Where the Sidewalk Ends: Parenting as a Trainee during COVID-19.

Physicians who are also parents have faced significant difficulties during the COVID-19 pandemic. However, most studies of the physician-parent workforce have focused on the experiences of attending physicians. In this commentary, we highlight the ways that trainee parents have uniquely experienced three major stressors during the pandemic: (1) childcare challenges, (2) scheduling difficulties, and (3) career uncertainties. We discuss potential solutions to mitigate these challenges for the future hematology/oncology workforce. As the pandemic continues, we hope that these steps can improve the ability of trainee parents to care both for their patients and their families.

Iterative Innovation Empowers the Training of High-level Interdisciplinary Medical Talents in the New Era: Experiences from School of Medicine, Zhejiang University

COVID-19 highlights the lack of interdisciplinary medical talents. The international history of medical education shows the urgent need of high-level interdisciplinary medical talents. Anchoring the goal to develop a global center of talents and highland of innovation, this article takes medical education of Zhejiang University as an example, focusing on and exploring the training mode of high-level interdisciplinary medical talents in the new era. It includes: Firstly, optimizing the training mode of eight-year program for medical doctors with non-medical bachelor degree followed with complete education for a medical doctorate that innovates the curriculum system of clinical medicine;secondly, creating the training system of postdoctor of clinical medicine and integrating medical resources that include high-quality talents and health care system, in order to build a high-quality teaching staff with a interdisciplinarity background and innovative bases. It not only strengthens the residents' competency and frontier creativity, but also ensures the sustainable development of interdisciplinary medical talents. The reform of training mode, curriculum system, teaching staff and clinical teaching bases all contribute to the goal of building a country with interdisciplinary talents that serve the frontier of science and technology in the world, the major needs of the country and people's health in the new era.Copyright © 2022, Peking Union Medical College Hospital. 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.

Scotland's "Incentivised Laparoscopy Practice" programme: Engaging trainees with take-home laparoscopy simulation.

BACKGROUND: The transfer validity of portable laparoscopy simulation is well established. However, attempts to integrate take-home simulation into surgical training have met with inconsistent engagement worldwide, as for example in our 2014-15 study of an Incentivised Laparoscopy Practice programme (ILPv1). Drawing on learning from our subsequent multi-centre study examining barriers and facilitators, we revised the programme for 2018 onwards. We now report on engagement with the 2018-2022 versions of this home-based simulation programme (ILP v2.1-2.3). METHODS: In ILP v2.1-2.3, three consecutive year-groups of new-start Core Surgical Trainees (n = 48, 46 and 53) were loaned portable simulators. The 6-month education programme included induction, technical support, and intermittent feedback. Six tasks were prescribed, with video instruction and charting of metric scores. Video uploads were required and scored by faculty. A pass resulted in an eCertificate, expected at Annual Review (but not mandatory for progression). ILP was set within a wider reform, "Improving Surgical Training". RESULTS: ILP v2.1-2.3 saw pass rates of 94%, 76% and 70% respectively (45/48, 35/46 and 37/53 trainees), compared with only 26% (7/27) in ILP v1, despite now including some trainees not intending careers in laparoscopic specialties. The ILP v2.2 group all reported their engagement with the whole simulation strategy was hampered by the COVID19 pandemic. CONCLUSIONS: Simply providing take-home simulators, no matter how good, is not enough. To achieve trainee engagement, a whole programme is required, with motivated learners, individual and group practice, intermittent feedback, and clear goals and assessments. ILP is a complex intervention, best understood as a "reform within a reform, within a context."

