Univ.-Prof. Dr. med. Sarah König, MME

Fachärztin für Chirurgie Fachärztin für Viszeralchirurgie Master of Medical Education Institutsleitung Medizinische Lehre und Ausbildungsforschung Universitätsklinikum Würzburg Adresse: Josef-Schneider-Str. 2/D6 97080 Würzburg E-Mail: Koenig_Sarah@ukw.de Terminanfragen Teamassistenz: Henig_L@ukw.de

Vita

• Mitglied im Ausschuss Lehre des Medizinischen Fakultätentages (seit 2024) https://medizinische-fakultaeten.de/verband/arbeitsgruppen/
• Studiendekanin der  Medizinischen Fakultät (seit 2019)
• Sprecherin des Zentrums für Studiengangsmanagement und –entwicklung (seit 2018)
• Institutsleiterin Medizinische Lehre und Ausbildungsforschung, Universitätsklinikum Würzburg (seit 2016)
• Ruf auf die W3-Professur für Medizindidaktik, Julius-Maximilians-Universität Würzburg (2016)
• Fachärztin für Viszeralchirurgie (2015)
• Außerplanmäßige Professorin, Klinik für Allgemein-, Viszeral- und Kinderchirurgie, Universitätsmedizin Göttingen (2014)
• Postgraduiertenstudiengang Master of Medical Education, Universität Heidelberg (2012-2014)
• Habilitation und venia legendi für das Fach Chirurgie, Universitätsmedizin Göttingen (2009)
• Fachärztin für Allgemeine Chirurgie (2007)
• Weiterbildung und ärztliche Tätigkeit in der Klinik für Allgemein-, Viszeral- und Kinderchirurgie und Klinik für Unfallchirurgie, Orthopädie und Plastische Chirurgie, Universitätsmedizin Göttingen (1999-2016)
• Promotion, Georg-August-Universität Göttingen (1999)
• Studium der Humanmedizin in Göttingen mit Studienaufenthalten in Frankreich, Großbritannien und Chile
   

Forschungsschwerpunkte

• Prüfungen und Kompetenzmessung
• Kompetenzorientierung in der Aus- und Weiterbildung
• Technology Enhanced Learning und digitale Lehrformate
• Interprofessionelle Kommunikation und Teamarbeit
• Evaluationsforschung
   

Ausgewählte aktuelle Funktionen

• Leitung der Studienkommission der Medizinischen Fakultät
• Leitung der Strategiekommission für Curriculumsentwicklung Humanmedizin
• Vertreterin in der Präsidialkommission für Qualität in Studium und Lehre, Julius-Maximilians-Universität Würzburg
• Mitglied in der Habilitationskommission der Medizinischen Fakultät
• Mitglied im Fakultätsvorstand der Medizinischen Fakultät
• Sachverständige des Institutes für Medizinische und Pharmazeutische Prüfungsfragen, Mainz

Mitarbeit in wissenschaftlichen Arbeitskreisen

• Vize-Vorsitzende der Chirurgischen Arbeitsgemeinschaft Lehre
• Mitarbeit in verschiedenen Arbeitsgruppen des Medizinischen Fakultätentages
• Mitglied des „Runden Tisches Medizin/Gesundheitswissenschaften“ der Hochschulrektorenkonferenz

Mitgliedschaft in Berufsorganisationen

• Gesellschaft für Medizinische Ausbildung (GMA)
• Deutsche Gesellschaft für Chirurgie (DGCH)
• Deutsche Gesellschaft für Allgemein- und Viszeralchirurgie (DGAV)

Gutachtertätigkeiten und Herausgeberschaften

• Mitglied des Beirats Zentralblatt für Chirurgie
• Akkreditierung von Studiengängen mit den Agenturen/Instituten zur Qualitätssicherung an Hochschulen AQAS  und ACQUIN

Gutachtertätigkeiten für Fachzeitschriften

• PLOS ONE , BMC Medical Education, Journal of Surgical Education, GMS Journal for Medical Education, Zentralblatt Chirurgie, Zeitschrift für Palliativmedizin, Der Unfallchirurg

