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2MONDAY 1 SEPTEMBER 20141500-1515 4D5 Are longitudinal integrated clerkships a good choice for all medical students?Jill Konkin*, University of Alberta, Division of Community Engagement, Edmonton, Canada; Carol Suddards, University ofAlberta, Division of Community Engagement, Edmonton, Canada1515-1530 Discussion1400-1530 4E SHORT COMMUNICATIONS: Transition to Clinical PracticeChairperson: Agnes Dodds (Australia)Opening Discussant:Location:Brown 1, Level +2, MiCo1400-1415 4E1 “It’s a whole different ball game”: A longitudinal audio diary study of junior doctors’preparednessChris Jefferies*, Cardiff University, School of Medicine, Cardiff, United Kingdom; Judith Cole, Queen’s University Belfast,School of Medicine, Belfast, United Kingdom; Narcie Kelly, University of Exeter, School of Medicine, Exeter, UnitedKingdom; Grit Scheffler, University of Dundee, School of Medicine, Dundee, United Kingdom; Kathrin Kaufhold, CardiffUniversity, School of Medicine, Cardiff, United Kingdom; Lynn Monrouxe, Cardiff University, School of Medicine, Cardiff,United Kingdom1415-1430 4E2 A simulated ward exercise improves insight into the hidden curriculum of the junior doctorSusan A Smith*, Northumbria Healthcare NHS Foundation Trust, Education Centre, Newcastle, United Kingdom; FionaRayner, Northumbria Healthcare NHS Foundation Trust, Education Centre, Newcastle, United Kingdom; Holly R Mabillard,Northumbria Healthcare NHS Foundation Trust, Education Centre, Newcastle, United Kingdom; Mark Sudlow, NorthumbriaHealthcare NHS Foundation Trust, Education Centre, Newcastle, United Kingdom1430-1445 4E3 Preparedness for practice following the introduction of enhanced practice placementsGillian Vance*, Newcastle University, School of Medical Sciences Education Development, Newcastle Upon Tyne, UnitedKingdom; Bryan Burford, Newcastle University, School of Medical Sciences Education Development, Newcastle Upon Tyne,United Kingdom; Jon Scott, Northern Foundation School, School of Medical Sciences Education Development, NewcastleUpon Tyne, United Kingdom1445-1500 4E4 Perceived preparedness and learning needs of medical trainees undertaking outpatient clinicsIbrahim Ali*, Royal London Hospital, Medicine, London, United Kingdom1500-1515 4E5 Improving perceived preparedness of students entering clinical education in a single session:A novel near-peer approachDominic Crocombe*, University College London, Medical School, London, United Kingdom; Isobel Cane, University CollegeLondon, Medical School, London, United Kingdom; Alexander Fleming-Nouri, University College London, Medical School,London, United Kingdom; Mina N Arsanious, University College London, Medical School, London, United Kingdom; RickySharma, Univeristy College London, Medical School, London, United Kingdom; Parisah Seyed-Safi, University CollegeLondon, Medical School, London, United Kingdom1515-1530 Discussion1400-1530 4F SHORT COMMUNICATIONS: Patil Teaching Innovation Awards 2 – shortlisted presentations(see page 12)Chairperson / Opening Discussant: Deborah Murdoch-Eaton (United Kingdom)Location: Theatre Room 11, Level 0, MiCo1400-1415 4F1 A low cost/open-source system for delivering feedback in OSCEs and clinical attachmentsDavid Hope*, University of Edinburgh, Centre for Medical Education, Edinburgh, United Kingdom; Avril Dewar, Universityof Edinburgh, Centre for Medical Education, Edinburgh, United Kingdom; Kyle Gibson, University of Edinburgh, Centrefor Medical Education, Edinburgh, United Kingdom; Neil Turner, University of Edinburgh, Centre for Medical Education,Edinburgh, United Kingdom; Michelle Arora, University of Edinburgh, Centre for Medical Education, Edinburgh, UnitedKingdom; Helen Cameron, University of Edinburgh, Centre for Medical Education, Edinburgh, United Kingdom1415-1430 4F2 Students at risk of failing assessment can be identified within eight weeks of starting medicalschoolDavid Hope*, University of Edinburgh, Centre for Medical Education, Edinburgh, United Kingdom; Avril Dewar, Universityof Edinburgh, Centre for Medical Education, Edinburgh, United Kingdom; Helen Cameron, University of Edinburgh, Centrefor Medical Education, Edinburgh, United Kingdom1430-1445 4F3 Translating the concept of evidence-based assessment into everyday educational practice:Building a DREAMChristie Palladino, Medical College of Georgia at Georgia Regents University, Educational Innovation Institute, Augusta,GA, United States; John Nash, Association of American Medical Colleges, MedEdPORTAL, Washington, DC, United States;Lindsay Blake, Medical College of Georgia at Georgia Regents University, Greenblatt Library, Augusta, GA, United States;Kathy Davies, Medical College of Georgia at Georgia Regents University, Greenblatt Library, Augusta, GA, United States;Christopher Candler, Association of American Medical Colleges, University of Oklahoma, MedEdPORTAL, Washington, DC,United States; Lara Stepleman, Medical College of Georgia at Georgia Regents University, Educational Innovation Institute,Augusta, GA, United States; Presenter: Robby Reynolds*, AAMC, Medical Education Online Programs, Washington, DC,United States– 87 –