AMEE 2005 Final Programme

1

Association for Medical Education in EuropeTay Park House, 484 Perth Road, Dundee DD2 1LR, Scotland, UK

Tel: +44 (0)1382 631953 Fax: +44 (0)1382 631987Email: [email protected] http://www.amee.org

30 August – 3 September 2005RAI Congress Centre

Amsterdam, The Netherlands

AMEE 2005in collaboration with Vrije Universiteit

and the VU university medical center, Amsterdam

Programme

Programme

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Post

ers

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unge

Post

ers

Ruby

Lou

nge

Post

ers

Com

mitt

eeRo

om 1

Accr

edita

tion

of in

stitu

tions

and

prog

ram

mes

PBL:

impl

emen

ting

a co

urse

Teac

hing

and

lear

ning

com

mun

icatio

n sk

ills 2

MPE

and

team

wor

k

AMEE

Frin

ge 1

Feed

back

: cl

osin

g te

ach

&le

arn

loop

in c

linic

al s

kills

Prep

arin

g an

d de

liver

ing

bette

r le

ctur

es

ESM

E Co

urse

Part

icipa

nts’

Room

e-le

arni

ng:

VLE

Port

folio

s in

teac

hing

an

das

sess

men

t 2

Diffe

rent

app

roac

hes

toev

alua

ting

curr

ic

Post

grad

uate

ass

essm

ent

Lear

ning

to te

ach:

pee

ras

siste

d le

arni

ng

Priv

ate

mee

ting:

BEM

E St

eerin

g Gr

oup

Com

pete

ncy

fram

ewor

ks

Supp

ortin

g tra

iner

s in

prom

otin

g pr

ofes

s

1. C

linic

al te

ach

and

lear

n2.

Cur

ricul

um s

trate

gies

1. P

ostg

rad

spec

ialit

ytra

inin

g

1. S

ett f

or C

lin te

ach

& le

arn

2. S

tude

nts,

gen

der

issue

s

Mee

t the

exp

ert:

Andr

é de

Cha

mpl

ain

Com

plex

ada

ptiv

e sy

stem

s

Priv

ate

mee

ting:

GAM

E

Session 41630-1800

AMEE 2005 Timetable: Wednesday 31 August

Session 10815-1030

Attit

udes

and

prof

essio

nalis

m

PBL:

the

pres

entin

gpr

oble

m

Trai

ning

for

lead

ersh

ip

Stud

ent

char

acte

ristic

s

Appr

oach

es to

MPE

Session 21100-1245

Met

hods

of t

each

ing

and

lear

ning

How

to im

prov

eor

al e

xam

s

Priv

ate

mee

ting:

Spr

inge

r

ESM

E Co

urse

Part

icipa

nts’

Room

Sele

ctio

n fo

rgr

adua

te e

ntry

Clin

ical a

sses

smen

t

E-le

arni

ng -

inst

ruct

iona

l des

ign

CPD

/ CM

E 1

Emer

genc

y an

dtra

uma

man

agem

ent

Activ

e le

arni

ng o

n w

eb

Mul

tisou

rce

360o f

eedb

ack

Stan

dard

ized

vide

o ca

ses

1. E

valu

atin

g m

ed s

choo

ls2.

Cur

ricul

um e

valu

atio

n

1. C

urric

eva

l and

cha

nge

2. W

ritte

n as

sess

men

t

1. e

-lear

ning

in m

ed e

duc

2. S

taff

deve

lopm

ent

Mee

t the

exp

ert:

Cees

van

der

Vle

uten

e-le

arni

ng in

med

ical

edu

catio

n

PBL:

role

of t

he tu

tor

MPE

in th

e w

orkp

lace

Teac

hing

and

lear

ning

com

mun

icatio

n sk

ills 1

CPD

/ CM

E 2

EECA

spe

cial

inte

rest

gro

up

Keep

ing

an e

ye o

n qu

ality

ESM

E Co

urse

Part

icipa

nts’

Room

Met

hods

of s

elec

tion

Port

folio

s in

tea

chin

gan

d as

sess

men

t 1

Asse

ssm

ent

ofpr

ofes

siona

lism

BEM

E an

d ot

her

revi

ewm

etho

dolo

gies

Case

mat

eria

l dev

elop

men

t

Effe

ctiv

e us

e of

que

stio

ning

The

case

met

hod

Que

stio

nnai

re d

esig

n

1. E

duca

tion

envi

ronm

ent

2. B

asic

scie

nces

1. S

tude

nt s

uppo

rt

1. U

se o

f sim

ulat

ors

2. M

etho

ds o

f tea

ch &

lear

n

Mee

t the

exp

ert:

Henk

Sch

mid

t

Priv

ate

mee

ting:

GAM

E

Session 31430-1600

3AUD 3A 3B 3C 3D 3E 3F 3G 3H 3J 3K 3L 3M 3N 3O 3R 3S 3T 3U 3 Onyx 3 Topaz 3 Ruby Expert


Curr

iculu

m p

lann

ing

Proj

ect

GLO

BE

1030-1100 Coffee and viewing posters/exhibits


1245-1430 Lunch and viewing posters/exhibits. 1345-1415 Book signing at Elsevier Stand in Commercial Exhibition. Private lunches: Lounge A, University of Wales. Room G, IIME. Room J, ASPE. Room K, ESME Course


Symposium Short Communications Workshops Meetings Posters Fringe Meet the expert

PlenaryWhat makes agood doctor?

Plenary

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unge

Post

ers

Topa

z Lo

unge

Post

ers

Ruby

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nge

Post

ers

Com

mitt

eeRo

om 1

Asse

ssm

ent

inpo

stgr

adua

te t

rain

ing

The

OSC

E 2

Staf

f/fa

culty

dev

elop

men

t 1:

s/fd

in a

ctio

n

Educ

atio

n en

viro

nmen

t

AMEE

Frin

ge 2

Intro

duct

ory

/tra

nsiti

onal

cou

rses

Lab

coat

poc

ket

know

ledg

e: P

DAs

ESM

E Co

urse

Part

icipa

nts’

Room

Teac

hing

and

lear

ning

clin

ical

ski

lls 1

Gene

ral p

ract

ice

/fa

mily

med

icin

e 2

Com

pete

ncy

base

dpo

stgr

adua

te e

duca

tion

Doct

ors

prac

tisin

g in

adi

ffere

nt c

ount

ry

Let’s

agr

ee to

disa

gree

:qu

ality

ass

uran

ce p

roce

dure

s

Subs

titut

ing

for

natu

re

Youn

g ed

ucat

ors’

grou

p

Mas

terin

g th

esc

hola

rly p

roce

ss

1. P

robl

em b

ased

lear

ning

22.

Pos

tgra

duat

e m

ed tr

aini

ng

1. A

sses

smen

t: cl

inic

al,

360o a

nd p

ortfo

lio

1. T

each

er e

valu

atio

n2.

Tea

ch &

lear

n th

eory

Mee

t the

exp

ert:

Jane

t Gr

ant

e-le

arni

ng a

ndpo

stgr

adua

te e

duca

tion

Session 81630-1800

AMEE 2005 Timetable: Thursday 1 September

Session 50830-1030

Bolo

gna

proc

ess

and

med

ical

edu

catio

n

e-as

sess

men

t 1

Teac

hing

and

lear

ning

abou

t re

sear

ch

Stud

ent

supp

ort

Case

-bas

ed te

sts

with

SAQ

sSession 61100-1230

Pers

onal

and

pro

fess

iona

lde

velo

pmen

t

Scrip

t co

ncor

danc

e te

st

ESM

E Co

urse

Part

icipa

nts’

Room

Curr

icul

um m

anag

emen

tan

d th

e st

akeh

olde

rs

Writ

ten

asse

ssm

ent

Stan

dard

ized/

simul

ated

pat

ient

s

Post

grad

uate

360

o

asse

ssm

ent

IVIM

EDS

Mak

ing

educ

atio

n co

unt

inpr

omot

ion

and

tenu

re p

roce

ss

Wom

en’s

heal

th is

sues

Clin

ical

ski

lls -

whe

re n

ext?

1. C

PD/C

ME

2. e

-lear

ning

and

VLE

1. P

robl

em b

ased

lear

ning

1

1. P

ostg

radu

ate

early

yea

rs2.

Sel

ectio

n

Mee

t the

exp

ert:

Dan

Beno

r

Evid

ence

bas

ed t

each

ing

The

OSC

E 1

Com

mun

ity b

ased

med

ical

edu

catio

n

Eval

uatio

n of

tea

cher

s

Eval

uatin

g th

e in

tern

atio

nal

med

ical

stu

dent

and

doc

tor

Iber

o-Am

eric

an G

roup

Core

cur

ricul

um in

psyc

holo

gy

ESM

E Co

urse

Part

icipa

nts’

Room

e-le

arni

ng:

virt

ual p

atie

nts

Wha

t is

prof

essio

nalis

m?

Unde

rsta

ndin

g te

achi

ngan

d le

arni

ng

Gene

ral p

ract

ice

/fa

mily

med

icin

e 1

Toba

cco

trea

tmen

ted

ucat

ion

Fram

ewor

k fo

r an

alys

ing

qual

ity o

f mul

tiple

cho

ice

Stud

ent

invo

lvem

ent

in q

ualit

y

Need

s as

sess

men

t in

teac

her

trai

ning

pro

gram

mes

1. C

urric

ulum

pla

nnin

g2.

Sel

f/fo

rmat

ive

asse

ssm

ent

1. O

utco

me

base

d ed

ucat

ion

1. P

ostg

radu

ate

asse

ssm

ent

2. S

Ps a

nd c

linic

al te

achi

ng

Mee

t the

exp

erts

:St

uden

ts

Crisi

s re

sour

cem

anag

emen

t

Session 71430-1600

7AUD 7A 7B 7C 7D 7E 7H 7J 7K 7L 7M 7N 7O 7R 7S 7T 7U 7 Onyx 7 Topaz 7 Ruby Expert


e-pr

oble

m b

ased

lear

ning

Rese

arch

in e

duca

tion



1230-1430 Lunch and viewing posters/exhibits. 1230-1410 AMEE members only. AGM and lunch in Lounge A


Effe

ctiv

e co

mm

unica

tion

Teac

hing

pro

fess

iona

lism

Symposium Short Communications Workshops Meetings Posters Fringe Meet the expertPlenary

PlenaryMed educ res & itstrans into teach/clinical practice

7G7F

ESM

E Bo

ard

(Priv

ate

Mee

ting)

Roo

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toriu

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Roo

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Roo

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Roo

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Roo

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Roo

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Roo

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Roo

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Roo

mU

Ony

x Lo

unge

Post

ers

Topa

z Lo

unge

Post

ers

Ruby

Lou

nge

Post

ers

Com

mitt

eeRo

om 1

Priv

ate

mee

ting:

MED

INE

Tuni

ng T

ask

Forc

e

ESM

E Co

urse

Part

icipa

nts’

Room

Session 111315-1550

AMEE 2005 Timetable: Friday 2 September

Stud

ent

invo

lvem

ent

inm

edic

al e

duca

tion

Stan

dard

set

ting

Staf

f/fa

culty

dev

elop

men

t 2:

lear

ning

out

com

esan

d re

war

ds

Mas

terin

g be

dsid

eca

rdio

logy

usin

g Ha

rvey

e-le

arni

ng in

act

ion

Session 90800-1000

Publ

ic he

alth

and

heal

th p

rom

otio

n

e-as

sess

men

t 2

ESM

E Co

urse

Part

icipa

nts’

Room

Educ

atio

n an

dpr

ofes

siona

lism

Dive

rsity

and

adm

issio

nto

med

ical

sch

ool

Post

grad

uate

edu

catio

n 1

Out

com

e ba

sed

educ

atio

n 1

Gene

ralis

abili

ty t

heor

y

Team

lear

ning

teac

hing

met

hods

Port

folio

s: jo

y or

bur

den?

Acce

pt, r

evise

, rej

ect:

revi

ewin

g ed

ucat

iona

l r

esea

rch

man

uscr

ipts

1. A

sses

smen

t of c

omm

ski

lls2.

Mul

tipro

fess

iona

l edu

catio

n

1. E

valu

atio

n of

PBL

1. P

ostg

rad

/ CP

D /

CME

2. T

each

and

lear

n co

mm

ski

ll

Mee

t the

exp

erts

:M

arily

n Ha

mm

ick

& Al

ex H

aig

Sele

ctio

n fo

r m

edic

ine

PBL:

res

ults

from

diff

eren

tap

proa

ches

to

its e

valu

atio

n

Staf

f/fa

culty

dev

elop

men

t 3

Best

evi

denc

e sim

ulat

ion-

base

d tra

inin

g us

ing

Harv

ey

Clin

ical

tea

chin

gan

d le

arni

ng

The

stud

ent

in d

ifficu

lty

New

cha

lleng

es fo

rth

e cu

rricu

lum

ESM

E Co

urse

Part

icipa

nts’

Room

Appr

oach

es t

o as

sess

men

t

e-le

arni

ng c

linic

al s

kills

Post

grad

uate

edu

catio

n 2

Out

com

e ba

sed

educ

atio

n 2

Play

ing

the

gam

e: g

ames

and

simul

atio

ns in

med

edu

c

Ethi

cs in

unde

rgra

duat

e cu

rric

ulum

Refle

ctiv

e pr

actic

e

Cons

ent

for

patie

ntre

cord

ings

in h

ealth

care

edu

c

1. I

nter

natio

nal m

ed e

duc

2. T

he O

SCE

1. P

rofe

ssio

nalis

man

d at

titud

es

1. R

esea

rch

met

hods

/ E

BM2.

Und

ergr

ad tr

aini

ng in

PC

Mee

t the

exp

ert:

Geof

f No

rman

Session 101030-1215


11G 8H 8J 11K

Use

of s

imul

ator

sIn

tern

atio

nal m

edic

aled

ucat

ion

and

the

Bolo

gna

Decl

arat

ion



Priv

ate

mee

ting:

Med

ical

Teac

her

Boar

d m

eetin

g

Lunch and viewing posters/exhibits1215-1315

Symposium Short Communications Workshops Meetings Posters Fringe Meet the expertPlenary

Plenary

New learningtechnologies;Spotlights;

Prizes;Close of

Conference

– i –

Page

Notes about the programme .. .. .. .. .. .. .. .. ii

AMEE 2005 Committees .. .. .. .. .. .. .. .. .. ii

Section 1: InformationGeneral information .. .. .. .. .. .. .. .. .. .. 1.1

Information about the Conference venue .. .. .. .. .. .. 1.3

Information about the Academic Programme:

Programme structure .. .. .. .. .. .. .. .. .. 1.5

Audio-visual provision for the main conference sessions at RAI .. .. .. 1.5

Conference workshops .. .. .. .. .. .. .. .. .. 1.5

Symposia and spotlights .. .. .. .. .. .. .. .. 1.6

Short communication sessions.. .. .. .. .. .. .. .. 1.6

Poster sessions .. .. .. .. .. .. .. .. .. .. 1.7

Medical Teacher Poster Prize .. .. .. .. .. .. .. 1.7

AMEE Poster Quiz .. .. .. .. .. .. .. .. .. 1.7

AMEE Fringe .. .. .. .. .. .. .. .. .. .. 1.7

Meet the Experts .. .. .. .. .. .. .. .. .. 1.8

Exhibition .. .. .. .. .. .. .. .. .. .. .. 1.10

Personal diary .. .. .. .. .. .. .. .. .. .. 1.14

Maps and plans:

RAI Floor plan .. .. .. .. .. .. .. .. .. .. 1.15

Amsterdam .. .. .. .. .. .. .. .. .. .. 1.16

Section 2: ProgrammeMonday 29 August .. .. .. .. .. .. .. .. .. .. 2.1

Tuesday 30 August .. .. .. .. .. .. .. .. .. .. 2.1

Wednesday 31 August .. .. .. .. .. .. .. .. .. 2.4

Thursday 1 September .. .. .. .. .. .. .. .. .. 2.34

Friday 2 September .. .. .. .. .. .. .. .. .. .. 2.62

Saturday 3 September .. .. .. .. .. .. .. .. .. 2.84

Web posters .. .. .. .. .. .. .. .. .. .. .. 2.85

Section 3: Accommodation and Tours .. .. .. .. 3.1

AMEE 2005: Contents

– ii –

Welcome to AMEE 2005

Notes about the programme

This year the Conference Programme and Abstract Book are separate. They are not beingmailed in advance but will be available for collection on registration. They are both available onthe website for download as a fully searchable PDF. The Abstract Book is password protectedfor access by registered participants only in advance of the Conference and from Septembermay be freely accessed by all.

Participants attending pre-conference workshops who do not arrive in time to register at RAICongress Centre in advance will be given the option of collecting their programme and abstractbook at the Vrije Universiteit (VU) registration desk.

We have tried to make the programme as comprehensive as possible, and to provide all theinformation you may need. If you have any questions the AMEE Office will be pleased to helpeither in advance or at the Registration Desk during the conference.

Enjoy the Conference!

AMEE Executive and Secretariat

AMEE 2005 Committees

AMEE thanks members of the Local Organising Committee and the Student Group for theirhelp.

Organising Committee: Herman van Rossum (Chair); Olle ten Cate; Janke Cohen-Schotanus;Joke Denekens; Cisca Griffioen; Marijke Sterman-Vleeschdragger; Cees van der Vleuten; Ronvan Veen; Paul de Roos (Student Representative); Muhammad Al Dulaimy (StudentRepresentative)

AMEE Executive Committee: Margarita Barón-Maldonado (President); Ronald M Harden(Secretary/Treasurer); Jadwiga Mirecka; R Peter Nippert; Madalena Patrício; Charlotte Ringsted;Trudie Roberts; Herman van Rossum; Hans Jacob Westbye (Student Representative); HansKarle (WFME); Jorgen Nystrup

AMEE Secretariat: Pat Lilley (Administrator); Tracey Martin (Admin Assistant); Natalie Davie(Secretary)

SECTION 1

General Informationabout the Conference

Section 1 Section 1

– 1.1 –

GENERAL INFORMATION

Travel to Amsterdam

Amsterdam Schiphol Airport is 12 km from the centre of Amsterdam. Trains, buses and taxisoperate from the terminal. To arrange a pick-up service from the airport to your hotel, or carhire for the duration of your stay, see the RAI Hotel Services website.

Accommodation

If you still need accommodation or help with travel, please contact RAI Hotel and Travel Servicesas soon as possible:

RAI Hotel and Travel Service Tel: +31 (0)20 549 1927PO Box 77777 Fax: +31 (0)20 549 19461070 MS Amsterdam Email: [email protected] Website: www.rai.nl/hotelservice

Hotel and tours representatives will be available at specified times near the AMEE Registrationdesk at RAI.

Credit Cards and Currency Exchange

The currency in the Netherlands is Euros. At the time of going to press one Euro is equivalentto 0.69 Pounds Sterling and US$ 1.21. Major credit cards are accepted widely. Most banks areopen from Tuesday to Friday between 9 am and 4 pm. On Mondays business hours start mainlyat 1 pm. On Saturdays and Sundays banks are closed. If you have a foreign bank card with aCirrus logo you can get money from an Automatic Teller Machine (ATM). Some ATMs of theABN AMRO bank also accept cards with the PLUS logo. Also check your card and the ATM forEDC, EC and Maestro logos. ATMs are usually open 24 hours per day.

Climate

The weather in the Netherlands is changeable, but in August and early September is generallymild, with daytime temperatures of between 15-24°C.

Electrical supply

220 volts; plug: two small round prongs.

Smoking policy

No general regulations apply about smoking in public places in Netherlands, although somebars and restaurants do enforce a no smoking policy. However, all of the areas to be used byAMEE at the RAI Congress Centre, Vrije Universiteit and venues for the conference socialevents are strictly no smoking venues.

Gratuities

Value Added Tax and service charges are included at hotels, shops, taxis and restaurants. Tipsfor extra service are always appreciated but not necessary. It is customary to give taxi driversand waiters a tip of about 10 percent. Many public restrooms have attendants who are usuallytipped EUR 0.50.

General information

Section 1 Section 1

– 1.2 –

GENERAL INFORMATION

Children

Children are not permitted to attend any of the academic sessions and should not be leftunaccompanied at any time in the areas used by AMEE either at RAI or Vrije Universiteit.

CME Accreditation and Certificates of Attendance

The UK Royal Colleges have awarded the conference 20 CME points. A register of attendancewill be available to sign, and certificates of participation will be ready for collection on Fridaymorning at coffee break.

The European Urology-Accredited Continuing Medical Education has granted AMEE 2005 18credits in Category 2 for attendance at the full meeting. A register will be available to sign andcertificates will be provided upon request after the conference.

Disabled participants

Participants with disabilities are asked to contact the AMEE Office in advance of the conferenceso that appropriate arrangements can be made.

Where to eat

Amsterdam has a very cosmopolitan selection of bars and restaurants to cater for all tastes andbudgets. A list of suggestions will be included in conference packs.

Information for students

We are very pleased to have several student-led activities in the programme. There are alsosome student social events – see the website http://ameestudents.vumc.nl/ or contact theAMEE registration desk for information.

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The main Conference sessions will be held at:

Amsterdam RAIEuropaplein 22NL 1078 GZ Amsterdam

Tel: 00 31 (0) 20 5491212Fax: 00 31 (0) 20 646 44 69Web: http://www.rai.nl/

See map on pages 1.16-1.17. Amsterdam RAI has its own railway station and is less than tenminutes’ travelling time by train from Schiphol Airport and fifteen minutes by public transportfrom the city centre. The express trams are ideal for longer journeys within the city boundaries,and the ordinary trams stop right in front of the RAI and provide a quick and convenient serviceto all parts of Amsterdam. Plenty of car parking space is available outside RAI.

Amsterdam Travel Card

A free, four-day transport pass will be provided at the time of registration for all participantsand registered accompanying persons. This may be used on the local network of trams, busesand the metro. The card is valid for Tuesday to Friday and does not need to be stamped. A tramstop map and a tourist guide will also be provided.

Pre-Conference Workshops

Pre-Conference workshops will take place on Tuesday 30 August and post-conference workshopson Saturday 3 September at:

Vrije UniversiteitDe Boelelaan 11051081 HVAmsterdam, NetherlandsTel: +31 (0)20 598 7777

See map on page 1.16-1.17. Coach transport is not provided to the University.

Post-Conference Workshop No 4 will take place at the University of Maastricht. Coach departsfrom RAI following close of conference on Friday 2 September, 1630 hours).

Registration Desk opening hours at RAI Congress Center

Monday 29 August 1330-1800Tuesday 30 August 0800-1800Wednesday 31 August 0715-1800Thursday 1 September 0715-1800Friday 2 September 0730-1600

Registration Desk opening hours at Vrije Universiteit

Tuesday 30 August 0800-1715Saturday 3 September 0800-1615

Information about the Conference venue

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On-site payments

Participants who have made an arrangement to pay their registration fee at the desk at RAI areasked wherever possible to pay by credit card or in Euros. No payment facilities are available atVrije Universiteit.

Conference noticeboard and messages

Please check the boards near the registration desk for updates and for personal messages.

Between Saturday 27 August and Friday 2 September messages for the AMEE Secretariat andfor conference participants may be sent to:

Tel: +31 (0)20 544 5001 or Email: [email protected]

A Cybercafé is located in the Upper Auditorium Lounge throughout the conference. Wi-Fi isavailable in certain areas of RAI and a card may be purchased.

Conference evaluation

A general evaluation form will be included in conference packs which should be completed andreturned to the AMEE Registration desk or faxed/mailed back to the AMEE Office as soon aspossible following the conference. Workshop evaluation forms will be handed out by workshopfacilitators and may either be handed back to facilitators, handed in at the desk or faxed/mailed.

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Language

All conference sessions will be conducted in English.

Programme structure

Please see the daily programme timetable inside the front cover. Sessions are colour codedaccording to type: plenary – pink, symposia – red, short communications blue, etc. Section 1contains general information about Amsterdam, the conference venues, and information forpresenters. Section 2 lists all the sessions and presentations. Session codes correspond to therooms allocated to the session, eg, Session 2AUD in the auditorium, Session 2A in room A.Posters are located in three lounges, and codes correspond to the respective lounge, eg Session2 Onyx 1 is in the Onyx lounge. We have also included the page number in the separateabstract book on which the relevant abstracts can be found. Section 3 gives information on thetours and social events available, and how to arrange hotel accommodation.

Audio-visual provision for the main conference sessions at RAI

All plenary, symposia, short communication, Fringe and conference workshop presenters areasked to report to the technicians in the Speaker Preview area. This is important whateverform of audio-visuals you are planning to use so that this can be registered. Technicians areavailable at the following times:

Monday: 1400-1730 hrsTuesday: 0900-1730 hrsWednesday: 0730-1730 hrsThursday: 0730-1730 hrsFriday: 0730-1300 hrs

PowerPoint presentations: A computer and data projector/beamer are provided in allpresentation rooms and presenters are strongly encouraged to use this form of presentation.Please note that it is not possible to use your own computer for symposia, short communicationsand Fringe presentations to avoid delays due to changeover. If software other than PowerPointis required for your presentation, or if sound is incorporated, please contact the AMEE Office assoon as possible. Presentations should be given to the technicians on CD, zip or USB storagedevice the day before your presentation, or minimum 4 hours before the start ofyour session. Please name your file as follows: Session code and your family name,eg “2K6 Smith”.

Overhead projection: Overhead projectors are not provided as standard. Please report tothe technician the day before your presentation to arrange for one to be available in yourpresentation room. Alternatively please email the AMEE Office to order an OHP.

35mm slide projection: Not available for presentations.

Conference workshops

Abstracts for conference workshops are included in the abstracts book. Places in conferenceworkshops can be reserved by returning to the AMEE Office the workshop selection form whichcan be found on the website (www.amee.org) by 17 August latest, when pre-booking willclose. Forms returned after this date will not be processed. Any remaining places may bebooked at the AMEE Registration desk during the conference. Entry will be strictly by ticketonly (provided in your registration pack if you have pre-booked and if places are still available),and we ask you please to observe this request so that workshops do not become overcrowded.

Information about the Academic Programme

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Symposia and spotlights

Symposia: In each symposium, members of the panel will make very brief presentations andhighlight points for discussion. At least half of the session will be reserved for panel andaudience discussion. Participants are invited to submit in advance to the AMEE Office anyquestions they would like to be addressed by panel members.

Spotlights: Nine ‘Spotlight’ topics have been selected. In the final plenary session the Spotlightpresenters will summarise the take-home messages from the Conference on these topics – fortopics and presenters see page 2.83.

Short communication sessions

Each session will have a chairperson and most will have an opening discussant. We have triedvery carefully to group relevant presentations together and encourage you to stay for a wholesession and take part in the discussion at the end, where this has been scheduled. Eachpresenter has been allocated 10 minutes followed by 5 minutes for questions.

Information for the short communication presenter (see page 1.5 for audio-visualinformation)

• Introduce yourself to the chairperson at least 15 minutes before the scheduled start ofthe session;

• Keep strictly to the 10 minutes allocated for your presentation. The chairperson will askyou to stop when your time limit has expired and will then ask the opening discussant(where appointed) to lead off the discussion;

• Please speak slowly and clearly, remembering that for many in your audience Englishmay not be their first language;

• Ensure your PowerPoint slides/OHPs are clear, that there is not too much text to read inthe limited time available and that the type is large enough to be legible for those sittingat the back of the room;

• A single page handout, giving the key messages from your presentation, is alwaysappreciated. As a rough indication you could expect between 30-100 participants inyour audience.

Role of chairpersons of short communication sessions

• Before the session starts, check that the presenters and opening discussant (if one hasbeen appointed) are present; any last minute changes to the programme will be providedimmediately before the session starts;

• Introduce each speaker according to the programme, and ask him/her to stop speakingwhen the allotted 10 minute presentation period is over (a timer will be provided);

• Allow 5 minutes for questions between presentations;

• When all presentations have been given, ask the opening discussant (where appointed)to lead off the discussion;

• If a speaker is not present, arrange for the 15 minute period to be used for furtherdiscussion; the next presentation should not start until the scheduled time;

• Draw the session to a close and thank participants.

Role of opening discussants of short communication sessions

• Following all the presentations, introduce the topic in the context of the papers presentedand highlight some of the key points arising from the papers that might be addressed inthe discussion that follows. This introduction should take no more than 3 minutes;

• Facilitate the discussion as appropriate.

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Poster sessions

Poster presentations are an important part of the AMEE Conference in terms of communicatingideas about new approaches to education and reports of research studies and other work donein the area. Posters will be mounted in the Onyx Lounge, Topaz Lounge and Ruby Lounge andare available for viewing throughout the Conference. Themed presentation sessions have beenincluded in the programme.

Poster mounting and specification: Posters should be mounted on Tuesday 30 Augustfrom 1400-1730 hrs or between 0730-1000 hrs on Wednesday. They will be group mountedinto themed sessions with each board labelled with the identification number, title and name ofauthors. Fixing materials will be provided. Posters should be a maximum height of 1.25 metresand maximum width of 1 metre (i.e. portrait). They should be removed not earlier than 1200hrs and not later than 1630 hrs on Friday 2 September.

Structure of poster sessions: Poster sessions will take place around the boards. Presentersshould meet the Chairperson by the Poster Boards in the designated area, ten minutes beforethe scheduled start of the session. The Chairperson will lead the group around the boards, therelevant presenter giving a 2 minute introduction of his/her poster to the group. This will befollowed by a short period for questions and discussion. Any time at the end of the sessioncould be used for discussion or for individual viewing.

Availability of poster presenters: In addition to the formal poster presentation session,presenters are encouraged to be available by their poster at some time during lunch and/orcoffee breaks. It is helpful to fix a note to your poster board indicating when you will beavailable if anyone wishes to meet you.

Web posters: Web posters are listed in the programme and abstracts included in the abstractbook. They are not on display at the Conference although a digital copy is available on theAMEE website for viewing before or during the Conference. There will be a notice board forparticipants to post messages to poster presenters to arrange meetings if desired. A prize ofone year’s AMEE membership, including Medical Teacher in hard copy and online formats, willbe awarded for the best web poster, to be announced in the final plenary session.

Medical Teacher Poster Prize

A prize of Euros 360/£250 (or free registration for AMEE 2006 in Genoa) will be awarded byTaylor & Francis, publishers of Medical Teacher, for the best poster, as judged by an invitedcommittee, and based on a set of criteria given on the AMEE website. The aim is to selectexamples which, in the opinion of the committee, reflect good practice in preparing posters.Ten posters will be shortlisted, from which one winner will be chosen. The committee willconsist of conference participants including teachers and students, led by Professor Hermanvan Rossum from Vrije Universiteit, Amsterdam.

AMEE Poster Quiz

All participants, whether poster presenters or not, are eligible to enter the poster quiz, consistingof approximately 25 questions that can be answered by looking at the posters as mounted. Acopy of the quiz will be included in each registration pack, and should be completed andreturned to the AMEE desk by 1800 hrs on Thursday 1 September. The winner will receive oneyear’s AMEE membership, including Medical Teacher in hard copy and online formats, to beannounced in the final plenary session.

AMEE Fringe

The AMEE Fringe provides the opportunity to see something different – a new and perhapsprovocative or idiosyncratic approach to teaching and learning. Fringe presentations are scheduledin Session 4 on Wednesday 31 August and Session 8 on Thursday 1 September.

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Meet the Experts

Some experts in medical education have volunteered to share their expertise with participantson either a one-to-one or small group basis. Where one-to-one meetings are offered these willbe scheduled at 10 minute intervals. For small group sessions, a maximum of 8 participants willbe accepted for the duration of the session. Experts will address participants’ questions andgroup discussions will take place. All bookings must be made in advance through the AMEEOffice, or if places remain, at the AMEE Registration desk.

• Cees van der VleutenWednesday 31 August: Session 2 – 1100-1245 hrs: Committee Room 1Session format: One-to-one, 10 minute sessions

Cees van der Vleuten, PhD has been trained as a psychologist and has a PhD in education.In 1982 he came to the University of Maastricht to become involved in medical education. In1996 he was appointed as a Professor of Education at the Faculty of Medicine from Universityof Maastricht and chair of the department of Educational Development and Research. Hisarea of special expertise is in the assessment of competence, including modern methods ofassessment (progress testing, OSCEs, portfolio) and strategies for designing assessmentprogrammes.

• Henk SchmidtWednesday 31 August: Session 3 – 1430-1600 hrs: Committee Room 1Session format: One-to-one, 10 minute sessions

Henk Schmidt is a professor of psychology at Erasmus University’s Faculty of Social Sciencesand founding dean of its problem-based psychology curriculum. His areas of interest arelearning and memory, and he has published extensively on problem-based learning, long-term memory, and the development of expertise in medicine. He is among the most citedDutch educational psychologists. Twice he received the “Outstanding paper by an establishedinvestigator” Award of the American Educational Research Association. In 1996 the Universitéde Sherbrooke in Canada awarded him an honorary degree. In 2004, the Karolinska Institutet,Stockholm, Sweden, announced him to be the winner of its 50,000 Euro international medicaleducation research prize for his work in medical expertise and problem-based learning.

• André De ChamplainWednesday 31 August: Session 4 – 1630-1800 hrs: Committee Room 1Session format: One-to-one, 10 minute sessions

André De Champlain obtained his Ph.D. in Educational Statistics, Measurement, & Evaluationfrom the University of Ottawa in 1992. Over the past 15 years, he has published over 40papers in a number of peer-reviewed medical education and psychometric journals, andpresented in over 75 sessions at both national and international meetings. His main areas ofinterests are focused in the application and adaptation of psychometric/statistical methodsand models to performance assessments in medical education (e.g. OSCEs and SP exams),including scoring models, standard setting approaches, etc. Additionally, Dr. De Champlainhas an interest in validation research as it applies to high-stakes medical licensingexaminations.

• Dan BenorThursday 1 September: Session 6 - 1100-1230: Committee Room 1Session format: 1100-1130: Small Group 1: Teacher training and faculty development;

1130-1200: Small Group 2: Early clinical exposure1200-1230: 10 minute, one-to-one discussions

Dan Benor graduated from the Hebrew University at Jerusalem in 1963. He is a boardcertified internist. However, the greater part of his clinical career was as a family practitionerin rural areas in the Israeli Negev desert. He is one of the “founding fathers” of the MedicalSchool in the Faculty of Health Sciences, Ben-Gurion University at Beer-Sheva, Israelestablished in 1975. He was responsible for planning, implementation and evaluation of theentire innovative program of this school, and especially the extensive Early Clinical ExposureProgram and the Teacher-Training and Faculty Development Program. Both were repeatedlydescribed in the literature. After 15 years as the Vice Dean for Education, he was nominated

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in 1987 to the position of the Dean of Recanati School for Health Professions in the sameFaculty, a position he held until 2002. He is Professor of Medical Education and aninternationally recognized expert in medical education and in this capacity was active inestablishing many medical schools around the globe, including in Iran, Thailand andCzechoslovakia as well as innovating and modifying traditional medical schools in Swedenand the USA. He is the representative of Ben-Gurion University in the Towards Unity forHealth (TUFH) Network, which was founded 25 years ago. He recently retired.

• Medical Students from International Federation of Medical Students’Associations: Hans Jacob Westbye, Ozgur Onur and Katja KovacThursday 1 September: Session 7 – 1430-1600 hrs: Committee Room 1Session format: Small group discussion

Some senior medical students who are about to commence medical practice are available toshare their experiences of medical education. These students have been very active inmedical education throughout their studies and are well-placed to provide a studentperspective on aspects of the education process that may be of interest.

• Janet GrantThursday 1 September: Session 8 - 1630-1800 hrs: Committee Room 1Session format: 10 minute, one-to-one discussions

Professor Janet Grant is a member of the UK Postgraduate Medical Education and TrainingBoard and chair of its curriculum standards committee. A chartered educational psychologistwith more than 30 years in medical education development and policy research, Janet isDirector of the Open

University Centre for Education in Medicine [OUCEM] where she conducts policy researchfor the Department of Health and other bodies. She has expertise in all aspects of qualitativeand quantitative research design, costing, implementation and reporting. So Janet’s firstexpertise is in research design and implementation in medical education. The Open Universityteaches by distance learning and Janet has long experience of designing and producingdistance learning courses in the UK and elsewhere. She was co-director of a UK nationalproject to design a distance learning medical school and has been closely involved in settingup distance learning courses in HIV/AIDS and diabetes care, respectively, in India andBangladesh. Janet’s second expertise is in the design, production and quality assurance ofdistance learning in medicine. Janet is Open University Professor of Education in Medicine,Fellow of the British Psychological Society, Honorary Member of the National Association ofClinical Tutors, Honorary Fellow of The Royal College of General Practitioners and memberof the Institute of Directors.

• Marilyn Hammick and Alex Haig, BEME CollaborationFriday 2 September: Session 9 – 0800-1000 hrs: Committee Room 1Session format: 10 minute, one-to-one discussions

Following the various sessions on Best Evidence Medical Education in the programme, someparticipants may wish to receive more information on how they can join in BEME activities.The BEME Collaboration has gained a wealth of experience in conducting systematic reviewsin education, thanks to a number of pioneering Topic Review Groups who have been workingover the past 4 years. These initial reviews are now about to be published. Marilyn is theBEME Consultant and Alex is the BEME Information Scientist. They look forward to meetingany participants who would like more information, possibly with a view to undertaking futureBEME reviews.

• Geoff NormanFriday 2 September: Session 10 - 1030-1215 hrs: Committee Room 1Session format: Small group discussion

Geoff Norman received his Ph.D. in nuclear physics in 1971 and subsequently an M.A. ineducational psychology from Michigan State University. He has been on faculty at McMasterUniversity, Canada, since 1977 and is now a full professor in epidemiology and biostatistics,and Assistant Dean for Educational Research. His primary research focus is the psychologyof clinical reasoning. A secondary interest is measurement theory, with specific applicationto student assessment. He is the author of 10 books and over 150 research articles.

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Commercial and academic exhibits may be mounted from 1400 hrs on Tuesday 30 August. Theexhibits are open from Wednesday 1 September at 0815 until Friday 2 September at 1315.

Commercial Exhibits: Lounge Auditorium (Ground Floor)

Academic MedicineBusiness: Medical Journal. Academic Medicine, the AAMC’s peer-reviewed journal, serves as a forum for the

exchange of ideas and information about policy, issues and research concerning academic medicine.Booth No: C9Contact: Mary Beth DeVilbiss, Academic Medicine, 2450 N St. NW, Washington DC 20037, USA. Tel: (202)

828 0590. Fax: (202) 828 4798. Email: [email protected]

ADInstruments LtdBusiness: Data Acquisition and Analysis Systems. Ideal for teaching at all levels, Powerlab data acquisition

systems integrate easily into a range of life-science disciplines, enabling intuitive and interactiveeducation for students.

Booth No: C14Contact: Paula Croft, ADInstruments Ltd, Unit 56 Monument Business Park, Chalgrove, Oxfordshire, UK. Tel:

+44 (0)1865 891623. Fax: +44 (0)1865 890800. Email: [email protected]

Adam, Rouilly LimitedBusiness: Clinical Skills and Anatomy Models. Adam, Rouilly offers a complete range of life-like simulators and

models which form an important part of initial and ongoing training programmes for the teaching ofClinical Skills.

Booth No: C17Contact: John McCarthy, Adam, Rouilly Ltd, Castle Road, Eurolink Business Park, Sittingbourne, Kent, ME10

3AG, UK. Tel: +44 (0)1795 471378. Fax: +44 (0)1795 479787. Email: [email protected]

Association for Medical Education in Europe (AMEE)Business: An International Association for Medical EducationBooth No: C1Contact: Tracey Martin, AMEE Secretariat, Tay Park House, 484 Perth Road, Dundee DD2 1LR, UK. Tel: +44

(0)1382 631953. Fax: +44 (0)1382 631987. Email: [email protected]

Blackwell Publishing LtdBusiness: Publishing. Visit our stand for a wide range of resources for medical students and junior doctors as

well as the leading journal Medical Education and the new Clinical Teacher.Booth No: C11 & 12Contact: Anne Weston, Blackwell Publishing Ltd, 9600 Garsington Road, Oxford OX4 2DQ, UK. Tel: +44


B-Line MedicalBusiness: Clinical Skills/Medical Software. B-Line’s clinical skills and simulation system is the most manageable,

customizable, and complete solution for operating clinical skills and simulation centers. B-Line offerscomplete integration of audio and visual hardware. Full integration with METI simulators will beavailable.

