Nurses' disaster core competencies and resilience during the COVID-19 pandemic: A cross-sectional study from Turkey.

AIM: The aim of this study is to determine nurses' disaster core competency levels, compare them based on characteristics and examine the relationships with psychological resilience. BACKGROUND: Since nurses constitute a critical part in the health care services, it is important to understand the competencies and effective factors in their disaster preparedness. METHODS: The data were collected from 489 nurses between January and February 2021 with an introductory information form, the Nurses' Perceptions of Disaster Core Competencies Scale and the Connor-Davidson Resilience Scale. RESULTS: The nurses' level of disaster core competencies was above the average, and it was positively correlated with their psychological resilience. The nurses' disaster experiences made higher differences on their disaster core competencies when compared to their personal and professional characteristics. CONCLUSIONS: It is important to provide disaster training and drills to all nurses on a regular basis. However, under disaster conditions, resilience should also be considered and included in the preparation plans for nurses to support their professional competencies and qualifications. IMPLICATIONS FOR NURSING MANAGEMENT: Nurse managers should play a leadership role in planning disaster preparedness training for nurses, and these trainings should be addressed to cover both professional competencies and resilience for nurses to respond effectively to disasters.

Integrating Telehealth: Curricular Mapping to New Standards in Nurse Practitioner Post-baccalaureate Doctor of Nursing Practice Programs

Owing to the increased use of telehealth as a widely accepted means of providing patient care and the movement toward competency-based education, implementation of telehealth teaching, learning, and evaluation strategies into the graduate nursing plan of study is evolving quickly. This report uses Rutledge's "4Ps of Telehealth” framework to provide resources for faculty to incorporate telehealth knowledge, skills, attitudes, core telehealth competencies, and evaluation practices into the bachelor of science nursing to doctor of nursing practice program curriculum based on the National Organization of Nurse Practitioner Faculties Nurse Practitioner Core Competencies. Formal preparation of students ensures future nurse practitioners are able to provide proficient, effective care through telehealth upon graduation.

Applying Nurse Practitioner Student Reflections in Design of Telehealth Curricula

Telehealth demand increased precipitously among all populations, particularly Medicare beneficiaries with complex care needs, during the coronavirus disease 2019 pandemic. Current nurse practitioner (NP) graduates require practice readiness in telehealth when transitioning to advanced practice. Competency-based education models integrate progressive, multimodal evaluation of core practice competencies, including telehealth. Self-reflection supports student acquisition of new competencies. Thematic analysis of guided reflections after a pilot gerontologic robot-enabled telehealth simulation identified curricular opportunities in a primary care NP program. NP students' perceived challenges in communication and adaptation to virtual patient presence were considered in building integrated telehealth curricula in clinical courses applying the 4Ps of Telehealth Education (Planning, Preparing;Providing;and Performance Improvement) framework.

Core competencies in applied infectious disease epidemiology: a framework for countries in Europe.

In 2009, the European Centre for Disease Prevention and Control (ECDC) developed a competency framework to support European Union countries and the European Commission in ensuring a competent public health workforce for Europe. The coronavirus disease (COVID-19) pandemic emphasised the importance of harmonised public health strategies and competencies across international boundaries, specifically for infectious diseases. This perspective presents the process to update the competency framework for applied infectious disease epidemiology, highlighting ECDC's efforts to support countries with using the framework. ECDC commissioned the Association of Schools of Public Health in the European Region (ASPHER) to update the framework through publication and dissemination of a technical report and a self-assessment tool linked to training resources. A mixed methods approach to gather input from experts in relevant specialities included qualitative interviews with 42 experts, workshops with ECDC Technical Advisory Group and an online survey of 212 public health professionals across Europe and beyond. Modifications resulted in 157 core competencies in 23 domains, each mapping to one of six subject areas of importance in applied infectious disease epidemiology. The framework serves as a basis to update the curriculum of the ECDC Fellowship programme with two alternative paths: intervention epidemiology or public health microbiology.

