2TUESDAY 2 SEPTEMBER 20141630-1645 9N3 The influence of motivation on learning and academic performance of medical students:A review of the literatureR A Kusurkar*, VUmc School of Medical Sciences Amsterdam, Institute for Education and Training, Research in Education,Amsterdam, Netherlands; A Wouters, VUmc School of Medical Sciences Amsterdam, Institute for Education and Training,Research in Education, Amsterdam, Netherlands; G Croiset, VUmc School of Medical Sciences Amsterdam, Institute forEducation and Training, Research in Education, Amsterdam, Netherlands1645-1700 9N4 Exploring fortigenesis in medical studentsShaista Saib*, University of Kwa-Zulu Natal, School of Clinical Medicine, Durban, South Africa; Veena S Singaram, Universityof Kwa-Zulu Natal, School of Clinical Medicine, Durban, South Africa1700-1715 9N5 I am resilient and have a good quality of life! Resilience and quality of life in Medical SchoolPatricia Tempski*, School of Medicine of University of São Paulo, Department of Medicine and Center for Development ofMedical Education, São Paulo, Brazil; Itamar Santos, School of Medicine of University of São Paulo, Department of Medicineand Center for Development of Medical Education, São Paulo, Brazil; Silmar Gannan, School of Medicine of University of SãoPaulo, Department of Medicine and Center for Development of Medical Education, São Paulo, Brazil; Sylvia Enns, School ofMedicine of University of São Paulo, Department of Medicine and Center for Development of Medical Education, São Paulo,Brazil; Paulo Silveira, School of Medicine of University of São Paulo, Department of Medicine and Center for Developmentof Medical Education, São Paulo, Brazil; Milton Martins, School of Medicine of University of São Paulo, Department ofMedicine and Center for Development of Medical Education, São Paulo, Brazil1715-1730 9N6 Do personalities of medical students differ across institutions?Isabel Neto*, University of Beira Interior, Faculty of Health Sciences, Covilhã, Portugal; Pedro Marvão, University of Algarve,Department of Biomedical Sciences and Medicine, Faro, Portugal; Miguel Castelo Branco, University of Beira Interior, Facultyof Health Sciences, Covilhã, Portugal; José Ponte, University of Algarve, Department of Biomedical Sciences and Medicine,Faro, Portugal; Patrício Costa, University of Minho, School of Health Sciences, Braga, Portugal; Manuel João Costa, Universityof Minho, School of Health Sciences, Braga, PortugalNo discussion1600-1730 9O PHD REPORTS: PhD Reports 3Chairperson:Location: Amber 8, Level +2, MiCo1600-1618 9O1 Clinical Supervision in Acute Care Environments: Closer Can Be Better (For Both Patients andTrainees)Dominique Piquette*, Sunnybrook Health Sciences Centre, Critical Care, Toronto, Canada; Vicki LeBlanc, University ofToronto, Wilson Centre, Toronto, Canada1618-1636 9O2 Developing a socio-constructivist, community of inquiry-based conceptualisation of criticalthinking and applying this to investigate critical thinking in problem-based learning tutorialsSusan Jamieson*, University of Glasgow, School of Medicine, Glasgow, United Kingdom1636-1654 9O3 Factors influencing development of professionalism in doctors: Insights from establishedpractitioner narrativesKirsty Foster*, University of Sydney, Sydney Medical School Northern, Sydney, Australia1654-1712 9O4 The cultural complexity of problem-based learning across the worldJanneke Frambach*, Maastricht University, Department of Educational Development and Research, Maastricht, Netherlands1712-1730 9O5 Assessment of virtual patient design in undergraduate medical education: A qualitative andquantitative study of participation, interaction, and learningJames Bateman*, Warwick Medical School, Education Development and Research Team, Coventry, United Kingdom; MaggieAllen, University Hospital Coventry and Warwickshire NHS Trust, Department of Medical Education, Coventry, UnitedKingdom; David Davies, Warwick Medical School, Education Development and Research Team, Coventry, United KingdomNo discussion1600-1730 9P SHORT COMMUNICATIONS: Simulation 3Chairperson: Kevin Stirling (United Kingdom)Opening Discussant: Peter Dieckmann (Denmark)Location:Theatre Room 13, Level 0, MiCo1600-1615 9P1 The Simulated Patient Methodology as a Research Tool – a reflection on the RECEPTS(Receptionist rECognition and rEferral of Patients with Stroke) studyRuth Mellor, University of Birmingham, Health & Population Sciences, Birmingham, United Kingdom; Elizabeth Bates,University of Birmingham, Health & Population Sciences, Birmingham, United Kingdom; Janet Jones, University ofBirmingham, Health & Population Sciences, Birmingham, United Kingdom; James Sheppard, University of Birmingham,Health & Population Sciences, Birmingham, United Kingdom; Satinder Singh, University of Birmingham, Health & PopulationSciences, Birmingham, United Kingdom; George Bouliotis, University of Birmingham, Health & Popluation Sciences,Birmingham, United Kingdom; Presenter: Connie Wiskin*, University of Birmingham, Health & Population Sciences,Birmingham, United Kingdom– 165 –
