Nonetheless, an average of only 50.72% associated with the authorized pupils participated into the regular video meetings. For the duration of the semester, the determination to engage diminished. In inclusion, the readiness to guage the patient instances ended up being reasonable. Discussion With the instance presentation device, tangible patient instances can be well presented, especially when patient contact isn’t feasible (especially in an ENT center because of infraction of distance and hygienic principles). Although the evaluations were good in terms of content, the frequency of utilisation as well as the motivation for comments appears disappointing. This is apparently associated above all with a growing go back to every day life after the end associated with prebiotic chemistry lockdown.Objective COVID-19 difficulties curriculum managers worldwide to produce electronic substitutes for class training. Case-based training formats under expert supervision can be utilized as an alternative for useful bedside training Immunology inhibitor , where focus is on training clinical reasoning abilities. Means of medical students of LMU and TU Munich, the interactive, case-based, and supervised training structure of Clinical Case Discussion (CCD) was digitised and implemented as dCCD within their particular curricula. Case discussions had been realised as videoconferences, led by a student moderator, and were held underneath the supervision of a board-certified clinician. To avoid passive involvement, additional cognitive activations were implemented. Acceptance, usability, and subjective learning outcomes were assessed in dCCDs by way of a special evaluation concept. Outcomes With regard to acceptance, students had been for the opinion they had learned effortlessly by playing dCCDs (M=4.31; SD=1.37). Nearly all students also claimed that they would recommend the course to others (M=4.23; SD=1.62). The technical utilization of the teaching format ended up being judged absolutely total, but results for functionality had been heterogeneous. Students rated their clinical thinking skills at the end of the dCCDs (M=4.43; SD=0.66) as becoming considerably higher than at the start (M=4.33; SD=0.69), with reduced result size, t(181)=-2.352, p=.020, d=0.15. Summary Our evaluation data shows that the dCCD format is well-accepted by students as a substitute for face-to-face training. Within the next step, we plan to analyze the degree to which participation in dCCDs causes an increase in objectively calculated clinical reasoning abilities, analogous to a face-to-face CCD with on-site attendance.Background The SARS-CoV-2 pandemic had a very good effect on scholastic teaching and could change it sustainably. Random digitization of teaching must be done. General practice teaching situation Education overall training at the Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU) provides, besides the primary lecture, different optional courses, medical traineeships, internship as well as the elective component within the last practical 12 months. The key lecture and one medical optional course were supplied digitally in the summertime term 2020. Digital practices In the main lecture, an adapted inverted-classroom concept ended up being used. Podcasts and audio annotated movies were offered. Training materials had been mirrored via a regular, 1hr video clip assessment plus in a forum. An asynchronous discovering module was developed when it comes to optional training course “Smart Decision-making in Clinical practise”. Each module contains program planning, podcasts and follow-ups also a supervised discussion board. Outcomes the key lecture (response price n=115/170; 67.6%) was rated “very good” an average of. The exact same relates to the commented movies. The discussion board, reflective video clip assessment and teaching materials were rated “good” on average. The predominantly desired kinds of existence were “concentrate on virtual with detailed Western Blot Analysis presence levels” (n=54) and “concentrate on presence stages, digital support just” (n=37). Discussion and ramifications The digital restructuring makes it possible for students be effective on the course articles independently. This involves self-regulation methods, which in future shall be taught through portfolio work. The teaching focus changes from a passive teaching format to an interactive one. Initially assessment outcomes revealed a good acceptance because of the students.Background The duty associated with Competence facilities for vocational training (KW) is to increase the attractiveness and quality of vocational (=post-graduate) training in general training. For this specific purpose, they feature, on top of other things, a structured workshop program for post-graduate students in general practice (GP-trainees). During the Covid-19 pandemic the seminar system for the KWBW-Verbundweiterbildungplus® in Baden-Württemberg ended up being converted to electronic formats. The aim of the paper is assess the acceptance by the GP-trainees and lecturers, to explain experiences with all the conversion to e-learning and to derive recommendations with regard to the long term direction of seminar programs in post-graduate in addition to continuing medical education.