21. Grazer Konferenz, 2017

Medical Faculty of the University of Szeged, Hungary

20. April - 22. April 2017


Leitung Márta Széll
Karl Kremser, Wien
Mattäus Grasl, Wien

Wie zitieren:

Der gesamte Konferenzband kann hier heruntergeladen werden.
Die Druckausgabe zitieren:


Titel: 21.  Grazer Konferenz
Untertitel: Motivating Feedback
for satisfied students and teachers
Herausgeber: Herbert Plass
Seitennummer dem Artikel entnehmen
Verlag: Eigenverlag
ISBN: 978-3-200-05080-8


  1. Welcome Adress 1
    Ferenc Bari
  2. Welcome Adress 2
    Mihály Bodosi
  3. In honour of Katalin Barabas
    Ferenc Bari, Oguz Kelemen



  1. Meaningful feedback for improvement towards unsupervised practice
    Providing and seeking feedback while in clinical workplace is a crucial step for
    reaching the entrustment level to work independently
    Chantal C.M.A. Duijn, Mira Mándoki
  2. Teaching evaluation and student feedback at King’s College London
    Tibor Hortobágyi
  3. How to give feedback in workplace-based assessment?
    Bianca Schuh
  4. Propaideutikos board game as an additional learning tool in practical skills peer
    teaching at Faculty of Medicine University of Maribor
    Nejc Pulko, Jure Hanželič, Urška Koštomaj, Luana Laura Luk,, Klara Masnik, Matic Mihevc, Tadej Petreski, Pia Zabavnik Piano, Tamara Serdinšek,
    Sebastjan Bevc
  5. Student driven programs in peer teaching for basic clinical skills
    Isabelle Richard, Olivier Brière, Johana Gaulupeau, Audrey Rousseau, Nicolas Lerolle
  6. Extracurricular clinical work
    Gyula Sáry, József Piffkó
  7. Challenges of Teaching and Learning Human Anatomy in the 21st Century
    Roland Weiczner
  8. Modified PEYTON‘s method in learning the basics in practical ORL-examination.
    Matthäus Grasl, Karl Kremser, Michael Hanisch
  9. Using feedback tools for motivation
    Karl Kremser, Herbert Plass

Vorträge und Diskussionen

  1. Clear and attainable learning outcomes are a prerequisite for teacher and student satisfaction
    Richard Marz
  2. How to motivate teachers and students for lifelong learning?
    Peter van Beukelen
  3. Motivating effects of mentoring and and student-driven educational projects
    Konstantinos Dimitriadis, Tanja Pander
  4. Challenges in implementing new assessment methods of students’ learning in the University of Medicine and Pharmacy of Tîrgu Mureș, Romania
    Angela Borda
  5. Emerging a multidisciplinary simulation center
    János Szederjesi, Cosmin Moldovan, Marius Petrisor, Leonard Azamfirei
  6. Hands-on (micro)surgical skills training: Great expectations and learning outcomes
    Andrea Szabó, Mihály Boros
  7. Using popular movies to motivate students in medical education
    Zalika Klemenc-Ketiš
  8. Entrustable professional activities – a link between pre- and postgraduate education
    Jan Breckwoldt
  9. How can we secure international experience for medical students? - Erasmus and beyond
    JKarin Frydenlund
  10. Do we need a common quality assurance in times of global cross-border health care
    Peter Dieter
  11. Round Table: International aspects of Erasmus exchange program and MD accreditation
    1. Tibor Bartha
    2. Angela Borda
    3. Peter Dieter
    4. Attila Farkas
    5. Ferenc Hajnal
    6. Monika Sobočan


