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Submission content Introduction: At the end of a particularly hectic night shift on the intensive care unit (ICU) I found myself sitting in the relatives' room with the mother and aunt of a young patient, listening to their stories of her hopes and aspirations as she grew up. She had been diagnosed with lymphoma aged 14 and received a bone marrow transplant from her younger sister. Fighting through treatment cycles interposed with school studies, she eventually achieved remission and a portfolio of A-levels. Acceptance into university marked the start of a new era, away from her cancer label, where she studied forensic science and took up netball. Halfway through her first year she relapsed. Main body: When I met this bright, ambitious 20-year-old, none of this history was conveyed. She had been admitted to ICU overnight and rapidly intubated for type-1 respiratory failure. The notes contained a clinical list of her various diagnoses and treatments, with dates but no sense of the context. Rules regarding visitation meant her family were not allowed onto the unit, with next-of-kin updates carried out by designated non-ICU consultants to reduce pressures on ICU staff. No photos or personal items surrounded her bedside, nothing to signify a life outside of hospital. She remained in a medically-induced coma from admission onwards, while various organ systems faltered and failed in turn. Sitting in that relatives' room I had the uncomfortable realisation that I barely saw this girl as a person. Having looked after her for some weeks, I could list the positive microbiology samples and antibiotic choices, the trends in noradrenaline requirements and ventilatory settings. I had recognised the appropriate point in her clinical decline to call the family in before it was too late, without recognising anything about the person they knew and loved. She died hours later, with her mother singing 'Somewhere Over the Rainbow' at her bedside. Poignant as this was, the concept of this patient as more than her unfortunate diagnosis and level of organ failure had not entered my consciousness. Perhaps a coping mechanism, but dehumanisation none-the-less. Conclusion(s): Striking a balance between emotional investment and detachment is of course vital when working in a clinical environment like the ICU, where trauma is commonplace and worst-case-scenarios have a habit of playing out. At the start of my medical career, I assumed I would need to consciously take a step back, that I would struggle to switch off from the emotional aspects of Medicine. However, forgetting the person behind the patient became all too easy during the peaks of Covid-19, where relatives were barred and communication out-sourced. While this level of detachment may be understandable and necessary to an extent, the potential for this attitude to contribute to the already dehumanising experience of ICU patients should not be ignored. I always thought I was more interested in people and their stories than I was in medical science;this experience reminded me of that, and of the richness you lose out on when those stories are forgotten.
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This study examines how criminal justice majors taking courses during the COVID-19 pandemic perceive their future careers. These expectations are compared to those of students majoring in lab sciences and non-lab fields. Variation by race and ethnicity are also assessed. Data were obtained from 188 undergraduate students at a single institution in Spring 2021 and Fall 2021 using an online survey. Results indicated that students' estimates of their future salaries and job availability were accurate to current labor market conditions. Hispanics anticipated higher salaries and more salary growth than non-Hispanics. Criminal justice majors were attracted to jobs based on potential to help others, challenge, job tasks, salary, and the fun, thrill, or excitement of the job. Health majors were more drawn to features like salary and job availability. Criminal justice students were more likely than others to note power as well as prestige, recognition, or status as appealing job features. [ FROM AUTHOR] Copyright of Journal of Criminal Justice Education is the property of Routledge 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.)
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Engineering programs emphasize students career advancement by ensuring that engineering students gain technical and professional capabilities during their four-year study. In a traditional engineering laboratory, students "learn by doing", and laboratory equipment facilitates their discipline-specific knowledge acquisition. Unfortunately, there were significant educational uncertainties, such as COVID-19, which halted laboratory activities for an extended period, causing challenges for students to perform and obtain practical experiments on campus. To overcome these challenges, this research proposes and develops an Artificial Intelligence-based smart tele-assisting technology application to digitalize first-year engineering students practical experience by incorporating Augmented Reality (AR) and Machine Learning (ML) algorithms using the HoloLens 2. This application improves virtual procedural demonstrations and assists first-year engineering students in conducting practical activities remotely. This research also applies various machine learning algorithms to identify and classify different images of electronic components and detect the positions of each component on the breadboard (using the HoloLens 2). Based on a comparative analysis of machine learning algorithms, a hybrid CNN-SVM (Convolutional Neural Network - Support Vector Machine) model is developed and is observed that a hybrid model provides the highest average prediction accuracy compared to other machine learning algorithms. With the help of AR (HoloLens 2) and the hybrid CNN-SVM model, this research allows students to reduce component placement errors on a breadboard and increases students competencies, decision-making abilities, and technical skills to conduct simple laboratory practices remotely. © 2023 IEEE.
