gms | German Medical Science

GMS Journal for Medical Education

Gesellschaft für Medizinische Ausbildung (GMA)

ISSN 2366-5017

Appraisal of the 2012 winners of the "GMA award for young medical educators" and Call for Submissions for the 2013 GMA award for young medical educators

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  • corresponding author Sören Huwendiek - Universität Bern, Institut für Medizinische Lehre (IML), Abteilung für Assessment und Evaluation (AAE), Bern, Schweiz; Gesellschaft für Medizinische Ausbildung, Vorsitzender des GMA-Ausschuss Junge Lehrende, Bern, Schweiz
  • author Martin R. Fischer - Klinikum der LMU München, Lehrstuhl für Didaktik und Ausbildungsforschung in der Medizin, München, Deutschland; Gesellschaft für Medizinische Ausbildung, Vorstandsvorsitzender, Erlangen, Deutschland

GMS Z Med Ausbild 2012;29(5):Doc61

doi: 10.3205/zma000831, urn:nbn:de:0183-zma0008319

This is the English version of the article.
The German version can be found at:

Received: October 4, 2012
Revised: October 10, 2012
Accepted: October 10, 2012
Published: November 15, 2012
Published with erratum: November 27, 2012

© 2012 Huwendiek et al.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( You are free: to Share – to copy, distribute and transmit the work, provided the original author and source are credited.


At the annual meeting of the German Society for Medical Education 2012 in Aachen, the winners of the GMA award for young medical educators were awarded for the seventh time for outstanding achievements in medical university teaching by the board of the German Society for Medical Education (GMA). This prize is set up by the working group young medical educators of the German Society for Medical Education, which has set itself the goal of improving and strengthening the appreciation, support and training opportunities for young professionals in higher education.

A total of six applications from 5 locations were submitted for the competition (Aachen, Frankfurt, Köln, Münster, 2x Wien). For the first time two proposals from Austria were submitted.

Assessment Process

The assessment of applications is carried out by a 8-member committee, proposed by the GMA Board, according to the criteria for quality and sustainability/innovation of the projects (http://gesellschaft-medizinische- [1], [2], [3], [4]. Between 0-2 points (0=not met, 1=partially met, 2=met) could be awarded for each of the eight award criteria (criteria points). In addition, the committee members selected the three best applications from their perspective, with a brief justification, and awarded favorite points (1st place=3 points, 2nd place=2 points, 3rd place=1 point). The sum of the criteria and favorite points awarded by the committee members for each submission were determined. The entire board of the GMA then unanimously chose the two final winners based on the ratings of the reviewers.


The following, equally-weighted winners were chosen (see figure 1 [Fig. 1]):

Dr. phil. Andrea Praschinger, Philip Anner, Philipp Pavelka mit dem Projekt: „Interaktives Tele-Lernen in undergraduate Grand Rounds“, Wien, Austria
Henning Biermann, Dr. med. Julia Kaliciak, Martin Lemos, Andreas Hannig mit dem Projekt: „Die SkillsApp zum Skillslap“ – Eine Web basierte Lernapplikation zur Verbesserung des Kursangebotes“, Aachen, Germany

Summary and Project Appraisal

The following is a summary given by the winning projects and summaries of the free-text rationales of the reviewers indicating why consider the winning projects worthy of the award:

Summary of the project "Interaktives Tele-Lernen in undergraduate Grand Rounds" (Interactive telelearning in undergraduate grand rounds)

During the academic year 2005/06 the Medical University of Vienna implemented grand rounds aimed at facilitating the sharing of knowledge and medical approaches based on case studies as a part of the compulsory curriculum in human medicine. These teaching sessions are held once a week for students in the clinical education stage (5th and 6th years of study). A current survey (May 2011) indicates that students find the analysis of patient case studies discussed during these grand rounds to be useful for transferring knowledge. A study performed using DTI (Diagnostic Thinking Inventory) showed that the rounds have a positive influence on diagnostic thinking (Stieger, 2011). On average students indicated a significant increase in both rating scales (flexibility of thought and structure of retained knowledge) by 11.3 points (a=0.89). An important aspect of the grand rounds is interactivity (for instance, through audio response systems) and the involvement of the students in step-by-step analyses of case studies (from the initial symptoms, to diagnosis and therapy).

The video transmission of grand rounds has been rolled out over recent years and improved. Test runs have led to stable, bidirectional video transmissions from three teaching hospitals. Small groups of students can participate from their respective teaching hospitals on the basis of their clinical classes. They have the opportunity to ask questions to the lecturers via chat facilities or vote on issues of discussion. In the May 2011 survey, 65.3% of students confirmed that they benefitted from the video transmissions.

