This drive is in recognition of work cultures traditionally associated with stress and burnout, factors shown to negatively impact physician wellness and ultimately detrimental to patient care. Analysis was stratified by physician specialty, patient age group, and service type. Methods: Survey data from 20 undergraduate students (13 FL) was used to measure the relationship between leadership experience, motivation, and leader self‐esteem, as well as to examine between‐group differences of these variables on DR (goal orientation, self‐efficacy, self‐awareness, meta cognitive ability) and leader behavior. CPD was unique; none other existed on this topic and the 5As was adapted for interprofessional pregnancy weight gain counselling. Students meet with patients in their home, during visits with clinical providers and support staff. The sample's mean GTS score was descriptively compared to other published data. Quantitative data was analyzed using SPSS and a content analysis of qualitative data was carried out to identify key themes. Ameen Amanian, University of British Columbia; Kendall Ho, University of British Columbia; Cameron Stuart, University of British Columbia; Daniel Raff, University of British Columbia. The GDP system is now being implemented in multiple courses in pre‐clerkship and clerkship. Methods: Curriculum mapping complemented a needs assessment with broad stakeholder input. 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. Katherine Wisener, University of British Columbia; Barry Mason, University of British Columbia; Kiran Veerapen, University of British Columbia. 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). We explored undergraduate medical students’ perspectives on health advocacy and their perceived value of learning activities to achieve this competency. Descriptive data analysis was conducted. Purpose: The transgender (trans) population faces multiple barriers in accessing healthcare, with clinician knowledge and experiential deficits contributing substantially. Purpose: Teamwork and communication are core competencies of the Canadian Interprofessional Health Collaborative framework (2010). Through a longitudinal year 2 courses, we integrated this learning through a mentored team approach. Purpose: Several reports question the efficacy of ECG training and offer suggestions for improvement. Purpose: Critical social science theories can inform medical education and research by helping us question our assumptions and understand power within our classrooms and at the bedside. Further, an approach to establishing connections with community sites to provide these longitudinal experiences for medical students will be shared. This study investigates the quality and trustworthiness of FNs when their content is used to make decisions about a Resident's competence. Each policy and interview transcript pair was reviewed by at least 2 team members for evidence of pre‐defined ‘best practices.’ Team members also noted additional potential policy or process enablers of successful remediation. 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: Often the challenges healthcare providers face have more to do with structural complexity than with lack of training or skills. Results: In 2013/14, over 80 million services were provided to patients aged 65 + . Lessons learned from a developmental program evaluation that both drove program development and evaluated the outcomes of an assessment program will be shared. Methods: This initiative involved a multi‐step training module for faculty and medical students tasked with evaluating reflective capacity in applicants on Interview day. More than half of respondents reported increased performance on exams. Methods: A comprehensive textual archive consisting of academic literature regarding CBME was assembled. Purpose: Clinical reasoning (CR) has long been recognized as a core competency in the health professions. Methods: Constructivist grounded theory guided the design, collection and analysis. Results: On average, we found evidence of 9/12 potential remediation best practices at each of the participating schools. This novel study adds to the literature by providing a ‘snap shot’ of contemporary senior leadership in the medical school setting. Purpose: The Physician Development Curriculum (PDC) takes place with third year undergraduate medical students at the University of Manitoba. Larger studies may further elucidate factors that modify attitudes toward this population, which may inform the development of less stigma‐laden medical treatment for this population. CAP trainee numbers are growing and CAP practitioners are predominantly early career. Resource development must account for specific patient needs and preferences across the demographic spectrum for maximum effectiveness. Conclusion: There is a pressing need to build the science of how CBME decision‐making works in practice. However, clinical faculty may lack confidence to teach these subjects. Finally, a visit to Glenwood Special Day School follows one of our children through an afternoon of social engagement, activity, and learning. Residents’ reported moderate confidence in their clinical teaching skills (mean = 6.7, SD = 2.0) and in assessing learners (mean = 6.5, SD = 2.4). The probability of failure increased steeply when the pre‐clerkship GPA fell below 80% and 76% was found to be the most efficient cutoff for predicting failure (OR 9.37, 95% CI [3.08, 38.41]). In medicine, our failures are generally unspeakable, and therefore do not constitute part of the educational context. With LIWC we found 6 times as many anger words on RATEs relative to ITERs. for Strategy and Competitiveness model for value-based health care delivery and his primary academic interests are in value-based health care systems and global public health. 