COMPETENCIA DIGITAL DEL PROFESORADO DE EDUCACIÓN SECUNDARIA EN TIEMPO DE COVID-19

El objetivo principal de esta investigación fue analizar los recursos TIC y las metodologías didácticas utilizadas por los profesores de secundaria antes y durante el estado de alarma decretado por el estado español para combatir el COVID-19, así como la opinión del profesorado sobre su propia formación en competencias digitales. La recogida de información se realizó a través de un cuestionario diseñado ad hoc dirigido a todo el profesorado de Biología y Geología de la comunidad autónoma Castilla y León que impartía docencia en centros de ESO, Bachillerato y/o Formación Profesional durante el curso académico 2019/2020 (n=145). Los resultados obtenidos muestran que el uso de TIC aumentó considerablemente durante el estado de alarma permitiendo la adaptación de la programación didáctica y la metodología. Los docentes encuestados consideraron que su uso facilitó el proceso de enseñanza-aprendizaje, sin embargo, un alto porcentaje aseguraron no tener la formación ni los recursos necesarios. Nuestro estudio también sugiere la existencia de una brecha digital en el sistema educativo español ya que un elevado porcentaje de los docentes indicaron que no todos sus alumnos disponían de los medios y/o la formación necesaria para utilizar entornos virtuales de aprendizaje o herramientas virtuales de comunicación educativa.[ El objetivo principal de esta investigación fue analizar los recursos TIC y las metodologías didácticas utilizadas por los profesores de secundaria antes y durante el estado de alarma decretado por el estado español para combatir el COVID-19, así como la opinión del profesorado sobre su propia formación en competencias digitales. La recogida de información se realizó a través de un cuestionario diseñado ad hoc dirigido a todo el profesorado de Biología y Geología de la comunidad autónoma Castilla y León (España) que impartía docencia en centros de ESO, Bachillerato y/o Formación Profesional durante el curso académico 2020/2021 (n=145). Los resultados obtenidos muestran que el uso de TIC aumentó considerablemente durante el estado de alarma permitiendo la adaptación de la programación didáctica y la metodología. Los docentes encuestados consideraron que su uso facilitó el proceso de enseñanza-aprendizaje, sin embargo, un alto porcentaje aseguraron no tener la formación ni los recursos necesarios. Nuestro estudio también sugiere la existencia de una brecha digital en el sistema educativo español ya que un elevado porcentaje de los docentes indicaron que no todos sus alumnos disponían de los medios y/o la formación necesaria para utilizar entornos virtuales de aprendizaje o herramientas virtuales de comunicación educativa.Alternate : The main objective of this research was to analyse the ICT resources and teaching methodologies used by high school teachers before and during the state of alarm decreed by the Spanish state to combat COVID-19, as well as the teachers' opinion about their own training in digital competences. The information was collected through a questionnaire designed ad hoc addressed to all Biology and Geology teachers in the autonomous community of Castilla y León (Spain) who taught in ESO, Baccalaureate and/or Vocational Training centres during the 2020/2021 academic year (n=145). The results obtained show that the use of ICT increased considerably during the state of alarm, allowing for the adaptation of teaching programmes and methodology. The teachers surveyed considered that their use facilitated the teaching-learning process, however, a high percentage claimed not to have the necessary training and resources. Our study also suggests the existence of a digital divide in the Spanish education system, as a high percentage of teachers indicated that not all their students had the means and/or the necessary training to use virtual learning environments or virtual educational communication tools.

The Case for Continuing In-Person Workshops in a Virtual World

In spring of 2020 the COVID-19 pandemic brought in-person gatherings across the world to a screeching halt. Over the last two years it has become the norm to conduct workshops and meetings sitting in front of a computer screen rather than in a room full of people. Nowadays, things like raising a virtual hand or reminding someone about the mute button seem to be more common than physically shaking a team member's hand or sitting across the table from a client. Whether you are in the camp that believes virtual workshops are the greatest thing since sliced bread, a poor substitute for the real thing, or somewhere in between, it certainly does not seem like they are going away anytime soon. In this paper we discuss the impact on learning and information exchange in general, the value industry, specifically, the role of the facilitator and associated core competencies, and the path forward. We find that while learning and information exchange can be done in a virtual environment, there are obstacles that cause engagement, understanding, and creativity to be hindered. These same obstacles have also impacted the value industry. This has affected teams' ability to fully engage in the workshops, ability to learn and understand a subject better, and the team leader's ability to manage and facilitate workshop teams in the virtual environment. The good news is that most of these limitations are manageable, but it's important for us as an industry to recognize that improving on this takes time and effort. In our opinion, in-person workshops yield the best results by increasing team engagement, allowing for more informal communication, and parallel communication;all this increases both creativity and understanding. Further, they allow for more opportunities for team building which enhances collaboration and the trust built between team members, thus improving the team's collective capability. Virtual workshops can be done, and may be preferable in specific circumstances, but we must change our approach in virtual workshops to overcome these obstacles. We have taken the low hanging fruit in terms of solutions, but it will require more creative solutions if we are going to continue to conduct virtual workshops in the future. © SAVE International 2022 Value Summit Proceedings: Turning Up the Heat on Value. All Rights Reserved.

