Framework for the evaluation of military health systems.

The organisation of a military health system (MHS) differs from the civilian system due to the role of the armed forces, the unique nature of the supported population and their occupational health requirements. A previously published review of the Military Medical Corps Worldwide Almanac demonstrated the value of a standardised framework for evaluation and comparison of MHSs. This paper proposes such a framework which highlights the unique features of MHSs not covered by health services research of national health systems. These include: national context and summary; organisational structure; firm base facilities, healthcare beneficiaries and medical research; operational capabilities, overseas deployments, collaborations and alliances; personnel including recruitment, training and education; and history and culture. This common framework can help facilitate international collaboration between military medical services including capability development, training exercises and mutual support during military operations. It can also inform national contributions to future editions of the Almanac.

Information society and its impact on personality development.

The purpose of the study is to develop and test the original model which illustrates the development of personality in the information society. The study involved two Russian universities, higher educational institutions of the Arab Emirates and Kazakhstan. A total of 400 students participated in the research. The experiment consisted of three stages: introductory, experimental, and final. At the introductory stage of the study, the influences of the information society on the development of human personal qualities were analyzed. At the experimental stage, the original model which illustrates the development of personality in the information society was developed and implemented. At the final stage, the students were surveyed in accordance with the original methodology for the use of the capabilities and resources of the information society for personality development. After the implementation of the model, the number of students using the capabilities of the information society for personal development, the development of professional skills, and maintaining and strengthening health increased by 18.5%, 18.7%, and 10%, respectively. The practical value of the scientific research results relates to the possibility of using the questionnaires and models of personality development in the context of the information society in the higher education system of Russia, the Arab Emirates, Kazakhstan, and other countries. The model described in the study is relevant in the context of the transfer of the educational process in higher education to a distance format and the growing social isolation of an individual caused by the coronavirus pandemic.

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.

Improving the Model of Family-School Interaction with the Help of Digital Education.

The study of the consequences of school education has proved the need for reinforcement family interventions in school education and also the need to improve the model of family-school interaction (FSI). The family and the school are two complementary educational institutions. But the emergence of digital technologies and especially the critical situation caused by the outbreak of coronavirus (COVID-19) has paved the way for their further interaction. However, both the family and the school have faced serious changes in their educational tasks and functions, and have raised questions about the possibility of upgrading the FSI and possible changes in curriculum. The present study is qualitative and the data collection tool is in-depth interview. Participators in the study are 24 teachers and parents of 6-11-year-old male and female learners who are involved in virtual education. Findings showed that virtual education in social, educational, cost-related, skill-related, emotional, and communication settings has a great impact and has created opportunities and challenges. This study also showed that in promoting family-school interaction, educational opportunities were the most significant and cost-related challenges were more than others. In addition, in order to promote family-school interaction, policies and strategies need to be identified that help in the equitable distribution of learning activities between parents and teachers and improve the model of family-school interaction according to the limited capacities of digital technologies.

Assessment of Knowledge, Attitude, and Practices Toward Coronavirus Disease 2019 and the Risks of Severe Acute Respiratory Syndrome Coronavirus 2 Infection Among Iranian Emergency Medical Services Workers: An Online Cross-Sectional Survey

Objective: Coronavirus disease 2019 (COVID-19), a severe acute respiratory infection, has spread rapidly around the world. To expand and enhance knowledge regarding virus prevention/transmission, this study aimed to evaluate the knowledge, attitudes, and practices of emergency medical services (EMS) workers as a part of the health care system because of their essential role in the front lines of the COVID-19 outbreak. Method(s): An online cross-sectional survey was conducted on EMS workers to assess their knowledge, attitudes, and practices toward COVID-19. The questionnaire included 5 topics: demographic information, knowledge and attitude questions, professional behavior of employees during the epidemic, and anxiety score. Result(s): A total of 86 EMS workers answered the questionnaire, and 55.63% of the respondents answered the knowledge questions correctly;knowledge appeared to have no correlation to their education, age, or experience. In addition, there was no apparent correlation between the infection rate and exposure to an infected or suspected patient. Conclusion(s): The findings of the present study indicate that more than half of the EMS workers have good knowledge about the epidemic, and the level of knowledge was not related to their demographic characteristics. The results of professional behaviors showed a high level of compliance with the principles and guidelines by workers, and the absence of a relationship between employees' contamination and exposure to infected patients supports the awareness and legality of EMS workers.Copyright © 2023 Air Medical Journal Associates

