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Intersektionalität wird vermehrt als Konzept in politischen Handlungsfeldern wie dem Bundesprogramm „Demokratie leben!“ aufgegriffen. Hierbei überträgt der Staat die Bearbeitung gesellschaftlicher Problemstellungen an zivilgesellschaftliche Träger. Sie sollen u. a. fachliche Expertise in die Regelstrukturen der Kinder- und Jugendhilfe transferieren. Im Beitrag wird beleuchtet, wie das Konzept Intersektionalität von staatlicher Seite verwendet und im Austausch mit zivilgesellschaftlichen Trägern angeeignet und ausgedeutet wird. Auf der Basis einer diskursanalytischen Untersuchung zeigen wir, dass die staatliche Verwendung des Begriffs inartikuliert bleibt und dieser als Handwerksinstrument für die Anregung der Zusammenarbeit der Träger genutzt wird. In der Konsequenz bleibt die machtkritische Auseinandersetzung mit Ungleichheitsstrukturen großenteils aus. Demgegenüber bringen zivilgesellschaftliche Träger ein breiteres Begriffsverständnis von Intersektionalität in den staatlichen Programmkontext ein.

The renowned Schatboek [Commentary] on the Heidelberg Catechism is one of the most influential early expositions of the Heidelberg Catechism. It has been commonly and wrongfully attributed to the exclusive legacy of Zacharias Ursinus (1534–1583). However, the content of the Commentary has been shaped by the influences of theologians from different places, times, and contexts. Editors like Simon Goulart (1543–1628), Johann Jungnitz (1540–1588), and David Pareus (1548–1622) played a significant role in the compilation of the different imprints, by utilising student’s class notes, originally written during Ursinus’ lectures on the Heidelberg Catechism in Heidelberg or Neustadt. These notes were not the most reliable and the editors, being students of Ursinus themselves, critically used the transcripts, containing lecture material from different time periods. Their content fluctuated between differentiated theological arguments and perspectives. The three editors had experience of the process that produced the manuscripts. They acknowledged and addressed the inadequacies and limitations in terms of the reliability of these primary sources – unfortunately, the editors’ own preferences were not prevented. The Latin editions of Goulart, Jungnitz, and Pareus served as the foundation for subsequent translations, including their own editorial craftmanship. To responsibly account for the content of the Commentary, it is crucial to consider the source’s Sitz im Leben and editorial history. The current research is limited to the Latin editions of Goulart, Jungnitz, and Pareus. A bibliographic-historical approach is followed, presenting the development of the Commentary from primary sources themselves. The selected editions’ title pages and prefaces reveal a clear narrative of how the source came into being. In the final analysis, the titles and prefaces give unequivocal evidence that editors compared, corrected, revised, and even rewrote the notes to align them with Ursinus’ theology in general. This article concludes that, based on the editors’ use and engagement with identified sources, as well as personal editorial work, the Commentary can be characterised as the thorough work of a second generation of reformed theologians, disseminating the theological significance of the Heidelberg Catechism. Contribution: In analysing the title pages and prefaces of the first Latin editions of the Commentary on the Heidelberg Catechism, this article identifies differentiated sources and how these were used by the editors. This constitutes a significant contribution to the still unknown bibliographic history of the Commentary. Based on the literature analysis outcomes, this article paves the way towards further historical-theological examination of the Commentary’s content as expression of second generation reformed theology.

Aim: Expectations among medical students towards their future professional life are affected by intrinsic and extrinsic factors which may change during years of medical school. The aim of this study is to gain further insight into students’ expectations of their professional life at the beginning of medical school. Findings regarding contextual influences can be used to improve curricula and student guidance.Methods: The project report based on an online survey among three cohorts of first year medical students at the LMU. The questionnaire consisted of six open-ended questions which addressed the student’s motivation, expectations, anticipations and concerns of their professional life. Questions were also asked about presumed personal development and influence on private life. An inductive coding was used in this qualitative content analysis.Results: Written responses from 591 participants were coded, categorized and summarized into four main themes: personal life, work, science, personal issue. Despite coming from different cohorts, the occurrence of the main themes showed the same trend in all student groups. Students are worried most about the work-life-balance, and they expect it to be a difficult issue. But many of our first-year students are optimistic that they will be able to establish a good work-life-balance or that the working conditions will have changed to a manageable workload at the time they will enter their first jobs. The majority of our students expect to become more self-confident with enhanced empathy and team-working ability and more patient and stress-resistant in daily challenges.Conclusion: The medical students emphasize the gender-neutral desire for work-life balance. So, they expect improved working conditions for the future – an ongoing challenge for the health care system.

The OPEN Hackathon of the Technical University of Munich (TUM) 2020 set out to address challenges and potential solutions for medical education at the School of Medicine to kick off the 2020/21 winter semester. The event lasted 36 hours, during which medical students, teachers and staff members had the opportunity to tackle current problems in education and to develop co-created, customized solutions through creative teamwork for the School of Medicine at the TUM. The resulting solutions are now being realized and implemented in teaching. This paper describes the process and organization of the hackathon. Furthermore, the result of the evaluation of the event are described. In this paper, we aim to present the project as a valuable pioneer in the field of developing medical-educational topics within the framework of innovative methodological formats.

