Background:A significant gap exists in the knowledge and procedural skills of medical graduates when it comes to managing emergencies. In response, highly immersive virtual reality (VR)-based learning environments have been developed to train clinical competencies. However, robust evidence on how VR-based methods affect both short- and long-term learning outcomes, as well as physiological and perceived stress, remains limited. Objective:This study aimed to assess the effectiveness of VR-based simulation training, augmented with automated feedback, compared with video seminars at improving emergency medical competency among medical students. Furthermore, the study investigated the relationship between learning outcomes and physiological stress markers. The evaluation of participants' perceived stress and estimated learning success was also performed to provide a more comprehensive insight into VR's potential role in emergency training. Methods:In total, 72 senior medical students underwent VR-based emergency training (intervention) or viewed video seminars (control) on 2 topics (acute myocardial infarction and exacerbated chronic obstructive pulmonary disease) in an intraindividual crossover design. Levels of applied knowledge were assessed objectively by open-response tests pre- and postintervention and after 30 days. In addition, 2 electrodermal activity markers representing physiological stress response were measured during VR sessions using a wearable sensor. Participants also rated their estimated learning success and perceived stress. They also completed self-ratings of perceived stress and estimated learning success. Results:Short-term knowledge gains were comparable between the VR (mean 26.6%, SD 15.3%) and control (mean 27.2%, SD 16%) condition. However, VR training produced significantly higher long-term knowledge gains (VR: mean 17.8%, SD 15.1% vs control: mean 11.9%, SD 18%; difference: -5.9, 95% CI -11.5 to -0.4). Overall retention scores were likewise higher for VR (mean 75.4%, SD 12.5%) than for video-based learning (mean 69.0%, SD 14.5%), a difference that was more pronounced in the myocardial infarction scenario. Participants rated the VR format as significantly more effective (mean 4.83, SD 0.41, on a 5-point scale) than the video seminar (mean 3.44, SD 1.00). While physiological stress markers increased during VR sessions, their correlation with knowledge gains was weak and negative. No significant relationship was detectable between perceived stress and objective learning outcomes. Conclusions:VR-based simulation training with automated feedback may offer long-term learning advantages over a traditional video seminar in emergency-medicine education. Given the time constraints and resource limitations of clinical education, self-moderated VR-based learning may represent a valuable addition to conventional training methods. Future research could investigate the learning effects of VR scenarios regarding the retention of practical skills, as well as the impact of repeated or team-based scenarios.

Although existing microsurgical models provide a high degree of realism in tissue properties, they often neglect the complex and constrained spatial-anatomical conditions typical of head and neck surgery. This study aims to evaluate the effectiveness of the Head and Neck Realistic Anatomical Condition Experience (RACE) model in enhancing microsurgical education. Using a microsurgical competency assessment tool and self-assessment questionnaires, the head and neck RACE model was evaluated through application in two student courses (10 participants) and one resident course (5 participants). In both groups, first the conventional chicken thigh model and then the RACE model were applied. Data were analyzed using a two-way repeated measures ANOVA with Welch’s statistics to assess differences between the groups. In pregraduate courses, the transition from the conventional chicken thigh model to the RACE model initially led to a decline across all eight microsurgical performance parameters (Q1.1-Q4.2). However, after an additional day of training with the RACE model, all parameters—except tissue-preserving technique (Q1.2) — returned to or significantly exceeded baseline levels (Q1.2 p = 0.373, Q1.3 p = 0.003, Q2.1 p < 0.001, Q2.2 p = 0.022, Q2.3 p = 0.008, Q3.1 = 0.014, Q4.1 p = 0.036, Q4.2 p = 0.002). Conversely, residents showed immediate improvement in all parameters, except for suture distance to the vessel’s margin, upon switching to the RACE model. Head and neck RACE models provide a challenging and practical addition to microsurgery teaching. The positive impact on learning outcomes in this area supports the development of RACE models in other areas of microsurgical and general medical training, and therefore the education of students and clinical practitioners.