Booth No: C25Contact: Johanna Fong, B-line Express, 10434 Waterfowl Terrace, Columbia, MD 21044, USA. Tel: (301) 233

1171. Fax: (410)772 5947. Email: [email protected]

BMJ Publishing Group LtdBusiness: Medical Publisher. Please visit the BMJ Publishing Group at Stand C28 to learn more about our

evidence-based title – Clinical Evidence, and our NEW products, BMJ Learning, Best Treatmentsand BMJ Updates.

Booth No: C28Contact: Jaspal Chaggar, BMJ Publishing Group Ltd, BMJ Marketing, BMA House, Tavistock Square, London,

WC1H 9JR, UK. Tel: +44 (0)20 7383 6805. Fax: +44 (0)20 7383 6661. Email:[email protected]

Exhibition

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BMJ BookshopBusiness: Book Seller. The BMJ Bookshop is the UK’s leading specialist medical bookseller. Visit our stand, or

our website www.bmjbookshop.comBooth No: C29 & 30Contact: Jim Osgerby, Osgerby Medical Marketing, Unit 8, Crumplins Yard, Dunley Hill, Odiham, Hampshire

RG29 1AR, UK. Tel: +44 (0)1256 703988. Fax: +44 (0)1256 703187. Email: [email protected]

DxR Development GroupBusiness: Developer and Publisher of Medical Education Software. DxR Development Group creates and

publishes online medical education software, including clinical case studies (DxR Clinician), onlinecourseware (Integrated Medical Curriculum), and software for evaluating the standardized patientencounter (Clinical Competency Examination).

Booth No: C20Contact: Diane Tennyson, DxR Development Group, 150 E. Pleasant Hill Road, Carbondale, IL 62903, USA.

Tel: 618 453 1140. Fax: 618 453 5309. Email: [email protected]

ElsevierBusiness: Publishing. A world leading, multiple-media publisher of scientific, technical and health information

products and services (including journals, books, electronic products, services, databases and portalsserving the global scientific, technical and medical communities.

Booth No: C10Contact: Elsevier, Robert Stevenson House, 1-3 Baxters Place, Leith Walk, Edinburgh EH1 3AF, UK. Tel: +44

(0)131 524 1702. Fax: +44 (0)131 558 1278. Email:

International Virtual Medical School (IVIMEDS)Business: The International Virtual Medical School (IVIMEDS) is an international collaboration of medical

institutions worldwide, committed to improving health and tackling human disease by achieving thehighest standards in medical education for medical students, trainees and practising doctors. TheIVIMEDS approach combines the latest educational thinking with advances in information andcommunications technology and sound business practice.

Booth No: C2Contact: Natalie Lafferty, IVIMEDS, Tay Park House, 484 Perth Road, Dundee DD2 1LR, UK. Tel: +44 (0)1382

631963. Fax: +44 (0)1382 645748. Email: [email protected]

Koken Co. LtdBusiness: Manufacturer of educational life simulation models. The development of astonishingly lifelike models

for training makes a significant contribution to improving medical care.Booth No: C23Contact: Mr Yasuhiko Shima, Koken Co Ltd, 3-14-3, Mejiro Toshima-ku, Tokyo 171-0031, JAPAN. Tel: 81 3

3950 6600. Fax: 81 3 3950 6602. Email: [email protected]

Kretschmer Keller GmbHBusiness: LogiEXAM – software system for managing, execution and organisation of multiple-choice

examinations and evaluation scanner or web based.Booth No: C27Contact: Ralph Zahn, Kretschmer Keller GmbH, Hertichstrasse 57, D-71229 Leonberg, GERMANY. Tel: 00 49

7152 9487 0. Fax: 00 49 7152 9457 57. Email: [email protected]

Kyotokagaku Co., LtdBusiness: Manufacture of simulator and training models. Kyotokagaku is a leading manufacturer of unique

life-like simulators and phantoms for hands-on medical education. Newly improved CVC simulatorwill be introduced at the booth.

Booth No: C19Contact: Yoko Endo, Kyotokagaku Co., Ltd, 35-1 Shimotoba Watarisecho, Fushimi-ku, Kyoto, 612 8939,

JAPAN. Tel: 81 75 605 2510. Fax: 81 75 605 2519. Email: [email protected]

Limbs & Things LtdBusiness: Skills Training Products for Healthcare Professionals. Limbs & Things supplies training and

demonstration materials for healthcare professionals, incorporating synthetic soft tissue models,multimedia training systems and a design & build service.

Booth No: C21 & 22Contact: Carrie Porter, Limbs & Things Ltd, Sussex Street, ST Philips, Bristol BS2 0RA, UK. Tel: +44 (0)117

311 0500. Fax +44 (0)117 311 0501. Email: [email protected]

Marcus Sommer SOMSO ModelleBusiness: Manufacturer of Medical Teaching Aids & Phantoms, Anatomical Models. Since 1876, manufacturer

of anatomical, zoological and botanical models as well as medical phantoms. Appreciated byacknowledged experts as a highly instructive teaching tool.

Booth No: C18Contact: Petra Sommer, Marcus Sommer SOMSO Modelle, Friedrich-Ruechert-Str. 54, D-96450 Coburg,

GERMANY. Tel: +49 9561 85740. Fax: +49 9561 857411. Email: [email protected]

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GENERAL INFORMATION

MedBiquitous ConsortiumBusiness: Medical Education/Standards Development. MedBiquitous Consortium is the ANSI-accredited

developer of information technology standards for healthcare education and competence assessment.These standards facilitate content exchange and learner tracking.

Booth No: C24Contact: Jody Poet, MedBiquitous Consortium, 401 E Pratt Street, Suite 1700, The World Trade Center

Baltimore, Baltimore Maryland 21202, USA. Tel: (401) 385 2367. Fax: (410) 385 6055.Email:[email protected]

Medical TeacherBusiness: A journal for the practising medical and healthcare professions teacher, with readers in more than

90 countries.Booth No: C3Contact: Medical Teacher Editorial Office, Tay Park House, 484 Perth Road, Dundee DD2 1LR, UK. Tel: +44


Pharmabotics LtdBusiness: Medical Models and Simulators for Education and Clinical Skills. Manufacture of soft-tissue medical

simulators for medical education, clinical and surgical skills, practical hands-on trainingBooth No: C15Contact: James Owen, Pharmabotics Ltd, 20 The Calvert Centre, Woodmancott, Winchester, SO21 3BN, UK.

Tel: +44 (0)1256 398003. Fax: +44 (0)1256 398003. Email: [email protected]

Skills Meducation B.V.Business: Medical Education Material. Skills Meducation meets the need for medical educational materials

with products, advice for skillslabs, medical training centres and other forms of conveyance ofmedical information.

Booth No: C16Contact: Ellen Smeink, Skills Meducation B.V., Arendstraat 15, 1223 RE Hilbersum, Postbus 1555, 1200 BN

Hilversum, NETHERLANDS. Tel: +31 35 646 1200. Fax: +31 35 646 1209. Email: [email protected]

Taylor & Francis LtdBusiness: Publishers (Medical Teacher). Taylor & Francis is a leading world publisher, managing over 1000

journals and 35,000 books as part of the academic and scientific division of T&F Informa.Booth No: C4Contact: Customer Services Department, Taylor and Francis Ltd, Rankine Road, Basingstoke, Hants RG24

8PR, UK. Tel: +44 (0)1256 813002. Fax: +44 (0)1256 330245. Email: [email protected]

University of Miami Centre for Research in Medical Education (UMCRME)Business: The UMCRME has developed proven simulation training systems used at 150 medical centres

worldwide, including, ‘Harvey’, the Cardiopulmonary Patient Simulator and UMedic ComputerCurriculum

Booth No: C8Contact: Barry Issenberg, Center for Research in Medical Education, University of Miami School of Medicine,

1430 NW 11th Avenue, PO Box 01690 (D-41), Miami FL 33101, USA. Tel: 1 305 243 6491. Fax: 1305 243 6136. Email: [email protected]

Academic Exhibits: Upper Lounge Auditorium

Association of American Medical Colleges (AAMC) Medical College Admission TestBooth No: A7Contact: Ellen Julian, AAMC, 2450 N St NW, Washington DC 20037, USA. Tel: 202 808 0691. Fax: 202 828

4799. Email: [email protected]

Association for the Study of Medical Education (ASME)Booth No: A3Contact: Nicola Pender, ASME, 12 Queen Street, Edinburgh EH2 1JE, UK. Tel: +44 (0)131 225 9111. Fax:

+44 (0)131 225 9444. Email: [email protected]

Association of Standardized Patient Educators (ASPE)Booth No: A15Contact: Julie Hewett, ASPE, One Crested Butte Dr, Huntington, WV 25705, USA. Tel: 1 (304) 733 4562. Fax:

1 (304) 733 6203. Email: [email protected]

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Canadian Association of Medical Education (CAME)Booth No: A12Contact: Claudine Le Quellec, CAME, 774 Echo Drive, Ottawa, ON K1S 5P2, CANADA. Tel: (613) 730 0687.

Fax: (613) 730 1196. Email: [email protected]

Centre for Medical Education, University of DundeeBooth No: A13Contact: Sean McAleer, Centre for Medical Education, Tay Park House, 484 Perth Road, Dundee DD2 1LR,

UK. Tel: + 44 (0)1382 631950. Fax + 44 (0)1382 645748. Email:[email protected]

Hong Kong International Consortium for Sharing Medical Student Assessment BanksBooth No: A9/A10Contact: Clarke Hazlett, Office of Educational Services, Faculty of Medicine, The Chinese University of Hong

Kong, 9A, Clock B, Prince of Wales Hospital, Shatin, NT, HK SAR. Tel: 852 2637 6249. Fax: 852 26352521. Email: [email protected]

International Association of Medical Science Educators (IAMSE)Booth No: A11Contact: Julie Hewett, IAMSE, 1 Crested Butte, Huntington, WV 25705, USA. Tel: 1 (304) 733 1270. Fax: 1

(304) 733 6203. Email: [email protected]

Medical Education @ CardiffBooth No: A8Contact: Lynne Allery, Wales College of Medicine, Biology, Life and Health Sciences, Cardiff University, Cardiff,

CF14 4XN. Tel: 029 2074 4420. Email: [email protected]

MEDINE Thematic NetworkBooth No: A1Contact: Tim Jones, International Centre, University of Bristol, University Union, Queen’s Road, Bristol BS8

1LN, UK. Tel: 0117 954 5834. Fax: 0117 954 5770. Email: [email protected]

National Association of Clinical Tutors (NACT)Booth No: A4Contact: Jane Litherland, NACT, 56 Queen Anne Street, London, UK. Tel: + 44 (0)20 7317 3109. Fax: +44

(0)20 7317 3110. Email: [email protected]

National Board of Medical Examiners (NBME)Booth No: A6Contact: Melanie Nelson, NBME, 3750 Market Street, Philadelphia PA 19104, USA. Tel: 1 (215) 590 9719.

Fax: 1 (215) 590 9446. Email: [email protected]

OTTAWA in New York 2006Booth No: A14Contact: Mark Swartz, Ottawa in New York 2006, C3NY – Administrative Offices, 53 East 124th Street, New

York, NY 10035, USA. Tel: 212 410 8499. Fax: 212 987 4726. Email: [email protected]

Spanish Society for Medical Education (SEDEM)Booth No: A5Contact: Jorge Pales, SEDEM, Facultad de Medicine, Universidad de Barcelona, Casanova 143, 08036 Barcelona,

SPAIN. Tel: 93 339 7295. Fax: 93 451 1802. Email: [email protected]

Vrije Universiteit Medical Center (Vumc)Booth No: A2Contact: Van der Boechorststraat 7, Kamer A-11, Amsterdam, NETHERLANDS. Tel: 00 31 20 444 8010. Fax:

00 31 20 4448427

World Federation for Medical EducationBooth No: A16Contact: Hans Karle, WFME, Faculty of Health Sciences, University of Copenhagen, Panum Institute,

Blegdamsvej 3B, Copenhagen, Denmark. Tel: 45 35 32 7103. Fax: 45 35 32 70 70. Email:[email protected]

Section 1 Section 1

– 1.14 –

GENERAL INFORMATION

Personal diary

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Evening Evening

Session 1Plenary 1

Session 2Symposia

Short CommunicationsPosters

WorkshopsMeet the Experts

Session 4Symposia



AMEE Fringe

Pasta & BastaCandlelight River Cruise

Session 5Plenary 2

Session 9Symposium



Coffee

Session 7Symposium



Session 8Symposium



AMEE Fringe

Gala Dinner

Session 10Symposium



Session 11Plenary 3

and Spotlights

Coffee

Lunch

Coffee

Session 3Symposium



AMEE Annual GeneralMeeting and LunchPoster/Exhibition

Viewing and Lunch

Lunch

Coffee

Coffee

Session 6Symposia



Section 1 Section 1

– 1.15 –

GENERAL INFORMATION

Floor plan of RAI Congress Centre

Section 1 Section 1

– 1.16 –

GENERAL INFORMATION

Amsterdam Centre

Section 1 Section 1

– 1.17 –

GENERAL INFORMATION

Amsterdam Venue

SECTION 2

The ConferenceProgramme

Section 2 Section 2MONDAY / TUESDAY

– 2.1 –

ToursFolklore and Windmills; Amsterdam Highlights (See Section 3 – page 3.1 for details)

1330-1800 Registration desk openRAI Congress Center, Amsterdam (see map reference A on pages 1.16-1.17)

1830-2130 AMEE Executive Committee (closed meeting)

Monday 29 August

Tuesday 30 August

ToursRoyal Tour of the Hague and Delft, City Tour and van Gogh Museum (See Section 3 – Page 3.2 for details)

0800-1800 Registration desk openRAI Congress Centre, Amsterdam

1400-1730 Setting up of Posters and Exhibits

0930-1700 Pre-Conference Workshops (NB: Pre-registration essential)Vrije Universiteit, Amsterdam (see map reference B on pages 1.16-1.17)Tea/Coffee provided. Lunch also provided for those attending a full day or 2 half-day workshops

0800-1715 Registration desk openVrije Universiteit, Amsterdam

0930-1700 Full-day WorkshopsT1 Essential Skills in Medical Education (ESME) Course

Stewart Mennin (Professor Emeritus, University of New Mexico Medical School, USA), Henk Schmidt (ErasmusUniversity Rotterdam, Netherlands) and Shaul Ben-David (Israel)Location: Room Agora 1, Vrije Universiteit

T2 Searching the research literature: finding evidence in medical educationMarshall Dozier (University of Edinburgh, UK) and Alex Haig (NHS Education for Scotland, UK)Location: Room 509A, Vrije Universiteit

T3 Effective teachingRein Zwierstra and Janke Cohen-Schotanus (Institute for Medical Education, Groningen University,Netherlands)Location: Room 14A10, Vrije Universiteit

T4 Assessment of professional skills and attitudes: ViEW (Veterinary EducationWorldwide) WorkshopViEW CommitteeLocation: Room OH20, Vrije Universiteit

0930-1230 Half-day Morning WorkshopsT5 Helping overseas doctors adapt to work in the healthcare system

Mick Sykes, Pip Fisher and Andrea Hampson (University of Manchester Medical School, UK)Location: Room Agora 3, Vrije Universiteit

Section 2 Section 2TUESDAY

– 2.2 –

T6 Developing teaching in clinical contexts within hospital settingsKath Green (Postgraduate Medical and Dental Education, Kent, Surrey and Sussex Deanery, London, UK)Location: Room 14A04, Vrije Universiteit

T7 How physicians-in-training and physicians learn: an exploration of learning in themedical professionHank Slotnick (University of North Dakota School of Medicine, USA)Location: Room 14A05, Vrije Universiteit

T8 Basic faculty skills participatory workshopAnita Glicken (University of Colorado, USA)Location: Room 14A03, Vrije Universiteit

T9 Using humor to tap multiple intelligences in medical educationRonald A Berk (The Johns Hopkins University School of Nursing, Baltimore, USA)Location: Room 7A06, Vrije Universiteit

T10 Building professionalism in medical educationSharon K Krackov and Henry Pohl (Albany Medical College, Albany, USA)Location: Room OH19, Vrije Universiteit

T11 So you want to be a mentor: a staff development workshop on mentoring skillsSubha Ramani (Boston University School of Medicine, USA), Elizabeth Kachur (Medical EducationDevelopment, New York, USA) and Larry Gruppen (University of Michigan Medical School, USA)Location: Room OH36, Vrije Universiteit

T12 Actively engaging students in quality improvementMary T Coleman, Toni Ganzel and David Wiegman (Uinversity of Louisville, USA)Location: Room OH38, Vrije Universiteit

T13 Using standardized patient methodology: how to get startedAnja Robb (University of Toronto, Canada), Devra Cohen (Mount Sinai School of Medicine, New York, USA)and Jan-Joost Rethans (University of Maastricht, Netherlands)Location: Room Agora 2, Vrije Universiteit

T14 Designing and organizing reliable case-based tests with Short-Answer-Questions(SAQs)Jany Rademakers and Olle ten Cate (UMC Utrecht School of Medical Sciences, Netherlands)Location: Room OH53, Vrije Universiteit

1230-1400 Lunch BreakLunch is provided for those participants attending a full day or 2 half-day workshops.

1400-1700 Half-day Afternoon WorkshopsT15 The Rhythm of RIME

Steven Durning, Paul A Hemmer and Louis Pangaro (Uniformed Services University, Bethesda, USA)Location: Room OH53, Vrije Universiteit

T16 How physicians-in-training and physicians are properly taught: an exploration ofhow a theory of physician learning is appliedHank Slotnick (University of North Dakota Medical School, USA)Location: Room 14A05, Vrije Universiteit

T17 Faculty professionalism – the other part of the Hidden CurriculumAnita Glicken (University of Colorado, USA)Location: Room 14A03, Vrije Universitet

T18 Developing rating scales for outcome-based assessmentRonald A Berk (The Johns Hopkins University School of Nursing, Baltimore, USA)Location: Room 7A06, Vrije Universiteit

T19 Creating a curriculum map: linking objectives, content and assessment to achieveeducational outcomesHenry Pohl and Sharon Krackov (Albany Medical College, Albany, USA)Location: Room OH19, Vrije Universiteit

Section 2 Section 2TUESDAY

– 2.3 –

T20 Bedside teaching is fun, so why is clinical teaching occurring in corridors?Subha Ramani (Boston University School of Medicine, USA), Jason Frank (Royal College of Physicians andSurgeons of Canada, Ottawa, Canada) and John Dent (University of Dundee Medical School, UK)Location: Room OH36, Vrije Universiteit

T21 Peer evaluations, inventories and group dynamics to improve learning in self-learning groupsAre Holen (Norwegian University of Science and Technology, Trondheim, Norway)Location: Room Agora 2, Vrije Universiteit

T22 Student diversity and cultural competence: concerns and challengesVeronica J Selleger and Benno Bonke (Erasmus Medical Centre, Rotterdam, Netherlands)Location: Room OH38, Vrije Universiteit

T23 Developing a learning cultureDavid Pearson, Lynn Stinson and Beverley Lucas (Bradford City Teaching NHS Primary Care Trust, UK)Location: Room 14A04, Vrije Universiteit

T24 Simulated and standardized patients in medical educationGraceanne Adamo (Standardized Patient Program, George Washington University School of Medicine, USA)Location: Room Agora 3, Vrije Universiteit

T25 Working together in e-learning: an overview of e-learning collaboration and theneed for standards in medical educationDavid Davies (University of Birmingham and IVIMEDS, UK) and Peter Greene (MedBiquitous, Baltimore,USA)Location: Computer Room, Library, Vrije Universiteit

1900-2100 Opening Ceremony and Reception at RAI Congress CenterLocation: Auditorium

Vrije Universiteit Orchestra will perform a selection of music, followed by a dramatic finale. Drinks anda finger buffet will be served. (Please note: this is intended as a light snack, not a full meal)

Section 2 Section 2

– 2.4 –

Wednesday 31 August

WEDNESDAY


SESSION 1: Plenary

Plenary What makes a good doctor?Chairperson: Professor Herman van RossumLocation: AuditoriumAbstracts: page 7

0815-0825 Welcome and Introduction to the Conference

0830-0900 1.1 Attitudes and professionalism: The Miriam Friedman Ben-David LectureDavid Stern (University of Michigan Medical School, Ann Arbor, USA)

David Stern, M.D., Ph.D., is associate professor of medicine and medical education at the University ofMichigan Medical School, USA. He has authored more than 100 abstracts and papers on the developmentand assessment of professional behaviour of physicians and conducts workshops and seminars on teaching,learning and evaluating professionalism.

0900-0930 1.2 Cultural CompetenceIvan Wolffers (Vrije Universiteit, Amsterdam, Netherlands)

Ivan Wolffers graduated from the Faculty of Medicine of the State University Utrecht in 1975. He trainedas a General Physician. He has undertaken consultancies and freelance work in health education withemphasis on empowerment of users of care. He has a PhD (in medical anthropology and social medicine)from the State University of Leiden with a thesis called: “Changes in traditional health care systems; anexample from Sri Lanka”. From 1989 he has been Professor in Health Care and Culture at VU University(now VU university medical center).

0930-1000 1.3 Clinical ReasoningGeoff Norman (McMaster University, Canada)

Geoff Norman received his Ph.D. in nuclear physics in 1971 and subsequently an M.A. in educationalpsychology from Michigan State University. He has been on faculty at McMaster since 1977 and is now afull professor in epidemiology and biostatistics, and Assistant Dean for Educational Research. His primaryresearch focus is the psychology of clinical reasoning. A secondary interest is measurement theory, withspecific application to student assessment. He is the author of 10 books and over 150 research articles.

1000-1030 Discussion

1030-1100 COFFEEViewing of posters and exhibits

Section 2 Section 2WEDNESDAY

– 2.5 –

SESSION 2: Simultaneous sessions

2AUD Symposium: Attitudes and ProfessionalismPanel: Robert Galbraith (NBME, Philadelphia, USA), Anne Garden (University of Liverpool, UK), Moira Maley(University of Western Australia), Trudie Roberts (University of Leeds, UK) (Chairperson), David Stern (University ofMichigan, Ann Arbor, USA)

1100-1245 Location: AuditoriumAbstract: page 8

2A Symposium: Project GLOBE: A new initiative to providequality CPD for Generalist Physicians

Panel: Pablo A Pulido M Co-chair, Project GLOBE (PanAmerican Federation of Associations of Medical Schools,Venezuela), Dennis K. Wentz Co-chair, Project GLOBE (WentzMiller & Associates, USA), Lewis A. Miller (WentzMiller& Associates, USA) Members of Project GLOBE Steering Committee

1100-1245 Location: Room AAbstract: page 8

2B Short Communications: PBL: the presenting problemChairperson: Eckhart HahnOpening Discussant:Location: Room BAbstracts: page 8

1100-1115 2B 1 Comparing a video case with a text case in a postgraduate problem-based learningformatT Balslev1*, W S de Grave2, A M M Muijtjens2 and A J J A Scherpbier2 (1Arhus University Hospital, Denmarkand 2University of Maastricht, Netherlands)

1115-1130 2B 2 What determines the perceived quality of a problem-solving case?Johan Beullens*, Elke Struyf and Bo Van Damme (Centre of Medical Education, Faculty of Medicine K.U.Leuven, Belgium)

1130-1145 2B 3 A letter from the sufferer in PBL tutorialAriyuki Hori*, Naohiro Kuroda, Noriko Ainoda, Yukio Yasuda, Yoshiro Ohara and Koji Suzuki (KanazawaMedical University, Medical Education Center, Ishikawa-ken, Japan)

1145-1200 2B 4 The evaluation of PBL scenarios by tutorsOzden Palaoglu*, Meral Demiroren, Filiz Yalcin,Sabri Kemahli, I.Hakki Ayhan (Ankara University, Departmentsof Medical Education and Pediatrics, Ankara, Turkey)

1200-1215 2B 5 Patient encounters as the stimulus for student learning in problem based learning:a first evaluation of the Maastricht experienceAgnes D Diemers*, Diana HJM Dolmans, Marijke SA van Santen, Scheltus van Luijk, Ameike Janssen andAlbert JJA Scherpbier (Universiteit van Maastricht, FdG, Skillslab, Maastricht, Netherlands)

1215-1230 2B 6 Standardized patients and multimedia: powerful PBL tools for medical educationSandor Vigh, Delia Anderson* and Julius L Levy (Tulane School of Medicine, Standardized Patient Program,Louisiana, USA)


2C Short Communications: Training for leadershipChairperson: Ken DonaldOpening Discussant: Jane KiddLocation: Room CAbstracts: page 10

1100-1115 2C 1 Developing tomorrow’s leaders in health and social care educationJudy McKimm (University of Leicester, Department of Medical & Social Care Education, Leicester, UK)

1115-1130 2C 2 Integration of leadership education with generalist physician trainingPerry A Pugno (American Academy of Family Physicians (AAFP), Division of Medical Education, Leawood,Kansas, USA)


– 2.6 –

1130-1145 2C 3 Professionalism in early medical education: evaluation of leadership in the grossanatomy courseMichael J Hromanik*, Stephen W Carmichael and Wojciech Pawlina (Mayo Medical School, Department ofAnatomy, Rochester, USA)

1145-1200 2C 4 Development of a leadership skills workshop in pediatric advanced resuscitationRonald Gottesman*, Elaine Gilfoyle and Saleem Razack (McGill University Health Centre, Montreal Children’sHospital, Montreal, Quebec, Canada)

1200-1215 2C 5 A framework for academic leadership and management of a medical schoolP P C Nel*, S Petersen, N J van Zyl, G J van Zyl and M M Nel (University of the Free State, School ofMedicine, Bloemfontein, South Africa)

1215-1230 2C 6 Developing leadership skills in medicineDerek Gallen*, Glynis Buckle and Alex Bush (LNR Deanery, Leicester, UK)


2D Short Communications: Student characteristicsChairperson: Rae NashOpening Discussant: Ron BerkLocation: Room DAbstracts: page 11

1100-1115 2D 1 Influence of studying on students’ healthO Onur* and R P Nippert (IFMSA, Aachen, Germany)

1115-1130 2D 2 Self concept and psychopathology in medical students at the Faculty of Medicine ofPorto: a longitudinal studyI Lourinho, E Loureiro*, P Costa, M A Tavares and R Mota-Cardoso (University of Porto, Office of MedicalEducation, Porto, Portugal)

1130-1145 2D 3 Medical students’ epistemological beliefs: a qualitative investigationLynn Knight* and Karen Mattick (University of Plymouth, Peninsula Medical School, Plymouth, UK)

1145-1200 2D 4 To become a doctor: altruism, dream or profit? Analysis of first year medicalstudents’ motivations throughout 3 yearsMadalena Patrício, A Pais-Lacerda and J Gomes-Pedro (University of Lisbon, Faculdade de Medicina deLisboa, Lisboa, Portugal)

1200-1215 2D 5 Evaluation of daytime sleepiness in medical students in BrazilPatricia T Fiedler*, Patricia L Bellodi, Cinthya A Taniguchi, Bruno Perotta, Geraldo Lorenzi-Filho and MiltonA Martins (Universidade de Sao Paulo, Faculdade de Medicina, Sao Paulo, Brazil)

1215-1230 2D 6 The amount of mirthfulness and its relation with self-reliance in students ofLorestan University of Medical SciencesA Farhadi*, F Javaheri, Y B Gholami and P Farhadi (Lorestan University of Medical Sciences, Lorestan, Iran)


2E Short Communications: Approaches to multiprofessional educationChairperson: Marijke van SantenOpening Discussant: Marilyn HammickLocation: Room EAbstracts: page 13

1100-1115 2E 1 Two years’ experience of a 2-year long interprofessional course for graduateentrant medical and adult nursing studentsJon Fuller* and Mary Tod (St Bartholomew’s Hospital, Barts and The London, Queen Mary School of Medicineand Dentistry, London, UK)

1115-1130 2E 2 Blended learning in clinical skills as an interdisciplinary education moduleAhmed Younis*, Terry Poulton and Annemarie Cancienne (St George’s Hospital Medical School, School ofPhysiotherapy, London, UK)


– 2.7 –

1130-1145 2E 3 The first 60 minutes, a multidisciplinary education for young doctorsPer Brunkwall* and Gassan Darwiche (University Hospital Malmo, Department of Anesthesia and IntensiveCare, Malmo, Sweden)

1145-1200 2E 4 ‘Multiprofessional collaboration’, a formative evaluation of an educational pilotH E Westerveld*, I I Zitter, H Wittink, G Croiset and Th J ten Cate (Universiteit Utrecht, Hogeschool vanUtrecht, Netherlands)

1200-1215 2E 5 Solving medical problems – collaboration between new groups of undergraduatestudentsAnnelie Brauner* and Ewa Ehrenborg* (Karolinska Institutet, Department of Medicine, Stockholm, Sweden)

1215-1230 2E 6 Inter-professionalism as an educational taskGerald Neitzke (Hannover Medical School (MHH), Department of History, Ethics & Theory of Medicine,Hannover, Germany)


2F Short Communications: Methods of teaching and learningChairperson: Shiu-Kum LamOpening Discussant: Mary LawsonLocation: Room FAbstracts: page 14

1100-1115 2F 1 What qualities do good teachers possess? Promoting excellence in teaching inproblem-based learning coursesSamy A Azer (University of Melbourne, Faculty Education Unit (FEU), Faculty of Medicine, Dentistry andHealth Sciences, Parkville, Australia)

1115-1130 2F 2 A new curriculum for subinterns in the department of surgery at HeidelbergUniversity – problems of implementation, successes and first adaptationsMartina Kadmon*, Christine Engel, Monika Porsche and Susann Holler (University of Heidelberg, Departmentof Surgery, Heidelberg, Germany)

1130-1145 2F 3 Team learning: tackling connective tissue diseaseD Soranno*, C McCoy and N Singer (Case Western Reserve University, School of Medicine, Cleveland, USA)

1145-1200 2F 4 Peer learning – do students learn from one another?L de Villiers and V C Burch (University of Cape Town, Institute of Ageing in Africa, Observatory, South Africa)

1200-1215 2F 5 Extra-curricular courses on clinical skills using students as instructors. Attendanceand satisfaction?M B Rasmussen*, M Lind, M G Tolsgaard, A Gustafsson and C Ringsted (Copenhagen University HospitalRigshospitalet, Centre for Clinical Education, Copenhagen, Denmark)

1215-1230 2F 6 Comparison of efficacy of implementing two teaching methods, contract learningand traditional, on clinical skill nursing students in psychiatric wards of hospitalsof TehranJamileh Mohtashami* and Fatemeh Noughani (Tehran University of Medical Sciences, Faculty of Nursingand Midwifery, Tehran, Iran)


2H Workshop: How to improve oral examinations in medical practiceLocation: Room HAbstract: page 16

1100-1245 2H How to improve oral examinations in medical practiceJohn Norcini (Director of the Foundation for Advancement of International Medical Education and Research(FAIMER), Philadelphia, USA) and Reinhard Westkämper (IAWF, University of Bern, Switzerland)


– 2.8 –

2L Short Communications: Selection for graduate entry to medicineChairperson: William McGaghieOpening Discussant: Janet GrantLocation: Room LAbstracts: page 16

1100-1115 2L 1 Selecting medical students into Australian Medical Schools: does it matter how?R B Hays (James Cook University, School of Medicine, Townsville, Australia)

1115-1130 2L 2 The use of the multiple mini interview to select medical studentsZulkarnain Hj. Hanafi, Mas Rinawati bte Abd Hamid, Nurolaini Pg Hj MD Kifli, Charles Hoyle and PeterMcCrorie* (St George’s Hospital Medical School, Department of Medical & Healthcare Education, London,UK)

1130-1145 2L 3 Study motivation of secondary school medical studentsPauliina Kronqvist, Jarkko Makinen, Satu Ranne, Olli Vainio and Pekka Kaapa*(University of Turku,Department of Pathology, Turku, Finland)

1145-1200 2L 4 Cognitive learning style variations between school leaver and graduate entrants tomedical schoolPaul Lazarus (University of Leicester, Department of Medical & Social Care Education, Leicester, UK)

1200-1215 2L 5 Developing assessment centres to aid medical school selectionF Patterson*, K Petty-Saphon, M Kerrin, E Ferguson and V Carr (City University, Nottingham, UK)

1215-1230 2L 6 Why do science graduates want to read medicine?Teresa Pawlikowska*, Jag Sihota, Jane Kidd and Debbie Biggerstaff (University of Warwick Medical School,Coventry, UK)


2M Short Communications: Clinical assessmentChairperson:Opening Discussant: Jack BouletLocation: Room MAbstracts: page 17

1100-1115 2M 1 The short clinical assessment form evaluated in the internal medicine clerkshipM Louwerens*, F W Dekker and J H Bolk (University of Leiden, Dept. Onderwijscentrum C5-56, Leiden,Netherlands)

1115-1130 2M 2 Assessment of clinical reasoning: is it necessary to accept variability of answerswithin the panel of reference to detect clinical experience?Robert Gagnon*, Bernard Charlin, Evelyne Sauve and Cees van der Vleuten (Education Medicale Continue,Université de Montreal, Canada)

1130-1145 2M 3 The validity of the Objective Structured Video Examination for assessing clinicalcommunication skillsJon Dowell*, Cathy Jackson, Jean Ker and Robert Jarvis (University of Dundee, CHS Division, Dundee, UK)

1145-1200 2M 4 Using video assessment to assess practical skills: the case of PRHOs learningsuturing skillsJeremy Martindale* and Linda Malek (University of Dundee, Cuschieri Skills Centre, Dundee, UK)

1200-1215 2M 5 Developing an objective continuous assessment tool for final year clerkship insurgery at Aga Khan UniversityShazia Sadaf*, Hasnain Zafar, Naghma Naeem, Amanullah Memon and Rukhsana W Zuberi (Aga KhanUniversity, Karachi, Pakistan)



– 2.9 –

2N Short Communications: e-Learning – instructional designChairperson: Deborah Murdoch-EatonOpening Discussant: Peter de JongLocation: Room NAbstracts: page 19

1100-1115 2N 1 A case study in creating and using reusable learning objectsG McConnell*, V H Dale and C Newlands (The University of Edinburgh, Royal (Dick) School of VeterinaryStudies, Edinburgh, UK)

1115-1130 2N 2 Recycled learning objects: the ACETS projectRachel Ellaway*, David Dewhurst, Dawn Leeder, Suzanne Hardy and Erin Mills (University of Edinburgh,MVM Learning Technology Section, Edinburgh, UK)

1130-1145 2N 3 Towards standardization and better comprehensibility of course content: use of aweb-based text annotation tool to enhance the collaborative formative review ofteaching and learning materialMichael Schmidts* and Thomas Link (Medical University of Vienna, Core Unit for Medical Education, Vienna,Austria)

1145-1200 2N 4 Assessing the reusability of a concept-based ‘Diagnostic Ultrasound – AcousticImpedance’ learning objectAndleeb Arshad* and Jamsheer Talati (Aga Khan University, Department for Educational Development, Karachi,Pakistan)

1200-1215 2N 5 Quality-managing outcome-based education through the application of ICTP Boulton, M Brown*, S Clark, T Dornan, M Islam, G Murray, J Petch and D Powley (University of Manchester,School of Electrical and Electronic Engineering, Manchester, UK)

1215-1230 2N 6 Students report and discuss real patient cases in Virtual Learning Environment: amethod to involve students in virtual learningKati Hakkarainen, Anti Syvänen and Teija Vainio (University of Tampere, Medical School, Tampere, Finland)


2O Short Communications: Continuing Professional Development/Continuing Medical Education 1Chairperson: Peder CharlesOpening Discussant: Lynne AlleryLocation: Room OAbstracts: page 20

1100-1115 2O 1 CPD adherence: the first two years of RCPCH CPD AuditA P J Thomson (Leighton Hospital, Postgraduate Medical Centre, Crewe, Cheshire, UK)

1115-1130 2O 2 Accreditation of continuing education – does it matter?Susan Ward (General Authority for Health Services for the Emirate of Abu Dhabi, United Arab Emirates)

1130-1145 2O 3 Adjusting longer education courses with a good reputationHelle Nielsen*, Annette Plesner Steenstrup* and Sidsel Wied* (The Danish Medical Association, Departmentof Medical Education, Copenhagen, Denmark)

1145-1200 2O 4 Overcoming barriers for teaching and learning at the interface of primary andsecondary careM B Shershneva*, H B Slotnick and L L Bakken (University of Wisconsin-Madison Medical School, Office ofContinuing Medical Education, Madison, USA)

1200-1215 2O 5 ‘Returners’ as learners: a needs assessmentJill Edwards* and Honor Merriman (Oxford PGMDE, Oxon, UK)

1215-1230 2O 6 Outcomes based CME/CPD: a case exampleLawrence Sherman*, Linda Casebeer and Anna Carillo (Postgraduate Institute for Medicine/Jobson EducationGroup, New York, USA)



– 2.10 –

2R Workshop: Emergency and Trauma management:training providers and instructors

Location: Room RAbstract: page 22

1100-1245 2R Workshop: Emergency and Trauma management: training providers andinstructorsMike Davis1, Lia Fluit2, Nigel Turner3 , Sue Wieteska4 (1Edge Hill/Lancaster University, Chorley, UK; 2Institutefor Education and Teaching, UMC St Radboud Nijmegen, the Netherlands; 3Dutch Foundation for the EmergencyMedical Management of Children (SHK) and Wilhelmina Children’s Hospital, Utrecht, the Netherlands;4Advanced Life Support Group (ALSG), Manchester, UK)

2S Workshop: Active learning on the Web: How to develop aneffective instructional Web site

Location: Room SAbstract: page 22

1100-1245 2S Workshop: Active learning on the Web: How to develop aneffective instructional Web siteDavid A. Cook and Denise M. Dupras (Mayo Clinic College of Medicine, Rochester, Minnesota, USA)

2T Workshop: Multi source (360-degree) feedback for assessment,feedback and learning across the medical education continuum

Location: Room TAbstract: page 22

1100-1245 2T Workshop: Multi source (360-degree) feedback for assessment,feedback and learning across the medical education continuumJocelyn Lockyer1, Joan Sargeant2, Stephen Clyman3, Julian Archer4 (1University of Calgary, Health SciencesCentre, Calgary, Canada; 2Dalhousie University, Halifax NS, Canada; 3National Board of Medical Examiners,Philadelphia, USA; 4Sheffield Children’s NHS Trust, UK)

2U Workshop: Developing and using standardized video cases for computerizedassessment of communication skills for pre-clinical medical students

Location: Room UAbstract: page 22

1100-1245 2U Workshop: Developing and using standardized video cases for computerizedassessment of communication skills for pre-clinical medical studentsR L Hulsman (Academic Medical Centre of Amsterdam, Department of Medical Psychology, Amsterdam,Netherlands)

2 Onyx 1 Posters: e-learning in medical educationChairperson: John Sandars

1100-1245 Location: Onyx LoungeAbstracts: page 23

2 Onyx 1.1 Medical students’ attitudes to computer-assisted instructionNomar M Alviar (University of the City of Manila, Philippines)

2 Onyx 1.2 Medical students’ opinion on e-learning at the Faculty of Medicine, KhonKaen UniversityWatana Ditsathaporncharoen, Pisit Jodking, Dris Theerakulpisut, Cholatip Pongskul*, AmornPremgamon and Charnchai Panthongviriyakul (Khon Kaen University, Faculty of Medicine, KhonKaen, Thailand)

2 Onyx 1.3 Medical students’ negative and positive engagement modes to InformationTechnology (IT)Parvaneh Sharafi*, Klas Karlgren, Italo Masiello and Kirsti Lonka (Karolinska Institute, Departmentof LIME, Stockholm, Sweden)


– 2.11 –

2 Onyx 1.4 WWW.MEDMICRO.INFO – a new forum for microbiology teachersV Woznicová*, M Votava, O Zahradnicek, M Dvorackova, V Hola, P Ondrovcik and F Ruzicka(Masaryk University, Department of Microbiology, Czech Republic)

2 Onyx 1.5 E-trainer as a didactic approach to change the learning and teachingculture of a medical facultyKai Sostmann*, Susanne Hamelberg, Kai Schnabel, Tina Fix and Gerhard Gaedicke (Charité -University Berlin, Department of General Paediatrics, Berlin, Germany)

