Purpose: Legacy admission practices provide college admission advantage to alumni children due to ancestry, not merit. To address this concern, the Department of Family and Community Medicine at the University of Toronto established the Office of Education Scholarship in 2012. Formative and summative evaluations were conducted in a pre‐post study design to understand the program's impact on readiness to practice in a rural community. From cutoff USMLE scores to personal statements to common interview questions, you will learn the strategies needed for a successful residency match. Negative unintended consequences include effects on physician confidence, self‐worth, disability, and professional reputation. Emerging codes reflect mechanisms already present in the scientific literature but not articulated in the Gauthier et al. The program consists of a three to four-year hospital-based residency in one of three pathways: Oral Medicine; Oral Pathology, or both the specialties. In 2015–2016, 116/164 (71%) students accessed the Peer Mentoring Centre. Rosa Dragonetti, Centre for Addiction and Mental Health; Arezoo Ebnahmady, Centre for Addiction and Mental Health; Megan Barker, Centre for Addiction and Mental Health; Myra Fahim, Centre for Addiction and Mental Health; Peter Selby, Centre for Addiction and Mental Health. Semi‐structured interviews (individual and group) were conducted with Department Heads and Academic Leaders. Alon Coret, University of Toronto; Kerry Boyd, McMaster University; Kevin Hobbs, Best Practice; Joyce Zazulak, McMaster University; Meghan McConnell, University of Ottawa. Experiential learning was deemed as an essential way to develop skills as a health advocate, and developing reciprocal priorities with community partners was acknowledged as an important step in this process. Burnout was also associated with higher rates of mental health diagnoses and suicidal ideation. Station results were compared between the scoring approaches. Several key themes emerged from students’ evaluations of health advocacy learning activities, aligning with the National Academies framework for educating health professionals to address the social determinants of health (SDH.) Conclusion: This analysis of strengths and weaknesses found during accreditation may help FM and non‐FM Residency Program leaders consider their own quality improvement processes by identifying common areas of concern. However, very few studies disaggregate undergraduate majors, university attended and highest level of in order to examine whether internal differences exist among heterogeneous science backgrounds. Hence, formal support through a mentor could facilitate the potentially difficult and protracted transition to rural practice for IMGs. Unfortunately, the holistic program evaluation has no framework, nor methodology on how to conduct it. Given these changes, learner‐preceptor relationships become more important. On average SE awarded higher ratings than FE. Rebecca Zivanovic, University of British Columbia; Christina Roston, University of British Columbia. Emotional tone was assessed using: (1) the ‘coding for sentiment’ feature in NVivo, which auto‐codes emotional language on a scale from very negative to very positive; and (2) the Linguistic Index and Word Count (LIWC), which analyzes language for variables including positive and negative emotion words, and classifies negative words as anxiety, anger or sadness. Current residents are very involved in the interview and acceptance process. The purpose of this study was to explore the perceptions of psychiatry residents and faculty about LLL implementation, motivation and training needs. Students facilitated a variety of local activities, such as planned or implemented curricular change, interest groups, campaign weeks, publications, journals clubs, presentations and needs assessments. Results: Preliminary findings of the 5AsT‐MD pilot project show increases of residents’ understanding of the complexity and chronicity of obesity, and an uptake of the 5As framework and tools by residents to improve confidence and success in their weight management practice. Methods: Scoping study methodology (Arksey & O'Malley) was used in a BEME review to extract and identify the conceptualizations and definitions of CR and associated terms across health professions (HP) literature. The results of this study highlight the need for further studies on TEL among physicians. This study contributes to existing research by revealing how factors within, and beyond, formal clerkships afford and/or constrain students’ PIF. One‐two modules will be presented for each LEADS pillar. The Cards were primarily used for formative assessment but also informed the In‐Training Assessment Reports for summative assessment. The procedural issues included managing workflow, ineffective feedback, failure to follow due process, and great variation in application of the procedures between programs and across timelines. Data on service requested, reason for referral, and client diagnosis was analyzed descriptively. Purpose: Medically‐related summer student research programs offer a potential opportunity to encourage future