Esophageal Atresia with or without Tracheoesophageal Fistula (EA/TEF): Association of Different EA/TEF Subtypes with Specific Co-occurring Congenital Anomalies and Implications for Diagnostic Workup

Background Esophageal atresia with or without tracheoesophageal fistula (EA/TEF) represents the most common developmental malformation of the upper digestive tract. It is classified into six subtypes according to the classification of Vogt, depending on anatomical variation of this malformation. Around 50% of the patients with EA/TEF present additional anomalies, which often influence, next to the EA/TEF subtype, the overall prognosis of EA/TEF newborns. Here, we investigated the association of the different EA/TEF subtypes with co-occurring congenital anomalies in EA/TEF patients and demonstrate their implications for postnatal diagnostic workup. Materials and Methods We investigated 333 patients of a large German multicenter study born between 1980 and 2012. After evaluation of all available clinical records, 235 patients were included in our analysis. We compared our results with existing data. Results The highest risk for co-occurring anomalies was seen in patients with most common Vogt 3b ( p =0.024), especially for additional gastrointestinal anomalies ( p =0.04). Co-occurring anomalies of the skin were significantly more common in patients with subtype Vogt 2 ( p =0.024). A significant correlation was observed for an impaired neurodevelopmental outcome and EA/TEF Vogt 3a ( p =0.041). Patients with EA/TEF showed a higher risk to present with any additional congenital anomaly compared with the general population ( p <0.001). Conclusion Our results warrant thorough clinical workup for gastrointestinal anomalies especially in patients with Vogt 3b. Moreover, it might be necessary to focus on a thorough aftercare for neurocognitive development in patients with Vogt 3a. The here presented observations need to be confirmed by future studies

Teachers’ assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model

In this article, we present a new model of teachers' assessment competence. The model is based on the educational competence concept, thus defining competences to be context-specific, learnable cognitive dispositions that are needed to successfully cope with specific situations. Integrating research on assessment processes, practices, and products, we specify the range of situations our model applies to, and discuss how its elements may become involved and measurable in a variable assessment process. The model aims to inspire future integrative research on the description, explanation, prediction, and promotion of teachers' assessments in various situations

Combining retrieval practice and generative learning in educational contexts

Engaging learners in practicing the retrieval of learned information fosters the consolidation of learners’ mental representations and hence long-term retention. Retrieval practice research has enriched the instructional design literature by providing a wealth of evidence for these benefits of retrieval-based learning and thus emphasizing the value of means to consolidate knowledge. The present article makes the case that a fruitful next step could be to focus on the interplay between retrieval practice and generative activities. Rather than consolidating mental representations, generative activities should have as their main function the construction of coherent mental representations. Hence, from a theoretical perspective, generative activities and retrieval practice should functionally complement each other; hence, combinations of both activities might be particularly suitable to promote lasting learning. Given the challenge to beneficially combine these activities, we discuss open questions that could substantially advance both the retrieval practice and the generative learning field.Das Üben des Abrufs von zuvor gelernten Informationen aus dem Gedächtnis fördert die Konsolidierung mentaler Repräsentationen und damit das langfristige Behalten. Durch eine Fülle an Belegen für diese Vorteile des abrufbasierten Lernens und die Betonung des Wertes von Maßnahmen zur Konsolidierung von Wissen, hat die Forschung zu Abrufübungen die Instruktionsdesignforschung deutlich bereichert. In dem vorliegenden Artikel argumentieren wir, dass ein sinnvoller nächster Schritt darin bestehen könnte, das Zusammenspiel zwischen Abrufübungen und generativen Lernaktivitäten zu untersuchen. Anstatt mentale Repräsentationen zu konsolidieren, besteht die Hauptfunktion von generativen Lernaktivitäten im Aufbau kohärenter mentaler Repräsentationen. Aus theoretischer Sicht sollten sich also generative Aktivitäten und Abrufübungen funktional ergänzen, so dass Kombinationen beider Arten von Aktivitäten besonders geeignet sein könnten, um nachhaltiges Lernen zu fördern. Angesichts der Herausforderung, diese Aktivitäten sinnvoll zu kombinieren, diskutieren wir offene Fragen, die sowohl die Forschung zu Abrufübungen als auch das Feld des generativen Lernens wesentlich voranbringen könnten

Treatment of Unspecific Back Pain in Children and Adolescents: Results of an Evidence-Based Interdisciplinary Guideline

Using a structured approach and expert consensus, we developed an evidence-based guideline on the treatment and prevention of non-specific back pain in children and adolescents. A comprehensive and systematic literature search identified relevant guidelines and studies. Based on the findings of this literature search, recommendations on treatment and prevention were formulated and voted on by experts in a structured consensus-building process. Physical therapy (particularly physical activity) and psychotherapy (particularly cognitive behavioral therapy) are recommended for treating pediatric non-specific back pain. Intensive interdisciplinary treatment programs should be provided for chronic and severe pain. Drug therapy should not be applied in children and adolescents. Further research on non-specific back pain in childhood and adolescence is strongly needed to reduce the imbalance between the high burden of non-specific back pain in childhood and adolescence and the low research activity in this field

Etiology, Risk Factors, and Diagnosis of Back Pain in Children and Adolescents: Evidence- and Consensus-Based Interdisciplinary Recommendations

Using a structured approach and expert consensus, we developed an evidence-based guideline on the diagnosis of back pain and the treatment of non-specific back pain in children and adolescents. The first part comprises etiology, risk factors, and diagnosis. The second part, published in the same issue, includes treatment and prevention. A comprehensive and systematic literature search was conducted to identify relevant guidelines and studies. Based on the findings of this literature search, recommendations on risk factors and diagnosis were formulated and voted on by experts in a structured consensus-building process. Notable red flags for specific back pain and evidence-based risk factors for non-specific back pain in children and adolescents were identified. Only three evidence-based recommendations could be formulated for causes, red flags, and risk factors for back pain, while two recommendations are based on expert consensus. Regarding diagnostics, eight expert consensus recommendations and one evidence-based recommendation could be provided. Despite the importance of adequate diagnosis for the treatment of back pain in children and adolescents, results of this work confirm the deficit in research investment in this area