Sören Huwendiek

Biographic Data

ID7828814
NAMESören Huwendiek
GIVEN NAMESSören
FAMILY NAMEHuwendiek
SIGNATUREHUWENDIEK S
AFFILIATIONSUniversity of Bern
ORCID0000-0001-6116-9633
VERIFIEDYes
TOTAL WORKS13
TOTAL CITATIONS0
WORKS AS AUTHOR13
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2019
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Course directors’ reflections on educational design choices for incorporating near-peer teaching into clinical skills teaching

    Open AccessRoman Hari, Sören Huwendiek et al.ARTICLEMedical Teacher2026

    PURPOSE: Near-peer teaching (NPT) is widely used to substitute faculty in undergraduate clinical skills training. However, little is known about which educational design choices are made when incorporating NPT, prompting the following research questions: What were course directors' design choices when incorporating near-peers into clinical skills courses? And, what were the reasons for these design choices? MATERIALS AND METHODS: This descriptive…

  • Comparison of Practical Skills Teaching by Near-Peers and Faculty

    Open AccessRoman Hari, Sarah Oppliger et al.ARTICLEAcademic Medicine2025

  • Perceptions of Ad Hoc Entrustment, the Need for Supervision, and Coping Strategies in Clinical Residents

    Open AccessSeraina Lerch, Sören Huwendiek et al.ARTICLEAcademic Medicine2025

  • Coaches in postgraduate training

    Open AccessDawn Jackson, Andrea Lörwald et al.ARTICLEMedical Education2023

    The authors discuss challenges inherent to playing the role of coach in postgraduate training by reflecting on role conflicts and benefits with regard to feedback's impact on professional development

  • Entrustment versus performance scale in high-stakes OSCEs

    Severin Pinilla, Seraina Lerch et al.ARTICLEMedical Teacher2023

    Background Although entrustment scales are increasingly applied in workplace-based assessments, their role in OSCEs remains unclear. We investigated raters’ perceptions using an entrustment scale and psychometric analyses.Method A mixed-methods design was used. OSCE raters’ (n = 162) perceptions were explored via questionnaire and four focus groups (n = 14). Psychometric OSCE properties were analyzed statistically.Results Raters (n = 53, response…

  • Entrusting students with independent patient care

    Open AccessSeverin Pinilla, Sören HuwendiekARTICLEMedical Education2022

    Pinilla and Huwendiek comment on Bonnie et al.’s suggestion that longitudinal curricular design is more conducive to meaningful learner participation in workplace‐based settings

  • How does multisource feedback influence residency training? A qualitative case study

    Open AccessEva K Hennel, Andrea Trachsel et al.ARTICLEMedical Education2022

  • Entrustment decisions and the clinical team

    Open AccessSeverin Pinilla, Alexandra Kyrou et al.ARTICLEMedical Education2021

  • Elementary school children as standardized patients in a summative OSCE – A mixed-method study according to the Ottawa criteria for good assessment

    Rabea Krings, Sabine Feller et al.ARTICLEMedical Teacher2021

    BACKGROUND: The goal of the present study was to evaluate whether children as standardized patients (SPs) for a summative OSCE station fulfills the Ottawa criteria for good assessment. METHODS: = 127) were collected using questionnaires (students, raters), focus groups (raters), and interviews (children, raters). The psychometrics (including reproducibility) of this OSCE station were also analyzed according to quality indices. RESULTS: Validity, …

  • If we could turn back time

    Holly Caretta‐Weyer, Teresa M Chan et al.ARTICLEMedical Teacher2021

    The COVID-19 pandemic has exposed a paradox in historical models of medical education: organizations responsible for applying consistent standards for progression have needed to adapt to training environments marked by inconsistency and change. Although some institutions have maintained their traditional requirements, others have accelerated their programs to rush nearly graduated trainees to the front lines. One interpretation of the unplanned s…

  • The need for longitudinal clinical reasoning teaching and assessment

    Andrzej A Kononowicz, Inga Hege et al.ARTICLEMedical Teacher2020

    Background: Clinical reasoning is a key ability essential for practising health professionals. However, little is known about the current global adoption of clinical reasoning teaching and assessment.Purpose: We aimed to provide insights into how clinical reasoning is deliberately taught and assessed in curricula worldwide and to identify needs and perceived barriers for teaching clinical reasoning to students and educators.Methods: A questionnai…

  • The introduction of a standardised national licensing exam as a driver of change in medical education

    Open AccessSören Huwendiek, Daniel Jung et al.ARTICLEMedical Teacher2020

    INTRODUCTION: Only a few studies have described the impacts, strengths and needs for further development of national licensing exams (NLE). To gain such insights regarding the Swiss NLE, which includes a multiple-choice and a standardised clinical skills exam, we explored the perceptions of involved experts and stakeholders. METHODS: We explored participants' perceptions in four focus group discussions. The interviews were recorded, transcribed v…

  • Primary non-communicable disease prevention and communication barriers of deaf sign language users

    Open AccessSeverin Pinilla, Sebastian Walther et al.ARTICLEInternational Journal for Equity…2019

    To develop barrier-free and inclusive non-communicable disease and diabetes prevention strategies for deaf sign language users, health professionals need to pay attention to sign language specific linguistic concepts. More studies are needed to better understand the specific needs of sign language users and effective strategies in health promotion contexts for sign language users