ABSTRACTS: SESSION 9FF
TUESDAY 2 SEPTEMBER: 1600-1730
9FF POSTERS: Student as Teacher
Location: South Hall, Level 0, MiCo
9FF1 (20415)
Students’ perspectives of a novel near-peer
teaching programme for first year clinical
students in the UK
David Annan*, Barts and The London School of
Medicine, London, United Kingdom
Dekan Albasha, Barts and The London School of
Medicine, London, United Kingdom
Nithish Jayakumar, Barts and The London School of
Medicine, London, United Kingdom
Background: The General Medical Council (GMC)
advocates that teaching is an integral part of the
undergraduate medical curriculum in the UK. Peer
Assisted Learning (PAL), a student-led near-peer
teaching society, delivered a local, structured teaching
programme to first-year clinical students over one
academic year.
Summary of Work: Interested students were assigned
into small groups of 4-5 and allocated two near-peer
teachers (in year(s) above) for weekly teaching
sessions in core areas of medicine and surgery, with
particular emphasis on pre-identified areas of
difficulty. We investigated student perceptions of
near-peer teaching using semi-structured
questionnaires, and via focus groups, the relevant
teacher roles for near-peer teachers.
Summary of Results: Findings show the benefits of
PAL on the quality of teaching received by students
(83%), students’ ability to cope with the pace of
learning (91%), the non-threatening learning
environment (96%), and the positive impact on
student learning (96%). The majority of near-peer
learners identified ‘role model’ and ‘facilitator’ roles
for near-peer teachers, with a significant proportion
agreeing that peer tutoring should be a formal part of
the undergraduate curriculum (67%).
Discussion and Conclusions: This study qualitatively
demonstrates the benefits of near-peer teaching to
first year clinical students, although the quantitative
effects of near-peer teaching need to be established
by evaluating pre and post-examination scores. It also
showed that near-peers were able to create and
deliver a structured teaching programme that was
very well received by our student cohort.
Take-home messages: Near-peer teaching during
medical school appears to be an important curricular
consideration and should be actively encouraged.
Page 1
9FF2 (21081)
Peer-instructed seminar attendance is positively
associated with exam scores
Rianne 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, University Medical Center Utrecht,
Centre for Research and Development of Education,
Utrecht, Netherlands
Harold V.M. van Rijen, University Medical Center
Utrecht, Medical Physiology, Utrecht, Netherlands
Background: Active engagement in education is
known to improve learning outcome. To enhance
active participation in seminar learning, a student-
centred design was implemented and evaluated for
exam scores and student’s motivation.
Summary of Work: We hypothesized that small group
learning with intensive peer interaction would
motivate students to prepare for and engage in
seminar learning. Therefore, 30-student seminars were
subdivided into 5-student buzz groups to discuss
home prepared assignments followed by peer
presentations and plenary discussion, moderated by
an expert. After each seminar, students were asked to
reflect on their perceptions and motives in electronic
questionnaires. Descriptive statistics and linear
regression analysis were conducted to correlate
attendance with exam scores, and to unravel the
underlying mechanism.
Summary of Results: Seminar attendance was
positively associated with exam scores, even when
corrected for previous academic achievements. Both
preparation time and preparedness of peers explained
variance in students’ opinion for seminars being
elaborative. Preparedness of peers could also explain
variance in students’ confidence in finding correct
answers. ‘Elaboration of content’ and ‘confidence in
correct answers’ did not predict exam scores.
Students’ motivation indicated that comparing and
discussing with peers appeared to encourage students
most to prepare, and ‘expected difficulties’ to
demotivate students most. Active participation in
seminars appeared to be supported by the
opportunity to discuss with and present answers to
peers. Demotivating factors for active participation
could not be identified.
Discussion and Conclusions: Peer-instruction
promotes preparation, causing elaboration of content
and confidence in answers when peers are prepared.
Additionally, attendance correlates with exam scores.
Take-home messages: Peer-instructed seminar
attendance positively associates with exam scores.

9FF3 (20837)
Peer Assisted Learning on Medical Clinical
Placements: An observational study
Joanna 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, Australia
Background: Monash University medical students are
oriented to Peer Assisted Learning (PAL) in their pre-
clinical years. There are fewer formal PAL activities on
students’ clinical placements. When surveyed, Year 3
students reported they used PAL frequently, though
felt underqualified to judge their peers’ performance,
and lacked skills to provide feedback. An observational
study was undertaken to investigate how students
engage in peer learning in the clinical setting.