The junior doctor shadow board

Before 2020, North Manchester General Hospital had a history of poor feedback from junior doctors, regarding both their overall experience and access to non-clinical development opportunities. The circumstances of the COVID-19 pandemic resulted in the medical leadership team giving junior doctors the opportunity to lead the reorganisation of services and redeployment. The aim of this was to increase engagement, representation and development opportunities. This led to the formation of the Junior Doctor Leaders Group, using similar principles as the 'shadow boards' seen in the corporate sector. This article reviews the impact of the group. Analysis was conducted using internal key performance indicators, identifying improvement initiatives generated by the Junior Doctor Leaders Group and surveying group members. Initial results suggest that junior doctors felt their voices had gained recognition in the organisation, with 95% of group members stating that it increased junior doctor representation and 90% agreeing that the group made them feel more confident representing and advocating for their colleagues. Increased transparency and trust between junior and senior staff facilitated escalation of concerns to higher management, and the design and implementation of solutions. Members of the Junior Doctor Leaders Group also reported improvements to their work and educational experiences. In the first year after the group was established, members led or co-led a total of 14 organisation-wide improvement projects. Results from the General Medical Council training survey showed improvement across almost all indicators. Therefore, the authors believe that the Junior Doctor Leaders Group offers a novel approach to improving junior doctor engagement and experience, and can be beneficial to both the cohort of junior doctors and the wider organisation. © 2023 MA Healthcare Ltd.

Perceived effects of the COVID-19 pandemic on clinical psychology internships in Sweden.

BACKGROUND: The COVID-19 pandemic has had an unprecedented impact on societies and health care services worldwide, including the clinical training of psychology interns. Some of the pandemic-related restrictions were in breach of the internship requirements, increasing the risk of failed internships and a shortage of new health care professionals. This situation needed to be assessed. METHODS: Web-based surveys were administered to clinical psychology interns in Sweden 2020 (n = 267) and 2021 (n = 340), as well as to supervisors in 2020 (n = 240). The supervisors also provided information about their interns (n = 297). RESULTS: Risk factors for a prolonged internship, such as pandemic-related absence from work (12.4% in 2020 and 7.9% in 2021), unqualified work (0% in 2020, 3% in 2021), and change in internship content were low. However, remote interactions using digital services increased. Face-to-face patient contacts decreased significantly from 2020 to 2021 (Χ2 = 5.17, p = .023), while remote work and remote supervision increased significantly (Χ2 = 53.86, p < .001 and Χ2 = 8.88, p = .003, respectively). Still, the content in patient contacts and supervision was maintained. Most interns reported no difficulties with remote supervision or supervision in personal protective equipment. However, of the interns who reported difficulties, role-play and skills training in remote supervision were perceived as significantly harder (Χ2 = 28.67, p < .001) than in supervision using personal protective equipment. CONCLUSIONS: The present study indicates that clinical training of psychology interns in Sweden could proceed despite a societal crisis. Results suggest that the psychology internship was flexible in the sense that it could be realized in combined face-to-face and remote formats without losing much of its value. However, the results also suggest that some skills may be harder to train in remote supervision.

Psychiatrist and trainee moral injury during the organisational long COVID of Australian acute psychiatric inpatient services.

OBJECTIVE: This paper provides a commentary on the risk of moral injury amongst psychiatrists and trainees working in the acute psychiatric hospital sector, during the third winter of the COVID-19 pandemic. CONCLUSIONS: Moral injuries arise from observing, causing or failing to prevent adverse outcomes that transgress core ethical and moral values. Potentially, morally injurious events (PMIEs) are more prevalent and potent while demand on acute hospitals is heightened with the emergence of highly infectious SARS-CoV-2-Omicron subvariants (BA.4 and BA.5). Acute hospital inpatient services were already facing extraordinary stresses in the context of increasingly depleted infrastructure and staffing related to the pandemic. These stresses have a high potential to be morally injurious. It is essential to immediately fund additional staff and resources and address workplace health and safety, to seek to arrest a spiral of moral injury and burnout amongst psychiatrists and trainees. We discuss recommended support strategies.

A study of burnout and associated factors in Irish GPs and GP trainees during the COVID-19 pandemic