2 Onyx 1.6 Blended e-learning of medical humanities in nursing curriculum: a surveyof informatics knowledge of Florence Medical School UndergraduateStudentsAndrea A Conti*, Antonio Conti, Maria R Guelfi, Donatella Lippi and Gian Franco Gensini(University of Florence, Department of Critical Care Medicine and Surgery, Firenze, Italy)

2 Onyx 1.7 Who’s using our teaching website?K L Franson* and E A Dubois (Leiden University Medical Center (LUMC), Center for Human DrugResearch, Leiden, Netherlands)

2 Onyx 1.8 Can online interactive videos improve student awareness andfamiliarisation of basic clinical skills?Tim Green*, Arnold Somasunderam, Chara Balasubramaniam and Terry Poulton (St George’sUniversity of London, Department of Medical and Healthcare Education, London, UK)

2 Onyx 1.9 Evolving web-based induction courses for international medical graduatesD P S Sandhu*, S Cavendish and D D Gallen (LNR Postgraduate Deanery, Leicester, UK)

2 Onyx 1.10 End-of-life care of distance education programAnita Singh1*, Leila Lax2, Larry Librach1, Glenn Regehr, Sandra Langlands, Marlene Scardamalia,Lawrence Spero, Meaghan Brierely, and Ju Ho Park (1Mount Sinai Hospital, Temmy Latner Centrefor Palliative Care, Toronto, Ontario, Canada; 2Biomedical Communications, Faculty of Medicine)

2 Onyx 1.11 Virtual education: a new form of learning in public healthJuan Cobos (University of Alcalá, Dpto Ciencias Sanitarias y Médico Sociales, Campus Universitario- Facultad de Medicina, Madrid, Spain)

2 Onyx 1.12 Interactive clinical patient scenarios on-lineDavid Byrne, Stephanie Cobb*, Joy Heard, Richard Else, Robin Stott and John Rees (GKT School ofMedicine, King’s College London, Department of Medical and Dental Education, London, UK)

2 Onyx 1.13 Learning how to apply and use an easy to use e-learning platform inmedical teachingMiguel Ruiz* and Rafael Ospina* (El Bosque University - Bogotá, Transversal 9A Bis No 132-55,Bogotá, COLOMBIA)

2 Onyx 2 Posters: Staff/faculty developmentChairperson: Rein Zwierstra


2 Onyx 2.1 Development and implementation of a strategic faculty development toolto promote learner-centered approach in an ambulatory care settingJ Sommer*, M Nendaz, D Lefèbvre, A Barofio, C Layat, Ph Huber and D Clavet* (PolicliniqueUniversitaire Genève, Genève, Switzerland)

2 Onyx 2.2 Bedside Teaching (BST) workshops for faculty members of 5 IranianUniversities of Medical Sciences: Does it work?Azim Mirzazadeh (Tehran University of Medical Sciences, Tehran, Iran)

2 Onyx 2.3 Education staff and their expectations from the educational committee ofthe vice chancellor of Shiraz University of Medical SciencesV Keshtkar*, M R Dehghani, M Dehbozorgian and Z Karimian (Shiraz University of Medical Sciences,Educational Development Center, Shiraz, Iran)

2 Onyx 2.4 The design, delivery and evaluation of a short course in medical educationfor teaching assistants at Aga Khan UniversityNaghma Naeem*, Shazia Sadaf and Rukhsana W Zuberi (Defence Housing Authority, Karachi,Pakistan)


– 2.12 –

2 Onyx 2.5 Faculty professionalism – a code of conductCathleen C Ruff*, Anita Glicken and Gerald B Merenstein (University of Colorado Health SciencesCenter, Child Health Associate/Physician Assistant Program, Aurora, USA)

2 Onyx 2.6 “Getting started…”: a practical guide for clinical tutorsMargery H Davis and John A Dent (University of Dundee, Centre for Medical Education, Dundee,UK)

2 Onyx 2.7 Initiation seminar in medical education: Saint-Joseph UniversityexperienceElie Nemr*, Marwan Nasr and Simon Abou-Jaoude (Saint-Joseph University Medical School, Beirut,Lebanon)

2 Onyx 2.8 Enabling educational innovation: it’s all in the mindPeta Foxall* and David Leeder (Institute of Clinical Education, Peninsula Medical School, Exeter,UK)

2 Onyx 2.9 Helping postgraduate trainees become better teachers: practice andreflectionD J Davis*, L Ravn, C Ringsted, A H Henriksen, R Meldgaard and J L Sørensen (Center for ClinicalEducation, Copenhagen, Denmark)

2 Onyx 2.10 Critical reflection as a method for educational training of clinical teachersin a hospital settingAnna Kiessling (Karolinska Institute, Danderyd Hospital, Centre for Clinical Education/KKC,Stockholm, Sweden)

2 Onyx 2.11 Investigation of the impact of elementary teaching methodologyE Nouhi*, A Haghdoost and S Farajzadeh (Kerman Medical Sciences University, Medical EducationDevelopment Center, Kerman, Iran)

2 Topaz 1 Posters: Curriculum evaluation and changeChairperson: Ineke Wolfhagen

1100-1245 Location: Topaz LoungeAbstracts: page 29

2 Topaz 1.1 Student evaluation with a focus on curriculum improvement using anadditional rating systemBert Huenges*, Thorsten Schager, Hille Lieverscheidt, Yvonne Aders and Herbert Rusche (Ruhr-Universitat Bochum, Medizinische Fakultät, Bochum, Germany)

2 Topaz 1.2 What happens after a graduate evaluation?P Supasai, S Lermanuworarat, T Asawavichienjinda, Y Tongpenyai, P Ambua, S Ambua, PThanomsingh* and T Himman-ngan (Maharat Nakhon Ratchasima Hospital (MNH), Department ofPediatrics, Medical Education Center, Nakhon Ratchasima Province, Thailand)

2 Topaz 1.3 Strategies for change in a classical medical school: a call for ideasAnabela Mota Pinto*, Maria Filomena Gaspar and José A P da Silva (Universidade de Coimbra,Faculdade de Medicina, Departamento de Educação Médica, Coimbra, Portugal)

2 Topaz 1.4 Students’ feedback improves their academic performanceB Demirhan*, E Öôüp, H Müderrisoôlu, S Türkoôlu, M Demirbilek and Z Kayhan (BapkentUniversitesi Typ Facultesi, Ankara, Turkey)

2 Topaz 1.5 Finding the fitting instruments for evaluation in the process of a changingcurriculumMonja Tullius* and Michael Sywall (University of Göttingen, Göttingen, Germany)

2 Topaz 1.6 Final-year medical education: mapping out an improvement strategy byfocus groupsP Weyrich*, M Schrauth, B Kraus, C Nikendei, R Riessen and S Zipfel (University of Tuebingen,Medizinische Klinik IV, Tuebingen, Germany)

2 Topaz 1.7 Student and teacher attitudes to curriculum changeV Ypinazar, G Griffin* and S Margolis (United Arab Emirates University, Department of FamilyMedicine, Al Ain, United Arab Emirates)


– 2.13 –

2 Topaz 1.8 Medical School of Shaheed Beheshti: implementation of reform inUndergraduate Medical Education (UME) programMasoud Mardani Dashti*, Hosein Godarzi, Noushabeh Pejhan, Houshang Khazan, MohammadJava Ehsani, Mohsen Kheirmand and Katayoun Rostami (Shaheed Beheshti University of MedicalSciences and Health Services, Medical School, Tehran, Iran)

2 Topaz 1.9 Pressure, personality and performance: a comparison between reformedand traditional medical educationHeidi Linnen (Charité University Medicine Berlin, Reformstudiengang Medizin, Berlin, Germany)

2 Topaz 1.10 Preventing problems instead of trouble shooting in the implementation ofcurriculum reformHanneke Mulder* and Edith ter Braak (UMC Utrecht, Universitair Medisch Centrum,Onderwijsinstituut, Utrecht, Netherlands)

2 Topaz 1.11 Can management skills help improve the educational climate?Peter Henriksson*, Eli Westerlund, David Mörtsell, Elisabeth Rooth and Martin Roll (KarolinskaInstitute, Danderyd University Hospital, Stockholm, Sweden)

2 Topaz 2 Posters: Written assessmentChairperson: An Greven


2 Topaz 2.1 Sharing resources for UK undergraduate written assessments – Two yearsof UMAPG J Byrne, A C Owen*, N D Bax, J R Barton, A Garden, T E Roberts and P A O’Neill (University ofManchester, Universities Medical Assessment Partnership, Manchester, UK)

2 Topaz 2.2 Performance in written and clinical assessment: is there a correlation?G K Mahadev*, M Mawdsley, P A O’Neill, A C Owen, P McCardle and G J Byrne (University ofManchester, UMAP, Manchester, UK)

2 Topaz 2.3 Recirculating questions in medical examinations – factors for meaningfulexaminationsJ Schulz, A Syed-Ali*, S Drolshagen and F Nuernberger (University of Frankfurt, Medical Faculty,Frankfurt, Germany)

2 Topaz 2.4 Faculty attitudes toward designing of MCQ in Ahvaz Joundi-shapourUniversity of Medical SciencesM Fakoor*, A Shakurnia, A Malayeri and P Asadollahi (Ahvaz Joundi-Shapour University of MedicalSciences, Ahvaz, Iran)

2 Topaz 2.5 Evaluation of designed MCQs in Ahvaz Jundi-Shapour University of MedicalSciencesA H Shakurnia*, A Khosravi, A Shariati and A Zareei (Ahvaz Joundi Shapour University of MedicalSciences, Educational Development Center (EDC), Ahvaz, Iran)

2 Topaz 2.6 Using docimological criteria to improve quality in multiple choice questiontestsI Neto, A Gouveia*, R Costa, M Campos and J Fermoso (University of Beira Interior, Faculty ofHealth Sciences, Covilha, Portugal)

2 Topaz 2.7 The Berlin Progress Test (PT) as an instrument of evaluation of medicalteachingK Brauns*, S Hanfler, J Voetter, S Fuhrmann, K Osterberg, A Mertens, B Mueller, D Wieland, SKoelbel and Z M Nouns (Universität Medizin Berlin, Charité, Berlin, Germany)

2 Topaz 2.8 Electronic review processWolfram Urich*, Bernhard Marschall, Birgit Killersreiter and Frank Ückert (Institut fuer MedizinischeInformatik und Biomatematik, Department of Medical Computer Science and Biomathematics,Muenster, Germany)

2 Topaz 2.9 A case-based examination system with multiple answer pathsAndrzej Kononowicz*, Marta Zabiñska-Popiela, Irena Roterman-Konieczna and Józef Krzysiek(Collegium Medicum Jagiellonian, Department of Bioinformatics and Telemedicine, University ZakadBioinformatyki i Telemedycyny, Krakow, Poland)


– 2.14 –

2 Ruby 1 Posters: Evaluation of medical schools and studentsChairperson: Andrzej Wojtczak

1100-1245 Location: Ruby LoungeAbstracts: page 34

2 Ruby 1.1 Evaluation of medical schools based on the WFME StandardsDanette W McKinley*, Kathleen A. Conaboy, John J Norcini, Zhamilya Nugmanova and SaltanatYeguebaeva (ECFMG, Philadelphia, USA)

2 Ruby 1.2 Validity of accreditation standards for medical schools in KoreaEunbae Yang* and Moosang Lee (Yonsei University, Department of Medical Education, College ofMedicine, Seoul, Korea)

2 Ruby 1.3 Promotion of new teaching methodologies and selection of learning issues:the strategies for a successful outcomeD Pavlovic*, M Visnjic and G Kocic (Faculty of Medicine Nis, Serbia & Montenegro)

2 Ruby 1.4 The action of the Association of Faculties of Medicine in Chile(ASOFAMECH) to assure the quality of medical education in ChileOctavio Enríquez Lorca (University of Concepción, Faculty of Medicine, Concepción, Chile)

2 Ruby 1.5 Quality management of medical education at Dresden Medical FacultyMargret Tiebel*, Oliver Tiebel and Peter Dieter (Technical University Dresden, Medical FacultyCarl Gustav Carus, Dresden, Germany)

2 Ruby 1.6 Quality assurance system: the relation to faculty management and actualpotential of medical faculty departmentsG Kocic*, D Pavlovic and M Visnjic (Faculty of Medicine Nis, Institute of Biochemistry, Nis, Serbia& Montenegro)

2 Ruby 1.7 The teaching and assessment of undergraduate psychiatry in the MedicalSchools of the United Kingdom and IrelandRuth Edwards*, Nisha Dogra and Khalid Karim (University of Leicester, Greenwood Institute ofChild Health, Leicester, UK)

2 Ruby 2 Posters: Curriculum evaluationChairperson: Helen Cameron


2 Ruby 2.1 Group’s internal evaluation of Medical-Surgical Nursing Department ofSemnan University of Medical SciencesM Saberian*, M Asgari, N Raees Dana, E Atash Nafas, M Nobahar, A Ghods and A Asadi (SemnanUniversity of Medical Sciences, Educational Development Center (EDC), Semnan, Iran)

2 Ruby 2.2 Expectations and perceptions of first year medical studentsM N Chandratilake, A Kasthuriratne* and A R Wickremasinghe (University of Kelaniya, Faculty ofMedicine, Ragama, Sri Lanka)

2 Ruby 2.3 Students’ perceptions of their final year peripheral hospital attachments:findings from a qualitative study in a UK medical schoolDiana Kelly* and Richard Phillips (Guy’s, King’s & St Thomas’s School of Medicine, Division ofMedical Education, London, UK)

2 Ruby 2.4 Routine evaluation of the disciplines in the undergraduate medical courseof the Faculty of Medicine of the University of Porto (FMUP): a concise toolfor teaching managementM A F Tavares*, L Guimarães, A Bastos, E Loureiro and M C Silva (University of Porto, Office ofMedical Education, Faculty of Medical Education, Porto, Portugal)

2 Ruby 2.5 Students’ opinions on introduction to clinical course in BuddhachinarajHospital, School of MedicineP Rojnsanga*, S Pannarunothai and Y Jariya (Buddhachinaraj Hospital, School of Medicine,Phitsanulok, Thailand)


– 2.15 –

2 Ruby 2.6 Evaluation of educational management in Tehran University of MedicalSciencesFereshteh Farzianpour*, Mohammad Ali Sedighi Gilani, Ali Akbar Zeinalou and Mohammad RezaEshraghian (Tehran University of Medical Sciences, Tehran, Iran)

2 Ruby 2.7 Using qualitative data from a Program Directors’ Evaluation Form as anoutcome measurement for medical schoolS J Durning*, J Hanson, L Pangaro and Jackson (Uniformed Services University Health Services,Montgomery Village, USA)

2 Ruby 2.8 Personal maturation of medical students through medical socializationR R du Preez (Weskoppies Hospital, Groenkloof, Pretoria, South Africa)

2 Ruby 2.9 Internal evaluation of baccalaureate program in midwifery on the scope ofstudents in Shaheed Beheshti Faculty of Nursing and MidwiferyFarzaneh Pazandeh (Shahid-Beheshti Medical Sciences University, Tehran, Iran)

2 Ruby 2.10 The personal and professional development curriculum and studentinvolvementI J Robbé (Cardiff University, Centre for Applied Public Health Medicine, School of Medicine,Cardiff, UK)

2 Ruby 2.11 Influence of life support training in the undergraduate curriculum on self-efficacy in resuscitationJos Draaisma*, Guido Roest, Rob van Kesteren and Arnold Vulto (UMC St Radboud, Nijmegen,Netherlands)

2CR1 Meet the Expert: Cees van der Vleuten

1100-1245 (see page 1.8 for biography)Location: Committee Room 1

1245-1430 LUNCHServed in Lounge Auditorium and Upper Lounge Auditorium

Private lunch meeting: ASPELocation: Room J

Private lunch meeting: University of Wales, UKLocation: Lounge A

Private lunch meeting: Institute for International Medical EducationLocation: Room G


– 2.16 –


3AUD Symposium: e-Learning in medical education

1430-1600 Panel: David Davies (University of Birmingham, UK) (Chairperson), Martin Fischer (University of Munich, Germany),Peter Greene (MedBiquitous, Baltimore, USA), Sebastian Uijtdehaage (David Geffen School of Medicine, Los Angeles,USA)Location: AuditoriumAbstract: page 39

3A Short Communications: Curriculum planningChairperson: John MahoneyOpening Discussant: Janke Cohen-SchotanusLocation: Room AAbstracts: page 39

1430-1445 3A 1 Changing the curriculum – reform of the old while developing the new – a benefitto studentsA Carmichael*, G MacCarrick and P Stanton (University of Tasmania, Clinical School, Hobart, Tasmania,Australia)

1445-1500 3A 2 Learning from the real thing: life cycle curriculum at University of DurhamJohn Hamilton (University of Durham, Stockton-on-Tees, UK)

1500-1515 3A 3 Transforming the first preclinical year from a lecture-based, discipline-oriented toan integrated hybrid curriculum – Do students’ perceptions and outcome match?C Schirlo*, W Gerke, E Berger, E W Russi, P Groscurth, W Vetter and F Wirth (University of Zurich,Studiendekanat der Medizinischen Fakultat, Zurich, Switzerland)

1515-1530 3A 4 Multimodality collaborative approach to teaching respiratory histologyAnca M Stefan, Cristian Stefan* and Armando Fraire (University of Massachusetts Medical School, Departmentof Cell Biology, Worcester, USA)

1530-1545 3A 5 HannibaL: a totally modular curriculum without Bachelor/Master structureVolkhard Fischer* and Hermann Haller (Hannover Medical School, Hannover, Germany)


3B Short Communications: Problem Based Learning: role of the tutorChairperson: Are HolenOpening Discussant: Ann Baroffio-BarbierLocation: Room BAbstracts: page 40

1430-1445 3B 1 Evaluating the role of tutors in PBL sessionsSevgi Turan*, Melih Elcin, Orhan Odabasi, Kirsten Ward and Iskender Sayek (Hacettepe University, Facultyof Medicine, Shihhiye, Ankara, Turkey)

1445-1500 3B 2 The tutor: a dumb duck or…?Gudrun Edgren* and Jakob Donner (Lund University, Medical Faculty, Lund, Sweden)

1500-1515 3B 3 Faculty and students’ perceptions about teaching styles of tutors in problem-basedtutorialsSalah Kassab*, Marwan Abu-Hijleh, Qasim Al-Shboul and Hossam Hamdy (Arabian Gulf University, Collegeof Medicine and Medical Sciences, Manama, Bahrain)

1515-1530 3B 4 Using a non-medical case in training PBL-tutors in Heidelberg, GermanyH M Bosse*, S Huwendiek*, M Kirschfink, S Skelin and C Nikendei (Heidelberg, Germany)

1530-1545 3B 5 A faculty development for hospital specialists: PBL and post-graduationStewart Mennin, Regina Petroni-Mennin*, Valeria Lima, Roberto Padilha(Hospital SirioLiabes, Instituto deEnsino e Pesquisa, Sao Paulo, Brazil)



– 2.17 –

3C Short Communications: Multiprofessional education in the workplaceChairperson: Annelie BraunerOpening Discussant: Margareta Behrbohm FallsbergLocation: Room CAbstracts: page 41

1430-1445 3C 1 Interprofessional education at work: learning together whilst working togetherClaire Dickinson*, Jane Metcalf, Pauline Pearson and Marion Grieves (University of Newcastle, School ofMedical Education Development, Newcastle, UK)

1445-1500 3C 2 Interprofessional learning in the work place: are there specific teaching/facilitation skills? Results of a Delphi Survey from the PIPE ProjectJulia Bray*, Elizabeth Howkins*, Gill Young, Bee Wee, Katy Knewell Jones and Maggie Lord (Bucks, UK)

1500-1515 3C 3 Not only doctors – learning from other colleaguesK Simpson*, G B Drummond, G Lloyd-Jones, A D Cumming and H Cameron (University of Edinburgh, MedicalTeaching Organisation, Edinburgh, UK)

1515-1530 3C 4 Better health through interprofessional collaborative education – learning togetherin public health careMargaretha Forsberg Lam* and Magdalena Hedberg (Karolinska Institutet, Department of Soedersjukhuset,Stockholm, Sweden)

1530-1545 3C 5 Evaluating interprofessional education in the real NHSS Jackson*, C Stevenson, J Campbell, J Metcalf, J Lewandowski, A Lamb, J Carling, A Chadwick, B Wallis, SBarsoum, S Jones and J Wardle (University of Teesside, School of Health and Social Care, Middlesbrough,UK)


3D Short Communications: Teaching and learning communication skills 1Chairperson: Brian HodgesLocation: Room DAbstracts: page 43

1430-1445 3D 1 Combining the teaching of communication and physical examination skills in aninterdisciplinary students course: students obtain patients’ perspectivesH Goehler*, J Kretschmann, A Dieterich and U Schwantes (Charité, Universitaetsmedizin Berlin, Berlin,Germany)

1445-1500 3D 2 Students’ attitudes toward communication learning - a cross-sectional study fromthe four medical schools in NorwayHilde Grimstad*, Tor Anvik, Tone Nordoy and Per Vaglum (Norwegian University of Science and Technology,Faculty of Medicine, Trondheim, Norway)

1500-1515 3D 3 A comparison of clinical communication skills between two groups of final year medicalstudents with different levels of communication skills training at StellenboschUniversity, South AfricaM R de Villiers*, M van Heusden and M Wright (Stellenbosch University, Faculty of Health Sciences, Tygerberg,South Africa)

1515-1530 3D 4 Games for teaching communication skills: Survivor!Cindy L Adams (University of Guelph, Department of Population Medicine, Guelph, Ontario, Canada)

1530-1545 3D 5 An innovative training assessment center for teaching communication skillsOrhan Odabasi*, Melih Elcin, Kirsten Ward, Murat Sincan, Iskender Sayek, Murat Akova and Nural Kiper(Hacettepe Universitesi, Tip Fakultesi Egitimi ve Bilismi Vebilisimi AD, Ankara, Turkey)

1545-1600 3D 6 Focus on feedback: 2 effective tools designed for SPs, faculty and students toenhance the delivery of feedback on communication skillsLaura Jayne Nelles* and Catherine Smith (University of Toronto, Standardized Patient Program, Toronto,Ontario, Canada)

No discussion time


– 2.18 –

3E Short Communications: Continuing Professional Development/Continuing Medical Education 2Chairperson: Alistair ThomsonOpening Discussant:Location: Room EAbstracts: page 44

1430-1445 3E 1 Effects of a peer review group program for improving the treatment for chronicpatients: a randomised controlled trialP Denig*, W N Kasje, P A de Graeff and F M Haaijer-Ruskamp (University Medical Centre Groningen,Department of Clinical Pharmacology, Groningen, Netherlands)

1445-1500 3E 2 Self evaluation of CPD effectiveness in resuscitation trainingMike Davis* and Sue Wieteska (Edge Hill, Department of Social and Psychological Sciences, Ormskirk, UK)

1500-1515 3E 3 Family physicians’ learning in practice: linking theory and practiceJoan Sargeant*, Karen Mann, Douglas Sinclair, Cees van der Vleuten, Job Metsemakers, Philip Muirhead andSuzanne Ferrier (Dalhousie University, Faculty of Medicine, Halifax, Nova Scotia, Canada)

1515-1530 3E 4 Implementation and evaluation of a self-assessment program for pharmacists inAlberta, CanadaTheresa Schindel*, Roberta Stasyk and Stanley Varnhagen (University of Alberta, Dent/Pharmacy Centre,Alberta, Canada)

1530-1545 3E 5 Development of an assessment programme: assessing stakeholder perceptionDouglas J Murphy*, Kevin W Eva and David Bruce (NHS Education for Scotland, Glasgow, UK)


3F Workshop: East Europe/Central Asian Special Interest GroupLocation: Room FAbstract: page 45

1430-1600 3F Workshop: East Europe/Central Asian Special Interest GroupFacilitator: Kathleen Conaboy (American International Health Alliance, Reno, USA) and Jadwiga Mirecka(AMEE)

3H Workshop: Keeping an eye on quality: how the LCME trainsand evaluates its survey teams

Location: Room HAbstract: page 45

1430-1600 3H Workshop: Keeping an eye on quality: how the LCME trains and evaluates itssurvey teamsCarol Aschenbrener1, 2Barbara Barzansky, 3Cam Enarson and 4Robert Talley (1 Association of American MedicalColleges, Washington DC, USA; 2AMA; 3Creighton University School of Medicine; 4University of South DakotaSchool of Medicine, USA)

3L Short Communications: Methods of selectionChairperson: David HawkinsOpening Discussant: Richard HaysLocation: Room LAbstracts: page 46

1430-1445 3L 1 Identifying predictors for successful study in a revised medical curriculumBen van Heerden*, Chris Aldrich, Wynand van der Merwe and Barney de Villiers (University of Stellenbosch,Tygerberg, South Africa)

1445-1500 3L 2 What is the use of interviews and psychological tests in selecting students to amedical program?Kirsti Lonka*, Hans Hindbeck and Patrik Scheinin (Karolinska Institutet, Department of Learning, Informatics,Management & Ethics (LIME), Stockholm, Sweden)


– 2.19 –

1500-1515 3L 3 SIP 1 – the selective exam at the end of the first yearH G Kraft (Medical University of Innsbruck, Institute for Medical Biology & Human Genetics, Innsbruck,Austria)

1515-1530 3L 4 Selection testing for entry to medicineCecily Aldous* and Philip Brown (ACER, Victoria, Australia)

1530-1545 3L 5 Admission criteria to medicine – are there relevant factors besides academicgrades?C Buksch-Beudt, J Schulze*, F Ochsendorf and F Nuernberger (J W Goethe-Universitaet Frankfurt, DekanatFachbereich Medizin, Frankfurt/Main, Germany)


3M Short Communications: Portfolios in teaching and assessment 1Chairperson: Jany RademakersLocation: Room MAbstracts: page 47

1430-1445 3M 1 Introducing student learning portfolios: the challenges and rewardsK B Smuts* and C Ginsburg (University of the Witwatersrand, Morningside, South Africa)

1445-1500 3M 2 Using an ePortfolio to encourage goal setting and reflective practice in newmedical studentsJim Aiton*, Julie Struthers, Simon Cotterill and Susie Whiten (University of St Andrew’s, Bute School of Medicine,St Andrews, UK)

1500-1515 3M 3 Experience with Personal Digital Assistants (PDAs) in postgraduate educationCarsten Hering Nielsen*, Sven Felsby, Claus Moger and Peder Charles Aarhus University Hospital, Departmentof Endocrinology & Metabolism, Aarhus, Denmark)

1515-1530 3M 4 A mastery learning model of competency assessment using electronic portfoliosLindsey Henson* and Elaine Dannefer (Case Western Reserve University, Department of Anaesthesiology,Cleveland, USA)

1530-1545 3M 5 Towards a reflective tool to demonstrate the development of cross-disciplinarycompetencies for graduate students. A project from the Faculty of Pharmacy of theUniversity of MontrealD Girardot and P Moreau (University of Montreal, Faculty of Pharmacy, Montreal, Canada)

1545-1600 3M 6 Foundation Programme Learning Portfolio: fulfilling its potential?Ida Ryland*, Jeremy Brown, Mary O’Brien, Graham Lamont, Rob Gillies, Ben Shaw, David Graham and TomChapman (Mersey Deanery/Edge Hill College of Higher Education, Liverpool, UK)

No discussion time

3N Short Communications: The assessment of professionalismChairperson: Bernard CharlinOpening Discussant: Paul HemmerLocation: Room NAbstracts: page 48

1430-1445 3N 1 Assessment of medical professionalism: a systematic reviewV Jha*, Z Setna, H Bekker, S R G Duffy and T E Roberts (University of Leeds, Department of Obstetrics andGynaecology, Leeds, UK)

1445-1500 3N 2 P-MEX: A tool to evaluate professional behaviourR Cruess*, Jodi Harold-McIlroy, S Cruess, Y Steinert and S Ginsberg (McGill University, Center for MedicalEducation, Montreal, Quebec, Canada)

1500-1515 3N 3 Psychometric properties of a multiple-choice-test of medical students’ professionalbehaviourSebastian Schubert*, Claudia Kiessling, Heiderose Ortwein, Antje Remus, Ulrich Schwantes and Oliver Wilhelm(Charité University Medicine Berlin, Universitatsmedizin Berlin, Berlin, Germany)


– 2.20 –

1515-1530 3N 4 Psychometric evaluation of moral competence scale in nursing practice amongnursing studentsPantip Jormsri* and Acharaporn Sripusanapan (Chiang Mai University, Faculty of Nursing, Chiang Mai,Thailand)

1530-1545 3N 5 The importance of being earnestM Moller*, A Frewer, S Stoeckel, B Lohff and G Neitzke (The Prince Charles Hospital, QLD, Australia)


3O Short Communications: Best Evidence Medical Educationand other review methodologiesChairperson: Marilyn HammickLocation: Room OAbstracts: page 50

1430-1445 3O 1 A systematic review of different models of learning and teaching communicationskillsM Mc Dermott*, B Young, J Carroll, F Lobban, R Nancarrow, S Peters and K Young (The University of Liverpool,Division of Clinical Psychology, Liverpool, UK)

1445-1500 3O 2 BEME Systematic Review on Predictive values of assessment measurementsobtained in medical schools and future performance in medical practiceHossam Hamdy*, Kameshwar Prasad, M. Brownell Anderson, Reed Williams, Rein Zwierstra, Albert Scherpbierand Helen Cuddihy (*Arabian Gulf University, College of Medicine & Medical Sciences, Manama, Bahrain)

1500-1515 3O 3 Lack of strong evidence for systematic review on the validity, reliability andapplicability of the OSCE for pregraduate assessmentM F Patrício, T M Hayes, M Julião, F Fareleira and A V Carneiro (University of Lisbon, Faculdade deMedicina de Lisboa, Lisbon, Portugal)

1515-1530 3O 4 A BEME Systematic Review of the literature on the effectiveness of self-assessment in clinical educationBrian McKinstry, Jan Illing*, Gellise Bagnall, Iain Cothart, Alex Haig, Helen Allbutt,Heather Peacock, AlisonEvans, Rachel Adams and Susan Hrisos (*University of Newcastle upon Tyne, Postgraduate Institute forMedicine & Dentistry, Newcastle upon Tyne, UK)

3O 5 A series of short presentations from three other BEME Topic Review Groups:

1530-1535 a) Performance-based instruments that measure medical communicationcompetence – an update and expansion of previous reviewsDr Elizabeth Kachur, Medical Education Department, New York, USA

1535-1540 b) The impact of feedback in formative and summative assessment and itseffectiveness on the improvement of knowledge, skills and attitudes of healthscience students during the learning process and on the teaching skills of thetutorProfessor Josep-Maria Martinez-Carretero, Institut d’Estudis de la Salut (IES), Barcelona, Spain. Presenter:Marilyn Hammick, BEME Consultant

1540-1545 c) The impact of interprofessional education on health and social carepractitioners, professional practice, patient/client related health and wellbeing, and public health and social care outcomesDr Marilyn Hammick (on behalf of JET Group)


3R Workshop: Case material development, recruitingand training for standardisation with SPsLocation: Room RAbstract: page 51

1430-1600 3R Workshop: Case material development, recruiting and training for standardisationwith SPsGraceanne Adamo (Clinical Skills Developer, National Board of Medical Examiners, Philadelphia, USA) andWendy L. Gammon (Director, University of Massachusetts Medical School Standardized Patient Program,Boston, USA)


– 2.21 –

3S Workshop: Effective use of questioning during teachingLocation: Room TAbstract: page 51

1430-1600 3S Workshop: Effective use of questioning during teachingZubair Amin (Faculty of Medicine, National University of Singapore, Singapore)

3T Workshop: The Case MethodLocation: Room TAbstract: page 51

1430-1600 3T Workshop: The Case MethodMartin Stjernquist and Elizabeth Crang-Svalenius (Medical Faculty, University of Lund, Lund, Sweden)

3U Workshop: Questionnaire design and analysis for new researchersLocation: Room UAbstract: page 51

1430-1600 3U Workshop: Questionnaire design and analysis for new researchersDavid Wall, Alison Bullock, Mike Clapham and Zoe Nuttall (West Midlands Deanery and University ofBirmingham, Birmingham, UK)

3 Onyx 1 Posters: Use of simulators in medical educationChairperson: Paul Bradley


3 Onyx 1.1 Using high-fidelity simulation to support the NHSU junior scholarshipinitiative to introduce core skills in healthcare careers to 14-19 year oldsT Smith*, A Nunn, M Dancey, I Curran and C Sadler (Barts and The London Medical SimulationCentre, London, UK)

3 Onyx 1.2 A comparative study of the effect of two teaching methods of CPR (dolland film), on knowledge and performance of first year studentsZahra Monjamed (Tehran University of Medical Sciences, Faculty of Nursing and Midwifery, Tehran,Iran)

3 Onyx 1.3 A 6 step approach to simulator based training of non-technical skillsM Haensel*, M P Mueller, S Weber, F Hardt, A Fichtner, R Saifoulline and T Koch (UniversityHospital Dresden, Department of Anaesthesiology, Dresden, Germany)

3 Onyx 1.4 Emergency Crew Resource Management (ECRM) – a new simulator courseto teach non-technical skillsM P Mueller*, S Weber, M Haensel, F Hardt, A Fichtner, R Saifoulline, B Bergmann and T Koch(University Hospital Carl Gustav Carus, Department of Anaesthesiology & Intensive Care Medicine,Dresden, Germany)

3 Onyx 1.5 Hands on – establishment of a novel approach for student training inFrankfurtW A Flaig*, J Frank, S Rose and I Marzi (Universitätsklinik Friedrichsheim, Department of Trauma,Hand and Reconstructive Surgery, Frankfurt, Germany)

3 Onyx 1.6 Postgraduate training in emergency medicine; the need for both clinicalskills training and simulationS Gundrosen*, S Einvik, M Husby, T G Tanemsmo, I Williams and P Aadahl (Norwegian Universityof Science and Technology, Department of Circulation and Medical Imaging, Faculty of Medicine,Trondheim, Norway)

3 Onyx 1.7 The effect of simulation-based training in neonatal resuscitationBerit Woetmann Pedersen*, Morten Lebech, Anne Lippert and Doris Østergård (University ofCopenhagen, Department of Gynecology and Obstetrics, Danish Institute for Medical Simulation,Herlev, Denmark)


– 2.22 –

3 Onyx 1.8 Inquiry on simulation at the Faculty of Medicine, University of MontréalJ V Patenaude*, A Sansregret, R Lalande*, M Boivin, C Bourdy, L Demers, P Drolet, S Dubé, JJulien, B Ska, R Thivierge and S Normand (University of Montréal, Montréal, Quebec, Canada)

3 Onyx 1.9 LapSimGyn: Construct validity and performance curvesChristian Rifbjerg Larsen, Jette Led Sørensen*, Teodo Grantcharov, Christian Ottosen, TorurDalsgaard, Torben V Schroeder and Bent Ottesen (Rigshospitalet, Købehaven, Denmark)

3 Onyx 1.10 Effectiveness of a newly developed mannequin-based training simulatorfor central venous catheterizationMasahiro Tanabe*, Masami Tagawa and Shigeto Oda (Chiba University Hospital, Chiba, Japan)

3 Onyx 1.11 Simulation and training in clinical skills in a Faculty if MedicineHernando Matiz*, Claudia Cifuentes, Adriana Torres and Miguel Ruiz (Universidad el Bosque,Bogotá, Columbia)

3 Onyx 2 Posters: Methods of teaching and learningChairperson: Stephen Brigley


3 Onyx 2.1 Learning ophthalmology by game playingA Nitiapinyasakul, N Nitiapinyasakul and P Ambua* (Maharat Nakhon Ratchasima Hospital (MNH),Medical Education Centre, Nakhon Ratchasima Province, Thailand)

3 Onyx 2.2 Bird watching techniques improve medical student pattern recognition inhistology and histopathologyBenjamin Sayers*, Roee Lazebnik and William Bligh-Glover* (Case Western Reserve University,School of Medicine, Cleveland, Ohio, USA)

3 Onyx 2.3 Development and evaluation of study guide template for integratedmodules: a study in the Medical School at King Abdul Aziz University, SaudiArabiaAwdah Al-Hazimi* and Margery Davis (King Abdul Aziz University, Physiology Department, Collegeof Medicine, Jeddah, Saudi Arabia)

3 Onyx 2.4 Tutorials: are they worth the effort?Henri A Verhaaren (University of Ghent, Biomedical Library, Gent, Belgium)

3 Onyx 2.5 Can the format of a study guide impact on student performance?V Bond*, P Owen, R Fewtrel and L Wilkie (University of Liverpool, Clinical Skills Resource Centre,Liverpool, UK)

3 Onyx 2.6 Using mind maps as a tool to enhance group workJulie Struthers*, Predrag Bjelogrlic, Maureen Crosby, Ruth Cruickshank, Susie Whiten and JimAiton (University of St Andrews, Bute School of Medicine, St Andrews, Fife, UK)

3 Onyx 2.7 Small group teaching in an Epidemiology course: an experience from IranAzita Goshtasebi*, Ali Kamkar and Bahram Taremi (Yasouj Medical University, Faculty of Medicine,Yasouj, Iran)

3 Onyx 2.8 Nursing education: group discussion method and quality of nursing careMahdi Safari*1, Mahvash Salsali2, Fazlollah Ghofranipour3 (1Tabriz University of Medical Sciences,Department of Nursing, School of Nursing, Maragheh, IRAN; 2Tehran University of Medical Sciences,IRAN; 3Tarbiat Modarres University, Iran)

3 Onyx 2.9 Using questioning technique during classes: perception vs. realityHaeJin Jeong, Sangyeoup Lee*, Sungsoo Kim, YunJin Kim, HaeKyu Kim, SeongWan Baik, ByungYongRhim, ByungKyu Park, Chulhun L Chang and IhnSook Jeong (Pusan National University Hospital,Busan, South Korea)

3 Onyx 2.10 Integrating legal, ethical and practice aspects in a Team-Based LearningsessionGlynn Till, Hettie Till, Allan Freedman and Stuart Kinsinger (Canadian Memorial ChiropracticCollege, Toronto, Ontario, Canada)


– 2.23 –

3 Topaz 1 Posters: Student supportChairperson: Anne Garden


3 Topaz 1.1 The role of pastoral care in a medical schoolE A Jump* and D C M Taylor (University of Liverpool, School of Medical Education, Liverpool,UK)

3 Topaz 1.2 Student evaluation of academic advising qualityAzra Shamsdin* and Sohrab Najafipour (Fasa University of Medical Sciences, MicrobiologyDepartment, Fasa, Iran)

3 Topaz 1.3 Do students need additional pastoral support during clinical placements?Sue R Whittle* and Deborah G Murdoch-Eaton (University of Leeds, School of Medicine, Leeds,UK)

3 Topaz 1.4 Support for the second year medical students with neuroanatomydifficultiesP Boonruangsri*, N Kunatippapong, W Mothong and A Srikoolwong (Khon Kaen University,Department of Anatomy, Faculty of Medicine, Khon Kaen, Thailand)

3 Topaz 1.5 From medical students involved in developing educational programmes todoctors. Reflecting 6 years of experience in medical educationRadim Licenik*, Cestmir Cihalik, Lenka Doubravska, Daniela Jelenova, Petr Jindra, Pavel Kurfürst,Jarmila Potomkova, Renata Simkova, Filip Wagner and Iveta Zedkova (Palacky University Facultyof Medicine, Olomouc, Czech Republic)

3 Topaz 1.6 Students’ viewpoint on professors’ performance, method of selection,description of duties and the extent of responsibilitiesS Hajiaghajani*, R Ghorbani, M Malek, M Jenabi and M Saberian (Semnan University of MedicalSciences, Educational Development Center (EDC), Semnan, Iran)

3 Ruby 1 Posters: Education environmentChairperson: Shake Seigel


3 Ruby 1.1 Educational environment in the Medical School of King Saud UniversityEiad Al-Faris*, Ashry Gad, Tomadher Al-Dakheel, Norah Al-Rowais and Mohamed Al-Rukban (KingSaud University, Department of Family & Community Medicine, School of Medicine, Riyadh, SaudiArabia)

3 Ruby 1.2 Dundee Ready Education Environment Measure (DREEM) inventory indefining the difficulties of the undergraduate curriculum at the MedicalFaculty Skopje and the impact of Tempus Project*Z Gucev*, A Alonso, J H Seitz, J Saveski and J L Barat (Medical Faculty Skopje, Skopje, Macedonia)

