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Utilising emancipatory approaches to educational technology in higher education allows welcoming creative and artistic modes of inquiry. This article presents two methods, a virtual makerspace and a guided fantasy story that were applied in a project concerned with rewilding higher education pedagogy. It is argued that the methods encouraged curiosity and care to address diversity and inclusion. They afforded mindfulness of individual needs and welcomed explorations of new directions that challenged potential biases (gender, race, disability or professionality). The article illustrates how these two methods may offer a safe space to dream and imagine educational spaces.

The aim of this paper is two-fold: firstly, to provide an overview of emerging digital practices that support collaborative learning, competency development, and digital literacy for student-centered learning environments in higher education during the rapid digital transition caused by pandemic-related lockdowns across the world, and secondly, to analyze and discuss how systematic reviews of generalized themes and trends can be combined with contextualized experiences and the lessons learned from the COVID-19 crisis to inform the digital transformation of higher education, with a particular focus on bridging the gap between campus-based teaching and online learning and on the identification of the digital competencies that teachers and students must acquire during the continuing shift into a 'new normal' for post-pandemic educational practices. This study was motivated by questions and findings emerging from an early reactive case study conducted by three of this paper's co-authors (Lyngdorf et al., 2021a). By reviewing the full texts of 18 articles, this study provides a systematic literature review which maps the general landscape of the online, hybrid, and blended digital practices applied in existing student-centered learning environments in higher education since the onset of the pandemic. Furthermore, this mapping is used to revisit data and findings from the earlier reactive study of emerging digital practices in a specific problem- and project-based learning (PBL) environment. This study's findings highlight critical factors and barriers related to emerging practices which support students' interactions with teachers, content, and each other, as well as the emerging competencies that these practices will require. The paper concludes with a discussion of the main findings and their implications for further research and practice.

Contribution: This article contributes to the literature surrounding first-year engineering students' academic well-being by proposing a conceptual framework guiding an understanding of supportive sources that foster students' academic well-being. A survey was designed and tested accordingly, and four factors that contribute to students' academic well-being were identified to inspire the improvement of a future course and curriculum design. Background: Prior research has pointed out that students' academic well-being has a significant impact on their persistence in their current study, learning experience, academic achievement, and competence development. However, limited studies have explored first-year engineering students' academic well-being and supportive factors in the field of engineering higher education. To support engineering students to become agentic professionals, it is meaningful to pay close attention to their academic well-being and help them to become purposeful learners at an early stage of their professional development. Research Question: (1) How can an instrument be developed and validated to characterize the sources of students' academic well-being in a project-based learning approaches (PBL) context? (2) What sources could foster students' academic well-being in a PBL context? Are there significant differences in age, gender, and discipline as a function of sources of academic well-being? Methodology: With the guidance of the conceptual framework with the domains of internal and external sources, a survey was designed based on a literature review and conducted in a PBL environment. The survey's content validity, construct validity, and reliability were tested using expert review, a pilot study, exploratory factor analysis (EFA), and Cronbach's alpha. Findings: Supportive sources fostering students' academic well-being were reported in the factors of personal values, agentic action, interactions within the learning environment, and external support. Comparisons between gender, age, and discipline verified the different impacts of the four factors on fostering academic well-being.

Problem-based learning (PBL) has been implemented with different levels of success in first-year engineering education in response to the rapidly growing requirements for a higher degree of learner agency in graduates. This study is contextualised in a systemic problem-based learning environment and explores the sources of first-year engineering students' learner agency development in relation to the main features and skillsets of PBL, such as teamwork, student-centredness, problem orientation and project organisation. Q methodology was employed, including both qualitative and quantitative data collection and analysis based on a 39-statement Q sample and 102 valid Q sorts. The Q analysis identified four statistically distinct viewpoints on the key sources of learner agency for students: (1) Team dynamism and self-directed learning within the project team, (2) Trust and peer support within the project team, (3) Individual efforts at career readiness and (4) Team efforts at project management. The findings highlight the potential of PBL for offering more and better pedagogical support for first-year engineering students in developing learner agency.

