Four Seasons Hotel Doha, QatarJanuary 18 , 2015,th

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WELCOME

ORGANIZING COMMITTEE

CONTINUING MEDICAL EDUCATION

AGENDA

SPEAKERS

ORAL PRESENTATION ABSTRACTS

POSTER ABSTRACTS

RELATED PUBLICATIONS

ABOUT THE ORGANIZING INSTITUTIONS

Contents

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On behalf of Weill Cornell Medical College in Qatar (WCMC-Q) and the Qatar Foundation for Education, Science, and Community Development, we are very pleased to welcome you to the Innovations in Global Medical and Health Education Forum.

This Forum brings together global and regional experts to discuss the vision, opportunities and challenges for a range of innovative programs in global medical and health education.

Our featured speakers are drawn from organizations involved in medical education, assessment, licensing and program accreditation and are all engaged in endeavors that will help build international standards for the practice of medicine. We are also proud to feature work being conducted at WCMC-Q, and with multiple regional collaborators that will impact education and training in the region.

Delegates are asked to participate in discussions on both evolutionary and disruptive innovations initiatives that have the potential to move our thinking forward and that will transform medical education in the region and globally. Delegates are also invited to use this opportunity to identify potential collaborative programs and partnerships that will continue to enhance medical education and improve global health.

This one-day activity is designed to be a highly interactive meeting geared towards regional physicians and healthcare providers practicing in the MENA region.

We hope that you enjoy the conference. We welcome your input and ideas, and we look forward to hearing about your experiences.

Welcome

Javaid I. Sheikh, MD Dean and Professor of PsychiatryWeill Cornell Medical College in Qatar

Thurayya Arayssi, MD Associate Professor of MedicineAssociate Dean, CPD Weill Cornell Medical College in Qatar

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Organizing CommitteeJavaid Sheikh, MD, Dean, Professor of PsychiatryWeill Cornell Medical College in QatarAbdullatif Al-Khal, MD, Associate Professor of Clinical MedicineHamad Medical CorporationThurayya Arayssi, MD, Associate Professor of MedicineWeill Cornell Medical College in QatarMary Anne Baker, PhD, Director, Assessment and Academic AchievementWeill Cornell Medical College in QatarRobert Crone, MD, Professor of Clinical PediatricsWeill Cornell Medical College in QatarGerardo Guiter, MD, Assistant Professor of Pathology and Laboratory MedicineWeill Cornell Medical College in QatarAmal Khidir, MBBS, Assistant Professor of PediatricsWeill Cornell Medical College in QatarMai Mahmoud, MBBS, Assistant Professor of MedicineWeill Cornell Medical College in QatarStella Major, MBBS, Associate Professor of Clinical MedicineWeill Cornell Medical College in QatarMarcellina Mian, MDCM, Professor of PediatricsWeill Cornell Medical College in QatarRavinder Mamtani, MD, Professor of Public HealthWeill Cornell Medical College in QatarAmanda Pullen, PhD, Senior Vice PresidentStrategy Implemented Inc.Amine Rakab, MD, Senior Attending PhysicianSidra Medical and Research CenterStephen Scott, MD, Associate Professor of Family Medicine in MedicineWeill Cornell Medical College in QatarDora Stadler, MD, Assistant Professor of MedicineWeill Cornell Medical College in QatarBasim Uthman, MD, Vice Chair and Professor of Clinical Neurology, Professor of Clinical NeuroscienceWeill Cornell Medical College in QatarNicola Adair, Director, Dean’s Office AdministrationWeill Cornell Medical College in QatarNesreen Al-Rifai, Chief Communications Officer, CommunicationsWeill Cornell Medical College in QatarDeema Al-Sheikhly, Director, Continuing Professional DevelopmentWeill Cornell Medical College in QatarNada Hassen, Marketing Officer, CommunicationsWeill Cornell Medical College in QatarRenata Hayward, Administration Officer, Dean

,s Office

Weill Cornell Medical College in QatarDanielle Prenzler, Senior Administrative Assistant, Continuing Professional DevelopmentWeill Cornell Medical College in QatarJulie Samson, Manager, Continuing Professional DevelopmentWeill Cornell Medical College in Qatar

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Continuing Medical EducationIdentified Practice Gaps/Educational Needs

Medical education curricula and technology are rapidly changing making it difficult to stay updated on innovations in medical and health education. There is a local and global need for forums in which practitioners can share innovations and promote collaborative research in medical and health education. The importance of health care professionals staying abreast of changes for their own specialization is also imposed by the need to understand the impact of these changes on other professionals in the field. This has led to an increased need for interdisciplinary learning opportunities for practitioners to encourage collaboration and teamwork.

Physicians and other healthcare professionals, residents and students in Qatar and the region will benefit from a greater understanding of innovations in Global Medical and Health Education. They will also have the opportunity to network and gain insights of medical and health education endeavors that are taking place in Qatar, which can lead to future collaborations

Targeted Audience

This course is designed for primary care and specialty physicians, as well as nurses, physician assistants, interns and residents, researchers, educators, and other allied health professionals who are interested in innovations and the future development of Global Medical and Health Education.

Objectives/Desired Outcomes

It is intended that this Weill Cornell CME activity will lead to improved patient care, including improvements in knowledge.The purpose of the forum is to:- Discuss innovations in Global Medical and Health Education- Promote regional and international collaborations in Global Medical and Health Education

Global Academic Environment (Session I)By the conclusion of this activity, participants should be able to:a. Describe the accreditation principles of international medical schoolsb. Describe initiatives and platforms for the promotion and development of innovations

Disruptive Innovations (Session II)By the conclusion of this activity, participants should be able to:a. Identify strategies to support personalized educationb. Identify successful strategies for inter-professional teamwork in today’s global healthcare workforcec. Examine the roles of various practitioners in the development of other professionals for optimized/improved patient care

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Point-Counter-Point (Session IV)By the conclusion of this activity, participants should be able to:a. Discuss the globalization of medical education and its effect on healthcare professionalsb. Compare models for international certification of medical specialists

Disclosure Of Relationships/Content Validity

It is the policy of Weill Cornell Medical College to adhere to ACCME Criteria, Policies, and Standards for Commercial Support and content validation in order to ensure fair balance, independence, objectivity, and scientific rigor in all its sponsored activities. All speakers, course directors, course co-directors, planners, reviewers, and staff members participating in sponsored activities are expected to disclose relevant financial relationships pertaining to their contribution to the activity. Relationship information is analyzed to determine whether conflicts of interest exist. All conflicts of interest are resolved prior to participation in the planning or implementation of this activity. Presenters and authors are also expected to disclose any discussion of (1) off-label or investigational uses of FDA approved commercial products or devices or (2) products or devices not yet approved in the United States.

WCMC CME activities are intended to be evidence-based and free of commercial bias. If you have any concerns, please call the Office of Continuing Medical Education at +1 212-746-2631 to anonymously express them.

Course DirectorThurayya Arayssi, M.D.-Has no relevant financial relationship to disclose.-Will not be discussing the off-label or investigational use of products

Course Co-DirectorsAmal Khidir, MBBS; Javaid I. Sheikh, M.D.-Have no relevant financial relationship to disclose.-Will not be discussing the off-label or investigational use of products

Independent Content ReviewerPhyllis August, M.D.-Employee: Weill Cornell Medical College (WCMC)-Will not be discussing the off-label or investigational use of products

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Course FacultyJavaid I. Sheikh, M.D.; John Norcini, PhD; Yang Ke, M.D., PhD; Robert Kamei, M.D.;Humayun Chaudhry, M.D.; Kim Critchley, PhD; Rima Afifi, PhD, MPH.-Have no relevant financial relationships to disclose.-Will not be discussing the off-label or investigational use of products

Victor Dzau, M.D.-Employee: Institute of Medicine (IOM)-Will not be discussing the off-label or investigational use of products

Eric Holmboe, M.D., FACP, FRCP-Employee: Accreditation Council for Graduate Medical Education (ACGME)-Royalty: Mosby – Elsevier-Will not be discussing the off-label or investigational use of products

Donald Melnick, M.D., MACP-Employee: National Board of Medical Examiners (NBME)-Will not be discussing the off-label or investigational use of products

Lois Margaret Nora, M.D., JD, MBA-Employee: American Board of Medical Specialities (ABMS)-Will not be discussing the off-label or investigational use of products

Andrew Padmos, BA, M.D., FRCPC, FACP-Employee: Royal College of Physicians and Surgeons of Canada-Consultant: Ministry of Health of Saudi Arabia Advisory Board-Will not be discussing the off-label or investigational use of products

Kelley M. Skeff, M.D., PhD, MACP-Consultant: Wolters Kluwer Health-Will not be discussing the off-label or investigational use of products

Planning CommitteeThurayya Arayssi, M.D.; Amal Khidir, MBBS; Javaid I. Sheikh, M.D.; Dora J.Stadler, M.D.; Gerardo Guiter, M.D.; Basim Uthman, M.D.; Stella Major, MBBS;Mai Mahmoud, MBBS; Marcellina Mian, MDCM; Amine Rakab, M.D.; AbdullatifAl-Khal, M.D.; Mary-Anne Baker, PhD; Ravinder Mamtani, MBBS, M.D; StephenScott, M.D. MPH; Amanda J. Pullen, PhD; Deema Al-Sheikhly, MRes; Nicola Adair;Nesreen Al-Rifai; Nada Hassen; Julie Samson, MBA; Danielle Prenzler; RenataHayward-Have no relevant financial relationships to disclose.-Will not be discussing the off-label or investigational use of products

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Robert K. Crone, M.D.-Consultant: ProCare Riaya Hospital, Board member for: Dammam KSA, and Courtagen Life Sciences, Inc.-Will not be discussing the off-label or investigational use of product

Course Coordinators Julie Samson, MBA; Danielle Prenzler; Renata Hayward-Have no relevant financial relationships to disclose.-Will not be discussing the off-label or investigational use of products

Accreditation and Credit Designation Statements

This activity has been planned and implemented in accordance with the accreditationrequirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of Weill Cornell Medical College and Weill Cornell Medical College in Qatar. Weill Cornell Medical College is accredited by the ACCME to provide continuing medical education for physicians.Weill Cornell Medical College designates this live activity for a maximum of 4.75 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Evaluation

The CME evaluation will be conducted using an online survey tool. A link to the survey will be distributed to participants following the activity. Participants seeking certificates are required to complete the evaluation form. However, we encourage everyone to complete the evaluation, as this will allow us to assess the degree to which the activity met its objectives. It will also guide the planning of future activities and inform decisions about improving the education program.

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Sunday January 18th, 2015

07:00 am – 03:00 pm Registration

Session I: Global Academic Environment

08:30 am – 08:50 am Opening Remarks Dr. Sheikh08:50 am – 09:15 am Capacity Building for a Global Health Workforce Dr. Dzau09:15 am – 09:50 am Accreditation of International Medical Schools Dr. Norcini09:50 am – 10:15 am Transformation of the Education of Health Professionals in China: Practice of PKUHSC PKU-HSC Dr. Ke10:15 am – 10:30 am Q & A10:30 am – 10:45 am Coffee Break

Session II: Disruptive Innovations

10:45 am – 11:30 am Personalized Education Dr. Holmboe and Dr. Melnick11:30 am – 12:15 pm Do Doctors Know Best? and Who Will Take Care of the World ? Dr. Afifi, Dr. Critchley and Dr. Skeff12:15 pm – 02:15 pm Lunch and Posters (Poster presenters available from 12:45 to 1:45 pm)

Session III: Innovations from Local to Global

02:15 pm – 02:35 pm Is Breaking Bad News All Bad News? Dr. Verjee02:35 pm – 02:55 pm Inter-professional Education: Diabetes Themed Activities Dr. Major02:55 pm – 03:15 pm An OSCE Curriculum for Assessment of Resident Communication Skills Dr. Stadler03:15 pm – 03:35 pm Using Webinar Discussions to Increase Connections between International Hospital and Medical School Based Faculty Dr. Khidir03:35 pm – 03:50 pm Coffee Break

Session IV: Point-Counter-Point

03:50 pm – 04:50 pm Globalization of North American Standards. What is the End Game? Dr. Chaudhry, Dr. Kamei, Dr. Nora and Dr. Padmos04:50 pm – 05:10 pm Award Announcement and Closing Remarks

We request that you do not take photographs or make audio or video recordings of the conference presentations, or present unpublished data on any open–access websites, unless specific permission is obtained from the speaker.

Agenda

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Javaid I. Sheikh, M.D., M.B.A. has led Weill Cornell Medical College in Qatar (WCMC-Q) as Dean since January 2010. He joined WCMC-Q as Vice Dean for Research and Professor of Psychiatry in early 2007 from Stanford University School of Medicine, California, where he was an Associate Dean and Professor of Psychiatry and Behavioral Sciences.

Dr. Sheikh is an internationally renowned medical executive, academician, and a widely sought after leader in global medical education. From 2001-2006, Dr. Sheikh served as Associate Dean at Stanford and the Chief of Medical Staff at the Stanford affiliate VA Palo Alto Health Care System (VAPAHCS). In that position he was responsible for the overall direction, implementation, and functioning of academic programs and clinical care delivery at this complex tertiary health care system with seven satellite sites extending from the Sierra foothills to Monterey, California (13,000 square miles) and an annual clinical care budget of more than US $400 million. During that time, as Chairman of the Board of Palo Alto Institute for Research and Education (PAIRE), he also oversaw the substantial research endeavors of more than 100 Stanford faculty members based at the VAPAHCS. Dr. Sheikh was listed in the “Best Doctors in America” from 1997-2001.Dr. Sheikh is a well-recognized authority on anxiety and aging, and conducted first studies in 1990s to delineate impact of aging on anxiety disorders, with detailed phenotypic characterizations and identification of risk factors. During the last decade, he and his group investigated the interface of central fear circuits and sleep architecture in patients with chronic anxiety disorders, using low burden assessments in naturalistic settings. Most recently, his group is investigating biomarkers and risk factors associated with perinatal depression. He has published around 140 scientific articles.

On taking the helm of WCMC-Q in January 2010, Dr. Sheikh initiated conceptualization and implementation of a comprehensive five-year strategic plan for the WCMC-Q, with a view to establishing it as the premier academic medical institution in the entire MENA region. During the last four years, WCMC-Q has established a world-class translational research infrastructure, complementing an already unique feature of WCMC-Q, an MD degree from Cornell University.

