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2TUESDAY 2 SEPTEMBER 20148DD15From simulation to reality, identifying the barriersClare Whelan*, Trinity College Dublin, Clinical Skills, Dublin, Ireland; Matthew DiBartolomeo, Trinity College Dublin,Undergraduate School of Medicine, Dublin, Ireland; Matthew Smith, Trinity College Dublin, Undergraduate School ofMedicine, Dublin, Ireland; Danielle James, Trinity College Dublin, Undergraduate School of Medicine, Dublin, Ireland1400-1530 8EE POSTERS: Transition to Clinical PracticeChairperson: James Stratford-Martin (United Kingdom)Location: South Hall, Level 0, MiCo8EE18EE28EE38EE48EE58EE68EE78EE88EE98EE108EE118EE12Clinical case studies in the classroom: How to improve and adjust 3rd year students to thehospitalLeonor Carneiro Leão*, Faculty of Health Sciences, University of Beira Interior, Covilhã, Portugal; Maria Assunção Vaz-Patto,Faculty of Health Sciences, University of Beira Interior, Covilhã, PortugalActing on information given – the use of SBAR during a phonecall on a simulated ward roundFiona Crichton*, NHS Lothian, Directorate of Medical Education, Edinburgh, United Kingdom; James Tiernan, NHS Lothian,Directorate of Medical Education, Edinburgh, United Kingdom; Karima Medjoub, NHS Lothian, Directorate of MedicalEducation, Edinburgh, United Kingdom; Eoghan Millar, NHS Lothian, Directorate of Medical Education, Edinburgh, UnitedKingdom; Ian Stewart, NHS Lothian, Directorate of Medical Education, Edinburgh, United Kingdom; Simon Edgar, NHSLothian, Directorate of Medical Education, Edinburgh, United KingdomPreparation for job applications: How prepared are fourth year MBChB students?Abdul Hassan*, University of Leicester, School of Medicine, Leicester, United Kingdom; Nader Hanna, Alexandra Hospital,General Surgery, Redditch, United Kingdom; Martin Ferguson, Mental Disability Advocacy Center, Advocacy, Budapest,Hungary; David Ferguson, University of Leicester, School of Medicine, Leicester, United KingdomPreparing for practice: A pilot study for new doctorsJuveria Siddiqui*, North West London Hospitals NHS Trust, Medical Education, London, United Kingdom; Adela Brigic, NorthWest London Hospitals NHS Trust, Medical Education, London, United Kingdom; Sarah-Jane Walton, North West LondonHospitals NHS Trust, General Medicine, London, United Kingdom; Arif Khokhar, North West London Hospitals NHS Trust,Medical Education, London, United Kingdom; Anup Jethwa, North West London Hospitals NHS Trust, Medical Education,London, United Kingdom; Joan Pitkin, North West London Hospitals NHS Trust, Medical Education, London, United Kingdom‘What I wish I’d known’, An online video induction tool for junior doctors by junior doctorsLouise Hartley*, NHS Lothian, Medical Education Directorate, Edinburgh, United Kingdom; Eoghan Millar, NHS Lothian,Medical Education Directorate, Edinburgh, United Kingdom; Simon Edgar, NHS Lothian, Medical Education Directorate,Edinburgh, United Kingdom; Sonia Joseph, NHS Lothian, Medical Education Directorate, Edinburgh, United KingdomCMT SIM: A pilot study using simulation training to prepare core medical trainees (CMT) to takeon the role of “the Medical Registrar”; trainee’s perspectivesOdiri Eneje*, Harefield Hospital, Royal Brompton and Harefield NHS Trust, Transplant Medicine, London, United Kingdom;Zubair Sarang, Harefield Hospital, Royal Brompton and Harefield NHS Trust, Transplant Medicine, London, United Kingdom;Charles Butcher, Harefield Hospital, Royal Brompton and Harefield NHS Trust, Cardiology, London, United Kingdom;Geraldine McVeigh, Harefield Hospital, Royal Brompton and Harefield NHS Trust, Medical Education, London, UnitedKingdom; Martin Carby, Harefield Hospital, Royal Brompton and Harefield NHS Trust, Transplant Medicine, London, UnitedKingdomCanMEDS in context: Engaging residents in a transition to residency programJoan Binnendyk*, Western University, Postgraduate Medical Education, London, Canada; Don Farquhar, Western University,Learner Equity and Wellness, London, Canada; Chris Watling, Western University, Postgraduate Medical Education, London,CanadaI-SPY book for new Foundation Year 1 Doctor’s InductionLowri Morgan*, Milton Keynes Hospital NHS Foundation Trust, Accident and Emergency, Milton Keynes, United Kingdom;Peter Thomas, Milton Keynes Hospital NHS Foundation Trust, Accident and Emergency, Milton Keynes, United KingdomMedical Emergencies – What do we expect from our junior doctors?Val McDowall*, University of Edinburgh, Centre for Medical Education, Edinburgh, United Kingdom; Janet Skinner,University of Edinburgh, Centre for Medical Education, Edinburgh, United Kingdom; Debbie Aitken, University of Edinburgh,Centre for Medical Education, Edinburgh, United KingdomHigh quality educational experiences for clerkship rotations and medical student preparedness forresidencyLauren Bolster*, University of Alberta, Medicine, Edmonton, Canada; Carol Hodgson, University of Alberta, Medicine,Edmonton, CanadaComprehensive local prescribing induction can identify unsafe newly qualified doctors to allowappropriate allocation of teaching resourcesAamir Saifuddin*, Charing Cross Hospital, Oncology, London, United Kingdom; Kavitha Vimalesvaran, St. Thomas’ Hospital,Oncology, London, United KingdomA junior doctors handbook: A useful learning tool....?Rachel Beer*, Ashford and St Peter’s Hospital NHS Trust, Intensive Care Medicine, Chertsey, United Kingdom; JayadeepSandhu, Ashford and St Peter’s Hospital NHS Trust, Intensive Care Medicine, Chertsey, United Kingdom; Barry Sellick,Ashford and St Peter’s Hospital NHS Trust, Intensive Care Medicine, Chertsey, United Kingdom– 153 –