System approaches in governmental public health: Findings from an analysis of the literature

The U.S. public health enterprise is a complex system of public and private partners, loosely coupled, which work together to improve the public's health. This scoping review utilized peer-reviewed and grey literature to understand systems approaches may be used in the design or enhancement of public health governance structures and service delivery mechanisms. Titles and s were screened against the research question and retained materials were reviewed in full. The final analytic sample included 34 articles from an initial pool of 1128 unique citations that collectively described 25 systems approaches. The findings indicate that few avenues may be present to guide design or enhancement of public health systems when needs arise, such as in response to the COVID-19 pandemic. Scarcity of literature on this topic presents a challenge, and further analytical studies are needed to inform evidence-based systems design strategies and applications. © 2021 John Wiley & Sons, Ltd.

Does intrinsic motivation mediate perceived artificial intelligence (AI) learning and computational thinking of students during the COVID-19 pandemic?

The concept of Artificial Intelligence (AI), born as the possibility of simulating the human brain's learning capabilities, quickly evolves into one of the educational technology concepts that provide tools for students to better themselves in a plethora of areas. Unlike the previous educational technology iterations, which are limited to instrumental use for providing platforms to build learning applications, AI has proposed a unique education laboratory by enabling students to explore an instrument that functions as a dynamic system of computational concepts. However, the extent of the implications of AI adaptation in modern education is yet to be explored. Motivated to fill the literature gap and to consider the emerging significance of AI in education, this paper aims to analyze the possible intertwined relationship between students' intrinsic motivation for learning Artificial Intelligence during the COVID-19 pandemic;the relationship between students' computational thinking and understanding of AI concepts;and the underlying dynamic relation, if existing, between AI and computational thinking building efforts. To investigate the mentioned relationships, the present empirical study employs mediation analysis based upon collected 137 survey data from Universidad Politécnica de Madrid students in the Institute for Educational Science and the School of Naval Architecture and Marine Engineering during the first quarter of 2022. Findings show that intrinsic motivation mediates the relationship between perceived Artificial Intelligence learning and computational thinking. Also, the research indicates that intrinsic motivation has a significant relationship with computational thinking and perceived Artificial Intelligence learning. © 2023

Searching for the cognitive basis of anti-vaccination attitudes

Research on the reasons for vaccine hesitancy has largely focused on factors directly related to vaccines. In contrast, the present study focused on cognitive factors that are not conceptually related to vaccines but that have been linked to other epistemically suspect beliefs such as conspiracy theories and belief in fake news. This survey was conducted before the Covid-19 pandemic (N = 356). The results showed that anti-vaccination attitudes decreased slightly with cognitive abilities and analytic thinking styles, and strongly with scientific literacy. In addition, anti-vaccination attitudes increased slightly with teleological bias and strongly with an intuitive thinking style, ontological biases, and religious and paranormal beliefs. The results suggest that the same cognitive mechanisms that predispose to other epistemically suspect beliefs may predispose to anti-vaccination attitudes as well. The findings also indicate that pro-vaccination communication should focus on early prevention and that interventions against vaccine hesitancy should strive to be intuitively appealing. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The impact of COVID-19 on the learning during the lockdown

COVID-19 pandemic led Spanish population to a mandatory lockdown between March and May 2020. This meant closing schools and moving the rest of the 2019-2020 academic year to an online format. This work analyzes how the educational process developed during lockdown and estimates the impact that the interaction between online education and parents' teleworking situation had on students' critical thinking skills. To do this, we collected data at the beginning and at the end of the 2019-2020 academic year on critical thinking from students at the third year of secondary education from 15 educational institutions in the Region of Madrid. Firstly, we concluded that public schools faced more difficulties than private government-dependent schools for continuing with the teaching-learning process. In order to follow online classes, 70% of the students in private government-dependent schools had a desktop or laptop compared to 40% of the students in public schools. Moreover, meanwhile 73% of the students in private publicly funded schools devoted more than 4 hours to classes and online tasks, this figure slightly exceeded 50% for students in public schools. Secondly, in general, the different work situations of parents did not have significant effects on students' critical thinking. However, we did find that, for students with academic results below the average at the beginning of the school year, the fact that the mother teleworked during school closing had a positive and significant impact on their academic results. This suggests that teleworking allowed mothers to provide greater support and supervision to their children. © 2023, Univ Nacional de Educacion a Distancia (UNED). All rights reserved.

