COVID-19, Virtual Engagement and the Psychoid Imagination.

The impact of the COVID-19 pandemic on analytic training and the delivery of educational content is explored here. The proliferation of Zoom therapy and teaching is creating a post-human platform to which nearly everyone in contemporary society has had to adapt. Looking at the possible meanings of the pandemic, a psychoid factor (the virus) engaging the imagination has come to the fore as a response to climate change. The striking similarity to the H1N1 viral pandemic ("Spanish flu") is noted, especially in the context of C. G. Jung having had a case in 1919 during which he experienced a number of visions and dreams. The imagery produced can be seen as an implicit attempt at "re-enchanting the world" found in The red book. Finally, a reconsideration of pedagogy in response to the pandemic is discussed with an eye to the archetypal aspects of internet communications.

Cet article étudie l'impact de la pandémie de COVID-19 sur la formation des analystes et sur la manière dont le contenu éducatif est dispensé. La prolifération de thérapie et de formation par Zoom crée une plateforme post-humaine à laquelle quasiment toute personne dans la société contemporaine a eu à s'adapter. En regardant les sens possibles que l'on peut donner à la pandémie, un facteur psychoïde (le virus) qui mobilise l'imagination a pris le devant de la scène en tant que réponse au changement climatique. L'article souligne la similarité frappante avec la pandémie virale H1N1 (la grippe espagnole), particulièrement dans le contexte où C.G. Jung l'a attrapée en 1919 et a fait l'expérience d'un certain nombre de visions et de rêves. L'imagerie produite peut être vue comme une tentative implicite de « ré-enchanter le monde ¼ telle qu'on la trouve dans le Livre Rouge. En conclusion, une reconsidération de la pédagogie issue de la pandémie est discutée en tenant compte des aspects archétypaux des communications par internet.

Se exploran aquí las repercusiones de la pandemia de COVID-19 en la formación analítica y en la transmisión de contenidos educativos. La proliferación de la terapia y la enseñanza vía Zoom está creando una plataforma posthumana a la que casi todo el mundo en la sociedad contemporánea ha tenido que adaptarse. En cuanto a los posibles significados de la pandemia, un factor psicoide (el virus) que atrae la imaginación ha pasado a primer plano como respuesta al cambio climático. Se observa la sorprendente similitud con la pandemia viral H1N1 ("gripe española"), especialmente en el contexto de un caso que C.G. Jung tuvo en 1919 durante el cual experimentó una serie de visiones y sueños. La imaginería producida puede verse como un intento implícito de "reencantar el mundo" que se encuentra en El Libro Rojo. Por último, se plantea una reconsideración de la pedagogía en respuesta a la pandemia, teniendo en cuenta los aspectos arquetípicos de las comunicaciones por Internet.

[Tolerating uncertainty: Towards a competence-based approach]. / Faire de la tolérance à l'incertitude une compétence médicale.

Uncertainty in inherent to every aspects of medical practice. As the concept of uncertainty in healthcare is still to explore, deciphering the determinants and the roots of this uncertainty would benefit from the insights of various disciplines, such as epistemology, sociology, mathematics, or philosophy. The urgent need to improve physician's ability to cope with uncertainty, has been recently highlighted by the COVID-19 pandemic. Besides, the concept of uncertainty tolerance has been proposed, and could serve as a relevant basis for approaching uncertainty, in medical education. Thus, we propose at first to discuss the uncertainty tolerance framework from Hillen et al. Then, from an educational perspective, we outline some avenues regarding how uncertainty tolerance could be thought, in a competence-based approach, and discuss several educational activities, which have proven efficient in promoting uncertainty tolerance among medical practitioners abroad.

[Digital adaptation of a therapeutic education program in the context of Covid-19]. / Adaptation numérique d'un programme d'éducation thérapeutique dans le contexte de la Covid-19.

The context of containment due to the Covid-19 epidemic forced professionals to suspend their face-to-face therapeutic education programs. For young patients with asthma, the situation was made even more complex by anxiety-provoking communications (which turned out to be inaccurate) about the possible aggravating role of corticosteroids in the event of Covid-19, which led to untimely discontinuations and sometimes to a decrease in their therapeutic adherence, exposing them to an increased risk of poor control of their disease. Faced with the feeling of abandonment felt by some families in this singular context, a team at Trousseau Hospital in Paris decided to rethink and adapt its distance therapeutic education workshops.

Pod Save IR: Podcasts as Effective Assignments in the International Relations Classroom

This paper discusses the development of a podcast assignment as an alternative to a literature review paper in the international studies classroom. A podcast assignment still enables students to read, evaluate, and synthesize research in a given field, but also allows them to meet other important educational objectives such as application of research to a real-world problem or setting, teamwork, problem-solving, feeling a part of an intellectual community, communication and digital media skills, engagement with the field and the material, and ability to communicate academic research to an interested nonexpert audience. The paper situates podcasts within the scholarship of active teaching and learning, and describes the rationale for the development of the assignment in a course on international political economy, in part to deal with issues arising from the COVID-19 disruption. It describes how the assignment was run and was evaluated, and provides the assignment task description and scoring rubric, as well as supporting materials and resources. Finally, the paper uses student postexperience surveys to gather indirect assessment data on the podcast assignment's effectiveness in achieving a range of educational objectives.

