Publikationen 2018
Beiträge in Fachzeitschriften / Publications in journal
- Bauer, J., Gartmeier, M., Wiesbeck, A. B., Moeller, G. E., Karsten, G., Fischer, M. R., & Prenzel, M. (2018). Differential learning gains in professional conversation training: A latent profile analysis of competence acquisition in teacher-parent and physician-patient communication. Learning and Individual Differences, 61, 1-10. https://doi.org/10.1016/j.lindif.2017.11.002
- Berndt, M., & Fischer, M. R. (2018). The role of electronic health record in clinical reasoning. Annals of the New York Academy of Sciences, 1434(1), 109-114. https://doi.org/10.1111/nyas.13849
- Berndt, M., Strijbos, J. W., & Fischer, F. (2018). Effects of written peer-feedback content and sender's competence on perceptions, performance, and mindful cognitive processing. European Journal of Psychology of Education, 33(1), 31-49. https://doi.org/10.1007/s10212-017-0343-z
- Braun, L. T., Lenzer, B., Kiesewetter, J., Fischer, M. R., & Schmidmaier, R. (2018). How case representations of medical students change during case processing – Results of a qualitative study. GMS Journal for Medical Education, 35(3), Article Doc41. https://doi.org/10.3205/zma001187
- Breuer, J., & Tolks, D. (2018). Grenzen von „Serious Games for Health“. Prävention und Gesundheitsförderung, 13(4), 327-332. https://doi.org/10.1007/s11553-018-0654-1
- Dadaczynski, K., & Tolks, D. (2018). Digitale Public Health: Chancen und Herausforderungen internetbasierter Technologien und Anwendungen. Public Health Forum, 26(3), 275-278. https://doi.org/10.1515/pubhef-2018-0059
- Dadaczynski, K., & Tolks, D. (2018). Spielerische Ansätze als innovative Kommunikationsstrategie der Gesundheitsförderung und Prävention. Prävention und Gesundheitsförderung, 13(4), 269-271. https://doi.org/10.1007/s11553-018-0672-z
- Epstein, N., Huber, J., Gartmeier, M., Berberat, P. O., Reimer, M., & Fischer, M. R. (2018). Investigation on the acquisition of scientific competences during medical studies and the medical doctoral thesis. GMS Journal for Medical Education, 35(2), Article Doc20. https://doi.org/10.3205/zma001167
- Epstein, N., & Lachmann, D. (2018). Gender Inequity during the Ph.D.: Females in the Life Sciences Benefit Less from Their Integration into the Scientific Community. Social Sciences, 7(8), Article 140. https://doi.org/10.3390/socsci7080140
- Förtsch, C., Sommerhoff, D., Fischer, F., Fischer, M. R., Girwidz, R., Obersteiner, A., Reiss, K., Stürmer, K., Siebeck, M., Schmidmaier, R., Seidel, T., Ufer, S., Wecker, C., & Neuhaus, B. J. (2018). Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences. Education Sciences, 8(4), Article 207. https://doi.org/10.3390/educsci8040207
- Haag, M., Igel, C., Fischer, M. R., Ausschuss „Digitalisierung – Technologie-unterstütztes Lernen und Lehren“ der Gesellschaft für Medizinische Ausbildung, & Gemeinsame Arbeitsgruppe „Technologiegestütztes Lehren und Lernen in der Medizin“ der Deutschen Gesellschaft für Medizinische Informatik, Biometrie und Epidemiologie und der Gesellschaft für Informatik (2018). Digitale Lehre und digitale Medizin: Eine nationale Initiative tut not. GMS Journal for Medical Education, 35(3), Article Doc43. https://doi.org/10.3205/zma001189
