AMEE Berlin 2002 Programme

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1245-1300 8 Discovering versus covering: a new PBL in Behavioural Sciences Ala’Aldin Al-Hussaini and Harith Ghassany; Sultan Qaboos University, Al-Khod, Sultanate of Oman 2C Curriculum Database Chairperson: Dr Ed Peile Room: Teaching Building, Hörsaal 3 (Ground Floor). 1100-1115 1 Aiding the reform - development of a curriculum information system Patrick Merl*, Paolo Petta and Richard Marz University of Vienna Medical School, Austria 1115-1130 2 How effective is project management software in implementing a new course? Katharine Grundy; St George’s Hospital Medical School, London, UK 1130-1145 3 MESMIS – Medical School Staff/Student Management Information System: Towards the electronic curriculum D A Levison and W M Williamson; University of Dundee Medical School, Dundee, UK 1145-1200 4 SIMON - Student Information and Management Online Network P Wagner*, D Zeiss*, S König*, P M Markus and H Becker: University of Gottingen, Germany 1200-1215 5 Portfolio-based Dermatology internship - one year’s experience A Boer*, R Kaufmann and F Ochsendorf; Universitats-Hautklinik, Germany 1215-1230 6 Profile of the consultations made by fifth year medical students in the integrated program of Pediatrics and Public Health Claudia Astudillo, Roció Arenas, Mariá Bustamante*, Mariá De La Fuente and Gladys Yentzen; Universidad de Chile, Santiago, Chile 1230-1300 Discussion [Opening Discussant: Dr David Davies] 2D Monday 3 September OSCE/Standardised Patients in Assessment Chairperson: Dr Gerald Whelan Room: Research Building, Hörsaal 4 (Ground Floor) 1100-1115 1 “Check it, rate it, palm it or leave it” - handheld computers replace checklists in OSCEs and provide automated feedback Michael Schmidts*, Markus Kemmerling, Ruth Willnauer and Martin Lischka; Institute für med. Aus-und Weiterbildung, Vienna, Austria 1115-1130 2 Evaluation of the undergraduate surgery course: effect of OSCE Marco Bustamante Z*, Carlos Carvajal H, Fernando Quevedo R, María Bustamante C and Claudia Astudillo M; Universidad de Chile, Santiago, Chile 1130-1145 3 OSCE: are many different stations necessary for each evaluation? Carlos Carvajal*, Marco Bustamante and Ilse López; Universidad de Chile, Santiago, Chile - 2.6 -
1145-1200 4 Assessing ‘attitude awareness’ as part of an OSCE Nicholas P Fenlon*, Maureen Kelly, Andrew W Murphy and Gerard Loftus; National University of Ireland, Galway, Ireland 1200-1215 5 Is the assessment of clinical skills affected by the choice and characteristics of the standardized patients? T Errichetti*, J Boulet, G Whelan and D McKinley; ECFMG, Philadelphia, USA 1215-1230 6 Use of standardized patients to assess medical response to a natural disaster Graceanne Adamo*, Marguerite Hawkins, Heidi Worth-Dickstein, Eric Marks, Ralph Jones, Gilbert Muniz and Richard E Hawkins; Uniformed Services University of the Health Sciences, Bethesda, USA 1230-1245 7 The weakest link? Performance factors and degrees of influence in an interactive long-station general practice examination (VOICEs) C M Wiskin*, T Allan and J Skelton, University of Birmingham, UK 1245-1300 Discussion [Opening Discussant: Professor Stewart Petersen] 2E Monday 3 September Postgraduate Education – the Early Years Chairperson: Dr John Nicholls Room: Building 10, Hörsaal 6 (Ground Floor) 1100-1115 1 New PRHO: “I am not sure what I am supposed to do”. Can we improve on PRHO induction? An evaluation of a new induction process Dason Evans*, Mike Roberts and Diana Wood; St Bartholomew’s and the Royal London Medical and Dental School, London, UK 1115-1130 2 A comparison of Pre-registration House Officers’ (PRHOs) and Senior House Officers’ (SHOs) experience in general practice Jan Illing*, Tim van Zwanenberg, Bill Cunningham, George Taylor, Richard Prescott and Cath O’Halloran; University of Newcastle, UK 1130-1145 3 Pre-registration experience in general practice: results of a national evaluation Janet Grant*, Lesley Southgate, Rodney Gale, George Freeman, Alison Hill, Neil Johnson, Frank Smith, Mairead Beirne and Heather Owen; Open University Centre for Education in Medicine, Milton Keynes, UK 1145-1200 4 Family Medicine Month: a human life cycle approach for first year residents Linda Z Nieman, Rebecca Gladu, Thelma Jean Goodrich, Janet Groff and Mary M Velasquez; UT Houston Health Science Center, Houston, USA 1200-1215 5 Making and sharing decisions about management with patients: the views and experiences of Pre-Registration House Officers Jill Thistlethwaite; University of Leeds, UK 1215-1230 6 Teaching the forgotten tribe: tutor views on a generic curriculum for SHOs Lesley Pugsley* and Janet MacDonald; University of Wales College of Medicine, Cardiff, UK - 2.7 -
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 and 24: List of Exhibitors Association for
Page 25 and 26: Saturday 1 September Saturday 1 Sep
Page 27 and 28: Sunday 2 September 0930-1100 BEME S
Page 29: 1130-1145 3 Building blocks in a ne
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
Page 75 and 76: Accompanying Persons Programme Tour
Page 77 and 78: Post-Conference Tour Cancellation P
Page 79 and 80: SECTION 4 Abstracts
Page 81 and 82:
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,
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AMEE Berlin 2002 Programme

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