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2MONDAY 1 SEPTEMBER 2014
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Perceptions of fifth-year medical students on narrative medicine in clerkship of internal medicine
Chien-Da Huang*, Chang Gung Memorial Hospital, Department of Medical Education and Thoracic Medicine, Taipei,
Taiwan; Han-Pin Kuo, Chang Gung Memorial Hospital, Department of Internal Medicine and Thoracic Medicine, Taipei,
Taiwan; Ji-Tseng Fang, Chang Gung Memorial Hospital, Department of Nephrology, Taipei, Taiwan; San-Jou Yeh, Chang
Gung Memorial Hospital, Department of Cardiology, Taipei, Taiwan; Shih-Tseng Lee, Chang Gung Memorial Hospital,
Department of Neurosurgery, Taipei, Taiwan
1045-1230 3FF POSTERS: Student Engagement / Portfolios
Chairperson:
Location: South Hall, Level 0, MiCo
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Study engagement as an important factor on medical students’ outcome
Carmina Flores*, Universidad Anahuac Mexico Norte, Health Sciences Education Academy, Mexico City, Mexico; Fernando
Azcoitia, Universidad Anahuac Mexico Norte, Health Sciences Education Academy, Mexico City, Mexico; Ernesto Rodriguez,
Universidad Anahuac Mexico Norte, Health Sciences Faculty, Mexico City, Mexico; Jorge Ravelo, Universidad Anahuac
Mexico Norte, Health Sciences Faculty, Mexico City, Mexico; Mariana Alvarez, Universidad Anahuac Mexico Norte, Health
Sciences Faculty, Mexico City, Mexico
Tips for developing student engagement – lessons from curriculum renewal
Gary Hamlin*, Bond University, Medicine, Gold Coast, Australia; Linda Crane, Bond University, Medicine, Gold Coast,
Australia; Michelle McLean, Bond University, Medicine, Gold Coast, Australia
Intermediate lobbyists, involving students in curriculum design and planning committees
Markus Langenstrass, Charité – Universitätsmedizin Berlin, Dieter Scheffner Centre for Medical Education, Berlin, Germany;
Tanja Hitzblech, Charité – Universitätsmedizin Berlin, Dieter Scheffner Centre for Medical Education, Berlin, Germany; Asja
Maaz, Charité – Universitätsmedizin Berlin, Dieter Scheffner Centre for Medical Education, Berlin, Germany; Harm Peters,
Charité – Universitätsmedizin Berlin, Dieter Scheffner Centre for Medical Education, Berlin; Presenter: Peter Arends*,
Charité – Universitätsmedizin Berlin, Dieter Scheffner Centre for Medical Education, Berlin, Germany
Development of the web-based formative test: the assessment of students, by students, for
students
Win Kulvichit*, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand; Kittisak Chotikkakamthorn, Faculty
of Medicine, Chulalongkorn University, Bangkok, Thailand; Kawee Voratarapong, Faculty of Medicine, Chulalongkorn
University, Bangkok, Thailand; Tatchanapong Chongcharoenyanon, Faculty of Medicine, Chulalongkorn University, Bangkok,
Thailand;
Tanat Lertussavavivat, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand; Danai Wangsaturaka, Faculty of
Medicine, Chulalongkorn University, Pharmacology and Medical Education Unit, Bangkok, Thailand
Specialist nurse students’ expectations when starting the programme in psychiatric care
Ulrika Södergren*, Karolinska Institutet, Department of Neurobiology, Care Sciences and Society, Division of Nursing,
Huddinge, Stockholm, Sweden; Lena Nilsson Wikmar, Karolinska Institutet, Department of Neurobiology, Care Sciences and
Society, Division of Physiotherapy, Huddinge, Stockholm, Sweden
We all want to learn: PRIME GP, making large scale staff development work
Rebecca Farrington, University of Manchester, Community Based Medical Education, Manchester, United Kingdom;
Rachel Lindley*, University of Manchester, Community Based Medical Education, Manchester, United Kingdom
Creation of an iBook for Cardiovascular Examination
William Melton*, University of Manchester, Manchester Medical School, Manchester, United Kingdom
Mixed student teams supporting older people after hospital discharge
Fiona Kent*, Monash University, Faculty of Medicine, Nursing and Health Sciences, Clayton, Australia; Jennifer Keating,
Monash University, Faculty of Medicine, Nursing and Health Sciences, Frankston, Australia
Perspectives on the common challenges faced by medical students in leading educational
projects
– A University of Toronto experience
Meah MingYang Gao*, University of Toronto, Faculty of Medicine, Toronto, Canada; Felicia Janulewicz, University of
Toronto, Faculty of Medicine, Toronto, Canada; Robyn Thom, University of Toronto, Faculty of Medicine, Toronto, Canada;
Carla
Rosario, University of Toronto, Faculty of Medicine, Toronto, Canada; James England, University of Toronto, Faculty of
Medicine, Toronto, Canada; Lisa Richardson, University Health Network, Department of Medicine, Toronto, Canada
Deep learning through a greater “sense of purpose”
Ian Kerr, Griffith University, Medicine, Gold Coast, Australia; Ali Salajegheh, Griffith University, Medicine, Gold Coast,
Australia; Alice Ayres, Griffith University, Medicine, Gold Coast, Australia; Thomas Brennan*, Griffith University, Medicine,
Gold Coast, Australia; Claire Harrison, Griffith University, Medicine, Gold Coast, Australia; Ken Donald, Griffith University,
Medicine, Gold Coast, Australia
Learning portfolio and mentoring to promote students’ professional development and reflective
skills
Marie Lidskog*, Örebro University, School of Medicine, Örebro, Sweden; Helen Setterud, Örebro University, School of
Medicine, Örebro, Sweden
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