BACKGROUNDMedical education integrates skills training and simulation to prepare students for clinical tasks. A seminar on interventional radiology was restructured to include specific practical training utilizing a 3D-catheter model. We aimed to investigate the complex interplay between student evaluations, their visual-spatial ability and practical performance.METHODSThe seminar comprised a short plenary introduction followed by 3 practical training units. Students were tested for their visual-spatial ability and their catheter insertion performance. Students rated the seminar and their interest in the subject. Data were subjected to descriptive, factorial, regression, and moderating analysis.RESULTSA total of 141 medical students enrolled in the seminar. They attributed a high didactic and practical quality and expressed great interest in the subject. Male students outperformed females in the cube perspective test. In the practical examination, males needed significantly less time on average (57.9 s) compared to females (73.1 s). However, there were no significant differences in the performance score, with a maximum of 5 attainable points: males 4.61 and females 4.51. The seminar evaluation explained a large portion of the variance (48.6%) in students’ interest in the subject. There was a moderating role of practical quality (β = 0.12, P < .05) on the link between the cube perspective test and the practical examination: rated high practical quality could partly compensate for low cube perspective scores, enhancing performance in the practical examination.CONCLUSIONSWell-designed practical courses and a perceived high teaching quality may assist students with deficits in visual-spatial ability to acquire clinical-practical skills. Such initiatives not only enhance learning outcomes across diverse student groups but also stimulate interest in specialized fields like interventional radiology, thereby potentially guiding future career paths in medicine.

Zusammenfassung Hintergrund Die deutsche universitäre HNO-Heilkunde hat Bedarf an digitalen Lehrinhalten. Fallbasiertes E‑Learning stellt eine digitale Lehrmethodik dar. Die Datenlage zur studentischen Nutzung von fallbasiertem E‑Learning in der Hochschullehre der HNO-Heilkunde ist limitiert. Fragestellung Ziel dieser Arbeit war es festzustellen, in welchem Umfang freiwilliges fallbasiertes E‑Learning von Studierenden der HNO-Heilkunde genutzt wird und welchen Einfluss die Qualität des E‑Learnings auf die Motivation zur E‑Learning-Nutzung und auf das Interesse für die HNO-Heilkunde hat. Material und Methoden Es wurden 15 freiwillige E‑Learning-Fälle erstellt, welche auf den Inhalten der HNO-Vorlesung im Wintersemester 2022/2023 basierten. Im Anschluss erfolgte eine deskriptive Auswertung der Nutzungsstatistiken der Fälle von 157 Studierenden. Ebenso wurde eine Evaluation der Qualität des E‑Learnings sowie der Motivation zur Durchführung und des Interesses für die HNO-Heilkunde mittels eines freiwilligen Fragebogens durchgeführt. Ergebnisse Freiwilliges fallbasiertes E‑Learning wurde von 66 % der Studierenden in unterschiedlichem Ausmaß genutzt. Die Qualität des E‑Learnings korrelierte signifikant mit der Motivation zur Durchführung und dem Interesse für die HNO-Heilkunde. Schlussfolgerung Lehrinhalte der HNO-Heilkunde lassen sich suffizient in fallbasiertes E‑Learning implementieren und zeichnen sich durch eine zufriedenstellende studentische Akzeptanz aus. Die Eingliederung sollte auf eine qualitativ hochwertige Art und Weise erfolgen, um die Motivation zur Durchführung und das Interesse an der HNO-Heilkunde zur erhöhen.