3 Ruby 1.3 Educational climate as an independent predictor of academic achievementin medical educationLotte O’Neill (University of Southern Denmark, Institute of Sports Science and Clinical Biomechanics,Odense, Denmark)

3 Ruby 1.4 Evaluation of the learning environment of paediatric residents in academicand non-academic teaching hospitalsMartine Raphaël*, Klarke Boor, Franciska Koens, Scheltus van Luijk, Fedde Scheele and Ronnievan Diemen-Steenvoorde (VU University Medical Center, Department of Medical Education,Amsterdam, Netherlands)

3 Ruby 1.5 Pre-Registration House Officers’ perception of the educationalenvironment within NHS TaysideLawson Barclay (Dundee, UK)


– 2.24 –

3 Ruby 2 Posters: Basic sciencesChairperson: Eugène Custers


3 Ruby 2.1 The haze of basic sciences in a PBL curriculum – like it or hate itAndreas Braunsberg*, Peter Kube and Joerg Pelz (Charité, Reformstudiengang Medizin TAF und,Prodekant für Studium und Lehre, Berlin, Germany)

3 Ruby 2.2 Living anatomy – combining anatomy teaching with clinical examinationS Berghoff*, J Schulze*, F Seibert-Alves, U Kersken-Nuelens and F Nuernberger (Johann WolfgangGoethe University, Senckenbergische Anatomy, Frankfurt/Main, Germany)

3 Ruby 2.3 Implementation of active learning elements in the dissection course inMedical University – Pleven, BulgariaN Kovachev*, R Davidova, P Moushatova, St Yochkova, St Trifonov and N Narlieva (MedicalUniversity of Pleven, Department of Anatomy, Histology and Cytology, Pleven, Bulgaria)

3 Ruby 2.4 Genetics teaching in medical schools 2003Helen Jones, Hilary Burton and Heather Owen (Open University Centre for Education in Medicine,The Open University, Milton Keynes, UK)

3 Ruby 2.5 Neuroscience and Neuroscience-related content and instruction inundergraduate medicine and Psychology programs in Turkey: a survey oncurricula and perceptionsGonul O Peker*1, 2, 3, 4, Eser Sozmen2,5, Vedat Evren2,3, Oguz Gozen2,3 and Ferhan G Sagin2,5 (EgeUniversity, 1Center for Brain Research, 2Faculty of Medicine, 3Dept. of Physiology, 4Dept. of MedicalEducation, 5Dept. of Biochemistry, Izmir, Turkey)

3 Ruby 2.6 Making the difference in medical education: the challenge of clinicalanatomy in a traditional medical curriculumM França*, M S Silva and M A F Tavares (University of Porto, Faculty of Medicine, Institute ofAnatomy, Porto, Portugal)

3 Ruby 2.7 Students’ experience of learning anatomy in a problem-based curriculum: aqualitative studyL Wentworth*, S Smithson and T Dornan (Manchester Royal Infirmary, Manchester, UK)

3CR1 Meet the Expert: Henk Schmidt

1430-1600 (See page 1.8 for biography)Location: Committee Room 1

1600-1630 COFFEEViewing Exhibition and Posters


– 2.25 –


4AUD Symposium: Accreditation of institutions and programmes in medical educationChairperson: Hans Karle (World Federation for Medical Education, Denmark)

1630-1800 Location: AuditoriumAbstracts: page 62

4AUD1 Accreditation of medical schools in North America: Assuring qualityCarol Aschenbrenner (Association of American Medical Colleges, Washington DC, USA)

4AUD2 Accreditation and recognition of medical schools in Europe – the Swiss approachRolf Heusser (Center for Accreditation and Quality Assurance of the Swiss Universities, Switzerland)

4AUD3 Establishment of a national accreditation system – the Iran experiencesAzim Mirzazadeh (Tehran University of Medical Sciences, Iran)

4AUD4 What seems specific for accreditation of medical schools?Jadwiga Mirecka (Medical College of Jagiellonian University, Krakow, Poland)

4AUD5 Accrediting medical programmes: A comparison of paper-based and visit-basedproceduresRichard Hays (James Cook University, Australia)

4AUD6 The WHO-WFME Guidelines for accreditation systemsLeif Christensen (WFME, Copenhagen, Denmark)

General discussion

4A Symposium: Complex Adaptive SystemsPanel: Tim Holt (University of Warwick, UK), Stewart Mennin (University of New Mexico, USA) (Chairperson), JimPrice (Brighton & Sussex Medical School, Brighton, UK), Joachim Sturmberg, Monash University, Australia)


4B Short Communications: Problem Based Learning: implementing a courseChairperson: David TaylorOpening Discussant: Hossam HamdyLocation: Room BAbstracts: page 63

1630-1645 4B 1 Two years program of clinical skills integration in a problem-based learningcurriculumBernard Martineau*, Guy Waddell, Sylvie Bourque and Rene Hivon (University of Sherbrooke, Faculty ofMedicine, Sherbrooke, Quebec, Canada)

1645-1700 4B 2 The transition to PBL: making sure the PBL model is explicit for studentsRay Peterson*, Carole Gannon, Ted Cleary and Anne Tonkin (University of Adelaide, Faculty of Health Sciences,Adelaide, Australia)

1700-1715 4B 3 Quality of learning objectives – a PBL group attribute?Joerg Pelz*, Reinald Adlung, Ute Tautenhahn and Elisabeth Hoffmann (Charité, Medical Faculty of theHumboldt University Berlin, Berlin, Germany)

1715-1730 4B 4 Evaluating practice and career outcomes for nurses completing distance learningdegree programmesLinda Malek*, Pauline Horton and Elizabeth Rogerson (University of Dundee, Distance Learning Centre(Nursing and Palliative Care), Dundee, UK)

1730-1745 4B 5 Holding on to Teddy: a corrective recapitulation of the emotional value of PBL as a‘transitional object’Brian Bailey (Napier University, School of Community Health, Edinburgh, UK)



– 2.26 –

4C Short Communications: Teaching and learning communication skills 2Chairperson: Knut AspegrenOpening Discussant: Adam FraserLocation: Room CAbstracts: page 64

1630-1645 4C 1 Using simulated patients to improve communication across language barriersSarah Escott* and Miriam Hawkins* (Bradford City PCT, Bradford, UK)

1645-1700 4C 2 Multicultural society: a transcultural communication training in a medicalcurriculumReyis Kurt* and Cornelius T Postma (Radbous University Medical Center Nijmegen, Department of Medicine,Nijmegen, Netherlands)

1700-1715 4C 3 Are conversational agents the way to go for assessing communication skills?O Courteille*, K Karlgren and P Sharafi (Karolinska Institutet, LIME, Stockholm, Sweden)

1715-1730 4C 4 Do medical students’ attitudes towards patients predict their learning ofcommunication skills during preclinical training: a longitudinal studySarah Peters* and Fiona Lobban (University of Liverpool, Division of Psychiatry, Liverpool, UK)

1730-1745 4C 5 Teaching techniques of communication skills in pediatric practice for juniormedical studentsPriyasuda Hetrakul*, Amornsri Chunharas and Boonmee Sathapatayavongs (Mahidol University, Faculty ofMedicine, Bangkok, Thailand)


4D Short Communications: Multiprofessional education and teamworkChairperson: Marcel D’EonOpening Discussant: Athol KentLocation: Room DAbstracts: page 66

1630-1645 4D 1 Improving multiprofessional teamwork in operating theatres through collaborativeinquiryAlan Bleakley*, Linda Walsh, Adrian Hobbs, James Boyden and Jon Allard (Peninsula Medical School, Truro,Cornwall, UK)

1645-1700 4D 2 Improving multiprofessional teamworking: can video vignettes facilitateinterprofessional empathy?Adrian Hobbs*, Linda Walsh, James Boyden, Alan Bleakley and Jon Allard (Royal Cornwall Hospital,Department of Anaesthetics, Truro, Cornwall, UK)

1700-1715 4D 3 No time to waste: multidisciplinary simulation training for managing obstetricemergenciesRon Brendel, Marion Heres* and Fedde Scheele* (SLAZ, Amsterdam, Netherlands)

1715-1730 4D 4 Does team building training improve interprofessional education? A prospectivestudyU Hylin*, A Longueville, S Kalén and S Ponzer (Karolinska Institutet, Institutionen Sodersjukhuset, Stockholm,Sweden)

1730-1745 4D 5 Multidisciplinary medical education: influences of team processes andorganizational facilitation on educational qualityR E Stalmeijer*, W H Gijselaers, H A P Wolfhagen, S Harendza and A J J A Scherpbier (Maastricht, Netherlands)



– 2.27 –

4E AMEE Fringe 1Chairperson: Rachel EllawayLocation: Room EAbstracts: page 67

1630-1650 4E 1 Embedding students at sea – effective learning with people with special limitationsMoira Maley (University of Western Australia, Education Centre, Faculty of Medicine and Dentistry, Nedlands,Western Australia)

1650-1710 4E 2 Enjoyable formative assessment: games in medical educationS Eggermont*, P M Bloemendaal and A J M de Man (Leiden University Medical Center, Department of Surgery,Leiden, Netherlands)

1710-1730 4E 3 Tomorrow’s patients – Brave New MedicinePeter Kube, Joerg Pelz and Georg Weikert (Reformstudiengang Medizin – Charité Berlin, Berlin, Germany)

1730-1750 4E 4 Heart to Heart: using the Standardized Family to teach goals of care andcommunication skills in end of life careAnita Singh, Dori Seccarechia, Kerry Knickle and Diana Tabak (CRE-SPP, Toronto, Canada)


4F Workshop: Feedback: closing the teaching-learning loop in clinical skillsLocation: Room FAbstract: page 68

1630-1800 4F Workshop: Feedback: closing the teaching-learning loop in clinical skillsDebra Nestel, Roger Kneebone, Heather Fry (Imperial College London, Division of Neuroscience, London,UK)

4H Workshop: Preparing and delivering better lecturesLocation: Room HAbstract: page 68

1630-1800 4H Workshop: Preparing and delivering better lecturesReuben M Gerling (Nihon University School of Medicine, Chiba, Japan)

4L Short Communications: e-Learning: the virtual learning environmentChairperson: Netta NotzerOpening Discussant: David ByrneLocation: Room LAbstracts: page 68

1630-1645 4L 1 A structured review activity to promote learning in a web-based course: arandomized, controlled trialDavid A Cook (Mayo Clinic College of Medicine, Division of General Internal Medicine, Rochester, USA)

1645-1700 4L 2 Critical appraisal of the effects of a virtual learning environment in a PBLundergraduate medical curriculumBas A de Leng*, Diana H J M Dolmans, Arno M M Muijtjens and Cees P M van der Vleuten (University ofMaastricht, Department of Educational Development and Research, Maastricht, Netherlands)

1700-1715 4L 3 TESTNET: a bridge between teachers and studentsElisa Talini*, Andrea Bertini and Davide Caramella (University of Pisa, Department of Diagnostic andInterventional Radiology in Pisa, Pisa, Italy)

1715-1730 4L 4 Building assessment into a VLE-based programme for clinical educatorsAndrew Sackville & David Brigden (Edge Hill College of Higher Education, Ormskirk, UK)

1730-1745 4L 5 AAMC MedEdPORTAL – providing online resources to advance learning in medicaleducationRobby Reynolds (Association of American Medical Colleges (AAMC), Washington DC, USA)



– 2.28 –

4M Short Communications: Portfolios in teaching and assessment 2Chairperson: Lindsey HensonOpening Discussant: Olle ten CateLocation: Room MAbstracts: page 70

1630-1645 4M 1 Conditions for successful use of portfolios for reflectionE Driessen*, K Overeem, J van Tartwijk and C van der Vleuten (Maastricht University, Faculty of Medicine,Maastricht, Netherlands)

1645-1700 4M 2 Portfolio assessment: the influence of different elements on final resultsHanke Dekker*, Johanna Schonrock-Adema, Jelle Geertsma and Janke Cohen-Schotanus (University MedicalCentre Groningen, Faculty of Medical Sciences, Groningen, Netherlands)

1700-1715 4M 3 Portfolio interviews – a useful assessment strategyV C Burch* and J L Seggie (University of Cape Town, Department of Medicine, Observatory, South Africa)

1715-1730 4M 4 Evaluation of the use of a group portfolio in community work in the second year ofmedicine, University of ValparaisoPeter McColl*, Pamela Eguiguren, Ernestina Esparza, Silvia Ulloa and Jorge Gregoire Universidad deValparaiso Chile, Vina del Mar, Chile)

1730-1745 4M 5 Evaluation of medical students’ reflective learning: use of Ideal Self InventoryIsobel Braidman* and Ioan Davies (University of Manchester Medical School, Division of Laboratory andRegenerative Medicine, Manchester, UK)


4N Short Communications: Different approaches to evaluating a curriculumChairperson: Niall ByrneOpening Discussant:Location: Room NAbstracts: page 71

1630-1645 4N 1 A systematic process for applying reflective practice principles to courseimprovementS. Beth Bierer*, Elaine F Dannefer and Alan L Hull (Cleveland Clinic Foundation, Center for Medical EducationResearch & Development, Cleveland, Ohio, USA)

1645-1700 4N 2 Development and validation of a prospective, random sample method formeasuring study-time and learning context: data of 8 326 24-hour registrationsfrom 347 medical students during four academic yearsJ Van der Veken* and A Derese (Gent University, Faculty of Medicine and Health Sciences, Gent, Belgium)

1700-1715 4N 3 A graduate visiting project and focus group interviews: what did we learn fromtrips?P Supasai*, Y Tongpenyai, P Ambua, S Ambua, P Thanomsingh and T Himman-ngan (Nakhon RatchasimaProvince, Thailand)

1715-1730 4N 4 Factors influencing academic achievement of medical students in the basic medicalsciencesKhalid Bin AbdulRahman (King Saud University, College of Medicine, Riyadh, Saudi Arabia)

1730-1745 4N 5 Using student and alumni input in curriculum planningClarke B Hazlett (The Chinese University of Hong Kong, Faculty of Medicine, New Territories, Hong Kong)

1745-1800 4N 6 Progress testing as a curriculum-independent instrument for curriculum evaluationJ Van der Veken, A Derese*, L Schuwirth and J de Maeseneer (Ghent University, Faculty of Medicine andHealth Sciences, Centre for Education Development, Gent, Belgium)


– 2.29 –

4O Short Communications: Postgraduate assessmentChairperson: Judith ArmbrusterLocation: Room OAbstracts: page 72

1630-1645 4O 1 A behavioural rating system for surgeons’ non-technical skillsS Paterson Brown, N Maran*, S Yule and R Flin (Scottish Clinical Simulation Centre, Stirling Royal Infirmary,Stirling, UK)

1645-1700 4O 2 Mini-PAT (Peer Assessment Tool): can a multisource feedback tool be a reliableand feasible component of a national assessment programme?J Archer*, J Beard, J Norcini, L Southgate and H Davies (University of Sheffield, Medical Education ResearchBuilding, Sheffield, UK)

1700-1715 4O 3 Psychometric characteristics of simulation-based assessment in anaesthesiaJ Weller*, B Robinson, B Jolly, L Watterson, M Joseph, S Bajenov, A Haughton and P Larsen (University ofAuckland, Faculty Education Unit, Auckland, New Zealand)

1715-1730 4O 4 How to evaluate physician-in-training professional growth. The RIME frameworkapproach for professional development during residents’ rotations in critical caremedicineA Pais de Lacerda*, Zélia C Silva and Carlos Franca (Hospital de Santa Maria, Intensive Medicine Department,Alges, Portugal)

1730-1745 4O 5 Acceptability and impact of postgraduate progress testing: trainees and tutorsviewsM G K Dijksterhuis*, L W T Schuwirth, J G Nijhuis, G G M Essed, D D M Braat and F Scheele (IkaziaHospital, Rotterdam, Netherlands)

1745-1800 4O 6 Computer-based key-feature exam – emergency care medicineTh. Boeker*, C Grube, K Brass and H Bardenheuer (University of Heidelberg, Heidelberg, Germany)

No discussion time

4R Workshop: Learning to teach: Peer Assisted Learning in the medical curriculumLocation: Room RAbstract: page 74

1630-1800 4R Workshop: Learning to teach: Peer Assisted Learning in the medical curriculumMichael Ross1, Phillip Evans1, Katie Gowing1, Kirsty Ross1, Paul de Roos2 and Salmaan Sana2 (University ofEdinburgh1, UK and Vrije Universiteit2, Amsterdam, Netherlands)

4S BEME Steering Group (closed meeting)

1630-1800 Location: Room S

4T Workshop: Implementing Competency Frameworks:lessons from the CanMEDS ProjectLocation: Room TAbstract: page 74

1630-1800 4T Workshop: Implementing Competency Frameworks in medical education: theoryand lessons from the CanMEDS ProjectJason R Frank and Nadia Z Mikhael (Royal College of Physicians and Surgeons of Canada, Ottawa, Canada)


– 2.30 –

4U Workshop: Supporting trainers in promoting professionalismLocation: Room UAbstract: page 74

1630-1800 4U Workshop: Supporting trainers in promoting professionalismAndrew Long, Kit Byatt, Gordon Jackson, Andrew Jeffrey and Liz Spencer (National Association of ClinicalTutors, London, UK)

4 Onyx 1 Posters: Clinical teaching and learningChairperson: John Dent


4 Onyx 1.1 Course concept for small group teaching in clinical urological methods forfirst clinical year studentsU Zimmermann* and K-J Klebingat (University Greifswald, Department of Urology, Greifswald,Germany)

4 Onyx 1.2 Assessing the clinical skills of nursing studentsSakineh Shahsavari Esfahani* and Leila Mosallanegad (Jahrom School of Medical Sciences, Jahrom,Iran)

4 Onyx 1.3 Knowledge, and practice of and attitude to informed patient consentamong doctors and medical students in Chantaburi ProvinceK Sawasdichai*, S Kaewtrakarnwong, P Teerakitpisal, R Kitjarak, W Prasongthum, J Pattanapanitand O Mahothorn (Prapokklao Hospital, Medical Education Center, Chantaburi, Thailand)

4 Onyx 1.4 Development of clinical decision making in veterinary medicineStephan Ramaekers*, Peter van Beukelen, Hanno van Keulen, Wim Kremer and Albert Pilot(University of Utrecht, IVLOS/UU, Utrecht, Netherlands)

4 Onyx 1.5 Changing attitude at clerkship rotationIsabela M Benseñor*, Eliane R Tomic, Patrícia L Bellodi, Milton A Martins and Maria de Fátima ACollares (University of São Paulo, Faculty of Medicine , São Paulo, Brazil)

4 Onyx 1.6 Influence of gender on medical students’ practical skillsM Karami, A Shakurnia, P Asadollahi* and M Haghirizadeh (Ahvaz Joundi-shapour University ofMedical Sciences, Ahvaz, Iran)

4 Onyx 1.7 What attributes correlate with medical students’ ease of transition into theclinical environment?J Shacklady*, I Davies and T Dornan (Worsley, Manchester, UK)

4 Onyx 1.8 Mind set as a critical factor for implementation of teaching principlesA B Bijnen, P Kievit*, A E R Arnold, M L C Stikkel and H M Maathuis (Free University MedicalCentre, Institute of Medical Education, and Foreest Institute, Bergen, Netherlands)

4 Onyx 2 Posters: Curriculum strategiesChairperson:


4 Onyx 2.1 Interdisciplinary curriculum planning for subjects starting with ‘psych…’Katharina R Spatz*, Maria Feldmann and Sebastian Schubert (Charité, Universität Medizin Berlin,Berlin, Germany)

4 Onyx 2.2 ‘Fitting it all in’: Innovative process to integrate behavioral health,communication skills, diversity, ethics, geriatrics, integrative medicine,pain, palliative care, public health across School of Medicine curriculumJudith Kitzes*, Renate Savich, Summers Kalishman and Craig Timm (University of New Mexico,Health Sciences Center, School of Medicine, Albuquerque, USA)


– 2.31 –

4 Onyx 2.3 Enhancing student-centered learning through curriculum changeM N Chandratilake*, N R de Silva and N Samarawickrema (University of Kelaniya, Faculty ofMedicine, Ragama, Sri Lanka)

4 Onyx 2.4 A survey of students’ opinions about integrated medical learningM H Meshkibaf*, M Hosseinzadeh, A Ebrahimi and M A Sahmoddini (Fasa University of MedicalSciences, Fasa, Iran)

4 Onyx 2.5 About the integrated (module) system of education at the Kyrgyz StateMedical Academy (KSMA)D A Adambekov* and R D Alymkulov (Kyrgyz State Medical Academy, Bishkek, Kyrgyz Republic)

4 Onyx 2.6 Integrating prevention in the medical curriculum – the role of the 3rdmedical year at FCS-UBI, Covilha, PortugalJ M Calheiros*, M Castelo Branco, I Neto, J Queiroz and J Fermoso (Universidade da Beira Interior,Covilha, Portugal)

4 Onyx 2.7 The comparison between teacher centered and student centerededucational methods of learningM Anwar, S Khademi*, M H Meshkibarf, J Feridoni and A Ebrahimi (Fasa University of MedicalSciences, Fars, Iran)

4 Onyx 2.8 Teaching the essential, supporting wider knowledge: core and electivecoursesBogdan Djuricic*, Vesna Bosnjak-Petrovic, Vladimir Bumbasirevic, Tanja Jovanovic, Nebojsa Lalic,Dragan Micic and Predrag Pesko (University of Belgrade, School of Medicine, Belgrade, Serbia &Montenegro)

4 Onyx 2.9 Treating obesity, treating the neighbourhood: a program for medicalstudents to assess medical and socioeconomic issues of obese patientsEileen Seeholzer, Brian Chow and Margaret Gross* (Cleveland, USA)

4 Onyx 2.10 Active learning about public health in undergraduate medical curricula: aSARS tabletop exerciseJohn F Mahoney* and Steven L Kanter (University of Pittsburgh School of Medicine, Office ofMedical Education, Pittsburgh, USA)

4 Topaz 1 Posters: Postgraduate speciality trainingChairperson: Alison Bullock


4 Topaz 1.1 Factors affecting the potential for expansion for training places inHistopathology DepartmentsKatrina Chambers*, Janet Grant, Mairead Maxted and Heather Owen (Open University Centre forEducation in Medicine, Milton Keynes, UK)

4 Topaz 1.2 Reflective log in the analysis of critical incidents in Anaesthetic trainingKirtida Mukherjee (Medway Maritime Hospital, Department of Anaesthetics, Gillingham, Kent, UK)

4 Topaz 1.3 Modifying delivery of postgraduate training to accommodate changingeducational requirements due to shift pattern of workL J Challenor*, V Jha and S J Kaufmann (St James University Hospital, Department of Obstetricsand Gynaecology, Leeds, UK)

4 Topaz 1.4 PBL in postgraduate training in AnesthesiologyS Adam*, K Kuizenga, on behalf of the Dutch ‘Task Force’ on PBL in Anesthesiology (UniversityHospital Rotterdam, Rotterdam, Netherlands)

4 Topaz 1.5 Competencies in neonatal life support in first year pediatric specialistregistrarsB Weeteling*, R M van Elburg and R J Gemke (VU University Medical Center, Department ofPediatrics, Amsterdam, Netherlands)

4 Topaz 1.6 Key issues in surgical training in gynaecology: an explorationClasien van der Houwen*, Klarke Boor, Gerard Essed, Peter Boendermaker, Albert Scherpbier andFedde Scheele (Tjongerschans Hospital, Department of Obstetrics and Gynaecology, Leeuwarden,Netherlands)


– 2.32 –

4 Ruby 1 Posters: The setting for clinical teaching and learningChairperson: Trudie Roberts


4 Ruby 1.1 Student and teacher perceptions of an undergraduate voluntary PediatricPrivate-Praxis-Prevention Project (PPPPP) at Heidelberg UniversityH M Bosse, F Fehr, S Skelin* and S Huwendiek (Kinderklinik, Heidelberg, Germany)

4 Ruby 1.2 A novel ambulatory medicine course integrating specialty clinic and familypracticeM Muehlstaedt*, O Genzel-Boroviczény and M Fischer (Ludwig-Maximilians-Universität München,Klinik und Poliklinik für Dermatologie und Allergologie, München, Germany)

4 Ruby 1.3 Evaluation of the community-based primary care medical educationprogram for the fifth grade students. A report on its early phase dataKenichi Mitsunami*, Junji Nishiyama, Tsutomu Tanaka, Hidetoshi Matsubara and Tadao Bamba(Shiga University of Medical Science, Department of General Medicine, Shiga, Japan)

4 Ruby 1.4 Health-related quality of life of the last year medical students: comparisonbetween community-based and university hospitalsK Sriruksa*, W Chandrakachorn and D Konsriyattra (Khon Kaen Hospital, Pediatric Division,Khon Kaen Province, Thailand)

4 Ruby 1.5 Assessing student learning and professional development in clinicalresidencies: a proposalJ Pinto-Machado, O Candeias, M Cerqueira-Gomes, D Cunha, J Cotter, A Rua, N Sousa, A Freitas*and M J Costa (Universidade do Minho, Medical Education Unit, School of Health Sciences, Braga,Portugal)

4 Ruby 1.6 Comparison of development of clinical skills in two groups of studentsG Blee*, S Morales, M Dominguez and E Espinosa (Universidad Nacional Autónoma de México,Mexico)

4 Ruby 1.7 Evaluation of a pilot clinical skills lab using OSCE in the Internal MedicineClerkship of a Greek Medical SchoolE Smyrnakis*, N Dombros, A Benos, A Faitatzidou, S Metallidis, A Fovos, G Mingiori, A Triantafyllou,E Minasidou, V Manoli, P Pantelidou, K Toufas, K Karida, X Xiarxou and E Giannoulis (AristotleUniversity of Thessaloniki, Medical School, Thessaloniki, Greece)

4 Ruby 1.8 Assessment of teaching practical skills in clinical skill lab of JahromMedical SchoolMitra Amini (Jahrom Medical School, Shiraz, Iran)

4 Ruby 1.9 Developing a multi-professional clinical skills laboratory in North DevonJulian Cox* and Mervyn Dent (North Devon District Hospital, Medical Education Centre, Devon,UK)

4 Ruby 1.10 The teaching professor in a non-academic setting: a new institutionA B Bijnen*, A E R Arnold, F Scheele, A M J J Verweij, H J M van Rossum and J A A M van Diemen-Steenvoorde (Free University Medical Centre, Institute of Medical Education, Bergen, Netherlands)

4 Ruby 2 Posters: Students; Gender issues in medical educationChairperson: Marc Soethout


4 Ruby 2.1 Does the intern year nuture ethical and professional development?Perceptions of internsF Meagher (Royal College of Surgeons in Ireland, Department of Medicine, Dublin, Ireland)

4 Ruby 2.2 Relationship of personality variables and stressful life events to the onsetof physical illness among medical studentsNahid Khajehmougahi (Ahwaz Jundishapour University of Medical Sciences, Department ofPsychiatry, Ahwaz, Iran)


– 2.33 –

4 Ruby 2.3 Effects of study time measurement on study commitment ofundergraduate students in MedicineM Maelstaf*, I Vandenreyt and M Vandersteen (Universiteit Hasselt, Diepenbeek, Belgium)

4 Ruby 2.4 What determines the choice of including obstetrics in a future medicalcareer? The views of undergraduate students of Québec (Canada)Marie-Josée Bédard*, Sylvie Berthiaume, Marie-Dominique Beaulieu, Alain Demers, Ann Rothman,Céline Leclerc, Ronald Lebeau (Université de Montréal, Faculté de Médecine, Montréal, Québec,Canada)

4 Ruby 2.5 Attitudes towards psychiatry: what do medical students perceive?Boonprom Chetratanont and Anupong Suthamnirand* (Chonburi Medical Education Center,Chonburi Hospital, Bansuan, Muang, Chonburi, Thailand)

4 Ruby 2.6 Women in academic medicine - issues and factors influencing women’sadvancement in medicine and academia: barriers and future perspectivesEwa Szumacher (Sunnybrook & Women’s College Health Sciences Centre, Toronto, Ontario, Canada)

4CR1 Meet the Expert: André de Champlain

1630-1800 (see biography, page 1.8)Location: Committee Room 1

Evening Optional Evening Entertainment (see pages 3.2 to 3.3 for details)

1930-2300 Dinner at Pasta e Basta, Amsterdam

1930-2200 Candlelight Dinner CruiseDeparture by boat from RAI Harbour and return to city centre location

Section 2 Section 2

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0715-1800 Registration desk openRAI Congress Center, Amsterdam

SESSION 5: Plenary

Plenary Medical education research and its translation into teaching and clinical practiceChairperson: Kirsti LonkaLocation: AuditoriumAbstracts: page 87

0830-0900 5.1 The urgent need for more research into medical educationHenk Schmidt (Erasmus University Rotterdam, Netherlands)

Henk Schmidt is a professor of psychology at Erasmus University’s Faculty of Social Sciences and foundingdean of its problem-based psychology curriculum. His areas of interest are learning and memory, and hehas published extensively on problem-based learning, long-term memory, and the development of expertisein medicine. He is among the most cited Dutch educational psychologists. Twice he received the“Outstanding paper by an established investigator” Award of the American Educational ResearchAssociation. In 1996 the Université de Sherbrooke in Canada awarded him an honorary degree. In 2004,the Karolinska Institutet, Stockholm, Sweden, announced him to be the winner of its 50,000 Eurointernational medical education research prize for his work in medical expertise and problem-based learning.

0900-0930 5.2 From Best Evidence to Practice: the use of research findings in medical educationYvonne Steinert (Faculty of Medicine, McGill University, Montreal, Canada)

Yvonne Steinert, Ph.D., a clinical psychologist and Professor of Family Medicine, is the Associate Deanfor Faculty Development, the Assistant Director of the Centre for Medical Education in the Faculty ofMedicine, and the Director of International Projects in the Department of Family Medicine at McGillUniversity. Her educational interests relate to teaching and learning in medicine, the impact of facultydevelopment on the individual and the organization, and the continuing professional development of facultymembers. She has been involved in the design and delivery of faculty development activities both nationallyand internationally, and she has written extensively about medical education and faculty development.

0930-1000 5.3 From knowledge to implementationProfessor Martina Cornel, Vrije Universiteit, Amsterdam, Netherlands

Martina C Cornel trained as a physician and epidemiologist. Since 2002 she has worked as a professor ofCommunity Genetics at the VU University Medical Center in Amsterdam. Her research topics include theprevention of neural tube defects and other diseases by folic acid and Down syndrome in older mothers.


1030-1100 COFFEEViewing of posters and exhibits

Thursday 1 September

THURSDAY

Section 2 Section 2

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THURSDAY


6AUD Symposium: Bologna process and medical educationChairperson: Hans Karle (World Federation for Medical Eduation, Copenhagen, Denmark) and David Gordon (AMSE/University of Manchester, UK)

1100-1230 Location: AuditoriumAbstracts: page 88

6AUD 1 The WFME-AMEE statement on the Bologna processLeif Christensen (World Federation for Medical Education, University of Copenhagen, Copenhagen,Denmark)

6AUD 2 How can medical education in Europe benefit from the Bologna Process?Tim Jones (International Centre, University of Bristol, UK)

6AUD 3 Why medical schools have problems with the Bologna DeclarationJadwiga Mirecka (Jagiellonian University Medical School, Poland)

6AUD 4 The Bologna Process – investigating advantages and disadvantages – relation tothe “Tuning Project”Allan Cumming (University of Edinburgh, UK)

6A Symposium: Research in educationPanel: John Bligh (Peninsula Medical School, UK), Diana Dolmans (University of Maastricht, Netherlands) (Co-chair),Geoff Norman (McMaster University, Canada), Lambert Schuwirth (University of Maastricht, Netherlands), Henk Schmidt(University of Rotterdam, Netherlands), Yvonne Steinert (McGill, Canada), Cees van der Vleuten (University of Maastricht,Netherlands) (Co-chair)


6B Short Communications: e-Assessment 1Chairperson: Anselme DereseOpening Discussant: Ina TreadwellLocation: Room BAbstracts: page 89

1100-1115 6B 1 What is the student experience of taking online assessments?Stephen Harvey* and Terry Poulton (St George’s Hospital Medical School, Medical Education - GEP Office,London, UK)

1115-1130 6B 2 The diagnostic value of formative assessment case studiesShekhar M Kumta* and James Ware (Chinese University of Hong Kong, Department of Orthopaedics andTraumatology, Shatin, Hong Kong)

1130-1145 6B 3 Technical and legal security problems of web-based assessment systems andpossible solutionsJ Heid*, M Bauch, M Haag, F J Leven and K Brass (University of Heidelberg, Heilbronn, Germany)

1145-1200 6B 4 Using a web-based, standardized patient module to assess clinical reasoningJ G Wiese* and D Anderson (Tulane School of Medicine, Department of Medicine, New Orleans, USA)

1200-1215 6B 5 Developments in GP appraisal in WalesKatie Evans (Wales College of Medicine, School of Postgraduate Medical and Dental Education, Cardiff, UK)


Section 2 Section 2

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THURSDAY

6C Short Communications: Teaching and learning about researchChairperson: Dan FedermanOpening Discussant: Elaine DanneferLocation: Room CAbstracts: page 90

1100-1115 6C 1 Medical students’ perceived improvement of medical research training skills andtheir results on a written exam after two different coursesFranciska Koens*, Daphne Bloemkolk, Mandy van den Brink, Maarten Boers and Ronnie van Diemen-Steenvoorde (VU University Medical Center, Department of Medical Education, Amsterdam, Netherlands)

1115-1130 6C 2 A method for medical students to acquire research experienceN D S Bax* and P Stark (University of Sheffield, Academic Unit of Medical Education, Sheffield, UK)

1130-1145 6C 3 Teaching Evidence Based Medicine (EBM) to medical students and physiciansK Mueller, S Biller, J Forster*, A Pohl, E Haake and Y Falck-Ytter (University Hospital Freiburg, Freiburg,Germany)

1145-1200 6C 4 Academic excellence competition provides a forum for young investigatorsJoseph Drazkowski*, Joseph Sirven and Leanne Andreasen (Mayo Clinic Arizona, Arizona, USA)

1200-1215 6C 5 Effect of participating in evidence-based implementation research on dentists’beliefsWendy McCombes (NHS Education for Scotland, East and North East, Dundee, UK)


6D Short Communications: Student supportChairperson: Glynn TillOpening Discussant: Hans Jacob WestbyeLocation: Room DAbstracts: page 91

1100-1115 6D 1 The ‘Home Group’: a new approach to student supportDavid Hartman*, Richard Hays, Gary Hamlin, Shane Bullock, Alan Sive and Jan Veitch (James Cook University,School of Medicine, Townsville, Australia)

1115-1130 6D 2 The Hospital Dean; an alternative to the personal tutorCaroline R M Boggis* and P A O’Neill (University of Manchester, School of Medicine, Manchester, UK)

1130-1145 6D 3 Medical student perceptions on a supportive, group-based mentoring programintroduced in a Brazilian Medical SchoolM F A Colares, M Castro*, C M Peres, J F C Figueiredo, A D C Passos, M L V Rodrigues, R B Oliveira and LE A Troncon(University of Sao Paulo, Departamento de Clinica Medica, Ribeirao Preto, Brazil)

1145-1200 6D 4 Pastoral support systems for medical studentsGill M Grimshaw* and Jane M Kidd (University of Warwick, Warwick Medical School, Coventry, UK)

1200-1215 6D 5 Does student support improve performance? Prediction of performance in the finalexamination from performance early in the medical courseA L Tonkin* and J N Hudson (University of Adelaide, Medical Education Unit, Adelaide, Australia)


6E Workshop: Designing and organizing reliable case-based testswith Short-Answer-Questions (SAQs)Location: Room EAbstract: page 92

1100-1230 6E Workshop: Designing and organizing reliable case-based tests with Short-Answer-Questions (SAQs)Jany Rademakers and Olle ten Cate (UMC Utrecht, School of Medical Sciences, Utrecht, Netherlands)

Section 2 Section 2

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THURSDAY

6F Workshop: Personal and professional development – effective practicesLocation: Room FAbstract: page 93

1100-1230 6F Workshop: Personal and professional development – effective practicesIain Robbé (School of Medicine, Cardiff University, Cardiff, UK) and Debra Nestel (Imperial College, London,UK)

6G Workshop: Effective communication in the health professionsLocation: Room GAbstract: page 93

1100-1230 6G Workshop: Effective communication in the health professionsHannah S Kedar (The Hebrew University, Jerusalem, Israel)

6H Workshop: Standardized assessment of reasoning in contextof uncertainty: the script concordance test (SCT)Location: Room HAbstract: page 93

1100-1230 6H Workshop: Standardized assessment of reasoning in context of uncertainty: thescript concordance test (SCT)B Charlin and B Carrière (University of Montreal, Canada)

6L Short Communications: Doctors practising in a different countryChairperson: James HallockLocation: Room LAbstracts: page 94

1100-1115 6L 1 The West Midlands regional Clinical Attachment Scheme for international doctorsMohamed Arafa*, Denise Harris and Phillip Tuttle (West Midlands Deanery, PMDE, Institute of Research &Development, Birmingham, UK)

1115-1130 6L 2 International links as a means to deal with workforce shortages and culturalcompetenciesF Burg (State of Alabama, Huntsville, USA)

1130-1145 6L 3 The educational experiences of U.S. citizens who graduate from InternationalMedical Schools: preliminary resultsJohn Norcini*, M Brownell Anderson, Danette McKinley and Deliya Ryan (FAIMER, Philadelphia, USA)

1145-1200 6L 4 The case for internationalizing graduate medical educationJ S Nagra* and Fredric D Burg (Melaka-Manipal Medical College, Melaka, Malaysia)

1200-1215 6L 5 Coming home: successful entry into postgraduate medical education of Canadiansstudying abroadM I Bowmer* and Sandra Banner (Memorial University of Newfoundland, St John’s, Canada)

1215-1230 6L 6 The impact of the globalization of medical education on medical educatorsDavid E Blackmore*, Peter McCrorie, Lambert Schuwirth and Lesley Southgate (The Medical Council ofCanada, Ottawa, Ontario, Canada)

No discussion

Section 2 Section 2

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THURSDAY

6M Short Communications: Written assessmentChairperson: Clarke HazlettOpening Discussant: Larry GruppenLocation: Room MAbstracts: page 95

1100-1115 6M 1 Incidence of flaws in unedited achievement testsAra Tekian*, Stella Majors and Fa’ek Jamali (University of Illinois at Chicago, Department of MedicalEducation, Chicago, USA)

1115-1130 6M 2 Effects of changing answers in multiple choice examinations on students’ scoresHossein Karimi Moonaghi (Mashhad University of Medical Sciences and Health Services, Mashhad, Iran)

1130-1145 6M 3 Tell your students to rethink and change their answers to Multiple Choice (MC)questions – at least once!M R Fischer*, D Bauer and V Kopp (University of Munich, Klinikum der Universitat Munchen, Munich,Germany)

1145-1200 6M 4 Performance in undergraduate progress tests as a predictor of medical schoolperformanceC Noor*, A Owen, G K Mahadev, P A O’Neill and G J Byrne (University of Manchester, Universities MedicalAssessment Partnership, Manchester, UK)

1200-1215 6M 5 Detection of probable cheating in testsPedro Herskovic* and Eduardo Cosoi (University of Chile Medical School, Escuela de Medicina, Santiago,Chile)


6N Short Communications: Standardized/simulated patientsChairperson: Subha RamaniOpening Discussant: Graceanne AdamoLocation: Room NAbstracts: page 96

1100-1115 6N 1 Effects of being a simulated patient – implications for quality assuranceJ Kretschmann*, A Froehmel, H Goehler, A Dieterich, W Burger and U Schwantes (Medical School of CharitéBerlin, Institut Fuer Allgemeinmedizin Charité, Berlin, Germany)

1115-1130 6N 2 Combining standardized patients with simulation technology at a CanadianNational Specialty ExaminationR Hatala, B O Kassen*, M Bacchus, G Cole and S B Issenberg (University of British Columbia, St Paul’sHospital, Vancouver, Canada)

1130-1145 6N 3 Standardized patients and long psychiatry examination simulationsNancy McNaughton*, Brian Hodges and Susan Abbey (University of Toronto, University Health Network,Toronto, Ontario, Canada)

