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0830-1015 2F SHORT COMMUNICATIONS: Patil Teaching Innovation Awards 1: shortlisted presentations
(see page 12)
Chairperson / Opening Discussant: Gary Rogers (Australia)
Location: Theatre Room 11, Level 0, MiCo
0830-0845 2F1 Disease & Illness: Teaching the humanistic dimensions of care through the Longitudinal Educational Experience
to Advance Patient Partnerships (LEAP) Program
TJ Jirasevijinda*, Weill Cornell Medical College, Pediatrics, New York, United States; Keith LaScalea, Weill Cornell Medical
College, Internal Medicine, New York, United States; Veronica LoFaso, Weill Cornell Medical College, Internal Medicine,
New York, United States; Michael Lockshin, Hospital for Special Surgery, Rheumatology, New York, United States; Ernie
Esquivel, Weill Cornell Medical College, Internal Medicine, New York, United States; Carol Capello, Weill Cornell Medical
College, Academic Affairs, New York, United States
0845-0900 2F2 A ‘scattergun’ approach to educator skills for clinical teachers
Louise Young*, James Cook University, School of Medicine, Townsville, Australia
0900-0915 2F3 Eight years’ experience with a Medical Education Journal Club in Mexico: The challenges of
sustainability and learning
Melchor Sánchez-Mendiola*, UNAM Faculty of Medicine, Medical Education, Mexico City, Mexico; Daniel Morales-Castillo,
UNAM Faculty of Medicine, Medical Education, Mexico City, Mexico; Uri Torruco-García, UNAM Faculty of Medicine, Medical
Education, Mexico City, Mexico; Margarita Varela-Ruiz, UNAM Faculty of Medicine, Medical Education, Mexico City, Mexico
0915-0930 2F4 A peer-led international programme to equip medical students with leadership skills to affect
change in healthcare
F A E Knights, King’s College London, Medical School, London, United Kingdom; D P H Knights*, University of Cambridge,
School of Clinical Medicine, Cambridge, United Kingdom; A P N Gopfert, Newcastle University, Medical School, Newcastleupon-Tyne,
United Kingdom
0930-0945 2F5 The role of tactical decision games (TDGs) as a novel method of teaching non-technical skills (NTS)
to final year medical students
Iain Drummond*, The University of Edinburgh, Centre for Medical Education, Edinburgh, United Kingdom; Janet Skinner,
University of Edinburgh, Centre for Medical Education, Edinburgh, United Kingdom; Morwenna Wood, NHS Fife, Medical
Education, Kirkcaldy, United Kingdom
0945-1000 2F6 Bringing the world to the bedside: The role of distance-learning partnerships in overcoming
geopolitical barriers to medical education
Rose S. Penfold*, University of Oxford, Medical Sciences Division, Oxford, United Kingdom; Mohammad A. Ali, University
of Oxford, Medical Sciences Division, Oxford, United Kingdom; Adam M. Ali, Oxford University Clinical Academic Graduate
School, Oxford, United Kingdom; Ishita Patel, Oxford University Hospitals, Medical Sciences Division, Oxford, United
Kingdom
1000-1015 Discussion
0830-1015 2G SHORT COMMUNICATIONS: OSCE 1 – Scoring an OSCE
Chairperson:
Location: Theatre Room 12, Level 0, MiCo
0830-0845 2G1 OSCE checklist scores: to standardize or not to standardize
Godfrey Pell*, University of Leeds, Leeds Institute of Medical Education, Leeds, United Kingdom; Jennifer Hallam, University
of Leeds, Leeds Institute of Medical Education, Leeds, United Kingdom; Matt Homer, University of Leeds, Leeds Institute of
Medical Education, Leeds, United Kingdom; Richard Fuller, University of Leeds, Leeds Institute of Medical Education, Leeds,
United Kingdom
0845-0900 2G2 Checklist item weighting: Theoretical, psychometric and empirical perspectives
Matt Homer*, University of Leeds, Leeds Institute of Medical Education, Leeds, United Kingdom, Godfrey Pell, University of
Leeds, Leeds Institute of Medical Education, Leeds, United Kingdom, Richard Fuller, University of Leeds, Leeds Institute of
Medical Education, Leeds, United Kingdom
0900-0915 2G3 Reliability Analysis of an Objective Structured Clinical Examination with Generalizability Theory
Andrés Trejo-Mejía*, Universidad Nacional Autónoma de México, Facultad de Medicina, México D.F., Mexico; Adrián
Martínez-González, Universidad Nacional Autónoma de México, Facultad de Medicina, Mexico D.F., Mexico; Ignacio
Méndez-Ramírez, Universidad Nacional Autónoma de México, Instituto de Matematicas Aplicadas y Sistemas, Mexico D.F.,
Mexico; Melchor Sánchez-Mendiola, Universidad Nacional Autónoma de México, Facultad de Medicina, Mexico D.F., Mexico
0915-0930 2G4 Correlation of Self Assessment and Peer Assessment to the Passing Grade of the OSCE in Level 2
and Level 4 Students, Faculty of Medicine UNISBA
Santun Bhekti Rahimah, Faculty of Medicine Unisba, Pharmacology, Bandung, Indonesia; Mia Kusmiati*, Faculty of Medicine
Unisba, Biochemistry, Bandung, Indonesia; Ermina Widyastuti, Faculty of Medicine Unisba, Pathology Anatomi, Bandung,
Indonesia
0930-0945 2G5 Using Hierarchical Linear Modeling (HLM) to Investigate Examiner and Site as Sources of Variation
in the National Assessment Collaboration (NAC) Objective Structured Clinical Examination (OSCE)
Marguerite Roy,* Medical Council of Canada, Ottawa, Canada; Stefanie Sebok, Queen’s University, Ottawa, Canada;
Don Klinger, Queen’s University, Canada; André De Champlain, Medical Council of Canada, Canada
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