7 research outputs found
A white elephant or a silver bullet?:What (not) to do with online higher education
Full text linkThe COVID-19 pandemic forced higher education institutions to resort to online forms of teaching and learning. This offered a unique opportunity to gain more insights into online teaching and learning strategies and how these can meaningfully contribute to existing on-site educational practices. The research that underpins this dissertation was initiated to gain insights from the experiences of teachers and students with online education that can be used to (re)develop more sustainable online teaching and learning strategies. This was the central question: How did teachers and students experience emergency remote teaching during the COVID-19 pandemic and which online teaching strategies did they identify as advantageous or inauspicious? Some overall conclusions can be drawn based on the conducted studies. First and foremost, numerous experiences with online teaching and learning strategies have been identified that have potential value beyond the pandemic. By contrast, many obstacles have been described as well, which have to be accounted for before online teaching and learning strategies can be sustainably integrated in higher education curricula. The title of this dissertation concerns the question whether online education is a white elephant or a silver bullet; a suboptimal and expensive form of education, or valuable and welcome addition? At the very least, the online transition has fueled a debate about what good education does (not) encompass. The insights reported throughout this dissertation suggest that online education could play an important part in the future of higher education. Under the right conditions, online education could become a silver bullet
A white elephant or a silver bullet?:What (not) to do with online higher education
No full textThe COVID-19 pandemic forced higher education institutions to resort to online forms of teaching and learning. This offered a unique opportunity to gain more insights into online teaching and learning strategies and how these can meaningfully contribute to existing on-site educational practices. The research that underpins this dissertation was initiated to gain insights from the experiences of teachers and students with online education that can be used to (re)develop more sustainable online teaching and learning strategies. This was the central question: How did teachers and students experience emergency remote teaching during the COVID-19 pandemic and which online teaching strategies did they identify as advantageous or inauspicious? Some overall conclusions can be drawn based on the conducted studies. First and foremost, numerous experiences with online teaching and learning strategies have been identified that have potential value beyond the pandemic. By contrast, many obstacles have been described as well, which have to be accounted for before online teaching and learning strategies can be sustainably integrated in higher education curricula. The title of this dissertation concerns the question whether online education is a white elephant or a silver bullet; a suboptimal and expensive form of education, or valuable and welcome addition? At the very least, the online transition has fueled a debate about what good education does (not) encompass. The insights reported throughout this dissertation suggest that online education could play an important part in the future of higher education. Under the right conditions, online education could become a silver bullet
A white elephant or a silver bullet?:What (not) to do with online higher education
Full text linkThe COVID-19 pandemic forced higher education institutions to resort to online forms of teaching and learning. This offered a unique opportunity to gain more insights into online teaching and learning strategies and how these can meaningfully contribute to existing on-site educational practices. The research that underpins this dissertation was initiated to gain insights from the experiences of teachers and students with online education that can be used to (re)develop more sustainable online teaching and learning strategies. This was the central question: How did teachers and students experience emergency remote teaching during the COVID-19 pandemic and which online teaching strategies did they identify as advantageous or inauspicious? Some overall conclusions can be drawn based on the conducted studies. First and foremost, numerous experiences with online teaching and learning strategies have been identified that have potential value beyond the pandemic. By contrast, many obstacles have been described as well, which have to be accounted for before online teaching and learning strategies can be sustainably integrated in higher education curricula. The title of this dissertation concerns the question whether online education is a white elephant or a silver bullet; a suboptimal and expensive form of education, or valuable and welcome addition? At the very least, the online transition has fueled a debate about what good education does (not) encompass. The insights reported throughout this dissertation suggest that online education could play an important part in the future of higher education. Under the right conditions, online education could become a silver bullet
Changes in academics’ job profiles
