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