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7CC117CC127CC137CC14Educational impact of Objective Structured Clinical Examination (OSCE) as a formativeassessment on undergraduate medical studentsJitima Tiyayon*, Rajavithi Hospital, Rangsit University, Obstetrics and Gynaecology, Bangkok, Thailand; PraponJaruyawongs, Rajavithi Hospital, Rangsit University, Obstetrics and Gynaecology, Bangkok, ThailandA new twist to an innovative OSCE: In-situ OSCEChe-Wei Lin*, Taipei Medical University, Medical College, Department of General Medicine, Taipei, Taiwan; Shry-Yi Lin,Taipei Medical University, Medical College, Department of General Medicaine, Taipei, Taiwan; Wen-Cheng Huang, TaipeiMedical University, Wan-Fang Hospital, Department of Research and Education, Taipei, TaiwanOSCE Curriculum Design and Implementation: A Faculty Development ProgramDeema Al-Sheikhly*, Weill Cornell Medical College in Qatar, Graduate Medical Education, Doha, Qatar; Dora Stadler,Weill Cornell Medical College in Qatar, Graduate Medical Education, Doha, Qatar; Thurayya Arayssi, Weill Cornell MedicalCollege in Qatar, Graduate Medical Education, Doha, Qatar; Stella Major, Weill Cornell Medical College in Qatar, GraduateMedical Education, Doha, Qatar; Lan Sawan, Weill Cornell Medical College in Qatar, Doha, Qatar; Mohamud Verjee, WeillCornell Medical College in Qatar, Doha, QatarScoring Objective Structured Clinical Examinations by Direct Observation or Using VideoMonitorsChin-Chou Huang*, Taipei Veterans General Hospital, Taipei, Taiwan; Chia-Chang Huang, Taipei Veterans General Hospital,Teipei, Taiwan; Ying-Ying Yang, Taipei Veterans General Hospital, Taipei, Taiwan; Ling-Yu Yang, Taipei Veterans GeneralHospital, Taipei, Taiwan; Shing-Jong Lin, Taipei Veterans General Hospital, Taipei, Taiwan; Jaw-Wen Chen, Taipei VeteransGeneral Hospital, Taipei, Taiwan1045-1230 7DD POSTERS: ManagementChairperson: Leona Walsh (United Kingdom)Location: South Hall, Level 0, MiCo7DD17DD27DD37DD47DD57DD67DD7Unbundle medical education, broaden access?Nicholas Andreou*, Imperial College London, School of Medicine, London, United Kingdom; James Price, Imperial CollegeLondon, School of Medicine, London, United Kingdom; Timothy Heymann, Imperial College London, Business School,London, United KingdomAppointing a change agent facilitates the integration of diversity, especially gender aspects,into a new undergraduate medical curriculumSabine Ludwig*, Charité-Universitätsmedizin Berlin, Dieter Scheffner Centre, Berlin, Germany; Sabine Oertelt-Prigione,Charité-Universitätsmedizin Berlin, Insitute of Gender in Medicine, Berlin, Germany; Christine Kurmeyer, Charité-Universitätsmedizin Berlin, Equal Opportunities Officer, Berlin, Germany; Manfred Gross, Charité-UniversitätsmedizinBerlin, Department of Audiology and Phoniatrics, Berlin, Germany; Annette Grüters-Kieslich, Charité-UniversitätsmedizinBerlin, Berlin, Germany; Harm Peters, Charité-Universitätsmedizin Berlin, Dieter Scheffner Centre, Berlin, GermanyWork in progress: A process of curricular reformSergio Zaidhaft*, Faculdade de Medicina. Universidade Federal do Rio de Janeiro, Psychiatry, Rio de Janeiro, BrazilHow to maximize consensus among faculty for curricular reform? The Muenster experienceJan Carl Becker, Medical Faculty, University of Muenster, Institute for Medical Education, Muenster, Germany; DésiréeBurghaus*, Medical Faculty, University of Muenster, Institute for Medical Education, Muenster, Germany; BernhardMarschall, Medical Faculty, University of Muenster, Institute for Medical Education, Muenster, Germany; Ara Tekian,University of Illinois at Chicago, College of Medicine, Chicago, United StatesProfessional practice outcome of curriculum change, lessons from implementing a new paediatricmodule for dental students in SingaporeDD Rajgor, Yong Loo Lin School of Medicine, National University of Singapore, Department of Paediatrics, Singapore;YYB Mok, National University of Singapore, Faculty of Dentistry, Singapore; DD Samarasekera, Yong Loo Lin School ofMedicine, National University of Singapore, Medical Education Unit, Singapore; Presenter: Chee Wen Terence Lim*,Yong Loo Lin School of Medicine, National University of Singapore, Department of Paediatrics, SingaporeEffects of Affirmative Action on Motivation for Medical TeachingRik Engbers*, Radboud University Medical Center, Department for Evaluation, Quality and Development of MedicalEducation, Nijmegen, Netherlands; Lia Fluit, Radboud University Medical Center, Department for Evaluation, Qualityand Development of Medical Education, Nijmegen, Netherlands; Sanneke Bolhuis, Radboud University Medical Center,Department for Evaluation, Quality and Development of Medical Education, Nijmegen, Netherlands; Roderick Sluiter,Radboud University, Department of Political Science, Nijmegen, Netherlands; Paul Stuyt, Radboud University MedicalCenter, Department for Evaluation, Quality and Development of Medical Education, Nijmegen, Netherlands; Roland Laan,Radboud University Medical Center, Department for Evaluation, Quality and Development of Medical Education, Nijmegen,NetherlandsImpact of Accreditation on Institutional DevelopmentOyuntsetseg Sandag*, School of Nursing, National University of Medical Sciences, Ulaanbaatar, Mongolia; OdonguaNemekhee, National University of Medical Sciences, Ulaanbaatar, Mongolia; Solongo Bandi, National University of MedicalSciences, Department of Pulmonology, Ulaanbaatar, Mongolia; Oyungoo Badamdorj, National University of MedicalSciences, Ulaanbaatar, Mongolia; Gankhuyag Gochoosuren, School of Nursing, National University of Medical Sciences,Ulaanbaatar, Mongolia; Tserendagva Dalkh, National University of Medical Sciences, Ulaanbaatar, Mongolia– 134 –