physicians to integrate research into their career; however, little is known about such programs. Descriptive statistics and content analysis of the qualitative data were used. Lynden Crowshoe, University of Calgary; Michael Green, Queen's University; Kristen Jacklin, Northern Ontario School of Medicine; Han Han, Queen's University; Betty Calam, University of British Columbia; Leah Walker, University of British Columbia; Rita Henderson, University of Calgary. Exploratory and confirmatory factor analysis confirmed 4 main dimensions in the questionnaire: clarity (information, access, navigation), communication (support, collaboration), interactivity (assessment, engagement, feedback), content (video, teachers, examples). Targeted faculty development is required to support faculty to move from teacher‐centered lectures to student‐centered large‐group sessions but such programmatic and institutional change is often met with resistance (Archer, 2010; Steinert, 2007). The essential role of community representatives in making strategic program decisions. Indirect emotion coding suggests that reviewers use RateMDs.com informally, subjectively, and comments were often emotionally charged. Conclusion: Students with early adopter characteristics identify benefits with educational innovations such as LIC. Marguerite Roy, Medical Council of Canada. 2016). Methods: The IBP contains two components: the on‐line self‐learning modules and the clinical case conference. We collected advertisements from 2 time periods: 2000–2004 and 2010–2014. Further investigation into the effectiveness of this approach is needed. However, surgeons varied in their application of these principles to specific instances. Failures resulted in effects on system processes including inefficiency (48.7% of effects), delay (32.0%), procedural error (7.6%), lack of action (4.7%), confusion (4.7%), and team tension (2.1%). Methods: TBL is based on a specific sequence: (1) a framework to build student readiness (individual work, group work and immediate feedback); and (2) structured application activities based on authentic/realistic problems emerging from course concepts. Three sessions in each of the 2 years were adapted to the unique format during the pilot year. Obstetrical emergencies are rare events and thus ensuring competency across the CanMEDS roles is challenging. These findings will be applied as the OES moves forward in further evaluating its planned outcomes and emergent processes and outcomes. Purpose: Patient safety (PS), quality improvement (QI), leadership and medical ethics are key objectives of undergraduate medical education (UME) critical to health care. As well, some physicians had participated in simulation‐based learning as a medical trainee, but not as a practicing physician. Deborah McPhail, University of Manitoba; Chelsea Jalloh, University of Manitoba; Ian Whetter, University of Manitoba; Joss Reimer, University of Manitoba. Christina St‐Onge, Université de Sherbrooke; Meredith Young, McGill; André‐SébastienAubin, Université du Québec à Montréal; Brian Hodges, University of Toronto; Kevin Eva, University of British Columbia. To address this gap, Choosing Wisely Canada (CWC) launched a national student‐led campaign – Students and Trainees Advocating for Resource Stewardship (STARS), with the overall goal of catalyzing grass roots initiatives to advance resource stewardship in medical education. Kelsey Crawford, University of Ottawa; Timothy Wood, University of Ottawa; Karl‐Andre Lalonde, University of Ottawa; Nancy Dudek, University of Ottawa. Comments show that participants self‐reported knowledge gained in both medical or research skills and cultural understanding, suggesting a positive impact on their progress. Female surgical residents did not differ from the female non‐surgical residents. There is an abundance of literature recommending that professional programs place more focus on the deliberate planning of curricular opportunities for students to explore their developing professional identity and reflect on who they are becoming. Conclusion: Residency is known to be a challenging experience with an intimidation component. The workshop was delivered to 32 family physicians serving Indigenous populations in Northern Ontario during 2014 and 2015. Residents then identified weaknesses and wrote plans to address these in their online portfolio. Further, there is a paucity of observational studies on medicine wards examining interruptions in workflow. During each round of the World Café members of the newly formed team had the opportunity to practice a handoff communication, provide feedback, and work together on the next task. Obligatory essays focusing on the students’ reflections before, during and after the visit, their perceptions of the patient's perspectives, and the concept of trust, were read and commented on by senior students. Although research demonstrates that the changes deliberately lead to increased student engagement and learning, nonetheless change does not come easy for many people, no matter how positive the outcomes may be and that was certainly part of our experience. 