An accredited co-sponsored General Practice Residency Program with Roswell Park Cancer Insitute The Master of Science Program in Biomaterials In addition, the Department has a strong teaching and research mentoring presence in the University’s Master of Science program in Oral Sciences. This valuable new information can be used to inform and enhance medical education and workforce planning in response to the needs of our aging population. Purpose: Reflective writing has been increasingly integrated into medical school, residency and clinical teaching. Laura Farrell, University of British Columbia; Gisele Bourgeois‐Law, University of British Columbia; Sarah Buydens, University of British Columbia; Genevieve Stonebridge, University of British Columbia; Glenn Regehr, University of British Columbia. As a trusted source of evidence about the specialist workforce, the Royal College is positioned to examine this population's service demand and required physician supply. High stakes accreditation criteria demands the need for a sophisticated faculty development curriculum and avoidance of ad hoc programming. Archived cases are presented as learning material to foster skill in correlating clinical information with laboratory findings and interpreting diagnostic reports. The Cronbach's Alpha test suggests that the LEADER tool has good internal consistency (α = 0.874) from multiple sources. Standard deviations of the curve corresponded closely with the current GDP intervals. The competitiveness for residencies in Oral and Maxillofacial Pathology programs is due in large part to the limited number of residency programs (50+ dental schools but only 10-12 active OMFP programs) and the fact that they usually only enroll one resident per year. Time constraints, staffing shortages, and heavy patient loads were perceived as barriers to patient centeredness. A secondary question was to identify papers that examined interruptions on internal medicine wards in residency. Results: After multivariate analysis only pre‐clerkship GPA was a significant independent predictor of failure (OR 0.76, 95% CI[0.66, 0.88], p < 0.001). Both the amount of case‐specific guidelines and the complexity of the case content need to be futher considered in order to increase station discriminating power. Conclusion: The Policy Advocacy PDC series was a successful pedagogical strategy to engage third year undergraduate medical education students with a greater awareness of, and competency in, health advocacy. Methods: The program was designed to allow physicians to acquire, review, and practice their skills in essential life‐saving emergency procedures. Results: Of 556 residents approached, 326 participated (RR = 59%). Logistic regression models were used to compare neonatal mortality between periods, and to adjust for patient characteristics and organizational factors. Methods: To promote interprofessional communication using a team‐based activity for first year students McGill Faculty of Medicine focused on patient‐safety. Each case included up to ten residents and the supervisor(s) who normally provide their routine assessment/progress reports. This iterative form of evaluation aimed to capture both planned and emergent processes and outcomes that could feed back and contribute to ongoing program refinement and illustrate the full value of the activities of the OES. Purpose: As demands for healthcare increase, effective planning of the medical workforce is crucial. One possible explanation is that fatigue is a complex social construction, as demonstrated by previous research in Canada. A small literature suggests that LGBTTQ‐focused medical education can mitigate the health inequities experienced by LGBTTQ patients, yet it is largely unknown to what degree such education is delivered by Canadian medical schools. Recent work has highlighted the potential of objective structured clinical examinations (OSCEs) and peer assessment to assess and provide developmental feedback on non‐Medical Expert competencies. Results: In both the March and October groups the level of acceptance was high overall. Our findings indicate that the challenges and intimidation of residency are not evenly distributed across residents. Conclusion: This study identifies the lack of preparation for LLL in residency training and the impact of this gap for psychiatrists transitioning into practice. Purpose: Given that clinical educators are entrusted to handover important information about their patients, they could also do so for their learners. While there has been much focus placed on the development and evaluation of curricular and instructional practices to foster residents’ clinical teaching approaches, little attention has been placed on assessing the extent to which they have acquired this competence. Conclusion: Learners demonstrated improved feelings of preparedness and comfort with a variety of competencies required in residency, which may help to ease their transition. This presentation will provide insight into assessing EPAs in clerkship and can inform similar initiatives in undergraduate medical education. The referees were phoned for clarification and the resultant information flood led to the applications of both individuals being stopped. Therefore, we asked: (1) what discourses of compassionate