Die Entwicklung von produktiven lexikalischen Kompetenzen bei Schüler(innen) mit portugiesischem Migrationshintergrund in der Schweiz

Lexical diversity and sophistication (in term of average corpus frequency) development in the school language (German or French) is investigated longitudinally in a population of Portuguese heritage speakers aged 8 to 10. Results show an improvement in lexical diversity scores but not in lexical sophistication. Differences were found between Portuguese heritage speakers and age matched children from comparison groups regarding lexical diversity scores, but not regarding lexical sophistication

Predicting perceptions of the lexical richness of short French, German, and Portuguese texts using text-based indices

We investigated how well readers’ perceptions of the lexical richness of short texts can be predicted on the basis of automatically computable indices of the texts’ lexical properties. 3,060 French, German and Portuguese texts (between 9 and 284 words long) written by 8- to 10-year-olds were rated for their lexical richness by between 3 and 18 uninstructed raters, and over 150 indices were derived from these texts. We found that the ratings could to a substantial degree be predicted on the basis of these indices and that the accuracy with which the ratings of shorter texts could be predicted was comparable to that of longer texts. For French and German, the greatest predictive power was attained by opaque models with scores of predictors, but models with fewer predictors based on a 6-dimensional framework of lexical richness perception or even with a single, easily computed predictor, Guiraud’s index, fared only slightly worse

Medical Students' Skills and Needs for Training in Breaking Bad News

This study assessed medical students' perception of individual vs. group training in breaking bad news (BBN) and explored training needs in BBN. Master-level students (N = 124) were randomised to group training (GT)—where only one or two students per group conducted a simulated patient (SP) interview, which was discussed collectively with the faculty—or individual training (IT)—where each student conducted an SP interview, which was discussed during individual supervision. Training evaluation was based on questionnaires, and the videotaped interviews were rated using the Roter Interaction Analysis System. Students were globally satisfied with the training. Still, there were noticeable differences between students performing an interview (GT/IT) and students observing interviews (GT). The analysis of the interviews showed significant differences according to scenarios and to gender. Active involvement through SP interviews seems required for students to feel able to reach training objectives. The evaluation of communication skills, revealing a baseline heterogeneity, supports individualised trainin

Looking back: twenty years of reforming undergraduate medical training and curriculum frameworks in Switzerland

Introduction: To date, hardly any reports exist that outline the reforms in medical studies in Switzerland from the first partial reforms in the 1970s until today.Methods: This article outlines the recent history of medical curricula, their reforms in the early 1970s and, based on these, the key reasons for the major curricular reforms of the 2000s from the perspective of the authors.Results: The various projects, initiatives and legislative elements at the national level include the introduction of new quality control instruments – federal examination and programme accreditation, the introduction of a national catalogue of learning objectives and its two follow-up editions, as well as the implementation of the Bologna reform in undergraduate medical curricula. Examples of the key new elements found in all medical training in Switzerland include: the interdisciplinary orientation of learning content in organ and functional system-oriented subject areas or modules, the enhanced valorisation of practical clinical training, as well as the introduction of problem-oriented formats and the integration of partly formative, partly summative exams according to the format of the objective structured practical examination (OSCE). Characteristics unique to the four medical faculties and their medical training programme are also highlighted.Discussion: The described projects, initiatives and legislative elements have led to a dynamic, continuous development of medical curricula in Switzerland. The close cooperation between the faculties and the Federal Office of Public Health (FOPH) has also resulted in a redefinition of the roles and responsibilities of universities and the Federal Government according to the new Law on Medical Professions. This guarantees the medical faculties a great deal of autonomy, without neglecting quality assurance.Einleitung: Bisher existieren kaum Berichte, die die Schweizer Reformen des Medizinstudiums von den ersten Teilreformen in den 1970er Jahren bis heute skizzieren. Methoden: In der vorliegenden Arbeit werden kursorisch die jüngere Geschichte der humanmedizinischen Curricula, deren erste Teilreformen in den frühen 1970er Jahren und darauf aufbauend die wesentlichen Ausgangspunkte für die grossen Curriculumsreformen der 2000er Jahre aus Sicht der Autoren beschrieben. Ergebnisse: Die vielfältigen Projekte, Initiativen und gesetzgebenden Elemente auf Eidgenössischer Ebene umfassen die Einführung von neuen Qualitätsentwicklungsinstrumenten – Eidgenössische Prüfung und Programmakkreditierung, die Einführung und Weiterentwicklung eines nationalen Lernzielkataloges über insgesamt drei Editionen sowie die Einführung der Bologna Reformen auch in den humanmedizinischen Studiengängen. Im Sinne der Entwicklung von ausdifferenzierten Modellstudiengängen können exemplarisch die wesentlichen neuen Elemente aller Studiengänge in der Schweiz charakterisiert werden: die interdisziplinäre Ausrichtung der Lerninhalte in organ- und funktionssystem-orientierten Themenblöcken oder Modulen, die Aufwertung der klinisch-praktischen Ausbildung sowie die Einführung von problem-orientierten Formaten und der Integration von teils formativen, teils summativen Prüfungen nach dem OSCE-Format. Aufgezeigt werden auch die besonderen standort-spezifischen Charakteristika von vier Medizinischen Fakultäten und deren humanmedizinischen Studiengängen. Diskussion: Die beschriebenen Projekte, Initiativen und gesetzgebenden Elemente haben in der Schweiz zu einer dynamischen, weiterhin anhaltenden Entwicklung der humanmedizinischen Curricula geführt. Die enge Zusammenarbeit zwischen den Fakultäten und dem Bundesamt für Gesundheit (BAG) hat zudem bewirkt, dass mit dem neuen Medizinalberufegesetz Rollen und Verantwortungen zwischen Universitäten und Bund neu definiert worden sind. Dies gewährleistet den Fakultäten eine grosse Autonomie ohne die Qualitätssicherung zu vernachlässigen

