'Treatment of the Sportsman's groin': British Hernia Society's 2014 position statement based on the Manchester Consensus Conference

<b>Introduction</b> The aim was to produce a multidisciplinary consensus to determine the current position on the nomenclature, definition, diagnosis, imaging modalities and management of Sportsman's groin (SG).<p></p> <b>Methods</b> Experts in the diagnosis and management of SG were invited to participate in a consensus conference held by the British Hernia Society in Manchester, UK on 11–12 October 2012. Experts included a physiotherapist, a musculoskeletal radiologist and surgeons with a proven track record of expertise in this field. Presentations detailing scientific as well as outcome data from their own experiences were given. Records were made of the presentations with specific areas debated openly.<p></p> <b>Results</b> The term ‘inguinal disruption’ (ID) was agreed as the preferred nomenclature with the term ‘Sportsman's hernia’ or ‘groin’ rejected, as no true hernia exists. There was an overwhelming agreement of opinion that there was abnormal tension in the groin, particularly around the inguinal ligament attachment. Other common findings included the possibility of external oblique disruption with consequent small tears noted as well as some oedema of the tissues. A multidisciplinary approach with tailored physiotherapy as the initial treatment was recommended with any surgery involving releasing the tension in the inguinal canal by various techniques and reinforcing it with a mesh or suture repair. A national registry should be developed for all athletes undergoing surgery.<p></p> <b>Conclusions</b> ID is a common condition where no true hernia exists. It should be managed through a multidisciplinary approach to ensure consistent standards and outcomes are achieved

Getting Started With Collaborative Teamwork for Inclusion

The article illustrates the collaborative team process for inclusion as it grew within two schools attempting to improve their efforts to welcome students with disabilities into general education classrooms. Team members learned specialized skills needed for successful collaboration, in the context of bringing about specific changes they deemed critical to the desired outcomes of their own projects

Wissensvernetzung durch die Analysebrille des TPACK Modells. Das Fallbeispiel "Raumkonstruktionen und Digitalität" im Kontext des geographischen Lehrkräftewissens

Im Kontext von Digitalität entstehen Fachinhalte neu oder werden mit neuen Bedeutungen versehen. Inwiefern technologisch-pädagogisch-inhaltliches Lehrkräftewissen vor diesem Hintergrund konzeptualisiert werden kann, wird entlang eines exemplarischen Beispiels aus der geographischen Bildung diskutiert. Ausgehend von der Anwendung des TPACK Modells als Reflexionsperspektive zur Entwicklung normativer Fähigkeitsbeschreibungen wird Wissensvernetzung als potentielle Konkretisierung der Wechselwirkungen innerhalb des Modells identifiziert. Dies ermöglicht eine anschließende Reflexion des TPACK Modells als konzeptionelle Sicht auf Wissensvernetzung. (DIPF/Orig.)In the context of digitality, subject content emerges anew or is assigned new meanings. The extent to which teachers’ technological-pedagogical-content knowledge can be conceptualized against this backdrop is discussed along an example from Geography education. Based on the application of the TPACK model (Mishra & Koehler, 2006) as a frame of reflection for the development of normative descriptors of knowledge, the concept of integration of professional knowledge is identified as a potential realization of the interactions within the model. This enables a subsequent reflection of the TPACK model as a conceptual view on teachers’ integration of professional knowledge. (DIPF/Orig.

Doha agreement meeting on terminology and definitions in groin pain in athletes.

BACKGROUND: Heterogeneous taxonomy of groin injuries in athletes adds confusion to this complicated area. AIM: The 'Doha agreement meeting on terminology and definitions in groin pain in athletes' was convened to attempt to resolve this problem. Our aim was to agree on a standard terminology, along with accompanying definitions. METHODS: A one-day agreement meeting was held on 4 November 2014. Twenty-four international experts from 14 different countries participated. Systematic reviews were performed to give an up-to-date synthesis of the current evidence on major topics concerning groin pain in athletes. All members participated in a Delphi questionnaire prior to the meeting. RESULTS: Unanimous agreement was reached on the following terminology. The classification system has three major subheadings of groin pain in athletes: 1. Defined clinical entities for groin pain: Adductor-related, iliopsoas-related, inguinal-related and pubic-related groin pain. 2. Hip-related groin pain. 3. Other causes of groin pain in athletes. The definitions are included in this paper. CONCLUSIONS: The Doha agreement meeting on terminology and definitions in groin pain in athletes reached a consensus on a clinically based taxonomy using three major categories. These definitions and terminology are based on history and physical examination to categorise athletes, making it simple and suitable for both clinical practice and research