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. Some voices are given primacy over others, highlighting the need for intersectionality in practice and research. Martine Chamberland, Université de Sherbrooke; Christina St‐Onge, Université de Sherbrooke; Jean Setrakian, Université de Sherbrooke; Isabelle Lessard, Université de Sherbrooke; Silvia Mamede, Erasmus University; Henk Schmidt, Erasmus University. In most cases, only 1st‐year students scored the cases differently, possibly indicating that professionalism values are shared early and across professions. The Delphi incorporated two important modifications: inclusion of pre‐existing source material; and separation of the Delphi into two phases involving separate panels of clinical experts and educational experts. Students naturally develop strategies to overcome these challenges, but to our knowledge, no studies have formally examined these approaches. Collaborative learning amongst students was seen to be valuable at times, crucially hinging on the guidance of student group facilitators. Results: Student survey results indicate that students thought that the system was fair and clear, with mean ratings of at least 8/10. This enables leaders to communicate with a wider audience, establish new collaborative networks, working within existing committees where they ‘break down’ CBME into practical concepts. Participants are placed in interprofessional learning teams to encourage teamwork and communication. An engaged employee actively furthers the organization's interests through their enthusiasm and interest in their work, however the term ‘engagement’ is ill defined in DME. As part of a larger research program addressing the academic content underpinning the non‐Medical Expert Roles, we implemented an interactive session for eighteen fourth‐year Internal Medicine (IM) residents to teach basic social science knowledge supporting the Communicator Role, specifically communicating across cultural and socio‐economic divides. Caroline Abrahams, University of Toronto; Glenys Babcock, University of Toronto; Glen Bandiera, University of Toronto, Purpose: A strategic direction of PGME at the University of Toronto is to foster social accountability among PGME learners and faculty. Methods: Creating these longitudinal experiences for students, gives students an opportunity to build relationships with a primary care team and with a given community. Methods: We used the Abstract Decomposition Space (ADS), a cognitive system engineering (CSE) tool, to conduct holistic program evaluations in HPE. However, lack of instructors and formalized teaching sessions are barriers to the program's success. Results: The vast majority of residents (91%) found the process of reviewing their score sheets very or extremely helpful. Though acknowledged as essential to providing safe, comprehensive and optimal, patient‐centered care, this competency continues to be difficult to teach and assess. Conclusion: Physicians responded differently to direct and indirect questions about CanMEDS roles. The most effective ones should help them guide management of learners in difficulty. The workshops use low‐tech simulation devices and biological tissues, traditional lecture presentations, and procedural feedback. Geriatricians and Ophthalmologists devote the largest proportion of their services to the elderly, accounting for 92% and 61% of their services respectively. However, 54.4% were somewhat/very familiar with the MD program accreditation requirements. Individual interviews with each participant were conducted to explore their perceptions of the teaching issues that were shared during their consultations. Using this information, all applicants from 2010–2016 at U of C (n = 8816) and UBC (n = 12080) were identified as having been born in an English‐speaking country or not, and having graduated high school in an English‐speaking country or not. In response, the University of British Columbia's Division of Continuing Professional Development (UBC CPD) created an accessible CPD course for physicians in BC to enhance their communication skills and ultimately improve patient care. In duplicate, reviewers independently extracted information on learners, study contexts, proposed mechanisms of training effect, and educational outcomes. Mark Feldman, University of Toronto; Oshan Fernando, University of Toronto; Tina Martimianakis, University of Toronto; Michelle Wan, SickKids Hospital; Kulamakan (Mahan) Kulasegaram, University of Toronto. Conclusion: As the physician‐patient relationship becomes increasingly complex, an exploration of empathy in medicine, through a variety of sociocultural perspectives, is of utmost importance. 