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Literaturempfehlungen

von Beate Hespelein

Issue 04/2025 des GMS Journal for Medical Education online

Literaturempfehlungen

Die vierte Ausgabe des Journal for Medical Education (JME) im Jahr 2025, auf der neuen Plattform Publisso, ist heute erschienen (Volume 42, Issue 4) – wie immer bilingual – auf Deutsch und auf Englisch.
Herzlicher Dank an alle Autor*innen, Reviewer*innen. die Herausgeber*innen und die Redaktion für Ihre Arbeit und herzlichen Glückwunsch an die Autor*innen zur Publikation.

Alle Artikel der aktuellen Ausgabe finden Sie / findet Ihr unten. Bei jedem Artikel ist die DOI entsprechend verlinkt, es kann also direkt losgeschmökert werden J

Und wie immer die Aufforderung: Teilen Sie die Publikationen, die Sie interessieren, gerne in den sozialen Medien. Bitte aber immer die engl. Zitationsweise wie unten angegeben verwenden.

Herzliche Grüße und wir wünschen Ihnen und Euch eine spannende Lektüre und viel Freude beim Lesen
Anja Härtl und Beate Hespelein

Was Sie in der aktuellen Ausgabe der JME (Volume 42, Issue 4) finden:

Editorial

Teaching research systematically: From educational policy vision to competence-oriented practice
S. Moritz, C. Stosch
DOI: https://doi.org/10.3205/zma001779

Forschungsarbeiten

“It would be nice if the university appreciated the commitment more” – medical students and their learning and working experiences as co-caregivers during the pandemic
S. Scheffer, H.S. Bachmann, B. Stock-Schröer, A. Büssing
DOI: https://doi.org/10.3205/zma001778

The relation between teaching-related self-efficacy and general job-related well-being – a cross-sectional study among young physicians
B. Kiver, P.O. Berberat, M. Gartmeier
DOI: https://doi.org/10.3205/zma001777

Dealing with the climate crisis and eco-emotions in psychotherapy – a training for future medical and psychological psychotherapists using standardized patient scenarioshttps://doi.org/10.3205/zma001776

The influence of peer group supervision during nursing education on occupational identity and well-being: Results of a mixed methods study
S. Wellensiek, J. Ehlers, M. Stratmann
DOI: https://doi.org/10.3205/zma001775

Implementation of a team-teaching seminar on the stigmatization and psychosocial burdens of people with visible skin diseases in the standard curriculum of medical students
I. Heinen, R. Sommer, I. Hansen-Abeck, C. Blome, I. Heidrich, M. Härter, M. Augustin, S. W. Schneider, F. Abeck, N. Booken
DOI: https://doi.org/10.3205/zma001774

From practice to lecture hall: Optimizing communication courses in medical education
F. Laudage, T. Kötter, D. Wilswede
DOI: https://doi.org/10.3205/zma001773

EYE-ECG2: Addressing medical student feedback in an RCT with eye-tracking videos featuring cued retrospective reporting and modified learning sequences for ECG interpretation skills training
A.D. Scherff, S. Kööb, M.R. Fischer, M. Berndt
DOI: https://doi.org/10.3205/zma001771

Mapping the undergraduate medical curriculum of the Charité Berlin against the National Competence-Based Catalogoue of Learning Objectives (NKLM 2.0)
T. Theurich, Y. Holzhausen, O. Ahlers, H. Peters
DOI: https://doi.org/10.3205/zma001770

Interprofessional education at medical faculties in German-speaking countries – institutional challenges and enablers of successful curricular implementation: A mixed-methods study
C. González-Blum, R. Richter, U. Walkenhorst
DOI: https://doi.org/10.3205/zma001769

Projektberichte

Targeting the gap of planetary health education in medical teaching: A student-led initiative develops the course “Klima-LIMETTE” on climate change and health using simulated patients
K. Lilier, K. Bärnighausen, T. Kuczius, V.K. Jaeger, A. Basoglu, A. Karch, T. Theiler, A. Ajani, EM. Schwinhorst-Stich, H. Ahrens
DOI: https://doi.org/10.3205/zma001772