- Hege, I., Dietl, A., Kiesewetter, J., Schelling, J., & Kiesewetter, I. (2018). How to tell a patient's story? Influence of the case narrative design on the clinical reasoning process in virtual patients. Medical Teacher, 40(7), 736-742. https://doi.org/10.1080/0142159X.2018.1441985
- Hege, I., Kononowicz, A. A., Berman, N. B., Lenzer, B., & Kiesewetter, J. (2018). Advancing clinical reasoning in virtual patients – development and application of a conceptual framework. GMS Journal for Medical Education, 35(1), Article Doc12. https://doi.org/10.3205/zma001159
- Hege, I., Kononowicz, A. A., Kiesewetter, J., & Foster-Johnson, L. (2018). Uncovering the relation between clinical reasoning and diagnostic accuracy – An analysis of learner's clinical reasoning processes in virtual patients. PLOS ONE, 13(10), Article eo204900. https://doi.org/10.1371/journal.pone.0204900
- Heitzmann, N., Fischer, F., & Fischer, M. R. (2017). Worked examples with errors: when self-explanation prompts hinder learning of teachers diagnostic competences on problem-based learning. Instructional Science, 46(2), 245-271. https://doi.org/10.1007/s11251-017-9432-2
- Horstmann, D., Tolks, D., Dadaczynski, K., & Paulus, P. (2018). Förderung des Wohlbefindens durch „Gamification". Prävention und Gesundheitsförderung, 13(4), 305-311. https://doi.org/10.1007/s11553-018-0659-9
- Kiesewetter, I., Könings, K. D., Kager, M., & Kiesewetter, J. (2018). Undergraduate medical students’ behavioural intentions towards medical errors and how to handle them: a qualitative vignette study. BMJ Open, 8(3), Article e019500. https://doi.org/10.1136/bmjopen-2017-019500
- Kiesewetter, J., Drossard, S., Gaupp, R., Baschnegger, H., Kiesewetter, I., & Hoffmann, S. (2018). How could the topic patient safety be embedded in the curriculum? A recommendation by the Committee for Patient Safety and Error Management of the GMA. GMS Journal for Medical Education, 35(1), Article Doc 15. https://doi.org/10.3205/zma001162
- Kuhn, S., Frankenhauser, S., & Tolks, D. (2018). Digitale Lehr- und Lernangebote in der medizinischen Ausbildung. Schon am Ziel oder noch am Anfang? Bundesgesundheitsblatt – Gesundheitsforschung – Gesundheitsschutz, 61(2), 201-209. https://doi.org/10.1007/s00103-017-2673-z
- Lachmann, D., Epstein, N., & Eberle, J. (2018). FoSWE – Eine Kurzskala zur Erfassung forschungsbezogener Selbstwirksamkeitserwartung. Zeitschrift für Pädagogische Psychologie, 32(1-2), 89-100. https://doi.org/10.1024/1010-0652/a000217
- Lahner, F.-M., Lörwald, A. C., Bauer, D., Nouns, Z. M., Krebs, R., Guttormsen, S., Fischer, M. R., & Huwendiek, S. (2018). Multiple true-false items: a comparison of scoring algorithms. Advances in Health Sciences Education, 23(3), 455-463. https://doi.org/10.1007/s10459-017-9805-y
- Lenz, H., Paik, W. G., & Jacobs, F. (2018). An equal opportunity for everyone?! Supporting international students of medicine at the Ludwig-Maximilians-University in Munich. GMS Journal for Medical Education, 35(5), Article Doc55. https://doi.org/10.3205/zma001201
- Müller, C., Füngerlings, S., Tolks, D., & Arbeitsgruppe E-Learning des Kompetenznetzes Medizinlehre Bayern (2018). Das Lehrdeputat – Barriere für die Digitalisierung an Hochschulen? Ein Positionspapier zu den Rahmenbedingungen medizinischer Hochschullehre im digitalen Zeitalter am Beispiel Bayern. GMS Journal for Medical Education, 35(3), Article Doc34. https://doi.org/10.3205/zma001180
