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Learning by teaching: benefits to students of OER production and evaluation
Shannon Boardman*, University of Nottingham, Nottingham, United Kingdom; Shade Agboola, University of Nottingham,
Notttingham, United Kingdom; Bruce McKenzie, University of Nottingham, United Kingdom
“Learning for Teaching”: Preparing health professionals to be lifelong learners and facilitators of
learning
Nomar Alviar*, University of the Philippines Manila, National Teacher Training Center for the Health Professions, Manila,
Philippines
Peer Assisted Learning as a mandatory part of an undergraduate medical curriculum
Fatima Yuerek, Charité, Universitätsmedizin Berlin, Department for Curriculum Management, Department for
Anaesthesiology and Intensiv Care Medicine CVK/CCM, Berlin, Germany; Raimund Senf, Charité, Universitätsmedizin Berlin,
Department for Curriculum Management, Department for Nephrology and Intensive Care Medicine, Berlin, Germany; Eva
Kornemann, Charité, Universitätsmedizin Berlin, Department for Curriculum Management, Department for Anaesthesiology
and Intensive Care Medicine CVK/CCM, Berlin, Germany; Dorothea Eisenmann*, Charité, Universitätsmedizin Berlin,
Department for Curriculum Management, Department for Anaesthesiology and Intensive Care Medicine CVK/CCM, Berlin,
Germany; Olaf Ahlers, Charité, Universitätsmedizin Berlin, Department for Curriculum Management, Berlin, Germany
Wiki-based peer-assessment of learning journals
Mikael Niku*, University of Helsinki, Department of Veterinary Biosciences, Helsinki, Finland
Auditing Undergraduate Peer Teaching: Prevalence of teaching and teachers, and perceived
usefulness, quality and value
Adam Mayers*, Kings’ College London, School of Medicine, London, United Kingdom
Student-led optional abdominal ultrasound course at Philipps-University (Marburg, Germany)
Johanna Miller*, Philipps-Universität, Marburg, Germany; Florian Schösser, Philipps-Universität, Marburg, Germany; Julian
Henze, Philipps-Universität, Marburg, Germany; Tina Stibane, Philipps-Universität, Marburg, Germany; Christian Görg,
Philipps-Universität, Marburg, Germany
Students’ Perceptions toward Peer Assisted Learning Seminars
Liang Lin Seow*, International Medical University, School of Dentistry, Kuala Lumpur, Malaysia; Hanan El Sayed Omar,
International Medical University, School of Dentistry, Kuala Lumpur, Malaysia; Frederick Smales, International Medical
University, School of Dentistry, Kuala Lumpur, Malaysia
Student acceptance of clinical skills teaching by senior students compared with faculty led
teaching
Ganendra Mallik*, Ross University School of Medicine, Clinical Medicine, Roseau, Dominica; Philip Cooles, Ross University
School of Medicine, Cardiology, Roseau, Dominica
Role of providing core objectives and monitoring in Peer Assisted Learning Initiatives in Medical
Education: a 2 year study
Aya Musbahi*, Glasgow Royal, General Surgery, Glasgow, United Kingdom; Mohammed Abdelhalim, Gartnavel Hospital,
General Surgery, Glasgow, United Kingdom; Nazim Ghouri, University of Glasgow, Glasgow, United Kingdom
NICE Student Champions: A Paradigm for Peer to Peer Teaching in Evidence Based Medicine
Guled Jama, University of Cambridge, School of Clinical Medicine, Cambridge, United Kingdom; Aisha Tahira*, University of
Cambridge, School of Clinical Medicine, Cambridge, United Kingdom
1600-1730 9GG POSTERS: PBL
Chairperson: Edvaldo Souza (Brazil)
Location: South Hall, Level 0, MiCo
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Evaluation of a revised interdisciplinary PBL tutor training
Konstanze Vogt*, Charite University Medicine, Deanery of Student Affairs, Berlin, Germany; Jörg Pelz, Charite University
Medicine, Dieter Scheffner Fachzentrum for Educational Research, Berlin, Germany
Where do you want to carry your students Driving learning with summative assessment in
Problem Based Learning (PBL) tutorial
Umatul Khoiriyah*, University of Sydney, Australia &, Islamic University of Indonesia, Medical Education, Yogyakarta,
Indonesia; Chris Roberts, Sydney Medical School - Northen, University of Sydney, Academic GP Unit, New South Wales,
Australia
The role of the tutor in Problem Based Learning (PBL)
Tamara Valishvili*, Akaki Tsereteli State University, Department of Clinical Medicine, Kutaisi, Georgia; Tamar Pertaia, Akaki
Tsereteli State University, Department of Clinical Medicine, Kutaisi, Georgia; Lela Arakhamia, Akaki Tsereteli State University,
Department of Clinical Medicine, Kutaisi, Georgia; Lali Chkhikvadze, Akaki Tsereteli State University, Department of Clinical
Medicine, Kutaisi, Georgia; Cicino Qarseladze, Akaki Tsereteli State University, Department of Clinical Medicine, Kutaisi,
Georgia
Development of a revalidation programme for facilitators to improve the student experience of
problem-based learning (PBL)
Carol Ditchfield*, University of Glasgow, Medical School, Glasgow, United Kingdom; Joanne Burke, University of Glasgow,
Medical School, Glasgow, United Kingdom; Anne O’Dowd, University of Glasgow, Medical School, Glasgow, United Kingdom;
Margaret-Ann Flynn, University of Glasgow, Medical School, Glasgow, United Kingdom
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