This study analyzed the human maxilla to support the development of mean-value-based cutting guide systems for maxillary reconstruction, bridging the gap between freehand techniques and virtual surgical planning (VSP). This retrospective cohort study used routine CT scans. DICOM data enabled 3D modelling and the maxilla was divided into four regions: paranasal (R1), facial maxillary sinus wall (R2), zygomatic bone (R3) and alveolar process (R4). Surface comparisons were made with a reference skull. Statistical analyses assessed anatomical variations, focusing on mean distance (Dmean), area of valid distance (AVD), integrated distance (ID) and integrated absolute distance (IAD). The study addressed hemimaxillectomy defects for two-segmental reconstructions using seven defined bilateral points to determine segmental distances and angles. Data from 50 patients showed R2 as the most homogeneous and R4 as the most heterogeneous region. Significant age and gender differences were found in R3 and R4, with younger patients and females having more outliers. Cluster analysis indicated that males had R1 and R3 positioned anterior to the reference skull. The mean angle for segmental reconstruction was 131.24° ± 1.29°, with anterior segment length of 30.71 ± 0.57 mm and posterior length of 28.15 ± 0.86 mm. Anatomical analysis supported the development of semistandardized segmental resection approaches. Although gender and anatomical differences were noted, they did not significantly impact the feasibility of mean-value-based cutting-guide systems. This study provides essential anatomical data for creating cost-effective and efficient reconstruction options for maxillary defects, potentially improving surgical outcomes and expanding reconstructive possibilities beyond current techniques.

The study was conducted to identify cluster patterns of enteric microorganisms with potential etiological relevance for infectious gastroenteritis in stool samples of individuals from Ghana, which is a known high-endemicity setting for infectious gastroenteritis. These patterns were compared to previous observations with specimens from Colombian indigenous people in order to assess potentially stable clustering for temporally and spatially distinct populations from high-endemicity regions. By doing so, the study aimed to identify stable clusters as markers of microbial interaction with potential importance for etiological relevance assignment in cases of multiple enteric pathogen detections. Stool samples from 1569 Ghanaian individuals (875 from HIV patients, 30 from HIV-negative control adult patients, and 644 from children < 2 years of age) were assessed for enteric microorganisms by applying real-time PCR. As a result, nucleic acids of bacterial microorganisms were most frequently detected, followed by protozoa, microsporidia, and helminths. Interestingly, the cluster assessment confirmed interaction patterns known from the previous analysis with Colombian indigenous people, demonstrating a high likelihood of Blastocystis hominis for clustering with other microorganisms and a prominent, potentially mediating role of Dientamoeba fragilis for microbial interactions within the clusters. In conclusion, the assessment confirmed conserved clustering of enteric microorganisms with potential etiological relevance for human infectious gastroenteritis over geographically distinct high-endemicity settings. Furthermore, the composition of abundant microorganisms is more important than regional factors for the determination of the interplay of enteric microorganisms in the human gut. Thereby, some microbial pathogens and commensals seem more susceptible to a changing microbial composition in the human gut than others.

Background: German university otorhinolaryngology has a need for digital teaching content. Case-based e-learning represents a digital teaching methodology. The data on student use of case-based e-learning in university teaching of ENT medicine are limited.Objective: The aim of this work was to determine the extent to which voluntary case-based e-learning is used by otolaryngology students and what influence the quality of the e-learning has on motivation to use e-learning and on the interest in otolaryngology.Materials and methods: Fifteen voluntary e-learning cases were created based on the content of the ENT lecture in the winter semester 2022/2023. Subsequently, a descriptive evaluation of the usage statistics of the cases of 157 students was conducted. Likewise, an evaluation of the quality of the e-learning as well as the motivation to complete it and the interest in otorhinolaryngology was carried out using a voluntary questionnaire.Results: Voluntary case-based e-learning was used to varying degrees by 66% of the students. The quality of e-learning correlated significantly with the motivation and the interest in otolaryngology.Conclusion: The teaching content of otorhinolaryngology can be implemented sufficiently in case-based e-learning and is characterized by satisfactory student acceptance. Integration should be accomplished in a high-quality manner to increase motivation and interest in otorhinolaryngology.

