Distance learning in preparation for the licensing exam "Krok 3” on the "Emergencies” module: pros and cons

In 2020–2021, in the context of the COVID-19 pandemic, the postgraduate medical education system went to forced measures to preserve the life and health of students and teaching staff in the form of a temporary transition to distance learning. During the training on the "Emergencies” module by interns of various specialties, we conducted an anonymous testing of 342 young colleagues with subsequent certain conclusions. A remote andra gogical process is acceptable and useful only as a component of the dual form of higher medical education. The remote form of training in large classrooms has many disadvantages, so it is advisable to conduct classes in small groups. This type of training requires careful study, optimization and adaptation to modern conditions. © 2022. The Authors.

Across time and space: Examiner and candidate experiences of online doctoral vivas

Many countries have doctoral viva examinations, mostly conducted in-person until the COVID-19 pandemic. This article explores the changing processes and experiences of doctoral vivas forced online, from the perspectives of three examiners (two Uk, one NZ) and one recent candidate (UK). It sheds light on remote viva examinations exploring experiences of examination rigour, opportunities to evidence 'doctorateness' and challenges and affordances of remoteness, home location and technology. We use autoethnography, focusing on our experiences including the personal, learning and institutional dimensions. We found virtual spaces had advantages (comfort) and disadvantages (emotional difficulties), and levels of worry were often higher, especially regarding IT. Online formats still enabled examiners to rigorously assess 'doctorateness', but duty of care is needed for candidates with anxiety exacerbated by the pandemic, or technology. Our study offers insiders' insights into the remote online viva itself with recommendations for candidates, examiners and institutions. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The influence of the COVID-19 pandemic on PhD candidates' study progress and study wellbeing

The COVID-19 pandemic has had its impact on research and researchers, and hence potentially on the future of academia. Yet, empirical evidence on the impact of COVID-19 on PhD candidates is limited. This study explores the influences of the pandemic on PhD candidates' progress and wellbeing. In addition, the aim is to identify potentially particularly vulnerable candidate groups. In total, 768 PhD candidates from a Finnish research-intensive multidisciplinary university participated in the mixed method study in spring 2021. The data were collected with the doctoral experience survey. In general, the PhD candidates estimated that the COVID-19 pandemic had hindered their progress and decreased their study wellbeing. The negative impact boiled down to the reduced access to data or participants, erosion of scholarly support networks, reduced access to the institutional resources, poor work-life balance and mental health problems. Results further implied that the international candidates, those studying at the university full-time, engaging in research teams, candidates from natural sciences and those at the mid-phase of their studies employed increased risk of suffering from negative COVID-19 pandemic influences. Results can be used in building well-fitted re-creative actions in supporting the PhD candidates to overcome challenges set by the pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

ID: 218414 Queen Mary University London Postgraduate Certification in Neuromodulation- Accreditation in Neuromodulation

