2MONDAY 1 SEPTEMBER 20143DD163DD173DD183DD19Does multimedia learning theory apply to medical students?Kawee Voratarapong*, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand; Watchara Verapornpongkul,Faculty of Medicine, Chulalongkorn University, Prapokklao Medical Education Centre, Chanthaburi, Thailand; MaythineePotongcamphan, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand; Tanat Lertussavavivat, Faculty ofMedicine, Chulalongkorn University, Bangkok, Thailand; Win Kulvichit, Faculty of Medicine, Chulalongkorn University,Bangkok, Thailand; Tatchanapong Chongcharoenyanon, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand;Danai Wangsaturaka, Faculty of Medicine, Chulalongkorn University, Pharmacology and Medical Education Unit, Bangkok,ThailandVisual Thinking Strategies in Medical Education – Benefits for TeachersBridget Maher,* University College Cork, School of Medicine, Medical Education Unit, Cork, Ireland; Deirdre Bennett,University College Cork, School of Medicine, Medical Education Unit, Cork, Ireland; Nora McCarthy, University CollegeCork, School of Medicine, Medical Education Unit, Cork, Ireland; Anthony Ryan, University College Cork, Department ofPaediatrics and Neonatology, Cork, Ireland; Eileen Duggan, University College Cork, School of Medicine, Medical EducationUnit, Cork, Ireland; Siun O’Flynn, University College Cork, School of Medicine, Medical Education Unit, Cork, IrelandExploring guideline compliance of BLS performance from situativity perspectivesChien-Yu Liu*, China Medical University Hospital, Department of Emergency Medicine, Taichung, Taiwan; Fremen ChihchenChou, China Medical University, School of Medicine, Taichung, TaiwanHealth promotion on diabetes: educational game as strategy to engageSally Cristina Moutinho Monteiro, Federal University of Maranhão (UFMA), Faculty Pharmacy, São Luis, Brazil; LucianaBranco Motta, State University of Rio de Janeiro, Brazil; Roberta Camila Bezerra Lima, Federal University of Maranhão(UFMA), Faculty Pharmacy, São Luis, Brazil; Ilka Kassandra Pereira Belfort, Federal University of Maranhão (UFMA),UNASUS, São Luis, Brazil; Tomasso Bini Silva Sousa, Federal University of Maranhão (UFMA), Faculty Pharmacy, São Luis,Brazil; Paulo Marcondes Carvalho Junior*, Marilia Medical School, Marilia, Brazil1045-1230 3EE POSTERS: Curriculum Environment / HumanitiesChairperson:Location: South Hall, Level 0, MiCo3EE13EE23EE33EE43EE53EE63EE7Assessment of the educational environment at a medical college in YemenAbdullah Abdu Almikhlafy*, Faculty of Medicine, University of Science & Technology, Community Medicine, Sana’a, Yemen;Maha Abdulaziz Mohammad, Faculty of Medicine, University of Science & Technology, Obstetrics and Gynaecology, Sana’a,Yemen; Hameed Mohammed Aklan, Faculty of Medicine, University of Science & Technology, Diagnostic Radiology, Sana’a,Yemen; Muneera Abdulwahab Yahya, Faculty of Medicine, University of Science & Technology, Anatomy & Embryology,Sana’a, YemenOutline of an innovative learning environment of surgery: A comparison of students´ perceptionswith a traditional learning environment based in a DREEM analysisLC Domínguez*, Universidad de la Sabana, Surgery, Chia, Colombia; EL Espitia, Universidad de la Sabana, Surgery, Chia,Colombia; NV Vega, Universidad de la Sabana, Surgery, Chia, Colombia; AE Sanabria, Universidad de la Sabana, Surgery,Chia, Colombia; C Osorio, Universidad de la Sabana, Surgery, Chia, Colombia; N Tarazona, Universidad de la Sabana,Surgery, Chia, ColombiaMedical students’ perception of the teaching environment in a Brazilian UniversityLais de Souza Lima Olivotto, Universidade Nove de Julho, São Paulo, Brazil; Thiago de Oliveira Monaco*, UniversidadeNove de Julho, São Paulo, Brazil; Helbert Minuncio Pereira Gomes, Universidade Nove de Julho, São Paulo, Brazil; LucianaBernardon Ribeiro, Universidade