TY - JOUR A1 - Reibis, Rona K. A1 - Völler, Heinz T1 - Non pharmacological secondary prevention and rehabilitation T1 - Nicht pharmakologische Sekundärprävention und Rehabilitation BT - current evidence BT - aktuelle Evidenz JF - Aktuelle Kardiologie N2 - Die Sekundärprävention der koronaren Herzkrankheit umfasst einerseits eine pharmakologische, andererseits eine lebensstilbasierte Säule, die idealerweise interagieren und sich potenzieren. Neben der medikamentösen Blutdruck- und Lipideinstellung auf leitlinienorientierte Zielwerte ermöglichen moderne Antidiabetika eine Optimierung des glukometabolischen Kontinuums und eine Prognosebesserung. Die Lebensstiloptimierung setzt sich aus koronarprotektiver Ernährung, einer individualisierten Trainingstherapie, einer konsequenten Nikotinkarenz und stressreduzierenden Maßnahmen zusammen. Die kardiologische Rehabilitation (Phase II) schließt sich idealerweise unmittelbar einem stationären Aufenthalt wegen eines akuten Koronarereignisses an, kann aber auch im Rahmen einer stabilen Koronarsituation im Rahmen eines allgemeinen Antragsverfahrens durchgeführt werden. Randomisierte und prospektiv angelegte Interventionsstudien belegen die prognostische Wertigkeit der kardiologischen Rehabilitation auch im Zeitalter akuter Revaskularisationstherapie mit 24-h-PCI und moderner Pharmakotherapie. N2 - Secondary prevention of coronary artery disease includes pharmacological and lifestyle-based therapy that ideally interact and potentiate. In addition to blood pressure and lipid adjustment to guideline-oriented target values, modern antidiabetic agents enable an optimization of the glucometabolic continuum and improve prognosis. Lifestyle optimization consists of coronary protective nutrition, individualized training therapy, consistent nicotine withdrawal and stress-reducing measures. Cardiological rehabilitation (phase II) ideally immediately follows an inpatient stay due to an acute coronary event, but can also be carried out in the context of a stable coronary situation. Randomized and prospective intervention studies prove the prognostic value of cardiological rehabilitation even in the age of acute revascularization therapy with 24-hour PCI and modern pharmacotherapy. KW - cardiac rehabilitation KW - physical activity KW - nutrition KW - professional KW - reintegration KW - secondary prevention KW - Sekundärprävention KW - kardiologische Rehabilitation KW - Trainingstherapie KW - Ernährung KW - berufliche Wiedereingliederung Y1 - 2020 U6 - https://doi.org/10.1055/a-1185-8460 SN - 2193-5203 SN - 2193-5211 VL - 9 IS - 03 SP - 297 EP - 302 PB - Thieme CY - Stuttgart ER - TY - JOUR A1 - Huang, Yizhen A1 - Richter, Eric A1 - Kleickmann, Thilo A1 - Richter, Dirk T1 - Comparing video and virtual reality as tools for fostering interest and self-efficacy in classroom management BT - results of a pre-registered experiment JF - British journal of educational technology / British Educational Communications and Technology Agency N2 - Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest-posttest experimental design to examine the influence of a video- versus VR-based task on changing situational interest and self-efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self-reported triggered interest and self-efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre-service teacher education and the design of VR environments for professional training purposes. Practitioner notes What is already known about this topic Video is a popular teacher training medium given its ability to display classroom situations. Virtual reality (VR) also immerses users in lifelike situations and has gained popularity in recent years. Situational interest and self-efficacy in classroom management is vital for student teachers' professional development. What this paper adds VR outperforms video in promoting student teachers' triggered interest in classroom management. Student teachers felt more efficacious in classroom management after participating in VR. VR also invoked higher extraneous cognitive load than the video. Implications for practice and/or policy VR provides an authentic teacher training environment for classroom management. The design of the VR training environment needs to ensure a low extraneous cognitive load. KW - cognitive load KW - immersive media KW - pre-service teacher KW - professional KW - training KW - simulations KW - student teacher KW - teacher education Y1 - 2022 U6 - https://doi.org/10.1111/bjet.13254 SN - 0007-1013 SN - 1467-8535 VL - 54 IS - 2 SP - 467 EP - 488 PB - Wiley-Blackwell CY - Oxford ER -