Programme AMEE 2005

in collaboration with Vrije Universiteit and the VU university medical center, Amsterdam

Programme

30 August – 3 September 2005 RAI Congress Centre Amsterdam, The Netherlands

Association for Medical Education in Europe Tay Park House, 484 Perth Road, Dundee DD2 1LR, Scotland, UK Tel: +44 (0)1382 631953 Fax: +44 (0)1382 631987 Email: [email protected] http://www.amee.org 1 1600-1630 1245-1430 1030-1100 1630-1800 1430-1600 1100-1245 0815-1030 Session 4 Session 3 Session 2 Session 1 Plenary Coffee andviewingposters/exhibits Lunch andviewingposters/exhibits.1345-1415BooksigningatElsevierStandinCommercial Private Exhibition. lun Coffee andviewingposters/exhibits What makesa good doctor? Auditorium

Plenary Balcony AD4 B4 D4 4F 4E 4D 4C 4B 4A 3F 4AUD 3E 3D 3C 3B 3A 3AUD AD2 2B 2A 2AUD Accreditation of institutions e-learning in Attitudes and Auditorium and programmes medical education professionalism Symposium

Complex adaptive systems Curriculum planning Project GLOBE Room A

PBL: implementing PBL: role of the tutor PBL: the presenting Room a course problem B

Teaching and learning 2D 2C Room MPE in the workplace Training for leadership communication skills 2 C Short Communications

Teaching and learning AMEE 2005Timetable:Wednesday31August MPE and teamwork Student characteristics Room communication skills 1 D

E2F 2E Room AMEE Fringe 1 CPD / CME 2 Approaches to MPE E

Feedback: closing teach & EECA special interest group Methods of teaching Room learn loop in clinical skills and learning F 4G 2G 3G Private meeting: GAME Private meeting: GAME Room G Workshops 3H 2H Preparing and delivering 4H Keeping an eye on quality How to improve Room better lectures oral exams H J2K 2J 4J 3K 3J Private meeting: Springer Room J

ESME Course 4K ESME Course ESME Course Room Participants’ Room Participants’ Room Participants’ Room K Meetings L4 4N 3Onyx 3U 4M 3T 4L 3S 3R 3O 3N 3M 3L e-learning: VLE Methods of selection Selection for 2L Room graduate entry L ches: LoungeA,University ofWales. Room G,IIME.Room J,ASPE.Room K,ESMECourse

Portfolios in teaching and Portfolios in teaching 2O 2N 2M Room Clinical assessment assessment 2 and assessment 1 M

Different approaches to Assessment of E-learning - Room evaluating curric professionalism instructional design N Posters

4O BEME and other review Postgraduate assessment CPD / CME 1 Room methodologies O 2R Learning to teach: peer 4R Case material development Emergency and Room assisted learning trauma management R 4S Private meeting: 2U 2T 2S Fringe Effective use of questioning Active learning on web Room BEME Steering Group S T4 4Onyx 4U 4T Competency frameworks The case method Multisource Room 360o feedback T

Supporting trainers in Questionnaire design Standardized video cases Room promoting profess U Meet the expert 2 Onyx 1. Clinical teach and learn 1. Use of simulators 1. e-learning in med educ Onyx Lounge 2. Curriculum strategies 2. Methods of teach & learn 2. Staff development Posters oa 2 Ruby 2 Topaz oa 3 Ruby 3 Topaz oa 4 Ruby 4 Topaz 1. Postgrad speciality 1. Curric eval and change Topaz Lounge 1. Student support training 2. Written assessment Posters

1. Sett for Clin teach & learn 1. Education environment 1. Evaluating med schools Ruby Lounge 2. Students, gender issues 2. Basic sciences 2. Curriculum evaluation Posters Expert Expert Expert Meet the expert: Meet the expert: Meet the expert: Committee André de Champlain Henk Schmidt Cees van der Vleuten Room 1 1600-1630 1230-1430 1030-1100 1630-1800 1430-1600 1100-1230 0830-1030 Session 8 Session 7 Session 6 Session 5 Plenary Coffee andviewingposters/exhibits 1230-1410AMEEmembersonly.Lunch andviewingposters/exhibits. AGM and lunchinLoungeA Coffee andviewingposters/exhibits Med educres&its trans intoteach/ clinical practice Auditorium

Plenary Balcony AD8 B8 D8 8F 8E 8D 7H 8C 8B 8A 8AUD 7E 7D 7C 7B 7A 7AUD AD6 6B 6A 6AUD Assessment in Bologna process and Evidence based teaching Auditorium postgraduate training medical education Symposium

e-learning and e-problem based learning Research in education Room postgraduate education A

The OSCE 2 The OSCE 1 e-assessment 1 Room B

Staff/faculty development 1: Community based Teaching and learning 6D 6C Room s/fd in action medical education about research C Short Communications

Education environment Evaluation of teachers Student support Room AMEE 2005Timetable:Thursday1September D

Evaluating the international 6F 6E Room AMEE Fringe 2 Case-based tests with SAQs medical student and doctor E

Introductory / 7F Ibero-American Group Personal and professional Room transitional courses development F 8G 7G ESME Board 6G Crisis resource Effective communication Room (Private Meeting) management G Workshops 6H H8J 8H Core curriculum in Teaching professionalism Script concordance test Room psychology H

Lab coat pocket 7K 7J 6K 6J Room knowledge: PDAs J

ESME Course 8K ESME Course ESME Course Room Participants’ Room Participants’ Room Participants’ Room K Meetings L8 8N 7Onyx 7U 8M 7T 8L 7S 7R 7O 7N 7M 7L Teaching and learning e-learning: Doctors practising in a 6L Room clinical skills 1 virtual patients different country L

General practice / 6O 6N 6M Room What is professionalism? Written assessment family medicine 2 M

Competency based Understanding teaching Standardized/ Room postgraduate education and learning simulated patients N Posters

Curriculum management 8O General practice / Postgraduate 360o Room and the stakeholders family medicine 1 assessment O 6R Let’s 8Onyx agree 8U to 8T disagree: 8S 8R Tobacco treatment IVIMEDS Room quality assurance procedures education R S6 6U 6T 6S Fringe Substituting for nature Framework for analysing Making education count in Room quality of multiple choice promotion and tenure process S

Young educators’ group Student involvement Women’s health issues Room in quality T

Mastering the Needs assessment in Clinical skills - where next? Room scholarly process teacher training programmes U Meet the expert 6 Onyx 1. Problem based learning 2 1. Curriculum planning 1. CPD/CME Onyx Lounge 2. Postgraduate med training 2. Self/formative assessment 2. e-learning and VLE Posters oa 6 Ruby 6 Topaz oa 7 Ruby 7 Topaz oa 8 Ruby 8 Topaz 1. Assessment: clinical, Topaz Lounge 1. Outcome based education 1. Problem based learning 1 360o and portfolio Posters

1. Teacher evaluation 1. Postgraduate assessment 1. Postgraduate early years Ruby Lounge 2. Teach & learn theory 2. SPs and clinical teaching 2. Selection Posters Expert Expert Expert Meet the expert: Meet the experts: Meet the expert: Committee Janet Grant Students Dan Benor Room 1 Session 11 Session 10 1215-1315 1000-1030 1315-1550 1030-1215 0800-1000 Session 9 Plenary Lunch andviewingposters/exhibits Coffee andviewingposters/exhibits technologies; New learning

Conference Auditorium Spotlights; Close of Plenary Prizes; Balcony 0U 0 0 10C 10B 10A 10AUD AD9 9B 9A 9AUD Student involvement in Selection for medicine Auditorium medical education Symposium International medical Use of simulators education and the Room Bologna Declaration A

PBL: results from different Standard setting Room approaches to its evaluation B

Staff/faculty development 2: 9C Room Staff/faculty development 3 learning outcomes C and rewards Short Communications 0 0 10F 10E 10D Best evidence simulation- Mastering 9F bedside 9E 9D Room based training using Harvey cardiology using Harvey

D AMEE 2005Timetable:Friday2September

Clinical teaching Room e-learning in action and learning E

The student in difficulty Public health and Room health promotion F 11G 10G Private meeting: MEDINE Private meeting: Medical 9G Room Tuning Task Force Teacher Board meeting G Workshops 10H 9H H8J 8H New challenges for e-assessment 2 Room the curriculum H 0 10K 10J J9K 9J Room J

ESME Course 11K ESME Course ESME Course Room Participants’ Room Participants’ Room Participants’ Room K Meetings 0 0 0 0 0 0 0 0 10Onyx 10U 10T 10S 10R 10O 10N 10M 10L Approaches to assessment Education and 9L Room professionalism L M9 9O 9N 9M e-learning clinical skills Diversity and admission Room to medical school M

Postgraduate education 2 Postgraduate education 1 Room N Posters

Outcome based education 2 Outcome based Room education 1 O

Playing the game: games 9R Generalisability theory Room and simulations in med educ R

Ethics in 9U 9T 9S Fringe Team learning Room undergraduate curriculum teaching methods S

Reflective practice Portfolios: joy or burden? Room T

Accept, revise, reject: Consent for patient Room reviewing educational recordings in healthcare educ U

Meet the expert research manuscripts 9 Onyx 1. International med educ 1. Assessment of comm skills Onyx Lounge 2. The OSCE 2. Multiprofessional education Posters 10 Topaz oa 9 Ruby 9 Topaz 1. Professionalism Topaz Lounge 1. Evaluation of PBL and attitudes Posters 10 Ruby 1. Research methods / EBM 1. Postgrad / CPD / CME Ruby Lounge 2. Undergrad training in PC 2. Teach and learn comm skill Posters Expert Expert Meet the expert: Meet the experts: Committee Geoff Norman Marilyn Hammick & Alex Haig Room 1 AMEE 2005: Contents

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

AMEE 2005 Committees ...... ii

Section 1: Information General 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: Programme Monday 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

– i – Welcome to AMEE 2005

Notes about the programme

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

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

We have tried to make the programme as comprehensive as possible, and to provide all the information you may need. If you have any questions the AMEE Office will be pleased to help either 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 their help.

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

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); Hans Karle (WFME); Jorgen Nystrup

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

– ii – SECTION 1

General Information about the Conference Section 1 GENERAL INFORMATION Section 1

General information

Travel to Amsterdam

Amsterdam Schiphol Airport is 12 km from the centre of Amsterdam. Trains, buses and taxis operate from the terminal. To arrange a pick-up service from the airport to your hotel, or car hire 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 Services as soon as possible: RAI Hotel and Travel Service Tel: +31 (0)20 549 1927 PO Box 77777 Fax: +31 (0)20 549 1946 1070 MS Amsterdam Email: [email protected] NETHERLANDS Website: www.rai.nl/hotelservice Hotel and tours representatives will be available at specified times near the AMEE Registration desk at RAI.

Credit Cards and Currency Exchange

The currency in the Netherlands is Euros. At the time of going to press one Euro is equivalent to 0.69 Pounds Sterling and US$ 1.21. Major credit cards are accepted widely. Most banks are open from Tuesday to Friday between 9 am and 4 pm. On Mondays business hours start mainly at 1 pm. On Saturdays and Sundays banks are closed. If you have a foreign bank card with a Cirrus logo you can get money from an Automatic Teller Machine (ATM). Some ATMs of the ABN AMRO bank also accept cards with the PLUS logo. Also check your card and the ATM for EDC, 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 generally mild, 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 some bars and restaurants do enforce a no smoking policy. However, all of the areas to be used by AMEE at the RAI Congress Centre, Vrije Universiteit and venues for the conference social events are strictly no smoking venues.

Gratuities

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

– 1.1 – Section 1 GENERAL INFORMATION Section 1

Children

Children are not permitted to attend any of the academic sessions and should not be left unaccompanied 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 attendance will be available to sign, and certificates of participation will be ready for collection on Friday morning at coffee break. The European Urology-Accredited Continuing Medical Education has granted AMEE 2005 18 credits in Category 2 for attendance at the full meeting. A register will be available to sign and certificates will be provided upon request after the conference.

Disabled participants

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

Where to eat

Amsterdam has a very cosmopolitan selection of bars and restaurants to cater for all tastes and budgets. 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 also some student social events – see the website http://ameestudents.vumc.nl/ or contact the AMEE registration desk for information.

– 1.2 – Section 1 GENERAL INFORMATION Section 1

Information about the Conference venue

The main Conference sessions will be held at:

Amsterdam RAI Europaplein 22 NL 1078 GZ Amsterdam Tel: 00 31 (0) 20 5491212 Fax: 00 31 (0) 20 646 44 69 Web: http://www.rai.nl/

See map on pages 1.16-1.17. Amsterdam RAI has its own railway station and is less than ten minutes’ travelling time by train from Schiphol Airport and fifteen minutes by public transport from 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 service to 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 participants and registered accompanying persons. This may be used on the local network of trams, buses and the metro. The card is valid for Tuesday to Friday and does not need to be stamped. A tram stop 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 workshops on Saturday 3 September at: Vrije Universiteit De Boelelaan 1105 1081 HV Amsterdam, Netherlands Tel: +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 departs from RAI following close of conference on Friday 2 September, 1630 hours).

Registration Desk opening hours at RAI Congress Center

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

Registration Desk opening hours at Vrije Universiteit

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

– 1.3 – Section 1 GENERAL INFORMATION Section 1

On-site payments

Participants who have made an arrangement to pay their registration fee at the desk at RAI are asked wherever possible to pay by credit card or in Euros. No payment facilities are available at Vrije 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 and for 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 is available 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 and returned to the AMEE Registration desk or faxed/mailed back to the AMEE Office as soon as possible following the conference. Workshop evaluation forms will be handed out by workshop facilitators and may either be handed back to facilitators, handed in at the desk or faxed/ mailed.

– 1.4 – Section 1 GENERAL INFORMATION Section 1

Information about the Academic Programme

Language

All conference sessions will be conducted in English.

Programme structure

Please see the daily programme timetable inside the front cover. Sessions are colour coded according to type: plenary – pink, symposia – red, short communications blue, etc. Section 1 contains general information about Amsterdam, the conference venues, and information for presenters. Section 2 lists all the sessions and presentations. Session codes correspond to the rooms 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 Session 2 Onyx 1 is in the Onyx lounge. We have also included the page number in the separate abstract book on which the relevant abstracts can be found. Section 3 gives information on the tours 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 are asked to report to the technicians in the Speaker Preview area. This is important whatever form of audio-visuals you are planning to use so that this can be registered. Technicians are available at the following times: Monday: 1400-1730 hrs Tuesday: 0900-1730 hrs Wednesday: 0730-1730 hrs Thursday: 0730-1730 hrs Friday: 0730-1300 hrs

PowerPoint presentations: A computer and data projector/beamer are provided in all presentation 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 communications and Fringe presentations to avoid delays due to changeover. If software other than PowerPoint is required for your presentation, or if sound is incorporated, please contact the AMEE Office as soon as possible. Presentations should be given to the technicians on CD, zip or USB storage device the day before your presentation, or minimum 4 hours before the start of your 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 to the technician the day before your presentation to arrange for one to be available in your presentation 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 conference workshops can be reserved by returning to the AMEE Office the workshop selection form which can be found on the website (www.amee.org) by 17 August latest, when pre-booking will close. Forms returned after this date will not be processed. Any remaining places may be booked at the AMEE Registration desk during the conference. Entry will be strictly by ticket only (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.

– 1.5 – Section 1 GENERAL INFORMATION Section 1

Symposia and spotlights

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

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

Short communication sessions

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

Information for the short communication presenter (see page 1.5 for audio-visual information) • Introduce yourself to the chairperson at least 15 minutes before the scheduled start of the session; • Keep strictly to the 10 minutes allocated for your presentation. The chairperson will ask you 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 English may not be their first language; • Ensure your PowerPoint slides/OHPs are clear, that there is not too much text to read in the limited time available and that the type is large enough to be legible for those sitting at the back of the room; • A single page handout, giving the key messages from your presentation, is always appreciated. As a rough indication you could expect between 30-100 participants in your audience.

Role of chairpersons of short communication sessions • Before the session starts, check that the presenters and opening discussant (if one has been appointed) are present; any last minute changes to the programme will be provided immediately before the session starts; • Introduce each speaker according to the programme, and ask him/her to stop speaking when 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 further discussion; 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 presented and highlight some of the key points arising from the papers that might be addressed in the discussion that follows. This introduction should take no more than 3 minutes; • Facilitate the discussion as appropriate.

– 1.6 – Section 1 GENERAL INFORMATION Section 1

Poster sessions

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

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

Structure of poster sessions: Poster sessions will take place around the boards. Presenters should meet the Chairperson by the Poster Boards in the designated area, ten minutes before the scheduled start of the session. The Chairperson will lead the group around the boards, the relevant presenter giving a 2 minute introduction of his/her poster to the group. This will be followed by a short period for questions and discussion. Any time at the end of the session could 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/or coffee breaks. It is helpful to fix a note to your poster board indicating when you will be available if anyone wishes to meet you.

Web posters: Web posters are listed in the programme and abstracts included in the abstract book. They are not on display at the Conference although a digital copy is available on the AMEE website for viewing before or during the Conference. There will be a notice board for participants to post messages to poster presenters to arrange meetings if desired. A prize of one year’s AMEE membership, including Medical Teacher in hard copy and online formats, will be 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 by Taylor & Francis, publishers of Medical Teacher, for the best poster, as judged by an invited committee, and based on a set of criteria given on the AMEE website. The aim is to select examples 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 will consist of conference participants including teachers and students, led by Professor Herman van Rossum from Vrije Universiteit, Amsterdam.

AMEE Poster Quiz

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

AMEE Fringe

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

– 1.7 – Section 1 GENERAL INFORMATION Section 1

Meet the Experts

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

• Cees van der Vleuten Wednesday 31 August: Session 2 – 1100-1245 hrs: Committee Room 1 Session 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. In 1996 he was appointed as a Professor of Education at the Faculty of Medicine from University of Maastricht and chair of the department of Educational Development and Research. His area of special expertise is in the assessment of competence, including modern methods of assessment (progress testing, OSCEs, portfolio) and strategies for designing assessment programmes.

• Henk Schmidt Wednesday 31 August: Session 3 – 1430-1600 hrs: Committee Room 1 Session format: One-to-one, 10 minute sessions Henk Schmidt is a professor of psychology at Erasmus University’s Faculty of Social Sciences and founding dean of its problem-based psychology curriculum. His areas of interest are learning 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 cited Dutch educational psychologists. Twice he received the “Outstanding paper by an established investigator” Award of the American Educational Research Association. 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 Euro international medical education research prize for his work in medical expertise and problem-based learning.

• André De Champlain Wednesday 31 August: Session 4 – 1630-1800 hrs: Committee Room 1 Session format: One-to-one, 10 minute sessions André De Champlain obtained his Ph.D. in Educational Statistics, Measurement, & Evaluation from the University of Ottawa in 1992. Over the past 15 years, he has published over 40 papers in a number of peer-reviewed medical education and psychometric journals, and presented in over 75 sessions at both national and international meetings. His main areas of interests are focused in the application and adaptation of psychometric/statistical methods and models to performance assessments in medical education (e.g. OSCEs and SP exams), including scoring models, standard setting approaches, etc. Additionally, Dr. De Champlain has an interest in validation research as it applies to high-stakes medical licensing examinations.

• Dan Benor Thursday 1 September: Session 6 - 1100-1230: Committee Room 1 Session format: 1100-1130: Small Group 1: Teacher training and faculty development; 1130-1200: Small Group 2: Early clinical exposure 1200-1230: 10 minute, one-to-one discussions Dan Benor graduated from the Hebrew University at Jerusalem in 1963. He is a board certified internist. However, the greater part of his clinical career was as a family practitioner in rural areas in the Israeli Negev desert. He is one of the “founding fathers” of the Medical School in the Faculty of Health Sciences, Ben-Gurion University at Beer-Sheva, Israel established in 1975. He was responsible for planning, implementation and evaluation of the entire innovative program of this school, and especially the extensive Early Clinical Exposure Program and the Teacher-Training and Faculty Development Program. Both were repeatedly described in the literature. After 15 years as the Vice Dean for Education, he was nominated

– 1.8 – Section 1 GENERAL INFORMATION Section 1

in 1987 to the position of the Dean of Recanati School for Health Professions in the same Faculty, a position he held until 2002. He is Professor of Medical Education and an internationally recognized expert in medical education and in this capacity was active in establishing many medical schools around the globe, including in Iran, Thailand and Czechoslovakia as well as innovating and modifying traditional medical schools in Sweden and the USA. He is the representative of Ben-Gurion University in the Towards Unity for Health (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 Kovac Thursday 1 September: Session 7 – 1430-1600 hrs: Committee Room 1 Session format: Small group discussion Some senior medical students who are about to commence medical practice are available to share their experiences of medical education. These students have been very active in medical education throughout their studies and are well-placed to provide a student perspective on aspects of the education process that may be of interest.

• Janet Grant Thursday 1 September: Session 8 - 1630-1800 hrs: Committee Room 1 Session format: 10 minute, one-to-one discussions Professor Janet Grant is a member of the UK Postgraduate Medical Education and Training Board and chair of its curriculum standards committee. A chartered educational psychologist with more than 30 years in medical education development and policy research, Janet is Director of the Open University Centre for Education in Medicine [OUCEM] where she conducts policy research for the Department of Health and other bodies. She has expertise in all aspects of qualitative and quantitative research design, costing, implementation and reporting. So Janet’s first expertise is in research design and implementation in medical education. The Open University teaches by distance learning and Janet has long experience of designing and producing distance learning courses in the UK and elsewhere. She was co-director of a UK national project to design a distance learning medical school and has been closely involved in setting up distance learning courses in HIV/AIDS and diabetes care, respectively, in India and Bangladesh. Janet’s second expertise is in the design, production and quality assurance of distance learning in medicine. Janet is Open University Professor of Education in Medicine, Fellow of the British Psychological Society, Honorary Member of the National Association of Clinical Tutors, Honorary Fellow of The Royal College of General Practitioners and member of the Institute of Directors.

• Marilyn Hammick and Alex Haig, BEME Collaboration Friday 2 September: Session 9 – 0800-1000 hrs: Committee Room 1 Session format: 10 minute, one-to-one discussions Following the various sessions on Best Evidence Medical Education in the programme, some participants 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 reviews in education, thanks to a number of pioneering Topic Review Groups who have been working over the past 4 years. These initial reviews are now about to be published. Marilyn is the BEME Consultant and Alex is the BEME Information Scientist. They look forward to meeting any participants who would like more information, possibly with a view to undertaking future BEME reviews.

• Geoff Norman Friday 2 September: Session 10 - 1030-1215 hrs: Committee Room 1 Session format: Small group discussion Geoff Norman received his Ph.D. in nuclear physics in 1971 and subsequently an M.A. in educational psychology from Michigan State University. He has been on faculty at McMaster University, 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 psychology of clinical reasoning. A secondary interest is measurement theory, with specific application to student assessment. He is the author of 10 books and over 150 research articles.

