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2TUESDAY 2 SEPTEMBER 20141715-1730 9F6 Common practice situations can become triggers for teaching in the CanMEDS Intrinsic RolesDeepak Dath*, McMaster University, Surgery, Hamilton, Canada; Nicholas Afagh, McMaster University, Surgery, Hamilton,Canada; Stephen Kelly, McMaster University, Surgery, Hamilton, Canada; Michael Marcaccio, McMaster University, Surgery,Hamilton, Canada; Brad Petrisor, McMaster Univerity, Surgery, Hamilton, CanadaNo discussion1600-1730 9G SHORT COMMUNICATIONS: Written AssessmentChairperson:Location: Theatre Room 12, Level 0, MiCo1600-1615 9G1 Changing assessment practice: Making quality visible as an impetus to changeFrancois Cilliers*, University of Cape Town, Education Development Unit, Cape Town, South Africa1615-1630 9G2 Determining required test timeHerman E. Popeijus*, Maastricht University, Educational Development & Research, Faculty of Health, Medicine and LifeSciences, Maastricht, Netherlands; Joost Dijkstra, Maastricht University, Educational Development & Research, Faculty ofHealth, Medicine and Life Sciences, Maastricht, Netherlands1630-1645 9G3 Review of items with low difficulty index in the Swiss federal licencing examination (FLE) ofhuman medicine: Why tough items are toughBernard Cerutti*, Faculty of Medicine, UDREM, Geneva, Switzerland; Elisabeth Van Gessel, Faculty of Medicine, InterprofessionalSimulation Centre, Geneva, Switzerland; Nu Vu, Faculty of Medicine, UDREM, Geneva, Switzerland1645-1700 9G4 How to use item analysis to improve teaching, learning and assessment in medical schoolSiew Kim Kwa*, International Medical University Malaysia, Family Medicine, Kuala Lumpur, Malaysia; Chin Hoong Wong,International Medical University Malaysia, Family Medicine, Kuala Lumpur, Malaysia; Sharmini Gangadaran, InternationalMedical University Malaysia, Academic Services, Kuala Lumpur, Malaysia; Siang Tong Kew, International Medical UniversityMalaysia, Dean Medical School, Kuala Lumpur, Malaysia1700-1715 9G5 The case for retiring the open-ended format in written summative assessment in clinicalmedicineRichard J Hift*, University of KwaZulu-Natal, School of Clinical Medicine, Durban, South Africa1715-1730 9G6 National Electronic Assessment is possible, affordable and validMichael Begg*, University of Edinburgh, Learning Technology Section, Edinburgh, United Kingdom; Matt Hammond,University of Edinburgh, Learning Technology Section, Edinburgh, United Kingdom; Simon Maxwell, University ofEdinburgh, Clinical Pharmacology, Edinburgh, United KingdomNo discussion1600-1730 9H SHORT COMMUNICATIONS: Feedback 2Chairperson: Ming-Ka Chan (Canada)Location: Amber 1, Level +2, MiCo1600-1615 9H1 The effect of reflection and assessor feedback on the confidence of medical students to performan endotracheal intubationIna Treadwell*, University of Limpopo (Medunsa Campus), Skills Centre, Pretoria, South Africa1615-1630 9H2 The value of adding students’ self-assessment to online faculty feedback on their perception ofthe usefulness of this feedbackAnn Deketelaere, Catholic University of Leuven, Unit Teaching and Learning Support, Faculty of Medicine, Leuven, Belgium;Annick Dermine, Catholic University of Leuevn, Unit Teaching and Learning Support, Faculty of Medicine, Leuven, Belgium;Katrien Bosselaers, Catholic University of Leuven, Unit Teaching and Learning Support, Faculty of Medicine, Leuven,Belgium; Bernard Himpens, Catholic University of Leuven, Faculty of Medicine, Leuven, Belgium; Isabel Gheysen*, CatholicUniversityof Leuven, Unit Teaching and Learning Support, Faculty of Medicine, Leuven, Belgium1630-1645 9H3 Practice does not always make perfect: Negative thoughts degrade performance in novicemedical trainees learning suturing techniquesKinga L. Eliasz*, McMaster University; University of Toronto; The Hospital for Sick Children, Kinesiology; The Wilson Centre;The Learning Institute, Toronto, Canada; Aaron D.C. Knox, University of British Columbia; University of Toronto; TheHospital for Sick Children, Division of Plastic & Reconstructive Surgery; The Wilson Centre; The Learning Institute, Toronto,Canada; Faizal A. Haji, University of Western Ontario; University of Toronto; The Hospital for Sick Children, Division ofNeurosurgery; The Wilson Centre; The Learning Institute, Toronto, Canada; Adam Dubrowski, Memorial University ofNewfoundland, Disciplines of Emergency Medicine and Pediatrics, St. John’s, Canada, David Rojas, University of Toronto;The Hospital for Sick Children, The Wilson Centre; The Learning Institute, Toronto, Canada; James Lyons, McMasterUniversity, Kinesiology, Hamilton, Canada1645-1700 9H4 Thematic analysis of clinical teachers’ experiences of feedback: What factors make it easier, ormore difficult, to give feedback?Janet Riddle*, University of Illinois Chicago College of Medicine, Medical Education, Chicago, United States; Angela Blood,Rush University Medical College, Medical Education, Chicago, United States– 161 –