Background: Prior to the COVID-19 pandemic, burnout among Irish GPs was estimated at 6.6% using the Maslach Burnout Inventory. Associated factors were male gender, younger age and early career status. During the COVID-19 pandemic burnout frequency was reported as high as 76% in medical residents in Romania and doctors in Northern Italy. In the US burnout was seen in 46.3% of physician trainees exposed to the virus at work while in China, burnout was noted in 13% of frontline healthcare staff. Research question: This study aims to measure burnout and associated factors in Irish GPs and GP Registrars during the COVID-19 pandemic. Method(s): A cross-sectional study using an online questionnaire, comprising of the 16-item Oldenburg Burnout Inventory (OLBI) and a 24-item novel demographic and wellbeing questionnaire that was designed to assess demographic, personal, practice and health system related factors that may be associated with burnout. Data collection was conducted from January to April 2021. Data was analysed using SPSS v27. Result(s): A total of 153 of the 172 responses received were suitable for calculating burnout inventories. OLBI subtotal scores for disengagement and exhaustion were high in 9.8% and 12.7%, respectively. The total OLBI score was elevated in 12.1% respondents. High OLBI scores were most strongly associated (p<0.01) with less downtime, less sleep, less family time and a fear of colleagues being off work with COVID-19. Female gender was associated with higher total OLBI scores. Conclusion(s): High OLBI total scores were associated with several factors. Most notable were the effects of the pandemic on practitioner well-being outside of work. Fear of the effects of colleagues being off work with COVID-19 was also associated with higher burnout scores. Further evaluation is required to investigate the nature of the relationship between these factors and burnout.

Evaluating a multi-component group intervention for improving psychological well-being of trainee civil servants in Pakistan: A randomised controlled study

Introduction: Mental health by its very definition is related to productivity and economic output as well. It has been termed a priority under the UN 2015 Sustainable Development Goals (SDGs). Covid-19 has further brought it into limelight with almost one billion people estimated to have a mental-health or substance-use disorder (Greenwood & Krol, 2020;WHO, 2020). Work-related stress has been associated with psychological problems (Quick et al., 1997). In Pakistan, the civil service carries a disproportionally high burden of responsibility and national development depends on their performance and productivity which in turn cannot be divorced from their state of mental health. However, to the best of my knowledge, no study has so far been conducted on addressing workplace related psychological issues among the civil servants in Pakistan. The present study was conducted to fill this gap. It adapted WHO's low intensity, group psychological intervention, Problem Management Plus (PM+) to design 5 workshops to improve psychological well-being of newly inducted civil servant trainees and evaluate its effectiveness. Methods: The study was conducted at Civil Service Academy (CSA), Lahore, Pakistan in two phases. In the first phase, a scoping review of the literature and consultations with stakeholders were conducted to inform adaptation of the PM+ to ensure effective implementation with trainee civil servants in Pakistan. In the second phase, a two-arm single blinded Randomized Controlled Trial (RCT) was conducted to evaluate the effectiveness of the adapted curriculum to reduce symptoms of psychological distress in trainee civil servants in Pakistan. 240 newly inducted civil servants, undergoing a 6 months' induction training were randomized on a 1:1 allocation ratio into intervention and usual training curriculum arm. The intervention arm received the adapted group psychosocial intervention, consisted of 5 training workshops, integrated into their orientation sessions of trainee civil servants along with the usual training. The control arm received the usual training only. The primary outcomes were changes in the scores of psychological distress as measured by Patient Health Questionnaire-9 (PHQ-9) and coping skills strategies as measured by Brief Cope Questionnaire at 3-months post intervention. Secondary outcomes included symptoms of anxiety, well-being, and psychological capital. Intention-to-treat analyses were done using mixed models adjusted for covariates. Ethical approval of the study was obtained from the Human Development Research Foundation, Pakistan and the University of Liverpool. The trial was registered prospectively on clinicaltrials.gov (NCT03762421). Results: Phase 1 showed that PM+ was transferable into Civil Service Academy (CSA) settings following a careful adaptation process. The adaptation retained the concepts and strategies of the intervention while making significant changes in its structure and delivery.In the RCT conducted in Phase 2, of the 240 participants enrolled, 213 completed the post assessment at 7 weeks and 3 months' post intervention. The mixed-model analysis showed that intervention arm participants reported significantly higher scores on Brief-COPE, compared to control arm participants (m[SD], 23.42[8.86] vs. 21.92[8.55];mean difference, 95%CI, 2.11 [0.19 to 4.04];p<0.05) at 3-months post-intervention. Similarly, lower scores on PHQ-9 at one-week post intervention were reported by intervention arm participants compared to control arm participants (m[SD], 2.61[2.98] vs. 3.64[4.72];mean difference, 95%CI, -1.01[-1.80 to -0.22];p<0.05). Statistically significant difference on secondary outcomes at one-week and 3-months post-intervention was also observed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The virtual Clinical Assessment of Skills and Competence: the impact and challenges of a digitised final examination.