Summary of Work: An ethnographic study focussing
on PAL activities was undertaken at two clinical sites.
Students were shadowed for two weeks per site. Field
notes covered 75 hours of observations, and seven
hours of student interaction and reflective interviews
with students and tutors were recorded. The data
were interrogated using Thematic Analysis.
Summary of Results: Students spent the majority of
their day undertaking “work” activities and making
decisions about which activities and sources (tutorial
versus ward, consultant versus peer) held value for
their learning. Key themes “Fitting in learning around
the work”, “PAL is our last resort”, and “PAL changes
over time” will be presented. A tension was observed
between the “work” and the “learning”. PAL was
perceived as “lesser”, while clinicians’ expert feedback
and teaching were privileged. As time progressed,
students became more comfortable with PAL, because
they increasingly trusted their peers' and their own
judgements about what constitutes ‘good clinical
practice’.
Discussion and Conclusions: To make the most of
clinical learning opportunities, students require
orientation to the learning environment, and to PAL in
particular.
Take-home messages: • PAL is used by students
despite misgivings about the expertise of peers
• The value of PAL improves as students develop their
understanding of standards of practice, and capacity
for evaluative judgement.
Page 2
ABSTRACTS: SESSION 9FF
TUESDAY 2 SEPTEMBER: 1600-1730
9FF4 (20050)
Developing teaching skills during the early
years: A medical student-led organ donation
awareness workshop in secondary schools
Zaheer Mangera*, UCL Medical School, Medical School,
London, United Kingdom
Chrishan Gunasekera, UCL Medical School, Medical
School, London, United Kingdom
John Kinley, UCL Medical School, Medical School,
London, United Kingdom
Paul McGovern, UCL Medical School, Medical School,
London, United Kingdom
Katherine Woolf, UCL Medical School, Medical School,
London, United Kingdom
Background: We aimed to instill basic teaching skills in
first year medical students so that they could benefit
throughout their training in terms of becoming
effective educators and evaluating their own learning.
We specifically chose secondary school pupils (11-16
year old) as the target audience to encourage a focus
on the style of teaching.
Summary of Work: We recruited first year medical
students, two months into medical school, to design
and deliver an organ donation workshop to secondary
school pupils. We provided a bespoke teaching skills
course to prepare our students involving multiple
professionals (psychologist, specialist nurse, patients
and doctors).
Summary of Results: 170 pupils attended the
workshops over six days and at four different sites.
93% of pupils found it acceptable to be taught by first
year students, with high levels of satisfaction in terms
of enjoyment and relevance. A focus group of the
participating medical students revealed themes
including becoming a role model, developing
confidence and legitimacy as an emerging healthcare
professional and having a better understanding of
how to prepare and maintain a structure in their
teaching.
Discussion and Conclusions: Developing teaching
skills in medical students and providing them with a
unique and challenging platform to practice them
within allows us to emphasize some of the key
fundamentals of medical education at a very early
stage, as well as contributing to identity formation as a
future doctor.
Take-home messages: Encouraging medical students
early on to develop and refine their teaching skills with
an appropriate degree of teaching responsibility has
potential life-long educational benefits in their
development as doctors.

9FF5 (22932)
Which professional competencies can be
enhanced among medical student tutors due to
their peer 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, Competence Centre for
University Teaching in Medicine Baden-Wuerttemberg,
University of Tuebingen, Tuebingen, Germany
Background: Teaching formats using student peer
tutors play an important role in medical education.
Seen from the faculty perspective, student tutors
chiefly provide support for the teaching staff. Student
tutors themselves, on the other hand, may profit by
acquiring or enhancing their own professional skills by
teaching or guiding others. Considering this twofold
benefit of student peer teaching against the back-
ground of professional roles and the importance of
competence orientation, the question is, in what way
peer teaching activities can have an impact on the
development of which professional skills.
Summary of Work: Based on previous literature
research as well as interviews with the supervising
lecturers in the respective departments, all student
peer tutors trained between 2012 and 2013 (N=216)
were surveyed twice (pre and post their tutorials;
response: 98% and 47%; 5-point Likert scales) to learn
about their experiences and ratings.
