Publikationen

2024 (laufend)

Beiträge in Fachzeitschriften / Publications in journals

Bauer, E., Sailer, M., Kiesewetter, J., Fischer, M. R., & Fischer, F. (2024). Facilitating justification, disconfirmation, and transparency in diagnostic argumentation: Effects of automatic adaptive feedback in teacher education. Zeitschrift für Pädagogische Psychologie, 38(1-2), 49-54. https://doi.org/10.1024/1010-0652/a000363
Bellstedt, M., Holtrup, A., Otto, N., Berndt, M., Scherff, A. D., Papan, C., Robitzsch, A., Missler, M., & Darici, D. (2024). Gaze cueing improves pattern recognition of histology learners. Anatomical Science Education. https://doi.org/10.1002/ase.2498 [online first]
Bentele, M., Bentele, S., Reinoso-Schiller, N., Scheithauer, S., & Bushuven, S. (2024). Feasibility of hand disinfection in paediatric advanced life support (PALS): A simulation study. Infection Prevention in Practice. https://doi.org/10.1016/j.infpip.2024.100418 [online first]
Berger, S., Stadler, M., Sailer, M., Eberle, J., Cooper-Thomas, H. D., & Stegmann, K. (2024). Crossing the distance: University student newcomer socialization in online semesters – a case study. Unterrichtswissenschaft. https://doi.org/10.1007/s42010-024-00206-4 [online first]
Bichler, S., Sailer, M., Bauer, E., Kiesewetter, J., Härtl, H., Fischer, M. R., & Fischer, F. (2024). Promoting diagnostic reasoning in teacher education: the role of case format and perceived authenticity. European Journal of Psychology of Education, 39(4), 3227-3252. https://doi.org/10.1007/s10212-024-00874-x
Birk, D., Siepmann, E., Simon, S., & Sommerhoff, C. P. (2024). Human Neutrophil Elastase: Characterization of Intra- vs. Extracellular Inhibition. International Journal of Molecular Sciences, 25, Article 7917. https://doi.org/10.3390/ijms25147917
Bollinger, M., Bushuven, S., Bentele, M., Bentele, S., Wenske, S., Goertz, D., Shapeton, A. D., Kohl, M., Tralls, P., & Kumle, B. (2024). Preparedness of German emergency departments for chemical, biological, radiological and nuclear (CBRN) incidents. Notfall + Rettungsmedizin. https://doi.org/10.1007/s10049-024-01310-9 [online first]
Bozic, U., Witti, M. J., Schmidmaier, R., Fischer, M. R., Zottmann, J. M., & Pudritz, Y. M. (2024). Development of the entrustable professional activity ‘medication reconciliation’ for clinical pharmacy. BMC Medical Education, 24, Article 568. https://doi.org/10.1186/s12909-024-05504-0
Brandl, L., Stadler, M., Richters, C., Radkowitsch, A., Fischer, M. R., Schmidmaier, R., & Fischer, F. (2024). Collaborative Problem-Solving in Knowledge-Rich Domains: A Multi-Study Structural Equation Model. International Journal of Computer-Supported Collaborative Learning, 19(3), 341-368 https://doi.org/10.1007/s11412-024-09425-4
Brügge, S., Günther, V., Cascorbi, I., Maass, N., Ruchay, Z., Fischer, M. R., Huber, J., & Alkatout, I. (2024). Encouraging medical students to become surgeons? Impact of psychological and surgical factors on career choice at medical school. GMS Journal for Medical Education, 41(2), Article Doc21. https://doi.org/10.3205/zma001676
Bushuven, S., Bentele, M., Bentele, S. Trifunovic-Koenig, M., Lederle, S., Gerber, B., Bansbach, J., Friebel, J., Ganter, J., Nachtigall, I., & Scheithauer, S. (2024). Hand hygiene in emergencies: Multiprofessional perceptions from a mixed methods based online survey in Germany. International Journal of Nursing Studies Advances, 6, Article 100207. https://doi.org/10.1016/j.ijnsa.2024.100207
Bushuven, S., Bentele, M., Trifunovic-Koenig, M., Gerber, B., Bentele, S., Hagen, F., Schoeffski, O., Marung, H., & Strametz, R. (2024). Learning motivation and self-assessment in health economics: a survey on overconfidence in healthcare providers. BMJ Open, 14, Article e079319. https://doi.org/10.1136/bmjopen-2023-079319
Bushuven, S., Trifunovic-Koenig, M., Bunz, M., Weinmann-Linne, P., Klemm, V., Strametz, R., & Müller, B. S. (2024). Applicability and Validity of Second Victim Assessment Instruments among General Practitioners and Healthcare Assistants (SEVID-IX Study). Healthcare, 12(3), Article 351. https://doi.org/10.3390/healthcare12030351
Capitine, I. P., Manhiça, A. M., Tembe Júnior, P., Ramgi, P. M., Chicumbe, S., Kroidl, A., Fischer, M. R., & De Schacht, C. (2024). Why did I participate in an HIV vaccine study? Experiences of participation in the first phase II HIV vaccine trial in Mozambique: An ancillary study using a mixed-method approach. Vaccine: X, 19, Article 100510. https://doi.org/10.1016/j.jvacx.2024.100510
Chernikova, O., Holzberger, D., Heitzmann, N., Stadler, M., Seidel, T., & Fischer, F. (2024). Where salience goes beyond authenticity: A meta-analysis on simulation-based learning in higher education. Zeitschrift für Pädagogische Psychologie, 38(1-2), 15-25. http://doi.org/10.1024/1010-0652/a000357
Chernikova, O., Stadler, M., Melev, I., & Fischer, F. (2024). Using machine learning for continuous updating of meta-analysis in educational context. Computers in Human Behavior, 156, Article 108215. https://doi.org/10.1016/j.chb.2024.108215
Chernikova, O., Stadler, M., Sommerhoff, D., Schons, C., Heitzmann, N., Holzberger, D., Seidel, T., Richters, C., Pickal, A. J., Wecker, C., Nickl, M., Codreanu, E., Ufer, S., Kron, S., Corves, C., Neuhaus, B. J., Fischer, M. R., & Fischer, F. (2024). The relation between learners’ experience in simulations and diagnostic accuracy: Generalizability across medical and teacher education. Computers in Human Behavior Reports, 15, Article 100454. https://doi.org/10.1016/j.chbr.2024.100454
Colonnello, V., Zodl, A., Agnoletti, D., Lischeid, K., Cimbalnik, L., Weidenbusch, M., Fischer, M. R., De Ponti, F., & Rausch, C. (2024). Implementing Clinical Case Discussions to Enhance Clinical Reasoning Skills: A Pilot Study in an Italian Medical School. International Medical Education, 3(3), 306-315. https://doi.org/10.3390/ime3030023
Corves, C., Stadler, M., & Fischer, M. R. (2024). Perceived authenticity across three forms of educational simulations – the role of interactant representation, task alignment, and continuity of simulation. European Journal of Psychology of Education, 39(4), 3253-3275 https://doi.org/10.1007/s10212-024-00826-5
Fink, K., Forster, M., Oettle, M., Büttner, M., Eze, C., Käsmann, L., Tufman, A., Kauffmann-Guerrero, D., Bolt, T. A., Kovacs, J., Neumann, J., Mücke, J., Heuser, S., Corradini, S., Walter, F., Niyazi, M., Belka, C., Dreyling, M., Fischer, M. R., & Fleischmann, D. F. (2024). Tumor board simulation improves interdisciplinary decision-making in medical students. Journal of Cancer Research and Clinical Oncology, 150, Article 407. https://doi.org/10.1007/s00432-024-05908-x
Hanago, G. A., Siebeck, M., Dira, S. J., Tadesse, T., & Irnich, D. (2024). Perception of Pain Expression Among Surgical Patients and Families from Three Ethnic Groups of a Nation: A Multicenter Qualitative Study. Journal of Pain Research, 17, 241-251. https://doi.org/10.2147/JPR.S447676
Knof, H., Berndt, M., & Shiozawa, T. (2024). Prevalence of Dunning-Kruger effect in first semester medical students: A correlational study of self-assessment and actual academic performance. BMC Medical Education, 24, Article 1210. https://doi.org/10.1186/s12909-024-06121-7
Knof, H., Berndt, M., & Shiozawa, T. (2024). The influence of collaborative learning and self-organization on medical student's academic performance in anatomy. Annals of Anatomy, 251, Article 152182. https://doi.org/10.1016/j.aanat.2023.152182
Lange, S., Krüger, N., Warm, M., Buechel, J., Genzel-Boroviczény, O., Fischer, M. R., & Dimitriadis, K. (2024). Lost in translation: Unveiling medical students' untold errors of medical history documentation. The Clinical Teacher, 21(4), Article e13749. https://doi.org/10.1111/tct.13749
Lohr, A., Sailer, M., Stadler, M., & Fischer, F. (2024). Digital learning in schools: Which skills do teachers need, and who should bring their own devices? Teaching and Teacher Education, 152, Article 104788. https://doi.org/10.1016/j.tate.2024.104788
Machts, N., Chernikova, O., Jansen, T., Weidenbusch, M., Fischer, F., & Möller, J. (2024). Categorization of simulated diagnostic situations and the salience of diagnostic information: Conceptual framework. Zeitschrift für Pädagogische Psychologie, 38(1-2), 3-13. https://doi.org/10.1024/1010-0652/a000364
Meuleners, J. S., Eckert, M., Otto, B., Fischer, M. R., Benz, A., Behling, F., & Neuhaus, B. J. (2024). Training for conducting conversations professionally across domains – comparing communication training in biology teacher and medical education. International Journal of Science Education. https://doi.org/10.1080/09500693.2024.2370064 [online first]
Odontides, L., Scheiter, K., Shiozawa, T., Fischer, M. R., Kugelmann, D., & Berndt, M. (2024). Influence of learning strategies and motivation on anatomy test performance of undergraduate medical students. Annals of Anatomy, 256, Article 152320. https://doi.org/10.1016/j.aanat.2024.152320
Rampf, S., Gehrig, H., Möltner, A., Fischer, M. R., Schwendicke, F., & Huth, K. C. (2024). Radiographical diagnostic competences of dental students using various feedback methods and integrating an artificial intelligence application – A randomized clinical trial. European Journal of Dental Education, 28(4), 925-937. https://doi.org/10.1111/eje.13028
Richters, C., Schmidmaier, R., Popov, V., Schredelseker, J., Fischer, F., & Fischer, M. R. (2024). Intervention skills – a neglected field of research in medical education and beyond. GMS Journal for Medical Education, 41(4), Article Doc48. https://doi.org/10.3205/zma001703
Richters, C., Stadler, M., Radkowitsch, A., Behrmann, F., Weidenbusch, M., Fischer, M. R., Schmidmaier, R., & Fischer, F. (2024). Fostering collaboration in simulations: How advanced learners benefit from collaboration scripts and reflection. Learning and Instruction, 93, Article 101912. https://doi.org/10.1016/j.learninstruc.2024.101912
Rost, D. H., Greiff, S., Ladkani, S., & Stadler, M. (2024). Sticking With It. The Dimensionality and Domain-Specificity of Grit. European Journal of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000837 [online first]
Rueb, M., Rehfuess, E. A., Siebeck, M., & Pfadenhauer, L. M. (2024). Cinemeducation: A mixed methods study on learning through reflective thinking, perspective taking and emotional narratives. Medical Education, 58(1), 63-92. https://doi.org/10.1111/medu.15166
Ruf, V., Dinc, Y., Küchemann, S., Berndt, M., Steinert, S., Kugelmann, D., Bortfeldt, J., Schreiber, J., Fischer, M. R., & Kuhn, J. (2024). A comparison and AI-based prediction of graph comprehension skills based on the visual strategies of first-year physics and medicine students. Physical Review Physics Education Research, 20(2), Article 020138. https://doi.org/10.1103/PhysRevPhysEducRes.20.020138
Scherff, A. D., Kääb, S., Fischer, M. R., & Berndt, M. (2024). EYE-ECG: An RCT of the influence of student characteristics and expert eye-tracking videos with cued retrospective reporting on students’ ECG interpretation skills. GMS Journal for Medical Education, 41(4), Article Doc40. https://doi.org/10.3205/zma001695
Seidel-Fischer, J., Trifunovic-Koenig, M., Gerber, B., Otto, B., Bentele, M., Fischer, M. R., & Bushuven, S. (2024) Interaction between overconfidence effects and training formats in nurses’ education in hand hygiene. BMC Nursing, 23, Article 451. https://doi.org/10.1186/s12912-024-02020-w
Stadler, M., Bannert, M., & Sailer, M. (2024). Cognitive Ease at a Cost: LLMs Reduce Mental Effort but Compromise Depth in Student Scientific Inquiry. Computers in Human Behavior, 160, Article 108386. https://doi.org/10.1016/j.chb.2024.108386
Stadler, M., Horrer, A., & Fischer, M. R. (2024). Crafting medical MCQs with generative AI: A how-to guide on leveraging ChatGPT. GMS Journal for Medical Education, 41(2), Article Doc20. https://doi.org/10.3205/zma001675
Stadler, M., Pickal, A. J., Brandl, L., & Krieger, F. (2024). VOTAT in Action. Exploring Epistemic Activities in Knowledge-Lean Problem-Solving Processes. Zeitschrift für Psychologie, 232(2), 109-119. https://doi.org/10.1027/2151-2604/a000559
Stroth, L. C., Jahns, F., Bode, B., Stender, M., Schmidt, M., Baschnegger, H., Epstein, N., Sandmeyer, B., & Nau, C. (2024). Workforce strategies during the first wave of the COVID-19 pandemic: a retrospective online survey at intensive care units in Germany. BMC Health Services Research, 24, Article 407. https://doi.org/10.1186/s12913-024-10848-w
Tadesse, T., Fischer, M. R., Ataro, G., Gedamu, S., Jabessa, M., Mamaru, A., & Siebeck, M. (2024). Prevalence of Anxiety and Depression Symptoms among University Teachers in Ethiopia during the COVID-19 Pandemic. Healthcare, 12(16), Article 1649. https://doi.org/10.3390/healthcare12161649
Tuladhar, S., Delius, M., Siebeck, M., Oberhauser, C., Paudel, D., & Rehfuess, E. (2024). Standards of care and determinants of women’s satisfaction with delivery services in Nepal: a multi-perspective analysis using data from a health facility-based survey. BMC Pregnancy and Childbirth, 24, Article 132. https://doi.org/10.1186/s12884-024-06301-9
Tuladhar, S., Paudel, D., Rehfuess, E., Siebeck, M., Oberhauser, C., & Delius, M. (2024). Changes in health facility readiness for obstetric and neonatal care services in Nepal: an analysis of cross-sectional health facility survey data in 2015 and 2021. BMC Pregnancy and Childbirth, 24, Article 79. https://doi.org/10.1186/s12884-023-06138-8
Tuladhar, S., Rehfuess, E., Delius, M., Siebeck, M., Paudel, D., & Oberhauser, C. (2024). Emergency obstetric and newborn care signal functions: The situation in health facilities in Nepal between 2015 and 2021. Health Care for Women International. https://doi.org/10.1080/07399332.2024.2313659 [online first]
Vejvoda, J., Stadler, M., Schultz-Pernice, F., Glas, J., Fischer, F., & Sailer, M. (2024). Messung instrumenteller und kritisch-reflexiver Medienkompetenzen sowie medienbezogener Lehrkompetenzen von (angehenden) Lehrkräften. MedienPädagogik, 57, 103-126. https://doi.org/10.21240/mpaed/57/2024.03.28.X
Witti, M. J., Bozic, U., Hartmann, D., Kunisch, R., Pudritz, Y., Huber, M., Schmidmaier, R., Fischer, M. R., Huber, J., & Zottmann, J. M. (2024). Definition einer Entrustable Professional Activity zur interprofessionellen Patientenübergabe für Pflegefachpersonen – eine Interviewstudie. International Journal of Health Professions, 11(1), 75-85. https://doi.org/10.2478/ijhp-2024-0007
Zhao, X. O., Melo, F. R., Sommerhoff, C. P., Paivandy, A., & Pejler, G. (2024). Mast cell chymase suppresses functional parameters in primary human airway smooth muscle cells. Allergy, 79(9), 2524-2527. https://doi.org/10.1111/all.16085

Kapitel in Sammelbänden und Konferenz-Proceedings / Chapters in books and peer-reviewed proceedings

Elhalaby, C., & Epstein, N. (2024). Collaboration and Competition in Academic Research – Experiences of Postdoctoral Researchers in the Life Sciences. In C. Gross, & S. Jaksztat (Eds.), Soziale Welt. Special Edition 26 (pp. 207-238). Nomos. https://doi.org/10.5771/9783748925590-207

2023

Beiträge in Fachzeitschriften / Publications in journals

Amare, E. M., Siebeck, M., Yigzaw, T., Fischer, M. R., Tadesse, M., & Berndt, M. (2023). Differences in perceptions of capability, autonomy, and expectations between residents and surgical team members in executing EPAs in Ethiopian medical education. Heliyon, 9, Article e14316. https://doi.org/10.1016/j.heliyon.2023.e14316
Bauer, E., Greisel, M., Kuznetsov, I., Berndt, M., Kollar, I., Dresel, M., Fischer, M. R., & Fischer, F. (2023). Using natural language processing to support peer-feedback in the age of artificial intelligence: A cross-disciplinary framework and a research agenda. British Journal of Educational Technology, 54(5), 1222-1245. https://doi.org/10.1111/bjet.13336
Bekele, A., Worku, S., Gedamu, S., & Berndt, M. (2023). Predictors of college academic achievement for medical students: The case of Gondar University, College of Medicine and Health Sciences, Ethiopia. Advances in Medical Education and Practice, 14, 603-613. https://doi.org/10.2147/AMEP.S406031
Brose, S. F., Binder, K., Fischer, M. R., Reincke, M., Braun, L. T., & Schmidmaier, R. (2023). Bayesian versus diagnostic information in physician-patient communication: Effects of direction of statistical information and presentation of visualization. PLOS ONE, 18(6), Article e0283947. https://doi.org/10.1371/journal.pone.0283947
Bushuven, S., Bansbach, J., Bentele, M., Bentele, S., Gerber, B., Reinoso-Schiller, N., & Scheithauer, S., (2023). Indications for hand and glove disinfection in Advanced Cardiovascular Life Support: A manikin simulation study. Frontiers in Medicine, 9, Article 1025449. https://doi.org/10.3389/fmed.2022.1025449
Bushuven, S., Bansbach, J., Bentele, M., Trifunovic-Koenig, M., Bentele, S., Gerber, B., Hagen, F., Friess, C., & Fischer, M. R. (2023). Overconfidence effects and learning motivation refreshing BLS: An observational questionnaire study. Resuscitation Plus, 14, Article 100369. https://doi.org/10.1016/j.resplu.2023.100369
Bushuven, S., Bentele, M., Bentele, S., Gerber, B., Bansbach, J., Ganter, J., Trifunovic-Koenig, M., & Ranisch, R. (2023). “ChatGPT, Can You Help Me Save My Child’s Life?” - Diagnostic Accuracy and Supportive Capabilities to Lay Rescuers by ChatGPT in Prehospital Basic Life Support and Paediatric Advanced Life Support Cases – An In-silico Analysis. Journal of Medical Systems, 47, Article 123. https://doi.org/10.1007/s10916-023-02019-x
Bushuven, S., Bentele, M., Gerber, B., Michalsen, A., Ilkilic, I., & Inthorn, J. (2023). Single‑rater reliability of a three‑dimensional instrument for decision‑making in tertiary triage and ICU‑ prioritization – a case vignette simulation study. BMC Anesthesiology, 23, Article 215. https://doi.org/10.1186/s12871-023-02173-2
Das, N., de Almeida, L. G. N., Derakhshani, A., Young, D., Mehdinejadiani, K., Salo, P., Rezansoff, A., Jay, G. D., Sommerhoff, C. P., Schmidt, T. A., Krawetz, R., & Dufour, A. (2023). Tryptase β regulation of joint lubrication and inflammation via proteoglycan-4 in osteoarthritis. Nature Communications, 14, Article 1910. https://doi.org/10.1038/s41467-023-37598-3
Epstein, N., Eberle, J., Meuleners, J., Lachmann, D., Heuser, S., Herzig, S., Neuhaus, B., & Fischer, M. R. (2023). 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. GMS Journal for Medical Education, 40(6), Article Doc70. https://doi.org/10.3205/zma001652
Epstein, N., & Elhalaby, C. (2023). Social capital in academia: How does postdocs’ relationship with their superior professors shape their career intentions? International Journal for Educational and Vocational Guidance. https://doi.org/10.1007/s10775-023-09580-4 [online first]
Fink, M. C., Heitzmann, N., Reitmeier, V., Siebeck, M., Fischer, F., & Fischer, M. R. (2023). Diagnosing virtual patients: The interplay between knowledge and diagnostic activities. Advances in Health Sciences Education, 28(4), 1245-1264. https://doi.org/10.1007/s10459-023-10211-4
Fischer, M., Wnent, J., Gross, B., Seewald, S., Maurer, H., Ramshorn-Zimmer, A., Baubin, M., Luiz, T., Messelken, M., & Gräsner, J.-T. (2023). Qualitätsmanagement in der gesamten Reanimationsversorgung ist unerlässlich. These 9 der Bad Boller Reanimations- und Notfallgespräche. Anästhesiologie & Intensivmedizin, 64(12), 523-527. https://doi.org/10.19224/ai2023.523
Fischer, M. R., & Fabry, G. (2023). JME has impact beyond the Impact Factor! GMS Journal for Medical Education, 40(1), Article Doc43. https://doi.org/10.3205/zma001595
Flägel, K., Manke, M., Zimmermann, K., Wagener, S., Pante, S. V., Lehmann, M., Herpertz, S. C., Fischer, M. R., & Jünger, J. (2023). Planetary health as a main topic for the qualification in digital teaching – a project report. GMS Journal for Medical Education, 40(3), Article Doc35. https://doi.org/10.3205/zma001617
Frey, J., Braun, L. T., Handgriff, L., Kendziora, B., Fischer, M. R., Reincke, M., Zwaan, L., & Schmidmaier, R. (2023). Insights into diagnostic errors in endocrinology: a prospective, case-based, international study. BMC Medical Education, 23, Article 934. https://doi.org/10.1186/s12909-023-04927-5
Gernert, J. A., Warm, M., Salvermoser, L., Krüger, N., Bethe, S., Kocheise, L., von Hake, M., Meyer-Schwickerath, C., Graupe, T., Fischer, M. R., & Dimitriadis, K. (2023). Characteristics and quality assessment of online mentoring profile texts in academic medical mentoring. BMC Medical Education, 23, Article 849. https://doi.org/10.1186/s12909-023-04804-1
Gisi, M., Ferrari, V., Dubon, F., Fischer, M. R., Angstwurm, M., & Berndt, M. (2023). 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 national board examination. GMS Journal for Medical Education, 40(4), Article Doc53. https://doi.org/10.3205/zma001635
Gräsner, J.-T., Gross, B., Metelmann, B., Buchholz, M., Gerecke, U., Fischer, M., & Wnent, J. (2023). Herz-Kreislauf-Stillstand – Gesamtgesellschaftliche Herausforderung und künftiges nationales Gesundheitsziel. These 1 der Bad Boller Reanimations- und Notfallgespräche 2023. Anästhesiologie & Intensivmedizin, 64(12), 489-491. https://doi.org/10.19224/ai2023.489
Gross, B., Büchner, J., Coldewey, S., Gerecke, U., Buchholz, M., Bein, B., Wnent, J., & Wappler, F. (2023). Leben retten ist eine Bürgerkompetenz – Jeder muss es können! These 3 der Bad Boller Reanimations- und Notfallgespräche 2023. Anästhesiologie & Intensivmedizin, 64(12), 500-503. https://doi.org/10.19224/ai2023.500
Gross, B., Gistrichovsky, M., Baubinl, M., Wnent, J., & Bohn, A. (2023). Die Leitstelle als wichtiges Glied der Überlebenskette. These 7 der Bad Boller Reanimations- und Notfallgespräche 2023. Anästhesiologie & Intensivmedizin, 64(12), 515-518. https://doi.org/10.19224/ai2023.515