The COVID-19 pandemic has affected how clinical examinations are conducted, resulting in the Royal College of Psychiatrists delivering the Clinical Assessment of Skills and Competence virtually. Although this pragmatic step has allowed for progression of training, it has come at the cost of a significantly altered examination experience. This article aims to explore the fairness of such an examination, the difference in trainee experience, and the use of telemedicine to consider what might be lost as well as gained at a time when medical education and delivery of healthcare are moving toward the digitised frontier.

The rise in trauma & orthopaedic trainee-led research and audit collaborative projects in the United Kingdom since the start of the COVID-19 pandemic.

Background and Objective: A significant increase has been observed globally in multi-centre trainee-led trauma & orthopaedic (T&O) research collaborative projects with more emphasis have been on tackling important research questions since the start of the COCID-19 pandemic. The objective of our analysis was to determine the number of trainee-led research collaborative projects in T&O in the United Kingdom that were started during the COVID-19 pandemic. Methods: A retrospective analysis was conducted to determine how many trainee-led national collaborative projects in T&O were conducted since the start of the COVID-19 pandemic lockdown (March 2020 to June 2021) and the number of projects identified were compared to the previous year (2019). Any regional collaborative projects, projects that were started before the onset of COVID and projects of other surgical specialities were not included in the study. Results: There were no projects identified in 2019 while in the Covid pandemic lockdown we identified 10 trainee-led collaborative trauma & orthopaedic projects with six of them being published with level of evidence from three to four. Conclusion: Covid was unprecedented and has placed considerable trials across healthcare. Our study highlights an increase in multi-centre trainee-led collaborative projects within the UK and it underlines the feasibility of such projects especially with the advent of social media and Redcap® which facilitate recruitment of new studies and data.

Emotional Exhaustion Variables in Trainee Teachers during the COVID-19 Pandemic.

INTRODUCTION: emotional exhaustion among trainee teachers is a relevant topic since it could have repercussions regarding the lives of their future pupils. Our objective was to determine the degree of trainee teachers' emotional exhaustion and associated variables during the COVID-19 pandemic. METHODS: the design was cross-sectional and descriptive. Questionnaires with sociodemographic variables, perceptions of mental health, and the Emotional Exhaustion Scale (ECE) (α = 0.890; ω = 0.893) validated for the Chilean context were answered by 204 trainee teachers. The results were analyzed using SPSS software version 25 and the Emotional Exhaustion Interpretation Table (EES-Int). RESULTS: the results show that 92.2% of the trainee teachers presented a worsening in their mental health, stress (66.2%), irritability (38.2%), anxiety (37.7%), and depressive symptoms (32.8%). Online classes (73.04%) and the pandemic (67.6%) were the main influencing factors. Education students who perceived their mental health had worsened became 6.63 times more likely to develop emotional exhaustion [AOR = 6.63; 95% CI: 1.78, 24.69]. In addition, education students with a high perception of academic stress were 7.45 more likely to develop emotional exhaustion [AOR = 7.45; 95% CI: 1.98, 28.09]. CONCLUSION: we can conclude that trainee teachers have high levels of emotional exhaustion and their perception of their mental health and the academic stress they are being subjected to during the COVID-19 pandemic may lead them to present symptoms of frequent or permanent problems with concentration, attention, recall of information, dissatisfaction with their performance, and frequent learning difficulties. From the affective dimension, they present frequent or permanent anxiety, restlessness, irritability, indifference, low mood, and psychomatization. From the socio-interactional dimension, they present frequent or permanent social withdrawal, interpersonal problems, problems at work or school, and family and relationship problems. Increasing the sample to delve into emotional exhaustion by subject area is necessary. For future studies, research should be conducted on the causes of emotional exhaustion by subject area and the coping strategies of trainee teachers to understand differences and provide input on emotional support in practice.

