Institut für Didaktik und Ausbildungsforschung in der Medizin (DAM)
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Publikationen 2017

Beiträge in Fachzeitschriften / Publications in journals

  • Braun, L. T., Zottmann, J. M., Adolf, C., Lottspeich, C., Then, C., Wirth, S., Fischer, M. R., & Schmidmaier, R. (2017). Representation scaffolds improve diagnostic efficiency in medical students. Medical Education, 51(11), 1118-1126. https://doi.org/10.1111/medu.13355
  • Braun, L. T., Zwaan, L., Kiesewetter, J., Fischer, M. R., & Schmidmaier, R. (2017). Diagnostic errors by medical students: results of a prospective qualitative study. BMC Medical Education, 17, Article 191. https://doi.org/10.1186/s12909-017-1044-7
  • Drossard, S., Bauer, D., Fischer, M. R., & Kühne-Eversmann, L. (2017). Welchen Einfluss haben Autorenrichtlinien der Verlage auf die formale Qualität von CME-Fragen in der ärztlichen Fortbildung? Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen, 121, 29-35. https://doi.org/10.1016/j.zefq.2017.03.015
  • Epstein, N., & Fischer, M. R. (2017). Academic career intentions in the life sciences: Can research self-efficacy beliefs explain low numbers of aspiring physician and female scientists? PLOS ONE, 12(9), Article e0184543. https://doi.org/10.1371/journal.pone.0184543
  • Fabry, G., & Fischer, M. R. (2017). Beyond the Impact Factor – What do alternative metrics have to offer? GMS Journal for Medical Education, 34(2), Article Doc27. https://doi.org/10.3205/zma001104
  • Fabry, G., & Härtl, A. (2017). Faculty Development - Full Steam Ahead! GMS Journal for Medical Education, 34(4), Article Doc50. https://doi.org/10.3205/zma001127
  • Friedrich, O., Hemmerling, K., Kuehlmeyer, K., Nörtemann, S., Fischer, M. R., & Marckmann, G. (2017). Principle-based structured case discussions: do they foster moral competence in medical students? – A pilot study. BMC Medical Ethics, 18, Article 21. https://doi.org/10.1186/s12910-017-0181-1
  • Gartmeier, M., Epstein, N., Berberat, P., & Fischer, M. R. (2017). Fakten statt Mythen. Deutsches Ärzteblatt, 114(40), A1799-A1802.
  • Härtl, A., Berberat, P., Fischer, M. R., Forst, H., Grützner, S., Händl, T., Joachimski, F., Linné, R., Märkl, B., Naumann, M., Putz, R., Schneider, W., Schöler, C., Wehler, M., & Hoffmann, R. (2017). Development of the competency-based medical curriculum for the new Augsburg University Medical School. GMS Journal for Medical Education, 34(2), Article Doc21. https://doi.org/10.3205/zma001098
  • Hege, I., Kononowicz, A. A., & Adler, M. (2017). A Clinical Reasoning Tool for Virtual Patients: Design-Based Research Study. JMIR Medical Education, 3(2), Article e21. https://doi.org/10.2196/mededu.8100
  • Heitzmann, N., Fischer, M. R., & Fischer, F. (2017). Towards more systematic and better theorised research on simulations. Medical Education, 51(2), 129-131. https://doi.org/10.1111/medu.13239
  • Huth, K. C., Baumann, M., Kollmuss, M., Hickel, R., Fischer, M. R., & Paschos, E. (2017). Assessment of practical tasks in the Phantom course of Conservative Dentistry by pre-defined criteria: a comparison between self-assessment by students and assessment by instructors. European Journal of Dental Education, 21(1), 37-45. https://doi.org/10.1111/eje.12176
  • Kesternich, I., Schumacher, H., Winter, J., Fischer, M. R., & Holzer, M. (2017). Student characteristics, professional preferences, and admission to medical school. GMS Journal for Medical Education, 34(1), Article Doc5. https://doi.org/10.3205/zma001082
  • Kesternich, I., Schumacher, H., Winter, J., Fischer, M. R., & Holzer, M. (2017). Reply to the letter to the editor by J. Hissbach, S. Zimmermann & W. Hampe. GMS Journal for Medical Education, 34(2), Article Doc15. https://doi.org/10.3205/zma001092
  • Kiesewetter, J., Fischer, F., & Fischer, M. R. (2017). Collaborative Clinical Reasoning – A Systematic Review of Empirical Studies. Journal of Continuing Education in the Health Professions, 37(2), 123-128. https://doi.org/10.1097/CEH.0000000000000158
  • Kiesewetter, J., Kager, M., Fischer, M. R., & Kiesewetter, I. (2017). Validation of a German short version of the Attitudes towards Patient Safety Questionnaire (G-APSQshort) for the measurement of undergraduate medical students' attitudes to and needs for patient safety. GMS Journal for Medical Education, 34(1), Article Doc8. https://doi.org/10.3205/zma001085
  • Kühl, S. J., Toberer, M., Keis, O., Tolks, D., Fischer, M. R., & Kühl, M. (2017). Concept and benefits of the Inverted Classroom method for a competency-based biochemistry course in the pre-clinical stage of a human medicine course of studies. GMS Journal for Medical Education, 34(3), Article Doc31. https://doi.org/10.3205/zma001108
  • Nicolai, L., Gradel, M., Antón, S., Pander, T., Kalb, A., Köhler, L., Fischer, M. R., Dimitriadis, K., & von der Borch, P. (2017). Die Doktabörse – ein innovatives Instrument zur Vermittlung von Promotionsarbeiten in der Medizin an der LMU München. GMS Journal for Medical Education, 34(3), Article Doc30. https://doi.org/10.3205/zma001107
  • Nicolai, L., Schmidbauer, M., Gradel, M., Ferch, S., Antón, S., Hoppe, B., Pander, T., von der Borch, P., Pinilla, S., Fischer, M., & Dimitriadis, K. (2017). Facebook Groups as a Powerful and Dynamic Tool in Medical Education: Mixed-Method Study. Journal of Medical Internet Research, 19(12), Article e408. https://doi.org/10.2196/jmir.7990
  • Ortwein, H., Benz, A., Carl, P., Huwendiek, S., Pander, T., & Kiessling, C. (2017). Applying the Verona coding definitions of emotional sequences (VR-CoDES) to code medical students' written responses to written case scenarios: Some methodological and practical considerations. Patient Education and Counseling, 100(2), 305-312. https://doi.org/10.1016/j.pec.2016.08.026
  • Rüttermann, S., Sobotta, A., Hahn, P., Kiessling, C., & Härtl, A. (2017). Teaching and assessment of communication skills in undergraduate dental education – a survey in German-speaking countries. European Journal of Dental Education, 21(3), 151-158. https://doi.org/10.1111/eje.12194
  • Saravo, B., Netzel, J., & Kiesewetter, J. (2017). The need for strong clinical leaders – Transformational and transactional leadership as a framework for resident leadership training. PLOS ONE, 12(8), Article e0183019. https://doi.org/10.1371/journal.pone.0183019
  • Schmidt-Huber, M., Netzel, J., & Kiesewetter, J. (2017). On the road to becoming a responsible leader: A simulation-based training approach for final year medical students. GMS Journal for Medical Education, 34(3), Article Doc34. https://doi.org/10.3205/zma001111
  • Schmitz, F. M., Schnabel, K. P., Stricker, D., Fischer, M. R., & Guttormsen, S. (2017). Learning communication from erroneous video-based examples: A double-blind randomised controlled trial. Patient Education and Counseling, 100(6), 1203-1212. https://doi.org/10.1016/j.pec.2017.01.016
  • Urresti-Gundlach, M., Tolks, D., Kiessling, C., Wagner-Menghin, M., Härtl, A., & Hege, I. (2017). Do virtual patients prepare medical students for the real world? Development and application of a framework to compare a virtual patient collection with population data. BMC Medical Education, 17, Article 174. https://doi.org/10.1186/s12909-017-1013-1
  • Wagner, M. G., Fischer, M. R., Scaglione, M., Linsenmaier, U., Schueller, G., Berger, F. H., Dick, E., Basilico, R., Stajgis, M., Calli, C., Vaidya, S., & Wirth, S. (2017). Subspecialisation in Emergency Radiology: Proposal for a harmonised European curriculum. GMS Journal for Medical Education, 34(5), Article Doc61. https://doi.org/10.3205/zma001138
  • Wershofen, B., & Fischer, M. R. (2017). Miteinander, voneinander und übereinander lernen. Ein interprofessionelles Lernprojekt zur Förderung der gemeinsamen Kommunikation. Berufsbildung in Wissenschaft und Praxis, 2017(1), 22-25.

