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Background: Bedside courses are of outstanding importance when training medical students. The fact that less and less teaching is taking place nowadays at the patient's bedside makes it all the more important that the available time be put to effective use. The aim of this study was to check whether structured improvement measures in the course (scripts, lecturer briefing, e-learning cases) would improve the abilities of the students on the basis of a subjective self-assessment as well as an external assessment by the lecturers with respect to clinical abilities. Methods: Bedside teaching takes place in the fourth study year in the Medical Clinics of the TU Munich. Both students and lecturers had the chance to hand in an anonymous, quantitative self- and external assessment of the clinical abilities of the students (German grading system) after every course date. This assessment took place online in the three categories "Medical history & examination", "Diagnosis" and "Therapy". An overall period of four semesters, each with 6 course dates, was investigated. After two of the total of four semesters in the study, the course was changed by introducing scripts, lecturer briefing as well as interactive e-learning cases. The self- and external assessment was compared both within the semester (date 1-3: A; date 4-6: B), during the course as well as before and after introducing the improvement measures ("before" (T0): SS 2012, SS 2013, "after" (T1): WS 2013/2014, SS 2014).Results: There was a significant improvement in one's own abilities on the basis of the self-assessment within each semester when comparing the first (A) and the last (B) course dates. Moreover, there was a significant improvement in the performances in all three categories when T0 was compared with T1, from both the point of view of the students ("Medical history & examination": T0 =2.5±0.9, T1=2.2±0.7, pp

A study of the long-term changes of various climatic extremes was made jointly by a number of European countries. It was found that the changes in maximum and minimum temperatures follow, in broad terms, the corresponding well-documented mean temperature changes. Minimum temperatures, however, have increased slightly more than maximum temperatures, although both have increased. As a result, the study confirms that the diurnal temperature range has mostly decreased during the present century in Northern and Central Europe. Frost has become less frequent. Two extreme-related precipitation characteristics, the annual maximum daily precipitation and the number of days with precipitation greater than or equal to 10 mm, show no major trends or changes in their interannual variability. An analysis of return periods indicated that in the Nordic countries there were high frequencies of 'extraordinary' 1-day rainfalls both in the 1930s and since the 1980s. There have been no long-term changes in the number of high wind speeds in the German Eight. Occurrences of thunderstorms and hails show a decreasing tendency in the Czech Republic during the last 50 years. Finally, using proxy data sources, a 500-year temperature and precipitation event graph for the Swiss Mittelland is presented. It shows large interdecadal variations as well as the exceptionality of the latest decade 1986-1995.

Quantitative wood anatomy (QWA) is a dynamic research approach of increasing interest that can provide answers to a wide range of research questions across different disciplines. However, the lack of common protocols and knowledge gaps hinder the realisation of the full potential of QWA. Therefore, we established the new community-based network Q-NET to provide an open interdisciplinary platform for exchange and research around QWA. Q-NET ( https://qwa-net.com ) combines an online knowledge and exchange base with virtual workshops. The first two workshops each attracted more than 125 participants from around the world, demonstrating the community's interest in QWA and this virtual way of networking and collaborating. Indeed, virtual networks such as Q-NET could increase the inclusiveness, efficiency and sustainability of scientific collaboration while providing additional training and teaching opportunities for early career scientists, both of which complement in-person conferences and workshops.