Background: For indigenous people in Colombia, high infection rates with Chagas disease (CD) are known. Methods: In 2018 and 2020, nine villages were screened for CD. CD-positive patients could enter a drug observed treatment. While, in 2018, Benznidazole (BNZ) was provided as the first-line drug by the government, nifurtimox (NFX) was administered in 2020. Results: Of 121 individuals treated with BNZ, 79 (65%) suffered from at least one adverse event (AE). Of 115 treated with NFX, at least one AE occurred in 96 (84%) patients. In 69% of BNZ cases, the side effects did not last longer than one day; this applied to 31% of NFX cases. Excluding extreme outlier values, average duration of AEs differed highly significantly: BNZ (M = 0.7, SD = 1.4) and NFX (M = 1.7, SD = 1.5, p < 0.001). Using an intensity scale, AEs were highly significantly more severe for NFX (M = 2.1, SD = 0.58) compared to BZN (M = 1.1, SD = 0.38), p < 0.001. When analyzing the duration in relation to the intensity, the burden of AEs caused by NFX was significantly more pronounced. Dropouts (n = 2) due to AEs were in the NFX-group only. Conclusions: Side effects caused by BNZ were significantly fewer, as well as milder, shorter in duration, and more easily treatable, compared to NFX.

Die Covid-19-Pandemie erforderte von den deutschen Universitätskliniken eine rasche Umstellung auf digitale Lehrinhalte, um die curriculare Lehre gemäß den geltenden Kontaktregelungen aufrechtzuerhalten. Die Digitalisierung des Lehrangebots in der HNO-Heilkunde erfolgte auf unterschiedliche Weise. Fallbasiertes E-Learning stellt eine Möglichkeit dar, Lehrinhalte digital zu vermitteln und Verknüpfungen zwischen theoretischem Wissen und Handlungskompetenzen herzustellen. Ziel dieser Studie war es, eine Nutzungsanalyse von fallbasiertem E-Learning mit HNO-ärztlichen Themen im zeitlichen Verlauf vom Sommersemester 2020 bis zum Sommersemester 2023 durchzuführen. Es sollte ermittelt werden, welchen Stellenwert das "notfallmäßig" etablierte fallbasierte E-Learning im postpandemischen Lernverhalten der Studierenden hat. Analog zu den Vorlesungen wurden 14 E-Learning-Fälle erstellt, die als freiwillige Ergänzung zur curricularen Lehre auf der Online-Lehrplattform der Universität Würzburg zur Verfügung gestellt wurden. Nach dem jeweiligen Semester erfolgte eine Evaluation der Nutzer, deren Nutzungszeit und Themenpräferenzen. Ergänzend wurde eine Befragung zur Qualität des E-Learnings, zur Motivation und zum Interesse an der HNO-Heilkunde durchgeführt. Fallbasiertes E-Learning wurde von etwa zwei Drittel der Studierenden insbesondere zur Prüfungsvorbereitung genutzt. Interessanterweise gab es eine Subgruppe von Studierenden, die das fallbasierte E-Learning sehr häufig und wiederholt nutzten. Die Bewertung der Qualität des E-Learning korrelierte positiv mit der Motivation und dem Interesse der Studierenden.Die Ergebnisse dieser Studie sollen dazu beitragen, digitale Lehrinhalte zu evaluieren, um eine strukturierte Weiterentwicklung der Lehre in der HNO-Heilkunde zu gewährleisten.