1145-1200 6N 4 The effect of learning intimate examinations with simulated patients on theperformance of medical students during their internshipsK Hendrickx*, B Y De Winter, W A A Tjalma, G Peeraer, D Avonts and J J Wyndaele (University of Antwerp,Department of General Practice, Wilrijk, Belgium)

1200-1215 6N 5 Standardized patient self-training using a web-based training moduleTony Errichetti* and John R Boulet (Philadelphia College of Osteopathic Medicine, Philadelphia, USA)


Section 2 Section 2

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THURSDAY

6O Short Communications: Postgraduate 360o assessmentChairperson: Bryan BurfordOpening Discussant:Location: Room OAbstracts: page 98

1100-1115 6O 1 360 degrees assessment of interns in internal medicineA Malchow-Moller*, K K Pedersen, O B Rasmussen, A Rohold and K Aspegren (South Danish University,Office of Medical Education, Odense, Denmark)

1115-1130 6O 2 One Deanery’s approach to the introduction of a new appraisal and assessmentprocessF Anderson* and E A Hesketh (NHS Education for Scotland, Postgraduate Medical Office, Dundee, UK)

1130-1145 6O 3 Multi source feedback: 360 degree assessment of professional skills of clinicaldirectorsDavid Wall*, Hugh Rayner and Robert Palmer(West Midland Deanery, PMDE, Institute of Research andDevelopment Building, Birmingham, UK)

1145-1200 6O 4 Team assessment of behaviour: the assessors and their ratings – doves andhawks?Alison Bullock*, Andy Hassell, Andrew Whitehouse, David Wall and Lawrence Wood (University of Birmingham,School of Education, Birmingham, UK)

1200-1215 6O 5 The development and psychometric assessment of multi score instruments toassess practicing anesthesiologistsJocelyn Lockyer*, Claudio Violato and Herta Fidler (University of Calgary, Health Sciences Centre, Calgary,Alberta, Canada)


6R Workshop: The International Virtual Medical School – IVIMEDSLocation: Room RAbstract: page 99

1100-1230 6R Workshop: the International Virtual Medical School – IVIMEDSDavid A Davies and Ronald M Harden (IVIMEDS, Dundee, UK)

6S Workshop: Making education count in the promotion and tenure processLocation: Room SAbstract: page 99

1100-1230 6S Workshop: Making education count in the promotion and tenure processLinda Nieman (University of Texas, Houston, USA) and Louise Nasmith (University of Toronto, Canada)

6T Workshop: A multidisciplinary initiative to create a resource for integratingwomen’s health into the medical school curriculum: an overview and practicumLocation: Room TAbstract: page 99

1100-1230 6T Workshop: A multidisciplinary initiative to create a resource for integratingwomen’s health into the medical school curriculum: an overview and practicumWilliam Metheny (Brown University School of Medicine, Providence, USA)

6U Workshop: Clinical skills – where next?Location: Room UAbstract: page 100

1100-1230 6U Workshop: Clinical skills – where next?Paul Bradley (Peninsula Medical School, Plymouth, UK)

Section 2 Section 2

– 2.40 –

THURSDAY

6 Onyx 1 Posters: Continuing Professional Development/Continuing Medical EducationChairperson: Kit Byatt


6 Onyx 1.1 Role of an international University in continuing medical education forhealth care providersE S Johnson*, G H Hendrix, C Rao and A E Pensick (Kingstown Medical College, St Vincent andThe Grenadines, West Indies)

6 Onyx 1.2 An interactive playing cards workshop on asthma – an innovativeeducational methodF Borduas*, M Rouleau, L P Boulet, M Marrin, J Bouchard and J Blais (Laval University, CliniqueMedicale de Neufchatel, Québec, Canada)

6 Onyx 1.3 Medical journalism: broadband to bedsideJoseph Sirven*, Ed Sylvester, Joseph Drazkowksi and Leanne Andreasen (Mayo Clinic and ArizonaState University, Phoenix, Arizona, USA)

6 Onyx 1.4 Promotion of management education to institution-based physicians aspart of continuing professional developmentChristina Ang*, Ling-Huey Chua and Peter Mack (Singapore General Hospital, Postgraduate MedicalInstitute, Singapore)

6 Onyx 1.5 Dentists’ opinions about CME efficacy programs in Ahvaz, IranSeyed Reza Saeidian*, Abdolhossein Shakurnia and Maryam Ashrafi-zadeh (Ahvaz Joundi-shapoorUniversity of Medical Sciences, EDC Educational Affair, Ahvaz, Iran)

6 Onyx 1.6 Are planning and partnership between industry and CME body realistic?G Bond, R Dutil, C Guimond, P Raîche* and L Roy (Montréal, Canada)

6 Onyx 1.7 Evaluation of CME/CPD: provider, learner and organisational perspectivesTaina Mäntyranta*, Timo Tolska, Juha Pekka Turunen and Hannu Halila (Centre for PharmacotherapyDevelopment, Helsinki, Finland)

6 Onyx 1.8 Administrators’ and faculty members’ attitudes about educational needassessment at Mashad University of Medical SciencesA Emadzadeh*, M Behreini Toosi, H Karimi, M Yavari and S Ebrahimzadeh (Mashad University ofMedical Sciences, Educational Development Center (EDC), Mashad, Iran)

6 Onyx 1.9 Dr Will Mayo’s Reading ListH Linday and J S Newman* (Rochester, Minnesota, USA)

6 Onyx 2 Posters: e-Learning and the virtual learning environmentChairperson: Moira Maley


6 Onyx 2.1 User support as a critical success factor in the implementation of a virtuallearning environmentPeter G M de Jong (Leiden University Medical Center (LUMC), Leiden, Netherlands)

6 Onyx 2.2 Web-based system for teaching quality standards and ethics in healthcare:development and evaluation issuesKingsley Osonnaya* and Comfort Osonnaya (Queen Mary, University of London, Epidemiologyand Education Unit, London, UK)

6 Onyx 2.3 On-line elective abstract record systemJoy Heard and David Byrne* (GKT School of Medicine, King’s College London, Department ofMedical and Dental Education, London, UK)

6 Onyx 2.4 Reusable learning objects in undergraduate medical educationJoy Heard*, Jeremy Ward, John Rees and David Byrne (GKT School of Medicine, King’s CollegeLondon, Department of Medical and Dental Education, London, UK)

Section 2 Section 2

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THURSDAY

6 Onyx 2.5 A generic visual model for supporting outcome-based placement learningwith ICTH Dexter, J Petch, J Hadfield*, M Brown, S Clark and T Dornan (University of Manchester,Manchester, UK)

6 Onyx 2.6 Meeting the pedagogical demands of a Problem-Based Learning course in aVirtual Learning EnvironmentL Cordingley*, L Yong, I Davies, M Regan and A Ginty (University of Manchester, Medical School,The Faculty of Medicine, Dentistry, Nursing and Pharmacy, Manchester, UK)

6 Onyx 2.7 Study Coach and Learning Environment (SCALE): developing a nationwidemedical computer-based training databaseMathijs Doets*, Peter M Bloemendaal, Frank G Diepmaat, Martien J Quaak and Pieter F de VriesRobbé (Erasmus MC, OIG - Institute of Education, Rotterdam, Netherlands)

6 Onyx 2.8 Paediatric nutrition: how to make a problem-based CD for nationwideapplicationJ Hans Hoekstra*, Gerard Damen and the VOK Steering Group (Hieronymus Bosch Hospital,Department of Pediatrics, Hertogenbosch, Netherlands)

6 Onyx 2.9 Innovative multimodal on-line CME: enhancing participation and feedbackD Paquette*, M Luneau, L Carty, D Kazitani, R J Gagnon and R L Thivierge (University of Montreal,Montreal, Canada)

6 Topaz 1 Posters: Problem Based Learning 1Chairperson: Henk van Berkel


6 Topaz 1.1 Why do students rate poorly their tutors on feedback? A prospective studyAnne Baroffio*, Mathieu Nendaz and Nu Viet Vu (University of Geneva, Faculty of Medicine, Geneva,Switzerland)

6 Topaz 1.2 Tutor-student interaction at metacognitive level in PBL-tutorialTri Hanggono Achmad and Dwi Agustian (Universitas Padjadjaran, School of Medicine, Bandung,Indonesia)

6 Topaz 1.3 Medical students’ perception of problem-based learning tutorials at theNelson R Mandela School of Medicine (NRMSM)S Singaram (Nelson R Mandela School of Medicine, School of Undergraduate Medical Education,University of KwaZulu-Natal, Durban, South Africa)

6 Topaz 1.4 Experiences from a two-year ICT and problem-based learning seminar fornine postgraduate residents in psychiatryJohn Olav Roaldset*, Olav Linaker, John Christian Fløvig, Eystein Stordal, Kjersti Brandtzaeg andTorstein Vik (Norwegian University of Science and Technology, Faculty of Medicine, Aalesund,Norway)

6 Topaz 1.5 Learning about sexual diversity in a problem-based medical undergraduatecourse: is a distinct educational focus needed?Sarah Smithson* and Val Wass (The University of Manchester, Division of Primary Care, Manchester,UK)

6 Topaz 1.6 Does tutor evaluation in a problem-based learning curriculum assessdifferent aspects of learning from written examination?Ji Young Kim, Hee Jung Son, Kyung Pyo Hong* (Sungkyunkwan University School of Medicine,Office of Medical Education, Seoul, South Korea)

6 Topaz 1.7 Problem-based learningAlyson Quinn* and Harish Gupta (University of Warwick, Centre for Primary Health Care Studies,Warwick Medical School, Coventry, UK)

6 Topaz 1.8 Teachers’ conceptual development in a PBL training programYolanda Marin-Campos*, Bertha Maria Nájera-Tijerina and Alberto Vázquez-Tapia (NationalAutonomous University of Mexico, Mexico)

Section 2 Section 2

– 2.42 –

THURSDAY

6 Ruby 1 Posters: Postgraduate training: the early yearsChairperson: Charlotte Ringsted


6 Ruby 1.1 Postgraduate training for new doctors in the UK - a better educationalexperience from August 2005?Gellisse Bagnall*, Anne Hesketh, Jan Illing, John Spencer and Tim van Zwanenberg (NHS Educationfor Scotland, Glasgow, UK)

6 Ruby 1.2 From PRHO to F2: perspectives from Junior DoctorsJulie Bedward, Ian Davison, Robert Palmer, Peter Spurgeon and Hywel Thomas* (University ofBirmingham, Centre for Research in Medical and Dental Education, Birmingham, UK)

6 Ruby 1.3 What do UK medical students want in their Foundation Programmes?Andrew Whitehouse* and David Wall (West Midlands Deanery, Postgraduate Medical & DentalEducation, Birmingham, UK)

6 Ruby 1.4 Development of a University degree course for training in generic non-clinical skillsPeter Spurgeon* and Robert Palmer (West Midlands Deanery, International Institute for ClinicalLeadership, Birmingham, UK)

6 Ruby 1.5 Delivering the core curriculum in the Modernising Medical CareersFoundation ProgrammeGlynis Buckle* and Gail Rose (Leicester, Northamptonshire & Rutland Deanery, Leicester, UK)

6 Ruby 1.6 Implementation and evaluation of the UK Foundation Programme forjunior doctors: a pilot study in Northumbria Healthcare NHS TrustC Stensen*, L D Larsen, S Corbett, I Neilly and M Welfare (North Tyneside General Hospital,Northumbria Healthcare NHS Trust, Tyne & Wear, UK)

6 Ruby 1.7 Enhancing continual professional development for junior hospital doctors:a post graduate award in professional skillsJ Kidd*, M Allen, M Walzman, P O’Hare and E Peile (University of Warwick, Warwick MedicalSchool, Coventry, UK)

6 Ruby 1.8 Advanced life support education for junior medical officersRachel E Day, Andrew M Ellis, Sue Melville and Rodger Laurent* (Northern Clinical Skills Centre(USYD), University of Sydney, New South Wales, Australia)

6 Ruby 1.9 Survey of factors that affected 1st year residents for selection of theirspecialties in Shiraz University of Medical Sciences in 2004Rita Rezaee*, Ali Reza Mesbahi and Maryam Abdollahi (EDC Center, Shiraz, Iran)

6 Ruby 2 Posters: Selection for medicineChairperson: Phillip Evans


6 Ruby 2.1 More women in medicine – is there a problem? A literature review of thechanging gender composition, structures and occupational cultures inmedicineSue Kilminster*, Julia Downes, Brendan Gough, Deborah Murdoch-Eaton and Trudie Roberts(University of Leeds, Medical Education Unit, Leeds, UK)

6 Ruby 2.2 Admission system, personal characteristics and academic performanceB Mompeó (University of Las Palmas de Gran Canaria, Departamento de Morfolgia, Las Palmas deGran Canaria, Spain)

6 Ruby 2.3 Medical and dental students in Portugal: personality traitsMaria Filomena Gaspar*, Anabela Mota Pinto, Eunice Carrilho and José António P da Silva(University of Coimbra, Faculty of Medicine, Coimbra, Portugal)

6 Ruby 2.4 Learning skill assessment for student selection at Medical EducationCenter, Hatyai Hospital, ThailandSaoda Yudthasompop*, Boonyarat Warachit and Pairoj Boonluksiri (Hatyai Hospital, Hatyai MedicalEducation Centre, Songkla, Thailand)

Section 2 Section 2

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THURSDAY

6 Ruby 2.5 A new student selection method, successful or not?Araya Khaimook* and Boonyarat Warachit (Hatyai Hospital, Hatyai Medical Education Centre,Songkla, Thailand)

6 Ruby 2.6 How can we choose students from rural areas?Boonyarat Warachit*, Pairoj Boonluksiri, Saoda Yudthasompop and Prapa Ratanachai (HatyaiHospital, Hatyai Medical Education Centre, Songkla, Thailand)

6 Ruby 2.7 Interim review of widening access students’ achievement in the BMprogramme at Southampton Medical SchoolCarolyn Blundell (Southampton University Medical School, Medical Education Unit, Southampton,UK)

6 Ruby 2.8 REHASH: successful transfer of medical and healthcare learning resourcesfrom Higher Education (HE) to Further Education (FE) in the UKChara Balasubramaniam*, Terry Poulton, Arnold Somasunderam and Stephen Harvery (St George’sUniversity of London, Department of Medical and Healthcare Education, London, UK)

6 Ruby 2.9 Academic performance of Phase I Students at Bapkent University, Facultyof Medicine: six-year experienceE Ooup*, S Turkoolu, M Demirbilek, F Pahin, B Demirhan, L Pepkircioolu, H Muderrisoolu and ZKayhan (Baþkent Universitesi Typ Facultesi, Ankara, Turkey)

6CR1 Meet the Expert: Dan Benor

1100-1230 (See biography page 1.8)Location: Committee Room 1

1230-1430 LUNCHViewing of exhibits and posters

1230-1410 AMEE AGM (Lunch in Room A Lounge)Location: Room A

Section 2 Section 2

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THURSDAY


7AUD Symposium: Evidence based teachingMarilyn Hammick (Chairperson) (BEME Consultant), Barry Issenberg (Centre for Research in Medical Education,University of Miami, USA), Alex Haig (NHS Education for Scotland, UK), Hossam Hamdy (Arabian Gulf University,Bahrain) and Mark Newman (Evidence for Policy and Practice Information and Coordinating Centre (EPPI-Centre),University of London, UK)


7A Short Communications: e-Problem Based LearningChairperson: Peter McCrorieOpening Discussant:Location: Room AAbstracts: page 112

1430-1445 7A 1 Learning basic sciences mechanisms using PBL scenarios on the webBjorn Bergdahl*, Anna Fyrenius, Stergios Kechagias, Anne-Christine Persson and Elvar Theodorsson(University of Linkoping, Faculty of Health Sciences, Linkoping, Sweden)

1445-1500 7A 2 Online postgraduate problem-based learning: content analysis of reflection pointsM L Gonzalez and A J Salmoni* (Cardiff University College of Medicine, Department of Dermatology, Cardiff,UK)

1500-1515 7A 3 Virtual tutorials during clinical clerkshipA Fyrenius*, A C Persson, T Leiden and B Bergdahl (Linkoping University, Unit for Educational Development& Research, Linkoping, Sweden)

1515-1530 7A 4 Successful implementation of the computer in Problem-based Learning (PSL)L Charron*, J P Messier, R Lalande and A Ferron (University of Montreal, Faculty of Medicine, Montreal,Canada)

1530-1545 7A 5 Collaboratively constructed diagrams to facilitate small group, problem-basedlearningMarc Brisbourne*, Stephen Aaron and David Begg (University of Alberta, Faculty of Medicine and Dentistry,Edmonton, Alberta, Canada)


7B Short Communications: The OSCE 1Chairperson: Charlotte ReesLocation: Room BAbstracts: page 113

1430-1445 7B 1 The birth and world-wide adoption of the OSCE: an advanced socio-historical studyBrian Hodges (University of Toronto, Faculty of Medicine, Toronto, Ontario, Canada)

1445-1500 7B 2 Incorporation of a written simulated patient medical record into a clinical skillsOSCEG Whelan*, J Boulet, T Rebbecchi and D McKinley (Educational Commission for Foreign Medical Graduates(ECFMG), Clinical Skills Assessment Program, Philadelphia, USA)

1500-1515 7B 3 Variation on a theme: the role of multiprofessionalism to assess trainees in anObjective Structured Clinical Examination (OSCE) in Neonatal-Perinatal MedicineBrian Simmons*, Ann Jefferies, Deborah Clark, Jodi McIlroy, Diana Tabak and Program Directors of theNeonatal-Perinatal Medicine Programs of Canada (2002-03) (Sunnybrook & Women’s College of HealthSciences Centre, Department of Newborn & Developmental Paediatrics, Toronto, Canada)

1515-1530 7B 4 Introduction of practical OSCE at Royal Veterinary CollegeS Head (Royal Veterinary College, ASD, Hatfield, UK)

1530-1545 7B 5 Do medical undergraduate assessments predict clinical performance as a Pre-Registration House Officer?W A Watson*, J Bennett, K Walker, G Needham, M Laing and H McKenzie (University of Aberdeen, MedicalEducation Unit, Aberdeen, UK)

Section 2 Section 2

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1545-1600 7B 6 Self evaluation correlated poorly with residency admission grades on OSCE-basedtestJulio Cesar de Oliveria*, Thelma Suely Okay, Maria Patrocinio Tenorio Nunes, Itamar de Sousa Santos,Leonardo Borges de Carros e Silva, Cristina Helena Fonseca-Guedes and Joaquim Edson Vieira (Universityof Sao Paulo Medical School, Sao Paulo, Brazil)

No discussion time

7C Short Communications: Community Based Medical EducationChairperson: Ahmed FahalOpening Discussant: John BlighLocation: Room CAbstracts: page 115

1430-1445 7C 1 Perceptions of Pre-Registration House Officers (PRHO) and their Supervisors tothe introduction of community-based Problem-Based Learning (PBL) educationSimon Watmough*, David Taylor, Anne Garden and John Howard (University of Liverpool, School of MedicalEducation, Liverpool, UK)

1445-1500 7C 2 The spectrum of clinical encounters at the primary level of care into a family healthmodelE Amaral*, A Zeferino, W Nadruz, L O Sarian and C Inhaia (CAISM/UNICAMP, Divisao de Obstetricia, SaoPaulo SP, Brazil)

1500-1515 7C 3 The use of pilot educational projects as important steps in the curriculuminnovation process: the experience of a Greek Medical schoolA Benos*, E Panagopoulou, E Smyrnakis, N Kavaka, E Giannakopoulos, M Gavana, T Zdoukos, T Aslanoglou,A Garyfallos and N Dombros (Aristotle University of Thessaloniki, Lab of Hygiene & Community Medicine,Thessaloniki, Greece)

1515-1530 7C 4 A mini medical curriculum arising from TsunamiIndika Karunathilake*, Lanka Alagiyawanna, Nilanka Wickramarathne, Kremlin Wickramasinghe and DujeepaSamarasekera (University of Colombo, Faculty of Medicine, Colombo, Sri Lanka)


7D Short Communications: Evaluation of teachersChairperson: Linda SnellOpening Discussant: Anita GlickenLocation: Room DAbstracts: page 116

1430-1445 7D 1 Measuring the hearts and minds of clinical teachers: construct validity of a multi-dimensional scaleThomas J Beckman* and Jayawant N Mandrekar (Mayo Clinic, Division of General Internal Medicine,Rochester, USA)

1445-1500 7D 2 To be and to have a critical friend in medical teachingLars Owe Dahlgren, Bjorn E Eriksson, Hans Gyllenhammar, Maarit Korkeila, Annika Saaf-Rothoff, AnnikaWernerson and Astrid Seeberger* (Karolinska Institutet, Inst CLINTEC, Stockholm, Sweden)

1500-1515 7D 3 Residents’ feedback on consultants’ teachingJ W Briet*, E Flikweert and M T Miedema(Geertruiden Hospital, Deventer, Netherlands)

1515-1530 7D 4 Relation between personal character, teaching methods and knowledgecapabilities of academic staffAbdolali Ebrahimi*, M H Meshkibaf, M Agholi and R Nikandish (Fasa University of Medical Sciences,Department of Pathology, Fasa, Iran)

1530-1545 7D 5 Improvement of a multisource feedback tool for PGME faculty leadersKit Byatt*, David Wall and Andrew Long (Hereford County Hospital/NACT, Department of Geriatric Medicine,Hereford, UK)


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7E Short Communications: Evaluating the international medical student and doctorChairperson: William BurdickOpening Discussant: Zubair AminLocation: Room EAbstracts: page 117

1430-1445 7E 1 Assessment of medical competence of foreign medical graduates in Europe: thenew Dutch approachOlle Th J ten Cate*, Cornelius T Postma, Albert J J A Scherpbier, Elke Peters and Ted A W Splinter (UMCUtrecht University, School of Medical Sciences, Utrecht, Netherlands)

1445-1500 7E 2 Factors determining academic outcomes for international medical students inAustraliaLesleyanne Hawthorne*, Sue Elliott and Graeme Hawthorne (University of Melbourne, Faculty InternationalUnit, Victoria, Australia)

1500-1515 7E 3 Medical education and one world medicineN G Patil* and S K Lam (The University of Hong Kong, Faculty of Medicine, Pok Fu Lam, Hong Kong)

1515-1530 7E 4 Recruiting and retaining international medical graduates in Nova Scotia, CanadaD Bruce Holmes*, Robert F Maudsley, Alexa Fotheringham, Linda Mosher, Kevin Bourke, Gwen MacPhersonand Cameron Little (Dalhousie University, Faculty of Medicine, Halifax, Nova Scotia, Canada)

1530-1545 7E 5 Developments in professional psychology training in UK and EuropeE A Campbell*, Chair Membership and Professional Training Board British Psychological Society (Universityof Glasgow, Department of Psychological Medicine, Glasgow, UK)


7F Workshop: Ibero-America Group: current challenges in medical education:an overview from AMEE and PAFAMSLocation: Room FAbstract: page 118

1430-1600 7F Workshop: Ibero-America: current challenges in medical education: an overviewfrom AMEE and PAFAMSMargarita Barón-Maldonado (AMEE), Alejandro Cravioto and Pablo Pulido (PAFAMS)

7G Workshop: Crisis resource management for healthcare professionals– a new six step approachLocation: Room GAbstract: page 118

1430-1600 7G Workshop: Crisis resource management for healthcare professionals– a new six step approachMichael Mueller, Mike Haensel, Soeren Weber (Interdisciplinary Simulation Center ISIMED, Department ofAnaesthesiology, University of Technology, Dresden, Germany)

7H Workshop: Towards a core curriculum for Psychology in undergraduate medicineLocation: Room HAbstract: page 119

1430-1600 7H Workshop: Towards a core curriculum for Psychology in undergraduate medicineChristine Bundy and Lis Cordingley (University of Manchester Medical School, UK); Sarah Peters (Universityof Liverpool Medical School, UK); and Judy Rock (University of Keele Medical School, UK)

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7L Short Communications: e-Learning: virtual patientsChairperson: Terry PoultonOpening Discussant: David DaviesLocation: Room LAbstracts: page 119

1430-1445 7L 1 A new incentive for guideline implementation: evidence – and case-based learningon the internetHorst Christian Vollmar*, Cornelia-Christine Schurer-Maly, Lothar Heymanns, Nik Koneczny, JustinaEngelbrecht, Wilfried Kunstmann, Susanne Loscher, Gunther Ollenschlager, Monika A. Rieger, Martin Butzlaff(Medical Knowledge Network of Witten/Herdecke University, Witten, Germany)

1445-1500 7L 2 Integration of ‘virtual patients’ in undergraduate medical education: students’perceptions of different learning scenariosS Huwendiek*, S Koepf, B Hoecker, J Heid, M Bauch, H M Bosse, M Haag, F J Leven, G F Hoffmann and BToenshoff (University Children’s Hospital Heidelberg, Department of General Pediatrics, Heidelberg, Germany)

1500-1515 7L 3 Student responses to a pilot web-based interactive system for medical students –lessons for design and applicationHemal Thakore*, Tim McMahon and Peter Dervan (University College Dublin, Department of Pathology,Dublin, Ireland)

1515-1530 7L 4 Online case-based learningC C Schuerer-Maly*, H C Vollmar, N Koneczny, D Kempkens, M Koch, S Loescher and M Butzlaff (UniversitaetWitten-Herdecke, Witten, Germany)

1530-1545 7L 5 The use of virtual patient simulation to increase the availability of clinical teachingcases in Latin AmericaMihaela Botezatu*, Hernando Matiz, Miguel Ruiz, Nabil Zary, Uno Fors (Universidad El Bosque, Bogota,Colombia)


7M Short Communications: What is professionalism?Chairperson: Laurence GardnerOpening Discussant:Location: Room MAbstracts: page 120

1430-1445 7M 1 How significant is Emotional Intelligence in the professional nature ofundergraduate medical students?Elizabeth Austin, Phillip Evans*, Katie O’Hanlon and Belinda Magnus (University of Edinburgh, College ofMedicine and Veterinary Medicine, Edinburgh, UK)

1445-1500 7M 2 From vocation to profession – medical students’ reflections on being a doctorEva E Johansson* and Katarina Hamberg (University of Umea, Institution of Public Health & Clinical Medicine,Family Medicine, Umea, Sweden)

1500-1515 7M 3 Identifying professional behaviour and values in medical doctorsSusan Miles* and Sam J Leinster(University of East Anglia, School of Medicine, Health Policy & Practice,Norwich, UK)

1515-1530 7M 4 What we understand about professionalism: medical students’ viewsPatsy Stark*, Chris Roberts and Catherine Gray (The University of Sheffield, Academic Unit of MedicalEducation, Sheffield, UK)

1530-1545 7M 5 Ethics for teachersTalat Ahmed*, Tasleem Rasool, Habib Ahmed Qureshi, Salma Shah, Ahmed Yaqeen-ud-Din, Ali Qawar Alamand Sher Dil Khan (Shifa College of Medicine, Islamabad, Pakistan)


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7N Short Communications: Understanding teaching and learningChairperson: Eiad Al-FarisOpening Discussant: Sharon KrackovLocation: Room NAbstracts: page 122

1430-1445 7N 1 Relationship between personality traits and cognitive style within Medical SchoolPaul F Wimmers, Marije van Mannekes* and Gerard J Baars (University Medical Centre Rotterdam, ErasmusMC, Rotterdam, Netherlands)

1445-1500 7N 2 Changes in student learning styles a year after admission to the Aga KhanUniversity Medical CollegeJamsheer J Talati*, Veerta A Ujan, Rukhsana W Zuberi and Iqbal Azam (The Aga Khan University, Karachi,Pakistan)

1500-1515 7N 3 Medical students’ views of medical knowledge: a report from the Copenhagenlongitudinal study of medical students learning and professional developmentIngeborg Netterstrom*, Bettina Tjagvad, Knut Aspegren and Lars Kayser (Center for Educational Developmentin Health Sciences, PUCS, Kobenhavn, Denmark)

1515-1530 7N 4 Developing a framework for the study of relevant variables of feedback processesin clinical educationMonica van de Ridder*, Karel Stokking and Olle ten Cate (University Medical Centre Utrecht, School ofMedical Studies, Utrecht, Netherlands)

1530-1545 7N 5 Very long-term retention of basic science knowledgeEugène J F M Custers* and Olle Th. J. ten Cate (University Medical Center Utrecht, UMC School of MedicalSciences, Utrecht, Netherlands)


7O Short Communications: General Practice/Family Medicine 1Chairperson: Val WassOpening Discussant: Jon DowellLocation: Room OAbstracts: page 123

1430-1445 7O 1 Evaluating the effectiveness of a medical educational intervention of Evidence-Based Medicine (EBM) on the knowledge, attitudes, clinical behavior of PrimaryCare Physicians and patient outcomes in Israel: a controlled trial and qualitativestudyS Reis*, E Berkovitz, D Netzer, S Linn, M Brezis, Y Hexelman and K Shuval (Technion Medical School,Department of Family Medicine and Medical Education, Bat-Galim, Haifa, Israel)

1445-1500 7O 2 Developing training about dealing with somatisation: using comments of simulatedpatients and residents to get it rightEvelyn van Weel-Baumgarten (UMC Radboud University, Department of Medical Education & General Practice,Nijmegen, Netherlands)

1500-1515 7O 3 The effectiveness of distance learning CME for General PractitionersMichou T Mastboom and Saskia S L Mol* (Utrecht University, Department of General Practice, Utrecht,Netherlands)

1515-1530 7O 4 Overseas educational visits for trainee General Practitioners (GPs)?Kay Brennan*, Hannah Watson and Em Buttman(Airedale Vocational Training Scheme for General Practice,Airedale General Hospital, West Yorkshire, UK)

1530-1545 7O 5 Developing a national selection process for general practice trainingSimon Plint*, Fiona Patterson and Pat Lane on behalf of the GP National Recruitment Steering Group (OxfordPGMDE, Oxford, UK)


Section 2 Section 2

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7R Workshop: Tobacco treatment education: strategic planningfor successful curriculaLocation: Room RAbstract: page 124

1430-1600 7R Workshop: Tobacco treatment education: strategic planningfor successful curriculaJohn F Mahoney (University of Pittsburgh School of Medicine, USA), Frank T Leone (Jefferson Medical College,Philadelphia) and Maurice S Clifton (University of Pittsburgh, USA)

7S Workshop: A framework for analyzing the quality of multiple-choice itemsLocation: Room SAbstract: page 125

1430-1600 7S Workshop: A framework for analyzing the quality of multiple-choice itemsAndré F De Champlain1, John R Boulet2 and Marta van Zanten2 (1National Board of Medical Examiners, USA)and 2Educational Commission for Foreign Medical Graduates, Philadelphia, USA)

7T Workshop: Student involvement in quality improvement of medical educationLocation: Room TAbstract: page 125

1430-1600 7T Workshop: Student involvement in quality improvement of medical educationP.D.G. de Roos, M. Al Dulaimy, S.J. van Luijk (VUMC, Amsterdam, Netherlands)

7U Workshop: The role of needs assessments in designing teachertraining programmes for medical residentsLocation: Room UAbstract: page 125

1430-1600 7U Workshop: The role of needs assessments in designing teacher trainingprogrammes for medical residentsJamiu O. Busari and Bart H. M. Wolf (Department of Paediatrics, St Lucas Andreas Hospital, Amsterdam,Netherlands)

7 Onyx 1 Posters: Curriculum planningChairperson: Allan Carmichael


7 Onyx 1.1 Our experiences with new teaching methodologyT Jovanovic*, D Micic, V Bumbasirevic, V Bosnjak-Petrovic, N Lalic, P Pesko and B Djuricic(University of Belgrade, School of Medicine, Belgrade, Serbia & Montenegro)

7 Onyx 1.2 Faculty of Nursing: module profiles in accordance with European nursingeducationM Visnjic*, D Pavlovic, G Kocic and A Visnjic (Faculty of Medicine Nis, Serbia & Montenegro)

7 Onyx 1.3 New medical curriculum at the faculty of medicine, University of Novi SadS Popovias, M Simiae, N Seèen*, Dj Pova•an, A Milièiae and D Klajiae (Faculty of Medicine NoviSad, Serbia & Montenegro)

7 Onyx 1.4 Does changing the duration of medical undergraduate training from 6 to 5years impact on preparedness for internship?E N Kwizera*, E L Mazwai and A B Nganwa-Bagumah (University of Transkei, Department ofPharmacology, Faculty of Health Sciences, Umtata, South Africa)

7 Onyx 1.5 Faculty members’ opinions toward designing of lesson plans in AhvazJoundi-Shapour University of Medical SciencesB Dashtbozorgi*, A Shakurnia, M Motlagh, M Fakoor (Ahvaz Joundi-Shapour University of MedicalSciences, Ahvaz, Iran)

Section 2 Section 2

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7 Onyx 1.6 Education state of Iranian undergraduate nursing students about disaster:viewpoints of students and their teachersSeyed Reza Mazloum* and Maryam Azizi (Mashhad University of Medical Sciences, Nursing Faculty,Mashhad, Iran)

7 Onyx 1.7 Incorporating social issues into medical education – the case fordeveloping a medical educational course in South Korea about North Koreaand unificationWooTaek Jeon*, Hyun-chul Kim, Chong-chan Lee and Sun Kim (Yonsei Medical School, Departmentof Medical Education, Seoul, Republic of Korea)

7 Onyx 1.8 The integration of dental medicine in family medicine curriculum: TheBuddhachinaraj Hospital School of Medicine, Naraesuan University modelWallop Jansawang* and Yongyos Jariya (Buddhachinaraj Hospital, School of Medicine, Pitsanulok,Thailand)

7 Onyx 1.9 Development of a new profession and new professional educationalprogram: the physician assistant in the NetherlandsG van den Brink, R S G Holdrinet and K Harbert (Arnhem Nijmegen University, Nijmegen,Netherlands)

7 Onyx 2 Posters: Self assessment and formative assessmentChairperson: Ara Tekian


7 Onyx 2.1 How students on rotations think about their pharmacotherapeutic abilitiesand how they really do in practiceE A Dubois*, K L Franson, J H Bolk and A F Cohen (Leiden University Medical Centre, Leiden,Netherlands)

7 Onyx 2.2 Are student self assessments good predictors of achievement withinObjective Structured Clinical Examinations?A J Smith (University of Liverpool, Clinical Skills Resource Centre, Liverpool, UK)

7 Onyx 2.3 Self-assessment of performance: a perspective from medical studentsAnnie Murray (University of Adelaide, Medical Education Unit, South Australia, Australia)

7 Onyx 2.4 Facing uncertainty: medical and dental students’ perceptions andperformance in self-assessing a formative examination in a problem-basedcurriculumG Maudsley and P Dangerfield* (University of Liverpool, Department of Public Health, Liverpool,UK)

7 Onyx 2.5 Analysis of evaluations by examiners and student self-evaluations in OSCETakato Ueno*, Ryuichiro Sakata, Tetsuhara Oriishi, Michio Sata and Ichiro Yoshida (KurumeUniversity, School of Medicine, Kurume, Japan)

7 Onyx 2.6 Formative assessment: experience the usefulness by doing it!Marta Witkowska* and Elke Struyf (Catholic University of Leuven, Faculty of Medicine, Leuven,Belgium)

7 Onyx 2.7 Can rubric scoring be used as formative assessment? Student opinion,Naresuan University, Thailand, 2005N Suchat (Buddhachinaraj Hospital, Phitsanulok, Thailand)

7 Onyx 2.8 Formative assessment of student nurses’ clinical skills using simulatedpatientsJane Coupe* and Jane Fisher (University of Bradford, Nursing Division School of Healthcare Studies,School of Health, Bradford, UK)

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7 Topaz 1 Posters: Outcome based educationChairperson: Allan Cumming


7 Topaz 1.1 Applying Bloom’s Taxonomy to educational objectives for professionalbehaviour. A case reportHeiderose Ortwein*, Claudia Kiessling and Sebastian Schubert (Charité Medical School, Abteilungfuer Anaethesie und operative Intensivmedizin, Berlin, Germany)

7 Topaz 1.2 From learning objectives to competenciesW Georg, W Burger*, C Kiessling and D Scheffner (Humboldt University of Berlin, ArbeitgtuppeReformstudiengang Medizin, Berlin, Germany)

7 Topaz 1.3 Appreciation of specialty training by Dutch paediatric residentsM F Raphaël*, G C B Bindels-de Heus, M F Schreuder, F C M Noom, S J van Luijk and J A A M vanDiemen-Steenvoorde (Amsterdam, Netherlands)

7 Topaz 1.4 Teaching principles instead of factsUte Tautenhahn*, Peter Kube and Joerg Pelz (Charité, Prodekanat Studium und Lehre, Berlin,Germany)

7 Topaz 1.5 Competency-based training: are we training workers or professionals?C Allan*, E A Campbell and G Bagnall (University of Glasgow, Psychology Directorate, Glasgow,UK)

7 Topaz 1.6 Attitudes of teachers before their introduction to an outcome-basedcurriculumBussaya Sujitranooch*, Usa Siriboonrit and Anupong Suthamnirand (Chonburi Hospital, ChonburiMedical Education Centre, Chonburi Province, Thailand)

7 Topaz 1.7 Identify core clinical skills for the undergraduate medical curriculum inTaiwanMin Liu, Yu-Sheng Huang and Keh-Min Liu* (Kaohsiung Medical University, Department of Anatomy,Kaohsiung, Taiwan)

7 Topaz 1.8 There is an imminent need to change heart failure educationMarwa Sabe*, John Castor and Ileana L Pina (Case School of Medicine, Canton, USA)

7 Ruby 1 Posters: Postgraduate assessmentChairperson: Bart Bijnen


7 Ruby 1.1 Never mind the quality, feel the width? A closer look at SHO RITAsAnn Cadzow, Fiona French and Allyson Still (NHS Education for Scotland, Aberdeen, UK)

7 Ruby 1.2 The relationship between written and clinical elements of a postgraduateassessment in paediatricsSian Williams* and Tom Lissauer (Royal College of Paediatrics & Child Health, ExaminationsDepartment, London, UK)

7 Ruby 1.3 Formative assessment of family medicine residents in Catalonia: 2004-2005J M Fornells*, R Descarrega, M Ezquerra, M Bundo, D Fores, P Solanas, G Foz, J M Martinez-Carretero and A Martin-Zurro (IES/ACEM, Institute of Health Studies, Barcelona, Spain)

7 Ruby 1.4 Medical audit as an educational tool in postgraduate GP-training inUzbekistanDilbar Mavlyanova (Tashkent Pediatric Medical Institution, Tashkent, Uzbekistan)

7 Ruby 1.5 Assessment of the oral examination in an Anesthesia residency trainingprogramP Pukrittayakamee* and J Wacharasin (Mahidol University, Department of Anaesthesiology, Facultyof Medicine, Bangkok, Thailand)

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7 Ruby 1.6 Candidates’ self reported knowledge and skills during postgraduatetraining in psychiatryJohn Chr. Fløvig* and Olav Linaker (NTNU, St Olavs Hospital, Østmarka Psychiatric Department,Trondheim, Norway)

7 Ruby 1.7 Assessment of clinical performance in postgraduate training in generalpracticeL Plas*, A W M Kramer and B J A M Bottema (UMC St Radboud, Centre for Postgraduate Trainingin General Practice, Nijmegen, Netherlands)

7 Ruby 1.8 Assessing Foundation Programme year 2 traineesHelen Baker and Howard Young* (Cardiff University, Wales College of Medicine, School ofPostgraduate Medical & Dental Education, Cardiff, UK)

7 Ruby 2 Posters: Standardized patients and clinical teachingChairperson: Jean Ker


7 Ruby 2.1 Using patient simulations to ensure experience with the most importantclinical pictures in gynaecology and obstetrics in an undergraduateclerkshipP W Teunissen*, K Boor and F Scheele (Sint Lucas Andreas Ziekenhuis, Amsterdam, Netherlands)

7 Ruby 2.2 Education or examination – different strains on standardized patientsM Schrauth*, N Schmulius, G Gross, A Kowalski, S Zipfel and U Martens (University Clinic ofTübingen, Department of Psychosomatic Medicine and Psychotherapy, Tübingen, Germany)

7 Ruby 2.3 Standardized patients in nursing education – a success for allClaudia Schlegel* and Maya Shaha (Berufsschule für Pflege Berner Oberland, Unterseen,Switzerland)