Learner Engagement in a Business Simulation Game: Impact on Higher-Order Thinking Skills

Higher-order thinking skills (HOTS) are reliable predictors of success in school and the workplace. A typical technique for encouraging higher-order thinking is to use instructional design interventions that engage learners in simple cognitive activities. Business simulation game (BSG) is one of the types of interactive learning environments that can increase HOTS. In addition, student engagement and attitude toward technology use are considered strong influences on HOTS. The study explored the effect of using a BSG on HOTS and student engagement. It examined the influence of attitude toward the use of a BSG on HOTS and student engagement. The results of the t-test analysis showed that learning activities using BSG had a positive effect on HOTS and student engagement. Additionally, PLS-SEM analysis results indicated that immersion, interaction, and intention to use the game influence student engagement. Furthermore, student engagement significantly influenced HOTS. The findings indicate that students must demonstrate that they are engaging actively in a course to improve HOTS and that a BSG can be a valuable and effective tool for promoting engagement. Moreover, the COVID-19 pandemic caused limitations in sampling and representativeness of respondents. Future research should involve a bigger sample size and students who have attended related courses. © The Author(s) 2022.

Challenges and Perspectives of the Furniture Market in Brazil

Traditionally the furniture market in Brazil is owned by family businesses and of national origin, with few exceptions. Based on this premise and the high demand promoted, especially in the Covid-19 pandemic, the market has adapted to the growing demand for residential furniture. Therefore, a conceptual restructuring needs to be carried out due to the great variability of products in the same factory, driven by the target audience, which goes beyond the traditional concepts of factory standardization and enables a new way of thinking according to the demand for products offered by catalog and/or bespoke. In addition, as they are family businesses, there is an inherent risk of closing activities due to the lack of family motivation of the following generations linked to the lack of knowledge to update manufacturing processes. This article concludes that the variability of products offered in each factory is a high option. New concepts must be adopted from handcrafted to manual transition. And, with positional and functional factory configurations, ensuring high efficiency and quality concerning the degree of difficulty, associated with the characteristics of furniture dealerships. To get success, the companies must be directed towards the sustainable production chain to the companies involved. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Counterfactual thinking as a prebunking strategy to contrast misinformation on COVID-19

Given the complexity of contrasting the spread of fake news and conspiracy theories, past research has started investigating some novel pre-emptive strategies, such as inoculation and prebunking. In the present research, we tested whether counterfactual thinking can be employed as a prebunking strategy to prompt critical consideration of fake news spread online. In two experiments, we asked participants to read or generate counterfactuals on the research and development of COVID-19 treatments, and then to evaluate the veridicality and plausibility of a fake news headline related to the topic. Participants' conspiracy mentality was also measured. Among participants with higher levels of conspiracy mentality, those exposed to counterfactual prebunking rated the fake news headline less plausible than those in the control condition (Study 1) and those exposed to another type of prebunking, that is, forewarning of the existence of misinformation (Study 2). The counterfactual prebunking strategy also induced less reactance than forewarning. Discussion focuses on the development of new strategies to prevent the spread of misinformation, and the conditions under which these strategies may be successful. © 2022 Elsevier Inc.

Applying Design Thinking Approach to Improve Online Education

COVID-19 has transformed face-to-face learning interactions and forced children to stay home and connect through online education. During COVID-19, the Ministry of Education in Saudi Arabia established the Madrasty platform as the new gateway for distance teaching and learning for the 1st to 12th grade for the 2020–2021 school year. However, students have faced many issues with the platform related to usability and features. This paper aims to improve the design of the Madrasty website educational in Saudi Arabia during online education through applying the Design Thinking approach as a foundation to extract the requirement set for a design prototype with complete features options to support remote learning. In addition to investigating the level of depression between the physical school attendance and remote school attendance in Saudi Arabia, this comparison is to consider adding the feature of mental health states to the educational website for remote learning. The authors studied the issues in Madrasty and proposed the newly updated platform, including a set of new features to resolve the problems in the existing platform. Usability testing was conducted with two types of users- teachers and students. The usability testing consists of two phases: 1) a list of tasks to measure features' usability, and 2) a post-test questionnaire to measure users' level of satisfaction. The result shows an excellent rate in the number of participants in both groups regarding the number of clicks and time to perform the tasks. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Competitive programming in computational thinking and problem solving education