Summary of Results: Tutors reported that, in addition
to the high relevance of communication, social skills
and specialized knowledge in general, there is a great
importance and individual gain regarding the ability to
“explain”. Self-Assessment of this skill differed
significantly in pre/post-tests (1.51 vs 1.23;
t(99.172)=2.544;p<.05). The results also showed that
the student tutors needed organizational skills with
respect to themselves (“time and self-management”:
2.12 vs. 1.71; t(108)=2.345;p<.05) and others. In the
post-test, participants reported a high “capacity for
reflection” (1.75) of themselves, which represents a
key competency.
Discussion and Conclusions: Preparing for and
conducting tutorials help student tutors to promote
their professional skills. Improving these skills appear
to be useful for faculty as well as student tutors.
Page 3
ABSTRACTS: SESSION 9FF
TUESDAY 2 SEPTEMBER: 1600-1730
9FF6 (18492)
Objective measurement of the value of peer
assisted learning in an undergraduate medical
school setting
Mark 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
Kingdom
Background: Although peer-assisted learning (PAL)
has been widely studied, most evidence is based on
questionnaires gauging perceived educational benefit.
Summary of Work: This study focused on a two day
peer-assisted clinical skills course for 4th year students
at the University of Glasgow, School of Medicine. Ten
teaching stations were delivered by nineteen final year
students. To measure knowledge improvement,
participants completed a multiple-choice test before
and after the course. Participants were randomly
divided into 2 groups: group 1 sat paper A followed by
paper B; group 2 sat paper B then paper A. Partici-
pants were included in the final analysis if they
attempted both papers and attended all stations.
Statistical analysis was performed using Minitab 16.0
(2010). A paired sample T test was used to compare
the mean test score of all tests completed before the
course and all completed after.
Summary of Results: Tutors reported that, in addition
to the high relevance of communication, social skills
and specialized knowledge in general, there is a great
importance and individual gain regarding the ability to
“explain”. Self-Assessment of this skill differed
significantly in pre/post-tests (1.51 vs 1.23;
t(99.172)=2.544;p<.05). The results also showed that
the student tutors needed organizational skills with
respect to themselves (“time and self-management”:
2.12 vs. 1.71; t(108)=2.345;p<.05) and others. In the
post-test, participants reported a high “capacity for
reflection” (1.75) of themselves, which represents a
key competency.
Discussion and Conclusions: We have shown an
objective improvement in educational performance
following a PAL course.
Take-home messages: Peer-assisted learning is a
viable teaching tool which could be more widely
implemented in undergraduate medical teaching.

9FF7 (19971)
Focus group evaluation of a student-produced
open educational resource on obesity
Shannon E. Boardman, University of Nottingham,
Nottingham, United Kingdom
Shade A. Agboola, University of Nottingham,
Nottingham, United Kingdom
Bruce C. McKenzie*, University of Nottingham,
Nottingham, United Kingdom
Background: Medical students may underrate the
obesogenic environment and overrate personal
responsibility, leading to victim-blaming attitudes as
doctors. Learning from peers can be effective; hence a
student-produced open educational resource (OER)
on obesity may reduce ‘weight bias’.
Summary of Work: The OER was storyboarded then
built using Xerte Online Toolkits. Six consenting
Nottingham (UK) medical students completed the
resource and attended an incentivised focus group.
Three researchers independently coded the transcript
and following coding consensus these data were
analysed thematically.
Summary of Results: All participants appreciated the
OER’s interactivity and ease-of-use. Participants
credited included scenarios as effective in shifting
attitudes away from predominant personal
responsibility. Students did not see the OER as an
alternative to lectures, but advocated follow-up
seminars to provide further opportunities for
exploration of peer perspectives and new concepts.
Discussion and Conclusions: Experience with this OER
supports a role for student producers and indicates
OERs created by student peers are regarded as
reputable, can challenge preconceptions and induce
positive attitude change. Involvement in OER creation
brings tangible benefits to the producer. Evaluation of
a range of student-led OERs in various medical
subjects might consolidate their place in the
undergraduate curriculum, as would formal faculty
support and funding. Completion of an OER on obesity
may improve understanding of the underlying health
determinants that contribute to it. Students would
value integrated feedback on change in attitude and
knowledge acquisition.