Kurzbeitrag

Interactional competencies in medical student admission at the Medical Faculty Heidelberg
C. Schütte, S. Teichert, JH. Schultz, T. Wittenberg, S.C. Herpertz
DOI: https://doi.org/10.3205/zma001768

Gute Ideen für die Lehre

Enhancing emergency medical education and training: Performance under pressure
N. Spitznagel, B. Gordon, S. Heams, D. Hinzmann, P. Meybohm, O. Happel, C. Hölzing
DOI: https://doi.org/10.3205/zma001767

Literaturempfehlungen

von Beate Hespelein

3te Ausgabe 2025 GMS J Med Educ online

Literaturempfehlungen

Liebe Leser und Leserinnen,

die dritte Ausgabe 2025 der GMS J Med Educ ist online mit folgenden Artikel:

Editorial

Serendipity in medical education
S. Harendza
DOI: https://doi.org/10.3205/zma001766

Forschungsarbeiten

Supporting mental health of medical students: Needs and demands concerning an e-mental health application within medical education
Grüneberg, A. Bäuerle, S. Karanukaran, D. Darici, C. Jansen, N. Dörrie, S. Benson, Teufel, A. Robitzsch
DOI: https://doi.org/10.3205/zma001764

To what extent have national learning objectives in undergraduate medical education been achieved? A cross-sectional study of primary care residents
Dehnen, K. Flägel, D. Wild, J. Steinhäuser
DOI: https://doi.org/10.3205/zma001762

Exploring healthcare professionals’ motivation to attend two postgraduate education programs at the University of Bern in Switzerland: A qualitative interview study
M. De la Rosa, F.M. Schmitz, J. Berger-Estilita, A. Tekian, S. Guttormsen
DOI: https://doi.org/10.3205/zma001761

Motivation of pediatricians in Lower Saxony to teach medical students in outpatient practices: A questionnaire-based study
A. Rahn, T. Müller, B. Stadlbauer, A.-L. Herbach, L. Greiner, U. Mücke
DOI: https://doi.org/10.3205/zma001760

Skills required by bachelor nursing students to meet the challenges of digitalisation in healthcare – results of qualitative expert interviews
Palmdorf, A. Behler, K. Ilskens, C. Bücker, Ä.-D. Latteck
DOI: https://doi.org/10.3205/zma001758

International study opportunities in the dentistry degree programme at the University of Münster – a needs assessment of student interest and demand
Heltkamp, J.C. Becker, S. Scherzer, B. Marschall, B. Ehmke, P. Scheutzel, A. Junga
DOI: https://doi.org/10.3205/zma001757

In-house designed simulation courses versus society-accredited designs by international societies: A comparative analysis
Abramovich, J. Beilstein, E. Kornemann, J. Berger-Estilita, T. Schröder
DOI: https://doi.org/10.3205/zma001756

Übersichtsarbeit

Drivers and barriers to career entry and retention of nurses with initial higher education: A scoping review
Müller, F. Breitinger, P. Bräuer, B. Dauer, M. Zilenzinski, D. Paulicke, P. Jahn
DOI: https://doi.org/10.3205/zma001759

Projektberichte

“I didn’t mean it that way…”: Design and evaluation of an elective course on dealing with discrimination in medical communication
Schwaab, B. Strauße, S. Philipp
DOI: https://doi.org/10.3205/zma001764

Sexuality and society in the medical context: Conceptualization, implementation and evaluation of a student-led elective course in medical school at Leipzig University
K.J. Endres, C. Surber, M. Albertus, M. Müller, L. Wortmann, N. Heinz, I. Conrad, H. Götze
DOI: https://doi.org/10.3205/zma001763

The request for assisted suicide – a challenging topic to teach in medical education. Project report on a compulsory elective course at the Aachen University Hospital
A. Scherg, M. Wegmann, T. Biersching, D. Fink, M. Lemos, F. Elsner
DOI: https://doi.org/10.3205/zma001755

Literaturempfehlungen

von Beate Hespelein

2te Ausgabe der GMS J Med Educ veröffentlicht

Literaturempfehlungen

Liebe GMA Mitglieder und Leser,

die zweite Ausgabe des Journal for Medical Education (JME) im Jahr 2025, das erste Mal auf der neuen Plattform Publisso, ist heute erschienen (Volume 42, Issue 2) – wie immer bilingual – auf Deutsch und auf Englisch.
Herzlicher Dank an alle Autor*innen, Reviewer*innen. die Herausgeber*innen und die Redaktion für Ihre Arbeit und herzlichen Glückwunsch an die Autor*innen zur Publikation.