Full text linkDuring the last decades, there has been a tendency of ‘academic drift’ within higher education (Lourdes Machado, Ferreira, Santiago, & Taylor, 2008; Harwood, 2010), with a potential to staff drift in which lecturers in applied universities become more ‘academic’ through the addition of research responsibilities (Griffioen & De Jong, 2013; Kyvik, 2007; Neave, 1978). New universities in mainland Europe moved away from a teaching-only practice to more engagement with research, whereas old universities (i.e. research-intensive institutions) attempted to improve their teaching capacity (Huisman & Kaiser, 2001; Kyvik & Skodvin, 2003). Within the Netherlands, the Ministry of Education, Culture and Science emphasised the connection between research and teaching within universities (2015), following the general positive–normative view on research integration (Trowler & Wareham, 2008
Postoperative infection due to contaminated propofol
No full textSeven patients operated on in a period of two consecutive days in the Havenziekenhuis, Rotterdam, the Netherlands developed symptoms of sepsis following a relatively minor procedure. One patient developed fever and hypotension a few hours after surgery, and developed thrombocytopenia and leucopenia. Postoperative bleeding occurred as a result of the thrombocytopenia, necessitating further surgery. This patient developed serious multi-organ failure, and required prolonged intensive care treatment. The other six patients developed less serious infections, the main symptoms of which were fever, leucopenia, thrombocytopenia and impairment of liver- and kidney function. They recovered quickly. Bacteriological investigation revealed that the infection was caused by extrinsic contamination of the intravenous anaesthetic propofol with Klebsiella pneumoniae and Serratia marcescens. Due to the high risk of contamination of the lipid formulation of this preparation, the use of propofol requires the following measures: syringes should be used just once; vials should be punctured just once; and administration should take place within 12 h after opening the vial or the ampoule. Hygienic working methods are also of crucial importance.</p
Postoperative infection due to contaminated propofol
No full textSeven patients operated on in a period of two consecutive days in the Havenziekenhuis, Rotterdam, the Netherlands developed symptoms of sepsis following a relatively minor procedure. One patient developed fever and hypotension a few hours after surgery, and developed thrombocytopenia and leucopenia. Postoperative bleeding occurred as a result of the thrombocytopenia, necessitating further surgery. This patient developed serious multi-organ failure, and required prolonged intensive care treatment. The other six patients developed less serious infections, the main symptoms of which were fever, leucopenia, thrombocytopenia and impairment of liver- and kidney function. They recovered quickly. Bacteriological investigation revealed that the infection was caused by extrinsic contamination of the intravenous anaesthetic propofol with Klebsiella pneumoniae and Serratia marcescens. Due to the high risk of contamination of the lipid formulation of this preparation, the use of propofol requires the following measures: syringes should be used just once; vials should be punctured just once; and administration should take place within 12 h after opening the vial or the ampoule. Hygienic working methods are also of crucial importance.</p
Chronic kidney disease ten years after pediatric allogeneic hematopoietic stem cell transplantation
Full text linkChronic kidney disease (CKD) is an important sequela of hematopoietic stem cell transplantation (HSCT), but data regarding CKD after pediatric HSCT are limited. In this single center cohort study, we evaluated the estimated glomerular filtration rate (eGFR) dynamics, proteinuria and hypertension in the first decade after HSCT and assessed risk factors for CKD in 216 pediatric HSCT survivors, transplanted 2002-2012. The eGFR decreased from a median of 148 to 116 ml/min/1.73 m(2) between pre-HSCT to ten years post-HSCT. CKD (KDIGO stages G2 or A2 or more; eGFR under 90 ml/min/1.73 m(2) and/or albuminuria) occurred in 17% of patients. In multivariate analysis, severe prolonged stage 2 or more acute kidney injury (AKI), with an eGFR under 60ml/min/1.73 m(2) and duration of 28 days or more, was the main risk factor for CKD (hazard ratio 9.5, 95% confidence interval 3.4-27). Stage 2 or more AKI with an eGFR of 60ml/min/1.73 m(2) or more and KDIGO stage 2 or more AKI with eGFR under 60ml/min/1.73 m(2) but recovery within 28 days were not associated with CKD. Furthermore, hematological malignancy as HSCT indication was an independent risk factor for CKD. One third of patients had both CKD criteria, one third had isolated eGFR reduction and one third only had albuminuria. Hypertension occurred in 27% of patients with CKD compared to 4.4% of patients without. Tubular proteinuria was present in 7% of a subgroup of 71 patients with available beta 2-microglobulinuria. Thus, a significant proportion of pediatric HSCT recipients developed CKD within ten years. Our data stress the importance of structural long-term monitoring of eGFR, urine and blood pressure after HSCT to identify patients with incipient CKD who can benefit from nephroprotective interventions.Diabetes mellitus: pathophysiological changes and therap
