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2MONDAY 1 SEPTEMBER 2014
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Development of a new end-of-year appraisal format for medical students
Clare Guilding*, Newcastle University, Newcastle Upon Tyne, United Kingdom; David Kennedy, Newcastle University,
Newcastle Upon Tyne, United Kingdom; Richard Price, Newcastle University, Newcastle Upon Tyne, United Kingdom
Subject-based review test followed by feedback: Its impact on summative performance of
medical students under an integrated medical curriculum
Sarmishtha Ghosh*, MAHSA University, Physiology, Kuala Lumpur, Malaysia; Aung Ko Ko Min, MAHSA University,
Community Medicine, Kuala Lumpur, Malaysia
Systematic feedback exchange between teachers and students: A tool to enhance undergraduate
medical students’ clinical education
Mats Leijman*, Helsingborg Hospital, Department of Paediatrics, Helsingborg, Sweden; Anne Jung, Helsingborg Hospital,
Department of Paediatrics, Helsingborg, Sweden; Claes Ignell, Helsingborg Hospital, Department Obstetrics and
Gynaecology, Helsingborg, Sweden
Medical students in the feedback process again
Renata Pecova*, Comenius University in Bratislava, Jessenius Faculty of Medicine in Martin, Department of
Pathophysiology, Martin, Slovakia; Oto Osina, Comenius University in Bratislava, Jessenius Faculty of Medicine in Martin,
Clinic of Occupational Medicine and Toxicology, Martin, Slovakia; Michaela Simkova, Comenius University in Bratislava,
Jessenius Faculty of Medicine in Martin, Department of Quality Management, Martin, Slovakia; Peter Cingel, Comenius
University in Bratislava, Jessenius Faculty of Medicine in Martin, Department of Information Technologies, Martin,
Slovakia; Ivan Majling, Comenius University in Bratislava, Jessenius Faculty of Medicine in Martin, Clinic of Gynecology
and Obstetrics, Martin, Slovakia; Jan Danko, Comenius University in Bratislava, Jessenius Faculty of Medicine in Martin,
Department of Pathophysiology, Martin, Slovakia
iCAN!-theyCAN!-Oncology: Development and pilot application of a double-edged tool for
formative two-source feedback
Ioannis Zerdes, University of Ioannina Medical School, Medical Education Unit, Department of Hygiene and Epidemiology,
Ioannina, Greece; Athanasia Zampeta*, University of Ioannina Medical School, Medical Education Unit, Department of
Hygiene and Epidemiology, Ioannina, Greece; Zoi Tziortzioti, University of Ioannina Medical School, Medical Education
Unit, Department of Hygiene and Epidemiology, Ioannina, Greece; Ioannis Souglakos, University Hospital of Heraklion,
Crete, Department of Medical Oncology, Heraklion, Greece; Evangelos Briasoulis, University of Ioannina Medical School,
Department of Haematology, Ioannina, Greece; Ioannis D K Dimoliatis, University of Ioannina Medical School, Medical
Education Unit, Department of Hygiene and Epidemiology, Ioannina, Greece
Exploring experienced feedback facilitators’ approach to the MSF dialogue
Gitte Eriksen*, Center of Medical Education, Aarhus University, Department of Human Ressources, Aarhus University
Hospital, Aarhus, Denmark; Gitte Bjørg, PeoplePartner, Department of Human Ressources, Aarhus University Hospital,
Egå, Denmark; Hans Ehlert, Ehlert, Business Psychology, Department of Human Ressources, Aarhus University Hospital,
Knebel, Denmark; Bente Malling, Center of Medical Education, Aarhus University, Aarhus, Denmark
Is there a relationship between surgeons’ self-efficacy, listening skills and self-reported feedback
skills
Maarten Molendijk, Albert Schweitzer Hospital, Department of Education, Dordrecht, Netherlands; Bas Lamme*,
Albert Schweitzer Hospital, Department of Surgery, Dordrecht, Netherlands; Peter Plaisier, Albert Schweitzer Hospital,
Department of Surgery, Dordrecht, Netherlands; Robert Oostenbroek, Albert Schweitzer Hospital, Department of
Education, Dordrecht, Netherlands; Monica Van De Ridder, Albert Schweitzer Hospital, Department of Education,
Dordrecht, Netherlands
Evaluating the impact of structured verbal feedback on residents’ performance
Muhammad Tariq*, Aga Khan University, Medicine, Karachi, Pakistan; John Boulet, Foundation for Advancement of
International Medical Education and Research (FAIMER), Internal Medicine, Dallas, United States; Afaq Motiwala,
University of Texas, Medicine, United States; Nizar Bhulani, Aga Khan University, Medicine, Karachi, Pakistan
Content and Conceptual Frameworks of Junior and Senior Preceptors Revisited
Luc Cote*, Laval University, Family Medicine, Quebec, Canada; Georges Bordage, University of Illinois at Chicago, Medical
Education, Chicago, United States
Clinical Skills Confidence enhanced by OSCEs with real-time clinician feedback
Banjong Preungprasob*, Ratchaburi Hospital Medical Education Center, Ratchaburi, Thailand
1400-1530 4DD POSTERS: Teaching and Learning Anatomy
Chairperson: Michael Battistone (United States)
Location: South Hall, Level 0, MiCo
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If you want them to learn, ask them how
Alexandra Webb*, Australian National University, Medical School, Canberra, Australia; Krisztina Valter, Australian National
University, Medical School, Canberra, Australia
Medical imaging and ultrasound in integrated clinical anatomy curriculum
Michelle Moscova*, University of Wollongong, School of Medicine, Wollongong, Australia; Deborah Bryce, University of
Sydney, Anatomy and Histology, Sydney, Australia; Noel Young, Westmead Hospital, Department of Radiology, Westmead,
Australia; Doungkamol Sindhusake, University of Western Sydney, Faculty of Medicine, Sydney, Australia
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