- Reese, I., Schäfer, C., Kleine-Tebbe, J., Ahrens, B., Bachmann, O., Ballmer-Weber, B., Beyer, K., Bischoff, S. C., Blümchen, K., Dölle, S., Enck, P., Enninger, A., Huttegger, I., Lämmel, S., Lange, L., Lepp, U., Mahler, V., Mönnikes, H., Ockenga, J., Otto, B., Schnadt, S., Szepfalusi, Z., Treudler, R., Wassmann-Otto, A., Zuberbier, T., Werfel, T., & Worm, M. (2018). Non-celiac gluten/wheat sensitivity (NCGS) – a currently undefined disorder without validated diagnostic criteria and of unknown prevalence. Allergo Journal International, 27(5), 147-151. https://doi.org/10.1007/s40629-018-0070-2
- Rüttermann, S., Kiessling, C., Haak, R., Gerhardt-Szep, S., & Härtl, A. (2018). Identification of influence factors for the implementation of communication curricula in dental education. European Journal of Dental Education, 22(3), e386-e391. https://doi.org/10.1111/eje.12315
- Schmelter, V., März, E., Adolf, C., Wölfel, T. L., Lottspeich, C., Fischer, M. R., & Schmidmaier, R. (2018). Ward rounds in internal medicine: Validation of an Entrustable Professional Activity (EPA) observation checklist. GMS Journal for Medical Education, 35(2), Article Doc17. https://doi.org/10.3205/zma001164
- Schoeppe, F., Sommer, W. H., Haack, M., Havel, M., Rheinwald, M., Wechtenbruch, J., Fischer, M. R., Meinel, F. G., Sabel, B. O., & Sommer, N. N. (2018). Structured reports of videofluoroscopic swallowing studies have the potential to improve overall report quality compared to free text reports. European Radiology, 28(1), 308-315. https://doi.org/10.1007/s00330-017-4971-0
- Schulz, C., Meyer, C. M., Sailer, M., Kiesewetter, J., Bauer, E., Fischer, F., Fischer M. R., & Gurevych, I. (2018). Challenges in the Automatic Analysis of Students' Diagnostic Reasoning. arXiv. https://doi.org/10.48550/arXiv.1811.10550
- Tolks, D., Dadaczynski, K., & Horstmann, D. (2018). Einführung in die Vergangenheit, Gegenwart und Zukunft von Serious Games (for Health). Prävention und Gesundheitsförderung, 13(4), 272-279. https://doi.org/10.1007/s11553-018-0667-9
- Walldorf, J., & Fischer, M. R. (2018). Risk factors for a delay in medical education: Results of an online survey among four German medical schools. Medical Teacher, 40(1), 86-90. https://doi.org/10.1080/0142159X.2017.1395000
- Wirth, S., William, Y.-A., Paolini, M., Wirth, K., Maxien, D., Reiser, M., & Fischer, M. R. (2018). Improvement of Radiological Teaching - Effects of Focusing of Learning Targets and Increased Consideration of Learning Theory Knowledge. RöFo – Fortschritte auf dem Gebiet der Röntgenstrahlen und der bildgebenden Verfahren, 190(2), 161-174. https://doi.org/10.1055/s-0043-119037
- Zottmann, J. M., Dieckmann, P., Taraszow, T., Rall, M., & Fischer, F. (2018). Just watching is not enough: Fostering simulation-based learning with collaboration scripts. GMS Journal for Medical Education, 35(3), Article Doc35. https://doi.org/10.3205/zma001181
Kapitel in Sammelbänden und Konferenz-Proceedings / Chapters in books and peer-reviewed proceedings
- Simonsohn, A. (2018). Verbesserung der Kooperationskompetenz durch interprofessionelles Online-Lernen. In I. Thierfelder, & H. Wild (Eds.), Interprofessionelles Lehren und Lernen im Berufsfeld Gesundheit – INFLiGHT. Tagungsband. Working Paper No. 18-01 der Unit Gesundheitswissenschaften und ihre Didaktik (pp. 34-35). Charité – Universitätsmedizin Berlin. https://doi.org/10.17169/refubium-1920