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1645-1700 9L4 Developing a National Leadership Programme for Directors of Nursing and Midwifery in Ireland,a co-design approachTina Joyce*, Royal College of Surgeons in Ireland, Institute of Leadership, Dublin, Ireland; Theresa Keane, Royal Collegeof Surgeons in Ireland, Institute of Leadership, Dublin, Ireland; Mary MacMahon, Health Services Executive, Office of theNursing and Midwifery Services Director, National Leadership & Innovation Centre, Dublin, Ireland; Steve Pitman, RoyalCollege of Surgeons in Ieland, Institute of Leadership, Dublin, Ireland; Geraldine Shaw, Health Services Executive, Office ofthe Nursing and Midwifery Services Director, National Leadership & Innovation Centre, Dublin, Ireland; Michael Shannon,Health Services Executive, Office of the Nursing and Midwifery Services Director, National Leadership & Innovation Centre,Dublin, Ireland1700-1715 9L5 More text box than tick box: An analysis of a narrative leadership feedback toolSusan Kennedy*, East Kent Hospitals University NHS Foundation Trust, Medical Education Directorate, Margate, UnitedKingdom; Rags Subramaniam, East Kent Hospitals University NHS Foundation Trust, Medical Education Directorate, Margate,United Kingdom1715-1730 9L6 Leadership in crisis situations: Merging the interdisciplinary silosHugo Paquin*, McGill University, Department of Pediatrics, Montreal, Canada; Ilana Bank, McGill University, Department ofPediatric Emergency Medicine, Montreal, Canada; Lily Nguyen, McGill University, Department of Otolaryngology, Montreal,Canada; Rachel Fisher, McGill University, Department of Anesthesiology, Montreal, Canada; Meredith Young, McGillUniversity, Department of Family Medicine, Centre for Medical Education, Montreal, Canada; Peter Nugus, McGill University,Department of Family Medicine, Centre for Medical Education, Montreal, CanadaNo discussion1600-1730 9M SHORT COMMUNICATIONS: Curriculum Subjects 2Chairperson: Eugene Custers (Netherlands)Location: Amber 6, Level +2, MiCo1600-1615 9M1 Dealing with the challenges to medical student learning of evidence-based medicine:A qualitative studyLauren Maggio*, Stanford University, Stanford, United States; Th. J. ten Cate, Stanford University, Stanford, United States;H. Carrie Chen; Nancy Tannery; David Irby; Bridget O’Brien1615-1630 9M2 Problem-based learning and evidence-based medicineMeng-Chih Lee*, Taichung Hospital/Chung Shan Medical University, Department of Family Medicine/Institute of Medicine,Taichung, Taiwan1630-1645 9M3 Evaluating an innovative quality improvement initiative undertaken by final year medical studentsBridget Kool*, University of Auckland, Epidemiology and Biostatistics, Auckland, New Zealand; Michelle Wise, Universityof Auckland, Department of Obstetrics and Gynaecology, Auckland, New Zealand; Sue Wells, University of Auckland,Epidemiology and Biostatistics, Auckland, New Zealand; Lynn Sadler, University of Auckland, Epidemiology and Biostatistics,Auckland, New Zealand; Faith Mahony, University of Auckland, Health Systems, Auckland, New Zealand; Gillian Robb,University of Auckland, Epidemiology and Biostatistics, Auckland, New Zealand1645-1700 9M4 Why is Gender Medicine a Must in Medical Training?Margarethe Hochleitner*, Innsbruck Medical University, Women’s Health Centre, Innsbruck, Austria1700-1715 9M5 Perceived effects of a mind-body training program on physicians: Exploratory studyJosee Lachance*, Université de Sherbrooke, Faculty of Education, Sherbrooke, Canada; Pierre Paillé, Université deSherbrooke, Faculty of Education, Sherbrooke, Canada; Jean-Francois Desbiens, Université de Sherbrooke, Faculty ofEducation, Sherbrooke, Canada; Marianne Xhignesse, Université de Sherbrooke, Faculty of Medicine and Health Sciences,Sherbrooke, Canada1715-1730 9M6 Health promotion / prevention program: Outlining a competency-based teaching programmeEdison Tizzot*, Universidade Federal do Paraná, Obstetrics and Gynecology, Curitiba, Brazil; Maria Helena Senger, Faculdadede Ciências Médicas e da Saúde de Sorocaba, Clinics, Sorocaba, BrazilNo discussion1600-1730 9N SHORT COMMUNICATIONS: Student CharacteristicsChairperson: Maria de Jesus Ortiz Gonzalez (Mexico)Location: Amber 7, Level +2, MiCo1600-1615 9N1 Are academic achievement, age, gender and year of study related to Emotional Intelligence inundergraduate medical students?Naghma Naeem*, Batterjee Medical College, Department of Medical Education, Jeddah, Saudi Arabia1615-1630 9N2 Emotional intelligence development in 1st year allied health professional studentsStuart Mackay*, University of Liverpool, Medical Imaging and Radiotherapy, Liverpool, United Kingdom; JP McNulty,University College Dublin, Radiography, Dublin, Ireland, S Lewis, University of Sydney, Radiography, Sydney, Australia;S Lane, University of Liverpool, Statistics, Liverpool, United Kingdom; P White, Hong Kong Polytechnic University,Radiography, Hong Kong– 164 –