Thermal desorption - gas chromatography - mass spectrometry (TD-GC-MS) analysis of PFAS used in food contact materials.

Per- and polyfluoroalkyl substances (PFAS) are used in food contact materials (FCMs), e.g. as production aids in the fabrication of PTFE based coatings for kitchenware or as additives in paper and board. Growing concerns about the environment and health related to PFAS have led to an increasing interest in monitoring PFAS levels in FCMs as well as their migration into food. In this study, method development for the analysis of PFAS by thermal desorption - gas chromatography - mass spectrometry (TD-GC-MS) was done. In addition to fluorotelomer alcohols (FTOHs), which are the only PFAS commonly analysed by GC-MS, it was proven that perfluorocarboxylic acids (PFCAs) and per- and polyfluoroether carboxylic acids (PFECAs) as well as their thermolysis products, perfluoroethers (PFEs) and perfluoroalkenes, can be analysed by GC-MS without prior derivatization. Screening for PFCAs and FTOHs was possible by electron impact ionization (EI) using group specific SIM fragments. Confirmation of identity has been done by EI scans as well as chemical ionization (CI) SIM measurements. LODs (limits of detection) of PFCAs, FTOHs and PFECAs in the TD-GC-MS instrument were in the low pg range. Thermal degradation of PFCAs and PFECAs during TD-GC-MS measurement was investigated.

Teaching clinical practical and communication skills of the clinical skills lab of the University of Veterinary Medicine Hannover, Foundation, Germany during the COVID-19 pandemic.

Objective: The aim of the project is to teach clinical practical and communication skills in the Clinical Skills Lab (CSL) of the University of Veterinary Medicine Hannover, Foundation (TiHo) during the COVID-19 pandemic. Methodology: As a measure to limit potential SARS-CoV2 infections, the CSL learning stations were digitised and made available on the Moodle learning platform of the TiHo. Online quiz stations were also developed, as well as improvisations that allowed students to practise practical skills at home using everyday materials. Courses for Practical Year (PY) students were digitised and again combined with classroom exercises throughout the year. The teaching formats could be evaluated by the students by means of a questionnaire using a Likert scale (1=agree; 4=disagree). Results: A total of 24.92% of students (n=1272) completed the learning stations with improvisations. The quiz stations were completed with a percentage of 75.08%. Students indicated that the improvisations were easily implementable from home (M=1.33) and assisted in learning the practical skills in question (M=1.89). The quiz stations were considered helpful (M=1.40) and complementary to previous CSL offers (M=1.13). The PY students found the amount of teaching materials adequate (M=1.76) and described communication with the lecturers as problem-free (compulsory electives=1.24). Conclusions: Digital teaching is suitable as a supplement to existing face-to-face courses at the CSL, but cannot replace on-site training under the guidance of trained personnel. The CSL will continue to strive for a combination of online and face-to-face courses for some learning stations in the future.

TiHoVideos: veterinary students' utilization of instructional videos on clinical skills.

BACKGROUND: The YouTube channel "TiHoVideos" was created by the University of Veterinary Medicine Hannover, Foundation (TiHo) to enable easy, public access to the university's instructional videos as an additional support for learning clinical skills. Video production is expensive and time-consuming. To be able to optimize video production and aligning content to student needs we wanted to know if and how our students use these videos. RESULTS: Results show that the participating students primarily prepared for learning stations in the Clinical Skills Lab (CSL) by watching TiHoVideos at home on tablets or laptops and then concentrated at the CSL on learning the practical skills hands on. The videos available on TiHoVideos are rated as being a "very helpful" educational tool when preparing for CSL learning stations. CONCLUSIONS: Instructional videos represent an unquestionably suitable medium to aid veterinary students learn practical skills and a contribution to animal welfare by reducing the use of live animals in undergraduate veterinary education. The university's production of educational video material proves to be worth the effort because the videos are being used, appreciated and well-rated by TiHo students for their learning experience.

[Digitization in teaching? - An analysis of requirements for implementing lecture recording in veterinary education]. / Digitalisierung der Lehre? ­ Begleitende Bedarfsanalyse zur Implementierung von Vorlesungsaufzeichnungen in der tiermedizinischen Ausbildung.

OBJECTIVE: The implementation of lecture recordings at the University of Veterinary Medicine Hannover, Foundation, was accompanied by the current study investigating students' and teachers' acceptance of and requirements for this teaching format. MATERIAL AND METHODS: Data were collected using questionnaires and guideline-based focus group surveys with students and teachers at the University of Veterinary Medicine Hannover, Foundation. RESULTS: Despite skepticism, teachers at the University are prepared to have their lectures recorded and prefer the option to provide the students with a short version of their lectures. All interviewed focus groups identified similar requirements for lecture recordings, including updating and editing options. Students wish to expand the lecture recording offer in veterinary medicine, while the teachers expressed their desire for support measures, including instructions and training. CONCLUSION: The present study will contribute to the optimization of lecture recording for students and teachers of veterinary medicine. The lecture recording offer can be adapted to the indicated requirements. Teachers who were skeptical of lecture recording have already been convinced to record. The use of mobile technology enables the expansion of the lecture recording possibilities. With the continuation of digitization, teaching material and didactics in veterinary medicine can be further enriched.