Social science education under digital conditions: The role of creativity in media practices on social networks

Purpose: This paper explores social media practices with an exemplarily focus on constructions of space and social movements. It aims at identifying prospects for social science education under digital conditions regarding the reconfiguration of content and possibilities for digital literacy. Approach: By reviewing and summarizing popular strands of discussion on the application of social media practices in constructions of spaces and social movements, we identify common didactical themes from an educational perspective. Subsequently, we discuss social networks as real-world learning contexts in light of creative practices. Findings: Building on this, we derive theoretical implications for social science education for teaching and learning within social networks with a special focus on creativity. Following this, we present implications for social science literacy as well as digital literacy, which are two sides of the same coin. Practical implications: Finally, we present implications for future research and outline prospects for a future social science education

Evaluation of the anesthetic effect of epinephrine-free articaine and mepivacaine through quantitative sensory testing

INTRODUCTION: Long lasting anesthesia of the soft tissue beyond the dental treatment affects patients in daily routine. Therefore a sophisticated local anesthesia is needed. The purpose of this study was an evaluation of the clinical use of epinephrine-free local anesthetic solutions in routine short-time dental treatments. MATERIALS AND METHODS: In a prospective, single-blind, non-randomized and controlled clinical trial, 31 patients (16 male, 15 female patients) undergoing short-time dental treatment under local anesthesia (plain solutions of articaine 4% and mepivacaine 3%) in area of maxillary canine were tested with quantitative sensory testing QST. Paired-Wilcoxon-testing (signed-rank-test) and Mc Nemar tests have been used for statistical results. RESULTS: Significant differences in all tested parameters to the time of measurements were found. Mepivacaine showed a significantly stronger impact for the whole period of measurement (128 min) on thermal and mechanical test parameters and to the associated nerve fibers. CONCLUSION: Plain articaine shows a faster onset of action associated with a shorter time of activity in comparison to plain mepivacaine. In addition to this articaine shows a significant low-graded effect on the tested nerve-fibers and therefore a least affected anesthesia to the patient. The clinical use of an epinephrine-free anesthetic solution can be stated as possible option in short dental routine treatments to the frequently used vasoconstrictor containing local anesthetics. Patients may benefit from shorter numbness

Evaluationsinstrument für die Lehrkräftefortbildungen im Verbundprojekt ReTransfer

Das Evaluationsinstrument wurde im Verbundprojekt ReTransfer entwickelt, um die Wirkung und Qualität digitalitätsbezogener Lehrkräftefortbildungen systematisch zu erfassen. Als Ausgangspunkt diente der Instrumentenkatalog des Kompetenzverbunds lernen.digital (Hartung et al., 2024). Das finale Instrument umfasst 30 Items in sechs Dimensionen (Curriculare Passung, Praxisrelevanz, Wissenschaftsorientierung, Digitale Selbstwirksamkeit, Einstellungen zur digitalen Bildung, Qualität digitaler Lernumgebungen). Das Instrument ist modular aufgebaut, sodass es je nach Bedarf in verschiedenen Fortbildungsformaten eingesetzt oder angepasst werden kann. Eine erste prototypische Anwendung erfolgte in der Evaluation eines Selbstlernmoduls zu digitaler Souveränität

Raumkonstruktionen im Kontext von Digitalität: Normative und empirische Perspektiven auf das professionelle Wissen angehender Geographielehrkräfte