Building practical programming competency requires a long-lasting journey of discovery, trial and error, learning and improvement. This article presents essential findings of a case study of a Python programming contest with an automatic judgement system for Competitive Programming training extending the learning experiences for students in an introductory course, computational thinking and problem-solving. The benefits and challenges are discussed. Due to the coronavirus disease 2019 (COVID-19) epidemic, a hybrid model of the contest was adopted, that is, some students participated in the contest on-site, while others participated remotely. To alleviate human effort in judging the submissions, the DOMjudge platform, a web-based automatic judgement system, has been deployed as an online automatic judgement system and contest management in competitive programming. The implementation roadmap and framework were provided. The contest problems and contestants' performances were discussed. Not many junior contestants could solve at least one problem(s), and competitive computing training should be offered if the students are keen on open competitions. An empirical study was conducted to evaluate the student feedback after the contest. Preliminary results revealed that the contest offering the chance to stimulate student learning interests could enhance their independent learning, innovative thinking and problem-solving skills, and could thus lead to the overall benefits of the learning experiences, which further encourage them to participate in future contests to improve their learning and therefore enhance their employability. Employers often treasure student experiences in competitive programming events, like association for computing machinery programming contests, Google Code Jam or Microsoft Imagine Cup. Sharp vision requiring skills to tackle unseen problems within a short period is also instrumental to students planning for graduate school. © 2023 Wiley Periodicals LLC.

Applying health design thinking to uncover actors in the sustenance of health and wellbeing during hotel quarantine in kuwait

This visual essay centers on the author's hotel quarantine experience in Kuwait. While many quarantine stories have been recorded, personal stories involving the relationship between human and non-human actors within a quarantined space are still overlooked. By focusing on the maintenance of health and wellness during quarantine, this essay visually communicates the hotel quarantine experience by using a health design thinking approach. By presenting a series of photographs, actors' interactions, and journey maps, the author attempts to convey a connection between human and non-human actors during quarantine, and prompts a discussion on what can be done to improve hotel quarantine systems in the future. © The Author(s) 2022.

The SEIR model incorporating asymptomatic cases, behavioral measures, and lockdowns: Lesson learned from the COVID-19 flow in Sweden.

The Sweden approach is unique in handling the COVID-19 flow, compared to other European countries. While other countries have practiced the full lockdowns, Sweden has practiced the lighter lockdowns or the partial lockdowns as public spaces such as cafes and restaurants are allowed to serve their customers subject to government recommendations. This study aims to develop an SEIR model for Sweden capturing important issues such as the roles of behavioral measures, partial lockdowns, and undocumented cases. The suggested SEIR model is probably the first SEIR model capturing the roles of behavioral measures, partial lockdowns, hospital preparedness, and asymptomatic cases for Sweden. The SEIR model can successfully reproduce similar main observed outputs, namely documented infected cases and documented death cases. This study finds that the effects of partial lockdowns effectively start 52 days after the first confirmed case. Again, behavioral measures and partial lockdowns reduce possible infected cases about 22% and 70% respectively. This study also suggests that the Sweden government should step up to the full lockdowns by conducting public closures so COVID-19 flow can be curtailed significantly. Likewise, owing to airborne transmission, protecting vulnerable people such as senior citizens should be prioritised.

From cause and effect to causes and effects.

It is now-at least loosely-acknowledged that most health and clinical outcomes are influenced by different interacting causes. Surprisingly, medical research studies are nearly universally designed to study-usually in a binary way-the effect of a single cause. Recent experiences during the coronavirus disease 2019 pandemic brought to the forefront that most of our challenges in medicine and healthcare deal with systemic, that is, interdependent and interconnected problems. Understanding these problems defy simplistic dichotomous research methodologies. These insights demand a shift in our thinking from 'cause and effect' to 'causes and effects' since this transcends the classical way of Cartesian reductionist thinking. We require a shift to a 'causes and effects' frame so we can choose the research methodology that reflects the relationships between variables of interest-one-to-one, one-to-many, many-to-one or many-to-many. One-to-one (or cause and effect) relationships are amenable to the traditional randomized control trial design, while all others require systemic designs to understand 'causes and effects'. Researchers urgently need to re-evaluate their science models and embrace research designs that allow an exploration of the clinically obvious multiple 'causes and effects' on health and disease. Clinical examples highlight the application of various systemic research methodologies and demonstrate how 'causes and effects' explain the heterogeneity of clinical outcomes. This shift in scientific thinking will allow us to find the necessary personalized or precise clinical interventions that address the underlying reasons for the variability of clinical outcomes and will contribute to greater health equity.

