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In September 2022, the interprofessional European Summer School on the topic “Information in Healthcare – From Data to Knowledge” was held at the University of Porto. This Summer School included the topics Interoperability, Data Protection and Security and Data Analytics and consisted of an online preparation phase and an attendance phase in Porto. The didactic concept involved problem-based learning using a case study. A variety of course materials were developed and used to achieve the learning objectives. There are plans to continue the Summer School concept at participating institutions in the future, starting with a Spring School 2023 in Osnabrück.
IO6 is a report of the evaluation of the online courses and Summer School. The project plan of eHealth4all@EU guides the evaluation. The aim of the evaluation is to present the strengths and developing parts of the project. The main evaluation themes are eHealth, inter-professional education, and problem-based learning. For the funder’s perspective, evaluation focusing themes of digital support, lifelong learning, an active citizen, and the future. Evaluation of the project assign around all these themes and will find out students’ and teachers’ feelings of satisfaction, efficiency, and quality of the learning experience.
Interoperability, Data Protection and Security and Data Analytics are of high relevance for the future of eHealth and interprofessional care. Three online courses were therefore designed and delivered for these topics, all of which followed the same structure. A variety of materials were developed and different tools for knowledge transfer, communication and collaboration were used.
The University of Eastern Finland was the responsible partner of IO1: European eHealth Education: Policy and Practice Review. The aim of this intellectual output was to customize and validate the already existing international health informatics recom-mendations. Based on that the aim was also to describe the priorities of core compe-tencies and learning outcomes particularly in the fields addressed by this project. The methods used were a scoping review and focus group interviews. The aim of the scoping review was to explore how education in health informatics (HI) has been taught by evaluating the existing international frameworks and reported ed-ucations in HI. The scoping review was conducted based on the instructions of Joanna Briggs Institute to find English language publications published between 2016 and 2020. All publications found in the bibliographical database MEDLINE via PubMed, Scopus and Web of Sciences were included. The results indicated that education in HI is essential to everyone, and everyone needs skills and knowledge in both technical and non-technical skills in HI. Education in HI should be introduced already in the first year of the education and with time increase the knowledge to a more advanced level. The teaching methods can vary between lectures in class to a more hybrid method. The aim of the online focus group interview was to investigate the needs of HI compe-tencies in health care. To achieve the answers, two main questions were used as a base of the interview. The first question focused on how knowledge and competencies in health informatics could contribute to improving health care. The second question focused on which HI competencies are seen as important to learn and how to achieve them. Online focus group interviews were conducted in each of the three countries. The interviews were done the own languages (German, Portuguese, and Finnish) and later summarized and translated to English. The focus group interviews concluded that there are challenges and possibilities in health informatics. It also highlighted the com-petencies seen as important to have in daily working life. For example, skills in appli-cations in patient care, knowledge in IT-background and IT related management are considered important.
Problem-based learning (PBL) has become established as a successful didactic approach far beyond the field of medicine. Although there is no single concept of PBL, there is agreement on its objectives and implementation. Of central importance is the case that supports autonomous and reflective learning. Even before COVID-19, digital methods were used in traditional PBL. These served to support, for example, the provision of learning materials. As a result of university closures during the COVID-19 pandemic, technical solutions were made available at an unprecedented speed, which made it possible to implement the different requirements of traditional PBL in a digital PBL (DPBL). The present study results based on two scoping reviews demonstrated that PBL can be implemented digitally and that different digital methods, both asynchronous and synchronous, are available for the different steps. They show that DPBL not only leads to comparable student performance, but can also develop further competences, e.g. digital communication. With the findings, a concept for the implementation of DPBL as well as recommendations for the further development of DPBL are available.
This report summarizes and discusses the development, main achievements and overall progress of The Interprofessional European eHealth Programme in Higher Education (eHealth4all@EU) project. The project evolved through a strong partnership between members of the consortium, grounding its activities on previous initiatives like TIGER and taking them one step further while looking into the digital health competencies required by graduate students working in health and care and providing teaching approaches and other initiatives to extend further a set of core competencies: Health Information Systems Interoperability, Data Security and Privacy and Data Analytics. Although the project activities underwent during the pandemic period, a condition that forced reorganization and adaptation of the workplan, the main initiatives like the identification of significant areas of interest for digital health competencies and related relevant teaching methods that foster active learning paved the way for the construction of learning content structured around a syllabus aimed at distance learning and faceto- face learning moments developed with the intent for reuse and fostering the development of these set of competences in future Health Professionals. To this purpose, we are convinced that grounding steps have been taken with these eHealth4All@EU activities and initiatives.
