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1400-1530 4N SHORT COMMUNICATIONS: CPD 1<br />
Chairperson: Herve Maisonneuve (France)<br />
Opening Dicussant: Tanya Horsley (Canada)<br />
Location:<br />
Amber 7, Level +2, MiCo<br />
1400-1415 4N1 Coaching Surgeons: Culture Eats Strategy for Breakfast<br />
Dorotea Mutabdzic*, University of Toronto, Wilson Centre, Toronto, Canada; Priyanka Patel, University of Toronto,<br />
Wilson Centre, Toronto, Canada; Nathan Zilbert, University of Toronto, Wilson Centre, Toronto, Canada; Natashia Seemann,<br />
University of Toronto, Wilson Centre, Toronto, Canada; Lucas Murnaghan, Hospital for Sick Children, Surgery, Toronto,<br />
Canada; Carol-anne Moulton, University of Toronto, Wilson Centre, Toronto, Canada<br />
1415-1430 4N2 Continuous professional development: The main drivers and the major obstacles<br />
Abdulkader Al-Juhani*, Royal Commission Medical Center, Training and Development, Yanbu, Saudi Arabia<br />
1430-1445 4N3 Developing an instrument for measuring general practitioners’ intention to use e-Learning in<br />
continuing medical education<br />
Tahereh Changiz, Isfahan University of Medical Sciences, Department of Medical Education, Isfahan, Iran; Italo Massielo,<br />
Karolinska Institute, Department of Learning, Informatics, Management and Ethics, Stockholm, Sweden; Zahra Dehghani,<br />
Isfahan University of Medical Sciences, Medical Education Research Centre, Isfahan, Iran; Nahidosadat Mirshahzadeh,<br />
Isfahan University of Medical Sciences, Medical Education Research Centre, Isfahan, Iran; Nabil Zary, Karolinska Institute,<br />
Department of Learning, Informatics, Management and Ethics, Stockholm, Sweden; Presenter: Arash Hadadgar*,<br />
Karolinska Institute, Department of Learning, Informatics, Management and Ethics, Stockholm, Sweden<br />
1445-1500 4N4 A Physician Reviewer’s Perspective on Accrediting Continuing Medical Education (CME)<br />
Programs: Best Practices & Lessons Learned<br />
Pamela Snow*, Memorial University, Discipline of Family Medicine, St. John’s, Canada<br />
1500-1515 4N5 The GMC’s Tests of Competence: Unfair to long standing doctors<br />
L Mehdizadeh, University College London, London, United Kingdom; A Sturrock*, University College London, London,<br />
United Kingdom; J Dacre, University College London, London, United Kingdom<br />
1515-1530 Discussion<br />
1400-1530 4O SHORT COMMUNICATIONS: Student in Difficulty<br />
Chairperson: Angelika Hofhansl (Australia)<br />
Location: Amber 8, Level +2, MiCo<br />
1400-1415 4O1 Diagnosing Failure<br />
L. James Nixon*, University of Minnesota Medical School, Internal Medicine, Minneapolis, United States; Sophie Gladding,<br />
University of Minnesota Medical School, Internal Medicine, Minneapolis, United States; Briar Duffy, University of<br />
Minnesota Medical School, Internal Medicine, Minneapolis, United States<br />
1415-1430 4O2 Young physicians’ response to medical students’ unprofessional behavior in clinical rotations---<br />
The prospects from Eastern culture<br />
Ling-Yu Yang*, National Yang-Ming University, Pediatrics, Taipei, Taiwan; Chen-Huan Chen, National Yang-Ming University,<br />
Medicine, Taipei, Taiwan; Jing-Feng Lirng, National Yang-Ming University, Radiology, Taipei, Taiwan; William Huang,<br />
National Yang-Ming University, Urology, Taipei, Taiwan<br />
1430-1445 4O3 Negative emotions triggered in students by medical school routine situations<br />
Telma Kremer*, Erasmus University Rotterdam, Institute of Medical Education Research at Erasmus Medical Center,<br />
Rotterdam, Netherlands; Silvia Mamede, Erasmus University Rotterdam, Institute of Medical Education Research<br />
at Erasmus Medical Center, Rotterdam, Netherlands; Jarbas Roriz-Filho, Ceará Federal University, Clinical Medicine<br />
Department, Fortaleza, Brazil; Alvaro Madeiro Leite, Ceará Federal University, Department of Pediatrics, Fortaleza, Brazil;<br />
Henk Schmidt, Erasmus University Rotterdam, Department of Psychology, Rotterdam, Netherlands<br />
1445-1500 4O4 “It’s not what you say, its what they see and hear”: The value of video feedback for medical<br />
students undergoing remediation<br />
Colette Orton, University Hospitals of Leicester, Clinical Skills Unit, Department of Clinical Education, Leicester, United<br />
Kingdom; Robyn Goodier*, University of Leicester, Department of Medical and Social Care Education, Leicester, United<br />
Kingdom; Robert Jay, University of Leicester, Department of Clinical Education, leicester, United Kingdom; Jannet Yates,<br />
University of Leicester, Department of Medical and Social Care Education, Leicester, United Kingdom; Mark Fores,<br />
University Hospitals of Leicester NHS Trust, Department of Clinical Education, Leicester, United Kingdom; Rakesh Patel,<br />
University of Leicester, Department of Medical and Social Care Education, Leicester, United Kingdom<br />
1500-1515 4O5 Can students’ learning objectives for professional behaviour predict success of remediation<br />
Marianne Mak-van der Vossen*, VUmc School of Medical Sciences, Institute for Education and Training, Research in<br />
Education, Amsterdam, Netherlands; Saskia Peerdeman, VU University Medical Center, Department of Neurosurgery,<br />
Amsterdam, Netherlands; Franciska Galindo Garré, VUmc School of Medical Sciences, Institute for Education and Training,<br />
Research in Education, Amsterdam, Netherlands; Gerda Croiset, VUmc School of Medical Sciences, Institute for Education<br />
and Training, Amsterdam, Netherlands; Rashmi Kusurkar, VUmc School of Medical Sciences, Institute for Education and<br />
Training, Research in Education, Amsterdam, Netherlands<br />
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