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1445-1500 8M4 Flipped classroom (FC) learning experiences among healthcare students: A pilot study of FC
instrument
Amutha D. M. Navamoney*, International Medical University, IMU Center for Education (ICE), Kuala Lumpur, Malaysia;
Yusup Hashim, Asia e-University, Faculty of Education, Kuala Lumpur, Malaysia
1500-1515 8M5 An exploration of the University of Bradford UK MPharm students’ perceptions of Team-Based
Learning
N Hina, University of Bradford, School of Pharmacy, West Yorkshire, United Kingdom; T Arif, University of Bradford, School
of Pharmacy, West Yorkshire, United Kingdom; S Hill, University of Bradford, School of Pharmacy, West Yorkshire, United
Kingdom; Y Habeeb, University of Bradford, School of Pharmacy, West Yorkshire, United Kingdom; M Tahir, University of
Bradford, School of Pharmacy, West Yorkshire, United Kingdom; S Armstrong, University of Bradford, School of Pharmacy,
West Yorkshire, United Kingdom; Presenter: Beverley Lucas*, University of Bradford, School of Pharmacy, West Yorkshire,
United Kingdom
1515-1530 8M6 Flipped classroom facilitates learning of practical skills
Leila Niemi-Murola*, University of Helsinki, Department of Anaesthesiology and Intensive Care Medicine, Helsinki, Finland;
Klaus T Olkkola, University of Helsinki, Department of Anaesthesiology and Intensive Care Medicine, Helsinki, Finland
No discussion
1400-1530 8N SHORT COMMUNICATIONS: Student as Teacher 1
Chairperson: Jetro Tuulari (Finland)
Opening Discussant: Paul de Roos (Sweden)
Location:
Amber 7, Level +2, MiCo
1400-1415 8N1 A case control educational intervention showing how peer-assisted learning (PAL) can improve
medical students’ exam results and provide an environment conducive for learning
Jonathan A M King*, UCL, London, United Kingdom; Chrishan Gunasekera, UCL, London, United Kingdom; Oliver Cohen,
UCL, London, United Kingdom; Tanjila Hakim, UCL, London, United Kingdom; Deirdre Wallace, UCL, London, United
Kingdom; Alison Sturrock, UCL, London, United Kingdom
1415-1430 8N2 An investigation into student perceptions of peer learning as a learning method during a medical
undergraduate course
Ahmed Ezzat*, University of Aberdeen, Pathology, Aberdeen, United Kingdom; Shiran Gunasekera, University of Aberdeen,
Anatomy, Aberdeen, United Kingdom; Peter Johnston, University of Aberdeen, Aberdeen, United Kingdom; Simon Parson,
University of Aberdeen, Aberdeen, United Kingdom
1430-1445 8N3 Training Peer Tutors to Facilitate Online Team-Based Learning in Academic Study Skills
Sharon Boyd*, University of Edinburgh, The Royal (Dick) School of Veterinary Studies, Edinburgh, United Kingdom; Jessie
Paterson, University of Edinburgh, Edinburgh, United Kingdom
1445-1500 8N4 Peer teaching may promote personal development
Carmen Teijeiro, Facultad de Ciencias Biomedicas. Universidad Austral, Medical Education, Pilar, Argentina; Malena Sayal,
Facultad de Ciencias Biomedicas. Universidad Austral, Medical Education, Pilar, Argentina; Florencia Moore, Facultad de
Ciencias Biomedicas. Universidad Austral, Medical Education, Pilar, Argentina; Soledad Campos*, Facultad de Ciencias
Biomedicas. Universidad Austral, Medical Education, Pilar, Argentina; Angel Centeno, Facultad de Ciencias Biomedicas.
Universidad Austral, Medical Education, Pilar, Argentina
1500-1515 8N5 A program on Peer Tutoring during junior years in medical and nursing school
María José Frontera Vaca*, Universidad Austral, Facultad de Ciencias Biomedicas, Buenos Aires, Argentina; María Victoria
Brunelli, Universidad Austral, Facultad de Ciencias Biomedicas, Buenos Aires, Argentina; Soledad Alvarez Campos,
Universidad Austral, Facultad de Ciencias Biomedicas, Buenos Aires, Argentina; María del Carmen Teijeiro, Universidad
Austral, Facultad de Ciencias Biomedicas, Buenos Aires, Argentina; Malena Sayal, Universidad Austral, Facultad de Ciencias
Biomedicas, Buenos Aires, Argentina; Angel Centeno, Universidad Austral, Facultad de Ciencias Biomedicas, Buenos Aires,
Argentina
1515-1530 Discussion
1400-1530 8O SHORT COMMUNICATIONS: Student Self-Assessment / Self Efficacy
Chairperson:
Opening Discussant:
Location:
Amber 8, Level +2, MiCo
1400-1415 8O1 Students’ performance data in the HIP (“How I Perform”) feedback tool enable students’ selfvalidation
and study prediction
Johann Arias*, RWTH Aachen, Medical Faculty, Deanery, Aachen, Germany; Stephan Erdtmann, RWTH Aachen, Medical
Faculty, Deanery, Aachen, Germany; Sonja Finsterer, RWTH Aachen, Medical Faculty, Deanery, Aachen, Germany; Melanie
Simon, RWTH Aachen, Medical Faculty, Deanery, Aachen, Germany
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