Evidence map›Paper›PMID 41953162›Full record

ArticleGMS journal for medical education2026

Dealing with dilemmas in daily clinical practice: The development and evaluation of the seminar "suddenly, at the hospital" aimed at promoting professional identity formation in the final practical year of undergraduate medical education.

Kristina Schick, Verena Kantenwein, Moritz Schumm, Teresa Bertram, Marie-Christine Fritzsche, Nikolaos Sapoutzis, Christopher Holzmann-Littig, Marjo Wijnen-Meijer

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Article in GMS journal for medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

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0cells of the map it votes in
2citing papers in PubMed
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1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

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3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

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4 · The record

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PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Kristina SchickTUD Dresden University of Technology, Medical Faculty and University Hospital Carl Gustav Carus, Institute of Medical Education, Dresden, Germany.
Verena KantenweinTUM Medical Education Center, Department Clinical Medicine, TUM School of Medicine and Health, Technical University of Munich, Munich, Germany.
Moritz SchummTUM Medical Education Center, Department Clinical Medicine, TUM School of Medicine and Health, Technical University of Munich, Munich, Germany.
Teresa BertramTUM Medical Education Center, Department Clinical Medicine, TUM School of Medicine and Health, Technical University of Munich, Munich, Germany.
Marie-Christine FritzscheTUM School of Medicine and Health, Technical University of Munich, Institute of History and Ethics in Medicine, Munich, Germany.
Nikolaos SapoutzisTUD Dresden University of Technology, Medical Faculty and University Hospital Carl Gustav Carus, Institute of Medical Education, Dresden, Germany.
Christopher Holzmann-LittigTUM Medical Education Center, Department Clinical Medicine, TUM School of Medicine and Health, Technical University of Munich, Munich, Germany.
Marjo Wijnen-MeijerTUD Dresden University of Technology, Medical Faculty and University Hospital Carl Gustav Carus, Institute of Medical Education, Dresden, Germany.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Aim: In everyday clinical practice, (future) physicians are confronted with dilemmas for which there are no clear solutions and which cannot be solved using clinical knowledge alone. To prepare medical students for such situations and support their formation of a professional identity, we developed a seminar that didactically applies elements of case-based clinical reasoning and storification to situations and potential professional strategies (medical professionalism). Project description: An interdisciplinary working group generated 28 ideas for cases depicting clinical dilemmas. These case ideas were assigned to five categories: Patient, colleague, supervisor, relatives, and self. These case ideas were then presented to medical students. A course concept was developed for the case idea in each category that garnered the highest level of interest. To develop the seminar sessions, teaching strategies were selected which encouraged reflection and participation. The course evaluation was carried out using a questionnaire. Results: The five seminar topics dealt with (1) no medical insurance (patient), (2) covering up a complication in medical treatment (colleague), (3) medical confidentiality (relatives), (4) conflict of roles (supervisor), and (5) romantic feelings toward patients (self). The seminar entailed five sessions, each one consisting of four teaching units. The course evaluations (N=16 practical-year (PY) students; age: M=26.50; SD=2.83; female: n=13) registered a high level of satisfaction among the students in regard to the course content and pedagogical approach. Conclusion: It was possible to successfully design and implement a course concept interlinking case-based clinical reasoning, storification and medical professionalism. The seminar enabled students to get a grasp on situations that go beyond clinical knowledge and develop strategies.

Indexed as

Education, Medical, UndergraduateProfessionalismStudents, MedicalCurriculumEthical DilemmasHumansSurveys and Questionnairescase-based clinical reasoningmedical professionalismpractical yearprofessional identity formationstorificationteaching development

Identifiers

PMID41953162
PMCPMC13054812

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.