‘You Took me Back to the sea:' Using Narrative to Explore and Inform the Practice of Social Work with Dying People

This article centres on a qualitative interview extract, the ‘Story of the Pebble', in which a West African Hospital Social Worker Ado, working in a UK context, and identifying as a Shaman, describes successfully trusting his instincts to create a symbol for a dying patient. Despite criticisms from colleagues, Ado's capacity to understand his patients needs are justified both before and after her death.The article discusses significant themes from the interview extract, including the meaning of professionalism, practice wisdom and cultural influences in a UK social work context, as well as through Ado's heritage and identification as a Shaman. The article considers holistic patient care in a medical context and suggests this has some useful lessons for social workers, particularly those involved with dying people. Although the extract, and wider research study from which it is drawn, pre-date the Covid 19 pandemic, this is referenced throughout, linking the interview extract to ways of helping practitioners and educators to consider people holistically at end of life. AD -, Chichester, UK ;, Chichester, UK

Domain and Pedagogical Competency and Currency: A Framework for Capability Development of Adult Educators

This article proposes a framework for capability development of adult educators (AEs) in Singapore. Globalisation, demographic changes and digital innovation, accelerated by the COVID-19 pandemic, have accentuated the importance of adult education and changing role of AEs. The immediate implications of these effects on the professionalism of AEs and the significance of their development trajectories are acute. With an increased focus on the need to ensure AEs are current in both their pedagogic and domain competences, we introduce discussions on the need to develop a conceptual framework to generate a deeper understanding of their knowledge, skills, attitudes, beliefs and practices of AEs. This framework can be used by practitioners as a tool to facilitate professional reflection and development, and by policy makers to support continued improvements to the quality of adult education. Our overall aim is to promote the importance of varied and continued opportunities for the professional development of AEs at policy, organisational and individual levels.

GOVERNANCE OF HINDU EARLY CHILDHOOD EDUCATION CURRICULUM AFTER COVID-19 PANDEMIC IN MATARAM CITY

This study aims to explore the governance of Hindu early childhood education curriculum in Mataram City after the COVID-19 pandemic. This research focuses on understanding the challenges and opportunities that arise in designing and implementing curricula in the postpandemic era. This type of research uses critical Qualitative Research methods that criticize and analyze the Governance of the Hindu ECCE Curriculum in Mataram City After the Covid-19 Pandemic. This research uses the type of operations research (action research). So that in this study research activities are attached to an ongoing activity without a direct goal at that time to change or create a new implementation system. As a result, there is a need to adapt the curriculum by coordinating new health and safety protocols to ensure the well-being of students and teachers. The role of a teacher in the world of education should not be replaced, therefore a teacher in carrying out duties and responsibilities must be based on a call so that along with the development of digital technology running so rapidly as it is today, the quality and quality of education has also increased and remains guaranteed and there is no term technology stuttering teacher because the welfare that has been given is used to support competency improvement, His professionalism, and His skill in teaching. Therefore, a teacher, especially an ECCE teacher, must have a "personal touch" that can evoke a mood and that is pleasant for their students, this will not be replaced by technological advances. [ FROM AUTHOR] Copyright of Jurnal Syntax Admiration is the property of Ridwan Institute 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.)

Educator perspectives on non-technical, discipline-independent skill acquisition: An international, qualitative study.

