Ac1xd

10GG1110GG1210GG1310GG1410GG15Team Based Learning: How first year medical students feel about itMaria Do Rosário Roberti*, Universidade Federal De Goiás, Internal Medicine, Goiânia, Brazil; Nathalya Ducarmo Jordão,Universidade Federal De Goiás, Goiânia, Brazil; Kelly Cristina Miranda Estrela, Universidade Federal De Goiás, Student,Goiânia, Brazil; Bruna Baioni Sandre, Universidade Federal De Goiás, Student, Goiânia, Brazil; Denise Milioli Ferreira,Universidade Federal De Goiás, Internal Medicine, Goiânia, BrazilApplying the Team-Based Learning teaching strategy in an undergraduate nursing courseFSV Tourinho*, UFRN, Nursing, Natal, Brazil; PKF Gurgel, UFRN, Nursing, Natal, Brazil; CDFD Pereira, UFRN, Nursing, Natal,Brazil; SB Medeiros, UFRN, Nursing, Natal, Brazil; RVZ Diniz, UFRN, Clinical Medicine, Natal, BrazilDevelopment of the Dual Training Model for Clinician-Educators at Teaching Hospitals in JapanRyuichi Sada*, Kameda Medical Center, Department of General Internal Medicine, Kamogawa, Japan; Yu Yamamoto, JichiMedical University, Department of General Medicine, Shimotsuke, Japan; Yuki Kataoka, Kyoto University School of PublicHealth at Graduate School of Medicine, Department of Healthcare Epidemiology, Kyoto, JapanLarge-scale team-based learning for Interprofessional education in medical and health sciencesMasatsugu Ohtsuki*, Fujita Health University School of Mediicne, Clinical General Medicine, Toyoake, Japan; Yoichiro Miki,Faculty of Dental Science, Kyushu University, Oral Biological Sciences, Fukuoka, Japan; Sayuri Nakamura, Fujita Health UniversitySchool of Health Sciences, Adult Nursing, Toyoake, Japan; Tomohiro Noda, Kochi University School of Medicine, MedicalEducation Unit, Kochi, Japan; Shigetaka Suzuki, Fujita Health University School of Medicine, Computer Science, Toyoake, Japan;Toshikazu Matsui, Fujita Health University School of Medicine, Introduction to Clinical Medicine, Toyoake, JapanPreliminary Results of a Pilot Project for Team-Based Learning Application in Clinical Clerkships:In-class learner engagement and student satisfactionM. Kemal Alimoglu*, Akdeniz University, Department of Medical Education, Antalya, Turkey; M. Levent Ozgonul, AkdenizUniversity, Department of Medical Ethics, Antalya, Turkey; Ayşe Akman Karakaş, Akdeniz University, Department ofDermatology, Antalya, Turkey; Derya Alparslan, Akdeniz University, Antalya, Turkey; Baldan Saraç, Akdeniz University,Antalya, Turkey; Hatice Hilal Gulludere, Akdeniz University, Department of Medical Education, Antalya, Turkey0830-1015 10HH POSTERS: e-learningChairperson: Ellen Te Pas (Netherlands)Location: South Hall, Level 0, MiCo10HH110HH210HH310HH410HH510HH610HH710HH810HH9Online Teaching, Unique technique for assessment and feedbackRanjan Gupta, Coast City Country GP Training, Education, Wagga Wagga, Australia; Sandy Reid, Coast City CountryGP Training, Education, Wagga Wagga, Australia; Presenter: Nibha Hedge*, NHS England, West Midlands Deanery,Birmingham, United KingdomUsing an e-portfolio in a Health Professions Undergraduate clinical practicum: Is there a point?Krista Dawdy*, Odette Cancer Centre, Sunnybrook Hospital, Radiation Therapy, Toronto, Canada; Renate Bradley,Michener Institute of Applied Sciences, Medical Radiation Sciences, Toronto, CanadaFacilitating students’ autonomous e-learning in order to establish the clinical relevance of basicscience concepts through exemplary internet searchesVictor Turcanu*, King’s College London, Division of Asthma, Allergy & Lung Biology, London, United Kingdom10 years of Virtual University for Occupational Health Care in FinlandLena Selänne*, University of Helsinki, Hjelt Institute, Helsinki, Finland; Asta Toivonen, University of Helsinki, Hjelt Institute,Helsinki, Finland; Timo Leino, University of Helsinki, Hjelt Institute, Helsinki, FinlandHow reliable is students’ estimate of the time elapsed in e-learning?Kalle Romanov*, Helsinki University, Department of Public Health, Hjelt Institute, Helsinki, FinlandInternet use for academic and non-academic purposes in 4th-6th medical studentsSiwipan Changtham*, Buddhachinnaraj Hospital, Radiology Department, Phitsanulok, Thailand; Kosa Sudhom,Buddhachinnaraj Hospital, Pediatric Department, Phitsanulok, Thailand; Sireeluck Klanarong, Buddhachinnaraj Hospital,Medical Education Center, Phitsanulok, ThailandUnderstanding the needs of students undertaking a distance learning research methods moduleQulsom Fazil*, University of Birmingham, College of Medical and Dental Sciences, Birmingham, United KingdomShould I do it online? Medical student perceptions of online social network policy and inappropriateonline behaviorsPimpet Sukumalpaiboon*, Sawanpracharak Medical Education Center, Otolaryngology, Nakhon Sawan, Thailand; ChawaphonIttipanitchapong, Sawanpracharak Medical Education Center, Otolaryngology, Nakhon Sawan, ThailandThe use of Facebook as peer mentoring platform in undergraduate medical educationSeverin Pinilla*, LMU Munich, Department of Neurology, Munich University Hospital, Ludwig-Maximilians-University (LMU),Munich, Germany; Leo Nicolai, Institute for Didactics and Educational Research in Medicine, Ludwig-Maximilians-University(LMU), Department of Neurology, Munich, Germany; Maximilian Gradel, Institute for Didactics and Educational Researchin Medicine, Ludwig-Maximilians-University (LMU), Munich, Germany; Tanja Pander, Institute for Didactics and EducationalResearch in Medicine, Ludwig-Maximilians-University (LMU), Munich, Germany; Philip von der Borch, Institute for Didacticsand Educational Research in Medicine, Ludwig-Maximilians-University (LMU), Munich, Germany; Konstantinos Dimitriadis,Institute for Didactics and Educational Research in Medicine, Ludwig-Maximilians-University (LMU), Munich, Germany– 194 –