(1) Background: Each year, significant volumes of healthcare data are generated through both research and care. Since fundamental digital processes cannot function effectively without essential data competencies, the challenge lies in enhancing the quality of data management by establishing data literacy among professionals in outpatient healthcare and research. (2) Methods: Within the DIM.RUHR project (Data Competence Center for Interprofessional Use of Health Data in the Ruhr Metropolis), a didactic concept for interprofessional data literacy education is developed, structured as a learning objectives matrix. Initially conceived through a literature review, this concept has been continually developed through collaboration with interprofessional project partners. The study was conducted between February 2023 and June 2024. (3) Results: The foundational structure and content of the didactic concept are based on various scientific studies related to general data literacy and the outcomes of an interactive workshop with project partners. Eight distinct subject areas have been developed to encompass the data literacy required in healthcare professions: (1) Fundamentals and general concepts, (2) ethical, legal, and social considerations, (3) establishing a data culture, (4) acquiring data, (5) managing data, (6) analyzing data, (7) interpreting data, and (8) deriving actions. Within these, learners’ data literacy is assessed across the four competency areas: basic, intermediate, advanced, and highly specialized. (4) Conclusions: The learning objectives matrix is anticipated to serve as a solid foundation for the development of teaching and learning modules aimed at enhancing data literacy across healthcare professions, enabling them to effectively manage data processes while addressing the challenges associated with digital transformation.

(1) Background: Data literacy is becoming increasingly important for healthcare professionals in both outpatient care and research. Since healthcare data and the possibilities for its use and misuse are increasing in these areas, healthcare professionals need diverse knowledge regarding the collection, use and evaluation of data. A core component of this is an understanding of the ethical, legal, and social implications (ELSI) of working with health data. (2) Methods: Within the DIM.RUHR project (Data Competence Center for Interprofessional use of Health Data in the Ruhr Metropolis), the challenge of training in data literacy for different healthcare professionals is addressed. Based on a learning objectives matrix for interprofessional data literacy education, an ELSI concept was developed through collaboration with interprofessional project partners. The study was conducted between December 2024 and April 2025. (3) Results: The foundational structure of the ELSI concept was based on the learning objectives matrix and an unstructured literacy search for ELSI concepts in similar contexts. Using an iterative design-based research approach, a group of experts from different fields (didactics, applied ethics, health sciences, law, sociology, informatics, and psychology) developed an ELSI concept for healthcare professionals. The following categories were identified as crucial: 1. philosophy of science: a basic understanding of science and the hurdles and opportunities; 2. ethics: an overview of the biomedical principles and a technological assessment; 3. law: an overview of the reservation of permission and self-determination; 4. social aspects: an overview of health inequalities and different forms of power relations and imbalances. (4) Conclusions: The ELSI concept can be used in the orientation of healthcare professionals in outpatient care and research—regardless of their profession—to develop data competencies, with the aim of providing a holistic view of the challenges and potential in the collection, use, and evaluation of healthcare data. The DIM.RUHR project’s approach is to develop open educational resources that build on the ELSI concept to teach specific skills at different competence levels.

Background: High-quality cardiopulmonary resuscitation (CPR) is essential for improving outcomes in emergency patients treated in medical practices. Although regular emergency training is recommended, its measurable impact on resuscitation quality parameters in this setting has not been sufficiently investigated. Objective: The aim of this study was to examine the effects of emergency training on the quality of resuscitation measures in medical practices. Specifically, it sought to determine which resuscitation parameters could be influenced by the intervention and whether the quality of care was associated with emergency patient management. Methods: Seventeen medical practices participated. Each completed a 5-minute resuscitation simulation before (T1) and after (T2) emergency training. Quantitative data were collected on compression rate, compression depth, ventilation frequency, ventilation volume, no-flow time, incorrect hand position and missing defibrillation discharges. Due to small sample size and non-normal distribution, Wilcoxon signed-rank tests were applied. Spearman correlation analysis assessed the association between baseline performance and time since last emergency training. Results: Significant improvements were observed in ventilation frequency ( p = 0.007), ventilation volume ( p < 0.001), ventilation volume per minute ( p = 0.003), compression depth ( p < 0.001), and incorrect hand position ( p = 0.001). Compression rate, no-flow time, and missing discharges did not change significantly. Compression depth increased from 31 [27.5–36.5] mm to 48 [45–56] mm, while ventilation frequency increased from 1.00 [0.00–3.50] to 3.00 [3.00–4.00]. Compression rate remained unchanged ( p = 0.570). Time since last emergency training correlated with baseline performance ( r _s = −0.516, p = 0.034). Conclusions: Emergency training significantly improves key resuscitation quality parameters in medical practices. Performance declines with increasing time since last training, underscoring the need for regular repetition. Structured, hands-on emergency training appears essential to maintain high-quality CPR performance. Clinical trial number: Not applicable.

Background: In a rapidly evolving professional landscape, universities must equip students not only with subject-specific knowledge but also with interdisciplinary competencies. Critical thinking, analytical and discursive skills, and well-developed value orientations are essential for navigating the demands of 21st century professional contexts. Methods: This study, conducted at Witten/Herdecke University in Germany, explores the use of science fiction films as analytical tools in higher education to support the development of interdisciplinary competencies. It examines how students engage with societal, technological, and ethical issues, as well as future-oriented thinking, through participation in a science fiction-based seminar series. Employing a mixed-methods design with a qualitative emphasis, the study investigates students’ reflective processes and experiences with the teaching approach through qualitative reflective writing. This is complemented by an exploratory quantitative comparison of students’ perceptions of climate change and planetary health across two measurement points. Results: While the quantitative analyses did not yield statistically significant differences between the two measurement points, the qualitative findings suggest that science fiction films can stimulate critical engagement with global challenges and provide opportunities to support future-oriented perspectives. The analysis of science fiction films within the course enabled students to assess and interpret complex scenarios, engage in discourse with peers, and reflect on personal values and societal developments. Conclusions: The results highlight the pedagogical potential of integrating science fiction films into university teaching as a means of supporting interdisciplinary reflection and engagement with complex future challenges.