d'excellentes modalités d'évaluation - The Canadian ...

12e CONFÉRENCE CANADIENNESUR L’ÉDUCATION MÉDICALE

16e OTTAWA CONFERENCE

2014

Ottawa, Ontario, CanadaDu 25 au 29 avril 2014

Photos : Tourisme Ottawa

PROGRAMME FINAL

Transformer les soinsde santé par l’entremise d’excellentes modalités d’évaluation

www.mededconference.cawww.ottawaconference.org

Le programmese trouve sur notreAPPLI MOBILE

DÉTAILS AU STANDD’INFORMATION

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C’est avec grand plaisir que je salue tous ceux qui prennent part à la cérémonied’ouverture de la 16e Conférence d’Ottawa et de la 12e Conférence canadienne surl’éducation médicale, dont le thème est « Transformer les soins de santé par l’entremised’excellentes modalités d’évaluation ».

Des normes de qualité élevées et des connaissances spécialisées aident lesprofessionnels de la médecine à remplir leur responsabilité de servir le bien collectif.C’est pourquoi je suis particulièrement heureux de constater que le corps médical metla priorité sur le développement professionnel continu et assure ainsi une relève desplus compétentes.

Grâce au dévouement et à la poursuite de l’excellence des enseignants canadiens enmédecine, des techniques de pointe, notamment en cardiologie, sont perfectionnées;elles profitent au bien-être de tous les Canadiens et sont partagées avec toutes lesfacultés spécialisées. Je suis convaincu que l’échange de pratiques et d’expertise sera aupremier plan de cette conférence et mènera à l’approfondissement des liensprofessionnels qui unissent déjà tous les participants présents.

Je souhaite à toutes et à tous une excellente et fructueuse conférence.

DAVID JOHNSTON

Mars 2014

Photo: Sgt Serge Gouin, Rideau Hall

© Sa Majesté la Reine du Chef duCanada représentée par le Bureau dusecrétaire du gouverneur général(2010)

Chers amis et collègues,

Au nom de la Faculté de médecine de l’Université d’Ottawa, j’ai le plaisir de vous accueillir aucœur de notre capitale nationale pour l’édition 2014 de la Conférence canadienne surl’éducation médicale.

La rencontre de cette année revêt un caractère unique alors que nous combinons la Conférencecanadienne sur l’éducation médicale et la Ottawa Conference co-fondée en 1985 par le regrettéDr Ian Hart, professeur émérite de la Faculté. La Ottawa Conference est un forum biennal quipermet aux meneurs du domaine des soins de santé d’échanger des idées relativement àl’évaluation des compétences dans les domaines cliniques et non cliniques de l’éducationmédicale.

En 2014, la CCEM qui a pour thème « Transformer les soins de santé par l’entremised’excellentes modalités d’évaluation », tirera grand profit du partenariat entre les deuxconférences.

Durant votre séjour à Ottawa, j’espère que vous aurez l’occasion de constater ce qui fait de nous un meneur del’éducation médicale sur le plan national en visitant notre pavillon des sciences de la santé et nos centres d’excellence,notamment l’Institut de cardiologie de l’Université d’Ottawa, le premier et le plus important centre de ce type aupays ainsi que le Centre de compétences et de simulation de l’Université d’Ottawa, le plus grand centre en son genreau pays. Nos hôpitaux et instituts de recherche affiliés, y compris l’Hôpital d’Ottawa, le plus grand hôpitaluniversitaire d’Amérique du Nord, sont à l’avant-plan des soins de santé et de la recherche et sont essentiels à notresuccès.

Je suis persuadé que la ville saura vous enchanter. Ottawa abrite en effet de nombreux trésors nationaux dont laColline du Parlement et l’historique canal Rideau, un des sites du patrimoine mondial de l’Unesco. Située près dela frontière provinciale entre le Québec et l’Ontario, la ville, de par son environnement bilingue, est l’endroit rêvépour abriter la seule faculté de médecine bilingue du Canada.

Au nom de la Faculté de médecine de l’Université d’Ottawa, je souhaite avec enthousiasme la bienvenue à tousnos collègues et amis des facultés de médecine du Canada et de l’étranger dans le cadre de l’édition 2014 de laConférence canadienne sur l’éducation médicale. Je me réjouis à l’idée de partager avec vous cette expérience.

JACQUES BRADWEJN, MD

Lettre de bienvenue du Comité de la Ottawa Conference

Le Comité organisateur de la 16e Ottawa Conference souhaite une chaleureuse bienvenueaux participants du monde entier qui sont venus célébrer les 30 ans d’existence de notreconférence, à Ottawa même, là où tout a commencé en 1985. Au fil des ans, la OttawaConference est devenue synonyme d’excellence en ce qui a trait à l’évaluation descompétences des médecins et des professionnels de la santé. L’événement réunitspécialistes et néophytes tout en facilitant le réseautage et la collaboration à l’échelleinternationale. La 16e Ottawa Conference continuera dans ce sens en présentant une vastegamme d’orateurs principaux qui viendront chambouler nos idées préconçues, enorganisant des colloques qui susciteront nombre de débats et de discussions, en vousproposant des présentations orales et par affiches visant à partager et tester nos idées eten offrant des activités pré-conférence et des ateliers où vous apprendrez de manièredétaillée à mettre en œuvre de nouvelles méthodes d’évaluation en fonction del’expérience des autres.

Nous sommes ravis de partager cette conférence conjointe avec la 12e édition de la Conférence canadiennesur l’éducation médicale (CCEM). Les participants inscrits peuvent opter pour le volet Ottawa Conference, levolet CCEM, ou une combinaison des deux. Le programme et l’application de la Conférence vous aideront àchoisir les séances qui vous intéressent en fonction de vos besoins. Si vous avez besoin d’aide, adressez-vousau personnel du bureau d’information qui se fera un plaisir de vous aider.

Si vous avez l’habitude de participer à la Ottawa Conference, bon retour! S’il s’agit de votre première visite,nous espérons que vous en apprécierez l’atmosphère amicale et collégiale et que ce sera pour vous le débutd’une tradition.

Nous vous souhaitons une agréable et stimulante Conférence dans la très belle ville d’Ottawa.

RONALD M HARDEN

Au nom du Comité de la Ottawa Conference

Au nom des membres du conseil municipal d’Ottawa, c’est pour moi un véritable plaisir desouhaiter la bienvenue aux participants à la Ottawa Conference et à la Conférence canadiennesur l’éducation médicale (CCEM) qui se tiennent conjointement au cœur de notre capitalenationale, du 25 au 29 avril 2014.

Je tiens également à féliciter les organisateurs de la Ottawa Conference et de la CCEM d’offriraux professionnels de l’éducation médicale un forum favorisant le partage de connaissances etd’information.

En ma qualité de maire de la ville hôte, je vous invite à explorer la Galerie Barbara-Ann-Scottet le Temple de la renommée des sports d’Ottawa à l’hôtel de ville, de même que la Galeried’art d’Ottawa dans la Cour des arts où on peut admirer des œuvres des artistes du Groupedes Sept.

Inscrit au patrimoine mondial de l’Unesco, le canal Rideau, présente d’incroyables possibilitésd’excursions à pied et à vélo. Le trépidant secteur patrimonial du marché By, l’élégante rueElgin, les quartiers à la mode du Glebe et de Westboro, le dynamique quartier chinois et lachaleureuse Petite Italie vous en mettront plein la vue.

Je tiens à souhaiter à tous les participants une conférence des plus productives et des plusenrichissantes de même qu’un très agréable séjour à Ottawa.

Sincères salutations,

JIM WATSON

Maire de la ville d’Ottawa

Nous tenons àremercier notrecommanditaire

Le Collège des médecins du Québec est l’ordre professionnel québécois. Sa mission : une médecine de qualité au service du public.

LA OTTAWA CONFERENCE DE 2014 ET LA CONFÉRENCE CANADIENNE DE 2014 SUR L’ÉDUCATION MÉDICALE

TABLE DES MATIÈRES

VI

Table des matièresLes réunions et activités sont énumérées en ordrechronologique par journée.

RENSEIGNEMENTS GÉNÉRAUX viii-xx

Aperçu ix-xiii

Ottawa xiii-xv

Plan des étages xiv-xvii

Exposants 185-192

ACTIVITÉS PRÉ-CONFÉRENCE 15-39

PROGRAMME OFFICIEL DE LA CONFÉRENCE

Séances plénières

Conférence commémorative AFMC-AMS J. WendellMacLeod : La transformation des soins de santé par l’évaluation 61

Nouveaux principes d’apprentissage, d’enseignement et d’évaluation 62

Conférer de la pertinence à l’enseignement et àl’évaluation 63

Conférence Miriam Friedman Ben-David 64

Sujet de l’heure de l’AFMC : Rapatrier le processus d’agrément de nos facultés de médecine –Aidez-nous à façonner l’avenir! 65-66

Forums

CaRMS 47

Apprenants de l’AFMC 68

Symposiums associés

Symposium sur l’innovation en éducation – Mise en action des actes professionnels non supervisés au sein du milieu d’apprentissage axé sur les compétences 67

Symposium sur la recherche en éducation – Évaluation des comportements professionnels des enseignants cliniciens 67

Symposiums de la Ottawa Conference

OTT SA-1, SA-2, SB-1 69

OTT SB-2, SC-1, SC-2 70

OTT SD-1, SD-2, SE-1 71

OTT SE-2, SF-1 72

OTT SF-2, SG-1, SG-2 73

Présentations orales 79-86, 93-100, 106-113, 119-126, 133-139, 145-152,

159-165

Séances de présentation d’affiches

Séances de présentation d’affiches animées 86-91, 100-105, 113-117,

127-131, 139-144, 152-157, 166-171

Ateliers 78, 92, 106-106, 118-119, 132-133, 144, 158-159

RÉUNIONS D’AFFAIRES PUBLIQUES ET AUTRESSÉANCES ÉDUCATIVES

Le jeudi 24 avril 43

Le vendredi 25 avril 43

Le samedi 26 avril 45

Le dimanche 27 avril 27 49-53

Le lundi 28 avril 53-56

Le mardi 29 avril 56-57

ACTIVITÉS SPÉCIALES

Activités spéciales avec les partenaires

AFMC – Réception de remise des prix et allocution de la présidente 175-178

ACÉM – Déjeuner de remise des prix et AGA, Certificat de mérite 179-181

DU 25 AU 29 AVRIL 2014 | OTTAWA (ONTARIO)

TABLE DES MATIÈRES

VII

Autres activités spéciales

Réception d’ouverture 48

Activité sociale officielle de la Conférence : Célébrez le côté festif de notre capitale nationale –Billets obligatoires pour tous les délégués qui veulent y participer 56

Université de Toronto – Réception de la Faculté de médecine 53

Université du Manitoba – Collège de médecine – Réception 48

Université Queen’s – Réception de la Faculté des sciences de la santé 53

Université McMaster – Réception de la Faculté de médecine 52

Université de l’Alberta – Faculté de médecine et de dentisterie 53

Université Laval – Faculté de médecine – Réception 53

University Western Ontario –École Schulich de médecine et de dentisterie 53

Université Memorial 52

Université de Montréal 53

Université d’Ottawa 53

Réunion de la Ottawa Conference 52

Inscription et présence/participation à la Ottawa Conference de 2014

Consentement d’utilisation d’images photographiques

En vous inscrivant et en étant présent/en participant à l’édition 2014 de la OttawaConference et de la Conférence canadienne sur l’éducation médicale (CCEM), vousacceptez que la Ottawa Conference et la CCEM utilisent et distribuent (maintenant etdans le futur) votre image ou votre voix dans des photographies, bandes audio et vidéoet reproductions électroniques de tels événements et activités.


RENSEIGNEMENTS GÉNÉRAUX

VIII

n Les places pour les ateliers et les présentations orales sontlimitées en fonction de l’espace disponible – premier arrivé,premier servi.

n Les présentations orales et les présentations par affiches sontcatégorisées comme des « recherches complétées » ou des « innovations en matière d’éducation ». À l’intérieur de cescatégories, plusieurs sont classées en sous-catégories.

n Chaque affiche s’inscrit dans le cadre d’une séance deprésentation par affiche animée qui seront regroupées parthèmes (p. ex. recherche postdoctorale, stage prédoctoral).

n Tous les résumés des ateliers, des présentations orales et desséances de présentation par affiches sont offerts sur le siteWeb de la CCEM : www.mededconference.ca

n Dans le cadre de la Ottawa Conference, les présentationsorales et les présentations par affiches sont regroupées enséances thématiques avec animateur.

n La CCEM 2014 offre 20 ateliers, 460+ affiches et plus de600 exposés oraux. Ne manquez pas d’ajuster votre horairepour participer au plus grand nombre possible de séanceséducatives.

n Les résumés des ateliers, et des présentations orales ont étépubliés comme supplément en ligne du Medical EducationJournal.

n Nous utiliserons des téléphones intelligents, ordinateursportables et des tablettes pour rehausser le dialogue pour certaines des séances plénières.

n Les présentations PowerPoint qui auront lieu dans le cadredes séances plénières seront affichées en français et enanglais.

n Vous pouvez accéder au livre regroupant les résumés de laOttawa Conference sur le site www.ottawaconference.orgaprès la conférence.

UN PEU D'HISTOIRE À PROPOS DE LA OTTAWACONFERENCELa Ottawa Conference on the Assessment of Competence inMedicine and the Healthcare Professions (Conférence d’Ottawasur l’évaluation des compétences en médecine et dans lesprofessions de la santé) est au premier plan des forumsinternationaux où l'on partage des idées et des percées dans ledomaine, tout en visant l'amélioration des soins de santé et de laprestation des soins de santé à l'échelle du monde. La 16e OttawaConference portera sur la définition de bonnes pratiques dans ledomaine de l'évaluation. Parmi les thèmes explorés, on retrouve: l'évaluation axée sur les compétences/résultats; l'évaluationcomme mesure d'apprentissage, plutôt que l'évaluation del'apprentissage; la mise à l'essai de l'avancement; l'améliorationde l'évaluation grâce à la technologie; l'évaluation duprofessionnalisme et des attitudes; et la recherche surl'évaluation. La Conférence portera également sur les méthodesde sélection pour l'admission en médecine et en formationspécialisée, et sur l'évaluation du programme pédagogique.

UN PEU D'HISTOIRE À PROPOS DE LACONFÉRENCE CANADIENNE SUR L'ÉDUCATIONMÉDICALELa Conférence canadienne sur l'éducation médicale (CCEM) est laprincipale conférence sur le sujet au Canada. Ensemble,l'Association des facultés de médecine du Canada, l'Associationcanadienne pour l'éducation médicale, le Conseil médical duCanada, le Collège royal des médecins et chirurgiens du Canadaet le Collège des médecins de famille du Canada organisent laplus importante réunion annuelle d'éducateurs en médecine dupays. Nous accueillons aussi nos collègues internationaux etd’autres partenaires, notamment des étudiants, d’autresenseignants et chercheurs en éducation dans le domaine de lasanté, des administrateurs, des représentants des ordres demédecins, des organismes de délivrance de titres et desgouvernements, à venir partager leurs expériences en éducationmédicale dans tout le continuum de l’apprentissage (du niveauprédoctoral au perfectionnement professionnel continu enpassant par le niveau postdoctoral).

Le Programme final sera distribué sur place aux personnes inscrites à l’assemblée, en plus d’être affichésur les sites Web de la Conférence (www.mededconference.ca or ww.ottawaconference.org) d’ici avril 2014.

Nous sommes ravis que la 16e édition de la Ottawa Conference et la 12e édition de laConférence canadienne sur l’éducation médicale (CCME) se tiennent conjointement àOttawa, en Ontario, ville d’origine de la Ottawa Conference et siège social du secrétariatde la CCEM. Les comités chargés de la planification de la conférence ont travailléd’arrache-pied pour s’assurer d’offrir un programme pleinement intégré qui comporte desséances plénières communes et traite de l’éducation médicale dans l’ensemble ducontinuum, notamment en ce qui a trait à l’évaluation.

LA OTTAWA CONFERENCE ET LA CCEM COMPRENNENT QUE VOTRE TEMPS EST PRÉCIEUX ETVOUS ENCOURAGENT À PARTICIPER

Conférence 2014 – Aperçu

www.ottawaconference.org

www.mededconference.ca





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ACRONYMES ACÉM Association canadienne pour

l’éducation médicale

AEMC L’Avenir de l’éducation médicale auCanada

AFMC Association des facultés de médecinedu Canada

AMIC Association des médecins indigènesdu Canada

AMS Associated Medical Services Inc.

CAÉMC Comité d’agrément pour l’éducationmédicale continue

CAFMC Comité d’agrément des facultés demédecine du Canada

CAM-CFMO Comité d’admission en médecine –Conseil des facultés de médecine del’Ontario

CAPER Système informatisé sur les stagiairespost-M.D. en formation clinique

CaRMS Service canadien de jumelage desrésidents

CCC-MF Curriculum canadien commun destages en médecine familiale

CCIG Groupe d’intérêt sur les stages auCanada

CVDFM Conférence des vice-doyens auxétudes postdoctorales des facultés demédecine

CVDPCFM Conférence des vice-doyens auxétudes de premier cycle des facultésde médecine

CESC Collaboration pour l’éducation ensanté au Canada

CFMO Conseil des facultés de médecine del’Ontario

CMC Conseil médical du Canada

CMFC Collège des médecins de famille duCanada

CRMCC Collège royal des médecins etchirurgiens du Canada

DME Groupe de ressources sur l’éducationmédicale décentralisée

EDG Comité sur l’équité, la diversité et legenre de l’AFMC

EMC Éducation médicale continue

EMPo Enseignement médical postdoctoral

EMPr Enseignement médical prédoctoral

FEMC Fédération des étudiants enmédecine du Canada

ICLEM Institut canadien de leadership enéducation médicale

MPIEM Mission professorale et innovation enéducation médicale

NACCFM Association des directeurs dedépartements de médecine familialedu Canada

COMITÉ DE SUPERVISION DE LA OTTAWACONFERENCE/CCEMDr Ronald Harden, AMEE, Dundee, R.-U.Dr S Barry Issenberg, University of Miami Miller School of Medicine, É.-U.Pat Lilley, AMEE, Dundee, R.-U.Dre Madalena Patrício, Faculté de médecine, Université de Lisbonne, PortugalProfesseur Trevor Gibbs, AMEE, Dundee, R.-U.Dr Ian Bowmer, OttawaDre Claire Touchie, OttawaDre Susan Humphrey-Murto, Ottawa

Dre Geneviève Moineau, Ottawa

COMITÉ RESPONSABLE DU PROGRAMME SCIENTIFIQUE :Dr Ian Bowmer, président, Ottawa (MCC)Dre Joyce Pickering, past-président, Montreal (RCPSC)Dre Gisèle Bourgeois-Law, Victoria (AFMC)Dr Paul Hendry, Ottawa (AFMC)Dre Claire Touchie, Ottawa, (CMC)Dre Susan Humphrey-Murto, Ottawa (CAME)Dr Tim Wood, Ottawa (CAME)Dr Ian Casson, Kingston (CFPC)Dre Teresa Cavett, Winnipeg (CFPC)Dr Wade Gofton, Ottawa (CRMCC)

SECRÉTARIAT DE LA CONFÉRENCE (AFMC) :Dre Constance LeBlanc, vice-présidente, ÉducationChriss Holloway, gestionnaire de conférenceKaren Norris, coordinatrice, ConférenceMichaël Bergeron, adjoint, ConférenceAmelia Keene, adjointe, Conférence

COMITÉ DE SÉLECTION DES RÉSUMÉS :Dr Derek Puddester, président (CAME)Dr Stephen Aaron (AFMC)Dre Marguerite Roy (MCC)Dre Margaret Tromp (CMFC)Dre Lara Varpio (ACÉM)Dr Ken Kontio (CRMCC)

COMITÉ SUR LA DIFFUSION DE L’EXPÉRIENCE :Dre Rachel Ellaway, École de médecine du Nord de l’OntarioDre Alireza Jalali, Université d’OttawaDr Marcus Law, Université de TorontoCatherine Peirce, The Association of Faculties of Medicine of CanadaChi-Ming Chow, Université de TorontoDavid Lampron, Université de la Colombie-BritanniqueAnne Marie Cunningham, Cardiff University, R.-U.Deirdre Bonnycastle, Université de la Saskatchewan



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COMMENT UTILISER CEPROGRAMMELes organisateurs de la Ottawa Conference (OC) et laConférence canadienne sur l’éducation médicale (CCEM) ontconçu ce programme de manière à ce que les participantspuissent facilement repérer les réunions, les rencontressociales et les activités quotidiennes ayant lieu dans le cadrede la conférence. Veuillez prendre note des remarquessuivantes :

n Toutes les activités officielles de la conférence, lesréunions d’affaires, les séances éducatives et les activitéssociales sont énumérées en ordre chronologique endébut de programme selon le jour où elles ont lieu.

n Les calendriers « Coup d’œil sur la journée » donnentun aperçu de tous les événements ayant lieu ce jour-là.

Les séances privées sont sur invitation seulement etsont représentées par ce symbole. Les séances nonprivées (c’est-à-dire que tous les participants de laCCEM peuvent y participer) ne sont pas accompagnéesd’un symbole.

Les séances plénières qui sont présentées dans les deuxlangues officielles (par interprétation simultanée)sont représentées par ce symbole.

On recommande fortement le recours aux casques d’écouteofferts par le personnel de la OC/CCEM lors de chaqueséance plénière.

Dans la section des renseignements généraux duprogramme, on retrouve une liste d’activités proposées parles organisateurs de la OC/CCEM et Tourisme Ottawa afind’agrémenter le séjour des délégués dans la belle villed’Ottawa.

RÉUNIONS SUR LE POUCE :

Vous souhaitez échanger avec des collègues à Ottawa cetteannée? Une fois de plus, c’est avec plaisir que la OC/CCEMvous offre une solution.

Nous mettrons chaque jour un espace restreint à votredisposition pour des rencontres à l’improviste avec voscollègues. Vous pouvez faire des réservations en bloc d’uneheure. Premier arrivé, premier servi! Pour de plus amplesrenseignements, veuillez vous adresser à l’un des membresdu personnel de la conférence au bureau d’inscription duCentre des congrès d’Ottawa.

QUOI DE NEUF CETTE ANNÉE?n La conférence sera lancée officiellement le samedi

après-midi lors de la conférence commémorative J. Wendell MacLeod de l’AFMC-AMS et la réceptiond’accueil officielle de la OC/CCEM qui s’ensuivra. Lesséances plénières auront maintenant lieu les dimanche etlundi matins et une dernière séance plénière aura lieuplus tard en matinée le mardi, la conférence se terminantà midi le mardi.

n Un petit déjeuner sera offert les dimanche, lundi etmardi matins. Nous vous offrirons un buffet chaud ledimanche midi, un buffet froid le lundi midi et unecollation à apporter le mardi.

n La OC/CCEM a un café-réseautage. On invite lesparticipants à savourer un bon café en travaillant sur leursappareils mobiles en présence de leurs collègues auCentre des congrès d’Ottawa, deuxième étage, àl’intérieur et à l’extérieur des salles du Canada 2 et 3,entre 7 h le samedi 26 avril et midi le mardi 29 avril.

n La OC/CCEM est maintenant sur Wordpress, Facebook etTwitter. Veuillez consulter la section portant sur lesmédias sociaux pour vous brancher à la OC/CCEM.

n Nous offrons des cours de yoga et des séances dejogging guidées les dimanche, lundi et mardi matinspour permettre aux délégués de décompresser et deconserver de saines habitudes de vie même lorsqu’ilssont loin de chez eux. Prière de lire la section sur les « Pauses-santé » pour connaître le lieu et l’horaire de cesséances.

RENSEIGNEMENTS RELATIFS ÀL’INSCRIPTIONTous les participants aux réunions prévues ainsi que lesprésentateurs de résumés doivent s’inscrire. Des messages àl’intention des personnes inscrites seront affichés sur unbabillard dans l’aire d’inscription et seront envoyés parl’application mobile de la OC/CCEM.

HEURES D’INSCRIPTION SUR PLACE :

Niveau 2, Ottawa Convention Centre

Le vendredi 25 avril, de 8 h à 18 h

Le samedi 26 avril, de 7 h à 17 h

Le dimanche 27 avril, de 7 h à 17 h

Le lundi 28 avril, de 7 h à 17 h

Le mardi 29 avril, de 7 h à 12 h

Renseignements relatifs au paiement : On accepte toutes lesprincipales cartes de crédit, les chèques et l’argent comptantcomme moyen de paiement des frais d’inscription sur place.



XI

FRAIS D’INSCRIPTION :

Vous pouvez vous inscrire en ligne sur le site Web de laconférence. Veuillez consulter le site pour des mises à jourrégulières : www.mededconference.ca.

En ligne avant le En ligne à partir le vendredi du samedi 15 mars 2014 16 mars 2014

Conférence entière 895 $ 950 $

Participation quotidienne (du samedi au mardi) 300 $ 300 $

Résidents 200 $ 200 $

Les confirmations d’inscription et les reçus seront acheminés parcourriel de la part de ProReg Registration Solutions.

Il faut s’inscrire à l’avance au déjeuner de remise des prix del’ACÉM, au discours du président de l’AFMC et à la cérémoniede remise des prix et à la rencontre sociale du lundi soir. Lesbillets sont limités. Les invités de 18 ans et plus sont lesbienvenus.

À noter que les enfants ne sont admis ni aux séancesuniversitaires, ni aux cérémonies de remise de prix, ni auxpauses-repas durant la conférence.

PAUSES-SANTÉLa OC/CCEM s’engage à fournir un séjour sain pour lesparticipants. Vous pourrez participer à des cours de yoga ainsiqu’à de légers étirements pendant les séances plénières.

Les cours de yoga se dérouleront de 6 h à 7 h, du dimanche27 avril au mardi 29 avril. Le dimanche, les cours seront donnésdans la salle Confédération 1 située au 4e étage du WestinOttawa et les lundi et mardi, ils auront lieu dans la salleGouverneur général 2, toujours au 4e étage du Westin. Veuillezvous inscrire à ces cours au bureau d’inscription situé au 2eétage du Centre des congrès. Ces cours sont offerts gratuitementet tous peuvent y participer, peu importe leur degré de formephysique. Vous n’avez qu’à porter des vêtementsd’entraînement confortables.

Nous invitons les participants à se rencontrer dans le lobby duWestin Ottawa à 6 h 25. Un entraîneur les guidera, à rythmemodéré, sur un parcours de 5km le long du pittoresque canalRideau. L’activité comprend une période de réchauffementmusculaire, des conseils sur les étirements et des serviettes et del’eau pour la récupération. La marche peut être ajoutée auprogramme si vous préférez un rythme moins soutenu.

Les séances de jogging matinales se dérouleront les lundi etmardi 28 et 29 avril par l’entremise du programmeRunWESTIN® du Westin Ottawa.

BUREAU D’AFFAIRES

La OC/CCEM met un centre professionnel à la disposition detous les participants. On y retrouve des ordinateurs, desimprimantes, un photocopieur et diverses fournitures debureau. Il se trouve au Centre des congrès d’Ottawa audeuxième étage, dans le Centre d’affaires. Il sera ouvert de 7 hà 17 h du vendredi 25 avril au lundi 28 avril et de 7 h à midi lemardi 29 avril.

PAUSES-REPAS ET PAUSES-CAFÉ

Le petit déjeuner sera servi de 7 h 15 à 8 h 30 les dimanche,lundi et mardi au troisième étage du Centre des congrèsd’Ottawa, salles du Canada 2 et 3 (salle des exposants).

Le lunch sera servi de 12 h à 13 h 30 les dimanche et lundi autroisième étage du Centre des congrès d’Ottawa, salles duCanada 2 et 3 (salle des exposants).

Les pauses-café seront servies de 10 h à 10 h 30 les dimanche,lundi et mardi et de 15 h à 15 h 30 le dimanche et le lundi.Des pauses-café seront également prévues au troisième étagedu Centre des congrès d’Ottawa, salles du Canada 2 et 3 (salledes exposants).

Les vendredi et samedi, le Centre des congrès d’Ottawa et leWestin Ottawa offriront des rafraîchissements légers de 9 h 45 à10 h 45 et de 13 h 45 à 14 h 45. Au Westin Ottawa, les pausesauront lieu dans le Grand Foyer, au 4e étage. Au Centre descongrès d’Ottawa, elles se dérouleront dans le foyer Colonel By,au premier étage.

Une collation à emporter sera offerte aux délégués le mardimidi au Centre des congrès d’Ottawa, dans le foyer situé au 3eétage, à l’extérieur des salles du Canada 1, 2 et 3.

EXPOSITION

On invite les participants de la OC/CCEM à aller voir nosexposants au Centre des congrès d’Ottawa au troisième étage,salles du Canada 2 et 3. Les heures d’exposition sont de 16 h lesamedi 26 avril à 15 h le lundi 28 avril.

PRÉSENTATIONS ORALES

Présentations orales dans le cadre de la OttawaConference

Les présentations orales sont regroupées par thème, engroupe de 4 à 6 présentations. Un animateur est nommépour chacune des séances. Chaque présentateur bénéficie de10 minutes et d’une période de questions de 5 minutes. Sile temps le permet, une période de discussion estincorporée à la fin de la séance. Si vous êtes un présentateur,votre document PowerPoint devrait être téléchargé dans lesalon des conférenciers.




XII

AFFICHESIl n’y aura pas de séance de présentation d’affichesindépendantes durant la réception de bienvenue. Ondemande aux présentateurs de se tenir debout à côté deleur affiche durant les pauses s’ils en ont le temps.

On demande aux présentateurs d’installer leurs affiches levendredi 25 avril entre 11 h et 17 h et entre 7 h et 14 h lesamedi 26 avril, au niveau 3 du Centre des congrèsd’Ottawa, salles du Canada 2 et 3. Les séances animées sedérouleront selon l’horaire suivant :

Le dimanche 27 avril et le lundi 28 avril De 10 h 30 à 12 h De 13 h 30 à 15 h De 15 h 30 à 17 h

Le mardi 29 avril

De 8 h 30 à 10 h On demande aux présentateurs d’affiches de retirer celles-cientre midi et 15 h le mardi 29 avril.

Les affiches sont regroupées en séances thématiques tout aulong de la Conférence. On demande aux présentateursd’apporter leurs affiches à la Conférence et de ne pas lesenvoyer à l’avance. On a prévu de 3 à 5 minutes pour chaqueprésentateur. L’animateur désigné invite les participants à poserdes questions après chacune des présentations. Si le temps lepermet, une période de discussion en groupe est incorporée àla fin de la séance. On demande aux présentateurs d’êtredisponibles durant une pause-repas ou une pause-café pourfavoriser les discussions face à face.

La Ottawa Conference et la CCEM sontfières de s’associer à ePosters.net, unerevue à libre accès (ISSN 1754-1417) où les affiches de laconférence de 2014 peuvent être vues en ligne, en autant queles auteurs les aient téléchargées.

Soumettre une affiche est un jeu d’enfant. Vous n’avezqu’à consulter le site eposters.net

Sélectionner Submit Poster et suivez les directives en ligne. Pourvous assurer que votre affiche apparaisse bien sur la page de laCCEM 2014, indiquez que la soumission fait partie d’uneconférence et mettez en surbrillance la mention CCEM 2014 àpartir du menu déroulant.

ÉVALUATION DE LA CONFÉRENCEUn formulaire électronique d’évaluation (globale) de laconférence sera envoyé aux participants par courrielimmédiatement après la conférence. Une fois qu’unparticipant aura rempli le formulaire d’évaluation, il recevraune lettre d’accréditation de la OC/CCEM. Les ateliers et les plénières de la conférence seront évaluésséparément. Les délégués recevront des formulairesd’évaluation énumérant tous les ateliers de la journée. On lesinvite à remplir un formulaire d’évaluation pour chaque atelierauquel ils ont pris part.

MÉDIAS SOCIAUX

FACEBOOK

Consultez le profil Facebook de la CCEM :

http://www.facebook.com/CanadianConferenceOnMedicalEducation.

Demeurez au courant des actualités sur la Ottawa Conference2014 en « aimant » la page Facebook de l’AMEE:https://www.facebook.com/ pages/Association-for-Medical-Education-in-Europe- AMEE/116187641769758

TWITTER

Suivez @MedEdConference et utilisez le mot-clic#ccme14 pour gazouiller sur vos découvertes pendant

la conférence.

Suivez @AMEE_Online et utilisez le mot-clic #ottawa2014pour gazouiller sur les séances du programme et commencer àréseauter.

Un babillard Twitter en direct sera installé dans le Halld’exposition au niveau 3 du Centre des congrès d’Ottawa. Ilmettra en vedette les discussions populaires sur la CCEM 2014.

Les conférenciers des séances plénières accepteront égalementdes questions par l’entremise de messages texte pendant leurséance.

Si vous arrivez difficilement à comprendre la composanteMédia social de notre conférence ou à utiliser les mots-clics pendant la conférence, veuillez consulter l’un de nosbénévoles Média social qui se fera un plaisir de vousaider.

Du nouveau cette année. Il y aura également un servicede dépannage technologique au 2e étage du Centre descongrès d’Ottawa.

BLOG WORDPRESS

Encore cette année, la CCEM a demandé à un certainnombre de participants de bloguer sur leur expérience

de la conférence. Voici le lien à suivre pour prendreconnaissance de leurs billets :www.mededconference.wordpress.com

LES BÉNÉVOLES ÉTUDIANTS

Recherchez les étudiants bénévoles qui se feront un plaisir devous aidez à naviguer la conférence. Nous avons besoin debénévoles dans les domaines suivants : préposé auxrenseignements et à l’accueil, adjoint au centre d’affaires,moniteur adjoint, Santé et bien-être, préposé à la mise en placedes inscriptions, appui aux présentateurs des affiches, gouroudes médias sociaux et plus encore.

http://www.facebook.com/CanadianConferenceOnMedicalEducation

www.mededconference.wordpress.com

https://twitter.com/MedEdConference

https://www.facebook.com/AMEE.InternationalAssociationforMedicalEducation

https://www.facebook.com/AMEE.InternationalAssociationforMedicalEducation



http://www.eposters.net



XIII

Nous tenons à remercierles réviseurs des résuméspour leurs contributionsau programme :

Nigel Bax

Katharine Boursicot

Angel Centeno

David Cook

Sonia Crandall

Peter de Jong

Joke Denekens

John Dent

Holly Donaldson

Richard Fuller

Trevor Gibbs

Anita Glicken

Lindsay Glynn

Chivaugn Gordon

Scott Graziano

Gregory Gruener

Larry Gruppen

Kati Hakkarainen

Barry Issenberg

Ming-Jung Ho

Susan Jamieson

Elizabeth Kachur

Mary Lawson

Victor Lim

Richard Maerz

Herve Maisonneuve

Bill McGaghie

Michelle McLean

Jadwiga Mirecka

Deborah Murdoch-Eaton

Vishna Nadarajah

Debra Nestel

Peter Nippert

Jorgen Nystrup

Anna O'Neill

Rob Oostenbroek

Shruti Patel

Madalena Patricio

Godfrey Pell

Joachim Perera

Trent Reed

Trudie Roberts

Muhammad Saeed

Dujeepa Samarasekara

Ewa Szumacher

Celia Taylor

Alistair Thomson

Monika van de Ridder

Bas Verhoeven

David Wiegman

Nabil Zary

COMITÉ DE LA OTTAWA CONFERENCE

Dr Ronald Harden, AMEE, Dundee, R.-U.Dr S Barry Issenberg, University of Miami Miller School

of Medicine, É.-U.Pat Lilley, AMEE, Dundee, R.-U.Dre Madalena Patrício, Faculté de médecine, Université

de Lisbonne, PortugalProfesseur Trevor Gibbs, AMEE, Dundee, R.-U.

SECRÉTARIAT DE LA OTTAWA CONFERENCE

Pat Lilley, Directrice des opérations, AMEETracey Thomson, Cadre administrative, AMEE

RÉVISEURS DE LA OTTAWA CONFERENCE

ACCRÉDITATION

CCME 2014: Cette activité est une activité de formation collective agréée aux termes de la section 1 duprogramme de Maintien du certificat du Collège royal des médecins et chirurgiens du Canada pour 16crédits. Ce programme répond aux critères d’agrément du Collège des médecins de famille du Canada etle [centre de FMC/DPC de l’université] lui accorde jusqu’à 16 crédits Mainpro-M1. Ce programme a étérévisé et approuvé par le Bureau de Formation professionnelle continue de l’Université d’Ottawa.

Ottawa Conference: La 16e Ottawa Conference/12e Conférence canadienne sur l’éducation médicale aété approuvée par la Federation of the Royal Colleges of Physicians of the United Kingdom pourl’obtention de 18 crédits de DPC de catégorie 1 (externe) (code 88355).

INSTALLATIONS DES RÉUNIONS Toutes les rencontres de la CCEM 2014 auront lieuaux endroits suivants :

Centre des congrèsd’Ottawa55, promenade Colonel-ByOttawa, OntarioK1N 9J2

Le Westin Ottawa 11, promenade Colonel-ByOttawa, ON K1N 9H4

Le Fairmont ChâteauLaurier1, rue RideauOttawa, ON K1N 8S7



XIV

Centre des congrès d’Ottawa – Plan des étages



XV

Westin Ottawa – Plan des étages



XVI

Château Laurier – Plan des étages



XVII

Hôtel Lord Elgin – Plan des étages



XVIII

Plan d’étage des affiches

Colline du Parlement

Siège du gouvernement fédéral canadien et lieu parexcellence des célébrations nationales durant l'année, laColline du Parlement est l'endroit le plus visité à Ottawa.

De beaux édifices patrimoniaux, des sites historiques etdes événements enthousiasmants mettent en lumière lecentre-ville d’Ottawa en racontant son histoire et enorientant le présent et l’avenir de la capitale.

En explorant Ottawa, vous remarquerez rapidement quede nombreux édifices qui vous servent de points derepères sont également d’importants jalons de l’histoire.Ainsi, le Parlement du Canada est non seulementl’élément central d’Ottawa, il représente aussi le cœur dugouvernement démocratique du pays. Dans le mêmeordre d’idées, le canal Rideau est une voie navigableremarquable qui traverse le centre-ville d’Ottawa et a prèsde deux siècles d’histoire à rapporter. De plus, de grandsévénements comme les célébrations de la fête du Canada,le 1er juillet, et le spectacle quotidien son et lumière,présenté gratuitement à la tombée de la nuit, résumentl’histoire du Canada et sont tournés vers l’avenir du pays.

Expériences autochtones

Situé sur une île sacrée au milieu dela rivière des Outaouais, tout juste àl'ouest de la Colline parlementaire,Aboriginal Experiences initie lesvisiteurs au mode de vie, àl'artisanat, à l'art, à la nourriture et à

la culture des Premières nations du Canada.

Queues de castor

Pâtisseries traditionnellescanadiennes servies avec diversesgarnitures.

Fête du Canada

La fête du Canada à Ottawa est unévénement à ne pas manquer : unejournée de fierté nationale et deplaisir alors que les rues sontfermées et des centaines de milliersde personnes se rendent au centre-ville pour célébrer.

Expériences patrimoniales canadiennes



XIX



XX

Relève de la garde

Chaque matin sur la Collineparlementaire à Ottawa de la fin juinjusqu'à la fin août, se déroule unecérémonie en grande pompe ethaute en couleurs : la relève de lagarde.

Fulton's Pancake House andSugar Bush

La destination quatre saisons Fultonest spécialisée dans les visites engroupe, les conférences et banquets,les événements, et les activités de lasaison du sirop d'érable.

Maison-Laurier

Maison historique de deux desPremiers ministres et despersonnalités politiques les pluscélèbres du Canada, la Maison-Laurier est un lieu historiquenational du Canada.

Domaine Mackenzie-King

Au cœur du parc de la Gatineau,découvrez la magie du domaineMackenzie-King avec ses jardinsromantiques et ses ruinespittoresques.

Colline du Parlement

Vivez l’histoire du Canada racontéeavec de la musique, des éclairagesspectaculaires et des images géantesprojetées sur les édifices duParlement.

Parlement du Canada visitesguidées

Tous les programmes et visites sontgratuits et offerts en français et enanglais.

Canal Rideau

Passage navigable historique duprintemps à l'automne et la plusgrande patinoire naturelle du mondeà l'hiver – le serpente en plein cœurd'Ottawa avant de rejoindre la rivièredes Outaouais.

Patinoire du canal Rideau

Un passage navigable historique duprintemps à l’automne, la partied’Ottawa du canal Rideau gèlel’hiver venu et devient la plusgrande patinoire naturelle dumonde.

Rideau Hall

Rideau Hall à Ottawa est larésidence officielle et le lieu detravail du gouverneur général, lereprésentant de la reine au Canada –un impressionnant manoir entouréde superbes jardins patrimoniauxsitué dans Rockliffe Park.

Spectacle son et lumière

Vivez l'histoire du Canada racontéeavec de la musique, des éclairagesspectaculaires et des images géantesprojetées sur les édifices duParlement.

Stanley's Olde Maple LaneFarm

Installations modernes pour lesréceptions de mariage, les retraitesd'entreprise et les réunions.

Cour suprême du Canada

Site important d'Ottawa et plus hauttribunal du pays, la Cour suprêmedu Canada accueille les touristespour des visites dans ses salles et seschambres.

Upper Canada Village

Voyez la vie des pionniers du XIXesiècle dans le décor d'un villagehistorique reconstitué de façonauthentique.



XXI

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A celebration of coast to coast creativity

in Medical Education.

Tetralogy of Fallot By Michiko Maruyama

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Artistes en blouse blancheExposition d’oeuvres d’art 2014

Du dimanche 27 avril (en après-midi) au mardi29 avril (à midi)

Salles British Columbia et Manitoba du Westin Hotel

Un hommage à la créativité enéducation médicale d’un océan à

l’autre.

Par

SYNTHÈSES


SYNTHÈSES

1


SYNTHÈSES

2


SYNTHÈSES

3


SYNTHÈSES

4


SYNTHÈSES

5


SYNTHÈSES

6


SYNTHÈSES

7


SYNTHÈSES

8


SYNTHÈSES

9


SYNTHÈSES

10


SYNTHÈSES

11


NOTES

12

ÉVÉNEMENTS PRÉ-CONFÉRENCE


ÉVÉNEMENTS PRÉ-CONFÉRENCE

OC-23

FUNDAMENTALS OF ASSESSMENT IN MEDICALEDUCATION (FAME)

Co-directeurs du cours : Jack Boulet (FAIMER, USA),Ann King (NBME, USA)

Conférenciers : Dale Dauphinée (McGill, Canada),Steven Haist (NBME, USA), André De Champlain (CMC, Canada), Ingrid Philibert (ACGME, USA), Danette McKinley (FAIMER, USA), and Marc Gessaroli(NBME, USA)

Horaire :

Le vendredi 25 avril, de 8 h 30 à 17 h : atelier d’une journéeCentre des congrès d’Ottawa, niveau 1, salle 108

Le dimanche 27 avril, de midi à 13 h 30 : déjeuner-rencontre avec les animateursFairmont Château Laurier, 1er niveau, salle Gatineau

Le lundi 28 avril, de midi à 13 h 30 : déjeuner-rencontre avec les animateursFairmont Château Laurier, 1er niveau, salle Gatineau

This introductory assessment course is offered by theNational Board of Medical Examiners (NBME) and theFoundation for Advancement of International MedicalEducation and Research (FAIMER). The course is led byinternationally recognized faculty. FAME is intended to bea basic-level course on educational assessment. We aretargeting persons who have responsibility for assessingundergraduate medical students, graduate trainees andpracticing doctors. Instruction will concentrate on theapplication of assessment principles, including testdevelopment, scoring, standard setting and validation oftest scores.

OC-24

RESEARCH ESSENTIAL SKILLS IN MEDICALEDUCATION (RESME) COURSE

Conférenciers : Charlotte Ringsted (WilsonCentre/University of Toronto, Canada) (Course Leader),Brian Hodges (Wilson Centre/University of Toronto,Canada), Albert Scherpbier (Maastricht University,Netherlands)

Horaire :

Le vendredi 25 avril, de 8 h 30 à 16 h 30 : atelier d’une journéeCentre des congrès d’Ottawa, niveau 2, salle 203

Le dimanche 27 avril, de midi à 13 h 30 : déjeuner-rencontreFairmont Château Laurier, 1er niveau, salle Tudor

Le lundi 28 avril, de midi à 15 h : déjeuner-rencontre et atelier de 90 minutesFairmont Château Laurier, 1er niveau, salle Quebec

The RESME Course provides an introduction to theessential principles and methods of conducting researchin medical education: formulating research questions,choosing a research approach, selecting an appropriateglobal methodology and constructing a research plan.Through a series of short presentations and small groupwork, this highly interactive course will introduce basicconcepts and principles using a variety of examplesrelating to theory. After completing the course,participants will have acquired a framework forunderstanding and application of essential concepts andprinciples for research in medical education. Within sixmonths of completion of the course, participants maychoose to submit a short research proposal on a topic oftheir interest describing the application of concepts andprinciples covered in the course, leading to award of theRESME Certificate in Medical Education.

15

Cours pré-conférence de la Ottawa Conference


LES JEUDI ET VENDREDI, 24-25 AVRIL 2014

OC = OTTAWA CONFERENCE

CCME = CONFÉRENCE CANADIENNE SURL’ÉDUCATION MÉDICALE

Conférence d’une journée : de 8h30 à 16h15 (sauf lesamedi où tous les ateliers se terminent à 16h)

Conférence d’une demi-journée : de 8h30 à midi OU de12h45 à 16h15 (sauf le samedi où tous les ateliers seterminent à 16h)

LE JEUDI 24 AVRIL

CCME-01

AFMC Leadership Inspiration For FacultyExecutives (LIFE) Course

Westin Ottawa, niveau 4, salles de bal gouverneur general II et III

Atelier d’une journée – de 8 h à 16 h 30

Geneviève Moineau, The Association of Faculties ofMedicine of Canada

Rationale/Background:

Most often Faculty members are appointed to leadershiproles within the Deanery, Departments or Instituteswithout any formal training or orientation to the position.New leaders are often in these new role due todemonstrated abilities in their previous positions. But thenew role may require a different skill set or knowledgebase. The LIFE Course will help new or not so new leadersgain some core knowledge, skills and insights to be moreeffective in their new environment.

Learning Objectives:

1. Apply new knowledge to increase effectiveness in anew leadership role

2. Develop new skills that will be put into action

3. Find resources available to respond to ongoing needsmoving forward

4. Connect with colleagues from across the country withongoing community building

Instructional Methods:

Various sections of the day will include short (10-15 min)presentations, small group work and reporting back, self-reflection and establishing an action plan. Groups andfacilitators will rotate throughout the day. Facilitators willbe Deans and AFMC current and past President and CEO.The environment will be deemed confidential and safe toallow for honest discussion. Topics will include:

• Opening reflection: what do you want written aboutyour work when you leave your position

• Ice breaker: state your goal/mission in one minute(cocktail party or speed dating style)

• I never learned that in school: true confessions of thefirst year in office

• Why good governance is golden

• Lunch and Learn: Your most effective weapon isinspiration

• Navigating effectively in our complex environment

• What does a Dean really want?

• Final reflection: three concrete next steps to improveyour effectiveness in your leadership role

• Closing activity: Creating a community andcontinuing the connection

LE VENDREDI 25 AVRIL

8H30 – 12H00

OC-0

FLAME – Fundamentals in Leadership andManagement for Educators: Assessing Leadershipand Professionalism

Centre des congrès d’Ottawa, niveau 2, salle 211

Atelier d’une journée – de 8 h 30 à 16 h 15

Judy McKimm and Paul Jones, College of Medicine,Swansea University, Wales, UK

Introduction:

It is widely recognised that non-technical skills, includingleadership, are vital for effective and safe professionalpractice. Educators internationally are focussing onestablishing robust ways of assessing professionalpractice. Regulatory and professional bodies increasingly

** Tous les ateliers durent une demi-journée, sauf indication contraire **

16

Ateliers et cours pré-conférence


LE VENDREDI 25 AVRIL 2014

require learners to demonstrate competence inleadership, yet many educators are struggling to teachand assess leadership competence. Many tools exist toassess leadership, but with crowded curricula and largenumbers of students/trainees, how can educatorsimplement effective leadership development programmesand assess leadership skills and behaviours? Thisworkshop explores how leadership theory, practice andassessment can help inform our understanding of bothassessing professionalism and embedding leadershipdevelopment.

Intended outcomes:

By the end of the workshop participants will (1)demonstrate understanding of leadership theory inrelation to assessing leadership and (2) how leadershiptheory and practice can be used in assessingprofessionalism; (3) become familiar with methods forteaching and assessing leadership; (4) have sharedpractice on challenges and solutions and (5) identifiedstrategies for introducing/developing leadershipprogrammes.

Content and Structure:

Interactive small and large group activities and shortpresentations designed to facilitate discussion andparticipation and meet individual and group needs.

Who should attend:

Undergraduate and postgraduate medical and healthprofessions’ educators who run leadership andmanagement courses or plan to do so or have an interestin assessing professional behaviours and practice.

Level: Intermediate/advanced

OC-1

Implementing Large-Scale Assessments of ClinicalTeachers’ Professional Behaviors


Dr Richard L. Cruess, Dr Sylvia R. Cruess, Dr MeredithYoung, and Dr Yvonne Steinert, Centre for MedicalEducation, McGill University

Dr Kiki Lombarts, University of Amsterdam

Dr Darcy Reed, Mayo Clinic School of Medicine

Introduction:

An obstacle to transmitting the beliefs and values of themedical profession to future generations is unprofessionalbehavior of faculty members that can lead to a corrosivelearning environment antithetical to the teaching andlearning of professionalism. Valid and reliable student

and resident assessment of the professional behaviors ofclinical teachers, including their performance asclinicians, teachers and role models, can be an importantpart of a “fit for purpose” assessment program that canserve as the basis for feedback and action and caninclude rewards, remediation, or removal from teachingduties. Modern information technology linked torelatively uncomplicated assessment tools can contributeessential data to such a program.


Brief presentations will be made on the principles ofassessing professional behaviors, the experience of twocenters (McGill & Amsterdam) with large scale web-basedstudent and resident assessment of faculty professionalbehaviors, and the experience of a third center (Mayo)reporting on the systematic use of such data. Eachpresentation will be followed by small group activities inwhich participants will be encouraged to reflect upon theissues and their applicability to their own settings. Finally,each participant will be given an opportunity to developan action plan for their own institution.

Intended outcomes:

By the end of the workshop, participants will be able to:articulate the general principles of the assessment ofprofessional behaviors; recommend strategies for studentand resident assessment of faculty professional behaviors;recommend strategies for the use of such data; anddevelop an implementation plan for student and residentassessment of faculty professional behaviors in their ownsettings.

Who should attend:

Teachers, educators and administrators involved at alllevels of the educational continuum.

Level: Intermediate

OC-2

Organizing OSCEs and other SP Programs forInterprofessional Learner Groups


Elizabeth Kachur, PhD, Medical Education Development,National and International Consulting

Lisa Altshuler, PhD, New York University School ofMedicine

Karen Adamo Henry, MA, The Sophie Davis School ofBiomedical Education/CUNY

Angelika Hofhansl, PhD, Vienna University MedicalSchool

17



Introduction:

Interprofessional education (IPE) is gaining popularitybecause it has become clear that educating for a multi-professional work environment and teamwork has to startearly, and has to continue throughout work life.Standardized patients (SPs) and OSCEs are wellestablished educational methods in just about all healthprofessions, and they can also work in IPE programs.However, special considerations are needed: participantsmay have different roles, skills sets and performancestandards. They may vary regarding professional cultureand vocabulary. Building on theoretical considerationsand using a variety of IPE programs as examples, thisworkshop will extrapolate strategies that can set thefoundation for successful programs.


• Welcome/introduction – 10 min

• Best/worst training experiences with differentprofessionals (think-pair-share, discussion) – 20 min

• Theories and literature behind IPE, OSCEs and SPs(mini-presentation, Q&A’s) – 15 min

• Knowledge and attitudes about different professions(exercise using flip charts & post-its, discussion) – 20 min

• Sample programs (mini-presentations) – 20 min

• Break – 15 min

• IPE station development (small group exercise, largegroup presentations) – 20 min

• IPE rating form development (small group exercise,large group presentations) – 20 min

• IPE SP training/faculty development (small groupexercise, large group presentations) – 20 min

• Summary discussion – Do’s and Don’ts – 20 min

Intended outcomes:

1. List 3 opportunities and 3 challenges inherent in IPEOSCE/SP exercises

2. Discuss faculty development issues related to IPEOSCE/SP exercises

3. Identify 3 issues to consider when implementing anIPE SP-based program at your own institution

Who should attend:

Administrators, education professionals, faculty from allhealth professions

Level: introductory/intermediate

OC-3

Evaluating Educational Innovations: The Key is toStart Early!


Elaine Van Melle, PhD, CanMEDS Education Scientist,Royal College of Physicians and Surgeons of Canada,Education Researcher Department of Family Medicine,Queens University. [email protected]

Leslie Flynn, MD. Interim Vice Dean Education, Queen’s UniversityClinician Educator, Royal College of Physicians andSurgeons of Canada.

Min-Ka Chan, MD. Director Education and FacultyDevelopment, University of ManitobaClinician Educator, Royal College of Physicians andSurgeons of Canada.

Anna Oswald, MD. Assistant professor, Division ofRheumatology, University of AlbertaClinician Educator, Royal College of Physicians andSurgeons of Canada.

Farhan Bhanji, MD. Associate Professor, Pediatrics, McGill UniversityClinician Educator, Royal College of Physicians andSurgeons of Canada.

Introduction:

Educational innovations can include a new teachingstrategy, assessment tool, workshop or curriculum (VanMelle et al, 2012). Evaluating the effectiveness of aninnovation is often left as the last step in the cycle ofdesign and implementation (Steinert & Snell, 2011). Toprovide meaningful results however, an evaluation needs tobe threaded through all phases of design andimplementation: it requires a thorough needs assessment,well-defined goals and objectives and a clearly articulatedtheoretical framework(s) (Donaldson, 2007). Drawing fromthe literature on program evaluation, using practicalexamples and interactive methods, this workshop willprovide participants with such an approach.


This highly interactive workshop will begin with anoverview of an evaluation framework. Application of theframework will be illustrated using a newly developedresident teaching program for adults with developmentaldisabilities. In small groups, participants will beencouraged to apply the framework to evaluating theirown educational innovation. To complete the workshop,strategies for using the framework to build organizationalcapacity for evaluation and education scholarship will bediscussed (Labin et al, 2012).

18



Intended outcomes:

By the end of this workshop participants will be able to:

1. Describe why evaluation should be threaded throughall phases of design and implementation of aneducational innovation.

2. Apply a framework which will lead to a meaningfulevaluation.

3. Build organizational capacity for evaluation andeducation scholarship.

Who should attend:

Educators interested in evaluating educationalinnovations, educational leaders responsible forcurriculum and program evaluation.

Level: Beginner/Intermediate

OC-4

Understanding and creating advanced items – afaculty development approach to writing multiplechoice items


Douglas Wooster MD, FRCSC, FACS, RVT, RPVI, Universityof Toronto, Toronto, Canada

Elizabeth Wooster, PhD (Candidate) OISE/University ofToronto, Canada

Introduction:

Multiple choice format (MC) testing remains a prominenttesting strategy for in-training and registration evaluationof students and postgraduate trainees. Creating items canbe challenging but well-crafted tests show good reliabilityin these settings. Efforts to create a more ‘real world’simulation has led to innovative testing strategies, such asscript concordance (SC), and advanced MC items thatallow for assessing higher level activities, such as‘analysis’ and ‘synthesis’.

Content and structure:

This activity will include interactive discussion of thetheory and preparation of such items. All participants willengage in hands-on preparation of advanced MC and SCitems with the guidance of an expert leader. Discussion ofstrategies to transfer and teach these techniques tofaculty at home institutions will occur. Participants willengage in the development of a skill transfer plan. Ahandout summarizing the steps for both preparation oftransfer of these skills will be provided.

Intended outcomes:

At the end of this workshop, participants will be able to:

1. Discuss the theory related to MC and SC items

2. Describe and apply the steps related to thepreparation of such items

3. Aware of strategies to transfer the skills to others.

Who should attend:

Anyone involved in the preparation of testing items orwith an interest in the construction of advanced items.

Level: Intermediate/Advanced

CCME-02

Team Based Learning: a hands-on introduction



Lindsay Davidson, Sheila Pinchin, Theresa Suart, Eleni Katsoulas, Anthony Sanfilippo, Queen’s University,Canada


Team Based Learning (TBL) is an emerging instructionalmethod in medical education. Originally developed byLarry Michaelsen for use in business school, thisstructured, case-based active learning paradigm has beenadapted to a wide variety of settings, including many inhealthcare education. This full-day workshop willintroduce participants to the techniques and theoreticalunderpinnings of TBL, preparing them to implement thismethod in their own educational context.


By the end of the workshop, participants will be able to:

1. Describe the components and sequence of a TBLmodule;

2. Develop items for use in a readiness assessment test;

3. Create an application exercise;

4. Anticipate implementation pitfalls when introducingTBL as a new educational method.

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CCME-03

Mettre en œuvre l’apprentissage fondé sur letravail d’équipe dans le cadre de la formationmédicale prédoctorale préclinique


Atelier d’une demi-journée – de 8 h 30 à 12 h

Stéphanie Raymond-Carrier, Nicolas Fernandez, Eric Drouin, Université de Montréal

Justification/Contexte :

Les étudiants qui suivent une formation prédoctoralepréclinique sont confrontés au défi que présente lanécessité d’acquérir une quantité considérable deconnaissances en un court laps de temps. L’apprentissagefondé sur la résolution de problèmes (AFRP) a été laméthode de choix pour y parvenir. Cependant, cetteméthode ne répond pas aux besoins de tous lesapprenants. On envisage donc l’apprentissage fondé surle travail d’équipe (AFTE) comme solution de rechange.

À l’automne 2012, 40 étudiants d’une cohorte de 280étudiants en médecine ont volontairement accepté departiciper à une expérience d’apprentissage fondé sur letravail d’équipe (AFTE) à l’Université de Montréal. Avantle début de la séance, on a assigné des lectures sur lesujet et testé les connaissances en groupe etindividuellement et on a répondu aux questions dans lecadre de discussions avec un instructeur. Les résultats del’évaluation de l’enseignement indiquent un degré desatisfaction élevé des étudiants soumis à l’AFTE,principalement en ce qui a trait à l’orientation accruefournie par l’instructeur et aux outils d’apprentissage plusutiles comme le travail préparatoire et les tests préalables.Les résultats obtenus à l’examen final étaientcomparables entre les deux groupes. On a tenu comptedes compétences en matière de collaboration et decommunication dans l’évaluation globale et ces deuxéléments ont été le point central d’un exerciced’évaluation au sein de l’équipe.

Objectifs d’apprentissage :

Au terme de l’atelier, les participants seront en mesure dedéterminer l’avantage comparatif de l’AFTE par rapport àl’AFRP. Ils seront en mesure de développer une séancecomplète d’AFTE basée sur des énoncés de problèmestypiquement propres à l’AFRP. Ils seront en mesure defavoriser l’apprentissage en équipe en posant desquestions plutôt qu’en donnant des réponses et enadaptant leur enseignement aux questions de leursétudiants.

CCME-04

Crucial Conversations for Health Professionals



Dorota Szczepanik, University of Ottawa, Vitalsmarts Certified Trainer, Canada


Whenever you’re not getting the results you’re lookingfor, it’s likely a crucial conversation is keeping you stuck.Whether it’s a problem with poor quality, slow time-to-market, declining customer satisfaction, or a strainedrelationship—whatever the issue—if you can’t talkhonestly with nearly anybody about almost anything, youcan expect poor results.

Crucial Conversations is a course that teaches skills forcreating alignment and agreement by fostering opendialogue around high-stakes, emotional, or risky topics—at all levels of your organization. By learning how tospeak and be heard (and encouraging others to do thesame), you’ll surface the best ideas, make the highest-quality decisions, and then act on your decisions withunity and commitment.


At the end of this one day program, participants will beable to:

• describe the evidence behind the crucialconversations framework including the links topatient safety, learner engagement, and professionalsatisfaction

• apply the skills taught in the course to a number ofhypothetical and real scenarios facing them in theirprofessional and personal lives

• consider what further skills may be required topromote accountability in the learning and practiceenvironments


Mini-lecture, Workbook, Pair/Share, Small group, Casediscussion, Role plays, Video analysis

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CCME-05

Creating Space IV- Exploring Different Paradigms:Arts, Humanities and the Social Sciences in theEducation of Health Professionals

Fairmont Château Laurier, niveau inférieur, salle Canadian

Atelier d’une journée et demie

Pippa Hall, Jean Roy, University of Ottawa, RachelEllaway, Siobhan Farrell, Northern Ontario School ofMedicine, Jacalyn Duffin, Queen’s University, Abe Fuks,McGill University, Canada


The AFMC AHSSM (Art, Humanities, and Social Sciences inMedicine) Educational Interest Group has hosted theCreating Space 1.5 day symposium for the past three yearsin conjunction with the Canadian Conference on MedicalEducation. The 2013 Creating Space meeting had morethan 100 participants from Europe, Australia, United Statesas well as from across Canada. A call for abstracts is madein the fall, which are reviewed by the organizingcommittee and selected according to established objectivesfor the symposium. The final program for the symposiumis confirmed in January. The symposium has attracted agrowing community of scholars, educators andpractitioners whose work in medical/health humanities hasaccelerated through their engagement with this meeting.Feedback has been extremely positive (rating 4.67/5), withcomments supporting the excellent critical analysis andhigh quality of the papers, the diversity of perspectives andthe opportunity for networking. The fourth Creating Spacesymposium plans to build on work of previous symposia tonurture a growing medical/health humanities academiccommunity in Canada and beyond.


At the end of this medical/health humanities symposium,participants will be able to:

1. Discuss the different conceptual and theoreticalframeworks that inform different forms of scholarshipin the use of the arts, humanities and social sciences(AHSS) as an integral part of health professionaleducation.

2. Appreciate the importance of diversity and communityengagement in health professional education throughthe lens of AHSS

3. Discuss the challenges of collaborating across thedisciplines of AHSS and medicine in healthprofessional education

4. Apply techniques and worldviews of AHSS to betterprepare health professional students for clinical andacademic careers.

LE VENDREDI 25 AVRIL

12H45 – 16H15

OC-5

Optimal implementation of progress testingconsortia: recent developments


On behalf of the Committee of Interuniversity ProgressTest Medicine, the Netherlands.

Dr EA Dubois, Leiden University Medical Center, Leiden,the Netherlands

Dr C Krommenhoek, Leiden University Medical Center,Leiden, the Netherlands

Dr CF Collares, Maastricht University, Maastricht, theNetherlands

Dr A Freeman, University of Exeter Medical School,Exeter, UK

Dr AA Meiboom, VU University Medical CenterAmsterdam, Amsterdam, the Netherlands

Dr AJA Bremers, University Medical Center St Radboud,Nijmegen, the Netherlands

Dr B Schutte, Maastricht University, Maastricht, theNetherlands

Dr AEJ Dubois, University Medical Center Groningen,Groningen, the Netherlands

DR RA Tio, University Medical Center Groningen,Groningen, the Netherlands

Introduction:

The initiatives for national and international large-scaleprogress testing consortia are increasing. In this workshopwe will address the most recent developments onimportant aspects for the appropriate development andexecution of collaborative projects on progress testing.


The workshop starts with a short introduction on thestructure of the progress testing consortium in theNetherlands and the first steps towards internationalcollaboration. The participants will be split up intogroups to elaborate on specific topics. Each participantcan join two of the following groups:

1. Score comparisons and standard settings betweendifferent populations: how to ensure test fairness andvalidity?

21



2. Translation and review process: how to deal with testadaptation, an international blueprint and reviewpanel?

3. Logistics and test safety, how to ensure test safety inlarge-scale consortia?

4. Collaboration, how to tackle legal issues, contract,and organisational structure?

5. Giving feedback, how to use progress testing toenhance learning within a collaborative project?

6. Production of questions, how to deal with relevance,aims/objectives?

After discussion in small groups, the participants will gettogether for a plenary feedback of all topics where sometake-home messages will be addressed.

Intended outcomes:

Make the participants benefit from existing experiencesin progress testing, raising awareness to issues whichneed to be accounted for before starting up collaborationin progress testing. Enable participants to tackle possiblepitfalls in collaborative progress testing efforts.

Who should attend:

Participants having ideas for setting up an initiative forinternational progress testing should benefit from thisworkshop. It does not matter whether the participants arealready involved in a national collaborative project forprogress testing or not. This workshop is also meant forparticipants from countries who have doubts aboutinternational collaboration on progress testing because ofdifferences in ethnic groups.

Level: Introductory, intermediate

OC-6

Are our assessments really valid? Using validityparadigms to design and evaluate programmes ofassessment


Prof Trudie Roberts and Dr Richard Fuller, Leeds Instituteof Medical Education, School of Medicine, University ofLeeds, UK

Dr Kathy Boursicot, St George’s, University of London, UK

Introduction:

The shifting emphasis of validity to a more argument andinferential based approach provides a new lens withwhich to review how we design and evaluate programmesof assessment. Validity is increasingly recognised acontinuum rather than an absolute, with consensus on

the importance of the construct validity of assessmentand the value laden nature of validity evidence. Thisworkshop overviews the challenges between ‘traditional’(psychometric) and more ‘contemporary’ interpretivistviews of validity and how they can assist in selection anddesign of test formats and target further scholarshipopportunities.


The workshop will explore how the concept of validityhas shaped the development of assessments over that lastthree decades. Participants will work through a typicalprogramme of assessments covering knowledge, skills andattitudes, identifying the strengths and weaknesses of theindividual components. The participants will beintroduced to the joint publication from the AmericanEducation Research Association (AERA), the AmericanPsychological Association (APA) and the National Councilon Measurement in Education (NCME) – ‘The Standardsfor Educational and Psychological Testing’ as a way ofanalyzing the utility of common types of assessment.

Intended outcomes:

At the end of the workshop, participants will

• Be better informed about the changing face ofvalidity evidence and assumptions

• Have developed and improved their skills in theanalysis of assessment formats against a validityframework

• Be able to identify sources of evidence used togenerate validity inferences

Participants will also be encouraged to generate ‘takehome lessons’ to implement in their own institutions

Level: Intermediate

OC-7

Preparing simulated/standardized patients forhigh stakes assessments


Cathy Smith, PhD, National SP Training Consultant,Pharmacy Examining Board of Canada; Lecturer, Facultyof Medicine, University of Toronto, Canada

Carol O’Byrne, BSP, RPEBC, RPh, OSCE Manager,Associate Registrar, Pharmacy Examining Board ofCanada

Debra Nestel, PhD, Professor of Simulation Education inHealthcare, School of Rural Health, Faculty of Medicine,Nursing and Health Sciences, Monash University, Victoria,Australia

22



Introduction:

Simulated/standardized patients (SPs) are, in large part,the exam question for high stakes assessments, inparticular for the Objective Structured ClinicalExamination (OSCE). SPs need to present the question, orpatient portrayal, in a standardized manner to providethe opportunity for reliable assessment inferences,ensuring the defensibility of the OSCE. Standardizationrefers to the consistency and accuracy of SP performanceover time and between learners. (Adamo, 2003; Wallace,2002) This is a complex, nuanced and demanding task,compounded by the diverse characteristics of SPs, SPtrainers, and high stakes assessment contexts. There is alack of detailed information regarding the training andsupport that SPs and SP trainers receive before, duringand after they carry out this job. (Cleland, 2009; Watson,2006) However, many of sources of variance can beremedied with improved training and ongoingmonitoring for quality assurance. (Beaulieu, 2003;Cleland; Tamblyn, 1991; Watson)

Content:

In this workshop, we share our experiences of preparingSPs for high stakes assessments in Australia, Canada andthe United Kingdom in medicine and pharmacy. Weprovide a rigorous and systematic experiential approachto train and support SPs, based on the concept ofdeliberate practice (Ericsson, 1993). Participants will workwith tools that support standardization of SP performanceincluding an explicit training protocol, case trainingDVDs, and an exam readiness evaluation form.

