Matthias Holzer

1994- Ludwig Maximilian University Munich, Munich, BY, Germany 
"Matthias Holzer"
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Kesternich I, Schumacher H, Winter J, et al. (2017) Reply to the letter to the editor by J. Hissbach, S. Zimmermann & W. Hampe. Gms Journal For Medical Education. 34: Doc15
Kesternich I, Schumacher H, Winter J, et al. (2017) Student characteristics, professional preferences, and admission to medical school. Gms Journal For Medical Education. 34: Doc5
Kiesewetter J, Ebersbach R, Tsalas N, et al. (2016) Knowledge is not enough to solve the problems - The role of diagnostic knowledge in clinical reasoning activities. Bmc Medical Education. 16: 303
Kiesewetter J, Gluza M, Holzer M, et al. (2015) Towards a measurement of internalization of collaboration scripts in the medical context - results of a pilot study. Gms Zeitschrift FüR Medizinische Ausbildung. 32: Doc32
Lyon HC, Holzer M, Reincke M, et al. (2014) Improvements in teaching behavior at two German medical schools resulting from a modified Flanders interaction analysis feedback intervention process. Medical Teacher. 36: 903-11
Kiesewetter J, Ebersbach R, Görlitz A, et al. (2013) Cognitive problem solving patterns of medical students correlate with success in diagnostic case solutions. Plos One. 8: e71486
Schmidmaier R, Eiber S, Ebersbach R, et al. (2013) Learning the facts in medical school is not enough: which factors predict successful application of procedural knowledge in a laboratory setting? Bmc Medical Education. 13: 28
Boeder N, Holzer M, Schelling J. (2012) Realisation of the guidelines for faculty-internal exams at the Department of General Medicine at the University of Munich: Pushing medical exams one step ahead with IMSm. Gms Zeitschrift FüR Medizinische Ausbildung. 29: Doc42
Schmidmaier R, Ebersbach R, Schiller M, et al. (2011) Using electronic flashcards to promote learning in medical students: retesting versus restudying. Medical Education. 45: 1101-10
Mueller S, Weichert N, Stoecklein V, et al. (2011) Evaluation of effectiveness of instruction and study habits in two consecutive clinical semesters of the medical curriculum Munich (MeCuM) reveals the need for more time for self study and higher frequency of assessment. Bmc Medical Education. 11: 62
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