Multiple microbial detections in stool samples of indigenous individuals suffering from chronic gastroenteric disorder of a likely infectious origin, characterized by recurring diarrhea of variable intensity, in the rural north-east of Colombia are common findings, making the assignment of etiological relevance to individual pathogens challenging. In a population of 773 indigenous people from either the tribe Wiwa or Kogui, collider bias analysis was conducted comprising 32 assessed microorganisms including 10 bacteria (Aeromonas spp., Campylobacter spp., enteroaggregative Escherichia coli (EAEC), enteropathogenic Escherichia coli (EPEC), enterotoxigenic Escherichia coli (ETEC), Salmonella spp., Shiga toxin-producing Escherichia coli (STEC), Shigella spp./enteroinvasive Escherichia coli (EIEC), Tropheryma whipplei and Yersinia spp.), 11 protozoa (Blastocystis spp., Cryptosporidium spp., Cyclospora spp., Dientamoeba fragilis, Entamoeba coli, Entamoeba bangladeshi/dispar/histolytica/moshkovskii complex, Entamoeba histolytica, Endolimax nana, Giardia duodenalis, Iodamoeba buetschlii and Pentatrichomonas hominis), 8 helminths (Ascaris spp., Enterobius vermicularis, Hymenolepis spp., Necator americanus, Schistosoma spp., Strongyloides spp., Taenia spp. and Trichuris spp.), microsporidia (Encephalocytozoon spp.) and fungal elements (microscopically observed conidia and pseudoconidia). The main results indicated that negative associations potentially pointing towards collider bias were infrequent events (n = 14), while positive associations indicating increased likelihood of co-occurrence of microorganisms quantitatively dominated (n = 88). Microorganisms showing the most frequent negative associations were EPEC (n = 6) and Blastocystis spp. (n = 3), while positive associations were most common for Trichuris spp. (n = 16), Dientamoeba fragilis (n = 15), Shigella spp./EIEC (n = 12), Ascaris spp. (n = 11) and Blastocystis spp. (n = 10). Of note, positive associations quantitively dominated for Blastocystis spp. In conclusion, collider bias assessment did not allow clear-cut assignment of etiological relevance for detected enteric microorganisms within the assessed Colombian indigenous population. Instead, the results suggested complex microbial interactions with potential summative effects. Future studies applying alternative biostatistical approaches should be considered to further delineate respective interactions.

The Covid-19 pandemic required German university hospitals to quickly switch to digital teaching content in order to maintain curricular teaching in accordance with the current contact regulations. The digitalisation of teaching in ENT medicine was achieved in different ways. Case-based e-learning is one way of conveying teaching content digitally and creating important links between theoretical knowledge and practical skills. The aim of this study was to carry out a usage analysis of case-based e-learning with ENT medical topics over the course of the summer semester 2020 to the summer semester 2023. The aim was to determine the significance of case-based e-learning established "as an emergency" in the post-pandemic learning behaviour of students. Analogous to the lectures, 14 e-learning cases were created and made available on the University of Würzburg's online teaching platform as a voluntary supplement to curricular teaching. At the end of each semester, the users, their usage time and subject preferences were evaluated. In addition, a survey was conducted on the quality of the e-learning, motivation and interest in ENT medicine. Case-based e-learning was used by two thirds of the students, particularly for exam preparation. Interestingly, there was a cohort of students who used case-based e-learning very frequently and repeatedly. The quality of the e-learning correlated positively with the motivation and interest of the students. The results of this study should contribute to the evaluation of digital teaching content in order to ensure the structured further development of teaching in ENT medicine.

BackgroundThe teaching and assessment of clinical-practical skills in medical education face challenges in adequately preparing students for professional practice, especially in handling emergency situations. This study aimed to evaluate the emergency medical competencies of junior doctors using Virtual Reality (VR)-based scenarios to determine their preparedness for real-world clinical situations.MethodsJunior doctors with 0-6 months of professional experience participated in one of three VR-based emergency scenarios. These scenarios were designed to test competencies in emergency medical care. Performance was automatically assessed through a scenario-specific checklist, and participants also completed self-assessments and a clinical reasoning ability test using the Post-Encounter Form.ResultsTwenty-one junior doctors participated in the study. Results showed that while general stabilization tasks were performed well, there were notable deficiencies in disease-specific diagnostic and therapeutic actions. On average, 65.6% of the required actions were performed correctly, with no significant variance between different scenarios. Participants achieved an average score of 80.5% in the Post-Encounter-Form, indicating a robust ability to handle diagnostic decisions. Self-assessments did not correlate significantly with objective measures of competency, highlighting the subjective nature of self-evaluation.ConclusionVR-based simulations can provide a detailed picture of EMC, covering both diagnostic and therapeutic aspects. The findings of this pilot study suggest that while participants are generally well-prepared for routine tasks, more focus is needed on complex case management. VR assessments could be a promising tool for evaluating the readiness of new medical professionals for clinical practice.

