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2MONDAY 1 SEPTEMBER 20141200-1215 3I6 Combining bimodal presentation schemes and buzz groups improves clinical reasoning andlearning at morning report. A randomized, controlled studyThomas Balslev*, Viborg Regional Hospital, Department of Paediatrics, Viborg, Denmark; Astrid Bruun Rasmussen,Viborg Regional Hospital, Department of Paediatrics, Viborg, Denmark; Torjus Skajaa, Viborg Regional Hospital, Departmentof Paediatrics, Viborg, Denmark; Arno Muijtjens, Maastricht University, Department of Educational Development andResearch, Maastricht, Denmark; Willem de Grave, Maastricht University, Department of Educational Development andResearch, Maastricht, Netherlands; Jeroen van Merriënboer, Maastricht University, Department of Educational Developmentand Research, Maastricht, Netherlands1215-1230 Discussion1045-1230 3J SHORT COMMUNICATIONS: Tools for Selection for Medical SchoolChairperson: Ian Wilson (Australia)Location: Amber 3, Level +2, MiCo1045-1100 3J1 Entry into medical school in Singapore: Evidence from a Situational Judgement Test to assessnon-academic attributesFiona Patterson, Work Psychology Group & University of Cambridge, Derby, United Kingdom; Karen Fung, Work PsychologyGroup, Singapore; Shing Chuan Hooi*, National University of Singapore, Singapore; Marion Aw, National University ofSingapore, Singapore; Paul Anantharajah Tambyah, National University of Singapore, Singapore; Dujeepa Samarasekera,National University of Singapore, Singapore1100-1115 3J2 Which is the best? Situational Judgment Tests: One method, three approachesA. Bath*, University Medical Center Hamburg-Eppendorf, Department of Biochemistry and Molecular Cell Biology, Hamburg,Germany; M.B. Knorr, University Medical Center Hamburg-Eppendorf, Department of Biochemistry and Molecular CellBiology, Hamburg, Germany; J.C. Hissbach, University Medical Center Hamburg-Eppendorf, Department of Biochemistryand Molecular Cell Biology, Hamburg, Germany; S. Sehner, University Medical Center Hamburg-Eppendorf, Departmentof Medical Biometry and Epidemiology, Hamburg, Germany; W. Hampe, University Medical Center Hamburg-Eppendorf,Department of Biochemistry and Molecular Cell Biology, Hamburg, Germany1115-1130 3J3 Looking beyond the core subject knowledge in medical school admission processSyed Shoaib Shah*, Shifa College of Medicine/Shifa Tameer-E-Millat University, Medical Education, Islamabad, Pakistan;Ali Tayyab, Shifa College of Medicine/Shifa Tameer-E-Millat University, Medical Education, Islamabad, Pakistan; Ayesha Rauf,Shifa College of Medicine/Shifa Tameer-E-Millat University, Medical Education, Islamabad, Pakistan1130-1145 3J4 Effects of the introduction of a cognitive admission test on learning style diversityHG Kraft*, Medical University of Innsbruck, Innsbruck, Austria1145-1200 3J5 What does the UKCAT-12 study tell us about contextual adjustment in admissions?Chris McManus, UCL, Psychology, London, United Kingdom; Chris Dewberry, University of London, Birkbeck College,London, United Kingdom; Sandra Nicholson, Queen Mary London, Institute of Health Science Education, London,United Kingdom; Jon Dowell*, Dundee University, Medical Education Insitute, Dundee, United Kingdom1200-1215 3J6 Development of the International Medical Admissions Test (IMAT) for admission to ItalianUndergraduate Medicine and Surgery courses taught in EnglishMark Shannon*, Cambridge English Language Assessment, Admissions Testing Service, Cambridge, United Kingdom1215-1230 3J7 How to select our doctors to be: Is a selection tool for candidate pilots feasible for medicalstudents?Marion H.B. Heres*, The Rotterdam Eye Hospital, Management, Rotterdam, Netherlands; Lara M.A Vankan, The RoterdamEye Hospital, ICT, Rotterdam, Netherlands; Dirk F de Korne, Singapore National Eye Centre and Duke-National UniversitySingapore, Innovation, Singapore; Jasper Kesteloo, Pilot Talent, Huizen, Netherlands; Dick Verburg, EPST, Utrecht,Netherlands; Frans U.F. Hiddema, The Rotterdam Eye Hospital, Rotterdam, NetherlandsNo discussion1045-1230 3K SHORT COMMUNICATIONS: Education Management 1Chairperson: Geoffrey McColl (Australia)Location: Amber 4, Level +2, MiCo1045-1100 3K1 The role of learning analytics tools in medical education – blended course on histology (case study)Milos Bajcetic*, School of Medicine, University of Belgrade, Histology and Embryology, Belgrade, Serbia; Jelena Kostic,School of Medicine, University of Belgrade, Histology and Embryology, Belgrade, Serbia; Marko Trtica, School of Medicine,University of Belgrade, Histology and Embryology, Belgrade, Serbia; Ivan Zaletel, School of Medicine, University of Belgrade,Histology and Embryology, Belgrade, Serbia; Milica Labudovic-Borovic, School of Medicine, University of Belgrade, Histologyand Embryology, Belgrade, Serbia; Nela Puskas, School of Medicine, University of Belgrade, Histology and Embryology,Belgrade, Serbia1100-1115 3K2 The development and initial implementation of an Educational Quality Dashboard in a large NHSteaching hospitalJoanne Kirtley*, University Hospitals of Leicester, Clinical Education, Leicester, United Kingdom; Robert Powell, UniversityHospitals of Leicester, Clinical Education, Leicester, United Kingdom; Stephen Williams, University Hospitals of Leicester,Clinical Education, Leicester, United Kingdom; Sue Carr, University Hospitals of Leicester, Clinical Education, Leicester,United Kingdom– 69 –