Welcome
GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. Manuscripts may be submitted in English or German. Each Articles will be translated into the other language respectively. GMS Journal for Medical Education is published regularly as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published.
The journal is the organ of the DACH Association for Medical Education (GMA) (http://www.gma-dach.org). Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung.
Published articles are available worldwide to anyone who is interested: Without any delay, permanently, searchable and without costs. We cordially invite you to use our journal as a reader or as an author for the benefit of medical education.
Please note that some time ago a fake journal copied the GMS Journal for Medical Education. If you would like to submit an article, please only do so via https://www.egms.de/en/login-submit.htm.
Recent Publications
GMS Journal for Medical Education
Volume 41
Issue 4
The pedagogical relationship in medical education and training: A critical analysis
Matthes E, Rotthoff TGMS J Med Educ 2024; 41(4):Doc49 (20240916)
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Intervention skills – a neglected field of research in medical education and beyond
Richters C, Schmidmaier R, Popov V, Schredelseker J, Fischer F, Fischer MRGMS J Med Educ 2024; 41(4):Doc48 (20240916)
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Legal aspects of generative artificial intelligence and large language models in examinations and theses
März Maren, Himmelbauer M, Boldt K, Oksche AGMS J Med Educ 2024; 41(4):Doc47 (20240916)
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Student supervision by trainee doctors in GP teaching practices: Win-win situation or additional burden? An interview study on current practices and acceptance
Gehrke-Beck S, Sonntag U, Schubert T, Madzharov M, Huenges BGMS J Med Educ 2024; 41(4):Doc46 (20240916)
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Insights into the meaning of medical students’ studies. An online survey at two medical faculties
Albrecht F, Lutz G, Atzeni G, Berberat PO, Matcau P, Jedlicska N, Kiessling CGMS J Med Educ 2024; 41(4):Doc45 (20240916)
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Professional development of medical students – piloting a longitudinal curriculum at Jena University Hospital (LongProf)
Schmidt K, Siller K, Rißmann J, Andlauer M, Feustel J, Klein F, Petruschke I, Schulz SGMS J Med Educ 2024; 41(4):Doc44 (20240916)
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“Do you smoke?” – content and linguistic analysis of students’ substance histories in simulated patient interviews
Wittmann H, Prediger S, Harendza SGMS J Med Educ 2024; 41(4):Doc43 (20240916)
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Self-directed learning in post-graduate medical education: Self-judgement and supervisor judgement of competence development in Austrian nine-month basic training
Khünl-Brady-Ertl G, Oeser R, Seemann-Hlawati B, Varga K, Wagner-Menghin MGMS J Med Educ 2024; 41(4):Doc42 (20240916)
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Attitudinal changes of undergraduate students learning online interprofessional education for patient safety: Comparative evaluation of an online program using the DID method
Nozaki S, Makino T, Lee B, Matsui H, Sato E, Shinozaki H, Watanabe HGMS J Med Educ 2024; 41(4):Doc41 (20240916)
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EYE-ECG: An RCT of the influence of student characteristics and expert eye-tracking videos with cued retrospective reporting on students’ ECG interpretation skills
Scherff AD, Kääb S, Fischer MR, Berndt MGMS J Med Educ 2024; 41(4):Doc40 (20240916)
[Abstract] [Full Text] [PDF]
Formative key feature examinations as innovative teaching approach in dental education: A project report
Becker T, Ackermann MA, Sennhenn-Kirchner SGMS J Med Educ 2024; 41(4):Doc39 (20240916)
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“Powerful placebo”: A teaching and learning concept addressing placebo and nocebo effects in competency-based communication training
Öhlmann H, Icenhour A, Elsenbruch S, Benson SGMS J Med Educ 2024; 41(4):Doc38 (20240916)
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Scientific skills in health services research – knowledge, utilization and needs for continuing education among staff at the University Hospital Tübingen
Richter H, Herrmann A, Piontkowski E, Joos S, Häske D, Rieger MAGMS J Med Educ 2024; 41(4):Doc37 (20240916)
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Recommendations for reviewing manuscripts of the article types “project report” and “how to” for the GMS Journal for Medical Education