Introduction: There is a distinct unmet need in structured, curriculum based, unbiased education in neuromodulation. Current teaching is through sporadic industry workshops, cadaver courses and peer proctorship. The COVID pandemic has created a unique opportunity where online platforms have enabled education to be delivered remotely in both synchronous and asynchronously. The William Harvey Research Institute, Queen Mary University, London, UK have initiated University based accreditation- Post Graduate Certificate in neuromodulation (PGCert) that provides candidate a qualification in one academic year through part-time study. Method(s): The program underwent rigorous staged university approval process (figure 1). To ensure market feasibility, two short proof of concept CPD programs "Executive Education in Neuromodulation (EEPIN)" were delivered in 2021. These courses attracted 87 candidates across Australia, Singapore, India, Germany, Poland, Czech Republic, Ireland, and UK. The faculty includes key opinion leaders that will deliver the program ensuring the candidates gain academic background and specialist skills to understand safe practice of neuromodulation. The PGCert advisory board has been established to ensure strict governance in terms of content and unbiased delivery confirming ACCME guidance. In order to obtain PGCert, candidates are required to complete 4 x 15 credit modules (60 credits). The four modules include Anatomy & Neurophysiology;Patient care and Procedurals skills;Devices and available technology;Intrathecal drug delivery for cancer and non-cancer pain. The modular nature of the program is designed to provide cumulative knowledge, from basic science to clinical application in line with the best available evidence. The modules comprise nine lectures, spreading over three consecutive days, followed by a written assignment with 40 direct contact hours in each module. The webpage can be accessed at Results: The anonymous data from EEPIN reported on Likert scale 1-5: Objectives defined 30.6% - 4 and 69.4% -5;Relevance of topics 10.2%- 4 and 89.8% -5;Content of presentations 22.4%- 4 and 77.6% -5;Organization 24.5% -4 and 69.4% -5;Candidate faculty interaction 14.3% -4 and 81.6% -5. 97% of the EEPIN candidates recommended the program to others whilst 81.8% expressed their strong interest to enroll for university-based post graduate qualification if offered. Conclusion(s): This PGcert Neuromodulation is a unique, university accredited program that provides qualification in neuromodulation with access to a flexible online e-learning platform to discuss and exchange ideas, share knowledge in candidate's own time. This will support the ongoing need for formal curriculum-based education in neuromodulation. Disclosure: Kavita Poply, PHD: None, Phillippe Rigoard: None, Jan Kallewaard, MD/PhD: None, FRANK J.P.M. HUYGEN, MD PhD: ABBOTT: Speakers Bureau:, Saluda: Consulting Fee:, Boston Scientific: Consulting Fee:, Grunenthal: Speakers Bureau:, Pfizer: Speakers Bureau:, Ashish Gulve, FRCA, FFPMRCA, FFPMCAI, DPMed, FCARCSI, MD, MBBS: None, Ganesan Baranidharan, FRCA: None, Sam ELDABE, MD, FRCA, FFPMRCA: Medtronic: Consulting Fee:, Medtronic: Contracted Research:, Mainstay Medical: Consulting Fee:, Saluda Medical: Consulting Fee:, Boston Scientific: Contracted Research:, Saluda Medical: Contracted Research:, James Fitzgerald, MA,PhD: St Jude Medical: Consultant: Self, Medtronic: Consulting Fee:, UCB: Contracted Research:, Merck: Contracted Research:, Serge Nikolic, MD: None, Stana Bojanic, BSc MBBS FRCS (SN): Abbott: Contracted Research:, Habib Ellamushi: None, Paresh Doshi, MS MCh: None, Preeti Doshi, MBBS, MD, FRCA: None, Babita Ghai, MBBS, MD, DNB: None, Marc Russo, MD: Presidio Medical: Ownership Interest:, Saluda Medical: Ownership Interest:, Boston Scientific: Contracted Research: Self, Mainstay Medical: Contracted Research: Self, Medtronic: Contracted Research: Self, Nevro: Contracted Research: Self, Saluda Medical: Contracted Research: Self, Presidio Medical: Contracted Research: Self, Freedom Ne ro: Ownership Interest - Own Stocks: Self, Lungpacer: Ownership Interest - Own Stocks: Self, SPR Therapeutics: Ownership Interest - Own Stocks: Self, Lawrence Poree, MD,MPH,PHD: Medtronic: Consulting Fee: Self, Saluda Medical: Contracted Research: Family, Nalu Medical: Contracted Research: Family, Gimer Medical: Consulting Fee: Self, Nalu Medical: Consulting Fee: Self, Saluda Medical: Consulting Fee: Self, Nalu: Ownership Interest:, Saluda Inc: Ownership Interest:, Alia Ahmad: None, Alaa Abd Sayed, MD: Medtronic, Abbott, SPR and StimWave: Consulting Fee:, Salim Hayek, MD,PhD: None, CHRISTOPHER GILLIGAN, MD MBA: Persica: Consulting Fee: Self, Saluda: Consulting Fee: Self, Mainstay Medical: Contracted Research: Self, Sollis Therapeutics: Contracted Research: Self, Iliad Lifesciences, LLC: Owner: individuals with legal ownership in a company:, Vivek Mehta: NoneCopyright © 2023

Social Determinants of Health and Their Impact on Families of Children with Sickle Cell Disease during Covid-19 Pandemic

