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1636-1654 5F3 The Effect of Conceptual and Contextual Teaching Strategies on the Transfer of Basic ScienceKulamakan Kulasegaram*, University of Toronto, Family Medicine, Toronto, Canada; Kelly Dore, University of Toronto,Toronto, Canada; Nicole Woods; Geoffrey Norman1654-1712 5F4 The nature of anatomical competence in medicine and medical educationMarc Vorstenbosch*, Radboud UMC, Anatomy, Nijmegen, Netherlands1712-1730 Discussion1600-1730 5G SHORT COMMUNICATIONS: Assessment 2Chairperson: Helen Cameron (United Kingdom)Location: Theatre Room 12, Level 0, MiCo1600-1615 5G1 Guidelines for designing programmes of assessmentJoost Dijkstra*, Maastricht University, Educational Development & Research, Faculty of Health, Medicine and Life Sciences,Maastricht, Netherlands1615-1630 5G2 Enhancing health professional educators’ assessment practiceMargaret Bearman*, Monash University, HealthPEER, Melbourne, Australia; Elizabeth Molloy, Monash University,HealthPEER, Melbourne, Australia; Phillip Dawson, Monash University, OPVCLT, Melbourne, Australia; Sue Bennett,University of Wollongong, HealthPEER, Wollongong, Australia; Gordon Joughin, University of Queensland, Brisbane,Australia; David Boud, University of Technology Sydney, Sydney, Australia1630-1645 5G3 Designing A Final Cumulative Assessment for Pharmacy in Qatar: Reflections from a pilot projectSamar Aboulsoud*, Supreme Council of Health, Accreditation Department, Qatar Council for Healthcare Practitioners,Doha, Qatar; Banan Mukhalalati, Qatar University, College of Pharmacy, Doha, Qatar; Kyle Wilby, Qatar University,College of Pharmacy, Doha, Qatar; Emily Black, Qatar University, College of Pharmacy, Doha, Qatar; Sherief Khalifa, QatarUniversity, College of Pharmacy, Doha, Qatar1645-1700 5G4 Global benchmarking of Australian medical student learning outcomesDavid Wilkinson*, Macquarie University, Sydney, Australia1700-1715 5G5 A common vision of the minimally competent borderline candidate? Do Educators and Cliniciansagree?Margaret Dennett*, Vancouver Community College, Dental School of Health, Vancouver, Canada; Dwight Harley, Universityof Alberta, Medicine and Dentistry, Edmonton, Canada1715-1730 5G6 Closing a loop in assessment: Predicted and actual probability of a borderline student answeringan item correctlyCL Bashford, Keele University, School of Medicine, Keele, United Kingdom; SC McBain, Keele University, School ofMedicine, Keele, United Kingdom; RK McKinley*, Keele University, School of Medicine, Keele, United KingdomNo discussion1600-1730 5H SHORT COMMUNICATIONS: Postgraduate Training: Early yearsChairperson: Judi Walker (Australia)Location: Amber 1, Level +2, MiCo1600-1615 5H1 Learning the ropes: Effort-reward imbalance as a source of stress in postgraduate medicaleducationIds Dijkstra*, University Medical Centre Groningen, Groningen, Netherlands; Jan Pols, University Medical CentreGroningen, Groningen, Netherlands1615-1630 5H2 ‘Being in from the beginning and having an input’: Early thoughts from the Broad Based Trainingpilot groupLesley Pugsley*, Cardiff University, School of Postgraduate Medical and Dental Education, Cardiff, United Kingdom;Alison Bullock, Cardiff University, CUREMEDE, Cardiff, United Kingdom; Lynne Allery, Cardiff University, School ofPostgraduate Medical and Dental Education, Cardiff, United Kingdom; Janet MacDonald, Cardiff University, School ofPostgraduate Medical and Dental Education, Cardiff, United Kingdom1630-1645 5H3 Better training, Better care: Medical Procedures Training InitiativeRachelle Shafei*, NHS, London, United Kingdom1645-1700 5H4 Predicting the unpredictable: A pilot study demonstrating the use of simulation techniques inpreparing medical students for the on-call shiftE Tuckwell, South Thames Foundation School, London, United Kingdom; G Goodyear*, South Thames Foundation School,London, United Kingdom1700-1715 5H5 Learning perspective. How to facilitate responsibility for own learning among junior doctorsNynne Lykke Christensen*, Junior Doctors in Denmark, Education & Career, Copenhagen, Denmark; Bo Rahbek,Junior Doctors in Denmark, Education & Career, Copenhagen– 106 –