Kapitel in Sammelbänden und Konferenz-Proceedings / Chapters in books and peer-reviewed proceedings

  • Haag, M., & Fischer, M. R. (2017). Technologiegestütztes Lehren und Lernen in der Medizin. In R. Kramme (Ed.), Informationsmanagement und Kommunikation in der Medizin (pp. 107-117). Springer. https://doi.org/10.1007/978-3-662-48778-5_46

  • Haag, M., & Fischer, M. R. (2017). Technologiegestütztes Lehren und Lernen in der Medizin. In R. Kramme (Ed.), Medizintechnik (5th ed., pp. 855-865). Springer. http://doi.org/10.1007/978-3-662-48771-6_46

  • Härtl, A., Schmidt, A., Bayer, Y., Berberat, P., Fehr, A., Hesse, A., Kolbeck, C., Fischer, M. R., & Bauer, D. (2017). Die Entwicklung und Implementierung des Zertifikats Medizindidaktik der Bayerischen Universitäten des Kompetenznetzes Medizinlehre Bayern. In R. Kordts-Freudinger, D. Al-Kabbani, & N. Schaper (Eds.), Blickpunkt Hochschuldidaktik: Vol. 131. Hochschuldidaktik im Dialog (pp. 127-144). Bertelsmann. ISBN: 978-3-7639-5845-0
  • Ouellette, D. L., Zottmann, J., Bolzer, M., Fischer, F., & Fischer, M. R. (2017). Investigating the Interplay of Epistemological Beliefs and Scientific Reasoning and Argumentation. In H. Laitko, H. A. Mieg, & H. Parthey (Eds.), Forschendes Lernen: Wissenschaftsforschung Jahrbuch 2016 (pp. 137-151). Wissenschaftlicher Verlag Berlin. ISBN: 978-3-96138-015-2
  • Tolks, D., Bischoff, T., Taverna, M., Vogel, B., Fischer, M. R., Schelling, U., & Schelling, J. (2017). Strategien und Erfahrungen bei der Implementierung der ICM in der medizinischen Ausbildung in der Allgemeinmedizin an der LMU München. In S. Zeaiter, & J. Handke (Eds.), Inverted Classroom – The Next Stage (pp. 69-76). Tectum. https://doi.org/10.5771/9783828867826-69