Background: According to national prevalence data, SCD has an estimated economic burden of $2.98 billion per year in the United States and caring for a child with sickle cell disease (SCD) carries its own financial burden, resulting in higher healthcare costs and unintended days lost from employment. Social experiences are known to impact health outcomes in the general pediatric population. These experiences can be examined through the construct of social determinants of health (SDOH), the "condition in which people are born, grow, work, live and age" that impact their health. Since the WHO has designated COVID-19 a pandemic in January 2020, many families in the US have suffered financially, and during the shutdowns, there was a record number of jobs lost. The objective of this study was to determine the impact of the COVID-19 pandemic on financial and employment status of SCD Families Methods: This study was part of the larger CNH Sickle Cell Disease Social Determinants of Health study that was IRB approved. Caregivers of children with SCD completed a 30-question survey reporting their experiences with SDOH that included Demographics, USDA Food Security Scale, the We Care housing screening tool, and the validated COVID-19 Employment Status/COVID-19 related household finances survey in RedCap during clinic visits and hospitalizations Results: 99 caregivers of SCD patients responded to our survey (82.5% Female, 17.5% Male) (N=97). 93.9% identified as African-American, 3% identified as Hispanic or Latinx, 1% identified as "other". Of respondents, 66% were insured through on Medicaid and 33% had private insurance. Twenty-six percent endorsed food insecurity and 2724% relied on low-cost food. Thirty-one percent lived in an apartment, 67.768% lived in a home, 1% lived in shelter or transitional housing. Sixteen percent lived in subsidized or public housing. Thirty-seven (36.8%) percent reported at least once they were being unable to pay the mortgage or rent on time at least once, 9% (8.5%) reported living with other people because of financial difficulties, 55.2% reported their home not being heated, 7.2% reported being evicted from their home and 3.1% lived in an emergency shelter or transitional housing. 6.1% had an educational level of high school graduation or less, 42.2% were college graduates or completed additional post-graduate education (N=98). Two weeks prior to the pandemic, 61.5% worked full time, 13.5% worked part time, 6.3% were unemployed with only 2.1% working from home of the 96 caregivers who responded to this question. 15.5% (N=12 of 77) reported losing their job or were furloughed during the pandemic;34.4% (N=33 of 96) reporting at least one household member losing a job or a significant amount of income. Twenty-five percent (N=21 of 83) reported it was difficult to get work/school done because of the home environment. 36.4 % (N=35 of 96) reported household income was significantly less since February 2020. 53% (N=52 of 97) worried their household income has been or will be negatively impacted by the COVID-19 pandemic. Additionally, 48.9% (N=47 of 96) worried the value of their assets (housing, savings, other financial assets) has been or will be negatively impacted by COVID-19 and its effects. Since February 2020, 9.8% (N= 9 of 97) received unemployment insurance, 30.9% (N=29 of 94) received SNAP or food stamps, 16.5% (N= 15 of 91) received from the food pantry, 6.6% (N=6 of 90) applied for temp ass.

Mediators of the relationship between psychology doctoral students? Perceived stress and quality of life during the COVID-19 pandemic: Self-care and social support

It has been well established that psychology doctoral students experience an inordinate amount of stress. Extant literature has proposed that engaging in self-care and feeling socially supported by peers and faculty has resulted in decreased stress levels and an improved quality of life (e.g., E. Ayala et al., 2017;Bamonti et al., 2014;Colman et al., 2016;Rummell, 2015).This study explored the relationship between perceived stress due to COVID-19 and perceived quality of life and via two mediators: self-care practices and perceived social support. Limited research has investigated psychology doctoral students' perceived quality of life during wave one of the COVID-19 pandemic. Data was collected using a quantitative online survey that also included two open-response items focused on quality of life and perceived social support. The sample included 350 health service psychology doctoral students aged 18 years and older. A parallel multiple mediator analysis revealed: (a) perceived stress was negatively related to quality of life;(b) a direct effect of stress due to COVID-19 on quality of life when controlling for self-care practices and perceived social support;(c) perceived stress was inversely related to self-care practices and perceived social support;(d) self-care practices and perceived social support were significantly and positively related to perceived quality of life;and (e) self-care practice and perceived social support significantly mediated the effects of perceived stress due to COVID-19. Results supported the importance of psychology doctoral students engaging in self-care practices and being provided ongoing social support from their doctoral programs and faculty to mitigate the deleterious effects of stress on quality of life. This research has advanced the field of education and training in applied psychology doctoral programs by elucidating the importance of professional and personal social support for trainees? quality-of-life. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Exploring the Perceived Educational Impact of COVID-19 on Postgraduate Training in Oncology.