"WORKSHOP ASSISTANTS: THE SECRET SAUCE OF VM WORKSHOPS”

In the advent of COVID, the value industry has found a new way of conducting value studies in the virtual environment which presents opportunities for developing innovative approaches, new skillsets, new tools, and consequently new and/or expanding roles and responsibilities for participants. As part of this adaptation, the role of Workshop Assistant has changed and taken on a more important role in value studies than ever before. The Workshop Assistant today serves several functions-administrative, technical and co-facilitation-to provide immense value (function/resources) during all stages of a value study. This paper focuses on the role of Workshop Assistant as featured through the lens of SAVE International's Core Competencies with the nuances for both in-person and virtual value studies highlighted. The Workshop Assistant supports a group to improve how it identifies and solves problems, supports the CVS Facilitator, and increases the group's effectiveness. © SAVE International 2022 Value Summit Proceedings: Turning Up the Heat on Value. All Rights Reserved.

The Role of Information Literacy Competencies in Reducing the Effect of Infodemic: The Case of COVID-19 Pandemic

The purpose of the study is to investigate the impact of Information Literacy Competencies (ILC) in curtailing infodemic within a sample of undergraduate students of library and information science. The researcher used quantitative research approach using questionnaires to collect data on both levels of ILC and infodemic. The results revealed that students highly practice ILC;however, the levels of infodemic were reported in moderate level. The findings provide a contradicting situation as such educated students who highly practice ILC should be able to distinguish between true and incorrect information related to COVID-19;however this was not seen, as despite our students highly practices ILC, they still have moderate levels of believing and circulating misinformation on the virus. The findings provide insight to governments to develop information literacy programs focuses on social media use from an early age.

Residency Education in Oral and Maxillofacial Surgery: A New Curriculum Framework.

Residency education in oral and maxillofacial surgery (OMS) exists in an environment of transformation unlike anything seen in the past. Changes in American society accelerated by the COVID-19 pandemic are impacting all of health-care education and demand a comprehensive response by OMS programs and in standards for education. The oral health in America report of the National Institutes of Health and actions of the American Council on Graduate Medical Education provides a new framework for structuring and adapting OMS programs. These include incorporating the Quadruple Aims and ACGME core competencies into OMS education. The evolution of clinical education is being adapted to changes in technology and the American higher education environment. A changing workforce and practice model combined with today's technology revolution are being incorporated into OMS residency education.

Identification of Gaps in Graduate Medical Education Telehealth Training

Most analysts and healthcare systems agree that telehealth volumes will continue to be markedly higher than levels prior to the COVID-19 pandemic.1 The rapid increase required clinicians, including trainees across various specialties, to practice medicine via telehealth for the first time. Research shows that very few residency programs offer formal training and education around telehealth.2,3 Although recent research has detailed telehealth training at the undergraduate medical education level, little of this research is available at the Graduate Medical Education (GME) level. [...]the Association of American Medical Colleges (AAMC) has set standards for telehealth education, outlining guidelines to create curricula.4 This contrasts with the finding that very few Accreditation Council for Graduate Medical Education (ACGME) milestones mention telehealth or competencies related to the delivery of care via this modality.5 We set out to quantify this education gap in order to better understand its impact on trainees providing care via telehealth. If the core competencies highlighted in the table are not incorporated into GME curricula, we run the risk of telehealth becoming a substandard modality of care delivery that cannot maintain the same quality of care due to a lack of appropriate training of the providers responsible for its delivery. With the incorporation of program-specific telehealth competencies, this modality of care delivery has the ability to expand access, improve outcomes of chronic disease management, and strengthen the patient–provider relationship across all specialties.

