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2WEDNESDAY 3 SEPTEMBER 2014
10FF20
Impact of various final-year clerkships on student anxiety: A call for tailored curricula change
Anique E Atherley, University of the West Indies, Cave Hill Campus, Faculty of Medical Sciences, St. Michael, Barbados;
Ian Hambleton, University of the West Indies, Cave Hill Campus, Chronic Disease Research Centre, St. Michael, Barbados;
Nigel Unwin, University of the West Indies, Cave Hill Campus, Faculty of Medical Sciences, St. Michael, Barbados; Colette
George, University of the West Indies, Cave Hill Campus, Faculty of Medical Sciences, St. Michael, Barbados; Paula M.
Lashley, University of the West Indies, Cave Hill Campus, Faculty of Medical Sciences, St. Michael, Barbados; Charles G.
Taylor Jr*, University of the West Indies, Cave Hill Campus, Faculty of Medical Sciences, St. Michael, Barbados
0830-1015 10GG POSTERS: PBL / TBL
Chairperson:
Location: South Hall, Level 0, MiCo
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Introducing Problem Based Learning in the curriculum of Faculty of Medicine Cluj Napoca
Tudor Calinici*, “Iuliu Hatieganu” University of Medicine and Pharmacy, Department of Medical Informatics and
Biostatistics, Cluj Napoca, Romania; Anca Dana Buzoianu, “Iuliu Hatieganu” University of Medicine and Pharmacy,
Department of Pharmacology, Cluj Napoca, Romania; Valentin Muntean, “Iuliu Hatieganu” University of Medicine and
Pharmacy, Department of Surgery, Cluj Napoca, Romania
Different perceptions of Problem Based Learning among Polish and foreign students. Is PBL the
same for everyone
Agnieszka Skrzypek, Jagiellonian University Medical College, Department of Medical Education Faculty of Medicine,
Krakow, Poland; Tomasz Cegielny, Jagiellonian University Medical College, Department of Medical Education Faculty of
Medicine, Krakow, Poland; Jolanta Swierszcz, Jagiellonian University Medical College, Department of Medical Education
Faculty of Medicine, Krakow, Poland; Konrad Jablonski, Jagiellonian University Medical College, Department of Medical
Education Faculty of Medicine, Krakow, Poland; Michal Nowakowski*, Jagiellonian University Medical College, Department
of Medical Education Faculty of Medicine, Krakow, Poland
Problem Based Learning and Virtual Patient in Anaesthesia Undergraduate Education
Petr Štourač*, Masaryk University, Medical Faculty, Department of Anaesthesiology and Intensive Care Medicine, Brno,
Czech Republic; Daniel Schwarz, Masaryk University, Institute of Biostatistics and Analyses, Brno, Czech Republic; Hana
Harazim, Masaryk University, Medical Faculty, Department of Anaesthesiology and Intensive Care Medicine, Brno, Czech
Republic; Olga Smékalová, Masaryk University, Medical Faculty, Department of Anaesthesiology and Intensive Care
Medicine, Brno, Czech Republic; Martina Kosinová, Masaryk University, Medical Faculty, Department of Anaesthesiology
and Intensive Care Medicine, Brno, Czech Republic
Creating Multimedia Vignettes for use alongside Problem Based Learning Cased in
Undergraduate Medical Curriculum Teaching Using Students from Across Faculties – A Case Study
Laura Bowater*, University of East Anglia, Norwich Medical School, Norwich, United Kingdom; Trevor Killeen, University of
East Anglia, Norwich Medical School, Norwich, United Kingdom
Effective learning: Application of eLearning technology in PBL medical course
Marcia Sakai*, State University of Londrina, Public Health, Londrina, Paraná, Brazil; Salvador Alves Melo Junior, Open
University for the National Health System of Brazil, Educational Technology, Brasília, DF, Brazil; Maria Jose S. Salles, State
University of Londrina, Biology, Londrina, Paraná, Brazil; Paulo Putinatti, State University of Londrina, Pediatric and
Pediatric Surgery, Londrina, Paraná, Brazil; Lucia Vargas, State University of Londrina, Biochemistry, Londrina, Paraná,
Brazil; Jose Luiz V. M. Mioni, State University of Londrina, Computer Science, Londrina, Paraná, Brazil
Students views on near-peer compared to senior tutors for problem based learning.
Ed Gladma*, University of Sheffield, Medical School, Sheffield, United Kingdom; Tim Jackson, University of Sheffield,
Medical School, Sheffield, United Kingdom; Raveen Jayasuriya, University of Sheffield, Medical School, Sheffield, United
Kingdom; Anna Watts, University of Sheffield, Medical School, Sheffield, United Kingdom; R.K. Littleproud, University of
Sheffield, Medical School, Sheffield, United Kingdom; Philip Chan, University of Sheffield, Medical School, Sheffield, United
Kingdom
Problems perceived by nursing students in PBL
Shu-Hsing Lee*, Chung Shan Medical University, School of Nursing, Taichung, Taiwan; Meng-Chih Lee, Taichung Hospital,
Ministry of Health and Welfare/Chung Shan Medical University, Department of Family Medicine/Institute of Medicine,
Taichung, Taiwan
The “Triple Jump” Method As The Right Assessment Method For The Moodle Platform
Sara Morales, UNAM, Integración de Ciencias Médicas, México; Tania Garibay, UNAM, Integración de Ciencias Médicas,
México; Irene Durante*, UNAM, Integración de Ciencias Médicas, México, Mexico, Rocío García, UNAM, Integración de
Ciencias Médicas, México; Eduardo Acosta, UNAM, Integración de Ciencias Médicas, México
Attitude of medical students towards Problem-Based Learning in clinical years
Arucha Treesirichod*, Faculty of Medicine, Srinakharinwirot University, Bangkok, Thailand; Somboon Chansakulporn,
Faculty of Medicine, Srinakharinwirot University, Bangkok, Thailand; Laddawal Phivthong-ngam, Faculty of Medicine,
Srinakharinwirot University, Bangkok, Thailand; Chaiyapruk Kusumaphanyo, Faculty of Medicine, Srinakharinwirot
University, Bangkok, Thailand; Aroonchai Sangpanich, Faculty of Medicine, Srinakharinwirot University, Bangkok, Thailand
The influence of group leaders’ maturity and language confidence on the learning outcome of
English PBL
Ya-Min Chi*, Kaohsiung Medical University, Medicine, Kaohsiung, Taiwan; Peih-Ying Lu, Kaohsiung Medical University,
Medicine, Kaohsiung, Taiwan
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