– 1.9 – Section 1 GENERAL INFORMATION Section 1

Exhibition

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

Commercial Exhibits: Lounge Auditorium (Ground Floor)

Academic Medicine Business: 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: C9 Contact: 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 Ltd Business: 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 interactive education for students. Booth No: C14 Contact: 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 Limited Business: 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 of Clinical Skills. Booth No: C17 Contact: 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 Education Booth No: C1 Contact: 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 Ltd Business: 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 & 12 Contact: Anne Weston, Blackwell Publishing Ltd, 9600 Garsington Road, Oxford OX4 2DQ, UK. Tel: +44 (0)1865 476380. Fax: +44 (0)1865 471380. Email: [email protected]

B-Line Medical Business: 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 offers complete integration of audio and visual hardware. Full integration with METI simulators will be available. Booth No: C25 Contact: 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 Ltd Business: 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 Treatments and BMJ Updates. Booth No: C28 Contact: 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]

– 1.10 – Section 1 GENERAL INFORMATION Section 1

BMJ Bookshop Business: Book Seller. The BMJ Bookshop is the UK’s leading specialist medical bookseller. Visit our stand, or our website www.bmjbookshop.com Booth No: C29 & 30 Contact: 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 Group Business: Developer and Publisher of Medical Education Software. DxR Development Group creates and publishes online medical education software, including clinical case studies (DxR Clinician), online courseware (Integrated Medical Curriculum), and software for evaluating the standardized patient encounter (Clinical Competency Examination). Booth No: C20 Contact: 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]

Elsevier Business: Publishing. A world leading, multiple-media publisher of scientific, technical and health information products and services (including journals, books, electronic products, services, databases and portals serving the global scientific, technical and medical communities. Booth No: C10 Contact: 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 the highest standards in medical education for medical students, trainees and practising doctors. The IVIMEDS approach combines the latest educational thinking with advances in information and communications technology and sound business practice. Booth No: C2 Contact: 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. Ltd Business: Manufacturer of educational life simulation models. The development of astonishingly lifelike models for training makes a significant contribution to improving medical care. Booth No: C23 Contact: 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 GmbH Business: LogiEXAM – software system for managing, execution and organisation of multiple-choice examinations and evaluation scanner or web based. Booth No: C27 Contact: 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., Ltd Business: 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 simulator will be introduced at the booth. Booth No: C19 Contact: 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 Ltd Business: 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 & 22 Contact: 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 Modelle Business: Manufacturer of Medical Teaching Aids & Phantoms, Anatomical Models. Since 1876, manufacturer of anatomical, zoological and botanical models as well as medical phantoms. Appreciated by acknowledged experts as a highly instructive teaching tool. Booth No: C18 Contact: 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]

– 1.11 – Section 1 GENERAL INFORMATION Section 1

MedBiquitous Consortium Business: 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: C24 Contact: 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 Teacher Business: A journal for the practising medical and healthcare professions teacher, with readers in more than 90 countries. Booth No: C3 Contact: Medical Teacher Editorial Office, Tay Park House, 484 Perth Road, Dundee DD2 1LR, UK. Tel: +44 (0)1382 631994. Fax: +44 (0)1382 631987. Email: [email protected]

Pharmabotics Ltd Business: 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 training Booth No: C15 Contact: 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 of medical information. Booth No: C16 Contact: 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: ellen@skills- meducation.nl

Taylor & Francis Ltd Business: 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: C4 Contact: 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 Computer Curriculum Booth No: C8 Contact: 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: 1 305 243 6136. Email: [email protected]

Academic Exhibits: Upper Lounge Auditorium

Association of American Medical Colleges (AAMC) Medical College Admission Test Booth No: A7 Contact: 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: A3 Contact: 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: A15 Contact: Julie Hewett, ASPE, One Crested Butte Dr, Huntington, WV 25705, USA. Tel: 1 (304) 733 4562. Fax: 1 (304) 733 6203. Email: [email protected]

– 1.12 – Section 1 GENERAL INFORMATION Section 1

Canadian Association of Medical Education (CAME) Booth No: A12 Contact: 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 Dundee Booth No: A13 Contact: 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 Banks Booth No: A9/A10 Contact: 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 2635 2521. Email: [email protected]

International Association of Medical Science Educators (IAMSE) Booth No: A11 Contact: 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 @ Cardiff Booth No: A8 Contact: 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 Network Booth No: A1 Contact: 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: A4 Contact: 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: A6 Contact: 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 2006 Booth No: A14 Contact: 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: A5 Contact: 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: A2 Contact: Van der Boechorststraat 7, Kamer A-11, Amsterdam, NETHERLANDS. Tel: 00 31 20 444 8010. Fax: 00 31 20 4448427

World Federation for Medical Education Booth No: A16 Contact: 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]

– 1.13 – Section 1 GENERAL INFORMATION Section 1

Personal diary

START WEDNESDAY THURSDAY FRIDAY START 0800 0800 0815 0815 0830 Session 9 0830 0845 Symposium 0845 0900 Short Communications 0900 Session 1 Session 5 Posters 0915 Workshops 0915 Plenary 1 Plenary 2 0930 Meet the Experts 0930 0945 0945 1000 1000 1015 Coffee 1015 1030 1030 1045 Coffee Coffee 1045 Session 10 1100 Symposium 1100 1115 Session 2 Session 6 Short Communications 1115 1130 Symposia Symposia Posters 1130 Workshops 1145 Short Communications Short Communications 1145 Posters Posters Meet the Experts 1200 Workshops Workshops 1200 1215 Meet the Experts Meet the Experts 1215 1230 1230 1245 Lunch 1245 1300 1300 1315 AMEE Annual General 1315 Meeting and Lunch 1330 1330 Lunch Poster/Exhibition 1345 Viewing and Lunch 1345 1400 1400 1415 Session 11 1415 1430 Plenary 3 1430 1445 Session 3 Session 7 and Spotlights 1445 1500 Symposium Symposium 1500 Short Communications Short Communications 1515 Posters Posters 1515 1530 Workshops Workshops 1530 1545 Meet the Experts Meet the Experts 1545 1600 1600 1615 Coffee Coffee 1615 1630 1630 1645 Session 4 Session 8 1645 1700 Symposia Symposium 1700 Short Communications Short Communications 1715 Posters Posters 1715 1730 Workshops Workshops 1730 1745 Meet the Experts Meet the Experts 1745 AMEE Fringe AMEE Fringe 1800 1800 Pasta & Basta Gala Dinner Evening Candlelight River Cruise Evening

– 1.14 – Section 1 GENERAL INFORMATION Section 1

Floor plan of RAI Congress Centre

– 1.15 – Section 1 GENERAL INFORMATION Section 1

Amsterdam Centre

– 1.16 – Section 1 GENERAL INFORMATION Section 1

Amsterdam Venue

– 1.17 – SECTION 2

The Conference Programme Section 2 MONDAY / TUESDAY Section 2

Monday 29 August

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

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

1830-2130 AMEE Executive Committee (closed meeting)

Tuesday 30 August

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

0800-1800 Registration desk open RAI 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 open Vrije Universiteit, Amsterdam

0930-1700 Full-day Workshops T1 Essential Skills in Medical Education (ESME) Course Stewart Mennin (Professor Emeritus, University of New Mexico Medical School, USA), Henk Schmidt (Erasmus University Rotterdam, Netherlands) and Shaul Ben-David (Israel) Location: Room Agora 1, Vrije Universiteit

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

T3 Effective teaching Rein 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 Education Worldwide) Workshop ViEW Committee Location: Room OH20, Vrije Universiteit

0930-1230 Half-day Morning Workshops T5 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

– 2.1 – Section 2 TUESDAY Section 2

T6 Developing teaching in clinical contexts within hospital settings Kath 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 the medical profession Hank Slotnick (University of North Dakota School of Medicine, USA) Location: Room 14A05, Vrije Universiteit

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

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

T10 Building professionalism in medical education Sharon 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 skills Subha Ramani (Boston University School of Medicine, USA), Elizabeth Kachur (Medical Education Development, New York, USA) and Larry Gruppen (University of Michigan Medical School, USA) Location: Room OH36, Vrije Universiteit

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

T13 Using standardized patient methodology: how to get started Anja 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 Break Lunch is provided for those participants attending a full day or 2 half-day workshops.

1400-1700 Half-day Afternoon Workshops T15 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 of how a theory of physician learning is applied Hank Slotnick (University of North Dakota Medical School, USA) Location: Room 14A05, Vrije Universiteit

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

T18 Developing rating scales for outcome-based assessment Ronald 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 achieve educational outcomes Henry Pohl and Sharon Krackov (Albany Medical College, Albany, USA) Location: Room OH19, Vrije Universiteit

– 2.2 – Section 2 TUESDAY Section 2

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 and Surgeons 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 groups Are Holen (Norwegian University of Science and Technology, Trondheim, Norway) Location: Room Agora 2, Vrije Universiteit

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

T23 Developing a learning culture David 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 education Graceanne 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 the need for standards in medical education David 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 Center Location: Auditorium Vrije Universiteit Orchestra will perform a selection of music, followed by a dramatic finale. Drinks and a finger buffet will be served. (Please note: this is intended as a light snack, not a full meal)

– 2.3 – Section 2 WEDNESDAY Section 2

Wednesday 31 August

0715-1800 Registration desk open RAI Congress Centre, Amsterdam

SESSION 1: Plenary

Plenary What makes a good doctor?

Chairperson: Professor Herman van Rossum Location: Auditorium Abstracts: page 7

0815-0825 Welcome and Introduction to the Conference

0830-0900 1.1 Attitudes and professionalism: The Miriam Friedman Ben-David Lecture David 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 of Michigan Medical School, USA. He has authored more than 100 abstracts and papers on the development and assessment of professional behaviour of physicians and conducts workshops and seminars on teaching, learning and evaluating professionalism.

0900-0930 1.2 Cultural Competence Ivan Wolffers (Vrije Universiteit, Amsterdam, Netherlands) Ivan Wolffers graduated from the Faculty of Medicine of the State University Utrecht in 1975. He trained as a General Physician. He has undertaken consultancies and freelance work in health education with emphasis 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; an example 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 Reasoning Geoff Norman (McMaster University, Canada) Geoff Norman received his Ph.D. in nuclear physics in 1971 and subsequently an M.A. in educational psychology from Michigan State University. He has been on faculty at McMaster since 1977 and is now a full professor in epidemiology and biostatistics, and Assistant Dean for Educational Research. His primary research focus is the psychology of clinical reasoning. A secondary interest is measurement theory, with specific application to student assessment. He is the author of 10 books and over 150 research articles.

1000-1030 Discussion

1030-1100 COFFEE Viewing of posters and exhibits

– 2.4 – Section 2 WEDNESDAY Section 2

SESSION 2: Simultaneous sessions

2AUD Symposium: Attitudes and Professionalism

Panel: 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 of Michigan, Ann Arbor, USA) 1100-1245 Location: Auditorium Abstract: page 8

2A Symposium: Project GLOBE: A new initiative to provide quality 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 A Abstract: page 8

2B Short Communications: PBL: the presenting problem

Chairperson: Eckhart Hahn Opening Discussant: Location: Room B Abstracts: page 8

1100-1115 2B 1 Comparing a video case with a text case in a postgraduate problem-based learning format T Balslev1*, W S de Grave2, A M M Muijtjens2 and A J J A Scherpbier2 (1Arhus University Hospital, Denmark and 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 tutorial Ariyuki Hori*, Naohiro Kuroda, Noriko Ainoda, Yukio Yasuda, Yoshiro Ohara and Koji Suzuki (Kanazawa Medical University, Medical Education Center, Ishikawa-ken, Japan)

1145-1200 2B 4 The evaluation of PBL scenarios by tutors Ozden Palaoglu*, Meral Demiroren, Filiz Yalcin,Sabri Kemahli, I.Hakki Ayhan (Ankara University, Departments of 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 experience Agnes D Diemers*, Diana HJM Dolmans, Marijke SA van Santen, Scheltus van Luijk, Ameike Janssen and Albert JJA Scherpbier (Universiteit van Maastricht, FdG, Skillslab, Maastricht, Netherlands)

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

1230-1245 Discussion

2C Short Communications: Training for leadership

Chairperson: Ken Donald Opening Discussant: Jane Kidd Location: Room C Abstracts: page 10

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

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

– 2.5 – Section 2 WEDNESDAY Section 2

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

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

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

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

1230-1245 Discussion

2D Short Communications: Student characteristics

Chairperson: Rae Nash Opening Discussant: Ron Berk Location: Room D Abstracts: page 11

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

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

1130-1145 2D 3 Medical students’ epistemological beliefs: a qualitative investigation Lynn 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 medical students’ motivations throughout 3 years Madalena Patrício, A Pais-Lacerda and J Gomes-Pedro (University of Lisbon, Faculdade de Medicina de Lisboa, Lisboa, Portugal)

1200-1215 2D 5 Evaluation of daytime sleepiness in medical students in Brazil Patricia T Fiedler*, Patricia L Bellodi, Cinthya A Taniguchi, Bruno Perotta, Geraldo Lorenzi-Filho and Milton A 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 of Lorestan University of Medical Sciences A Farhadi*, F Javaheri, Y B Gholami and P Farhadi (Lorestan University of Medical Sciences, Lorestan, Iran)

1230-1245 Discussion

2E Short Communications: Approaches to multiprofessional education

Chairperson: Marijke van Santen Opening Discussant: Marilyn Hammick Location: Room E Abstracts: page 13

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

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

– 2.6 – Section 2 WEDNESDAY Section 2

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

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

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

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

1230-1245 Discussion

2F Short Communications: Methods of teaching and learning

Chairperson: Shiu-Kum Lam Opening Discussant: Mary Lawson Location: Room F Abstracts: page 14

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

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

1130-1145 2F 3 Team learning: tackling connective tissue disease D 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. Attendance and satisfaction? M B Rasmussen*, M Lind, M G Tolsgaard, A Gustafsson and C Ringsted (Copenhagen University Hospital Rigshospitalet, Centre for Clinical Education, Copenhagen, Denmark)

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

1230-1245 Discussion

2H Workshop: How to improve oral examinations in medical practice

Location: Room H Abstract: page 16 1100-1245 2H How to improve oral examinations in medical practice John Norcini (Director of the Foundation for Advancement of International Medical Education and Research (FAIMER), Philadelphia, USA) and Reinhard Westkämper (IAWF, University of Bern, Switzerland)

– 2.7 – Section 2 WEDNESDAY Section 2

2L Short Communications: Selection for graduate entry to medicine

Chairperson: William McGaghie Opening Discussant: Janet Grant Location: Room L Abstracts: 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 students Zulkarnain Hj. Hanafi, Mas Rinawati bte Abd Hamid, Nurolaini Pg Hj MD Kifli, Charles Hoyle and Peter McCrorie* (St George’s Hospital Medical School, Department of Medical & Healthcare Education, London, UK)

1130-1145 2L 3 Study motivation of secondary school medical students Pauliina 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 to medical school Paul Lazarus (University of Leicester, Department of Medical & Social Care Education, Leicester, UK)

1200-1215 2L 5 Developing assessment centres to aid medical school selection F 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)

1230-1245 Discussion

2M Short Communications: Clinical assessment

Chairperson: Opening Discussant: Jack Boulet Location: Room M Abstracts: page 17

1100-1115 2M 1 The short clinical assessment form evaluated in the internal medicine clerkship M 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 answers within 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 clinical communication skills Jon 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 learning suturing skills Jeremy 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 in surgery at Aga Khan University Shazia Sadaf*, Hasnain Zafar, Naghma Naeem, Amanullah Memon and Rukhsana W Zuberi (Aga Khan University, Karachi, Pakistan)

1215-1245 Discussion

– 2.8 – Section 2 WEDNESDAY Section 2

2N Short Communications: e-Learning – instructional design

Chairperson: Deborah Murdoch-Eaton Opening Discussant: Peter de Jong Location: Room N Abstracts: page 19

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

1115-1130 2N 2 Recycled learning objects: the ACETS project Rachel 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 a web-based text annotation tool to enhance the collaborative formative review of teaching and learning material Michael 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 – Acoustic Impedance’ learning object Andleeb 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 ICT P 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: a method to involve students in virtual learning Kati Hakkarainen, Anti Syvänen and Teija Vainio (University of Tampere, Medical School, Tampere, Finland)

1230-1245 Discussion

2O Short Communications: Continuing Professional Development/ Continuing Medical Education 1

Chairperson: Peder Charles Opening Discussant: Lynne Allery Location: Room O Abstracts: page 20

1100-1115 2O 1 CPD adherence: the first two years of RCPCH CPD Audit A 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 reputation Helle Nielsen*, Annette Plesner Steenstrup* and Sidsel Wied* (The Danish Medical Association, Department of Medical Education, Copenhagen, Denmark)

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

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

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

1230-1245 Discussion

– 2.9 – Section 2 WEDNESDAY Section 2

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

Location: Room R Abstract: page 22 1100-1245 2R Workshop: Emergency and Trauma management: training providers and instructors Mike Davis1, Lia Fluit2, Nigel Turner3 , Sue Wieteska4 (1Edge Hill/Lancaster University, Chorley, UK; 2Institute for Education and Teaching, UMC St Radboud Nijmegen, the Netherlands; 3Dutch Foundation for the Emergency Medical 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 an effective instructional Web site

Location: Room S Abstract: page 22 1100-1245 2S Workshop: Active learning on the Web: How to develop an effective instructional Web site David 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 T Abstract: page 22 1100-1245 2T Workshop: Multi source (360-degree) feedback for assessment, feedback and learning across the medical education continuum Jocelyn Lockyer1, Joan Sargeant2, Stephen Clyman3, Julian Archer4 (1University of Calgary, Health Sciences Centre, 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 computerized assessment of communication skills for pre-clinical medical students

Location: Room U Abstract: page 22 1100-1245 2U Workshop: Developing and using standardized video cases for computerized assessment of communication skills for pre-clinical medical students R L Hulsman (Academic Medical Centre of Amsterdam, Department of Medical Psychology, Amsterdam, Netherlands)

2 Onyx 1 Posters: e-learning in medical education

Chairperson: John Sandars 1100-1245 Location: Onyx Lounge Abstracts: page 23

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

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

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

– 2.10 – Section 2 WEDNESDAY Section 2

2 Onyx 1.4 WWW.MEDMICRO.INFO – a new forum for microbiology teachers V 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 teaching culture of a medical faculty Kai 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 survey of informatics knowledge of Florence Medical School Undergraduate Students Andrea 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 Drug Research, Leiden, Netherlands)

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

2 Onyx 1.9 Evolving web-based induction courses for international medical graduates D 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 program Anita Singh1*, Leila Lax2, Larry Librach1, Glenn Regehr, Sandra Langlands, Marlene Scardamalia, Lawrence Spero, Meaghan Brierely, and Ju Ho Park (1Mount Sinai Hospital, Temmy Latner Centre for Palliative Care, Toronto, Ontario, Canada; 2Biomedical Communications, Faculty of Medicine)

2 Onyx 1.11 Virtual education: a new form of learning in public health Juan 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-line David Byrne, Stephanie Cobb*, Joy Heard, Richard Else, Robin Stott and John Rees (GKT School of Medicine, 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 in medical teaching Miguel Ruiz* and Rafael Ospina* (El Bosque University - Bogotá, Transversal 9A Bis No 132-55, Bogotá, COLOMBIA)

2 Onyx 2 Posters: Staff/faculty development

Chairperson: Rein Zwierstra 1100-1245 Location: Onyx Lounge Abstracts: page 26

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

2 Onyx 2.2 Bedside Teaching (BST) workshops for faculty members of 5 Iranian Universities 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 of the vice chancellor of Shiraz University of Medical Sciences V 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 education for teaching assistants at Aga Khan University Naghma Naeem*, Shazia Sadaf and Rukhsana W Zuberi (Defence Housing Authority, Karachi, Pakistan)

– 2.11 – Section 2 WEDNESDAY Section 2

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

2 Onyx 2.6 “Getting started…”: a practical guide for clinical tutors Margery 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 University experience Elie 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 mind Peta Foxall* and David Leeder (Institute of Clinical Education, Peninsula Medical School, Exeter, UK)

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

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

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

2 Topaz 1 Posters: Curriculum evaluation and change

Chairperson: Ineke Wolfhagen 1100-1245 Location: Topaz Lounge Abstracts: page 29

2 Topaz 1.1 Student evaluation with a focus on curriculum improvement using an additional rating system Bert 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, P Thanomsingh* and T Himman-ngan (Maharat Nakhon Ratchasima Hospital (MNH), Department of Pediatrics, Medical Education Center, Nakhon Ratchasima Province, Thailand)

2 Topaz 1.3 Strategies for change in a classical medical school: a call for ideas Anabela 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 performance B Demirhan*, E Öôüp, H Müderrisoôlu, S Türkoôlu, M Demirbilek and Z Kayhan (Bapkent Universitesi Typ Facultesi, Ankara, Turkey)

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

2 Topaz 1.6 Final-year medical education: mapping out an improvement strategy by focus groups P 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 change V Ypinazar, G Griffin* and S Margolis (United Arab Emirates University, Department of Family Medicine, Al Ain, United Arab Emirates)

– 2.12 – Section 2 WEDNESDAY Section 2

2 Topaz 1.8 Medical School of Shaheed Beheshti: implementation of reform in Undergraduate Medical Education (UME) program Masoud Mardani Dashti*, Hosein Godarzi, Noushabeh Pejhan, Houshang Khazan, Mohammad Java Ehsani, Mohsen Kheirmand and Katayoun Rostami (Shaheed Beheshti University of Medical Sciences and Health Services, Medical School, Tehran, Iran)

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

2 Topaz 1.10 Preventing problems instead of trouble shooting in the implementation of curriculum reform Hanneke 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 (Karolinska Institute, Danderyd University Hospital, Stockholm, Sweden)

2 Topaz 2 Posters: Written assessment

Chairperson: An Greven 1100-1245 Location: Topaz Lounge Abstracts: page 32

2 Topaz 2.1 Sharing resources for UK undergraduate written assessments – Two years of UMAP G J Byrne, A C Owen*, N D Bax, J R Barton, A Garden, T E Roberts and P A O’Neill (University of Manchester, 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 of Manchester, UMAP, Manchester, UK)

2 Topaz 2.3 Recirculating questions in medical examinations – factors for meaningful examinations J 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-shapour University of Medical Sciences M Fakoor*, A Shakurnia, A Malayeri and P Asadollahi (Ahvaz Joundi-Shapour University of Medical Sciences, Ahvaz, Iran)

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

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

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

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

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

– 2.13 – Section 2 WEDNESDAY Section 2

2 Ruby 1 Posters: Evaluation of medical schools and students

Chairperson: Andrzej Wojtczak 1100-1245 Location: Ruby Lounge Abstracts: page 34

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

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

2 Ruby 1.3 Promotion of new teaching methodologies and selection of learning issues: the strategies for a successful outcome D 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 Chile Octavio Enríquez Lorca (University of Concepción, Faculty of Medicine, Concepción, Chile)

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

2 Ruby 1.6 Quality assurance system: the relation to faculty management and actual potential of medical faculty departments G 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 Medical Schools of the United Kingdom and Ireland Ruth Edwards*, Nisha Dogra and Khalid Karim (University of Leicester, Greenwood Institute of Child Health, Leicester, UK)

2 Ruby 2 Posters: Curriculum evaluation

Chairperson: Helen Cameron 1100-1245 Location: Ruby Lounge Abstracts: page 36

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

2 Ruby 2.2 Expectations and perceptions of first year medical students M N Chandratilake, A Kasthuriratne* and A R Wickremasinghe (University of Kelaniya, Faculty of Medicine, 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 school Diana Kelly* and Richard Phillips (Guy’s, King’s & St Thomas’s School of Medicine, Division of Medical Education, London, UK)

