Evangelische Hochschule Nürnberg
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Background and teaching situation: The SARS-CoV-2 pandemic had a substantial didactic impact on medical teaching. In Erlangen, the lecture “General Practice” was offered asynchronously and digitally in an inverted-classroom concept. Contents were available via a learning platform. The lecture was presented using annotated videos, consolidation materials and control questions. A forum encouraged for discussions and feedback and collected in-depth aspects for a case-based video consultation. The aim of this work is to evaluate and critically examine the digital teaching concept during the SARS-CoV-2 pandemic.
Methodology: Two semester cohorts evaluated the lecture. Overall impression of the lecture, didactic elements, suitability and the desired future lecture format were surveyed quantitatively. Free text answers were evaluated by means of qualitative content synthesis.
Results: In terms of overall impression, the students (N=199) rated the lecture on average as “very good” (M=1.41, SD=.57). Digital methods were perceived as suitable for supporting self-study, and digital usage was rated as unproblematically (M=1.18, SD=.50). Desired future teaching formats were blended learning concepts (79.4%). Organisation, structure and content presentation were highly appreciated. The time for completing the course was perceived critically. The students urged for more practical and consolidating lecture work.
Discussion and implications: The results illustrate high acceptance of digital teaching and underline the demand for future blended learning concepts. It is particularly important to better consider the students’ time investment and practical relevance of digital self-learning mechanisms.
Serotonin immunoreactivity was previously found in myenteric neurons co-innervating motor endplates in the mouse esophagus striated muscle and aninvolvement in motility control was suggested. However, it is not known ifother neuroactive substances are present in these neurons and to what extentthey co-localize. First, vasoactive intestinal peptide (VIP) was established as abona fide marker for putative inhibitory myenteric neurons by evaluating co-localization with neuronal nitric oxide synthase (nNOS) and neuropeptide Y(NPY). Then, co-localization of serotonin and VIP was tested in co-innervatingaxons on motor endplates, which were visualized withα-bungarotoxin (α-BT)by multilabel immunofluorescence. Myenteric ganglia were also surveyed forco-localization in neuronal perikarya and varicosities. nNOS, NPY, and VIPwere completely co-localized in enteric co-innervating nerve terminals onmotor endplates. After co-staining with VIP, we found (a) serotonin (5-HT)-positive nerve endings without VIP (44% of 5-HT-positively innervated end-plates), (b) 5-HT- and VIP-positive endings without co-localization (35%), and(c) 5-HT- and VIP-positive endings with co-localization (21%). About one-fifthof nerve terminals on motor endplates containing 5-HT originate from putativeinhibitory peptidegic nitrergic neurons. However, the majority represents a different population presumably subserving different functions.
Treatment thresholds and minimal clinically important effect sizes of antiosteoporotic medication
(2022)
Background
Patient decisions to take preventative treatments for osteoporosis depend on their perceptions of fracture risk, medication effect sizes (ES) of benefits and harms. However, physicians and lay persons may have differing perceptions of risks and medication efficacy. Both tend to overestimate medication benefits. This study surveyed at what risk physicians would prescribe and lay persons would be willing to take bisphosphonates, the minimum ES both groups do demand and the physicians estimates of the actual benefit of bisphosphonates.
Design
Cross-sectional online questionnaire survey.
Methods
Respondents were confronted with a case vignette with an osteoporotic patient (10-year femoral fracture risk: 32%). They were asked at what threshold of 10-year-risk of femoral neck fracture they would prescribe or take a drug. They were asked for the minimum ES (absolute risk reduction, ARR) they demand from bisphosphonates to prescribe or take them. Physicians were asked to provide their estimate of the actual ARR of bisphosphonates.
Results
114 physicians and 140 lay persons answered (convenience sample/snowball distribution). The 10-year-risk threshold of lay persons (Mdnlay = 60%) willing to take medication was twice as high as the physicians’ threshold (Mdnphy = 30%) to prescribe it (p < .001). The median minimum ARR physicians demanded for bisphosphonates prescription was 17%, whereas lay persons demanded 22% (p < .001). Physicians estimated the actual ARR of bisphosphonates to be 12%. This estimated effect size was below their own minimum threshold for prescription.
Conclusions
Lay persons tolerate a higher fracture risk and demand a larger benefit of antiosteoporotic medication for fracture prevention than physicians. Physicians demand higher minimum benefits than their own estimates which in turn are above the benefit evidence suggests. Physicians should be more familiar with ES of antiosteoporotic drugs concerning patient outcomes and actively advise lay persons before preventive treatment decisions are taken.
Post-migrant societies in Europe are characterized by political, cultural, religious, and social changes. Where people meet under the conditions of migration and globalization, new places and spaces of negotiating are arising. They are formed by provocative questions, dynamic reorientation, and social transformation, in particular regarding religious affiliations, contexts and experiences. This article will consider challenges and the resources of religion in terms of coping with ambiguity and building up post-migrant community relations. In this context, the concept of the ‘contact zone’ as a post-migrant place or space provides an insight to social spaces where cultures and religions meet, clash and grapple with each other, often in emotionally charged contexts of highly asymmetrical relations of power, like displacement and their aftermaths. These contact zones offer a place of discussing power, oppression, and religious diversities, but also find innovative perspectives for post-migrant identities. With reference to this, three case studies based on experiences of refugees in Europe with contact zones in refugee centers, schools and educational institutions allow for an understanding of the significance of places, the feeling of rootlessness and the findings of new places of religious identity, of ‘embodied’ habitation and participation. Finally, this article emphasizes the meaning of public speech in post-migrant societies from a Christian perspective.
