Bußenius L, Harendza S.
A simulation-based OSCE with case presentation and remote rating - development of a prototype.
GMS J Med Educ. 40(1):Doc12, 2023.

Gärtner J, Bußenius L, Schick K, Prediger S, Kadmon M, Berberat PO, Harendza S.
Validation of the ComCare index for rater-based assessment of medical communication and interpersonal skills.
Patient Educ. Couns, 105(4):1004-1008, 2022.

Bußenius L, Kadmon M, Berberat PO, Harendza S.
Evaluating the Global Rating scale’s psychometric properties to assess communication skills of undergraduate medical students in video-recorded simulated patient encounters.
Patient Educ. Couns. 105(3):750-755, 2022.

Brätz J, Bußenius L, Brätz I, Grahn H, Prediger S, Harendza S.
Assessment of final-year medical students' entrustable professional activities after education on an interprofessional training ward: A case-control study.
Perspect Med Educ. 11(5):266-272, 2022.

Gärtner J, Prediger S, Berberat PO, Kadmon M, Harendza S.
Frequency of medical students' language expressing implicit uncertainty in simulated handovers .Int J Med Educ. 13:28-34, 2022.

Harendza S, Herzog C.
Intuitive concepts in internal medicine and their occurrence in undergraduate medical students in different semesters.
GMS J Med Educ. 39(1):Doc11, 2022.

Harendza S.
Taking responsibility.
GMS J Med Educ. 39(2):Doc27, 2022.

Hennel EK, Trachsel A, Subotic U, Lörwald AC, Harendza S, Huwendiek S.
How does multisource feedback influence residency training? A qualitative case study .
Med Educ. 56(6):660-669, 2022.

Kowalski C, Boulesteix AL, Harendza S.
Effective methods to enhance medical students' cardioversion and transcutaneous cardiac pacing skills retention - a prospective controlled study.
BMC Med Educ. 22(1):417, 2022.

Zelesniack E, Oubaid V, Harendza S.
Advanced undergraduate medical students' perceptions of basic medical competences and specific competences for different medical specialties - a qualitative study.
BMC Med Educ. 22(1):590, 2022.

Bußenius L, Kadmon M, Berberat PO, Harendza S.
Evaluating the Global Rating scale’s psychometric properties to assess communication skills of undergraduate medical students in video-recorded simulated patient encounters.
Patient Educ. Couns., online ahead of print, 2021.

Harendza S.
The "new" normal.
GMS J. Med. Educ. 38(2):Doc48, 2021.

Harendza S, Münter A, Bußenius L, Bittner A.
General population’s knowledge about the anatomical locations of organs and medical terms today and 50 years ago: a replication study.
GMS J. Med. Educ. 38(5):Doc94, 2021.

Prediger S, Harendza S.
Perspective matters: assessment of medical students' communication and interpersonal skills by simulated patients from the internal and external patient perspective.
GMS J. Med. Educ. 38(4):Doc82, 2021.

Rotthoff T, Kadmon M, Harendza S.
It does not have to be either or! Assessing competence in medicine should be a continuum between an analytic and a holistic approach.
Adv. Health Sci. Educ. Theory Pract. 26(5):1659-1673, 2021.

Zelesniack E, Oubaid V, Harendza S.
Final-year medical students' competence profiles according to the modified requirement tracking questionnaire.
BMC Med. Educ. 21(1):319, 2021.

Zelesniack E, Oubaid V, Harendza S.
Defining competence profiles of different medical specialties with the requirement-tracking questionnaire – a pilot study to provide a framework for medial students’ choice of postgraduate . BMC Med. Educ. 21:46, 2021.

Harendza S, Gärtner J, Zelesniack E, Prediger S.
Evaluation of a telemedicine-based training for final-year medical students including simulated patient consultations, documentation, and case presentation.
GMS J. Med. Educ. 37: Doc94, 2020.
https://www.egms.de/static/en/journals/zma/2020-37/zma001387.shtml

Prediger S, Schick K, Fincke F, Fürstenberg S, Oubaid V, Kadmon M, Berberat PO, Harendza S.
Validation of a competence-based assessment of medical students’ performance in the physician’s role.
BMC Med. Educ. 20: 6, 2020.
https://doi.org/10.1186/s12909-019-1919-x

Waschwill A, Bittner A, Harendza S.
Assessment of medical students’ shared decision-making skills in simulated physician-patient encounters.
Patient Educ. Couns. 103: 500-504, 2020.
https://pubmed.ncbi.nlm.nih.gov/31543355/

Fürstenberg S, Helm T, Prediger S, Kadmon M, Berberat PO, Harendza S.
Assessing clinical reasoning in undergraduate medical students during history taking with an empirically derived scale for clinical reasoning indicators.
BMC Med. Educ. 20: 368, 2020.
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02260-9

Hennel EK, Subotic U, Berendonk C, STricker D, Harendza S, Huwendiek S.
A German-language competency-based multisource feedback instrument for residents: development and validity evidence
BMC Med. Educ. 20: 357, 2020.
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02259-2

Harendza S.
Improvisation – a new strategy in medical education?
GMS J. Med. Educ. 37: Doc44, 2020.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7346286/

