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2MONDAY 1 SEPTEMBER 2014
0900-0915 2D3 The Role of Demonstrating in Surgical Training
Bhavna Gami*, The London Postgraduate School of Surgery, London, United Kingdom; Nigel Standfield, London School
of Surgery, Anatomy, London, United Kingdom; Claire Smith, Brighton and Sussex Medical School, Anatomy, Surgery and
Cancer, Brighton, United Kingdom; Ceri Davies, Imperial College School of Medicine, Surgery, London, United Kingdom
0915-0930 2D4 Effects of free, cued, and modelled-reflection on medical students’ diagnostic competence
Cassio Ibiapina*, CAPES Foundation, Ministery of Education of Brazil, Brasília/DF, Pediatria, Belo Horizonte, Brazil; Silvia
Mamede, Institute of Medical Education Research, Erasmus MC and Department of Psychology, Erasmus University
Rotterdam, Department of Psychology, Rotterdam, Netherlands; Alexandre Moura, UNIFENAS Medical School, Educacao
Medica, Belo Horizonte, Brazil; Silvana Santos, Universidade Federal de Minas Gerais, Propedeutica Complementar, Belo
Horizonte, Brazil; Tamara Van Gog, Erasmus University Rotterdam, Department of Psychology, Rotterdam, Netherlands
0930-0945 2D5 Time matters, Realism in resuscitation training
Kristian Krogh*, Aarhus University, Centre for Medical Education, Aarhus N, Denmark; Christian B Høyer, Aarhus University,
Centre for Medical Education, Aarhus N, Denmark; Doris Østergaard, Herlev Hospital and Copenhagen University, Danish
Institute for Medical Simulation, Herlev, Denmark; Berit Eika, Aarhus University, Centre for Medical Education, Aarhus N,
Denmark
0945-1000 2D6 Improvements in the diagnostic performance of medical students related to the construction
and retention of System 2 decision rules in long term memory
Frank Papa*, UNTHSC, Medical Education, Fort Worth, United States; Richard Baldwin, UNTHSC, Medical Education,
Fort Worth, United States
1000-1015 Discussion
0830-1015 2E SHORT COMMUNICATIONS: Curriculum Evaluation
Chairperson: Barbara Barzansky (United States)
Location: Brown 1, Level +2, MiCo
0830-0845 2E1 Factors influencing students’ skills in giving effective feedback: A qualitative study
Shabnam Ahmed*, Faculty of Medicine-King Fahad Medical City, King Saud Bin Abdul Aziz University of Health Sciences,
Medical Education, Riyadh, Saudi Arabia; Fadi Munshi, Faculty of Medicine-King Fahad Medical City, King Saud Bin Abdul
Aziz University of Health Sciences, Medical Education, Riyadh, Saudi Arabia
0845-0900 2E2 Curriculum Review Process aimed to improve integration in a traditional Doctor of Veterinary
Medicine program
Carmen Fuentealba*, Ross University School of Veterinary Medicine, Center for Research and Innovation in Veterinary and
Medical Education, Basseterre, Saint Kitts and Nevis; Janet Beeler-Marfisis, Ross University School of Veterinary Medicine,
North Brunswick; John Dascanio; Jennifer Moffet; Eric Pope; Ashutosh Verma
0900-0915 2E3 The question of students’ satisfaction and motivation – a working motivational system model
Balázs Ernyey*, University of Pécs- Medical School, Department of Behavioral Sciences, Pécs, Hungary; Ádám Tibor Schlégl,
University of Pecs- Medical School, Department of Orthopaedics, Pécs, Hungary; Zsuzsanna Füzesi, University of Pécs-
Medical School, Department of Behavioral Sciences, Pécs, Hungary; Ádám Feldmann, University of Pécs- Medical School,
Department of Behavioral Sciences, Pécs, Hungary
0915-0930 2E4 Postgraduate perspective on the undergraduate medical curriculum: Former students’ and their
post-graduate tutors’ view
Maria Magalhães, Faculty of Health Science, University of Beira Interior (Covilhã-Portugal), Santa Maria da Feira, Portugal
Luís Patrão*, Faculty of Health Science, University of Beira Interior, Covilhã, Portugal; Ricardo Tjeng; Miguel Castelo-Branco
Patrao
0930-0945 2E5 An analysis of the quality of undergraduate medical education at Aksum University’s new
Medical School, Ethiopia
Tim Crocker-Buque*, Queen Mary University of London, Centre for Primary Care and Public Health, London, United
Kingdom
0945-1000 2E6 Effective student feedback to drive change
Keith Wylde*, The University of Edinburgh, ACT Office Centre for Medical Education, Edinburgh, United Kingdom;
Neil Turner, The University of Edinburgh, The Medical School, Edinburgh, United Kingdom; Helen Cameron, The University
of Edinburgh, Centre for Medical Education, Edinburgh, United Kingdom
1000-1015 2E7 Longitudinal outcome analysis: USMLE Step 1 to Residency
Hiroko Yoshida*, American University of the Caribbean School of Medicine, Administration, St. Maarten, Netherlands
Antilles; Joe Miller, American University of the Caribbean School of Medicine, Pharmacology, St. Maarten, Netherlands
Antilles
No discussion
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