Alle Artikel der aktuellen Ausgabe finden Sie / findet Ihr unten. Bei jedem Artikel ist die DOI entsprechend verlinkt, es kann also direkt losgeschmökert werden J

Und wie immer die Aufforderung: Teilen Sie die Publikationen, die Sie interessieren, gerne in den sozialen Medien. Bitte aber immer die engl. Zitationsweise wie unten angegeben verwenden.

Herzliche Grüße und wir wünschen Ihnen und Euch eine spannende Lektüre und viel Freude beim Lesen
Anja Härtl und Beate Hespelein

Was Sie in der aktuellen Ausgabe der JME (Volume 42, Issue 2) finden (nach Schwerpunkt-Themen gegliedert):

Editorial

Together! Clinic, research and teaching in human medicine, nursing, veterinary medicine and psychology: interdisciplinary, interprofessional, transhierarchical
C. Nikendei
DOI: https://doi.org/10.3205/zma001739

Forschungsarbeiten

Undergraduate ophthalmology education according to International Council of Ophthalmology guidelines: A systematic review
L. Krungkraipetch, N. Krungkraipetch, G. Savatsomboon
DOI: https://doi.org/10.3205/zma001753

MaReS (Magdeburg Reflective Writing Scoring Rubric for Feedback) – development of a feedback method for reflective writing in health professions education: A pilot study in veterinary medicine
S. Ramspott, U. Sonntag, A. Härtl, S. Rüttermann, D. Roller, M. Giesler, L. Hempel
DOI: https://doi.org/10.3205/zma001752

The impact of changes in medical school admission procedures on study success: A comparative analysis at Hannover Medical School
S.A. Tsikas, V. Fischer
DOI: https://doi.org/10.3205/zma001751

Teaching/learning formats and cross-cutting issues for the design of interprofessional education for healthcare professions – literature review and analysis of training and examination regulations
J.N. Vogel, A. Bagner, R. Schnaak, M. Müller
DOI: https://doi.org/10.3205/zma001750

Evaluation of skills lab communication training in a bachelor’s programme in psychology based on communicative self-efficacy
M. Menzel, S. Philipp, K. Schulz, T. Fankhänel, S. Rehmer, S. Hardecker, D. Portius, S. Ramminger, U. Zergiebel, M. Schochow, H. Paridon, S. Sänger, A. Trummer, A. Ernst, S. Meusel, K. Wick
DOI: https://doi.org/10.3205/zma001746

Projektberichte

Promoting interdisciplinarity and the timely integration of palliative care through the development and implementation of a blended learning elective for medical students
YN Batzler, M. Schallenburger, T. Sammer, J. Haussmann, B. Tamaskovics, M. Rehlinghaus, J. von Schjreitter, S. Otten, C. Fohlen, J. Schwartz, A. Karger, G. Niegisch, M. Neukirchen
DOI: https://doi.org/10.3205/zma001748

Interdisciplinary tutorial. Skills lab training in oral health as a strategy for promoting interdisciplinary skills
N. Gholamzadeh Biji, M.A. Ackermann, F. Lautenbacher, S. Burgomann, S. Sennhenn-Kirchner, I. Demmer
DOI: https://doi.org/10.3205/zma001747

Strategy-based evaluation of a formative simulation test assessing professionally relevant competences of undergraduate medical students
S. Prediger, J. Gärtner, L. Jebram, S. Harendza
DOI: https://doi.org/10.3205/zma001745

Study smart: Peer-teaching workshop series for learning strategies, time and stress management in medical studies – a project report
G. Gross, L. Feron, F. Beetz, N. Krapp, K. Schüttpelz-Brauns
DOI: https://doi.org/10.3205/zma001744