This study sought to report the degree to which postgraduate trainees in radiation oncology perceive their education has been impacted by the COVID-19 pandemic. A cross-sectional online survey was administered from June to July 2020 to trainee members of the Canadian Association of Radiation Oncology (CARO) (n = 203). Thirty-four trainees responded with a 17% response rate. Just under half of participants indicated that COVID-19 had a negative/very negative impact on training (n = 15; 46%). The majority agreed/strongly agreed that they feared family/loved ones would contract COVID-19 (n = 29, 88%), felt socially isolated from friends and family because of COVID-19 (n = 23, 70%), and had difficulty concentrating on tasks because of concerns about COVID-19 (n = 17, 52%). Changes that had a negative/very negative impact on learning included limitations to travel and networking (n = 31; 91%) and limited patient contact (n = 19; 58%). Virtual follow-ups (n = 25: 76%) and in-patient care activities (n = 12; 36%) increased. Electives were cancelled in province (n = 10; 30%), out-of-province (n = 16; 49%), and internationally (n = 15; 46%). Teaching from staff was moderately reduced to completely suppressed (n = 23, 70%) and teaching to medical students was moderately reduced to completely suppressed (n = 27, 82%). Significant changes to radiation oncology training were wrought by the pandemic, and roughly half of trainees perceive that these changes had a negative impact on training. Innovations in training delivery are needed to adapt to these new changes.

Exploring residents and supervisors' workplace learning needs during postgraduate medical education.

Objectives: To identify the main enablers and challenges for workplace learning during postgraduate medical education among residents and their supervisors involved in training hospital specialists across different medical specialties and clinical teaching departments. Methods: A qualitative explorative study using semi-structured focus group interviews was employed. A purposeful sampling method was utilized to invite participants who were involved in postgraduate medical education for hospital specialist medicine at two universities. Hospital physicians in training, also called residents (n=876) and supervisors (n=66), were invited by email to participate. Three focus groups were organized: two with residents and one with supervisors. Due to the COVID-19 pandemic rules prohibiting real group meetings, these focus groups were online and asynchronous. The data was analyzed following an inductive thematic analysis. Results: The following overarching themes were identified: 1) the dual learning path, which balances working in the hospital and formal courses, 2) feedback, where quality, quantity, and frequency are discussed, and 3) learning support, including residents' self-directed learning, supervisors' guidance, and ePortfolio support. Conclusions: Different enablers and challenges for postgraduate medical education were identified. These results can guide all stakeholders involved with workplace learning to develop a better understanding of how workplace learning can be optimized to improve the postgraduate medical education experience. Future studies could focus on confirming the results of this study in a broader, perhaps international setting and exploring strategies for aligning residencies to improve quality.

Cultivating public health youth talents with illustrious virtue and lofty aspirations to undertake glorious tasks of a new era: Minute Cultivating public health youth talents with illustrious virtue and lofty aspirations to undertake glorious tasks of a new era: Minutes of the Sixteenth National Postgraduates Symposium on Environmental and Occupational Medicine s of the Sixteenth National Postgraduates Symposium on Environmental and Occupational Medicine

From October 22 to 23, 2021, the 16th National Postgraduates Symposium on Environmental and Occupational Medicine was successfully held in Central South University, sponsored by the Editorial Board of Journal of Environmental and Occupational Medicine and Xiangya School of Public Health of Central South University, and co-organized by School of Public Health of South China University and Shanghai Preventive Medicine Association. Keeping in view the outbreak of COVID-19, the symposium was held in the form of "offline+online". More than 100 teachers and students from more than 30 universities and research institutions across China attended the conference. A total of 114 excellent papers were submitted to this conference. Focusing on the theme of "Research and practice: Healing the schism", young scholars' forum as well as postgraduates' academic exchanges at the main venue and four parallel sessions were launched. This conference not only provided an excellent platform for postgraduate students in the field of environmental and occupational medicine nationwide to share academic trends and exchange academic research, but also expanded the influence of the Journal of Environmental and Occupational Medicine.Copyright © 2021, Shanghai Municipal Center for Disease Control and Prevention. All rights reserved.