Structure:

Interactive exercises including large group discussions,training simulations using a ‘fish bowl’ approach, smallgroup conversation circles and opportunities forindividual reflection.

Intended outcomes:

By the end of this session, participants will be able to:discuss key considerations for standardizing SPperformance for high stakes assessments; identify specifictraining strategies and tools to standardize SPperformance; apply these strategies and tools throughinteractive role-play; reflect on applications to their ownpractice.

Who should attend:

Clinical educators and others responsible for training SPsfor high stakes assessments

Level: Intermediate

OC-8

The ‘What’ as well as the ‘How’: Towards moreeffective feedback in formative assessment ofclinical skills for patient encounters


Dr. J Lefroy, Dr. SP Gay, Dr. MH Bartlett, Professor RKMcKinley, Keele University School of Medicine, UK

Introduction:

Specific and timely feedback from a trusted assessor isone of the most effective interventions for improvingskills (1). To be effective feedback must be tailored to thelearner’s needs and be sufficiently specific to scaffoldlearning. This is challenging for busy clinical supervisorsbut support materials may make this task simpler andmore effective. We will explore the expectations offormative workplace based assessment and the challengesassessors face in meeting them. Participants will discussand share best practice in giving bespoke feedback.


1. Introductory Plenary – to orientate delegates toformative assessment of clinical skills used in patientencounters.

2. Constructing feedback – delegates will observevideos of student-patient encounters and individuallydecide on the feedback they would give. This willstimulate small group discussions of the content offeedback.

3. A suite of generic clinical encounter skills assessmentand feedback tools will be introduced and used toconstruct feedback for the same observed encounters

4. The closing discussion will bring together thereflections of the attendees and focus on on thepracticalities of formative assessment in real-timeclinical practice.

Intended outcomes:

Participants will be able to:

• Identify the aims of formative assessment

• Share best practice on developing the content offeedback

• Construct effective tailored feedback a) freestyle andb) using a purpose-built system

• Reflect on personal experience of what has and hasnot worked in giving feedback

Who should attend:

Clinicians wanting to develop their skills of conductingformative assessment of skills for patient encounters.

Level: Introductory to intermediate

23



CCME-06

Reach for the Top: Leadership Development inOur Learners


Ming-Ka Chan, University of Manitoba, Wade Watson, Dalhousie University, Canada


Leadership development for trainees is rapidly emerging.It is one of the key mandates of the Future for MedicalEducation in Canada (FMEC) at the undergraduate andpostgraduate levels as well as a key theme for thedevelopment of health professionals in the 21st century.Learners are increasingly becoming active stakeholders inthe future of medical and health professions education.This workshop will provide a toolkit for the developmentof a leadership curriculum for learners at a local andpotentially national to international level. It is aimed atlearners and faculty alike.


By the end of this workshop, participants will:

1. Use a curriculum framework to develop aneducational program for student/resident leaders

2. Develop two goals for enhancing student/residentleadership in their own institution

3. Develop an action plan with respect to above goalsand assess success in implementation


A brief didactic session will introduce/review curriculumdevelopment principles. The workshop will be structuredaround Kern et al’s ‘Six Steps to CurriculumDevelopment’ to guide participants through the steps todevelop a resident leadership curriculum that can bemodified and adapted for implementation back home.This model will be mapped to the Knowledge to ActionModel for improved knowledge translation. Othermodalities will include self-reflection, paired and smallgroup exercises, development of goals and completion ofan action plan. An electronic survey 6 months postworkshop will be part of the activities to assess thesuccess of action plan implementation. Participants forthis workshop and/or the conference will be asked tocomplete an electronic needs assessment apriori to assistwith content development around leadership curricula asviewed through the lens of the Royal College CanMEDScompetency framework.

CCME-07

When the Going Gets Tough, the Tough GetTalking: Using Multimedia to Teach EffectiveCommunication and Conflict Management


Nicolette Caccia, Filomena Meffe, Amy Nakajima,University of Toronto, Canada


Communication, both with patients and other healthcareproviders, is instrumental in the provision of good patientcare. Conflict is a natural part of interpersonal relations,especially in a collaborative care framework that involvesproviders (and patients) with differing agendas, values,beliefs and approaches to care. The development ofcompetence in conflict management is fundamental tooptimizing patient care.


At the end of this session, participants will be able to:understand the basics of conflict styles and conflictresolution; describe the elements of successful conflictanalysis and management, including conflictprevention/reduction; use tools to manage conflict in theacute and non-acute situation; use e-learning to teachcommunication and conflict resolution skills/strategies;incorporate popular culture to provide relevantframeworks to teach and assess CCM.


This session will first present an overview ofcommunication and conflict management (CCM) that canbe effectively taught in an e-learning framework,including tools for dealing with conflict in both acute andnon-acute settings. Participants will then learn how toincorporate popular media to provide a platform onwhich to build basic CCM skills and to demonstratetechniques of coaching and mentoring, and the processesof modeling, scaffolding and fading. Participants infacilitated small groups will analyse a video example ofpoor communication and its remediation and thendetermine and discuss their own conflict styles.

The session will then highlight the use of popular cultureto engage learners. Case-Based Learning and role-playwith immediate active feedback will be discussed asmethods to enhance CCM skills by providing clinicalrelevance and an opportunity to explore and practiceskills needed to effectively manage conflict. The need fora safe and supportive learning environment andapproaches that enable faculty to promote and maintainsuch an environment, will be explored

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Video scenarios demonstrating inter-professional conflictwill be used to stimulate participant development of roleplays to resolve the conflicts presented. Finally,participants working in small groups will develop aninter-professional or intra-professional conflict teachingencounter with an appropriate method of assessment,and then share their encounters and receive feedback.

CCME-09

Involving Patients in InterprofessionalCollaborative Practice Education for HealthSciences Students


Éric Drouin, Vincent Dumez, Marie-Claude Vanier,Isabelle Brault, Université de Montréal, Canada


Every patient will become his own caregiver at somepoint of his disease. As clinicians, it is our responsibilityto ensure they become proficient caregivers. As educators,we must train future health professionals to integratepatients in their own care process, adapt to the differentpatients and create a real partnership with them. Patientinvolvement is crucial to better meet their needs andcope with growing burden of chronic diseases. Universityde Montreal (UdeM) envisioned a patient partner-in-carewho feels part of the healthcare team and progressivelyassumes, at his own rhythm, his caregiver role, accordingto his abilities, values and life project.

Patients became key partners in our IPE curriculum andwere involved in all steps of courses planning. We believeparticipation of patients in education must go beyondsimulation or role play. Properly selected and trainedpatients can be paired with teachers and become co-trainers, helping students to understand their world andexperiences. We have successfully run 2 pilot projects andare now expanding patient participation in our IPEcurriculum. Over the last two years, our selected patientshave co-trained more than 3000 health sciences studentsfrom 10 different disciplines on the concepts ofpartnership in care and collaborative practice.


1. Understand concepts of patient partner-in-care andpatient-as-trainer.

2. Reflect on ways to involve patients in IPE trainingprograms.

3. Share tips with presenters to ensure success of patientinvolvement in teaching.

CCME-12

Social Media Bootcamp: Everything you wantedto know about social media but were afraid toask your students


Dr. Anne Marie Cunningham (UK), Dr. Alireza Jalali(Canada), Mrs. Natalie Lafferty (UK), Dr. Neil Mehta(USA), and Ms. Catherine Peirce (Canada)


The progressive and rapidly-changing social medialandscape can make it difficult to keep up with the latesttools and trends. Whether you are an early adopter or atentative observer, this workshop will have something foryou. It is designed to introduce new tools and explorebest practices for using social media in medicaleducation.

This workshop will focus on evaluating and enhancingyour presence online, personal and professional. It willalso identify best practices for integrating social media aspedagogical tools. A leading expert and early adopterwill open the workshop with examples of what’s new,what works, and what to avoid. In a small group session,participants will use an audit tool to evaluate theirpersonal and professional “digital footprint”. There will bea discussion on issues of privacy and confidentiality andtips on using privacy settings in different tools.Participants will compare their digital footprint withexamples of existing policies and codes for professionalonline conduct set out in medicine and medicaleducation. Participants will also engage in an interactivepresentation using social media tools for teaching andlearning including how to be a curator and how to usesocial media to promote learner engagement,collaboration, and feedback. The final segment of theworkshop will focus on how to measure your online reachand influence.


During the workshop, participants will:

• Assess and evaluate their digital footprint

• Identify new social media tools to optimize formaland informal learning

• Discuss the interconnections between their personal,professional, and corporate voice online

• Explore the professional code of conduct andinstitutional policies on social media

• Determine means to ensure patient safety, privacy,and confidentiality when using social media inpractice

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LE SAMEDI 26 AVRIL 2014


Opening session, small group session with digitalevaluation tool, and interactive presentation

LE SAMEDI 26 AVRIL

8H30 – 12H00

OC-9

Setting Standards for Performance-BasedAssessments


John (Jack) R. Boulet Ph.D., Foundation for Advancementof International Medical Education and Research

André F. De Champlain, Ph.D., Medical Council ofCanada

Introduction:

For most traditional assessments, including multiple-choice examinations and other selected- responseformats, standard setting techniques are well-developedand widely used. With the recent adoption of high-stakesperformance-based assessments in medicine and otherhealthcare professions, including those used forcredentialing, there has been a need to modify existingstandard setting methodologies, including developingnew techniques that can reliably delimit the point, orpoints, that separate adequate from inadequateperformance.

Content:

The workshop will consist of the following parts:

1. Introduction to standard setting techniques. Theparticipants will be provided with a brief synopsis ofthe main issues, including the need for standardsetting, the methods and processes that are currentlyused, and the techniques that can be employed toevaluate the adequacy of the standards.

2. Standard setting activities. As part of this workshop,the participants will act as a large standard-settingpanel.

3. Deriving the standard/ discussion. The summaryjudgments from the panelists (audience) will beanalyzed to yield performance standards.

Intended outcomes:

After attending this workshop, the learner will be able to:

1. Choose an appropriate standard setting methodologyfor his/her particular needs,

2. Design a basic standard setting study,

3. Understand and evaluate the process of settingstandards for performance-based assessments.

Who should attend:

Individuals who are responsible for developing,administering, scoring performance-based assessments.

Level: Intermediate

OC-10

Defining, assessing and predicting professionalismof medical students and doctors


Professor David Powis, Associate Professor Don Munro,Professor Brian Kelly, University of Newcastle, New SouthWales, Australia

Content:

The workshop will comprise three distinct components,each initiated by a short presentation by one of thefacilitators followed by focused discussion involving allparticipants. The workshop will be informed by thefindings of ongoing research conducted by the facilitatorsand others. A short reading list (annotated, or withabstracts attached) will be prepared for intendedparticipants in advance of the workshop. The aim is tofind ways to improve professionalism of doctors by

• Identifying the essential competencies (knowledge,skills and personal qualities) that compriseprofessionalism;

• Determining how these could be taught, encouragedand assessed in medical schools, and

• Specifying the core personal qualities underpinningprofessionalism, the presence or absence of whichshould be identified at the point of selection formedical school

Desired outcome:

To achieve a consensus of the essential components ofprofessionalism in the context of medical education andpractice. The workshop will attempt to devise practicalstrategies for educators for how these components maybe taught, fostered and assessed within the medicalcurriculum, and how they may be measured byadmissions personnel at the point of student selectionand used to inform the admissions decision.

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Who should attend:

Medical educators concerned with delivering thecurriculum and with its associated summative assessmentprocedures, and those involved with selecting thestudents for health professional programs.

Level: Intermediate

OC-11

From OSCE to OSTE: Using Objective StructuredTeaching Encounters for Educators’ DeliberatePractice


Alice Fornari, EdD, Barrett Fromme, MD, Krista Johnson,MD, Don Scott, MD MHS, Deborah Simpson, PhD, NorthShore LIJ Health System, Great Neck, NY, USA

Introduction:

The best learning occurs in the context of good teaching,yet most teachers receive neither teaching skills trainingnor observation-based feedback, despite the ACGME andLCME mandates for teacher development. A keycomponent in improving any complex skill like teachingis deliberate practice: sequenced task repetition withtimely and behavior specific feedback. OSTEs areperformance-based teaching exercises, which, like OSCE’s,use scripted “actors’ to portray common/difficulteducational scenarios. OSTEs provide teachers anopportunity to “deliberately practice” skills in a low-threatsimulation environment. In addition, formative feedbackfocused on teaching skills can provide education leaderswith outcome measures for program evaluation. Facultydevelopers must use strategies that go beyond knowledgeinterventions to provide deliberate practice opportuniteswith feedback – like OSTEs – to advance the skills wevalue as educators.


1. Presenters will describe OSTE methodology, relevantliterature, and analyze short OSTEs videos fromteacher development programs.

2. Participants will (a) develop OSTEs in facilitated smallgroups using OSTE worksheets and (b) enact anddebrief their OSTEs using a volunteer from anothersmall group as teacher.

3. Session concludes by discussing OSTE assessmentchecklists to support learning outcomes/programevaluation, and opportunities for resource sharing(OSTE cases), possible collaboration and scholarship.

Intended outcomes:

This session will advance OSTEs as a strategy to meettoday’s pressing needs for efficient, effective, andobservation-based teacher development. Participants will:(1) receive an OSTE case set; (2) be prepared to useOSTEs; (3) appreciate OSTEs benefits and challenges,including value added benefits to trainees who serve as“standardized learners”.

Who should attend:

Faculty/administrators involved in faculty developmentefforts to improve teaching and learning; Clinicalteachers/supervisors.

Level: Intermediate

OC-12

Good Questions, Good Answers – ConstructAlignment in Judgement-Based Assessment


Dr Jim Crossley, University of Sheffield School ofMedicine, Sheffield, UK

Professor Brian Jolly, University of Newcastle, NSW,Australia

Professor Robert McKinley, Keele University School ofMedicine, Keele, UK

Professor Shiphra Ginsburg, Mt Sinai Hospital, Toronto,Canada

Introduction:

Many of the most important components of clinicalperformance cannot be reduced to their component partsfor ‘objective’ assessment; they depend instead onjudgements made by appropriately experienced assessors.New evidence makes it clear that such assessors producemuch more reliable judgements if the response format orscale that they are working with is well aligned to the waythey inherently understand progression or merit. Forexample, surgeons are both discriminating and consistentin their independent views of how ready a trainee is tooperate independently; the inherent construct isreadiness for independence or ‘entrustability’.

This observation has a profound impact on how weshould design the response scales of all judgement-basedassessment instruments.

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Keynote: evidence for the value of construct alignedscales (JC)

Q&A: exploring the implications as a large group (allfacilitators)

Small group work: designing aligned scales for differentcontexts (undergraduate/postgraduate,medical/nursing/allied professions, craft specialities/non-craft specialities) (facilitated groups)

Group presentations and mutual critique

Plenary: a summary of findings and planning forimplementation and investigation (RM)

Intended outcomes:

Attendees will:

• be able to describe the concept of constructalignment as applied to assessment scales

• have the opportunity to design such a scale in theirown context and to receive feedback on that scale

• be encouraged to formulate an implementation planincluding a plan for evaluation

Who should attend:

Assessment leads or those interested in developingassessments (undergraduate or postgraduate, medical ornon-medical)

Level: Intermediate

OC-13

Using Classical Test Theory with Excel® to qualityassure assessments


John Patterson, PhD, Barts and The London, Queen MaryUniversity of London, UK

Introduction:

Although more complex theories, such as item responsetheory, Rasch modelling and generalizability theory arenow available, classical test theory (CTT) provides thesimplest approach for analysing the performance ofassessments. CTT gives measures of item facility. itemdiscrimination and inter-item correlation, as well asestimates of overall assessment reliability and thecontribution of each test item to that reliability. Suchinformation is valuable in making examination decisions,in reviewing test and item performance and in questionbank management.


Delegates will use case studies from single best answer(SBA) and OSCE assessments to gain experience of thepractical application of CTT and will role play how anexamination board may consider statistical reports. Theworkshop will not involve calculations, although thoseattending will be able to obtain Excel workbooks thatperform all of the calculations covered in the workshop.

Intended outcomes:

Those attending this workshop will be able to:

• Apply CTT concepts to the calculation andinterpretation of item statistics.

• Define ‘reliability’ in CTT terms; explain thecalculation of Cronbach’s α; discuss the factors in testdesign (number of items and inter-item correlation)that influence reliability.

• Interpret values of test metrics generated by singlebest answer (SBA) and OSCE assessments andconsider how deletion of items or stations mayimprove the balance between content validity andoverall reliability.

Who should attend:

Anyone with assessment interests or responsibilitieswishing to know how to evaluate test items usingpsychometrics. No prior knowledge of psychometrics isrequired and mathematical concepts will be kept to aminimum.

Level: Introductory

OC-14

Practical and trustworthy competency-basedassessment in residency: Lessons learned fromfour years of implementation of the Competency-Based Achievement System (CBAS)


Dr Shelley Ross, Dr Mike Donoff and Dr Shirley Schipper,University of Alberta, Edmonton, Canada

Introduction:

As medical education moves globally towardscompetency-based assessment, programs need goodstrategies to track progress towards competency. Ourapproach was to develop the Competency-BasedAchievement System (CBAS), a competency-basedassessment framework that uses formative feedback toinform summative evaluation. For learners, we wanted asystem that offered a way to guide their learning usingformative feedback. And for advisors and preceptors, we

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wanted a system that would be learner driven, so thatlearners would a) recognize when they were being givenfeedback, b) be able to act upon that feedback, and c)progress towards competence by soliciting feedback inareas where they needed it. Family Medicine has beenusing CBAS since July 2008. Since implementation, anaverage of 5000 FieldNotes (documentation of formativefeedback from workplace-based observations) have beenentered annually into eCBAS, the electronic workbookused to track progress.


This session will offer participants some experience inusing CBAS tools through demonstration and groupdiscussion; particular emphasis will be placed onapplying the tools of CBAS to unique cases withinparticipants’ programs. This interactive workshop is foranyone with questions about how to implement workablecompetency-based assessment, and those who arealready carrying out competency-based assessment andwould like to share their experiences – positive andnegative – with others. Input and sharing of experiencesfrom all participants is strongly encouraged.

Intended outcomes:

By the end of this session, participants will be able to: 1)Describe how workable competency-based assessmentcan be done; 2) Identify the ways in which CBAS toolsallow for more effective use and recording of feedback inResidency training; and 3) Evaluate how the CBAS systemmay work in their own programs.

Who should attend:

Members of programs at any stage of competency-basedassessment implementation.

Level: All levels

OC-15

Assessment for and of learning: a framework forimplementing student patient portfolios


A/Prof Susan van Schalkwyk, Centre for Health ProfessionsEducation; A/Prof Julia Blitz

Division of Family Medicine; Faculty of Medicine andHealth Sciences, Stellenbosch University, South Africa

Introduction:

There is a growing body of evidence that attests to thevalue inherent in adopting portfolios as an integral partof student’s learning in health professions education. Thisincludes the use of student patient portfolios as part of

the formative and summative assessment practice in theclinical domain. However, introducing such portfolios intoa traditional and established curriculum at undergraduatelevel can present significant challenges for programmecoordinators as well as the faculty themselves. Drawingon our experience in implementing student patientportfolios for final-year medical students at a rural clinicalschool, this interactive workshop will give participants theopportunity to engage with a model for implementationthat they can tailor to fit their own contexts.


After definitional clarity has been achieved by elicitingparticipant inputs and aligning these with the prevailingliterature on portfolios in support of student learning,specifically in the clinical domain, the benefits andchallenges associated with this approach will be exploredin groups. This will be followed by a focus on the roleand function of the patient portfolio where participantswill have the opportunity to debate its potential topromote assessment for and of learning. Using structuredtemplates, participants will then engage with the processof curriculum design to identify suitable ‘spaces’ wherepatient portfolios might make a meaningful contributionto student learning. Finally the implementationframework will be introduced. Participants will experiencesome of the practical components of the frameworkthrough role play. The workshop will end with a synthesisof the key concepts that have emerged during thesession.

Intended outcomes:

By the end of this workshop participants will be able to:

• Define what a student patient portfolio is

• Describe the potential role and function of theseportfolios in student learning and assessment

• Map out how patient portfolios can be included instudents’ current curricula – effectively andseamlessly

• Apply a framework to guide the implementation ofpatient portfolios in their context.

Who should attend:

Faculty involved in curriculum planning; clinicianeducators, faculty development practitioners

Level: Introductory – intermediate

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CCME-10

COMMOTION: The Collision of Emotion &Communication in Health Professional Practice


Nancy McNaughton, Kerry Knickle, University of Toronto,Canada


Emotion is an integral, and often under-appreciated,component of competency in the health professionseducation. It is widely acknowledged as a core element ofprofessional values, attitudes, beliefs and in humanisticapproaches to professional activities—counselling, patientmanagement, and communication. It is also recognizedas an essential aspect of professional well-being andpatient satisfaction. It is however, only peripherallyembedded in learning related to the acquisition ofknowledge and skills.

As health professionals and educators it is crucial todevelop communication strategies that incorporate andaddress how we feel into daily practice. How do wecommunicate when we are angry or upset? How do werespond when others are angry or upset? This is a dance,not a march.

Acknowledging the ties between emotion, cognition andcommunication offers the health professionalopportunities to question taken for granted ideas about“irrationality” of emotion and “rationality” of cognition.


• Analyze challenging emotional triggers.

• Understand the role of power and emotion incommunication

• Gain new insights about the affective processes thatunderpin effective communication.

• Learn about the connections between emotion,cognition and communication.

• Explore and practice effective communicationtechniques

CCME-11

Reducing Medical-Legal Risks in TeamCommunication: Tools and Techniques


Ellen Tsai, Tunde Gondocz, Canadian Medical ProtectiveAssociation


Well-functioning teams deliver better care. Poor teamcommunication is associated with a higher incidence ofadverse events. In an era in which healthcareprofessionals depend on each other, successful teamcommunication is paramount. The healthcare teamsproviding care to patients are even larger today, as aresult of many systemic changes including resident work-hour limitations. This expansion in the patient’s care teamincreases the potential for communication breakdown.Poor team functioning may additionally hinder the abilityto create a safe climate for team members to sharepatient safety concerns.


• Describe the importance of communication in thehealthcare team.

• List several methods of structured communicationinstruction.

• Demonstrate technique(s) to train others in usinggradual assertiveness in voicing patient safetyconcerns.

• Discuss methods to provide feedback and evaluatelearners in team communication.

CCME-13

Cultivating a Professional Environment in theAcademic Health Centre: A Primer for Faculty andAdministrators


Atelier d’une journée – de 8 h 30 à 16 h

Heather Lochnan, University of Ottawa, Pier Bryden,University of Toronto, Anna Byszewski, University ofOttawa, David McKnight, Leslie Nickell, Monica Branigan,University of Toronto, Gurdeep Parhar, Anita Parhar,Susan Murphy, Lesley Bainbridge, University of BritishColumbia, Canada


Accreditation standards demand that academic healthcentres provide a professional learning environment forteachers and learners. Institutional leaders struggle toidentify methods to survey the learning environment, asdoing so often creates an atmosphere of anxiety andmistrust. Nevertheless, all stakeholders recognize thatevaluation of the professional environment is a first stepto improving and cultivating a positive culture. Ensuringadequate policies are in place and well understood,formal teaching of professionalism, role modelingprofessional behaviours, satisfactory assessment tools, and

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Annulé



reporting mechanisms for transgressions are all keyelements to be implemented. Faculty leaders recognizethe value of taking an interprofessional approach at eachstep. Further, an interprofessional strategy can reframeprofessionalism as a common goal that ultimatelyimproves patient care. Given concerns thatprofessionalism may actually diminish during training,understanding the stages of identity formation as aprofessional is key to the development of a relevanthealth professional curriculum that can changebehaviour.


Morning: Understanding the Learner and LearningEnvironment

Participants will:

1. Learn how to evaluate the professional culture intheir environment

2. Understand the importance of professional identityformation

3. Understand the role of every individual,administrator, faculty member and trainee, inmaintaining the social contract.

4. Understand the benefits of an interprofessionalapproach that promotes positive behaviours,discourages bullying, and encourages collaborationand cooperation amongst health team members.

Afternoon: Reporting and Remediation

Participants will:

1. Establish appropriate reporting mechanisms withregards to transgression of professional behaviours.

2. Understand key elements of professionalismremediation models to ensure feedback is formative,fair and appropriate to the concern.

CCME-15

Management of an Adverse Event: Approaches toTeach, Train, Assess and Support Trainees andHealthcare Professionals


Atelier d’une journée – de 8 h à 16 h

Amy Nakajima, Jocelyne McKenna, University of Ottawa,Nicolette Caccia, University of Toronto, Canada


In Canada, an estimated 7.5% of hospitalized patientsexperience a serious adverse event (AE) each year, andthese rates are likely higher in teaching hospitals. We as

clinician teachers and educators struggle to teach ourtrainees about patient safety principles in practical andmeaningful ways, and often find teaching disclosure tobe especially challenging. Trainees may receive formalteaching, but often do not observe or participate indisclosure meetings in daily clinical practice: theseinformal and incidental opportunities for learningthrough observation and role modeling are missed.

And yet, trainees need to become competent to managethe sequelae of an AE, including the ability to perform adisclosure, and to appropriately document the encounter.The Canadian Patient Safety Institute (CPSI) recommendsthat guidance and instruction on disclosure be integratedinto undergraduate and graduate curricula for allhealthcare providers. The CPSI also developed The SafetyCompetencies framework which defines the knowledge,skills and attitudes required among health professionalsrelated to six domains of patient safety, of which onerelates specifically to adverse events.

Competencies needed in the management of AEs includethose situated in the Professional Role, such asrecognizing human fallibility in the context of systems,and need for humility and compassion in our professionallives. Teaching the need for a fair and supportive attitudetowards those involved in AEs, to each other and to ourtrainees, is critical to a culture of safety and to reducingthe potential deleterious impact of AEs on the wellness ofthe professionals involved in an AE, a.k.a. the “secondvictim.”

The first portion of this session will review Canadiandisclosure guidelines. Strategies for teaching andassessing disclosure principles and skills, such as formalrounds, role-play, and SP encounters, including OSCE’sand simulation sessions will be presented. Participantswill then work in small groups to develop a teachingencounter incorporating disclosure to a patient, and toconsider how to assess performance of thosecompetencies needed for a successful disclosure meeting.


This workshop is designed for faculty who are interestedin incorporating patient safety into undergraduate andpostgraduate curricula and CPD, and is specificallydesigned for those with a beginner and intermediatelevel of familiarity with The Safety Competenciesframework, the principles of disclosure, and adverse eventmanagement. At the end of this session, participants willbe able to: describe how to manage an AE; appreciatethe impact of the occurrence of an AE on the healthcareprofessional; plan an educational session on AEmanagement; construct a teaching encounter involvingan AE; and consider an appropriate method ofassessment for this teaching encounter.

31



CCME-16

MedEdPORTAL: Opportunities to AdvanceEducational Scholarship, Share Innovations, andPromote Continuing Education


Emily Cahill, Robby Reynolds, Christopher Candler,AAMC-MedEdPORTAL, USA


MedEdPORTAL (www.mededportal.org) is a free, onlineservice provided by the Association of American MedicalColleges in partnership with the American DentalEducation Association. Through its three services;Publications, iCollaborative and the CE Directory,MedEdPORTAL strives to succeed as the most utilized,cited and influential destination for health education.This informational session will focus on sharing thepurpose and tools made available in each of its threeservices; peer reviewed, scholarly teaching and learningmodules within Publications, health educationinnovations within iCollaborative and credited, faculty-developed online continuing education courses within theCE Directory. A portion of the workshop will be dedicatedto identifying areas for collaboration including thepromotion of content and platforms accessible throughthe Canadian Healthcare Education Commons(http://chec-cesc.afmc.ca/).


1. To understand the purpose, offerings, submissionstandards, processing policies of each of theMedEdPORTAL services.

2. To discuss material ready for submission, maximizethe educational scholarship that can be awarded forhigh-quality tools and plan for next steps.

3. To demo the live MedEdPORTAL website and identifyareas for future collaboration.

LE SAMEDI 26 AVRIL

12H00 – 16H00

CCME-14

Growth Curves: A Mentoring Event for EarlyCareer Medical Educators

Fairmont Château Laurier, 1er niveau, Quebec Suite et Foyer

Lara Varpio, PhDChair, Early Career Medical Educators (ECME) of CAME Assistant Professor, Uniformed Services University of theHealth Sciences, Canada

Meredith Young, PhDECME member and ECME representative on CAMEmembership committeeAssistant Professor, McGill University, Canada

Introduction:

Early Career Medical Educators (ECMEs) are MDs andPhDs who are within the first 7 years of their professionalMedical Education careers. This event is tailored tosupport ECME members by providing intensive careermentoring, and networking opportunities with seniorMedical Educators.

The session format is highly interactive. It will includefireside-style chats with two highly accomplished scholars:

• Kevin Eva, PhD (UBC)

• Shiphra Ginsburg, MD (UofT)

The session will also include multiple opportunities forsmall group interactions with a wealth of MedicalEducation’s senior scholars from both Canada and the US.Among the participating mentors will be:

• Glenn Regehr, PhD (UBC)

• Carol Aschenbrener, MD (AAMC)

• Stan Hamstra, PhD (UofO)

• Claire Touchie, MD (MCC)

• Steven Durning, MD, PhD (USUHS)

There will also be opportunities for ECME members topresent research ideas in order to receive developmentalfeedback from mentors and ECME peers. Participants willalso be able to meet with fellow ECME members todiscuss collaborations and inter-institution scholarlyinitiatives.


By participating in this session, participants will be ableto:

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i) Describe strategies for managing the complexities of“early” career development (for both MDs and PhDs)in the field of Medical Education;

ii) Have mentoring conversations with senior medicaleducators (both MD and PhD), and develop closerties with peers;

iii) Describe some career development techniques,principles, and philosophies used by a sample ofsenior medical educators to achieve success in in thefield.


This event will consist of a series of different “sessions”including:

a) Mentoring-oriented, fireside chats from seniormedical educators (both an MD and a PhD scholar)about their career trajectories in medical education,lessons learned, etc.;

b) Interactive panel conversations, where senior medicaleducators will respond to career developmentquestions from participants;

c) “In progress” short presentations of ECME memberprograms of research (to solicit feedback from otherECME members and from senior medical educators)in concurrent small group sessions. The presenter willdescribe: (1) area of academic interest; (2) progressto date; and (3) future plans / obstacles / pointsrequiring input / etc. Small group discussion willprovide the presenter with feedback and potentialcollaborative link suggestions; and

d) Networking opportunities at coffee breaks, whereECME members and senior medical educators willparticipate in building community ties.

Who should attend: MDs and PhDs in the first 7 yearsof their careers in Medical Education

12H30 – 16H00

CCME-08

Conflict of Interest, Influence and Obligation:“Moving from Best Intentions to Effective Action”


The Association of Faculties of Medicine of Canada

Dr. Constance LeBlanc, AFMC (facilitator)Lisa Farrell, Health Technology Consultant CADTH, Dr. Paul Hendry, Associate Dean CPD, University ofOttawa

Dr. Merrill Pauls, Medical Ethicist, University of ManitobaDr. Jamie Meuser, CFPCDr. Craig Campbell, RCPSC

*Although this session will be provided in English, the facilitator willrespond to questions in both languages. The discussion exercises willbe available in both languages. Questions will be translated ifrequested into English and French.

Cet exercise se déroulera en anglais mais il y aura possibilité de poserdes questions en français ou en angalis et les sujets de discussionseront aussi disponibles en français.


On November 14, 2008, Canada’s medical schools votedunanimously to endorse the principles set out in theAssociation of American Medical Colleges’ (AAMC) reporttitled Industry Funding of Medical Education. Followingthis important milestone, faculties of medicine embarkedon the process of examining their existing codes andmaking the necessary modifications to ensure alignmentwith the principles they had endorsed. In addition, whilethe initial focus was on Conflicts related to medicaleducation, the scope of many faculty and/or institutionalpolicies also extends to conflicts in research and clinicalcare. In this workshop we will examine challengesFaculties of Medicine in Canada face in the development,implementation and enforcement of policies relating toconflicts of interest, commitment, and loyalty.

Who should attend: Leaders in the UGME, PGME andCME/CPD environments, Deans of Medicine, members ofthe Deanery, COI leadership, CADTH and facultymembers.


During the workshop, participants will:

• Explore the impact of COI in medical educationacross the continuum

• Discuss/ debate involvement with industry across thecontinuum

• Develop research foci to expand knowledge in thedevelopment and application of COI management


The workshop will open with three short high-levelpresentations on influence and obligation

Following this, discussion/debates in small groups on “hottopics in COI” with subsequent open large groupdiscussion, and panelists’ input providing theirperspectives on each of the discussion topics.

Small groups will then discuss potential research topicsand approaches to managing COI and hopefully leavethis session with new collaborations to create momentumin this important aspect of medical education.

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A report of the proceedings from this workshop will bemade available on the AFMC website in addition toopportunities to share progress in research ormanagement of COI.

OC-16

Using Modern Test Theory for standard setting inMedical Education


A/Prof Boaz Shulruf and Prof Philip Jones, University ofNew South Wales, Sydney, Australia

Introduction:

The decision to pass or fail a medical student is a ‘highstakes’ one. The literature offers a range of qualitystandard setting methods, yet all have major limitations.Among those limitations or challenges might be the needto recruit a panel of experts to set up the standards, theneed to employ a statistician or psychometrician who isable to undertake complex statistical analysis, the needcommunicate the results to the affected students in asimplified way and the need to provide robustjustification for the pass/fail decisions should suchdecisions are legally challenged. This workshop willintroduce the Objective Borderline Method (OBM), whichis a new standard setting method derived from theprinciples of Modern Test Theory. The OBM is aprobability base model, that can be applied for mosttypes of examinations and yet is mathematically simple,which applicable for users with no statistical background.


1. Introduction to standard setting methods, whatpurposes they serve and a brief overview of the mostcommonly used methods

2. Introduction of Modern Test Theory and its relevanceto standard setting

3. Introduction of the Objective Borderline Method(OBM), its theoretical foundation and application,using examples from different types of examinations.

4. Applying the OBM: setting standards for OSCE andMCQ (guided self-practice)

5. In-depth critical appraisal and comparison of theOBM with other methods

Intended outcomes:

Participants will be able to use the Objective BorderlineMethod (RBM) for setting objective Pass/Fail standards forclinical and other examinations within their own clinicaland educational context. Hand-outs with guidelines andillustrations will be provided to the participants

Who should attend:

Medical educators who have strong interest in assessmentand standard setting.

Niveau: Intermediate & advanced

OC-17

Designing and Evaluating Situational JudgementTests to Assess Non-Academic Attributes inPostgraduate Selection


Fiona Patterson, University of Cambridge & WorkPsychology Group, Máire Kerrin, Work Psychology Group,Chris Roberts, University of Sydney, Australia, Marcia Reid& Robert Hale Australian General Practice Education &Training (AGPET)

Introduction:

Research shows that an array of non-cognitiveprofessional attributes, such as integrity, empathy,resilience and team awareness are critically importantpredictors of job performance and training outcomes.Until recently, international selection practices havetended to focus primarily on assessing academic ability. Akey challenge for recruiters is how best to assess a broadrange of non-academic attributes reliably, since largescale interviewing is costly and there is limited researchevidence to support the use of personality tests forexample, especially in high stakes settings. Building oninternational research and the Ottawa consensusstatement regarding selection practices, Prideaux et al(2011) asked whether situational judgement tests (SJTs)may be a valid method for assessing a broad range ofnon-academic attributes for high volume selection. Thisworkshop explores the research evidence underpinningthe reliability and validity of SJTs in selection in medicineand how best to develop SJT items for selection purposes.

Intended outcomes:

By the end of the session, participants will: (1)Understand the research evidence on the reliability andvalidity of SJTs for medical selection (2) Understand thefeatures important in developing a SJT (eg, designingitems and response formats); (3) Recognise theadvantages and limitations of using an SJT for selectioninto medical education and training;


Presenters will share their experience of developing andevaluating SJTs as a selection methodology. They willillustrate how they are delivered in combination othermethods (eg., interviews, knowledge tests) for

34



postgraduate selection across various specialties/settings.We will draw upon work conducted on GP selection inAustralia using an SJT and MMIs and selection intospecialty selection in the UK. Participants will be invitedto practice item development and have the opportunityof reviewing SJT items. The session will consist of severalshort presentations on aspects of using the SJT, with ataster session on item writing with lively discussion andsome interactive small group work.

Who should attend:

All those interested in selection into medical training,undergraduate or postgraduate.

Level of workshop: Introductory

OC-18

Research in Medical Education: Making Strangewith Culture(s)


Dr Brian Hodges, Wilson Centre for Research inEducation, University Health Network & Department ofPsychiatry, University of Toronto, Toronto GeneralHospital, Toronto, Canada

Dr Ming-Jung Ho, Department of Social Medicine,National Taiwan University, College of Medicine, Taipei,Taiwan

Dr Ayelet Kuper, Wilson Centre for Research in Education,Sunnybrook Health Sciences Centre & Department ofMedicine, University of Toronto, Toronto GeneralHospital, Toronto, Canada

Dr Cynthia Whitehead, Wilson Centre for Research inEducation, Women’s College Hospital & Department ofFamily & Community Medicine, University of Toronto,Toronto, Canada

Introduction:

There is growing awareness that practices in medicaleducation around the world are “constructed” – that isthey can be very different across historical time periodsand in different cultural settings. Far from there being auniversal concept of what medical education is or shouldbe, there are fascinating debates and divergences. Thisworkshop will focus on the dimension of culture inmedical education, examining specific examples ofresearch that take up culture(s) using anthropological,sociological and discursive lenses. The purpose is shedlight on things that might appear to be “true” or “natural”about medical education and show rather that some ofour practices are in fact rather strange.

Structure:

Introductory presentation, small group work/case study,discussion.

Intended Outcomes:

Greater awareness of the constructed nature of medicaleducation practices. Introduction to research methodsfrom the social sciences that explore culture and medicaleducation.

Who should attend:

Anyone with a curiosity to understand medical educationin its diversity and variations and an appreciation forsocial science research methods. No research experienceis necessary.

Level: Introductory / Intermediate

OC-19

Improving your OSCE: Measurement, Recognitionand Remediation of Station Level Problems


Dr Richard Fuller, Dr Godfrey Pell, Dr Matthew Homerand Prof Trudie Roberts, Leeds Institute of MedicalEducation, School of Medicine, University of Leeds, UK

Introduction:

OSCEs are one of the major performance test formats inhealthcare education, but are complex to design anddeliver, and methods of assessment and standard settingmust be defensible when subjected to detailed scrutiny.This workshop overviews how psychometric indicators at‘whole exam’ and ‘station level’ can be used to testassumptions about quality, identify problems and modelsolutions within an overall framework of qualityimprovement.


The workshop will begin with an overview of the use ofborderline methods of standard setting in OSCEs, anddiscusses the generation, use and interpretation of a varietyof ‘whole exam’ and ‘station level’ psychometric indicators.A range of ‘diagnostic’ exercises will allow participants togain confidence in interpreting station level metrics andidentifying problems that range across station/checklistdesign issues, errors that arise during the delivery of theOSCE and the impact of aberrant assessor behaviour.Participants will then focus on ‘treatments’ – proposingsolutions and carrying out subsequent monitoring that canbe applied to their own OSCE assessments.

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Intended outcomes:

At the end of the workshop, participants will

• Be better informed about the use of borderlinemethods to generate quality metrics

• Have developed and improved their skills in theanalysis of performance tests

• Be able to recognise common ‘station level’problems and propose remedial action

Participants will also be encouraged to generate ‘takehome lessons’ to implement in their own institutions

Level: Intermediate

OC-20

Effecting Effective Feedback


Dr Janet MacDonald, Dr Lynne Allery and Dr LesleyPugsley, School of Postgraduate Medical and DentalEducation. Cardiff University, Wales, UK.

Introduction:

Formative assessment plays an integral part in facilitatinglearning; however the ways in which feedback is given,received and interpreted is multifaceted1. A number ofstudies have explored the quality of feedback provided tostudents,2,3 to determine principles for formativeassessment; whilst others have explored how feedbackseeking behaviors can be encouraged4. Since theeducational value of feedback can be highly variable,developing coding systems in order to analyse the natureof the feedback that is provided can be a useful way fortutors to explore the nature of the feedback given andreflect on how these comments might enhance or impedelearning.


In this highly interactive workshop, participants will beprovided with the opportunity to engage with some ofthe coding frames that have been developed and toapply them to feedback transcripts in order to analyse thedepth of feedback provided. The group will explore theeducational value of this feedback for learners and reflecton the ways in which this approach might be usefullyapplied to peer review as a staff development tool intheir own settings.

Intended outcomes:

• Participants will have experienced the application ofthe coding systems for analysing feedback.

• Participants will be able to apply these tools in theirown settings to enhance the quality of the formativefeedback provided to learners

• Ability to utilise the format as part of peer reviewand standard setting processes.

Who should attend:

Anyone involved in teaching and assessing learning andproviding formative and summative feedback

Level: Introductory and intermediate levels

OC-21

Improving MCQs: Response and scoring systems


Dr Mike Tweed and Dr Tim Wilkinson, University ofOtago, New Zealand

Introduction:

MCQs are used in many health-professional assessments.A common response system is choosing one from a list ofn possibilities, usually 2 (true/false), 5 (best of five) ormore. Common scoring systems have +1 for a correctresponse, with any incorrect responses scoring 0 (numbercorrect) or -1/n-1 (formula scoring). Although easy toimplement and understand these are limited whenextrapolating to clinical practice. Issues include: partialknowledge; misinformation; constrained responses;differential incorrect responses; clinical uncertainty; scopeof practice; self-awareness; and unrealistic responses topractice.


Using content provided by and therefore relevant toparticipants, small groups will consider benefits andlimitations of commonly used response and scoringsystems. The benefits and limitations of other responseand scoring systems in use by the participants will also beconsidered. Following this, means proposed by theparticipants to overcome the limitations will be linked tomethods available.

Intended outcomes:

Participants will be able to return to their place of workand:

• Consider how MCQ response and scoring may bedeveloped to better meet the purpose of theirassessments

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• Discuss benefits and limitations of commonly usedand currently used response and scoring systems

• Discuss how these limitations might be overcome

• Increase awareness of response and scoring systemsincluding: script concordance; subset selection;confidence/certainty response; weighted response;respond until correct; ranking responses; and saferesponding.

Who should attend:

Anyone interested in exploring alternatives anddeveloping MCQ formats.

Level: Beginner

OC-22

Use of Short Film Vignettes in OSCEs to AssessMedical Ethics and Law


Dr Carolyn Johnston and Dr Tushar Vince, King’s CollegeLondon School of Medicine, London, UK

Introduction:

Medical ethics and law (MEL) is part of the corecurriculum in UK medical schools. MEL at King’s CollegeLondon School of Medicine (KCLSM) is integrated acrossall years of teaching and assessed by short writtenexamination and OSCE. The use of film vignettes in OSCEstations aims to provide an effective method to assessapplied medical ethics – students are faced with realisticscenarios and required to demonstrate knowledge and anability to identify and balance competing ethical issues.Four film vignettes have been made and used in OSCEstations for years 2 and 4:

• The role of the family in decision-making for anelderly man who lacks capacity

• Informing the relevant authority about a patient withepilepsy who is continuing to drive against medicaladvice

• Dealing with an aggressive and racist patient whoneeds treatment in hospital

• A seventeen year old refuses on-going chemotherapywhich has a predicted even chance of remission


Demonstration of process and discussion cost of makingshort film vignettes for assessment of MEL; Sharingexperience of drafting questions and standardised marksheets; Films already used in assessment at KCLSM will bedemonstrated and those attending the workshop can

‘trial’ the OSCE stations; Sharing data on performance toshow that use of film vignettes does work as a valid toolfor assessment; Ideas for other film vignettes forassessment will be discussed.

Intended outcomes:

Enthusiasm to try novel methods of assessing MEL;Increased knowledge of use of technology in OSCE;Confidence in approaching making of short films forassessment (or teaching) of MEL.

Who should attend: those who are interested in:

• adopting a novel approach to assessment

• assessing medical ethics and law

• technology based assessment

Level: All

CCME-17

How can Faculty Support Learning Portfolios?Building a Community of Skilled Mentors forFacilitation of Reflective Practice


Kenneth Locke, University of Toronto, Anna Byszewski,University of Ottawa, Margaret McKenzie, AnthonyDonato, Hedy Wald, Canada


Competency based portfolios for learning and assessmentare increasingly common in undergraduate andpostgraduate medical training. The literature cites theneed for competent portfolio mentors to support thedevelopment and assessment of learner competenceusing portfolios.(1) However, the facilitation of students’skills in self-monitoring and self-assessment, required forsuccessful portfolios, often falls to faculty who areuntrained for this type of oversight and inexperienced inpersonal reflection. The presenters have created facultydevelopment strategically to support mentors of both lowand high stakes learner portfolios at their respectiveinstitutions, which over time produced substantialexpertise amongst faculty for championing the processand coaching of reflective practice. In each location, acommunity of practice(2) now mentors students on skillsof reflection on professional identity, currentperformance, and learning plan development. Thementors are themselves mentored, by more experiencedfaculty, in best practices for supporting professionalidentity formation, including meaningful discussionbetween mentor and learner about life as a doctor,professionalism, and career aspirations. The presentersadvocate focused training and informal peer mentoring

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to support new portfolio mentors, and continuedrefinement of skills for experienced faculty, through acommunity of practice model.


Attendees will be able to:(1)Strategically select anddevelop a community of advisors to support acompetency based portfolio program;(2)Train new facultyon skills needed to successfully demonstrate competenceusing a portfolio;(3)Mentor faculty on serving asreflection coaches and apply a rubric introducing facultyto levels of reflection in a portfolio;(4)Plan to activate andmaintain a community of practice at their own institution.

CCME-18

Linking Practice Protocols and Patients’Understanding in a Shared Decision MakingParadigm: A Challenge for Medical Education


Douglas Wooster, Lee Manchul, University of Toronto,Elizabeth Wooster, OISE/University of Toronto, Canada


Medical students and residents are trained to applyevidence based management protocols to patient care.Primary care physicians and specialists use these protocolsand practice experience in practice. Patients haveunderstanding and management expectations based oninformation from friends, family or the media. Often,these paradigms are not consistent and may represent achallenge in shared decision making (SDM).


At the end of this workshop, participants will be able to:

1. Describe the SDM paradigm,

2. Discuss the challenges associated with implementinga SDM paradigm in the evidence- and practice-based management training milieu, and

3. Analyze the effects of patient understanding andexpectations on the implementation of SDMstrategies.


Interactive didactic knowledge transfer

Brain storming in large and small groups

Small group discussions

Large group synthesis

CCME-19

New Tools for Continuous Quality Improvementfor Canadian and US Medical Schools: MedicalAcademic Performance Services (MedAPS)


Terri Cameron, Robby Reynolds, Association of AmericanMedical Colleges , Washington, DC, USA


In preparing for replacement of AAMC’s nationalcurriculum database, it was apparent that morecomprehensive resources were necessary to enhancecontinuous quality improvement (CQI) of academicprogram effectiveness and accreditation efforts. Focusgroups of representatives of Canadian and US medicalschools were conducted to develop conceptualfunctionality for new benchmarking tools. Thesediscussions resulted in development of a new CurriculumInventory, a Curriculum Reports website with open accessto aggregate curriculum information, a Dashboard thatwill allow more comprehensive and detailedbenchmarking, and Accreditation Standards SelfEvaluation Tool (ASSET). These tools will assist withcontinuous quality improvement and accreditation effortsby monitoring school data against aggregate data,highlighting potential areas of concern, and offeringpossible solutions from MedEdPORTAL and other sources.

This session will provide an overview of the newbenchmarking tools available to Canadian and USmedical schools, and how those tools can enhancecontinuous quality improvement and educationalresearch efforts in medical education.


By the end of this workshop, participants will be able to:

• Describe benchmarking resources available toCanadian and US medical schools

• Provide examples of how medical schools are usingbenchmarking data to enhance CQI and educationalresearch

• Discuss data sources that should be considered incomprehensively documenting curricula

• Explain how use of standardized instructional andassessment method vocabulary and universal healthcare competencies affects curriculum documentationand mapping

• Document and perform the process for submittingand verifying Curriculum Inventory data

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• Presentations (interspersed with other activities –total 90 minutes)

• Small group discussions of the following questions (30 minutes)

• What types of benchmarking reports are mostuseful to medical school faculty, administrators,and students?

• How can schools use benchmarking reports tofacilitate CQI and educational research?

• How should innovative curricula be documentedin an aggregate reporting environment?

• What are the data sources necessary to providecomprehensive curriculum data forbenchmarking?

• How will the use of standardized instructionaland assessment method vocabulary and universalhealth care competencies affect curriculumdocumentation and mapping?

• Reports back to the larger group (30 minutes)

• Large group discussion (30 minutes)

• Questions/Wrap-up/summary (30 minutes).

CCME-20

Implementing a Competency Based Curriculum –One Specialty – 17 Schools – One Country FamilyMedicine’s Journey in Canada


Ivy Oandasan, Tim Allen, The College of FamilyPhysicians of Canada


In 2010, The College of Family Physicians of Canadasought to enhance its approach to post-graduate trainingfor family medicine by launching the Triple CCompetency Based Curriculum. In this pre-conferenceworkshop, participants will have an opportunity toexplore a systematic approach to the development,implementation and evaluation of a national competencybased curriculum, based on the experience across 17university based family medicine programs in Canada.


By the end of the workshop, participants will be able totranslate the approach to their own discipline if they wishto move to competency based educational model.Through an interactive mix of presentations and smallgroup discussions, participants will:

• Identify and use the three basic building blocksneeded for transitioning to competency basedcurriculum

• Identify the key enabling factors for successfulimplementation at a program specific/site specificlevel

• Plan a program evaluation in the context ofcontinuous quality improvement

• Review and clarify the policies (e.g. accreditation,assessment) that need to be aligned for successfulimplementation

• Understand the importance of a nationalcoordinating hub in advancing change, and be ableto start building such a hub by seeing how theCollege of Family Physicians of Canada has fulfilledthis role

Anticipated outcome:

By doing all of the above, participants will be prepared toplan and initiate a transition to a competency-basedapproach to learning and curriculum for their institutionand discipline.


Interactive presentations

Small group discussions on assigned exercises

Small group discussions on developed themes

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RÉUNIONS D’AFFAIRES ET ACTIVITÉS SOCIALES


LES JEUDI ET VENDREDI 24 ET 25 AVRIL 2014

LE JEUDI 24 AVRIL 2014

De 15 h à 17 h Réunion du Groupe de travail sur l’analysedes données du Portail des étudiants del’AFMC

Westin Ottawa, niveau 4, salle Nova Scotia Président : Steve Slade, vice-président, Rechercheet analyse, AFMC - Association des facultés demédecine du Canada

De 15 h à 20 h Réunion du Comité de recherche etdéveloppement du Conseil médical duCanada (CMC)

Westin Ottawa, niveau 4, salle Gouverneur général 1Président : Bruce Wright, président, Comité derecherche et de développement du CMC etdoyen associé, EMPr, Université de Calgary

De 21 h à 23 h Réunion exécutive de la Fédération desétudiants et des étudiantes en médecine duCanada (FEMC)

Westin Ottawa, niveau 4, salle Quebec Président : Bryce Durafourt, vice-président, FEMC– Fédération des étudiants et des étudiantes enmédecine du Canada

De 21 h à 23 h Réunion des dirigeants nationaux en santémondiale de la FEMC

Westin Ottawa, niveau 3, salle Saskatchewan Président : Andrew Bresnahan, vice-président,Santé mondiale, FEMC - Fédération des étudiantset des étudiantes en médecine du Canada


De 7 h à 11 h Table ronde du président de la FEMC

Westin Ottawa, niveau 4, salle Provinces 2 Président : Jesse Kancir, président, FEMC -Fédération des étudiants et des étudiantes enmédecine du Canada

De 8 h à 18 h Assemblée générale du printemps duprogramme en Santé mondiale de la FEMC

Westin Ottawa, niveau 4, salle Confédération 2 Président : Andrew Bresnahan, vice-président,Santé mondiale, FEMC - Fédération des étudiantset des étudiantes en médecine du Canada

De 8 h à 18 h Assemblée générale du printemps de laFEMC – Assemblée générale

Westin Ottawa, niveau 4, salle Confédération 3 Président : Bryce Durafourt, vice-président etprésident, FEMC - Fédération des étudiants et desétudiantes en médecine du Canada

De 8 h 30 à 16 h Retraite du Comité de l’AFMC surl’Enseignement médical prédoctoral (EMPr)

Westin Ottawa, niveau 3, salle Ontario Co-présidents : Kent Stobart, doyen associé,Enseignement médical prédoctoral, Université del’Alberta et Gary Tithecott, doyen associé,Enseignement médical prédoctoral, ÉcoleSchulich de médecine et de dentisterie,Université Western

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Réunions d’affaires et activités sociales



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De 8 h 30 à 16 h Retraite du Comité de l’AFMC surl’Enseignement médical postdoctoral (EMPo)

Université d’Ottawa, campus Civic, AIME/Centre desimulation Président : Anurag Saxena, président du Comitéde l’AFMC sur l’enseignement médicalpostdoctoral, AFMC – Association des facultés demédecine du Canada

De 8 h 30 à 17 h Retraite – Volet Développementprofessionnel continu (DPC) du projet surl’AEMC

Centre des congrès d’Ottawa, niveau 2, salles 206 et208Présidente : Constance LeBlanc, vice-présidente,Éducation, AFMC - Association des facultés demédecine du Canada

De 9 h à 17 h Comité de l’AFMC sur les Affaires étudiantes

Westin Ottawa, niveau 4, salles Gouverneur général2 et 3Président : Leslie Nickell, doyen associé, Affairesétudiantes des professions de la santé, Universitéde Toronto

De 9 h à 15 h Groupe des stages optionnels de l’AFMC

Westin Ottawa, niveau 4, salle Confédération 1 Co-présidents : Kelly Jacobs, gestionnaire deprogramme, Stages optionnels pour étudiantsvisiteurs, Université de la Colombie-Britanniqueet John Lee, directeur des stages optionnels,Faculté de médecine, Université du Manitoba

De 9 h 45 à 10 h 45 Pause-rafraîchissements Centre des congrès d’Ottawa, niveau 1, FoyerColonel By etWestin Ottawa, niveau 4, Grand foyer

De 12 h à 17 h Groupe des bibliothèques de l’AFMC

Westin Ottawa, niveau 4, salle Nova Scotia Co-présidentes : Sandra Langlands, directrice,Gerstein Science Information Centre, Universitéde Toronto et Susan Murphy, directrice,Bibliothèque des sciences de la santé Leslie &Irene Dube, Université de la Saskatchewan

De 12 h 30 à 17 h 30 CRRME – Collaboration pour la recherche enéducation médicale : réunion

Westin Ottawa, niveau 3, salle Les Saisons Président : Geoffrey Payne, vice-doyen del’Éducation et de la recherche, Université de laColombie-Britannique

De 13 h 45 à 14 h 45 Pause-rafraîchissements Centre des congrès d’Ottawa, niveau 1, FoyerColonel By etWestin Ottawa, niveau 4, Grand foyer

De 16 h à 18 h Réception – Programe de fellowshipuniversitaire et d’études supérieures

Westin Ottawa, niveau 3, salle Saskatchewan Hôte : Helen P. Batty, directrice de programme,Programme de fellowship universitaire etd’études supérieures, DFCM, Université deToronto

De 17 h à 18 h 30 Réunion du Comité directeur du Portail desétudiants de l’AFMC

Westin Ottawa, niveau exécutif / inférieur, salle Cedar Président : Dr Robert Whyte, vice-doyen,Programme d’enseignement médicalprédoctoral, Université McMaster



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De 17 h 30 à 19 h CRRME – Collaboration pour la recherche enéducation médicale : réception

Westin Ottawa, niveau 3, salle Les Saisons Président : Geoff Payne, vice-doyen, Rechercheen éducation, Northern Medical Program,Université de la Colombie-Britannique


De 7 h 30 à 15 h Comité consultatif du Conseil des doyens del’AFMC

Westin Ottawa, niveau 4, salles Governeur général 2 et 3 Président : Jacques Bradwejn, président, Conseild’administration de l’AFMC

De 8 h à 12 h 30 Comité de l’AFMC sur le développementprofessionnel continu (DPC)

Westin Ottawa, niveau 4, salle Confédération 1Présidente : Constance LeBlanc, doyenne associéedu Développement professionnel continu,Université Dalhousie

De 8 h à 16 h Groupe de l’AFMC sur l’éducation médicaledécentralisée

Fairmont Château Laurier, mezzanine, salleMacDonaldPrésidente : Jill Konkin, doyenne associée,Engagement communautaire, Université del’Alberta

De 8 h à 12 h Réunion du Conseil d’administration del’ACÉM

Westin Ottawa, niveau 4, salle Quebec Présidente : Jocelyn Lockyer, présidentedésignée, Université de Calgary

De 8 h à 18 h FEMC – Assemblée générale du printemps –Santé mondiale

Westin Ottawa, niveau 4, salle Confédération 2 Président : Andrew Bresnahan, vice-président,Santé mondiale, FEMC - Fédération des étudiantset des étudiantes en médecine du Canada

De 8 h à 18 h FEMC – Assemblée générale du printemps –Assemblée générale

Westin Ottawa, niveau 4, salle Confédération 3 Président : Bryce Durafourt, vice-président etprésident, FEMC - Fédération des étudiants et desétudiantes en médecine du Canada

De 8 h à 16 h Artistes en blouse blanche – Expositiond’oeuvres d’artWestin Ottawa, niveau 2, salles British Columbia etManitoba Co-présidents : Carol Ann Courneya, vice-doyenne, Bureau des affaires étudiantes,Département de sciences cellulaires etphysiologiques, Université de la Colombie-Britannique et Pamela Brett-MacLean, directrice,Programme Arts et humanités en santé etmédecine

De 8 h 30 à 16 h 30 Comité de l’AFMC sur les admissions

Centre des congrès d’Ottawa, niveau 2, salle 207Président : Hugh MacDonald, directeur desadmissions, Université Queen's



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De 8 h 30 à 18 h 30 Comité de l’AFMC sur l’Enseignementmédical postdoctoral (EMPo)

Westin Ottawa, niveau 4, salle Alberta Président : Anurag Saxena, président du Comitéde l’AFMC sur l’EMPo, AFMC - Association desfacultés de médecine du Canada

De 8 h 30 à 16 h Comité de l’AFMC sur l’Enseignementmédical prédoctoral (EMPr)

Westin Ottawa, niveau 4, salle Gouverneur général 1 Co-présidents : Kent Stobart, doyen associé,Enseignement médical prédoctoral, Université del’Alberta et Gary Tithecott, doyen associé,Enseignement médical prédoctoral, ÉcoleSchulich de médecine et de dentisterie,Université Western

De 8 h 30 à 12 h Groupe des francophones minoritaires del'AFMCWestin Ottawa, niveau exécutif / inférieur, salle Cedar Co-présidents : Aurel Schofield, doyen associé,Université de Sherbrooke et José François, chef,Département de médecine familiale, Faculté demédecine, Université du Manitoba

De 8 h 30 à 11 h 30 Réunion des coordonnateurs de l’examenintérimaire de l’AFMC

Fairmont Château Laurier, niveau 1, salle Tudor Présidente : Linda Peterson, secrétaire adjointedu CAFMC, Université de la Colombie-Britannique

De 8 h 30 à 12 h Groupe des administrateurs du niveauprédoctoral

Westin Ottawa, niveau 4, salle Provinces 1 Présidente : Linda Chénard, gestionnaire desopérations, Programme MD, Université d’Ottawa

De 9 h à 15 h 30 Comité de l’AFMC sur la Formation du corpsprofessoral Fairmont Château Laurier, mezzanine, salleRenaissance Président : Kalyani Premkumar, professeuragrégé, Département de santé communautaire etd’épidémiologie, Université de la Saskatchewan

De 9 h à 14 h Groupe des bibliothèques de l’AFMC

Westin Ottawa, niveau 4, salle Nova Scotia Co-présidentes : Sandra Langlands, directrice,Gerstein Science Information Centre, Universitéde Toronto et Susan Murphy, directrice,Bibliothèque des sciences de la santé Leslie &Irene Dube, Université de la Saskatchewan

De 9 h à 12 h 30 Groupe de l’AFMC sur l’informatique – Non-conférence et lunch de réseautage Westin Ottawa, niveau 3, salle Les Saisons Co-présidents : Wes Robertson, directeur de la TI,Université de Toronto et Dave Lampron,directeur, Apprentissage basé sur la technologie,Faculté de médecine, Université de la Colombie-Britannique

De 10 h à 10 h 30 Pause-rafraîchissements Centre des congrès d’Ottawa, niveau 1, FoyerColonel By et Westin Ottawa, niveau 4, Grand foyer



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De 10 h à 13 h Groupe des gestionnaires du niveaupostdoctoral

Westin Ottawa, niveau 4, salle Newfoundland Présidente : Francine Brisebois, gestionnaire,EMPo, Université d’Ottawa

De 10 h 30 à 12 h 45 Sous-comité de recherche de l’AFMC pour leComité sur le DPC

Westin Ottawa, niveau 4, salle Confédération 1 Présidente : Brenna Lynn, directrice exécutive,DPC, Université de la Colombie-Britannique

De 10 h 30 à 12 h Forum interactif de CaRMS Centre des congrès d’Ottawa, niveau 2, salle 214Présidente : Sandra Banner, directriceexécutive/PDG, CaRMS – Service canadien dejumelage des résidentsLe forum de CaRMS est maintenantinteractif! En plus du sommaire préliminaire etde l’analyse des résultats du premier tour dujumelage R-1, venez vous familiariser avec lesservices qu’offre CaRMS (notamment en ce qui atrait aux admissions, aux clients et aux servicesgénéraux, de même qu’à la recherche et auxdonnées ainsi qu’à la TI) et rencontrer certainesdes personnes en coulisses qui rendent le toutpossible.

De 12 h à 12 h 30 Séance éclair sur la Collaboration pourl’éducation en santé au Canada : Nouvellespossibilités de collaboration en ligne au seinde la CHEC-CESC Westin Ottawa, niveau 3, salle Saskatchewan Co-présidentes : Tazirie LeClerc, adjointe deprojet, équipe de Cyberapprentissage, AFMC -Association des facultés de médecine du Canadaet Catherine Peirce, gestionnaire de projet,équipe de Cyberapprentissage, AFMC -Association des facultés de médecine du Canada

De 12 h à 13 h Séance d’orientation – Ottawa Conference etCCEM de 2014 : Explorer l’événementconjoint OC/CCEMCentre des congrès d’Ottawa, niveau 2, salle 214Joignez-vous aux organisateurs de la OttawaConference et de la CCEM qui vous aideront àexplorer les méandres de cette conférenceconjointe, tant sur le plan réel que virtuel.L’occasion rêvée pour les nouveaux participantsou les délégués chevronnés qui veulentmaximiser leur expérience de la conférence.

De 12 h 30 à 14 h Groupe de l’AFMC sur l’informatique –Séance concurrente 1 : TechnologieéducativeWestin Ottawa, niveau 3, salle Les Saisons Co-présidents : Wes Robertson, directeur de la TI,Université de Toronto et Dave Lampron,directeur, Apprentissage basé sur la technologie,Faculté de médecine, Université de la Colombie-Britannique

De 12 h 30 à 14 h Groupe de l’AFMC sur l’informatique –séance concurrente 2 : Technologie del’information Westin Ottawa, niveau 3, salle Ontario Co-présidents : Wes Robertson, directeur de la TI,Université de Toronto et Dave Lampron,directeur, Apprentissage basé sur la technologie,Faculté de médecine, Université de la Colombie-Britannique

De 13 h à 16 h Atelier du Groupe de l’AFMC sur leshabiletés cliniques Fairmont Château Laurier, mezzanine, salleL'Orangerie Président : Alan Neville, doyen associé,Éducation, Université McMaster



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De 13 h à 16 h Groupe de l’AFMC sur la santé et le mieux-être des médecins Westin Ottawa, niveau exécutif / inférieur, salle Oak Présidente : Susan Edwards, directrice, Mieux-être des résidents, Bureau de l’EMPo, Universitéde Toronto

De 13 h à 15 h 45 CAFMC – Préparation aux sondages,nouvelles normes et orientations futures

Westin Ottawa, niveau exécutif / inférieur, salleMaple Présidente : Linda Peterson, secrétaire adjointedu CAFMC, Université de la Colombie-Britannique

De 13 h à 16 h Réseau d’évaluation du programme –réunion annuelle

Fairmont Château Laurier, niveau 1, salle Tudor Co-présidents : Derek Wilson, directeur associé,Evaluation Studies Unit, Université de laColombie-Britannique et Richard Pittini,enseignant clinicien, Sunnybrook Health SciencesCentre

De 13 h 45 à 14 h 45Pause-rafraîchissements Centre des congrès d’Ottawa, niveau 1, FoyerColonel By et Westin Ottawa, niveau 4, Grand foyer

De 14 h à 15 h 30 Groupe de l’AFMC sur l’externat

Fairmont Château Laurier, niveau 1, salle Gatineau Co-présidents : Lee Toner, directeur de l’externat,NOSM – École de médecine du Nord del’Ontario et Angela Bennett, gestionnaire deprogramme, 3e année, Faculté de médecine,Université de la Colombie-Britannique

De 14 h à 15 h Séance de consultation de CaRMS – Portaildes répondants

Westin Ottawa, niveau 4, salle Provinces 1 Présidente : Sandra Banner, directriceexécutive/PDG, CaRMS – Service canadien dejumelage des résidents

De 14 h 30 à 16 h Symposium conjoint : Fédération desétudiants et des étudiantes en médecine duCanada, Groupe de l’informatique et Groupedes bibliothèques – Le curriculum est-ilimportant? Le Le destin de l’éducationtraditionnelle à l’ère de Google.Westin Ottawa, niveau 4, salle Provinces 2 Co-présidents : Wes Robertson, directeur de la TI,Université de Toronto et Dave Lampron,directeur, Apprentissage basé sur la technologie,Faculté de médecine, Université de la Colombie-Britannique

De 16 h à 17 h 30 Cérémonie de bienvenue et plénière –Conférence commémorative AFMC-AMS J.Wendell Macleaod : La transformation dessoins de santé par l’évaluation

Centre des congrès d’Ottawa, niveau 3, Salle Canada 1

Reportez-vous à la page : 61

De 17 h 30 à 19 hRéception d’ouverture de la conférence Centre des congrès d’Ottawa, niveau 3, salle Canada 2 et 3Joignez-vous à nous pour l’ouverture officielle dela salle des exposants de la conférence. Dégustezdes hors-d’œuvre en prenant un verre avec voscollègues, rencontrez les présentateurs desaffiches et découvrez les stands d’exposition.

