The Expulsion of Academic Teaching Staff from German Universities, 1933–45

In spring 1933, a political purge began in German universities, affecting around one fifth of their academic staff. This study examines the various stages of this process, uses new data to create a collective portrait of those dismissed and asks why they received so little support from their unscathed colleagues. An analysis of the reasons for their dismissal shows that approximately 80% were driven out on antisemitic grounds, even though less than a third belonged to the Jewish community. Their lives after their dismissal varied greatly. Whereas some managed to pursue highly successful careers while in emigration, others were murdered by the Nazis or committed suicide. At the same time the purge policy improved the career chances of younger academics and it is no coincidence that it was from their ranks that the largest number of supporters of the Nazi regime were recruited. Not until the second half of the war did leading German politicians and academic leaders recognise a further effect of this policy, namely that the emigration of numerous influential scholars had provided the Allies with a ‘considerable gain in potential’, including in highly significant military research.

„ […] macht zugleich Experimente [und] zeigt auch Präparate vor “

This paper investigates the role of scientific objects in early modern academic teaching. From the 17th century onwards, objects have been important both for scientific practices and for instruction. This paper has two parts. It begins with a systematic investigation of the historical development of the use of objects in academic teaching. Practice-oriented academic disciplines like medicine, physics, and biology were the first to integrate a wide range of material objects into their teaching (e. g., taxidermy animals and measuring instruments). The architecture of lecture halls, as they are illustrated in historical etchings, reflects the increasing importance of objects for academic teaching. In these etchings, objects are placed prominently within the lecture area. The use of objects during lectures also had consequences on how teachers organized their lectures and how students arranged their notes. The second part of this paper illustrates this by looking at the use of objects within Rudolf Virchow’s exemplary lectures on pathology from both the teacher’s as well as the students’ perspectives.

The peer teachers’ perception of intrinsic motivation and rewards

Peer-assisted learning (PAL) is an educational method commonly applied in academic teaching. It is characterized by the interplay between peer teachers and learners who are at a similar academic level. Although it has been shown that peer teachers benefit from participating in PAL, little is known about their perception of motivation and rewards. Here we designed a questionnaire and measured the perception of intrinsic motivation and rewards of peer teachers from three different PAL programs. Overall, peer teachers were highly intrinsically motivated. The reward category Supporting Others was appreciated the most, followed by the reward categories Self-Improvement, Feedback, and Financial. The perception of rewards reflected the features of the three PAL programs. For example, the item “learning the teaching matter themselves” was most valued by peer teachers who were enrolled in a PAL program that deployed their peer teachers primarily to convey knowledge. In contrast, “actively shaping the teaching situation” was appreciated most by peer teachers of the PAL program that enables their peer teachers to conceive their teaching sessions independently. These findings go toward recommendations of the implementation and further development of PAL programs. If PAL programs clearly define their features and aims, they could specifically attract (and select) peer teachers and meet their needs as well as expectations, providing opportunities to gain knowledge and teaching experience. Ultimately, these PAL programs could better support the learners.

620. Identifying the Role for a Pharmacist on an Outpatient Parenteral Antimicrobial Therapy (OPAT) Team in an Academic Teaching Hospital

Background Outpatient parenteral antimicrobial therapy (OPAT) is currently an emerging practice to continue effective treatment after hospital discharge for patients requiring parenteral (IV) treatment. Pharmacists can collaborate with outpatient services like home infusion services to allow for safe administration and monitoring of IV antibiotics. The role of pharmacists in an OPAT team has been shown to improve patient outcomes such as optimizing antimicrobial therapy and reducing hospital length of stay and readmissions. We sought to define the utility of an OPAT pharmacist at an academic teaching hospital that currently does not have an OPAT service. Methods Patients receiving IV therapy via home infusion from 1/4/21 to 3/4/21 were screened for inclusion and excluded if antimicrobials were not prescribed. Infection characteristics and antimicrobial therapy were recorded. Interventions on day of and after discharge were noted. Duration of therapy (DOT) was calculated by the difference between start and stop dates of appropriate antibiotics. Discharge delays due to OPAT-related reasons were recorded. Continuous data are expressed as median (IQR). Categorical data are expressed as frequencies (%). Results Of the patients screened, 77 of 123 patients met inclusion criteria. Most patients were treated for a bone/joint infection (29/77, 38%). Ceftriaxone (18/82, 22%) and vancomycin (13/82, 16%) were the most frequently prescribed agents. The median DOT was 30 days (IQR 15, 42). On day of discharge, 52 opportunities for a pharmacist initiated intervention were identified with majority being clarifying DOT (19/52, 37%), streamlining or escalating antibiotic (8/52, 15%), and optimizing drug dose (8/52, 15%). OPAT-related discharge delays resulted in an excess of 58 hospital days and over 25% of patients (20/77) were readmitted 30 days after discharge. The most common post-discharge issues (n=56) were worsening infection (11/56, 20%), PICC line issues (9/56, 16%), and drug related adverse events (8/56, 14%). Conclusion A pharmacist on a dedicated OPAT service can assist with antimicrobial selection, treatment duration, and drug monitoring to promote patient safety in patients discharged on antimicrobials. Disclosures All Authors: No reported disclosures

Approaches to Dance (3): Naïveté and Curiosity

Part autobiography, memoir, and autoethnography, this essay sketches a pathway that zig-zags and follows switchbacks as it moves from childhood ballet lessons to a profession in academic teaching and research. The path embraces dance notation, Korean dance, movement analysis, history, iconography, aesthetics, language, and communication as it continues beyond university employment into retirement, revealing the evolution of thought processes and the intertwining of the personal and professional.