Applicability of working abroad for physicians with a specialization in Global Health and Tropical Medicine.

BACKGROUND: In The Netherlands, physicians specialized in global health and tropical medicine (Ps-GHTM) are trained to work in low-resource settings (LRS) after their training program of 27 months. After working for a period of time in LRS, many Ps-GHTM continue their careers in the Dutch healthcare system. While there is limited evidence regarding the value of international health experience for medical students and residents, it is unknown to what extent this applies to Ps-GHTM and to their clinical practice in the Netherlands. METHODS: In this qualitative study we conducted semi-structured interviews and focus group discussions (FGDs) with Ps-GHTM to explore the perceived applicability of their experience abroad for their subsequent return to the Netherlands. Topic guides were developed using literature about the applicability of working abroad. Findings from the interviews served as a starting point for FGDs. The interviews and FGDs were analysed using directed content analysis. RESULTS: 15 themes are described relating experience abroad to healthcare delivery in The Netherlands: broad medical perspective, holistic perspective, adaptive communication skills, creativity, flexibility, cultural awareness, self-reliance, clinical competence, cost awareness, public health, leadership, open-mindedness, organization of care, self-development, and teamwork. Highlighting the variety in competencies and the complexity of the topic, not all themes were recognized by all respondents in the FGDs nor deemed equally relevant. Flexibility, cultural awareness and holistic perspective are examples of important benefits to work experience in LRS. CONCLUSION: Ps-GHTM bring their competencies to LRS and return to the Netherlands with additionally developed skills and knowledge. These may contribute to healthcare delivery in the Netherlands. This reciprocal value is an important factor for the sustainable development of global health. Identifying the competencies derived from work experience in LRS could give stakeholders insight into the added value of Ps-GHTM and partly help in refining the specialization program.

The Big Rainbow Knit: Revisiting Craftivist Practices through Place-Based Making

The Big Rainbow Knit is a project informed and influenced by craftivist practices and culminated in the yarn bombing of Huddersfield train station by local, national and international communities of knitters in June 2021. As a landmark project within the WOVEN in Kirklees bi-annual festival, it became an important force for social cohesion in a Covid-19 context. This article introduces The Big Rainbow Knit as a specific case study within the wider context of Kirklees Council’s approach to place-based making. 1 As a textile festival WOVEN in Kirklees is made with, by and for local communities. We firstly address place-based making approaches in the contexts of craftivism and community practice with the aim of secondly, considering how The Big Rainbow Knit is a manifestation of co-creative participation in the spirit of social cohesion. Thirdly, we consider how the concept of the “glocal” is a means through which to reflect on the links between online and offline platforms. We argue that the hybrid between near and far in a “glocal” milieu allows for a range of voices (active knitters, audiences as recipients of yarn bombing activities and community group engagements with The Big Rainbow Knit) to become more visible as key agents in a place-based process. Collectively, these voices, gathered through a range of feedback mechanisms, have helped to change perceptions and attitudes toward knitting in a local authority context and to offer new insights into the ways in which the making-agency of knit can acquire value through place-based cultural development. [ FROM AUTHOR] Copyright of Textile: The Journal of Cloth & Culture is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Playing with social roles in online sessions for preschoolers

Educational isolation, as a consequence of the global pandemic, has become an obstacle for guiding activity of pre-school age for a period of over one year. Online education did not include collective playing activity;actually, simultaneous modality of sessions was not at all applied in many public and private pre-school institutions in Latin America. The goal of the article is to show a unique experience of organizing collective sessions of playing with social roles by a preschool institution in Mexico. The results show the necessity of modification of some of the elements of the structure of playing activity, such as the means and the orientation of the activity. A broad variety of means at concrete, perceptive and verbal level were used for online playing. The part of orientation of action was separated from the part of realization of playing to guarantee the process of collective playing. The favorable and negative aspects of organization of online playing activity with social roles are discussed. The conclusions claim for the necessity of profound analysis of online modality of education for psychological development together with urgent re-conceptualization of the content of pre-school period as a period of affective communication and preparation for studying at school. (PsycInfo Database Record (c) 2022 APA, all rights reserved)