Improving New Patient Appointment Utilisation in Rheumatology Advanced Practice Physiotherapy

Background/Aims Long Rheumatology waiting lists in the UK were further affected by the COVID-19 pandemic;resulting in negative impacts upon the timeliness and efficiency of patient care. The use of Advanced Practitioners within Rheumatology care pathways has been shown to be safe and effective;they can support the Rheumatology workforce and expedite care where patients are appropriately triaged to them. As part of a service provision change in a NHS Trust, an Advanced Practice Physiotherapist (APP) post was funded with the intent to harness these benefits. Initial utilisation of the APP appointments within the Rheumatology provision was found to be low and could be improved. A Quality Improvement (QI) Project was initiated, with the aim to increase APP appointment utilisation to at least 85% over a period of four months, and for at least 75% of these appointments to contain patients who had been appropriately triaged. Methods The 'Model for Improvement' was chosen as the QI approach. The project was led by an APP. Firstly, a stakeholder analysis was performed to identify staff with influence and interest in the project. A root cause analysis found lack of awareness of triaging clinicians and challenges with booking processes as potential reasons for lowerthan- expected appointment utilisation. Change interventions were devised and tested over three Plan, Do, Study, Act (PDSA) cycles. PDSA one developed communication with booking and triage staff to clarify these processes with them. PDSA two educated clinical staff about the APP role, triage criteria and the booking procedures confirmed in PDSA one. PDSA three focused upon sustaining change by reinforcement of the topics established in PDSA two among staff. Outcome measures used were the percentage of available APP appointments utilised per week, and the percentage of these which contained patients who were appropriately triaged. Results APP appointment utilisation increased from a mean of 22% pre-project to 61% during the change intervention period. Sixty-three patients were seen over the 17-week change intervention period;of which 86% had been appropriately triaged. Data showed that 70% of the patients directed to the APP were managed by them (24% discharged and 46% reviewed). Of the remaining patients, 13% were followed up by a Rheumatologist, 12% did not attend and 5% had an alternative outcome such as awaiting advice. Conclusion This QI project led to an improvement in Rheumatology care provision locally. Engagement with support staff, education of clinical staff and implementation of clear standard operating procedures improved the utilisation of the Rheumatology APP resource. Results suggest that the APP role was effective locally in managing appropriately triaged patients, without a negative effect on patient care or other services. Continuing to improve utilisation will support management of the Rheumatology waiting list and improve patient care.

Assessment of perceptions among Dental faculty members towards online teaching in Dental institutions in Sangli city: A Webbased survey

The COVID-19 pandemic had an impact on the educational system all over the world. As a result, the educational institutions have to solely rely on online method of delivering education in the form of e-lectures, e-presentations and webinars. Elearning has been defined as "an educational method that facilitates learning by the application of information technology and communication providing an opportunity for learners to have access to all the required education programmes."1 The term e-learning has been interchangeably used with the terms web-based learning, online learning or education, computer-assisted or -aided instruction, computer-based instruction, internet based learning, multimedia learning, technology-enhanced learning and virtual learning.2,3 All the institutions are striving to best deliver the content online to engage students effectively and to conduct timely assessments for them. It has led to accelerated development of online learning environment so that learning would not be hindered. Online Learning Management Systems (LMS) are web-based software for distributing, tracking, and managing courses over the Internet. These systems offer an effective solution to deliver the learning content effectively and establish a two-way communication between the faculty and students.