Pain and suicide: what should we tell our trainees?

Chronic pain is a debilitating medical condition affecting a significant percentage of the population worldwide. Considerable evidence suggests that pain is an independent risk factor for suicide and inadequately managing pain has been identified as a risk for suicidal behaviour. Additionally, medications used to treat pain may also contribute to suicidal behaviour. Extensive research on pain highlights deficiencies in the clinical management on pain with more gaps in care when patients have pain in combination with mental illness and suicidal behaviour. Providing trainees additional knowledge and equipping them with relevant tools to screen and manage chronic pain efficiently is a potential strategy to mitigate suicide risk. Also, trainees need to be educated on how to screen for suicidality in individuals with pain and apply suicide prevention interventions. This paper will emphasise the necessity to improve education about pain, its close relationship with suicide and effective suicide screening as well as management strategies for medical providers. With additional research, it is the hope that novel treatment modalities will be developed to treat pain to improve the quality of life of individuals suffering from this condition and to decrease suicide risk in this patient population.

Learning from supervisor experience of increased virtual supervision for educational psychologists

This research explored the experiences of supervisors of educational psychologists (EPs) and trainee EPs (TEPs), using an increase in virtual methods of supervision, first undertaken during the Covid-19 restrictions within one Local Authority (LA) in England. Eleven supervisors in different roles, with varying lengths of experience, were supervising a range of EP positions and contributed to the online semi-structured questionnaire, which focused on supervision delivery, opportunities, challenges, and contextual factors. The responses were analysed using thematic analysis, with a number of themes identified. Key conclusions related to value of supervision, differences in supervisory practice, adequate experience, and support for TEP development and competence including newly qualified EPs, emotional impact of supervising while working remotely, supervisor and supervisee wellbeing, and technological considerations. Implications for practice are explored. ©, Association of Educational Psychologists.

Restructuring surgical training after COVID-19 pandemic: A nationwide survey on the Italian scenario on behalf of the Italian polyspecialistic young surgeons society (SPIGC).

Introduction: The COVID-19 pandemic has led to the disruption of surgical training. Lack of communication, guidelines for managing clinical activity as well as concerns for safety in the workplace appeared to be relevant issues. This study aims to investigate how surgical training has been reorganized in Italy, almost 2 years after the outbreak of COVID-19 pandemic. Materials and methods: A 16-item-electronic anonymous questionnaire was designed through SurveyMonkey© web application. This survey was composed of different sections concerning demographic characteristics and impacts of the second COVID-19 pandemic wave on surgical and research/didactic activities. Changes applied in the training programme and activities carried out were also investigated. The survey was carried out in the period between June and October 2021. Results: Four hundred and thirty responses were collected, and 399 were considered eligible to be included in the study analysis. Three hundred and thirty-five respondents continued working in Surgical Units, with a significant reduction (less than one surgical session per week) of surgical sessions in 49.6% of them. With concern to didactic and research activities, 140 residents maintained their usual activity, while 116 reported a reduction. A sub-group analysis on resident moved to COVID-19 departments showed a reduction of research activities in 35% of them. During the period considered in this survey, the surgical training program was not substantially modified for most of participants (74.6%). Conclusion: Our survey demonstrated that surgical residency programs haven't improved 2 years after the beginning of the pandemic. Further improvements are needed to guarantee completeness of surgical training, even in emergency conditions.

The Impact of COVID-19 on Postgraduate Training of Doctors in the United Kingdom: A Narrative Review.

The COVID-19 pandemic caused significant disruption to healthcare systems globally. The delivery of medical education was consequently impacted as a result of this. In order to move past the pandemic, we must identify the gaps in postgraduate education. This literature review examines studies focusing on postgraduate training in the United Kingdom (UK) and attempts to bring together the issues that have been highlighted in these studies and the impact that this has had on trainees. It is important for the providers of healthcare education to have an understanding of the impacts of this disruption in order to maintain the quality of postgraduate medical education. Health Education England, along with the Royal Colleges, has published a report that sets a framework on how these issues can be addressed, with some of these changes starting to be implemented in 2022.

