Melissa Oezsoy
Biographic Data
| ID | 7719786 |
|---|---|
| NAME | Melissa Oezsoy |
| GIVEN NAMES | Melissa |
| FAMILY NAME | Oezsoy |
| SIGNATURE | OEZSOY M |
| AFFILIATIONS | Medical Didactics and Education Research; DEMEDA (Department of Medical Education); Medical Faculty, University of Augsburg, Augsburg, Germany |
| ORCID | 0000-0002-4243-2480 |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Uncovering heterogeneity in mental health changes among first-year medical students
Our study uncovers distinct mental health trajectories in the first year of medical school, emphasizing the crucial role of initial mental health status. Our findings stress the diverse nature of mental health changes in medical students, underscoring the need for tailored prevention strategies. The implications for research and practice are discussed
Measuring teacher identity of physicians – a validation study of a questionnaire instrument
We suggest that when assessing teacher identity in physicians, all items should be constructed to allow for responses, even from physicians who are presently not actively involved in teaching. The scales benefited from categorizing items based on the continuum of teacher identity as outlined by van Lankveld et al. (2021)
No prominent works on this page.
Uncovering heterogeneity in mental health changes among first-year medical students
Our study uncovers distinct mental health trajectories in the first year of medical school, emphasizing the crucial role of initial mental health status. Our findings stress the diverse nature of mental health changes in medical students, underscoring the need for tailored prevention strategies. The implications for research and practice are discussed
Measuring teacher identity of physicians – a validation study of a questionnaire instrument
We suggest that when assessing teacher identity in physicians, all items should be constructed to allow for responses, even from physicians who are presently not actively involved in teaching. The scales benefited from categorizing items based on the continuum of teacher identity as outlined by van Lankveld et al. (2021)
Clinical Psychology (2 works) · Clinical Psychology (2 works) · Medicine (2 works) · Psychology (2 works) · Communication in Education and Healthcare (1 work) · Computer Science (1 work) · Confirmatory factor analysis (1 work) · Context (archaeology (1 work) · Conviction (1 work) · Depression (economics (1 work)