De 17 h 30 à 19 h 30 Université du Manitoba – Réception pour lesmembres du corps professoral, le personnel,les étudiants et les anciens

Westin Ottawa, niveau 4, salle Ontario Hôte : Brian Postl, Doyen de la faculté demédecine, Université du Manitoba


LE DIMANCHE 27 AVRIL 2014

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LE DIMANCHE 27 AVRIL

De 6 h à 7 hYogaWestin Ottawa, niveau 4, salle Confederation 1

De 7 h à 8 h 30ASHSM – Arts et sciences humaines etsociales en médecine – Groupe d’intérêtspécialisé en enseignement médical – ACÉM Centre des congrès d’Ottawa, niveau 1, salle 106Co-présidentes : Pamela Brett-MacLean,directrice, Programme Arts et sciences humainesen santé et médecine, Université de l’Alberta etCarol Ann Courneya, ACÉM – Associationcanadienne pour l’éducation médicale,Département des sciences cellulaires etphysiologiques, Université de la Colombie-Britannique

De 7 h à 8 h 30 Principaux doyens de l’éducation de l’AFMC Centre des congrès d’Ottawa, niveau 1, salle 100 –salle de conférence exécutive Président : Alan Neville, doyen associé,Éducation, Université McMaster

De 7 h 15 à 8 h 30 Petit déjeunerCentre des congrès d’Ottawa, niveau 3, sallesCanada 2 et 3 - salle des exposants

De 8 h à 16 hGroupe de l’AFMC sur l’équité, la diversité etle genre

Fairmont Château Laurier, mezzanine, salleL'Orangerie Président : Saleem Razack, vice-doyen desAdmissions, Équité et diversité, Université McGill

De 8 h à 16 h Artistes en blouse blanche – Expositiond’oeuvres d’art Westin Ottawa, niveau 2, salles British Columbia etManitoba Co-présidentes : Carol Ann Courneya, vice-doyenne, Bureau des affaires étudiantes,Département de sciences cellulaires etphysiologiques, Université de la Colombie-Britannique et Pamela Brett-MacLean, directrice,Programme Arts et humanités en santé etmédecine, Faculté de médecine et de dentisterie,Université de l’Alberta

De 8 h 30 à 10 h Plénière – Nouveaux principesd’eneignement, d’apprentissage etd’évaluation

Centre des congrès d’Ottawa, niveau 3, salle Canada 1Reportez-vous à la page : 62

De 10 h à 15 h 30 Conseil d’adminstration de l’AFMC

Westin Ottawa, niveau 4, salles Gouverneur général 2-3 Président : Jacques Bradwejn, Président, Conseild’administration de l’AFMC

De 10 h à 12 h Comité de l’AFMC sur les admissions

Fairmont Château Laurier, mezzanine, salle Palladian Présidente : Rebecca Jozsa, agente desadmissions, University Queen’s

De 10 h à 12 h Réunion conjointe des doyens et desgestionnaires de l’EMPo

Westin Ottawa, niveau 4, salle Gouverneur général Président : Anurag Saxena, président du Comitéde l’AFMC sur l’EMPo, AFMC - Association desfacultés de médecine du Canada



De 10 h à 14 h Groupe de l’AFMC sur la santé mondiale Fairmont Château Laurier, mezzanine, salle Burgundy Co-présidentes : Lynda Redwood-Campbell,coordonnatrice en santé mondiale, Départementde médecine familiale, Université McMaster etKatherine Rouleau, directrice, Département desanté mondiale de médecine familiale etcommunautaire, Faculté de médecine, Universitéde Toronto

De 10 h à 11 h 30 Groupe de travail sur l’échange de donnéesdu Portail des étudiants de l’AFMC

Fairmont Château Laurier, niveau 1, suite Quebec Président : Sam Chan, directeur associé,Candidatures, Université de Toronto

De 10 h à 10 h 30 Pause-rafraîchissements Centre des congrès d’Ottawa, niveau 3, salles duCanada 2 et 3 – salle des exposants

De 10 h 30 à 12 h Symposium sur l’innovation en éducation

Centre des congrès d’Ottawa, niveau 3, salle duCanada 1Reportez-vous à la page : 67

De 10 h 30 à 16 h Groupe de l’AFMC sur l’externat – Formationprofessionnelle Fairmont Château Laurier, mezzanine, salleRenaissance Co-présidents : Lee Toner, directeur de l’externat,NOSM – École de médecine du Nord del’Ontario et Angela Bennett, gestionnaire deprogramme, 3e année, Faculté de médecine,Université de la Colombie-Britannique

De 10 h 30 à 11 h 30 Réseau des éducateurs en santé publique del’AFMC Westin Ottawa, niveau 4, salle Alberta Présidente : Denise Donovan, présidente duRéseau des éducateurs en santé publique,Université de Sherbrooke

De 10 h 30 à 16 h 30Réunion d’affaires de l’Association nationaledes présidents canadiens de médecinefamiliale (ANPCMF)

Westin Ottawa, niveau 4, salle Les Saisons Présidente : Marie Giroux, directrice,Département de médecine familiale et demédecine d’urgence, Université de Sherbrooke

De 12 h à 14 h Réunion conjointe des doyens de l’EMPo etde l’EMPr

Westin Ottawa, niveau 4, salle Gouverneur général 1 Président : Anurag Saxena, président du Comitéde l’AFMC sur l’EMPo, AFMC - Association desfacultés de médecine du Canada

De 12 h à 13 h Déjeuner-causerie de l’ACÉMCentre des congrès d’Ottawa, niveau 1, salle 106 Présidente : Karen Leslie, directrice, Centre forFaculty Development at St. Michael's Hospital etprofesseure agrégée de pédiatrie, Faculté demédecine, Université de Toronto

De 12 h à 13 h 30 Pause-repasCentre des congrès d’Ottawa, niveau 3, salles duCanada 2 & 3 – salle des exposants

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De 12 h à 12 h 30 Collaboration pour l'éducation en santé auCanada. Séance éclair: Nouvelles occasionsde collaboration en ligne sur la CHEC-CESCWestin Ottawa, niveau 3, salle Saskatchewan Co-présidentes : Tazirie LeClerc, adjointe deprojet, équipe de Cyberapprentissage, AFMC -Association des facultés de médecine du Canadaet Catherine Peirce, gestionnaire de projet,équipe de Cyberapprentissage, AFMC -Association des facultés de médecine du Canada

De 13 h à 14 h 30Groupe de l’AFMC sur l’imputabilté sociale

Centre des congrès d’Ottawa, niveau 1, salle 100 –salle de conférence exécutivePrésident : Ryan Meili, président du Groupe del’AFMC sur l’imputabilité sociale

De 13 h à 15 h Groupe du Réseau des coordonnateurs del’agrément

Fairmont Château Laurier, mezzanine, salle Palladian Co-présidentes : Cathy Powell, agented’agrément, NOSM – École de médecine duNord de l’Ontario et Anne Weeden, vice-doyenne, Opérations, Faculté de médecine,Université Dalhousie

De 13 h à 15 h 30 Atelier du CAEMC

Fairmont Château Laurier, mezzanine, salleMacDonald Président : José François, président du CAEMC,Université du Manitoba

De 13 h à 17 h Groupe d’intérêt spécial de l’ACÉM sur laformation relative à la santé desAutochtonesHôtel Lord Elgin, niveau inférieur, salle Quebec Président : James Andrew, coordonnateur desAffaires autochtones, Université de la Colombie-Britannique

De 13 h à 16 h Groupe des gestionnaires de l’EMPo etobservateurs

Hôtel Lord Elgin, niveau inférieur, salle Quebec Présidente : Francine Brisebois, gestionnaire,EMPo, Université d’Ottawa

De 13 h 30 à 15 h Symposium sur la recherche en éducation


De 14 h à 15 h Réunion conjointe des doyens de l’EMPo etdu CRMCC


De 14 h 30 à 16 h 30 Colloque du Système informatisé sur lesstagiaires post-M.-D. en formation clinique(CAPER) et du Comité chargé des politiques Hôtel Lord Elgin, niveau supérieur, salle Pearson Président : Salvatore Spadafora, président deCAPER – Système informatisé sur les stagiairespost-M.-D. en formation clinique

De 15 h à 16 h Réunion conjointe des doyens de l’EMPo etdu CMFC


De 15 h à 15 h 30 Pause-rafraîchissements Centre des congrès d’Ottawa, niveau 3, salles duCanada 2 & 3 - salle des exposants



52

De 15 h 30 à 17 h Forum des apprenants


De 15 h 30 à 17 hRéunion du Conseil du groupe BEME

Westin Ottawa, niveau 4, salle New BrunswickPrésident : Albert Scherpbier, président duConseil du groupe BEME

De 15 h 30 à 17 h 30Réunion de la Conférence des doyens desfacultés de médecine du Québec (CDFM)

Centre des congrès d’Ottawa, niveau 1, salle 100 –salle de conférence exécutivePrésidente : Hélène Boisjoly, doyenne, Universitéde Montréal

De 16 h à 18 h Co-président du projet sur l’AEMC, sous-comité responsable des transitions

Westin Ottawa, niveau exécutif / inférieur, salle Cedar Co-présidents : Jay Rosenfield, vice-doyen,Enseignement médical prédoctoral, Université deToronto et Kam Rungta, conseiller principal dudoyen associé exécutif, Faculté de médecine,Université de la Colombie-Britannique

De 17 h à 18 h Allocution de la présidente de l’AFMC etcérémonie de remise des prix Westin Ottawa, niveau 4, salles Confédération 1 et 2 Présidente : Geneviève Moineau, présidente,AFMC - Association des facultés de médecine duCanadaJoignez-vous à nous pour la première allocutionde la Dre Geneviève Moineau à titre deprésidente-directrice générale de l’AFMC. Venezégalement célébrer l’excellence en éducationmédicale en appuyant les lauréats des prix del’AFMC provenant des facultés de médecine duCanada. Une réception suivra. Cette activité estgratuite, mais vous devez vous y inscrire aupréalable.

De 17 h 30 à 20 h Assemblée générale annuelle (AGA) de laFondation de l’ACÉM / AGA de l’ACÉM etprésentation des Certificats de mériteWestin Ottawa, niveau 4, salle Confédération 3 Présidente de l’ACÉM : Jocelyn Lockyer,présidente désignée, Université de Calgary etprésident de la Fondation de l’ACÉM : GlenBandiera, président intérimaire, chef demédecine d’urgence, doyen associé, EMPo(Admissions et évaluation)

De 18 h à 19 h 30 Réception – Meilleures pratiques desélection - Ottawa Conference

Westin Ottawa, niveau 3, salle Saskatchewan Hôte : Jennifer Cleland, présidente de la Divisionof Medical et Dental Education (DMDE),University of Aberdeen

De 18 h à 19 h 30 Réunion de la Ottawa Conference

Westin Ottawa, niveau 4, salle Nunavut Hôte : Ronald Harden, co-fondateur, OttawaConference

De 18 h à 20 h Université McMaster - Faculté de médecineFairmont Château Laurier, mezzanine, salleRenaissance Hôtes : Alan Neville, doyen associé, Éducation,Université McMaster et Rob Whyte, vice-doyen,Programme médical prédoctoral, Faculté dessciences de la santé, Université McMaster, MarkWalton, vice-doyen, Programme médicalpostdoctoral, Faculté des sciences de la santé,Université McMaster

De 18 h à 20 h Réception des anciens de l’UniversitéMemorial

Fairmont Château Laurier, mezzanine, salle Burgundy Hôte : James Rourke, doyen, UniversitéMemorial


LE DIMANCHE ET LUNDI, 27-28 AVRIL 2014

53

De 18 h à 20 h Réception de l’Université Queen’s pour lesmembres du corps professoral, le personnelet les anciens

Westin Ottawa, niveau 3, salle Les Saisons Hôte : Leslie Flynn, vice-doyen, Éducation,Université Queen’s

De 18 h à 22 h Université Laval - Réception du doyenFairmont Château Laurier, mezzanine, salle Tudor Hôte : Rénald Bergeron, doyen, Université Laval

De 18 h à 19 h 30 Université de Montréal - Lancement « Pourun cursus d'études médicales axé sur lescompétences »Westin Ottawa, niveau 4, salle Quebec Hôte : Hélène Boisjoly, doyenne, Université deMontréal

De 18 h à 20 h Réception pour les membres du corpsprofessoral et les amis de l’Université del’Alberta

Westin Ottawa, niveau 4, salle Gouverneur général 3 Hôte : Douglas Miller, doyen, Université del’Alberta

De 18 h à 20 h Réception de l’Université d’Ottawa

Fairmont Château Laurier, niveau mezzanine, salleMacDonald Hôte : Jacques Bradwejn, doyen, Universitéd’Ottawa

De 18 h à 20 h Réception pour les anciens et les amis del’Université de Toronto

Westin Ottawa, niveau 4, salle Gouverneur général 2 Hôte : Catharine Whiteside, doyenne, vice-rectrice, Relations avec les institutions de santé,Université de Toronto

De 18 h à 19 h 30 Réception pour les membres du corpsprofessoral, le personnel et les anciens del’École Schulich de médecine et dedentisterie

Fairmont Château Laurier, niveau 1, suite Quebec Hôte : Michael J. Strong, doyen, professeurémérite, titulaire de la chaire Arthur J. Hudsonen recherche sur la SLA, Université Western

LE LUNDI 28 AVRIL 2014

De 6 h à 7 hYogaWestin Ottawa, niveau 4, salle Gouverneur général 2

À 6 h 25Séances de jogging matinalesJoignez-vous à nous dans le lobby du Westin Ottawapour une séance de jogging de 5km à rythmemodéré avec entraîneur

De 7 h 15 à 8 h 30 Petit déjeuner Centre des congrès d’Ottawa, niveau 3, salles duCanada 2 et 3 – salle des exposants

De 7 h 15 à 8 h 15 Réunion CLIME/ICLEM de l’ACÉM

Westin Ottawa, niveau 3, salle Les Saisons Présidente : Susan Lieff, directrice du New etEmerging Academic Leaders Program, Centre forFaculty Development, professeure, Départementde psychiatrie, vice-présidente de l’Éducation,Faculté de médecine, Université de Toronto



De 8 h à 8 h 30 Séance éclair sur la Collaboration pourl’éducation en santé au Canada : Nouvellespossibilités de collaboration en ligne au seinde la CHEC-CESC Westin Ottawa, niveau 3, salle Saskatchewan Co-présidentes : Tazirie LeClerc, adjointe deprojet, équipe de Cyberapprentissage, AFMC -Association des facultés de médecine du Canadaet Catherine Peirce, gestionnaire de projet,équipe de Cyberapprentissage, AFMC -Association des facultés de médecine du Canada

De 8 h à 16 h Artistes en blouse blanche – Expositiond’oeuvres d’art Westin Ottawa, niveau 2, salles British Columbia etManitoba Co-présidentes : Carol Ann Courneya, vice-doyenne, Bureau des affaires étudiantes,Département de sciences cellulaires etphysiologiques, Université de la Colombie-Britannique et Pamela Brett-MacLean, directrice,Programme Arts et humanités en santé etmédecine, Faculté de médecine et de dentisterie,Université de l’Alberta

De 8 h 30 à 10 h Plénière – Conférer de la pertinence àl’enseignement et à l’évaluation


De 10 h à 16 h 30 Groupe de l’AFMC sur l’avancementinstitutionnel

Westin Ottawa, niveau 4, salle Gouverneur général 3 Co-présidentes : Susan Maroun, gestionnaire duMarketing et des communications, Universitéd’Ottawa et Geneviève Bhérer, directricefacultaire des communications et de laphilanthropie, Faculté de médecine, UniversitéLaval

De 10 h à 11 h 30 Groupe de l’AFMC sur la protection de la vieprivée et la confidentialité de l’informationau sein du Portail des étudiants

Fairmont Château Laurier, mezzanine, salle Palladian Présidente : Catherine Peirce, gestionnaire deprojet, Cyberapprentissage, AFMC - Associationdes facultés de médecine du Canada

De 10 h à 12 h Réunion d’affaires du Comité des finances etde la vérification de CaRMS

Westin Ottawa, niveau exécutif / inférieur, salle Cedar Président : Dr Anurag Saxena, président, Comitédes finances et de la vérification de CaRMS,CaRMS – Service canadien de jumelage desrésidents

De 10 h à 10 h 30 Pause-rafraîchissements Centre des congrès d’Ottawa, Niveau 3, Salle duCanada 2 & 3 - salle des exposants

De 10 h à 17 h Réunion de la Conférence des vice-doyensaux études médicales postdoctorales desfacultés de médecine québecoises (CVDFM)

Centre des congrès d’Ottawa, niveau 1, salle 100 –salle de conférence exécutivePrésident : Serge Langevin, vice-doyen,Enseignement médical postdoctoral, Universitéde Sherbrooke

De 10 h à 12 h Groupe des affaires facultaires

Westin Ottawa, niveau 4, salle Alberta Présidente : Margaret Steele, présidente, Comitédes affaires facultaires, AFMC - Association desfacultés de médecine du Canada

54



De 10 h à 15 h MAC-COFM

Fairmont Château Laurier, mezzanine, sallel'Orangerie Président : Mark Hanson, Doyen associé,Admissions et finances des étudiants au niveauprédoctoral, Université de Toronto

De 10 h à 12 h Groupe des administrateurs du niveauprédoctoral

Westin Ottawa, niveau 4, salle Gouverneur général 1 Présidente : Linda Chenard, gestionnaire desopérations, Programme MD, Université d’Ottawa

De 10 h 30 à 12 h 30 Groupe de l’AFMC sur le professionnalisme Westin Ottawa, niveau 3, salle Les Saisons Co-présidents : Heather Lochnan, professeuragrégée de médecine, Université d’Ottawa etGurdeep Parhar, doyen associé, Équité etprofessionnalisme, Faculté de médecine,Université de la Colombie-Britannique

De 10 h 30 à 12 h Sujet de l’heure de l’AFMC : Rapatrier leprocessus d’agrément de nos facultés demédecine – Aidez-nous à façonner l’avenir!


De 12 h à 13 h 30 Pause-repas Centre des congrès d’Ottawa, niveau 3, salles duCanada 2 et 3 – salle des exposants

De 12 h à 13 h 30 Déjeuner annuel de remise des prix del’ACÉM Westin Ottawa, niveau 4, salle Confédération 3 Président : Jocelyn Lockyer, présidente désignée,Université de Calgary

De 12 h à 13 h 30 Déjeuner de CaRMS pour les administrateursdes niveaux prédoctoral et postdoctoral

Fairmont Château Laurier, mezzanine, salleRenaissance Président : Ryan Kelly, gestionnaire, Services à laclientèle, CaRMS – Service canadien de jumelagedes résidents

De 13 h à 16 h 30 Évaluation de l’AFMC à l’égard de laformation interprofessionnelle

Fairmont Château Laurier, mezzanine, salle Burgundy Co-présidentes : Lesley Bainbridge, directrice,Formation interprofessionnelle, Université de laColombie-Britannique et Rosemary Breter,chercheure principale et évaluatrice deprogramme, Centre for Studies in Aging &Health, Providence Care Kingston, ON

De 13 h à 15 h 30 CHEC-CESC – Réunion d’affaires

Westin Ottawa, niveau 3, salle Saskatchewan Co-présidentes : Geneviève Moineau, présidente-directrice générale, AFMC - Association desfacultés de médecine du Canada et CatherinePeirce, gestionnaire de projet,Cyberapprentissage, AFMC - Association desfacultés de médecine du Canada

De 13 h 30 à 15 h ASPIRE – Réunion du Conseild’administration

Westin Ottawa, niveau 4, salle New Brunswick Président : David Wilkinson, président du Conseild’ASPIRE

De 14 h à 16 h BEME au Canada – Groupe d’intérêt Westin Ottawa, niveau 4, salle Gouverneur général 1 Présidente : Yvonne Steinert, directrice, Centred’éducation médicale, Université McGill

55


LE LUNDI ET MARDI, 28-29 AVRIL 2014

De 15 h à 15 h 30 Pause-rafraîchissements Centre des congrès d’Ottawa, niveau 3, sallesCanada 2 et 3 – salle des exposants

De 16 h à 18 h Groupe de travail des enseignants cliniciens– AEMC EMPo

Fairmont Château Laurier, mezzanine, salle Palladian Présidente : Constance LeBlanc, vice-présidente,Éducation, Association des facultés de médecinedu Canada (AFMC)

De 16 h 30 à 18 h 30 ACÉM-PECCC – Suivi

Westin Ottawa, niveau exécutif / inférieur, salle Cedar Présidente : Claire Touchie, conseillère en chef enéducation médicale, Conseil médical du Canada

De 18 h 30 à 23 h 30 Activité sociale officielle de la Conférence Centre des congrès d’Ottawa, niveau 4, salle de balTrillium Célébrez le côté festif de notre capitalenationale.Ottawa a longtemps été considérée comme uneville gouvernementale conservatrice et tranquille,située entre deux des villes les plus populaires duCanada. À vrai dire, nous avons remporté deuxfois le prix de la ville la plus ennuyeuse. Toujoursdésireuse d’appuyer notre ville, la Faculté demédecine de l’Université d’Ottawa redéfinit lessoirées sociales dans la capitale nationale enmettant sur pied des événements charismatiqueset divertissants qui, en plus de laisser un souvenirimpérissable aux invités, défient lesattentes…même si elles étaient au départ trèsfaibles. Avec un spectacle riche en rebondissementsanimé par André-Philippe Gagnon, un humoristeet imitateur canadien de renomméeinternationale, nous espérons vous donner unavant-goût de la vraie nature d’Ottawa. Préparez-vous donc à déguster des spécialitéstypiquement canadiennes qui reflètent nosréalisations culinaires. Et si le cœur vous en dit,n’hésitez pas à mordre à belles dents dans unequeue de castor!

Joignez-vous à nous pour la soirée de lundi. Vousne le regretterez pas. Parole d’honneur.Vous devez vous inscrire au préalable et nousremettre votre billet à la porte.

LE MARDI 29 AVRIL 2014

De 6 h à 7 hYogaWestin Ottawa, niveau 4, salle Gouverneur général 2

À 6 h 25Séances de jogging matinalesJoignez-vous à nous dans le lobby du Westin Ottawapour une séance de jogging de 5km à rythmemodéré avec entraîneur

De 7 h à 8 h 30 Comité de planification du programmescientifique de la CCEM 2014/2015

Fairmont Château Laurier, niveau 1, suite Quebec

De 7 h 15 à 8 h 30 Petit déjeuner Centre des congrès d’Ottawa, niveau 3, salles duCanada 2 et 3 - salle des exposants

De 7 h 30 à 9 h CUFMED – Petit déjeuner de réseautage

Fairmont Château Laurier, mezzanine, salleMacDonald Présidente : Amy Tan, directrice, Niveauprédoctoral, Université de l’Alberta,représentante du Collège des médecins defamille du Canada

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De 8 h à 16 h Artistes en blouse blanche – Expositiond’oeuvres d’art Westin Ottawa, niveau 2, salles British Columbia etManitoba Co-présidents : Carol Ann Courneya, vice-doyenne, Bureau des affaires étudiantes,Département de sciences cellulaires etphysiologiques, Université de la Colombie-Britannique et Pamela Brett-MacLean, directrice,Programme Arts et sciences humaines en santé etmédecine, Faculté de médecine et de dentisterie,Université de l’Alberta

De 8 h 30 à 16 h 30 Groupe de l’AFMC sur le développementinstitutionnel

Centre des congrès d’Ottawa, niveau 1, salle 107Co-présidentes : Susan Maroun, directrice duMarketing et des communications, Universitéd’Ottawa et Geneviève Bhérer, directricefacultaire des communications et de laphilanthropie, Faculté de médecine, UniversitéLaval

De 8 h 30 à 10 h Réunion d’affaires – Centres canadiens derecherche dans le domaine des professionsde la santé

Centre des congrès d’Ottawa, niveau 1, salle 100 –salle de conférence exécutive Présidente : Lorelei Lingard, directrice, Centre forEducation Research & Innovation, UniversitéWestern

De 10 h à 10 h 30 Pause-rafraîchissements Centre des congrès d’Ottawa, niveau 3, salles duCanada 2 & 3 – salle des exposants

De 10 h 30 à 12 h Plénière – Conférence Miriam Friedman Ben-David : Un choix basé sur les qualitéspersonnelles


De 11 h 30 à 13 h Collation à emporter Centre des congrès d’Ottawa, niveau 3, foyerParlement

De 13 h à 17 h Symposium sur invitation de l’AFMC –Façonner l’avenir – Des procéduresd’admission en médecine résolumentcanadiennesWestin Ottawa, niveau 4, salle Gouverneur général 1 Présidente : Geneviève Moineau, présidente-directrice générale, AFMC - Association desfacultés de médecine du Canada

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February 4, 2014

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PLÉNIÈRES ET COLLOQUES

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CONFÉRENCIERS DES SÉANCES PLÉNIÈRES

61

Conférenciers des séances plénièresLe samedi 26 avril

DE 16 H À 17 H 30

Centre des congrès d’Ottawa, niveau 3, salle du Canada 1

CONFÉRENCE COMMÉMORATIVE AFMC-AMS J. WENDELL MACLEOD : LA TRANSFORMATION DES SOINS DE SANTÉ PAR L’ÉVALUATION

Les changements relatifs à la formation des professionnels de la santé dans l’ensemble du continuum promettentd’améliorer la santé de la population et la qualité des soins prodigués aux patients tout en réduisant les coûts.L’évaluation peut jouer un rôle central en permettant de remplir cette promesse. Elle permet d’assurer, de diriger, demotiver et de favoriser l’apprentissage. Dans le cadre de cette séance, on étudiera de quelle manière l’évaluation peutappuyer la transformation des soins de santé en protégeant les patients et en améliorant la santé des communautés et,au même moment, en créant et en appuyant la démarche d’apprentissage des fournisseurs de soins de santé tout aulong de leur carrière.

Objectifs d’apprentissage :

Au terme de cette séance, les participants :

1. auront compris en quoi consistent les possibilités transformatives du processus d’évaluation utilisé dans l’espoird’améliorer la santé de la population et la qualité des soins prodigués aux patients tout en réduisant les coûts;

2. se seront familiarisés avec certaines des méthodes d’évaluation offertes pour appuyer la réforme;

3. auront compris quelles sont les ressources requises pour appuyer l’apprentissage et susciter le changement;

4. seront au fait des limites auxquelles se heurte une démarche d’évaluation visant à appuyer l’apprentissage etsusciter le changement.

Conférencier : Dr John Norcini, président-directeur général, Foundation ofAdvancement for Medical Education and Research

John J. Norcini, PhD, est PDG de la Foundation for Advancement of International MedicalEducation and Research (FAIMER®). FAIMER possède un programme de recherche actif sur laformation des professionnels de la santé au niveau international et la migration des médecins,des programmes de bourses de recherche au niveau mondial pour les enseignants desétablissements axés sur les professions de la santé de même que des bases de données desfacultés de médecine reconnues dans le monde entier. Durant les 25 années qui ont précédé sonarrivée à la Fondation, le Dr Norcini a occupé un certain nombre de postes supérieurs au sein du

American Board of Internal Medicine. Sur le plan universitaire, il s’intéresse surtout à l’évaluation du rendement desmédecins. Le Dr Norcini est l’auteur de nombreux écrits. Il a donné un grand nombre de conférences et a enseignédans plusieurs pays. Il participe à des comités de rédaction de plusieurs publications revues par un comité de lecturedans les domaines de la mesure des données éducatives et de l’éducation médicale.

LA OTTAWA CONFERENCE DE 2014 ET LA CONFÉRENCE CANADIENNE DE 2014 SUR L’ÉDUCATION MÉDICALE62

Le dimanche 27 avril

DE 8 H 30 À 10 H

Centre des congrès d’Ottawa, niveau 3, Salle du Canada 1

NOUVEAUX PRINCIPES D’ENSEIGNEMENT, D’APPRENTISSAGE ET D’ÉVALUATION

Conférencier : Professeur Des Gorman MD PhD, professeur de médecine et doyenassocié, Faculté des sciences médicales et de la santé, Université d’Auckland (chef del’École de médecine de 2005 à 2010)

Membre du Conseil d’administration de la New Zealand Accident Compensation and RehabilitationCorporation (ACC)Président exécutif, Health Workforce New Zealand, Ministry of Health Membre, National Health Board, Ministry of Health

Membre, Capital Investment Committee, Ministry of Health Membre, New Zealand Government Welfare Working Group, Ministry of Social Development Membre, Expert Panel on Veterans’ Health, Department of Veterans’ AffairsAncien officier de marine (officier sous-marinier, officier de la guerre des mines et officier-plongeur démineur).

Prévoir l’inclination et la formation des professionnels de la santé en période d’incertitude

L’avenir du secteur des soins de santé est incertain. Comme on peut s’y attendre, les approches traditionnelles relatives à laplanification des systèmes de soins de santé futurs, des effectifs en santé et de leur formation sont fréquemment « fausses ». Laparticipation au travail de certains éléments des effectifs en santé relève davantage de la conjoncture économique généraleque des besoins ou des plans en matière de santé. À cet effet, les effectifs en santé passent souvent de « l’abondance à lafamine » et vice versa. La Nouvelle-Zélande a mis en oeuvre avec succès une approche différente relativement à laplanification des effectifs en santé nécessaires pour l’avenir. Dans le cadre de cette approche, on a étudié le plus grandnombre possible de scénarios relatifs à la prestation des soins de santé. Les scénarios ont été élaborés par des groupesd’experts en la matière et des leaders d’opinion professionnels. Ils ont été regroupés par services et les solutions sont axées surl’intégration des capitaux et la réalisation de projections afférentes à la TI et aux effectifs.

Conférencier : Brian D. Hodges, MD, PhD, FRCPC

Vice-président de l’Éducation, University Health Network

Professeur, Département de psychiatrie, Université de Toronto

Brian D. Hodges est professeur à la Faculté de médecine et à la Faculté de l’éducation (OISE/UT) del’Université de Toronto, titulaire de la Chaire de recherche Richard et Elizabeth Currie sur la formation desprofessionnels de la santé au Wilson Centre for Research in Education et vice-président de l’Éducation duUniversity Health Network (hôpitaux Toronto General, Toronto Western Princess Margaret et TorontoRehab). Il est à la tête du AMS Phoenix Project: A Call to Caring, une initiative visant à rééquilibrer les

dimensions techniques et humaines des soins de santé.

De Charybde en Scylla : Pris entre l’examen et la réflexion dans le cadre de la formation médicale

On constate un manque de concordance particulier en ce qui a trait à l’évaluation des professionnels de la santé. D’une part,on a connu une telle explosion sur le plan des technologies d’examen que les professionnels de la santé sont assujettis à uneinterminable série d’examens écrits et d’études de rendement au cours de la formation et de la pratique. Ils évoluent dans ceque Michel Foucault qualifie de « société scrutée à la loupe », dans le cadre de laquelle une surveillance constante et des testsplus poussés permettent de repérer la responsabilité concernant les compétences ailleurs que dans les individus. En mêmetemps, un discours différent sur l’évaluation gagne des adeptes. Il est connecté à un « trio » de technologies de réflexion :l’auto-évaluation, l’autonomie et l’autoréglementation. Cette approche place le centre de contrôle des compétences au cœurde l’individu, situation qui requiert l’utilisation de portfolios et de journaux de réflexion. Ces deux conceptions de la notiond’évaluation ont des avantages indéniables, mais également des limites, voire des effets négatifs. Comment l’enseignant quiforme les professionnels de la santé doit-il naviguer entre le Scylla des demandes excessives d’examens externes et leCharybde du recours naïf à l’auto-évaluation?


DU 25 AU 29 AVRIL 2014 | OTTAWA (ONTARIO) 63


Le lundi 28 avril

DE 8 H 30 À 10 H


CONFÉRER DE LA PERTINENCE À L’ENSEIGNEMENT ET À L’ÉVALUATION

Conférencière : Professeure Trudie E. Roberts BSc., MB.ChB, PhD, FRCP, FHEADirectrice – Leeds Institute of Medical Education, Université de Leeds, Angleterre La professeure Roberts a obtenu un diplôme en médecine et un BSc en anatomie de l’Université deManchester. Elle a débuté sa formation médicale à Manchester et ses activités de recherche à Manchesteret à l’Institut Karolinska en Suède. En 1995, elle a été nommée maître de conférence en immunologie dela transplantation à l’Université de Manchester. En 2000, elle a été nommée professeure en éducationmédicale à l’Université de Leeds. On lui a décerné une bourse nationale d’enseignement en 2006. En2009, elle a été nommée directrice du Leeds Institute of Medical Education. Elle a été membre duConseil du General Medical Council de 2009 à 2012 et présidente de l’Association for the Study of

Medical Education jusqu’en juillet 2013. Elle est membre du conseil et censeure du Royal College of Physicians of London. Enseptembre 2013, elle deviendra présidente de l’Association for Medical Education in Europe. Les principaux intérêts etl’expertise de la professeure Roberts s’articulent autour des secteurs de l’évaluation des compétences, du professionnalisme etdes transitions en matière de formation et d’éducation. Elle a épousé un chirurgien avec qui elle a deux enfants et rêve deposséder un véhicule Subaru WRX.

La tricherie durant les évaluations : s’y adonner, savoir la repérer, la découragerTricher, c’est enfreindre les règles pour obtenir un avantage. La tricherie est-elle monnaie courante dans les examens desfacultés de médecine? Elle se produit probablement plus souvent qu’on aimerait le penser. Pourquoi les étudiants s’yadonnent-ils et comment justifient-ils leurs actes lorsqu’ils sont pris sur le fait? Sur le plan moral, tricher est-il plus grave pourles futurs médecins que pour les autres étudiants? Comment pouvons-nous lever le voile sur ce type de tromperie etdécourager les étudiants de penser à tricher dans les évaluations? Dans le cadre de ma présentation, je traiterai de la questionet j’examinerai le dilemme posé par la situation des étudiants en médecine et des stagiaires malhonnêtes dans le cadre deleur formation universitaire.

Conférencier : Glenn Regehr, PhDProfesseur, Département de chirurgie Directeur associé (Recherche), Centre for Health Education Scholarship, Université de laColombie-Britannique Glenn Regehr a complété son doctorat en sciences cognitives de l’Université McMaster en 1993. Durantles 20 années suivantes où il a évolué dans le domaine de l’éducation médicale, le Dr Regehr a occupéles postes suivants : associé de recherche en éducation médicale dans le cadre du Programme pour larecherche en éducation et le développement de l’Université McMaster, professeur, chercheur principal,

directeur associé et titulaire de la Chaire de recherche Currie sur la formation des professionnels de la santé au Centre Wilsonde l’Université de Toronto, vice-doyen par intérim et directeur de l’Académie pour l’innovation en éducation médicale àl’Université d’Ottawa. Depuis 2009, il est professeur et directeur associé (Recherche) du Centre for Health EducationScholarship à l’Université de la Colombie-Britannique.

Et s’ils ne jouent pas le jeu? Un réexamen des théories de l’éducation, du but du programme d’étudeset des objectifs de l’apprenantEn tant que théoriciens et agents d’innovation de l’éducation, nous élaborons soigneusement des stratégies et des pratiquescurriculaires fondées sur nos objectifs à l’égard des notions que nous aimerions que nos étudiants acquièrent et sur notrecompréhension de ce qui permettra de maximiser ce travail d’acquisition. La plupart de ces stratégies et pratiques reposentsur l’hypothèse voulant que les étudiants apprécient nos objectifs et se les approprient…qu’ils participent volontiers aux plansque nous avons élaborés pour eux et qu’ils jouent le jeu. Il est cependant probable que plusieurs de nos facteurs sociaux etenvironnementaux dirigent nos étudiants vers un ensemble d’objectifs différents axés sur la réalisation efficiente et efficacedes tâches qui, selon eux, sont nécessaires pour réussir au sein du système. Si nous tentons d’accroître la pertinence del’enseignement et de l’évaluation à l’égard des objectifs que nous fixons pour les étudiants, peut-être ne devrions-nous pasnous demander quelles stratégies éducatives permettraient idéalement de maximiser l’atteinte de ces objectifs, mais plutôtcomment nous y prendre pour faire de nos étudiants des partenaires consentants et à quoi se réduisent nos grandes stratégieséducatives s’ils n’acceptent pas de jouer le jeu?



Le mardi 29 avril

DE 10 H 30 À MIDI


CONFÉRENCE MIRIAM FRIEDMAN BEN-DAVID

Un choix basé sur les qualités personnelles

La formation dans une faculté de médecine peut conférer au futur médecin les notions de base requises tout en luipermettant de développer les compétences qui l’aideront à mettre à jour le savoir nécessaire pour obtenir descompétences universitaires continues. Elle permet également d’enseigner ou de favoriser le développement de certainesdes autres compétences et attitudes figurant sur la liste de compétences. Il est cependant irréaliste de s’attendre à ceque la formation médicale puisse couvrir tous les aspects, particulièrement si l’étudiant n’affiche pas le comportementapproprié ou s’il ne possède pas la structure psychologique nécessaire pour répondre aux attentes susmentionnées de laprofession et du milieu. L’acceptation de cette ligne de pensée doit nous amener à reconnaître que nous devrionsprendre un soin particulier lorsque nous choisissons les étudiants en médecine – les praticiens de demain – en fondantnotre choix sur une vaste gamme de critères utilisés pour donner l’image du bon médecin type. Dans le cadre de maprésentation, je décrirai des techniques et des méthodes qui ont été utilisées pour mesurer certaines qualités nonuniversitaires et non cognitives, fournir des données empiriques sur leur fiabilité, créer la validité et, de façon plusimportante encore, la validité prédictive à l’appui de leur adoption afin de sélectionner de futurs professionnels de lasanté appropriés.

Conférencier : Le Dr David Powis, professeur, Faculté de médecine, de santépublique et de psychologie, Université de Newcastle, Australie

David Powis a obtenu son BSc PhD de l’Université de Londres et a enseigné la physiologie etl’éducation médicale depuis 1972, un domaine dans le cadre duquel il a également fait de larecherche. À l’Université de Newcastle, en Australie, il a commencé à s’intéresser à la sélection desétudiants en médecine, domaine sur lequel il a travaillé intensément avec pour objectif d’établirdes principes équitables et une stratégie appropriée relativement à la sélection des étudiants pourles cours liés aux professions de la santé. Depuis 1997, il a travaillé avec Miles Bore et DonMunro à l’élaboration et à l’évaluation d’un outil d’évaluation des qualités personnelles

(www.pqa.net.au) pour cette stratégie.

À l’heure actuelle, David Powis est professeur à l’École de médecine et de santé publique et professeur conjoint àl’École de psychologie de l’Université de Newcastle, professeur associé à la Faculté de médecine de l’Université deWestern Sydney et professeur invité à l’Université de Glasgow, en Écosse. .

http://www.pqa.net.au/


Le lundi 28 avril

DE 10 H 30 À 12 H

Centre des congrès d’Ottawa, 3e niveau, salle Canada 1

RAPATRIER LE PROCESSUS D’AGRÉMENT DE NOS FACULTÉS DE MÉDECINE –AIDEZ-NOUS ÀFAÇONNER L’AVENIR

En tant que co-commanditaires de l’agrément des facultés de médecine canadiennes, l’Association des facultés demédecine du Canada et l’Association médicale canadienne procèdent au rapatriement des normes et des processusd’agrément de nos facultés de médecine. Cette présentation publique des normes et des processus par les principauxmembres du Comité d’agrément des facultés de médecine du Canada (CAFMC) constituera pour vous l’occasion ultimede nous faire part de vos commentaires et de nous aider à façonner l’avenir!

Conférenciers :

Dre Geneviève MoineauLa Dre Geneviève Moineau, MD, FRCPC, est présidente-directrice générale de l'Association desfacultés de médecine du Canada (AFMC). L'AFMC représente les 17 facultés de médecine duCanada et fait la promotion de l'excellence dans les domaines de l'éducation en santé et de larecherche afin d'optimiser la santé des Canadiens

Depuis juin 2011, la Dre Moineau est v.-p. de l'Éducation de l'AFMC et secrétaire du CAFMC etdu CAEMC. Dans le cadre de ces différentes fonctions, elle a pu diriger l'équipe de laConférence canadienne sur l'éducation médicale, appuyer les volets prédoctoral et postdoctoraldu projet sur l'Avenir de l'éducation médicale au Canada, être membre de l'équipe denégociation pour l'agrément des étudiants du premier cycle et agir comme agente de liaison

canadienne auprès du comité de l'AAMC sur les questionnaires aux étudiants, à l'appui du Questionnaire à l'intentiondes diplômés canadiens. En plus d'être couramment bilingue, son grand savoir-faire et son expérience serontd'excellents atouts pour ces importants portefeuilles.

La Dre Moineau est diplômée en médecine de l'Université d'Ottawa et a terminé sa résidence en pédiatrie au Hospitalfor Sick Children de l'Université de Toronto. Elle a été doyenne associée des études médicales de premier cycle ainsi quedirectrice des stages cliniques en pédiatrie et directrice du programme de médecine d'urgence pédiatrique àl'Université d'Ottawa. Elle a été recommandée comme présidente honoraire de sa promotion à sept reprises. De plus,un prix d'excellence en leadership de la Faculté de médecine a été créé en son nom. En 2010, elle a reçu le prix dedistinction de la Faculté de médecine.

La Dre Moineau continue à pratiquer la médecine d'urgence pédiatrique au Centre hospitalier pour enfants de l'Est del'Ontario (CHEO). Elle demeure également professeure agrégée du Département de pédiatrie de l'Université d'Ottawa.

Dr Martin Vogel Le Dr Martin Vogel a reçu son Baccalauréat en médecine et son Baccalauréat en chirurgie del’Université de Cape Town, en Afrique du Sud où il a également occupé les fonctions deregistraire en Chirurgie générale, Spécialités chirurgicales et Orthopédie. Il a travaillé enSaskatchewan où il a également été chef de la direction, Médecins, à la Cypress Health Region.Il conserve actuellement une pratique médicale clinique au Centre de médecine familialeMacArthur à Ottawa. Le Dr Vogel a été un fervent défenseur des membres du corps médical,occupant diverses fonctions à la Saskatchwan Medical Association, notamment celle deprésident. Il a été membre du Conseil de la SMA et de l’AMC. De 2004 à 2011, il a été PDG dela Saskatchewan Medical Association. Depuis 2011, il est devenu vice-président du

Renforcement des collectivités et a représenté l’AMC au sein du Groupe de travail canado-américain sur l’agrément.

65

SUJET DE L’HEURE DE L’AFMC

Sujet de l’heure de l’AFMC


Dr Roger StrasserDepuis septembre 2002, le Dr Strasser est le doyen de l’École de médecine du Nord del’Ontario (NOSM), une initiative conjointe de l’Université Lakehead de Thunder Bay et del’Université Laurentienne de Sudbury. Le Dr Strasser est arrivé au Canada en provenance del’Australie où il a été à la tête de la Monash University School of Rural Health. Entre 1992 et2004, le Dr Strasser a également joué un rôle sur la scène internationale en tant que présidentdu Working Party on Rural Practice of Wonca, la World Organization of Family Doctors. Il a reçunombre de prix prestigieux, notamment celui de Honorary Fellowship du Royal College ofGeneral Practitioners (R.-U.), le Louis Ariotti Award for excellence and innovation in rural andremote health in Australia, le Fellow of Wonca, le prix d’excellence inaugural de l’Association

des hôpitaux de l’Ontario décerné aux petits hôpitaux ruraux et du Nord de l’Ontario et le Australian College of Ruraland Remote Medicine Life Fellowship Award. En 2011, le professeur Strasser a été nommé membre du General DivisionOrder of Australia (AM) et Fellow de la Monash University. Lors de la Prince Mahidol Award Conference onTransformative Learning for Health Equity en janvier 2014, le professeur Strasser a reçu un Special Award forOutstanding Health Professional Educators reconnaissant l’innovation en éducation qui a mené à la formationd’excellents professionnels de la santé pour les secteurs ruraux et éloignés de même que son leadership visionnaire quia modifié les paradigmes de l’apprentissage.

Donald McKay, PhDLe Dr Donald McKay est professeur de physiologie à la Faculté de médecine de l’Université deTerre-Neuve. Il a été nommé doyen associé de l’Éducation médicale prédoctorale en novembre2011 à la suite de sa nomination comme vice-doyen des Études supérieures et vice-doyen de laRecherche et des études supérieures. Le Dr McKay est actuellement membre du Comité del’AFMC sur l’Enseignement médical prédoctoral ainsi que le Groupe de l’AFMC sur l’équité, ladiversité et le genre (EDG) et a été membre du Comité de formation professorale de l’AFMC. LeDr McKay joue un rôle actif au sein du Programme éducatif canadien sur l’hypertension (PECH),un organisme national qui produit annuellement des directives de pratique fondées sur lespreuves et traduit des preuves scientifiques actuelles en outils pratiques pour les médecins et le

grand public. Depuis 2013, le Dr McKay a été l’un des représentants de l’AFMC au sein du CAFMC. À l’heure actuelle, ilpréside le sous-comité du CAFMC sur les normes. Il a prêté main-forte au CAFMC et au LCME à cinq reprises commemembre d’équipes de visiteurs, dont trois comme secrétaire de l’équipe.

66

SUJET DE L’HEURE DE L’AFMC

DU 25 AU 29 AVRIL 2014 | OTTAWA (ONTARIO) 67

SYMPOSIUMS SUR L’IE ET LA RE

LE DIMANCHE 27 AVRIL

DE 10 H 30 À 12 H

SYMPOSIUM SUR L’INNOVATION ENÉDUCATION : MISE EN ACTION DES ACTESPROFESSIONNELS NON SUPERVISÉS AUSEIN DU MILIEU D’APPRENTISSAGE AXÉSUR LES COMPÉTENCES


Les actes professionnels non supervisés (APNS) sont reconnuscomme une approche nouvelle et innovatrice de l’évaluationaxée sur les compétences (EAC). Le nombre d’écrits sur lesAPNS ne cesse d’augmenter. L’étape suivante qui consiste àprendre la théorie des APNS et à l’appliquer dans le cadred’une EAC demeure relativement nouvelle. Dans le cadre dece symposium, des conférenciers expliqueront pourquoi lesAPNS s’intègrent bien à l’EAC et discuteront de deuxexemples où les APNS sont activement utilisés comme basepour l’EAC dans des programmes de formation prédoctoraleet postdoctorale situés dans deux pays distincts.

Objectifs :

Au terme du présent symposium, les participants se serontfamiliarisés avec la manière dont les APNS appuientl’évaluation axée sur les compétences et avec deuxapproches distinctes de mise en œuvre des APNS dans deuxmilieux de formation distincts. Ils auront en outre eul’occasion de s’entretenir avec les conférenciers desconsidérations, des pièges et des succès liés à l’utilisation desAPNS dans le cadre de l’EAC.

Animateur : Ian Casson, MD, MSc, CCFP, FCFP, Comité duprogramme scientifique, CCEM, Département de médecinefamiliale, Université Queen’s

Conférenciers :

Dre Jane Griffiths, professeure adjointe, Département demédecine familiale, Université Queen’s de Kingston, Ontario,Canada

Dre Karen Schultz, professeure agrégé et directrice deprogramme, Département de médecine familiale, UniversitéQueen’s de Kingston, Ontario, Canada

Th.J. (Olle) ten Cate, PhD, professeur de médecine, directeurdu Center for Research and Development of Education,University Medical Center Utrech, Dr Harm Peters, chefprofessoral du Dieter Scheffner Center for MedicalEducation, Charité – Universitätsmedizin Berlin, Allemagne

Dr Harm Peters, professeur et chef du Dieter Scheffner Centrefor Medical Education, Charité – Universtitätsmedizin Berlin,Allemagne

DE 13 H 30 À 15 H

SYMPOSIUM SUR LA RECHERCHE ENÉDUCATION : ÉVALUATION DESCOMPORTEMENTS PROFESSIONNELS DESENSEIGNANTS CLINICIENS


« COMPÉTENCE COLLECTIVE » : PARTAGER DESPOINTS DE VUE DÉCOULANT DE LA RECHERCHEEMPIRIQUE ET ÉLABORER DES STRATÉGIESD’EXPLORATION FUTURE

La compétence est une idée fort appréciée en éducationmédicale. Le concept de « compétence collective » arécemment été proposé comme un moyen de tenir comptedes aspects de la compétence ne pouvant pas se réduire àl’individu, mais découlant de systèmes sociaux ouorganisationnels. Ce symposium de recherche a pour but deraffiner le concept de compétence collective, d’envisager sesimplications en matière d’éducation médicale et de partagerdes stratégies pour élaborer un programme de recherche.L’animateur présentera la séance et facilitera la participationdu public. Chacun des trois conférenciers fera fond sur sonprogramme de recherche pour illustrer des dimensionsprécises de la compétence collective et démontrer commentdes méthodologies et orientations théoriques diverses offrentdes points de vue uniques. Après ces présentations, le publicet les panelistes amorceront une discussion concernant 1) lespossibilités et les limites de la compétence collective en tantque concept et 2) l’élaboration d’un programme de recherchepour affiner notre compréhension de l’éducation médicale etde son fonctionnement.

Animatrice : Lorelei Lingard, PhD, professeure et directrice,Département de médecine et Centre pour la recherche etl’innovation en éducation, École Schulich de médecine et dedentisterie, Université Western

Conférenciers :

1er conférencier : Mark Goldszmidt, professeur agrégé etdirecteur, Département de médecine et Centre pour larecherche et l’innovation en éducation, École Schulich demédecine et de dentisterie, Université Western

2e conférencier : Stella Ng, professeur adjointe, Centre deformation professorale et Centre de formation en soinsambulatoires, Université de Toronto

3e conférencier : Wael Haddara, professeur agrégé,Département de médecine et Centre pour la recherche etl’innovation en éducation, École Schulich de médecine et dedentisterie, Université Western

Symposium sur l’innovation en éducation médicale (IE)et Symposium sur la recherche en éducation (RE)


DE 15 H 30 À 17 H

OPTIMISER L’UTILISATION DES RESSOURCESHUMAINES EN SANTÉ : LA VOIX DE L’AVENIR!


Présidente : Constance LeBlanc, v.-p., Éducation, AFMC

Présentateurs : Jesse Kancir, président, Fédération desétudiants et des étudiantes en médecine du Canada,Valérie Martel, présidente, Fédération médicale étudiantedu Québec, Jennifer Meloche, présidente, Association

canadienne des médecins résidents, Joseph Dahine,président, Fédération des médecins résidents du Québec.

Les étudiants en médecine et les médecins résidents del’ensemble du Canada ont fait des ressources humainesen santé le thème du Forum des apprenants de cetteannée. Des présentations réalisées par les quatreorganisations nationales d’étudiants en médecine et derésidents permettront de documenter l’ampleur de cettequestion à l’échelle nationale, de poser des questions etde proposer des solutions suscitant des discussionsanimées. Venez vous familiariser avec le thème du Forumdes apprenants de cette année et favoriser les partenariatsen vue d’aborder cet important dossier.


Forum des apprenants de l’AFMC

FORUM DES APPRENANTS DE L’AFMC


COLLOQUES DE LA OTTAWA CONFERENCE

69

Colloques de la Ottawa ConferenceLE DIMANCHE 27 AVRIL

DE 10 H 30 À MIDI

OTT SA-1

NBME Stemmler Grants: Demonstrating Excellencein Assessment and Evaluation

Fairmont Château Laurier, rez-de-chaussée, salle Laurier

Organised by National Board of Medical Examiners(NBME)

Présentateurs :

Dr Kevin Eva, University of British Columbia, Canada

Dr Larry Gruppen, University of Michigan, USA

Dr Maxine Papadakis, UCSF School of Medicine, USA

Dr David B Swanson, NBME (Moderator)

2015 marks the 100th anniversary of the NBME. Themission of the NBME is improving healthcare around theworld through assessment and that mission supportsdirectly the theme of the 2014 Ottawa Conference,“Transforming Healthcare through Excellence inAssessment and Evaluation”.

One mechanism the NBME uses to transform healthcarethrough excellence in assessment is the awarding of grantfunds to support research in assessment through theStemmler Fund. The goal of the Stemmler Fund is toprovide support for research or development ofinnovative assessment approaches that will enhance theevaluation of those preparing to, or continuing to,practice medicine. The symposium will highlight thework of three Stemmler recipients and consider theimpact their work has had on assessment and evaluationof medical professionals and suggestions for continuedresearch in assessment and evaluation.

OTT SA-2

Work Place Based Assessment in UK generalpractice – How do we build on our 5 yearexperience?


Présentateurs :

Dr Jane Mamelok, Dr Jill Edwards, Dr Simon Street(MRCGP core group for Workplace Based Assessment, UK)

There are changes happening in the NHS and in medicaleducation in the UK. Inevitably this has repercussions ingeneral practice. There are new clinical andadministrative responsibilities for GPs. Training forgeneral practice must now address an expandedcurriculum and that expansion is reflected in newdemands on the programme of assessment. Thesymposium will discuss issues including: (1) The qualitymanagement of the programme of workplace basedlearning and assessment in the UK since 2007; (2) Thedeveloping GP curriculum and the use of “blueprinting”in developing the assessments; (3) The changes in theassessment of psychomotor skills in general practice 4.The regulatory constraints on developments in theassessment programme.

DE 13 H 30 À 15 H

OTT SB-1

Validity Issues in Medical Education Assessment


Présentateurs :

Katharine Boursicot, Lee Kong Chian School of Medicine,Singapore

Richard Fuller, University of Leeds, UK

Marjan Govaerts, Maastricht University, Netherlands

Saskia Wools, CITO, Netherlands

Trudie Roberts, University of Leeds, UK (Chair)

The symposium brings medical education testing underscrutiny in relation to more modern argument-basedapproaches to validity. While the traditional psychometricdiscourse has been, and is still, dominant in medicaleducation assessment, there are growing concerns thatthere are limitations to this view, especially in the contextof newer assessment tools, such as workplace-basedassessments. It is our intention to highlight the wideroutlook provided by the unitary concept of validity, withits requirement to consider a range of differentfactors/evidence when making interpretations of testresults, especially in high-stakes situations. Thepresenters will provide an international perspective ofhow far the modern views of validity have impacted onmedical education testing.



70

OTT SB-2

The Non-Medical Expert Roles: MethodologicalChallenges to Assessment and Evaluation


Présentateurs :

Ayelet Kuper (Wilson Centre, Toronto, Canada), CynthiaWhitehead (University of Toronto, Canada), RachelEllaway (Northern Ontario School of Medicine, Canada)

Discussant: Brian Hodges (University of Toronto/WilsonCentre, Canada)

The widespread adoption of role-based competencyframeworks, such as CanMEDS, has highlighted theimportance of assessing physician roles (often called “non-Medical Expert” or “Intrinsic” roles) that go beyond theperformance of medical knowledge and technical skills.This symposium will provide a range of contrastingtheoretically-grounded non-psychometric perspectives thatchallenge concepts such as authenticity and identity thatare bound up with the non-Medical Expert roles. We willexplore novel approaches to the assessment of these rolesand the evaluation of the curricula that support them. Ouraim is to draw the audience into a robust and constructiveconversation about the assessment of the non-MedicalExpert roles in order to explore theoretical, methodologicaland practical directions for medical educators andresearchers to employ in their own practices.

DE 15 H 30 À 17 H

OTT SC-1

What is best practice in the selection of medicalstudents?


Présentateurs :

Professor Jennifer Cleland, University of Aberdeen, UK

Dr Sandra Nicholson, Barts and the London, UK

Prof Fiona Patterson, Cambridge University, UK

Dr Jonathan Dowell, University of Dundee, UK

Selection can be seen as the first assessment in themedical education and training pathway. Admission tomedical school has traditionally used educationalattainment as a primarily hurdle, increasingly inconjunction with aptitude test of some sort. Non-academic abilities are then usually considered byinterview and/or other sources such as personalstatements or even personality tests. However, these

approaches have been criticised heavily on the basis ofpoor reliability as well as dubious validity and it is alsoclear they are not infallible: with regulators concernedabout some of those entering medicine. And rarely is themajor influence of self-selection considered. Thissymposium will explore the question "What is bestpractice in the selection of medical students?” from anumber of angles including “evidential weight” andsupporting Widening Participation. Emerging selectiontools and their evidence-base will be reviewed, includingSituational Judgement tests and Multiple Mini Interviews.Finally, the view of the regulator will be considered.

OTT SC-2

Exploring Rater Cognition in Workplace-BasedAssessment from Three Different ResearchPerspectives


Présentateurs :

Eric Holmboe, American Board of Internal Medicine,Pennsylvania, USA

Andrea Gingerich, Northern Medical Program (UBCMedicine), BC, Canada

Jennifer Kogan, Perelman School of Medicine, Universityof Pennsylvania, USA

Peter Yeates, University of Manchester, United Kingdom

Marjan Govaerts, Maastricht University, Netherlands

Workplace-based assessments are an integral part of ourassessment systems. In efforts to improve the defensibilityof assessment decisions and our accountability to patientsafety, researchers have begun investigating raters’cognitive processes. Although a relatively new domain ofinquiry, there appear to be three distinct (though notexclusive) perspectives on rater cognition. One considersraters’ cognitive processing to be conscious andcontrollable, and seeks tangible training solutions. Asecond acknowledges the automatic and unavoidablelimitations of human cognition and will ultimately seek toprovide design solutions to minimize such weaknesses.The third casts the rater as a valuable source ofinformation whose expertise is squandered in currentpractices but could be harnessed in radically differentassessment approaches. This symposium features a groupof international rater cognition researchers representingthe current understanding of rater cognition. We see thissymposium as an important tool for stimulating adiscussion about prevailing assumptions and conceptualgaps as well as potential implications for improvingassessment.



71

LE LUNDI 28 AVRIL

DE 10 H 30 À MIDI

OTT SD-1

Faculty Development and Learner Assessment:The Missing Link


Présentateurs :

Yvonne Steinert, PhD, Centre for Medical Education,Faculty of Medicine, McGill University, Montreal, Canada

Beth-Ann M. Cummings, MD FRCPC MSc (HealthProfessions Education), Assistant Professor, Department ofMedicine & Member, Centre for Medical Education

Robert Sternszus, MDCM FRCPC, Academic PediatricFellow, Department of Pediatrics and Member, Centre forMedical Education

The assessment of learners at all levels of the educationalcontinuum is the focus of much debate and research, asare specific aspects of assessment including standardsetting, psychometric properties of assessment methods,and the value of an assessment program. However, therole of clinical teachers in assessing students andresidents, and the need to prepare faculty members toobserve critically, question effectively, and judgeappropriately, is often neglected. The goal of thissymposium is to highlight the role that facultydevelopment can play in promoting reliable, valid, andfair learner assessments. The symposium will highlightcommon approaches to preparing faculty for their role asassessors as well as the proposed content of a facultydevelopment curriculum that includes the goals andprinciples of learner assessment, an overview of diverseassessment methods (including their strengths andlimitations), standard setting and ‘inter-rater’ reliability,and the role of contextual factors in assessment. It hasbeen said that the lack of agreement among facultymembers – and the difficulty of assessing learners in ameaningful way – is a threat to the reliability and validityof decisions made about learner competence. The goal ofthis symposium is to address how faculty developmentcan help to overcome this challenge.

OTT SD-2

What is Excellence in Assessment?


Présentateurs :

Trudie Roberts, MBChB, PhD, University of Leeds, UK

David Wilkinson, MD, PhD, Macquarie University,Australia

Ronald Harden, OBE, MD, AMEE, UK

There is increasing acceptance of the need to recognise,alongside excellence in research in medical schools,international excellence in education. The symposiumexamines the concept of excellence in education, inparticular excellence in assessment. The ASPIREprogramme was established to go beyond the traditionalaccreditation process and to recognise that the educationprogramme in a medical school can be subjected to peerreview against an agreed set of standards or benchmarksthat identify world-class excellence in education. Thecriteria for excellence in assessment established by aninternational panel as part of the ASPIRE initiative will beexplored. The ASPIRE initiative encourages and promotesoutstanding performance and excellence in educationand recognises that the characteristics of excellence willvary according to local contexts.

DE 13 H 30 À 15 H

OTT SE-1

Bridging the Gap: How Medical Education andMeasurement Science can Better Collaborate toMeet Growing and Broadening Assessment Needs


Présentateurs :

André F. De Champlain, PhD, Medical Council of Canada

Kevin Eva, PhD, University of British Columbia, Canada

Brownell Anderson, MEd, National Board of MedicalExaminers, USA

Professor Dame Lesley Southgate, DBE, FRCP, FRCGP, StGeorge's Hospital Medical School, UK

Ian Bowmer, MD, FRCPC, Medical Council of Canada(Discussant)

A widened perspective on assessment has been advocatedto better meet the systemic nature of medical education.The aim of this symposium is to outline how measurementscientists and medical educators can better collaborate to

meet this desire. The symposium will start with a focus onpast successful collaborative models between measurementscience and medical education that might serve as aplatform for moving forward. Issues that will then beaddressed are: (1) Overcoming the UnintendedConsequences of Competency-based Assessment – AMedical School Perspective; (2) Integrating AssessmentData and Educational Experiences Across the Continuum;(3) Workplace Assessment: Has Measurement KilledJudgement?

OTT SE-2

Medical Schools Council (MSC) assessmentinitiatives


Présentateurs :

Prof Val Wass, Keele University, UK (Chair)

Dr Katie Petty-Saphon, Medical Schools Council, UK

Veronica Davids, UK

Prof Simon Maxwell, University of Edinburgh, UK

Siobhan Fitzpatrick, UK

Prof Fiona Patterson, Work Psychology Group, UK

All 33 UK Medical Schools have formed an AssessmentAlliance, working together to share good practice andresources and address issues of clinical competencystandards. Individual medical school examinations aremaintained, monitored by their regulator the GeneralMedical Council. This symposium opens for discussion thechallenges of shared test formats and compatibility ofstandards across this National initiative. The symposiumincludes: (1) Scene setting for those not familiar with UKprocesses; Role of the MSC/MSC-AA and its relation to theregulator; Academic freedom of medical schools vs. externalaccountability to stakeholders; Pros and cons of a nationalexamination/need for comparability between schools. (2)The development and utility of a shared question bank:History and buy- in by schools; Development of goodpractice in assessment; IT issues; Practical issues

Comparison of passing standards using Rasch modeling:Conceptual issues; Application and initial results. (3) Thedevelopment and utility of a national prescribing skillsassessment: The problem of prescribing errors; Prescribingin relation to pharmacology and therapeutics; Experiencewith pilot online national assessments. (4) The place ofSituational Judgements Tests for entry into residency (UKFoundation Programme): Lessons from industry andselection into general practice; Identification of the keyroles of F1 doctors; Applicability to F1 selection;Experience with the SJT in selection .

DE 15 H 30 À 17 H

OTT SF-1

Multisource Feedback: Its controversies andchallenges in providing feedback to practicingphysicians


Présentateurs :

Jocelyn Lockyer PhD, University of Calgary, Canada

Joan Sargeant PhD, Dalhousie University, Halifax, NovaScotia, Canada

John Campbell MBBS, University of Exeter MedicalSchool, Exeter, UK

Marianne Xhignesse MD, University of Sherbrooke,Sherbrooke, PQ, Canada

Karen Mann PhD, Dalhousie University, Halifax, NovaScotia, Canada

Multisource feedback (MSF) is increasingly being used aspart of revalidation to assess physician performanceacross a range of competencies with particular emphasison collaboration, communication, and professionalism.Both quantitative and qualitative data maybe collected.Feedback from medical colleagues, co-workers (e.g.,nurses, pharmacists, technicians), and patients areaggregated and form the basis of the data. MSFapproaches have been extensively examined for evidenceof validity, reliability, feasibility, acceptability,equivalence, and educational/catalytic effect. Thisresearch has identified areas of concern and opportunitiesto enhance the potential of MSF to support physicianlearning and change. Four questions emerging from theliterature will direct this symposia: (1) Rater selection.What is the optimal approach to selecting raters? Shouldthe physician select the professionals who assess his/hercompetence? (2) Data presentation. How are MSF dataoptimally presented to participating physicians? What isthe value in collecting qualitative data? (3) Feedbackdelivery and action plan development. What are theoptimal approaches to feedback delivery? (4) Coachingand mentoring. What potential benefits would ‘coaching’with a certified coach offer to the MSF process?



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OTT SF-2

Some Promise and Pitfalls of Clinical ReasoningAssessment: A Critical Examination of the ScriptConcordance Test


Présentateurs :

Dr. Matthew Lineberry, Assistant Professor of MedicalEducation, University of Illinois at Chicago

Dr. Clare Kreiter, Professor of Family Medicine, Universityof Iowa

Dr. Georges Bordage, Professor of Medical Education,University of Illinois at Chicago

Dr. Jack Boulet, Associate Vice President, Foundation forAdvancement of International Medical Education andResearch (FAIMER) (Discussant)

Sound diagnostic reasoning during clinical encounters isa key competency of the effective clinician. However, theinherent complexity of such reasoning makes itchallenging to assess, either for formative or summativepurposes. In this session, we discuss one type of clinicalreasoning assessment, the Script Concordance Test (SCTs).Two recently-published reviews on SCTs’ psychometricproperties have claimed that the methodology generallyproduces reliable and valid assessments of clinicalreasoning, and that such tests may soon be suitable forhigh-stakes testing. Through a review of published SCTreports and a re-analysis of a previously-published SCTreport, we have identified three critical threats to thevalid interpretation and use of SCT scores which were notidentified in previous reviews. These threats consist oflogical inconsistencies in the scoring procedures,unexamined sources of measurement error, and constructconfounding with examinees’ response tendencies onLikert-type assessment items. This third issue risks biasagainst racial or ethnic groups with certain responsetendencies; it also makes the test susceptible to scoreinflation due to coached test-taking strategies. Ourresearch shows that examinees could drastically inflatetheir scores by never endorsing the two extreme scalepoints on the tests’ 5-point scale. Even examinees thatsimply endorse “0” for every item could still outperformmost examinees that responded as the test intended. Inthis symposium, we present our research on these validitythreats and seek to stimulate discussion of alternativemethodologies for assessment of clinical reasoningmoving forward.

LE MARDI 29 AVRIL

DE 8 H 30 À 10 H

OTT SG-1

Issues and Controversies in the Use of Portfoliosfor Assessment in Undergraduate and GraduateMedical Education


Présentateurs :

Dr. Kenneth Locke, Faculty of Medicine, University ofToronto, Toronto, ON, Canada

Dr. Anthony Donato, Reading Health System, Reading,PA, USA

Dr. Pippa Hall, Faculty of Medicine, University of Ottawa,Ottawa, ON, Canada

Dr. Margaret McKenzie, Cleveland Clinic Lerner College ofMedicine, Cleveland, OH, USA

Dr. Hedy Wald, Warren Alpert Medical School of BrownUniversity, Providence, RI, USA

Portfolios are increasingly used in health professionaleducation to complement, or in some cases replace, otherforms of competency assessment. In many cases, they areused solely to promote reflective practice skilldevelopment in learners; in others, portfolios play asignificant role in progress decisions. In this symposium,we will examine underlying theoretical principles, andexplore issues and dilemmas that can arise, when usingportfolios for formative and/or summative assessment. Indoing so, we will discuss assessment strategies in light ofSchuwirth and Van der Vleuten’s conceptual framework ofassessment tools as instruments of learning, withemphasis on systems of assessment for learning, ratherthan reliance on individual assessments of learning. Weaim to clarify and justify common elements of successfulportfolio assessment systems. Portfolio implementationstrategies and assessment systems within presenters’undergraduate and graduate medical educationprograms, with associated practical and institutionalissues, will serve as exemplars.