Schüttpelz-Brauns K, Homberg A, Giesler M, Schneider A, Gadewoltz P, Boeker M, Möltner A, Matthes JGMS J Med Educ 2024; 41(4):Doc36 (20240916)
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Michel Wensing, Charlotte Ullrich, editors: Foundation of Health Services Research. Principles, Methods, and Topics
Schmidt EGMS J Med Educ 2024; 41(4):Doc35 (20240916)
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Issue 3
Beliefs for successful feedback communication
Wagner-Menghin MGMS J Med Educ 2024; 41(3):Doc34 (20240617)
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Academic education of midwives in Germany (part 1): Requirements for bachelor of science programmes in midwifery education. Position paper of the Midwifery Science Committee (AHW) in the DACH Association for Medical Education (GMA)
Plappert CF, Bauer NH, Dietze-Schwonberg K, Grieshop M, Kluge-Bischoff A, Zyriax BC, Striebich SGMS J Med Educ 2024; 41(3):Doc33 (20240617)
[Abstract] [Full Text] [PDF]
Academic education of midwives in Germany (part 2): Opportunities and challenges for the further development of the profession of midwifery. Position paper of the Midwifery Science Committee (AHW) in the DACH Association for Medical Education (GMA)
Striebich S, Bauer NH, Dietze-Schwonberg K, Grieshop M, Kluge-Bischoff A, Zyriax BC, Plappert CFGMS J Med Educ 2024; 41(3):Doc32 (20240617)
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Status quo of interprofessional education for midwifery and medical students in Germany, Austria, and Switzerland
Juschka ML, Agricola CJ, Neumann FA, Mohr S, Zyriax BCGMS J Med Educ 2024; 41(3):Doc31 (20240617)
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Measuring personal characteristics in applicants to German medical schools: Piloting an online Situational Judgement Test with an open-ended response format
Knorr M, Mielke I, Amelung D, Safari M, Gröne OR, Breil SM, MacIntosh AGMS J Med Educ 2024; 41(3):Doc30 (20240617)
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Medical studies at the University of Freiburg in retrospect – study conditions, study quality and skills acquisition from the perspective of graduates
Kunz K, Köpper HGMS J Med Educ 2024; 41(3):Doc29 (20240617)
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Surgical experiences of final-year undergraduates and the impact on their career aspiration stratified by sex/gender
Homberg A, Narciß E, Obertacke U, Schüttpelz-Brauns KGMS J Med Educ 2024; 41(3):Doc28 (20240617)
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Palliative care education and knowledge transfer into practice – a multicenter survey among medical students and resident physicians in Germany using a mixed-methods design
Dronia MC, Dillen K, Elsner F, Schallenburger M, Neukirchen M, Hagemeier A, Hamacher S, Doll A, Voltz R, Golla HGMS J Med Educ 2024; 41(3):Doc27 (20240617)
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Communication skills of medical students: Evaluation of a new communication curriculum at the University of Augsburg
Zerbini G, Reicherts P, Reicherts M, Roob N, Schneider P, Dankert A, Greiner SK, Kadmon M, Lechner V, Roos M, Schimmel M, Strube W, Temizel S, Uhrmacher L, Kunz MGMS J Med Educ 2024; 41(3):Doc26 (20240617)
[Abstract] [Full Text] [PDF]
Good ideas for teaching: Design and implementation of the communication workshop “me as team member” for third-year medical students
Minow A, Gandras K, Wagner J, Westermann JGMS J Med Educ 2024; 41(3):Doc25 (20240617)
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Claudia Schlegel, editor: OSCE – Kompetenzorientiert Prüfen in der Pflegeausbildung
Pippel EGMS J Med Educ 2024; 41(3):Doc24 (20240617)
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Issue 2
Interprofessional education in medicine
Wijnen-Meijer MGMS J Med Educ 2024; 41(2):Doc23 (20240415)
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Position paper on postgraduate medical education on the occasion of hospital reform – postgraduate medical education must be considered. A joint position paper by Bündnis Junge Ärztinnen und Ärzte and AG Junge Gastroenterologie of the DGVS as well as the Young DGN
Hahn EGGMS J Med Educ 2024; 41(2):Doc22 (20240415)
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Encouraging medical students to become surgeons? Impact of psychological and surgical factors on career choice at medical school
Brügge S, Günther V, Cascorbi I, Maass N, Ruchay Z, Fischer MR, Huber J, Alkatout IGMS J Med Educ 2024; 41(2):Doc21 (20240415)
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Crafting medical MCQs with generative AI: A how-to guide on leveraging ChatGPT
