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BMC Research Notes|January 17, 2013
Improving knowledge and changing behavior towards guideline based decisions in diabetes care: a controlled intervention study of a team-based learning approach for continuous professional development of physiciansLisa Kühne-Eversmann, Martin R Fischer
The Journal of Continuing Education in the Health Professions|August 21, 2008
Team- and case-based learning to activate participants and enhance knowledge: an evaluation of seminars in GermanyLisa Kühne-Eversmann, Thomas Eversmann, Martin R Fischer
Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen|April 19, 2017
[Is the formal quality of multiple choice questions used for continuing medical education influenced by guidelines for authors provided by the publishing houses?]Sabine Drossard, Daniel Bauer, Martin Fischer, et al.
Medical Education|September 19, 2015
Enhancing diagnostic competence with self-explanation prompts and adaptable feedbackNicole Heitzmann, Frank Fischer, Lisa Kühne-Eversmann, et al.
Medizinische Klinik (Munich, Germany : 1983)|December 14, 2007
[CME activities of medical journals: quality of multiple-choice questions as evaluation tool. Using the example of the German medical journals Deutsches Arzteblatt, Deutsche Medizinische Wochenschrift, and Der Internist]Lisa Kühne-Eversmann, Claudia Nussbaum, Martin Reincke, et al.
Medical Education|November 26, 2009
Do worked examples foster medical students' diagnostic knowledge of hyperthyroidism?Veronika Kopp, Robin Stark, Lisa Kühne-Eversmann, et al.
GMS Journal for Medical Education|March 10, 2016
The Learning Objective Catalogue for Patient Safety in Undergraduate Medical Education--A Position Statement of the Committee for Patient Safety and Error Management of the German Association for Medical EducationJan Kiesewetter, Johanna Gutmann, Sabine Drossard, et al.
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