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

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

– 2.14 – Section 2 WEDNESDAY Section 2

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

2 Ruby 2.7 Using qualitative data from a Program Directors’ Evaluation Form as an outcome measurement for medical school S 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 socialization R R du Preez (Weskoppies Hospital, Groenkloof, Pretoria, South Africa)

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

2 Ruby 2.10 The personal and professional development curriculum and student involvement I 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 resuscitation Jos 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 LUNCH Served in Lounge Auditorium and Upper Lounge Auditorium

Private lunch meeting: ASPE Location: Room J

Private lunch meeting: University of Wales, UK Location: Lounge A

Private lunch meeting: Institute for International Medical Education Location: Room G

– 2.15 – Section 2 WEDNESDAY Section 2

SESSION 3: Simultaneous sessions

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: Auditorium Abstract: page 39

3A Short Communications: Curriculum planning

Chairperson: John Mahoney Opening Discussant: Janke Cohen-Schotanus Location: Room A Abstracts: page 39

1430-1445 3A 1 Changing the curriculum – reform of the old while developing the new – a benefit to students A 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 Durham John Hamilton (University of Durham, Stockton-on-Tees, UK)

1500-1515 3A 3 Transforming the first preclinical year from a lecture-based, discipline-oriented to an 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 histology Anca M Stefan, Cristian Stefan* and Armando Fraire (University of Massachusetts Medical School, Department of Cell Biology, Worcester, USA)

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

1545-1600 Discussion

3B Short Communications: Problem Based Learning: role of the tutor

Chairperson: Are Holen Opening Discussant: Ann Baroffio-Barbier Location: Room B Abstracts: page 40

1430-1445 3B 1 Evaluating the role of tutors in PBL sessions Sevgi Turan*, Melih Elcin, Orhan Odabasi, Kirsten Ward and Iskender Sayek (Hacettepe University, Faculty of 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-based tutorials Salah Kassab*, Marwan Abu-Hijleh, Qasim Al-Shboul and Hossam Hamdy (Arabian Gulf University, College of Medicine and Medical Sciences, Manama, Bahrain)

1515-1530 3B 4 Using a non-medical case in training PBL-tutors in Heidelberg, Germany H 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-graduation Stewart Mennin, Regina Petroni-Mennin*, Valeria Lima, Roberto Padilha(Hospital SirioLiabes, Instituto de Ensino e Pesquisa, Sao Paulo, Brazil)

1545-1600 Discussion

– 2.16 – Section 2 WEDNESDAY Section 2

3C Short Communications: Multiprofessional education in the workplace

Chairperson: Annelie Brauner Opening Discussant: Margareta Behrbohm Fallsberg Location: Room C Abstracts: page 41

1430-1445 3C 1 Interprofessional education at work: learning together whilst working together Claire Dickinson*, Jane Metcalf, Pauline Pearson and Marion Grieves (University of Newcastle, School of Medical 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 Project Julia 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 colleagues K Simpson*, G B Drummond, G Lloyd-Jones, A D Cumming and H Cameron (University of Edinburgh, Medical Teaching Organisation, Edinburgh, UK)

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

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

1545-1600 Discussion

3D Short Communications: Teaching and learning communication skills 1

Chairperson: Brian Hodges Location: Room D Abstracts: page 43

1430-1445 3D 1 Combining the teaching of communication and physical examination skills in an interdisciplinary students course: students obtain patients’ perspectives H 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 from the four medical schools in Norway Hilde 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 medical students with different levels of communication skills training at Stellenbosch University, South Africa M 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 skills Orhan 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 to enhance the delivery of feedback on communication skills Laura Jayne Nelles* and Catherine Smith (University of Toronto, Standardized Patient Program, Toronto, Ontario, Canada)

No discussion time

– 2.17 – Section 2 WEDNESDAY Section 2

3E Short Communications: Continuing Professional Development/ Continuing Medical Education 2

Chairperson: Alistair Thomson Opening Discussant: Location: Room E Abstracts: page 44

1430-1445 3E 1 Effects of a peer review group program for improving the treatment for chronic patients: a randomised controlled trial P 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 training Mike 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 practice Joan Sargeant*, Karen Mann, Douglas Sinclair, Cees van der Vleuten, Job Metsemakers, Philip Muirhead and Suzanne Ferrier (Dalhousie University, Faculty of Medicine, Halifax, Nova Scotia, Canada)

1515-1530 3E 4 Implementation and evaluation of a self-assessment program for pharmacists in Alberta, Canada Theresa 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 perception Douglas J Murphy*, Kevin W Eva and David Bruce (NHS Education for Scotland, Glasgow, UK)

1545-1600 Discussion

3F Workshop: East Europe/Central Asian Special Interest Group

Location: Room F Abstract: page 45 1430-1600 3F Workshop: East Europe/Central Asian Special Interest Group Facilitator: Kathleen Conaboy (American International Health Alliance, Reno, USA) and Jadwiga Mirecka (AMEE)

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

Location: Room H Abstract: page 45 1430-1600 3H Workshop: Keeping an eye on quality: how the LCME trains and evaluates its survey teams Carol Aschenbrener1, 2Barbara Barzansky, 3Cam Enarson and 4Robert Talley (1 Association of American Medical Colleges, Washington DC, USA; 2AMA; 3Creighton University School of Medicine; 4University of South Dakota School of Medicine, USA)

3L Short Communications: Methods of selection

Chairperson: David Hawkins Opening Discussant: Richard Hays Location: Room L Abstracts: page 46

1430-1445 3L 1 Identifying predictors for successful study in a revised medical curriculum Ben 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 a medical program? Kirsti Lonka*, Hans Hindbeck and Patrik Scheinin (Karolinska Institutet, Department of Learning, Informatics, Management & Ethics (LIME), Stockholm, Sweden)

– 2.18 – Section 2 WEDNESDAY Section 2

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

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

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

1545-1600 Discussion

3M Short Communications: Portfolios in teaching and assessment 1

Chairperson: Jany Rademakers Location: Room M Abstracts: page 47

1430-1445 3M 1 Introducing student learning portfolios: the challenges and rewards K 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 new medical students Jim 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 education Carsten Hering Nielsen*, Sven Felsby, Claus Moger and Peder Charles Aarhus University Hospital, Department of Endocrinology & Metabolism, Aarhus, Denmark)

1515-1530 3M 4 A mastery learning model of competency assessment using electronic portfolios Lindsey 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-disciplinary competencies for graduate students. A project from the Faculty of Pharmacy of the University of Montreal D 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 Tom Chapman (Mersey Deanery/Edge Hill College of Higher Education, Liverpool, UK)

No discussion time

3N Short Communications: The assessment of professionalism

Chairperson: Bernard Charlin Opening Discussant: Paul Hemmer Location: Room N Abstracts: page 48

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

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

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

– 2.19 – Section 2 WEDNESDAY Section 2

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

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

1545-1600 Discussion

3O Short Communications: Best Evidence Medical Education and other review methodologies

Chairperson: Marilyn Hammick Location: Room O Abstracts: page 50

1430-1445 3O 1 A systematic review of different models of learning and teaching communication skills M 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 measurements obtained in medical schools and future performance in medical practice Hossam Hamdy*, Kameshwar Prasad, M. Brownell Anderson, Reed Williams, Rein Zwierstra, Albert Scherpbier and 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 and applicability of the OSCE for pregraduate assessment M F Patrício, T M Hayes, M Julião, F Fareleira and A V Carneiro (University of Lisbon, Faculdade de Medicina de Lisboa, Lisbon, Portugal)

1515-1530 3O 4 A BEME Systematic Review of the literature on the effectiveness of self- assessment in clinical education Brian McKinstry, Jan Illing*, Gellise Bagnall, Iain Cothart, Alex Haig, Helen Allbutt,Heather Peacock, Alison Evans, Rachel Adams and Susan Hrisos (*University of Newcastle upon Tyne, Postgraduate Institute for Medicine & 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 communication competence – an update and expansion of previous reviews Dr Elizabeth Kachur, Medical Education Department, New York, USA 1535-1540 b) The impact of feedback in formative and summative assessment and its effectiveness on the improvement of knowledge, skills and attitudes of health science students during the learning process and on the teaching skills of the tutor Professor 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 care practitioners, professional practice, patient/client related health and well being, and public health and social care outcomes Dr Marilyn Hammick (on behalf of JET Group)

1545-1600 Discussion

3R Workshop: Case material development, recruiting and training for standardisation with SPs

Location: Room R Abstract: page 51 1430-1600 3R Workshop: Case material development, recruiting and training for standardisation with SPs Graceanne Adamo (Clinical Skills Developer, National Board of Medical Examiners, Philadelphia, USA) and Wendy L. Gammon (Director, University of Massachusetts Medical School Standardized Patient Program, Boston, USA)

– 2.20 – Section 2 WEDNESDAY Section 2

3S Workshop: Effective use of questioning during teaching

Location: Room T Abstract: page 51 1430-1600 3S Workshop: Effective use of questioning during teaching Zubair Amin (Faculty of Medicine, National University of Singapore, Singapore)

3T Workshop: The Case Method

Location: Room T Abstract: page 51 1430-1600 3T Workshop: The Case Method Martin Stjernquist and Elizabeth Crang-Svalenius (Medical Faculty, University of Lund, Lund, Sweden)

3U Workshop: Questionnaire design and analysis for new researchers

Location: Room U Abstract: page 51 1430-1600 3U Workshop: Questionnaire design and analysis for new researchers David Wall, Alison Bullock, Mike Clapham and Zoe Nuttall (West Midlands Deanery and University of Birmingham, Birmingham, UK)

3 Onyx 1 Posters: Use of simulators in medical education

Chairperson: Paul Bradley 1430-1600 Location: Onyx Lounge Abstracts: page 52

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

3 Onyx 1.2 A comparative study of the effect of two teaching methods of CPR (doll and film), on knowledge and performance of first year students Zahra 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 skills M Haensel*, M P Mueller, S Weber, F Hardt, A Fichtner, R Saifoulline and T Koch (University Hospital Dresden, Department of Anaesthesiology, Dresden, Germany)

3 Onyx 1.4 Emergency Crew Resource Management (ECRM) – a new simulator course to teach non-technical skills M 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 in Frankfurt W 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 clinical skills training and simulation S Gundrosen*, S Einvik, M Husby, T G Tanemsmo, I Williams and P Aadahl (Norwegian University of 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 resuscitation Berit Woetmann Pedersen*, Morten Lebech, Anne Lippert and Doris Østergård (University of Copenhagen, Department of Gynecology and Obstetrics, Danish Institute for Medical Simulation, Herlev, Denmark)

– 2.21 – Section 2 WEDNESDAY Section 2

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

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

3 Onyx 1.10 Effectiveness of a newly developed mannequin-based training simulator for central venous catheterization Masahiro 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 Medicine Hernando Matiz*, Claudia Cifuentes, Adriana Torres and Miguel Ruiz (Universidad el Bosque, Bogotá, Columbia)

3 Onyx 2 Posters: Methods of teaching and learning

Chairperson: Stephen Brigley 1430-1600 Location: Onyx Lounge Abstracts: page 54

3 Onyx 2.1 Learning ophthalmology by game playing A 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 in histology and histopathology Benjamin 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 integrated modules: a study in the Medical School at King Abdul Aziz University, Saudi Arabia Awdah Al-Hazimi* and Margery Davis (King Abdul Aziz University, Physiology Department, College of 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 work Julie Struthers*, Predrag Bjelogrlic, Maureen Crosby, Ruth Cruickshank, Susie Whiten and Jim Aiton (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 Iran Azita 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 care Mahdi 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. reality HaeJin Jeong, Sangyeoup Lee*, Sungsoo Kim, YunJin Kim, HaeKyu Kim, SeongWan Baik, ByungYong Rhim, 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 Learning session Glynn Till, Hettie Till, Allan Freedman and Stuart Kinsinger (Canadian Memorial Chiropractic College, Toronto, Ontario, Canada)

– 2.22 – Section 2 WEDNESDAY Section 2

3 Topaz 1 Posters: Student support

Chairperson: Anne Garden 1430-1600 Location: Topaz Lounge Abstracts: page 57

3 Topaz 1.1 The role of pastoral care in a medical school E 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 quality Azra Shamsdin* and Sohrab Najafipour (Fasa University of Medical Sciences, Microbiology Department, 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 neuroanatomy difficulties P 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 to doctors. Reflecting 6 years of experience in medical education Radim Licenik*, Cestmir Cihalik, Lenka Doubravska, Daniela Jelenova, Petr Jindra, Pavel Kurfürst, Jarmila Potomkova, Renata Simkova, Filip Wagner and Iveta Zedkova (Palacky University Faculty of Medicine, Olomouc, Czech Republic)

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

3 Ruby 1 Posters: Education environment

Chairperson: Shake Seigel 1430-1600 Location: Ruby Lounge Abstracts: page 58

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

3 Ruby 1.2 Dundee Ready Education Environment Measure (DREEM) inventory in defining the difficulties of the undergraduate curriculum at the Medical Faculty 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 achievement in medical education Lotte 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 academic and non-academic teaching hospitals Martine Raphaël*, Klarke Boor, Franciska Koens, Scheltus van Luijk, Fedde Scheele and Ronnie van Diemen-Steenvoorde (VU University Medical Center, Department of Medical Education, Amsterdam, Netherlands)

3 Ruby 1.5 Pre-Registration House Officers’ perception of the educational environment within NHS Tayside Lawson Barclay (Dundee, UK)

– 2.23 – Section 2 WEDNESDAY Section 2

3 Ruby 2 Posters: Basic sciences

Chairperson: Eugène Custers 1430-1600 Location: Ruby Lounge Abstracts: page 60

3 Ruby 2.1 The haze of basic sciences in a PBL curriculum – like it or hate it Andreas 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 examination S Berghoff*, J Schulze*, F Seibert-Alves, U Kersken-Nuelens and F Nuernberger (Johann Wolfgang Goethe University, Senckenbergische Anatomy, Frankfurt/Main, Germany)

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

3 Ruby 2.4 Genetics teaching in medical schools 2003 Helen 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 in undergraduate medicine and Psychology programs in Turkey: a survey on curricula and perceptions Gonul O Peker*1, 2, 3, 4, Eser Sozmen2,5, Vedat Evren2,3, Oguz Gozen2,3 and Ferhan G Sagin2,5 (Ege University, 1Center for Brain Research, 2Faculty of Medicine, 3Dept. of Physiology, 4Dept. of Medical Education, 5Dept. of Biochemistry, Izmir, Turkey)

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

3 Ruby 2.7 Students’ experience of learning anatomy in a problem-based curriculum: a qualitative study L 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 COFFEE Viewing Exhibition and Posters

– 2.24 – Section 2 WEDNESDAY Section 2

SESSION 4: Simultaneous sessions

4AUD Symposium: Accreditation of institutions and programmes in medical education

Chairperson: Hans Karle (World Federation for Medical Education, Denmark) 1630-1800 Location: Auditorium Abstracts: page 62

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

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

4AUD3 Establishment of a national accreditation system – the Iran experiences Azim 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-based procedures Richard Hays (James Cook University, Australia)

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

General discussion

4A Symposium: Complex Adaptive Systems

Panel: Tim Holt (University of Warwick, UK), Stewart Mennin (University of New Mexico, USA) (Chairperson), Jim Price (Brighton & Sussex Medical School, Brighton, UK), Joachim Sturmberg, Monash University, Australia) 1630-1800 Location: Room A Abstract: page 63

4B Short Communications: Problem Based Learning: implementing a course

Chairperson: David Taylor Opening Discussant: Hossam Hamdy Location: Room B Abstracts: page 63

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

1645-1700 4B 2 The transition to PBL: making sure the PBL model is explicit for students Ray 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 the Humboldt University Berlin, Berlin, Germany)

1715-1730 4B 4 Evaluating practice and career outcomes for nurses completing distance learning degree programmes Linda 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)

1745-1800 Discussion

– 2.25 – Section 2 WEDNESDAY Section 2

4C Short Communications: Teaching and learning communication skills 2

Chairperson: Knut Aspegren Opening Discussant: Adam Fraser Location: Room C Abstracts: page 64

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

1645-1700 4C 2 Multicultural society: a transcultural communication training in a medical curriculum Reyis 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 of communication skills during preclinical training: a longitudinal study Sarah 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 junior medical students Priyasuda Hetrakul*, Amornsri Chunharas and Boonmee Sathapatayavongs (Mahidol University, Faculty of Medicine, Bangkok, Thailand)

1745-1800 Discussion

4D Short Communications: Multiprofessional education and teamwork

Chairperson: Marcel D’Eon Opening Discussant: Athol Kent Location: Room D Abstracts: page 66

1630-1645 4D 1 Improving multiprofessional teamwork in operating theatres through collaborative inquiry Alan 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 facilitate interprofessional 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 obstetric emergencies Ron Brendel, Marion Heres* and Fedde Scheele* (SLAZ, Amsterdam, Netherlands)

1715-1730 4D 4 Does team building training improve interprofessional education? A prospective study U 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 and organizational facilitation on educational quality R E Stalmeijer*, W H Gijselaers, H A P Wolfhagen, S Harendza and A J J A Scherpbier (Maastricht, Netherlands)

1745-1800 Discussion

– 2.26 – Section 2 WEDNESDAY Section 2

4E AMEE Fringe 1

Chairperson: Rachel Ellaway Location: Room E Abstracts: page 67

1630-1650 4E 1 Embedding students at sea – effective learning with people with special limitations Moira 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 education S 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 Medicine Peter 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 and communication skills in end of life care Anita Singh, Dori Seccarechia, Kerry Knickle and Diana Tabak (CRE-SPP, Toronto, Canada)

1750-1800 Discussion

4F Workshop: Feedback: closing the teaching-learning loop in clinical skills

Location: Room F Abstract: page 68 1630-1800 4F Workshop: Feedback: closing the teaching-learning loop in clinical skills Debra Nestel, Roger Kneebone, Heather Fry (Imperial College London, Division of Neuroscience, London, UK)

4H Workshop: Preparing and delivering better lectures

Location: Room H Abstract: page 68 1630-1800 4H Workshop: Preparing and delivering better lectures Reuben M Gerling (Nihon University School of Medicine, Chiba, Japan)

4L Short Communications: e-Learning: the virtual learning environment

Chairperson: Netta Notzer Opening Discussant: David Byrne Location: Room L Abstracts: page 68

1630-1645 4L 1 A structured review activity to promote learning in a web-based course: a randomized, controlled trial David 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 PBL undergraduate medical curriculum Bas A de Leng*, Diana H J M Dolmans, Arno M M Muijtjens and Cees P M van der Vleuten (University of Maastricht, Department of Educational Development and Research, Maastricht, Netherlands)

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

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

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

1745-1800 Discussion

– 2.27 – Section 2 WEDNESDAY Section 2

4M Short Communications: Portfolios in teaching and assessment 2

Chairperson: Lindsey Henson Opening Discussant: Olle ten Cate Location: Room M Abstracts: page 70

1630-1645 4M 1 Conditions for successful use of portfolios for reflection E 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 results Hanke Dekker*, Johanna Schonrock-Adema, Jelle Geertsma and Janke Cohen-Schotanus (University Medical Centre Groningen, Faculty of Medical Sciences, Groningen, Netherlands)

1700-1715 4M 3 Portfolio interviews – a useful assessment strategy V 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 of medicine, University of Valparaiso Peter McColl*, Pamela Eguiguren, Ernestina Esparza, Silvia Ulloa and Jorge Gregoire Universidad de Valparaiso Chile, Vina del Mar, Chile)

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

1745-1800 Discussion

4N Short Communications: Different approaches to evaluating a curriculum

Chairperson: Niall Byrne Opening Discussant: Location: Room N Abstracts: page 71

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

1645-1700 4N 2 Development and validation of a prospective, random sample method for measuring study-time and learning context: data of 8 326 24-hour registrations from 347 medical students during four academic years J 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 from trips? P Supasai*, Y Tongpenyai, P Ambua, S Ambua, P Thanomsingh and T Himman-ngan (Nakhon Ratchasima Province, Thailand)

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

1730-1745 4N 5 Using student and alumni input in curriculum planning Clarke 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 evaluation J Van der Veken, A Derese*, L Schuwirth and J de Maeseneer (Ghent University, Faculty of Medicine and Health Sciences, Centre for Education Development, Gent, Belgium)

– 2.28 – Section 2 WEDNESDAY Section 2

4O Short Communications: Postgraduate assessment

Chairperson: Judith Armbruster Location: Room O Abstracts: page 72

1630-1645 4O 1 A behavioural rating system for surgeons’ non-technical skills S 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 reliable and feasible component of a national assessment programme? J Archer*, J Beard, J Norcini, L Southgate and H Davies (University of Sheffield, Medical Education Research Building, Sheffield, UK)

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

1715-1730 4O 4 How to evaluate physician-in-training professional growth. The RIME framework approach for professional development during residents’ rotations in critical care medicine A 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 tutors views M G K Dijksterhuis*, L W T Schuwirth, J G Nijhuis, G G M Essed, D D M Braat and F Scheele (Ikazia Hospital, Rotterdam, Netherlands)

1745-1800 4O 6 Computer-based key-feature exam – emergency care medicine Th. 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 curriculum

Location: Room R Abstract: page 74 1630-1800 4R Workshop: Learning to teach: Peer Assisted Learning in the medical curriculum Michael Ross1, Phillip Evans1, Katie Gowing1, Kirsty Ross1, Paul de Roos2 and Salmaan Sana2 (University of Edinburgh1, 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 Project

Location: Room T Abstract: page 74 1630-1800 4T Workshop: Implementing Competency Frameworks in medical education: theory and lessons from the CanMEDS Project Jason R Frank and Nadia Z Mikhael (Royal College of Physicians and Surgeons of Canada, Ottawa, Canada)

– 2.29 – Section 2 WEDNESDAY Section 2

4U Workshop: Supporting trainers in promoting professionalism

Location: Room U Abstract: page 74 1630-1800 4U Workshop: Supporting trainers in promoting professionalism Andrew Long, Kit Byatt, Gordon Jackson, Andrew Jeffrey and Liz Spencer (National Association of Clinical Tutors, London, UK)

4 Onyx 1 Posters: Clinical teaching and learning

Chairperson: John Dent 1630-1800 Location: Onyx Lounge Abstracts: page 75

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

4 Onyx 1.2 Assessing the clinical skills of nursing students Sakineh 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 consent among doctors and medical students in Chantaburi Province K Sawasdichai*, S Kaewtrakarnwong, P Teerakitpisal, R Kitjarak, W Prasongthum, J Pattanapanit and O Mahothorn (Prapokklao Hospital, Medical Education Center, Chantaburi, Thailand)

4 Onyx 1.4 Development of clinical decision making in veterinary medicine Stephan 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 rotation Isabela M Benseñor*, Eliane R Tomic, Patrícia L Bellodi, Milton A Martins and Maria de Fátima A Collares (University of São Paulo, Faculty of Medicine , São Paulo, Brazil)

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

4 Onyx 1.7 What attributes correlate with medical students’ ease of transition into the clinical 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 principles A B Bijnen, P Kievit*, A E R Arnold, M L C Stikkel and H M Maathuis (Free University Medical Centre, Institute of Medical Education, and Foreest Institute, Bergen, Netherlands)

