands;2DepartmentofEducationalDevelopmentandResearch,FacultyofHealth,Medicine,andLifeSciences,MaastrichtUniversity,theNetherlands)
0830-0845 5K2 Theimpactoffieldnotesonconfidenceandcompetenceinfacultyandresidents:asurveyTLaughlin1,ABrennan2,CBrailovsky*3(1DepartmentofFamilyMedicine,DalhousieUniversity,Halifax,NS,Canada;2DepartmentofFamilyMedicine,DalhousieUniversity,Halifax,NS,Canada;3CollegeofFamiyPhysicians,Toronto,ON,Canada)
0845-0900 5K3 TheImpactofPersonalFeedbackwhenTrainingonVirtualRealitySimulatorsJOestergaard*,FBjerrumJLSorensen,CRLarsen,TGrantcharov,CRingsted,BOttesen (TheJulianeMarieCentre,CentreofWomen,ChildrenandReproduction,Rigshospitalet,UniversityHospitalofCopenhagen,Denmark)
0900-0915 5K4 TheeffectivenessofwrittennarrativefeedbackandreflectionHGAMokkink*1,EAMPelgrim1,AWMKramer1,CPMvanderVleuten2(1DepartmentofPrimaryCareandCommunityCare,RadboudUniversityNijmegenMedicalCentre;2DepartmentofEducationalDevelopmentandResearch,FacultyofHealth,Medicine,andLifeSciences,MaastrichtUniversity,theNetherlands)
0915-0930 5K5 Increasinginsightinfeedbackandstudents’feedbackseekingattheclinicalworkplaceGJBok*1,ADCJaarsma1,PWTeunissen2,PvanBeukelen1,CPMvanderVleuten2 (1FacultyofVeterinaryMedicine,UtrechtUniversity,TheNetherlands;2DepartmentofEducationalDevelopmentandResearch,MaastrichtUniversity,TheNetherlands)
0930-0945 5K6 Credibilityjudgment:akeystepintheinterpretationofinformationaboutclinicalperformanceCWatling*1,LLingard1,EDriessen2,CvanderVleuten2(1SchulichSchoolofMedicineandDentistry,TheUniversityofWesternOntario,London,Canada;2SchoolofHealthProfessionsEducation,MaastrichtUniversity,Maastricht,Netherlands)
0945-1000 5K7 FeedforwardtechniqueinOB/GYNresidents:afactorfallacyShehlaSami*1,AAmina2(1DepartmentofObstetrics&Gynaecology,Sandeman(Provincial)Hospital,Quetta,Pakistan;2ProgrammeDirector-HealthProfessionsEducation,CollegeofPhysicians&SurgeonsPakistan,Karachi,Pakistan)
no discussion
0815-1000 5L SHoRT CoMMUNICATIoNS: Continuing Professional Development / Continuing Medical Education 2Chairperson:AlejandroAparicio(USA)OpeningDiscussant:HervéMaisonneuve(France)Location:Schubert3
0815-0830 5L1 AddressingaDisconnectBetweenContinuingEducationTheoryandPhysicianPreferenceElizabethWooster*1,ElisaGreco2,AndrewDueck2,MichaelClemente3,LeeManchul4, DouglasWooster2(1OISE/UniversityofToronto,TheoryandPolicyStudies,HigherEducation,Toronto,ON,Canada;2UniversityofToronto,DepartmentofSurgery,Toronto,Canada;3UniversityofWaterloo,Waterloo,Canada,4UniversityofToronto,FacultyofMedicine,Canada)
0830-0845 5L2 EmbeddinginterdisciplinaryeducationintheCMEcultureofmedicalspecialists:asustainablemodelRLaprise*1,RLThivierge*1,GHudon1,PAssalian2,BBissonnette2,RCDuval3,DFrancoeur1, JParent1,LGuindon1,NPelletier1(1FédérationdesmédecinsspécialistesduQuébec,Montreal,Quebec,Canada;2AssociationdesmédecinspsychiatresduQuébec,Montreal,Quebec,Canada;3AssociationdespédiatresduQuébecMontreal,Quebec,Canada)
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20845-0900 5L3 Evolutionofapracticereflectiontoolforpractice-basedsmallgrouplearningHArmson*1,2,SRoder1,SKinzie1,3,EShaw1,3,JWakefield1,3,TElmslie1,4(1TheFoundationforMedicalPracticeEducation;1Dept.ofFamilyMedicine,UniversityofCalgary;3Dept.ofFamilyMedicine,McMasterUniversity;4Dept.ofFamilyMedicine,UniversityofOttawa,Canada)
0900-0915 5L4 TheUseofMini-PracticeAuditModeltoGuidePerformanceImprovementContinuingEducation(PI-CME)andCollaborationinVascularUltrasoundDouglasWooster*1,ElizabethWooster2,AndrewDueck1(1UniversityofToronto,DepartmentofSurgery,Toronto,ON,Canada;2OISE/UniversityofToronto,TheoryandPolicyStudies-HigherEducation,Toronto,Canada)
0915-0930 5L5 TheplanningandimpactofspecialistcontinuingeducationinRwanda−SpecialistswithoutBordersDonaldBramwell*,JeganathKrishnan(OrthopaedicSurgery,FlindersMedicalCentre,AdelaideSA,Australia)
0930-0945 5L6 Recruiting37Japanesewomendoctorswhoquittedmedicalpracticeafterpregnancy,child-rearing,andparents-caretoclinicsbyTokyoMedicalandDentalUniversityRemedialProgrammeTSuzuki*1,MBeppu1,SMizutani1,TMorio1,MHayashi2,TKubota1,TAso1,TKato3,YOtomo1, TShouko1,STakano4,YYokoyama4,YHara4,TIchijo5,MYamaoka5,NNara*5(1TokyoMedicalandDentalUniversity,CentreforEducationResearchinMedicineandDentistry,Yushima,Bunkyo-ku,Tokyo,Japan;2TokyoMetropolitanInstituteforNeuroscience,Tokyo;3NationalCancerCentreTokyo;4OmeMunicipleGeneralHospital,Tokyo;5KudanzakaHospital,Tokyo,Japan)
0945-1000 discussion
0815-1000 5M SHoRT CoMMUNICATIoNS: Implementing a Staff/Faculty Development ProgrammeChairperson:ChristianGruber(Austria)OpeningDiscussant:SueKilminster(UK)Location:Schubert4
0815-0830 5M1 Towardsunderstandingthepractices,scopeandmeaningoffacultydevelopmentinternationallyISilver*1,YSteinert2,EEgan,LBaker(1UniversityofToronto,OfficeofContinuingEducationandProfessionalDevelopment,LiKaShingInternationalEducationCentre,FacultyofMedicine,Toronto,Canada;2McGillUniversity,CentreforMedicalEducationandtheFacultyDevelopment,Montreal,Canada)
0830-0845 5M2 AplanforthedevelopmentandevaluationofamodeloffacultydevelopmentMCMatte(DalhousieUniversity,FacultyofMedicine,DivisionofMedicalEducation,Halifax, NovaScotia,Canada)
0845-0900 5M3 MasterTeacherProgram,ageneralistteachinginnovationHBaxter(UniversityofCalgary,MasterTeacherProgram,FacultyofMedicine,Calgary,Canada)
0900-0915 5M4 PersonalandprofessionalimpactofamedicaleducationfellowshipprogramonIndianfacultyAnshu1,SFriedman2,DMcKinley2,WPBurdick2(1MahatmaGandhiInstituteofMedicalSciences,Sevagram,Wardha,India;2FoundationforAdvancementofInternationalMedicalEducationandResearch(FAIMER),Philadelphia,USA)
0915-0930 5M5 Aninnovativefacultydevelopmentprogramusingamulti-prongedsystemsapproachPrathibhaVarkey(MayoClinic,DepartmentofMedicine,Rochester,MN,USA)
0930-1000 discussion
0815-1000 5N WoRKSHoP: Cross-cultural adaptation of virtual patients (VPs): a cross-Atlantic frameworkFacilitators:NBerman*1,MFischer*2(1DartmouthMedicalSchool,InstituteforInnovativeTechnologyInMedicalEducation,Lebanon,NH,USA;2PrivateUniversitatWitten/Herdecke,DepartmentofCurriculumandEducationalResearchinHealthCare,Witten,Germany)Location:Schubert5
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0815-1000 5O WORKSHOP: Resolving Collegial Conflict: Who Do I Think You Are?Facilitators:KKnickle*,NMcNaughton*(StandardizedPatientProgram,UniversityofToronto,Canada)Location:Schubert6
0815-1000 5P WoRKSHoP: Professionalism, Professional Identity, and Socialization: From Theory to Action in Teaching ProfessionalismFacilitators:RichardCruess*,SylviaCruess*,LindaSnell*,YvonneSteinert*(McGillUniversity,Montreal,Canada)Location:BusinessSuite2
0815-1000 5R WoRKSHoP: Develop a ToSCE! A hands on guide to developing your own Team observed Structured Clinical Encounter ( ToSCE) for your educational needsFacilitators:DMarshall*,PSolomon,PHall,ABoyle,LCasimira,LWeaver,ATaniguchi(ProgramforFacultyDevelopment,FacultyofHealthSciences,McMasterUniversity,HamiltonOntario,Canada)Location:BusinessSuite4
0815-1000 5S WoRKSHoP: Integrating research skills and competences in the medical curriculum. A workshop on finding the right balanceFacilitators:ChrisvanSchravendijk*1,JosanneVassallo*2,HerbertPlass*3,RichardMarz*3 (1BrusselsFreeUniversity,Brussels,Belgium;2UniversityofMaltaMedicalSchool,Guardamangia,Malta;3MedicalUniversityofVienna,Vienna,Austria)Location:HallB,GalerieRoom3+4
0815-1000 5T WoRKSHoP: Rethinking portfolios as a process: strategies for creating a successful portfolio cultureFacilitators:CKoppel*1,JCurrie1,AVallance2(1ChelseaandWestminsterHospital,ImperialCollegeSchoolofMedicine,London,UK;2ImperialCollegeSchoolofMedicine,London,UK)Location:HallB,GalerieRoom5+6
0815-1000 5U WoRKSHoP: Using Team Based Learning (TBL) in Health Science EducationFacilitators:RLevine*1,LMichaelsen*2,SCook*3(1TheUniversityofTexasMedicalBranch,Galveston,Texas,USA;2CentralMissouriStateUniversity,USA;3Duke-NUS,GraduateMedicalSchool,Singapore)Location:HallB,GalerieRoom9+10
0815-1000 5V WoRKSHoP: Teaching2Teach (T2T) – Designing and implementing a student-led teaching skills courseFacilitators:LKoizia*,ANihat*(ImperialCollegeSchoolofMedicine,London,UK)Location:HallB,GalerieRoom11+12
0815-1000 5W WoRKSHoP: Medical School Admissions: Navigating Excellence, Prestige and Access in a “Spiky” WorldFacilitators:SRazack*1,MHanson*2(1CentreforMedicalEducationandOfficeofAdmissions,Equity,andDiversity,FacultyofMedicine,McGillUniversity,Montreal,Canada;2OfficeofAdmissions,UniversityofToronto,Canada)Location:HallB,GalerieRoom15+16
0815-1000 5X PoSTERS: Postgraduate Education 2Chairperson:SandraBanner(Canada)Location:HallA
5X1 TheEducationalValueoftheElectronicDischargeNotification−Foundationtrainees’evaluationfromQEQMHospital,EastKentTrust,UnitedKingdomKClark*,SMukherjee(EastKentHospitalsUniversityNHSFoundationTrust,QueenElizabeththeQueenMotherHospital,Margate,Kent,UK)
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2 5X2 TheInductionPassport−E-InductionfordoctorsintraininginMerseyDeaneryCGleave*1,IRyland1,2,JSteele3,DHart1,AThomson1,DRGraham1(1MerseyDeanery,Liverpool,UK,2EPRC,FacultyofHealth,EdgeHillUniversity,Ormskirk,Lancashire,UK,3DepartmentofMedicalEducation,AintreeHospitalsNHSFoundationTrust,Liverpool,UK)
5X3 TheeffectoftheprofessionalskillsofpharmacygraduatesofShirazUniversityofMedicalScience(SUMS)ontheirdailypracticeMaryamPanjehShahi*,PouyaFarhadi,FarnazSadatJavanmardi,MohammadEsmaeilGhorbaniNejad,MitraAmini(ShirazUniversityofMedicalSciences,EducationDevelopmentCenter,Shiraz,Iran)
5X4 “Therealityisthatyoupanic”:Understandingnewlyqualifieddoctors’acutecarebehaviourVRTallentire,SESmith,JSkinner,HSCameron*(UniversityofEdinburgh,CentreforMedicalEducation,Edinburgh,UK)
5X5 Academicfoundationdoctorsandteaching:engagingindesignandimplementationDSFurmedge*,EBNaylor,RTilley(King’sCollegeLondon,SchoolofMedicine,London,UK)
5X6 AsurveytoexplorehowFoundationdoctorsviewreflectivePracticeWMorris*,AAbdulla(PrincessRoyalUniversityHospital,SouthLondonHealthcareNHStrust, Kent,UK)
5X7 TheSouthThamesFoundationSchool(STFS)swapshopprocess(1)−addressinglackofflexibilityintheFoundationProgrammeMParry*,CBridge,JWelch,MTerry,DBlack(SouthThamesFoundationSchool,Brighton,UK)
5X8 EvaluationoftheFoundationProgramme:isitflexible,producegoodgenericdoctors,providecareerdirectionandisittherightlength?PThomas*,NArulraj,DSuda(QueensMedicalCentre,NottinghamHospitalTrust,UK)
5X9 BeattheRota−GettingF1stoTeachingZBaha,NBrown,SPrice,MSmith*(Mid-CheshireHospitalsTrust,SouthCheshirePostgraduateMedicalCentre,Crewe,UK)
5X10 EvolutionthroughActiveImprovement:Improvementprojects–auniqueopportunityformedicalinternstoimprovetheirmedicaleducationJLiljencrantz*,BGatenholm*,HKEinald,AJosefsson,SLindgren,FNilsson,DSOlsson,NSargisian,MStrese,UStrandman,PAndréll,CFinizia(SahlgrenskaUniversityHospital,Molndal,SwedenSahlgrenskaUniversityHospital,Gothenburg,Sweden)
5X11 Evaluationoftheimpactofimplementingcomputer-assistedteachingsystemforpostgraduateyear-1residencytrainingonclinicalefficiencyintheemergencydepartmentChing-HsingLee*1,Jen-TseKuan1,Yu-CheChang1,2,Chien-KuangChen1,Kuan-FuChen1,Jih-ChangChen1,Shih-TsengLee1(1ChangGungMemorialHospital,ChangGungUniversityCollegeofMedicine,DepartmentofEmergencyMedicine,Taoyuan,Taiwan;2ChangGungMemorialHospital,ChangGungUniversityCollegeofMedicine,DepartmentofMedicalEducation,Taoyuan,Taiwan)
5X12 ComparisonofclinicalconfidencebetweentraditionalandacademictraineesinthefirstyearofpostgraduatemedicaltraininginasingleUKcentreFAHCooles*1,2,JPowell1,ARGennery1,3(1NewcastleuponTyneHospitalsNHSFoundationTrust,NewcastleuponTyne,UK;2MusculoskeletalResearchGroup,NewcastleUniversity,NewcastleuponTyne,UK;3NewcastleUniversity,NewcastleuponTyne,UK)
5X13 PeerMentoringforJuniorDoctorsHGrusauskas*,RGhosh(AustinHealth,Heidelberg,Vic,Australia)
5X14 DoresidentprogramdirectorratingspredictperformanceontheMCCQEPartII?WWoloschuk*,KMcLaughlin,BWright(UndergraduateMedicalEducation,FacultyofMedicine,UniversityofCalgary,Canada)
5X15 UseofamultidisciplinaryteamtodevelopacontemporaryinductioncoursefornewjuniordoctorsAPChoules*,SHarding,SOverton(BurtonHospitalsNHSTrust,Burton-upon-Trent,UK)
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5X16 Peer-To-PeerCasePresentationsasaToolforReflectivePracticeMGoldring*,DHassanally,KSran(MedwayMaritimeHospital,DirectorateofSurgery,Medway,Kent,UK)
5X17 FoundationYear1Teaching–AnEvaluationofBlendingClassroomandE-LearningFRoked*,EStachow*,MClapham(UniversityHospitalBirmingham,MedicalEducation,Birmingham,UK)
5X18 Interventionthrough3hmeetingsgeneratesbetterevaluationoftrainingatAalborgHospital,AarhusUniversityHospitalSBNoehr*1,2,LHoelgaard1,CNPetersen1,SNMadsen1(1AalborgHospitalScienceandInnovationCenter(AHSIC),Aalborg,DK;2AarhusUniversity,CenterforMedicalEducation,Aarhus,Denmark)
5X19 OnlineeducationthroughtactivelearningandconceptualmapsduringclerkshipsOEzequiel*1,STibiriçá1,CFreitas1,JGOliveira1,SGrosseman2,PMCarvalho-Junior3(1FederalUniversityofJuizdeFora,FacultyofMedicine,JuizdeFora,MG,Brazil;2FederalUniversityofSantaCatarina,FacultyofMedicine,Florianуpolis,SC,Brazil;3MariliaMedicalSchool,HealthInformaticsDiscipline,Marilia,SP,Brazil)
5X20 ‘Whitespace’or‘Greymatter’?GenderissueswithintheFoundationProgrammerecruitmentprocessIRyland1,2,DBowen-Jones*1(1MerseyDeanery,Liverpool,UK;2EdgeHillUniversity,Ormskirk,Lancashire,UK)
5X21 Assessingjuniormedics’abilitytoprioritisecareandmanagementNRobinson1,3,JQuin*2,3,ACrown3(1Brighton&SussexMedicalSchool,DiabetesCentre, RSCH,Brighton,EastSussex,UK;2Kent,Surrey&SussexDeanery;3Brighton&SussexUniversityHospitalTrust)
5X22 Behindcloseddoors:SupervisioninpsychiatrictraininginAotearoa/NewZealandJMacDonald(DeptofPsychologicalMedicine,UniversityofOtago,Wellington,NewZealand)
0815-1000 5Y PoSTERS: Teaching and LearningChairperson:NigelBax(UK)Location:HallA
5Y1 Aqualitativeanalysisofhowstudentslearnfrom“Powerpoint”-typelecture-slidehandoutsWMProdinger*,EWickenhauser(InnsbruckMedicalUniversity,Div.HygieneandMed.Microbiology,Innsbruck,Austria)
5Y2 AnapplicationofConstructivismlearningtheorytolargegroupteachinginOccupationalTherapyeducationMarieEasonKlatt*,JerryMManiate,HelenMBatty(OutpatientRehabilitationServices, StJoseph’sHealthCentre,Toronto,ON,Canada)
5Y3 PromotingactivelearninginbasicsciencesteachingusingAudienceResponseTechnologyIMKarunathilake*,AdeAbrew(UniversityofColombo,FacultyofMedicine,MedicalEducationDevelopmentAndResearchCentre(MEDARC),Colombo,SriLanka)
5Y4 Whatimprovestheeffectivenessofsmallgrouplearninginundergraduatemedicaleducation?BirgitHFruhstorfer*,DavidDavies(WarwickMedicalSchool,UniversityofWarwick,Coventry,UK)
5Y5 Constructionofeducationalmaterialasastrategyinteaching-learningprocessDGiannini*,CRodrigues,DAfonso,DPimenta,DSobrino,LSilveira,LRodrigues,MAraujo, MCarvalho,PFontana(StateUniversityofRiodeJaneiro/PedroErnestoUniversitaryHospital, RiodeJaneiro,Brazil)
5Y6 HowtoImproveSeminarstomakethemInterestingandEfficientforStudentsNPivec*,TTodorovic(FacultyofMedicine,UniversityofMaribor,Slovenia)
5Y7 LowcognitiveassessmentpromotesstudentsnottothinkandtolearnbymemorywithoutreasoningandsolvingproblemsMEPoncedeLeón*,AOrtiz,MVarela,JReynaga,WReyes(UniversidadNacionalAutónomadeMéxico,FacultaddeMedicina,México)
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2 5Y8 Topayornottopay:aninvestigationintoapparentpreferencesoffinalyearmedicalundergraduatesforcommercialcoursesNSalooja*,JYadav,MPartridge(DeptHaematology,CatherineLewisCentre,HammersmithHospital,ImperialCollege,FacultyofMedicine,London,UK)
5Y9 PhotographyinpersonaltutoringofmedicalstudentsMToivonen*,TKoffert,LKoulu,PKääpä(UniversityofTurku,MedicalEducationResearchandDevelopmentCentre,FacultyofMedicine,Turku,Finland)
5Y10 Canaboardgameimproveastudent’slearninginthesubspecialtyofneonatology?−ArandomizedtrialNSwiderska,EThomason,NShaw*(NeonatalIntensiveCareUnit,LiverpoolWomensHospital,Liverpool,UK)
5Y11 GameShowasaStudentActivityinPaediatricLecture:AcuteRespiratoryTractInfectionsinChildrenWoranartRatanakorn(ChonburiMedicalEducationCenter,PediatricDepartment,ChonburiHospital,Bansuan,Chonburi,Thailand)
5Y12 ImplementationoflargescalementoringforundergraduatemedicalstudentsinViennaAngelikaHofhansl*1,GuentherFKoermoeczi2,AnitaRieder2(MedicalUniversityofVienna,Austria,1DepartmentofMedicalEducation;2DepartmentofBloodGroupSerologyandTransfusionMedicine)
5Y13 ReflectionsRegardingtheImplementationoftheEducationalSeriesEntitledTheMedicalDimensionofNon-medicalMoviesCristianStefan(GeorgiaHealthSciencesUniversity,MedicalCollegeofGeorgia,DepartmentofCellularBiologyandAnatomy,Augusta,GA,USA)
5Y14 DoItYourself:AssessingLearningProcessesinSelf-DirectedLearningSophieNiedermaier*1,ChristianLottspeich1,StephanieKeil1,MatthiasSiebeck2,RalfSchmidmaier1,MartinReincke1(1MedicalEducationUnit,MedizinischeKlinik-Innenstadt,KlinikumderUniversitätMűnchen,Munich,Germany;2ChirurgischeKlinikundPoliklinik–Innenstadt,KlinikumderUniversitätMűnchen,Germany)
5Y15 TheroleofGameinformativeassessmentfromShirazmedicalstudents’viewpointFarnazSadatJavanmardi*,MohammadEsmaeilGhorbaniNejad,AliSharafkhah,MitraAmini,MaryamPanjehShahin(ShirazUniversityofMedicalScience,EducationDevelopmentCenter,Shiraz,Iran)
5Y16 Teachers’viewpointoneducationaltechnology:anevaluationstudyFSlond*,APRozendal*,ECWTorfs(UniversityMedicalCentreUtrecht,CenterforResearchandDevelopmentofEducation,Utrecht,Netherlands)
5Y17 TheVITALProject−VirtualInteractiveTeachingandLearningJenniferMacauley*,MonicaParry,ShirleyMusclow(UniversityofToronto,FacultyofNursing,Toronto,Canada,)
5Y18 TheUseofAnalogiesasaTeachingStrategythatPromotestheConveyanceofKnowledgeJLJiménez*1,IFerrandiz2,JLGonzález2(1SurgeryDepartment,SchoolofMedicine,UNAM,Mexico;2DepartmentofPedagogy,SchoolofEducationandHumanSciences,UCLM,Cuenca,Spain)
5Y19 PotentialforknowledgebuildinginlargesizePharmacyclassroomsDebraSibbald(FacultyofPharmacy,UniversityofToronto,Ontario,Canada)
0815-1000 5Z PoSTERS: eLearningChairperson:GohPohSun(Singapore)Location:HallA
5Z1 Anovelinternet-basedblendedlearningprogrammeprovidingcorecompetencyinclinicalresearchYTsugihashi*1,NKakudate1,YYokoyama1,YYamamoto1,HMishina1,NFukumori1,FNakamura1, MTakegami1,SOhno2,TWakita3,KWatanabe4,TYamaguchi5,SFukuhara1(1KyotoUniversityGraduateSchoolofMedicine,DepartmentofEpidemiologyandHealthcareResearch,YoshidaKonoe-cho,Sakyo-ku,Kyoto,Japan;2KyotoUniversity;3KansaiUniversity;4ShowaPharmaceuticalUniversity;5TohokuUniversity)
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5Z2 MEFANETproject:multidimensionalqualityassessmentMKomenda1,DSchwarz1,ISnabl1,SStipek*2,VMihal3,LDusek1(1MasarykUniversity,InstituteofBiostatisticsandAnalyses,Brno,CzechRepublic;2CharlesUniversity,FirstFacultyofMedicine,Prague,CzechRepublic;3PalackyUniversity,FacultyofMedicineandDentistry,Olomouc,CzechRepublic)
5Z3 SkillstraininganditsimpactonthestatusofmedicalstudentsBMiladpoor*1,RGhodcy2,ABordbar3,MHMeshkibaf,PIzadpanah(FasaUniversityofMedicalSciences,1CenterofBiochemistry;2CenterofPhysiology;3FasaUniversityofMedicalSciences, Fasa,Fars,Iran)
5Z4 Trainingteamsoffamilyhealthstrategyinelderlycare:theexperienceoftheRiodeJaneirotelehealthprogramLBMotta*,PMCJunior,AMMonteiro(OpenUniversityofThirdage,UniversityoftheStateof RiodeJaneiro,Brazil;FAIMER-Brazil)
5Z5 Implementationofacomprehensive,integratedVirtualLearningEnvironmentfortheBachelorofVeterinaryMedicineandSurgery(BVMS)UndergraduateProgrammeUBarrett*,FJDowell*UniversityofGlasgow,SchoolofVeterinaryMedicine,Glasgow,UK)
5Z6 ComparingTwoMethodsofTeaching(VirtualversusTraditional)onLearningofDentalStudentsofShirazUniversityofMedicalSciencesFMoazami1,MAzar1,FJahedi2,EBahrampour*1(1ShirazUniversityofMedicalSciences, SchoolofDentistry,Shiraz,Iran;2ShirazUniversityofMedicalSciences,SchoolofParamedicalSciences,Shiraz,Iran)
5Z7 Estimatingtherecipient’sverbalskillforanadaptivee-learningenvironmentEToscano*,SBasili,MProietti,FConsorti(University“Sapienza”,FacultyofMedicineandPharmacy,Rome,Italy)
5Z8 Canintroductoryonlinemoduleseffectchangeinknowledge,skillsandpracticesofclinicalteachers?LMcAllister*,SDahl,JAtkin(UniversityofQueensland,OfficeofTeachingandLearning, MayneMedicalSchool,Australia)
5Z9 TeachingAnatomyfromtheInsideOutMarjorieJohnson*,SidBhattacharyya,MattJohnson(DivisionClinicalAnatomy,SchulichSchoolMedicineDentistry,UniversityofWesternOntario,London,ON,Canada)
5Z10 RoyalFlush:DigitalFlashCardsandOnlinewikiinblendedlearning–synergeticeffectsonacceptanceandlearningsuccessVolkerBrand*,SophieNiedermaier*,StephanieKeil,ChristianLottspeich,SteffenTiedt, ChristophKuhm,MathiasWoidy,MartinReincke(MedicalEducationUnit,MedizinischeKlinik–Innenstadt,KlinikumderUniversitätMűnchen,Germany)
5Z11 RECAL:asustainablestrategyfordevelopingmultilingualmedicallearningobjectsSCromar*,DDewhurst,MBegg(LearningTechnologySection,TheUniversityofEdinburgh, CollegeofMedicine&VeterinaryMedicine,Edinburgh,UK)
5Z12 Timemanagementofe-learningamongmedicalstudentsKalleRomanov(ResearchandDevelopmentUnitforMedicalEducation,UniversityofHelsinki,Finland)
5Z13 Stimulatinglearningandparticipationonaprofessionallevelinadvancedhealthcareusinginteractivecomputerized3DvisualizationsJPersson*,EDalholmHornyánszky,MWallergеrd,GJohansson(LundUniversity,DepartmentofDesignSciences,Lund,Sweden)
5Z14 FacultyExpertiseininstructionaltechnologyuseaffectsstudentlearningatamedicalschoolinDominicaJyotsnaPandey*,NathalieWatty(RossUniversitySchoolofMedicine,Roseau,Dominica, WestIndies)
5Z15 DevelopmentandimplementationofaBiomedicalInformaticscourseinundergraduatemedicalstudents:Thechallengesofalarge-scaleblended-learningprogramMSánchez-Mendiola*,AMartínez-Franco,ARosales-Vega,JVillamar-Chulin,FGatica-Lara, RGarcía-Durán,FZambrano-Martínez,AMartínez-González(UNAMFacultyofMedicine,SecretaryofMedicalEducationandDepartmentofBiomedicalInformatics,MexicoCity,Mexico)
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2 5Z16 TheuseofWikipediaasanaidtoclinicaldecision-makingDMatheson*1,CMatheson1,2,NCampain1,3,TPrice3,PCollins(1UniversityofNottingham,MedicalEducation,Unit,Nottingham,UK;2OpenUniversity,FacultyofEducation,MiltonKeynes,UK; 3EastMidlandsStrategicHealthAuthority,Nottingham,UK)
5Z17 EffectivenessofblendedcourseonhumangeneticsbasedonMoodleLMSIPetrusic*1,SRadin1,VBunjevacki1,MBajcetic*2(1DepartmentforHumanGenetics,SchoolofMedicine,BelgradeUniversity;2DepartmentforHistologyandEmbryology,SchoolofMedicine,BelgradeUniversity,Belgrade,Serbia)
5Z18 Ane-learningcourseinmedicalimmunology:Doesitimprovelearningoutcome?SondreBoye*,TorolfMoen,TorsteinVik(DepartmentofLaboratoryMedicine,Children’sandWomen’sHealth,FacultyofMedicine,NorwegianUniversityofScienceandTechnology, Trondheim,Norway)
5Z19 Lackofbasicscienceknowledge−bridgingthegapbetweenschoolanduniversitylearningMGross*,JPelz,HPeters(Charité-UniversitätsmedizinBerlin,Germany)
0815-1000 5AA PoSTERS: Clinical Teaching 2Chairperson:ChristineMcMenamin(Australia)Location:HallA
5AA1 Socio-culturalfactorsofacceptabilityofPeerPhysicalExamination(PPE)inagroupofItalianmedicalstudentsFConsorti*,GConsorti,RMancuso,FMilazzo,MNocioni,APiccolo,LPotasso(University“Sapienza”,FacultyofMedicineandDentistry,Rome,Italy)
5AA2 MedicalStudents’ExperienceintheGynaecologyTheatre−MorethanjustaSparePart?SAsif*1,CParkes1,RSwingler1,LAshelby1,EFowler2,SGlew1(1StMichael’sHospital,Bristol,UK;2CentreforMedicalEducation,UniversityofBristol,UK)
5AA3 EffectofprevioustrainingindifferentareasduringtheinternshiponmedicalstudentclinicalperformanceDAmorim-Paz,EFerriolli,GPerdona,LTroncon*(RibeiraoPretoFacultyofMedicine,UniversityofSaoPaulo,DepartmentofMedicine,RibeiraoPreto,StateofSaoPaulo,Brazil)
5AA4 Whatscreeningphysicalexaminationshouldmedicalstudentsperformduringtheinternalmedicineclerkship?CMHaring*,JWMVanderMeer,CTPostma(RadboudUniversityNijmegenMedicalCentre,DepartmentofInternalMedicine,Nijmegen,TheNetherlands)
5AA5 UsingPatientRecordstoTeachMedicalStudentsMarcusBloice*,Klaus-MartinSimonic,AndreasHolzinger(InstituteforMedicalInformatics,MedicalUniversityofGraz,Austria)
5AA6 Logbook:EffectivenessofEPITOMEframeworkintheLearningProcessSShazia*,YNaveed,MRaheela,SSameen,JFirdous,ARashida,WZRukhsana(AgaKhanUniversity,DepartmentforEducationalDevelopment,Karachi,Pakistan)
5AA7 Whatisthelivedexperienceofpreceptorsinlongitudinalintegratedclerkships?JKonkin*,CSuddards*(DivisionofCommunityEngagement,FacultyofMedicine&Dentistry,UniversityofAlberta,EdmontonAB,Canada)
5AA8 Students’PerceptionsofTheirAchievementofGoodMedicalPracticeProgramOOdabasi*,STuran,BBasusta,AOnan,MElcin(HacettepeUniversityFacultyofMedicine,DepartmentofMedicalEducationandInformatics,Ankara,Turkey)
5AA9 AstudytoexaminethecontributiontolearningofexperienceinapaediatricshortstayunitintegratedintomedicalstudentrotationsinChildren’sHealthNRoberts*1,PArcher2,JMartin1(1MonashUniversity,EasternHealthClinicalSchool,Melbourne,Australia;2MaroondahHospital,EmergencyDepartment,Melbourne,Australia)
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5AA10 HealthPromotionforMedicalStudentsatSaraburiMedicalEducationCenterDuangjaiPornyounyongsurat,ChitpongseSujjapongse*(SaraburiMedicalEducationCenter,SaraburiHospital,PakPure,MueangSaraburi,Saraburi,Thailand)
5AA11 Developmentoffourth-yearmedicalstudents’characteristicsthroughchronichomecareillnessSukumarnkhidsa-nguan*,SorayaWongwila,MalineeBunyaratapan,ThanesChoonchuchan(DepartmentofSocialMedicine,ChonburiHospital,Thailand)
5AA12 Medicalstudents’attitudetowardsmentalillnessinFinlandTSvirskis*1,JKorkeila2(1UniversityofHelsinki,DepartmentofPsychiatry,Helsinki,Finland;2UniversityofTurku,DepartmentofPsychiatry,Turku,Finland)
5AA13 TheeffectsofclinicalpracticeandlectureonpediatricOSCEperformancebyinternsRHFu*1,2,LSOu1,2,PWHsu2,JLHuang1,2(1DepartmentofPediatrics;2DepartmentofMedicalEducation,ChangGungMemorialHospital,ChangGungUniversityCollegeofMedicine,Taoyuan,Taiwan)
5AA14 Students’feedbackofClinicalSkillslab:helpingtoimproveRTjeng*,LPatrao,EDias,MCastelo-Branco(UniversidadedaBeiraInterior,FaculdadedeCiкnciasdaSaúde,Covilhá,Portugal)
5AA15 SkillsCentreQualityManagementPlanITreadwell(UniversityofLimpopo,SkillsCentre,Medunsa,SouthAfrica)
5AA16 TheRetentionEffectofanew“StructuredClinicalSkillsTrainingModel”forMedicalStudentsinTaiwanChi-ChuanYeh*1,2,Chih-WeiYang1,3,StanleyShih-LiTsai1,4,MatthewHuei-Ming3,Shan-ChwenChang5,Hong-ShieeLai1,2(1DepartmentofMedicalEducation;2DepartmentofSurgery;3DepartmentofEmergencyMedicine;4DepartmentofFamilyMedicine;5DepartmentofInternalMedicine,NationalTaiwanUniversityHospitalandNationalTaiwanUniversityCollegeofMedicine,Taiwan)
5AA17 InteractiveMaterialsofOralMedicineforUndergraduateStudentsofDentalMedicineJVokurka*,AFassmann,LIzakovicovaHolla,PAugustin,HPoskerova,JVanek(DepartmentofPeriodontology,ClinicofDentistry,StAnne’sFacultyHospital,FacultyofMedicine,MasarykUniversity,Brno,CzechRepublic)
0815-1000 5BB PoSTERS: Community Based Education/Medical Education ResearchChairperson:SeanHilton(UK)Location:HallA
5BB1 Australianruralmedicaleducation:adecadeofinnovationanddevelopmentJWalker(MonashUniversity,SchoolofRuralHealth,Clayton,Victoria,Australia)
5BB2 TheRRHEALEducationplatform;“Atdistance”deliveryforremote,ruralandislandhealthcareteamsFFraser1,PNicoll1,KWalker*2(1RRHEAL,CentreforHealthScience,Inverness,UK; 2NorthDeanery,NHSEducationforScotland,CentreforHealthScience,Inverness,UK)
5BB3 StudentreflectionsontheirCommunity-basedEducation(CBE)blockinFamilyMedicineattheendoftheirfourthyearundergraduatemedicaltrainingPPCNel*1,CBoltman2(1DirectorMedicalprogramme,SchoolofMedicine(G48),UniversityoftheFreeState,Bloemfontein,SouthAfrica;2DepartmentofFamilyMedicine,SchoolofMedicine,UniversityoftheFreeState,SouthAfrica)
5BB4 Reflectionofmedicalstudentsto1-yearcontinuoushomevisitinYear4FamilyMedicinecurriculumofRamathibodiHospitalWKetprayoon*,SHorsakulchai(DepartmentofFamilyMedicine,FacultyofMedicineRamathibodiHospital,MahidolUniversity,Ratchathevi,Bangkok,Thailand)
5BB5 AManagerialFrameworkforthemanagementofCommunity-BasedEducation(CBE)directedatsocialresponsivenessandaccountabilityinaSchoolofMedicineMMNel*1,PPCNel2,GJVanZyl(UniversityoftheFreeState1HealthSciencesEducation, FacultyofHealthSciences;2SchoolofMedicinek,Bloemfontein,SouthAfrica)
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2 5BB6 Engagingwiththecommunity:theroleofnon-clinicalplacementsinmedicaleducationLBrooks*,SCMcBain(SchoolofMedicine,KeeleUniversity,Staffordshire,UK)
5BB7 IntegratingHospital-basedandCommunity-basedEducationinGeriatricMedicineModuleamong4thYearMedicalStudentsinFacultyofMedicine,UniversityofIndonesia(FMUI)PWLaksmi(UniversityofIndonesia,FacultyofMedicine,DepartmentofInternalMedicine, DivisionofGeriatricMedicine,Jakarta,Indonesia)
5BB8 EvaluationofaCommunityDentistryPracticeCourseforSixthYearDentalStudents,ChiangMaiUniversity,ThailandPChatiketu*,WWiwatkhunupakan,SChaiprasitti,STuongratanaphan,PSrisilapanan, AChuengpattanawadee,TWiwatkhunupakan,ANirunsittirat(DepartmentofFamilyandCommunityDentistry,FacultyofDentistry,ChiangMaiUniversity,ChiangMai,Thailand)
5BB9 Humanizingmedicine:InterviewsconductedbyfirstyearmedicalstudentsinthecommunityMBarbosa*,MPatrício,APais-de-Lacerda,ABarbosa(InstituteofIntroductionofMedicine, FacultyofMedicineUniversityofLisbon,Portugal)
5BB10 ThecurrentstatusofmedicaleducationliteratureinChinese-languagejournalsHXie*1,2,YlChen1,JChen1,2,BChen1,XlWan1,YLin1,HxZheng1(1WestChinaSchoolofMedicineandWestChinaHospitalofSichuanUniversity;2WestChinaHospitalofSichuanUniversity)
5BB11 Creatingacentreformedicaleducationresearch:lessonslearnedfromanenvironmentalscanofinternationalcentresJLanphear(NorthernOntarioSchoolofMedicine,ThunderBay,Ontario,Canada)
5BB12 Dodifferentevaluationmodesproducedifferentresults?VFischer(MedizinischeHochschuleHannover,Germany)
5BB13 Randomisedcontrolledtrialsinmedicaleducation:apilotandfeasibilitystudytodevelopmethodologicalunderstandingSBuckley*1,JColeman1,IDavison2,DMorley1,CTorgerson2(1CollegeofMedicalandDentalSciences,UniversityofBirmingham,Edgbaston,Birmingham,UK;2CentreforResearchinMedical&DentalEducation,UniversityofBirmingham,UK)
5BB14 Focusgroups:avaluabletoolfortheconstructionofquantitativeresearchinstrumentsCPeres*,ASasso,PMarques(UniversityofSaoPaulo,MedicalSchoolofRibeiraoPreto,Brazil)
0815-1000 5DD SECRETS oF SUCCESS 4Location:HallA
5DD1 Successfuluseofe-learningtoteachhealthinformaticsSO’Hanlon*(UniversityofLimerick,GraduateEntryMedicalSchool,Limerick,Ireland)
5DD2 ImprovingfeedbacktostudentsusinganeAssignmentsystemTBryant*1,PGibbs2,MChivers2,GJones2,PSilvester2(1UniversityofSouthampton,FacultyofMedicine,Southampton,UK;2UniversityofSouthampton,iSolutions,Southampton,UK)
5DD3 SimulatedTeamScenario−aCOPDcase-basedvirtuallearningtoolforinterprofessionalcollaborativelearningHAWard*1,DChipperfield1,MSSheppard2,SECard1(1UniversityofSaskatchewan,DepartmentofInternalMedicine,RoyalUniversityHospital,Saskatoon,Canada;2SaskatoonHealthRegion,Canada)
5DD4 Case-ScenarioTutorials:EnhancingstudentinteractioninadidacticworldFarazAhmedBokhari*,SibghaZulfiqar,NooraHasan(ShaikhKhalifahBinZayedAl-NahyanMedical&DentalCollege,ShaikhZayedMedicalComplex,DepartmentofPhysiology,Lahore,Pakistan)
1000-1030 COFFEE Location:HallA
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SESSIoN 6: SIMULTANEoUS SESSIoNS
