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2WEDNESDAY 3 SEPTEMBER 201410FF20Impact of various final-year clerkships on student anxiety: A call for tailored curricula change?Anique E Atherley, University of the West Indies, Cave Hill Campus, Faculty of Medical Sciences, St. Michael, Barbados;Ian Hambleton, University of the West Indies, Cave Hill Campus, Chronic Disease Research Centre, St. Michael, Barbados;Nigel Unwin, University of the West Indies, Cave Hill Campus, Faculty of Medical Sciences, St. Michael, Barbados; ColetteGeorge, University of the West Indies, Cave Hill Campus, Faculty of Medical Sciences, St. Michael, Barbados; Paula M.Lashley, University of the West Indies, Cave Hill Campus, Faculty of Medical Sciences, St. Michael, Barbados; Charles G.Taylor Jr*, University of the West Indies, Cave Hill Campus, Faculty of Medical Sciences, St. Michael, Barbados0830-1015 10GG POSTERS: PBL / TBLChairperson:Location: South Hall, Level 0, MiCo10GG110GG210GG310GG410GG510GG610GG710GG810GG910GG10Introducing Problem Based Learning in the curriculum of Faculty of Medicine Cluj NapocaTudor Calinici*, “Iuliu Hatieganu” University of Medicine and Pharmacy, Department of Medical Informatics andBiostatistics, Cluj Napoca, Romania; Anca Dana Buzoianu, “Iuliu Hatieganu” University of Medicine and Pharmacy,Department of Pharmacology, Cluj Napoca, Romania; Valentin Muntean, “Iuliu Hatieganu” University of Medicine andPharmacy, Department of Surgery, Cluj Napoca, RomaniaDifferent perceptions of Problem Based Learning among Polish and foreign students. Is PBL thesame for everyone?Agnieszka Skrzypek, Jagiellonian University Medical College, Department of Medical Education Faculty of Medicine,Krakow, Poland; Tomasz Cegielny, Jagiellonian University Medical College, Department of Medical Education Faculty ofMedicine, Krakow, Poland; Jolanta Swierszcz, Jagiellonian University Medical College, Department of Medical EducationFaculty of Medicine, Krakow, Poland; Konrad Jablonski, Jagiellonian University Medical College, Department of MedicalEducation Faculty of Medicine, Krakow, Poland; Michal Nowakowski*, Jagiellonian University Medical College, Departmentof Medical Education Faculty of Medicine, Krakow, PolandProblem Based Learning and Virtual Patient in Anaesthesia Undergraduate EducationPetr Štourač*, Masaryk University, Medical Faculty, Department of Anaesthesiology and Intensive Care Medicine, Brno,Czech Republic; Daniel Schwarz, Masaryk University, Institute of Biostatistics and Analyses, Brno, Czech Republic; HanaHarazim, Masaryk University, Medical Faculty, Department of Anaesthesiology and Intensive Care Medicine, Brno, CzechRepublic; Olga Smékalová, Masaryk University, Medical Faculty, Department of Anaesthesiology and Intensive CareMedicine, Brno, Czech Republic; Martina Kosinová, Masaryk University, Medical Faculty, Department of Anaesthesiologyand Intensive Care Medicine, Brno, Czech RepublicCreating Multimedia Vignettes for use alongside Problem Based Learning Cased inUndergraduate Medical Curriculum Teaching Using Students from Across Faculties – A Case StudyLaura Bowater*, University of East Anglia, Norwich Medical School, Norwich, United Kingdom; Trevor Killeen, University ofEast Anglia, Norwich Medical School, Norwich, United KingdomEffective learning: Application of eLearning technology in PBL medical courseMarcia Sakai*, State University of Londrina, Public Health, Londrina, Paraná, Brazil; Salvador Alves Melo Junior, OpenUniversity for the National Health System of Brazil, Educational Technology, Brasília, DF, Brazil; Maria Jose S. Salles, StateUniversity of Londrina, Biology, Londrina, Paraná, Brazil; Paulo Putinatti, State University of Londrina, Pediatric andPediatric Surgery, Londrina, Paraná, Brazil; Lucia Vargas, State University of Londrina, Biochemistry, Londrina, Paraná,Brazil; Jose Luiz V. M. Mioni, State University of Londrina, Computer Science, Londrina, Paraná, BrazilStudents views on near-peer compared to senior tutors for problem based learning.Ed Gladma*, University of Sheffield, Medical School, Sheffield, United Kingdom; Tim Jackson, University of Sheffield,Medical School, Sheffield, United Kingdom; Raveen Jayasuriya, University of Sheffield, Medical School, Sheffield, UnitedKingdom; Anna Watts, University of Sheffield, Medical School, Sheffield, United Kingdom; R.K. Littleproud, University ofSheffield, Medical School, Sheffield, United Kingdom; Philip Chan, University of Sheffield, Medical School, Sheffield, UnitedKingdomProblems perceived by nursing students in PBLShu-Hsing Lee*, Chung Shan Medical University, School of Nursing, Taichung, Taiwan; Meng-Chih Lee, Taichung Hospital,Ministry of Health and Welfare/Chung Shan Medical University, Department of Family Medicine/Institute of Medicine,Taichung, TaiwanThe “Triple Jump” Method As The Right Assessment Method For The Moodle PlatformSara Morales, UNAM, Integración de Ciencias Médicas, México; Tania Garibay, UNAM, Integración de Ciencias Médicas,México; Irene Durante*, UNAM, Integración de Ciencias Médicas, México, Mexico, Rocío García, UNAM, Integración deCiencias Médicas, México; Eduardo Acosta, UNAM, Integración de Ciencias Médicas, MéxicoAttitude of medical students towards Problem-Based Learning in clinical yearsArucha Treesirichod*, Faculty of Medicine, Srinakharinwirot University, Bangkok, Thailand; Somboon Chansakulporn,Faculty of Medicine, Srinakharinwirot University, Bangkok, Thailand; Laddawal Phivthong-ngam, Faculty of Medicine,Srinakharinwirot University, Bangkok, Thailand; Chaiyapruk Kusumaphanyo, Faculty of Medicine, SrinakharinwirotUniversity, Bangkok, Thailand; Aroonchai Sangpanich, Faculty of Medicine, Srinakharinwirot University, Bangkok, ThailandThe influence of group leaders’ maturity and language confidence on the learning outcome ofEnglish PBLYa-Min Chi*, Kaohsiung Medical University, Medicine, Kaohsiung, Taiwan; Peih-Ying Lu, Kaohsiung Medical University,Medicine, Kaohsiung, Taiwan– 193 –