RESUMO
One of the main responsibilities of universities for their students, researchers, and society is to teach scientific integrity. Over the years, many universities-including RWTH Aachen University-have developed modules to impart the rules of good scientific practice. The current case study outlines the "Scientific Integrity" online course of RWTH Aachen University that has been offered to all master's students starting in October 2020; it explains to what extent the topic of scientific integrity meets genuine interest among students. Based on the online questionnaires that students were asked to fill out before starting the course (Q1) and after completing the course (Q2), it was verified that the implemented course achieved a satisfactory, but expandable acceptance. 57% of study participants initially (Q1) strongly affirmed to be interested in the topic; said percentage increased to 65.3% at the end of the course (Q2). While at the time of Q1 most students admitted that they would not take the course if it were voluntary, the majority of study participants came to the opposite conclusion after the course (Q2). The results suggest that the assessment of the relevance of the course may be dependent on familiarity with its contents.
RESUMO
INTRODUCTION: Returning to school can be a major step for burn-injured children, their family, and staff and pupils at the receiving school. Previous literature has recognised the difficulties children may face after a significant injury and factors that may influence a successful reintegration. AIM: A regional paediatric burns service recognised that some patients were experiencing difficulties in returning to school. A baseline audit confirmed this and suggested factors that hindered or facilitated this process, initiating the development of a school reintegration programme (SRP). Since the programme's development in 2009, it has been audited annually. The aim of this paper was to evaluate the impact of the SRP by presenting data from the 2009 to 2011 audits. METHOD: For the baseline audit, the burn care team gathered information from clinical records (age, gender, total body surface area burned (TBSA), skin grafting and length of stay) and telephone interviews with parents and teachers of the school returners. For the re-audits, the same information was gathered from clinical records and feedback questionnaires. RESULTS: Since its introduction, the mean length of time from discharge to return to school has dropped annually for those that opted into the programme, when compared to the baseline by 62.3% (53 days to 20 days). Thematic analysis highlights positive responses to the programme from all involved. Increased awareness and feeling supported were amongst the main themes to emerge. CONCLUSIONS: Returning to school after a significant burn injury can be challenging for all involved, but we hypothesise that outreach interventions in schools by burns services can have a positive impact on the time it takes children to successfully reintegrate.
