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 German 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 a fake journal is currently copying 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 39
Issue 2
Taking responsibility
Harendza SGMS J Med Educ 2022; 39(2):Doc27 (20220414)
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Medical dissertation basics: analysis of a course of study for medical students
Griegel S, Kühl M, Schneider A, Kühl SJGMS J Med Educ 2022; 39(2):Doc26 (20220414)
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Changing knowledge and attitudes about childhood fever: testing a video instruction before its application in a health app
Gwiasda M, Schwarz S, Büssing A, Jenetzky E, Krafft H, Hamideh Kerdar S, Rathjens L, Boehm K, Martin DGMS J Med Educ 2022; 39(2):Doc25 (20220414)
[Abstract] [Full Text] [PDF]
Usability and preference of electronic vs. paper and pencil OSCE checklists by examiners and influence of checklist type on missed ratings in the Swiss Federal Licensing Exam
Wagner FL, Feller S, Schmitz FM, Zimmermann PG, Krings R, Guttormsen S, Huwendiek SGMS J Med Educ 2022; 39(2):Doc24 (20220414)
[Abstract] [Full Text] [PDF]
3D-printed heart models for hands-on training in pediatric cardiology – the future of modern learning and teaching?
Brunner BS, Thierij A, Jakob A, Tengler A, Grab M, Thierfelder N, Leuner CJ, Haas NA, Hopfner CGMS J Med Educ 2022; 39(2):Doc23 (20220414)
[Abstract] [Full Text] [PDF]
The sudden switch to online communication training after 10 years in the classroom – comparing the evaluation results of a course on doctor-patient communication
Schwär M, Ullmann-Moskovits J, Farquharson M, Sennekamp MGMS J Med Educ 2022; 39(2):Doc22 (20220414)
[Abstract] [Full Text] [PDF]
Virtual auscultation course via video chat in times of COVID-19 improves cardiac auscultation skills compared to literature self-study in third-year medical students: a prospective randomized controlled cross-over study
Rüllmann N, Hirtz R, Lee U, Klein K, Mayatepek E, Malzkorn B, Döing CGMS J Med Educ 2022; 39(2):Doc21 (20220414)
[Abstract] [Full Text] [PDF]
Evidence-oriented teaching of geriatric psychiatry: a narrative literature synthesis and pilot evaluation of a clerkship seminar
Lenouvel E, Lornsen F, Schüpbach B, Mattson J, Klöppel S, Pinilla SGMS J Med Educ 2022; 39(2):Doc20 (20220414)
[Abstract] [Full Text] [PDF]
The “Seminartage Weiterbildung Allgemeinmedizin” (SemiWAM®) – development, implementation and evaluation of a five-year, competence-based postgraduate programme in Bavaria
Roos M, Schneider A, Gensichen J, Simmenroth A, Kühlein T, Schneider DGMS J Med Educ 2022; 39(2):Doc19 (20220414)
[Abstract] [Full Text] [PDF]
Joint learning for improvement – interprofessional competence development within the framework of a co-operative project between the University of Applied Sciences for Health Professions Upper Austria and the Medical Faculty of Johannes Kepler University Linz
Rinnhofer C, Steininger-Kaar K, Igelsböck E, Hochstöger D, Öhlinger SGMS J Med Educ 2022; 39(2):Doc18 (20220414)
[Abstract] [Full Text] [PDF]
Position paper of the GMA Committee Interprofessional Education in the Health Professions – current status and outlook
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, Huber M, Bode SFGMS J Med Educ 2022; 39(2):Doc17 (20220414)
[Abstract] [Full Text] [PDF]
Naturopathy, complementary and integrative medicine in medical education – position paper by the GMA Committee Integrative Medicine and Perspective Pluralism
Homberg A, Scheffer C, Brinkhaus B, Fröhlich U, Huber R, Joos S, Klose P, Kramer K, Ortiz M, Rostock M, Valentini J, Stock-Schröer BGMS J Med Educ 2022; 39(2):Doc16 (20220414)
[Abstract] [Full Text] [PDF]