Identifying the Contractor’s core competencies in post-COVID-19 scenario: developing a survey instrument

Purpose: Construction industry is one of the worst affected sectors due to the impact of the current coronavirus disease 2019 (COVID-19) outbreak. Therefore, the purpose of this study was to identify the key competencies that should be demonstrated by the contractors in the post-COVID-19 scenario to make them resilient to the adverse impact of pandemic outbreaks. Design/methodology/approach: A survey instrument was developed using an extensive literature review and was tested using a pilot study. It was then administered online using survey monkey to 900 respondents, out of which 324 complete responses were obtained. The data analysis was performed using exploratory factor analysis and second-order confirmatory factor analysis. Findings: After analyzing the data, it was identified that the most critical competence was managing site safety (standard factor loading (SFL) = 0.91), followed by leadership skills (SFL = 0.88), technical competence (SFL = 0.81), managing supply chain disruption (SFL = 0.73) and financial stability (SFL = 0.48) that were found to be less essential from the respondents’ point of view. Originality/value: The study is first of its kind to identify the core competencies that should be demonstrated by the contractors to cope with COVID-19-induced disruptions. The findings of this article can be used by the practitioners to develop policies and procedures for selection of contractors. © 2022, Emerald Publishing Limited.

Developing Hospitality Management Core Competencies Framework

Developing a unique set of Core Competencies should be of primary concern to any business operating in the hospitality industry. This paper presents a framework for competency development, which is based on the views of both educators and industry professionals. By integrating knowledge from a variety of contexts and countries around the world, a set of generic core competencies has been derived via a systematic classification process. Specifically, forty competency statements have been posited taking the form of questions given to both educators and industry professionals. Subsequently, the responses have been analysed and, using taxonomy, a framework of seven core competency categories has been developed. The competency categories involve aspects of Human Resource Management (HRM);Professional Image;Operational Knowledge;Leadership;Communication;Information Management;and People Relationship Management. Specific competency items include essential capabilities for the hospitality industry such as: communicating effectively with clients and customers, identifying and solving problems, making decisions under pressure or in a crisis situation, and understanding the factors that influence the profitability of the hospitality enterprise. The proposed framework is meant to serve as a basis for developing a set of core competencies suitable for creating a sustainable competitive advantage for the hospitality industry. Further, the framework would be useful to educators, professionals and graduate students as a guide for cultivating a set of key competencies for success in the hospitality sector.

The Flipped Classroom and the Development of Competences: A Teaching Innovation Experience in Higher Education

Because of the changes in society, the educational scope must implement teaching–learning methodologies that help students to develop the competences that will be necessary in their academic–professional journey. This study presents a teaching innovation experience that is based on the flipped classroom methodology, which was carried out with 136 students (academic year: 2019–2020) in the subject of “Theory and History of Physical Education, Physical Activity and Sport” of the degree of Physical Activity and Sport Sciences of the University of Seville. The methodology of the study combines qualitative and quantitative approaches (mixed methods) through a pre-experimental design. The results show that there were significant differences in the acquisition of knowledge after the application of the methodology, which had a significant impact on the students’ competence levels. Moreover, the students presented high levels of satisfaction in different areas. This allows for the conclusion that it is important for this methodology to continue in later courses, given its contribution to the competences that are related to the formal aspects and that are linked to research and organisation. Recommendations for practice are presented at the end of this article.

MOTIVATE OTHERS ATTAINING A CEO MINDSET: THE KEY TO WORKING REMOTELY

[...]do you have a group of mentors with differing skills and positions to serve as a "board of mentors"? In selecting your board of mentors, consider individuals from college, medical school, and residency training who have had the most impact on your career and personal development, whether they be clinicians, administrators, or researchers.4 Strong leaders, gifted teachers, and subject matter experts are typical candidates, as are personal acquaintances such as colleagues, clergy, and psychotherapists. [...]many of SEAK's faculty work remotely. Sylvie Stacy, MD, MPH, author of 50 Nonclinical Careers for Physicians and founder of the popular blog Look for Zebras (https://lookforzebras.com), observes that physicians often consult with clients who are businesses;the doctors provide services involved in clinical expertise (e.g., chart review and expert witness), high-level healthcare strategy, practice technology implementation, and writing and speaking.7 Other consulting services are geared toward individuals, for example, career coaching, tutoring, and personal fitness training.

