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 –
1115-1130 3K3 UK Medical Education Database, an evolving ‘run through’ national educational databaseJon Dowell, University of Dundee, Dundee, United Kingdom; Siobhan Fitzpatrick, Medical Schools Council, London, UnitedKingdom; Kirsty White*, GMC, London, United Kingdom; Daniel Smith, GMC, London, United Kingdom; Katie Petty-Saphon*, Medical Schools Council, London, United Kingdom1130-1145 3K4 Scripted Collaborative Expertise in the medical professionsJan Kiesewetter*, Klinikum der LMU München, Institut für Didaktik und Ausbildungsforschung in der Medizin,Munich, Germany; Frank Fischer, Ludwig-Maximilian-Universität München, Lehrstuhl für empirische Pädagogik undpädagogische Psychologie, Munich; Germany, Martin R. Fischer, Klinikum der LMU München, Institut für Didaktik undAusbildungsforschung in der Medizin, Munich, Germany1145-1200 3K5 A comprehensive approach to quality assurance and improvement of postgraduate medicaleducationJulia Martens*, University Medical Center Utrecht, Utrecht, Netherlands; Claudia Schröder, UMC Utrecht, Utrecht,Netherlands; Hanneke Mulder; Edith ter Braak1200-1215 3K6 Where do our foundation programme trainees go?Kim Walker*, NHS Education for Scotland, Scotland Foundation School, Aberdeen, United Kingdom1215-1230 3K7 The Physician Assistant movement – A comparison of the Netherlands experience with that ofthe United StatesAnneke van Vught*, HAN Univeristy of Applied Science, Nijmegen, Netherlands; Geert van den Brink, HAN University ofApplied Science, Nijmegen, Netherlands; Anita Duhl Glicken, University of Colorado School of Medicine, Colorado, UnitedStates; Ruth Ballweg, University of Washington School of Medicine, Washington, United States; David Talford, Idaho StateUniversity, Idaho, United StatesNo discussion1045-1230 3L SHORT COMMUNICATIONS: Community-based EducationChairperson: Cristina Biehl (Chile)Opening Discussant: Folkert Fehr (Germany)Location:Amber 5, Level +2, MiCo1045-1100 3L1 Learning in the community: Contact with users from intitutions supporting vulnerable people isthe key factor to sensitize students for the human aspects of medicineMadalena Patricio*, Faculty of Medicine, University of Lisbon, Institute of Introduction to Medicine, Lisbon, Portugal;António Pais-de-Lacerda, Faculty of Medicine, University of Lisbon, Institute of Introduction to Medicine, Lisbon, Portugal;Miguel Barbosa, Faculty of Medicine, University of Lisbon, Institute of Introduction to Medicine, Lisbon, Portugal; AntónioBarbosa, Faculty of Medicine, University of Lisbon, Institute of Introduction to Medicine, Lisbon, Portugal1100-1115 3L2 Evaluation of a student led clinic providing free health checks to an indigenous community as amethod of learning indigenous cultural competency skillsCameron Lacey*, University of Otago, Christchurch, MIHI, Christchurch, New Zealand; Tania Huria, University of Otago,Christchurch, MIHI, Christchurch, New Zealand; Suzanne Pitama, University of Otago, Christchurch, MIHI, Christchurch,New Zealand1115-1130 3L3 School based service learning for medical students: Design, implementation and reflectionsSuzanne McKenzie*, James Cook University, School of Medicine and Dentistry, Townsville, Australia; Sophia Couzos, JamesCook University, School of Medicine and Dentistry, Townsville, Australia; Karen Loto, The Smith Family, Communities forChildren – Townsville West, Townsville, Australia; Christie Schmid, Vincent State School, General Practice, Townsville,Australia; Nicole Mohajer, Townsville Health Professionals, School of Medicine and Dentristry, Townsville, Australia1130-1145 3L4 Early Community and Hospital Contact of Undergraduate Medical Students: Innovating TheMBBS Curriculum Through DCH (Doctor, Community And Hospital) ModuleMasood Anwar*, Islamic International College, Riphah International University, Medical Education, Rawalpindi, Pakistan;Rehan Khan, Islamic International Medical College, Surgery, Rawalpindi, Pakistan1145-1200 3L5 Reaching to the margins: The role of non-clinical community placements in shaping medicalstudents’ perceptions of ‘hard-to-reach’ groupsStuart McBain*, Keele University, School of Medicine, Keele, United Kingdom; Lauren Brooks, Keele University, School ofMedicine, Keele, United Kingdom; Sarah Yardley, Keele University, School of Medicine, Keele, United Kingdom1200-1215 3L6 Student Paramedics Building Rapport through Community EngagementLinda Ross*, Monash University, Department of Community Emergency Health & Paramedic Practice, Melbourne,Australia; Brett Williams, Monash University, Department of Community Emergency Health & Paramedic Practice,Melbourne, Australia1215-1230 Discussion– 70 –
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