7 Ruby 2.4 Patients as teachers: expert patients and professional learning about thepatient’s journeyAndrea Armitage, Gill Bowskill, Julie Symons*, Fiona O’Neill, Penny Morris, Sue Kilminster andTrudie Roberts (University of Leeds, Medical Education Unit, Leeds, UK)

7 Ruby 2.5 Using self directed learning packs to support clinical skills training inundergraduate medicineG Hogg*, L Ambrose and J S Ker (University of Dundee, Clinical Skills Centre, Ninewells Hospitaland Medical Centre, Dundee, UK)

7 Ruby 2.6 Dr WHO: development of a workshop for House Officer presentation forfinal year medical studentsG Baillie*, J Gaffan, L Dunkley, D Wallace, M Klingenberg, C Phillips and J Dacre (Royal Free &University College London, Medical School, London, UK)

7 Ruby 2.7 Failed IV access on children – intraosseous infusionChristoph A Pfister* and Lars Egger (Regional Hospital Meyriez-Murten, Murten, Switzerland)

7CR1 Meet the Experts: Medical students from IFMSA


1600-1630 COFFEE AND VIEWING EXHIBITS AND POSTERS

Section 2 Section 2

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8AUD Symposium: Assessment in the context of postgraduate trainingPanel: Julian Archer (University of Sheffield, UK), Eric Holmboe (ABIM, Philadelphia, USA), John Norcini (FAIMER,Philadelphia, USA) (Chairperson), Lesley Southgate (St. Georges University of London, UK)


8A Short Communications: e-Learning and postgraduate educationChairperson: Simon SmailOpening Discussant: Michael SchmidtsLocation: Room AAbstracts: page 136

1630-1645 8A 1 On-line learning networks for General Practitioners: a pilot projectJohn Sandars (University of Leeds, Medical Education Unit, Leeds, UK)

1645-1700 8A 2 Postgraduate anatomy education: radiological contribution via computer-basedlearningC A Tipker*, R J Oostra, C N van Dijk, S D Strackee, F M M Griffioen, J S Lameris, JJ van Lanschot and MMaas (Academic Medical Centre, Department of Radiology, Amsterdam, Netherlands)

1700-1715 8A 3 E-learning methods for effective surgical trainingK M Harikrishnan*, S Marsh, C Erdal, G Singh and C Hughes (Colchester General Hospital, PostgraduateMedical Centre, Colchester, Essex, UK)

1715-1730 8A 4 First experiences with VETstream – streaming-video-technique for veterinarycontinuing educationJ P Ehlers*, Sybille Ehlers, Jutta Friker and Ulrike Matis (AK muLTIERmedia, Muenchen, Germany)

1730-1745 8A 5 E-learning in General Practice: barriers and chances in undergraduate andpostgraduate medical training in GermanyUta-Maria Schmidt, Andreas Sönnichen, Horst-Christian Vollmar, Katja Gilbert and Jochen Gensichen* (JohannWolfgang Goethe University, Institute for General Practice, Frankfurt, Germany)


8B Short Communications: The OSCE 2Chairperson: Gerald WhelanOpening Discussant: André de ChamplainLocation: Room BAbstracts: page 137

1630-1645 8B 1 Weighting OSCE checklist itemsT J Wood*, S M Smee and D E Blackmore (Medical Council of Canada, Ottawa, Ontario, Canada)

1645-1700 8B 2 Comparison of children’s and examiners’ assessment of medical students in anOSCEV Walker*, J E McDonagh and V Diwakar (Birmingham Children’s Hospital, c/o Education Department,Birmingham, UK)

1700-1715 8B 3 Undesirable sources of error variance in assessment of communications skills withan OSCEPeter H Harasym*, Wayne Woloschuk, Les Cunning and Doug Lawson (University of Calgary, Faculty ofMedicine, Calgary, Canada)

1715-1730 8B 4 The effects of assessor training on criterion based assessmentG Pell*, T E Roberts and C McClure (University of Leeds, Medical Education Unit, Leeds, UK)

1730-1745 8B 5 Assessing communication skills in OSCEYvonne Aders*, Thorsten Schäfer, Bert Huenges, Hille Lieverscheidt and Herbert Rusche (Ruhr-UniversitätBochum, Medizinische Fakultät, Bochum, Germany)


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8C Short Communications: Staff/faculty development 1:Staff/faculty development in actionChairperson: Angel CentenoLocation: Room CAbstracts: page 138

1630-1645 8C 1 Fellowship support for advanced degrees in medical educationW P Burdick*, P S Morahan, J J Norcini and L M Johnson (Foundation for Advancement of InternationalMedical Education and Research, FAIMER, Philadelphia, USA)

1645-1700 8C 2 Impact of a mandatory residents as teachers program on residents’ perceptiontowards teaching – 5 year studyAiyer Meenakshy*, Lynne Meyer, Anita Vanka and Gwen Lombard (University of Illinois College of Medicineat Peoria, Saint Francis Medical Center, Peoria, USA)

1700-1715 8C 3 The pedagogical partnership program: A model for improving the integration ofscience and clinical teachingMaria Athina (Tina) Martimianakis*, Brian Hodges and Donald Wasylenki (University of Toronto, WilsonCentre for Research in Education, Toronto, Ontario, Canada)

1715-1730 8C 4 Effective teacher training for UME-teachersM Hofer* and S Soboll (Duesseldorf, Germany)

1730-1745 8C 5 The Resource Archive for Teacher Trainers (RAFTT)Nigel Purcell (University of Newcastle, Subject Centre for Medicine, Dentistry and Veterinary Medicine,Newcastle upon Tyne, UK)

1745-1800 8C 6 Educational Development Centre (EDC), Faculty of Medicine, University ofKhartoum: 30 years experienceAhmed H Fahal (University of Khartoum, Department of Surgery, Khartoum, Sudan)

No discussion time

8D Short Communications: The education environmentChairperson: Lia FluitLocation: Room DAbstracts: page 140

1630-1645 8D 1 Clinical education environment in a radiography courseLuis Lanca* and Cecilia Galvao Couto (Escola Superior de Tecnologia da Saude de Lisboa, Lisboa, Portugal)

1645-1700 8D 2 Improving and monitoring educational cultureCarsten Hering Nielsen, Claus Moger, Sven Felsby and Peder Charles* (Aarhus University Hospital, Departmentof Endocrinology & Metabolism, Aarhus, Denmark)

1700-1715 8D 3 Can the DREEM inventory be useful in action research studies of climates of healthprofessionsl education environments?Hettie Till (Canadian Memorial Chiropractic College, Toronto, Ontario, Canada)

1715-1730 8D 4 Assessment of the educational environment at the College of Medicine of KingSaud UniversityIbrahim Al-Ayed* and Shafi Ahmed Sheik (College of Medicine & King Khalid University Hospital, ChiefPediatric Ambulatory Care Unit, Riyadh, Saudi Arabia)

1730-1745 8D 5 DREEM questionnaire could not preview residency admission grades in an OSCE-based testMaria Patrocinio Tenorio Nunes*, Thelma Suley Okay, Itamar de Sousa Santos, Julio Cesar de Oliverira,Cristina Helena Ferreira Fonseca-Guedes and Joaquim Edson Vieira (University of Sao Paulo Medical School,Sao Paulo, Brazil)

1745-1800 8D 6 Assessment of the medical environment at NUI, Galway Medical School using theDREEM questionnaireGloria Avalos*, Fidelma Dunne and Ciara Freeman (National University of Ireland, Medical Informatics &Medical Education, Galway, Ireland)

No discussion time

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8E AMEE Fringe 2Chairperson: Rachel EllawayLocation: Room EAbstracts: page 141

1630-1650 8E 1 Collegial dispute: toward an international dialogue in conflict resolution in healthcare settings using standardized professionalsKerry Knickle and Nancy McNaughton (University of Toronto, SPP-CRE, Toronto, Canada)

1650-1710 8E 2 Jeopardy feedbackLaura Jayne Nelles and Kerry Knickle* (University of Toronto, Standardized Patient Program, Toronto, Canada)

1710-1730 8E 3 I, InternWilliam Hu (Mayo Clinic, Rochester, USA)

1730-1750 8E 4 The medical gameshow: an alternative format for formative examsElizabeth Thorsteinson (United Arab Emirates University, Al Ain, United Arab Emirates)


8F Short Communications: Introductory/transitional courses in medicineChairperson: Roy SchwarzOpening Discussant: Johann BeullensLocation: Room FAbstracts: page 142

1630-1645 8F 1 The online introductory course: a further at distance help for candidates at ItalianFaculties of MedicineA Conti, M R Guelfi, M Masoni, A A Conti*, F Paternostro and G F Gensini (University of Florence, Departmentof Critical Care Medicine and Surgery, Firenze, Italy)

1645-1700 8F 2 A course to introduce freshmen to an innovative medical curriculumM J Costa*, A Salgueira, R P Andrade, P Oliveira and J Pinto-Machado (Universidade do Minho, MedicalEducation Unit, Braga, Portugal)

1700-1715 8F 3 A new thorough introductory courseGoran Thome*, Margareta Troein and Martin Garwicz (Lund University, Centre for Medical Education, Lund,Sweden)

1715-1730 8F 4 Introductory week for final-year medical students for better integration on wardB Kraus*, J Juenger, M Schrauth, P Weyrich, S Zipfel and C Nikendei (Medical University Hospital, MedizinischeUniversitatsklinik, Heidelberg, Germany)

1730-1745 8F 5 Professional approach to introduce structure, content and requirements at medicalschool to freshman studentsA M Bothern, N Griepentrog*, H van den Bussche and O Kuhnigk (Universitatsklinikum Hamburg-Eppendorf,Modellstudiengang Medizin, Hamburg, Germany)


8H Workshop: Teaching professionalism: principles and practicesLocation: Room HAbstract: page 143

1630-1800 8H Workshop: Teaching professionalism: principles and practicesYvonne Steinert, Richard Cruess, Sylvia Cruess and Linda Snell (Centre for Medical Education, Faculty ofMedicine, McGill University, Montreal, Canada)

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8J Workshop: Lab coat pocket knowledge: the PDA as an aid tomedical and teaching decision-making: a course for beginnersLocation: Room JAbstract: page 144

1630-1800 8J Workshop: Lab coat pocket knowledge: the PDA as an aid to medical and teachingdecision-making: a course for beginnersAntonio vaz Carneiro (University of Lisbon School of Medicine, Lisbon, Portugal)

8L Short Communications: Teaching and learning clinical skills 1Chairperson: Martine ChamberlandOpening Discussant: Jan-Joost RethansLocation: Room LAbstract: page 144

1630-1645 8L 1 A qualitative study of the learning of clinical skills by medical studentsPaul Bradley*, Pamela Bradley and Robin Oswald (University of Plymouth, Peninsula Medical School,Plymouth, UK)

1645-1700 8L 2 The proper use of the simulation laboratory: a strategy to challenge attrition inmedicineM Martin*, D Dorion, G Bisson and R Lemieux (University of Sherbrooke, CHUS, Fleurimont, Canada)

1700-1715 8L 3 Comparison of basic skills levels of old and new curriculum graduatesG Peeraer*, A Scherpbier, B Y De Winter, R Remmen, K Hendrickx, J Weyler, P Van Petegem and L Bossaert(University of Antwerp, Faculty of Medicine, Wilrijk, Belgium)

1715-1730 8L 4 An investigation into first year medical students’ competence and honesty inrecording blood pressure (BP) using a life/form® Blood Pressure SimulatorDebra Patten*, Jane Roberts, Richard Gott and Sheila Nunn (University of Durham, Phase 1 Medicine, Stockton-on-Tees, UK)

1730-1745 8L 5 A transitional clinical programme between the early clinical exposure of the junioryears and the clinical clerkships leads to rapid growth in clinical confidence,competence, knowledge and professional maturity of third-year studentsRichard Hift (University of Cape Town, Cape Town, South Africa)


8M Short Communications: General Practice/Family Medicine 2Chairperson: Saskia MolOpening Discussant: John HowardLocation: Room MAbstracts: page 145

1630-1645 8M 1 The needs of general practitioners for continuous professional development inSouth AfricaElmie Castleman* and M M Nel (FPD, Lynnwoodridge, South Africa)

1645-1700 8M 2 General practice in the foundation years: is there added value?S Cavendish*, E Steventon and R Higgins (LNR Postgraduate Deanery, Enderby, Leicester, UK)

1700-1715 8M 3 Changing GP vocational training: perspectives from trainers and course organisersJulie Bedward, Ian Davison, Mike Deighan*, Stephen Field, Adam Fraser, Stephen Kelly and Hywel Thomas(University of Birmingham, School of Education, Birmingham, UK)

1715-1730 8M 4 The GP vocational training curriculum: provision, experience and needsJulie Bedward, Ian Davison, Mike Deighan, Stephen Field, Adam Fraser, Stephen Kelly* and Hywel Thomas(West Midlands Deanery, Institute of Research & Development, Birmingham, UK)

1730-1745 8M 5 Newly qualified GPs: well-equipped or under-prepared?Ian Davison*, Mike Deighan, Steve Field, Adam Fraser, Stephen Kelly and Hywel Thomas (University ofBirmingham, School of Education, Birmingham, UK)


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8N Short Communications: Competency based postgraduate educationChairperson: Jason FrankLocation: Room NAbstracts: page 147

1630-1645 8N 1 Curriculum planning by consensus: national strategies in UK Emergency MedicineDarren Kilroy (Faculty of Accident & Emergency Medicine, Stepping Hill Hospital, Stockport, UK)

1645-1700 8N 2 Competency-based learning objectives for a Canadian family medicine residencyprogramDanielle Saucier* and André Bilodeau (University of Laval, Department of Family Medicine, Quebec, Canada)

1700-1715 8N 3 Centralized training of general competencies of different postgraduateprogrammesJan Borleffs*, Inne Borel Rinkes, Hanneke Mulder and Olle ten Cate (University Medical Center Utrecht,School of Medical Sciences, Utrecht, Netherlands)

1715-1730 8N 4 Negotiated learning agreements in postgraduate specialist trainingSimon Edgar* and Phillip Evans (Edinburgh, UK)

1730-1745 8N 5 Consensus methodology: developing a competency-based training programme inintensive care medicineH Barrett*, J Bion, S Field, A Bullock, A Hasman, J Askham, A Kari and P Mussalo on behalf of the CoBaTriCECollaboration (Birmingham, UK)

1745-1800 8N 6 Task analysis and clinical educational needs assessment for General Practitionersin Islamic Republic of IranShahram Yazdani, Saeid Hatami*, Mohammad Hosseinzadeh, Fakhrosadat Hosseini and Ramin Homayouni(Shaheed Beheshti University of Medical Sciences, Educational Development Center, Tehran, Iran)

No discussion time

8O Short Communications: Curriculum management and the stakeholdersChairperson: Dan BenorOpening Discussant: Carol AschenbrenerLocation: Room OAbstracts: page 148

1630-1645 8O 1 Health service user involvement in medical education: key stakeholders’ views andexperiencesC Rees*, P Lings, L Knight and N Britten (Peninsula Medical School, Exeter, UK)

1645-1700 8O 2 Introduction of new curricula – special features and resistance of a faculty: aqualitative research approach to describe change processes at a medical schoolD Koenecke*, M Bullinger and O Kuhnigk (University Medical Center Hamburg-Eppendorf, ModellstudiengangMedizin, Hamburg, Germany)

1700-1715 8O 3 The implementation of a framework agreement between Teaching Hospital Trustsand Birmingham University Medical School: a follow up study of attitudes amongstteachers and studentsCelia Popovic* and Andrea Bolshaw*(University of Birmingham, Medical Education Unit, Birmingham, UK)

1715-1730 8O 4 Dental chairside teaching: valuing the experience?Lesley Pugsley*, John Sweet and Jeff Wilson (Cardiff University, Academic Department of Postgraduate Medical&Dental Education, Cardiff, UK)

1730-1745 8O 5 Developing the patient voice to enhance learning and partnership working inhealth carePenny Morris, Fiona O’Neill, Andrea Armitage*, Julie Symons, Rob Lane and Trudie Roberts (University ofLeeds, Medical Education Unit, Leeds, UK)


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8R Workshop: Let’s agree to disagree: Quality assurance proceduresin standardized patient assessmentsLocation: Room RAbstract: page 149

1630-1800 8R Workshop: Let’s agree to disagree: Quality assurance procedures in standardizedpatientDanette McKinley, John (Jack) R. Boulet and Marta van Zanten (Educational Commission for Foreign MedicalGraduates, Philadelphia, USA)

8S Workshop: Substituting for nature: A continuing educational challengeLocation: Room SAbstract: page 150

1630-1800 8S Workshop: Substituting for nature: A continuing educational challengeDaniel D Federman (Harvard Medical School, Boston MA, USA) and Laurence B Gardner (University ofMiami, Florida, USA/National Board of Medical Examiners, USA)

8T Workshop: Young Educators GroupLocation: Room TAbstract: page 150

1630-1800 8T Workshop: Young Educators GroupSoeren Huwendiek (University Children’s Hospital Heidelberg, Department of General Pediatrics, Heidelberg,Germany) and Stewart Mennin (Sao Paulo, Brazil)

8U Workshop: Mastering the scholarly processLocation: Room UAbstract: page 150

1630-1800 8U Workshop: Mastering the scholarly processWilliam McGaghie (Northwestern University Medical School, Chicago, USA)

8 Onyx 1 Posters: Problem Based Learning 2Chairperson: Diana Dolmans


8 Onyx 1.1 Case-based learning in medical education – a literature reviewJonas Nordquist*, Björn E Eriksson and Jörgen Nordenström (Karolinska University HospitalHuddinge, Department of Medicine, Karolinska Institutet, Stockholm, Sweden)

8 Onyx 1.2 Does case study fill the gap between basic science and clinical subjects?Erika Nagle (Latvian Medical Academy, Department of Medical Biology, Riga Stradina University,Riga, Latvia)

8 Onyx 1.3 PBL in healthcare sciences: a case study on curriculum innovationHermínia Dias* and Isabel Chagas (Escola Superior de Tecnologia da Saúde de Lisboa, Lisboa,Portugal)

8 Onyx 1.4 Frequently Asked Questions (FAQ) web site for knowledge acquisition ofmedical students during problem-based learning activities: 10 years ofexperience at University of MontrealM M D Julien*, J P Messier, Huu da Tran and R Lalande (University of Montreal, Département dePneumologie, Montréal, Canada)

8 Onyx 1.5 Combining medical subjects in interdisciplinary seminars – a new wayforwardMaria Feldman*, Katharina R Spatz and Sebastian Schubert (Charité, Universitätsmedizin Berlin,AG Reformstudiegang Medizin, Berlin, Germany)

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8 Onyx 1.6 Using an orientation module to prepare medical students for Problem-Based LearningD M Appalasamy (University of Cape Town, Faculty of Health Sciences, Observatory, South Africa)

8 Onyx 2 Posters: Postgraduate medical trainingChairperson: Graham Buckley


8 Onyx 2.1 Impact of an intervention to improve dictation skills of medicine internsJ B Bundrick*, K F Mauck and C West (Mayo Clinic, Rochester, USA)

8 Onyx 2.2 Supporting doctors with disability in postgraduate medical trainingHeather Payne*, Maria Tsouroufli and Howard Young (Cardiff University, School of PostgraduateMedical and Dental Education, Wales College of Medicine, Cardiff, UK)

8 Onyx 2.3 Identifying factors that influence workplace learning in postgraduatemedical trainingLisette Stok-Koch*, Sanneke Bolhuis and Raymond Koopmans (UMC St Radboud, Department ofNursing Home Medicine, Nijmegen, Netherlands)

8 Onyx 2.4 Concept mapping as a tutoring tool in postgraduate medical educationErna Kentala (Helsinki University Central Hospital, Department of Otorhinolaryngology, Helsinki,Finland)

8 Onyx 2.5 Training requirements in a dental medical emergency management courseS Weber*, M Mueller, K Gelbrich, U Johne and T Koch (University Hospital Dresden, Department ofAnaesthesiology and Intensive Care Medicine, Dresden, Germany)

8 Topaz 1 Posters: Assessment: clinical, 360o and portfolioChairperson: Fedde Scheele


8 Topaz 1.1 The Patient Problem List and education in clinical reasoning: developmentof an evaluation instrumentJeffrey G Wiseman* and Linda S Snell (McGill University, Royal Victoria Hospital, Montreal, Quebec,Canada)

8 Topaz 1.2 The clinical aptitude exam to assess competencies in residents ofpediatrics at Facultad de Ciencias Médicas y Biológicas ‘Dr Ignacio Chávez’María de Jesus Ortiz G* and Baltazar Casimiro P (Universidad Michoacana, Michoacán, Mexico)

8 Topaz 1.3 Clinical decision-making test in 6th year internal medicine clerkship: aninstructive tool for clinical teachingHalil Ibrahim Durak*, S Ayhan Calýpkan and Serhat Bor (Ege University, Department of MedicalEducation, Faculty of Medicine, Izmir, Turkey)

8 Topaz 1.4 Formative 360 degree feedback for trainee doctors – an evaluationBryan Burford*, Jan Illing, Susan Hrisos, Julian Archer, Moira Livingston and Tim van Zwanenberg(University of Newcastle, Newcastle upon Tyne, UK)

8 Topaz 1.5 360 degree appraisal for doctors in trainingJason Raw*, Nitin Arora and Romesh Gupta (Lancashire NHS Teaching Hospitals Trust, Chorleyand South Ribble District General Hospital, Chorley, UK)

8 Topaz 1.6 Competency of doctors at the District Hospitals under the project ofincreasing rural doctors in ThailandSirijitt Vasanawathana* and Noimay Mungkorn (Khon Kaen Hospital, Medical Education Center,Khon Kaen, Thailand)

8 Topaz 1.7 Avoiding the Blizzard – an electronic application of MultiSource FeedbackP Bright*, A B Whitehouse, D Twist and C Decon (West Midlands Deanery, Birmingham, UK)

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8 Topaz 1.8 Developing portfolios to support student learning in the early years of amedical courseD C M Taylor*, J Strivens and P J Lunt (University of Liverpool, School of Medical Education,Liverpool, UK)

8 Topaz 1.9 Portfolio learning and clinical settings: the Liverpool student experienceM Chamberlain*, R Griffiths, D Taylor and A Garden (University of Liverpool, Southport, UK)

8 Topaz 1.10 Reflective practice in a portfolio system designed for formative andsummative assessmentElaine Dannefer* and Lindsey Henson (Cleveland Clinic Lerner College of Medicine of Case WesternReserve University, Cleveland, USA)

8 Topaz 1.11 The Northern Deanery learning portfolio: the first two yearsJan Illing*, Tim van Zwanenberg, Susan Hrisos, Azlina Mohd Kosnin, Moira Livingston and RichBregazzi (University of Newcastle, Postgraduate Institute for Medicine & Dentistry, Newcastle uponTyne, UK)

8 Ruby 1 Posters: Teacher evaluationChairperson: Franciska Koens


8 Ruby 1.1 Providing effective feedback to tutors: the perceived utility of the clinicalteaching effectiveness instrumentJan Coles, Mary Lawson and Carol Lawson (Monash University, Centre for Medical and HealthSciences Education, Clayton, Australia)

8 Ruby 1.2 Development of a Spanish-written instrument to evaluate the quality ofclinical teachingMarcela Bitran*, Beltran Mena and Rodrigo Moreno (Universidad Católica de Chile, Centre deEducación Médica, Escuela de Medicina, Santiago, Chile)

8 Ruby 1.3 Developing or daunting? – An exploration of the peer review experienceJanet MacDonald (Cardiff University, School of Postgraduate Medical & Dental Education, WalesCollege of Medicine, Cardiff, UK)

8 Ruby 1.4 Natural semantic networks on the concept professor-student relationshipNancy Fernandez-Garza* and Carlos de la Garza-Gonzalez (Universidad Autónoma de Nuevo León,Facultad de Medicina, Monterrey, Mexico)

8 Ruby 1.5 Student feed-back to medical teachers increases their motivation instudent learningStaffan Sahlin (Karolinska Institutet, Department of General Surgery, Stockholm, Sweden)

8 Ruby 1.6 Medical students’ views about their curriculum: is it not time that medicalschools should listen to these?Pantelis Stavrinou, Georgios Souretis, Evandelos Drosos*, Polydoros Vogiatzis and Ioannis Dimoliatis(University of Ioannia, Department of Hygiene and Epidemiology, Kozani, Greece)

8 Ruby 1.7 Correlation between university rank of comprehensive basic exam indifferent lessons and teachers evaluation at Kermanshah University ofMedical Sciences in 1992-2004Shirin Iranfar*, Mohammad Reza Abasi and Mansour Rezaie (Kermanshah University of MedicalSciences, Kermanshah, Iran)

8 Ruby 1.8 Evolution of research in medical education at the School of Medicine ofUniversidad Nacional de Tucumán, ArgentinaH Deza*, C Daud, L Tefaha, M L Mónaco, M Naigeboren, H Rojo, R Blanca, S R Blanca and VFagre (Universidad Nacional de Tucumán, Facultad de Medicina, Tucumán, Argentina)

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8 Ruby 2 Posters: Teaching and learning theory; peer-to-peer learningChairperson: Reg Dennick


8 Ruby 2.1 Previous knowledge: its influence in new learningCarlos E de la Garza-Gonzalez*, Nancy E Fernández Garza, Norberto López Serna and Ma EsthelaMorales Pérez (Universidad Autónoma de Nuevo Leon, Facultad de Medicina, Monterrey, Mexico)

8 Ruby 2.2 Learning styles of students in health care professionsAntonio F Compañ*, Antonio Aguiree, Justo Medrano, Manuel Díez, Asunción Candela and MariaTeresa Pérez-Vázquez (University Miguel Hernandez, Departamento de Patología y Cirugía, SanJuan de Alicante, Spain)

8 Ruby 2.3 Educational strategies for undergraduate students in health sciences:andragogy versus pedagogy from the lecturer’s point of viewUmur Sakallýoglu*, Hülya Köprülü, Melek Kalkan, Ebru Özsezer and Murat Yenisey (University ofOndokuz Mayýs, Faculty of Dentistry, Department of Peridontology, Samsun, Turkey)

8 Ruby 2.4 A survey on learning styles of medical studentsMassoud Hosseini*, Fereydoun Azizi and Ali Khanzadeh (Mashhad University of Medical Sciences,Education Development Center (EDC), Mashhad, Iran)

8 Ruby 2.5 The comparative learning strategy between successful and unsuccessfulJahrom medical studentsSedighe Najafipour* and Mitra Amini (Jahrom Medical School, Education Development Center,Jahrom, Iran)

8 Ruby 2.6 Experiential learning theory in practiceMarzieh Moattari (Shiraz University of Medical Sciences, Faculty of Nursing & Midwifery, Shiraz,Iran)

8 Ruby 2.7 Final years, cadavers and first years: a feasibility study in developing peer-assisted learning in anatomy classesCarol A Parker*, Matthew Prime, Andrew J Wilson and Deborah Gill (University College London,Department of Medicine, London, UK)

8 Ruby 2.8 Evaluation of a peer tutor programme in ambulatory care teachingL E Owen*, J S Ker and L Ambrose (University of Dundee, Clinical Skills Centre, Ninewells Hospitaland Medical School, Dundee, UK)

8 Ruby 2.9 External challenging of the musculo-skeletal system: a collaborativelearning experience for first year medical studentsJ A Palha*, L Torrão, J Cerqueira, H Tavares, L Gonçalves, A Almeida, J Correia-Pinto, N Sousa, ASalgueira and M J Costa (Universidade do Minho, Medical Education Unit, School of Health Sciences,Braga, Portugal)

8CR1 Meet the Expert: Janet Grant


2000-2300 Optional Evening EntertainmentGala Dinner at Winter Garden, NH Grand Hotel Krasnapolsky, Dam Square, Amsterdam

Three course dinner with wine, beer or soft drinks, coffee, and musical entertainment.

Please Note: Transport is not provided.

Section 2 Section 2

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0800-1000 SESSION 9: Simultaneous sessions

9AUD Symposium: Student involvement in medical educationPanel: Ozgur Onur (IFMSA), Carl Savage (IFMSA), Hans Jacob Westbye (IFMSA) (Chair), Peter McCrorie (St George’sHospital Medical School, London, UK) and Albert Scherpbier (University of Maastricht, Netherlands)

Location: AuditoriumAbstracts: page 161

9A Short Communications: International medical education,and the Bologna DeclarationChairperson: Leif ChristensenOpening Discussant: Madalena PatrícioLocation: Room AAbstracts: page 161

0800-0815 9A 1 An overview of the world’s medical schoolsJ Boulet*, C Bede, D McKinley and J Norcini (FAIMER, Educational Commission for Foreign Medical Graduates(ECFMG), Philadelphia, USA)

0815-0830 9A 2 Educating physicians in France and Canada: are the differences based on evidenceor history?Christophe Segouin* and Brian Hodges (Hopital Lariboisiere, Unite MSI, Paris, France)

0830-0845 9A 3 Bologna and MedicineR Peter Nippert* and M Zuehlsdorf (Westfalische Wilhelms-Universitat, Medizinische Fakultat, Munster,Germany)

0845-0900 9A 4 Medical education and the Bologna Process – a GMA (German Section of AMEE)perspectiveW Gerke*, J Forster, H G Kraft, W Oechsner, O Onur, C Schirlo, M Tullius and W Wennekes for the WorkingGroup of the GMA, German Section of AMEE) (University of Zurich, Medical Faculty, Zurich, Switzerland)

0900-0915 9A 5 Curricula changes at Zagreb Medical School due to Bologna DeclarationM Vrcic-Keglevic*, D Bradamante and G Pavlekovic (University of Zagreb, “A.Stampar” School of PublicHealth, Zagreb, Croatia)

0915-0930 9A 6 Adaptation of Ukrainian medical education to European requirementsIryna Bulakh and Marina Mrouga* (Testing Board at Ministry of Public Health, Kyiv, Ukraine)

0930-0945 9A 7 Site visit experience – Faculty of Medicine, Cairo UniversityMostafa Abdel Hamid and Hala Salah El Din (Faculty of Medicine, Cairo University, Cairo, Egypt)


9B Short Communications: Standard settingChairperson: Stewart PetersenOpening Discussant: David BlackmoreLocation: Room BAbstracts: page 163

0800-0815 9B 1 What standard setting method provides a fair and defensible pass mark in clinicalskills OSCE within the resources available?D Collier*, L Wilkie, R Fewtrell, S L Fowell, P Owens and P J McLaughlin (University of Liverpool, ClinicalSkills Resource Centre, Liverpool, UK)

Friday 2 September

FRIDAY

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0815-0830 9B 2 A technique for combining examination scores and setting pass-marksGary Cole*, Curtis Lee and Nadia Mikhael (Royal College of Physicians & Surgeons Canada, EducationalResearch & Development Unit, Ottawa, Ontario, Canada)

0830-0845 9B 3 Setting content-based standards for a high-stakes clinical skills examinationMelissa J Margolis*, Brian E Clauser, Monica Cuddy and Gerard F Dillon (National Board of MedicalExaminers, Philadelphia, USA)

0845-0900 9B 4 An A B C of standard setting a paediatric undergraduate OSCE using borderlinegroupsA Reece*, T Cook, E M K Chung, A G Sutcliffe and R M Gardiner (University College London, Department ofPaediatrics and Child Health, London, UK)

0900-0915 9B 5 Comparing norm-referenced standard setting with holistic evaluation in an OSCEassessing first clinical skillsE Macri, F Ferrando* and G Garces (University Hospital, Montevideo, Uruguay)

0915-0930 9B 6 A comparison of two standard setting methods for computer adaptive testingC Touchie, T O Maguire, R Wassef and A P Boulais (Medical Council of Canada/The University of Ottawa, TheOttawa Hospital, Ottawa, Ontario, Canada)

0930-0945 9B 7 Recent graduates and experienced teachers as Angoff standard settersJames Ware*, Shekhar M Kumta, Ho K Ng and Paul Lai (Chinese University of Hong Kong, Teaching andLearning Resource Centre, Shatin NT, Hong Kong)


9C Short Communications: Staff/faculty development 2:learning outcomes and rewardsChairperson: Brownell AndersonLocation: Room CAbstracts: page 164

0800-0815 9C 1 A changing and sweet refrain in higher education: teach and flourishMatthew Gwee (National University of Singapore, Faculty of Medicine, Singapore)

0815-0830 9C 2 Teachers need rewards – teaching should be rewardingB Marschall* and R P Nippert (Institute of Education and Student Affairs (IfAS), Medical Faculty of Westf.Wilhelms Universitat Munster, Munster, Germany)

0830-0845 9C 3 Competencies and learning outcomes in courses for educatorsVictor Schrieber (West Midlands Deanery, Kidderminster, UK)

0845-0900 9C 4 Identifying roles of a good tutor for medical students during a research projectH M J Raghoebar-Krieger*, W M Molenaar, M Penninga and F M Haaijer-Ruskamp (University of Groningen,Onderwijsinstituut, Groningen, Netherlands)

0900-0915 9C 5 Designing a curriculum for educational policy committee members: how to be aneffective memberMary Thoesen Coleman (University of Louisville, Office of Medical Education, Louisville, USA)

0915-0930 9C 6 A snapshot of perceived knowledge in student assessment among a select group ofmedical teachers in Asia-Pacific countriesZubair Amin*, Matthew Gwee, Hoon Eng Khoo, Chay Hoo Tan, Yap Seng Chong, Poh Sun Goh and YiongHuak Chan (National University of Singapore, Department of Paediatrics, Singapore)

0930-0945 9C 7 A management framework and manual for the empowerment of staff in medicalschools in South AfricaM M Nel*, P P C Nel and G J can Zyl (University of the Free State, Faculty of Health Sciences, Bloemfontein,South Africa)

0945-1000 9C 8 Effective teaching behaviours: where is the agreement between students andteachers in England and the USA?John Perry*, Walter N Kernan, Warren Hershman, Eric Alper, Mary Y Lee, Catherine M Viscoli, Patrick GO’Connor and John Benson (Institute of Public Health, Cambridge, UK)

Discussion will follow after 10C (Staff/faculty development 3)

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9D Workshop: Mastering bedside cardiology using Harvey,the Cardiopulmonary Patient SimulatorLocation: Room DAbstract: page 166

0800-1000 9D Workshop: Mastering bedside cardiology using Harvey,the Cardiopulmonary Patient SimulatorDonald Brown1, Joel M. Felner2, 3Ira Gessner and 4Stuart Pringle (1University of Iowa School of Medicine,USA; 2Emory University School of Medicine, USA; 3University of Florida School of Medicine, USA; 4Departmentof Cardiology, Ninewells Hospital and Medical School, Dundee, UK)

9E Short Communications: E-Learning in ActionChairperson: Jamsheer TalatiOpening Discussant: Peter GreeneLocation: Room EAbstracts: page 167

0800-0815 9E 1 Strategies for effective e-learning: The IVIMEDS experienceR M Harden and D A Davies (IVIMEDS, Dundee, UK)

0815-0830 9E 2 Using 3D models to enhance traditional teaching methodsC Newlands*, G McConnell and C Boulocher (The University of Edinburgh, Royal (Dick) School of VeterinaryStudies, Edinburgh, UK)

0830-0845 9E 3 The use of an open source e-learning platform to teach informatics to a largepopulation of students in blended-learning modalityA R Formiconi, E Vanzi, M Masoni and A Conti* (Universita di Firenze, Dipartimento Fisiopatologia Clinica,Firenze, Italy)

0845-0900 9E 4 Use of web-based interactive eCourseware to facilitate face to face radiologyteaching - a follow up reportP S Goh*, S C Wang, A Low, K H Lew and L Lim (National University Hospital, Department of DiagnosticRadiology, Singapore)

0900-0915 9E 5 Improving clinical reasoning in radiology through wireless learning, a pilot studyR van der Togt, M Maas*, P Boxel, S Villan, R Sijstermans and G J den Heeten (Vrije Universiteit, IVM SpatialInformation Technology, Amsterdam, Netherlands)

0915-0930 9E 6 An online bachelor degree in nursing: a new experience at the Medical School ofFlorence UniversityG F Gensini, P Bonanni, G Corradi*, A Conti, M R Guelfi and M Masoni (Universita di Firenze, Facolta diMedicina e Chirurgia, Firenze, Italy)


9F Short Communications: Teaching and learning about public healthand health promotionChairperson: Tim DornanOpening Discussant: Margaret GrossLocation: Room FAbstracts: page 168

0800-0815 9F 1 The systematic or opportunistic approach to health promotion teaching inundergraduate curricula: preliminary reflections and comparisons of two modelsAnn Wylie*, Craig Hassed, Tangerine Holt and Ken Jones (Guy’s, Kings and St Thomas’ School of Medicine,Department of General Practice and Primary Care, London, UK)

0815-0830 9F 2 Knowledge of public health is insufficient in new graduatesAngel Centeno*, Laura Llull and Cecilia Primogerio (Universidad Austral-Medicina, School of BiomedicalSciences, Pov Buenos Aires, Argentina)

0830-0845 9F 3 Practising skills in a public and occupational health clerkship: the PREPARE-modelMarc B M Soethout*, Margreet Swagerman, Carel Thijs and Johannes F Wendte (Vrije Universiteit MedicalCentre, Department of Public and Occupational Health, Amsterdam, Netherlands)

Section 2 Section 2

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0845-0900 9F 4 Public Health Emergency Programme: an undergraduate moduleComfort Osonnaya*, Kingsley Osonnaya and Ian R Sanderson (Queen Mary, University of London,Epidemiology and Education Unit, Centre for Adult & Paediatric Gastroenterology, London, UK)

0900-0915 9F 5 Key elements of a clerkship to teach population health in a Middle Eastern countryPeter Barss*, Michal Grivna and Fatma Al-Maskari (United Arab Emirates University, Department ofCommunity Medicine, Al Ain, United Arab Emirates)

0915-0930 9F 6 Sports medicine education for medical studentsS Lim* and Y Jariya (Phitsanulok, Thailand)

0930-0945 9F 7 Physical fitness of medical students during study in family and communitymedicine, 2003-2005Teerasak Laksananun (Sawanpracharak Hospital, Nakhonsawan, Thailand)


9H Short Communications: e-Assessment 2Chairperson: Donald MelnickOpening Discussant: Martin FischerLocation: Room HAbstracts: page 170

0800-0815 9H 1 Creating a more student-centered written assessment: the development of anelectronic modified essay question paperP Davy*, P Craig and R Clarke (University of Sydney, Office for Teaching and Learning in Medicine, NewSouth Wales, Australia)

0815-0830 9H 2 ‘Checkpot’ – a computer-based student-generated continuous assessment in a PBLcurriculumThorsten Schafer*, Bert Huenges and Herbert Rusche (Ruhr-Universitat Bochum, Medizinische Fakultat,Bochum, Germany)

0830-0845 9H 3 Developing an on-line collaborative item banking system for certificationexaminationsCurtis Lee*, Gary Cole and Nadia Mikhael (Royal College of Physicians and Surgeons of Canada, Ottawa,Ontario, Canada)

0845-0900 9H 4 Long menu-questions in a computerised case-based assessment – a randomisedcontrolled studyTh Rotthoff*, Th Baehring, H D Dicken, U Fahron and W A Scherbaum (University Hospital Duesseldorf,Department for Endocrinology, Diabetes and Rheumatology, Duesseldorf, Germany)

0900-0915 9H 5 An electronic clinical assessment tool to evaluate skills in evidence-based medicineAnita Duhl Glicken (University of Colorado, Health Sciences Center, Aurora, USA)

0915-0930 9H 6 Internet-based assessment of ophthalmoscopic skillsPeter Asman* and Christina Lindén (Lund University, Faculty of Medicine, Malmo, Sweden)

0930-0945 9H 7 OSCA: The Online System for Clinical Assessment - an alternative to OSCEM Begg*, J M Scollay, L Dalziel, R Ellaway, H S Cameron and R W Parks (University of Edinburgh, UniversityDepartment of Surgery, Edinburgh, UK)


9L Short Communications: Education and professionalismChairperson: Ase Brinchmann-HansenOpening Discussant:Location: Room LAbstracts: page 172

0800-0815 9L 1 Preserving our humanity, teaching the Healer’s ArtPauline Abrahams* and Monica Branigan (University of Toronto, Ontario, Canada)

Section 2 Section 2

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0815-0830 9L 2 The role of clerkship in oncology in the education of professionalismNetta Notzer* and Tur-Kaspa (Sackler Faculty of Medicine, Unit of Medical Education, Tel-Aviv, Israel)

