{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,23]],"date-time":"2026-10-23T11:13:36Z","timestamp":1792754016032,"version":"4.5.0"},"reference-count":34,"publisher":"Springer Science and Business Media LLC","issue":"4","license":[{"start":{"date-parts":[[2019,11,6]],"date-time":"2019-11-06T00:00:00Z","timestamp":1572998400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2019,11,6]],"date-time":"2019-11-06T00:00:00Z","timestamp":1572998400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"DOI":"10.13039\/501100005788","name":"Medical University of Vienna","doi-asserted-by":"crossref","id":[{"id":"10.13039\/501100005788","id-type":"DOI","asserted-by":"crossref"}]}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Neuropsychiatr"],"published-print":{"date-parts":[[2019,12]]},"abstract":"<jats:title>Summary<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Learning, competence development and scientific thinking in medicine need several strategies to facilitate new diagnostic and therapeutic ways. The optimal collaboration between creative thinking and biomedical informatics provides innovation for the individual patient and for a\u00a0medical school or society. Utilizing the flexibilities of an e\u2011learning platform, a\u00a0case based blended learning (CBBL) framework consisting of A)\u00a0case based textbook material, B)\u00a0online e\u2011CBL with question driven learning scenarios and C)\u00a0simulated patient (SP) contact seminars was developed and implemented in multiple medical fields.<\/jats:p>\n                    <jats:p>Real-life clinical cases were anonymized and transferred into an interactive and an interdisciplinary eLearning platform.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>As an example of the offered clinical teaching-case collection, an example of a\u00a0psychiatric case for the disease \u201cposttraumatic stress disorder (PTSD)\u201d is presented: a\u00a030-year-old man with a\u00a0history of insomnia with difficulties in falling asleep and sleeping through, nightmares, nervousness and psychomotor restlessness. The students are challenged to identify possible differential diagnoses and further get to know the patient\u2019s personal history (loss of relatives due to war, torture and flight from home country). Further, the students are guided through the principles of fear conditioning including translational aspects like neurotransmitter signaling of PTSD pathomechanism (translational and research aspects like dopamine transporter gene polymorphism, long term potentiation and synaptic signaling).<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results\/Conclusion<\/jats:title>\n                    <jats:p>The case presentation comprises different learning aspects: First, declarative knowledge has to be acquired and collected in basic medical sciences, knowledge that is in fact available and can be accessed on the conscious and preconscious level in long-term memory. Second, associative learning leads to the formation of neuronal connections and is an important way of learning and discovering, founded in neural associations. Third, polythematic-crosslinking thinking is needed as ability to link information in a\u00a0meaningful way. These steps are a\u00a0typical intellectual ability of gifted learners and researchers that combine previously seemingly unrelated areas to each other and drive innovation.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1007\/s40211-019-00322-z","type":"journal-article","created":{"date-parts":[[2019,11,6]],"date-time":"2019-11-06T11:03:20Z","timestamp":1573038200000},"page":"207-211","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":11,"title":["Case-based blended eLearning scenarios\u2014adequate for competence development or more?","Sind Fall-basierte blended eLearning Szenarien f\u00fcr die Kompetenzentwicklung ad\u00e4quat \u2013 oder vermitteln sie mehr?"],"prefix":"10.1007","volume":"33","author":[{"given":"Patricia Pia","family":"Wadowski","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Brigitte","family":"Litschauer","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Tamara","family":"Seitz","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sebastian","family":"Ertl","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8785-0435","authenticated-orcid":false,"given":"Henriette","family":"L\u00f6ffler-Stastka","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2019,11,6]]},"reference":[{"key":"322_CR1","doi-asserted-by":"publisher","first-page":"713","DOI":"10.1016\/j.sbspro.2015.04.106","volume":"186","author":"BR Turk","year":"2015","unstructured":"Turk\u00a0BR, Krexner\u00a0R, Otto\u00a0F, Wrba\u00a0T, L\u00f6ffler-Stastka\u00a0H. 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