Learning from supervisor experience of increased virtual supervision for educational psychologists

This research explored the experiences of supervisors of educational psychologists (EPs) and trainee EPs (TEPs), using an increase in virtual methods of supervision, first undertaken during the Covid-19 restrictions within one Local Authority (LA) in England. Eleven supervisors in different roles, with varying lengths of experience, were supervising a range of EP positions and contributed to the online semi-structured questionnaire, which focused on supervision delivery, opportunities, challenges, and contextual factors. The responses were analysed using thematic analysis, with a number of themes identified. Key conclusions related to value of supervision, differences in supervisory practice, adequate experience, and support for TEP development and competence including newly qualified EPs, emotional impact of supervising while working remotely, supervisor and supervisee wellbeing, and technological considerations. Implications for practice are explored.

Defining a Role for Webinars in Surgical Training Beyond the COVID-19 Pandemic in the United Kingdom: Trainee Consensus Qualitative Study.

BACKGROUND: The COVID-19 pandemic posed several challenges for surgical training, including the suspension of many in-person teaching sessions in lieu of webinars. As restrictions have eased, both prepandemic and postpandemic training methods should be used. OBJECTIVE: This study investigates trainees' experiences of webinars during the COVID-19 pandemic to develop recommendations for their effective integration into surgical training going forward. METHODS: This project was led by the Association of Surgeons in Training and used an iterative process with mixed qualitative methods to consolidate arguments for and against webinars, and the drivers and barriers to their effective delivery, into recommendations. This involved 3 phases: (1) a web-based survey, (2) focus group interviews, and (3) a consensus session using a nominal group technique. RESULTS: Trainees (N=281) from across specialties and grades confirmed that the COVID-19 pandemic led to an increase in webinars for surgical training. While there were concerns, particularly around the utility for practical training (80.9%), the majority agreed that webinars had a role in training following the COVID-19 pandemic (90.2%). The cited benefits included improved access or flexibility and potential standardization of training. The majority of limitations were technical. These perspectives were refined through focus group interviews (n=18) into 25 recommendations, 23 of which were ratified at a consensus meeting, which was held at the Association of Surgeons in Training 2021 conference. CONCLUSIONS: Webinars have a role in surgical training following the COVID-19 pandemic. The 23 recommendations encompass indications and technical considerations but also discuss important knowledge gaps. They should serve as an initial framework for ensuring that webinars add value and continue to evolve as a tool for training. TRIAL REGISTRATION: Chinese Clinical Trial Registry ChiCTR2200055325; http://www.chictr.org.cn/showprojen.aspx?proj=142802.

The role of academic and professional tutors in supporting trainee educational psychologist wellbeing

The wellbeing of doctoral students is an area that is well researched;however, no research has yet explored which factors of doctoral training have most impact upon trainee educational psychologist (TEP) wellbeing. TEPs across England and Wales completed a questionnaire to explore their doctoral wellbeing. Six themes were generated from a reflexive thematic analysis in relation to how academic and professional tutors can support wellbeing: facilitating relationships;adapting models of support;ensuring clear communication;addressing placement concerns;providing practical support and mediating the impact of the COVID-19 pandemic on doctoral study. Areas reported to have most impact on wellbeing included workload, making reasonable demands on self, having confidence in research, receiving quality feedback, and experiencing trusting relationships with supervisors. Findings were consistent with previous research and implications for those involved in the training of educational psychologists are discussed, including the need to prioritise wellbeing support in all aspects of training. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The Internship in the Training of Science and Biology Teachers: Experiences Lived by Teachers during the Covid-19 Pandemic

The present work aims to describe the experience of three professors from the Biological Sciences Degree at the Federal University of Goias, within the subjects of Compulsory Curricular Internship I and III, in the Emergency Remote Teaching modality. The study is characterized as an experience report to problematize the experiences and limits observed during the first academic semester of 2020. From the presentation of the legal history of the institutionalization of remote education during the pandemic of Covid-19 and critical descriptions, seven aspects were presented summarizing the particularities experienced and their contributions to the initial training of teachers. The reported experiences are neither the only nor the best ways of carrying out internships. However, they do explain obstacles and possibilities of teaching actions during the pandemic.