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Objective: To evaluate whether the COVID19 pandemic continues to affect working practices/patterns in staff working in a global medical communications agency, and establish what impact these have on various factors relevant to their work. Research design and methods: Staff were asked to detail changes in working practices (pre- vs post-pandemic), via an online survey conducted in September 2022. Those with changes in working patterns were asked to assess the resulting impact on key work-related aspects. Categories were: communication, creativity, effectiveness, resolving queries, briefing, career progression/development opportunities, professional relationships and work/life balance;ratings were: very positive, positive, neutral and negative. Result(s): Of 36 respondents, most (n=32, 89%) reported changes in working patterns post-pandemic: 31 (86%) from predominantly office-based to predominantly remote, and 1 (3%) from predominantly remote to predominantly office-based. Four (11%) reported no change. Seventeen (53%) considered the overall impact on their daily work as neutral, 14 (44%) as positive and one (3%) as negative. Most staff reported a very positive/positive impact on effectiveness (69%) and work/life balance (63%). Categories with majority neutral responses were communication with delivery team (63%), creativity (47%), query resolution (50%), providing/receiving briefs (78%), and career progression/- development opportunities (63%). Overall, 56% of staff felt that their new working pattern negatively impacted their ability to form working relationships with peers. Conclusion(s): Most staff work in a hybrid manner post-pandemic. Although hybrid working has minimal impact on key workrelated aspects, it is important to have balance between office and remote working where possible, to develop and maintain working relationships (and thus foster a sense of community), whilst enabling individual flexibility.
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Introduction: Background: Intensive Care Learning in the North East is a group of intensive care doctors in the North East of England, passionate about education in ICM.1 The SARS-CoV-2 pandemic has necessitated social distancing and disrupted traditional in-person courses. However, this has borne opportunities for virtual courses delivered to a national audience.2 Course content: We describe the second iteration of an eight-part online and interactive lecture series entitled 'Critical Concepts: An Introduction to Intensive Care'. The lectures focus on the A-E management of the critically ill patient, with additional sessions on 'Return of Spontaneous Circulation', and 'Applications and Careers in ICM.' The lectures were delivered fortnightly via Zoom,3 and consist of a 45-minute lecture followed by a 45-minute break-out room to discuss interactive cases with a facilitator and four participants. The lectures were available for two weeks on YouTube4 via private link, to enable participants to catch-up if not able to attend. Objective(s): We wished to examine the effectiveness and quality of our lecture series through a pre-course and a post-course questionnaire. We designed the questionnaire to elicit qualitative and quantitative feedback from the participants. Method(s): We invited the 60 course participants to fill in a pre- and post-course questionnaire, and received 28 and 51 responses respectively. Result(s): Participant demographics: 25% of delegates were in FY1, 75% were in FY2. 50% had no prior experience of working in an ICU, 21.4% had worked in an ICU during FY, 28.6% had undertaken a Taster Week in ICU. Quantitative results: * 'How would you rate your current apprehension regarding redeployment to ICU?' (1 - very apprehensive;5 - not apprehensive), the mean self-rating prior to the course was 2.54, and following completion of the course was 3.51. * 'How would you rate your understanding of what happens in an ICU?' (1 - very poor understanding;5 - very good understanding), the mean self-rating prior to the course was 2.75, and following completion of the course was 4.00. * 'How confident do you feel in discussing escalation of care with critical care staff?' (1 - not confident at all;5 - very confident), the mean self-rating prior to the course was 3.00, and following completion of the course was 4.04. YouTube catch-up The mean number of weeks that participants were able to attend in real-time was 4. 4 participants were able to attend all weeks, 78.8% of participants missing at least 1 week were able to catch-up on all weeks using YouTube, 21.2% were able to catch-up on some weeks, and no participants did not use this facility. Conclusion(s): We have demonstrated that our online teaching course has improved understanding of the care delivered on ICU, and reduced apprehension surrounding working in ICU and discussing patients with colleagues. We have demonstrated that YouTube is a free and well utilised method to enable to enable participants to catch-up on lecture content they were unable to attend in real-time. We believe that courses such as this will remain as Covid-19 restrictions are lifted.
