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0900-0915 2I3 Measuring cognitive load to optimize instructiveness of your courses: A case in health<br />
professions education<br />
Jimmie Leppink*, Maastricht University, Educational Development and Research, Maastricht, Netherlands; Arno M. M.<br />
Muijtjens, Maastricht University, Educational Development and Research, Maastricht, Netherlands; Renée E. Stalmeijer,<br />
Maastricht University, Educational Development and Research, Maastricht, Netherlands; Fred C. J. Stevens, Maastricht<br />
University, Educational Development and Research, Maastricht, Netherlands; Diana H. J. M. Dolmans, Maastricht<br />
University, Educational Development and Research, Maastricht, Netherlands<br />
0915-0930 2I4 Repetition of knowledge: Passive or active learning methods<br />
E. Bergman*, Radboud UMC, Department of Anatomy, Nijmegen, Netherlands; M. Vorstenbosch, Radboud UMC,<br />
Department of Anatomy, Nijmegen, Netherlands; A. Schepens-Franke, Radboud UMC, Department of Anatomy, Nijmegen,<br />
Netherlands; M Scheffers, Radboud UMC, Department of Anatomy, Nijmegen, Netherlands; J. Kooloos, Radboud UMC,<br />
Department of Anatomy, Nijmegen, Netherlands<br />
0930-0945 2I5 Learning impact of anchored and structured concept maps<br />
Peter Harris*, UNSW, Medicine Education and Student Office, Sydney, Australia; Gary Velan, UNSW, School of Medical<br />
Sciences, Sydney, Australia; Richard Vickery, UNSW, School of Medical Sciences, Sydney, Australia<br />
0945-1000 2I6 The Impact of Mood Induction on Learners’ Application of Basic Science Principles to Novel<br />
Problems<br />
Meghan McConnell*, McMaster University, Clinical Epidemiology & Biostatistics, Hamilton, Canada; Kulamakan<br />
Kulasegaram, University of Toronto, Family & Community Medicine, Toronto, Canada; Sandra Monteiro, McMaster<br />
University, Clinical Epidemiology & Biostatistics, Hamilton, Canada; Molly Pottruff, McMaster University, Psychology,<br />
Neuroscience & Behaviour, Hamilton, Canada; Kevin Eva, University of British Columbia, Medicine, Vancouver, Canada<br />
1000-1015 2I7 Influence of Music in the Teaching, Learning Processes in Medical Students<br />
Luis Gabriel Pineros*, Fundacion Universitaria Juan N. Corpas, Bogota, Colombia<br />
No discussion<br />
0830-1015 2J SHORT COMMUNICATIONS: Widening Participation and Admission to Medical Schools<br />
Chairperson: Marjo Wijnen-Meijer (Netherlands)<br />
Location: Amber 3, Level +2, MiCo<br />
0830-0845 2J1 Measuring socio-economic status in medical school applicants<br />
Kathryn Steven*, University of St Andrews, School of Medicine, St Andrews, United Kingdom; Bruce Guthrie, University of<br />
Dundee, School of Medicine, Dundee, United Kingdom; Jon Dowell, University of Dundee, School of Medicine, Dundee,<br />
United Kingdom; Cathy Jackson, University of St Andrews, School of Medicine, Dundee, United Kingdom<br />
0845-0900 2J2 Student perceptions of selection criteria for medicine: Do attitudes differ by social and<br />
educational background<br />
Joanne Emery*, Cambridge English, University of Cambridge, Research and Validation, Cambridge, United Kingdom;<br />
Sarah McElwee, Cambridge English, University of Cambridge, Research and Validation, Cambridge, United Kingdom<br />
0900-0915 2J3 Do students’ socio-economic background or schooling impact on medical school performance<br />
Neil Stringer, Assessment and Qualifications Alliance, Centre for Education Research and Policy, Guildford, United Kingdom;<br />
Michael Chan, Bart’s and the London Medical School, Medical School, London, United Kingdom; Philip Chan*, University of<br />
Sheffield, Medical School, Sheffield, United Kingdom<br />
0915-0930 2J4 Widening participation: What works for students, and why<br />
Sean Zhou*, Barts and the London, University of Queen Mary, Academic Unit for Community-Based Medical Education,<br />
London, United Kingdom; Sandra Nicholson, Barts and the London, University of Queen Mary, Division of Medical and<br />
Dental Education, London, United Kingdom; Jennifer Cleland, University of Aberdeen, Aberdeen, United Kingdom<br />
0930-0945 2J5 Assessment of the interpersonal skills of potential doctors: Their inclusion in the selection<br />
processes of medical and health science courses<br />
Judy Nixon*, Australian Council for Educational Research, Assessment and Psychometrics Division, Melbourne, Australia<br />
0945-1000 2J6 Personality testing for admission to medical college<br />
Umm e Kulsoom*, Rehman Medical College, Behavioral Science, Peshawar, Pakistan<br />
1000-1015 2J7 Does medical students’ admission based on an end-of-first-year knowledge test select unsuitable<br />
non-cognitive qualities<br />
A Baroffio*, University of Geneva Medical School, Dept of Public Health, Geneva, Switzerland; MW Gerbase, University<br />
of Geneva Medical School, Unit for Development and Research in Medical Education, Geneva, Switzerland; M Abbiati,<br />
University of Geneva Medical School, Geneva, Switzerland; MP Gustin, University of Lyon 1, Lyon, France<br />
No discussion<br />
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