Hege, I., Hiedl, M., Huth, K. C., & Kiesewetter, J. (2023). Differences in clinical reasoning between female and male medical students. Diagnosis, 10(2),100-104. https://doi.org/10.1515/dx-2022-0081
Heitzmann, N., Stadler, M., Richters, C., Radkowitsch, A., Schmidmaier, R., Weidenbusch, M., & Fischer, M. R. (2023). Learners’ adjustment strategies following impasses in simulations – Effects of prior knowledge. Learning and Instruction, 83, Article 101632. https://doi.org/10.1016/j.learninstruc.2022.101632
Kiesewetter, J., Herbach, N., Landes, I., Mayer, J., Elgner, V., Orle, K., Grunow, A., Langkau, R., Gratzer, C., & Jansson, A. F. (2023). Dog assisted education in children with rheumatic diseases and adolescents with chronic pain in Germany. GMS Journal for Medical Education, 40(4), Article Doc44. https://doi.org/10.3205/zma001626
von Kleist-Retzow, J.-C., Oberste-Frielinghaus, M., Pudritz, Y., Epstein, N., Bosse, H.-M., Grigull, L., Lutz, T., Steinweg, B., Tutdibi, E., & Fischer, M. R. (2023). Selbstbild von Kinderärzten als Lehrende an Universitätskliniken in Deutschland. Monatsschrift Kinderheilkunde. https://doi.org/10.1007/s00112-023-01880-x [online first]
Kumpf, U., Ezim, H., Stadler, M., Burkhardt, G., Palm, U., Dechantsreiter, E., & Padberg, F. (2023). Transcranial direct current stimulation as treatment for major depression in a home treatment setting (HomeDC trial): Study protocol and methodology of a double-blind, placebo-controlled pilot study. Pilot and Feasibility Studies, 9(1), Article 197. https://doi.org/10.1186/s40814-023-01423-x
Marung, H., Strametz, R., Roesner, H., Reifferscheid, F., Petzina, R., Klemm, V., Trifunovic-Koenig, M., & Bushuven, S. (2023) Second Victims among German Emergency Medical Services Physicians (SeViD-III-Study). International Journal of Environmental Research and Public Health, 20(5), Article 4267. https://doi.org/10.3390/ijerph20054267
Mayer, A., Yaremko, O., Shchudrova, T., Korotun, O., Dospil, K., & Hege, I. (2023). Medical education in times of war: a mixed-methods needs analysis at Ukrainian medical schools. BMC Medical Education, 23, Article 804. https://doi.org/10.1186/s12909-023-04768-2
Meuleners, J. S., Boone, W. J., Fischer, M. R., Neuhaus, B. J., & Eberle, J. (2023). Evaluation of structured doctoral training programs in German life sciences: how much do such programs address hurdles faced by doctoral candidates? Frontiers in Education, 8, Article 930283. https://doi.org/10.3389/feduc.2023.930283
Mitzkat, A., Mink, J., Arnold, C., Krug, K., Mahler, C. Trierweiler-Hauke, B., Wensing, M., Kiesewetter, J., Mihaljevic, A. L., & Ullrich, C. (2023). Individuelle Kompetenzen und Team-Performance in klinischen Lernsettings der interprofessionellen Zusammenarbeit erfassen: Die empirische Entwicklung des Interprofessionelle Visiten Individual und Team Assessment Tools (IP-VITA). Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen, 179, 39-48. https://doi.org/10.1016/j.zefq.2023.03.007
Mitzkat, A., Mink, J., Arnold, C., Mahler, C., Mihaljevic, A. L., Möltner, A., Trierweiler-Hauke, B., Ullrich, C., Wensing, M., & Kiesewetter, J. (2023). Development of Individual Competencies and Team Performance in Interprofessional Ward Rounds - Results of a Study with multimodal observations at the Heidelberg Interprofessional Training Ward. Frontiers in Medicine, 10, Article 1241557. https://doi.org/10.3389/fmed.2023.1241557
Oettle, M., Büttner, M., Forster, M., Gajdi, L., Mücke, J., Nieto, A., Heuser, S., Huber, J., Walter, F., Corradini, S., Niyazi, M., Belka, C., Dreyling, M., Fischer, M. R., & Fleischmann, D. F. (2023). Principles of oncology taught in a one‑week course. Journal of Cancer Research and Clinical Oncology, 149(19), 17071-17079. https://doi.org/10.1007/s00432-023-05377-8
Richters, C., Stadler, M., Radkowitsch, A., Schmidmaier, R., Fischer, M. R., & Fischer, F. (2023). Who is on the right track? Behavior-based prediction of diagnostic success in a collaborative diagnostic reasoning simulation. Large-scale Assessments in Education, 11, Article 3. https://doi.org/10.1186/s40536-023-00151-1
Ruf, V., Horrer, A., Berndt, M., Hofer, S. I., Fischer, F., Fischer, M. R., Zottmann, J. M., Kuhn, J., & Küchemann, S. (2023). A literature review comparing experts’ and non-experts’ visual processing of graphs during problem-solving and learning. Education Sciences, 13(2), Article 216. https://doi.org/10.3390/educsci13020216
Sailer, M., Bauer, E., Hofmann, R., Kiesewetter, J., Glas, J., Gurevych, I., & Fischer, F. (2023). Adaptive Feedback from Artificial Neural Networks Facilitates Pre-Service Teachers’ Diagnostic Reasoning in Simulation-based Learning. Learning and Instruction, 83, Article 101620. https://doi.org/10.1016/j.learninstruc.2022.101620
Schmidt-Bäse, K., Huber, J., Fischer, M. R., & Wijnen-Meijer, M. (2023). German first-year medical students’ expectations of their professional life – concerns and hopes: A project report. GMS Journal for Medical Education, 40(6), Article Doc72. https://doi.org/10.3205/zma001654
Schwitters, M. T., & Kiesewetter, J. (2023). Resilience status of dental students and derived training needs and interventions to promote resilience. GMS Journal for Medical Education, 40(6), Article Doc67. https://doi.org/10.3205/zma001649
Stadler, M., Brandl, L., & Greiff, S. (2023). 20 years of interactive tasks in large-scale assessments: Process data as a way towards sustainable change? Journal of Computer Assisted Learning, 39(6), 1852-1859. https://doi.org/10.1111/jcal.12847
Stadler, M., & Schober, K. (2023). Pre-Prints – Akzeptanz und Nutzung in Bayern. Akademie Aktuell, 2023(3), 48-50.
Styn, A., Scheiter, K., Fischer, M. R., Shiozawa, T., Behrmann, F., Steffan, A., Kugelmann, D., & Berndt, M. (2023). Effects of tablet-based drawing and paper-based methods on medical students' learning of gross anatomy. Anatomical Sciences Education, 16(2), 266-279. https://doi.org/10.1002/ase.2237
Tenzin, K., Abamecha, A., Sharma, N. B., & Siebeck, M. (2023). Why Planetary Health Education matters now for Bhutan and the World! Bhutan Health Journal, 9(2). https://doi.org/10.47811/bhj.154
Tenzin, K., Dorji, T., Sherub, K., Chhezom, K., Dorji, G., Tshering, K., Choden, R. S., Mukhia, S., Choeda, T., Galey, K., Gyamtsho, S., Tshering, P., Siebeck, M., Jayasinghe, S., & Dhakal, G. P. (2023). An Integrated Competency-based Curriculum for Undergraduate Medical Education Programme in Bhutan. South-East Asian Journal of Medical Education, 17(2), 3-9. https://doi.org/10.4038/seajme.v17i2.576
Tenzin, K., Giri, S., Choeda, T., Gyamtsho, S., Misganaw, E., & Siebeck, M. (2023). Workplace-based Assessment in Postgraduate Medical Education: a 5 year experience from Bhutan. South-East Asian Journal of Medical Education, 17(2), 46-56. https://doi.org/10.4038/seajme.v17i2.580
Thommes, M. S., Klasen, M., Bickenbach, J., Deja, M., Engelhard, K., Francis, R., Gramatté, J., Hempel, G., Gmeinwieser, K., Reedy, G., Röder, D., Schroeder, I., HUMAN-NET CONSORTIUM, & Sopka, S. (2023). Effects of the “ICU Support” team meeting concept on patient-centered and staff-centered outcomes: study protocol for a randomized controlled multicenter study. Trials, 24, Article 756. https://doi.org/10.1186/s13063-023-07754-7
Timothy, V., Fischer, F., Watzka, B., Girwidz, R., & Stadler, M. (2023). Applying Cognitive Load Theory in Teacher Education: An Experimental Validation of the Scale by Leppink et al. Psychological Test Adaptation and Development, 4(1), 246-256. https://doi.org/10.1027/2698-1866/a000052
Tromsdorf, N., Ullrich, F. T. H., Rethmeier, M., Sommerhoff, C. P., & Schaschke, N. (2023). E-64c-Hydrazide Based Cathepsin C Inhibitors: Optimizing the Interactions with the S1’-S2’ Area. ChemMedChem, 18(1), Article e202300218. https://doi.org/10.1002/cmdc.202300218
Vejvoda, J., Stadler, M., Schultz-Pernice, F., Fischer, F., & Sailer, M. (2023). Getting ready for teaching with digital technologies: Scenario-based self-assessment in teacher education and professional development. Unterrichtswissenschaft, 51(4), 511-532. https://doi.org/10.1007/s42010-023-00186-x
Witti, M. J., Zottmann, J. M., Wershofen, B., Thistlethwaite, J. E., Fischer, F., & Fischer, M. R. (2023). FINCA – a conceptual framework to improve interprofessional collaboration in health education and care. Frontiers in Medicine, 10, Article 1213300. https://doi.org/10.3389/fmed.2023.1213300
Zelelew, H., Teshome, Z., Tadesse, T., & Keleta, Y. (2023). Planting the seeds of innovative e-learning platform in higher education institutions in Ethiopia: The case of ET online college. E-Learning and Digital Media, 20(2), 115-137. https://doi.org/10.1177/20427530221108030

Bücher / Books

Pudritz, Y. M. (2023). Ein Fall für die Klinische Pharmazie. Arbeitsbuch zum Lernen, Wiederholen und Vertiefen. Govi. ISBN: 978-3-7741-1665-8

Kapitel in Sammelbänden und Konferenz-Proceedings / Chapters in books and peer-reviewed proceedings

Greisel, M., Bauer, E., Kuznetsov, I., Berndt, M., Dresel, M., Fischer, M. R., Kollar, I., & Fischer, F. (2023). How to use theory to implement natural language processing for peer-feedback. In C. Damșa, M. Borge, E. Koh, & M. Worsley (Eds.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning (CSCL) 2023 (pp. 237-240). ISLS.
Tadesse, T. (2023). Cooperative Learning for Academic, Personal, and Social Development in Higher Education in Africa. In R. M. Gillies, B. Millis, & N. Davidson (Eds.), Contemporary Global Perspectives on Cooperative Learning: Applications Across Educational Contexts (pp. 232-251). Routledge. https://doi.org/10.4324/9781003268192
Vogel, F., Weinberger, A., Hong, D., Wang, T., Glazewski, K., Hmelo-Silver, C. E., Uttamchandani, S., Mott, B., Lester, J., Oshima, J., Oshima, R., Yamashita, S., Lu, J., Brandl, L., Richters, C., Stadler, M., Fischer, F., Radkowitsch, A., Schmidmaier, R., Fischer, M. R., Rejon, M. A., & Noroozi, O. (2023). Transactivity and knowledge co-construction in collaborative problem solving. In C. Damșa, M. Borge, E. Koh, & M. Worsley (Eds.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning (CSCL) 2023 (pp. 337-346). ISLS.

2022

Beiträge in Fachzeitschriften / Publications in journals

Amare, E. M., Siebeck, M., Sendekie, T. Y., Fischer, M. R., & Berndt, M. (2022). Development of an Entrustable Professional Activities (EPA) framework to inform surgical residency training programs in Ethiopia: A three-round national Delphi method study. Journal of Surgical Education, 79(1), 56-68. https://doi.org/10.1016/j.jsurg.2021.06.023
Bauer, E., Sailer, M., Kiesewetter, J., Fischer, M. R., & Fischer, F. (2022). Diagnostic argumentation in teacher education: Making the case for justification, disconfirmation, and transparency. Frontiers in Education, 7, Article 977631. https://doi.org/10.3389/feduc.2022.977631
Berndt, M., Strijbos, J. W., & Fischer, F. (2022). Impact of sender and peer-feedback characteristics on performance, cognitive load, and mindful cognitive processing. Studies in Educational Evaluation, 75, Article 101197. https://doi.org/10.1016/j.stueduc.2022.101197
Bishaw, A., Tadesse, T., Campbell, C., & Gillies, R. M. (2022). Exploring the Unexpected Transition to Online Learning Due to the COVID-19 Pandemic in an Ethiopian-Public-University Context. Education Sciences, 12(6), Article 399. https://doi.org/10.3390/educsci12060399
Bushuven, S., Niebel, I., Huber, J., & Diesener, P. (2022). Emotional and Psychological Effects of Dysphagia: Validation of the Jugendwerk Dysphagia Emotion and Family Assessment (JDEFA). Dysphagia, 37(2), 375-391. https://doi.org/10.1007/s00455-021-10289-1
Bushuven, S., Trifunovic-Koenig, M., Bentele, M., Bentele, S., Strametz, R., Klemm, V., & Raspe, M. (2022). Self-Assessment and Learning Motivation in the Second Victim Phenomenon. International Journal of Environmental Research and Public Health, 19(23), Article 16016. https://doi.org/10.3390/ijerph192316016
Dusch, M., Mayer, M., Treede, R.-D., Fischer, M. R., & Berndt, M. (2022). Projektbericht zur Förderung wissenschaftlicher Kompetenzen im Fach Schmerzmedizin im Rahmen der curricularen Lehre. Der Schmerz, 36(6), 398-405. https://doi.org/10.1007/s00482-022-00628-y
Fischer, F., Bauer, E., Seidel, T., Schmidmaier, R., Radkowitsch, A., Neuhaus, B. J., Hofer, S. I., Sommerhoff, D., Ufer, S., Kuhn, J., Küchemann, S., Sailer, M., Koenen, J., Gartmeier, M., Berberat, P. O., Frenzel, A., Heitzmann, N., Holzberger, D., Pfeffer, J., Lewalter, D., Niklas, F., Schmidt-Hertha, B., Gollwitzer, M., Vorholzer, A., Chernikova, O., Schons, C., Pickal, A. J., Bannert, M., Michaeli, T., Stadler, M., & Fischer, M. R. (2022). Representational scaffolding in digital simulations – learning professional practices in higher education. Information and Learning Sciences, 123(11/12), 645-665. https://doi.org/10.1108/ILS-06-2022-0076
Gedamu, S., Mekonnen, E., & Tadesse, T. (2022). The Development and Validation of a Professional Development Program for Health Professional Educators in Ethiopian Higher Education Context. Medical Science Educator, 32, 1095-1106. https://doi.org/10.1007/s40670-022-01630-w
Giesler, M., Huber, J., & Paulmann, V. (2022). Quality assurance and curricular development of medical faculties using graduate surveys: Challenges – proposal of a core questionnaire – implementation guide. GMS Journal for Medical Education, 39(1), Article Doc10. https://doi.org/10.3205/zma001531
Graupe, T., Giemsa, P., Schaefer, K., Fischer, M. R., Strijbos, J. W., & Kiessling, C. (2022). The role of the emotive, moral, and cognitive components for the prediction of medical students’ empathic behavior in an Objective Structured Clinical Examination (OSCE). Patient Education and Counseling, 105(10), 3103-3109. https://doi.org/10.1016/j.pec.2022.06.017
Holzmann-Littig, C., Zerban, N. L., Storm, C., Ulhaas, L., Pfeiffer, M., Kotz, A., Wijnen-Meijer, M., Keil, S., & Huber, J. (2022). One academic year under COVID-19 conditions: two multicenter cross-sectional evaluation studies among medical students in Bavarian medical schools, Germany students' needs, difficulties, and concerns about digital teaching and learning. BMC Medical Education, 22, Article 450. https://doi.org/10.1186/s12909-022-03480-x
Jennebach, J., Ahlers, O., Simonsohn, A., Adler, M., Özkaya, J., Raupach, T., & Fischer, M. R. (2022). Digital patient-centred learning in medical education: A national learning platform with virtual patients as part of the DigiPaL project. GMS Journal for Medical Education, 39(4), Article Doc47. https://doi.org/10.3205/zma001568
Kaap-Fröhlich, S., Ulrich, G., Wershofen, B., Ahles, J., Behrend, R., Handgraaf, M., Herinek, D., Mitzkat, A., Oberhauser, H., Scherer, T., Schlicker, A., Straub, C., Waury-Eichler, R., Wesselborg, B., Witti, M. J., Huber, M., & Bode, S. F. N. (2022). Position paper of the GMA Committee Interprofessional Education in the Health Professions – current status and outlook. GMS Journal for Medical Education, 39(2), Article Doc17. https://doi.org/10.3205/zma001538
Kiesewetter, J., Hege, I., Sailer, M., Bauer, E., Schulz, C., Platz, M., & Adler, M. (2022). Implementing Remote Collaboration in a Virtual Patient Platform: Usability Study. JMIR Medical Education, 8(3), Article e24306. https://doi.org/10.2196/24306
Kleinsorgen, C., Baumann, A., Braun, B., Griewatz, J., Lang, J., Lenz, H., Mink, J., Raupach, T., Romeike, B., Sauter, T. C., Schneider, A., Tolks, D., & Hege, I. (2022). Publication activities relating to digital teaching and learning in the GMS Journal for Medical Education – a descriptive analysis (1984–2020). GMS Journal for Medical Education, 39(5), Article Doc59. https://doi.org/10.3205/zma001580
Kron, S., Sommerhoff, D., Achtner, M., Stürmer, K., Wecker, C., Siebeck, M., & Ufer, S. (2022). Cognitive and Motivational Person Characteristics as Predictors of Diagnostic Performance: Combined Effects on Pre-Service Teachers’ Diagnostic Task Selection and Accuracy. Journal für Mathematik-Didaktik, 43(1), 135-172. https://doi.org/10.1007/s13138-022-00200-2
Kunzelmann, A. K., Binder, K., Fischer, M. R., Reincke, M., Braun, L. T., & Schmidmaier, R. (2022). Improving Diagnostic Efficiency with Frequency Double-Trees and Frequency Nets in Bayesian Reasoning. MDM Policy & Practice, 7(1), 1-11. https://doi.org/10.1177/23814683221086623
Lange, S., Krüger, N., Warm, M., op den Winkel, M., Buechel, J., Huber, J., Genzel-Boroviczény, O., Fischer, M. R., & Dimitriadis, K. (2022). Online medical history taking course: Opportunities and limitations in comparison to traditional bedside teaching. GMS Journal for Medical Education, 39(3), Article Doc34. https://doi.org/10.3205/zma001555
Lechner, A., Haider, S. P., Paul, B., Escrihuela Branz, P. F. F., Felicio-Briegel, A., Widmann, M., Huber, J., Stadlberger, U., Canis, M., Schrötzlmair, F., & Sharaf, K. (2022). Misjudgment of Skills in Clinical Examination Increases in Medical Students Due to a Shift to Exclusively Online Studies during the COVID-19 Pandemic. Journal of Personalized Medicine, 12(5), Article 781. https://doi.org/10.3390/jpm12050781
Necknig, U. H., Leyh, H., Waidelich, R., Gernhold, L., Kiesewetter, J., & Weidenbusch, M. (2022). MatricS – A novel tool for monitoring professional role development in surgical disciplines. Frontiers in Surgery, 9, Article 1009391. https://doi.org/10.3389/fsurg.2022.1009391
Necknig, U. H., Wolff, I., Bründl, J., Kriegmair, M. C., Marghawal, D., Wagener, N., Hegemann, M., Eder, E., Wülfing, C., Burger, M., Leyh, H., May, M., Kiesewetter, J., & Weidenbusch, M. (2022). Welchen Einfluss hat die Dauer der Oberarzttätigkeit auf die Berufsausübung und Zufriedenheit urologischer OberärztInnen in Deutschland? Aktuelle Urologie, 53(4), 331-342. https://doi.org/10.1055/a-1194-3611
Rechtien, L., Gradel, M., Fischer, M. R., Graupe, T., & Dimitriadis, K. (2022). A Mixed Methods Assessment of the Management Role of Physicians. Advances in Medical Education and Practice, 13, 1003-1017. https://doi.org/10.2147/AMEP.S370245
Riegel, M., Klemm, V., Bushuven, S., & Strametz, R. (2022). Self-Stigmatization of Healthcare Workers in Intensive Care, Acute, and Emergency Medicine. International Journal of Environmental Research and Public Health, 19(21), Article 14038. https://doi.org/10.3390/ijerph192114038
Röcker, N., Wershofen, B., Pudritz, Y., Fischer, M. R., Auerbacher, M., Fintz, M., Drey, M., & Schmidmaier, R. (2022). Interprofessional geriatric assessment in nursing home (IgAP): a curricular development in geriatrics. GMS Journal for Medical Education, 39(1), Article Doc7. https://doi.org/10.3205/zma001528
Rösgen, D., Schlüssel, S., Greser, A., Roos, M., Simmenroth, A., Kühlein, T., Fischer, M. R., Schneider, A., Lukaschek, K., Schneider, D., & Gensichen, J. (2022). Strukturiertes Einzelmentoring im Rahmen der Weiterbildung Allgemeinmedizin in Bayern – eine multizentrische Evaluation. Zeitschrift für Allgemeinmedizin, 98(12), 416-421. https://doi.org/10.53180/zfa.2022.0416-0421
Rueb, M., Siebeck, M., Rehfuess, E. A., & Pfadenhauer, L. M. (2022). Cinemeducation in medicine: a mixed methods study on students’ motivations and benefits. BMC Medical Education, 22, Article 172. https://doi.org/10.1186/s12909-022-03240-x
Schultz-Pernice, F., Becker, S., Berger, S., Ploch, N., Radkowitsch, A., Vejvoda, J., & Fischer, F. (2022). Digitales Lehren und Lernen an der Hochschule: Erkenntnisse aus der empirischen Lehr-Lernforschung. Teil 2: Betreuung, Begleitung und Unterstützung digital gestützten Lernens – Herausforderungen und Chancen für innovative Hochschullehre. Lehrerbildung@LMU, 2(1), 36-52. https://doi.org/10.5282/lb/32
Sharaf, K., Felicio-Briegel, A., Widmann, M., Huber, J., Eggersmann, T. K., Stadlberger, U., Schrötzlmair, F., Canis, M., & Lechner, A. (2022). ToSkORL: Selbst- und Fremdeinschätzung bei der Untersuchung des Kopf-Hals-Bereichs. HNO, 70(4), 295-303. https://doi.org/10.1007/s00106-021-01097-y
Strametz, R., Siebold, B., Heistermann, P., Haller, S., & Bushuven, S. (2021). Validation of the German Version of the Second Victim Experience and Support Tool – Revised. Journal of Patient Safety, 18(3), 182-192. https://doi.org/10.1097/pts.0000000000000886
Tadesse, T., Asmamaw, A., Getachew, K., Ferede, B., Melese, W., Siebeck, M., & Fischer, M. R. (2022). Self-Regulated Learning Strategies as Predictors of Perceived Learning Gains among Undergraduate Students in Ethiopian Universities. Education Sciences, 12(7), Article 468. https://doi.org/10.3390/educsci12070468
Tadesse, T., Asmamaw, A., H/Mariam, S., & Edo, B. (2022). A survey of contextual factors and psychological needs satisfaction as correlates of youth athletes’ developmental outcomes in the Ethiopian sports academy context. BMC Sports Science, Medicine and Rehabilitation, 14, Article 156. https://doi.org/10.1186/s13102-022-00545-8
Teshome, Z., Wolde, B., Abrham, T., & Tadesse, T. (2022). Evaluating the Practices and Challenges of Youth Volleyball Development in Amhara Regional State, Ethiopia by Using the CIPP Model. Healthcare, 10(4), Article 719. https://doi.org/10.3390/healthcare10040719
Trifunovic-Koenig, M., Bushuven, S., Gerber, B., Otto, B., Dettenkofer, M., Salm, F., & Fischer, M. R. (2022). Correlation between Overconfidence and Learning Motivation in Postgraduate Infection Prevention and Control Training. International Journal of Environmental Research and Public Health, 19(9), Article 5763. https://doi.org/10.3390/ijerph19095763
Trifunovic-Koenig, M., Strametz, R., Gerber, B., Mantri, S., & Bushuven, S. (2022). Validation of the German Version of the Moral Injury Symptom and Support Scale for Health Professionals (G-MISS-HP) and Its Correlation to the Second Victim Phenomenon. International Journal of Environmental Research and Public Health, 19(8), Article 4857. https://doi.org/10.3390/ijerph19084857
Vogel, C. E., Kiessling, C., Fischer, M. R., & Graupe, T. (2022). Does a sense of gratitude protect against empathy loss in medical students? An exploratory study. GMS Journal for Medical Education, 39(3), Article Doc32. https://doi.org/10.3205/zma001553

Kapitel in Sammelbänden und Konferenz-Proceedings / Chapters in books and peer-reviewed proceedings

Bauer, E., Sailer, M., Kiesewetter, J., Schulz, C., Gurevych, I., Fischer, M. R., & Fischer, F. (2022). Learning to Diagnose Students’ Behavioral, Developmental, and Learning Disorders in a Simulation-Based Learning Environment for Pre-Service Teachers. In F. Fischer, & A. Opitz (Eds.), Learning to diagnose with simulations (pp. 97-107). Springer. https://doi.org/10.1007/978-3-030-89147-3_8
Fink, M. C., Reitmeier, V., Siebeck, M., Fischer, F., & Fischer, M. R. (2022). Live and video simulations of medical history taking: Theoretical background, design, development and validation of a learning environment. In F. Fischer, & A. Opitz (Eds.), Learning to diagnose with simulations (pp. 109-122). Springer. https://doi.org/10.1007/978-3-030-89147-3_9
Kramer, M., Stürmer, J., Förtsch, C., Seidel, T., Ufer, S., Fischer, M. R., & Neuhaus, B. J. (2022). Diagnosing the Instructional Quality of Biology Lessons Based on Staged Videos: Developing DiKoBi, A Video-Based Simulation. In F. Fischer, & A. Opitz (Eds.), Learning to diagnose with simulations (pp. 63-81). Springer. https://doi.org/10.1007/978-3-030-89147-3_6
Lenz, H., Epstein, N., Braun, M., & Jacobs, F. (2022). Internationale Studierende der Humanmedizin an der der LMU: Herausforderungen und Lösungsansätze mit kommunikativem Fokus. In Deutscher Akademischer Austauschdienst (Ed.), Internationale Studierende in Deutschland – Perspektiven aus Hochschulforschung und Hochschulpraxis (pp. 53-62). DAAD.
Marczynski, B., Kaltefleiter, L. J., Siebeck, M., Wecker, C., Stürmer, K., & Ufer, S. (2022). Diagnosing 6th Graders’ Understanding of Decimal Fractions: Fostering Mathematics Pre-Service Teachers’ Diagnostic Competences with Simulated One-on-One Interviews. In F. Fischer, & A. Opitz (Eds.), Learning to diagnose with simulations (pp. 49-62). Springer. https://doi.org/10.1007/978-3-030-89147-3_5
Opitz, A., Fischer, M. R., Seidel, T., & Fischer, F. (2022). Conclusions and Outlook: Toward more Systematic Research on the Use of Simulations in Higher Education. In F. Fischer, & A. Opitz (Eds.), Learning to diagnose with simulations (pp. 143-149). Springer. https://doi.org/10.1007/978-3-030-89147-3_11
Radkowitsch, A., Sailer, M., Fischer, M. R., Schmidmaier, R., & Fischer, F. (2022). Diagnosing Collaboratively: A Theoretical Model and a Simulation-Based Learning Environment. In F. Fischer, & A. Opitz (Eds.), Learning to diagnose with simulations (pp. 123-141). Springer. https://doi.org/10.1007/978-3-030-89147-3_10
Richters, C., Stadler, M., Radkowitsch, A., Behrmann, F., Weidenbusch, M., Fischer, M. R., Schmidmaier, R., & Fischer, F. (2022). Making the rich even richer? Interaction of structured reflection with prior knowledge in collaborative medical simulations. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning (CSCL) 2022 (pp. 155-162). ISLS. ISBN: 978-1-7373306-4-6
Strauß, S., Eberle, J., Tunnigkeit, I., vom Bovert, L. F., Schmittchen, M., Avdullahu, A., Rummel, N., Witti, M., Zottmann, J., Wershofen, B., Fischer, F., Fischer, M. R., Ndubuisi, A., Slotta, J., Marzi, E., Borge, M., Aldemir, T., Soto, J., & Rosé, C. (2022). Learning to build bridges: Promoting skills for complex collaboration across professional and cultural boundaries. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning (CSCL) 2022 (pp. 517-524). ISLS. ISBN: 978-1-7373306-4-6

