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Für die Zielgruppe der Promovierenden wird ein innovatives Lehr-/ Lern-Konzept zur Förderung der Informations- und Medienkompetenz vorgestellt. Die Medienrecherche mit Google-artigen Recherchesystemen ist aufgrund der Digitalisierung vieler Medienressourcen beliebt und scheint einfach zu sein, birgt in der Praxis jedoch viele Fehlerquellen. Daher gewinnt die gezielte Vermittlung effektiver Recherchetechniken zunehmend an Bedeutung und stellt für Bibliothekare und Bibliothekarinnen eine Chance dar, um spezifische Lernangebote zu konzipieren und für Bibliotheken, sich als Lernorte neu zu positionieren. Das übergeordnete Ziel des hier vorgestellten Veranstaltungskonzepts stellt die selbständige Durchführung eines Systematic Literature Review dar. Das Kursprogramm für die Promovierenden ist dabei an aktuellen didaktisch-methodischen Vorgaben orientiert und exemplarisch auf den Forschungsprozess einer naturwissenschaftlichen Fachdisziplin (hier: Geowissenschaften) abgestimmt. Das multimediale Angebot ermöglicht individuelle Lernpfade, ist nachhaltig nutzbar und auf andere Disziplinen übertragbar.

Objective: This project report outlines the development and implementation of digital tutorials (“How to... train your skills goes digital!”) by peer tutors (TUTs) based on previously established in-person tutorials, as well as the subsequent combination of both approaches. The TUTs' objective, in spite of corona-related restrictions and strict hygiene requirements during the pandemic, was to provide fellow students with the opportunity to learn, practice and reflect on clinical-practical skills.Methodology: In a collaborative undertaking, the TUTs first analyzed the learning objectives of the in-person tutorials in order to be able to design content-matched digital tutorials without entirely abandoning the practical aspect. The Moodle learning management platform was selected as the appropriate tool for delivery of the relevant theoretical knowledge. Practical exercises are embedded in the digital tutorials during online meetings. The participants (PTs) create their own models in the sense of a home skills station based on instructions provided via Moodle. Acceptance was systematically documented via questionnaires.Results: The digital tutorials were well accepted by the PTs (n=64). Evaluation (response rate: 37.5%) outcomes were consistently positive. Both course implementation and the PTs' own progress were rated “good” to “very good”. Nevertheless, the PTs do not yet feel well-prepared to carry out the various activities practiced independently.In the winter semester of 2020/21, the in-person tutorials were also reintroduced in a combined format. The marked demand for the tutorials may indicate the PT preference for practice on the simulation center models.Conclusion: The systematic combination of digital and in-person tutorials using the flipped classroom approach would appear to make sense in the long run. The effectiveness and sustainability of this approach in comparison with in-person tutorials only should be further investigated.

Background: Due to the need for patient-free dental education during the COVID-19 pandemic, Hannover Medical School (MHH) implemented a new periodontology module. Its didactic structure was based on the "inverted classroom model" (ICM) in combination with elements of case-based learning. The educational objective was to increase the diagnostic confidence of dental students in the classification of periodontal patients (staging & grading), based on 33 digitized patient cases. To assess the suitability of the module for future dental curricula, this study aimed to evaluate student satisfaction and skills acquisition. Methods: The periodontology module, which was attended by final year dental students of MHH (n=55, mean age: 26.5±3.9 years, male/female ratio: 24.1%/75.9%) was evaluated in a two-tiered way. Student satisfaction was recorded using a questionnaire. Learning success was assessed by comparing error rates in patient case classifications before (T 0) and after (T 1) participation in the periodontology module. Results: The study found a high level of student satisfaction with the ICM format and a significant reduction in error rates (T 0 error rate=28.3%; MV±SD=3.12±1.67 vs. T 1 error rate=18.7%; MV±SD=2.06±1.81; Δ=9.6%). However, of the 11 diagnostic decisions required, only four parameters (extent, grading, percentage of bone loss per age, phenotype) showed significant improvements, with effect sizes ranging from small to medium. Conclusions: The ICM-based teaching concept is definitely not an alternative to patient-based learning. However, in regard to student satisfaction and learning success, it might be superior to conventional classroom-based lectures, especially when complex topics are covered. In summary, the newly developed periodontology module may be a useful addition to traditional dental education in future curricula, even for the time after the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Abstract Background The authors’ medical school has adopted an inverted classroom model (ICM) for physiology classes. This study aimed to determine students’ learning styles and investigate the relationship between learning style and satisfaction with different instruction approaches and components of the ICM. Methods One hundred and twenty-one second-year dental students participated in this study, which had a 77.6% participation rate. The Kolb Learning Style Inventory, a sociodemographic questionnaire, and a satisfaction survey were administered after course completion. Results In both the traditional and ICM classes, most of the participants were convergers (56.9 and 54%) and assimilators (20.7 and 25.4%), and the rest of the participants were accommodators (15.5 and 12.7%) and divergers (6.9 and 8%). Learning style did not influence participants’ satisfaction and did not predict their satisfaction with the traditional and ICM approaches. The satisfaction scores for the four components of the ICM were not significantly different by learning style. The mean satisfaction scores of the ICM approach were higher than those of the traditional approach in all learning style groups. All of the participants in the ICM class were more satisfied with the online and teacher-student interaction components than the student group discussion and presentation components. Conclusions Learning style may not be a potential contributing factor for optimizing the implementation of the ICM. Instead of focusing on learning styles, further research must investigate how to design more efficient online courses, determine appropriate levels of learning materials, provide more online instructional interaction, and help students overcome their feelings of fear.

