Publikationen von Markus A. Feufel

Speiser, D., Rebitschek, F. G., Feufel, M. A., Brand, H., Besch, L., & Kendel, F. (2019). Accuracy in risk understanding among BRCA1/2-mutation carriers. Patient Education and Counseling, 102(10), 1925–1931. https://doi.org/10.1016/j.pec.2019.05.007

Meier, F. C., Schöbel, M., & Feufel, M. A. (2018). Does size matter? Spacious car cockpits may increase the probability of parking violations. Ergonomics, 61(12), 1613–1618. https://doi.org/10.1080/00140139.2018.1503727

Donner-Banzhoff, N., Seidel, J., Sikeler, A. M., Bösner, S., Vogelmeier, M., Westram, A., Feufel, M., Gaissmaier, W., Wegwarth, O., & Gigerenzer, G. (2017). The phenomenology of the diagnostic process: A primary-care based survey. Medical Decision Making, 37(1), 27–34. https://doi.org/10.1177/0272989X16653401

Flach, J. M., Feufel, M. A., Reynolds, P. L., Parker, S. H., & Kellogg, K. M. (2017). Decisionmaking in practice: The dynamics of muddling through. Applied Ergonomics, 63, 133–141. https://doi.org/10.1016/j.apergo.2017.03.017

Keller, N., Feufel, M. A., Kendel, F., Spies, C. D., & Gigerenzer, G. (2017). Training medical students how to extract, assess and communicate evidence from an article. Medical Education, 51(11), 1162–1163. https://doi.org/10.1111/medu.13444

Hautz, S. C., Hautz, W. E., Feufel, M. A., & Spies, C. D. (2015). Comparability of outcome frameworks in medical education: Implications for framework development. Medical Teacher, 37(11), 1051–1059. https://doi.org/10.3109/0142159X.2015.1012490

Hautz, S. C., Hautz, W. E., Keller, N., Feufel, M. A., & Spies, C. (2015). The scholar role in the National Competence Based Catalogues of Learning Objectives for Undergraduate Medical Education (NKLM) compared to other international frameworks. GMS German Medical Science, 13, Article Doc20. https://doi.org/10.3205/000224

Prinz, R., Feufel, M. A., Gigerenzer, G., & Wegwarth, O. (2015). What counselors tell low-risk clients about HIV test performance. Current HIV Research, 13(5), 369–380. https://doi.org/10.2174/1570162X13666150511125200

Ruggeri, A., & Feufel, M. A. (2015). How basic-level objects facilitate question-asking in a categorization task. Frontiers in Psychology, 6, Article 918. https://doi.org/10.3389/fpsyg.2015.00918

Schiekirka, S., Feufel, M. A., Herrmann-Lingen, C., & Raupach, T. (2015). Evaluation in medical education: A topical review of target parameters, data collection tools and confounding factors. GMS German Medical Science, 13, Article Doc15. https://doi.org/10.3205/000219