1. 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 ].
  2. 2021

  3. Abschlussbericht 2021
  4. 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.
  5. 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.
  6. 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.
  7. Breil, S. M., Forthmann, B., & Back, M. D. (2021). Measuring distinct social skills via multiple speed assessments – A behavior-focused personnel selection approach. European Journal of Psychological Assessment. Advance online publication.
  8. 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.
  9. 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].
  10. 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].
  11. 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.
  12. 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].
  13. 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.
  14. Groene, O. R., Ehrhardt, M., & Bergelt, C. (2021). Attitude and communication skills of German medical students. BMC Res Notes [Manuscript submitted for publication].
  15. 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].
  16. 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].
  17. 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
  18. 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
  19. 2020

  20. 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.
  21. 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
  22. 2019

  23. 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.
  24. 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
  25. W. Hampe, M. Kadmon (2019) Who is allowed to study medicine? - regulations and evidence. GMS J Med Educ. 36:Doc10
  26. 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
  27. 2018

  28. 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
  29. W. Hampe, M. Kadmon, P.J. Chabiera, L. Salhöfer (2018) Numerus clausus – Quo vadis. Dtsch. Arztebl. 115: A378-A379
  30. 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
  31. S. Zimmermann, D. Klusmann, W. Hampe (2018) Adjusting school-leaving grades for student selection; Zeitschrift für Hochschulentwicklung 13: 179-197
  32. 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
  33. 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
  34. 2017

  35. 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.
  36. W. Hampe, J. Hissbach, M. Kadmon (2017) Medizinstudium: Sozial kompetente Bewerber. Dtsch. Arztebl. 114: A1478-A1479
  37. 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
  38. 2016

  39. 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
  40. 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
  41. J. Heidmann, A. Schwibbe, M. Kadmon, W. Hampe (2016) Warten aufs Medizinstudium – Sieben lange Jahre. Deutsches Ärzteblatt 113: A1636-A1637
  42. 2015

  43. 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
  44. 2014

  45. 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
  46. 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
  47. 2013

  48. 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
  49. 2012

  50. 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
  51. 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
  52. 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
  53. 2011

  54. J. Hissbach, W. Hampe (2011) Studienbewerberauswahl – Probates Mittel gegen den Ärztemangel? Arzt und Krankenhaus 2: 42-44
  55. 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
  56. 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
  57. 2010

  58. W. Hampe, J. Hissbach (2010) Auswahlverfahren für das Medizinstudium: Kein Ersatz für die Abiturnote Dtsch. Arztebl. 107(26): A-1298-1299
  59. 2009

  60. 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
  61. 2008

  62. 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