- Page 1 and 2: AMEE Association for Medical Educat
- Page 3 and 4: Section 2: The Academic Programme S
- Page 5 and 6: Welcome from President of AMEE Dear
- Page 7 and 8: SECTION 1 Information about Berlin
- Page 9 and 10: Restaurants/Bars Berlin is famous f
- Page 11 and 12: Information about the Conference Ve
- Page 13 and 14: Map of Berlin - 1.6 -
- Page 15 and 16: Conference Noticeboard and Messages
- Page 17 and 18: OHP and slides: An OHP and a 35 mm
- Page 19 and 20: Role of the Chairperson in the Post
- Page 21 and 22: Programme Overview - Workshops �
- Page 23: List of Exhibitors Association for
- Page 27 and 28: Sunday 2 September 0930-1100 BEME S
- Page 29 and 30: 1130-1145 3 Building blocks in a ne
- Page 31 and 32: 1145-1200 4 Assessing ‘attitude a
- Page 33 and 34: 1115-1130 2 CME with a combination
- Page 35 and 36: 1115-1130 2 Training in vaginal exa
- Page 37 and 38: 1115-1130 2 Is student abuse a prob
- Page 39 and 40: Tuesday 4 September 0800-1715 Regis
- Page 41 and 42: 1215-1230 6 Filling a curriculum ma
- Page 43 and 44: 1145-1200 4 How accurate is lay per
- Page 45 and 46: 1130-1145 3 A New Instrument of cur
- Page 47 and 48: 1130-1145 3 Valuing diversity: The
- Page 49 and 50: 1130-1145 3 Impact of a short inter
- Page 51 and 52: Tuesday 4 September 6/11 Portfolio
- Page 53 and 54: 7B Wednesday 5 September 7A10 Intro
- Page 55 and 56: 7D 7E Wednesday 5 September Curricu
- Page 57 and 58: 7G Wednesday 5 September 7F2 Assess
- Page 59 and 60: 7I Wednesday 5 September 7H3 Acting
- Page 61 and 62: 7K 7L International Medical Educati
- Page 63 and 64: 1100-1115 3 Computer Assisted Learn
- Page 65 and 66: 1100-1115 3 The validity of perform
- Page 67 and 68: 1115-1130 4 The difference between
- Page 69 and 70: 1100-1115 3 Clinical skills trainin
- Page 71 and 72: 1355-1420 9/2 Keeping standards up
- Page 73 and 74: Tours, Optional Conference Social E
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Accompanying Persons Programme Tour
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Post-Conference Tour Cancellation P
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SECTION 4 Abstracts
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Wednesday 5 September Session 7 - P
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Session 2A A virtual learning envir
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2B3 The implementation of problemba
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management; staff and student suppo
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ecoming more common. Here, it is im
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2E6 Teaching the forgotten tribe: t
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Session 2G Continuing professional
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2H2 Demographic and scholastic corr
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2I3 Formal courses in further train
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programmatic evaluations. More inno
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were also asked whether they though
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suggest that while this scheme was
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3/4 Feedback and evaluation: essent
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No preparation is needed in advance
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and postgraduate training instituti
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teaching packages. There are opport
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Session 5C Curriculum evaluation 5C
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clinical reasoning, written communi
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5E4 The use of video in General Pra
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5F5 Predictive value for academic p
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5G7 An evaluation of the internal v
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Session 5I Educating the educators
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5J2 Aboriginal health: a tool in th
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5K4 Could we improve on what patien
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5L5 “Capturing the learning”: t
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5M7 Experimental courses in Biochem
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6/3 Norwegian Federation for Medica
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Aims To examine the evidence base f
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Session 7A New learning technologie
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In 1998, the board of the Leiden Un
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learning process; promoting knowled
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7C7 Continuous training in General
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7D5 Research in medical education:
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training abroad. Preliminary observ
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Session 7F Assessment 7F1 Validity
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Thinking Problems, Family Structure
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lends itself to making diagnostic c
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7H5 Use of paper-cases in undergrad
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7I5 Ensuring cost-effective CPD: pe
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7J6 The Catalan Council of Physicia
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Psychotherapy and Pharmacy. Studies
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7L7 Putting the salutogenic orienta
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8A5 A new era of teaching: an innov
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540 minutes of videotape, “brains
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0.05 - 0.13) to moderate (kappa: 0.
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In the UK there have recently been
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8F6 Context-dependent memory in a m
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complex four-flap Z-plasty, suggest
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Session 8I Communication skills tra
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8J3 Clinical skills training - a ne
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8K5 Learning Needs Assessments for
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symptom control (nausea, vomiting,