Geochemical modelling involving mercury throughout coastal groundwater

33) increased significantly with moderate effects at the online semester. There also was an increased, but still low suppression of emotions (r=.22) at t2. The future physicians were most often curious, grateful and afraid about their medical studies with regard to the COVID-19 situation. Overall, medical studies were more often associated with positive than negative emotions during the online semester. Conclusions The results show that the online semester did not have any worrying impacts on academic-associated emotions and emotion regulation. There was even some indication that students might benefit from online teaching formats.Objective Self-regulated learning (SRL) strategies are a central prerequisite for the goal-oriented and successful use of digital learning opportunities in the study of health care professions. It is often presumed that students are proficient in SRL, but this could not be taken for granted. Using the example of the master's degree program in nursing education at the Fliedner University of Applied Sciences, it is shown how the topic of SRL can support students in self-directed e-learning and expand their digital learning competence. Method The period of e-learning was initiated with a project introducing to SRL. The students (n= 49) elaborated task-based text work on SRL, which was made available via a learning platform. Subsequently, the students reflected individually on their SRL using a proven questionnaire and set development goals for themselves. At the end of the semester the usefulness of SRL was evaluated in a group discussion with open questions from the students' point of view and the answers were qualitatively evaluated. Results The knowledge of SRL supported the students during the period of e-learning to plan their learning activities goal-oriented manner and to use the learning opportunities systematically. Discussion/conclusions SRL can promote the digital learning competence of students and support them in coping with the study requirements during the period of e-learning. In this context, SRL could be included in an interdisciplinary curriculum to foster the digital learning competence of students as an interdisciplinary topic and cross-sectional subject in all study programs of health care professions.Background The forced and time-critical changeover to digital teaching and learning formats in the summer semester 2020 brought about numerous new challenges for the teaching staff of the Faculty of Medicine at the University of Regensburg. Didactic and personnel support of clinical lecturers for the preparation, creation, and supervision of digital teaching materials became necessary. Project description Since interdisciplinary teams seem to be superior in finding creative solutions, an interdisciplinary student e-tutor team was established at the Faculty of Medicine to support the digitalization of the range of courses. After their initial basic training the e-tutors had regular team meetings and internal mini-training sessions to ensure their continuous professional development. The e-tutors could be "requested" by clinical teaching staff and then accompanied the respective course preparation and implementation as required. Results and discussion Both clinical teachers and students perceived the student e-tutors' support to be very positive. The e-tutors described the interdisciplinarity of the team as an important learning resource and their work as an exciting and instructive task. Conclusion and outlook Due to the positive experiences with the e-tutors, the faculty is striving to establish sustainable digital teaching and learning services in the coming semesters.Introduction During the SARS-CoV-2 pandemic, students with an affinity to digital technology supported the online teaching activities of lecturers on an ad-hoc and needs-oriented basis. The aim of the study was to determine the necessity and acceptance of these so-called e-scouts. Methodology An online survey was sent via the Faculty of Medicine mailing list of department heads and teaching coordinators. Thirty valid responses were identified and evaluated. Results The e-scouts provided support in particular with preparing audio commentaries of presentation slides, video recording of presentations, and the implementation of case-based e-learning. The main reasons for requesting help from the students were technical support, equipment loan, and support with how to use the learning platform and course management system. Overall, the lecturers rated the service provided by e-scouts as highly satisfactory and praised their prompt and competent assistance. Over 50% of the lecturers stated their wish to continue working with e-scouts in the future and integrate online activities into their teaching even beyond the SARS-CoV2 pandemic. Discussion and conclusion With the support of the e-scouts, lecturers received assistance with developing and improving their own media competence without bureaucratic hurdles, aiming to create online courses for the local teaching and learning platform. Thereby, the e-scouts' perspective was very helpful in providing both important insights into how students learn as well as impulse toward the further development of digital teaching activities.Objectives Due to the COVID-19 pandemic, medical curricula face major challenges. This also applies to mentoring programs, where face-to-face meetings are considered essential. Methods The LMU Munich medical faculty mentoring program (MeCuM-Mentor) adapted to counteract the unforeseen pause of conventional course formats and associated uncertainty of many students. We here present an approach to transform the established large scale or group mentoring events of our program into online formats. Three projects are presented as examples 1. HowTo Klink (HK), mainly informative in nature and with peer-mentoring character, 2. FacharztDuell (FAD) and 3. "Auf ein Gespräch mit... (AEGM)", both with a focus on career counseling. Results Initial evaluations show a similarly high participation rate and a high level of satisfaction among the participating students. read more Students' evaluation of whether the projects presented should take place in presence or in online format has so far shown no clear trend. Conclusion Prospective studies are necessary to investigate the effectiveness of these online formats and analyse differences in participant behaviour.