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Kämmer, Juliane E; Hautz, Wolf E; Krummrey, Gert; Sauter, Thomas C; Penders, Dorothea; Birrenbach, Tanja; Bienefeld, Nadine (2024). Effects of interacting with a large language model compared with a human coach on the clinical diagnostic process and outcomes among fourth-year medical students: study protocol for a prospective, randomised experiment using patient vignettes. BMJ open, 14(7) BMJ Publishing Group 10.1136/bmjopen-2024-087469
Olson, Andrew; Kämmer, Juliane E; Taher, Ahmed; Johnston, Robert; Yang, Qian; Mondoux, Shawn; Monteiro, Sandra (2024). The inseparability of context and clinical reasoning. Journal of evaluation in clinical practice, 30(4), pp. 533-538. Wiley-Blackwell 10.1111/jep.13969
Appelhaus, Stefan; Werner, Susanne; Grosse, Pascal; Kämmer, Juliane E (2023). Feedback, fairness, and validity: effects of disclosing and reusing multiple-choice questions in medical schools. Medical Education Online, 28(1), p. 2143298. Taylor & Francis 10.1080/10872981.2022.2143298
Kämmer, Juliane E.; Hautz, Wolf E.; März, Maren (2020). Self‐monitoring accuracy does not increase throughout undergraduate medical education. Medical education, 54(4), pp. 320-327. Wiley 10.1111/medu.14057
Hautz, Wolf E; Sauter, Thomas C; Hautz, Stephanie C; Kämmer, Juliane E; Schauber, Stefan K; Birrenbach, Tanja; Exadaktylos, Aristomenis K; Stock, Stephanie; Müller, Martin (2020). What determines diagnostic resource consumption in emergency medicine: patients, physicians or context? Emergency medicine journal, 37(9), pp. 546-551. BMJ Publishing Group 10.1136/emermed-2019-209022
Hautz, Wolf E.; Hautz, Stefanie C.; Kämmer, Juliane E. (2020). Whether two heads are better than one is the wrong question (though sometimes they are). Advances in health sciences education, 25(4), pp. 905-911. Springer 10.1007/s10459-020-09956-z
