gefördert vom
Der Studiengang wurde 2017 erfolgreich von der Universität Heidelberg akkreditiert
Masterthesen
Aufgeführt sind Beispiele für publizierte Masterthesen aus den bevorzugten Themenfeldern für Projektentwürfe. Durch diese Fokussierung sollen aktuelle Themen der Ausbildungsforschung eine höhere Präsenz im Studium erfahren.
Digitale Kompetenz
Spreckelsen, C., & Jünger, J. (2017). Repeated testing improves achievement in a blended learning approach for risk competence training of medical students: results of a randomized controlled trial. BMC medical education, 17(1), 177.
Schmidmaier, R., Ebersbach, R., Schiller, M., Hege, I., Holzer, M., & Fischer, M. R. (2011). Using electronic flashcards to promote learning in medical students: retesting versus restudying. Medical education, 45(11), 1101-1110.
Kröncke, K. D. (2010). Computer-based learning versus practical course in pre-clinical education: Acceptance and knowledge retention. Medical teacher, 32(5), 408-413.
Raupach, T., Muenscher, C., Anders, S., Steinbach, R., Pukrop, T., Hege, I., & Tullius, M. (2009). Web-based collaborative training of clinical reasoning: a randomized trial. Medical teacher, 31(9), e431-e437.
Gesundheitskompetenz
Aster-Schenck, I., Schuler, M., Fischer, M. R., & Neuderth, S. (2010). Psychosoziale ressourcen und risikomuster für burnout bei medizinstudenten: querschnittstudie und bedürfnisanalyse präventiver curricularer angebote. GMS Z Med Ausbild, 27(4), Doc61.
Interprofessionalität
Brem, B. G., Schaffner, N., Schlegel, C. A. B., Fritschi, V., & Schnabel, K. P. (2016). The Conversion of a Peer Teaching Course in the Puncture of Peripheral Veins for Medical Students into an Interprofessional Course. GMS journal for medical education, 33(2).
Kommunikative Kompetenz
Schreckenbach, T., Ochsendorf, F., Sterz, J., Rüsseler, M., Bechstein, W. O., Bender, B., & Bechtoldt, M. N. (2018). Emotion recognition and extraversion of medical students interact to predict their empathic communication perceived by simulated patients. BMC medical education, 18(1), 237.
Rüttermann, S., Kiessling, C., Haak, R., Gerhardt‐Szep, S., & Härtl, A. (2018). Identification of influence factors for the implementation of communication curricula in dental education. European Journal of Dental Education, 22(3), e386-e391.
Weyers, S., Jemi, I., Karger, A., Raski, B., Rotthoff, T., Pentzek, M., & Mortsiefer, A. (2016). Workplace-based assessment of communication skills: A pilot project addressing feasibility, acceptance and reliability. GMS journal for medical education, 33(5).
Prüfungen
Brunk, I., Schauber, S., & Georg, W. (2017). Do they know too little? An inter-institutional study on the anatomical knowledge of upper-year medical students based on multiple choice questions of a progress test. Annals of Anatomy-Anatomischer Anzeiger, 209, 93-100.
Schleicher, I., Leitner, K., Juenger, J., Moeltner, A., Ruesseler, M., Bender, B., ... & Kreuder, J. G. (2017). Does quantity ensure quality? Standardized OSCE-stations for outcome-oriented evaluation of practical skills at different medical faculties. Annals of Anatomy-Anatomischer Anzeiger, 212, 55-60.
Visser, D., Hirschburger, M., & Turial, S. (2017). Cues and pseudocues in surgical multiple choice questions from the German state examination. Der Chirurg; Zeitschrift fur alle Gebiete der operativen Medizen, 88(3), 239-243.
Baumann, M., Steinmetzer, J., Karami, M., & Schäfer, G. (2009). Innovative electronic exams with voice in-and output questions in medical terminology on a high taxonomic level. Medical teacher, 31(10), e460-e463.
Hampe, W., Klusmann, D., Buhk, H., Münch-Harrach, D., & Harendza, S. (2008). Possible reduction of the medical school dropout number by the Hamburg Assessment test for Medicine-part Natural sciences (HAM-Nat). GMS Z Med Ausbild, 25(2), 2008-25.
Patientensicherheit
Celebi, N., Weyrich, P., Riessen, R., Kirchhoff, K., & Lammerding‐Köppel, M. (2009). Problem‐based training for medical students reduces common prescription errors: a randomised controlled trial. Medical education, 43(10), 1010-1018.