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Evaluation of basic medical education courses in terms of clinical presentation and competencybased
learning outcomes
KW Choi, The Catholic University of Korea, College of Medicine, Master Center for Medical Education Support, Seoul,
Republic of South Korea; I Park, The Catholic University of Korea, College of Medicine, Master Center for Medical
Education Support, Seoul, Republic of South Korea; SA Baek, The Catholic University of Korea, College of Medicine, Master
Center for Medical Education Support, Seoul, Republic of South Korea; EJ Kim, The Catholic University of Korea, College of
Medicine, Master Center for Medical Education Support, Seoul, Republic of South Korea; NJ Kim*, The Catholic University
of Korea, College of Medicine, Master Center for Medical Education Support, Seoul, Republic of South Korea; SY Kim,
The Catholic University of Korea, College of Medicine, Pathology, Seoul, Republic of South Korea
Medical students’ views about the roles of physicians: Implications for setting outcomes and
curricula for undergraduate medical education
Katsumi Nishiya*, Kagawa University, Faculty of Medicine, Department of Medical Education, Kagawa, Japan; Kazunori
Sumitani, Kagawa University , Faculty of Medicine, Department of Medical Education, Kagawa, Japan; Hiroki Okada,
Kagawa University , Faculty of Medicine, Department of Medical Education, Kagawa, Japan
Using essays for analyzing first year medical students’ opinions of a good doctor
Liisa Kuikka*, University of Helsinki, General Practice, Helsinki, Finland; Martina Torppa, University of Helsinki, General
Practice, Helsinki, Finland; Laura Karppa, University of Helsinki, General Practice, Helsinki, Finland; Helena Karppinen,
University of Helsinki, General Practice, Helsinki, Finland;Kaisu Pitkala, University of Helsinki, General Practice, Helsinki,
Finland
Developing guidelines for designing competency assessment programmes: The initial move from
focus on methods to programmatic approach
Roghayeh Gandomkar*, Tehran University of Medical Sciences, Medical Education, Tehran, Iran; Mohammad Jalili, Tehran
University of Medical Sciences, Medical Education, Tehran, Iran; Azim Mirzazadeh, Tehran University of Medical Sciences,
Tehran, Iran
Modernisation of Postgraduate Medical Training through a new assessment system. The model
of Cruces University Hospital (Basque Country, Spain)
J Morán-Barrios*, Hospital Universitario Cruces, Postgraduate Medical Education Unit, Barakaldo, Spain; R del Orbe-
Barreto, Hospital Universitario Cruces, Hematología, Barakaldo, Spain; M Calabozo, Hospital Universitario Cruces,
Reumatología, Barakaldo, Spain; E Amutio, Hospital Universitario Cruces, Hematología, Barakaldo, Spain; D Bracho-
Tudares, Hospital Universitario Cruces, BioCruces Health Research Institute, Barakaldo, Spain; E Pérez-Morán, Hospital
Universitario Cruces, Postgraduate Medical Education, Barakaldo, Spain
iCAN!-Normal Child: Development and initial use of one self-accomplished, formative selfassessment
tool for medical students
Mikaela Arstad Karipidou, University of Ioannina Medical School, Department of Hygiene and Epidemiology, Medical
Education Unit, Child Health Department, Ioannina, Greece; Christina Kalivioti, University of Ioannina Medical School,
Department of Hygiene and Epidemiology, Medical Education Unit, Child Health Department, Ioannina, Greece; Zoi
Mitsoglou*, University of Ioannina Medical School, Department of Hygiene and Epidemiology, Medical Education Unit,
Child Health Department, Ioannina, Greece; Alexandros Makis, University of Ioannina Medical School, Child Health
Department, Ioannina, Greece; Ioannis DK Dimoliatis, University of Ioannina Medical School, Department of Hygiene and
Epidemiology, Medical Education Unit, Ioannina, Greece; Ekaterini Siomou, University of Ioannina Medical School, Child
Health Department, Ioannina, Greece
Development of the assessment system for outcome-based undergraduate medical curriculum
Danai Wangsaturaka*, Faculty of Medicine, Chulalongkorn University, Pharmacology and Medical Education Unit,
Bangkok, Thailand; Ruangsak Lertkhachonsuk, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand; Pongsak
Wannakrairot, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
1400-1530 4FF POSTERS: Junior Doctor as Teacher
Chairperson:
Location: South Hall, Level 0, MiCo
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How effective is 6-module resident-as-teacher curriculum in preparing emergency medicine
residents for their teaching role
Houman Hosein-Nejad*, Tehran University of Medical Science, Emergency, Tehran, Iran; Helen Dargahi, Tehran University
of Medical Science, Medical Education, Tehran, Iran
Students’ perception on their learning through resident-student peer teaching in a universityaffiliated
hospital in Northeast Thailand
Sumonmaln Klamchuen*, Sunpasitthiprasong Hospital, Department of Pediatrics, Ubon Ratchathani, Thailand; Nawarat
Aroonyadech, Sunpasitthiprasong Hospital, Department of Pediatrics, Ubon Ratchathani, Thailand
Geriatric Medicine Residents-as-Teachers
Karen A. D’Silva*, University of Toronto, Medicine, Toronto, Canada; Dov Gandell, University of Toronto, Medicine, Toronto,
Canada
The impact of introducing an online tutorial booking website ‘TuteMate’ to facilitate near-peer
teaching between junior doctors and medical students
Olivia Jagger*, The Royal Devon and Exeter NHS Foundation Trust, Academic Education, Exeter, United Kingdom; Alistair
Brown, The Royal Devon and Exeter NHS Foundation Trust, Exeter, United Kingdom; Emma O’Hare, The Royal Devon and
Exeter NHS Foundation Trust, Exeter, United Kingdom; Alexander Harding, Exeter Medical School, Exeter, United Kingdom
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