4 Onyx 2 Posters: Curriculum strategies

Chairperson: 1630-1800 Location: Onyx Lounge Abstracts: page 77

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 curriculum Judith Kitzes*, Renate Savich, Summers Kalishman and Craig Timm (University of New Mexico, Health Sciences Center, School of Medicine, Albuquerque, USA)

– 2.30 – Section 2 WEDNESDAY Section 2

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

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

4 Onyx 2.5 About the integrated (module) system of education at the Kyrgyz State Medical 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 3rd medical year at FCS-UBI, Covilha, Portugal J 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 centered educational methods of learning M Anwar, S Khademi*, M H Meshkibarf, J Feridoni and A Ebrahimi (Fasa University of Medical Sciences, Fars, Iran)

4 Onyx 2.8 Teaching the essential, supporting wider knowledge: core and elective courses Bogdan 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 medical students to assess medical and socioeconomic issues of obese patients Eileen Seeholzer, Brian Chow and Margaret Gross* (Cleveland, USA)

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

4 Topaz 1 Posters: Postgraduate speciality training

Chairperson: Alison Bullock 1630-1800 Location: Topaz Lounge Abstracts: page 79

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

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

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

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

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

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

– 2.31 – Section 2 WEDNESDAY Section 2

4 Ruby 1 Posters: The setting for clinical teaching and learning

Chairperson: Trudie Roberts 1630-1800 Location: Ruby Lounge Abstracts: page 81

4 Ruby 1.1 Student and teacher perceptions of an undergraduate voluntary Pediatric Private-Praxis-Prevention Project (PPPPP) at Heidelberg University H 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 family practice M 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 education program for the fifth grade students. A report on its early phase data Kenichi 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: comparison between community-based and university hospitals K 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 clinical residencies: a proposal J 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 students G 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 Medicine Clerkship of a Greek Medical School E 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 (Aristotle University of Thessaloniki, Medical School, Thessaloniki, Greece)

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

4 Ruby 1.9 Developing a multi-professional clinical skills laboratory in North Devon Julian 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 institution A 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 education

Chairperson: Marc Soethout 1630-1800 Location: Ruby Lounge Abstracts: page 83

4 Ruby 2.1 Does the intern year nuture ethical and professional development? Perceptions of interns F 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 onset of physical illness among medical students Nahid Khajehmougahi (Ahwaz Jundishapour University of Medical Sciences, Department of Psychiatry, Ahwaz, Iran)

– 2.32 – Section 2 WEDNESDAY Section 2

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

4 Ruby 2.4 What determines the choice of including obstetrics in a future medical career? 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’s advancement in medicine and academia: barriers and future perspectives Ewa 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 Cruise Departure by boat from RAI Harbour and return to city centre location

– 2.33 – Section 2 THURSDAY Section 2

Thursday 1 September

0715-1800 Registration desk open RAI Congress Center, Amsterdam

SESSION 5: Plenary

Plenary Medical education research and its translation into teaching and clinical practice

Chairperson: Kirsti Lonka Location: Auditorium Abstracts: page 87

0830-0900 5.1 The urgent need for more research into medical education Henk Schmidt (Erasmus University Rotterdam, Netherlands) Henk Schmidt is a professor of psychology at Erasmus University’s Faculty of Social Sciences and founding dean of its problem-based psychology curriculum. His areas of interest are learning 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 cited Dutch educational psychologists. Twice he received the “Outstanding paper by an established investigator” Award of the American Educational Research Association. 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 Euro international 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 education Yvonne Steinert (Faculty of Medicine, McGill University, Montreal, Canada) Yvonne Steinert, Ph.D., a clinical psychologist and Professor of Family Medicine, is the Associate Dean for Faculty Development, the Assistant Director of the Centre for Medical Education in the Faculty of Medicine, and the Director of International Projects in the Department of Family Medicine at McGill University. Her educational interests relate to teaching and learning in medicine, the impact of faculty development on the individual and the organization, and the continuing professional development of faculty members. She has been involved in the design and delivery of faculty development activities both nationally and internationally, and she has written extensively about medical education and faculty development.

0930-1000 5.3 From knowledge to implementation Professor Martina Cornel, Vrije Universiteit, Amsterdam, Netherlands Martina C Cornel trained as a physician and epidemiologist. Since 2002 she has worked as a professor of Community Genetics at the VU University Medical Center in Amsterdam. Her research topics include the prevention of neural tube defects and other diseases by folic acid and Down syndrome in older mothers.

1000-1030 Discussion

1030-1100 COFFEE Viewing of posters and exhibits

– 2.34 – Section 2 THURSDAY Section 2

SESSION 6: Simultaneous sessions

6AUD Symposium: Bologna process and medical education

Chairperson: Hans Karle (World Federation for Medical Eduation, Copenhagen, Denmark) and David Gordon (AMSE/ University of Manchester, UK) 1100-1230 Location: Auditorium Abstracts: page 88

6AUD 1 The WFME-AMEE statement on the Bologna process Leif 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 Declaration Jadwiga Mirecka (Jagiellonian University Medical School, Poland)

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

6A Symposium: Research in education

Panel: 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) 1100-1230 Location: Room A Abstract: page 89

6B Short Communications: e-Assessment 1

Chairperson: Anselme Derese Opening Discussant: Ina Treadwell Location: Room B Abstracts: 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 studies Shekhar M Kumta* and James Ware (Chinese University of Hong Kong, Department of Orthopaedics and Traumatology, Shatin, Hong Kong)

1130-1145 6B 3 Technical and legal security problems of web-based assessment systems and possible solutions J 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 reasoning J G Wiese* and D Anderson (Tulane School of Medicine, Department of Medicine, New Orleans, USA)

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

1215-1230 Discussion

– 2.35 – Section 2 THURSDAY Section 2

6C Short Communications: Teaching and learning about research

Chairperson: Dan Federman Opening Discussant: Elaine Dannefer Location: Room C Abstracts: page 90

1100-1115 6C 1 Medical students’ perceived improvement of medical research training skills and their results on a written exam after two different courses Franciska 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 experience N 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 physicians K 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 investigators Joseph 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’ beliefs Wendy McCombes (NHS Education for Scotland, East and North East, Dundee, UK)

1215-1230 Discussion

6D Short Communications: Student support

Chairperson: Glynn Till Opening Discussant: Hans Jacob Westbye Location: Room D Abstracts: page 91

1100-1115 6D 1 The ‘Home Group’: a new approach to student support David 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 tutor Caroline 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 program introduced in a Brazilian Medical School M F A Colares, M Castro*, C M Peres, J F C Figueiredo, A D C Passos, M L V Rodrigues, R B Oliveira and L E A Troncon(University of Sao Paulo, Departamento de Clinica Medica, Ribeirao Preto, Brazil)

1145-1200 6D 4 Pastoral support systems for medical students Gill 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 final examination from performance early in the medical course A L Tonkin* and J N Hudson (University of Adelaide, Medical Education Unit, Adelaide, Australia)

1215-1230 Discussion

6E Workshop: Designing and organizing reliable case-based tests with Short-Answer-Questions (SAQs)

Location: Room E Abstract: 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)

– 2.36 – Section 2 THURSDAY Section 2

6F Workshop: Personal and professional development – effective practices

Location: Room F Abstract: page 93 1100-1230 6F Workshop: Personal and professional development – effective practices Iain Robbé (School of Medicine, Cardiff University, Cardiff, UK) and Debra Nestel (Imperial College, London, UK)

6G Workshop: Effective communication in the health professions

Location: Room G Abstract: page 93 1100-1230 6G Workshop: Effective communication in the health professions Hannah S Kedar (The Hebrew University, Jerusalem, Israel)

6H Workshop: Standardized assessment of reasoning in context of uncertainty: the script concordance test (SCT)

Location: Room H Abstract: page 93 1100-1230 6H Workshop: Standardized assessment of reasoning in context of uncertainty: the script concordance test (SCT) B Charlin and B Carrière (University of Montreal, Canada)

6L Short Communications: Doctors practising in a different country

Chairperson: James Hallock Location: Room L Abstracts: page 94

1100-1115 6L 1 The West Midlands regional Clinical Attachment Scheme for international doctors Mohamed 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 cultural competencies F Burg (State of Alabama, Huntsville, USA)

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

1145-1200 6L 4 The case for internationalizing graduate medical education J 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 Canadians studying abroad M 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 educators David E Blackmore*, Peter McCrorie, Lambert Schuwirth and Lesley Southgate (The Medical Council of Canada, Ottawa, Ontario, Canada)

No discussion

– 2.37 – Section 2 THURSDAY Section 2

6M Short Communications: Written assessment

Chairperson: Clarke Hazlett Opening Discussant: Larry Gruppen Location: Room M Abstracts: page 95

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

1115-1130 6M 2 Effects of changing answers in multiple choice examinations on students’ scores Hossein 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 school performance C Noor*, A Owen, G K Mahadev, P A O’Neill and G J Byrne (University of Manchester, Universities Medical Assessment Partnership, Manchester, UK)

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

1215-1230 Discussion

6N Short Communications: Standardized/simulated patients

Chairperson: Subha Ramani Opening Discussant: Graceanne Adamo Location: Room N Abstracts: page 96

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

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

1130-1145 6N 3 Standardized patients and long psychiatry examination simulations Nancy 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 the performance of medical students during their internships K 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 module Tony Errichetti* and John R Boulet (Philadelphia College of Osteopathic Medicine, Philadelphia, USA)

1215-1230 Discussion

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6O Short Communications: Postgraduate 360o assessment

Chairperson: Bryan Burford Opening Discussant: Location: Room O Abstracts: page 98

1100-1115 6O 1 360 degrees assessment of interns in internal medicine A 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 assessment process F 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 clinical directors David Wall*, Hugh Rayner and Robert Palmer(West Midland Deanery, PMDE, Institute of Research and Development Building, Birmingham, UK)

1145-1200 6O 4 Team assessment of behaviour: the assessors and their ratings – doves and hawks? 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 to assess practicing anesthesiologists Jocelyn Lockyer*, Claudio Violato and Herta Fidler (University of Calgary, Health Sciences Centre, Calgary, Alberta, Canada)

1215-1230 Discussion

6R Workshop: The International Virtual Medical School – IVIMEDS

Location: Room R Abstract: page 99 1100-1230 6R Workshop: the International Virtual Medical School – IVIMEDS David A Davies and Ronald M Harden (IVIMEDS, Dundee, UK)

6S Workshop: Making education count in the promotion and tenure process

Location: Room S Abstract: page 99 1100-1230 6S Workshop: Making education count in the promotion and tenure process Linda Nieman (University of Texas, Houston, USA) and Louise Nasmith (University of Toronto, Canada)

6T Workshop: A multidisciplinary initiative to create a resource for integrating women’s health into the medical school curriculum: an overview and practicum

Location: Room T Abstract: page 99 1100-1230 6T Workshop: A multidisciplinary initiative to create a resource for integrating women’s health into the medical school curriculum: an overview and practicum William Metheny (Brown University School of Medicine, Providence, USA)

6U Workshop: Clinical skills – where next?

Location: Room U Abstract: page 100 1100-1230 6U Workshop: Clinical skills – where next? Paul Bradley (Peninsula Medical School, Plymouth, UK)

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6 Onyx 1 Posters: Continuing Professional Development/Continuing Medical Education

Chairperson: Kit Byatt 1100-1230 Location: Onyx Lounge Abstracts: page 100

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

6 Onyx 1.2 An interactive playing cards workshop on asthma – an innovative educational method F Borduas*, M Rouleau, L P Boulet, M Marrin, J Bouchard and J Blais (Laval University, Clinique Medicale de Neufchatel, Québec, Canada)

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

6 Onyx 1.4 Promotion of management education to institution-based physicians as part of continuing professional development Christina Ang*, Ling-Huey Chua and Peter Mack (Singapore General Hospital, Postgraduate Medical Institute, Singapore)

6 Onyx 1.5 Dentists’ opinions about CME efficacy programs in Ahvaz, Iran Seyed Reza Saeidian*, Abdolhossein Shakurnia and Maryam Ashrafi-zadeh (Ahvaz Joundi-shapoor University 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 perspectives Taina Mäntyranta*, Timo Tolska, Juha Pekka Turunen and Hannu Halila (Centre for Pharmacotherapy Development, Helsinki, Finland)

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

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

6 Onyx 2 Posters: e-Learning and the virtual learning environment

Chairperson: Moira Maley 1100-1230 Location: Onyx Lounge Abstracts: page 102

6 Onyx 2.1 User support as a critical success factor in the implementation of a virtual learning environment Peter 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 issues Kingsley Osonnaya* and Comfort Osonnaya (Queen Mary, University of London, Epidemiology and Education Unit, London, UK)

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

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

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6 Onyx 2.5 A generic visual model for supporting outcome-based placement learning with ICT H 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 a Virtual Learning Environment L 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 nationwide medical computer-based training database Mathijs Doets*, Peter M Bloemendaal, Frank G Diepmaat, Martien J Quaak and Pieter F de Vries Robbé (Erasmus MC, OIG - Institute of Education, Rotterdam, Netherlands)

6 Onyx 2.8 Paediatric nutrition: how to make a problem-based CD for nationwide application J 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 feedback D 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 1

Chairperson: Henk van Berkel 1100-1230 Location: Topaz Lounge Abstracts: page 105

6 Topaz 1.1 Why do students rate poorly their tutors on feedback? A prospective study Anne 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-tutorial Tri 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 the Nelson 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 for nine postgraduate residents in psychiatry John Olav Roaldset*, Olav Linaker, John Christian Fløvig, Eystein Stordal, Kjersti Brandtzaeg and Torstein 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 undergraduate course: 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 assess different 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 learning Alyson 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 program Yolanda Marin-Campos*, Bertha Maria Nájera-Tijerina and Alberto Vázquez-Tapia (National Autonomous University of Mexico, Mexico)

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6 Ruby 1 Posters: Postgraduate training: the early years

Chairperson: Charlotte Ringsted 1100-1230 Location: Ruby Lounge Abstracts: page 107

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

6 Ruby 1.2 From PRHO to F2: perspectives from Junior Doctors Julie Bedward, Ian Davison, Robert Palmer, Peter Spurgeon and Hywel Thomas* (University of Birmingham, 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 & Dental Education, Birmingham, UK)

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

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

6 Ruby 1.6 Implementation and evaluation of the UK Foundation Programme for junior doctors: a pilot study in Northumbria Healthcare NHS Trust C 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 skills J Kidd*, M Allen, M Walzman, P O’Hare and E Peile (University of Warwick, Warwick Medical School, Coventry, UK)

6 Ruby 1.8 Advanced life support education for junior medical officers Rachel 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 their specialties in Shiraz University of Medical Sciences in 2004 Rita Rezaee*, Ali Reza Mesbahi and Maryam Abdollahi (EDC Center, Shiraz, Iran)

6 Ruby 2 Posters: Selection for medicine

Chairperson: Phillip Evans 1100-1230 Location: Ruby Lounge Abstracts: page 109

6 Ruby 2.1 More women in medicine – is there a problem? A literature review of the changing gender composition, structures and occupational cultures in medicine Sue 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 performance B Mompeó (University of Las Palmas de Gran Canaria, Departamento de Morfolgia, Las Palmas de Gran Canaria, Spain)

6 Ruby 2.3 Medical and dental students in Portugal: personality traits Maria 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 Education Center, Hatyai Hospital, Thailand Saoda Yudthasompop*, Boonyarat Warachit and Pairoj Boonluksiri (Hatyai Hospital, Hatyai Medical Education Centre, Songkla, Thailand)

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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 (Hatyai Hospital, Hatyai Medical Education Centre, Songkla, Thailand)

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

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

6 Ruby 2.9 Academic performance of Phase I Students at Bapkent University, Faculty of Medicine: six-year experience E Ooup*, S Turkoolu, M Demirbilek, F Pahin, B Demirhan, L Pepkircioolu, H Muderrisoolu and Z Kayhan (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 LUNCH Viewing of exhibits and posters

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

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SESSION 7: Simultaneous sessions

7AUD Symposium: Evidence based teaching

Marilyn 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) 1430-1600 Location: Auditorium Abstract: page 112

7A Short Communications: e-Problem Based Learning

Chairperson: Peter McCrorie Opening Discussant: Location: Room A Abstracts: page 112

1430-1445 7A 1 Learning basic sciences mechanisms using PBL scenarios on the web Bjorn 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 points M L Gonzalez and A J Salmoni* (Cardiff University College of Medicine, Department of Dermatology, Cardiff, UK)

1500-1515 7A 3 Virtual tutorials during clinical clerkship A 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-based learning Marc Brisbourne*, Stephen Aaron and David Begg (University of Alberta, Faculty of Medicine and Dentistry, Edmonton, Alberta, Canada)

1545-1600 Discussion

7B Short Communications: The OSCE 1

Chairperson: Charlotte Rees Location: Room B Abstracts: page 113

1430-1445 7B 1 The birth and world-wide adoption of the OSCE: an advanced socio-historical study Brian 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 skills OSCE G 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 an Objective Structured Clinical Examination (OSCE) in Neonatal-Perinatal Medicine Brian Simmons*, Ann Jefferies, Deborah Clark, Jodi McIlroy, Diana Tabak and Program Directors of the Neonatal-Perinatal Medicine Programs of Canada (2002-03) (Sunnybrook & Women’s College of Health Sciences Centre, Department of Newborn & Developmental Paediatrics, Toronto, Canada)

1515-1530 7B 4 Introduction of practical OSCE at Royal Veterinary College S 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, Medical Education Unit, Aberdeen, UK)

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1545-1600 7B 6 Self evaluation correlated poorly with residency admission grades on OSCE-based test Julio 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 (University of Sao Paulo Medical School, Sao Paulo, Brazil)

No discussion time

7C Short Communications: Community Based Medical Education

Chairperson: Ahmed Fahal Opening Discussant: John Bligh Location: Room C Abstracts: page 115

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

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

1500-1515 7C 3 The use of pilot educational projects as important steps in the curriculum innovation process: the experience of a Greek Medical school A 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 Tsunami Indika Karunathilake*, Lanka Alagiyawanna, Nilanka Wickramarathne, Kremlin Wickramasinghe and Dujeepa Samarasekera (University of Colombo, Faculty of Medicine, Colombo, Sri Lanka)

1530-1600 Discussion

7D Short Communications: Evaluation of teachers

Chairperson: Linda Snell Opening Discussant: Anita Glicken Location: Room D Abstracts: page 116

1430-1445 7D 1 Measuring the hearts and minds of clinical teachers: construct validity of a multi- dimensional scale Thomas 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 teaching Lars Owe Dahlgren, Bjorn E Eriksson, Hans Gyllenhammar, Maarit Korkeila, Annika Saaf-Rothoff, Annika Wernerson and Astrid Seeberger* (Karolinska Institutet, Inst CLINTEC, Stockholm, Sweden)

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

1515-1530 7D 4 Relation between personal character, teaching methods and knowledge capabilities of academic staff Abdolali 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 leaders Kit Byatt*, David Wall and Andrew Long (Hereford County Hospital/NACT, Department of Geriatric Medicine, Hereford, UK)

1545-1600 Discussion

– 2.45 – Section 2 THURSDAY Section 2

7E Short Communications: Evaluating the international medical student and doctor

Chairperson: William Burdick Opening Discussant: Zubair Amin Location: Room E Abstracts: page 117

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

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

1500-1515 7E 3 Medical education and one world medicine N 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, Canada D Bruce Holmes*, Robert F Maudsley, Alexa Fotheringham, Linda Mosher, Kevin Bourke, Gwen MacPherson and Cameron Little (Dalhousie University, Faculty of Medicine, Halifax, Nova Scotia, Canada)

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

1545-1600 Discussion

7F Workshop: Ibero-America Group: current challenges in medical education: an overview from AMEE and PAFAMS

Location: Room F Abstract: page 118 1430-1600 7F Workshop: Ibero-America: current challenges in medical education: an overview from AMEE and PAFAMS Margarita Barón-Maldonado (AMEE), Alejandro Cravioto and Pablo Pulido (PAFAMS)

7G Workshop: Crisis resource management for healthcare professionals – a new six step approach

Location: Room G Abstract: page 118 1430-1600 7G Workshop: Crisis resource management for healthcare professionals – a new six step approach Michael Mueller, Mike Haensel, Soeren Weber (Interdisciplinary Simulation Center ISIMED, Department of Anaesthesiology, University of Technology, Dresden, Germany)

7H Workshop: Towards a core curriculum for Psychology in undergraduate medicine

Location: Room H Abstract: page 119 1430-1600 7H Workshop: Towards a core curriculum for Psychology in undergraduate medicine Christine Bundy and Lis Cordingley (University of Manchester Medical School, UK); Sarah Peters (University of Liverpool Medical School, UK); and Judy Rock (University of Keele Medical School, UK)

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7L Short Communications: e-Learning: virtual patients

Chairperson: Terry Poulton Opening Discussant: David Davies Location: Room L Abstracts: page 119

1430-1445 7L 1 A new incentive for guideline implementation: evidence – and case-based learning on the internet Horst Christian Vollmar*, Cornelia-Christine Schurer-Maly, Lothar Heymanns, Nik Koneczny, Justina Engelbrecht, 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 scenarios S Huwendiek*, S Koepf, B Hoecker, J Heid, M Bauch, H M Bosse, M Haag, F J Leven, G F Hoffmann and B Toenshoff (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 application Hemal Thakore*, Tim McMahon and Peter Dervan (University College Dublin, Department of Pathology, Dublin, Ireland)

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

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

1545-1600 Discussion

7M Short Communications: What is professionalism?