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Submission content Introduction: This is a story about the day I wheeled a patient outside. I know, it sounds somewhat underwhelming. But little did I know that this short trip down a hospital corridor and beyond the entrance foyer would mark a profound shift in perspective both for me and my patient, which I hope will influence me for the rest of my career. Main Body: "Paul" was in his 50s and severely afflicted by COVID-19, resulting in a protracted ICU admission with a slow and arduous ventilator wean. Throughout his time on the unit, Paul had seen no daylight;no view of the outside world. He was struggling to make progress and was becoming exasperated. His deteriorating mood in turn affected his sleep, which further undermined his progress. Due to COVID-19, visiting was not permitted and Paul's cuffed tracheostomy meant that he couldn't speak to his family. One day, witnessing Paul's psychological decline, I asked him if he fancied a trip outside. Despite initial reluctance, he eventually gave in to some gentle persuasion from the staff nurse, with whom he had developed a close bond. So there we went;Paul, his nurse and me. And as we wheeled his bed through the door into open air, Paul's whole demeanour suddenly changed. He appeared as though the weight of the world had been lifted from his shoulders and his face lit up with awe, a tear emerging in the corner of his eye. In that moment he rediscovered life. Not as a hospital patient, but as a person. Watching the world go by, he remembered what it was like to be a member of the human race, not the subject of endless tests and treatments. He tasted freedom. Conclusion(s): Awakened by his experience of the forgotten outside world, when we eventually returned to the ICU Paul was an entirely different man. To Paul, the trip outside symbolised progress. After weeks of frustration and despair, he finally had a purpose;a motivation to get better. Meanwhile, I was having my own quiet realisation. I now understood what it truly meant to deliver holistic care. It can become all too easy to focus on the clinical aspects;to obsess about the numbers. But in fact, often what matter most to patients are the 'little things', to which no amount of medication is the solution. I now try to consider during my daily review: what matters to this patient? How are they feeling? What are they thinking? What else can I do to help their psychological recovery? And as for me personally? Having witnessed Paul's reaction to the outside world, I suddenly became aware of how little attention I normally pay to the world around me. How little I appreciate the simple ability to walk outside, and the fundamental things we take for granted. Now, when I'm feeling annoyed or frustrated about something trivial, I stop and think of Paul. I then thank my lucky stars for what I have to be grateful for. Ultrasound Ninja.
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The present study aimed to broaden the knowledge about the personal and parental factors associated with teenagers' efforts to actively engage in the developmental task of vocational preparation. We investigated the associations between parental career-related behaviors (i.e., parental support, interference, and lack of engagement), adolescents' career exploration, and the moderating role of dispositional optimism. Our sample was formed by 441 Romanian teenagers (58 % males, M = 14.17, SD = 1.05). The results suggested that ado-lescents experiencing a low level of parental support reported a low level of career exploration, regardless of the level of dispositional optimism. Conversely, when the level of parental support was high, participants reported a higher level of career exploration when they also reported a high level of dispositional optimism. We discuss the importance of examining individual characteristics in conjunction with ecological factors related to adolescents' environments when understanding career exploration.
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This chapter presents a qualitative case study in Australian universities on the effective strategies for creating a culturally inclusive online learning environment with the use of IT governance. While examining the online learning experiences of the university students, the researchers identified features in synchronous and asynchronous online learning platforms, such as language support and meaningful and structured online activities, are the effective strategies to cater for the learning needs of the linguistically and culturally diverse students and let their voices be heard. The findings of this study are useful for university management, teaching and learning unit, and IT resources auditing and steering committees to utilise IT resources to attain the learning goals of university students and the organisational goals of the universities in maintaining academic excellence and embracing cultural diversity. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
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The purpose of this qualitative phenomenological descriptive study was to understand how employees perceive the level of support received from their employers in the workplace. The study encompassed employees with both secure and insecure attachment style types from across the entire State of Maryland. The study collected data via interviews from the participants, taking note of their perceptions of how they felt supported in the workplace. Twelve participants with varying occupations were selected and completed the following: a qualifying questionnaire, a workplace attachment questionnaire (Self-Reliance Inventory), and a personal semistructured, open audio interview with the researcher. Data was analyzed using the Braun & Clarke 6 Step Thematic Analysis Approach. As a result of the analysis, five themes emerged: Workplace, Work, Agency, Job & Organization;Management;Colleagues & Coworkers;Support & Commitment;and COVID-19. There is a research gap on this topic in workplace studies and employee attachment. By conducting this study, future researchers would be able to build upon this research to continue improving relationships in the workplace. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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A quantitative method is adopted to survey 197 students at the department of social work at a university in Taiwan from April to May in 2020. The study aims to explore the impact of the new coronavirus on social work students' career determination. The result presents the participants with higher social loneliness have lower "Career Determination of Clinical Medical Social Work (CDCMSW)", and the mental burden feeling, and family relationship are predictive of the CDCMSW. © 2023 Author(s).
