Academic Solidarity e.V.

The Central Institute for Statutory Health Insurance (Zentralinstitut für die kassenärztliche Versorgung – Zi) is continuing its “KWEX” study that began last year and is launching a nationwide online survey of employed doctors and psychotherapists in practices and medical care centers (MVZ). The aim of this survey is to gain detailed insights into the professional careers, current employment situation and future professional plans of these specialists. The survey runs until February 28, 2025.

In recent years, the proportion of employed doctors in outpatient care has risen continuously. Currently, almost 30% of all doctors working in practices and MVZs are employed, with a clear upward trend.

This development brings with it specific challenges that need to be addressed:

1. Working conditions and working time models: Many employed professionals strive for a better work-life balance, which leads to increased part-time work. However, this trend can exacerbate the existing shortage of doctors and affect the care situation.
2. Economic pressure: In medical care centers, cost optimization is often the main focus. This can lead to increased pressure on employees, especially when financial investors are involved who primarily aim to maximize profits.
3. Staff shortages: Both in MVZs and in individual practices, there are difficulties in recruiting specialist staff. In 2019, 30% of MVZs reported problems in filling medical positions, especially in general surgery.
4. Aggressive patient behavior: An increasing number of attacks on medical staff is a serious problem. Surveys show that a significant proportion of practice teams are regularly confronted with aggressive behavior from patients, which increases the workload and stress levels.

The results of the “KWEX” study are intended to help better understanding these and other challenges and to develop solutions that both improve the working conditions of employed specialists and ensure patient care in the long term.

In recent years, the rise of right-wing populism around the world has had a clear impact on universities, parallel to the decline in human rights and democracy. This has brought about an environment where academic freedoms and freedom of expression are under threat. The rise of right-wing populism threatens academic freedoms and freedom of expression in universities. In particular, the targeting of critical thinking and protests in universities by governments and politicians undermines the independence of the academic environment.

In this context, the presidential decree signed by US President Donald Trump to deport foreign students participating in demonstrations in support of Palestine constitutes a concrete example that threatens freedom of expression in universities. The Trump administration has announced plans to revoke visas for students who participated in pro-Palestinian demonstrations on charges of “anti-Semitism.” This decision could lead to restrictions on democratic debate and protests at universities in the United States.

With the rise of right-wing populism, racism and authoritarian tendencies are also gaining strength. This weakens diversity and inclusiveness policies at universities and reduces sensitivity to discrimination. In addition, authoritarian governments’ efforts to monitor and suppress universities threaten academic freedom.

In this respect, the government’s efforts to restrict academic freedom during Boris Johnson’s term as prime minister in the United Kingdom are noteworthy. The Johnson administration has taken harsh measures against student protests at universities, and pressure on academics has increased, especially with the rise of anti-Brexit voices. In addition, there have been incidents such as the blocking of funding for some academic research on the grounds that it is incompatible with state policies. Such interventions lead to the weakening of academic independence.

In Poland, academic freedoms have been seriously threatened by the government’s right-wing populist orientation. The country’s Minister of Education has imposed certain political views and adherence to certain ideologies on academic staff, and has encouraged ideological homogeneity by putting pressure on universities. This restricts academics’ right to free thought and research.

In Hungary, serious interventions have been made in the education system since Viktor Orbán came to power. In 2017, Central European University (CEU), one of the most prestigious universities in Europe, was forced to leave Hungary as a result of government pressure. This is one of the most striking examples of the pressures applied by authoritarian regimes to control universities.

In Turkey, academic freedoms and independence at universities have been seriously threatened, especially after 2016. Following the coup attempt in 2016, investigations and arrests of academics accused by the government of “terrorist propaganda” increased, and around 7,000 academics were dismissed from public service by decree laws. One of the most striking examples is the dismissal of 1,128 academics who signed the “We Will Not Be Complicit in This Crime” declaration, published in 2016 and calling for peace, and the arrest of some academics. The government has attempted to restrict academic freedom by suppressing critical thought in universities. In addition, important decisions such as academic appointments and university presidencies have been given to people who are closer to the government’s political line. These interventions have weakened universities’ ability to conduct independent research and provide students with a free education. Universities in Turkey operate under much greater government control and less freedom in public debate.