Take-home messages: Using OERs influential peer
teachers can challenge victim-blaming attitudes
towards obese people, ultimately improving their
experiences with tomorrow’s doctors.
Page 4
ABSTRACTS: SESSION 9FF
TUESDAY 2 SEPTEMBER: 1600-1730
9FF8 (22033)
Nationwide Train the Trainer program for
undergraduate in the field of Disaster Medicine
Eleonora 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, Università del
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 in Emergency
and Disaster Medicine, Università del Piemonte Orientale
“A. Avogadro”, Novara, Italy
PL Ingrassia, CRIMEDIM Research Center in Emergency
and Disaster Medicine, Novara, Italy
F Della Corte, CRIMEDIM Research Center in Emergency
and Disaster Medicine, Novara, Italy
Background: In Italy, disaster medicine has not yet
been included in the medical curriculum. Since 2008,
SISM, the Italian Medical Students’ Association, in
collaboration with CRIMEDIM, has been delivering a
nationwide disaster educational project reaching over
20 Italian medical schools. As a consequence of this
positive experience, they have newly designed an
innovative training-of-trainers program for medical
students.
Summary of Work: The program, called
DisasterTEAM, is a 7-month train-the-trainer course
divided in 5 modules: introduction to disaster
medicine, pre-hospital disaster management, hospital
disaster preparedness, national disaster response,
education in disaster medicine. Combining traditional
instructor-led teaching and innovative methodologies,
such as e-learning, problem-based learning, table-top
and computerized simulations, DisasterTEAM provides
the competencies in terms of knowledge, skills and
attitudes to create and deliver basic disaster medicine
courses for undergraduates using the same training
methods.
Summary of Results: Since February 2013, 6 students
have completed the program and other 6 have
recently started it. Ten basic courses have already
been planned for the current year in ten different
medical schools.
Discussion and Conclusions: DisasterTEAM may
represent a valid example to widely implement
disaster training in different institutions.
Take-home messages: The peer-education method-
ology is a feasible solution in disaster medicine
education and similar approaches may be investigated
in other medical fields.

9FF9 (20668)
‘I SIP’: Using a framework to teach presenting
skills to medical students
Anish Jagdish Lalji Radia*, Luton and Dunstable
University Hospital, Undergraduate Medical Education,
Luton, United Kingdom
Parthipan Pillai, Luton and Dunstable University
Hospital, Undergraduate Medical Education, Luton,
United Kingdom
Subramanian Dhinakaran, Luton and Dunstable
University Hospital, Undergraduate Medical Education,
Luton, United Kingdom
Background: Effective presentation skills are essential
in communication between health care professionals.
Doctors present on ward rounds to help formulate
management plans for their patients. Similarly medical
students are encouraged to present cases, and many
are expected to demonstrate these skills in their
exams. However, formal teaching of presenting skills
is sparse and challenging.
Summary of Work: A presenting model was designed
and introduced to nine final year medical students at a
teaching hospital. The students completed a question-
naire exploring their previous experiences of
presenting. During a bedside teaching session, the
students were asked to use the model ‘I SIP’ to
present their cases. Data from a follow up question-
naire gathered their experiences of using this tool to
develop their presenting skills. (‘I SIP’ mnemonic:
Introduction to the case, Symptoms and signs,
Interpretation of information, Plan and problem list).
Summary of Results: Responses from the
questionnaires were thematically analysed. Seven
students had not received formal training in
presenting, and identified challenges in structuring
and summarising. Students reported that the ‘I SIP’
model formalised their presenting structure, increased
their confidence and encouraged them to interpret
their findings. Students found ‘I SIP’ difficult to apply
to certain clinical examinations.
Discussion and Conclusions: Using a model such as ‘I
SIP’ can help students coherently organise their
presentation discourse. Encouraging students to go
beyond recalling their findings, to interpreting them
and formulating a plan, allows progression along
Miller’s pyramid.
Take-home messages: Presenting skills are invaluable
in clinical practice. A framework can be used to help
develop these skills.
Page 5
ABSTRACTS: SESSION 9FF
TUESDAY 2 SEPTEMBER: 1600-1730
9FF10 (21465)
Learning by teaching: benefits to students of
OER production and evaluation
Shannon Boardman*, University of Nottingham,
Nottingham, United Kingdom
Shade Agboola, University of Nottingham, Notttingham,
United Kingdom
Bruce McKenzie, University of Nottingham, United
Kingdom
Background: Student-selected projects afford
opportunities for undergraduate involvement as peer
teachers and producers of open educational resources
(OERs); student involvement in evaluating pilot OERs
increases learning potential.