1030-1200 6A SYMPoSIUM: Viewed through a Prism: Professionalism from the Vantage Point of Patients, Families, Students and Health Professionals in PracticePanel:JaniceLHanson(UniformedServicesoftheHealthSciences,Bethesda,Maryland,USA)(Chair);FredericHafferty(MayoClinic,Rochester,Minnesota,USA);JillThistlethwaite(UniversityofQueensland,Australia);Representativesfromthe‘MeettheExpert’GroupfromAMEE2010Location:HallA
1030-1200 6B SYMPoSIUM: Developments in Medical Education in the European UnionPanel:MadalenaPatricio(UniversityofLisbon,Portugal)(Chair)RonaldHarden(AMEE);RepresentativesfromMEDINE2Workpackage5(CurriculumTrends) andWorkpackage6(BolognaProcess)Location:Strauss1
1030-1200 6C SHoRT CoMMUNICATIoNS: The Development of an eLearning ProgrammeChairperson:UnoFors(Sweden)OpeningDiscussant:SharonPeters(Canada)Location:Strauss2
1030-1045 6C1 CreationandUseofanOnlineMultispecialtyCaseRepositoryanditsMultipleUsesforSpecialistTrainingPSGoh*,GSundar,CTan,MENga,TPThamboo,SAmrith(DepartmentsofDiagnosticImaging,OphthalmologyandPathology,NationalUniversityHospital,NationalUniversityHealthcareSystem,Singapore)
1045-1100 6C2 ImplementingaDigitalProfessionalismFrameworkJTworek*1,REllaway*2(1UniversityofCalgary,UndergraduateMedicalEducation,Calgary,Canada;2NorthernOntarioSchoolofMedicine,EducationalInformatics,Sudbury,Canada)
1100-1115 6C3 TheCreationofaUniqueAnatomicallyAccurate3DModelofHeadandNeckAnatomyfromCadavericMaterialtoAidTrainingintheHealthcareProfessionsPRea*1,JBagg1,ABell1,WMcKerrow2,DAbbott3,PChapman3,PAnderson*3(1CollegeofMedical,VeterinaryandLifeSciences,UniversityofGlasgow,UK;2NHSHighland,Inverness,UK; 3DigitalDesignStudio,GlasgowSchoolofArt,Glasgow,UK)
1115-1130 6C4 Eye-trackingandretrospectivethink-aloud(RTA)forstudyingqualityoflearningmaterialandlearningprocessof1styearmedicalstudentsJTuulari*,EAnto,M-MMikkilä-Erdman,PKääpä(MedicalFacultyoftheUniversityofTurku,MedicalEducationResearchandDevelopmentCentre,Finland)
1130-1145 6C5 WikiSkripta−themostvisitedundergraduatemedicalwebintheCzechandSlovakRepublicsMVejražka*,SŠtuka,SŠtipek,AŠipek(CharlesUniversityinPrague,1stFacultyofMedicine,Prague,CzechRepublic)
1145-1200 discussion
1030-1200 6D SHoRT CoMMUNICATIoNS: Training for General PracticeChairperson:MladenkaVrcic-Keglevic(Croatia)OpeningDiscussant:HowardTandeter(Israel)Location:Strauss3
1030-1045 6D1 DoesafulldayGPtraineeDayReleaseCourseatST1&2addvalue?AmixedmethodsenquiryintheWessexDeaneryABoyd*,CWedderburn,SScallan,ZSheppard(CentreforGeneralPractice-BournemouthUniversity,Bournemouth,UK)
1045-1100 6D2 ComprehensiveassessmentofcompetenciesinGeneralPracticetrainingFTromp*,MVernooij-Dassen,BBottema,RGrol(RadboudUniversityNijmegenMedicalCentre,Nijmegen,theNetherlands)
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21100-1115 6D3 ChangingGP-trainees’approachtotheelderly:InterventioninpracticeYVanLeeuwen*,LLammerts,KPonse,ARamackers(MaastrichtUniversity,DepartmentofGeneralPractice,Maastricht,TheNetherlands)
1115-1130 6D4 BuildingacademiccapacityingeneralpracticethroughfacultydevelopmentCTulinius1,2,ABSNielsen*1,LJHansen1,CHermann1,LVlasova1,RDalsted1(1TheResearchUnitforGeneralPracticeandSectionofGeneralPractice,DepartmentofPublicHealth,UniversityofCopenhagen,Denmark;2StEdmund’sCollege,UniversityofCambridge,UK)
1130-1145 6D5 Areoldertraineeswiser?RelatingMRCGPcandidates’OSCEperformancetothetimesincetheirfirstmedicalqualificationMLDenney*,RWakeford(CRAMET,CollaborationforResearchinMedicalEducationandTraining,DepartmentofSocialandDevelopmentalPsychology,UniversityofCambridge,UK)
1145-1200 discussion
1030-1200 6E SHoRT CoMMUNICATIoNS: Standard SettingChairperson:GodfreyPell(UK)OpeningDiscussant:AlbertScherpbier(Netherlands)Location:Lehar3-4
1030-1045 6E1 Defensibility,credibilityandfeasibilityofthreestandardsettingproceduresforOSCE:Developingevidence-informedrecommendationsETor,JMacnish,CSteketee*,AWright(SchoolofMedicine,TheUniversityofNotreDameAustralia,Fremantle,WesternAustralia)
1045-1100 6E2 SensitivityandSpecificityoftheCohen’sStandardSettingMethodinpredictingStep1NationalLicensingExaminationResultsDanaiWangsaturaka(ChulalongkornUniversity,FacultyofMedicine,DepartmentofPharmacologyandMedicalEducationUnit,Bangkok,Thailand)
1100-1115 6E3 AnObjectiveApproachtoSettingaCutScoreonEducationalTestsASabouriKashani*,MShirazi,MGharib,GKordali,NKohan(TehranUniversityofMedicalSciences,EducationalDevelopmentCenter,Tehran,Iran)
1115-1130 6E4 TheBookmarkStandardSettingMethodcanbeusedonaPerformanceBasedExaminationMLLypson*,PTRoss,SMDowning,LDGruppen,RYudkowsky(UniversityofMichiganMedicalSchool,DepartmentsofInternalMedicine&MedicalEducation,AnnArbor,MI,USA)
1130-1145 6E5 DeterminingthenumberofstationsthatshouldbecompetentlymanagedinOSCE:ApplyingconjunctivestandardsKeng-YinLoh,RameshJutti,ElangoSambandam*,STKew(ClinicalSchool,JalanRasah,InternationalMedicalUniversity,Seremban,Malaysia)
1145-1200 discussion
1030-1200 6F SHoRT CoMMUNICATIoNS: Problem Based Learning/Team Based LearningChairperson:TorsteinVik(Norway)OpeningDiscussant:NicoleBorges(USA)Location:Lehar1
1030-1045 6F1 PBLexpectationsanddefiningtheGoodPBLFacilitator:ViewsfromtwoMalaysianSchoolsHtinAung*1,HlaYeeYee2,GananajothyPonnudurai2,AungKoKoMin1(1MAHSAUniversityCollege,JalanUniversityCampus,KualaLumpur,Malaysia;1TheInternationalMedicalUniversity,KualaLumpur,Malaysia)
1045-1100 6F2 Students’perceptionstowardsanatomy:HowtoincreaseknowledgeretentionEBergman*1,AHerrler1,IVerheijen2,AScherpbier2,CvanderVleuten3(1MaastrichtUniversity,DepartmentofAnatomy/Embryology,FacultyofHealth,MedicineandLifeSciences,Maastricht,TheNetherlands;2MaastrichtUniversity,FacultyofHealth,MedicineandLifeSciences,Maastricht,TheNetherlands;3FacultyofHealth,MedicineandLifeSciences,DepartmentEducationalDevelopmentandResearch,MaastrichtUniversity,theNetherlands)
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1100-1115 6F3 EffectivenessofTeam-BasedLearning(TBL)inaHumanBiologyEAgamy*,HHamdy(CollegeofMedicine,UniversityofSharjah,UnitedArabEmirates)
1115-1130 6F4 Students’attitudesaboutteam-basedlearning(TBL)inlarge-groupBiostatisticscoursesJRLacalle(UniversityofSeville,PreventiveMedicineandPublicHealthDepartment,Spain)
1130-1145 6F5 Teambasedlearninginsmallgroups.InitialexperienceIsabelLeiva*,DenisseZúñiga(FacultaddeMedicina,PontificiaUniversidadCatólicadeChile,Santiago,Chile)
1145-1200 discussion
1030-1200 6G SHoRT CoMMUNICATIoNS: Educational StrategiesChairperson:OpeningDiscussant:PatriciaRego(Australia)Location:Lehar2
1030-1045 6G1 MedicalElectives−TimetoAssess?CMWiskin(UniversityofBirmingham,CollegeofMedicalandDentalSciences,Birmingham,UK)
1045-1100 6G2 Reflectionunderinspection:Analysisoflearningduringelectiveterms−amixedmethodsapproachKarenGarlan(OfficeofMedicalEducation,SydneyMedicalSchool,UniversityofSydney,Australia)
1100-1115 6G3 StudentperceptionsofSSCeducationalcontent:Comparisonofstaff-designedandstudent-designedmodulesMichaelJMurphy*1,RohiniDeASeneviratne2,MargeryHDavis2(1UniversityofDundee,CentreforAcademicClinicalPractice,Dundee,UK;2UniversityofDundee,CentreforMedicalEducation,Dundee,UK)
1115-1130 6G4 Developmentofamodularintegrated,medicalcurriculum:aneightstepapproachatCharité−UniversitatsmedizinBerlinTHitzblech,AMaaz*,JHein,OAhlers,SLudwig,IBrunk,JBreckwoldt,HPeters(CharitéUniversitatsmedizinBerlin,DieterScheffnerFachzentrum,ProjektsteuerungModellstudiengangMedizin,Berlin,Germany)
1130-1145 6G5 AnovelclinicalskillscoursetoenhancetheunderstandingofbasicsciencesinaclinicalcontextSBudhdeo*1,AGupta*1,AAli*1,AChari*1,MJNaushahi2(1OslerHouse,JohnRadcliffeHospital,Oxford,UK;2DepartmentofNeurosciences,CharingCrossHospital,London,UK)
1145-1200 discussion
1030-1200 6H SHoRT CoMMUNICATIoNS: Career ChoiceChairperson:NicBusing(Canada)OpeningDiscussant:AreHolen(Norway)Location:Stolz1
1030-1045 6H1 TheCambridgeUniversityClinicalResearchSociety(CUCRS):FosteringinterestinAcademicMedicineGMFunston*,AMHYoung(SchoolofClinicalMedicine,UniversityofCambridge,AddenbrookesHospital,Cambridge,UK)
1045-1100 6H2 CareerintentionsofmedicalstudentstrainedinAfricaVCBurch*,DMcKinley,JvanWyk,SKiguli-Walube,DCameron,FJCilliers,AOLongombe, CMkony,COkoromah,BOtieno-Nyunya,PSMorahan(DepartmentofMedicine,UniversityofCapeTown,SouthAfrica)
1100-1115 6H3 SolvingtheGPShortage:StudentcharacteristicsthatmayleadtoacareeringeneralpracticeCMcMenamin*,NKoehler(MonashUniversity,FacultyofMedicine,Nursing&HealthScience,Melbourne,Australia)
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21115-1130 6H4 ContextCounts:EducatingDoctorsinandforRuralandRemoteAreasRogerStrasser(NorthernOntarioSchoolofMedicine,Sudbury,Ontario,Canada)
1130-1200 discussion
1030-1200 6I RESEARCH PAPERS: SimulationChairperson:Location:Stolz2
1030-1050 6I1 Fromsimulationtobed-side:Effectivityofundergraduateskillslabtrainingcomparedtoclassicalbedside-teachingFLund1,PWeyrich2,AWerner2,JJűnger1,CNikendei*1(1UniversityHospitalHeidelberg,DepartmentofPsychosomaticandGeneralInternalMedicine,Heidelberg,Germany;2UniversityHospitalTűbingen,DepartmentofInternalMedicine,Tűbingen,Germany)
1050-1110 6I2 DevelopmentofanintegratedsurgicalskillscoursesupportingthedevelopmentofcomplexcommunicationandtechnicalskillsDTabak*3,CMoulton1,ARobb3,HMacRae1,DNestel5;RKneebone4,VLeBlanc1(1UniversityofToronto,Canada;3StandardizedPatientProgram,UniversityofToronto,Canada);4ImperialCollegeLondon,UK;5MonashUniversity,Australia)
1110-1130 6I3 StressandperformanceduringsimulatedcardiacresuscitationVRLeBlanc*1,2,WTavares1,3,KKing4,AKScott5,RDMacDonald2,6,CRegehr2(1WilsonCentre,Toronto,Ontario,Canada;2UniversityofToronto;3CentennialCollege;4MEMSOOntario;5SkymedicalEHS;6OrngeTransportMedicine)
1130-1150 6I4 Evidenceforsimulation-basedtrainingandimprovedperformanceofCriticalCareteamsJWeller*,RFrengley,JTorrie,BShulruf(CentreforMedicalandHealthSciencesEducation,FacultyofMedicalandHealthScience,UniversityofAuckland,NewZealand)
1150-1200 discussion
1030-1200 6J SHORT COMMUNICATIONS: Innovative Approaches to Teaching and LearningChairperson:WojciechPawlina(USA)Location:Schubert1
1030-1045 6J1 Ananatomycourse:“Humanevolution:Thefossilevidence”asamind-openingcourseforuniversitystudentsofdiversebackgroundsNettaNotzer*,RuthAbramovitz*,YoelRak(TelAvivUniversity,TelAviv,Israel)
1045-1100 6J2 GIMMICS:AneducationalgameforfinalyearpharmacystudentsandgeneralpractitionertraineesinfamilypracticePascalePetit*2,KristienDePaepe1,BartRombaut1,InesVanRossem3,JohanVansintejan3, JanKartounian3,DirkDevroey3,SophieSarre1(VrijeUniversiteitBrussel(VUB),Brussel,Belgium;1PharmaceuticalInstitute;2CentreforStudyandGuidance–MedicalSciences;3DepartmentofGeneralPractice)
1100-1115 6J3 LifeandDeathoftheLymphocytes–A10yearexperienceofaRolePlayingGame(RPG)asalearningstrategyGTeixeira*,CBarreto*(UniversidadeFederalFluminense,DepartamentodeImunobiologia,Niterуi,Brasil)
1115-1130 6J4 InteractiveSpacedEducationimprovescardiovascularclinicalskillsinundergraduatestudentsRVZDiniz*1,JDinizJr1,MJPVilar1,ELBMedeiros1,GDAzevedo1,DMcKinley2(1RioGrandedoNorteFederalUniversity,Natal/RN,Brazil;2FAIMERInstitute,USA)
1130-1145 6J5 TheimpactofpersonaldigitalassistantdevicesonthemillenialmedicalstudentMHoy*1,SEForgie2(1UniversityofCalgary,DepartmentofOtolaryngology-HeadandNeckSurgery,Calgary,Canada;2UniversityofAlberta,DepartmentofPediatrics,Edmonton,Canada)
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1145-1200 6J6 Studentsarenotdoingitforthemselves:theuseofm-learningtechnologyby6th-yearmedicalstudentsinaminimally-supportedenvironmentKMasters*,ZAl-Rawahi(SultanQaboosUniversity,MedicalEducationUnit,Muscat,Oman)
no discussion
1030-1200 6K SHoRT CoMMUNICATIoNS: Feedback to StudentsChairperson:KhalidBinAbdulrahman(SaudiArabia)OpeningDiscussant:SharonKrackov(USA)Location:Schubert2
1030-1045 6K1 Overviewoffeedbackliteratureinmedicaleducation2006-2010MonicavandeRidder(Leerhuis,AlbertSchweitzerHospital,Dordrecht,theNetherlands)
1045-1100 6K2 Medicalstudents’viewsonfeedbackinaPBLcurriculumSimonWatmough*,HelenO’Sullivan(UniversityofLiverpool,SchoolofMedicalEducation,Liverpool,UK)
1100-1115 6K3 Peerfeedback:goodtoget–andsurprisinglyusefultogiveBGVernon*,SJCotterill,PDiggle(NewcastleMedicalSchool,SchoolofMedicalSciencesEducationDevelopment,NewcastleuponTyne,UK)
1115-1130 6K4 ModificationandvalidationofaninstrumenttomeasurereflectionofmedicalstudentsontheirlearningDianthaSoemantri*1,AgnesDodds2,GeoffMcColl2(1DepartmentofMedicalEducation,FacultyofMedicine,UniversitasIndonesia,Jakarta,Indonesia;2MedicalEducationUnit,FacultyofMedicineDentistryandHealthSciences,UniversityofMelbourne,Victoria,Australia)
1130-1145 6K5 Howisfeedbackperceivedbyundergraduatemedicalstudents?MaturationalchangesacrosstheircourseDMurdoch-Eaton*1,JSargeant2(1LeedsInstituteofMedicalEducation,UniversityofLeeds,UK;2FacultyofMedicine,DalhousieUniversity,Halifax,NS,Canada)
1145-1200 discussion
1030-1200 6L SHoRT CoMMUNICATIoNS: TransitionChairperson:EugeneCusters(Netherlands)OpeningDiscussant:GenevieveMoineau(Canada)Location:Schubert3
1030-1045 6L1 JuniorDoctorPerformance:Linkedtoacademicperformanceinmedicalschool?SandraECarr*,TonyCelenza,FionaLake(FacultyofMedicine,DentistryandHealthSciences,UniversityofWesternAustralia,Nedlands,Perth,WA)
1045-1100 6L2 Developingasupportinterventiontoenhanceperformancefordoctorsinearlytraining:Anevidence-basedapproachFPatterson1,AKoczwara1,SThomas2,MKerrin*2,HStoker1(1WorkPsychologyGroup,Nottingham,UK;2Yorkshire&HumberDeanery,Yorkshire,UK)
1100-1115 6L3 IntegrationofsimulationandconventionalteachingmethodsforeffectiveclinicalteachingFSubash*,CCann,MJenkins-Welch,JHall(CardiffUniversity,DepartmentofAnaesthetics, PainandIntensiveCareMedicine,Cardiff,UK)
1115-1130 6L4 MedicalStudents’andClerks’PerceptionsofTheirPreparednessforPractice:TheUnitedArabEmirates’ExperienceEssaAlEassa*,FarahAlAli*,MichelleMcLean*(UnitedArabEmiratesUniversity-FacultyofMedicineandHealthSciences,MedicalEducationDepartment,AlAin,UnitedArabEmirates)
1130-1145 6L5 GraduateAttributes:ViewsfromtheCoal-FaceSMRhind*1,SBaillie2,TKinnison1,DJShaw1,CBell1,RMellanby1,JHammond3,NHudson1, RWhittington1,RDonnelly1(1UniversityofEdinburgh,Royal(Dick)SchoolofVeterinaryStudies,Edinburgh,UK;2RoyalVeterinaryCollege,London,UK;3UniversityofGlasgow,UK)
1145-1200 discussion
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21030-1200 6M PhD Reports 2Chairperson:Location:Schubert4
1030-1050 6M1 Doctorperformanceassessmentsbasedonmultisourcefeedback:DeterminantsforitssuccessKOvereem*1,MJMHLombarts2,OAArah3,HCWollersheim1,RPTMGrol1(1IQHealthcare,RadboudUniversityNijmegenMedicalCentre,Nijmegen,TheNetherlands;2DepartmentofQualityandProcessInnovation,Academic;MedicalCenter,UniversityofAmsterdam,theNetherlands;3DepartmentofEpidemiology)
1050-1110 6M2 ImprovingclinicalteachingthroughcognitiveapprenticeshipReneeEStalmeijer(MaastrichtUniversity,FacultyofHealth,Medicine,andLifeSciences,DepartmentofEducationalDevelopmentandResearch,Maastricht,theNetherlands)
1110-1130 6M3 Implementingclinicalteacherevaluation:FrominstrumentvalidationtoeffectsonteachingperformanceTBBBoerboom*,ADCJaarsma,DHJMDolmans,AJJAScherpbier,PvanBeukelen(DVM,Utrecht,TheNetherlands)
1130-1150 6M4 Knowingme,knowingyou:AcontinuumtheoryoftheconsequencesofauthenticearlyexperiencethroughanalysisofsocialinteractionsSYardley(KeeleMedicalSchool,KeeleUniversity,Staffordshire,UK)
1150-1200 discussion
1030-1200 6N SHoRT CoMMUNICATIoNS: Communication SkillsChairperson:OpeningDiscussant:JocelynLockyer(Canada)Location:Schubert5
1030-1045 6N1 Breakingbadnewsoutoftheblue?Exploring‘natural’responsesofstudentsbeforeanyformaltrainingBennoBonke*,AnnedelaCroix(ErasmusUniversityMedicalSchool,Dept.MedicalPsychology&Psychotherapy,Rotterdam,TheNetherlands)
1045-1100 6N2 Paediatriccommunicationskills:Aparent’sexperienceCvonStempel*1,CFertleman2(1UCLMedicalStudent,London,UK;2UCL,InstituteofChildHealth,London,UK)
1100-1115 6N3 Arts-basedinquiry,makingspaceforpatientandstudentvoiceLYounie(Community-BasedMedicalEducation,BartsandtheLondonSchoolofMedicineandDentistry,London,UK)
1115-1130 6N4 Thecommunicationskillsofjuniordoctors:VideoanalysisandemotionalintelligenceMGCherry*1,IFletcher2,NShaw3,SWatmough1,HO’Sullivan1(1SchoolofMedicalEducation,UniversityofLiverpool,UK;2DivisionofClinicalPsychology,UniversityofLiverpool,UK;3LiverpoolWomen’sNHSFoundationTrust,Liverpool,UK)
1130-1145 6N5 Communicationskillsteachinginveterinaryeducation:Integrating‘onehealth’foranexpandedunderstandingoftheinterrelationshipbetweenhumanandanimalhealthCAdams*1,MRock2,CDegeling2,JWilson1(1UniversityofCalgaryVeterinaryMedicine,CalgaryABCanada;2UniversityofCalgary,CommunityHealthSciences,CalgaryAB,Canada)
1145-1200 discussion
1030-1200 6o WoRKSHoP: ‘Writing up’: 3 Principles for Successful Research PapersFacilitator:LLingard(UniversityofWesternOntario,SchulichSchoolofMedicine&Dentistry,CentreforEducationResearch&Innovation,LondonON,Canada)Location:Schubert6
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1030-1200 6P Workshop: Constructing problem-based learning cases: hands-on trainingFacilitator:SamyAAzer(DepartmentofMedicalEducation,CollegeofMedicine,KingSaudUniversity,Riyadh,SaudiArabia)Location:BusinessSuite1
1030-1200 6Q WoRKSHoP: Come and Test Your Knowledge on the Critical Concepts from the Continuing Medical Education LiteratureFacilitator:DKlein(UniversityofAlberta,FacultyofMedicineandDentistry,OfficeofContinuousProfessionalLearning,LiKaShingHealthResearchInnovationFacilityEast,Edmonton,AB,Canada)Location:BusinessSuite2
1030-1200 6R WoRKSHoP: Explaining the medically unexplained: demonstrating and teaching the skillsFacilitators:AmySpatz*,JeremyStern,HannahCock*(StGeorges,UniversityofLondon,DepartmentofPopulationHealthSciencesandEducation,London,UK)Location:BusinessSuite4
1030-1200 6S WoRKSHoP: Visioning for the future: How do we prepare our medical students for Leadership and Management in Clinical practice?Facilitators:MMarshall*,PVivekananda-Schmidt*,NDSBax*(AcademicUnitofMedicalEducation,UniversityofSheffield,UK)Location:HallB,GalerieRoom3+4
1030-1200 6T WoRKSHoP: Survey design basics: from constructs to scalesFacilitators:ARArtino*,KDeZee*,CMagee*,JSLaRochelle(FEdwardHébertSchoolofMedicine,UniformedServicesUniversityoftheHealthSciences,Bethesda,Maryland,USA)Location:HallB,GalerieRoom5+6
1030-1200 6U WoRKSHoP: Using Mind-Body Medicine Skills to Reduce Stress and Promote Wellness in Medical SchoolFacilitator:AviadHaramati(GeorgetownUniversitySchoolofMedicine,WashingtonDC,USA)Location:HallB,GalerieRoom9+10
1030-1200 6V WORKSHOP: The definition and assessment of insight in educational planning for healthcare practitionersFacilitators:NSBrown*1,PAMcAvoy1,MJoffe2,MRhodes1(1NationalClinicalAssessmentService,London,UK;2EdgecumbeConsulting,Bristol,UK)Location:HallB,GalerieRoom11+12
1030-1200 6W WoRKSHoP: Designing an assessment program: moving from individual assessment instruments towards a coherent assessment program fit for purposeFacilitators:ADCJaarsma*1,JBok1,JDijkstra*2,CPMvanderVleuten2(1FacultyofVeterinaryMedicine,QualityImprovementVeterinaryEducation,UtrechtUniversity,theNetherlands; 1FacultyofHealth,MedicineandLifeSciences,DepartmentEducationalDevelopmentandResearch,MaastrichtUniversity,theNetherlands)Location:HallB,GalerieRoom15+16
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21030-1200 6X PoSTERS: Topics in the CurriculumChairperson:Location:HallA
6X1 “Operatingroom”educationalworkshopforfirst-yearresidentsofsurgicalresidenciesZhKhorgam*,ASoroush,AAminian,ShNasiri,AGhafouri(TehranUniversityofMedicalSciences,FacultyofMedicine,Tehran,Iran)
6X2 IsundergraduatemedicaleducationworkingforENTsurgery?AsurveyofUKmedicalschoolgraduatesJPowell*1,FAHCooles2,SCarrie1,VPaleri1(1DepartmentofOtolaryngologyHeadandNeckSurgery,FreemanHospitalNewcastleuponTyne,UK;2TheNewcastleuponTyneHospitalsNHSFoundationTrust,NewcastleuponTyne,UK)
6X3 ThebenefitofSportsforHealthModuleforfirstyearmedicalstudentsFacultyofMedicineUniversitasIndonesiaSYolanda*,TAndraini,IRSianipar,MSiagian,EIlyas(DepartmentofPhysiology,FacultyofMedicineUniversitasIndonesia,Jakarta,Indonesia)
6X4 “CeaseSmokingToday”US-basededucationalinitiative:lessonslearnedandresourcestoshareMBShershneva*1,JTBalmer*2,MAles3,SRodrigues(1UniversityofWisconsinOfficeofContinuingProfessionalDevelopmentinMedicineandPublicHealth,Madison,Wisconsin,USA;2UniversityofVirginiaSchoolofMedicine,Charlottesville,Virginia,USA;3InterstatePostgraduateMedicalAssociation)
6X5 AttitudesofmedicalstudentsandphysicianstowardpersonswithphysicaldisabilityRachawanSuksathien(DepartmentofRehabilitationMedicine,MedicalEducationCenter,MaharatNakhonratchasimaHospital,Nakhonratchasima,Thailand)
6X6 Opinionsregardingend-of-lifecarefrommedicalstudents’perspective:whatcouldbedonetomakeitbetter?JWongboonsi*,GWangtrakuldee,VKuptniratsaikul,PRussameekobkul,AKajornkijaroen, VSrinonprasert,RPraditsuwan(FacultyofMedicineSirirajHospital,MahidolUniversity,Thailand)
6X7 StudentPerceptionsoftheClinicalRelevanceoftheMedicalHumanitiesSSCSChande(DivisionofMedicalEducation,FacultyofMedicine,UniversityofSouthampton,UK)
6X8 ANewApproachtoHealthPromotionforMedicalStudentsattheUniversityofSzegedVSarkozy*,KBarabas(UniversityofSzeged,FacultyofMedicine,DepartmentofBehaviourSciences,Szeged,Hungary)
6X9 Treating‘haematophobia’inmedicalstudentsJEGraham*,SAlimam(SalfordRoyalHospital,ClinicalHaematology,Manchester,UK)
6X10 AstudytoreviewhowwelearnpostgraduatepathologyEMarsdin*1,SBiswas2(1OxfordDeanery,OxfordUK;2BrisithRedCross,HealthDelegate)
6X11 Immunologyteachingforundergraduates:AnovelapproachSCockram*,ITapply*,RSargur(DeptImmunology,NorthernGeneralHospital,Sheffield,UK)
6X12 Theroleofradiologyinmedicalundergraduateeducation–beyondanewhorizonNSchembri(UniversityofDundee,AcademicClinicalPractice,NinewellsHospital&MedicalSchool,Dundee,UK)
6X13 Medicalstatisticsintheundergraduatemedicalcurriculum–dothenumbersaddup?SZLLip1,LMurchison*1,RCarachi2(1WolfsonMedicalSchool,UniversityofGlasgow,UK;2DepartmentofSurgicalPaediatrics,RoyalHospitalforSickChildrenYorkhill,Glasgow,UK)
6X14 FormsofExtracurricularTrainingofMedicalUniversityStudentsforDevelopmentofHealth-SavingMindsetandBehaviorinChildren,JuvenilesandYouthNVPats(GrodnoStateMedicalUniversity,Grodno,Belarus)
6X15 Whatdrugsdomedicalstudentschoosetolearnaboutingeneralpracticeandisthereaproblem?JaneSmith*,MiekeVanDriel(FacultyofMedicine,BondUniversity,GoldCoast,Queensland,Australia)
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6X16 TeachingPsychiatrytoUndergraduates:aninnovativeprogrammetoextendthegenericskillsetofclinicaleducatorsKSeddon*1,EAnderson2,GvanderLinden2(1AvonWiltshireMentalHealthPartnershipNHSTrust(AWP),MedicalEducation,Bristol,UK;2UniversityofBristol,SchoolofSocialandCommunityMedicine,Bristol,UK)
6X17 Pre-clerkshipstudents’attitudestopharmaceuticalcompanyinducements;AJapaneseperspectiveTSaiki*1,JSato1,KWakai2,NBan1(NagoyaUniversityHospital,DepartmentofGeneralMedicine,Nagoya,Japan;2NagoyaUniversityGraduateSchoolofMedicine,DepartmentofPreventiveMedicine,Nagoya,Japan)
1030-1200 6Y PoSTERS: Written Assessment and Progress TestChairperson:JohnDent(UK)Location:HallA
6Y1 ComputerLearningEvaluationwithPre-testandPost–testinPreclinicalEducationPSamrejrongroj*1,AKrikongjit2,NSungsirin1,VVanapruks3(1PhramongkutklaoCollegeofMedicine,DepartmentofMicrobiology,Bangkok,Thailand;2RoyalThaiArmyMedicalDepartment,Bangkok,Thailand;3SuranareeUniversityofTechnology,FacultyofMedicine,Nakornrachasima,Thailand)
6Y2 Theuseofinteractiveflash-basedsoftwareincreatingMultipleChoiceQuestions(MCQs)andSingle-Best-Answer(SBAs)questions,improvingself-assessmentamongstmedicalstudentsforMicrobioloMBaxter*,SPotluri,ABrown-Kerr,PXiu(UniversityofCambridge,MedicalSchool,Cambridge,UK)
6Y3 OverviewoftheCriterion-andNorm-referencedStandardsforMultiple-ChoiceExaminationsatGermanMedicalFacultiesDBauer*1,SSchubert2,JReissenweber2,MRFischer1,2(1Witten/HerdeckeUniversity,FacultyofHealth,DepartmentofMedicine,InstituteforTeachingandEducationalResearchintheHealthSciences,Witten,Germany;2Witten/HerdeckeUniversity,FacultyofHealth,DepartmentofMedicine,Germany)
6Y4 TheinfluenceoffiguresondifficultyanddiscriminationofitemsinwrittenassessmentsofgrossanatomyMarcVorstenbosch*,TimKlaassen,JanKooloos,SannekeBolhuis,RolandLaan(RadboudUniversityNijmegenMedicalCentre,DepartmentofAnatomy,Nijmegen,TheNetherlands)
6Y5 ASurveyontheParametersofTestAnalysisinExamsUsingCrosswordPuzzlesMohammadZoladl*,HassanAbidi,AzamMolashafi,MAliMansoorian,MarjanSardsiri(DepartmentofPsychiatricNursing,FacultyofNursingandMidwifery,YasoujUniversityofMedicalSciences,Yasouj,Iran)
6Y6 Howtailoredaretheempiricalbasistestsamongthedifferentcurricularunitswithinsamemedicalschool?MSevero*1,DMoura3,RFontes,TRodrigues,AFLeite-Moreira,ITavares,LDelgado,MAFTavares1,2 (1CenterforMedicalEducation,FacultyofMedicineoftheUniversityofPorto,Portugal;2InstituteofAnatomy,FacultyofMedicineoftheUniversityofPorto,Portugal;3InstituteofPharmacologyandTherapeutics,Porto,Portugal)
6Y7 Itemdiscriminationanalysis:canpointbiserialcorrelationcoefficientanddiscriminationindexbeinterpretedwiththesamecut-offpoint?PBoonluksiri(HatyaiMedicalEducationCenter,CollaborativeProjecttoIncreaseProductionofRuralDoctor(CPIRD),MinistryofPublicHealth,Hatyai,Songkhla,Thailand)
6Y8 IsthereanAdequateCorrelationBetweentheMCQandOralTestforAssessingthePGYStudents?PWHsu*1,3,RHFu2,3,STLee1,3(1TheDepartmentofNeurosurgery;2DepartmentofPediatrics;3DepartmentofMedicalEducation,ChangGungMemorialHospitalatLinkou,ChangGungUniversity,Taoyuan,Taiwan)
6Y9 BenefitsofnegativemarkingattheEuropeanBoardofOphthalmologyDiploma(EBOD)Examination,bothfororganiserandforcandidatesDGPMathysen*,MJTassignon,CCreuzot-Garcher,PJRingens,MHawlina,WAclimandos(AntwerpUniversityHospital,DepartmentofOphthalmology,Edegem,Belgium)
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2 6Y10 OntheexternalvalidityoftheFinalExaminationattheKatholiekeUniversiteit(K.U.)LeuvenMedicalSchool:theInternationalFoundationsofMedicine(IFOM)ExaminationperspectiveIGrabovsky*1,ADermine2,BHimpens2,ADeChamplain3,JPhebus1,PScoles1,LPannizzo1 (1NationalBoardofMedicalExaminers,Philadelphia,PA,USA;2KatholiekeUniversiteit(K.U.) LeuvenMedicalSchool,Leuven,Belgium;3NationalBoardofOsteopathicMedicalExaminers,Philadelphia,USA)
6Y11 RelationshipofAwardsinMultipleChoiceQuestionsandStructuredAnswerQuestionsintheUndergraduateYearsandtheirEffectivenessinEvaluationJSKhan*,OMukhtar,TSaima,MHMubashar(UniversityofHealthSciences,DepartmentofExaminations,Khayaban-e-JamiaPunjab,Lahore,Pakistan)
6Y12 Whathappenstoitem-difficultiesandperson-scoreswhenwrittentest-itemsarereused?MWagner-Menghin*,IPreusche,MSchmidts(MedicalUniversityofVienna,DepartmentforMedicalEducation,Vienna,Austria)
6Y13 AssessingtheassessmentsCDitchfield*,SMackay(UniversityofGlasgow,SchoolofMedicine,WolfsonMedicalSchool,Glasgow,UK)
6Y14 ContextualandvariableelectronicassessmentsinpracticalcoursesMBaumann(AppliedMedicalEngineering,HelmholtzInstitute,RWTHAachenUniversity,Aachen,Germany)
6Y15 TheRelationshipsBetweenPsychometricTestandProgressTestResultsofMedicalStudentsattheFacultyofMedicineSLMenaldi*,RAWerdhani,HWMardiastuti(DepartmentofDermatovenereology,FacultyofMedicine,UniversityofIndonesia,Jakarta,Indonesia)
6Y16 GradePointAverage,ProgressTest,andTryOutTestasToolsforCurriculumEvaluationandGraduates’PerformancePredictionattheNationalBoardExaminationHWMardiastuti*,RAWerdhani(MedicalEducationUnit,FacultyofMedicine,UniversityofIndonesia,Jakarta,Indonesia)
6Y17 SearchingforwaysofscoringProgresstest:Shouldwronganswersleadtodeductionofpoints?KHakkarainen*1,NHutri-Kähőnen1,JJaaskelainen1,KKaukinen1,Anna-MaijaKoivisto2,TKoskela1,ELeinonen1(1UniversityofTampere,MedicalSchool,Tampere,Finland;2UniversityofTampere,SchoolofHealthSciences,Tampere,Finland)
6Y18 ProgressTestEvaluationinFacultyofMedicineUniversityofIndonesia(Fmui):ALessonLearnedRAWerdhani*,Mardiastuti(MedicalEducationUnitFacultyofMedicineUniversityofIndonesia,CentralJakarta,Indonesia)
6Y19 PercentilecurveofknowledgegainforselfassessmentintheprogresstestingJFAbbade*1,NSMуdolo1,PJVillasBôa1,KOkoshi1,GAMBarros1,TRuiz1,RAACosta1,MRBentlin1,LRMRocha2(1UNESPSaoPauloStateUniversty,BotucatuMedicalSchool,Botucatu(SP),Brazil;2UNESPSaoPauloStateUniversty,BiosciencesInstitute,Botucatu(SP),Brazil)
6Y20 GuidelinesforDevelopingHighQualityMultiple-ChoiceAssessmentsMTarrant*1,JWare2(1SchoolofNursing,LiKaShingFacultyofMedicine,HongKong;2CentreofMedicalEducation,FacultyofMedicine,HealthSciencesCentre,Safat,Kuwait)
1030-1200 6Z PoSTERS: Research/Evidence Based MedicineChairperson:JanIlling(UK)Location:HallA
6Z1 Medic-SHARE(MedicalDoctors&StudentsHospitalAuditandResearchExchange)CAnandarajah*,ASelvakumaran,SSathasivam*,RShakur(CentreforMedicalEducation,BartsandTheLondon,UK)
6Z2 MedicalResearchandtheUndergraduateCurriculum:Whereandhowdoesitfitin?NIqbal*,RChohan*,MCarrier(BartsandTheLondonSchoolofMedicineandDentistry,CentreforMedicalEducation,London,UK)
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6Z3 Student-ledoutreach:exploringacademicmedicineatapre-universitylevelXDu*,JClarke*,GFunston(UniversityofCambridge,SchoolofClinicalMedicine,Addenbrooke’sHospital,Cambridge,UK)
6Z4 IntroducethequalitativeresearchmethodologyintoeducationprogramforpharmaceuticalstudentsEArita*1,NTanabe1,MUchida1,HIketani1,MKikuchi2(1DepartmentofMedicalPsychology,PharmaceuticalEducationResearchCenter,KitasatoUniversitySchoolofPharmacy;2FacultyofHumanSciences,WasedaUniversit,Japan)
6Z5 AnInvestigationofResearchFoundationProgrammesatUniversityHospitalsinSwedenSCLeach,LStockfelt,JStandstedt*,SLindgren*,UStrandman,PAndrell,CFinizia(SahlgrenskaUniversityHospital,DeptofMicrobiologyandImmunology,Goteborg,Sweden)
6Z6 ScientificresearchaslearningstyleineducationenvironmentMLSGJorge*1,EFPaciornik2,ICMCoelho1(1FaculdadePequenoPrincipe,Curitiba-Paraná,Brazil;2FaculdadeEvangélicadoParaná)
6Z7 ScientificInitiation(SI)onmedicalcourses(SIMC)inBrazilGHBeraldi*,JCGagliardiFilho,MPTNunes(UniversityofSaoPaulo,FacultyofMedicine,DepartmentofInternalMedicine,SaoPaulo,Brazil)
6Z8 AconferenceforM.D.internsfocusedatincreasingthenumberofyoungphysiciansthatcombineclinicalworkwithresearchDSOlsson*1,PAndrell2,UStrandman3,CFinizia4(1DepartmentofEndocrinology,Goteborg,Sweden;2MultidisciplinaryPainCenter;3M.D.InternSecretariat;4DepartmentofOtolaryngology,SahlgrenskaUniversityHospital,Goteborg,Sweden)
6Z9 Evidence-basedcasewrite-ups:AlearningstrategyforclerkshipstudentsHBaig*,EAhmed,HYasin,ORauf,MIqbal(ShifaCollegeofMedicine,DepartmentofMedicalEducation,Islamabad,Pakistan)
6Z10 GINKindergarten.AmodificationofeducationalprogrammeforundergraduatemedicalstudentsRLicenik,JPrecek*,VMihal,DOsinova,PKurfürst,MFaix,LProkopova,EDorazilova,KKlikova, KMokrosova,SMikolajova,KIvanova(PalackyUniversity,FacultyofMedicine,DepartmentofSocialMedicineandHealthPolicy,Olomouc,CzechRepublic)
6Z11 FacultyexperienceofpracticingEBMtopromoteundergraduates’learningthroughcasewrite-upsHYKhan*,TJaffery,ARauf,MIqbal(DepartmentofMedicalEducation,ShifaCollegeofMedicine,Islamabad,Pakistan)
6Z12 PursuedcharacteristicsofunansweredclinicalquestionsamongmedicalstudentsSNedsuwan*,CThanapaisal(ChiangraiMedicalEducationCenter,ChiangraiPrachanukrohHospital,MuangDistrict,ChiangraiProvince,Thailand)
6Z13 Apeer-assistedlearningworkshopseriesforjuniormedicaltraineesisusefulforimprovingskillsrelatedtoevidence-basedpracticeEYLLeung*,DAColquhoun(UniversityofGlasgow,TheCollegeofMedical,VeterinaryandLifeSciences,GraduateSchool,Glasgow,UK;C/OTheGlasgowEvidence-basedMedicineSociety)
