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Teaching and Learning in Supervised Internship: Internship in Integrated Health
Maria Viviane Lisboa de Vasconcelos*, Universidade Federal de Alagoas, Faculdade de Medicina, Maceió, Brazil; Emanuelle
Cavalcante Pimentel, Centro Universitário-CESMAC, Instituto de Ciencias Biologicas e da Saude, Maceió, Brazil; Renato
Santos Rodarte, Universidade Federal de Alagoas, Faculdade de Medicina, Maceió, Brazil; Célia Maria Silva Pedrosa,
Universidade Federal de Alagoas, Faculdade de Medicina, Maceió, Brazil
1400-1530 8FF POSTERS: The Student 2
Chairperson: Mette Krogh Christensen (Denmark)
Location: South Hall, Level 0, MiCo
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The Millennial Medical Students: A new generation, an old vocation
Ana Leticia Darcie*, Faculty of Medicine, University of Sao Paulo (FMUSP), Center for the Development of Medical
Education (CEDEM), Sao Paulo, Brazil; Patricia Bellodi, Faculty of Medicine, University of Sao Paulo (FMUSP), Center for the
Development of Medical Education (CEDEM), Sao Paulo, Brazil
How Recognition of Prior Learning copes with academic success of medical students
Maria Amélia Ferreira*, Faculty of Medicine of the University of Porto, Department of Medical Education and Simulation,
Porto, Portugal; Cristina Alves, Faculty of Medicine of the University of Porto, Department of Medical Education and
Simulation, Porto, Portugal; Isabel Lourinho, Faculty of Medicine of the University of Porto, Department of Medical
Education and Simulation, Porto, Portugal; Milton Severo, Faculty of Medicine of the University of Porto, Department of
Medical Education and Simulation, Porto, Portugal
The formation of self-identity of medical students: The use of qualitative method
Chiung-hsuan Chiu*, Taipei Medical University, Health Care Administration, Taipei, Taiwan; Chung-jen Wei, FuJen Catholic
University, School of Public Health, New Taipei City, Taiwan
Medical students’ metaphoric talk about their professional identities: Superman, robots and
baggage
Gabrielle M Finn*, Hull York Medical School, Centre for Education Development, York, United Kingdom; Rola Ajjawi,
Dundee, Centre for Medical Education, Dundee, United Kingdom; Fred Hafferty, The Mayo Clinic, Professionalism and
Ethics, Rochester, United States; Wojciech Pawlina, The Mayo Clinic, Anatomy, Rochester, United States
Constructing and affirming professional identities: Exploring ‘controversial’ online posting by
doctors and other health professionals
A. L. Da Silva*, Swansea University, College of Medicine, Swansea, United Kingdom; J. McKimm, Swansea University,
College of Medicine, Swansea, United Kingdom
An evaluation of mentoring program for female medical students
Jinyoung Hwang*, Seoul National University College of Medicine, Department of Medical Education, Seoul, Republic of
South Korea; Seung-Hee Lee, Seoul National University College of Medicine, Department of Medical Education, Seoul,
Republic of South Korea; Eun-Jeong Kim, Seoul National University College of Medicine, Department of Medical Education,
Seoul, Republic of South Korea; Ju-Hee Jeong, Seoul National University College of Medicine, Department of Medical
Education, Seoul, Republic of South Korea; Jwa-Seop Shin, Seoul National University College of Medicine, Department
of Medical Education, Seoul, Republic of South Korea; Seong Ho Yoo, Seoul National University College of Medicine,
Department of Forensic Medicine, Seoul, Republic of South Korea
What makes informal mentoring effective in the medical field
Heba Mohtady*, Zagazig University-Egypt & Maastricht University, The Netherlands; Medical Education and Microbiology
Departments, Zagazig, Egypt; Karen Könings, Maastricht University, Medical Education & Microbiology Departments,
Maastricht, Netherlands; Jeroen van Merriënboer, Maastricht University, Maastricht, Netherlands
The Munich-Evaluation-of-Mentoring-Quality (MEMeQ)-questionnaire – A novel instrument for
the differentiated evaluation of quality in mentoring relationships in medical education
Matthias Schaefer, Ludwig-Maximilians-University (LMU), Institute for Didactics and Educational Research in Medicine,
Munich, Germany; Tanja Pander, Ludwig-Maximilians-University (LMU), Institute for Didactics and Educational Research in
Medicine, Munich, Germany; Severin Pinilla, Ludwig-Maximilians-University (LMU), Institute for Didactics and Educational
Research in Medicine; Department of Neurology, Munich University Hospital, Munich, Germany; Martin R. Fischer,
Ludwig-Maximilians-University (LMU), Institute for Didactics and Educational Research in Medicine, Munich, Germany;
Philip von der Borch, Ludwig-Maximilians-University (LMU), Institute for Didactics and Educational Research in Medicine,
Munich, Germany; Konstantinos Dimitriadis*, Ludwig-Maximilians-University (LMU), Institute for Didactics and Educational
Research in Medicine; Department of Neurology, Munich University Hospital, Munich, Germany
A pilot study of the use of video-conferencing technology in medical student welfare meetings
Allison Booth, Undergraduate Medical Education, Central Manchester Foundation Trust, Manchester, United Kingdom;
Jonathan Bedford*, University of Manchester, Manchester, United Kingdom; Alex Bonner, University of Manchester,
Manchester, United Kingdom
Standing out from the rest: How do wellness, engagement, and management of cognitive
demands contribute to the success of our best students
Nitsa Topale*, St. George’s University, Educational Services, St. Georges, Grenada
HRV study in Phuket 4th year medical students
Jessada Chungpaibulpatana*, Vachira Phuket Hospital, Phuket, Thailand; Tappana Sumpatanarax, Vachira Phuket Hospital,
Psychiatric, Phuket, Thailand; Maytinee Konkaew, Vachira Phuket Hospital, Psychiatric, Phuket, Thailand
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