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2TUESDAY 2 SEPTEMBER 20149EE159EE16Webbased, interactive, simultaneous, aligned scheduling in different undergraduate medicalcurriculaPhilipp Moskopp, Charité, Universitätsmedizin Berlin, Department for Curriculum Management, Berlin, Germany; DavidWeigel*, Charité, Universitätsmedizin Berlin, Department for Curriculum Management, Berlin, Germany; Claudia Kanitz,Charité, Universitätsmedizin Berlin, Department for Curriculum Management, Berlin, Germany; Axel Schunk, Charité,Universitätsmedizin Berlin, Department for Curriculum Management, Berlin, Germany; Dorothea Eisenmann, Charité,Universitätsmedizin Berlin, Department for Curriculum Management, Department for Anaesthesiology and IntensiveCare Medicine CVK/CCM, Berlin, Germany; Olaf Ahlers, Charité, Universitätsmedizin Berlin, Department for CurriculumManagement, Berlin, GermanyThe MERC at CORD Scholars’ Program in Education Research at 5 YearsJeffrey Love*, Georgetown University School of Medicine, Emergency Medicine, Washington, DC, United States; SallySanten, The University of Michigan Medical School, Emergency Medicine, Ann Arbor, Michigan, United States; SusanFarrell, Brigham and Women’s Hospital, Harvard Medical School, Partners Healthcare, Office of Graduate MedicalEducation, Department of Emergency Medicine, Boston, Massachusetts, United States1600-1730 9FF POSTERS: Student as TeacherChairperson: Juveria Siddiqui (United Kingdom)Location: South Hall, Level 0, MiCo9FF19FF29FF39FF49FF59FF69FF79FF89FF9Students’ perspectives of a novel near-peer teaching programme for first year clinical students inthe UKDavid Annan*, Barts and The London School of Medicine, London, United Kingdom; Dekan Albasha, Barts and The LondonSchool of Medicine, London, United Kingdom; Nithish Jayakumar, Barts and The London School of Medicine, London,United KingdomPeer-instructed seminar attendance is positively associated with exam scoresRianne A.M. Bouwmeester*, University Medical Center Utrecht, Medical Physiology, Utrecht, Netherlands; Renske A.M.de Kleijn, Utrecht University, Centre for teaching and learning, Utrecht, Netherlands; Olle Th.J. ten Cate, UniversityMedical Center Utrecht, Centre for Research and Development of Education, Utrecht, Netherlands; Harold V.M. van Rijen,University Medical Center Utrecht, Medical Physiology, Utrecht, NetherlandsPeer Assisted Learning on Medical Clinical Placements: An observational studyJoanna Tai*, Monash University, HealthPEER, Faculty of Medicine, Nursing and Health Sciences, Melbourne, Australia;Ben Canny, Monash University, Faculty of Medicine, Nursing and Health Sciences, Melbourne, Australia; Terrence Haines,Monash Health, Allied Health Research Unit, Melbourne, Australia; Elizabeth Molloy, Monash University, HealthPEER,Faculty of Medicine, Nursing and Health Sciences, Melbourne, AustraliaDeveloping teaching skills during the early years: A medical student-led organ donationawareness workshop in secondary schoolsZaheer Mangera*, UCL Medical School, Medical School, London, United Kingdom; Chrishan Gunasekera, UCL MedicalSchool, Medical School, London, United Kingdom; John Kinley, UCL Medical School, Medical School, London, UnitedKingdom; Paul McGovern, UCL Medical School, Medical School, London, United Kingdom; Katherine Woolf, UCL MedicalSchool, Medical School, London, United KingdomWhich professional competencies can be enhanced among medical student tutors due to theirpeer teaching activities?J Griewatz*, Competence Centre for University Teaching in Medicine Baden-Wuerttemberg, University of Tuebingen,Department of Psychosomatic Medicine and Psychotherapy, Tuebingen, Germany; I Manske, University Hospital,Tuebingen, Germany; A Wosnik, Dean’s Office, Faculty of Medicine, University of Tuebingen, Tuebingen, Germany; S Zipfel,Dean’s Office, Faculty of Medicine, University of Tuebingen, Tuebingen, Germany; M Lammerding-Köppel, CompetenceCentre for University Teaching in Medicine Baden-Wuerttemberg, University of Tuebingen, Tuebingen, GermanyObjective measurement of the value of peer assisted learning in an undergraduate medicalschool settingMark S. Johnstone*, University of Glasgow, Glasgow, United Kingdom; Róna C. Anderson, University of Glasgow, Glasgow,United Kingdom; Nigel I.J. Chan, University of Glasgow, Glasgow, United KingdomFocus group evaluation of a student-produced open educational resource on obesityShannon E. Boardman, University of Nottingham, Nottingham, United Kingdom; Shade A. Agboola, University ofNottingham, Nottingham, United Kingdom; Bruce C. McKenzie*, University of Nottingham, Nottingham, United KingdomNationwide Train the Trainer program for undergraduate in the field of Disaster MedicineEleonora Leopardi*, SISM, Segretariato Italiano Studenti in Medicina (IFMSA Italy), Università del Piemonte Orientale“A. Avogadro”, Roma, Italy; Luca Ragazzoni, CRIMEDIM Research Center in Emergency and Disaster Medicine, Universitàdel Piemonte Orientale “A. Avogadro”, Novara, Italy; Simone Lo Baido, SISM, Segretariato Italiano Studenti in Medicina(IFMSA Italy), Università del Piemonte Orientale “A. Avogadro”, Roma, Italy; F Maccapani, CRIMEDIM Research Center inEmergency and Disaster Medicine, Università del Piemonte Orientale “A. Avogadro”, Novara, Italy; PL Ingrassia, CRIMEDIMResearch Center in Emergency and Disaster Medicine, Novara, Italy; F Della Corte, CRIMEDIM Research Center inEmergency and Disaster Medicine, Novara, Italy‘I SIP’: Using a framework to teach presenting skills to medical studentsAnish Jagdish Lalji Radia*, Luton and Dunstable University Hospital, Undergraduate Medical Education, Luton, UnitedKingdom; Parthipan Pillai, Luton and Dunstable University Hospital, Undergraduate Medical Education, Luton, UnitedKingdom; Subramanian Dhinakaran, Luton and Dunstable University Hospital, Undergraduate Medical Education, Luton,United Kingdom– 171 –