We can say that academic thought and freedom of research are at risk on a global scale today. The public, civil society organizations and academic institutions should cooperate to take measures in this regard.

A draft immigration law prepared in collaboration between the Christian Democratic Union (CDU) and the far-right Alternative for Germany (AfD) parties in Germany was rejected by a narrow margin in the Bundestag with 338 votes in favor, 349 against, and 5 abstentions.

A bill presented by CDU leader Friedrich Merz and aiming to tighten immigration policies was brought to parliament with the support of the AfD. This collaboration was considered a violation of the principle of not cooperating with far-right parties, which has long been applied in German politics, and it had a wide repercussion in the public opinion.

The bill envisaged restricting the family reunification rights of refugees with subsidiary protection status and granting the federal police greater powers over refugees who will be deported. However, it faced fierce opposition, especially from the Social Democratic Party (SPD) and the Green Party (Die Grünen). SPD parliamentary group leader Rolf Mützenich said to Merz, “This shame will be remembered forever.”

This development is of great importance for immigrants and academia in Germany. The tightening of immigration policies could create obstacles for international students and academics who want to study or work in Germany. It could also negatively affect the integration processes of existing immigrants.

On the other hand, the CDU’s cooperation with the AfD indicates a significant change in Germany’s political culture. This situation is questioning the country’s democratic values and traditional boundaries between political parties.

While the rejection of the immigration bill provides relief for immigrants and academics in Germany, the cooperation between the CDU and the AfD seems to have profound effects on the country’s political future and social dynamics.

Ali Osman Çırak, a specialist physiotherapist who was dismissed from his profession by a Statutory Decree (KHK), lost his life along with his wife Yasemin Çırak and two children in a traffic accident while he was reuniting with his family in Bosnia-Herzegovina. This tragic incident once again reveals the difficulties experienced by Statutory Decree victims.

Tens of thousands of people were dismissed from their public positions with the Statutory Decrees issued after the July 15 coup attempt. During this process, many people lost their jobs before their legal processes were completed and their rights to defense were taken away. Those who were dismissed were deprived not only of their professions, but also of their social and economic rights.

Among the grievances experienced by Statutory Decree victims, suicide cases, psychological traumas, divorces and economic difficulties stand out. In particular, during this process defined as “civil death”, individuals face exclusion from social life, stigmatization and economic difficulties.

Unfortunately, the tragedy experienced by Ali Osman Çırak and his family is not the first painful incident that KHK victims have faced. Many KHK victims have lost their lives before due to the pressure and difficulties they have experienced. For example, some KHK victims who were receiving cancer treatment had difficulty accessing healthcare services due to their dismissal and lost their lives in the process. Both the ruling and opposition parties in Turkey are not sufficiently addressing the problems experienced by KHK victims. This situation makes it even more difficult to solve the problems of KHK victims. This painful event experienced by Ali Osman Çırak and his family reminds us once again how important the difficulties faced by the victims of the Statutory Decrees and the search for justice are. As a society, we must act together to eliminate these grievances and ensure the establishment of justice.

The ongoing conflict in Gaza has led to the near-total destruction of its educational infrastructure, severely impacting the academic community and raising profound ethical questions. Reports indicate that all universities in Gaza have been damaged or destroyed, leaving approximately 88,000 college students without access to higher education.

Additionally, around 625,000 primary and secondary students are unable to attend school due to the extensive damage to educational facilities.

The Palestinian Ministry of Education reports that thousands of students and hundreds of educational staff have been killed or injured since the onset of hostilities. The United Nations Office for the Coordination of Humanitarian Affairs (UNOCHA) estimates that 76% of Gaza’s schools require full reconstruction or major rehabilitation.

This devastation has prompted international condemnation, with scholars and human rights organizations describing the systematic targeting of educational institutions as “scholasticide.”

Amidst this crisis, voices from the Jewish community, including Holocaust survivors, have expressed deep concern over the parallels between their past suffering and the current plight of Palestinians in Gaza. Marione Ingram, an 88-year-old Holocaust survivor, drew comparisons between her experiences during World War II and the conditions faced by children in Gaza, stating, “I have experienced what the children in Gaza are experiencing now.”