1615-1630 9P2 Identifying and Correcting Communication Failures using Artificial Neural Networks: Designing aComputerized Tool for an Advanced Simulation CentreAnnamaria Bagnasco*, University of Genoa, Department of Health Sciences, Genoa, Italy; Anna Siri, University of Genoa,School of Medical and Pharmaceutical Sciences, Genoa, Italy; Loredana Sasso, University of Genoa, Department of HealthSciences, Genoa, Italy1630-1645 9P3 Cognitive load in virtual reality simulation compared to traditional dissection skills training ofmastoidectomySteven A. W. Andersen*, Rigshospitalet, Dept. of Otorhinolaryngology, Copenhagen, Denmark; Peter Trier Mikkelsen,The Alexandra Institute, Dept. of Otorhinolaryngology, Aarhus, Denmark; Per Cayé-Thomasen, Rigshospitalet, Dept. ofOtorhinolaryngology, Copenhagen, Denmark; Lars Konge, Centre for Clinical Education, Centre for HR, The Capital Regionof Denmark, Dept. of Otorhinolaryngology, Copenhagen, Denmark; Mads Sølvsten Sørensen, Rigshospitalet, Copenhagen,Denmark1645-1700 9P4 Developing innovative local manikin for undergraduate clinical skills training: Intravenousinsertion manikin attached to simulated patientsDoni Widyandana*, Faculty of Medicine Gadjah Mada University, Skills Laboratory, Yogyakarta, Indonesia; BambangDjarwoto, Faculty of Medicine Gadjah Mada University, Skills Laboratory, Yogyakarta, Indonesia1700-1715 9P5 Practice What You Preach: Motivating ChangeAmelia Wallace, Eastern Virginia Medical School, Center for Simulation and Immersive Learning, Norfolk Virginia, UnitedStates; Mary Rubino, Eastern Virginia Medical School, Family and Community Medicine, Norfolk Virginia, United States;Presenter: Temple West*, Eastern Virginia Medical School, Center for Simulation and Immersive Learning, Norfolk Virginia,United States1715-1730 Discussion1600-1730 9Q CONFERENCE WORKSHOP: How to introduce Team Based Learning into a lecture-basedcourseGeorgina Morris*, Imperial College London, London Office of the Lee Kong Chian School of Medicine, London, UnitedKingdom; Naomi Low-Beer, Lee Kong Chian School of Medicine, London Office of the Lee Kong Chian School of Medicine,Singapore; James Stratford-Martin*, Imperial College London, London Office of the Lee Kong Chian School of Medicine,London, United KingdomLocation: Workshop Room 1, Level 0, MiCo0830-1015 9R CONFERENCE WORKSHOP: Entrustment decision-makingOlle ten Cate*, University Medical Center Utrecht, Center for Research and Development of Education, Utrecht,Netherlands; Ankel Felix*, University of Minnesota, Center for Research and Development of Teaching, United States; EricHolmboe*, Accreditation Council for Graduate Medical Education, United States; Linda Snell*, McGill University / RoyalCollege of Physicians and Surgeons of Canada, Canada; Claire Touchie*, University of Ottawa, CanadaLocation: Workshop Room 2, Level 0, MiCo1600-1730 9S CONFERENCE WORKSHOP: Young medical educators’ workshop: Fostering your career inmedical educationMonica van de Ridder*, Albert Schweitzer hospital, Department of Education, Dordrecht, Netherlands; Soren Huwendiek*,University of Bern, Institute of Medical Education, Department of Assessment and Evaluation, Bern, Switzerland;Stewart Mennin*, Mennin Consulting & Associates, Department of Education, Albuquerque, BrazilLocation: Workshop Room 3, Level 0, MiCo1600-1730 9U CONFERENCE WORKSHOP: Curriculum transformation in the ePBLnet project: Ismodernisation by ‘repurposing’ from another curriculum, worth the effort? What is the best wayto do it?Terry Poulton*, St George’s University of London, Institute of Education, London, United Kingdom; Panos Bamidis*,Aristotle University of Thessaloniki, Lab of Medical Informatics, Thessaloniki, Greeece; Sergo Tabagari*, David TvildianiMedical University, AIETI Medical School, Tbilisi, Georgia; Andrey Loboda*, Sumy State University, The Faculty of Medicine,Sumy, Ukraine; Gulmira Derbissalina*, Astana State University, Astana, Kazakhstan; Nana Shavlakadze*, Kutaisi StateUniversity, Kutaisi, GeorgiaLocation: Suite 8, Level Mezzanine, MiCo1600-1730 9V CONFERENCE WORKSHOP: A practical, friendly but powerful way to promote collaborationthrough movies and role-playingJuan-Jose Beunza*, Universidad Europea (Laureate International Universities), Clinical Sciences, Madrid, Spain; HughBarr, CAIPE (Centre for the Advancement of Interprofessional Education), School of Biomedical Sciences, London, UnitedKingdom; Elena Gazapo, Universidad Europea (Laureate International Universities), Clinical Sciences, Madrid, SpainLocation: Suite 7, Level Mezzanine, MiCo1600-1730 9W AMEE-ESME COURSE: Research Essential Skills in Medical Education (RESME) CourseLocation: Suite 6, Level Mezzanine, MiCo– 166 –