Dr. Sheikh is currently the Co-Chair of the Joint Steering Committee of Qatar Academic Health System initiative and a member of the Executive Committee of the Board of Directors of Sidra Medical and Research Center. He also serves on the Executive Committee of the Board of Overseers of WCMC in NY.

SpeakersJavaid I. Sheikh, MD Dean, WCMC-Q Professor of Psychiatry

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Victor J. Dzau is the eighth President of the Institute of Medicine (IOM). He is Chancellor Emeritus and James B. Duke Professor of Medicine at Duke University and the past President and CEO of the Duke University Health System. Previously, Dr. Dzau was the Hersey Professor of Theory and Practice of Medicine and Chairman of Medicine at Harvard Medical School´s Brigham and Women´s Hospital, as well as Chairman of the Department of Medicine at Stanford University.

Dr. Dzau has made a significant impact on medicine through his seminal research in cardiovascular medicine and genetics, his pioneering of the discipline of vascular medicine, and his leadership in health care innovation. His important work on the renin angiotensin system (RAS) paved the way for the contemporary understanding of RAS in cardiovascular disease and the development of RAS inhibitors as widely used, lifesaving drugs. Dr. Dzau also pioneered gene therapy for vascular disease, and his recent work on stem cell paracrine mechanisms and the use of microRNA in direct reprogramming provides novel insight into stem cell biology and regenerative medicine.

In his role as a leader in health care, Dr. Dzau has led efforts in health care innovation. His vision is for academic health sciences centers to lead the transformation of medicine through innovation, translation, and globalization. Leading this vision at Duke, he and his colleagues developed the Duke Translational Medicine Institute, the Duke Global Health Institute, the Duke-National University of Singapore Graduate Medical School, and the Duke Institute for Health Innovation. These initiatives create a seamless continuum from discovery and translational sciences to clinical care, and they promote transformative innovation in health.

As one of the world´s preeminent academic health leaders, Dr. Dzau advises governments, corporations, and universities worldwide. He has been a member of the Council of the IOM and the Advisory Committee to the Director of the National Institutes of Health (NIH), as well as Chair of the NIH Cardiovascular Disease Advisory Committee and the Association of Academic Health Centers. He served on the Governing Board of the Duke-National University of Singapore Graduate Medical School and the Board of Health Governors of the World Economic Forum and chaired its Global Agenda Council on Personalized and Precision Medicine. He also served as the Senior Health Policy Advisor to Her Highness Sheikha Moza (Chair of the Qatar Foundation). Currently, he is a member of the Board of Directors of the Singapore Health System, the Expert Board of the Imperial College Health Partners, UK, and the International Advisory Board of the Biomedical

Victor Dzau, MD President, Institute of Medicine

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Science Council of Singapore. In 2011, he led a partnership between Duke University, the World Economic Forum, and McKinsey, and he founded the International Partnership for Innovative Healthcare Delivery and currently chairs its Board of Directors.

Among his honors and recognitions are the Gustav Nylin Medal from the Swedish Royal College of Medicine; the Max Delbruck Medal from Humboldt University, Charité, and the Max Planck Institute; the Commemorative Gold Medal from the Ludwig Maximilian University of Munich; the Inaugural Hatter Award from the Medical Research Council of South Africa; the Polzer Prize from the European Academy of Sciences and Arts; the Novartis Award for Hypertension Research; the Distinguished Scientist Award from the American Heart Association (AHA); and the AHA Research Achievement Award for his contributions to cardiovascular biology and medicine. Recently, he was awarded the Public Service Medal by the President of Singapore. He has received six honorary doctorates.

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John Norcini, PhD President and Chief Executive Officer, Foundation for Advancement of International Medical Education and Research

John J. Norcini, PhD is President and CEO of the Foundation for Advancement of International Medical Education and Research (FAIMER). FAIMER has an active research program on international health professions education and physician migration, global fellowship programs for faculty from health professions schools, and databases of recognized medical schools and accrediting bodies around the world. In conjunction with Keele University, FAIMER also offers a Master’s degree in Health Professions Education: Accreditation and Assessment. For the 25 years before joining the Foundation, Dr. Norcini held a number of senior positions at the American Board of Internal Medicine. His principal academic interest is in the assessment of physician performance.

Dr. Norcini has published extensively, lectured and taught in more than 40 countries, and is on the editorial boards of several peer-reviewed journals in health professions education. He is an honorary Fellow of the Academy of Medical Education and has received numerous awards including the Karolinska Prize for Research in Medical Education.

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Yang Ke, M.D., PhDExecutive Vice President Peking University and Peking University Health Science Center

Yang Ke, professor of oncology and doctoral supervisor, is Executive Vice President of Peking University (PKU) and Executive Vice President of Peking University Health Science Center (PKU-HSC) in charge of the overall administration of PKU-HSC.

Professor Yang Ke is a member or leader of many scientific-professional societies, boards and committees for cancer research, health professional education and health system reforms at home and abroad. She is a foreign associate of the Institute of Medicine (IOM), a member of the 12th CPPCC (Chinese People’s Political Consultative Conference) National Committee, a member of the Academic Degree Commission of the State Council, Vice President of the China Medical Association, a member of Expert Committee for State Council Health Reform Advisory Commission, Chair of the Medical Committee of the Office of the State Council Academic Degrees Committee (Department of Postgraduate Education), National Educational Inspector of the Ministry of Education, Chair of Health Professional Education Committee of Chinese Association of Higher Education, President of the Council of Chinese Environmental Mutagen Society, Vice Chair of National Health Professional Degree Postgraduate Education Steering Committee, Vice Chair of Expert Committee for Health Development & Management of China Medical Woman’s Association, and a member of AAHCI (Association of Academic Health Centers International) Steering Committee.

Professor Ke has actively undertaken investigations and researches on medical education reform and health system reform, and proposed advice and suggestions to the government. Under her passionate leadership, her team has played a significant role in promoting China’s medical education and health system reforms. Through her efforts and support, PKU-HSC has successfully implemented comprehensive curriculum reform with the emphasis on the cultivation of medical humanistic spirit. As for scientific research, her major research area is in the environmental and genetic factors of upper digestive tract malignant tumor.

As the first PI, she has chaired several important research projects, such as National “863” High Technology Key Projects and key research projects of the National Natural Science Foundation of China (NSFC). She has published more than 90 articles in Chinese and English, among which about 20 are on management research and 70 are on academic research, with the total citation rate of more than 1000. Thus far, Professor Ke has cultivated more than 50 postgraduates, applied for 11 patents at home and abroad, and been granted 11 awards at provincial level and above such as National Teaching Achievements Award.

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Eric Holmboe, MD, FACP, FRCP Senior Vice President for Milestones Development and Evaluation, Accreditation Council for Graduate Medical Education

Dr. Holmboe, a board certified internist, is Senior Vice President, Milestones Development and Evaluation at the Accreditation Council for Graduate Medical Education (ACGME). From 2009 until January, 2014 he served as the Chief Medical Officer and Senior Vice President of the American Board of Internal Medicine and the ABIM Foundation. He originally joined the ABIM as Vice President for Evaluation Research in 2004. He is also Professor Adjunct of Medicine at Yale University, and Adjunct Professor of Medicine at the Uniformed Services University of the Health Sciences and Feinberg School of Medicine at Northwestern University.

Prior to joining the ABIM in 2004, he was the Associate Program Director, Yale Primary Care Internal Medicine Residency Program, Director of Student Clinical Assessment, Yale School of Medicine and Assistant Director of the Yale Robert Wood Johnson Clinical Scholars program. Before joining Yale in 2000, he served as Division Chief of General Internal Medicine at the National Naval Medical Center. Dr. Holmboe retired from the US Naval Reserves in 2005.

His research interests include interventions to improve quality of care and methods in the evaluation of clinical competence. His professional memberships include the American College of Physicians, where he is a Fellow, Society of General Internal Medicine and Association of Medical Education in Europe. He is an honorary Fellow of the Royal College of Physicians in London.

Dr. Holmboe is a graduate of Franklin and Marshall College and the University of Rochester School of Medicine. He completed his residency and chief residency at Yale-New Haven Hospital, and was a Robert Wood Johnson Clinical Scholar at Yale University.

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Donald Melnick, MD, MACP President, National Board of Medical Examiners

Dr. Melnick is President of the National Board of Medical Examiners (NBME). His professional focus is to improve the quality of care provided to patients through effective assessment of clinicians. He works to define medicine’s values through the standards of high stakes assessment. Dr. Melnick is committed to fulfilling the professional obligation of self–regulation; he recognizes that assessment systems drive learning and behavior and provide potent tools for the profession to regulate itself in the best interests of our patients.

He received his BA from Columbia Union College (now Washington Adventist University) and MD from Loma Linda University and is a diplomat of the NBME and the American Board of Internal Medicine. Prior to his appointment at the NBME, Dr. Melnick was an Associate Professor in the Departments of Medicine and Pharmacology, Chief of the Division of General Internal Medicine in the Department of Internal Medicine, and Medical Director of John Marshall Medical Services, the faculty group-practice at Marshall University School of Medicine. He is a Master of the American College of Physicians, a Fellow of the American College of Medical Informatics, and a Distinguished Fellow of the American College of Physician Executives. He has published numerous articles on the assessment of physicians’ competence. During his more than 30-year tenure on the staff at the NBME, Dr. Melnick led developmental efforts culminating in the creation of the United States Medical Licensing Examination, the implementation of computer-based testing and computer-based patient management simulation methods, the clinical skills assessment implemented in 2004 in USMLE, and NBME

,s international services.

Dr. Melnick has served the NBME as Senior Medical Evaluation Officer, Vice President for Institutional Development and Research, Vice President for Evaluation Programs, and Senior Vice President. He was appointed NBME President and Chief Executive Officer in July 2000. Major ongoing initiatives include the development of new tools for assessment of key professional attributes, developing effective systems for assessing lifelong physician competence, engaging with opportunities for international collaboration, and preparing the NBME to enter a second century of service as it celebrates its centennial in 2014 - 2015.

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Rima Afifi, PhD, MPH Professor and Associate Dean Health SciencesAmerican University of Beirut

Dr. Rima Afifi is a Professor in the Department of Heath Promotion and Community Health and Associate Dean at the Faculty of Health Sciences (FHS), American University of Beirut. She received her PhD in Health Services Research with a minor in Behavioral Science and Health Education from St. Louis University in 1997; and a Masters of Public Health in Health Behavior and Education in 1989 from UNC-CH.

As coordinator of the Graduate Public Health Program (GPHP) and Associate Dean, Dr. Afifi was instrumental in supporting FHS to achieve accreditation by the Council on Education for Public Health (CEPH). The GPHP was the first public health program to be accredited outside of the Americas and remain the only one accredited in Africa and Asia including in the Arab world. CEPH is the only accrediting body globally for public health schools and programs.

Dr. Afifi’s research falls into three broad categories: youth, protective and risk factors, and tobacco control. Within these areas, whenever possible, she uses methods of Community Based Participatory Research which gives marginalized communities voice and opportunities for self-determination; applies an ecological lens to the understanding of the issues; engages multiple disciplines to widen the perspectives on any issue, and emphasizes knowledge transfer of research to practice and policy.

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Dr. Kim Critchley was named Dean and Chief Executive Officer of University of Calgary – Qatar (UCQ), effective January 2013.

Dr Critchley served as Acting and Interim Dean and CEO of UCQ since September 2012. She came to UCQ from the University of Prince Edward Island (UPEI) School of Nursing, where she served as Dean between 2004 and 2012, and as full professor between 2008 and 2012. She also holds adjunct appointments with the University of New Brunswick School of Nursing (Honorary Research Assistant), the University of New Brunswick, Dalhousie University and the Memorial University Department of Graduate Studies.

Dr Critchley has a long and distinguished career in nursing in post–secondary education in Canada. She has held a number of important academic administrative positions, including chair of the School of Nursing Master of Nursing Development Committee at the University of Prince Edward Island (UPEI), and member of the working committee for the Canadian Research Chair in Human Development and Health.

She was the UPEI lead for 10 years for the Atlantic Regional Training Centre that offered a Masters in Applied Health Services Research with four Atlantic universities. She has also held a number of important administrative positions within the nursing profession, including serving as the Atlantic representative for ’Picking up the Pace: Innovations in Primary Health Care from Across Canada,’ and as committee member of the Canadian Primary Health Care Initiative.

Dr. Critchley earned a BSc Nursing from St. Francis Xavier University, a Master of Nursing from the University of Calgary, a Diploma of Primary Health Care and Quality Improvement from the University of Helsinki Department of Primary Health Care, and a PhD from the University of Helsinki Faculty of Medicine. Her areas of research include primary health care, children’s health, Aboriginal health, and knowledge translation. She has extensive peer-reviewed publications and scholarly–presentations to her credit. She is a member of the Association of Nurses of Prince Edward Island, the Canadian Association of University Schools of Nursing Accreditation Team, and the Canadian Association of University Schools of Nursing Awards Nominating Committee. She is a four-time recipient of the UPEI School of Nursing Education Award.

Kim Critchley, PhD Dean and Chief Executive OfficerUniversity of Calgary Qatar

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Kelley Skeff, MD, PhD, MACPProfessor of MedicineStanford University

Dr. Skeff is the George DeForest Barnett Professor in the Department of Internal Medicine at Stanford University, and Co-Director of the Stanford Faculty Development Center (SFDC). Dr. Skeff was the internal medicine residency program director at Stanford for 2 decades. He received his MD from the University of Colorado and his PhD from the Stanford School of Education.

Dr. Skeff’s academic career has focused on methods to assist faculty and residents internationally to improve their teaching effectiveness, resulting in the development of the Stanford Faculty Development Center (SFDC). The SFDC uses a dissemination approach that trains faculty from institutions internationally to train their own faculty colleagues and house staff to become more effective teachers.

Since 1986, the SFDC has trained 361 faculty trainers from 149 institutions in 16 countries to become local, regional, and national resources for the improvement of medical education. These faculty have, in turn, assisted over 15,000 faculty and residents to improve their teaching effectiveness.

He has received several awards including the Association of Program Directors in Internal Medicine’s Distinguished Medical Educator Award and the AAMC Flexner Award for Distinguished Service to Medical Education. He is a Regent and Master of the American College of Physicians.

