Independent, blinded raters then used the FNs to decide on Resident progress. As well, some physicians had participated in simulation‐based learning as a medical trainee, but not as a practicing physician. Amanda Chen, University of Toronto; Cynthia Whitehead, University of Toronto; Ayelet Kuper, University of Toronto. Chloe Burnett, University of Calgary; Dana Young, University of Calgary; Ashlee McGuire, Alberta Health Services; Heather Armson, University of Calgary; Laura Rivera, University of Calgary; Lara Cooke, University of Calgary. Methods: 164 incoming (n = 53) and current (n = 111) residents completed an online survey on factors of resilience, well‐being, and professional quality of life (compassion satisfaction, burnout, and traumatic stress). The evaluation was embedded in the curriculum to: model ES by the investigators and support the construct of emergent curriculum design. Methods: 320 residents completed an online survey (completion rate 72%). Read "Oral Pathology Residency Program, Journal of Oral Pathology & Medicine" on DeepDyve, the largest online rental service for scholarly research with thousands of academic publications available at … Conclusion: Many possible explanations exist for these findings. Conclusion: UBC makes considerable effort to score applicant files in a way that is background‐appropriate. Before we can reconcile the apparent failings of work hour regulations, we must explore how fatigue is constructed and how work hours are understood in countries with longstanding regulations. Purpose: Competency‐based education requires programs increase their breadth of assessment and maintain and improve resident learning. The majority of rural residents placed high value in receiving additional teaching opportunities. Results: We have tested our program evaluation methodology in two contexts: The prelude to Surgery course at the University of Toronto, and the Pre‐Residence program for international medical graduates offered by the Touchstone Institute. However, the multiple storytelling experiences of our participants and the educational nature of their role provides unique insight into how emotions ebb and flow across tellings, how emotions can be a surprise and a strategy, and how emotions are dialogically influenced by audience acknowledgement. Conclusion: SJTs are an evidence‐based methodology for assessing non‐academic skills within healthcare, however are not currently used for selection across all undergraduate medical training contexts. From a continuous improvement perspective, program administrators can (1) track the extent and weight of competency assessment across the program, and (2) identify and support students who are struggling generally or in particular competencies. Thereafter, there was infrequent mention of such values; since 1985 none could be found. If we want to understand how complexity operates within the healthcare system, then we need to understand how the healthcare system produces it. (1) Rotation‐specific rubrics (2) Task‐specific rubrics (developed in one rotation could be used in other rotations) (3) Generic assessment tools that could be used in any rotation. Methods: Low‐rated individuals were those receiving scores of 1, 2 or 3 on the 5‐point ITER or RATE (<10% of each group). Results: Ninety‐four session objectives were mapped to linking objectives. However, there has been a lack of empirical scholarship examining this transition from a perspective of professional identity formation. To address this issue, the current study sought to explore how medical students participating in an innovative course experienced professional identify formation (PIF) in early clerkship training. In the long term, we hope to further sculpt this event into our medical curriculum and across Canada. Although the field encompasses both anatomic and clinical pathology, many pathologists tend to focus on one of these ar… Fellows statistically outperformed attendings on all subsections except patient, closure, and post‐operative details. Of these factors, only leader self‐esteem and motivation had an impact on DR and leader behaviors (p's < 0.05). Residents also documented a self‐assessment (which became part of the portfolio) after each 4‐week block, and after a new 12‐station Transition to Discipline OSCE testing basic skills of history, physical exam, and management of key on‐call issues. Educators were challenged with ensuring workshops were accessible throughout VI, a diverse region with small urban, rural, and remote communities. Purpose: Across Canada, transitions to competency‐based medical education are well underway. The current lack of focus on donation in many Canadian curricula, despite the topics’ presence in the Medical Council of Canada (MCC) objectives, limits what students can be expected to know upon graduation. Yet, very little is known about how physicians are actually engaging in cultural encounters. Of these, for 10/11 cases 1st‐year students rated the behaviors significantly lower than other groups. Conclusion: Student empathy, patient‐centeredness, and tolerance of ambiguity increase during pre‐clinical training, and drop back down during clinical training. PPOS and TAS scores at T3 and T4 were not significantly different than scores at T1, p > 0.05. To address this concern, the Department of Family and Community Medicine at the University of Toronto established the Office of Education Scholarship in 2012. Not true! Sonja Rummell, University of British Columbia; Maria Hubinette, University of British Columbia. Results: Forty‐two studies met the inclusion criteria out of 1393 articles identified. Introducing pathology and pathologists through exhibits, sponsored projects, and summer electives can be very helpful. TACT 2, which is open to those who complete TACT 1, covers principles