Gutachtertätigkeiten für Forschungseinrichtungen

• Wissenschaftlicher Beirat der Medizinischen Universität Wien, Jury des Ars legendi-Preises des Medizinischen Fakultätentages, Else Kröner Fresenius-Stiftung

Weitere Tätigkeiten

• Nebenberufliche Tätigkeit als Dozentin, Trainerin und Workshopleiterin in medizindidaktischen Qualifizierungsprogrammen verschiedener Universitäten/Universitätskliniken und in Clinician Scientist-Programmen
• Mentorin in verschiedenen Programmen zur akademischen Nachwuchsförderung
   

Publikationen

2026

J. Schaal, T. Leutritz, M. Lindner, A. Zamzow, J., S. König, T. Mühling (2026). Immersive competence as a source of bias in virtual reality clinical assessment. Npj Digital Medicine. https://doi.org/10.1038/s41746-026-02482-z

V. Schreiner, J. Backhaus, M. Lindner, M. Heinisch, S. König, S. Oberdörfer, T. Mühling (2026). Development and Initial Evaluation of Specific Immersive Competence in Virtual Reality–Based Medical Assessments: Exploratory Observational Study. JMIR Medical Education. doi: 10.2196/82136

S. Hammer, J. F. Lock, S. König, O. Happel, M. M. Paul (2026). Learning gain of an ATLS®-based interprofessional and multidisciplinary in-situ simulation training of trauma resuscitation. Eur J Trauma Emerg Surg. https://doi.org/10.1007/s00068-026-03146-z

2025

F. Keicher, M. Müller, K. Ruf, C. Härtel, S. König, T. Mühling (2025). Enhancing pediatric emergency training: the impact of virtual reality-simulation on medical student knowledge and learning experience—a pre-post intervention study. BMC Medical Education. doi.org/10.1007/s10055-025-01243-9

J. Engert, J. Backhaus, B. Spahn, F.-T. Müller-Graff, A. Vollmer, S. Hartmann, K. Rak, S. König, S. Hackenberg & J. Voelker (2025). Simulation-based competency assessment - Development and evaluation of a realistic model for minor tympanic membrane surgery. HNO 2026 Jan;74(1):19-25. doi.org/10.1007/s00106-025-01684-3

T. Mühling, J. Backhaus, L. Demmler, S. König (2025). How Personality and Affective Responses are Associated with Skepticism Towards Virtual Reality in Medical Training—A Pre-Post Intervention Study. Cyberpsychology, Behavior, and Social Networking. Cyberpsychol Behav Soc Netw. doi.org/10.1089/cyber.2024.0567

M. Olmos, J. Backhaus, R. Lutz, C. Nobis, S. Koenig, M. Kesting, M. Weber (2025). Evaluation of a 3D printed training model with realistic spatial-anatomical conditions for head and neck microsurgery. Clin Oral Investig. doi.org/10.1007/s00784-025-06314-4

M. Lindner, T. Leutritz, J. Backhaus, S. König, T. Mühling (2025). Knowledge Gain and the Impact of Stress in a Fully Immersive Virtual Reality–Based Medical Emergencies Training With Automated Feedback: Randomized Controlled Trial. J Med Internet Res. doi.org/10.2196/67412

J. Engert, N. Tecle, B. Spahn, J. Backhaus, L. Henig, K. Rak, F. Kraus, A. Scherzad, P. Ickrath, J. Voelker, S. König, S. Hackenberg, S. Kaulitz (2025). Effectiveness of Blended Learning in Teaching Basic Practical Otorhinolaryngology Skills: Pan-demic Lessons and Key Influencing Factor. Open Access. doi: 10.26855/er.2025.02.001

F. Keicher, M. Müller, K. Ruf, C. Härtel, S. König, T. Mühling (2025). Enhancing Pediatric Emergency Training: The Impact of Virtual Reality- Simulations on Medical Student Knowledge and Learning Experience - a pre-post intervention study. Virtual Reality. doi.org/10.21203/rs.3.rs-4929690/v1