6Z14 TheacquisitionandvalueofclinicalguidelinesasclinicalandeducationaltoolsIRyland*1,2,NJShaw1,2(1MerseyDeanery,Liverpool,UK;2EdgeHillUniversity,EPRC,FacultyofHealth,Ormskirk,UK)
6Z15 EvolutionofEvidenceBasedMedicineinaPakistaniMedicalSchoolAJunaid*,IMobeen(ShifaCollegeofMedicine,DepartmentofPathology,Islamabad,Pakistan)
6Z16 ANeedforContinuousEducationforEvidence-BasedMedicineintheMedicalCurriculumTippawanLiabsuetraku*,ThanithaSirirak,SathanaBoonyapipat,PanumadPornsawat(EpidemiologyUnit,FacultyofMedicine,PrinceofSongklaUniversity,HatYai,Songkhla,Thailand)
6Z17 EffectofUniversityIntegrationintoHealthServicesontheNatureOfMaster’sandDoctorateThesisMLVRodrigues*,CEPiccinato,CGCarlottiJr,WTAnselmo-Lima,LMVicente,LEATroncon (MedicalSchoolofRibeiraoPreto,DepartmentofOphthalmology,OtorhinolaringologyandHeadandNeckSurgery,UniversityofSaoPaulo,RibeiraoPreto,SP,Brazil)
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2 6Z18 Clinicalethicsdistanceeducationasatooltobridgethegapbetweenevidence-basedmedicineandvaluesbasedmedicineintheMexicanSocialSecurityInstitute(IMSS)MMAltamirano-Bustamante*1,NAltamirano-Bustamante2,MTAvila-Osorio1,JMMejía1, PSueiras3,FSalamanca,ALifshitz1(1MexicanSocialSecurityInstitute(IMSS),México;2INP;3UI)
6Z19 DoesknowledgeaboutEBMaugmentmedicalstudents’skillsinfindingtheanswerstoclinicalquestions?JamileMoghimi,FarahnazGhahremanfard*,RahebGhorbani,SanazGhashghaei (SemnanUniversityofMedicalSciences,InternalMedicineResearchCenter,Semnan,Iran)
1030-1200 6AA PoSTERS: Student as Teacher/Peer Assisted LearningChairperson:OlletenCate(Netherlands)Location:HallA
6AA1 JuniorDoctorsasMedicalEducatorsEOnwordi*,MThomas,KAsa’Ari,RArmstrong(PilgrimHospital,Boston,Lincolnshire,UK)
6AA2 AComparisonofJuniorDoctorLedandSeniorDoctorLedBedsideTeachingKRGibson1,ZQureshi*1,SRMaxwell2,HSCameron1,MTRoss1(1CentreforMedicalEducation, TheUniversityofEdinburgh,UK;2ClinicalPharmacologyUnit,Edinburgh,UK)
6AA3 BuildingasuccessfulacademicfoundationprograminmedicaleducationDDarbyshire*,HJones,SHeath,LJawaheer,MAhmed,OTavabie(EducationCentre,RoyalBoltonHospital,Farnworth,UK)
6AA4 Studentintegration,effectiveandresponsiveapproachinteachingmedicalbasicsciencesRoozbehiAmrollah*,DelavizHamdollah(YasoujUniversityofMedicalSciences,EducationDevelopmentOffice,Yasouj,Iran)
6AA5 IntegrationofstudentrepresentativesintheinstitutionaldevelopmentofthemedicalfacultyTuebingenFBaur*1,CKrejci1,SZipfel1,MLammerding-Kőppel2(1EberhardKarlsUniversity,FacultyofMedicine,OfficeofStudentAffairs,Tűbingen,Germany;2CompetenceCentreforUniversityTeachinginMedicineBaden-Wűrttemberg,Tűbingen,Germany)
6AA6 Learningthroughteaching:UsingaprospectivemedicalstudenttasterdaytocreateacollaborativelearningandteachingenvironmentSKennedy*,PBandipalyam(QEQMHospital,Margate,Kent,UK)
6AA7 Canstudentsassistteachersusingpeer-assisted-learningtechniques?MCasey,SZLLip,STan,DAnderson,CRobertson,IDevanny,MField*(WolfsonMedicalSchoolBuilding,UniversityofGlasgow,UK)
6AA8 WhatHappenswithClinicalSkillsCompetencyinLong-termFollowingPeerTeaching?TTodorovic*,MZdravkovic(SimulationLaboratory,FacultyofMedicine,UniversityofMaribor,Slovenia)
6AA9 Theroleofformerstudentsincoursedevelopment:The‘PHIP’exampleKMcHardy*,PAriana,EPlugge(UniversityofOxford,DepartmentofPublicHealth,Headington,Oxford,UK)
6AA10 Canstudentfacilitatorsbeasgoodasexperiencedfaculty?AdiscussionwithcurrentexamplesANewton*,JWhiteley*(UniversityofLiverpool,SchoolofMedicalEducation,Liverpool,UK; JuniorAssociationfortheStudyofMedicalEducation,Edinburgh,UK)
6AA11 Bodytobody:astudyofpeer-lededucationinthedissectingroomRMcDermid*1,MMarshall2,JRochester3(1UniversityofSheffield,MedicalSchool,Sheffield,UK;2UniversityofSheffield,AcademicUnitofMedicalEducation,Sheffield,UK;3UniversityofSheffield,MedicalTeaching,UK)
6AA12 AcomparisonbetweenimpactofOnlinePeerAssistedLearning(PAL)methodbybuzzgroupandsnowballgroupforinstructionofbasicconceptsofmedicaleducationtomedicalstudentsMBahrami1,PFarahdi1,EGhafari2(Presenter:MZare*)(1ShirazUniversityofMedicalScience,Shiraz,Iran;2InternationalBranchofShirazUniversityofMedicalScience,Kish,Iran)
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6AA13 Thecompetitiveenvironmentinundergraduatemedicaleducation:Isitabarriertobecominga“GoodDoctor”?MKlingenberg*,AMGwozdz,DGill(DivisionofMedicalEducation,UCLSchoolofLifeandMedicalSciences,London,UK)
6AA14 Surveyofmedicalstudents’viewsabouttheteachingofRheumatologycoursebypearassistedlearning(PAL)undervisionJamilehMoghimi*,RahebGhorbani,SanazGhashghaei(SemnanUniversityofMedicalSciences,Semnan,Iran)
6AA15 PeerAssistedLearning–aninnovativeteachingconceptforundergraduateeducationinIntensiveCareMedicineSSopka*1,3,SMockter1,3,SRex3,GMarx3,RRossaint3,SBeckers1,3(1AIXTRA–CentreforTraininginMedicalEducation,SkillslaboftheMedicalFaculty,RWTHAachenUniversity,Aachen,Germany;2DepartmentofAnaesthesiology,MedicalFacultyRWTHAachenUniversity,Aachen,Germany;3DepartmentofSurgicalInt.Aachen,Germany)
6AA16 PeertoPeerMentoringforIndividualswithEarlyInflammatoryArthritis:PeerMentorTrainingMJBell,PVeinot,GEmbuldeniya,JNyhof-Young,JSale,JSargeant,PTugwell,SBrooks,SRoss,RTonon,DRichards,JBoyle,KKnickle*,SSandhu,NBritten,EBell,FWebster,MCox-Dublanski(Toronto,Ontario,Canada)
6AA17 Facilitatingclinicalpracticethroughpeer-assistedlearningRachelVarughese1,SarahMontgomery-Taylor1,AnnaMathew*2(1OxfordUniversityMedicalSchool;2WesternSussexHospitalsNHSTrust)
6AA18 FoundationDoctorsasEducationLeadersforUndergraduatesAKoo*,ZMickute*,NDMCalder*,IAli,CKoppel*(ChelseaandWestminsterHospital,PostgraduateDepartment,London,UK)
1030-1200 6BB PoSTERS: InternationalChairperson:GeraldWhelan(USA)Location:HallA
6BB1 DevelopmentofamodelforresponsibleelectivesinMalawi:TheMIMPprogrammeJDowell*,NMerrylees(UniversityofDundee,TaysideCentreforGeneralPractice,Clinical&PopulationSciences&EducationDivision,Dundee,UK)
6BB2 ApilotstudytocompareUSandUKPAstudentperformanceonacorebiomedicalscienceexaminationSArbet*1,JLathrop2,JParle3(1ArbetConsulting,Philadelphia,USA;2NationalCommissiononCertificationofPhysicianAssistants,JohnsCreek,GA,USA;3UniversityofBirminghamMedicalSchool,UK)
6BB3 Usingsimulatedclinicalskillsteachingasacatalystforeducationalchange:TheKurdistan/CardiffDelPHEprojectBJJenkins*1,SEWilliams1,LATalat2,NIssadin2(1DepartmentofAnaestheticsandCriticalCareMedicine,CardiffUniversity,Cardiff,UK;2HawlerMedicalUniversity,Kurdistan)
6BB4 VeterinaryTrainingSeminarsfortheIraqiVeterinarySyndicateandtheIraqiRedMeatsAssociationRMalinowski(MichiganStateUniversity,CollegeofVeterinaryMedicine,InformationTechnologyCenter,EastLansing,Michigan,USA)
6BB5 DevelopingclinicalskillstrainingwithanoviceproviderBTLangham*1,JMicallef2,IMartin3(1EastMidlandsHealthcareWorkforceDeanery,Nottingham,UK;2MaterDeiHospital,Malta;3RoyalDerbyHospital,Derby,UK)
6BB6 IntroducingtheAAMC–HHMIScientificFoundationsforFuturePhysiciansintoTaiwanundergraduatemedicaleducationMinLiu*1,Keh-MinLiu1,Chi-WanLai2(1KaohsiungMedicalUniversity,CollegeofMedicine,Kaohsiung,Taiwan;2MedicalEducationCommittee,MinistryofEducation,Taiwan)
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2 6BB7 Howstudentsperceivemedicalcompetences:across-culturalstudybetweentheMedicalCourseinPortugalandAfricanPortugueseSpeakingCountriesJBarbosa*1,MSevero1,2,MFresta3,MIsmail,MAFerreira1,HBarros2(1FacultyofMedicineoftheUniversityofPorto,CentreforMedicalEducation,Porto,Portugal;2FacultyofMedicineoftheUniversityofPorto,DepartmentofHygieneandEpidemiology,Porto,Portugal;3FacultyofMedicineoftheUniversityofPorto,Portugal)
6BB8 CareerDevelopmentProgramforCancerPreventionandControlResearchinMinorityPopulationsandInternationalSettings:ANeedsAssessmentPBMullan*1,ASoliman2,RChamberlain(1UniversityofMichigan,SchoolofMedicine,DeptofMedicalEducation,AnnArborMI,USA;2UniversityofMichigan,SchoolofPublicHealth,DeptofEpidemiology,AnnArborMI,USA)
6BB9 BrazilFAIMERRegionalInstitute:AnEducationalInternationalPartnershipAnsweringtoLocalNeedsEAmaral*1,HHCampos2,SFriedman3,PMorahan3,MNTAraujo2,PMarcondes4,VRBollella5, MGFRibeiro2(1UNICAMP,Ob&GynDept,Campinas/Brazil;2UFC,Fortaleza/Ceara;3Faimer;4FAMEMA,Marilia/Brazil;5USP,RibeiraoPreto/Brazil)
6BB10 GuidetoWorkingAbroadforAustralianMedicalStudentsandJuniorDoctorsRMitchell,JParker,KAustin*,RFielke*,DMaor*(CouncilforDoctorsinTraining,AustralianMedicalAssociation,BartonACT,Australia)
6BB11 BolognafirstcycleinmedicineMTRoss*,GPeeraer,ADCumming(TheUniversityofEdinburgh,CentreforMedicalEducation,Edinburgh,UK)
6BB12 MedicalstudiesinBelgiumundergoingmutation:Astudents’perspectiveGUMusigazi*,AGeubel,CdeBurbure,DVanpee(UniversitéCatholiquedeLouvain,FacultédeMédecineetdeMédecinedentaire,InternationalRelations,UCLHealthSciences,Brussels,Belgium)
6BB13 DiscoursesonInternationalMedicalGraduates:ACriticalDiscourseAnalysisfromTaiwanTzu-HungLiu*,Ming-JungHo(NationalTaiwanUniversityCollegeofMedicine,Taipei,Taiwan)
6BB14 AcombinedlinguisticandmedicalapproachtoimprovewrittenandverbalcommunicationskillsforInternationalMedicalGraduatesDCross*,ASmalldridge*(REACHENorthWest,SalfordRoyalFoundationTrust,Salford,UK)
6BB15 Beyondassessment:BuildingacommunitymodelofsupportforInternationalMedicalGraduatesGMacPherson*1,BHolmes2,STaylor,RMaudsley(1ClinicianAssessmentforPracticeProgram,CollegeofPhysiciansandSurgeonsofNovaScotia,Halifax,NovaScotia,Canada;2LearningResourceCentre,DalhousieUniversityFacultyofMedicine,Canada)
6BB16 InfluenceofDiscipline,OrganSystem,andTaskonItemDifficultyonthe2009-10InternationalFoundationsofMedicine(IFOM)ExaminationKHoltzman*1,DSwanson1,IGrabovsky1,JPhebus1,KAngelucci1,BHimpens2,RLandolfi3, NSousa4,LPannizzo1(1NationalBoardofMedicalExaminers(NBME),Philadelphia,USA;2KatholiekeUniversiteitLeuvenMedicalSchool,Leuven,Belgium;3CatholicUniversitySchoolofMedicine,Rome,Italy;4UniversityofMinho,Portugal)
6BB17 CantheresultsoftheUKMRCGPexaminationtellussomethingaboutvariationsinthemedicaleducationalenvironmentintheUK,elsewhereinEuropeandbeyond?JBCookson*,VAllgar(HullYorkMedicalSchool,UniversityofYork,UK)
6BB18 E-Learning:ComparativeAssessmentofSharedCase-BasedE-LearningAmongMulti-NationalMedicalSchoolsJMuller,DSutphin*,DTooke-Rawlins,DJSutphin(EdwardViaCollegeofOsteopathicMedicineInternationalandAppalachianOutreachDepartment,BlacksburgVA,USA)
6BB19 GlobalHealthinPostGraduateMedicalEducation:ALiteratureReviewJ-MBourque*,MMasterson,DRaza,PShrichand(CanadianAssociationofInternesandResidents,Canada)
6BB20 EvaluationoftheRadiologyTeachingSystemintheMedicalSchoolCurriculumandinanInternationalContextElenaOris(Kourdioukova)(GentUniversityHospital,DepartmentRadiology,Gent,Belgium)
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1030-1200 6DD SECRETS oF SUCCESS 5Location:HallA
6DD1 WorkingwithHybridSimulation:TheVentriloscope®DSouder*1,WMay*1,TOwens*2(1KeckSchoolofMedicine,UniversityofSouthernCalifornia, LosAngeles,CA,USA;2HowardUniversityCollegeofMedicine,Washington,D.C.,USA)
6DD2 MassRealism?–DevelopingaVirtualWardRoundJRound*,TBate,SKohlhoff,JDixon,DWalters(DepartmentofChildHealth,StGeorge’s, UniversityofLondon,UK)
6DD3 ABETheTummyDummy–ANewAbdominalSimulatorErleCHLim*1,FelixAustin2,CCYen2,YvonneChua2,TiffanyLoy2,CKPeng2,SCThiam2,QYHo1, CLNg1,SharifMahaboob1,LKLim1,PatrickSLChia1(1YongLooLinSchoolofMedicine,NationalUniversityofSingapore;2DesignIncubationCenter,NationalUniversityofSingapore,Singapore)
6DD4 CaseBasedTutorTraining:Turnitupsidedown!WAStewart*1,MCMatte*2,AHogan3(1DalhousieMedicineNewBrunswick,Rothesay,NB,Canada;2DalhousieUniversity,DivisionofMedicalEducation,Halifax,NS,Canada;3DalhousieMedicineNewBrunswick,SaintJohn,NB,Canada)
1200-1330 LUNCH Location:HallA
1215-1315 PRIVATE MEETINGS AMEEAGM Location:Stolz1 IAMSELuncheon Location:RestaurantClub ESMECourse Location:Schubert5 RESMECourse Location:Schubert2 ESMESimCourse Location:Schubert6 MeettheExpert(Assessment) Location:BusinessSuite3
SESSIoN 7: PLENARY
1330-1530 7 PLENARY: International Medical EducationChairperson:TrudieRoberts(UK)Location:HallA
1330-1400 7A GlobalisationofMedicalEducation:anexplorationofmodelsoftransnationalmedicaleducationandopportunitiesandchallengesassociatedwiththemDavidWilkinson(TheUniversityofQueensland,Australia)
David WilkinsonisDeanofMedicineandHead,SchoolofMedicineatTheUniversityofQueensland,Australia.Hehasestablishedtheschoolas‘Australia’sglobalmedicalschool,andrecentlyledtheestablishmentofanovelpartnershipwiththeOchsnerHealthSysteminNewOrleanswherebyUSmedicalstudentsspend2yearsinBrisbaneand2yearsinNewOrleanstocompletetheirUQmedicaldegree.
1400-1430 7B Transnationalcollaborativelearningforstudentsandfaculty–thepowerofMedEdWorldMadalenaPatricio(UniversityofLisbon,Portugal)
Madalena Folque Patrício,isPresidentofAMEE.SheisassistantprofessorattheInstituteofIntroductiontoMedicineattheFaculdadedeMedicina,UniversidadedeLisbonandCoordinatoroftheLisbonBEMEGroup(BestEvidenceinMedicalEducation)whereshecoordinatesaSystematicReviewonthereliability,validityandfeasibilityoftheObjectiveStructuredClinicalExamination(OSCE).InadditiontoAssessmentofClinicalCompetenciesherspecialinterestsareinHumanizationofMedicineandTrainingTeachers.
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21430-1500 7C InternationalAccreditationofMedicalSchoolsStefanLindgren(WFME/LundUniversity/UniversityHospitalMAS,Malmo,Sweden),PabloPulido(PanamericanFederationofAssociationsofMedicalSchools(PAFAMS),Venezuela),EmmanuelGCassimatis(EducationalCommissionforForeignMedicalGraduates(ECFMG®)andFoundationfortheAdvancementofInternationalMedicalEducationandResearch(FAIMER®),USA)
Stefan Lindgren,MD,PhD,isaSpecialistinInternalMedicineandGastroenterologyandiscurrentlyProfessorinMedicineatLundUniversityandSeniorConsultantinInternalMedicine/GastroenterologyatUniversityHospitalMASinMalmö.HeisPresidentoftheWorldFederationforMedicalEducation(WFME).
Pablo Pulido,MD,isformerMinisterofHealth,Venezuela.HeiscurrentlyPresidentofthePanamericanFederationofAssociationsofMedicalSchools,PAFAMS,anetworkofMedicalSchoolsintheAmericas,andCEOofProjectGlobe,–aprojectfortheeducationofprimarycarephysicians.
Emmanuel G Cassimatis,MD,isPresidentandCEOoftheEducationalCommissionforForeignMedicalGraduates(ECFMG®)andChairoftheBoardofDirectorsoftheFoundationfortheAdvancementofInternationalMedicalEducationandResearch(FAIMER®).AgraduateoftheUniversityofChicago,HarvardMedicalSchoolandtheWashingtonPsychoanalyticInstitute,hewasmostrecentlyVicePresidentforAffiliationsandInternationalAffairsandProfessorofPsychiatry,UniformedServicesUniversityoftheHealthSciences(USU).
1500-1530 QuestionsandDiscussion
1530-1600 COFFEEBREAK Location:HallA
SESSIoN 8: SIMULTANEoUS SESSIoNS
1600-1745 8A SYMPoSIUM: The Contribution of the Social Sciences to Medical Education ResearchPanel:MathieuAlbert(WilsonCentre,UniversityofToronto,Canada);MariaAthina(Tina)Martimianakis(WilsonCentre,UniversityofToronto,Canada)(co-chairs);AlanBleakley(UniversitiesofPlymouthandExeter,UK);TrishaGreenhalgh(BartsandTheLondonSchoolofMedicineandDentistry,UK);Ming-JungHo(NationalTaiwanUniversityCollegeofMedicine,Taiwan); CynthiaWhitehead(UniversityofToronto,Canada)Location:HallA
1600-1745 8B SYMPoSIUM: Promoting foundational research literacy skills: from research literacy to research capacity in health science students (organised by: The International Association of Medical Science Educators (IAMSE)Panel:FrazierStevenson(UniversityofSouthFlorida,USA);AdiHaramati(GeorgetownUniversity,USA);DesAngesCruser(UniversityofNorthTexasHealthScienceCenter,USA);NehadEl-Sawi(KansasCityUniversityofMedicine&HealthSciences,USA);BillJeffries(UniversityofVermont,USA);PeterdeJong(LeidenUniversity,Netherlands)Location:Strauss1
1600-1745 8C SHoRT CoMMUNICATIoNS: ManagementChairperson:Location:Strauss2
1600-1615 8C1 OvercomingthemarginalisationofAcademicClinicianEducatorsKKumar,CRoberts*,JThistlethwaite(UniversityofSydney,SydneyMedicalSchool,Sydney,Australia)
1615-1630 8C2 ChallengesforteacherdevelopmentinaresearchintensivefacultyofmedicineGEdgren*1,GHelmstad2(1LundUniversity,FacultyofMedicine,Lund,Sweden;2LundUniversity,FacultyofSocialSciences,Lund,Sweden)
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1630-1645 8C3 GMCQualityImprovementFrameworkMHart(GeneralMedicalCouncil,London,UK)
1645-1700 8C4 AnintegratedqualityassurancecapacitybuildingstrategiesprogramforhealthmanagersandqualitycoordinatorstowardsanationalhealthinsuranceSJHHendricks(UniversityofPretoria,SchoolofHealthSciencesandPublicHealth,Hatfield,Pretoria,SouthAfrica)
1700-1715 8C5 Medicalstudentsonlong-termplacements:afinancialhelporhindrancetopreceptors?JNHudson*1,KMWeston1,EAFarmer2(1UniversityofWollongong,GraduateSchoolofMedicine,Wollongong,NSW,Australia;2HealthWorkforceAustralia,Adelaide,SA,Australia)
1715-1730 8C6 Conceptualisingthe‘D’:MovingFromDistancetoDistributedinDPMEBSchrewe*,HFrost*,JBates(UniversityofBritishColumbia,CentreforHealthEducationScholarship,VancouverGeneralHospital,Vancouver,Canada)
1730-1745 8C7 HowcanEngestrom’sActivityTheoryinformpartnershipworking?UnderstandingsuccessfulcollaborationbetweenhealthcareandeducationAMReid(SchoolofMedicine,UniversityofLeeds,UK)
no discussion
1600-1745 8D FRINGE 2Chairperson:RachelEllaway(Canada)Location:Strauss3
1600-1618 8D1 “Weneedadatabase...thingie...”DTopps1,MTopps2,DMyhre1(1UniversityofCalgaryDepartmentofFamilyMedicine,Calgary,Canada;2NorthernOntarioSchoolofMedicine,Sudbury,Canada)
1618-1636 8D2 EncouragingdiscussionsondiversityusingmoviesDanielKuo*,JulieRogers*,EddieGreene,JamesNewman(MayoClinic,MayoMedicalSchool,RochesterMN,USA)
1636-1654 8D3 LearningtodoitrightbydoingitwrongNWolff,EdeGraaf(Presenter:MStaphorst)(ErasmusUniversityMedicalCenter,DepartmentofMedicalPsychology&Psychotherapy,CARotterdam,TheNetherlands)
1654-1712 8D4 Inyourshoes(Learningempathy)PTempski*1,2,BPerotta1,SGannam*2,HParo2,MAMartins*2(1EvangelicalMedicalSchool,Curitiba,Brazil;2UniversityofSaoPaulo,FacultyofMedicine,SaoPaulo,Brazil)
1712-1730 8D5 CreateaNEWobject–astrategytoactivatecreativityandteachaboutteamworkEKachur*1,TJJirasevijinda*2(1MedicalEducationDevelopment,NewYork,NY,USA;2WeillCornellMedicalCollege,NewYork,NY,USA)
1730-1748 8D6 Thedonorshow!Twokidneys,fivepatients–youdecidewhogetsthetransplant….EvelineKramer*,AnnedelaCroix*(ErasmusUniversityMedicalCenter,DepartmentofMedicalPsychologyandPsychotherapy,Rotterdam,TheNetherlands)
1600-1745 8E SHoRT CoMMUNICATIoNS: Improving the oSCEChairperson:KathyHoltzman(USA)Location:Lehar3-4
1600-1615 8E1 Whatadifferenceanexaminermakes!Detection,impactandresolutionof‘rogue’examinerbehaviourinhighstakesOSCEassessmentsRFuller*,MHomer,GPell(LeedsInstituteofMedicalEducation,UniversityofLeeds,UK)
1615-1630 8E2 Sequentialtesting:doesrealitymeetexpectations?GPell*,MHomer,RFuller(UniversityofLeeds,LIME,Leeds,UK)
1630-1645 8E3 UsingDomainTemplatestoImproveExaminerRatingsinaHighStakesOSCEBHolmes*1,RMaudsley2,LMosher1(1DalhousieUniversityFacultyofMedicine,Halifax,Canada;2CollegeofPhysiciansandSurgeonsofNovaScotia,Halifax,Canada)
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21645-1700 8E4 DevelopmentofareviewformforOSCEstations:validity,relevance,plausibilityandrealizabilityhavetobecheckedbeforeusingthestationSKujumdshiev*,ChConrad,TOFWagner(JohannWolfgangGoethe-UniversityFrankfurt,DepartmentofInternalMedicine,Frankfurt,Germany)
1700-1715 8E5 ImprovingthevalidityandreliabilityofOSCEscoresthroughacomprehensivemeasurementinstrumentETor*,JMacnish,CSteketee,AWright(SchoolofMedicineFremantle,TheUniversityofNotreDameAustralia,Fremantle,WA,Australia)
1715-1730 8E6 Whatdofacultyandsimulatedpatients(SP)evaluate?Analysisofglobalrating(GR)anddomainscoresofOSCEMTagawa*,KIkeda(KagoshimaUniversity,GraduateSchoolofMedicalandDentalSciences,CenterforInnovationinMedicalandDentalEducation,Kagoshima,Japan)
1730-1745 8E7 RatertrainingincreasesscoringconcordanceofOSCEincertain,butnotallitemsCCChien*1,2,MRHsieh2,3,CJHung1,CWYang1,STLee2,4(1TheDivisionofNephrology,DepartmentofInternalMedicine;2DepartmentofMedicalEducation;3SectionofCardiovascularSurgery,DepartmentofSurgery;4NeurospinalSection,DepartmentofNeurosurgery;ChangGungMemorialHospital,Taiwan)
no discussion
1600-1745 8F SHoRT CoMMUNICATIoNS: Patient SafetyChairperson:MarilynHammick(UK)OpeningDiscussant:LesleySouthgate(UK)Location:Lehar1
1600-1615 8F1 TeachingTeamwork?UsingsimpleprojectstoaidcomplexlearningandassessmentwithinanintegratedcurriculumRobLane*,Anne-MarieReid,RichardFuller(LeedsMedicalSchool,LeedsInstitueofMedicalEducation,UniversityofLeeds,UK)
1615-1630 8F2 InterprofessionalEducationinUndergraduateMedicalCurriculum:OneApproachtoImprovePatientSafetyAKearney*,OHeath,SPeters,JBarrett(CentreforCollaborativeHealthProfessionalEducation,FacultyofMedicine,MemorialUniversity,SchoolofNursing,StJohn’s,Newfoundland,Canada)
1630-1645 8F3 Effectsofanundergraduatecourseonpatientsafety:transferfromlearningtobehaviorJMdeFeijter*1,WSdeGrave1,RPKoopmans2,AJJAScherpbier3(1MaastrichtUniversity,DepartmentofEducationalDevelopmentandResearch,FacultyofHealth,MedicineandLifeSciences,Maastricht,TheNetherlands;2MaastrichtUniversityMedicalCentre,DepartmentofInternalMedicine,Maastricht,TheNetherlands;3InstituteforEducation,MaastrichtUniversity, TheNetherlands)
1645-1700 8F4 Teamtraininginhumanfactors:FollowupandtransferoflearningNJenkins*,REllis*,MPiper,JMcFetrich,SCorbett(NorthumbriaHealthcareNHSFoundationTrust,NorthShields,TyneandWear,UK)
1700-1715 8F5 Medicaleducationinpracticinginterprofessionalteams:ImprovingcollaborationandpatientsafetyOHeath*,AKearney,SPeters,JBarrett,AHollett,PMcCarthy(MemorialUniversity,CentreforCollaborativeHealthProfessionalEducation,HealthSciencesCentre,FacultyofMedicine,StJohn’s,NL,Canada)
1715-1730 8F6 Measuringtheemotionalresponsetopatientnarrativesinapatient-ledinterventiononpatientsafety:resultsfromarandomisedcontrolledtrialZThompson*,VJha,NQuinton,AWinterbottom,JSymons,CMelville,DTorgerson,IWatt,JWright(YorkshireQualityandSafetyResearchGroup,BradfordInstituteforHealthResearch,BradfordRoyalInfirmary,Bradford,UK)
1730-1745 discussion
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1600-1745 8G SHoRT CoMMUNICATIoNS: Clinical ReasoningChairperson:HiroshiNishigori(Japan)OpeningDiscussant:BernardCharlin(Canada)Location:Lehar2
1600-1615 8G1 ClinicalexperienceandclinicalreasoningRashmiShahi,DavidPrideaux*,HelenaWard,LucieWalters,SarahMahoney(FlindersUniversity,InnovationsinClinicalEducationSchoolofMedicine,Adelaide,SouthAustralia)
1615-1630 8G2 CognitiveContinuumTheory(CCT):AdifferentperspectiveonteachingclinicalreasoningEJFMCusters(UniversityMedicalCenterUtrecht,CenterforResearchandDevelopmentofEducation,Utrecht,TheNetherlands)
1630-1645 8G3 Researchonclinicalreasoning:MorethanmakingadiagnosisMGoldszmidt*1,PaulMinda2,GeorgesBordage3(1SchulichSchoolofMedicine&Dentistry,CentreforEducationResearch&Innovation,London,Ontario,Canada;2UniversityofWesternOntario,DepartmentofPsychology,London,Ontario,Canada;3UniversityofIllinoisatChicago,USA)
1645-1700 8G4 AssessingclinicalreasoningamongexperiencednursesasabaseforanewassessmentmethodfornursingstudentsElenitaForsberg*1,UnoGHFors2(1SchoolofSocialandHealthSciences,HalmstadUniversity,Sweden;2Dept.ofComputerandSystemsSciences,StockholmUniversity,Stockholm,Sweden)
1700-1715 8G5 Canequalsbedifferent?ExploratorystudyofdifferencesandsimilaritiesinClinicalReasoningstrategiesbetweenPBLvsBMedScistudentsALDaSilva*,RDennick(MedicalEducationUnit,FacultyofMedicineandHealthSciences,UniversityofNottingham,MedicalSchool,Queen’sMedicalCentre,Nottingham,UK)
1715-1745 discussion
1600-1745 8H SHoRT CoMMUNICATIoNS: Student engagement with the curriculumChairperson:CarolElam(USA)OpeningDiscussant:ElianaAmaral(Brazil)Location:Stolz1
1600-1615 8H1 MedicalStudentismorethanalearner:therolesofmedicalstudentin21stcenturyKABinAbdulrahman1*,AAAljuayli2,AAAlrubaian2,DSMulafikh2,AAAbdulmomen2,HSAlturki2 (1CollegeofMedicine,Al-ImamUniversity,SaudiArabia;2CollegeofMedicine,Al-ImamUniversity,SaudiArabia)
1615-1630 8H2 StudentsversusConsultants?ComparativestudyofstudentandconsultantopinionsofclinicaleducationVVijayakumar*,DBee(AcademicUnitofMedicalEducation,UniversityofSheffield,UK)
1630-1645 8H3 EvaluationoftheEducationalValueofaStudent-ledInterprofessionalWorkshopforQualityImprovementandPatientSafetyPDas*,HZhu,IWong,KProsser,XDu,VVyas(UniversityofCambridgeSchoolofClinicalMedicine,Addenbrooke’sHospital,Cambridge,UK)
1645-1700 8H4 Learningtoteachintheundergraduatemedicalcurriculum:aDelphistudyofUKexpertsinmedicaleducationMTRoss*,CKreber(TheUniversityofEdinburgh,CentreforMedicalEducation,Edinburgh,UK)
1700-1715 8H5 TeachtoTeach:TheMedicalEducationPathwayattheUniversityofRochesterSchoolofMedicineandDentistryCFong*,ANofziger,SBrown-Clark,DWard,STripler,JRubenstein,BDavis(DepartmentofPediatrics,UniversityofRochesterMedicalCenter,Rochester,NewYork,USA)
1715-1730 8H6 Student-ledevaluation−worththeeffort?CCoulby,JLaxton,CMurray,RFuller(Presenter:GFrith)(UniversityofLeeds,LeedsInstituteofMedicalEducation,Leeds,UK)
1730-1745 discussion
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21600-1745 8I RESEARCH PAPERS: Postgraduate Education / CMEChairperson:PaulHemmer(USA)Location:Stolz2
1600-1620 8I1 “Gettingupthenextmorning”:Surgeons’reactionstoadverseeventsintheOperatingRoomShellyLuu1,GlennRegehr2,LucasMurnaghan1,3,StevenGallinger4,Carol-anneMoulton*1,4(1WilsonCentre,UniversityHealthNetwork,Toronto,Ontario;2CentreforHealthEducationScholarship,UniversityofBritishColumbia,Vancouver,BritishColumbia;3HospitalforSickChildren,Toronto,Ontario;4DepartmentofSurgery,UniversityofToronto,Canada)
1620-1640 8I2 LimitedawarenessofstrategiesforapproachingchangemanagementbydepartmentalleadingconsultantsJPIFokkema*1,MWesterman1,PWTeunissen2,AJJAScherpbier3,CPMvanderVleuten2,PJDurr, FScheele(1StLucasAndreasHospital,Amsterdam,TheNetherlands;2DepartmentofEducationalDevelopmentandResearch,FacultyofHealth,Medicine,andLifeSciences,MaastrichtUniversity,Maastricht,TheNetherlands;3InstituteforMedicalEducation,UniversityofMaastricht,Maasticht,TheNetherlands)
1640-1700 8I3 TheEffectofGraduateMedicalEducationonPatientOutcomes:aSystematicReviewRMvanderLeeuw*1,MJMHLombarts1,MJHeineman2(1AcademicMedicalCentre,UniversityofAmsterdam,DepartmentofQualityandProcessInnovation,Amsterdam,TheNetherlands;2AcademicMedicalCentre,UniversityofAmsterdam,DepartmentofObstetricsandGynecology,Amsterdam,TheNetherlands)
1700-1720 8I4 Isashorte-learningcourseeffectiveatimprovingpaediatricprescribingskillsamongstUKFoundationDoctors?AnopenlabelrandomisedcontrolledtrialMorrisGordon*1,PaulBaker2,MadawaChandratilake3(1RoyalManchesterChildren’sHospital,Manchester,UK;2NorthWesternDeanery,Manchester,UK;3UniversityofDundee,CentreforMedicalEducation,Dundee,UK)
1720-1740 8I5 Startingasaconsultant;competentthroughspecialtytrainingorburnedout?MWesterman*1,PWTeunissen2,CPMvanderVleuten2,AJJAScherpbier3,JPIFokkema1, CEHSiegert1,FScheele1,4(1StLucasAndreasHospitalAmsterdam,theNetherlands;2DepartmentofEducationalDevelopmentandResearch,FacultyofHealth,Medicine,andLifeSciences,MaastrichtUniversity,Maastricht,TheNetherlands;3FacultyofHealth,Medicine,andLifeSciences,MaastrichtUniversity,Maastricht,TheNetherlands;4VUMC,Amsterdam,TheNetherlands)
1740-1745 discussion
1600-1745 8J SHORT COMMUNICATIONS: Clinical teaching and learningChairperson:BennoBonke(Netherlands)OpeningDiscussant:Location:Schubert1
1600-1615 8J1 Theimpactoflongitudinalintegratedclinicalplacementsonhealthcare:thepatientperspectiveJNHudson,PJKnight*,KMWeston(UniversityofWollongong,GraduateSchoolofMedicine,Wollongong,NSW,Australia)
1615-1630 8J2 Theinfluenceofthelongitudinallearner-teacherrelationshipinthestudentexperienceofassessmentandfeedbackinlongitudinalintegratedclerkshipsJBates*1,JKonkin*2,CSuddards2,DPratt1,SDobson1(1UniversityofBritishColumbia,CentreforHealthEducationScholarship,Vancouver,BC,Canada;2UniversityofAlberta,DivisionofCommunityEngagement,Edmonton,AB,Canada)
1630-1645 8J3 ValidationofGynaecologicalEmergencySkillsDrills(GESD):aEducationalDevelopmentToolDeirdreLyons*1,SusanClark2,LeyeSanu3,JoCook1,JennyHigham1,4(1DeptofGynaecology,ImperialCollegeHealthcareNHSTrust,St.Mary’sHospital,London,UK;2DeptofSurgery&Cancer,ImperialCollegeLondon,UK;3NorthWestLondonHospitalsNHSTrust,London,UK;4FacultyofMedicine,ImperialCollegeLondon,UK)
1645-1700 8J4 SocraticmaieuticsasamethodofsmallgroupsteachingofintensivecaremedicineAPais-de-Lacerda*,CFrança(UniversityofLisbon,FacultyofMedicine,IntensiveCareMedicineDepartment,HospitaldeSantaMaria,Lisboa,Portugal)
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1700-1715 8J5 VisualexpertiseinpaediatricneurologyTBalslev*1,HJarodzka2,KHolmqvist,WdeGrave,AMMMuijtjens,BEika1,JJGvanMerriлnboer,AJJAScherpbier(1UniversityofAarhus,MEDU,CentreforMedicalEducation,Aarhus,Denmark;2CentreofLearningSciencesandTechnologies,OpenUniversityofTheNetherlands,Heerlen,theNetherlands)
1715-1730 8J6 It’sallconnected!Nursingstudents’experiencesofanintegratedcaseseminarPTurunenOlsson*1,3,MWeurlander2,A-CMattiasson1,GWärnHede1,GPanagiotidis,EBroberger1,HHult,AWernerson(1KarolinskaUniversityHospital,DepartmentofGeriatrics,Stockholm,Sweden;2KarolinskaInstitute,DepartmentofLearning,Informatics,ManagementandEthics,Stockholm,Sweden;3KarolinskaInstitute,DepartmentofNeurobiology,CareScience,Stockholm,Sweden)
1730-1745 Discussion
1600-1745 8K RESME CoURSE (Closed session)Location:Schubert2
1600-1745 8L ESME Assessment (ESMEA) Course (Closed session)Location:Schubert3
1600-1745 8M SHoRT CoMMUNICATIoNS: GenderChairperson:OpeningDiscussant:KerryKnickle(Canada)Location:Schubert4
1600-1615 8M1 IntegrationofGender-relatedknowledgeandskillsintothenewmodularmedicalcurriculumatCharitéBerlinSLudwig*,SOertelt-Prigione,CKurmeyerIKőhler,JBreckwoldt,OAhlers,JHein,THitzblech,AMaaz,IBrunk,HPeters,MGross,AGrűters-Kieslich(Charité–UniversitatsmedizinBerlin,CurriculumDevelopmentTeam,Berlin,Germany)
1615-1630 8M2 Swedishmedicalstudentsinterpretgenderinpatients’narratives–anexperimentalstudyongenderbiasJAndersson*1,PSalander2,KHamberg1(1UmeaUniversity,DepartmentofPublicHealthandClinicalMedicine,DivisionofFamilyMedicineandNationalGraduateSchoolofGenderStudies,Umea,Sweden;2UmeaUniversity,DepartmentofSocialWork,Umea,Sweden)
1630-1645 8M3 GenderaspectsinlearningBasicLifeSupportSSopka1,3,HBiermann1,2,AJäger1,SRex2,RRossaint2,SBeckers*1,3(1AIXTRA–CentreforTraininginMedicalEducation,SkillslaboftheMedicalFaculty;2DepartmentofAnaesthesiology,UniversityHospitalAachen;3DepartmentofSurgicalIntensiveCareMedicine,UniversityHospitalAachen,Germany)
1645-1700 8M4 GenderSpecificExaminations:aSurveyonKnowledgeandExperienceofFinalYearMedicalStudentsSamiAlnassar,RehamAlmuhaya*,GhadeerAlshaikh,MuslimAlsaadi,SamiAzer(DepartmentofMedicalEducation,CollegeofMedicine,KingSaudUniversity,Riyadh,SaudiArabia)
1700-1715 8M5 GendereffectinmedicalschooladmissiondecisionusingMultipleMiniInterviewsscoresMPMorin*1,2,CBourdy1,RJGagnon1(1UniversityofMontreal,MedicineFaculty,Centredepédagogieappliquéeauxsciencesdelasanté,Montreal,Canada;2UniversityofToronto,SickKidsLearningInstitute,Toronto,Canada)
1715-1730 8M6 Empathyinuniversitystudents:isthereagenderdifference?ENemr*,NNajem,SHlais,MNasr,FHaddad(Saint-JosephUniversity,FacultyofMedicine,Beirut,Lebanon)
1730-1745 discussion
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21600-1745 8N SHoRT CoMMUNICATIoNS: Communication skillsChairperson:SarahBaillie(UK)OpeningDiscussant:TimDornan(Netherlands/UK)Location:Schubert5