Report of the annual meeting of the Society for Medical Education in the German speaking countries, virtual from the ETH Zürich 2021
Guttormsen S, Lörwald A, Wagner F, Hennel E, Schnabel KP, Weber R, Goldhahn J, Huwendiek SGMS J Med Educ 2022; 39(2):Doc15 (20220414)
[Full Text] [PDF]
Issue 1
Learning to teach in medical education
Wijnen-Meijer MGMS J Med Educ 2022; 39(1):Doc14 (20220215)
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Prevalence and predictive factors for depressive symptoms among medical students in Germany – a cross-sectional study
Pukas L, Rabkow N, Keuch L, Ehring E, Fuchs S, Stoevesandt D, Sapalidis A, Pelzer A, Rehnisch C, Watzke SGMS J Med Educ 2022; 39(1):Doc13 (20220215)
[Abstract] [Full Text] [PDF]
Everybody is able to reflect, or aren't they? Evaluating the development of medical professionalism via a longitudinal portfolio mentoring program from a student perspective
Schrempf S, Herrigel L, Pohlmann J, Griewatz J, Lammerding-Köppel MGMS J Med Educ 2022; 39(1):Doc12 (20220215)
[Abstract] [Full Text] [PDF]
Intuitive concepts in internal medicine and their occurrence in undergraduate medical students in different semesters
Harendza S, Herzog CGMS J Med Educ 2022; 39(1):Doc11 (20220215)
[Abstract] [Full Text] [PDF]
Quality assurance and curricular development of medical faculties using graduate surveys: Challenges – proposal of a core questionnaire – implementation guide
Giesler M, Huber J, Paulmann VGMS J Med Educ 2022; 39(1):Doc10 (20220215)
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Developing a new academic wordlist for medical purposes – a viable tool for educators
Tazik K, Maniati M, Afshar MR, Haghighi SBGMS J Med Educ 2022; 39(1):Doc9 (20220215)
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Transferring interprofessional education concepts across sites – experiences and recommendations for practice
Bibrack E, Horneff H, Krumm K, Hinrichs J, Mette MGMS J Med Educ 2022; 39(1):Doc8 (20220215)
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Interprofessional geriatric assessment in nursing home (IgAP): a curricular development in geriatrics
Röcker N, Wershofen B, Pudritz Y, Fischer MR, Auerbacher M, Fintz M, Drey M, Schmidmaier RGMS J Med Educ 2022; 39(1):Doc7 (20220215)
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Interdisciplinary interactive blended learning concept in times of a pandemic – pain medicine “totally digital”
Schramm L, Friedrich P, Schüttler J, Lütcke BGMS J Med Educ 2022; 39(1):Doc6 (20220215)
[Abstract] [Full Text] [PDF]
How to... train your skills goes digital! A project report on the development and implementation of practice-oriented digital student tutorials
Heimbach M, Holzmann K, Stein P, Stief L, Berberat PO, Dirmeier MGMS J Med Educ 2022; 39(1):Doc5 (20220215)
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Perception of journal club seminars by medical doctoral students: results from five years of evaluation
Taverna M, Bucher JN, Weniger M, Gropp R, Lee SM, Mayer B, Werner J, Bazhin AVGMS J Med Educ 2022; 39(1):Doc4 (20220215)
[Abstract] [Full Text] [PDF]
Endoscopic ear examination improves self-reported confidence in ear examination skills among undergraduate medical students compared with handheld otoscopy
Bassiouni M, Ahmed DG, Zabaneh SI, Dommerich S, Olze H, Arens P, Stölzel KGMS J Med Educ 2022; 39(1):Doc3 (20220215)
[Abstract] [Full Text] [PDF]
Julia Genz, Paul Gévaudan, editors: Polyphonie in literarischen, medizinischen und pflegewissenschaftlichen Textsorten
Güzelsoy LGMS J Med Educ 2022; 39(1):Doc2 (20220215)
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Acknowledgement to the reviewers of GMS Journal for Medical Education
Fischer MR, Fabry GGMS J Med Educ 2022; 39(1):Doc1 (20220215)
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