was Sie in der aktuellen Ausgabe der JME (Volume 43, Issue 3), dem Themenheft Professionelle Identitätsentwicklung in der Medizin, finden:

Editorial

Professional Identity Formation – important, complex, and dynamic
P.O. Berberat, S. Michl, J. Schildmann, G. Fabry
DOI: https://doi.org/10.3205/zma001836

Forschungsarbeiten

“It was clear to me that nothing else would make me happy” – a qualitative, type-building interview study on meaningfulness and motivation in medical studies at two medical faculties
F. Albrecht, C. Kiessling, G. Atzeni, P.O. Berberat, P. Matcau, G. Lutz DOI: https://doi.org/10.3205/zma001835

Development and psychometric evaluation of an instrument for medical students’ self-assessment of professionalism: Reliability, content, and construct validity of the MediProf questionnaire
L. Fey, S.A. Tsikas, S. Meissner, A. Hesse, K. Afshar
DOI: https://doi.org/10.3205/zma001834

Maturitas: Development and implementation of a longitudinal curriculum to foster Professional Identity Formation at the medical faculty of the University of Augsburg
S. Drossard, S. Schuh, F. Gerheuser, I. Warnken, B. Schöningh, A. Härtl
DOI: https://doi.org/10.3205/zma001833

A bio-psycho-socio-planetary model of health and Iris Marion Young’s concept of responsibility as foundation for a medical ethos during environmental crises
V. Wild
DOI: https://doi.org/10.3205/zma001831

Moral development in personal and professional identity formation: Longitudinal impact of teaching the role of medicine during the Holocaust in health professions education
H.S. Wald, M.S. Riesen, C. Kiessling
DOI: https://doi.org/10.3205/zma001830

Professional Identity Formation in medical education and training – a discursive determination of the term in German-speaking contexts
K. Schick, K. Kuehlmeyer, B. Jömann, M. Schumm, S. Mathes, A. Homberg
DOI: https://doi.org/10.3205/zma001829

Professional identity formation (PIF) – What has NKLM 2.0 to say about it? A workshop report
A. Ahles, S. Apondo, P.O. Berberat, B. Jömann, R. Kienle, C. Kiessling, D. Mauer, G. Fabry
DOI: https://doi.org/10.3205/zma001828

Übersichtsarbeiten

Definitions of professional identity formation. A review of the literature and conceptual analysis
M. Schumm, A. Kremling, P.O. Berberat, J. Schildmann, C. Vogel
DOI: https://doi.org/10.3205/zma001827

Projektberichte

Professional Identity Formation in the model curriculum of human medicine in Oldenburg – a longitudinal approach
K. Gehlhar, M. Ankele, I. Aits, A. Dehlfing, M. Ennen
DOI: https://doi.org/10.3205/zma001832

Physician’s role(s): Conceptual redesign and implementation of the lecture series “Introduction to clinical medicine” for the promotion of professional identity formation based on the physician’s roles of the CanMEDS framework
M. Schumm, S. Apondo, A. Schneider, P.O. Berberat
DOI: https://doi.org/10.3205/zma001826

“Well advised” – Simulation of an ethical case consultation with students of evidence-based nursing, midwifery, and human medicine as part of an interprofessional education course
C. Vogel, J. Schildmann, S. Sommerlatte, E. Schmidt
DOI: https://doi.org/10.3205/zma001825

Promoting professional identity through peer support during studies: A report on the peer support in medical education project
I. Warnken, A.K. Schindler, D. Hinzmann, A. Igl, T. Rotthoff
DOI: https://doi.org/10.3205/zma001824

Dealing with dilemmas in daily clinical practice: The development and evaluation of the seminar “suddenly, at the hospital” aimed at promoting professional identity formation in the final practical year of undergraduate medical education
K. Schick, V. Kantenwein, M. Schumm, T. Bertram, M.C. Fritzsche, N. Sapoutzis, C. Holzmann-Littig, M. Wijnen-Meijer
DOI: https://doi.org/10.3205/zma001823

die zweite Ausgabe des Journal for Medical Education (JME) im Jahr 2026, ist heute erschienen (Volume 43, 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.

Was Sie in der aktuellen Ausgabe der JME (Volume 43, Issue 2) finden:

Editorial

Motivation: Not as easy as it seems
M. Wijnen-Meijer
DOI: https://doi.org/10.3205/zma001822

Forschungsarbeiten

Interprofessional education in healthcare professions – implementation status and preferences from the perspective of teaching staff
J.N. Vogel, A. Babner, M. Müller
DOI: https://doi.org/10.3205/zma001814

Seeds of change: First assessment of an interprofessional training for medical and nursing students through INITIAL („INnovative InTerprofessIonAl Learning in primary care“): a mixed-method evaluation
Mauch, J. Kauffmann, M. Berger, C. Mahler, N. Röhrig, H. Fuhr, F. Schalhorn, R. Koch, O. Fritze, S. Schrempf, H. Sturm
DOI: https://doi.org/10.3205/zma001813

Development of a standardized role script template for simulated participant scenarios – results of a multi-step consensus process in the German-speaking countries
Peters, D. Bauer, A.H. Fritz, S. Hahn, L. Hempel, L. Reck, M. Reicherts, A. Schönbauer, R. Strohmer, C. Thrien, M. Weber, A. Zimmermann, E. Pippel
DOI: https://doi.org/10.3205/zma001812

Empathy study Cologne: A cross-sectional analysis exploring empathy in German dental students
Deeg, C.J. Serwe, N. Spiekermann, E. Brock-Midding, N. Frenzel Baudisch, C.M. Schoppmeier, A.G. Barbe, M.J. Wicht
DOI: https://doi.org/10.3205/zma001811

Smiling and first impressions in ad hoc entrustment decisions: An avatar-based simulation study
Bauermann, A.-K. Schindler, M. Kuchenbaur, J. Rühl, P. Reinert, M. Kunz, S. Friedrich-Welz, E. André, T. Rotthoff
DOI: https://doi.org/10.3205/zma001810

Optimization of descriptors and cross-references across the different versions of the German National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM)
Rech, J. Jennebach, M.R. Fischer, F. Balzer, F. Sugiharto, M. Dittmar, V. Wyszynski, O. Fritze, S. Drees, O. Ahlers
DOI: https://doi.org/10.3205/zma001809

Übersichtsarbeiten

Interprofessional continuing education in health professions – a scoping review of framework conditions, design processes and evaluation designs
Wesselborg, I. Knepperges, N. von den Driesch, M. Schäfer, A. Stephan
DOI: https://doi.org/10.3205/zma001815

Projektberichte

Development of a digital application to train and debrief situational awareness in interprofessional teams: A simulation-based approach to mitigate patient safety hazards with a virtual room of error
Spielmann, M. Ebinger, C. Jaki
DOI: https://doi.org/10.3205/zma001818

Career planning for specialist medical training through network structures: a successful model in times of medical workforce shortages?
Thanner, R. Meyer, E.B. Schmidt, R. Hornung
DOI: https://doi.org/10.3205/zma001817

Kurzbeitrag – Forschungsarbeit

Representation of different skin colors in German nursing textbooks
V.M. Nagata, N. Ohde, J. Kotter
DOI: https://doi.org/10.3205/zma001819

Positionspapier

Position paper on the existing selection procedure in Germany for the degree program human medicine – interim evaluation after four years. Position paper of the student selection (ASA) in the DACH Association for Medical Education (GMA)
Müller-Hilke, K. Gelhar
DOI: https://doi.org/10.3205/zma001820

Gute Ideen für die Lehre

Good ideas for teaching: Interprofessional day – an educational event for medicine and the allied health professions at the University of Lübeck
Minow, J. Barth, J. Westermann
DOI: https://doi.org/10.3205/zma001816

Nachruf

Obituary Prof. Winfried Kahlke, born December 30, 1932, died May 1, 2025
I. Wulff
DOI: https://doi.org/10.3205/zma001808

Dank an die Gutachter

Acknowledgement to the reviewers of GMS Journal for Medical Education
M.R. Fischer, G. Fabry
DOI: https://doi.org/10.3205/zma001821

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 43, Issue 1) finden:

Editorial

The diversity of educational research in the health professions: more opportunities than challenges
K. Schüttpelz-Brauns, J. Matthes, S. Schauber, M. Wagner-Menghin
DOI: https://doi.org/10.3205/zma001807

Forschungsarbeiten

What is medical education research? An analysis and definition of subjects, objectives and types of research based on articles that have undergone a peer review process
K. Schüttpelz-Brauns, A. Schneider, G. Fabry, J. Matthes, M. Himmelbauer, B. Buss,Giesler
DOI: https://doi.org/10.3205/zma001806

Developing recommendations on ethical aspects affecting studies in health professions education research
J. Hirsch, M. Giesler, J. Matthes, A. Homberg, M. Himmelbauer, D. Bauer, M. Boeker, Schüttpelz-Brauns
DOI: https://doi.org/10.3205/zma001795

Übersichtsarbeiten

Evidence-based teaching: The examination and use of psychological theories in medical education research using the example of cognitive load theory
H. Paridon
DOI: https://doi.org/10.3205/zma001805

Gewusst wie….