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Mohamud Verjee, BSc (Hons), MBChB, DRCOG, CCFPAssociate Professor of Family Medicine in Clinical Medicine Consultant, HMC and PHCC

Mohamud A. Verjee is an Associate Professor of Family Medicine in Clinical Medicine at Weill Cornell Medical College in Qatar (WCMC-Q). He is the Director of the Primary Care (Family Medicine) Clerkship, and is involved in academic research as well as being an active practicing family physician in Qatar.

Dr. Verjee received his BSc (Honors) in Biochemistry from the University of Dundee, Scotland, where he later obtained his MBChB medical degree. After internship, he completed his Diploma in Obstetrics & Gynecology and obtained the DRCOG. Establishing a new community family practice in Oxfordshire, England, he started teaching medical students at Oxford University, England in 1990. Moving to Newfoundland and Labrador, Canada in 1994, he practiced rural family medicine and emergency medicine for two years before settling in Alberta, Canada. He joined the University of Calgary as clinical faculty and later became a Certificant (CCFP) of the College of Family Physicians of Canada, with board certification for family medicine. He has also held the position of one of the Chief Examiners in Alberta for the Medical Council of Canada. At the University of Calgary and at his teaching practice, he taught an expanded cohort of medical students, family medicine residents, and nurse practitioners. He was closely involved with training, mentorship and reintegrating foreign medical graduates into the Canadian medical system under the AIMG program at the University of Calgary. He was appointed there as the Director, Family Medicine Clerkship, in 2003 and attained the rank of Clinical Associate Professor. His link with Calgary continues as an Adjunct Associate Professor of Family Medicine.

Holder of several Gold Star teaching awards at Calgary, and awarded Excellence in Teaching Awards at WCMC-Q, he has also gained family medicine recognition for achievement and excellence from the College of Family Physicians of Canada. His clinical interests are diverse and include community obstetrics and gynecology, pediatric surveillance, vaccinations, cardiology, rheumatology, inflammatory bowel disorders, glaucoma, diabetes mellitus, thyroid disorders, procedures in family practice, communication skills, and literature in medicine. He is a strong advocate of patient-centered care, and a 'medical home' for everyone.

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Stella C. Major, MBBS, FRCGPAssociate Professor of Clinical Medicine

Dr. Stella C. Major joined Weill Cornell Medical College in Qatar (WCMC-Q) in September 2013 as Associate Professor of Clinical Medicine. She is an experienced educator and physician. She came to WCMC-Q from the United Arab Emirates University (UAEU) where she served as Associate Professor of Family Medicine in the College of Medicine and Health Sciences and as Director of Clinical Skills Course. At UAEU, in addition to her extensive role in clinical skill teaching, she was a Family Medicine Clerkship supervisor and a PBL tutor for year 3 and 4 students. In addition, she was very actively involved in teaching and advising graduate and post-graduate students in Family Medicine. Other academic positions held by Dr. Major include Instructor of Family Medicine (1995 - 1998), Assistant Professor of Family Medicine (1998 - 2005), and Associate Professor of Family Medicine (2005 - 2006) at the American University of Beirut, Lebanon; and Locum Clinical Teaching Fellow (2006 - 2007) and Senior Clinical Teaching Fellow and Deputy Director of Primary Care Education (2007 - 2008) at Imperial College School of Science, Technology, and Medicine, where she continues as Honorary Senior Lecturer.

Dr. Major´s clinical care experience spans almost twenty years. She was an Attending Physician in Family Medicine at the American University Hospital, American University of Beirut Medical Centre in Beirut(1995 - 2006), a Physician in private general practice service in London (2006 - 2008), and a Consultant in Family Medicine at Al Ain Hospital, Department of Family Medicine (2009 - 2013).

Her research interests focus on chronic disease management, medication utilization and patient safety in Primary Care, and medical education and professional training and practice. Dr. Major has been a Member of the Royal College of General Practitioners (RCGP) in the U.K. since 1995 and was awarded Fellowship of the RCGP in 2011 for years of service in clinical practice, education, research, and academic leadership.

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Dora Judit Stadler, MD, FACPAssistant Professor of MedicineAssistant Dean for Continuing Professional Development Consultant, HMC

Dr. Stadler received her Bachelor of Science in Nutritional Sciences from Cornell University in 1996 and her M.D. from Weill Cornell Medical College in 2000. She completed her residency in the Internal Medicine - Primary Care Track at New York Presbyterian Hospital in 2003 where she served as one of the Primary Care Chief Residents at Cornell Internal Medicine Associates.

After her residency, Dr. Stadler joined Washington Hospital Center, in Washington, DC as an Attending Physician/Clinician Educator and the Internal Medicine Program´s Ambulatory Care Rotation Coordinator. From 2007 to 2009, she worked as a staff physician for the Food and Agriculture Organization of the United Nations in Rome, Italy where her clinical activities focused on primary and urgent care, travel medicine, and occupational health.

Dr. Stadler joined WCMC-Q in 2009 as the Co-Director of the Medicine Clerkship. Since 2012, she has also served as the Assistant Dean for Continuing Professional Development in which capacity her work includes residency program accreditation, resident education and continuous professional development activities for healthcare providers across the region. Dr. Stadler´s interests include medical education, primary care with a focus on preventive medicine, and international health.

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Amal Khidir, MBBS, FAAP Assistant Professor of Pediatrics Consultant, HMC

Dr. Khidir, director of pediatric clerkship and American Board certified pediatrician, joined Weill Cornell Medical College-Qatar (WCMC-Q) in 2006. She practices Pediatrics at Hamad Medical Corporation (HMC) clinics where she also supervises medical students and residents.

Dr. Khidir graduated from Faculty of Medicine, Khartoum University, Sudan in 1991. She completed her residency training at Howard University Hospital, Washington, D.C. and later joined Howard University (HU) as faculty in 2002. As a pediatric clerkship director at HU, she oversaw over 100 medical students and 20 dental residents per year. In 2005, Dr. Khidir was awarded the Academic Excellence Program Award/Grant by HU to run a faculty development seminar “Teaching in Clinical Setting”. In 2007, she completed faculty development training program at Harvard Macy Institute.

Dr. Khidir´s has been involved in several academic and non-academic committees at HU, HMC, and WCMC-Q. She is a member and a fellow of the American Academy of Pediatrics (AAP), Section of International Child Health (SOICH) at AAP, Council of Medical Students Education in Pediatrics (COMSEP). Dr. Khidir holds active licenses to practice pediatrics the U.S.A, Qatar, and Sudan. Currently, she practices as a general pediatrician at Hamad Medical Corporation.

Dr. Khidir´s areas of interest are medical education, faculty development, neonatology, health promotion, and cultural competency. She is in charge of the IAMSE webinars and discussion at the college as well being the co-founder of the Professionalism Course taught at HMC. She is involved and led several medical education workshops locally, nationally and internationally.

She is involved in a research study titled “Providing Culturally Appropriate Health Care Services in Qatar: Development of a Multilingual Patient Cultural Assessment of Quality Instrument”. This study is funded by the National Priorities Research Program (NPRP) equivalent to R01 grants. She also supervised students in Undergraduate Research Experience Program (UREP) grant to study anthropometric measurements, nutritional habits, and physical activity of school children and adolescents in Qatar.

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Humayun “Hank” Chaudhry, DO, MACP President and Chief Executive OfficerFederation of State Medical Boards

Dr. Humayun “Hank” Chaudhry is the President and Chief Executive Officer of the Federation of State Medical Boards (FSMB) of the United States, which represents the national state medical licensing boards and co-sponsors, with the National Board of Medical Examiners, the United States Medical Licensing Examination (USMLE). In London in September of 2014, he was elected Chair Elect of the International Association of Medical Regulatory Authorities (IAMRA), which represents more than 75 member organizations from more than 40 nations.

Dr. Chaudhry is a graduate of New York University (NYU) and the New York Institute of Technology College of Osteopathic Medicine (NYITCOM), and completed an ACGME accredited residency in Internal Medicine at Winthrop University Hospital, New York. From 2001 to 2007, he was Chairman of the Department of Medicine and Assistant Dean for Health Policy at NYITCOM. He has Master’s degrees from NYU and the Harvard School of Public Health, where he serves on the Dean’s Leadership Council. Prior to joining FSMB, he was Commissioner of Health for Suffolk County, New York, leading the ninth largest public health department in the United States. Dr. Chaudhry served in the United States Air Force Reserve, rising to the rank of Major as a flight surgeon. He is a Master of the American College of Physicians (ACP) and Past President of the American College of Osteopathic Internists. He is the co-author of two books, Fundamentals of Clinical Medicine, published in 2004, and Medical Licensing and Discipline in America, published in 2012. Since 2010, he has been a Clinical Associate Professor of Internal Medicine at the University of Texas Southwestern Medical School.

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Robert Kamei, MD Vice Dean of Education Duke-NUS Graduate Medical School Singapore

Robert K Kamei, MD is the Vice Dean of Education at the Duke NUS Graduate Medical School Singapore.Born in Los Angeles, California, Robert holds an undergraduate degree in Human Biology from Stanford University and a medical degree from the University of California, San Francisco. He subsequently pursued internship and residency training in pediatrics at the Children Hospital of Philadelphia, University of Pennsylvania School of Medicine. After several years in primary care pediatric practice, he returned to the University of California, San Francisco where he served on the faculty. He was named as director of pediatric residency training in 1990 and continued in this position until accepting the position at the Duke NUS in 2006.

Prior to his position in Singapore, he served as the director of pediatric residency training at University of California, San Francisco, between 1990 and 2006. Under Robert’s leadership, the UCSF program grew to one of the largest residencies in the country and expanded from 2 to 5 major clinical teaching sites. The program was known to be highly innovative, with several publications describing many of these creative efforts.

Robert co-edited the textbook, “Fundamentals of Pediatrics”, with Dr. Abraham Rudolph, which became one of the most popular references on pediatrics for medical students and residents. The book has since been translated into several different languages.

In 2000, he was the recipient of a Fulbright Senior Scholar Award to provide faculty development for academicians teaching medicine in Indonesia. During his sabbatical year, he traveled extensively throughout Indonesia and Southeast Asia to lecture and lead discussions on contemporary medical education teaching and evaluation techniques.

Dr. Kamei has held many different leadership positions in the Association of Pediatric Program Directors, the American Board of Pediatrics, and holds membership in the Alpha Omega Alpha medical society.

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Lois Margaret Nora, MD, JD, MBA President and Chief Executive OfficerAmerican Board of Medical Specialties

Dr. Lois Margaret Nora is President and Chief Executive Officer of the American Board of Medical Specialties (ABMS). ABMS is a not-for-profit organization that supports its 24 medical specialty Member Boards in developing and implementing educational and professional standards to certify physician specialists and encourage lifelong learning and assessment. Through these efforts, ABMS helps ensure high quality health care for patients, families and communities.

Prior to joining ABMS in 2012, Dr. Nora served as Interim President and Dean of The Commonwealth Medical College in Scranton, Pennsylvania, one of the nation’s newest medical schools. From 2002 - 2010, Dr. Nora served as President and Dean of Medicine at Northeast Ohio Medical University. During Dr. Nora’s tenure, institutional accomplishments included the founding of a College of Pharmacy and College of Graduate Studies; a founding partnership in the Austen BioInnovation Institute in Akron; and selection as one of Ohio’s best workplaces, among others. Previously, Dr. Nora served as Associate Dean of Academic Affairs and Administration and Professor of Neurology at the University of Kentucky College of Medicine, and Assistant Dean and Assistant Professor of Neurology at Rush Medical College in Chicago.

Dr. Nora’s scholarly work focuses on issues in medical education, particularly the student environment, and issues at the intersection of law and medicine. Her honors include the American Medical Women’s Association President’s Recognition Award, the AAMC Group on Educational Affairs Merrel Flair Award in Medical Education, The Phillips Medal of Public Service from the Ohio University College of Osteopathic Medicine, and the 2010 Northeast Ohio Medical University College of Pharmacy Dean’s Leadership Award, among others.

Dr. Nora received her medical degree from Rush Medical College, a law degree and certificate in clinical medical ethics from the University of Chicago and a Master of Business Administration degree from the University of Kentucky Gatton College of Business and Economics.

She is board certified in neurology by the American Board of Psychiatry and Neurology, and is participating in Maintenance of Certification.

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Andrew Padmos, BA, MD, FRCPC, FACPChief Executive Officer Royal College of Physicians and Surgeons Canada

Andrew Padmos, BA, MD, FRCPC, FACP, joined the Royal College of Physicians and Surgeons of Canada as its Chief Executive Officer in September 2006, and along with many partners, has shared in leadership to advance medical education and professional practice by enhancing postgraduate medical education and training, augmenting membership and volunteer programs, addressing health policy issues, and developing stronger relationships with international partners and medical organizations.

Dr. Padmos received an honours BA in Political Science and Economics from Trinity College, University of Toronto, and graduated in the first class of Medical School from McMaster University in 1972. From 1973–1975, he was president of the Professional Association of Internes and Residents of Ontario (PAIRO) and served as president of the Canadian Association of Internes and Residents (CAIR) from 1975–1976. Following specialty training in Internal Medicine and Hematology, he was certified by the Royal College in both specialties in 1976.

Dr. Padmos practised as a hematologist in Calgary, Alberta, for two years before taking up a 15–year term at King Faisal Specialist Hospital and Research Centre in Riyadh, Saudi Arabia. In Riyadh, he introduced a bone marrow transplant program, managed a large clinical program in Hematology and Oncology, and served in many administrative capacities including head of the Department of Oncology. Dr. Padmos came to the Royal College from Halifax, where he was commissioner of Cancer Care Nova Scotia and vice president of Research, Academic Affairs and Quality for Capital District Health Authority from 1998–2006.

Dr. Padmos has an extensive background in governance and management. He serves or has served on the boards of Research Canada, the Ottawa Community Cancer Foundation, the International Advisory Board for the Ministry of Health of Saudi Arabia and the International Advisory Board for the Kuwait Institute for Medical Specialization, among many others.

Since 2006, Dr. Padmos has led the Royal College in business transformation that has included enhancements to the Maintenance of Certification (MOC) Program, support for innovation and the use of simulation in medical education and training, and expansion of the organization’s international outreach to new partners in the Gulf region, Asia and South America. Recently, the Royal College has implemented a multi–year initiative to introduce a competency-based approach to residency education in Canada.