Lockdown, Online Learning, and Sense of Coherence: How I Managed to Finish My Master's Degree During the COVID-19 Pandemic

In this chapter, I explore how I managed to finish my study course during a rapid shift from offline to online mode due to the COVID-19 lockdown. With the help of an autoethnographic method, I analyse the issues I encountered and my responses to the stressors. To self-reflect on my experience, I draw upon the salutogenic framework with the focus on its key construct, sense of coherence (SOC). Firstly, I describe the theoretical underpinnings of SOC and its three components: comprehensibility, manageability, and meaningfulness. Secondly, I define resistance resources and their role in coping with stressful stimuli. Finally, with the help of the 13-item scale, I measure my level of SOC and self-analyse my experience based on the domains of this construct. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

The relationship among stressors and mental health and the impact on grade point average for doctoral students during a pandemic

The purpose of this quantitative, nonexperimental study will be to explore the relationship between stressors and mental health, the impact mental health has on grade point average (GPA), and determine if stressors and mental health moderate GPA for doctoral students during a pandemic. There is evidence that stress impacts mental health and school performance;however, there is little data based on doctoral students. Participants were recruited via a recruitment flyer sent out to all doctoral students attending The Chicago School of Professional Psychology Southern California campuses. While additional factors need to be accounted for, this study found that having children had a statistically significant relationship with mental health while other stressors did not. The data provided evidence that there is a significant difference between participants who have children under the age of 18 and participants who do not regarding mental health scores. The other stressors, employment status, hours of sleep per night, hours spent a week completing homework, and contracting COVID-19, did not have a statistically significant relationship with mental health. The research also showed mental health does not impact GPA for doctoral students. However, results showed that having children under the age of 18 was a statistically significant predictor of GPA and that there was a relationship between mental health scores moderated by hours of sleep per night in predicting GPA. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Investigation on the core competency of residents during Coronavirus disease 2019 outbreak.

Objective To investigate the impact of the outbreak of coronavirus disease 2019 (COVID-19) as an intervention factor on residency training at different stages, and look into the enhancement effect of post-graduation medical training program based on competency of residency training, so as to provide reference for the optimization of medical education at the postgraduate stage. Methods After the initial success of COVID-19 prevention and control, 169 clinical postdoctoral trainess(clinical postdocs) and 515 graduate students specializing in clinical medicine(professional postdocs) were surveyed by an anonymous online questionnaire. To analyze the differences of cognition and self- evaluation of core competence between the two groups. Results There were 141 valid questionnaires collected from clinical postdocs (83.43%, 141/169) and 264 valid questionnaires collected from professional postdocs (51.26%, 264/515). In both groups, more than 85% of the students agreed or strongly agreed that they had a deeper understanding of the profession of doctors during the epidemic. The results of competency self-evaluation showed that, except for the items of "self-improvement", the self-evaluation scores of clinical postdoctoral students on other items were significantly higher than those of professional postdoctoral students (all P <0.05). Conclusions COVID-19, as a factor of emergency intervention, can improve the competency cognition of residents. The core-competency based post-graduation medical education model can comprehensively improve the students' comprehensive ability, which is an effective training program for residents. It is suggested that the vocational planning education for residents should be paid attention to in the stage of college education, and a new mode of college education that is closely combined with the post-graduation education should be further explored.Copyright © 2021 Thomson Reuters and Contributors.

