AMEE Berlin 2002 Programme

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Wednesday 5 September 0830-1000 Session 7: Poster presentations 7A Wednesday 5 September 12 simultaneous themed sessions. Please meet in the rooms listed below. Participants each have two minutes to introduce themselves and their posters. The groups will then move to the poster location where a discussion will take place. New Learning Technologies Chairperson: DrNick Ross Meet in: Teaching Building, Hörsaal 1 (ground floor) Poster location: Teaching Building, 2 nd floor 7A1 An International web-based Master’s degree in Primary Care Peter Toon* and Trish Greenhalgh; University College London, UK 7A2 Can practical courses on interpreting blood smears be substituted by an interactive, web-based learning programme? U Woermann*, A Tobler and M Montandon; University of Bern, SWITZERLAND 7A3 The management of student feedback using the World Wide Web Stephanie Cobb* and Helen Graham; Guy’s, King’s and St Thomas’ School of Medicine, London, UK 7A4 Web-based student feedback on large group teaching: how does it compare with traditional paper methods? Helen Graham* and Stephanie Cobb; Guy’s, King’s and St Thomas’ School of Medicine, London, UK 7A5 Reflection on experiences by using trigger movies Marianne G Nijnuis*, Caro Brumsen, Jan H Bolk and Peter G M de Jong; Leiden University Medical Center, Leiden, NETHERLANDS 7A6 Provision of IT learning facilities for healthcare education C Osonnaya*, K Osonnaya and E Burke; University of London, UK 7A7 Development and evaluation of an interactive Computer Assisted Learning (CAL) programme on vaginal hysterectomy Vikram Jha*, Shelley Widdowson, Sean Duffy and Keith Allenby; St James’s University Hospital, Leeds, UK 7A8 Links from ultrasound to anatomy - how is a multimedia teacher accepted? Dietmar Borchert*, Gunnar Schley, Edda Klotz, Peter Rauh, Clemens Reisinger and Thomas Medveczky; Humboldt-University of <strong>Berlin</strong>, GERMANY 7A9 Development of a Computer-Based Simulation; the Dynamic Patient Simulator S Eggermont*, P M Bloemendaal, J M van Baalen, E M Schoonderwaldt; Leiden University Medical Center, NETHERLANDS - 2.28 -
7B Wednesday 5 September 7A10 Introduction of laptop computers in Leiden Medical School Peter G M de Jong*, Hermiette E Idenburg and Henk L Hendrix; Leiden University Medical Center LUMC, Leiden, NETHERLANDS Problem-based Learning Chairperson: Dr Stewart Mennin Meet in: Teaching Building, Hörsaal 2 (ground floor) Poster location: Teaching Building, 2 nd floor 7B1 Measuring success: partnership in evaluation (work in progress report) P O’Neill, D Graham, A Garden, S. Watmough*, J Brown; Universities of Liverpool, Manchester and Mersey Deanery, UK 7B2 A new PBL course with an examination with standardised patients at the end S Schewe*, C Mueller and R Putz; Ludwig-Maximilians-Universitat, Munich, GERMANY 7B3 Training the Problem-Based Learning tutor: implementation issues C Osonnaya*, K Osonnaya and E Burke; University of London, UK 7B4 PBL in Psychiatry - the Holocaust. A unique experience T Fischel*, T Weizman and G Zalsman; Geha Psychiatric Center, Ramat Gan, ISRAEL 7B5 Clinical skills of medical students participating in lecture-based versus problem-oriented training W Rimpau; Park-Klinik Weissensee, <strong>Berlin</strong>, GERMANY 7B6 Systematic observations of problem-based study groups - what do they reveal? K Lonka*, P Sauri and N Paganus; University of Helsinki, FINLAND 7B7 “Pathomechanisms” - a 9-week integrative and problem-based learning oriented course within the 3rd year of the curriculum at the Medical Faculty Carl Gustav Carus, Technical University Dresden Oliver Tiebel*, Ines Nitsche and Andreas Deussen for the Core Planning Group; Medical Faculty, Carl Gustav Carus, Technical University, Dresden, GERMANY 7B8 Characteristics of tutors’ assessment by students when PBL is being implemented Yolanda Marin-Campos* and Marcela Lopez-Cabrera; National Autonomous University of Mexico, MEXICO 7B9 From traditional teachers to PBL tutors: how to start the change? Yolanda Marin-Campos* and Lizbeth Mendoza-Morales; National Autonomous University of Mexico, MEXICO 7B10 Development of a problem-based curriculum leads to enhancement in faculty development - The Dresden experience N Lorenz*, T Aretz, E Armstrong and the Harvard-Dresden Medical Education Alliance; Technical University, Dresden, GERMANY - 2.29 -
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 and 48: 1130-1145 3 Valuing diversity: The
Page 49 and 50: 1130-1145 3 Impact of a short inter
Page 51: Tuesday 4 September 6/11 Portfolio
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
Page 101 and 102: 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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