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9FF109FF119FF129FF139FF149FF159FF169FF179FF189FF19Learning by teaching: benefits to students of OER production and evaluationShannon Boardman*, University of Nottingham, Nottingham, United Kingdom; Shade Agboola, University of Nottingham,Notttingham, United Kingdom; Bruce McKenzie, University of Nottingham, United Kingdom“Learning for Teaching”: Preparing health professionals to be lifelong learners and facilitators oflearningNomar Alviar*, University of the Philippines Manila, National Teacher Training Center for the Health Professions, Manila,PhilippinesPeer Assisted Learning as a mandatory part of an undergraduate medical curriculumFatima Yuerek, Charité, Universitätsmedizin Berlin, Department for Curriculum Management, Department forAnaesthesiology and Intensiv Care Medicine CVK/CCM, Berlin, Germany; Raimund Senf, Charité, Universitätsmedizin Berlin,Department for Curriculum Management, Department for Nephrology and Intensive Care Medicine, Berlin, Germany; EvaKornemann, Charité, Universitätsmedizin Berlin, Department for Curriculum Management, Department for Anaesthesiologyand Intensive Care Medicine CVK/CCM, Berlin, Germany; Dorothea Eisenmann*, Charité, Universitätsmedizin Berlin,Department for Curriculum Management, Department for Anaesthesiology and Intensive Care Medicine CVK/CCM, Berlin,Germany; Olaf Ahlers, Charité, Universitätsmedizin Berlin, Department for Curriculum Management, Berlin, GermanyWiki-based peer-assessment of learning journalsMikael Niku*, University of Helsinki, Department of Veterinary Biosciences, Helsinki, FinlandAuditing Undergraduate Peer Teaching: Prevalence of teaching and teachers, and perceivedusefulness, quality and valueAdam Mayers*, Kings’ College London, School of Medicine, London, United KingdomStudent-led optional abdominal ultrasound course at Philipps-University (Marburg, Germany)Johanna Miller*, Philipps-Universität, Marburg, Germany; Florian Schösser, Philipps-Universität, Marburg, Germany; JulianHenze, Philipps-Universität, Marburg, Germany; Tina Stibane, Philipps-Universität, Marburg, Germany; Christian Görg,Philipps-Universität, Marburg, GermanyStudents’ Perceptions toward Peer Assisted Learning SeminarsLiang Lin Seow*, International Medical University, School of Dentistry, Kuala Lumpur, Malaysia; Hanan El Sayed Omar,International Medical University, School of Dentistry, Kuala Lumpur, Malaysia; Frederick Smales, International MedicalUniversity, School of Dentistry, Kuala Lumpur, MalaysiaStudent acceptance of clinical skills teaching by senior students compared with faculty ledteachingGanendra Mallik*, Ross University School of Medicine, Clinical Medicine, Roseau, Dominica; Philip Cooles, Ross UniversitySchool of Medicine, Cardiology, Roseau, DominicaRole of providing core objectives and monitoring in Peer Assisted Learning Initiatives in MedicalEducation: a 2 year studyAya Musbahi*, Glasgow Royal, General Surgery, Glasgow, United Kingdom; Mohammed Abdelhalim, Gartnavel Hospital,General Surgery, Glasgow, United Kingdom; Nazim Ghouri, University of Glasgow, Glasgow, United KingdomNICE Student Champions: A Paradigm for Peer to Peer Teaching in Evidence Based MedicineGuled Jama, University of Cambridge, School of Clinical Medicine, Cambridge, United Kingdom; Aisha Tahira*, University ofCambridge, School of Clinical Medicine, Cambridge, United Kingdom1600-1730 9GG POSTERS: PBLChairperson: Edvaldo Souza (Brazil)Location: South Hall, Level 0, MiCo9GG19GG29GG39GG4Evaluation of a revised interdisciplinary PBL tutor trainingKonstanze Vogt*, Charite University Medicine, Deanery of Student Affairs, Berlin, Germany; Jörg Pelz, Charite UniversityMedicine, Dieter Scheffner Fachzentrum for Educational Research, Berlin, GermanyWhere do you want to carry your students? Driving learning with summative assessment inProblem Based Learning (PBL) tutorialUmatul Khoiriyah*, University of Sydney, Australia &, Islamic University of Indonesia, Medical Education, Yogyakarta,Indonesia; Chris Roberts, Sydney Medical School - Northen, University of Sydney, Academic GP Unit, New South Wales,AustraliaThe role of the tutor in Problem Based Learning (PBL)Tamara Valishvili*, Akaki Tsereteli State University, Department of Clinical Medicine, Kutaisi, Georgia; Tamar Pertaia, AkakiTsereteli State University, Department of Clinical Medicine, Kutaisi, Georgia; Lela Arakhamia, Akaki Tsereteli State University,Department of Clinical Medicine, Kutaisi, Georgia; Lali Chkhikvadze, Akaki Tsereteli State University, Department of ClinicalMedicine, Kutaisi, Georgia; Cicino Qarseladze, Akaki Tsereteli State University, Department of Clinical Medicine, Kutaisi,GeorgiaDevelopment of a revalidation programme for facilitators to improve the student experience ofproblem-based learning (PBL)Carol Ditchfield*, University of Glasgow, Medical School, Glasgow, United Kingdom; Joanne Burke, University of Glasgow,Medical School, Glasgow, United Kingdom; Anne O’Dowd, University of Glasgow, Medical School, Glasgow, United Kingdom;Margaret-Ann Flynn, University of Glasgow, Medical School, Glasgow, United Kingdom– 172 –