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0900-0915 2I3 Measuring cognitive load to optimize instructiveness of your courses: A case in healthprofessions educationJimmie Leppink*, Maastricht University, Educational Development and Research, Maastricht, Netherlands; Arno M. M.Muijtjens, Maastricht University, Educational Development and Research, Maastricht, Netherlands; Renée E. Stalmeijer,Maastricht University, Educational Development and Research, Maastricht, Netherlands; Fred C. J. Stevens, MaastrichtUniversity, Educational Development and Research, Maastricht, Netherlands; Diana H. J. M. Dolmans, MaastrichtUniversity, Educational Development and Research, Maastricht, Netherlands0915-0930 2I4 Repetition of knowledge: Passive or active learning methods?E. Bergman*, Radboud UMC, Department of Anatomy, Nijmegen, Netherlands; M. Vorstenbosch, Radboud UMC,Department of Anatomy, Nijmegen, Netherlands; A. Schepens-Franke, Radboud UMC, Department of Anatomy, Nijmegen,Netherlands; M Scheffers, Radboud UMC, Department of Anatomy, Nijmegen, Netherlands; J. Kooloos, Radboud UMC,Department of Anatomy, Nijmegen, Netherlands0930-0945 2I5 Learning impact of anchored and structured concept mapsPeter Harris*, UNSW, Medicine Education and Student Office, Sydney, Australia; Gary Velan, UNSW, School of MedicalSciences, Sydney, Australia; Richard Vickery, UNSW, School of Medical Sciences, Sydney, Australia0945-1000 2I6 The Impact of Mood Induction on Learners’ Application of Basic Science Principles to NovelProblemsMeghan McConnell*, McMaster University, Clinical Epidemiology & Biostatistics, Hamilton, Canada; KulamakanKulasegaram, University of Toronto, Family & Community Medicine, Toronto, Canada; Sandra Monteiro, McMasterUniversity, Clinical Epidemiology & Biostatistics, Hamilton, Canada; Molly Pottruff, McMaster University, Psychology,Neuroscience & Behaviour, Hamilton, Canada; Kevin Eva, University of British Columbia, Medicine, Vancouver, Canada1000-1015 2I7 Influence of Music in the Teaching, Learning Processes in Medical StudentsLuis Gabriel Pineros*, Fundacion Universitaria Juan N. Corpas, Bogota, ColombiaNo discussion0830-1015 2J SHORT COMMUNICATIONS: Widening Participation and Admission to Medical SchoolsChairperson: Marjo Wijnen-Meijer (Netherlands)Location: Amber 3, Level +2, MiCo0830-0845 2J1 Measuring socio-economic status in medical school applicantsKathryn Steven*, University of St Andrews, School of Medicine, St Andrews, United Kingdom; Bruce Guthrie, University ofDundee, School of Medicine, Dundee, United Kingdom; Jon Dowell, University of Dundee, School of Medicine, Dundee,United Kingdom; Cathy Jackson, University of St Andrews, School of Medicine, Dundee, United Kingdom0845-0900 2J2 Student perceptions of selection criteria for medicine: Do attitudes differ by social andeducational background?Joanne Emery*, Cambridge English, University of Cambridge, Research and Validation, Cambridge, United Kingdom;Sarah McElwee, Cambridge English, University of Cambridge, Research and Validation, Cambridge, United Kingdom0900-0915 2J3 Do students’ socio-economic background or schooling impact on medical school performance?Neil Stringer, Assessment and Qualifications Alliance, Centre for Education Research and Policy, Guildford, United Kingdom;Michael Chan, Bart’s and the London Medical School, Medical School, London, United Kingdom; Philip Chan*, University ofSheffield, Medical School, Sheffield, United Kingdom0915-0930 2J4 Widening participation: What works for students, and why?Sean Zhou*, Barts and the London, University of Queen Mary, Academic Unit for Community-Based Medical Education,London, United Kingdom; Sandra Nicholson, Barts and the London, University of Queen Mary, Division of Medical andDental Education, London, United Kingdom; Jennifer Cleland, University of Aberdeen, Aberdeen, United Kingdom0930-0945 2J5 Assessment of the interpersonal skills of potential doctors: Their inclusion in the selectionprocesses of medical and health science coursesJudy Nixon*, Australian Council for Educational Research, Assessment and Psychometrics Division, Melbourne, Australia0945-1000 2J6 Personality testing for admission to medical collegeUmm e Kulsoom*, Rehman Medical College, Behavioral Science, Peshawar, Pakistan1000-1015 2J7 Does medical students’ admission based on an end-of-first-year knowledge test select unsuitablenon-cognitive qualities?A Baroffio*, University of Geneva Medical School, Dept of Public Health, Geneva, Switzerland; MW Gerbase, Universityof Geneva Medical School, Unit for Development and Research in Medical Education, Geneva, Switzerland; M Abbiati,University of Geneva Medical School, Geneva, Switzerland; MP Gustin, University of Lyon 1, Lyon, FranceNo discussion– 48 –