F. Grieco, S. Parisi, A. Simmenroth, M. Eichinger, J. Zirkel, S. König, J. Jünger, E. Geck, E.M. Schwienhorst-Stich (2025). Planetary health education in undergraduate medical education in Germany: results from structured interviews and an online survey within the national PlanetMedEd Project. Front Med (Lausanne) doi.org/10.3389/fmed.2024.1507515

T. Mühling, V. Schreiner, M. Appel, T. Leutritz, S. König (2025). Comparing Virtual Reality–Based and Traditional Physical Objective Structured Clinical Examination (OSCE) Stations for Clinical Competency Assessments: Randomized Controlled Trial. J Med Internet Res. doi: 10.2196/55066

2024

M. Krauthausen , T. Leutritz , M. Koch , P. Hagen, S. König, A. Simmenroth (2024). Personality and interest in general practice: results from an online survey among medical students. BMC Primary Care.doi.org/10.1186/s12875-024-02682-0 

M. Lehmann, J. Mikulasch, H. Poimann, J. Backhaus, S. König, T. Mühling (2024). Training and Assessing Teamwork in Interprofessional Virtual Reality-based Simulation using the TeamSTEPPS framework – Protocol for a Randomized Pre-post Intervention Study (Preprint). JMIR Publications. https://doi.org/10.2196/68705

J. Bartels, J. Backhaus, R. Kickuth, F. Fluck, A. Augustin, S. König (2024). Bridging Visual-Spatial Ability and Skill Performance: The Impact of Perceived Quality of a Practical Seminar in Interventional Radiology Education. Journal of Medical education and Curricular Development. https://doi.org/10.1177/23821205241281647

M. Eisenmann, V. Rauschenberger, J. Maschmann, S. König, M. Krone (2024). Interactive hygiene training using free open source software. BMJ Open Qual.doi.org/10.1136/ bmjoq-2024-002861

F. Keicher, J. Backhaus, S. König, T. Mühling (2024). Virtual reality for assessing emergency medical competencies in junior doctors – a pilot study. International Journal of Emergency Medicine. https://doi.org/10.1186/s12245-024-00721-2 

S. König, U. Dietz (2024). EPA’s: wann kann was in der Weiterbildung anvertraut werden? Roboterassistierte Hernienchirurgie.doi.org/10.1007/978-3-662-68686-7_23

F. Schydlo, J. Sterz, M. Stefanescu, M. Kadmon, S. König, M. Rüsseler, F. Walcher, F. Adili (2024). Influence of medical didactic training on the selfefficacy and motivation of clinical teachers. Innov Surg Sci. doi.org/10.1515/iss-2023-0073

M. Koch, S. Günster, A.Widder, F. Seyfried, C.T. Germer, J. Backhaus, S. König, J.F. Lock (2024). Improved Learning Gain in Medical Students by Using Animated Whiteboard-Videos in Comparison to Textbooks in Surgery. J Med Educ Curric Dev.doi.org/10.1177/23821205241262684

F. Keicher, J. Zirkel, T. Leutritz, S. König (2024). Combatting the occurrence of needle-stick injuries in a medical school: why is it still an issue? BMC Med Educ. doi.org/10.1186/s12909-024-05309-1

L.M.  Kühl, N.L. Zerban, E. Tiedemann, S. König (2024). Development of a strategy for the expansion of online teaching at the University of Würzburg based on the experiences of lecturers and students in the pandemic years 2020/21. GMS J Med Educ. doi: 10.3205/zma001667

M. Lindner, T. Leutritz, J. Backhaus, S. Koenig, T. Muehling (2024). Acquisition of Skills in a Virtual Reality-based Internal Medicine Emergency Department - A randomized controlled Trial. Multimedia Systems.doi.org/10.3205/23gma151

E.M. Schwienhorst-Stich, C. Schlittenhardt, T. Leutritz, S. Parisi, H. Kleuser, S. König, A. Simmenroth (2024). Pre–post evaluation of the emotions and motivations for transformative action of medical students in Germany after two different planetary health educational interventions. Lancet Planet Health. doi.org./10.1016/S2542-5196(24)00074-3

