Background The COVID-19 pandemic poses a huge challenge for clinical teaching due to contact restrictions and social distancing. Medical teachers have to balance potential risks and benefits of bedside teaching, especially in course formats intended to foster practical clinical skills. In this context, we aimed to address the question, whether presence-based teaching formats without patient involvement are suitable to teach practical skills. Methods In this quasi-experimental study, presence-based teaching formats with and without patient contact were retrospectively compared regarding their effects on medical students’ theoretical knowledge and practical skills, i.e. the performance and clinical interpretation of the neurological exam. To this end, evaluations from 102 students and their lecturers participating in a neurological bedside teaching course at a German university hospital between October 2020 and April 2021 were obtained. Students were initially randomly assigned to course dates. However, 53 students assigned to courses in November and December 2020, were not able to go bedside due to contact restrictions. These students formed the interventional group and the remaining 49 students the control group. The primary outcome measures were students’ overall grading of the course (school grades, 1–6) as well as ratings of knowledge and skills provided by the students themselves and their lecturers on a numerical rating scale (0–10). Comparison between groups was performed using frequentist and Bayesian t-statistics. Results The teaching format without patient contact received a significantly poorer overall grade by the students (p = 0.018). However, improvements in the students’ self-ratings of knowledge and skills did not differ between the two formats (all p > 0.05, BF10max = 0.42). Moreover, especially practical skills were even rated significantly better in the group without patient contact by the lecturers (p < 0.001). Conclusions Teaching formats without patient contact are less well-received by the students. However, they are able to teach practical skills regarding the performance and clinical interpretation of examination techniques. Still, the evaluations obtained might not adequately capture the importance of bedside teaching in preparing future physicians for their practice. Perspectively, hybrid teaching approaches including flipped-classroom concepts hold considerable potential to enhance effectiveness of bedside teaching in the present pandemic situation and in the future.

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Figure 1: The eye movement driven head camera in action. AbstractThe first proof of concept of an eye movement driven head camera system was recently presented. This innovative device utilized voluntary and reflexive eye movements, which were registered by video-oculography and computed online, as signals to drive servo motors which then aligned the camera along the user's gaze direction. However, with just two degrees of freedom, this camera motion device could not compensate for roll motions around the optical axis of the system. Therefore a new three-degree-of-freedom camera motion device that is able to reproduce the whole range of possible eye movements has now been implemented. In doing so, it allows a freely mobile user to aim the optical axis of the head mounted camera system at the target(s) in the visual field at which he/she is looking, while the ocular reflexes minimize image shaking by naturally counter-rolling the "gaze in space" of the camera during head and visual scene movements as well as during locomotion. A camera guided in this way mimics the natural exploration of a visual scene and acquires video sequences from the perspective of a mobile user, while the oculomotor reflexes naturally stabilize the camera on target during head and target movements. Various documentation and teaching applications in health care, industry, and research are conceivable. This work presents the implementation of the new camera motion device and its integration into a head camera setup including the eye tracking device. *

To find the cause of a functional or non-functional defect (bug) in software running on a multi-processor System-on-Chip (MPSoC), developers need insight into the chip. Tracing systems provide this insight non-intrusively, at the cost of high off-chip bandwidth requirements. This I/O bottleneck limits the observability, a problem becoming more severe as more functionality is integrated on-chip. In this paper, we present DiaSys, an MPSoC diagnosis system with the potential to replace today's tracing systems. Its main idea is to partially execute the analysis of observation data on the chip; in consequence, more information and less data is sent to the attached host PC. With DiaSys, the data analysis is performed by the diagnosis application. Its input are events, which are generated by observation hardware at interesting points in the program execution (like a function call). Its outputs are events with higher information density. The event transformation is modeled as dataflow application. For execution, it is mapped in part to dedicated and distributed on-chip components, and in part to the host PC; the off-chip boundary is transparent to the developer of the diagnosis application. We implement DiaSys as extension to an existing SoC with four tiles and a mesh network running on an FPGA platform. Two usage examples confirm that DiaSys is flexible enough to replace a tracing system, while significantly lowering the off-chip bandwidth requirements. In our examples, the debugging of a race-condition bug, and the creation of a lock contention profile, we see a reduction of trace bandwidth of more than three orders of magnitude, compared to a full trace created by a common tracing system.

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