Updates to the Integrated Protein–Protein Interaction Benchmarks: Docking Benchmark Version 5 and Affinity Benchmark Version 2

We present an updated and integrated version of our widely used protein–protein docking and binding affinity benchmarks. The benchmarks consist of non-redundant, high-quality structures of protein–protein complexes along with the unbound structures of their components. Fifty-five new complexes were added to the docking benchmark, 35 of which have experimentally measured binding affinities. These updated docking and affinity benchmarks now contain 230 and 179 entries, respectively. In particular, the number of antibody–antigen complexes has increased significantly, by 67% and 74% in the docking and affinity benchmarks, respectively. We tested previously developed docking and affinity prediction algorithms on the new cases. Considering only the top 10 docking predictions per benchmark case, a prediction accuracy of 38% is achieved on all 55 cases and up to 50% for the 32 rigid-body cases only. Predicted affinity scores are found to correlate with experimental binding energies up to r = 0.52 overall and r = 0.72 for the rigid complexes.Peer ReviewedPostprint (author's final draft

Prediction of protein assemblies, the next frontier: The CASP14-CAPRI experiment

We present the results for CAPRI Round 50, the fourth joint CASP-CAPRI protein assembly prediction challenge. The Round comprised a total of twelve targets, including six dimers, three trimers, and three higher-order oligomers. Four of these were easy targets, for which good structural templates were available either for the full assembly, or for the main interfaces (of the higher-order oligomers). Eight were difficult targets for which only distantly related templates were found for the individual subunits. Twenty-five CAPRI groups including eight automatic servers submitted ~1250 models per target. Twenty groups including six servers participated in the CAPRI scoring challenge submitted ~190 models per target. The accuracy of the predicted models was evaluated using the classical CAPRI criteria. The prediction performance was measured by a weighted scoring scheme that takes into account the number of models of acceptable quality or higher submitted by each group as part of their five top-ranking models. Compared to the previous CASP-CAPRI challenge, top performing groups submitted such models for a larger fraction (70–75%) of the targets in this Round, but fewer of these models were of high accuracy. Scorer groups achieved stronger performance with more groups submitting correct models for 70–80% of the targets or achieving high accuracy predictions. Servers performed less well in general, except for the MDOCKPP and LZERD servers, who performed on par with human groups. In addition to these results, major advances in methodology are discussed, providing an informative overview of where the prediction of protein assemblies currently stands.Cancer Research UK, Grant/Award Number: FC001003; Changzhou Science and Technology Bureau, Grant/Award Number: CE20200503; Department of Energy and Climate Change, Grant/Award Numbers: DE-AR001213, DE-SC0020400, DE-SC0021303; H2020 European Institute of Innovation and Technology, Grant/Award Numbers: 675728, 777536, 823830; Institut national de recherche en informatique et en automatique (INRIA), Grant/Award Number: Cordi-S; Lietuvos Mokslo Taryba, Grant/Award Numbers: S-MIP-17-60, S-MIP-21-35; Medical Research Council, Grant/Award Number: FC001003; Japan Society for the Promotion of Science KAKENHI, Grant/Award Number: JP19J00950; Ministerio de Ciencia e Innovación, Grant/Award Number: PID2019-110167RB-I00; Narodowe Centrum Nauki, Grant/Award Numbers: UMO-2017/25/B/ST4/01026, UMO-2017/26/M/ST4/00044, UMO-2017/27/B/ST4/00926; National Institute of General Medical Sciences, Grant/Award Numbers: R21GM127952, R35GM118078, RM1135136, T32GM132024; National Institutes of Health, Grant/Award Numbers: R01GM074255, R01GM078221, R01GM093123, R01GM109980, R01GM133840, R01GN123055, R01HL142301, R35GM124952, R35GM136409; National Natural Science Foundation of China, Grant/Award Number: 81603152; National Science Foundation, Grant/Award Numbers: AF1645512, CCF1943008, CMMI1825941, DBI1759277, DBI1759934, DBI1917263, DBI20036350, IIS1763246, MCB1925643; NWO, Grant/Award Number: TOP-PUNT 718.015.001; Wellcome Trust, Grant/Award Number: FC00100

