Straßer P, Nikendei C, Bugaj TJ, Kühl M, Kühl SJ (2022) Enviromental issues hidden in medical education: What are the effects on students´ enviromental awareness and kownledge? Z. Evid. Fortbild. Qual. Gesundh. wesen, Schwerpunktreihe "Planetary Health", in press

Dahmen L, Schneider A, Keis O, Straßer P, Kühl M, Kühl SJ (2022) From the inverted classroom to the online lecture hall: effects on students` satisfaction and exam results, Biochem. Mol. Biol. Educ., accepted

Griegel S, Kühl M, Schneider A, Kühl SJ (2022) Basics zur medizinische Dissertation: Analyse eines Kursangebots für Promovierende der Medizin, GMS J. Med. Educ. 39:Doc26

Schneider A, Kühl M, Kühl SJ (2019) Longitudinal curriculum development: gradual optimizing of a biochemistry seminar, GMS J. Med. Educ., in press

Schneider A, Kühl M, Kühl SJ (2019) Utilizing research findings in medical education: The testing effect within a flipped/inverted biochemistry classroom, Med. Teacher, 41:1245-51

Kühl SJ, Schneider A, Kestler HA, Toberer M, Kühl M, Fischer MR (2019) Investigating the self-study phase of an inverted biochemistry classroom - collaborative dyadic learning makes the difference, BMC Med. Educ., 28;19(1):64

Kühl SJ, Toberer M, Keis O, Tolks D, Fischer MR, Kühl M (2017) Concept and benefits of the Inverted Classroom method for a competency-based biochemistry course in the pre-clinical stage of a human medicine course of studies, GMS J. Med. Educ. 34