HCKH - PI Sigrid Harendza - Hamburg Center for Kidney Health

Center for Development and Assessment of Medical Competences

Sigrid Harendza

Sigrid Harendza

Mission Statement

“Teaching is touching the future”

— Sigrid Harendza, MD

Research

Our projects include teaching and assessment of competences in undergraduate and postgraduate medical education with a focus on simulation-based assessment and telemedicine. Based on scientific evidence gathered by our research projects we suggest didactic improvement or redesign of courses, e.g. for communicative and social skills. Our goal is to evaluate how medical education can be realized in the most sustainable way and adapted to the needs of society. This undergoes a constant process of quality control, where educational research makes an important contribution to teaching and assessment in medicine and eventually to patient safety.

> Educational research at the UKE

Sigrid Harendza, MD

Professor

III. Department of Medicine, University Medical Center Hamburg-Eppendorf (UKE)
Martinistr. 52
20246 Hamburg, Germany

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CV

Current Position

W3 Professor for Internal Medicine/Educational Research and Development

University Training

1984 - 1991

Study of medicine, University of Frankfurt/Main, Germany

Academic qualifications

2002 - 2003	Master of Medical Education, University of Bern, Switzerland
1993 - 1994	Postdoctoral Fellow, Department of Nephrology, University of San Francisco, USA

Selected awards and honors

2019- 2020	Hamburg Teaching Award 2018
2006	Ars legendi – Award for excellent academic teaching
1992	Carl Oelemann Award (Best doctoral thesis in the State of Hessen)

Selected publications

1.	Final-year medical students' self-assessment of facets of competence for beginning residents. Bußenius L, Harendza S, van den Bussche H, Selch S. BMC Med Educ. 2022 Feb 7;22(1):82.
2.	Frequency of medical students' language expressing implicit uncertainty in simulated handovers. Gärtner J, Prediger S, Berberat PO, Kadmon M, Harendza S. Int J Med Educ. 2022 Feb 25;13:28-34.
3.	Taking responsibility. Harendza S. GMS J Med Educ. 2022 Apr 14;39(2):Doc27.
4.	Intuitive concepts in internal medicine and their occurrence in undergraduate medical students in different semesters. Harendza S, Herzog C. GMS J Med Educ. 2022 Feb 15;39(1):Doc11.
5.	How does multisource feedback influence residency training? A qualitative case study. Hennel EK, Trachsel A, Subotic U, Lörwald AC, Harendza S, Huwendiek S. Med Educ. 2022 Jun;56(6):660-669.
6.	Effective methods to enhance medical students' cardioversion and transcutaneous cardiac pacing skills retention - a prospective controlled study. Kowalski C, Boulesteix AL, Harendza S. BMC Med Educ. 2022 Jun 1;22(1):417.
7.	Are different medical school admission tests associated with the outcomes of a simulation-based OSCE? Bußenius L, Harendza S. BMC Med Educ. 2021 May 7;21(1):263.
8.	Evaluating the Global Rating scale's psychometric properties to assess communication skills of undergraduate medical students in video-recorded simulated patient encounters. Bußenius L, Kadmon M, Berberat PO, Harendza S. Patient Educ Couns. 2022 Mar;105(3):750-755.
9.	Validation of the ComCare index for rater-based assessment of medical communication and interpersonal skills. Gärtner J, Bußenius L, Schick K, Prediger S, Kadmon M, Berberat PO, Harendza S. Patient Educ Couns. 2022 Apr;105(4):1004-1008.
10.	Development and pilot test of ComCare - a questionnaire for quick assessment of communicative and social competences in medical students after interviews with simulated patients. Gärtner J, Prediger S, Harendza S. GMS J Med Educ. 2021 Mar 15;38(3):Doc68.