S. Würstle, L.M. Spanke, N. Mehlhase, G. Stanley, J. Koff, S. Dimitriadis, S. König, A. Hann (2024). Evaluation of a Virtual Reality-Based Open Educational Resource Software. J Med Educ Curric Dev.doi.org/10.1177/23821205241242220

E.M. Schwienhorst-Stich, D. Kropff, K. Kersken, S. König, T. Leutritz, S. Parisi, C. Schlittenhardt, J. Schmid, A. Simmenroth, J. Jünger, J. Zirkel (2024). The elective planetary health: Climate, environment and health at the faculty of medicine in Würzburg: Concept, didactic methods and evaluation results. Z Evid Fortbild Qual Gesundhwes. https://doi.org/10.1016/j.zefq.2023.12.001

J. Engert, J. Backhaus, L. Henig, B. Spahn, J. Voelker, P. Ickrath, A. Scherzad, K. Rak, R. Hagen, S. König, S. Hackenberg, S. Kaulitz (2024). Repetitio est mater studiorum—implementation of ENT cases in case-based e-learning. HNO 2024 Mar;72(3):166-17. doi.org/10.1007/s00106-023-01409-4

2023

M. Halfmann, N. Castioni, L. Wetzel, A. Koopmann, S. König, A. Schmieder (2024). Effects of the COVID-19 pandemic on the mental health of medical students and young physicians in Germany: Gender-specific results of an online survey. Heliyon. https://doi.org/10.1016/j.heliyon.2023.e23727 

T. Leutritz, M. Krauthausen, A. Simmenroth, S. König (2023). Factors associated with medical students’ career choice in different specialties: a multiple cross-sectional questionnaire study at a German medical school. BMC Med Educ. doi.org/10.21203/rs.3.rs-3365756/v1

R.G. Jakubietz, R.E. Giunta, M.G. Jakubietz, S. König (2023). Goal-setting in Plastic Surgery using the SMART principle. Handchir Mikrochir Plast Chir. doi.org/10.1055/a-2157-0946

M. Weber, J. Backhaus, R. Lutz, C.P. Nobis, S. Zeichner, S. Koenig, M. Kesting, M. Olmos (2023). A novel approach to microsurgical teaching in head and neck surgery leveraging modern 3D technologies. Sci Rep. doi.org/10.1038/s41598-023-47225-2

S. Weigel, J. Backhaus, J.P. Grunz, A.S. Kunz, T.A. Beley, S. König (2023). Tablet-based versus presentation-based seminars in radiology: Effects of student digital affinity and teacher charisma on didactic quality. GMS J Med Educ.https://pubmed.ncbi.nlm.nih.gov/37881519/

J. Schmid, A. Mumm, S. König, J. Zirkel, E.M. Schwienhorst-Stich (2023). Concept and implementation of the longitudinal mosaic curriculum planetary health at the Faculty of Medicine in Würzburg, Germany. GMS J Med Educ. doi.org/10.3205/zma001615

T. Mühling, I. Späth, J. Backhaus, N. Milke, S. Oberdörfer, A. Meining, M. Latoschik, S. König (2023). Virtual reality in medical emergencies training: benefits, perceived stress, and learning success. Multimedia Systems.doi.org/10.1007/s00530-023-01102-0

M. Halfmann, L. Wetzel, N. Castioni,  F. Kiefer, S. König, A. Schmieder, A. Koopmann (2023). The impact of COVID-19 pandemic on mental burden and quality of life in medical students – results of an online survey. GMS J Med Educ. doi: 10.3205/zma001603 

L. Wetzel, M. Halfmann, N. Castioni, F.k Kiefer, Sarah König, Astrid Schmieder and Anne Koopmann (2023). The impact of COVID-19 pandemic on mental burden and quality of life in physicians: Results of an online survey. Front Psychiatry. doi.org/10.3389/fpsyt.2023.1068715

M.M. Paul, S. Westphale, H. Huflage, D. Helf, C.Hofmann, S. König, R.H. Meffert, T.A. Bley, C.T. Germer, P. Meybohm, O. Happel, J.F. Lock (2023). Establishment of multidisciplinary simulation-based trauma team training at a German tertiary trauma center. Notfall+Rettungsmedizin. doi.org/10.1007/s10049-023-01181-6