Summary of Work: An OER on public health aspects
of obesity was storyboarded then built using Xerte
Online Toolkits for peer evaluation by focus group;
data were analysed thematically. Contemporaneous
reflection on learning by the student producer (SP)
was facilitated via a blog. A modified Kirkpatrick
hierarchy was used to gauge SP learning (Yu et al.
2011).
Summary of Results: We identified six categories of
potential benefit to SPs of OERs: (1) Research skills
e.g. literature review, qualitative analysis; (2) Creative
skills e.g. understanding copyright, storyboarding
process; (3) Teaching skills e.g. activating prior
learning, setting objectives; (4) Domain-specific
knowledge e.g. intervention ladder, wider health
determinants; (5) Professional attitudes e.g.
responding to feedback, valuing the doctor’s educator
role and (6) Communication skills e.g. writing
concisely, group facilitation. SP educational outcomes
mapped to levels 1 (reaction) and 2B (modification of
knowledge or skills) of the Kirkpatrick/Yu model.
Discussion and Conclusions: Educational outcomes
for SPs compared to those of peer-learners (who
added 2A, change in attitudes). However, such grading
fails to capture the breadth of benefits indicated via SP
reflection. Research into the transferability of such
benefits to other subject areas is needed. Logging
reflections on skills acquired throughout OER
production and evaluation offers a broader measure
of SP learning than assessing an OER evaluation per
se.
Take-home messages: OERs benefit student peers,
faculty and student producers.

9FF11 (21613)
“Learning for Teaching”: Preparing health
professionals to be lifelong learners and
facilitators of learning
Nomar Alviar*, University of the Philippines Manila,
National Teacher Training Center for the Health
Professions, Manila, Philippines
Background: Becoming lifelong learners and effective
facilitators of learning are all-important learning
outcomes in the education of health professionals. To
address this, a one-semester elective course,
“Learning for Teaching” was introduced into the
university’s pre-clinical curriculum.
Summary of Work: Students enrolled in the course
are introduced to the principles, processes and
methods of learning through a series of didactics,
discussions, group-based tasks, and individual
reflections. These learning episodes are intended to
develop the students’ abilities to reflect on their own
learning preferences, and choose and implement
optimal learning strategies for themselves and for
assisting others in their learning.
Summary of Results: The first batches of students
who have taken the course rated it favorably (mean
Likert score 1.59 across 41 items; 1= excellent, 5 =
poor). Content analysis of student reflections towards
the end of the course showed a greater understanding
of how their own learning happens, as well as a richer
assessment of their strengths and weaknesses in
relation to learning tasks. The extent to which these
insights have influenced these students’ present study
strategies are currently being assessed.
Discussion and Conclusions: Providing learning
experiences about learning can contribute to the
development of competencies for better learning and
teaching.
Page 6
ABSTRACTS: SESSION 9FF
TUESDAY 2 SEPTEMBER: 1600-1730
9FF12 (22749)
Peer Assisted Learning as a mandatory part of
an undergraduate medical curriculum
Fatima Yuerek, Charité, Universitätsmedizin Berlin,
Department for Curriculum Management, Department
for Anaesthesiology 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
Eva Kornemann, Charité, Universitätsmedizin Berlin,
Department for Curriculum Management, Department
for Anaesthesiology and 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,
Germany
Background: Charité – Universitätsmedizin Berlin runs
a program of simulation courses in human medicine.
This simulation contains a peer assisted learning (PAL)
Basic Life Support (BLS), session of 90 minutes, in
which all students of the 6th Semester are teaching
students of the 1st Semester. This study presents
evaluation results from 1st and 6th Semester students.
Summary of Work: One 6th Semester student taught
two 1st semester students in BLS under supervision of
qualified staff. Resuscitation simulators, ventilation
bags and semi-automatic defibrillator were available
for each group. The 6th semester students were
previously briefed in a mandatory seminar on teaching
fundamentals. PAL was evaluated using a standardised
questionnaire from the perspective of both
populations. Each item could be marked on a Likert-
scale from “1=very good” to “6 = deficient”. All data
are presented as median (quartiles).