Gross anatomy education utilizing body donors and human specimens assists the acquisition of non-traditional, discipline-independent skills (NTDIS) such as teamwork, communication, and leadership. Alterations to anatomy curricula, such as those resulting from the COVID-19 pandemic, likely impact NTDIS acquisition, yet how this manifests is unclear. This study, therefore, explored anatomy educator perspectives on NTDIS acquisition as a response to changes in teaching delivery. Gross anatomy educators across different countries were recruited and took part in one-on-one, semi-structured interviews that were audio recorded and transcribed. Data were analyzed using the framework method. Basic statistical analyses were performed on demographic and categorical data. Fifteen educators from five continents were interviewed (average length 32.5 min, range 17-51 min). Educator experience ranged from 0-4 years (n = 3) to 20+ years (n = 7). Most taught using dissection (n = 14) with prosection use (n = 13) also common. Themes relating to NTDIS included expected content (respect for donors, teamwork, communication skills, humanistic values), assessable content, assessment challenges, and impact of curriculum changes; NTDIS unique to anatomy education included cultural, ethical, and social considerations around dead bodies, including boundaries, and social norms. Informed by curriculum alterations during the COVID-19 pandemic, this first empirical study of anatomy educator perspectives on NTDIS highlights the potentially adverse educational impacts of decreased interaction with body donors and human specimens on NTDIS acquisition and difficulties with NTDIS assessment. Findings support gross anatomy education as unique in providing NTDIS that cannot easily be replicated elsewhere. Recommendations around NTDIS-specific educator competencies and promoting NTDIS are provided.

Gender differences in work-life conflict during Covid? A research agenda for work-life conflict post-pandemic

Studies on gender differences in work-life conflict have shown that women often report higher levels of work-life conflict due to social mores of undertaking a larger proportion of childcare and household work. Similarly, emergent research on the impact of the Covid pandemic on work-life conflict have shown that women experienced more work-life conflict. During the pandemic, educational work and provision took place within the home. The current study therefore sought to investigate work-life conflict for employees in the further education sector during the pandemic. The findings of the current study suggest that there were no gender differences, at least in the case of the further education sector, which is contrary to extant research on work-life conflict. Thus, there is scope to explore through future research whether there is trajectory towards gender equalitarianism in the sharing of household work, whether the pandemic as a crisis was an episodic event that necessitated gender equalitarian work distribution, or whether the blurring of boundaries between work and non-work domains is a continuum of neoliberal institutional demands.

"Money is not an issue!": Hospital CFOs' narratives about handling a sudden shift in managerial focus

The sustained political and managerial focus on cost containment and efficiency in hospitals has been altered by COVID-19-related concerns about public health. Through a novel qualitative study in Denmark, we explore CFOs' narratives of their experiences during a sudden shift in managerial logic. All of the CFOs describe engagement in key operational procedures and change management that was fostered by the constant search for stability that strongly depended on bottom-up decision-making and flexibility. During this process, the existing competing logics of managerialism and medical professionalism vanished. The CFOs describe new forms of dynamic and collaborative approaches. The possibility of adhering to the core logic of administrative accounting techniques combined with urgency and emotional encounters appears to enable this approach. Thus, we document a moment when well-known opposing logics were suspended by exogenous urgency. This finding suggests possibilities for moving beyond deep-rooted views on established public administration structures and logics. Points for practitioners Financial managers show administrative skills that are useful for public administration changes in both administration and daily operations. These managers appear to have a strong core identity and willingness to dynamically engage with and facilitate acute frontline operational issues. In an emergency situation such as COVID-19, we find co-dependency across subject fields (administration and medical professions) which enables collaborations.

The Teacher as Union Member and Professional Educator: The Continuing Challenge of Bread and Butter and Professionalism

