2WEDNESDAY 3 SEPTEMBER 2014 0830-1015 10U CONFERENCE WORKSHOP: From A to Z, essential tools for building a successful Gynecologic Teaching Associate program Lisa Pompeo*, New Jersey Medical School, Rutgers, Department of Ob/Gyn and Women’s Health, Newark, United States; Isle Polonko*, New Jersey Medical School, Rutgers, Department of Ob/Gyn and Women’s Health, Newark, United States; Gerson Weiss*, New Jersey Medical School, Rutgers, Department of Ob/Gyn and Women’s Health, Newark, United States Location: Suite 8, Level Mezzanine, MiCo 0830-1015 10V CONFERENCE WORKSHOP: Teaching in the Clinical Setting: Strategies to Assist the Teacher in Difficulty Leslie Flynn*, Royal College of Physicians and Surgeons of Canada, Kingston, Ontario, Canada; Linda Snell, Royal College of Physicians and Surgeons of Canada, Montreal, Quebec, Canada; Denyse Richardson, Royal College of Physicians and Surgeons of Canada, Toronto, Ontario, Canada; Anna Oswald, Royal College of Physicians and Surgeons of Canada, Edmonton, Alberta, Canada Location: Suite 7, Level Mezzanine, MiCo 0830-1015 10W CONFERENCE WORKSHOP: The Small Group Experience: Strategies to Improve Your Performance as Facilitator Carol F. Capello*, Weill Cornell Medical College, Academic Affairs, New York, United States; Thanakorn Jirasevijinda*, Weill Cornell Medical College, Pediatrics, New York, United States; Joseph F. Murray*, Weill Cornell Medical College, Academic Affairs, New York, United States; Elza Mylona*, Eastern Virginia Medical School, Faculty Affairs and Professional Development, Norfolk, United States; Norma S. Saks*, Rutgers Robert Wood Johnson Medical School, Education, New Brunswick, United States Location: Suite 6, Level Mezzanine, MiCo 0830-1015 10X CONFERENCE WORKSHOP: How NOT to deliver a lecture Howard Tandeter*, Ben Gurion University, School of Continuing Medical Education, Beer Sheva, Israel; Jacob Urkin*, Ben Gurion University, Prywes Center for Medical Education, Beer Sheva, Israel Location: Suite 4, Level +2, MiCo 1600-1730 10Y CONFERENCE WORKSHOP: Implementing a medical student quality improvement project M R Wise*, University of Auckland, Obstetrics and Gynaecology, Auckland, New Zealand; B Kool*, University of Auckland, School of Population Health, Auckland, New Zealand; L Sadler, Auckland District Health Board, Obstetrics and Gynaecology, Auckland, New Zealand; F Mahoney, University of Auckland, School of Population Health, Auckland, New Zealand; G Robb, University of Auckland, School of Population Health, Auckland, New Zealand; S Wells, University of Auckland, School of Population Health, Auckland, New Zealand Location: Suite 3, Level +2, MiCo 0830-1015 10Z CONFERENCE WORKSHOP: Networking, LifeLongLearning and LifeLongMobility in designing an ICT supported curriculum Giovanni Ricevuti*, University of Pavia, Pavia, Italy Location: Suite 2, Level +2, MiCo 0830-1015 10AA CONFERENCE WORKSHOP: MedEdWorld 3: How can MedEdWorld be utilised to the advantage of your institution The benefits for organisations Ricky Shek*, Catherine Kennedy*, AMEE, Dundee, United Kingdom; Ken Masters*, Medical Education & Informatics Unit, College of Medicine & Health Sciences, Sultan Qaboos University, Sultanate of Oman Location: Suite 1, Level +2, MiCo 0830-1015 10BB BEME CONGRESS: Open Session Please come to the BEME Congress if you would like to contribute to the discussion about the work undertaken by the BEME Collaboration with regard to systematic reviews in education, and how evidence may best be used to inform teachers about decisions they make in their daily practice. Evidence informed practice is the theme of various BEME-related sessions during the Conference (see page 14). You will find more details about BEME in the leaflet in your Conference pack. Further information is available at the AMEE exhibition stand. Location: Suite 5, Level Mezzanine, MiCo 0830-1015 10CC POSTERS: Assessment 6: Written Chairperson: Imran Siddiqui (Saudi Arabia) Location: South Hall, Level 0, MiCo 10CC1 The correlation of a comprehensive MEQ score with the GPA of the last year medical students in Faculty of Medicine, Thammasat University, Thailand Nonglak Kanitsap*, Faculty of Medicine, Thammasat University, Prathum Thani, Thailand; Pisit Wattanaruangkowit, Faculty of Medicine, Thammasat University, Prathum Thani, Thailand – 187 –
