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2TUESDAY 2 SEPTEMBER 2014
1400-1530 8H SHORT COMMUNICATIONS: Feedback 1
Chairperson: Jorgen Nystrup (Denmark)
Opening Discussant: Lia Fluit (Netherlands)
Location:
Amber 1, Level +2, MiCo
1400-1415 8H1 Effectiveness of patient feedback as educational intervention to improve medical student
consultation (PTA Feedback Study): A randomised controlled trial
Michelle Lai, Monash University and Deakin University, Department of Medicine, Nursing and Health Science, Melbourne,
Australia; Noel Roberts, Monash University and Deakin University, Department of Medicine, Nursing and Health Science,
Melbourne, Australia; Jenepher Martin*, Monash University and Deakin University, Department of Medicine, Nursing and
Health Science, Melbourne, Australia
1415-1430 8H2 Building student ownership into formative feedback results in improved learning behaviour
amongst first year undergraduate medical students
F Rashid-Doubell*, Royal College of Surgeons in Ireland, Bahrain, School of Medicine, Manama, Bahrain; R O’Sullivan,
Royal College of Surgeons in Ireland, Bahrain, School of Medicine, Manama, Bahrain; TP Doubell, Royal College of Surgeons
in Ireland, Bahrain, School of Medicine, Manama, Bahrain; K Elmusharaf, Royal College of Surgeons in Ireland, Bahrain,
School of Medicine, Manama, Bahrain
1430-1445 8H3 Curriculum Emphasizing Feedback Improves Medical Students’ Comfort and Perception
Surrounding Feedback
Jennifer Stojan, University of Michigan, Internal Medicine and Pediatrics, Ann Arbor, United States; Jocelyn Schiller,
University of Michigan, Pediatrics, Ann Arbor, United States; Monica Lypson, University of Michigan, Internal Medicine,
Ann Arbor, United States; James T. Fitzgerald, University of Michigan, Medical Education, Ann Arbor, United States;
Patricia Mullan*, University of Michigan, Medical Education, Ann Arbor, United States
1445-1500 8H4 Learners’ verbal and non-verbal behaviour varies in feedback conditions
J.M.Monica van de Ridder*, Albert Schweitzer Hospital, Department of Education, Dordrecht, Netherlands; Britt van Hoek,
Albert Schweitzer Hospital, Department of Education, Dordrecht, Netherlands
1500-1515 8H5 Role of structured behavioral feedback in communication skills training for medical students,
a randomized controlled trial (RCT)
Cosima Engerer*, Faculty of Medicine, Technische Universität München, TUM MeDiCAL Center of Medical Education,
Munich, Germany; Alexander Wuensch, Faculty of Medicine, Technische Universität München, Psychosomatic Medicine
and Psychotherapy & TUM MeDiCAL Center of Medical Education, Munich, Germany; Andreas Dinkel, Faculty of Medicine,
Technische Universität München, Psychosomatic Medicine and Psychotherapy, Munich, Germany; Pascal Berberat, Faculty
of Medicine, Technische Universität München, TUM MeDiCAL Center of Medical Education, Munich, Germany
1515-1530 Discussion
1400-1530 8I SHORT COMMUNICATIONS: Staff / Faculty Development 1
Chairperson: Andrew Grant (United Kingdom)
Opening Discussant: Norma Saks (United States)
Location:
Amber 2, Level +2, MiCo
1400-1415 8I1 “Walking into a den of lions”: A teacher’s journey into medical education
Teresa Van Deven*, Schulich School of Medicine and Dentistry, Undergraduate Medical Education, London, Ontario,
Canada
1415-1430 8I2 Educating the clinical trainer: Professional gain for the trainee
H.G.A. Jochemsen-van der Leeuw*, Academic Medical Center Amsterdam, Department of General Practice/Family
Medicine, Amsterdam, Netherlands; N. Buwalda, Academic Medical Center Amsterdam, Department of General Practice/
Family Medicine, Amsterdam, Netherlands; W. de Jong, Radboud Medical Center-University of Nijmegen, Department of
General Practice/Family Medicine, Nijmegen, Netherlands; M. Wieringa-de Waard, Academic Medical Center Amsterdam,
Department of General Practice/Family Medicine, Amsterdam, Netherlands; N. van Dijk, Academic Medical Center
Amsterdam, Department of General Practice/Family Medicine, Amsterdam, Netherlands
1430-1445 8I3 Implementing progression of professional development: A long-term case study
Mats Wahlqvist*, Sahlgrenska Academy, University of Gothenburg, Dept of Primary Health Care, Institute of Medicine,
Gothenburg, Sweden; Liisa Carlzon, Sahlgrenska Academy, University of Gothenburg and Sahlgrenska University Hospital,
Institute of Medicine, Gothenburg, Sweden; Anders Ågård, Sahlgrenska Academy, University of Gothenburg and Angered
Local Hospital, Institute of Medicine, Gothenburg, Sweden; Katarina Jood, Sahlgrenska Academy, University of Gothenburg,
Dept Clinical Neurosciences and Rehabilitation, Institute of Neuroscience and Physiology, Gothenburg, Sweden; Elisabet
Lönnermark, Sahlgrenska Academy, University of Gothenburg, Department of Infectious Diseases, Institute of Biomedicine,
Gothenburg, Sweden; Karin Rönnerman, Faculty of Education, University of Gothenburg, Dept of Education and Special
Education, Gothenburg, Sweden
1445-1500 8I4 Defining competence for faculty developers
Karen Leslie, University of Toronto, Toronto, Canada; Danny Panisko*, University of Toronto, Toronto, Canada; Allyn Walsh,
McMaster University, Hamilton, Canada; Anne Wong, McMaster University, Hamilton, Canada; Barbara Stubbs, University
of Toronto, Toronto, Canada; Maria Mylopoulos, University of Toronto, Toronto, Canada
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