1600-1615 8N1 Preparingfuturedoctorstomeetthecommunicativechallengesoftoday’spatientsBDPedersen*,ØLidegaard,ABPinborg,PMRudnicki,CVRingsted(CentreforMedicalEducation,CopenhagenUniversityHospital,Rigshospitalet,Copenhagen,Denmark)
1615-1630 8N2 DevelopmentofaNovelCommunicationsCompetencyFramework:ANationalConsensusProjectSDojeiji*,JRFrank,SKurtz,IBowmer,FBursey,JEvans,LFlynn,MGoldszmidt,MTLussier, ANeville,CRichard,JSargeant,JSherbino,GWallace,WWestonfortheCommunicationMilestonesWG(c/oTheRoyalCollegeofPhysiciansandSurgeonsofCanada)
1630-1645 8N3 Experientiallearningmethodshaveapositiveeffectonmedicalstudents’attitudestolearningcommunicationskillsJKoponen*1,EPyőrälä2,PIsotalus1(1UniversityofTampere,TheSchoolofCommunication,MediaandTheatre,Tampere,Finland;2UniversityofHelsinki,Research&DevelopmentUnitforMedicalEducation,Helsinki,Finland)
1645-1700 8N4 Tailoringcommunicationtrainingtoclinicalneeds:doctorsusegoal-directedcommunicationtechniquesWVeldhuijzen*,PRam,TvanderWeijden,CvanderVleuten(MaastrichtUniversity,FacultyofHealthMedicineandLifeStudies,Maastricht,Netherlands)
1700-1715 8N5 Theeffectsofapost-graduatetrainingprograminteachingcommunicationskillsNJunodPerron*1,JSommer2,MLouisSimonet1,NNendaz1,2,DDolmans3,CVanderVleuten3 (1GenevaUniversityHospitals,DivisionofPrimaryCare;2UniversityofGeneva,MedicalSchool;3UniversityofMaastricht,SchoolofHealthProfessionalsEducation)
1715-1730 8N6 AccountingforcontextfactorsincommunicationassessmentGEssers*1,AKramer1,SvanDulmen2,CvanWeel1,CvanderVleuten3)(1RadboudUniversityNijmegenMedicalCentre,DepartmentofPrimary&CommunityCare,HBNijmegen,TheNetherlands;2NIVEL(NetherlandsInstituteforHealthServicesResearch),Utrecht,TheNetherlands;3UniversityofMaastricht,SchoolofHealthProfessionalsEducation,Maastricht,TheNetherlands)
1730-1745 discussion
1600-1745 8o WoRKSHoP: Milestones: Essential Tools for Competency-based EducationFacilitators:JFrank*1,2,LSnell*1,3,OtenCate*4,EHolmboe*5,PHarris*6,fortheICBMECollaborators(1TheRoyalCollegeofPhysiciansandSurgeonsofCanada;2Dept.ofEmergencyMedicine,UniversityofOttawa,Canada;3Depts.ofMedicine&MedicalEducation,McGillUniversity,Canada;4CenterforResearch&DevelopmentofEducation,UMCUtrecht,Netherlands;5AmericanBoardofInternalMedicine,Philadelphia,USA;6UniversityofNewSouthWales, Sydney,Australia)Location:Schubert6
1600-1745 8P WoRKSHoP: Studying the medical education learning environment: exploring international perspectivesFacilitators:LDGruppen*1,WMay*2,KDHuggett*3,SSkochelak*4,WFilstead4(1UniversityofMichigan,DepartmentofMedicalEducation,AnnArbor,USA;2UniversityofSouthernCalifornia,KeckSchoolofMedicine,DivisionofMedicalEducation,LosAngeles,USA;3CreightonUniversitySchoolofMedicine,Omaha,USA;4AmericanMedicalAssociation,Chicago,IL,USA)Location:BusinessSuite1
1600-1745 8Q PRIVATE MEETING: MEDINE2: Workpackage 5 and 6 (invite only)Location:BusinessSuite2&3
1600-1745 8R WoRKSHoP: When Mayhem Reigns: Developing Teaching Skills for Hectic Clinical SituationsFacilitators:DDath*,EDMatsumoto,DSzalay,JHoogenes(JuravinskiHospitalandCancerCentre,Hamilton,ONCanada)Location:BusinessSuite4
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1600-1745 8S WoRKSHoP: A professional approach to multi-source feedback (MSF) in specialist training – how to qualify feedback facilitatorsFacilitators:BMalling*1,GEriksen*1,GBjørg*2(1CenterofMedicalEducation,AarhusUniversity,Denmark;2DepartmentofHumanResources,AarhusUniversityHospital)Location:HallB,GalerieRoom3+4
1600-1745 8T WoRKSHoP: Workshop: MDcme.ca – online Continuing Medical Education for Physicians and other Health ProfessionalsFacilitators:FKirby*,SPeters*,RHaywood(FacultyofMedicine,MemorialUniversity, StJohn’s,NL,Canada;PresentedonbehalfoftheMDcmeConsortium)Location:HallB,GalerieRoom5+6
1600-1745 8U WoRKSHoP: Using The Improvement Model to Improve Educational Innovation Facilitators:SSanten*1,RHemphill*1,DMoore*2,EPetrusa2(1EmorySchoolofMedicine, Atlanta,GA,USA;2VanderbiltSchoolofMedicine,NashvilleTN,USA)Location:HallB,GalerieRoom9+10
1600-1745 8V WoRKSHoP: Structured Approach to Effective Virtual Patient AuthoringFacilitators:JBMcGee*1,NPosel*2,DFleiszer*2,SAlbright*3,RScott*4(1UniversityofPittsburghSchoolofMedicine,Pittsburgh,PA,USA;2McGillUniversity,Montreal,Canada;3TuftsSchoolofMedicine,Boston,USA;4WrightStateUniversity,USA)Location:HallB,GalerieRoom11+12
1600-1745 8W WoRKSHoP: Causes and remediation of underperformance in medical school Facilitators:MJCosta*1,RPatel*2,JCleland*3(1LifeandHealthSciencesResearchInstitute(ICVS),SchoolofHealthSciences,UniversityofMinho,Portugal;2LeicesterGeneralHospital,DepartmentofNephrology,Leicester,UK;3DivisionofMedicalandDentalEducation,SchoolofMedicineandDentistry,UniversityofAberdeen,UK)Location:HallB,GalerieRoom15+16
1600-1745 8X PoSTERS: outcome Based EducationChairperson:AllanCumming(UK)Location:HallA
8X1 LearningandsharinginasocialnetworkofeducationalistsCorrydenRooyen*1,BeatrijsdeLeede2(1TheRoyalDutchMedicalAssociation;2LeidenUniversityMedicalCentre,Netherlands)
8X2 AMethodforDesigninganIntegrated,CompetencyBasedSyllabusforaMedicalSchoolUndergraduateCurriculumJFPerez-Gonzalez*1,2,MPatiсo1,2,ZUzcategui1,2,MSalazar2,JInsignares2,MEMartinez2,NMedero2,VMiguel2(1CentrodeInvestigaciónyDesarrollodelaEducaciónMédica(CIDEM);2EscueladeMedicina“LuisRazetti”,FacultaddeMedicina,UniversidadCentraldeVenezuela)
8X3 TheviewsofCoreMedicalTraineesontheimportanceandlearningofnon-technicalskillsLauraAzzopardi*,AzaAbdulla(PrincessRoyalUniversityHospital,DepartmentofMedicine,Orpington,UK)
8X4 IntegratingACGMECompetenciesintoFirstYearUndergraduateMedicalEducationatRossUniversitySchoolofMedicineDCallender*1,SGnecco1,GOgrinc2,RFrankel3,MColeman1(1RossUniversitySchoolofMedicine,DepartmentofIntegratedMedicalEducation,Dominica;2DartmouthMedicalSchool,Hanover,USA;3IndianaUniversitySchoolofMedicine,DepartmentofMedicine)
8X5 CanMEDScompetenciesmostassociatedwithoptimalperformanceofemergencymedicineresidentsDBlouin(Queen’sUniversity,DepartmentofEmergencyMedicine,Kingston,ON,Canada)
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2 8X6 EffectivenessofReflectiveClinicalDebriefinginPBLBasedCurriculum:SomeinitialexplorationsCSkinner*,JHadden(UniversityofNotreDame,MedicalSchool,Fremantle,WestAustralia)
8X7 Currenttrendsofhumanisticpointofviewinmentoringdoctors’expectationongraduateddoctorsSWattanasirichaigoon*,TDhearapanya,VMahasithiwat,KChansiri,NLaoopuksin,NChoomchuay(MedicalEducationCenter,FacultyofMedicine,SrinakharinwirotUniversity,Wattana,Bangkok,Thailand)
8X8 TripleloopofPDSAoncurriculardevelopmenttoachievecustomers’satisfactionVMahasithiwat*,TDhearapanya,NChoomchuay,SWattanasirichaigoon(MedicalEducationCenter,FacultyofMedicine,SrinakharinwirotUniversity,Bangkok,Thailand)
8X9 ReflectionsonreligiousvaluescanhelppromotedesiredcompetenciesinaphysicianEAhmed*,HBaig,HKhawaja,MIqbal(ShifaCollegeofMedicine,DepartmentofMedicalEducation,Islamabad,Pakistan)
8X10 StudyontheperformancestandardofclinicalpracticeusingTaxonomyofEducationalObjectivesforeducationofOccupationalTherapystudentsinJapanChihiroSasaki1,KeikoSatomura*2(1TokyoCollegeofWelfare,DepartmentofOccupationalTherapy,Japan;2GraduateSchoolofHumanHealthSciences,TokyoMetropolitanUniversity,Japan)
8X11 Whatisa“gooddoctor”?:ComparisonoftheviewpointsofmedicalandnursingstudentsNOkuyama*1,RNakajima2,KChiba3,MMatsumoto3,YToyama3,TAmano2(1DepartmentofMusculoskeltalReconstructionandDegenetration,KeioUniversitySchoolofMedicine;2MedicalEducationCenter,KeioUniversitySchoolofMedicine;3DepartmentofOrthopaedicSurgery,KeioUniversitySchoolofMedicine,Japan)
8X12 Occupationalandgenericcompetencesinthesystemofdoctors’trainingYuVDumansky,ANTalalaenko,MSKamenetsky,MBPervak*(DonetskNationalMedicalUniversity,Ukraine)
8X13 Fromstakeholders’needstodoctor’scompetenciesNvanderLee*1,MWesterman1,JPIFokkema1,CPMvanderVleuten2,AJScherpbier3, FScheele4(1StLucasAndreasHospital,DepartmentofHealthCareEducation,AEAmsterdam,theNetherlands;MaastrichtUniversity,2DepartmentofEducationalDevelopmentandResearch;3FacultyofHealth,Medicine,andLifeSciences,Maastricht,Netherlands;4VUUniversity,Amsterdam,Netherlands)
8X14 ‘GoodLearners’andtheirimageofthe‘GoodDoctor’:MedicalstudentsandmissinglinksGMaudsley(TheUniversityofLiverpool,DivisionofPublicHealth,Liverpool,UK)
8X15 Howwellareourpostgraduatespreparedforpractice?TheopinionofrecentlygraduatedspecialistsISDijkstra*1,HBBakker1,PRemmelts1,JJAMooij2,JPols1(1WenckebachInstitute,UniversityMedicalCenterGroningen,UniversityofGroningen,TheNetherlands;2DepartmentofNeurosurgery,UniversityMedicalCenterGroningen,UniversityofGroningen,TheNetherlands)
8X16 AreportonresidentandfellowperceptionsofhelpfullearningexperiencesinacquiringU.S.AccreditationCouncilforGraduateMedicalEducationCoreCompetenciesSBaillie*,LGuerrero,PWimmers,NParker*(DavidGeffenSchoolofMedicineatUCLA,OfficeofGraduateMedicalEducation,LosAngeles,California,USA)
8X17 StudentAwarenessandAttitudestowardACGMECompetenciesinPre-ClinicalYearsofUndergraduateMedicalEducationBeforeandAftertheIntroductionofaCompetency-BasedCurriculumSGnecco*1,DCallender1,DSacks1,IHammel1,RCoutinho1,GOgrinc2,RFrankel3(1RossUniversitySchoolofMedicine,Roseau,Dominica;2DartmouthMedicalSchool,Hanover,USA;3IndianaUniversitySchoolofMedicine,Indianapolis,USA)
8X18 Whatarethenon-academicattributesimportantfortheveterinaryprofession?TheOntarioPerspectivePConlon*1,KHecker2,SSabatini1(1OntarioVeterinaryCollege,UniversityofGuelph,ON,Canada;2FacultyofVeterinaryMedicine,UniversityofCalgary,AB,Canada)
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1600-1745 8Y PoSTERS: oSCE and Clinical assessmentChairperson:HelenCameron(UK)Location:HallA
8Y1 Thevalidityofobjectivestructuredassessmentoftechnicalskills(OSATS)byusingporcinemodelforsurgicalresidentsYunChen*,Pei-ChunLin,Shu-HsunChu(FarEasternMemorialHospital,DepartmentofMedicalEducation,NewTaipei,Taiwan)
8Y2 ValidityandReliabilityofPre-InternshipObjectiveStructuredClinicalExaminationMAlizadehNaini*,NVaseghi(ShirazUniversityofMedicalSciences,ClinicalSkillLabCenter, Shiraz,Iran)
8Y3 TeachingOSCES(objectivestructuredclinicalexamination)aspartofcancercareplacementoffourthyearmedicalstudentsSMRamasamy*1,JWard2,GRadhakrishna1(1StJamesInstituteofOncology,Leeds,UK; 2StGemma’sHospice,Moortown,Leeds,UK)
8Y4 DoStudentsReallyPassTheOSCEChecklist?JaruneeIntarangsi(FacultyofMedicine,ChiangMaiUniversity,ChiangMai,Thailand)
8Y5 Theeffectoftheinclusionofadedicated“AskthePanel”sessioninanear-to-peerrevisionprogramonstudents’anxietyandperceptionsofObjectiveStructuredClinicalExaminationpreparationMSRashid1,OSobowale*2,DGore3(1StockportNHSFoundationTrust,Stockport,UK;2SalfordRoyalNHSFoundationTrust,Salford,UK;3UniversityHospitalsofMorecambeBay,Lancaster,UK)
8Y6 TheAnalysisofModifiedOSCEforOccupationalTherapyStudentsKaoruInoue*1,HitomiSaito2,AtsukoTanimura1,NobuoOshima1(1TokyoMetropolitanUniversity,FacultyofHealthSciences,Tokyo,Japan;2TeikyoHeiseiUniversity,IchiharaCity,Japan)
8Y7 Post-encounternoteisnecessarytoevaluateinformationgatheringabilityinclinicalperformanceexaminationJHKim(InhaUniversitySchoolofMedicine,OfficeofMedicalEducation,Inchon,SouthKorea)
8Y8 AconsistencyanalysisofchecklistsandglobalratingformsforassessingresidentperformanceinclinicalskillsAlvinChao-YuChen*1,2,Hsuan-KaiKao1,2,Yu-ChihHuang1,2,Yi-HsunYu1,2,Wen-JerChen1,2, Shih-TsengLee2(1DepartmentofOrthopedicSurgery;2DepartmentofMedicalEducation;ChangGungMemorialHospital,ChangGungUniversityCollegeofMedicine,Taipei,Taiwan)
8Y9 EvaluationofClinicalCompetenciesonaMDProgramSMRRPasseri*,MEtchebehere,WNadruz,LLiMin,AMBZeferino(StateUniversityofCampinas,FacultyofMedicalSciences,Campinas,Brazil)
8Y10 Objectivestructuredassessmentoftechnicalskillsinvacuumextraction–developmentandvalidationofaprocedure-specificratingscaleMMaagaard*1,JLSorensen1,JOstergaard1,MJohansen1,LAndersen2,CRingsted3,CRLarsen1,BOttesen1(1CopenhagenUniversityHospitalRigshospitalet,Obstetricsdepartment,TheJulianeMarieCenter(forChildren,WomenandReproduction),Denmark;2OdenseUniversityHospital,ObstetricsDepartment,Denmark;3CenterofClinicalEducation,Rigshospitalet,Copenhagen,Denmark)
8Y11 QualitativevsquantitativegradinginclinicalskillsassessmentLPatrao*1,2,RTjeng1,3,EDias1,3,MCastelo-Branco1,3(1FacultyofHealthSciences,UniversityofBeiraInterior,Covilha,Portugal;2CentroHospitalarTondela-Viseu,E.P.E.,Viseu,Portugal;3CentroHospitalarCovadaBeira,E.P.E.,Covilha,Portugal)
8Y12 Developmentandvalidationofaself-efficacyscaleforclinicaldecision-makingingeneralpediatricsMDandavino*1,MYoung2,LSnell2,RGosselin1,WDeGrave3,JvanMerrienboer3,FBhanji1,2 (1MontrealChildren’sHospital,Montreal(Qc),Canada;2CentreforMedicalEducation,McGillUniversity,Montreal(Qc),Canada;3MaastrichtUniversity,Maastricht,TheNetherlands)
8Y13 UsingTOSCEInSecondNationalMedicalSciencesOlympiadInShiraz,IranMMoghadami*,HRAbbasi,MAmini,JKojuri,K.Soltaniarab,AMonajami,AArhamidol, NAMolaee,RAkbari,EPishbin,HMonsefKasmaee,HVakili,AShafaghi,HRJavadZadeh, MAReisSadat,BOmidvar(InternalMedicineDepartment,NemazeeHospital,Shiraz,Iran)
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2 8Y14 Astudytoanalysetherelativevalueofpracticalexaminationsduringclinicalyearsatmedicalschool,versuswrittenexaminationsSO’Reilly(SchoolofMedicine,UniversityCollegeDublin,Ireland)
8Y15 Aconfidentandcompetentworkforce:Whatdoourstudentsthink?JLaxton*,JCortis*(UniversityofLeeds,UK)
8Y16 PlacementbasedassessmentasaviablealternativetoundergraduatespecialtiesOSCEsDeniseThwaitesBee*,JoanneThompson,HelenJoesbury,JimCrossley,HenrySmithson(UniversityofSheffield,AcademicUnitofMedicalEducation,Sheffield,UK)
8Y17 PerformanceofMedicalStudentsontheSurgicalClinicalCompetencesLAPasseri*,FHMenezes,SMRRPasseri,GPFraga,ICToro(StateUniversityofCampinas, FacultyofMedicalSciences,Campinas,Brazil)
8Y18 CurrentstatusofstudentassessmentduringclinicaltraininginJapanesemedicalschools:resultsfromanationalsurveySIshii*,YAbe,MAkagi,KUemura,SUeno,YTerashima,HAkita,MHirakata(ClinicalCompetenceCommittee,JapanSocietyforMedicalEducation)
1600-1745 8Z PoSTERS: Postgraduate Training and Training for General Practice/ Family MedicineChairperson:PauldeRoos(Netherlands)Location:HallA
8Z1 AhandbookforGPtrainees−resourcesavailableforcontinuingprofessionaldevelopmentandenhancingpatientcareACRButcher*1,2,PDPerkins1,IWyer2(1SouthbourneSurgery,Bournemouth,UK;2DorsetSchoolofGeneralPractice,Bournemouth.UK)
8Z2 IsthereaneedforanundergraduatefamilymedicinecourseinAlbania?ETurkeshi(UniversityofTirana,FacultyofMedicine,Tirana,Albania)
8Z3 HowdoesthecoursefortrainersreflectspecialtytrainingprogrammeforfamilymedicineinCroatia?VCerovecki*1,2,MKatic1,2,BBergman-Markovic1,2,MVrcic1,2,SBlazekovic-Milakovic1,2,HTiljak1,2, ZOzvacic1,2,GPetricek1,2,LMurgic1,2,DLazic1,2,DSoldo1(1UniversityofZagreb,SchoolofMedicine,DepartmentforFamilyMedicine,Zagreb,Croatia;2AssociationofTeachersinGeneralPractice/FamilyMedicine(ASOTGP/FM),Zagreb,Croatia)
8Z4 ThechangingroleofGeneralPractitioners:ExploringimplicationsforselectionanddevelopmentAKoczwara*1,ATavabie2,PCoan3,FPatterson1(1WorkPsychologyGroup,Nottingham,UK; 2Kent,Surrey&SussexDeanery,London,UK;3UniveristyofLeeds,PsychologyDept,Leeds,UK)
8Z5 ChangingattitudestoreflectivepracticeinGPtrainees;theimpactofareflectivewritingworkshopABoyd*,CWedderburn*,LMillard(CentreforGeneralPractice–BournemouthUniversity,Bournemouth)
8Z6 AstudyintohowGP-traineesself-regulatetheirlearningGSagasser1,AKramer*1,HMokkink1,CvanderVleuten2(1DepartmentofPrimaryandCommunityCare,RadboudUniversityNijmegenMedicalCentre,TheNetherlands;2DepartmentofEducationalDevelopmentandResearch,FacultyofHealth,MedicineandLifeSciences,UniversityofMaastricht,Netherlands)
8Z7 GenerationYandE-learning:ExploringtheviewsofmembersofGenerationYabouttheroleofelectroniclearninginGeneralPracticetrainingROwers*,JLyon-Maris,SScallan*(WessexDeanery,WessexSchoolofGeneralPractice(SouthamptonPatch),GPEducationUnit,SouthamptonUniversityHospitalTrust,Southampton,UK)
8Z8 DevelopingeffectiveleadershipinGPcommissionersATavabie*1,AKoczwara2,FPatterson2,HStoker2(1Kent,SurreyandSussexDeanery,London,UK;2WorkPsychologyGroup,Nottingham,UK)
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8Z9 ImplementationofthepracticeofprimarycaremedicineinthecourseoftheFederalUniversityofParaná:aspectspsychosocialandeducationalRicardoCarlini*,MariadeFatimaQuintaldeFreitas(FederalUniversityofParaná,Brazil)
8Z10 Usingalearningcoachtodevelopself-directedlearningskillsamongresidentsMNothnagle*1,GAnandarajah1,RGoldman1,SReis*2(1BrownUniversity,DepartmentofFamilyMedicine,RhodeIsland,USA;2TechnionIsraelInstituteofTechnology,DepartmentofFamilyMedicine,Haifa,Israel)
8Z11 AninterventionforreducinginterruptionsatresidentdoctormorningreportJHSzostek*,MLWieland,CMWittich,AJHalvorsen,FSMcDonald,TJBeckman(MayoClinicCollegeofMedicine,DepartmentofMedicine,Rochester,MN,USA)
8Z12 Pharmaceuticalindustryinteractionsandgifts:exposureandperceptionofin-trainingphysiciansVSrinonprasert*,PWongwatcharadeth,KSutheechet,AArrunyagasamesuke,ANimmannit, SPhattharayuttawat,SPongprasobchai(FacultyofMedicine,SirirajHospital,MahidolUniversity,Bangkok-noi,Thailand)
8Z13 CanWePredictFinalOutcomeofInternalMedicineResidentsfromIn-trainingEvaluation?NitipatanaChierakul*,SupotPongprasobchai,KanokwanBoonyapisit,YingyongChinthammitr,ManopPithukpakorn,AdisakManeesai,ApiradeeSrivijitkamol,PornpanKoomanachai,AjcharaKoolvisoot(DepartmentofMedicine,FacultyofMedicineSirirajHospital,MahidolUniversity,Bangkok,Thailand)
8Z14 InnovationsandtrendsinPostGraduateMedicalEducationintheEuropeanUnionAKMeininger*,JWGroothoff,JCCBorleffs(UniversityMedicalCenterGroningen,PostGraduateSchoolofMedicalEducation,Groningen,Netherlands)
8Z15 Asystematicapproachtoqualityimprovementinpostgraduatemedicaleducation(dOORkijk)JMartens*1,EOvereem*2,HMulder1,MWijnen-Meijer1,EterBraak1onbehalfoftheregionalprojectteamdOORkijk(1UniversityMedicalCenterUtrecht,theNetherlands;2Gelreziekenhuizen(Gelrehospitals),theNetherlands)
8Z16 TrainingPre-registrationNursesinPrimaryCarePlacements−apilotschemeCWedderburn(CentreforGPEducation,BournemouthUniversity,Bournemouth,UK)
8Z17 Thedevelopmentofanemergencymedicinecertificatefornon-specialistdoctorsAKillen(AustralasianCollegeforEmergencyMedicine,WestMelbourne,VIctoria,Australia)
1600-1745 8AA PoSTERS: Student CharacteristicsChairperson:SandyCook(Singapore)Location:HallA
8AA1 LearningfocusedonmotivationMarioASecchi*,WilliamDaros,WalterBordino,LisandroQuadrelli,NicolásRodriguezLeon (MedicalSchool-InstitutoUniversitarioItalianodeRosario(IUNIR)Argentina)
8AA2 CanEmotionalIntelligenceinMedicalStudentsbeImprovedthroughaSelf-ReflectionProgramme?AnupongSuthamnirand*,SirinaddaPanyapas,TudsaneeChermtong(ChonburiMedicalEducationCentre,Chonburi,Thailand)
8AA3 AclusteranalysisofmedicalstudentcharacteristicsandpracticeintentionsDO’Mara*,LKlein,CRoberts,SDunn,YSBin,MDay,IRothnie,DTiller(OfficeofMedicalEducation,SydneyMedicalSchool,TheUniversityofSydney,NSW,Australia)
8AA4 ThepredominanceofIntegrativeTestsoverDiscretePointTestsinevaluatingthemedicalstudents’generalEnglishknowledgeMaryamHeydarpourMeymeh*,MojtabaKhazaei(FacultyofParamedicalSciences,ShahidBeheshtiMedicalUniversity,Tajrish,Tehran,Iran)
8AA5 TheeffectofpersonalitytraitsonacademicachievementEuiRyoungHan*,SunAOh,EunKyungChung,YoungJongWoo,KwangIlNam,JungAeRhee, HoCheolKang,TaekWonKang(ChonnamNationalUniversityMedicalSchool,Gwang-ju,RepublicofSouthKorea)
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2 8AA6 How3rdyearpre-clinicalmedicalstudentsspendtheirleisureinself-studyandrecreationalactivities.Astudyinthebiggestpre-clinicalmedicineteachingcenterinThailandSSrisangkaew*1,IIeowongjaroen2(1MahidolUniversity,DepartmentofPathology,FacultyofMedicineRamathibodiHospital,Bangkok,Thailand;2MinistryofPublicHealth,BureauofEpidemiology,DepartmentofDiseaseControl,Nonthaburi,Thailand)
8AA7 Tutoringscientificsubjectmatterinstudents’mothertongueAJNLouw*,MDeVilliers,MvanHeusden(StellenboschUniversity,FacultyofHealthSciences,Tygerberg,SouthAfrica)
8AA8 Medicalstudents’conceptionsabouttheroleofmedicaleducationinsupportingprofessionalidentityHHakamäki1,EÖsterholm-Matikainen2,MMikkilä-Erdmann1,PKääpä*2,PKronqvist2,A-LKoivisto2 (1UniversityofTurku,FacultyofEducation,Turku,Finland;2UniversityofTurku,FacultyofMedicine,MedicalEducationResearchandDevelopmentCentre,Turku,Finland)
8AA9 Selfevaluationonemotionalintelligence(EI)inmedicalstudentsattendingenneagramworkshopTSrichan(LampangMedicalEducationCenter,LampangHospital,Lampang,Thailand)
8AA10 Resilience:ItsPlaceintheStudentJourneyIAhmed*,SMcLeod*,MCarrier,VCook(InstituteofHealthSciencesEducation,BartsandtheLondonSchoolofMedicineandDentistry,London,UK)
8AA11 AttitudeTowardHomosexualPersonsinHealthSciencesStudentsJMoral*1,AValle*2,FSaenz*2,EMartinez*2,DArcos*2,LRobles*2,RTreviсo*2(1UniversidadAutónomadeNuevoLeón,FacultaddePsicología,Monterrey,NL,México;2InstitutoTecnológicoydeEstudiosSuperioresdeMonterrey,Mexico)
8AA12 ComparinggenderawarenessinSwedishfirst-andlast-termmedicalstudents−resultsfromaquestionnaireSDiderichsen*1,JAndersson1,EEJohansson1,PVerdonk2,ALagro-Janssen3,KHamberg1 (1UmeaUniversity,PublicHealthandClinicalMedicine,FamilyMedicine,Umea,Sweden;2MaastrichtUniversity,SocialMedicine,Maastricht;3RadboudUniversityNijmegenMedicalCentre,PrimaryCare,Nijmegen,TheNetherlands)
8AA13 Firstclinicalexperiencesofmedicalstudents:theinfluenceofage,gender,formerexperiences,personalityandcopingonsituationalbehaviorandlearningoutcomesEHelmich*,SBolhuis,RLaan,RKoopmans,JPrins(RadboudUniversityNijmegenMedicalCentre,DepartmentofPrimaryandCommunityCare,Nijmegen,theNetherlands)
8AA14 ASystematicEducationalProgramtoPromotetheSpiritofStudyHKanatsuka*,SIshii,JKameoka(TohokuUniversitySchoolofMedicine,OfficeofMedicalEducation,Aoba-ku,Sendai,Japan)
8AA15 NursingStudents’ExperiencesofNursingProfessionFGholamiMotlagh*1,MKarimi2,MHasanpour*1,ShHasanpour*1(1IsfahanUniversityofMedicalSciences,FacultyofNursingandMidwifery,Isfahan,Iran;2TehranUniversityofMedicalSciences,Tehran,Iran)
8AA16 Students’attitudetowardteacher-studentrelationshipintheCollegeofMedicine,Erbil,IraqAMSaleh(HawlerMedicalUniversity,CollegeofMedicine,Erbil,Iraq)
8AA17 RolesofSpeechTherapyTeachers–OpinionsofStudentsMTHFukuda*,RCSKuroishi,CEPiccinato,MLVRodrigues(MedicalSchoolofRibeiraoPreto, CursodeFonoaudiologia,UniversityofSaoPaulo,RibeiraoPreto,SP,Brazil)
8AA18 TheinfluenceofassessmentinthelearningprioritiesamongmedicalstudentsFJCandidodosReis*,RVGontijoMelo,ASAraujo(FaculdadedeMedicinadeRibeiraoPreto,RibeiraoPreto,Brazil)
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1600-1745 8BB PoSTERS: Staff DevelopmentChairperson:FrancoisCilliers(SouthAfrica)Location:HallA
8BB1 TutorperceptionandlearningtransferinclinicalpracticeafteratrainingcourseLGarrino*,VRecchia,SGregorino,MGTeriaca,PMassariello,VDimonte(VLocuratoloUndergraduateNursingCourses,UniversityofTurin,Italy)
8BB2 TeachingdialoguesacrossprofessionalboundariesforimprovedqualityofclinicaleducationMForsbergLarm*,EEhrenborg,MSilvestri,AWernerson,AKiessling(KarolinskaInstitutet, CentreforClinicalEducation,StockholmSweden)
8BB3 Evaluationofauniquemodularfacultydevelopmentworkshopmethodologythatmeetsdiverselearnerneeds:AcasestudyfromACTDPanisko*,MLam-Antoniades,YRahim,SMehta,MBell,JThull-Freedman,KLeslie(DepartmentsofMedicine,FamilyandCommunityMedicine,Paediatrics,andtheCentreforFacultyDevelopment,UniveristyofToronto,Canada)
8BB4 DeGalanmodel:asimpleandeffectivetoolforfacultydevelopmentALugthart*,BNuijens,AvanLangen,EvanderMaat,JMWagter(MedicalCentreAlkmaar, ForeestMedicalSchool,Alkmaar,TheNetherlands)
8BB5 ImprovingfacultydevelopmentprograminIran:AnactionresearchonchangingthepolicyinamedicalscienceuniversityMahastiAlizadeh*,ChangizGholipour,AbolghasemAmini,JafarsadeghTabrizi,RezaGhafari(EducationDevelopmentCenter,MedicalEducationResearchCenter,TabrizUniversityofMedicalSciences,Tabriz,Iran)
8BB6 EduMedUEM:BlogasaChannelforDiscussiononMedicalEducationRZEsteves(UniversidadeEstadualdeMaringá,DepartamentodeMedicina,Maringá,Brazil)
8BB7 SuccessfultrainingofprofessorsintheInstitutoMexicanodelSeguroSocialMLarios*,ALifshitz,RGaldúroz(InstitutoMexicanodelSeguroSocial,CoordinacióndeEducaciónenSalud,México)
8BB8 QualityimprovementofMUMSassessmentsystemthroughCEprogrammesJSarabadani*,HGholami,NZarghi(MashhadUniversityofMedicalSciences,EducationDevelopmentCenter,Mashhad,Iran)
8BB9 AnAccreditedLearningProgrammforPosgraduateMultiprofessionalFamilyCareTutorsIBermúdez*,CBarros,ICasas,FForja(PosgraduateMultiproffesionalFamilyCareTrainingUnit,DistritodeAtenciónPrimariaBahíadeCádiz-LaJanda,PublicAndalusianHealthSystem, Cádiz,Spain)
8BB10 Oneyearoutcomesofamentoringschemeforfemaleacademics:ApilotstudyattheInstituteofPsychiatry,King’sCollegeLondonRDutta1,SLHawkes1,EKuipers1,DGuest2,NTFear1,ACIversen*1(1King’sCollegeLondon, InstituteofPsychiatry;2King’sCollegeLondon,DepartmentofManagement,London,UK)
8BB11 StrategicactionprogramforthecreationoffacultydevelopmentatUniversidadeFederalFluminense,BrazilCBarreto*,GTeixeira*(UniversidadeFederalFluminense,DepartamentodeImunobiologia, Niteroi,Brasil)
8BB12 Techingpostgraduatestudentsin-roomoron-line:Howdothetwomodescompare?PhillipEvans(SchoolofMedicine,UniversityofGlasgow,UK)
8BB13 ThejourneyfromQualityAssurancetoQualityEnhancementAlysonQuinn(WarwickDentistry,UniversityofWarwick,Coventry,UK)
8BB14 Microteachingforbed-sidelessons:AnewtrainingmethodforclinicalteachersMYamawaki*,YMomohara,MTakahashi,SOooka,YTanaka(KyotoPrefecturalUniversityofMedicine,DepartmentofMedicalEducation&PrimaryCare,Kyoto,Japan)
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2 8BB15 Facultydevelopmentprogramme:perceptionsofFAIMER’sparticipantsMSakai1,FCampos2,AHaddad3,SBrenelli3,MSalles1*,KSantos4(1StateUniversityofLondrina,Londrina-Parana,Brazil;2FederalUniversityofMinasGerais,BeloHorizonte-MinasGerais,Brazil;3MinistryofHealthofBrazil,Brazil;4HUTecFoundation,Londrina-Parana,Brazil)
8BB16 10years’CompetenceNetworkTeachinginMedicineBaden-Wuerttemberg.Successinmedicalteachingthroughconcentration,cooperation,andcoordinationMLammerding-Koeppel*1,SBiller2,CGrab3,JJuenger4,UObertacke5,HKlueter5(1UniversityofTuebingen,CompetenceCentreforUniversityTeachinginMedicineBaden-Wuerttemberg,Tuebingen,Germany;2UniversityofFreiburg;3UniversityofUlm;4UniversityofHeidelberg;5UniversityofMannheim,Germany)
8BB17 AdevelopmentalprocessforTrainingProgrammeDirectors(TPDs)−thePostgraduateDeaneryforKent,SurreyandSussex(KSS)experienceKevinKelleher,onbehalfofKSSDeanery(KSSDeanery,London,UK)
8BB18 TranslationExcellence-BestPracticesoftheMedicalCouncilofCanadaRLee*,APBoulais,TRivard,RWassef(MedicalCouncilofCanada,Ottawa,Ontario,Canada)
8BB19 VerticalIntegrationofteachingandlearninginGeneralPracticeM-LDick1,DKing*1,JBuckley2,SGarside2,TJanamian1,MHenderson1,GKelly2,GMitchell1 (1DisciplineofGeneralPractice,UniversityofQueensland,RoyalBrisbane&WomensHospital,Brisbane,Australia;2CentralandSouthernTrainingConsortium,Brisbane,Australia)
8BB20 TheroleoftheSchoolofPaediatrics:buildingacommunityofpracticeJRoss*,FCunnington(SpecialtySchoolofPaediatrics,LondonDeanery,London,UK)
8BB21 AreGermancontributionstoAMEEincreasingovertime?MFischer*,FSchöppe,MZupanic(Witten/HerdeckeUniversity,FacultyofHealth,InstituteforTeachingandEducationalResearchinHealthSciences,Witten,Germany)
1600-1745 8CC PoSTERS: Curriculum Transition/Topics in the CurriculumChairperson:JankeCohen-Schotanus(Netherlands)Location:HallA
8CC1 FinalYearMedicalStudents’ConfidenceofTransitionfromStudenttoDoctorMeijineeDensriwiwat*,KosaSudhorm(PediatricDepartment,BuddhachinarajMedicalEducationCenter,FacultyofMedicine,NaresuanUniversity,Phitsanulok,Thailand)
8CC2 Thecorrelationofacademicperformanceofmedicalstudentsontheperiodfromundergraduateyear(UGY)topostgraduateyear(PGY)Yu-PaoHsu*1,2,Jen-FengFang1,2,Yi-YinJan2,3,Shih-TsengLee2,4(1TraumaandEmergencySurgeryDivision;2DepartmentofMedicalEducation;3DepartmentofGeneralSurgery;4DepartmentofNeurosurgery;ChangGungMemorialHospital,ChangGungUniversityCollegeofMedicine,Taoyuan,Taiwan)
8CC3 DoStudentAssistantshipsHelpPrepareFinalYearMedicalStudentstoManageAcutePatients?SarbpreetSihota*,DavidBlaney,AndrewBrown(HullYorkMedicalSchool,HullandYork,UK)
8CC4 Towhatextentaremedicalschool&postgraduatecurriculaverticallyalignedintheareaofECGinterpretation?JWilliams*1,VBrazil1,JSchafer2(1DepartmentofEmergencyMedicine,RoyalBrisbaneandWomen’sHospital,Brisbane,Australia;2SchoolofMedicine,UniversityofQueensland,Brisbane,Australia)
8CC5 ThelastingeffectsofashortcoursetobridgethegapbetweenmedicalschoolandmedicalpracticeCMatheson*1,DMatheson2(1FacultyofEducation,OpenUniversity,MiltonKeynes,UK; 2UniversityofNottingham,MedicalEducationUnit,Nottingham,UK)
8CC6 MultidisciplinaryOccupationalHealthServicesAdministration(MOHSA)TrainingProgram:FromtasktocompetencyIDurante-Montiel*1,RNava-Hernández1,AMorales-y-Favela2,GSánchez-Rivera1,LMacedo-de-la-Concha1,AMagaсa-Díaz2,GHaself-Coiffier1,MLeсero-Jiménez1,BValdés-Sánchez1(1UNAM,FacultaddeMedicina.MexicoCity,México;2PEMEX,OccupationalHealth.MexicoCity,Mexico)
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8CC7 MainTeachingStrategiesforSophomoreStudentsinTheSchoolofMedicine:ComparativeStudyofThreeGenerationsWReyes*,JTapia,JLJiménez,CPeсa(UniversityNationalAutónomaofMéxico,SchoolofMedicine,SurgeryDepartment,Mexico)
8CC8 ReducedTimeDoesNotAlwaysDecreasePediatricKnowledgeAchievementKTangnararatchakit*,ALimsuwan,CKashemsan,RBoonsri,HChairusmee(DepartmentofPediatrics,FacultyofMedicine,RamathibodiHospital,MahidolUniversity,Bangkok,Thailand)
8CC9 Theeffectivenessofa1-weekcampanexperientialandsupplementalcurriculuminmedicaleducationinTaiwanPKYip*1,WCOuyang2,HCFung,CYChen,WCYeh(1Ping-KeungYip,SchoolofMedicineFu-JenCatholicUniversity,Hsin-ChuangDistrict,NewTaipeiCity,Taiwan;2DepartmentofGeriatricPsychiatry,JiananMentalHospital,Tainan,Taiwan)
8CC10 Teachingpediatricstonon-physicians:LessonsfromdesigningapediatriccurriculumfordentalstudentsinSingaporeCWTLim*1,YYBMok2,KFoong2,SHQuak1,DYTGoh1,DDSamarasekera3(1NationalUniversityofSingapore,YongLooLinSchoolofMedicine,DepartmentofPaediatrics,Singapore;2NationalUniversityofSingapore,FacultyofDentistry,Singapore;3NationalUniversityofSingapore, YongLooLinSchoolofMedicine)
8CC11 SurveyingEducationalNeedsforaPalliativeCareMedicineCourseinFamilyMedicineDiplomaatthePostGraduateTrainingCenterofFamilyMedicineinMinistryofHealth(MOH),SaudiArabiaSamiAyedAlshammary*,PippaHawley,FylesGillian(PalliativeCare,UBC,Vancouver,BC,Canada)
8CC12 Impactofa2-hourMulti-Approach-PalliativeCareClassonKnowledge,AttitudesandBehaviorinFifth-YearMedicalStudentsinRamathibodiHospitalWTaburee1,DJaturapatporn*1,SRatanasiri2(1DepartmentofFamilyMedicine,RamathibodiHosptial,MahidolUniversity,Bangkok,Thailand;2SectionforClinicalEpidemiologyandBiostatistics,ResearchCentre,RamathibodiHospital,MahidolUniversity,Bangkok,Thailand)
8CC13 TeachingofsubstancemisuseintheundergraduatemedicalcurriculumAChaytor*1,CGoodair2(1SchoolofMedicineandHealth,DurhamUniversity,Thornaby, Stockton-on-Tees,UK;2ICDP,StGeorge’sHospital,UniversityofLondon,UK)
8CC14 DevelopingaHypertensionManagementCourseforResidentsMElcin*,OOdabasi,NBBasusta(HacettepeUniversityFacultyofMedicine,DepartmentofMedicalEducationandInformatics,Sihhiye-Ankara,Turkey)
