2WEDNESDAY 3 SEPTEMBER 20140830-1015 10U CONFERENCE WORKSHOP: From A to Z, essential tools for building a successful GynecologicTeaching Associate programLisa Pompeo*, New Jersey Medical School, Rutgers, Department of Ob/Gyn and Women’s Health, Newark, United States;Isle Polonko*, New Jersey Medical School, Rutgers, Department of Ob/Gyn and Women’s Health, Newark, United States;Gerson Weiss*, New Jersey Medical School, Rutgers, Department of Ob/Gyn and Women’s Health, Newark, United StatesLocation: Suite 8, Level Mezzanine, MiCo0830-1015 10V CONFERENCE WORKSHOP: Teaching in the Clinical Setting: Strategies to Assist the Teacherin DifficultyLeslie Flynn*, Royal College of Physicians and Surgeons of Canada, Kingston, Ontario, Canada; Linda Snell, Royal Collegeof Physicians and Surgeons of Canada, Montreal, Quebec, Canada; Denyse Richardson, Royal College of Physicians andSurgeons of Canada, Toronto, Ontario, Canada; Anna Oswald, Royal College of Physicians and Surgeons of Canada,Edmonton, Alberta, CanadaLocation: Suite 7, Level Mezzanine, MiCo0830-1015 10W CONFERENCE WORKSHOP: The Small Group Experience: Strategies to Improve YourPerformance as FacilitatorCarol F. Capello*, Weill Cornell Medical College, Academic Affairs, New York, United States; Thanakorn Jirasevijinda*,Weill Cornell Medical College, Pediatrics, New York, United States; Joseph F. Murray*, Weill Cornell Medical College,Academic Affairs, New York, United States; Elza Mylona*, Eastern Virginia Medical School, Faculty Affairs and ProfessionalDevelopment, Norfolk, United States; Norma S. Saks*, Rutgers Robert Wood Johnson Medical School, Education, NewBrunswick, United StatesLocation: Suite 6, Level Mezzanine, MiCo0830-1015 10X CONFERENCE WORKSHOP: How NOT to deliver a lectureHoward Tandeter*, Ben Gurion University, School of Continuing Medical Education, Beer Sheva, Israel; Jacob Urkin*, BenGurion University, Prywes Center for Medical Education, Beer Sheva, IsraelLocation: Suite 4, Level +2, MiCo1600-1730 10Y CONFERENCE WORKSHOP: Implementing a medical student quality improvement projectM R Wise*, University of Auckland, Obstetrics and Gynaecology, Auckland, New Zealand; B Kool*, University of Auckland,School of Population Health, Auckland, New Zealand; L Sadler, Auckland District Health Board, Obstetrics and Gynaecology,Auckland, New Zealand; F Mahoney, University of Auckland, School of Population Health, Auckland, New Zealand; G Robb,University of Auckland, School of Population Health, Auckland, New Zealand; S Wells, University of Auckland, School ofPopulation Health, Auckland, New ZealandLocation: Suite 3, Level +2, MiCo0830-1015 10Z CONFERENCE WORKSHOP: Networking, LifeLongLearning and LifeLongMobility in designingan ICT supported curriculumGiovanni Ricevuti*, University of Pavia, Pavia, ItalyLocation: Suite 2, Level +2, MiCo0830-1015 10AA CONFERENCE WORKSHOP: MedEdWorld 3: How can MedEdWorld be utilised to theadvantage of your institution? The benefits for organisationsRicky Shek*, Catherine Kennedy*, AMEE, Dundee, United Kingdom; Ken Masters*, Medical Education & Informatics Unit,College of Medicine & Health Sciences, Sultan Qaboos University, Sultanate of OmanLocation: Suite 1, Level +2, MiCo0830-1015 10BB BEME CONGRESS: Open SessionPlease come to the BEME Congress if you would like to contribute to the discussion about the work undertaken by theBEME Collaboration with regard to systematic reviews in education, and how evidence may best be used to inform teachersabout decisions they make in their daily practice. Evidence informed practice is the theme of various BEME-related sessionsduring the Conference (see page 14). You will find more details about BEME in the leaflet in your Conference pack. Furtherinformation is available at the AMEE exhibition stand.Location: Suite 5, Level Mezzanine, MiCo0830-1015 10CC POSTERS: Assessment 6: WrittenChairperson: Imran Siddiqui (Saudi Arabia)Location: South Hall, Level 0, MiCo10CC1The correlation of a comprehensive MEQ score with the GPA of the last year medical students inFaculty of Medicine, Thammasat University, ThailandNonglak Kanitsap*, Faculty of Medicine, Thammasat University, Prathum Thani, Thailand; Pisit Wattanaruangkowit, Facultyof Medicine, Thammasat University, Prathum Thani, Thailand– 187 –