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Janette Samaan, PhdFounding Sr. DirectorGlobal Health Learning Opportunities (GHLO)Association of American Medical Colleges

Dr. Janette Samaan joined the Association of American Medical Colleges as the founding Director of Global Health Learning Opportunities (GHLO)* in 2010 following an extensive career in international education that spans over 25 years.

Dr. Samaan’s professional portfolio includes administrative positions with Ohio University, the University of Maryland, the University of Houston, and most recently as Assistant Vice Chancellor for International and Exchange Programs at the University of Hawaii. Dr. Samaan’s academic credentials include a PhD in International Higher Education Administration, a Master of Arts in International Affairs and Bachelor of Arts degrees in Psychology and French.

With a passion for crosscultural collaboration, Dr. Samaan has been a leader in developing and implementing international programs and strategies in a variety of settings and is currently committed to shaping global perspectives in the field of medical education.

* GHLO, AAMC’s new international initiative, is a collaborative network of medical schools globally that facilitates clinical, public health, and research elective rotations for final year medical students outside their home countries and encourages faculty engagement.

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Is Breaking Bad News All Bad News?

Mohamud A. Verjee, Lan SawanWeill Cornell Medical College in Qatar

Background: Breaking bad news (BBN) needs utmost sensitivity, and empathy. It may irrevocably impact the life of anyone at any point in time. Requiring great communication skills, the amount and rate of information exchanged are manifestly important. BBN training should improve medical students’ skills.BBN was introduced as an OSCE with Standardized Patients (SPs) to senior medical students in 2010. This led to a five-year study from “no training” in 2010 - 2011 to “full training” using the SPIKES model in 2012 - 2014.

Methods: Students undertook a summative 15-minute OSCE. Features particularly assessed were logical flow, empathy, patient-centeredness, pauses between conversations, and time management. Their level of knowledge was not tested.

Results: With a pass mark set at 60%, results confirmed improved scores from 66% without to 83% with training. Faculty feedback was given within 24 - 48 hours post OSCE. Minimally trained students ended interactions earlier than those who prepared in advance. At feedback, students cited stress as the reason for leaving. Females were better than males at imparting bad news. All students had to self review their video recording within two weeks. A lack of appropriate communication skills, followed by a sensitivity not to upset patients (SPs), led to most communication difficulties. Some students use blocking maneuvers to lessen the harshness. Prepared and trained students always performed better than average.

Conclusion: Directed training can improve BBN communication skills of students as well as their confidence, with better rapport, greater effectiveness, less medical jargon and more organized interviews. Intervention training with SPs has been a very positive innovation.

Inter-professional Education - Diabetes Themed Activities

Stella Major1, Kerry Wilbur2, Lan Sawan1, Ziyad Mahfoud1

1 Weill Cornell Medical College in Qatar2 College of Pharmacy, Qatar University

Background: Delivery of safe and effective patient care draws upon the experiences and expertise of numerous health disciplines. Increasingly, health professional training programs are introducing inter-professional (IPE) learning opportunities into their curriculums to prepare their students for such care. IPE refers to two professional groups learning with, from and about each other at the same learn-ing event, with a view to improving collaboration and the quality of care. Third year pharmacy and medical students from the College of Pharmacy at QU and at WCMC-Q attended a workshop on IPE. Competencies selected for the session included role clarification, inter-professional communica-tion, patient-centered care and shared decision-making.

Methods: Forty medical and 30 pharmacy students participated. Twelve groups, of 56- students discussed each others’ roles in the care of a diabetic patient, gathered data from a simulated patient, playing the role of diabetic patient with a recent complication, prioritized their findings and drew up a care plan and debated it referring to best clinical practice. Participants were invited to complete a RIPLS survey; a validated instrument,

Oral Presentations Abstracts

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RIPLS (Readiness for inter-professional learning survey) which explored views on: Prior experiences in IPE, attitudes towards IPE (pre and post), preferred IPE educational contexts (lectures, simulation), preferred choice of IPE partners (nutritionists, respiratory therapists) and whether it should be assessed. Participants attitudes were explored across 28 IPE related domains, using a 5-point Likert scale. Response to the survey was on a voluntary basis.

Conclusion: The workshop was successfully completed, and data interpretation is in progress.

An OSCE Curriculum for Assessment of Resident Communication Skills

Dora Stadler1, Deema Al-Sheikhly1, Ibrahim Has-san2, Lan Sawan1, Tasleem Raza2, Hassan Mo-bayed2 , Mohsen Eledrisi2, Thurayya Arayssi11Weill Cornell Medical College in Qatar2Hamad Medical Corporation

Background: As our institution transitioned to competency-based education through the Accreditation Council for Graduate Medical Education-International (ACGME-I) accreditation process, there was a need to assess residents’ communication skills in a standardized setting. We developed an Objective Structured Clinical Exam (OSCE) curriculum to serve as a formative performance-based clinical assessment tool targeting communication skills, ethics, and professionalism based on the six ACGME core competencies.

Methods: We developed an 11 case two-year Standardized Patient (SP) curriculum for the formative assessment of internal medicine residents addressing core communication topics appropriate to our setting. We created a unified

checklist based on the Kalamazoo consensus statement with unique descriptors/scoring rubrics for each case. Trained SPs completed the assessment and provided feedback to the trainees. Residents also completed the checklist as self-assessment and an overall OSCE evaluation.

Results: There have been 142 resident encounters over 2 years. While most residents were rated as competent in their overall skills, there was a trend for lower scores in addressing certain topics such as medical error, family conflict, and discussion of the need for a breast exam. The evaluation survey indicated that the residents found the feedback to be useful, the encounters to be practical and a good educational experience.

Conclusion: The current curriculum has been a successful tool for formative assessment and data can be used to help guide individual resident development as well as curricular planning for the residency program. Our OSCE curriculum for communications skills assessment is practical, adaptable and transferable to a variety of settings.

Using Webinar Discussions to Increase Connections between International Hospital and Medical School Based Faculty

Amal Khidir, Mary Anne BakerWeill Cornell Medical College in Qatar

Background: Weill Cornell Medical College in Qatar is affiliated with Hamad Medical Corporation Doha, Qatar. Initially our partnership presented challenges because many of the faculty in both institutions were trained in different medical education systems. This faculty development project was designed to enhance communication and develop shared goals in delivering medical education to students and trainees, using IAMSE webinars followed by locally facilitated discussions.

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Methods: Between 2008 and 2013 participants from both institutions participated in 10 webinar series and themes. There were 5 - 6 webinars for each theme. Each session was two hours in length during which participants watched the webinar live or recorded, engaged in discussions that focused on the topic and how to apply the content to our local teaching context. At the end of each session participants completed an evaluation.

Results: Participants, who completed evaluations for 6 of the series, indicated that webinars were effective (69%), triggered good onsite discussion (79%), enhanced appreciation of topics (77%), and were beneficial (80%). Discussions increased faculty engagement as well as strengthened collegial relations, networking and collaboration between institutions. As a result of these sessions a group of individuals that included participants decided to start a Research Interest Group that had met monthly during 2012 - 2013 to discuss different topics, to exchange expertise and to peer review research projects developed by individuals in the group.

Conclusion: Webinars followed by discussions are, not only an effective method to use in international faculty development, but also help transform the medical education culture in the local context.

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1 A National CPD Framework for the Healthcare System in Qatar: The Need and the Value of Alignment with Qatar Health Strategy

Samar Aboulsoud, Jamal Al KhanjiQatar Council for Healthcare Practitioners, Supreme Council of Health

Advancing healthcare is one key aspect of the human development domain of the Qatar National Vision (QNV) 2030. The National Health Strategy (NHS) 2011 - 2016 is intended to propel Qatar towards the health goals and objectives contained in the QNV 2030. NHS projects, encompassed in 7 goals, are reforming the entire healthcare system through a strategic view on the far-reaching and fundamental changes required to achieve Qatar’s healthcare vision.

The Accreditation Department, as part of the Qatar Council for Healthcare Practitioners (QCHP), is responsible for the development and implementation of a CPD framework for all healthcare practitioners, including policies, standards and licensing requirements. According to the NHS, this is part of the regulatory functions of the QCHP that have to ensure not only the maintenance but also the continuous development of knowledge and skills of all healthcare practitioners aiming at better healthcare quality and patient outcomes. The Accreditation Department-QCHP appreciates the importance of the conception of interdependencies between all NHS projects. Our project is a vivid demonstration that having the in-depth understanding of the whole picture not only fosters the culture of professional development but also ensures better alignment with other NHS goals especially those related to a skilled national workforce, improving healthcare quality and patient safety as well as promoting high-caliber research.

2Evaluating Psychosocial Support Needs of Female Cancer Patients in the State of Qatar

Razzan Alagraa, Ahmad AbuJaber, Prem Chandra, Joanne Doughty

Background: Patient perceptions of psychosocial support are increasingly important to understanding appropriate holistic patient-centered care. Information is scarce regarding the attitudes of female cancer patients in Arab and Muslim populations. This study was undertaken among female cancer patients in Qatar.

Purpose: The aim of this study is to determine whether female cancer patients view psychosocial support as an important part of their care strategy. Another aim of this study is to determine which demographic indicators, if any, may predict for certain preferences in care.

Methods: This study used English and Arabic questionnaires to glean data from female cancer patients attending clinics at the National Centre for Cancer Care and Research in Doha, Qatar. For the purpose of this study, psychosocial support was defined under four categories: (1) family support, (2) religious/spiritual support, (3) support groups, (4) physician referred support.

Results: Results show that a strong desire exists among the female cancer population to have psychosocial support in various areas to support their cancer journey. There was no significance between patient demographics and specific preferences for the support categories in the study.

Conclusion: This study may provide some areas for future research that may provide guidelines for improving holistic patient care and in assisting

Poster Abstracts

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the Supreme Council of Health in meeting its targets for the Qatar National Cancer Strategy, which states that cancer treatment should be patient-centered focusing on both medical and psychosocial needs of patients. Future directions may be aimed at special training psychosocial support for healthcare professionals.

3Taking Simulation a Level Down: Going Basic and Observing Thinking

Guillaume Alinier, John Meyer, C. Campbell, N. NaidooHamad Medical Corporation – Ambulance Services

Background: Simulation is becoming synonymous with technology, whether it uses computer applications, mannequins, or even actors. Simulation covers a very wide spectrum of media and processes but what often matters most is the facilitation process of the learning experience.

Methods: Pilot Visually Enhanced Mental Simulation (VEMS) sessions followed by debriefing were facilitated for ambulance paramedics and critical care paramedics using scenario scripts prepared for full-scale simulation. It involved the use of laminated cards and posters to represent the patient and equipment, a whiteboard and markers to write physiological parameters and interventions done by the crew. Scenario participants were oriented to the VEMS process, which requires verbalizing all thoughts and actions including equipment settings, and actual communication with patient and bystanders represented by facilitators.

Results: Feedback was collected from participants using a questionnaire that compared VEMS to the

standard approach of running scenarios with an interactive patient simulator. Participants engaged very well with VEMS, rated it highly, although slightly less than our standard simulation. All would like repeated exposure especially prior to full-scale simulation. Similar clinical mistakes were “observed” in both types of simulation modalities.

Conclusion: VEMS can be run almost anywhere as it does not require real equipment, is highly engaging for participants, can be used for interprofessional education, and can address learning objectives similar to physical simulation modalities. Time and experienced facilitators are needed. Briefing of expectations and the process are as important as the preparation of the scenario script and clinical knowledge and facilitation style of the facilitator.

4 The OSCE: HMC Ambulance Service’s Weekly Practical Assessment Event for New Staff

Guillaume Alinier, M. Mhiri, F. Vincent, C. Zarrougui, R. Mraidi, S. Spoh, J. Meyer, M. Hamzaoui, J. Sayo, C. Campbell, V. Naidoo, O. Daoussi, E. Aviles, A. Gagarin, J. Suarez, S. Bchini, R. Molina, E. Gonzales, M. El Khady, A. Al Alalayah, F. Mariano.Hamad Medical Corporation - Ambulance Services

Background: HMC Ambulance Service (HMCAS) recruits its ambulance paramedics from overseas, mostly with a nursing qualification and all come with variable experience, yet we need to ensure they are able to provide the same level of care and practice in accordance to our Clinical Practice Guidelines.

Methods: The concept of assessing skills using the Objective Structured Clinical Examination

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(OSCE) process was introduced to HMCAS in-structors during a week-long staff development workshop. Staff were coached to develop OSCE stations and took part in pilot sessions as examin-ers with a new ambulance paramedic staff. The OSCE is now a core component of our ambulance paramedic training programme and sessions take place on a weekly basis to assess new staff on the skills and knowledge that they have been taught up to that point in time. Feedback on the OSCE experience was sought from the staff through an online survey.

Results: 83 OSCE sessions with an average of 16 stations have been organized. Although seen as a stressful experience, instructors and staff find it a very beneficial and effective mode of assessment. It motivates staff to study and they are favorable to having an OSCE at least once a year following the completion of their orientation.

Conclusion: We are committed to sustaining the facilitation of OSCE sessions as they prove a very practical way of assessing 15 - 20 staff at a time over a wide range of skills and gauging their prog-ress through repeated sessions. We encourage edu-cators to explore this approach.

5 E-Health Readiness and Challenges Facing E-Health Deployment in Nursing Practice: Qatar as a Case Study

Rasmeh Al-Huneiti, Wamadeva Balachandran, Ziad Al-HunaitiBrunel University, United Kingdom

Background: This paper is part of research work to develop an e-learning model for e-health education for nurses in developing countries.The objective of this study is to investigate the current e-health read-

iness in Qatar from the perspective of the cursing community, with the focus on the main challenges which hinder e-health adaption and implementation within the nursing practice.

Methods: A sample of 383 nurses working at both government and private hospitals in Qatar were sur-veyed. To achieve the full understanding of the ques-tions by nurses who use English as a second language, the questions concentrated on the main issues with short and simple wording. The completed question-naires were collected and analyzed using Statistical Package for Social Sciences (SPSS) software.

Results: The results showed that the top chal-lenges facing e-health implementation in nursing practice are an educational-related aspect.

