3.00pm
2.45pm
2.30pm
2.15pm
2.00pm
1.45pm
1.30pm
Co-Chairs
Parallel D
159 Do medical students maintain their empathy differently depending on the location of their study in year three? (Sarah Mahoney)
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87 Developing personal attributes of professionalism during clinical rotations: Views of final year bachelor of clinical medical practice students (Nontsikelelo MapukataSondzaba)
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164 Community based research in practice: Shared reflections on process, outcomes and impact (Josephine Boland)
144 Case-based learning through peer review (Nancy Dickey)
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104 A model for rural health education for first year medical students (Ruth Bush)
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179 Improvisational scenarios to enhance communication and patient-centred education (Maurianne Reade)
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5 Interviewing third-year medical students in situ: Employing guided walks during a longitudinal integrated clerkship in rural and northern communities (Tim Dubé)
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114 Case-based learning: Participant opinions of its value in medical education. (Timothy Billington)
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126 Malignant hyperthermia in a local community: How a rural clinical school creates links for research (Zelda Doyle)
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25 Using distance technology to facilitate a student balint group (Jay Erikson)
69 Building distributed community-based research capacity by leveraging a health systems data platform across Northern Ontario Canada (Joe Eibl)
Amanda Barnard / John Steeves
Sarah Chalmers / Markus Herrmann
1 Factors related to medical students’ engagement in LICs: A longitudinal study (Doug Myhre)
Short Presentation Room 2
Afternoon Tea
Time with Ngangkaris / W/S Indigenous Training Academy
Short Presentation Room 1
Day 3 Wednesday 29 October 2014 (continued)
205 Indigenous health in Scandinavia - Pitfalls and Summits (Oleg Kravtchenko)
10 Pre-med summer institute – promoting & preparing Aboriginal students to apply to medical school in Canada (Michael Jong)
172 NOSM health sciences summer camps… a successful community-engaged collaborative model (Danielle Barbeau-Rodrigue)
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158 The development and implementation of an international student and graduate outcome cohort with medical schools aspiring to social accountability (Sarah Larkins)
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R 141 Northern Ontario School of Medicine undergraduate learners’ perspectives on rural practice and medical discipline (Owen Prowse)
92 Let’s start at the very beginning - Med Quest: A pipeline program to medical school and practice (James Rourke)
Lizzie Shires / Owen Prowse
Short Presentation Room 3
102 Teaching and learning the skills of telepractice/ telemedicine: Challenges and opportunities (Sue Berry)
60 Mountain moving (Bruce Peyser)
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54 Conversion of traditional block rotation education (TBR) in an academic medical centre to longitudinal integrated clerkship (Longitudinal Integrated Flinders Training LIFT) (Bill Heddle)
Pascale Dettwiller
PeArLs Room 4
189 (PeArLs) Scaling up: From social accountability in medical schools to addressing health inequity and universal health coverage at a national or international level – what will it take? (Sarah Strasser)
168 (Workshop) “On your own at the sharp end”: A workshop to address the challenges of providing the institutional/ educational leadership in an isolated/ remote location (Sarah Strasser)
Jane Greacon
Workshop/PeArLs Room 6
MASTER CLASS II Using realist methods to explore the relationships between medical schools and communities: expanded (Rachel Ellaway)
Penny Moody-Corbett / John Wakerman
Master Class Room 7
Plenary Sessions Social Accountability Community Engagement
13 “Have I jumped the gun?” – assisting students’ transition towards clinical reasoning competency in a longitudinal integrated clerkship (Daryl Pedler)
90 How we established community engagement projects (Robert Boulay)
196 We need to have a chat about that! Bringing social equity to the student conversation (Michael Douglas)
163 Transformational change in a big, old, traditional medical school: the “how” of becoming socially accountable (Jill Konkin)
200 Interprofessional education in the NTMP (Greg Raymond)
41 Mobile devices in the clinical setting: information overload and ethical dilemmas? (Helen Wozniak)
Kellie Britt / David MacLean
Muster Unplugged Room 8
Longitudinal Learning Aboriginal Health R Rural
27 – 30 October 2014 | flinders.edu.au/muster2014
The Muster Report
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