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Patients with focal ventricular tachycardia are at risk of hemodynamic failure and if no treatment is provided the mortality rate can exceed 30%. Therefore, medical professionals must be adequately trained in the management of these conditions. To achieve the best treatment, the origin of the abnormality should be known, as well as the course of the disease. This study provides an opportunity to visualize various focal ventricular tachycardias using the Offenburg heart rhythm model. Modeling and simulation of focal ventricular tachycardias in the Offenburg heart rhythm model was performed using CST (Computer Simulation Technology) software from Dessault Systèms. A bundle of nerve tissue in different regions in the left and right ventricle was defined as the focus in the already existing heart rhythm model. This ultimately served as the origin of the focal excitation sites. For the simulations, the heart rhythm model was divided into a mesh consisting of 5354516 tetrahedra, which is required to calculate the electric field lines. The simulations in the Offenburg heart rhythm model were able to successfully represent the progression of focal ventricular tachycardia in the heart using measured electrical field lines. The simulation results were realized as an animated sequence of images running in real time at a frame rate of 20 frames per second. By changing the frame rate, these simulations can additionally be produced at different speeds. The Offenburg heart rhythm model allows visualization of focal ventricular arrhythmias using computer simulations.
Für viele Studierende sind Vorkurse der erste Kontakt zu Hochschullehre und Mitstudierenden. Wie kann der fachliche Einstieg in einem digitalen Lehrformat trotz fehlender Präsenz gelingen und persönliche Unterstützung, ein erstes Kennenlernen und soziale Eingebundenheit gefördert werden? Diesem Erkenntnisinteresse folgend stellt der folgende Beitrag ein digitales Brückenkursformat mit Elementen zur Interaktion, Kommunikation und Kollaboration vor, das mit ca. 400 Studierenden in zehn Kursen mit acht Lehrbeauftragten umgesetzt und entlang der o.g. Frage evaluiert wurde. Um den Transfer auf andere Lehrveranstaltungen zu erleichtern, wurde das Konzept in ein didaktisches Entwurfsmuster übertragen.
Offenburg university of Applied Sciences offers pre-study extracurricular preparatory courses for future engineering students in mathematics and physics. Due to pandemic restrictions, the two-week preparatory physics course preceeding winter term 2020/21 was presented as an online -only course.
Students enrolled to the course attended eight online lect ures of approximately 90 minutes duration followed by a group assignment. Both lectures and tutoring to the group assignment used a videoconference system with group sizes of 120 (lecture) and 6 (peer instruction and group assignments). The eight lectures focused on the high school physics curriculum of mechanics, electricity, thermodynamics and optics. Each lecture included four “peer instruction” questions to improve student activation. Student responses were collected using an audience response online tool.
The “peer instruction” questions were discussed by the students in online groups of six students. These groups also received written group assignments consisting of common textbook exercises and additional problems with incomplete information. To solve these problems, groups were encouraged to discuss possible solutions. The on-line course attendance was monitored and showed a characteristic exponential “decay” curve with a half-life of approximately 18 lectures which is comparable to conventional courses: Around 73% of the students enrolled in the preparatory course attended all eight lectures. In addition to the attendance, the progress of the participants was monitored by two online tests: A pre-course online test the first course day and a post -course online test on the last day.
The completion of both tests was highly recommended, but not a formal requirement for the students. The fraction of students completing the pre-course, but not the post-course test was used as an estimate for the drop-out rate of (34±3)%.