AMEE Berlin 2002 Programme

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7L3 Teaching medical students patient advocacy skills; an interdisciplinary intervention using Standardized Patients/Families Graceanne Adamo*, Virginia Randall, Janice Hanson, William Sykora, Aileen E Zanoni, Elizabeth Jeppson and Richard E Hawkins; Uniformed Services University of the Health Sciences, Bethesda, USA 7L4 The parameters affecting attitudes to death among students in a Medical College in Taiwan Ming-Liang Lai; National Cheng Kung University Hospital, Tainan, TAIWAN 7L5 Evaluation of practical sessions in Clinical Anatomy: a strategy for educational improvement M A F Tavares* and M C Silva; Medical School of Porto, Porto, PORTUGAL 7L6 Towards a more effective teaching of Gross Anatomy: introducing new integrated clinical concepts and improving peer presentations/ evaluation techniques Ameed Raoof*, Thomas Gest, William Burkel and Tamara Stein; University of Michigan Medical School, Ann Arbor, USA 7L7 Putting the salutogenic orientation into practice: the life cycle course at the Technion H Eshach*, R Van-Raalte, L Dolev, H Bitterman and D Hermoni; Technion, Haifa, ISRAEL 7L8 ASAMANS (Ask Students About Medicine And National Socialism) T Drewes*, P Langkafel* and S Muller*; Charité, Humboldt University <strong>Berlin</strong>, GERMANY 7L9 Stress among medical doctors J Agsteribbe* and J Cohen-Schotanus; University of Groningen, Groningen, NETHERLANDS 7L10 Introducing changes in medical education: the “strategy” of Clinical Anatomy at the Medical School of Porto M A F Tavares; Medical School of Porto, Porto, PORTUGAL 1000-1030 Coffee in foyers of Teaching and Research Buildings 1030-1230 Session 8: Short Communications 8A Wednesday 5 September Computer Mediated Learning and Assessment Chairperson: Dr Joel Feiner Room: Teaching Building, Hörsaal 1 (Ground Floor) 1030-1045 1 Preparing clinical small group sessions by using digital video in CBE Marianne G Nijnuis*, Caro Brumsen, Jan A Gevers Leuven and Peter G M de Jong; Leiden University Medical Center, Netherlands 1045-1100 2 Inter-physician communication training through computer-based patient simulations S Eggermont*, P M Bloemendaal, E Schoonderwaldt and J D Donnison-Speyer; Leiden University Medical Center, Netherlands - 2.38 -
1100-1115 3 Computer Assisted Learning: using and doing research in primary care Linda Leighton-Beck*, Philip Hannaford, Neil Hamilton, Sara Shaw and Yvonne Carter; Scottish Council for Postgraduate Medical & Dental Education, Aberdeen, UK 1115-1130 4 Extracting core competencies “bottom up” from case histories by an online consensus seeking process in family medicine Peter Schlaeppi* and Ralph Bloch; University of Bern, Switzerland 1130-1145 5 A new era of teaching. An innovative resource for continuing medical education and evidence based management K El-Hayes, B McElhinney, B Adams, E Boyd and K McKinney; Co Down, Northern Ireland 1145-1200 6 Evaluating medical student and resident education: a CME software program J C Edwards*, P Ogden and A A Stricker; Texas A & M University, USA 1200-1215 7 Metabolic challenges on CD-ROMs Marie-Paule Van Damme*, Jonathan Gould, Bruce Livett, Janet Macaulay, Ron Maxwell and Graham Parslow; Monash University, Clayton, Australia 1215-1230 Discussion [Opening Discussant: Dr Megan Quentin-Baxter] 8B Wednesday 5 September Implementation of Problem-based Learning Chairperson: Professor Arcadi Gual Room: Teaching Building, Hörsaal 2 (Ground Floor) 1030-1045 1 Problem-based learning for trainees in Anaesthesiology Sigrid Adam* and Jan Klein; Erasmus University, Rotterdam, Netherlands 1045-1100 2 Communicating with students in a problem-based curriculum: experiences with WebCT Michelle McLean and Kathy Murrell; Nelson R Mandela School of Medicine, Congella, South Africa 1100-1115 3 Faculty members and senior students as facilitators in PBL-groups - similarities and differences Are Holen*, Kristin Wigen and Øyvind Ellingsen; Norwegian University of Science and Technology, Trondheim, Norway 1115-1130 4 Tutors’ perspectives of problem-based learning Diana Kelly; Guy’s, King’s and St Thomas’ School of Medicine, London, UK 1130-1145 5 The E.D.I.T. project in Linköping: using web-based scenarios for PBL Wolfram Antepohl*, Anne-Christine Persson, Margareta Bachrach-Lindström and Björn Bergdahl; Division of Medical Education, Linköping University, SWEDEN 1145-1200 6 How to promote success in a PBL tutorial session N Paganus*, K Lonka and T Hätönen; University of Helsinki, FINLAND 1200-1215 7 Evaluation of the student staff in the experience of PBL in the - 2.39 -
Page 1 and 2:
AMEE Association for Medical Educat
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Section 2: The Academic Programme S
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Welcome from President of AMEE Dear
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SECTION 1 Information about Berlin
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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 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: 7K 7L International Medical Educati
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
Page 103 and 104: suggest that while this scheme was
Page 105 and 106: 3/4 Feedback and evaluation: essent
Page 107 and 108: No preparation is needed in advance
Page 109 and 110: and postgraduate training instituti
Page 111 and 112: 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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