AevJ1

2MONDAY 1 SEPTEMBER 20144CC54CC64CC74CC84CC94CC104CC114CC124CC134CC14Development of a new end-of-year appraisal format for medical studentsClare Guilding*, Newcastle University, Newcastle Upon Tyne, United Kingdom; David Kennedy, Newcastle University,Newcastle Upon Tyne, United Kingdom; Richard Price, Newcastle University, Newcastle Upon Tyne, United KingdomSubject-based review test followed by feedback: Its impact on summative performance ofmedical students under an integrated medical curriculumSarmishtha Ghosh*, MAHSA University, Physiology, Kuala Lumpur, Malaysia; Aung Ko Ko Min, MAHSA University,Community Medicine, Kuala Lumpur, MalaysiaSystematic feedback exchange between teachers and students: A tool to enhance undergraduatemedical students’ clinical educationMats Leijman*, Helsingborg Hospital, Department of Paediatrics, Helsingborg, Sweden; Anne Jung, Helsingborg Hospital,Department of Paediatrics, Helsingborg, Sweden; Claes Ignell, Helsingborg Hospital, Department Obstetrics andGynaecology, Helsingborg, SwedenMedical students in the feedback process againRenata Pecova*, Comenius University in Bratislava, Jessenius Faculty of Medicine in Martin, Department ofPathophysiology, Martin, Slovakia; Oto Osina, Comenius University in Bratislava, Jessenius Faculty of Medicine in Martin,Clinic of Occupational Medicine and Toxicology, Martin, Slovakia; Michaela Simkova, Comenius University in Bratislava,Jessenius Faculty of Medicine in Martin, Department of Quality Management, Martin, Slovakia; Peter Cingel, ComeniusUniversity in Bratislava, Jessenius Faculty of Medicine in Martin, Department of Information Technologies, Martin,Slovakia; Ivan Majling, Comenius University in Bratislava, Jessenius Faculty of Medicine in Martin, Clinic of Gynecologyand Obstetrics, Martin, Slovakia; Jan Danko, Comenius University in Bratislava, Jessenius Faculty of Medicine in Martin,Department of Pathophysiology, Martin, SlovakiaiCAN!-theyCAN!-Oncology: Development and pilot application of a double-edged tool forformative two-source feedbackIoannis Zerdes, University of Ioannina Medical School, Medical Education Unit, Department of Hygiene and Epidemiology,Ioannina, Greece; Athanasia Zampeta*, University of Ioannina Medical School, Medical Education Unit, Department ofHygiene and Epidemiology, Ioannina, Greece; Zoi Tziortzioti, University of Ioannina Medical School, Medical EducationUnit, Department of Hygiene and Epidemiology, Ioannina, Greece; Ioannis Souglakos, University Hospital of Heraklion,Crete, Department of Medical Oncology, Heraklion, Greece; Evangelos Briasoulis, University of Ioannina Medical School,Department of Haematology, Ioannina, Greece; Ioannis D K Dimoliatis, University of Ioannina Medical School, MedicalEducation Unit, Department of Hygiene and Epidemiology, Ioannina, GreeceExploring experienced feedback facilitators’ approach to the MSF dialogueGitte Eriksen*, Center of Medical Education, Aarhus University, Department of Human Ressources, Aarhus UniversityHospital, Aarhus, Denmark; Gitte Bjørg, PeoplePartner, Department of Human Ressources, Aarhus University Hospital,Egå, Denmark; Hans Ehlert, Ehlert, Business Psychology, Department of Human Ressources, Aarhus University Hospital,Knebel, Denmark; Bente Malling, Center of Medical Education, Aarhus University, Aarhus, DenmarkIs there a relationship between surgeons’ self-efficacy, listening skills and self-reported feedbackskills?Maarten Molendijk, Albert Schweitzer Hospital, Department of Education, Dordrecht, Netherlands; Bas Lamme*,Albert Schweitzer Hospital, Department of Surgery, Dordrecht, Netherlands; Peter Plaisier, Albert Schweitzer Hospital,Department of Surgery, Dordrecht, Netherlands; Robert Oostenbroek, Albert Schweitzer Hospital, Department ofEducation, Dordrecht, Netherlands; Monica Van De Ridder, Albert Schweitzer Hospital, Department of Education,Dordrecht, NetherlandsEvaluating the impact of structured verbal feedback on residents’ performanceMuhammad Tariq*, Aga Khan University, Medicine, Karachi, Pakistan; John Boulet, Foundation for Advancement ofInternational Medical Education and Research (FAIMER), Internal Medicine, Dallas, United States; Afaq Motiwala,University of Texas, Medicine, United States; Nizar Bhulani, Aga Khan University, Medicine, Karachi, PakistanContent and Conceptual Frameworks of Junior and Senior Preceptors RevisitedLuc Cote*, Laval University, Family Medicine, Quebec, Canada; Georges Bordage, University of Illinois at Chicago, MedicalEducation, Chicago, United StatesClinical Skills Confidence enhanced by OSCEs with real-time clinician feedbackBanjong Preungprasob*, Ratchaburi Hospital Medical Education Center, Ratchaburi, Thailand1400-1530 4DD POSTERS: Teaching and Learning AnatomyChairperson: Michael Battistone (United States)Location: South Hall, Level 0, MiCo4DD14DD2If you want them to learn, ask them howAlexandra Webb*, Australian National University, Medical School, Canberra, Australia; Krisztina Valter, Australian NationalUniversity, Medical School, Canberra, AustraliaMedical imaging and ultrasound in integrated clinical anatomy curriculumMichelle Moscova*, University of Wollongong, School of Medicine, Wollongong, Australia; Deborah Bryce, University ofSydney, Anatomy and Histology, Sydney, Australia; Noel Young, Westmead Hospital, Department of Radiology, Westmead,Australia; Doungkamol Sindhusake, University of Western Sydney, Faculty of Medicine, Sydney, Australia– 95 –