An online escape room as an icebreaker in interdisciplinary and international health care professions education: A pilot mixed-methods study of “UKA Escape”
M. Lemos, V. Kouchev, L. Bell
DOI: https://doi.org/10.3205/zma001742

Program development and initial experiences with the online class “Erste Hilfe Kasten – Allgemeinmedizin”
S. Seiler, F. Schelter, E. Nöfer, M. Roos
DOI: https://doi.org/10.3205/zma001741

Kurzbeitrag – Projekt

SiGerinn – interprofessional patient safety training in perinatal care: Concept and formative evaluation
K. Averdunk, J. Hammerschmidt, A. Klein, M. Weigl
DOI: https://doi.org/10.3205/zma001749

Simulative learning in the room of horror – a method to enhance patient safety in undergraduate nursing education
V. Hauff, L. Homann, A. Tannen
DOI: https://doi.org/10.3205/zma001743

Kommentar

Minimum requirements for scientific training in medical studies
J. Eckel, E. Sperk. W. Thiele, K. Schüttpelz-Brauns
DOI: https://doi.org/10.3205/zma001740

Literaturempfehlungen

von Beate Hespelein

1. Ausgabe der GMS JME 2025 erstmalig auf Publisso veröffentlicht

Literaturempfehlungen

Liebe JME-Interesierte und Leser,

die erste Ausgabe des Journal for Medical Education (JME) im Jahr 2025, das erste Mal auf der neuen Plattform Publisso, ist heute erschienen (Volume 42, Issue 1) – wie immer bilingual – auf Deutsch und auf Englisch.
Herzlicher Dank an alle Autor*innen, Reviewer*innen. die Herausgeber*innen und die Redaktion für Ihre Arbeit und herzlichen Glückwunsch an die Autor*innen zur Publikation.

Alle Artikel der aktuellen Ausgabe finden Sie / findet Ihr unten. Bei jedem Artikel ist die DOI entsprechend verlinkt, es kann also direkt losgeschmökert werden J

Und wie immer die Aufforderung: Teilen Sie die Publikationen, die Sie interessieren, gerne in den sozialen Medien. Bitte aber immer die engl. Zitationsweise wie unten angegeben verwenden.

Herzliche Grüße und wir wünschen Ihnen und Euch eine spannende Lektüre und viel Freude beim Lesen
Anja Härtl und Beate Hespelein

Was Sie in der aktuellen Ausgabe der JME (Volume 42, Issue 1) finden:

Editorial

Alternative evaluation methods in medical education
M. Wijnen-Meijer
DOI: https://doi.org/10.3205/zma001739

Nachruf

We bid farewell to Prof. Dr. med. Wolf Langewitz (27.10.1951-28.12.2024)
C. Kiessling, C. Bachmann, A. Benz, G. Fabry, A. Fröhmel, A. Härtl, L. Hempel, H.Hölzer, R. Kienle, H. Ortwein, B. Otto, T. Peters, S. Philipp, K. Rockenbauch, K. Schnabel, M. Sennekamp; GMA Committee for Communication and Social Competencies
DOI: https://doi.org/10.3205/zma001738

Forschungsarbeiten

Validation of the German form of Classroom-Community-Scale (CCS-D)
H. Knof, T. Shiozawa
DOI: https://doi.org/10.3205/zma001737

Simulated patients’ role-portrayal in the clinical skills part of the Swiss federal licensing exam is of high quality and improves further over time as measured with the FAIR-OSCE instrument
K.P. Schnabel, D. Bauer, F.M. Schmitz, T. Hitzblech, B.G. Brem
DOI: https://doi.org/10.3205/zma001736

Classroom teaching versus online teaching in physiology practical course – does this lead to different examination results?
T. Dreyer, S. Papadopoulos, R. Wiesner, Y. Karay
DOI: https://doi.org/10.3205/zma001732

Stress experience and coping strategies in medical studies – insights and a discussion of preventive measures
I. Warnken, S. Polujanski, T. Rotthoff, AK Schindler
DOI: https://doi.org/10.3205/zma001730

