Spielend Lernen im Kindergarten. Neue Technologien im Einsatz

Dieses Kapitel behandelt den kindlichen Zugang zu neuen Technologien im Alltag. Da die Kinder von heute in einer Medienwelt aufwachsen und schon früh mit Medien und Medienprodukten in Kontakt kommen und diese auch nutzen, sind die vorschulischen Bildungsinstitutionen gefordert, aktive Medienarbeit zu leisten und dabei einen verantwortungsbewussten Umgang mit Medien zu fördern. In engem Zusammenhang mit dem Einsatz von neuen Technologien im Vorschulbereich steht die Medienbildung. Deren Förderung stellt schon in der frühen Mediennutzung eine Notwendigkeit dar und wird in diesem Kapitel anschaulich mit ihren wichtigsten Zieldimensionen beschrieben. Die Autorinnen und Autoren verweisen auf die spielerische Umsetzung medienpädagogischer Ziele und den damit verbundenen Einsatz von neuen Technologien. Die Förderung der Medienbildung lässt sich in der Kindergartenarbeit nicht losgelöst von anderen Bildungsschwerpunkten vollziehen und ist somit immer verknüpft mit unterschiedlichen Bereichen der kindlichen Entwicklung und Förderung. Beispiele aus der Praxis zeigen die sozialen, kommunikativen, lernmethodischen, spielerischen und bildenden Aspekte des Lernens und Lehrens mit neuen Technologien sowie die damit zusammenhängenden Herausforderungen und Hindernissen. (DIPF/Orig.

Clinical skills of veterinary students - a cross-sectional study of the self-concept and exposure to skills training in Hannover, Germany

Background: Students of veterinary medicine should achieve basic professional competences required to practise their profession. A main focus of veterinary education is on developing clinical skills. The present study used the guidelines of the "Day-One Skills" list of European Association of Establishments for Veterinary Education (EAEVE) to create an online questionnaire for assessing the skills acquired by students at the University of Veterinary Medicine Hannover (TiHo). The theoretical and practical veterinary knowledge levels of the students and postgraduates are determined and compared. Results: In two batches, 607 people responded (response batch 1, 23.78%; response batch 2, 23.83%). From 49 defined skills, 28 are actually practised during training at the university and 21 activities are known only theoretically. Furthermore, the students showed great willingness to use simulators and models in a clinical skills lab. Conclusions: The results of this survey highlight that the opening of a clinical skills lab at the University of Veterinary Medicine Hannover and its incorporation into the study programme are ideal tools to promote practical competences and foster the motivation to learn

Evaluation of the eOSCE for testing clinical skills

The OSCE is a proven instrument for testing practical skills of students, not only in the (veterinary) medical field. At the University of Veterinary Medicine Hannover, Foundation (TiHo), students must complete a 10-week rotation in one of the university’s own clinics during the practical year in the 9th and 10th semesters in addition to other practical training. Within this framework, the first training for acquiring clinical practical skills with a formative examination (OSCE; Objective Structured Clinical Examination) was developed in the Clinical Skills Lab (CSL) in 2014. Since 2018, the TiHo has been the first veterinary medical training institution in Germany to conduct electronic OSCEs (eOSCEs). In the future, eOSCEs will also be introduced as a summative examination at the TiHo. For this reason, students in the practical year of the winter semester 2021/2022 and summer semester 2022 as well as former and current examiners were surveyed regarding their satisfaction with the eOSCE examination format as part of this study. The 175 analyzed questionnaires from students and 27 analyzed questionnaires from examiners showed a high level of satisfaction with the eOSCE overall, but at the same time indicated problems that should be ironed out before it is introduced as a summative examination in the state examination. In addition to its standardization and objectivity, the examination format also convinced with its quality-assurance review procedure and the direct feedback possibility with regard to the students’ performance

Live in vivo imaging of Egr-1 promoter activity during neonatal development, liver regeneration and wound healing

Background: The zinc finger transcription factor Egr-1 (Early growth response 1) is central to several growth factors and represents an important activator of target genes not only involved in physiological processes like embryogenesis and neonatal development, but also in a variety of pathophysiological processes, for example atherosclerosis or cancer. Current options to investigate its transcription and activation in vivo are end-point measurements that do not provide insights into dynamic changes in the living organism. Results: We developed a transgenic mouse (Egr-1-luc) in which the luciferase reporter gene is under the control of the murine Egr-1 promoter providing a versatile tool to study the time course of Egr-1 activation in vivo. In neonatal mice, bioluminescence imaging revealed a high Egr-1 promoter activity reaching basal levels three weeks after birth with activity at snout, ears and paws. Using a model of partial hepatectomy we could show that Egr-1 promoter activity and Egr-1 mRNA levels were increased in the regenerating liver. In a model of wound healing, we demonstrated that Egr-1 promoter activity was upregulated at the site of injury. Conclusion: Taken together, we have developed a transgenic mouse model that allows real time in vivo imaging of the Egr-1 promoter activity. The ability to monitor and quantify Egr-1 activity in the living organism may facilitate a better understanding of Egr-1 function in vivo. Additional File 1: BLI of adult Egr-1-luc mice with opened body cavity. Transgenic Egr-1-luc mice (one month old) received 6 mg luciferin in 100 μl PBS by intraperitoneal injection. Ten minutes thereafter the animal was killed by cervical dislocation, the body cavity opened immediately, skin from the ventral side partially removed and BLI measurement was carried out (10 min signal collection, setting 'high resolution'). A representative animal is shown with similar amplification setting as in Figure 2A

Status Quo of Progress Testing in Veterinary Medical Education and Lessons Learned