Fincke F, Prediger S, Schick K, Fürstenberg S, Spychalla N, Berberat PO, Harendza S, Kadmon M.
Entrustable professional activities and facets of competence in a simulated workplace-based assessment for advanced medical students.
Med. Teach. 42: 1019-1026, 2020.
https://pubmed.ncbi.nlm.nih.gov/32579039/

Gärtner J, Bußenius L, Prediger S, Vogel D, Harendza S.
Need for cognitive closure, tolerance for ambiguity, and perfectionism in medical school applicants.
BMC Med. Educ. 20: 132, 2020.
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02043-2

Gärtner J, Berberat PO, Kadmon M, Harendza S.
Implicit expression of uncertainty – suggestion of an empirically derived framework.
BMC Med. Educ. 20: 83, 2020.
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-1990-3

Mohr S, Grahn H, Krohne C, Brätz J, Guse AH
A two-week interprofessional teamwork simulation with real cardiac patients
Journal of Interprofessional Education & Practice, 19, 100319, 2020
https://doi.org/10.1016/j.xjep.2020.100319

Mohr S, Grahn H, Krohne C, Brätz J, Guse AH
Academic emotions during an interprofessional learning episode in a clinical context: assessing within- and between-variation
Journal of Interprofessional Care, 2020
https://doi.org/10.1080/13561820.2020.1721445

Kouz K, Eisenbarth S, Bergholz A, Mohr S
Presentation and evaluation of the teaching concept “ENHANCE” for basic sciences in medical education
PLoS ONE 15(9): e0239928, 2020
https://doi.org/10.1371/journal.pone.0239928

Klinge A, Müller J, Harendza S.
Wie Denkfehler die ärztliche Diagnose beeinflussen.
Hamburger Ärzteblatt 12: 30-33, 2019.
https://www.aerztekammer-hamburg.org/funktionen/aebonline/haeb_12_2019/index.html#0

Fürstenberg S, Oubaid V, Berberat PO, Kadmon M, Harendza S.
Medical knowledge and teamwork predict the quality of case summary statements as an indicator of clinical reasoning in undergraduate medical students.
GMS J Med Educ 36(6): Doc83, 2019
https://www.egms.de/static/pdf/journals/zma/2019-36/zma001291.pdf

Gärtner J, Egidi G, Bahrs O.
Der Bilanzierungsdialog in der hausärztlichen Versorgung von Menschen mit Demenz – ein Pilotprojekt.
Zeitschrift für Allgemeinmedizin 95(12): 501-505, 2019
https://www.online-zfa.de/archiv/ausgabe/artikel/zfa-12-2019/49764-103238-zfa20190501-0505-der-bilanzierungsdialog-in-der-hausaerztlichen-versorgung-von-mensch/

Bußenius L, Harendza S.
The relationship between perfectionism and symptoms of depression in medical school applicants.
BMC Med Educ 19(1): 370, 2019.
https://bmcmededuc.biomedcentral.com/track/pdf/10.1186/s12909-019-1823-4

Harendza S.
When strategy must follow structure… .
GMS J Med Educ 36(4): Doc47, 2019.
https://www.egms.de/static/pdf/journals/zma/2019-36/zma001255.pdf

Vogel D, Seeliger H, Harendza S.
Longitudinal development of different dimensions of perfectionism in undergraduate medical students with respect to their medical school admission procedure.
GMS J Med Educ 36(4): Doc44, 2019.
https://www.egms.de/static/pdf/journals/zma/2019-36/zma001252.pdf

Fritze-Büttner F, Schlosser K, Prediger S.
Chirurgie und Familie – wie kann es gehen?
Zentralbl Chir 144(4): 329-332, 2019.
https://www.thieme-connect.com/products/ejournals/abstract/10.1055/a-0758-1999

Waschwill A, Bittner A, Harendza S.
Assessment of medical students' shared decision-making skills in simulated physician-patient encounters.
Patient Educ Couns Sep 13: doi: 10.1016/j.pec.2019.09.013. [Epub ahead of print], 2019.
https://www.sciencedirect.com/science/article/abs/pii/S0738399119304197?via%3Dihub

Schick K, Berberat PO, Kadmon M, Harendza S, Gartmeier M.
German Language Adaptation of the Kalamazoo Communication Skills Assessment Form (KCSAF): A Multi-Method Study of Two Cohorts of Medical Students
Zeitschrift für Pädagogische Psychologie 33: 135-147, 2019
https://econtent.hogrefe.com/doi/10.1024/1010-0652/a000241

Kamp R, Möltner A, Harendza S.
"Princess and the pea" - an assessment tool for palpation skills in postgraduate education.
BMC Med Educ 19(1): 177, 2019.
https://bmcmededuc.biomedcentral.com/track/pdf/10.1186/s12909-019-1619-6

Prediger S, Fürstenberg S, Berberat PO, Kadmon M, Harendza S.
Interprofessional assessment of medical students' competences with an instrument suitable for physicians and nurses.
BMC Med Educ 19(1): 46, 2019.
https://bmcmededuc.biomedcentral.com/track/pdf/10.1186/s12909-019-1619-6

Harendza S, Soll H, Prediger S, Kadmon M, Berberat PO, Oubaid V.
Assessing core competences of medical students with a test for flight school applicants.
BMC Med Educ 19(1): 9, 2019.
https://bmcmededuc.biomedcentral.com/track/pdf/10.1186/s12909-018-1438-1

Fürstenberg S, Prediger S, Kadmon M, Berberat PO, Harendza S.
Perceived strain of undergraduate medical students during a simulated first day of residency.
BMC Med Educ. 2018 ;18(1):322.