Medical students’ perception of supervision in MedUniVienna’s structured internal medicine and surgery clerkship program: Subject-specific differences and clerkship sequence effects
A. Hofhansl, G. Zlabinger, L. Bach, J. Röhrs, AM Meyer, A. Rieder, M. Wagner-Menghin
DOI: https://doi.org/10.3205/zma001729

There is no cheating death: A qualitative study of 4th year medical students’ confrontations with death in their medical curriculum
A. Rey, B. Cantin, R. Bonvin
DOI: https://doi.org/10.3205/zma001728

“Hold the retractor, that's it?” – A retrospective longitudinal evaluation-study of the surgery and the elective tertial in the practical year
A. Junga, D. Görlich, S. Scherzer, M. Schwarz, H. Schulze, B. Marschall, J.C. Becker
DOI: https://doi.org/10.3205/zma001727

Representation of gender and people of color among healthcare professionals in medical comics – a document analysis
C. Amin Parsa, J. Hirsch, K. Schüttpelz-Brauns
DOI:%20https://doi.org/10.3205/zma001726

Projektberichte

Evaluating the longitudinal effectiveness of a smoking cessation counselling course based on the 5A model for medical students in family medicine placement
J. Ruck, E. Tiedemann, J. Sudmann, A. Kübler, A. Simmenroth
DOI: https://doi.org/10.3205/zma001734

Stewards for Future: Piloting a medical undergraduate elective on antimicrobial stewardship
C. Papn, B. C. Gärtner, A. Simon, R. Müller, M.R. Fischer, D. Darici, S. L. Becker, K. Last, Bushuven
DOI: https://doi.org/10.3205/zma001733

Gewusst wie…. Beiträge

Training supported by simulated persons to promote the development of specific communication skills in advance care planning
K. Götze, S. Otten-Marré, B. Loupatatzis, J. in der Schmitten
DOI: https://doi.org/10.3205/zma001735

Reducing stress, strengthening resilience and self-care in medical students through Mind-Body Medicine (MBM)
B. Brinkhaus, B. Stöckigt, C.M. Witt, M. Ortiz, M. Herrmann, D. Adam, P. Vogelsänger
DOI: https://doi.org/10.3205/zma001731

Dank

Acknowledgement to the reviewers of GMS Journal for Medical Education
M.R. Fischer, G. Fabry
DOI: https://doi.org/10.3205/zma001725

Literaturempfehlungen

von Beate Hespelein

Issue 05/2024 (Themenheft Weiterbildung) online

Was Sie in der aktuellen Ausgabe der JME (Volume 41, Issue 5 = Themenheft Weiterbildung) finden (nach Schwerpunkt-Themen gegliedert):

Editorial

Postgraduate medical education in change: A long journey
E.K. Hennel, F. Fehr, M. Wijnen-Meijer, S. Harendza
DOI: https://doi.org/10.3205/zma001724

Specialty training regulation / Weiterbildungsordnung

Change in postgraduate medical education – how much didactic shaping is possible at all? A document analysis of the guideline regulations on specialty training 1992-2018 with a focus on surgery
S. Prediger, D. Rastetter, S. Harenda
DOI: https://doi.org/10.3205/zma001723

Factors influencing the length of postgraduate training and motives for choosing general practice as a specialty. Results of a cross-sectional study of general practitioners after completion of the specialist examination
M. Fink, I. Lotter, M. Sennekamp
DOI: https://doi.org/10.3205/zma001722

Physicians’ health / Ärztliche Gesundheit

Why is it so hard to improve physicians’ health? A qualitative interview study with senior physicians on mechanisms inherent in professional identity
H. Schulte, G. Lutz, C. Kiessling
DOI: https://doi.org/10.3205/zma001721

Curriculum development / Curriculumsentwicklung

Designing structured postgraduate training programs using agile methods
L.S. Hopf, K. Doerry, AK Grzybowski, K. Hermann, J. Johannsen, A. Stadlhofer, M. Krumm, F. van der Meer, K. Paul, N. Ramos Leal, A.C. Muntau, S.W. Gersting
DOI: https://doi.org/10.3205/zma001720