8CC15 DoesanUndergraduateAnaestheticAttachmentAcheiveAnything?AUKPerspectiveMO’Connor*,DJAVaughan,NMSabir(Harrow,Middlesex,UK)
8CC16 DevelopmentofaPatientDecisionAidForWomen70YearsandOlderWithStageI,HormonallySensitive,BreastCancerConsideringAdjuvantTreatmentPost-LumpectomyJenniferWong,LauraD’Alimonte*,JanAngus,LarryPaszat,KellyMetcalfe,TimWhelan, HilaryLlewellyn-Thomas(DepartmentofRadiationOncology,OdetteCancerCentre,SunnybrookHealthSciencesCentre,UniversityofToronto,Ontario,Canada)
8CC17 Effectivenessofaneducationalinterventionwithmultimediasupporttotheheartfailurepatientathospitaldiscarge:anRCTBBanchio*1,CRuffinengo*2,SCalabrese,PEQuispeArce,EMillo,FSperanza,VDimonte(1HumanResourceDevelopment,ASOUSanGiovanniBattista,UniversityofTurinUndergraduateNursingCourse,Turin,Italy;2HumanResourceDevelopment,ASOUSanGiovanniBattista,UniversityofTurinUndergraduateNursingCourse,Turin,Italy)
8CC18 Evaluating‘REACT’:apilotpatientsafetyandhumanfactorstrainingcourseCHawe*,RCorry,MMorrow(NorthernIrelandClinicalSimulationCentre,CraigavonAreaHospital,NorthernIreland,UK)
8CC19 Studyofknowledge,skillsandattitudesofmedicalstudentsandpractitionersaboutMindandBodyMedicineAbdollahOmidi*,SeyedGholamAbbasMoosavi,ZahraSaedi,ReihaneOstadZadeh(KashanUniversityofMedicalSciences,FacultyofMedicine,Kashan,Iran)
8CC20 DeliveringasPromisedinanOutcome-basedcurriculumHla-Yee-Yee,WaiPhyoWin(TheInternationalMedicalUniversity,KualaLumpur,Malaysia)
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21600-1745 8DD SECRETS oF SUCCESS 6Location:HallA
8DD1 SharingresourcesincontemporaryMedicalEducation:ChallengesandsolutionsfromthemEducatorprojectPDBamidis*1,MNikolaidou1,CBratsas1,EMitsopoulou2,CBalasubramaniam2,SDietze3,ASalva4,DGiordano,TPoulton2(1AristotleUniversityofThessaloniki,MedicalSchool,Thessaloniki,Greece;2UniversityofLondon,StGeorge’sMedicalSchool,eLearningUnit,UK;3TheOpenUniversity,KMI,MiltonKeynes,UK;4MEDTINGLTD,Mallorca,Spain)
8DD2 Thevirtualmasterclass:anonline,collaborativeapproachtospecialisttraininginhaematologyJStrivens*,CHToh(TheUniversityofLiverpool,CentreforLifelongLearning,Liverpool,UK)
8DD3 Usinginteractivecharacters(avatars)tocreatesocialintelligenceononlinelearningenvironmentsKJurd*(ToowoombaHospital,MedicalEducationUnit,Toowoomba,Queensland,Australia)
8DD4 CommunityPreceptingOnDemand(CPod):IntegratingmobilelearningintoafacultydevelopmentinfrastructurePSpanos*,DCarter-O’Gorman,MSingh(CaseWesternReserveUniversitySchoolofMedicine,FoundationsofClinicalMedicine,Cleveland,OH,USA)
1800-1915 AMEE President’s Reception (invite only) RestaurantClub
1800-1915 AMEE International Liaison Reception (invite only) RestaurantBrasserie
1815-2000 PRIVATE MEETINGS (invite only) AMEEeLearningCommittee BusinessSuite1 AMEEPostgraduateCommittee BusinessSuite4 AMEEResearchCommittee BusinessSuite2 ImperialVirtualPatient Schubert6 IMEXBoard BusinessSuite3
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0745-1545 Registration desk open Location:HallAFoyer,RMW
0800-1300 Exhibition open Location:HallA
SESSIoN 9: SIMULTANEoUS SESSIoNS
0815-1000 9A SYMPoSIUM: Delivering the Curriculum of the FuturePanel:TrudieRoberts(UniversityofLeeds,UK);CeesvanderVleuten(MaastrichtUniversity,Netherlands)(Co-chairs)Location:HallA
0815-1000 9B SYMPoSIUM: Gender in Medical Education: An international perspective on what, why and howPanel:SusanPhillips(Queen’sUniversity,Kingston,Canada)(Chair);JokeHaafkens(UniversityofAmsterdam,Netherlands);KatarinaHamberg(UmeåUniversity,Sweden);AntoineLagro-Janssen(RadboudUniversity,Nijmegen,Netherlands);PatrickDielissen(RadboudUniversity,Nijmegen,Netherlands)Location:Strauss1
0815-1000 9C SHoRT CoMMUNICATIoNS: Curriculum Management and ChangeChairperson:MartinLischka(Austria)Location:Strauss2
0815-0830 9C1 TheroleofEDUsintheprocessofcurriculumtransformationMKayyal*1,TGibbs2(1DamascusUniversity,HeadofCentreforQualityAssurance,Damascus,Syria;2WHO/AMEEConsultantinMedicalEducation,Dundee,UK)
0830-0845 9C2 APreliminaryReportfromtheMedicalCouncilofCanadaAssessmentTaskForceOCasiro1,TTheman2,MIBowmer3*(1FacultyofMedicine,UniversityofBritishColumbia,Victoria,Canada;2CollegeofPhysiciansandSurgeonsofAlberta,Edmonton,Canada;3MedicalCouncilofCanada,Ottawa,Canada)
0845-0900 9C3 Planningtheimplementationofcompetence-basedmedicaleducationinIndonesia:anation-widereformTitiSavitriPrihatiningsihDamardjati(DepartmentofMedicalEducation,FacultyofMedicine,UniversitasGadjahMada,SekipUtara,Yogyakarta/MinistryofNationalEducation,Indonesia)
0900-0915 9C4 ReasonsfortheincreaseinclinicalsimulationcentersformedicalstudenttraininginCentralEuropeMFandler*1,HPDimai2(1MedicalUniversityofGraz,ClinicalSkillsCenter,Graz,Austria;2MedicalUniversityofGraz,DepartmentofInternalMedicine,Graz,Austria)
0915-0930 9C5 Hugeincreaseoffaculty−aretheygood?SDube*,NCairefon,RGagnon,AQazi,MJolivet(CEPASS,FacultyofMedicine,UniversityofMontreal,Canada)
0930-0945 9C6 Toteachornottoteach?FactorsthatmotivateEmergencyMedicinePhysicianstoteachmedicalstudentsECochranWard1*,EBassett1,KGarlan2,LKlein2,JKwan1*(1TheUniversityofSydney,SydneyMedicalSchool,Westmead,Sydney,NSW,Australia;2TheUniversityofSydney,SydneyMedicalSchool-OfficeofMedicalEducation,Sydney,Australia)
Wednesday 31 august
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0945-1000 9C7 AcademicleadershipinMedicalUniversities:AnIranianapproachAliBikmoradi*,ItaloMasiello(HamadanUniversityofMedicalSciences,MedicalManagementDepartment,SchoolofNursing&Midwifery,Hamadan,Iran)
no discussion
0815-1000 9D SHORT COMMUNICATIONS: Junior Doctor as TeacherChairperson:MichaelBrookman(UK)Location:Strauss3
0815-0830 9D1 TeachingactivityofpsychiatrytraineesinEurope:isanationalcurriculumimportant?INwachukwu1,MCasanovaDias*2,NMasson3,FRiese4,SJauhar5(1CavanGeneralHospital, CoCavan,Ireland;2SouthLondonandMaudsleyNHSFoundationTrust,London,UK;3GartnavelRoyalHospital,Glasgow,UK;4PsychiatricUniversityHospital,Zurich,Switzerland;5SacklerInstituteofPsychobiology)
0830-0845 9D2 ExploringtheinfluenceofamoduleinteachingandlearningonfamilyphysiciantraineesMarietjiedeVilliers*,FrancoisCilliers,NicolineHerman,FrancoisCoetzee,KlausvonPresentin,MartievanHeusden(FacultyofHealthSciences,Tygerberg,CapeTown,SouthAfrica)
0845-0900 9D3 Howdoesanear-to-peerfinalsrevisionprogramforObjectiveStructuredClinicalExamination(OSCE)affectstudents’perceptions,expectationsandworries?MSRashid*1,OSobowale2,DGore3(1StockportNHSFoundationTrust,Stockport,UK;2SalfordRoyalNHSFoundationTrust,Salford,UK;3UniversityHospitalsofMorecombeBayNHSFoundationTrust,Lancaster,UK)
0900-0915 9D4 ANewSpinonVerticalIntegrationZFarah*,NParvizi*(DepartmentofUndergraduateMedicalEducation,ImperialCollegeLondon,NorthwickParkHospital,Harrow,Middlesex,UK)
0915-0930 9D5 UtilisingjuniordoctorsassimulationfacilitatorsformedicalstudentsGWalker*,NTan(SimulationCentre,RoyalFreeHampsteadNHSTrust,London,UK)
0930-0945 9D6 Improvingconfidenceinteaching:atrainee-ledteachingprogrammeYZChiang*1,KTTan2,ARobinson1,ATrehan1(1SalfordRoyalNHSFoundationTrust,Manchester,UK;2RoyalLiverpoolandBroadgreenUniversityHospitalsNHSTrust,Liverpool,UK)
0945-1000 9D7 JuniorPhysicianEducatorsJeroenSteenmeijer*,FoppeWiersma,AnkeRisselada,PaulienEllerbroek,OlletenCate (UniversityMedicalCenterUtrecht,Netherlands)
no discussion
0815-1000 9E SHoRT CoMMUNICATIoNS: Assessment and the oSCEChairperson:MichaelaWagner-Menghin(Austria)OpeningDiscussant:tobeannouncedLocation:Lehar3-4
0815-0830 9E1 Theapplicationofaunifiedvalidityframeworktothedevelopmentofanewhigh-stakesobjectivestructuredclinicalexamination(OSCE)KBreithaupt*,TJWood,MRoy(MedicalCouncilofCanada,Ottawa,ON,Canada)
0830-0845 9E2 PreparationforalargescaleOSCE:ExperienceinThailandWSumawongse1,BSathapatayavongs1*,SKobwanthanakun2,PYamwong2(1FacultyofMedicineRamathibodiHospital,MahidolUniversity,Bangkok,Thailand;2FacultyofMedicineSirirajHospital,MahidolUniversity,Bangkok,Thailand)
0845-0900 9E3 Digitalassessmentofradiologicalskillswithdigitalmulti-dimensionalimagesinmedicaleducationCJRavesloot*1,MFvanderSchaaf2,KLVincken3,ThJtenCate4,JPJvanSchaik1(1Radiologydepartment,UMCUtrecht,TheNetherlands;2Educationalsciences,UniversityUtrecht,TheNetherlands;3ImageSciencesInstitute,UMCUtrecht,TheNetherlands;4CenterforResearchandDevelopmentofEducation,UMCUtrecht,TheNetherlands)
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20900-0915 9E4 EducationalModelforRemediationintheClinicalSkillsArenaLFrasca,FRawlins,DTooke-Rawlins*(EdwardViaCollegeofOsteopathicMedicine,SimulationandTechnologyCenter,BlacksburgVA,USA)
0915-0930 9E5 DevelopinganIntegrativeBasicScienceOSCEforSecond-YearMedicalStudentsNancyHeine*,JimmyBeck,AnissaLaCount,HanselFletcher,LorettaJohns,LeonardWerner (ClinicalSkillsEducationCenter,LomaLindaUniversitySchoolofMedicine,LomaLinda,CA,USA)
0930-0945 9E6 PreparingObjectiveStructuredClinicalExaminations:lessonslearntforexaminersAstyAmalia(MedicalFacultyHasanuddinUniversity,MedicalEducationDepartment,SulawesiSelatan,Indonesia)
0945-1000 discussion
0815-1000 9F SHoRT CoMMUNICATIoNS: Rural EducationChairperson:DavidKing(Australia)OpeningDiscussant:JimRourke(Canada)Location:Lehar1
0815-0830 9F1 EvaluatingTheImpactofMedicalEducationinitiativesonHealthcareserviceinasmallruraltownBThomson*,PKnight,JNHudson(GraduateSchoolofMedicine,UniofWollongong,NSW,Australia)
0830-0845 9F2 PreparednessforRuralPractice:DoesRuralOriginMatter?OSzafran*1,RCrutcher2,WWoloschuk3,DMyhre2,JKonkin1,JFralick2(1UniversityofAlberta,DepartmentofFamilyMedicine,Edmonton,Canada;2UniversityofCalgary,DepartmentofFamilyMedicine,Calgary,Canada;3UniversityofCalgary,UndergraduateMedicalEducation,Calgary,Canada)
0845-0900 9F3 Theimportanceofbeingoutthere:TeachingintegratedclinicalmedicineinaruralprehospitalobservationunitEHOfstad*1,KGSkodvin2,AKForshei3,MEdvardsen4,NBentzen5,IJAaraas5,TAnvik5 (1NordlandssykehusetCountyHospital,Bodoe,Norway;2SaltdalHealthCentre,Rognan,Norway;3SteigentunetHealth&NursingCentre,Leinesfjord,Norway;4UniversityofTromsoe,FacultyofHealthSciences,Tromsoe,Norway;5UniversityofTromsoe,Norway)
0900-0915 9F4 RealcommunityexposureenhancesinsightintobeingaruraldoctorSPongudom*,SRaiyawa(AmphurMuang,UdonthaniProvince,Thailand)
0915-1000 discussion
0815-1000 9G SHoRT CoMMUNICATIoNS: outcome Based EducationChairperson:PeterHarris(Australia)Location:Lehar2
0815-0830 9G1 Definingdevelopmentpathsofcompetenciesinanewcompetency-basedcurriculumatFacultyofMedicineofUniversitédeMontréal(UdeM)LGSte-Marie*,MChaput,PLebel,NFernandez,BCote,NCaireFon,JAyoub,CBourdy,EDrouin,OJamoulle,YLajeunesse,GL’Esperance,ABoucher(UniversitédeMontréal,FacultydeMedicine,Centredepédagogieappliquéeauxsciencesdelasanté(CPASS),Montreal,Canada)
0830-0845 9G2 ReinforcingandMakingLearningObjectivesFunforStudentsNancyBauer*,JaniceJohnson*,CharlesSeidel*(RossUniversity,Freeport,GrandBahama, TheBahamas)
0845-0900 9G3 ImplementingCompetencies:AdoptionoftheCanMEDScompetencyframeworkinCanadianresidencyeducation2001-2009JRFrank*1,2,CAbbott1,GBourgeois1,SHyde1,ACLee1,2(1TheRoyalCollegeofPhysiciansandSurgeonsofCanada;2DepartmentofEmergencyMedicine,UniversityofOttawa,Canada)
0900-0915 9G4 UseofacompetencyframeworktoimprovecontinuingveterinaryeducationinlowincomecountriesJDHarvey,JSubirana*,CEReix(TheBrooke,London,UK)
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0915-0930 9G5 Whichcompetenciesaremostneededtoperformatask?LinkingCanMEDSrolestotasksandactivitiesofmedicalspecialistsPRemmelts*1,HBBakker1,ISDijkstra1,JJAMooij2,JPols2(1WenckebachInstitute,UniversityMedicalCenterGroningen,UniversityofGroningen,TheNetherlands;2DepartmentofNeurosurgery,UniversityMedicalCenterGroningen,UniversityofGroningen,TheNetherlands)
0930-0945 9G6 DelineatingmedicalgraduatecompetenciestobetterutiliseclinicaltrainingplacementsACarmichael1,MHourn*2(1OfficeoftheDean,FacultyofHealthScience,UniversityofTasmania,Australia;2MedicalDeansAustraliaandNewZealand,c/-UniversityofSydney,Australia)
0945-1000 9G7 QualitiesDutchandGermanclinicaleducatorsfindimportantbeforetrustingmedicalgraduateswithcriticalactivitiesMWijnen-Meijer1,KNillesen1,MFvanderSchaaf*2,SHarendza3,ThJtenCate1(1CenterforResearchandDevelopmentofEducation,UniversityMedicalCenterUtrecht,TheNetherlands;(2DepartmentofPedagogicalandEducationalSciences,UtrechtUniversity,TheNetherlands;3UniversityMedicalCenterHamburg-Eppendorf,Germany)
no discussion
0815-1000 9H SHoRT CoMMUNICATIoNS: Peer AssessmentChairperson:tobeannouncedOpeningDiscussant:NicholasGlasgow(Australia)Location:Stolz1
0815-0830 9H1 EvaluationofPeerAssessmentinLongCaseClinicalExaminationsABurgess*,KBlack,CRoberts,RChapman,CMellis.(TheUniversityofSydney,CentralClinicalSchoolRPAH,SydneyMedicalSchool,RoyalPrinceAlfredHospital,Camperdown,NSW,Sydney,Australia)
0830-0845 9H2 Peerassessmentforundergraduatemedicalstudents−introducingtheconceptinProblemBasedLearningEHMuir*,SPowell*(SchoolofPublicHealth,ImperialUniversity,UK)
0845-0900 9H3 EvaluationofpeerassessmentasanalternativeteachingmethodinrheumatologicalexaminationskillsinthefinalmedicalyearMMorris*,HDollahite,HDolphin,LKelly,JNoh,KO’Reilly(SchoolofMedicine/ClinicalMedicine,ChemistryBuilding,TrinityCollege,Dublin,Ireland)
0900-0915 9H4 Peerassessment:developmentofaframeworktoconstructvalidMCQsforformativeassessmentJBurke,CDitchfield*,MAFlynn(CollegeofMedical,Veterinary&LifeSciences,UniversityofGlasgow,UK)
0915-0930 9H5 Peerassessmentofcompetencies:BarrierstoaccuracyRDHavyer*,DAReed(MayoClinicCollegeofMedicine,Rochester,MN,USA)
0930-0945 9H6 Whatyourpeersthink:FacultyandstudentperspectiveswithincorporatingpeerassessmentsaspartoftheteachingandlearningforsimulationsessionsoftheclinicalpracticumcourseLDiProspero*1,2,KDawdy1,MPeacock1,MMcGuffin1,KMoline1,2(1OdetteCancerCentre,RadiationTherapy,SunnybrookHealthSciencesCentre,Toronto,Ontario,Canada;2DepartmentofRadiationOncology,UniversityofToronto,Canada)
0945-1000 discussion
0815-1000 9I RESEARCH PAPERS: Professionalism/The TeacherChairperson:LarryGruppen(USA)Location:Stolz2
0815-0835 9I1 QuestioningtheprofessionalnursingcareinIndonesia:AqualitativestudyHerkutanto1,APSusilo*2(1DepartmentofForensicMedicine,FacultyofMedicineUniversityofIndonesia/ClinicalForensicDepartment,Jakarta,Indonesia;2GraduateSchoolofClinicalPharmacy,FacultyofPharmacy,UniversityofSurabaya,Indonesia)
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20835-0855 9I2 UnprofessionalBehaviorTriggersforProgressandPromotionsCommitteesActionsSSanten*1,2,EPetrusa2,RHemphill1(1EmorySchoolofMedicine;2VanderbiltSchoolofMedicine,USA)
0855-0915 9I3 ModelsforprospectiveidentificationofunderpreparedstudentsIKislaya*,MPortela,MJCosta(UniversityofMinho,SchoolofHealthSciences,Braga,Portugal)
0915-0935 9I4 Students’excusesfornotrespondingtounprofessionalsituationsMirabelleSchaub-deJong*1,JankeCohen-Schotanus2,MarianVerkerk2(1DepartmentofSpeechandLanguageTherapy,AcademyofHealthSciences,HanzeUniversityGroningen,CenterforAppliedResearchandInnovationinHealthCareandNursing,theNetherlands;2UniversityMedicalCenterGroningen,theNetherlands)
0935-0955 9I5 Facultydevelopmentinthecontextofeducationalchange:TheroleofteachercommunitiesTheavanLankveld*(CentreforEducationalTraining,AssessmentandResearch(CETAR), VUUniversityAmsterdam,theNetherlands)
0955-1000 discussion
0815-1000 9J SHORT COMMUNICATIONS: Simulation in PracticeChairperson:MartinFischer(Germany)OpeningDiscussant:RossScalese(USA)Location:Schubert1
0815-0830 9J1 Experienceswithasimulatedlearningenvironment−theSimuScape©ALThies1,IHaulsen2,BMarschall3,HFriederichs*1(1UniversityofMuenster,Studienhospital,Muenster,Germany;2Fraunhofer-InstituteforComputerArchitectureandSoftwareTechnology,Berlin,Germany;3UniversityofMuenster,InstituteofMedicalEducation-IfAS,Muenster,Germany)
0830-0845 9J2 MultidisciplinaryTraumaCallSimulation−afirstintheUKSMonkhouse,SJonas,HNagaswaren,CRodd(Presenter:JBennett)(GloucestershireRoyalHospital,Bristol,UK)
0845-0900 9J3 FromscreenbasedsimulationtoSimmanbasedsimulation−doesitimprovesystemicapproachtocriticalincidentsfornewtraineesinAnaesthesiology?KMukherjee*,MShah*(MedwayNHSFoundationTrust,DepartmentofAnaesthetics,Gillingham,Kent,UK)
0900-0915 9J4 ForceSensingSimulatorforArthroscopicSkillTestinginOrthopaedicKneeSurgeryMELeBel*1,AEscoto2,ALTrejos2,MDNaish2,RVPatel2(1Fowler-KennedySportmedicineClinic,UniversityofWesternOntario,London(Ontario),Canada;2CanadianSurgicalTechnologies&AdvancedRobotics(CSTAR),London(Ontario),Canada)
0915-0930 9J5 ThevariabilityofinnateabilityandskillsofmedicalstudentsduringlearningexperiencewithalaparoscopicsurgerysimulatorGKobayashi1,TSaito2,TFukushima3,TYanagida4,ASugawara1,YMoroi1,TFukushima1, KIshikawa*1(1CenterforMedicalEducationandCareerDevelopment;2DepartmentofSurgeryI; 3SurgeryII;4Urology,FukushimaMedicalUniversity,Japan)
0930-1000 discussion
0815-1000 9K SHoRT CoMMUNICATIoNS: International Collaborations in Medical EducationChairperson:EmmanuelCassimatis(USA)OpeningDiscussant:DavidWilkinson(Australia)Location:Schubert2
0815-0830 9K1 Country-to-CountryVariationinItemDifficultyonthe2010English-LanguageVersionoftheInternationalFoundationsofMedicine(IFOM)ClinicalScienceExaminationDSwanson*,KHoltzman,IGrabovsky,JPhebus,KAngelucci,LPannizzo(NationalBoardofMedicalExaminers(NBME),Philadelphia,PA,USA)
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0830-0845 9K2 Usingsimulatedclinicalskillsteachingasacatalystforeducationalchange:TheIraq-Kurdistan/CardiffDelPHEprojectSEWilliams*1,BJJenkins1,LATalat2,NIssadin2(1DivisionofMedicalEducation,CardiffUniversity,Cardiff,UK;2HawlerMedicalUniversity,Erbil,Kurdistan,Iraq)
0845-0900 9K3 CreatingapostgraduateFamilyMedicineprograminEthiopia:AninternationalcollaborationJPhilpott*,AAlem,NByrne,MDerbew,CHaq,ENicolle,CPain,KRouleau(DepartmentofFamilyandCommunityMedicine,UniversityofToronto,Ontario,Canada)
0900-0915 9K4 SupportingmedicaleducationinSomalilandthroughaninternationalpartnershipCLander*,JRees,ALeather(King’sCollegeLondonSchoolofMedicine,GlobalHealthOffices,WestonEducationCentre,London,UK)
0915-0930 9K5 SupportingtransformationalchangeofMedicalEducationinMalawiDDewhurst*1,HCameron1,NTurner1,RWard1,MBegg1,EBorgstein2(1UniversityofEdinburgh,CollegeofMedicineandVeterinaryMedicine,LearningTechnologySection,Edinburgh,UK;2UniversityofMalawi,CollegeofMedicine,Malawi)
0930-0945 9K6 KnowledgetransferonhealthcaresystemsinaninterprofessionalcurriculumbasedonrealpatientcasesDTolks*,MHofmann,MRFischer(InstituteforTeachingandEducationalResearchinHealthSciences,UniversityWitten/Herdecke,Witten,Germany)
0945-1000 discussion
0815-1000 9L SHoRT CoMMUNICATIoNS: Selection for MedicineChairperson:MargotWeggemans(Netherlands)OpeningDiscussant:DavidPrideaux(Australia)Location:Schubert3
0815-0830 9L1 EffectsoftheintroductionofacognitiveadmissiontestonmedicalstudentsperformanceHGKraft*1,CLamina1,CWild2,TKluckner2,NMutz3,WMProdinger(1MedicalUniversityofInnsbruck,DepartmentofHumanGenetics,Innsbruck,Austria;2MedicalUniversityofInnsbruck,DivisionforInformation-Communication-Technology,Innsbruck,Austria;3MedicalUniversityofInnsbruck,DivisionforTeaching,Austria)
0830-0845 9L2 Relationshipbetweenintelligencequotient(IQ)andacademicperformanceinundergraduatemalemedicalstudentsOmarAl-Harbi,AbdullahAl-Saleh,OmarAl-Othman*,MohammadAl-Mohammadi,MohammadAl-Mazroa,AbdulazizAl-kheraiji,FaisalShahwan,FerasAljebreen,AbdullahAl-Enazi,WaelAl-Sakran(Riyadh,SaudiArabia)
0845-0900 9L3 ChangingTimesforStudentAdmission:TheGermanAptitudeTestforMedicalStudies2007-2011MKadmon*,GKadmon(HeidelbergUniversitySchoolofMedicine,Heidelberg,Germany)
0900-0915 9L4 DiversificationofelectronicassessmentinveterinarymedicineJPEhlers*,ESchaper,K-HWindt,SAboling,ATipold(UniversityofVeterinaryMedicineHannover,Germany)
0915-0930 9L5 StudentselectioncriteriaatWitten/HerdeckeUniversity:QualitativeandquantitativeperspectivesJFricke*,MHofmann,MZupanic,DBauer,MFischer(Witten/HerdeckeUniversity,FacultyofHealth,DepartmentofMedicine,Witten,Germany)
0930-0945 9L6 First-yearmedicalstudents’mentalhealthstatusduringthefinalexaminationoftwodifferenceselectionprocessesMSBYusoff*1,AFARahim1,AABaba2,SBIsmail2,AREsa1(1MedicalEducationDepartment; 2SchoolofMedicalSciences,UniversitiSainsMalaysia)
0945-1000 discussion
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20815-1000 9M SHoRT CoMMUNICATIoNS: Approaches to Staff DevelopmentChairperson:AngelCenteno(Argentina)OpeningDiscussant:IvanSilver(USA)Location:Schubert4
0815-0830 9M1 Theroleofroleplayinafacultydevelopmentprogram−arandomizedcontrolledstudyJJohansson*1,KMSkeff2,GAStratos2(1UppsalaUniversity,DepartmentofSurgicalSciences-Anesthesiology&IntensiveCare,Uppsala,Sweden;2StanfordUniversity,SchoolofMedicine,USA)
0830-0845 9M2 AnewfacultydevelopmentapproachforPBLtutors:self-reflectionandpeer-feedbackimproveteachingskillsABaroffio*1,NAmmar1,IGarcia-Gabay2,PABischof3,RWJames(1UniversityofGenevaFacultyofMedicine,UnitforDevelopmentandResearchinMedicalEducation,Geneva,Switzerland;2UniversityofGenevaFacultyofMedicine,DepartmentofPathologyandImmunology,Geneva,Switzerland;3UniversityofGeneva,Switzerland)
0845-0900 9M3 Pedagogicalwritingclub–supportforteachers’scholarshipofteachingEPyörälä*,AToivonen(Research&DevelopmentUnitforMedicalEducation,UniversityofHelsinki,FacultyofMedicine,Helsinki,Finland)
0900-0915 9M4 SimulationInstructorTraining:CanOneAfternoonbeEnough?HKadim*1,SHyslop1,CRichmond1,SO’Regan1,RSullivan2,ARehak1,LWatterson1,MFisher3 (1SydneyClinicalSkillsandSimulationCentre,Sydney,Australia;2Royal,NorthShoreHospital,ClinicalReviewandImprovementService,Sydney,Australia;3RoyalNorthShoreHospital,IntensiveCareUnit,Sydney,Australia)
0915-0930 9M5 OnlinecourseonWeb2.0educationalapplicationsforstaffdevelopmentECWTorfs*1,APRozendal1,FSlond1,EALangewis1,LOvanderPlank1,GCMNoteborn4,NZupancicBrouwer2,JMvanderLoo3,DTownsend4,PJDekker1(1UniversityMedicalCenterUtrecht,TheNetherlands,2UniversityofAmsterdam,TheNetherlands,3EindhovenUniversityofTechnology,TheNetherlands,4UniversityofMaastricht,TheNetherlands,5UniversityofAppliedSciencesofAmsterdam,TheNetherlands)
0930-1000 discussion
0815-1000 9N WoRKSHoP: Young medical educator workshop: How to choose a conceptual, theoretical framework for my research projectFacilitators:MonicavandeRidder*1,StewartMennin*2,CharlotteRingsted*3,ZubairAmin*4,SoerenHuwendiek5,ReginaPetroniMennin*6(1AlbertSchweitzerHospital,Dordrecht,theNetherlands;2UniversityofNewMexicoSchoolofMedicine,USA;3CentreforClinicalEducation,UniversityofCopenhagenandCapitalRegion;4NationalUniversityofSingapore;5UniversityChildren’sHospital,Heidelberg,Germany;6FederalUniversityofSaoPaulo,Brazil)Location:Schubert5
0815-1000 9o WoRKSHoP: What faculty need to know to understand interactive testing strategies and create advanced itemsFacilitators:DouglasWooster*1,3,EllenJulian*3,AndrewDueck1,ElizabethWooster*2(1UniversityofToronto,FacultyofMedicine,Toronto,Canada;2OntarioInstituteforStudiesinEducation(OISE)/UniversityofToronto,TheoryandPolicyStudies-HigherEducation,Toronto,Canada;3AmericanRegistryofDiagnosticMedicalSonographers)Location:Schubert6
0815-1000 9P WoRKSHoP: A Step-wise Approach to Trainee Performance ProblemsFacilitators:DDupras*,REdson,MWieland(MayoClinicCollegeofMedicine,Rochester,MN,USA)Location:BusinessSuite1
0815-1000 9R WoRKSHoP: Identifying and applying theoretical paradigms to educational researchFacilitators:KlaraBolanderLaksov*1,KlasKarlgren1,MathieuAlbert*2(1KarolinskaInstitutet,Stockholm,Sweden;2WilsonCentre,Toronto,Canada)Location:BusinessSuite4
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0815-1000 9X PoSTERS: Postgraduate Training/Training for SurgeryChairperson:tobeannouncedLocation:HallA
9X1 WorkshopTrainingforInternstoIncreaseCompetencyinPostpartumTubalSterilizationWTaninsurawoot(UdornthaniMedicalEducationCenter,UdornthaniHospital,Meung,Udornthani,Thailand)
9X2 CognitiveCompetenceinObstetricandGynecologicSurgeryJBalayla,HAbenhaim,MMartin*(McGillUniversity,McGillCentreforMedicalEducation,Montreal,Quebec,Canada)
9X3 CardiopulmonaryresuscitationessentialskillofresidentsinUniversityHospitalPolpunBoonmak*1,SuhattayaBoonmak1,JutarmartPongphonkit1,NittayaPittayawattanachai2,SawatreeManeepomg2(1KhonKaenUniversity,FacultyofMedicine,DepartmentofAnesthesiology,KhonKaen,Thailand;2KhonKaenUniversity,FacultyofMedicine,SrinagarindHospital,CPRUnit,KhonKaen,Thailand)
9X4 Evaluationoflearningeffectivenessofperformingmaskventilationbyvideo-assistfeedbackduringDirectlyObservedProceduralSkillsWTHung*1,2,SCHsu1,THChen1,CYChan1,JHYang3(1DepartmentofAnesthesia,ChungShanMedicalUniversityHospital,Taichung,Taiwan;2FacultyDevelopmentCenter,CollegeofMedicine,ChungShanMedicalUniversity;3CollegeofMedicine,ChungShanMedicalUniversity)
9X5 DirectObservationasaFocusedTeachingToolfornewMedicalOfficers(nonEMresidents)intheEmergencyDepartmentECCTan,GGSim*,LTiah,WChong(ChangiGeneralHospital,AccidentandEmergencyDepartment,Singapore)
9X6 ApplicationofMarginInLife(MIL)theorytoremediationandattritionratesamongemergencymedicineresidentsColleenJKalynych*1,DavidVukich*1,VivekKumar1,MichelleLott1,ElenaBuzaiana2(1UFCOMDepartmentofEmergencyMedicine;2UNFCollegeofComputing;UniversityofFloridaCOMJacksonvilleDepartmentofEmergencyMedicine,JacksonvilleFL,USA)
9X7 ThreeyearexperienceofInterimReviewsforCoreSurgicalTrainees:LessonsLearnedDGerrard1,MSolan1,ESharp1,JJoyce2,HScott*1(1KSSSchoolofSurgery,UK;2RoyalCollegeofSurgeons,London,UK)
9X8 TheHiddenCurriculumoftheWaitTimesStrategytoreduceemergencydepartmentwaittimes:implicationsforclinicaltrainingFWebster1,KRice2,KDainty3,MZwarenstein4,AKuper3(Presenter:ADBaker)(UniversityofToronto,1DepartmentofSurgey;2DepartmentofAnthropology;3DepartmentofMedicine;4DepartmentofHealth,Toronto,Canada)
9X9 ProvisionofMRCSteachingforfoundationdoctorsintheNorthWesterndeaneryMJohnpulle*,ZToumi*(Condorrat,Cumbernauld,Glasgow,UK)
9X10 TheImpactof“CHIIKI-IRYOU”programofresidencysysteminJapanHYasui*1,AYasuda2,MAomatsu1,KAbe1,YHirakawa3,KUemura3(1NagoyaUniv.,Dep.EducationforCommunity-OrientedMedicine,Nagoya,Japan;2Tokai-HokurikuRegionalBureauofHealthandWelfare,Nagoya,Japan;3NagoyaUniv.CenterforMedicalEducation,Nagoya,Japan)
9X11 TheeffectofEuropeanWorkingTimeDirectiveontheeducationanddevelopmentofjuniordoctorsFChowdhury*,PBGoodfellow(ChesterfieldRoyalHospital,SouthYorkshire,UK)
9X12 ThePositiveCorrelationbetweenthePerformanceDuringInternshipandResidencyofInternalMedicineResidents–a12-yearObservationataMedicalCenterinTaiwanCCJenq*1,4,PHChu2,4,JTFang1,4,CWYang1,STLee3,4(1DepartmentofNephrology;2DepartmentofCardiology;3DepartmentofNeurosurgery;4DepartmentofMedicalEducation;ChangGungMemorialHospital,ChangGungUniversityCollegeofMedicine,Taoyuan,Taiwan)
9X13 Postgraduateinternalmedicineresidents’perceptionsofotherhealthcareproviders’rolesonanacutecareinternalmedicineunitSECard*1,HAWard1,DChipperfield1,MSSheppard2(1UniversityofSaskatchewan,DepartmentofInternalMedicine,RoyalUniversityHospital,Saskatoon,Saskatchewan,Canada;2SaskatoonHealthRegion,Saskatoon,Saskatchewan,Canada)
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2 9X14 BurnoutinMedicalResidents:a4-yearlongitudinalstudyEDurante*,SCarriу,AEymann,FAugustovski,MFigari,OBlanco(CommitteeofMedicalEducationResearch,HospitalItalianodeBuenosAires,Argentina)
9X15 Theroleoffoundationyear2insurgicaltraining:AnenquiryintotheopinionsofUKcoresurgicaltraineesJYounis*,HJScott(St.Peter’sHospital,Chertsey,UK)
9X16 Operatingundersupervision:managingsurgicaltrainingandpatientsafetyintheoperatingtheatreACope*,JBezemer*,RKneebone(ImperialCollegeLondon,DivisionofSurgeryandCancer,London,UK)
9X17 Evaluationofexperience,trainingandself-perceivedcompetenceinteachingamongCoreSurgicalTraineesKTTan*1,YZChiang2,GLLamont3(1DepartmentofOrthopaedicSurgery,RoyalLiverpoolandBroadgreenUniversityHospitalsNHSTrust,Liverpool,UK;2DepartmentofMedicine,SalfordRoyalNHSFoundationTrust,Manchester,UK;3MerseyDeanery,Liverpool,UK)
9X18 PatientSafety−ImprovingInterprofessionalCommunicationintheOperatingRoomJuliaBaumgart*,MichaelHenninger*(UniversityofEducationWeingarten,MediaDidactics,Weingarten,Germany)
0815-1000 9Y PoSTERS: Problem Based Learning/Critical ThinkingChairperson:tobeannouncedLocation:HallA
9Y1 Howcane-learningsupportProblem-BasedLearning?DMLVerstegen(MaastrichtUniversity,FHML,Dept.ofEducationalResearchandDevelopment,Maastricht,theNetherlands)
9Y2 Theassessmentofstudentperformanceinproblem-basedlearningtutorials:Comparisonofrelativeprecisionusing3-pointand5-pointLikertscoringmethodsJWChoi(DepartmentofMedicalEducation,DepartmentofPharmacology,YonseiUniversity WonjuCollegeofMedicine,Wonju,Korea)
9Y3 Theevaluationofproblem-basedlearningcurriculumSunAOh*,EuiRyoungHan,EunKyungChung,YoungJongWoo,JungAeRhee,KwangIlNam, KeeOhChay,SookJungYoon,TaekWonKang(Dept.ofMedicalEducation,MedicalSchoolofChonnamNationalUniversity,Dong-gu,Gwang-ju,Korea)
9Y4 MeasuresofEducationonCommunicationforMedicalStudents−LectureEffectsBasedonCommunicationwithTutorsinPBLLecturesHaebumLee(Sindorim-dong,Guro-gu,Seoul,Korea)
9Y5 IntellectualconflictintutorialgroupsMAarnio*1,EPyörälä1,SLindblom-Ylänne2(1ResearchandDevelopmentUnitforMedicalEducation,Helsinki,Finland;2CentreforResearchandDevelopmentofHigherEducation, UniversityofHelsinki,Finland)
9Y6 Thesocialcontextofproblem-basedlearningfordevelopingprofessionalinsightsandidentitiesDManning(UniversityoftheWitwatersrand,CentreforHealthScienceEducation,Parktown,Johannesburg,SouthAfrica)
9Y7 ContentversusprocessinPBLgroupsKristinSandalBerg*,AreHolen(DepartmentofLaboratoryMedicine,Children’sandWomen’sHealth,NTNU-NorwegianUniversityofScienceandTechnology,Trondheim,Norway)
9Y8 TheCurrentStateofMedicalEducationatChineseMedicalSchools:PBLAPFan*1,ROKosik2,CHChen1,WTang3,GTXu4,QChen3(1FacultyofMedicine,NationalYang-MingUniversity,Taiwan;1SchoolofMedicine,UCLA,USA;3NanJinMedicalUniversity,China; 4SchoolofMedicine,TongjiUniversity,China)
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9Y9 Physicians’perceptionsoftheirroleassupervisorsofstudentsintransitiontoclinicalclerkshipCSilén*1,AKiessling2,JSpaak2,PHenriksson2(1KarolinskaInstitutet,CentreforMedicalEducation,DepartmentofLearning,Informatics,ManagementandEthics,Stockholm,Sweden;2KarolinskaInstitutet,DepartmentofClinicalSciences,DanderydHospital,Sweden)
9Y10 AreWeReadyForChange?AStudyofPreferencesinTeaching&LearningMethodsinaMedicalCollegeinSaudiArabiaRGShirahatti*,WAlBuAli,FWadani,HQuereshi,WSuleman(CollegeofMedicine,KingFaisalUniversity,AlAhsa,SaudiArabia)
9Y11 TheInfluenceofstudents’perceptionaboutsmallgroupdiscussionandfacilitatorroleonthesummativescoreESuwarsono*1,HWidyastono2,MChatib2(1SyarifHIdayatullahStateIslamicUniversity,MedicalEducationUnit,Jakarta,Indonesia;2UHAMKAUniversity,PostgraduateStudy,Jakarta,Indonesia)
9Y12 ImpactofaPBLcurriculumonthedevelopmentofmedicalpractitionersLMcNamee(NelsonRMandelaSchoolofMedicine,UniversityofKwa-ZuluNatal,SouthAfrica)
9Y13 Experiencesofclinicalpracticeinaproblem-basedlearning(PBL)medicalcurriculumandsubsequentclinicalenvironmentsSReddy(NelsonRMandelaSchoolofMedicine,UniversityofKwa-ZuluNatal,SouthAfrica)
9Y14 EffectsofclinicalconceptmappingondisciplinebasedcriticalthinkingofnursingstudentsMMoattari*,FMehbodi,SSoleimani,NJamaliMoghaddam(ShirazUniversityofMedicalSciences,FacultyofNursingandMidwifery,Shiraz,Iran)
