107036 research outputs found
Sort by
Advancing feedback research in educational psychology: insights into feedback processes and determinants of effectiveness
No full textFeedback is widely recognized as a key mechanism in educational psychology, shaping learning through cognitive, motivational, and emotional processes. Despite a rich body of research, core questions remain regarding when feedback is effective, why it works, and for whom it fosters meaningful learning. To examine the psychological and contextual mechanisms underlying feedback effectiveness, the studies included in this issue draw on diverse methodologies, including controlled experiments, longitudinal data in school settings, and log data analyses from digital learning platforms. Central themes include the role of learner characteristics in feedback reception, the emotional and motivational dimensions of feedback processing, the impact of design and delivery features, and the reciprocal dynamics between feedback providers and receivers. What emerges across these contributions is a view of feedback as a dialogic and interpretive process, embedded within broader sociocultural and instructional systems. Insights from neuroscience, digital learning environments, and achievement motivation research further advance theorizing on feedback processes and point toward new directions for empirically grounded, interdisciplinary inquiry. Building on these insights and informed by recent theoretical and empirical developments, we offer a model that conceptualizes feedback as a multilayered process—shaped by individual, contextual, and social dynamics, and unfolding across cognitive, emotional, and motivational dimensions. This model captures the complexity of feedback interactions and highlights how feedback can support learners’ ongoing development, both in terms of immediate learning outcomes and longer-term academic development. We outline how such an integrative perspective and interdisciplinary collaborations are necessary for developing feedback practices that are more targeted, responsive, and impactful for lasting educational growth
Leitfaden zur diversitätssensiblen Unterrichtsentwicklung im Fach Bewegung und Sport: Erfahrungen aus dem kooperativen Schulprojekt DUBS
No full textCryo-electron tomography reveals coupled flavivirus replication, budding and maturation
No full textFlaviviruses replicate their genomes in replication organelles (ROs) formed as bud-like invaginations on the endoplasmic reticulum membrane, which also functions as the site for virion assembly. While this localization is well established, it is not known to what extent viral membrane remodeling, genome replication, virion assembly, and maturation are coordinated. Here, we image tick-borne flavivirus replication in human cells using cryo-electron tomography. We find that the RO membrane bud is shaped by a combination of a curvature-establishing membrane modification and the pressure from intraluminal template RNA. A protein complex at the RO base extends to an adjacent membrane, where immature virus particles bud. Naturally occurring furin site variants determine whether virus particles mature in the immediate vicinity of ROs. We further visualize replication in mouse brain tissue by cryo-electron tomography. Taken together, these findings reveal a close spatial coupling of flavivirus genome replication, budding, and maturation
Interactive educational videos to learn about psychological theories: effects of learner control and feedback features on extraneous cognitive load and knowledge acquisition
No full textEducational videos hold great potential to support learning in psychology education. However, viewers typically process the content passively, as opportunities to interact with videos are usually restricted to simple control features. H5P, a technology to enhance videos with feedback features, may foster learners’ engagement in generative activities and in more constructive ways of learning. Yet, research on H5P remains limited. A field study with N = 109 university students investigated the effects of educational videos on their learning of psychological theories. Three conditions were compared to determine whether the level of interactivity affects extraneous cognitive load, self-assessed and externally assessed knowledge: In one condition, students could not interact with the video, whereas in the second condition, the video granted simple learner control. In the third condition, viewers could engage with the video using the same learner control features, but also with additional H5P-feedback features. Results showed that extraneous cognitive load was significantly higher when users could not interact with the video compared to the other conditions. Contrary to our expectations, students in the three conditions did not differ in knowledge gain. Further research is needed to clarify how interactive features in educational videos can best enhance knowledge acquisition in psychology
62/m mit postoperativem Bauchschmerz: Vorbereitung auf die Zusatz-Weiterbildung Internistische Intensivmedizin: Fall 23
No full text
PS-20-041 Assessing FABP4 and CD36 expression in gastrointestinal cancer cell lines co-cultured with mature adipocytes in context with SARIFA [Abstract]
No full text
Severity bands for atopic dermatitis measures: analysis from adult dupilumab randomized clinical trials
No full textBackground: Numeric measures of atopic dermatitis (AD) disease severity are translated into severity bands to describe disease burden. Severity bands for clinician-reported outcomes (ClinROs), such as SCORing Atopic Dermatitis (SCORAD) and the Eczema Area and Severity Index (EASI), and patient-reported outcomes (PROs), such as the Dermatology Life Quality Index (DLQI), Patient-Oriented Eczema Measure (POEM) and SCORAD Sleep Loss and Pruritus Visual Analog Scales (VAS), are clinically meaningful tools for physicians and patients.
Objective: To develop severity bands for AD measures using a large data set from global, randomized, placebo-controlled clinical trials of dupilumab in adults with moderate-to-severe AD.
Methods: Disease severity data from 2822 adults and approximately 30,000 visits (excluding first visit) from five clinical trials were pooled. ClinROs and PROs were anchored to 5-level Investigator's Global Assessment and Patient Global Assessment of Disease Status questionnaires, respectively, based on correlation strength. Means (via spline regression), frequencies, medians and modes were used to select thresholds for five severity categories for each outcome measure. Goodness-of-fit and concordance were calculated using R2 and weighted κ-coefficients.
Results: All measures demonstrated high goodness-of-fit, and most demonstrated high concordance with the respective anchors (R2: 0.981-0.999; quadratic weighted κ-coefficients: 0.207-0.831). PROs showed reasonable agreement with previously published bands, while ClinROs displayed severity strata that differed from previously published bands. For the first time, severity bands for SCORAD Sleep Loss VAS were assessed.
Conclusion: This severity bands analysis of ClinROs and PROs using a substantial, global, clinical trial data set of adults with moderate-to-severe AD, which included utilizing frequency crossover and spline regression as novel methodologies, may aid in the interpretation of AD disease severity and stratification in adult clinical trial settings. In agreement with other diseases, quality of life moderately correlates with clinical measures of severity. Further validation will provide additional insight for clinical practice applications
Research reality in neuroradiology: a survey analysis at German university hospitals
No full textPurpose: This study aimed to provide a representative overview of the current research conditions in neuroradiology at German hospitals.
Methods: In 2024, the German Society of Neuroradiology (DGNR) conducted an anonymous online survey targeting neuroradiology researchers working at German hospitals. Participants were recruited via targeted e-mail-outreach and professional social media channels. Data were collected using the Easyfeedback platform. A total of 60 individuals participated, of whom 33 completed the full 33-item questionnaire. Data were analyzed descriptively.
Results: Among respondents who completed the survey, 50% reported being satisfied or very satisfied with their current research conditions. Respondents from non-independent departments expressed more dissatisfaction than those of independent institutes. Major challenges for researchers included insufficient research time, lack of funding, and limited infrastructure. Scientific work was most frequently conducted alongside clinical duties or during personal time, while only a minority of respondents reported receiving continuousely protected research time. Intramural university funding represented the most common funding source. Any type of structured research program was available at approximately half of the institutions. Mentoring opportunities within these programs were reported by a majority of respondents, with generally positive evaluations and corresponding higher satisfaction with research conditions.
Conclusion: Structural independence, expanding protected research time, improving funding opportunities, and promoting structured research and mentoring programs appear essential to ensure sustainable academic development and innovation in the field