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2TUESDAY 2 SEPTEMBER 2014<br />
1045-1230 7L SHORT COMMUNICATIONS: IPE 2<br />
Chairperson: Martin Wohlin (Sweden)<br />
Location: Amber 5, Level +2, MiCo<br />
1045-1100 7L1 Educators’ Experiences with the Establishment of Successful Interprofessional Education Centers<br />
Senay Sarmasoglu*, Hacettepe University, Faculty of Nursing, Ankara, Turkey; Leyla Dinc, Hacettepe University, Faculty of<br />
Nursing, Ankara, Turkey; Melih Elcin, Hacettepe Unıversity, Faculty of Medicine, Ankara, Turkey; Italo Masiello, Karolinska<br />
Institutet, Faculty of Nursing, Stockholm, Sweden<br />
1100-1115 7L2 A novel health care professional-shadowing initiative for senior medical students<br />
Daniel M. Shafran*, University of Toronto, Medicine, Toronto, Canada; Lisa Richardson, University of Toronto, Medicine,<br />
Toronto, Canada; Mark Bonta, University of Toronto, Medicine, Toronto, Canada<br />
1115-1130 7L3 Improved attitudes and cross-professional insight in interprofessional undergraduate teams using<br />
simulation training<br />
Craig S. Webster*, University of Auckland, Centre for Medical and Health Sciences Education, Auckland, New Zealand;<br />
Mark Barrow, University of Auckland, Faculty of Medical and Health Sciences, Auckland, New Zealand; Jane Torrie,<br />
University of Auckland, Simulation Centre for Patient Safety, Auckland, New Zealand; Antonia Verstappen, University of<br />
Auckland, Centre for Medical and Health Sciences Education, Auckland, New Zealand; Jennifer M. Weller, University of<br />
Auckland, Centre for Medical and Health Sciences Education, Auckland, New Zealand<br />
1130-1145 7L4 Classroom discourse in interprofessional education: the negotiation and co-construction of<br />
meanings among students from different health professionals<br />
Rintaro Imafuku*, Gifu University, Medical Education Development Center, Gifu, Japan; Chihiro Kawakami, Gifu University,<br />
Medical Education Development Center, Gifu, Japan; Takuya Saiki, Gifu University, Medical Education Development Center,<br />
Gifu, Japan; Kazuhiko Fujisaki, Gifu University, Medical Education Development Center, Gifu, Japan; Masayuki Niwa, Gifu<br />
University, Medical Education Development Center, Gifu, Japan; Yasuyuki Suzuki, Gifu University, Medical Education<br />
Development Center, Gifu, Japan<br />
1145-1200 7L5 New joint geriatric block curriculum for third year medical and dental students to promote<br />
interprofessional education<br />
Eiji Kaneko*, Tokyo Medical and Dental University, Center for Education Reaserch in Medicine and Dentistry, Tokyo, Japan;<br />
Yasuko Abe, Tokyo Medical and Dental University, Department of Geriatrics and Vascular Biology, Tokyo, Japan; Kenji<br />
Toyoshima, Tokyo Medical and Dental University, Department of Geriatrics and Vascular Biology, Tokyo, Japan; Kentaro<br />
Shimokado, Tokyo Medical and Dental University, Department of Geriatrics and Vascular Biology, Tokyo, Japan; Nobuo<br />
Nara, Tokyo Medical and Dental University, Center for Education Reaserch in Medicine and Dentistry, Tokyo, Japan<br />
1200-1215 7L6 The historical emergence of Interprofessional education: A critical discourse analysis<br />
Cynthia Whitehead*, University of Toronto, Women’s College Hospital, Family and Community Medicine, Toronto, Canada;<br />
Sarah Whyte, University of Toronto, Family and Community Medicine, Toronto, Canada; Carrie Cartmill, University of<br />
Toronto, Family and Community Medicine, Toronto, Canada; Ayelet Kuper, University of Toronto, Department of Medicine,<br />
Toronto, Canada; Corinne Hart, Ryerson, Nursing, Toronto, Canada; Heather Boon, University of Toronto, Pharmacy,<br />
Toronto, Canada<br />
1215-1230 7L7 A mixed methods approach to nursing and medicine students’ attitudes towards collaboration<br />
Anne Friman*, Karolinska Institute, LIME, Stockholm, Sweden; Desiree Wiegleb Edström, Karolinska Institutet,<br />
Dermatology, Stockholm, Sweden; Samuel Edelbring, Karolinska Institutet, LIME, Stockholm, Sweden<br />
No discussion<br />
1045-1230 7M SHORT COMMUNICATIONS: Junior Doctor as Teacher<br />
Chairperson: Sofia Ribeiro (Portugal)<br />
Location: Amber 6, Level +2, MiCo<br />
1045-1100 7M1 Role models and role modeling: Perspectives from postgraduate trainees<br />
Robert Sternszus*, McGill University, Pediatrics, Montreal, Canada; Mary Ellen Macdonald, McGill University, Dentistry,<br />
Montreal, Canada; Yvonne Steinert, McGill University, Centre for Medical Education, Montreal, Canada<br />
1100-1115 7M2 A guide for direct observation of postgraduate learners teaching junior learners<br />
Sudha Koppula*, University of Alberta, Family Medicine, Edmonton, Canada; G. Richard Spooner, University of Alberta,<br />
Family Medicine, Edmonton, Canada<br />
1115-1130 7M3 Assessing trainees’ current satisfaction level with their roles as clinical teachers using Direct<br />
Questioning of Objectives (DQO) utility<br />
Olufunso Adedeji*, University Hospital Birmingham, Colorectal Surgery, Birmingham, United Kingdom; Habiba Saedon,<br />
University Hospital Birmingham, Ophthalmology, Birmingham, United Kingdom<br />
1130-1145 7M4 The Associate Clinical Teaching Fellow (ACTF) programme – formal structure to pedagogy during<br />
clinical training<br />
Henrietta Poon*, West Midlands Deanery, General Surgery, Birmingham, United Kingdom; Mehtab Ahmad, University<br />
Hospital Birmingham, Vascular Surgery, Birmingham, United Kingdom; Danielle Lowry, University Hospital Birmingham,<br />
Vascular Surgery, Birmingham, United Kingdom; Habiba Saedon, University Hospital Birmingham, Ophthalmology,<br />
Birmingham, United Kingdom; Olufunso Adedeji, University Hospital Birmingham, Colorectal Surgery, Birmingham,<br />
United Kingdom<br />
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