2MONDAY 1 SEPTEMBER 2014 0830-1015 2S CONFERENCE WORKSHOP: Empowering the 21st Century Scholar: Fostering Global Collaboration and Innovation Janette Samaan*, Association of American Medical Colleges (AAMC), Global Health Learning Opportunities, Washington, D.C., United States; Chris Candler*, Association of American Medical Colleges (AAMC), Medical Education, Washington, D.C., United States; Mary Beth DeVilbiss*, Association of American Medical Colleges (AAMC), Academic Medicine, Washington, DC, United States; Robby Reynolds*, Association of American Medical Colleges (AAMC), Medical Education Online Programs, Washington DC, United States; Anne Farmakidis, Association of American Medical Colleges (AAMC), Academic Medicine, Washington DC, United States; Pablo González Blasco*, SOBRAMFA – Medical Education & Humanism, Scientific Affairs, Sao Paulo, Brazil Location: Workshop Room 3, Level 0, MiCo 0830-1015 2T CONFERENCE WORKSHOP: Clerkships: Assessing if they are effective learning experiences Danette W. McKinley*, FAIMER, Research and Data Resources, Philadelphia, United States; Jon Dowell*, University of Dundee School of Medicine, Research and Data Resources, Dundee, United Kingdom; Georgette Dent*, University of North Carolina School of Medicine, Chapel Hill, United States; Alice McGarvey*, Royal College of Surgeons in Ireland, Dublin, Ireland; Agostinho Sousa*, IFMSA, Portugal Location: Suite 9, Level Mezzanine, MiCo 0830-1015 2U CONFERENCE WORKSHOP: The role of coaching in CPD Jane Tipping*, University of Toronto, CPD Faculty of Medicine, Toronto, Canada; Paul Hendry, University of Ottawa, CPD Faculty of Medicine, Ottawa, Canada Location: Suite 8, Level Mezzanine, MiCo 0830-1015 2V CONFERENCE WORKSHOP: Simple, practical, value-added flipped classroom design and implementation Anne Minenko*, University of Minnesota, Minneapolis, United States Location: Suite 7, Level Mezzanine, MiCo 0830-1015 2W CONFERENCE WORKSHOP: The Use of Virtual Patients to Promote Inter-Professional Learning Luke McGowan*, Peninsula College of Medicine and Dentistry & Plymouth University Peninsula Schools of Medicine and Dentistry, Technology Enhanced Learning for Medicine and Dentistry, Plymouth, United Kingdom; Matthew Jerreat*, Peninsula College of Medicine and Dentistry & Plymouth University Peninsula Schools of Medicine and Dentistry, Clinical Education for Dentistry, Plymouth, United Kingdom; Hisham Khalil*, Peninsula College of Medicine and Dentistry & Plymouth University Peninsula Schools of Medicine and Dentistry, Division of Medical Education, Plymouth, United Kingdom; Arunangsu Chatterjee*, Plymouth University Peninsula Schools of Medicine and Dentistry, Technology Enhanced Learning / Collaboration for the Advancement of Medical Education Research & Assessment (CAMERA), Plymouth, United Kingdom; Richard Thorley, Plymouth College of Medicine and Dentistry, Plymouth, United Kingdom; Craig Walsh, Plymouth College of Medicine and Dentistry, Plymouth, United Kingdom Location: Suite 6, Level Mezzanine, MiCo 0830-1015 2X CONFERENCE WORKSHOP: Making the most of existing assessments: Using learning analytics Jane Souza* St.John Fisher College, Wegmans School of Pharmacy, Rochester, United States Location: Suite 4, Level +2, MiCo 0830-1015 2Y CONFERENCE WORKSHOP: Social Accountability: Medical education and the global environment Sarah Walpole*, Hull York Medical School / York Hospital, Centre for Education Development / Acute Medical Unit, York, United Kingdom; Deborah Murdoch-Eaton*, Sheffield Medical School, Sheffield, United Kingdom; Stefi Barna*, Norwich Medical School, Public Health, Norwich, United Kingdom; Trevor Thompson, Bristol University, Medical School, Primary Care, Bristol, United Kingdom Location: Suite 3, Level +2, MiCo 0830-1015 2Z CONFERENCE WORKSHOP: What makes a good case for use in students’ case discussions Jakob Donnér*, Lund University, Department of Clinical Sciences, Lund, Sweden; Gudrun Edgren*, Lund University, Faculty of Medicine Centre for Teaching and Learning, Lund, Sweden; Christina Gummesson, Lund University, Faculty of Medicine Centre for Teaching and Learning, Lund, Sweden Location: Suite 2, Level +2, MiCo 0830-1015 2AA CONFERENCE WORKSHOP: “Redrawing the Line on Professionalism:” International views on professionalism Carol Hodgson*, University of Alberta, Pediatrics, Edmonton, Canada; Penelope Smyth*, University of Alberta, Medicine, Edmonton, Canada; Clair Birkman*, University of Alberta, Office of Medical Education, Edmonton, Canada Location: Suite 1, Level +2, MiCo 0830-1015 2BB CONFERENCE WORKSHOP: ASPIRE – Recognising excellence in medical education David Wilkinson*, Macquarie University, Australia; Trudie Roberts*, University of Leeds, UK Location: Suite 5, Level Mezzanine, MiCo – 53 –