9Y15 Exploringfinalyearmedicalstudents’clinicalreasoningthroughvideotapedwardsimulationexerciseandsimulatedrecallinterviewsJMSmith*1,2,CERees1,JSKer2(1UniversityofDundee,CentreforMedicalEducation,Dundee,UK;2UniversityofDundee,ClinicalSkillsCentre,InstituteofHealthSkills&Education,Dundee,UK)
9Y16 Students’perspectivesonclinicalreasoningataJapanesemedicaluniversityHGomi*1,YUrushibara2,SKuroki2(1JichiMedicalUniversity,CenterforClinicalInfectiousDiseases,Tochigi,Japan;2JichiMedicalUniversity,DepartmentofGeneralMedicine,Tochigi,Japan)
9Y17 And…whatifpreclinicalstudentssolveatleastoneclinicalcasedaily?NFernández-Garza*,DMontemayor-Flores,SGuzmán-López(UniversidadAutónomadeNuevoLeón,MedicineSchool,Monterrey,N.L.,México)
9Y18 PathogenyandPhysiopathologyascornerstoneinthepreclinicalyearsDMontemayor-Flores*,NFernández-Garza,SGuzmán-Lуpez(UniversidadAutonomadeNuevoLeon,MedicineSchool,PhysiologyDepartment,Mexico)
9Y19 Doesthetutor’sareaofexpertiseinfluencestudentLearningIssuesinProblem-BasedLearning?TONeild*,JFarr(DeptofHumanPhysiology,FlindersUniversity,Adelaide,Australia)
9Y20 Clinicaljudgementofpaininthenon-verbalchildatthePaediatricIntensiveCareUnitJMattsson*,MForsner,MCastren,MArman(DepartmentofClinicalScienceandEducation,Sødersjukhuset,KarolinskaInstitutet,Sweden)
0815-1000 9Z PoSTERS: Professionalism/AttitudesChairperson:AlDowie(UK)Location:HallA
9Z1 ServiceLearningandReflectivePractice:Professionalismfor21stcenturyPhysicianMGrogan*(RossMedicalUniversity,Picard,Dominica,WestIndies)
9Z2 Theimportanceofrolemodellingtoachievephysician’sprofessionalbehaviourEndangBasuki(FacultyofMedicine,UniversityofIndonesia,Salemba,Jakarta,Indonesia)
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2 9Z3 PerceptionsoffirstyearmedicalstudentsaboutimportanceofprofessionalismduringearlypatientcontactprogramatMedicalUniversityinUAEVManda*1,PLamba2(1DepartmentofSurgery;2DepartmentofOphthalmology;GulfMedicalUniversity,Ajman,UnitedArabEmirates)
9Z4 AssessingthefirstyearcourseIntroductiontoMedicalProfession,usingashortwrittenessay.WhatstudentsarelikelytolackintheirearlylearningaboutprofessionalismLZannini*1,SVisioli2,PMBattezzati3,MPodda2,GCoggi*2,LMontagna2(1DepartmentofPublicHealth,UniversityofMilan;2HumanitasClinicalInstitute,Milan;3DepartmentofMedicine,SurgeryandDentistry,SPaoloHospital,UniversityofMilan,Italy)
9Z5 Shouldn’tProfessionalismBeTaught?AMurt*,DCekmecelioglu*,MAydin,EBozkurt,UTopcu(UniversityofIstanbul,CerrahpasaMedicalSchool,Turkey)
9Z6 Significanceoftakingastudent-authoredoathinthewhitecoatceremony:ThinkingaboutprofessionalismandneedsofthesocietyRyoToya*1,NorikoOkuyama2,KeisukeKouyama2,TetsuyaYasui2,TomonobuHasegewa2, MichitoHirakata2,KenjiWatanabe2(1KeioUniversitySchoolofMedicine;2FacultyDevelopmentCommittee,KeioUniversitySchoolofMedicine,Japan)
9Z7 Teachingprofessionalismthroughstudentpresentationsofmedical“heroes”and“villains”AVAnstey,SKhot,KHawthorne*,EWebb*,RHain(DivisionofMedicalEducation,SchoolofMedicine,CardiffUniversity,Cardiff,UK)
9Z8 LearningProfessionalismthroughNarrationandReflectionKai-KuenLeung*1,StanleySLTsai2,Wei-DeanWang1,3(1DepartmentofFamilyMedicine,NationalTaiwanUniversityCollegeofMedicine,Taipei,Taiwan,R.O.C.;2NationalTaiwanUniversityHospital,Taiwan;3DepartmentofSocialMedicine,Taiwan)
9Z9 DevelopingaMedicalProfessionalismCourse−SevenStars,TenElementsYeraHur(KonyangUniversity,CollegeofMedicine,DepartmentofMedicalEducation,Daejeon,Korea)
9Z10 Professionalism−LivedorLearned?OGale-Grant*,MGatter*,PAbel(SchoolofMedicine,ImperialCollegeLondon,London,UK)
9Z11 DefiningProfessionalismAccordingtoAdvancedMedicalStudentsthroughArtBPopescu*,MChaparro(UniversidadNacionaldelNordeste,FacultaddeMedicina,Corrientes,Argentina)
9Z12 Multicampuscase-basedmedicalethicsandlawseminarinThammasatUniversityVPaocharoen(ThammasatUniversity,FacultyofMedicine,Pathumthani,Thailand)
9Z13 Abuse−ithappens!Howcanstudentsrespond?VMitchell*,AKent(UniversityofCapeTown,ObstetricsandGynaecologyDepartment, HealthSciencesFaculty,UniversityofCapeTown,SouthAfrica)
9Z14 EvaluationofemotionalempathyatcompletionofanursingdegreecourseLCominetti*1,LCirio1,CTortola1,SFacco1,MVMussa1,CDelloRusso1,MPorta2,MTrento2, VDimonte1(1UniversityofTurin,UndergraduateNursingCourse,AOUSanGiovanniBattista, Turin,Italy;2UniversityofTurin,DepartmentofInternalMedicine,LaboratoryofClinicalPedagogy,Turin,Italy)
9Z15 CulturaladaptationofPortugueseversionofJeffersonScaleofPhysicianEmpathytoBrazilHParo*,ITibério,RGallotti,PTempski,MMartins(UniversityofSaoPaulo,CenterofMedicalEducationDevelopment,SaoPaulo,Brazil)
9Z16 TheeffectofReflectivePracticeonethicaldecisionmakingin1styearmedicalstudentsVThomas*,MGrogan,DCallender(RossUniversitySchoolofMedicine,DepartmentofIntegratedMedicalEducation,Picard,Dominica)
9Z17 PatientAssessmentofBehaviour(PAB)–anovelapproachtoassessprofessionalismamongsthospitaljuniordoctorsATorrance*,APatel,RLepley,CRobertson(DepartmentofGeneralSurgery,WorcesterRoyalHospital,Worcester,UK)
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9Z18 InvestigatingtheeffectofsmallgroupteachingoneducatingmedicalethicsissuestoShirazundergraduatemedicalstudentsMohammadEsmaeilGhorbaniNejad*,FarnazSadatJavanmardi,AliSharafkhah,MitraAmini,MaryamPanjehshahin(ShirazUniversityofMedicalSciences,EducationDevelopmentCenter,Shiraz,Iran)
9Z19 Continuousinnovationofeffectiveteachingmethodsofmedicalethics,MutahUniversity,JordanAMashali(UniversityofMutah,FacultyofMedicine,DepartmentofForensicMedicine,PathologyandCommunityMedicine,Alkarak,Jordan)
9Z20 Settingupastudents’clinicalethicscommitteeCJohnson,TGerasimenko,YHadaddin*,THalstead,AMallick,KBlythe,SKnight,BRabindra, CWilliams(DivisionofMedicalEducation,King’sCollegeLondon,SchoolofMedicine,London,UK)
9Z21 TreatmedicalethicseducationlikeotherlecturesHOTontus*1,MUnal2,AHSahinoglu1(1OndokuzMayisUniversity,MedicalFaculty,MedicalEducationDepartment,Samsun,Turkey;2OndokuzMayisUniversity,MedicalFaculty,FamilyMedicineDepartment,Samsun,Turkey)
9Z22 Whatdomedicalstudentsperceiveasprofessionalbehaviour?Amixed-methodsexploratorystudyDLeswell*,DOwen,SBrien(UniversityofSouthampton,FacultyofMedicine,Southampton,UK)
0815-1000 9AA PoSTERS: Continuing Professional Development/ Continuing Medical EducationChairperson:PederCharles(Denmark)Location:HallA
9AA1 Postgraduatemedicaleducation,workexperienceandphysicianconfidencelevelsinmanagementofdepressioninprimarycare.WETang*1,MPHSToh2,CYHTan1(1NationalHealthcareGroupPolyclinics,Singapore; 2HealthServicesOutcomeResearch,NationalHealthcareGroup,Singapore)
9AA2 Howdoesattendingamulti-daymedicalconferenceimpactphysicians’intentionstochangetheirpractice?LHill*1,DDixon3,LDunikowski1,IGrava-Gubins2,BMarlow*1(1CollegeofFamilyPhysiciansofCanada,DepartmentofContinuingProfessionalDevelopment,Mississauga,Canada;2CollegeofFamilyPhysiciansofCanada,DepartmentofResearch,Mississauga,Canada;3TheUniversityofWesternOntario,Canada)
9AA3 Effectivenessofcontinuingeducationprogramfornon-psychiatricphysiciansSILiu(MackayMemorialHospital,DepartmentofPsychiatry,Taipei,Taiwan)
9AA4 BuildingacommunityofpracticeofresidencypreceptorthroughblendedlearningDAfonso*1,HCampos2,PMarcondes,DPimenta1,LSilveira1,LOliveira1,LRodrigues1,MAraujo1 (1StateUniversityofRiodeJaneiroUERJ/UniversityHospitalPedroErnesto/CoordinationofAcademicDevelopment/FacultyofMedicalSciences,RiodeJaneiro/FAIMERBrazil;2CearáFederalUniversity,Brazil)
9AA5 FirstDoNoHarm:BalancingcompetingprioritiesinsurgicalpracticeSLeung1,GRegehr2,SGallinger3,CMoulton*1,3(1UniversityHealthNetwork,WilsonCentre,Toronto,Ontario;2UniversityofBritishColumbia,CentreforHealthEducationScholarship,Vancouver,BritishColumbia;3UniversityofToronto,DepartmentofSurgery,Toronto,Ontario)
9AA6 ShiftingParadigmsforCPDAcademicLeaders:FromProfitCenterstoValueCreationCenters(VCC)−aModelCMonette*1,RLaprise*2,RLThivierge*3(1MédecinsfrancophoneduCanada,Montréal,Canada;2FédérationdesmédecinsspécialistesduQuébec,Montréal,Canada;3UniversitédeMontréal,Facultédemédecine,Montréal,Canada)
9AA7 IdentificationofPoorPerformanceinUKNHSOrganisationsRachelLocke*,CamillaLeach*,SamanthaScallan*,KerryBall*,MarkRickenbach,JoyceGoodman(TheUniversityofWinchester,Hampshire,UK)
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2 9AA8 Generatingbehavior-specificfeedbackforcontinuingmedicaleducationpresenters:InstrumentvalidationandassociationswithacademicrankCMWittich*,KFMauck,JNMandrekar,KAGluth,CPWest,SCLitin,TJBeckman(MayoClinicCollegeofMedicine,Rochester,MN,USA)
9AA9 SharingaCanadianExperience:Redesignedwebapplicationtosupportphysicians’lifelonglearningandCPDJenniferGordon*,CraigCampbell,SandraCanniff(RoyalCollegeofPhysiciansandSurgeonsofCanada,Ottawa,Ontario,Canada)
9AA10 AssessingthevaluetoCMEprogramplannersofasuccesscasemethodevaluationMBShershneva*,CAOlson(UniversityofWisconsinOfficeofContinuingProfessionalDevelopmentinMedicineandPublicHealth,Madison,Wisconsin,USA)
9AA11 DesigningaPracticalGuidelineforNeedsAssessmentinContinuingMedicalEducationProgramsSShahidi,TChangiz*,HSalmanzadeh,AYousefy(MedicalEducationResearchCenter,IsfahanUniversityofMedicalSciences,Isfahan,Iran)
9AA12 UseofsimulationtoadvanceskillsinpatientassessmentincontinuingprofessionaldevelopmentcoursesforpharmacistsTJSchindel*1,CHughes1,SKoshman2,GJPearson2,NYuksel1(1UniversityofAlberta,FacultyofPharmacyandPharmaceuticalSciences,Edmonton,Canada;2UniversityofAlberta,DivisionofCardiology,FacultyofMedicineandDentistry,Edmonton,Canada)
9AA13 Surveyofyoungandexperiencephysicians’opinionsontheeffectivenessofcontinuingmedicaleducationMHMeshkibaf*,PIzedpanah,GAllahverdi,FKhajeh,BMiladpoor,SAKoohpayeh,MEkrahi (FasaUniversityofMedicalSciences,DepartmentofMedicalEducation,Fasa,Iran)
9AA14 InvestigatingthecareerintentionsandtrainingrequirementsofStaffandAssociateSpecialist(SAS)DoctorsinoneDeaneryJAKirton*1,JMBrown1,NJShaw1,RClarke2(1EdgehillUniversity,Evidence-basedPracticeResearchCentre,FacultyofHealth,Ormskirk,Lancashire,UK;2MerseyDeanery,Liverpool,UK)
9AA15 SettingupLocalfacultygroups(LFG)forSASgradedoctors−experiencefromKSSdeaneryUDashora*,SMukherjee(KentSurreySussexDeanery,London,UK)
9AA16 CPDparticipationfacilitatedbynewtoolsPRaiche*,CGuimond,MLabelle(FMOQ(FédérationdesmédecinsomnipraticiensduQuébec-FederationofGeneralPractitionersofQuébec),Montréal,Québec,Canada)
9AA17 CardiopulmonaryResuscitationknowledgeamongphysiciansandnursesinUniversityHospitalSBoonmak*1,PBoonmak1,NWorphang2,WChongarunngamsang1,KMaharungruengrat1,PNithipanich1,SManeepong2(1KhonKaenUniversity,FacultyofMedicine,AnesthesiologyDepartment,KhonKaen,Thailand;2KhonKaenuniversity,FacultyofMedicine,CPRUnit,KhonKaen,Thailand)
9AA18 ProfessionalcapacityofnursesandMedicalEducationRGhodcy*1,ABordbar2,BMiladpoor3(FasaUniversityofMedicalSciences,1CenterofPhysiology;2CenterofPhysiology;3FasaUniversityofMedicalSciences,Fasa,Fars,Iran)
9AA19 LinkingPatients’UnderstandingofManagementofSharedDecisionMaking:AChallengeinContinuingHealthEducation(CHE)AndrewDueck1,LeeManchul2,ElisaGreco*1,DouglasWooster1,ElizabethWooster3(1UniversityofToronto,DepartmentofSurgery,Toronto,Canada;2UniversityofToronto,FacultyofMedicine,Toronto,Canada;3OISE/UniversityofToronto,TheoryandPolicyStudies-HigherEducation,Toronto,Canada)
9AA20 ImprovingContinuingProfessionalDevelopment(CPD)inSweden;ataskforceformedwithintheSwedishMedicalAssociation(SMA)HHjelmqvist*1,MLAndersson2(1KarolinskaInstitutet,DepartmentofClinicalScience,InterventionandTechnology,DivisionofAnaesthesiology&IntensiveCare,Stockholm,Sweden;2KarolinskaInstitutet,DepartmentofClinicalNeuroscience,DivisionofNeurology,Stockholm,Sweden)
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9AA21 TheusefulnessoftheAndalusianAgencyforHealthcareQuality’sAccreditationModelfortheContinuousProfessionalDevelopmentAAlmuedo-Paz,ARojas-de-Mora-Figueroa,PBrea-Rivero,BBuiza-Camacho,ATorres-Olivera*(AndalusianAgencyforHealthcareQuality(ACSA),“AccreditationfortheContinuousProfessionalDevelopment”Department,Seville,Spain)
0815-1000 9BB PoSTERS: Work Based AssessmentChairperson:BillBurdick(USA)Location:HallA
9BB1 FormativeWorkplace-basedAssessmentinundergraduatemedicaltraining:AprogramevaluationinaSwissUniversitysettingSMontagne*1,CBerendonk1,CBögli2,PFrey3,PJucker-Kupper1,FNohl4,MPerrig5,ARogausch1,CBeyeler1(1InstituteofMedicalEducation,AssessmentandEvaluationUnit;2CurriculumCoordinationandStudents’Office;3Deans’Office;4SpitalNetzHospitals;5DepartmentofGeneralInternalMedicine,MedicalFaculty,UniversityofBerne,Switzerland)
9BB2 Implementationofthemini-CEXtopostgraduateyear-1residencytraininginemergencymedicine:ClinicalexperienceattheChangGungMemorialHospitalYu-CheChang*1,2,Ching-HsingLee1,Ming-NanHuang1,Chien-KuangChen1,Jih-ChangChen1, Shih-TsengLee2,3(1DepartmentofEmergencyMedicine;2DepartmentofMedicalEducation;3DepartmentofNeurosurgery,ChangGungMemorialHospital,ChangGungUniversityCollegeofMedicine,Taoyuan,Taiwan)
9BB3 DirectObservationofProceduralSkillsinGynecologyinPostgraduateYearResidentTraining:PracticeExperienceattheChangGungMemorialHospitalYi-HaoLin*1,2,Chih-FengYen1,2,Chyi-LongLee1,2,Shih-TsengLee2,3(1DepartmentofObstetricsandGynecology,ChangGungMemorialHospital,ChangGungUniversityCollegeofMedicine,Taoyuan,Taiwan;2DepartmentofMedicalEducation,ChangGungMemorialHospital,ChangGungUniversityCollegeofMedicine,Taoyuan,Taiwan)
9BB4 AnExperimentalComparisonofRaterPerformanceonVideotapedClinicalSkillsExamsHsuan-KaiKao*1,2,AlvinChao-YuChen1,2,Yu-ChihHuang1,2,Yi-HsunYu1,2,Wen-JerChen1,2, Shih-TsengLee2,3(1DepartmentofOrthopedicSurgery;2DepartmentofMedicalEducation;3DepartmentofNeurosurgery;ChangGungMemorialHospital,ChangGungUniversityCollegeofMedicine,Taoyuan,Taiwan)
9BB5 ImplementationoftheDOPSduringtheteachingofsurgicalresidents:ClinicalexperienceattheChangGungMemorialHospitalKHTsui*1,2,3,CYLiu1,JMLui1,PLChang1,RPTan2,3,YYJan2,3,STLee2,3(1TheDivisionofUrology;2DepartmentofMedicalEducation;3DepartmentofSurgery,ChangGungMemorialHospital-LinKo,ChangGungUniversityCollegeofMedicine,Taipei,Taiwan)
9BB6 Introductionofundergraduatemedicalstudent‘DOPS’assessmentsJWright*,SMallappa,RSoobrah,JPitkin(NorthwickParkHospital,UndergraduateDepartment,London,UK)
9BB7 360degreetoolassessingspecialistregistrars’abilitytoleadwardroundsILakshminarayana*,DWall(WestMidlandsDeanery,UK)
9BB8 AnEvaluationoftheUseoftheMini-CEXAssessmentinJuniorDoctorTrainingDJackson*1,DWWall2(1UniversityofBirmingham,SouthBirminghamPrimaryCareTrust,Birmingham,UK;2UniversityofBirmingham,CentreforMedicalandDentalEducation, Birmingham,UK)
9BB9 TheperceptionofmedicalstudentsaboutMini-Cex:aqualitativestudyGFalbo,RBezerra*,HPrado,MBandeira(FaculdadePernambucanadeSaúde,Recife,Brazil)
9BB10 Professionaldevelopmentisenhancedbyservingasamini-CEXpreceptorWChen*,MMLai,TCLi,PJChen,CYChan,CCLin(ChinaMedicalUniversity,SchoolofMedicine,Taichung,Taiwan)
9BB11 AlaboratorystudyonthereliabilityestimationoftheMini-CexAAlvesdeLima*1,DConde1,JPCostabel1,JPCorso1,CPMVanderVleuten2(1InstitutoCardiovasculardeBuenosAires,EducationalDepartment,BuenosAires,Argentina;2MaastrichtUniversity,DepartmentofEducationalDevelopmentandResearch,FacultyofHealth,MedicineandLifeSciences,Maastricht,Netherlands)
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2 9BB12 Mini-ClinicalEvaluationExercise(mini-CEX)versusObjectiveStructuredClinicalExamination(OSCE)asanAssessmentofClinicalSkills:CorrelationsandEstimatedCut-offScoreHsiao-YuanCheng*1,Mei-ChenLiao1,Shih-TsengLee1,2(1DepartmentofMedicalEducation;2DepartmentofNeurosurgery,ChangGungMemorialHospital,ChangGungUniversityCollegeofMedicine,Taoyuan,Taiwan)
9BB13 Assessingundergraduatemedicalstudentsusing360degreeassessments–Phase2:PilotProjectRSagoo*,RSubb*,MHeir,EJones(UndergraduateOffice,HeartofEnglandNHSFoundationTrust,Birmingham,UK)
9BB14 EvaluationofMedicalResidentsUsingMilestonesBasedontheDreyfusSkillsAcquisitionModelJacquelineMoore*,KhalidZakaria,BasimADubaybo*(DepartmentofInternalMedicine,ProvidenceHospital,WestBloomfield,MI,USA)
9BB15 Oralhealthstudents’experiencesofclinicalassessmentNAGordon(UniversityoftheWesternCape,FacultyofDentistry,DepartmentofOralHygiene,MitchellsPlain,SouthAfrica)
0815-1000 9DD SECRETS oF SUCCESS 7Location:HallA
9DD1 IntegratingPalliativeCareintoPostgraduateCurriculums−asurprizingbutevidencebasedapproachDMarshall*,SWinemaker,ATaniguchi(DivisionofPalliativeCare,DeptofFamilyMedicine, FacultyofHealthSciences,McMasterUniversity,Hamilton,Ontario,Canada)
9DD2 TeachingyourmedicalstudentstounderstandaboutreallifeoftheirpatientsandknowthedirectiontodothebestcareRSenanoi,PPeumpanupat,STasnsuphaswasdikul,RChampunot(Presenter:Athit)(Department ofInternalMedicine,BuddhachinarajHospital,Phitsanulok,Thailand)
9DD3 AninnovativeearlyclinicalskillsprogramRSutherland*,ADodds,JConn,MCollins,GMcColl(TheUniversityofMelbourne,MelbourneMedicalSchool,MedicalEducationUnit,Melbourne,Victoria,Australia)
1000-1030 COFFEE Location:HallA
SESSIoN 10: SIMULTANEoUS SESSIoNS
1030-1200 10A SYMPoSIUM: Using Student Engagement to Improve Medical EducationPanel:CarolElam(UniversityofKentuckyCollegeofMedicine,USA)(Chair);KirstyWadsley (St.George’s,UniversityofLondon,UK);AhmetMurt(EuropeanMedicalStudents’Association,Turkey);PauldeRoos(2005-2006MedicalEducationDirectoroftheEuropeanMedicalStudents’Association,Netherlands);NormaSaks(UMDNJ,RobertWoodJohnsonMedicalSchool,USA)Location:HallA
1030-1200 10B SYMPoSIUM: From departmental based to integrated curricula: a tale of three citiesPanel:RichardMarz(Vienna,Austria)(Chair);DavidTaylor(Liverpool,UK);MartinFischer (Witten/Herdecke,Munich,Germany)Location:Strauss1
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1030-1200 10C SHoRT CoMMUNICATIoNS: Social Responsibility of a Medical SchoolChairperson:CharlesBoelen(France)OpeningDiscussant:TrevorGibbs(Ukraine)Location:Strauss2
1030-1045 10C1 MeasuringsociallyaccountablepracticewithinaSchoolofMedicineILindemann*,HWard,TMcDonald,AWest,DPrideaux(FlindersUniversity,HealthProfessionalEducation,Adelaide,SouthAustralia)
1045-1100 10C2 AperspectiveofbasicresearchersonSocialAccountabilityofMedicalSchoolsACenteno*,AdelRio,SCampos(AustralUniversity,FacultyofBiomedicalSciences,DepartmentofBiomedicalEducation,Argentina)
1100-1115 10C3 SelectingforAdmissiontoMedicalSchool:DiscoursesofExcellence,Equity,andDiversityontheWebsitesofCanada’s17MedicalSchoolsSRazack*1,MMaguire1,BrianHodges2,YSteinert1(1MontrealChildren’sHospital,Montreal,Quebec,Canada;2UniversityofToronto,Canada)
1115-1130 10C4 Doestheintegrationofmedicaleducationintothehealthcaresystembringsociallyaccountablemedicaleducation?AqualitativestudySAhmady*1,SFaghihi2,TRahmany3,SShahmohammadi(1UrmiaUniversityofMedicalSciencesandKarolinskaInstitutetSweden,DeptofMedicalEducation,Urmia,Iran;2ShirazUniversityofMedicalSciences,EducationalDevelopmentCentre,Shiraz,Iran;3ShahidBeheshtiUniversityofMedicalSciences,Iran)
1130-1145 10C5 Integration;thekeytoimprovinghealthandmedicaleducationinIranAbbassEntezari*,NaderMomtazmanesh,MohammadAliMohagheghi(EducationalDevelopmentCenter,MinistryofHealth&MedicalEducation,Tehran,Iran)
1145-1200 discussion
1030-1200 10D SYMPoSIUM: IX Ibero-American Session – Globalization and Accreditation in Medical Education: Its Impact in the AmericasPanel:PabloPulido(PAFAMS,Venezuela);EmmanuelCassimatis(FAIMER-ECFMG,USA); StefanLindgren(WFME,Sweden)Location:Strauss3
1030-1200 10E SHoRT CoMMUNICATIoNS: Training for LeadershipChairperson:tobeannouncedOpeningDiscussant:tobeannouncedLocation:Lehar3-4
1030-1045 10E1 LEADER–AtooltoenabletheassessmentofclinicalleadershipofdoctorsintrainingPReynolds,RHughes,EEyre*(DepartmentofPaediatrics,StPeter’sHospital,Chertsey,Surrey,UK)
1045-1100 10E2 EducatingtheNextGenerationofGraduateMedicalEducactionLeadersWWiese-Rometsch*,HKromrei(DetroitMedicalCenter,DepartmentofGraduateMedicalEducation,UniversityHealthCenter,Detroit,Michigan,USA)
1100-1115 10E3 Teamleaders’communicationinatrainingsituationMHargestam*1,CBrulin1,MHulti2,MJacobsson3(1DepartmentofNursing,UmeaUniversity, Umea,Sweden;2DepartmentofSurgeryandperioperativescience,UmeaUniversity,Umea,Sweden;3DepartmentofSocialWork,UmeaUniversity,Umea,Sweden)
1115-1130 10E4 Leadershipdevelopmentthroughmanagersandcliniciansworkingandlearningtogether:ExperiencesfromtheNHSSouthWestClinicalLeadershipFellowsProgramme(2010)SSinha1,HWoodcraft*2,RCanter3(1TheSouthWestStrategicHealthAuthority,Taunton,UK;2UniversityHospitalsBristolNHSFoundationTrust,DepartmentofMedicinefortheElderly,Bristol,UK;3TheSevernDeanery,PostgraduateSchoolofSurgery,Bristol,UK)
1130-1200 discussion
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21030-1200 10F SHoRT CoMMUNICATIoNS: Community oriented Medical EducationChairperson:JoelLanphear(Canada)OpeningDiscussant:DenesePlayford(Australia)Location:Lehar1
1030-1045 10F1 CommunityBasedEducation(CBE)CompetenciesforHealthProfessionals−ASystematicReviewZLadhani*1,AScherpbier2,FStevens2(1ShifaCollegeofNursing,Islamabad,Pakistan; 2SchoolofHealthProfessionsEducation,MaastrichtUniversity,TheNetherlands)
1045-1100 10F2 CreatingacommunityclinicalschoolSTrumble*,RAstles-Phillips(MelbourneMedicalSchool,UniversityofMelbourne,Victoria,Australia)
1100-1115 10F3 Adifferentlookatinterprofessionalcommunity-basededucation:thecommunityasteacherATowle*,WGodolphin,CKline(DivisionofHealthCareCommunication,CollegeofHealthDisciplines,UniversityofBritishColumbia,Vancouver,Canada)
1115-1130 10F4 ComparisonsofEmotionalIntelligenceandEmpathyoffirstyearmedicalstudentsdividedin3differentagegroupsofpartnerwithcommunitybasedpracticeKAbe*1,HWakabayashi2,TKato2,MNawa2,CMuraoka2,KFujisaki2,MNiwa2,YSuzuki2,PEvans3 (1NagoyaUniversityGraduateSchoolofMedicine,DepartmentofEducationforCommunity-OrientedMedicine;2GifuUniversitySchoolofMedicine,MedicalEducationDevelopmentCenter;3FacultyofMedicine,UniversityofGlasgow,UK)
1130-1145 10F5 Humanizingmedicalstudents’firstcontactswithpatientsduringthefirstyearofgraduation:astrategyusingcommunity-basedhomevisitsISSantos*1,MESato*2,AAFerraro3,PEMElias(1UniversityHospital,UniversityofSaoPaulo,SaoPaulo,Brazil;2FundaçaoFaculdadedeMedicina,UBSJardimBoaVista,SaoPaulo,Brazil;3DepartmentofPediatrics,UniversityofSaoPauloSchoolofMedicine,SaoPaulo,Brazil)
1145-1200 discussion
1030-1200 10G SHoRT CoMMUNICATIoNS: Humanities in Medical EducationChairperson:ElizabethKachur(USA)OpeningDiscussant:AviadHaramati(USA)Location:Lehar2
1030-1045 10G1 ImplementingaHumanitiesinMedicineRequirement:AnUpdateDavidLWiegman*,RuthBGreenberg,EdwardCHalperin(UniversityofLouisvilleSchoolofMedicine,Louisville,Kentucky,USA)
1045-1100 10G2 AnalysisoftheaspectsofdiscussionmaterialstoinfluenceinstructioneffectivenessingroupdiscussionsinthefieldofmedicalhumanitiesJae-HeeAhn*,Woo-TackJeon,Eun-BaeYang,Su-HyunLee(YonseiUniversityCollegeofMedicine,Seoul,RepublicofSouthKorea)
1100-1115 10G3 SpiritualityinBrazilandworldwidemedicalcurriculaJCGagliardiFilho*,GHBeraldi,SGannam,MPTNunes(UniversityofSaoPaulo,FacultyofMedicine,SaoPaulo,Brazil)
1115-1130 10G4 Howtoteachhumanityinmedicalstudents:AmultipleinnovationapproachSSupapon*(MedicalEducationCenter,KhonKaenHospital,Muaeng,KhonKaen,Thailand)
1130-1145 10G5 ICARE:AssessingHumanisminMedicalStudents’ClinicalPerformanceMingLee*,PaulFWimmers,Cha-ChiFung(DavidGeffenSchoolofMedicineatUCLA,CenterforEducationalDevelopmentandResearch,LosAngeles,CA,USA)
1145-1200 discussion
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1030-1200 10H SHoRT CoMMUNICATIoNS: The CurriculumChairperson:HlaYeeYee(Malaysia)OpeningDiscussant:HenryCampos(Brazil)Location:Stolz1
1030-1045 10H1 Universitas21andtheroleofhealthsciencesfacultiesinachievingUnitedNationsMillenniumDevelopmentGoalsNPatil*,KHo,CVoisine,MPerez,LCChan,GWebb,DChambers,onbehalfoftheUniversitas21UNMDGGroup(DepartmentofSurgery,LiKaShingFacultyofMedicine,UniversityofHongKong)
1045-1100 10H2 Whatdonursesexpectfromnewlyqualifieddoctors?SGawn*,BKapur,CLumsden(NorthWesternDeanery,Manchester,UK)
1100-1115 10H3 TheproblemsofintroductionofBolognasysteminUkrainianmedicaleducationandhowtheyhavebeendealtwithIrynaBulakh3,VitalyMoskalenko1,MarinaMrouga*3,OlexandrVolosovets2(1NationalOBogomoletsMedicalUniversity,Kyiv,Ukraine;2MinistryofPublicHealthofUkraine,Kyiv,Ukraine;3TestingBoard,Kyiv,Ukraine)
1115-1130 10H4 EnhancingProfessionalDevelopmentintheMedicalCurriculumatSahlgrenskaAcademy,UniversityofGothenburgMBjarnegеrd*1,MHAngerеs2,KLeander3,KManhem,ONilsson,KSSunnerhagen,MWahlqvist3 (1Intern/ResidentCouncil,SahlgrenskaUniversityHospital,Gothenburg,Sweden;2DepartmentofSurgery,SahlgrenskaUniversityHospital,Gothenburg,Sweden;3DepartmentofPublicHealthandCommunityMedicine/PrimaryHealthCare,Sahlgrenska,Sweden)
1130-1200 discussion
1030-1200 10J SHORT COMMUNICATIONS: Clinical Skills TrainingChairperson:AllanCarmichael(Australia)Location:Schubert1
1030-1045 10J1 TeachingthirdyearmedicalstudentsadvancedcardiaclifesupportskillsRDelport*,BGLindeque(SchoolofMedicine,FacultyofHealthSciences,UniversityofPretoria,Gezina,Pretoria,SouthAfrica)
1045-1100 10J2 PhysicalExaminationSkillsAcquisitioninaGroupLearningSettingBMartineau*1,CSt-Onge1,SRobert1,AHarvey1,LBergeron1,SMamede2,RRikers2(1UniversitédeSherbrooke,Facultédemédecine,Sherbrooke,QC,Canada;2ErasmusUniversity,Netherlands)
1100-1115 10J3 EthnicminoritystudentsaremoredistressedaboutperformingfemalepelvicexaminationsthanarewhitestudentsbuttheirdistressscoresnormaliseafteroneteachingsessionwithaGTAKBarry*1,JVParle*1,DMorley1,SIrani2,NFreemantle1,MCalvert1(1UniversityofBirmingham,CollegeofMedicalandDentalSciences,Birmingham,UK;2HeartofBirminghamNHSTrust,HeartlandsHospital,Birmingham,UK)
1115-1130 10J4 ImprovingClinicalSkillsCompetencebyReducingCognitiveLoadPatriciaRégo*,RayPeterson(DisciplineofMedicalEducation,SchoolofMedicine,TheUniversityofQueensland,Indooroopilly,Qld,Australia)
1130-1145 10J5 Amodelteachingsessionforthehypothesis-drivenphysicalexaminationHNishigori*1,KMasuda2,MKikukawa3,AKawashima4,RYudkowsky5,GBordage5,JOtaki2 (1TheUniversityofTokyo,Japan;2TokyoMedicalUniversityHospital,Japan;3KyushuUniversity,Japan;4FukuchiyamaMunicipalHospital,Japan;5UniversityofIllinoisatChicago,USA)
1145-1200 10J6 TheEffectivenessofStructuredClinicalInstructionModule(Scim)andVideoTraininginAcceleratingStudents’SkillinNeonatalResuscitationFErfanian*,TKhadivzadeh,JMalekzadeh(MashadUniversityofMedicalSciences,SchoolofNursing&Midwifery,Mashad,Iran)
no discussion
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21030-1200 10K SHoRT CoMMUNICATIoNS: Social NetworkingChairperson:tobeannouncedOpeningDiscussant:MichaelBegg(UK)Location:Schubert2
1030-1045 10K1 Theinfluenceofsocialnetworksonstudents’performanceJHommes*,BRienties,WdeGrave,GBos,AScherpbier,LSchuwirth(MaastrichtUniversity,DepartmentofEducationalDevelopment&Research,TheNetherlands)
1045-1100 10K2 Astudyofveterinarystudents’useofandattitudetowardthesocialnetworkingsite,FacebookJCoe*1,AMuise2,EChristofides2,CWeijis1,KHecker3,SDesmarais2(1UniversityofGuelph,OntarioVeterinaryCollege,Guelph,Canada;2UniversityofGuelph,DepartmentofPsychology,Guelph,Canada;3UniversityofCalgary,FacultyofVeterinaryMedicine,Calgary,Canada)
1100-1115 10K3 Developinga‘NetworkOfVeterinaryICtinEducation’(NOVICE)tosupportinformallifelonglearningSBaillie*1,TKinnison1,NForrest1,VDale1,JEhlers2,MKoch2,MMandoki3,ECiobotaru4, TBoerboom5,EdeGroot5,PvanBeukelen5(1RoyalVeterinaryCollege,London,UK;2TiHo,UniversityforVeterinaryMedicine,Hannover,Germany;3FacultyofVeterinaryScience,SzentIstvánUniversity,Budapest,Hungary;4FacultyofVeterinaryMedicine,Bucharest,Romania;5FacultyofVeterinaryMedicine,Utrecht,Netherlands)
1115-1130 10K4 CanYouTubeHelpMedicalStudentsinLearningSurfaceAnatomy?SamyAAzer(MedicalEducationDepartment,CollegeofMedicine,KingSaudUniversity,Riyadh,SaudiArabia)
1130-1145 10K5 SocialmediaandthemedicalprofessionDMaor*,KAustin*,RFielke*,MBonning,SMansfield,SMorrison,APerry,HStephens (AustralianMedicalAssociation-CouncilsofDoctorsinTraining,BartonACT,Australia)
1145-1200 discussion
1030-1200 10L SHoRT CoMMUNICATIoNS: Multi Mini InterviewChairperson:KathyBoursicot(UK)OpeningDiscussant:StephenManuel(USA)Location:Schubert3
1030-1045 10L1 MMI:doesitgiveaplustopredictacademic/clinicalperformance?CBourdy1*,RGagnon2(1UniversitédeMontréal,FacultédeMédecine,UndergraduateMedicalEducation,Montréal,Canada;2UniversitédeMontréal,FacultédeMédecine,Centredepédagogieappliquéeauxsciencesdelasanté,Montréal,Canada)
1045-1100 10L2 Anevaluationofthepsychometricpropertiesofstudentandstaff-assessedMultipleMiniInterviewscoresAdrianHusbands*,JonDowell*(UniversityofDundee,DivisionofClinical&PopulationSciences&Education,Dundee,UK)
1100-1115 10L3 UsingSituationalJudgementTestsandMultipleMiniInterviewstoselectAustraliangeneralpracticetraineesVCarr1,FPatterson*1,CRoberts2,JTogno3,RCoote4(1WorkPsychologyGroup,Ashbourne,UK;2UniversityofSydney,MedicalSchool,Sydney,Australia;3BeyondMedicalEducation,Bendigo,Australia;4GeneralPracticeEducationandTrainingLtd,Canberra,Australia)
1115-1130 10L4 AnAnalysisofaVeterinarySchoolMMI:Howwelldoscorespredictfuturestudentperformance?KHecker*,JNorris,TBeran,TDonnon(UniversityofCalgary,FacultyofVeterinaryMedicine,Calgary,Canada)
1130-1145 10L5 Thereliabilityofstandardizedactorsfortheevaluationofcandidatesinsimulation-basedmultiplemini-interviewsformedicalstudentselectionLouis-CharlesMoreau*,LauraEasty*,MeredithYoung,LisaKagan,SaleemRazack(McGillUniversity,CentreforMedicalEducation,MontrealCanada)
1145-1200 discussion
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1030-1200 10M Short Communications: The Roles of the TeacherChairperson:AnthonyArtino(USA)OpeningDiscussant:KarenMann(Canada)Location:Schubert4
1030-1045 10M1 ExploringtheIntraoperativeTeachingResponsibilitiesoftheSurgeonTeacherDDath*,JHoogenes,DASzalay,EDMatsumoto(JuravinskiHospitalandCancerCentre,Hamilton,ON,Canada)
1045-1100 10M2 Whatareprimarycaredoctors’needsinrelationtodevelopingasapreceptorforundergraduatemedicalstudents?CHyde*1,LAllery2(1UniversityofManchester,CommunityBasedMedicalEducation,Manchester,UK;2CardiffUniversity,SchoolofPostgraduateMedicalandDentalEducation,Cardiff,UK)
1100-1115 10M3 MentorsAlsoNeedSupport−AStudyonTheirDifficultiesOverTimePLBellodi*1,2,MCNascimento(1UniversityofSaoPauloMedicalSchool(FMUSP),CenterfortheDevelopmentofMedicalEducation(CEDEM),SaoPaulo,Brazil;2UniversityofSaoPauloMedicalSchool(FMUSP),PostgraduationProgram,DepartmentofMedicinePreventive,SaoPaulo,Brazil)
1115-1130 10M4 Theinfluenceofdifferentjobcharacteristicsonburnoutandworkengagement.AstudyamongyoungveterinariansN.J.J.MMastenbroek1,EDemerouti2,A.D.CJaarsma*1,P.vanBeukelen1,AScherpbier3 (1UtrechtUniversity,FacultyofVeterinaryMedicine,Utrecht,TheNetherlands;2UniversityofTechnology,Dept.IndustrialEngineering&InnovationSciencesHumanPerformanceManagementGroup,Eindhoven,TheNetherlands;3MaastrichtUniversity,TheNetherlands)
1130-1200 discussion
1030-1200 10N WoRKSHoP: Making Your Mark: How To Create Effective PowerPoint PresentationsFacilitators:JLaBrin*1,VChopra2,PGrant2,CWarren-Marzola3(1VanderbiltUniversity,USA;2UniversityofMichigan,USA;3HMG,USA)Location:Schubert5
1030-1200 10o WoRKSHoP: How to search, retrieve and repurpose medical educational resources: the mEducator project approachFacilitators:PDBamidis*1,MNikolaidou1,CBalasubramaniam2,JMylläri3,TPoulton2 (1AristotleUniversityofThessaloniki,MedicalSchool,Thessaloniki,Greece;2UniversityofLondon,StGeorge’sMedicalSchool,eLearningUnit,UK;3UniversityofHelsinki,DepartmentofTeacherEducation,Helsinki,Finland)Location:Schubert6NOTE:Participantsareadvisedtobringlaptopsforamorehands-onexperience.