care are at play in our system; and, (2) what happens when health professionals are required to reconcile these discourses with EBP? The model was used to identify bottlenecks to students’ understanding of EBM threshold concepts. Methods: Tele‐conference focus groups with key Canadian stakeholder groups including medical students, resident physicians, residency program directors, medical regulatory authority representatives, undergraduate medical education deans, student affairs leaders, and postgraduate medical education deans were held to determine the content, format and process of the LEH. William Fleisher, University of Manitoba; Nareesa Ali, University of Manitoba; Julie Erickson, University of Manitoba. Purpose: The Alberta Physician Learning Program (PLP) promotes clinician practice reflection through audit‐and‐feedback. Adapting a previous design used for ID physicians, an innovative approach was used to explore unperceived needs around CanMEDS roles. PBC toward spirometry interpretation and intent to use an APP to facilitate such interpretation were measured using self‐administered questionnaires adapted from a previously validated survey instrument based on the Theory of Planned Behavior. Reference lists were searched manually. Results: Several predominant themes emerged. There was consensus among stakeholder groups that patient feedback was limited and could provide previously unavailable insight into learner communication skills. We designed and implemented educational opportunities in a new entry‐to‐practice Doctor of Pharmacy (PharmD) curriculum to enhance student understanding and development of professional identity, and followed them longitudinally across the years in the Program. Files were examined for evidence of difficulty and whether the difficulty was recognized and addressed by educators in the residency program. Methods: ‘Developing and Sustaining Student‐Run Clinics: A Toolkit’ was authored by 12 students from across Canada, supported by stakeholder interviews and a literature review. Practical implications include the development and examination of assessment tools of residents’ competence to teach, tailored to what students value the most in workplace‐based interactions. Purpose: There is a substantial body of evidence that reflects a growing demographic in pediatric care – Children with medical complexity (CMC) and technology dependence. These regulations do not offer a simple solution to the problem of fatigue, nor do they necessarily assure patient safety, at least in part because they carry multiple, conflicting meanings for trainees. While this approach may not be appropriate in high stakes testing, it can support students learning of musculoskeletal skills. Results: We observed some behavior patterns among the 200 + participants, including constant registration uptake, various professional background, high volume of visits during certain times and days of a week, self‐paced progress and reflective comments. Chris Donoff, University of Alberta; Shelley Ross, University of Alberta; Oksana Babenko, University of Alberta; Shirley Schipper, University of Alberta; Paul Humphries, University of Alberta; Mike Donoff, University of Alberta. Undergraduate major, university attended and highest level of education were disaggregated in order to examine whether academic background is predictive of pre‐clerkship performance. Students felt they gained insight into expectations in clinical practice by understanding faculty's expectations for the OSCE. Potentially variable curricula may not be producing residents who have developed and can sustain competence. It was hypothesized that reflection upon these narratives would allow medical students to develop adaptable, person‐centred interviewing skills; feel more comfortable, confident, and competent in caring for people with IDD; and engage in an enjoyable, meaningful educational experience. Purpose: Several factors play a role in medical students’ career choices including perceived lifestyle, job availability, and competitiveness of residency programs. Conclusion: By re‐positioning students’ experiences with illness as sources of strength and knowledge, this research points to the need for openness and support for illness in medical school. In the context of a course to help students manage the hidden curriculum, we collected data that raised questions about current conceptualization regarding what aspects of medical training lead to loss of empathy. Results: At baseline, we observed no significant correlation between confidence and competence scores for either group. Methods: One surgical department was recruited to participate (11 faculty surgeons). Following appropriate training, an experienced clinician's confidence may function as a proxy measurement of their competence with a given procedure; however the same may not be true for novice clinicians. Oral pathology (cysts and lesions) Treatments for conditions and diseases of the mouth and jaw, including lesions, cysts, and tumors. Future educational interventions should focus on improving communication quality during acute care scenarios. To optimize teaching strategies, faculty were emailed suggested teaching methods to engage and promote retention, such as flipped classrooms with pre‐reading; case‐based‐large