#10FF ePosters - Technology Enhanced Learning 2 10FF01 (277) Date of Presentation: Wednesday, 28 August 2019 Time of Session: 0830-1015 Location of Presentation: Crystal Lounge, Level 1 Transition from Paper-Based to Electronic Portfolio Using On-Hand Social Medias for Undergrads: Generation Gap Perspective AUTHOR(S): Chalinee Monsereenusorn, Phramongkutklao Hospital and College of Medicine, Thailand (Presenter) Piya Rujkijyanont, Phramongkutklao Hospital and College of Medicine, Thailand Chanchai Traivaree, Phramongkutklao Hospital and College of Medicine, Thailand Sangkae Chamnanvanakij, Phramongkutklao Hospital and College of Medicine, Thailand ABSTRACT Background: The academic portfolio has become a key to evaluate holistic approach, mentality, ethics and professionalism for health professions. On-hand technologies and social media become a vital part of life in this century. Integration of technologies and social media into electronic portfolio aims to motivate student in creating prosperity portfolio with satisfaction and user friendly. Summary of Work: Transition from paper-based into electronic portfolio by combining with Google® form to submit and compile documents in a single place with Line® application to communicate between students and teachers was initiated. Feedback from teacher was submitted by email directly to student and administrator. We conduct a study to evaluate students and teachers' satisfaction by using a questionnaire focusing in 4 domains to compare between paper-based and electronic portfolio: easy and less complex to fill up; fast and convenient; beneficial for longitudinal follow-up and easy archiving. A Likert scale from 0 to 5 was used to define levels of disagree to totally agree. Summary of Results: All ninety-eight students filled and submitted portfolio electronically. On contrary, 13 of 26 teachers (50%) provided feedback electronically while the rest wrote feedback in a paper. 12 of 13 (92.3%) and 1 of 13 (7.7%) who provided paper-based feedback were age 39-53 years (generation x) and 24- 38 years (generation y), respectively. 98 of the 4th year medical students (100%) and 21 of 26 teachers (80%) returned the questionnaire. Students and teachers preferred electronic to paper-based portfolio (83.7% vs 16.3% and 95.2% vs 4.8%, respectively) in 4 domains; fast and convenience (p<0.001), benefit for longitudinal follow-up (p<0.001) and easy archiving (p=0.002). There was no difference in the score of ease and complexity to fill up between the two groups for both students and teachers perspective. However, fast and convenience for electronic inferior to paper-based portfolio in generation x teachers perspective (2.53 vs 3.6, p<0.001). Discussion and Conclusions: Medical students preferred electronic to paper-based portfolio. Electronic portfolio should be implemented to improve the quality of portfolio in undergraduate level. However, paper-based feedback from teachers might be provided as an option. Take-home Messages: Technologies might be a good tool for reflection and feedback in portfolio assessment. #10FF ePosters - Technology Enhanced Learning 2 10FF02 (278) Date of Presentation: Wednesday, 28 August 2019 Time of Session: 0830-1015 Location of Presentation: Crystal Lounge, Level 1 The Focused Cardiac Ultrasound skill of newly-graduated doctors: which acoustic window has the highest yield? AUTHOR(S): Praew Kotruchin, Khon Kaen University, Thailand (Presenter) Panupong Damgengkajornwong, Police General Hospital, Thailand Kamonwan Ianghong, Faculty of Medicine, Khon Kaen University, Thailand ABSTRACT Background: Focused cardiac ultrasound (FCU) is a useful modality in emergency care settings. The FCU skill of newly-graduated doctors has not yet been demonstrated. Our objective was to assess the FCU skill of newly-graduated doctors in terms of knowledge and hands-on skills after a short training course. Summary of Work: Thai doctors who had graduated within the past three months from a regional university were enrolled. The three-hour FCU training consisted of lectures and a hands-on echocardiography session including examples of parasternal short axis (PSA), long axis (PLA), subcostal (SC), pleural scanning (PS) and apical four-chamber view (A4C) were provided by the emergency physician and cardiologist. After one month, the practical skills in terms of image quality and time to diagnosis of real patients were evaluated. Summary of Results: Total of 70 participants, 45.7% were male. The mean age was 24.6 years old. In terms of image quality, PSA for evaluating left ventricular (LV) structures was highest achieved at 61.4%, followed by PLA for detecting pericardial effusion (44.3%), SC for evaluating inferior vena cava diameter (37.1%) and PS for detecting pleural