2WEDNESDAY 3 SEPTEMBER 20140830-1015 10D RESEARCH PAPERS : FeedbackChairperson: Jocelyn Lockyer (Canada)Location: Brown 2, Level +2, MiCo0830-0845 10D1 Exploring and comparing conceptualisations of mentoring across education and medicaleducationJennifer Cleland*, University of Aberdeen, Division of Medical and Dental Education, Aberdeen, United Kingdom; MandyMoffat, University of Aberdeen, Division of Medical and Dental Education, Aberdeen, United Kingdom; Navta Massand,University of Aberdeen, Division of Medical and Dental Education, Aberdeen, United Kingdom; Lynne Shiach, Universityof Aberdeen, School of Education, Aberdeen, United Kingdom; Do Coyle, University of Aberdeen, School of Education,Aberdeen, United Kingdom0845-0900 10D2 Ad hoc supervisory encounters between GP-supervisors and GP-registrars: Enhancing quality andeffectivenessTim Clement*, Southern GP Training, Warrnambool, Australia; Jane Morrison, Southern GP Training, Warrnambool,Australia; James Brown, Southern GP Training, Churchill, Australia; Debra Nestel, Monash University, Churchill, Australia0900-0915 10D3 “Playing the Game” – How do surgical trainees seek feedback in the context of Workplace BasedAssessments (WPBA)?A Gaunt*, Warwick Medical School, Coventry, United Kingdom; V Rusius, West Midlands Research Collaborative, Coventry,United Kingdom; S Mylvaganam, West Midlands Research Collaborative, United Kingdom; A Patel, West Midlands ResearchCollaborative, United Kingdom; D.H Markham, Warwick Medical School, United Kingdom; T Pawlikowska, Royal College ofSurgeons of Ireland, Ireland0915-0930 10D4 Pre-specifying CanMEDS roles to authentic situations: Stimulating supervisors to give feedbackoutside the role of Medical ExpertNienke Renting*, University Medical Center Groningen, CIOMO, Groningen, Netherlands; Rijk O.B. Gans, University MedicalCenter Groningen, Internal Medicine, Groningen, Netherlands; Jan C.C. Borleffs, University Medical Center Groningen,CIOMO, Groningen, Netherlands; Martha A. van der Wal, University Medical Center Groningen, CIOMO, Groningen,Netherlands; Janke Cohen-Schotanus, University Medical Center Groningen, CIOMO, Groningen, Netherlands0930-0945 10D5 Student perceptions of feedback in formative MCQ assessmentAnna Ryan*, The University of Melbourne, Medical Education Unit, Melbourne, Australia; Geoffrey McColl, The Universityof Melbourne, Medical Education Unit, Melbourne, Australia; Neville Chiavaroli, The University of Melbourne, MedicalEducation Unit, Melbourne, Australia; Richard O’Brien, The Uiversity of Melbourne, Austin Hospital Clinical School,Heidelberg, Australia0945-1000 10D6 From cheerleader to coach: The developmental progression of bedside teachers in givingfeedback to early learnersMarjorie D Wenrich*, University of Washington School of Medicine, Seattle WA, United States; Molly B Jackson, Universityof Washington School of Medicine, Medicine, Seattle WA, United States; Ramoncita R Maestas, University of WashingtonSchool of Medicine, Family Medicine, Seattle WA, United States; Ineke HAP Wolfhagen, Maastricht University, Departmentof Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht, Netherlands; AlbertJJA Scherpbier, Maastricht University, Faculty of Health, Medicine and Life Sciences, Maastricht, Netherlands1000-1015 Discussion0830-1015 10E SHORT COMMUNICATIONS: Curriculum PlanningChairperson: Titi Savitri (Indonesia)Location: Brown 1, Level +2, MiCo0830-0845 10E1 Transformation in Medical Education (TIME): A new model for US pre-doctoral medical educationSA Lieberman*, University of Texas Medical Branch, Office of the Dean of Medicine, Galveston, TX, United States;SL Franzen, University of Texas System, Business Affairs, Austin, TX, United States; GC Rosenfeld, University of Texas MedicalSchool at Houston, Integrative Biology and Pharmacology, Houston, TX, on behalf of the TIME Steering Committee, UnitedStates0845-0900 10E2 The hidden curriculum of medical education and how it affects teacher identityThea van Lankveld*, VUmc School of Medical Sciences, Research in Education, Amsterdam, Netherlands; Gerda Croiset,VUmc School of Medical Sciences, Research and Theory in Education, Amsterdam, Netherlands; Jos Beishuizen, VUUniversity Amsterdam, Research and Theory in Education, Amsterdam, Netherlands; Judith Schoonenboom, VU UniversityAmsterdam, Research Institute of Child Development and Education, Amsterdam, Netherlands; Monique Volman,University of Amsterdam, Research in Education, Amsterdam, Netherlands0900-0915 10E3 Clinical Honours: A collaborative approach to enhance graduate health professionals clinicalcompetence and professional developmentToniele Shearer*, University of Tasmania, School of Health Sciences, Faculty of Health, Launceston, Australia0915-0930 10E4 Possibilities of transformation of MD program into two-cycle qualification system: Georgian experiencein frames of TEMPUS ePBLnet projectAleksandra Nadiradze*, David Tvildiani Medical University, Pathological Basis of Disease; Quality Assurance, Tbilisi, Georgia;Nino Tabagari, David Tvildiani Medical University, Internal Medicine; Quality Assurance, Tbilisi, Georgia; Tamari Talakvadze,David Tvildiani Medical University, Internal Medicine; Quality Assurance, Tbilisi, Georgia; Levan Tvildiani, David TvildianiMedical University, Internal Medicine, Tbilisi, Georgia; Sergo Tabagari, David Tvildiani Medical University, Tbilisi, Georgia– 179 –