Perspectives of a Predominantly Marginalized Population on Telemedicine

Purpose of Study: Telemedicine has become a common option for healthcare delivery in the post-COVID-19 era. There are advantages, but the barriers to care for children with medical complexity (CMC) and marginalized populations have not been well-described. This study assessed parental perception of telemedicine in the care of their children. Methods Used: A REDcap survey was distributed to parents of hospitalized patients close to discharge to examine their attitudes regarding outpatient telemedicine with a focus on the post-discharge follow-up visit. Summary of Results: A total of 78 parents responded to our survey. A majority (58%) identified themselves as an ethnic minority. About 47% of parents completed college or postgraduate education;the rest had a high school diploma or some college education. Half (50%) of the parents reported a family income of <$100,000. Of the 78, 50% had used telemedicine previously, and a majority (76%) preferred in-person visits. Of those who belonged to a minority population, 80% preferred in-person visits after hospital discharge. Fifty-seven of the parents answered further questions about telemedicine and their child's medical complexity. Of these 57, 53% had a CMC, requiring specialized care and only 20% agreed or strongly agreed that it was difficult to take their child to in-person visits. Fifty-three out of the 78 parents provided a free text response about their thoughts on telemedicine visits. Common themes about advantages of in-person visits were a) preference for a physician's physical exam b) in-person visits were more personal and facilitated clearer communication and c) in-person visits provided more accurate? care compared to telemedicine (See Figure). Internet or computer access as a barrier was only mentioned by 3 parents. The main advantage of telemedicine mentioned was convenience. Conclusion(s): Our study shows that most parents prefer in-person visits, especially after hospital discharge. Our results may not apply to other populations as most of our patients were medically complex and belonged to a minority population. To increase parental support of telemedicine, techniques to improve family confidence in visual assessment and communication are required. Larger studies are needed to identify the needs of patients and families with a focus on the child's medical needs.

University teaching in gynecology and obstetrics in Peru / Docencia universitaria en ginecología y obstetricia en el Perú

RESUMEN La docencia en obstetricia y cirugía en el Perú empezó a principios del siglo XIX, por iniciativa de Hipólito Unanue. Cayetano Heredia y otros la estructuraron académicamente al crearse la Facultad de Medicina de la Universidad Nacional Mayorde San Marcos, en 1856. La cátedra de clínica ginecológica fue creada finalizando el siglo XIX, nombrándose como catedrático a Constantino T. Carvallo. En 1947 se fundó la Sociedad Peruana de Obstetricia y Ginecología (SPOG), con la finalidad de desarrollar la ciencia y la capacitación continua de especialistas en ginecología y obstetricia. Desde 1955, la Revista Peruana de Ginecología y Obstetricia es el medio de comunicación científica de la SPOG, que publica experiencias e investigaciones en la especialidad. El residentado en Obstetricia data de 1958 en la Maternidad de Lima y, entre 1961 y 1962, Abraham Ludmir comenzó el residentado escolarizado de obstetricia y ginecología en el Hospital Materno Infantil San Bartolomé. El continuo y rápido avance dado por la investigación científica, información y modernización de la tecnología en la especialidad ha ocasionado la aparición de varios capítulos relacionados a la patología de la mujer y el perinato, integradas en instituciones médicas que avanzan a diferente velocidad e importancia. La actual pandemia del coronavirus SARS-CoV-2 ha puesto en evidencia los problemas en la atención de salud nacional, ocasionando congestión hospitalaria, insuficiencia de equipos, medicamentos y recursos humanos, indicadores desfavorables de vigilancia, infecciones y muertes, lo que requerirá girar la gestión en salud. La docencia en medicina también se vio afectada, con conversión de la educación presencial a virtual, prohibición de atención presencial de estudiantes y docentes mayores, que recién retornarán a los hospitales. La educación médica, los avances científicos y tecnológicos y la visión de un mundo rápidamente cambiante deben originar nuevos planes curriculares para los estudiantes de medicina y residentes en la especialidad, para una apropiada atención en salud.