Chairperson: Laurence Gardner Opening Discussant: Location: Room M Abstracts: page 120

1430-1445 7M 1 How significant is Emotional Intelligence in the professional nature of undergraduate medical students? Elizabeth Austin, Phillip Evans*, Katie O’Hanlon and Belinda Magnus (University of Edinburgh, College of Medicine and Veterinary Medicine, Edinburgh, UK)

1445-1500 7M 2 From vocation to profession – medical students’ reflections on being a doctor Eva 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 doctors Susan 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’ views Patsy Stark*, Chris Roberts and Catherine Gray (The University of Sheffield, Academic Unit of Medical Education, Sheffield, UK)

1530-1545 7M 5 Ethics for teachers Talat Ahmed*, Tasleem Rasool, Habib Ahmed Qureshi, Salma Shah, Ahmed Yaqeen-ud-Din, Ali Qawar Alam and Sher Dil Khan (Shifa College of Medicine, Islamabad, Pakistan)

1545-1600 Discussion

– 2.47 – Section 2 THURSDAY Section 2

7N Short Communications: Understanding teaching and learning

Chairperson: Eiad Al-Faris Opening Discussant: Sharon Krackov Location: Room N Abstracts: page 122

1430-1445 7N 1 Relationship between personality traits and cognitive style within Medical School Paul F Wimmers, Marije van Mannekes* and Gerard J Baars (University Medical Centre Rotterdam, Erasmus MC, Rotterdam, Netherlands)

1445-1500 7N 2 Changes in student learning styles a year after admission to the Aga Khan University Medical College Jamsheer 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 Copenhagen longitudinal study of medical students learning and professional development Ingeborg Netterstrom*, Bettina Tjagvad, Knut Aspegren and Lars Kayser (Center for Educational Development in Health Sciences, PUCS, Kobenhavn, Denmark)

1515-1530 7N 4 Developing a framework for the study of relevant variables of feedback processes in clinical education Monica van de Ridder*, Karel Stokking and Olle ten Cate (University Medical Centre Utrecht, School of Medical Studies, Utrecht, Netherlands)

1530-1545 7N 5 Very long-term retention of basic science knowledge Eugène J F M Custers* and Olle Th. J. ten Cate (University Medical Center Utrecht, UMC School of Medical Sciences, Utrecht, Netherlands)

1545-1600 Discussion

7O Short Communications: General Practice/Family Medicine 1

Chairperson: Val Wass Opening Discussant: Jon Dowell Location: Room O Abstracts: 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 Primary Care Physicians and patient outcomes in Israel: a controlled trial and qualitative study S 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 simulated patients and residents to get it right Evelyn 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 Practitioners Michou 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 training Simon Plint*, Fiona Patterson and Pat Lane on behalf of the GP National Recruitment Steering Group (Oxford PGMDE, Oxford, UK)

1545-1600 Discussion

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7R Workshop: Tobacco treatment education: strategic planning for successful curricula

Location: Room R Abstract: page 124 1430-1600 7R Workshop: Tobacco treatment education: strategic planning for successful curricula John 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 items

Location: Room S Abstract: page 125 1430-1600 7S Workshop: A framework for analyzing the quality of multiple-choice items André 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 education

Location: Room T Abstract: page 125 1430-1600 7T Workshop: Student involvement in quality improvement of medical education P.D.G. de Roos, M. Al Dulaimy, S.J. van Luijk (VUMC, Amsterdam, Netherlands)

7U Workshop: The role of needs assessments in designing teacher training programmes for medical residents

Location: Room U Abstract: page 125 1430-1600 7U Workshop: The role of needs assessments in designing teacher training programmes for medical residents Jamiu O. Busari and Bart H. M. Wolf (Department of Paediatrics, St Lucas Andreas Hospital, Amsterdam, Netherlands)

7 Onyx 1 Posters: Curriculum planning

Chairperson: Allan Carmichael 1430-1600 Location: Onyx Lounge Abstracts: page 125

7 Onyx 1.1 Our experiences with new teaching methodology T 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 nursing education M 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 Sad S Popovias, M Simiae, N Seèen*, Dj Pova•an, A Milièiae and D Klajiae (Faculty of Medicine Novi Sad, Serbia & Montenegro)

7 Onyx 1.4 Does changing the duration of medical undergraduate training from 6 to 5 years impact on preparedness for internship? E N Kwizera*, E L Mazwai and A B Nganwa-Bagumah (University of Transkei, Department of Pharmacology, Faculty of Health Sciences, Umtata, South Africa)

7 Onyx 1.5 Faculty members’ opinions toward designing of lesson plans in Ahvaz Joundi-Shapour University of Medical Sciences B Dashtbozorgi*, A Shakurnia, M Motlagh, M Fakoor (Ahvaz Joundi-Shapour University of Medical Sciences, Ahvaz, Iran)

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7 Onyx 1.6 Education state of Iranian undergraduate nursing students about disaster: viewpoints of students and their teachers Seyed 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 for developing a medical educational course in South Korea about North Korea and unification WooTaek Jeon*, Hyun-chul Kim, Chong-chan Lee and Sun Kim (Yonsei Medical School, Department of Medical Education, Seoul, Republic of Korea)

7 Onyx 1.8 The integration of dental medicine in family medicine curriculum: The Buddhachinaraj Hospital School of Medicine, Naraesuan University model Wallop Jansawang* and Yongyos Jariya (Buddhachinaraj Hospital, School of Medicine, Pitsanulok, Thailand)

7 Onyx 1.9 Development of a new profession and new professional educational program: the physician assistant in the Netherlands G van den Brink, R S G Holdrinet and K Harbert (Arnhem Nijmegen University, Nijmegen, Netherlands)

7 Onyx 2 Posters: Self assessment and formative assessment

Chairperson: Ara Tekian 1430-1600 Location: Onyx Lounge Abstracts: page 128

7 Onyx 2.1 How students on rotations think about their pharmacotherapeutic abilities and how they really do in practice E 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 within Objective 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 students Annie Murray (University of Adelaide, Medical Education Unit, South Australia, Australia)

7 Onyx 2.4 Facing uncertainty: medical and dental students’ perceptions and performance in self-assessing a formative examination in a problem-based curriculum G 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 OSCE Takato Ueno*, Ryuichiro Sakata, Tetsuhara Oriishi, Michio Sata and Ichiro Yoshida (Kurume University, 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, 2005 N Suchat (Buddhachinaraj Hospital, Phitsanulok, Thailand)

7 Onyx 2.8 Formative assessment of student nurses’ clinical skills using simulated patients Jane Coupe* and Jane Fisher (University of Bradford, Nursing Division School of Healthcare Studies, School of Health, Bradford, UK)

– 2.50 – Section 2 THURSDAY Section 2

7 Topaz 1 Posters: Outcome based education

Chairperson: Allan Cumming 1430-1600 Location: Topaz Lounge Abstracts: page 130

7 Topaz 1.1 Applying Bloom’s Taxonomy to educational objectives for professional behaviour. A case report Heiderose Ortwein*, Claudia Kiessling and Sebastian Schubert (Charité Medical School, Abteilung fuer Anaethesie und operative Intensivmedizin, Berlin, Germany)

7 Topaz 1.2 From learning objectives to competencies W Georg, W Burger*, C Kiessling and D Scheffner (Humboldt University of Berlin, Arbeitgtuppe Reformstudiengang Medizin, Berlin, Germany)

7 Topaz 1.3 Appreciation of specialty training by Dutch paediatric residents M F Raphaël*, G C B Bindels-de Heus, M F Schreuder, F C M Noom, S J van Luijk and J A A M van Diemen-Steenvoorde (Amsterdam, Netherlands)

7 Topaz 1.4 Teaching principles instead of facts Ute 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-based curriculum Bussaya Sujitranooch*, Usa Siriboonrit and Anupong Suthamnirand (Chonburi Hospital, Chonburi Medical Education Centre, Chonburi Province, Thailand)

7 Topaz 1.7 Identify core clinical skills for the undergraduate medical curriculum in Taiwan Min 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 education Marwa Sabe*, John Castor and Ileana L Pina (Case School of Medicine, Canton, USA)

7 Ruby 1 Posters: Postgraduate assessment

Chairperson: Bart Bijnen 1430-1600 Location: Ruby Lounge Abstracts: page 131

7 Ruby 1.1 Never mind the quality, feel the width? A closer look at SHO RITAs Ann 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 postgraduate assessment in paediatrics Sian Williams* and Tom Lissauer (Royal College of Paediatrics & Child Health, Examinations Department, London, UK)

7 Ruby 1.3 Formative assessment of family medicine residents in Catalonia: 2004- 2005 J 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 in Uzbekistan Dilbar Mavlyanova (Tashkent Pediatric Medical Institution, Tashkent, Uzbekistan)

7 Ruby 1.5 Assessment of the oral examination in an Anesthesia residency training program P Pukrittayakamee* and J Wacharasin (Mahidol University, Department of Anaesthesiology, Faculty of Medicine, Bangkok, Thailand)

– 2.51 – Section 2 THURSDAY Section 2

7 Ruby 1.6 Candidates’ self reported knowledge and skills during postgraduate training in psychiatry John 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 general practice L Plas*, A W M Kramer and B J A M Bottema (UMC St Radboud, Centre for Postgraduate Training in General Practice, Nijmegen, Netherlands)

7 Ruby 1.8 Assessing Foundation Programme year 2 trainees Helen Baker and Howard Young* (Cardiff University, Wales College of Medicine, School of Postgraduate Medical & Dental Education, Cardiff, UK)

7 Ruby 2 Posters: Standardized patients and clinical teaching

Chairperson: Jean Ker 1430-1600 Location: Ruby Lounge Abstracts: page 133

7 Ruby 2.1 Using patient simulations to ensure experience with the most important clinical pictures in gynaecology and obstetrics in an undergraduate clerkship P W Teunissen*, K Boor and F Scheele (Sint Lucas Andreas Ziekenhuis, Amsterdam, Netherlands)

7 Ruby 2.2 Education or examination – different strains on standardized patients M Schrauth*, N Schmulius, G Gross, A Kowalski, S Zipfel and U Martens (University Clinic of Tübingen, Department of Psychosomatic Medicine and Psychotherapy, Tübingen, Germany)

7 Ruby 2.3 Standardized patients in nursing education – a success for all Claudia Schlegel* and Maya Shaha (Berufsschule für Pflege Berner Oberland, Unterseen, Switzerland)

7 Ruby 2.4 Patients as teachers: expert patients and professional learning about the patient’s journey Andrea Armitage, Gill Bowskill, Julie Symons*, Fiona O’Neill, Penny Morris, Sue Kilminster and Trudie Roberts (University of Leeds, Medical Education Unit, Leeds, UK)

7 Ruby 2.5 Using self directed learning packs to support clinical skills training in undergraduate medicine G Hogg*, L Ambrose and J S Ker (University of Dundee, Clinical Skills Centre, Ninewells Hospital and Medical Centre, Dundee, UK)

7 Ruby 2.6 Dr WHO: development of a workshop for House Officer presentation for final year medical students G 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 infusion Christoph A Pfister* and Lars Egger (Regional Hospital Meyriez-Murten, Murten, Switzerland)

7CR1 Meet the Experts: Medical students from IFMSA

1430-1600 (See biography page 1.9) Location: Committee Room 1

1600-1630 COFFEE AND VIEWING EXHIBITS AND POSTERS

– 2.52 – Section 2 THURSDAY Section 2

SESSION 8: Simultaneous sessions

8AUD Symposium: Assessment in the context of postgraduate training

Panel: 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) 1630-1800 Location: Auditorium Abstract: page 136

8A Short Communications: e-Learning and postgraduate education

Chairperson: Simon Smail Opening Discussant: Michael Schmidts Location: Room A Abstracts: page 136

1630-1645 8A 1 On-line learning networks for General Practitioners: a pilot project John Sandars (University of Leeds, Medical Education Unit, Leeds, UK)

1645-1700 8A 2 Postgraduate anatomy education: radiological contribution via computer-based learning C A Tipker*, R J Oostra, C N van Dijk, S D Strackee, F M M Griffioen, J S Lameris, JJ van Lanschot and M Maas (Academic Medical Centre, Department of Radiology, Amsterdam, Netherlands)

1700-1715 8A 3 E-learning methods for effective surgical training K M Harikrishnan*, S Marsh, C Erdal, G Singh and C Hughes (Colchester General Hospital, Postgraduate Medical Centre, Colchester, Essex, UK)

1715-1730 8A 4 First experiences with VETstream – streaming-video-technique for veterinary continuing education J 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 and postgraduate medical training in Germany Uta-Maria Schmidt, Andreas Sönnichen, Horst-Christian Vollmar, Katja Gilbert and Jochen Gensichen* (Johann Wolfgang Goethe University, Institute for General Practice, Frankfurt, Germany)

1745-1800 Discussion

8B Short Communications: The OSCE 2

Chairperson: Gerald Whelan Opening Discussant: André de Champlain Location: Room B Abstracts: page 137

1630-1645 8B 1 Weighting OSCE checklist items T 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 an OSCE V 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 with an OSCE Peter H Harasym*, Wayne Woloschuk, Les Cunning and Doug Lawson (University of Calgary, Faculty of Medicine, Calgary, Canada)

1715-1730 8B 4 The effects of assessor training on criterion based assessment G Pell*, T E Roberts and C McClure (University of Leeds, Medical Education Unit, Leeds, UK)

1730-1745 8B 5 Assessing communication skills in OSCE Yvonne Aders*, Thorsten Schäfer, Bert Huenges, Hille Lieverscheidt and Herbert Rusche (Ruhr-Universität Bochum, Medizinische Fakultät, Bochum, Germany)

1745-1800 Discussion

– 2.53 – Section 2 THURSDAY Section 2

8C Short Communications: Staff/faculty development 1: Staff/faculty development in action

Chairperson: Angel Centeno Location: Room C Abstracts: page 138

1630-1645 8C 1 Fellowship support for advanced degrees in medical education W P Burdick*, P S Morahan, J J Norcini and L M Johnson (Foundation for Advancement of International Medical Education and Research, FAIMER, Philadelphia, USA)

1645-1700 8C 2 Impact of a mandatory residents as teachers program on residents’ perception towards teaching – 5 year study Aiyer Meenakshy*, Lynne Meyer, Anita Vanka and Gwen Lombard (University of Illinois College of Medicine at Peoria, Saint Francis Medical Center, Peoria, USA)

1700-1715 8C 3 The pedagogical partnership program: A model for improving the integration of science and clinical teaching Maria Athina (Tina) Martimianakis*, Brian Hodges and Donald Wasylenki (University of Toronto, Wilson Centre for Research in Education, Toronto, Ontario, Canada)

1715-1730 8C 4 Effective teacher training for UME-teachers M 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 of Khartoum: 30 years experience Ahmed H Fahal (University of Khartoum, Department of Surgery, Khartoum, Sudan)

No discussion time

8D Short Communications: The education environment

Chairperson: Lia Fluit Location: Room D Abstracts: page 140

1630-1645 8D 1 Clinical education environment in a radiography course Luis Lanca* and Cecilia Galvao Couto (Escola Superior de Tecnologia da Saude de Lisboa, Lisboa, Portugal)

1645-1700 8D 2 Improving and monitoring educational culture Carsten Hering Nielsen, Claus Moger, Sven Felsby and Peder Charles* (Aarhus University Hospital, Department of Endocrinology & Metabolism, Aarhus, Denmark)

1700-1715 8D 3 Can the DREEM inventory be useful in action research studies of climates of health professionsl 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 King Saud University Ibrahim Al-Ayed* and Shafi Ahmed Sheik (College of Medicine & King Khalid University Hospital, Chief Pediatric Ambulatory Care Unit, Riyadh, Saudi Arabia)

1730-1745 8D 5 DREEM questionnaire could not preview residency admission grades in an OSCE- based test Maria 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 the DREEM questionnaire Gloria Avalos*, Fidelma Dunne and Ciara Freeman (National University of Ireland, Medical Informatics & Medical Education, Galway, Ireland)

No discussion time

– 2.54 – Section 2 THURSDAY Section 2

8E AMEE Fringe 2

Chairperson: Rachel Ellaway Location: Room E Abstracts: page 141

1630-1650 8E 1 Collegial dispute: toward an international dialogue in conflict resolution in health care settings using standardized professionals Kerry Knickle and Nancy McNaughton (University of Toronto, SPP-CRE, Toronto, Canada)

1650-1710 8E 2 Jeopardy feedback Laura Jayne Nelles and Kerry Knickle* (University of Toronto, Standardized Patient Program, Toronto, Canada)

1710-1730 8E 3 I, Intern William Hu (Mayo Clinic, Rochester, USA)

1730-1750 8E 4 The medical gameshow: an alternative format for formative exams Elizabeth Thorsteinson (United Arab Emirates University, Al Ain, United Arab Emirates)

1750-1800 Discussion

8F Short Communications: Introductory/transitional courses in medicine

Chairperson: Roy Schwarz Opening Discussant: Johann Beullens Location: Room F Abstracts: page 142

1630-1645 8F 1 The online introductory course: a further at distance help for candidates at Italian Faculties of Medicine A Conti, M R Guelfi, M Masoni, A A Conti*, F Paternostro and G F Gensini (University of Florence, Department of Critical Care Medicine and Surgery, Firenze, Italy)

1645-1700 8F 2 A course to introduce freshmen to an innovative medical curriculum M J Costa*, A Salgueira, R P Andrade, P Oliveira and J Pinto-Machado (Universidade do Minho, Medical Education Unit, Braga, Portugal)

1700-1715 8F 3 A new thorough introductory course Goran 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 ward B Kraus*, J Juenger, M Schrauth, P Weyrich, S Zipfel and C Nikendei (Medical University Hospital, Medizinische Universitatsklinik, Heidelberg, Germany)

1730-1745 8F 5 Professional approach to introduce structure, content and requirements at medical school to freshman students A M Bothern, N Griepentrog*, H van den Bussche and O Kuhnigk (Universitatsklinikum Hamburg-Eppendorf, Modellstudiengang Medizin, Hamburg, Germany)

1745-1800 Discussion

8H Workshop: Teaching professionalism: principles and practices

Location: Room H Abstract: page 143 1630-1800 8H Workshop: Teaching professionalism: principles and practices Yvonne Steinert, Richard Cruess, Sylvia Cruess and Linda Snell (Centre for Medical Education, Faculty of Medicine, McGill University, Montreal, Canada)

– 2.55 – Section 2 THURSDAY Section 2

8J Workshop: Lab coat pocket knowledge: the PDA as an aid to medical and teaching decision-making: a course for beginners

Location: Room J Abstract: page 144 1630-1800 8J Workshop: Lab coat pocket knowledge: the PDA as an aid to medical and teaching decision-making: a course for beginners Antonio vaz Carneiro (University of Lisbon School of Medicine, Lisbon, Portugal)

8L Short Communications: Teaching and learning clinical skills 1

Chairperson: Martine Chamberland Opening Discussant: Jan-Joost Rethans Location: Room L Abstract: page 144

1630-1645 8L 1 A qualitative study of the learning of clinical skills by medical students Paul 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 in medicine M 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 graduates G 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 in recording blood pressure (BP) using a life/form® Blood Pressure Simulator Debra 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 junior years and the clinical clerkships leads to rapid growth in clinical confidence, competence, knowledge and professional maturity of third-year students Richard Hift (University of Cape Town, Cape Town, South Africa)

1745-1800 Discussion

8M Short Communications: General Practice/Family Medicine 2

Chairperson: Saskia Mol Opening Discussant: John Howard Location: Room M Abstracts: page 145

1630-1645 8M 1 The needs of general practitioners for continuous professional development in South Africa Elmie 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 organisers Julie 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 needs Julie 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 of Birmingham, School of Education, Birmingham, UK)

1745-1800 Discussion

– 2.56 – Section 2 THURSDAY Section 2

8N Short Communications: Competency based postgraduate education

Chairperson: Jason Frank Location: Room N Abstracts: page 147

1630-1645 8N 1 Curriculum planning by consensus: national strategies in UK Emergency Medicine Darren Kilroy (Faculty of Accident & Emergency Medicine, Stepping Hill Hospital, Stockport, UK)

1645-1700 8N 2 Competency-based learning objectives for a Canadian family medicine residency program Danielle Saucier* and André Bilodeau (University of Laval, Department of Family Medicine, Quebec, Canada)

1700-1715 8N 3 Centralized training of general competencies of different postgraduate programmes Jan 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 training Simon Edgar* and Phillip Evans (Edinburgh, UK)

1730-1745 8N 5 Consensus methodology: developing a competency-based training programme in intensive care medicine H Barrett*, J Bion, S Field, A Bullock, A Hasman, J Askham, A Kari and P Mussalo on behalf of the CoBaTriCE Collaboration (Birmingham, UK)

1745-1800 8N 6 Task analysis and clinical educational needs assessment for General Practitioners in Islamic Republic of Iran Shahram 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 stakeholders

Chairperson: Dan Benor Opening Discussant: Carol Aschenbrener Location: Room O Abstracts: page 148

1630-1645 8O 1 Health service user involvement in medical education: key stakeholders’ views and experiences C 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: a qualitative research approach to describe change processes at a medical school D Koenecke*, M Bullinger and O Kuhnigk (University Medical Center Hamburg-Eppendorf, Modellstudiengang Medizin, Hamburg, Germany)

1700-1715 8O 3 The implementation of a framework agreement between Teaching Hospital Trusts and Birmingham University Medical School: a follow up study of attitudes amongst teachers and students Celia 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 in health care Penny Morris, Fiona O’Neill, Andrea Armitage*, Julie Symons, Rob Lane and Trudie Roberts (University of Leeds, Medical Education Unit, Leeds, UK)

1745-1800 Discussion

– 2.57 – Section 2 THURSDAY Section 2

8R Workshop: Let’s agree to disagree: Quality assurance procedures in standardized patient assessments

Location: Room R Abstract: page 149 1630-1800 8R Workshop: Let’s agree to disagree: Quality assurance procedures in standardized patient Danette McKinley, John (Jack) R. Boulet and Marta van Zanten (Educational Commission for Foreign Medical Graduates, Philadelphia, USA)

8S Workshop: Substituting for nature: A continuing educational challenge

Location: Room S Abstract: page 150 1630-1800 8S Workshop: Substituting for nature: A continuing educational challenge Daniel D Federman (Harvard Medical School, Boston MA, USA) and Laurence B Gardner (University of Miami, Florida, USA/National Board of Medical Examiners, USA)

8T Workshop: Young Educators Group

Location: Room T Abstract: page 150 1630-1800 8T Workshop: Young Educators Group Soeren Huwendiek (University Children’s Hospital Heidelberg, Department of General Pediatrics, Heidelberg, Germany) and Stewart Mennin (Sao Paulo, Brazil)

8U Workshop: Mastering the scholarly process

Location: Room U Abstract: page 150 1630-1800 8U Workshop: Mastering the scholarly process William McGaghie (Northwestern University Medical School, Chicago, USA)

8 Onyx 1 Posters: Problem Based Learning 2

Chairperson: Diana Dolmans 1630-1800 Location: Onyx Lounge Abstracts: page 150

8 Onyx 1.1 Case-based learning in medical education – a literature review Jonas Nordquist*, Björn E Eriksson and Jörgen Nordenström (Karolinska University Hospital Huddinge, 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 innovation Hermínia 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 of medical students during problem-based learning activities: 10 years of experience at University of Montreal M M D Julien*, J P Messier, Huu da Tran and R Lalande (University of Montreal, Département de Pneumologie, Montréal, Canada)

8 Onyx 1.5 Combining medical subjects in interdisciplinary seminars – a new way forward Maria Feldman*, Katharina R Spatz and Sebastian Schubert (Charité, Universitätsmedizin Berlin, AG Reformstudiegang Medizin, Berlin, Germany)

– 2.58 – Section 2 THURSDAY Section 2

8 Onyx 1.6 Using an orientation module to prepare medical students for Problem- Based Learning D M Appalasamy (University of Cape Town, Faculty of Health Sciences, Observatory, South Africa)

8 Onyx 2 Posters: Postgraduate medical training

Chairperson: Graham Buckley 1630-1800 Location: Onyx Lounge Abstracts: page 152

8 Onyx 2.1 Impact of an intervention to improve dictation skills of medicine interns J B Bundrick*, K F Mauck and C West (Mayo Clinic, Rochester, USA)

8 Onyx 2.2 Supporting doctors with disability in postgraduate medical training Heather Payne*, Maria Tsouroufli and Howard Young (Cardiff University, School of Postgraduate Medical and Dental Education, Wales College of Medicine, Cardiff, UK)

8 Onyx 2.3 Identifying factors that influence workplace learning in postgraduate medical training Lisette Stok-Koch*, Sanneke Bolhuis and Raymond Koopmans (UMC St Radboud, Department of Nursing Home Medicine, Nijmegen, Netherlands)

8 Onyx 2.4 Concept mapping as a tutoring tool in postgraduate medical education Erna Kentala (Helsinki University Central Hospital, Department of Otorhinolaryngology, Helsinki, Finland)