Teachers are central to education;they stand at the crossroads of education. It is chiefly through their efforts that the goals of education are achieved or thwarted. Susan Moore Johnson, Harvard Graduate School Professor of Education, sagely wrote just over 30 years ago, "Who Teaches Matters” (Teachers at work: Achieving success in our schools. Basic Books, New York, 1990, p. xii). Eric Hanushek concurs writing, "First, teachers are very important;no other measured aspect of schools is nearly as important in determining student achievement” (The economic value of higher teacher quality. National Center for Analysis of Longitudinal Data in Education Research, Calder The Urban Institute, Washington, DC, 2010, p. 3). The COVID-19 pandemic with its shutdown of many schools brought to the forefront the importance of teachers interacting with their students in classroom settings. Try as the teachers may, their virtual presence was a questionable substitute for the personal dynamics created by teachers with their students. Teachers consider themselves to be professionals, providing a fundamental service, and seek to present themselves to the public as professionals. Juxtaposed to the critical importance of the teacher is the fact that public school teachers are part of a heavily unionized workforce. For some, there is a challenge between being a professional educator and being a member of a union. Dana Goldstein, in The Teacher Wars: A History of America's Most Embattled Profession, asked, "Could unionized teachers fight for their own interests as workers for the educational interests of the city's children? Or were those two priorities at odds?" (The teacher wars: a history of America's most embattled profession. Doubleday, New York, 2014, p. 74). Essentially, is unionization organized in a way that supports the professionalism of teachers? DeMitchell and Cobb, in their study of unions and teacher professionalism, ask, "[Are] teacher unionism and collective bargaining compatible with teacher perceptions of professionalism?" (West's Educ Law Reporter 212:1-20, 2006, p. 19). This chapter explores the challenges of unions and teachers in developing and sustaining the union, which balances the traditional and legitimate responsibility that unions owe to the educators they represent while supporting the professional responsibility of the teachers to act in the best interests of their students. The discussion will begin with an exploration of professionalism - what does it mean to be a professional. Next, the rise of teacher unionization and the divergent paths of the National Education Association and the American Federation of Teachers in relation to professionalism and unionization will be discussed. The organizing principle of the emerging state collective bargaining laws formats public sector laws consistent with the industrial union model of private sector unionization and the impact of industrial unionism on teachers and teaching. The chapter concludes with a review of DeMitchell and Cobb's research on the tangled fit of being both a union member and a professional educator. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022.

The Global Challenge of Educational Reform

Three vectors describe the research about the global challenge of educational reform (Shirley, J Educ Change 21(3):385-392, 2020). These vectors address fundamental questions within the field: Who is doing the work and how are they supported? How can reform that is successful in one realm be both sustained within that context and travel to other contexts? Who benefits? These sticky questions are not rhetorical, and yet they also do not have an answer. In spite of decades of practice and research, much of the field of educational reform remains in flux. This chapter builds upon such scholarship, describing the global challenge of educational reform, briefly tracing the history of reform over the last 20 decades in order to frame the understanding of educational reform, and then outlining the obstacles that have been met along the way. These waves of reform and across the waves the vectors of change play a strong role in making sense of the past and highlighting the global challenge of educational reform work. The chapter then describes the challenges of the present moment, including but not limited to the impact of the Covid-19 pandemic on reform efforts. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022.

Impact of the first COVID-19 wave on surgical training in Flanders: are we losing competence?

BACKGROUND: The COVID-19 pandemic has tremendously impacted the healthcare system and residency programs worldwide. Surgical residents were redeployed to COVID-19 units, whereas education and scientific didactics were reduced. The aim of this study is to identify the impact of COVID-19 on Flemish surgical residents' education, personal life and volume of performed surgeries. METHODS: A cross-sectional retrospective survey on educational and personal impact during the first COVID-19 wave was administered anonymously to all surgical residents in Flanders. A quantitative comparison of performed surgeries during this period and the same period a year earlier was conducted. RESULTS: A total of 193 surgical residents (46%) completed the survey. 63% of residents were no longer admitted to multidisciplinary oncologic meetings and 107 (55%) residents had no longer any scientific theoretical meetings at all. Almost one in two residents (46%) indicated more than 50% reduction in time in the operating theater and one in three (31%) residents were involved in care for COVID-19 positive surgical patients. Seventy-eight percent of the residents experienced a negative impact on their surgical training and 41% experienced a negative influence on their private situation. Performed surgical cases during the COVID-19 period were on average 40% less for second, third- and fourth-year residents. CONCLUSION: Surgical residents perceived a high negative impact on personal and professional lives during the start of the COVID-19 pandemic in Flanders. Education and training programs were cancelled and volume of performed surgeries decreased tremendously. Policymakers and surgical program coordinators should ensure surgical education during further evolution of this and future pandemics.

The Impact of the COVID-19 Surge Response on Motivation Among Anesthesiology Residents and Fellows: A discussion of findings from semi-structured interviews at Montefiore Medical Center and educational takeaways.

