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1000-1015 2O7 Exploring the emotional talk of trainers and junior doctors during their narratives of assessment<br />
and feedback experiences<br />
Melanie Foy, University of Dundee, School of Medicine, Dundee, United Kingdom; Ashley Dennis, University of Dundee,<br />
Centre for Medical Education, Dundee, United Kingdom; Lynn Monrouxe*, Cardiff University, Institute of Medical<br />
Education, Cardiff, United Kingdom; Charlotte Rees, University of Dundee, Centre for Medical Education, Dundee, United<br />
Kingdom<br />
No discussion<br />
0830-1015 2P SHORT COMMUNICATIONS: Best Evidence Medical Education (BEME)<br />
Chairperson / Opening Discussant: Dale Dauphinee (Canada)<br />
Location: Theatre Room 13, Level 0, MiCo<br />
0830-0845 2P1 How does the teaching of a structured tool for communication within and between teams<br />
contribute to student learning A Best Evidence Medical education (BEME) systematic review<br />
Lucy Ambrose, Keele University, School of Medicine, Keele, United Kingdom; Elizabeth Anderson, University of Leicester,<br />
Department of Medical and Social Care Education, Leicester, United Kingdom; Jonathan Stewart, Heart of England<br />
Foundation Trust, Medical Education Unit, Birmingham, United Kingdom; David Morley, University of Birmingham, College<br />
of Medical and Dental Sciences, Birmingham, United Kingdom; Jamie J Coleman, University of Birmingham, School of<br />
Sport, Exercise and Rehabilitation Sciences, Birmingham, United Kingdom; Marianne Hensman, University of Birmingham,<br />
College of Medical and Dental Sciences, Birmingham, United Kingdom; Presenter: Sharon Buckley*, University of<br />
Birmingham, Birmingham, United Kingdom<br />
0845-0900 2P2 STructured apprOach to the Reporting In health Education of evidence Synthesis: The STORIES<br />
Statement<br />
Morris Gordon*, Better Prescribing, School of Medicine, Manchester, United Kingdom; Trevor Gibbs*, AMEE, Dundee,<br />
United Kingdom<br />
0900-0915 2P3 What are the features of interventions that affect diversity in health professions trainees<br />
A BEME systematic review<br />
Kristen Simone, University of Alberta, Edmonton, Canada; Rabia A. Ahmed, Department of Medicine, University of<br />
Alberta, Canada; Jill Konkin, Department of Family Medicine and Associate Dean, Community Engagement, University<br />
of Alberta, Canada; Sandra Campbell, Public Services Librarian and Library Liaison to Medicine, University of Alberta,<br />
Canada; Lisa Hartling, Department of Pediatrics, University of Alberta, Canada; Anna E. Oswald*, Department of Medicine,<br />
University of Alberta, Canada<br />
0915-0930 2P4 A BEME systematic review of undergraduate medical education in the UK general practice setting<br />
Sophie Park*<br />
0930-0945 2P5 Communities and medical education: rummaging around in Pandora’s box<br />
Rachel Ellaway*, Northern Ontario School of Medicine, Canada; Laurel O’Gorman, CRaNHR, Laurentian University, Canada;<br />
Roger Strasser, Northern Ontario School of Medicine, Canada; Lisa Gravesm University of Toronto, St. Michael’s Hospital<br />
Toronto; David Marsh, Northern Ontario School of Medicine, Canada; Catherine Cervin, Northern Ontario School of<br />
Medicine, Canada<br />
0945-1000 2P6 Year 2 of a systematic review of the effectiveness of methods used to develop research skills in<br />
UG medical students: what have we learnt<br />
Jon Issberner*, Anita Laidlaw, Rachel Davies, Alun Hughes, Mairi McKinley, Calum McHale, Vicki Cormie, Simon Guild,<br />
School of Medicine, University of St Andrews, United Kingdom<br />
1000-1015 Discussion<br />
0830-1015 2Q CONFERENCE WORKSHOP: Trainee Workshop: Transitioning from Learner to Teacher<br />
Rille Pihlak*, European Junior Doctors, Department of Emergency Medicine, Tartu, Estonia; Robbert J Duvivier*,<br />
Foundation for Advancement of International Medical Education & Research (FAIMER), Department of Emergency<br />
Medicine, Philadelphia, United States; Matthew J Stull*, University of Cincinnati College of Medicine, Cincinnati,<br />
United States<br />
Location: Workshop Room 1, Level 0, MiCo<br />
0830-1015 2R CONFERENCE WORKSHOP: Debriefing after simulation based training of teams<br />
– How to stimulate reflection on individual and team skill<br />
Doris Østergaard*, Capital Region of Denmark, Danish Institute for Medical Simulation, Herlev, Denmark; Debra Nestel,<br />
Monash University, Melbourne, Australia; Peter Dieckmann, Capital Region of Denmark, Danish Institute for Medical<br />
Simulation, Denmark; Barry Issenberg, Michael Gordon Centre, Miami, United States; Daisy Rotzoll, University of Leipzig,<br />
Germany; Hyon Soo, Yonsei University, Republic of South Korea<br />
Location: Workshop Room 2, Level 0, MiCo<br />
– 52 –