8 Onyx 2.5 Training requirements in a dental medical emergency management course S Weber*, M Mueller, K Gelbrich, U Johne and T Koch (University Hospital Dresden, Department of Anaesthesiology and Intensive Care Medicine, Dresden, Germany)

8 Topaz 1 Posters: Assessment: clinical, 360o and portfolio

Chairperson: Fedde Scheele 1630-1800 Location: Topaz Lounge Abstracts: page 153

8 Topaz 1.1 The Patient Problem List and education in clinical reasoning: development of an evaluation instrument Jeffrey 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 of pediatrics 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: an instructive tool for clinical teaching Halil Ibrahim Durak*, S Ayhan Calýpkan and Serhat Bor (Ege University, Department of Medical Education, Faculty of Medicine, Izmir, Turkey)

8 Topaz 1.4 Formative 360 degree feedback for trainee doctors – an evaluation Bryan 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 training Jason Raw*, Nitin Arora and Romesh Gupta (Lancashire NHS Teaching Hospitals Trust, Chorley and South Ribble District General Hospital, Chorley, UK)

8 Topaz 1.6 Competency of doctors at the District Hospitals under the project of increasing rural doctors in Thailand Sirijitt 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 Feedback P 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 a medical course D 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 experience M 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 and summative assessment Elaine Dannefer* and Lindsey Henson (Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, USA)

8 Topaz 1.11 The Northern Deanery learning portfolio: the first two years Jan Illing*, Tim van Zwanenberg, Susan Hrisos, Azlina Mohd Kosnin, Moira Livingston and Rich Bregazzi (University of Newcastle, Postgraduate Institute for Medicine & Dentistry, Newcastle upon Tyne, UK)

8 Ruby 1 Posters: Teacher evaluation

Chairperson: Franciska Koens 1630-1800 Location: Ruby Lounge Abstracts: page 156

8 Ruby 1.1 Providing effective feedback to tutors: the perceived utility of the clinical teaching effectiveness instrument Jan Coles, Mary Lawson and Carol Lawson (Monash University, Centre for Medical and Health Sciences Education, Clayton, Australia)

8 Ruby 1.2 Development of a Spanish-written instrument to evaluate the quality of clinical teaching Marcela Bitran*, Beltran Mena and Rodrigo Moreno (Universidad Católica de Chile, Centre de Educación Médica, Escuela de Medicina, Santiago, Chile)

8 Ruby 1.3 Developing or daunting? – An exploration of the peer review experience Janet MacDonald (Cardiff University, School of Postgraduate Medical & Dental Education, Wales College of Medicine, Cardiff, UK)

8 Ruby 1.4 Natural semantic networks on the concept professor-student relationship Nancy 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 in student learning Staffan Sahlin (Karolinska Institutet, Department of General Surgery, Stockholm, Sweden)

8 Ruby 1.6 Medical students’ views about their curriculum: is it not time that medical schools 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 in different lessons and teachers evaluation at Kermanshah University of Medical Sciences in 1992-2004 Shirin Iranfar*, Mohammad Reza Abasi and Mansour Rezaie (Kermanshah University of Medical Sciences, Kermanshah, Iran)

8 Ruby 1.8 Evolution of research in medical education at the School of Medicine of Universidad Nacional de Tucumán, Argentina H Deza*, C Daud, L Tefaha, M L Mónaco, M Naigeboren, H Rojo, R Blanca, S R Blanca and V Fagre (Universidad Nacional de Tucumán, Facultad de Medicina, Tucumán, Argentina)

– 2.60 – Section 2 THURSDAY Section 2

8 Ruby 2 Posters: Teaching and learning theory; peer-to-peer learning

Chairperson: Reg Dennick 1630-1800 Location: Ruby Lounge Abstracts: page 158

8 Ruby 2.1 Previous knowledge: its influence in new learning Carlos E de la Garza-Gonzalez*, Nancy E Fernández Garza, Norberto López Serna and Ma Esthela Morales Pérez (Universidad Autónoma de Nuevo Leon, Facultad de Medicina, Monterrey, Mexico)

8 Ruby 2.2 Learning styles of students in health care professions Antonio F Compañ*, Antonio Aguiree, Justo Medrano, Manuel Díez, Asunción Candela and Maria Teresa Pérez-Vázquez (University Miguel Hernandez, Departamento de Patología y Cirugía, San Juan de Alicante, Spain)

8 Ruby 2.3 Educational strategies for undergraduate students in health sciences: andragogy versus pedagogy from the lecturer’s point of view Umur Sakallýoglu*, Hülya Köprülü, Melek Kalkan, Ebru Özsezer and Murat Yenisey (University of Ondokuz Mayýs, Faculty of Dentistry, Department of Peridontology, Samsun, Turkey)

8 Ruby 2.4 A survey on learning styles of medical students Massoud 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 unsuccessful Jahrom medical students Sedighe Najafipour* and Mitra Amini (Jahrom Medical School, Education Development Center, Jahrom, Iran)

8 Ruby 2.6 Experiential learning theory in practice Marzieh 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 classes Carol 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 teaching L E Owen*, J S Ker and L Ambrose (University of Dundee, Clinical Skills Centre, Ninewells Hospital and Medical School, Dundee, UK)

8 Ruby 2.9 External challenging of the musculo-skeletal system: a collaborative learning experience for first year medical students J A Palha*, L Torrão, J Cerqueira, H Tavares, L Gonçalves, A Almeida, J Correia-Pinto, N Sousa, A Salgueira and M J Costa (Universidade do Minho, Medical Education Unit, School of Health Sciences, Braga, Portugal)

8CR1 Meet the Expert: Janet Grant

1630-1800 (See biography page 1.9) Location: Committee Room 1

2000-2300 Optional Evening Entertainment Gala 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.

– 2.61 – Section 2 FRIDAY Section 2

Friday 2 September

0730-1600 Registration desk open RAI Congress Centre, Amsterdam

0800-1000 SESSION 9: Simultaneous sessions

9AUD Symposium: Student involvement in medical education

Panel: Ozgur Onur (IFMSA), Carl Savage (IFMSA), Hans Jacob Westbye (IFMSA) (Chair), Peter McCrorie (St George’s Hospital Medical School, London, UK) and Albert Scherpbier (University of Maastricht, Netherlands) Location: Auditorium Abstracts: page 161

9A Short Communications: International medical education, and the Bologna Declaration

Chairperson: Leif Christensen Opening Discussant: Madalena Patrício Location: Room A Abstracts: page 161

0800-0815 9A 1 An overview of the world’s medical schools J 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 evidence or history? Christophe Segouin* and Brian Hodges (Hopital Lariboisiere, Unite MSI, Paris, France)

0830-0845 9A 3 Bologna and Medicine R 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) perspective W Gerke*, J Forster, H G Kraft, W Oechsner, O Onur, C Schirlo, M Tullius and W Wennekes for the Working Group 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 Declaration M Vrcic-Keglevic*, D Bradamante and G Pavlekovic (University of Zagreb, “A.Stampar” School of Public Health, Zagreb, Croatia)

0915-0930 9A 6 Adaptation of Ukrainian medical education to European requirements Iryna Bulakh and Marina Mrouga* (Testing Board at Ministry of Public Health, Kyiv, Ukraine)

0930-0945 9A 7 Site visit experience – Faculty of Medicine, Cairo University Mostafa Abdel Hamid and Hala Salah El Din (Faculty of Medicine, Cairo University, Cairo, Egypt)

0945-1000 Discussion

9B Short Communications: Standard setting

Chairperson: Stewart Petersen Opening Discussant: David Blackmore Location: Room B Abstracts: page 163

0800-0815 9B 1 What standard setting method provides a fair and defensible pass mark in clinical skills OSCE within the resources available? D Collier*, L Wilkie, R Fewtrell, S L Fowell, P Owens and P J McLaughlin (University of Liverpool, Clinical Skills Resource Centre, Liverpool, UK)

– 2.62 – Section 2 FRIDAY Section 2

0815-0830 9B 2 A technique for combining examination scores and setting pass-marks Gary Cole*, Curtis Lee and Nadia Mikhael (Royal College of Physicians & Surgeons Canada, Educational Research & Development Unit, Ottawa, Ontario, Canada)

0830-0845 9B 3 Setting content-based standards for a high-stakes clinical skills examination Melissa J Margolis*, Brian E Clauser, Monica Cuddy and Gerard F Dillon (National Board of Medical Examiners, Philadelphia, USA)

0845-0900 9B 4 An A B C of standard setting a paediatric undergraduate OSCE using borderline groups A Reece*, T Cook, E M K Chung, A G Sutcliffe and R M Gardiner (University College London, Department of Paediatrics and Child Health, London, UK)

0900-0915 9B 5 Comparing norm-referenced standard setting with holistic evaluation in an OSCE assessing first clinical skills E Macri, F Ferrando* and G Garces (University Hospital, Montevideo, Uruguay)

0915-0930 9B 6 A comparison of two standard setting methods for computer adaptive testing C Touchie, T O Maguire, R Wassef and A P Boulais (Medical Council of Canada/The University of Ottawa, The Ottawa Hospital, Ottawa, Ontario, Canada)

0930-0945 9B 7 Recent graduates and experienced teachers as Angoff standard setters James Ware*, Shekhar M Kumta, Ho K Ng and Paul Lai (Chinese University of Hong Kong, Teaching and Learning Resource Centre, Shatin NT, Hong Kong)

0945-1000 Discussion

9C Short Communications: Staff/faculty development 2: learning outcomes and rewards

Chairperson: Brownell Anderson Location: Room C Abstracts: page 164

0800-0815 9C 1 A changing and sweet refrain in higher education: teach and flourish Matthew Gwee (National University of Singapore, Faculty of Medicine, Singapore)

0815-0830 9C 2 Teachers need rewards – teaching should be rewarding B 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 educators Victor Schrieber (West Midlands Deanery, Kidderminster, UK)

0845-0900 9C 4 Identifying roles of a good tutor for medical students during a research project H 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 an effective member Mary 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 of medical teachers in Asia-Pacific countries Zubair Amin*, Matthew Gwee, Hoon Eng Khoo, Chay Hoo Tan, Yap Seng Chong, Poh Sun Goh and Yiong Huak Chan (National University of Singapore, Department of Paediatrics, Singapore)

0930-0945 9C 7 A management framework and manual for the empowerment of staff in medical schools in South Africa M 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 and teachers in England and the USA? John Perry*, Walter N Kernan, Warren Hershman, Eric Alper, Mary Y Lee, Catherine M Viscoli, Patrick G O’Connor and John Benson (Institute of Public Health, Cambridge, UK)

Discussion will follow after 10C (Staff/faculty development 3)

– 2.63 – Section 2 FRIDAY Section 2

9D Workshop: Mastering bedside cardiology using Harvey, the Cardiopulmonary Patient Simulator

Location: Room D Abstract: page 166 0800-1000 9D Workshop: Mastering bedside cardiology using Harvey, the Cardiopulmonary Patient Simulator Donald 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; 4Department of Cardiology, Ninewells Hospital and Medical School, Dundee, UK)

9E Short Communications: E-Learning in Action

Chairperson: Jamsheer Talati Opening Discussant: Peter Greene Location: Room E Abstracts: page 167

0800-0815 9E 1 Strategies for effective e-learning: The IVIMEDS experience R M Harden and D A Davies (IVIMEDS, Dundee, UK)

0815-0830 9E 2 Using 3D models to enhance traditional teaching methods C Newlands*, G McConnell and C Boulocher (The University of Edinburgh, Royal (Dick) School of Veterinary Studies, Edinburgh, UK)

0830-0845 9E 3 The use of an open source e-learning platform to teach informatics to a large population of students in blended-learning modality A 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 radiology teaching - a follow up report P S Goh*, S C Wang, A Low, K H Lew and L Lim (National University Hospital, Department of Diagnostic Radiology, Singapore)

0900-0915 9E 5 Improving clinical reasoning in radiology through wireless learning, a pilot study R van der Togt, M Maas*, P Boxel, S Villan, R Sijstermans and G J den Heeten (Vrije Universiteit, IVM Spatial Information Technology, Amsterdam, Netherlands)

0915-0930 9E 6 An online bachelor degree in nursing: a new experience at the Medical School of Florence University G F Gensini, P Bonanni, G Corradi*, A Conti, M R Guelfi and M Masoni (Universita di Firenze, Facolta di Medicina e Chirurgia, Firenze, Italy)

0930-1000 Discussion

9F Short Communications: Teaching and learning about public health and health promotion

Chairperson: Tim Dornan Opening Discussant: Margaret Gross Location: Room F Abstracts: page 168

0800-0815 9F 1 The systematic or opportunistic approach to health promotion teaching in undergraduate curricula: preliminary reflections and comparisons of two models Ann 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 graduates Angel Centeno*, Laura Llull and Cecilia Primogerio (Universidad Austral-Medicina, School of Biomedical Sciences, Pov Buenos Aires, Argentina)

0830-0845 9F 3 Practising skills in a public and occupational health clerkship: the PREPARE-model Marc B M Soethout*, Margreet Swagerman, Carel Thijs and Johannes F Wendte (Vrije Universiteit Medical Centre, Department of Public and Occupational Health, Amsterdam, Netherlands)

– 2.64 – Section 2 FRIDAY Section 2

0845-0900 9F 4 Public Health Emergency Programme: an undergraduate module Comfort 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 country Peter Barss*, Michal Grivna and Fatma Al-Maskari (United Arab Emirates University, Department of Community Medicine, Al Ain, United Arab Emirates)

0915-0930 9F 6 Sports medicine education for medical students S Lim* and Y Jariya (Phitsanulok, Thailand)

0930-0945 9F 7 Physical fitness of medical students during study in family and community medicine, 2003-2005 Teerasak Laksananun (Sawanpracharak Hospital, Nakhonsawan, Thailand)

0945-1000 Discussion

9H Short Communications: e-Assessment 2

Chairperson: Donald Melnick Opening Discussant: Martin Fischer Location: Room H Abstracts: page 170

0800-0815 9H 1 Creating a more student-centered written assessment: the development of an electronic modified essay question paper P Davy*, P Craig and R Clarke (University of Sydney, Office for Teaching and Learning in Medicine, New South Wales, Australia)

0815-0830 9H 2 ‘Checkpot’ – a computer-based student-generated continuous assessment in a PBL curriculum Thorsten 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 certification examinations Curtis 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 randomised controlled study Th 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 medicine Anita Duhl Glicken (University of Colorado, Health Sciences Center, Aurora, USA)

0915-0930 9H 6 Internet-based assessment of ophthalmoscopic skills Peter 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 OSCE M Begg*, J M Scollay, L Dalziel, R Ellaway, H S Cameron and R W Parks (University of Edinburgh, University Department of Surgery, Edinburgh, UK)

0945-1000 Discussion

9L Short Communications: Education and professionalism

Chairperson: Ase Brinchmann-Hansen Opening Discussant: Location: Room L Abstracts: page 172

0800-0815 9L 1 Preserving our humanity, teaching the Healer’s Art Pauline Abrahams* and Monica Branigan (University of Toronto, Ontario, Canada)

– 2.65 – Section 2 FRIDAY Section 2

0815-0830 9L 2 The role of clerkship in oncology in the education of professionalism Netta 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 School Mutsuhiro Ikuma* and Arata Ichiyama (Hamamatsu University School of Medicine, First Department of Medicine, Hamamatsu, Japan)

0845-0900 9L 4 The design of a short postgraduate course on professionalism Claudia Turner, Mair Davis, Helen Pugsley and Stephen Brigley (Cardiff University, School of Postgraduate Medical and Dental Education, Wales, UK)

0900-0915 9L 5 Professionalism and institutional social accountability David Hawkins and Members of the Social Accountability Steering Committee (Association of Faculties of Medicine of Canada, Ottawa, Ontario, Canada)

0915-0930 9L 6 The effect of training medical students to reflect on professionalism during pediatrics clerkship A D Boenink*, A K Oderwald, J A Smal, W van Tilburg and R J B J Gemke (VUMC, Liaison Psychiatry, Amsterdam, Netherlands)

0930-1000 Discussion

9M Short Communications: Diversity and admission to medical school

1

1 Chairperson: David Wiegman Opening Discussant: Benno Bonke Location: Room M Abstracts: page 173

0800-0815 9M 1 The effect of undergraduate mentoring on medical and dental applicants from socio-economically disadvantaged backgrounds A 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 score S Thepmalee* and Y Jariya (Buddhachinaraj Hospital, School of Medicine, Phitsanulok, Thailand)

0845-0900 9M 4 Healthcare competence and disabled students Anne Tynan (The Royal Veterinary College, DIVERSE, London, UK)

0900-0915 9M 5 Increasing access to medical school via the Newham Doc route Sandra 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)

0930-1000 Discussion

9N Short Communications: Postgraduate education 1

Chairperson: Sandra Banner Location: Room N Abstracts: page 174

0800-0815 9N 1 Learning styles in interns Henk 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 unit N J Shaw (Liverpool Women’s Hospital, Mersey Deanery, Liverpool, UK)

0830-0845 9N 3 Confidence, competence and academic achievement: can we predict poor clinical performance among junior doctors? R Higgins* and S Cavendish (LNR Postgraduate Deanery, Enderby, Leicester, UK)

– 2.66 – Section 2 FRIDAY Section 2

0845-0900 9N 4 Outcomes of flexible training compared to full time training during specialist registrar grade Helen 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 later Judith Armbruster (ACGME, Chicago, USA)

0915-0930 9N 6 Perception of the impact of sleep deprivation on performance by surgical residents S I Woodrow*, J Park, B J Murray, M Bernstein, R Reznick and S J Hamstra (University of Toronto, Wilson Centre for Education, Toronto, Ontario, Canada)

0930-0945 9N 7 Resident burnout in a University Hospital in Argentina E Durante*, F Augustovski, A Eymann, F Faingold and M Figari (Hospital Italiano de Buenos Aires, Buenos Aires, Argentina)

0945-1000 9N 8 Introduction of the structured interview in a regional paediatric junior doctor selection process D 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 1

Chairperson: Willem de Grave Location: Room O Abstracts: page 176

0800-0815 9O 1 ‘Tuning’ of learning outcomes for undergraduate medical degree courses in Europe A 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 medical education curriculum in palliative and end-of-life care P 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 medical graduates in China M Roy Schwarz*, Andrzej Wojtczak, David Stern and Luxi Yi (China Medical Board of New York, Inc, New York, USA)

0845-0900 9O 4 Dutch medical students’ assessment of CanMeds competencies Jany 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 national examination process Henry 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 the European doctor Lukas Plank*, Jan Danko, Peter Galajda, Katarina Murcekova, Eva Rozborilova and Sona Franova (Comenius University, Jessenius Faculty of Medicine, Martin, Slovak Republic)

0930-0945 9O 7 Survey of the opinion of students, teachers and general practitioners on the undergraduate curriculum of the Faculty of Medicine, Cluj-Napoca, Romania V 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 and dental students Hillary Widdifield, Tony Ryan* and Elenor O’Sullivan (NICU, Erinville Hospital, Cork, Ireland)

Discussion will follow after Session 10O (Outcome based education 2)

– 2.67 – Section 2 FRIDAY Section 2

9R Workshop: A consumer’s guide to Generalisability (G) Theory

Location: Room R Abstract: page 178 0800-1000 9R Workshop: A consumer’s guide to Generalisability (G) Theory Geoff Norman (McMaster University Medical School, Department of Clinical Epidemiology, Hamilton, Canada)

9S Workshop: Using Team Learning teaching methods to promote multiple professional competencies

Location: Room S Abstract: page 178 0800-1000 9S Workshop: Using Team Learning teaching methods to promote multiple professional competencies Dan Mayer1, Paul Haidet2 and 3Dean Parmalee (1Albany Medical College, 2Baylor College of Medicine, and 3Wright State College of Medicine, USA)

9T Workshop: Portfolios: joy or burden? Lessons learned from experience in undergraduate medical training

Location: Room T Abstract: page 179 0800-1000 9T Workshop: Portfolios: joy or burden? Lessons learned from experience in undergraduate medical training Erik Driessen, Edith ter Braak, Hanke Dekker, Jan van Tartwijk and Cees van der Vleuten (Netherlands Association for Medical Education, Working Group Portfolio)

9U Workshop: Accept, Revise, Reject: reviewing educational research manuscripts

Location: Room U Abstract: page 179 0800-1000 9U Workshop: Accept, Revise, Reject: reviewing educational research manuscripts Steven Durning, Paul Hemmer and Louis Pangaro (Uniformed Services University of Health Services, Bethesda, USA)

9 Onyx 1 Posters: Assessment of communication skills

Chairperson: Joan Sargeant 0800-1000 Location: Onyx Lounge Abstracts: page 180

9 Onyx 1.1 Assessment for learning and assessment of learning in communication skills studies Eeva Pyörälä*, Pirkko Heasman and Leila Niemi-Murola (University of Helsinki, Research and Development Unit for Medical Education, Helsinki, Finland)

9 Onyx 1.2 Screening for communication difficulties: an evaluation of a pilot programme for third year medical students D Dodwell, A Fraser*, M Jerwood, J Skelton, A Shanks, H Webberley and C Wiskin (The University of Birmingham, Department of Primary Care and General Practice, Birmingham, UK)

9 Onyx 1.3 Intensive remediation in communication skills in an Academic Medical Center Peter 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 skills after watching themselves on video? Chris Harrison* and Val Wass (University of Manchester, Division of Primary Care, Manchester, UK)

– 2.68 – Section 2 FRIDAY Section 2

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, Universitätsmedizin Berlin, AG Reformstudiengang Medizin, Berlin, Germany)

9 Onyx 1.6 Medical students’ patient centered attitudes and communication skills Chang-Jin Choi* and Jeong-Lim Moon (The Catholic University of Korea, Department of Family Medicine, College of Medicine, Seoul, Korea)

9 Onyx 1.7 Social representations of residents toward patients of different cultural background: implications on medical communication Carine Layat (University of Geneva, Faculty of Medicine, Genève, Switzerland)

9 Onyx 2 Posters: Multiprofessional education

Chairperson: Ronnie van Diemen-Steenvoorde 0800-1000 Location: Onyx Lounge Abstracts: page 181

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 nursing students: a feasibility study Birgitte Dahl Pedersen*, Inger Kuch Poulsen, Anne Marie Frandsen, Pernille Hinge, Rikke Hedeland Larsen 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 Project Gill Young*, Julila Bray, Elizabeth Howletts, Katy Newell Jones, Maggi Lord and Bee Wee (Thames Valley University, Faculty of Health & Human Sciences, London, UK)

9 Onyx 2.4 A multiprofessional approach to accreditation of medical and paramedic education programs Judi 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 team working in the primary care setting Melissa 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 in operating theatre teams? Jon Allard*, Alan Bleakley, James Boyden, Adrian Hobbs and Linda Walsh (Peninsula Medical School, Research Unit, Cornwall, UK)

9 Onyx 2.7 Literature as a pedagogical tool for reflective learning – an interprofessional study Annika Sääf-Rothoff* and Björn Eriksson (Karolinska Institutet, Inst CLINTEC, Stockholm, Sweden)

9 Topaz 1 Posters: Evaluation of problem based learning

Chairperson: Peter Dangerfield 0800-1000 Location: Topaz Lounge Abstracts: page 183

