107 Aus- und Weiterbildung in ärztlicher Gesprächsführung Ärztekammer Nordrhein Cantillon P., Sargeant J.: Giving feedback in clinical settings. BMJ. 2008; 337: a1961. Härtl A, Bachmann C, Blum K, Höfer S, Peters T, Preusche I, Raski B, Rüttermann S, Wagner-Menghin M, Wünsch A, Kiessling C, GMAAusschuss Kommunikative und Soziale Kompetenzen. Desire and reality – teaching and assessing communicative competencies in undergraduate medical education in German-speaking Europe – a survey. GMS Z Med Ausbild. 2015;32(5):Doc56. Hargie O. Skill in theory: Communication as skilled performance. In: Hargie O, Ed. The handbook of communication skills. London: Routledge; 2006. Kern DE, Thomas PA, Hughes MT. Curriculum Development for Medical Education: A Six-Step Approach. Johns Hopkins University Press; 2. Edition (2009) Kiessling C, Dieterich A, Fabry G, Hölzer H, Langewitz W, Mühlinghaus I, Pruskil S, Scheffer S, Schubert S.: Basler Consensus Statement Kommunikative und soziale Kompetenzen im Medizinstudium: Ein Positionspapier des GMA-Ausschusses Kommunikative und soziale Kompetenzen. GMS Z Med Ausbild. 2008;25(2)Doc83. Kiessling C, Fabry G. What is communicative competence and how can it be acquired? GMS J Med Educ. 2021;38(3):Doc49 Kjeldmand D, Holmström I. Balint groups as a means to increase job satisfaction and prevent burnout among general practitioners. Ann Fam Med. 2008;6(2):138–45. Kogan J. R.., Holmboe E. S., Hauer K. E.: Tools for direct observation and assessment of clinical skills of medical trainees: a systematic review. JAMA. 2009; 302(12): 1316–26. Lane C., Rollnick S.: The use of simulated patients and role-play in communication skills training: a review of the literature to August 2005. Patient Educ Couns. 2007; 67(1–2): 13–20. Langewitz W.: Zur Erlernbarkeit der Arzt-Patienten-Kommunikation in der Medizinischen Ausbildung. Bundesgesundheitsblatt. 2012; 55: 1176–82. Norcini J, Burch V. Workplace-based assessment as an educational tool: AMEE Guide No. 31. Med Teach 2007; 29: 855–71. Participants in the Bayer-Fetzer conference on physician–patient communication in medical education. Essential elements of communication in medical encounters: the Kalamazoo consensus statement. Acad Med 2001;76:390–3. Ramani S, Könings KD, Ginsburg S, van der Vleuten CP. Feedback Redefined: Principles and Practice. J Gen Intern Med. 2019; 34(5): 744–749. Ramani S, Krackov SK. Twelve tips for giving feedback effectively in the clinical environment. Med Teach. 2012;3 4(10): 787–91. doi: 10.3109/0142159X.2012.684916. Epub 2012 Jun 25. PMID: 22730899. Simpson M, Buchman R, Stewart M, Maguire P, Lipkin M, Novack D, et al. Doctor-patient communication: the Toronto consensus statement. Brit Med J 1991; 303: 1385–7. Tripodi N, Feehan J, Wospil R, Vaughan B. Twelve tips for developing feedback literacy in health professions learners. Med Teach. 2021; 43(8): 960–965. Uygur J, Stuart E, De Paor M, Wallace E, Duffy S, O'Shea M, Smith S, Pawlikowska T. A Best Evidence in Medical Education systematic review to determine the most effective teaching methods that develop reflection in medical students: BEME Guide No. 51. Med Teach. 2019 Jan; 41(1):3–16. Von Fragstein M, Silverman S, Cushing A, Quilligan S, Salisbury H, Wiskin C; UK Council for Clinical Communication Skills Teaching in Undergraduate Medical Education. UK consensus statement on the content of communication curricula in undergraduate medical education. Med Educ. 2008; 4(11): 1100–1107. Wald HS, Reis SP. Beyond the Margins: Reflective Writing and Development of Reflective Capacity in Medical Education. J Gen Internal Med 2010; 25: 746–749. Wear D, Zarconi J, Garden R, Jones T. Reflection in/and writing: pedagogy and practice in medical education. Acad Med. 2012;87(5):603-9. Weinert F E.: Vergleichende Leistungsmessung in Schulen – eine umstrittene Selbstverständlichkeit. In: Weinert FE, Hrsg. Leistungsmessungen in Schulen. Weinheim & Basel: Beltz; 2001. p. 17–31.
RkJQdWJsaXNoZXIy MjMxMzg=