Online Larval Masks: pedagogical challenges

This article presents pedagogical procedures related to research work with larval masks, emphasizing the adaptations of the remote mode due to the COVID-19 pandemic in Brazil. Based on the practical experience of an online workshop held in 2021, the study aims to examine the specifics of the language of this mask, share practical exercises, and update and disseminate this knowledge. Based on the pedagogy of Jacques Lecoq (1921–1999), historical, conceptual and technical aspects of the use of these masks are addressed.Alternate : O presente artigo apresenta procedimentos pedagógicos relacionados ao trabalho de pesquisa com as máscaras larvárias, enfatizando-se as adaptações realizadas para o modo remoto devido à pandemia de Covid-19 no Brasil. A partir da experiência prática de uma oficina online realizada em 2021, o estudo visa examinar as especificidades da linguagem dessa máscara, compartilhar exercícios práticos, atualizar e disseminar esse conhecimento. Com base na pedagogia de Jacques Lecoq (1921-1999), abordam-se aspectos históricos, conceituais e técnicos sobre a utilização dessas máscaras.Alternate : Cet article présente les démarches pédagogiques liées au travail de recherche avec les masques larvaires, in insistant sur les adaptations apportées au mode à distance en raison de la pandémie de Covid-19 au Brésil. S'appuyant sur l'expérience pratique d'un atelier en ligne organisé en 2021, l'étude vise à examiner les specificités du langage de ce masque, partager des exercices pratiques, mettre à jour et diffuser ces connaissances. En s'appuyant sur la pédagogie de Jacques Lecoq (1921-1999), les aspects historiques, concepts and techniques of l'utilization of masques sont abordés.

Máscaras Larvárias online: desafios pedagógicos

O presente artigo apresenta procedimentos pedagógicos relacionados ao trabalho de pesquisa com as máscaras larvárias, enfatizando-se as adaptações realizadas para o modo remoto devido à pandemia de Covid-19 no Brasil. A partir da experiência prática de uma oficina online realizada em 2021, o estudo visa examinar as especificidades da linguagem dessa máscara, compartilhar exercícios práticos, atualizar e disseminar esse conhecimento. Com base na pedagogia de Jacques Lecoq (1921-1999), abordam-se aspectos históricos, conceituais e técnicos sobre a utilização dessas máscaras.Alternate : Cet article présente les démarches pédagogiques liées au travail de recherche avec les masques larvaires, in insistant sur les adaptations apportées au mode à distance en raison de la pandémie de Covid-19 au Brésil. S'appuyant sur l'expérience pratique d'un atelier en ligne organisé en 2021, l'étude vise à examiner les specificités du langage de ce masque, partager des exercices pratiques, mettre à jour et diffuser ces connaissances. En s'appuyant sur la pédagogie de Jacques Lecoq (1921-1999), les aspects historiques, concepts and techniques of l'utilization of masques sont abordés.Alternate : This article presents pedagogical procedures related to research work with larval masks, emphasizing the adaptations of the remote mode due to the COVID-19 pandemic in Brazil. Based on the practical experience of an online workshop held in 2021, the study aims to examine the specifics of the language of this mask, share practical exercises, and update and disseminate this knowledge. Based on the pedagogy of Jacques Lecoq (1921–1999), historical, conceptual and technical aspects of the use of these masks are addressed.

Medical students and the response to COVID-19: Educational preparedness and psychological impact of their involvement in communicating with patients' relatives.

OBJECTIVES: The COVID-19 pandemic has challenged without precedent both healthcare and educational systems worldwide. How medical students could and should be engaged in the response remains unclear. Medical students were asked to help with communicating with patients' relatives in our institution. Authors aimed: to (i) present the rapid implementation and assessment of a teaching/e-teaching lesson in the COVID-19 era; (ii) report an early evaluation of preparedness, mental health and well-being of students involved. METHODS: The lesson was elaborated at lockdown in France. The clinical guidance consisted of a voluntary lesson entitled: "How to communicate with relatives of hospitalized COVID-19 patients?". Students received an anonymous online questionnaire after two weeks. RESULTS: Sixty-six medical students were trained (32% face-to-face). The response rate was 64%. Most students informed relatives about the routine care of the patient (95%). Concerning the lesson, students assured to have had one (95%), considered it relevant (86%), and had used the educational content (81%). 33% were charged with unexpected missions (only 36% felt prepared). Most of them did not report any psychological impact, but some reported anxiety or sleep disorders with no difference between face-to-face/distance training. CONCLUSIONS: This pandemic may last. Communication ability is a key competence in medical curriculum and is more than ever essential. Distance learning technologies may provide a useful and accepted tool for medical students. We report on a rapid feedback on what can be expected or not from students in terms of mission and short-term psychological consequences.