In the shadow of history, where the horrors of the Nazi genocide against the Jews stand as a grim testament to human cruelty, a poignant question arises from the heart of Gaza. Dr. Gabor Maté, a survivor of the Holocaust recently voiced a powerful message on social media, drawing a heartrending parallel between his harrowing experiences and the plight of children in Gaza today. Similarly, over 300 survivors and descendants of Holocaust survivors have issued statements condemning the “genocide” of Palestinians in Gaza.

The irony is bitter and the historical parallels disturbing. How has a nation, formed in the aftermath of such profound suffering and injustice, been viewed as perpetuating similar hardships upon another? This question echoes in the corridors of Gaza’s universities, where scholars labor under the siege, their academic pursuits hampered by the blockade that restricts access to essential materials, technology, and international collaboration.

These reflections raise critical ethical questions: How can a nation that endured the horrors of the Holocaust engage in actions that inflict similar suffering on another population? The destruction of Gaza’s educational infrastructure not only violates international humanitarian laws but also threatens to create a “lost generation” devoid of educational opportunities and hope.

In response, international academic communities are mobilizing to support Gaza’s educators and students. Organizations like Academic Solidarity With Palestine have organized online courses for students in Gaza, with over 350 courses offered by more than 3,500 volunteer professors worldwide.

This situation raises fundamental questions about the cycles of history and the lessons we carry forward. As the Holocaust survivor Dr. Gabor Maté poignantly asked, “How can those who have suffered so much inflict pain on others?” His words are a solemn reminder of the need for empathy and justice in policy and practice, bridging the gulf between the past and the present in the quest for a future where education and peace flourish together.

As the world reflects on these questions, the plight of Gaza’s academics stands as a testament to both human resilience and the urgent need for a compassionate, comprehensive approach to international relations and human rights. Despite these efforts, the challenges remain immense, and the need for a concerted global response to rebuild Gaza’s educational sector is urgent.

In an era where technology and healthcare increasingly intersect, artificial intelligence (AI) is setting new benchmarks in preventive and curative medicine. Across the globe, healthcare providers are tapping into AI’s potential to transform patient care dynamics, making significant strides in both preventing diseases and enhancing treatment methodologies.

AI-driven technologies are being integrated into various healthcare segments, from predictive analytics that forecast disease outbreaks to algorithms that tailor treatment plans for chronic disease management. In a significant advancement for patient education, researchers have developed an artificial intelligence-based application, selfBACK, designed to support patients with low back and neck pain in specialist care settings. This innovative approach was detailed in a comprehensive study aimed at evaluating the app’s effectiveness in a randomized clinical trial.

The selfBACK app offers a unique combination of AI-driven recommendations and user-friendly interfaces to guide patients through tailored self-management plans. These plans incorporate various components such as physical activity recommendations, educational messages, and pain-relief exercises, all personalized through AI algorithms that adapt based on user feedback and progress.

Results from the study highlighted the app’s potential to empower patients, enabling them to manage their conditions more effectively with minimal intervention. Despite some challenges in user engagement, the app was generally well-received by both patients and healthcare practitioners, who acknowledged its potential to enhance patient autonomy and reduce the strain on conventional healthcare resources.

This breakthrough represents a promising step forward in integrating digital tools into patient care, offering a scalable solution that could potentially improve outcomes for millions suffering from chronic pain. For further details, please refer to the original publication in JMIR Human Factors, 2024.

The problems experienced by green passport holders in Turkey in traveling to the European Union have become even more apparent in recent years. Long visa processing times and high rejection rates make it difficult for Turkish citizens to travel to Europe, and this negatively affects many areas from trade relations to tourism.

While the European Union offers visa-free travel to countries that meet certain criteria, the reasons why Turkey cannot benefit from this opportunity include Turkey’s domestic and foreign policies in recent years. In particular, the one-man regime and oppressive administrative practices reduce Turkey’s credibility in the international arena. This situation also damages Turkey’s relations with the European Union and negatively affects visa-free travel opportunities.

