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2TUESDAY 2 SEPTEMBER 2014
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From simulation to reality, identifying the barriers
Clare Whelan*, Trinity College Dublin, Clinical Skills, Dublin, Ireland; Matthew DiBartolomeo, Trinity College Dublin,
Undergraduate School of Medicine, Dublin, Ireland; Matthew Smith, Trinity College Dublin, Undergraduate School of
Medicine, Dublin, Ireland; Danielle James, Trinity College Dublin, Undergraduate School of Medicine, Dublin, Ireland
1400-1530 8EE POSTERS: Transition to Clinical Practice
Chairperson: James Stratford-Martin (United Kingdom)
Location: South Hall, Level 0, MiCo
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Clinical case studies in the classroom: How to improve and adjust 3rd year students to the
hospital
Leonor Carneiro Leão*, Faculty of Health Sciences, University of Beira Interior, Covilhã, Portugal; Maria Assunção Vaz-Patto,
Faculty of Health Sciences, University of Beira Interior, Covilhã, Portugal
Acting on information given – the use of SBAR during a phonecall on a simulated ward round
Fiona Crichton*, NHS Lothian, Directorate of Medical Education, Edinburgh, United Kingdom; James Tiernan, NHS Lothian,
Directorate of Medical Education, Edinburgh, United Kingdom; Karima Medjoub, NHS Lothian, Directorate of Medical
Education, Edinburgh, United Kingdom; Eoghan Millar, NHS Lothian, Directorate of Medical Education, Edinburgh, United
Kingdom; Ian Stewart, NHS Lothian, Directorate of Medical Education, Edinburgh, United Kingdom; Simon Edgar, NHS
Lothian, Directorate of Medical Education, Edinburgh, United Kingdom
Preparation for job applications: How prepared are fourth year MBChB students
Abdul Hassan*, University of Leicester, School of Medicine, Leicester, United Kingdom; Nader Hanna, Alexandra Hospital,
General Surgery, Redditch, United Kingdom; Martin Ferguson, Mental Disability Advocacy Center, Advocacy, Budapest,
Hungary; David Ferguson, University of Leicester, School of Medicine, Leicester, United Kingdom
Preparing for practice: A pilot study for new doctors
Juveria Siddiqui*, North West London Hospitals NHS Trust, Medical Education, London, United Kingdom; Adela Brigic, North
West London Hospitals NHS Trust, Medical Education, London, United Kingdom; Sarah-Jane Walton, North West London
Hospitals NHS Trust, General Medicine, London, United Kingdom; Arif Khokhar, North West London Hospitals NHS Trust,
Medical Education, London, United Kingdom; Anup Jethwa, North West London Hospitals NHS Trust, Medical Education,
London, United Kingdom; Joan Pitkin, North West London Hospitals NHS Trust, Medical Education, London, United Kingdom
‘What I wish I’d known’, An online video induction tool for junior doctors by junior doctors
Louise Hartley*, NHS Lothian, Medical Education Directorate, Edinburgh, United Kingdom; Eoghan Millar, NHS Lothian,
Medical Education Directorate, Edinburgh, United Kingdom; Simon Edgar, NHS Lothian, Medical Education Directorate,
Edinburgh, United Kingdom; Sonia Joseph, NHS Lothian, Medical Education Directorate, Edinburgh, United Kingdom
CMT SIM: A pilot study using simulation training to prepare core medical trainees (CMT) to take
on the role of “the Medical Registrar”; trainee’s perspectives
Odiri Eneje*, Harefield Hospital, Royal Brompton and Harefield NHS Trust, Transplant Medicine, London, United Kingdom;
Zubair Sarang, Harefield Hospital, Royal Brompton and Harefield NHS Trust, Transplant Medicine, London, United Kingdom;
Charles Butcher, Harefield Hospital, Royal Brompton and Harefield NHS Trust, Cardiology, London, United Kingdom;
Geraldine McVeigh, Harefield Hospital, Royal Brompton and Harefield NHS Trust, Medical Education, London, United
Kingdom; Martin Carby, Harefield Hospital, Royal Brompton and Harefield NHS Trust, Transplant Medicine, London, United
Kingdom
CanMEDS in context: Engaging residents in a transition to residency program
Joan Binnendyk*, Western University, Postgraduate Medical Education, London, Canada; Don Farquhar, Western University,
Learner Equity and Wellness, London, Canada; Chris Watling, Western University, Postgraduate Medical Education, London,
Canada
I-SPY book for new Foundation Year 1 Doctor’s Induction
Lowri Morgan*, Milton Keynes Hospital NHS Foundation Trust, Accident and Emergency, Milton Keynes, United Kingdom;
Peter Thomas, Milton Keynes Hospital NHS Foundation Trust, Accident and Emergency, Milton Keynes, United Kingdom
Medical Emergencies – What do we expect from our junior doctors
Val McDowall*, University of Edinburgh, Centre for Medical Education, Edinburgh, United Kingdom; Janet Skinner,
University of Edinburgh, Centre for Medical Education, Edinburgh, United Kingdom; Debbie Aitken, University of Edinburgh,
Centre for Medical Education, Edinburgh, United Kingdom
High quality educational experiences for clerkship rotations and medical student preparedness for
residency
Lauren Bolster*, University of Alberta, Medicine, Edmonton, Canada; Carol Hodgson, University of Alberta, Medicine,
Edmonton, Canada
Comprehensive local prescribing induction can identify unsafe newly qualified doctors to allow
appropriate allocation of teaching resources
Aamir Saifuddin*, Charing Cross Hospital, Oncology, London, United Kingdom; Kavitha Vimalesvaran, St. Thomas’ Hospital,
Oncology, London, United Kingdom
A junior doctors handbook: A useful learning tool....
Rachel Beer*, Ashford and St Peter’s Hospital NHS Trust, Intensive Care Medicine, Chertsey, United Kingdom; Jayadeep
Sandhu, Ashford and St Peter’s Hospital NHS Trust, Intensive Care Medicine, Chertsey, United Kingdom; Barry Sellick,
Ashford and St Peter’s Hospital NHS Trust, Intensive Care Medicine, Chertsey, United Kingdom
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