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The Texas A&M AgriLife Summer Horsemanship School (SHS) program has been providing horse enthusiasts of all skill levels and ages with horsemanship skills through 2 or 3-d schools for 50 consecutive years. The long-standing impact of the program has been a significant driver for Texas A&M students' experiential learning as horsemanship instructors (~341) and grassroots education across the state for school participants (~29,400). Post surveys for (1) student instructors and (2) school participants were collected and analyzed separately in total for 2018, 2019, 2021, and 2022 to evaluate participant knowledge gained, adoption of new practices, satisfaction, and increased confidence and competence, and student instructor impact. This did not include 2020, due to limited schools taught by former student instructors due to the COVID-19 pandemic. Data was analyzed for descriptive statistics using the means and frequency procedures in SAS 9.4 (Cary, NC). Most school participants were female (77.9%), 15 years old or younger (77.3%), and reported being in 4-H (66.8%). Participants reported having riding experience of less than 1 year (8.2%), 1-5 years (35.3%), 6-10 years (30.4%), or more than 10 years (26.2%). Post-participation survey responses indicate that 81.6% could now do one or more advanced maneuvers that they were previously unable to do (n = 602) and 87.9% reported they were able to ride with more confidence (n = 546). Of the 12 horsemanship topics assessed (Table 1), participants learned "a few or more things" on average 89.1% of the time. When evaluating overall satisfaction, 94.8% stated that they enjoyed most, if not all, of the school. As for the student instructors(n = 21), 88% strongly agreed that their experience in the program had a profound impact on their collegiate careers and believed the skills they developed would be useful in their future careers. The impact of the SHS program is a testimony to the effectiveness of grassroots education on horsemanship in Extension programming, in addition to, collegiate student experiential learning.Copyright © 2023
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In this manuscript, we highlight the virtual Future Ready Lab as one example of an innovative internship concept designed to increase the quantity of meaningful paid internship experiences available for students to participate in, prepare for further education, and be able to compete in the 21st Century workforce. The Lab's premise is to provide access to student populations (e.g., economically disadvantaged, Black, and Latinx students) who oftentimes are not afforded the opportunity to hone their 21st Century skills in a high-impact internship experience. The virtual nature of the Future Ready Labs provided opportunities for high school students to participate, despite transportation limitations, social distancing, emerging safety precautions, and requirements based on the COVID-19 pandemic. In this manuscript, we help fill gaps in existing literature concerning how schools support students' work-based learning experiences during times of crisis, particularly for diverse and economically disadvantaged learners. We conclude with recommendations for practice, and a broader work-based learning framework for how partnerships can be forged and sustained in high schools across the nation, as well as implications for educational policy, practice, and research. [ FROM AUTHOR] Copyright of Education & Urban Society is the property of Sage Publications Inc. 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.)