Background: The American Board of Medical Specialties definition of medical professionalism cites the need to acquire, maintain, and advance a value system serving the patients' and public's interests above self-interests.4 Medical professionalism is a one of the core physician competencies assessed by both the ACGME training program evaluation and the ABA certification process. However, a growing concern for the decline of professionalism and altruism in medicine resulted in increased publications on the matter, citing various potential sources for the issue. Methods: All residents and fellows (Focus Group 1) of the Anesthesiology Department of Montefiore Medical Center in Bronx, NY were invited to participate in a semi-structured interview via Zoom, held on two separate dates. A separate invitation was sent to the faculty of the department (Focus Group 2), held on one date. During the interview, guiding questions were provided by the 4 interviews to facilitate discussion. The interviewers, all members of the anesthesia faculty, took notes as the interviews progressed. The notes were reviewed for common themes as well as supporting and contradicting quotations. Results: A total of 23 residents and fellows and a total of 25 faculty members within the Anesthesiology department at Montefiore Medical Center were interviewed. Amongst the findings, common discussions concerned motivating and demotivating factors contributing to the professionalism and altruism exhibited by the residents and fellows when caring for critical COVID-19 patients during the height of the pandemic. It was widely regarded that patient improvement, community and team support, as well as intrinsic desire to help greatly motivated the team while continuous patient deterioration, uncertainty in staffing and treatment, and concerns for personal and family safety were sources of discouragement. Overall, faculty perceived an increased demonstration of altruism amongst residents and fellows. The statements made by the residents and fellows during their interviews supported this observation. Conclusions: The actions of the Montefiore Anesthesiology residents and fellows demonstrated that altruism and professionalism were readily available amongst physicians. Increased levels of empathy and responsibility contributed to a demonstration of professionalism that challenges previous views of a perceived decline of these attributes in the medical field. The findings of this study stress the importance of creating a curriculum and exercise that stress empathy-based care and altruism in order to improve resident satisfaction and decrease feelings of burnout. Additionally, curriculum additions to facilitate professionalism are proposed.

Understanding of professionalism among medical students in the first year of the COVID-19 pandemic - a qualitative monocentric study.

Objective: The existing literature indicates that medical students' understanding of professionalism is influenced by internal and external factors. Therefore, this study aimed to evaluate whether the early phase of the pandemic affected the understanding of professionalism among medical students at the University of Ulm. Methods: In May and June 2020, semi-structured telephone interviews were conducted with 21 students (in the 8th and 9th semester) at the Medical Faculty of the University of Ulm. The interviews were transcribed and analyzed by a qualitative content analysis according to Mayring. Results: The results showed shifts in students' perception of the importance of certain aspects of medical professionalism. Not only competency in the disciplines hygiene, virology, and microbiology came to the fore, but also personal qualities such as "radiating a sense of calm", empathy, and altruism; communicative competency; and the capacity for reflection. The students also perceived changes in the expectations placed on them. More emphasis was placed on their roles as scientific or medical advisors and as helpers in the health care system, a change that was sometimes emotionally stressful. With respect to the study objective, both limiting and supporting factors were named. For example, the clarification of the relevance of the medical professional was motivating. Conclusion: The study showed that students' understanding of professionalism depends on context, as was suggested by earlier studies in experts. The perception of changed role expectations may thereby also play a role. One consequence of the findings may be to address such dynamics in suitable curricular events and discuss them with students to prevent them proceeding in an uncontrolled manner.

Professionalism in small group learning between face-to-face and virtual settings: a mixed-methods study.