How do I develop a psychological test or questionnaire?
M. Giesler, G. Fabry
DOI: https://doi.org/10.3205/zma001803

How to design a Q-sample: A seven-step approach based on interview data
J. Jedlicska, S. Lichtenberg, P.O. Berberat, K. Schick
DOI: https://doi.org/10.3205/zma001802

Researching teaching-learning concepts in the health professions using document analyses?
J.-H. Ortloff, M. Fiedler, N. Boelmann, D. Schmitz
DOI: https://doi.org/10.3205/zma001801

Conducting Delphi surveys in medical education research
A. Homberg
DOI: https://doi.org/10.3205/zma001800

The research program subjective theories: A methodological concept for a wide range of applications
P. N. Gadewoltz
DOI: https://doi.org/10.3205/zma001799

Kommentare

Reflecting on philosophies of medical education science
R. H. Ellaway
DOI: https://doi.org/10.3205/zma001804

An educational psychology perspective on health sciences education research
E. Steinberg, M. Stadler
DOI: https://doi.org/10.3205/zma001798

Patient-related outcome measures in medical education research
M. Wijnen-Meijer, J. Norcini
DOI: https://doi.org/10.3205/zma001797

Co-creation in health professions education: Triangulating perspectives and processes for deeper insights
R. Al-Bualy, S. Suliman, C.A. de Mortier, N. J. Hancock, M. Z. Iqbal, T. Mathew, J. Sriranga, A. P. Susilo, K. D. Könings
DOI: https://doi.org/10.3205/zma001796

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 5) finden:

Editorial

“Biggs bang” – when alignment truly ignites
T. Rotthoff
DOI: https://doi.org/10.3205/zma001794

Forschungsarbeiten

Multisource feedback in residency training: A quantitative study to investigate the feedback conversation E.K. Hennel, F.-M. Lahner, N. Zweifel, S. Harendza, K. Neuhaus, S. Huwendiek
DOI: https://doi.org/10.3205/zma001791

The influence of real-time feedback on the quality of resuscitation: A prospective study comparing bystanders, paramedic course participants, and emergency physician trainees
S.-K. Krispin, A. Hasse-Fieltitz, G. Spalding, J. Steigerwald, L. Trenkmann
DOI: https://doi.org/10.3205/zma001790

Interprofessional learning in the topical workshops at the Universität zu Lübeck – a qualitative study
Jacob, K. Lüdtke, K. Röse
DOI: https://doi.org/10.3205/zma001788

Current use of virtual reality in medical education in Germany, Austria, and Switzerland: Results of an online survey among medical faculties
J.-C. Willemer, M. Meyerheim, M. Mergen, H. Schulze, T.J. Eiler, L. Mayer, B.F.M. Romeike, O. Hätscher, R. Speidel, A. Junga
DOI: https://doi.org/10.3205/zma001785

Übersichtsarbeiten

The second victim phenomenon in medical education: Development of learning objectives based on the National Competency-based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM)
Bexten, J.C. Kubitz, A. Kamphausen, R. Strametz
DOI: https://doi.org/10.3205/zma001786

Projektberichte

“You’re a trainee telling your consultant to hold their question until later“: Using a resident-led faculty development workshop to explore trainee-consultant expertise role-reversal
B.B. Preti, C.P. Browne, M.S. Sanatani, C.J. Watling
DOI: https://doi.org/10.3205/zma001789

SHAPED – Swiss Health Alliance for Interprofessional Education: A project report on the student-led development and implementation of intra- and extracurricular interprofessional learning activities
Büsser, C. Zweifel, J. Bühler, F. Hess, C. Zürcher, F. Mulder
DOI: https://doi.org/10.3205/zma001787

Development and evaluation of the SimArena Magdeburg (SAM): A randomized controlled trial of the impact of a low-cost 180° simulation arena for emergency medical simulation training on stress perception and the associated resuscitation quality in medical students
Leschowski, H. Brinkema, S. Darius, J. Wolter, I. Böckelmann, K. Borucki, D. Sauer, R.C. Braun-Dullaeus
DOI: https://doi.org/10.3205/zma001784

The science module in the MHH’s model curriculum – development, implementation, results
Paulmann, M. Mikuteit, I. Just, Naomi Karmann, S. Steffens
DOI: https://doi.org/10.3205/zma001783

Promoting technical and methodological competencies in medical-oriented engineering degree courses by building digital transmitted-light and holographic microscopes: A pilot project
Hanshans, F. Burkhardt
DOI: https://doi.org/10.3205/zma001782

Kurzbeitrag

Accreditation and qualification of primary care teaching practices in Germany – a nationwide online survey of universities
Gehrke-Beck, I. Kitte, I. Streitlein-Böhme, T. Deutsch, I. Demmer, Maryna, Gornostayeva, Ralf Jendyk DOI: https://doi.org/10.3205/zma001780

Gewusst wie…

Four “teachable moments” for “planetary health” or how to integrate sustainable healthcare topics into clinical courses in family medicine for undergraduate medical students
T. Hatziisyaak, O. Pasche, A. Plate, B. Pedrazzini, L. Gabutti, A. Rieder; SAFMED Teaching Group (Swiss Academy for Family Medicine)
DOI: https://doi.org/10.3205/zma001781

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

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

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

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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 4^th 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

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

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.

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 41, Issue 4) finden:

Editorial

The pedagogical relationship in medical education and training: A critical analysis
E. Matthes, T. Rotthoff
DOI: https://doi.org/10.3205/zma001704

Positionspapiere

Recommendations for reviewing manuscripts of the article types project report and how to for the GMS Journal for Medical Education
K. Schüttpelz-Brauns, A. Homberg, M. Giesler, A. Schneider, P. Gadewoltz, M. Boeker, A. Möltner, J. Matthes
DOI: https://doi.org/10.3205/zma001691

Forschungsarbeiten

Student supervision by trainee doctors in GP teaching practices: Win-win situation or additional burden? An interview study on current practices and acceptance
S. Gehrke-Beck, U. Sonntag, T. Schubert, M. Madzharov, B. Huenges
DOI: https://doi.org/10.3205/zma001701

Insights into the meaning of medical students' studies. An online survey at two medical faculties
F. Albrecht, G. Lutz, G. Atzeni, P.O. Berberat, P. Matcau, N. Jedlicska, C. Kiessling
DOI: https://doi.org/10.3205/zma001700

“Do you smoke?” – content and linguistic analysis of students’ substance histories in simulated patient interviews
H. Wittmann, S. Prediger, S. Harendza
DOI: https://doi.org/10.3205/zma001698

Self-directed learning in post-graduate medical education: Self-judgement and supervisor judgement of competence development in Austrian nine-month basic training
G. Khünl-Brady-Ertl, R. Oeser, B. Seemann-Hlawati, K. Varga, M. Wagner-Menghin
DOI: https://doi.org/10.3205/zma001697

Attitudinal changes of undergraduate students learning online interprofessional education for patient safety: comparative evaluation of an online program using the DID method
S. Nozaki, T. Makino, B. Lee, H. Matsui, E. Sato, H. Shinozaki, H. Watanabe
DOI: https://doi.org/10.3205/zma001696

EYE-ECG: An RCT of the influence of student characteristics and expert eye-tracking videos with cued retrospective reporting on students’ ECG interpretation skills
A.D. Scherff, S. Kääb, M.R. Fischer, M. Berndt
DOI: https://doi.org/10.3205/zma001695

Projektarbeiten

Professional development of medical students – piloting a longitudinal curriculum at Jena University Hospital (LongProf)
K. Schmidt, K. Siller, J. Rißmann, M. Andlauer, J. Feustel, F. Klein, I. Petruschke, L. Wagner, S. Schulz
DOI: https://doi.org/10.3205/zma001699

“Powerful placebo”: A teaching and learning concept addressing placebo and nocebo effects in competency-based communication training
H. Öhlmann, A. Icenhour, S. Elsenbruch, S. Benson
DOI: https://doi.org/10.3205/zma001693

Scientific skills in health services research - knowledge, utilization and needs for continuing education among staff at the University Hospital Tübingen
H. Richter, A. Herrmann, E. Piontkowski, S. Joos, D. Häske, M.A. Rieger
DOI: https://doi.org/10.3205/zma001692

Kommentare

Intervention skills – a neglected field of research in medical education and beyond
C. Richters, R. Schmidmaier, V. Popov, J. Schredelseker, F. Fischer, M.R. Fischer
DOI: https://doi.org/10.3205/zma001703

Legal aspects of generative artificial intelligence and large language models in examinations and theses
M. März, M. Himmelbauer, K. Boldt, A. Oksche
DOI: https://doi.org/10.3205/zma001702

Buchbesprechung

Michel Wensing, Charlotte Ullrich, editors: Foundation of Health Services Research. Principles, Methods, and Topics
E. Schmidt
DOI: https://doi.org/10.3205/zma001690

Und wie immer die Aufforderung: Teilen Sie die Publikationen, die Sie interessieren, gerne in den sozialen Medien.