In response to the opportunities and challenges posed by rapid technological advancement, digital transformation (DT) has recently emerged as a key concept in higher engineering education. DT involves using digital technologies to transform educational and pedagogical practices to enhance the learning and teaching experiences, prepare students for the needs of industry, and foster innovation. Despite a growing number of small-scale empirical studies concentrating on digitalization at lower single-activity and classroom levels, the practices of traditional education largely remain. There is a need for more systematic and holistic frameworks to facilitate and guide DT in engineering education. This study reviews 13 studies, using a systematic approach to identify and analyze the literature on frameworks for DT of engineering education. Several characteristics are identified, including types of DT frameworks and models; drivers of DT; and digital learning tools and types. In addition, various anticipated outcomes of DT reported in the included studies are described at the micro, mezzo, and macro levels. Recommendations for future practices for engineering students, educators, and institutions and future research directions for engineering educational researchers are also proposed to support the further development of digital education.

From a social cultural learning perspective, the study explored the social formations for interactions of Danish students during a short-term international mobility study programme in China, using multiple qualitative data sources. Although a variety of patterns of strategies, practices and discourses were identified, the findings suggest that the students socialised most with co-nationals and little with local Chinese. Although their internal socialisations created some opportunities to learn from each other and learn about Chinese culture, they were mainly found to be constraints to learning due to limited interaction with locals and stereotyping the local 'others', risking misunderstandings. The outcomes of the study identify a gap between the ideal of the mobility study programme's formal objectives and the practice of its implementation, which challenges prevailing political initiatives to increase internationalisation through student mobility. Also questioned is the effectiveness of sociocultural learning design in the short-term mobility context.

This study follows three Chinese university instructors' learning and role identity change in a six-month Problem-Based Learning (PBL) professional learning programme in Denmark. Data sources include individual progressive portfolios and two rounds of interviews. Data analysis using the Dynamic Systems Model of Role Identity indicates that all three participants experienced change in all four dimensions of the model: ontological and epistemological beliefs, purpose and goals, self-perceptions and definitions, and perceived action possibilities. resulting in changed teacher role identities. Furthermore, the role of the intercultural context of the programme in triggering enablers and/or constraints for learning was also studied. It was found that beliefs about cultural community and "othering" in some cases acted as initial triggers for learning and motivation, while. in other instances, beliefs about cultural differences could be a constraint. The results provide evidence of the effectiveness of using a PBL methodology to organise professional learning activities and facilitate teacher role identity change and explore the roles of culture and interculturality in relation to the DSMRI model. [ABSTRACT FROM AUTHOR]

- Fifty-six patients with renal or ureteric colic were entered into a randomised, prospective, double-blind investigation of the analgesic efficacy and tolerance of VoltarenR versus KetoganR, both administered intramuscularly. There were no significant differences regarding pain-relief but side effects were fewer in patients treated with Voltaren. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the efficacy of vardenafil in patients previously unresponsive to sildenafil., Patients and Methods: A multicentre, double-blind, 12-week, flexible-dose, placebo-controlled trial was conducted, involving 463 men aged > or = 18 years with moderate-to-severe erectile dysfunction (ED) and who were unresponsive to sildenafil (by history). After a 4-week treatment-free run-in, patients received placebo or vardenafil 10 mg with the option to maintain current dose or to titrate by one dose level (5, 10 or 20 mg) based on efficacy and tolerability at 4 and 8 weeks. Outcome measures were the erectile function (EF) domain score of the International Index of Erectile Function, two Sexual Encounter Profile diary questions (vaginal penetration and maintenance of erection until successful completion of intercourse), and the Global Assessment Question (GAQ)., Results: There was significantly better EF with vardenafil than with placebo throughout the study. The least-square mean EF domain scores increased from 9.3 at baseline to 17.6 at the 'last' observation carried forward (LOCF) analysis with vardenafil (P < 0.001). Overall least-square mean per-patient success rates more than doubled for penetration (30.3% to 62.3%) and quadrupled for successful intercourse (10.5% to 46.1%) with vardenafil. Improved erections (positive response to the GAQ) were reported by 61.8% of patients receiving vardenafil and 14.7% of those receiving placebo at LOCF (P < 0.001). Normal EF (domain score > or = 26) was achieved by 30% of patients receiving vardenafil and 6% receiving placebo at LOCF (P < 0.001). Adverse events were infrequent and representative of the phosphodiesterase-5 inhibitor profile., Conclusion: Vardenafil is an effective and generally safe treatment for ED, even in men unresponsive to sildenafil (by history).

