PERSONAL PARTICULARS
You must fill in the following if you are submitting an abstract:
Salutation	- Prof Dr Mr Mrs Mdm Ms
Family Name
Given Name
Institution
Department
Address
City/State
Country	- select one - Africa Argentina Australia Benelux Brasil Brunei Cambodia Canada China Czech Republic Denmark Doha Eygpt Finland France Germany Greece Hong Kong Hungary India Indonesia Iran Ireland Israel Italy Japan Korea Kuwait Latin America Malaysia Middle East Nepal Netherlands New Zealand North Africa Norway Philippines Poland Portugal Romania Russia Saudi Arabia Singapore Slovakia Slovenia South Africa Spain Sri Lanka Sweden Taiwan Thailand Turkey United Kingdom United States Others
Zip/Postal Code
Phone
Fax
E-mail

I prefer	Select CATEGORY of Abstract
(select one)	(select all that apply)
oral presentation poster presentation no preference	Curriculum Development, Implementation and Evaluation Supporting Curriculum through Faculty Development Assessment in New Curriculum Outcome Evaluation and Research of the Curriculum Beyond the Medical School - Continuing Medical Education Promises of E-learning in Curriculum Other Topics in Curriculum
Keywords (up to 5) 1. 2. 3. 4. 5.

           

EXAMPLE OF ABSTRACT FORMAT

IS THE ASIAN CULTURE IN CONFLICT WITH THE PBL CULTURE? Gwee M.C.E, Khoo H.E., Chhem R. Medical Education Unit, Yong Loo Lin School of Medicine, National University of Singapore, 10 Medical Drive, Singapore 117597. Problem-Based Learning (PBL) was implemented by McMaster University about three decades ago as a new and radical trend in medical education. Although initially slow to gain acceptance, PBL has become widely accepted as an innovative pathway to learning by even 'traditional' medical schools and other disciplines beyond medicine. The major pedagogical underpinnings of PBL include problem-first learning, contextual learning, active-interactive learning and learning through social interaction in collaborative small groups. PBL therefore represents a major shift in educational paradigm from highly teacher-centred instruction to more highly student-centred and self-directed learning with the active involvement of students in the learning process. The teacher (tutor) takes on the role of a facilitator who "expedites the intellectual and group process". Many Asian medical schools have now incorporated PBL within their course curricula. This raises several important issues: firstly, is PBL an appropriate learning style for Asian students? Will our Asian cultural "norms", dominated by cultural reticence, less expressive communication styles and respect for an authority figure (the tutor), impose constraints on and stifle the open and more robust communication style so essential to the PBL educational process? Will PBL instead hinder, rather than motivate, learning in Asian students? We offer three propositions: yes, no and may be. Evidence in support of our propositions will be discussed.

Any questions or problems? Please contact Ms Esther Tan at medbox10@nus.edu.sg

THANK YOU!