Summary of Results: Floating time for BLS-sessions
was evaluated with 1 (1, 1) in the 1st and 1 (1, 2) in the
6th semester. Overall impression of the session was
1.5 (1, 2) in the 1st and 2 (1, 2) in the 6th semester,
satisfaction with supervision of qualified staff was 2 (1,
2).
Discussion and Conclusions: PAL was evaluated very
well by students from both semesters. Further studies
should analyse the influence of PAL on later exams in
BLS during the 10th semester.
Take-home messages: Mandatory PAL is perceived
well by both, peer tutors and peer tutees.

9FF13 (22030)
Wiki-based peer-assessment of learning journals
Mikael Niku*, University of Helsinki, Department of
Veterinary Biosciences, Helsinki, Finland
Background: Learning journals encourage a deep,
constructive, reflective approach to learning. Ideally,
they should be assessed formatively, during learning.
Online peer assessment enables this also with large
groups of students.
Summary of Work: Formative peer-assessment was
tested in a developmental biology course for 70 first-
year veterinary students, using the Confluence wiki
platform. After each lecture or exercise, the students
wrote a learning journal entry. They then selected an
entry written by a classmate, graded it on several
criteria and provided feedback. The teacher browsed
the entries, checked that all entries were acceptable
and provided collective feedback. The course was
graded as pass/fail.
Summary of Results: The formative peer-assessment
supported the journaling by social learning. It was
especially helpful for students with no previous
experience in learning journals. The journal entries
improved rapidly and contained more reflection and
reasoning than previously, when the assessment was
summative. The evaluations contained more genuine
constructive criticism, possibly because they were
regarded as more useful. Based on student feedback,
the possibility to read classmates’ entries was the
most important feature of the online platform.
Feedback providing concrete suggestions for
improvement was regarded as most valuable. The
structure of the Confluence wiki allows fluent
management of large groups.
Discussion and Conclusions: Online peer-assessment
allows effective formative feedback with large groups
of students, supporting the learning journal method.
The Confluence wiki is a powerful platform for the
implementation of the journals and peer-assessment.
Take-home messages: Formatively peer-assessed
learning journals are recommended for any courses
aiming at deep understanding of the topics, and are
effectively implemented on a wiki platform.
Page 7
ABSTRACTS: SESSION 9FF
TUESDAY 2 SEPTEMBER: 1600-1730
9FF14 (22896)
Auditing Undergraduate Peer Teaching:
Prevalence of teaching and teachers, and
perceived usefulness, quality and value
Adam Mayers*, Kings' College London, School of
Medicine, London, United Kingdom
Background: The involvement in and quality of peer
teaching taking place at an undergraduate level is not
well known, nor are student attitudes towards it.
Summary of Work: An online questionnaire was
circulated to all MBBS students at King’s College
London School of Medicine on exposure to structured
peer teaching (according to given definitions), the
perceived quality and usefulness of this teaching, the
prevalence of students providing peer teaching and its
perceived benefit.
Summary of Results: Of 668 students (26% response
rate), 64% stated they had attended organised peer
teaching sessions. The average perceived ‘usefulness’
score (scale 1-5) for peer teaching was 4.2, and the
‘quality’ score 3.9. The high ratings for quality and
usefulness are reflected in the desire for more peer
teaching, and this is congruent with the free text
comments. Additional OSCE practice opportunities
were the most common theme (43%). 82% stated that
they would be ‘very likely’ or ‘quite likely’ to attend
structured peer teaching if more were offered.
33% of students stated they had provided structured
peer teaching, with 81% stating it was useful for their
own understanding. Comments from peer teachers
were that it helps to reinforce, consolidate and check
their own understanding. 78% state they make use of
informal peer teaching ‘very often’ or ‘quite often’.
Discussion and Conclusions: Peer teaching is
common, desired and valued by students, and
perceived to be educationally beneficial to those who
teach.
Take-home messages: Students value receiving and
providing peer teaching, encouraging and supporting
it is likely to improve the student experience, while
potentially improving their education.