1030-1200 10P Workshop: Using theory in medical education researchFacilitator:JMWagter1,RStalmeijer*2,SKitto*3(1MedicalCentreAlkmaar,ForeestMedicalSchool,TheNetherlands;2MaastrichtUniversity,Dept.ofEducationalDevelopmentandResearch, TheNetherlands;3WilsonCentre,UniversityofToronto,Canada)Location:BusinessSuite1
1030-1245 10Q PRIVATE MEETING: BEME MEETING (invite only) Location:BusinessSuite2
1030-1200 10R WoRKSHoP: Mind maps for thinking and creativity in medical educationFacilitator:WPryor(RoyalCollegeofPathologistsofAustralasia,NSW,Australia)Location:BusinessSuite4
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21030-1200 10X PoSTERS: Interprofessional Education/TeamworkChairperson:JohnSandars(UK)Location:HallA
10X1 BuildingteamworkskillsthroughwikisinaninterprofessionaleducationcourseJTegzes*,SAston,SMackintosh,VFinocchio(WesternUniversityofHealthSciences,CollegeofVeterinaryMedicine,Pomona,CA,USA)
10X2 WhatHappenedtoallthatTeamworkwhenstudentsgettoClinicalEnvironment?SandyCook*,SokHongGoh(Duke-NUSGraduateMedicalSchool,Singapore)
10X3 TeamworkforclinicaleducatorsinresidencytrainingIASlootweg*,MJHLLombarts,CPMvanderVleuten,AJJAScherpbier(MaastrichtUniversity, FacultyofHealth,MedicineandLifeSciences,Maastricht,Netherlands)
10X4 TraumateamemotionalregulationPMusaeus(AarhusUniversity,CenterforMedicalEducation,Aarhus,Denmark)
10X5 Hasfiveyearsofteamtraininginnon-technicalskillsimprovedtraumateamperformanceinourUniversityHospital?MHultin*1,HHedberg1,MHärgestam2,TSőderstrőm3,MThorstensson4,CBrulin2 (1UmeåUniversity,DeptsofSurgicalandPerioperativeSciences;2DeptofNursing;3DeptofEducation,Umeå,Sweden;4SwedishDefenseResearchAgency(FOI),Linkøping,Sweden)
10X6 Crawl,walk,run:teachingclinicalteamworkskillstopre-clinicalstudentsIShekhter*,JSSanko,LFRosen,DJBirnbach(UniversityofMiami-JacksonMemorialHospitalCenterforPatientSafety,Miami,FL,USA)
10X7 Trust:Akeyingredientofinterprofessionalcare–AninterimanalysisCYu*1,2,HHalapy2,RWong3(1KeenanResearchCentreintheLiKaShingKnowledgeInstituteofSt.Michael’sHospital,Toronto,Canada;2DivisionofEndocrinology&Metabolism,St.Michael’sHospital,Toronto,Canada;3FacultyofMedicine,UniversityofToronto,Canada)
10X8 PerceptionsofAcademicStaffsoftheFacultyofMedicineUniversitasIndonesiaonInterprofessionalEducation:IdentificationofBestFormatsinIndonesianContextArdiFindyartini*,DianthaSoemantri(DepartmentofMedicalEducation,FacultyofMedicine,UniversitasIndonesia,Jakarta,Indonesia)
10X9 Howtoachievethedevelopmentofacontinuinginter-professionaldevelopmentstrategyforcommunitysocialpediatricprofessionalsFBorduas*1,GJulien2,CMonette*1,HSioui-Trudel2(1MédecinsfrancophonesduCanada,Formationprofessionnellecontinue,Montréal,(Québec),Canada;2FondationduDrJulien,Montréal,(Québec),Canada)
10X10 InterprofessionalEducationForBetterHealth–StrategicOrganizationandDevelopmentEBroberger*1,LEngqvistBoman2,MForsbergLarm3,L-AHaldosen(1KarolinskaInstitutetDeptofNeurobiology,CareSciencesandSociety,DivisionofNursing,StockholmSweden;2KarolinskaInstitutetDeptofLearning,Informatics,ManagementandEthics,CentreforMedicalEducation,StockholmSweden;3KarolinskaInstitutet,Sweden)
10X11 DevelopmentofInterprofessionalCollaborationAptitudeTestasEvaluationToolNOhshima*1,MKinoshita1,MSigeta1,KInoue1,HNakamoto2,OFukushima3(1TokyoMetropolitanUniversity(TMU),FacultyofHealthSciences,Tokyo,Japan;2TMU,StudentofPostgraduateSchool,Tokyo,Japan;3JikeiUniversdity,SchoolofMedicine,Tokyo,Japan)
10X12 ImplementationofmultiprofessionaltrainingofteamworkandcommunicationforundergraduatenursingandmedicalstudentsBOtto*,EHaddleton,SErichsen,MColliander*(UppsalaUniversityHopital,ClinicalSkillsCentre,Uppsala,Sweden)
10X13 Interprofessionalcollaborationonaninternalmedicineward:AqualitativestudyofroleperceptionsamongnursesanddoctorsVJuge1,KSBlondon2,SCullati3,PHudelson,FMaоtre2,NVVu1,GLSavoldelli1,MRNendaz*1,2 (1UnitofDevelopmentandResearchinMedicalEducation(UDREM),FacultyofMedicine,UniversityofGeneva,Switzerland;2DivisionofGeneralInternalMedicine,UniversityHospitals,Geneva,Switzerland;3QualityofCareService,UniversityHospitals,Geneva,Switzerland)
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10X14 AmodelforinterprofessionalprimarycareoralhealthtrainingJBowser,MDeutchman,BPotter,AGlicken*(UniversityofColorado,AnschutzMedicalCampus,Aurora,Colorado,USA)
10X15 Medicalandnursingstudentsworkingtogether–makingteamworkaliveLSalminen*1,H-MLeino1,PKääpä2(1UniversityofTurku,FacultyofMedicine,DepartmentofNursingScience,Turku,Finland;2UniversityofTurku,FacultyofMedicine,MedicalEducationResearchandDevelopmentCentre,Turku,Finland)
10X16 JornadaUniversitariadaSaúde:amodelforcommunityworkbasedontransdisciplinaryactionbyundergraduatehealthprofessionalsAKMMourão*,GHRisso,SSAGannam,MPTNunes(SchoolofMedicine,UniversidadedeSaoPaulo,GeneralClinicsDepartment,SaoPaulo,Brazil)
10X17 Developmentofaninter-professionaleducationalcourseutilisingvirtualpatientsandpracticalskillstrainingforadvancedpediatricemergencytraining:StepII–pilotstudyofcoursedesignRLehmann*,FStute,MHornberger,ASimon,MHaag,JMeyburg,KTegtmeyer,BTőnshoff, GFHoffmann,SHuwendiek(CenterforChildandAdolescentMedicine,DepartmentforGeneralPediatrics,Heidelberg,Germany)
10X18 Howdomedicalandnursingstudentsperceiveeachothers’professions,andhowmuchdoesinterprofessionaleducationinfluencetheseviews?JKrepski*1,CWoolf1,2,CSBaker1(1BartsandtheLondonSchoolofMedicineandDentistry,CentreforMedicalEducation,London,UK;2CityUniversity,DepartmentofLanguageandCommunicationSciences,London,UK)
10X19 Medicalstudents’andmedicaleducators’perceptionsofinterprofessionaleducationGMJUBSalam*1,CWoolf2(1BartsandtheLondonSchoolofMedicineandDentistry,MedicalEducation,London,UK;2SchoolofCommunity&HealthSciences,CityUniversityLondon,UK)
1030-1200 10Y PoSTERS: Communication Skills/Patient SafetyChairperson:AtholKent(SouthAfrica)Location:HallA
10Y1 Closingthegapsbetweentraditionalandpatient-centeredhistorytakingSGannam*,DBallester*(UniversityHospital,DepartmentofPediatrics,SchoolofMedicine,UniversidadedeSaoPaulo,Brazil)
10Y2 Communicationgapsinteachingpediatricoutpatientscenario:AqualitativeanalysisRSukiennik*,RHalpern,VHMoura,VBolella(UniversidadeFederaldeCiěnciasdaSaúdedePortoAlegre,PediatricDepartment,PortoAlegreRS,Brazil)
10Y3 UsingSBARtoimproveconfidenceinclinicalcommunicationamongstmedicalstudentsRAhmed1,IAhmed1,NAhmed1,SAmin*1,HGraham2(1London,UK;2King’sCollegeLondon, SchoolofMedicine(KCLSoM),London,UK)
10Y4 ‘Studentsasactors’:aninnovativeuseofrole-playteachingSMallappa*,JWright,NPatani,JPitkin,RSoobrah(NorthwickParkHospital,UndergraduateDepartment,London,UK)
10Y5 Communicationskillstrainingofpostgraduatephysiciansassessedbyvideoanalysis(RIAS):ResultsofarandomizedcontroltrialJJuenger*,JSpang,NRingel,URiemann,JHSchultz,WLangewitz,BBuermann(DepartmentofGeneralInternalandPsychosomaticMedicine,UniversityHospitalHeidelberg,Germany)
10Y6 UniversityofZagrebSchoolofMedicineLongitudinalCourseinCommunicationSkillsNCikes*,GPavlekovic,SSeiwerth,DMilicic(UniversityofZagrebSchoolofMedicine,Zagreb,Croatia)
10Y7 StudentreflectionsonemotionsconcerningbreakingbadnewsAToivonen*,EPyőrälä(UniversityofHelsinki,FacultyofMedicine,ResearchandDevelopmentUnitforMedicalEducation,Helsinki,Finland)
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2 10Y8 Video-basedanalysisofquestioningtechniqueduringmedicalclasses:perceptionvs.realitySLee*1,2,YHCho2,SJIm1,SYBaek1,BSGam1(1MedicalEducationUnit,PusanNationalUniversitySchoolofMedicine;2FamilyMedicineClinic,PusanNationalUniversityYangsanHospital,Yangsan,SouthKorea)
10Y9 StructuredCommunicationtoavoidmistakes–TeamTimeOutinaSwissclinicMHenninger*,ABucher*,AKutter(UniversityofEducationWeingarten,MediaandEducationManagement,Weingarten,Germany)
10Y10 Comparativestudyofopinionsofpatients,clinicalstudentsandclinicalfacultymembersofBabolUniversityofMedicalSciencesonpatient-centeredness,usingPPOSIJahanian*1,AMirzazadeh2,FShahi2,SJafari2,EKrupat(1BaboluniversityofMedicalSciences,EducationDevelopmentCenter(EDC),Iran;2TehranUniversityofMedicalSciences,EducationDevelopmentCenter(EDC),Iran)
10Y11 MedicalStudents’ExperiencesandAttitudestowardsUnofficialInterpretationUShah,MJegatheesan,MTurner*,KJoekes,WCarneiro(StGeorge’sUniversityofLondon, CentreforMedicalEducation,Tooting,London,UK)
10Y12 AttentiontogenderincommunicationskillsassessmentinstrumentsinmedicaleducationPDielissen*1,PVerdonk2,BBottema1,AKramer1,TLagro-Janssen1(1RadboudUniversityNijmegenMedicalCentre,DepartmentofPrimaryandCommunityCare,Nijmegen,theNetherlands;2MaastrichtUniversity,FHML,SchoolCaphri,Maastricht,theNetherlands)
10Y13 ‘Wall-to-Wall’versus‘Exemplary’Counseling−FindingsfromanActionResearchinDenmarkLindaKragelund(TheNationalCentreofCompetenceDevelopment,AarhusUniversity,Copenhagen,Denmark)
10Y14 SincerePersonalAttentioninClinicalPracticecanReducetheNumberofMedicalErrorsDorothéVessies*,JohnWiering*(UniversityMedicalCenterGroningen,TheNetherlands)
10Y15 AdoptionofstorytellingapproachinpatientsafetyeducationonproceduralsedationduringendoscopicinterventionsRTakahashi*1,KNakajima1,KShimizu1,STsutsui2(1OsakaUniversityHospital,DepartmentofClinicalQualityManagement,Osaka,Japan;2OsakaUniversityHospital,DepartmentofGastroenterologyandHepatology,Osaka,Japan)
10Y16 RefusalinReportingMedicationErrorsfromtheViewpointsofNursingStudentsinKermanshahUniversityofMedicalSciencesMTimareh*,PAbbasi,SHIranfar(KermanshahUniversityofMedicalSciences,Kermanshah,Iran)
10Y17 SurveyprevalenceandtypeofmedicationerrorsofnursingstudentsinKermanshahUniversityofMedicalSciencesPAbbasi*,MTimareh,SHIranfar(KermanshahUniversityofMedicalSciences,Kermanshah,Iran)
10Y18 ImpactofmedicaleducationinaforeignlanguageonthecommunicationskillsofstudentsintheirnativelanguageVAbiRaad,NAsmar*,ZHijazi,SBahous,HBarakat,LAbiad(LebaneseAmericanUniversity,UniversityMedicalCentre,Achrafieh,Beirut,Lebanon)
10Y19 ImpactofearlyClinicalSkillsTrainingandGPAonthePerformanceofThirdYearMedicalstudentsofRossUniversityDSharma,RhondaMcIntyre*,AWilliams,PRickett(RossUniversitySchoolofMedicine,Picard,Dominica)
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1030-1200 10Z PoSTERS: Simulated Patients/SimulationChairperson:PeterdeJong(Netherlands)Location:HallA
10Z1 EffectsofaStandardizedPatientbasedTrainingonthePerformanceof4thYearStudentsduringaPreoperativeClinicalEvaluation:ARaterBlindedRCTRGreif*1,ARogausch2,CBerendonk2,MWipfli1,KPSchnabel2(1UniversityHospitalandUniversityofBern,DepartmentofAnaesthesiologyandPainTherapy,Inselspital,Bern,Switzerland;2InstituteofMedicalEducation,Bern,Switzerland)
10Z2 AttitudesandsatisfactionofstandardizedpatientsparticipatinginlargescaleOSCEforlicensinginThailandPYamwong*1,SKobwanthanakun1,WSumawongse2,BSathapatayavongs2(1FacultyofMedicineSirirajHospital,MahidolUniversity,Bangkok,Thailand;2FacultyofMedicineRamathibodiHospital,MahidolUniversity,Bangkok,Thailand)
10Z3 ViewsandPerceptionsof‘PatientsAsEducators’ontheirrolewithinmedicaleducationattheSheffieldMedicalSchoolSaikaBibi*,MartinHague*,MichelleMarshall,NigelBax(AcademicUnitofMedicalEducation,SheffieldMedicalSchool,Sheffield,UK)
10Z4 Therisksandbenefitsofteachingcrosscultural-interviewingwithsimulatedpatientsHHoelzer(Simulationspatientenprogramm,DieterScheffnerFachzentrum,CharitéUniveritätsmedizin,Berlin,Germany)
10Z5 Historytakingandstepsofproblemsolvingprocess:studentself-practicewithsimulatedpatientVaravudhSumawong*,SuwatBenjaponpitak,ThantipMalaisirirat,OrapanCharoonchay (FacultyofMedicineRamathibodiHospital,MahidolUniversity,Thailand)
10Z6 MedicalinterviewtrainingwithsimulatedpatientsatKeioUniversitySchoolofMedicineTMonkawa*1,RNakajima1,KYasui1,NShigematsu2,MHirakata1,HKashima1(1MedicalEducationCenter;2DepartmentofRadiology,KeioUniversitySchoolofMedicine,Tokyo,Japan)
10Z7 ImplementingandAdministeringaCombinedClerkshipStandardizedPatientActivityonWomen’sHealthDFerguson*,AOrtega,KCoker,KPlastino,JSchillerstrom(UniversityofTexasHealthScienceCenteratSanAntonio,SchoolofMedicineClinicalSkillsCenter,SanAntonio,TX,USA)
10Z8 Pitfallsintrainingofsimulatedpatients(SPs)–TheirresponsetofamilyhistorytakingRAso*,CInoue,AYoshimura,TShimura(AcademicQualityandDevelopmentOffice,NipponMedicalSchool,Bunkyo-ku,Tokyo,Japan)
10Z9 Let’s(Role)Play–DifficultSituationsasLearningOpportunitiesduringSimulatedWardRoundsChristianLottspeich*,StephanieKeil,SophieNiedermaier,ThomasBrendel,RalfSchmidmaier,MartinReincke(MedicalEducationUnit,MedizinischeKlinik-Innenstadt,KlinikumderUniversitätMűnchen,Germany)
10Z10 PerceptionofMedicalStudentsTowardUsingStandardizedPatientstoLearnEffectiveCommunicationSkillswithPatientsSSepehr*,RJaafar(UniversitiSainsMalaysia,DepartmentofMedicalEducation,Kelantan,Malaysia)
10Z11 SimulationinteachingofinterviewtechniquesJMohtashami*,FMehrpoor(ShahidBeheshtiUniversity,MedicalSciences,FacultyofNursing&Midwifery,Tehran,Iran)
10Z12 TheeffectswhichsimulatedclassesbroughtforOTstudentsTakajiSuzuki(SchoolofNursingandRehabilitationSciences,InternationalUniversityofHealthandWelfare,Odawara,Japan)
10Z13 AddressingCoreCompetenciesforHealthCareProfessionalsInvolvedinDisasterMedicine–ANovelCurriculumELecarpentier,MJRaynal,DMichel,MBarghout,JMarty,JLDuboisRande,MBarthout*, CBertrand,(UFRdeMédecine,UniversitéParisEstCréteil,France)
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2 10Z14 Improvingassessmentandmanagementofcriticallyillpatientsthroughsimulationtraining−anappreciatedpartoftheinternshipatSahlgrenskaUniversityHospitalJPark*,A-KJacobsson*,PAndréll,CFinizia(SahlgrenskaUniversityHospital,Mőlndal,Sweden)
10Z15 ParametersforsucceedingwithmultiusersimulationsonmultitouchsurfacesSandraBuron*,MariaKaschny,KaiSostmann(CharitéUniversitätsmedizinBerlin,DieterScheffnerFachzentrumfurmedizinischeHochschulehreundevidenzbasierteAusbildungsforschungKompetenzbereicheLearning/ProjektSimMed,Berlin,Germany)
10Z16 Apilotstudyofalearningneedsassessmenttoolforsimulation-basedmedicaleducationAKimble(TorquayHospital,DepartmentofGeneralSurgery,Torquay,UK)
10Z17 Simbase:AEuropeanProjectforPromotionofICTEnhancedSimulationBasedLearninginHealthcareCentresTCampos*1,TorBryne2,MiguelCastelo-Branco3,DavidRiley4,UlfEhlers5,IldikóSzögedi6, PeterDonnelly,JustinFenech(1RegionalMinistryofHealth,GovernmentofAndalusía,Spain;2LaerdalMedicalAS;3FaculdadedeCienciasdaSaude,UniversidadedaBeiraInterior;4FundacionIAVANTE;5UniversityofDuisburg-Essen;6InstituteforBasicandContinuingofHealthWorkers)
1030-1200 10AA PoSTERS: Curriculum EvaluationChairperson:StevenDurning(USA)Location:HallA
10AA1 AsktheAudience:ComparingOnline-EvaluationversusTED-EvaluationJHuber*,CLottspeich*,SKeil*,SNiedermaier*,OGenzel-Boroviczeni(MedicalEducationUnit-MedizinischeKlinik–Innenstadt,KlinikumderUniversitätMünchen,Germany)
10AA2 Doesthesameundergraduatemedicalcurriculum,deliveredviatwodistinctparentinstitutions,resultingraduateswithmeasurablydifferentattitudesandskills?RIsba*1,WSCostigan2,CShelton3,AGarden1(1CentreforMedicalEducation,LancasterUniversity,Lancaster,UK;2NorthWesternDeanery,UK;3MerseyDeanery,UK)
10AA3 ObligatoryInstitutionalStudentEvaluationinClinicalPathology(CP)subjectinmedicalschool/UFMG/BRAZIL:Isthereconsistencyintheresults?TFigueiredo-Soares*1,2,CGDrummond1,GCVaz1,JMKhoury1,NRibeiro1,ERValadares1, RMDFaria1,2,WTClemente1,ENMendes1(1DepartamentodePropedéuticaComplementar,SchoolofMedicine,UniversidadeFederaldeMinasGerais(UFMG)-BeloHorizonte–Brazil; 2FellowofFAIMER-BrazilProgram)
10AA4 UndergraduateteachingfeedbackinadistrictgeneralhospitalMAmin*,RTayyem*,NBahja*,DChanock(AyrHospital,McdonaldEducationCentre,Ayr,UK)
10AA5 DentalStudents’EvaluationofTheQualityofPracticalandClinicalTrainingandAssessmentinDamascusUniversityEJoury*,MYoussef(DamascusUniversity,FacultyofDentistry,OralMedicineDepartment,Damascus,Syria;DamascusUniversity,FacultyofDentistry,DeanOffice,Damascus,Syria)
10AA6 OptimizationoftheBrusselsClinicalEvaluationtoolBRUCE1.0EBruneel,MDeCouck,RVerbinnen,BRombaut,NPouliart*(VrijeUniversiteitBrussel, FacultyofMedicineandPharmacy,Brussels,Belgium)
10AA7 Students’attitudestowardmedicallearning:Across-sectionalanalysisinTaiwanChih-ChenChou(ChinaMedicalUniversityHospital,DepartmentofEducation,Taichung,Taiwan
10AA8 UsingtextmessagestocollectqualityassurancedatafromstudentsonClinicalplacementsJulieStruthers*,PaulIrvine,CathyJackson(SchoolofMedicine,UniversityofStAndrews,Fife,UK)
10AA9 Twelveyearsofbiomedical-psycho-socialprofilebasedcurriculuminmedicalschoolsatSapienzaUniversityofRomeGFamiliari*1,VZiparo2,LDeBiase2,RBenvenuto2,MRelucenti1,RHeyn1,PGallo3,ALenzi3, EGaudio1,LFrati1(1FacultyofPharmacyandMedicine;2FacultyofMedicineandPsychology;3FacultyofMedicineandDentistry;SapienzaUniversityofRome,Italy)
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10AA10 Doclinicalclerksandresidentshavethesameperceptionofthequalityofaclinicalworkplace?LDeJonghe,ADeketelaere,KBosselaers,NDruine*,PDeLeyn,WPeetermans,BHimpens(CatholicUniversityofLeuven,CentreforMedicalEducation,Leuven,Belgium)
10AA11 PerformanceEvaluationofHeartHospitalAffiliatedtoTehranUniversityofMedicalSciencesBasedonBaldrigeExcellenceModelFereshtehFarzianpour*,HAOmrani,SAghababa,ShayanHosseini,SSHosseini,SHosseini, (SchoolofPublicHealth,TehranUniversityofMedicalSciences,Tehran,Iran)
10AA12 AssessmentofEstimatedWorkloadThroughStudentEvaluationDStankovicDjordjevic*,MVisnjic,DPavlovic(UniversityofNisFacultyofMedicine,Nis,Serbia)
10AA13 Domedicalgraduatesperceivethattheirknowledgeandabilitiesresultfromtheirschool’scurriculum?TheGreekexperienceTTzamalis*1,XTseretopoulou*1,GBazoukis*1,EJelastopulu2,IPapadopoulos3,IDimoliatis*1 (1UniversityofIoannina,MedicalSchool,DepartmentofHygiene&Epidemiology,Ioannina,Greece;2UniversityofPatras,MedicalSchool,DepartmentofPublicHealth,Patras,Greece;3UniversityofAthens,Greece)
10AA14 Clinicalevaluationstructurebasedonnursingandmidwiferystudents’andteachers’experiencesinschoolTKhadivzadeh*1,AHeidary1,FTaleghani2,MBahrami2(1MashhadUniversityofMedicalSciences,SchoolofNursingandMidwifery,Mashhad,Iran;2IsfahanUniversityofMedicalSciences,SchoolofNursingandMidwifery,Isfahan,Iran)
10AA15 ViewpointsofStudentstowardsEducationalServicesQuality(expectationsandperceptions)inRafsanjanUniversityofMedicalSciences(2008-2009)HamidBakhshi*1,AbdollahJafarzadeh2(1RafsanjanUniversityofMedicalSciences,MedicalEducationDepartment,Rafsanjan,Iran;2ImmunologyDepartment,FacultyofMedicine,RafsanjanUniversity,Iran)
10AA16 Students’viewsonarevisedcurriculuminamedicalfacultyinSriLankaAEllawala*,DMSFernando,RBMarasinghe(UniversityofSriJayewardenepura,DepartmentofMedicalEducationandHealthSciences,FacultyofMedicalSciences,Gangodawila,Nugegoda, SriLanka)
10AA17 Perceptionsandsuggestionsof2ndprofessionalMBBSstudentsabouttheirteachingandlearningprocess:AnanalyticalstudyMGoyal*,MBansal,AGupta,SYadav,DGoel(DepartmentofPharmacology,MaharishiMarkandeshwarInstituteofMedicalSciences&Research,Mullana,Ambala,Haryana,India)
10AA18 OphthalmologyTeachingatUndergraduateLevelLJawaheer*,RDwivedi,KHiew,JHu,DKirkham,RMoylan,TQuin,BSilver,CSobajo,KStanier, SSJTiew,PBaker(RoyalBoltonHospitalNHSFoundationTrust,Bolton,UK)
10AA19 AstudyoftheDr.Foxeffectonteachers’evaluationinmedicalstudentsofShirazUniversityADoostkam*1,MSagheb2,JKojouri1,MAmini1(1UniversityofShirazMedicalScience,CenterofMedicalEducation,Shiraz,Iran;2UniversityofShirazMedicalScience,FacultyofMedicine, Shiraz,Iran)
10AA20 ASurveyontheApprovalandAttitudeofLearnerstowardusingCrosswordPuzzlesinExaminationsHassanAbidi*,AzamMolashafi,MohammadZoladl,MAliMansoorian,MarjanSardsiri(YasoujUniversityofMedicalSciences,DepartmentofLabSciences,FacultyofParamedicine,Yasouj,Iran)
10AA21 ComparisonofPBLandtraditionalteachingmethodPJahani*,ASarfaraz*,MShafiei,ANamvar(UniversityofShiraz,FacultyofMedicine,Shiraz,Iran)
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21030-1200 10BB PoSTERS: Clinical Teaching 3Chairperson:MartinWohlin(Sweden)Location:HallA
10BB1 Takeacloserlook–IncreasingawarenessofcorrecthygienicbehaviourusinganinteractiveeducationalfilmThomasBrendel*,SophieNiedermaier,ChristianLottspeich,StephanieKeil,ChristianKowalski(MedicalEducationUnit,MedizinischeKlinik-Innenstadt,KlinikumderUniversitätMűnchen,Germany)
10BB2 An“IntroductiontoTheatresWorkshop”asateachingtoolformedicalstudentsDRClarke*,TGMartin*,DJBowrey(CollegeofMedicine,BiologicalSciencesandPsychology,UniversityofLeicester,UK)
10BB3 ChestX-RayInterpretationbyMedicalStudents:AComparisonbetweentheTraditionalInstructionsversusIntegratedInstructions,UttaraditMedicalEducationCenterTitareeSuwannalai*1,SutathipPongcharoen2,KandaSaksornchai3,JirapaKhampisut4(1UttaraditMedicalEducationCenter,DepartmentofRadiology,Thailand;2NaresuanUniversity,DepartmentofMedicine,Thailand;3UttaraditHospital,DepartmentofRadiology,Thailand;4NaresuanUniversity,DepartmentofCommunityFamilyMedicine,Thailand)
10BB4 Videocollections:EffectiveteachingofthecongenitalheartdiseasesSurachaiKiatchaipipat(MedicalEducationCenter,RatchaburiHospital,MinistryofPublicHealth,Thailand)
10BB5 Semiologycourse:AchangeintheprocessofeducationMMomenHeravi*,ElFakharian,BZamani(KashanUniversityofMedicalSciences,Kashan,Iran)
10BB6 Theself-judgmentofmedicalgraduatesontheirattainmentofclinicalskillsinundergraduateandpostgraduatephasesofstudiesMKrupinski*,BGuzik,MJob,MNowakowski(JagiellonianUniversityMedicalCollege,MedicalEducationDepartment,Cracow,Poland)
10BB7 EvidenceDiscovery,MicroteachingandaClinicalLibrarianonanEducationWardRoundinITUMKerr1,MHamer1,RDulai2,BPrathiba3,RCox1(Presenter:MPatel)(1EastKentUniversityHospitalsNHSFoundationTrust,KnowledgeandLibraryServices,EducationCentre,KentandCanterburyHospital,CanterburyUK;2EastKentUniversityHospitalsNHSFoundationTrust,ITU,WIlliamHarveyHospital,Ashford,UK)
10BB8 ReviewofthelearningopportunitiesforstudentsonaprehospitalcareprogrammeinaUKmedicalschoolDGoodsman,MAhmad*(Harrow,UK)
10BB9 OutcomeoftheneedlestickinjurypreventionmeasureeducationamongmedicalstudentsTDhearapanya*,SWattanasiricichaigoon,PPumila,VMahasithiwat,KChansiri,NLaoopuksin(SrinakharinwirotUniversity,FacultyofMedicine,Bangkok,Thailand)
10BB10 TheReliableRespiratoryExaminationMNewnham*1,RMukherjee1,EJones1,DWall2(1HeartofEnglandNHSTrust,Birmingham,UK;2UniversityofBirmingham,CentreforResearchinMedicalandDentalEducation,Birmingham,UK)
10BB11 MentoringinPediatricDepartment,BuddhachinarajMedicalEducationCenterKosaSudhorm,ThumnopTannitisupawong*(PediatricDepartment,BuddhachinarajMedicalEducationCenter,FacultyofMedicine,NaresuanUniversity,Phitsanulok,Thailand)
10BB12 Medicalstudentslosetheircompetenceinclinicalskillsnotappliedonrealpatients:Resultsof2-yearcohortstudySMamakli*1,MKAlimoglu1,EGurpinar1,MAktekin2(1AkdenizUniversitySchoolofMedicine,DepartmentofMedicalEducation,Antalya,Turkey;(2AkdenizUniversitySchoolofMedicine,DepartmentofPublicHealth,Antalya,Turkey)
10BB13 UnintendedconsequenceofamorningboardroundMPatel*,KHunjan,ADewar,AJRMorris,BVPrathibha(WilliamHarveyHospital,Willesborough,Ashford,UK)
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10BB14 Improvingeducationalpractices:artprofessionalscollaboratingwithhealthteamsGMiranda2,DAfonso1,DPimenta1,LSilveira1,LRodrigues1,LOliveira1,MAraujo1,CEGarcia2, FReis2,FFortes2,CBrasil2(Presenter:DSobrinoDieguez)(1StateUniversityofRiodeJaneiroUERJ,UniversityHospitalPedroErnesto,CoordinationofAcademicDevelopment,FacultyofMedicalSciences,RiodeJaneiro/FAIMERBrazil;2GrupoRodaGigante/FerrisWheelGroup-DoutoresPalhaços)
10BB15 LaparoscopicorOpenSurgery:ThebenefittomedicalstudentsGRiddiough*,PStather,HCheshire(NorthamptonGeneralHospital,Northampton,UK)
10BB16 The‘FunkyFoamHeart’–aninnovativewaytoteachmedicalstudentsaboutcongenitalheartdiseaseEBradshaw(ST7Paediatrics,NorthernDeanery,UK)
1030-1200 10DD SECRETS oF SUCCESS 8Location:HallA
10DD1 “Playingaround”−DevelopmentofavideogametosupportmedicalandpatienteducationinpediatricsEBassilious*1,2,FMahmud2,ADubrowski1,ASchwartz3,CKamin3(1TheWilsonCentre,UniversityofToronto,Canada;2TheHospitalforSickChildren,Toronto,Canada;3TheUniversityofIllnoisatChicago,DepartmentofMedicalEducation,Chicago,USA)
10DD2 InteractiveVideo:ANovelConcepttoEnhancePhysicalExaminationSkillsNUebelhart*,PCooles,IToussant(RossUniversitySchoolofMedicine,NorthBrunswick,NJ,USA;RossUniversitySchoolofMedicine,Picard,Dominica,WestIndies)
10DD3 AnnotatedvideosasanadjuncttoteachingtopicsinclinicalsciencesKPremkumar*,NCowie,CCoupal,KBoechler(UniversityofSaskatchewan,Saskatoon,Canada)
1200-1300 LUNCH Location:HallA
1300-1515 11 PLENARY 3: Evidence Based TeachingChairperson:DaleDauphinee(Canada)Location:HallA
1300-1335 11A From‘KnowledgeTransfer’to‘KnowledgeInteraction’−changingmodelsofresearchuse,influenceandimpactHuwDavies(UniversityofStAndrews,UK)
Huw DaviesisProfessorofHealthCarePolicy&ManagementattheUniversityofStAndrews,andformerlyDirectorofKnowledgeMobilisation&CapacityBuildingfortheUKNIHR‘ServiceDeliveryandOrganisation’nationalR&DProgramme.Hisresearchinterestsareinservicedelivery,encompassing:evidence-informedpolicyandpractice;performancemeasurementandmanagement;accountability,governanceandtrust.Huwhaspublishedwidelyineachoftheseareas,includingthehighlyacclaimedUsingEvidence:HowResearchCanInformPublicServices(PolicyPress,2007).
1335-1410 11B UncoveringEvidenceandUnderstandingitsComplexitySBarryIssenberg(GordonCenterforResearchinMedicalEducationattheUniversityofMiamiMillerSchoolofMedicine,USA)
S Barry IssenbergisProfessorofMedicineandAssistantDirectoroftheGordonCenterforResearchinMedicalEducationattheUniversityofMiamiMillerSchoolofMedicine.Hiscareerfocushasbeeninthedevelopment,implementation,andevaluationofsimulation-basedtrainingsystems.Dr.IssenbergalsochairstheTopicReviewGrouponSimulationfortheBestEvidenceMedicalEducation(BEME)Collaboration.
1410-1430 discussion
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21430-1515 11C AMEESpotlightsBriefpresentationsoftheConferencehighlightsinspecifictopicareas11C1 Internationalperspectives DeborahMurdoch-Eaton(UK)11C2 ResearchinMedicalEducation ElzaMylona(USA)11C3 SocialResponsibilityofaMedicalSchool CharlesBoelen(France)11C4 WhoshoulddotheTeaching VimmiPassi(UK)11C5 InterprofessionalEducation JillThistlethwaite(Australia)11C6 AStudentViewpoint RaquelCorreia(Portugal)&AhmetMurt(Turkey)11C7 AJuniorDoctor’sViewpoint BernardoBollen-Pinto(Portugal)
1515 ASPIRE:Aprogrammeforinternationalrecognitionofexcellenceineducationinamedicalschool DavidWilkinson(Australia)
1517 AlookforwardtoAMEE2012,LyonFrance
1520 CloseofConference
AMEE-ESME CoURSES (Closed sessions)1545-1700 ESMESimCoursepost-conferencesession Location:Schubert6
1545-1700 RESMECoursepost-conferencesession Location:Schubert2
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3tour programme & evening events
Tour Programme and Evening Event Enquiries should be directed to:COME IN, Alserstrasse 32/20, A 1090 Vienna, Austria. Fax: +43 1 402 47 14 14 Email: [email protected]
Come in representatives will be available at the following times at the tours Desk situated in Hall a Foyer, reed messe Wien near the amee registration Desk.
Saturday 27 August: 1000-1500
Sunday 28 August: 1000-1500 and during opening reception
Monday 29 August: 1000-1500 and from 1830 until departure of buses to the Heurigen
requests on Tuesday 30 and Wednesday 31 of august, will be handled by the Come in office.
any remaining tickets for tours and the viennese Heurigen evening may be purchased from Come in.
original tickets for the Bus excursions, Heurigen evening and City Walk will be handed out at the registration desk in vienna.
tickets for all tours will be distributed at the registration desk during the above times, please bring your booking confirmation when collecting!
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TERMS AND CONDITIONS
all Bus excursions, City Walk and the vienna Heurigen evening are organized by Come in.
Full non-refundable prepayment covering Bus excursions, City Walk and Heurigen evening is to be made to guarantee the reservation, an invoice will be sent accordingly.
the following credit cards are welcome: american express, master, visa, Diners
upon receipt of the prepayment Come in will send a written confirmation.
original tickets for the Bus excursions, City Walk and Heurigen evening will be given at the tours desk in vienna.
participants are kindly requested to present original tickets to their guide for Bus excursions, City Walk and the Heurigen evening.
in case of no show no refund will be made.
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Bus excursion: Highlights of ViennaSaturday 27th & Sunday 28th August (1400-1700 hrs)
We will give you an overall impression of the most significant historical sights of vienna. starting with a tour along the beautiful ringstrasse with magnificent buildings like the state opera House, the museum of Fine arts, the imperial palace “Hofburg”, the Houses of parliament, the City Hall and the university, we continue to the former summer residence of the Habsburg Family − Schönbrunn Palace. The highlight of our tour is a ride on the famous giant Ferries Wheel from where you enjoy a marvellous view over the city.
price per person: euro 45price includes: english speaking guide and ride on the giant Ferries WheelDeparts/returns to: reed messe Wien
Bus Excursion: “Wienerwald” – Vienna Woods Saturday 27th & Sunday 28th August (1400-1700 hrs)
the vienna Woods are protected by law as a “forest and field belt”. We take you to “Leopoldsberg“ in the northern part of the vienna Woods, from where you can look down to vienna and the glittering ribbon of the Danube. this has been the starting point of the liberation of vienna from the turks in the year of 1683. Down the hill and arriving at Klosterneuburg you leave the coach and travel back to the middle ages. enjoy a private guided tour through stift Klosterneuburg, the oldest monastery in austria with its baroque treasures and impressing gardens.
price per person: euro 45price includes: entrance Fee to KlosterneuburgDeparts/returns to: reed messe Wien
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Opening Ceremony and ReceptionSunday 28th August (1900-2200 hrs)
an exciting, fun-filled, action-packed musical programme by salonfähige saitenspringer, a group of talented and versatile musicians to start off the Conference on the right note! afterwards, enjoy a buffet reception, while renewing acquaintances from previous Conferences, and making new friends.
Location: Hall a, reed messe Wien
price: Free of charge to registered and paid conference participants and registered accompanying persons
includes: entertainment by salonfähige saitenspringer, 1 drink per person (wine, beer or soft drink) and hot buffet
Bus Excursion: “Jugendstil” – Art Nouveau Monday 29th August (1400-1700 hrs)
the turn of the century was marked by the rebellion of young artists and architects against the pervasive conservatism of the austrian society. the result was the “secession” movement and the “Jugendstil” style of art. the secession building - the first art nouveau building in vienna - caused a revolution in architecture. the new art association was founded in 1897 and called itself “secession” and this gave the name to the building.
it is well known, that otto Wagner has been strongly interested in the technological possibilities offered by modern building methods and materials, such as reinforced concrete, glass and cast iron. no doubt that these technological preoccupations influenced the city’s decision to appoint Wagner architect in chief for the “stadtbahn” project. During the afternoon you get to know some of the most important buildings in town and visit Belvedere, one of the most important museums worldwide. the collections reach from the middle age to contemporary art, among others the upper Belvedere features works by gustav Klimt, egon schiele and oskar Kokoschka.
price per person: euro 45
price includes: english speaking guide and entrance to upper Belvedere
Departs/returns to: reed messe Wien
Viennese Heurigen Evening (Vineyard Fuhrgassl – Huber)Monday 29th August (1900-2200 hrs)
since 40 years the vineyard of the family Huber is a popular local in the heart of neustift am Walde, between wine gardens and the viennese forest, with cosy rooms and a romantic terrace garden. the house is ideal for business and firm celebrations as well as for private celebrations of all kinds.
price per person: euros 65
price includes: Bus from messe Wien returning to the city centre, english speaking guide, traditional Heurigenbuffet including vegetarian options; ½ litre of house wine; ½ litre of water and traditional live music.
Departs/returns to: Depart from reed messe Wien and return to city centre.