  1. Practice of umbilical venous catheterization using a resource-efficient ‘blended’ training model
    Nariae Baik-Schneditz, Berndhard Schwaberger, Mirjam Pocivalnik, Berndt Urles-berger, Lukas P. Mileder
  2. An integrated approach for education/training in Veterinary Public Health (VPH) by the Department of Veterinary Science, University of Turin (DVS_UNITO): the experiences of the “VPH mobile clinic” and the “VPH practical weeks”
    Daniele De Meneghi, Alessandra Rota, Chiara Sferra, Tiziana Civera, Patrizia Nebbia, Alberto Tarducci, Luca Rossi, Marco Gandini, Mario Marino, Giovanni Tedde, Mauro Moretta, Giovanni Re
  3. Workplace-based assessment tools for feedback and entrustment decisions in medical education: a systematic review
    Chantal C.M.A. Duijn, Emma J. van Dijk, Harold G.J. Bok, Mira Mandoki, Olle ten Cate
  4. Students’ Feedback as Quality Management Tool for Effective Teaching - Do Academic Teachers Take Advantage of It?
    Ingeborg Friehs, Barbara Friehs
  5. Changes in the knowledge level related to infectious diseases and antibiotic use among medical students during the basic and clinical modules of their education
    Márió Gajdács, Katalin Burián, Edit Hajdú, Andrea Szabó, Edit Paulik
  6. Evaluation of quality of telephone-cardiopulmonary resuscitation under contemporary Emergency medical dispatcher training in Graz – a pilot study
    Martin R. Grübler, Martin Horn, Marko A. Scherllin, Georg Richtig, Walter Spindelboeck, Nicolas D. Verheyen
  7. Simulated Patients Program at Medical University of Vienna: Assessment of roleplay and feedback in psychiatry
    Monika Himmelbauer, Eva Trappl, Irene Steiner, Anita Holzinger
  8. Experiences after the establishment of a blended learning teacher education program for new staff members at medical universities in Hungary
    Levente Kiss, Gábor Fritúz, Katalin Barabás
  9. The students’ view of video-assisted learning as an addition to peer teaching of clinical examinations
    Klara Masnik, Luana Laura Luk, Tadej Petreski, Nejc Pulko, Tamara Serdinšek, Sebastjan Bevc
  10. Smartphone based decision support systems in acid-base disturbances and diagnostic performance of medical students
    Christian Müllner, Marlene Pandis, Georg Richtig, Christian Trummer, Verena Schwetz, Nicolas Verheyen, Martin R. Grübler, Stefan Pilz
  11. Urinary System: An Integrated Teaching Approach
    Carmen Panaitescu, Carmen Pitic, Monica Cotarcă, Florina Bojin, Daniela Puşcaşiu, Carmen Tatu
  12. Using an audience response system with a communication backchannel to engage students in a large-scale dermatology class
    Philipp Pavelka, Philip Anner, Karl Kremser, Andrea Praschinger, Ismo Ripatti, Erwin Tschachler, Matthäus Grasl
  13. A case study of formative feedback significance in gaining specific skills towards a successful long-term medical career.
    Miruna Pepa, Valeria Tarlui, Carina Neagu, Anca Filip
  14. Teaching in Dentistry in Timisoara: Past Experience, Current Trends, and Challenge of the Future
    Ramona Amina Popovici, Laura Cristina Rusu, Virgil Rotaru
  15. Progress in knowledge on antimicrobial therapy from medical students to specialists
    Jürgen Prattes, Frederike Reischies, Ines Zollner-Schwetz
  16. Feedback for students, teachers, and faculty on the study program level: empowering stakeholders to enhance and maintain quality in competence-based higher education
    ngrid Preusche, Evelyn Bergsmann, Petra Winter
  17. An interactive seminar to develop grantsmanship
    Andreas Prokesch, Matthias Frühwirth
  18. The effect of repetitive practice of practical procedures on students’ perception of their skills and competences
    Nejc Pulko, Luana Laura Luk, Tamara Serdinšek, Sebastjan Bevc
  19. Youtube Videos in Medical Education at the Medical University Hospital Graz
    Frederike M.J. Reischies, Christina Wolfsberger, Emanuel Maitz, Jürgen Prattes, Susanne Eigl, Tobias Meikl, Raimud Winter, Gertraud Eylert, Alexandru Tuca, Christian Smolle
  20. Feedback quality, an important ingredient of the educational management recipe
    Virgil Rotaru, Monica Licker, Alexandra Enache, Marius Raica
  21. The “Notfallseminar” of the “Medizinercorps Graz”: Implementation of a specialised education programme in prehospital emergency medicine at the Medical University of Graz
    Bernhard Schwaberger, Anna-Sophie Eberl, Martin Horn, Gerhard Prause
  22. Long term diagnostic thinking outcomes with the usage of virtual patients
    Neja Turk, Monika Sobočan, Breda Pečovnik Balon
  23. Certified versus non-certified advanced life support training and self-assessed provider performance
    Nicolas Verheyen, Georg Richtig, Marlene Pandis, Christian Trummer, Verena Schwetz, Martin R. Grübler
  24. The first Full-Scale Care Process Simulation Training Course for the Management of Severe Burns
    Raimund Winter, Thomas Wegscheider, Frederike Marie Josefine Reischies, Alexandru-Cristian Tuca, Paul Wurzer, Lars-Peter Kamolz
  25. How does the students‘ self-directedness in learning evolve through the years of undergraduate medical education?
    Vanja Zamuda, Monika Sobočan, Erika Zelko