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Active learning for civil engineers - examples for the use of digital media at a university. The digitalization of teaching (at university) has been a much discussed topic for several years. There are many different approaches that also have a different impact on the daily work at the university. Additionally, an increasing emphasis on competence orientation of the degree programs is being demanded politically. At the chair for steel structures at TU Darmstadt, digital media are being used for several years and in different settings. The following article presents some variants. The basis of all these teaching concepts is the idea to activate more students during class. Thereby a better learning performance should be reached. [ABSTRACT FROM AUTHOR]

Background: The authors' medical school has adopted an inverted classroom model (ICM) for physiology classes. This study aimed to determine students' learning styles and investigate the relationship between learning style and satisfaction with different instruction approaches and components of the ICM. Methods: One hundred and twenty-one second-year dental students participated in this study, which had a 77.6% participation rate. The Kolb Learning Style Inventory, a sociodemographic questionnaire, and a satisfaction survey were administered after course completion. Results: In both the traditional and ICM classes, most of the participants were convergers (56.9 and 54%) and assimilators (20.7 and 25.4%), and the rest of the participants were accommodators (15.5 and 12.7%) and divergers (6.9 and 8%). Learning style did not influence participants' satisfaction and did not predict their satisfaction with the traditional and ICM approaches. The satisfaction scores for the four components of the ICM were not significantly different by learning style. The mean satisfaction scores of the ICM approach were higher than those of the traditional approach in all learning style groups. All of the participants in the ICM class were more satisfied with the online and teacher-student interaction components than the student group discussion and presentation components. Conclusions: Learning style may not be a potential contributing factor for optimizing the implementation of the ICM. Instead of focusing on learning styles, further research must investigate how to design more efficient online courses, determine appropriate levels of learning materials, provide more online instructional interaction, and help students overcome their feelings of fear. [ABSTRACT FROM AUTHOR]

Background: The inverted classroom model (ICM) represents a special combination of online and attendance learning. The implementation of the didactic concept of "peer-assisted learning" (PAL) within an ICM design has not yet been described in the literature for the field of restorative dentistry., Objective: It was the goal of the present study to develop an ICM offering in a cross-year PAL format (ICM-cyPAL), and then introduce and evaluate it., Method: The pilot project was conducted at the dental clinic at the Goethe University of Frankfurt/Main, where following its conceptual development and implementation with three consecutive cohorts of students in their first clinical semester (the sixth semester at university) the ICM-cyPAL offering was evaluated. Data on acceptance, tutor effectiveness, group interaction models and learning strategies were collected using an evaluative instrument., Results: 121 students (tutees) participated in three cohorts. The response rate reached 98.3 %. In total, the offering was given an average rating of 6.97±1.93 (from 1 = unsatisfactory to 10 = excellent). As the tutees explained the attention that the tutors employed gave to the group was "just right" (4.65±1.04; where 1 = too controlling and 4 = just right to 7 = left the group on their own too long) and talked "just the right amount" (4.54±0.95; where 1 = too much and 4 = just right to 7 = talked too little). The results for tutor effectiveness reached values between 3.26±0.94 and 3.78±0.87; for the evaluation of group interaction models average values were obtained from 3.41±0.98 to 3.89±0.73 (on a Likert scale of 1 = do not at all agree to 5 = completely agree). Concerning the surveyed learning strategies, the dimensions of "resource management" and "implementation of the learning materials" were given the highest and lowest rankings, respectively., Conclusion: The tutees' ratings of the newly developed and implemented ICM-cyPAL offering in the dental context were mainly positive. The thematic orientation of the structured training program needs to be optimized. The offering itself requires both a high degree of organization and solid financial and staffing resources., (Copyright © 2017. Published by Elsevier GmbH.)