Objectives: To explore whether and how preclinical medical students changed perceptions and behaviors related to professionalism in small group learning activities from face-to-face to virtual during the pandemic. Methods: The study used a mixed-methods sequential research design. We first retrospectively examined quantitative data from 101 medical students who completed mandatory peer evaluation surveys assessing professional behaviors of small group members in two courses (one face-to-face, the other online). Differences between student perceptions in two settings were compared using the Wilcoxon signed-rank test. Findings from the quantitative stage were probed further using focus groups at the qualitative stage. Six focus groups (n = 27) were conducted using purposeful sampling. Interviews were transcribed and inductive thematic coding was used to identify emerging themes. Results: We found a significant decrease in perceptions of punctuality and attendance in the virtual setting compared to face-to-face learning (Z=-6.211, p<.001), despite lower expectations of their peers in online learning. Five major themes emerged from the qualitative data: punctuality/participation, camera usage, dress code/conversational style, multitasking, and engagement/accountability. Participants showed sensitivity when conceptualizing professional conduct, indicating the dynamic process of professional identity formation at the early stage of their career. Conclusions: Results show that students' perceptions of professionalism become contextualized, significantly influenced by the background of the virtual learning environment. Intentional communication about professionalism within specific sociocultural and educational contexts is vital for individual professional identity formation. These findings support of the importance of considering context when educational programs develop curricula and establish expectations related to professionalism.

Decent work: Between hybrid professionalism and adhocratic organisations

The concept of decent work highlights important aspects related to the tangible and intangible aspects that render work sustainable and adequate in different organisational contexts. This paper, starting with an introduction about the etymology of the term decent, outlines its distinctive aspects connected to canonical themes of work and organisational psychology, from well-being and safety to tangible and intangible, personal and collective, and managerial and organisational conditions. The value of the paradigm of meaning for decent work is underlined. Furthermore, in the current complex scenario and with the Covid-19 pandemic, we raise awareness of the fact that in order to manage the unexpected, adhocratic organisations (which are flexible, adaptive and agile) are needed, and these in turn require hybrid professionalism, generated by well-developed organisational learning processes. The dialogue between the Psychology of Working Theory and other, consolidated conceptual frameworks (practice-based studies, social constructivist perspectives etc.) is opened in order to spark generative and productive debates on additional issues, points of focus and research questions, and create tangible, authentic decent work experiences. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Italian) Il tema del decent work sottolinea importanti aspetti relativi alle condizioni materiali e immateriali che rendono sostenibile e adeguato il lavoro nei differenti contesti organizzativi. Il presente contributo partendo dall'etimologia del termine decent, ne delinea aspetti distintivi connessi con temi canonici della Psicologia del lavoro e delle organizzazioni, dal benessere, alla sicurezza, alle condizioni materiali e immateriali, personali e collettive, manageriali e organizzative. Viene ribadito il valore del paradigma del significato per il decent work. Inoltre nella complessita dello scenario attuale e della pandemia Covid-19 si evidenzia la consapevolezza che per governare l'inatteso servono organizzazioni adhocratiche (flessibili, adattive, agili) che richiedono a loro volta professionalita Ibride, generate da processi di apprendimento organizzativo opportunamente sviluppati. Viene aperto il dialogo tra la Psychology of Working Theory e altri e consolidati framework concettuali (practice based studies, prospettive socio-costruzioniste, ...) per alimentare dibattiti generativi e produttivi di ulteriori interessi, centrature e domande di ricerca e costruire in concreto autentiche esperienze di decent work. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Cultures of Play: Actors, Affordances and Arenas

The principles of EECERA focus on providing a relevant and rigorous academic forum in Europe;facilitating collaboration and cooperation between European researchers and other researchers around the world;encouraging clear articulation and communication links between research, practice, and policy;and offering interaction, development, and support to those interested in early childhood education. The conference aimed to answer the following questions: * In what ways do cultures shape play in early childhood across time and space? * How is play sculpted by its actors, affordances, and arenas? * In light of the recent global pandemic and other disruptions to daily life, how does play feature in research, teaching, and experience? In addition to these thought-provoking keynote addresses, researchers and practitioners engaged in special interest group presentations in the following areas: birth to three, children from refugee or migrant backgrounds, digital childhoods, multimodality and STEM, disability studies and inclusive education in the early years, gender balance, holistic wellbeing, mathematics birth to 8 years, multilingual childhoods, outdoor play and learning, participatory pedagogy and praxeological research, professionalism in early childhood education and care, rethinking play, sustainability in early childhood education, transforming assessment evaluation and documentation in early childhood pedagogy, transitions, working with parents and families, and young children's perspectives.