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 41, Issue 3) finden:

Editorial

Beliefs for successful feedback communication
M. Wagner-Menghin
DOI: https://doi.org/10.3205/zma001689

Positionspapiere

Academic education of midwives in Germany (part 1): Requirements for bachelor of science programmes in midwifery education. Position paper of the Midwifery Science Committee (AHW) in the DACH Association for Medical Education (GMA)
C.F. Plappert, N.H. Bauer, K. Dietze-Schwonberg, M. Grieshop, A. Kluge-Bischoff, BC Zyriax, S. Striebich
DOI: https://doi.org/10.3205/zma001688

Academic training of midwives in Germany (part 2): Opportunities and challenges for the further development of the profession of midwifery. Position paper of the Midwifery Science Committee (AHW) in the DACH Association for Medical Education (GMA)
S. Striebich, N.H. Bauer, K. Dietze-Schwonberg, M. Grieshop, A. Kluge-Bischoff, BC Zyriax, C.F. Plappert
DOI: https://doi.org/10.3205/zma001687

Forschungsarbeiten

Status quo of interprofessional education for midwifery and medical students in Germany, Austria, and Switzerland
M.L. Juschka, C.J. Agricola, F.A. Neumann, S. Mohr, BC Zyriax
DOI: https://doi.org/10.3205/zma001686

Measuring personal characteristics in applicants to German medical schools: Piloting an online Situational Judgement Test with an open-ended response format
M. Knorr, I. Mielke, D. Amelung, M. Safari, O.R. Gröne, S.M. Beil, A. MacIntosh
DOI: https://doi.org/10.3205/zma001685

Medical studies at the University of Freiburg in retrospect - study conditions, study quality and skills acquisition from the perspective of graduates
K. Kunz, H. Köpper
DOI: https://doi.org/10.3205/zma001684

Surgical experiences of final-year undergraduates and the impact on their career aspiration stratified by sex/gender
A. Homberg, E. Narciß, U. Obertacke, K. Schüttpelz-Brauns
DOI: https://doi.org/10.3205/zma001683

Palliative care education and knowledge transfer into practice – a multicenter survey among medical students and resident physicians in Germany using a mixed-methods design
MC Dronia, K. Dillen, F. Elsner, M. Schallenburger, M. Neukirchen, A. Hagemeier, Hamacher, A. Doll, R. Voltz, H. Golla
DOI: https://doi.org/10.3205/zma001682

Projektarbeiten

Communication skills of medical students: Evaluation of a new communication curriculum at the University of Augsburg
G. Zerbini, P. Reicherts, M. Reicherts, N. Roob, P. Schneider, A. Dankert, SK Greiner, Kadmon, V. Lechner, M. Roos, M. Schimmel, W. Strube, S. Temizel, L. Uhrmacher, M. Kunz
DOI: https://doi.org/10.3205/zma001681

Gute Ideen für die Lehre

Good ideas for teaching: Design and implementation of the communication workshop “me as team member” for third-year medical students
A. Minnow, K. Gandras, J. Wagner, J. Westermann
DOI: https://doi.org/10.3205/zma001680

Buchbesprechung

Claudia Schlegel, editor: OSCE – Kompetenzorientiert Prüfen in der Pflegeausbildung
E. Pippel
DOI: https://doi.org/10.3205/zma001679

die zweite Ausgabe des Journal for Medical Education (JME) im Jahr 2024 ist heute erschienen (Volume 41, 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.

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 41, Issue 2) finden:

Editorial

Interprofessional education in medicine
M. Wijnen-Meijer
DOI: https://doi.org/10.3205/zma001678

Forschungsarbeiten
Encouraging medical students to become surgeons? Impact of psychological and surgical factors on career choice at medical school
S. Brügge, V. Günther, I. Cascorbi, N. Maass, Z. Ruchay, M.R. Fischer, J. Huber, I Alkatout
DOI: https://doi.org/10.3205/zma001676

What do the teachers want? A targeted needs assessment survey for prospective didactic training of psychiatry medical educators
F. Baessler, A. Zafar, K. Koelkebeck, T. Frodl, J. Signerski-Krieger, S. Pinilla, G.M. Barth, Jannowitz, S. Speerforck, D. Roesch-Ely, I. Kluge, M. Aust, J. Utz, G.-M. Kersten, P. Spitzer
DOI: https://doi.org/10.3205/zma001673

Qualitative expert evaluation of an educational intervention outline aimed at developing a shared understanding of cross-border healthcare
J. Beuken, M.E. Bouwmans, D.H. Dolmans, M.F. Hoven, D.M. Verstegen,
DOI: https://doi.org/10.3205/zma001672

Übersichtsarbeit

The level and determinants of empathy among medical students from Arabic speaking countries: A systematic review
S. Benmaamar, H. Bourkhime, I. El Harch, K. El Rhazi
DOI: https://doi.org/10.3205/zma001670

Projektarbeiten

Planning, implementation and revision of the longitudinal scientific curriculum at the Medical School Brandenburg
J. Schendzielorz, P. Jaehn, C. Holmberg
DOI: https://doi.org/10.3205/zma001671

Development and evaluation of three-dimensional transfers to depict skin conditions in simulation-based education
K.P. Schnabel, A.C. Lörwald, H. Beltraminelli, M. Germano, B.G. Brem, S. Wüst, D. Bauer
DOI: https://doi.org/10.3205/zma001669

Positionspapier

Position statement of the GMA committee “teaching evaluation”
N. Haverkamp, J. Barth, D. Schmidt, U. Dahmen, O. Keis, T. Raupach
DOI: https://doi.org/10.3205/zma001674

Gewusst wie….

Crafting medical MCQs with generative AI: A how-to guide on leveraging ChatGPT
M. Stadler, A. Horrer, M.R. Fischer DOI: https://doi.org/10.3205/zma001675

Kommentar

Position paper on postgraduate medical education on the occasion of hospital reform – postgraduate medical education must be considered. A joint position paper by Bündnis Junge Ärztinnen und Ärze and AG Junge Gastroenterologie oft h DGVS as well as the Young DGN
E.G. Hahn
DOI: https://doi.org/10.3205/zma001677

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.

