AMEE Berlin 2002 Programme

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5C Curriculum Evaluation Chairperson: Dr Kirsti Lonka Room: Teaching Building, Hörsaal 3 (Ground Floor) 1100-1115 1 A course programme evaluation: contribution of students’ selfevaluation Carlota Saldanha*, Jorge Lima and Joao Martins-Silva; Institute of Biochemistry, University of Lisbon, PORTUGAL 1115-1130 2 A national evaluation of the reforms to higher specialist training in the UK: methodological issues Janet Grant*, Rodney Gale, Mairead Beirne and Heather Owen; Open University Centre for Education in Medicine, Milton Keynes, UK 1130-1145 3 Evaluation of PME courses in General Practice in Germany S Wilm*, R Jahromi, S Krause and B Hemming; Heinrich-Heine University, Duesseldorf, Germany 1145-1200 4 The Matrix: a visual presentation of registrar term evaluation Richard Tarala and Alistair Vickery; Royal Perth Hospital, Australia 1200-1215 5 Site visits as a method to assess the educational quality of clerkships Janke Cohen-Schotanus* and Rein P Zwierstra; University of Groningen, Netherlands 1215-1230 6 Impact of a new curriculum on the clinical competence of medical students at the University of Barcelona Medical School (UBMS) Ramon Pujol*, Frederic Manresa, Francesc Gudial, Eduard Kranfly, Josep Ma Martinez Carsetera; University of Barcelona, Spain 1230-1245 7 Lessons learnt in designing and implementing a curriculum evaluation Helen Graham* and Mary Seabrook; GKT School of Medicine, London, UK 1245-1300 Discussion [Opening Discussant: Professor Geoff Norman and Ms Susanne Pruskil] 5D Tuesday 4 September Assessing Communication Skills/Patients as Examiners Chairperson: Dr Andre de Champlain Room: Research Building, Hörsaal 4 (Ground Floor) 1100-1115 1 Detecting rater bias on a measure of spoken English proficiency Marta van Zanten*, Danette McKinley, John Boulet and Gerald Whelan; ECFMG, Philadelphia, USA 1115-1130 2 Comparison of communication skills in residency with performance on ECFMG Clinical Skills Assessment W Burdick*, J Boulet, S Peitzman, G Whelan and D Brody; ECFMG, Philadelphia, USA 1130-1145 3 ACT: a new computer-assisted assessment (CAA) method for communication-skills of medical students R L Hulsman* and J D Donnison-Speijer; Academic Medical Centre, Amsterdam, Netherlands - 2.18 -
1145-1200 4 How accurate is lay person assessment of clinical competence of student doctors? Comparison of the assessment of medical students by Faculty and Standardized Patients during the Objective Structured Clinical Examination P Heasman*, K Pitkala and N Paganus; University of Helsinki, Finland 1200-1215 5 Do Simulated Patients grade inter-personal skills as well as Faculty? A S Arora*, N Natt, S Kluck and R Tiegs; Mayo Foundation, Rochester, USA 1215-1230 6 The contribution of non medical assessors to the assessment of poorly performing doctors Lesley Southgate* and Peter McCrorie; University College London Medical School, London, UK 1230-1245 7 Assessment in the elective clinical rotation: centrally reviewed case reports W M Molenaar*, S A Koopmans, M D Talsma and L H van Essen: University of Groningen, Netherlands 1245-1300 Discussion [Opening Discussant: Dr Wolfram Antepohl] 5E Tuesday 4 September Postgraduate Education for General Practice/ Family Medicine Chairperson: Dr Kwee Matheson Room: Building 10, Hörsaal 6 (Ground Floor) 1100-1115 1 An educational approach to significant event auditing in primary care J McKay* and P Bowie; University of Glasgow, UK 1115-1130 2 Postgraduate education for generalist physicians J F Perez Gonzalez* and M Requena; Universidad Central de Venezuela, Caracas, Venezuela 1130-1145 3 Barriers to change in postgraduate medical education in General Practice B W McGuinness; Queen Elizabeth Hospital, Swaffham, UK 1145-1200 4 The use of video in General Practice Registrar training and assessment C M Wiskin, Stephen Field* and John Skelton; West Midland GP Unit, Birmingham, UK 1200-1215 5 The consultation styles of female GP Registrars with male and female patients Sarah Hillman* and John Skelton; University of Birmingham, UK 1215-1230 6 The development, implementation and evaluation of a ‘concordance’ training course Jon Dowell*, Claudia Pagliari and Sean McAleer; University of Dundee, UK 1230-1245 7 A linguistic study of information-giving in 30 doctor-patient consultations Andy Shanks* and John Skelton; University of Birmingham, UK 1245-1300 Discussion [Opening Discussant: Professor Graham Buckley] - 2.19 -
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 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: 1215-1230 6 Filling a curriculum ma
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
Page 83 and 84: Session 2A A virtual learning envir
Page 85 and 86: 2B3 The implementation of problemba
Page 87 and 88: management; staff and student suppo
Page 89 and 90: ecoming more common. Here, it is im
Page 91 and 92: 2E6 Teaching the forgotten tribe: t
Page 93 and 94:
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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