Professionalism Training in the Post-COVID-19 Era.

INTRODUCTION: Professionalism is one of the ACGME core competencies for radiology residency training. The COVID-19 pandemic has changed the way resident education and training occurs. The primary objective of this study was to perform a comprehensive systematic review of the literature pertaining to adapting professionalism training in radiology residency to the post-COVID-19 era education landscape. METHODS: We reviewed English-language medicine and health services literature for research that described professionalism training in radiology residency in the post-COVID-19 era radiology search terms and key words in PubMed/MEDLINE and Scopus/Elsevier. Relevant studies were identified with adherence to the guidelines set forth by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. RESULTS: The search yielded a total 33 articles. We reviewed the citations and abstracts with the initial search yielding 22 articles (without duplicates). Of these, 10 were excluded based on the criteria set forth in the methods. The remaining unique 12 articles were included for qualitative synthesis. DISCUSSION: This article should provide radiology educators with the tool they need to effectively education and evaluate radiology residents on professionalism in the post-COVID-19 era.

Online medical education using a Facebook peer-to-peer learning platform during the COVID-19 pandemic: a qualitative study exploring learner and tutor acceptability of Facebook as a learning platform.

BACKGROUND: In recent years, higher education institutions have been moving teaching online, accelerated by the pandemic. The Remote Learning Project (RLP), based at the Norwich Medical School (NMS) in the United Kingdom (U.K.), was a peer-to-peer teaching program developed to supplement medical school teaching during the pandemic. The teaching was delivered through Facebook using peer-to-peer teaching. Tutors were final year medical students, teaching medical student learners in lower years. Tutors and learners perception of peer-to-peer online learning delivered through the Facebook Social Media (SoMe) platform was investigated. METHODS: This qualitative study recruited tutor and learner participants from NMS by email, participation in the study was voluntary. Online semi-structured interviews of both tutors and learners in the remote learning project were conducted. The data was analysed using thematic analysis. RESULTS: Seven participants were interviewed. Five themes were identified; education (learning/teaching), productivity, data security, professionalism, and usability of the platform. Learners enjoyed the asynchronous nature of the platform and both learners and tutors enjoyed the peer-to-peer nature of the RLP, including the ability to immediately and easily answer on Facebook comments. Some learners felt distracted on Facebook, whilst others enjoyed the reminders. The mix of social and professional on the platform was met with caution from tutors. Both learners and tutors enjoyed the familiarity of the platform. CONCLUSIONS: The study found that SoMe may be a credible platform to deliver online peer-to-peer teaching. Educators should consider the ergonomics of SoMe platforms when designing online curriculums. Guidelines for educators should be developed to better guide educators on the effective and safe use of SoMe as a learning tool.

Radiographers' perceptions of first year diagnostic radiography students' performance following implementation of a simulation-based education model.

INTRODUCTION: Simulation-based education (SBE) partially replaced the clinical placement learning for a cohort of first year students on a BSc (Hons) Diagnostic Radiography programme. This was in response to the pressures on hospital-based training caused by increasing student numbers and following increased capability and positive outcomes for student learning in delivering SBE as a result of the COVID-19 pandemic. METHODS: A survey was distributed to diagnostic radiographers, across five NHS Trusts, involved in the clinical education of first year diagnostic radiography students at one UK university. The survey sought radiographers' perception of student performance in undertaking radiographic examinations, safety procedures, knowledge of anatomy, professionalism, and the impact of embedding simulation-based education through multichoice and free text questions. Descriptive and thematic analysis of the survey data was undertaken. RESULTS: Twelve survey responses from radiographers across four Trusts were collated. Responses indicated the majority of radiographers perceived students to require the expected level of assistance in undertaking appendicular examinations, applying infection control and radiation safety measures, and had the expected level of radiographic anatomy knowledge. Students also interacted appropriately with service users, demonstrated increased confidence in coming into the clinical environment and were receptive to feedback. Some variation was noted, particularly in professionalism and engagement, though not always attributed to SBE. CONCLUSION: Replacement of clinical placement with SBE was perceived to have provided appropriate learning opportunities and some additional benefits, however it was felt by some radiographers that SBE could not replace the experience of the real imaging environment. IMPLICATIONS FOR PRACTICE: Embedding simulated-based education requires a holistic approach and close collaboration with placement partners to ensure complimentary learning experiences in the clinical placement setting, and support achievement of the learning outcomes.

