Search

Der Beitrag untersucht Auswirkungen und Fragestellungen von generativen Sprachmodellen, einer Form der Künstlichen Intelligenz (KI), in den Bereichen von Kompetenzen, Prüfungen und Lehr-Lern-Szenarien. Wir diskutieren, inwiefern KI neue Kompetenzen erfordert, Kompetenzen an Relevanz verlieren und Kompetenzen verloren gehen. Die teilweise veränderten Kompetenzen wirken auch auf die Prüfungsgestaltung: Es stellt sich die Frage, wo KI aus Prüfungen ausgeschlossen und wo sie bewusst eingeschlossen werden sollte. Beide Entscheidungen haben Einfluss auf die Zuverlässigkeit und Alltagsnähe der Prüfungen. KI wirkt hier als Verstärker bestehender Fragen und Problemstellungen. Im Bereich der Lehr-Lern-Szenarien eröffnet KI Lernenden die Möglichkeit, Lernmedien selbst zu adaptieren. Darüber hinaus kann KI als weiterer Akteur in Lehr-Lern-Settings hinzukommen und es stellen sich Fragen, wie dies die soziale Situation des Lernens verändern kann. Im Sinne des Constructive Alignment argumentiert dieser Beitrag, dass KI nicht isoliert, sondern didaktisch verschränkt in Kompetenzen, Prüfungen und Lehr-Lern-Szenarien integriert werden muss. Für die Diskussion und Exploration der sich daraus ergebenden Fragen brauchen Bildungsinstitutionen Offenheit und Experimentierräume.

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Tribologie und Schmierungstechnik is the property of Narr Francke Attempto Verlag GmbH & Co.KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Die Urologie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article describes the general structure as well as the cornerstones of the implementation and evaluation of the language level survey. Subsequently, observations on authenticity and handling of world knowledge are described in a concrete language level survey. [ABSTRACT FROM AUTHOR]

Simulation-based examination formats improve the possibility to assess medical students' competences during their performance. Additionally, videotaping of simulations allows for remote rating, providing advantages for raters, students, and exam organizers. We describe a simulationbased OSCE prototype with remote rating of students' competences, developed to replace a conventional OSCE at HamburgMedical Faculty. The assessment consists of two phases: a consultation phase with four simulated patient encounters and a case presentation phase where four students present two cases each. All encounters from the consultation and the presentation phase are to be videotaped and remotely rated by clinical raters. Advanced medical students (year 4) are to be assessed regarding their clinical knowledge as well as physician-patientcommunication, clinical reasoning competence, and patient management competence. We provide detailed schedules for the simulationbased OSCE procedure and a roster for organization. When piloting the assessment, we encountered two major obstacles with respect to legal obligations regarding examination time and videotaping which allowed us to provide tips on how to successfully implement this assessment prototype. Remote rating will, when successfully implemented, help students to concentrate on their consultation or presentation tasks, reduce raters' time constraints and also allow for randomized rating. Using established instruments for competence-rating rather than OSCE checklists provides an additional feature for this simulation-based OSCE prototype. Legal issues can be avoided by using the prototype for formative assessment but should be addressed in advance when it is planned to be used as summative assessment. [ABSTRACT FROM AUTHOR]

Copyright of Der Schmerz is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The SARS-CoV‑2 pandemic has been a major challenge for graduate education. Teaching had to be digitalized within a very short time. This also affected the areas of anesthesiology, intensive care, emergency, pain and palliative care at the Department of Anesthesiology and Intensive Care Medicine at the University of Leipzig.Objective: The aim of this questionnaire-based survey was to find out which courses can be digitalized from the students' point of view and which forms of teaching are associated with obstacles. In addition, we examined which technical infrastructure supports digitalization best.Material and Methods: In the course of digitalization the lecture series in the areas of palliative care and pain medicine had to be revised but also digital alternatives for seminars, simulation courses and bedside teaching had to be created. Video podcasts, digital learning material, educational films and video conferences were used for the digital implementation of the courses. Depending on the course, different digital methods were combined. In addition, a discussion forum for the exchange between faculty and students was established. An online evaluation was then carried out to assess the content.Results: A total of 82 4th and 5th year medical students took part in the survey. More than 60% of students rated the learning effect of digital courses as "high" or "very high". Video podcasts of the lectures (45.1%) and digital bedside teaching (34.1%) were rated as the most effective ways of imparting knowledge. In particular, 92.7% of the surveyed students believed that the lectures could be replaced digitally on a permanent basis. For bedside teaching (3.7%) and emergency simulation course (1.2%) this is far less the case. In the majority of cases (56.1%), students needed 30-90 min daily for the preparation and post-processing of the contents. Just under 90% gave the digital courses offered by the hospital an overall grade of 1 or 2 (on a scale from 1 = best to 6 = worst).Conclusion: The SARS-CoV‑2 pandemic posed major challenges for graduate teaching. At the same time, however, it also helped to overcome often long-standing hurdles to the digitalization of teaching. In the course of the digital semester, different teaching formats could be digitalized to varying degrees: Lectures can be digitally reproduced particularly well from the students' perspective, whereas the digitalization of bedside teaching has not been possible in most cases. [ABSTRACT FROM AUTHOR]