Harendza S.
To trust? Or to verify?
GMS J Med Educ. 2018;35(4):Doc52.

Rausch N, Harendza S.
Successful completion of clinical electives - Identification of significant factors of influence on self-organized learning during clinical electives with student focus groups.
GMS J Med Educ. 2018;35(3):Doc39.

Vogel D, Meyer M, Harendza S.
Verbal and non-verbal communication skills including empathy during history taking of undergraduate medical students.
BMC Med Educ. 2018;18(1):157.

Humbert A, Schmage P, Harendza S.
Internal diseases encountered by dental students while treating dental patients during undergraduate training.
BMC Med Educ. 2018;18(1):149.

Marion Eisele, Hendrik van den Bussche, Thomas Kloppe, Marischa Broermann, Anne Messemaker, Jan Hendrik Oltrogge, Maren Ehrhardt, Martin Scherer.
Erfolgskriterien zur Evaluation der Mentoringprogramme der Kompetenzzentren Weiterbildung Allgemeinmedizin - Überlegungen am Beispiel Hamburg.
Z Allg Med. 2018; 94 (10).

van den Busche H, Scherer M, Nehls S, Siegert S, Ziegler S.
Was wissen wir über Dauer und Effektivität der gebietsärztlichen Weiterbildung?
Deutsch Med Wochenschr 2018; 143:152-158.

Koch-Gromus U, Guse A, van den Bussche H (Hrsg.).
Medizinische Ausbildung in Bewegung.
Bundesgesundheitsbl 2018;61:129-131.

Hendrik van den Bussche, Detlef Niemann, Bernt-Peter Robra, Udo Schagen, Beate Schücking, Nobert Schmacke, Claudia Spies, Alf Trojan, Uwe Koch-Gromus.
Zuständigkeiten und Konzepte der ärztlichen Ausbildung und Weiterbildung – Ein Plädoyer für eine Neuorientierung.
Bundesgesundheitsbl 2018; 61:163-69.

Hanna Kaduszkiewicz, Ute Teichert und Hendrik van den Bussche.
Ursachen und Abhilfestrategien für den Mangel an Hausärzten und Amtsärzten in unterversorgten Gebieten - Eine kritische Analyse der Evidenz bezüglich der Aus- und Weiterbildung.
Bundesgesundheitsbl 2018; 61:187-94

W. Hampe, M. Kadmon, P.J. Chabiera, L. Salhöfer (2018)
Numerus clausus – Quo vadis.
Dtsch. Arztebl. 115: A378-A379

S.G. Gassner, V. Oubaid, W. Hampe, C. Zöllner, J.C. Kubitz (2018)
Questionnaire-based Requirement Analysis for the Job Profile of Anaesthetists.
Anästhes. Intensivmed. 59:1-7

A. Schwibbe, J. Lackamp, M. Knorr, J. Hissbach, M. Kadmon, W.Hampe (2018)
Selection of medical students – Measurement of cognitive abilities and psychosocial competencies. Bundesgesundheitsbl. Gesundheitsforschung Gesundheitsschutz 61:178-186

S. Zimmermann, D. Klusmann, W. Hampe (2017)
Correcting the predictive validity of a selection test for the effect of indirect range restriction.
BMC Med Educ. 17:246

W. Hampe, J. Hissbach, M. Kadmon (2017)
Medizinstudium: Sozial kompetente Bewerber.
Dtsch. Arztebl. 114: A1478-A1479

W. Hampe (2017)
eFit furs Studium.
Synergie, Sonderband “HOOU content Projekte der Vorprojektphase 2015/16 der Hamburg open online university”: 86-89

J. Hissbach, S. Zimmermann, W. Hampe (2017)
Student selection cannot resolve the lack of general practitioners and country doctors.
GMS J Med Educ.34: Doc 16

Bachmann C, Roschlaub S, Harendza S, Keim R, Scherer M.
Medical students' communication skills in clinical education: Results from a cohort study.
Patient Educ Couns. doi: 10.1016/j.pec.2017.05.030, 2017. [Epub ahead of print]

Dybowski C, Sehner S, Harendza S.
Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators.
BMC Med Educ 17: 84, 2017.

Fürstenberg S, Harendza S.
Differences between medical student and faculty perceptions of the competencies needed for the first year of residency.
BMC Med Educ 17: 198. 2017.

Fürstenberg S, Schick K, Deppermann J, Prediger S, Berberat PO, Kadmon M, Harendza S.
Competencies for first year residents - physicians' views from medical schools with different undergraduate curricula.
BMC Med Educ 17: 154, 2017.

Harendza S, Berberat PO, Kadmon M.
Assessing Competences in Medical Students with a Newly Designed 360-Degree Examination of a Simulated First Day of Residency: A Feasibility Study.
J Community Med Health Educ 7: 550, 2017.

