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1500-1515 8I5 Helping clinical teachers struggling with complex educational problems<br />
Suzanne Laurin*, Université de Montréal, Family and Emergency Medicine, Montreal, Canada; Marie-Claude Audétat,<br />
Université de Montréal, Family and Emergency Medicine, Montreal, Canada; Gilbert Sanche, Université de Montréal, Family<br />
and Emergency Medicine, Montreal, Canada<br />
1515-1530 Discussion<br />
1400-1530 8J SHORT COMMUNICATIONS: Research<br />
Chairperson: Patricia Herrera (Mexico)<br />
Opening Discussant:<br />
Location:<br />
Amber 3, Level +2, MiCo<br />
1400-1415 8J1 Effectiveness of a graduate entry programme in encouraging students to become physician-scientists<br />
Inge van Wijk*, VU University Medical Center, Department of Paediatrics, Amsterdam, Netherlands; Marleen Westerhof-<br />
Sinke, VUmc School of Medical Sciences, Institute for Education and Training, Amsterdam, Netherlands; Ton van Lambalgen,<br />
VU University Medical Center, Department of Physiology, Amsterdam, Netherlands; Joke Jansen, VUmc School of Medical<br />
Sciences, Institute for Education and Training, Amsterdam, Netherlands; Gerda Croiset, VUmc School of Medical Sciences,<br />
Institute for Education and Training, Amsterdam, Netherlands; Rashmi Kusurkar, VUmc School of Medical Sciences, Institute for<br />
Education and Training, Amsterdam, Netherlands<br />
1415-1430 8J2 Tango with teams: Assessment of the learning environment during medical students’ research<br />
project course<br />
Riitta Moller*, Karolinska Institutet, Medical Epidemiology and Biostatistics, Stokholm, Sweden; Sari Ponzer, Karolinska<br />
Institutet, Södersjukhuset, Stockholm, Sweden<br />
1430-1445 8J3 Individual characteristics and students’ engagement in scientific research<br />
A Salgueira*, School of Health Sciences, University of Minho, Braga, Portugal; P Costa, School of Health Sciences, University<br />
of Minho, Braga, Portugal; M Gonçalves, School of Health Sciences, University of Minho, Braga, Portugal; E Magalhães, Lisbon<br />
University Institute (ISCTE-IUL), CIS-IUL, Lisbon, Portugal; MJ Costa, School of Health Sciences, University of Minho, Braga,<br />
Portugal<br />
1445-1500 8J4 An increased shift of interest towards research in Undergraduate (UG) medical students of Pakistan;<br />
Can this change help improve students’ critical thinking skills<br />
Zainab Zahra*, Shaikh khalifa Bin Zayed Al-Nahyan Medical and Dental College, Community Medicine, Lahore, Pakistan;<br />
Gul-e-Noor Rao, Shaikh khalifa Bin Zayed Al-Nahyan Medical and Dental College, Internal Medicine, Lahore, Pakistan; Haider<br />
Ali Khan, Shaikh khalifa Bin Zayed Al-Nahyan Medical and Dental College, Lahore, Pakistan; Muhammad Iqbal Javaid, Prince<br />
Salman Armed Forces Hospital, Tabuk, Saudi Arabia<br />
1500-1515 8J5 One-year methodological research school to increase clinical and health services research in family<br />
medicine and primary care: A critical evaluation<br />
Helena Liira*, University of Tampere, School of Medicine, Tampere, Finland; Tuomas Koskela, University of Tampere, School of<br />
Medicine, Tampere, Finland; Kaisu Pitkälä, University of Helsinki, Department of General Practice and Primary Care, Finland<br />
1515-1530 Discussion<br />
1400-1530 8K SHORT COMMUNICATIONS: Ethics<br />
Chairperson: Lisa Rucker (United States)<br />
Location: Amber 4, Level +2, MiCo<br />
1400-1415 8K1 Integrating Medical Ethics and Professionalism in the Medical School Curriculum<br />
Liljana Stevceva*, California Northstate College of Medicine, Department of Medical Education, Elk Grove, California, United<br />
States; Ralitsa Akins, California Northstate College of Medicine, Department of Medical Education, Elk Grove, California, United<br />
States; Joseph Silva, California Northstate College of Medicine, Department of Medical Education, Elk Grove, California, United<br />
States; Alfred Tenore, California Northstate College of Medicine, Elk Grove, California, United States; Robert Suskind, California<br />
Northstate College of Medicine, Elk Grove, California, United States<br />
1415-1430 8K2 Ethical Reasoning Learning Process in Clinical Years of the Students in the Faculty of Medicine<br />
University of Indonesia<br />
Oktavinda Safitry Daud*, Faculty of Medicine University of Indonesia, Department of Forensic Medicine and Medico-Legal<br />
Studies, Jakarta, Indonesia; Anwar Jusuf, Faculty of Medicine University of Indonesia, Department of Medical Education,<br />
Jakarta, Indonesia; Retno Asti Werdhani, Faculty of Medicine University of Indonesia, Department of Medical Education,<br />
Jakarta, Indonesia<br />
1430-1445 8K3 Ethical Erosion: To what extent does it occur during UK foundation training<br />
Emily C Stratta*, Royal Bolton NHS Foundation Trust, Farnworth, Lancashire, United Kingdom; Paul Baker, North Western<br />
Deanery, Health Education North West, Manchester, United Kingdom<br />
1445-1500 8K4 Clinical Clerks’ Ethical Dilemmas and Decision-Making<br />
Mary-Ana Cordero-Diaz*, Tecnológico de Monterrey School of Medicine and Health Sciences, Department of Ethics,<br />
Professionalism and Citizenship, Monterrey, Mexico; Pilar González-Amarante, Tecnológico de Monterrey School of Medicine<br />
and Health Sciences, Department of Ethics, Professionalism and Citizenship, Monterrey, Mexico; Graciela Medina-Aguilar,<br />
Tecnológico de Monterrey School of Medicine and Health Sciences, Department of Ethics, Professionalism and Citizenship,<br />
Monterrey, Mexico; Cesar Gracia-Francis, Tecnológico de Monterrey School of Medicine and Health Sciences, Department of<br />
Ethics, Professionalism and Citizenship, Monterrey, Mexico<br />
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