Conclusion: This justifies the need to establish an educational framework for e-health implementation in nursing practice since e-health is an opportunity to improve efficiency, reduce costs, facilitate com-munication, and enhance quality of patient care.

6OSCE Curriculum Design and Implementation: A Faculty Development Program

Deema Al-Sheikhly, Dora Stadler, Thurayya Arayssi, Stella Major, Lan Sawan, and Mohamud VerjeeWeill Cornell Medical College in Qatar

Background: As a result of a shift to a competen-cy-based education, there was a need identified for assessment of residents’ communication skills. An OSCE program with standardized patients (SP) was developed and has been running for the last two years. Expansion of this program created the current need for additional faculty training thus we developed an OSCE curriculum design and imple-mentation course.

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Methods: We used a systematic six-step approach to develop this curriculum. The curricular compo-nents ranged from creating a blueprint to training the SPs and piloting the OSCE cases. We identified the goals and objectives of the program. We incor-porated multiple educational strategies to engage learners in active and self-directed learning. The evaluation design and methodology was carefully aligned with the objectives of the curriculum. The program development component included identify-ing the delivery format, the stakeholders, and avail-ability of funding and resources.

Results: We developed a 5-week longitudinal pro-gram in the development of an OSCE/SP for the formative assessment of residents’ communication skills.

Conclusion: This curriculum was developed in a structured and systematic way using the six-steps approach. Although it was based on the needs of the Internal Medicine department, it can be applied to different disciplines locally, regionally and inter-nationally. Using the six-step approach was an ef-ficient way to develop the OSCE/SP program, which was effective for training faculty.

7English Reading Skills of Fourth Year Medical Students at Sultan Qaboos University

Yousef Al-Weshahi, Iman Al-HabsiSultan Qaboos University, Oman

Background: Study fourth year medical students’ English reading strategies, English reading proficiency level, and reading self-efficacy. It also aims at finding the correlation between these parameters.

Methods: Sixty-five fourth-year medical students from the College of Medicine and Health Sciences

at Sultan Qaboos University, participated in this cross sectional study. Survey of Reading Strategy, IELTS reading part, and self-efficacy scale were used in the research. SORS is a valid survey with an overall reliability of 0.89.

Results: The strategy “Taking notes” was the high-est strategy used by the male students. And the meta-cognitive strategy “Using context clues”was the highest used by the female students. 49% of all the students scored between 15 and 20 out of 40 in the reading proficiency test. There is no sig-nificant difference in the use of reading strategies between students with different English reading proficiency level. 27.27% of students rated their English proficiency 7 and 8 out of 10 but according to IELTS they were modest users of the language. 6.82% of students rated their reading proficiency level 7 to 8 and scored band 4 (limited user of the language) in the IELTS reading.

Conclusion: Reading strategies enable students to overcome difficulties they encounter while reading. Despite high use of reading strategies by fourth year medical students, English reading proficiency level of the majority of them is still low. Students tend to over or underestimate their reading proficiency level. Therefore, reading self-efficacy cannot be always an accurate method to reflect the actual reading comprehension level.

8Learning Environment for Medical Professionalism at Sultan Qaboos University

Yousef Al Weshahi2, Ahmed Khalfan Humaid Al Ghaithi1, Bader Al Alawi21Sultan Qaboos University, Oman2Oman Medical Specialty Board, Oman

Background: The learning environment plays an

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essential role in medical students’ professional formation. The students’ interplay with the learn-ing environment is complex and sophisticated, but an important part of that is the professional behavior of faculty they model before students on day-to-day basis. This powerful effect of faculty professional behaviors on students’ professional behavior is a huge potential for developing learn-ing and evaluating of professionalism in medical schools. This study aimed at measuring profes-sional behaviors of faculty and their students as perceived by other medical students. The study aims at finding any correlation between the two groups’ behaviors in the eyes of fresh graduates at Sultan Qaboos University.

Methods: A validated instrument developed by Louise Arnold et al (modified UMKCSOM Climate of Professionalism) based on the American Board of Internal Medicine definition of professionalism was translated and completed by 80 new medical school graduates from Sultan Qaboos University for the academic year 2013 /2014. The questionnaire asked the intern doctors to quantify the frequency of certain perceived behaviors of their faculty and colleagues towards their colleagues, patients and work.

Results: There were positive correlations between faculty and colleague’s professional behaviors. There was no significant difference in perceived behaviors between the two sexes, and student versus teachers. Perceived behaviors didn’t show significant extreme behaviors.

Conclusion: The psychometrics of the instrument’s scores is sound. Despite the integration of professionalism in the new curriculum there was no significant difference between the observed behaviors of faculty and medical students, which indicates the strong correlation between the two sets of behaviors. This confirms the powerful

effect of faculty professionalism on their students’ professional formation.

9Closing Gap in Family Medicine Specialists: Through Three-Tier Distant Learning Modality

Heitham Awadalla, Eltyeb Eltaj

Background: Most of the developing countries have experienced shortage in family medicine specialists. Training institutes are few and it is very hard to meet the health systems’ need through the current post-graduation totally in-house educational systems. In 2010 Sudan established the Public Health Institute (PHI) to contribute to solving this problem. Distant learning modality has been introduced to encourage enrolling large numbers of candidates.The aim was to study the enabling and hindering factors of distant learning modality.

Methods: It was a case study of the PHI. Primary data were collected from key stakeholders and teaching staff through focus group discussions and direct interviews.

Results: 280 students have been enrolled from six states. Three tier training system has been implemented: two phases at students’ workplace (hospital rotation and healthcare center attachment); the third phase is providing lectures and case studies through distant learning. This modality was found to be more convenient for both; students and health managers. Main challenges reported were: constant internet connectivity, coordination with states’ health authorities and availability of qualified mentors at state level. The training institutes have to consider the following: transforming the credit hours from being mostly

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direct into practical training hours, structuring and monitoring the hospital rotation period and ensuring effective mentoring system.

Conclusion: Despite its challenges, we do recommend the three tier distant learning modality for family medicine training. It has great role in both; stability of the health systems and producing large numbers of family medicine specialists.

10Closing The Gap Of Public Health Professionals: Innovative Teaching Modalities For Mass Production

Heitham Awadalla, Shahd Osman

Background: Most of the developing countries experience a shortage of public health profes-sionals. Health personnel with competencies in leading and managing health systems and health facilities are limited. The current gradu-ate educational systems fall short in meeting the health systems’ need. Sudan likewise is facing a similar challenge. In 2010 the Federal Ministry of Health established the Public Health Institute (PHI) to contribute in solving this prob-lem. Thereafter, PHI has implemented several modalities of teaching to generate the targeted numbers of public health professionals.The aim was to evaluate the different teaching modalities implemented in PHI including in-house training, flying faculty, and the sandwich method.

Methods: It was a review study of the exist-ing teaching programs in the PHI. Secondary data were collected from PHI reports, and pri-mary data from key stakeholders and students through focus group discussions and direct in-terviews.

Results: PHI offers three Master programs in the following disciplines: Public Health, Disaster Management, and Health System Management. Three modalities of teaching have been used; in-house training, in-service training (flying faculty), and sandwich method. The conventional modality (in-house training) has not been described as the preferable choice for most of these adult learners. Despite that other modalities are challenging for both educational managers and teaching faculty but may constitute a solution to attract health workers to public health training.

Conclusion: Each teaching modality has its own advantages and disadvantages. Considering those issues before jumping on one modality or the other is necessary to preserve the quality of teaching.

11Video Recordings of Lectures in an Inter-national Branch Campus of a U.S. Medical School: Beneficial or Only Desirable?

Mary Anne Baker, A. Sultan, A. Khidir, M. Mian, T. Arayssi Weill Cornell Medical College in Qatar

Background: Available research on video recordings of lectures shows increasing student use of this learning aid. However, little data are available about the relationship between use of the resource and academic performance of international medical students.

Methods: Video recordings of all lectures delivered to a first year medical course were made available to enrolled students within 24 hours of their delivery in class. Quantitative and qualitative data was gathered to evaluate frequency and determinants of use, student feedback about

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their use, as well as the relationship between student viewing patterns and performance on course quizzes and tests.

Results: Number of video connections per student ranged from 2 to 96. Mean number of connections per student was 45.2. Mean weekly viewing time per student ranged from 0 to 53.3 minutes per connection. Student quiz grades showed little or no correlation with watching videos during the preceding week, yet 73% of students said videos were helpful, 78% found having more than one lecture version helpful and 60% wanted future access to videos.

Conclusion: Students use and value access to video-recorded lectures, but further work is needed to learn more about how videos contribute to their learning.

12Interactive IT–Supported Teaching and Assessments in Ophthalmology

Alexander Bialasiewicz1, Rashid Al-Saeidi2, Katharina Breidenbach1, Radha Shenoy3

1Al Ahli Hospital, Qatar2Sultan Qaboos University, Oman3Armed Forces Hospital, Muscat, Oman

Background: To develop an IT-supported curriculum for knowledge acquisition, problem-based learning, assessment standardization, and knowledge transfer of Middle Eastern eye problems, as well as for development of clinical acumen, and inculcation of reasoning power along the lines of the recommendations of the International Council of Ophthalmology.Methods: The study was carried out at SQU, Oman by the authors. Structured learning program: log-books, rotational schedules, EBM

supported decision trees, VR simulation, EMR-retrieved reevaluations of patients with web-based tools (PubMed, webinars), Journal clubs, videos, and interdisciplinary courses (e.g. DTHM), e-assessments and case write-ups. A process-oriented QMS evaluated students and lecturers using questionnaires.

Results: The problem-based 4-week 8 hour/d learning program enabled students to diagnose common entities in the Middle East. Students attended surgery, angiography, lasers and commanded basic clinical work-up prepared in skills labs. Assessments were scheduled twice per day as individual MC, and VR, and team case write-ups and counted for grades together with logbooks and attendance. Two-week additional electives were offered for practical application.

Conclusions: Current student learning programs in ophthalmology feature skills and lack of standardization. The shift to a competency model of knowledge is feasible and essential for comparability and competitiveness at an international level. Selection of candidates apt for a residency program can be facilitated if other influences are minimized.

13Designing Scholarship Quality Questionnaires for Use in Medical Education

Katherine BradleyWeill Cornell Medical College in Qatar

Background: In emerging fields of education research, one of the prime reasons for rejection or revisions of scholarly articles by editors is lack of theoretical underpinning in their research methodology. The aim of this poster is to

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simply outline how to design a valid and reliable questionnaire, which should stand up better to the review process. Existing questionnaires used in medical and/or nursing education research will also be explored.

Conclusion: The readers should know how to:- Design appropriate questions for a questionnaire- Validate their questionnaire- Understand the factorial structure of questionnaires- Assess questionnaire reliability using statistical methods

14A Global Health Education and Research Program for Medical Students in Tanzania

Sohaila Cheema1, Rob Peck2,3, and Ravinder Mamtani11Weill Cornell Medical College in Qatar2Weill Cornell Medical College, New York3Weill Bugando School of Medicine in Mwanza, Tanzania

Background: Health profession students worldwide are expressing a strong interest in learning about global health. A similar trend has been observed among medical students at Weill Cornell Medical College in Qatar [WCMC-Q]. Being cognizant of this enthusiasm, the Division of Global and Public Health at WCMC-Q initiated an elective program with a view to allow students to gain experience in healthcare delivery, public health, research and introductory aspects of clinical medicine in Mwanza, Tanzania.

Methods: This collaborative program, developed in partnership with the Center for Global Health at WCMC in New York, is delivered and ad-ministered by Weill Bugando School of Medicine in Tanzania. Students complete an in-depth ap-

plication and submit a personal statement stating reasons for their interest in the program.

Results: The program presents ample and unique opportunities for experiential learning in a com-munity with limited resources. Student partici-pants have reported many benefits - exposure to unusual patterns of infectious diseases, gaining a broader understanding of public health, acquir-ing improved communication skills in unique situ-ations and learning to provide culturally compe-tent healthcare. Additionally, reduced reliance on imaging and laboratory findings helps students sharpen their clinical skills.

Conclusions: The training and experience provid-ed to our students in this program complements their traditional medical education. This Tanzania program is an example of a structured global edu-cation and research experience available to our students. Health institutions worldwide should give serious consideration to developing viable, affordable, organized and mutually-beneficial global education elective programs to meet the growing demand of health profession students.

15Nurse Practitioners: Where Do They Fit in Global Healthcare and Education?

Kathleen de Leon-Demare, Diana White University of Calgary in Qatar

Background: Nurse practitioners have provided primary health care in North America for over four decades. These registered nurses, with Master’s level education combining advanced nursing practice with primary care medicine in the context of Primary Health Care, work autonomously and collaboratively within the health care team.

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Methods: This poster presentation will highlight the research around the role and outline the scope of practice of the nurse practitioner as it relates to global health and health education.

16Tailoring Morning Reports to an Internal Medicine Residency in Qatar

Khalid Dousa, Mohammed Muneer, Ali Rahil, Ahmed Al-Mohammed, Dabia AlMohanadi, Abdelhaleem Elhiday, Abdelrahman Hamad, Bassim Albizreh, Noor Suleiman, Saif MuhsinHamad Medical Corporation

Background: Morning report, a case-based conference that allows learners and teachers to interact and discuss patient care, is a standard educational feature of internal residency programs, as well as some other specialties.Our intervention was aimed at enhancing the format for morning report in our internal medicine residency program in Doha, Qatar.

Methods: In July 2011, we performed a needs assessment of the 115 residents in our internal medicine residency program, using a questionnaire. Resident input was analyzed and prioritized using the percentage of residents who agreed with a given recommendation for improving morning report. We translated the input into interventions that enhanced the format and content, and improved environmental factors surrounding morning report. We resurveyed residents using the questionnaire that was used for the needs assessment.

Results: Key changes to the format for morning report included improving organization, adding variety to the content, enhancing case selection and the quality of presentations, and introducing

patient safety and quality improvement topics into discussions. This led to a morning report format that is resident-driven, resident-led, and that produces resident focused learning and quality improvement activities.

Conclusions: Our revised morning report format is a dynamic tool, and we will continue to tailor and modify it on an ongoing basis in response to participant feedback. We recommend a process of assessing and reassessing morning report for other programs that want to enhance resident interest and participation in clinical and safety-focused discussions.