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OTT SG-2

Narrative description as evaluation data in healthprofessional education


Présentateurs :

Janice L. Hanson, PhD, EdS, University of ColoradoSchool of Medicine, Aurora, Colorado USA

Lindsey Lane, BM BCh, University of Colorado School ofMedicine, Aurora, Colorado, USA

TJ Jirasevijinda, MD, Weill Cornell Medical College, NewYork, New York, USA

Paul Hemmer, MD, Uniformed Services University of theHealth Sciences, Bethesda, MD, USA

Marjan Govaerts, PhD, Maastricht University, Netherlands

This symposium will confront the implicit assumption that“measurement” is preferable to “description” whenassessing and evaluating learners in medical education.Symposium presenters will discuss why written narrativedescriptions of learners’ performance provide a moreuseful and valid foundation for assessment andevaluation than ratings and scores from scales, checklistsand examinations. Presentations will address challengesof changing a culture of evaluation that has relied onnumbers for most evaluation data; methods for buildingshared understanding among faculty and learners;challenges of relying on narrative data when facultycome from different cultural backgrounds. Thesymposium will close with a summary of the group’sconversation about changing a program’s culture ofevaluation toward narrative description of learnerperformance.

PRÉSENTATIONS ORALES, PRÉSENTATIONS PAR AFFICHES ET ATELIERS


LES SAMEDI ET DIMANCHE 26-27 AVRIL 2014

DE 7 H 15 À 8 H 30Petit déjeunerCentre des congrès d’Ottawa, niveau 3, Canada 2 et 3 - salle des exposants

DE 8 H 30 À 10 HPlénière – Nouveaux principesd’enseignement, d’apprentissage etd’évaluationCentre des congrès d’Ottawa, niveau 3, salle duCanada 1Reportez-vous à la page : 62

DE 10 H À 10 H 30Pause-rafraîchissementsCentre des congrès d’Ottawa, niveau 3, salle du Canada 2 et 3 - salle des exposants

COLLOQUES

DE 10 H 30 À 12 H (Bloc A)

OTT-SA1 - NBME Stemmler Grants: DemonstratingExcellence in Assessment and EvaluationFairmont Château Laurier, rez-de-chaussée, salle Laurier Reportez-vous à la page : 69

OTT-SA2 - Work Place Based Assessment in UKGeneral PracticeFairmont Château Laurier, niveau inférieur, salleCanadian Reportez-vous à la page : 69

Symposium sur l’innovation en éducationCentre des congrès d’Ottawa, niveau 3, salle duCanada 1Reportez-vous à la page : 67

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DE 12 H À 13 HSéance d’orientation de la Ottawa Conferenceet de la CCEMCentre des congrès d’Ottawa, niveau 2, salle 215Reportez-vous à la page : 47

DE 16 H À 17 H 30Cérémonie d’ouverture et plénière –Conférence commémorative AFMC-AMS J.Wendell MacLeod : La transformation dessoins de santé par l’évaluationCentre des congrès d’Ottawa, niveau 3, salle duCanada 1Reportez-vous à la page : 61

DE 17 H 30 À 19 HRéception d’ouverture de la conférenceCentre des congrès d’Ottawa, niveau 3, salles du Canada 2 et 3Reportez-vous à la page : 48



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ATELIERSDE 10 H 30 À 12 H (Bloc A)

OTT-WA-1Critical Perspectives on Assessment throughSocially Accountable LensesCentre des congrès d’Ottawa, niveau 1, salle 101 Jeff Bachiu, Rachel Ellaway, Stacey Ritz, KathleenBeatty, Northern Ontario School of Medicine

OTT-WA-2Principles of Survey Design in HealthProfessions EducationCentre des congrès d’Ottawa, niveau 1, salle 103 Anthony R. Artino, Jr., Uniformed ServicesUniversity of the Health Sciences; Ingrid Philibert,Journal of Graduate Medical Education

OTT-WA-3Learn to love the validity argument: How toplan, collect and organize validity evidenceCentre des congrès d’Ottawa, niveau 1, salle 104 Rose Hatala, University of British Columbia; RyanBrydges, University of Toronto; David A Cook,Mayo Clinic

OTT-WA-4Introducing a practical guide to sequentialtesting: Educational & economic benefitsCentre des congrès d’Ottawa, niveau 1, salle 105 Richard Fuller, Godfrey Pell, Leeds Institute ofMedical Education, University of Leeds

OTT-WA-6Applying an evidence-based rubric to assessthe performance of educators: You be thejudge!Centre des congrès d’Ottawa, niveau 1, salle 107 Maryellen Gusic, Indiana University School ofMedicine; Brian Mavis, Michigan State UniversityCollege of Human Medicine; Thomas Viggiano,Mayo Medical School

OTT-WA-7How best to respond where doctors intraining face problems with professionalismCentre des congrès d’Ottawa, niveau 1, salle 108 Richard B Hays, Bond University; Roger PWorthington, Yale University

CCME-WA-1Curious George MD: Promoting curiosity inmedical educationWestin Ottawa, niveau Executive / Lower, salle Maple Yvonne Steinert, Robert Sternszus, McGillUniversity

CCME-WA-2Est-ce qu’aller trop vite finit par vous ralentir? Les promesses décevantes du «multi-tâche».Westin Ottawa, niveau 4, salles Newfoundland NovaScotia Frédéric Bernier, Daniel Gladu, Université deSherbrooke

CCME-WA-3Indigenous health values and principles: theirimplications for medical educationWestin Ottawa, niveau Executive / Lower, salle Oak Barry Lavallée, University of Manitoba; CarrieBourassa, University of Saskatchewan; ThomasDignan, Danielle Fréchette, The Royal College ofPhysicians and Surgeons of Canada

CCME-WA-4Medical Students with Lapses inProfessionalism: Developing EffectiveApproaches to RemediationWestin Ottawa, niveau 3, salle Ontario Deborah Danoff, Deborah Ziring, AnnaByszewski, University of Ottawa

CCME-WA-5Winter is Coming: The Unmatched Student -Challenges and OpportunitiesWestin Ottawa, niveau 4, salle Provinces 1 Michael Rieder, Gary Tithecott, Robert Stein,University of Western Ontario, Sal Spadafora,University of Toronto, Cornelia VanIneveld,University of Manitoba

CCME-WA-6The Power of words: Assessing the depth ofreflection in learner narratives and creating aculture of reflective practiceWestin Ottawa, niveau 4, salle Provinces 2 TJ Jirasevijinda, Weill Cornell Medical College;Janice Hanson, Univeristy of Colorado School ofMedicine

CCME-WA-7Revisions Recommended: Best Practices forWriting Effective ReviewsWestin Ottawa, niveau 4, salle Quebec David Sklar, University of New Mexico; Mary BethDeVilbiss, Jennifer Campi, Association ofAmerican Medical Colleges

https://www.proreg.ca/events/ccme/abstracts_2014/schedule_abs.php?id=98081































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PRÉSENTATIONS ORALESDE 10 H 30 À 12 H (Bloc A)

ÉVALUATION DE LA PLANIFICATION (BLOC A1)

Animateur : John Patterson Centre des congrès d’Ottawa, niveau 2, salle 201

OTT-OA1-1Towards nationwide, collaborative assessmentof medical student learning outcomes inAustraliaDavid Wilkinson, Macquarie University

OTT-OA1-2Programmatic longitudinal integratedassessment in a Longitudinal IntegratedClerkshipDenese Playford, The University of WesternAustralia

OTT-OA1-4Blueprinting assessment to enhanceconstructive alignmentJosephine Boland, Yvonne Finn, RosemaryGeoghegan, National University of Ireland Galway

OTT-OA1-5Putting the pieces together to create adefensible blueprint: A subject matterexpert-based processClaire Touchie, Andrea Gotzmann, CindyStreefkerk, Andre De Champlain, Medical Councilof Canada

L’EXAMINATEUR (BLOC A2)

Animateur : Joel LanphearCentre des congrès d’Ottawa, niveau 2, salle 202

OTT-OA2-1Recognising the responsibility of seniorclinicians in assessmentDavid CM Taylor, University of Liverpool

OTT-OA2-2Is there consistency of judgement betweenexaminers in performance-based assessment?A case study in medical educationAmy (Wai Yee) Wong, The University ofQueensland

OTT-OA2-3Trainers’ Understanding and Application ofAssessment in Training ProgrammesHelen M Goodyear, Health Education WestMidlands; Taruna Bindal, Alexandra Hospital;David Wall, University of Dundee

OTT-OA2-4Theatrical dove or hawkish wassock? Theconsistency of examiner behaviour in anational postgraduate clinical examinationRichard Wakeford, University of Cambridge

OTT-OA2-5Rating Demands and the Impact on RaterPerformance and Behavior: A Mixed MethodsStudyWalter Tavares, Shiphra Ginsburg, University ofToronto; Kevin Eva, University of British Columbia

OTT-OA2-6Complexities in multidisciplinary assessment:Whose variance matters?Rachel Fisher, Lily HP Nguyen, Ilana Bank,Meredith Young, McGill University

ÉVALUATION DES PROGRÈS (BLOC A3)

Animateur : Sebastian SchbertCentre des congrès d’Ottawa, niveau 2, salle 203

OTT-OA3-1Development of guidelines forimplementation of an international progresstest collaborationCF Collares, Maastricht University, Faculty ofMedicine, Health and Life Scien; LWT Schuwirth,Flinders University School of Medicine; ZMNouns, Charité–Universitätsmedizin Berlin; AFreeman, University of Exeter Medical School; LCoombes, Plymouth University Peninsula Schoolsof Medicine and Dentistry.; J Jünger,Medizinischen Fakultät Heidelberg

OTT-OA3-2Moving mountains in medical curriculum:Two-years’ experience with progress testViktor Riklefs, Raushan Dosmagambetova,Karaganda State Medical University


































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OTT-OA3-3Growth models and progress tests: A happymarriage?Chris Ricketts, Lee Coombes, Plymouth University;Adrian Freeman, University of Exeter

OTT-OA3-4Progress Testing: An innovative approach toassessment of competency-based milestonesin clinical skillsLauren Block, R. Ellen Pearlman, Judith Brenner,Joseph Weiner, Alice Fornari, Marie Barilla-Labarca, Hofstra North Shore-LIJ School ofMedicine

OTT-OA3-5Can an OSCE be used as a progress test?Debra Pugh, Claire Touchie, Susan Humphrey-Murto, Timothy J. Wood, University of Ottawa

OTT-OA3-6Progress Testing and Rasch ModellingVernon Mogol, Steven Lillis, Warwick Bagg ,University of Auckland; Lee Coombes, Universityof Plymouth; Adrian Freeman, University ofExeter

TECHNOLOGIE ET ÉVALUATION (BLOC A4)

Animateur : à déterminerCentre des congrès d’Ottawa, niveau 2, salle 204

OTT-OA4-1Point-of-view High Definition VideoAssessment: The Future of Technical SkillsTrainingD Leslie, Morriston Hospital; M Oliver, M RStacey, University Hospital of Wales

OTT-OA4-2The Use of Student Response System in HighStakes Examinations - A Feasibility StudyKalyani Premkumar, Cyril Coupal, University ofSaskatchewan

OTT-OA4-3Using Tablets for Written and OSCE Exams:Principles and ExperiencesJörn Heid, Konstantin Brass, Achim Hochlehnert,Andreas Möltner, Jobst-Hendrik Schulz, JanaJünger, Heidelberg University

OTT-OA4-4Contrasting three automated scoringapproaches for Bilingual Medical LicensingExaminationSyed Muhammad F Latifi, Mark J. Gierl,University of Alberta; André-Philippe Boulais,André De Champlain, Medical Council of Canada

OTT-OA4-5Going paperless? Issues in converting asurgical assessment tool to an electronicversionNancy Dudek, Steven Papp, Wade Gofton,University of Ottawa

OTT-OA4-6Incorporating an external assessmentprogram into the educational continuum: TheARDMS/WINFOCUS cardiac ultrasound pilotElizabeth Langston, Ellen Julian, ARDMS; R.Eugene Zierler, University of Washington;Gabriele Via, Enrico Storti, WINFOCUS

PATIENTS SIMULÉS/STANDARDISÉS (BLOC A5)

Animateur : John Shatzer Centre des congrès d’Ottawa, niveau 2, salle 205

OTT-OA5-1Capturing Communication Skills: Creating anonline self-guided module for teachingcommunication skills to Standardized PatientsCarrie K Bernat, Stacie L Buckler, University ofMichigan Medical School

OTT-OA5-2How to Evaluate the Role-play of SimulatedPatients: Development and Validation of aNew QuestionnaireS Kujumdshiev, University of Zurich; Ch Conrad,TOF Wagner, University of Frankfurt; M Zupanic,University Witten-Herdecke, M Fischer, Universityof Munich

OTT-OA5-3Use of an “exam readiness tool” to ensurequality of standardized/simulated patientperformance in high stakes objectivestructured clinical exams (OSCEs)Carol OByrne, Cathy Smith, John Pugsley,Pharmacy Examining Board of Canada




































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OTT-OA5-4Is it possible to train standardized patientsfor high stake OSCE in an hour?Rachmadya Nur Hidayah, Gandes Retno Rahayu,Yoyo Suhoyo, Mohammad Adrian Hasdianda,Faculty of Medicine, Universitas Gadjah Mada

OTT-OA5-5An RCT comparing simulated patients tousual learning in the acquisition by medicalstudents of musculoskeletal examination skillsJames Parle, Jacqueline Beavan, Celia Taylor,University of Birmingham, Edward Davis, RoyalOrthopaedic Hospital

ECOS 1 (BLOC A6)

Animatrice: Lisa AltshulerCentre des congrès d’Ottawa, niveau 2, salle 206

OTT-OA6-1“Give us the OSCE” – attitudes andperceptions of year 1 and 2 medical studentstowards a new integrated formative OSCEDS Furmedge, University College London MedicalSchool; LJ Smith, V Balakrishnan, A Sturrock, UCLMedical School

OTT-OA6-2A Palliative Care OSCE for Medical StudentAssessmentAndrew Putnam, Michael Green, Margaret Bia,Matthew Ellman, Yale University School ofMedicine, Carol Pfeiffer, University of ConnecticutSchool of Medicine

OTT-OA6-3Feasibility and validity evidence using asimulation-based OSCE to assess readiness forindependent practice in Pediatric Critical CaretraineesBriseida Mema, Afrothite Kotsakis, Hospital forSick Children; Yoon Soo Park, University of Illinoisat Chicago; Anna Theresa Lobos, Hilary Writer,University of Ottawa

OTT-OA6-4Continued Validation of the O-SCORE (OttawaSurgical Competency Operating RoomEvaluation): Use in the simulatedenvironmentMatt MacEwan, Wade Gofton, Dudek Nancy, TimWood, University of Ottawa

OTT-OA6-5An indigneous OSCE: Do we need it?Suzanne Pitama, Tania Huria, Cameron Lacey,University of Otago

CARACTÉRISTIQUES ET SÉLECTION DESÉTUDIANTS (BLOC A7)


OTT-OA7-1Hot or Not: The Effects of PhysicalAttractiveness on Rater Decisions inAdmissionsKulamakan Kulasegaram, Lindsay Jackowetz, MarkHanson, Nicole Woods, University of Toronto, LisaDeBruine, University of Glasgow; Daniel Krupp,Queen’s University

OTT-OA7-2Ethnicity and social background as predictorsof successful application for medical schoolKaren M Stegers-Jager, Erasmus MC; Susanna MLucieer, Erasmus MC; Axel PN Themmen, ErasmusMC

OTT-OA7-3Characters of medical school applicants: Whatdo they report and does it influenceselection?Steven Churchill, Ben Holden, Sam Meadows,Kathryn Graves, Isabelle Pierry, Philip Chan,University of Sheffield

OTT-OA7-4The Development of the Cambridge PersonalStyles Questionnaire (CPSQ)Lyn Dale, Cambridge Assessment

OTT-OA7-5Academic performance of cognitive versusnon-cognitive selected studentsSusanna M. Lucieer, Karen M. Stegers-Jager,Erasmus MC, Axel P.N. Themmen, Remy M.J.P.Rikers, Erasmus University Rotterdam


































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OTT-OA7-6Assessing selection for healthcare training:Finding the best starting pointElana Curtis, Erena Wikaire, Papaarangi Reid,Robert Loto, Yannan Jiang, Louise McMillan,University of Auckland

RÉTROACTION AU NIVEAU PRÉDOCTORAL 1(BLOC A8)

Animateur : Matthew GweeCentre des congrès d’Ottawa, niveau 2, salle 208

OTT-OA8-2Why do students not make more use offeedback after summative assessment?Christopher Harrison, Val Wass, Keele University;Karen Könings, Cees van der Vleuten, MaastrichtUniversity; Lambert Schuwirth, Flinders University

OTT-OA8-3Student responsibility for seeking feedbackJR Rudland, TJ Wilkinson, M Meeks, P Blyth, J Swan, University of Otago

OTT-OA8-4Feedback in the OSCE, do examineesremember?Marika Mihok, Debra Pugh, Claire Touchie,Timothy J Wood, Samantha Halman, SusanHumphrey-Murto, University of Ottawa

ÉVALUATION FONDÉE SUR LES COMPÉTENCES 1 (BLOC A9)

Animatrice : Sandra CarrCentre des congrès d’Ottawa, niveau 1, salle 102

OTT-OA9-1Evaluation of Competence: Interface betweenpsychiatrists and general practice physiciansIzabel Cristina Coelho, Giseli Cipriano Rodacoski,Anna Beatriz Naumes, Faculdades PequenoPrincipe

OTT-OA9-2The Competency-Based Achievement System(CBAS): Trustworthy assessment of residentprogress to competencyMichel Donoff, Shelley Ross, Paul Humphries,Shirley Schipper, University of Alberta

OTT-OA9-3Pan-Canadian Practice Ready Assessment forInternational Medical Graduate Physicians: Acompetency-based assessment for provisionallicensure in family medicineCindy Streefkerk, Lauren Copp, Sydney Smee,André De Champlain, Medical Council of Canada;Timothy Allen, Dan Faulkner, College of FamilyPhysicians of Canada

OTT-OA9-4Delivering the leadership curriculum using amandatory assessment for learningLindsay Hadley, David Black, Clare Penlington,Patrick Marshall, Health Education Kent Surreyand Sussex

OTT-OA9-5Health Advocate: The impact of ourunderlying assumptions on assessment of thisroleMaria M Hubinette, Sarah Dobson, Angela Towle,University of British Columbia; CynthiaWhitehead, University of Toronto

OTT-OA9-6What Knowledge, Skills, and Attitudes DoPhysicians Judge to Be Important for EntryInto Supervised and Unsupervised Practice?Andrea Gotzmann, André F. De Champlain, ClaireTouchie, Medical Council of Canada; John R.Boulet, Educational Commission for ForeignMedical Graduates



























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INNOVATION EN ÉDUCATION – ADMISSIONS(BLOC A1)


CCME-OA1-1Greater Inclusiveness in Medical SchoolAdmissions: A Local Data Driven, Evidence-Informed, Diversity-Related Model forProgram DevelopmentKatharine Fischer, Meredith Young, SaleemRazack, McGill University; Mark Hanson, DavidMcKnight, University of Toronto Lara Varpio,Uniformed Services University; Steve Slade, TheAssociation of Faculties of Medicine of Canada;

CCME-OA1-2Asclepius Medical Camp for Youth:Addressing Socioeconomic Disparities inMedical School AdmissionsKerry Wong, Phillip Quon, Sonya Englert, SuqingLi, Sheny Khera, University of Alberta

CCME-OA1-3Five Years Later: Indigenous MedicalCurricula, Student Admissions and Support inCanadaDarlene Kitty, Indigenous Physicians Associationof Canada

CCME-OA1-4Decolonizing the Academy: Reflections onthe Creation of an Office of IndigenousMedical EducationLisa Richardson, Lisa Richardson, Rochelle Allan,Jason Pennington, Mark Hanson, University ofToronto

CCME-OA1-5Community Partnership: Developing VirtualCases to Improve Health Outcomes ofIndigenous PeoplesJoseph Anthony, Gurdeep Parhar, Anita Parhar,Michael Lee, Sue Murphy, Sarah de Leeuw,University of Northern British Columbia

INNOVATION EN ÉDUCATION – EIP (BLOC A2)


CCME-OA2-1Perceptions of Interprofessionalism in HealthProfessional Students Participating inCardiovascular Risk Reduction InitiativeErica Tsang, Christopher Cheung, ToddSakakibara, University of British Columbia

CCME-OA2-2Training Together to Care Together: TheDesign and Implementation of anInterprofessional Education (IPE) Ward forMedical, Nursing and Allied Health LearnersKarl Stobbe, Allison Brown, Bonny Jung,McMaster University; Dawn Prentice, KarynTaplay, Brock University - Department of Nursing;Carolyn Triemstra, Niagara College - School ofAllied Health, Andrea Delrue, McMasterUniversity

CCME-OA2-3Developing an interprofessional curriculumacross 16 health-related programsJudith Scott, Conor Gilligan, Wayne Jeffree,University of Newcastle

CCME-OA2-4The Perfect Match: The Pairing of a Medicaland Pharmacy StudentPatricia Gerber, Anita Parhar, Gurdeep Parhar,University of British Columbia

CCME-OA2-5A Novel Health Care Professional-ShadowingInitiative for Senior Medical StudentsDaniel Shafran, Mark Bonta, Lisa Richardson,University of Toronto

CCME-OA2-6Shared competencies: adding complementaryand alternative medicine (CAM) learningobjectives to an undergraduateInterprofessional education (IPE) courseSunita Vohra, Anastasia Kutt, University of Alberta




































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INNOVATION EN ÉDUCATION – EMC (BLOC A3)


CCME-OA3-1Teaching senior medical students and generalpractitioner teachers on the topic of obesity:evaluation of a specific training eventJohn KF Wong, Kathleen Leedham-Green, YukoTakeda, Janice Rymer, Ann Wylie, King’s CollegeLondon School of Medicine

CCME-OA3-2Construction of experiential knowledge onhealthy lifestyles for the development ofdoctors’ well-beingMarie-Françoise Mégie, Luc Laurin, MartinJuneau, Johanne Blais, Robert Béliveau, FrançoisCroteau, Lyne Champoux, Médecins francophonesdu Canada

CCME-OA3-3Managing third trimester patients in ruralcommunities: A novel ultrasound trainingprogramAndrea Keesey, Stephanie Ameyaw, AlexandraHatry, Brenna Lynn, Tandi Wilkinson, Universityof British Columbia

CCME-OA3-4The Pallium Learning Essential Approach inPalliative and End-of-Life Care (LEAP)Courses: Standardized Courseware fordifferent settings, specialties and disciplines.Dr. Srini Chary, University of Calgary; Dr. JosePereira, University of Ottawa; Dr. Kathryn DownerEdD, Dr. Gordon Giddings, Nathalie Gravelle,Pallium Canada

CCME-OA3-5“Not Quite Right” (NQR) Learning Videos:When Mediocrity may be Better ThanPerfection Dr. Jose Pereira, Dr. Michael Hartwick, Dr. PaulWheately-Price, Edgar Hernandez, University ofOttawa; Christine Welch RN, Dr. Tom Foreman,The Ottawa Hospital

CCME-OA3-6Multi-faceted approach to Developing andDelivering Family Physician Education on anUnperceived Learning Need: A Case Examplefrom Clinical GenomicsTunde Olatunbosun, Stephanie Ameyaw, BobBluman, Brenna Lynn, University of BritishColumbia

RECHERCHE – FORMATION PROFESSORALE (BLOC A4)


CCME-OA4-1Twitter and Medical Education Conference:Educational tool or a white noise backgroundchannel?Alireza Jalali, Timothy Wood, University of Ottawa

CCME-OA4-2Defining competence for faculty developersKaren Leslie, Maria Mylopoulos, Lindsay Baker,Danny Panisko, Barbara Stubbs, Betty Onyura,Stella Ng, University of Toronto, Allyn Walsh,Anne Wong, McMaster University

CCME-OA4-3Faculty Development Strategies for ImprovingPresentation Skills. Documenting impact ofinterventions. Elizabeth Wooster, OISE/University of Toronto;Douglas Wooster, University of Toronto

CCME-OA4-4What the Teachers Told Us – Results of aFaculty Development Needs AssessmentSurveySudha Koppula, Shelley Ross, University ofAlberta

CCME-OA4-5Accessing professional development activities:a survey of health sciences clinicians in theirteaching roleJulia Blitz, Susan van Schalkwyk, StellenboschUniversity

CCME-OA4-6How can clinician-educator training programsbe optimized to match clinician motivationsand concerns?Brendan McCullough, Gregory Marton,Christopher Ramnanan, University of Ottawa







































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RECHERCHE – SÉCURITÉ DES PATIENTS (BLOC A5)


CCME-OA5-1Sources of Medical Errors: A ComparisonBetween the 24-hour and 16-hour DutyLimitation Systems Sébastien Lachance, Carole Suzanne Richard,Jean-François Latulippe, Luc Valiquette, Universitéde Montréal; Gaétan Langlois, Université deSherbrooke; Yvan Douville, Université Laval;Gerald M Fried, McGill University

CCME-OA5-2Harnessing the Hidden Curriculum in PatientSafety Cheryl Holmes, Glenn Regehr, University of BritishColumbia

CCME-OA5-3Patient narratives to promote patient safetyawareness amongst junior doctors: Resultsfrom a randomised controlled trial to test apatient-led interventionVIKRAM JHA, Hannah Buckley, Rhian Gabe,Mona Kannan, Melville Colin, Naomi Quinton,Jools Symons, Zoe Thompson, John Wright, IanWatt, University of Liverpool;

CCME-OA5-4Student-led Development of Patient Safetyand Quality Improvement Medical CurriculumAishwarya Sundaram, Tracey Hillier, SandraCampbell, University of Alberta

CCME-OA5-5Case Review and Supervision on the ClinicalTeaching Unit: Understanding AttendingPhysicians’ Practices and the UnderlyingAssumptionsLisa Faden, Mark Goldszmidt, Lorelei Lingard,University of Western Ontario, Tim Dornan,Jeroen van Merrienboer, Maastricht University;

CCME-OA5-6Family medicine preceptors’ ways ofconceptualizing patient counseling Terese Stenfors-Hayes, Karolinska Institutet; IanScott, Isabeau iqbal, Joanna Bates, University ofBritish Columbia

RECHERCHE – PROFESSIONALISME (BLOC A6)


CCME-OA6-1Do medical students exhibitingunprofessional behaviour have structurallydifferent social networks? A pilot study.Rachel Isba, Joseph McAleer, Rachel Howarth,Lancaster Medical School

CCME-OA6-2Understanding nursing students’professionalism dilemmas through theirnarratives of most memorable experiences Charlotte Rees, Laura McDonald, University ofDundee; Lynn Monrouxe, Cardiff University

CCME-OA6-3Learning to Balance Privacy and Patient CareStella Ng, University of Toronto; Lorelei Lingard,University of Western Ontario

CCME-OA6-4Professionalism in Medicine and PhysicalTherapy: Brought or Taught? Sue Murphy, Gurdeep Parhar, Anita Parhar,University of British Columbia

CCME-OA6-5Teaching MD-Pharmaceutical interactions:Just say No?Jeannette Goguen, Elisa Hollenberg, NancyMcNaughton, Neil Shear, University of Toronto

CCME-OA6-6Cultural Reproduction Impedes SocialAccountabilityIain Robbe, Memorial University ofNewfoundland

RECHERCHE – NIVEAU PRÉDOCTORAL (BLOC A7)


CCME-OA7-1The influence of individual differences,expertise, and years in practice on diagnosticaccuracyMeredith Young, McGill University; JonathanSherbino, Scott Watter, Geoffrey Norman,McMaster University; Brian Rowe, University ofAlberta




































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CCME-OA7-2ComPsych: An educational program toimprove clinician competency incommunication about schizophrenia. Brian Kelly, Carmel Loughland, HarsimratSandhu, Hunter New England Health; MarinaVamos, Hunter New England Health; Sue Outram,University of Newcastle / Hunter New EnglandHealth

CCME-OA7-3Comparing Medical Student SummerResearch Programs in Medical Education and‘Traditional’ ResearchChristopher Ramnanan, Youjin Chang, GregoryMarton, Brendan McCullough, University ofOttawa

CCME-OA7-4Teaching and Learning Geriatric Medicine:How is the “Older CTU Patient” Discussed ByGeriatric and Non-Geriatric Specialist ClinicalTeachers During Case Presentation?Laura Diachun, Yin Hui, Mark Goldszmidth,Lorelei Lingard, University of Western Ontario

CCME-OA7-5Fostering Social Advocacy Through ClinicalExperience - An Evaluation of MedicalStudent Attitudes Towards HomelessPopulationsNasreen Ramji, Danielle Baribeau, WeymanKaren, University of Toronto

SÉANCES DE PRÉSENTATIOND’AFFICHES ANIMÉESToutes les séances de présentation d’affiches animées setiendront au Centre des congrès d’Ottawa, niveau 3, salles duCanada 2 et 3.

DE 10 H 30 À 12 H

POT-POURRI (SECTION B3)

Animateur : Trevor Gibbs

OTT-PB3-01Validation of a novel Problem Based Learningassessment toolEoghan McCarthy, Paula Heaphy, Annette Liston,Pat Murray, Suzanne Donnelly, University CollegeDublin

OTT-PB3-02Assessment of Problem Based Learning usinga ‘criterion referenced system’ for year-1medical students at RAK Medical & HealthSciences, a multicultural university in U.A.E.Anand Srinivasan, Saidunnisa Begum, RAKMedical & Health Sciences University

OTT-PB3-04Using QI Tools to Demonstrate QI Design,Selection and Implementation in aCommunityJoanne Laine-Gossin, Kimberly Lazare, AlanMonavvari, Harvey Blankenstein, North YorkGeneral Hospital and University of Toronto

OTT-PB3-05An Assessment Model to EnsureDoctorateness in a Ph.D. Health ProfessionsEducation QualificationM.M. Nel, Faculty of Health Sciences, Universityof the Free State

OTT-PB3-06Time frame as substitute for the perceivedquality of oral assessmentsJos M T Draaisma, Edith Janssen, Harry van Goor,Radboud University Medical Centre































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OTT-PB3-07Assessment in Paediatrics: the status quo andoptions for changeHannah Jacob, Caroline Fertleman, Institute ofChild Health, University College London

OTT-PB3-08Breastfeeding knowledge, confidence, beliefsand attitudes of Canadian PhysiciansCatherine M Pound, Kathryn Williams, ReneeGrenon, Mary Aplipay, Amy C Plint, Children’sHospital of Eastern Ontario

OTT-PB3-09The awareness of Baby Friendly HospitalInitiative by semester-10 students, prior tointernship trainingKyin Win, Ankur Barua, Davendralingam Sinniah,International Medical University, Malaysia

OTT-PB3-10Knowledge and Attitude of Medical Studentstowards Inter-professional CollaborationS M Tajdit Rahman, Md Sazid Rezwan, SirSalimullah Medical College

OTT-PB3-11A comprehensive evaluation framework foran interprofessional program: systematicallygetting to student assessmentSharla King, Mary Roduta Roberts, Ken Cor, HollisLai, University of Alberta

OTT-PB3-12Measuring Measures: Assessing outcomesused in program evaluations for patienteducation on mental health problems andaddictionDavid Wiljer, Andrew Johnson, Michael-JaneLevitan, Sandra Cunning, Ivan Silver, KarenMacCon, Centre for Addiction and Mental Health

OTT-PB3-13Measurement of the clinical learningenvironment in anaesthesiaNA Smith, Wollongong Hospital; DamianCastanelli, Monash Medical Centre

REVALIDATION/NIVEAU POSTDOCTORAL ETFORMATION CONTINUE (SECTION B7)

Animatrice : Lesley Southgate

OTT-PB7-01Quality management systems in PostgraduateMedical Education (PGME) – an AssociateDean’s roleKevin Kelleher, Health Education Kent Surrey &Sussex

OTT-PB7-02Development of a Tool to Guide Consistencyand Rigor in Resident ScholarshipRebecca Blanchard, Baystate Health/TuftsUniversity School of Medicine; Kevin Hinchey,Baystate Health/Tufts University School ofMedicine; Jeffrey LaRochelle,WRNMMC/Uniformed Services University of theHealth Sciences

OTT-PB7-03Indicators of those trainee doctors whorequire extended periods of trainingfollowing annual assessmentsCharlotte Rothwell, Durham University; JohnMcLachlan, Durham University; Jan Illing,Durham University; Simon Forrest, DurhamUniversity

OTT-PB7-04Large-scale assessment of visual diagnosticexpertise with volumetric datasets inpostgraduate radiology trainingA. van der Gijp, C.J. Ravesloot, Th. J. ten Cate,M.F. van der Schaaf, J.P.J. van Schaik, UniversityMedical Center Utrecht, M. Maas, AcademicMedical Center Amsterdam

OTT-PB7-05Does a review course improve performanceon structured oral examinations?Yvonne Ying, Timothy Wood, University of Ottawa

OTT-PB7-06Foundation doctors working at night: risksand benefits?Ross Coomber, Ipswich Hospital; Daniel Smith,Research and Analytics Manager; DanielMcGuiness, Royal Free Hospital; Emily Shao, WestMiddlesex Hospital; Ramawad Soobrah, EalingHospital; Andrew Frankel, London Deanery




































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OTT-PB7-07Assessment of Immediate Reaction toInstitutional Goal-Oriented LeadershipTraining for Chief ResidentsAnuradha Lele Mookerjee, Vijay Rajput, SusanCavanaugh, Cooper Medical School of RowanUniversity, Rajani Sharma, New York PresbyterianHospital - Columbia Medical Center; ShamitDesai, Albert Einstein Medical Center

OTT-PB7-08Value Added General Practice Training CourseKelly Thresher, Jonathan Rial, Wessex School ofGeneral Practice

OTT-PB7-09Evaluating Innovative Electronic CME forPhysicians: Actionable Nuggets™ onSkillScribeKaren M. Smith, Mary Ann McColl, Alice Aiken,Jay Joseph, Laura McDiarmid, Danielle Naumann,Queen’s University

OTT-PB7-10Written or Typed Note-Taking and the Effecton Memory Retention: Implications forElectronic Continuing Medical EducationDanielle N. Naumann, Karen M. Smith, LauraMcDiarmid, Queen’s University

OTT-PB7-11Assessing physicians’ performance in QuebecMonique Robert, Marc Billard, Thiffault Johanne,François Goulet, Collège des médecins du Québec

OTT-PB7-12Self Assessment items linked to journalarticles: A survey of rationale, structure andimpact in practiceDouglas L Wooster, University of Toronto;Elizabeth M Wooster, OISE/University of Toronto

ADMISSIONS (SECTIONS C17 ET D17)

Animateur : à déterminer

CCME-PD17-1Premedical Education and Career Outcomes: aForty-year PerspectiveDennis Pitt, Eve Purdy, Anthony Sanfilippo,Queen’s University, Amanda Williamson,University of Ottawa

CCME-PD17-3Learners and Locations Update: MemorialMedical Student Backgrounds, GraduatingClasses 2011-2016 Wanda Parsons, Janet McHugh, Janelle Hippe,James Rourke, Memorial University ofNewfoundland

CCME-PD17-4What’s your motivation? An examination ofmedical students’ enjoyment levels andmotivations behind the extracurricularactivities entered on their medical schoolapplicationCharlene Belozer, Shelley Ross, Sarah Forgie,University of Alberta

CCME-PC17-8Indigenous Student Matriculation at SchulichMedicineKathy Sadler, MaryAnn Kennard, JohnsonMarjorie, Charland David, Pamela Bere, MatthewWannan, Monica Bishop, Teresa Van Deven, LorneGula, Michael Rieder, University of WesternOntario

CCME-PC17-9A Student-Initiated MD/MBA Program at theUniversity of SaskatchewanAlexander Dyck, Corey Bacher, Adam McInnes,Barry Ziola, Greg Malin, University ofSaskatchewan































89

CCME-PC17-10From Pipeline to Practise: Promoting HealthEquity Values through Summer Institutes forStudents at the Faculty of Medicine,Memorial University of Newfoundland Carolyn Sturge Sparkes, Jill Allison, Michael Jong,Shree Mulay, Catherine Donovan, MemorialUniversity of Newfoundland

CCME-PC17-11Collaborative Physician Human ResourcePlanning in Nova Scotia: Modern SocialAccountability and Education Lessons LearnedAndrew Warren, Dalhousie University, PrestonSmith, David Gass, Lynda Campbell, Nova ScotiaDepartment of Health and Wellness

NIVEAU PRÉDOCTORAL (SECTION D9)


CCME-PD9-1The University of Alberta Global HealthProgram (GHP) – A platform for globalhealth training in medical schoolRabia Bana, Riley Davidson, Irfan Kherani,University of Alberta

CCME-PD9-3Evaluating the potential impact of globalhealth teaching in undergraduate medicaleducation: what are we teaching, what arestudents learning?Yuko Takeda, Ann Wylie, King’s College LondonSchool of Medicine

CCME-PD9-4Surgery 101 Studios: Teaching a GlobalOnline Audience Using Operative andProcedural VideoShivani Upadhyaya, Shannon Erichsen, JonathanWhite, University of Alberta; Justine McKinnon,Northern Alberta Institute of Technology ;Matthew Villeneuve, Northern Alberta Institute ofTechnology

CCME-PD9-5Learning around drug addicts in jail: anadvocacy program for medical studentsChi-Wei Lin, Tsuen-Chiuan Tsai, Cheuk-Kwan Sun,E-Da Hospital, I-Shou University

CCME-PD9-6The Internal Medicine LongitudinalEducational Experience (IMLEE)Tamryn K. Law, Tenneille T. Loo, VeraDounaevskaia, University of Toronto

CCME-PD9-7Anatomy and Point of Care Ultrasound(POCUS) In Undergraduate Medical EducationTenneille T. Loo, Catherine Nix, Josh Gleicher, SArora , A Sarmah, R McVeigh, Michael Wiley,Jonathan Ailon, Rajesh Gupta, University ofToronto

CCME-PD9-8Promoting Primary Care at U.S. MedicalSchools: American Medical StudentAssociation- Student Osteopathic MedicalAssociation Primary Care Leadership Institute Aliye Runyan, American Medical StudentAssociation; Elizabeth Wiley, University ofMaryland; Alice Chen, A.T. Still College ofOsteopathic Medicine; Alison Case, MichiganState University College of Human Medicine

CCME-PD9-9A modified Delphi approach to developprogram level objectives for anUndergraduate Medical Education Program.Andrea Davila-Cervantes, Hollis Lai, Tracey Hillier,University of Alberta

CCME-PD9-10The Professional Medical French ProgramJose Francois, Keleigh James, Ginette Poulin,University of Manitoba

CCME-PD9-11How to get gender into medical universitiesMargarethe Hochleitner, Heidi Siller, AngelikaBader, Innsbruck Medical University

ÉDUCATION MÉDICALE DÉCENTRALISÉE (SECTION D14)


CCME-PD14-1Vertical and Horizontal Integration ofCommunity-Based Education (CBE) in aMedical ProgrammePieter Nel, University of the Free State






































90

CCME-PD14-2Pediatric trauma, advocacy skills and medicalstudentsCarol Wang, Ioana Bratu, Melanie Lewis, DonaldVoaklander, Catherine Gladwin , University ofAlberta

CCME-PD14-3Impact of a regional distributed campus onmedical workforce developmentPaul Grand’Maison, Eve Reine Gagné, MaurilGaudreault, Université de Sherbrooke

CCME-PD14-4How is rural defined and used in Canada?Janelle Hippe, James Rourke, Memorial Universityof Newfoundland

CCME-PD14-5Learners and Locations Update: MemorialMedical Student Backgrounds andEducational Placements, graduating classes2011-2012 James Rourke, Janelle Hippe, Memorial Universityof Newfoundland

CCME-PD14-6Standardizing Education Administrative Datato Promote Longitudinal Studies inDistributed Medical Education ProgramsPeggy Alexiadis Brown, Tim Fedak, KathleenMacPherson, Silvane Paixao, Gregory Power,Preston Smith, John Steeves, Evelyn Sutton,Dalhousie University

CCME-PD14-7Using GIS technology for research andprogram evaluation at Dalhousie andMemorial: Lessons Learned Silvane Paixao, John Steeves, DalhousieUniversity, Janelle Hippe, Memorial University ofNewfoundland; James Rourke, MemorialUniversity of Newfoundland;

CCME-PD14-8Effect of improving the usability of an e-learning resource: a randomized trialM Razeen Davids, Usuf ME Chikte, StellenboschUniversity and Tygerberg Hospital; Mitchell LHalperin, University of Toronto

CCME-PD14-10Online learning preferences for pediatricundergraduate medical education: a pilotsurvey of Canadian clerkship studentsLaura Vogels, Aishwarya Sundaram, SandraCampbell, Peter Gill, Karen Forbes, Melanie Lewis,University of Alberta

CCME-PD14-11Evaluation of an eLearning module for aneffective well-baby visit using the RourkeBaby RecordLeslie Rourke, Anne Drover, Sarah Hann, DavidStokes, Katrin Zipperlen, Jacinta Reddigan, NorahDuggan, Denise Hickey, Memorial University ofNewfoundland

CCME-PD14-12Do Students Need to be Instructed bySpecialists vs. Generalists in a DistributedMedical Program to Achieve ClinicalCompetence?M. Clifford Fabian, George Pachev, Amil Shah,University of British Columbia

SÉCURITÉ DES PATIENTS (SECTION E11)


CCME-PE11-7Exploring University of Ottawa medicalstudents’ perceptions and experiences ofpatient safety and the culture of clinicallearning environments in third year clerkshipAmy Nakajima, Marina Straszak-Suri, Kim Pyra,Anika Suri, Morgan Jaffrelot, University of Ottawa

CCME-PE11-2Impact of a Course in Managing theOccurrence of Harm on Healthcare Workersand their WorkplaceNishan Sharma, University of Calgary; MargotHarvie, Health Quality Council of Alberta

CCME-PE11-3Development of a Parent Portal for theRourke Baby Record WebsiteLaura Butler, Dr. Leslie Rourke, Todd Pardy,Memorial University of Newfoundland

CCME-PE11-4What does best practice look like whenredeveloping quality guidelines? A case studyin radiation medicineHolly Donaldson, Australasian College forEmergency Medicine; John French, Jeff Cao,British Columbia Cancer Agency, Caitlin Gillan,Michael Milosevic, University of Toronto; CatarinaLam, Princess Margaret Cancer Centre, PeterDunscombe, University of Calgary










































91

CCME-PE11-5Patients en Éducation Médicale : UneProfession Mal NomméeClaudine Davidson, Isabelle Burnier, University ofOttawa

CCME-PE11-1The Edmonton Healthcare ImprovementNetwork: Empowering Future HealthcareProfessionals to Lead Quality Improvementand Patient Safety InitiativesRachel Flynn, Aishwarya Sundaram, JeremiahBolstad, Elliot Pittman, Jenny Shi, University ofAlberta

CCME-PE11-8The role of Universal Language in PatientCommunication and Instruction for the use ofthe Burn Survival Kit: A High-Tech Algorithmfor Low-Income CountriesM. Michiko Maruyama, Dr. Robin Evans, SamGilchrist, University of British Columbia

CCME-PE11-9Hospital survey on factors contributing topatient safety cultureShazia Babar, Iram Khursheed, Aga KhanUniversity; Babar Matin, Civil Hospital Karachi;Lubna Baig, King Saud Bin Abdul-Aziz Universityof Health Sciences; Syed Moyn Aly, Director,Medical Education Department, Taif University

CCME-PE11-11Clinical Care Pathways as Building Blocks forIntegrated Patient-Centred Care Plan: AScoping ReviewLeora Rabatach, Dr. Maria Santana, Dr. KentHecker, Dr. Peter Sargious, University of Calgary

CCME-PE11-12Integration of Quality Improvement andPatient Safety Education Into AppliedEvidence Based Medicine UndergraduateCurriculum: A Student PerspectiveAmanda Schouten, Fiona Clarke, Nishan Sharma,Ward Flemons, University of Calgary

CCME-PE11-13Investigating coping strategies and socialsupport among Canadian melanoma patients:A survey approachMelanie Kalbfleisch, Joyce Nyhof-Young,University of Toronto Annette Cyr, MelanomaNetwork of Canaca; Nancy Gregorio, PrincessMargaret Cancer Centre Ambulatory Clinics;

CCME-PE11-14What does patient-centredness mean topatients?Laura-Jane Smith, Alison Sturrock, UCL MedicalSchool

DE 12 H À 13 H 30Pause-repasCentre des congrès d’Ottawa, niveau 3, salles du Canada 2 et 3 - salle des exposants

COLLOQUES

DE 13 H 30 À 15 H (Bloc B)

OTT-SB1 - Validity Issues in Medical EducationAssessmentFairmont Château Laurier, rez-de-chaussée, salle Laurier Reportez-vous à la page : 69

OTT-SB2 - The Non-Medical Expert Roles:Methodological Challenges to Assessment andEvaluationFairmont Château Laurier, niveau inférieur, salleCanadian Reportez-vous à la page : 70

Symposium sur l’innovation en éducationCentre des congrès d’Ottawa, niveau 3, salle duCanada 1Reportez-vous à la page : 67



























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ATELIERS

DE 13 H 30 À 15 H (Bloc B)

OTT-WB-1Faculty Development Strategies Focused onAssessment: Not Boring!!Centre des congrès d’Ottawa, niveau 1, salle 101 Deborah Simpson, Aurora Health Care; LuAnn A.Wilkerson, David Geffen School of Medicine atUCLA; Janet P. Hafler, Yale School of Medicine

OTT-WB-2Assessing why trainees are struggling orfailingCentre des congrès d’Ottawa, niveau 1, salle 103 Alan Cook, Health Education South West;Davinder Sandhu, Health Education South West

OTT-WB-3SP assessment in a competency-based worldCentre des congrès d’Ottawa, niveau 1, salle 104 John Shatzer, Vanderbilt University School ofMedicine; Sally Santen, University of Michigan;Gail Furman, National Board of MedicalExaminers; Tony Errichetti, New York Institute ofTechnology

OTT-WB-4Social Accountability: a logical approach to itsassessmentCentre des congrès d’Ottawa, niveau 1, salle 105 Trevor Gibbs, AMEE; Charles Boelen, IndependantConsultant; Robert Woollard, University of BritishColumbia

OTT-WB-5Overcoming geographic barriers inperformance-based assessment: Remotestandardized patients (RSPs)Centre des congrès d’Ottawa, niveau 1, salle 106 Elizabeth Kachur, Medical EducationDevelopment; Erik Langenau, PhiladelphiaCollege of Osteopathic Medicine; JeanneSandella, National Board of Osteopathic MedicalExaminers; Chaoyan Dong, National University ofSingapore

OTT-WB-6Strategic Formative Feedback and Reflectionas the Foundation for Effective Learning in aCompetency-based CurriculumCentre des congrès d’Ottawa, niveau 1, salle 107 Sharon Krackov, Albany Medical College;Antoinette Peters, Harvard Medical School; HenryPohl, Albany Medical College; Joan Sargeant,Dalhousie University

OTT-WB-7Contextualising assessment in the basicmedical sciences: Designing appropriateassessment strategiesCentre des congrès d’Ottawa, niveau 1, salle 108 Dujeepa D. Samarasekera, Matthew C.E. Gwee,Chay Hoon Tan, National University of Singapore

CCME-WB-1Yes we want transformation, but do we reallyhave to change? Essential changemanagement skills for medical educatorsWestin Ottawa, niveau Executive / Lower, salle MapleDiane Gorsky, Marie Matte, Anne Weeden,Dalhousie University

CCME-WB-2Faculty Development to Support Applicationto Residency: What is an Effective ReferenceLetter for CaRMs and Who should be writingthem?Westin Ottawa, niveau 4, salle Newfoundland NovaScotiaLeslie Nickell, Glen Bandiera, Jana Bajcar, PamelaCoates, University of Toronto

CCME-WB-3Scenario Based Learning: blending feedbackmodalitiesWestin Ottawa, niveau Executive / Lower, salle OakDavid Topps, Sonya Lee, Nishan Sharma,University of Calgary, Rachel Ellaway, NorthernOntario School of Medicine; Luke Woodham, St George’s University, London




























93

CCME-WB-4L’implication de vrais patients en éducationmédicale, au-delà des recettes et desavantages pour les étudiants et l’institution :une question de responsabilité sociale?Regard sur la perspective du patient, lesbénéfices et les implications concrètes pourlui. Westin Ottawa, niveau 3, salle Ontario Marie-Paule Morin, Vincent Dumez, PhilippeKarazivan, Université de Montréal

CCME-WB-5Using Grounded Theory in Medical EducationResearchWestin Ottawa, niveau 4, salle Provinces 1 Chris Watling, University of Western Ontario

CCME-WB-6Making the Most of Orientation:Transitioning New Medical Students andManaging the Risks Associated WithTraditional Orientation ApproachesWestin Ottawa, niveau 4, salle QuebecGerry Cooper, Gary Tithecott, Pam Bere,University of Western Ontario; Rachel Ellaway,Laura Piccinin, Northern Ontario School ofMedicine


DE 13 H 30 À 15 H (Bloc B)

ÉVALUATION ET APPRENTISSAGE (BLOC B1)

Animatrice : Ewa Szumacher Centre des congrès d’Ottawa, niveau 2, salle 201

OTT-OB1-1Testing to change practice: Does testingfacilitate learning and practice change incontinuing medical education communities oflearning?Kevin Eva, University of British Columbia; HeatherArmson, University of Calgary; Stefanie Roder,Foundation for Medical Practice Education;Jacqueline Wakefield, McMaster University

OTT-OB1-2Impact of a change in assessment rubric onthe academic performance of first yearmedical students at the University of theWest Indies (UWI), BarbadosD Cohall, D Skeete, The University of the WestIndies

OTT-OB1-3Knows how, shows how, does? Assessing theimpact of facilitated small-group learning onGP trainees’ consultation skillsSelina Sawhney, Duncan Platt, AliceMavrogordato, Samantha Scallan, Kelly Thresher,Johnny Lyon-Maris, Wessex School of GeneralPractice, Wessex Deanery, UK

OTT-OB1-4Fostering Transformative Learning in a SocialPediatrics Research Summer StudentshipThrough Empowerment and AssessmentSusanna Talarico, Denis Daneman, AngelaPunnet, Tina Martimianakis, Hospital for SickChildren, University of Toronto, MohammedZubairi, University of Toronto; Tony Barozzino, StMichael’s Hospital, University of Toronto; TheWilson Centre, University of Toronto

OTT-OB1-5Why educators should be evaluating usingbehaviour-change models: A example inglobal healthLucie M T Byrne-Davis, Jo Hart, Chris Armitage,Ged J Byrne, University of Manchester

ÉVALUATION ET MODIFICATION DUPROGRAMME D’ÉTUDES (BLOC B2)

Animateur : Martin WohlinCentre des congrès d’Ottawa, niveau 2, salle 202

OTT-OB2-1Higher specialist scientist training: Trainingand assessing the leaders in clinical scienceSue Hill, Health Education England and NHSEngland; Shelley Heard, Graham Beastall, HealthEducation England; Maria Bussey, Royal Collegeof Surgeons; Winnie Wade, Royal College ofPhysicians; Jo Brinklow, Royal College ofPathologists



































94

OTT-OB2-2Links between the faculty undergraduateassessment and the new licensing SwissFederal Examination in Human Medicine(FEHM): A retrospective cohort studyBernard Cerutti, Elisabeth van Gessel, MauroSerafin, Nu Vu, University of Geneva

OTT-OB2-3Assessing Diversity Teaching in Medicine –Leave it to the Students!Pete Leftwick, Sian Alexander-White, University ofLiverpool

OTT-OB2-4Crossing boundaries: The potential forinnovative medical education models tochallenge traditional assessment practicesSusan Van Schalkwyk, Juanita Bezuidenhout,Hoffie Conradie, Norma Kok, Ben Van Heerden,Marietjie De Villiers, Stellenbosch University

OTT-OB2-5Cumulative Assessment Programme: A newformative assessment for undergraduates atDundee Medical SchoolVanessa J. Kay, Dundee Medical School

ÉVALUATION ÉCRITE 1 (BLOC B3)

Animateur : Carlos Fernando CollaresCentre des congrès d’Ottawa, niveau 2, salle 203

OTT-OB3-1Written assessments using key features casesto assess clinical decision-making, CanMEDSroles and competenceSusan Glover Takahashi, University of Toronto;Jodi Herold, University of Toronto; Tracy Dignum,College of Physical Therapists of British Columbia;Mary Clark, College of Occupational Therapists ofBritish Columbia; Chris Corbett, CSCW SystemsInc; Marla Nayer, University of Toronto

OTT-OB3-2Short answer questions based on KeyFeatures have higher discrimination indiceson a certification examination in familymedicineCarlos Brailovsky, College of Family Physicians ofCanada; Tim Allen, College of Family Physiciansof Canada; Kathy Lawrence, University ofSaskatchewan; Tom Crichton, Northern OntarioSchool of Medicine; Tom Laughlin, DalhousieUniversity; Theresa Van der Goes, University ofBritish Columbia

OTT-OB3-3Validity evidence for a key featuresexamination to assess clinical decision makingin the internal medicine clerkshipValerie J Lang, University of Rochester School ofMedicine and Dentistry; Kirk Bronander,University of Nevada; Heather Harrell, Universityof Florida; Regina Kovach, Southern IllinoisUniversity; Sandra Monteiro, McMasterUniversity; Georges Bordage, University of Illinoisat Chicago

OTT-OB3-4Creating plausible distractors in an itemgeneration frameworkHollis Lai, Mark Gierl, University of Alberta

OTT-OB3-5What matters: item-writing flaws or testcontent area? – A case study in clinicalanatomyMilton Severo, João Pais, Bruno Guimarães, AnaPovo, Artur Silva, Maria Amélia Ferreira,University of Porto Medical School

DIMENSIONS INTERNATIONALES 1 (BLOC B4)

Animatrice : Eline Dubois Centre des congrès d’Ottawa, niveau 2, salle 204

OTT-OB4-1Reforming the high stakes assessment ofinternational medical graduates in AustraliaDavid Prideaux, Geoff McColl, Tim Wilkinson, LizFarmer, Gordon Page, Expert Advisory Panel onAssessment
































95

OTT-OB4-2The Impact of a Transition Program forInternational Medical Graduates onCommunication and Clinical SkillsMarie Rocchi, Eric Wong, Shobhan Vachhrajani,Arthur Rothman, Murray Urowitz, Fok-Han Leung,Centre for the Evaluation of Health ProfessionalsEducated Abroad

OTT-OB4-3Development and implementation of aCanadian pre-bridging competency basedassessment for internationally educatedphysical therapistsSharon Switzer-McIntyre, University of Toronto;Barbara Norton, Bernadette Martin, University ofAlberta; Dianne Millette, Physiotherapy Alberta

OTT-OB4-5National Assessment Collaboration PracticeReady Assessment – Predictive Validity StudyAndré De Champlain, Fang Tian, Sirius Qin,Marguerite Roy, Medical Council of Canada

ÉVALUATION CLINIQUE 1 (BLOC B5)

Animatrice : Sydney SmeeCentre des congrès d’Ottawa, niveau 2, salle 205

OTT-OB5-1A clarification study of internal scalesclinicians use to assess undergraduatemedical studentsCatherine Hyde, Janet Lefroy, Simon Gay, SarahYardley, Robert McKinley, Keele University

OTT-OB5-2Clinical assessment of health professionalstudents – what are the systemic andindividual factors that influence assessment inhealthcare settings?Verona du Toit, Wendy Hu, Peter Zelas, Universityof Western Sydney; Lambert Schuwirth, FlindersUniversity; Andrea Bialocerkowski, GriffithUniversity

OTT-OB5-3Assessing medical students’ sensitiveexamination skills: What’s working - resultsof a Clinical Teaching Associate programNeil Sefton, Prof Richard Tuner, Dr Mona Loofs-Samorzewski, University of Tasmania

OTT-OB5-4Structured Long Interview and ClinicalExamination (SLICE) as a teaching tool inclinical clerkship by providing instantfeedbackRehan Ahmed Khan, Madiha Sajjad, MasoodAnwar, Islamic International Medical College

OTT-OB5-5The perceptions of final year students onObserved Long Case (OLC)Yokeleong Cheong, Hungloong Yip, Osman Ali,Royal College of Medicine Perak, Univ. KualaLumpur

ECOS 2 (BLOC B6)

Animatrice : Kathy BrotchieCentre des congrès d’Ottawa, niveau 2, salle 206

OTT-OB6-1Why do the sexes perform differently in ahigh stakes postgraduate examination?Lindsey Pope, University of Glasgow; AnneHawkridge, Stonehill Medical Centre; RobinSimpson, Defence Medical Services; RichardWakeford, University of Cambridge

OTT-OB6-2Enhancing the catalytic educational effect ofsummative assessments: use of skill-domainscoring and feedback for an M4 objectivestructured clinical examinationJoel Purkiss, Carrie Bernat, Sally Santen, CarenStalburg, Mary Ellen Hernandez, University ofMichigan Medical School


































OTT-OB6-3Benchmarking the attainment of clinicalcompetenceBunmi Malau-Aduli, James Cook University; Peta-Ann Teague, James Cook University; RichardTurner, University of Tasmania; Karen D’Souza,Deakin University; David Garne, Ian Wilson,University of Wollongong

OTT-OB6-4The impact of OSCE case information lengthon examiner markup behaviorMarguerite Roy, Caroline Marshall, MedicalCouncil of Canada

OTT-OB6-5Does rubric improve inter-raters’ agreementin a national OSCE?Gandes Retno Rahayu, Yoyo Suhoyo, RachmadyaNur Hidayah, Mohammad Adrian Hasdianda,Datu Respatika, Faculty of Medicine, UniversitasGadjah Mada

OTT-OB6-6Innovation in evaluation: TransdisciplinaryOSCE during clerkship at the University ofSherbrookeNathalie Gagnon, Carolle Bernier, CarolineOsborne, Marick Beauchamp, Sylvie Bourque,Daniel Gladu, Université de Sherbrooke

EXAMEN DE JUGEMENT SITUATIONNEL (BLOC B7)


OTT-OB7-1Validating an Integrity-focused SituationalJudgement Test for Pre-Interview Selectioninto Medical SchoolAdrian Husbands, Jonathan Dowell, University ofDundee; Fiona Patterson, Work Psychology Group

OTT-OB7-2Evaluation of a Situational Judgement Test(SJT) to assess the professional attributes ofUK junior doctorsSiobhan Fitzpatrick, Medical Schools Council;Fiona Patterson, Work Psychology Group &University of Cambridge; Helena Murray, WorkPsychology Group; Katie Petty-Saphon, MedicalSchools Council; Paul O’Neil, University ofManchester

OTT-OB7-3Medical and dental school admissions:Evidence from a Situational Judgement Testto assess non-academic attributes in UKStuart Martin, Safiatu Lopes, Máire Kerrin, WorkPsychology Group; Fiona Patterson, WorkPsychology Group & University of Cambridge;Rachel Greatrix, Sandra Nicholson, UKCATConsortium

OTT-OB7-4Admissions into Veterinary Medicine in theUK: Evaluation of a pilot to assessprofessional attributes using a situationaljudgement testMáire Kerrin, Emma Rowett, Helena Murray,Work Psychology Group; Liz Mossop, MichelleDickson, University of Nottingham

OTT-OB7-5Exploring the use of situational judgementtests for selection into anaesthesia trainingNA Smith, David Ware, Wollongong Hospital

OTT-OB7-6Prediction of video-based situationaljudgment tests for National Licensure scoresK.L. Dore, S. Kreuger, H.I. Reiter, McMasterUniversity

ÉVALUATION FONDÉE SUR LE TRAVAIL 1 (BLOC B8)

Animateur : John NorciniCentre des congrès d’Ottawa, niveau 2, salle 208

OTT-OB8-1Specialty Specific DOPs -Tailoring theAssociated Assessment System to thespecialty curriculum: required practicalproceduresEleana Ntatsaki, University College London; GavinClunie, Cambridge University NHS HospitalsFoundation Trust, Addenbrooke’s Hospital

OTT-OB8-2The assessment of procedural skill using amodified Direct Observation of ProceduralSkills (mDOPS) among medicine residents: apilot studySaeed Hamid, Azam Afzal, Tabassum Zehra,Muhammad Tariq, Aga Khan University

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OTT-OB8-3Assessor training to support a bi-nationalworkplace-based assessment initiativeMary Lawson, Claire Spooner, Claire Byrne, ACEM

OTT-OB8-4Survey of conducting direct observation ofclinical skills on last year medical students ofIslamic Azad University of MashhadSeyed Mohamad A Raisolsadat, HamidrezaArshadi, Alireza Alehashemi, Islamic AzadUniversity; Arezou Farajpour, Shahid BeheshtiUniversity of Medical Sciences, Mitra Amini,Education Development and Research Center,Shiraz University of Medical Sciences; ElaheMohamadi, Shiraz University of Medical Sciences

ÉVALUATION FONDÉE SUR LES COMPÉTENCES 2 (BLOC B9)

Animateur : Rakesh PatelCentre des congrès d’Ottawa, niveau 1, salle 102

OTT-OB9-1CanMEDS 2015: The environmental scan ondirections for the futureElizabeth Wooster, Jason Frank, Royal College ofPhysicians and Surgeons of Canada; Elaine VanMelle, Queens University; Linda Snell, McGillUniversity; Jonathan Sherbino, McMasterUniversity; Ming-Ka Chan, University of Manitoba

OTT-OB9-2Priority topics for the assessment ofcompetence in family medicineTim Allen, College of Family Physicians ofCanada; Carlos Brailovsky, Tom Crichton, NorthernOntario School of Medicine; Kathy Lawrence,University of Saskatchewan; Cheri Bethune,Memorial University; Michel Donoff, University ofAlberta

OTT-OB9-3A multicenter validation study of aGastrointestinal Endoscopy CompetencyAssessment Tool for pediatric colonoscopy(GiECAT-KIDS)Catharine M Walsh, Jeffrey Yu, The Wilson Centreand The Hospital for Sick Children, University ;Simon C Ling, The Hospital for Sick Children,University of Toronto; Petar Mamula, TheChildren’s Hospital of Philadelphia; Jenifer RLightdale, Boston Children’s Hospital; HeatherCarnahan, The Wilson Centre and Centre forAmbulatory Care Education

OTT-OB9-4Evaluation of an innovative learner-centredassessment program for family medicineresidency trainingMaria Palacios, Keith Wycliffe-Jones, TyroneDonnon, Vishal Bhella, University of Calgary

OTT-OB9-5Is it time to validate the NationalCompetency Profile for Physician Assistants?Maureen Gottesman, University of Toronto

INNOVATION EN ÉDUCATION – EMD (BLOC B1)


CCME-OB1-2Distributed Medical Education at DalhousieUniversity: Sociomaterial ConsiderationsAnna MacLeod, Olga Kits, Cathy Fournier,Jonathan Tummons, Karen Mann, Joan Sargeant,Dalhousie University

CCME-OB1-3Doodles, Snippets, Mindmaps and Apps: Just-In-Time Online Learning Options For Palliativeand End-Of-Life Care (EOL) Brady Riordan, Pallium Canada; Dr. GordonGiddings, Dr. Kathryn Downer EdD PalliumCanada; Dr. Srini Chary, University of Calgary, Dr.Jose Pereira, University of Ottawa

CCME-OB1-4Scholarship in Distributed Post-GraduateFamily MedicineCarrie Bernard, Matthew Greenway, LawrenceGrierson, Michelle Howard, Dorothy Emslie,McMaster University




























98

CCME-OB1-5Rockin’ Docs Camps: Educating medicalstudents about working with youth from lowsocioeconomic backgroundsAishwarya Sundaram, Amy Smith, University ofAlberta

CCME-OB1-6DFCM Open:Powering the Future of PrimaryCare Innovation & Collaboration with theOpen Source MovementPieter Jugovic, Danielle Simpson, University ofToronto

INNOVATION EN ÉDUCATION – FORMATIONPROFESSORALE (BLOC B2)


CCME-OB2-1A novel orientation topic for new faculty:wellnessGarielle Brown, Kamala Patel, Jane Lemaire,University of Calgary

CCME-OB2-2Learning About Guidelines Can Be Fun:Transforming Faculty Education with NewTechnologyTommy Chan, Brenna Lynn, Alexandra Hatry,Gisele Bourgeois-Law, University of BritishColumbia

CCME-OB2-3Academic Leadership as a Community ofPracticeAnne Wong, Colleen McKey, McMaster University

CCME-OB2-4Fostering Continuing ProfessionalDevelopment in the Workplace: TESCoP(Teaching and Education ScholarshipCommunity of Practice)Denyse Richardson, University Health Network;Debbie Kwan, Mandy Lowe, Jerry Maniate, LatikaNirula, Lakshmi Matmari, Stella Ng, University ofToronto

CCME-OB2-5The Thistle and the Maple Leaf: InternationalCollaboration to enhance CPDRonald MacVicar, NHS Education for Scotland;Heather Armson, University of Calgary; TomElmslie, University of Ottawa

CCME-OB2-6Support for MRS radiation therapypreceptors: A needs assessment analysisMarnie Peacock, Karen Moline, SunnybrookHealth Science Centre; Kieng Tan, Carina Feuz,University Health Network

INNOVATION EN ÉDUCATION – AFFAIRESÉTUDIANTES (BLOC B3)


CCME-OB3-1Personality Types of Canadian MedicalStudentsJune Harris, Donald McKay, Memorial Universityof Newfoundland

CCME-OB3-2Goûter à sa propre médecine : l’approche parles pairs, une voie d’avenir pour ledéveloppement du raisonnement clinique etdes qualités de communication pour lesfuturs médecinsEmilie Alain, Jacob Courtemanche, Hugo DeLarochellière, Vincent Gauvin, Cédrick Adam,Audrey Perreault, Université Laval

CCME-OB3-3Petit Guide des Habiletés Cliniques :l’implication étudiante et l’approchecollaborative comme moteurs pour ledéveloppement de matériel pédagogiqueadapté au doctorat en médecineJacob Courtemanche, Emilie Alain, AudreyPerreault, Cédrick Adam, Hugo De Larochellière,Vincent Gauvin, Université Laval

CCME-OB3-4Unclogging Medical Student Inboxes: a noveleCommunications StrategyIrfan Kherani, Danielle Gabert, Iyswarya ManiBhaskar, Shauna Geerts, University of Alberta;Akua Gyambibi

CCME-OB3-5FIFE S.T.A.R.S (Students Taking AcademicReview Sessions): A Novel Way to EnhanceClinical Skills Jennifer Ortynski, Jesse Basnak, Meghan Chow,Emeka Nzekwu, Laurie Mereu, University ofAlberta









































99

CCME-OB3-6Mathitopoli- A City of Student Learning!Vass Vassiliou, Royal Brompton Hospital andImperial College London; Eleana Ntatsaki,University College London; Linda Jones,University of Bedfordshire

RECHERCHE – ADMISSIONS (BLOC B4)