City Walk: Old City incl. Spanish Riding SchoolTuesday 30th August (0930-1200 hrs)
after a short stroll through the inner city of vienna you will get to know the world famous spanish horse riding school. the famous riding school focus a 425 year old tradition and is the only unique remained institution which sets its tone on classical renaissance riding. enjoy the possibility to visit the traditional morning training with the famous Lipizzan Horses.
price per person: euro 32
price includes: english speaking guide and entrance to spanish riding school (morning training)
Departs/returns to: reed messe Wien
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4PRESENTERS INDEX
AAarnio, M 9Y5Abbade, LPF 3BB15Abbade, J F 6Y19Abbasi, P 10Y17Abdel Gadir, T M 4Z15Abdulla, A 4AA10Abe, K 10F4Abi Raad, V 2J6Abidi, H 10AA20Abney, P PCW 17Abraham, R 2Y6Abramovitz, R 6J1Adams, C 6N5Afonso, D 9AA4Afzal, M H 3Y10Agamy, E 6F3Ahlqvist, K 3F1Ahmad, M 10BB8Ahmadipour, H 2X7Ahmady, S 4M4, 10C4Ahmed, I 8AA10Ahmed, E 8X9Ahn, J H 10G2Ajjawi, R 2H5Akaraborworn, O 4Z4Al Ali, F 6L4Alam, A Y 2G3Alamro, A 5F4Albert, M PCW 20, 8A, 9RAlbright, S 8VAlEassa, E 6L4Alexopoulos, A S 4BB8Ali, A 6G5Alimoglu, M K 4CC14Alizadeh, M 8BB5Alizadeh Naini, M 8Y2Allan, A 2F4Allard, J 4F2Almuhaya, R 8M4Al-Othman, O 9L2Alqurashi, W 4K1Alshammary, S A 8CC11Altamirano-Bustamante, M M 6Z18Alves de Lima, A 9BB11Amalia, A 9E6Amaral, E 6BB9, 8HAmin, M 10AA4Amin, S 10Y3Amin, Z 2J3, 5E, 9NAmini, M 5H7Amornpetchsathaporn, A 4G1Amrollah, R 6AA4Anandarajah, C 6Z1Anderson, L 2AA4Anderson, P 6C3Anderson, B ESMEA, 2KAndersson, A 3F1Andersson, J 8M2Anges Cruser, D 8BAnshu, 5M4Aomatsu, M 2Z4Aparicio, A 4C, 5LAper, L 5I2Arbet, S 6BB2Arcos, D 8AA11Arita, E 6Z4Armson, H PCW 24, 2N, 5L3Armstrong, E PCW 8, PCW 12Arsic, S 4Z12
Artar, M 5H6Artino, A R 2H4,6T, 10MAshcroft, E 5H1Asif, S 5AA2Asmar, N 10Y18Aso, R 10Z8Athappilly, C 3X16Athit, 9DD2Atlasi, M A 3X17Aubry, C 3H5Audétat, M C PCW 4, 2AA14Aung, H 6F1Austin, K 4CC3, 6BB10, 10K5Awied, B 3Y10Ayub, R 2Y14Azer, S 5G, 6P, 10K4Azizi, F 4BB14Azzopardi, L 8X3
BBachman, J W 2SBaerheim, A 2TBahja, N 10AA4Bahrampour, E 5Z6Baig, H 6Z9Bailey, J 5H4Baillie, Susan 8X16Baillie, Sarah PCW 22, 8N, 10K3Baker, A D 9X8Bakhshi, H 10AA15Ball, K 9AA7Ballester, D 10Y1Balseven Odabasi, A 3X12Balslev, T 8J5Bamidis, P D 8DD1, 10OBanchio, B 8CC17Bandi-Ott, E 3/4BBanner, S 5XBarbosa, M 5BB9Barbosa, J 6BB7Bardgett, R 2X2Baroffio, A 9M2Barreto, C 6J3, 8BB11Barrett, J 2X13Barrett, U 5Z5Barrow, M 4F4Barry, K 10J3Barthout, M 10Z13Barzansky, B 2WBashour, H 2G6Bassilious, E 10DD1Basuki, E 9Z2Bate, E 3Y16Bate, T 4UBateman, J 4Y5Bates, J 8J2Bauer, D 6Y3Bauer, N 9G2Baumann, M 6Y14Baumgart, J 9X18Baur, F 6AA5Bawoodien, A 4CC12Bax, M 2Y9Bax, N D S 6SBaxter, H 5M3Baxter, M 6Y2Bdesha, S 4Y20Bearman, M 2H5Becher, L PCW 12
Beckers, S 8M3Beckman, T 2D7, 5JBegg, M 2L7, 10KBehrens, M 3D2Bell, M J 3J6Bell, P PCW 7Bellodi, P L 10M3Bennett, D 2C3Bennett, J 9J2Beraldi, G H 6Z7Bergman, E 6F2Berkenbosch, L 2Y7, 2Y9Berlingieri, P 3BB4Berman, N 5NBermúdez, I 8BB9Bertrand, C 3E1Bezemer, J 9X16Bezerra, R 9BB9Bibi, S 10Z3Bikmoradi, A 9C7Biller, S 2BB1Bin Abdulrahman, K 6K, 8H1Bindal, N 2E8Bindal, T PCW 26, PCW 35Bjarnegеrd, M 10H4Bjelogrlic, P 4Z7Bjerrum, A 3BB11Bjørg, G 8SBjőrkegren, K 3F1Black, L 2K3Blatt, B PCW 3, PCW 23Bleakley, A 8ABloice, M 5AA5Blouin, D 8X5Blustin, J M 2BB4Boelen, C 3N, 10C, 11C3Boerboom, T B B 6M3Boillat, M 3ABok, G J 5K5Bokhari, F A 5DD4Bolander Laksov, K 4L4, 9RBollen-Pinto, B 11C7Bonke, B PCW 29, 6N1, 8JBoonluksiri, P 6Y7Boonmak, Porpong 2Y4Boonmak, S 9AA17Boonmak, Polupun 9X3Borduas, F 10X9Borges, N J 2I4, 5B, 6FBourdy, C 10L1Bourque, J M 6BB19Boursicot, K ESMEA, 10LBowe, C M PCW 8Bowen-Jones, D 5X20Bowmer, I 3L, 9C2Boyd, A 6D1, 8Z5Boye, S 5Z18Bradshaw, E 10BB16Brailovsky, C 5K2Bramwell, D 3L, 5L5Brand, V 5Z10Breckwoldt, J 2J2Breithaupt, K 9E1Brendel, T 10BB1Briasoulis, O 2G4Broberger, E 10X10Brookman, M 4D2, 9DBrooks, L 5BB6Brown, G 3PBrown, N S 5H5, 6V
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Bruneel, E 4CC8Bryant, T 5DD2Bryden, P 2AA7Brydges, R 3BB2Bucher, A 10Y9Buckley, S 2AA, 5BB13Budhdeo, S 6G5Budkaew, J 4X10Bunpromma, W 4BB9Burch, V C 6H2Burdick, B 9BBBurgess, A 9H1Buron, S 10Z15Burton, L 2C2Busari, J O 2Y9Busing, N 6HButcher, A C R 8Z1Byrne, N 3F
CCalder, N D M 6AA18Callender, D PCW 17, 2DD4, 8X4Cameron, H S 3K7, 5X4, 8YCampbell, C 3L3Campos, H 10HCampos, T 10Z17Candido dos Reis, F J 8AA18Candler, C 3O, 4HCantillon, P 5I5Capello, CF PCW 37Card, S E 9X13Cardot, D 5J3Carlini, R 8Z9Carmichael, A 10JCarpenter, E 2Z6Carr, S E 2G, 6L1Carroll, M 3Y12Carson, M 2AA13Casanova Dias, M 9D1Cassimatis, E G 7C, 9K, 10DCastellani, J PCW 5Castellani, B PCW 5Cekmecelioglu, D 9Z5Centeno, A 3N, 9M, 10C2Cerovecki, V 8Z3Chada, S 3Z14Chamnanvanakij, S 3AA12Chan, P 3H4Chande, S 6X7Chang, Y C 9BB2Changiz, T 9AA11Chari, A 6G5Charles, P 3D4, 9AACharlin, B PCW 4, 8GCharlton, M 4Y7Chatiketu, P 5BB8Chay-Hoon, T 4NChaytor, A 8CC13Chen, A C Y 8Y8Chen, C K 2AA10Chen, J Y 2BB13Chen, D F 3Z1Chen, Y 8Y1Chen, W 9BB10Cheng, H Y 9BB12Cherry, M G 6N4Cheshire, H 3J2Chessex, C 3BB1Chia-Hsiang Lin, V 3Z12Chiang, E 4AA2Chiang, Y Z 9D6Chien, C C 8E7Chierakul, N 8Z13Chin, W Y 4X12Chinoy, A 4AA18Choi, S 2DD2, 3C2Choi, J W 9Y2Chou, C C 10AA7
Choules, A P 5X15Chowdhury, F 9X11Cikes, N 10Y6Cilliers, F 3AA9,8BBClark, D 1AClark, Katie 4AA19Clark, Kristina 5X1Clarke, D R 10BB2Clarke, J 6Z3Cleland, J 2BB7, 4Z, 8WCobb, K 3RCochran Ward, E 9C6Cock, H 6RCockram, S 6X11Coe, J 10K2Coggi, G 2X15, 9Z4Cohen-Schotanus, J 8CCCohen-Tigor, D PCW 31, 2JColbert, J 2C6Collett, T 2X4Colliander, M 10X12Cominetti, L 9Z14Conlon, P 8X18Consorti, F 5AA1Cook, S 5U, 8AA, 10X2Cook, D A PCW 19, 6ICookson, J 3ZCookson, J B 6BB17Cooles, P 4Z6Cooles, F A H 5X12Coombes, L 4E2Cooper, C 2D2, 3DD2Cooper, A 4X7Cope, A 9X16Correira, R 11C6Cortis, J 8Y15Coskun, O 3AA3Costa, M J 8WCotterill, S 4DD1Courteille, O 3C4Cristancho, S 3BB16Cristea, O 3X19Croiset, G 4RCromar, S 5Z11Cross, D 6BB14Cruess, R 4I, 5PCruess, S 5PCumming, A 3K2, 8XCunningham, A M 2RCunnington, F 2Y3Curran, V PCW 1Curtis, F 2Z12Custers, E 6L, 8G2
DD’Alimonte, L 8CC16Da Silva, A L 8G5Dafli, E 4H4Dandavino, M 8Y12Dankbaar, M E W 3E5Darby, E PCW 7Darbyshire, D 6AA3Darling, J C 2E5Das, P 8H3Dashora, U 9AA15Dath, D 2U, 8R, 10M1Dauphinee, D 4L, 5ADauphinée, D 11Davies, H 11ADavies, D 4L3Davison, J 2Y11de Bono, B 2M2de Burbure, C 2BB, 3WDe Champlain, A F PCW 33de Feijter, J M 8F3de Jong, P G M 3G4, 8B, 10Zde la Croix, A 8D6de Roos, P 8Z, 10A
de Vicente, C 5AA18de Villiers, M 9D2Dehn, P 3D4Deketelaere, A 5I3Delport, R 10J1Demiral Yilmaz, N 2BB14den Rooyen, C 8X1Denney, M L 6D5Densriwiwat, M 8CC1Dent, J 6YDerese, A 3/4BDewhurst, D 5C2, 9K5DeZee, K PCW 28, 6TDhearapanya, T 10BB9Di Prospero, L 9H6Diaz, C M 3X13Diaz-Zuccarini, V 2M1Diderichsen, S 8AA12Dielissen, P 9B, 10Y12Dieter, P 5CDijkstra, J 5E1, 6WDijkstra, I S 8X15Diniz, R V Z 6J4Ditchfield, C 6Y13, 9H4Dodig, D 4M3Dojeiji, S 8N2Dolmans, D 2ZDonkers, J 2X19Donnon, T PCW 1Doostkam, A 10AA19Dornan, T 5A, 8NDosmagambetova, R S 2Y17Dostalova, T 4Y14Dowell, F J 5Z5Dowell, J 6BB1, 10L2Dowie, A PCW6, 3U, 9ZDrenjancevic, I 3BB18Driessen, E 4PDruine, N 10AA10Du, X 6Z3Dubaybo, B A 9BB14Dube, S 9C5Dubrowski, A 2Z14Dudzinska, A 3Z13Duhl Glicken, A PCW 11, 2Y, 10X14Dupras, D 4Y, 5D2, 9PDurante, E 9X14Durante-Montiel, I 8CC6Durning, S J PCW 3, 3Z10, 10AADyer, H G 3G6
EEades, C 3D5Eason Klatt, M 5Y2Edgren, G 8C2Egan, K 4X13Ehlers, J P 9L4Ehrenborg, E 2Y15Eika, B 3D4Eikelboom, J I 2K2Ekblad, S 5C5Ekeocha, S 4L3El-Adhari, M 4L4Elam, C 3Y7, 8H, 10AElcin, M 8CC14Ellawala, A 10AA16Ellaway, R 4D, 6C2, 8DEllis, R 8F4El-Sawi, N 8BEntezari, A 10C5Erfanian, F 10J6Erhardt, M 3/4BErichsen, S 3BB9Eriksen, G 8SEssers, G 8N6Esteves, J E 5G4Esteves, R Z 8BB6Estiasari, R 4CC10
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DEX
4Evans, D 4Y19Evans, P 8BB12Eyre, E 10E1Ezequiel, O 5X19
FFabian, M C 3DD4Fagan, S 5G2Falaschi, P 3Z5Familiari, G 10AA9Fan, A 5F, 9Y8Fandler, M 9C4Farah, Z 9D4Farfan, R 2X18Farmakidis, A 3OFarzianpour, F 10AA11Fazil, S I 4H1Ferguson, D 10Z7Fernández-Garza, N 9Y17Field, M 6AA7Fielden, S 4X9Fielke, R 4CC3, 6BB10, 10K5Figueiredo-Soares, T 10AA3Filstead, W 8PFindyartini, A 10X8Finn, G M 3X7Fischer, V 5BB12Fischer, M PCW 12, 5N, 8BB21, 9J, 10BFlanagan, R 2M5Flanagan Risdal, A PCW 15Fleiszer, D 8VFluit, C PCW 13, 2D6Fokkema, J P I 8I2Fong, C 8H5Fors, U 6CForsberg, E 8G4Forsberg Larm, M 8BB2Fossey, S 2Y2Fossilini, F 4X4Fournier, J P 4F5Frank, J 8O, 9G3Fricke, J 9L5Friederichs, H 9J1Frith, G PCW 9, 8H6Frost, H 8C6Fruhstorfer, B H 5Y4Fu, R H 5AA13Fukuda, M T H 8AA17Fuller, R ESMEA, PCW 32, 5K, 8E1Funston, G M 6H1Furmedge, D S 5X5
GGagliardi Filho, J C 10G3Galbraith, R 4CGale-Grant, O 9Z10Gamanya, R 4Y13Gannam, S 8D4, 10Y1García-Durán, R 2K8Garlan, K 6G2Garrino, L 8BB1Gatenholm, B 5X10Gatter, M 9Z10Gaur, U 3X10Gawn, S 10H2George, J 2F1Ghahremanfard, F 6Z19Ghodcy, R 9AA18Gholami Motlagh, F 8AA15Ghorbani Nejad, M E 9Z18Giannini, D 5Y5Gibbs, T 10CGiesler, M 4AA13Gilmour, J 3Z15Ginsburg, S 4I2Glasgow, N 9H
Gleave, C 5X2Glover Takahashi, S 5D1Gnecco, S PCW 17, 8X17Goddard, D 4AA5Goganau, I 3Y18Goh, P S 5Z, 6C1Goldenberg, M 3Z8Goldring, M 5X16Goldszmidt, M 8G3Gomathi, K G 4CC1Gomi, H 9Y16Gonçalves, M 4CC6Gontijo, E 3I4Gonullu, I 5H6Goodyear, H M PCW 26, PCW 35, 4AA6Goon, S 3BB8Gopalakrishnakone, P 2DD1Gordon, R 2DD3Gordon, D 3SGordon, M 8I4Gordon, J 9AA9Gordon, N A 9BB15Goulet, F 3L5Govaerts, M 3I2Goyal, M 10AA17Grabovsky, I 6Y10Grabs, D 2G1Graham, H 2H3Graham, J E 6X9Grant, A 2Z8Gray, T 3AA7Greco, E 9AA19Greenberg, R 4M5Greenhalgh, T 5A, 8AGreif, R 10Z1Grijpma, J W 2G7Grogan, M 9Z1Gross, M 5Z19Gruber, C PCW 22, 5MGruppen, L D PCW 30, 8P, 9IGrusauskas, H 5X13Guild, S 3G1, 4JGunning, W T 4Y1Gupta, A 6G5Gurpinar, E 3Y8Gwee, M 2B, 4N, 5F
HHaafkens, J 9BHadaddin, Y 9Z20Haddleton, E 3BB9Hafferty, F PCW 5, 4I, 6AHague, M 10Z3Haig, A 5E5Hakkarainen, K 6Y17Halila, H 4CHall, M 3BB3Halley, Lyn 2D8Halvorsen, AJ 3G5Hamberg, K 9BHammick, M 5A, 8FHammond, M 4DD2Hamui, A 4CC17Hanacek, J 4BB12Hanson, M 5WHanson, J PCW 28, 6AHaramati, A PCW 30, 6U, 8B, 10GHarden, R M Orientation, 1, 6BHardy, S 3PHargestam, M 10E3Haring, C M 5AA4Harris, A 4K3Harris, P 8O, 9GHart, M 2H, 8C3Hasanpour, M 2AA3, 8AA15Hasanpour, S 8AA15Hashim, Z 3Z2, 4BB11Havyer, R D 9H5
Hawe, C 8CC18Hawthorne, K 9Z7Hays, R 5IHealy, S 2DD3Heath, O 8F5Hecker, K 10L4Hedemark Poulsen, J 2L4Heine, N 9E5Helmich, E 8AA13Hemmer, P PCW 3, PCW 34, 4A, 8IHemphill, R 4AA7, 8UHendricks, S J H 8C4Henninger, M 9X18, 10Y9Herbst, A G 4SHernandez, J 3X14Herold, J 4E1Herrera, P 3X3Heydarpour Meymeh, M 8AA4Heyliger, I 2Y9Higgins-Opitz, S B 3X1Hill, L 9AA2Hilton, S 5BBHirakata, M 4AA3Hjelmqvist, H 9AA20Hla, Y Y 8CC20, 10HHo, M 4I2, 8AHodges, B RESME, 3IHoelzer, H 10Z4Hofer, R E 4I4Hofhansl, A 5Y12Holdgaard, H 2D3Holen, A 5F2, 6HHolmboe, E PCW 8, PCW 34, 4A, 8OHolmes, B 8E3Holtzman, K PCW 36, 6BB16, 8EHomer, M PCW 32, 2L1, 3EHommes, J 10K1Hoque, M 4CC15Horner, P 4DD1Horsley, T 2K5Horton, G 2G5Hossain, A K 4I5Hourn, M 9G6Hoy, M 6J5Hrzic, R 4Z13Hsieh, M J 4Z8Hsu, P W 6Y8Hsu, Y P 8CC2Huber, J 10AA1Hudson, J N 8C5Huggett, K D 8PHultin, M 10X5Hung, W T 9X4Hunt, D 2W, 5CHunyadi-Anticevic, S 4X3Hur, Y 9Z9Husbands, A 10L2Huwendiek, S 9NHyde, C 10M2
IIlling, J 6ZInoue, K 8Y6Insiripong, S 3Y4Intarangsi, J 8Y4Iqbal, N 6Z2Iranfar, S 5G5Isba ,R 10AA2Ishii, S 8Y18Ishikawa, K 2Y19, 9J5Ismaile, S 4X15Issberner, J 2Z3Issenberg, S B ESMESim, 11BIvanovic, Z 3X5Iversen, A C 8BB10
– 164 –
JJaarsma, A D C PCW 22, 6W, 10M4Jackson, D PCW 26, PCW 35, 9BB8Jacobsen, T 2TJacobsson, A K 10Z14Jahani, P 10AA21Jahanian, I 10Y10Jaruratanasirikul, S 4AA14Jaturapatporn, D 8CC12Jawaheer, L 10AA18Jay, R M 4BB10Jayasuriya, R L 4CC7Jefferies, A 2VJeffries, B 8BJenkins, B J 6BB3Jenkins, N 8F4Jenq, C C 9X12Jiménez, J L 5Y18Jirasevijinda, T J 3D3, 8D5Jivram, T 3C1Jobe, A PCW 27, 3EJoffe, M 5H5, 6VJohansson, E E 5BJohansson, J 9M1Johnpulle, M 9X9Johnson, S 2AA11Johnson, M 5Z9Johnson, J 9G2Johnston, H 3BB7Johnston, J M 3Y3Jolivet, M 2Z10Jones, P 3C6Jones, J 4CC4Jordan, W 4Y11Jorge, M L S G 6Z6Josefsson, A 4AA20Joury, E 10AA5Juenger, J 10Y5Julian, E 9OJunaid, A 6Z15Junod Perron, N 8N5Jurd, K 8DD3
KKääpä, P 8AA8Kachur, E 8D5, 10GKadim, H 9M4Kadmon, M 9L3Kalynych, C J 9X6Kam, B S 2Z15Kameoka, J 4BB13Kanatsuka, H 8AA14Kankofer, M 4Y2Kanter, S 3OKao, H K 9BB4Karaoglu, N 4CC9Karunathilake, I M 5Y3Katechia, D T 3H4Kavia, S 5F5Kawasaki, K 3BB17Kayyal, M 9C1Kearney, A 8F2Keil, S 2X14, 10AA1Kelleher, K 8BB17Kelly, M 4I1Kennedy, T 4OKennedy, S 6AA6Kent, A 5C3, 10YKerrin, M 6L2Ketprayoon, W 5BB4Khadivzadeh, T 10AA14Khaimook, A 3BB10Khan, K 4TKhan, J S 6Y11Khan, H Y 6Z11Khani, A 3Y17khidsa-nguan, S 5AA11
Khorgam, Z 6X1Khot, S 9Z7Kiatchaipipat, S 10BB4Kidd, J 4L3Kikukwa, M 4BB7Killen, A 8Z17Kilminster, S 5MKim, J H 8Y7Kimble, A 10Z16King, D 9F, 8BB19Kinnison, T 4X8Kirby, F 8TKirton, J 5G3, 9AA14Kislaya, I 9I3Kitto, S PCW 20,10PKlaassen, T 4F3Klein, L 3G2Klein, D 3L6, 6QKlingenberg, M 6AA13Knickle, K PCW 2, 5O, 6AA16, 8MKnight, P J 8J1Kobwanthanakun, S 2J4Koczwara, A 8Z4Koehler, N 4X1Koizia, L 4H5, 5VKokotailo, P K 2AKonge, L 4G5Konkin, J 5AA7, 8J2Koo, A 6AA18Koohpayehzadeh, J 2BB16Koole, S 5G1Kooloos, J 3X8Koponen, J 8N3Koppel, C 5T, 6AA18Koskela, T 2Y5Krackov, S PCW 25, 6KKraft, H G 9L1Kragelund, L 10Y13Kramer, A W M 5K1Kramer, E 8D6Kramer, A 8Z6Krepski, J 10X18Krogh, C L 5J2Kromrei, H 2L5Krupinski, M 10BB6Kujumdshiev, S 8E4Kuo, D 8D2Kuper, A PCW 20Kusumaphanyo, C 2AA2Kusurkar, R 4R, 5H3Kwizera, E N 3Z7Kyi, N 3D5
LLaBrin, J 10NLacalle, J R 6F4Ladhani, Z 10F1Lafferty, N 2RLagro-Janssen, A 9BLaird, S 2F1Lakshminarayana, I 9BB7Laksmi, P W 5BB7Lammerding-Koeppel, M 8BB16Lamont, G 4AA1Lander, C 9K4Lane, R 8F1Langham, B T 6BB5Lanphear, J 5BB11, 10FLaprise, R 5L2, 9AA6Larios, M 8BB7Larsen, C R 3M4Latif, S 3Z11Latt, L 3J5Laurin, S PCW 4Laxton, J 8Y15Leach, C 9AA7LeBel, M E 4G, 9J4LeBlanc, V R 6I3
Lecarpentier, E 3BB14Lee, M 10G5Lee, S 10Y8Lee, K 2K1Lee, R 3AA1, 8BB18Lee, C H 5X11Lee, H 9Y4Lehmann, R 10X17Leinster, S PCW 21Leiva, I 6F5Lemire, F 3L4Leswell, D 9Z22Letelier, L 4BB3Leung, E Y L 6Z13Leung, K K 9Z8Levine, R 5ULiabsuetraku, T 6Z16Lieff, S PCW 1, PCW 5Lightman, E G 4CC7Liljencrantz, J 5X10Lilley, P OrientationLim, W S 3BB6Lim, I 3F2Lim, E 6DD3Lim, C W T 8CC10Lin, C W 3AA4Lin, P C 4AA8Lin, D 4D4Lin, Y H 9BB3Lindemann, I 10C1Lindgren, S 2G, 6Z5, 7C, 10DLingard, L 6OLischka, M 3/4B, 9CLiu, T H 6BB13Liu, M 6BB6Liu, S I 9AA3Locke, K 2AA7, 2AA9Locke, R 9AA7Lockyer, J PCW 1, PCW 24, 2N, 6NLopreiato, J PCW 7Lottspeich, C 10Z9, 10AA1Louw, A J N 8AA7Lown, B PCW 28Lozhkina, N 3G3Ludwig, S 8M1Luetic, T 2AA16Lugthart, A 8BB4Lumsden, R 2BB15Lundberg, A 4BB2Lyons, D 8J3Lypson, M L 6E4
MMaagaard, M 8Y10Määttä, A 4Y3Maaz, A 6G4Macauley, J 5Y17MacDonald, J 5X22Mackintosh, S 3F3MacLellan, A M 4K5MacPherson, G 6BB15Maerz, R PCW 18Maffei, C M L 4Z14Magee, LA 2Z7Magee, C 6TMagzoub, M 4Z15Mahasithiwat, V 8X8Mahdian, M 4CC2Mahmoud, M 5E4Maillet, B 4CMainwaring, A 2E2Maisonneuve, H 4C, 5LMak, M 2Y6Malamis, D 3D5Malinowski, R 6BB4Mallappa, S 10Y4Malling, B 8SMamakli, S 10BB12
– 165 –
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ESEN
TER
S IN
DEX
4Manca, A 2RManchul, L 4WManda, V 9Z3Mann, K 2N, 4R, 10MManninen, K 3J3Manning, D 9Y6Manuel, R S 5B, 10LMaor, D 4CC3, 6BB10, 10K5Mardiastuti, H W 6Y16Marlow, B 9AA2Marsdin, E 6X10Marshall, D 5R, 9DD1Marshall, M 6SMartens, J 8Z15Martimianakis, T PCW 20, 8AMartin, T G 10BB2Martin, A 3UMartin, M 9X2Martineau, B 10J2Martinelli, E 2M7Martinez, E 8AA11Martínez-González, A 4BB6Martins, M A 4CC18, 8D4Marz, M 3AA6Marz, R 5S, 10BMashali, A 9Z19Masilonyane, T 3K1Masters, K 6J6Matheson, D 5Z16Matheson, C 8CC5Mathew, A 6AA17Mathysen, D G P 6Y9Matte, M C 5M2, 6DD4Mattsson, J 9Y20Matus, O 2AA12Maudsley, G 8X14May, W 3Y, 6DD1, 8PMcColl, P 2H1McAllister, L 5Z8McAvoy, P A 6VMcCormack, K 2M6McCullough, M 2PMcDermid, R 6AA11McGee, J B 3C, 8VMcHardy, K 6AA9McIntyre, R 10Y19McKeown, M PCW 28McLean, M 5H2, 6L4McLeod, S 8AA10McMenamin, C 5AA, 6H3McNamara, R 5D5McNamee, L 9Y12McNaughton, N PCW 2, PCW 20, 2J, 5OMearkle, D 3Y13Meijerman, I 3Y14Meininger, A K PCW 13, 8Z14Melnick, D 5EMenaldi, S L 6Y15Menezes, M 2BB5Mennin, S ESME, 9NMeshkibaf, M H 9AA13Michaelsen, L 5UMickute, Z 6AA18Mihalj, M 2L3Miladpoor, B 5Z3Miller, S 2Z9Mindubayeva, F A 3X4Mirecka, J 3S, 4MMitchell, C 5E3Mitchell, V 9Z13Mitsunami, K 4X11Miyamoto, M 2E3Moattari, M 9Y14Moazen, B 4BB15Moghadami, M 8Y13Moghimi, J 6AA14Mohamed, M 3Z2Mohd-Amin, A T 2AA15Mohtashami, J 10Z11Moineau, G 5C6, 6L
Mokkink, H G A 5K4Mokry, J 4E4Momen Heravi, M 10BB5Monette, C 9AA6, 10X9Monkawa, T 10Z6Montagne, S 9BB1Montemayor-Flores, D 9Y18Mookerjee, A 2X9Mooney, JS 3X9Moore, D 8UMoore, J 9BB14Moral, J 8AA11Morea, L C 10L5Moreland, R 2BB10Morin, M P 8M5Morris, W 5X6Morris, M 9H3Mortensen, L 2C4Mossop, L 3RMotta, L B 5Z4Moulton, C A 4O, 8I1, 9AA5Mourão, A K M 10X16Mrouga, M 10H3Mueller, M F F 4Z1Muir, H C 4Y9Muir, E H 9H2Mukherjee, S 3D5Mukherjee, K 9J3Mulder, H PCW 13Mullan, P B 6BB8Mulvany, M J 3SMunir, R 3X11Munoz-Castro, F J 2Y18Murchison, L 6X13Murdoch-Eaton, D PCW 38, 6K5, 11C1Murphy, M 3G, 6G3Murray, R 4CMurray, J F PCW 37Murray, C PCW 9, 3DD1Murt, A 3W, 9Z5, 10A, 11C6Musaeus, P 10X4Musigazi, G U 6BB12Musto, J 4CC5Myhre, D 2K4, 8D1Mylona, E PCW 30, PCW 37, 2O, 3V, 11C2
NNair, B 3TNara, N 5L6Naseri, M 4BB14Nathavitharana, R 2D1Nathavitharana, K A 4M1Nazerali-Maitland, A 3Z8Nedsuwan, S 6Z12Negri, A 4CNeild, T O 9Y19Nel, P P C 5BB3Nel, M M 5BB5Nemr, E 8M6Nendaz, M R 10X13Neto, I 2AA8Newell, A 2PNewland, M 2ONewnham, M 10BB10Newton, A 6AA10Niedermaier, S 5Y14, 5Z10, 10AA1Niehues, J 3Y11Nielsen, A B S 6D4Niemi-Murola, L 4X15Nihat, A 4H5, 5VNikendei, C 6I1Nikolaus, O B 2H6Nikseresht, S 4BB16Nilsson, F 4AA20Nishigori, H 8G, 10J5Noehr, S B 5X18Norcini, J ESMEA, 2ENothnagle, M 8Z10
Notzer, N 4E, 6J1Nowakowski, M 5J6Nunes, M 2Y21Nunes, V L C 3Z9
OO’Mara, D 8AA3O’Byrne, C 2J1O’Connor, M 8CC15Odabasi, O 5AA8Oestergaard, J 5K7Ofstad, E H 9F3Oh, S A 9Y3O’Hanlon, S 5DD1Ohshima, N 10X11Okuyama, N 8X11Olde Bekkink, M 3I3Oliveira da Silva, M 4BB4Olsson, D S 6Z8Omidi, A 8CC19O’Neill, L D 2I1O’Neill, A 3J4Onwordi, E 6AA1Oostenbroek, R 2C5Opalek, A 4K2O’Reilly, S 8Y14Oris, E 6BB20Ortiz, L 3Y15Oswald, A E 2U, 4L1, 4L2Otto, B 10X12Ou, L S 4Z3Overeem, K 4P, 6M1Overeem, E 8Z15Owens, T 6DD1Owers, R 8Z7
PPais-de-Lacerda, A 8J4Pandey, J 5Z14Pangaro, L PCW 8Panisko, D 8BB3Panjeh Shahi, M 5X3Paocharoen, V 9Z12Parekh, A 5J5Park, J 10Z14Parmon, E 2Y16Paro, H 9Z15Parra, D 3BB13Parry, M 5X7Parvizi, N 9D4Passeri, L A 8Y17Passeri, S M R R 8Y9Passi, V 2C1, 11C4Patel, M 10BB7, 10BB13Patel, L 3Z2, 4BB11Patel, P 4AA16Patel, M 4CC15Patel, R S 4H1Patel, R 8WPatil, N 4G, 10H1Patrao, L 8Y11Patricio, M Orientation, 2C, 4L5, 6B, 7BPats, N V 6X14Patterson, F 10L3Pavlekovic, G 2BB2, 4X3Pawlina, W 6JPeagam, E 2BB9Pedersen, B D 8N1Pederson, David PCW 17, 2DD4Peel, N 4G4Pelgrim, E A M 5K1Pell, G PCW 32, 6E, 8E2Perera, Jennifer 2AA1Perera, Joachim 2BB12Peres, C 5BB14Perez-Gonzalez, J F 8X2
– 166 –
Perianez, M 4Y15Perrier, L 2K6Persson, J 5Z13Pervak, M B 8X12Peters, A S 2K1Peters, H 2X6Peters, S 6C, 8TPetit, P 6J2Petroni Mennin, R 9NPetrusic, I 5Z17Phillips, S 9BPhilpott, J 9K3Phisalprapa, P 4X5Piccinato, C E 2BB3Pinaikul, H 3Y2Pineau-Mitchell, A 2AA11Pinnock, R 2D4Pinto, M E 5C4Piquette, D 5D3Pires da Silva, V 4BB4Pivec, N 5Y6Plass, H 5SPlayford, D 2E4Pohl, H PCW 25Pols, J 2D5Ponce de León, M E 5Y7Pongudom, S 9F4Popescu, B 9Z11Posel, N 4Y8, 8VPottier, P 4CC13Pouliart, N 10AA6Poulton, T 2MPourghasem, M 3X15Powell, Jason 3X6Powell, Jason 6X2Powell, S 9H2Prakoonsuksapan, J 4J1Precek, J 6Z10Premkumar, K 10DD3Preusche, I 2F2Price, J PCW 5Prideaux, D 8G1, 9LPrince, N J 4DD3Prodinger, W M 5Y1Pronina, N V 2X20Prunk, T 2K7Pryor, W 10RPukite, M 3Y6Pulido, P 7C, 10DPurday, J P 2X1Pyörälä, E 9M3
QQuadri, K H M 4D1Quin, J 5X21Quinn, A 8BB13Qureshi, Z 6AA2#
RRaat, J 5I4Räder, S 3BB5Raiche, P 9AA16Raiyaya, S 4BB5Rajput, V 2X9Ramani, S PCW 21, 3JRamasamy, S M 8Y3Ramírez, T 4CC16Rashid, M S 9D3Ratanakorn, W 5Y11Ravesloot, C J 9E3Rawlins, F 4DD4Razack, S 5W, 10C3Rea, P 6C3Reddy, S 9Y13Rego, P 6G, 10J4Reid, A M 8C7
Reis, S 8Z10Remmelts, P 9G5Remuzzi, A 2M4Rewers, M 4AA4Reyes, W 8CC7Rezaee, R 2L8Rhind, S M 6L5Rhodes, M 6VRich, E 3Z3Richardson-Nassif, K 3VRiddiough, G 10BB15Riklefs, V P 2Y12Ringsted, C RESME, 2I, 9NRiquelme, A 4AA11Robb, A PCW 28, 4H3Robbins, M 4Y18Roberts, N 5AA9Roberts, C 8C1Roberts, T ESMEA, 3M, 7, 9ARobles, L 8AA11Robson, A 4G4Rock, S 3DD3Rodrigues, M L V 6Z17Rogers, J 8D2Rojpibulstit, P 3AA13Roked, F 5X17Roland, D 3D6Romanov, K 5Z12Ross, M 3H, 6BB11, 8H4Ross, J 8BB20Round, J 4U, 6DD2Rourke, J 9FRowe, M 5C1Rowles, J 4X4Roy, M 3E6Rozendal, A P 5Y16Rubio, A 4Y17Ruffinengo, C 8CC17Ruwanpathirana, M 2C2Ryland, I 2E7, 6Z14Ryoung Han, E 8AA5
SSa, J 2Y13Sabalis, R 2WSabouri Kashani, A 6E3Sabzevari, S 4BB17Sadat Javanmardi, F 5Y15Saenz, F 8AA11Saiki, T 6X17Sakai, D 3H1Sakai, M 4E3Saks, N PCW 37, 2H, 3V, 10ASalam, G 10X19Saleh, A M 8AA16Salles, M 8BB15Salminen, L 10X15Salooja, N 5Y8Samarasekera, D 2B, 4NSambandam, E 6E5Sami, S 5K3Samrejrongroj, P 6Y1Sánchez-Mendiola, M 5Z15Sandal Berg, K 9Y7Sandars, J PCW 14, 2A, 10XSandhu, D 3DSanten, S PCW 25, 8U, 9I2Santos, I S 10F5Sarabadani, J 8BB8Sarchami, R 2Y8Sarfaraz, A 10AA21Sargeant, J PCW 24, 2NSarkozy, V 6X8Sartania, N 3Z6Sathapatayavongs, B 9E2Sato, M E 10F5Satomura, K 8X10Savage, C 3M2, 4F
Savitri Prihatiningsih Damardjati, T 9C3Sawdon, M 2Z12Scales, J 2DD3Scalese, R ESMESim, 5A, 9JScallan, S 8Z7, 9AA7Scanlon, S 4AA9Schaefer, T 2X11Schaub-de Jong, M 9I4Schauber, S 4E5Scheele, F PCW 13Schembri, N 6X12Scherer, A 3AA8Scherpbier, A RESME, 6ESchiessling, S 4J2Schindel, T J 9AA12Schmidts, M PCW 16, 3CSchrewe, B 8C6Schubert, S 3AA2Schuwirth, L 4EScott, H J 4G2Scott, R 8VScott, H 9X7Secchi, M A 8AA1Seddon, K 6X16Sedlack, R E 2E6Seidel, C 9G2Selleger, V J PCW 29Selvakumarran, A 3Y12Sepehr, S 10Z10Severo, M 6Y6Shah, M 9J3Shariq, O 4BB8Sharma, S 4Y10Shatzer, J PCW 25, 3AAShaw, N 5Y10Shazia, S 5AA6Shekhar, K 4Z10Shekhter, I 10X6Shershneva, M B 6X4, 9AA10Shin, H I 2H2Shiozawa, T 3H3Shirahatti, R G 9Y10Shirazi, M 2Y1Sibbald, D 5Y19Sierra, O 4CC16Sihota, S 8CC3Silén, C 9Y9Silver, I 5M1, 9MSim, G G 9X5Simmons, B 2V, 3F4Simon, M 2Z1Simon, A 4Y4Simonia ,G 2X16Simoyan, O 3H6Singh, G 2ASingh, M 4I3Singh, A 4J3Sitticharoon, C 3AA5Skinner, C PCW 39, 5H, 8X6Skipper, M 2Y10Skochelak, S 8PSlaght, S J 4Y6Slond, F 5Y16Slootweg, I A 10X3Sluiter, H PCW 13Smalldridge, A 6BB14Smee, S ESMEASmith, S F 2AA6Smith, S E 2G2Smith, C 2J1, 5JSmith, M 5X9Smith, J 6X15Smith, J M 9Y15Snell, L PCW 1, 2U, 5P, 8OSobowale, O 8Y5Sobrino Dieguez, D 10BB14Soemantri, D 6K4Sönnichsen, A 3/4BSoorapanth, C 3AA10Sopka, S 6AA15
– 167 –
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ESEN
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4Sostmann, K 4Y21Souder, D 6DD1Southgate, L 4A, 8FSouza, R ESMESpanos, P 8DD4Spatz, A 6RSpicer, J 4M2Spooner, K 3BB7Srichan, T 8AA9Srinonprasert, V 8Z12Srisangkaew, S 8AA6Sritipsukho, P 3AA11Stachow, E 5X17Stadler, D J 5E4Stagg, P 2BB8Stalmeijer, R 6M2, 10PStandstedt, J 6Z5Stankovic Djordjevic, D 10AA12Staphorst, M 8D3Stather, P 4X2Steenmeijer, J 9D7Stefan, C 4J, 5Y13Stegers-Jager, K 2I3Steinert, Y 2B, 3A, 5PSteketee, C 6E1Ste-Mari, L G 9G1Stevenson, F 3X, 8BStewart, W A 4D5, 6DD4Stipek, S 5Z2Strasser, R 6H4Strivens, J 8DD2Stroud, L 3BB12Struthers, J 10AA8Stuber, M 2H7Subash, F 6L3Subbu, R 9BB13Subhani, S 3Y12Subirana, J 9G4Suddards, C 5AA7Suealek, N 4Y12Sugden, R 4Z2Suhoyo, Y 2Z5Sujjapongse, C 5AA10Sukiennik, R 10Y2Suksathien, R 6X5Suksawat, Y 3AA12Sukumalpaiboon, P 2F3Supapon, S 10G4Susilo, A P 9I1Suthamnirand, A 8AA2Sutherland, R 9DD3Sutphin, D 3K6, 6BB18Suwannalai, T 10BB3Suwarsono, E 9Y11Suzuki, Takaji 10Z12Suzuki, Toshiya 5L6Svirskis, T 5AA12Swanson, D ESMEA, PCW 36, 9K1Swygert, K PCW 27Symons, J PCW 28Szafran, O 9F2Szostek, J H 8Z11
TTabak, D 6I2Tagawa, M 8E6Taheri, M 2Y20Taizhanova, D 2X8Takahashi, R 10Y15Tam, P 4AA15Tan, K T 9X17Tandeter, H 6DTang, W E 9AA1Tangnararatchakit, K 8CC8Taninsurawoot, W 9X1Tannitisupawong, T 10BB11Tapply, I 6X11Tariq, M 2Z11
Tarrant, M 6Y20Tasker, F 3Y9Tavabie, A 8Z8Tayebi, M 4CC11Taylor, D 10BTayyem, R 10AA4Tegzes, J 10X1Teimouri Jervekani, Z 2X10Teixeira, G 6J3, 8BB11Tempski, P 8D4ten Cate, O PCW 3, 4R, 6AA, 8OThant, K Z 3H4Thistlethwaite, J 3F, 4L3, 5A, 11C5Thivierge, R L 5L2, 9AA6Thomas, V 2DD4, 9Z16Thomas, D C 3D1Thomas, P 5X8Thompson, Z 8F6Thomson, A P J 3L2, 4AAThomson, B 9F1Thundathil, J 3C3Thwaites Bee, D 8Y16Timareh, M 10Y16Tipping, J 4WTjeng, R 5AA14Todorovic, T 6AA8Todsen, T 5J1Tofangchiha, S 2X3Toivonen, A 10Y7Toivonen, M 5Y9Tolks, D 9K6Tolsgaard, M G 3H, 4X14Tontus, H O 9Z21Tooke-Rawlins, D 9E4Tooth, D 2H3Topps, D 8D1Topps, M 8D1Tor, E 8E5Torfs, E C W 9M5Torrance, A 9Z17Torres-Olivera, A 9AA21Torry, R 4M2Toscano, E 5Z7Toumi, Z 9X9Towle, A 10F3Toya, R 9Z6Trayer, J 5G2Treadwell, I 3J, 5AA15Trejo-Mejia, A 4Z16Treviсo, R 8AA11Tromp, F 6D2Troncon, L 5AA3Trumble, S 2F, 4V, 10F2Tsai, J C 4Z9Tsai, T C 3E2Tsugihashi, Y 5Z1Tsui, K H 9BB5Turan, S 2L2Turkeshi, E 8Z2Turner, M 10Y11Turunen Olsson, P 8J6Tuulari, J 6C4Tworek, J 2K4, 3C5, 6C2Tyson, Y 5E2Tzamalis, T 10AA13
UUaphanthasath, R 3Y1Uebelhart, N 10DD2Umuhire Musigazi, G 3W
VVachon, B 3F5Valenzuela, A 4Z11Valle, A 8AA11Vallevand, A 2J5
van Beukelen, P 2L6van Bruggen, J M E 3E4van de Ridder, M 3BB, 6K1, 9Nvan den Broek, W E S 3E3van der Lee, N 8X13van der Leeuw, RM 8I3van der Schaaf, M F 9G7van der Vleuten, C 9Avan der Zwet, J 5I1van Lankveld, T 9I5van Leeuwen, Y 6D3van Luijk, S PCW 13Van Melle, E PCW 1van Schravendijk, C 5Svan Vught, A J A H 5E6van Zanten, M 3K3, 4KVaravudh, S 10Z5Varkey, P 5M5Vassallo, J 5SVaughan, S 3M3, 4UVed, R 4D3Vejražka, M 6C5Veldhuijzen, W 8N4Venkat-Raman, V 3H2Verma, K 4X6Vernon, B G PCW 6, 6K3Verstegen, D M L 9Y1Vessies, D 10Y14Viceconti, M 2M3Vijayakumar, V 8H2Vik, T 6FVivekananda-Schmidt, P 2F5, 6SVnuk, A 5F1Vokurka, J 5AA17von Stempel, C 6N2Vorstenbosch, M 6Y4Vrcic-Keglevic, M 3L1, 6DVukich, D 9X6
WWade, R G 5F3Wadsley, K 10AWagner, S 2VWagner-Menghin, M PCW 16, 6Y12, 9EWagter, J M 3J1Walker, J 5BB1Walker, K 5BB2Walker, G 9D5Wall, D PCW 26, PCW 35, 2BB6, 5DWang, Q 2X17Wang, C Y 4Z5Wangsaturaka, D 6E2Warachit, B 3Z4Ward, H A 5DD3Wass, V 4PWatling, C 5K6Watmough, S 6K2Wattanasirichaigoon, S 8X7Wayne, D 4A, 5J4Webb, A 2DD2, 3C2Webb, E 9Z7Webster, E 4X7Wedderburn, C 8Z5, 8Z16Weggemans, M 9LWeil, K 2BB11Weller, J 6I4Wells, M 2X13Wenban, A B 3Y5Wendt, O 2X21Werdhani, R A 6Y18Wessel, S 4H2Westerman, M 8I5Westwood, O 2XWetzel, M PCW 12Whelan, G 4AA17, 6BBWhetstone, J 5D4Whitehead, C 3M1, 8AWhiteley, J 6AA10
– 168 –
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