2022

A. Frey, T. Leutritz, J. Backhaus, A. Hörnlein, S. König (2022). Item format statistics and readability of extended matching questions as an effective tool to assess medical students. Sci Rep. doi.org/10.1038/s41598-022-25481-y 

A. Widder, J. Backhaus, A. Wierlemann, I. Hering, S. Flemming, M. Hankir, C.T. Germer, A. Wiegering, J.F. Lock, S. König, F. Seyfried (2022). Optimizing laparoscopic training efficacy by 'deconstruction into key steps': a randomized controlled trial with novice medical students. Surg Endosc. doi.org/10.1007/s00464-022-09408-2

S. Westphale, J. Backhaus, S. Koenig (2022). Quantifying teaching quality in medical education: The impact of learning gain calculation. Med Educ. doi: 10.1111/medu.14694

S. König, R.R. Datta, S. Flemming, A. Kauffels-Sprenger, M. Rüsseler, J. Sterz (2021). Online Teaching in Surgery. Zentralbl Chir. doi: 10.1055/a-1398-5737

M. Kolling, J. Backhaus, N. Hofmann, S. Keß, G. Krastl, S. Soliman, S. König (2021). Students’ perception of three‐dimensionally printed teeth in endodontic training. Eur J Dent Educ. doi.org/10.1111/eje.12743

2021

J. Gröne, J. Wagner, C. Lotz, E. Haller, T. Skazel, P. Meybohm, O. Happel, T. Wurmb, S. König, P. Kranke (2021). Anesthesiology Seminar in Times of COVID-19: a Hybrid Model evolving from Digital and Virtual Lessons. Anasthesiol Intensivmed Notfallmed Schmerzther. doi: 10.1055/a-1543-2913

C. Klemmt, J. Backhaus, D. Jeske, S. Koenig (2020). Psychometric Properties and Calibration of the SPOREEM (Students' Perception of the Operating Room Educational Environment Measure). J Surg Educ. https://doi.org/10.1016/j.jsurg.2020.10.015

2020

C. Klemmt, J. Backhaus, D. Jeske, S. Koenig (2020). Psychometric Properties and Calibration of the SPOREEM (Students' Perception of the Operating Room Educational Environment Measure). J Surg Educ. https://doi.org/10.1016/j.jsurg.2020.10.015

R. Taurines, F. Radtke F, M. Romanos, S. König (2020). Using real patients in e-learning: case-based online training in child and adolescent psychiatry. GMS J Med Educ.doi.org/10.3205/zma001389

M. Peter-Kern, C. Härtel, S. König (2020). Online-rotation in paediatrics–digital live-interaction with children. GMS J Med Educ. doi.org/10.3205/zma001394

C. Klemmt, S. König (2020). E-scouts in support of online teaching during the SARS-CoV-2 pandemic. GMS J Med Educ. doi.org/10.3205/zma001367

S. Kaulitz, J. Engert, C. Roos, M. Filsinger, S. König, S. Hackenberg (2020). Digital practical course of otorhinolaryngology and examination technique "to go". GMS J Med Educ. doi.org/10.3205/zma001360

S. Bushuven, M. Dettenkofer, S. Sippel, S. Koenig, S. Bushuven, W. Schneider-Brachert (2020). Speaking up behavior and cognitive bias in hand hygiene: Competences of German-speaking medical students. PLoS One. doi.org/10.1371/journal.pone.0239444

J. Griewatz, A. Yousef, M. Rothdiener, M. Lammerding-Koeppel (2020). Are we preparing for collaboration, advocacy and leadership? Targeted multi-site analysis of collaborative intrinsic roles implementation in medical undergraduate curricula. BMC Med Educ. doi.org/10.1186/s12909-020-1940-0

2019

C.T. Zipper, U. Friedrich, J. Backhaus, S. König, S. Mavroveli, A. Wiegering, S. Olbrecht, F. Puppe, S.A. Günster, U.A. Dietz (2020). Incisional hernia repair in a high-fidelity silicone model for open retro-muscular mesh implantation with preparation of the fatty triangle: validation and educational impact study. Hernia. doi.org/10.1007/s10029-019-02094-5