The simulation of the residual stress field achieved by shot peening cannot be carried out on component-large models. Hence, an efficient unit cell model for the simulation of the shot peening process is developed. The model allows both, the simple inclusion of a pre-stress and the evaluation of the up-arching of the Almen strip. For this purpose, generalized coupling constraints for the periodic boundaries of the unit cell are developed. These allow for displacement and rotation of the coupled boundaries relative to each other. In the coupling constraints, this is accomplished by respective variables, which can either be prescribed to the analysis or read out as a result from the analysis. Hence, the unit cell can expand, shear, bend and twist under driving forces like, e. g., residual stresses or thermal effects. At the same time, deformations of the cell’s periodic boundary pairs are kept congruent by the generalized coupling. The ability to cover expansion is novel regarding known periodic boundary conditions. Also, the application of a generalized unit cell to shot peening is new.
Results obtained with the generalized unit cell are displayed, demonstrating its capabilities: A fundamental analysis of the residual stress field from shot peening shows inhomogeneities at a fatigue relevant level to be inevitable. A validation of the model was done by comparison with experimental Almen strip shot peening tests reported in literature. Shot peening under pre-stress is demonstrated and its results in terms of residual stress are evaluated. The application of the generalized unit cell is not limited to shot peening.
Objectives
Among varied challenges of COVID-19, challenges in food and nutrition security world-over are critical. We compared the nutritional policy responses in India and Germany since both countries differ on the Human Development Index, yet both have committed to the G20 common policy response to COVID-19, besides the comparability of two large and heterogeneously populated countries, both having democratic governments. Policy research publications were reviewed using
Methods
qualitative meta-policy approach. We used comparative case-study. Recent food and nutrition policies of G20 nations of India and Germany were evaluated. India has primarily targeted her public distribution system and Germany has primarily targeted her food markets in order to
Results
manage the food and nutrition security in response to COVID-19. Both countries are coordinating additional associated nutritional policies, policies and strategies to effect an integrated sectoral approach to COVID-19 management. Both are using corrective measures of the process
management strategies as well. However, the Indian management of micronutrient security for her population has over COVID-19 times acerbated and the German loan management to nutrition and agricultural small-scale industry appears to be functioning sub-optimally.
Conclusions
Our analysis indicates both India and Germany have responded to COVID-19 in a timely and appropriate manner regarding the food and nutrition security measures. Even so not all measures employed to tackle COVID-19 food and nutrition security have been effectively implemented, It appears, that both countries are using integrated policy in their nutrition and food security response to COVID-19.
Jede Ernährung hat Auswirkungen auf den Gesundheitszustand des Einzelnen, auf die Umwelt und auf soziale Belange. Eine wachsende Zahl von Mahlzeiten wird in der Außer-Haus-Verpflegung eingenommen, in der eine systematische Nachhaltigkeitsbewertung nicht zur gängigen Praxis gehört. Um diese Lücke zu schließen, wurde im Rahmen des NAHGAST-Projekts ein Instrument entwickelt. Nach mehr als einem Jahr des Einsatzes des NAHGAST-Online-Tools soll nun überprüft werden, welche positiven Umwelteinflüsse durch den Einsatz des Instruments realisiert werden können. Aus diesem Grund befasst sich dieser Artikel mit der Frage, ob ein Online-Tool Akteure aus dem Bereich des Außer-Haus-Verzehrs in die Lage versetzen kann, ihre Mahlzeiten im Hinblick auf Aspekte einer nachhaltigen Ernährung zu überarbeiten. Darüber hinaus wird die Frage beantwortet, wie sich konkrete Rezeptüberarbeitungen der beliebtesten Mittagsgerichte auf den materiellen Fußabdruck sowie auf den Carbon Footprint auswirken.
Zusammenfassend lässt sich sagen, dass ein Online-Tool individuelle Nachhaltigkeitspfade für Akteure im und ermöglicht eine eigenständige Rezeptüberarbeitung für bereits bestehende Gerichte. Mahlzeiten. Die Ergebnisse zeigen, dass bereits geringfügige Änderungen in den Rezepten zu Einsparungen von bis zu einem Drittel führen können beim CO2-Fußabdruck sowie beim Materialfußabdruck führen können. Bezogen auf den Außer-Haus-Verzehr Außer-Haus-Verzehr ergibt sich daraus das Potenzial für erhebliche Multiplikationseffekte, die den Weg für die Verbreitung von nachhaltiger Ernährung ebnen.