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Sternal fractures are rare injuries and mostly treated non-operatively. In selected cases, internal fixation becomes necessary. No standard operative approach has been determined yet among experts. The aim of this study is to describe our treatment algorithm and results after operative stabilisation of sternal fractures with locking compression plates (LCP), mainly focusing on the functional outcome. A retrospective cohort study was conducted. We included all patients after operative stabilisation of a sternal fracture between 2008 and 2016. Endpoints were the functional outcome using the Activities of Daily Living (ADL) score, pain analysed by the numeric rating scale (NRS), breathing ability, complications and implant removal. Eighteen out of 153 (12%) patients with a sternal fracture underwent operation. Three patients were lost to follow-up. Eleven out of 15 (73%) patients were treated with double straight LCP 3.5 mm implants and 4 (27%) patients with pre-countered LCP 3.5 mm implants. Mean follow-up was 57 months. The median ADL score was 1 (1–4), the median NRS was 0 (0–9), and respiratory complaints scored a median of 1 (1–4). No non-union, hardware failure or implant-related complication occurred. Post-operative complications were pneumonia (20%) and respiratory insufficiency (20%). Implants were removed in 4/15 (27%) patients; three times due to implant-related irritation, once on patient’s request. Operative stabilisation of sternal fractures with double LCP 3.5 mm provides excellent long-term functional results and seems to be an appropriate option for internal fixation. The rate of post-operative complications is low; however, 27% had a second operation for implant removal.

Due to the high complexity and numerous abstract processes in the subject Software Engineering (SWE), both, challenges in teaching and in learning arise. The teaching of Software Engineering is attempted by a new didactic approach to convey a deeper understanding of the complexity and the processes of Software Engineering in the context of the course. The approach complements the classical ex-cathedra lecture with a seminar and a project phase, whereby the direct application of theoretical knowledge is achieved in real-world situations. In addition to the consolidation of factual knowledge, transferable skills, such as presentation, communication and teamwork skills, can be encouraged. The approach focuses on self-studying as well as collaborative learning. The knowledge gained from team working is multiplied by the Wiki and spread over the whole semester.

This paper reports the concept of a preparatory mathematics course for non-traditional students in electrical engineering. The blended-learning course is part of the initial study phase smoothing the transition to learning at university level. The instructional design of the preparatory course is aligned with that of the Bachelor's study program. However, it takes place prior to the beginning of the first semester. The initial phase additionally encompasses the whole first semester with different courses meant to help students getting ready for studying. Prospective students indicated that they needed to refresh their knowledge in mathematics. Thus, a preparatory mathematics course was given priority. This course serves several purposes: Students get an impression of the requirements in mathematics necessary for the study program; they refresh their basic knowledge; they make themselves familiar with self-organized learning and the blended-learning concept of the program. Design and implementation were evaluated with a questionnaire at the end of the course. The results show that the course is an appropriate instrument prior to engineering studies in order to prepare and support non-traditional students. In the conclusions potential for improvement is identified.

This paper reports on the development of e-learning material for a blended-learning part-time study program in electrical engineering and information technology. It is focused on the entire process of creation, from the perspective of instructors and higher education professionals supporting the production. In the design of the program, the development of effective study material including e-learning content for the target group was one of the main objectives. Associated with the development of this material, various challenges had to be overcome. In the following, we describe the development and implementation process of the material using results from a survey among lecturers who were contributing e-learning to the program. Different manifestations of e-learning are discussed, and the whole process of production is reviewed. In the current efforts for digitizing higher education in Europe, the findings may be relevant for universities’ e-learning strategies.

In this contribution an evaluation process for a blended-learning Bachelor's programme in electrical engineering and information technology is reported. The rather diverse group of students with limited contact time, due to the fact that they work alongside studying, made us design a dedicated and effective quality circle for continuous improvement. Various layers are used to open channels for information exchange: Self assessment is element of a bridging course in mathematics. Biographical data are retrieved in the beginning of the course programme for a better understanding of the cohort. For each module, summative evaluation by means of an electronic questionnaire is used in addition to a quick feedback channel during the semester. In order to enable improvement, the loop is closed. Additionally, the whole study programme undergoes external evaluation by an accreditation agency on a regular basis. The described quality management process has been developed and tested over the last three years. We suggest that this process can be easily used as a versatile blueprint for blended and distance-learning programmes.