CCME-OB4-1A Proposed New Standard for SustainableSuccess Regarding Social Responsibility Mark Hanson, Justin Hall, Maria Mylopoulos,Nicole Woods, University of Toronto

CCME-OB4-2Prevalence of Non-Prescription StimulantMedication Use Among Canadian MedicalSchool and Undergraduate Students.Suneeta Monga, Brittany Rosenbloom, LeslieNickell, Chris Perumalla, Sally Walker, MarkHanson, University of Toronto, Kevin Eva,University of British Columbia

CCME-OB4-3Best Practices in Application and Selection:An Institutional Approach to ResidentSelectionGlen Bandiera, Mark Hanson, Mariela Ruetalo,Caroline Abrahams, University of Toronto

CCME-OB4-4Performing Privilege: Analyzing theDiscourses of Multiple Mini Interviews forSelection to Medical SchoolSaleem Razack, David Lessard, Mary Maguire,Yvonne Steinert, McGill University, Brian Hodges,University of Toronto

RECHERCHE – EMC (BLOC B5)


CCME-OB5-1The Hidden Curriculum: Using depictions inmedical television programs to advanceawarenessAgatha Stanek, Chantalle Clarkin, Hilary Writer,Dylan Bould, Katherine Moreau, Asif Doja,University of Ottawa

CCME-OB5-2When is it ok to tell patients they areoverweight? A study of public views toinform medical educators regarding obesitymanagement training. Jo Hart, Sarah Peters, Sophie Yelland, AliceMallinson, University of Manchester

CCME-OB5-3Understanding Physician Learning Needsfrom CPSO Individualized Education PlansCraig Nathanson, William McCauley, JenniferFillingham, The College of Physicians andSurgeons of Ontario

CCME-OB5-4An Evaluation of the Getting a Grip onArthritis Pilot Online Continuing ProfessionalDevelopment (CPD) Program Mary Bell, Elizabeth Badley, University of Toronto;Lisa Fleet, Vernon Curran, Fran Kirby, MemorialUniversity of Newfoundland; Sydney Brooks, LynnMoore, The Arthritis Society, Marlene Del Pino,Health Canada; Anne Lyddiatt, Patient Partners inArthritis, Peter Tugwell, University of Ottawa

CCME-OB5-5Creativity and Innovation in General Practice:The Perspectives of TrainersHannah Hesselgreaves, University of Durham;Murray Lough, Scottish Medical EducationResearch Consortium

CCME-OB5-6Perceived vs. Unperceived CE Needs: Verticaland horizontal misalignments?Suzan Schneeweiss, Eman Leung, Simon Kitto,University of Toronto

RECHERCHE – SANTÉ ET MIEUX-ÊTRE (BLOC B6)


CCME-OB6-1Prevalence of and risk factors for burnoutsymptoms among medical internsFloor Tilmans, Vivianne de Croon-Koevoets,Jacqueline Bustraan, Aarnout Jan de Beaufort, JillMentink, Danielle Eindhoven, Jan van Lith, ErikGiltay, Leiden University Medical Centre

































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CCME-OB6-2Healthy Students: Healthy Doctors – MedicalStudents Perspectives on Factors That ImpactTheir Wellbeing During TrainingDebbie Cohen, Sarah Winstanley, Jo Allen,Melody Rhydderch, Paula Palmer, CardiffUniversity

CCME-OB6-3Does Medical Student Financial Need ImpactAcademic Performance ?Mark Hanson, Bill Gregg, Leslie Nickell, Nicole N. Woods, University of Toronto

CCME-OB6-4A Comparison of Resident and FacultyPhysicians’ Sleep and Attention While On-CallJacqueline Luhoway, Kathryn Wood, Liam Rouke,Jeffrey Jirsch, Penelope Smyth, University ofAlberta

CCME-OB6-5If They’re Stressed, They’re Not Burnt-out:Chronic Stress, Burnout and Coping Styles inMedical StudentsVicki LeBlanc, Leslie Nickell, Kevin Brophy, JayRosenfield, University of Toronto

RECHERCHE – FIP (BLOC B7)


CCME-OB7-1On the origin of miscommunication:differences and similarities in residents’ andnurses’ assessment of pre-eclampsia.Pim W. Teunissen, VU University Medical CenterAmsterdam & Maastricht University; IngeVerbeek-van Noord, Karien van Binsbergen,Martine de Bruijne, Christianne de Groot, VU University Medical Center; Arno Muijtjens,Jeroen Donkers, Maastricht University; FeddeScheele, St. Lucas Andreas Hospital

CCME-OB7-2Intended and Unintended Effects of SpecialistFacilitation of Continuing InterprofessionalEducation (CIPE) in Primary CareRene Wong, Henry Halapy, Catherine Yu,University of Toronto

CCME-OB7-3In Concert: Translating Musical Collaborationinto Healthcare Team SettingsClare Whitehead, University of Ottawa; AyeletKuper, Zubin Austin, University of Toronto

CCME-OB7-4The Role of Staged Learning Theory in NeedsAssessment and Evaluation: Lessons from aContinuing Interprofessional EducationConference Heather Stenerson, Stacey Lovo Grona, BrennaBath, University of Saskatchewan

CCME-OB7-5Using a sociologically informed examinationof discharge in general internal medicine todesign continuing interprofessionaleducation Joanne Goldman, Simon Kitto, University ofToronto; Scott Reeves, University of California, SanFrancisco; Robert Wu, ; Ivan Silver, ; KathleenMacMillan, Dalhousie University

CCME-OB7-6A qualitative analysis of instructor vs within-team led inter-professional debriefingsSylvain Boet, Dylan Bould, University of Ottawa;Ashlee-Ann Pigford, The Ottawa Hospital ResearchInstitute; Amber Fitzsimmons, University ofCalifornia San Francisco; Scott Reeves, Center forInnovation in Interprofessional Education,University; Emmanuel Triby, Faculty of Education,University of Strasbourg


DE 13 H 30 À 15 H

SÉLECTION (SECTION B8)

Animateur : Philip Chan

OTT-PAB8-01Personality Assessment: Can It Help to Selectthe Medical Student?Anupong Suthamnirand, Nattinee Shinajitpun,Chonburi Medical Education Center

































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OTT-PAB8-02Removing the selection interview leads togender bias amongst enrolled medicalstudentsMavourneen Casey, Diann Eley, The University ofQueensland; David Wilkinson, MacquarieUniversity

OTT-PAB8-03Assessment of academic preparation andmotivation to create a standard of entrybehavior for International Dental Courseprogram at Faculty of Dentistry HiroshimaUniversityKetut Suardita, Hiroko Oka, Takashi Takata,Motoyuki Sugai, Institute of Biomedical & HealthSciences, Hiroshima University, DarmawanSetijanto, Faculty of Dentistry, AirlanggaUniversity

OTT-PAB8-04Evaluation of machine-marked tests forselection into core medical training: Evidencefrom a longitudinal validation studySafiatu Lopes, Work Psychology Group; FionaPatterson, Work Psychology Group & University ofCambridge; Liz Berkin, Bill Burr, StephenHarding, Royal College of Physicians

OTT-PAB8-05Reliability of Standardized Interviews atSchulich MedicineLorne Gula, MaryAnn Kennard, Kathy Sadler,Elana Whelan, Francis Chan, Bertha Garcia,University of Western Ontario

OTT-PAB8-06If At First You Don’t Succeed. . . Try MCATAgain!Sarah Wright, Lindsay Jackowetz, KulamakanKulasegaram, Mark Hanson, University of Toronto

OTT-PAB8-07The Cost of MCAT Preparation: Findings froma Medical Student SurveyJesse Kancir, Sarah Wight, Lindsay Jackowetz,Kulamakan Kulasegaram, Mark Hanson,University of Toronto

OTT-PAB8-08Selection into specialty training: assessingbehaviour and values based recruitment toimprove quality of patient careAlison Carr, Health Education England; FionaPatterson, Work Psychology Group & University ofCambridge; S Lopes, Work Psychology Group; BillIrish, Selena Gray, Health Education South West

OTT-PAB8-09Is Performance at GP training selectionrelated to Myers Briggs personality type?Richard Elliott, Sandy Miles, Wessex School ofGeneral Practice, Wessex Deanery, UK

APTITUDES EN COMMUNICATIONS/ÉVALUATION FONDÉE SUR LE TRAVAIL(SECTION B5)


OTT-PB5-01Evaluation of Communication Skills Training inthe Undergraduate Dental CurriculumDixuan Zhang, Laura Dempster, University ofToronto

OTT-PB5-02The Audio-COT (Clinically Observed Tool) – afriend or foe? Assessment of GP trainers’interest in and use of this clinical assessmenttoolBryony Sales, Samantha Scallan, Sue Crane,Johnny Lyon-Maris, Wessex School of GeneralPractice

OTT-PB5-03What do patients and caregivers say abouthow clinicians communicate a diagnosis ofschizophrenia?Carmel Loughland, Brian Kelly University ofNewcastle / Hunter New England Health Service;Sue Outram, University of Newcastle;, HarsimratSandhu, Marina Vamos, Hunter New EnglandHealth Service; Tomer Levin, Memorial SloanKettering Cancer Center

OTT-PB5-04What are the barriers to good practitioner-patient communication in psychiatry: Aqualitative studySue Outram, University of Newcastle

OTT-PB5-06Assessment of physicians’ communicationskills through a physician-patientquestionnaireFrançois Goulet, Johanne Thiffault, Collège desmédecins du Québec








































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OTT-PB5-07Evaluating the baseline communication skillsof Family Medicine residents through abenchmark evaluationAlim Nagji, Doug Klein, University of Alberta

OTT-PB5-08Mail from the Heart: Simulated E-mail toAssess Knowledge and Communication Skill inMedical StudentsWasana Hongkan, Chonburi Medical EducationCenter

OTT-PB5-09Re-evaluating educational assessment: Usingethnography to assess the learning ofcommunity health workers in EcuadorPeter Nugus, Alison Doucet, Juana Morales,Helene Rousseau, Andrea Evans, AlexanderCaudarella, Kirsten Johnson, Jasmine Chatelain,Carolyn Beukeboom, Ann MacCaulay

OTT-PB5-10Mini-MAS, a workbased assessment tool toassess milestone stagesMoyez Ladhani, McMaster University

OTT-PB5-11Needs assessment of teachers conductingworkplace based assessments of professionalbehaviorHester Daelmans, Rashmi Kusurkar, JeanBronzwaer, Martina Cornel, Ariadne Meiboom,Gerda Croiset, VU University medical center

OTT-PB5-12Residents’ competency assessment by DirectObservation of Procedural Skills and GlobalRating Scale: Its Correlation and AgreementMaysam Asadilari, Amir Nejati, Mohammad Jalili,Mahvash, Ali Ardalan, Tehran University ofMedical Sciences, Alizadeh Naini, ShirazUniversity of Medical Sciences

OTT-PB5-13Use of Shift Card as a Learning Tool in theEmergency DepartmentBYG Leong, GG Sim, Changi General Hospital

OTT-PB5-14The development and training of mini-CEXcentral assessors to evaluate students inundergraduate medical schoolWyn Harris, Steven Capey, Jess Murtagh, SwanseaUniversity

OTT-PB5-15Queen’s Ob/Gyn clerkship ambulatory clinicrubric: making the focus of assessment andstandard for performance explicitSusan Chamberlain, Laura McEwen, UlemuLuhanga, Richard Thomas, Queen’s University

PROFESSIONNALISME (SECTION C9 ET C8)


CCME-PC9-1E-professionalism among young doctors: Asurvey of residents’ Facebook contentJolanta Karpinski, University of Ottawa; SusanBragg, University of Toronto

CCME-PC9-2Social Media Use by Medical Students andResidency Program DirectorsEve Purdy, Robert Connelly, Michael Leveridge,Queen’s University

CCME-PC9-3A Comparison of Seven PsychometricProperties Between Generations: Implicationsfor Medical SchoolsTia Renouf, Katrin Zipperlen, Vernon Curran,Memorial University of Newfoundland

CCME-PC9-4Is Awareness of Self-regulated LearningStrategies in Medical Students Promoted byProblem-Based Learning?Jean McKendree, Janine Henderson, Hull YorkMedical School

CCME-PC9-5Professionalism in the 21st Century: SocialMedia and Online Presence in the MedicalStudent PopulationBrittany Harrison, Alireza Jalali, University ofOttawa

CCME-PC9-6Developing initiatives in LGBTQ healtheducation: Needs assessment and strategicapproachesCara Collins, Stacey Ritz, Jennifer Dumond,Kathleen Beatty, Northern Ontario School ofMedicine












































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CCME-PC9-7Interactions between physicians and thepharmaceutical industry: A study into theperceptions of the early career psychiatristThomas Stark, Lockyer Jocelyn, Brager Nancy,Brownell Keith, Balderston Rhea, Berg Amanda,University of Calgary

CCME-PC9-8Virtue Lost? The Decline of Altruism in Codesof EthicsWael Haddara, Lorelei Lingard, University ofWestern Ontario

CCME-PC9-9Peer-to-peer mentoring is an effective way toteach professionalism to medical studentsDaniel Ting, Maria Cusimano, Ted Ashbury, SusanMacDonald, Queen’s University, Nate Charach,University of Toronto

CCME-PC9-10Family Medicine Clerkship Students’Reflections on Clinical Practice in Primary CareCenters in the United Arab Emirates-Commonest key domains of “Good MedicalPractice”.Stella Major, Weill Cornell Medical College inDoha; Engela Prinsloo, Jawad Hashim, UnitedArab Emirates University

CCME-PC8-11Virtual Patient Cases: a Tool for TeachingProfessionalism?Sue Murphy, Joseph Anthony, University of BritishColumbia

CCME-PC8-12Medical Professionalism, Ethics, and SocialMedia: A pilot project in curriculumdevelopment for 1st Year Medical StudentsJames Yan, Robert Sibbald, Schulich School ofMedicine & Dentistry

CCME-PC8-13From the Ground Up: Using Critical IncidentNarratives During Residency Training toPromote the Development of CompassionatePhysiciansMala Joneja, Leslie Flynn, Queen’s University

CCME-PC8-14Using art to interpret clinical experienceKelly Thresher, Samantha Scallan, GP EducationUnit, Wessex School of General Practice; LouisSmith, Christopher Owen, Pippa Fletcher, LucyDennison, Lyndsey Boreham, GP Education Unit,Wessex School of General Practice



CCME-PD13-1Use of information sources by medicalstudents in a problem-based learningprogram.George Rakovich, chantal lafond, jean-pierremessier, serge dube, Université de Montréal

CCME-PD13-2Evaluating Impacts of Family MedicineInterest Group Pre-Clerkship ActivitiesChristopher Earle, Carolyn Arbanas, Stephen Lee,Memorial University of Newfoundland

CCME-PD13-3Comprehensive Review of and Developmentof a Best Practices Model for AnatomyTraining in Undergraduate Medical EducationPoyen Chang, Shivani Upadhyaya, Irfan Kherani,Bethany Ostrowerka, Anil Walji, Daniel Livy,University of Alberta

CCME-PD13-5An Evaluation of Student Assistantships; thePeninsula Medical School ExperienceHisham Khalil, Kate Ellis, Rosalind Mole,Plymouth University Peninsula School of Medicine

CCME-PD13-6Basic science and the interpretation of therespiratory exam: A needs assessmentAndrea Cowan, Mark Goldszmidt, Paul Minda,University of Western Ontario

CCME-PD13-7The Impact of Massed versus SpacedInstruction on Learning and Self-efficacy inPediatric Resuscitation 12 month follow-upCatherine Patocka, University of Calgary; BhanjiFarhan, McGill University

CCME-PD13-8Virtual- vs. In-presence- CollaborativeLearning Settings: Participants’ ClinicalKnowledge and SatisfactionLinda Bergeron, Christina St-Onge, RobertSabbagh, Waddell Guy, Daniel Gladu, SandeepMayer, Université de Sherbrooke

CCME-PD13-9Medical Students’ Oral Case PresentationSkills: A Survey of Medical Students,Residents and Attending PhysiciansPeter MacPherson, Anne Drover, MemorialUniversity of Newfoundland














































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CCME-PD13-10Baby steps: Third year medical students’knowledge of child developmentMichelle Bischoff, Debra Andrews, University ofAlberta; Peter MacPherson, Memorial Universityof Newfoundland; C. Rebecca North, EasternHealth; Shirley Leew, Suzanne Tough, Universityof Calgary

CCME-PD13-11Introducing Global and Refugee Healthcompetencies through an e-learningprogram: A mixed methods study Doug Gruner, Kevin Pottie, Doug Archibald, LanaAugustinic–Polec, Anne McMarthy, VickiSabourin, University of Ottawa; Jill Allison,Pauline Duke, Memorial University ofNewfoundland, Mahlie Brindamour, University ofSaskatchewan

NIVEAU POSTDOCTORAL (SECTION E09)


CCME-PE9-1The utility of instant messaging applicationson mobile phones in surgical residencytraining.Osaree Akaraborworn, Prince of SongklaUniversity; Tichakorn Petnarong

CCME-PE9-2Use of CanMEDS Situational Encounter Formsin Physical Medicine and RehabilitationResidency TrainingMichael Payne, Ricardo Viana, Tom Miller, KeithSequeira, University of Western Ontario

CCME-PE9-3Evaluating a Pediatric Online OrientationWebinar for InternsHeather Bhan, Moyez Ladhani, McMasterUniversity

CCME-PE9-4Effectiveness of an Individualized AcademicAdvising Program for International MedicalGraduatesEric Wong, Shobhan Vachhrajani, Marie Rocchi,Fok-Han Leung, Centre for the Evaluation ofHealth Professionals Educated Abroad

CCME-PE9-5CanMEDS in context: Engaging residents in atransition to residency program Joan Binnendyk, Joan Binnendyk, DonaldFarquhar, Chris Watling, University of WesternOntario

CCME-PE9-6The Spiral Autism Case: A Novel TeachingIntervention for ResidentsKim Smyth, Jean-Francois Lemay, Fras Mary,University of Calgary

CCME-PE9-7Novice to July-Ready in 20 days:Implementation & Assessment of an IntensiveAnesthesiology Clinical Introductory ProgramMichael Richardson, Vanderbilt University Schoolof Medicine

CCME-PE9-8The McMaster at Night Pediatric CurriculumJonathan DellaVedova, Northern Ontario Schoolof Medicine; Moyez Ladhani, McMasterUniversity

CCME-PE9-9Teaching Orthopaedic Residents EffectiveCommunication Skills using a VideotapedAnalysis ApproachApril Armstrong, Penn State Milton S. HersheyMedical Center; Sandra Jarvis-Selinger, Universityof British Columbia

CCME-PE9-10The Evolution of General Internal Medicine asa Distinct Subspecialty in CanadaSharon Card, University of Saskatchewan; NarminKassam, University of Alberta; Michelle Elizov,McGill University; Heather Clark , University ofOttawa

CCME-PE9-11Anesthesia Post-Graduate Education:Curriculum Renewal & Mapping Janice Chisholm, Patricia Livingston, AnnaMacLeod, Shannon Bradley, Ruth Covert,Catherine Delbridge, Tristan Dumbarton, RochelleMacLellan, David Quinn, Cyndi Lushman,Dalhousie University


































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CCME-PE9-12Development, Implementation, andOutcomes of a new Resident-as-Teachercollaboration initiative between the FamilyMedicine Residency Program and theUndergraduate Medical Education Program atthe University of AlbertaAmy Tan, Tracey Hillier, Sudha Koppula, AnthonySeto, Jacqueline Lee, Vijay Daniels, PaulHumphries, Gary Hnatko, A. Sheny Khera,University of Alberta

DE 15 H À 15 H 30Pause-rafraîchissementsCentre des congrès d’Ottawa, niveau 3, salles du Canada 2 et 3 - salle des exposants

COLLOQUES

DE 15 H 30 À 17 H (Bloc C)

OTT-SC1 - What is best practice in the selection ofmedical students?Fairmont Château Laurier, rez-de-chaussée, salle Laurier Reportez-vous à la page : 70

OTT-SC2 - Exploring rater cognition in workplace-based assessment from three differentresearch perspectivesFairmont Château Laurier, niveau inférieur, salleCanadian Reportez-vous à la page : 70

Forum des apprenantsCentre des congrès d’Ottawa, Niveau 3, salle duCanada 1Reportez-vous à la page : 68

ATELIERS

DE 15 H 30 À 17 H (Bloc C)

OTT-WC-1Using Rubrics to Increase Reliability andDecrease Anxiety for Trainees and FacultyCentre des congrès d’Ottawa, niveau 1, salle 101 Susanna Talarico, Hospital for Sick Children;Shirley Yee, Mount Sinai Hospital, University ofToronto; Helen Batty, Women’s College Hospital,University of Toronto

OTT-WC-2Validating entrustable professional activitiesfor the assessment of early medical studentsCentre des congrès d’Ottawa, niveau 1, salle 103 H. Carrie Chen, Margaret McNamara, Universityof California San Francisco

OTT-WC-3The Uses and Misuses of Cronbach’s Alphawith OSCEs: How to Estimate ReliabilityAppropriately with Generalizability TheoryCentre des congrès d’Ottawa, niveau 1, salle 104 Andre De Champlain, Andrea Gotzmann, MedicalCouncil of Canada

OTT-WC-4Implementing best practices for in trainingassessment - establishing and implementinginstitution wide improvementsCentre des congrès d’Ottawa, niveau 1, salle 105 Susan Glover Takahashi, Marla Nayer, Universityof Toronto

OTT-WC-5Learning to train SPs to simulate acute life-threatening medical problems for teachingand assessmentCentre des congrès d’Ottawa, niveau 1, salle 106 James Parle, University of Birmingham

OTT-WC-6“RIME-stones”: How the Reporter-Interpreter-Manager/Educator framework canbe used to enhance the implementation ofmilestonesCentre des congrès d’Ottawa, niveau 1, salle 107 Paul Hemmer, Steven Durning, UniformedServices University


























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OTT-WC-7“What we hope ever to do with ease, wemust learn first to do with diligence”:measuring conscientiousness in health caresettingsCentre des congrès d’Ottawa, niveau 1, salle 108 Marina Sawdon, Andrew Chaytor, Gabrielle Finn,John McLachlan, Durham University

CCME-WC-1Developing Accessible DistributedCommunity-Based LearningWestin Ottawa, niveau Executive / Lower, salle Maple Kathleen Beatty, Lisa Graves, Sherry Mongeau,Danielle Barbeau-Rodrigue, Laura Piccinin, CathySchroeder, Peter Istvan, Tim Dube, Steve Daniel,John Friesen, Northern Ontario School ofMedicine

CCME-WC-2A workshop for teachers and students inundergraduate medical education: Spiralingtowards competency as partners in feedback Westin Ottawa, niveau 4, salle Newfoundland NovaScotiaAriel Liu, Teresa Rodriguez, Kiran Veerapen,University of British Columbia

CCME-WC-3Promoting evidence-based competencies foreffectively involving clients and families ineducation activitiesWestin Ottawa, niveau Executive / Lower, salle OakDavid Wiljer, Sacha Agrawal, Sean Kidd, IvanSilver, Michael-Jane Levitan, Andrew Johnson,Centre for Addiction and Mental Health

CCME-WC-4Un outil facilitant l’apprentissage de lamédecine factuelle (EBM)Westin Ottawa, niveau 3, salle Ontario Guylene Theriault, Gilles Brousseau, McGillUniversity

CCME-WC-5The Faculty Member Did What? UsingEducational Theory to Address ChallengingFaculty Professionalism IssuesWestin Ottawa, niveau 4, salle Provinces 1 Gurdeep Parhar, Anita Parhar, Gisele Bourgeois-Law, Dawn DeWitt, Roger Wong, David Snadden,University of British Columbia

CCME-WC-6Optimizing Resilience & Wellness inUndergraduate Medical StudentsWestin Ottawa, niveau 4, salle Provinces 2 Melanie Lewis, University of Alberta; LeslieNickell, University of Toronto

CCME-WC-7Developing Virtual Patient Case Simulationsthat Support Competency-based Curricula Westin Ottawa, niveau 4, salle QuebecNancy Posel, David Fleiszer, McGee JamesBarry, McGill University


DE 15 H 30 À 17 H (Bloc C)

ÉVALUATION PAR DES PAIRS ET AUTO-ÉVALUATION (BLOC C1)

Animateur : Johnny Lyon-MarisCentre des congrès d’Ottawa, niveau 2, salle 201

OTT-OC1-1Redesigning peer assessment withexperienced physician assessorsRhoda Reardon, Craig Nathanson, Nanci Harris,College of Physicians and Surgeons of Ontario

OTT-OC1-2Validity of Peer Assessment in Team BasedLearningAsty Amalia, Irwin Aras, Alfian Zainuddin, Facultyof Medicine Hasanuddin University

OTT-OC1-4Culturally competent healthcare in EmergencyMedicine: An Australasian approachHolly Donaldson, Alyssa Vass, Natalie Johnson,Mary Lawson, ACEM

OTT-OC1-5Queen’s multisource feedback rubric: Framesof reference to enhance self-assessmentJane Griffiths, Karen Schultz, Laura McEwen,Ulemu Luhanga, Queen’s University
































107

SIMULATEURS ET PATIENTS VIRTUELS (BLOC C2)

Animateur : Rene TioCentre des congrès d’Ottawa, niveau 2, salle 202

OTT-OC2-1Establishing validity from multiple evidencesources for a simulation-based assessment ofprocedural skillsRodrigo B. Cavalcanti, Ryan Brydges, GrahamSlaughter, Khalil Sivjee, Lynfa Stroud, Universityof Toronto; Laura Naismith, Toronto WesternHospital

OTT-OC2-2The Development and Validation ofSimulation-Based Resuscitation OSCE Stationsfor Emergency Medicine TraineesAndrew K. Hall, J. Damon Dagnone, LaurenLacroix, William Pickett, Queen’s University

OTT-OC2-3Development of a new tool to assess clinicalperformance of anesthesiologists: Thestructured oral interview with high definitionsimulatorPierre Champagne, Marguerite Dupré, FrançoisGoulet, Johanne Thiffault, Collège des médecinsdu Québec

OTT-OC2-4Integrated assessment of basic scienceknowledge and clinical skills: CardioSimRobin DeMuth, Dianne Wagner, Michigan StateUniversity College of Human Medicine

OTT-OC2-5High fidelity and virtual patient simulation asmixed method needs assessment toolsAimee Sarti, John Kim, Pierre Cardinal, TheOttawa Hospital; Angele Landriault, Susan Brien,Royal College of Physicians and Surgeons ofCanada; Stephanie Sutherland, University ofOttawa

OTT-OC2-6Assessing progression of clinical reasoningthrough Virtual PatientsElenita Forsberg, Kristina Ziegert, HalmstadUniversity, Susan Brien, Håkan Hult, KarolinskaInstitutet; Uno Fors, Stockholm University

ÉVALUATION ÉCRITE 2 (BLOC C3)

Animateur : David Swanson Centre des congrès d’Ottawa, niveau 2, salle 203

OTT-OC3-1Insight, foresight and risk-taking: responseanalysis from an MCQMike Tweed, Tim Wilkinson, Sarah Stein, JeffSmith, University of Otago

OTT-OC3-2Negatively-worded MCQs – what does theevidence tell us?Neville Chiavaroli, University of Melbourne

OTT-OC3-3Use of Candidate Feeback for ImprovingExaminationsGary Cole, Farhan Bhanji, Jonathan Dupre, StaceyBrzezina, Royal College of Physicians andSurgeons of Canada

OTT-OC3-4Application of Item Response Theory forAnalysing the Psychometrics of MultipleChoice Questions Used in MD CertifyingExams at the University of CalgaryMona Nasir, Claudio Violato, University ofCalgary

OTT-OC3-5Don’t know option in progress testingCecile J Ravesloot, Marieke F Van der Schaaf, JanP J Van Schaik, Cas LLJ Kruitwagen, Olle ThJ TenCate, UMC Utrecht

DIMENSIONS INTERNATIONALES 2 (BLOCK C4)

Animateur : Aviad HaramatiCentre des congrès d’Ottawa, niveau 2, salle 204

OTT-OC4-1Assessing the preparedness of clinicalfacilities in Kazakhstan to participate in US-style medical student educationJohn Mahoney, Steven Kanter, MargaretMcDonald, University of Pittsburgh School ofMedicine; Nurgul Khamzina, Marat Tavassov,Arman Saparov, Nazarbayev University School ofMedicine

































108

OTT-OC4-2Competence Assessments of InternationallyEducated Nurses (IENs) Successfully EvaluateEligibility for Canadian Licensure ExaminationDebra Sibbald, Arthur Rothman, TammieMcParland,; Heather Scott, Murray Urowitz,Centre for the Evaluation of Health ProfessionalsEducated Abroad

OTT-OC4-3International Consortium for AssessmentNetworks (ICAN): facing the challenges ofcompetency-based assessmentJana Jünger, Konstantin Brass, Andreas Möltner,Achim Hochlehnert, Jörn Heid, ICAN-International Consortium for Assessment Networks

OTT-OC4-4A global medical education challenge:keeping cultural values while developinginternational assessment standardsCynthia Whitehead, Maria Athina, TMartimianakis, Brian Hodges, University ofToronto, Faculty of Medicine; Ming Ho, JessieNorris, National Taiwan University College ofMedicine

OTT-OC4-5Reforming the criteria used to assess thespoken English clinical communication skillsof international medical graduatesTim McNamara, John Pill, The University ofMelbourne

ÉVALUATION CLINIQUE 2 (BLOC C5)

Animateur : David Prideaux Centre des congrès d’Ottawa, niveau 2, salle 205

OTT-OC5-1Clinical audit as a component of MBBScurriculum and assessment modality: a criticalevaluation of validity and reliabilityElina Tor, Fremantle; Donna Mak, Fremantle;Carole Steketee, The University of Notre DameAustralia, Fremantle

OTT-OC5-2Problematizing the assessment of simulatedpatient casesGeneviève Gauthier, University of Alberta;Jeannine Conway, University of Minnesota

OTT-OC5-3Assessing the learning of medical studentsafter spending time in general practiceHeidi Penrose, Samantha Scallan, Simon Newton,Wessex School of General Practice, WessexDeanery, UK; Sharon Kibble

OTT-OC5-4Disrupting diagnostic reasoning: The effectof interruptions on the diagnosticperformance of residents and emergencyphysiciansSandra Monteiro, Jonathan Sherbino, Kelly Dore,McMaster University; Timothy Wood, Universityof Ottawa; Meredith Young, McGill University,Jonathan Ilgen, University of Washington

OTT-OC5-5Do peer tutors perform better inexaminations? An analysis of medical schoolfinalsKazuya Iwata, Daniel Furmedge, Alison Sturrock,Deborah Gill, University College London MedicalSchool

ECOS 3 (BLOC C6)

Animateur : Peter PookCentre des congrès d’Ottawa, niveau 2, salle 206

OTT-OC6-1Comparing OSCE global rating scores tocandidate performanceDwight Harley, University of Alberta; MargaretDennett, Vancouver Community College

OTT-OC6-2Understanding assessor judgements in OSCEs:can item weighting reconcile assessormismatch between global and checklistratings?Godfrey Pell, Richard Fuller Matthew Homer,Leeds Institute of Medical Education

OTT-OC6-3Assessing rater quality using a simpledescriptive approachIlona Bartman, Fang Tian, Medical Council ofCanada





































109

OTT-OC6-4A Novel Approach for Developing RatingScales for a Practice Ready OSCEBruce Holmes, Dalhousie University; SaadChahine, Mount Saint Vincent University

OTT-OC6-6The reliability of domain based assessment ina high stakes OSCE examinationRobert McKinley, K Hartley, Keele University;Mark Cowling, Keele University, Jim Crossley,Sheffield University

ÉVALUATION DU PROGRAMME 1 : AGRÉMENTET PROGRAMME D’ÉTUDES (BLOC C7)

Animateur : Janke Cohen-Schotanus Centre des congrès d’Ottawa, niveau 2, salle 207

OTT-OC7-1Understanding the Severe Action Decisions ofthe Liaison Committtee on Medical Educationover an Eight Year PeriodDan Hunt, Association of American MedicalColleges; Barbara Barzansky, American MedicalAssociation

OTT-OC7-3Assessing cultural immersion experiences atthe John Burns School of Medicine in HawaiiMartina Kamaka, University of Hawaii John A.Burns School of Medicine

OTT-OC7-5Alignment of Readiness for Clerkship andResidency Surveys for comprehensiveevaluation of undergraduate medicaleducation programsLinda Peterson, Shayna Rusticus, Kevin Eva, DerekWilson, Chris Lovato, University of BritishColumbia

RÉTROACTION AU NIVEAU PRÉDOCTORAL 2(BLOC C8)


OTT-OC8-2Custom Software Facilitates IndividualisedTest FeedbackAnna T Ryan, Terry Judd, The University ofMelbourne

OTT-OC8-3Understanding pre-clinical medical studentchoices in the use of formative assessmentAncil Abney, Jonathan Kibble, University ofCentral Florida

OTT-OC8-4A Paradox explained? A cautionary taleconcerning student satisfaction with teachingJanet Lefroy, Ashley Hawarden, Maggie Bartlett,Simon Gay, Robert McKinley, Keele University

ÉVALUATION FONDÉE SUR LES COMPÉTENCESAU NIVEAU PRÉDOCTORAL (BLOC C9)

Animatrice : Debbie JaarsmaCentre des congrès d’Ottawa, niveau 1, salle 102

OTT-OC9-1Basic science instruction: Preparing medicalstudents for future learningMaria Mylopoulos, Nikki Woods, University ofToronto

OTT-OC9-2Clinical assessment in Australian and NewZealand medical schools: An overview andthe development of a suite of nationalassessment blueprintsMonique Hourn, Medical Deans Australia andNew Zealand; Richard Hays, Bond University




























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OTT-OC9-3Validity study of workplace portfolios using a recently developed validatedinventory (VIP-A)Nele R.M. Michels, Marijke Avonts, Griet Peeraer,Kris Ulenaers, Benedicte Y De Winter, Universityof Antwerp, Erik W. Driessen, MaastrichtUniversity

OTT-OC9-4Designing Competency-Based LearningObjectives to Ensure Uniform Evaluations of Clinical Rotations Delivered at MultipleOff-Campus InstitutionsCarmen Fuentealba, Ross University School ofVeterinary Medicine

OTT-OC9-5Comparison of a novel CanMEDS-basedassessment tool to a traditional approach forformative assessment of clinical clerksSiddhartha Srivastava, David Taylor, Queen’sUniversity, Wilma Hopman, Kingston GeneralHospital;

OTT-OC9-6Assessing Competencies and CombatingGrade Inflation Through a New EvaluationFormMachelle Linsenmeyer, Johnathan Franklin,Oklahoma State University Center for HealthSciences

INNOVATION EN ÉDUCATION –SANTÉ ET BIEN-ÊTRE (BLOC C1)


CCME-OC1-1An Analysis of Referrals to a Medical StudentSupport Service at Cardiff University: TheImportance of Effective TriageMelody Rhydderch, Debbie Cohen, NaomiMarfell, Harry Ahmed, Cardiff University

CCME-OC1-2“The Right Time and Place for This toHappen”: Improving Well-being andPerformance through an Innovative WellnessCurriculumChristopher Hurst, Susan Edwards, University ofToronto

CCME-OC1-3An evaluation of initiatives to supportresilience among Family Practice residents atUBCChristie Newton, Anne Worthington, MariaHubinette, Steve Beerman, Terri Aldred , JohnAlvarez de Lorenzana, Jennifer Baxter, DouglasCave, Lys Fonger, Willa Henry, University ofBritish Columbia

CCME-OC1-4Alberta Medical School Conference andRetreat (AMSCAR): A unique weekendaddressing the multidimensional aspects ofmedical student wellnessIsabelle Colmers, Bethany Ostrowerka, MaraTietzen, Cypriana Koziak, Melanie Lewis,University of Alberta; Nadine Lam, University ofCalgary

CCME-OC1-5Stories at Work: Writing to Learn, Care, andCollaborate in Radiation TherapyKari Osmar, Ariella Damelin, Marnie Peacock, GailWilliams, Odette Cancer Centre, Sarah Whyte,University of Waterloo

CCME-OC1-6First Patient Program - Students’ FirstEncounter with Losing a PatientLeslie Flynn, Sheila Pinchin, Queen’s University

INNOVATION EN ÉDUCATION – NIVEAUPRÉDOCTORAL (BLOC C2)


CCME-OC2-1Consensus on Global Health CoreCompetencies for Canadian Medical StudentsStephanie Brown, University of Calgary; RabiaBana, Irfan Kherani, University of Alberta; DavidMathews, University of Toronto; Mary Halpine ,Dalhousie University; Gareth Mercer, VideshKapoor, University of British Columbia

CCME-OC2-2Geriatrics, Twitter, and Flipping theDistraction: Use of social media in a geriatricpsychiatry unit in undergraduate medicaleducation.Michelle Gibson, Eve Purdy, Melissa Andrew,Queen’s University








































111

CCME-OC2-3A study of the effectiveness of a self-studyonline imaging courseware for first yearmedical studentsNeil Kalra, Brent Burbridge, Greg Malin, KristaTrinder, David Pinelle, University of Saskatchewan

CCME-OC2-4Peer Bedside Rounds: A pilot program ofpeer-assisted bedside clinical teaching formedical studentsAristithes Doumouras, McMaster University;Raphael Rush, University of Toronto; AnthonyCampbell, David Taylor, Queen’s University

CCME-OC2-5The NOSM Curriculum Map: linkingassessment, learning objectives and eventsJeff Bachiu, Michael Martyn, Rachel Ellaway, LisaGraves, Tim Dube, John Dabous, Northern OntarioSchool of Medicine

CCME-OC2-6Research in Medicine – A First in CanadianUndergraduate Education!Simon Field, Dalhousie University

INNOVATION EN ÉDUCATION –FORMATION PROFESSORALE (BLOC C3)


CCME-OC3-1Using scripted filmed dramas to enhancepsychiatry residents teaching capacity. Catherine Hickie, Hunter New England LocalHealth District; Brian Kelly, University ofNewcastle; Nash Louise, Royal Australian andNew Zealand College of Psychiatrist, NSW Bra

CCME-OC3-2Développement d’une application webinnovatrice visant à favoriser la qualité de larétroaction offerte aux étudiants enmédecine en contexte de stage. Lynn Pitre, Mélanie Desmarais, Hôpital Montfort;Antoine Gagnon, Jean Roy, Jennifer Smith,University of Ottawa

CCME-OC3-3Supporting Our Most Valuable Asset: OurClinical TeachersGeneviève Moineau, The Association of Facultiesof Medicine of Canada; Charmaine Roye, NickBusing

CCME-OC3-4Supporting Master Teachers acrossDistributed Medical Education Sites: ABlended Faculty Development Program forCliniciansSandra Jarvis-Selinger, Diana Parks, GiseleBourgeois-Law, Leslie Sadownik, University ofBritish Columbia

CCME-OC3-5La communauté de tuteurs en APP :l’apprentissage par le partage des savoirsd’expérienceAnn Graillon, Frédéric Bernier, Ghislaine Houde,Véronique Lisée, Université de Sherbrooke

CCME-OC3-6Students and faculty partnering ininnovation: the development of theAccessible Resource for Teaching (ART)programMarcus Law, Karen Leslie, Adil Shamji, EvanTannenbaum, Euson Yeung, Lindsay Baker,University of Toronto

RECHERCHE – SANTÉ DES AUTOCHTONES (BLOC C4)


CCME-OC4-1Anti-Racism training and Indigenous Health:Creating spaces to challenge assumptionsLeah May Walker, Ruth Martin, Lyana Patrick,University of British Columbia; Cheryl Ward,

CCME-OC4-2Indigenous Health in Medical Education:Defining the Space Rhys Jones, University of Auckland

CCME-OC4-3Community Needs Assessment Study forPlanning the Indigenous Health Curriculum inUndergraduate Medical Education at theUniversity of ManitobaBarry Lavallee, Linda Diffey, Marcia AndersonDeCoteau, University of Manitoba

CCME-OC4-4Common Ground: Graduate Outcomes inIndigenous Health Across the OceansDavid Paul, University of Western Australia /University of Notre Dame; Shaun Ewen, RhysJones, Martina Kamaka, Elana Curtis, MichaelGreen, Queen’s University










































112

CCME-OC4-5What helps and hinders indigenous studentsuccess in higher education healthprogrammes: a qualitative study using theCritical Incident TechniqueElana Curtis, Erena Wikaire, Bridget Kool,Michelle Honey, Phillippa Poole, Mark Barrow,Papaarangi Reid, University of Auckland; ShaunEwen, University of Melbourne, Fiona Kelly,Griffith University

RECHERCHE – NIVEAU PRÉDOCTORAL (BLOC C5)


CCME-OC5-1Using critical discourse analysis to exploreexpressions of ideology, identity, andprivilege in medical learnersStacey Ritz, Northern Ontario School of Medicine

CCME-OC5-2The impact of positive and negative moodson knowledge acquisition and transferMeghan McConnell, Sandra Monteiro, MollyPottruff, Geoff Norman, McMaster University,Kulamakan Kulasegaram, University of Toronto,Kevin Eva, University of British Columbia

CCME-OC5-3Foundation Doctors in Northern IrelandEndorse the F0 AssistantshipConor Braniff, Peter Watson, Mairead Boohan,Roy Spence, Mike Stevenson, Queens UniversityBelfast

CCME-OC5-4Early clinical skills near-peer teaching: aneffective learning tool?Nicholas Tollemache, Stefan Klimach, Inam Haq,Brighton and Sussex Medical School

CCME-OC5-5Improving the Emergency Medicine Clerkshipwith Structured Teaching ShiftsLisa Shepherd, Allison Meiwald, Elaine Zibrowski,Michelle Klingel, Lorelei Lingard, University ofWestern Ontario

CCME-OC5-6Review of Programs Designed to DevelopTeaching Skills in Medical Students Gregory Marton, Brendan McCullough,Christopher Ramnanan, University of Ottawa

RECHERCHE – SANTÉ MONDIALE (BLOC C6)


CCME-OC6-1Evaluating the impact of a global healthproject: The SSHARE program in SouthSudan Rod Crutcher, Allie Dennis, Scott Shannon, RuthParent, University of Calgary, Shelley Ross,University of Alberta

CCME-OC6-2Faculty experiences of a north-southpartnership for postgraduate anesthesiatraining in ZambiaAshlee-Ann Pigford, The Ottawa Hospital ResearchInstitute; M. Dylan Bould, University of Ottawa;Chantalle Clarkin, The Children’s Hospital ofEastern Ontario Research Institute; AnneMcCarthy, University of Ottawa; Feruza Ismailova,Department of Anaesthesia, University TeachingHospital, Lusaka; Emily Measures, Tropical Healthand Education Trust; John Kinnear, SouthendUniversity Hospital NHS Foundation Trust

CCME-OC6-3Building a Framework for Global HealthLearning – An Analysis of Global HealthConcentrations in Canadian Medical SchoolsDavid Mathews, University of Toronto; RitaWatterson, University of Calgary; Paxton Bach,University of British Columbia; Mary Halpine,Dalhousie University; Irfan Kherani, University ofAlberta; Ryan Meili, University of Saskatchewan

CCME-OC6-4Meta-ethnography of student and patientperspectives of undergraduate medicaleducation in the UK general practice setting Sophie Park, Nada Khan, University CollegeLondon, Alice Malpass, University of Bristol

CCME-OC6-5Identifying priorities for medical educationresearch in Scotland: involving stakeholdersto set the national research agenda Charlotte Rees, Ashley Dennis, Graham Leese,University of Dundee; Murray Lough, NHSEducation for Scotland; Jean Ker, Jennifer Cleland,Peter Johnston, University of Aberdeen



































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CCME-OC6-6Positive impacts on rural and regionalworkforce from the first eight cohorts ofJames Cook University medical graduatesTarun Sen Gupta, Torres Woolley, Richard Murray,Harold Jacobs, James Cook University, RichardHays, Bond University

RECHERCHE TECHNOLOGIE ET MÉDIASSOCIAUX (BLOC C7)


CCME-OC7-2Learning from Patients via Social Media: APilot Study Exploring What Patients withChronic Illness Wish Their HealthcareProviders KnewHolly Witteman, Selma Chipenda-Dansokho, KerriSparling, Jacqueline Bender, Kim Vlasnik,Michelle Litchman, Patrick Archambault,Université Laval; Joyce Lee

CCME-OC7-3How do students’ social networks evolveduring their first and second years at medicalschool?Rachel Howarth, Lancaster University, UK, JosephMcAleer, Rachel Isba

CCME-OC7-4Un outil novateur de pratique réflexive enanesthésiologieAnne Marie Pinard, Isabelle Savard, UniversitéLaval

CCME-OC7-5iDoc: evaluation of a point-of-care mobileinformation toolMark Stacey, Wales Deanery, UK; Alison Bullock,Rebecca Dimond, Wendy Hardyman, JosephLovatt, Cardiff University; Elaine Russ, WalesDeanery, UK


DE 15 H 30 À 17 H

ÉVALUATION À DES FINS D’APPRENTISSAGE(SECTION A2)

Animatrice : Val Wass

OTT-PA2-01Collecting patient feedback to assess residentand staff physician patient care at a familymedicine teaching unit: The Feedback FromPatients on Physician Care (FFPPC) toolJohn Brewer, Eric Wooltorton, MadeleineMontpetit, Farhad Motamedi, Peter Brewer, EricaBattram, University of Ottawa

OTT-PA2-02Final clerkship grades: do they relate towritten feedback in earlier clerkships?Franciska Koens, Floor Mulder, Hester Daelmans,Gerda Croiset, VUmc School of Medical Sciences

OTT-PA2-03Is feedback getting S.M.A.R.T.er?Bridget Langham, Heidi Breed, Health EducationEast Midlands

OTT-PA2-04Encouraging residents’ feedback seekingbehaviorJanine van der Rijt, Susanna M. Lucieer, Matthijsde Hoog, Erasmus MC; Wim H. Gijselaers,Maastricht University


























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OTT-PA2-07Self-directed learning readiness amongundergraduate physiotherapy students atUniversity of GhanaJonathan Quartey, School of Allied HealthSciences, College of Health Sciences, Uni; CarinaEksteen, University of Pretoria; Glynis Pickworth,University of Pretoria

OTT-PA2-08The impact of curriculum rearrangement inthe lead-up to barrier examsTeresa M Treweek, Jessica R Hughes, Kylie JMansfield, Alistair Lethbridge, University ofWollongong

OTT-PA2-09Assessment of competencies in medicalstudents: The challenges of large-scalediagnostic assessment in MexicoMelchor Sánchez-Mendiola, Adrián Martínez-González, Andrés Trejo-Mejía, FernandoFlores-Hernández, Iwin Leenen, Teresa Fortoul vander Goes, UNAM Faculty of Medicine

OTT-PA2-12Pictorial representation of assessments usedat exit level of a medical trainingprogramme: What does this tell us?Christina Tan, Susan van Schalkwyk, JuanitaBezuidenhout, Stellenbosch University, FrancoisCilliers, University of Cape Town

OTT-PA2-14Reflective Diary and Dialogue: CriticalReflection Tools for Transformative LearningNipon Uppamanoraset, Manavika Punnan, QueenSawang Vadhana Memorial Hospital, Thai RedCross affiliated

OTT-PA2-15The viewpoints of medical graduates towardtheir achievement of expected competenciesat Kerman Medical School, Iran, 2013Habibeh Ahmadipour, Kerman University ofMedical Science; Ameneh Mozafari, KermanUniversity of Medical Science

L’ÉTUDIANT / L’ENSEIGNANT (SECTION B6)

Animateur : Peter McCrorie

OTT-PB6-02Comparison of clinical science comprehensiveexamination performance in different groupsof medical students based on theircumulative GPA at 3rd yearC Ngarmukos, S Liawwanich, N Plungpongpan, PPhuapradit, S Wanvarie, Faculty of medicine,Ramathibodi hospital, Mahidol university

OTT-PB6-03Emotional Intelligence and correlation toanxiety and stress in Medical studentsstudying in an All-English Curriculum in ChinaSima Sarvari, Shantou University Medical College

OTT-PB6-05Aligning assessment structures and supportsystems: A method for early flagging ofstruggling studentsClaire L. Vogan, Ana L. Da Silva, Judy McKimm,Alice Hoon, Steve Capey, Swansea University

OTT-PB6-06Meeting community needs: career paths ofthe first James Cook University medical schoolgraduatesAileen Traves, Sarah Larkins, Tarun Sen Gupta,James Cook University; Richard Hays, BondUniversity

OTT-PB6-07Australian Medical Schools OutcomesDatabase and Longitudinal Tracking (MSOD)ProjectAngela Carberry, Don Roberton, Medical DeansAustralia and New Zealand Inc.

OTT-PB6-08Right task, wrong time. Influences onprescribing in an undergraduate OSCEJennifer Illingworth, Royal Brompton Hospital;Stephanie Strachan, King’s College London





































OTT-PB6-09An evaluation of senior medical students asproblem based learning (PBL) facilitators: Arethey as good as experienced faculty?Ashley W Newton, Jennifer L Whiteley, David C MTaylor, University of Liverpool

OTT-PB6-11Developing a tool to measure and informchanges in clinical faculty engagement in aCanadian medical schoolTanya Matheson, Anne Weeden, Thomas Marrie,Diane Gorsky, Dalhousie University,Diane LeBlanc,Kate Calnan, Saint Mary’s University

OTT-PB6-12Factors Affecting Resident Evaluation ofFaculty Entrustment of AutonomyM Wolff, University of Michigan Medical School,B Bassin, L Hopson, K Saxon, N Juneja, W BrentStansfield

OTT-PB6-13Building Learning Communities in a ChangingCurriculumDana Sayre-Stanhope, M Mayfield, EmoryUniversity School of Medicine

NIVEAU PRÉDOCTORALE (SECTION C11)


CCME-PC11-1Introducing Research Ethics Curriculum andTools in Undergraduate Medical ClinicalResearch Education: An Innovative Approach Heather Sampson, Joyce Nyhof-Young, Fran Scott,University of Toronto

CCME-PC11-2Social Pediatrics in the Pre-Clerkship Years:Providing Early Exposure to ConditionsAffecting Children in the Community Laura Stymiest, Dalhousie University; Cecil Ojah,Saint John Regional Hospital

CCME-PC11-3Medical Student Near-Peer Facilitation forSmall Group LearningSheila Pinchin, Michelle Gibson, GraydonSimmons, Rene Allard, Queen’s University

CCME-PC11-4Mini Docs: Collaboration in Learning Phillip Quon, Kerry Wong, JoAnn Paul, LaurieMereu, May Choi, Reji Thomas, University ofAlberta

CCME-PC11-5Incorporation of musculoskeletal ultrasoundinto the 2nd year of medical student trainingKiley Toder, Hofstra North Shore LIJ School ofMedicine; Maria-Louise Barilla-LaBarca, WilliamRennie

CCME-PC11-6How Tempus project “Establishment of theSupra-Regional Network of the NationalCenters in medical education, focused on PBLand Virtual Patients” influence on sustainabledevelopmentGulmira Abakassova, Raushan Dosmagambetova,Alma Muratova, Sholpan Kaliyeva, Viktor Riklefs,Assel Nurgaliyeva, Karaganda State MedicalUniversity; Ella Iskrenko, Terry Poulton, St.GeorgesUniversity of London

CCME-PC11-7Formalizing and inspiring student-initiatededucational innovation in a medical schoolcurriculumGreg Malin, University of Saskatchewan

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CCME-PC11-8Addressing stereotypes in Indigenous healtheducation: Human Books at the University ofManitobaLinda Diffey, Barry Lavallee, University ofManitoba

CCME-PC11-9Reviving Out-of-Copyright MedicalIllustrations for use in Medical CurriculaAdam Dmytriw, Paul Neumann, DalhousieUniversity; Meredith Sadler, Ontario College ofArt and Design University

CCME-PC11-10Miming actions speak louder than wordswhen teaching the cranial nervesKerry Dickson, College of Health & Biomedicine,Victoria University; Bruce Stephens, Departmentof Econometrics & Business Statistics, MonashUniversity

SANTÉ ET MIEUX-ÊTRE (SECTION C15)


CCME-PC15-1Mindful Medical Practice: Can modifiedmindfulness education improve studentresiliency, coping and stress management?Tanya Rac, Marilyn Baetz, Marcel DEon, AnitaChakravarti, Shirley Maltman, University ofSaskatchewan

CCME-PC15-2Feasibility and impact of 3-weeks ofmindfulness meditation training for medicalstudents: a description of 3 reflective casestudiesAmy Spatz, St George’s, University of London;Gary Coulton

CCME-PC15-3Assessment of MedLINKS, an innovativepeer-support program at University ofToronto.Jessica Shih, Leslie Nickell, University of Toronto;Raymond Ko, University of Saskatchewan

CCME-PC15-4Allies Live Here: A school-based anti-bullyingintervention promoting positive LGBTQattitudes and behaviours among middleschool students in a priority TorontoneighbourhoodHarry Chang, Joyce Nyhof-Young, University ofToronto; Angela Pumputis

CCME-PC15-5Visual Arts and Medicine Seminar Series – anAcademic and Interdisciplinary Approachtowards the Incorporation of Visual Arts intoUndergraduate Medical EducationJessica Truong, Amy Creighton-Power, JoshuaTobe, Thomas Fear, University of Western Ontario;Thomas Forbes, The Royal College of Physiciansand Surgeons of Canada

CCME-PC15-6Improving teaching/learning process teachingremovable partial prosthodontics, usingmodern educational theoryLeyla Sadighpour, Tehran University of Medicalsciences; Leyla Sadighpour, Maryam Memrarian,Sue Roff, Centre for Medical Education, DundeeUniversity Medical School

CCME-PC15-7International Medical Graduate (IMG)Postgraduate Training Adaptation:Longitudinal Effects of a Psychiatry IMGOrientation Program Sanjeev Sockalingam, Raed Hawa, Ari Zaretsky,Susan Abbey, University of Toronto

CCME-PC15-8Teacher-student partnerships in facultydevelopment- developing new synergies inundergraduate medical educationTeresa Rodriguez, Ariel Liu, Kiran Veerapen,University of British Columbia

CCME-PC15-9McMaster University Wellness Week Margo Mountjoy, Andrew Costa, McMasterUniversity

CCME-PC15-10Helping Physicians Maintain Health,Knowledge, & Skills as they Age andTransition to RetirementLisa Fleet, Memorial University of Newfoundland;Heather Stenerson, University of Saskatchewan

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ÉDUCATION MÉDICALE CONTINUE (SECTION E13)


CCME-PE13-1Facilitating Reflection Through Peer-AssistedDebriefingJose Francois, Carmen Hurd, Jeff Sisler, MarilynSinger, Jeff Toews, Stephanie Armstrong,University of Manitoba

CCME-PE13-2A study of the impact of continuingprofessional development (CPD) activities onphysicians’ knowledge, motivation and abilityto address challenges with exclusivebreastfeeding practices Catherine Pound, Elizabeth Lindsay, Amy Plint,Katherine Moreau, University of Ottawa

CCME-PE13-3How to acheive the development of acontinuing interprofessional developmentstrategy for community social pediatrics ? Francine Borduas, Francine Borduas, CélineMonette, Médecins francophones du Canada;Gilles Julien, Hélène Sioui Trudel, Fondation duDr Julien

CCME-PE13-4Assessing the Continuing Medical EducationNeeds in a Community Academic HospitalJulia Galbraith, York Univeristy; Nathan Bugden,University of Ontario Institute of Technology; JerryManiate, The Royal College of Physicians andSurgeons of Canada

CCME-PE13-5Rural CME/CPD: Videoconference plays itsrole in local community of practice Claire Mills, Mairi Babey, Linda Shorting, DianeSimpson, Chloe Wu, Lara Cooke, University ofCalgary

CCME-PE13-6A Good Death Certificate: Developing andEvaluating an E-learning Intervention toImprove the Accuracy of Death CertificationJohn Abrahamson, Toronto East General Hospital;Marcus Law, University of Toronto; David Eden,Supervising Coroner- Toronto West; Kumar Gupta,Heather Sampson, Audra Vair

CCME-PE13-7Lessons Learned from the Alberta PhysicianLearning Program – Using administrativedata to guide physician learningLara Cooke, Jocelyn Lockyer, Elaine Chow Baker,Christopher De Gara, University of Calgary

CCME-PE13-8Use of an Audience Response System (ARS)to facilitate physician feedback groupdiscussion Ingrid Vicas, Robin Cox, Alaa Aboulhoda, JocelynLockyer, University of Calgary

CCME-PE13-9Prenatal Diagnosis of the lethality of skeletaldysplasia using 3D ultrasoundMegan Lim, Dr. Ian Suchet, June Zimmer, ErwinKarreman, University of Saskatchewan

CCME-PE13-10Best of Web EM: an online referralmechanism to cut the wheat from the chaffHolly Donaldson, Jenelle Whittaker, MaryLawson, Australasian College for EmergencyMedicine

CCME-PE13-11Patient handover: Use of a handovermnemonic to standardize and improve theprocessPraveen Rayar, Madhavi Moharir, Moyez Ladhani,McMaster University

CCME-PE13-12Preceptorship in HIV Management: Modular Training Program for FamilyPhysicians and Nurse Practitioners (NPs)Provided by the British Columbia Centre for Excellence (BC-CfE)Silvia Guillemi, Helen Kang, Benita Yip, FrancescaFung, AIDS Research Program (St. Paul’sHospital); Rolando Barrios, Julio Montaner, BCCentre for Excellence in HIV/AIDS, AIDS ResearchProgram, David Hall, Vancouver Coastal HealthAuthority

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DE 7 H 15 À 8 H 30Petit déjeunerCentre des congrès d’Ottawa, niveau 3, salle duCanada 2 et 3 - salle des exposants

DE 8 H 30 À 10 HPlénière – Conférence de la pertinence àl’enseignement et à l’évaluationCentre des congrès d’Ottawa, niveau 3, salle duCanada 1Reportez-vous à la page : 63

DE 10 H À 10 H 30Pause-rafraîchissementsCentre des congrès d’Ottawa, niveau 3, salle duCanada 2 et 3 - salle des exposants

COLLOQUES

DE 10 H 30 À 12 H (Bloc D)

OTT-SD1 - Faculty Development and LearnerAssessment: The Missing LinkFairmont Château Laurier, rez-de-chaussée, salle Laurier Reportez-vous à la page : 71

OTT-SD2 - What is Excellence in Assessment?Fairmont Château Laurier, niveau inférieur, salleCanadian Reportez-vous à la page : 71

Sujet de l’heure de l’AFMC : Rapatrier leprocessus d’agrément de nos facultés demédecine – Aidez-nous à façonner l’avenir!Centre des congrès d’Ottawa, niveau 3, Canada Hall 1Reportez-vous à la page : 65

ATELIERS

10h30 – 12h00 (Bloc D)

OTT-WD-1Simulation based assessments of competency& performance to provide a capablehealthcare workforceCentre des congrès d’Ottawa, niveau 1, salle 101 Thomas Gale, Martin Roberts, PlymouthUniversity Peninsula Schools of Medicine andDentistry; Ian Anderson, Plymouth Hospitals NHSTrust

OTT-WD-2Using a TOSCE (or Team OSCE) to EvaluateInterprofessional EducationCentre des congrès d’Ottawa, niveau 1, salle 103 Dawn Schocken, University of South FloridaHealth

OTT-WD-3How might TQM enhance your workplace-based assessment?Centre des congrès d’Ottawa, niveau 1, salle 104 Simon Gay, Maggie Bartlett, Janet Lefroy, RobertMcKinley, Keele University School of Medicine

OTT-WD-4Reflection, Integration and Assessment (RIA)week in an integrated competency-basedcurriculum modelCentre des congrès d’Ottawa, niveau 1, salle 105 Alice Fornari, Judith Brenner, Maria Barilla-LaBarca, Lauren Block, Hofstra North Shore-LIJSOM

OTT-WD-5Uniform diversity: How to achievestandardization in live clinical assessmentswhile still retaining local autonomyCentre des congrès d’Ottawa, niveau 1, salle 106 Richard C Turner, University of Tasmania; Peta-Ann Teague, James Cook University; BunmiMalau-Aduli, Karen D’Souza, Deakin University

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OTT-WD-6Combining formative and summativefunctions of assessment in a coherentassessment program: Lessons from clinicalpractice and educational researchCentre des congrès d’Ottawa, niveau 1, salle 107 Harold G.J. Bok, Faculty of Veterinary Medicine,Utrecht University; Debbie A.D.C. Jaarsma,Academic Medical Centre, University ofAmsterdam; Pim W. Teunissen, Faculty of Health,Medicine, and Life Sciences, Maastricht University

OTT-WD-7Learner-Centered Remediation for ClinicalSkills: Diagnosing, Reflecting and MonitoringCentre des congrès d’Ottawa, niveau 1, salle 108TJ Jirasevijinda, Weill Cornell Medical College;Norma Saks, Rutgers Robert Wood JohnsonMedical School; Carol Capello, Weill CornellMedical College; Felise Milan, Albert EinsteinCollege of Medicine of Yeshiva University;Eilzabeth Kachur; Medical EducationDevelopment

CCME-WD-1Towards a Pan-Canadian Consensus onResident Duty Hours: Final Report andRecommendationsWestin Ottawa, niveau Executive / Lower, salle Maple Kevin Imrie, University of Toronto; Jason R. Frank,Sarah Taber, Lisa Gorman, Ashley Ronson, TheRoyal College of Physicians and Surgeons ofCanada

CCME-WD-2Favoriser la réflexion et l’engagementcollectifs dans le cadre d’un dispositifinnovateur d’amélioration continueWestin Ottawa, niveau 4, salles Newfoundland NovaScotia Isabelle Moreau, Sylvie Houde, Diane Clavet,Richard Boulé, Daniel J. Côté, Université deSherbrooke

CCME-WD-3Reflection as a verb not a noun: appraisingthe context of reflection in medical educationWestin Ottawa, niveau Executive / Lower, salle Oak Martina Kelly, Nixon Lara, University of Calgary;Marie Cave, University of Alberta; Chris Skinner,University of Notre Dame

CCME-WD-4Communication Skills Training for Psychiatry(ComPsych). Methods, modules andmeasurement. Westin Ottawa, niveau 3, salle Ontario Brian Kelly, Carmel Loughland, University ofNewcastle / Hunter New England Health Service;Sue Outram, University of Newcastle

CCME-WD-5Curriculum innovation: What medicaleducators need to know to improveremediationWestin Ottawa, niveau 4, salle Provinces 1 Adrian Yee, Dawn Dewitt, Glenn Regehr,University of British Columbia

CCME-WD-6Transforming curriculum design toeducational scholarship Westin Ottawa, niveau 4, salle Provinces 2 Kalyani Premkumar, University of Saskatchewan

CCME-WD-7Developing Critical Reflection Skills usingCritical Incident ReportingWestin Ottawa, niveau 4, salle Quebec Sheila Renton, Kathleen Beatty, Marion Briggs,Tim Dubé, Rachel Ellaway, Siobhan Farrell, PatrickLegault, Northern Ontario School of Medicine


DE 10 H 30 À 12 H (Bloc D)

ÉVALUATION AU NIVEAU POSTDOCTORAL(BLOC D1)

Animatrice: Lynn AlleryCentre des congrès d’Ottawa, niveau 2, salle 201

OTT-OD1-1General Practice Out of Programme StudySessionsAurelia Butcher, Jonathan Rial, Wessex School ofGeneral Practice; Johnny Lyon-Maris,Southampton GPEU

OTT-OD1-2Implementing best practices for in-trainingevaluation reports (ITERs)Marla Nayer, Susan Glover Takahashi, KhushnoorAdatia, Caroline Abrams, Glen Bandiera,University of Toronto

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OTT-OD1-3‘Telemedicine’ video-links for supervisedlearning events with junior doctors in theclinical environmentJim Price, Brighton and Sussex Medical School;Susie Calderbank, Lyndsey Forbes, Richard Venn,Chris Smith, Western Sussex Hospitals NHSFoundation Trust

OTT-OD1-4Towards development and validation of anintraoperative objective assessment tool forevaluation of robot-assisted laparoscopicradical prostatectomyJen Hoogenes, Christopher Morris, BobbyShayegan, Ranil Sonnadara, Edward D.Matsumoto, McMaster University

OTT-OD1-5Specialty-Specific Clinical PerformanceMilestones Evaluation in an IntroductoryAnesthesiology Program: Correlation betweenComposite Independence Scores &Recommended Supervisory LevelsMichael G. Richardson, Vanderbilt UniversitySchool of Medicine

OTT-OD1-6New school, new assessments: Apsychometric analysis of the assessmentprogramme at the National School ofHealthcare Science, EnglandSuzanne Chamberlain, Jennie Bell, Chris Gibson,Val Davison, Sue Hill, National Health Service

RECHERCHE ET ÉVALUATION (BLOC D2)

Animatrice : Charlotte RingstedCentre des congrès d’Ottawa, niveau 2, salle 202

OTT-OD2-1Changing Faces, future research methodstraining in medical education courses: viewsfrom the coal faceLesley Pugsley, Lynne Allery, Janet Macdonald

OTT-OD2-2Assessment of primary research study qualityin medical education systematic reviewsJ.E.F. Fitzgerald, Barnet Hospital; A.G. Care,Liverpool Women’s Hospital

OTT-OD2-3Latent variables are dead, long live latentvariables! On the relation between casespecificity and psychometric modelsStefan K Schauber, Zineb M Nouns, SebastianSchubert, Susanne Dettmer, Charité -Universitätsmedizin Berlin

OTT-OD2-4Validity and Validation of Assessment: Asurvey of researchers in health scienceseducationChristina St-Onge, Université de Sherbrooke;Meredith Young, McGill University

OTT-OD2-5One measurement approach, two functions:applying the Rasch model for programevaluation and learner assessment for asimulation-based lumbar puncture trainingprogramDeborah Rooney, Shawna Shafer, Joseph House,University of Michigan

POT-POURRI (BLOC D3)

Animatrice : Agnes DoddsCentre des congrès d’Ottawa, niveau 2, salle 203

OTT-OD3-1How hard are you thinking? Objectivemeasures of cognitive load in experts andnovices during test takingAdam Szulewski, Nathan Roth, Daniel Howes,Queen’s University

OTT-OD3-2Addressing Filter Failure in MedicalEducation: Finding the Right FilterMarcel D’Eon, Krista Trinder, University ofSaskatchewan

OTT-OD3-3Assessment on the highest Bloom-levels in adiscipline-based integration programchallenges students and teachersHerman J.M. van Rossum, Nele R.M. Michels,Guy Hubens, University of Antwerp











































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OTT-OD3-4The influence of spaced testing on testpreparation time: a randomized controlledexperimentRene Tio, Wouter Kerdijk, Janke Cohen-Schotanus,University Medical Center Groningen

OTT-OD3-5Home and learning environment effects onassessment performanceTim Wilkinson, Joy Rudland, Anthony Ali, JanMcKenzie, Caroline Bell, Frances Carter, Universityof Otago, Christchurch

PROFESSIONNALISME 1 (BLOC D4)

Animatrice : Judy McKimm Centre des congrès d’Ottawa, niveau 2, salle 204

OTT-OD4-1A Simple Behavioral Measure ofProfessionalismBetsy Williams, Rush University Medical Center;Michael Williams, Wales Behavioral Assessment

