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Items: 1 to 20 of 240

1.

When strategy must follow structure….

Harendza S.

GMS J Med Educ. 2019 Aug 15;36(4):Doc47. doi: 10.3205/zma001255. eCollection 2019. No abstract available.

2.

Position of the advisory and executive board of the German Association for Medical Education (GMA) regarding the "masterplan for medical studies 2020".

German Association for Medical Education GMA, Advisory Board.

GMS J Med Educ. 2019 Aug 15;36(4):Doc46. doi: 10.3205/zma001254. eCollection 2019. No abstract available.

3.

The frequency of using certain feedback methods in the teaching of medicine: a survey of teachers at the medical faculties in Baden-Wurttemberg.

Kunz K, Burkert M, Heindl F, Schüttpelz-Brauns K, Giesler M.

GMS J Med Educ. 2019 Aug 15;36(4):Doc45. doi: 10.3205/zma001253. eCollection 2019.

4.

Longitudinal development of different dimensions of perfectionism in undergraduate medical students with respect to their medical school admission procedure.

Vogel D, Seeliger H, Harendza S.

GMS J Med Educ. 2019 Jul 15;36(4):Doc44. doi: 10.3205/zma001252. eCollection 2019.

5.

A causal model of critical thinking in a sample of Iranian medical students: associations with self-esteem, hardiness, and positive affect.

Faramarzi M, Khafri S.

GMS J Med Educ. 2019 Aug 15;36(4):Doc43. doi: 10.3205/zma001251. eCollection 2019.

6.

Implementation of online peer feedback for student self-reflection - first steps on the development of a feedback culture at a medical faculty.

Raski B, Eissner A, Gummersbach E, Wilm S, Hempel L, Dederichs M, Rotthoff T.

GMS J Med Educ. 2019 Aug 15;36(4):Doc42. doi: 10.3205/zma001250. eCollection 2019.

7.

What understanding of economics do medical students have?

Spura A, Werwick K, Robra BP, Stallmann C, March S, Ladebeck N, Braun-Dullaeus R, Stieger P.

GMS J Med Educ. 2019 Aug 15;36(4):Doc41. doi: 10.3205/zma001249. eCollection 2019.

8.

Quantifying the medical student learning curve for ECG rhythm strip interpretation using deliberate practice.

Waechter J, Reading D, Lee CH, Walker M.

GMS J Med Educ. 2019 Aug 15;36(4):Doc40. doi: 10.3205/zma001248. eCollection 2019.

9.

Why hand hygiene is not sufficient: modeling hygiene competence of clinical staff as a basis for its development and assessment.

Gartmeier M, Baumgartner M, Burgkart R, Heiniger S, Berberat PO.

GMS J Med Educ. 2019 Aug 15;36(4):Doc39. doi: 10.3205/zma001247. eCollection 2019.

10.

What reasons do final-year medical students give for choosing the hospitals for their clinical training phases? A quantitative content analysis.

Homberg A, Narciß E, Schüttpelz-Brauns K.

GMS J Med Educ. 2019 Aug 15;36(4):Doc38. doi: 10.3205/zma001246. eCollection 2019.

11.

Systematic review of the use of debates in health professions education - does it work?

Ang RX, Chew QH, Sum MY, Sengupta S, Sim K.

GMS J Med Educ. 2019 Aug 15;36(4):Doc37. doi: 10.3205/zma001245. eCollection 2019.

12.

Competence-based teaching and learning in the outpatient clinic: development of a clinical elective in ambulatory medicine.

Schimbeno V, Bosle C, Stegmeier-Petroianu A, Etminan N, Hoffmann K.

GMS J Med Educ. 2019 Aug 15;36(4):Doc36. doi: 10.3205/zma001244. eCollection 2019.

13.

Implementing MIA - Mannheim's interprofessional training ward: first evaluation results.

Mette M, Baur C, Hinrichs J, Oestreicher-Krebs E, Narciß E.

GMS J Med Educ. 2019 Aug 15;36(4):Doc35. doi: 10.3205/zma001243. eCollection 2019.

14.

Undergraduate ultrasound education at German-speaking medical faculties: a survey.

Wolf R, Geuthel N, Gnatzy F, Rotzoll D.

GMS J Med Educ. 2019 Aug 15;36(4):Doc34. doi: 10.3205/zma001242. eCollection 2019.

15.

Design and implementation of virtual patients for learning of clinical reasoning.

Huwendiek S.

GMS J Med Educ. 2019 Aug 15;36(4):Doc33. doi: 10.3205/zma001241. eCollection 2019.

16.

Improvement of patient orientation and patient safety in health care - from competency-based and interprofessional medical education to cross-sector care.

Jünger J, Nagel E.

GMS J Med Educ. 2019 May 16;36(3):Doc32. doi: 10.3205/zma001240. eCollection 2019. No abstract available.

17.

Minimum standards and development perspectives for the use of simulated patients - a position paper of the committee for simulated patients of the German Association for Medical Education.

Peters T, Sommer M, Fritz AH, Kursch A, Thrien C.

GMS J Med Educ. 2019 May 16;36(3):Doc31. doi: 10.3205/zma001239. eCollection 2019. No abstract available.

18.

Challenging cases during clinical clerkships beyond the domain of the "medical expert": an analysis of students' case vignettes.

Bächli P, Meindl-Fridez C, Weiss-Breckwoldt AN, Breckwoldt J.

GMS J Med Educ. 2019 May 16;36(3):Doc30. doi: 10.3205/zma001238. eCollection 2019.

19.

Student perception of the effect of problem familiarity on group discussion quality in a problem-based learning environment.

Abdalla ME, Eladl MA.

GMS J Med Educ. 2019 May 16;36(3):Doc29. doi: 10.3205/zma001237. eCollection 2019.

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