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 41, Issue 1) finden:

Editorial

Dealing with uncertainty
S. Harendza
DOI: https://doi.org/10.3205/zma001668

Forschungsarbeiten

Development of a strategy for the expansion of online teaching at the university of Würzburg based on the experiences of lecturers and students in the pandemic years 2020/21
L.M. Kühl, N.L. Zerban, E. Tiedemann, S. König
DOI: https://doi.org/10.3205/zma001667

Neuroenhancement and mental health in students from four faculties. A cross-sectional questionnaire study
M. Hajduk, E. Tiedemann, M. Romanos, A. Simmenroth
DOI: https://doi.org/10.3205/zma001664

On the correlation between gratitude and resilience in medical students
N. Hahn, P. Brzoska, C. Kiessling
DOI: https://doi.org/10.3205/zma001663

Comparison of empathy profiles of medical students at the start and in the advanced clinical phase of their training
S. Schrötter, B. Müller, P. Kropp
DOI: https://doi.org/10.3205/zma001662

Career and life planning in the context of the postgraduate medical training – current challenges and opportunities
S. Oberberg, E. Enax-Krumova, C. Kruppa, C. Meyer-Frießem, R. Denz, A. Funhoff, Behrens, D. Berres, V. Fortmeier, D. Sträter, J. Strotmann, M. von Glinski
DOI: https://doi.org/10.3205/zma001653

Infection prevention in medical education – results of a descriptive cross-sectional study in Germany
P.-D. Tingelhoff, F. Hufert, C. Kiessling, B. Otto
DOI: https://doi.org/10.3205/zma001659

Übersichtsarbeit

The impact of COVID-19 on medical students
W. Wang, G. Li, J. Lei
DOI: https://doi.org/10.3205/zma001665

Projektarbeiten

Development and implementation of digital peer mentoring in small groups for first-year medical students
S. Drossard, A. Härtl
DOI: https://doi.org/10.3205/zma001666

“It is great what we have learned from each other!” – Bedside teaching in interprofessional small groups using the example of Parksinon’s
C. Schneider, P. Anders, T. Rotthoff
DOI: https://doi.org/10.3205/zma001661

Kommentar

On including assessments in the calculation of teaching loads
V. Fischer
DOI: https://doi.org/10.3205/zma001658

Buchbesprechung

Christian Jassoy, Jens-Karl Eilers, Andreas Sönnichsen: Wissenschaftskompetenz in der Medizin
V. Paulmann
DOI: https://doi.org/10.3205/zma001657

Danksagung

Acknowledgement tot he reviewers of GMS Journal for Medical Education
M.R. Fischer, G. Fabry
DOI: https://doi.org/10.3205/zma001656

es ist soweit, die sechste und letzte Ausgabe des Journal for Medical Education (JME) im Jahr 2023 ist heute erschienen (Volume 40, Issue 6) – 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.

Sonnige 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 40, Issue 6) finden:

Editorial

(An) Insight into didactics in the health professions
U. Walkenhorst
DOI: https://doi.org/10.3205/zma001655

Forschungsarbeiten

First steps of learning analytics in a blended learning general practice curriculum at Saarland University – a quantitative approach
H. Junge,m K. Schuster, A. Salzmann, S. Volz-Wilems, J. Jäger, F. Dupont
DOI: https://doi.org/10.3205/zma001653

The role of research competence as an influencing factor for the careers of young academics. Findings and implications from studies on doctorates in medicine and life sciences in Germany
N. Epstein, J. Eberle, J. Meuleners, D. Lachmann, S. Heuser, S. Herzig, B. Neuhaus, M.R. Fischer
DOI: https://doi.org/10.3205/zma001652

Does prior knowledge affect interaction dynamics and learning achievement in digital problem-based learning? A pilot study
M. Möser, R. Hermkes, N. Filmann, S.Y. Harsch, S. Rüttermann, S. Gerhard-Szép
DOI: https://doi.org/10.3205/zma001651

Projektarbeiten

German first-year medical students’ expectations of their professional life – concerns and hopes: A project report
K. Schmidt-Bäse, J. Huber, M.R. Fischer, M. Wijnen-Meijer
DOI: https://doi.org/10.3205/zma001654

Evaluation of the National Competence Based Catalogue of Learning Objectives (NKLM 2.0) for undergraduate medical education at the Medical School Hannover
M. Mikuteit, I. Just, S. Steffens
DOI: https://doi.org/10.3205/zma001650

Resilience status of dental students and derived training needs and interventions to promote resilience
M.T. Schwitters, J. Kiesewetter
DOI: https://doi.org/10.3205/zma001649

Kurzbeitrag - Forschungsarbeit

Extent and types of gender-based discrimination against female medical students and physicians at five university hospitals in Germany – results of an online survey
Tameling, M. Lohöfener, J. Bereznai, T.P. Anh Tran, M. Ritter, M. Boos
DOI: https://doi.org/10.3205/zma001648

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.

Sonnige 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 40, Issue 5) finden:

Editorial

Advantages of learning objectives and the National Competence-based Catalogue of Learning Objectives
M. Wijnen-Meijer
DOI: https://doi.org/10.3205/zma001647

Forschungsarbeiten

Effects of the alternative medical curriculum at the Hannover Medical School on length of study and academic success
S.A .Tsikas, V. Fischer
DOI: https://doi.org/10.3205/zma001646

Effects of the alternative medical curriculum at the Hannover Medical School on length of study and academic success
L. Dahmen, M. Linke, A. Schneider, S.J. Kühl
DOI: https://doi.org/10.3205/zma001645

A comparison of commercially available synthetic skin substitutes for surgical simulation training
L. Awad, B.J. Langridge, F.H.K. Jeon, E. Bollen, P.E.M. Butler
DOI: https://doi.org/10.3205/zma001644

The association between quality of connections and diagnostic accuracy in student-generated concept maps for clinical reasoning education with virtual patients
A.A. Kononowicz, D. Torre, S. Górski, M. Nowakowski, I. Hege
DOI: https://doi.org/10.3205/zma001643

Webcam-based eye-tracking to measure visual expertise of medical students during online histology training
D. Darici, C. Reissner, M. Missler
DOI: https://doi.org/10.3205/zma001642

Tablet-based versus presentation-based seminars in radiology: Effects of student digital affinity and teacher charisma on didactic quality
S. Weigel, J. Backhaus, J.-P. Grunz, A. S. Kunz, T. A. Bley, S. König
DOI: https://doi.org/10.3205/zma001641

Projektarbeiten

Community-supported teaching on the topic of transgender identity in undergraduate medical education – a pilot project
M. Besse, J. Signerski-Krieger, H. Engelmann, N. Fink, I. Methfessel, M. Belz
DOI: https://doi.org/10.3205/zma001640

Explaining the health system in a practical way – the use of a simulation game in medical sociology teaching
K. Götz
DOI: https://doi.org/10.3205/zma001639

Buchbesprechungen

Götz Fabry: Medizindidaktik – Für eine kompetenzorientierte, praxisrelevante und wissenschaftlich fundierte Ausbildung
A. Homberg
DOI: https://doi.org/10.3205/zma001638

Jost Steinhäuser: Telemedizin und eHealth. Das Wichtigste für Ärztinnen und Ärzte aller Fachrichtungen
C. Vajda
DOI: https://doi.org/10.3205/zma001637

Was Sie in der aktuellen Ausgabe der JME (Volume 40, Issue 4) finden:

Editorial

Generative AI (gAI) in medical education: chat-GPT and co
S. Moritz, B. Romeike, C. Stosch, D. Tolks
DOI: https://doi.org/10.3205/zma001636

Forschungsarbeiten

Objective and subjective consequences of pandemic-related study program changes for the perception of the practical year – a comparison of medical students in Germany with and without a second state examination
M. Gisi, V. Ferrari, F. Dubon, M. R. Fischer, M. Angstwurm, M. Berndt
DOI: https://doi.org/10.3205/zma001635

Factors promoting willingness to practice medicine in rural regions and awareness of rural regions in the university’s catchment area – cross-sectional survey among medical students in Central Germany
C. Brütting, S. Hergert, F. Bauch, M. Nafziger, A. Klingenberg, T. Deutsch, T. Frese
DOI: https://doi.org/10.3205/zma001634

What motivates GPs to train medical students in their own practice? A questionnaire survey on the motivation of medical practices to train students as an approach to acquire training practices
L. Daunert, S. Schulz, T. Lehmann, J. Bleidorn, I. Petruschke
DOI: https://doi.org/10.3205/zma001633

Are live lectures a discontinued model? A survey on the influence of synchronous online lecturing on the perception of teaching and assessment outcome
J. Osten, V. Behrens, S. Behrens, A. Herrler, T. Clarner
DOI: https://doi.org/10.3205/zma001632

Which digital learning strategies do undergraduate dentistry students favor? A questionnaire survey at a German university
A. B. Kruse, M. Isailov-Schöchlin, M. Giesler, P. Ratka-Krüger
DOI: https://doi.org/10.3205/zma001631

Learning surgical knot tying and suturing technique – effects of different forms of training in a controlled randomized trial with dental student
S. Dasci, H. Schrem, F. Oldhafer, O. Beetz, D. Kleine-Döpke, F. Vondran, J. Beneke, A. Sarisin, W. Ramackers
DOI: https://doi.org/10.3205/zma001630

Successful implementation of a rater training program for medical students to evaluate simulated pediatric emergencies
N. Mand, T. Stibane, H. Sitter, R. F. Maier, A. Leonhardt
DOI: https://doi.org/10.3205/zma001629

The influence of patient-centered teaching on medical students’ stigmatization of the mentally ill
A. Hopp, S. Dechering, S. Wilm, M. Pressentin, T. Müller, P. Richter, R. Schäfer, M. Franz, A. Karger
DOI: https://doi.org/10.3205/zma001628