Stadler M, Horrer A, Fischer MRGMS J Med Educ 2024; 41(2):Doc20 (20240415)
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Position statement of the GMA committee “teaching evaluation”
Haverkamp N, Barth J, Schmidt D, Dahmen U, Keis O, Raupach TGMS J Med Educ 2024; 41(2):Doc19 (20240415)
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What do the teachers want? A targeted needs assessment survey for prospective didactic training of psychiatry medical educators
Baessler F, Zafar A, Koelkebeck K, Frodl T, Signerski-Krieger J, Pinilla S, Barth GM, Jannowitz D, Speerforck S, Roesch-Ely D, Kluge I, Aust M, Utz J, Kersten GM, Spitzer PGMS J Med Educ 2024; 41(2):Doc18 (20240415)
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Qualitative expert evaluation of an educational intervention outline aimed at developing a shared understanding of cross-border healthcare
Beuken JA, Bouwmans ME, Dolmans DJ, Hoven MF, Verstegen DMGMS J Med Educ 2024; 41(2):Doc17 (20240415)
[Abstract] [Full Text] [PDF]
Planning, implementation and revision of the longitudinal scientific curriculum at the Medical School Brandenburg
Schendzielorz J, Jaehn P, Holmberg CGMS J Med Educ 2024; 41(2):Doc16 (20240415)
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The level and determinants of empathy among medical students from Arabic speaking countries: A systematic review
Benmaarmar S, Bourkhime H, El Harch I, El Rhazi KGMS J Med Educ 2024; 41(2):Doc15 (20240415)
[Abstract] [Full Text] [PDF]
Development and evaluation of three-dimensional transfers to depict skin conditions in simulation-based education
Schnabel KP, Lörwald AC, Beltraminelli H, Germano M, Brem BG, Wüst S, Bauer DGMS J Med Educ 2024; 41(2):Doc14 (20240415)
[Abstract] [Full Text] [PDF]
Issue 1
Dealing with uncertainty
Harendza SGMS J Med Educ 2024; 41(1):Doc13 (20240215)
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Development of a strategy for the expansion of online teaching at the University of Würzburg based on the experiences of lecturers and students in the pandemic years 2020/21
Kühl LM, Zerban NL, Tiedemann E, König SGMS J Med Educ 2024; 41(1):Doc12 (20240215)
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Development and implementation of digital peer mentoring in small groups for first-year medical students
Drossard S, Härtl AGMS J Med Educ 2024; 41(1):Doc11 (20240215)
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The impact of COVID-19 on medical students
Wang W, Li G, Lei JGMS J Med Educ 2024; 41(1):Doc10 (20240215)
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Neuroenhancement and mental health in students from four faculties – a cross-sectional questionnaire study
Hajduk M, Tiedemann E, Romanos M, Simmenroth AGMS J Med Educ 2024; 41(1):Doc9 (20240215)
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On the correlation between gratitude and resilience in medical students
Hahn N, Brzoska P, Kiessling CGMS J Med Educ 2024; 41(1):Doc8 (20240215)
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Comparison of empathy profiles of medical students at the start and in the advanced clinical phase of their training
Schrötter S, Kropp P, Müller BGMS J Med Educ 2024; 41(1):Doc7 (20240215)
[Abstract] [Full Text] [PDF]
“It is great what we have learned from each other!” – Bedside teaching in interprofessional small groups using the example of Parkinson’s disease
Schneider C, Anders P, Rotthoff TGMS J Med Educ 2024; 41(1):Doc6 (20240215)
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Career and life planning in the context of the postgraduate medical training – current challenges and opportunities
Oberberg S, Enax-Krumova EK, Kruppa C, Meyer-Frießem CH, Denz R, Funhoff A, Behrens V, Berres D, Fortmeier V, Sträter D, Strotmann J, von Glinski MGMS J Med Educ 2024; 41(1):Doc5 (20240215)
[Abstract] [Full Text] [PDF]
Infection prevention in medical education – results of a descriptive cross-sectional study in Germany
Tingelhoff PD, Hufert F, Kiessling C, Otto BGMS J Med Educ 2024; 41(1):Doc4 (20240215)
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On including assessments in the calculation of teaching loads
Fischer VGMS J Med Educ 2024; 41(1):Doc3 (20240215)
[Abstract] [Full Text] [PDF]
Christian Jassoy, Jens-Karl Eilers, Andreas Sönnichsen: Wissenschaftskompetenz in der Medizin
Paulmann VGMS J Med Educ 2024; 41(1):Doc2 (20240215)
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Acknowledgement to the reviewers of GMS Journal for Medical Education
Fischer MR, Fabry GGMS J Med Educ 2024; 41(1):Doc1 (20240215)
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