0830-1015 2CC POSTERS: Assessment 1: General Chairperson: Glen Bandiera (Canada) Location: South Hall, Level 0, MiCo 2CC1 2CC2 2CC3 2CC4 2CC5 2CC6 2CC7 2CC8 2CC9 2CC10 2CC11 ADEM Plus: Performance assessment of medical students in Brazil Ricardo S. Komatsu*, Famema, Marilia Medical School and Iep, Hospital Sirio-Libanes, Geriatrics, Health Professions Education, Marilia, Sp, Brazil; Roberto Q. Padilha, Instituto De Ensino E Pesquisa, Hospital Sirio-Libanes, Public Health and Health Professions Education, Sao Paulo, Sp, Brazil; M. Brownell Anderson, NBME, International Programs, Philadelphia, PA, United States; Raja G. Subhiya, NBME, Scoring and International Programs, Philadelphia, PA, United States; Paulo Chapchap, Hospital Sirio-Libanes, Surgery and Corporative Strategy, Sao Paulo, Sp, Brazil Preparing for surgical examinations: What can educational theory contribute to the development of e-Learning support materials Sarah Itam*, Imperial College London, Department of Surgery and Cancer, London, United Kingdom Student perceptions of assessment in higher education Brooke Harris-Reeves*, Griffith University, School of Allied Health Sciences, Gold Coast, Australia; Andrea Bialocerkowski, Griffith University, School of Allied Health Sciences, Gold Coast, Australia How do medical students know when they are prepared for an exam A qualitative study Zahra Hussain*, University of Glasgow, School of Medicine, Glasgow, United Kingdom; JG Boyle, University of Glasgow, Glasgow Royal Infirmary, Glasgow, United Kingdom The survey of clinical medical students’ attitude toward fairness of assessment Rachawan Suksathien*, Medical Education Centre, Maharat Nakhon Ratchasima Hospital, Department of Rehabilitation Medicine, Nakhon Ratchasima, Thailand Implementation of large scale e-assessment at the University Medical Center Utrecht, the Netherlands W.I. de Haan, University Medical Center Utrecht, Center for Research and Development of Education, Utrecht, Netherlands; M. Manrique-van Woudenbergh*, University Medical Center Utrecht, Center for Research and Development of Education, Utrecht, Netherlands; J.E. Verhulst, University Medical Center Utrecht, Directorate of Information Technology, Utrecht, Netherlands Tablet-based assessment in clinical biochemistry using LMS MOODLE Daniel Rajdl*, Charles University in Prague, Medical Faculty in Pilsen, Institute of Clinical Biochemistry and Hematology, Pilsen, Czech Republic; Jaroslav Racek, Charles University in Prague, Medical Faculty in Pilsen, Department of Science Information, Prague, Czech Republic; Jitka Feberová, Charles University in Prague, 2nd Medical Faculty, Department of Science Information, Prague, Czech Republic; Alexandra Polášková, Charles University in Prague, 2nd Medical Faculty, Department of Public Health and Preventive Medicine, Pilsen, Czech Republic; Dana Müllerová, Charles University in Prague, Medical Faculty in Pilsen, Department of Histology and Embryology, Pilsen, Czech Republic; Jiří Polívka, Charles University in Prague, Medical Faculty in Pilsen, Institute of Clinical Biochemistry and Hematology, Pilsen, Czech Republic Development and validation of a new instrument to assess communication skills Mónica Gonçalves*, Standardized Patients Program, School of Health Sciences, University of Minho, Braga, Portugal; Ana-Luísa Sousa, Standardized Patients Program, School of Health Sciences, University of Minho, Braga, Portugal; Pedro Morgado, Standardized Patients Program, School of Health Sciences, University of Minho, Braga, Portugal; Patrício Costa, Standardized Patients Program, School of Health Sciences, University of Minho, Braga, Portugal; Joao Jose Cerqueira, Standardized Patients Program, School of Health Sciences, University of Minho, Braga, Portugal The Effect of English Language in the Multiple Choice Question Scores of Thai Medical Students Pochamana Phisalprapa*, Department of Medicine, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, Thailand; Jintana Assanasen, Department of Medicine, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, Thailand; Torpong Thongngarm, Department of Medicine, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, Thailand; Theera Ruchutrakool, Department of Medicine, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, Thailand; Surapon Kobwanthanakun, Department of Medicine, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, Thailand; Wanchai Dejsomritrutai, Department of Medicine, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, Thailand An Analysis of Prince of Songkla University (PSU) Medical Students’ Preparation for the Thai National Medical Licensing Examination (TNMLE) Step I, II and III Sasikaan Nimmaanrat*, Department of Anesthesia, Faculty of Medicine, Prince of Songkla University, Hat Yai, Songkhla, Thailand; Chatchai Prechawai, Department of Anesthesia, Faculty of Medicine, Prince of Songkla University, Hat Yai, Songkhla, Thailand; Chitkasaem Suwanrath, Department of Obstetrics and Gynecology, Faculty of Medicine, Prince of Songkla University, Hat Yai, Songkhla, Thailand; Sudarat Shoosing, Medical Education Unit, Faculty of Medicine, Prince of Songkla University, Hat Yai, Songkhla, Thailand; Sukanya Srisawat, Medical Education Unit, Faculty of Medicine, Prince of Songkla University, Hat Yai, Songkhla, Thailand; Siriporn Klinthong, Medical Education Unit, Faculty of Medicine, Prince of Songkla University, Hat Yai, Songkhla, Thailand Performance Assessment Traineeship: Self-assessment for learning Craig Campbell, Royal College of Physicians and Surgeons of Canada, Office of Specialty Education, Ottawa, Canada; Suzan Schneeweiss*, University of Toronto, Continuing Professional Development, Royal College CPD Educator, Toronto, Canada; Jennifer Gordon, Royal College of Physicians and Surgeons of Canada, Office of Specialty Education, Ottawa, Canada; Ines Martin, Royal College of Physicians and Surgeons of Canada, Office of Specialty Education, Ottawa, Canada – 54 –
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