of medical education and the pedagogy of critical thinking. In predominantly Western literature, empathy has been linked with higher‐quality patient care, increased physician satisfaction, and even superior health outcomes (Kimm 2004). We will share our successes and challenges. Conclusion: This multimedia module seeks to change clinical practice surrounding challenging conversations about driving and dementia in the long term. Keith Walker, University of Saskatchewan; Loni Desanghere, University of Saskatchewan; Tim Claypool, University of Saskatchewan; Anurag Saxena, University of Saskatchewan. A GPA of 3.5 and getting to know your dental school's Oral Pathology faculty should make you a very strong candidate. Oral pathology diseases 1. However, home country residency alone is not “a … A total of twelve participants took part in the interviews. Methods: A committee of residents and faculty overhauled academic half day to: (1) prioritize and map curriculum to the draft version Internal Medicine Entrustable Professional Activities (EPAs) for TTD, and (2) optimize learning. Community‐based physicians felt this change added an important element to PE. Methods: We conducted 6 focus groups with third‐year students from the University of Toronto Faculty of Medicine regarding their clerkship experience to date. Purpose: Given that clinical educators are entrusted to handover important information about their patients, they could also do so for their learners. Methods: To promote interprofessional communication using a team‐based activity for first year students McGill Faculty of Medicine focused on patient‐safety. The high IMG participation rate identifies a perceived need for a formal support mechanism for IMGs entering rural practice. Conclusion: Familial aggregation of physicians is a global phenomenon; studies report 5–44% of medical students with medical family backgrounds. Conclusion: Although time‐intensive, our transition to a competency‐based assessment framework has flagged residents for tailored learning plans, whom would not normally be flagged until much later in training. Purpose: The Healthcare Travelling Roadshow seeks to provide healthcare professional exposure to rural youth, rural exposure to healthcare professional students, and an interdisciplinary experience for the healthcare students. This methodology may over‐reward thoroughness rather than clinical decision‐making. Conclusion: We characterized practicing physicians’ attitudes toward and barriers and facilitators to participating in simulation‐based medical education, which bears implications for program planners and educators. We examined the emotional tone of faculty's in‐training evaluation reports (ITERs) and residents’ assessments of teacher effectiveness (RATEs). Only 18% of programs track research productivity resulting from the student summer term and 24% follow‐up with students after program completion. In the learning phase, all students solved four clinical cases using SE. The University of British Columbia Faculty of Dentistry, in conjunction with university affiliated teaching hospitals (BC Cancer Agency and the Vancouver Hospital and Health Sciences Centre) offers postgraduate residency training in Oral Medicine and Oral Pathology (OMOP).The program consists of a four-year hospital-based residency in both oral medicine and oral pathology specialties. The challenges that we faced in encouraging our education leaders to engage in education scholarship are not unique. Methods: The curriculum competencies were developed using the Delphi method. Valerie Mueller, McMaster University; Susan Ellis, McMaster University; Beth Murray Davis, McMaster University; Ranil Sonnadara, McMaster University; Lawrence Grierson, McMaster University. Nurses only rated 2 cases significantly different from any other group. DCE construction, based on medical career preference literature, presented 5 relevant attributes. Methods: The author undertook an autoethnographic approach to an archive of texts assembled from his first three years of independent practice in four very different practice contexts. The committee started by prioritizing topics for TTD and vetted them with residents for validation. Purpose: Clinical reasoning (CR) has long been recognized as a core competency in the health professions. At mid‐and end‐of‐course, HSR‐E were rated ‘good to excellent’ in providing tutors with course‐specific resources (63.6% and 58.1%, respectively); coaching on how to run a SGT (39.6% and 57.6%, respectively); and at providing a COPPT (66% and 64.5%, respectively). The most common reasons cited for participating were that simulation seems like an effective learning modality, the desire to improve skills, and enjoying when educational activities are hands‐on or interactive. For example, students who received the second highest rating: ‘Provided clear answer or explanation’ obtained a score of 66.7%, only marginally above our pass score (60%). Catharine M Walsh, University of Toronto; Chenthila Nagamuthu, University of Toronto; Meagan Kaye, Hospital for Sick Children; Adam Cheng, University of Alberta; Stella Ng, University of Toronto. For instance, an expert team was perceived as more effective (M = 4.48 versus M = 3.97) and had a better opportunity to learn (M = 4.18 versus M = 3.00) when supervised by a leader with collective views of competence when attending to patients with complex injuries. Carol Hodgson, University of Alberta; Penelope Smyth, University of Alberta. Data collection was at two intervals, two years apart. The degree of difficulty of programs ranged from basic to advanced and served the needs of teachers, researchers and clinicians. The wide scope of the field of pathology encompasses several sub-specialties and therefore consistently generates numerous employment