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 undergraduate medical programme Rae 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 students at the University of Hamburg: a longitudinal evaluation M Kandulla*, O Kuhnigk and M Bullinger (University of Hamburg (UKE), Modellstudiengang Medizin, Hamburg, Germany)

– 2.69 – Section 2 FRIDAY Section 2

9 Topaz 1.3 The perception of the medical education concepts and its influence on the study behaviour of students - presentation of a qualitative research approach as an extended perspective on PBL-based and traditional curricula A 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 the third year psychomedical cluster of a new PBL-based curriculum W 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 curriculum Willemina M Molenaar*, Jan Jaap Reinders, Jelle Geertsma and Janke Cohen-Schotanus (University Medical Center Groningen, Center for Professional Development of Teachers, Groningen, Netherlands)

9 Topaz 1.6 Comparison of reflection in learning, approach to learning and self-efficacy in self-directed learning at medical schools with different curricula A 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 of nursing Leila Moslanejad (Jahrom Medical School of Science, Jahrom, Iran)

9 Topaz 1.8 Occupational medicine – a PBL and project based teaching concept N Binding*, S Woltering, R P Nippert and U Witting (Wilhelms-Universität Münster, Institut für Arbeitsmedizin der Westfalischen, Münster, Germany)

9 Topaz 1.9 Influence of the preclinical problem-based learning curriculum on the learning attitude and social competence in the clinical years: the students’ perception Banu 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 problem solving (one method of improving critical thinking) and lecture presentation in nursing students Mahdi Abdolahi*, Leila Moslanejad and Saeed Sobhanian (Jahrom School of Medical Science, Jahrom, Iran)

9 Ruby 1 Posters: Postgraduate education and continuing professional development/continuing medical education

Chairperson: Julian Archer 0800-1000 Location: Ruby Lounge Abstracts: page 186

9 Ruby 1.1 An educational programme for General Practitioners (GPs) with a special interest in gynaecology: evaluation of programme and impact on referral rates and GP knowledge base Jane 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 Deanery Mary Bett* and Phil Matthews* (Wales College of Medicine, School of Postgraduate Medical and Dental Education, Section of Postgraduate Education for General Practice, Cardiff, UK)

9 Ruby 1.3 Variations in the ability of general medical practitioners to apply two methods of clinical audit: a five-year study of assessment by peer review Linsey Semple*, John McKay, Paul Bowie and Murray Lough (NHS Education for Scotland, Glasgow, UK)

9 Ruby 1.4 Family physicians’ perceptions of academic detailing Michael Allen*, Suzanne Ferrier and Isobel Fleming (Dalhousie University CME, Halifax, Nova Scotia, Canada)

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9 Ruby 1.5 Higher degrees for General Practitioners (GPs); the creation of modern Prometheus 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 HPE scheme for new GPs in Mersey Deanery J C Howard* and J A Fox (Mersey Deanery, The Hungerford Medical Centre, Crewe, UK)

9 Ruby 2 Posters: Teaching and learning communication skills

Chairperson: Karen Simpson 0800-1000 Location: Ruby Lounge Abstracts: page 187

9 Ruby 2.1 The viewpoints of clinical faculty members about teaching communication skills to medical students A 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: Psychodrama O Sürel Karabilgin*, Aliye Ercan and Perihan Etiz (Ege University, Medical Faculty, Boronova, Turkey)

9 Ruby 2.3 Psychosomatic medicine: how to teach communication skills C 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 I need to come and see her?’ Alistair Vickery* and Richard Tarala (Royal Perth Hospital, Department of Postgraduate Medical Education, Perth, Western Australia, Australia)

9 Ruby 2.5 Use of standardized patients for improving the informed consent process for clinical trials Maurice 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 skills Carol 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. Universitari Parc Tauli (UAB), Hospital de Sabadell, Sabadell, Barcelona, Spain)

9 Ruby 2.8 Combining curriculum and staff development in the design of a teaching module on communication skills Fabrizio Consorti*, Stefania Basili, Huon Snelgrove* and Italo Nofroni* (University of Rome ‘La Sapienza’, Dipartimento di Medicina Sperimentale, Rome, Italy)

9 Ruby 2.9 Communication skill modules in the curriculum of the University of Szeged Katalin 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 COFFEE Viewing of exhibition and posters Certificates of Attendance available for collection until 1600 hours

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SESSION 10: Simultaneous sessions

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), Ben van Heerden (University of Stellenbosch, South Africa) 1030-1215 Location: Auditorium Abstract: page 190

10A Short Communications: Use of simulators

Chairperson: Opening Discussant: Roger Kneebone Location: Room A Abstracts: page 190

1030-1045 10A 1 Virtual reality – the faceless surgical trainer M 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 tool Ronnie 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 skills specific learning for laparoscopic suturing Adam 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 of injection procedures in anatomical preparations Jostein Halgunset*, Jorn Ove Saeternes, Hakon Olav Leira, Geir Arne Tangen, Jon Harald Kaspersen and Toril 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 (University Hospital 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 feedback S Baillie*, D J Mellor, S Brewster and S W J Reid (University of Glasgow, Department of Computing Science, Glasgow, UK)

1200-1215 Discussion

10B Short Communications: Problem based learning: results from different approaches to evaluation

Chairperson: Matthew Gwee Opening Discussant: Willemina Molenaar Location: Room B Abstracts: page 192

1030-1045 10B 1 Differences between students from a traditional and a PBL curriculum regarding formal and self assessment of clinical competence Janke Cohen-Schotanus*, Jelle Geertsma, Johanna Schoenrock-Adema and Willemina M Molenaar (University Medical Centre Groningen, Research and Development Medical Education, Groningen, Netherlands)

1045-1100 10B 2 Impact of a PBL-based curriculum on student progression and withdrawal rates between year 3 and the final examination, in an undergraduate medical program J 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 school learning environment Meral Demiroren, Ferda Ozyurda, Sabri Kemahli, Ozden Palaoglu, Olcay Tiryaki-Aydintug*, Tumer Corapcioglu, 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 the GMC 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 curriculum G 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 school D Agustian*, S P Dewi, M Ghozali and D Setiabudi (Medical Education Research and Development Unit (MERDU), Universitas Padjadjaran, Bandung, Indonesia)

1200-1215 Discussion

10C Short Communications: Staff/faculty development 3

Chairperson: Peter Nippert Opening Discussant: Louis Pangaro Location: Room C Abstracts: page 193

1030-1045 10C 1 How well do medical teachers run peer coaching sessions in real classes after teachers’ 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 education E H Baker*, M Harris, A Kent, J Porter, A Hall, A Kirk, P Sedgwick, C Starkey and P McCrorie (St George’s Hospital and Medical School, Cardiac and Vascular Sciences (Respiratory), London, UK)

1100-1115 10C 3 Distance tutors and academic departments: learner support needs in remote environments Stephen 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 and trainees for the full implementation of MMC David 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 the Kent, Surrey and Sussex Deanery Kath 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 clinical faculty members at Tehran University of Medical Sciences (TUMS) Sorayia Soheili* and Zinat Nadia Hatmi (Tehran University of Medical Sciences, Tehran, Iran)

1200-1215 Discussion

10D Workshop: Best evidence simulation-based training using Harvey, the Cardiopulmonary Patient Simulator

Location: Room D Abstract: page 195 1030-1215 10D Workshop: Best evidence simulation-based training using Harvey, the Cardiopulmonary Patient Simulator S Barry Issenberg and Ross J Scalese (University of Miami Miller School of Medicine, Center for Research in Medical Education, Miami, USA)

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10E Short Communications: Clinical teaching and learning

Chairperson: Thomas Beckman Opening Discussant: Niv Patil Location: Room E Abstracts: 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 structuring the data offered A E R Arnold*, A B Bijnen, M Stikkel, J A A M van Diemen-Steenvoorde and H J M van Rossum (Free University Medical Centre, Institute of Medical Education, Schoorl, Netherlands)

1100-1115 10E 3 Effect of ‘level of expertise’ on laboratory test-ordering behavior: implications for medical education Steven 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 clinical decision making – differences between experts and novices H Eshach*, T Fleishman, H Balik, Y Sharabi and C Margolis (Ben Gurion University of the Negev, Department of Science and Technology Education, Beer Sheva, Israel)

1130-1145 10E 5 Changes in critical thinking among nursing students upon completion of Baccalaureate Nursing Program Acharaporn 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 medicine Simona F Deutsch*, Steven R Simon, Robert H Fletcher and Antoinette S Peters (Harvard Medical school, Office of Educational Development, Boston, USA)

1200-1215 Discussion

10F Short Communications: The student in difficulty

Chairperson: Arcadi Gual Opening Discussant: Ozgur Onur Location: Room F Abstracts: 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 environment Benno 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 minority and non-minority medical students in the US L 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 remedial communication skills teaching at Birmingham Medical School E 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 Canada A E Waddell*, M R Katz, J Lofchy, J Bradley and B Hodges (University of Toronto, The Donald R Wilson Centre for Research in Education, Toronto, Ontario, CANADA)

1145-1215 Discussion

– 2.74 – Section 2 FRIDAY Section 2

10G Medical Teacher Board Meeting (closed meeting)

Location: Room G

10H Short Communications: New challenges for the curriculum

Chairperson: Nigel Bax Location: Room H Abstracts: page 198

1030-1045 10H 1 Integrating genetics into health care professional education Catherine Bennett* and Peter Farndon (National Genetics Education and Development Centre, Clinical Genetics, Birmingham, UK)

1045-1100 10H 2 A curriculum of complementary medicine: Integrated Studies of Anthroposophical Medicine (ISAM) C Scheffer*, F Edelhaeuser and D Tauschel (Universitat Witten/Herdecke, Begleitstudium Anthroposophische Medizin, Witten, Germany)

1100-1115 10H 3 Getting back to basics: reducing the tensions in multidisciplinary education Craig 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-life care Pippa 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 in undergraduate and postgraduate end-of-life education R 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 application Ken Harbert* and Arthur Freeman (Albuquerque, New Mexico, USA)

1200-1215 10H 7 Smoking cessation skills in undergraduate curricula – more than just content change Ann Wylie and Mark Richards* (Guy’s, Kings and St Thomas’ School of Medicine, Department of General Practice and Primary Care, London, UK)

No discussion time

10L Short Communications: Approaches to assessment

Chairperson: Robert Galbraith Opening Discussant: Lambert Schuwirth Location: Room L Abstracts: page 200

1030-1045 10L 1 Open-book examination: a method to assess knowledge management Marjolein Penninga*, Jan Kuks, Johanna Schonrock-Adema and Janke Cohen-Schotanus (University of Groningen, Faculty of Medical Sciences, Groningen, Netherlands)

1045-1100 10L 2 An open syllabus exam: an assessment and educational tool Shamina 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 education Vendula Bilkova* and Jana Krejcikova (IPME - Institute for Postgraduate Medical Education, Prague, Czech Republic)

1130-1145 10L 5 A processing time study to test the psychological validity of script concordance tests Bernard Charlin*, Robert Gagnon, Louise Roy, Monique St-Martin, Evelyne Sauve, Henny P A Boshuizen and Cees van der Vleuten (Université de Montréal, Faculté de Médecine - direction, Montréal, Québec, Canada)

– 2.75 – Section 2 FRIDAY Section 2

1145-1200 10L 6 Group discussions as part of examinations E Persson*, F Ander, A Hoppe and G Birgegard (Uppsala University, Faculty of Medicine, Uppsala, Sweden)

1200-1215 Discussion

10M Short Communications: e-Learning clinical skills

Chairperson: Janet MacDonald Opening Discussant: Sebastian Uijtdehaage Location: Room M Abstracts: page 201

1030-1045 10M 1 Blended learning for basic surgical skills training K 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 patient communication skills Dennis 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 for foundation trainees J A Cleland*, N M Hamilton, S Navabian and K Walker (University of Aberdeen, Department of General Practice & Primary Care, Aberdeen, UK)

1115-1130 10M 4 VirtualSkillsLab.net Raphael 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 LAN Elisa Talini, Andrea Bertini* and Giovanni Cardia (University of Pisa, Department of Diagnostic and Interventional Radiology in Pisa, Pisa, Italy)

1145-1200 10M 6 The development of a web-based practical skills teaching package for undergraduate medical students Sue Cowley and Ashley Self (The University of Sheffield, Academic Unit of Medical Education, Sheffield, UK)

1200-1215 Discussion

10N Short Communications: Postgraduate education 2

Chairperson: Fredric Burg Opening Discussant: Hywel Thomas Location: Room N Abstracts: page 202

1030-1045 10N 1 Use of operative data to evaluate ACGME surgical residency programs Doris A Stoll (ACGME, Chicago, USA)

1045-1100 10N 2 Evaluation of the residency program in pre-and post-renovation in Japanese residency system Masanaga Yamawaki*, Mikako Masuda, Atsushi Ookawa and Yujio Tanaka (Tokyo Medical and Dental University, Department of Professional Development, Tokyo, Japan)

1100-1115 10N 3 Internship – review and quality development Hanna Fryden (Swedish Medical Association, Stockholm, Sweden)

1115-1130 10N 4 Quality of supervision as perceived by specialist registrars. A comparison between an academic and non-academic clinical setting M 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 curriculum for internal medicine trainees Furman S McDonald* and Joseph C Kolars (Mayo Clinic, Hospital Internal Medicine, Rochester, USA)

– 2.76 – Section 2 FRIDAY Section 2

1145-1200 10N 6 Comparison of trainers’ and trainees’ perceptions of training quality S Briggs*, E Fielding, S McCracken, O Otaiku, A Thomson* and P Baker (North Western Deanery, Education Centre, Bolton, UK)

1200-1215 Discussion

10O Short Communications: Outcome based education 2

Chairperson: Ian Bowmer Opening Discussant: John Simpson Location: Room O Abstracts: page 204

1030-1045 10O 1 Assessment assessed I Vandenreyt*, M Maelstaf and M Vandersteen (Universiteit Hasselt, Diepenbeek, Belgium)

1045-1100 10O 2 The Women’s Health Curriculum: content and depth V 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 year F 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 area Shihab Khogali*, Alexander Harper, Jane Illés, Nicholas Part and Jean Ker (University of Dundee, Division of Medical Education, Dundee, UK)

1145-1200 10O 6 Assessment of nursing students’ views about clinical competency Zohreh Parsa Yekta, Farhad Ramezani Badr* and Alireza Khatooni (Tehran College of Nursing and Midwifery, Tehran, Iran)

1200-1215 Discussion

10R Workshop: Playing the game: Role of games and simulations in medical education

Location: Room R Abstract: page 206 1030-1215 10R Workshop: Playing the game: Role of games and simulations in medical education Lynne Allery, Janet MacDonald and Lesley Pugsley (Wales College of Medicine, Cardiff, UK)

10S Workshop: Integration of ethics in the undergraduate medical curriculum

Location: Room S Abstract: page 206 1030-1215 10S Workshop: Integration of ethics in the undergraduate medical curriculum Dr Babatunde A Gbolade and Dr Suzanne Kite (The Leeds Teaching Hospitals NHS Trust/University of Leeds Medical School, Leeds, UK)

10T Workshop: Reflective Practice: how to use it to improve your clinical teaching

Location: Room T Abstract: page 206 1030-1215 10T Workshop: Reflective Practice: how to use it to improve your clinical teaching Lee Randol Barker (Johns Hopkins University School of Medicine, Baltimore, USA)

– 2.77 – Section 2 FRIDAY Section 2

10U Workshop: Consent for patient recordings in healthcare education

Location: Room U Abstract: page 207

1030-1215 10U Workshop: Consent for patient recordings in healthcare education Helen Cameron, Michael Ross and Rachel Ellaway (University of Edinburgh, Medical School, Edinburgh, UK)

10 Onyx 1 Posters: International medical education; Language proficiency

Chairperson: Wolfgang Gerke 1030-1215 Location: Onyx Lounge Abstracts: page 207

10 Onyx 1.1 Can international medical graduates be integrated into foreign health systems in a cost effective, efficient manner? S Child* and G Naden (Auckland District Health Board, Clinical Education and Training Unit, New Zealand)

10 Onyx 1.2 Global applicability of Physician Assistants Christine Legler, Wilton Kennedy, Kathy Jane Pedersen, Marie L Bensulock, Patricia A Castillo, Kirsten Thomson, Justine Strand and Marie-Michele Leger (Association of Physician Assistant Programs, International Affairs Committee, Portland, USA)

10 Onyx 1.3 Building and sustaining capacity in healthcare education through the development of dual masters’ programmes between the UK and Russian institutions Kath Start* and Maria Ponto (Kingston University & St George’s Hospital Medical School, Faculty of Health & Social Care Sciences, London, UK)

10 Onyx 1.4 Development of a medical education and institutional profile database in Central Asia Kathleen Conaboy, Zhamilya Nugmanova*, Saltanat Yeguebaeva and Emily Fedullo (American International Health Alliance, Reno, USA)

10 Onyx 1.5 Relevance for medical students of international experiences in primary care Fernando 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 northern UK medical schools: a work in progress Jane 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 KSMA I R Kulmagambetov, F N Nurmanbetova*, Sh S Kalieva and A S Kalina (Karaganda State Medical Academy, Karaganda, Kazakhstan)

10 Onyx 1.8 The correlation between English proficiency score and GPA of the sixth year medical cadets, Phramongkutkloa College of Medicine, Thailand Yupa 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 the Karolinska Institute Tobias 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 medical students at TUMS Ahmad Sabouri Kashani* and Sorayia Soheili (Tehran University of Medical Sciences, Tehran, Iran)

10 Onyx 1.11 Students’ comprehension of medical texts and their views regarding English for medical purposes Maryam Heydarpour Meymeh (Shahid Beheshti University of Medical Sciences, Faculty of Paramedical Sciences, Tehran, Iran)

– 2.78 – Section 2 FRIDAY Section 2

10 Onyx 1.12 English as the medium of instruction in Norwegian medical training Monika 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 health workforce G Naden* and S Child (Auckland District Health Board, Clinical Education and Training Unit, Auckland, New Zealand)

10 Onyx 2 Posters: The OSCE

Chairperson: Brian Simmons 1030-1215 Location: Onyx Lounge Abstracts: page 210

10 Onyx 2.1 Video OSCE stations: a statistical analysis of performance Jonathan 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 perspectives Su Li, Peter McCrorie and Jonathan Round* (St George’s Hospital Medical School, Paediatric Intensive Care, London, UK)

10 Onyx 2.3 Evaluation of standardized ethical OSCE of the last year medical students W Thianjaruwatthana*, S Vasanawathana and N Makachen (Khon Kaen Regional Hospital, Medical Education Center, Khon Kaen, Thailand)

10 Onyx 2.4 Training medical students to manage a chronic pain patient: both knowledge and communication skills are needed Leila Niemi-Murola*, Pirkko Heasman, Eeva Pyörälä, Eija Kalso and Reino Pöyhiä (Helsinki University, 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 study I 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 Structured Clinical Examination (OSCE) for a student with physical disability Ximena Triviño, Maria I Romero and Fernando Pimentel* (Universidad Católica de Chile, Escuela de Medicina, Santiago, Chile)

10 Onyx 2.7 Judging clinical competencies in pediatrics in third year medical students Nydia 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 OSCE J 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 standard setting J M Scollay*, L Dalziel, P Warren, R W Parks and H S Cameron (University of Edinburgh, University Department of Surgery, Edinburgh, UK)

10 Onyx 2.10 Applying an OSCE to assess next steps in clinical training in Uruguay A Belloso, G Garcés*, S Soria, F Ferrando and E Macri (University Hospital, Montevideo, Uruguay)

10 Topaz 1 Posters: Professionalism and attitudes

Chairperson: John Hamilton 1030-1215 Location: Topaz Lounge Abstracts: page 213

10 Topaz 1.1 Ambition and the health professional teacher: mirror, mirror on the wall Susan J Lieff (University of Toronto, Canada)

– 2.79 – Section 2 FRIDAY Section 2

10 Topaz 1.2 Professional competence in medical practice: an alternative study of action theories among medical students, their teachers, young and seasoned practitioners of medicine Glen 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 and career – Women “personally engaged” and men “positive in principle” Katarina Hamberg* and Eva E Johansson (Umeå University, Department of Family Medicine and Professional Development, Umeå, Sweden)

10 Topaz 1.4 The suggestions of the basic qualities for medical professionalism in Medical Education in Korea Pock Soo Kang, Kwang Youn Lee*, Choong Ki Lee, Dong Hyup Lee, Young Hwan Lee, Jae Ryong Kim 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 of medical students’ distributed learning in small groups N 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 from Catalan Physicians J Palés*, A Gual, C Gomar, H Pardell and M Bruguera (Consell Català de Formació Mèdica Continuada (CCFMC), Barcelona, Spain)

10 Topaz 1.7 Assessing professionalism: a postal expert rating to verify best answers in a paper-and-pencil-test Claudia Kiessling*, Heiderose Ortwein, Antje Remus, Sebastian Schubert, Ulrich Schwantes and Oliver 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 development Claudia Hernández Escobar*, Graciela Medina Aguilar, Araceli Hambleton Fuentes, Leticia Elizondo Montemayor, Antonio Dávila Rivas, Enrique Saldivar Ornelas, Mary Ana Cordero Díaz, Luis Alonso González, 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 aspects R D Gallotti*, P L Bellodi, J C Oliveria, M A Martins and I F L C Tibério (São Paulo University School of Medicine - USP, Faculty of Medicine, São Paulo, Brazil)

10 Topaz 1.10 Medical students’ confidence and perception of support in ethically challenging situations Catherine Hyde*, Chris Bundy, Sarah Peters, Bryan Vernon and Lis Cordingley (University of Manchester, Medical School, The Faculty of Medicine, Dentistry, Nursing and Pharmacy, Manchester, UK)

10 Topaz 1.11 Improving attitudes of final year medical students S Saranrittichai*, S Vasanawathana, W Thianjaruwatthana and N Sensai (Khon Kaen Regional Hospital, 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 medical practice at the Charité, Berlin Rita Leidinger* and Claudia Kiessling (Arbeitsgruppe Reformstudiengang Medizin, Charité Universitaetsmedizin Berlin, Berlin, Germany)

10 Ruby 1 Posters: Teaching and learning about research methods and Evidence Based Medicine

Chairperson: Peter van Beukelen 1030-1215 Location: Ruby Lounge Abstracts: page 216

10 Ruby 1.1 Legitimacy in medical education research: current debates, future directions Mathieu Albert*, Brian Hodges, Glenn Regehr and Lorelei Lingard (University of Toronto, Wilson Centre for Research In Education, Toronto, Ontario, Canada)

– 2.80 – Section 2 FRIDAY Section 2

10 Ruby 1.2 Understanding and applying scientific methods during medical school: results of a workshop and a student conference at the Charité Philip 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 curriculum Hamdi Akan, Atilla Elhan, Aydan Ikinciogullari, Yildir Atakurt, Sabri Kemahli*, Yasemin Oguz, Olcay Tiryaki Aydintug, Tumer Corapcioglu, I.Hakki Ayhan (Ankara University, Departments of Medical Education and Pediatrics, Faculty of Medicine, Morfoloji (Dekanlik) Binasi, Ankara, Turkey)

10 Ruby 1.4 Use of scientific information resources among medical students Matti Aarnio* and Kalle Romanov (University of Helsinki, Research and Development Unit for Medical Education, Faculty of Medicine, Helsinki, Finland)

