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1400-1530 4N SHORT COMMUNICATIONS: CPD 1Chairperson: Herve Maisonneuve (France)Opening Dicussant: Tanya Horsley (Canada)Location:Amber 7, Level +2, MiCo1400-1415 4N1 Coaching Surgeons: Culture Eats Strategy for BreakfastDorotea Mutabdzic*, University of Toronto, Wilson Centre, Toronto, Canada; Priyanka Patel, University of Toronto,Wilson Centre, Toronto, Canada; Nathan Zilbert, University of Toronto, Wilson Centre, Toronto, Canada; Natashia Seemann,University of Toronto, Wilson Centre, Toronto, Canada; Lucas Murnaghan, Hospital for Sick Children, Surgery, Toronto,Canada; Carol-anne Moulton, University of Toronto, Wilson Centre, Toronto, Canada1415-1430 4N2 Continuous professional development: The main drivers and the major obstaclesAbdulkader Al-Juhani*, Royal Commission Medical Center, Training and Development, Yanbu, Saudi Arabia1430-1445 4N3 Developing an instrument for measuring general practitioners’ intention to use e-Learning incontinuing medical educationTahereh Changiz, Isfahan University of Medical Sciences, Department of Medical Education, Isfahan, Iran; Italo Massielo,Karolinska Institute, Department of Learning, Informatics, Management and Ethics, Stockholm, Sweden; Zahra Dehghani,Isfahan University of Medical Sciences, Medical Education Research Centre, Isfahan, Iran; Nahidosadat Mirshahzadeh,Isfahan University of Medical Sciences, Medical Education Research Centre, Isfahan, Iran; Nabil Zary, Karolinska Institute,Department of Learning, Informatics, Management and Ethics, Stockholm, Sweden; Presenter: Arash Hadadgar*,Karolinska Institute, Department of Learning, Informatics, Management and Ethics, Stockholm, Sweden1445-1500 4N4 A Physician Reviewer’s Perspective on Accrediting Continuing Medical Education (CME)Programs: Best Practices & Lessons LearnedPamela Snow*, Memorial University, Discipline of Family Medicine, St. John’s, Canada1500-1515 4N5 The GMC’s Tests of Competence: Unfair to long standing doctors?L Mehdizadeh, University College London, London, United Kingdom; A Sturrock*, University College London, London,United Kingdom; J Dacre, University College London, London, United Kingdom1515-1530 Discussion1400-1530 4O SHORT COMMUNICATIONS: Student in DifficultyChairperson: Angelika Hofhansl (Australia)Location: Amber 8, Level +2, MiCo1400-1415 4O1 Diagnosing FailureL. James Nixon*, University of Minnesota Medical School, Internal Medicine, Minneapolis, United States; Sophie Gladding,University of Minnesota Medical School, Internal Medicine, Minneapolis, United States; Briar Duffy, University ofMinnesota Medical School, Internal Medicine, Minneapolis, United States1415-1430 4O2 Young physicians’ response to medical students’ unprofessional behavior in clinical rotations---The prospects from Eastern cultureLing-Yu Yang*, National Yang-Ming University, Pediatrics, Taipei, Taiwan; Chen-Huan Chen, National Yang-Ming University,Medicine, Taipei, Taiwan; Jing-Feng Lirng, National Yang-Ming University, Radiology, Taipei, Taiwan; William Huang,National Yang-Ming University, Urology, Taipei, Taiwan1430-1445 4O3 Negative emotions triggered in students by medical school routine situationsTelma Kremer*, Erasmus University Rotterdam, Institute of Medical Education Research at Erasmus Medical Center,Rotterdam, Netherlands; Silvia Mamede, Erasmus University Rotterdam, Institute of Medical Education Researchat Erasmus Medical Center, Rotterdam, Netherlands; Jarbas Roriz-Filho, Ceará Federal University, Clinical MedicineDepartment, Fortaleza, Brazil; Alvaro Madeiro Leite, Ceará Federal University, Department of Pediatrics, Fortaleza, Brazil;Henk Schmidt, Erasmus University Rotterdam, Department of Psychology, Rotterdam, Netherlands1445-1500 4O4 “It’s not what you say, its what they see and hear”: The value of video feedback for medicalstudents undergoing remediationColette Orton, University Hospitals of Leicester, Clinical Skills Unit, Department of Clinical Education, Leicester, UnitedKingdom; Robyn Goodier*, University of Leicester, Department of Medical and Social Care Education, Leicester, UnitedKingdom; Robert Jay, University of Leicester, Department of Clinical Education, leicester, United Kingdom; Jannet Yates,University of Leicester, Department of Medical and Social Care Education, Leicester, United Kingdom; Mark Fores,University Hospitals of Leicester NHS Trust, Department of Clinical Education, Leicester, United Kingdom; Rakesh Patel,University of Leicester, Department of Medical and Social Care Education, Leicester, United Kingdom1500-1515 4O5 Can students’ learning objectives for professional behaviour predict success of remediation?Marianne Mak-van der Vossen*, VUmc School of Medical Sciences, Institute for Education and Training, Research inEducation, Amsterdam, Netherlands; Saskia Peerdeman, VU University Medical Center, Department of Neurosurgery,Amsterdam, Netherlands; Franciska Galindo Garré, VUmc School of Medical Sciences, Institute for Education and Training,Research in Education, Amsterdam, Netherlands; Gerda Croiset, VUmc School of Medical Sciences, Institute for Educationand Training, Amsterdam, Netherlands; Rashmi Kusurkar, VUmc School of Medical Sciences, Institute for Education andTraining, Research in Education, Amsterdam, Netherlands– 92 –