Gender medicine teaching increases medical students’ gender awareness: results of a quantitative survey
L. Wortmann, L. Haarmann, A. Yeboah, E. Kalbe
DOI: https://doi.org/10.3205/zma001627

Dog assisted education in children with rheumatic diseases and adolescents with chronic pain in Germany
J. Kiesewetter, N. Herbach, I. Landes, J. Mayer, V. Elgner, K. Orle, A. Grunow, R. Langkau, C. Gratzer, A. F. Jansson
DOI: https://doi.org/10.3205/zma001626

Gewusst wie…

Development of an interactive elective “altered anatomy” for students as part of the Z-curriculum according to the NKLM 2.0
K. Koch, B. Hirt, T. Shiozawa-Bayer, A. Köningsrainer, S. Fusco, D. Wichmann
DOI: https://doi.org/10.3205/zma001625

Empfehlungen / Positionspapiere

Competence-based catalog of learning objectives for the subject area of quality management in medical studies – position paper of the working group Quality Management in Education, Training and Continuing Education of the Society for Quality Management in Health Care (GQMG)
Vogeser, K. Börchers, J. James, J. Koch, D. Kurscheid-Reich, S. Kuske, B. Pietsch, S. Zillich
DOI: https://doi.org/10.3205/zma001624

Buchbesprechungen

Jan Stöhlmacher: Damit Vertrauen im Sprechzimmer gelingt: Ein persönlicher Wegweiser für Patienten und ihre Angehörig
W. Angstwurm
DOI: https://doi.org/10.3205/zma001623

Joachim Küchenhoff, Martin Teising: Sich selbst töten mit Hilfe Anderer. Kritische Perspektiven auf den assistierten Suizid
L. Wagner
DOI: https://doi.org/10.3205/zma001622

Was Sie in der aktuellen Ausgabe der JME (Volume 40, Issue 3) finden:

Editorial

The climate crisis and planetary health in teaching
C. Nikendei, S. Kühl, T.J. Bugaj
DOI: https://doi.org/10.3205/zma001621

Forschungsarbeiten

Integrating climate change and health topics into the medical curriculum – a quantitative needs assessment of medical students at Heidelberg University in Germany
L. Rybol, J. Nieder, D. Amelung, H. Hachad, R. Sauerborn, A. Depoux, A. Herrmann
DOI: https://doi.org/10.3205/zma001618

Climate change and health: Changes in student environmental knowledge and awareness due to the implementation of a mandatory elective at the Medical Faculty of Ulm?
L. Müller, M. Kühl, S.J. Kühl
DOI: https://doi.org/10.3205/zma001614

A hidden curriculum for environmental topics in medical education: Impact on environmental knowledge and awareness of the students
P. Straßer, M. Kühl, S.J. Kühl
DOI: https://doi.org/10.3205/zma001609

Übersichtsarbeiten

Climate change and health in international medical education - a narrative review
R. Boekels, C. Nikendei, E. Roether, HC. Friedrich, T.J. Bugaj
DOI: https://doi.org/10.3205/zma001619

Projekte

Planetary health as main topic of the qualification for digital teaching – a project report
K. Flägel, M. Manke, K. Zimmermann, S. Wagener, S.V. Pante, M. Lehmann, S.C. Herpertz, M.R. Fischer, J. Jünger
DOI: https://doi.org/10.3205/zma001617

Elective course “climate-sensitive health counselling”: Prevention as an opportunity for people and planet? An interactive, student-led project focusing on prevention and agency in physician’s climate communication
H. Fülbert, L.N. Schäfer, L.M. Gerspacher, S. Bösner, C. Schut, R. Krolewski, M. Knipper
DOI: https://doi.org/10.3205/zma001616

From niche topic to inclusion in the curriculum – design and evaluation of the elective course “climate change and health”
D. Lemke, S. Holtz, M. Gerber, O. Amberger, D. Schütze, B. Müller, A. Wunder, M. Fast
DOI: https://doi.org/10.3205/zma001613

The impact of climate change on the medical profession – a newly implemented course on medical ecology
C. Gundacker, M. Himmelbauer
DOI: https://doi.org/10.3205/zma001612

Students experience the effects of climate change on children’s health in role play and develop strategies for medical work – an interactive seminar
F. Jonas, A. Hagen, B.W. Ackermann, M. Knüpfer
DOI: https://doi.org/10.3205/zma001611

Global health: Spread it with comics!
A. Praschinger, R. Koblizek, R. Kutalek, E.K. Masel
DOI: https://doi.org/10.3205/zma001610

Initiative for the implementation of planetary health in postgraduate medical training and continuing medical education in Switzerland
R. Rieser, B. Weil, N. Jenni, M. Brodmann Maeder
DOI: https://doi.org/10.3205/zma001608

Gute Ideen für die Lehre

Concept and implementation of the longitudinal mosaic curriculum planetary health at the Faculty of Medicine in Würzburg, Germany
J. Schmid, A. Mumm, S. König, J. Zirkel, EM. Schwienhorst-Stich
DOI: https://doi.org/10.3205/zma001615

Kommentar

Initiatives for promoting planetary health education in Germany: An overview
EM. Schwienhorst-Stich, K. Wabnitz, E. Geck, S. Gepp, L. Jung, A. Mumm, J. Schmid, A. Simmenroth, J. Simon, M. Eichinger
DOI: https://doi.org/10.3205/zma001620

Buchbesprechung

Christoph Nikendei, Till Johannes Bugaj, Anna Cranz, Alina Herrmann, Julia Tabatabai: Heidelberger Standards der Klimamedizin – Wissen und Handlungsstrategien für den klinischen Alltag und die medizinische Lehre im Klimawandel
L. Morsschek
DOI: https://doi.org/10.3205/zma001607

Was Sie in der aktuellen Ausgabe der JME (Volume 40, Issue 2) finden:

Forschungsarbeiten

“Where my responsibility lies”: Reflecting on medicine during the Holocaust to support personal and professional identity formation in health professions education
Madelin S. Riesen, Claudia Kiessling, Diethard Tauschel, Hedy S. Wald
DOI: https://doi.org/10.3205/zma001606

Understanding of professionalism among medical students in the first year of the COVID-19 pandemic – a qualitative monocentric study
Amelie Prade, Oliver Keis, Tim Sebastian, Wolfgang Öchschner
DOI: https://doi.org/10.3205/zma001605

Medical students’ perspectives on racism in medicine and healthcare in Germany: Identified problems and learning needs for medical education
Simon Gerhards, Mark Schweda, Merle Weßel
DOI: https://doi.org/10.3205/zma001604

The impact of COVID-19 pandemic on mental burden and quality of life in medical students – results of an online survey
Marie Halfmann, Lea Wetzel, Noah Castioni, Falk Kiefer, Sarah König, Astrid Schmieder, Anne Koopmann
DOI: https://doi.org/10.3205/zma001603

Virtual reality against Zoom fatigue? A field study on the teaching and learning experience in interactive video and VR conferencing
Robert Speidel, Edward Felder, Achim Schneider, Wolfgang Öchsner
DOI: https://doi.org/10.3205/zma001601

Projekte

Interteam PERINAT - interprofessional team collaboration in undergraduate midwifery and medical education in the context of obstetric emergencies: Presentation of simulation scenarios and empirical evaluation results
Anne Tauscher, Holger Stepan, Henrike Todorow, Daisy Rotzoll
DOI: https://doi.org/10.3205/zma001602

“Fit for the finals” – project report on a telemedical training with simulated patients, peers, and assessors for the third part of the medical licensing exam
Sigrid Harendza, Lisa Bußenius, Julia Gärtner, Miriam Heuser, Jonathan Ahles, Sarah Prediger
DOI: https://doi.org/10.3205/zma001599

Development and evaluation of a Virtual Reality training for emergency treatment of shortness of breath based on frameworks for serious games
Sarah Rickenbacher-Frey, Selina Adam, Aristomenis K. Exadaktylos, Martin Müller, Thomas C. Sauter, Tanja Birrenbach
DOI: https://doi.org/10.3205/zma001598

OPEN hackathon at the TUM School of Medicine, Germany
Katharina Mosene, Celestine Kleinesper, Georg Prokop, Friedrich Caroli, Daniel Teufel, Pascal O. Berberat, Marjo Wijnen-Meijer
DOI: https://doi.org/10.3205/zma001597

Gewusst wie…..

