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2TUESDAY 2 SEPTEMBER 2014
1715-1730 9F6 Common practice situations can become triggers for teaching in the CanMEDS Intrinsic Roles
Deepak Dath*, McMaster University, Surgery, Hamilton, Canada; Nicholas Afagh, McMaster University, Surgery, Hamilton,
Canada; Stephen Kelly, McMaster University, Surgery, Hamilton, Canada; Michael Marcaccio, McMaster University, Surgery,
Hamilton, Canada; Brad Petrisor, McMaster Univerity, Surgery, Hamilton, Canada
No discussion
1600-1730 9G SHORT COMMUNICATIONS: Written Assessment
Chairperson:
Location: Theatre Room 12, Level 0, MiCo
1600-1615 9G1 Changing assessment practice: Making quality visible as an impetus to change
Francois Cilliers*, University of Cape Town, Education Development Unit, Cape Town, South Africa
1615-1630 9G2 Determining required test time
Herman E. Popeijus*, Maastricht University, Educational Development & Research, Faculty of Health, Medicine and Life
Sciences, Maastricht, Netherlands; Joost Dijkstra, Maastricht University, Educational Development & Research, Faculty of
Health, Medicine and Life Sciences, Maastricht, Netherlands
1630-1645 9G3 Review of items with low difficulty index in the Swiss federal licencing examination (FLE) of
human medicine: Why tough items are tough
Bernard Cerutti*, Faculty of Medicine, UDREM, Geneva, Switzerland; Elisabeth Van Gessel, Faculty of Medicine, Interprofessional
Simulation Centre, Geneva, Switzerland; Nu Vu, Faculty of Medicine, UDREM, Geneva, Switzerland
1645-1700 9G4 How to use item analysis to improve teaching, learning and assessment in medical school
Siew Kim Kwa*, International Medical University Malaysia, Family Medicine, Kuala Lumpur, Malaysia; Chin Hoong Wong,
International Medical University Malaysia, Family Medicine, Kuala Lumpur, Malaysia; Sharmini Gangadaran, International
Medical University Malaysia, Academic Services, Kuala Lumpur, Malaysia; Siang Tong Kew, International Medical University
Malaysia, Dean Medical School, Kuala Lumpur, Malaysia
1700-1715 9G5 The case for retiring the open-ended format in written summative assessment in clinical
medicine
Richard J Hift*, University of KwaZulu-Natal, School of Clinical Medicine, Durban, South Africa
1715-1730 9G6 National Electronic Assessment is possible, affordable and valid
Michael Begg*, University of Edinburgh, Learning Technology Section, Edinburgh, United Kingdom; Matt Hammond,
University of Edinburgh, Learning Technology Section, Edinburgh, United Kingdom; Simon Maxwell, University of
Edinburgh, Clinical Pharmacology, Edinburgh, United Kingdom
No discussion
1600-1730 9H SHORT COMMUNICATIONS: Feedback 2
Chairperson: Ming-Ka Chan (Canada)
Location: Amber 1, Level +2, MiCo
1600-1615 9H1 The effect of reflection and assessor feedback on the confidence of medical students to perform
an endotracheal intubation
Ina Treadwell*, University of Limpopo (Medunsa Campus), Skills Centre, Pretoria, South Africa
1615-1630 9H2 The value of adding students’ self-assessment to online faculty feedback on their perception of
the usefulness of this feedback
Ann Deketelaere, Catholic University of Leuven, Unit Teaching and Learning Support, Faculty of Medicine, Leuven, Belgium;
Annick Dermine, Catholic University of Leuevn, Unit Teaching and Learning Support, Faculty of Medicine, Leuven, Belgium;
Katrien Bosselaers, Catholic University of Leuven, Unit Teaching and Learning Support, Faculty of Medicine, Leuven,
Belgium; Bernard Himpens, Catholic University of Leuven, Faculty of Medicine, Leuven, Belgium; Isabel Gheysen*, Catholic
Universityof Leuven, Unit Teaching and Learning Support, Faculty of Medicine, Leuven, Belgium
1630-1645 9H3 Practice does not always make perfect: Negative thoughts degrade performance in novice
medical trainees learning suturing techniques
Kinga L. Eliasz*, McMaster University; University of Toronto; The Hospital for Sick Children, Kinesiology; The Wilson Centre;
The Learning Institute, Toronto, Canada; Aaron D.C. Knox, University of British Columbia; University of Toronto; The
Hospital for Sick Children, Division of Plastic & Reconstructive Surgery; The Wilson Centre; The Learning Institute, Toronto,
Canada; Faizal A. Haji, University of Western Ontario; University of Toronto; The Hospital for Sick Children, Division of
Neurosurgery; The Wilson Centre; The Learning Institute, Toronto, Canada; Adam Dubrowski, Memorial University of
Newfoundland, Disciplines of Emergency Medicine and Pediatrics, St. John’s, Canada, David Rojas, University of Toronto;
The Hospital for Sick Children, The Wilson Centre; The Learning Institute, Toronto, Canada; James Lyons, McMaster
University, Kinesiology, Hamilton, Canada
1645-1700 9H4 Thematic analysis of clinical teachers’ experiences of feedback: What factors make it easier, or
more difficult, to give feedback
Janet Riddle*, University of Illinois Chicago College of Medicine, Medical Education, Chicago, United States; Angela Blood,
Rush University Medical College, Medical Education, Chicago, United States
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