Is there any sustained effect of the coronavirus disease 2019 pandemic? - A controlled trial comparing pre- and post-pandemic oral radiology courses.

Purpose/objectives: Due to the coronavirus disease 2019 (COVID-19) pandemic, undergraduate education shifted towards online-only formats from April 2020 until July 2021. Previous research indicated a negative effect on students' competence development, and it remains unclear whether blended learning concepts could provide compensation. Therefore, the present study aimed to compare pre- to post-pandemic students' performance in standardized baseline (BL) and final exams (FE), as well as the associated knowledge gain (KG) in three consecutive undergraduate blended learning-based oral radiology courses (C1-3).

Is online-only learning as effective as blended learning? A longitudinal study comparing undergraduate students' performance in oral radiology.

Introduction: Blended learning seems to be an effective teaching concept in oral radiology. During the COVID-19 pandemic, blended learning shifted towards online-only learning. The aim of the present study was to compare the effectiveness of pandemic online-only and pre-pandemic blended learning in three consecutive oral radiology courses (C1, C2 and C3) and to examine whether additional video-based e-learning modules (VBLMs) had a positive impact on undergraduate students' performance during pandemic semesters.

Impact of the COVID-19 pandemic on children with and without affective dysregulation and their families.

Analyzing COVID-19-related stress in children with affective dysregulation (AD) seems especially interesting, as these children typically show heightened reactivity to potential stressors and an increased use of maladaptive emotion regulation strategies. Children in out-of-home care often show similar characteristics to those with AD. Since COVID-19 has led to interruptions in psychotherapy for children with mental health problems and to potentially reduced resources to implement treatment strategies in daily life in families or in out-of-home care, these children might show a particularly strong increase in stress levels.

Progress feedback in children and adolescents with internalizing and externalizing symptoms in routine care (OPTIE study): study protocol of a randomized parallel-group trial.

Background: Progress feedback provides therapists with progress notes on a regular basis through the continuous assessment of participants throughout their treatment (e.g., symptoms, therapeutic alliance).

[Adherence to guidelines in the diagnosis and treatment of ADHD in children and adolescents in routine care: A representative survey].

Adherence to guidelines in the diagnosis and treatment of ADHD in children and adolescents in routine care: A representative survey The study evaluated guideline adherence in the current routine care of children and adolescents with Attention Deficit-/Hyperactivity Disorder (ADHD) in various groups of healthcare providers nationwide. = 275 providers from all relevant groups of a Germany-wide random sample (specialists in pediatric and adolescent medicine, child and adolescent psychiatry and psychotherapy, child and adolescent psychotherapists and all Social Pediatric Centers, outpatient departments of child and adolescent psychiatric clinics and behavioral therapy training institutes) participated in an online interview. The recommendations in the guidelines were implemented on average in 75-100 % of the patients.