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. Patients were stratified by income and education levels. Ming‐Ka Chan, University of Manitoba; Anne Matlow, University of Toronto; Jamiu Busari, Faculty of Health, Medicine and Life Sciences, Maastricht University; Jordan Bohnen, Massachusetts General Hospital and Harvard Medical School; Maureen Topps, University of Calgary; Melchor Sánchez‐Mendiola, UNAM Faculty of Medicine, Ciudad Universitaria; Diane de Camps Meschino, University of Toronto; Deepak Dath, McMaster University. Overfilled curriculum, emphasis in biomedical education and evaluation, and fast pace clinical work were noted as institutional barriers. They were asked to document if they would make practice changes based on the feedback. Our research evaluated the impact of this rotation on medical student's attitude towards people facing homelessness. Tina Hu, University of Toronto; Kelly Anne Cox, University of Toronto; Joyce Nyhof‐Young, University of Toronto. Methods: To promote interprofessional communication using a team‐based activity for first year students McGill Faculty of Medicine focused on patient‐safety. Overall, residents reported they would choose to include clinical teaching as part of their career (mean = 8.9, SD = 1.5). Negative perceptions associated with seeking additional feedback in training included reduced confidence in resident (15%), seen as needy/high maintenance (15%), seen as aggressive, insecure, weak or irritating (24%), they may be flagged (9%) and preceptors lack time (and motivation) to perform additional evaluations (36%). Projects underway have implications for other specialty groups (e.g. For examples of how program information can be organized, see The Methodist Hospital (Houston) Program or University of Chicago Program. A long‐term evaluation strategy is on‐going in collaboration with the University of Toronto, using a realist evaluation framework. Methods: Integrative mixed‐method design, including qualitative (interviews and focus groups) and quantitative (database and surveys) data, collected between December 2015 and July 2016. For example, case presentations were regularly used and informed attendings’ judgements about student diligence, clinical knowledge and reasoning and patient interactions. Their ability to interpret a spirometry was measured using four clinical cases. Comment analysis revealed several thought‐provoking statements submitted by patients. 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: In both the March and October groups the level of acceptance was high overall. Results: Referrals increased from the first month (17; x = 0.62, SE = 0.17) to the last month (30; x = 1.03, SE = 0.25) of resident exposure to the interprofessional team, but not significantly (paired t‐test (30) = 0.41, p = 0.14) due to variable between‐resident referral patterns (range 0–12/year). Methods: A systematic search of the literature was conducted. Although initial diagnosis does not warrant immediate removal of a patient's license, as the disease progresses it impairs one's driving abilities, requiring frequent patient follow‐up and reassessment. identifying examples of LGBTTQ discrimination in healthcare and how healthcare providers can avoid these practices). English as first language, resident gender, and the human development index associated with the country of medical school training had differential predictive value across the exams. A massive open online course (CRP‐MOOC) was created to make accessible the clinical reasoning process (CRP) model to a large audience of health care professionals. The format consists of a concise statement followed by one multiple‐choice question. Conclusion: Transfer of basic science knowledge to clinical reasoning is a critical, yet understudied, dimension in HPE that requires specific attention. One was an internal applicant who case reports (mean 2.3 dermatopathology had completed pathology residency at our insti- related), 6 oral presentations (mean 2.3 tution; the other four were external applicants dermatopathology related) and 6.6 poster from other institutions. Additional recommendations included vetting projects for departmental support, ensuring pedagogical alignment of the goals of projects with eLearning tools and supporting educational scholarship. There were no differences on far transfer cases. Program evaluation reported in the articles rarely assessed context (5% of articles), input (7%) and process (14%), but all assessed at least one product, more commonly learning (Kirkpatrick level 2, 63%) and results (Kirkpatrick level 4, 36%). Lectures are often the most common type of instruction in first and second year MD undergraduate programs and many are delivered didactically and with limited student interaction. Although ‘Professional’ was rated as second most important role, interest was low in learning about scenarios associated with it. This was particularly emphasized when communicating with patients from minoritized ethnic and cultural communities. We examined the quality and impact of ECG training. The majority (97%) felt mentorship was important for their training but only 67% identified a mentor. Results: Three dominant discourses emerged encapsulating institutionalized notions of the perceived ‘good doctor’, ‘good patient’ and ‘good student’. Eric Liow, University of British Columbia; Jennie Barrows, University of British Columbia; Kirstie Overhill, University of British Columbia; Bob Bluman, University of British Columbia; Dilys Leung, University of British Columbia; Ray Markham, University of British Columbia; Brenna Lynn, University of British Columbia. Methods: RC databases were reviewed regarding CAP practitioners, including certification year and age distribution. Conclusion: Medical students’ construction of identity formation is an emerging area of exploration that may be foundational to understanding how to structure learning opportunities that foster professionalism among future physicians. Conclusion: Developing our Bootcamp with all key stakeholders, systematic curricular mapping, and using best pedagogical approaches led to high satisfaction from residents and faculty, and a stronger and more homogenous performance on our assessments, one of the goals of any new instructional approach in a competency‐based environment. Sarah Tajani, University of British Columbia; Paul Mohapel, University of British Columbia; Lori Hill, University of British Columbia; Andrea Keesey, University of British Columbia; Brenna Lynn, University of British Columbia. Hamad Medical Corporation Residency Programs Matching Process 2021. This shift in norms and expectations was significant, but perhaps less provocative than the absent discourses and contradictions. 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Teachers and educators with a relatively high number of preadmission academic variables previous! Rural/Remote communities to decide on resident mentorship Committee started by prioritizing topics for TTD and vetted them with residents validation!