17Pharmacy Perspective of Interprofessional Education and Collaborative Practice in Qatar

Alla El-Awaisi1, Lesley Diack2, Sundari Joseph2, Maguy El Hajj11College of Pharmacy, Qatar University2School of Pharmacy and Life Sciences, Robert Gordon University, Aberdeen, UK

Background: Interprofessional education is a valuable educational approach for preparing students in different health care disciplines to provide patient care in a collaborative team atmosphere. Despite the availability of evidence that supports the effectiveness of interprofessional education as an important aspect of developing health professions’ students and its effectiveness, there is minimal published research on this topic in the Arab countries. The objective of this research is to explore the views, attitudes and perceptions of pharmacy students, pharmacists and pharmacy faculty in Qatar to inter-professional education and collaborative practice.

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Methods: A mixed methods design is used as the conceptual framework for this research. This research compromised two phases:1. An online anonymous survey, which incorporates the validated Readiness for Inter-professional Learning Scale (RIPLS), was developed and sent to all pharmacy students, all pharmacy faculty and to a stratified cluster random sample of practicing pharmacists in Qatar.2. Focus groups were conducted for each cohort to further explore interprofessional education and collaborative practice.

Results: Interprofessional education is considered important by students, pharmacy academics and practicing pharmacists. This research shows that the three different groups demonstrated positive attitudes towards inter-professional education and collaborative practice.

Conclusions: A lot of effort and hard work is needed to drive the integration and implementation of interprofessional education forward at the College of Pharmacy in Qatar.

18A Pioneering Initiative Towards Culturally Linguistically Appropriate Health Care: The Center for Cultural Competence in Healthcare (CCCHC) at Weill Cornell Medical College in Qatar (WCMC-Q)

Maha Elnashar, Huda Abdelrahim Weill Cornell Medical College in Qatar

Background: The authors report the rationale that led WCMC-Q to establish CCCHC and explore challenges and successes in implementing cultural competence training. As the first American institution to offer medical training in Qatar, WCMC-Q was confronted with challenges

of training in a multicultural/ multilingual setting.Language barriers and lack of cultural competency can negatively impact effective communication between patients and clinical students. cultural competence training needs to be implemented to address these issues.

Methods: AAMC Tool for Assessing Cultural Competence Training (TACCT) was used to survey 16 faculty members. Survey results were used to design a cultural competence training course for medical students. 26 students were given the course along with pre/post questionnaires to assess relevant knowledge, attitudes and skills. Other activities by CCCHC included conducting research to extrapolate local data, offering “Bridging the Gap” medical interpreters training to the public building a capacity of trained medical interpreters to help WCMC-Q students, in addition to organizing the first symposium in Qatar to focus on the role of cultural competence in patient centered healthcare.

Results: TACCT results showed gaps regarding knowledge, skills and attitude towards cultural competence in WCMC-Q’s existing curriculum. Pre/post evaluation showed improvement in students’ knowledge following training, but they expressed their need to further practice these skills in clinical settings.

Conclusion: Cultural Competence didactic teaching can improve knowledge among medical students, but is not enough. The authors present a brief summary of their future plans to enhance the program by addressing cultural competence skills in clinical settings using an evidence-based approach.

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19Perception, Interest, and Barriers Toward Continuing Pharmacy Development Program at Women’s Hospital in Qatar

Samah ElSalem, Doua AlSaadWomen’s Hospital, Hamad Medical Corporation

Background: To investigate Women’s Hospital pharmacists’ perception, interest, and barriers toward continuing education.

Methods: A web-based anonymous opinion survey was conducted in the pharmacy department, at Women’s Hospital in Qatar, where both pharmacists and pharmacy technicians were included. The survey was available online over a two-week period. It contained 11 closed ended questions, which were divided into four sections: 1) socio-demographics, 2) perception about continuing pharmacy development (CPD) program, 3) interest toward CPD topics, and 4) barriers to attend CPD program.

Results: The response rate was 56%. The perception of participants in response to CPD sessions revealed that more than 90% of them agreed the sessions are valuable, help them achieve their continuing educational goals, and help them develop in their daily pharmacy practice. The highest rated reason to attend CPD sessions was: the topic presented is very appealing and interesting and helps in the daily practice (85%). Participants interest for professional competencies was the highest for patient care (82%), while the lowest for drug distribution (33%). Furthermore, the highest rated topic that participants were interested in including in the CPD program was patient education and counseling (73%). The main identified barrier to attending CPD sessions was the lack of time and workload of the pharmacy during the day (76%).

Conclusion: Pharmacy staff at Women’s Hospital has a good perception and interest toward CPD sessions. CPD program planners shall work on resolving the identified barriers to maximize pharmacy staff benefits from the CPD program.

20Web Base Diabetes Information in Arabic Language: Follow-up and Systemic Re-evaluation

Soliman Azmy Ewis, Nahla M Afifi, Hussien Nour Eldin.

WHO emphasized the importance of regular evaluation of medical websites’ (URLs) contentin different languages. In 2005 we presented the 2nd study to regularly evaluate the quality of the online information on symptoms and complications of type-2 diabetes available in Arabic language (ADA Annual Meeting-2005). The present study was designed to recognize and evaluate any changes in our earlier findings by re-analyzing the original URLs, as well as a more recent sample of URLs, using the same methods.

On Sept. 2014, we searched for the original 60 URLs included in the (2005) study to see if they still existed, and compared their contents with copies of the original ones. Then we repeated the 2005 search tool to randomly select 60 URLs to be evaluated for completeness and accuracy. Only 42 of the 60 original URLs still existed. Of these, 16 had additional information leading to a significant increase in completeness scores. Only 25% of the original URLs and only 47% of the new ones were developed by scientific organizations.

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21The Contemporary Challenges of Emerging Novel Diseases and the Training of New Health Workforce Generation Under One Medicine

Elmoubasher Farag, H E Al-Romaihi, Sayed Himatt, Abarazig Humeda, M Mohamed Nour, A.M. El-Sayed, M. Al-Thani, S.A. Al-Marri, Mohamad Hussni, M.P.G. Koopmans, M.M. Al HajriSupreme Council of Health

Background: Recently, the world has witnessed emergence of novel diseases such as avian influenza, MERS.COV and Ebola. With the growing realization that pathogens do not respect traditional epistemological divides, the ‘One Health’ initiative has emerged to advocate for closer collaboration across the health disciplines and has provided a new agenda for health professionals education in the new area. Against this background, we addressed the directions of new public health training programs which have to be developed to generate a cadre of health professionals with a broad understanding of disease control and prevention.

Methods: Public health training programs around the world adopted a reductionistic approach— focusing exclusively either on the human or the animal component of the zoonotic paradigm. The reductionistic approach failed to produce trained cadre that is armed with knowledge and skills to address the factors that led to the evolution, introduction, transmission, and perpetuation of these diseases. A one health interdisciplinary program that integrates training in human and animal public health at the intersection of the ecosystem will produce a cadre that is competent and confident to meet the emerging challenges to the ecohealth with its complementary components—man, animal, and the environment.

Conclusion: Medical education institutions need to take a pioneer step by supporting the One Health Education, Advocacy, Research and Training, aiming at sustaining the health of the communities by addressing various issues of concern shaping the future of humanity today like the zoonotic and emerging diseases in their education curriculums as well as integrated training programs.

22Sudanese Medical Students’ Attitudes Towards Psychiatry Before and After Psychiatric Clerkship

Anas Ibnauf National Ribat University, Sudan

Background: Recruitment to psychiatry faces many challenges; one of them is the negative attitudes of medical students towards psychiatry. This work aims to study the attitudes towards psychiatry among medical students before and after psychiatric clerkship and to identify associated factors.

Methods: 203 students in four Sudanese medical schools were enrolled in the study. Self-administered socio-demographic and the Attitudes Toward Psychiatry-30 items (ATP-30) questionnaires were distributed to students on the first and the last day of their psychiatric clerkship. Data obtained have been analyzed using SPSS.

Results: 92.1% of students scored more than 90 on ATP-30 (which means relatively positive attitudes) and the mean of all ATP scores was 107.17 (SD ± 12.965) before psychiatric clerkship and 111.58 (SD ± 15.710) after psychiatric clerkship (P= 0.002). Those who had Sudanese secondary certificates had a significantly more

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positive attitude compared with those who had non-Sudanese certificates (P= 0.023). However, we could not detect any significant association between attitudes and other factors; age, origin, economic status, last exam result, marital status, direct contact with psychiatric patients prior to posting on psychiatry, family history of psychiatric disorders or past history of psychiatric disorders. Female students were more likely to be affected by psychiatric clerkship in comparison with male students. There was a positive correlation between positive attitude toward psychiatry and tendency to select psychiatry as a career (correlation coefficient= 0.461).

Conclusion: Medical students’ attitudes towards psychiatry became more positive after psychiatric clerkship. More attention should be paid to undergraduate teaching of psychiatry.

23Say Yes To Breastfeeding Initiative (Qatar’s First Integrated, Collaborative,Multidisciplinary Clinical Management of Breastfeeding Program)

Mohammed Ilyas Khan, Sharara Hussein, Hani Kilani, Mohammed Al-Jusiman, Mariam Al-Sakka, Mohammed Amin Alloub, Tooba Khan, Fahmi Umar, Radhia Labiadh, Sailesh Ravat, Maysoon Mohammed, Shamsa Jabeen, Shaheena Manzur, Lubna Abidi, Farheen Shahid, Bazgha Khalil, Sarigha MalikHamad Medical Corporation

Background: Caring, Sharing and Understanding Science of Breastfeeding Management Service has an ethical obligation to provide competent, compassionate care to mother and baby. Lactation Management is primarily a moral enterprise where health care providers are making decisions

constantly and shall be dedicated to providing competent breastfeeding care, with compassion and respect for human dignity and rights, uphold the standards of professionalism Breastfeeding Management care providers. are having firm grasp on the foundation principles that should guide a Physician/Nursing actions and they need to have developed the skills and ability to reason through the myriad of ethically complex circumstances. These ethical principles guide the profession and outline commitments and obligations of the physician and nursing patient education and other related staff to self, client, colleagues, society, and the profession.

We aim to provide an innovative, effective, efficient and compassionate delivery of a responsive service to achieve optimal outcomes in science of breastfeeding for health care providers, mothers, babies, their families and community considering the International guidelines and protocols, highest standards of patient safety and confidentiality.

Method: • Services to Health Care Providers Services to Patients.• Presently at AlKhor hospital level we are providing clinical management of breastfeeding, medical information, patient family education considering breastfeeding issues• Many Community awareness sessions on breastfeeding.

Result: From March 2011 to March 2013 more than 2,800 including Qatari and Non Qatari Mothers attended at postnatal ward and Clinic even more than one time with reference to Clinical Management of Breastfeeding.

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24Triangle of Integrated Care, Maternal Medications, Patient Safety and Science of Breastfeeding

Mohammed Ilyas Khan, Sharara Hussein, Hani Kilani, Mohammed Al-Jusiman, Mariam Al-Sakka, Mohammed Amin Alloub, Tooba Khan, Fahmi Umar, Radhia Labiadh, Sailesh Ravat, Maysoon Mohammed, Shamsa Jabeen, Shaheena Manzur, Lubna Abidi, Farheen Shahid, Bazgha Khalil, Sarigha MalikAl Khor Hospital, Hamad Medical Corporation

Background: Physicians, nurses and pharmacists can play an important role in the promotion of breastfeeding and in supporting mothers who are breastfeeding.

Methods: As per Guidance by WHO on Maternal Medication and Breastfeeding at Hamad Medical Corporate Level decision taken to place Breastfeeding word on Medicine Prescription Form Physician before writing any Medicine which may harm Nursing Infant ask mother Lactating or not, after success of first step we at Al Khor Hospital started awareness Program by giving Presentation on Maternal Medication and Science of Breastfeeding to Physicians and Nurses including Patient Educators, Avoid drug therapy when possible Use topical therapy when possible, Medications that are safe for use directly in an infant of the nursing infants age are generally safe for the Breastfeeding Mother, Use reliable references for obtaining information on Medication in breast milk, Choose medications with the shortest half-life and highest protein –binding ability, Choose Medications that are well studied in infants, Choose Medications with the poorest oral absorption, Choose Medicine with the lowest lipid solubility, The relative toxicity of medication. Radioisotopes, antimetabolites,

anticancer agents may be extremely dangerous even in miniscule doses.

Results: First unique outcome due to best efforts of Al Khor Hospital Breastfeeding Resource and Management Centre in Qatar, only at HMC Hospitals Medical Prescription form having information asked about Breastfeeding.

Conclusions: Through knowledge, information and awareness Al Khor Hospital is First in Qatar following WHO Guidelines for Maternal Medications and Breastfeeding.

25Needs Analysis of Continuing Pharmacy Development (CPPD) Program for Community Pharmacists in Qatar

Nadir Kheir, Fatima Al-Sulaiti, Hebat’Allah Fares, Ahmed AwaisuCollege of Pharmacy, Qatar University

Background: The College of Pharmacy’s Continuing Professional Pharmacy Development (CPPD) Program in Qatar University aims at enhancing pharmacy practice, and to fulfill the mandate of Qatar National Health Strategy (2011-2016). However, no needs analysis has assessed community pharmacists’ (CP) competencies and professional needs.

Purpose: To (1) Assess the educational needs and self-assessed competency levels of CP; and (2) To design effective CPPD programs that are tailored to the needs of the country.

Methods: A cross-sectional exploratory study utilizing a pilot-tested questionnaire based on National Association of Pharmacy Regulatory Authorities (NAPRA) competencies and self

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assessment event diary (SED) that enabled the participant to document and reflect on their interactions with patients over 1 week. Qatar CPs were enrolled using a sample of convenience and purposive sampling technique. Descriptive statistics and thematic content analysis were conducted.

Results: The majority of respondents were males (56%), and have graduated from India (39%) or Egypt (30%). Drug information skills (85%), health promotion skills (84%) and pharmaceutical care (89%) were the top-ranked CPPD educational needs. Seventy percent of the pharmacists were not satisfied with their professional competency levels. Educational needs identified in SED included medication safety and sports pharmacy.

Conclusion: Educational programs based on self-assessed needs will help achieve QNHS 2011-2016 by advancing the practice of pharmacy in Qatar. The use of blended methods for needs analysis is advocated in identifying professional educational needs. Similar studies are needed to identify needs of pharmacists in primary, secondary and tertiary settings in Qatar.