2021

Beiträge in Fachzeitschriften / Publications in journals

Berndt, M., Schmidt, F. M., Sailer, M., Fischer, F., Fischer, M. R., & Zottmann, J. M. (2021). Investigating statistical literacy and scientific reasoning & argumentation in medical-, social sciences-, and economics students. Learning and Individual Differences, 86, Article 101963. https://doi.org/10.1016/j.lindif.2020.101963
Brandl, L., Richters, C., Radkowitsch, A., Obersteiner, A., Fischer, M. R., Schmidmaier, R., Fischer, F., & Stadler, M. (2021). Simulation-Based Learning of Complex Skills: Predicting Performance with Theoretically Derived Process Features. Psychological Test and Assessment Modeling, 63(4), 542-560.
Brands, B., Tran, N. N., Baudendistel-Happ, E., Sanchez-Garcia, M., Fischer, M. R., & Koletzko, B. (2021). Global e-Learning in Early Nutrition and Lifestyle for International Healthcare Professionals: Design and Evaluation of the Early Nutrition Specialist Programme (ENS). Nutrients, 13(3), Article 775. https://doi.org/10.3390/nu13030775
Bushuven, S., Dettenkofer, M., Dietz, A., Bushuven, S., Dierenbach, P., Inthorn, J., Beiner, M., & Langer, T. (2021). Interprofessional perceptions of emotional, social, and ethical effects of multidrug-resistant organisms: A qualitative study. PLOS ONE, 16(2), Article e0246820. https://doi.org/10.1371/journal.pone.0246820
Dadaczynski, K., & Tolks, D. (2021). Digital health communication and health literacy in times of COVID-19. Planning and implementation of a special course of study in health promotion and prevention. GMS Journal for Medical Education, 38(1), Article Doc31. https://doi.org/10.3205/zma001427
Epstein, N., Reimer, M., Gartmeier, M., Fischer, M. R., Berberat, P. O., & Huber, J. (2021). The Munich Research Competence Scale: Research competence among doctoral candidates and graduates in medicine. Results from the second wave of the Bavarian Graduate Study in Medicine. Beiträge zur Hochschulforschung, 43(4), 210-226.
Erl, A., Hauenstein, K., Huber, J., Leyh, H., Weingärtner, K., Ebert, A.-K., Waidelich, R., & Necknig, U. (2021). Improving Drinking and Micturition Habits in Preschool Children: An Educational Project. Urologia Internationalis, 105(11-12), 993-1001. https://doi.org/10.1159/000515993
Fink, M. C., Heitzmann, N., Siebeck, M., Fischer, F., & Fischer, M. R. (2021). Learning to Diagnose Accurately through Virtual Patients: Do Reflection Phases Have an Added Benefit? BMC Medical Education, 21, Article 523. https://doi.org/10.1186/s12909-021-02937-9
Fink, M. C., Radkowitsch, A., Bauer, E., Sailer, M., Kiesewetter, J., Schmidmaier, R., Siebeck, M., Fischer, F., & Fischer, M. R. (2021). Simulation research and design: a dual-level framework for multi-project research programs. Educational Technology Research and Development, 69(2), 809-841. https://doi.org/10.1007/s11423-020-09876-0
Fink, M. C., Reitmeier, V., Stadler, M., Siebeck, M., Fischer, F., & Fischer, M. R. (2021). Assessment of Diagnostic Competences with Standardized Patients vs. Virtual Patients: An Experimental Study in the Context of History-Taking. Journal of Medical Internet Research, 23(3), Article e21196. https://doi.org/10.2196/21196
Fischer, M. R. (2021). Digital teaching after the pandemic – enriching diversity of teaching methods and freedom for inclination-oriented learning? GMS Journal for Medical Education, 38(6). https://doi.org/10.3205/zma001507
Götzberger, M., Kaiser, C., Jenssen, C., Dollhopf, M., Faiss, S., Burmester, E., Schöppe, F., Gülberg, V., & Fischer, M. R. (2021). A structured Endoscopic Ultrasound training program in Germany improves knowledge and competence. Medical Ultrasonography, 23(4), 396-401. https://doi.org/10.11152/mu-2892
Gudina, E. K., Siebeck, M., & Eshete, M. T. (2021). Evidence Gaps and Challenges in the Fight Against COVID-19 in Africa: Scoping Review of the Ethiopian Experience. Risk Management and Healthcare Policy, 14, 4511-4521. https://doi.org/10.2147/rmhp.s333545
Heitzmann, N., Opitz, A., Stadler, M., Sommerhoff, D., Fink, M. C., Obersteiner, A., Schmidmaier, R., Neuhaus, B. J., Ufer, S., Seidel, T., Fischer, M. R., & Fischer, F. (2021). Cross-disciplinary research on learning and instruction – coming to terms. Frontiers in Psychology, 11, Article 562658. https://doi.org/10.3389/fpsyg.2021.562658
Huber, J., Witti, M., Schunk, M., Fischer, M. R., & Tolks, D. (2021). The use of the online Inverted Classroom Model for digital teaching with gamification in medical studies. GMS Journal for Medical Education, 38(1), Article Doc3. https://doi.org/10.3205/zma001399
Keil, S., Abler, M., Stocker, I., Knerr, M., Witti, M., & Wershofen, B. (2021). Vom IHR zum WIR – Gemeinsames Lernen interprofessioneller Skills. PADUA, 16(2), 94-99. https://doi.org/10.1024/1861-6186/a000606
Kiesewetter, J., Dimke, B., & Huber, J. (2021). A primer in resilience training for German medical students – A necessary step in building a resilient healthcare workforce. Beiträge zur Hochschulforschung, 43(4), 198-209.
Kiesewetter, J., & Huber, J. (2021). A primer of an in-depth resilience status for German medical graduates: results of a cross-sectional survey on the status quo of resilience among graduates of human medicine in Bavaria, Germany – a necessary step in building an emotionally equipped healthcare work-force. BMC Medical Education, 21, Article 573. https://doi.org/10.1186/s12909-021-02933-z
Langewitz, W., Pleines, U., Hunziker, S., Becker, C., Fischer, M. R., Benz, A., & Otto, B. (2021). Doctor-patient communication during the Corona crisis – web-based interactions and structured feedback from standardized patients at the University of Basel and the LMU Munich. GMS Journal for Medical Education, 38(4), Article Doc81. https://doi.org/10.3205/zma001477
Leunig, A., Winkler, M., Gernert, J. A., Graupe, T., & Dimitriadis, K. (2021). Management lessons through an interactive online discussion about hospital management during the COVID-19 pandemic. GMS Journal for Medical Education, 38(1), Article Doc25. https://doi.org/10.3205/zma001421
Lottspeich, C., Braun, L. T., Fischer, M. R., & Schmidmaier, R. (2021). Simulated ward round training in the medical curriculum Munich. GMS Journal for Medical Education, 38(4), Article Doc75. https://doi.org/10.3205/zma001471
Lukaschek, K., Sanftenberg, L., Friemel, C., Sommer, A., Huber, J., Fischer, M. R., & Gensichen, J. (2021). Allgemeinmedizinische Lehre online: eine Herausforderung. Zeitschrift für Allgemeinmedizin, 97(2), 88-91. https://doi.org/10.3238/zfa.2021.0088-0091
März, E., Wessels, I., Kollar, I., & Fischer, M. R. (2021). “I just stand around and look friendly” – Comparing medical students’ and physicians’ ward round scripts. Medical Teacher, 43(5), 560-566. https://doi.org/10.1080/0142159X.2021.1877267
Mühlbauer, L., Huber, J., Fischer, M. R., Berberat, P. O., & Gartmeier, M. (2021). Medical students’ engagement in the context of the SARS-CoV-2 pandemic: The influence of psychological factors on readiness to volunteer. GMS Journal for Medical Education, 38(6), Article Doc110. https://doi.org/10.3205/zma001506
Necknig, U. H., Leyh, H., Gernhold, L., Waidelich, R., von Ostau, N., Kunisch, R., Kiesewetter, J., & Weidenbusch, M. (2021). Mentoring in der urologischen Weiterbildung. Einsatz einer Kompetenzmatrix zur Ergebnisevaluation. Der Urologe, 60(2), 203-211. https://doi.org/10.1007/s00120-020-01376-6
Radkowitsch, A., Sailer, M., Schmidmaier, R., Fischer, M. R., & Fischer, F. (2021). Learning to diagnose collaboratively – Effects of adaptive collaboration scripts in agent-based medical simulations. Learning and Instruction, 75, Article 101487. https://doi.org/10.1016/j.learninstruc.2021.101487
Röcker, N., Lottspeich, C., Braun, L. T., Lenzer, B., Frey, J., Fischer, M. R., & Schmidmaier, R. (2021). Implementation of self-directed learning within clinical clerkships. GMS Journal for Medical Education, 38(2), Article Doc43. https://doi.org/10.3205/zma001439
Rohr, S. O., Gerhard, A., Schmidt, F. M., Eder, J., Salvermoser, L., Dimitriadis, K., & Fischer, M. R. (2021). Thinking outside the box: students positive about visionary elective curricula in medical school. GMS Journal for Medical Education, 38(7), Article Doc119. https://doi.org/10.3205/zma001515
Schmidt, F. M., Zottmann, J. M., Sailer, M., Fischer, M. R., & Berndt, M. (2021). Statistical literacy and scientific reasoning & argumentation in physicians. GMS Journal for Medical Education, 38(4), Article Doc77. https://doi.org/10.3205/zma001473
Schultz-Pernice, F., Becker, S., Berger, S., Ploch, N., Radkowitsch, A., Vejvoda, J., & Fischer, F. (2022). Digitales Lehren und Lernen an der Hochschule: Erkenntnisse aus der empirischen Lehr-Lernforschung. Teil 1: Planung und Gestaltung digitaler Lehre. Lehrerbildung@LMU, 1(2), 35-51. https://doi.org/10.5282/lb/23
Strametz, R., Fendel, J. C., Koch, P., Roesner, H., Zilezinski, M., Bushuven, S., & Raspe, M. (2021). Prevalence of Second Victims, Risk Factors, and Support Strategies among German Nurses (SeViD-II Survey). International Journal of Environmental Research and Public Health, 18(10), Article 10594. https://doi.org/10.3390/ijerph182010594
von Stülpnagel, C., Kutschker, S., Sperl, W., Berweck, S., Staudt, M., Berndt, M., & Kluger, G. (2021). Childhood stroke: Long-term outcomes and health-related quality of life with a special focus on the development of epilepsy. Neuropediatrics, 52(6), 469-474. https://doi.org/10.1055/s-0041-1731805
Sudacka, M., Adler, M., Durning, S. J., Edelbring, S., Frankowska, A., Hartmann, D., Hege, I., Huwendiek, S., Sobočan, M., Thiessen, N., Wagner, F. L., & Kononowicz, A. A. (2021). Why is it so difficult to implement a longitudinal clinical reasoning curriculum? A multicenter interview study on the barriers perceived by European health professions educators. BMC Medical Education, 21, Article 575. https://doi.org/10.1186/s12909-021-02960-w
Teichgräber, U., Ingwersen, M., Mentzel, H. J., Aschenbach, R., Neumann, R., Franiel, T., Herzog, A., Böttcher, J., Pfeil, A., Mensel, B., Freesmeyer, M., Fischer, M. R., & Zottmann, J. M. (2021). Impact of a Heutagogical, Multimedia-based Teaching Concept to Promote Self-Determined, Cooperative Student Learning in Clinical Radiology. RöFo – Fortschritte auf dem Gebiet der Röntgenstrahlen und der bildgebenden Verfahren, 193(6), 701-711. https://doi.org/10.1055/a-1313-7924
Tolks, D., Kuhn, S., & Kaap-Fröhlich, S. (2021). Teaching in times of COVID-19. Challenges and opportunities for digital teaching. Part 2. GMS Journal for Medical Education, 38(1), Article Doc32. https://doi.org/10.3205/zma001428
Tolks, D., Romeike, B. F., Ehlers, J., Kuhn, S., Kleinsorgen, C., Huber, J., Fischer, M. R., Bohne, C., Hege, I., Merz, L., & Sailer, M. (2021). The online inverted classroom model (oICM). A blueprint to adapt the inverted classroom to an online learning setting in medical and health education. MedEdPublish, 9, Article 113. https://doi.org/10.15694/mep.2020.000113.2
Vicente, C. R., Jacobs, F., de Carvalho, D. S., Chhaganlal, K., de Carvalho, R. B., Raboni, S. M., Qosaj, F. A., & Tanaka, L. F. (2021). Creating a platform to enable collaborative learning in One Health: The Joint Initiative for Teaching and Learning on Global Health Challenges and One Health experience. One Health, 12, Article 100245. https://doi.org/10.1016/j.onehlt.2021.100245
Witti, M. J., Hartmann, D., Wershofen, B., & Zottmann, J. M. (2021). Building interprofessional and interinstitutional bridges in health care education. Medical Education, 55(11), 1309-1310. https://doi.org/10.1111/medu.14615
Wong, C., van den Broek, W., Doody, G., Fischer, M. R., Leech, M., De Ponti, F., Gerbes, A., Nishigori, H., Lee, Y. M., Frens, M., Kasuya, H., Bazzoli, F., Hickel, R., Lee, H. S., van Leeuwen, J. P. T. M., Mitchell, C., Kadomatsu, K., Atherton, J., & Chan, F. (2021). Continuing medical education during pandemic waves of COVID-19: Consensus from medical faculties in Asia, Australia and Europe. MedEdPublish, 10(1), Article 64. https://doi.org/10.15694/mep.2021.000064.1
Zibold, J., Gernert, J. A., Reik, L. J. U., Keidel, L. M., Graupe, T., & Dimitriadis, K. (2021). Adaptations to mentoring and peer mentor training at the medical faculty during the COVID-19 pandemic. GMS Journal for Medical Education, 38(1), Article Doc8. https://doi.org/10.3205/zma001404

Bücher / Books

Kerres, A., Wissing, C., & Wershofen, B. (Eds.). (2021). Skillslab in Pflege und Gesundheitsfachberufen. Springer. https://doi.org/10.1007/978-3-662-61928-5

Kapitel in Sammelbänden und Konferenz-Proceedings / Chapters in books and peer-reviewed proceedings

Bauer, E., Sailer, M., Kiesewetter, J., Fischer, M. R., & Fischer, F. (2021). Pre-Service Teachers’ Argumentations in the Context of Assessment. In E. de Vries, Y. Hod, & J. Ahn (Eds.), Proceedings of the 15th International Conference of the Learning Sciences (ICLS) 2021 (pp. 669-672). ISLS.
Glunde, B. (2021). Exposé erstellen. In J. Glunde, L. Mack, M. Mohaupt, & G. Schüller (Eds.), Projektmanagement für Promovierende (pp. 35-47). Springer. https://doi.org/10.1007/978-3-662-63732-6_5
Glunde, B., Glunde J., & Mack, L. (2021). Chancen und Grenzen des Projektmanagements begreifen. In J. Glunde, L. Mack, M. Mohaupt, & G. Schüller (Eds.), Projektmanagement für Promovierende (pp. 141-152). Springer. https://doi.org/10.1007/978-3-662-63732-6_15
Stürmer, K., Marczynski, B., Wecker, C., Siebeck, M., & Ufer, S. (2021). Praxisnahe Lerngelegenheiten in der Lehrerbildung – Validierung der simulationsbasierten Lernumgebung DiMaL zur Förderung diagnostischer Kompetenzen von angehenden Mathematiklehrpersonen. In N. Beck, T. Bohl, & S. Meissner (Eds.), Vielfältig herausgefordert. Forschungs- und Entwicklungsfelder der Lehrerbildung auf dem Prüfstand (pp. 57-69). Tübingen University Press. https://doi.org/10.15496/publikation-52636
Wershofen, B. (2021). Förderung der interprofessionellen Kommunikation durch strukturierte Fallbesprechungen und Visitensimulation (FInKo). In A. Kerres, C. Wissing, & B. Wershofen (Eds.), Skillslab in Pflege und Gesundheitsfachberufen (pp.111-125). Springer. https://doi.org/10.1007/978-3-662-61928-5_9

2020

Beiträge in Fachzeitschriften / Publications in journals

Bauer, E., Fischer, F., Kiesewetter, J., Shaffer, D. W., Fischer, M. R., Zottmann, J. M., & Sailer, M. (2020). Diagnostic activities and diagnostic practices in Medical Education and Teacher Education: An interdisciplinary comparison. Frontiers in Psychology, 11, Article 562665. https://doi.org/10.3389/fpsyg.2020.562665
Beckers, M. A., Braun, L. T., Epstein, N., Fischer, M. R., & Schmidmaier, R. (2020). Die Facharztprüfung Innere Medizin: Eine qualitative und quantitative Analyse von Gedächtnisprotokollen. Deutsche Medizinische Wochenschrift, 145(2), Article e10–e17. https://doi.org/10.1055/a-0970-6348
Benning, N.-H., Haag, M., Knaup, P., Krefting, D., Rienhoff, O., Suhr, M., Hege, I., & Tolks, D. (2020). Digital teaching as an instrument for cross-location teaching networks in medical informatics: opportunities and challenges. GMS Journal for Medical Education, 37(6). Article Doc56. https://doi.org/10.3205/zma001349
Berndt, M., Thomas, F., Bauer, D., Härtl, A., Hege, I., Kääb, S., Fischer, M. R., & Heitzmann, N. (2020). The influence of prompts on final year medical students' learning process and achievement in ECG interpretation. GMS Journal for Medical Education, 37(1), Article Doc11. https://doi.org/10.3205/zma001304
Bushuven, S., Dettenkofer, M., Sippel, S., Koenig, S., Bushuven, S., & Schneider-Brachert, W. (2020). Speaking up behavior and cognitive bias in hand hygiene: Competences of German-speaking medical students. PLOS ONE, 15(9), Article e0239444. https://doi.org/10.1371/journal.pone.0239444
Chernikova, O., Heitzmann, N., Fink, M. C., Timothy, V., Seidel, T., Fischer, F., & DFG Research group COSIMA (2020). Facilitating Diagnostic Competences in Higher Education – a Meta-Analysis in Medical and Teacher Education. Educational Psychology Review, 32(1), 157-196. https://doi.org/10.1007/s10648-019-09492-2
Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-based learning in higher education: a meta-analysis. Review of Educational Research, 90(4), 499-541. https://doi.org/10.3102/0034654320933544
Dadaczynski, K., & Tolks, D. (2020). Daddeln für die Gesundheit? Reflexionen aktueller Entwicklungen der spielerischen Gesundheitsförderung und Prävention. Stadtpunkte, 2020(1), 9-10.
Gartmeier, M., Reimer, M., Huber, J., Epstein, N., Fischer, M. R., & Berberat, P. O. (2020). International mobility of students in the medical disciplines from a comparative perspective. GMS Journal for Medical Education, 37(3), Article Doc34. https://doi.org/10.3205/zma001327
Gernert, J. A., Zibold, J., Reik, L. J. U., Graupe, T., & Dimitriadis, K. (2020). Restructuring career counselling ventures of a mentoring program for medical students in the course of the COVID-19 pandemic. GMS Journal for Medical Education, 37(7), Article Doc73. https://doi.org/10.3205/zma001366
Gidi, N. W., Goldenberg, R. L., Nigussie, A. K., McClure, E., Mekasha, A., Worku, B., Siebeck, M., Genzel-Boroviczeny, O., & Muhe, L. M. (2020). Comparison of neonatal outcomes of small for gestational age and appropriate for gestational age preterm infants born at 28-36 weeks of gestation: a multicentre study in Ethiopia. BMJ Paediatrics Open, 4(1), Article e000740. https://doi.org/10.1136/bmjpo-2020-000740
Gidi, N. W., Goldenberg, R. L., Nigussie, A. K., McClure, E., Mekasha, A., Worku, B., Siebeck, M., Genzel-Boroviczeny, O., & Muhe, L. M. (2020). Incidence and associated factors of extrauterine growth restriction (EUGR) in preterm infants, a cross-sectional study in selected NICUs in Ethiopia. BMJ Paediatrics Open, 4(1), Article e000765. http://doi.org/10.1136/bmjpo-2020-000765
Giemsa, P., Wübbolding, C., Fischer, M. R., Graupe, T., Härtl, A., Lenz, C., Sanftenberg, L., Schelling, J., Schüttpelz-Brauns, K., & Kiessling, C. (2020). What works best in a general practice specific OSCE for medical students: Mini-CEX or content-related checklists? Medical Teacher, 42(5), 578-584. https://doi.org/10.1080/0142159X.2020.1721449
Graupe, T., Fischer, M. R., Strijbos, J. W., & Kiessling, C. (2020). Development and Piloting of a Situational Judgement Test for Emotion-Handling Skills Using the Verona Coding Definitions of Emotional Sequences (VR-CoDES). Patient Education and Counseling, 103(9), 1839-1845. https://doi.org/10.1016/j.pec.2020.04.001
Hege, I., Kiesewetter, I., & Adler, M. (2020). Automatic analysis of summary statements in virtual patients – a pilot study evaluating a machine learning approach. BMC Medical Education, 20, Article 366. https://doi.org/10.1186/s12909-020-02297-w
Hege, I., Sudacka, M., Kononowicz, A. A., Nonnenmann, J., Banholzer, J., Schelling, J., Adler, M., Espinoza, B., Garrido, M. A., & Radon, K. (2020). Adaptation of an international virtual patient collection to the COVID-19 pandemic. GMS Journal for Medical Education, 37(7), Article Doc92. https://doi.org/10.3205/zma001385
Hege, I., Tolks, D., Adler, M., & Härtl, A. (2020). Blended learning: ten tips on how to implement it into a curriculum in healthcare education. GMS Journal for Medical Education, 37(5), Article Doc45. https://doi.org/10.3205/zma001338
Hege, I., Tolks, D., Kuhn, S., & Shiozawa, T. (2020). Digital skills in healthcare. GMS Journal for Medical Education, 37(6), Article Doc63. https://doi.org/10.3205/zma001356
Huber, B. C., Steffen, J., Schlichtiger, J., Graupe, T., Deuster, E., Strouvelle, V. P., Fischer, M. R., Massberg, S., & Brunner, S. (2020). Alteration of physical activity during COVID-19 pandemic lockdown in young adults. Journal of Translational Medicine, 18, Article 410. https://doi.org/10.1186/s12967-020-02591-7
Jahn, K., Kreuzpointner, A., Pfefferkorn, T., Zwergal, A., Brandt, T., & Margraf, A. (2020). Telling friend from foe in emergency vertigo and dizziness: does season and daytime of presentation help in the differential diagnosis? Journal of Neurology, 267(Suppl. 1), S118-S125. https://doi.org/10.1007/s00415-020-10019-x
Jünger, J., Pante, S. V., Ackel-Eisnach, K., Wagener, S., & Fischer, M. R. (2020). Do it together! Conception and long-term results of the trans-institutional Master of Medical Education (MME) program in Germany. GMS Journal for Medical Education, 37(3), Article Doc33. https://doi.org/10.3205/zma001326
Kiesewetter, J., & Dimke, B. (2020). Emotional speed‐dating as a part of medical students’ resilience training. Medical Education, 54(5), 473-474. https://doi.org/10.1111/medu.14094
Kiesewetter, J., Glumann, N., & Lin, L. (2020). Resilienz – eine Einführung für Assistenzärztinnen und Assistenzärzte. Der Urologe, 59(Suppl. 2), S161-S164. https://doi.org/10.1007/s00120-020-01366-8
Kiesewetter, J., Sailer, M., Jung, V., Schönberger, R., Bauer, E., Zottmann, J. M., Hege, I., Zimmermann, H., Fischer, F., & Fischer, M. R. (2020). Learning clinical reasoning: How virtual patient case format and prior knowledge interact. BMC Medical Education, 20, Article 73. https://doi.org/10.1186/s12909-020-1987-y
Koenemann, N., Lenzer, B., Zottmann, J. M., Fischer, M. R., & Weidenbusch, M. (2020). Clinical Case Discussions – a novel, supervised peer-teaching format to promote clinical reasoning in medical students. GMS Journal for Medical Education, 37(5), Article Doc48. https://doi.org/10.3205/zma001341
Lahner, F. M., Schauber, S., Lörwald, A. C., Kropf, R., Guttormsen, S., Fischer, M. R., & Huwendiek, S. (2020). Measurement precision at the cut score in medical multiple choice exams: Theory matters. Perspectives on Medical Education, 9(4), 220-228. https://doi.org/10.1007/s40037-020-00586-0
Pudritz, Y. M., Fischer, M. R., Eickhoff, J. C., & Zorek, J. A. (2020). Validity and reliability of an adapted German version of the Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education Instrument, version 2 (SPICE-2D). International Journal of Pharmacy Practice, 28(2), 142-149. https://doi.org/10.1111/ijpp.12568
Radkowitsch, A., Fischer, M. R., Schmidmaier, R., & Fischer, F. (2020). Learning to diagnose collaboratively: validating a simulation for medical students. GMS Journal for Medical Education, 37(5), Article Doc51. https://doi.org/10.3205/zma001344
Schoierer, J., Wershofen, B., Böse-O’Reilly, S., & Mertes, H. (2020). Hitzewellen und Klimawandel: Eine Herausforderung für Gesundheitsberufe. Public Health Forum, 28(1), 54-57. https://doi.org/10.1515/pubhef-2019-0118
Stadler, M., Radkowitsch, A., Schmidmaier, R., Fischer, M. R., & Fischer, F. (2020). Take your time: Invariance of time-on-task in problem solving tasks across expertise levels. Psychological Test and Assessment Modeling, 65(4), 517-525.
Thrien, C., Fabry, G., Härtl, A., Kiessling, C., Graupe, T, Preusche, I., Pruskil, S., Schnabel, K. P., Sennekamp, M., Rüttermann, S., & Wünsch, A. (2020). Feedback in medical education – a workshop report with practical examples and recommendations. GMS Journal for Medical Education, 37(5), Article Doc46. https://doi.org/10.3205/zma001339
Tolks, D., Kiessling, C., Wershofen, B., Pudritz, Y., Schunk, M., Härtl, A., Fischer, M. R., & Huber, J. (2020). Lernen aus Fehlern anhand eines fallbasierten Curriculums im medizinischen Querschnittsbereich Gesundheitssysteme/Gesundheitsökonomie und öffentliche Gesundheitspflege. Gesundheitswesen, 82(11), 909-914. https://doi.org/10.1055/a-0894-4583
Tolks, D., Kuhn, S., & Kaap-Fröhlich, S. (2020). Teaching in times of COVID-19. Challenges and opportunities for digital teaching. GMS Journal for Medical Education, 37(7), Article Doc 103. https://doi.org/10.3205/zma001396
Tolks, D., Lampert, C., Dadaczynski, K., Maslon, E., Paulus, P., & Sailer, M. (2020). Spielerische Ansätze in Prävention und Gesundheitsförderung: Serious Games und Gamification. Bundesgesundheitsblatt – Gesundheitsforschung – Gesundheitsschutz, 63(6), 698-707. https://doi.org/10.1007/s00103-020-03156-1
Wirth, S., Mueck, F., Berndt, M. T., Berndt, M., Fischer, M. R., & Maxien, D. (2020). Qualität von Befunderstellung, Beurteilung und Selbsteinschätzung bei der Auswertung von Radiographien des Thorax in einer Ebene in Abhängigkeit von der Verwendung eines anatomischen Betrachtungsschemas und der Auswerterexpertise. Der Radiologe, 60(9), 850-862. https://doi.org/10.1007/s00117-020-00673-7
Zottmann, J. M., Horrer, A., Chouchane, A., Huber, J., Heuser, S., Iwaki, L., Kowalski, C., Gartmeier, M., Berberat, P. O., Fischer, M. R., & Weidenbusch, M. (2020). Isn't here just there without a “t” – to what extent can digital clinical case discussions compensate for the absence of face-to-face teaching? GMS Journal for Medical Education, 37(7), Article Doc99. https://doi.org/10.3205/zma001392
Zupanic, M., Kreuer, J., Bauer, D., Nouns, Z. M., Ehlers, J. P., & Fischer, M. R. (2020). Spontaneously retrievable knowledge of German general practitioners depending on time since graduation, measured with the progress test medicine. GMS Journal for Medical Education, 37(5), Article Doc49. https://doi.org/10.3205/zma001342