0830-0845 9L 3 Teaching medical professionalism: curriculum reform in a Japanese Medical SchoolMutsuhiro Ikuma* and Arata Ichiyama (Hamamatsu University School of Medicine, First Department ofMedicine, Hamamatsu, Japan)

0845-0900 9L 4 The design of a short postgraduate course on professionalismClaudia Turner, Mair Davis, Helen Pugsley and Stephen Brigley (Cardiff University, School of PostgraduateMedical and Dental Education, Wales, UK)

0900-0915 9L 5 Professionalism and institutional social accountabilityDavid Hawkins and Members of the Social Accountability Steering Committee (Association of Faculties ofMedicine of Canada, Ottawa, Ontario, Canada)

0915-0930 9L 6 The effect of training medical students to reflect on professionalism duringpediatrics clerkshipA D Boenink*, A K Oderwald, J A Smal, W van Tilburg and R J B J Gemke (VUMC, Liaison Psychiatry,Amsterdam, Netherlands)


9M Short Communications: Diversity and admission to medical schoolChairperson: David WiegmanOpening Discussant: Benno BonkeLocation: Room MAbstracts: page 173

0800-0815 9M 1 The effect of undergraduate mentoring on medical and dental applicants fromsocio-economically disadvantaged backgroundsA W Kamali*, S Nicholson, T Fernandez and A Patel (Royal London Hospital, London, UK)

0815-0830 9M 2 Are rural background candidates disadvantaged by the admission process?Bruce Wright and Wayne Woloschuk* (University of Calgary, Faculty of Medicine, Calgary, Alberta, Canada)

0830-0845 9M 3 Academic achievement of medical students with low matriculation scoreS Thepmalee* and Y Jariya (Buddhachinaraj Hospital, School of Medicine, Phitsanulok, Thailand)

0845-0900 9M 4 Healthcare competence and disabled studentsAnne Tynan (The Royal Veterinary College, DIVERSE, London, UK)

0900-0915 9M 5 Increasing access to medical school via the Newham Doc routeSandra Nicholson*, Carmel Rooney and Kathryn Perry (Queen Mary’s School of Medicine and Dentistry,Education Directorate, London, UK)

0915-0930 9M 6 Disabled students, disabled doctors – time for a change?Katharine Boursicot*, Alan Butler and Trudie Roberts (University of Cambridge, School of Clinical Medicine,Cambridge, UK)


9N Short Communications: Postgraduate education 1Chairperson: Sandra BannerLocation: Room NAbstracts: page 174

0800-0815 9N 1 Learning styles in internsHenk van den Berg (University of Amsterdam, Department of Paediatric Oncology, Amsterdam, Netherlands)

0815-0830 9N 2 Motivation and learning styles of trainees working on a neonatal unitN J Shaw (Liverpool Women’s Hospital, Mersey Deanery, Liverpool, UK)

0830-0845 9N 3 Confidence, competence and academic achievement: can we predict poor clinicalperformance among junior doctors?R Higgins* and S Cavendish (LNR Postgraduate Deanery, Enderby, Leicester, UK)

11

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0845-0900 9N 4 Outcomes of flexible training compared to full time training during specialistregistrar gradeHelen M Goodyear*, Melanie J T Jones and Selena F Gray (West Midlands Deanery, PMDE, Birmingham,UK)

0900-0915 9N 5 U.S. duty hours compliance: two years laterJudith Armbruster (ACGME, Chicago, USA)

0915-0930 9N 6 Perception of the impact of sleep deprivation on performance by surgical residentsS I Woodrow*, J Park, B J Murray, M Bernstein, R Reznick and S J Hamstra (University of Toronto, WilsonCentre for Education, Toronto, Ontario, Canada)

0930-0945 9N 7 Resident burnout in a University Hospital in ArgentinaE Durante*, F Augustovski, A Eymann, F Faingold and M Figari (Hospital Italiano de Buenos Aires, BuenosAires, Argentina)

0945-1000 9N 8 Introduction of the structured interview in a regional paediatric junior doctorselection processD Jyothish*, V Diwakar and H Goodyear (Birmingham Children’s Hospital, Birmingham, UK)

Discussion will follow after Session 10N (Postgraduate education 2)

9O Short Communications: Outcome based education 1Chairperson: Willem de GraveLocation: Room OAbstracts: page 176

0800-0815 9O 1 ‘Tuning’ of learning outcomes for undergraduate medical degree courses in EuropeA Cumming*, G Lloyd-Jones, P Evans, H Cameron, H Campbell, K Boyd and H Walton (University of Edinburgh,Medical Teaching Organisation, Edinburgh, UK)

0815-0830 9O 2 Constructing a national consensus on competencies for an undergraduate medicaleducation curriculum in palliative and end-of-life careP N Byrne*, L Librach and EFPPEC Management Team (University of Toronto, Faculty of Medicine, Toronto,Ontario, Canada)

0830-0845 9O 3 Impact of the pilot assessment of the global essential competencies of medicalgraduates in ChinaM Roy Schwarz*, Andrzej Wojtczak, David Stern and Luxi Yi (China Medical Board of New York, Inc, NewYork, USA)

0845-0900 9O 4 Dutch medical students’ assessment of CanMeds competenciesJany Rademakers*, Olle ten Cate and Nienke de Rooy (UMC Utrecht University, School of Medical Sciences,Utrecht, Netherlands)

0900-0915 9O 5 Expanding and integrating competencies beyond clinical expertise in a nationalexamination processHenry Mandin, Robert Lee and Dale Dauphinee (Medical Council of Canada, Ottawa, Ontario, Canada)

0915-0930 9O 6 The Slovak doctor: in the footsteps of the Scottish Doctor on the road to theEuropean doctorLukas Plank*, Jan Danko, Peter Galajda, Katarina Murcekova, Eva Rozborilova and Sona Franova (ComeniusUniversity, Jessenius Faculty of Medicine, Martin, Slovak Republic)

0930-0945 9O 7 Survey of the opinion of students, teachers and general practitioners on theundergraduate curriculum of the Faculty of Medicine, Cluj-Napoca, RomaniaV Muntean (University of Medicine and Pharmacy ‘Iuliu Hatieganu’ Cluj-Napoca, CF University Hospital,Cluj-Napoca, Romania)

0945-1000 9O 8 Understanding the role of the qualified professional: a comparison of medical anddental studentsHillary Widdifield, Tony Ryan* and Elenor O’Sullivan (NICU, Erinville Hospital, Cork, Ireland)

Discussion will follow after Session 10O (Outcome based education 2)

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9R Workshop: A consumer’s guide to Generalisability (G) TheoryLocation: Room RAbstract: page 178

0800-1000 9R Workshop: A consumer’s guide to Generalisability (G) TheoryGeoff Norman (McMaster University Medical School, Department of Clinical Epidemiology, Hamilton, Canada)

9S Workshop: Using Team Learning teaching methods topromote multiple professional competenciesLocation: Room SAbstract: page 178

0800-1000 9S Workshop: Using Team Learning teaching methods to promote multipleprofessional competenciesDan Mayer1, Paul Haidet2 and 3Dean Parmalee (1Albany Medical College, 2Baylor College of Medicine, and3Wright State College of Medicine, USA)

9T Workshop: Portfolios: joy or burden? Lessons learned fromexperience in undergraduate medical trainingLocation: Room TAbstract: page 179

0800-1000 9T Workshop: Portfolios: joy or burden? Lessons learned from experience inundergraduate medical trainingErik Driessen, Edith ter Braak, Hanke Dekker, Jan van Tartwijk and Cees van der Vleuten (NetherlandsAssociation for Medical Education, Working Group Portfolio)

9U Workshop: Accept, Revise, Reject: reviewing educational research manuscriptsLocation: Room UAbstract: page 179

0800-1000 9U Workshop: Accept, Revise, Reject: reviewing educational research manuscriptsSteven Durning, Paul Hemmer and Louis Pangaro (Uniformed Services University of Health Services, Bethesda,USA)

9 Onyx 1 Posters: Assessment of communication skillsChairperson: Joan Sargeant


9 Onyx 1.1 Assessment for learning and assessment of learning in communicationskills studiesEeva Pyörälä*, Pirkko Heasman and Leila Niemi-Murola (University of Helsinki, Research andDevelopment Unit for Medical Education, Helsinki, Finland)

9 Onyx 1.2 Screening for communication difficulties: an evaluation of a pilotprogramme for third year medical studentsD Dodwell, A Fraser*, M Jerwood, J Skelton, A Shanks, H Webberley and C Wiskin (The Universityof Birmingham, Department of Primary Care and General Practice, Birmingham, UK)

9 Onyx 1.3 Intensive remediation in communication skills in an Academic MedicalCenterPeter Barnett and France Doyle* (University of New Mexico, Department of Emergency Medicine,Albuquerque, USA)

9 Onyx 1.4 Do students change their self-assessment of their communication skillsafter watching themselves on video?Chris Harrison* and Val Wass (University of Manchester, Division of Primary Care, Manchester,UK)

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9 Onyx 1.5 How closely are students’ communication skills related to clinical skills?S Scheffer*, I Muehlinghaus, A Froehmel, W George and W Burger (Charité, UniversitätsmedizinBerlin, AG Reformstudiengang Medizin, Berlin, Germany)

9 Onyx 1.6 Medical students’ patient centered attitudes and communication skillsChang-Jin Choi* and Jeong-Lim Moon (The Catholic University of Korea, Department of FamilyMedicine, College of Medicine, Seoul, Korea)

9 Onyx 1.7 Social representations of residents toward patients of different culturalbackground: implications on medical communicationCarine Layat (University of Geneva, Faculty of Medicine, Genève, Switzerland)

9 Onyx 2 Posters: Multiprofessional educationChairperson: Ronnie van Diemen-Steenvoorde


9 Onyx 2.1 Open meeting: a model for multiprofessional education?Jim Blair (Kingston University, Faculty of Health and Social Care Sciences, London, UK)

9 Onyx 2.2 Interprofessional training in ward rounds for medical and nursingstudents: a feasibility studyBirgitte Dahl Pedersen*, Inger Kuch Poulsen, Anne Marie Frandsen, Pernille Hinge, Rikke HedelandLarsen and Torben V Schroeder (Copenhagen University Hospital, Centre for Medical Education,Copenhagen, Denmark)

9 Onyx 2.3 Teacher preparation for IPL: emerging issues from the PIPE ProjectGill Young*, Julila Bray, Elizabeth Howletts, Katy Newell Jones, Maggi Lord and Bee Wee (ThamesValley University, Faculty of Health & Human Sciences, London, UK)

9 Onyx 2.4 A multiprofessional approach to accreditation of medical and paramediceducation programsJudi Walker*, Hugh Grantham and Ian Pickering (University of Tasmania, Rural Clinical School,Tasmania, Australia)

9 Onyx 2.5 Identifying barriers and factors for facilitating interprofessional teamworking in the primary care settingMelissa Owens*, David Pearson, Liz Allen and Jacqui Hutchinson (Bradford City PCT, Ilkley, UK)

9 Onyx 2.6 Can an educational intervention help to improve situational awareness inoperating theatre teams?Jon Allard*, Alan Bleakley, James Boyden, Adrian Hobbs and Linda Walsh (Peninsula MedicalSchool, Research Unit, Cornwall, UK)

9 Onyx 2.7 Literature as a pedagogical tool for reflective learning – aninterprofessional studyAnnika Sääf-Rothoff* and Björn Eriksson (Karolinska Institutet, Inst CLINTEC, Stockholm, Sweden)

9 Topaz 1 Posters: Evaluation of problem based learningChairperson: Peter Dangerfield


9 Topaz 1.1 Gender is a more significant predictor of anxiety, depression and low self-esteem than the type of curriculum or ethnicity in an undergraduatemedical programmeRae Nash*, Cathy Ward and Richard Hift (University of Cape Town, Cape Town, South Africa)

9 Topaz 1.2 A comparison of problem-based learning and traditional medical studentsat the University of Hamburg: a longitudinal evaluationM Kandulla*, O Kuhnigk and M Bullinger (University of Hamburg (UKE), ModellstudiengangMedizin, Hamburg, Germany)

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9 Topaz 1.3 The perception of the medical education concepts and its influence on thestudy behaviour of students - presentation of a qualitative researchapproach as an extended perspective on PBL-based and traditionalcurriculaA M Böthern*, M Bullinger and O Kuhnigk (Universitätsklinikum Hamburg-Eppendorf,Modellstudiengang Medizin, Hamburg, Germany)

9 Topaz 1.4 Significant learning experiences of students during field contacts in thethird year psychomedical cluster of a new PBL-based curriculumW S De Grave*, E Rooijakkers, D H J M Dolmans and A J J A Scherpbier (Maastricht University,Department of Educational Development and Research, Maastricht, Netherlands)

9 Topaz 1.5 Graduates perception of science education in a traditional and a problem-based curriculumWillemina M Molenaar*, Jan Jaap Reinders, Jelle Geertsma and Janke Cohen-Schotanus (UniversityMedical Center Groningen, Center for Professional Development of Teachers, Groningen,Netherlands)

9 Topaz 1.6 Comparison of reflection in learning, approach to learning and self-efficacyin self-directed learning at medical schools with different curriculaA Grant*, P Kinnersley, M Field and H Houston (Cardiff University, Department of General Practice,Cardiff, UK)

9 Topaz 1.7 Comparison of nursing students’ learning in two methods of problem-based and lecture-based (from lesson plan) in course of fundamentals ofnursingLeila Moslanejad (Jahrom Medical School of Science, Jahrom, Iran)

9 Topaz 1.8 Occupational medicine – a PBL and project based teaching conceptN Binding*, S Woltering, R P Nippert and U Witting (Wilhelms-Universität Münster, Institut fürArbeitsmedizin der Westfalischen, Münster, Germany)

9 Topaz 1.9 Influence of the preclinical problem-based learning curriculum on thelearning attitude and social competence in the clinical years: the students’perceptionBanu Yuerueker and Barbara Stadelmann (Studienplanung Medizin, Faculty of Medicine, Bern,Switzerland)

9 Topaz 1.10 A comparative study of students’ knowledge from two methods of problemsolving (one method of improving critical thinking) and lecturepresentation in nursing studentsMahdi Abdolahi*, Leila Moslanejad and Saeed Sobhanian (Jahrom School of Medical Science,Jahrom, Iran)

9 Ruby 1 Posters: Postgraduate education and continuing professionaldevelopment/continuing medical educationChairperson: Julian Archer


9 Ruby 1.1 An educational programme for General Practitioners (GPs) with a specialinterest in gynaecology: evaluation of programme and impact on referralrates and GP knowledge baseJane MacDougall*, Pauline Brimblecombe and Caroline Cooper (Addenbrooke’s Hospital,Department of Obstetrics & Gynaecology, Cambridge, UK)

9 Ruby 1.2 GP underperformance – remediation in the Wales DeaneryMary Bett* and Phil Matthews* (Wales College of Medicine, School of Postgraduate Medical andDental Education, Section of Postgraduate Education for General Practice, Cardiff, UK)

9 Ruby 1.3 Variations in the ability of general medical practitioners to apply twomethods of clinical audit: a five-year study of assessment by peer reviewLinsey Semple*, John McKay, Paul Bowie and Murray Lough (NHS Education for Scotland, Glasgow,UK)

9 Ruby 1.4 Family physicians’ perceptions of academic detailingMichael Allen*, Suzanne Ferrier and Isobel Fleming (Dalhousie University CME, Halifax, NovaScotia, Canada)

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9 Ruby 1.5 Higher degrees for General Practitioners (GPs); the creation of modernPrometheus or of workers complicit in a brave new world?Marion Lynch* and Derek Gallen (Oxford PGMDE, GP Education Department, Aylesbury, UK)

9 Ruby 1.6 Attitudes of Higher Professional Education (HPE) host practices to the HPEscheme for new GPs in Mersey DeaneryJ C Howard* and J A Fox (Mersey Deanery, The Hungerford Medical Centre, Crewe, UK)

9 Ruby 2 Posters: Teaching and learning communication skillsChairperson: Karen Simpson


9 Ruby 2.1 The viewpoints of clinical faculty members about teaching communicationskills to medical studentsA Zamani*, B Shams, Z Farajzadegan, M Tabaeian and F Goli (Isfahan Medical University, Isfahan,Iran)

9 Ruby 2.2 Method suggestion for communication skills training: PsychodramaO Sürel Karabilgin*, Aliye Ercan and Perihan Etiz (Ege University, Medical Faculty, Boronova,Turkey)

9 Ruby 2.3 Psychosomatic medicine: how to teach communication skillsC Nikendei*, S Zipfel, C S Wilke, B Wild, W Herzog and J Juenger (University of Heidelberg,Department of General Internal & Psychosomatic Medicine, Heidelberg, Germany)

9 Ruby 2.4 Teaching communication of patient priorities to interns - OR- ‘yes, but do Ineed to come and see her?’Alistair Vickery* and Richard Tarala (Royal Perth Hospital, Department of Postgraduate MedicalEducation, Perth, Western Australia, Australia)

9 Ruby 2.5 Use of standardized patients for improving the informed consent processfor clinical trialsMaurice Clifton*, Joanne Russell and David Barnard (University of Pittsburgh, School of Medicine,Pittsburgh, USA)

9 Ruby 2.6 A final year special study module in veterinary communication skillsCarol A Gray*, Rachel E Eves, Stephanie J Walsh and Camilla J Wilson (University of Liverpool,Veterinary Teaching Hospital, Neston, South Wirral, UK)

9 Ruby 2.7 Does the speciality influence the resident’s communication skills?A Nogueras*, G Lucchetti, S Herranz, A Casanovas, J Real, G Giménez and E Berlanga (I. UniversitariParc Tauli (UAB), Hospital de Sabadell, Sabadell, Barcelona, Spain)

9 Ruby 2.8 Combining curriculum and staff development in the design of a teachingmodule on communication skillsFabrizio Consorti*, Stefania Basili, Huon Snelgrove* and Italo Nofroni* (University of Rome ‘LaSapienza’, Dipartimento di Medicina Sperimentale, Rome, Italy)

9 Ruby 2.9 Communication skill modules in the curriculum of the University of SzegedKatalin Barabas, Peter Nagyvari and Lajos Mester (University of Szeged, General Medical Faculty,Department of Psychiatry, Szeged, Hungary)

9CR1 Meet the Expert: Marilyn Hammick & Alex Haig

0800-1000 Marilyn Hammick and Alex Haig (Best Evidence Medical Education BEME Collaboration)(See biography page 1.9)Location: Committee Room 1

1000-1030 COFFEEViewing of exhibition and posters

Certificates of Attendance available for collection until 1600 hours

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10AUD Symposium: Selection for medicine

Panel: Alan Cliff (University of Cape Town, South Africa), Janet Grant (Open University Centre for Education in Medicine,UK) (Chair), Richard Hays (James Cook University, Australia), Fiona Patterson (City University, London, UK), Benvan Heerden (University of Stellenbosch, South Africa)


10A Short Communications: Use of simulatorsChairperson:Opening Discussant: Roger KneeboneLocation: Room AAbstracts: page 190

1030-1045 10A 1 Virtual reality – the faceless surgical trainerM A Memon*, D Brigden, B Memon and M I Memon (Whiston Hospital, Mersey Deanery, Darwen, UK)

1045-1100 10A 2 Simulation as an educational quality assurance toolRonnie Glavin and Jonathan Salisbury* (Scottish Clinical Simulation Centre, Stirling, UK)

1100-1115 10A 3 Learning on incrementally complex tasks leads to the same performance as skillsspecific learning for laparoscopic suturingAdam Dubrowski*, Jason Park, Carol-Anne Moulton, James Larmer and Helen MacRae (University of Toronto,Department of Surgery, Toronto, Canada)

1115-1130 10A 4 A three dimensional computer model and tracking system to aid training ofinjection procedures in anatomical preparationsJostein Halgunset*, Jorn Ove Saeternes, Hakon Olav Leira, Geir Arne Tangen, Jon Harald Kaspersen andToril A Nagelhus Hernes (NTNU, Department of Laboratory Medicine, Trondheim, Norway)

1130-1145 10A 5 CPREzy ™: A new device to improve quality of cardiac massage?S Beckers*, M Skorning, S Beuerlein, M Derwall, M Fires, J Bickenbach, R Kuhlen and R Rossaint (UniversityHospital Aachen, Department of Anaesthesiology, Aachen, Germany)

1145-1200 10A 6 Integrating the Bovine Rectal Palpation Simulator into a veterinary curriculum.Part 2 – customised sessions and student feedbackS Baillie*, D J Mellor, S Brewster and S W J Reid (University of Glasgow, Department of Computing Science,Glasgow, UK)


10B Short Communications: Problem based learning:results from different approaches to evaluationChairperson: Matthew GweeOpening Discussant: Willemina MolenaarLocation: Room BAbstracts: page 192

1030-1045 10B 1 Differences between students from a traditional and a PBL curriculum regardingformal and self assessment of clinical competenceJanke Cohen-Schotanus*, Jelle Geertsma, Johanna Schoenrock-Adema and Willemina M Molenaar (UniversityMedical Centre Groningen, Research and Development Medical Education, Groningen, Netherlands)

1045-1100 10B 2 Impact of a PBL-based curriculum on student progression and withdrawal ratesbetween year 3 and the final examination, in an undergraduate medical programJ N Hudson* and A L Tonkin (University of Adelaide, The Queen Elizabeth Hospital, Woodville, South Australia,Australia)

1100-1115 10B 3 Perceptions of traditional and PBL curriculum students about the medical schoollearning environmentMeral Demiroren, Ferda Ozyurda, Sabri Kemahli, Ozden Palaoglu, Olcay Tiryaki-Aydintug*, TumerCorapcioglu, I.Hakki Ayhan (Ankara University, Departments of Medical Education and Pediatrics, Ankara,Turkey)

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1115-1130 10B 4 Medical students’ perception of a traditional and PBL course: does PBL fulfil theGMC objectives?M Field*, J Burke, R D Matthew and D Lloyd (Glasgow University, Medical School, Glasgow, UK)

1130-1145 10B 5 Changing outlooks: Patterns and trends in medical students’ learning approaches,career intentions, and expectations of tutors in a problem-based curriculumG Maudsley (University of Liverpool, Department of Public Health, Liverpool, UK)

1145-1200 10B 6 The subject based evaluation for PBL and integrated curriculum in medical schoolD Agustian*, S P Dewi, M Ghozali and D Setiabudi (Medical Education Research and Development Unit(MERDU), Universitas Padjadjaran, Bandung, Indonesia)


10C Short Communications: Staff/faculty development 3Chairperson: Peter NippertOpening Discussant: Louis PangaroLocation: Room CAbstracts: page 193

1030-1045 10C 1 How well do medical teachers run peer coaching sessions in real classes afterteachers’ training?Maria Lammerding-Koeppel (Kompetenzzentrum Medizindidaktik Baden-Wuerttemberg, Faculty of Medicine,Tuebingen, Germany)

1045-1100 10C 2 Development of a workplace-based certificate in medical educationE H Baker*, M Harris, A Kent, J Porter, A Hall, A Kirk, P Sedgwick, C Starkey and P McCrorie (St George’sHospital and Medical School, Cardiac and Vascular Sciences (Respiratory), London, UK)

1100-1115 10C 3 Distance tutors and academic departments: learner support needs in remoteenvironmentsStephen Brigley* and Clare Kell (Cardiff University, Wales College of Medicine, Cardiff, UK)

1115-1130 10C 4 Training the Trainers - using liberating learning to help prepare trainers andtrainees for the full implementation of MMCDavid Bridgen* and Andrew Sackville (Mersey Deanery, Postgraduate Medical & Dental Education, Liverpool,UK)

1130-1145 10C 5 Supporting teacher development in clinical settings through observation and‘professional conversation’: experiences with 1000 hospital consultants in theKent, Surrey and Sussex DeaneryKath Green (The KSS Deanery, Postgraduate Medical & Dental Education, London, UK)

1145-1200 10C 6 To study the effect of educational intervention on the learning of the clinicalfaculty members at Tehran University of Medical Sciences (TUMS)Sorayia Soheili* and Zinat Nadia Hatmi (Tehran University of Medical Sciences, Tehran, Iran)


10D Workshop: Best evidence simulation-based training using Harvey,the Cardiopulmonary Patient SimulatorLocation: Room DAbstract: page 195

1030-1215 10D Workshop: Best evidence simulation-based training using Harvey, theCardiopulmonary Patient SimulatorS Barry Issenberg and Ross J Scalese (University of Miami Miller School of Medicine, Center for Research inMedical Education, Miami, USA)

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10E Short Communications: Clinical teaching and learningChairperson: Thomas BeckmanOpening Discussant: Niv PatilLocation: Room EAbstracts: page 195

1030-1045 10E 1 Can teaching the typical be problematic?Kelly L Dore* and Kevin W Eva (McMaster University, MDCL, Hamilton, Ontario, Canada)

1045-1100 10E 2 Early memorisation in 5th and 6th year medical students: the role of structuringthe data offeredA E R Arnold*, A B Bijnen, M Stikkel, J A A M van Diemen-Steenvoorde and H J M van Rossum (Free UniversityMedical Centre, Institute of Medical Education, Schoorl, Netherlands)

1100-1115 10E 3 Effect of ‘level of expertise’ on laboratory test-ordering behavior: implications formedical educationSteven L Kanter* and Laura Torbeck (University of Pittsburgh, School of Medicine, Pittsburgh, USA)

1115-1130 10E 4 A case-study: the role of biomedical and clinical knowledge in nursing clinicaldecision making – differences between experts and novicesH Eshach*, T Fleishman, H Balik, Y Sharabi and C Margolis (Ben Gurion University of the Negev, Departmentof Science and Technology Education, Beer Sheva, Israel)

1130-1145 10E 5 Changes in critical thinking among nursing students upon completion ofBaccalaureate Nursing ProgramAcharaporn Sripusanapan* and Natthawan Suwan (Chiang Mai University, Faculty of Nursing, Chiang Mai,Thailand)

1145-1200 10E 6 Fourth year medical students’ practice of evidence-based medicineSimona F Deutsch*, Steven R Simon, Robert H Fletcher and Antoinette S Peters (Harvard Medical school,Office of Educational Development, Boston, USA)


10F Short Communications: The student in difficultyChairperson: Arcadi GualOpening Discussant: Ozgur OnurLocation: Room FAbstracts: page 197

1030-1045 10F 1 What is a ‘failing’ student?Stewart Petersen (Leicester Warwick Medical School, Department of Medical and Social Care Education,Leicester, UK)

1045-1100 10F 2 Problematic behaviour of medical students outside the learning environmentBenno Bonke (Erasmus University, Department of Medical Psychology & Psychotherapy, Rotterdam,Netherlands)

1100-1115 10F 3 A multicenter study comparing burnout, depression and quality of life in minorityand non-minority medical students in the USL N Dyrbye*, M R Thomas, J L Huntington, K Lawson, P Novotny, J Sloan and T Shanafelt (Mayo Clinic,Rochester, USA)

1115-1130 10F 4 Referred doctors: referred students: the methods and effects of remedialcommunication skills teaching at Birmingham Medical SchoolE L Jones* and J R Skelton (University of Birmingham, Interactive Skills Unit, Birmingham, UK)

1130-1145 10F 5 A national survey of patient-initiated assaults on medical students in CanadaA E Waddell*, M R Katz, J Lofchy, J Bradley and B Hodges (University of Toronto, The Donald R WilsonCentre for Research in Education, Toronto, Ontario, CANADA)


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10G Medical Teacher Board Meeting (closed meeting)Location: Room G

10H Short Communications: New challenges for the curriculumChairperson: Nigel BaxLocation: Room HAbstracts: page 198

1030-1045 10H 1 Integrating genetics into health care professional educationCatherine Bennett* and Peter Farndon (National Genetics Education and Development Centre, ClinicalGenetics, Birmingham, UK)

1045-1100 10H 2 A curriculum of complementary medicine: Integrated Studies of AnthroposophicalMedicine (ISAM)C Scheffer*, F Edelhaeuser and D Tauschel (Universitat Witten/Herdecke, Begleitstudium AnthroposophischeMedizin, Witten, Germany)

1100-1115 10H 3 Getting back to basics: reducing the tensions in multidisciplinary educationCraig Lord* and Robyn Beirman (Macquarie University, Department of Health and Chiropractic, Sydney,Australia)

1115-1130 10H 4 Collaborating to develop an undergraduate curriculum in palliative and end-of-lifecarePippa Hall, Albert J Kirshen*, Denise Marshall, Doreen Oneschuk, Cori Schroder and Dana Winterburn(Mount Sinai Hospital, The Temmy Latner Centre for Palliative Care, Toronto, Ontario, Canada)

1130-1145 10H 5 Case-based, facilitated small group discussions: Overcoming deficiencies inundergraduate and postgraduate end-of-life educationR W Damant*, J Weinkauf, B Leier, B Russel and P Byrne (University of Alberta, Edmonton, Alberta, Canada)

1145-1200 10H 6 Crisis intervention: concepts, indications and applicationKen Harbert* and Arthur Freeman (Albuquerque, New Mexico, USA)

1200-1215 10H 7 Smoking cessation skills in undergraduate curricula – more than just content changeAnn Wylie and Mark Richards* (Guy’s, Kings and St Thomas’ School of Medicine, Department of GeneralPractice and Primary Care, London, UK)

No discussion time

10L Short Communications: Approaches to assessmentChairperson: Robert GalbraithOpening Discussant: Lambert SchuwirthLocation: Room LAbstracts: page 200

1030-1045 10L 1 Open-book examination: a method to assess knowledge managementMarjolein Penninga*, Jan Kuks, Johanna Schonrock-Adema and Janke Cohen-Schotanus (University ofGroningen, Faculty of Medical Sciences, Groningen, Netherlands)

1045-1100 10L 2 An open syllabus exam: an assessment and educational toolShamina Dhillon*, Neena Natt and Amindra Arora (Mayo Clinic, Division of Gastroenterology & Hepatology,Rochester, USA)

1100-1115 10L 3 Student responses to the CAT (Computerized Adaptive Testing)Mee Young Kim* and Sun Huh (Hallym University, Department of Family Medicine, Seoul, Korea)

1115-1130 10L 4 Testing in postgraduate medical educationVendula Bilkova* and Jana Krejcikova (IPME - Institute for Postgraduate Medical Education, Prague, CzechRepublic)

1130-1145 10L 5 A processing time study to test the psychological validity of script concordancetestsBernard Charlin*, Robert Gagnon, Louise Roy, Monique St-Martin, Evelyne Sauve, Henny P A Boshuizen andCees van der Vleuten (Université de Montréal, Faculté de Médecine - direction, Montréal, Québec, Canada)

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1145-1200 10L 6 Group discussions as part of examinationsE Persson*, F Ander, A Hoppe and G Birgegard (Uppsala University, Faculty of Medicine, Uppsala, Sweden)


10M Short Communications: e-Learning clinical skillsChairperson: Janet MacDonaldOpening Discussant: Sebastian UijtdehaageLocation: Room MAbstracts: page 201

1030-1045 10M 1 Blended learning for basic surgical skills trainingK Pierer*, J Farhadi, T Lehmann, D J Schaefer and G Pierer (University of Basel, Faculty of Medicine, Basel,Switzerland)

1045-1100 10M 2 doc.com: 40 interactive online modules to teach and assess physician patientcommunication skillsDennis Novack, Bill Clark, Ron Saizow and Christof Daetwyler* (Drexel University College of Medicine,Philadelphia, USA)

1100-1115 10M 3 Breaking bad news: development of a computer-based learning package forfoundation traineesJ A Cleland*, N M Hamilton, S Navabian and K Walker (University of Aberdeen, Department of GeneralPractice & Primary Care, Aberdeen, UK)

1115-1130 10M 4 VirtualSkillsLab.netRaphael Bonvin*, T Fredrik Bosman et al (University of Lausanne, Unite de Pedagogie Medicale, Lausanne,Switzerland)

1130-1145 10M 5 Video streaming real-time diagnostic examinations on the LANElisa Talini, Andrea Bertini* and Giovanni Cardia (University of Pisa, Department of Diagnostic andInterventional Radiology in Pisa, Pisa, Italy)

1145-1200 10M 6 The development of a web-based practical skills teaching package forundergraduate medical studentsSue Cowley and Ashley Self (The University of Sheffield, Academic Unit of Medical Education, Sheffield, UK)


10N Short Communications: Postgraduate education 2Chairperson: Fredric BurgOpening Discussant: Hywel ThomasLocation: Room NAbstracts: page 202

1030-1045 10N 1 Use of operative data to evaluate ACGME surgical residency programsDoris A Stoll (ACGME, Chicago, USA)

1045-1100 10N 2 Evaluation of the residency program in pre-and post-renovation in Japaneseresidency systemMasanaga Yamawaki*, Mikako Masuda, Atsushi Ookawa and Yujio Tanaka (Tokyo Medical and DentalUniversity, Department of Professional Development, Tokyo, Japan)

1100-1115 10N 3 Internship – review and quality developmentHanna Fryden (Swedish Medical Association, Stockholm, Sweden)

1115-1130 10N 4 Quality of supervision as perceived by specialist registrars. A comparison betweenan academic and non-academic clinical settingM Bruijn*, J O Busari, K Boor and B H M Wolf (Sint Lucas Andreas Hospital, Amsterdam, Netherlands)

1130-1145 10N 5 Scholarly outcomes associated with an academic career development curriculumfor internal medicine traineesFurman S McDonald* and Joseph C Kolars (Mayo Clinic, Hospital Internal Medicine, Rochester, USA)

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1145-1200 10N 6 Comparison of trainers’ and trainees’ perceptions of training qualityS Briggs*, E Fielding, S McCracken, O Otaiku, A Thomson* and P Baker (North Western Deanery, EducationCentre, Bolton, UK)


10O Short Communications: Outcome based education 2Chairperson: Ian BowmerOpening Discussant: John SimpsonLocation: Room OAbstracts: page 204

1030-1045 10O 1 Assessment assessedI Vandenreyt*, M Maelstaf and M Vandersteen (Universiteit Hasselt, Diepenbeek, Belgium)

1045-1100 10O 2 The Women’s Health Curriculum: content and depthV O’Connor (University of Queensland and Bond University, Brisbane, Australia)

1100-1115 10O 3 Outcome-based medical education: should it be prescriptive or a prescription?Graham Stephenson (University of Queensland, Department of Medicine, Queensland, Australia)

1115-1130 10O 4 A framework to formulate specific learning objectives for the first clerkship yearF Ferrando*, I Fernandez, C Cancela, E Macri and E. Rugnitz(Montevideo, Uruguay)

1130-1145 10O 5 The use of simulated patients in a purpose designed integrated teaching areaShihab Khogali*, Alexander Harper, Jane Illés, Nicholas Part and Jean Ker (University of Dundee, Divisionof Medical Education, Dundee, UK)

1145-1200 10O 6 Assessment of nursing students’ views about clinical competencyZohreh Parsa Yekta, Farhad Ramezani Badr* and Alireza Khatooni (Tehran College of Nursing and Midwifery,Tehran, Iran)


10R Workshop: Playing the game: Role of games and simulations in medicaleducationLocation: Room RAbstract: page 206

1030-1215 10R Workshop: Playing the game: Role of games and simulations in medical educationLynne Allery, Janet MacDonald and Lesley Pugsley (Wales College of Medicine, Cardiff, UK)

10S Workshop: Integration of ethics in the undergraduate medical curriculumLocation: Room SAbstract: page 206

1030-1215 10S Workshop: Integration of ethics in the undergraduate medical curriculumDr Babatunde A Gbolade and Dr Suzanne Kite (The Leeds Teaching Hospitals NHS Trust/University of LeedsMedical School, Leeds, UK)

10T Workshop: Reflective Practice: how to use it to improve your clinical teachingLocation: Room TAbstract: page 206

1030-1215 10T Workshop: Reflective Practice: how to use it to improve your clinical teachingLee Randol Barker (Johns Hopkins University School of Medicine, Baltimore, USA)

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10U Workshop: Consent for patient recordings in healthcare educationLocation: Room UAbstract: page 207

1030-1215 10U Workshop: Consent for patient recordings in healthcare educationHelen Cameron, Michael Ross and Rachel Ellaway (University of Edinburgh, Medical School, Edinburgh,UK)

10 Onyx 1 Posters: International medical education; Language proficiencyChairperson: Wolfgang Gerke


10 Onyx 1.1 Can international medical graduates be integrated into foreign healthsystems in a cost effective, efficient manner?S Child* and G Naden (Auckland District Health Board, Clinical Education and Training Unit, NewZealand)

10 Onyx 1.2 Global applicability of Physician AssistantsChristine Legler, Wilton Kennedy, Kathy Jane Pedersen, Marie L Bensulock, Patricia A Castillo,Kirsten Thomson, Justine Strand and Marie-Michele Leger (Association of Physician AssistantPrograms, International Affairs Committee, Portland, USA)

10 Onyx 1.3 Building and sustaining capacity in healthcare education through thedevelopment of dual masters’ programmes between the UK and RussianinstitutionsKath Start* and Maria Ponto (Kingston University & St George’s Hospital Medical School, Facultyof Health & Social Care Sciences, London, UK)

10 Onyx 1.4 Development of a medical education and institutional profile database inCentral AsiaKathleen Conaboy, Zhamilya Nugmanova*, Saltanat Yeguebaeva and Emily Fedullo (AmericanInternational Health Alliance, Reno, USA)

10 Onyx 1.5 Relevance for medical students of international experiences in primarycareFernando Mora-Carrasco, Victor Rios-Cortázar, Claire van Nispen tot Pannerden* and Pieter Emans(Universidad Autónoma Metropolitana (Xochimilco), Distrito Federal C P, Mexico)

10 Onyx 1.6 Cultural awareness amongst second year medical students at two northernUK medical schools: a work in progressJane H Roberts1* and Val Wass2 (1University of Durham, Phase 1 Medicine (MBBS), Stockton-on-Tees, UK; 2University of Manchester, UK)

10 Onyx 1.7 The implementation of the quality management system in KSMAI R Kulmagambetov, F N Nurmanbetova*, Sh S Kalieva and A S Kalina (Karaganda State MedicalAcademy, Karaganda, Kazakhstan)

10 Onyx 1.8 The correlation between English proficiency score and GPA of the sixthyear medical cadets, Phramongkutkloa College of Medicine, ThailandYupa Phonphok*, Koonphol Pongmanee, Kanokpun Prapaitrakul and Supatra Singhakamram(Phramongkutkloa College of Medicine, Department of Microbiology, Bangkok, Thailand)

10 Onyx 1.9 Development of a resource for medical language and culture at theKarolinska InstituteTobias Alfvén, Hanna Brauner* and Hanna Valenta (Karolinska Institutet, MTC, Stockholm, Sweden)

10 Onyx 1.10 Student-centered vs standard syllabus approach to EFL teaching to medicalstudents at TUMSAhmad Sabouri Kashani* and Sorayia Soheili (Tehran University of Medical Sciences, Tehran, Iran)

10 Onyx 1.11 Students’ comprehension of medical texts and their views regardingEnglish for medical purposesMaryam Heydarpour Meymeh (Shahid Beheshti University of Medical Sciences, Faculty ofParamedical Sciences, Tehran, Iran)

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FRIDAY

10 Onyx 1.12 English as the medium of instruction in Norwegian medical trainingMonika Borgan (University of Oslo, Institute of Educational Research, Oslo, Norway)

10 Onyx 1.13 Assessing communication skills of International Medical Graduates (IMGs).A comparison between IMGs and first year doctors entering the healthworkforceG Naden* and S Child (Auckland District Health Board, Clinical Education and Training Unit,Auckland, New Zealand)

10 Onyx 2 Posters: The OSCEChairperson: Brian Simmons


10 Onyx 2.1 Video OSCE stations: a statistical analysis of performanceJonathan Round* and Su Li (St George’s Hospital Medical School, Paediatric Intensive Care, London,UK)

10 Onyx 2.2 The use of video in paediatric OSCE stations: candidate perspectivesSu Li, Peter McCrorie and Jonathan Round* (St George’s Hospital Medical School, PaediatricIntensive Care, London, UK)

10 Onyx 2.3 Evaluation of standardized ethical OSCE of the last year medical studentsW Thianjaruwatthana*, S Vasanawathana and N Makachen (Khon Kaen Regional Hospital, MedicalEducation Center, Khon Kaen, Thailand)