Kompetencje społeczne a intencje przedsiębiorcze polskich studentów kierunków ekonomicznych w świetle teorii Golemana1

CEL NAUKOWY: Artykuł przyczynia się do wypełnienia luki badawczej w zakresie szeroko pojętej psychologii przedsiębiorczości, a jego celem jest empiryczna weryfikacja wpływu kompetencji społecznej na intencje przedsiębiorcze studentów. PROBLEM I METODY BADAWCZE: Artykuł przedstawia wyniki badań przeprowadzonych na podstawie kwestionariusza ankietowego wśród studentów Uniwersytetu Ekonomicznego w Krakowie, dotyczących ich własnej oceny posiadanych kompetencji społecznych oraz intencji przedsiębiorczych, celem zweryfikowania hipotezy badawczej mówiącej o pozytywnym wpływie wspomnianych kompetencji na istnienie intencji przedsiębiorczych. PROCES WYWODU: W literaturze przedmiotu badacze zjawiska od stosunkowo niedawna analizują wpływ kompetencji emocjonalnych na intencje przedsiębiorcze. Autorzy w swoim wywodzie postanowili skupić się na jednej z podgrup w tym obszarze, jakim są kompetencje społeczne, wśród których wyróżnia się dwie subkategorie: empatię i umiejętności społeczne, formułując hipotezy badawcze o pozytywnym wpływie obu tych kategorii na występowanie intencji przedsiębiorczych. WYNIKI ANALIZY NAUKOWEJ: Przeprowadzone badania potwierdziły istnienie zależności pomiędzy kompetencjami społecznymi a intencjami przedsiębiorczymi. Silniej ta zależność jest zauważalna w przypadku subkategorii umiejętności społeczne niż empatia, jednakże, zdaniem autorów, obie te grupy wywierają pozytywny wpływ na kształtowanie się intencji przedsiębiorczych. WNIOSKI, INNOWACJE, REKOMENDACJE: Intencje przedsiębiorcze powinny być stymulowane w procesie edukacji i rozwoju młodych osób także w obszarze kompetencji społecznych. Należy w tym przypadku podkreślić, że wirtualizacja współczesnego świata i zdalne procesy kształcenia sprzyjają izolacji i indywidualizacji postaw kosztem rozwoju wspomnianych kompetencji, co zostało spotęgowano przez pandemię COVID-19.Alternate :RESEARCH OBJECTIVE: The article contributes to filling the research gap in the field of entrepreneurial psychology, broadly defined, and its aim is to empirically verify the influence of social competence on students' entrepreneurial intentions. THE RESEARCH PROBLEM AND METHODS: The article presents the results of research conducted based on a questionnaire among Cracow University of Economics students concerning their self-assessment of social competencies and entrepreneurial intentions to verify the research hypothesis that there is a positive impact of the competencies mentioned on the existence of entrepreneurial intentions. THE PROCESS OF ARGUMENTATION: In the literature, researchers have relatively recently analyzed the impact of emotional competencies on entrepreneurial intentions. We decided to focus on one of the subgroups in this area: social competencies. Two subcategories can be distinguished: empathy and social skills, formulating research hypotheses about the positive influence of both these categories on the occurrence of entrepreneurial intentions. RESEARCH RESULTS: The research carried out confirmed the existence of a relationship between social competencies and entrepreneurial intentions. This relationship is more pronounced in the case of the social skills subcategory than empathy. However, we consider both of these groups to influence the formation of entrepreneurial intentions positively. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: Entrepreneurial intentions should be stimulated in the education and development of young people also in the area of social competencies. In this case, it should be emphasized that the virtualization of the modern world and remote education processes promote isolation and individualization of attitudes at the expense of the development of the mentioned competencies, which was aggravated by the COVID-19 pandemic.

Strengthening the clinical research workforce through a competency-based orientation program: Process outcomes and lessons learned across three academic health institutions.

Clinical research coordinators are increasingly tasked with a multitude of complex study activities critical to scientific rigor and participant safety, though more than half report not receiving appropriate training. To determine the reproducibility of an established clinical research workforce orientation program, collaborative partners across Clinical and Translational Science Award institutions seeded core principles and structure from Mayo Clinic's Clinical Research Orientation program within Penn State University and the University of Mississippi Medical Center from 2019 to 2021. Training concepts were established and tied to those domains deemed critical by the Joint Task Force for Clinical Trial Competency for the conduct of clinical research at the highest levels of safety and quality possible. Significant knowledge and confidence gains and high overall program satisfaction were reported across participants and partner sites, despite programs being required to pivot from traditional, in-person formats to entirely virtual platforms as a result of the COVID-19 pandemic. The successful standardization and translation of foundational clinical research training has important efficiency and efficacy implications for research enterprises across the USA.