10CC210CC310CC410CC510CC610CC710CC810CC910CC1010CC11Development of a Script Concordance Test to Assess Ethical Reasoning Ability (SCT-ERA):A Preliminary StudySaraswathy Thangarajoo*, International Medical University, Nursing, Kuala Lumpur, Malaysia; Lai Chun Wong, InternationalMedical University, Pharmacy, Kuala Lumpur, Malaysia; Vijaya Paul Samuel, International Medical University, Human Biology,Kuala Lumpur, Malaysia; Sivalingam Nalliah, International Medical University, Obstetric and Gynaecology, Kuala Lumpur,Malaysia; Vishna Devi Nadarajah, International Medical University, Teaching & Learning, Kuala Lumpur, Malaysia; Allan KahHeng Pau, International Medical University, Dentistry, Kuala Lumpur, MalaysiaDynia: Combining webinars, virtual patients and SCT for improved knowledge translationDavid Topps*, University of Calgary, Family Medicine, Calgary, Canada; Heather Armson, University of Calgary, FamilyMedicine, Calgary, Canada; Paul Taenzer, University of Calgary, Psychiatry, Hamilton, Canada; Eloise Carr, University of Calgary,Faculty of Nursing, Calgary, Canada; Ashi Mehta, University of Calgary, Physician Learning Program, Calgary, Canada; CathlinMutch, University of Calgary, Family Medicine, Calgary, CanadaA comparison between four- and five-option multiple-choice questions for assessment ofpostgraduate medical training: A randomized studyPairaya Rujirojindakul*, Prince of Songkla University, Pathology, Songkhla, ThailandShort and long term effectiveness of a course on writing better MCQsHilal Hatice Gulludere*, Akdeniz University Faculty of Medicine, Department of Medical Education, Antalya, Turkey; MustafaKemal Alimoglu, Akdeniz University Faculty of Medicine, Department of Medical Education, Antalya, TurkeyWhat the MCQ tests tell us about the knowledge and skills of medical students on pathophysiologyJan Hanacek*, Comenius University, Jessenius Faculty of Medicine, Dept of Pathological Physiology, Martin, Slovakia; MiroslavVrabec, Comenius University, Jessenius Faculty of Medicine, Dept of Pathological Physiology, Martin, SlovakiaCognitive complexity training to support cross-discipline multiple choice exam item evaluationRochelle Tractenberg*, Georgetown University, Washington DC, United States; Peggy Weissinger, Georgetown University,Washington DC, United StatesEliminating Flawed Items in High-Stake Examination: The Chinese University of Hong KongExperienceYan Jin*, The Chinese University of Hong Kong, Teaching and Learning Resource Centre, Hong Kong; Shekhar Kumta,The Chinese University of Hong Kong, Teaching and Learning Resource Centre, Hong Kong; Joseph YC Leung, The ChineseUniversity of Hong Kong, Teaching and Learning Resource Centre, Hong Kong ; Alex LK Yung, The Chinese University of HongKong, Teaching and Learning Resource Centre, Hong KongDeveloping and gathering validity evidence for a MCQ testMona Savran*, University of Copenhagen, Centre for Clinical Education, Copenhagen, Denmark; Paul Clementsen, GentofteHospital, Department of Pulmonology, Hellerup, Denmark; Jouke Annema, Academic Medical Centre, Department ofPulmonology, Amsterdam, Netherlands; Valentina Minddal, Gentofte Hospital, Department of Pulmonology, Hellerup,Denmark; Yoon Soo Park, University of Illinois Chicago, Department of Medical Education, Chicago, United States; Lars Konge,University of Copenhagen, Centre for Clinical Education, Copenhagen, DenmarkProgress Test Attendance, Progress Test Score, and GPA as National Competency Examination (UKN)Performance Prediction for Faculty of Medicine University of Indonesia (FMUI) StudentsRetno Asti Werdhani*, Faculty of Medicine University of Indonesia, Medical Education Unit, Jakarta, Indonesia; MardiastutiWahid, Faculty of Medicine University of Indonesia, Medical Education Unit, Jakarta, Indonesia; Nani Cahyani Sudarsono,Faculty of Medicine University of Indonesia, Medical Education Unit, Jakarta, Indonesia; Bambang Tridjaja, Faculty ofMedicine University of Indonesia, Medical Education Unit, Jakarta, Indonesia; Ninik Sukartini, Faculty of Medicine Universityof Indonesia, Medical Education Unit, Jakarta, Indonesia; Riwanti Estiasari, Faculty of Medicine University of Indonesia,Medical Education Unit, Jakarta, IndonesiaMeasuring Medical Students’ Motivation after Progress TestMohammed Almansour*, College of Medicine, Majmaah University, Department of Public Health & Community Medicine,Almajmaah, Saudi Arabia; Waqas Sami, College of Medicine, Majmaah University, Department of Public Health & CommunityMedicine, Almajmaah, Saudi Arabia0830-1015 10DD POSTERS: Competency Based Medical EducationChairperson:Location: South Hall, Level 0, MiCo10DD1Developing rurally focussed online modules using the interactive e-Medici platform to enhancemedical students’ learning and immediate feedbackMichael SH Wan*, University of Notre Dame Australia, School of Medicine, Sydney, Australia; Peter Devitt, University ofAdelaide, School of Medicine, Adelaide, Australia; Joe McGirr, University of Notre Dame Australia, School of Medicine,Sydney, Australia10DD2Assessment performance of students completing a year-long rural clinical clerkship at the UkwandaRural Clinical School of Stellenbosch University, South AfricaBen van Heerden*, Stellenbosch University, Centre for Health Professions Education, Tygerberg, South Africa; Susan vanSchalkwyk, Stellenbosch University, Centre for Health Professions Education, Tygerberg, South Africa; Hoffie Conradie,Stellenbosch University, Family Medicine, Worcester, South Africa; Norma Kok, Stellenbosch University, Centre for HealthProfessions Education, Tygerberg, South Africa; Marietjie de Villiers, Stellenbosch University, Family Medicine, Tygerberg,South Africa– 188 –
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