Challenges in the formation of the values of medical professionalism in times of COVID-19 and social crisis

The essence of professional education not only involves transmitting knowledge, but also values and attitudes for a practice that allows us to face changing global and national scenarios. Physicians are currently facing new challenges derived from the impacts of the pandemic as well as the social crisis. Increased workload, limited access to health systems, economic uncertainty, and increased public scrutiny hamper physicians to fulfill their responsibilities to patients and society. Likewise, digital learning and few opportunities for face-to-face practice during the pandemic abruptly altered the training process for students and residents. In this essay, teaching of medical professionalism and its values is reviewed, considering the challenges posed by new social and healthcare contexts fort the future professional behavior. This commitment, however, requires not only ethical values but also humanism and social commitment. Medical professionalism acts as a stabilizing and morally protective social force. Thus, it is critical to fathom essential values of professionalism that characterize medical practice today. Indeed, the explicit incorporation of these values in undergraduate and postgraduate programs will undoubtedly allow the training of better professionals for the practice of medicine.

Impact on mental health in residents of three medical specialization programs at the University of Valparaiso during the COVID-19 pandemic

Background: COVID-19 pandemic disturbed mental health of healthcare personnel. Residents of the specialization programs could be at risk, since they were reassigned in their functions. Aim: To describe the impact of COVID-19 pandemic on symptoms of depression, stress, anxiety and resilient coping in residents of Anesthesiology, Internal Medicine and Emergency Medicine Material and Methods: Residents were invited to answer an online survey containing the DASS-21 scale for anxiety, stress and depression symptoms and the Brief Resilient Coping Scale (BRCS) for resilience skills. Results: Fifty four out of 90 residents answered the survey. Eighteen to 24% of respondents had symptoms of depression, anxiety and stress at severe and extremely severe levels. Those with severe and extremely severe symptoms had also the lowest score on the BRCS resilience scale. We did not find an association between severity of symptoms and gender. Discussion: A proportion of respondent residents had severe psychological symptoms and lower resilience scores during the COVID-19 pandemic.

Investigation on health awareness, professional awareness and mental health status of medical students in a military school during the outbreak of novel Coronavirus pneumonia

Objective: To understand the health and professional consciousness and mental health of military medical students during coronavirus disease 2019 (COVID-19) epidemic. Methods: From Feb. 17 to Feb. 20, 2020, an electronic questionnaire was used to investigate the attitudes and coping styles of military medical students towards quarantine and delay of school opening, their attitudes towards online teaching, and health and professional consciousness during COVID-19 epidemic;and their mental health status was scored by symptom checklist 90 (SCL-90). Results: A total of 2 736 valid questionnaires were collected. The students basically understood and agreed with the quarantine and delay of school opening during the epidemic, and 70.83% (1 938/2 736) supported online teaching. During the quarantine period, 85.31% (2 334/2 736) of the students chose to listen to music or watch TV series for relaxation, and 64.69% (1 770/2 736) insisted on learning, reading literatures or writing papers. Students could basically form the habits of washing hands frequently and wearing masks, and their consciousness of health protection was higher than that before the epidemic. For military medical students, their professional beliefs and determination have been strengthened during the epidemic, and many students wanted to join in the fight against the epidemic. The survey found that 12.94% (354/2 736) of the students had mental health symptoms, and the top 3 SCL-90 factors were obsessive-compulsive disorder (78.53%, 278/354), interpersonal sensitivity (64.12%, 227/354), and depression (44.07%, 156/354). Conclusion: During the epidemic, military medical students can generally adapt to the difficult environment and improve themselves. The mental health problems of military medical students have their own characteristics, special attention must to be paid, and the humanistic education of medical students should be strengthened.