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Publications

2026・ 2025・ 2024

2026

Rother, J. F., Nissen, L., Laupichler, M. C., Raupach, T., & Sommer, N. (2026). Enhancing clinical reasoning in surgical education: A randomized crossover trial on AI-generated individual feedback for key feature question-based online assignments. Journal


Linde, P., Fichter, F., Dietlein, M., Sudbrock, F., Afshar, K., Dapper, H., ... & Laupichler, M. C. (2026). Psychometric properties and detectability of GPT-4o–generated multiple-choice questions compared with human-authored items across imaging specialti

2025

Heinrich, F., Rimkus-Ebeling, F., Dietz, E., Raupach, T., Ondruschka, B., & Anders-Lohner, S. (2025). An assessment of the Henssge method for forensic death time estimation in the early post-mortem interval. International journal of legal medicine, 139(1)


Kaba, H. E., Misailovski, M., Brähler, J., Garcia, J. A. B., Artelt, T., Raupach, T., & Scheithauer, S. (2025). Innovative teaching in infection prevention and control and infectious diseases education: testing and investigation of student perceptions. In


Laupichler, M. C., Aster, A., Soyubey, L., Masala, G., Winkelhorst, G., Remmert, R., ... & Peters, A. (2025). Influence of active production versus passive consumption of podcasts on medical students' learning outcomes. The Clinical Teacher, 22(1), e70029


Nissen, L., Rother, J. F., Heinemann, M., Reimer, L. M., Jonas, S., & Raupach, T. (2025). A randomised cross-over trial assessing the impact of AI-generated individual feedback on written online assignments for medical students. Medical Teacher, 47(9), 15


Aster, A., Laupichler, M. C., Rockwell-Kollmann, T., Masala, G., Bala, E., & Raupach, T. (2025). ChatGPT and other large language models in medical education—scoping literature review. Medical Science Educator, 35(1), 555-567.


Aster, A., Lotz, A., Laupichler, M. C., & Raupach, T. (2025). Impact of providing a customized guideline on virtual medical history taking in two serious games for medical education. Medical Education Online, 30(1), 2527175.


Aster, A., Lotz, A., & Raupach, T. (2025). Theoretical background of the game design element “chatbot” in serious games for medical education. Advances in Simulation, 10(1), 10.


Ragaller, S. V., Rother, J. F., Aster, A., & Raupach, T. (2025). Study habits in medical education: examining how German medical students study using a cross-sectional mixed-methods survey. Medical Science Educator, 35(3), 1441-1449.


Laupichler, M. C., Knoth, N., Schleiss, J., & Raupach, T. (2025). Algorithm aversion revisited: The role of AI literacy and attitudes towards AI in shaping perceptions of AI‐generated texts. British Journal of Educational Technology.


Aster, A., Ragaller, S. V., Raupach, T., & Marx, A. (2025). ChatGPT as a virtual patient: written empathic expressions during medical history taking. Medical science educator, 35(3), 1513-1522.


Rother, J. F., Aster, A., & Raupach, T. (2025). Career Aspirations of Medical Students in Germany: the Impact of Gender and Type of Curriculum. Medical Science Educator, 1-7.


Rahm, A. K., Raupach, T., Betz, K., Ullrich, N. D., Herrmann, H., Duncker, D., ... & Meder, B. (2025). Digitalisierung in der Aus- und Weiterbildung–DGK-Positionspapier. Die Kardiologie, 1-13.

2024

Laupichler, M. C., Rother, J. F., Grunwald Kadow, I. C., Ahmadi, S., & Raupach, T. (2024). Large language models in medical education: comparing ChatGPT-to human-generated exam questions. Academic Medicine, 99(5), 508-512.


Laupichler, M. C., Tavakoli, A. A., Raupach, T., & Paech, D. (2024). Future Skills–KI-Kompetenzen für Radiolog* innen. Die Radiologie, 64(4), 316-320.


Stasik, I., Feltgen, N., Plange, N., Holz, F. G., & Raupach, T. (2024). DOG-EyeTeacher: a response by the Teaching Association to the medical study restructuring. Die Ophthalmologie, 121(9), 737-745.


Laupichler, M. C., Aster, A., Meyerheim, M., Raupach, T., & Mergen, M. (2024). Medical students’ AI literacy and attitudes towards AI: a cross-sectional two-center study using pre-validated assessment instruments. BMC Medical Education, 24(1), 401.


Rother, J. F., Seer, M., Stegt, S., & Raupach, T. (2024). Explicit motives and personality characteristics in first year medical students: a multicentre quantitative study using McClellands motive disposition theory. BMC medical education, 24(1), 755.


Aster, A., Hütt, C., Morton, C., Flitton, M., Laupichler, M. C., & Raupach, T. (2024). Development and evaluation of an emergency department serious game for undergraduate medical students. BMC Medical Education, 24(1), 1061.


Aster, A., Laupichler, M. C., Zimmer, S., & Raupach, T. (2024). Game design elements of serious games in the education of medical and healthcare professions: a mixed-methods systematic review of underlying theories and teaching effectiveness. Advances in


Haverkamp, N., Barth, J., Schmidt, D., Dahmen, U., Keis, O., & Raupach, T. (2024). Position statement of the GMA committee “teaching evaluation”. GMS Journal for Medical Education, 41(2), Doc19.


Knoth, N., Decker, M., Laupichler, M. C., Pinski, M., Buchholtz, N., Bata, K., & Schultz, B. (2024). Developing a holistic AI literacy assessment matrix–Bridging generic, domain-specific, and ethical competencies. Computers and Education Open, 6, 100177.

 
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