9FF15 (20731)
Student-led optional abdominal ultrasound
course at Philipps-University (Marburg,
Germany)
Johanna Miller*, Philipps-Universität, Marburg,
Germany
Florian Schösser, Philipps-Universität, Marburg,
Germany
Julian Henze, Philipps-Universität, Marburg, Germany
Tina Stibane, Philipps-Universität, Marburg, Germany
Christian Görg, Philipps-Universität, Marburg, Germany
Background: Ultrasound is a simple, accessible and
non-invasive imaging technique widely used for
differential diagnosis in German hospitals, often
performed by junior doctors. However, students
identified the lack of opportunity to learn basic
sonography in the undergraduate curriculum.
Summary of Work: Collaboration between senior
students, the Department of Internal Medicine and the
Clinical Skills Centre of the university led to develop-
ment of a foundation course. Peer tutors were trained
over four weeks in ultrasound practice, which
informed planning of the tutorial. Students in the
clinical phase of training were offered an eight-hour
weekend tutorial structured in three parts: (A)
Introduction to the physics of ultrasound and standard
terminology for accurately describing images; (B)
Supervised practice scanning the abdominal organs of
peers; (C) Application of new knowledge and skills to
the description and identification of pathologic
ultrasound images.
Summary of Results: Most course dates were over-
subscribed, confirming the high level of interest.
Participants appreciated the ‘hands-on’ approach and
revealed an interest in follow-on training.
Discussion and Conclusions: Students led the
implementation of this innovative course, gaining
leadership skills and experience arranging extra-
curricular training, establishing participant prior
knowledge and professional development needs, and
setting appropriate learning outcomes. Formal
evaluation by and certification for participants needs
exploration. Peer teaching of sonography enables
students to become familiar with a cross-specialty
instrument used in routine clinical practice.
Take-home messages: Enthusiastic peer teachers can
fill gaps in curricula and students are motivated to
engage with extra-curricular work regarded as
beneficial for their future professional practice.
Page 8
ABSTRACTS: SESSION 9FF
TUESDAY 2 SEPTEMBER: 1600-1730
9FF16 (21234)
Students’ Perceptions toward Peer Assisted
Learning Seminars
Liang 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 Medical University,
School of Dentistry, Kuala Lumpur, Malaysia
Background: In the Dental Programme at the
International Medical University (IMU), peer-assisted
learning (PAL) seminars were introduced for dental
material sciences. The seminars were led by fourth
year dental students (peer tutors) for second year
students (peer tutees) to enhance critical thinking and
communication skills.
Summary of Work: The objective was to evaluate
students’ perceptions of the benefits of PAL dental
material sciences seminars between fourth and
second year dental students at IMU.
Methodology: Peer tutors were provided with the
learning outcomes of subject and main relevant
reading materials. The peer tutors are required to
appraise the reading materials and present in
PowerPoint presentation during the seminars. The
peer tutors were also required to design 2 One Best
Answer (OBA) questions for each learning outcome to
assess the understanding of peer tutees. Both peer
tutors and peer tutees’ perceptions regarding this
mode of learning was obtained via questionnaire
designed for each role i.e. as peer tutor/ peer tutee
using a 5-point Likert scale.
Summary of Results: 95% of peer tutors agreed that
taking peer teacher’s role enhances understanding for
the subject matter. 89% of peer tutors viewed peer
teaching seminars as an opportunity to improve
communication skills. 93% of peer tutees were
comfortable posting questions to peer tutors during
the seminars and 74% viewed the peer tutors were well
versed with the subject matter.
Discussion and Conclusions: PAL seminars for dental
material sciences were well received by both senior
and junior students.
Take-home messages: PAL seminars is an useful
learning tool to enhance critical thinking and
communicaiton skills.

9FF17 (21458)
Student acceptance of clinical skills teaching by
senior students compared with faculty led
teaching
Ganendra Mallik*, Ross University School of Medicine,
Clinical Medicine, Roseau, Dominica
Philip Cooles, Ross University School of Medicine,
Cardiology, Roseau, Dominica
Background: Peer assisted learning is increasingly
being used increasingly in medical school education.
Summary of Work: We compared the acceptability of
trained 2nd year students teaching blood pressure and
peripheral pulse assessment to first semester
students, with teaching by clinical faculty, by means of
an online questionnaire to the second year
(preclinical) students and the 3rd and 4th year
students in clinical rotations.
Summary of Results: There was no difference in
acceptability of peer teaching compared with faculty
teaching. However the clinical students rated their
first semester experience significantly higher than pre-
clinical students.