Harendza S, Krenz I, Klinge A, Wendt U, Janneck M.
Implementation of a Clinical Reasoning Course in the Internal Medicine trimester of the final year of undergraduate medical training and its effect on students' case presentation and differential diagnostic skills.
GMS J Med Educ 34(5):Doc66, 2017.

Harendza S, Pyra M.
Just fun or a prejudice? - physician stereotypes in common jokes and their attribution to medical specialties by undergraduate medical students.
BMC Med Educ 17: 128, 2017.

Kadmon M, Ten Cate O, Harendza S, Berberat P.
Postgraduate Medical Education - an increasingly important focus of study and innovation.
GMS J Med Educ 34(5):Doc70, 2017

Seeliger H, Harendza S.
Is perfect good? - Dimensions of perfectionism in newly admitted medical students.
BMC Med Educ 17: 206, 2017.

Schiekirka-Schwake S, Dreiling K, Anders S, Pyka K, Raupach T
Improving evaluation at two medical schools.
Clin Teach, 14:1-5

Dreiling K, Montano D, Poinstingl H, Müller T, Schiekirka S, Anders S, von Steinbüchel N, Raupach T
Evaluation in undergraduate medical education: Conceptualizing and validating a novel questionnaire for assessing the quality of bedside teaching.
Med Teach, 39:820-827

Müller T, Montano D, Pointstingl H, Dreiling K, Schiekirka-Schwake S, Anders S, Raupach T, von Steinbüchel N
Evaluation of large-group lectures in medicine – Development of the SETMED-L (Student evaluation of teaching in medical lectures) questionnaire.
BMC Med Educ, 17:137-146

Schiekirka-Schwake S, Anders S, von Steinbüchel N, Meyer K, Becker J, Raupach T
Facilitators of high-quality teaching in medical schools: Findings from a nationwide survey among medical teachers.
BMC Med Edu, 17: 178

van den Bussche H, Plümer L, Zöllner C, Krause-Solberg L, Scherer M, Ziegler S.
Betrachtungen zur aktuell hohen Attraktivität der Anästhesiologie und Intensivmedizin als Disziplin der fachärztlichen Weiterbildung und der ärztlichen Berufstätigkeit.
Anästh Intensivmed 2017; 85: 662-671. DOI 10.19224/ai2017.662

van den Bussche H, Krause-Solberg L, Scherer M, Ziegler S.
Lernprozesse in der fachärztlichen Weiterbildung.
GMS Z Med Ausbild 2017; 34(5):Doc54

Ziegler S, Zimmermann T, Krause-Solberg L, Scherer M, van den Bussche H.
Ärzte und Ärztinnen in der fachärztlichen Weiterbildung – Eine Analyse der geschlechtsspezifischen Karriereunterschiede.
GMS Z Med Ausbild 2017; 34(5):Doc55

Römer F, Ziegler S, Scherer M, van den Bussche H.
Die Berufsverlaufszufriedenheit von Assistenzärzten und Assistenzärztinnen nach vierjähriger Weiterbildung.
Zeitschrift für ärztliche Fortbildung und Qualitätssicherung (ZEFQ) 2017;120:47-53.

W. Hampe (2016)
eFit furs Studium.
Synergie – Fachmagazin für Digitalisierung in der Lehre 2: 54-55

J. Heidmann, A. Schwibbe, M. Kadmon, W. Hampe (2016)
Warten aufs Medizinstudium – Sieben lange Jahre.
Deutsches Ärzteblatt 113: A1636-A1637

S. Zimmermann, D. Klusmann, W. Hampe (2016)
Are exam questions known in advance? Using local dependence to detect cheating.
PLoS ONE 11: e0167545. doi:10.1371/journal.pone.0167545

A. Schwibbe, C. Kothe, W. Hampe, U. Konradt (2016)
Acquisition of dental skills in preclinical technique courses - Influence of spatial and manual abilities.
Adv. Health Sci. educ. 21:841-857

Beck S, Meier-Klages V, Michaelis M, Sehner S, Harendza S, Zöllner C, Kubitz JC.
Teaching school children basic life support improves teaching and basic life support skills of medical students: A randomised, controlled trial.
Resuscitation 108: 1-7, 2016.

Beck S, Ruhnke B, Issleib M, Daubmann A, Harendza S, Zöllner C.
Analyses of inter-rater reliability between professionals, medical students and trained school children as assessors of basic life support skills.
BMC Med Educ 16: 263, 2016.

Bittner A, Bittner J, Jonietz A, Dybowski C, Harendza S.
Translating medical documents improves students' communication skills in simulated physician-patient encounters.
BMC Med Educ 16: 72, 2016.

Dybowski C, Kriston L, Harendza S.
Psychometric properties of the newly developed Physician Teaching Self-Efficacy Questionnaire (PTSQ).
BMC Med Educ 16: 247, 2016.

Harendza S, Fischer MR, Fabry G.
Quo vadis? - Medical education 2020 between politics and science.
GMS J Med Educ 33(1): Doc12, 2016.

Prediger S, Harendza S.
Analysis of educational research at a medical faculty in Germany and suggestions for strategic development – a case study.
GMS J Med Educ. 33(5): Doc71, 2016.