BACKGROUND Animated videos have become popular in teaching medical students, although there is a certain lack of evidence concerning its efficacy. Surgery seems to be an ideal field for its application, since animations are very helpful to understand anatomic structures and complex procedures. The aim of this study was to investigate the effects of animated videos compared to textbooks on learning gain. METHODS A prospective 2-arm cohort study with 5th-year medical students was conducted during their 2-week surgical training module. The initial cohort of students received textbook sections on 3 major topics in visceral surgery as learning medium (text cohort). During the following semester, the second cohort of students received 3 animated whiteboard videos (animated videos) containing equivalent content (video cohort). All participants completed a multiple-choice test consisting of 15 questions on the learning content at baseline (pre-test) and after the learning period (post-test) and answered an additional evaluation questionnaire. RESULTS Both cohorts were similar in their descriptive data and demonstrated significant learning gain during the 2-week learning period. The video cohort achieved better results (80% vs 73% correct answers; P = .028) and a higher learning gain (17% vs 11%; P = .034) in the post-test compared to the text cohort. The estimated learning time was longer in the video cohort (62 min vs 37 min; P < .001) and watching the videos resulted in higher learning gain (21% vs 6%; P < .001). Subgroups with higher learning gain by video learning were female gender (20% vs 11%; P = .040), native German speakers (18% vs 11%; P = .009), students without prior surgical experience (19% vs 12%; P = .033) and those undecided concerning a surgical career (22% vs 9%; P = .020). Interestingly, “low digital orientation” students benefited from videos (22% vs 13%; P = .021), whereas “high digital orientation” students did not. CONCLUSIONS Animated videos increase medical students’ learning gain and interest in surgery.

Objectives: Prevalence of work-related musculoskeletal disor-ders (WRMSDs) among general dental practitioners and ortho-dontists is approximated to range between 64% and 93%. Eti-ology of WRMSDs in the mentally and physically demanding occupation remains unclear, for which reason the aim of the study was to clarify the interplay of physical, psychological, and mental factors on WRMSDs. Method and materials: Of 94 orthodontists and 187 general dental practitioners (mean age = 35 years) questioned using an online survey, 84% re-ported persisting tension or pain in the back, neck, or shoul-ders. While 71% of females were employed (29% self-em-ployed), only 39% of male participants were employed. Cluster analysis was used to characterize dental practitioners accord-ing to their movement profile and the moderating effect of stress on certain WRMSDs. Results: Three movement profiles of general dental practitioners and orthodontists were signifi-cantly predictive of WRMSD. The minority could be character-ized as healthy (n = 45), whereas twice as many reported nearly twice as much pain (n = 90). Stress proved to be a strong, signif-icant moderator of WRMSDs in relation to sex, employment status, and body mass index. Conclusion: The prevalence of WRMSDs found was alarming. Given the feminization of den-tistry, and that being female, stressed, and an employee (rather than self-employed) is a significant predictor of WRMSDs, this represents a danger to the German health system

The anatomically complex and often spatially restricted conditions of anastomosis in the head and neck region cannot be adequately reproduced by training exercises on current ex vivo or small animal models. With the development of a Realistic Anatomical Condition Experience (RACE) model, complex spatial-anatomical surgical areas and the associated intraoperative complexities could be transferred into a realistic training situation in head and neck surgery. The RACE model is based on a stereolithography file generated by intraoperative use of a three-dimensional surface scanner after neck dissection and before microvascular anastomosis. Modelling of the acquired STL file using three-dimensional processing software led to the model's final design. As a result, we have successfully created an economical, sustainable and realistic model for microsurgical education and provide a step-by-step workflow that can be used in surgical and general medical education to replicate and establish comparable models. We provide an open source stereolithography file of the head-and-neck RACE model for printing for educational purposes. Once implemented in other fields of surgery and general medicine, RACE models could mark a shift in medical education as a whole, away from traditional teaching principles and towards the use of realistic and individualised simulators.