10CC2 10CC3 10CC4 10CC5 10CC6 10CC7 10CC8 10CC9 10CC10 10CC11 Development of a Script Concordance Test to Assess Ethical Reasoning Ability (SCT-ERA): A Preliminary Study Saraswathy Thangarajoo*, International Medical University, Nursing, Kuala Lumpur, Malaysia; Lai Chun Wong, International Medical University, Pharmacy, Kuala Lumpur, Malaysia; Vijaya Paul Samuel, International Medical University, Human Biology, Kuala Lumpur, Malaysia; Sivalingam Nalliah, International Medical University, Obstetric and Gynaecology, Kuala Lumpur, Malaysia; Vishna Devi Nadarajah, International Medical University, Teaching & Learning, Kuala Lumpur, Malaysia; Allan Kah Heng Pau, International Medical University, Dentistry, Kuala Lumpur, Malaysia Dynia: Combining webinars, virtual patients and SCT for improved knowledge translation David Topps*, University of Calgary, Family Medicine, Calgary, Canada; Heather Armson, University of Calgary, Family Medicine, Calgary, Canada; Paul Taenzer, University of Calgary, Psychiatry, Hamilton, Canada; Eloise Carr, University of Calgary, Faculty of Nursing, Calgary, Canada; Ashi Mehta, University of Calgary, Physician Learning Program, Calgary, Canada; Cathlin Mutch, University of Calgary, Family Medicine, Calgary, Canada A comparison between four- and five-option multiple-choice questions for assessment of postgraduate medical training: A randomized study Pairaya Rujirojindakul*, Prince of Songkla University, Pathology, Songkhla, Thailand Short and long term effectiveness of a course on writing better MCQs Hilal Hatice Gulludere*, Akdeniz University Faculty of Medicine, Department of Medical Education, Antalya, Turkey; Mustafa Kemal Alimoglu, Akdeniz University Faculty of Medicine, Department of Medical Education, Antalya, Turkey What the MCQ tests tell us about the knowledge and skills of medical students on pathophysiology Jan Hanacek*, Comenius University, Jessenius Faculty of Medicine, Dept of Pathological Physiology, Martin, Slovakia; Miroslav Vrabec, Comenius University, Jessenius Faculty of Medicine, Dept of Pathological Physiology, Martin, Slovakia Cognitive complexity training to support cross-discipline multiple choice exam item evaluation Rochelle Tractenberg*, Georgetown University, Washington DC, United States; Peggy Weissinger, Georgetown University, Washington DC, United States Eliminating Flawed Items in High-Stake Examination: The Chinese University of Hong Kong Experience Yan Jin*, The Chinese University of Hong Kong, Teaching and Learning Resource Centre, Hong Kong; Shekhar Kumta, The Chinese University of Hong Kong, Teaching and Learning Resource Centre, Hong Kong; Joseph YC Leung, The Chinese University of Hong Kong, Teaching and Learning Resource Centre, Hong Kong ; Alex LK Yung, The Chinese University of Hong Kong, Teaching and Learning Resource Centre, Hong Kong Developing and gathering validity evidence for a MCQ test Mona Savran*, University of Copenhagen, Centre for Clinical Education, Copenhagen, Denmark; Paul Clementsen, Gentofte Hospital, Department of Pulmonology, Hellerup, Denmark; Jouke Annema, Academic Medical Centre, Department of Pulmonology, Amsterdam, Netherlands; Valentina Minddal, Gentofte Hospital, Department of Pulmonology, Hellerup, Denmark; Yoon Soo Park, University of Illinois Chicago, Department of Medical Education, Chicago, United States; Lars Konge, University of Copenhagen, Centre for Clinical Education, Copenhagen, Denmark Progress Test Attendance, Progress Test Score, and GPA as National Competency Examination (UKN) Performance Prediction for Faculty of Medicine University of Indonesia (FMUI) Students Retno Asti Werdhani*, Faculty of Medicine University of Indonesia, Medical Education Unit, Jakarta, Indonesia; Mardiastuti Wahid, Faculty of Medicine University of Indonesia, Medical Education Unit, Jakarta, Indonesia; Nani Cahyani Sudarsono, Faculty of Medicine University of Indonesia, Medical Education Unit, Jakarta, Indonesia; Bambang Tridjaja, Faculty of Medicine University of Indonesia, Medical Education Unit, Jakarta, Indonesia; Ninik Sukartini, Faculty of Medicine University of Indonesia, Medical Education Unit, Jakarta, Indonesia; Riwanti Estiasari, Faculty of Medicine University of Indonesia, Medical Education Unit, Jakarta, Indonesia Measuring Medical Students’ Motivation after Progress Test Mohammed Almansour*, College of Medicine, Majmaah University, Department of Public Health & Community Medicine, Almajmaah, Saudi Arabia; Waqas Sami, College of Medicine, Majmaah University, Department of Public Health & Community Medicine, Almajmaah, Saudi Arabia 0830-1015 10DD POSTERS: Competency Based Medical Education Chairperson: Location: South Hall, Level 0, MiCo 10DD1 Developing rurally focussed online modules using the interactive e-Medici platform to enhance medical students’ learning and immediate feedback Michael SH Wan*, University of Notre Dame Australia, School of Medicine, Sydney, Australia; Peter Devitt, University of Adelaide, School of Medicine, Adelaide, Australia; Joe McGirr, University of Notre Dame Australia, School of Medicine, Sydney, Australia 10DD2 Assessment performance of students completing a year-long rural clinical clerkship at the Ukwanda Rural Clinical School of Stellenbosch University, South Africa Ben van Heerden*, Stellenbosch University, Centre for Health Professions Education, Tygerberg, South Africa; Susan van Schalkwyk, Stellenbosch University, Centre for Health Professions Education, Tygerberg, South Africa; Hoffie Conradie, Stellenbosch University, Family Medicine, Worcester, South Africa; Norma Kok, Stellenbosch University, Centre for Health Professions Education, Tygerberg, South Africa; Marietjie de Villiers, Stellenbosch University, Family Medicine, Tygerberg, South Africa – 188 –
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