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9CC7<br />
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Exploration of case based discussion as a tool for learning professionalism<br />
Delilah Hassanally*, Medway Hospital, Surgery, Kent, United Kingdom<br />
Factors associated with attitudes towards medical ethics and professionalism in medical teachers<br />
in Thailand<br />
Saranya Prathaithep*, Sanpasitthiprasong Hospital, Medicine, Ubon Ratchathani, Thailand; Parinya Chamnan,<br />
Sanpasitthiprasong Hospital, Social Medicine, Ubon Ratchathani, Thailand<br />
Markers of highly professional behavior correspond to exam performance<br />
Brian Palmer, Mayo Clinic, Psychiatry and Psychology, Rochester, MN, United States; Petra Casey*, Mayo Clinic, Obstetrics<br />
and Gynecology, Rochester, MN, United States; Darcy Reed, Mayo Clinic, Internal Medicine, Rochester, MN, United States<br />
Measuring professionalism as a major criteria of medical education in medical students of Shiraz<br />
University Of Medical Sciences (S.U.M.S)<br />
Roghaye Alipour, Tehran University of Medical Sciences, Shiraz, Iran; Farzaneh Alipour, Jahrom University of Medical Sciences,<br />
Shiraz, Iran; Zahra Abdi*, Shiraz High School of Medical Sciences, Shiraz, Iran<br />
A Measurable Approach to the Assessment of Professionalism<br />
Iriana Hammel*, Ross University School of Medicine, Advanced Introduction to Clinical Medicine, Miramar, United States;<br />
Sean Gnecco, Ross University School of Medicine, Advanced Introduction to Clinical Medicine, Miramar, United States;<br />
Noel Irias, Ross University School of Medicine, Advanced Introduction to Clinical Medicine, Miramar, United States; Rita Hudec,<br />
Ross University School of Medicine, Advanced Introduction to Clinical Medicine, Miramar, United States; Shalini Kulkarni,<br />
Ross University School of Medicine, Advanced Introduction to Clinical Medicine, Miramar, United States; Jeffrey Isacson,<br />
Ross University School of Medicine, Advanced Introduction to Clinical Medicine, Miramar, United States<br />
The Concept of Compassionate Engagement<br />
FMMA van der Heijden*, Vincent van Gogh Institute for Psychiatry, Psychiatry, Venray, Netherlands; S Sana, Compassion for<br />
Care, Psychiatry, Utrecht, Netherlands; JT Prins, Medical Centre Leeuwarden, Leeuwarden, Netherlands<br />
1600-1730 9DD POSTERS: Curriculum Strategies: Electives and Integration<br />
Chairperson:<br />
Location: South Hall, Level 0, MiCo<br />
9DD1<br />
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9DD8<br />
Flexible selective time during the pre-clinical research years significantly increases academic<br />
productivity during medical school<br />
Justin Peacock, Mayo Clinic, Mayo Medical School, Rochester, United States; Presenter: Joseph Grande*, Mayo Clinic,<br />
Laboratory Medicine and Pathology, Rochester, United States<br />
Peer-learning and peer-support to improve Student Selected Components<br />
Elspeth Webb*, Cardiff University, Child Health, Cardiff, United Kingdom; Rachel Brooks, Cardiff University, Child Health,<br />
Cardiff, United Kingdom; Chisako Okada, Cardiff University, Child Health, Cardiff, United Kingdom<br />
Using an Innovative Online Collaborative Platform to Recruit Students for International Medical<br />
Volunteering<br />
Faheem Ahmed, King’s College London, School of Medicine, London, United Kingdom; Na’eem Ahmed, St George’s Hospital,<br />
London, United Kingdom; Mahfuj Ahmed*, King’s College London, London, United Kingdom; Raihaanah Al-Hoque, Selfless,<br />
London, United Kingdom; Muslima Chowdhury, Selfless, London, United Kingdom<br />
How medical schools encourage students to take the first step as citizens of the world The value of<br />
self-directed international medical elective preparation in Japanese medical students<br />
Kazumi Sakashita*, Gifu University, Medical Education Development Center, Gifu, Japan; Yasuyuki Suzuki, Gifu University,<br />
Medical Education Development Center, Gifu, Japan; Takuya Saiki, Gifu University, Medical Education Development Center,<br />
Gifu, Japan; Rintaro Imafuku, Gifu University, Medical Education Development Center, Gifu, Japan<br />
Interventions to prepare medical and nursing students for the ethical issues encountered on their<br />
electives: A systematic review<br />
Anika Rahim*, King’s College London, School of Medicine, London, United Kingdom; Paula Baraitser, King’s College London,<br />
Centre for Global Health, London, United Kingdom; Felicity Knights, King’s College London, School of Medicine, London, United<br />
Kingdom; Molly Fyfe, King’s College London, Department of Education, London, United Kingdom; Janagan Alagarajah, King’s<br />
College London, Centre for Global Health, London, United Kingdom<br />
Student-Selected Components: Approaches to Increasing the Consistency of Assessment<br />
Joanne Burke*, University of Glasgow, Medical School, Glasgow, United Kingdom; Vivienne Crawford, Queen’s University Belfast,<br />
Medical School, Belfast, United Kingdom; Michelle Marshall, University of Sheffield, Medical School, Sheffield, United Kingdom<br />
Teaching dyads: The power of linking basic scientists and clinicians<br />
Majka Woods*, University of Minnesota Medical School, Office of Medical Education, Minneapolis, United States; Jeffrey<br />
Chipman, University of Minnesota Medical School, Office of Medical Education, Minneapolis, United States<br />
A teaching scheme re-establishing basic science during clinical years helps to bridge the divide<br />
between pre-clinical and clinical training and boosts clinical confidence<br />
Fritz-Patrick Jahns*, King’s College Hospital, London, United Kingdom; Zoe Rutter-Locher, King’s College Hospital, London,<br />
United Kingdom; Adam Pennycuick, King’s College Hospital, London, United Kingdom; Benjamin Gaastra, King’s College Hospital,<br />
London, United Kingdom; Catherine Howard, King’s College Hospital, London, United Kingdom; Zanna Voysey, King’s College<br />
Hospital, London, United Kingdom<br />
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