An extended health belief model for COVID-19: understanding the media-based processes leading to social distancing and panic buying.

Building on the health belief model (HBM), this research tests, over six months, how the exposure to COVID-related information in the media affects fear, which in turn conditions beliefs about the severity of the virus, susceptibility of getting the virus, and benefits of safety measures. These health beliefs ultimately lead to social distancing and panic buying. As a first contribution, we find that fear is not directly triggered by the objective severity of a crisis, but rather formed over time by the way individuals are exposed to media. Second, we show that fear affects behaviors through the components of the HBM which relate to the risks/benefits of a situation. Last, we find that critical thinking about media content amplifies the "adaptive" responses of our model (e.g., health beliefs, social distancing) and reduces its "maladaptive" responses (e.g., panic buying). Interestingly, we note that the beneficial effect of critical thinking about media content disappears as the level of fear increases over time. The implications of these findings for policymakers, media companies, and theory are further discussed. Supplementary Information: The online version contains supplementary material available at 10.1007/s11747-022-00865-8.

Online versus face‐to‐face cheating: The prevalence of cheating behaviours during the pandemic compared to the pre‐pandemic among Turkish University students

BackgroundDuring the COVID‐19 period, academics and higher education institutions have shown deep concern about academic integrity related to measurement and evaluation issues that have arisen in online education.ObjectivesTo address this concern, this paper examined the prevalence of cheating behaviour among university students before and during the pandemic by comparing self‐reported cheating behaviours of students and academics' perceived levels of cheating behaviours of their students.MethodsA correlational design was employed aligned with study objectives.Results and ConclusionsThe results indicate that although both groups reported a significant increase in cheating incidents in online education, instructors' perceived frequency of student cheating is remarkably greater than students' self‐report cheating incidents. Contrary to the perceptions of instructors and stakeholders in education, students did not report a very drastic cheating increase in online education during the pandemic. The strongest predictive power for online cheating behaviours was the cheating behaviours in face‐to‐face education. Whereas the sensitivity of institutions and course instructors toward cheating behaviour was negatively associated with cheating behaviours in face‐to‐face education, this situational factor did not show a significant effect in distance education. Regarding individual factors, we found a significant relationship between cheating behaviours and gender, discipline, whereas no significant relationship was found in terms of student GPA. Consequently, in order to minimize the threats to the validity of scores associated with cheating, faculty should be supported through faculty development programs and resources so that they can develop authentic assessment strategies for measuring higher‐order thinking skills.Alternate :Lay DescriptionWhat is already known about this topicThe COVID‐19 period created an abrupt shift in learning conditions and measurement processes.Educational administrators and teachers have also shown deep concern about academic integrity related to measurement and evaluation issues that have arisen in distance education during the pandemic period.Previous studies investigating the factors affecting students' academic dishonesty in traditional cheating behaviours have primarily focused on individual and situational factors.What this paper addsThe online education process caused an increase in cheating behaviour scores.There is a substantial range between students and instructors' responses about online cheating during the pandemic.Cheating behaviour in face‐to‐face education significantly explains cheating behaviour in online education. Cheaters in face‐to‐face education are also cheaters in online education.The sensitivity shown by university and course instructors toward cheating yielded a mixed result in online and face‐to‐face education.In online and face‐to‐face education settings, cheating behaviour scores of female students are lower than male students.Students with lower GPA scores generally have higher cheating behaviours.Implications for practice and/or policyIndividual and contextual factors are major determinants of cheating behaviours.In order to minimize the threats on validity of scores associated with cheating, faculty should be supported through faculty development programs and resources so that they can develop authentic assessment strategies for measuring higher‐order thinking skills.This study fills an important gap in the available literature on cheating before and during COVID‐19.The study has a potential to guide higher education institutions for planning and initiating strategies to address cheating in short and long term.

Reconfiguring the service system for resilience: lessons learned in the higher education context

