Electronic Poster Presentations

Poster Presentations.

Room 404 – poster presentations

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Number 1 – Transforming Student Development through a Constructively Aligned Inverted Classroom.

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Number 2 – A mixed method approach investigating the use of social media as an educational tool to enhance the student experience of undergraduate Medical and Biomedical Science degrees. 

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Number 3 – Transition from undergraduate study to an online postgraduate degree programme: managing student expectations.

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Number 4 – The use of Facebook to support student physiotherapists’ transition into Higher Education.

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Number 5 – Evaluation of novel and existing artistic learning methods in anatomy: body painting vs 3D Modelling. A study in learning cross-sectional and surface anatomy.

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Number 6 – Using online and mobile student polling techniques to engage students in assessment design.

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Number 7 – Making the Transition: the Learning Approaches of First Semester Business Students.

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Number 8 – How student engagement contributes to programme development: An example – Using 360 degree learning opportunities to facilitate collaborative learning.

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Number 9 – Let the platform see the learning: eLP and participatory learning.

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Number 10 – Walls and Windows – student voices in elective placement organisation.

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Number 11 – Evaluation of a novel artistic learning process (ORDER) for skill development in interpretation of clinical imaging.

Room 409a – poster presentations

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Number 1 – Survival Event, to welcome and support new stage 1 students.

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Number 2 – Measuring and improving non-technical ward round skills in student nurses: developing a methodology and evaluative framework.

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Number 3 – Interdimensional travel: Reciprocal transitions in understanding between 3D anatomy and 2D clinical images.

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Number 4 – Pilot Study on Self-Assessment in the Simulation Setting: Final-Year Medical Students are Highly Self-Critical.

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Number 5 – A Structure for a Voice.

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Number 6 – The ORDER of E-learning.

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Number 7 – Supporting Students Using SoMe: One year on.

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Number 8 – A Phenomenological Evaluation of a Hybrid Model of Problem Based Learing for Multidisciplinary Healthcare Practitioners’.

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Number 9 – Housing a Modernisation Agenda: Ensuring Authentic Academic Learning Environments for Healthcare Assistants.

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Number 10 – Engagement for transformation.

Room 412 – poster presentations

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Number 1 – Being a practitioner and a student; Compartmentalised? Corresponding? Conflicting?

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Number 2 – Consensus Workshop: a method for engaging students in the development of their critical reflective practices.

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Number 3 – Embedding Patient Care and Public Involvement in Healthcare Curricula; Evaluating the Perceptions of Students and Patients and their Families and Carers.

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Number 4 – Using Facebook to Engage Students and Transform Learning.

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Number 5 – Students as partners: Science course? You can enjoy it!

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Number 6 – LibQuest.

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Number 7 – Context Cafe: early course integration session to engage Dental Surgery undergraduates in the basic sciences.

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Number 8 – A graduate’s pursuit of happiness.

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Number 9 – A Welcome From Teesside: School of Health & Social Care Approach to Engaging Transitioning Students.

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Number 10 – Designing a pedagogic vessel for the international students’ adaptation journey.

Room 416 – poster presentations

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Number 1 – Shaping postgraduate students’ future from day 1 of their MA study by requiring their creation, publication and sharing of personal blogs.

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Number 2 – Flipping the Classroom: When to and how to.

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Number 3 – Receiving Feedback from the Higher Achlever’s Perspecitve: A case study.

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Number 4 – Scholarship, or just social media?

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Number 5 – The Criminology Retention Project: Developing a Methodology to Monitor Student Retention.

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Number 6 – FLUX for Mathematicians, Computer Scientists and Language Students.

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Number 7 – Ensuring fairness in group work assessment: an online tool to facilitate engagement and interaction.

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Number 8 – Developing an academic literacy tool (SALT).

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Number 9 – Facilitating student engagement in the development of the undergraduate curriculum; a case study approach.

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Number 10 – Suitably Skilled? Matching Bioscience Graduate Skills and Employers Expectations.

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Number 11 – Difficult moments teaching ‘race’ gender and diversity in a diverse social world. Sheila Quad – Teaches sociology – and Rick Bowles – Teaches community and youth work.

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