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2TUESDAY 2 SEPTEMBER 20147II87II97II107II11Simulated prenatal care program in Obstetrics clerkshipChyi-Her Lin*, NCKU Hospital, Pediatrics, Tainan, Taiwan; Pei-Ying Tsai, NCKU Hospital, Obstetrics Gynecology, Tainan,Taiwan; Jieh-Neng Wang, NCKU Hospital, Pediatrics, Tainan, Taiwan; Yu-Ting Wu, NCKU Hospital, Pediatrics, Tainan,Taiwan; Shan-Shan Liu, NCKU Hospital, Pediatrics, Tainan, TaiwanSimulated medical consultations with an extended debriefing: Students’ perception of learningoutcomesMarcelo Schweller*, FCM-Unicamp, Emergency Medicine, Campinas, Brazil; Silvia Passeri, FCM-Unicamp, Medical Course,Campinas, Brazil; Marco Antonio Carvalho-Filho, FCM-Unicamp, Emergency Medicine, Campinas, BrazilIs it better to use teachers or patient support group volunteers as surrogate patients to trainstudents in clinical problem solving?Weng Yee Chin*, The University of Hong Kong, Department of Family Medicine & Primary Care, Hong Kong; Julie Chen,The University of Hong Kong, Department of Family Medicine & Primary Care, Hong Kong; Amber Yip, The University ofHong Kong, Institute of Medical and Health Sciences Education, Hong Kong; Vivian Chau, The University of Hong Kong,Department of Family Medicine & Primary Care, Hong KongFactors influencing simulated patient training for a delirium role – is real patient exposureuseful?Morag Patterson*, University of Edinburgh, Centre for Medical Education, Edinburgh, United Kingdom1045-1230 7JJ ELECTRONIC POSTERS (ePOSTERS): The TeacherChairperson:Location: Theatre Room 16, Level 0, MiCo7JJ17JJ27JJ37JJ47JJ57JJ67JJ77JJ87JJ97JJ10Are medical teachers who are European Resuscitation Council lnstructors or Providers moresuccessful than other medical teachers in training medical students in cardiopulmonaryresuscitation?Silvija Hunyadi-Anticevic*, Croatian Resuscitation Council and University of Zagreb School of Medicine, Zagreb, Croatia;Gordana Pavlekovic, Croatian Association for Medical Education and University of Zagreb School of Medicine, Zagreb,Croatia; Davor Milicic, University of Zagreb School of Medicine, Zagreb, CroatiaWhat makes a good surgical trainer: Trainees’ perspectiveAmira Hassan Waly*, Faculty of Medicine, Zagazig University, Pediatric Surgery Unit, General Surgery Department, Zagazig,Egypt; Gill Aitken, University of Edinburgh, Centre for Medical Education, Edinburgh, United KingdomSupporting paediatric educators: Ideas from around the UKHannah Jacob*, Institute of Child Health, University College London, London, United Kingdom; Caroline Fertleman,Institute of Child Health, University College London, London, United KingdomGeneral practitioners as clinical teachers in third year of medicine. Cross-sectional study of theirperformance according to students by questionnaire “MEDUC30”Diego Garcia*, Universidad de Chile, Campus Occidente, Santiago, Chile; Nadia Escobar, Universidad de Chile, CampusOccidente, Santiago, Chile; Juan Villagra, Universidad de Chile, Campus Occidente, Santiago, Chile; Daniela González,Universidad de Chile, Campus Occidente, Santiago, Chile; Tamara Ahumada, Universidad de Chile, Campus Occidente,Santiago, Chile; Iván Silva, Universidad de Chile, Campus Occidente, Santiago, ChileClinicians as teachers: Pediatric inpatient clerkship in QatarShabina Khan*, Hamad Medical Corporation, General Pediatrics, Doha, Qatar; Mohamed Hendaus, Hamad MedicalCorporation, General Pediatrics, Doha, Qatar; Ahmed Al-Hammadi, Hamad Medical Corporation, General Pediatrics, Doha,Qatar; Samar Mohmed, Hamad Medical Corporation, General Pediatrics, Doha, Qatar; Yasser Al-Samman, Weill CornellMedical College, Qatar, General Pedaitrics, Doha, Qatar; Tushar Khanna, Weill Cornell Medical College, Qatar, Doha, QatarThe Study of Nurse Preceptors’ Professional Development ProcessYing-Hui Lin*, Kaohsiung Medical University Hospital, Nursing Department, Kaohsiung, Taiwan; Cheng-Yen Wang, NationalKaohsiung Normal University, Graduate Institute of Adult Education, Kaohsiung, TaiwanDoes making orientation mandatory really result in the desired level of attendance?C Robertson*, University of Ottawa, Office of Faculty Development, Ottawa, Canada; R Nair, University of Ottawa, Ottawa,Canada; C Cool, University of Ottawa, Ottawa, Canada; K Hebert, University of Ottawa, Ottawa, CanadaBeing at Peace: Beyond the Teaching CompetencyHormatsadat Emamzadeh Ghasemi*, School of Nursing and Midwifery of Tehran University of Medical Sciences, NursingManagement, Tehran, Iran; Mansoureh A. Farahani, School of Nursing and Midwifery of Tehran University of MedicalSciences, Nursing Managment, Tehran, Iran; Forough Rafii, School of Nursing and Midwifery of Tehran University ofMedical Sciences, Medical Surgical Nursing, Tehran, IranCurrent issues in the scholarship of clinical teaching, A pedagogy of the unexpressedKate Hardie*, University of Toronto, Lawrence S. Bloomberg Faculty of Nursing, Toronto, CanadaStudents and faculties: Matching points on the practical assessmentIeda Maria Barbosa Aleluia*, Escola Bahiana de Medicina e Saude Publica, Medicine, Salvador, Brazil; Lila Rmos CasteloBranco, Escola Bahiana de Medicina e Saude Publica, Medicine, Salvador, Brazil; Caroline da Silva Seidler, Escola Bahiana deMedicina e Saude Publica, Medicine, Salvador, Brazil; Mario Rocha, Escola Bahiana de Medicina e Saude Publica, Medicine,Salvador, Brazil– 141 –