Immersive training of clinical decision making with AI driven virtual patients – a new VR platform called medical tr.AI.ning
Marvin Mergen, Anna Junga, Benjamin Risse, Dimitar Valkov, Norbert Graf, Bernhard Marschall; medical tr.AI.ning consortium
DOI: https://doi.org/10.3205/zma001600

Buchbesprechung

Norbert Donner-Banzhoff: Die ärztliche Diagnose. Erfahrung – Evidenz - Ritual
Sigrid Harendza
DOI: https://doi.org/10.3205/zma001596

Was Sie in der aktuellen Ausgabe der JME (Volume 40, Issue 1) finden:

Editorial
JME has impact beyond the Impact Factor!
Martin Fischer, Götz Fabry
DOI: 10.3205/zma001595

Gewusst wie…..
A simulation-based OSCE with case presentation and remote rating – development of a prototype
Lisa Bußenius, Sigrid Harendza
DOI: 10.3205/zma001594

How to: Success factors for the implementation and establishment of the “longitudinal curriculum” on communicative competencies at the Medical Faculty Mannheim
Renate Strohmer, Ute Linder, Jens J. Kaden
DOI: 10.3205/zma001593

Übersichtsarbeiten
From summative MAAS Global to formative MAAS 2.0 – a workshop report
Tjorven Stamer, Geurt Essers, Jost Steinhäuser, Kristina Flägel
DOI: .3205/zma001591

Forschungsarbeiten
Immersive medium for early clinical exposure – knowledge acquisition, spatial orientation and the unexpected role of annotation in 360° VR photos
Robert Speidel, Achim Schneider, Steffen Walter, Claudia Grab-Kroll, Wolfgang Oechsner
DOI: 10.3205/zma001590

Some residents drop out of specialty training. How important is prior clinical experience? A survey among residents in the Netherlands
Sophie J. Querido, Marlies E. J. de Rond, Lode Wigersma, Ole ten Cate
DOI: 10.3205/zma001587

Forschungsarbeiten – Kurzbeitrag
Implicit expression of uncertainty in medical students during different sequences of clinical reasoning in simulated patient handovers
Sigrid Harendza, Hans Jakob Bacher, Pascal O. Berberat, Martina Kadmon, Julia Gärtner
DOI: 10.3205/zma001589

Projekte
“And how am I going to ask about this?” – introducing the course “sexual anamnesis” in peer teaching for medical students in Würzburg
Jessica Ruck, Maria Prambeger, Isabelle Späth, Anne Simmenroth, Janina Zirkel
DOI: 10.3205/zma001592

Final-year information on didactic and organizational issues for students and supervising physicians – project report on the development and implementation of the cross-site website PJ-input
Angelika Homberg, Elisabeth Narciß, Julia Thiesbonenkamp-Maag, Felix Heindl, Katrin Schüttpelz-Brauns
DOI: 10.3205/zma001588

Is COVID-19 perceived as a threat to equal career opportunities amongst Swiss medical students? A cross-sectional survey study from Bern and Geneva
Benny Wohlfarth, Meghan M. McConnell, Michaël Huguenin-Dezot, Mathieu Nendaz, Reto M. Kaderli
DOI: 10.3205/zma001586

Development of a project for interprofessional collaboration between medical and pharmacy students to improve medication safety in polypharmacy (PILLE)
Sabine Gehrke-Beck, maike Petersen, Wolfram J. Herrmann, Nicole Zimmermann, Eva Daub, Johanna Seeger, Josefine Schulz, Constanze Czimmeck, Noemi Lauterbach, Harm Peters, Charlotte Kloft, Martin Schulz, Ingo Siebenbrodt, Ronja Behrend
DOI: 10.3205/zma001585

Buchbesprechung
Friedrich Edelhäuser: Wahrnehmen und Bewegen – Grundlagen einer allgemeinen Bewegungslehre
Christian Scheffer
DOI: 10.3205/zma001584

Dank an die JME-Gutachter*innen
Acknowledgement to the reviewers of GMS Journal for Medical Education
Martin R. Fischer, Götz Fabry
DOI: 10.3205/zma001583

Was Sie in der Ausgabe 05/2023 der JME (Volume 39, Issue 5) finden:

Editorial
Does assessment drive learning or should learning for professional life drive assessment?
Katrin Schüttpelz-Brauns
DOI: 10.3205/zma001582

Briefe von Leser*innen
Letter to the editor regarding the editorial of issue 2/2022 “Taking responsibility” by Sigrid Harendza
Udo Obertacke
DOI: 10.3205/zma001581

Übersichtsarbeiten
Teaching medical students how to interact with the pharmaceutical industry: A scoping review
Farah S, Bilszta JL
DOI: 10.3205/zma001578
Performance effects of simulation training for medical students – a systematic review
McInerney N, Nally D, Khan MF, Heneghan H, Cahill RA
DOI: 10.3205/zma001572
Postgraduate medical training in Germany: A narrative review
Sierocinski E, Mathias L, Freyer Martins Pereira J, Chenot JF
DOI: 10.3205/zma001570

Forschungsarbeiten
Publication activities relating to digital teaching and learning in the GMS Journal for Medical Education - a descriptive analysis (1984–2020)
Kleinsorgen C, Baumann A, Braun B, Griewatz J, Lang J, Lenz H, Mink J, Raupach T, Romeike B, Sauter TC, Schneider A, Tolks D, Hege I
DOI: 10.3205/zma001580
Does medical school cause depression or do medical students already begin their studies depressed? A longitudinal study over the first semester about depression and influencing factors
Pelzer A, Sapalidis A, Rabkow N, Pukas L, Günther N, Watzke S
DOI: 10.3205/zma001579
Outpatient teaching in specialist practices - a qualitative study with doctors about attitudes, influencing factors and specialist features
Schulz S, Hesse M, Matthes A, Petruschke I, Bleidorn J
DOI: 10.3205/zma001575

Projekte
Introduction and evaluation of a clinical compulsory elective course on domestic violence
Juszczyk P, Sondern L, Pfleiderer B
DOI: 10.3205/zma001577
Ethics education in pediatrics: Implementation and evaluation of an interactive online course for medical students
Kidszun A, Forth FA, Matheisl D, Busch F, Kaltbeitzel L, Kurz S
DOI: 10.3205/zma001575
Development of a diagnostic instrument for the assessment of teaching competencies in medicine (FKM_L): First results of the test statistical verification
Giesler M, Lammerding-Köppel M, Griewatz J
DOI: 10.3205/zma001574
Interprofessional education aay: A qualitative participant evaluation
Gysin S, Huber M, Feusi E, Gerber-Grote A, Witt CM
DOI: 10.3205/zma001573
Implementation and evaluation of a Tele-OSCE in oral- and maxillofacial surgery – a pilot report
Seifert LB, Coppola A, Diers JW, Kohl C, Britz V, Sterz J, Rüsseler M, Sader R
DOI: 10.3205/zma001571

Was Sie in der 4ten 2023 Ausgabe der JME (Volume 39, Issue 4) finden:

Briefe von Leser*innen
How to advance medical education using journal articles? Insight from problem-based learning
Chung-Wai Ma
DOI: 10.3205/zma001569

Forschungsarbeiten
Experience with an OSCE anamnesis station via Zoom: Feasibility, acceptance and challenges from the perspective of students, simulated patients and examiners during the COVID-19 pandemic
Herbstreit S, Benson S, Raiser C, Szalai C, Fritz A, Rademacher F, Gradl-Dietsch G
DOI: 10.3205/zma001565
Comparing the effectiveness of a group-directed video instruction versus instructor-led traditional classroom instruction for learning cardiopulmonary resuscitation skills among first-year medical students: A prospective randomized controlled study
Marcus M, Abdullah AA, Nor J, Tuan Kamauzaman TH, Pang NT
DOI: 10.3205/zma001566
The WFME global standards for quality improvement of postgraduate medical education: Which standards are also applicable in Germany? Recommendations for physicians with a license for postgraduate training and training agents
Schwill S, Kadmon M, Hahn EG, Kunisch R, Berberat PO, Fehr F, Hennel E
DOI: 10.3205/zma001563
Curricular course for medical students at a hematology and oncology specialty practice, 2010-2022
Weide R, Thomalla J, van Roye C, Chakupurakal G, Heymanns J, Köppler H, Feiten S, Nickel JA, Schmidberger H, Theobald M, Lutz C
DOI: 10.3205/zma001561
Postgraduate medical education in obstetrics and gynaecology: Where are we now and what do we need for the future? A study on postgraduate training in obstetrics and gynaecology in Germany, Austria and Switzerland
Winder FM, Breuer G, Favero M, Foessleitner P, Friemann M, Krischer B, Windsperger K, Weiss M
DOI: 10.3205/zma001562