Vogel D, Harendza S.
Basic practical skills teaching and learning in undergraduate medical education – a review on methodological evidence.
GMS J Med Educ 33(4): Doc64, 2016.

Raupach T, Andresen JC, Meyer K, Strobel L, Koziolek M, Jung W, Brown J, Anders S
Test-enhanced learning of clinical reasoning skills: a cross-over randomized trial.
Med Educ, 50: 711-720

Buenting M, Mueller T, Raupach T. Luers G, Wehrenberg U, Gehl A, Anders S
Post mortem CT scans as a supplementary teaching method in gross anatomy.
Ann Anat, 208:165-169

Anders S, Pyka K, Mueller T, von Steinbuechel N, Raupach T
Influence of the wording of evaluation items on outcome-based evaluation results for large-group teaching in Anatomy, Biochemistry and Legal Medicine.
Ann Anat, 208:222-227

van den Bussche H, Dahlgaard K.
Ärztliche Arbeitsplätze im Krankenhaus – Organisations-, Personal- und Weiterbildungsprobleme.
Das Krankenhaus 2015; 107(5): 435-443.

Scherer M, Hansen H, Gensichen J, Mergenthal K, Riedel-Heller S, Weyerer S, Maier W, Fuchs A, Bickel H, Schön G, Wiese B, König HH, van den Bussche H, Schäfer I.
Association between comorbidity clusters and chronic pain in primary care patients with multimorbidity.
BMC Family practice 2016; 17: 68.

Dahlgaard K, van den Bussche H.
Ärztliche Arbeitsplätze im Krankenhaus – Perspektiven für eine Erhöhung der Attraktivität.
Das Krankenhaus 2015; 107(8): 735-739.

M. Knorr, D. Klusmann (2015)
The trouble with validity: What is part of it and what not?
Med. Educ. 49: 550-552

K. Werwick, K. Winkler-Stuck, W. Hampe, P. Albrecht & B.-P. Robra (2015)
Introduction of the HAM-Nat examination – applicants and students admitted to the Medical Faculty in 2012-2014.
GMS Z. Med. Ausbild. 32:Doc53

W. Hampe, O. Kuhnigk (2015)
Annual conference of the GMA, Hamburg.
GMS Z. Med. Ausbild. 32:Doc16

Banas M, Harendza S.
Mentoring in der nephrologischen Weiterbildung.
Der Nephrologe 10: 499-500, 2015 .

Bittner A, Jonietz A, Bittner J, Beickert L, Harendza S.
Translating medical documents into plain language enhances communication skills in medical students – a pilot study.
Patient Educ Couns 98(9): 1137-1141, 2015.

Dybowski C, Harendza S.
Validation of the Physician Teaching Motivation Questionnaire (PTMQ).
BMC Med Educ 15(1): 166, 2015.

Harendza S, Rösch FM.
Nephrologischer Unterricht – Aktueller Stand an deutschen Fakultäten.
Der Nephrologe 10: 223-226, 2015.

Kunde A, Harendza S.
Topics of internal medicine for undergraduate dental education: a qualitative study.
Eur J Dent Educ 19(3): 156-160, 2015.

Melderis S, Gutowski P, Harendza S.
Overspecialized and undertrained? – Patient diversity encountered by medical students during their internal medicine clerkship at a university hospital.
BMC Med Educ 15: 62, 2015.

Wijnen-Meijer M, Ten Cate O, van der Schaaf M, Burgers C, Borleffs J, Harendza S
Vertically integrated medical education and the readiness for practice of graduates.
BMC Med Educ 15: 229, 2015.

Raupach T, Grefe C, Brown J, Meyer K, Schuelper N, Anders S
Moving knowledge acquisition from the lecture theatre to the student home: A prospective intervention study.
J Med Internet Res, 17, e223

Raupach T, Harendza S, Anders S, Schuelper N, Brown J
How can we improve teaching of ECG interpretation skills? Findings from a prospective randomized trial.
J Electrocardiol, 49: 7-12 doi 10.1016/j.jelectrocard.2015.10.004

B. Stahn, S. Harendza:
Role models play the greatest role – a qualitative study on choosing postgraduate training at a university hospital.
GMS Med. Ausbild. 31 (4): Doc45, 2014

A. Kunde, S. Harendza:
Topics of internal medicine for undergraduate dental education: a qualitative study.
Eur. J. Dent. Educ. (Epub) Aug 19, 2014

C. Dybowski, S. Harendza:
“Teaching is like night shifts…” – a focus group study on the teaching motivations of clinicians.
Teach. Learn. Med. 26: 393-400, 2014

T. Freiwald, M. Salimi, E. Khaljani, S. Harendza:
Pattern recognition as concept for multiple-choice questions in a national licensing exam.
BMC Med. Educ. 14: 232, 2014

F. Jäger, M. Riemer, M. Abendroth, S. Harendza:
Virtual patients: the influence of case design and teamwork on students' perception and knowledge - a pilot study
<ft_cite>BMC Med. Educ. </ft_cite> 14: 137, 2014

J. Hissbach, S. Sehner, S. Harendza, W. Hampe:
Cutting costs of multiple mini-interviews – changes in reliability and efficiency of the Hamburg medical school admission test between two applications
BMC Med. Educ. 14: 54, 2014