ABSTRACT The teaching of obstetrics and surgery in Peru began at the beginning of the 19th century, at the initiative of Hipólito Unanue. Cayetano Heredia and others structured it academically when the Faculty of Medicine of the Universidad Nacional Mayor de San Marcos was created in 1856. The chair of clinical gynecology was created at the end of the 19th century, appointing Constantino T. Carvallo as professor. In 1947, the Peruvian Society of Obstetrics and Gynecology (SPOG) was founded with the purpose of developing the science and continuous training of specialists in gynecology and obstetrics. Since 1955, The Peruvian Journal of Gynecology and Obstetrics is the scientific communication media of the SPOG, which publishes experiences and research in the specialty. The residency in Obstetrics dates back to 1958 at the Maternity Hospital of Lima and, between 1961 and 1962, Abraham Ludmir began the schooled residency in obstetrics and gynecology at the Hospital Materno Infantil San Bartolomé. The continuous and rapid progress given by scientific research, information and modernization of technology in the specialty has caused the emergence of several branches related to the pathology of women and perinates, integrated in medical institutions that advance at different speed and importance. The current SARS-CoV-2 coronavirus pandemic has highlighted the problems in national health care, resulting in hospital congestion, insufficient equipment, drugs and human resources, unfavorable indicators of surveillance, infections and deaths, which will require a change in health management. Teaching in medicine was also affected, with the conversion from classroom to virtual education, prohibition of on site care for students and senior teachers, who will be returning to the hospitals. Medical education, scientific and technological advances and the vision of a rapidly changing world must give rise to new curricular plans for medical students and residents in the specialty, for appropriate health care.

Using a Modified Delphi Methodology to Identify Essential Telemedicine Skills for Pediatric Residents.

OBJECTIVE: Telemedicine use in pediatrics increased during the coronavirus disease-2019 (COVID-19) pandemic. Despite rapid uptake by pediatric residency programs, consensus on essential telemedicine skills for pediatric residents is lacking. We used a modified Delphi methodology to identify essential telemedicine skills and behaviors for pediatric residents. METHODS: A focused literature search was performed to identify items for review by pediatric telemedicine experts. A modified Delphi methodology consisting of iterative rounds of anonymous surveys was conducted until consensus for each item was reached. Consensus was defined as >80% of experts identifying a topic as "very important." All items were mapped to one of the Accreditation Council for Graduate Medical Education (ACGME) core competencies. RESULTS: Seventeen pediatric telemedicine skills and behaviors achieved a consensus of "very important." Most items mapped to the ACGME core competency domains of interpersonal and communication skills and professionalism. CONCLUSIONS: There was a high degree of agreement among pediatric telemedicine experts on the importance of 17 telemedicine skills and behaviors for pediatric trainees. These skills can inform pediatric telemedicine curricula and provide validity evidence for pediatric telemedicine assessment tools.

Impact of severe acute respiratory syndrome-coronavirus-2 pandemic on postgraduate medical education in armed forces medical services institutions: A students' perspective

Introduction: The Severe acute respiratory syndrome coronavirus 2 pandemic situation brings us the opportunity to test the strength and limitations of our health delivery system. Residents being the backbone of quality-health-delivery of any institute have taken the brunt. Materials and Methods: A cross-sectional self-administered questionnaire-based survey was used to assess the effect on medical training and stress of postgraduate residents in clinical specialties of armed forces institutions.Results: 266 valid responses were analyzed. Eighty-seven percent of residents felt their surgical/procedure-related training was affected. Bedside/clinical training was found to be affected by 92% and theoretical learning by 78%. A significant difference was found between residents in medical and allied specialties and residents in surgery and allied specialties (81% vs. 96.3%) with regard to the negative effect of the COVID-19 pandemic on surgical/procedural skills training (P < 0.05). There was a significant difference in the likelihood of being posted for COVID duties based on gender (P = 0.01) and year of the course (P = 0.004). Posting on COVID duties did not significantly affect surgical, clinical, or theoretical training. Of the respondents, 37%, 49%, and 14% had a mild, moderate, and severe increase in stress, respectively. 18%, 52%, and 30% experienced mild, moderate, and severe increased stress among family members. Gender, age, category, year of residency, or subject of specialization did not have any significant effect on the level of personal or family stress. Conclusion: This survey attempts to bring forth the effect of the pandemic on medical training schedules and stress among residents. Such surveys would enhance understanding and bring solutions to the problem that the pandemic has brought.

