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1500-1515 8I5 Helping clinical teachers struggling with complex educational problemsSuzanne Laurin*, Université de Montréal, Family and Emergency Medicine, Montreal, Canada; Marie-Claude Audétat,Université de Montréal, Family and Emergency Medicine, Montreal, Canada; Gilbert Sanche, Université de Montréal, Familyand Emergency Medicine, Montreal, Canada1515-1530 Discussion1400-1530 8J SHORT COMMUNICATIONS: ResearchChairperson: Patricia Herrera (Mexico)Opening Discussant:Location:Amber 3, Level +2, MiCo1400-1415 8J1 Effectiveness of a graduate entry programme in encouraging students to become physician-scientistsInge van Wijk*, VU University Medical Center, Department of Paediatrics, Amsterdam, Netherlands; Marleen Westerhof-Sinke, VUmc School of Medical Sciences, Institute for Education and Training, Amsterdam, Netherlands; Ton van Lambalgen,VU University Medical Center, Department of Physiology, Amsterdam, Netherlands; Joke Jansen, VUmc School of MedicalSciences, Institute for Education and Training, Amsterdam, Netherlands; Gerda Croiset, VUmc School of Medical Sciences,Institute for Education and Training, Amsterdam, Netherlands; Rashmi Kusurkar, VUmc School of Medical Sciences, Institute forEducation and Training, Amsterdam, Netherlands1415-1430 8J2 Tango with teams: Assessment of the learning environment during medical students’ researchproject courseRiitta Moller*, Karolinska Institutet, Medical Epidemiology and Biostatistics, Stokholm, Sweden; Sari Ponzer, KarolinskaInstitutet, Södersjukhuset, Stockholm, Sweden1430-1445 8J3 Individual characteristics and students’ engagement in scientific researchA Salgueira*, School of Health Sciences, University of Minho, Braga, Portugal; P Costa, School of Health Sciences, Universityof Minho, Braga, Portugal; M Gonçalves, School of Health Sciences, University of Minho, Braga, Portugal; E Magalhães, LisbonUniversity Institute (ISCTE-IUL), CIS-IUL, Lisbon, Portugal; MJ Costa, School of Health Sciences, University of Minho, Braga,Portugal1445-1500 8J4 An increased shift of interest towards research in Undergraduate (UG) medical students of Pakistan;Can this change help improve students’ critical thinking skills?Zainab Zahra*, Shaikh khalifa Bin Zayed Al-Nahyan Medical and Dental College, Community Medicine, Lahore, Pakistan;Gul-e-Noor Rao, Shaikh khalifa Bin Zayed Al-Nahyan Medical and Dental College, Internal Medicine, Lahore, Pakistan; HaiderAli Khan, Shaikh khalifa Bin Zayed Al-Nahyan Medical and Dental College, Lahore, Pakistan; Muhammad Iqbal Javaid, PrinceSalman Armed Forces Hospital, Tabuk, Saudi Arabia1500-1515 8J5 One-year methodological research school to increase clinical and health services research in familymedicine and primary care: A critical evaluationHelena Liira*, University of Tampere, School of Medicine, Tampere, Finland; Tuomas Koskela, University of Tampere, School ofMedicine, Tampere, Finland; Kaisu Pitkälä, University of Helsinki, Department of General Practice and Primary Care, Finland1515-1530 Discussion1400-1530 8K SHORT COMMUNICATIONS: EthicsChairperson: Lisa Rucker (United States)Location: Amber 4, Level +2, MiCo1400-1415 8K1 Integrating Medical Ethics and Professionalism in the Medical School CurriculumLiljana Stevceva*, California Northstate College of Medicine, Department of Medical Education, Elk Grove, California, UnitedStates; Ralitsa Akins, California Northstate College of Medicine, Department of Medical Education, Elk Grove, California, UnitedStates; Joseph Silva, California Northstate College of Medicine, Department of Medical Education, Elk Grove, California, UnitedStates; Alfred Tenore, California Northstate College of Medicine, Elk Grove, California, United States; Robert Suskind, CaliforniaNorthstate College of Medicine, Elk Grove, California, United States1415-1430 8K2 Ethical Reasoning Learning Process in Clinical Years of the Students in the Faculty of MedicineUniversity of IndonesiaOktavinda Safitry Daud*, Faculty of Medicine University of Indonesia, Department of Forensic Medicine and Medico-LegalStudies, Jakarta, Indonesia; Anwar Jusuf, Faculty of Medicine University of Indonesia, Department of Medical Education,Jakarta, Indonesia; Retno Asti Werdhani, Faculty of Medicine University of Indonesia, Department of Medical Education,Jakarta, Indonesia1430-1445 8K3 Ethical Erosion: To what extent does it occur during UK foundation training?Emily C Stratta*, Royal Bolton NHS Foundation Trust, Farnworth, Lancashire, United Kingdom; Paul Baker, North WesternDeanery, Health Education North West, Manchester, United Kingdom1445-1500 8K4 Clinical Clerks’ Ethical Dilemmas and Decision-MakingMary-Ana Cordero-Diaz*, Tecnológico de Monterrey School of Medicine and Health Sciences, Department of Ethics,Professionalism and Citizenship, Monterrey, Mexico; Pilar González-Amarante, Tecnológico de Monterrey School of Medicineand Health Sciences, Department of Ethics, Professionalism and Citizenship, Monterrey, Mexico; Graciela Medina-Aguilar,Tecnológico de Monterrey School of Medicine and Health Sciences, Department of Ethics, Professionalism and Citizenship,Monterrey, Mexico; Cesar Gracia-Francis, Tecnológico de Monterrey School of Medicine and Health Sciences, Department ofEthics, Professionalism and Citizenship, Monterrey, Mexico– 146 –