Although hopes arose that Turkey would gain visa-free travel rights with initiatives such as the “Kayseri-style bargaining” in 2015, these rights could not be used due to the requirement to fulfill the legal regulations of the European Union. The agreements and regulations made regarding Syrian refugees living in Turkey have further complicated this situation.

Although proposals such as expanding the scope of the green passport have been on the agenda, such solutions can only provide temporary relief. In the long term, Turkey needs to adapt to EU standards and reform its domestic policies. Only in this way will Turkish citizens’ travel to Europe become easier and the green passport will provide real benefits. Finally, visa problems affect not only freedom of travel but also Turkey’s economic and social development. Therefore, it is essential for both Turkey and the European Union to find permanent solutions to these problems. This is not only a diplomatic imperative, but also necessary for the economic and social well-being of both parties.

The Philipp Schwartz Initiative (PSI) of the Alexander von Humboldt Foundation continues to provide significant support for scholars at risk, furthering its commitment to protecting academic freedom and offering a new start for those threatened by conflict or persecution in their home countries. The initiative has been permanently funded by the German Federal Foreign Office, emphasizing Germany’s long-term commitment to safeguarding academic freedom.

Recently, the PSI has announced that it will award 75 scholarships to researchers, indicating an increase in support and a simplification in the application process to accommodate more scholars seeking refuge. These fellowships are vital for researchers who find themselves unable to work safely in their own countries due to war, persecution, or political pressures.

Since its inception, the PSI has aided numerous researchers by providing them with the necessary environment to continue their academic work in Germany. The initiative not only covers their financial needs but also integrates them into the German academic community, ensuring their professional and personal support.

This expanded support by the PSI underscores the crucial role that academic and scientific communities play in offering sanctuary and support to at-risk scholars globally. It is a significant step in fostering an international spirit of solidarity within academia and highlights the ongoing challenges faced by researchers in conflict zones.

For more details on the initiative and updates on the application process, visit the Alexander von Humboldt Foundation’s website.

This week, the conversation around the use of Generative Artificial Intelligence (GAI) in academia is taking a substantial step forward. Drawing inspiration from Cornell University’s approach, which offers a broad framework for integrating GAI into educational settings, the focus is shifting towards explicitly incorporating these technologies into academic curriculums, with specific guidelines for faculty members.

Expanding Learning Outcomes: The integration of GAI into teaching requires a reevaluation of learning outcomes. Instructors are advised to adapt their educational goals to prepare students for a future where GAI plays a significant role. This entails not only equipping students with the knowledge and skills necessary for emerging industries but also emphasizing critical thinking and higher-level learning objectives.

Emphasizing Safety and Ethics: As GAI technologies evolve, the importance of addressing ethical considerations and safety concerns becomes paramount. Faculty members are tasked with educating students about the limitations and potential risks of current GAI technologies, fostering a critical approach to their usage, and rigorously validating GAI-generated information.

Setting Clear GAI Usage Policies: Faculty should articulate clear, consistent policies regarding GAI use in their courses and assignments. This includes defining acceptable and unacceptable uses, ensuring students understand the boundaries of academic integrity, and emphasizing the importance of proper attribution when GAI tools are employed.

Recommendations for Faculty Implementation

• Defining Expectations: Faculty members should clearly state their expectations for GAI use in their courses, possibly tailoring guidelines to specific assignments. This clarity helps students understand when and how they can responsibly use GAI tools.
• Documenting and Attributing GAI Usage: When GAI is allowed, it’s crucial for students to document their use of these tools and correctly attribute the generated content. Faculty should provide guidelines on how students should validate GAI outputs.
• Encouraging Ethical Discussions: Incorporating discussions on the ethical implications of GAI use in education should be a continuous effort, helping students understand the broader impacts of these technologies.
• GAI for Assessments: Recognizing GAI’s potential to enhance education, we recommend its structured integration into assessments to effectively supplement learning outcomes. Faculty should establish clear guidelines ensuring GAI supports, rather than replaces, essential learning processes.

These expanded guidelines aim to foster a more informed, ethical, and practical integration of GAI into academic practices, preparing students not just to use these technologies, but to understand their implications deeply. The ongoing dialogue and adaptation of these recommendations are expected to evolve as GAI technologies and their applications in educational contexts continue to develop.