Affect, Alpha Function, and the Very Small: A Reconsideration of Teacher Workload: Journal of the Canadian Philosophy of Education Society. Revue de la Société canadienne de philosophie de l'éducation

In this paper, I draw together myriad theoretical and philosophical sources to think through the intensification of emotion amid and emerging from the COVID-19 pandemic. I begin with three narratives from my own teaching and learning, which ground the subsequent conversation. I then characterize the current movement in educational theorizing known as the affective turn. The affective turn, I suggest, attunes educational inquiry to small, yet vital, moments of classroom interaction often taken for granted in public education. Toward considering those vital moments in more nuance, I discuss psychoanalyst Wilfred R. Bion's notion of the alpha function – a nonconscious digestion of emotion we perform for others when they are overwhelmed. When coupled with Nel Noddings' evocation of the ethics of care in education, the alpha function offers an understanding of the hidden emotional labour in teaching. This hidden dimension of the teacher's task, the portion of the job that deals in regulating our own emotions and in helping students make sense of theirs, I suggest, is becoming more difficult amid the affective situation of the COVID-19 pandemic. I conclude the paper by gesturing toward a threefold response to be taken up more fully elsewhere: humility before the task of teaching, a reverence for the work of feeling, and a willingness to organize toward a more caring school system.

Global Perspectives on Dialogue in the Classroom: Cultivating Inclusive, Intersectional, and Authentic Conversations

This book explores globally-informed, culturally-rooted approaches to dialogue in the classroom. It seeks to fill gaps in communication and education literature related to decolonizing dialogue and breaking binaries by decentering Eurocentric perspectives and providing space for dialogic practices grounded in cultural wealth of students and teachers. We first describe the book's genesis, contextualize dialogue within the global impact of the COVID-19 pandemic, and share guiding concepts of inclusion, intersectionality, and authenticity in dialogue and pedagogy. We also distinguish dialogue from other practices and times in which dialogue may not be possible. The book brings fresh and urgent perspectives from authors across different disciplines, including ceramics, religious studies, cultural studies, communication, family therapy, and conflict resolution. The chapters distill the idea of dialogue within contexts like a bible circle, university sculpture studio, trauma and peacebuilding program, and connect dialogue to teaching, learning, and emerging ideas of power disruption, in-betweenness, and relationality. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2021.

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.

Perception of training and job perspectives among final-year residents in the specialty of Endocrinology and Nutrition

Introduction: The medical specialisation model in Spain is carried out in the context of specialised health training, through the residency programme. The aim of the study is to analyse, by an anonymous survey, the opinion on three aspects among final-year residents in Endocrinology and Nutrition (E&N): self-assessment of the knowledge acquired, working prospects, care and training consequences arising from the pandemic COVID-19. Material(s) and Method(s): Cross-sectional observational study using a voluntary and anonymous online survey, shared among final-year national interns in the last year of the E&N programme, carried out between June-July 2021. Result(s): 51 responses were obtained, 66% of the fourth-year residents. Overall perception of their knowledge was 7.8 out of 10. Most external rotations were in thyroid and nutrition areas. A total of 96.1% residents, carried out some activity associated with COVID-19, with a training deterioration of 6.9 out of 10. 88.2% cancelled their rotations and 74.5% extended their working schedule. The average negative emotional impact was 7.3 out of 10. 80.4% would like to continue in their training hospital, remaining 45.1%. 56.7% have an employment contract of less than 6 months, most of them practising Endocrinology. Conclusion(s): The perception of the knowledge acquired during the training period is a "B". Residents consider that the pandemic has led to a worsening of their training, generating a negative emotional impact. Employment outlook after completing the residency can be summarised as: temporality, practice of Endocrinology and interhospital mobility.Copyright © 2022 SEEN y SED

The Challenge of Remote Learning with the Elderly during the Covid-19 Pandemic

This article aimed to discuss the challenges faced by teachers of Youth and Adult Education (YAE) in the municipality of João Pessoa/PB, to teach the elderly during the covid-19 pandemic. The qualita-tive method was adopted and information was collected with 10 teachers through a questionnaire in Google Forms virtual format. They were exam-ined with the Critical Discourse Analysis (CDA). The results revealed the difficulties that teachers face in dealing with remote teaching, especially with the elderly, since this portion of the population has its own technological deficiencies and is not used to this teaching format. © 2023, Universidade Federal do Rio Grande do Sul,Faculdade de Educacao. All rights reserved.