Projekte
Digital patient-centred learning in medical education: A national learning platform with virtual patients as part of the DigiPaL project
Jennebach J, Ahlers O, Simonsohn A, Adler M, Özkaya J, Raupach T, Fischer MR
DOI: 10.3205/zma001568
Essential steps in the development, implementation, evaluation and quality assurance of the written part of the Swiss federal licensing examination for human medicine
Schurter T, Escher M, Gachoud D, Bednarski P, Hug B, Kropf R, Meng-Hentschel J, König B, Beyeler C, Guttormsen S, Huwendiek S
DOI: 10.3205/zma001564
Telemedicine in medical education: An example of a digital preparatory course for the clinical traineeship – a pre-post comparison
Vogt L, Schmidt M, Follmann A, Lenes A, Klasen M, Sopka S
DOI: 10.3205/zma001567
Discovering new perspectives – strengthening autonomy. Students from different healthcare professions interact with patients and provide care in a self-determined and interprofessional manner
Wirth A, Berger F, Ulrich G, Kaap-Fröhlich S
DOI: 10.3205/zma001560

Between expectation and reality. A plea for more evidence-based bedside teaching
Thomas Rotthoff
DOI:10.3205/zma001559

Forschungsarbeiten

Online medical history taking course: Opportunities and limitations in comparison to traditional bedside teaching
Silvan Lange, Nils Krüger, Maximilian Warm, Mark op den Winkel, Johanna Buechel, Johanna Huber, Orsolya Genzel-Boroviczény, Martin R. Fischer, Constantinos Dimitriadis
10.3205/zma001555

Perspectives and understanding of empathy development amongst junior doctors in Pakistan: Challenges and opportunities
Atiya Rahman, Linda Jones
DOI: 10.3205/zma001554

Does a sense of gratitude protect against empathy loss in medical students? An exploratory study
Claire Elisabeth Vogel, Claudia Kiessling, Martin R. Fischer, Tanja Graupe
10.3205/zma001553

Projekte
Between clinical practice, teaching and research – a project report on the development and implementation of a career mentoring curriculum for female clinician scientists
Christine Meyer-Frießem, Elena Enax-Krumova, Christiane Kruppa
DOI: 10.3205/zma001556

The two envelopes method for active learning
Moshe Y. Flugelman, Robert M. Blueck, Doron Aronson, Avinoam Shiran
DOI: 10.3205/zma001551

One year of general practice during the COVID-19 pandemic – presentation and evaluation of digital medical education
Piet van der Keylen, Nikoletta Zeschick, Anna-Lena Langer, Thomas Kühlein, Marco Roos
DOI: 10.3205/zma001550

Kommentare
How is the situation of women in leadership positions in medical education in Germany?
Inga Hege, Katrin Schüttpelz-Brauns, Claudia Kiessling
DOI: 10.3205/zma001557

Teaching staff in interprofessional education: A proposed terminology
Gert Ulrich, Hermann Amstad, Olivier Glardon, Sylvia Kaap-Fröhlich
DOI: 10.3205/zma001552

Nachruf

Obituary Prof. Dr. med. Karl Köhle *1938 – †2022
Wolf Langewitz, Claudia Kiessling, Christoph Stosch
DOI: 10.3205/zma001558

Rezension

Ulrich Engelmann, Martin Baumann: Zielführend moderieren. Kompetenzen – Methoden – Wege zum Gesprächserfolg
Sigrid Harendza
DOI: 10.3205/zma001549

Taking responsibility

Sigrid Harendza
DOI: 10.3205/zma0015485

Forschungsarbeiten
Virtual auscultation course via video chat in times of Covid-19 improves cardiac auscultation skills compared to literature self-study in third-year medical students: a prospective randomized controlled cross-over study
Nils Rüllmann, Raphael Hirtz, Unaa Lee, Kathrin Klein, Ertan Mayatepek, Bastina Malzkorn, Carsten Döing
DOI: 10.3205/zma001542
Medical dissertation basics: analysis of a course of study for medical students
Sophia Griegel, Michael Kühl, Achim Schneider, Susanne J. Kühl
DOI: 10.3205/zma001547
Changing knowledge and attitudes about childhood fever: testing a video instruction before its application in a health app
Moritz Gwiasda, Silke Schwarz, Arndt Büssing, Ekkehart Jenetzky, Hanno Krafft, Sara Hamidey Kerdar, Larisa Rathjens, Katja Böhm, David Martin
DOI: 10.3205/zma001546
The "Seminartage Weiterbildung Allgemeinmedizin" (SemiWAM®) - development, implementation and evaluation of a five-year, competence-based postgarduate programme in Bavaria
Marco Roos, Antonius Schneider, Jochen Gensichen, Anne Simmenroth, Thomas Kühlein, Dagmar Schneider
DOI: 10.3205/zma0015480
The sudden switch to online communication training after 10 years in the classroom - comparing the evaluation results of a course on doctor-patient communication
Miriam Schwär, Judith Ullmann-Moskovits, Maria Farquharson, Monika Sennekamp
DOI: 10.3205/zma001543
Usability and preference of electronic vx. paper and pencil OSCE checklists bay examiners and influence of checkliste type on missing ratings in the Swiss Federal Licensing Exam
Felicitas L. Wagner, Sabine Feller, Felix M. Schmitz, Philippe G. Zimmermann, Rabea Krings, Sissel Guttormsen, Sören Huwendiek
DOI: 10.3205/zma00154510.3205/zma001545

Projekte
3D-printed heart models for hands-on training in pediatric cardiology - the future of modern learning and teaching?
Barbara S. Brunner, Alisa Thierij, Andre Jakob, Anja Tengler, Maximilian Grab, Nikolaus Thierfelder, Christian J. Leuner, Nicolaus A. Haas, Carina Hopfner
DOI: 10.3205/zma001544
Joint learning for improvement - interprofessional competence development within the framework of a co-operative project between the University of Applied Sciences for Health Professions Upper Austria and the Medical Faculty of Johannes Kepler University Linz
Christina Rinnhofer, Katharina Steiniger-Kaar, Emil Igelsböck, Danieal Hochstöger, Sylvia Öhlinger
DOI: 10.3205/zma00153910.3205/zma001539
Evidence-oriented teaching of geriatric psychiatry: a narrative literature synthesis and pilot evaluation of a clerkship seminar
Eric Lenouvel, Finn Lornsen, Brigitte Schüpbach, Janet Mattson, Stefan Klöppel, Severin Pinilla
DOI: 10.3205/zma001541

Postitionspapiere der GMA
Position paper of the GMA Committee Interprofessional Education in the Health Professions - current status and outlook
Sylvia Kaap-Fröhlich, Gert Ulrich, Birgit Wershofen, Jonathan Ahles, Ronja Behrend, Marietta Handgraaf, Doreen Herinek, Anika Mitzkat, Heidi Oberhauser, Theresa Scherer, Andrea Schlicker, Chrstine Straub, Regina Waury Eichler, Bärbel Wesselborg, Matthias Witti, Marion Huber, Sebastian F. N. Bode
DOI: 10.3205/zma001538
Nathuropathy, complenmentary and integrative medicine in medical education - position paper by the GMA Committee Integrative Medicine and Perspective Pluralism
Angelika Homberg, Christian Scheffer, Benno Brinkhaus, Ulrike Fröhlich, Roman Huber, Stefanie Joos, Petra Klose, Klaus Kramer, Miriam Ortiz, Matthias Rostock, Jan Valentini, Beate Stock-Schröer
DOI: 10.3205/zma00153715.3205/zma001537

Tagungsbericht
Report of the annual meeting of the Society for Medical Education in the German speaking countries, virtual from the ETH Zürich 2021”
Sissel Guttormsen, Andrea Lörwald, Felictas Wagner, Eva Hennel, Kai P. Schnabel, Rainer Weber, Jörg Goldhahn, Sören Huwendiek
DOI: 10.3205/zma001536

die erste Ausgabe der GMS J Med Educ ist seit 15.02.2022 online. Folgende Artikel wurden veröffentlicht:

1. Wijnen-Meijer M. Lernen zu lehren in der medizinischen Ausbildung. GMS J Med Educ. 2022;39(1):Doc14. doi: 10.3205/zma001535