10 Onyx 2.4 Training medical students to manage a chronic pain patient: bothknowledge and communication skills are neededLeila Niemi-Murola*, Pirkko Heasman, Eeva Pyörälä, Eija Kalso and Reino Pöyhiä (HelsinkiUniversity, Research & Development Unit for Medical Education, Helsinki, Finland)

10 Onyx 2.5 Do trained examiners agree in their assessment of students’communication skills? Results of a validation studyI Muehlinghaus*, S Scheffer, A Froehmel and W Burger (Universitaetsklinikum Charité Berlin,Reformstudiengang Medizin, Trainingszentrum fur Aerztliche Fertigkeiten (TAEF), Berlin, Germany)

10 Onyx 2.6 Use of a Physician Extender (PE): adaptation to an Objective StructuredClinical Examination (OSCE) for a student with physical disabilityXimena Triviño, Maria I Romero and Fernando Pimentel* (Universidad Católica de Chile, Escuelade Medicina, Santiago, Chile)

10 Onyx 2.7 Judging clinical competencies in pediatrics in third year medical studentsNydia Bonet* and Mariana Tabares (University of Puerto Rico, School of Medicine, San Juan,Puerto Rico)

10 Onyx 2.8 Clinical competence in family medicine with the OSCEJ A Trejo*, S Morales, J Peña, J Cid, J Díaz and R Luis (Universidad Nacional Autónoma de Mexico,Calzada de Guadalupe, Hacienda de Coapa del Tlalpan, Mexico)

10 Onyx 2.9 Changing from the modified Angoff to the Borderline method of standardsettingJ M Scollay*, L Dalziel, P Warren, R W Parks and H S Cameron (University of Edinburgh, UniversityDepartment of Surgery, Edinburgh, UK)

10 Onyx 2.10 Applying an OSCE to assess next steps in clinical training in UruguayA Belloso, G Garcés*, S Soria, F Ferrando and E Macri (University Hospital, Montevideo, Uruguay)

10 Topaz 1 Posters: Professionalism and attitudesChairperson: John Hamilton


10 Topaz 1.1 Ambition and the health professional teacher: mirror, mirror on the wallSusan J Lieff (University of Toronto, Canada)

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10 Topaz 1.2 Professional competence in medical practice: an alternative study of actiontheories among medical students, their teachers, young and seasonedpractitioners of medicineGlen Helmstad* and Goran Thomé (Lund University, Department of Education, Lund, Sweden)

10 Topaz 1.3 Medical students’ approaches to gender issues in the physicians’ work andcareer – Women “personally engaged” and men “positive in principle”Katarina Hamberg* and Eva E Johansson (Umeå University, Department of Family Medicine andProfessional Development, Umeå, Sweden)

10 Topaz 1.4 The suggestions of the basic qualities for medical professionalism inMedical Education in KoreaPock Soo Kang, Kwang Youn Lee*, Choong Ki Lee, Dong Hyup Lee, Young Hwan Lee, Jae RyongKim and Jae Beum Bang (Yeungnam University Medical School, Department of Medical Education,Daegu, Korea)

10 Topaz 1.5 Making sense of emotional intelligence through an ethnographic study ofmedical students’ distributed learning in small groupsN Lewis*, C Rees and A Bleakley (Universities of Exeter and Plymouth, Peninsula Medical School,Plymouth, UK)

10 Topaz 1.6 Physicians’ education and maintenance of competence: a view point fromCatalan PhysiciansJ Palés*, A Gual, C Gomar, H Pardell and M Bruguera (Consell Català de Formació MèdicaContinuada (CCFMC), Barcelona, Spain)

10 Topaz 1.7 Assessing professionalism: a postal expert rating to verify best answers ina paper-and-pencil-testClaudia Kiessling*, Heiderose Ortwein, Antje Remus, Sebastian Schubert, Ulrich Schwantes andOliver Wilhelm (Arbeitsgruppe Reformstudiengang Medizin, Charité, H U Berlin, Berlin, Germany)

10 Topaz 1.8 Cross-curricular integration of ethical basis for medicine students’professionalism skills developmentClaudia Hernández Escobar*, Graciela Medina Aguilar, Araceli Hambleton Fuentes, Leticia ElizondoMontemayor, Antonio Dávila Rivas, Enrique Saldivar Ornelas, Mary Ana Cordero Díaz, Luis AlonsoGonzález, Daniel Dávila Bradley (Tecnologico de Monterrey School of Medicine, Hospital San Jose/Ciencias Clinicas, Nuevo Leon, Mexico)

10 Topaz 1.9 Empathic emotional tendency evaluation in medical graduating students:correlation with gender and vocational aspectsR D Gallotti*, P L Bellodi, J C Oliveria, M A Martins and I F L C Tibério (São Paulo UniversitySchool of Medicine - USP, Faculty of Medicine, São Paulo, Brazil)

10 Topaz 1.10 Medical students’ confidence and perception of support in ethicallychallenging situationsCatherine Hyde*, Chris Bundy, Sarah Peters, Bryan Vernon and Lis Cordingley (University ofManchester, Medical School, The Faculty of Medicine, Dentistry, Nursing and Pharmacy, Manchester,UK)

10 Topaz 1.11 Improving attitudes of final year medical studentsS Saranrittichai*, S Vasanawathana, W Thianjaruwatthana and N Sensai (Khon Kaen RegionalHospital, Medical Education Centre, Ministry of Public Health, Khon Kaen Province, Thailand)

10 Topaz 1.12 What is a good doctor? Experiences with a seminar on good medicalpractice at the Charité, BerlinRita Leidinger* and Claudia Kiessling (Arbeitsgruppe Reformstudiengang Medizin, CharitéUniversitaetsmedizin Berlin, Berlin, Germany)

10 Ruby 1 Posters: Teaching and learning about research methodsand Evidence Based MedicineChairperson: Peter van Beukelen


10 Ruby 1.1 Legitimacy in medical education research: current debates, futuredirectionsMathieu Albert*, Brian Hodges, Glenn Regehr and Lorelei Lingard (University of Toronto, WilsonCentre for Research In Education, Toronto, Ontario, Canada)

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10 Ruby 1.2 Understanding and applying scientific methods during medical school:results of a workshop and a student conference at the CharitéPhilip Burgwinkel*, Waltraud Georg, Thomas Keil, Claudia Kiessling and Jacqueline Muller-Nordhorn (Charité Berlin, Berlin, Germany)

10 Ruby 1.3 Integrating evidence based medicine to a medical school curriculumHamdi Akan, Atilla Elhan, Aydan Ikinciogullari, Yildir Atakurt, Sabri Kemahli*, Yasemin Oguz,Olcay Tiryaki Aydintug, Tumer Corapcioglu, I.Hakki Ayhan (Ankara University, Departments ofMedical Education and Pediatrics, Faculty of Medicine, Morfoloji (Dekanlik) Binasi, Ankara, Turkey)

10 Ruby 1.4 Use of scientific information resources among medical studentsMatti Aarnio* and Kalle Romanov (University of Helsinki, Research and Development Unit forMedical Education, Faculty of Medicine, Helsinki, Finland)

10 Ruby 1.5 Teaching and assessing critical thinking skills in an undergraduatecurriculumAlan Castle (University of Portsmouth, Centre for Radiography Education, Portsmouth, UK)

10 Ruby 1.6 Medical students’ opinions on medical research, before and after scienceeducationDaphne Bloemkolk*, Mandy van den Brink, Franciska Koens, Ronnie van Diemen-Steenvoorde andMaarten Boers (VUMC, Department of Clinical Epidemiology and Biostatistics, Amsterdam,Netherlands)

10 Ruby 1.7 Medical dissertation: long-term results of the graduate programme atBerlin’s CharitéJ Klank*, D Schnapauff, E Zimmermann, E Schönenberger and M Dewey (Charité - University ofMedicine Berlin, Department of Radiology, Berlin, Germany)

10 Ruby 1.8 Diagnostic errors are the errors of clinical reasoningAndrey Kuimov and Irina Kuimova (Novosibirsk Medical Academy, Novosibirsk, Russia)

10 Ruby 1.9 Teaching evidence-based medicine to medical studentsT Siriarchawatana* and Y Jariya (Buddhachinaraj Hospital, School of Medicine, Phitsanulok,Thailand)

10 Ruby 1.10 Testing the face validity of a new EBM research evidence pathwayA Jones-Harris and P Miller (Anglo-European College of Chiropractic (AECC), Boscombe,Bournemouth, UK)

10 Ruby 1.11 Feasibility of eLearning distance course – experience in Continuous MedicalEducation (CME)Kalle Romanov*, Leena Lodenius, Juha-Pekka Turunen, Timo Tolska and Helena Varonen (TUKE,University of Helsinki, Research and Development Unit for Medical Education, Helsinki, Finland)

10 Ruby 1.12 Medical Education Bibliography between 1949-2004Surakrant Yutthakasemsunt* and Naruphon Yutthakasemsunt (Khon Kaen Regional Hospital, KhonKaen, Thailand)

10 Ruby 2 Posters: Undergraduate training in primary careChairperson: David Wall


10 Ruby 2.1 Positive undergraduate experiences deliver more GPs to the NHS… or dothey?B Noble*, P Croft, S Perkins and A Nonyane (University of Birmingham, Department of PrimaryCare & General Practice, Birmingham, UK)

10 Ruby 2.2 Undergraduate first year medical students meet the community and localhealth servicesJoaquim Edson Vieira, Paulo Eduardo Mangeon Elias, Isabela Martins Benseñor and Milton deArruda Martins* (University of São Paulo, Medical School, SP, Brazil)

10 Ruby 2.3 A multicenter study evaluating the effects of personal well-being onspecialty choice among US medical studentsM R Thomas*, L N Dyrbye, K L Lawson, J L Huntington, P J Novotny, J A Sloan and T D Shanafelt(Mayo Clinic, Rochester, USA)

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FRIDAY

10 Ruby 2.4 UEA MS/BS: in primary care, distributed teaching leads to standardizedknowledge acquisitionVictoria Holliday* and Amanda Howe (University of East Anglia, School of Medicine, Health Policy& Practice, Norwich, UK)

10 Ruby 2.5 Toward building a family medicine research culture: curriculum strategiesfor student, resident and faculty developmentAlan J Smith (The University of Kansas Medical Centre, Kansas City, Kansas, USA)

10 Ruby 2.6 How does a log-book influence the feedback and interaction between GPand medical student? Experiences from the Berlin Reformed Track at theCharité, GermanyInes Lange*, Claudia Kiessling, Susanne Pruskil and Dagmar Rolle (Charité UniversitaetsmedizinBerlin, Reformstudiengang Medizin, Berlin, Germany)

10 Ruby 2.7 CASEing the community…A Community Preceptorship CourseM Singh, S Griffiths*, V Ibrahim and A Coulter (Case School of Medicine, Shaker Heights, USA)

10 Ruby 2.8 Closing the curriculum implementation gap: the practical use of theory incurriculum evaluationPatricia Régo* and Marie-Louise Dick (University of Queensland, School of Medicine, Indooroopilly,Queensland, AUSTRALIA)

10 Ruby 2.9 Opinions of physicians about the relevance between content of M.Dcurriculum and their professional needsM Khaje Daluee*, A Derakhshan, H Karimi Moonaghi, T Hosseini and M Shayeste Khooy (MashhadUniversity of Medical Sciences, Mashhad, Iran)

10 Ruby 2.10 Which factors influence the career choice of medical students related tofamily medicine?Peter Frey (Institute of Medical Education, Bern, Switzerland)

10CR1 Meet the Expert: Geoff Norman


1215-1315 LUNCHLast chance to view Exhibition and Posters

Section 2 Section 2

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FRIDAY

SESSION 11: Plenary

Plenary New Learning TechnologiesChairperson: Ronald HardenLocation: AuditoriumAbstracts: page 222

1315-1325 11.1 Thirteen years of medical education: a teenager’s viewOzgur Onur and Hans Jacob Westbye (International Association of Medical Students’ Associations)

1330-1415 11.2 Information and communication technologies in higher education: Evidence-basedpractices in medical educationMartin Valcke (University of Ghent, Belgium)

Martin Valcke is currently Head of the Department of Education at Ghent University Belgium. His keyresearch topic is the innovation of Higher Education and the integrated use of Information andCommunication Technologies (ICT). He coordinates implementation projects to introduce ICT-basedinstructional approaches and strategies in traditional Higher Education institutes, both in Western Europeanand developing countries.

1415-1435 11.3 Needs and opportunities for more efficient education within resuscitationTore Laerdal (Laerdal Medical AS, Stavanger, Norway)

Tore Laerdal is CEO of Laerdal Medical, a company well known for widely used Resusci Anne manikins,patient simulators, and other CPR training solutions. He is also chairman of the Laerdal Foundation forAcute Medicine, which provides financial support to practically oriented research projects within acutemedicine, including education research projects (www.laerdalfoundation.org)


1450-1545 Spotlight on:1 Attitudes and professionalism 6 Faculty Development

Reviewer: Trudie Roberts Reviewer: Rein Zwierstra

2 e-Learning in medical education 7 The CurriculumReviewer: David Davies Reviewer: Janke Cohen-Schotanus

3 Assessment 8 International medical educationReviewer: John Norcini Reviewer: Andrzej Wojtczak

4 Student Learning 9 Clinical teachingReviewer: Student Group Reviewer: Subha Ramani

5 SelectionReviewer: Janet Grant

1545-1550 Presentation of Medical Teacher Poster Prize and AMEE Poster Quiz PrizeMargarita Barón-Maldonado (AMEE President)

1550-1600 Close of Conference, and a look ahead to AMEE 2006 in Genoa, Italy

1630 Coach departs for Maastricht for participants registering for “The evolution of PBL:The Maastricht experience”.

Please remember to complete and return your Conference and WorkshopEvaluation Forms, either to the registration desk on departure or by sendingthem to the AMEE Office following the conference.

Section 2 Section 2

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Tours: Silver and Witches; Amsterdam Golden Age Walking Tour(See Section 3 – Page 3.3-3.4 for details)

0900-1600 Post-Conference Workshops(NB: Pre-registration essential) Tea/Coffee provided.

0900-1600 Full-day Workshop (lunch provided)

S1 Essential Skills in Medical Education (ESME) Course. Cont.Stewart Mennin (Professor Emeritus, University of New Mexico Medical School, USA) and Henk Schmidt(Erasmus University Rotterdam, Netherlands)Location: Room Agora 2, Vrije Universiteit

0900-1300 Half-day Workshop

S2 Evaluating the EvidenceAlex Haig (NHS Education for Scotland, UK) and Marilyn Hammick (Education and Research Consultant,UK)Location: Room Agora 3, Vrije Universiteit

S3 Exploring the future to shape medical education for the next two decadesElizabeth Kachur (Medical Education Development, USA), Robert Galbraith (NBME, USA), Robby Reynolds(AAMC, USA), Matthew Gwee (National University of Singapore), Student Representatives, Ronald Harden(IVIMEDS) and Ichiro Yoshida (Japan)Location: Room Agora 1, Vrije Universiteit

S4 The evolution of PBL: The Maastricht experience.Full-day visit to University of Maastricht Medical School, Netherlands

0930-1630 hours (coach departs RAI following close of Conference on Friday 2 September,1630 hours). For assistance contact: Lilian Swaen [email protected]

Saturday 3 September

SATURDAY

Section 2 Section 2

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WEB POSTERS

Web Posters

Web Posters are available to view on the AMEE website (www.amee.org) but will not be presented atthe Conference. The abstracts are included in the abstract book, on the page indicated for eachsection.

WBS The Basic SciencesAbstracts: page 223

WBS 1 The relation between cadaver dissection and anatomy learningF Javadnia* and M Baazm (Ahwaz Jundishapour University of Medical Sciences, Ahwaz, IRAN)

WBS 2 Facilitating anatomy education by enhancing the quality of plastinatedspecimensA Raoof*, C Baumann, K Falk, N Hendon, L Liu, A Marchese, L Marchese, R Mediratta, M Mirafzali, JMunch, M Wells and H Zhao (University of Michigan Medical School, Ann Arbor, USA)

WBS 3 “Keep the pot boiling” – How the first preclinical years influence motivation andinterest in medical studentsGoetz Fabry*, Marianne Giesler, Daniela Goos and Waltraud Silbernagel (Albert-Ludwigs University ofFreiburg, GERMANY)

WBS 4 The effect of education in the Microbiology Department on achieving theeducational objectivesForoogh Nejatollahi (Jahrom University of Medical Sciences, Jahrom Medical School, IRAN)

WCA Clinical AssessmentAbstracts: page 224

WCA 1 Final pilot trial of national CAT-OSCE for undergraduate medical studentsIchiro Yoshida*, Hiroki Inutsuka, Hitoshi Abe, Masayuki Watanabe and Takato Ueno (Kurume University,School of Medicine, Kurume, JAPAN)

WCA 2 Objective Structured Clinical Examination (OSCE): use of checklist and globalrating to measure clinical performanceXimena Triviño*, Maria I Romero and Luis Villarroel (Universidad Catholica de Chile, Santiago, CHILE)

WCA 3 Evaluation of an OSCE in “pain management”W Georg* and M Schenk (Charité – Universitaetsmedizin Berlin, Berlin, GERMANY)

WCA 4 Standardized patients’ performance in a pain management OSCEB Kampel*, A Froehmel, S Townsend and W Georg (Charité, Universitaetsmedizin Berlin, Berlin, GERMANY)

WCA 5 The viewpoint of nursing instructors about clinical evaluationS H Yektatalab*, M Dehghani and S Najafipor (Jahrom University of Medical Sciences, Jahrom, IRAN)

WCA 6 How can the medical student’s progress in the practical course of generalmedicine be assessed? A comparison of the assessment done by the trainingdoctors and the students themselvesPaul Jansen*, Michael Baur, Martin Butzlaff and Monika A Rieger (Universität Witten-Herdecke, Fakultäatfür Medizin, Witten, GERMANY)

WCA 7 Assessment of clinical skills in undergraduate studentsB Rosales*, S Morales, H Pineda, K Mendoza and U Guzman (Universidad Nacional Autónoma de Mexico,Mexico DF, MEXICO)

WCA 8 Self evaluation and teacher evaluation of students’ practical skillsSaeed Sobhanian* and Leila Mosalanejad (Jahrom School of Medical Sciences, Jahrom, IRAN)

Section 2 Section 2WEB POSTERS

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WCS Communication SkillsAbstracts: page 226

WCS 1 Assessment of communication skills in medical students of University ofBarcelona through the clinical interview in the last year of studyA Vallès*, R Sender, M Valdés and M Salamero (University of Barcelona, Barcelona, SPAIN)

WCS 2 How do standardized patients assess students’ communication skills usingpatient opinion questions?A Froehmel*, I Muehlinghaus, S Scheffer and W Burger (Charité - Universitaetsmedizin Berlin, Berlin,GERMANY)

WCS 3 Non-verbal communication: a video analysis from a primary care settingA J Shanks*, P Croft and J R Skelton (University of Birmingham, Department of Primary Care, Birmingham,UK)

WCS 4 A survey of the communication skills of Ahwaz east health center personnelT Marashi* and E Asady (Ahwaz Jondishapour University of Medical Sciences, Ahwaz, IRAN)

WCS 5 Teaching communication skills by role play method in pre-medical educationSoo-Jung Lee* and Sun Kim (The Catholic University of Korea, Department of Psychiatry, St Mary’s Hospital,Seoul, KOREA)

WCS 6 Role-play in communication training enhances comprehensive knowledgeMagnus Petersen (University of Southern Denmark, Faculty of Health Sciences, Odense, DENMARK)

WCS 7 Needs assessment on family planning counseling skills in personnel of healthcenters, Mashad, Iran, 2004-5Afsaneh Nvaiian* and Talat Khadivzadeh (Mashad University of Medical Sciences, School of Nursing andMidwifery, Mashad, IRAN)

WCEL Computers and e-LearningAbstracts: page 227

WCEL 1 Student input in strategic planning for information technologyM Marquez*, E Martinez and D Adams (University of Puerto Rico, School of Medicine, San Juan, PUERTORICO)

WCEL 2 The teacher’s role in creating an interactive virtual learning environmentMaggy van Hoeij*, Anke Bootsma, Sandra ter Horst and Willie Hols (UMC Utrecht, Onderwijsinstituut,Utrecht, NETHERLANDS)

WCEL 3 Use of information and communication technology among medical studentsDavar Aldavood (Medical University of Jahrom, Shiraz, IRAN)

WCEL 4 Survey of knowledge and application of nursing students about InformationTechnology (IT) in Tehran University, 2005Fatemeh Noughani* and Jamileh Mohtashami (Tehran University of Medical Sciences, Faculty of Nursingand Midwifery, Tehran, IRAN)

WCE Curriculum EvaluationAbstracts: page 228

WCE 1 Student evaluation of teaching in undergraduate physiotherapy educationM Blackburn* and G Brown (University of Nottingham, Division of Physiotherapy Education, School ofCommunity Health Sciences, Nottingham, UK)

WCE 2 Quantitative data of medical graduate evaluation: do we teach requirements ofthe Thai Medical Council?P Supasai, Y Tongpenyai, P Ambua, S Ambua, P Thanomsingh, T Asawavichienjinda* and T Himman-ngan(Maharat Nakhon Ratchasima Hospital (MNH), School of Medicine, The Collaborative Project to IncreaseProduction of Rural Doctors (CPIRD), Nakhon Ratchasima Province, THAILAND)


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WCE 3 Quality assurance in Buddhachinaraj Hospital, School of MedicineP Kaewprasit* and Y Jariya (Buddhachinaraj Hospital, School of Medicine, 90 Srithamtripidok Road,Phitsanulok 65000, THAILAND)

WCE 4 Quality of the study process organization in medical education at the RigaStradins UniversityJanis Vetra*, Irena Upeniece and Uldis Teibe (Riga Stradins University, Riga, LATVIA)

WCE 5 Measurement of medical interns’ knowledge about common infectious diseasesMohsen Moghadami* and Mitra Amini (Shiraz Medical School, Internal Medicine Department, Shiraz,IRAN)

WCE 6 Interns’ self-evaluation to identify insufficient competencies in neurosurgery2000-2001Mohammad Reza Ehsaei*, H Gholamo, M Dashti Rahmatabad and Ali Mohammadi (Mashad University ofMedical Sciences, Mashad, IRAN)

WCE 7 Opinions of Medical Faculty Members on academic department organization inShaheed Beheshti Medical School, Tehran, Iran 2003H Peyravi*, M Mardani, M Rahnavardi, A Khirmand and Z Gheibi (Artesh University of Medical Sciences,Faculty of Medicine, Tehran, IRAN)

WCE 8 Analysis of the pathophysiology examF Majidi*, M H Meshkibaf and M Hosinzadeh (Fasa University of Medical Sciences, College of Nursing,Fasa, IRAN)

WCP Curriculum PlanningAbstracts: page 230

WCP 1 Curriculum change is easy, agreement and implementation is not!Nils Danielsen*, Göran Thomé and Gudrun Edgren (Lund University, Medical Faculty, Lund, SWEDEN)

WCP 2 Clinical sciences integration in the new medical curriculum of the PortugeseFaculty of Health Sciences in CovilhaI Neto*, J M Calheiros, M Castelo Branco and J Fermoso (University of Beira Interior, Faculty of HealthSciences, Covilha, PORTUGAL)

WCP 3 Role of medical doctors in training the medical students in Health Care Centers inBandar Abbas, IranO Safa*, A Noorian and A Razmara (Hormozgan University of Medical University, Bandar Abbas, Hormozgan,IRAN)

WCP 4 A survey of intern medical student opinion on the usefulness of basic science,physiopathology and clinical education for their successA Shamsdin*, A Ebrahimi and B Zegordi (Fasa University of Medical Sciences, Microbiology Department,,Fasa, IRAN)

WCP 5 Learning styles of students starting medical schoolAysen Melek Aytug Kosan*, Meral Demiroren, Sabri Kemahli and I Hakki Ayhan (Ankara University, Facultyof Medicine, Ankara, TURKEY)

WCP 6 Relationship between tutor evaluation and academic performanceMehmet Ozen*, Tanju Aktug, Fevzi Atacanli, Sabri Kemahli, Ozden Palaoglu and I Hakki Ayhan (AnkaraUniversity, Faculty of Medicine, Ankara, TURKEY)

WCP 7 The evaluation of a multi-professional training programme for the delivery ofout-patient anti-coagulant careL McIlwaine*, E MacGregor, C McLean, J Hamley and P G Cachia (Dundee University, Clinical SkillsCentre, Ninewells Hospital and Medical School, Dundee, UK)


– 2.88 –

WPG Postgraduate Education and CPD/CMEAbstracts: page 232

WPG 1 Development and evaluation of a multi-deanery appointment process (M-DAP) toyear 1 Foundation postsRobert Palmer* and Jonathan Howes on behalf of the M-SAP Committee (West Midlands PostgraduateDeanery, Birmingham, UK)

WPG 2 Training in neonatology during a clinical clerkship – the trainee’s perspectiveJ M V Amaral*, L Pereira-Silva, T Neto, F Leal, F Chaves and G Henriques (Universidade Nova de Lisboa,Faculty of Medical Sciences, Parede, PORTUGAL)

WPG 3 A social capital strategy for growing postgraduate medical educationPeter Mack* and Ling-Huey Chua (Singapore General Hospital, Department of General Surgery,SINGAPORE)

WPG 4 Intangible Return on Investment (ROI) of a Continuing Education OfficeLing-Huey Chua* and Peter Mack (SGH Postgraduate Medical Institute, Singapore General Hospital,SINGAPORE)

WPG 5 Competencies in neonatal life support in first year pediatric specialist registrarsBianca Weeteling*, Reinoud Gemke and Ruurd van Elburg (VU University Medical Center, Department ofNeonatology, Amsterdam, NETHERLANDS)

WPG 6 Mentoring overseas doctors to achieve entry for specialist training in UKS K Mukherjee (Kent, Surrey & Sussex Deanery, London, UK)

WPG 7 Internal evaluation: continuous quality improvement processM Agah*, M Nouri Avarzamani and R Ahranjani (Shahid Beheshti University of Medical Sciences, Tehran,IRAN)

WPG 8 Survey of outpatient satisfaction with general physicians in Shiraz, IranFatemeh Najafipour*, Sedighe Najafipour, Fereydon Azizi and Mehdi Saberfirouzi (Shiraz University ofMedical Sciences, Valfajer Clinic Center, Shiraz, IRAN)

WP ProfessionalismAbstracts: page 234

WP 1 Culturally competent care – a book of case-studies for medical studentsConny Seeleman* and Jeanine Suurmond (AMC/University of Amsterdam, Department of Social Medicine,Amsterdam, NETHERLANDS)

WP 2 Defining generic qualities of senior hospital doctorsP W Johnston (Aberdeen Royal Infirmary, Department of Pathology, Aberdeen, UK)

WP 3 The development of an instrument to measure gender awareness in medicalstudentsP Verdonk*, Y Benschop, H de Haes and T Lagro-Janssen (Radboud University Nijmegen Medical Centre,Nijmegen, NETHERLANDS)

WSD Staff/Faculty DevelopmentAbstracts: page 235

WSD 1 A rural campus’ response to staff developmentA Currie* and M Laing (Undergraduate Teaching Centre, Raigmore Hospital, Inverness, UK)

WSD 2 An evaluation of workshops to develop appraisal skills in consultants workingwith doctors in trainingPam Shaw*, Hazel Platzer and Jo Tait (KSS Deanery, London, UK)


– 2.89 –

WSS Special Subjects in the CurriculumAbstracts: page 235

WSS 1 What we talk about when we talk about medical humanitiesJakob Ousager (University of Southern Denmark, Health, Man and Society, Institute of Public Health,Odense, DENMARK)

WSS 2 Education in military medicine: the Swedish modelSten-Ove Andersson* and Lars Lundberg (Swedish Armed Forces Medical Centre, Hammaro, SWEDEN)

WSS 3 Medical research training in context: students’ perceptions of a new curriculumcourseMandy van den Brink*, Daphne Bloemkolk, Franciska Koens, Ronnie van Diemen-Steenvoorde and MaartenBoers (VUMC, Department of Clinical Epidemiology and Biostatistics, Amsterdam, NETHERLANDS)

WS StudentsAbstracts: page 236

WS 1 Communication skills and burn-out in medical educationEfharis Panagopoulou* and Alexis Benos (Aristotle University Thessaloniki, Thessaloniki, GREECE)

WS 2 Physiotherapy students’ professional identity on the edge of working lifeIngrid Lindquist*, Margareta Engardt, Liz Garnham, Fiona Poland and Barbara Richardson (KarolinskaInstitutet, Neurotec Department, Division of Physiotherapy, Huddinge, SWEDEN)

WS 3 Why failed? A study on Ahvaz Joundi Shapour University of Medical Sciencesmedical studentsM Motlagh*, H Elhampoor and A Shakurnia (Ahvaz Joundi Shapour University of Medical Sciences, Ahvaz,IRAN)

WS 4 Relationship between students’ characteristics and academic background andtheir use of learning and study strategies, Mashad University of Medical Sciences(MUMS)Talat Khadivzadeh*, Ali Akbar Seif and Naser Valai (Mashhad University of Medical Sciences, School ofNursing and Midwifery, Mashhad, IRAN)

WS 5 Are medical students consistent in their various level of education?A Ebrahimi, Z Freidouni*, B Zegordi and L Iranmanesh (Fasa Medical University, Nursing College, Fasa,IRAN)

WTL Teaching and learningAbstracts: page 237

WTL 1 Multicentric clinical residencies: a modelJ Pinto-Machado, N Sousa*, A Freitas and M J Costa (Universidade do Minho, Medical Education Unit,School of Health Sciences, Braga, PORTUGAL)

WTL 2 Setting standards in private-public-partnerships at medical schools: what dopediatric practitioners expect from Heidelberg University?F Fehr*, S Huwendiek, S Skelin and H M Bosse (Heidelberg, GERMANY)

WTL 3 Training of medical students by the expert health center personnel in BandarAbbas, IranA Noorian*, A Safa, F Reisi, N Asghari and G Farshidfar (Hormozgan University of Medical Sciences,Medical and Health Care Center No 2, Bandar Abbas, IRAN)

WTL 4 Improving the undergraduate medical curriculum by using clinical skillsprogrammeDogan Izbirak, Guldal Izbirak*, Unal Uslu an Elvan Sarac (Yeditepe University, Faculty of Medicine, Istanbul,TURKEY)

WTL 5 Effectiveness assessment of an evidence-based morning report trainingworkshop for internists of a University HospitalM Rahnavardi, S Iravani*, F Pourmalek and M R Hashemi (Artesh University of Medical Sciences, Facultyof Medicine, Tehran, IRAN)


– 2.90 –

WTL 6 Generic Clinical Skills Education Course (GSCE)Maeve Keaney* and Ann Smalldridge (Hope Hospital, Salford, UK)

WTL 7 Which courses should be taught for the students of medicine in the PediatricsDepartment?M R Dehghani*, M H Fallahzadeh and Z Karimian (Shiraz University of Medical Science, EducationalDevelopment Center Office, Shiraz, IRAN)

WTL 8 Comparison of Basic Life Support (BLS) self-learning and standard BLS trainingin nursing studentsR Nikandish*, A Ebrahimi, A Asghari and A Karamad (Fasa University of Medical Sciences, Fasa, IRAN)

WTL 9 Breathe pilots of the NorthMari Rostad*, Karoline Aker, Torstein S Hansen and Kristian Espeland (Norwegian University of Scienceand Technology, Faculty of Medicine, Medical Technical Research Center, Trondheim, NORWAY)

WTL 10 Profile of preferences about the ways students and teachers assimilate andtransmit knowledge while learningMaría Eugenia Ponce de León* and Margarita Varela Ruiz (Universidad Nacional Autónoma de México,Delegacion Tlalpan, MEXICO)

SECTION 3

Accommodation,Social Programme and Tours

Section 3 Section 3ACCOMMODATION, SOCIAL PROGRAMME, TOURS

– 3.1 –

All enquiries relating to reservations should be directed to:

RAI Hotel and Travel Service Tel: +31 (0)20 549 1927PO Box 77777 Fax: +31 (0)20 549 19461070 MS Amsterdam Email: [email protected] Website: www.rai.nl/hotelservice

A representative will be available near the registration desk at RAI at designated times toassist with accommodation issues during the Conference.

Social Programme

Please contact AMEE Office in advance of the Conference to book tour tickets. In Amsterdam,please call at the Tours desk near the AMEE Registration desk to book last minute tours andevening events.

Coach transport is not provided to and from evening events but registered participants andregistered accompanying persons may use the free travel ticket provided in the registrationpack. Evening events will end in good time for participants to return to their hotels by publictransport.

Monday 29 August

Folklore and WindmillsA visit to see some colourful, old fishing villages with local people in various styles of traditionalcostumes. Attractions are the Volendam harbour, fish auction and the ‘Marken Museum’, whichshows how a Marken fisherman’s family lived in about 1930. The environment of the ‘ZaanseSchans’ has been reconstructed using authentic 17th-18th century houses and workshops. Thereis a museum of clocks and instruments, an old fashioned bakery, an antique grocery store, acheese-making farm, a wooden shoe shop and a fully furnished contemporary residential house.Along the river are four working windmills which can be visited.

Full day tour: 0900-1700 hoursDepart from and return to Amsterdam RAIPrice: Euros 75 per person (includes coach transport, lunch and multilingual guide)

Amsterdam HighlightsThis tour features the best of Amsterdam. Travelling by luxurious coach, you will see old andnew parts of this beautiful city followed by a boat trip through the famous canals with theirunique merchants’ houses from the Golden Age. A visit to a canal house or diamond cuttingfactory is included in the tour.

Half day tour: 1330-1730 hoursDepart from and return to Amsterdam RAIPrice: Euros 38 per person (includes coach transport and multilingual guide)

Accommodation


– 3.2 –

Tuesday 30 August

Royal Tour of The Hague and DelftThe Hague is the country’s seat of government. Parliament used to meet in the ‘Binnenhof’(inner court) complex, of which the oldest part dates from 1280. The tour gives a generalimpression of the town and its palaces including ‘Noordeinde’ (the office of H.M. Queen Beatrix)and the International Court of Justice. A visit to the famous museum ‘Mauritshuis’ is included inthe tour. Delft is one of the Netherlands’ best preserved old cities. William the Silent, the leaderof the Dutch Revolt against Spain, lived in the Prinsenhof from 1572 until his assassination in1584. Delft is also the home of delft blue porcelain and the tour includes a visit to the factory.Other features of this picturesque city include many museums, churches and a beautifulmarketplace with town hall.


City Tour and Van Gogh MuseumThe best way to get acquainted with the architectural splendour of Amsterdam is an extensivetrip by coach. A visit will be paid to the Van Gogh Museum in the city centre. This world-famousmuseum contains the archives and collections of the Vincent van Gogh Foundation, whichinclude nearly 200 paintings and 500 drawings by Vincent van Gogh.

Half day tour: 1330-1730 hoursDepart from and return to Amsterdam RAIPrice: Euros 35 per person (includes coach transport and multilingual guide)

Opening Ceremony and ReceptionVrije Universiteit Orchestra will perform a selection of music, followed by a dramatic representationof the Night Watch. Drinks and a finger buffet will be served.

Location: RAI Congress CenterTime: 1930-2200 hrsCost: Free for registered participants and registered accompanying persons

Wednesday 31 August

Royal Palace ‘Het Loo’The tour includes a visit to the Royal Palace ‘Het Loo’. The beautifully restored palace with itsVersailles-like baroque gardens, built by William and Mary in the 17th century, was used byDutch royalty until 1961. This magnificent palace has become a premium tourist attraction.


Dinner at Pasta e Basta, AmsterdamThe world renowned Italian restaurant, Pasta e Basta, which features talented singing waitersand waitresses, is situated in the middle of Amsterdam’s picturesque canal district. Pasta eBasta has served over half a million satisfied diners including international celebrities such asBill Gates, Jerry Springer, Mariah Carey, Eros Ramazotti, Sting, George Benson, Andrea Bocelli,David Hasselhof, the Bush family and several Royals, including the AMEE Secretariat, so thisevent comes highly recommended! The food is excellent. You can enjoy unlimited amounts ofdelicious Italian specialities to start with, followed by a choice from different pasta dishes suchas fresh lasagne, freshly twisted pastas, spaghetti and various tagliatelle. Afterwards a typicalItalian dessert will be served.

Time: 1930-2300 hoursCost: Euros 85 per personPrice includes: 3-course dinner, unlimited drinks (beer, red and white house wines, soft drinks, mineralwater), coffee or tea, and wonderful entertainment.


– 3.3 –

Wednesday 31 August continued

Candlelight Dinner CruiseThis romantic evening cruise through Amsterdam’s enchanting canals is a memorable experienceand is the best way to get acquainted with the historical city centre and the famous old canalsystem. Relax in glass-enclosed comfort and enjoy a typical Indonesian buffet and unlimiteddrinks (red and white wine, beer and soft drinks). An international guide explains the mostimportant sights.

Departure time: 1930 hours departure by boat from RAI HarbourReturn time: 2200 hours to the city centreCost: Euros 75 per personPrice includes: Indonesian buffet, drinks and services of a guide.

Thursday 1 September

Kröller Müller Museum (Van Gogh)Undoubtedly one of the world’s most spectacular art museums, it is a perfect balance betweennature (the National Park ‘De Hoge Veluwe’), architecture (Henry van der Velde) and art (including1500 paintings, 275 sculptures, Chinese porcelain). Early Van Gogh is well represented as areMondriaan, Braque, Picasso, Lipschitz, Juan Gris and many others.


Gala DinnerWine and dine in the splendour of the Winter Garden of the Grand Hotel Krasnapolsky. Built in1879, the magnificent Winter Garden decorated with potted palms has a high glass ceiling,steel arches, glittering chandelier and wrought-iron pillars. Some musical entertainment will beprovided.

Location: Winter Garden, NH Grand Hotel Krasnapolsky, Dam Square, AmsterdamTime: 2000-2300 hoursCost: Euros 90 per personPrice includes: three course dinner with wine, beer or soft drinks, coffee, and entertainment.

Friday 2 September

Alkmaar Cheese MarketEvery Friday morning in summer the old town of Alkmaar faithfully conducts its centuries’ oldopen air cheese market in front of the ornate 14th century weighing-house. There will be anopportunity to visit the Dutch Cheese Museum and walk through the attractive old town centre.

Half day morning tour: 0830-1230 hoursDepart from and return to Amsterdam RAIPrice: Euros 35 per person (includes coach transport and multilingual guide)

Saturday 3 September

Silver & WitchesOudewater, a very attractive little old town dating from 1265 A.D, is the only place in Europewith a Witch-weighing house. This is your chance to proof you are not one.... Lunch will beserved in a lovely restaurant in Schoonhoven, also called the silver town, for its silver industry,which dates back from the Middle Ages. Included is a visit to the gold, silver and clock museumwhere a demonstration will be given by a silver maker.



– 3.4 –

Saturday 3 September continued

Amsterdam Golden Age Walking TourAmsterdam experienced its greatest days of glory during the 17th century. In order to cater fora wealthier and expanding population, the canal network was created with a number of finewarehouses. Also a new Town Hall for Amsterdam was built (now known as the Royal Palace),the major project of the architect Jacob van Kampen. This imposing building was built on amassive scale and is one of the few classicist buildings in The Netherlands.

Half day tour: 0930-1230 hoursDeparts from and returns to a city-centre location; the tour is entirely on foot.Price: Euros 25 per person (including multilingual guide)

Cancellation policy for tours and evening events

Cancellation in writing by 1 June full refundCancellation in writing by 1 July: 50% refundAfter 1 July no refunds will be made.

Student Social Events

The local students have a full social programme arranged for visiting students from Monday toFriday evenings. See their website for information (http://ameestudents.vumc.nl/) or talk to astudent at the AMEE Registration Desk.

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A date for your diary

AMEE 2006

Next year’s conference is a little later than usual:

14-19 September 2006Cotone Congress Centre

Genoa, Italy

Suggestions for themes, speakers, pre-conference andconference workshops are welcomed by end September 2005

Provisional programme available from November 2005

Association for Medical Education in EuropeTay Park House, 484 Perth Road, Dundee DD2 1LR, Scotland, UK

Tel: +44 (0)1382 631953 Fax: +44 (0)1382 631987email: [email protected] http://www.amee.org

AMEE 2005 Final Programme

Documents

Transcript of AMEE 2005 Final Programme