Bücher / Books

Kiesewetter, J., Glumann, N. V., & Dimke, B. (2020). Resilienztraining für Lehrende, Lehramtsstudierende und Pädagogisches Fachpersonal. ISBN: 979-8696724829

Kapitel in Sammelbänden und Konferenz-Proceedings / Chapters in books and peer-reviewed proceedings

Gallardo-Echenique, E., Bullen, M., & Zottmann, J. (2020, March). Social and academic use of digital technologies in the Central Andes of Peru. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), Proceedings of the 14th Annual International Technology, Education and Development Conference (INTED) 2020 (pp. 671-677). IATED. https://doi.org/10.21125/inted.2020.0266
Klein, M., Kopp, V., Fischer, M. R., & Stark, R. (2020). Think Aloud Protocols in Medical Education: An Assessment of the Diagnostic Approach and Handling of Instructional Errors in Experts and Novices. In E. Klopp, J. F. Schneider, & R. Stark (Eds.), Thinking Aloud. The Mind in Action (pp. 71-103). Bertuch Verlag. ISBN: 978-3-86397-123-6
Rojowiec, R., Roth, B., & Fink, M., (2020). Intent recognition in doctor-patient interviews. In N. Calzolari, F. Béchet, P. Blache, K. Choukri, C. Cieri, T. Declerck, S. Goggi, H. Isahara, B. Maegaard, J. Mariani, H. Mazo, A. Moreno, J. Odijk, & S. Piperidis (Eds.), Proceedings of the 12th Language Resources and Evaluation Conference (pp. 702-709). European Language Resources Association.
Schnaubert, L., Vogel, F., Bodemer, D., Fischer, F., Radkowitsch, A., Schmidmaier, R., Fischer, M. R., Tsovaltzi, D., Puhl, T., & Azevedo, R. (2020). Combining Scripts, Group Awareness Tools and Self-Regulated Learning – Theoretical Implications and Practical Implementations. In M. Gresalfi, & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences. Proceedings of the 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 350-357). ISLS.

2019

Beiträge in Fachzeitschriften / Publications in journal

Antes, G. (2019). Zum Wohl der Patienten? Ärzteblatt Baden-Württemberg, 74(6), 304.
Behrend, R., Mette, M., Partecke, M., Reichel, K., & Wershofen, B. (2019). Heterogeneous learning cultures in interprofessional education: a teacher training. GMS Journal for Medical Education, 36(3), Article Doc24. https://doi.org/10.3205/zma001232
Braun, L. T., Borrmann, K. F., Lottspeich, C., Heinrich, D. A., Kiesewetter, J., Fischer, M. R., & Schmidmaier, R. (2019). Guessing right – whether and how medical students give incorrect reasons for their correct diagnoses. GMS Journal for Medical Education, 36(6), Article Doc85. https://doi.org/10.3205/zma001293
Braun, L. T., Borrmann, K. F., Lottspeich, C., Heinrich, D. A., Kiesewetter, J., Fischer, M. R., & Schmidmaier, R. (2019). Scaffolding clinical reasoning of medical students with virtual patients: effects on diagnostic accuracy, efficiency, and errors. Diagnosis, 6(2), 137-149. https://doi.org/10.1515/dx-2018-0090
Braun, L. T., Lenzer, B., Fischer, M.R., & Schmidmaier, R. (2019). Complexity of clinical cases in simulated learning environments: proposal for a scoring system. GMS Journal for Medical Education, 36(6), Article Doc80. https://doi.org/10.3205/zma001288
Braun, L. T., & Schmidmaier, R. (2019). Dealing with cognitive dissonance: an approach. Medical Education, 53(12), 1167-1168. https://doi.org/10.1111/medu.13955
Bushuven, S., Weidenbusch, M., Mohr, S., Delis, A., Fischer, M. R., Jünger, J., & Dettenkofer, M. (2019). Cognitive bias in professional hand hygiene and feedback: A national online-survey on overconfidence in Germany. Infection Control & Hospital Epidemiology, 40(8), 936-946. https://doi.org/10.1017/ice.2019.156
Caliebe, A., Leverkus, F., Antes, G., & Krawczak, M. (2019). Does big data require a methodological change in medical research? BMC Medical Research Methodology, 19, Article 125. https://doi.org/10.1186/s12874-019-0774-0
Eshete, M. T., Bauemler, P. I., Siebeck, M., Tesfaye, M., Haileamlak, A., Michael, G. G., Ayele, Y., & Irnich, D. (2019). Quality of postoperative pain management in Ethiopia: A prospective longitudinal study. PLOS One, 14(5), Article e0215563. https://doi.org/10.1371/journal.pone.0215563
Eshete, M. T., Bauemler, P. I., Siebeck, M., Tesfaye, M., Wonde, D., Haileamlak, A., Michael, G. G., Ayele, Y., & Irnich, D. (2019). The views of patients, healthcare professionals and hospital officials on barriers to and facilitators of quality pain management in Ethiopian hospitals: A qualitative study. PLOS One, 14(3), Article e0213644. https://doi.org/10.1371/journal.pone.0213644
Friedrich, O., Fischer, M. R., Hickel, R., & Marckmann, G. (2019). Wie halten Sie es mit der Philosophie? Wahlfächer mit Philosophie-Studierenden, Beteiligung an Forschung. Bayerisches Ärzteblatt, 2019(1-2), 21-22.
Gernert, J. A., Schaller, J., Graupe, T., & Dimitriadis, K. (2019). 'Have a chat with...': an innovative format for mentoring of medical students. Medical Education, 53(5), 501-502. https://doi.org/10.1111/medu.13854
Gross, B., Rusin, L., Kiesewetter, J., Zottmann, J. M., Fischer, M. R., Prückner, S., & Zech, A. (2019). Crew Resource Management training in healthcare: A systematic review of intervention design, training conditions and evaluation. BMJ Open, 9(2), Article e025247. http://doi.org/10.1136/bmjopen-2018-025247
Gross, B., Rusin, L., Kiesewetter, J., Zottmann, J. M., Fischer, M. R., Prückner, S., & Zech, A. (2019). Microlearning for patient safety: Crew resource management training in 15-minutes. PLOS ONE, 14(3), Article e0213178. https://doi.org/10.1371/journal.pone.0213178
Heide, S., Pante, S. V., Fleig, A., Möltner, A., Leis, S., Fritz, A. H., Jünger, J., & Fischer, M. R. (2019). Individual and institutional influencing factors on completion rates in a medical education master’s program in Germany. GMS Journal for Medical Education, 36(6), Article Doc75. https://doi.org/10.3205/zma001283
Heitzmann, N., Seidel, T., Opitz., A., Hetmanek, A., Wecker, C., Fischer, M. R., Ufer, S., Schmidmaier, R., Neuhaus, B., Siebeck, M., Stürmer, K., Obersteiner, A., Reiss, K., Girwidz, R., & Fischer, F. (2019). Facilitating diagnostic competences in simulations: A conceptual framework and a research agenda for medical and teacher education. Frontline Learning Research, 7(4), 1-24. https://doi.org/10.14786/flr.v7i4.384
Hodges, B., Paul, R., Ginsburg, S., & the Ottawa Consensus Group Members (2019). Assessment of professionalism: From where have we come – to where are we going? An update from the Ottawa Consensus Group on the assessment of professionalism. Medical Teacher, 41(3), 249-255. https://doi.org/10.1080/0142159X.2018.1543862
Kiesewetter, J., Drossard, S., & Manser, T. (2019). Patient Safety Education in German speaking countries: first successes and blind spots. GMS Journal for Medical Education, 36(2), Article Doc22. https://doi.org/10.3205/zma001230
Klein, M., Otto, B., Fischer, M. R., & Stark, R. (2019). Fostering medical students' clinical reasoning by learning from errors in clinical case vignettes: effects and conditions of additional prompting procedures to foster self-explanations. Advances in Health Sciences Education, 24(2), 331-351. https://doi.org/10.1007/s10459-018-09870-5
Kühl, S. J., Schneider, A., Kestler, H. A., Toberer, M., Kühl, M., & Fischer, M. R. (2019). Investigating the self-study phase of an inverted biochemistry classroom – collaborative dyadic learning makes the difference. BMC Medical Education, 19, Article 64. https://doi.org/10.1186/s12909-019-1497-y
Lauffer, L., Schelling, J., Fischer, M. R., Gensichen, J., & LMU Arbeitsgruppe Curriculum Allgemeinmedizin (2019). Lernziele und spezifische Curriculumsentwicklung für die Allgemeinmedizin an der LMU München. Zeitschrift für Allgemeinmedizin, 95(6), 274-278. https://doi.org/10.3238/zfa.2019.0274-0278
Lenz, H., Opitz, A., Huber, D., Jacobs, F., Paik, W. G., Roche, J., & Fischer, M. R. (2019). Language Matters: Development of an Objective Structured Language Test for Foreign Physicians – Results of a Pilot Study in Germany. GMS Journal for Medical Education, 36(1), Article Doc2. https://doi.org/10.3205/zma001210
Necknig, U., Sterz, J., Leyh, H., & Fischer, M. R. (2019). Urologie onLINE – Webinar für Assistenten. Der Urologe, 58(6), 658-665. https://doi.org/10.1007/s00120-018-0845-6
Romeike, B. F. M., & Fischer, M. R. (2019). Buzz groups facilitate collaborative learning and improve histopathological competencies of students. Clinical Neuropathology, 38(6), 285-293. https://doi.org/10.5414/np301195
Sailer, M., Tolks, D., & Mandl, H. (2019). Potenziale von Gamification: Empirische Befunde zum Einsatz in Schule und Unterricht. Computer + Unterricht, 2019(115), 8-11.
Schoierer, J., Mertes, H., Wershofen, B., & Böse-O'Reilly, S. (2019). Fortbildungsangebote zu Klimawandel, Hitze und Gesundheit für medizinische Fachangestellte und Pflegefachkräfte in der ambulanten Versorgung. Bundesgesundheitsblatt – Gesundheitsforschung – Gesundheitsschutz, 62(5), 620-628. http://doi.org/10.1007/s00103-019-02942-w
Schoierer, J., Mertes, H., & Wershofen, B. (2019). Quälende Hitze. Häusliche Pflege, 28(5), 38-41.
Sobez, L. M., Kim, S. H., Angstwurm, M., Störmann, S., Pförringer, D., Schmidutz, F., Prezzi, D., Kelly-Morland, C., Sommer, W. C., Sabel, B., Nörenberg, D., Berndt, M., & Galiè, F. (2019). Creating high-quality radiology reports in foreign languages through multilingual structured reporting. European Radiology, 29(11), 6038-6048. https://doi.org/10.1007/s00330-019-06206-8
Steffen, J., Lenski, M., Herrmann, F. E., Mückter, H., Dimitriadis, K., & Fischer, M. R. (2019). Improving the Pharmacology Curriculum at a German Medical School: A Structured Plan Based on a Student-Guided Large-Scale Study. Journal of Clinical Pharmacology, 59(8), 1151-1157. https://doi.org/10.1002/jcph.1410
Thiessen, N., Fischer, M. R., & Huwendiek, S. (2019). Assessment methods in medical specialist assessments in the DACH region – overview, critical examination and recommendations for further development. GMS Journal for Medical Education, 36(6), Article Doc78. https://doi.org/10.3205/zma001286
Tolks, D., Sailer, M., Dadaczynski, K., Lampert, C., Huberty, J., Paulus, P., & Horstmann, D. (2019). ONYA – The Wellbeing Game: How to Use Gamification to Promote Wellbeing. Information, 10(2), Article 58. https://doi.org/10.3390/info10020058
Vietz, E., März, E., Lottspeich, C., Wölfel, T., Fischer, M. R., & Schmidmaier, R. (2019). Ward round competences in surgery and psychiatry – a comparative multidisciplinary interview study. BMC Medical Education, 19, Article 137. https://doi.org/10.1186/s12909-019-1554-6
Weidenbusch, M., Lenzer, B., Sailer, M., Strobel, C., Kunisch, R., Kiesewetter, J., Fischer, M. R., & Zottmann, J. M. (2019). Can clinical case discussions foster clinical reasoning skills in undergraduate medical education? A randomised controlled trial. BMJ Open, 9(9), Article e025973. https://doi.org/10.1136/bmjopen-2018-025973
Zupanic, M., Ehlers, J., Fricke, J., Gerken, R. M., Hofmann, M., Nitsche, J., Fischer, M. R., & Bauer, D. (2019). Qualitative Studies on Implicit Criteria during the Individualized Selection Procedure for Medical Studies at Witten/Herdecke University (UW/H). GMS Journal for Medical Education, 36(1), Article Doc3. https://doi.org/10.3205/zma001211

Kapitel in Sammelbänden und Konferenz-Proceedings / Chapters in books and peer-reviewed proceedings

Dadaczynski, K., Tolks, D., Fincke, I., & Paulus, P. (2019). Spielend psychisch gesund. Förderung des psychischen Wohlbefindens durch spielerische Ansätze. In V. Scherenberg, & J. Pundt (Eds.), Psychische Gesundheit wirksam stärken – aber wie? (pp. 311-330). Apollon University Press. ISBN: 978-3-943001-53-2
Gallardo-Echenique, E., Bullen, M., Zottmann, J., & Anchapuri, M. (2019). Use of digital technologies in the Andean region. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), Proceedings of the 11th International Conference on Education and New Learning Technologies (EDULEARN) 2019 (pp. 4450-4455). IATED. http://doi.org/10.21125/edulearn.2019.1118
Pfeiffer, J., Meyer, C. M., Schulz, C., Kiesewetter, J., Zottmann, J., Sailer, M., Bauer, E., Fischer, F., Fischer, M. R., & Gurevych, I. (2019). FAMULUS: Interactive Annotation and Feedback Generation for Teaching Diagnostic Reasoning. In S. Padó, & R. Huang (Eds.), Proceedings of the 2019 Conference on Empirical Methods in Natural Language Processing and the 9th International Joint Conference on Natural Language Processing (EMNLP-IJCNLP): System Demonstrations (pp. 73-78). ACL.
Schulz, C., Meyer, C. M., Kiesewetter, J., Sailer, M., Bauer, E., Fischer, M. R., Fischer, F., & Gurevych, I. (2019). Analysis of Automatic Annotation Suggestions for Hard Discourse-Level Tasks in Expert Domains. In A. Korhonen, D. Traum, & L. Màrquez (Eds.), Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics (pp. 2761-2772). ACL.
Stadler, M., Fischer, F., Graesser, A., Papadopoulos, P. M., Radkowitsch, A., Schmidmaier, R., Fischer, M. R., Li, H., Hao, J., & Greiff, S. (2019). Ghost in the Machine: A Symposium on Collaboration Between Human and Computerized Agents in Educational Contexts. In K. Lund, G. P. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 727-734). ISLS.

2018

Beiträge in Fachzeitschriften / Publications in journal

Bauer, J., Gartmeier, M., Wiesbeck, A. B., Möller, G. E., Karsten, G., Fischer, M. R., & Prenzel, M. (2018). Differential learning gains in professional conversation training: A latent profile analysis of competence acquisition in teacher-parent and physician-patient communication. Learning and Individual Differences, 61, 1-10. https://doi.org/10.1016/j.lindif.2017.11.002
Berndt, M., & Fischer, M. R. (2018). The role of electronic health record in clinical reasoning. Annals of the New York Academy of Sciences, 1434(1), 109-114. https://doi.org/10.1111/nyas.13849
Berndt, M., Strijbos, J. W., & Fischer, F. (2018). Effects of written peer-feedback content and sender's competence on perceptions, performance, and mindful cognitive processing. European Journal of Psychology of Education, 33(1), 31-49. https://doi.org/10.1007/s10212-017-0343-z
Braun, L. T., Lenzer, B., Kiesewetter, J., Fischer, M. R., & Schmidmaier, R. (2018). How case representations of medical students change during case processing – Results of a qualitative study. GMS Journal for Medical Education, 35(3), Article Doc41. https://doi.org/10.3205/zma001187
Breuer, J., & Tolks, D. (2018). Grenzen von „Serious Games for Health“. Prävention und Gesundheitsförderung, 13(4), 327-332. https://doi.org/10.1007/s11553-018-0654-1
Dadaczynski, K., & Tolks, D. (2018). Digitale Public Health: Chancen und Herausforderungen internetbasierter Technologien und Anwendungen. Public Health Forum, 26(3), 275-278. https://doi.org/10.1515/pubhef-2018-0059
Dadaczynski, K., & Tolks, D. (2018). Spielerische Ansätze als innovative Kommunikationsstrategie der Gesundheitsförderung und Prävention. Prävention und Gesundheitsförderung, 13(4), 269-271. https://doi.org/10.1007/s11553-018-0672-z
Epstein, N., Huber, J., Gartmeier, M., Berberat, P. O., Reimer, M., & Fischer, M. R. (2018). Investigation on the acquisition of scientific competences during medical studies and the medical doctoral thesis. GMS Journal for Medical Education, 35(2), Article Doc20. https://doi.org/10.3205/zma001167
Epstein, N., & Lachmann, D. (2018). Gender Inequity during the Ph.D.: Females in the Life Sciences Benefit Less from Their Integration into the Scientific Community. Social Sciences, 7(8), Article 140. https://doi.org/10.3390/socsci7080140
Förtsch, C., Sommerhoff, D., Fischer, F., Fischer, M. R., Girwidz, R., Obersteiner, A., Reiss, K., Stürmer, K., Siebeck, M., Schmidmaier, R., Seidel, T., Ufer, S., Wecker, C., & Neuhaus, B. J. (2018). Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences. Education Sciences, 8(4), Article 207. https://doi.org/10.3390/educsci8040207
Haag, M., Igel, C., Fischer, M. R., Ausschuss „Digitalisierung – Technologie-unterstütztes Lernen und Lehren“ der Gesellschaft für Medizinische Ausbildung, & Gemeinsame Arbeitsgruppe „Technologiegestütztes Lehren und Lernen in der Medizin“ der Deutschen Gesellschaft für Medizinische Informatik, Biometrie und Epidemiologie und der Gesellschaft für Informatik (2018). Digitale Lehre und digitale Medizin: Eine nationale Initiative tut not. GMS Journal for Medical Education, 35(3), Article Doc43. https://doi.org/10.3205/zma001189
Hege, I., Dietl, A., Kiesewetter, J., Schelling, J., & Kiesewetter, I. (2018). How to tell a patient's story? Influence of the case narrative design on the clinical reasoning process in virtual patients. Medical Teacher, 40(7), 736-742. https://doi.org/10.1080/0142159X.2018.1441985
Hege, I., Kononowicz, A. A., Berman, N. B., Lenzer, B., & Kiesewetter, J. (2018). Advancing clinical reasoning in virtual patients – development and application of a conceptual framework. GMS Journal for Medical Education, 35(1), Article Doc12. https://doi.org/10.3205/zma001159
Hege, I., Kononowicz, A. A., Kiesewetter, J., & Foster-Johnson, L. (2018). Uncovering the relation between clinical reasoning and diagnostic accuracy – An analysis of learner's clinical reasoning processes in virtual patients. PLOS ONE, 13(10), Article eo204900. https://doi.org/10.1371/journal.pone.0204900
Heitzmann, N., Fischer, F., & Fischer, M. R. (2017). Worked examples with errors: when self-explanation prompts hinder learning of teachers diagnostic competences on problem-based learning. Instructional Science, 46(2), 245-271. https://doi.org/10.1007/s11251-017-9432-2
Horstmann, D., Tolks, D., Dadaczynski, K., & Paulus, P. (2018). Förderung des Wohlbefindens durch „Gamification". Prävention und Gesundheitsförderung, 13(4), 305-311. https://doi.org/10.1007/s11553-018-0659-9
Kiesewetter, I., Könings, K. D., Kager, M., & Kiesewetter, J. (2018). Undergraduate medical students’ behavioural intentions towards medical errors and how to handle them: a qualitative vignette study. BMJ Open, 8(3), Article e019500. https://doi.org/10.1136/bmjopen-2017-019500
Kiesewetter, J., Drossard, S., Gaupp, R., Baschnegger, H., Kiesewetter, I., & Hoffmann, S. (2018). How could the topic patient safety be embedded in the curriculum? A recommendation by the Committee for Patient Safety and Error Management of the GMA. GMS Journal for Medical Education, 35(1), Article Doc 15. https://doi.org/10.3205/zma001162
Kuhn, S., Frankenhauser, S., & Tolks, D. (2018). Digitale Lehr- und Lernangebote in der medizinischen Ausbildung. Schon am Ziel oder noch am Anfang? Bundesgesundheitsblatt – Gesundheitsforschung – Gesundheitsschutz, 61(2), 201-209. https://doi.org/10.1007/s00103-017-2673-z
Lachmann, D., Epstein, N., & Eberle, J. (2018). FoSWE – Eine Kurzskala zur Erfassung forschungsbezogener Selbstwirksamkeitserwartung. Zeitschrift für Pädagogische Psychologie, 32(1-2), 89-100. https://doi.org/10.1024/1010-0652/a000217
Lahner, F.-M., Lörwald, A. C., Bauer, D., Nouns, Z. M., Krebs, R., Guttormsen, S., Fischer, M. R., & Huwendiek, S. (2018). Multiple true-false items: a comparison of scoring algorithms. Advances in Health Sciences Education, 23(3), 455-463. https://doi.org/10.1007/s10459-017-9805-y
Lenz, H., Paik, W. G., & Jacobs, F. (2018). An equal opportunity for everyone?! Supporting international students of medicine at the Ludwig-Maximilians-University in Munich. GMS Journal for Medical Education, 35(5), Article Doc55. https://doi.org/10.3205/zma001201
Müller, C., Füngerlings, S., Tolks, D., & Arbeitsgruppe E-Learning des Kompetenznetzes Medizinlehre Bayern (2018). Das Lehrdeputat – Barriere für die Digitalisierung an Hochschulen? Ein Positionspapier zu den Rahmenbedingungen medizinischer Hochschullehre im digitalen Zeitalter am Beispiel Bayern. GMS Journal for Medical Education, 35(3), Article Doc34. https://doi.org/10.3205/zma001180
Reese, I., Schäfer, C., Kleine-Tebbe, J., Ahrens, B., Bachmann, O., Ballmer-Weber, B., Beyer, K., Bischoff, S. C., Blümchen, K., Dölle, S., Enck, P., Enninger, A., Huttegger, I., Lämmel, S., Lange, L., Lepp, U., Mahler, V., Mönnikes, H., Ockenga, J., Otto, B., Schnadt, S., Szepfalusi, Z., Treudler, R., Wassmann-Otto, A., Zuberbier, T., Werfel, T., & Worm, M. (2018). Non-celiac gluten/wheat sensitivity (NCGS) – a currently undefined disorder without validated diagnostic criteria and of unknown prevalence. Allergo Journal International, 27(5), 147-151. https://doi.org/10.1007/s40629-018-0070-2
Rüttermann, S., Kiessling, C., Haak, R., Gerhardt-Szep, S., & Härtl, A. (2018). Identification of influence factors for the implementation of communication curricula in dental education. European Journal of Dental Education, 22(3), e386-e391. https://doi.org/10.1111/eje.12315
Schmelter, V., März, E., Adolf, C., Wölfel, T. L., Lottspeich, C., Fischer, M. R., & Schmidmaier, R. (2018). Ward rounds in internal medicine: Validation of an Entrustable Professional Activity (EPA) observation checklist. GMS Journal for Medical Education, 35(2), Article Doc17. https://doi.org/10.3205/zma001164
Schoeppe, F., Sommer, W. H., Haack, M., Havel, M., Rheinwald, M., Wechtenbruch, J., Fischer, M. R., Meinel, F. G., Sabel, B. O., & Sommer, N. N. (2018). Structured reports of videofluoroscopic swallowing studies have the potential to improve overall report quality compared to free text reports. European Radiology, 28(1), 308-315. https://doi.org/10.1007/s00330-017-4971-0
Schulz, C., Meyer, C. M., Sailer, M., Kiesewetter, J., Bauer, E., Fischer, F., Fischer M. R., & Gurevych, I. (2018). Challenges in the Automatic Analysis of Students' Diagnostic Reasoning. arXiv, Article 1811.10550. https://doi.org/10.48550/arXiv.1811.10550 [preprint]
Tolks, D., Dadaczynski, K., & Horstmann, D. (2018). Einführung in die Vergangenheit, Gegenwart und Zukunft von Serious Games (for Health). Prävention und Gesundheitsförderung, 13(4), 272-279. https://doi.org/10.1007/s11553-018-0667-9
Walldorf, J., & Fischer, M. R. (2018). Risk factors for a delay in medical education: Results of an online survey among four German medical schools. Medical Teacher, 40(1), 86-90. https://doi.org/10.1080/0142159X.2017.1395000
Wirth, S., William, Y.-A., Paolini, M., Wirth, K., Maxien, D., Reiser, M., & Fischer, M. R. (2018). Improvement of Radiological Teaching - Effects of Focusing of Learning Targets and Increased Consideration of Learning Theory Knowledge. RöFo – Fortschritte auf dem Gebiet der Röntgenstrahlen und der bildgebenden Verfahren, 190(2), 161-174. https://doi.org/10.1055/s-0043-119037
Zottmann, J. M., Dieckmann, P., Taraszow, T., Rall, M., & Fischer, F. (2018). Just watching is not enough: Fostering simulation-based learning with collaboration scripts. GMS Journal for Medical Education, 35(3), Article Doc35. https://doi.org/10.3205/zma001181

Bücher / Books

Mieg, H. A., Deicke, W., Fischer, F., Fischer, M. R., & Zottmann, J. (Eds.). (2018). Learning through Inquiry in Higher Education: Current Research and Future Challenges (INHERE 2018). GMS Publishing House.