Discussion and Conclusions: Teaching basic clinical
skills by student peers is acceptable to students.
Clinical students appreciate their clinical skills training
while in basic sciences more that students still in the
preclinical curriculum.
Take-home messages: Peer assisted clinical skills
teaching is as acceptable to students as being taught
by faculty, but clinical students seem to appreciate
what they learnt more than students still in the basic
sciences.
Page 9
ABSTRACTS: SESSION 9FF
TUESDAY 2 SEPTEMBER: 1600-1730
9FF18 (19173)
Role of providing core objectives and
monitoring in Peer Assisted Learning Initiatives
in Medical Education: a 2 year study
Aya Musbahi*, Glasgow Royal, General Surgery,
Glasgow, United Kingdom
Mohammed Abdelhalim, Gartnavel Hospital, General
Surgery, Glasgow, United Kingdom
Nazim Ghouri, University of Glasgow, Glasgow, United
Kingdom
Background: There has been an increased popularity
in peer assisted learning schemes. The aim of this
study was to compare student feedback data from
peer assisted learning sessions from two consecutive
years to see whether the increased input in providing
objectives and increased supervision improved
feedback outcomes.
Summary of Work: Three sessions were delivered to
third year medical students at Glasgow University in
2012 and four sessions in 2013 to third year medical
students. 2013 sessions covered Respiratory,
Immunology, Neurology and Gastroenterology. 2012
sessions covered Embryology, Immunology and
Respiratory. A total of 90 feedback forms were
collected in 2012 and 87 in 2013. Questionnaire-based
data was collected on overall rating, knowledge
covered, visual material, enthusiasm, interactivity,
communication and structure. Students were asked to
rate the teacher on the above categories from 1-5 (5
being the best and 1 being poorest). Mean scores were
calculated for each session as well as for each year.
The only difference between the two years was the
introduction of objectives and increased supervision
and 'vetting' peer teacher presentations.
Summary of Results: Mean overall rating forsessions
was 4.63 and 4.51 for 2012 and 2013 respectively. There
was no annual improvement in any of the parameters
measured except for 'structure of sessions' (4.4 in
2012, 4.6 in 2013). The highest rated individual session
was neurology with 4.94 overall and lowest rated
session was respiratory 4.3 in 2013.
Discussion and Conclusions: Giving peer tutors
objectives and pre-informing them of increased
monitoring of feedback does not improve perceived
quality of sessions delivered based on student
feedback.
Take-home messages: Allowing peer tutors the
freedom and flexibility in teaching and delivering
presentations does not compromise student
satisfaction.
 ABSTRACTS: SESSION 9FF
TUESDAY 2 SEPTEMBER: 1600-1730

9FF19 (23184)
NICE Student Champions: A Paradigm for Peer
to Peer Teaching in Evidence Based Medicine

Guled Jama, University of Cambridge, School of Clinical

Medicine, Cambridge, United Kingdom
Aisha Tahira*, University of Cambridge, School of
Clinical Medicine, Cambridge, United Kingdom

Background: The UK’s National Institute of Health and

Care Excellence (NICE) champions Evidence Based
Medicine (EBM), producing guidelines on a wide range
of healthcare interventions, treatments and policies.
NICE has produced a free, quality assured web
resource, ‘NICE Evidence Search’, to promote access
to accredited EBM resources. NICE runs a certificated
peer-to-peer teaching scheme, ‘NICE Student
Champions’, that trains student ‘Champions’ to
cascade their knowledge.
Summary of Work: 12 Student Champions across 3
year groups attended a NICE training day about
Evidence Search and effective teaching techniques.
They then delivered 5 sessions to 56 students in total,
mostly in their 4th year of study.
Summary of Results: Both attendees and Champions
reported the scheme as being useful, resulting in
increased confidence levels finding evidence.
Champions reported that they gained transferable
teaching skills. These techniques are now being
implemented in other aspects of their course.
Discussion and Conclusions: The Student Champions
scheme furnished all involved students with increased
confidence and knowledge about EBM and gave the
Champions as well as core skills in effective teaching.
Thus, the scheme provides a paradigm for medical
school curricula to teach transferable skills that will
improve education delivery and receipt within the
medical profession in future.
Take-home messages: EBM can be effectively taught
in a peer-to-peer format and this aids learning as well
as enabling students to become more effective
teachers.

Page 10