Bußenius, L., Harendza, S., van den Bussche, H., & Selch, S. (2022) Final-year medical
stu-dents’ self-assessment of facets of competence for beginning residents. BMC Med
Educ. [in print ].
Amelung, D., Zegota, S., Espe, L. , Wittenberg, T. , Raupach, T. , Kadmon, M. Considering
vocational training as selection criterion for medical students: Evidence for predictive
validity. Submitted to: Advances in Health Sciences Education.
Levacher, J., Koch, M., Hissbach, J., Spinath, F.M., Becker, M. (2021) You Can Play the Game Without Knowing the Rules - But You're Better Off Knowing Them. The Influence of Rule Knowledge on Figural Matrices Tests. European Journal of Psychological Assessment, 0, pp. 1-9.
Mielke, I., Breil, S. M., Amelung, D., Espe, L., & Knorr, M. Assessing Distinguishable
Social Skills in Medical Admission-Does Construct-Driven Development Solve Validity
Issues of Situational Judgment Tests? Submitted to: BMC Medical Education.
Breil, S. M., Forthmann, B., Hertel-Waszak, A., Ahrens, H., Brouwer, B., Schönefeld, E.,
Marschall, B., & Back, M. D. (2020). Construct validity of multiple mini interviews –
Investigating the role of stations, skills, and raters using Bayesian G-theory. Medical
Teacher, 42(2), 164–171.
Breil, S. M., Lievens, F., Forthmann, B., & Back, M. D. (2021). A closer look at
interpersonal behavior in assessment center role-play exercises – Investigating the
behavioral structure, consistency, and effectiveness [Manuscript submitted for
publication].
Breil, S. M., Amelung, D., Oberst, S., Rollinger, T., Ahrens, H., Garbe, A., Kadmon, M.,
Marschall, B., Back, M. D., & Peters, H. (2021). Physicians’ social skills –
conceptualization, taxonomy, and behavioral assessment. [Manuscript submitted for
publication].
Bußenius, L. & Harendza, S. (2021). Are different medical school admission tests
associated with the outcomes of a simulation-based OSCE? BMC Med Educ. 21:263.
Garbe, A., Holzhausen, Y., Oberst, S., Breil, S., Selch, S. & Peters, H. (2021).
Relationship of the Big 5 personality dimensions to the experienced supervision levels of
EPAs of medical students in final year clerkship. [Manuscript in prep].
Groene, O. R., Bergelt, C., & Ehrhardt, M. (2021). How good are medical students at
communicating risk? An implementation study at three German medical schools. Patient
Educ. Couns. 105(1): 128-135. doi: 10.1016/j.pec.2021.05.019.
Groene, O. R., Ehrhardt, M., & Bergelt, C. (2021). Attitude and communication skills of
German medical students. BMC Res Notes [Manuscript submitted for publication].
Groene, O. R., Mielke, I., Knorr, M., Ehrhardt, M., & Bergelt, C. (2021). Associations
between communication OSCE performance and admission interviews in medical
education. Patient Educ Couns. [Manuscript submitted for publication].
Oberst, S., Garbe, A., Rollinger, T., Peters, H., Sehy, V., Langenbeck, S., & Holzhausen,
Y. (2021). Assessor’s Views on Entrustment Rating Scales in Objective Structured
Clinical Examinations. [Manuscript in prep].
Selch, S., Boczor, S., Meyer, J., Kocalevent, R., Scherer, M., & van den Bussche, H.
(2021). Eine Abstimmung mit den Füßen gegen die Spezialisierung in der Inneren
Medizin? – Zur Attraktivität der internistischen Fachrichtungen im Verlauf der ärztlichen
Weiterbildung. Gesundheitswesen 83(10): 854-859. doi: 10.1055/a-1138-0663
Selch, S., Pfisterer-Heise, S., Hampe, W., & van den Bussche, H. (2021). On the
attractiveness of working as a GP and rural doctor including admission pathways to
medical school – results of a German nationwide online survey among medical students
in their “Practical Year”. GMS J Med Educ. 38(6): Doc102. doi: 10.3205/zma001498
2020
Julia Gärtner, Lisa Bußenius, Sarah Prediger , Danie Vogel, Sigrid Harendza
Need for cognitive closure, tolerance for ambiguity, and perfectionism in medical school applicants
BMC Med Educ. 2020 Apr 28;20(1):132.
S. M. Breil, B. Forthmann, A. Hertel-Waszak, A. Ahrens, B. Brouwer, E. Schönefeld, B. Marschall, M. D. Back (2020) Construct validity of multiple mini interviews – Investigating the role of stations, skills, and raters using Bayesian G-theory. Medical Teacher. 42:2 164-171
2019
Lisa Bußenius, Sigrid Harendza
The relationship between perfectionism and symptoms of depression in medical school applicants
BMC Med Educ. 2019 Oct 15;19(1):370.
