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2MONDAY 1 SEPTEMBER 20140945-1000 2G6 The elephant in the room: benchmarking the assessment of clinical competenceDavid Garne*, University of Wollongong, Graduate School of Medicine, Wollongong, Australia; Clare Heal, James CookUniversity, School of Medicine and Dentistry, Mackay, Australia; Karen D’Souza, Deakin University, School of Medicine,Waurn Ponds, Australia; Peta-Ann Teague, James Cook University, School of Medicine and Dentistry, Townsville, Australia;Ian Kerr, Griffith University, School of Medicine, Gold Coast, Australia; Nicky (JN) Hudson, University of Newcastle,Department of Rural Health, Tamworth, Australia1000-1015 2G7 Can an OSCE be used as a progress test?Debra Pugh, University of Ottawa, Medicine, Ottawa, Canada; Claire Touchie*, University of Ottawa, Medicine, Ottawa,Canada; Susan Humphrey-Murto, University of Ottawa, Medicine, Ottawa, Canada; Timothy J Wood, University of Ottawa,Medicine, Ottawa, CanadaNo discussion0830-1015 2H SHORT COMMUNICATIONS: Education EnvironmentChairperson: Duck-Sun Ahn (Korea)Opening Discussant: Janneke Frambach (Netherlands)Location:Amber 1, Level +2, MiCo0830-0845 2H1 Educational environment and quality of life of medical students – A multi-centre studySylvia Claassen Enns*, Universidade de São Paulo, São Paulo, Brazil; Brunna de Oliveira, Universidade de São Paulo,São Paulo, Brazil; Munique Almeida; Fernanda Brenneisen Mayer; Milton de Arruda Martins; Patricia Temspki0845-0900 2H2 Assessment of the Quality of Educational Environment during Undergraduate Clinical TeachingYears in the King Abdul Aziz University, College of Medicine in Saudi ArabiaRajaa Allhiani*, King Abdul Aziz University, Medical Education, Jeddah, Kingdom of Saudi Arabia0900-0915 2H3 The AMEET inventory, an instrument for measuring faculty perceptions of educationalenvironment in the undergraduate medical curriculumS. I. Shehnaz*, Gulf Medical University, Pharmacology, Ajman, United Arab Emirates; Gamini Premadasa, GulfMedical University, Medical Education Unit, Ajman, United Arab Emirates; Mohamed Arifulla, Gulf Medical University,Pharmacology, Ajman, United Arab Emirates; Jayadevan Sreedharan, Gulf Medical University, Statistical Support Facility,Ajman, United Arab Emirates; K. G Gomathi, Gulf Medical University, Biochemistry, Ajman, United Arab Emirates;R. B. Shaikh, Gulf Medical University, Community Medicine, Ajman, United Arab Emirates0915-0930 2H4 Role modelling professionalism for residents: The Learning Environment for Professionalism Survey(LEP)Anna Byszewski*, University of Ottawa, Medicine, Ottawa, Canada; Heather A. Lochnan, University of Ottawa, Medicine,Ottawa, Canada; Timothy Woods, Academy of Innovation in Medical Education, Medicine, Ottawa, Canada; DonnaJohnston, University of Ottawa, Division of Pediatric Oncology, Ottawa, Canada0930-0945 2H5 Medical Students’ Perceptions of their Learning Environment, Well-being, and AcademicSelf-ConceptTopi Litmanen*, University of Helsinki, Department of Teacher Education, Helsinki, Finland; Sofie M. M Loyens, ErasmusUniversity Rotterdam, Department of Psychology, Rotterdam, Netherlands; Kirsi Sjöblom, University of Helsinki,Department of Teacher Education, Helsinki, Finland; Kirsti Lonka, University of Helsinki, Department of Teacher Education,Helsinki, Finland0945-1015 Discussion0830-1015 2I SHORT COMMUNICATIONS: Instructional DesignChairperson:Location: Amber 2, Level +2, MiCo0830-0845 2I1 4C/ID in medical education: Designing a course based on whole-task learningMieke Vandewaetere*, KU Leuven, Academic Center for General Practice, Leuven, Belgium; Dominique Manhaeve,KU Leuven, Academic Center for General Practice, Leuven, Belgium; Sanne Peters, KU Leuven, Academic Center for GeneralPractice, Leuven, Belgium; Bert Aertgeerts, KU Leuven, Academic Center for General Practice, Leuven, Belgium; GeraldineClarebout, KU Leuven, Academic Center for General Practice, Leuven, Belgium; Ann Roex, KU Leuven, Academic Center forGeneral Practice, Leuven, Belgium0845-0900 2I2 If a picture is worth a thousand words, is a video worth a thousand pictures? Novices experiencesimilar cognitive load when using dynamic or static multimedia to learn surgical skillsAaron Knox*, University of British Columbia; University of Toronto, Plastic and Reconstructive Surgery; The Wilson Centre,Vancouver, Canada; Kinga Eliasz, University of Toronto; McMaster University, The Wilson Centre, Kinesiology, Toronto,Canada; Matthew Lineberry, University of Illinois at Chicago, Medical Education, Chicago, United States; Ara Tekian,University of Illinois at Chicago, Medical Education, Chicago, United States; Dimitri Anastakis, University of Toronto,Plastic and Reconstructive Surgery, Toronto, Canada; Ryan Brydges, University of Toronto, The Wilson Centre, Toronto,United States– 47 –