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1045-1230 7J SHORT COMMUNICATIONS: Evaluating PBL<br />
Chairperson: Hla Yee Yee (Malaysia)<br />
Opening Discussant:<br />
Location:<br />
Amber 3, Level +2, MiCo<br />
1045-1100 7J1 The good, the bad and the ugly – what’s not to like about problem based learning (PBL)<br />
Frederic Pender*, University of Edinburgh, Centre for Medical Education, Edinburgh, United Kingdom<br />
1100-1115 7J2 Still here... 16 years later! Tutors’ reflections on sustaining the integrity of a whole-programme<br />
educational philosophy for medical students’ active learning<br />
Gillian Maudsley*, The University of Liverpool, Public Health & Policy, Liverpool, United Kingdom<br />
1115-1130 7J3 Prevent crack in PBL phase 2: Reflection as Tutor at Arabian Gulf University (AGU) College of<br />
Medicine<br />
Amjad Imam*, Arabian Gulf University, Paediatric, Manama, Bahrain<br />
1130-1145 7J4 Does the environment matter Students’ psycho-social situation and its relation to academic<br />
achievement in a problem based learning and a traditional curriculum<br />
Stefan K. Schauber*, Charité, Universitätsmedizin Berlin, Dieter Scheffner Center for Medical Teaching and Educational<br />
Research, Berlin, Germany; Martin Hecht, HU Berlin, Dieter Scheffner Center for Medical Teaching and Educational<br />
Research, Berlin, Germany; Zineb M. Nouns, Charité, Universitätsmedizin Berlin, Institute of Medical Sociology and<br />
Rehabilitation Sciences, Berlin, Germany; Susanne Dettmer, Charité, Universitätsmedizin Berlin, Dieter Scheffner Center for<br />
Medical Teaching and Educational Research, Berlin, Germany<br />
1145-1200 7J5 Affectionately yours: Understanding emotions in PBL<br />
Brian Bailey*, Napier University, School of Community Health (retired), Penicuik, United Kingdom<br />
1200-1215 7J6 When and how does collaborative learning evoke students’ emotional responses<br />
Takuya Saiki*, Gifu University, Medical Education Development Centre, Gifu, Japan; Rintaro Imafuku, Gifu University,<br />
Medical Education Development Centre, Gifu, Japan; Masayuki Niwa, Gifu University, Medical Education Development<br />
Centre, Gifu, Japan; Kazuhiko Fujisaki, Gifu Univeristy, Medical Education Development Centre, Gifu, Japan; Yasuyuki<br />
Suzuki, Gifu University, Medical Education Development Centre, Gifu, Japan<br />
1215-1230 Discussion<br />
1045-1230 7K SHORT COMMUNICATIONS: Patient Safety<br />
Chairperson: Edith ter Braak (Netherlands)<br />
Opening Discussant:<br />
Location:<br />
Amber 4, Level +2, MiCo<br />
1045-1100 7K1 Patient Safety in Family Medicine: A Thematic Analysis of Accreditation Standards and the<br />
Triple C Curriculum<br />
Aliya Kassam*, University of Calgary, Community Health Sciences, Calgary, Canada; Nishan Sharma, University of Calgary,<br />
Ward of the 21st Century (W21C), Calgary, Canada; Margot Harvie, Health Quality Council of Alberta, Patient Safety<br />
Education, Calgary, Canada; Maeve O’Beirne, University of Calgary, Family Medicine, Calgary, Canada<br />
1100-1115 7K2 Is patient safety an accurate indicator of the quality of education and training<br />
K Nathavitharana*, Health Education West Midlands, Education and Quality, Birmingham, United Kingdom<br />
1115-1130 7K3 CSI-Seattle: The Resident Plays Detective In A Safety Initiatve<br />
Gabrielle Kane*, University of Washington, Radiation Oncology, Seattle, United States; Aaron Kusano, University of<br />
Washington, Radiation Oncology, Seattle, United States<br />
1130-1145 7K4 “Going through the motions”, identifying patient safety issues and incorporation into learning<br />
through assessment<br />
Jolene Moore*, University of Aberdeen, Medical and Dental Education, Aberdeen, United Kingdom; Frances Wilkinson,<br />
University of Aberdeen, Medical and Dental Education, Aberdeen, United Kingdom<br />
1145-1200 7K5 Structured pharmacy team shadowing to improve junior doctor medication safety<br />
Holly Mabillard*, Northumbria Healthcare NHS Foundation Trust, Medical Education, Newcastle Upon Tyne, United<br />
Kingdom; Cath Huntley, Northumbria Healthcare NHS Foundation Trust, Medical Education, Newcastle Upon Tyne, United<br />
Kingdom<br />
1200-1215 7K6 The development of a peer initiated Quality Improvement teaching programme to demonstrate<br />
the role of medical leadership in improving patient safety as a part of the postgraduate medical<br />
curriculum<br />
Hannah Baird*, Central Manchester Foundation Trust, Postgraduate Education, Manchester, United Kingdom; Samah<br />
Allimam, Central Manchester Foundation Trust, Haematology, Manchester, United Kingdom<br />
1215-1230 Discussion<br />
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