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1400-1530 4V CONFERENCE WORKSHOP: Best Practices in Residency Applications and Selection: File
Review
Susan Glover Takahashi, University of Toronto, PGME, Toronto, Canada; Linda Probyn, University of Toronto, PGME,
Toronto, Canada; Caroline Abrahams, University of Toronto, PGME, Toronto, Canada; Mariela Ruetalo, University of
Toronto, PGME, Toronto, Canada; Glen Bandiera*, University of Toronto, PGME, Toronto, Canada
Location: Suite 7, Level Mezzanine, MiCo
1400-1530 4W CONFERENCE WORKSHOP: Fostering Collaboration Among Young Medical Educators to
Improve Innovation and Research
Matthew Stull*, University of Cincinnati College of Medicine, Department of Emergency Medicine, Cincinnati, United
States; Emily Bate*, University of Aberdeen, Department of Emergency Medicine, Aberdeen, United Kingdom; Robbert
Duvivier*, FAIMER, Philadelphia, United States
Location: Suite 6, Level Mezzanine, MiCo
1400-1530 4X CONFERENCE WORKSHOP: Making pass-fail decisions fairly
Dwight Harley*, University of Alberta, Department of Dentistry, Edmonton, Canada; Margaret Dennett*, Vancouver
Community College, Certified Dental Assisting, Vancouver, Canada; Ron Damant*, University of Alberta, Medicine,
Edmonton, Canada
Location: Suite 4, Level +2, MiCo
1400-1530 4Y CONFERENCE WORKSHOP: Developing the educational culture of a healthcare organisation
Peter W Johnston*, NHS Education for Scotland, The Scottish Deanery, Aberdeen, United Kingdom; Jennifer Cleland*,
University of Aberdeen, Division of Medical and Dental Education, Aberdeen, United Kingdom
Location: Suite 3, Level +2, MiCo
1400-1530 4Z CONFERENCE WORKSHOP: Teaching and assessing reflective writing in the medical sciences
Elizabeth Armitage-Chan*, Royal Veterinary College, LIVE Centre, Hatfield, United Kingdom; Ayona Silva-Fletcher*,
Royal Veterinary College, LIVE Centre, Hatfield, United Kingdom; Carrie Roder*, Royal Veterinary College, LIVE Centre,
Hatfield, United Kingdom
Location: Suite 2, Level +2, MiCo
1400-1530 4AA CONFERENCE WORKSHOP: A beginner’s guide to peer reviewing health education systematic
review: A Best Evidence Medical Education (BEME) Collaboration workshop
Antonio Vaz Carneiro*, University of Lisbon, School of Medicine, Lisbon, Portugal; Madalena Patricio*, University of Lisbon,
Faculty of Medicine, Lisbon, Portugal; Morris Gordon*, University of Central Lancashire, School of Medicine and Dentistry,
Preston, United Kingdom
Location: Suite 1, Level +2, MiCo
1400-1530 4BB MEET THE EXPERT: Lawrence Sherman
Following his plenary “Disruption, Distraction, Diversion or Delight: The Love/Hate Tug of War Between Technology and
Medical Education”, Lawrence Sherman will be available to meet participants to discuss aspects of his presentation.
Location: Suite 5, Level +2, MiCo
1400-1530 4CC POSTERS: Assessment 2: Feedback
Chairperson: Hatim Abdelrahman (Qatar)
Location: South Hall, Level 0, MiCo
4CC1
4CC2
4CC3
4CC4
Does the feedback provided by tutors to medical students during formative assessment sessions
differ according to their clinical profile
N Junod Perron*, University of Geneva Faculty of Medicine and Geneva University Hospitals, Geneva, Switzerland;
M Louis-Simonet; E Pfarrwaller; B Cerutti; J. Nendaz
Feedback in Medical Education: Students’ Perspective vs Faculty Perspective
Cagri Orkun Kilic*, Marmara University Faculty of Medicine, Istanbul, Turkey; Mert Can Rador, Istanbul University
Cerrahpasa Faculty of Medicine, Istanbul, Turkey; Alper Yarimbas, Sakarya University Faculty of Medicine, Sakarya, Turkey;
Busra Oner, Sakarya University Faculty of Medicine, Sakarya, Turkey; Ilayda Ekin Cetinkaya, Kocaeli University Faculty of
Medicine, Kocaeli, Turkey; Eda Dayan, Istanbul University Istanbul Faculty of Medicine, Istanbul, Turkey
Differences in given feedback in different clinical settings
Eveline Bruneel*, Vrije Universiteit Brussel, Study Guidance Center, Brussels, Belgium; Nicole Pouliart, Vrije Universiteit
Brussel, Clinical Clerkships, Brussels, Belgium
Learning outcome-based feedback on multiple choice examinations helps students identify areas
of weakness
David Kennedy*, Newcastle University, School of Medical Science Education Development, Newcastle upon Tyne,
United Kingdom
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