Kapitel in Sammelbänden und Konferenz-Proceedings / Chapters in books and peer-reviewed proceedings

Schulz, C., Sailer, M., Kiesewetter, J., Bauer, E., Fischer, F., Fischer, M. R., & Gurevych, I. (2018). Automatic Recommendations for Data Coding: A Use Case from Medical and Teacher Education. In 2018 IEEE 14th International Conference on e-Science, (pp. 364-365). IEEE. https://doi.org/10.1109/eScience.2018.00100
Simonsohn, A. (2018). Verbesserung der Kooperationskompetenz durch interprofessionelles Online-Lernen. In I. Thierfelder, & H. Wild (Eds.), Interprofessionelles Lehren und Lernen im Berufsfeld Gesundheit – INFLiGHT. Tagungsband. Working Paper No. 18-01 der Unit Gesundheitswissenschaften und ihre Didaktik (pp. 34-35). Charité – Universitätsmedizin Berlin. https://doi.org/10.17169/refubium-1920

2017

Beiträge in Fachzeitschriften / Publications in journals

Berman, N. B., Durning, S. J., Fischer, M. R., Huwendiek, S., & Triola, M. M. (2017). In Reply to Robison et al and White et al. Academic Medicine, 92(1), 10. https://doi.org/10.1097/acm.0000000000001490

Braun, L. T., Zottmann, J. M., Adolf, C., Lottspeich, C., Then, C., Wirth, S., Fischer, M. R., & Schmidmaier, R. (2017). Representation scaffolds improve diagnostic efficiency in medical students. Medical Education, 51(11), 1118-1126. https://doi.org/10.1111/medu.13355
Braun, L. T., Zwaan, L., Kiesewetter, J., Fischer, M. R., & Schmidmaier, R. (2017). Diagnostic errors by medical students: results of a prospective qualitative study. BMC Medical Education, 17, Article 191. https://doi.org/10.1186/s12909-017-1044-7
Drossard, S., Bauer, D., Fischer, M. R., & Kühne-Eversmann, L. (2017). Welchen Einfluss haben Autorenrichtlinien der Verlage auf die formale Qualität von CME-Fragen in der ärztlichen Fortbildung? Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen, 121, 29-35. https://doi.org/10.1016/j.zefq.2017.03.015
Epstein, N., & Fischer, M. R. (2017). Academic career intentions in the life sciences: Can research self-efficacy beliefs explain low numbers of aspiring physician and female scientists? PLOS ONE, 12(9), Article e0184543. https://doi.org/10.1371/journal.pone.0184543
Fabry, G., & Fischer, M. R. (2017). Beyond the Impact Factor – What do alternative metrics have to offer? GMS Journal for Medical Education, 34(2), Article Doc27. https://doi.org/10.3205/zma001104
Fabry, G., & Härtl, A. (2017). Faculty Development - Full Steam Ahead! GMS Journal for Medical Education, 34(4), Article Doc50. https://doi.org/10.3205/zma001127
Friedrich, O., Hemmerling, K., Kuehlmeyer, K., Nörtemann, S., Fischer, M. R., & Marckmann, G. (2017). Principle-based structured case discussions: do they foster moral competence in medical students? – A pilot study. BMC Medical Ethics, 18, Article 21. https://doi.org/10.1186/s12910-017-0181-1
Gartmeier, M., Epstein, N., Berberat, P., & Fischer, M. R. (2017). Fakten statt Mythen. Deutsches Ärzteblatt, 114(40), A1799-A1802.
Härtl, A., Berberat, P., Fischer, M. R., Forst, H., Grützner, S., Händl, T., Joachimski, F., Linné, R., Märkl, B., Naumann, M., Putz, R., Schneider, W., Schöler, C., Wehler, M., & Hoffmann, R. (2017). Development of the competency-based medical curriculum for the new Augsburg University Medical School. GMS Journal for Medical Education, 34(2), Article Doc21. https://doi.org/10.3205/zma001098
Hege, I., Kononowicz, A. A., & Adler, M. (2017). A Clinical Reasoning Tool for Virtual Patients: Design-Based Research Study. JMIR Medical Education, 3(2), Article e21. https://doi.org/10.2196/mededu.8100
Heitzmann, N., Fischer, M. R., & Fischer, F. (2017). Towards more systematic and better theorised research on simulations. Medical Education, 51(2), 129-131. https://doi.org/10.1111/medu.13239
Huth, K. C., Baumann, M., Kollmuss, M., Hickel, R., Fischer, M. R., & Paschos, E. (2017). Assessment of practical tasks in the Phantom course of Conservative Dentistry by pre-defined criteria: a comparison between self-assessment by students and assessment by instructors. European Journal of Dental Education, 21(1), 37-45. https://doi.org/10.1111/eje.12176
Kesternich, I., Schumacher, H., Winter, J., Fischer, M. R., & Holzer, M. (2017). Student characteristics, professional preferences, and admission to medical school. GMS Journal for Medical Education, 34(1), Article Doc5. https://doi.org/10.3205/zma001082
Kesternich, I., Schumacher, H., Winter, J., Fischer, M. R., & Holzer, M. (2017). Reply to the letter to the editor by J. Hissbach, S. Zimmermann & W. Hampe. GMS Journal for Medical Education, 34(2), Article Doc15. https://doi.org/10.3205/zma001092
Kiesewetter, J., Fischer, F., & Fischer, M. R. (2017). Collaborative Clinical Reasoning – A Systematic Review of Empirical Studies. Journal of Continuing Education in the Health Professions, 37(2), 123-128. https://doi.org/10.1097/CEH.0000000000000158
Kiesewetter, J., Kager, M., Fischer, M. R., & Kiesewetter, I. (2017). Validation of a German short version of the Attitudes towards Patient Safety Questionnaire (G-APSQshort) for the measurement of undergraduate medical students' attitudes to and needs for patient safety. GMS Journal for Medical Education, 34(1), Article Doc8. https://doi.org/10.3205/zma001085
Klüter, H., Bein, G., & Fischer, M. R. (2017). Der Nationale Kompetenzbasierte Lernzielkatalog für Medizin (NKLM): Ist die Abbildung des Faches Transfusionsmedizin gelungen? Transfusionsmedizin, 7(1), 59-62. https://doi.org/10.1055/s-0043-100621
Kühl, S. J., Toberer, M., Keis, O., Tolks, D., Fischer, M. R., & Kühl, M. (2017). Concept and benefits of the Inverted Classroom method for a competency-based biochemistry course in the pre-clinical stage of a human medicine course of studies. GMS Journal for Medical Education, 34(3), Article Doc31. https://doi.org/10.3205/zma001108
Nicolai, L., Gradel, M., Antón, S., Pander, T., Kalb, A., Köhler, L., Fischer, M. R., Dimitriadis, K., & von der Borch, P. (2017). Die Doktabörse – ein innovatives Instrument zur Vermittlung von Promotionsarbeiten in der Medizin an der LMU München. GMS Journal for Medical Education, 34(3), Article Doc30. https://doi.org/10.3205/zma001107
Nicolai, L., Schmidbauer, M., Gradel, M., Ferch, S., Antón, S., Hoppe, B., Pander, T., von der Borch, P., Pinilla, S., Fischer, M. R., & Dimitriadis, K. (2017). Facebook Groups as a Powerful and Dynamic Tool in Medical Education: Mixed-Method Study. Journal of Medical Internet Research, 19(12), Article e408. https://doi.org/10.2196/jmir.7990
Ortwein, H., Benz, A., Carl, P., Huwendiek, S., Pander, T., & Kiessling, C. (2017). Applying the Verona coding definitions of emotional sequences (VR-CoDES) to code medical students' written responses to written case scenarios: Some methodological and practical considerations. Patient Education and Counseling, 100(2), 305-312. https://doi.org/10.1016/j.pec.2016.08.026
Rüttermann, S., Sobotta, A., Hahn, P., Kiessling, C., & Härtl, A. (2017). Teaching and assessment of communication skills in undergraduate dental education – a survey in German-speaking countries. European Journal of Dental Education, 21(3), 151-158. https://doi.org/10.1111/eje.12194
Saravo, B., Netzel, J., & Kiesewetter, J. (2017). The need for strong clinical leaders – Transformational and transactional leadership as a framework for resident leadership training. PLOS ONE, 12(8), Article e0183019. https://doi.org/10.1371/journal.pone.0183019
Schmidt-Huber, M., Netzel, J., & Kiesewetter, J. (2017). On the road to becoming a responsible leader: A simulation-based training approach for final year medical students. GMS Journal for Medical Education, 34(3), Article Doc34. https://doi.org/10.3205/zma001111
Schmitz, F. M., Schnabel, K. P., Stricker, D., Fischer, M. R., & Guttormsen, S. (2017). Learning communication from erroneous video-based examples: A double-blind randomised controlled trial. Patient Education and Counseling, 100(6), 1203-1212. https://doi.org/10.1016/j.pec.2017.01.016
Urresti-Gundlach, M., Tolks, D., Kiessling, C., Wagner-Menghin, M., Härtl, A., & Hege, I. (2017). Do virtual patients prepare medical students for the real world? Development and application of a framework to compare a virtual patient collection with population data. BMC Medical Education, 17, Article 174. https://doi.org/10.1186/s12909-017-1013-1
Wagner, M. G., Fischer, M. R., Scaglione, M., Linsenmaier, U., Schueller, G., Berger, F. H., Dick, E., Basilico, R., Stajgis, M., Calli, C., Vaidya, S., & Wirth, S. (2017). Subspecialisation in Emergency Radiology: Proposal for a harmonised European curriculum. GMS Journal for Medical Education, 34(5), Article Doc61. https://doi.org/10.3205/zma001138
Wershofen, B., & Fischer, M. R. (2017). Miteinander, voneinander und übereinander lernen. Ein interprofessionelles Lernprojekt zur Förderung der gemeinsamen Kommunikation. Berufsbildung in Wissenschaft und Praxis, 2017(1), 22-25.
Wiesbeck, A. B., Bauer, J., Gartmeier, M., Kiessling, C., Möller, G., Karsten, G., Fischer, M. R., & Prenzel, M. (2017). Simulated conversations for assessing professional conversation competence in teacher-parent and physician-patient conversations. Journal for Educational Research Online, 9(3), 82-101. https://doi.org/10.25656/01:15302

Kapitel in Sammelbänden und Konferenz-Proceedings / Chapters in books and peer-reviewed proceedings

Haag, M., & Fischer, M. R. (2017). Technologiegestütztes Lehren und Lernen in der Medizin. In R. Kramme (Ed.), Informationsmanagement und Kommunikation in der Medizin (pp. 107-117). Springer. https://doi.org/10.1007/978-3-662-48778-5_46
Haag, M., & Fischer, M. R. (2017). Technologiegestütztes Lehren und Lernen in der Medizin. In R. Kramme (Ed.), Medizintechnik (5th ed., pp. 855-865). Springer. https://doi.org/10.1007/978-3-662-48771-6_46

Härtl, A., Schmidt, A., Bayer, Y., Berberat, P., Fehr, A., Hesse, A., Kolbeck, C., Fischer, M. R., & Bauer, D. (2017). Die Entwicklung und Implementierung des Zertifikats Medizindidaktik der Bayerischen Universitäten des Kompetenznetzes Medizinlehre Bayern. In R. Kordts-Freudinger, D. Al-Kabbani, & N. Schaper (Eds.), Blickpunkt Hochschuldidaktik: Vol. 131. Hochschuldidaktik im Dialog (pp. 127-144). Bertelsmann. ISBN: 978-3-7639-5845-0
Ostermann, T., Ihlhoff-Goulioumius, H., Fischer, M. R., Ehlers, J. P., & Zupanic, M. (2017). Implementation and Empirical Evaluation of a Case-based, Interactive e-Learning Module with X-ray Tooth Prognosis. In J. Bernadino, C. Quix, & J. Filipe (Eds.), Proceedings of the 6th International Conference on Data Science, Technology and Applications (DATA) 2017 (pp. 277-281). SciTePress. https://doi.org/10.5220/0006475302770281

Ouellette, D. L., Zottmann, J., Bolzer, M., Fischer, F., & Fischer, M. R. (2017). Investigating the Interplay of Epistemological Beliefs and Scientific Reasoning and Argumentation. In H. Laitko, H. A. Mieg, & H. Parthey (Eds.), Forschendes Lernen: Wissenschaftsforschung Jahrbuch 2016 (pp. 137-151). Wissenschaftlicher Verlag Berlin. ISBN: 978-3-96138-015-2
Tolks, D., Bischoff, T., Taverna, M., Vogel, B., Fischer, M. R., Schelling, U., & Schelling, J. (2017). Strategien und Erfahrungen bei der Implementierung der ICM in der medizinischen Ausbildung in der Allgemeinmedizin an der LMU München. In S. Zeaiter, & J. Handke (Eds.), Inverted Classroom – The Next Stage (pp. 69-76). Tectum. https://doi.org/10.5771/9783828867826-69

2016

Beiträge in Fachzeitschriften / Publications in journals

Bachmann, C., Kiessling, C., Härtl, A., & Haak, R. (2016). Communication in Health Professions: A European consensus on inter- and multi-professional learning objectives in German. GMS Journal for Medical Education, 33(2), Article Doc23. https://doi.org/10.3205/zma001022
Bauer, D., Huwendiek, S., & März, M. (2016). “Pass, fail” – On Standard Setting Procedures for the Assessment of Practical Skills at Medical Schools in Germany, Austria, and Switzerland. GMS Journal for Medical Education, 33(4), Article Doc50. https://doi.org/10.3205/zma001049
Berman, N. B., Durning, S. J., Fischer, M. R., Huwendiek, S., & Triola, M. M. (2016). The Role for Virtual Patients in the Future of Medical Education. Academic Medicine, 91(9), 1217-1222. https://doi.org/10.1097/ACM.0000000000001146
Epstein, N., Brendel, T., Hege, I., Ouellette, D. L., Schmidmaier, R., & Kiesewetter, J. (2016). The power of the pen: how to make physicians more friendly and patients more attractive. Medical Education, 50(12), 1214-1218. https://doi.org/10.1111/medu.13002
Epstein, N., Pfeiffer, M., Eberle, J., von Kotzebue, L., Martius, T., Lachmann, D., Mozhova, A., Bauer, J., Berberat, P. O., Landmann, M., Herzig, S., Neuhaus, B. J., Offe, K., Prenzel, M., & Fischer, M. R. (2016). Nachwuchsmangel in der medizinischen Forschung. Wie kann der ärztliche Forschernachwuchs besser gefördert werden? Beiträge zur Hochschulforschung, 38(1-2), 162-189.
Fischer, M. R., & Fabry, G. (2016). Clinician Scientists? Medical Scientists? Clinician und Medical Science Educators! GMS Journal for Medical Education, 33(5), Article Doc78. https://doi.org/10.3205/zma001077
Fischer, M. R., Wölfel, T., & Schmidmaier, R. (2016). Schnittstelle Visite. Deutsche Medizinische Wochenschrift, 141(1), 28-31. https://doi.org/10.1055/s-0041-108830
Girma, T., Asaminew, T., Siebeck, M., Fischer, M. R., Jacobs, F., Desalegn, S., Mamo, Y., & Haileamlak, A. (2016). Establishing Medical Schools in Limited Resource Settings. Ethiopian Journal of Health Sciences, 26(3), 277-284. https://doi.org/10.4314/ejhs.v26i3.10
Gradel, M., Moder, S., Nicolai, L., Pander, T., Hoppe, B., Pinilla, S., von der Borch, P., Fischer, M. R., & Dimitriadis, K. (2016). Simulating the physician as healthcare manager: An innovative course to train for the manager role. GMS Journal for Medical Education, 33(3), Article Doc41. https://doi.org/10.3205/zma001040
Harendza, S., Fischer, M. R., & Fabry, G. (2016). Quo vadis? Medical education 2020 between politics and science. GMS Journal for Medical Education, 33(1), Article Doc12. https://doi.org/10.3205/zma001011
Hege, I., Kononowicz, A. A., Tolks, D., Edelbring, S., & Kuehlmeyer, K. (2016). A qualitative analysis of virtual patient descriptions in healthcare education based on a systematic literature review. BMC Medical Education, 16, Article 146. https://doi.org/10.1186/s12909-016-0655-8
Hopf, Y. M., Francis, J., Helms, P. J., Haughney, J., & Bond, C. (2016). Linking NHS data for pediatric pharmacovigilance: Results of a Delphi survey. Research in Social and Administrative Pharmacy, 12(2), 267-280. https://doi.org/10.1016/j.sapharm.2015.06.006
Idler, N., Huber, J., von Mutius, S., Welbergen, L., & Fischer, M. R. (2016). Prevention and health promotion from theory to practice: The interprofessional MeMPE Summer University for students of Medicine, Master of Public Health and Epidemiology. GMS Journal for Medical Education, 33(5), Article Doc72. https://doi.org/10.3205/zma001071
Karch, S., Loy, F., Krause, D., Schwarz, S., Kiesewetter, J., Segmiller, F., Chrobok, A. I., Keeser, D., & Pogarell, O. (2016). Increased Event-Related Potentials and Alpha-, Beta-, and Gamma-Activity Associated with Intentional Actions. Frontiers in Psychology, 7, Article 7. https://doi.org/10.3389/fpsyg.2016.00007
Kiesewetter, J., Ebersbach, R., Tsalas, N., Holzer, M., Schmidmaier, R., & Fischer, M. R. (2016). Knowledge is not enough to solve the problems – The role of diagnostic knowledge in clinical reasoning activities. BMC Medical Education, 16(1), Article 303. https://doi.org/10.1186/s12909-016-0821-z
Kiesewetter, J., Fischer, F., & Fischer, M. R. (2016). Collaboration Expertise in Medicine – No Evidence for Cross-Domain Application from a Memory Retrieval Study. PLOS ONE, 11(2), Article e0148754. https://doi.org/10.1371/journal.pone.0148754
Kiesewetter, J., Gutmann, J., Drossard, S., Gurrea Salas, D., Prodinger, W., Mc Dermott, F., Urban, B., Staender, S., Baschnegger, H., Hoffmann, G., Hübsch, G., Scholz, C., Meier, A., Wegscheider, M., Hoffmann, N., Ohlenbusch-Harke, T., Keil, S., Schirlo, C., Kühne-Eversmann, L., Heitzmann, N., Busemann, A., Koechel, A., Manser, T., Welbergen, L., & Kiesewetter, I. (2016). The Learning Objective Catalogue for Patient Safety in Undergraduate Medical Education – A Position Statement of the Committee for Patient Safety and Error Management of the German Association for Medical Education. GMS Journal for Medical Education, 33(1), Article Doc10. https://doi.org/10.3205/zma001009
Kiesewetter, J., Kollar, I., Fernandez, N., Lubarsky, S., Kiessling, C., Fischer, M. R., & Charlin, B. (2016). Crossing boundaries in interprofessional education: A call for instructional integration of two script concepts. Journal of Interprofessional Care, 30(5), 689-692. https://doi.org/10.1080/13561820.2016.1184238
Kiessling, C., Bauer, J., Gartmeier, M., Iblher, P., Karsten, G., Kiesewetter, J., Möller, G. E., Wiesbeck, A., Zupanic, M., & Fischer, M. R. (2016). Development and validation of a computer-based situational judgement test to assess medical students' communication skills in the field of shared decision making. Patient Education and Counseling, 99(11), 1858-1864. https://doi.org/10.1016/j.pec.2016.06.006
Lammerding-Köppel, M., Ebert, T., Görlitz, A., Karsten, G., Nounla, C., Schmidt, S., Stosch, C., & Dieter, P. (2016). German MedicalTeachingNetwork (MDN) implementing national standards for teacher training. Medical Teacher, 38(4), 378-384. https://doi.org/10.3109/0142159X.2015.1047752
Pfeiffer, M., Fischer, M. R., & Bauer, D. (2016). Publication activities of German junior researchers in academic medicine: which factors impact impact factors? BMC Medical Education, 16, Article 190. https://doi.org/10.1186/s12909-016-0712-3
Schäfer, M., Pander, T., Pinilla, S., Fischer, M. R., von der Borch, P., & Dimitriadis, K. (2016). A prospective, randomised trial of different matching procedures for structured mentoring programmes in medical education. Medical Teacher, 38(9), 921-929. https://doi.org/10.3109/0142159X.2015.1132834
Tolks, D., Schäfer, C., Raupach, T., Kruse, L., Sarikas, A., Gerhardt-Szép, S., Klauer, G., Lemos, M., Fischer, M. R., Eichner, B., Sostmann, K., & Hege, I. (2016). An Introduction to the Inverted/Flipped Classroom Model in Education and Advanced Training in Medicine and in the Healthcare Professions. GMS Journal for Medical Education, 33(3), Article Doc46. https://doi.org/10.3205/zma001045
Vogel, B., Reuter, S., Taverna, M., Fischer, M. R., & Schelling, J. (2016). Vaccination: Developing and implementing a competency-based-curriculum at the Medical Faculty of LMU Munich. GMS Journal for Medical Education, 33(1), Article Doc5. https://doi.org/10.3205/zma001004
Walldorf, J., Jähnert, T., Berman, N. B., & Fischer, M. R. (2016). Using Foreign Virtual Patients With Medical Students in Germany: Are Cultural Differences Evident and Do They Impede Learning? Journal of Medical Internet Research, 18(9), Article e260. https://doi.org/10.2196/jmir.6040
Wershofen, B., Heitzmann, N., Beltermann, E., & Fischer, M. R. (2016). Fostering interprofessional communication through case discussions and simulated ward rounds in nursing and medical education: A pilot project. GMS Journal for Medical Education, 33(2), Article Doc28. https://doi.org/10.3205/zma001027
Wölfel, T., Beltermann, E., Lottspeich, C., Vietz, E., Fischer, M. R., & Schmidmaier, R. (2016). Medical ward round competence in internal medicine – an interview study towards an interprofessional development of an Entrustable Professional Activity (EPA). BMC Medical Education, 16, Article 174. https://doi.org/10.1186/s12909-016-0697-y

Kapitel in Sammelbänden und Konferenz-Proceedings / Chapters in books and peer-reviewed proceedings

