Publikationen

2019

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.

2018

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 18(1):322, 2018.

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

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

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 35(3):Doc39, 2018.

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

2017

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 100(10): 1874-1881, 2017.

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.

2016

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.

2015

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.

2014

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

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

Hissbach J, Sehner S, Harendza S, Hampe W.
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.

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

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

2013

Abendroth M, Harendza S, Riemer M.
Clinical decision-making: a pilot e-learning study.
Clin Teach 10: 51-55, 2013.

Berberat P, Harendza S, Kadmon M.
Entrustable professional activities – visualization of competencies in postgraduate training. Position paper of the committee on postgraduate medical training of the German society for medical education (GMA).
GMS Z Med Ausbild 30(4): Doc47, 2013.

Dybowski C, Harendza S.
Bedside Teaching: general and discipline-specific teacher characteristics, criteria for patient selection and difficulties.
GMS Z Med Ausbild 30: Doc23, 2013.

Harendza S.
The Ars legendi-faculty award for excellent teaching in medicine: honour and career stepping stone.
GMS Z Med Ausbild 30: Doc29, 2013.

Harendza S, Alofs L, Huiskes J, Wijnen-Meijer M.
Ordering patterns for laboratory and radiology tests by students from different undergraduate medical curricula.
BMC Med Educ 13: 109, 2013.

Hofmann M, Harendza S, Meyer J, Reimer J, Kuhnigk O.
Effect of medical education on students’ attitudes towards psychiatry and individuals with mental disorders.
Acad Psych 37: 380-384, 2013.

Kuhnigk O, Schreiner J, Harendza S.
Sustained change in targeted skills – does teacher training last?
GMS Z Med Ausbild 30: Doc37, 2013.

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

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 Med 11: 61, 2013.

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, 2013.

Raupach T, Vogel D, Schiekirka S, Keijsers C, ten Cate O, Harendza S.
Increase in medical knowledge during the final year of undergraduate medical education in Germany.
GMS Z Med Ausbild 30: Doc33, 2013.

Wijnen-Meijer M, van der Schaaf M, Booij E, Harendza S, Boscardin C, van Wijngaarden J, ten Cate ThJ.
An argument-based approach to the validation of UHTRUST: Can we measure how recent graduates can be trusted with unfamiliar tasks?
Adv Health Sci Educ Theory Pract 18: 301-307, 2013.

Wijnen-Meijer M, ten Cate O, van der Schaaf M, Harendza S.
Graduates from vertically integrated curricula.
Clin Teach 10(3): 155-159, 2013.

Wijnen-Meijer M, van der Schaaf M, Nillesen K, Harendza S, ten Cate O.
Essential facets of competence that enable trust in medical graduates: A ranking study among physician educators in two countries.
Perspect Med Educ 2: 290-297, 2013.

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.
J Grad Med Educ 5: 46-53, 2013.

2012

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

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

Kuhnigk O, Tiller DK, Harendza S, Hampe W.
Homepages of German medical faculties – an overview.
GMS Z Med Ausbild 29: Doc59, 2012.

2011

Anders S, Fischer-Bruegge 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: 87-90, 2011.

Kuhnigk O, Weidtmann K, Anders S, Hüneke B, Santer R, Harendza S.
Lectures based on cardinal symptoms in undergraduate medicine – effects of evaluation-based interventions on teaching large groups.
GMS Z Med Ausbild 28: Doc15, 2011.

2010

Kuhnigk O, Böthern AM, Reimer J, Schäfer I, Biegler A, Jüptner M, Gelderblom M, Harendza S.
Benefits and pitfalls of scientific research during undergraduate medical education.
GMS Z Med. Ausbild 27: Doc27, 2010.

Kuhnigk O, Reissner V, Böthern AM, Biegler A, Jüptner M, Schäfer I, Harendza S.
Criteria for successful completion of medical dissertations – A multicentre study.
GMS Z Med Ausbild 27: Doc45, 2010.

Raupach T, Hanneforth N, Anders S, Pukrop T, ten Cate O, Harendza S.
Impact of teaching and assessment format on electrocardiogram interpretation skills.
Med Educ 44: 731-740, 2010.

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: 349-356, 2010.

2009

Harendza S, Guse AH.
Medical education in a bachelors and masters system.
Bundesgesundheitsbl 52: 929-932, 2009.

Kuhnigk O, Hofmann M, Böthern AM, Haufs C, Bullinger M, Harendza S.
Influence of educational programs on attitudes of medical students towards psychiatry - Effects of psychiatric experience, gender and personality dimensions”
Med Teach 31(7): e303-10, 2009.

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, 2009.

2008

Hampe W, Klusmann D, Buhk H, Münch-Harrach D, Harendza S.
Reduzierbarkeit der Abbrecherquote im Humanmedizinstudium durch das Hamburger Auswahlverfahren für Medizinische Studiengänge - Naturwissenschaftsteil (HAM-Nat).
GMS Z Med Ausbild; 25: 1-11, 2008.

2007

Kuhnigk O, Boethern AM, Schoder V, Bullinger M, Harendza S
Evidence based medicine in medical education: a three week course on the basis of problem based learning.
GMS Z Med Ausbild 24(4): Doc 187, 2007.

Stalmeijer RE, Gijselaers WH, Wolfhagen HAP, Harendza S, Scherpbier AJJA.
How interdisciplinary teams can create multidisciplinary education: On the interplay between team processes and educational quality.
Med Educ 41: 1059-1066, 2007.

Weidtmann K, Harendza S, Dietsche S, Guse AH, Middendorff R, Schultz JH, Mihalasche I, Frost M, Kuhnigk O.
Konzept und studentische Evaluation der Integrierten Seminare im Studienabschnitt “Medizin 1” der Medizinischen Faukltät der Universität Hamburg.
GMS Z Med Ausbild 24(2): Doc 105, 2007.

2006

Gijselaers WH, Harendza S.
Dynamics of planned change: when participants talk back.
In: Bromage A, Hunt L, Tomkinson B (Hrsg): Realities of Educational Change. Interventions to Promote Learning and Teaching in Higher Education.
Routledge Falmer, 101-114, 2006

Harendza S, Block A, Erbersdobler A, Köster R, Laack E, Rau T, Weidtmann K, Wenzel U, Neuber K.
Das Fach „Innere Medizin“ nach neuer Approbationsordnung im Hamburger Konzept des klinischen Curriculums (KliniCuM).
GMS Z Med Ausbild 23: Doc 06, 2006.

Harendza S.
Kein Patentrezept – E-Learning im Medizinstudium.
Forschung und Lehre 13, 375: 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 am Fachbereich Medizin der Universität Hamburg.
GMS Z Med Ausbild 23(2): Doc36, 2006.

Neuber K, Weidtmann K, Coors E, Harendza S.
The new German educational law for medical schools: the Hamburg concept in dermatology and venereology.
JDDG 4(3): 198-204, 2006.

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 RAK.
KliniCuM: Das neue klinische Curriculum am UKE.
Hamburger Ärzteblatt 6: 298 – 299, 2004.