DEPOIS DO FIM: educação pública, pesquisa e pós-graduação pós-pandemia - uma entrevista com Geovana Mendonça Lunardi Mendes

The interview presents a dialogue with Geovana Mendonça Lunardi Mendes, a Brazilian researcher who has dedicated herself to the theme of inclusive education. Professor at the State University of Santa Catarina, the trajectory of our interviewee is marked by the defense of public education as the right of all people, which supports her performance as president of the National Association of Graduate Studies in Education (ANPEd), one of the largest and most respected, scientific entities in the educational field in Brazil that defends public education, research and graduate studies. Among the numerous possibilities of approach in this interview, we present the reflections that our interviewee has carried out as president of ANPEd and her performance in the clashes in defense of graduate and inclusive education, as well as the impacts of the pandemic of covid-19 for education. © 2022 Curriculo sem Fronteiras. All rights reserved.

Personal, Professional, and Educational Challenges Faced by the Postgraduate Residents of Gynecology and Obstetrics in Peshawar during Covid-19 Pandemic

Objectives: To find out the personal, professional, and educational challenges in training by the post-graduate residents of Obstetrics and Gynecology in the three tertiary care hospitals of Peshawar during the Covid-19 Pandemic. Method(s): This was a web-based cross-sectional study conducted among the postgraduate residents of Gynecology and Obstetrics in the three main teaching hospitals of Peshawar, from 1st April 2020 to 31st July 2020. A structured survey using Google forms was distributed among 98 postgraduate residents through emails and social media platforms. The challenges faced and their severity was assessed using the Likert Scale. Results were analyzed in Microsoft Excel. Result(s): Total number of participants was 98, with 99% being female. The mean age was 28.3+/-1.8 years. Their worst fear was of the family getting infected (86.7%). Their greatest challenge was the inability to practice social distancing due to the nature of their work (85%) amidst a lack of PPEs (51%). Their training suffered due to inadequate opportunities for elective surgeries (78%). Conclusion(s): Post-graduate residents in Gynaecology/Obstetrics faced substantial personal, professional, and educational challenges while training during the covid-19 pandemic.Copyright © 2023, Khyber Medical College. All rights reserved.

Computed Tomography Simulator (Ctlab)

University of Oulu and Oulu University of Applied Sciences have established a unique medical imaging teaching and testing laboratory in collaboration with Oulu University Hospital in a European Regional Development Fund -project. Virtually implemented medical imaging devices (CT, MRI, radiography) are unique features of the lab. Many of the virtual tools have been developed by the universities themselves. One of the virtual tools implemented during the project is the CTlab simulator, which can be widely used in computed tomography training for all professionals who use radiation in their work. The CTlab provides fast, comprehensive, and efficient solutions for numerical CT simulations with low hardware requirements. The simulator has been developed to introduce the basic operations and workflow behind the CT imaging modality and to illustrate how the polychromatic x-ray spectrum, various imaging parameters, scan geometry and CT reconstruction algorithm affect the quality of the detected images. Key user groups for the simulator include medical physics, engineering, and radiographer students. CTlab has been created with MATLAB's app designer feature. It offers its user the opportunity to select the virtual imaging target, to adjust CT imaging parameters (image volume, scan angles, detector element size and detector width, noise, algorithm/geometry specific parameters), to select specific scan geometry, to observe projection data from selected imaging target with polychromatic x-ray spectrum, and to select the specific algorithm for image reconstruction (FBP, least squares, Tikhonov regularization). The CTlab has so far been used at a postgraduate course on computed tomography technology with encouraging feedback from the students. At the course, teaching of CT modality were performed by using the simulator, giving students unlimited opportunity to practice the use of virtual imaging device and participate demonstrations remotely during the Covid-19 pandemic. Using CTlab in teaching enhances and deepens the learning experience in the physics behind computed tomography. CTlab can be used remotely (https://www.oulu.fi/fi/projektit/laaketieteellisen-kuvantamisen-opetus-ja-testilaboratorio-0), which makes teaching and training of CT scanner usage successful regardless of time and place. The simulator enables more illustrative and in-depth teaching and offers cost-effectiveness, versatility, and flexibility in education. CTlab can also be used to support teaching in special situations, such as during the Covid-19 pandemic when simulator is utilized remotely to perform teaching-related demonstrations flexibly and safely.Copyright © 2023 Southern Society for Clinical Investigation.