Kothe C, Hissbach J, Hampe W:
Prediction of practical performance in preclinical laboratory courses – the return of wire bending for admission of dental students in Hamburg.
GMS Z Med. Ausbild. 31 (2): Doc22, 2014

Schiekirka S, Anders S, RaupachT
Assessment of two different types of bias affecting the results of outcome-based evaluation in undergraduate medical education. BMC Med Educ 14:149-157, doi 10.1186/1472-6920-14-149

Wehlers A, Schäfer I, Sehner S, Kahl-Nieke B, Kuhnigk O.
Homepages of German dental schools - a target group-oriented evaluation.
http://www.ncbi.nlm.nih.gov/pubmed/24283462
PMID: 24283462 [PubMed - as supplied by publisher]

Hofmann M, Harendza S, Meyer J, Drabik A, Reimer J, Kuhnigk O.
Effect of Medical Education on Students' Attitudes Toward Psychiatry and Individuals With Mental Disorders.
Acad Psychiatry. 2013 Oct 4. doi: 10.1176/appi.ap.11090172. [Epub ahead of print]
PMID: 24097098 [PubMed - as supplied by publisher]

Dybowski C, Harendza S.
Bedside Teaching: general and discipline-specific teacher characteristics, criteria for patient selection and difficulties.
GMS Zeitschrift für Medizinische Ausbildung 2013 ; 30 (2): Doc23

Harendza S, Alofs L, Huiskes J, Wijnen-Meijer M
Ordering patterns for laboratory and radiology tests by students from different undergraduate medical curricula.
BMC Medical Education 2013 ; 13 (1): 109

Raupach T, Vogel D, Schiekirka S, Keijsers C, Ten Cate O, Harendza S
Wissenszuwachs im Praktischen Jahr des Medizinstudiums in Deutschland
<ft_cite> GMS Zeitschrift für Medizinische Ausbildung</ft_cite> 2013; 30(3):Doc33

Harendza S.
Der Ars legendi-Fakultätenpreis für exzellente Lehre in der Medizin: Würdigung und Karrieresprungbrett
<ft_cite><ft_samp> GMS Zeitschrift für Medizinische Ausbildung</ft_samp></ft_cite> 2013; 30(3):Doc30

Kuhnigk O, Schreiner J, Harendza S.
Sustained change in didactic skills - does teacher training last?
GMS Z Med Ausbild. 2013;30(3):Doc37.
DOI: 10.3205/zma000880, URN: urn:nbn:de:0183-zma0008803
This article is freely available from
http://www.egms.de/en/journals/zma/2013-30/zma000880.shtml

Ohm F, Vogel D, Sehner S, Wijnen-Meijer M, Harendza S
History-taking and empathetic communication – two sides of the same coin?
BMC Medical Education 2013 ; 13: 67

Abendroth M, Harendza S, Riemer M
Clinical decision-making: a pilot e-learning study.
The clinical teacher 2013; 10: 51-55

Wijnen-Meijer M, van der Schaaf M, Nillesen K, Harendza S, ten Cate O
Essential facets of competence that enable trust in graduates: A Delphi study among physician educators in the Netherlands.
Journal of Graduate Medical Education 2013; 5: 46-5

Raupach T, Brown J, Anders S, Hasenfuss G, Harendza S
Summative assessments are more powerful drivers of student learning than resource intensive teaching formats.
BMC Medicine 2013; 11: 61

Wijnen-Meijer M, ten Cate O, van der Schaaf M, Harendza S
Postgraduate supervisors value graduates from a vertically integrated and a non-vertically integrated undergraduate curriculum.
The Clinical Teacher 2013 ; 10: 155-159

Anders S, Strobel L, Krampe H, Raupach T
Wissen Studierende im Praktischen Jahr genug über die Behandlung der Alkohol- und Tabak-Abhängigkeit? Dtsch Med Wochenschr 138:23-27

Schiekirka S, Reinhardt D, Beißbarth T, Anders S, Pukrop T, Raupach T
Estimating learning outcome from pre- and post-test student self-assessments – a longitudinal study. Acad Med 88:369-375

Krampe H, Strobel L, Beard E, Anders S, West R, Raupach T
German medical students’ beliefs about how best to treat alcohol use disorder. Eur Addict Res 19:245-25

Raupach T, Brown J, Anders S, Hassenfuss G, Harendza S
Summative assessments are more powerful drivers of student learning than resource intensive teaching formats. BMC Med 11:61-70 doi: 10.1186/1741-7015-11-61

Raupach T, Strobel L, Beard E, Krampe H, Anders S, West R
German medical students' beliefs about the effectiveness of different methods of stopping smoking. Nicotine Tob Res 15:1892-1901

Raupach T, Brown J, Wieland A, Anders S, Harendza S
Should we pay the student? A randomised trial of financial incentives in medical education. Med Teach 35:760-766

Gedrose B, Wonneberger C, Jünger J, Robra BP, Schmidt A, Stosch C, Wagner R, Scherer M, Pöge K, Rothe K, van den Bussche H.
Haben Frauen am Ende des Medizinstudiums andere Vorstellungen uber Berufstatigkeit und Arbeitszeit als ihre männlichen Kollegen?
Deutsche Medizinische Wochenschrift 2012; 137: 1242-47.