H. Meyer, S. Zimmermann, J. Hissbach, D. Klusmann, W. Hampe (2019) Selection and
Academic Success of Medical Students in Hamburg, Germany. BMC Med. Educ. 19:23
W. Hampe, M. Kadmon (2019) Who is allowed to study medicine? - regulations and evidence.
GMS J Med Educ. 36:Doc10
M. Knorr, H. Meyer, S. Sehner, W. Hampe, S. Zimmermann (2019) Exploring sociodemographic
subgroup differences in multiple mini-interview (MMI) performance based on MMI station
type and the implications for the predictive fairness of the Hamburg MMI; BMC Med. Educ.
19:243
2018
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
W. Hampe, M. Kadmon, P.J. Chabiera, L. Salhöfer (2018) Numerus clausus – Quo vadis.
Dtsch. Arztebl. 115: A378-A379
M. Knorr, A. Schwibbe, M. Ehrhardt, J. Lackamp, S. Zimmermann, W. Hampe (2018) Validity
evidence of the Hamburg Multiple Mini-Interview. BMC Med. Educ. 18:106
S. Zimmermann, D. Klusmann, W. Hampe (2018) Adjusting school-leaving grades for student
selection; Zeitschrift für Hochschulentwicklung 13: 179-197
F. Patterson, C. Roberts, M. Hanson, W. Hampe, G. Ponnamperuma, K. Eva, M. Magzoub, A.
Tekian, J. Cleland (2018) 2018 Ottawa Consensus Statement: Selection and Recruitment in
the Healthcare Professions. Med. teacher 40:11 1091-1101
P. Moll-Khosrawi, A. Kamphausen, W. Hampe, L. Schulte-Uentrop, S. Zimmermann, J.C.
Kubitz (2018) Anaesthesiology students' Non-Technical skills: development and evaluation
of a behavioural marker system for students (AS-NTS).; BMC Med. Educ. 19:205
2017
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.
W. Hampe, J. Hissbach, M. Kadmon (2017) Medizinstudium: Sozial kompetente Bewerber.
Dtsch. Arztebl. 114: A1478-A1479
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
2016
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
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
J. Heidmann, A. Schwibbe, M. Kadmon, W. Hampe (2016) Warten aufs Medizinstudium – Sieben
lange Jahre. Deutsches Ärzteblatt 113: A1636-A1637
2015
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
2014
J. Hissbach, S. Sehner, S. Harendza, W. Hampe (2014) 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
C. Kothe, J. Hissbach, W. Hampe (2014) Prediction of performance in preclinical
laboratory courses – the return of wire bending for admission of dental students in
Germany. GMS Z. Med. Ausbild. 31:Doc22
2013
C. Kothe, J. Hissbach, W. Hampe (2013) The Hamburg Selection Procedure for Dental
Students - Introduction of the HAM-Nat as subject-specific test for study aptitude. GMS
Z. Med. Ausbild. 30, Doc46
2012
C. Kothe, H. Korbmacher, J. Hissbach, D. Ithaler, B. Kahl-Nieke, G. Reibnegger, W. Hampe
(2012) Welche Fähigkeiten brauchen Zahnmedizinstudierende? Auswahltests in Hamburg und
Graz. Dtsch. Zahnärztl. Z. 67, 254-259
W. Hampe, J. Hissbach, O. Thews, G. Werner (2012) Losen statt Warten – Wie die Wartezeit
von Bewerbern auf Medizinstudienplätze verkürzt werden könnte. Forschung und Lehre 19,
480-481
J. Hissbach, L. Feddersen, S. Sehner, W. Hampe (2012) Suitability of the HAM-Nat test
and TMS module „basic medical-scientific unterstanding“ for medical school selection.
GMS Z. Med. Ausbild. 29, Doc72
2011
J. Hissbach, W. Hampe (2011) Studienbewerberauswahl – Probates Mittel gegen den
Ärztemangel? Arzt und Krankenhaus 2: 42-44
J. Hissbach, D. Klusmann, W. Hampe (2011) Reliability of a science admission test
(HAM-Nat) at Hamburg medical school. GMS Z. Med. Ausbild. 28, Doc44
J.C. Hissbach, D. Klusmann, W. Hampe (2011) Dimensionality and predictive validity of
the HAM-Nat, a test of natural sciences for medical school admission. BMC Med Educ. 11,
83
2010
W. Hampe, J. Hissbach (2010) Auswahlverfahren für das Medizinstudium: Kein Ersatz für
die Abiturnote Dtsch. Arztebl. 107(26): A-1298-1299
2009
W. Hampe, J. Hissbach, M. Kadmon, G. Kadmon, D. Klusmann, P. Scheutzel (2009) Who will
be a good physician? Admission procedures for medical and dental students.
Bundesgesundheitsbl. 52, 821-830
2008
W. Hampe, D. Klusmann, H. Buhk, D. Münch-Harrach, Sigrid Harendza (2008) Possible
reduction of the medical school dropout number by the Hamburg Assessment test for
Medicine - part Natural sciences (HAM-Nat). GMS Z. Med. Ausbild. 25, 1-11