F. Adili, U. Dahmen, M.K. Heinemann, M. Kadmon, A. Kauffels-Sprenger, S.König, A. Meder, U. Obertacke, P. Schwanitz von Keitz, C. Stefanescu, J. Sterz (2019). Positionspapier der chirurgischen Arbeitsgemeinschaft Lehre für die Deutsche Gesellschaft für Chirurgie zum „Masterplan Medizinstudium 2020“. Zentralbl Chir. https://eurekamag.com

S. König, P. Stieger, S. Sippel, M. Kadmon, K. Werwick, J. Sterz, S.H. Hoefer, M. Rüsseler, F. Walcher, F. Adili (2019). Train-the-Trainer: Professionalisation of Didactics in Daily Clinical Routine – the Personal Perception of Clinical Teaching Staff with Respect to Didactic Competence and the Framework Conditions of Teaching. Zentralbl Chir. doi: 10.1055/a-0824-7666

S. König, M. Ghadimi (2019). Kompetenzorientiertes Lehren in der Chirurgie. Zentralbl Chir. doi: 10.1055/a-1028-0107

S. König, F. Adili (2019). Teachable Moments – Spontane Unterrichtsgelegenheiten im klinischen Alltag. Gefässchirurgie 24.8: 594-597.doi:10.1007/s00772-019-00589-0

P. Stieger, F. Adili, S. König (2019). Klinische Lehrexperten in der Aus-und Weiterbildung. Gefässchirurgie. doi: 10.1007/s00772-019-00588-1

S. König, P. Stieger, S. Sippel, M. Kadmon, K. Werwick, J. Sterz, S. Höfer, M. Rüsseler, F. Walcher, F. Adili (2019). Professionalisation of didactics in daily clinical routine - the personal perception of clinical teaching staff with respect to didactic competence and the framework conditions of teaching. Zentralbl Chir. doi: 10.1055/a-0824-7666

P. Kahr, S. Sippel, S. König (2019). Structured Feedback within the Framework of Communication Training in Informed Consent Prior to Surgery. Zentralbl Chir. doi: 10.1055/a-1030-4713

J. Backhaus, K. Huth, A. Entwistle, K. Homayounfar, S. Koenig (2019). Digital Affinity in Medical Students Influences Learning Outcome: A Cluster Analytical Design Comparing Vodcast With Traditional Lecture. J Surg Educ. https://doi.org/10.1016/j.jsurg.2018.12.001

S. Neuderth, M. Lukasczik, A. Thierolf, H.H. Wolf, B. van Oorschot B, S. König, D.C. Unz D, T. Henking (2019). Use of standardized client simulations in an interprofessional teaching concept for social work and medical students: first results of a pilot study. Social Work Education. doi:10.1080/02615479.2018.1524455

S. König, A. Hörnlein, (2019): Prüfungen im Medizinstudium – mehr als nur Noten. Wien Med Wochenschr. https://www.springermedizin.at

F. Adili, U. Dahmen, M.K. Heinemann, M. Kadmon, A. Kauffels-Sprenger, S. König, A. Meder, U. Obertacke, P. Schwanitz von Keitz, C. Stefanescu, J. Sterz, M. Rüsseler (2019). Position Paper of the Surgical Working Group for Teaching of the German Society of Surgery Regarding the "Master Plan 2020". Zentralbl Chir. doi.org/10.1055/a-0869-8081

2017

J. Backhaus, D. Jeske, H. Poinstingl, S. Koenig (2017). Assessing Efficiency of Prompts Based on Learner Characteristics. Computers, 6(1), 7.https://doi.org/10.3390/computers6010007

D. Bocuk, A. Wolff, P. Krause, G. Salinas, A. Bleckmann, C. Hackl, T. Beissbarth, S. Koenig (2017). The adaptation of colorectal cancer cells when forming metastases in the liver: expression of associated genes and pathways in a mouse model. BMC cancer, 17(1), 342.doi: 10.1186/s12885-017-3342-1

