AMEE Berlin 2002 Programme

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1230-1245 7 The impact of a precepted diabetic foot care program Linda Z Nieman, Lewis E Foxhall*, Frank Sifuentes and Lee Cheng; University of Texas Houston Health Science Center, USA 1245-1300 Discussion [Opening Discussant: Professor Amanda Howe] 5L Evaluation of Multiprofessional Education Chairperson: Dr Pia Forsberg Room: Teaching Building, Room 1.0107 (First Floor) 1100-1115 1 The benefits of a multiprofessional education programme can be sustained G J Mires*, F L R Williams, R M Harden and P W Howie; University of Dundee, UK 1115-1130 2 Self-directed multiprofessional continuing medical education with facilitators: an experiment in four European countries. The Belgian story J Goedhuys*, C Geens, N Mathers, K Billingham, G Maso and O Solas-Gaspar; Catholic University Leuven, Belgium 1130-1145 3 Interprofessional education in a clinical and non-clinical environment: Teachers’ and learners’ perspectives John Jenkins and Sue Morison*; Queen’s University Belfast, UK 1145-1200 4 Interprofessional education: experiences of students J Agsteribbe*, R M H Schaub and J Cohen-Schotanus; University of Groningen, Netherlands 1200-1215 5 “Capturing the learning”: the development of interprofessional education in the Faculty of Medicine, Health and Biological Sciences, University of Southampton D Humphris* and S Colly; University of Southampton, UK 1215-1230 6 Learning interprofessionally: a review of experiences A Le May*, F Kitsell, I Giles and C Stephens; University of Southampton, UK 1230-1245 Discussion [Opening Discussant: Dr Gary Mires] 5M Tuesday 4 September Teaching about EBM, Critical Thinking and Research Chairperson: Professor Florian Eitel Room: Teaching Building, Room 1.0105 (First Floor) 1100-1115 1 Questions as the key to knowledge: teaching medical students in Evidence-Based Medicine Jonna Skov Madsen*, Birgitta Wallstedt, Carl Joakim Brandt and Mogens Horder; Odense University Hospital, Denmark 1115-1130 2 Teaching Evidence-Based Medicine to healthcare professionals: implementing and evaluating the programme C Osonnaya*, K Osonnaya and E Burke; University of London, UK - 2.24 -
1130-1145 3 Impact of a short interactive curriculum on medical students’ appreciation of EBM and CAM Samuel N Forjuoh*, Robert A Henry, Terry G Rascoe, Barb Symm and Janine C Edwards; Texas A & M University, Temple, USA 1145-1200 4 Annual Students-Congress of Medicine (SCM): a tool for scientific education in the medical curriculum E J M van Gils*, M H J Maathuis, G J Navis and R H Henning; University of Groningen, Netherlands 1200-1215 5 What do medical graduates think about their earlier research projects now? Saeed Asefzadeh; Qazvin University of Medical Sciences, Iran 1215-1230 6 Research and the use of computers in the new curriculum of the University of Vienna Medical School Richard Marz* and Robert Trappl; University of Vienna, Austria 1230-1245 7 Experimental courses in Biochemistry - initiation to scientific research in undergraduate medicine Carlota Saldanha*, Rui Mesquita and J Martins-Silva; University of Lisbon, Portugal 1245-1300 Discussion [Opening Discussant: Dr Sharon Krackov] 1300-1400 Lunch in the Marquee 1400-1700 Session 6: Workshops 6 Tuesday 4 September Please see the Abstracts section pages 4.51 to 4.55 for details of these workshops. Attendance at Conference workshops is free of charge but you are asked to preregister on the form included with the programme. Lists of participants who have preregistered and places available will be posted by the registration desk. Note: coffee will be available between 1530-1600 hrs in the foyers of the Teaching and Research Buildings 6/1 Basic Skills Faculty Development Workshop Dr Anita Duhl Glicken, University of Colorado School of Medicine, Denver, USA Room: Building 10, Kursraum 6 (lower ground floor) 6/2 An Introduction to Clinical Judgment Analysis Dr Anthony LaDuca, National Board of Medical Examiners, Philadelphia, USA Room: Teaching Building, Computer Room, 2.0103 (2 nd floor) 6/3 Nordic Federation for Medical Education Chairperson: Dr Eivind Drange Room: Teaching Building, Horsaal 1 - 2.25 -
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 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: 1130-1145 3 Valuing diversity: The
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
Page 95 and 96: 2H2 Demographic and scholastic corr
Page 97 and 98: 2I3 Formal courses in further train
Page 99 and 100:
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
Page 109 and 110:
and postgraduate training instituti
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teaching packages. There are opport
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Session 5C Curriculum evaluation 5C
Page 115 and 116:
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
Page 121 and 122:
5G7 An evaluation of the internal v
Page 123 and 124:
Session 5I Educating the educators
Page 125 and 126:
5J2 Aboriginal health: a tool in th
Page 127 and 128:
5K4 Could we improve on what patien
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5L5 “Capturing the learning”: t
Page 131 and 132:
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
Page 163 and 164:
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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