26Professionalism Curriculum: Developing Your Own Modules to Suit Your Multi-Cultural Context

Amal Khidir1, Magda Wagdy2, Ahmed Alhammadi2, Abdul Naser Elzouki2, Abdul-Latif Alkhal2, Khalid Alyafei21Weill Cornell Medical College in Qatar2Hamad Medical Corporation

Background: Perceptions and interpretations of professionalism might vary depending on the trainees’ and healthcare providers’ background. This necessitates the alignment of the work force

through professional development modules that suit the targeted audience especially if they are multi-cultural. The goal was to develop a curriculum for trainees, faculty and healthcare providers addressing the following objectives: (1) Illustrate how professionalism terms interpretation might vary, and (2) Evaluate, give feedback and prepare a remediation plan for lapses at Hamad Medical Corporation, Qatar.

Methods: We conducted a needs assessment of four disciples to inform the curriculum development. Two curricula were developed: Comprehensive 6-hour course of three workshops for trainees, and 3-hour workshop for healthcare providers. The modules contained didactics, videos, case discussion and role-play addressing lapses with patients, healthcare providers, feedback and remediation. A 5-point Likert scale evaluation with a commitment to one change in behavior was used.

Outcome: To date (2012 - 2014 ), 15 trainees’ courses attended by > 800 participants and 13 Workshops attended by > 480 faculty were conducted. Overall the evaluations were great of 4.0 - 4.5 for most of the items. Many trainees committed to work on respect to colleagues and patients, altruism and team work and faculty committed to refine feedback skills, work on handling junior faculty and trainees. The course won the Rising Star, Stars of Excellence Award for Education by Hamad Medical Corporation, Qatar.

Conclusion: Designing your own professionalism curriculum is feasible and can lead to a better engagement, alignment of perceptions and commitment to change in multicultural healthcare contexts.

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27Enhancing EBM Experience Using e-Learning Modules, Video Encounters and Live Simulated Patients

Ziyad Mahfoud, Thurayya Arayssi, Sa’ad Laws, Ross MacDonald, Stella Major, Lan Sawan, Kristina SoleWeill Cornell Medical College in Qatar

Background: EBM worldwide is taught in a standardized format where first year medical students are presented with written case scenarios, they formulate a PICO, search and appraise suitable articles, and provide a written response to the patients based on best evidence. Students’ responses to course evaluations indicated a need to innovate the teaching methodology in order to enhance the relevance of EBM. Worldwide, there is a growing use of technology in education and learner familiarity in e-learning. In 2012, we piloted the use of simulated patients in EBM and students’ responses indicated preference for it. The current study looks into expanding that by also using video encounters and e-learning modules for the EBM process.

Methods: An e-learning module covering question formulation and searching strategies was given to all students prior to starting the course through canvas. Acquired knowledge was evaluated using multiple choice questions online and then in class. An evaluation of using the e-learning module was undertaken to assess its usefulness and ease. All 40 med 1 students were exposed to the three different modalities for case scenarios (written, video encounter, and simulated patient). Relevance, understandability, and comfort for providing response to patients were evaluated using a 10 point Likert scale at the start of the course (after the e-learning module), after the written scenarios and then after the two different

non-written modalities. Students’ preferences were also evaluated.

Conclusion: Description of the development of new experimental methods and the analysis of students’ responses will be presented.

28Developing a Longitudinal Academic Integrity Curriculum - Needs Assessment for Plagiarism

Mai A. Mahmoud, Mamoon ElbedawiWeill Cornell Medical College in Qatar

Background: Plagiarism has become a growing area of research interest in recent years. Studies have shown the widespread use of Internet and digital resources has increased the incidence of plagiarism. Academic integrity (AI) is not always explicitly taught in medical schools. AI is not part of the formal curriculum at WCMC-Q instead it is brought up sporadically in courses. Additionally it’s not clear if students and faculty are aware of the college policies regarding violation of AI. The goal of the project is to develop a longitudinal curriculum that enhances students’ knowledge of AI and the serious consequences of violation.

Methods: Needs assessment surveys were administered to both students and faculty. The surveys are designed to acquire information about; (1) students’ previous knowledge and opinions about plagiarism. (2) Opinions about what lead students to plagiarize, as well as their level of awareness about the college’s official policy. The later was obtained from both students and faculty. After IRB approval, surveys were distributed to all 155 students and 62 faculty at WCMC-Q.

Results: Students, 59.4% responded, 67% were familiar with the term plagiarism before they joined

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WCMC-Q, 89% received formal teaching, 63% knew students who plagiarized and 29% plagiarized themselves. Students correctly defined plagiarism, 24% expressed concerns of plagiarism at WCMC-Q and shared some comments, 35% of faculty experienced plagiarized work more than once a month, 62% indicated unfamiliarity with WCMC-Q policy.

Conclusion: Factors contributing to student plagiarism as per students, and faculty will be presented in the poster. Key lessons and progress/intervention will be presented.

29Residents’ Knowledge, Skills, Attitude, of the Clinical Breast Exam

Mai Mahmoud, Dora Stadler, Deema Al-Sheikhly, Lan Sawan, Thurayya AryassiWeill Cornell Medical College in Qatar

Background: Physical exam skills are paramount in clinical medicine. Studies have shown that doctor patient gender difference affects performance of appropriate breast examinations. Our observations at our internal medicine resident clinic correlate with these findings. Some explanatory factors hypothesized are related to culture, communication skills, and the lack of proper training and emphasis on the breast exam. However, little is known about resident physicians’ knowledge, skills and attitudes towards the breast exam in the Middle East.

Methods: A breast exam station was introduced as part of a formative objective structured clinical examination (OSCE) for internal medicine PGY 2&3s. A Standardized Patient (SP) wearing a breast model presented with a complaint of chest

pain. Residents were asked to take a brief history and perform a breast exam, under the supervision of a trained nurse in the exam room. Both nurses and SPs provided verbal feedback to the resident also completed an assessment form addressing residents’ knowledge, skills, and attitude in performing the exam. Residents also completed a self-assessment.

Results: The results of our findings demonstrate an apparent deficit in residents’ performance of the clinical breast exam. Although two-thirds of residents correctly identified the location of the mass, proper techniques were not followed by the majority. Most indicated that they would like further training in how to comfortably approach and perform the breast exam.

Conclusion: Formal training addressing breast physical exam skills is needed. Continuous guidance and feedback to residents are crucial to ensure consistency.

30Family Medicine Clerkship Students’ Reflections on Clinical Practice in Primary Care Centers in the United Arab Emirates - Commonest Key Domains of “Good Medical Practice”.

Stella Major1, Engela Prinsloo2, Jawad Hashim2, Geraldine Kershaw2 1Weill Cornell Medical College in Qatar2College of Medicine, United Arab Emirates University, Abu Dhabi

Background: The General Medical Council (GMC) framework (1) sets out principles and values on which good medical practice is founded and informs the education, training and practice of all doctors in the UK and globally.

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Methods: At the UAEU College of medicine, undergraduate students receive lectures on GMC framework and discuss hypothetical case vignettes in the lectures and PBL sessions throughout the preclinical years. Intervention in the final year, family medicine clerks assist preceptors in caring for patients in the Primary Care Centers and as part of their coursework, are expected to submit three written reflections onto the e-portfolio based on their observations reflecting “knowledge gaps” or ”interprofessional relations”. These are discussed among peers and faculty members AP, JH and SM.

Results: Analysis of 31 reflections written by a cohort of 9 Emirati female students revealed the discussions to fit into three broad categories, namely; Challenges in Doctor-Patient Communication (age, language, literacy, deaf patients, use of interpreters and abusive patients), Threats to Patient Safety (unsafe physician practice, Domestic Violence, Medical Errors and unsafe physician/patient boundaries) and the Abuse of Health Care services/systems (un-indicated sick notes, opiate abuse, irrational prescribing, VIP patients). The GMC domains which were explored most of all were; physician knowledge/ skills/ performance, (22/57) and Communication/Partnership/Teamwork (18/ 57). Patient safety and maintaining trust were explored significantly less (8/57 and 9/57) respectively.

Conclusion: Reviewing students’ reflective writing can help educators use limited student contact time to focus on the less commonly encountered domains of good medical practice. (1- http://www.gmc-uk.org/static/documents/content/GMP_2013.pdf_51447599.pdf)

31International Medical Educators: Who Are They And What Do They Have To Say?

Stella Major1, Michelle McLean2, Judy McKimm3, Ana L. Da Silva3

1Weill Cornell Medical College in Qatar2Bond University Gold Coast, Queensland, Australia 3Swansea University, UK

Background: Medical education is a global enterprise. Harden (2006) suggests that medical educators leave their “home” country to regions or countries to train local students and provide assistance in education and/or health ministries. In 2012, a pilot survey of international educators working in the Middle East indicated educators encountered personal and family dilemmas and issues around the academic and cultural environment.

Methods: The 42-item on-line survey was adapted for an international audience via websites such as MedEdWorld. It explored participants’ origins, professional qualifications, where they studied and worked, types of work in which they had been involved, where they called “home”, how they viewed themselves (e.g. nationals, global citizens), challenges faced, coping strategies and lessons learned.

Results and Conclusions: The 89 respondents comprised 58% males, with a mean age of 51 years (range: 28 - 82). Responses revealed a highly qualified, largely medical, multi-cultural and internationally oriented workforce. Many described themselves as Westerners or global citizens, with “home” being a country adopted later in life and a trend of moving from Europe and the USA to Australasia for improved quality of life. Challenges included distance from family, work-

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life balance, time management, climate, culture and security. Slower career progression, resource limitations and bureaucracy impeded integration. Positive aspects were opportunities for personal and professional growth, learning about different systems/cultures, sharing experiences and enhancing interpersonal skills. Support from colleagues and friends and flexibility, tolerance, courage and determination to succeed helped adaptation to different contexts.

32Global Education in Medicine Exchange Program (GEMx): Weill Cornell Medical College in Qatar (WCMC-Q), a Participating School

Ravinder Mamtani, Sohaila CheemaWeill Cornell Medical College in Qatar

Background: Medical students worldwide are looking for global health opportunities. GEMx, an initiative of United States Educational Commission for Foreign Medical Graduates created to promote international student exchange among medical colleges provides an opportunity for students and educators to engage in global dialogue, enhance collaboration and foster multilateral partnerships among participant schools.

Methods: Initiated in November 2013, GEMx has completed the one-year pilot. 19 schools from 16 countries offered 300 clinical and research elective opportunities. Weill Cornell Medical College in Qatar (WCMC-Q) is one of the participating schools. Via a web-based portal the schools profile showcases elective opportunities and information regarding the curriculum, contact information, location and housing facilities. The program is well structured guaranteeing established standards of student support and pre-

agreed learning outcomes. Currently, WCMC-Q offers Population Health and Primary Care Perspectives and Sports Medicine in Primary Care Elective.

Results: Post-pilot, the outcomes have been favorable making considerable headway achieving GEMx values of partnership, knowledge exchange, accessibility and affordability for abroad elective placements. WCMC-Q hosted its first GEMx student from Manipal College of Medical Sciences, Nepal. The student found the experiential learning enriching. GEMx platform provided the student to experience medicine being practiced in a multicultural diverse environment using state-of-the art technology and the provision of high quality culturally competent patient-centered care to patients.

Conclusions: WCMC-Q is a leader in global medical education. International electives offer insight on social determinants of health and disease, nurture unique clinical interests, and increase curiosity and awareness about global healthcare delivery and its challenges.

33The ESL Doctor: Helping ESL Students Succeed in Their Medical Studies

Kirsten Salline, Katherine Bradley, Rachid BendrissWeill Cornell Medical College in Qatar

Background: Previous research at WCMC-Q focused on the challenges administrators faced inaugurating a medical college in Qatar. However, less research focus has been placed on the challenges encountered by local students entering this institution. Nevertheless, at a faculty level there was an awareness that these students required extra support transitioning from the local education

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system to a Western-style education system. Hence, the Foundation Program was created.Good English language and literacy skills are essential to succeed at WCMC-Q. While the admissions standards are high and students in the Foundation Program are academically able, their current reading strategies may not be fit for the high stakes medical school environment.

Methods: To identify some of the challenges the students may face, a comparison was made between the Lexile® measure of the Foundation students’ TOEFL reading scores and their English and science textbooks. These comparisons reveal that the reading level of the textbooks is above many students’ reading ability.

Results: This poster outlines the evidence mentioned above and highlights the need for baseline assessment of students’ reading skills in both their native language and English. An assessment of the strategies they currently use to decode English textbooks is also needed. This information can then be disseminated and used as a vehicle to share effective reading strategies across the medical program. Conclusion: As a starting point for the sharing of good pedagogies, this poster will outline strategies currently utilized by faculty to support students’ engagement in text.

34Continuing Professional Development: Piloting Interdisciplinary Grand Rounds at WCMC-Q

Julie Samson, Deema Al-Sheikhly, Thurayya Arayssi, Dora StadlerWeill Cornell Medical College in Qatar

Background: Continuing professional develop-ment (CPD) opportunities are paramount to build and maintain a knowledgeable healthcare work-force. We identified a need to provide accredited professional development opportunities for health-care providers who must fulfill requirements for US and other international licensure. In addition, as Qatar is now implementing new measures for healthcare practitioner licensing, there is also a growing local need for academic institutions to provide activities for healthcare practitioners to stay abreast of the latest developments in medi-cine, broaden their scope of practice knowledge, and promote interdisciplinary collaborations for improved patient care.

Methods: A committee of a diverse team of healthcare providers addresses the need for an interdisciplinary professional development lecture series, including topic and speaker selection. A process framework, created by the CPD division, structures and guides the committee. The framework addresses communication/marketing strategies, quality standardization via CME accreditation and other methodologies, resource allocation, and process automation and other elements of activity planning.

Results: 146 healthcare professionals have attended the first 2 monthly events.The CPD department has expanded its distribution list by 10%. A standard mechanism has been created for the development and implementation of future CME activities. As part of the CME process, attendees will be surveyed on a regular basis for process improvement and needs identification. Our expanding distribution list will permit better outreach to increase the impact of our activities.

Conclusion: Local CPD needs can be met through structured activity planning with ongoing needs and program evaluation.