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. Multivariate anova was conducted with the 18 cases as dependent variables and group and gender as independent variables; post hoc comparisons and effect sizes were calculated. The program was piloted in October 2015, and stabilized in March 2016 with the WordPress learning management system tool, LearnDash. Results: 300 physicians from across Canada registered for the four‐day conference. With the move towards competency based medical education and the incorporation of patient safety competencies, the LEADER questionnaire may be suitable for resident assessment. Canadian Institute for Health Information (CIHI) licensed physician workforce age distribution data was reviewed regarding Psychiatrists and total specialists. Only 28% of students reported receiving information on how to avoid syncope, and their classmates were the number one source (59%) for this advice. Only JES scores were lower than measures taken at the beginning of training. Conclusion: Pre clerkship performance indicators can predict an increased odds of MCCQE Part 1 failure and should be used for the early identification of students in need of focused remediation efforts. GOF provides a safe and effective approach to feedback, but how it translates to different educational settings needs further study. Allison Macbeth, University of British Columbia; Jennie Barrows, University of British Columbia; Helen Kang, BC Centre for Excellence in HIV/AIDS; Amanda Khorsandi Zardoshti, BC Centre for Excellence in HIV/AIDS; Silvia Guillemi, BC Centre for Excellence in HIV/AIDS; Brenna Lynn, University of British Columbia. The literature doesn't describe capacity building programs in ES for these clinicians. Learning experiences were classified as didactic, small group, clinical skills, or bedside teaching. In business, small failures are identified and analyzed to prevent larger failures. Results: Responses on the Group Self‐Assessment questionnaire indicated that students found their groups to demonstrate respectful and supportive team member behavior. It was later when the students were more comfortable in their clinical role that they reported their tendency to connect with the patient only as an afterthought to the encounter, or not at all and needed to remind themselves to care. Purpose: Leadership is recognized as an important area of professional development for medical faculty. Risa Freeman, University of Toronto; Kathryn Parker, Holland Bloorview Kids Rehabilitation Hospital; Carrie Cartmill, University of Toronto; Abbas Ghavam‐Rassoul, University of Toronto; Melissa Nutik, University of Toronto; David Tannenbaum, University of Toronto; Cynthia Whitehead, University of Toronto; Nicole Woods, University of Toronto; Morag Paton, University of Toronto. Data was collected directly onsite post‐workshop and 12 weeks post‐workshop (reflection activity). However, barriers to training exist. The challenges that we faced in encouraging our education leaders to engage in education scholarship are not unique. Mid‐program interviews and consultations were followed by reflective reports addressing successes and challenges. Methods: Out of 259 courses identified in Coursera, EdX, FUN and FutureLearn, 245 were deemed eligible for our review. Purpose: Postgraduate medical residency programs are labour and time intensive and can be physically, intellectually, and emotionally demanding. Methods: We adopted an approach based on the concept of cultural safety for Indigenous patients to support our Indigenous trainees. Results: 79% of participants indicated that residents very infrequently/never/not to their knowledge seek additional feedback. Purpose: Multi‐source feedback (MSF), allows for evaluations to be completed by multiple people in a learner's sphere of influence. Les résidents ont jugé que d'obtenir une rétroaction de la part des infirmiers et des patients était non seulement acceptable mais aussi utile dans leur formation. Use the link below to share a full-text version of this article with your friends and colleagues. The curriculum was carried out over 8 hours and involved periods of pre‐briefing, live simulation and debriefing. Results: Twelve medical trainees completed a total of 18 VIC modules, spending an average of $207.75 and 68 virtual minutes per work‐up. pleted by their 1996 National Residency Matching Program (NRMP) interviewees. Fluctuations in weekly assessment scores can be attributed to different factors, including how students delegate time and set academic priorities, and would be an interesting future direction. Diane Gorsky, Dalhousie University; Anna MacLeod, Dalhousie University. Conclusion: The introduced curriculum has been well received by residents, preceptors and the program. Methods: Second year medical students at McGill University were administered a 23‐item questionnaire regarding their knowledge and support for OD. Conclusion: The implications on team learning, leadership and clinical practice in healthcare are discussed. Methods: We coded 2135 UBC medical school applicants from the 2014–2015 application cycle into three categories (rural, regional and urban) based on the location of the high school from which they graduated. Conclusion: Students and guest physicians ranked these sessions highly in both formal (student surveys) and informal (student/faculty reports) feedback. Arezoo Ebnahmady, Center for Addiction and Mental Health; Rosa Dragonetti, Center for Addiction and Mental Health; Megan Barker, Center for Addiction and Mental Heatlh; Myra Fahim, Center for Addiction and Mental Health; Peter Selby, Center for Addiction and Mental Health (CAMH). The results indicate that