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Information Technology (IT) governance has become one of the important topics for many higher education institutions to reform and upgrade their technology management, computer systems, and effectiveness in teaching and learning. Although many studies have indicated that the development of IT governance plans could offer benefits to higher education institutions, many higher education institutions and their senior leaders refuse to upgrade their IT systems. There are two purposes of this study. First, this study aims to investigate and understand the obstacles to proper IT governance in the South Korean university environment, particularly during the COVID-19 pandemic. Second, the study intends to understand university leaders' motivations and reasons for not wanting to enhance IT governance plans and IT development in their universities. The study collected qualitative data from two groups of participants at three South Korean universities, namely professionals in the IT department and senior leaders. The results of this study may provide a point of reference for IT department leaders, university administrators, and government leaders to understand the challenges and problems facing South Korean universities at the practical level. Although the study only focused on the opinions from the senior leaders, the outcomes of this study will fill the research and practical gaps in the fields, particularly the reasons why rural South Korean colleges and universities refuse the implementation of IT governance. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
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This chapter explores individual careers that involve living and working in different countries. Such international careers are increasingly common among global professionals. The management of global careerists is a challenge for organizations and global mobility (GM) departments due to the many micro- and mesoelements that have an influence on the outcomes of working abroad. Career counselors would benefit from understanding the key determinants of working in GM in order to refine suggested career interventions. Therefore, the chapter discusses organizational considerations, the roles of GM professionals, and their particular challenges. Moreover, it proposes a framework for GM work and presents reflections on the impact of COVID-19 on GM, delineating recent substantial changes to global careers and their impact on those who manage GM. The chapter predominantly focuses on the micro- and mesolevel perspectives and, at times, depicts the wider context. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Person-environment fit theory (PE-fit) theory emphasises a match between a person's attribute (P) and the workplace environment (E). However, a differential predictions hypothesis emphasises the different contributions of personal and environmental inputs to outcomes. Higher education students in Hong Kong (N = 380) completed a survey on their personal interest (P) and the contemporary threatening environment (E) (fear of pandemic, social unrest, international disputes) related to tourism-related outcomes (intent to join tourism, lifelong commitment, leadership, and anxiety) during COVID-19. Structural equation modelling found that P strongly predicted Intent, Lifelong, and Leadership, whereas E strongly predicted Anxiety, supporting the differential predictions hypothesis. PE-fit (P × positive E) predicted Intent in addition to the prediction of P, supporting the PE-fit hypothesis. The findings imply the different merits of PE-fit and differential predictions hypotheses for various vocational outcomes, and the importance of reinforcing students' interest to launch their career in challenging times. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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The contemporary European context foreshadows many challenges for young people who want to pursue a teaching career. Our study is of interest in the initial preparation for the teaching career of students who have experienced online school and who are required to reconfigure their training in the direction of solid skills, especially digital. Opinion polls reveal a demotivation of students towards school learning, a fact amplified by the Coronavirus pandemic that fundamentally changed the development of the educational process. University departments that train teachers have struggled to provide high-quality training due to the limitations of the pandemic. In the perspective of similar challenges, the initial training of teachers is much more intensely calibrated to the technological needs of education. Requests to increase the quality of education that depend on the quality of teachers are imperative. This study is conducted to find out the opinion of future teachers about the training requirements for the teaching profession. The aim of the study is to survey among young people preparing for teaching careers their motivation for learning in the context and in the perspective of professional teaching standards. The methodology includes recruitment, sampling and application of tools. We used opinion questionnaires to identify the reasons for choosing the initial training in the educational field and the awareness of the difficulties and standards required by this profession. The conclusions of the article indicate that the reasons for choosing a teaching career are diverse, associated with individual options and a superficial knowledge of a teacher's skills. [ FROM AUTHOR] Copyright of Romanian Journal for Multidimensional Education / Revista Romaneasca pentru Educatie Multidimensionala is the property of Lumen Publishing House 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.)
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The COVID -19 pandemic has highlighted various social, economic, psychological, financial, and physical challenges that learners encounter in South Africa. Learners continue to face challenges of ineffective and inaccurate career decisions when in secondary schools. This predicament makes them choose wrong careers leading to low level functioning in the later world of work. These challenges have continued to receive much attention in the media and in various policy documents. Learners continue to face challenges of ineffective and inaccurate career decisions when in secondary schools. The authors of this paper argue that one of the core functions of any education system is to prepare learners to become functional citizens who are self-sufficient in their chosen and preferred careers. We argue that one way to ensure learners' success and contribution to society is by providing them with adequate and effective career counselling. It is against this background that this study explored the school-related challenges affecting career decision-making of Grade 12 learners in township secondary schools in Gauteng, South Africa. The Krumboltz Social Learning Theory of Career Development (SLTCD) served as the theoretical framework for this study. Within the interpretivist research paradigm, a qualitative multiple case study research design was adopted. Purposive and convenience sampling methods were used to select 23 Grade 12 learners from six township secondary schools in Gauteng East District. Semi-structured online interviews were used to collect data and was analysed thematically. The findings indicate that schools lack the infrastructure required to provide learners with proper career guidance and education. The lack of access to career information services and incorrect subject combinations meant that learners were unable to choose appropriate career paths post Grade 12. We recommend that the Department of Basic Education prioritise the training and up skilling of designated educators to become specialised career counsellors in township secondary schools.