10 Ruby 1.5 Teaching and assessing critical thinking skills in an undergraduate curriculum Alan Castle (University of Portsmouth, Centre for Radiography Education, Portsmouth, UK)

10 Ruby 1.6 Medical students’ opinions on medical research, before and after science education Daphne Bloemkolk*, Mandy van den Brink, Franciska Koens, Ronnie van Diemen-Steenvoorde and Maarten Boers (VUMC, Department of Clinical Epidemiology and Biostatistics, Amsterdam, Netherlands)

10 Ruby 1.7 Medical dissertation: long-term results of the graduate programme at Berlin’s Charité J Klank*, D Schnapauff, E Zimmermann, E Schönenberger and M Dewey (Charité - University of Medicine Berlin, Department of Radiology, Berlin, Germany)

10 Ruby 1.8 Diagnostic errors are the errors of clinical reasoning Andrey Kuimov and Irina Kuimova (Novosibirsk Medical Academy, Novosibirsk, Russia)

10 Ruby 1.9 Teaching evidence-based medicine to medical students T 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 pathway A 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 Medical Education (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 1949-2004 Surakrant Yutthakasemsunt* and Naruphon Yutthakasemsunt (Khon Kaen Regional Hospital, Khon Kaen, Thailand)

10 Ruby 2 Posters: Undergraduate training in primary care

Chairperson: David Wall 1030-1215 Location: Ruby Lounge Abstracts: page 219

10 Ruby 2.1 Positive undergraduate experiences deliver more GPs to the NHS… or do they? B Noble*, P Croft, S Perkins and A Nonyane (University of Birmingham, Department of Primary Care & General Practice, Birmingham, UK)

10 Ruby 2.2 Undergraduate first year medical students meet the community and local health services Joaquim Edson Vieira, Paulo Eduardo Mangeon Elias, Isabela Martins Benseñor and Milton de Arruda Martins* (University of São Paulo, Medical School, SP, Brazil)

10 Ruby 2.3 A multicenter study evaluating the effects of personal well-being on specialty choice among US medical students M 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)

– 2.81 – Section 2 FRIDAY Section 2

10 Ruby 2.4 UEA MS/BS: in primary care, distributed teaching leads to standardized knowledge acquisition Victoria 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 strategies for student, resident and faculty development Alan 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 GP and medical student? Experiences from the Berlin Reformed Track at the Charité, Germany Ines Lange*, Claudia Kiessling, Susanne Pruskil and Dagmar Rolle (Charité Universitaetsmedizin Berlin, Reformstudiengang Medizin, Berlin, Germany)

10 Ruby 2.7 CASEing the community…A Community Preceptorship Course M 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 in curriculum evaluation Patricia 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.D curriculum and their professional needs M Khaje Daluee*, A Derakhshan, H Karimi Moonaghi, T Hosseini and M Shayeste Khooy (Mashhad University of Medical Sciences, Mashhad, Iran)

10 Ruby 2.10 Which factors influence the career choice of medical students related to family medicine? Peter Frey (Institute of Medical Education, Bern, Switzerland)

10CR1 Meet the Expert: Geoff Norman

1030-1215 (See biography page 1.9) Location: Committee Room 1

1215-1315 LUNCH Last chance to view Exhibition and Posters

– 2.82 – Section 2 FRIDAY Section 2

SESSION 11: Plenary

Plenary New Learning Technologies

Chairperson: Ronald Harden Location: Auditorium Abstracts: page 222

1315-1325 11.1 Thirteen years of medical education: a teenager’s view Ozgur Onur and Hans Jacob Westbye (International Association of Medical Students’ Associations)

1330-1415 11.2 Information and communication technologies in higher education: Evidence-based practices in medical education Martin Valcke (University of Ghent, Belgium) Martin Valcke is currently Head of the Department of Education at Ghent University Belgium. His key research topic is the innovation of Higher Education and the integrated use of Information and Communication Technologies (ICT). He coordinates implementation projects to introduce ICT-based instructional approaches and strategies in traditional Higher Education institutes, both in Western European and developing countries.

1415-1435 11.3 Needs and opportunities for more efficient education within resuscitation Tore 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 for Acute Medicine, which provides financial support to practically oriented research projects within acute medicine, including education research projects (www.laerdalfoundation.org)

1435-1450 Discussion

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 Curriculum Reviewer: David Davies Reviewer: Janke Cohen-Schotanus

3 Assessment 8 International medical education Reviewer: John Norcini Reviewer: Andrzej Wojtczak

4 Student Learning 9 Clinical teaching Reviewer: Student Group Reviewer: Subha Ramani

5 Selection Reviewer: Janet Grant

1545-1550 Presentation of Medical Teacher Poster Prize and AMEE Poster Quiz Prize Margarita 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 Workshop Evaluation Forms, either to the registration desk on departure or by sending them to the AMEE Office following the conference.

– 2.83 – Section 2 SATURDAY Section 2

Saturday 3 September

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 Evidence Alex 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 decades Elizabeth 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]

– 2.84 – Section 2 WEB POSTERS Section 2

Web Posters

Web Posters are available to view on the AMEE website (www.amee.org) but will not be presented at the Conference. The abstracts are included in the abstract book, on the page indicated for each section.

WBS The Basic Sciences

Abstracts: page 223

WBS 1 The relation between cadaver dissection and anatomy learning F Javadnia* and M Baazm (Ahwaz Jundishapour University of Medical Sciences, Ahwaz, IRAN)

WBS 2 Facilitating anatomy education by enhancing the quality of plastinated specimens A Raoof*, C Baumann, K Falk, N Hendon, L Liu, A Marchese, L Marchese, R Mediratta, M Mirafzali, J Munch, 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 and interest in medical students Goetz Fabry*, Marianne Giesler, Daniela Goos and Waltraud Silbernagel (Albert-Ludwigs University of Freiburg, GERMANY)

WBS 4 The effect of education in the Microbiology Department on achieving the educational objectives Foroogh Nejatollahi (Jahrom University of Medical Sciences, Jahrom Medical School, IRAN)

WCA Clinical Assessment

Abstracts: page 224

WCA 1 Final pilot trial of national CAT-OSCE for undergraduate medical students Ichiro 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 global rating to measure clinical performance Ximena 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 OSCE B Kampel*, A Froehmel, S Townsend and W Georg (Charité, Universitaetsmedizin Berlin, Berlin, GERMANY)

WCA 5 The viewpoint of nursing instructors about clinical evaluation S 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 general medicine be assessed? A comparison of the assessment done by the training doctors and the students themselves Paul Jansen*, Michael Baur, Martin Butzlaff and Monika A Rieger (Universität Witten-Herdecke, Fakultäat für Medizin, Witten, GERMANY)

WCA 7 Assessment of clinical skills in undergraduate students B 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 skills Saeed Sobhanian* and Leila Mosalanejad (Jahrom School of Medical Sciences, Jahrom, IRAN)

– 2.85 – Section 2 WEB POSTERS Section 2

WCS Communication Skills

Abstracts: page 226

WCS 1 Assessment of communication skills in medical students of University of Barcelona through the clinical interview in the last year of study A Vallès*, R Sender, M Valdés and M Salamero (University of Barcelona, Barcelona, SPAIN)

WCS 2 How do standardized patients assess students’ communication skills using patient 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 setting A 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 personnel T Marashi* and E Asady (Ahwaz Jondishapour University of Medical Sciences, Ahwaz, IRAN)

WCS 5 Teaching communication skills by role play method in pre-medical education Soo-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 knowledge Magnus Petersen (University of Southern Denmark, Faculty of Health Sciences, Odense, DENMARK)

WCS 7 Needs assessment on family planning counseling skills in personnel of health centers, Mashad, Iran, 2004-5 Afsaneh Nvaiian* and Talat Khadivzadeh (Mashad University of Medical Sciences, School of Nursing and Midwifery, Mashad, IRAN)

WCEL Computers and e-Learning

Abstracts: page 227

WCEL 1 Student input in strategic planning for information technology M Marquez*, E Martinez and D Adams (University of Puerto Rico, School of Medicine, San Juan, PUERTO RICO)

WCEL 2 The teacher’s role in creating an interactive virtual learning environment Maggy 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 students Davar Aldavood (Medical University of Jahrom, Shiraz, IRAN)

WCEL 4 Survey of knowledge and application of nursing students about Information Technology (IT) in Tehran University, 2005 Fatemeh Noughani* and Jamileh Mohtashami (Tehran University of Medical Sciences, Faculty of Nursing and Midwifery, Tehran, IRAN)

WCE Curriculum Evaluation

Abstracts: page 228

WCE 1 Student evaluation of teaching in undergraduate physiotherapy education M Blackburn* and G Brown (University of Nottingham, Division of Physiotherapy Education, School of Community Health Sciences, Nottingham, UK)

WCE 2 Quantitative data of medical graduate evaluation: do we teach requirements of the 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 Increase Production of Rural Doctors (CPIRD), Nakhon Ratchasima Province, THAILAND)

– 2.86 – Section 2 WEB POSTERS Section 2

WCE 3 Quality assurance in Buddhachinaraj Hospital, School of Medicine P 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 Riga Stradins University Janis Vetra*, Irena Upeniece and Uldis Teibe (Riga Stradins University, Riga, LATVIA)

WCE 5 Measurement of medical interns’ knowledge about common infectious diseases Mohsen Moghadami* and Mitra Amini (Shiraz Medical School, Internal Medicine Department, Shiraz, IRAN)

WCE 6 Interns’ self-evaluation to identify insufficient competencies in neurosurgery 2000-2001 Mohammad Reza Ehsaei*, H Gholamo, M Dashti Rahmatabad and Ali Mohammadi (Mashad University of Medical Sciences, Mashad, IRAN)

WCE 7 Opinions of Medical Faculty Members on academic department organization in Shaheed Beheshti Medical School, Tehran, Iran 2003 H 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 exam F Majidi*, M H Meshkibaf and M Hosinzadeh (Fasa University of Medical Sciences, College of Nursing, Fasa, IRAN)

WCP Curriculum Planning

Abstracts: 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 Portugese Faculty of Health Sciences in Covilha I Neto*, J M Calheiros, M Castelo Branco and J Fermoso (University of Beira Interior, Faculty of Health Sciences, Covilha, PORTUGAL)

WCP 3 Role of medical doctors in training the medical students in Health Care Centers in Bandar Abbas, Iran O 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 success A Shamsdin*, A Ebrahimi and B Zegordi (Fasa University of Medical Sciences, Microbiology Department,, Fasa, IRAN)

WCP 5 Learning styles of students starting medical school Aysen Melek Aytug Kosan*, Meral Demiroren, Sabri Kemahli and I Hakki Ayhan (Ankara University, Faculty of Medicine, Ankara, TURKEY)

WCP 6 Relationship between tutor evaluation and academic performance Mehmet Ozen*, Tanju Aktug, Fevzi Atacanli, Sabri Kemahli, Ozden Palaoglu and I Hakki Ayhan (Ankara University, Faculty of Medicine, Ankara, TURKEY)

WCP 7 The evaluation of a multi-professional training programme for the delivery of out-patient anti-coagulant care L McIlwaine*, E MacGregor, C McLean, J Hamley and P G Cachia (Dundee University, Clinical Skills Centre, Ninewells Hospital and Medical School, Dundee, UK)

– 2.87 – Section 2 WEB POSTERS Section 2

WPG Postgraduate Education and CPD/CME

Abstracts: page 232

WPG 1 Development and evaluation of a multi-deanery appointment process (M-DAP) to year 1 Foundation posts Robert Palmer* and Jonathan Howes on behalf of the M-SAP Committee (West Midlands Postgraduate Deanery, Birmingham, UK)

WPG 2 Training in neonatology during a clinical clerkship – the trainee’s perspective J 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 education Peter Mack* and Ling-Huey Chua (Singapore General Hospital, Department of General Surgery, SINGAPORE)

WPG 4 Intangible Return on Investment (ROI) of a Continuing Education Office Ling-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 registrars Bianca Weeteling*, Reinoud Gemke and Ruurd van Elburg (VU University Medical Center, Department of Neonatology, Amsterdam, NETHERLANDS)

WPG 6 Mentoring overseas doctors to achieve entry for specialist training in UK S K Mukherjee (Kent, Surrey & Sussex Deanery, London, UK)

WPG 7 Internal evaluation: continuous quality improvement process M 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, Iran Fatemeh Najafipour*, Sedighe Najafipour, Fereydon Azizi and Mehdi Saberfirouzi (Shiraz University of Medical Sciences, Valfajer Clinic Center, Shiraz, IRAN)

WP Professionalism

Abstracts: page 234

WP 1 Culturally competent care – a book of case-studies for medical students Conny Seeleman* and Jeanine Suurmond (AMC/University of Amsterdam, Department of Social Medicine, Amsterdam, NETHERLANDS)

WP 2 Defining generic qualities of senior hospital doctors P W Johnston (Aberdeen Royal Infirmary, Department of Pathology, Aberdeen, UK)

WP 3 The development of an instrument to measure gender awareness in medical students P Verdonk*, Y Benschop, H de Haes and T Lagro-Janssen (Radboud University Nijmegen Medical Centre, Nijmegen, NETHERLANDS)

WSD Staff/Faculty Development

Abstracts: page 235

WSD 1 A rural campus’ response to staff development A Currie* and M Laing (Undergraduate Teaching Centre, Raigmore Hospital, Inverness, UK)

WSD 2 An evaluation of workshops to develop appraisal skills in consultants working with doctors in training Pam Shaw*, Hazel Platzer and Jo Tait (KSS Deanery, London, UK)

– 2.88 – Section 2 WEB POSTERS Section 2

WSS Special Subjects in the Curriculum

Abstracts: page 235

WSS 1 What we talk about when we talk about medical humanities Jakob Ousager (University of Southern Denmark, Health, Man and Society, Institute of Public Health, Odense, DENMARK)

WSS 2 Education in military medicine: the Swedish model Sten-Ove Andersson* and Lars Lundberg (Swedish Armed Forces Medical Centre, Hammaro, SWEDEN)

WSS 3 Medical research training in context: students’ perceptions of a new curriculum course Mandy van den Brink*, Daphne Bloemkolk, Franciska Koens, Ronnie van Diemen-Steenvoorde and Maarten Boers (VUMC, Department of Clinical Epidemiology and Biostatistics, Amsterdam, NETHERLANDS)

WS Students

Abstracts: page 236

WS 1 Communication skills and burn-out in medical education Efharis Panagopoulou* and Alexis Benos (Aristotle University Thessaloniki, Thessaloniki, GREECE)

WS 2 Physiotherapy students’ professional identity on the edge of working life Ingrid Lindquist*, Margareta Engardt, Liz Garnham, Fiona Poland and Barbara Richardson (Karolinska Institutet, Neurotec Department, Division of Physiotherapy, Huddinge, SWEDEN)

WS 3 Why failed? A study on Ahvaz Joundi Shapour University of Medical Sciences medical students M Motlagh*, H Elhampoor and A Shakurnia (Ahvaz Joundi Shapour University of Medical Sciences, Ahvaz, IRAN)

WS 4 Relationship between students’ characteristics and academic background and their 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 of Nursing 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 learning

Abstracts: page 237

WTL 1 Multicentric clinical residencies: a model J 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 do pediatric 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 Bandar Abbas, Iran A 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 skills programme Dogan 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 training workshop for internists of a University Hospital M Rahnavardi, S Iravani*, F Pourmalek and M R Hashemi (Artesh University of Medical Sciences, Faculty of Medicine, Tehran, IRAN)

– 2.89 – Section 2 WEB POSTERS Section 2

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 Pediatrics Department? M R Dehghani*, M H Fallahzadeh and Z Karimian (Shiraz University of Medical Science, Educational Development Center Office, Shiraz, IRAN)

WTL 8 Comparison of Basic Life Support (BLS) self-learning and standard BLS training in nursing students R Nikandish*, A Ebrahimi, A Asghari and A Karamad (Fasa University of Medical Sciences, Fasa, IRAN)

WTL 9 Breathe pilots of the North Mari Rostad*, Karoline Aker, Torstein S Hansen and Kristian Espeland (Norwegian University of Science and Technology, Faculty of Medicine, Medical Technical Research Center, Trondheim, NORWAY)

WTL 10 Profile of preferences about the ways students and teachers assimilate and transmit knowledge while learning María Eugenia Ponce de León* and Margarita Varela Ruiz (Universidad Nacional Autónoma de México, Delegacion Tlalpan, MEXICO)

– 2.90 – SECTION 3

Accommodation, Social Programme and Tours Section 3 ACCOMMODATION, SOCIAL PROGRAMME, TOURS Section 3

Accommodation

All enquiries relating to reservations should be directed to: RAI Hotel and Travel Service Tel: +31 (0)20 549 1927 PO Box 77777 Fax: +31 (0)20 549 1946 1070 MS Amsterdam Email: [email protected] NETHERLANDS Website: www.rai.nl/hotelservice

A representative will be available near the registration desk at RAI at designated times to assist 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 and evening events.

Coach transport is not provided to and from evening events but registered participants and registered accompanying persons may use the free travel ticket provided in the registration pack. Evening events will end in good time for participants to return to their hotels by public transport.

Monday 29 August

Folklore and Windmills A visit to see some colourful, old fishing villages with local people in various styles of traditional costumes. Attractions are the Volendam harbour, fish auction and the ‘Marken Museum’, which shows how a Marken fisherman’s family lived in about 1930. The environment of the ‘Zaanse Schans’ has been reconstructed using authentic 17th-18th century houses and workshops. There is a museum of clocks and instruments, an old fashioned bakery, an antique grocery store, a cheese-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 hours Depart from and return to Amsterdam RAI Price: Euros 75 per person (includes coach transport, lunch and multilingual guide)

Amsterdam Highlights This tour features the best of Amsterdam. Travelling by luxurious coach, you will see old and new parts of this beautiful city followed by a boat trip through the famous canals with their unique merchants’ houses from the Golden Age. A visit to a canal house or diamond cutting factory is included in the tour. Half day tour: 1330-1730 hours Depart from and return to Amsterdam RAI Price: Euros 38 per person (includes coach transport and multilingual guide)

– 3.1 – Section 3 ACCOMMODATION, SOCIAL PROGRAMME, TOURS Section 3

Tuesday 30 August

Royal Tour of The Hague and Delft The 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 general impression 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 in the tour. Delft is one of the Netherlands’ best preserved old cities. William the Silent, the leader of the Dutch Revolt against Spain, lived in the Prinsenhof from 1572 until his assassination in 1584. 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 beautiful marketplace with town hall. Full day tour: 0900-1700 hours Depart from and return to Amsterdam RAI Price: Euros 75 per person (includes coach transport, lunch and multilingual guide)

City Tour and Van Gogh Museum The best way to get acquainted with the architectural splendour of Amsterdam is an extensive trip by coach. A visit will be paid to the Van Gogh Museum in the city centre. This world-famous museum contains the archives and collections of the Vincent van Gogh Foundation, which include nearly 200 paintings and 500 drawings by Vincent van Gogh. Half day tour: 1330-1730 hours Depart from and return to Amsterdam RAI Price: Euros 35 per person (includes coach transport and multilingual guide)

Opening Ceremony and Reception Vrije Universiteit Orchestra will perform a selection of music, followed by a dramatic representation of the Night Watch. Drinks and a finger buffet will be served. Location: RAI Congress Center Time: 1930-2200 hrs Cost: 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 its Versailles-like baroque gardens, built by William and Mary in the 17th century, was used by Dutch royalty until 1961. This magnificent palace has become a premium tourist attraction. Full day tour: 0900-1700 hours Depart from and return to Amsterdam RAI Price: Euros 75 per person (includes coach transport, lunch and multilingual guide)

Dinner at Pasta e Basta, Amsterdam The world renowned Italian restaurant, Pasta e Basta, which features talented singing waiters and waitresses, is situated in the middle of Amsterdam’s picturesque canal district. Pasta e Basta has served over half a million satisfied diners including international celebrities such as Bill 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 this event comes highly recommended! The food is excellent. You can enjoy unlimited amounts of delicious Italian specialities to start with, followed by a choice from different pasta dishes such as fresh lasagne, freshly twisted pastas, spaghetti and various tagliatelle. Afterwards a typical Italian dessert will be served. Time: 1930-2300 hours Cost: Euros 85 per person Price includes: 3-course dinner, unlimited drinks (beer, red and white house wines, soft drinks, mineral water), coffee or tea, and wonderful entertainment.

– 3.2 – Section 3 ACCOMMODATION, SOCIAL PROGRAMME, TOURS Section 3

Wednesday 31 August continued

Candlelight Dinner Cruise This romantic evening cruise through Amsterdam’s enchanting canals is a memorable experience and is the best way to get acquainted with the historical city centre and the famous old canal system. Relax in glass-enclosed comfort and enjoy a typical Indonesian buffet and unlimited drinks (red and white wine, beer and soft drinks). An international guide explains the most important sights. Departure time: 1930 hours departure by boat from RAI Harbour Return time: 2200 hours to the city centre Cost: Euros 75 per person Price 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 between nature (the National Park ‘De Hoge Veluwe’), architecture (Henry van der Velde) and art (including 1500 paintings, 275 sculptures, Chinese porcelain). Early Van Gogh is well represented as are Mondriaan, Braque, Picasso, Lipschitz, Juan Gris and many others. Full day tour: 0900-1700 hours Depart from and return to Amsterdam RAI Price: Euros 75 per person (includes coach transport, lunch and multilingual guide)

Gala Dinner Wine and dine in the splendour of the Winter Garden of the Grand Hotel Krasnapolsky. Built in 1879, 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 be provided. Location: Winter Garden, NH Grand Hotel Krasnapolsky, Dam Square, Amsterdam Time: 2000-2300 hours Cost: Euros 90 per person Price includes: three course dinner with wine, beer or soft drinks, coffee, and entertainment.

Friday 2 September

Alkmaar Cheese Market Every Friday morning in summer the old town of Alkmaar faithfully conducts its centuries’ old open air cheese market in front of the ornate 14th century weighing-house. There will be an opportunity to visit the Dutch Cheese Museum and walk through the attractive old town centre. Half day morning tour: 0830-1230 hours Depart from and return to Amsterdam RAI Price: Euros 35 per person (includes coach transport and multilingual guide)

Saturday 3 September

Silver & Witches Oudewater, a very attractive little old town dating from 1265 A.D, is the only place in Europe with a Witch-weighing house. This is your chance to proof you are not one.... Lunch will be served 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 museum where a demonstration will be given by a silver maker. Full day tour: 0900-1700 hours Depart from and return to Amsterdam RAI Price: Euros 75 per person (includes coach transport, lunch and multilingual guide)

– 3.3 – Section 3 ACCOMMODATION, SOCIAL PROGRAMME, TOURS Section 3

Saturday 3 September continued

Amsterdam Golden Age Walking Tour Amsterdam experienced its greatest days of glory during the 17th century. In order to cater for a wealthier and expanding population, the canal network was created with a number of fine warehouses. 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 a massive scale and is one of the few classicist buildings in The Netherlands. Half day tour: 0930-1230 hours Departs 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 refund Cancellation in writing by 1 July: 50% refund After 1 July no refunds will be made.

Student Social Events

The local students have a full social programme arranged for visiting students from Monday to Friday evenings. See their website for information (http://ameestudents.vumc.nl/) or talk to a student at the AMEE Registration Desk.

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