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1145-1200 3D5 Quality improvement and continuing professional development: an exploration of their
integration in mental health
Sanjeev Sockalingam*, University Health Network, University of Toronto, Department of Psychiatry, Toronto, Canada;
Hedieh Tehrani, York University, Department of Psychology, Toronto, Canada; Elizabeth Lin, Centre for Addiction and
Mental Health, University of Toronto, Department of Psychiatry, Toronto, Canada; Susan Lieff, University of Toronto,
Department of Psychiatry, Toronto, Canada; Sophie Soklaridis, Centre for Addiction and Mental Health, University of
Toronto, Department of Psychiatry, Toronto, Canada
1200-1215 3D6 Understanding success and failure in multimorbidity: A realist literature synthesis of workplace
based learning in primary care
Sarah Yardley*, Keele University, Primary Care and Health Sciences, Keele, United Kingdom; Elizabeth Cottrell, Keele
University, Primary Care and Health Sciences, Keele, United Kingdom; Joanne Protheroe, Keele University, Primary Care
and Health Sciences, Keele, United Kingdom
1215-1230 Discussion
1045-1230 3E SHORT COMMUNICATIONS: The Teacher
Chairperson: Catherine Hardie (Canada)
Location: Brown 1, Level +2, MiCo
1045-1100 3E1 Developing as a Medical Educator from the Outside In (Miriam Friedman Ben-David 2014 Award Winner)
Anna T Cianciolo*, Southern Illinois University, School of Medicine, United States
1100-1115 3E2 Evaluating clinical teachers in postgraduate medical education: Does it improve the quality of
teaching Results of a longitudinal study
CRMG Fluit*, Radboud University Medical Center Nijmegen, Evauation, Quality and Innovation, Nijmegen, Netherlands;
L Sander, Radboud University Medical Center Nijmegen, Evaluation, Quality and Innovation, Nijmegen, Netherlands
1115-1130 3E3 Faculty Assessment in Healthcare
Randy D. Danielsen*, A. T. Still University, Mesa, United States; David A. Wayne, University of New England, Biddeford,
United States
1130-1145 3E4 The influence of the work environment on teaching performance: Work engagement as a
perspective
Joost van den Berg*, Academic Medical Center University of Amsterdam, Center for Evidence Based Education,
Amsterdam, Netherlands; Christel Verberg, Academic Medical Center University of Amsterdam, Center for Evidence
Based Education, Amsterdam, Netherlands; Joris Berkhout, Academic Medical Center University of Amsterdam, Center for
Evidence Based Education, Amsterdam, Netherlands; Kiki Lombarts, Academic Medical Center University of Amsterdam,
Center for Evidence Based Education, Amsterdam, Netherlands; Albert Scherpbier, Maastricht University, Faculty of Health,
Medicine and Life Sciences, Maastricht, Netherlands; Debbie Jaarsma, Academic Medical Center University of Amsterdam,
Center for Evidence Based Education, Amsterdam, Netherlands
1145-1200 3E5 New Medical Teachers Climbing the Hill Of Academia
Suhaila Sanip*, Leeds Institute of Medical Education, University of Leeds, Leeds, United Kingdom
1200-1215 3E6 Factors which facilitate or impede clinicians from teaching undergraduate medical students
David C M Taylor*, University of Liverpool, School of Medicine, Liverpool, United Kingdom
1215-1230 3E7 Teacher Effectiveness in Clinical Teaching: Structural Equation Model
Alia Zawawi*, King Saud Bin Abdulaziz University for Health Sciences, Medical Education, Riyadh, Saudi Arabia; Lubna Baig,
King Saud Bin Abdulaziz University for Health Sciences, Medical Education, Riyadh, Saudi Arabia
No discussion
1045-1230 3F SHORT COMMUNICATIONS: Professionalism in the Curriculum
Chairperson: Chay-Hoon Tan (Singapore)
Location:
Theatre Room 11, Level 0, MiCo
1045-1100 3F1 Immersed in patients’ tales: Teaching professionalism to first-year medical students
Edvin Schei*, University of Bergen, Department of Global Public Health and Primary Care, Bergen, Norway; Trond-Viggo
Torgersen, University of Bergen, Faculty of Medicine, Bergen, Norway; Ingrid Neteland, University of Bergen, Faculty
of Medicine, Bergen, Norway; Karl Erik Müller, University of Bergen, Faculty of Medicine, Bergen, Norway; Else Fjøsne,
University of Bergen, Faculty of Medicine, Bergen, Norway; Anne Sofie Paus, University of Bergen, Department of Global
Public Health and Primary Care, Bergen, Norway
1100-1115 3F2 Professionalism and Reflective Practice Development Across the Curriculum
Chris Skinner*, Notre Dame University, Medical School, Fremantle, Australia
1115-1130 3F3 Role models of professionalism: Who they are, what they think and how they influence medical
students
Julie Y Chen*, The University of Hong Kong, Department of Family Medicine and Primary Care and Institute of Medical and
Health Sciences Education, Hong Kong; Joyce PY Tsang, The University of Hong Kong, Department of Family Medicine and
Primary Care, Hong Kong
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