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35Neuroscience Education in the Medical College: The Qatar Experience

Leopold J Streletz1, Naim Haddad1, Basim Uthman1, Ziad I. Kronfol1, Gayane Melikyan2, Dirk Deleu2, Joseph Safdieh3, Marcellina Mian1

1Weill Cornell Medical College in Qatar2Hamad Medical Corporation3Weill Cornell Medical College, New York

Objective: Introduce a Neuroscience curriculum within a ME medical college capable of preparing its students for US and foreign Clinical Neuroscience residency training programs.

Background: In 2008 Weill Cornell Medical College in Qatar (WCMC-Q) graduated 15 physicians. This was the first time medical students studying outside of the United States had received a US medical degree. The curriculum consists of 2 years of pre-medical education followed by a 4-year medical program that mirrors the one in New York (WCMC) in content, sequence of lectures, and other teaching activities. Instruction is carried out by on-site WCMC-Q faculty, visiting faculty from WCMC, and video streaming using state-of-the-art teleconferencing technology. We aimed to introduce a Neuroscience curriculum within a ME medical college capable of preparing its students for US and foreign Clinical Neuroscience residency training programs.

Methods: The Neuroscience curriculum in the preclinical years draws faculty from neurology, neuroscience, neuroanatomy, pathology, pharmacology, physiology & biophysics, psychiatry, and radiology. The teaching modalities emphasize active student participation by providing information in the form of lectures, patient presentations and small-group tutorials, as well as laboratory sessions. Important features include problem-based analysis of classical neurological and

psychiatric disorders, and the opportunity to examine both standardized and individual patients in clinical settings. Journal club sessions that review papers from the current neuroscience literature and foster an understanding of contemporary research ideas and techniques. In conjunction with our clinical teaching facility in Qatar clinical training includes two required clerkships: neurology (4 weeks), and psychiatry (6 weeks) during the third and fourth years of medical school. Here students practice the rudiments of the neuropsychiatric evaluation of patients. WCMC-Q provides medical interpreters for patients who speak a language.

Results: A great majority of our students have scored well on formative NBME in neuroscience. All medical students that took our neuroscience course during the second year of our medical program completed the 4-year medical program, satisfied all requirements successfully and graduated.

Conclusion: At WCMC-Q, we believe it is possible to conduct a continuum of neuroscience education necessary to prepare international medical students for their graduation to US and foreign residency training programs.

36Blended Learning in the Classroom Incorporating Medical Informatics

Mohamud A. Verjee, Paul Mussleman, Sa’ad Laws, Jeremy WalkerWeill Cornell Medical College in Qatar

Background: Information Services Librarians from the Distributed eLibrary (DeLib) at Weill Cornell Medical College in Qatar provide co-instruction to senior Primary Care Clerkship (PCC) students. Library teaching was traditionally lecture-based and passive. Topics included reviews of the PCC course support page, discussions on relevant

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mobile apps, and an overview of DeLib resources. The clerkship director and librarians explored a blended learning model to enhance student engagement. Methods: An in-class multimedia-learning module was designed in-house, using medical informatics to encourage self-directed study and increase library resource awareness. Five objectives were outlined: to develop accurate differential diagnoses; to demonstrate an ability to find supportive library resourced information; to be better informed of medical resources for clinical decisions; to be able to identify gaps in knowledge; to distinguish topics for self-directed learning. Clinical situations were chosen and staged to deliver the highest impact for their interpretation. A suite of integrated eLearning technologies was used to create a multimedia module and tested for classroom use. Using the module, the librarians and clerkship director could facilitate evidence based learning and clinical discussion. Clinical reasoning and critical thinking were stimulated while students evaluated the cases. Forty students were surveyed for feedback in 2014, to help determine the effectiveness and satisfaction of the new module format. Between 2010 and 2013, one hundred and twenty students were taught the traditional way and will be used as controls for the study.

Results and Conclusions: The survey results are yet to be fully collated but initial qualitative remarks indicates greater impact, satisfaction, and engagement.

37Sultan Qaboos University Pre-clinical Medical Students’ Approaches to Learning

Yousef Al Weshahi, Hamid Salim Said Al-Badi

Sultan Qaboos University, Oman

Background: Deep and surface approaches are the two main approaches to learning. A deep learner tends to get the information and learns by relating new knowledge to previous knowledge while surface learner wants to finish the course requirements with minimum effort.Our Objective To determine the predominant learning approaches of pre-clinical medical students at Sultan Qaboos University (SQU) and their correlation with important demographic factors.

Methods: Biggs’s Revised- Study Process Ques-tionnaire- Two Factors were used to determine the predominant learning approaches in this observational descriptive cross-sectional study. Three demographic factors were assessed: gen-der, accommodation, and transportation.

Results: Two hundred students participated in this study (response rate 80%). The mean scores for deep and surface approaches were (Mean=30.06 ± SD=5.73) and (25.82 ± 5.75) out of a total highest possible score of 50 respectively. According to gender, men (27.64 ± 5.57) were more surface learners than women (24.36 ± 5.50). The surface learning approach mean was lowest for those lived at an SQU-Hostel (24.60 ± 5.61), followed by those lived at their home (26.19 ± 5.77), then those lived outside SQU-Hostel (27.08 ± 5.28). The transportation factor showed no significant correlation with the learning approach.

Conclusion: The predominant learning approach among pre-clinical medical students at SQU was the deep approach. Men tended to be more surface learners than women. Living at SQU-Hostel was associated significantly with less surface approach to learning (p value = 0.037) while mode of transportation had no effect on the

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approach to learning.

38Maximizing Mobile Device Use in the Nursing Practice Education Setting

Carolyn Wolsey, Shannon BlankeUniversity of Calgary in Qatar

Background: There is a paucity of research in exploring whether students in Qatar effectively use mobile devices to aid in their nursing practice education. It has been the observation of the clinical instructor that although students are provided with mobile devices they often do not maximize their use. Mobile devices ensure rapid access to the most current nursing information and standards of practice.

Methods: This preliminary pilot is to inform the presenters of the development of a future action research study examining the effectiveness of the use of mobile devices as a learning tool in a first year nursing practice education course through promotion, role modeling, and a formal structured introduction of use by the instructor. The target population is predominately native Arabic speaking students who are enrolled in a first year nursing practice education course at a transnational university in Qatar.

Results: There is an expectation that students will use their mobile devices for practical applications. In the spirit of promoting self-directed learning, a structured and more detailed introduction to the expected use of the student’s mobile device for knowledge and future patient safety issues will be implemented. The presenters will use a more structured way of introducing the use of mobile devices. The presenters will also promote, encourage and role model the use of mobile devices. The presenters will share their ideas and

expected outcomes of this incorporation of mobile device use into their teaching practice.39Enhancing Student Learning Outcomes for Pharmacy Students Utilizing the Six–Step Approach to Curriculum Development

Monica Zolezzi, Shankar Munusamy, Abdelbary Mohammed Elhissi, Fatima Mraiche, and Sherief KhalifaCollege of Pharmacy, Qatar University

Background: Curriculum development is a continuous process that aims at improving the quality of the curriculum content, delivery and assessment. The purpose of this project is to identify and address an area of potential improvement in the pharmacy curriculum at Qatar University, specifically pharmacy students’ ability to perform pharmaceutical calculations accurately.

Methods: A published six–step systematic approach to curriculum development was used. The six steps include: problem identification, general needs assessment, targeted needs assessment, goals and objectives, educational strategies, and evaluation and feedback.

Results: The outcome of this project is a proposal for curriculum enhancement to improve pharmacy students’ skills in performing pharmaceutical calculations. The enhanced curriculum proposes a spiral method of instruction to be introduced in the first semester of the first pharmacy professional year, specifically in the first of the professional skills course series. Pharmaceutical calculations will be revisited in the successive professional skills and integrated case-based learning course series in the form of clinical cases and structured multi-skill assessment exercises. An increase in the level of difficulty and complexity in the delivery and assessment is also planned across the other

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professional years for reinforcement and retention of the concepts of pharmaceutical calculations.Conclusion: A six–step systematic approach to curriculum development was used to enhance pharmacy students’ ability in accurately performing pharmaceutical calculations, an essential skill in building competent practitioners for the safe practice of pharmacy. The College of Pharmacy at Qatar University will continue to employ this approach to improve pharmacy education in the State of Qatar.

40Pharmacy Students´ Views on Their Training in Cardiovascular Disease Risk Assessment and Management

Monica Zolezzi, Aisha Mohamed Metwally Osman, Shaima Ismail Ali College of Pharmacy, Qatar University

Background: Cardiovascular disease (CVD) is the leading cause of death worldwide, including Qatar. CVDrisk assessment is an important clinical evaluation to identify preventable cardiovascular risk factors and to predict an individual’s risk of experiencing major cardiovascular events over the next 5 to 10 years. This study explored pharmacy students’ perceptions of their training in CVD risk assessment and the barriers for providing such services upon graduation.

Methods: A quantitative cross-sectional survey of third-year, fourth-year, and PharmD students at the College of Pharmacy, Qatar University using an online questionnaire. Data collection was performed using SurveyMonkey®, data was extrapolated into SPSS® to perform descriptive statistical analysis.

Results: A response rate of 81% was obtained.

From a list of health assessments, the majority of students correctly identified (in descending order) age, current smoking status, blood pressure, blood pressure treatment, gender, total cholesterol level, and HDL-cholesterol level, as risk factors necessary for estimating an individual’s CVD risk. Students assigned high average ratings on the Likert scale for their perceived knowledge and skills in CVD risk assessment. The barrier for the provision of CVD risk assessment services upon graduation to which the students assigned the highest rating on the Likert scale was the lack of support by other health care providers.

Conclusion: Although pharmacy students perceive their undergraduate education in CVD risk assess-ment as strong, they also perceive that the provi-sion of CVD risk assessment services in the cur-rent pharmacy practice environment in Qatar faces many barriers that will need to be addressed.

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This Forum is an IGMHE Journal event. Innovations in Global Medical and Health Education is an open access, web-based journal published by Bloomberg with the support of the Qatar Foundation. The Co-Editors in Chief of the journal are Javaid I. Sheikh, Dean of Weill Cornell Medical College in Qatar and Victor J. Dzau, President of the Institute of Medicine (IOM) and Chancellor Emeritus for Health Affairs and James B. Duke Professor of Medicine at Duke University.

Related Publications

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Weill Cornell Medical College in Qatar

Weill Cornell Medical College in Qatar is a partnership between Cornell University and Qatar Foundation. It offers pre-medical and medical courses leading to the Cornell University M.D. degree with teaching by Cornell and Weill Cornell faculty and by physicians at Hamad Medical Corporation (HMC) and Aspetar Orthopedic and Sports Medicine Hospital who hold Weill Cornell appointments. Through its biomedical research program, WCMC-Q is building a sustainable research community in Qatar while advancing basic science and clinical research. Through its medical college, WCMC-Q seeks to provide the finest education possible for medical students, to improve health care both now and for future generations, and to provide high quality health care to the Qatari population.

Qatar Foundation – Unlocking Human Potential

Qatar Foundation for Education, Science, and Community Development (QF) is a private, non-profit organization that is supporting Qatar on its journey from carbon economy to knowledge economy by unlocking human potential, for the benefit of not only Qatar, but the world. Founded in 1995 by His Highness Sheikh Hamad bin Khalifa Al Thani, the Father Emir, QF is chaired by Her Highness Sheikha Moza bint Nasser.

QF’s work encompasses education, research and community development. World-class universities are brought to Qatar to help create an education sector in which young people can develop the attitudes and skills required for a knowledge economy. At the same time, QF builds Qatar’s innovation and technology capacity by developing and commercializing solutions through key sciences. The Foundation also works to foster a progressive society while enhancing cultural life, protecting Qatar’s heritage and addressing immediate social needs in the community.

For a complete list of QF’s initiatives and projects, visit http://www.qf.org.qa

Sidra Medical and Research Center

Sidra Medical and Research Center, currently under construction in Doha, Qatar, will be a groundbreaking hospital, research and education institution, focusing on the health and wellbeing of women and children regionally and globally. Sidra will be a fully digital facility, incorporating the most advanced information technology applications in clinical, research and business functions. Sidra will initially have 400 beds with infrastructure to enable expansion to 550 beds in a subsequent phase.

Sidra represents the vision of Her Highness Sheikha Moza bint Nasser who serves as its Chairperson. The high-tech facility will not only provide world-class patient care but will also help build Qatar’s scientific expertise and resources. Sidra will be funded by a US$7.9 billion endowment from Qatar Foundation, one of the largest endowments of its kind in the world.

About the Organizing Institutions

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Sidra is part of a dynamic research and education environment in Qatar that includes leading international institutions, such as Sidra’s academic partner Weill Cornell Medical College in Qatar. Through strong partnerships with leading institutions around the world, Sidra is creating an intellectual ecosystem to help advance scientific discovery through investment in medical research.

Sidra will have a unique working structure with inter-professional collaboration at the heart, providing the best holistic care for patients and an unparalleled learning environment for its medical professionals. Sidra will combine the best in design, technology, operations and practices from medical centers around the world – to offer its employees an environment that is at once familiar and extraordinary.

Hamad Medical Corporation

Hamad Medical Corporation (HMC) has been the principal public healthcare provider in the state of Qatar for over three decades and is dedicated to delivering the safest, most effective and compassionate care to all patients.

HMC manages eight hospitals, incorporating five specialist hospitals and three community hospitals. HMC also manages the National Ambulance Service as well as home and residential care, all accredited by Joint Commission International. While HMC continues to upgrade its facilities and services, it has also embarked on an ambitious expansion program, targeting the areas of need in our community.

HMC is leading the development of the region›s first academic health system and is committed to building a legacy of healthcare expertise in Qatar. We collaborate with partners who are key experts in Qatar and beyond, including Weill Cornell Medical College-Qatar, the Institute for Healthcare Improvement and Partners Healthcare, Boston.

HMC is the first hospital system in the Middle East to achieve institutional accreditation from the Accreditation Council of Graduate Medical Education - International (ACGME-I), which demonstrates excellence in the way medical graduates are trained through residency, internship and fellowship programs.

For more information please visit: www.hamad.qa or contact Noimot Olayiwola, Media Project Manager Tel: (00974) 44390945; Mobile: (00974) 55568709; Email: nolayiwola@hmc.org.qa

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