Heitzmann, N., & Fischer, F. (2016). Berufsbegleitendes Lernen: Modelle und Befunde aus der Lehr-/Lernforschung. In M. Dick, W. Marotzki, & H. Mieg (Eds.), Handbuch Professionsentwicklung (pp. 239-250). Klinkhardt. ISBN: 978-3-8252-8622-4
Lampert, C., & Tolks, D. (2016). Grundtypologie von digitalen Spieleanwendungen im Bereich Gesundheit. In K. Dadaczynski, S. Schiemann, & P. Paulus (Eds.), Gesundheit spielend fördern – Potenziale und Herausforderungen von digitalen Spieleanwendungen für die Gesundheitsförderung und Prävention (pp. 218-233). Beltz. ISBN: 978-3-7799-3342-7
Schmidmaier, R., Fischer, M. R., & Röpcke, F. (2016). Endokrinologie. In S. Endres (Ed.), Facharztprüfung Innere Medizin in Fällen, Fragen und Antworten (5th ed., pp. 47-129). Urban & Fischer. https://doi.org/10.1016/C2014-0-04268-2
Tolks, D. (2016). eLearning in der medizinischen Aus-, Weiter- und Fortbildung. In F. Fischer, & A. Krämer (Eds.), eHealth in Deutschland – Anforderungen und Potenziale innovativer Versorgungsstrukturen (pp. 223-239). Springer. https://doi.org/10.1007/978-3-662-49504-9_11
Tolks, D., & Lampert, C. (2016). Abgrenzung von Serious Games zu anderen Lehr- und Lernkonzepten. In K. Dadaczynski, S. Schiemann, & P. Paulus (Eds.), Gesundheit spielend fördern – Potenziale und Herausforderungen von digitalen Spieleanwendungen für die Gesundheitsförderung und Prävention (pp. 191-217). Beltz. ISBN: 978-3-7799-3342-7

2015

Beiträge in Fachzeitschriften / Publications in journals

Ackel-Eisnach, K., Raes, P., Hönikl, L., Bauer, D., Wagener, S., Möltner, A., Jünger, J., & Fischer, M. R. (2015). Is German Medical Education Research on the rise? An analysis of publications from the years 2004 to 2013. GMS Zeitschrift für Medizinische Ausbildung, 32(3), Article Doc30. https://doi.org/10.3205/zma000972
Beltermann, E., Krane, S., Kiesewetter, J., Fischer, M. R., & Schelling, J. (2015). See your GP, see the world - An activating course concept for fostering students’ competence in performing vaccine and travel consultations. GMS Zeitschrift für Medizinische Ausbildung, 32(3), Article Doc28. https://doi.org/10.3205/zma000970
Fabry, G., & Fischer, M. R. (2015). German Medical Science – Journal for Medical Education: respectable and very much in motion. GMS Zeitschrift für Medizinische Ausbildung, 32(1), Article Doc12. https://doi.org/10.3205/zma000954
Fabry, G., & Fischer, M. R. (2015). Replication – The ugly duckling of science? GMS Zeitschrift für Medizinische Ausbildung, 32(5), Article Doc57. https://doi.org/10.3205/zma000999
Fischer, M. R., Bauer, D., Mohn, K., & NKLM-Projektgruppe (2015). Endlich fertig! Nationale Kompetenzbasierte Lernzielkataloge Medizin (NKLM) und Zahnmedizin (NKLZ) gehen in die Erprobung. GMS Zeitschrift für Medizinische Ausbildung, 32(3), Article Doc35. https://doi.org/10.3205/zma000977
Füngerlings, S., Schmidmaier, R., Fischer, M. R., & Härtl, A. (2015). Feedback just in time: group-ePortfolios for PBL. Medical Education, 49(11), 1167. https://doi.org/10.1111/medu.12858
Gartmeier, M., Bauer, J., Fischer, M. R., Hoppe-Seyler, T., Karsten, G., Kiessling, C., Möller, G. E., Wiesbeck, A., & Prenzel, M. (2015). Fostering professional communication skills of future physicians and teachers: effects of e-learning with video cases and role-play. Instructional Science, 43(4), 443-462. https://doi.org/10.1007/s11251-014-9341-6
Görlitz, A., Ebert, T., Bauer, D., Grasl, M., Hofer, M., Lammerding-Köppel, M., Fabry, G., & GMA Ausschuss Personal- und Organisationsentwicklung in der Lehre (2015). Kernkompetenzen für Lehrende in der Medizin (KLM) – Positionspapier des GMA Ausschusses für Personal- und Organisationsentwicklung in der Lehre. GMS Zeitschrift für Medizinische Ausbildung, 32(2), Article Doc23. https://doi.org/10.3205/zma000965
Görlitz, A., Schmidmaier, R., & Kiessling, C. (2015). Feedforward interview: enhancing reflection for successful teachers. Medical Education, 49(5), 535-536. https://doi.org/10.1111/medu.12713
Gutmann, J., Kühbeck, F., Berberat, P. O., Fischer, M. R., Engelhardt, S., & Sarikas, A. (2015). Use of Learning Media by Undergraduate Medical Students in Pharmacology: A Prospective Cohort Study. PLOS ONE, 10(4), Article e0122624. https://doi.org/10.1371/journal.pone.0122624
Härtl, A., Bachmann, C., Blum, K., Höfer, S., Peters, T., Preusche, I., Raski, B., Rüttermann, S., Wagner-Menghin, M., Wünsch, A., Kiessling, C., & GMA-Ausschuss Kommunikative und Soziale Kompetenzen (2015). Wunsch und Wirklichkeit – eine Umfrage im deutschsprachigen Raum zum Lehren und Prüfen kommunikativer Kompetenzen im Medizinstudium. GMS Zeitschrift für Medizinische Ausbildung, 32(5), Article Doc56. https://doi.org/10.3205/zma000998
Hege, I., Schröpfer, I., & Radon, K. (2015). Development and evaluation of a virtual patient-based exam in occupational medicine. Bio-Algorithms and Med-Systems, 11(2), 101-105. https://doi.org/10.1515/bams-2015-0008
Heitzmann, N., Fischer, F., Kühne-Eversmann, L., & Fischer, M. R. (2015). Enhancing diagnostic competence with self-explanation prompts and adaptable feedback. Medical Education, 49(10), 993-1003. https://doi.org/10.1111/medu.12778
Herrmann, F. E. M., Lenski, M., Steffen, J., Kailuweit, M., Nikolaus, M., Koteeswaran, R., Sailer, A., Hanszke, A., Wintergerst, M., Dittmer, S., Mayr, D., Genzel-Boroviczény, O., Eley, D. S., & Fischer, M. R. (2015). A survey study on student preferences regarding pathology teaching in Germany: a call for curricular modernization. BMC Medical Education, 15, Article 94. https://doi.org/10.1186/s12909-015-0381-7
Hetmanek, A., Wecker, C., Kiesewetter, J., Trempler, K., Fischer, M. R., Gräsel, C., & Fischer, F. (2015). Wozu nutzen Lehrkräfte welche Ressourcen? Unterrichtswissenschaft, 43(3), 193-208.
Huber, J., Nepal, S., Bauer, D., Wessels, I., Fischer, M. R., & Kiessling, C. (2015). Tools and instruments for needs assessment, monitoring and evaluation of health research capacity development activities at the individual and organizational level: a systematic review. Health Research Policy and Systems, 13, Article 80. https://doi.org/10.1186/s12961-015-0070-3
Jilg, S., Möltner, A., Berberat, P. O., Fischer, M. R., & Breckwoldt, J. (2015). How do Supervising Clinicians of a University Hospital and Associated Teaching Hospitals Rate the Relevance of the Key Competencies within the CanMEDS Roles Framework in Respect to Teaching in Clinical Clerkships? GMS Zeitschrift für Medizinische Ausbildung, 32(3), Article Doc33. https://doi.org/10.3205/zma000975
Kiesewetter, J., & Fischer, M. R. (2015). The Teamwork Assessment Scale: A Novel Instrument to Assess Quality of Undergraduate Medical Students’ Teamwork Using the Example of Simulation-based Ward-Rounds. GMS Zeitschrift für Medizinische Ausbildung, 32(2), Article Doc19. https://doi.org/10.3205/zma000961
Kiesewetter, J., Gluza, M., Holzer, M., Saravo, B., Hammitzsch, L., & Fischer, M. R. (2015). Towards a measurement of internalization of collaboration scripts in the medical context – results of a pilot study. GMS Zeitschrift für Medizinische Ausbildung, 32(3), Article Doc32. https://doi.org/10.3205/zma000974
Kiss, A., Steiner, C., Honold, A., Grossman, P., Gygax, F., Heuss, L., Langewitz, W., Schuster, S., & Kiessling, C. (2015). Medical Humanities in der Ausbildung. Schweizerische Ärztezeitung, 96(14-15), 534-536. https://doi.org/10.4414/saez.2015.03389
Kononowicz, A. A., & Hege, I. (2015). Breaking down barriers to medical e-learning. Bio-Algorithms and Med-Systems, 11(2), 77-78. https://doi.org/10.1515/bams-2015-0012
Kononowicz, A. A., Zary, N., Edelbring, S., Corral, J., & Hege, I. (2015). Virtual patients - what are we talking about? A framework to classify the meanings of the term in healthcare education. BMC Medical Education, 15, Article 11. https://doi.org/10.1186/s12909-015-0296-3
Pinilla, S., Nicolai, L., Gradel, M., Pander, T., Fischer, M. R., von der Borch, P., & Dimitriadis, K. (2015). Undergraduate Medical Students Using Facebook as a Peer-Mentoring Platform: A Mixed-Methods Study. JMIR Medical Education, 1(2), Article e12. https://doi.org/10.2196/mededu.5063
Pinilla, S., Pander, T., von der Borch, P., Fischer, M. R., & Dimitriadis, K. (2015). 5 years of experience with a large-scale mentoring program for medical students. GMS Zeitschrift für Medizinische Ausbildung, 32(1), Article Doc5. https://doi.org/10.3205/zma000947
Sachs, A., Pokieser, P., & Fischer, M. R. (2015). Sono4You – Ultraschall von Studierenden für Studierende. Ultraschall in der Medizin, 36(3), 298-299. https://doi.org/10.1055/s-0035-1552043
Schäfer, M., Pander, T., Pinilla, S., Fischer, M. R., von der Borch, P., & Dimitriadis, K. (2015). The Munich-Evaluation-of-Mentoring-Questionnaire (MEMeQ) – a novel instrument for evaluating protégés’ satisfaction with mentoring relationships in medical education. BMC Medical Education, 15, Article 201. https://doi.org/10.1186/s12909-015-0469-0
Schüttpelz-Brauns, K., Kiessling, C., Ahlers, O., & Hautz, W. E. (2015). Symposium "Methodik der medizinischen Ausbildungsforschung" des Ausschusses für Methodik der Ausbildungsforschung der Gesellschaft für Medizinische Ausbildung e.V. (GMA) 25./26. Mai 2013 im Lernzentrum der Charité Berlin. GMS Zeitschrift für Medizinische Ausbildung, 32(1), Article Doc3. https://doi.org/10.3205/zma000945
Steffen, J., Grabbert, M., Pander, T., Gradel, M., Köhler, L.-M., Fischer, M. R., von der Borch, P., & Dimitriadis, K. (2015). Finding the right doctoral thesis – an innovative research fair for medical students. GMS Zeitschrift für Medizinische Ausbildung, 32(3), Article Doc29. https://doi.org/10.3205/zma000971
Trempler, K., Hetmanek, A., Wecker, C., Kiesewetter, J., Wermelt, M., Fischer, F., Fischer, M. R., & Gräsel, C. (2015). Nutzung von Evidenz im Bildungsbereich – Validierung eines Instruments zur Erfassung von Kompetenzen der Informationsauswahl und der Bewertung von Studien. Zeitschrift für Pädagogik, 61(Suppl. 61), 144-166. https://doi.org/10.25656/01:15508

Kapitel in Sammelbänden und Konferenz-Proceedings / Chapters in books and peer-reviewed proceedings

Kononowicz, A., & Hege, I. (2015). The world of virtual patients. In I. Roterman-Konieczna (Ed.), Simulations in Medicine (pp. 121-138). De Gruyter. https://doi.org/10.1515/9783110406344-009
Stephan, K. S., & Pinilla, S. (2015). Gehörlose Patienten in der Notfallmedizin. In B. Dirks, R. Somasundaram, C. Waydhas, & U. Zeymer (Eds.), Weiterbildung Notfallmedizin (pp. 93-104). Springer. http://doi.org/10.1007/978-3-662-46523-3_9

2014

Beiträge in Fachzeitschriften / Publications in journals

Fabry, G., & Fischer, M. R. (2014). Medical Education in Germany – Work in Progress. GMS Zeitschrift für Medizinische Ausbildung, 31(3), Article Doc36. https://doi.org/10.3205/zma000928
Fischer, F., Kollar, I., Ufer, S., Sodian, B., Hussmann, H., Pekrun, R., Neuhaus, B., Dorner, B., Pankofer, S., Fischer, M. R., Strijbos, J. W., Heene, M., & Eberle, J. (2014). Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education. Frontline Learning Research, 2(3), 28-45. https://doi.org/10.14786/flr.v2i2.96
Fischer, M. R., & Fabry, G. (2014). Thinking and acting scientifically: Indispensable basis of medical education. GMS Zeitschrift für Medizinische Ausbildung, 31(2), Article Doc24. https://doi.org/10.3205/zma000916
Gehlhar, K., Klimke-Jung, K., Stosch, C., & Fischer, M. R. (2014). Do different medical curricula influence self-assessed clinical thinking of students? GMS Zeitschrift für Medizinische Ausbildung, 31(2), Article Doc23. https://doi.org/10.3205/zma000915
Hahn, E. G., Fabry, G., & Fischer, M. R. (2014). 30 Jahre Zeitschrift für Medizinische Ausbildung (GMS Z Med Ausbild): Auf gutem Kurs. GMS Zeitschrift für Medizinische Ausbildung, 31(4), Article Doc50. https://doi.org/10.3205/zma000942
Havel, M., Ertl, L., Bauer, D., Schuster, M., Stelter, K., & Sundberg, J. (2014). Resonator properties of paranasal sinuses: preliminary results of an anatomical study. Rhinology, 52(2), 178-182. https://doi.org/10.4193/Rhino13.097
Huber, J., Bauer, D., Hoelscher, M., Kapungu, J., Kroidl, A., Lennemann, T., Maganga, L., Opitz, O., Salehe, O., Sigauke, A., Fischer, M. R., & Kiessling, C. (2014). Evaluation of health research capacity strengthening trainings on individual level: validation of a questionnaire. Journal of Evaluation in Clinical Practice, 20(4), 390-395. https://doi.org/10.1111/jep.12143
Kiesewetter, J., Kager, M., Lux, R., Zwissler, B., Fischer, M. R., & Dietz, I. (2014). German undergraduate medical students’ attitudes and needs regarding medical errors and patient safety – A national survey in Germany. Medical Teacher, 36(6), 505-510. https://doi.org/10.3109/0142159X.2014.891008
Kiessling, C., Fabry, G., Fischer, M. R., Steiner, C., & Langewitz, W. A. (2014). Deutsche Übersetzung und Konstruktvalidierung des „Patient-Provider-Orientation Scale“ (PPOS-D12). Psychotherapie, Psychosomatik, Medizinische Psychologie, 64(3-4), 122-127. https://doi.org/10.1055/s-0033-1341455
Lyon, H. C., Holzer, M., Reincke, M., Brendel, T., Ring, J., Weindl, A., Zottmann, J. M., & Fischer, M. R. (2014). Improvements in teaching behavior at two German medical schools resulting from a modified Flanders interaction analysis feedback intervention process. Medical Teacher, 36(10), 903-911. https://doi.org/10.3109/0142159X.2014.917157
Pander, T., Pinilla, S., Dimitriadis, K., & Fischer, M. R. (2014). The use of Facebook in medical education – A literature review. GMS Zeitschrift für Medizinische Ausbildung, 31(3), Article Doc33. https://doi.org/10.3205/zma000925
Raes, P., Angstwurm, M., Berberat, P. O., Kadmon, M., Rotgans, J., Streitlein-Böhme, I., Burckhardt, G., & Fischer, M. R. (2014). Quality management of clinical-practical instruction for Practical Year medical students in Germany – Proposal for a catalogue of criteria from the German Society of Medical Education. GMS Zeitschrift für Medizinische Ausbildung, 31(4), Article Doc49. https://doi.org/10.3205/zma000941
Raes, P., Bauer, D., Schöppe, F., & Fischer, M. R. (2014). The active participation of German-speaking countries in conferences of the Association for Medical Education in Europe (AMEE) between 2005 and 2013: A reflection of the development of medical education research? GMS Zeitschrift für Medizinische Ausbildung, 31(3), Article Doc28. https://doi.org/10.3205/zma000920
Rösch, T., Schaper, E., Tipold, A., Fischer, M. R., Dilly, M., & Ehlers J. P. (2014). Clinical skills of veterinary students – a cross-sectional study of the self-concept and exposure to skills training in Hannover, Germany. BMC Veterinary Research, 10, Article 969. https://doi.org/10.1186/s12917-014-0302-8
Rösch, T., Schaper, E., Tipold, A., Fischer, M. R., & Ehlers, J. P. (2014). Qualitative Studie zur Akzeptanz und zu den Anforderungen an ein Clinical Skills Lab an einer Tierärztlichen Bildungsstätte. Berliner und Münchener Tierärztliche Wochenschrift, 127(3-4), 89-98. https://doi.org/10.2376/0005-8366-127- 8
Stephan, K. S., & Pinilla, S. (2014). Gehörlose Patienten in der Notfallmedizin. Notfall + Rettungsmedizin, 17(5), 449-462. http://doi.org/10.1007/s10049-014-1903-2
Tolks, D., Pelczar, I., Bauer, D., Brendel, T., Görlitz, A., Küfner, J., Simonsohn, A., & Hege, I. (2014). Implementation of a Blended-Learning Course as Part of Faculty Development. Creative Education, 5(11), 948-953. http://doi.org/10.4236/ce.2014.511108
Welbergen, L., Pinilla, S., Pander, T., Gradel, M., von der Borch, P., Fischer, M. R., & Dimitriadis, K. (2014). Das FacharztDuell: Innovative Karriereplanung in der Medizin. GMS Zeitschrift für Medizinische Ausbildung, 31(2), Article Doc17. https://doi.org/10.3205/zma000909

Kapitel in Sammelbänden und Konferenz-Proceedings / Chapters in books and peer-reviewed proceedings

Fischer, M. R. (2014). Ständiger Begleiter der Medizin. In U. Löhrs, W. Neupert, K. Peter, S. Sattler, & G. Sittner (Eds.), Forschen - heilen - lehren. Die Medizin an der Ludwig-Maximilians-Universität (pp. 249-252). DVA. ISBN: 978-3-421-04672-7
Kiesewetter, J., Semmelies, F., Saravo, B., Fischer, M. R., & Wershofen, B. (2014). Collaboration Expertise in Health Care – Mapping the Mosaic of Shared Work Experience, Transactive Memory System and Performance. In V. Duffy, & N. Lightner (Eds.), Advances in Human Aspects of Healthcare (pp. 461-469). AHFE Conference. ISBN: 978-1-4951-2093-0
Kiessling C. (2014). Das Verhältnis von Medizin und Gesundheitskommunikation. In K. Hurrelmann, & E. Baumann (Eds.), Handbuch Gesundheitskommunikation (pp. 95-107). Hans Huber. ISBN: 978-3-456-85432-8
Küfner, J., Kononowicz, A. A., & Hege, I. (2014). Virtual Patient Repositories – A Comparative Analysis. In C. Lovis, B. Séroussi, A. Hasman, L. Pape-Haugaard, O. Saka, & S. K. Andersen (Eds.), Studies in Health Technology and Informatics: Vol. 205. e-Health – For Continuity of Care (pp. 788-792). IOS Press. https://doi.org/10.3233/978-1-61499-432-9-788

2013

Beiträge in Fachzeitschriften / Publications in journals

David, D. M., Euteneier, A., Fischer, M. R., Hahn, E. G., Johannink, J., Kulike, K., Lauch, R., Lindhorst, E., Noll-Hussong, M., Pinilla, S., Weih, M., & Wennekes, V. (2013). Die Zukunft der ärztlichen Weiterbildung in Deutschland – Positionspapier des Ausschusses Weiterbildung der Gesellschaft für Medizinische Ausbildung (GMA). GMS Zeitschrift für Medizinische Ausbildung, 30(2), Article Doc26. https://doi.org/10.3205/zma000869
Fabry, G., & Fischer, M. R. (2013). Die ZMA und der Impact Factor. GMS Zeitschrift für Medizinische Ausbildung, 30(3), Article Doc39. https://doi.org/10.3205/zma000882
Fischer, M. R. (2013). Die GMA: In den besten Jahren und in vielen Wettbewerben vertreten. GMS Zeitschrift für Medizinische Ausbildung, 30(2), Article Doc27. https://doi.org/10.3205/zma000870
Heinke, W., Rotzoll, D., Hempel, G., Zupanic, M., Stumpp, P., Kaisers, U. X., & Fischer M. R. (2013). Students benefit from developing their own emergency medicine OSCE stations: a comparative study using the matched-pair method. BMC Medical Education, 13, Article 138. https://doi.org/10.1186/1472-6920-13-138
Kiesewetter, J., Ebersbach, R., Görlitz, A., Holzer, M., Fischer, M. R., & Schmidmaier, R. (2013). Cognitive problem solving patterns of medical students correlate with success in diagnostic case solutions. PLOS ONE, 8(8), Article e71486. https://doi.org/10.1371/journal.pone.0071486
Kiesewetter, J., Schmidt-Huber, M., Netzel, J., Krohn, A. C., Angstwurm, M., & Fischer M. R. (2013). Training of Leadership Skills in Medical Education. GMS Zeitschrift für Medizinische Ausbildung, 30(4), Article Doc49. https://doi.org/10.3205/zma000892
Kiessling, C., & Langewitz, W. (2013). The longitudinal curriculum "social and communicative competencies" within Bologna-reformed undergraduate medical education in Basel. GMS Zeitschrift für Medizinische Ausbildung, 30(3), Article Doc31. https://doi.org/10.3205/zma000874
Klopp, E., Stark, R., Kopp, V., & Fischer M. R. (2013). Psychological Factors Affecting Medical Students’ Learning with Erroneous Worked Examples. Journal of Education and Learning, 2(1), 158-170. https://doi.org/10.5539/jel.v2n1p158
Kühne-Eversmann, L., & Fischer, M. R. (2013). Improving knowledge and changing behavior towards guideline based decisions in diabetes care: a controlled intervention study of a team-based learning approach for continuous professional development of physicians. BMC Research Notes, 6, Article 14. https://doi.org/10.1186/1756-0500-6-14
Maier, E. M., Hege, I., Muntau, A. C., Huber, J., & Fischer, M. R. (2013). What are effects of a spaced activation of virtual patients in a pediatric course? BMC Medical Education, 13, Article 45. https://doi.org/10.1186/1472-6920-13-45
Schmidmaier, R., Eiber, S., Ebersbach, R., Schiller, S., Hege, I., Holzer, M., & Fischer, M. R. (2013). Learning the facts in medical school is not enough: which factors predict successful application of procedural knowledge in a laboratory setting? BMC Medical Education, 13, Article 28. https://doi.org/10.1186/1472-6920-13-28
Schneider, A., Karsch-Völk, M., Rupp, A., Fischer, M. R., Drexler, H., Schelling, J., & Berberat, P. O. (2013). Predictors of a positive attitude of medical students towards general practice – a survey of three Bavarian medical faculties. GMS Zeitschrift für Medizinische Ausbildung, 30(4), Article Doc45. https://doi.org/10.3205/zma000888
Schürer-Maly, C.-C., Wood, W. G., Falbo, R., Brambilla, P., Heller, C., Schwarz, P., Illigen, D., Adler, M., Heitzmann, N., Bauer, D., Fischer, M. R., & Spannagl, M. (2013). An Educational Web-Based External Quality Assessment Outcome and Evaluation: First Experiences with Urinary Sediment and Hemostaseology. Clinical Laboratory, 59(9-10), 1061-1069. https://doi.org/10.7754/clin.lab.2012.121014
Tenhaven, C., Tipold, A., Fischer, M. R., & Ehlers, J. P. (2013). Is there a “net generation” in veterinary medicine? A comparative study on the use of the Internet and Web 2.0 by students and the veterinary profession. GMS Zeitschrift für Medizinische Ausbildung, 30(1), Article Doc7. https://doi.org/10.3205/zma000850
Tolks, D., & Fischer, M. R. (2013). Serious Games for Health – ernstzunehmende didaktische Konzepte in der medizinischen Ausbildung? GMS Medizinische Informatik, Biometrie und Epidemiologie, 9(1), Article Doc03. https://doi.org/10.3205/mibe000131
Welbergen, L., von der Borch, P., Pander, T., & Dimitriadis, K. (2013). Battle of the specialties: innovative career counselling for students. Medical Education, 47(5), 515. https://doi.org/10.1111/medu.12159

Kapitel in Sammelbänden und Konferenz-Proceedings / Chapters in books and peer-reviewed proceedings