‘The one thing guaranteed in life and yet they won't teach you about it': The case for mandatory grief education in UK schools

Nearly all British children are bereaved of someone close to them by the time they turn 16 and, with the Covid-19 pandemic and world humanitarian crises across the news and social media, they are being exposed to more anxiety about death than ever before. Learners need to be taught about grief and death to prepare them to manage bereavement and support others. As it stands, although teaching resources exist and some curriculum guidance documents mention loss or death, there is no statutory requirement for schools anywhere in the UK to cover grief or bereavement and many pupils have no classes about these difficult topics. This article consolidates the case for grief education in schools. We discuss six key questions to examine evidence that children benefit from talking about grief, death and loss;the current provision for grief education in UK schools;the obstacles to teaching these topics and ways to overcome them;and the potential further implications of a policy change. Following the lead of child bereavement charities, research and new national reports on UK bereavement support, we demonstrate the need for mandatory grief education in all four countries of the UK and offer evidence-based recommendations for its implementation. © 2023, Cruse Bereavement Care. All rights reserved.

Using implementation science to support the adoption of routine HIV testing in a suburban emergency department

Background: Implementation science (IS) involves using techniques to promote implementation of evidence-based guidance to improve healthcare quality and outcomes. Sutton has an HIV prevalence rate of 2.5/1000 and a high late diagnosis rate. Testing in emergency departments (ED) has been shown to be effective and has been adopted in many UK metropolitan centres. Routine testing in EDs of high prevalence areas is recommended by NICE. Method(s): Our project started in November 2019 and was designed to promote uptake of opt-out HIV testing into routine practice through education, training, and incentives. Strategies employed outlined in table 1. We assessed acceptability and adoption of the guidance. Result(s): HIV testing increased from average 7.5 tests/ month to 592 tests/month (17,165 tests in 28 months). Three previously undiagnosed people and 1 individual with a known diagnosis who had disengaged were identified. Testing numbers ranged from 191-1229/month. Numbers dropped during the following challenging periods: 1. Tendering of the sexual health service 2. IT and sample processing issues on implementation 3. Emergence of SARS CoV-2 4. Blood bottle shortage in 2021 Conclusion(s): This project demonstrated that while implementation of routine opt out HIV testing in ED is feasible and acceptable, it took a long time for the practice to be embedded and it was easily de-railed by external circumstances. Acknowledgements- This project was conducted with support from an Implementation Science grant by ViiV. (Table Presented).

Generating students' loyalty towards the sustainable university during the later COVID-19 pandemic

PurposeThe COVID-19 pandemic has brought tremendous changes in society. Universities were among the few organisations with some previous knowledge of online education, being able to rapidly adapt by transferring already known best practices to the new context. As teaching moved to online, students encountered less sustainable implementation by their universities. This allowed the development of previously planned sustainable strategies so that when face-to-face teaching resumed, universities could be even more sustainable. This paper aims to explore loyalty to the sustainable university during the later COVID-19 pandemic based on the university's efforts to manage a green campus. Design/methodology/approachTo investigate loyalty towards the sustainable university during the later COVID-19 pandemic, a conceptual model is proposed. This research is grounded in an empirical investigation using a quantitative online survey implemented with online interviews, the relations between all latent constructs being analysed with SmartPLS. FindingsThe results show that university sustainability reflects student loyalty, outlining the image developed under the influence of green campus management. The results show that universities must intensify their efforts to support the sustainable agenda and create a sustainable academic brand, inducing student loyalty. The findings may attract the attention of other universities wishing to gain knowledge about the factors that students consider important in generating their loyalty. Research limitations/implicationsAs this research was carried out in the later COVID-19 pandemic context from 2021, the students already had experience of online teaching, so their assessment of the sustainability strategies implemented could be quite different from their perceptions in the first months of the pandemic. This research provides a comprehensive insight into the overall strategy that a sustainable university might apply in a crisis context. Social implicationsResearch has shown that green campus management has a positive impact on the sustainability of a university's image, on how students perceive the university at which they study and on the university's efforts to ensure efficient campus management. These factors contribute to the development of a strong and sustainable image of the university within the community. Originality/valueThe originality of this paper lies in the research questions designed to conceptualise and operationalise the generation of students' loyalty towards their university by encouraging and implementing sustainable strategies on campus. This paper highlights a structural model that combines strategic practices to determine students' loyalty towards a sustainable university during the COVID-19 pandemic.