Der Beitrag geht der Frage nach, wie sich die Form und Funktion der Prüfung vor dem Hintergrund der Digitalisierung verändert. Von besonderem Interesse sind dabei die veränderte Wissensproduktion im pädagogischen Feld und deren Folgen für die pädagogische Theoriearchitektur. Die Digitalisierung führt – so die Argumentation – zu einem strukturellen Wandel in jenen (prüfenden) Verfahren, die vormals Wissen oder Fähigkeiten von Schülern und Schülerinnen erfassen sollten. Die leitende Annahme ist dabei, dass die Digitalisierung zu einer Veränderung im epistemischen Zugriff auf das Pädagogische führt – was mit weitreichenden (Neben-)Folgen einhergeht. Im Mittelpunkt steht daher die Problematisierung einer neuen Form der digitalen Wissens-, Wahrheits- und Wirklichkeitsproduktion im Kontext von Big Data. Dafür wird einleitend eine Heuristik der Prüfung im Anschluss an Foucault vorgelegt, die dann mit Überlegungen zur sogenannten Dataveillance angereichert wird. Anschliessend wird das Konzept des digitalen Wahrheits-Regimes vorgestellt, welches die Grundlage für eine Problematisierung dieses neuen epistemologischen Zugriffs bildet. Der Artikel versteht sich als Beitrag zur «theorieorientierten Forschung» (Bellmann 2011, 200), es werden abschliessend Aufgaben für die Allgemeine Pädagogik ausgewiesen.

Dieser Artikel lotet verschiedene Spielarten eines pädagogischen Misstrauens gegen die Prüfung aus. Hierfür werden zunächst schulpädagogische Auseinandersetzungen v. a. zu den Problematiken der Leistungsbeurteilung diskutiert. Dafür wird erstens auf die Selektionsfunktion der Schule Bezug genommen, zweitens die Differenz zwischen Standardisierung und Individualisierung der Leistungsmessung betrachtet und drittens das Problem der prognostischen Möglichkeiten von Noten in Bezug auf künftigen Lernerfolg thematisiert. Vor dem Hintergrund dieser drei Argumentationslinien verdichtet sich das Misstrauen gegen die Prüfung als ein unauflösbarer Streit, nicht nur in der Wahl um die angemessenen Instrumente der Leistungsbeurteilung, sondern auch in der Frage danach, wie pädagogisch angemessen mit der diagnostischen Aufgabe umzugehen ist. Das neue Forschungsfeld der Learning Analytics wird anschliessend als eine mögliche Antwort auf diese Frage thematisiert, und es wird gezeigt, wie mit digitalen Prüfungspraktiken das Versprechen einhergeht, auf die genannten Probleme zu reagieren und das schulische Lernen insgesamt zu optimieren. Gleichzeitig wird deutlich gemacht, dass auf diese Weise hinsichtlich des Lernsubjekts, des Lerngegenstands und der pädagogischen Beziehungen Verengungsdynamiken produziert werden. Der Beitrag schliesst mit der Frage danach, inwiefern das Auslagern der Prüfung an digitale Tools mit einem Verantwortungsverlust der pädagogisch Handelnden verbunden ist.