Purpose: The COVID-19 pandemic started a new era in understanding the topic of resilience and adaptability. The human society has not faced such a widespread global challenge until now. This paper aims to address a context change influenced by the COVID-19 pandemic, using a case study in high education. While the character of the issues emerging is the same as in any other domain, in high education, the principles and consequences can be more directly studied and analyzed. Design/methodology/approach: This paper describes a framework to evaluate how the context of the tertiary education service has been disrupted and the influence on the adherence of the students to the educational process, via primary quantitative data collection. This paper tackles the problem of distinguishing the change in context and context change and the possibility of system reconfiguration. Findings: To properly face the evolving conditions induced by the pandemic, the education service system must be aligned to the imposed emergency situations, trying to "find” where the changes have emerged, i.e. what kind of reconfiguration is, whether it appears in the goals or in the service system itself. Furthermore, this study discusses how the findings can be valuable and applied to situations beyond the pandemic, in other cases of context disruption to highlight how general the service activities are within our reconfiguration approach. Originality/value: From a theoretical point of view, this work is in line with main assumptions of system thinking, by confirming several insights of service systems' behavior, even in a logic of B2B interactions (from the offer side);first in terms of openness and adaptation, in addition to readiness to change and – when and how – this change can occur. From a practical point of view, this paper's contribution is directed toward achieving the more successful change management process, as reached together by motivated partners working hard for a common final goal. Realizing that the pandemic has brought a completely new context of education, managers should focus now on monitoring all aspects of the education business, not only directly affected projects and processes. © 2023, Emerald Publishing Limited.

Part two: the challenges of a soft systems inquiry. Integrating Husserl and Gadamer

PurposeThis study aims to explore the ideas of Husserl and Gadamer as a possible basis of future soft systems methods of enquiry.Design/methodology/approachIn Part one, the author has taken up the argument that soft systems is underpinned by Husserl's phenomenology. The implication of this contention is an acceptance of subjectivity, and that our understanding the world is based upon personal experience. A consequence of this thinking renders predetermined models of the world to be deficient because each situation is unique. Instead of seeking a "solution”, the soft systems investigator engenders a cycle of learning as a means of gaining greater understanding. This means that a soft systems inquiry involves exploring the situation with those involved as a means of reaching an informed way forward. In this second paper, the author continues to explore Husserl's phenomenology and also consider Gadamer's ideas on hermeneutics and the importance of the "cycle of learning” that is central to any soft systems inquiry. The study concludes with a summary of points that, the author suggests, should be considered when undertaking a "soft” systems inquiry and in the development of any methodology that may enable it.FindingsBoth papers explore the phenomenological ideas of Husserl and the relationship to soft systems. In paper one, the basis of this exploration was Checkland's assertion that phenomenology could be the basis of soft systems. In the second paper, the author takes this further by exploring Gadamer's ideas on hermeneutics and reflect upon the possibility of blending them with Husserl's thinking.Research limitations/implicationsI had some difficulty in tracking down the published work relating to the development of soft systems, notably the Journal of Applied Systems Analysis. This journal was published by Lancaster University and covered more than 20 years of debate and provides an important record of its development. The author managed to find what might be the only compete set at the University of Southampton. This allowed the author to gain some understanding of the development of the thinking. Since the late 20th century, the number of publications on soft ideas has been severely limited, seemingly reflecting the dominance of reductionist science. It seems timely for such a paper as this to help initiate further debate.Practical implicationsAs indicated above – the difficulty is finding early journal publications where the ideas and their relationship to the action research programme emerged. Checkland himself, with whom the author has always enjoyed a close relationship, has, at the age of 90, withdrawn from academic activity;the early papers in the Journal of Applied Systems Analysis are probably the only "evidence” of the developing ideas at that time. Checkland has summarised the development (see references in the author's two papers), but these early documents have the advantage of being written by a variety of scholars at the time rather than a single source.Social implicationsThe current crisis of the corona virus demonstrates the strength and the limitations of reductionist thinking. It is appropriate at this time that other methods and ideas of thinking about complexity are "visible”. Whilst there are many ideas, techniques, methods and so on in systems, these come from a common base, namely, to accept a world as tangible and easily modelled;adopting and alternative way of thinking can be challenging and healthy.Originality/valueSoft systems thinking is 50 years old, but there has been virtually no progress since the soft systems methodology (SSM) emerged of Husserl and Gadamer in the 1970-1990s;such is the dominance of this methodology. This paper attempts to revisit the early thinking and consider what soft systems thinking means rather than focus on SSM.

Comparing Bion's Container-Contained Relationship with Aspects of Containment in the Collective Unconscious

The psychodynamic therapist is both aware of and open to phenomena arising in their relationship with the patient. This paper compares two different phenomena and expands on how processing these phenomena aids the therapeutic pair: Bion's container-contained relationship and Jung's concept of the collective unconscious, which could be thought of as containing the therapeutic relationship. The two concepts will be described and elucidated using a clinical example of a therapist's dream from the collective unconscious following sudden termination in therapy. This supports a synthesis of the two concepts in a developmental context and within the wider scholarship of both thinkers. Finally, their relationships to embodied processes will be explored. Copyright © 2022 BPF and John Wiley & Sons Ltd.