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Background: The COVID-19 pandemic has led to an increased workload and work pressure on nurses owing to the unpredictable changes during this challenging situation. Herein, we explored the relationship between hopelessness and job burnout in nurses working in China against the backdrop of the COVID-19 outbreak. Method: This was a cross-sectional study involving 1216 nurses in two hospitals in Anhui Province. The data was collected using an online survey. The mediation and moderation model was constructed, and the data was analyzed using SPSS PROCESS macro software. Results: Our results showed that the nurses had an average job burnout score of 1.75 ± 0.85. Further analysis revealed a negative correlation between hopelessness and career calling (r = -0.551, P < 0.01) and a positive correlation between hopelessness and job burnout (r = 0.133, P < 0.01). Additionally, a negative correlation was demonstrated between career calling and job burnout (r = -0.138, P < 0.01). Moreover, career calling strongly mediated (by 40.9%) the relationship between hopelessness and job burnout in the nurses. Finally, social isolation in the nurses was a moderating factor for the association between hopelessness and job burnout (ß = 0.028, t = 2.851, P < 0.01). Conclusion: Burnout severity in nurses increased during the COVID-19 pandemic. Career calling mediated the relationship between hopelessness and burnout, with greater burnout levels in nurses who experienced social isolation. Therefore, we suggest that job burnout in nurses can be improved by mitigating the effects of hopelessness and social isolation through psychological interventions and enhancing their sense of career calling through education to strengthen their professional identity.
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Purpose: Shadowing is an important part of medical student education. The COVID-19 pandemic limited medical students' hospital access. At the same time, virtual access to learning experiences has expanded greatly. In response, we implemented a novel virtual shadowing system to provide students with convenient and safe exposure to the Emergency Department (ED). Patients and Methods: Six EM faculty hosted 2-hour virtual shadowing for up to 10 students per experience. Students registered via signupgenius.com. Virtual shadowing was conducted using a HIPAA-compliant ZOOM account on an ED issued mobile telehealth Monitor/iPad. The physician would bring the iPad into the room, obtain consent from patients, and ensure students were able to see the encounter. Between visits, students were encouraged to ask questions using the chat function and microphone. A short de-briefing followed each shift. Each participant received a survey about the experience. The survey consisted of 4 questions for demographics, 9 Likert style questions to assess efficacy, and 2 free response sections for comments and feedback. All survey responses were anonymous. Results: In total, 58 students participated in 18 virtual shadowing sessions with an average of 3-4 students per session. Survey responses were collected between October 20, 2020 and November 20, 2020. The overall response rate was 96.6% (56/58 surveys completed). Of respondents, 46 (82.1%) rated the experience as "effective" or "very effective" at providing exposure to Emergency Medicine. Fifty-three (94.6%) said they would participate in virtual shadowing in the ED again, and 48 (85.7%) would do virtual shadowing in another specialty were it available. Conclusion: We found virtual shadowing to be an easy to implement and effective way for students to shadow physicians in the ED. Even in post-pandemic times, virtual shadowing should be explored as an accessible and effective way to expose students to a broad array of specialties.
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The volatility of the labor market resulting from globalization, rapid technology changes, economic competition, and the impact of events such as the Covid-2019 Pandemic, demand from vocational psychology a more refined understanding of the processes individuals face while dealing with those new challenges and opportunities, especially in uncertain contexts. Theories such as Planned Happenstance address constructs such as career flexibility, an essential skill to recognize, create and use chance events as career opportunities. Furthermore, when fortuitous events and uncertain contexts are considered for career development, it becomes relevant to understand how subjective time perspective evolves, that is how the life events and career goals are projected, accessed, valued, and organized. Given this context, the objectives of the present study are to adapt and validate a Portuguese version of the Career Flexibility Inventory and to explore the possible relationships between career flexibility, time perspective, and variables inherent to the educational context. The Portuguese version of the Career Flexibility Inventory, the Time Perspective Inventory and a sociodemographic form were answered by 1,380 students from Portuguese higher education institutions. The results indicated that the Portuguese version of the CFI has an adequate three-factor structure with good reliability indices. Some limitations regarding psychometric validity show the importance of further research to improve the measure. However, the findings contribute to theoretically and operationally deepening discussions on the multidimensionality of Career Flexibility. The results regarding the relationships between time perspective and career flexibility seem to be in line with the theoretical indicators of the variables and support the formulated hypotheses, specifically, that future orientation presents a positive correlation with active adaptation; a negative correlation with wavering, and wavering presents a positive correlation with the negative future orientation. The results partially support the hypothesis of differences on time perspective and career flexibility among students with different academic grade averages and from diverse scientific areas of study. Finally, the study advances a theoretical reflection on the different nature of career flexibility dimensions and contributes to broadening and promoting theoretical and operational discussions on the relationships between time perspective and career flexibility, which are still incipient.