Copyright of Der Ophthalmologe is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Focused history taking, knowledge-based clinical reasoning, and adequate case presentation during hand-offs represent important facets of competence of practicing physicians. Based on a validated 360-degree assessment simulating a first day of residency we developed a training for final-year medical students including patient consultation, patient management, and patient hand-off. Due to the COVID-19 pandemic the training was changed to a telemedicine format and evaluated. Methods: In 2019, 103 final-year students participated in a newly designed competence-based training including a consultation hour with simulated patients, a patient management phase with an electronic patient chart, and a case presentation in hand-off format. Due to social distancing regulations, the training was not allowed to take place in this way. Therefore, we changed the training to a telemedicine format. In May 2020, 32 students participated in the telemedicine training. A 5-point Likert scale (1: does not apply to 5: fully applies) was used for the evaluation items. The two formats were compared with t-tests. Results: The students were similarly satisfied with the content of the training independently of its format. Both groups found the patient cases interesting (presence: 4.68 ± 0.49, telemedicine: 4.66 ± 0.48). With respect to the telemedicine format, participants were glad that an option had been found that could be offered throughout the final year (4.94 ± 0.24) despite the COVID-19 pandemic and they regarded it as a very useful training for their final examination (4.94 ± 0.24). Conclusion: The telemedicine format of the competence-based training worked as well as the presence format. In its telemedicine format, the training can be offered to students independently of their location. [ABSTRACT FROM AUTHOR]

Determining the compressive strength of existing brickwork The compressive strength of brickwork depends on the compressive strength of the bricks, the compressive strength of the hardened mortar and on the bond strength between mortar and units. In the case of existing masonry, the available amount of samples is limited, due to the concept of minimum intervention at cultural heritage or economic reasons. A particular difficulty lies in the subsequent determination of the mortar compressive strength and the bond properties. Therefore, the masonry compressive strength is determined by core samples that contain both stone and joint parts. The presented Berger method has been utilized since the 1990s and is based on the comparison of the splitting tensile strength of a joint core and the bricks. This report is the revised German version of a publication at the international conference 17th IB2MaC, 2020 and a contribution to the current discussion about recommended methods for the subsequent determination of the masonry compressive strength. [ABSTRACT FROM AUTHOR]

Copyright of Der Ophthalmologe is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Design, construction and maintenance of modern timber bridges – part 2: construction and maintenance German and European guidelines contain only insufficient regulations for timber bridges. That lack causes a considerable competitive disadvantage for the construction of timber bridges. Therefore, the research project "Protected Timber Bridges (ProTimB)" has been initiated at the University of Applied Sciences Erfurt. The project aimed to develop unified guidelines for the design, construction and maintenance of protected timber bridges in line with the approved set of rules for engineered structures consisting of other materials. The first part of the article presents the content of the whole research project and discusses the new guidelines for the design. The second part focuses on the construction, quality control, maintenance and inspection of protected timber bridges. Thereby, the whole life cycle of a timber bridge will be investigated holistically considering maximum durability and high cost‐effectiveness. "Recommendations for technical contractual terms for timber bridges – ETV‐HolzBr" have been developed for the construction. That set of rules defines demands on material as well as protection measures for timber and against corrosion. A summary of contractual terms for the production, transport, delivery and assembly of timber bridges represents the main content. Information about the construction of timber‐concrete‐composite and wildlife bridges complete the regulations. Concerning the maintenance topic, sample handbooks for maintenance and inspection, recommendations for the analysis of special defects and a further training course for bridge inspectors have been worked out. [ABSTRACT FROM AUTHOR]