Gierk B, Harendza S
Patient selection for bedside teaching: inclusion and exclusion criteria used by teachers.
Medical Education 2012; 46: 228-233

Harendza S, Kuhnigk O, Puttnies F, Anders S
PBL-tutorials in a hybrid curriculum: chances and risks.
In: Researching Problem-based Learning in Clinical Education: The Next
Generation. S. Bridges, C. McGrath, T. Whitehill (Hrsg), Springer , 2012,
S. 207 – 222

Kuhnigk O, Schreiner J, Reimer J, Emami R, Naber D, Harendza S
Cinemeducation in psychiatry – a seminar in undergraduate medical education combining movie, lecture, and patient interview.
Academic Psychiatry 2012; 36: 205-210

Kuhnigk O, Tiller DK, Harendza S, Hampe W
Homepages of German medical faculties – an overview.
GMS Zeitschrift für Medizinische Ausbildung 2012; 29 (4): Doc59

Schiekirka S, Reinhardt D, Heim S, Fabry G, Pukrop T, Anders S, Raupach T
Student perceptions of evaluation in undergraduate medical education: A qualitative study from one medical school. BMC Med Educ 12:45 doi: 10.1186/1472-6920-12-45

Strobel L, Schneider NK, Krampe H, Beißbarth T, Pukrop T, Anders S, West R, Aveyard P, Raupach T German medical students lack knowledge of how to treat smoking and problem drinking. Addiction 107:1878-1882

Kurré J, Scholl J, Bullinger M, Petersen-Ewert C
Integration and health-related quality of life of undergraduate medical students with migration backgrounds – Results of a survey.
GMS Psychosoc Med 2011;8:Doc07

Kuhnigk O, Weidtmann K, Anders S, Hüneke B, Santer R, Harendza S
Leitsymptomvorlesungen im klinischen Studienabschnitt - Effekte evaluationsbasierter Interventionen auf eine Großgruppen-Lehrveranstaltung
GMS Z Med Ausbild 2011; 28(1):Doc15 (20110204)

Anders S, Fischer-Brügge D, Fabian M, Raupach T, Petersen-Ewert C, Harendza S
Teaching post-mortem external examination in undergraduate medical education – The formal and the informal curriculum. Forensic Sci Int 210(1-3):1-3

van den Bussche H.
Background, objectives and design of the project Career entry and career course of medical graduates in OECD countries - a comparative study.
In: van den Bussche H (guest editor): Career entry and career perspectives of young medical graduates in selected OECD countries. Cahiers de Sociologie et de Démographie Médicales 2010 (numéro special), 15-22.

Kuhnigk O, Reissner V, Böthern AM, Biegler A, Jüptner M, Schäfer I, Harendza S,
Criteria for the successful completion of medical dissertations - A multicenter study
GMS Z Med Ausbild 2010; 27(3):Doc45 (20100517)

Raupach T, Muenscher C, Pukrop T, Anders S, Harendza S
Significant increase in factual knowledge with web-assisted problem-based learning as part of an undergraduate cardio-respiratory curriculum. Adv Health Sci Educ Theory Pract 15(3):349-356

Raupach T, Hanneforth N, Anders S, Pukrop T, ten Cate O, Harendza S
Impact of teaching and assessment format on ECG interpretation skills. Med Educ 44(7):731-740

Petersen-Ewert C, Kurré J, Scholl J, Guse AH, Bullinger M
Einführung eines Mentorenprogramms für den Ersten Abschnitt des Studiums der Humanmedizin: Ergebnisse eines Pilotprojektes
GMS Z Med Ausbild 2009; 26(3):Doc32

O. Kuhnigk, M. Hofmann, A. M. Böthern, C. Haufs, M. Bullinger, S. Harendza
Influence of educational programs on attitudes of medical students towards psychiatry: Effects of psychiatric experience, gender, and personality dimensions.
Medical Teacher Volume 31, Issue 7 July 2009 , pages e303 - e310

Raupach T, Anders S, Pukrop T, Hasenfuss G, Harendza S
Effects of “minimally invasive curricular surgery” - A pilot intervention study to improve the quality of bedside teaching in medical education. Med Teach 31: e425-e430

Raupach T, Muenscher C, Anders S, Steinbach R, Pukrop T, Hege I, Tullius M
Web-based collaborative training of clinical reasoning: A randomized trial. Med Teach 31: e431-e437

Quantz S, Beelman K, Stracke R, Schwoon D, Quellmann C, van den Bussche H.
Substanzmissbrauch bei jungen Ärzten und Ärztinnen in Hamburg.
In: Brähler E. et al. (Hrsg.). Karriereentwicklung und berufliche Belastung im Arztberuf. Göttingen, Vandenhoeck und Ruprecht 2008, S. 179-190.

van den Bussche H, Quantz S.
Berufs(nicht)einstieg bei Ärzten und Ärztinnen: Wo liegt das Problem?
In: Brähler E. et al. (Hrsg.). Karriereentwicklung und berufliche Belastung im Arztberuf. Göttingen, Vandenhoeck und Ruprecht 2008, S. 117-128.

