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0930-0945 2L5 A structured framework of an interprofessional learning programme for the Health SciencesYu Sui Chen*, International Medical University, Human Biology, Kuala Lumpur, Malaysia; Winnie Chee, InternationalMedical University, Nutrition and Dietetics, Kuala Lumpur, Malaysia; Pei Se Wong, International Medical University,Pharmacy Practice, Kuala Lumpur, Malaysia; Suan Phaik Khoo, International Medical University, Oral Diagnosis Science,Kuala Lumpur, Malaysia; Swee Geok Lim, International Medical University, Nursing, Kuala Lumpur, Malaysia0945-1000 2L6 Towards true pedagogical competence in health care – systems thinking for the futureEwa Ehrenborg, Centre for Clinical Education, Karolinska Institutet, Medicin/MedS K2, Stockholm, Sweden; MargarethaForsberg Larm, Centre for Clinical Education, Karolinska Institutet, Clinical Science and Education, Södersjukhuset,Stockholm, Sweden; Håkan Hult, Centre for Clinical Education, Karolinska Institutet & Linköping University, Health Sciences,Stockholm, Sweden; Michel Silvestri, Centre for Clinical Education, Karolinska Institutet, Laboratory Medicine, Stockholm,Sweden; Tanja Tomson*, Centre for Clinical Education, Karolinska Institutet, Learning, Informatics, Management andEthics, (LIME), Stockholm, Sweden; Annika Östman Wernerson, Centre for Clinical Education, Karolinska Institutet, ClinicalPathology/Cytology, Stockholm, Sweden1000-1015 2L7 Using Interdisciplinary Simulation to Teach Effective Management of Perioperative Emergencies:Development of Multi-station Linked Simulations to Decode Clinical ReasoningSK Yeong*, University of British Columbia,, Anesthesiology, Vancouver, Canada;TL Bosma, University of British Columbia,Anesthesiology, Vancouver, Canada; M Hameed, University of British Columbia, Trauma Surgery, General Surgery andCritical Care, Vancouver, Canada; C Prabhakar, University of British Columbia, Anesthesiology, Vancouver, Canada;M Klas, University of British Columbia, Anesthesiology, Vancouver, Canada; S Jarvis-Selinger, University of British Columbia,Medical Education, Vancouver, CanadaNo discussion0830-1015 2M SHORT COMMUNICATIONS: Clinical 1Chairperson: Suzanne Pitama (New Zealand)Location: Amber 6, Level +2, MiCo0830-0845 2M1 Simultaneous interpreting of cross-discipline conference – Maximize education efficiencyfor medical students in urological rotationWilliam Huang*, National Yang-Ming University, Urology, Taipei, Taiwan; Alex Lin, Taipei Veterans General Hospital,Urology, Taipei, Taiwan; Allen Chiu, National Yang-Ming University, Urology, Taipei, Taiwan; Kuang-Kuo Chen, TaipeiVeterans General Hospital, Urology, Taipei, Taiwan; Shu-Huei Shen, Taipei Veterans General Hospital, Radiology, Taipei,Taiwan; Ling-Yu Yang, National Yang-Ming University, Pediatrics, Taipei, Taiwan0845-0900 2M2 “The Learner Knows Best”: A needs assessment to inform and validate a clinical training programLisa S Di Prospero*, Odette Cancer Centre at Sunnybrook Health Sciences Centre, Radiation Therapy, Toronto, Canada;Krista Dawdy, Odette Cancer Centre at Sunnybrook Health Sciences Centre, Radiation Therapy, Toronto, Canada;Kari Osmar, Odette Cancer Centre at Sunnybrook Health Sciences Centre, Radiation Therapy, Toronto, Canada; FrancoisGallant, Odette Cancer Centre at Sunnybrook Health Sciences Centre, Radiation Therapy, Toronto, Canada0900-0915 2M3 Aligning clinic with classroom, doing the flip, to teach less so they learn moreJane Smith*, Bond University, General Practice, Gold Coast, Australia; Natasha Yates, Bond University, General Practice,Gold Coast, Australia0915-0930 2M4 How do medical students learn during the initial clinical years? Perceptions of students andclinical tutorsDenisse Zuniga*, Pontificia Universidad Catolica de Chile, Centro Educacion Medica, Santiago, Chile; Marcela Bitran,Pontificia Universidad Catolica de Chile, Centro Educacion Medica, Santiago, Chile; Isabel Leiva, Pontificia UniversidadCatolica de Chile, Centro Educacion Medica, Santiago, Chile; Maribel Calderon, Pontificia Universidad Catolica de Chile,Centro Educacion Medica, Santiago, Chile; Alemka Tomicic, Pontificia Universidad Catolica de Chile, Centro EducaciónMédica, Santiago, Chile; Arnoldo Riquelme, Pontificia Universidad Catolica de Chile, Centro Educacion Medica, Santiago,Chile0930-0945 2M5 Promoting authentic clinical participation and student contributions to practice improvementDonald Bramwell*, International Musculoskeletal Research Institute, Research and Education, Adelaide, Australia;Katharina Denk, Flinders University, Orthopaedic Surgery, Adelaide, Australia0945-1000 2M6 Pilot to explore the effect of service user “speed dating” upon reflective learning for diagnosticradiography studentsCatherine Williams*, University of Liverpool, Directorate of Medical Imaging & Radiotherapy, Liverpool, United Kingdom1000-1015 2M7 Using of cell phone photos for rectal prolapse diagnosis as an educational methodSeyed Mohamad Ali Raisolsadat*, Department of Surgery, College of Medicine, Mashhad Branch, Islamic Azad University,Mashhad, Iran; Fariba Tabrizian, Department of Pediatric,College of Medicine, Mashhad Branch, Islamic Azad University,Mashhad, Iran; Arezou Farajpour, Shahid Beheshti University of Medical Sciences, Mashhad, Iran; Naser Sanjar Musavi,Department of Surgery, College of Medicine, Mashhad Branch, Islamic Azad University, Mashhad, Iran; Shervin AiyobiSanea, Universita Assisstante Sociale Di Zurich, Zurich, SwitzerlandNo discussion– 50 –