Copyright of Notfall & Rettungsmedizin is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To develop a scientifically sound and standardized medical language examination for the State of Bavaria according to the require- ments set forth by the 87th Conference of State Health Ministers. This Sprachtest für Ausländische Mediziner (SAM, Language Test for Foreign Physicians) ought to become part of the licensing procedure for foreign physicians in Germany. Using testing stations that are situation-based, it will assess medical language competence and communication skills at the proficiency level of C1. Methods: Case scenarios for four mini-interviews of 10 minutes each were developed. For the written part of the exam, consisting of two separate testing stations with a combined duration of 40 minutes, one video of a physician taking a patient's history and one annotated set of laboratory results were developed. Based on the analysis of existing scientific literature as well as real-life examples, features and charac- teristics of professional medical language were identified. This served as the basis for the development of itemized rating scales for each of the testing stations. The exam was validated in three simulated trial runs. Each run was video-recorded and subsequently graded by a team of test-raters. Results: 19 participants took part in the three trial runs. A benchmark (gold standard) could be set for 18 of these. A ROC-analysis yielded an AUC-value of .83. This confirmed the predictive quality of the SAM-test. The reliability of the SAM-test could be calculated for only ten parti- cipants. The internal consistency, calculated with the use of Cronbach's Alpha, was .85. The pass/fail mark was calculated based on the Youden- Index and yielded a result of >60%. Conclusion: The SAM-test presents a statistically valid medical language examination with a high level of objectivity. As required, it tests language proficiency at the level of C1 and uses authentic communication scenarios within a standardized test setting. Additional studies with larger test samples will help to further validate this test and thus guarantee a higher degree of reliability. [ABSTRACT FROM AUTHOR]

Objective: The following article presents OFIF, a project that has been running at the medical faculty of the Ludwig-Maximilians-University in Munich (LMU) since 2013. International students of medicine often lag behind their fellow domestic students in terms of language ability and communication skills. To compensate, OFIF offers communication skills courses with an emphasis on exam preparation. Below, we will discuss the project's success, challenges and future opportunities. Methods: In their daily academic routine, communication presents one of the greatest challenges for international students of medicine. With the aid of case scenarios and activities fromclinical practice, the project courses teach strategies for effective communication. The methodical concept of the OFIF training is based on the six levels of learning of the revised edition of Bloom's taxonomy. Results: Since 2013, more than 40 trainings and classes for international medical students have been offered. In the winter term of 2017/18, 49 students representing all clinical semesters participated in the OFIF activities. An evaluation of the training classes consistently yielded positive results (95% of the items were given a score between 9 and 10, on a scale from 1 to 10.) Conclusions: Both the amount of interest (as expressed by the number of actively participating students) and the high percentage of positive evaluations consistently demonstrate that the didactical concept underlying OFIF is useful and could serve as a best practice example for similar projects at other institutions. On the other hand, the 49 participants from all clinical semesters represented but 10% of the total population of international students in the winter term of 2017/18. Further research examining the concrete effects of OFIF on the academic success of international students at the LMU is therefore desirable. [ABSTRACT FROM AUTHOR]

In the written part of German state exams, multiple choice questions which inherit a flaw are not always excluded but taken into consideration when awarding a grade to any individual candidate, if this is advantage- ous to the candidate. This process of elimination and compensation of disadvantage in flawed questions, as applied by the Institut für mediz- inische und pharmazeutische Prüfungsfragen (IMPP), can lead to differ- ent items being taken into consideration in the grading in individual cases and to the application of different pass and grade boundaries in individual cases. This procedure is applied here to examinations containing items with partial credit scoring. A simple numerical rule can be applied which can be used to decide whether a flawed item has be taken into account in the grading procedure in order to achieve a pass or a particular grade for a candidate. This rule - as in the state examinations - must take account of the individual number of scores achieved in the flawed item and, if the relative pass threshold ("automatic adjustment clause") is applied, the average score achieved in the item by all candidates. In addition, however, it also includes the grade boundaries. [ABSTRACT FROM AUTHOR]

Abstract: Vibration testing for the proof of structural durabilty often is performed on the basis of power spectral density spectra. At present, there are large uncertainties concerning the derivation of appropriate spectra for fatigue testing. Especially for non‐periodic, non‐stationary excitations, the commonly used procedures based on the fast Fourier transformation usually yield inaccurate results. Additional problems arise if the analyzed signals do not follow a Gaussian amplitude distribution, which is a prerequisite for describing a time history as a random process with a power spectral density. To overcome these problems, the FatiResponse method for deriving fatigue equivalent power spectral density spectra was developed and is presented here. It takes into account both the possible dynamic and fatigue responses of virtual structures. Shock response and fatigue response spectra are used to describe the impact of an arbitrary signal on virtual structures having virtual critically loaded locations. From these, test spectra are derived that yield the same shock and fatigue responses as the measured vibrations. The method is explained and demonstrated using vibration data of a passenger car engine consisting of harmonic and stochastic excitations. The procedure is validated using a dummy structure and compared to commonly used procedures. [ABSTRACT FROM AUTHOR]

Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)