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0845-0900 10I2 The use of kinaesthetic learning tools in the teaching of anatomy to first year radiotherapy students
at The University of Liverpool
Gareth Hill*, University of Liverpool, Medical Imaging and Radiotherapy, Liverpool, United Kingdom; Flora Al-Samarraie,
University of Liverpool, Medical Imaging and Radiotherapy, Liverpool, United Kingdom; Bev Ball, Univeristy of Liverpool,
Medical Imaging and Radiotherapy, Liverpool, United Kingdom; Cath Gordon, University of Liverpool, Medical Imaging and
Radiotherapy, Liverpool, United Kingdom; Stuart Mackay, University of Liverpool, Medical Imaging and Radiotherapy, Liverpool,
United Kingdom; Bridget Porritt, University of Liverpool, Medical Imaging and Radiotherapy, Liverpool, United Kingdom
0900-0915 10I3 Evaluating the effectiveness of a fully online undergraduate systemic human anatomy course with
virtual prosection laboratory
Stefanie M. Attardi*, Western University, Anatomy and Cell Biology, London, Canada; Suwhan Choi, Western University,
Anatomy and Cell Biology, London, Canada; John Barnett, Western University, Faculty of Education, London, Canada;
Kem A. Rogers, Western University, Anatomy and Cell Biology, London, Canada
0915-0930 10I4 Tailored dissection videos alongside dissection improves learning
Claudia Leitner*, Institute of Health, Sciences & Education, School of Medicine & Dentistry, London, United Kingdom;
Catherine Molyneux, Institute of Health, Sciences & Education, School of Medicine & Dentistry, London, United Kingdom
0930-0945 10I5 ORDER (observe-reflect-draw-edit-repeat): Student partner approaches for strategic design and
evaluation of a novel evidence-based cyclical artistic learning process
Mark Backhouse, Newcastle University, The Medical School, Newcastle upon Tyne, United Kingdom; Michael Fitzpatrick,
Newcastle University, The Medical School, Newcastle upon Tyne, United Kingdom; Ayat Bashir, Newcastle University, The
Medical School, Newcastle upon Tyne, United Kingdom; Rachael Allen, Professional Artist, School of Medical Sciences
Education Development, Gateshead, United Kingdom; Iain Keenan*, Newcastle University, School of Medical Sciences
Education Development, Newcastle upon Tyne, United Kingdom
0945-1000 10I6 Actual drawing of histological images improves knowledge retention
Jan GM Kooloos*, Radboud University Nijmegen Medical Centre, Anatomy, Nijmegen, Netherlands; Monique CM Balemans,
Radboud University Nijmegen Medical Centre, Celbiology, Nijmegen, Netherlands; Catharina EEM van der Zee, Radboud
University Nijmegen Medical Centre, Celbiology, Nijmegen, Netherlands
1000-1015 Discussion
0830-1015 10J SHORT COMMUNICATIONS: PBL in Practice
Chairperson: John Tegzes (United States)
Location: Amber 3, Level +2, MiCo
0830-0845 10J1 Can the knowledge structure and the diagnostic strategy of PBL students be advanced by adopting
scheme-inductive learning in clinical years
Kuo-Inn Tsou*, (1) Fu Jen Catholic University, (2) Catholic Tien Hospital, (1) School of Medicine, (2) Department of Pediatrics,
New Taipei city, Taiwan; Ping-Keung Yip, (1) Fu Jen Catholic University, (2) Catholic Tien Hospital, (1) School of Medicine,
(2)
Department of Neurology, New Taipei city, Taiwan; Jiann-Horng Yeh, (1) Fu Jen Catholic University, (2) Shin Kong Wu
Ho-Su Memorial Hospital, (1) School of Medicine, (2) Department of Neurology, Taipei city, Taiwan; Pei Dee, (1) Fu Jen Catholic
University, (2) Catholic Tien Hospital, (1) School of Medicine, (2) Department of Internal Medicine, New Taipei City, Taiwan; Peter
Harasym, (1) Fu Jen Catholic University, (2) Catholic Tien Hospital, (1) School of Medicine, (2) Department of Pediatrics, Calgary, Canada
0845-0900 10J2 The Multi-Systems PBL as a tool for integrating knowledge
Hla Yee Yee*, The International Medical University, Human Biology, Kuala Lumpur, Malaysia
0900-0915 10J3 Group interaction among first-year medical students of Gadjah Mada University-Indonesia during
tutorial: Cultural based evaluation
Nindya Aryanty*, Faculty of Medicine and Health Sciences, Jambi University, Medical Education, Jambi, Indonesia; Gandes
Retno Rahayu, Faculty of Medicine, Gadjah Mada University, Medical Education, Yogyakarta, Indonesia; Efrayim Suryadi,
Faculty of Medicine, Gadjah Mada University, Medical Education, Yogyakarta, Indonesia
0915-0930 10J4 Problem-Based Learning in “Medicine and Humanity”: A New Course Leading by Medical Doctors
and Teaching Assistants from College of Liberal Arts
Fen-Yu Tseng*, National Taiwan University Hospital, Internal Medicine, Taipei, Taiwan; Yen-Yuan Chen, National Taiwan
University Hospital, Medical Education, Taipei, Taiwan; Jeng-Yi Shieh, National Taiwan University Hospital, Physicial Medicine
and Rehabilitation, Taipei, Taiwan; Tze-Wah Kao, National Taiwan University Hospital, Internal Medicine, Taipei, Taiwan
0930-0945 10J5 Nobel Laureates in PBL: An approach to foster integration and deep learning
Samy Azer*, King Saud University, Medical Education Department, Riyadh, Saudi Arabia
0945-1000 10J6 Emergence of a novel visual cognitive tool: Encouraging depth and systematic knowledge capture
in cancer-focussed problem based learning (PBL)
Samuel Pattle*, University of Edinburgh, Centre for Medical Education, Edinburgh, United Kingdom; Fred Pender, University
of Edinburgh, College of Medicine and Veterinary Medicine, Edinburgh, United Kingdom
1000-1015 10J7 Combining Simulation with Problem Based Learning (PBL): ‘SIM-PL’
Sandaruwani Abeysiri*, Newham University Hospital, Undergraduate Medical Education and General Surgery, London,
United Kingdom; Susan Gelding, Newham University Hospital, Undergraduate Medical Education and Endocrinology, London,
United Kingdom
No discussion
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