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2MONDAY 1 SEPTEMBER 20140900-0915 2D3 The Role of Demonstrating in Surgical TrainingBhavna Gami*, The London Postgraduate School of Surgery, London, United Kingdom; Nigel Standfield, London Schoolof Surgery, Anatomy, London, United Kingdom; Claire Smith, Brighton and Sussex Medical School, Anatomy, Surgery andCancer, Brighton, United Kingdom; Ceri Davies, Imperial College School of Medicine, Surgery, London, United Kingdom0915-0930 2D4 Effects of free, cued, and modelled-reflection on medical students’ diagnostic competenceCassio Ibiapina*, CAPES Foundation, Ministery of Education of Brazil, Brasília/DF, Pediatria, Belo Horizonte, Brazil; SilviaMamede, Institute of Medical Education Research, Erasmus MC and Department of Psychology, Erasmus UniversityRotterdam, Department of Psychology, Rotterdam, Netherlands; Alexandre Moura, UNIFENAS Medical School, EducacaoMedica, Belo Horizonte, Brazil; Silvana Santos, Universidade Federal de Minas Gerais, Propedeutica Complementar, BeloHorizonte, Brazil; Tamara Van Gog, Erasmus University Rotterdam, Department of Psychology, Rotterdam, Netherlands0930-0945 2D5 Time matters, Realism in resuscitation trainingKristian Krogh*, Aarhus University, Centre for Medical Education, Aarhus N, Denmark; Christian B Høyer, Aarhus University,Centre for Medical Education, Aarhus N, Denmark; Doris Østergaard, Herlev Hospital and Copenhagen University, DanishInstitute for Medical Simulation, Herlev, Denmark; Berit Eika, Aarhus University, Centre for Medical Education, Aarhus N,Denmark0945-1000 2D6 Improvements in the diagnostic performance of medical students related to the constructionand retention of System 2 decision rules in long term memoryFrank Papa*, UNTHSC, Medical Education, Fort Worth, United States; Richard Baldwin, UNTHSC, Medical Education,Fort Worth, United States1000-1015 Discussion0830-1015 2E SHORT COMMUNICATIONS: Curriculum EvaluationChairperson: Barbara Barzansky (United States)Location: Brown 1, Level +2, MiCo0830-0845 2E1 Factors influencing students’ skills in giving effective feedback: A qualitative studyShabnam Ahmed*, Faculty of Medicine-King Fahad Medical City, King Saud Bin Abdul Aziz University of Health Sciences,Medical Education, Riyadh, Saudi Arabia; Fadi Munshi, Faculty of Medicine-King Fahad Medical City, King Saud Bin AbdulAziz University of Health Sciences, Medical Education, Riyadh, Saudi Arabia0845-0900 2E2 Curriculum Review Process aimed to improve integration in a traditional Doctor of VeterinaryMedicine programCarmen Fuentealba*, Ross University School of Veterinary Medicine, Center for Research and Innovation in Veterinary andMedical Education, Basseterre, Saint Kitts and Nevis; Janet Beeler-Marfisis, Ross University School of Veterinary Medicine,North Brunswick; John Dascanio; Jennifer Moffet; Eric Pope; Ashutosh Verma0900-0915 2E3 The question of students’ satisfaction and motivation – a working motivational system modelBalázs Ernyey*, University of Pécs- Medical School, Department of Behavioral Sciences, Pécs, Hungary; Ádám Tibor Schlégl,University of Pecs- Medical School, Department of Orthopaedics, Pécs, Hungary; Zsuzsanna Füzesi, University of Pécs-Medical School, Department of Behavioral Sciences, Pécs, Hungary; Ádám Feldmann, University of Pécs- Medical School,Department of Behavioral Sciences, Pécs, Hungary0915-0930 2E4 Postgraduate perspective on the undergraduate medical curriculum: Former students’ and theirpost-graduate tutors’ viewMaria Magalhães, Faculty of Health Science, University of Beira Interior (Covilhã-Portugal), Santa Maria da Feira, PortugalLuís Patrão*, Faculty of Health Science, University of Beira Interior, Covilhã, Portugal; Ricardo Tjeng; Miguel Castelo-BrancoPatrao0930-0945 2E5 An analysis of the quality of undergraduate medical education at Aksum University’s newMedical School, EthiopiaTim Crocker-Buque*, Queen Mary University of London, Centre for Primary Care and Public Health, London, UnitedKingdom0945-1000 2E6 Effective student feedback to drive changeKeith Wylde*, The University of Edinburgh, ACT Office Centre for Medical Education, Edinburgh, United Kingdom;Neil Turner, The University of Edinburgh, The Medical School, Edinburgh, United Kingdom; Helen Cameron, The Universityof Edinburgh, Centre for Medical Education, Edinburgh, United Kingdom1000-1015 2E7 Longitudinal outcome analysis: USMLE Step 1 to ResidencyHiroko Yoshida*, American University of the Caribbean School of Medicine, Administration, St. Maarten, NetherlandsAntilles; Joe Miller, American University of the Caribbean School of Medicine, Pharmacology, St. Maarten, NetherlandsAntillesNo discussion– 45 –