OTT-OD4-2Relationship between Medical Students’Performance of Routine Tasks and theirPerformanceS. Beth Bierer, Cleveland Clinic; Elaine F.Dannefer, Cleveland Clinic

OTT-OD4-3Correlates of a behavioural measure ofconscientiousness in medical schoolDon Munro, David Powis, Bore Miles, Universityof Newcastle, Australia, Gabrielle Finn, Universityof Durham, UK

OTT-OD4-4Assessing adherence to principles of patientconfidentiality in a clinical skills laboratoryVarun Shahi, Alice Fornari, Judy Brenner, LaurenBloch, Ellen Pearlman, Joseph Weiner, HofstraNorth Shore LIJ School of Medicine

OTT-OD4-5Student opinion toward First Code of Conductfor Thai Medical Students: Preclinical vs.Clinical yearsAmnuayporn Apiraksakorn, Khon Kaen MedicalEducation Center

TEST DE CONCORDANCE DE SCRIPT (BLOC D5)

Animateur : Matthew Lineberry Centre des congrès d’Ottawa, niveau 2, salle 205

OTT-OD5-1A SCT on cardiovascular disease in anundergraduate curriculum: who should bemember of the expert panel?Annick Dermine, KU Leuven; Lisa De Jonghe, KULeuven; Katrien Bosselaers, KU Leuven; GeraldineClarebout, KU Leuven, Inge Fourneau, UZ Leuven

OTT-OD5-2Dynia – combining of script concordancetesting, virtual patients, webinars and forumsto assess knowledge translation in chronicpainDavid Topps, Heather Armson, Cathlin Mutch,Eloise Carr, Paul Taenzer, Ashi Mehta, Universityof Calgary

OTT-OD5-3CROSSBAR – combining script concordancetesting, virtual patients and scenario basedassessment of learner suitability for residencytrainingJean Rawling, David Topps, Heather Armson,Robert Gagnon, University of Montreal; PaulDuggan, University of Adelaide; Maureen Topps,University of Calgary

OTT-OD5-4Implementation and evaluation of the ScriptConcordance Test in osteopathyJorge E Esteves, Oliver P Thomson, British Schoolof Osteopathy; Marianne Bennison, OxfordBrookes University

OTT-OD5-5Comparison of geographically separatedexpert panels for a modified scriptconcordance testEdward Simanton, University of South Dakota,Sanford School of Medicine; Denese Playford, TheRural Clinical School of WA




































ECOS 4 (BLOC D6)

Animatrice : Katharine Boursicot Centre des congrès d’Ottawa, niveau 2, salle 206

OTT-OD6-1Neurology examination on video as an OSCEPeter Watson, Michael Stevenson, StanleyHawkins, Queen’s University Belfast

OTT-OD6-2Innovative assessment using an automatedOSCE systemAlia Zawawi, Muneera Baraja, King Saud BenAbdulaziz University for Health Sciences

OTT-OD6-3The UCLMS experience of using integratedprofessional skills OSCE stations during a finalyear examinationAlison Sturrock, Sarah Bennett, Laura-Jane Smith,Jayne Kavanagh, Lorraine Noble, Aroon Lal, UCLMedical School

OTT-OD6-4Identification of Students with Clinical SkillsDeficiencies: The iOSCERajesh Gupta, Mahan Kulasegaram, RichardPittini, University of Toronto

OTT-OD6-5Can a Likert-type scale integrated into anOSCE station be useful for detection ofclinical skill improvement?Diem Quyen Nguyen, Benoit Deligne, Jean VictorPatenaude, Robert Gagnon, University ofMontreal

ÉVALUATION DU PROGRAMME 2 :PROGRAMME D’ÉTUDES 1 (BLOC D7)

Animatrice : Joy RudlandCentre des congrès d’Ottawa, niveau 2, salle 207

OTT-OD7-1Then vs now: ‘So what?’. Evaluating theaftermath of whole-programme change in amedical curriculum. (16-year follow-upinterviews with inaugural problem-basedlearning tutors still involved)Gillian Maudsley, The University of Liverpool

OTT-OD7-2Assessment of training programmes: is thereconcordance between tools?Taruna Bindal, Alexandra Hospital, WorcestershireAcute Hospitals NHS Trust; David Wall, HelenGoodyear, Health Education West Midlands

OTT-OD7-4Evaluating meaningful outcomes to enhancehealthcare provider competenciesSean Hayes, AXDEV Group; Mila Kostic, Universityof Pennsylvania; Laura Young, University of NorthCarolina

OTT-OD7-5Use of a developmental evaluation model toassess curriculum changeMatt Vassar, Machelle Linsenmeyer, JohnathanFranklin, Oklahoma State University Center forHealth Sciences

ÉVALUATION FONDÉE SUR LE TRAVAIL 2 (BLOC D8)

Animatrice : Mary LawsonCentre des congrès d’Ottawa, niveau 2, salle 208

OTT-OD8-1Using Unannounced Standardized Patientvisits to assess OSCE practice effects onclinical performanceColleen Gillespie, Angela Burgess, Sondra Zabar,New York University School of Medicine

OTT-OD8-2Using Unannounced Standardized Patients(USP) to Assess Quality of Care: Charting andOutpatient SafetySondra Zabar, Angela Burgess, Kathleen Hanley,Adina Kalet, Colleen Gillespie, NYU School ofMedicine, David Stevens, New York City Healthand Hospitals Corporation

OTT-OD8-3Assessing Clinical Competence Through aPatient Safety LensBeverley Bird, Monash University; Tangerine Holt,Australian-American Fulbright Commission; BrianJolly, University of Newcastle

OTT-OD8-4Workplace-based Assessments: Using an e-Portfolio system to improve learner feedbackLuke Woodham, Trupti Jivram, Terry Poulton, St.George’s, University of London, Megan Wilkins,Kingston University and St George’s, University ofLondon

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OTT-OD8-5Improving the quality of written feedbackfrom workplace based assessments: Theutility index in actionM.H. Bartlett, R.K. McKinley, Keele UniversitySchool of Medicine

RÉTROACTION AU NIVEAU POSTDOCTORAL 1(BLOC D9)

Animateur : Jan IllingCentre des congrès d’Ottawa, niveau 1, salle 102

OTT-OD9-1Trainees’ perceptions of the feedback theyreceive during case based discussionsLucy Flanders, Aruchuna Mohanaruban, NorthMiddlesex University Hospital

OTT-OD9-2Exploring experienced feedback facilitators’performance in multi-source feedback inspecialist trainingGitte Eriksen, Center of Medical Education,Aarhus University & Aarhus Universit; Gitte Bjørg,PeoplePartner; Hans Ehlert, Business Psychology;Bente Malling, Center of Medical Education,Aarhus University & Aarhus Universit

OTT-OD9-3How surgeon teachers use feedback to assessresidents in the Operating RoomDeepak Dath, Jennifer Hoogenes, EdwardMatsumoto, David Szalay, McMaster University

OTT-OD9-4Theory, evidence and testing: Developmentof a model for facilitating performancefeedbackJoan Sargeant, Dalhousie University; HeatherArmson, Jocelyn Lockyer, Univeristy of Calgary,Eric Holmboe, ABIM; Karen Mann, DalhousieUniversity; Ivan Silver, CAMH

OTT-OD9-5Moving from numbers to words: assessingthe quality of a written narrative leadershipfeedback toolSusan Kennedy, Bohaira Geyoushi, RagsSubramaniam, East Kent Hospital University NHSFoundation Trust

INNOVATION EN ÉDUCATION –FORMATION PROFESSORALE (BLOC D1)


CCME-OD1-1Building Ethics Capacity for New FacultyRobert Boyko, Jana Bajcar, Diane Godkin,University of Toronto

CCME-OD1-2Oral Health in Primary Care: CreatingInterprofessional Faculty LeadershipAnita Glicken, nccPA Health Foundation

CCME-OD1-3The Family Medicine Academic ProjectWebsite (FMAP): A new resource forcollaborative online learning. Fiona Webster, Marcus Law, Paul Krueger, RisaFreeman, Morag Paton, Karl Iglar, Phil Ellison,Cynthia Whitehead, University of Toronto

CCME-OD1-4Steps to Surviving and Thriving AccreditationSusan Glover Takahashi, Laura Leigh Murgaski,Linda Probyn, Glen Bandiera, SalvatoreSpadafora, University of Toronto

CCME-OD1-5The Development of a Canadian CompetencyBased Educational Curriculum forPostgraduate Obstetrics and GynecologyUsing the Dutch Model (BOEG) as FrameworkNicolette Caccia, University of Toronto; AmyNakajima, University of Ottawa; Sharon Dore,McMaster University; Corry den Rooyen, TheRoyal Dutch Medical Association; Fedde Scheele,VU University Medical Centre AmsterdamDepartment of Obstetrics a; Nancy Kent,University of British Columbia

CCME-OD1-6Gaming – A Novel Innovation inInterprofessional EducationKevin Fung, Carole Orchard, University of WesternOntario
































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INNOVATION EN ÉDUCATION – TECHNOLOGIE/CYBER-APRENTISSAGE (BLOC D2)


CCME-OD2-1Professionalism revisited in the context ofsocial mediaAditi Khandelwal, Mohamed Elkoushy, Richard L.Cruess, Sylvia R. Cruess, Mark Smilovitch, SeroAndonian, McGill University

CCME-OD2-2Development of an educational informationtechnology (EIT) summer student program topromote e-learning projects developmentamong faculty members and studentsChi-Ming Chow, Jodie Jenkinson, Marcus Law,Wendy Kubasik, Sarita Verma, University ofToronto

CCME-OD2-3What difference is “iTunes U” course makingto anatomy learners?Akram Jaffar, Ayad Al-Moslih, University of Sharjh

CCME-OD2-4OnlineTED.com – a novel smartphone-basedaudience response system for highereducationFelizian Kuehbeck, Felizian Kuebeck, StefanEngelhardt, Antonio Sarikas, TechnischeUniversität München (TUM)

CCME-OD2-5Questions d’urgence: A web basedmultimedia tool used to teach learners in theEmergency Department (ED)Isabelle Savard, Daniel Brouillard, Julie Ouellet-Pelletier, Pierre Léger, Université Laval

CCME-OD2-6The potential of peer-teaching to create highquality e-Learning content - lessons learnedfrom the Pharmacases.de project.Antonio Sarikas, Antonio Sarikas, TechnischeUniversität München (TUM)

INNOVATION EN ÉDUCATION –SANTÉ MONDIALE (BLOC D3)


CCME-OD3-1An innovative postgraduate global healthcurriculum in a family medicine teaching unitEileen Nicolle, Jennifer Kane, Jane Philpott,Katherine Rouleau, University of Toronto

CCME-OD3-2Student Developed Online Modules for GlobalHealth Pre-Departure TrainingJillian Fairley, Elizabeth Hendren, Videsh Kapoor,Amanda Bradley, Clare Newlands, University ofBritish Columbia

CCME-OD3-3Rethinking Global Health Education:Integrating Global Health Awareness intoUndergraduate Medical Education throughCurricular and Experiential LearningJaveed Sukhera, Leah Mawhinney, MelanieKatsivo, University of Western Ontario

CCME-OD3-4Culturally competent healthcare in EmergencyMedicine: An Australasian approachHolly Donaldson, Alyssa Vass, Natalie Johnson,Mary Lawson, Australasian College for EmergencyMedicine

CCME-OD3-5New standards for undergraduate andpostgraduate trainers in the UKDerek Gallen, Julie Browne, Wales Deanery, UK;Alison Bullock, Cardiff University, UK; WinnieWade, Royal College of Physicians

CCME-OD3-6Internationally Educated Health Professionals:Trapped in limbo by a Canadian policyregime?Robert Paul, Tina Martimiankakis, NancyMcNaughton , Zubin Austin, University of Toronto



































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RECHERCHE – EMD (BLOC D4)


CCME-OD4-1How Distributed is Distributed? ModelingProgram Data to Determine Differences inthe Duration of Community-Based ProgramsTim Fedak, Preston Smith, Dalhousie University

CCME-OD4-2Technical Challenges for Longitudinal DataIntegrationRaafey Ahmed Mohammed, Janet Light,University of New Brunswick, Stephen Morley,Ron Soper,; Gregory Power, Silvane Paixao, JohnSteeves, Dalhousie University

CCME-OD4-3Opportunity across the Continuum of MedicalEducation: a tracking initiative framework John Steeves , Silvane Paixao, Peggy AlexiadisBrown, Tim Fedak, Gregory Power, Preston Smith,Evelyn Sutton, Kathleen MacPherson , DalhousieUniversity

CCME-OD4-4Interviewing third-year medical students insitu: Employing guided walks during alongitudinal integrated clerkshipTim Dubé, Northern Ontario School of Medicine

CCME-OD4-5Tracking residency program outcomes inFamily Medicine: An Innovative Applicationof the Theory of Planned Behavior Nancy Fowler, Matthew Kwan, Lawrence Grierson,McMaster University

CCME-OD4-6Who I am and who I am becoming:challenges in adjustment to residencytraining in northern settingsJoanna Bates, Vindya Attanayake, Heather Frost,University of British Columbia

RECHERCHE – FIP (BLOC D5)


CCME-OD5-1Leadership Training for HealthcarePractitioners: A Systematic ReviewElizabeth Rosenman, Rosemarie Fernandez, JamieShandro, Jonathan Ilgen, Amy Harper, Universityof Washington

CCME-OD5-2Dissecting Through Barriers: A Study on theEffect of Interprofessional Education in aDissection Course with Health CareProfessional Students Alisha Fernandes, Bruce Wainman, AndrewPalombella, Stefan Iacob, Jennifer Salfi, McMasterUniversity

CCME-OD5-3‘Being Cordial’ and ‘Being Competent’:Interplay of Theatrical Masks in theOperating RoomCarween Mui, Maria Athina Martimianakis, SherryEspin, Lisa Robinson, Ryerson University; GianniLorello, Tobias Everett, M. Lucas Murnaghan,Carol-Anne Moulton, University of Toronto

CCME-OD5-4How can we reconcile negotiated learningwith content expertise? Participatory actionresearch in the training of community healthworkers in EcuadorPeter Nugus, Alison Doucet, Juana Morales,Helene Rousseau, Andrea Evans, AlexanderCaudarella, Kirsten Johnson, Jasmine Chatelain,Carolyn Beukeboom, Ann MacCaulay

CCME-OD5-5Perspectives on formal communityengagement in medical educationAngela Towle, Cathy Kline, William Godolphin,Wafa Asadian, University of British Columbia;Cheryl Hewitt, Scott Graham


































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RECHERCHE – PROFESSIONNALISME (BLOC D6)


CCME-OD6-1Medical professionalism across cultures:Using case studies to challenge traditionalWestern notions of professionalismTrevor Gibbs, Association of Medical Education inEurope (AMEE); Vikram Jha, ; Michelle McLean,John Sandars

CCME-OD6-2Medical Students with Lapses inProfessionalism: Approaches to Remediationin Canadian and US Medical SchoolsDeborah Ziring, Amanda Esposito, Rosenzweig,Dennis Novack, Kouresch Jan, Drexel UniversityCOM, Suely Grosseman, Universidade Federal deSanta Catarina;; Deborah Danoff, University ofOttawa

CCME-OD6-3“You learn through shock and trauma”:Residents’ unwillingness to challengenegative hierarchy in the operating roomM. Dylan Bould, Viren Naik , StephanieSutherland, University of Ottawa; Zeev Friedman,University of Toronto; Devin Sydor, Queen’sUniversity

CCME-OD6-4“Redrawing the Line on Professionalism”:views of professionalism along the healthcare continuumPenelope Smyth, University of Alberta; KristenSchiller, Kelty Hawley, Carol Hodgson, Universityof Alberta

CCME-OD6-5Beyond the Living: Using Cadavers to TeachProfessionalismClaudia Krebs, Anita Parhar, Gurdeep Parhar,University of British Columbia

CCME-OD6-6Is there a relationship between surgeon’sself-efficacy, listening skills and self-reportedfeedback skills? Maarten Molenkamp, Robert Oostenbroek, PeterPlaisier, Monica van de Ridder, Albert SchweitzerHospital

RECHERCHE – NIVEAU POSTDOTORAL (BLOC D7)


CCME-OD7-1Learning Crisis Resource Management:Practicing versus Observational Role inSimulation TrainingAlexis Haligua, Sylvain Boet, M. Dylan Bould,Viren Naik, University of Ottawa; Anita Lai ,University of Calgary; Tobias Everett, University ofToronto; Mark Gale, University of Calgary; Ashlee-Ann Pigford, The Ottawa Hospital ResearchInstitute

CCME-OD7-2Expert’s Thinking in situ: Implications of aTheoretical Model of Intraoperative Decision-Making for Surgical EducationSayra Cristancho, Tavis Apramian, MeredithVanstone, McMaster University; Lorelei Lingard,Richard Novick, Michael Ott, University ofWestern Ontario

CCME-OD7-3The impact of a novel mentorship programon the integration of International MedicalGraduates (IMGs) into their residency trainingprogramUmberin Najeeb, Ayelet Kuper, Paula Veinot, LisaRichardson, Brian Wong, Heather McDonaldBlumer, Lynfa Stroud, University of Toronto

CCME-OD7-4Exploring Professional Identity formation inFamily Medicine Maternity Care TrainingMilena Forte, Anne Biringer, Anastasia Tobin,David Tannenbaum, University of Toronto;Elizabeth Shaw, McMaster University

CCME-OD7-5“Who’s Teaching What?” How CanMEDs isoperationalized in real-world surgicalresidency programsAlexandra Preston, Erin Wright, Valerie Masson,Shannon Erichsen, Jonathan White, University ofAlberta

CCME-OD7-6Teaching and learning communication inresidency – a needs assessmentAmanda Roze des Ordons, University of Calgary;Michael Hartwick, John Macdonald, Aimee Sarti,University of Ottawa; Rola Ajjawi, University ofDundee





































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DE 10 H 30 À 12 HÉVALUATION ÉCRITE (SECTION AB1)

Animateur : Michael Tweed

OTT-PAB1-01Do gender and candidate instructions impactself-confidence of candidates sitting amultiple-choice assessment?Danny Mathysen, Antwerp University Hospital;Christina Grupcheva, Specialized Eye Hospital

OTT-PAB1-02Formative MEQ: Can it be the challengingtool for preclinical medical students inencouraging their own self-directed learningand improving their own scores?Panadda Rojpibulstit, Nuchanart Suealek, Facultyof Medicine, Thammasat University

OTT-PAB1-03Investigating item parameter drift in amultiple-choice based clerkship examination:a multiple case studyMeredith Young, Beth-Ann Cummings, McGillUniversity, Christina St-Onge, Universite deSherbrooke

OTT-PAB1-04Using a multiple choice examination to assessand enhance Internal Medicine residents’knowledge of evidence-based clinicalexaminationRebecca Jarvis, Elaine Zibrowski, Kathryn Myers,University of Western Ontario

OTT-PAB1-05The development and piloting of a keyfeatures exam based on a national clerkshipcurriculumKirk Bronander, University of Nevada School ofMedicine; Valerie Lang, University of RochesterSchool of Medicine and Dentistry; James Nixon,University of Minnesota School of Medicine;Norman Berman, Geisel School of Medicine

OTT-PAB1-06Development of applicable knowledgeassesed by confidence-based testingDaniela Kampmeyer, Jan Matthes, University ofCologne

OTT-PAB1-07What is the technical quality of the writtenassessment used to qualify medical educationin Brazil?Fábio Antonio Perecim Volpe, Dr. Paulo Prata, Dr.Paulo Prata – FACISB, José Henrique Benedetti P,Céline Pinheiro, Lucas Tadeu Bidinotto, AnselmoGarcia, Maurício Gomes Meirelles, Barretos Schoolof Health Sciences

OTT-PAB1-08Is MEQ better than MCQ to assess problem-solving skill in preclinical medical students?Nampet Ngodngamthaweesuk, PanaddaRojpibulstit, Thammasat university

OTT-PAB1-09The effect of asking for explanation forchoosing an option on an MCQ test onstudents’ scores in a Biochemistry moduletestNadia Al Wardy, Marit Delghandi, Syed Rizvi,Sultan Qaboos University

OTT-PAB1-10Pharmacy students’ perceptions andperformance in open and closed bookexaminationsSrinivasan Ramamurthy, Hui Meng Er, VishnaDevi Nadarajah, Peter CK Pook, InternationalMedical University

OTT-PAB1-11Standard-setting: Retrospective validation ofitem difficulty and importance judgmentsGeorge Pachev, Cicely Bryce, Andrea Busse, NiyatiKasana, University of British Columbia

OTT-PAB1-12Using progress tests for cross-institutionalcomparisons of growth of knowledge:making the context countSebastian Schubert, Zineb M Nouns, Stefan KSchauber, Charité - Universitätsmedizin Berlin

OTT-PAB1-13Progress testing: two countries divided by acommon languageBarbara O’Connor, Steven Lillis, KimberleyBuckley, Warwick Bagg, Univerity of Auckland,Adrian Freeman, University of Exeter

OTT-PAB1-14A growing literature on key feature questionsfor assessment of clinical reasoningPatricia Hrynchak, University of Waterloo; SusanGlover Takahashi, Marla Nayer, University ofToronto











































TECHNOLOGIE (SECTION A5)

Animatrice : Monica van de Ridder

OTT-PA5-01Enhancement of formative assessment inblended learning of histologyArnaud Van Hecke, Marie-Christine Many,Boucquey Marie, Jean-François Denef, UniversitéCatholique de Louvain

OTT-PA5-02A continuous assessment tool for teachingand assessing clinical pattern recognitionSally Krasne, Carl Stevens, David Geffen School ofMedicine, UCLA; Philip Kellman, University ofCalifornia, Los Angeles

OTT-PA5-04DISECKT – cutting edge data-informed self-evaluationAlaa Aboulhoda, David Topps, Heather Armson,Elaine Chow-Baker, Lara Cooke, University ofCalgary

OTT-PA5-05Medical students’ self-assessments andreflections on their learning from a newVirtual Patient model for primary careHelena Salminen, Björklund Karin, Eva Toth-Pal,Nabil Zary, Leanderson Charlotte, KarolinskaInstitutet

OTT-PA5-06Examining systematic training andassessment strategies for robotic surgery skillacquisitionAlex Jiang, Karen Siroen, Ana Luisa Trejos, RajniPatel, Christopher Schlachta, Sayra Cristancho,Western University

OTT-PA5-07Learning of simulated cardiac arrests inhospital environments to supportperformance of the multidisciplinary teamDr Kristina Ziegert, Ms Anne-Marie Schjetlein,Halmstad County Hospital

OTT-PA5-08A randomized controlled trial: ‘In situsimulation’ versus ‘off site simulation’ inobstetric emergencies and their effect onknowledge, safety attitudes, teamperformance, stress, and motivationJette Led Sorensen, Kim Ekelund, Bent Ottesen,Rigshospitalet, Copenhagen University Hospital;Cees Van der Vleuten, Maastricht University,Netherlands; Doris Østergaard, Herlev Hospital,Capital Region of Denmark and CopenhagenUnivers; Vicki Vicki LeBlanc, University of Toronto

OTT-PA5-09A study to investigate the role of SimMan inteaching clinical skills to preclinical medicalstudentsMeenakshi Swamy, Marina Sawdon, AndrewChaytor, David Cox, Judith Barbaro-Brown, JohnMcLachlan, Durham University

OTT-PA5-10Hurdles in Simulation TrainingThomas Thomas Kersey, Geeta Menon, FrimleyPark Hospital

OTT-PA5-11Validation of a new bronchoscopy assessmenttool in a clinical settingNha Voduc, Nancy Dudek, Timothy Wood, AIME-University of Ottawa

OTT-PA5-12eField Notes: A collaborative online tool todocument teaching, learning, andperformanceGary Viner, Eric Wooltorton, Alison Eyre, DougArchibald, Emma Stodel, University of Ottawa

OTT-PA5-13Reliability of an assessment checklist formedical education websitesDiane Poirier, Marie-Francoise Mégie, CristineLamoureux, Johanne Blais, Médecinsfrancophones du Canada

OTT-PA5-14Development of a Peer-Teaching ReviewInstrument for use with Self-Guided e-Learning ModulesChristopher R Pierson, Nationwide Children’sHospital, Eric Fox, Doug Danforth, Susan Mauck,David Way, The Ohio State University

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OTT-PA5-15Improving the usability of e-learningresources: a randomized trialM Razeen Davids, Stellenbosch University andTygerberg Hospital; Usuf ME Chikte, StellenboschUniversity; Mitchell L Halperin, University ofToronto

SIMULATION (SECTION C13)


CCME-PC13-1Creating a Virtual Patient to Teach EvidenceBased PracticeAlison Greig, Jem Arnold, Lara Brady, Connie Lee,Heather Leslie, Leo Willing, Joseph Anthony,Diana Dawes, University of British Columbia

CCME-PC13-2Developing a national syllabus forundergraduate child health: a scopingexerciseHannah Jacob, Caroline Fertleman, Institute ofChild Health, University College London

CCME-PC13-3Learning basic pharmacology with guidedinquiry - based computer simulationsChristian Ezeala, Arnold Ram, NapolioniVulakouvaki , Fiji National University

CCME-PC13-4Use of Point of Care Ultrasound inUndergraduate Medical Education: Siobhan Farrell, Lisa Graves, Jacques Abourbih,Rachel Ellaway, Northern Ontario School ofMedicine

CCME-PC13-5Palpation of the neck - Assessment of a novelhigh fidelity simulator Shanmugappiriya Sivarajah, Kevin Fung,University of Western Ontario; Gordon Campbell

CCME-PC13-6How Warm-up Simulation May Help Traineesin Practicing Communication Skills ForDifficult In The NICUAnita Cheng, Doris Yuen, Gail Fernandes, SheevaWoznuk, Lorelei Lingard, Sayra Cristancho,University of Western Ontario

CCME-PC13-7Building a simulation : A tool to teachcommunication skills to professionals caringfor children with cerebral palsy in a culturallysensitive contextM Zubairi, University of Toronto/HollandBloorview Kids Rehabilitation Hosp; S Lindsay, KParker, A Kawamura, University of Toronto

CCME-PC13-8Emergency Medicine Simulation Training:Measuring Self-Efficacy of ResidentsDavid Fox, Sheila Smith, Julie DeGroot, JuneZimmer, University of Saskatchewan, ReginaQu’Appelle Health Region

AFFAIRES ÉTUDIANTES (SECTION C16)


CCME-PC16-1Enhancing Medical Student EngagementThrough Social Media CommunicationsChris Novak, Madura Sundareswaren, Universityof Alberta

CCME-PC16-2The University of Ottawa Faculty of MedicineStudent Peer-Mentoring Program: Design andImplementation Natasha Larocque, Nischal Ranganath, MélissaBarton, Louise Laramée, University of Ottawa

CCME-PC16-3MD Ambassadors: cultivating HealthAdvocates through community engagement.Tania Pannu, Danielle Gabert, Irfan Kherani, ChrisNovak, University of Alberta

CCME-PC16-4Career planning by Objectives – Why not? Alexandra Scott, Louise Laramée, University ofOttawa

CCME-PC16-5Student Wellness at Schulich Medicine:Student Support TeamPamela Bere, Jessica Blom, Jennifer Koichopolous,Michael Rieder, Terri Paul, Bill McCauley, FrancisChan, Bertha Garcia, Robert Hammond,University of Western Ontario

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CCME-PC16-6Student Wellness at Schulich Medicine:MentorshipPamela Bere, Bill McCauley, Fraser Fellows,University of Western Ontario; James Silcox, TerriPaul, Bertha Garcia, Robert Hammond, Universityof Western Ontario

CCME-PC16-7Provision of quality clinical placements forincreasing numbers of medical students:evaluation of a regional multi-site model ofclinical training schoolsMavourneen Casey, Diann Eley, The University ofQueensland

CCME-PC16-8Assessing mentorship needs of femalemedical trainees and evaluating models ofmentorshipJennifer Y. Y. Kwan, Anastasia Prokubovskaya,Wilma Hopman, Jennifer Carpenter, Queen’sUniversity

CCME-PC16-9Un service d’aide aux étudiants offert par ungroupe de professeurs expertsSophie Laflamme, Université de Sherbrooke

SANTÉ ET MIEUX-ÊTRE (SECTION D11)


CCME-PD11-2The Feasibility of a Peer-Led MindfulnessIntervention for Medical Students: Pilot StudyMarlon Danilewitz, Diana Koszycki, JacquesBradwejn, University of Ottawa

CCME-PD11-5Physicians Perceived Effects of a Mind-BodyMedicine Program: Exploratory StudyJosée Lachance, Pierre Paillé, Jean-FrançoisDesbiens, Marianne Xhignesse, Université deSherbrooke

CCME-PD11-8Addressing the regression of empathy andmoral reasoning amongst medical students. Zale Apramian, Northern Ontario School ofMedicine

CCME-PD11-10Evaluating social determinants of health andhealth promotion teaching in undergraduatemedical senior clinical years: sustainabilityand acceptabilityAnn Wylie, Yuko Takeda, Kay Leedham-Green, KayLeedham, Green - King’s College London

CCME-PD11-11The impact of a three-hour mandatorymindfulness workshop for third-year medicalstudentsMillaray Sanchez-Campos, Carol Gonsalves, DougArchibald, Veronique Duchesne, Diana Kozsycki,University of Ottawa

CCME-PD11-12Do What I Say vs Do What I Do: a survey oflifestyle behaviors among medical traineesand facultyDoug Klein, Shelley Ross, University of Alberta,Carmen Guenther, University of Calgary

ÉDUCATION MÉDICALE CONTINUE (SECTION E15)


CCME-PE15-1Evaluating the effectiveness of the AnnualRefresher Course for Family PhysiciansBeyond SatisfactionFrancesca Luconi, Francesca Luconi, Ivan Rohan,Alix Zerbo, McGill University

CCME-PE15-2Academic Detailing Intervention for RationalAntipsychotic PolypharmacyJatinder Takhar, Kamini Vasudev, Joel Lamoure,Michael Beyaert, Varinder Dua, David Dixon,Jason Eadie, Larissa Husarewych, Ragu Dhir,University of Western Ontario

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CCME-PE15-3Breaking Bad News: Current practices ofdoctors in Tertiary Care HospitalIram Khursheed, Shazia Babar, Aga KhanUniversity, Babar Matin, Civil Hospital Karachi;Lubna Baig, King Saud Bin Abdul-Aziz Universityof Health Sciences; Syed Motn Aly, Director,Medical Education Department, Taif University

CCME-PE15-4Self Assessment strategies linked to CEPDactivities: Is there added value to practice-based learning?Douglas Wooster, University of Toronto; ElizabethWooster, OISE/University of Toronto

CCME-PE15-5Educational Recommendations for Physiciansin Practice with Identified Learning Needs inthe Professional RoleBill McCauley, Craig Nathanson, JenniferFillingham, College of Physicians and Surgeons ofOntario (CPSO)

CCME-PE15-6Effective Communication with Patients,Families & Colleagues: Evaluation of anOnline Program for International MedicalGraduates (IMGs) in Newfoundland andLabrador (NL), CanadaLisa Fleet, Elizabeth Bannister, Robert Glynn, AnujCharan, Memorial University of Newfoundland

CCME-PE15-7Gaining the insiders perspective: Primary careapproaches to cervical cancer re-screeningTanuja Barker, Tunde Olatunbosun, GurveenGrewal, Alexandra Hatry, Tommy Chan, BrennaLynn, University of British Columbia

CCME-PE15-8ADEPT Impact Evaluation of ProvincialAcademic Detailing Programs on PhysicianPrescribing PracticesMalcolm Maclure, University of British Columbia,Michael Allen, Tanya MacLeod, DalhousieUniversity; David Blackburn, University ofSaskatchewan; Loren Regier, Nancy Blythe,Analyst on contract with University of Victoria

CCME-PE15-9Innovative Electronic CME for Physicians:Actionable Nuggets™ on SkillScribeKaren M. Smith, Mary Ann McColl, Alice Aiken,Jay Joseph, Laura McDiarmid, Danielle Naumann,Queen’s University

CCME-PE15-10Written or Typed Note-Taking and the Effecton Memory Retention: Implications forElectronic Continuing Medical EducationDanielle Naumann, Karen Smith, LauraMcDiarmid, Queen’s University

CCME-PE15-11Promoting Awareness of Best Practices forFetal Alcohol Spectrum Disorder (FASD) inPrimary Care throughout the Lifespan: TheActionable Nuggets ™ StrategyMary Ann McColl, Danielle Naumann, JamesReynolds, Michael Green, Paola Durando, AliceAiken, Queen’s University; Ana Hanlon-Dearman,Manitoba Institute of Child Health ChildDevelopment Clinic; Paul Masotti, University ofManitoba

DE 12 H À 13 H 30Pause-repasCentre des congrès d’Ottawa, niveau 3, salles du Canada 2 et 3 - salle des exposants

COLLOQUES

DE 13 H 30 À 15 H (Bloc E)

OTT-SE1Bridging the Gap: How Medical Education andmeasurement Science Can Better Collaborateto Meet Growing and Broadening AssessmentNeedsFairmont Château Laurier, rez-de-chaussée, salle Laurier Reportez-vous à la page : 71

OTT-SE2Medical Schools Council Assessment InitiativesFairmont Château Laurier, niveau inférieur, salleCanadian Reportez-vous à la page : 72

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ATELIERS

DE 13 H 30 À 15 H (Bloc E)

OTT-WE-1The Cohen method of standard setting - WHY and HOWCentre des congrès d’Ottawa, niveau 1, salle 101 Scarpa Schoeman, University of the Free State;Janke Cohen-Schotanus, University Medical CentreGroningenA message from the facilitators: If you intend to cometo this workshop, please bring along the following toenable you to participate effectively: 1) a chargedlaptop with MS Excel 2) a written assessment resultsdata spreadsheet of at least 75 students, with resultsin % We want to enable you to apply the method toyour own data- much more meaningful and exciting!

OTT-WE-2Moving from point-in-time assessment oflearning to programmatic assessment forlearning – implementing an assessmentsystem for competency-based post-graduatemedical educationCentre des congrès d’Ottawa, niveau 1, salle 103 Farhan Bhanji, Linda Snell, McGill University;Jonathan Sherbino, McMaster University; JasonFrank, The Royal College of Physicians andSurgeons of Canada

OTT-WE-3An annual leadership assessment – raisingawareness of the clinical leadership agendaCentre des congrès d’Ottawa, niveau 1, salle 104 Lindsay Hadley, Patrick Marshall, David Black,Health Education Kent Surrey and Sussex

OTT-WE-4Assessing Students in InterprofessionalEducation (IPE) Activities: DevelopingAssessment Skills in TutorsCentre des congrès d’Ottawa, niveau 1, salle 105 Linlea Armstrong, Lesley Bainbridge, University ofBritish Columbia

OTT-WE-5Reasonable adjustments in assessment –when and how should they be used?Centre des congrès d’Ottawa, niveau 1, salle 106 Dr Drew Gilliland, Dr Gerry Gormley, Ms MaireadBoohan, Queen’s University Belfast

OTT-WE-6Standardized Patient Cases: All Scenarios DoNot Equally Assess Communication SkillsCentre des congrès d’Ottawa, niveau 1, salle 107 Colette Scott, Ann King, Gail Furman, NationalBoard of Medical Examiners; Ruth Hoppe,Michigan State University

OTT-WE-7RESME end of course workshopFairmont Chateau Laurier, niveau 1, salle Tudor Charlotte Ringsted, Brian Hodges, University ofToronto; Albert Scherpbier, University ofMaastricht

CCME-WE-1Don’t Reinvent the Wheel: Repurposing OpenEducation Resources for Custom Lesson PlansWestin Ottawa, niveau Executive / Lower, salle Maple Neil Mehta, Cleveland Clinic Lerner College ofMedicine of CWRU; Anne Marie Cunningham,School of Medicine at Cardiff University; NatalieLafferty, College of Medicine, Dentistry andNursing, University of Dundee; Alireza Jalali,University of Ottawa

CCME-WE-2Assessing and addressing individual andcommunity CME/CPD needs: Translatinglessons into practiceWestin Ottawa, niveau 4, salles Newfoundland NovaScotia Alexandra Hatry, Jennifer Barrows, Andrea Keesey,Tanuja Barker, Tunde Olatunbosun, UNerissa Tai,Ashra Kolhatkar, Brenna Lynn, University of BritishColumbia

CCME-WE-3Systematic Reviews (for Medical EducationResearch) 101 Westin Ottawa, niveau Executive / Lower, salle Oak Tanya Horsley, The Royal College of Physiciansand Surgeons of Canada; Lee-Anne Ufholz,University of Ottawa

CCME-WE-4Developing an integrated, learner-centeredCanMEDS curriculum for sub-specialtytraining programsWestin Ottawa, niveau 3, salle Ontario Marta Wilejto, Angela Punnett, University ofToronto

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CCME-WE-5Integrating Lesbian, Gay, Bisexual, andTransgender (LGBT) Health Topics into theMedical CurriculumWestin Ottawa, niveau 4, salle Provinces 1 Louie Chan, University of Toronto; Stacey Ritz,Northern Ontario School of Medicine; TrevorCorneil, Julius Elefante, University of BritishColumbia

CCME-WE-6Instructional design enhancing transfer oflearning.Westin Ottawa, niveau 4, salle Provinces 2 Ann Roex, Clarebout Geraldine, KU Leuven;Dolmans Diana, van Merrienboer Jeroen,Maastricht University

CCME-WE-7Competency based teaching: enablinglearners to take an active role Westin Ottawa, niveau 4, salle Quebec Allyn Walsh, McMaster University; DanielleSaucier, Université Laval


DE 13 H 30 À 15 H (Bloc E)

ÉVALUATION DU PORTFOLIO (BLOC E1)

Animatrice : Susan van SchalkwykCentre des congrès d’Ottawa, niveau 2, salle 201

OTT-OE1-1The utility of an integrated portfolio toassess a primary and community care clinicalplacementChris Roberts, Shadbolt Narelle, Tyler Clark,University of Sydney

OTT-OE1-2Portfolio as summative assessment in anundergraduate orthopedic courseYosef Tyson, Institution for Surgical Science;Martin Wohlin, Institution for Medical Science

OTT-OE1-3Portfolio as reflection instrument forundergraduate students in communitymedicineErike Anggraini Suwarsono, Fika Ekayanti, Facultyof Medicine and Health Sciences Islamic StateUniversity

OTT-OE1-4A tablet PC-web based e-portfolio system forclinical rotation to support reflective learningand alliance among teachersKazunobu Ishikawa, Gen Kobayashi, AkikoSugawara, Yoko Moroi, Tatsuo Suzutani, TestuhitoFukushima, Fukushima Medical University

ÉVALUATION DU PRACTICIEN 1 (BLOC E2)


OTT-OE2-1Implementation of revalidation for trainees inthe UKDavid Black, Health Education Kent, Surrey andSussex

OTT-OE2-2Assessment of senior physicians (70+) inQuebecMarc Billard, Johanne Thiffault, Francois Goulet,Monique Robert, College des medecins duQuebec

OTT-OE2-3The Value of a General Medical ScienceExamination in a Comprehensive CompetenceAssessment for Practicing PhysiciansElizabeth Wenghofer, Laurentian University; TomHenzel, National Board of Medical Examiners;Peter Boal, Steve Miller, University of California,San Diego Physician Assessment and Clin; WilliamNorcross, University of California, San DiegoPhysician Assessment and Clin

OTT-OE2-4PROGRESS: assessing the quality of theappraisal discussionSusi Caesar, Karen Bentley, Sue Bowen, SteveScott, Wessex School of General Practice, WessexDeanery, UK

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ÉVALUATION DE L’ENSEIGNEMENT/DU FORMATEUR (BLOC E3)

Animateur : Sean Hilton Centre des congrès d’Ottawa, niveau 2, salle 203

OTT-OE3-1Can student assessments of faculty’sprofessional behaviours support positivebehavioural change? A case study in catalyticvalidityMeredith Young, Sylvia Cruess, Richard Cruess,Yvonne Steinert, McGill University

OTT-OE3-2Aligning Clinical Teaching Evaluation Formswith Physician CompetenciesDeborah Simpson, Danish Siddiqui, JacobBidwell, Richard Battiola, Danielle Greer, AuroraHealth Care

OTT-OE3-3An Instrument to Assess the Competencies ofResidency Program Directors in a Multi-Source Feedback SystemJodi Herold, Susan Lieff, Ari Zaretsky, GlenBandiera, Sal Spadafora, Melissa Hynes,University of Toronto

OTT-OE3-4Location Of Clinicians And Trainee Educationat Dalhousie (LOCATED) Project: a healthhuman resource tracking initiativePeggy Alexiadis Brown, John Steeves, KathleenMacPherson, Dalhousie University Tim Fedak,Silvane Paixao, Dalhousie Medicine NewBrunswick; Preston Smith, Dalhousie

OTT-OE3-5Moneyball: The art of statistical analysis inhealth-related professionsBrad Marcum, Margaret Sidle, University ofPikeville/Kentucky College of OsteopathicMedicine

PROFESSIONNALISME 2 (BLOC E4)

Animateur : Richard CruessCentre des congrès d’Ottawa, niveau 2, salle 204

OTT-OE4-1Building a GME-wide Initiative on AssessingProfessionalismP. Preston Reynolds, Jim Martindale, LindaWaggoner-Fountain, John Gazewood, MikeMoxley, Casey White, University of Virginia

OTT-OE4-2Measuring professionalism in paramedicsMadeline Carter, Gill Morrow, Charlotte Rothwell,John McLachlan, Jan Illing, Durham University,Bryan Burford, Newcastle University

OTT-OE4-3Understanding the Social Network ofProfessionalism in the Medical SchoolEnvironmentMaria-Louise Barilla-LaBarca, Trey Mullikin,Frederic Hafferty, Wojciech Pawlina, Mayo Clinic,Douglas Grbic, Association of American MedicalColleges

OTT-OE4-4How professionalism themes in the medicalschool curriculum are perceived and assessedamong faculty members: a qualitativeresearchRulliana Agustin, David Mahns, School ofMedicine University of Western Sydney; IanWilson, University of Wollongong

OTT-OE4-5Development of professionalism in clerkshipwith an on-line concordance-of-judgmenteducational activity: a pilot studyAmelie Foucault, Serge Dube, NicholasFernandez, Robert Gagnon, Bernard Charlin,University of Montreal

RÉTROACTION ÉMANANT DE PLUSIEURSSOURCES (BLOC E5)

Animatrice : Jocelyn Lockyer Centre des congrès d’Ottawa, niveau 2, salle 205

OTT-OE5-1Co-workers and Physician MultisourceFeedbackGregg Trueman, Jocelyn Lockyer, Kent Hecker,Tanya Beran, University of Calgary, PamNordstrom, Mount Royal University

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OTT-OE5-2Perspectives on the outcome from MSF inspecialist training – influence of feedbackfacilitator experienceBente Malling, Center of Medical Education,Aarhus University; Christina Hjøllund,PeoplePartner; Hans Ehlert, Business Psychology;Gitte Eriksen, Center of Medical Education,Aarhus University

OTT-OE5-3Measuring CanMEDs Roles in InternalMedicine Residents Using Multi-SourceFeedback (MSF): The Development and Pilotof an Online InstrumentAliya Kassam, Aleem M. Bharwani, University ofCalgary

OTT-OE5-4Multisource feedback in post-graduatemedical education: Residency and beyondApril J Kam, Kelly Dore, Christina Grant, MoyezLadhani, McMaster University

OTT-OE5-5Ward round assessment of performance(WRAP) – A 360 degree assessment tool forward round leadership skillIndumathy Lakshminarayana, BirminghamCommunity Trust; David Wall, Retired Deputy PostGraduate Dean, West Midlands Deanery; HelenGoodyear, Consultant Paediatrician and AssociatePostgraduate Dean for less; Taruna Bindal,Consultant Paediatrician at the AlexandraHospital, Redditch, West Midlands, UnitedKingdom. -Paediatriatrics-Redditch

ECOS 5 (BLOC E6)

Animateur : John Mahoney Centre des congrès d’Ottawa, niveau 2, salle 206

OTT-OE6-1It’s all in a word - use of language in globalrating scales in OSCEsPaul Jones, Steve Capey, Sharon Hartwell, OwenBodger, Judy McKimm, Swansea College ofMedicine

OTT-OE6-2Relationship of Individual Competency andOverall Global Ratings in Practice ReadinessOSCEsSaad Chahine, Mount Saint Vincent University;Bruce Holmes, Dalhousie University

OTT-OE6-3Two-Point OSCE Checklist Items: Do theybetter capture examiner judgments?Sydney Smee, Ilona Bartman, Medical Council ofCanada; Stefanie Sebok, Queen’s University

OTT-OE6-4Do individual roleplayers systematically biasthe outcome of a high-stakes postgraduateOSCE, in terms of candidate ethnicity?MeiLing Denney, Royal College of GeneralPractitioners; Richard Wakeford, University ofCambridge

OTT-OE6-5Validity evidence for the OSATS (objectivestructured assessment of technical skill): asystematic reviewDavid A Cook, Benjamin Zendejas, Mayo ClinicCollege of Medicine; Ryan Brydges, University ofToronto; Rose Hatala, University of BritishColumbia

SÉLECTION RELATIVE À LA FORMATIONPOSTDOCTORALE (BLOC E7)

Animatrice : Samantha ScallanCentre des congrès d’Ottawa, niveau 2, salle 207

OTT-OE7-1The pros and cons of combining the MMIand the SJT in postgraduate selectionRoberts Chris, Tyler Clark, Annette Burgess, KarynMossman, University of Sydney, Fiona Patterson,Work Psychology Group; Marcia Grant, GeneralPractice Education and Training Ltd

OTT-OE7-2What information is provided in transcriptsand medical student performance records(MSPR) from Canadian medical schools?Jason Robins, Matthew McInnes, Kaisra Esmail,University of Ottawa - The Ottawa Hospital

OTT-OE7-3Evaluation of a new selection process forselection into for Trauma & Orthopaedics inUKAlison Carr, Health Education England; MáireKerrin, Emma Rowett, Work Psychology Group;Mark Goodwin, Chair SAC Trauma & OrthopaedicsUK and Ireland; David Wilkinson, JulieHonsberger, Health Education Yorkshire and theHumber

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OTT-OE7-4Does UK Foundation training prepare atrainee for a surgical career?Dhanya Mullassery, Alder Hey Childrens NHSFoundation Trust; Graham Lamont, David Bowen-Jones, HENW(Mersey Deanery)

OTT-OE7-5Selection for Family Medicine Residencytraining: is it time to sharpen our tools? Astudy of the consistency of selectionprocesses across Programs in CanadaKeith Wycliffe-Jones, Maureen Topps, JeanineRobinson, Kent Hecker, Alianu Kingsly Akawung,University of Calgary, Shirley Schipper, Universityof Alberta

OTT-OE7-6Implementation of a national programme forassessing and selecting trainee clinicalscientists across multiple specialismsC J Gibson, L Lindsay, S Chamberlain, E VDavison, National School of Healthcare Science; SHill, NHS England

ÉVALUATION FONDÉE SUR LE TRAVAIL 3 (BLOC E8)

Animateur : Pim TeunissenCentre des congrès d’Ottawa, niveau 2, salle 208

OTT-OE8-1Re-thinking workplace-based assessment:Trainees’ and supervisors’ perceptions of arevised systemWinnie Wade, David Parry, Royal College ofPhysicians

OTT-OE8-2In Training Evaluations: Developing a quickand easy automated screening tool formeasuring completed report qualityRamprasad Bismil, Nancy Dudek, Timothy Wood,University of Ottawa

OTT-OE8-3Understanding trainees’ and trainers’experiences of supervised learning events inthe UK Foundation ProgrammeCharlotte E. Rees, Ashley Dennis, University ofDundee; Karen Mattick, Narcie Kelly, University ofExeter; Jennifer Cleland, University of Aberdeen;Lynn V. Monrouxe, Cardiff University

OTT-OE8-4Rising to the challenge: stress appraisals andperformance in a high stakes assessmentMartin Roberts, Tom Gale, Plymouth UniversityPeninsula Schools of Medicine and Dentistry; JohnMcGrath, Mark Wilson, University of Exeter

OTT-OE8-5Work-place based assessment of InternalMedicine resident diagnostic accuracyMichael D. Jain, Allan S. Detsky, Luke A. Devine,University of Toronto; George A. Tomlinson,University Health Network

RÉTROACTION AU NIVEAU POSTDOCTORAL 2(BLOC E9)


OTT-OE9-1Numbers or Narratives: Do scores affectresidents’ recall of examiner feedback in aformative OSCE?Lynfa Stroud, Matthew Sibbald, Ryan Brydges,Heather McDonald-Blumer, Rodrigo Cavalcanti,University of Toronto; Kevin Eva, University ofBritish Columbia

OTT-OE9-2Evaluation of written feedback given todoctors in the first post graduate yearSandra Carr, The University of Western Australia

OTT-OE9-3Improving written feedback to residentphysicians: are Field Notes facilitatingchange?Eric Wooltorton, Gary Viner, Douglas Archibald,Alison Eyre, Madeleine Montpetit, Julie Sutton,University of Ottawa

OTT-OE9-4Quality of Written Comments on ClinicalPerformance in a Four-Week IntroductoryAnesthesiology Program: Directed ContentAnalysisMichael G. Richardson, Vanderbilt UniversitySchool of Medicine; Nancy K. Richardson

OTT-OE9-5Exploring documented formative feedbackwithin a competency-based residencyprogramRosslyn Zulla, Shelley Ross, Michel Donoff, PaulHumphries, Shirley Schipper, University of Alberta

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OTT-OE9-6Implicit and explicit communication offeedback affects students’ retention of thefeedback messageJ.M.Monica van de Ridder, Albert Schweitzerhospital; Janneke van Meteren, Academic MedicalCenter; Ernst-Jan van Unen, Hogeschool NCOI

INNOVATION EN ÉDUCATION – EMC (BLOC E1)


CCME-OE1-1Generalism and Generalists Defined:Implications for Medical Education, theHealth System, and Health Human ResourcesJason R. Frank, Sarah Taber, Ashley Ronson, TheRoyal College of Physicians and Surgeons ofCanada, Paul Dagg, University of BritishColumbia; James Rourke, Memorial University ofNewfoundland

CCME-OE1-2From where the clinical teaching unit: Acritical historical perspective upon a majorlearning environment Brett Schrewe, University of British Columbia

CCME-OE1-3Teaching Clinics: something different andmore efficient?Vass Vassiliou, Royal Brompton Hospital andImperial College London; Eleana Ntatsaki, UCL,London

CCME-OE1-4A centralized platform for the consumptionof current medical literatureAndrew Cheung, University of Toronto; AdrienneCheung, University of British Columbia; Aimee Li,University of Ottawa; Marc Succi, HarvardMedical School

CCME-OE1-5Mentoring Champions: an intensive programto kick-start mentoring formally in emergencymedicineHolly Donaldson, Shavaun Petrie, Mary Lawson,Australasian College for Emergency Medicine

CCME-OE1-6Aligning accreditation along the medicaleducation continuum for excellence inresidency training.Nick Busing, Consultant- FMEC PG; GenèvieveMoineau, The Association of Faculties of Medicineof Canada; Jason Frank, The Royal College ofPhysicians and Surgeons of Canada; Anne MarieMaclellan, CMQ; Louise Nasmith, University ofBritish Columbia; Maryanne Xhignesse, Universitéde Sherbrooke

INNOVATION EN ÉDUCATION – EMPr/ÉLABORATION DU PROGRAMME D’ÉTUDES(BLOC E2)


CCME-OE2-3Deep Curriculum Diving and finding ‘PERL’(Professionalism, Ethics , Research and LawModule) for undergraduate medical studentsRehan Ahmed Khan, Madiha Sajjad, MasoodAnwar, IIMCT, Riphah International University

CCME-OE2-4Innovative Pedagogy for IntegratingBehavioral and Social Science Foundationsacross the LifeStages using a “Multi-racialand Multigenerational Family” in ActiveLearning Group Sessions.Anuradha Mookerjee, MD MPH, William Graessle.MD, Consuelo Cagande, MD, Bradford Fischer,PhD, Rao Gogenini, MD, Robert Brown, MD ,Vijaykumar Rajput, MD FACP, Cooper MedicalSchool of Rowan University

CCME-OE2-5An Observational Descriptive Study of FormalPatient Safety Curriculum in CanadianUndergraduate Medical Education Amy Nakajima, Hoang Pham, Sherissa Microys,University of Ottawa

CCME-OE2-6Instructional Designers’ Perspective ofCurriculum Development and ReviewJohn Dabous, Tim Dubé, Jeff Bachiu, NorthernOntario School of Medicine

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INNOVATION EN ÉDUCATION –PROFESSIONNALISME (BLOC E3)


CCME-OE3-1Linking Curricular Elements of Communicatorand Professional Roles to Develop ReflectiveCapacitySharona Kanofsky, University of Toronto

CCME-OE3-2The Resident Experience and the hiddencurriculum:The Learning Environment forProfessionalism (LEP) surveyAnna Byszewski, Heather Lochnan, Tim Wood,Johnson Donna, University of Ottawa

CCME-OE3-3No time to learn: An innovation to addressthe limitations of rapid patient transit onmedical student clinical learning.Jenepher Martin, Noel Roberts, Michelle Lai,Monash University

CCME-OE3-4Using the Knowledge-to-Action Framework toEngage Faculty and Trainees in ImprovingInpatient Communication Practices: On theRoad to Developing a New EntrustableProfessional ActivityNoureen Huda, Mark Goldszmidt, LoreleiLingard, University of Western Ontario

CCME-OE3-5Professionalism Representative: A Student-Designed Role to Enhance the Culture ofProfessionalism and Self-Regulation AmongMedical StudentsJennifer Duncan, Shaina Archer, Claire Allen,Sheila Wang, University of Alberta

RECHERCHE – SANTÉ ET MIEUX-ÊTRE (BLOC E4)


CCME-OE4-1On the precipice: a prospective exploration ofmedical students’ expectation of thetransition from pre-clinical to clinical trainingJason Soo, Anna Oswald, Marie Cave, PamelaBrett-MacLean, University of Alberta

CCME-OE4-2Post-Return Debriefing in Canadian MedicalPrograms and Students’ Opinions of ThemScott Hodgson, University of Manitoba; IrfanKherani, University of Alberta; Ratika Srivastava,University of Calgary

CCME-OE4-3So... what is wrong with a bit of stress?Joy Rudland, Tim Wilkinson, University of Otago

CCME-OE4-5Réseaux sociaux, enjeux de communicationavec les résidentsGuy Labrecque, Julien Poitras, Université Laval

RECHERCHE – CONTINUUM DE L’ÉDUCATION(BLOC E5)


CCME-OE5-1The Role of Continuity in FacilitatingResidents’ Readiness to PracticeElaine Van Melle, Karen Schultz, Queen’sUniversity

CCME-OE5-2Teaching Primary Care Obstetrics: Insightsand Recruitment Recommendations of FamilyPhysiciansSudha Koppula, University of Alberta; Judith B.Brown, John M. Jordan, University of WesternOntario

CCME-OE5-3MD Graduate Retention : A Case Study ofCanada’s Maritime ProvincesLynda Buske, Canadian Medical Association; TimFedak, Dalhousie University; Steve Slade,Canadian Post-M.D. Education Registry; SilvanePaixao, Peggy Alexiadis Brown, DalhousieUniversity

CCME-OE5-4Active engagement of adolescents withchronic diseases in medical education:exploring their perceptions about potentialcontributions Marie-Paule Morin, François Bowen, Université deMontréal; Tina Martimianakis, Rayfel Schneider,Maria Mylopoulos, University of Toronto

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CCME-OE5-5Practice-based small group learning: theperceptions and experiences of a pharmacypilot in NHS ScotlandDavid Cunningham, Leon Zlotos, NHS EducationFor Scotland

CCME-OE5-6Resident as Educator Program in aDeveloping Country: Is there a need?Shazia Sadaf, Syeda Ali, Aga Khan University;Susie Schofield, University of Dundee

RECHERCHE – LEADERSHIP EN RECHERCHE ENÉDUCATION MÉDICALE (BLOC E6)


CCME-OE6-1The feasibiltiy and utility of of a multi-sourcefeedback process for the leadership ofpostgraduate medical education directorsSusan Lieff, Ari Zaretsky, Glen Bandiera, SalvatoreSpadafora, Jodi Herold, Melissa Hynes, SusanGlover Takahashi, University of Toronto

CCME-OE6-2Managing Knowledge in the DalhousieFaculty of MedicineDuane Jones, Dalhousie University

CCME-OE6-3Impact of a rotation in medical education onthe development of a teacher identity insenior residents of Université de MontréalGeneviève Grégoire, Marie-Claude Audétat,Suzanne Laurin, Université de Montréal

CCME-OE6-4Canadian Medical Education Research andInnovation Units: Director Descriptions ofSucessErin Bidlake, Susan Humphrey-Murto, StephanieSutherland, Stanley J Hamstra, University ofOttawa; Lara Varpio, Uniformed ServicesUniversity of the Health Sciences

CCME-OE6-5The Use of Consensus Group Methods inMedical Education ResearchSusan Humphrey-Murto, Lee-Anne Ufholz, CarolGonsalves, Sarah Lynch, Timothy J. Wood,University of Ottawa; Lara Varpio, UniformedServices University of Health Sciences

CCME-OE6-6From Narratives to Data Points: HowElectronic Health Record Use Impacts ClinicalThinkingLara Varpio, Uniformed Services University for theHealth Sciences; Judy Rashotte, Jim King, TysonRoffey, Pat Elliot-Miller, Children’s Hospital ofEastern Ontario; Kathy Day, Craig Kuziemsky,University of Ottawa; Avi Parush, CarletonUniversity


DE 13 H 30 À 15 H

ÉVALUATION DU PROGRAMME D’ÉTUDES 1(SECTION A4)

Animatrice : Gillian Maudsley

OTT-PA4-01The two-year study of a teaching model infamily medicine for undergraduate medicalstudents at Comenius University in Bratislava,Jessenius Faculty of Medicine in Martin,SlovakiaRenata Pecova, Oto Osina, Jurina Sadlonova,Lubica Jakusova, Jan Danko, Comenius Universityin Bratislava, Jessenius Faculty of Medicine

OTT-PA4-02Qualitative evaluation of theory-practiceintegration in morphologic courses at theFaculty of Medicine, National AutonomousUniversity of MexicoMargarita Varela-Ruiz, Alicia Hamui-Sutton, TaniaVives-Varela, National Autonomous University ofMexico

OTT-PA4-03Fourth year medical students’ perceptions oftheir learning in the Health Practice Day(HPD) in the Clinical skills programme (CSP)at WitsAmina Cassim, Detlef Prozesky, University of theWitwatersrand (Wits)

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OTT-PA4-04First Patient Program: Program Renewalthrough Program EvaluationLeslie Flynn, Sheila Pinchin, Anthony Sanfilippo,Kathy Bowes, Queen’s University

OTT-PA4-05Assessment item mapping to informcurricular evaluation of a neurosciencescourseB Ostrowerka, H Lai, T Hillier, University ofAlberta

OTT-PA4-06A Biomedical Informatics course at UNAMFaculty of Medicine in Mexico: Programevaluation using a mixed methods approachTania Vives-Varela, Israel Martínez-Franco,Marlette Lobato-Valverde, Melchor Sánchez-Mendiola, UNAM

OTT-PA4-07Synopsis of evaluation criteria as a tool forcurricular development in the Aachenmedicine curriculumJohann Arias, Alexander Schiffel, StephanErdtmann, Sonja Finsterer, Melanie Simon, RWTHAachen Medical Faculty

OTT-PA4-08PG ethics and professionalism: Practical issuesbased on how they interactRoger P Worthington, Yale University; Richard BHays, Bond University

OTT-PA4-09The impact of the clinical practical year at theMedical University of Vienna: Are theredifferences in clinical reasoning skills betweenstudents instructed either locally or remotely?Philipp Pavelka, Philip Anner, Andrea Praschinger,Franz Kainberger, Medical University of Vienna

OTT-PA4-10The Quality Accreditation of Medical Careersin ArgentinaMario A. Secchi, Nicolas Rodriguez Leon, WalterBordino, Roberto Garcia Turiella, InstitutoUniversitario Italiano de Rosario - Argentina

OTT-PA4-11Academic medicine elective at LavalUniversity: program description andcurriculum evaluation preliminary resultsMiriam Lacasse, Marie-Hélène Dufour, JosetteCastel, Université Laval

OTT-PA4-12A survey of evaluation systems foreducational programs at Tehran University ofMedical Sciences (TUMS)Roghayeh Gandomkar, Leyla Sadighpour, TehranUniversity of Medical Sciences; Azim Mirzazadeh,Batool Amini, Hamid Khanjani, Mojgan Safari

ÉVALUATION CLINIQUE (SECTION B2)

Animatrice : Elizabeth Kachur

OTT-PB2-01Incorporating a test-enhanced learningcomponent to clinical rotationsDavid Sanford, Elaine Zibrowski, Michelle Zeller,Joy Mangel, Mark Goldszmidt, University ofWestern Ontario

OTT-PB2-02A new type of oral assessment at the end ofa rotation in intensive care medicine: The“fictitious patient” set up by the residentAntónio Pais de Lacerda, Hospital de Santa Maria,Faculty of Medicine of Lisbon

OTT-PB2-04Patient evaluation of clinical interaction withmedical studentsJames Simpson, Andrea Winthrop, Cherie Jones,Nina Ramic, Josie Xu, John Presvelos, Queen’sUniversity

OTT-PB2-05Medical students’ perceptions upon student-based care followed by supervision: apotential formative student assessment with patient’s eyesErnesto A. Figueiró-Filho, Faculty of Medicine -Federal University of Mato Grosso do Sul; ElianaAmaral, UNICAMP

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OTT-PB2-06A survey on ability of 4th year medicalstudents in EBM skillsMahvash Alizadeh Naini, Mohammad HossieDabaghmanesh, Narges Vaseghi, Shiraz Universityof Medical Sciences

OTT-PB2-07Survey of teaching methods and assessmenttools for Patient Safety competencies in Thaimedical education centers: a nationwidesurveyUsa Siriboonrit, Chonburi Medical Educationcenter

OTT-PB2-08Safety Audit Assessment in Medical Studentsfor prevention of accidental blood and bodilyfluid contactDr Jutatip Nirutterug, Queen Savang VadhanaMemorial Hospital, Thai Red Cross Society

OTT-PB2-09Assessment of Emergency Medicine juniordoctors using a RIME-Dreyfus hybrid modelGG Sim, Changi General Hospital; Byg Leong,Changi General Hospital

OTT-PB2-10Assessing social determinants of health inundergraduate medical curricula: pragmaticoptionsYuko Takeda, Ann Wylie, King’s College LondonSchool of Medicine

OTT-PB2-11Logbook: Mapping the Clerkship Experiencethrough the EPITOMISE FrameworkShazia Sadaf, Naveed Yousuf, Rukhsana Zuberi,Aga Khan University

OTT-PB2-12The utility and reliability of the mini-CEX as asummative tool in undergraduate medicalstudentsSteve Capey, Wyn Harris, Swansea University

OTT-PB2-13“I’m no teacher”: Understanding radiationtherapists’ perception and approach toclinical competence assessment of medicalradiation sciences students within anacademic clinical settingKieng Tan, Princess Margaret Cancer Centre; KristaDawdy, Lisa Di Prospero, Odette Cancer Centre

OTT-PB2-14The Fundamental Basic Clinical Skills of theIntern. How can we improve them?Onanong Noomcharoen, Queen Savang VadhanaMemorial Hospital, Thai Red Cross

OTT-PB2-15Assessing readiness for re-entry of residentsreturning from prolonged leaves of absencesJose Francois, Cliff Yaffe, Jillian Horton, BruceMartin, University of Manitoba

ÉDUCATION MÉDICALE DÉCENTRALISÉE (SECTION C10)


CCME-PC10-1Regional Campus Mobile OrientationAntonia Everding, Cathy Morris, Kevin Chen, SeanMeister, Andrew Costa, McMaster University

CCME-PC10-2Human Sexuality Presentation Program:Developing medical student knowledge,professionalism and sensitivity throughcommunity engagement in Edmonton PublicSchools.Pearl Tan, Charlene Belozer, University of AlbertaMedical Students’ Association

CCME-PC10-3Preparing our Pioneers: Transitioning the FirstClas of Expansion Students into ClerkshipPamela Coates, Jana Bajcar, University of Toronto

CCME-PC10-4Students: Agents of change in the clinicalsetting?Robin Roots, Sue Murphy, University of BritishColumbia

CCME-PC10-5Innovative development team for aneLearning moduleDavid Stokes, Leslie Rourke, Anne Drover, SarahHann, Katrin Zipperlen, Jacinta Reddigan, NorahDuggan, Denise Hickey, Memorial University ofNewfoundland

CCME-PC10-6Senior Medical Student Elective in NativeHawaiian Health—the Second LookDee-Ann Carpenter, John A. Burns School ofMedicine

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CCME-PC10-7The International Medical Graduate Multi-stakeholder Group: An Innovation in IMGAccess Constance LeBlanc, Jan Sheppard Kutcher,Sepideh Brooznan, Dalhousie University, WilliamLowe, CPSNS; Moja Alia, ISISNS

CCME-PC10-8Physician Mobility and the need for anassessment - The Québec-France Agreement Ernest Prégent, Collège des médecins du Québec;Anne-Marie MacLellan, Louise Samson

CCME-PC10-9A Model for Research Education in aDistributed Medical Campus: PracticalApproaches Toward a Culture of Scholarshipat McMaster’s Waterloo Regional CampusAndrew Costa, Cathy Morris, McMaster University

FORMATION PROFESSORALE (SECTION C14)


CCME-PC14-1Are the faculty and professional developmentneeds of physicians similar to healthprofessional staff at a community teachinghospital?Rick Penciner, University of Toronto; VoulaChristofilos

CCME-PC14-2Being a medical educator: motivation,socialization and navigationEmma Bartle, The University of Queensland; JillThistlethwaite

CCME-PC14-3Practice-based Small Group Learning forFaculty DevelopmentRonald MacVicar, NHS Education for Scotland

CCME-PC14-5Survey of the use of Medical Educationtheory and evidence by anaesthetists inAustralia and New ZealandDamian Castanelli, Monash University; NatalieSmith, Craig Noonan

CCME-PC14-6Are faster docs better teachers? Acomparison of teaching versus productivity inthe emergency department.Omer Yusuf, Mathieu Gatien, Aseem Bishnoi,Jason Frank, University of Ottawa

CCME-PC14-7Ideological Backgrounds of Participants in E-learning and Impact on Peer RelationshipsZareen Zaidi, University of Florida; TimothyDornan, Danielle Verstegen, Maastricht University,Page Morahan, Drexel University College ofMedicine ; Rahat Naqvi, University of Calgary

CCME-PC14-8Significantly transformed vs simply morecompetent: most valuable outcome of majorFaculty Development programsHelen Batty, Curtis Handford, Abbas Ghavam-Rassoul, Shirley Lee, University of Toronto



CCME-PD12-1Cognitive load imposed by knobology mayadversely affect learners’ ability to learnphysical examination skills usingultrasonogaphyHeather Jamniczky, Kevin McLaughlin, MarilynTaylor, Lauren Sharp, Kerri Martin, Mike Paget,Raman, Ranjani Somayaji, Bruce Wright, IreneMa, University of Calgary