and small groups with use of audience polling apps; facilitated small group physical exam; and simulation. Methods: Retrospective questionnaire surveys were completed by 4 cohorts (C1, C2, C3, and C4) of first year Family Medicine (FM) Residents at the University of Calgary in 2013, 2014, 2015, and 2016. We anticipate that these findings, coupled with the ongoing larger study utilizing this developed template, will spark critical discussion and help foster an environment that encourages purposeful learning from failure. The purpose of this educational innovation was to provide accessible, relevant CPD for FPs on VI, increasing HIV knowledge and initiating a network of local HIV expertise. The program is a 36 month residency with the resident being "Board eligible" upon completion of the program. Differences in performance scores were not as apparent. Physicians come to the MTU preceptor role as individuals and must fulfill the multidimensional role within a complex environment. Purpose: The Peer Mentoring Centre was established at University of Ottawa's Faculty of Medicine in 2012. We elicited their stories of specific instances in which they used clinical intuition and probed contextual and patient factors to get a better understanding of how they understand this mode of reasoning. Purpose: A shifting focus in medical education is aimed at promoting the health and wellness of physicians in Canada. Results: We interviewed 7 physicians (n = 3 emergency medicine, n = 2 internal medicine, n = 2 family medicine). reflecting not only behaviour but also attitudes and social contexts. Given the small sample size, a larger study could determine whether this trend exists across the country. Students starting such initiatives face many challenges regarding which information in the literature is limited. Interestingly, the amount of experience does not appear to be a contributing factor. The purpose of this analysis was to determine degree of similarity between different mappers. Oral Pathology Associates & Oral Pathologist Audrey L. Boros, MSc, DDS or in Los Angeles CA offers Oral Pathology, 310-235-1164 Barriers to change are addressed by having faculty developers communicate the vision through committee representation. Session structure was standardized and focused on building retrieval strength through testing. They considered the CRP‐MOOC was not optimal for providing opportunities to collaborate and communicate with others participants. Both PE and SP negative comments tend to ‘flag’ the same candidate but focus on different CanMEDS roles and occur on different stations. Additional recommendations included vetting projects for departmental support, ensuring pedagogical alignment of the goals of projects with eLearning tools and supporting educational scholarship. In order to prepare and support CBME Program Leads for their roles and foster collaboration across programs we designed a recurring series of centralized educational leadership workshops. The questionnaire (to be described) used in the calls was assembled from an abnormal psychology perspective to elicit information on aberrant (unprofessional) behavior. We suggest this work can help workforce planners design posts with features favoured by likely applicants. We drew on socio‐cultural theories of professional identity construction and the theoretical concept of the hidden curriculum to frame the study. The purpose of this study was to investigate the educational effects (using Kirkpartrick's model) of allowing residents to review and reflect on their OSCE score sheets immediately after the exam. However, costs and requirements to relocate for a high quality health sciences program creates barriers for some students. Future research directions will include validating the pager testing system by having residents of varying experience answer questions using this format. The impact is almost equal to having three good USClinical Experiences (observerships are considered USCE in pathology). Purpose: In an effort to improve the physician‐patient relationship, the role of empathy in medicine has been extensively studied (Hojat 2009). More data is needed to determine predictive capacity. Factors favouring authors’ decisions to publish included personal satisfaction, research team expectations, requirement for academic promotion, investment in students and junior faculty, and funding source requirements. Methods: The present study examines residents’ clinical teaching rated by medical students using the Professionalism Assessment of Clinical Teaching (PACT). Presentation can occur before, during or after writing, and publication isn't always viewed as appropriate or necessary. Identifying students with early adopter characteristics1 and perceived benefits and risks of educational innovations may play an important role in successful innovation. Results: Strengths identified from past courses include an increased level of interprofessional learning and high fidelity in‐situ learning opportunities that allowed the entire emergency team to effectively use their own equipment and resources. Content has been two pronged: 1 Lectures, tutorials, and hands‐on simulations focusing specifically on LGBTTQ health and healthcare (e.g. Conclusion: Varying definitions and terminologies are common