these activities resulted in considerable gains in students’ understanding of their professional identities. National and international programs in physician leadership exist, but there are downsides including cost and lack of geographic distribution. These results suggest that DME is contributing to addressing gaps in family and rural practice in BC. Catherine Macala, University of British Columbia; Lesley Andres, University of British Columbia; Pam Ratner, University of British Columbia; Kevin Eva, University of British Columbia. Purpose: Invasive bedside procedures are considered ‘core competencies’ for internal medicine physicians, yet there are no formal training guidelines. Alexander Lachapelle, McGill; Sebastian Demyttenaere, McGill; Xin Mei Liu, McGill. While assessments used in workplace‐based contexts have high ecological validity, the extent to which formative assessments are validly used within a CBME model is highly complex, and demand a rigorous framework in order to address performance standards, feedback delivery, and unintended consequences. … 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? In terms of professional quality of life, significantly more incoming residents had higher levels of compassion satisfaction (40% versus 18%), lower traumatic stress (85% versus 62%), and lower levels of burnout (53% versus 30%; p's < 0.05). This paper focuses on the results of baseline studies done at the start of the curriculum modification. Conclusion: While surgeons appeared to agree on what constituted a principle, the application of those principles to specific trainee performances varied. These results were used to inform on‐going educational initiatives at the University of Saskatchewan. While Pathology is a relatively small specialty, it is not considered one of the more competitive specialties, especially for residency candidates truly interested in Pathology. Conclusion: Non‐Medical Expert competencies, like Collaboration, are essential for medical practice. Online courses may permit the analysis of comments made by healthcare providers (HCPs) during and after the course is completed. Our prior work demonstrated that 55% of medical students (n = 1194) who participated in an online survey reported perceived competitiveness of residency programs having an impact on career choices with 89% believing it affects their peers. Purpose: Intraprofessional (ie., between physicians) collaboration cross‐cuts the CanMEDS roles, strongly featuring in descriptions of individual competency frameworks and competency‐based program design. Cases and controls were matched on gender, age, CTAS acuity score, ambulance arrivals, discharge status, and presence of a resident. For example, case presentations were regularly used and informed attendings’ judgements about student diligence, clinical knowledge and reasoning and patient interactions. This targeted needs assessment will inform a future pilot study using patient feedback as part of workplace‐based assessment of communication skills in clerkship. More data is needed to determine predictive capacity. Sonja Rummell, University of British Columbia; Maria Hubinette, University of British Columbia. Bruce Fisher, University of Alberta; Manjula Gowrishankar, University of Alberta; Louanne Keenan, University of Alberta. Prior to the educational intervention, 84% of students ‘want to become an organ donor’, and 85.3% of students did following the intervention. The experiences of 9 students in different stages of training were analyzed. However, resource stewardship is not a curricular requirement in undergraduate medicine. Further, it aimed to provide clear evidence for construct validity for the process. Physician distress and burnout have been linked with medical error, suboptimal patient care and higher health care costs. The use and interpretation of assessment scores should be done carefully after item analysis guidelines are applied for exams with small cohorts. Methods: All SRT completed by pre‐clerkship students during academic year 2014–2015 were extracted from our online evaluation system. Purpose: Calls for compassionate care coincide with ongoing professional and organizational commitment to evidence based practice (EBP). Methods: The Faculty of Medicine in a Canadian university created a peer‐to‐peer consultation program: faculty members participated in a peer consultation workshop, paired up with an academic peer from another medical specialty, and dedicated time to observe and be observed teaching within a clinical setting by their peer. Supporting the validity of the module timing of the social culture of feedback‐seeking behaviors across programs, while %! Of pertinent patient information on‐going in collaboration with the feedback would help the learner 5As in practice, engagement theory. Selection criteria perpetuate, mitigate or exacerbate this issue year and age distribution data was collected directly onsite and... Form of their own wellbeing and cope with stress most elements reported in less goal than! And 100 % wished to present again health courses people in a longitudinal system... 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