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1045-1230 3H SHORT COMMUNICATIONS: Resident TrainingChairperson: Mads Skipper (Denmark)Opening Discussant: Gary Viner (Canada)Location:Amber 1, Level +2, MiCo1045-1100 3H1 How residents learn to become collaborators: Exploring interprofessional perspectives in theworkplaceRenee E. Stalmeijer*, Maastricht University, Faculty of Health, Medicine and Life Sciences, Department of EducationalDevelopment and Research, Maastricht, Netherlands; Willem S. de Grave, Maastricht University, Faculty of Health, Medicineand Life Sciences, Department of Educational Development and Research, Maastricht, Netherlands; Wim G. Peters, CatharinaHospital Eindhoven, Department of Internal Medicine, Eindhoven, Netherlands; Hetty A.M. Snellen-Balendong, MaastrichtUniversity, Faculty of Health, Medicine and Life Sciences, Department of Educational Development and Research, Maastricht,Netherlands; Diana H.J.M. Dolmans, Maastricht University, Faculty of Health, Medicine and Life Sciences, Department ofEducational Development and Research, Maastricht, Netherlands1100-1115 3H2 Introducing “optimal challenges” in resident trainingAnette Bagger Sørensen*, Aarhus University Hospital, Centre for Medical Education, Aarhus, Denmark; Mette KroghChristensen, Aarhus University, Center for Medical Education, Aarhus, Denmark1115-1130 3H3 Understanding Supervision of Trainee Physicians in Internal Medicine: A Model of Four SupervisoryStylesMark Goldszmidt*, Schulich School of Medicine & Dentistry, University of Western Ontario, Centre for Education Research& Innovation, London, Canada; Tim Dornan, School of Health Professions Education, Maastricht University, Department ofEducational Research and Development, Maastricht, Netherlands; Jeroen van Merriënboer, School of Health ProfessionsEducation, Maastricht University, Department of Educational Research and Development, Maastricht, Netherlands; GeorgesBordage, College of Medicine, University of Illinois at Chicago, Department of Medical Education, Chicago, United States; LisaFaden, Schulich School of Medicine & Dentistry, University of Western Ontario, Centre for Education Research & Innovation,London, Canada; Lorelei Lingard, Schulich School of Medicine & Dentistry, University of Western Ontario, Centre for EducationResearch & Innovation, London, Canada1130-1145 3H4 Empowering people with diabetes: Residents’ opinion of their roleNagwa Said*, Zagazig University, Internal Medicine, Medical Education, Zagazig, Egypt; Gillian Aitken, University of Edinburgh,Centre for Medical Education, Edinburgh, United Kingdom1145-1200 3H5 Potential value of community hospitals in anatomic pathology resident trainingFarah Moid*, St. Joseph Health Centre, Department of Laboratory Medicine, Toronto, Canada; Jerry Maniate, St. JosephHealth Centre, Department of Medical Education and Scholarship, Toronto, Canada1200-1215 3H6 Evaluation of trainees’ performance in surgical training workshops (Competence and confidence indifferent operative steps)Mostafa Seleem*, Faculty of Medicine, Cairo University, Gynecology-Medical Education, Cairo, Egypt1215-1230 Discussion1045-1230 3I SHORT COMMUNICATIONS: Clinical ReasoningChairperson: Harumi Gomi (Japan)Opening Discussant: Ralph Pinnock (Australia)Location:Amber 2, Level +2, MiCo1045-1100 3I1 Combining worked-example and completion strategies in a digital learning environment to fosterintervention knowledgeJoseph-Omer Dyer*, University of Montreal, Centre for Applied Pedagogy in Health Sciences (Centre de Pedagogie Appliqueeaux Sciences de la Sante ́[CPASS]), Montreal, Canada; Anne Hudon, University of Montreal, School of Rehabilitation,Montreal, Canada; Katherine Montpetit-Tourangeau, University of Montreal, School of Rehabilitation, Montreal, Canada;Bernard Charlin, University of Montreal, Centre for Applied Pedagogy in Health Sciences (Centre de Pedagogie Appliquee auxSciences de la Sante ́[CPASS]), Montreal, Canada; Sílvia Mamede, Erasmus University Rotterdam, Department of Psychology,Rotterdam, Netherlands; Tamara van Gog, Erasmus University Rotterdam, Department of Psychology, Rotterdam, Netherlands1100-1115 3I2 Does medical education improve the reasoning and decision-making skills of students?Frank Kee, Queen’s University Belfast, Centre for Public Health, Belfast, United Kingdom; Kinga Morsany, Queen’s UniversityBelfast, School of Psychology, Belfast, United Kingdom; Mairead Boohan*, Queen’s University Belfast, Centre for MedicalEducation, Belfast, United Kingdom1115-1130 3I3 Teaching Clinical Reasoning by Making Expert Thinking Visible and Accessible for Students:An Action Research Project with Clinical EducatorsClare Delany*, The University of Melbourne, Health Sciences, Melbourne, Australia; Barbara Kameniar, The University ofMelbourne, Education, Melbourne, Australia; Jayne Lysk, The University of Melbourne, Medicine, Melbourne, Australia1130-1145 3I4 Why we do not need a dual systems assumption to explain and teach clinical reasoningEugene J. F. M. Custers*, UMC Utrecht, Center for Research and Development of Education, Utrecht, Netherlands1145-1200 3I5 A Multi-step Examination of Analytic Ability in an Internal Medicine ClerkshipLouis Pangaro*, Uniformed Services University of the Health Sciences, Medicine, Bethesda, United States; Steven Durning,Uniformed Services University of the Health Sciences, Medicine, Bethesda, United States; Paul Hemmer, Uniformed ServicesUniversity of the Health Sciences, Medicine, Bethesda, United States– 68 –