This study compares medical graduates' experience in practical skills with a range of stakeholders' expectations. A questionnaire listing 58 practical skills was sent out to a group of graduating medical students. The medical students were asked to indicate their experience in each skill during medical school. A similar questionnaire was sent out to five groups of stakeholders asking for their expectations regarding graduates' experience. The stakeholders were: faculty members; consultants at clinical departments with interns in training; general practitioners; nurses; recently graduated junior doctors. A total of 472 questionnaires were sent out and 315 (67%) were returned. Medical graduates showed substantial variation in level of experience, and their experience was substantially lower than the expectations of the stakeholders. Nurses and junior doctors tended to have higher expectations compared with faculty members and consultants. Differences between our results and reports in the literature from elsewhere emphasize the importance of performing local needs assessments, and in this process stakeholders apart from faculty members should be involved.

Problem Based Learning (PBL) has not yet been instituted systematically at medical schools in Denmark. We therefore introduced the method in a 10th term course in internal medicine and surgery, eighteen months before graduation, and evaluated the experience after two terms with a total of 93 students and 15 tutors. Compared with traditional education such as bed-side clinics and lectures etc., PBL was the preferred method by 67% of the students, while 28% found the methods equally good and only 2% discredited PBL. The main advantage of PBL was ascribed to motivation and activation, the students finding themselves as being part of the problem-solving situation. The tutors estimated PBL highly when teaching clinical coping strategies, stressing the need for a realistic and appropriate setting. This experience supports the decision to introduce PBL throughout the new medical curriculum in Copenhagen.

The effect of initial elective arterial reconstructive surgery was evaluated in relation to employment and social status. Ninety patients with intermittent claudication were followed for a period of 3.5 years. The male to female ratio was 1:12. At the time of operation, all the patients were under the age of 60 years and potentially professionally active. The indication for operation in fifty-nine patients was intermittent claudication. For thirty-one patients, the indication for operation was ischaemic rest pain, gangrene or ulcer. Fifty-six patients (74%) returned to active employment following vascular reconstructive surgery. It is concluded that reconstructive vascular surgery is of great importance for rehabilitation and in the success of resumption of active employment.

The epidemiology of scalds to children aged 0-5 years is reviewed. More than two-thirds were below 2 years of age. Most accidents took place in the dining/living room and most were caused by coffee. Awareness by the parents may reduce the number of scalds.

Voiding disturbances following anal surgery are a well known but often ignored condition. Thirty-seven patients were investigated before and after operation for hemorrhoids by uroflowmetry and measurement of residual urine. Sixteen patients showed a decreased peak flow after operation, 13 patients had residual urine of more than 100 ml and 5 patients developed urinary retention. Five of the 13 patients complained of stranguria, incontinence, nocturia and frequency during the following months. We suggest that patients with urological problems after anal surgery should have their bladder controlled at regular intervals.

Internal abdominal hernias are uncommon. A case of sigmoid mesocolic hernia involving cystadenoma of the uterine adnexa is described. Symptoms from internal hernias are vague and uncharacteristic. Most cases are diagnosed at laparotomy for ileus.

To evaluate the use of papaverine-induced erection as a diagnostic test in men with erectile dysfunction, 24 patients had papaverine injected into the corpus cavernosum. The results of the papaverine test in combination with the tentative diagnosis, based upon patient history, clinical examination and peno-brachial pressure index, gave in most cases sufficient information about the function of the penile vessels to decide in which patients a selective arteriography or a cavernosography was indicated. Two patients developed priapism after the papaverine injection.

Metastasis to the testis is rare. The site of primary tumor may be the lungs, the prostate or the large bowel. The clinical parameter is illustrated by a case history. The immunohistochemical method is taken into account.