Kuhnigk O, Böthern AM, Schoder V, Bullinger M, Harendza S
Evidence based medicine at medical school: a three week course on the basis of problem based learning.
GMS Z Med Ausbild

Anders S., Schwenn A., Püschel K.
Studentische Ausbildung im Fach Rechtsmedizin in Deutschland.
Springer Medizin Verlag 2007 (Online Publikation)

Weidtmann K, Harendza S, Dietsche S, Guse AH, Middendorf R, Schultz JH, Mihalache I, Frost M, Kuhnigk O
Konzept und studentische Evaluation der Integrierten Seminare im Studienabschnitt "Medizin I" der Medizinischen Fakultät der Universität Hamburg.
GMS Zeitschrift für Medizinische Ausbildung 2007;24(2):Doc105.

Zimmermann T, Wegscheider K, van den Bussche H
Der Ausbildungserfolg im Vergleich (III).
Deutsches Ärzteblatt 103 (47), A3170-6, 2006.

Trojan A, Schulz T, Weidtmann K, Frost M, Döhner J, Albrecht NJ, von dem Knesebeck O
Patientenkontakte im ersten Abschnitt der ärztlichen Ausbildung: Der Hamburger Kurs in Medizinischer Soziologie.
GMS Zeitschrift für Medizinische Ausbildung 2006;23(4):Doc62.

Gijselaers WH, Harendza S
Dynamics of planned change: when participants talk back.
In: Realities of Educational Change: Interventions to Promote Learning and Teaching in Higher Education. A. Bromage, L. Hunt, B. Tomkinson (Hrsg), Routledge Falmer, 2006.

Zimmermann T, Wegscheider K, van den Bussche H
Der Ausbildungserfolg im Vergleich (II).
Deutsches Ärzteblatt 103 (34-35), A2225-8, 2006

Kothe R, Sommerfeldt D, Morfeld M, Quellmann C, Weidtmann K, Fuhrhop I, van den Bussche H, Gawad K
Studentische Ausbildung in der operativen Medizin - Konzept für eine integrierte Ausbildung im Rahmen der neuen Approbationsordnung.
Der Chirurg 77, 622-629, 2006.

Kuhnigk O, Weidtmann K, Dietsche S, Guse AH, Mihalache I, Schultz JH, Middendorff R, Kadula H, Harendza S
Vom "vorklinischen Studienabschnitt" zu "Medizin I" Umstellung auf die neue ÄAppO an der Medizinischen Fakultät der Universität Hamburg.
GMS Zeitschrift für Medizinische Ausbildung 23, 30-35, 2006.

Neuber K, Weidtmann K, Coors E, Harendza S
Die neue Approbationsordnung für Ärzte: Das Hamburger Konzept im Fach Dermatologie und Venerologie.
Journal der Deutschen Dermatologischen Gesellschaft 4, 198-204, 2006.

van den Bussche H, Weidtmann K, Kohler N, Frost M, Kaduskiewicz H
Evaluation der ärztlichen Ausbildung: Methodische Probleme der Durchführung und der Interpretation von Ergebnissen.
GMS Zeitschrift für Medizinische Ausbildung 23, 23-29, 2006.

Zimmermann T, Wegscheider K, van den Bussche H
Der Ausbildungserfolg im Vergleich (I).
Deutsches Ärzteblatt 25, B1480- B1485, 2006.

Anders S, Sperhake J, Andresen H, Weidtmann K, Püschel K
Das Fach Rechtsmedizin und die neue Approbationsordnung für Ärzte - das Hamburger Konzept.
Rechtsmedizin 15, 167-172, 2005.

van den Bussche H, Anders S, Ehrhardt M, Göttsche T, Hüneke B, Kohlschütter A, Kothe R, Kuhnigk O, Neuber K, Rijntjes M, Quellmann C, Harendza S
Lohnt sich eine Reform der klinischen Ausbildung? Die Qualität des Hamburger Curriculums unter der alten und der neuen Approbationsordnung im Vergleich.
Zeitschrift für Ärztliche Fortbildung und Qualitätssicherung 99, 419-423, 2005.

van den Bussche H, Kreysing M
Die leistungsorientierte Mittelvergabe in der Lehre an den medizinischen Fakultäten - Eine Beschreibung von Konzept und Praxis an der Hamburger Medizinischen Fakultät.
Wissenschaftsmanagement 11, 27-33, 2005.

van den Bussche H
Lehren und Lernen am UKE - Die Umsetzung der neuen Approbationsordnung für Ärzte in Hamburg.
Zeitschrift für Allgemeinmedizin 80, 431-437, 2004.

Harendza S, Anders S, Ehrhardt M, Göttsche T, Harren W, Hüneke B, Kellner M, Kohlschütter A, Kothe R, Neuber K, Quellmann C, Rijntjes M, van den Bussche H, Stahl R
KliniCum: Das neue klinische Curriculum am UKE.
Hamburger Ärzteblatt 6, 298-299, 2004.

Anders S, Püschel K
Die neue Approbationsordnung für Ärzte - Chance für die Lehre im Fach Rechtsmedizin?
Rechtsmedizin 13, 68, 2003.