Changes in Core Competencies among Korean University Students Due to Remote Learning during the COVID-19 Pandemic.

This study aimed to determine the academic performance and learning skills of students who studied through remote teaching methods during the coronavirus disease 2019 (COVID-19) pandemic. It was conducted in February 2021 with 398 university students in South Korea. Data were collected through online surveys. Generalized estimating equations (GEEs) with an autoregressive correlation structure were employed to distinguish differences in core competencies, academic performance, satisfaction, and usefulness of teaching methods before 2019 and after the COVID-19 pandemic. The findings revealed that the overall core competencies of participants were significantly lower in 2020 than before the COVID-19 pandemic. Furthermore, knowledge construction, responsibility practice, and socialization were significantly low during the COVID-19 pandemic, whereas information management and identity value did not show a significant difference. However, problem-solving was higher during the COVID-19 pandemic. Enhancing the core competencies of university students is integral in the new learning environment of the post-COVID-19 era. It is necessary to devise approaches that improve the effectiveness of remote teaching methods and simultaneously augment student satisfaction.

Rising to the Occasion During the COVID-19 Pandemic.

Nurses across specialties continue to play a key role in the response to the COVID-19 pandemic. Oncology nurses are no exception. In response to COVID-19 and other healthcare issues, nurses have established core competencies. These core competencies allow us to mentor others if we simply step up and take the lead.

An illumination of the ICN's core competencies in disaster nursing version 2.0: Advanced nursing response to COVID-19 outbreak in China.

AIM: This study aims to report on the actions and incident management of the advanced practice nurses of a disaster operation team who were deployed in response to the COVID-19 outbreak, and to explore how it illustrated the Core Competencies in Disaster Nursing Version 2.0 delineated by the International Council of Nurses in 2019. METHODS: This is a descriptive study. The participants (responders) communicated and reported their actions in the operation with headquarter on a popular social media platform in China (WeChat), established specifically for the three-rescue teams. RESULTS: The response approach of advanced nurses to COVID-19 encompassed six of the eight domains of the competencies outlined in ICN CCDN V2.0, namely on preparation and planning, communication, incident management systems, safety and security, assessment and intervention. CONCLUSIONS: The response teams of advanced practice nurses in this study clearly demonstrated their competencies in disaster rescue, which fulfilled most of the core competencies set forth by the ICN. IMPLICATIONS FOR NURSING MANAGEMENT: The findings of this study contributed to understand the roles played by advanced practice nurses and nurse managers in disaster management and how these relate to the competencies set forth by the ICN.

Sustaining a national surgical training programme during the COVID-19 pandemic.

The COVID-19 pandemic has disrupted all segments of daily life, with the healthcare sector being at the forefront of this upheaval. Unprecedented efforts have been taken worldwide to curb this ongoing global catastrophe that has already resulted in many fatalities. One of the areas that has received little attention amid this turmoil is the disruption to trainee education, particularly in specialties that involve acquisition of procedural skills. Hand surgery in Singapore is a standalone combined programme that relies heavily on dedicated cross-hospital rotations, an extensive didactic curriculum and supervised hands-on training of increasing complexity. All aspects of this training programme have been affected because of the cancellation of elective surgical procedures, suspension of cross-hospital rotations, redeployment of residents, and an unsustainable duty roster. There is a real concern that trainees will not be able to meet their training requirements and suffer serious issues like burnout and depression. The long-term impact of suspending training indefinitely is a severe disruption of essential medical services. This article examines the impact of a global pandemic on trainee education in a demanding surgical speciality. We have outlined strategies to maintain trainee competencies based on the following considerations: 1) the safety and wellbeing of trainees is paramount; 2) resource utilization must be thoroughly rationalized; 3) technology and innovative learning methods must supplant traditional teaching methods; and 4) the changes implemented must be sustainable. We hope that these lessons will be valuable to other training programs struggling to deliver quality education to their trainees, even as we work together to battle this global catastrophe.