AbNXb

7CC11
7CC12
7CC13
7CC14
Educational impact of Objective Structured Clinical Examination (OSCE) as a formative
assessment on undergraduate medical students
Jitima Tiyayon*, Rajavithi Hospital, Rangsit University, Obstetrics and Gynaecology, Bangkok, Thailand; Prapon
Jaruyawongs, Rajavithi Hospital, Rangsit University, Obstetrics and Gynaecology, Bangkok, Thailand
A new twist to an innovative OSCE: In-situ OSCE
Che-Wei Lin*, Taipei Medical University, Medical College, Department of General Medicine, Taipei, Taiwan; Shry-Yi Lin,
Taipei Medical University, Medical College, Department of General Medicaine, Taipei, Taiwan; Wen-Cheng Huang, Taipei
Medical University, Wan-Fang Hospital, Department of Research and Education, Taipei, Taiwan
OSCE Curriculum Design and Implementation: A Faculty Development Program
Deema Al-Sheikhly*, Weill Cornell Medical College in Qatar, Graduate Medical Education, Doha, Qatar; Dora Stadler,
Weill Cornell Medical College in Qatar, Graduate Medical Education, Doha, Qatar; Thurayya Arayssi, Weill Cornell Medical
College in Qatar, Graduate Medical Education, Doha, Qatar; Stella Major, Weill Cornell Medical College in Qatar, Graduate
Medical Education, Doha, Qatar; Lan Sawan, Weill Cornell Medical College in Qatar, Doha, Qatar; Mohamud Verjee, Weill
Cornell Medical College in Qatar, Doha, Qatar
Scoring Objective Structured Clinical Examinations by Direct Observation or Using Video
Monitors
Chin-Chou Huang*, Taipei Veterans General Hospital, Taipei, Taiwan; Chia-Chang Huang, Taipei Veterans General Hospital,
Teipei, Taiwan; Ying-Ying Yang, Taipei Veterans General Hospital, Taipei, Taiwan; Ling-Yu Yang, Taipei Veterans General
Hospital, Taipei, Taiwan; Shing-Jong Lin, Taipei Veterans General Hospital, Taipei, Taiwan; Jaw-Wen Chen, Taipei Veterans
General Hospital, Taipei, Taiwan
1045-1230 7DD POSTERS: Management
Chairperson: Leona Walsh (United Kingdom)
Location: South Hall, Level 0, MiCo
7DD1
7DD2
7DD3
7DD4
7DD5
7DD6
7DD7
Unbundle medical education, broaden access
Nicholas Andreou*, Imperial College London, School of Medicine, London, United Kingdom; James Price, Imperial College
London, School of Medicine, London, United Kingdom; Timothy Heymann, Imperial College London, Business School,
London, United Kingdom
Appointing a change agent facilitates the integration of diversity, especially gender aspects,
into a new undergraduate medical curriculum
Sabine Ludwig*, Charité-Universitätsmedizin Berlin, Dieter Scheffner Centre, Berlin, Germany; Sabine Oertelt-Prigione,
Charité-Universitätsmedizin Berlin, Insitute of Gender in Medicine, Berlin, Germany; Christine Kurmeyer, Charité-
Universitätsmedizin Berlin, Equal Opportunities Officer, Berlin, Germany; Manfred Gross, Charité-Universitätsmedizin
Berlin, Department of Audiology and Phoniatrics, Berlin, Germany; Annette Grüters-Kieslich, Charité-Universitätsmedizin
Berlin, Berlin, Germany; Harm Peters, Charité-Universitätsmedizin Berlin, Dieter Scheffner Centre, Berlin, Germany
Work in progress: A process of curricular reform
Sergio Zaidhaft*, Faculdade de Medicina. Universidade Federal do Rio de Janeiro, Psychiatry, Rio de Janeiro, Brazil
How to maximize consensus among faculty for curricular reform The Muenster experience
Jan Carl Becker, Medical Faculty, University of Muenster, Institute for Medical Education, Muenster, Germany; Désirée
Burghaus*, Medical Faculty, University of Muenster, Institute for Medical Education, Muenster, Germany; Bernhard
Marschall, Medical Faculty, University of Muenster, Institute for Medical Education, Muenster, Germany; Ara Tekian,
University of Illinois at Chicago, College of Medicine, Chicago, United States
Professional practice outcome of curriculum change, lessons from implementing a new paediatric
module for dental students in Singapore
DD Rajgor, Yong Loo Lin School of Medicine, National University of Singapore, Department of Paediatrics, Singapore;
YYB Mok, National University of Singapore, Faculty of Dentistry, Singapore; DD Samarasekera, Yong Loo Lin School of
Medicine, National University of Singapore, Medical Education Unit, Singapore; Presenter: Chee Wen Terence Lim*,
Yong Loo Lin School of Medicine, National University of Singapore, Department of Paediatrics, Singapore
Effects of Affirmative Action on Motivation for Medical Teaching
Rik Engbers*, Radboud University Medical Center, Department for Evaluation, Quality and Development of Medical
Education, Nijmegen, Netherlands; Lia Fluit, Radboud University Medical Center, Department for Evaluation, Quality
and Development of Medical Education, Nijmegen, Netherlands; Sanneke Bolhuis, Radboud University Medical Center,
Department for Evaluation, Quality and Development of Medical Education, Nijmegen, Netherlands; Roderick Sluiter,
Radboud University, Department of Political Science, Nijmegen, Netherlands; Paul Stuyt, Radboud University Medical
Center, Department for Evaluation, Quality and Development of Medical Education, Nijmegen, Netherlands; Roland Laan,
Radboud University Medical Center, Department for Evaluation, Quality and Development of Medical Education, Nijmegen,
Netherlands
Impact of Accreditation on Institutional Development
Oyuntsetseg Sandag*, School of Nursing, National University of Medical Sciences, Ulaanbaatar, Mongolia; Odongua
Nemekhee, National University of Medical Sciences, Ulaanbaatar, Mongolia; Solongo Bandi, National University of Medical
Sciences, Department of Pulmonology, Ulaanbaatar, Mongolia; Oyungoo Badamdorj, National University of Medical
Sciences, Ulaanbaatar, Mongolia; Gankhuyag Gochoosuren, School of Nursing, National University of Medical Sciences,
Ulaanbaatar, Mongolia; Tserendagva Dalkh, National University of Medical Sciences, Ulaanbaatar, Mongolia
– 134 –