Bauer, D., Görlitz, A., Huber, J., Fischer, M. R., & Holzer, M. (2013). Theorie und Praxis: Prüfungen in der Medizin. In J. Brockmann, & A. Pilniok (Eds.), Prüfen in der Rechtswissenschaft. Probleme, Praxis und Perspektiven (pp. 75-94). Nomos. https://doi.org/doi.org/10.5771/9783845245171-75
Beuschlein, F., Fischer, M. R., & Röpke, F. (2013). Endokrinologie. In S. Endres (Ed.), Facharztprüfung Innere Medizin in Fällen, Fragen und Antworten (4th ed., pp. 47-128). Urban & Fischer. https://doi.org/10.1016/C2012-0-02885-2
Fischer, M. R. (2013). Motivation(-ssteigerung) angehender Ärzte für die Patientenversorgung. In C. Fuchs, T. Koch, & P. C. Scriba (Eds.), Perspektiven junger Ärztinnen und Ärzte in der Patientenversorgung (pp. 173-178). Deutscher Ärzte-Verlag. ISBN: 978-3-7691-3527-5
Kiesewetter, J., Kiessling, C., & Fischer, M. R. (2013). Simulationsbasierte Lehre in der Medizin. Beitrag zur Patientensicherheit oder ethischer Imperativ? In A. Frewer, K. W. Schmidt, & L. Bergemann (Eds.), Fehler und Ethik in der Medizin. Neue Wege für Patientenrechte (pp. 213-228). Königshausen & Neumann. ISBN: 978-3-8260-5337-5
Kiessling C. (2013). Longitudinales Curriculum „Kommunikative und soziale Kompetenzen“. In O. Frischenschlager, & B. Hladschik-Kermer (Eds.), Gesprächsführung in der Medizin: lernen, lehren, prüfen (pp. 159-182). Facultas. ISBN: 978-3-7089-1029-1
Kiessling C. (2013). Patientenzentrierte Kommunikation. In O. Frischenschlager, & B. Hladschik-Kermer (Eds.), Gesprächsführung in der Medizin: lernen, lehren, prüfen (pp. 91-100). Facultas. ISBN: 978-3-7089-1029-1
Tolks, D., & Fischer, M. R. (2013). Overview: Potentials of New Media for the Training of Health Educators in the Field of Diabetes Prevention. In P. Schwarz, & P. Reddy (Eds.), Prevention of Diabetes (pp. 177-194). Wiley-Blackwell. https://doi.org/10.1002/9781118661321.ch12

2012

Beiträge in Fachzeitschriften / Publications in journals

Boeder, N., Holzer, M., & Schelling, J. (2012). Die Umsetzung der Leitlinien für Fakultäts-interne Leistungsnachweise am Lehrbereich Allgemeinmedizin der Ludwig-Maximilians-Universität (LMU) München: "MC 2.0" mit dem IMSm – die Prüfung im Wandel. GMS Zeitschrift für Medizinische Ausbildung, 29(3), Article Doc42. https://doi.org/10.3205/zma000812
Dimitriadis, K., von der Borch, P., Störmann, S., Meinel, F. G., Moder, S., Reincke, M., & Fischer, M. R. (2012). Characteristics of mentoring relationships formed by medical students and faculty. Medical Education Online, 17(1), Article 17242. https://doi.org/10.3402/meo.v17i0.17242
Fabry, G., & Fischer, M. R. (2012). Zeitschrift für Medizinische Ausbildung der GMA – Erreichtes und Erwünschtes. GMS Zeitschrift für Medizinische Ausbildung, 29(4). Article Doc60. https://doi.org/10.3205/zma000830
Fischer, M. R. (2012). Challenging the challenge point framework. Medical Education, 46(5), 42-44. https://doi.org/10.1111/j.1365-2923.2012.04264.x
Fischer, M. R. (2012). Undergraduate medical education as a foundation for health care and research. Deutsches Ärzteblatt International, 109(18), 325-326. https://doi.org/10.3238/arztebl.2012.0325
Fischer, M. R. (2012). Unordnung bringt Bewegung – GMA 2012. GMS Zeitschrift für Medizinische Ausbildung, 29(3), Article Doc49. https://doi.org/10.3205/zma000819
Grasl, M. C., Pokieser, P., Gleiss, A., Brandstätter, J., Sigmund, T., Erovic, B. M., & Fischer, M. R. (2012). A New Blended Learning Concept for Medical Students in Otolaryngology. Archives of Otolaryngology – Head & Neck Surgery, 138(4), 358-366. https://doi.org/10.1001/archoto.2012.145
Hege, I., & Fischer, M. R. (2012). Mapping a medical curriculum using a learning objectives database – lessons learned at the University of Munich. Bio-Algorithms and Med-Systems, 8(3), 307-314. https://doi.org/10.2478/bams-2012-0020
Huber, J., Lampert, T., & Mielck, A. (2012). Unterschiede bei Gesundheitsrisiken, Morbidität und gesundheitlicher Versorgung zwischen Kindern GKV- bzw. PKV-versicherter Eltern: Ergebnisse aus dem Kinder- und Jugendgesundheitssurvey (KiGGS). Gesundheitswesen, 74(10), 627-638. https://doi.org/10.1055/s-0031-1301268
Kiesewetter, J., Schmidt-Huber, M., Netzel, J., & Angstwurm, M. (2012). Führungskompetenzen: Früh übt sich, wer eine effektive und wertschätzende Zusammenarbeitskultur fördern möchte. Deutsches Ärzteblatt, 109(51-52), A2613-A2614.
Koch, M., Fischer, M. R., Tipold, A., & Ehlers, J. P. (2012). Can Online Conference Systems Improve Veterinary Education? A Study about the Capability of Online Conferencing and its Acceptance. Journal of Veterinary Medical Education, 39(3), 283-296. https://doi.org/10.3138/jvme.0911-097R
Schifferdecker, K. E., Berman, N. B., Fall, L. H., & Fischer, M. R. (2012). Adoption of computer-assisted learning in medical education: the educators’ perspective. Medical Education, 46(11), 1063-1073. https://doi.org/10.1111/j.1365-2923.2012.04350.x
Scholz, C., Mann, C., Kopp, V., Kost, B., Kainer, F., & Fischer, M. R. (2012). High-fidelity simulation increases obstetric self-assurance and skills in undergraduate medical students. Journal of Perinatal Medicine, 40(6), 607-613. https://doi.org/10.1515/jpm-2012-0052
Schürer-Maly, C. C., Gummersbach, E., Waldmann, U.-M., Fischer, M. R., Abholz, H.-H., & Vollmar, H. C. (2012). E-Learning in der Allgemeinmedizin (ELA) – eine Standortbestimmung in Deutschland fünf Jahre nach der Netzwerkgründung. Zeitschrift für Allgemeinmedizin, 88(2), 69-76. https://doi.org/10.3238/zfa.2012.0069-0076
Tzschaschel, M., Niedermaier, S., Genzel-Boroviczeny, O., Huber, J., & Schelling, J. (2012). Seminare in der Allgemeinmedizin: Strukturierung durch Leitsymptome und Fallvignetten. Zeitschrift für Allgemeinmedizin, 88(6), 257-263. https://doi.org/10.3238/zfa.2012.0257-0263

Kapitel in Sammelbänden und Konferenz-Proceedings / Chapters in books and peer-reviewed proceedings

Beltermann, E., Ryan, J., & Billett, S. (2012). The Impact of Interrupted Schooling: Recent School Leavers’ Accounts of Transitions. In S. Billett, G. Johnson, S. Thomas, C. Sim, S. Hay, & J. Ryan (Eds.), Experiences of School Transitions: Policies, Practice and Participants (pp. 235-250). Springer. https://doi.org/10.1007/978-94-007-4198-0_13
Hege, I., Zary, N., & Kononowicz, A. A. (2012). Criteria to Assess the Quality of Virtual Patients. In J. Mantas, S. K. Andersen, M. C. Mazzoleni, B. Blobel, S. Quaglini, & A. Moen (Eds.), Studies in Health Technology and Informatics: Vol. 180. Quality of Life through Quality of Information (pp. 954-957). IOS Press. https://doi.org/10.3233/978-1-61499-101-4-954
Kiesewetter, J. (2012). Simulationsbasiertes Teamtraining zum Umgang mit Behandlungsfehlern. In K. W. Schmidt, M. Sold, & T. Verrel (Eds.), Zum Umgang mit Behandlungsfehlern (pp. 179-195). LIT Verlag. ISBN: 978-3-643-11910-0
Kiesewetter, J., & Fischer, M. R. (2012). Forschungsbasierte Lehre in der Medizin als interdisziplinäre Chance. In U. Bade-Becker, & M. Beyersdorf (Eds.), Grenzüberschreitungen in der wissenschaftlichen Weiterbildung: Interdisziplinarität, Transnationalisierung, Öffnung (pp. 34-37). DGWF. ISBN: 3-88272-136-7
Kononowicz, A. A., Hege, I., Krawczyk, P., & Zary, N. (2012). New Approaches to Linking Clinical Guidelines to Virtual Patients. In J. Mantas, S. K. Andersen, M. C. Mazzoleni, B. Blobel, S. Quaglini, & A. Moen (Eds.), Studies in Health Technology and Informatics: Vol. 180. Quality of Life through Quality of Information (pp. 958-962). IOS Press. https://doi.org/10.3233/978-1-61499-101-4-958

Ältere Jahrgänge

2011

Bauer D, Holzer M, Kopp V, Fischer M. (2011). Pick-N multiple choice-exams: a comparison of scoring algorithms. Adv Health Sci Educ; 16(2):211-221. ERIC
Czihal M, Brendel T, Seibold C, Reincke M, Hoffmann U. (2011). Listen to the axillary artery: diagnosis of occult giant cell arteritis. J Clin Rheumatol; 17(4):214-5.
Gartmeier M, Bauer J, Fischer M, Karsten G, Prenzel M. (2011). Modellierung und Assessment professioneller Gesprächsführungskompetenz von Lehrpersonen im Lehrer-Elterngespräch. In: Zlatkin-Troitschanskaia O (Hrsg). Stationen empirischer Bildungsforschung. Wiesbaden: VS Verlag für Sozialwissenschaften. S. 412-424
Götzberger M, Rösch T, Geisenhof S, Gülberg V, Schmitt W, Niemann G, Kopp V, Faiss S, Heldwein W, Fischer M. (2011). Effectiveness of a novel endoscopy training concept. Endoscopy; 43(9):802-7.
Greaves C, Sheppard K, Abraham C, Hardeman W, Roden M, Evans P, Peter Schwarz, for The IMAGE Study Group. (2011). Systematic review of reviews of intervention components associated with increased effectiveness in dietary and physical activity interventions. BMC Public Health; 11:119.
Haag M, Fischer M. (2011). Computerunterstützte Lehr- und Lernsysteme in der Medizin. In: Kramme R (Hrsg). Medizintechnik. 4. Aufl., Berlin: Springer. S. 859-69.
Haag M, Fischer M. (2011). Computer-Supported Teaching and Learning Systems in Medicine. In: Kramme R, Hoffmann K, Pozos R (Hrsg). Springer Handbook of Medical Technology. Heidelberg: Springer-Verlag. S. 1187-1198.
Huwendiek S, Haider H, Fischer M, Hoffmann G, Tönshoff B. (2011). Kernausbildungsinhalte Pädiatrie für Medizinstudierende. Monatsschr Kinderheilkd; 159(7):655-661..
Iblher P, Zupanic M, Härtel C, Heinze H, Schmucker P, Fischer M. (2011). Der Fragebogen "SFDP26-German": Ein verlässliches Instrument zur Evaluation des klinischen Unterrichts? GMS Z Med Ausbild; 28(2).
Iblher P, Zupanic M, Härtel C, Parbel A, Prüßmann M, Heinze H, Fischer M, Schmucker P. (2011). Im Notfall bereit? OSCE in der studentischen Notfallausbildung. Anästh Intensivmed; 52(11):812-822
Kononowicz A, Zary N, Davies D, Heid J, Woodham L, Hege I. (2011). Push and pull models to manage patient consent and licensing of multimedia resources in digital repositories for case-based reasoning. Stud Health Technol Inform;169:203-7.
Kronsbein P, Fischer M, Greaves C, Puhl S, Stych K, Schwarz P. (2011). Curriculum für die Weiterbildung zum Präventionsmanager. In: Deutsche Diabetes Stiftung (Hrsg). Leitfaden Prävention Diabetes. München: Edition Lipp. S. 335-295.
Kronsbein P, Fischer M, Tolks D, Greaves C, Puhl S, Stych K, Schwarz P; on behalf of the IMAGE Study group. (2011). IMAGE: Development of a European curriculum for the training of prevention managers. Br J Diabetes Vasc Dis; 11(4):163-167..
Mahnken A, Baumann M, Meister M, Schmitt V, Fischer M. (2011). Blended learning in radiology: Is self-determined learning really more effective? Eur J Radiol; 78(3):384-7.
Meinel F, Dimitriadis K, von der Borch P, Störmann S, Niedermaier S, Fischer M. (2011). More mentoring needed? A cross-sectional study of mentoring programs for medical students in Germany. BMC Med Educ; 24;11:68.
Mueller S, Weichert N, Stöcklein V, Hammitzsch A, Pascuito G, Krug C, Holzer M, Pfeiffer M, Siebeck M, Schmidmaier R. (2011). Evaluation of effectiveness of instruction and study habits in two consecutive clinical semesters of the medical curriculum munich (MeCuM) reveals the need for more time for self study and higher frequency of assessment. BMC Med Educ; 11:62.
Neumann M, Edelhäuser F, Tauschel D, Fischer M, Wirtz M, Woopen C, Haramati A, Scheffer C. (2011). Empathy Decline and Its Reasons: A Systematic Review of Studies With Medical Students and Residents. Acad Med; 86(8):996-1009.
Pfeiffer M, Dimitriadis K, Holzer M, Reincke M, Fischer M. (2011). Die Motivation zu promovieren: Ein Vergleich von medizinischen Doktoranden in einem Promotionsstudiengang mit individuell promovierenden Doktoranden. Dtsch Med Wochenschr; 136(17):876-881
Radon K, Carvalho D, Calvo MJ, Struempell S, Herrera V, Wengenroth L, Kausel G, Marchetti N, Segura Rojas D, Russ P, Hege I. (2011). Implementation of Virtual Patients in the Training for Occupational Health in Latin America. Int J Occup Environ Health; 17:63–70
Resch F, Duelli R, Jünger J, Fischer M. (2011). Ausbildung der Ausbilder. Der Studiengang Master of Medical Education. In: Robert-Bosch-Stiftung (Hrsg.). Ausbildung für die Gesundheitsversorgung von morgen. Stuttgart: Schattauer. S. 106-109.
Schaper E, Fischer M, Tipold A, Ehlers J. (2011). Fallbasiertes, elektronisches Lernen und Prüfen in der Tiermedizin – auf der Suche nach einer realisierbaren Alternative zu Multiple Choice-Prüfungen. Tierärztl Umschau; 66(6):261-8.
Schmidmaier R, Ebersbach R, Schiller M, Hege I, Holzer M, Fischer M. (2011). Using electronic flashcards to promote learning in medical students: retesting versus restudying. Med Educ; 45(11):1101-10.
Scholz C, Holzer M, Friese K. (2011). Wie begeistern wir forschungsinteressierte Studenten für das Fach? Frauenarzt; 52(3):230-235.
Stark R, Kopp V, Fischer M. (2011). Case-based learning with worked examples in complex domains: Two experimental studies in undergraduate medical education. Learn Instruc; 21(1):22-33.. ERIC
Stark R, Töpper J, Kopp V, Fischer M. (2011). Fallbasiertes Lernen mit Lösungsbeispielen in der Medizin. In: Schwarz B, Nenniger P, Jäger R (Hrsg). Erziehungswissenschaftliche Forschung – nachhaltige Bildung: Beiträge zur 5. DGfE-Sektionstagung "Empirische Bildungsforschung", AEPF-KBBB im Frühjahr 2009. Landau: Verlag Empirische Pädagogik. S. 425-35.
Strube W, Pfeiffer M, Steger F. (2011). Moralische Positionen, medizinethische Kenntnisse und Motivation im Laufe des Medizinstudiums – Ergebnisse einer Querschnittsstudie an der Ludwig-Maximilians-Universität München. Ethik Med; 23(3):201-216..
Tolks D, Fischer M. (2011). E-Learning-Portal. Online-Lernen in der Ausbildung Präventionsmanager Typ-2-Diabetes. In: Deutsche Diabetes Stiftung (Hrsg). Leitfaden Prävention Diabetes. München: Edition Lipp. S. 329-39.
Töpper J, Zupanic M, Karsten G, Gartmeier M, Fischer M. (2011). Digitale Lehr-Lernfilme mit korrekten und fehlerhaften Beispielen bei der Vermittlung von Kommunikationskompetenzen für Medizinstudierende. In: Krämer M, Preiser S, Brusdeylins K (Hrsg). Psychologiedidaktik und Evaluation VIII. Aachen: Shaker.
von der Borch P, Dimitriadis K, Störmann S, Meinel F, Moder S, Reincke M, Tekian A, Fischer M. (2011). Aufbau eines innovativen Mentorenprogramms für eine große Zahl Medizinstudierender nach quantitativer und qualitativer Bedarfsanalyse. GMS Z Med Ausbild; 28(2).
Zupanic M, Töpper J, Möller G, Bauer J, Fischer M. (2011). Konzeption eines berufsfeldbezogenen und fachübergreifenden Kommunikationstrainings für Medizin- und Lehramtsstudent/innen. In: Krämer M, Preiser S, Brusdeylins K (Hrsg). Psychologiedidaktik und Evaluation VIII. Aachen: Shaker.
Zupanic M, Hofmann M, Osenberg D, Gardeik K, Jansen P, Fischer M. (2011). Die angestrebte oder befürchtete berufliche Zukunft von Wittener Medizinstudierenden. GMS Z Med Ausbild; 28(2).

2010

Armstrong E, Fischer M, Parsa-Parsi R, Wetzel M (Hrsg). (2010). The Health Care Dilemma: A Comparison of Health Care Systems in Three European Countries and the US. Hackensack, NJ: World Scientific Publishing.
Aster-Schenck I-U, Schuler M, Fischer M, Neuderth S. (2010). Psychosoziale Ressourcen und Risikomuster für Burnout bei Medizinstudenten: Querschnittstudie und Bedürfnisanalyse Präventiver Curricularer Angebote. GMS Z Med Ausbild; 27(4).
Börchers M, Tipold A, Pfarrer C, Fischer M, Ehlers J. (2010). Akzeptanz von fallbasiertem, interaktivem eLearning in der Tiermedizin am Beispiel des CASUS-Systems. Tierärztl Prax Kleint; 38(6):379-88.
Fischer M. (2010). Medienunterstütztes vernetztes Lernen in der Medizin: Zwischen Pädagogik, informationstechnologischen Innovationen und lernwirksamen Integrationsszenarien. GMS Med Inform Biom Epidemiol 6(2).
Fischer M, Holzer M, Jünger J. (2010). Prüfungen an den medizinischen Fakultäten - Qualität, Verantwortung und Perspektiven. GMS Z Med Ausbild;27(5)
Gehlhar K, Wüller A, Lieverscheidt H, Fischer M, Schäfer T. (2010). Is a PBL curriculum a better nutrient medium for student-generated learning issues than a PBL island? Adv Health Sci Educ;15(5):671-683.
Hege I, Nowak D, Kolb S, Fischer M, Radon K. (2010). Developing and analysing a curriculum map in Occupational- and Environmental Medicine. BMC Med Educ; 10(60).
Hege I, Pelczar I, Pfeiffer M, Reincke M, Tolks D, Fischer M. (2010). Integration eines Open-Source-Lernmanagementsystems an der Medizinischen Fakultät der LMU München: ein Erfahrungsbericht unter ökonomischen Gesichtspunkten. GMS Med Inform Biom Epidemiol; 6(2).
Heitzmann N. (2010). Förderung von Diagnosekompetenz durch beispielbasiertes Lernen: Der Einfluss von Fehlern. Saarbrücken: VDM Verlag Dr. Müller.
Koch M, Fischer M, Vandevelde M, Tipold A, Ehlers J. (2010). Erfahrungen aus Entwicklung und Einsatz eines interdisziplinären Blended-Learning-Wahlpflichtfachs an zwei tiermedizinischen Hochschulen. Z f Hochschulentw. 5(1):88-107
Kononowicz A, Hege I. (2010). Virtual patients as a practical realisation of the e-learning idea in medicine. In: Soomro S (Hrsg): E-learning experiences and future. InTech.
Lindström J, Neumann A, Sheppard K, Gilis-Januszewska A, Greaves C, Handke U, Pajunen P, Puhl S, Pölönen A, Rissanen A, Roden M, Stemper T, Telle-Hjellset V, Tuomilehto J, Velickiene D, Schwarz PE, Acosta T, Adler M, AlKerwi A, Barengo N, Barengo R, Boavida JM, Charlesworth K, Christov V, Claussen B, Cos X, Cosson E, Deceukelier S, Dimitrijevic-Sreckovic V, Djordjevic P, Evans P, Felton AM, Fischer M, Gabriel-Sanchez R, Gilis-Januszewska A, Goldfracht M, Gomez JL, Greaves C, Hall M, Handke U, Hauner H, Herbst J, Hermanns N, Herrebrugh L, Huber C, Hühmer U, Huttunen J, Jotic A, Kamenov Z, Karadeniz S, Katsilambros N, Khalangot M, Kissimova-Skarbek K, Köhler D, Kopp V, Kronsbein P, Kulzer B, Kyne-Grzebalski D, Lalic K, Lalic N, Landgraf R, Lee-Barkey Y, Liatis S, Lindström J, Makrilakis K, McIntosh C, McKee M, Mesquita A, Misina D, Muylle F, Neumann A, Paiva A, Pajunen P, Paulweber B, Peltonen M, Perrenoud L, Pfeiffer A, Pölönen A, Puhl S, Raposo F, Reinehr T, Rissanen A, Robinson C, Roden M, Rothe U, Saaristo T, Scholl J, Schwarz P, Sheppard K, Spiers S, Stemper T, Stratmann B, Szendroedi J, Szybinski Z, Tankova T, Telle-Hjellset V, Terry G, Tolks D, Toti F, Tuomilehto J, Undeutsch A, Valadas C, Valensi P, Velickiene D, Vermunt P, Weiss R, Wens J, Yilmaz T. (2010). Take action to prevent diabetes. The IMAGE toolkit for the prevention of type 2 diabetes in Europe. Horm Metab Res; 42(S1):37-55.
Pajunen P, Landgraf R, Muylle F, Neumann A, Lindström J, Schwarz P, Peltonen M, Acosta T, Adler M, AlKerwi A, Barengo N, Barengo R, Boavida J, Charlesworth K, Christov V, Claussen B, Cos X, Cosson E, Deceukelier S, Dimitrijevic-Sreckovic V, Djordjevic P, Evans P, Felton A, Fischer M, Gabriel-Sanchez R, Gilis-Januszewska A, Goldfracht M, Gomez JL, Greaves C, Hall M, Handke U, Hauner H, Herbst J, Hermanns N, Herrebrugh L, Huber C, Hühmer U, Huttunen J, Jotic A, Kamenov Z, Karadeniz S, Katsilambros N, Khalangot M, Kissimova-Skarbek K, Köhler D, Kopp V, Kronsbein P, Kulzer B, Kyne-Grzebalski D, Lalic K, Lalic N, Landgraf R, Lee-Barkey Y, Liatis S, Lindström J, Makrilakis K, McIntosh C, McKee M, Mesquita A, Misina D, Muylle F, Neumann A, Paiva A, Pajunen P, Paulweber B, Peltonen M, Perrenoud L, Pfeiffer A, Pölönen A, Puhl S, Raposo F, Reinehr T, Rissanen A, Robinson C, Roden M, Rothe U, Saaristo T, Scholl J, Schwarz P, Sheppard K, Spiers S, Stemper T, Stratmann B, Szendroedi J, Szybinski Z, Tankova T, Telle-Hjellset V, Terry G, Tolks D, Toti F, Tuomilehto J, Undeutsch A, Valadas C, Valensi P, Velickiene D, Vermunt P, Weiss R, Wens J, Yilmaz T. (2010). Quality indicators for the prevention of type 2 diabetes in Europe - IMAGE. Horm Metab Res; 42(S1):56-63.
Paulweber B, Valensi P, Lindström J, Lalic N, Greaves C, McKee M, Kissimova-Skarbek K, Liatis S, Cosson E, Szendroedi J, Sheppard K, Charlesworth K, Felton A, Hall M, Rissanen A, Tuomilehto J, Schwarz P, Roden M, Paulweber M, Stadlmayr A, Kedenko L, Katsilambros N, Makrilakis K, Kamenov Z, Evans P, Gilis-Januszewska A, Lalic K, Jotic A, Djordevic P, Dimitrijevic-Sreckovic V, Hühmer U, Kulzer B, Puhl S, Lee-Barkey Y, AlKerwi A, Abraham C, Hardeman W, Acosta T, Adler M, AlKerwi A, Barengo N, Barengo R, Boavida JM, Charlesworth K, Christov V, Claussen B, Cos X, Cosson E, Deceukelier S, Dimitrijevic-Sreckovic V, Djordjevic P, Evans P, Felton AM, Fischer M, Gabriel-Sanchez R, Gilis-Januszewska A, Goldfracht M, Gomez JL, Greaves CJ, Hall M, Handke U, Hauner H, Herbst J, Hermanns N, Herrebrugh L, Huber C, Hühmer U, Huttunen J, Jotic A, Kamenov Z, Karadeniz S, Katsilambros N, Khalangot M, Kissimova-Skarbek K, Köhler D, Kopp V, Kronsbein P, Kulzer B, Kyne-Grzebalski D, Lalic K, Lalic N, Landgraf R, Lee-Barkey YH, Liatis S, Lindström J, Makrilakis K, McIntosh C, McKee M, Mesquita AC, Misina D, Muylle F, Neumann A, Paiva AC, Pajunen P, Paulweber B, Peltonen M, Perrenoud L, Pfeiffer A, Pölönen A, Puhl S, Raposo F, Reinehr T, Rissanen A, Robinson C, Roden M, Rothe U, Saaristo T, Scholl J, Schwarz P, Sheppard KE, Spiers S, Stemper T, Stratmann B, Szendroedi J, Szybinski Z, Tankova T, Telle-Hjellset V, Terry G, Tolks D, Toti F, Tuomilehto J, Undeutsch A, Valadas C, Valensi P, Velickiene D, Vermunt P, Weiss R, Wens J, Yilmaz T. (2010). A European Evidence-Based Guideline for the Prevention of Type 2 Diabetes. Horm Metab Res; 42(S1):3-36.
Pickardt R, Beuschlein F, Fischer M. (2010). Endokrinologie. In: Endres S (Hrsg). Facharztprüfung Innere Medizin: in Fällen, Fragen und Antworten. 3. Aufl. München: Elsevier, Urban & Fischer.
Reindl M, Holzer M, Fischer M. (2010). Durchführung der Prüfungen nach den Leitlinien des GMA-Ausschusses Prüfungen: Eine Bestandsaufnahme aus Bayern. GMS Z Med Ausbild; 27(4)
Scheffer C, Tauschel D, Hahn E, Neumann M, Fischer M, Lutz G, Edelhäuser F. (2010). Wie wird aus einem Medizinstudenten ein guter Arzt? Die Entwicklung einer ärztlichen Grundhaltung im Medizinstudium. In: Witt C (Hrsg). Der gute Arzt aus interdisziplinärer Sicht. Ergebnisse eines Expertentreffens. Essen: KVC Verlag. S.187-206.
Schlett C, Doll H, Dahmen J, Polacsek O, Federkeil G, Fischer M, Bamberg M, Butzlaff M. (2010). Job requirements compared to medical school education: differences between graduates from problem-based learning and conventional curricula. BMC Med Educ; 10(1).
Schmidmaier R, Holzer M, Angstwurm M, Nouns Z, Reincke M, Fischer M. (2010). Querschnittevaluation des Medizinischen Curriculums München (MeCuM) mit Hilfe des Progress Tests Medizin (PTM). GMS Z Med Ausbild; 27(5)
Schürer-Maly C, Borucki K, Adler M, Illigen D, Schwarz P, Heitzmann N, Spannagl M, Reinauer H, Fischer M. (2010). Virtuelle Ringversuche in der Labormedizin – ein Pilotprojekt. In: Duesberg F (Hrsg). e-Health 2011. Solingen: medical future verlag.S. 68.
Seyfarth M, Reincke M, Seyfarth J, Ring J, Fischer M. (2010). Neue ärztliche Approbationsordnung und Notengebung beim Zweiten Staatsexamen. Dtsch Arztebl; 107(28-29):500-4. ; Zitation der engl. online-Version bei Sostmann K, Tolks D, Fischer M, Buron S. (2010). Serious Games for Health: Spielend lernen und heilen mit Computerspielen? GMS Med Inform Biom Epidemiol 6(2).
Tolks D, Fischer M. (2010). E-Learning Portal Präventionsmanager. In: Deutsche Diabetes Stiftung (Hrsg.). Diabetes in Deutschland: Fakten - Zahlen: 20 Jahre nach St. Vincent. München: Edition Lipp. S. 227-36.
Tolks D, Quattrochi J, Fischer M. (2010). Internationales kooperatives Lernen mit der fallbasierten Lernumgebung ICON. In: Duesberg F (Hrsg). e-Health 2011. Solingen: medical future verlag. S. 284-8.
Tolks D, Quattrochi J, Hofmann M, Fischer M. (2010). Internationales kooperatives Lernen mit der fallbasierten Online-Lernplattform ICON. GMS Med Inform Biom Epidemiol 6(2).
Töpper J, Zupanic M, Fischer M. (2010). Mediengestützte Lehr-Lernszenarien in der medizinischen Ausbildung – ein mediendidaktischer Bewertungsansatz mit Schwerpunkt kollaborativen Lernens. GMS Med Inform Biom Epidemiol 6(2).
Wengenroth L, Hege I, Förderreuther K, Riu E, Mandl H, Kujath P, Radon K. (2010). Promoting occupational health in secondary schools through virtual patients. Comp Educ; 55(4):1443-1448.