Technostress Among Higher Education Students During the COVID-19 Outbreak

The experiences that higher education students have with technology and learning with the support of technological resources can generate feelings of stress and anxiety. Understanding whether or not students are ill-adapted to technology is of utmost importance to understand the extent to which changes are needed in the teaching and learning process. With this purpose, the students' perceptions about the technology, namely its familiarity, the ease of use, the utility of technological resources, levels of satisfaction with learning from remote learning, and levels of technostress during the confinement period due to the COVID-19 pandemic were evaluated. Several statistical methods were applied, including the multiple correspondence analysis and the k-means clustering algorithm, in order to obtain a partition of students based on their perceptions and experiences in the course of remote learning. The results revealed three distinct profiles concerning students' perceptions about their relationship with technology. Copyright © 2022, IGI Global.

Methodology for Virtual Education of Clinical Engineering through the Implementation of Digital Tools for Simulated Scenarios and International Collaboration

The Covid-19 global pandemic has represented a challenge for education, which had to migrate to virtual environments. Universities adopted different teaching methods to keep contributing to the growth of the professionals in various fields. In this context, the Biomedical Engineering program of the Pontificia Universidad Catolica del Peru and the Universidad Peruana Cayetano Heredia had to change or adapt the methodology of the courses included in its curriculum in order to reach the learning objectives. This paper presents a methodology for an innovative approach of simulated scenarios using digital tools for the virtual teaching of Clinical Engineering. The learning results achieved in two semesters of implementation of the methodology, during 2020 and 2021, were measured by means of a survey applied to the students at the end of the course. Obtaining achievement results above 76 % and improvement opportunities that would be useful for the next version of this course and for the replication of the methodology in other universities. © 2023 IEEE.

MULTILINGUAL COMMUNITIES ENGAGING IN DISTANCE LEARNING: What Lessons Can Be Learned?

While distance education technology combines individual locations virtually, distance education communities are shaped by how participants share resources. Distance education communities are established over time through overlapping spheres of influence. Research is needed that considers how transnational families and students are either invited or discouraged from sharing their linguistic and cultural resources within distance education communities. This article describes the results of a 2-year qualitative study that examined distance education communities containing transnational multilingual elementary students and families. This article discusses factors that should be considered when supporting distance education programs.

Live tutoring calls did not improve learning during the COVID-19 pandemic in Sierra Leone

Education systems regularly face unexpected school closures, whether due to disease outbreaks, natural disasters, or other adverse shocks. In low-income countries where internet access is scarce, distance learning—the most common educational solution—is often passive, via TV or radio, with little opportunity for teacher-student interaction. In this paper we evaluate the effectiveness of live tutoring calls from teachers, designed to supplement radio instruction during the 2020 school closures prompted by the COVID-19 pandemic. We do this with a randomised controlled trial with 4,399 primary school students in Sierra Leone. Tutoring calls led to some limited increase in educational activity, but had no effect on mathematics or language test scores, whether for girls or boys, and whether provided by public or private school teachers. Even having received tutoring calls, one in three children reported not listening to educational radio at all, so limited take-up may partly explain our results.

A Global MetaUniversity to Lead by Design to a Sustainable Well-Being Future

The COVID19 pandemic has revealed deep, ingrained problems with higher education, but also opportunities for positive transformation. In the post-COVID world, education at all levels has the chance to become: (1) universally available at low cost;(2) focused on developing competencies, (3) empowering fulfilling lives, not merely job training;and (4) engaged with communities to solve real-world problems. Achieving this will require overcoming the mass production model of higher education by utilizing the full potential of the Internet in creative ways balanced with face-to-face solutions-based integrated learning, research, and outreach agenda. Building a global collaborative consortium of universities and other educational institutions can move this agenda forward. We describe how this "MetaUniversity” could be structured and how it would serve to advance this agenda and lead the way to a sustainable well-being future for humanity and the rest of nature. Copyright © 2021 Costanza, Kubiszewski, Kompas and Sutton.