Indigenous people live in remote areas of Colombia. Multiple infections with bacteria, protozoa and/or helminths are common, as well as colonization in various forms. This study focused on the question of whether and to what extent various pathogens interact with each other. Therefore, a mathematical approach was retrospectively applied to PCR-based data of 244 stool samples, collected in two datasets. A stable cluster solution of the pathogens assessed was determined, and a unique configuration between Blastocystis hominis/Campylobacter spp./Giardia lamblia forming cluster 1 and Dientaemoeba fragilis was verified. A pathogen density-dependent interplay appeared between the B. hominis/Campylobacter spp./G. lamblia cluster, D. fragilis and Ascaris lumbricoides. The applied mathematical approach demonstrated that co-infections with parasites of questionable pathological relevance such as B. hominis and D. fragilis can be of diagnostic relevance due to their ability to promote or repress other pathogens. With the increasing availability of highly sensitive multiplexed molecular diagnostic approaches even in resource-limited settings, where multiple colonization of infection events with enteric pathogens in parallel are common, the importance of interpreting whole pathogen patterns rather than just individual pathogen detection may become more and more relevant.

Medical graduates lack procedural skills experience required to manage emergencies. Recent advances in virtual reality (VR) technology enable the creation of highly immersive learning environments representing easy-to-use and affordable solutions for training with simulation. However, the feasibility in compulsory teaching, possible side effects of immersion, perceived stress, and didactic benefits have to be investigated systematically. VR-based training sessions using head-mounted displays alongside a real-time dynamic physiology system were held by student assistants for small groups followed by debriefing with a tutor. In the pilot study, 36 students rated simulation sickness. In the main study, 97 students completed a virtual scenario as active participants (AP) and 130 students as observers (OBS) from the first-person perspective on a monitor. Participants completed questionnaires for evaluation purposes and exploratory factor analysis was performed on the items. The extent of simulation sickness remained low to acceptable among participants of the pilot study. In the main study, students valued the realistic environment and guided practical exercise. AP perceived the degree of immersion as well as the estimated learning success to be greater than OBS and proved to be more motivated post training. With respect to AP, the factor “sense of control” revealed a typical inverse U-shaped relationship to the scales “didactic value” and “individual learning benefit”. Summing up, curricular implementation of highly immersive VR-based training of emergencies proved feasible and found a high degree of acceptance among medical students. This study also provides insights into how different conceptions of perceived stress distinctively moderate subjective learning success.

Aims:Tablets are being adopted as teaching medium in medical education more frequently. Here we compared two teaching formats in a radiology seminar using a tablet-based student-centred approach guided by teachers and traditional presentation-based, teacher-centred instruction. The aim was to investigate the effects on academic performance, estimated learning gain, didactic quality, as well as how teacher charisma and student digital affinity influence these elements. Methods:Data from 366 students were collected. Student digital affinity, didactic quality of, and overall satisfaction with the seminars were rated for each teaching format over three semesters, whereby in the last semester, students additionally estimated their learning gain, took a knowledge and image interpretation test, and rated teacher charisma. Results:The tablet-based seminars yielded significantly higher ratings for didactic quality and overall satisfaction. However, the presentation-based seminars proved superior with respect to academic performance as well as estimated learning gain. When employing tablets, teacher charisma correlated with estimated learning gain, and digital affinity affected didactic quality. Additionally, good seminar organization, comprehensible learning objectives, and optimal variation of learning activities were identified as important factors. Conclusion:This study suggests a complex interplay of various factors concerning teachers, students, and didactics that can be assessed and improved to assure the successful curricular implementation of tablets. Of note, tablet integration and thereby active engagement of students with imaging analysis skills does not automatically result in greater declarative knowledge. Nevertheless, understanding the complexities of structuring and delivering tablet-based, teacher-guided instruction is essential to creating meaningful educational experiences.

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