Progress testing is an assessment tool for longitudinal measurement of increase in knowledge of a specific group, e.g., students, which is well-known in medical education. This article gives an overview of progress testing in veterinary education with a focus on the progress test of the German-speaking countries. The "progress test veterinary medicine" (PTT) was developed in 2013 as part of a project by the Competence Centre for E-Learning, Didactics and Educational Research in Veterinary Medicine-a project cooperation of all German-speaking institutes for veterinary medicine in Germany, Austria, and Switzerland. After the end of the project, the PTT was still continued at six locations, at each of the five German schools for veterinary medicine and additionally in Austria. Further changes to the PTT platform and the analysis were carried out to optimize the PTT for continuing to offer the test from 2017 to 2019. The PTT is an interdisciplinary, formative electronic online test. It is taken annually and is composed of 136 multiple-choice single best answer questions. In addition, a "don't know" option is given. The content of the PTT refers to the day 1 competencies described by the European Association of Establishments for Veterinary Education. The platform Q-Exam (R) Institutions (IQuL GmbH, Bergisch Gladbach, Germany) is used for creating and administrating the PTT questions, the review processes and organizing of the online question database. After compiling the test by means of a blueprint, the PTT file is made available at every location. After the last PTT in 2018, the link to an evaluation was sent to the students from four out of these six partner Universities. The 450 analyzed questionnaires showed that the students mainly use the PTT to compare their individual results with those of fellow students in the respective semester. To conclude our study, a checklist with our main findings for implementing progress testing was created

Teaching clinical hematology and leukocyte differentiation in veterinary medicine using virtual patients

Due to contact restrictions imposed because of the COVID-19 pandemic, we created a novel digital course on the Moodle learning platform for winter term in 2020. In the clinical pathology course (CPC) with hematological content, third-year students were able to work independently on 10 extra digital cases of internal medicine involving eight different animal species as a compensation for the reduction in traditional microscopy exercises. Each case presented was initiated using an anamnesis, also the participants to generate a differential blood count based on digitized leukocytes, previously been photographed using a microscope camera. The cases were successive and increased in complexity, for example through the increase in the number of different cell types to be differentiated. The participants had the opportunity to evaluate the course through a final module to rate user-friendliness and acceptance. The total results of the participants in 2021 were analyzed descriptively, focusing on success rates, time spent on the tasks, and number of attempts. A total of 237 (= 96%) of 247 students completed all cases, each assessing 1033 photographed blood cells in sum. The mean processing time was 22.48 min for a differentiation and the students spent an average of 1.48 attempts on it. A voluntary feedback form was completed by 192 (= 78%) students, with more than 95% rating the course positively in 12 evaluation questions, and 29 of 33 comments (= 87.88%) providing positive statements in a comment box. Suggestions for improvement primarily included more explanations on erythrocyte morphologies, followed by adjusting the difficulty level and improving the presentational set-up. Slight improvements in results, time spent on processing the tasks, and the number of attempts indicated an achievement of routine and confidence during the course and were associated with an increase of competency. The positive feedback showed a high acceptance of the digital format and students evaluated the course as improving the quality of teaching when combined with practical exercises

Approach for the monetary evaluation of process innovations in early innovation phases focusing on manufacturing and material costs

In early innovation phases, the monetary evaluation of process innovations is a challenge for companies due to a lack of data. However, an innovation evaluation is essential in an early innovation phase to ensure that process innovations deliver economic value added (EVA) in early innovation phases and to channel technology transfer expenditures in a goal-oriented manner. This paper presents an approach for a semi-quantitative procedure for the monetary evaluation of process innovations in the early innovation phase focusing on manufacturing and material costs. Exemplarily, the approach is applied to process innovations of the Collaborative Research Center 1368 on oxygen-free production. In order to ensure the net present value orientation within the innovation evaluation, the procedure developed is based on a driver tree of the EVA. To link value drivers of the EVA and innovation-driven factors influencing EVA, the EVA driver tree is further systematized with a focus on manufacturing and material costs using a literature-based impact model. Based on the last level of the impact model, a guideline for a semi-structured expert interview is developed. Using this interview guideline, data is collected in the form of innovation-driven influencing factors, which represent the input for the final monetary innovation evaluation. An adapted weighted scoring model is used to draw a semi-quantitative conclusion regarding the EVA achieved by the process innovation. The practical application of the approach developed to process innovations in oxygen-free production has shown that, in the context of three process innovations under consideration, their implementation with the aim of achieving an EVA through reduced manufacturing and material costs at the current innovation status is not effective. However, based on the impact model developed, corresponding levers can be identified to positively influence the EVA and thus also the industrialization of the process innovation. Finally, further necessary steps are identified to evolve the presented approach into a complete method for monetary innovation evaluation in early innovation phases

The proteoglycan osteoglycin/mimecan is correlated with arteriogenesis

Arteriogenesis or collateral growth is able to compensate for the stenosis of major arteries. Using differential display RT-PCR on growing and quiescent collateral arteries in a rabbit femoral artery ligation model, we cloned the rabbit full-length cDNA of osteoglycin/mimecan. Osteoglycin was present in the adventitia of collateral arteries as a glycosylated protein without keratan sulfate side chains, mainly produced by smooth muscle cells (SMCs) and perivascular fibroblasts. Northern blot, Western blot, and immunohistochemistry confirmed a collateral artery-specific downregulation of osteoglycin from 6 h to 3 weeks after the onset of arteriogenesis. Treatment of primary SMCs with the arteriogenic protein fibroblast growth factor-2 (FGF-2) resulted in a similar reduction of osteoglycin expression as observed in vivo. Application of the FGF-2 inhibitor polyanethole sulfonic acid (PAS) blocked the downregulation of osteoglycin and interfered with arteriogenesis. From our study we conclude that downregulation of osteoglycin is a fundamental requirement for proper arteriogenesis