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Team Based Learning: How first year medical students feel about it
Maria Do Rosário Roberti*, Universidade Federal De Goiás, Internal Medicine, Goiânia, Brazil; Nathalya Ducarmo Jordão,
Universidade Federal De Goiás, Goiânia, Brazil; Kelly Cristina Miranda Estrela, Universidade Federal De Goiás, Student,
Goiânia, Brazil; Bruna Baioni Sandre, Universidade Federal De Goiás, Student, Goiânia, Brazil; Denise Milioli Ferreira,
Universidade Federal De Goiás, Internal Medicine, Goiânia, Brazil
Applying the Team-Based Learning teaching strategy in an undergraduate nursing course
FSV Tourinho*, UFRN, Nursing, Natal, Brazil; PKF Gurgel, UFRN, Nursing, Natal, Brazil; CDFD Pereira, UFRN, Nursing, Natal,
Brazil; SB Medeiros, UFRN, Nursing, Natal, Brazil; RVZ Diniz, UFRN, Clinical Medicine, Natal, Brazil
Development of the Dual Training Model for Clinician-Educators at Teaching Hospitals in Japan
Ryuichi Sada*, Kameda Medical Center, Department of General Internal Medicine, Kamogawa, Japan; Yu Yamamoto, Jichi
Medical University, Department of General Medicine, Shimotsuke, Japan; Yuki Kataoka, Kyoto University School of Public
Health at Graduate School of Medicine, Department of Healthcare Epidemiology, Kyoto, Japan
Large-scale team-based learning for Interprofessional education in medical and health sciences
Masatsugu Ohtsuki*, Fujita Health University School of Mediicne, Clinical General Medicine, Toyoake, Japan; Yoichiro Miki,
Faculty of Dental Science, Kyushu University, Oral Biological Sciences, Fukuoka, Japan; Sayuri Nakamura, Fujita Health University
School of Health Sciences, Adult Nursing, Toyoake, Japan; Tomohiro Noda, Kochi University School of Medicine, Medical
Education Unit, Kochi, Japan; Shigetaka Suzuki, Fujita Health University School of Medicine, Computer Science, Toyoake, Japan;
Toshikazu Matsui, Fujita Health University School of Medicine, Introduction to Clinical Medicine, Toyoake, Japan
Preliminary Results of a Pilot Project for Team-Based Learning Application in Clinical Clerkships:
In-class learner engagement and student satisfaction
M. Kemal Alimoglu*, Akdeniz University, Department of Medical Education, Antalya, Turkey; M. Levent Ozgonul, Akdeniz
University, Department of Medical Ethics, Antalya, Turkey; Ayşe Akman Karakaş, Akdeniz University, Department of
Dermatology, Antalya, Turkey; Derya Alparslan, Akdeniz University, Antalya, Turkey; Baldan Saraç, Akdeniz University,
Antalya, Turkey; Hatice Hilal Gulludere, Akdeniz University, Department of Medical Education, Antalya, Turkey
0830-1015 10HH POSTERS: e-learning
Chairperson: Ellen Te Pas (Netherlands)
Location: South Hall, Level 0, MiCo
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Online Teaching, Unique technique for assessment and feedback
Ranjan Gupta, Coast City Country GP Training, Education, Wagga Wagga, Australia; Sandy Reid, Coast City Country
GP Training, Education, Wagga Wagga, Australia; Presenter: Nibha Hedge*, NHS England, West Midlands Deanery,
Birmingham, United Kingdom
Using an e-portfolio in a Health Professions Undergraduate clinical practicum: Is there a point
Krista Dawdy*, Odette Cancer Centre, Sunnybrook Hospital, Radiation Therapy, Toronto, Canada; Renate Bradley,
Michener Institute of Applied Sciences, Medical Radiation Sciences, Toronto, Canada
Facilitating students’ autonomous e-learning in order to establish the clinical relevance of basic
science concepts through exemplary internet searches
Victor Turcanu*, King’s College London, Division of Asthma, Allergy & Lung Biology, London, United Kingdom
10 years of Virtual University for Occupational Health Care in Finland
Lena Selänne*, University of Helsinki, Hjelt Institute, Helsinki, Finland; Asta Toivonen, University of Helsinki, Hjelt Institute,
Helsinki, Finland; Timo Leino, University of Helsinki, Hjelt Institute, Helsinki, Finland
How reliable is students’ estimate of the time elapsed in e-learning
Kalle Romanov*, Helsinki University, Department of Public Health, Hjelt Institute, Helsinki, Finland
Internet use for academic and non-academic purposes in 4th-6th medical students
Siwipan Changtham*, Buddhachinnaraj Hospital, Radiology Department, Phitsanulok, Thailand; Kosa Sudhom,
Buddhachinnaraj Hospital, Pediatric Department, Phitsanulok, Thailand; Sireeluck Klanarong, Buddhachinnaraj Hospital,
Medical Education Center, Phitsanulok, Thailand
Understanding the needs of students undertaking a distance learning research methods module
Qulsom Fazil*, University of Birmingham, College of Medical and Dental Sciences, Birmingham, United Kingdom
Should I do it online Medical student perceptions of online social network policy and inappropriate
online behaviors
Pimpet Sukumalpaiboon*, Sawanpracharak Medical Education Center, Otolaryngology, Nakhon Sawan, Thailand; Chawaphon
Ittipanitchapong, Sawanpracharak Medical Education Center, Otolaryngology, Nakhon Sawan, Thailand
The use of Facebook as peer mentoring platform in undergraduate medical education
Severin Pinilla*, LMU Munich, Department of Neurology, Munich University Hospital, Ludwig-Maximilians-University (LMU),
Munich, Germany; Leo Nicolai, Institute for Didactics and Educational Research in Medicine, Ludwig-Maximilians-University
(LMU), Department of Neurology, Munich, Germany; Maximilian Gradel, Institute for Didactics and Educational Research
in Medicine, Ludwig-Maximilians-University (LMU), Munich, Germany; Tanja Pander, Institute for Didactics and Educational
Research in Medicine, Ludwig-Maximilians-University (LMU), Munich, Germany; Philip von der Borch, Institute for Didactics
and Educational Research in Medicine, Ludwig-Maximilians-University (LMU), Munich, Germany; Konstantinos Dimitriadis,
Institute for Didactics and Educational Research in Medicine, Ludwig-Maximilians-University (LMU), Munich, Germany
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