CCME-PD12-2Factors Affecting Engagement in MedicalEducation: Perspectives from UndergraduateMedical StudentsMelissa Andersen, Kylie Riou, Loni Desanghere,Anurag Saxena, University of Saskatchewan

CCME-PD12-4Telling stories out of school: an analysis ofphysicians’ narratives of practiceWendy Cui, Christopher Watling, University ofWestern Ontario

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CCME-PD12-5CanMEDS Professional Competencies:Coverage in a First Year Medical Curriculum Sheila Wang, Hollis Lai, Tracey Hillier, Universityof Alberta

CCME-PD12-6MD Teacher vs. PhD Teacher: Does it ReallyMatter to Students? Dawn Cooper, Anita Parhar, Gurdeep Parhar,University of British Columbia

CCME-PD12-7L’apport du modèle à crédit partiel de Raschpour l’étude métrique d’un test deconcordance de scriptEric Dionne, Marie-Ève Latreille, University ofOttawa

CCME-PD12-8Exploring student and preceptor perceptionsof a Rural Health Program during the firstyear of medical schoolPreston Smith, Peggy Alexiadis Brown, DalhousieUniversity

CCME-PD12-9Professionalization path: an innovativecurriculum approach to prepare students forfuture challenging practiceMelanie Couture, Louisette Mercier, CarmenMoliner, Annick Bourget, Université deSherbrooke

CCME-PD12-10Identifying Core Curricular Content for theHealth Advocate Role in NeurologyAhmad Abuzinadah, King Abdulaziz University;Claudio Violato, Lubna Baig, Mauricio Monroy-Cuadros, Lara Cooke, University of Calgary

CCME-PD12-11Health of Special Populations in a First YearMedical CurriculumHoorsheed Heydarimanesh, Nanki Longowal,University of Alberta

CCME-PD12-12Pre-Departure Training (PDT) Policy Update:Where are we now?Alexandra Manning, Dalhousie University; IrfanNizarali, University of Alberta

FORMATION INTERPROFESSIONNELLE (SECTION E16)


CCME-PE16-1Impact of Peer Pressure on Accuracy ofReporting Vital Signs: Empirical Evidence ofReporting Errors among Medical and NursingStudents during a Simulated ClinicalPerformance Exercise Alyshah Kaba, Tanya Beran, University of Calgary

CCME-PE16-3Patient Centered Medical Home and Inter-professional Education: Teaching FamilyMedicine ResidentsEron Manusov, Duke SR-AHEC

CCME-PE16-4Developing an undergraduate Inter-professional Education Program in PainDaniel Rosenbaum, Dr. Andrew Costa, Dr. CathyMorris, Dr. Norm Buckley, McMaster University;Barbara Coulston, Julian Ellis

CCME-PE16-5Developing Community Partnerships forSimulation-Based Education in NorthernOntario Susan Morhart, Siobhan Farrell, Northern OntarioSchool of Medicine

CCME-PE16-6My First Death: End of life experiences asinterprofessional healthcare learnersPamela Newman, Mary Dodge Bovaird, JulieWilding, Lynne Benjamin, Sarah Rauth, JeanHudson, University of Toronto

CCME-PE16-7“Expert” Patient teaching expertlyVass Vassiliou, Royal Brompton and ImperialCollege London; Eleana Ntatsaki, UCL, London

CCME-PE16-8Multidisciplinary teamwork in the face ofdisaster: a large in-situ simulation as a meansfor whole hospital learningIlana Bank, Elene Khalil, Meredith Young,Margaret Ruddy, McGill University, Lara Varpio,Uniformed Services University for the HealthSciences in Bethesda

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CCME-PE16-9The Extreme Cross-disciplinary team: TheOrangutan, the Keeper, the Veterinarian, theGynaecologist, the Colo-rectal surgeon, theAnaesthetist and the Nurse.Yee Leung, Nic Tsokos, University of WesternAustralia, Kah-Lim Tay, Glengarry Hospital; CraigSmith, Sir Charles Gairdner Hospital; ClareCampbell, Kylie Bullo, Simone Vitali, Perth Zoo

CCME-PE16-10A Practical Neurology Course based on thehealth reality of Haiti: an innovative andsuccessful teaching intervention.Jean-Francois Lemay, University of Calgary; AlbertLamontagne, Lucie Brazeau-Lamontagne,Université de Sherbrooke; Genevieve Poitevien,Quisqueya University

CCME-PE16-11Integrated Medical Education Interventions inHaiti.Lucie Brazeau-Lamontagne, Université deSherbrooke; Jean-Francois Lemay, University ofCalgary; Genevieve Poitevien, QuisqueyaUniversity, Haiti

CCME-PE16-12How much is efficacy of hand hygiene of the4th year medical student before VS afterteaching hand washing at Uttaradit Hospital,Thailand? apinya fakthongyoo, Boonruang Saisesub,Uttaradit hospital

CCME-PE16-13Community-Based Education and ServiceLearning put into practice in undergraduateHealth Sciences ProgrammesSonet Kruger, Gert Van Zyl, Marietjie Nel,University of the Free State

DE 15 H À 15 H 30Pause-rafraîchissementCentre des congrès d’Ottawa, niveau 3, salles du Canada 2 et 3 - salle des exposants

COLLOQUES

DE 15 H 30 À 17 H (Bloc F)

OTT-SF1 - Multisource Feedback: Its controversiesand challenges in providing feedback topracticing physiciansFairmont Château Laurier, rez-de-chaussée, salle Laurier Reportez-vous à la page : 72

OTT-SF2 - Some Promise and Pitfalls of ClinicalReasoning Assessment: A Critical Examinationof the Script Concordance TestFairmont Château Laurier, niveau inférieur, salleCanadian Reportez-vous à la page : 73

ATELIERS

DE 15 H 30 À 17 H (Bloc F)

OTT-WF-1International cooperation for professionalmedical education and assessment: How canit work? Who benefits?Centre des congrès d’Ottawa, niveau 1, salle 101 Reinhard Westkaemper, University of Bern; JohnNorcini, FAIMER

OTT-WF-2Use of Generalizability Theory in Designingand Analyzing Performance-Based TestsCentre des congrès d’Ottawa, niveau 1, salle 103 David Swanson, National Board of MedicalExaminers

OTT-WF-3Competency-based assessment on ashoestringCentre des congrès d’Ottawa, niveau 1, salle 104 Tom Laughlin, Jennifer Hall, Karlyne Dufour,Katherine Quackenbush, Dalhousie MedicalSchool/Dalhousie University

OTT-WF-4Leadership as a competency: Entrustableprofessional activities for learning andassessmentCentre des congrès d’Ottawa, niveau 1, salle 105 Larry Gruppen, J. Thomas Fitzgerald, PatriciaMullan, University of Michigan Medical School

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OTT-WF-5The Objective Structured Clinical Examination(OSCE) – Identification of stations level flawsthrough the use of an OSCE item writingerror detection toolCentre des congrès d’Ottawa, niveau 1, salle 106 Kathy Brotchie, Monash University; Linda Sweet,Flinders University

OTT-WF-6Developing Situational Judgement Tests (SJTs)to assess professionalism in medical studentsCentre des congrès d’Ottawa, niveau 1, salle 107 Richard Knox, Rodger Charlton, University ofNottingham Medical School; PirashanthieVivekananda-Schmidt, University of SheffieldMedical School; Ryan Prince, Health EducationEngland, West Midlands

OTT-WF-7Assessing patient-centred clinical encountersand providing effective feedback – usingvideo for clinical supervisor training andcalibrationCentre des congrès d’Ottawa, niveau 1, salle 108 Jenepher Martin, Noel Roberts, MonashUniversity; Kathryn Ogden, Jennifer Barr,University of Tasmania

CCME-WF-1Embedding Patient Safety into PostgraduateMedical EducationWestin Ottawa, niveau Executive / Lower, salle Maple Maria Ahmed, University Hospital of SouthManchester NHS Foundation Trust; Paul Baker,North Western Deanery

CCME-WF-2College Health Professions EnrichmentPrograms: laboratories for developingunderstanding of student learning andprogram component effect.Westin Ottawa, niveau 4, salles Newfoundland NovaScotia Lawerence Doyle, David Geffen School ofMedicine at UCLA

CCME-WF-3Questionner autrement en supervisionclinique : utiliser les techniques de l’entretiend’explicitation.Westin Ottawa, niveau Executive / Lower, salle Oak Annick Bourget, Diane Clavet, Université deSherbrooke

CCME-WF-4Practical Tips for Teaching Residents to Teachin Busy Ambulatory Care SettingsWestin Ottawa, niveau 3, salle Ontario Judy Baird, Allyn Walsh, Heather Waters,McMaster University

CCME-WF-5Identifying and Promoting SocialAccountability in Your Medical SchoolWestin Ottawa, niveau 4, salle Provinces 1 Iain Robbe, James Rourke, Memorial University ofNewfoundland

CCME-WF-6Sharing the Light, Overcoming the Challengesof Teaching Different Levels of Learners inBusy Clinical SettingsWestin Ottawa, niveau 4, salle Provinces 2 Ahmed Alhammadi, Hamad Medical Corporation;Amal Khidir, Magda Wagdy, Hamad MedicalCorporation - Qatar; Marcellina Mian, WeillCornell Medical College

CCME-WF-7Head over Heels: Flipping Your ClassroomWestin Ottawa, niveau 4, salle Quebec Deirdre Bonnycastle, Greg Malin, University ofSaskatchewan


DE 15 H 30 À 17 H (Bloc F)

ÉTABLISSEMENT DE NORMES (BLOC F1)

Animateur : André De Champlain Centre des congrès d’Ottawa, niveau 2, salle 201

OTT-OF1-1Setting a Performance Standard for theNational Assessment CollaborationExamination: Application of GeneralizabilityTheoryAndrea Gotzmann, André F. De Champlain, SiriusQin, Fang Tian, Medical Council of Canada

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OTT-OF1-2Standard setting: a review of the literatureand mathematical models on the impact ofthe number of re-sits on the diagnosticaccuracy of professional assessmentsJohn McLachlan, Jan Illing, Charlotte Rothwell,Durham University; Julian Archer, PlymouthUniversity

OTT-OF1-3Standard Setting: A Comparison of ModifiedAngoff Method and Borderline MethodChew Fei Sow, International Medical University

OTT-OF1-4Inflationary effect of unmasking numericalrating scale values in a clinical clerkship oralexaminationDaniel M Panisko, Lynfa Stroud, Edmund Lorens,Sumitra Robertson, Rajesh Gupta, Luke Devine,University of Toronto

ÉVALUATION DU PRACTICIEN 2 (BLOC F2)

Animateur : Richard WakefordCentre des congrès d’Ottawa, niveau 2, salle 202

OTT-OF2-1Examinations for MOC and Certification:Where are the differences?Linjun Shen, Dorthea Juul, American Board ofPsychiatry and Neurology

OTT-OF2-2Assuring fitness to practice and fitness forpurpose of UK doctorsMike Bewick, Jenny Simpson, Kim Hoyland, NHSEngland

OTT-OF2-3A comprehensive approach to workplacebased assessmentMarilyn Singer, Brenda Stutsky, University ofManitoba

OTT-OF2-4Identifying transitions, supports andfeedback to support continued competenceMary Clark, Kathy Corbett, College ofOccupational Therapists of BC; Jodi Herold, SusanGlover Takahashi, University of Toronto;Christopher Corbett, CSCW Systems Corporation

OTT-OF2-5Accredited Scientific Practice (ASP): anapproach to formal continuing professionaldevelopment (CPD) in healthcare sciencereflecting patient and service needsRichard Billings, Gillian Manning, Maxine Foster,Shelley Heard, Sue Hill, Health EducationEngland and NHS England

L’ÉTUDIANT (BLOC F3)


OTT-OF3-1Effects of a test-taking strategies course inreducing test anxiety related to medicalstudents’ licensure examsJohn Encandela, Nancy Angoff, Gary Leydon,Michael Green, Yale University

OTT-OF3-3Clerkship-failing students: what indicators arepredictive?M.A.H.E. Latijnhouwers, R. Goorden, A.M.Hettinga, M.F.P. ter Horst, R.F.J.M. Laan, C.T.Postma, Radboud University Nijmegen MedicalCentre

OTT-OF3-4Innovative Approach to Remediation: GiveStudents ResponsibilityElaine Dannefer, Beth Bierer, John Tetzlaff,Cleveland Clinic Lerner College of Medicine ofCWRU

OTT-OF3-5Psychometric and Validity Study of EmotionalIntelligence in Undergraduate MedicalStudents Employing Confirmatory FactorAnalysisNaghma Naeem, Batterjee Medical College

OTT-OF3-6Impact of Changes in Mindfulness onPerceived Stress and Empathic Concern inMedical StudentsAviad Haramati, Neha Harwani, Kevin Motz, KristiGraves, Hakima Amri, Nancy Harazduk,Georgetown University

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ÉVALUATION ET FORMATIONINTERPROFESSIONNELLE 1 (BLOC F4)


OTT-OF4-1Evaluation of an Interprofessional TrainingWard Experience for Final Year MedicalStudentsJean McKendree, Hull York Medical School;Patricia McGettigan, Barts and the London Schoolof Medicine and Dentistry

OTT-OF4-2Toward a common framework for IPE: lessonsregarding assessment, evaluation, andimplementation, from a multi-method studyof IPE programsAmy V Blue, University of Florida; Benjamin JChesluk, Lisa N Conforti, Eric S Holmboe,American Board of Internal Medicine

OTT-OF4-3An interprofessional theme assessmentinstrument (KidSIM) translated and evaluatedin HiFi Simulations in medical and nursingundergraduate programsMartin Wohlin, Jan Larsson, Maria Magnusson,Uppsala University

OTT-OF4-4Contextual activity sampling system impactson clinical interprofessional learningHanna Lachmann, Bjöörn Fossum, Unn-BrittJohansson, Klas Karlgren, Sari Ponzer, KarolinskaInstitutet

OTT-OF4-5A functional framework for development andassessment of inter-professional collaborationas a professional competencyJohn Pugsley, Carol O’Byrne, The PharmacyExamining Board of Canada

MINI-CEX (BLOC F5)


OTT-OF5-1A comprehensive evaluation of a workplace-based assessment taskCatherine Haigh, David Birks, Monash University

OTT-OF5-2Development of a set of milestone-anchoreddirect observation tools (MADOT)Marielena DiBartolo, Glenda Bendiak, Universityof Calgary

OTT-OF5-3Finding consensus within the noise: Sharedidiosyncrasy helps explain rating varianceAndrea Gingerich, University of Northern BritishColumbia (UBC Medicine); Glenn Regehr, KevinEva, University of British Columbia

OTT-OF5-4Enhancing Mini-CEX reliability in anaesthesiatraining using an intuitive scoring systembased on trainee independenceJennifer Weller, University of Auckland; BrianJolly, Newcastle University; James Crossley,University of Sheffield

OTT-OF5-5Implementation of mini-CEX assessments inan outpatient clinic-oriented specialtyJoanne Alfieri, Khalil Sultanem, McGill University

OTT-OF5-6Development of a Patient Safety Mini-CEXTool: Rating Interns’ and Residents’ PatientSafety Competence in Clinical and SimulatedPatient EncountersTangerine Holt, Australian-American FulbrightCommission; Beverley Bird, Monash University;Brian Jolly, University of Newcastle

ÉVALUATION EN LIGNE (BLOC F6)

Animatrice : Danette McKinleyCentre des congrès d’Ottawa, niveau 2, salle 206

OTT-OF6-1What a great piece of e-learning…Or is it?Henry Fuller, Andrea Fox-Hiley, Clare Donnellan,Alison Cracknell, Leeds Teaching Hospitals NHSTrust; Rebecca Brown, Nottingham UniversityHospitals NHS Trust; Claire Burnell-Hornby, NHS

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OTT-OF6-2The web-based computer system thatenhances medical students’ skill andknowledge in progress notes reportingWansa Paoin, Faculty of Medicine, ThammasatUniversity

OTT-OF6-3Upgrading usability in eLearning – CaseePortfolio for CPD in FinlandTopi Litmanen, Kristiina Patja, Pro Medico

OTT-OF6-4Cloud-based mobile technology for assessingmedical student competenciesGary Ferenchick, David Solomon, Michigan StateUniversity

OTT-OF6-5Developing and evaluating an e-Learningresource as an example of Assessment oflearningDavid Kandiah, Diana Jonas-Dwyer, University ofWestern Australia

APPROCHES RELATIVES À LA SÉLECTION AUNIVEAU PRÉDOCTORAL (BLOC F7)

Animateur : Jon DowellCentre des congrès d’Ottawa, niveau 2, salle 207

OTT-OF7-1Admission interview and academic entryscores are associated with different aspectsof student performance in an AustralianPhysiotherapy programmeSusan Edgar, Peter Hamer, The University ofNotre Dame Australia; Annette Mercer, Universityof Western Australia

OTT-OF7-2A new approach to selecting medicalstudents – National University of Singapore,School of Medicine ExperienceDujeepa D. Samarasekera, Sin Chuan Tay, ShingChuan Hooi, Yong Loo Lin School of Medicine,National University of Singapore

OTT-OF7-3Selecting MD/PhD Applicants Using aModified Personal Interview (MPI)Lindsey Fechtig, Kulamakanam Kulasegaram,Nicole Woods, Norman Rosenblum, MarkHanson, University of Toronto

OTT-OF7-4Portfolio in a program of selection for arurally focussed medical schoolIan Wilson, Lyndal Parker-Newlyn, University ofWollongong

OTT-OF7-5The BioMedical Admissions Test (BMAT) formedical student selection: overview ofresearch evidenceJoanne Emery, Sarah McElwee, CambridgeAssessment

OTT-OF7-6Lottery as selection procedure: how (un)fair is it?Janke Cohen-Schotanus, Nienke Schripsema,University Medical Center Groningen; AxelThemmen, Suzanne Lucieer, Erasmus MedicalCenter; Anouk Wouters, Gerda Croiset, FreeUniversity Medical Center

ÉVALUATION DES ÉTUDIANTS ETAPPRENTISSAGE PAR PROBLÈMES (BLOC F8)

Animateur : David TaylorCentre des congrès d’Ottawa, niveau 2, salle 208

OTT-OF8-1Monitoring and evaluation of the problembased learning process assessment scores forminimizing bias and errorsShital Bhandary, Satish Raj Ghimire, Ira Shrestha,Patan Academy of Health Sciences

OTT-OF8-2Assessment of PBL performance using bothchecklist and global ratings: Comparisonsbetween two blocks across two classesMing Lee, Paul Wimmers, David Geffen School ofMedicine at University of California, Los Angeles

OTT-OF8-3Development And Pilot Of A Novel,Descriptive Student Assessment For The PBLComponent Of A Therapeutics CourseSuzanne Donnelly, Paula Heaphy, Annette Liston,Eoghan McCarthy, Patrick Murray, UniversityCollege Dublin

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ÉVALUATION DES ÉTAPES-CLÉS DE LAFORMATION (BLOC F9)

Animateur : Paul HemmerCentre des congrès d’Ottawa, niveau 1, salle 102

OTT-OF9-1A faculty observed OSCE to measuremilestones in first year pediatric residentsJoseph Lopreiato, Steve Durning, Paul Hemmer,David Cruess, Uniformed Services University ofthe Health Sciences

OTT-OF9-2Testing Construct Validity of the McMasterModular Assessment Program (McMAP)Meghan McConnell, Teresa Chan, JonathanSherbino, McMaster University

OTT-OF9-3The McMaster Modular Assessment Program(McMAP) improves quality of in-trainingevaluation reports via aggregated work-based assessments and guided narrativeglobal assessmentTeresa Chan, Jonathan Sherbino, McMasterUniversity

OTT-OF9-4Assessment of level 1 EM milestones inincoming internsLaura Hopson, Samantha Hauff, Marcia Perry, EveLosman, Monica Lypson, Sally Santen, Universityof Michigan

OTT-OF9-5Alignment of undergraduate andpostgraduate accreditation standards inCanadaSusan Andrew, Anna Oswald, Kent Stobart,University of Alberta

RECHERCHE – NIVEAU POSTDOCTORAL (BLOC F1)


CCME-OF1-1Does targeted training improve residents’teaching skills?Sean Polreis, Marcel D’Eon, Kalyani Premkumar,Krista Trinder, Deirdre Bonnycastle, University ofSaskatchewan

CCME-OF1-2Resident Duty Hours in Canada: Perceptionsand opinions on patterns of workSarah Taber, Jason R. Frank, Lisa Gorman, JenniferThake, Ashley Ronson, The Royal College ofPhysicians and Surgeons of Canada; Kevin Imrie,University of Toronto; NSC Resident Duty Hours

CCME-OF1-3Articulating a Way Forward for Resident DutyHours in Canada: An Analysis of StakeholderPerceptionsLisa Gorman, Jason R. Frank, Sarah Taber, JenniferThake, Ashley Ronson, The Royal College ofPhysicians and Surgeons of Canada; Kevin Imrie,University of Toronto; NSC Resident Duty Hours

CCME-OF1-4Surgical residents’ perspectives ofemployment opportunities post-residencyJesse Pasternak, Catherine Dickson, Lori AnneArcher, Scott Hurton, Rani Mungroo, CanadianAssociation of Internes and Residents

CCME-OF1-5Career opportunities after residency: Medicalresidents’ perspectiveCatherine Dickson, Jesse Pasternak, Gillian Shiau,Natalie Logie, Jennifer Gillis, Srujan Ganta,Thomas McLaughlin, Canadian Association ofInternes and Residents

CCME-OF1-6Moving toward the right mix, distributionand number of physicians to meet societalneedsSalvatore Spadafora, University of Toronto; SteveSlade, Canadian Post-M.D. Education Registry(CaPER); Geneviève Moineau, The Association ofFaculties of Medicine of Canada; Nick Busing,FMEC PG Project Lead

RECHERCHE – NIVEAU PRÉDOCTORAL (BLOC F2)


CCME-OF2-1Using Portfolios to Approach Competency-based Medical Education: Exploring theVulnerability of the Student Learning Cycleduring Mentor Facilitated Reflective WritingBrittney Parlett, Christine Meston, Tavis Apramian,Shannon Arntfield, University of Western Ontario

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CCME-OF2-2An introductory medical school coursestructured around core competencies andbased on principles of self-regulated learningand play prepares students well for Problem-Based Learning (PBL)Amy Garlin, Melissa Myo, Amin Azzam, Universityof California

CCME-OF2-3Cartographie d’un curriculum : mobilisation « monstre » pour gérer efficacement lecurriculum d’un programme MDÈve-Reine Gagné, Gilles Martel, Ghislaine Houde,Ann Graillon, Marie-Josée Fortier, Daniel Gladu,Sébastien Chicoine, Bobby Rodrigue, Universitéde Sherbrooke

CCME-OF2-4Tutor Understanding of Case-Based LearningAlexandra Manning, Kim Blake, Deb Day,Dalhousie University

CCME-OF2-5Students’ and Educators’ Opinions Differ onWhich Procedures Must be Mastered byMedical School GraduatesIrene Wai Yan Ma, Ian Wishart, Marilyn Taylor,Heather Baxter, Bruce Wright, Irene Wai Yan Ma,University of Calgary; Albert Woo, University ofAlberta; Jillian Walsh, University of BritishColumbia

CCME-OF2-6Workplace immersion model for the final yearof an undergraduate medicine course.Torres Woolley, Tarun Sen Gupta, Harry Jacobs,James Cook University

INNOVATION EN ÉDUCATION –LEADERSHIP/FIP (BLOC F3)


CCME-OF3-1Student-led Learning: A Novel Teaching andLearning ParadigmSydney McQueen, Ranil Sonnadara, McMasterUniversity; Oleg Safir, Polina Mironova, MarkkuNousiainen, Peter Ferguson, William Kraemer,Benjamin Alman, University of Toronto; RichardReznick, Queen’s University

CCME-OF3-2Trainee led education in ambulatory careEmma Dugdale, Chris Fosker,; Vani Ramasamy, EeSiang Choong, Ganesh Radhakrishna, St James’sInstitute of Oncology, Leeds, UK

CCME-OF3-3Scaling the silos: Interdisciplinary learning toreflect interdisciplinary practiceRachel Fisher, Ilana Bank, Lily H.P. Nguyen,Meredith Young, McGill University

CCME-OF3-4Fostering Leadership Development: Shapingour Future Medical LeadersErin Gallagher, McMaster University; GenevièveMoineau, The Association of Faculties of Medicineof Canada; Anurag Saxena, Canadian Associationfor Medical Education

CCME-OF3-5Virtual Residents – enhancing preceptor skillsin addressing the learner in difficultyDoug Myhre, Maureen Topps, David Topps,University of Calgary

CCME-OF3-6Physician as Leader: Design through four lensesDr. Murray Bryant, Dr. Gary Tithecott, Dr. TeresaVan Deven, University of Western Ontario

INNOVATION EN ÉDUCATION – NIVEAUPRÉDOCTORAL (BLOC F4)


CCME-OF4-1Do they dig it? A qualitative analysis ofmedical student feedback from a simulatedclinical encounter involving people living withHIV/AIDS as Patient-Instructors in HIVcounselling and testingDerek Chew, University of Calgary; DeniseJaworsky, University of British Columbia; JulieThorne, Nancy McNaughton, Malika Sharma,University of Toronto; Rick Lees, Mount CarmelClinic; Tutsirai Makuwaza, Toronto People LivingWith AIDS Foundation; Suzanne Paddock, TorontoPeople Living With AIDS Foundation; AnitaRachlis, Sunnybrook Health Sciences Centre; OnBehalf of th CHIME Investigators, Toronto PeopleLiving With AIDS Foundation

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CCME-OF4-2A new focus for early clinical experiences; thepatient’s point of viewJoel Lanphear, Cenral Michigan University

CCME-OF4-3The Calgary Guide to Understanding Disease:Concise pathophysiology facilitatingunderstanding instead of memorizationMatthew Harding, Alexander Arnold, AmoghAgrawal, Yan Yu, Sean Spence, University ofCalgary

CCME-OF4-5Impact of New Limits on Resident Duty Houron the Professional Learning Environment:Concept Mapping Compares the MajorConcerns of Residents and FacultyHeather Lochnan, Anna Byszewski, Kenneth Viers,Kathy Day, University of Ottawa

CCME-OF4-6Professionalism in medicine: evaluatingpublication misrepresentation amongOtolaryngology residency applicants inCanadaLara Sater, Joseph Schwartz, Meredith Young, XunZhang, Lily Nguyen, McGill University; SarahCoupland, New York University

INNOVATION EN ÉDUCATION – NIVEAUPRÉDOCTORAL (BLOC F5)


CCME-OF5-1“Living Lab” Research Grants: transformativecurriculum needs transformative researchfundingDiane Gorsky, Joan Sargeant, Marie Matte,Constance LeBlanc, Andrew Warren, Tom Marrie,Dalhousie University

CCME-OF5-2Developing in-depth learning, integrativecompetencies and creativity for life-longlearning: A theory-based ‘literacy’ frameworkMichael Clemente, University of Western Ontario;Douglas Wooster, University of Toronto; ElizabethWooster, OISE/University of Toronto

CCME-OF5-3The Diversity Case Conference: ImprovingTeaching and Learning in ClinicalCommunication, Cognitive Bias and Self-Reflection During the Psychiatry ClerkshipJaveed Sukhera, University of Western Ontario;David Garrison, University of Rochester

CCME-OF5-4The development of a preparation for clinicalpractice student selected component –improving preparedness before starting workSarah Bennett, Basildon and Thurrock UniversityHospitals NHS Foundation Trust; Aroon Lal,Basildon and Thurrock University Hospitals NHSFoundation Trust

CCME-OF5-5L’utilisation de mini-tests en anatomie pourfavoriser et prédire une meilleureperformance des étudiants en médecineAlain Azzi, Jennifer Smith, Alireza Jalali, Universityof Ottawa

CCME-OF5-6Nouvelle application de l’apprentissage paréquipe : l’interprétation des ECG Louise Laramee, Diane Bouchard-Lamothe,Jennifer Smith, University of Ottawa

RECHERCHE – FORMATION CHIRURGICALEPOSTDOCTORALE (BLOC F6)


CCME-OF6-1Time to move beyond a ‘trial-and-error’approach to clinical documentation Dani Cadieux , Ctr Education Research &Innovation, Schulich School of Medicine; MarkGoldszmidt , Centre for Education Research &Innovation, Schulich School of Me; Natasha Aziz ,Centre for Education Research & Innovation,Schulich School of Me; Lisa Faden , Centre forEducation Research & Innovation, Schulich Schoolof Me

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CCME-OF6-2The mind’s eye: A place for surgical traineesto practice? Tulin Cil, H. Alyx Holden, Nicole Roberts, ; Carol-anne Moulton, University of Toronto

CCME-OF6-3The learning curve in arthroplasty planningHussain Kazi, Wael Rahman, Veronica Wadey,University of Toronto

CCME-OF6-4Competing Messages: Residents’ Perceptionsof Simulation as a Clinical Learning ApproachCatharine M Walsh, The Wilson Centre, and theHospital for Sick Children, Department; AnkitGarg, St. Michael’s Hospital, University ofToronto; Stella Ng, Centre for Ambulatory CareEducation, Women’s College Hospital an; FennyGoyal, St. Michael’s Hospital, University ofToronto; Samir C Grover, St. Michael’s Hospital,Department of Medicine, University of Tor

CCME-OF6-5The Development of a Novel Tool forTeaching Relevant Anatomy to ImprovePerformance on Clinical Procedures in InternalMedicineMichelle Zeller, Mark Goldszmidt, Joy Mangel,Sayra Cristancho, University of Western Ontario

CCME-OF6-6What Transfers? The Effects of GoalOrientation on Medical Students’ SelfRegulated Learning of Suturing Skills UsingSimulationRyan Brydges, Julian Manzone, Shawn Garbedian,University of Toronto; Glenn Regehr, University ofBritish Columbia


DE 15 H 30 À 17 H

PORTFOLIOS (SECTION A7)


OTT-PA7-02Assessment of an Educational PortfolioProgram for Medical StudentsJack Kopechek, Cynthia Ledford, Rollin Nagel,Curt Walker, Carmine Alexand Grieco, The OhioState University College of Medicine

OTT-PA7-03Portfolio Assessment of a Four Year SkilledClinician ProgramSusan Love, Marie Matte, Dalhousie University

OTT-PA7-04The impact of a Portfolio Assessment andSupport System (PASS) on faculty views ofassessment. Are we changing culture?Jane Griffiths, Elaine van Melle, Nancy Craig,Queen’s University

OTT-PA7-05Evaluation Based on Community ExperienceReport by Medical StudentsSrimuang Palangrit, Faculty of Medicine,Thammasat University

OTT-PA7-06Use of Placement Supervision Groups informative assessmentsHeidi Davina Breed, Bridget Langham, HealthEducation East Midlands

OTT-PA7-07Clinical portfolio (log book) forundergraduate medical studentsMuhammad Abid Bashir, Nawaz Sharif MedicalCollege, University of Gujrat

OTT-PA7-08The comparison of the depth of reflection:Dental trainees reflect more critically byfailure experienceTaiji Obayashi, Takayuki Oto, Yukiko Nagatani,Hiroshima University; Kayo Kajitani, TetsujiOgawa, Hiroshima University Hospital

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OTT-PA7-09The Finnish mPortfolio Taitoni.fi forcontinuous professional developmentKristiina Patja, Pro Medico

OTT-PA7-10An innovative reflective practice model forparamedicine students to direct and self-assess their learning during on-road clinicalplacementsAdam Rolley, Emma Bartle, The University ofQueensland

OTT-PA7-11Assessment of medical students’ professionalidentity formation: follow-up of reflectivedescriptions during preclinical coursesMasami Tagawa, Kazunori Ganjitsuda, SaoriKijima, Kagoshima University Graduate School ofMedical and Dental Science

OTT-PA7-12Lessons learned in the implementation of acompetency-based portfolio-supportedassessment system for UMEKimberly Lomis, Vanderbilt University School ofMedicine

ÉVALUATION DU PROGRAMME D’ÉTUDES 2(SECTION B4)

Animateur : Roger Worthington

OTT-PB4-01Evaluation of the educational quality of theresidency training programmes at theKarolinska University Hospital – a stakeholderdiscrepancy?Kristina Sundberg, Karolinska Institutet/KarolinskaUniversity Hospital; Eva Johansson, LarsKihlström, Karolinska University Hospital

OTT-PB4-02Evaluation of Educating for Equity (E4E)Intervention: How Health ProfessionalEducation Can Reduce Disparities in DiabetesCare and Improve Outcomes for IndigenousPopulationsMichael Green, Han Han, Queen’s University;Lynden Crowshoe, University of Calgary; KristenJacklin, Laurentian University; Betty Calam, LeahWalker, University of British Columbia

OTT-PB4-04Assessment of changes in teachingphysiology and pharmacology coursesJuraj Mokry, Daniela Mokry, Jessenius School ofMedicine, Comenius University

OTT-PB4-05Development and Initial Evaluation of aBedside Teaching Service: Impact onResident, Faculty and Patient OutcomesDanise Schiliro, Douglas Bails, Patrick Cocks,Michael Janjigian, Lisa Altshuler, New YorkUniversity School of Medicine

OTT-PB4-06The first stage questionnaire analysis ofreform test on Medical Ethics course teachingof undergraduates in Sichuan UniversityYan Li, Youping Li, The Chinese Cochrane Center;Liji Lan, Shangwei Zheng, West China Hospital,Sichuan University; Yixin He, Political ScienceCollege of Sichuan University

OTT-PB4-07Effective and efficient one-week teaching ofintegrated endocrine systemNuanthip Kamolvarin, Chulalongkorn University

OTT-PB4-09An academic league oriented survey: Aperspective of the pathways to construct anexcellent working teamFabio Abrahao Amanthea, Fernanda Renata MoroMartins de Sa, University City of Sao Paulo; JoseLucio Martins Machado, UNICID

OTT-PB4-10Evaluation apprenticeship and internshipcurriculum of medical education base on CIPPmodelAfsaneh Yakhforooshha, Tehran University ofSciences; Kamran Soltany Arabshahi, TUMS;Mohamad Reaza Modaber, Manochehr Mahram

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OTT-PB4-12Assessment of a current didactic format for asubspecialty academic half-day curriculumChristopher Hillis, P Wasi, W Lim, McMasterUniversity

OTT-PB4-13Evaluation of Procedural Skills Training inUndergraduate Students: A qualitative studySuchada Anotayanonth, Chonburi MedicalEducation Center; Taweesak Nopkesorn

OTT-PB4-14Creation of an Institutional Assessment Planthat Drives Medical Education ResearchRobbyn L. Tolles, Gwen S. Shonkwiler, N. NicoleJacobs, Ramona Houmanfar, University ofNevada, Reno; Daniel Reimer, University ofNevada, Reno; Melissa Piasecki, University ofNevada School of Medicine

OTT-PB4-15Student’s perspective on patient advocacytraining in an undergraduate medicalcurriculumMichelle Huie, Lucy Ma, Tracey Hillier, Hollis Lai,University of Alberta Faculty of Medicine &Dentistry

INNOVATION EN ENSEIGNEMENT (SECTION E8)


CCME-PE8-1Interactive telelearning in medical rounds –increasing the scope while maintaining thelevel of quality Philip Anner, Philipp Pavelka, Andrea Praschinger,Franz Kainberger, Medical University of Vienna

CCME-PE8-2Z to A approach, an Innovative Technique forTeaching Radiology ResidentsBalakrishna Shetty, Sri Siddhartha University;Disha Shetty, ISHA Diagnostics, Bangalore

CCME-PE8-3Use of joint teaching sessions with medicaland pharmacy students in practicalprescribing to improve prescribing knowledgeand inter-disciplinary relationshipsKathleen Birley, John Moreiras, CarolineFertleman, Maxine Phelps, The WhittingtonHospital; Ian Bates, UCL School of Pharmacy

CCME-PE8-5The use of peer-assisted learning in teachingclinical examinationAnthony Campbell, David Taylor, Queen’sUniversity; Aristethes Doumouras, McMasterUniversity; Raphael Rush, University of Toronto

CCME-PE8-6A Survey of Canadian Medical schools on theUtilization of Patient Resources in theteaching of Clinical skills to preclerkshipstudentsBarbara Power, University of Ottawa; JeanHudson, Savithiri Ratnapalan, Bochra Kurabi,University of Toronto

INNOVATION EN ENSEIGNEMENT (SECTION D8)


CCME-PD8-7Exploring Teaching About Medications inGeriatrics Patient on CTUs: Are We Preparingour Trainees to Prescribe for Older Patients?Yin Hui, Lorelei Lingard, Laura Diachun,University of Western Ontario

CCME-PD8-8The effect of a revised approach to teachingEvidence Based Medicine on medical studentperformanceFariba Aghajafari, Eddy Lang, Caitlin McClurg,Steven Edworthy, University of Calgary

CCME-PD8-9Leave them laughing or crying? Debatingeffective approaches to teachingSarah Forgie, Shelley Ross, University of Alberta

CCME-PD8-11Evidence synthesis on interventions to reducebullying (mobbing) behaviours in thehealthcare settingJan IllingJan Illing, Madeline Carter, PaulCrampton, Durham University, UK

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EMPo/CHIRURGIE (SECTION E10)


CCME-PE10-1Relative Importance of the Components ofthe CaRMS Application: Perspectives fromFaculty and Medical StudentsAmaka Eneh, Lisa Jagan, Stephanie Baxter,Queen’s University

CCME-PE10-2A Descriptive Analysis to IdentifyInvestigation Ordering Opinions andBehaviours Among Pediatric Residents.Willa Liao, Christopher Hillis, Moyez Ladhani,McMaster University

CCME-PE10-3Remediation Patterns Among FamilyMedicine Residents Pre- and Post-Implementation of the Competency-BasedAchievement System (CBAS)Orysya Svystun, Shelley Ross, University of Alberta

CCME-PE10-4An Investigation of Educator Needs tosupport the Implementation andDevelopment of the Non-Medical ExpertAustralian and New Zealand College ofAnaesthetists ‘Roles in Practice’Kerryn Bunbury, The Alfred Hospital, Australia;Damian Castanelli, Monash Medical Centre,Australia

CCME-PE10-5Evaluation of Pediatric Residents’ Knowledgeof Patient Education ResourcesGreg Harvey, Moyez Ladhani, Andrea Hunter,Bojana Babic, McMaster University

CCME-PE10-6The multidimensionality of surgical practice:A Diagrammatic View of Intra-Operative workGeorges Nassrallah, Sayra Cristancho, Universityof Western Ontario

CCME-PE10-7Mind the Gap: Using EBL as a platform fortransition in General Practice trainingRachel Owers, Samantha Scallan, Kelly Thresher,Johnny Lyon-Maris, Southampton GP EducationUnit, Wessex Deanery

CCME-PE10-8What links the hospital work organizationwith postgraduate workplace learning? Apilot case study of a university hospitalpaediatric department in DenmarkMads Skipper, Aalborg University Hospital;Susanne B Nøhr, ; Peter Musaeus

CCME-PE10-10What Surgical Procedure That MedicalStudent Can Be Trained under Supervision ofNurse Anurak Amornpetchsathaporn, SawanpracharakHospital

CCME-PE10-11Validation of a Measure to determine theTrainee’s perception of the key attributes ofan authenticated surgical teacher.Yee Leung, University of Western Australia

CCME-PE10-12Emergencies in Otolaryngology Bootcamp: ANovel Canadian Experience in SurgicalTrainingKevin Fung, Kathryn Roth, Brian Rotenberg,Christopher Chin, University of Western Ontario



CCME-PD16-1Streamlining the transition to clinical clerkshipwith mobile orientation modulesJoshua Piticaru, Pamela Coates, Janet Koecher,University of Toronto

CCME-PD16-2The utility of peer feedback program forpreclerkship medical students at theUniversity of Toronto: A pilot projectMartin Rotenberg, Sabrina Nurmohamed, UdiBlankstein, Jean Hudson, Rajesh Gupta, Universityof Toronto

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CCME-PD16-3Prompts improve student reflective writingSarah Buhler, Marcel D’Eon, Krista Trinder, StanYu, University of Saskatchewan

CCME-PD16-4Script-Theory Virtual Patients: A Novel Toolfor Education and ResearchJake Hayward, Amandy Cheung, Matthew Weiss,Jenny Alterejos, Alkarim Velji, Tietzen Mara, PeterGill , Andrew Scarfe, Melanie Lewis, University ofAlberta

CCME-PD16-5An Integrated Online Learning Community inMedical Education - Creating a Digital StudySpaceMelissa Wood, Sarah Forgie, Patrick von Hauff,Kerry Crawford, University of Alberta

CCME-PD16-6The Ontario Medical Students’ Weekend(OMSW) Career Fair: A response to theuOttawa Faculty of Medicine IndustryRelations PolicyElisabeth Antoniak, Kendra Barrick, NahidPunjani, Stephanie Kenny, University of Ottawa

CCME-PD16-7Understanding Pre-Clinical Medical Students’Attitudes Towards Career PlanningCian Hackett, Lisa Steblecki, University of Alberta

CCME-PD16-8Improving Surgical Skills Teaching to HaitianMedical StudentsJean-Francois Lemay, University of Calgary; LucieBrazeau-Lamontagne, Université de Sherbrooke;Genevieve Poitevien, Quisqueya University, Haiti

CCME-PD16-9Community Engagement in Action:Developing and Sustaining Distributed ClinicalPlacements in Undergraduate MedicalEducation Sherry Mongeau, Dr. Lisa Graves, Dr. RachelEllaway, Mr. Jeff Bachiu, Northern Ontario Schoolof Medicine

CCME-PD16-10Learning about population health services:Development of an interactive online module.Denise Donovan, Université de Sherbrooke;Jacinthe Beauchamp, Centre de formationmédicale du Nouveau-Brunswick

CCME-PD16-11The Accelerated DO/Family MedicineResidency Continuum: A Model of Innovationin Family Medicine EducationJohn Kappenberg, NYIT College of OsteopathicMedicine; William Blazey, NYIT College ofOsteopathic Medicine

CCME-PD16-12Integrating Research Skills into theUndergraduate Medical Program at theUniversity of SaskatchewanBarry Robin Bushell, Greg Malin, Vivian Ramsden,University of Saskatchewan

FORMATION INTERNATIONALE / DIVERSITÉ(SECTION E14)


CCME-PE14-1Diversity of learning styles in undergraduatemedical students from Australia and MalaysiaLoretta Garvey, Margaret Hay, Monash University

CCME-PE14-2Educational environment perception inUniversity of Valparaíso Medical School, ChileEva Madrid, Ana María Julio, Manuel Barros,Alejandro Fernández, Sebastián Martínez,Consuelo Urrejola, Jesús Manuel Escanero, JoséVicente Lafuente, University of Valparaiso

CCME-PE14-34C/ID in medical education: Designing acourse for general practitionersMieke Vandewaetere, Dominique Manhaeve,Geraldine Clarebout, Bert Aertgeerts, Ann Roex,University of Leuven; Jeroen van Merriënboer,Maastricht University;

CCME-PE14-4Community - University Partnership: Keyelements for improving field teaching inmedical schools in VietnamHoat Luu, Hanoi Medical University; PamelaWright, Medical Committee Netherlands Vietnam(MCNV)

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CCME-PE14-6The attitudes of Australian medical studentsto the incorporation of health impacts ofclimate change in the medical schoolcurriculum: survey results from threeuniversitiesGraeme Horton, Parker Magin, Dimity Pond,University of Newcastle; Grant Blashki, Universityof Melbourne

CCME-PE14-7Systematic review of undergraduate medicaleducation in the UK general practice setting Nada Khan, Sophie Park, University CollegeLondon

CCME-PE14-9Medical Students outside the Hospital - A 48 hour elective on a German Ambulance Philipp Föhr, Matthieu Ott, Clemens Conrad,Marius Jacob, Kim Riester, Stefan K. Beckers,RWTH Aachen University

CCME-PE14-10The two-year study of a teaching model infamily medicine for undergraduate medicalstudents at Comenius University in Bratislava,Jessenius Faculty of Medicine in Martin,Slovakia Renata Pecova, Oto Osina, Jurina Sadlonova,Lubica Jakusova, Michaela Simkova, Imrich Zigo,Jan Danko, Comenius University in Bratislava

CCME-PE14-11Incorporating procedural skills into pre-departure training for medical studentsparticipating in International electivesJoseph Margolick, David Kanters, Brian Cameron,McMaster University

CCME-PE14-12Examining the Role of Pre-departure Trainingacross Canadian Medical Schools forInternational Medical ElectivesMary Halpine, Dalhousie University; Farah Ladak,Elbert Jeffrey Manalo, University of Calgary; NeilArya, Kristin Neudorf, University of WesternOntario; Bill Cherniak, University of Toronto

CCME-PE14-13Integration of Internationally EducatedHealth Professionals: A Discourse AnalysisSarah Whyte, University of Waterloo; TinaMartimianakis, Cynthia Whitehead, CarrieCartmill, Nancy McNaughton, Zubin Austin,University of Toronto

CCME-PE14-14A Strategy to help International MedicalGraduates Write Licensing ExaminationsKalyani Premkumar, Penny Davis, University ofSaskatchewan

DE 18 H 30 À 22 H 30Activité sociale officielle de la ConférenceCentre des congrès d’Ottawa, niveau 4, salle de balTrillium

Célébrez le côté festif de notre capitalenationale.

Ottawa a longtemps été considérée comme uneville gouvernementale conservatrice et tranquille,située entre deux des villes les plus populaires duCanada. À vrai dire, nous avons remporté deux foisle prix de la ville la plus ennuyeuse. Toujoursdésireuse d’appuyer notre ville, la Faculté demédecine de l’Université d’Ottawa redéfinit lessoirées sociales dans la capitale nationale enmettant sur pied des événements charismatiques etdivertissants qui, en plus de laisser un souvenirimpérissable aux invités, défient lesattentes…même si elles étaient au départ trèsfaibles.

Avec un spectacle riche en rebondissements animépar André-Philippe Gagnon, un humoriste etimitateur canadien de renommée internationale,nous espérons vous donner un avant-goût de lavraie nature d’Ottawa. Préparez-vous donc àdéguster des spécialités typiquement canadiennesqui reflètent nos réalisations culinaires. Et si le cœurvous en dit, n’hésitez pas à mordre à belles dentsdans une queue de castor!

Joignez-vous à nous pour la soirée de lundi. Vousne le regretterez pas. Parole d’honneur.

Vous devez vous inscrire au préalable et nous remettrevotre billet à la porte.

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DE 7 H 15 À 8 H 30Petit déjeunerCentre des congrès d’Ottawa, niveau 3, salles du Canada 2 et 3 - salle des exposants

COLLOQUES

DE 8 H 30 À 12 H (Bloc G)

OTT-SG1 - Issues and controversies in the use ofportfolios for assessment in undergraduateand graduate medical educationFairmont Château Laurier, rez-de-chaussée, salle Laurier Reportez-vous à la page : 73

OTT-SG2 - Narrative description as evaluation datain health professional educationFairmont Château Laurier, niveau inférieur, salleCanadian Reportez-vous à la page : 74

DE 10 H À 10 H 30Pause-rafraîchissementsCentre des congrès d’Ottawa, niveau 3, salles du Canada 2 et 3 - salle des exposants

ATELIERS


OTT-WG-1Receiving feedback: stimulating feedbackseeking within the department cultureCentre des congrès d’Ottawa, niveau 1, salle 101 Monica van de Ridder, Albert Schweitzer hospital;Jim Blatt, George Washington University; CarolCappello, Weill Cornell Medical College; ElizabethKachur, Medical Education Development

OTT-WG-2Assessment of the educational environmentCentre des congrès d’Ottawa, niveau 1, salle 103 Helen M Goodyear, Health Education WestMidlands; Taruna Bindal, Alexandra Hospital

OTT-WG-3Designing an Assessment System for LearningCentre des congrès d’Ottawa, niveau 1, salle 104 Elaine Dannefer, Cleveland Clinic Lerner Collegeof Medicine of CWRU; Andrew Linn, TheUniversity of Adelaide

OTT-WG-4Building an evaluative culture in education ina hospital settingCentre des congrès d’Ottawa, niveau 1, salle 105 Sandra Cunning, Centre for Addiction and MentalHealth; Kathryn Parker, Holland Bloorview KidsRehabilitation Hospital; Ivan Silver, Centre forAddiction and Mental Health; David Wiljer,Centre for Addiction and Mental Health

OTT-WG-5Supporting doctors to transformconsultations: programme outcomes andevaluationCentre des congrès d’Ottawa, niveau 1, salle 106 D Blaney, MPS; J Kidd, University of Warwick; JPurkis, University of Warwick; J Thistlethwaite,University of Queensland

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OTT-WG-6Collaborative OSCE creation: administrating aquality OSCE using combined resourcesCentre des congrès d’Ottawa, niveau 1, salle 108 Moyez Ladhani, McMaster University; HilaryWriter, University of Ottawa

CCME-WG-1Teaching Competency-based Handover skillsusing Video Clips and Role PlayingWestin Ottawa, niveau Executive / Lower, salle Maple Neil Cowie, Kalyani Premkumar, University ofSaskatchewan

CCME-WG-2Unprofessional and disruptive behaviour inpost-graduate training: an inter-professionalapproachWestin Ottawa, niveau 4, salles Newfoundland NovaScotia David Ponka, Jay Mercer, Pam Eisener-Parsche,University of Ottawa

CCME-WG-3Supervision on the RunWestin Ottawa, niveau Executive / Lower, salle Oak Shazia Sadaf, Rukhsana W Zuberi, Syeda KauserAli, Naveed Yousuf, Aga Khan University

CCME-WG-4Lights, camera, action: Translating medicaleducation into effective multi-mediaWestin Ottawa, niveau 3, salle Ontario Sara Chater, Candace Munro, Zachary Rothman,University of British Columbia; Li Hsuan Hsiao,Medicine; Steve Mart, IMP faculty support

CCME-WG-5Strategic planning for medical educationWestin Ottawa, niveau 4, salle Provinces 1 Corry den Rooijen, KNMG; Nicolette Caccia,University of Toronto

CCME-WG-7Creating a more effective continuum frommedical student to practising professionalWestin Ottawa, niveau 4, salle Quebec Kamal Rungta, University of British Columbia; JayRosenfield, University of Toronto; Nick Busing,The Association of Faculties of Medicine ofCanada



ÉVALUATION DU RAISONNEMENT CLINIQUE (BLOC G1)

Animateur : Georges BordageCentre des congrès d’Ottawa, niveau 2, salle 201

OTT-OG1-1Development of an Instrument to MeasureClinical Reasoning in Pediatric Residents: ThePediatric Script Concordance Test (PSCT)Suzette Cooke, University of Calgary

OTT-OG1-2Assessing clinical reasoning in junior studentswith the CBCR-test: reliability and feasibilityAzam Saeed Afzal, Syeda Kauser, Junaid Patel,Sara Sajid, Tabassum Zehra, Saeed Hamid, AgaKhan University

OTT-OG1-3Undergraduate students' clinical reasoningconstruct in medicine: its development andassessmentAzam Saeed Afzal, Syeda Kauser, Junaid Patel,Sara Sajid, Tabassum Zehra, Saeed Hamid, AgaKhan University

OTT-OG1-4Context Specificity and Cognitive Load inIntermediatesTemple Ratcliffe, Steven Durning, Amy FlanaganRisdal, Uniformed Services University at SanAntonio Military Medical Centre

OTT-OG1-5Comparing Automated and Human Scoring ofthe USMLE® Step 2 CS® Patient NoteSu Baldwin, Polina Harik, Brian Clauser, NationalBoard of Medical Examiners

ÉVALUATION DE L’ENSEIGNEMENT CLINIQUE (BLOC G2)

Animatrice : Vishna Devi NadarajahCentre des congrès d’Ottawa, niveau 2, salle 202

OTT-OG2-1The use of peer-assisted learning in teachingclinical examination skillsAnthony Campbell, Taylor David, Queen’sUniversity; Aristithes Doumouras, McMasterUniversity; Raphael Rush, University of Toronto

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OTT-OG2-2Dental Students’ Perception Towards ACommunication Skills Course (CSC) Based onTransactional Analysis Theory (TA)Hanan Omar, Liang Lin Seow, Allan Pau,International Medical University; Saad Khan,University Malaya; Ammar Jasim

OTT-OG2-5The Clinical Workplace Learning CultureSurvey (CWLCS) – a new toolJennifer M Newton, Monash University; BrianJolly, University of Newcastle; AmandaHenderson, Princess Alexandra Hospital

ÉVALUATION DES APTITUDES DECOMMUNICATION (BLOC G3)


OTT-OG3-1Validation of a Family Meeting BehavioralSkills (FMBS) instrumentJillian Gustin, David Way, Jennifer McCallister,Sharla Wells-DiGregorio, The Ohio State University

OTT-OG3-2Longitudinal evaluation of doctor-patientcommunication, interpersonal skills andprofessionalism among osteopathic medicaltraineesJeanne Sandella, William Roberts, National Boardof Osteopathic Medical Examiners (NBOME)

OTT-OG3-4Assessment of the Variations in Ethical andCommunication Skills of Internal MedicineResidents in United States using ObservedStructured Clinical Exercises (OSCEs)Vijay Rajput, Krystal Hunter, PriankaBhattacharya, Krysta Contino, Anuradha LeleMookejee, Cooper University Hospital, CooperMedical School of Rowan University; EmilySeeling, American College of Physicians

OTT-OG3-5Holistic versus analytic rating scales forcommunication skills in an internal medicineresidency objective structured clinicalexamination (OSCE)Vijay Daniels, Dwight Harley, University of Alberta

ÉVALUATION ET FORMATIONINTERPROFESSIONNELLE 2 (BLOC G4)

Animateur : Dujeepa SamarasekeraCentre des congrès d’Ottawa, niveau 2, salle 204

OTT-OG4-1Using OSCE cases to assess residentphysicians’ competence in inter-professionalcollaborative practiceColleen Gillespie, Barbara Porter, Kathleen Hanley,Jennifer Adams, Jaclyn Fox, Sondra Zabar, NewYork University School of Medicine

OTT-OG4-2Getting Started in Interprofesional EducationScholarship - Fostering New TalentsEwa Szumacher, Lisa Di Prospero, Merrylee McGuffin, University of Toronto and SHSC

OTT-OG4-3Building collective impact in interprofessionaloral health education and practiceAnita Glicken, NCCPA HealthFoundation/University of Colorado School ofMedicine

OTT-OG4-4Evaluating the outcomes of aninterdisciplinary, intercultural undergraduatecourse on global healthK Hall, V Nyguen, C Cox, D Zakus, A Kozyrskyj, KCor, University of Alberta

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ÉVALUATION DES OCCASIONSD’APPRENTISSAGE (BLOC G5)

Animatrice : Ann WylieCentre des congrès d’Ottawa, niveau 2, salle 205

OTT-OG5-1E-induction with assessment - an effectivetool for enhancing patient safety?K Nathavitharana, Health Education WestMidlands

OTT-OG5-2Evaluation of a surgical decision-makingeLearning programmeSarah C Rennie, Andre van Rij, Chrys Jaye,University of Otago

OTT-OG5-3Gaming as a tool to train cognitive skills inEmergency Medicine: how effective is it?Mary Dankbaar, Stephanie Schuit, Jan van Saase,Erasmus University Medical Center; MaartjeBakhuysroozeboom, TNO; Jeroen vanMerrienboer, Maastricht University

OTT-OG5-4Is content really king? An objective analysisof the public’s response to medical videos onYouTubeTejas Desai, Afreen Shariff, Vibhu Dhingra, DeebaMinhas, East Carolina University; Megan Eure, NCState University; Mark Kats, Northeast GeorgiaDiagnostic Clinics

OTT-OG5-5Evaluation of Medical Student Peer Teachingin SimulationJoseph House, Carol Choe, Kristin Berg, HeatherWourman, Sally Santen, University of Michigan

ÉVALUATION DU PROGRAMME 3 (BLOC G6)

Animateur : Ian WilsonCentre des congrès d’Ottawa, niveau 2, salle 206

OTT-OG6-1A Qualitative study of medical students’experience of the hidden and informalcurriculum in obstetrics and gynaecologyDianne Carmody, Alexandra Tregonning, PaulMcGurgan, The University of Western Australia

OTT-OG6-2No easy answers: Attempting to improve thestudent evaluation of teaching process in aFaculty of Pharmaceutical SciencesIsabeau Iqbal, Marion Pearson, John Lee, SimonAlbon, University of British Columbia

OTT-OG6-3Defining and measuring quality incommunity based medical education:developing an adaptable audit toolE Scott, O Allam, University of Liverpool MedicalSchool

OTT-OG6-4Are we producing what Canada needs?Evaluating the new Canadian Family MedicineTriple-C competency-based curriculumShelley Ross, University of Alberta; Ivy Oandasan,University of Toronto; Doug Archibald, Universityof Ottawa; Louise Autier, Universite de Montreal;Kathy Lawrence, University of Saskatchewan; LauraMcEwen, Queen’s University

OTT-OG6-5Qualitative analysis of collaborative leadershipduring curricular restructuring at theUniversity of Nevada School of Medicine: Astory of faculty engagement and growthDaniel Reimer, Ramona Houmanfar, University ofNevada, Reno; Gwen Shonkwiler, Nicole Jacobs,Robbyn Tolles, Melissa Piasecki, University ofNevada School of Medicine

OTT-OG6-6To assess the knowledge component of aBehavioural Management (BM) moduleincorporated in the undergraduate dentalcurriculum of a dental schoolYawar Khan, Riphah International University

MINI-ENTREVUES MULTIPLES (BLOC G7)


OTT-OG7-1The Performance of MMIs in the UK context:4 Years of Experience in DundeeJonathan Dowell, Adrian Husbands, University ofDundee

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OTT-OG7-2Do medical students admitted throughMultiple-Mini-Interview perform better inProblem-based Learning?Paul F. Wimmers, Rasnik Singh, Sara Mottahedan,Ming Lee, David Geffen School of Medicine atUCLA

OTT-OG7-3Predicting performance in medical schoolwith selection measuresAgnes Dodds, Kate Reid, The University ofMelbourne

OTT-OG7-4Does the UBC Multiple Mini Interview (MMI)correlate with the UBC Rural and RemoteSuitability Score (RRSS)?Bruce Fleming, Catherine Macala, University ofBritish Columbia

OTT-OG7-5Generalizability of attributes assessed by theMultiple Mini InterviewNikki Zaidi, University of Michigan MedicalSchool; Christopher Swoboda, Stephen Manuel,University of Cincinnati

OTT-OG7-6Selection to medicine: Aptitude testing maynegatively predict student performance. AnIrish cohort studyMaureen E Kelly, Thomas Kropmans, Andrew WMurphy, John Newell, National University ofIreland, Galway; Jon Dowell, Adrian Husbands,University of Dundee

ACTES PROFESSIONNELS POUVANT ÊTREEXERCÉS DE FAÇON INDÉPENDANTE (BLOC G8)

Animateur : Nele MichelsCentre des congrès d’Ottawa, niveau 2, salle 208

OTT-OG8-1To trust or not trust: Development ofEntrustable Professional Activities (EPAs) inEmergency Medicine for Australian medicalgraduates at the transition to professionalpracticeJames Kwan, Roslyn Weaver, Lise Mogensen,Wendy Hu, University of Western Sydney; RoslynCrampton, Western Sydney Local Health District

OTT-OG8-2When is a Resident “good to go”? Using amodified Delphi technique to define andbenchmark entrustable professional activitiesfor Family Medicine Residency trainingShanda Slipp, Keith Wycliffe-Jones, University ofCalgary; Wayne Weston, Western University

OTT-OG8-3Defining entrustable professional activities:Reaching consensus using a nominal groupprocessClaire Touchie, Andre De Champlain, MedicalCouncil of Canada; Georges Bordage, StevenDowning, University of Illinois at Chicago; DebraPugh, University of Ottawa

OTT-OG8-4A role for heuristic maps in assessingentrustable professional activitiesChristine Fessey, St George’s Hospital MedicalSchool

OTT-OG8-5Knowledge and nerve: the importance ofself-regulation for demonstrating competenceby junior doctors on entrustable professionalactivitiesRahil D Mandalia, Northampton GeneralHospital; Mark A Fores, University Hospitals ofLeicester NHS Trust; Krupa Samani, SophieMullins, Robert Jay, Rakesh Patel, University ofLeicester

RECHERCHE – EMC (BLOC G1)


CCME-OG1-1Role modeling emergency department flow:Implications of coordination of care forMedical Education Peter Nugus, McGill University

CCME-OG1-2Asked, Listened, Changed - Findings from the2012/2013 Royal College Maintenance ofCertification Program Evaluation.Tanya Horsley, Jeanie Zeiter, The Royal College ofPhysicians and Surgeons of Canada; KatherineMoreau, University of Ottawa; Jocelyn Lockyer,University of Calgary; Lara Varpio, UniformedServices University; Craig Campbell, The Collegeof Family Physicians of Canada

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CCME-OG1-3Physician Leaders self assess political skill:Implications for future development andmedical educationScott Comber, Dalhousie University

CCME-OG1-4Curriculum development for updates intherapeutics? An inclusive approachDiane Simpson, Linda Shorting, Claire Mills,Chloe Wu, Lara Cooke, University of Calgary;Mairi Babey, University of British Columbia

CCME-OG1-5Addressing health outcomes: Creation of amultidisciplinary knowledge translationnetwork to reduce polypharmacy in the frailelderlyConstance LeBlanc, Laurie Mallery, PaigeMoorhouse, Barry Clarke, Brian Steeves, PamelaMcLean-Veysey, Michael Allen, Tanya MacLeod,Joan Sargeant, Ingrid Sketris, Dalhousie University

CCME-OG1-6Providing sub-specialty practice-specificphysician feedback: a practical process andsome useful toolsIngrid Vicas, Robin Cox, Alaa Aboulhoda, DavidLardner, Michael Letal, Lara Cooke, University ofCalgary; Dan McIntyre, Alberta Health Services;Jocelyn Lockyer, The Association of Faculties ofMedicine of Canada

RECHERCHE – SANTÉ ET MIEUX-ÊTRE (BLOC G2)


CCME-OG2-1Pressures to Measure Up in Surgical TrainingPriyanka Patel, Carol-anne Moulton, Maria AthinaMartimianakis, Carween Mui, Simon Kitto, M.Lucas Murnaghan, Nathan Zilbert, University ofToronto

CCME-OG2-2‘We’ not ‘I’: Health Advocacy is a Team SportMaria Hubinette, Sarah Dobson, Stephane Voyer,Glenn Regehr, University of British Columbia

CCME-OG2-3Surgical Residents’ and Professors’ Perceptionof the Impacts of the 16-Hour Work DayRestriction on the Educational Environment,Quality of Care and Quality of Life: Quebec’sExperienceSébastien Lachance, Carole Suzanne Richard,Jean-François Latulippe, Luc Valiquette, Universitéde Montréal; Gaétan Langlois, Université deSherbrooke; Yvan Douville, Université Laval;Gerald M Fried, McGill University

CCME-OG2-4CanMEDS-FM Health Advocacy Role: Focuson Community or Patient?Geneviève Bustros-Lussier, Christina St-Onge,Evelyne Cambron-Goulet, Marianne Xhignesse,Université de Sherbrooke

CCME-OG2-5Resident gaps in knowledge, skills andconfidence: adult health consequences ofchildhood adverse experiencesWendy Tink, Martina Kelly, Jody Arndt, JessicaTink, University of Calgary

CCME-OG2-6Impact des modifications aux horaires degarde sur l’environnement éducatif post-gradué à MontréalFrançois Caron, Michèle Mahone, Jean-PascalCosta, Madeleine Durand, Université de Montréal

INNOVATION EN ÉDUCATION – NIVEAUPRÉDOCTORAL/TECHNOLOGIE (BLOC G3)


CCME-OG3-1Leaders in Medicine Podcast Series:Enhancing Career Counselling inUndergraduate Medical EducationAnthony Vo, University of Ottawa

CCME-OG3-2Translating concepts from a mind-mappingsoftware to a web-based platform:implementing a new vision for pediatricundergraduate medical education.Mara Tietzen, Alkarim Velji, Peter Gill, KarenForbes , Melanie Lewis , University of AlbertaUniversity of Alberta; Lauren Libke , Arlow LaceyDesign; John Rogerson , Independent Contractor

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CCME-OG3-3Integrating Online Resources into PublicHealth Teaching: A Blended LearningApproachAlyx Holden, Nadia Salvo, Humara Edell, Fok-Han Leung, Fran Scott, Ingrid Tyler, University ofToronto

CCME-OG3-4Utilisation de documents pédagogiques enversion iBooks par les tuteurs et étudiants duprogramme M.D. de l’Université deSherbrookeDoan Hao Do, Chantal Lemire, Daniel Gladu,Anthony Sultan, Université de Sherbrooke

INNOVATION EN ÉDUCATION – EMPo(BLOC G4)


CCME-OG4-1“Please pass me the...umm...tweezers”: Aneeds assessment of resident knowledge ofsurgical instrument nomenclatureJustyn Lutfy, Matthew Laschuk, ChristineSeabrook, Yvonne Ying, University of Ottawa

CCME-OG4-2A novel approach to Junior Doctor Induction:A near-peer based curriculum developed anddelivered by outgoing F1sMatthew Everson, University Hospitals Bristol;Kittiya Sukcharoen, Great Western Hospital;Victoria Taylor, Great Western Hospital; Clare vanHamel, Health Education South West

CCME-OG4-3A national simulation-based bootcamp forjunior Otolaryngology - Head and NeckSurgery residents Kevin Fung, Brian Rotenberg, Kathryn Roth,University of Western Ontario

CCME-OG4-4Surgical Preparatory Camp: a Novel TrainingProgram for First-year Residents Polina Mironova, Oleg Safir, Lisa Satterthwaite,Curtis Foong, ; Susan Glover Takahashi, RonaldLevine, University of Toronto; Sonnadara Ranil,McMaster University

RECHERCHE – EMPr (BLOC G5)


CCME-OG5-1Structure of a Medical ExplanationFrancois Auclair, Michael Orsini, Sophia Muller,University of Ottawa; Nancy Laffin, The OttawaHospital

CCME-OG5-2How do “digital natives” learnpharmacology? A mixed-methods study onthe use of learning media by undergraduatemedical studentsJoanna Gutmann, Joanna Gutmann, FelizianKuehbeck, Pascal Berberat, Stefan Engelhardt,Antonio Sarikas, Technische Universität München;Martin Fischer, Ludwig-Maximilians-Universität

CCME-OG5-3Teaching evidence-based medicine toundergraduate medical students: Asystematic review and meta-analysisSeyed-Foad Ahmadi, University of CaliforniaIrvine; Hamid Baradaran, Iran University ofMedical Sciences; Emad Ahmadi, HarvardUniversity

CCME-OG5-4Enhancing interprofessional education forhealth students in clinical contexts Conor Gilligan, Tracy Levett-Jones, University ofNewcastle, Australia

CCME-OG5-5Australian Medical Schools OutcomesDatabase and Longitudinal Tracking (MSOD)ProjectAngela Carberry, Don Roberton, Medical DeansAustralia and New Zealand Inc.