Nove de Julho, São Paulo, Brazil; Carolina Marques Lopes, Universidade Nove de Julho,São Paulo, Brazil; Renata Mahfuz Daud Gallotti, Universidade Nove de Julho, São Paulo, BrazilPre-Clerkship Medical Students’ Perceptions of the Learning Environment at Arabian GulfUniversity/ BahrainBasem Al Ubaidi*, Ministry of Health, Primary Care, Manama, BahrainEducation environment of undergraduate students in Prapokklao HospitalSuchat Tantiniramai*, Prapokklao Hospital, Physical Medicine and Rehabilitation, Chanthaburi, ThailandAssessment of factors influencing a clinical learning environment in a Mexican clinicLeonor Campos Aragon*, IMSS, Education, Mexico City, MexicoHow do UCEEM scores correlate with other variables related to workplace learning climate?Further exploration of validity and usability of the Undergraduate Clinical Education EnvironmentMeasureChristina Gummesson*, Lund University, Faculty of Medicine, Center for Teaching and Learning, Lund, Sweden; RenéeStalmeijer, Maastricht University, Faculty of Health, Medicine and Life Sciences, Maastricht, Netherlands; Karl Lunsjö, LundUniversity / Helsingborg General Hospital, Dept of Clinical Science/ Dept of Orthopedics, Helsingborg, Sweden; Anne Jung,Lund University / Helsingborg General Hospital, Dept of Pediatrics, Helsingborg, Sweden; Gudrun Edgren, Lund University,Faculty of Medicine, Center for Teaching and Learning, Lund, Sweden; Pia Strand, Lund University, Faculty of Medicine,Center for Teaching and Learning, Lund, Sweden– 77 –
3EE83EE93EE103EE113EE123EE13Do scores make a difference? Consequences of using the Undergraduate Clinical EducationEnvironment Measure (UCEEM) and the Maastricht Clinical Teaching Questionnaire (MCTQ)Pia Strand*, Lund University, Faculty of Medicine, Center for Teaching and Learning, Lund, Sweden; Karl Lunsjö, LundUniversity/Helsingborg General Hospital, Department of Clinical Sciences/Department of Orthopedics, Lund/Helsingborg,Sweden; Mats Leijman, Helsingborg General Hospital, Department of Pediatrics, Helsingborg, Sweden; Gudrun Edgren,Lund University, Faculty of Medicine, Center for Teaching and Learning, Lund, Sweden; Renée Stalmeijer, MaastrichtUniversity, Faculty of Health, Medicine and Life Sciences, Department of Educational Research and Development, Maastricht,Netherlands; Christina Gummesson, Lund University, Faculty of Medicine, Center for Teaching and Learning, Lund, SwedenImproving the learning environment at the University of Vermont College of MedicineWilliam Jeffries*, University of Vermont College of Medicine, Office of Medical Student Education, Burlington, Vermont,United States; Judy Lewis, University of Vermont College of Medicine, Psychiatry, Burlington, Vermont, United States;Ann Rich, University of Vermont College of Medicine, Psychiatry, Burlington, Vermont, United States; Nathalie Feldman,University of Vermont College of Medicine, Obstetrics and Gynecology, Burlington, Vermont, United States; David Adams,University of Vermont College of Medicine, Anesthesiology, Burlington, Vermont, United States; Lee Rosen, University ofVermont College of Medicine, Psychiatry, Burlington, Vermont, United StatesSex, gender and perceptions of educational environment in first year medical studentsOlga Matus*, University of Concepcion, Medical Education Department, Concepcion, Chile; Liliana Ortiz, University ofConcepcion, Medical Education Department, Concepcion, Chile; Cristhian Perez, University of Concepcion, Medical EducationDepartment, Concepcion, Chile; Eduardo Fasce, University of Concepcion, Medical Education Department, Concepcion,Chile; Paula Parra, University of Concepcion, Medical Education Department, Concepcion, Chile; Carolina Marquez,University of Concepcion, Medical Education Department, Concepcion, ChileWelfare of medical students and climate at the University of Botswana School of MedicineKeikantse