Schneider A, Messerer DAC, Kühn V, Horneffer A, Bugaj TJ, Nikendei C, Kühl M, Kühl SJ (2022) Randomised controlled monocentric trial to compare the impact of using professional actors or peers for communication training in a competency-based inverted biochemistry classroom in preclinical medical education, BMJ Open, 12:e050823
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