Attitudes on the donation of human embryos for stem cell research among Chinese IVF patients and students

Bioethical debates on the use of human embryos and oocytes for stem cell research have often been criticized for the lack of empirical insights into the perceptions and experiences of the women and couples who are asked to donate these tissues in the IVF clinic. Empirical studies that have investigated the attitudes of IVF patients and citizens on the (potential) donation of their embryos and oocytes have been scarce and have focused predominantly on the situation in Europe and Australia. This article examines the viewpoints on the donation of embryos for stem cell research among IVF patients and students in China. Research into the perceptions of patients is based on in-depth interviews with IVF patients and IVF clinicians. Research into the attitudes of students is based on a quantitative survey study (n=427). The empirical findings in this paper indicate that perceptions of the donation of human embryos for stem cell research in China are far more diverse and complex than has commonly been suggested. Claims that ethical concerns regarding the donation and use of embryos and oocytes for stem cell research are typical for Western societies but absent in China cannot be upheld. The article shows that research into the situated perceptions and cultural specificities of human tissue donation can play a crucial role in the deconstruction of politicized bioethical argumentation and the (often ill-informed) assumptions about “others” that underlie socio-ethical debates on the moral dilemmas of technology developments in the life sciences

Interprofessionelles Wahlpflichtmodul zur wissenschaftlichen Präsentation von Projektarbeiten: Umsetzung im Online-Format

Background: In the bachelor degree program Interprofessional Health Care that combines professional training and study, students work part-time in their chosen professions after completing training. The increase in students' working hours due to COVID-19 and the switch to a digital teaching format raised the question as to how a successful and flexible educational concept can be created online in this context.A blended-learning strategy in combination with a competency model for interprofessional learning was chosen as theoretical reference point for implementation. Based on a module for academic poster presentation in front of an interprofessional plenum, the sequence of the learning process organization in the phases "kick-off", "self-directed learning" and "online seminar" is exemplified and discussed with regard to its suitability for digital interprofessional teaching.Implementation: During implementation it was important to clearly define the module's scope and sequence at the very beginning. The use of screencasts enabled students to individually pace their learning during the preparatory self-directed learning phase. Embedding assignments in the screencasts served to aid students in their learning. The synchronous exchange in interprofessional small groups was experienced as profitable for the own poster production. Several students perceive their own poster presentation in digital format as an increase in competence and a basis for future academic presentations.Summary: In summary, the entire interprofessional module was successfully implemented digitally in the phases "kick-off", "self-directed learning" and "online seminar". For synchronous learning, virtual small group workspaces seem particularly suitable for learner activation. The practical implementation of the acquired competencies in the form of the poster presentation is crucial for ensuring the learning success.Hintergrund: Im ausbildungsintegrierenden Bachelorstudiengang "Interprofessionelle Gesundheitsversorgung" arbeiten Student_innen nach Ausbildungsende in Teilzeit in ihrem erlernten Gesundheitsberuf. Die durch COVID-19 bedingte Aufstockung der Arbeitszeit der Student_innen und die Lehrformatsumstellung auf digitale Formate warf die Fragen auf, wie ein gelingendes und flexibles Lehr-Lernkonzept in diesem Kontext online gestaltet werden kann. Für die Umsetzung wurden als theoretische Bezugspunkte ein Blended Learning Konzept in Kombination mit einem Kompetenzmodell interprofessionellen Lernens gewählt. Anhand eines Moduls zur wissenschaftlichen Posterpräsentation vor einem interprofessionellen Plenum wird der Ablauf der Lernprozessorganisation in den Phasen "Kick-off", "Selbstgesteuertes Lernen" und "Online-Seminar" exemplarisch dargestellt und hinsichtlich der Eignung für die digitale interprofessionelle Lehre diskutiert. Umsetzung: Bei der Umsetzung war die Klärung des Ablaufs und eines verbindlichen Rahmens zu Beginn des Moduls wichtig. Mittels Screencasts konnte danach eine individuelle Festlegung des Lerntempos in der selbstgesteuerten vorbereitenden Lernphase stattfinden. Die Einbettung von Arbeitsaufträgen in die aufgezeichneten Screencasts unterstütze die Student_innen beim Lernen. Der synchrone Austausch in interprofessionellen Kleingruppen wurde als gewinnbringend für die eigene Postererstellung erlebt. Einige Student_innen empfanden die eigene Posterpräsentation in digitalem Format als Kompetenzzuwachs und Basis für spätere wissenschaftliche Präsentationen.Fazit: Zusammenfassend zeigte sich, dass das gesamte interprofessionelle Modul digital in den Phasen "Kick-off", "Selbstgesteuertes Lernen" und "Online-Seminar" erfolgreich umsetzbar war. Für das synchrone in Lernen erscheinen insbesondere virtuelle Kleingruppenarbeitsräume zur Lerneraktivierung geeignet. Die praktische Umsetzung der erworbenen Kompetenzen in Form der Posterpräsentation ist entscheidend für die Absicherung des Lernerfolges