2. Pukas L, Rabkow N, Keuch L, Ehring E, Fuchs S, Stoevesandt D, Sapalidis A, Pelzer A, Rehnisch C, Watzke S. Prävelenz und prädiktive Faktoren depressiver Symptome unter Medizinstudierenden in Deutschland - eine Querschnittsstudie. GMS J Med Educ. 2022;39(1):Doc13. doi: 10.3205/zma001534

3. Schrempf S, Herrigel L, Pohlmann J, Griewatz J, Lammerding-Köppel M. Reflektieren - kann doch jeder, oder? Einschätzung medizinischer Professionalitätsentwicklung über ein longitudianles Portfolio-Mentoring-Programm aus Studierendensicht. GMS J Med Educ. 2022;39(1):Doc12. doi: 10.3205/zma001533

4. Harendza S, Herzog C. Intuitive Konzepte in der Inneren Medizin und ihre Ausprägung bei Medizinstudierenden in unterschiedlichen Semestern. GMS J Med Educ. 2022;39(1):Doc11. doi: 10.3205/zma001532

5. Giesler M, Huber J, Paulmann V. Qualitätssicherung und curriculare Weiterentwicklung von medizinischen Studiengängen mit Hilfe der Befragung von Absolventinnen und Absolventen: Herausforderungen - Verschlag eines Kernfragebogens - Durchführungshinweise. GMS J Med Educ. 2022;39(1):Doc10. doi: 10.3205/zma001531

6. Tazik K, Maniati M, Afshar MR; Haghighi SB. Entwicklung einer neuen akadmeischen Wortliste für medizinische Zwecke - ein brauchbares Werkzeug für Pädagogen. GMS J Med Educ. 2022;39(1):Doc9. doi: 10.3205/zma001530

7. Bibrack E, Horneff H, Krumm K, Hinrichs J, Mette M. Interprofessionelle Lehrkonzepte standortübergreifend transferieren - Erfahrungsbericht und Handlungsempfehlungen. GMS J Med Educ. 2022;39(1):Doc8. doi: 10.3205/zma001529

8. Röcker N, Wershofen B, Pudritz Y, Fischer MR, Auerbacher M, Fintz M, Drey M, Schmidmaier R. Interprofessionelles geriatrisches Assessment im Pflegeheim (IgAP): Eine curriculare Entwicklung in der Geriatrie. GMS J Med Educ. 2022;39(1):Doc7. doi: 10.3205/zma001528

9. Schramm L, Friedrich P, Schüttler J, Lütcke B. Interdisziplinäres interaktives Blended-Learning-KOnzept in Pandemiezeiten - Schmerzmedizin "Total Digital". GMS J Med Educ. 2022;39(1):Doc6. doi: 10.3205/zma001527

10. Heimbach M, Holzmann K, Stein P, Stief L, Berberat PO, Dirmeier M. How to... rain your skills goes digital! Ein Projektbericht über die Entwicklung und Umsetzung praxisorientierter digitaler stentischer Tutorien. GMS J Med Educ. 2022;39(1):Doc5. doi: 10.3205/zma001526

11. Taverna M, Bucher JN, Weniger M, Gropp R, Lee SM, Mayer B, Werner J, Bazhin AV. Wahrnehmung von Journal-Club-Seminarren durch medizinische Promotionsstudierende: Ergebnisse aus fünf Jahren Evaluation. GMS J Med Educ. 2022;39(1):Doc4. doi: 10.3205/zma001525

12. Bassiouni M, Ahmed DG, Zabaneh SI, Dommerich S, Olze H, Arens P, Stölzel K. Erhöhung der Selbstsicherheit von Medizinstudierenden bei der Ohruntersuchung durch die Nutzung eines Endoskops im Vergleich zum Hand-Otoskop. GMS J Med Educ. 2022;39(1):Doc3. doi: 10.3205/zma001524

13. Güzelsoy L. Julia Genz, Paul Gévaudan; Hrsg.: Polyphonie in literarischen, medizinischen und pflegewissenschaftlichen Textsorten. GMS J Med Educ. 2022;39(1):Doc2. doi: 10.3205/zma001523

14. Fischer MR, Fabry G. Dank an die Gutachter des GMS Journal for Medical Education. GMS J Med Educ. 2022;39(1):Doc1. doi: 10.3205/zma001522

Alle Artikel wie immer in deutsch und englisch verfügbar. Viel Spaß beim Schmöckern und Lesen.

1. Stosch C, Schnabel K. Was heißt hier "Lessons learned"? Medizindidaktische Forschungsdefizite vor der Post-COVID-Ära. Ein Aufruf! GMS J Med Educ. 2021;38(7):Doc125. doi: 10.3205/zma001521

2. Neumann M, Fehring L, Kinscher K, Truebel H, Dahlhausen F, Ehlers JP, Mondritzki T, Boehme P. Perspektive deutscher Medizinfakultäöten auf die Digitalisierung des Gesundheitswesens und ihre Auswirkungen auf die Lehre. GMS J Med Educ. 2021;38(7):Doc124. doi: 10.3205/zma001520

3. Schlegel C, Smioth C, Abe K, Kneebone R. Onomatopoeia - die Laute hinter den Wörtern hören. GMS J Med Educ. 2021;38(7):Doc123. doi: 10.3205/zma001519

4. Pentzek M, Wilm S, Gummersbach E. Verbessert Peer-Feedback für die Lehrärzte die studentische Bewertung von Hausarztpraktika? Ein Prä-Post-Vergleich. GMS J Med Educ. 2021;38(7):Doc122. doi: 10.3205/zma001518

5. Salazar Sánchez L, Cordero Solis JJ, López Dávila AJ. Das Verfahren zur Anerkennung ausländischer medizinsicher Abschlüsse in Costa Rica: eine statistische Erhebung der letzten 15 Jahre. GMS J Med Educ. 2021;38(7):Doc121. doi: 10.3205/zma001517

6. Nikendei C, Dinger-Ehrenthal U, Schumacher F, Bugaj TJ, Cranz A, Friedrich HC, Herpertz SC, Terhoeven V. Erfahrungen und psychische Belastung von Medizinstudenten mit freiwilligen Unterstützungs- und Behandlungsangeboten für COVID-19-Patienten: eine qualitative Analyse. GMS J Med Educ. 2021;38(7):Doc120. doi: 10.3205/zma001516

7. Rohr SO, Gerhard A, Schmidt F, Eder J, Salvermoser L, Dimitriadis K, Fischer MR. Über den Tellerrand hinaus: Studierende positiv gegenüber visionären Wahlcurricula im Medizinstudium eingestellt. GMS J Med Educ. 2021;38(7):Doc119. doi: 10.3205/zma001515

8. Kruse J, Zimmermann A, Fuchs M, Rotzoll D. Sensibilisierung Medizinstudierender für die Bedürfnisse hörgeschädigter Patient*innen im medizinischen Kontext - eine Evaluation. GMS J Med Educ. 2021;38(7):Doc118. doi: 10.3205/zma001514

9. Tidemann E, Simmenroth A. Lehre von Alkohol- und Raucherberatung in Zeiten von COVID-19 bei Medizinstudierenden im 6. Semester: Erfahrungen mit einem rein digitalen und einem Blended Learning-Lehrkonzept unter Einsatz von Rollenspielen und Feedback. GMS J Med Educ. 2021;38(7):Doc117. doi: 10.3205/zma001513

10. Bülow C, Krispin SK, Lehmanski F, Spalding G, Hasse-Fielitz A, Butter C, Nübel J. Basisfertigkeiten der Reanimation von Medizinstudierenden - eine monozentrische randomisierte Simulationsstudie. GMS J Med Educ. 2021;38(7):Doc116. doi: 10.3205/zma001512

11. Berg TT, Wicker S. Wissen, Einstellung und Verhalten zu Impfmedizin bei Auszubildenden in medizinischen Ausbildungsberufen in Hesse. Eine Beobachtungsstudie. GMS J Med Educ. 2021;38(7):115. doi: 10.3205/zma001511

12. Majeed M. Leserbrief zu "Evaluation eines Telemedizin-basierten Trainings für Medizinstudierende im Praktischen Jahr mit Simulationspatient*innen-Konsultationen, -dokumentationen und -fallpräsentation." GMS J Med Educ. 2021;38(7):Doc114. doi: 10.3205/zma001510

13. Harendza S. Re: Evaluation eines Telemedizin-basierten Trainings für Medizinstudierende im Praktischen Jahr mit Simulationspatient*innen-Konsultationen, -dokumentationen und -fallpräsentation. GMS J Med Educ. 2021;38(7):Doc113. doi: 10.3205/zma001509

Viel Spaß beim Schmöckern und Lesen.