0930-0945 10E5 A Qualitative Assessment of a Patient-Centered Curriculum about Persons with DisabilitiesSonya Miller*, University of Michigan Medical School, Physical Medicine & Rehabilitation and Medical Education,Ann Arbor, United States0945-1000 10E6 How we used honeycomb technique for curriculum mappingMohamed Al-Eraky*, Zagazig University, Medical Education, Zagazig, Egypt; Gohar Wajid, Dammam University, MedicalEducation, Dammam, Saudi Arabia1000-1015 10E7 Stem to Stern 2.0: CBlue has set sailStephen Pennell*, Memorial University, Faculty of Medicine, St. John’s, Canada; David Stokes, Memorial University,Faculty of Medicine, St. John’s, Canada; Sharon Peters, Memorial University, Faculty of Medicine, St. John’s, CanadaNo discussion0830-1015 10F SHORT COMMUNICATIONS: Entrustable Professional ActivitiesChairperson: Lesley Southgate (United Kingdom)Location: Theatre Room 11, Level 0, MiCo0830-0845 10F1 The practical application of EPAs to assess competency in a post-graduate residency programKaren Schultz*, Queen’s University, Family Medicine, Kingston, Canada; Jane Griffiths, Queen’s University, Family Medicine,Kingston, Canada0845-0900 10F2 Narrative Anchors for Progress through EPAs in NeonatalologyM. Douglas Jones, Jr*, University of Colorado School of Medicine, Pediatrics, Aurora, Colorado, United States; Thomas Parker,University of Colorado School of Medicine, Pediatrics, Aurora, Colorado, United States0900-0915 10F3 Using Nominal Group Technique to Develop Entrustable Professional Activities for Family MedicineEric Wong*, Western University, Family Medicine, London, Canada0915-0930 10F4 To trust or not trust: Development of Entrustable Professional Activities (EPAs) in EmergencyMedicine for Australian medical graduates at the transition to professional practiceJames Kwan*, University of Western Sydney, Medical Education Unit, Sydney, Australia; Roslyn Crampton, Western SydneyLocal Health District, Research and Education Network, Sydney, Australia; Roslyn Weaver, University of Western Sydney,Medical Education Unit, Sydney, Australia; Lise Mogensen, University of Western Sydney, Medical Education Unit, Sydney,Australia; Wendy Hu, University of Western Sydney, Medical Education Unit, Sydney, Australia0930-0945 10F5 Heuristic maps can mediate assessment of entrustable professional activitiesChristine Ann Fessey*, St. George’s University Medical School, IMBE, London, United Kingdom; Louise Ellen Colborne,Tameside NHS Trust, Manchester, United Kingdom0945-1000 10F6 Entrustable professional activities for the assessment of early medical studentsH. Carrie Chen*, University of California San Francisco, Pediatrics, San Francisco, United States; Margaret McNamara,University of California San Francisco, Pediatrics, San Francisco, United States; Arianne Teherani, University of CaliforniaSan Francisco, Medicine, San Francisco, United States; Patricia O’Sullivan, University of California San Francisco, Medicine,San Francisco, United States; Olle ten Cate, University Medical Center Utrecht, Center for Research and Development ofEducation, Utrecht, Netherlands1000-1015 10F7 Identifying EPAs for undergraduate medical educationYlva Holzhausen*, Charité Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum, Berlin, Germany; Asja Maaz, CharitéUniversitätsmedizin Berlin, Dieter Scheffner Fachzentrum, Berlin, Germany; Antje Degel, Charité UniversitätsmedizinBerlin, Dieter Scheffner Fachzentrum, Berlin, Germany; Harm Peters, Charité Universitätsmedizin Berlin, Dieter ScheffnerFachzentrum, Berlin, GermanyNo discussion0830-1015 10G SHORT COMMUNICATIONS: Clinical Assessment & Standard SettingChairperson:Opening Discussant:Location:Theatre Room 12, Level 0, MiCo0830-0845 10G1 Simulation-based certification for cataract surgeryAnn Sofia Skou Thomsen*, Glostrup Hospital, Capital Region of Denmark, Department of Ophthalmology, Copenhagen,Denmark; Hadi Kjærbo, Glostrup Hospital, Capital Region of Denmark, Department of Ophthalmology, Copenhagen,Denmark; Morten Dornonville de la Cour, Glostrup Hospital, Capital Region of Denmark, Department of Ophthalmology,Copenhagen, Denmark; Lars Konge, Centre for Clinical Education, Centre for HR, Capital Region of Denmark, Department ofOphthalmology, Copenhagen, Denmark0845-0900 10G2 Is there a need to distinguish between “hawks” and “doves” crucial in the learning journey ofdeveloping Physiotherapists?Tzer Shiang Rachel Soh*, Tan Tock Seng Hospital, Physiotherapy, Singapore; Fong Ling Loy, Tan Tock Seng Hospital,Physiotherapy, Singapore; Seow Yee Teo, Tan Tock Seng Hospital, Physiotherapy, Singapore; Mira LJ Shen, Tan Tock SengHospital, Clinical Research Unit, Singapore– 180 –
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