THE EFFECTIVENESS OF CREATIVE PROBLEM SOLVING-FLIPPED CLASSROOM FOR ENHANCING STUDENTS' CREATIVE THINKING SKILLS IN ONLINE PHYSICS EDUCATIONAL LEARNING

Physics science differs from other educational programs. As a natural science subject, this study program has many mathematical formulas, complex scientific laws, theorems, and scientific postulates. This study program needs creative thinking skills since physics learning is related to creativity in solving scientific problems. CPS (Creative Problem Solving) and flipped classrooms are some efforts to increase creative thinking skills. In Indo-nesia, COVID-19 is the main reason for conducting online learning. However, there is no supporting information about the effectiveness of CPS and flipped classrooms as methods for online physics learning in university. Thus, this study aims to identify the effectiveness of CPS–flipped classrooms assisted by videos in enhancing university students' creative thinking skills for online learning. The study participants were university students from the Physics Education Study Program (population = 66 students, random cluster sampling for the sampling method) of Mataram University. They were divided into the control and experimental or treatment groups. This study used a pre-test and post-test group design (seven description questions). All questions were validated and reliable. All data were analyzed using an N-gain score and t-test. The results show that the N-gain score is in the medium zone. The data were normally and homogeneously distributed. The analysis result using the t-test shows that the addition of flipped classrooms is more effective than the control group (CPS only). CPS-flipped classroom performs better than CPS, proving the ability of flipped classrooms as the alternative method in online learning. © 2022 Science Education Study Program FMIPA UNNES Semarang.

'Safe spaces and places': the value of design-led methodologies in developing online narratives

This paper considers the value of a design-led methodological approach, adopted during the COVID-19 pandemic to facilitate online interviews with young people (aged 15-17) who had been involved in crime and violence in Newcastle-upon-Tyne, UK. The development of an original digital workshop and set of exercises (referred to as a tool) using interactive methods engaged criminalised youths online and gathered qualitative data regarding their experiences of crime and violence. The research demonstrated how principles of design can be used to empower participants, overcome communication barriers, obtain rich data through online methods, and move away from a traditional 'interview' experience, creating a safer space for more genuine accounts and narratives. Thus, this paper suggests that researchers of youth crime and violence, and social scientists more broadly, may wish to consider how adopting design-led methodologies can allow places and spaces for participants' narratives to develop.

Changes in Career Thinking and Work Intentions among Family Medicine Educators in Response to the COVID-19 Pandemic

Introduction: This study examined the attitudes and perceptions of family medicine educators with regards to COVID-19's impact on both career thinking and work intentions. Method(s): We surveyed 949 Family Medicine educators and practicing physicians as part of the 2021 Council of Academic Family Medicine's (CAFM) Educational Research Alliance (CERA) survey. Result(s): Changes in thinking about their nonwork lives (P < .001, OR = 2.82), changes in life priorities (P < .001, OR = 2.07), along with recent changes to the educator job that are perceived as less enjoyable (P < .001, OR = 1.31), are associated with career thinking changes. Perception of being treated fairly (P = .002, OR = 0.83), changes in thinking about nonwork lives (P = .003, OR = 1.29), changes in life priorities (P < .001, OR = 1.65), and recent less enjoyable changes to the educator job (P < .001, OR = 1.26), are associated with an intent to reduce work hours. Perception of being treated fairly (P < .001, OR = 0.81), changes in life priorities (P < .001, OR = 1.31), recent work changes that are less enjoyable (P < .001, OR = 1.38), and workload increases (P = .02, OR = 0.87), are associated with increased thoughts of doing something different in 5 years. Older participants were more likely to intent to reduce hours (P < .001, OR = 1.05) and have increased thoughts of doing something different in 5 years (P < .001, OR = 1.04). Meanwhile, women were more likely to experience career thinking changes (P = .02, OR = 1.42). Discussion(s): Our findings suggest that the career thinking and work intentions of family medicine educators have been greatly impacted by the pandemic. There may be consequences for how they think about and approach their careers and jobs in the future. Additional research is needed to determine what these actual consequences mean. In addition, employers should carefully assess these types of changes, identify which educator subgroups they may affect the most, and act accordingly, particularly in areas like recruitment and retention. Copyright © 2022 American Board of Family Medicine. All rights reserved.