Raumkonstruktionen, die über Handlung und Bedeutungszuschreibungen im Kontext sozialer Medien entstehen, sind ein Fallbeispiel dafür, wie vor dem Hintergrund von Digitalität Fachinhalte re-innoviert werden müssen. Mit dem Ziel eines Beitrags zur Konzeption professionellen Lehrkräftewissens im Kontext von Digitalität werden, ausgehend von der Fragestellung, welche professionellen Fähigkeiten Lehrkräfte benötigen, um Raumkonstruktionen im Unterricht zu thematisieren, in dieser kumulativen Dissertation Raumkonstruktionen aus normativer und empirischer Perspektive als exemplarischer geographischer Fachinhalt adressiert. Als theoretischer Rahmen dient dabei das TPACK Modell von Mishra & Koehler (2006), das professionelles Lehrkräftewissen in die Bereiche fachliches, pädagogisches und technologisches Wissen sowie deren Überschneidungsbereiche einteilt. Zunächst erfolgt eine Anwendung des Modells als Reflexionsperspektive auf Fachinhalte zur Erzeugung normativer Fähigkeitsbeschreibungen. Diese Fähigkeitsbeschreibungen fließen in die Entwicklung eines TPACK-Selbsteinschätzungsfragebogens für Lehramtsstudierende der Geographie ein. Im Rahmen der damit durchgeführten Studie (n= 364) zeigen sich auf deskriptiver Ebene vergleichsweise niedrige Selbsteinschätzungen der Bereiche inhaltlichen und fachdidaktischen Wissens. Durch die Anwendung einer konfirmatorischen Faktorenanalyse kann das TPACK Modell als zufriedenstellend für die Beschreibung der Daten identifiziert werden. Auffällig ist allerdings die niedrige Korrelation des Konstrukts technologischen Wissens mit den angrenzenden Wissensbereichen. In Bezug auf die Selbsteinschätzungen im phasen- und kontextübergreifenden Vergleich lässt sich, ausgehend von linearen Regressionsanalysen, eine tendenzielle Zunahme der selbsteingeschätzten Fähigkeiten entlang der Fachsemesterzahl ermitteln. Mittels Zweistichproben-t-Tests können außerdem höhere Selbsteinschätzungen der pädagogischen Wissensbereiche durch Studierende, die als Vertretungslehrkräfte tätig sind, festgestellt werden. In Bezug auf die zur Thematisierung von Raumkonstruktionen im Unterricht benötigten Fähigkeiten ist zunächst die Relevanz der Förderung der Integration fachlichen, pädagogischen und fachdidaktischen Wissens hervorzuheben. Die Studie gibt darüber hinaus Hinweise auf eine niedrigere Bedeutung technologischen Wissens im Hinblick auf soziale Medien als Beispiele alltäglicher Technologien. Vor dem Hintergrund des positiven Effekts von Selbstwirksamkeitsprozessen bieten die Ergebnisse Implikationen für eine Diskussion von praktischen Erfahrungen als Aspekt professionellen Lehrkräftewissens im Sinne der Förderung einer kritisch-reflexiven Auseinandersetzung mit der Tätigkeit als Vertretungslehrkraft aus fachdidaktischer Perspektive. Insgesamt leistet die kumulative Dissertation einen Beitrag zum Diskurs um fachliche geographische Bildung im Kontext von Digitalität und zur Konzeption des professionellen Lehrkräftewissens vor diesem Hintergrund.Constructions of space that arise through actions and ascriptions of meaning in the context of social media are an example of how subject-specific content needs to be re-innovated against the background of digitality. With the goal of contributing to the conception of professional teacher knowledge in the context of digitality, this cumulative dissertation, based on the question of what skills and abilities teachers need to implement constructions of space in the context of social media in the classroom, addresses constructions of space from a normative and empirical perspective as an exemplary case of geographical subject content. Here, the TPACK model by Mishra & Koehler (2006), which categorizes professional teacher knowledge into the areas of content, pedagogical and technological knowledge, as well as the corresponding intersections, serves as a theoretical frame for professional teacher knowledge. First, the model is applied as a reflection perspective on subject content to generate normative descriptors of knowledge. In a next step, these descriptors of knowledge are included into the development of a TPACK self-assessment survey. The study conducted through the application of the survey (n= 364) reveals comparatively low self-assessments in the areas of content and pedagogical-content knowledge on a descriptive level. By applying a confirmatory factor analysis, the TPACK model can be identified as a satisfactory fit for the data. However, the low correlation of technological knowledge with the adjacent areas of knowledge is striking. With regard to self-assessments in cross-phase and cross-context comparisons, linear regression analyses reveal a tendency for self-assessments to increase along with the number of semesters studied. By means of two-sample t-tests, higher self-assessments of the areas of pedagogical knowledge can also be determined for students who work as substitute teachers. With regard to the skills and abilities required to implement constructions of space in the classroom, the relevance of fostering the integration of content, pedagogical and didactic knowledge must be emphasized first. The study also indicates that technological knowledge with regard to social media as examples of everyday technologies is less central. Against the background of the positive effects of self-efficacy, the results on the self-assessed knowledge areas provide implications for discussing practical experiences as an aspect of professional teacher knowledge in the sense of promoting a critical and reflexive examination of students’ professional activities as substitute teachers from a didactical perspective. Overall, this cumulative dissertation contributes to the discourse on geographical education in the context of digitality, as well as to the conception of the professional knowledge of pre-service geography teachers against this background