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1445-1500 8M4 Flipped classroom (FC) learning experiences among healthcare students: A pilot study of FCinstrumentAmutha D. M. Navamoney*, International Medical University, IMU Center for Education (ICE), Kuala Lumpur, Malaysia;Yusup Hashim, Asia e-University, Faculty of Education, Kuala Lumpur, Malaysia1500-1515 8M5 An exploration of the University of Bradford UK MPharm students’ perceptions of Team-BasedLearningN Hina, University of Bradford, School of Pharmacy, West Yorkshire, United Kingdom; T Arif, University of Bradford, Schoolof Pharmacy, West Yorkshire, United Kingdom; S Hill, University of Bradford, School of Pharmacy, West Yorkshire, UnitedKingdom; Y Habeeb, University of Bradford, School of Pharmacy, West Yorkshire, United Kingdom; M Tahir, University ofBradford, School of Pharmacy, West Yorkshire, United Kingdom; S Armstrong, University of Bradford, School of Pharmacy,West Yorkshire, United Kingdom; Presenter: Beverley Lucas*, University of Bradford, School of Pharmacy, West Yorkshire,United Kingdom1515-1530 8M6 Flipped classroom facilitates learning of practical skillsLeila Niemi-Murola*, University of Helsinki, Department of Anaesthesiology and Intensive Care Medicine, Helsinki, Finland;Klaus T Olkkola, University of Helsinki, Department of Anaesthesiology and Intensive Care Medicine, Helsinki, FinlandNo discussion1400-1530 8N SHORT COMMUNICATIONS: Student as Teacher 1Chairperson: Jetro Tuulari (Finland)Opening Discussant: Paul de Roos (Sweden)Location:Amber 7, Level +2, MiCo1400-1415 8N1 A case control educational intervention showing how peer-assisted learning (PAL) can improvemedical students’ exam results and provide an environment conducive for learningJonathan A M King*, UCL, London, United Kingdom; Chrishan Gunasekera, UCL, London, United Kingdom; Oliver Cohen,UCL, London, United Kingdom; Tanjila Hakim, UCL, London, United Kingdom; Deirdre Wallace, UCL, London, UnitedKingdom; Alison Sturrock, UCL, London, United Kingdom1415-1430 8N2 An investigation into student perceptions of peer learning as a learning method during a medicalundergraduate courseAhmed Ezzat*, University of Aberdeen, Pathology, Aberdeen, United Kingdom; Shiran Gunasekera, University of Aberdeen,Anatomy, Aberdeen, United Kingdom; Peter Johnston, University of Aberdeen, Aberdeen, United Kingdom; Simon Parson,University of Aberdeen, Aberdeen, United Kingdom1430-1445 8N3 Training Peer Tutors to Facilitate Online Team-Based Learning in Academic Study SkillsSharon Boyd*, University of Edinburgh, The Royal (Dick) School of Veterinary Studies, Edinburgh, United Kingdom; JessiePaterson, University of Edinburgh, Edinburgh, United Kingdom1445-1500 8N4 Peer teaching may promote personal developmentCarmen Teijeiro, Facultad de Ciencias Biomedicas. Universidad Austral, Medical Education, Pilar, Argentina; Malena Sayal,Facultad de Ciencias Biomedicas. Universidad Austral, Medical Education, Pilar, Argentina; Florencia Moore, Facultad deCiencias Biomedicas. Universidad Austral, Medical Education, Pilar, Argentina; Soledad Campos*, Facultad de CienciasBiomedicas. Universidad Austral, Medical Education, Pilar, Argentina; Angel Centeno, Facultad de Ciencias Biomedicas.Universidad Austral, Medical Education, Pilar, Argentina1500-1515 8N5 A program on Peer Tutoring during junior years in medical and nursing schoolMaría José Frontera Vaca*, Universidad Austral, Facultad de Ciencias Biomedicas, Buenos Aires, Argentina; María VictoriaBrunelli, Universidad Austral, Facultad de Ciencias Biomedicas, Buenos Aires, Argentina; Soledad Alvarez Campos,Universidad Austral, Facultad de Ciencias Biomedicas, Buenos Aires, Argentina; María del Carmen Teijeiro, UniversidadAustral, Facultad de Ciencias Biomedicas, Buenos Aires, Argentina; Malena Sayal, Universidad Austral, Facultad de CienciasBiomedicas, Buenos Aires, Argentina; Angel Centeno, Universidad Austral, Facultad de Ciencias Biomedicas, Buenos Aires,Argentina1515-1530 Discussion1400-1530 8O SHORT COMMUNICATIONS: Student Self-Assessment / Self EfficacyChairperson:Opening Discussant:Location:Amber 8, Level +2, MiCo1400-1415 8O1 Students’ performance data in the HIP (“How I Perform”) feedback tool enable students’ selfvalidationand study predictionJohann Arias*, RWTH Aachen, Medical Faculty, Deanery, Aachen, Germany; Stephan Erdtmann, RWTH Aachen, MedicalFaculty, Deanery, Aachen, Germany; Sonja Finsterer, RWTH Aachen, Medical Faculty, Deanery, Aachen, Germany; MelanieSimon, RWTH Aachen, Medical Faculty, Deanery, Aachen, Germany– 148 –