Development and implementation of a new part-time continuing education course in integrative oncology
S. Salomo, J. Hübner
DOI: https://doi.org/10.3205/zma001719

Competenc-based medical education / Kompetenzbasierte medizinische Ausbildung

Paediatric rotations in undergraduate medical education in Switzerland: Meeting students’ expectations and the goals of the competency-based learning catalogue PROFILES
L. Baumann, B. Latal, M. Seiler S. Kroiss Benninger
DOI: https://doi.org/10.3205/zma001718

Competency-based education – the reform of postgraduate medical training in Switzerland
F. Schwitz, M. Brodmann Maeder, E.K. Hennel
DOI: https://doi.org/10.3205/zma001717

Design, development and implementation of a national faculty development program to promote CBME in graduate medical education in Switzerland
A. Meienberg, M. Brodmann Maeder, W. Bauer, J. Breckwoldt
DOI: https://doi.org/10.3205/zma001716

Entrustable professional activities

Introduction entrustable professional activities for postgraduate medical training in Switzerland
S. Pinilla, W. Bauer, J. Breckwoldt, C.S. Burkhardt, E.K. Hennel, A.P. Marty, U. von Wartburg, M. Brodmann Maeder, S. Huwendiek
DOI: https://doi.org/10.3205/zma001715

Teaching methods / Lehrmethoden

HaKom – the Halle continuum as a postgraduate medial training curriculum, illustrated using the development and delivery of the ready for duty course
S. Jaspers, L. Bauer, L. Hempel, J. Achenbach, J. Bosch, C, Ludwig, M. Schwardt, B. Reufsteck, A. Siol, J. Steglich, D. Stoevesandt
DOI: https://doi.org/10.3205/zma001714

Pilot implementation of a sonography simulator in gynecological medical training and continuing education: A practical report
A. Röhle, MC Willemer, C. Birdir, K. Nitzsche
DOI: https://doi.org/10.3205/zma001713

Establishing an online training program for pedaitric surgery residents during and after the COVID-19 pandemic – lessons learnd
R. Gnatzy, B. Schwab-Eckhardt, A. Brunner, S. Drossard
DOI: https://doi.org/10.3205/zma001712

Teaching potential of interdisciplinary meetings on osteoarticular infections for orthopaedic residents: Insights from a French reference center (CRIOAC)
R. Samargandi, O. Abualross, M. Lacasse, LR. Le Nail, J. Berhouet
DOI: https://doi.org/10.3205/zma001711

Feedback

Perceptions of supervision and feedback in Paed.Compenda, the competency-based, post-graduate curriculum in paediatrics (www.paedcompenda.de)
I. Somm, M. Hajart, F. Fehr, C. Weiß-Becker
DOI: https://doi.org/10.3205/zma001710

Assessment / Prüfen

There is no “too small” for frequent workplace-based assessment: Differences between large and smal residency programs in anesthesia when using a mobile application to assess EPAs
T. Tessmann, A.P. Marty, D. Stricker, S. Huwendiek, J. Breckwoldt
DOI: https://doi.org/10.3205/zma001709

General medicine / Allgemeinmedizin

Starting postgraduate medical training in general practice with a rotation in general practice – a qualitative study on experiences and effects
C. Becker, S. Stengel, M. Roos, A. Altiner, S. Schwill
DOI: https://doi.org/10.3205/zma001708

Specialist training in general practice: Developments in social-legislation-based support – a data-driven introduction
S. Rass, C. Weber, B. Gibis
DOI: https://doi.org/10.3205/zma001707

Lateral entry into general practice – an explorative analysis of general practice trainees in the competence centre for postgraduate medical education Baden-Württemberg
J. Ko, K. Krug, C. Förster, T. Jähnig, M. Bischoff, C. Becker, S. Schwill
DOI: https://doi.org/10.3205/zma001706

Book review / Buchbesprechung

Hans-Dieter Klimm, Frank Peters-Klimm: Allgemeinmedizin: Der Mentor für die Facharztprüfung und für die allgemeinmedizinische ambulante Versorgung
L. Schumacher, M. Roos
DOI: https://doi.org/10.3205/zma001705