2010 GLASGOW, UK - AMEE

4W2 Peer assisted learning at a problem based and split-campus medical school
J Muzaffar*, B Parmar, D Smith, B Wilson*, J Lewis & J Mckendree (Hull York Medical
School, Hull and York, UK)
4W3 The peer teaching programme: A two year review
S Keat* & R Mackinnon (University of Sheffield, Academic Unit of Medical Education,
Sheffield, UK)
4W4 PBL tutored by sixth-year medical students got higher evaluation compared
with faculty tutor
Y Oda* & T Sakemi (Saga University, Center for Comprehensive Community Medicine,
Saga, Japan)
4W5 Motivational benefits of peer-assisted learning (PAL)
E J R Hill* & J A Giles* (The University of Manchester, UK)
4W6 Peer Assisted Learning improves academic success
M Zdravkovic* 1 & I Krajnc 1,2 ( 1 University of Maribor; 2 University Medical Centre Maribor,
Slovenia)
4W7 Peer assisted learning: The effect of contrasting tutor approaches in a skills
lab-environment
I Berghmans 1 , C Aubry* 2 , F Dochy 1 & K Struyven1 ( 1 Faculty of Psychology and
Educational Sciences; 2 Medical Education, Katholieke Universiteit Leuven, Belgium)
4W8 Establishing a peer-assisted vertical study program (VESPA) for medical students
J Kam 1 , R Mitchell* 2 , J Tai 3 , E Halley 3 & S Vance 3 ( 1 Alfred Health, Prahran; 2 Barwon Health,
Geelong; 3 Monash University, Clayton, Victoria, Australia)
4W9 On-line delivery of case material to peer-led student groups in stage 4 of the
MBBS curriculum: can innovative delivery improve satisfaction?
P M Bradley* (Medical School, Newcastle University, Newcastle upon Tyne, UK)
4W10 Exploring the impact of secondary-school alcohol health education and the
curriculum for excellence
R McLean*, A McGowan, C Collins & J Burke (Glasgow Medical School, University of
Glasgow, UK)
4W11 Reliability of a peer checklist for performance setting spinal anesthesia and
Bird’s ventilator: Objective Structured Clinical Examination (OSCE)
S Boonmak*, P Boonmak, D Horatanaruang & P Boonsangjaraeng (Khon Kaen University,
Faculty of Medicine, Anesthesiology Department, Thailand)
4W12 Familiarity affects peer assessment in communicating skills, team working but not
medical knowledge
Chu-Chun Chien* 1,2 , Ji-Tseng Fang 1,2,4 , Chen-Jei Hung 1 , Chi-Wei Yang 1 , Shih-Tseng Lee 2 ,
Jeng-Yi Wang 3,4 (Chang Gung Memorial Hospital 1 The Division of Nephrology, Department
of Internal Medicine; 2 Department of Medical Education; 3 Section of Colon and Rectal
Surgery; 4 Chang Gung University, Taoyuan, Taiwan)
4W13 Correlation between OSCE scores and self-assessment competency among
medical students at Naresuan University
Piriya Narukhutrpichai* (Naresuan University, Department of Obstetrics and Gynecology,
Thailand)
4W14 Student self-assessment score in problem-base learning skill:
Compared to facilitator’s score
M Wongchanchailert*, S Anuntaseree & R Leelawattana (Division of Medical Education,
Prince of Songkla University, Hatyai, Thailand)
4W15 Improving written communication using a self-assessment process
J Francois* (University of Manitoba, Department of Medical Education, Winnipeg,
Canada)
4W16 How well do students self assess in a final year ward simulation exercise?
J Shaw*, M Cachia, GJ Mires & J Ker (Dundee Medical School, University of Dundee, UK)
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MONDAY 6 SEPTEMBER