opportunities. The institutional context/culture in which it occurs shape the strategies used by transitioning surgeons. The questionnaire was distributed to 1039 respondents from 6 different MOOCs. The purpose of this study is to assess the effect on medical students’ diagnostic performance of adding immediate or delayed content feedback to self‐explanation while solving cases. A full‐service physician who is new to rural practice faces numerous challenges, and, for IMGs, who face the concurrent task adapting to a new country, these challenges are often exacerbated. Follow‐up data will be collected once learners have entered residency to help assess the long‐term utility of this transitions course. Methods: We conducted a comprehensive literature search to evaluate the reasons for the current scenario, identify strategies and compare their success rate to attract medical students to pathology programs. These findings will be applied as the OES moves forward in further evaluating its planned outcomes and emergent processes and outcomes. The authors aimed to understand how educators justify their procedural skills training interventions, to establish which interventions have favourable evidence, and to offer directions for future curriculum planning and research. Results: In total, 102 participants were recruited in the initial phase of the study. Purpose: This research paper examines how practitioners make sense of competence in context. Conclusion: Initial analysis of the coding leads us to believe that the model applies ‘fits’ the data. PEs are provided with an opportunity to provide negative comments regarding concerns or to supplement unsatisfactory ratings. Results: Searches retrieved 1137 articles; 238 duplicates were removed. Conclusion: When resident competence is examined through a framework of sociocultural learning in the complex adaptive system; the different learning agendas and competency requirements of junior and senior residents become salient. Overfilled curriculum, emphasis in biomedical education and evaluation, and fast pace clinical work were noted as institutional barriers. Sara Piran, McMaster University; Samah Al Rehaily, McMaster University; Pallavi Mathur, McMaster University; Meghan McConnell, McMaster University; Khalid Azzam, McMaster University. All students are expected to complete oral biology core courses at HSDM. Transcripts were thematically analyzed to identify statements about the inner‐self and inner‐others, and these generated overarching themes to build a singular narrative. Methods: Faculty development in UBC's Faculty of Medicine has taken the lead in driving this culture change and improving lecture quality using Kotter's model of leading change as a foundational framework and developing evidence‐based offerings (Kotter, 2008). Geriatricians and Ophthalmologists devote the largest proportion of their services to the elderly, accounting for 92% and 61% of their services respectively. Conclusion: Our unique institutional approach to CBME is the first of its kind across Canada and this brief overview provides the context for our approach to a CBME Program Lead position. Maryam Wagner, McGill; Carlos Gomez‐Garibello, McGill. A detailed cost/ description of one school's program was undertaken. As an interprofessional team, the healthcare students learn about each other's health professions and inspire local youth through personal narrative. Traditional discussions of validity have focused on assessments for summative purposes. Independent t‐tests were used to compare knowledge scores amongst test versus study groups. Sandra Jarvis‐Selinger, University of British Columbia; Greg Costello, University of British Columbia; Kenneth Lee, University of British Columbia; Cheryl Holmes, University of British Columbia; Kimberley MacNeil, University of British Columbia. These pathology specialists study and research the causes, processes and effects of diseases that start in the mouth or jaw. The interactive components, unique to the eBook format, accommodated many learning preferences and improved uptake of the resource. Reintroducing pathology to our high school and undergraduate students Outreach into high schools and undergraduate institutions has become critical now that pathology has a smaller footprint in the medical school curriculum. Purpose: The American Association of Medical Colleges recommends situational judgment tests (SJTs) of personal/professional characteristics be part of the selection process for all medical trainees in combination with cognitive measures (e.g. Forced choices in the DCE fed statistical modelling, calculating values participants placed on post characteristics, described as increased or reduced salary relating to job attributes chosen. Turns out there is a specialty in dentistry called oral pathologist. The Office of Distributed Education at the Schulich School of Medicine & Dentistry as part of the AFMC's DME working group on faculty engagement aimed to: define PE for physicians in DME, identify barriers/facilitators to PE and assess differences in attitudes towards PE from senior leaders of medical schools and community‐based physicians. If we can understand how expert clinicians maneuver complexity, we may reveal strategies to teach learners to become competent decision makers. Purpose: The Manitoba Office of Rural and Northern Health (ORNH) provided a multi‐year series of elective opportunities for undergraduate medical students to support rural/remote medical practice. Results: We describe three phenomena that are highly influential in the success of the program and impact on learning. Results: Physicians struggled to negotiate between their experiences with failure and responses prescribed by their specialty culture. 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