Religious Literacy in Early Childhood Education as a Societal Resource in Immigrant Societies
(2022)
Western immigration societies are struggling with numerous of educational challenges. Every third, sometimes every second child has an immigration biography and teachers working in early childhood education are often minimally prepared to deal with the resulting diverse and complex conditions of cultural and religious diversity. Children and Childhood studies show that religion is an essential reference point for migrant families and their children. How could these empirical settings be transformed into intercultural and inter-religious competences and spiritual well-being in early childhood education? In which ways religious education in pre-schools provides a “safe place” or space of negotiating (religious) identity, value building, resilience, and the capacity to deal with pluralism and otherness? On the basis of empirical and theoretical results, the opportunities of religious education in early childhood education for developing an attitude of global citizenship should be taken into serious consideration
Kooperationen gestalten
(2022)
Diese Handreichung soll Impulse für die Prozessgestaltung von Kooperationen zwischen Kirchengemeinden liefern, die im Zuge von Transformationsprozessen derzeit eingegangen werden – oder eingegangen werden müssen. Herzstück sind die vier Dimensionen, zu denen sich jede Kooperation verhält: Intentionalität, Interaktivität, Intensität und Souveränität. Die Fragestellungen, die den Dimensionen zugeordnet wurden, können für die eigene Praxis erweitert, variiert, zusammengeführt, konkretisiert und weiterentwickelt werden. Die Skizzierungen für Vorgehensweisen beim Einstieg in eine Kooperation, bei der Bearbeitung von Konflikten und bei Bilanzierungen sind ausdrücklich als Vorschläge gedacht und können ebenso den Traditionen der jeweiligen Praxen angepasst werden.
Idealerweise werden die dargestellten Vorgehensweisen von professionellen Fachkräften der Organisationsberatung und -entwicklung begleitet. Sie können aber auch ohne Moderation genutzt werden oder auch nur Teile davon umgesetzt werden.
Darüber hinaus ist es auch nicht notwendig, den Prozess in Gruppen zu vollziehen. Auch eine individuelle persönliche Auseinandersetzung mit den Dimensionen kann als hilfreiche Orientierung für den eigenen
Professionalisierungsprozess herangezogen werden.
Auch wenn die Bundesrepublik Deutschland im Demokratieindex der Economist Intelli- gence Unit (vgl. Kekic 2007) als vollständige und stabile Demokratie geführt wird, (vgl. The Economist 2022) zeigen sich in unserer Gesellschaft in den letzten Jahren doch auch nicht zu unterschätzende demokratiegefährdende und/oder demokratiefeindliche Tendenzen (vgl. Zick/Küpper 2021). Diese lassen sich z.B. am Phänomen der Politikverdrossenheit bestimmter Risikogruppen festmachen (vgl. Bertelsmann-Stiftung 2017, 2020), aber auch am Erstarken extremer politischer Gewalt (vgl. BMI 2021) sowie der Zunahme antisemitischer Straftaten (vgl. BMI 2017) bzw. der Verbreitung rassistischer Vorurteile (vgl. DeZIM 2022). Vor diesem Hintergrund wird – schon seit längerem – auch in der Sozialen Arbeit die Förderung von Demokratie als professionelle Aufgabe verstanden (vgl. Geisen u.a. 2013; Mührel/Birgmeier 2013; Köttig/Röh 2019). Gesellschaftliche Teilhabe, Inklusionsvermitt- lung und Exklusionsvermeidung sind dabei schon immer gesellschaftspolitischer Auftrag der Sozialen Arbeit, was insbesondere im professionstheoretischen Selbstverständnis der Sozialen Arbeit als Menschenrechtsprofession zum Ausdruck kommt (vgl. Staub-Bernasconi 2019).
Diakonisches Handeln gehört zum Wesen der Kirche. Der Auftrag der Nächstenliebe ist in der Bibel breit bezeugt. Glaube und Liebe, Gottesliebe und Nächstenliebe unter der Perspektive der Hoffnung bilden den Kern kirchlichen Handelns. Sie werden in der Bibel
im Doppelgebot der Liebe zusammengefasst. Hier liegen die Wurzeln des Diakonats (vgl. Noller 2016; Härle 2011; Schmidt 2006). Für die Rummelsberger Diakon:innen der Evangelisch-Lutherischen Kirche in Bayern (ELKB) ist insbesondere Mt 25, 31-46 von gewichtiger
Bedeutung. Die sieben Werke der Barmherzigkeit, wie sie beispielsweise im Altarraum der Philippuskirche in Rummelsberg zu sehen sind, wirken als biblische Leitbilder für das Handeln von Diakon:innen: Durstige tränken, Hungrige speisen, Gefangene besuchen, Tote bestatten, Kranke heilen, Fremde beherbergen und Nackte bekleiden wird übersetzt
und aktualisiert in professionelles Hilfehandeln im Kontext des jeweiligen Dienstauftrages.
Damit leben sie die Verkündigung der Menschenfreundlichkeit Gottes in Wort und Tat.