French, German, and Portuguese texts as shown to the raters

The French, German, and Portuguese texts as they were shown to the raters. The texts are already arranged into sets. The ZIP archives can be opened using 7-Zip or any other application that can read .7z files

Die Entwicklung von produktiven lexikalischen Kompetenzen bei Schüler(innen) mit portugiesischem Migrationshintergrund in der Schweiz

In diesem Aufsatz diskutieren wir Resultate einer Längsschnittstudie zu literalen Kompetenzen von 8- bis 10- jährigen Grundschulschüler(innen) mit portugiesischem Migrationshintergrund. Der Fokus liegt auf der Entwicklung der Vielfalt des produzierten Wortschatzes sowie der durchschnittlichen Korpusfrequenz der Wörter in der Schulsprache (Deutsch oder Französisch). Die Ergebnisse zeigen ausschliesslich eine allgemeine Zunahme der lexikalischen Vielfalt. Zudem zeigen sich Unterschiede zwischen den portugiesischstämmigen Schüler(innen) und anderen in der Schweiz eingeschulten Kindern, was die Wortschatzvielfalt angeht, jedoch nicht die Frequenz

Coordinating a nation-wide introduction of a new competency framework for the Swiss undergraduate medical curricula: development of a common implementation guide

Background: In 2018, Switzerland introduced a new version of its nation-wide framework of reference for the undergraduate medical curriculum named PROFILES. It is based on the 7 CanMeds roles, 9 EPAs and 265 situations as starting points; but in contrast to previous editions it does not list diagnoses or disciplines.To accompany the implementation process the medical faculties created a joint, national working group.Summary of Work: Delegates of the medical schools and the federal licensing exam met regularly over one year. The resulting implementation guide, basedon a thorough review of the current literature, describes contextualized strategies to support the implementation of the different elements of PROFILES. This non-binding approach respects the autonomy of each Swiss medical school, allowing them to adapt the implementation process to their specific context and challenges.Summary of Results:The PROFILES implementation guide covers four main chapters: Curriculum organisation:the transition from a content-oriented to a competency-based teaching program needs an integrated curriculum, active teaching formats and a longitudinal clinical exposure. Assessment:the introduction of EPAs along the CanMeds roles requires a ‘program ofassessment’ combining different assessment strategies, rather than a collection of isolated assessment events. Faculty development:such a profound change can only be achieved if faculty members are trained and informed, and eventually adhere to the new educational orientations. Strategies of implementation:the last chapter emphasizes the importance of developing a change management approach to support a successful implementation of PROFILES.Discussion and Conclusions:The framework of reference for the undergraduate medical curriculum in Switzerland has recently undergone an in-depth update. A collaborative work with delegates from all medical schools resulted in an implementation guide with strategies to address the challenging shift to a competency-oriented curriculum based on CanMeds and EPAs.Take-home Messages: A nation-wide, collaborative approach to define strategies and conditions for the implementation of a new framework of reference has the potential to lead to a clearer appreciation of the challenges and an increased effort towards using common processes and tools to modify the current undergraduate medical curricula