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Objective: This paper seeks to assess how medical students can be trained in medical studies seminars to examine their own professional role as doctors. The university seminar was developed and conducted at the Technical University of Munich. In this context, the following questions will be addressed: How can we assess the contribution of a university seminar to a medical student’s own examination of being a doctor? And: What skills are developed in that foster medical students’ (self-)reflexion?Methods: The source data is statements made by medical students who took part in the seminar from 2016-2018. Student perspectives were analyzed after five focus group discussions with a total of 26 medical student participants and two individual interviews. Based on the interpretative paradigm and following the credo of a methodological exploration of medical students’ lifeworld, their specific learning experience as well as their ability for (self-)reflexion were mapped out. Results: The research questions guiding the assessment of the seminar can be answered as follows: From the students’ perspective, the (self-)reflexion triggered and organized by can be seen as rehearsing a meta-view. From the students’ standpoint, five skills can be identified that make this behavior possible: Situatively, these skills are often used in combination and challenge students on an intellectual, communicative and emotional level.Conclusion: The ability to (self-)reflect should be more strongly integrated in university medical training by providing appropriate support, especially since it presents students with specific challenges to (self-)reflexively approach their own future as doctors. The skills mapped out here can be used as orientation to develop seminars on professional (self-)reflexive identity development for medical students.

Copyright of GENDER: Zeitschrift für Geschlecht, Kultur und Gesellschaft is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives: The final year of undergraduate medical education (practical year) should foster the transition from undergraduate medical education to graduate medical education. Medical students in the practical year should be able to assume professional tasks, and supervisors should assign these tasks to them. In this pilot study, a curriculum based on the concept of entrustable professional activities (EPAs) was implemented and evaluated in the disciplines of internal medicine, surgery and general practice at four university hospitals.Methods: =37 medical students and =17 supervising physicians at four German university hospitals participated in the implementation study for one trimester. For evaluation purposes, we conducted focus group discussions and telephone interviews and analyzed them following qualitative content analysis.Results: We identified five different aspects as important for implementing the EPA curriculum in undergraduate medical education in the German context: Conclusion: The study presents a practical implementation of the EPA curriculum in Germany’s undergraduate medical education. Besides the need for time and resources, the concept shows good feasibility and fosters a competence-oriented undergraduate medical education in the practical year.

Objectives: This study adds to the ongoing discussion on how to ease the transition from undergraduate medical training to postgraduate training. In the Netherlands there is no central matching system for admission to residency. Medical school graduates just apply for a position in an open job market. Many choose to acquire general or specialty-specific clinical experiences after the medical degree before residency, to further explore career opportunities and to increase their chances to get into their preferred specialty. To shorten this gap between undergraduate and the start of postgraduate training, the sixth and final year of most Dutch medical schools is designed as a “transitional year”. Students work with more clinical responsibilities than in the earlier clerkships, and this year includes many elective options. Our study focuses on these elective options and explores how medical students use these transitional year electives to prepare for transition to postgraduate training.Methods: In 2012-2013 we asked all 274 graduating students at one Dutch medical school to complete an open-answer questionnaire with the following topics: Questionnaire results were coded by two researchers and were discussed with all members of the research team. Results: A total of 235 students responded (86%). Answers about motivation for choices revealed that most electives where chosen for career orientation and to optimize chances to get into a residency program. Students also focused on additional experiences in specialties related to their preferred specialty. Many students chose electives logically related to each other, e.g. combinations of surgery and radiology. About two-thirds of the respondents stated that their elective experiences did confirm their specialty preferences or resulted in a more clear insight.Conclusion: We conclude that students use the transitional year electives to focus on their future postgraduate training program, i.e. for orientation and to align their curriculum vitae with their preferred specialty, resulting in spontaneous early specialty streaming. To take advantages of this streaming, and to make sure students can transfer their experiences to other specialties if their career preferences change, individual elective Entrustable Professional Activities (EPAs), next to the core EPAs for all medical students, may serve to prepare a smooth transition to a specialty of choice and should be fully documented.

No abstract available.

Aminopeptidase- and amidase-based methods for the production of enantiomerically pure amino acids, intermediates for pharmaceuticals and agrochemicals, are discussed. Furthermore, enzymatic syntheses of the dipeptide sweetener aspartame and semisynthetic antibiotics (such as ampicillin, amoxicillin, cephalexin, and cefadroxil) are highlighted.

Die Niederlande gehören zu den Ländern, die in ihrem Strafrecht eine Sanktion ähnlich der deutschen Führungsaufsicht eingeführt haben, mit der ehemalige Strafgefangene und Maßregelpatienten auch nach ihrer Entlassung überwacht werden können. Der Beitrag schildert die rechtlichen Voraussetzungen dieser Maßnahme, die kritische Diskussion um ihre Einführung und die bisherige Praxis der Staatsanwaltschaften und Gerichte. [ABSTRACT FROM AUTHOR]