AbNXb

2MONDAY 1 SEPTEMBER 2014
1200-1215 3I6 Combining bimodal presentation schemes and buzz groups improves clinical reasoning and
learning at morning report. A randomized, controlled study
Thomas Balslev*, Viborg Regional Hospital, Department of Paediatrics, Viborg, Denmark; Astrid Bruun Rasmussen,
Viborg Regional Hospital, Department of Paediatrics, Viborg, Denmark; Torjus Skajaa, Viborg Regional Hospital, Department
of Paediatrics, Viborg, Denmark; Arno Muijtjens, Maastricht University, Department of Educational Development and
Research, Maastricht, Denmark; Willem de Grave, Maastricht University, Department of Educational Development and
Research, Maastricht, Netherlands; Jeroen van Merriënboer, Maastricht University, Department of Educational Development
and Research, Maastricht, Netherlands
1215-1230 Discussion
1045-1230 3J SHORT COMMUNICATIONS: Tools for Selection for Medical School
Chairperson: Ian Wilson (Australia)
Location: Amber 3, Level +2, MiCo
1045-1100 3J1 Entry into medical school in Singapore: Evidence from a Situational Judgement Test to assess
non-academic attributes
Fiona Patterson, Work Psychology Group & University of Cambridge, Derby, United Kingdom; Karen Fung, Work Psychology
Group, Singapore; Shing Chuan Hooi*, National University of Singapore, Singapore; Marion Aw, National University of
Singapore, Singapore; Paul Anantharajah Tambyah, National University of Singapore, Singapore; Dujeepa Samarasekera,
National University of Singapore, Singapore
1100-1115 3J2 Which is the best Situational Judgment Tests: One method, three approaches
A. Bath*, University Medical Center Hamburg-Eppendorf, Department of Biochemistry and Molecular Cell Biology, Hamburg,
Germany; M.B. Knorr, University Medical Center Hamburg-Eppendorf, Department of Biochemistry and Molecular Cell
Biology, Hamburg, Germany; J.C. Hissbach, University Medical Center Hamburg-Eppendorf, Department of Biochemistry
and Molecular Cell Biology, Hamburg, Germany; S. Sehner, University Medical Center Hamburg-Eppendorf, Department
of Medical Biometry and Epidemiology, Hamburg, Germany; W. Hampe, University Medical Center Hamburg-Eppendorf,
Department of Biochemistry and Molecular Cell Biology, Hamburg, Germany
1115-1130 3J3 Looking beyond the core subject knowledge in medical school admission process
Syed Shoaib Shah*, Shifa College of Medicine/Shifa Tameer-E-Millat University, Medical Education, Islamabad, Pakistan;
Ali Tayyab, Shifa College of Medicine/Shifa Tameer-E-Millat University, Medical Education, Islamabad, Pakistan; Ayesha Rauf,
Shifa College of Medicine/Shifa Tameer-E-Millat University, Medical Education, Islamabad, Pakistan
1130-1145 3J4 Effects of the introduction of a cognitive admission test on learning style diversity
HG Kraft*, Medical University of Innsbruck, Innsbruck, Austria
1145-1200 3J5 What does the UKCAT-12 study tell us about contextual adjustment in admissions
Chris McManus, UCL, Psychology, London, United Kingdom; Chris Dewberry, University of London, Birkbeck College,
London, United Kingdom; Sandra Nicholson, Queen Mary London, Institute of Health Science Education, London,
United Kingdom; Jon Dowell*, Dundee University, Medical Education Insitute, Dundee, United Kingdom
1200-1215 3J6 Development of the International Medical Admissions Test (IMAT) for admission to Italian
Undergraduate Medicine and Surgery courses taught in English
Mark Shannon*, Cambridge English Language Assessment, Admissions Testing Service, Cambridge, United Kingdom
1215-1230 3J7 How to select our doctors to be: Is a selection tool for candidate pilots feasible for medical
students
Marion H.B. Heres*, The Rotterdam Eye Hospital, Management, Rotterdam, Netherlands; Lara M.A Vankan, The Roterdam
Eye Hospital, ICT, Rotterdam, Netherlands; Dirk F de Korne, Singapore National Eye Centre and Duke-National University
Singapore, Innovation, Singapore; Jasper Kesteloo, Pilot Talent, Huizen, Netherlands; Dick Verburg, EPST, Utrecht,
Netherlands; Frans U.F. Hiddema, The Rotterdam Eye Hospital, Rotterdam, Netherlands
No discussion
1045-1230 3K SHORT COMMUNICATIONS: Education Management 1
Chairperson: Geoffrey McColl (Australia)
Location: Amber 4, Level +2, MiCo
1045-1100 3K1 The role of learning analytics tools in medical education – blended course on histology (case study)
Milos Bajcetic*, School of Medicine, University of Belgrade, Histology and Embryology, Belgrade, Serbia; Jelena Kostic,
School of Medicine, University of Belgrade, Histology and Embryology, Belgrade, Serbia; Marko Trtica, School of Medicine,
University of Belgrade, Histology and Embryology, Belgrade, Serbia; Ivan Zaletel, School of Medicine, University of Belgrade,
Histology and Embryology, Belgrade, Serbia; Milica Labudovic-Borovic, School of Medicine, University of Belgrade, Histology
and Embryology, Belgrade, Serbia; Nela Puskas, School of Medicine, University of Belgrade, Histology and Embryology,
Belgrade, Serbia
1100-1115 3K2 The development and initial implementation of an Educational Quality Dashboard in a large NHS
teaching hospital
Joanne Kirtley*, University Hospitals of Leicester, Clinical Education, Leicester, United Kingdom; Robert Powell, University
Hospitals of Leicester, Clinical Education, Leicester, United Kingdom; Stephen Williams, University Hospitals of Leicester,
Clinical Education, Leicester, United Kingdom; Sue Carr, University Hospitals of Leicester, Clinical Education, Leicester,
United Kingdom
– 69 –