Matlhagela*, University of Botswana, School of Medicine, Gaborone, Botswana; Ludo Badlangana, University ofBotswana, School of Medicine, Gaborone, BotswanaClinical educational environment at the end of the Internship of Medicine in the School ofMedicine, University of Chile: PHEEM survey resultsJosé Peralta*, University of Chile, Medicine School, Santiago, ChileLife Narratives, our memories and lessons – Humanization in teaching and assistanceFernanda Brenneisen Mayer*, School of Medicine of the University of São Paulo, Center for Development of MedicalEducation, São Paulo, Brazil; Patricia Tempski, School of Medicine of the University of São Paulo, Center for Development ofMedical Education, São Paulo, Brazil; Roberto de Queiroz Padilha, Sírio-Libanês Hospital, Teaching Research Institut,São Paulo, Brazil; Marta Orofino, Conceição Hospitalar Grupe, Health and Mental Health, Rio Grande do Sul, Brazil3EE14 Visiting tour of medical humanities museum to explore the humanistic issues of medical practice –a pilot studyKun-Long Hung*, Cathay General Hospital / Fu-Jen Catholic University, Department of Medical Education & Pediatrics,Taipei, Taiwan; Jiin-Torng Wu, Cathay General Hospital, Department of Medical Education & Internal Medicine, Taipei,Taiwan; Chih-Hui Chin, Cathay General Hospital, Department of Medical Education & Internal Medicine, Taipei, Taiwan;Shu-Chen Chen, Cathay General Hospital, Department of Medical Education, Taipei, Taiwan3EE153EE163EE173EE183EE193EE20Teaching reflection, like dark clouds on summer day, can Haiku assist? How poetry affects thequality of undergraduate reflective writingNina Salooja*, Imperial College, Faculty of Medicine, London, United Kingdom; Neil Patel, Imperial College, Faculty ofMedicine, London, United KingdomA study to explore the nature of self-reflective essays from a course on Narrative MedicinePamela Saunders*, Georgetown University School of Medicine, Neurology Department, Washington, United StatesTeaching professionalism through the language course for medical students: A study on usingHumanities to teach values and develop medical students’ professional skillsScott YH Tseng*, Kaohsiung Medical University, School of Medicine, Kaohsiung, Taiwan; Peih-ying Lu, Kaohsiung MedicalUniversity, School of Medicine, Kaohsiung, TaiwanLearning the humanization of medicine in the real world of biopsychosocial vulnerabilityMiguel Barbosa, Faculty of Medicine, University of Lisbon, Lisbon, Portugal; António Lacerda, Faculty of Medicine,University of Lisbon, Lisbon, Portugal; Madalena Patrício, Faculty of Medicine, University of Lisbon, Lisbon, Portugal;António Barbosa*, Faculty of Medicine, University of Lisbon, Lisbon, PortugalStudents’ perception on observational skills training in medical education: the role of fine artpaintingsEduardo Anselmo Garcia, Barretos School of Health Sciences, Dr. Paulo Prata, FACISB, Medical Education Unit, Barretos,Brazil; José Miguel Gomes Moreira Pêgo, Life and Health Sciences Research Institute (ICVS), ICVS/3B’s, PT GovernmentAssociate Laboratory. School of Health Sciences, University of Minho, Campus de Gualtar, Medical Education Unit, Braga,Portugal; Ricardo Filipe Alves da Costa, Barretos School of Health Sciences, Dr. Paulo Prata, FACISB, Medical Education Unit,Barretos, Brazil; Manuel João Costa, Life and Health Sciences Research Institute (ICVS), ICVS/3B’s, PT Government AssociateLaboratory, School of Health Sciences, University of Minho, Campus de Gualtar, Medical Education Unit, Braga, Portugal;Fabio Antonio Perecim Volpe*, Barretos School of Health Sciences, Dr. Paulo Prata, FACISB, Barretos, BrazilPersistence of attitude of graduated doctor after humanity in medicine teaching: A follow-up studySatang Supapon*, Khon Kaen Medical Education Center, Khon Kaen, Thailand– 78 –
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