effusion (28.5%). The A4C had the lowest achievement (17.1%). Time to diagnosis in the LV abnormalities was shortest in PSA (15 seconds) and longest in A4C (35 seconds). A total of 87.1% of participants passed the hands-on examination in all acoustic views. Discussion and Conclusions: The PSA, PLA and SC acoustic views resulted in higher quality and shorter times for training than A4C, indicating that these should be the first acoustic views for training and for using by newly-graduated doctors to evaluate the acute patients. Take-home Messages: Focus cardiac ultrasound (FCU) is a useful adjunctive modality in emergency care that can be successfully trained in the fewer experienced doctors. #10FF ePosters - Technology Enhanced Learning 2 10FF03 (678) Date of Presentation: Wednesday, 28 August 2019 Time of Session: 0830-1015 Location of Presentation: Crystal Lounge, Level 1 Development and Assessment of an Interactive Neurolocalisation eLearning Tool AUTHOR(S): Tammy Tsang, National Healthcare Group, Singapore (Presenter) Sheila Srinivasan, Department of Neurology, National Neuroscience Institute Han Kun Wang, National Healthcare Group, Singapore ABSTRACT Background: Neurophobia, fear of neural sciences and clinical neurology, is common among junior learners of neurology. This has been attributed to lack of knowledge and low interest. We created an interactive e-learning tool (Neurobot) to learn neurolocalisation - a systematic approach to localizing a lesion based on a patient's symptoms and signs. We assessed the efficacy by comparing it to conventional tutor-led teaching. Summary of Work: We developed an inital online e-learning tool 'Neurobot’, with seven clinical cases involving neurological localisation. A pilot study involved a total of 30 undergraduate medical students who tested the tool with quantitative and qualitative feedback collected. A second version of Neurobot with fifteen clinical cases was developed and used in a controlled study, involving students rotating through National Neuroscience Institute. The control arm received conventional tutor-led teaching while the intervention arm received neurological localization education via the Neuroapp. The primary outcome was the mean test scores of the students on an extended-matching (EMQ) test. Secondary outcomes include qualitative and quantitative feedback on the Neuroapp and level of neurophobia pre and post-teaching. Summary of Results: In the pilot study, quantitative and qualitative feedback was positive. The controlled study had 183 students who participated in the study. Mean EMQ score for the control group was 31.69 (SD 6.74) and the Neuroapp group was 31.20 (SD 7.72) with no statistically significant difference between the two (p=0.673). Mean neurophobia level at baseline was similar in the control group (2.2) and the Neuroapp group (2.16), (score of 1 = most neurophobic, score of 5 = least neurophobic). Post teaching, neurophobia scores improved in both the control group (2.45) and the Neuroapp group (2.45). Discussion and Conclusions: The e-learning tool (Neuroapp) is not inferior to conventional tutor led teaching for the learning of neurological localization in medical students. It appears that the Neuroapp has shown to reduce Neurophobia amongst medical students alongside with conventional teaching. Take-home Messages: Developing E-learning tools is feasible and non-inferior with conventional teaching. Clinicians should consider further collaborations with developers to develop e-learning tools for students. #10FF ePosters - Technology Enhanced Learning 2 10FF04 (1064) Date of Presentation: Wednesday, 28 August 2019 Time of Session: 0830-1015 Location of Presentation: Crystal Lounge, Level 1 Can Pharmacy Students Use Wikipedia as a Learning Resource? Assessment of 100 Entries on Chemotherapeutic Agents AUTHOR(S): Aya Alsharafi, King Saud University, Kingdom of Saudi Arabia (Presenter) Samy Azer, King Saud University, Kingdom of Saudi Arabia ABSTRACT Background: Pharmacy students tend to use Wikipedia as one of their primary sources of knowledge for drug information. The aim of this work is to evaluate the accuracy of content and readability level of English Wikipedia entries on chemotherapeutic agents, using quality and readability tools. Summary of Work: Using the British National Formulary (BNF-2018) and ClinicalTrials.gov we identified 188 chemotherapeutic agents. We randomly selected 100 drugs using Excel randomization program. Wikipedia was searched on the 3rd June 2018 for the selected 100 drugs and identified entries were printed out from Wikipedia. Entries were independently scored by the two researchers using modified DISCERN. The readability was calculated using an online instrument. Summary of Results: The DISCERN scores