CCME-OG5-6Curriculum development for updates intherapeutics? An inclusive approachDiane Simpson, Linda Shorting, Claire Mills, MairiBabey, Chloe Wu, Lara Cooke , University ofCalgary

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RECHERCHE – CONTEXTE D’APRENTISSAGE(BLOC G6)


CCME-OG6-1Teaching the non-Medical Expert CanMEDSRoles: Broadening the Curriculum BeyondBioscienceAyelet Kuper, Paula Veinot, Jennifer Leavitt, SarahLevitt, Amanda Li, Lisa Richardson, JeannetteGoguen, Martin Schreiber, Ross Upshur, CynthiaWhitehead, University of Toronto

CCME-OG6-2The Learning Environment: Key to achievinggoals of 21st century medical educationJill Konkin, Carol Suddards, University of Alberta

CCME-OG6-3Emotion and identity in the figured world ofbecoming a doctorTim Dornan, Maastricht University; EmmaPearson, Peter Carson, Liverpool University, UK;Esther Helmich, Amsterdam Medical Centre;Christine Bundy, University of Manchester, UK

CCME-OG6-4Are There Influences of Gender on Students’Perceptions about the EducationalAtmosphere? The Rich Experience of theUniversidade Nove de Julho (UNINOVE)Laura Siqueira, Gustavo Moterani, HennanTeixeira, Stefania Roman, Silvana Barreto,Guilherme Silva, Renata Gallotti, UniversidadeNove de Julho

CCME-OG6-5Advancing our understanding of feedback inmedical education: An international study ofphysicians who are elite athletes or musiciansChris Watling, Erik Driessen, Cees van derVleuten, Lorelei Lingard, University of WesternOntario

RECHERCHE – ENSEIGNEMENT ETAPPRENTISSAGE (BLOC G7)


CCME-OG7-1How should we measure cognitive load inpostgraduate simulation-based education?Laura Naismith, University Health Network -Toronto Western Hospital; Stephan Hambaz,Rodrigo B. Cavalcanti

CCME-OG7-2Forum de discussion: un outil pour rendreexplicite les différents types de raisonnementclinique lors des stages en ergothérapieStéphanie Sinotte, Annick Bourget, LouisetteMercier, Johanne Desrosiers, Université deSherbrooke

CCME-OG7-3Learning clinical skills during bedsideteaching: a video observation study drawingon insights from activity theoryRola Ajjawi, Charlotte E Rees, University ofDundee; Lynn V Monrouxe, Cardiff University

CCME-OG7-4The Application of Metacognition to SurgicalOperative Skills TeachingDaniel Cocker, Stella Mavroveli, Daniel Leff,George Hanna, Imperial College

CCME-OG7-5Shifts to Learning During Acute CareEpisodes: Triggers, Hindrances, Strategies,and MomentumDominique Piquette, Vicki R. LeBlanc, Carol-anneMoulton, University of Toronto

CCME-OG7-6A novel approach to Junior Doctor Induction:A near-peer based curriculum developed anddelivered by outgoing F1sKittiya Sukcharoen, Victoria Taylor, Great WesternHospital; Matthew Everson, University HospitalsBristol; Clare van Hamel, Health Education SouthWest

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DE 8 H 30 À 10 H

ECOS / ÉTABLISSEMENT DE NORMES (SECTION A3)

Animateur : Godfrey Pell

OTT-PA3-01Eliciting professionalism related feedbackfrom OSCE examinersYousef Mousavi, Marguerite Roy, Ilona Bartman,Medical Council of Canada

OTT-PA3-03Evaluation of comprehensive OSCE atThammasat Medical SchoolPattharawin Pattharanitima, PisitWattanaruangkowit, Faculty of Medicine,Thammasat University

OTT-PA3-04Communicating through interpreters. Howeffective is teaching on practice?A Rowlands, Queen Mary University

OTT-PA3-05Traditional Long case examinations vsObjective Structured Clinical Examination – acomparative critical reviewSankaranarayana Ramachandran, The Universityof Manchester, Manchester Academic HealthScience ; Bhanumathi Lakshminarayanan, OxfordUniversity Hospitals NHS Trust

OTT-PA3-07The utility of mid-block examination andOSPE scores for formative and summativeassessment and its relationship to finalperformance scoresPairaya Rujirojindakul, Prince of SongklaUniversity

OTT-PA3-08The standard setting methods to evaluateOSCE pass-scores of sixth year medicalstudents.Dr Thananit Sangkomkamhang, MedicalEducation Center, Khon Kaen Hospital

OTT-PA3-09A Rasch-based borderline method for settingcut scores in an OSCE station: a preliminarytestJean-Sebastien Renaud, François Ratté, Julie F.Thériault, Universite Laval

OTT-PA3-11Development of computer-based scoring(CBS) for national licensure OSCEMohammad Adrian Hasdianda, Gandes RetnoRahayu, Rachmadya Nur Hidayah, Yoyo Suhoyo,Melody Rarasati, Myrtana Pusparisti, Faculty ofMedicine Universitas Gadjah Mada

OTT-PA3-12Implementation of a Pass/Fail Cut-Off forCOMAT Exams on Clerkship RotationsJohnathan Franklin, Machelle Linsenmeyer, MattVassar, Oklahoma State University Center forHealth Sciences

OTT-PA3-13Can the rating scale improve the reliability ofthe data obtained from the Readiness forClerkship Survey to evaluate the effectivenessof the preclerkship program?Shayna Rusticus, Linda Peterson, Kevin Eva,University of British Columbia

OTT-PA3-14Post Assessment Analysis: Effect on itemelimination, test reliability, performance, andstandard settingCesar Yaghi, Université Saint Joseph

ÉVALUATION FONDÉE SUR LES COMPÉTENCES /DIMENSIONS INTERNATIONALES (SECTION A6)

Animateur : Brownie Anderson

OTT-PA6-01Identity formation and competency: Alongitudinal conjunctive approach toassessmentTracey Hillier, Hollis Lai, Amy Tan, AndreaDavilas-Cervantes, VJ Daniels, University ofAlberta

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OTT-PA6-02Identifying tools for assessment of CanMEDSroles in the clinical clerkship: results of a“speed-dating” faculty developmentworkshopAndrea Winthrop, Ruth Wilson, Sheila Pinchin,Theresa Nowlan Suart, Queen’s University

OTT-PA6-03How do students use Intended LearningOutcomes to support their learning?Robert Norman, Sara Brooks, Kerry Dobbins, JonScott, Mark Rawlinson, University of Leicester

OTT-PA6-04Reviewing Objectives in MusculoskeletalUndergraduate Medical Education: Can weagree on what’s important?Ali Bateman, Megan Cashin, Darren Van Dam,Michael Payne, University of Western Ontario

OTT-PA6-05Validation of the Laval DevelopmentalBenchmark scale for competency evaluationin family medicine residencyAnnie St-Pierre, Miriam Lacasse, Unité demédecine familiale Laurier; Annie Thériault,Michel Labrecque, Stéphane Turcotte, HôpitalSaint-François d’Assise; Jean-Sébastien Renaud,Faculté de médecine de l’Université Laval

OTT-PA6-07Documental analysis as a first way to assessthe competencies development incommunity-based educationAna Claudia Germani, Aline Scalisse Silva, Schoolof Medicine, University of São Paulo

OTT-PA6-08Comparing Pharmacology Education andTraining between International and CanadianMedical SchoolsJung Young Choi, Yue Kay Kali Kwong, BoyangMax Liu, Joshua Song, Stan Bardal, University ofBritish Columbia, Faculty of Medicine

OTT-PA6-09Factors Predicting IMG Success in Matching toResidency Programs in CanadaStephen Rimac, Canadian Resident MatchingService

OTT-PA6-10Validating the Impact of Cultural Differenceson Residency Education (ICDRE)QuestionnaireDouglas Archibald, Alison Eyre, DorotaSzczepanik, Simone Dahrouge, University ofOttawa; Lionel Laroche, Multicultural BusinessSolutions; Memoona Hasnain, University ofIllinois - Chicago; Simone Dahrouge

OTT-PA6-11Interim assessment of educational programfor undergraduate dental students withJapanese-English dual linguistic educationsystem at Hiroshima University (the first andthe second year)H Oka, K Suardita, Institute of Biomedical &Health Sciences, Hiroshima University; T Takata, HNikawa, K Kato, M Sugai, Faculty of Dentistry,Institute of Biomedical & Health Sciences

OTT-PA6-12A Dental School attempts to implement theInternational Caries Detection andAssessment System (ICDAS) for the first timein Malaysia – A Stepwise FrameworkPriya Ahlawat, Z. A. Hasan, ; Abhishek Parolia, F.C. Smales, Allan Pau, Chooi Gait Toh,International Medical University

ÉLABORATION DU PROGRAMME D’ÉTUDESPRÉDOCTORAL/POSTDOCTORAL (SECTION C12)


CCME-PC12-1Incorporating Professional Identity Formationinto a Medical School CurriculumTracey Hillier, Amy Tan, Hollis Lai, VJ Daniels,Pamela Brett-MacLean, Andrea Davila-Cervantes,Jackie Lee, Samina Ali, University of Alberta

CCME-PC12-2Ed’s Story: recorded vs live verbatim theatreas a teaching tool in core undergraduatemedical curriculumPaul D’Alessandro, University of British Columbia;Gerri Frager, Dalhousie University

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CCME-PC12-3A three-phase curriculum to introducestewardship to pediatrics residents.Christopher Hillis, Willia Liao, Parveen Wasi,Moyez Ladhani, Parveen Wasi, McMasterUniversity

CCME-PC12-4Any Place, Any Pace Pediatric Acute Care: AnOnline Mock Code CurriculumKathleen Huth, Kristina Krmpotic, Anna-TheresaLobos, Hilary Writer, University of Ottawa

CCME-PC12-5An analysis of cases used in medical studentteaching - is the sum of parts really a spiralcurriculum?Lindsay Davidson, Sheila Pinchin, Queen’sUniversity

CCME-PC12-6Fostering Medical Leadership: A Student-LedHealth Systems and Policy CurriculumCian Hackett, Tracey Hillier, University of Alberta

CCME-PC12-7Thinking Outside of the Silo: TheDevelopment of National Online CurriculumContent in Otolaryngology - Head and NeckSurgeryScott Kohlert, University of Ottawa; Kevin Fung,University of Western Ontario; Laurie McLean,University of Ottawa

CCME-PC12-8The Person Behind the White Coat: Building amedical humanities core curriculum formedical studentsJulie Chen, Li Chong Chan, The University ofHong Kong

CCME-PC12-9Putting the pieces together: building ourHumanities and Medicine curriculum Rayan Delbani, Pippa Hall, Ian McDowell,University of Ottawa

CCME-PC12-10Planning and commissioning a virtual schoolto enable the delivery of the OphthalmologyEducation and Training curriculum in SEEnglandGeeta Menon, Kevin Kelleher, Health EducationKent Surrey and Sussex

NIVEAU POSTDOCTORAL (SECTION D10)


CCME-PD10-1“How is it for you?”- Evaluating the Triple CCompetency-based Curriculum: a Pilot of aLongitudinal Outcomes-based ProgramEvaluationMaria Palacios, Keith Wycliffe-Jones, TyroneDonnon, University of Calgary

CCME-PD10-2Advocacy in the margins: The tensionsinherent in being a physician healthadvocate Sarah Dobson, Maria Hubinette, Stéphane Voyer,Glenn Regehr, University of British Columbia

CCME-PD10-3Procedural skills in pediatric residency and inpractice Stephanie Kay, Meera Rayar, University ofToronto; Stephanie Kay, Rahim Valani, AndreaHunter, McMaster University

CCME-PD10-4Post-Graduate Global Health Initiatives:Evaluating Education and Experiences,Integrating CanMeds RolesKate Kelly, Laurie McLean, University of Ottawa

CCME-PD10-5Balancing Patient Care and Learning DuringClinical Activities: Two Contexts, Two StratgiesDominique Piquette, Vicki R. LeBlanc, Carol-anneMoulton, University of Toronto

CCME-PD10-6How are we doing? Using the NationalPhysician Survey to Compare University ofToronto Resident Satisfaction to OtherCanadian ResidentsCaroline Abrahams, Mariela Ruetalo, University ofToronto

CCME-PD10-7Surgical Graduates at the University ofAlberta 1985-2010: Where are they now andwhat are they doing?Cassidy Freeman, Val Masson, Erin Wright,Shannon Erichsen, Jonathan White, University ofAlberta

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CCME-PD10-8Educational utility of a hospital based UrgentCare Centre experience to Family MedicineResidentsMunsif Bhimani, Daniel Grushka, Jeff Landreville,University of Western Ontario

CCME-PD10-9Resident handover in Canada: Results of theCanadian Association of Internes andResidents 2013 National Resident SurveyMeera Rayar, Jennifer Meloche, John PaulHarmon, Alec Yarascavitch, Chris Little, ShawnaNoy, Maryan McCarrey, Canadian Association ofInterns and Residents

CCME-PD10-10Developing communication skills with GPtrainees: the REAM approachRachel Elliott, Rachel Elliott Samantha Scallan,Alex MacDonald, School of General Practice,Wessex Deanery, UK

CCME-PD10-11New Data to Inform Global WorkforcePlanning and Education of PhysicianAssistantsAnita Glicken, nccPA Health Foundation

FORMATION PROFESSORALE (SECTION D15)


CCME-PD15-1Consequences of implementation of aninternal quality cycle in medical postgraduatetrainingRobert Oostenbroek, Monica Van de Ridder,Albert Schweitzer Hospital

CCME-PD15-2Culturally Competent Medical Education(C2ME)– outline of a European project Jeanine Suurmond, Marie-Louise Essink-Bot,AMC/University of Amsterdam;Olivia Carter-Pogras, University of Maryland; Nisha Dogra,University of Leicester; Allan Krasnik, University ofCopenhagen; Istvan Szilard, University of PecsMedical School; Petra Verdonk, VU UniversityMedical Centre

CCME-PD15-3Tutor Faculty Development and Course CQIFran Scott, Marcia Correale, Maria Upenieks, JanaBajcar, University of Toronto

CCME-PD15-4Enhancing Productivity through IncisiveCommunication (EPIC): A strategic newfaculty orientation program in the Faculty ofMedicine at the University of Calgary,Alberta, Canada Aleem Bharwani, Kamala D. Patel, ElaineLaflamme; Hilary Delver

CCME-PD15-5Integrating CanMEDS in the Clinical Clerkship:Use of “Speed-Dating” to build connectionsthrough an interactive faculty developmentworkshopAndrea Winthrop, Ruth Wilson, Sheila Pinchin,Theresa Nowlan Suart, Queen’s University

CCME-PD15-6SkillScribe™: An Innovative Electronic Platformfor Faculty Development ProgrammingMcDiarmid Laura, Karen Smith, Matt Simpson,Danielle Naumann, Queen’s University

CCME-PD15-7A student focused approach to LCME/CACMSAccreditationAlkarim Velji, Sean Fair, University of Alberta

CCME-PD15-8L’utilisation des compétences reliées à lapratique de la médecine factuelle dans laformation prédoctorale médicale :l’expérience du site Saguenay de l’Universitéde SherbrookeLouis Gagnon, Paul Gagnon, Janie Gauthier-Boudreau,Mylène Lévesque,BasitianBertulies-Esposito, Université de Sherbrooke

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CCME-PD15-9Practising cultural safety with populations atrisk by applying indigenous health values andprinciplesBarry Lavallée, University of Manitoba; ThomasDignan, Danielle Fréchette The Royal College ofPhysicians and Surgeons of Canada; CarrieBourassa, University of Saskatchewan

CCME-PD15-10A Community of Scholars: Towards IncreasedPostgraduate Medical Education Research ata Canadian Faculty of MedicineJoan Sargeant, Karen Mann, Andrew Warren,Dalhousie University

CCME-PD15-11An Educational Innovation MeasuringResident Confidence Across Domains ofClinical Competence to Assist CurriculumContinuous Quality Improvement Eric Wooltorton, Alison Eyre, Douglas Archibald,Gary Viner, University of Ottawa

NIVEAU PRÉDOCTORAL (SECTION E12)


CCME-PE12-1Learning from your mistakes after an exam:related to learning styles, reflection orinsight?Debra Sibbald, Matthew Sibbald, University ofToronto

CCME-PE12-3Evaluation of Directed Independent Learning(DIL) Sessions in the Undergraduate MDCurriculumMarie Leung, Lindsay Davidson, Sheila Pinchin,Queen’s University

CCME-PE12-4Assessing the Impact of Animated Comics onMedical Students’ Approach to PatientInteractionsPamela Tsao, Catherine Yu, University of Toronto

CCME-PE12-5Prevalence, Sources and Coping strategies ofStress among Medical Students in Universityof Science and Technology, Sana’a, YemenMajed Wadi, Wael Abomohammed, ; MahmoudKhater, Abdulrhman Suliman, Emad Alwhashi,Ammar Alsharabi, Abdulkarim Sailan, MohanndBajeri, Mahmoud Abohelal, Faculty of Medicineand Health Sciences, University of Science and…

CCME-PE12-6Multimorbidity in Canadian Family MedicineUndergraduate EducationE.R. Harrison, W.E Osmun, G.P. Kim, L Boisvert,University of Western Ontario

CCME-PE12-7Learning on wards – is there a way toprevent students becoming passive observers?Sarah Bennett, University College London; AroonLal, Basildon and Thurrock University HospitalNHS Foundation Trust

CCME-PE12-8Let’s Start at the Very Beginning - MedQuest: A Pipeline Program to Medical Schooland PracticeJan Warren, Mary Dray, Fran Kirby, Janelle Hippe,Scott Moffatt, James Rourke, Memorial Universityof Newfoundland

CCME-PE12-9Medical Students’ Experiences using an e-Portfolio for Self-Regulated LearningJennifer MacKenzie, Lyn Shulha, John Freeman,Sheila Pinchin, Anthony Sanfilippo, Queen’sUniversity

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CCME-PE12-10Medical Student Perceptions of andProductivity in Scholarly ResearchYoujin Chang, Christopher Ramnanan, Universityof Ottawa

CCME-PE12-11Developing Skills for DevelopmentalDisabilities: A 12-hour Module onDevelopmental Disabilities for PreclinicalMedical StudentsSarah Riedlinger, Cara F. Dosman, DebbiAndrews, University of Alberta

CCME-PE12-12Investigating Socio-Cultural Barriers toVolunteerism in a Medical School VolunteerPatient Program: A program developmentprojectTravis Schroeder, Ravjot Dhatt, Jean Hudson,Joyce Nyhof-Young, University of Toronto

CCME-PE12-13Educational Objectives for InternationalMedical Electives: A Literature ReviewWilliam Cherniak, University of Toronto; TimothyBrewer, University of California, Los Angeles; PaulDrain, Harvard

LEADERSHIP/MENTORAT (SECTION E17)


CME-PE17-1Evaluating Student-Led Presentations inMedical SchoolLisa Graves, Rachel Ellaway, Daniel Durocher, JohnFriesen, Northern Ontario School of Medicine

CCME-PE17-2Student Voices in Curricular ReformMarie Matte, Lucas Richardson, DalhousieUniversity

CCME-PE17-3Big Brothers Big Sisters: Improving MedicalEducation Through MentoringKristen Hui, Nanki Longowal, Brieanne Rogers,University of Alberta

CCME-PE17-4Leadership Curriculum in Year 1 UME Studies– Impact and Lessons Daniela Kwiatkowski, Dani Cadieux, ColinMascaro, Jessica Jackson, Kenneth Lam, TeresaVanDeven, Murray Bryant, Gary Tithecott,University of Western Ontario

CCME-PE17-5Common Mistakes in the Chief Resident Role:Impact on Effective Leadership PracticesLoni Desanghere, Anurag Saxena, University ofSaskatchewan

CCME-PE17-6Residents as role models: A view from withinRobert Sternszus, Yvonne Steinert, Mary EllenMacdonald, McGill University

CCME-PE17-7Becoming a physician: the meaning ofmentoring Susanne Kalén, Sari Ponzer, Astrid Seeberger,Anna Kiessling, Charlotte Silén, KarolinskaInstitutet

DE 10 H 30 À 12 H

Plénière – Conférence Miriam Freidman Ben-David : Un choix basé sur les qualitéspersonnellesCentre des congrès d’Ottawa, niveau 3, salle duCanada 1Reportez-vous à la page : 64

Présentation sur la 17e Ottawa ConferenceLa Ottawa Conference de 2016 se déroulera àPerth, dans l’ouest de l’Australie, du 19 au 23mars. Voici une petite présentation vidéo qui sauravous convaincre de réserver la date dans votreagenda.

À 12 HCollation à emporterCentre des congrès d’Ottawa, niveau 3, FoyerParlement

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Le prix de la présidente de l’AFMC pour leadership exemplaire en médecine universitaire à l’échellenationale

Le prix reconnaît l’excellence en matière de leadership en médecine universitaire à l’échelle nationale. Les activitéspeuvent comprendre le fait d’offrir un leadership relativement à des activités collaboratives nationales procurant descadres relatifs au programme d’études en éducation sanitaire; l’élaboration de directives à l’intention des membres ducorps professoral portant sur des approches propres à l’enseignement, sur le recrutement, sur l’appui offert aux étudiantset sur les affaires de la faculté; des programmes de défense de l’excellence ou de la recherche en éducation médicale ouencore de la recherche dans le domaine biomédical ou le secteur des services de santé.

Lauréate : La Dre Yvonne Steinert, Université McGill

Dre Steinert, psychologue clinicienne et professeure en médecine familiale, est directrice duCentre d’éducation médicale et titulaire de la chaire Richard et Sylvia Cruess en éducationmédicale. Elle est l’ancienne doyenne associée du Perfectionnement professoral à la Faculté demédecine de l’Université McGill. Depuis plus de 25 ans, la Dre Steinert prend part à la formationprofessorale et à l’éducation médicale dans une vaste gamme de milieux et joue un rôle actifdans le domaine de l’éducation médicale prédoctorale et postdoctorale, de la recherche enéducation de même que de la conception et de la prestation de programmes et d’activités deformation professorale interprofessionnels. Ses intérêts en matière de recherche touchentl’enseignement et l’apprentissage des professions de la santé, le développement et l’évaluationdu programme d’études, l’impact de la formation professorale sur la personne et l’organisationainsi que le perfectionnement professionnel continu des membres du corps professoral. Elle aécrit nombre de documents sur le sujet du perfectionnement professoral et de l’éducationmédicale et est fréquemment invitée à s’adresser aux professionnels de la santé et aux

éducateurs médicaux au sein des milieux universitaire et scientifique. Elle a été une force motrice en matière de formationprofessorale et d’éducation médicale sur le plan local, national et international.

Au niveau national, la Dre Steinert a été présidente du Groupe de ressources de l’AFMC sur la formation professorale, co-éditrice du Programme de formation professoral de l’AFMC pour ceux qui enseignent aux diplômés internationaux enmédecine, présidente de l’Association canadienne pour l’éducation médicale et co-fondatrice de l’Institut canadien deleadership en éducation médicale. On lui a également décerné plusieurs honneurs et prix, notamment le Prix AFMC pourcontribution exceptionnelle au perfectionnement du corps professoral au Canada et le Prix Ian Hart de l’ACÉM pourcontribution exceptionnelle à l’éducation médicale.

L’ASSOCIATION DES FACULTÉS DE MÉDECINE DU CANADA

RÉCEPTION ET PRÉSENTATION ANNUELLE DE REMISE DES PRIX L’Association des facultés de médecine du Canada a le plaisir de dévoiler le nom des lauréats de ses prix pour 2014. Ces prixviennent récompenser des contributions exceptionnelles visant à promouvoir et à faire progresser l’éducation médicale auCanada.

La cérémonie de remise des prix aura lieu le dimanche 27 avril dans les salles Confédération 1 & 2 au quatrième étage del’Hôtel Westin, de 17 h à 18 h.


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Le prix AFMC pour contribution exceptionnelle au perfectionnement du corps professoral au Canada

Afin de rappeler l’importance du perfectionnement du corps professoral et de souligner la contribution d’une personneou d’un groupe dans ce domaine au Canada, l’AFMC a le plaisir d’offrir le Prix pour contribution exceptionnelle auperfectionnement du corps professoral au Canada.

Lauréate : Dre Danielle Blouin, Université Queen’s

La Dre Blouin a obtenu son diplôme de la Faculté de médecine de l’Université Laval. Elle acomplété un programme de résidence en médecine familiale / médecine d’urgence àl’Université Queen’s et un programme de résidence en médecine d’urgence du Collège royal desmédecins et chirurgiens du Canada à l’Université McGill.

Son engagement en matière d’éducation l’a amenée à entreprendre une maîtrise en éducationrelative aux professions de la santé à l’Université de l’Illinois à Chicago, qu’elle a terminée en2003. Elle fait actuellement son doctorat en éducation dans ce même établissement.

De 2006 à 2013, elle a été directrice de la Formation professorale en sciences de la santé àl’Université Queen’s. De 2008 à 2011, elle a présidé le Groupe de ressources de l’Associationdes facultés de médecine sur la formation professorale. Elle a participé en qualité d’enseignanteet de chercheure à de nombreux projets de formation professorale au niveau provincial, nationalet international.

La Dre Blouin maintient une pratique clinique active en médecine d’urgence à l’UniversitéQueen’s et a obtenu le titre de professeure en 2012.

Le Prix AFMC – John Ruedy pour l’innovation en enseignement médical

Afin d’honorer le Dr John Ruedy à l’occasion de sa retraite à titre de doyen de la faculté de médecine à l’UniversitéDalhousie en 1999, la faculté a créé un prix national en son nom. Le Prix AFMC – John Ruedy pour innovation enenseignement médical sera décerné à une personne ou à un groupe qui aura conçu des documents imprimés, dumatériel d’apprentissage électronique ou tout autre moyen d’apprentissage novateur.

Lauréat : Dr Eric Wooltorton, Université d’Ottawa

Le Dr Eric Wooltorton est titulaire d’un BSc de l’Université McGill et d’un diplôme de MD/MScde l’Université Queen's. Il a complété sa formation en médecine familiale à l’Université d’Ottawaoù il a joint les rangs du corps professoral en qualité de directeur du programme d’études auDépartement de médecine familiale. Il travaille comme médecin traitant au sein de l’Équipeuniversitaire de santé familiale de L’Hôpital d’Ottawa qui a été nommée « unité de médecinefamiliale de l’année » en Ontario en 2013. Le Dr Wooltorton a aidé à diriger la mise en œuvre,par son département, d’un programme d’études fondé sur les compétences, par l’entremise deprocessus d’engagement des membres du corps professoral et des résidents dans l’ensemble dudépartement. Dans le cadre de cette démarche, on a élaboré des outils tels qu’un programmepédagogique en ligne examiné par des pairs, un formulaire permettant de recueillir lescommentaires des participants sur la centralité du patient et les capacités de communicationainsi que des études régulières du niveau de confiance des résidents à l’égard d’une variété dedomaines du programme d’études. Parmi d’autres outils clés développés on compte des notesd’observation spécialisées (en format papier et électronique) pour faire un suivi des compétences

des résidents ainsi que des rubriques relatives aux processus de sélection des résidents. Fier papa de quatre enfants, il areçu un « Certificat d’aptitude à l’enseignement » de l’Université d’Ottawa et a été reconnu en 2012 comme « Médecinde famille de l’année » par le Collège ontarien des médecins de famille.


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Le Prix AFMC des jeunes éducateurs

Le Prix AFMC des jeunes éducateurs vise à reconnaître les personnes dont la vision, le travail et les contacts avec lescollègues leur ont permis d’apporter des changements au sein de leur université ou des milieux médicaux dans leurensemble, et qui ont entamé leur carrière de professeur depuis moins de sept ans.

Lauréate : Dre Miriam Lacasse, Université Laval

Dre Lacasse a complété le programme MD/MSc en 2005 et sa résidence en médecine familialeen 2007 à l’Université Laval. Elle a par la suite développé son expertise académique encomplétant le Academic Fellowship Program du Department of Family and Community Medicinede l’Université de Toronto de 2007 à 2009. Depuis 2009, elle pratique et enseigne la médecinefamiliale à l’Unité de médecine familiale Laurier dans le réseau de l’Université Laval. Elle aintégré le corps professoral du Département de médecine familiale et de médecine d’urgence dela Faculté de médecine de l’Université Laval en 2009 et y est professeure adjointe depuis 2011.Elle est actuellement directrice du programme clinicien érudit [pour la traduction : clinicalscholar program], un programme de compétences avancées (R3) visant à former des médecinsde famille travaillant en milieu universitaire. Auteure du livre Diagnostic et prise en charge dessituations d’apprentissage problématiques en éducation médicale [pour la traduction : Educationaldiagnosis and management of challenging learning situations in medical education], elle estmaintenant coordonnatrice de l’évaluation [pour la traduction : evaluation director] pour leprogramme de médecine familiale et collabore à la formation professorale au Vice-décanat à la

pédagogie et au développement professionnel continu de la Faculté de médecine. Au niveau national, Dre Lacasse estl’agente de communications [pour la traduction : communications officer) du Conseil de la Section des enseignants duCollège des médecins de famille du Canada.

Le Prix AFMC – May Cohen pour l’équité entre les sexes et la diversité

Ce prix sera décerné en reconnaissance des efforts ou des réalisations extraordinaires d’un(e) ou de plusieurs personnes,programme(s), département(s) ou faculté(s) en ce qui a trait à l’amélioration du contexte de l’équité entre les sexes enmédecine universitaire au Canada.

Lauréate : Dre Janet deGroot, Université de Calgary

Janet de Groot, MD, professeure agrégée de psychiatrie et d’oncologie à l’Université de Calgary(U of C), est ravie d’agir à titre de doyenne associée fondatrice de l’équité et duprofessionnalisme depuis 2008. Dans le cadre de ce dernier poste, elle apprécie la possibilitéd’appliquer son intérêt de longue date envers la recherche à l’enjeu de l’égalité entre les sexeset de l’éducation médicale. À la faculté de médecine de l’ U of C, elle a travaillé à faire connaîtreles préjugés inconscients, offert une formation en matière de communication avancéerelativement à des compétences en matière de conflits ainsi que des séances de réflexion enmatière de perfectionnement professionnel pour les étudiants de cycle supérieure et lesmembres débutant du corps professoral. Janet est ravie d’avoir collaboré avec des membres dugroupe de l’AFMC sur l’Équité, la diversité et le genre (EDG) depuis 2007 à l’élaboration d’unoutil de vérification de l’équité et de la diversité et d’avoir enquêté sur des ressources liées àl’équité dans les facultés de médecine canadiennes. Elle dirige à l’heure actuelle la planificationstratégique relative à un cadre de professionnalisme à l’U of C en compagnie d’une équipeinclusive axée sur le professionnalisme dont la vision consiste à établir « une culture appréciative

du professionnalisme qui inspire et fait progresser les innovations afin d’améliorer le mieux-être des collectivités. »

En ce qui a trait à l’éducation médicale, Janet faisait partie en 2008 d’une équipe multi-disciplinaire nationale qui amérité le prix conjoint APC-CFCP de l’activité de formation continue exceptionnelle en psychiatrie au Canada, en milieuuniversitaire, pour son symposium subventionné par les IRSC sur l’obésité et les troubles alimentaires intitulé : Chercherun terrain d’entente pour promouvoir la santé. Tant à l’Université de Calgary qu’à l’Université de Toronto, le leadershipde Janet en ce qui a trait aux portfolios de psychiatrie au niveau postdoctoral a été reconnu grâce à des prix décernés pardes organismes spécialisés en enseignement et en éducation.


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Prix en cybersanté de l’AFMC-Inforoute

L’Association des facultés de médecine du Canada (AFMC) et Inforoute Santé du Canada ont le plaisir de commanditer leprix en cybersanté. Le prix est une initiative du projet sur les programmes éducatifs de cybersanté et lecyberapprentissage à l’intention des médecins en formation de l’AFMC-Inforoute visant à améliorer la pratique clinique etles soins aux patients en appuyant la formation offerte par les écoles de médecine sur l’utilisation clinique efficace destechnologies de l’information et des communications.

Lauréats conjoints : Dre Rachel H. Ellaway, École de médecine du Nord de l’Ontario et Dr David Topps,Université de Calgary

Rachel Ellaway, PhD, est vice-doyenne, Programme d’études et planification, professeureagrégée en Sciences humaines et directrice intérimaire de la Simulation à l’École de médecinedu Nord de l’Ontario.

Publiés à grande échelle dans le domaine de l’éducation médicale, ses travaux universitairesportent sur l’apprentissage en ligne, la simulation et l’utilisation de nouvelles technologiesrelatives à l’enseignement et à l’évaluation en ce qui a trait à la formation des professionnels dela santé. Elle est une leader reconnue de l’informatique éducationnelle en éducation médicale,une chercheure et une commentatrice active sur les intersections entre l’éducation médicale et lacybersanté. Elle a contribué à un certain nombre d’initiatives principales en cybersanté,notamment le projet AFMC-Inforoute et Cybersanté Ontario.

La Dre Ellaway a été lauréate du Prix AFMC – John Ruedy pour l’innovation en enseignementmédical en 2011 et a été présidente du Groupe de ressources en informatique de l’AFMC

pendant quelques années. Avant de s’installer au Canada, son travail sur le développement et la mise en œuvre desystèmes pédagogiques axés sur la profession a été reconnu en 2005 par le Queen’s Anniversary Prize for Higher andFurther Education to the University of Edinburgh, le premier prix de ce type attribué à un projet mettant en vedette destechnologies d’apprentissage.

La Dre Ellaway est également instigatrice et maître de cérémonie de l’AMEE Fringe. Elle est l’auteure de la rubriqueeMedical Teacher de la revue Medical Teacher et est membre de plusieurs comités et groupes nationaux et internationauxaxés sur l’éducation médicale.

Le Dr David Topps possède une vaste expertise et une profonde expérience obtenues dans troispays (Canada, Australie et Royaume-Uni) et deux provinces (Alberta & Ontario). Il a travaillé dansdivers milieux cliniques (rural, urbain, universitaire, en équipe). Ses intérêts en matière derecherche sont également vastes : patients virtuels, simulation utilisant plusieurs modalitésd’apprentissage, formation interprofessionnelle et en équipe, particulièrement dans le domainedu DPC, professionnalisme numérique, informatique éducationnelle, informatique ubiquiste etapprentissage décentralisé, apprentissage informel et tacite.


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Prix Ian Hart de l’ACÉM

Le Prix Ian Hart pour contribution exceptionnelle en éducation médicale reconnaît le travail de professeurschevronnés qui ont fait une contribution exceptionnelle à l’éducation médicale tout au long de leur carrièreuniversitaire.

Lauréat : Dr Ivan Silver, Université de TorontoPrésentation : « Unmasking Interactivity – A key to Invention »

Le Dr Ivan Silver s’est joint au Centre for Addiction and Mental Health (CAMH) endécembre 2011 en qualité de premier vice-président – Éducation de l’établissement. Avantde se joindre au CAMH, le Dr Silver était vice-doyen de l’Éducation continue et dudéveloppement professionnel à la Faculté de médecine de l’Université de Toronto (2005 à2011). Avant cela (2002-2009), il a été le directeur inaugural du Centre de formationprofessorale de la Faculté de médecine.

Le Dr Silver a fait ses études en médecine à l’Université Dalhousie. Il a complété unprogramme de résidence en psychiatrie à l’Université de Toronto et exerce commepsychiatre gériatrique depuis 1981.

Le Dr Silver s’est taillé une réputation nationale et internationale de clinicien chevronné etde professionnel émérite de l’éducation dans le domaine des professions de la santé. Parmiles nombreux prix et honneurs qui lui ont été décernés, on compte le Prix 3M dereconnaissance en enseignement, un prix national qui reconnaît les contributions

exceptionnelles envers l’enseignement dans l’ensemble des universités et leurs facultés au Canada de même que lePresident’s Teaching Award, qui reconnaît une contribution similaire à l’Université de Toronto.

Dans le cadre de ses fonctions de vice-président à l’Éducation, le Dr Silver travaille à créer un milieud’apprentissage qui attirera les étudiants et les stagiaires vers le CAMH. Il se consacre à la collaborationinterprofessionnelle, à l’apprentissage axé sur le travail, au fait d’inclure la voix du patient et de la famille dansl’éducation et à l’établissement de liens entre la formation en professions de la santé aux principes de transfert dusavoir, de qualité et de sécurité des patients.

Le Dr Silver est également particulièrement intéressé à favoriser la carrière des intervenants du milieu de l’éducationet de l’enseignement. Il poursuit sa mission professorale et ses activités de recherche en formationinterprofessionnelle axée sur le travail, en fournissant de la rétroaction et une formation permanente.

L’ASSOCIATION CANADIENNE POUR L’ÉDUCATION MÉDICALE

DÉJEUNER ANNUEL DE REMISE DES PRIX DE L’ACÉM L’Association canadienne pour l’éducation médicale (ACÉM) est ravie d’annoncer le nom des lauréats des prix 2014 del’ACÉM. Ces prix prestigieux reconnaissent l’excellence en éducation médicale. Les lauréats seront honorés dans le cadrede déjeuner de remise des prix de l’ACÉM qui se tiendra le lundi 28 avril 2014, de 12 h à 13 h 30, dans la salleConfédération 3 au 4e étage du Westin Ottawa. À noter qu’il s’agit d’un événement exigeant des billets d’entrée.


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Prix Meredith-Marks du nouvel éducateur

Ce prix, anciennement appelé Prix Junior/Prix du nouvel éducateur, vient reconnaître le travail de particuliers endébut de carrière (c’est-à-dire dans les sept années de leur première affectation universitaire) qui ont fait unecontribution importante à l’éducation médicale.

Lauréate : Dre Ayelet Kuper, Université de Toronto et Centre des sciences de la santé Sunnybrook

La Dre Ayelet Kuper, MD DPhil FRCPC, est chercheure au Centre de recherche Wilson enéducation, clinicienne-chercheure au Département de médecine et membre associée ducorps professoral, Département d’études théoriques et politiques, Institut d’étudespédagogiques de l’Ontario de l’Université de Toronto. Sur le plan clinique, elle est uneinterniste basée au Centre des sciences de la santé Sunnybrook où elle travaille à l’unitéd’enseignement clinique en médecine générale. Son programme de recherche s’articuleautour des définitions du savoir légitime et de la production et de l’utilisation d’un telsavoir au sein de la recherche et de la pratique relatives à l’éducation médicale. Son plusrécent travail réunit des perspectives de l’ensemble des humanités et des sciences socialesdans le but d’aider à comprendre et à enseigner des notions propres à la formation desprofessionnels de la santé, comme les rôles CanMEDS d’experts non médicaux, qui ontévolué dans des cadres épistémologiques restrictifs. Elle a également participé à plusieurspublications et activités de transfert du savoir conçues pour rehausser la compréhension descliniciens à l’égard des méthodes de recherche qualitative et de la théorie socioculturelle.


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Université de la Colombie-Britannique

Dr William Godolphin

Dr Trent J. Smith

Dre Marjon Blow, MD, CCFP, FCFP

Université de l’Alberta

Dr William A. Dafoe

Dr Kent Stobart, MD, MSc, FRCPC

Lana Bistriz, MD

Université de Calgary

Ian Wishart

Dre Lara Nixon

Fabiola Aparicio-Ting, MPH, PhD

Université de la Saskatchewan

Dr Jim W. Barton

Université du Manitoba

Dr Keevin Bernstein, MD, FRCPC

Dr José François

Université de Toronto

Dr Raed Hawa

Dre Jeannette Goguen

Université Western

Dre Michèle Weir

Mariamma Joseph, MD, FRCPC

Claude Kortas, MD

Université d’Ottawa/Universityof Ottawa

Heather Diane Clark

Dre Catherine J. Robertson

Dr Pierre Fortier

École de médecine du Nord del’Ontario

Tara Barton

Université Queen’s

Dr Robert J. Connelly

Dre Michelle Gibson

Université McMaster

À déterminer

Université Laval

Bernard Tetu, MD

Dr Éric Philippe, PhD

Jean-Pierre Beauchemin

Université de Sherbrooke

Jean-Patrice Baillargeon, MD, MSC

Paul Chiasson

Chantale Vallée

Université McGill

Dr Ari Meguerditchian

Lily Nguyen, MD, MSc, FRCSC

Dr Kevin Schwartzman

Université de Montréal

Stéphane P. Ahern,

Stéphane Ouellette, MD FRCSC

Dre Nathalie Caire Fon, MD, CCMF

Université Dalhousie

Dre Patricia Livingston

Wendy Stewart, MD, PhD

Université Memorial de Terre-Neuve

Mary K. Wells

L’ASSOCIATION CANADIENNE POUR L’ÉDUCATION MÉDICALE

ASSEMBLÉE GÉNÉRALE ANNUELLE DE L’ACÉM ET REMISE DESCERTIFICATS DE MÉRITE

L’ACÉM a le plaisir de présenter l’édition 2014 de l’AGA de la Fondation de l’ACÉM/AGA de l’ACÉM et de procéder à laremise de l’édition 2014 de ses prix. L’Assemblée générale annuelle (AGA) se déroulera de 17 h 30 à 20 h, le dimanche27 avril, dans la salle de bal Confédération 3 du Westin Ottawa.

Les Certificats de mérite de l’ACÉM ont pour but de promouvoir, reconnaître et récompenser des membres du corpsprofessoral dévoués à la cause de l’éducation médicale dans les facultés de médecine canadiennes. Les lauréats suivantsseront honorés officiellement dans le cadre de l’Assemblée générale annuelle de l’ACÉM :

LAURÉATS DES CERTIFICATS DE MÉRITE 2014


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400 Association des facultés de médecine du Canada

Fondée en 1943, l’Association des facultésde médecine du Canada (AFMC)représente les 17 facultés de médecinecanadiennes et agit comme porte-parolede la médecine universitaire au pays. Parnotre leadership, notre expertise et nosactions de promotion collectives, nousatteindrons l’excellence en éducation, enrecherche et en soins afin d’améliorer lasanté de tous les Canadiens.

Personne-ressource : Kate Monfette

[email protected]

www.afmc.ca

401 Association canadienne de l’éducation médicale (ACÉM)

L’ACÉM est une organisation ancrée surl’ensemble de ses membres, qui seconsacre à la promotion et à l’avancementde l’excellence en éducation médicale.Notre but est de promouvoir l'excellenceet la mission académique dans tous lesdomaines de l'éducation médicale endéfendant les intérêts de l'éducationmédicale et des éducateurs en médecine,en offrant un appui à la formationprofessorale et au perfectionnement del'enseignement, et en encourageant lamission professorale en éducationmédicale grâce au réseautage et à desactivités scientifiques.

Personne-ressources : Mary Digout

[email protected]

www.came-acem.ca

404 Collège royal des médecins et chirurgiens du Canada

Familiarisez-vous avec les dernièresnouvelles et initiatives du siège de lamédecine spécialisée au pays, notammentLa compétence par conception et notreprojet fondamental, CanMEDS 2015.

Personne-ressource : Crystal Mohr

[email protected]

www.royalcollege.ca

Twitter: @Royal_College , @College_royal

402 Conseil médical du Canada

Le Conseil médical du Canada veille àoffrir aux Canadiens les meilleurs soinsmédicaux qui soient grâce à l’excellencede l’évaluation des médecins. Il évalueplus de 11 000 étudiants et diplôméschaque année. Ses examens sont offertsdans l’ensemble du Canada et, dans le casde l’EECMC, dans plus de 80 pays.

Personne-ressource : Jessica Hertzog-Grenier

[email protected]

www.mcc.ca

Twitter: @MedCouncilCan

403 Le Collège des médecins de famille du Canada

Représentant plus de 30 000 membresd’un bout à l’autre du pays, le Collège desmédecins de famille du Canada (CMFC) estl’organisme professionnel responsable del’établissement des normes de formation,de certification et d’apprentissage continudes médecins de famille. Il est ledéfenseur de la médecine familiale en tantque spécialité, des médecins de famille et

de leurs patients. Le CMFC procède àl’agrément des programmes de résidenceen médecine familiale offerts dans les 17facultés de médecine au Canada.

Personne-ressource : Debby LeFebvre

[email protected]

www.cfpc.ca

305 Association of Medical Education in Europe

L’AMEE (www.amee.org) est uneorganisation qui regroupe tous ceux quisont intéressés par l’éducation enmédecine et les professions de la santé.Les activités comprennent la conférenceannuelle (Milan, du 30 août au 3septembre), les cours ESME pour lesenseignants, la revue Medical Teacher, lesguides d’éducation de l’AMEE ainsi queles initiatives ASPIRE to Excellence et BestEvidence (BEME).

Personne-ressource : Pat Lilley

[email protected]

www.amee.org

Twitter: @AMEE_Online

307 Ottawa 2016

La Ottawa Conference on the Assessmentof Competence in Medicine and theHealthcare Professions procure un forum àtous ceux qui sont intéressés parl’évaluation des compétences et quidésirent se familiariser avec des avancées àla fine pointe de la technologie, réseauteret partager sur le plan de la recherche etdes expériences. La ville de Perth, dansl’ouest de l’Australie, se réjouit à l’idée devous accueillir à Ottawa 2016 du 19 au 23mars.

Personne-ressource : Alison Petrie

[email protected]


PARTENAIRES DE LA CCEM ET DE LA OTTAWA CONFERENCE


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Liste des exposants

603 Admissions Testing Service (ATS)

Admissions Testing Service s’inscrit dans lecadre du Cambridge English LanguageAssessment, un département à but nonlucratif de l’Université de Cambridge.Nous offrons une gamme de tests et deservices d’évaluation sur mesure visant àappuyer les processus de sélection et derecrutement des établissementsd’éducation, des organisationsprofessionnelles et des gouvernementsdans le monde entier.

Personne-ressource : Annamaria Biroova

[email protected]

www.admissionstestingservice.org

102 Association of American Medical Colleges

L’Association of American MedicalColleges (AAMC) consolide les soinsmédicaux les plus avancés du monde enappuyant le spectre entier des activitésd’éducation, de recherche et de soins auxpatients effectuées par nos établissementsmembres.

Personne-ressource : Eric Wilkerson

[email protected]

www.aamc.org

Twitter: @MedEdPORTAL

203 Inforoute Santé du Canada

Inforoute Santé du Canada aide àaméliorer la santé des Canadiens encollaborant avec des partenaires pouraccélérer le développement, l’adoption etl’utilisation efficaces de la santénumérique d’un océan à l’autre. Grâce ànos investissements, nous aidons à offrirune qualité et un accès accrus aux soins etune prestation plus efficace des soins desanté aux patients et aux cliniciens.

Personne-ressource : Catherine Paull

[email protected]

www.infoway-inforoute.ca

Twitter: @Infoway

105 Partenariat canadien contre le cancer

Le Partenariat canadien contre le cancerest un organisme indépendant financé parle gouvernement fédéral et investi dumandat d’accélérer la lutte contre lecancer au bénéfice de tous les Canadienset Canadiennes. Il collabore avec desspécialistes du cancer, des organismescaritatifs, les gouvernements, desorganismes de lutte contre le cancer, desorganismes de soins de santé nationaux,les patients, les survivants du cancer etd’autres intervenants pour mettre enœuvre la stratégie canadienne de luttecontre le cancer.

Les travaux du Partenariat s’étendent surtout le continuum de la lutte contre lecancer, allant de la prévention et dudépistage à la recherche et aux soins desoutien. Nous adoptons une approchecoopérative qui prend en considérationl’opinion des patients et qui estculturellement adaptée aux besoins descollectivités des Premières nations, desInuits et des Métis.

Notre stand mettra également en vedette1 sur 3, un condensé de vue sur le cancer.Chaque mois, nous examinons un enjeuclé du contrôle du cancer à partir dediverses perspectives, en faisant le lienentre les dernières preuves disponibles enmatière de cancer et ce que cela veut diredans la pratique. Le condensé de vue surle cancer 1 sur 3 est une ressource enligne idéale pour les praticiens et lesmembres du public.

Personne-ressource : Alicja Podgorski

[email protected]

cancerview.ca

Twitter: @Cancer_Strategy

405 Système informatisé sur les stagiaires post-M.-D. en formation clinique (CAPER)

Le Système informatisé sur les stagiairespost-M.-D. en formation clinique (CAPER)est le répertoire central de l’informationstatistique sur l’éducation médicalepostdoctorale au Canada. CAPER conservedes données individuelles sur tous lesrésidents et fellows du niveaupostdoctoral. Les données sont recueilliesannuellement auprès des 17 facultés demédecine du Canada. Les dossiers deCAPER renferment des données relatives àl’ensemble de la formation médicalepostdoctorale et au lieu d’exerce desmédecins après leur formation médicale.

Personne-ressource : Steve Slade

[email protected]

www.caper.ca

NOUS TENONS À REMERCIER LES EXPOSANTS SUIVANTS POURLEUR GÉNÉREUX SOUTIEN


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310 Centre for Faculty Development

Le Centre for Faculty Development est unpartenariat entre l’Université de Toronto etle St. Michael’s Hospital. Nous nousengageons à rehausser la formationprofessionnelle des membres du corpsprofessoral au sein de la faculté demédecine, des autres facultés des sciencesde la santé (c.-à-d. sciences infirmières,pharmacie, etc. ) de l’Université deToronto et d’autres établissements grâce àl’innovation, le renforcement des capacitéset la mission professorale au sein de laconception, de la mise en œuvre et del’évaluation de la formation professorale.Outre cet engagement, le CFD accueillequiconque, titulaire ou non d’un posteuniversitaire, dont le rôle est lié àl’enseignement, à l’éducation et au travailuniversitaire dans leur organisation oumilieu de soins de santé. Contact: JackieMcCaffrey

Personne-ressource : [email protected]

www.cfd.utoronto.ca

Twitter: @CentreforFacDev

104 IGM – Institut de gestion médicale

L’Institut de gestion médicale (IGM) est unprogramme de développement duleadership conçu spécialement parl’Association médicale canadienne (AMC) àl’intention des médecins qui oeuvrentdans le système de santé du Canada.

Personne-ressource : Tracy Huckabone

[email protected]

cma.ca/pmi

Twitter: @cma_learns

501 CME University of Dundee

Personne-ressource : Charlotte Rees

[email protected]

http://medicine.dundee.ac.uk/medical-education-cen

201 Association canadienne de protection médicale

Personne-ressource : Tunde Gondocz

[email protected]

www.cmpa.org

605 Département de médecine familiale de l’Université de Calgary

Le Département de médecine familiale del’Université de Calgary est un départementuniversitaire qui forme les résidents enmédecine familiale par le biais d’unprogramme de deux ans en médecinefamiliale. On y offre également desprogrammes de troisième année dansplusieurs domaines de compétencesavancées.

Le Département joue également un rôle àla Faculté de médecine de l’Université deCalgary en visant à influencer les étudiantsà choisir une carrière en médecinefamiliale.

Le Département recrute actuellement desenseignants universitaires à temps pleinpour trois de ses cliniques d’enseignementde la médecine familiale. Arrêtez-vous ànotre stand pour vous entretenir avec nousdes possibilités d’enseignementuniversitaire à Calgary.

Personne-ressource : Darlene Befus

[email protected]

www.ucalgary.ca/familymedicine

209 DxR Development Group, Inc.

DxR Development fait la démonstration delogiciels portant sur des patients virtuels(DxR Clinician), mettant en vedette 121cas préautorisés modifiables, ainsi que descapacités de création de cas et des outilsd’évaluation. Parmi les autresdémonstrations, on compte des tutorielsriches en contenu et des didactitiels(Virtual Organ Systems et IntegratedMedical Curriculum), des logiciels de testsbasés sur le rendement (ClinicalCompetency Exam) ainsi que des logicielsd’administration de tests et de prestationde cours (DxExam).

Personne-ressource : Diane Tennyson

[email protected]

www.dxrgroup.com

302 Educational Commission for Foreign Medical Graduates

Chef de file mondial de la promotion dessoins de santé de qualité – servant lesmédecins, les milieux de l’éducation et dela réglementation médicale, les usagersdes soins de santé et les chercheurs dumilieu de l’éducation médicale et de laplanification des effectifs médicaux.

Personne-ressource : Carol Noel Russo

[email protected]

www.ecfmg.org


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210 Education Management Solutions, Inc.

Education Management Solutions (EMS)est un pionnier de l’industrie en ce qui atrait aux solutions axées sur la simulationpour les milieux de formation en soins desanté. Que vous animiez un événement desimulation unique ou des milliers d’entreeux, EMS’SIMULATIONiQ utilise les plusrécentes technologies basées sur le Webpour saisir, organiser et analyser en toutesimplicité et de façon harmonieuse lagamme complète de vos efforts desimulation. Arrêtez-vous au stand 210 etconsultez www.SIMULATIONiQ.com

Personne-ressource : Rachel Karp

[email protected]

www.SIMULATIONiQ.com

Twitter: @SIMULATIONiQ

304 Elsevier

ELSEVIER est un important éditeur depublications en sciences de la santé, quifait progresser la médecine en offrant del’information de référence et des outilsd’aide à la décision de qualité supérieureaux médecins, membres du personnelinfirmier, praticiens de la santé etétudiants. Grâce à une vaste gamme demédias – imprimés, en ligne et mobiles –nous sommes en mesure de vous fournirl’information dont vous avez besoin dansle format le plus pratique.

Personne-ressource : Kimberly Pollock

[email protected]

www,elsevierhealth.com

607 ExamSoft Worldwide, Inc

ExamSoft offre une plateforme de gestionet d’analyse d’examens de premier planqui procure des données puissantes etexploitables pour évaluer les résultatsd’apprentissage et rehausserl’apprentissage, l’engagement et lafidélisation. Sa suite logicielle permet auxclients d’administrer de façon pratique etefficace les examens et d’analyser lesdonnées qui en découlent afin d’améliorerla conception des programmes d’études etdes examens de même que la conformitéaux normes d’agrément. ExamSoft dessertdes centaines d’établissements de premierplan de plus de 15 ans et a administréavec succès des millions d’examens.

Personne-ressource : Stephanie Totty

[email protected]

http://learn.examsoft.com/how-it-works

Twitter: @examsoft

406 International Association of Medical Science Educators

L’IAMSE est une société dedéveloppement professionnelle à but nonlucratif organisée et dirigée par desmembres du corps professoral médical.Ensemble, nous offrons des occasions derehausser l’excellence et l’innovation dansles domaines de l’enseignement, del’évaluation des étudiants et desprogrammes, de la technologieinformatique, de la simulation humaine,de l’éducation axée sur l’apprenant etautres.

Grâce à l’IAMSE, les éducateurs dudomaine médical bénéficient d’une sourcefiable d’information et d’appui mutuel. Ilspeuvent appartenir à une organisationdévouée à leur développementprofessionnel. Les bénéficiaires ultimes denos efforts combinés sont les générationssuivantes de fournisseurs de soins de santédu monde entier – nos étudiants – quisont formés dans l’art et la science de lamédecine moderne.

Avec des membres dans plus de 40 pays,notamment des enseignants en sciencesfondamentales et en médecine clinique,de même que des membres représentantdes enseignants de diverses autresdisciplines liées aux soins de santé, notreorganisation jouit d’une portéeinternationale et d’une naturemultidisciplinaire.

Personne-ressource : Julie Hewett

[email protected]

iamse.org

Twitter: @iamse

100 IDEAL Consortium

Une collaboration internationaleréunissant des facultés de médecine quiadministre ses évaluations des étudiants enanglais, dont les membres ont accès à unevolumineuse banque de donnéesd’évaluation de grande qualité en matièred’éducation médicale.

Personne-ressource : Kate Drinkwater

[email protected]

www.idealmed.org

301 Knowledge4you Corporation

Bienvenue à Knowledge4You Corporation,un fournisseur de solutions d’éducationmédicale offrant une suite complète deproduits et services développés avec nosbesoins uniques en tête. Nos produits ontété conçus en collaboration avec lesenseignants et les administrateurs desfacultés de médecine dans le but desimplifier la gestion et l’administration del’éducation médicale. Nos solutions vousaident à toutes les étapes du cycled’apprentissage en offrant des avantagesindéniables qui vous permettent de sauverdu temps et de réduire les erreurs et lescoûts d’exploitation.

Personne-ressource : Giovanni Salas

[email protected]

http://knowledge4you.com


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206 Limbs & Things

Limbs & Things conçoit, fabrique etdistribue des entraîneurs et dessimulateurs pour les examens physiques,les procédures générales et la formationrelative aux compétences spécialisées.Nous produisons des produits quipermettront aux enseignants cliniciensd’offrir une formation de bureau etd’incorporer des capacités decommunication au sein d’une formationde simulation hybride. Nous collaboronsétroitement avec les principaux cliniciensen explorant de nouvelles technologies etdu matériel nouveau afin de donner vie àl’acquisition de compétences.

Personne-ressource : Rebecca Chalmers

[email protected]

www.limbsandthings.com

505 Université de Maastricht

Faculté des professions de la santé. Uneoffre allant de cours de formation abrégéset de cours avancés sanctionnés par uncertificat à des programmes d’étudesmenant à un diplôme comme la maîtriseet le doctorat. Pour les professionnels quitravaillent dans le domaine des soins desanté ou qui envisagent de faire carrièredans le domaine de la formation en soinsde santé ou la recherche éducative.

Personne-ressource : Nicky Verleng

[email protected]

www.maastrichtuniversity.nl/she

601 Université McMaster – CASPer

CasPer, l’outil informatisé d’évaluationd’échantillonnage des caractéristiquespersonnelles, offre des tests en ligne pourle filtrage des candidats avant l’entrevue.CASPer constitue un exemple principald’épreuve de jugement situationnelle basésur une vidéo dans un environnement enligne et la preuve croissante appuyant sonutilisation de manière sûre, réalisable etavec une validité prévisible empirique.

Personne-ressource : Harold Reiter

[email protected]

http://fhs.mcmaster.ca/perd/

103 Université McMaster – MSc, Éducation en sciences de la santé

La maîtrise en sciences en Éducation ensciences de la santé est un programmeinterprofessionnel en ligne conçu pourdévelopper les compétences en rechercheet en mission professorale relativement àla formation en sciences de la santé. Leprogramme cible les praticiens de la santéet les éducateurs cliniques et tous ceux quienseignent ou qui aimeraient faire desrecherches dans le domaine desprofessions de la santé.

Personne-ressource : Kelly Dore

[email protected]

http://[email protected]/

208 MedaPhor

ScanTrainer est un simulateur de formationen échographie de réalité virtuelle quicombine une simulation haptique justeavec des scintigraphies de patients réels etun apprentissage interactif basé sur leprogramme d’apprentissage afin d’offrirune formation en échographie rapide etefficace dans un milieu non-clinique.Notre approche d’apprentissage auto-dirigée permet de réduire la supervisiond’experts aux premiers stades de laformation en permettant aux stagiairesd’apprendre à leur propre rythme.

Personne-ressource : Jane OReilly

[email protected]

www.medaphor.com

205 Médecins francophones du Canada

Médecins francophones du Canada estune association médicale engagée à rallierles médecins francophones à des objectifsqui favorisent une médecine de qualité àvaleurs humaines.

Personne-ressource : Diane Bircher

[email protected]

www.medecinsfrancophones.ca

604 National Board of Medical Examiners

Fondé en 1915, le NBME est uneorganisation indépendante à but nonlucratif qui sert le public par le biaisd’évaluations de qualité des professionnelsde la santé. Le NBME développe et gère leUnited States Medical LicensingExaminationR (USMLER) de même quedivers services d’évaluation et d’éducationpour les facultés de médecine et lesgroupes de clients.

Personne-ressource : Leta Rose

[email protected]

www.nbme.org


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506 Nazarbayev University

La Nazabayev University School ofMedicine (NUSOM) est développée enconjonction avec la Faculté de médecinede l’Université de Pittsburgh et ouvrira en2015. L’établissement vise à favoriserl’excellence en recherche et en éducationafin d’améliorer la santé et la richesse desindividus et populations du Kazakhstan enAsie centrale et au-delà. L’école s’estdonnée pour mission de former unenouvelle génération de médecinscompétents dotés des capacités nécessairespour occuper des postes de leadershipdans des milieux de recherche,universitaires et de soins de santé.

Personne-ressource : Massimo Pignatelli

[email protected]

www.nu.edu.kz

303 NRMP International

Le National Resident Matching ProgramInternational offre des services dejumelage exacts et fiables pour lesprogrammes d’éducation médicalepostdoctoral parrainés par des autorités ensanté du monde entier. NRMP-I Matchesutilise un logiciel basé sur le Web et unalgorithme mathématique informatiséhautement avancé. La recherche surl’algorithme a constitué la based’attribution du prix Nobel 2012 enéconomie.

Personne-ressource : Laurie Curtin

[email protected]

www.nrmpinternational.org

Twitter: @TheNRMP

602 one45 Software Inc.

one45 aide les établissementsd’enseignement en soins de santé àrelever leurs défis en matière d’agrément,de gestion du programme d’études,d’évaluation, de gestion des calendriers etde problèmes de connexion. Plus de 70programmes de premier et de second

cycles du monde entier utilisent one45pour informatiser les processus complexesd’ordonnancement et d’évaluation, gérerleur programme d’études et effectuer lesuivi des expériences d’apprentissage desétudiants.

Personne-ressource : Tina Peng

[email protected]

www.one45.com

Twitter: @one45software

202 Resilience Software

T-Res est un journal de bord électroniquequi permet d’enregistrer et d’évaluer lesexpériences cliniques et académiques. Ilest parfait pour assurer la conformité auxnormes d’agrément et l’évaluation fondéesur les compétences. Applications mobilesnatives pour iPhone, Android etBlackBerry. Utilisé par plus de 100programmes de résidence et de MD dansle monde entier, y compris en médecine,en chirurgie, en soins de santé, endentisterie, en médecine ostéopathique,par les auxiliaires médicaux et plus encore.

Personne-ressource : Peter Chen

[email protected]

www.t-res.net

309 Speedwell

Logiciel pour les examens et les sondages.

Personne-ressource : Rob Dear

[email protected]

www.speedwell.co.uk

503 The Wilson Centre –Université de Toronto

Le Wilson Centre se consacre àl’avancement de l’éducation et de lapratique dans le domaine des sciences dela santé grâce à la recherche – un centreunique reconnu mondialement pour ledéveloppement de la recherche et deschercheurs en formation desprofessionnels de la santé.

Personne-ressource : Mariana Arteaga

[email protected]

www.thewilsoncentre.ca

204 Touch of Life Technologies

Venez voir le tout dernier tableau devisualisation multi-tactile à grand écranpour l’enseignement en groupe etl’exploration, combinant la tomographiepar ordinateur pour essais cliniques et lavisualisation IRM de Sectra MedicalSystems avec notre logiciel d’anatomieinteractif VH Dissector et le programmed’études. En outre, familiarisez-vous avecnos simulateurs de plateforme OPUS pourles procédures relatives aux aiguilles avecou sans guidage par échographie.

Personne-ressource : Karen Storck

[email protected]

www.toltech.net


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308 Trucorp Ltd.

TruCorp compte plus de 10 ansd’expérience sur le marché de lasimulation médicale. Nous avons unengagement envers le développement deproduits anatomiquement correct pouroffrir les meilleures pratiques médicales.TruCorp AirSim constitue toujours lanorme de la formation relative à la priseen charge de la respiration. TruCorp aconçu, mis au point et produit une vastevariété de mannequins d’entraînementpour la prise en charge de la respirationtant sur les patients adultes quepédiatriques. Nous avons aussi conçu lenouveau Truman Trauma pour assurer uneformation sur une vaste gamme deprocédures traumatiques.

Personne-ressource : Michael Calo

[email protected]

www.trucorp.com

502 Université de Toronto – Centre de formation interprofessionnelle

Le Centre de formationinterprofessionnelle de l’Université deToronto est le fruit d’un partenariat entrel’Université de Toronto et le TorontoAcademic Health Sciences Network(TAHSN), le University Health Network(UHN) agissant comme hôpital principal.Depuis octobre 2009, le Centre rassembledes membres du corps professoral desmeneurs de la santé et de l’éducation, deschercheurs, des érudits, des étudiants etdes partenaires communautaires soucieuxde rehausser la formationinterprofessionnelle, la recherche et lessoins.

Personne-ressource : Belinda Vilhena

[email protected]

http://www.ipe.utoronto.ca/

608 UCAN

UCAN est un consortium qui chapeautedivers réseaux d’évaluation,principalement dans le domaine del’évaluation médicale. Nos activitéss’articulent autour du développementd’outils logiciels, de la recherche enmatière d’évaluation médicale de mêmeque de consultation et de réseautage afinde promouvoir la coopération entre lesétablissements.

Personne-ressource : Ajit Thamburaj

[email protected]

www.ims-m.org

207 von Hagens Plastination

von Hagens Plastination est unemultinationale qui fournit de véritableséchantillons humains pour les instituts derecherche et d’éducation et les musées.

Nous offrons des spécimens pourl’enseignement de l’anatomie quiproviennent de véritables corps humains.Ces services sont rendus grâce auxinnovations scientifiques novatrices de laplastination, une invention du Dr Gunthervon Hagens.

Personne-ressource : Kentaro Nozaki

[email protected]

vonhagens-plastination.com

504 Wales Deanery Cardiff University

La section universitaire de l’éducationmédicale à Cardiff s’est engagée àappuyer l’excellence en enseignementclinique, en éducation et en supervisionpour les professionnels de la santé. Nousoffrons une gamme d’ateliers et deprogrammes pour les cliniciens qui jouentun rôle en éducation, notamment desdiplômes postdoctoraux et des cours deMSc en éducation médicale en ligne et enpersonne.

Personne-ressource : Lynne Allery

[email protected]

www.cardiff.ac.uk/pgmde/medicaleducation

606 Wolters Kluwer Health

Ovid (www.ovid.com) qui fait partie deWolters Kluwer Health, est un fournisseurmondial d’information offrant dessolutions de recherche médicale en lignequi aident les professionnels de la santé,les chercheurs et les étudiants à prendredes décisions sur les soins aux patients, lesrésultats et les découvertes. Ovid est utilisépar les principaux hôpitaux, établissementmédicaux, installations gouvernementaleset de soins de santé ainsi que les sociétéspharmaceutiques et biotechnologiques dumonde entier.

Personne-ressource : Douglas Murdoch

[email protected]

www.ovid.com


NOTES

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106 WorldPoint

WorldPoint, un distributeur mondial qui seconsacre à l’avancement de la formationen soins de santé en offrant des produitsnovateurs propose la possibilité unique deprésenter une vaste sélection de solutionsbasées sur vos objectifs pédagogiquesprécis et votre budget. Nous vous aideronsà atteindre vos objectifs en matière deformation réaliste, d’apprentissageamélioré et de soins aux patients etrésultats améliorés.

Personne-ressource : Scott Jeter

[email protected]

www.eworldpoint.com

Twitter: @worldpointinc.

For further information contact EECW, the event manager, by email [email protected]

OTTAWAconference

2016

Assessment of Competence / Capability acrossthe Continuum of Health Professional Education

Mark your calendar now and plan to be with us in sunny Perth Western Australia for Ottawa 2016

MiCo Milano Congressi30 August – 3 September 2014

Milan, Italy

[email protected]

Inspire…and be inspired

In collaboration with:

2014

University of Milan

Council of Directors of

Medical Curricula

Council of Directors of Curricula of Healthcare

Allied Professions

Council of Deans and Directors of Medical

Faculty

University “Sapienza” of Rome

SIPeM

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Prenez contact avec plus de 1600 participants3 séances plénières principales

Plus de 60 ateliersPlus de 200 présentations orales

200 présentations par a�ches www.mededconference.ca

Vancouver, C.-B.Du 25 au 28 avril 2015

leadership pour améliorer Promouvoir le

les soins de santé

Hyatt Regency Vancouver et The Fairmont Hotel Vancouver

LA DEMANDE

DE RÉSUMÉS

DÉBUTERA EN

MAI 2014

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