2009

Adamczyk C, Holzer M, Putz R, Fischer M. (2009). Student learning preferences and the impact of a multimedia learning tool in the dissection course at the university of Munich. Ann Anat; 191(4): 339-348.
Bauer D, Emde M, Urbansky S, Karsten G, Fischer M. (2009). Klinische Fertigkeiten Online (KliFO): Verbindung von fallbasiertem und systematischem Lernen mit den Plattformen Nickels und CASUS®. GMS Med Inform Biom Epidemiol; 5(1).
Götzberger M, Rösch T, Schmitt W, Niemann G, Pommerien W, Prinz C, Wagner A, Kaiser C, Fischer M, Heldwein W, Faiss S. (2009). Trainingskurse in der praktischen Endoskopieausbildung: Erfahrungen mit GATE, einem überregionalen Kurskonzept der DGVS. Z Gastroenterol; 47(9):1010-4.
Hahn E, Fischer M. (2009). Nationaler Kompetenzbasierter Lernzielkatalog Medizin (NKLM) für Deutschland: Zusammenarbeit der Gesellschaft für Medizinische Ausbildung (GMA) und des Medizinischen Fakultätentages (MFT). GMS Z Med Ausbild; 26(3).
Hahn E, Fischer M. (2009). Nationaler Kompetenzbasierter Lernzielkatalog Medizin (NKLM) für Deutschland: Zusammenarbeit der Gesellschaft für Medizinische Ausbildung (GMA) und des Medizinischen Fakultätentages (MFT). ÄS-A; 20,12:37-9. Nachdruck aus: GMS Z Med Ausbild, 26(3):1-3
Hege I, Kononowicz A, Pfähler M, Adler M. (2009). Implementation of the MedBiquitous Standard into the learning system CASUS. Bio-Algorithms and Med-Systems; 5(9): 51-55
Huwendiek S, De Leng BA, Zary N, Fischer M, Ruiz JG, Ellaway R. (2009). Towards a typology of virtual patients. Med Teach; 31(8): 743-748.
Karsten G, Kopp V, Brüchner K, Fischer M. (2009). Blended Learning zur integrierten und standardisierten Vermittlung klinischer Untersuchungstechniken: Das KliFO-Projekt. GMS Z Med Ausbild; 26(1).
Kolb S, Wengenroth L, Hege I, Praml G, Nowak D, Cantineau J, Cantineau A, Gonzalez M, Monso E, Pauncu E, Dev Vellore A, Godnic-Cvar J, Radon K, NetWoRM Group. (2009). Case based e-learning in occupational medicine - a European approach. J Occup Environ Med; 51(6):647-53.
Kononowicz A, Heid J, Donkers J, Hege I, Woodham L, Zary N. (2009). Development and Validation of Strategies to Test for Interoperability of Virtual Patients. Stud Health Technol Inform;150:185-9.
Kopp V, Stark R, Fischer M. (2009). Förderung der Diagnosekompetenz durch fallbasiertes Lernen in der medizinischen Ausbildung: der Einfluss von Fehlern und Feedback. In: Gröne, Gehrke, Hausmann, Pfänder, Zimmermann (Hrsg). Improvisation. 1. Aufl. In: Reihe Scenae. 11. Freiburg i.Br.: Rombeck Verlag KG. S.43-59.
Kopp V, Stark R, Fischer M. (2009). Förderung von Diagnosekompetenz durch fallbasiertes Lernen mit ausgearbeiteten Lösungsbeispielen: Evaluation einer computerbasierten Lernumgebung. Unterrichtswissenschaft; 37(1):17-34..
Kopp V, Stark R, Heitzmann N, Fischer M. (2009). Self-regulated learning with case-based worked examples: effects of errors. Eval Res Educ; 22(2):107-119.. ERIC
Kopp V, Stark R, Kühne-Eversmann L, Fischer M. (2009). Do worked examples foster medical students' diagnostic knowledge of hyperthyroidism? Med Educ; 43:1210-7.
Nußbaum C, Fischer M, Lenz C, Waldmann U-M, Genzel-Boroviczény O, Schelling J. (2009). Vermittlung von allgemeinmedizinischen Leitlinien im klinischen Studienabschnitt durch einen fallbasierten Online-Kurs: Eine Evaluationsstudie an der LMU München. Z Allg Med; 84(1):40-5.
Pokieser P, Brandstätter J, Moritz T, Domanovits H, Sodeck G, Fischer M. (2009). Unified Patient Project: Erfahrungsbericht zu web-basierten Falldiskussionen im klinischen Unterricht. Zeitschrift für E-Learning; 4(1):49-59..
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. Med Teach; 31(9):e431-7
Stark R, Kopp V, Fischer M. (2009). Förderung der Diagnosekompetenz bei Studierenden der Medizin durch situiertes, fallbasiertes Lernen mit Lösungsbeispielen: der Einfluss von Fehlern und Feedback. Psychol Erz Unterr; Heft 2:137-49..
Tolks D, Gruhl U, Puhl S, Fischer M. (2009). Entwicklungen und Einführung eines E-Health Portals im Rahmen des IMAGE-Projekts - Typ 2 Diabetes-Prävention in Europa. In: Duesberg F (Hrsg). e-Health 2010: Informationstechnologien und Telematik im Gesundheitswesen. Solingen: medical future verlag. S.288-92.
Zary N, Hege I, Heid J, Woodham L, Donkers J, Kononowicz A. (2009). Enabling Interoperability, Accessibility and Reusability of Virtual Patients across Europe – Design and Implementation. Stud Health Technol Inform;150:826-30.

2008

Fischer M et al. (2008). Leitlinie für Fakultäts-interne Leistungsnachweise während des Medizinstudiums. Ein Positionspapier des GMA-Ausschusses Prüfungen und des Kompetenzzentrums Prüfungen Baden-Württemberg. GMS Z Med Ausbild; 25(1).
Fischer M, Hege I, Hörnlein A, Tönshoff B, Huwendiek S. (2008). Virtuelle Patienten in der medizinischen Ausbildung: Vergleich verschiedener Strategien zur curricularen Integration. Z Evid Fortbild Qual Gesundh wesen; 102(10):648-53.
Fischer M, Kopp V, Stark R. (2008). Förderung von Diagnosekompetenz bei Studierenden der Medizin durch fall- und beispielbasiertes Lernen: Der Einfluss von Fehlern und Feedback. GMS Z Med Ausbild; 25(1).
Fischer M, Snoeckx H. (2008). Teaching workshop on "Innovations in Information and Communication Technology (ICT) in Physiology Teaching" at the joint meeting of The Slovak Physiological Society, The Physiological Society and The Federation of European Physiological Societies, Bratislava, 11–14 September 2007. Acta Physiol; 192(3):451-2.
Gruhl U, Hall M, Tuomilehto J, Roden M, Kronsbein P, Peltonen M, Fischer M, Schwarz P. (2008). The IMAGE project - preventing type 2 diabetes in Europe. Diab Voice; 53(4):41-4.
Jünger J, Fischer M, Duelli R, Putz R, Resch F. (2008). Konzeption, Implementierung und Evaluation eines interfakultären Master of Medical Education Programms. Z Evid Fortbild Qual Gesundh wesen; 102(10):620-7.
Kernt M, Holzer M, Bauer D, Fischer M. (2008). Concept-Mapping zur Unterstützung der differentialdiagnostischen Hypothesenbildung im fallbasierten Online-Lernsystem CASUS: Qualitative Verbesserung der Diagnosefindung durch ICD-10 Kodierung. GMS Z Med Ausbild; 25(3).
Koca M, Hege I, Kopp V, Fischer M. (2008). Herz- und Lungenauskultation: Computergestütztes Lernen als Vorbereitung auf eine klinisch-praktische Prüfung. GMS Z Med Ausbild; 25(1).
Kopp V, Stark R, Fischer M. (2008). Fostering diagnostic knowledge through computer-supported, case-based worked examples: effects of erroneous examples and feedback. Med Educ; 42(8):823-9.
Kühne-Eversmann L, Eversmann T, Fischer M. (2008). Team- and case-based learning to activate participants and enhance knowledge: an evaluation of seminars in Germany. J Contin Educ Health Prof; 28(3):165-71. ERIC
Pickardt R, Fischer M, Reincke M. (2008). Endokrinologie. In: Endres S (Hrsg). Facharztprüfung Innere Medizin: in Fällen, Fragen und Antworten. 2. Aufl. München: Elsevier Urban und Fischer.
Schultz J-H, Nikendei C, Weyrich P, Möltner A, Fischer M, Jünger J. (2008). Qualitätssicherung von Prüfungen am Beispiel des OSCE-Prüfungsformats: Erfahrungen der Medizinischen Fakultät der Universität Heidelberg. Z Evid Fortbild Qual Gesundh wesen; 102(10).

2007

Bauer D, Kopp V, Fischer M. (2007). Answer changing in multiple choice assessment: change that answer when in doubt - and spread the word! BMC Med Educ; 7(28).
Berger M, Störmann S, Fischer M. (2007). Eine studentische Wiki-Bibliothek für unterrichtsbegleitende Materialien: Konzeption, Implementierung und Evaluation für das Medizinische Curriculum München (MeCuM). GMS Z Med Ausbild; 24(4).
Geisenhof S, Shiozawa T, Kopp V, Mayer S, Bauer D, Fischer M. (2007). Einstellungskriterien in der Inneren Medizin im Lichte der neuen ÄAppO. Med Klin; 102(12):953-6.
Hege I, Kopp V, Adler M, Radon K, Mäsch G, Lyon H, Fischer M. (2007). Experiences with different integration strategies of case-based e-learning. Med Teach; 29(8):791-7.
Hege I, Siebeck M, Fischer M. (2007). An online learning objectives database to map a curriculum. Med Educ; 41(11):1095-6.
Kernt M, Holzer M, Bauer D, Fischer M. (2007). Concept Mapping zur Unterstützung der differentialdiagnostischen Hypothesenbildung im fallbasierten Online-Lernsystem CASUS: Qualitative Verbesserung der Diagnosefindung durch ICD-10 Kodierung. In: Kundt G, Bernauer J, Fischer M, Haag M, Klar R, Leven J, Matthies H Puppe F (Hrsg). eLearning in der Medizin und Zahnmedizin. Aachen: Shaker. S.56-72.
Koca M, Hege I, Fischer M. (2007). Herz- und Lungenauskultation: Computergestütztes Lernen als Vorbereitung auf eine klinisch-praktische Prüfung. In: Kundt G, Bernauer J, Fischer M, Haag M, Klar R, Leven J, Matthies H Puppe F (Hrsg). eLearning in der Medizin und Zahnmedizin. Aachen: Shaker. S.188-97.
Kolb S, Reichert J, Hege I, Praml G, Bellido M, Martinez-Jaretta B, Fischer M, Nowak D, Radon K. (2007). European dissemination of a web- and case-based learning system for occupational medicine: NetWoRM Europe. Int Arch Occup Environ Health; 80(6):553-7.
Kopp V, Stark R, Fischer M. (2007). Förderung der Diagnosekompetenz durch beispielbasiertes Lernen in der medizinischen Ausbildung: der Einfluss von Prozessorientierung und Fehlern. In: Kundt G, Bernauer J, Fischer M, Haag M, Klar R, Leven J, Matthies H, Puppe F. (Hrsg). eLearning in der Medizin und Zahnmedizin. Aachen: Shaker. S109-21.
Kopp V, Stark R, Fischer M. (2007). Förderung von Diagnosekompetenz in der medizinischen Ausbildung durch Implementation eines Ansatzes zum fallbasierten Lernen aus Lösungsbeispielen. GMS Z Med Ausbild; 24(2).
Kühne-Eversmann L, Eversmann T, Fischer M. (2007). Ein innovatives Blended Learning-Konzept in der ärztlichen Fortbildung: Teilnehmeraktivierung und Wissenszuwachs in der Präsenzphase und ein Integrationskonzept für Onlinefälle. In: Kundt G, Bernauer J, Fischer M, Haag M, Klar R, Leven J, Matthies H, Puppe F. (Hrsg). eLearning in der Medizin und Zahnmedizin. Aachen: Shaker. S214-21.
Kühne-Eversmann L, Nußbaum C, Reincke M, Fischer M. (2007). CME-Fortbildungsangebote in medizinischen Fachzeitschriften: Strukturqualität der MC-Fragen als Erfolgskontrollen. Med Klin; 102(12):993-1001.

2006

Dünne A, Zapf S, Hamer H, Folz B, Käuser G, Fischer M. (2006). Teaching and assessment in otolaryngology and neurology: does the timing of clinical courses matter? Eur Arch Otorhinolaryngol Suppl; 263(11):1023-30.
Fischer M, Kopp V. (2006). Computer-based pre-clinical assessment: Does the embedding of multiple-choice questions in a clinical context change performance? GMS Z Med Ausbild; 23(3).
Fischer M, Jünger J, Duelli R, Putz R, Resch F. (2006). Konzeption und Erfahrungen mit dem deutschen Master of Medical Education (MME) – Studiengang des medizinischen Fakultätentages (MFT) an der Medizinischen Fakultät Heidelberg. GMS Z Med Ausbild; 23(2).
Holzer M, Pfähler M, Hege I, Fischer M. (2006). Wer suchet, der soll finden! - Ein Überblick über Verschlagwortung und Suche medizinischer Lerninhalte. GMS Med Inform Biom Epidemiol; 2(3).
Jünger J, Fischer M. (2006). Themenheft Prüfungen des Ausschusses Prüfungen der GMA und des Kompetenzzentrums Prüfungen des Landes Baden-Württemberg. GMS Z Med Ausbild; 23(3).
Kopp V, Möltner A, Fischer M. (2006). Key-Feature-Probleme zum Prüfen von prozeduralem Wissen: Ein Praxisleitfaden. GMS Z Med Ausbild; 23(3).
Radon K, Kolb S, Reichert J, Baumeister T, Fuchs R, Hege I, Praml G, Fischer M, Nowak D. (2006). Case-based e-learning in occupational medicine – The NetWoRM Project in Germany. Ann Agric Environ Med; 13(1):93-8.
Rotthoff T, Baehring T, Dicken H, Fahron U, Fischer M, Adler M, Hege I, Scherbaum W. (2006). Fallbasierte Online-Prüfungen im Medizinstudium - Zielsetzung, Implementierung und praktische Erfahrungen. GMS Med Inform Biom Epidemiol; 2(3).
Rotthoff T, Baehring T, Dicken H, Fahron U, Richter B, Fischer M, Scherbaum W. (2006). Comparison between Long-Menu and Open-Ended Questions in computerized medical assessments. A randomized controlled trial. BMC Med Educ; 6(50).

2005

Fischer M. (2005). Informationsmanagement - Wege durch die Datenflut. Dtsch Arztebl / Praxis Computer; 102(37):20-2.
Fischer M. (2005). Station 17 Schilddrüse. In: Jünger J, Nikendei C (Hrsg). OSCE Prüfungsvorbereitung Innere Medizin. 1. Aufl. Stuttgart: Thieme. S.16.
Fischer M, Aulinger B, Kopp V. (2005). Implementierung von Computerlernfällen in das Curriculum der Inneren Medizin. GMS Z Med Ausbild; 22(1).
Fischer M, Herrmann S, Kopp V. (2005). Answering multiple-choice questions in high-stakes medical examinations. Med Educ; 39(9):890-4.
Fischer M, Kopp V, Holzer M, Ruderich F, Jünger J. (2005). A modified electronic key feature examination for undergraduate medical students: validation threats and opportunities. Med Teach; 27(5):450-5.
Hirsch J, Hege I, Mäsch G, Fischer M. (2005). Virtuelles Lehren - Das Projekt Fallwerk an der LMU München. Die Jura; 6:422-423.
Holzer M, Hörnlein A, Atzmüller M, Singer R, Schlott S, Leven F, Puppe F, Fischer M. (2005). Interoperability of case-based training systems in medicine: The CASEPORT approach. In: Matthies H, Fischer M, Haag M, Klar R, Puppe F (Hrsg). eLearning in der Medizin und Zahnmedizin. Berlin: Quintessenz. S. 3-12.
Kolb S, Reichert J, Baumeister T, Fuchs R, Hege I, Fischer M, Nowak D, Radon K. (2005). NetWoRM - Net Teaching in Work-Related Medicine. ErgoMed; 29(4):114-9.
Kopp V, Herrmann S, Müller T, Vogel P, Liebhardt H, Fischer M. (2005). Einsatz eines fallbasierten Computerprüfungsinstruments in der klinischen Lehre: Akzeptanz der Studierenden. GMS Z Med Ausbild; 22(1).
Kopp V, Schewe S. (2005). Kann durch Training Anamnese und klinische Untersuchung vermittelt werden? GMS Z Med Ausbild; 22(1).

vor 2005

Fischer M, Kopp V, Konschak J, Bruckmoser S, Putz R, Schewe S. (2004). Steigert der problemorientierte kardiovaskuläre Blockkurs die Problemlösekompetenz bei Studierenden? Eine Pilotstudie zum kardiovaskulären Kurs an der Universität München. Med Ausbild; 21:16-21.
Fischer M. (2004). The clinical skills examination (Letter to the Editor). New Engl J Med; 351(5):508-509.
Simonsohn A, Fischer M. (2004). Evaluation eines fallbasierten computergestützten Lernsystems (CASUS) im klinischen Studienabschnitt. Dtsch Med Wochenschr, 129:552-556..
Ehlers J, Friker J, Fischer M, Mayer R, Stolla R, Leidl W. (2003). CASUS in der Tiermedizin – Ein andrologisches Fallbeispiel. Med Ausbild; 20:123-127.
Habermeyer E, Kunert P, Fischer M. (2003). Fallbasiertes Lernen via Internet in der Psychiatrie: Entwicklung der Fallgeschichten und erste Ergebnisse der Anwendung im Studentenunterricht im Rahmen des CASEPORT-Projekts. Med Ausbild; 20:1-4.
Hege I, Radon K, Dugas M, Scharrer E, Nowak D. (2003). Web-based training in occupational medicine. Int Arch Occup Health; 76: 50-54.
Seidler A, Fischer M, Leinsinger G, Landgraf R. (2003). 57-jähriger Patient mit Doppelbildern und Kopfschmerzen. Der Internist; 44:619-625..
Radon K, Goldberg M, Becklake M, Pindur U, Hege I, Nowak D. (2002). Low acceptance of an internet-based online questionnaire by young adults. Epidemiology; 13(6):748-9.
Armstrong E, Fischer M. (2001). Comparing health care delivery systems – initiating a student exchange project between Europe and the United States. Med Educ; 35:695-701.
Maleck M, Fischer M, Kammer B, Zeiler C, Mangel E, Schenk F, Pfeifer K. (2001). Do computers teach better? A comparison study of different ways to teach radiology by using a drag&drop authoring system for case-based learning. Radiographics; 21:1025-1032.
Fischer M. (2000). CASUS – An Authoring and Learning Tool Supporting Diagnostic Reasoning. Zeitschrift für Hochschuldidaktik; 1:87-98.
Fischer M, Dietrich J, Maleck M, Stade U, Eitel F. (2000). Rechnerunterstützte Instruktion in der Medizin: Eine multizentrische Evaluationsstudie in sieben deutschsprachigen Mediotheken. Gesundheitswesen; 62:289-294..
Fischer M, Aulinger B, Baehring T. (1999). Computer-based Training (CBT) – Fallorientiertes Lernen am PC mit dem CASUS/ProMediWeb-System. Dtsch Med Wochenschr; 124:1401..
Maleck M, Dietrich J, Stade U, Fischer M. (1999). Erfahrungsbericht über die Evaluation des Kurses der medizinischen Untersuchungstechniken an der Medizinischen Klinik Innenstadt der LMU München. Med Ausbild; 16:57-62. Putz R, Christ F, Mandl H, Bruckmoser S, Fischer M, Peter K, Maare G. (1999). Das Münchner Modell des Medizinstudiums (München-Harvard Educational Alliance). Med Ausbild; 16:30-37.
Lyon H, Longnecker D, Gonzalez J, O'Donnell J, Bell J, Izzo D, Überla K, Batschkus M, Dugas M, Fischer M, Eitel F, Weindl A, Shultz E. (1998). Correlation Between Student Use of Computer-Based Instruction and High Exam Scores in Pathology. J Med Educ Technol; 6:20-26.
Fischer M, Spes C, Huss R, Gärtner R. (1997). Immunogene Hyperthyreose mit hyperdynamischem Leberversagen und beginnendem zirrhotischen Umbau der Leber. Dtsch Med Wochenschr; 122:323-327..
Adler M, Fischer M, Scheffel G, Hohnloser J, Emmerich B. (1996). Systembeschreibung BefundungsEditor / BefundungsTutor. Meducs; 9:12-14.
Dietrich J, Stade U, Gräsel C, Fischer M. (1996). Computerlernraum der Medizinischen Klinik im Klinikum Innenstadt der Universität München: Ergebnisse der Benutzerevaluation des 1. Jahres und Vorschläge für einen standardisierten maschinenlesbaren Evaluations-Fragebogen. Meducs; 9:28-30.
Fischer M, Schauer S, Gräsel C, Baehring T, Mandl H, Gärtner R, Scherbaum W, Scriba P. (1996). CASUS model trial. A computer-assisted author system for problem-oriented learning in medicine. Z Arztl Fortbild (Jena); 90(5):385-9.
Gräsel C, Mandl H, Fischer M, Gärtner R. (1994). Vergebliche Designermüh? Interaktionsangebote in problemorientierten Computerlernprogrammen. Unterrichtswissenschaften; 2:312-333.
Hohnloser J, Fischer M, König A, Emmerich B. (1994). Data quality in computerized patient records. Analysis of a haematology biopsy report database. Int J of Clin Monit Comput; 11:233-240.
Hohnloser J, König A, Fischer M, Hertenstein B, Emmerich B. (1994). Building a cytology report database: a computer-assisted system for documentation, evaluation and hospital-wide recall of haematological biopsy reports. Med Informatics; 19:199-208.
Fischer M, Limberger N, Starke K. (1990). The transmitter release pattern of serotonin axons in rabbit brain cortex slices during short pulse trains. Neurochemistry International; 17:129-137.
Limberger N, Fischer M, Wichmann T, Starke K. (1989). Phentolamine blocks presynaptic serotonin autoreceptors in rabbit and rat brain cortex. Naunyn Schmiedebergs Archives of Pharmacology; 340:52-61.

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