C. Rabe, M. Ghadimi, S. König (2017). Undergraduate Medical Students" On Call" to Assist in Theatre: Analysis of the Financial Aspects and a Mixed-Method Study Exploring Their Motives for Working. Zentralblatt für Chirurgie, 142(1), 25-31.doi: 10.1055/s-0042-109560

I. Schleicher, K. Leitner, J. Juenger, A. Moeltner, M. Ruesseler, B. Bender, J. Sterz, T. Stibane, S. Koenig, S. Frankenhauser, J.G. Kreuder (2017). Does quantity ensure quality? Standardized OSCE-stations for outcome-oriented evaluation of practical skills at different medical faculties. Annals of Anatomy-Anatomischer Anzeiger, 212, 55-60.doi: 10.1016/j.aanat.2017.03.006

I. Schleicher, K. Leitner, J. Juenger, A. Moeltner, M. Ruesseler, B. Bender, J. Sterz, K.-F. Schuettler, S. Koenig, J.G. Kreuder (2017). Examiner effect on the objective structured clinical exam–a study at five medical schools. BMC medical education, 17(1), 71.doi: 10.1186/s12909-017-0908-1

J. Sterz, M. Ruesseler, V. Britz, C. Stefanescu, S.H. Hoefer, F. Adili, T. Schekenbach, I. Schleicher, R. Weber, H.-S. Hofmann, F. Voß, S. König, M.K. Heinemann, M. Kadmon (2017). The Medical Examination-Between Desire and Reality-Analysis of Consensus Between the Second Part of the Medical Licensing Exam (IMPP) and the National Catalogue of Expertise-based Learning Goals in Surgery (NKLC). Zentralblatt fur Chirurgie, 142(6), 614-621.doi.org/10.1055/s-0043-119995

S. König, C. Rabe, M. Dobbelstein (2017). Clinician Scientists – Strukturierte Zweigleisigkeit. Deutsches Ärzteblatt, 114(19), A940-A942.https://www.aerzteblatt.de/archiv/pdf/f114e8a8-8c90-4872-94cf-363ad51e6b9f

K. Werwick, A. Spura, M. Gottschalk, F. Meyer, F. Walcher, S. König, R. Braun-Dulllaeus, P. Stieger (2017). Creating Enthusiasm for Surgery – Perceptions of the Impact of Undergraduate Practical Education (Clerkship) for Occupational Choices. Zentralblatt für Chirurgie 142(06), 550-559.doi: 10.1055/s-0043-114732

2016

L. Schwarz, S. Sippel, A. Entwistle, A.K. Hell, S. Koenig (2016). Biographic Characteristics and Factors Perceived as Affecting Female and Male Careers in Academic Surgery: The Tenured Gender Battle to Make It to the Top. European Surgical Research, 57(3-4), 139-154.doi: 10.1159/000446874

M. Kadmon, M. Bender, F. Adili, S. Höfer, F. Adili, D. Arbab, M.K. Heinemann, H.S. Hoffmann, S. König, M.A. Küper, U. Obertacke, H.-O. Rennekampff, U. Rolle, M. Rücker, R. Sader, M. Tingart, M.M. Tolksdorf, V. Tronnier, B. Will, F. Walcher (2016). Competency-based medical education: National Catalogue of Learning Objectives in surgery. Zentralblatt für Chirurgie, 141(04), 355-357.doi: 10.1007/s00104-012-2449-9

M.B. Monin, P. Krause, R. Stelling, D. Bocuk, S. Niebert, F. Klemm, T. Pukrop, S. Koenig (2016). The anthelmintic niclosamide inhibits colorectal cancer cell lines via modulation of the canonical and noncanonical Wnt signaling pathway. Journal of Surgical Research, 203(1), 193-205.doi.org/10.1016/j.jss.2016.03.051

K. Homayounfar, S. König, C. Rabe, B. Beck-Broichsitter, U. Lützen, M.B. Ghadimi, C. Schmidt (2016). Recruiting and Personal Development in Surgical Departments of Large Referral Centers-Current Practice and Options for Improvement from Industry and Service Business. Zentralblatt für Chirurgie.doi: 10.1055/s-0042-109562