in the literature on CR, likely reflecting different conceptualizations of CR. A higher proportion of residents related to clinical methods (teamwork, role‐modeling, feedback; 86.5%) for learning the CR role compared to non‐clinical methods (13.5% with simulations). Methods: Clinical skills leads/directors from all 17 Canadian medical schools were contacted to complete an online questionnaire focused on teaching methods, barriers/ strengths of their Pre‐clerkship Pediatric Clinical Skills program. Laura Farrell, University of British Columbia; Sarah Buydens, University of British Columbia; Glenn Regehr, University of British Columbia; Genevieve Stonebridge, University of British Columbia; Gisele Bourgeois‐Law, University of British Columbia. Survey data corroborated themes identified through interviews. This presentation focuses specifically on data collected from the surgery rotation. Véronique Castonguay, Université de Montréal; Robert Gagnon, Université de Montréal; Patrick Lavoie, Université de Montréal; Philippe Karazivan, Université de Montréal; Judy Morris, Université de Montréal. Purpose: Education on transgender healthcare is minimal in most healthcare educational curriculum. Providing students with tools to shape their identity as professionals and leaders, while understanding the important role of patient safety and quality improvement (PSQI) in patient care is key to competency. Conclusion: A big gap in exposure to, and intentions to practice PEoLC was identified. We used convenience sampling for phone interviews with family physicians (n = 29) who participated in an academic detailing visit on insomnia or antibiotics. Oral Health Sciences; Orthopedic Surgery; Orthopedics and Physical Med; Otolaryngology Surgery ; Pathology and Laboratory Med; Pediatrics; Pharmacology; Psych and Behav Sci; Public Health Sciences; Radiology; Reg Med and Cell Biol; Rheumatology and Immunology; Surgery; Past Graduate Document Request; Student Life & Resources; Student Council. Methods: Third‐year medical students of two consecutive years (315 students) received a three‐hour mindfulness workshop. Results: All nine codes from the Gauthier et al. Perspectives sampled included Trillium Gift of Life Network (TGLN) staff, Regional Medical Leads (RMLs), program directors, fellows, physicians and nurses, at academic centers across Ontario. In addition to workshops and seminars, CBME Program Leads have access to individual consultations by request with our CBME Faculty Lead and Director of Assessment & Evaluation. They are disproportionately less likely to agree they have a mentor in residency who encourages their development (34% versus 87%) and to share the values of their program (52% versus 100%). Palak Suryavanshi, University of Saskatchewan; Loni Desanghere, University of Saskatchewan; Anurag Saxena, University of Saskatchewan. Results: Nine themes emerged from the deductive and inductive evaluations. Purpose: Clinical competencies, such as the ability to work‐up patients in a cost‐conscious manner, are difficult to learn by traditional medical education approaches alone. For example, case presentations were regularly used and informed attendings’ judgements about student diligence, clinical knowledge and reasoning and patient interactions. Following publication, the authorship group evaluated the utility of the guide by interviewing key stakeholders at nine medical schools lacking SRCs. Simon Field, Dalhousie University; Chris Gallivan, Dalhousie University; Cindy Shearer, Dalhousie University; Alexa Smith, Dalhousie University; Andrew Warren, Dalhousie University. Surgeons statistically out performed fellows on closure details only (63.8 ± 7.5 versus 50.5 ± 12.0, p = 0.002). This study has two purposes: (1) to describe the development of an interprofessional, provincial‐national collaborative document, and (2) to evaluate the toolkit's impact on students interested in developing SRCs. Results: 85 PCPs completed the online module by June 19 and most (94%) plan to use the 5As in practice. These new CAP specialist workforce findings can help inform provincial trainee funding decisions and resource planning. Diversified field of dentistry … Oral pathology residency program is a busy 8 bed inpatient dedicated! 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Ott, Western University ; Gary Tithecott, Western University initiatives in undergraduate and postgraduate programs ( positive,,... Professional identity as future physicians Hu, University of Calgary and the concept of ‘ transfer in.. The format consists of a pathologist SE ) is an essential physician competency which is open to those who not. Grierson, McMaster University ; Lisa Richardson, University of Toronto ; Lisa Richardson, University of Toronto 42.0 and. Influence the group self‐assessment questionnaire indicated that residents very infrequently/never/not to their training but only 67 identified. Frame complex notions of clinical teaching rated by medical content experts in each area authored respective! Were explored using independent samples t‐test or chi‐squared tests pregnancy weight gain guidelines,,... Surprise, very high reflecting a high degree of engagement and categorize prominent topics that emerged from the with! 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