The grand rounds are operated via the Moodle teaching platform, which offers access to video recordings of individual rounds and interactive teaching content.

  • Innovative interdisciplinary patient-oriented teaching concept, with emphasis also on reflecting medical approaches
  • Interactive teaching tool, teleteaching and maximum transferability
  • Important topic and most highly ranked publication in applicant listing

Summary of the project: "Die SkillsApp zum Skillslap" (SkillsApp for Skillslap) - A web-based learning application for the improvement of course offerings

In addition to the required theoretical content, human medicine students must also acquire practical skills in preparation for their future activities. These are an essential component of daily work and facilitate the application of the theories learnt. In order to verify the acquisition of these practical skills, many medical faculties conduct practical examinations such as OSPE (Objective Structured Practical Examination). Clear learning objectives must be formulated in order to offer students an adequate preparation. Inconsistent teaching messages cause confusion and make verification using checklists virtually impossible. The teaching videos offer truly consistent and uniform lessons which have been approved by all examiners and aligned with testing checklists.

The aim of the project is to develop these videos and integrate a comprehensive didactic concept. SkillsApp is the application containing these learning videos on various topics and supplementing them with background information. Texts can be printed and read on a smartphone or PC tablet. Explanations of all material with descriptions and pictures, anatomical diagrams, a self-test quiz and supplementary information offer the opportunity to expand on the video content, apply and consolidate it. A checklist clarifies the skills process in small steps. This list is interactive and assists student groups to test one another during free practice sessions without the need for lecturers. SkillsApp is not intended to replace lecturers but to supplement and support them in a practical manner. This is particularly helpful in large groups or during free, unsupervised training sessions.

The format of the application allows for the use of mobile devices such as smartphones. Short breaks, such as bus trips, can be used to prepare for a course or for revision. The objective is to achieve a form of blended learning and to offer a customized solution for the needs of students with a full timetable. SkillsApp is still under construction. Topics so far include peripheral venous access and examination of the respiratory and cardiovascular systems, and others will follow. SkillsApp has already been tested and evaluated from a curricular and facultative perspective. The initial data was presented during the 2011 GMA annual conference in Munich. An overall evaluation and a prospective study are being currently conducted.


  • High relevance and practical application, incorporation of modern communication media in the skills lab teaching area
  • Well structured, practically relevant, innovative, didactic relevance, student-oriented, implemented with a high level of commitment
  • Good transferability, excellent user-orientation, modern teaching method

Discussion and Outlook

The submitted applications again demonstrated the impressive quality of current projects in medical education. For the first time in the seven-year history of this award, entries have included Austrian teams from which one winner was chosen. It is highly encouraging to see even young colleagues displaying best scientific practice and professionalization of teaching. Based on these positive experiences, the GMA award for young medical educators will also be awarded next year.


The board of the GMA would like to thank the members of the review committee very much. All six submissions were reviewed by the following 8 committee members:

  • PD Dr. med. Stefan Beckers
  • Dr. med. Philip von der Borch
  • Dr. med. Hanns Iblher
  • Prof. Dr. Martin Lischka
  • Dr. med. vet. Maren März
  • Dr. med. Christoph Nikendei, MME
  • Dr. rer. med. Katrin Rockenbauch
  • Dr. med. Thomas Shiozawa

Call for Submissions for the 2013 GMA award for young medical educators

The GMA award for young medical educators will be awarded in 2013 as well. The final date for submissions for 2013 is the 15th January 2013.

For more information on the award and the submission process, visit the homepage of the German Society for Medical Education in http://www.gesellschaft- => GMA-Information => Prizes. Only young medical educators from Germany, Switzerland and Austria can apply for this award.

Competing interests

The authors declare that they have no competing interests.


Huwendiek S, Hahn EG. Erste Preisträger des "GMA-Preis für Junge Lehrende" ausgezeichnet. GMS Z Med Ausbild. 2007;24(1):Doc07. Zugänglich unter/available from: External link
Huwendiek S, Hahn EG. Preisträger des "GMA-Preis für Junge Lehrende 2007" ausgezeichnet. GMS Z Med Ausbild.2008;25(1):Doc67. Zugänglich unter/available from: External link
Huwendiek S, Hahn EG. Preisträger des "GMA-Preis für Junge Lehrende 2008" ausgezeichnet. GMS Z Med Ausbild. 2008;25(1):Doc96. Zugänglich unter/available from: External link
Huwendiek S, Hahn EG. Preisträger des "GMA-Preis für Junge Lehrende 2009" ausgezeichnet. GMS Z Med Ausbild. GMS Z Med Ausbild. 2010;27(1):Doc03. DOI: 10.3205/zma000640 External link


The academic titles of Andrea Praschinger and Katrin Rockenbauch have been corrected.