Education Conference Research Articles

The Effects of a Modeling and Computational Thinking Professional Development Program on STEM Educators’ Perceptions toward Teaching Science and Engineering Practices

Teachers’ integration of the Next Generation Science Standards and corresponding Science and Engineering Practices (SEPs) illustrate current science education reform in the United States. Effective teacher professional development (PD) on SEPs is essential for reform success. In this study, we evaluated the Nebraska STEM Education Conference, a PD program for middle school, high school, and first- and second-year post-secondary STEM teachers. This SEP-oriented PD program focused predominantly on the SEPs ‘developing and using models’ and ‘using mathematics and computational thinking.’ An electronic survey was used to measure participants’ (n = 45) prior integration of SEPs, influential factors and barriers to using SEPs, and changes to interest and confidence in using SEPs as a result of attending the PD program. Our results showed that teachers had limited prior use of SEPs in their teaching. Student interest and learning outcomes were the factors found to be most influential to teachers’ use of SEPs, while limited knowledge, confidence, and resources were the most commonly identified barriers. As a result of attending the PD program, participants significantly improved their confidence and interest to incorporate SEPs. We recommend continued SEP-oriented PD to foster successful NGSS integration and to advance reforms in science education.

Frontiers in Education (FIE) at 50: Advancing Computing and Engineering Education

This Special Issue is a product of the collaboration between the Frontiers in Education (FIE) Conference and the IEEE Transactions on Education (IEEE ToE) Journal, both known for producing high-impact, peer-reviewed scholarly publications. FIE was founded in 1971 by the IEEE Education Society, joined by the ASEE Educational Research and Methods (ERM) division in 1973, and supported by the IEEE Computer Society since 1995. From its inception, FIE has been a vibrant hub for international computing and engineering educators and professionals to exchange ideas, network, and communicate quality research.

교육공무직의 근로조건 결정상 쟁점과 노동법적 개선방안

Educational officials are employees in principle and they are protected according to the Labor Relations Act. At actual schools, however the issues and controversies over the protection and treatment of the educational officials have been continuing for a long time. Such issues and controversies have to be considered as they cause huge confusions in the labor-management relations and provision of high-quality educational service at school.BR While there have been efforts to amend the Act or relevant statutes since the 19th National Assembly, amendments could not be made due to the oppositions from the parties of labor relations. Currently employment and working conditions are regulated in accordance with the municipal ordinance, collective bargaining, rules of employment, and labor contract.BR The treatment and protection of the educational officials have significant meaning in improving the quality of the educational services including educational welfare. However the present ordinance-based discipline system causes difference in the scope and main working conditions depending on duties and regions. Such difference results in exhausting and repeated conflicts.BR Still, offices of education and solidarity conference of non-regular school employees are carrying out collective bargaining to regulate the standardized salary and allowances. The working conditions are also gradually getting standardized by reducing the gaps between offices of education. Such issue is also spotlighted because it may become the basis for establishing the separate statutes related to the educational officials.BR There also should be further discussions on various measures for closing the gaps in the working conditions of the educational officials.

Women and educational technology in Spanish universities. The nooks of invisibility

The aim of this study is to find out the situation of teaching staff in educational technology at Spanish universities and the visibility of their research, taking two basic dimensions into account: productivity and recognition. It is a documentary study with quantitative analysis, focused on four dimensions: the presence of women in Spanish public universities in the academic field of Educational Technology; the professional categories they work in (through institutional websites); the H-Index extracted from the academic social network Researchgate (analysed with IBM SPSS STADISTICS Version 27) and the participation of women in two of the Spanish international conferences leading Educational Technology: the Initiative of the Association for the Development of Educational Technology and New Technologies applied to Education (EDUTEC) and the Educational Technology Conference for Education (JUTE) (through the programmes published). The results show that women teachers in the field of Educational Technology in Spain represent more than 41% of the total. This representation does not correspond to the visible presence in the different academic fields that indicate productivity and recognition. The gender perspective of the academic field of Educational Technology in Spain is not very optimistic, as it reproduces the patterns that are seen in most areas of knowledge.

Synopsis

The 2021 Media Education Conference (MEC 2021 [ulapland.fi]) took place on top of Ounasvaara Hill in Rovaniemi from September 28–October 1, 2021. MEC (formerly NBE) is an informal and friendly conference that participants attend to exchange ideas and information dealing with media education, educational use of ICTs, and learning environments. MEC 2021 was organized by the Media Education Hub at the University of Lapland. The theme of MEC 2021 was “Media Education in Autumn Colors.” MEC 2021 also celebrated the 20th birthday of the Media Education Hub. MEC 2021 participants were invited to submit paper proposals to be published in this special issue of seminar.net.
 The themes and topics of the ninth MEC conference dealt with a) media, digital, and information literacies; b) digital media in teaching and learning; c) playful learning; and d) media education, participation, and well-being.

A Study of “Shared Teaching” and “Video Conferencing in Classrooms” as Techniques for Improving English Literature Learning Experience

Globalisation and the emergence of internet in all fields of human affairs have brought unprecedented changes in higher academics. Physical and political boundaries are now hardly any barrier in restricting access to knowledge or information. Learning is a social process, and it typically tries to enhance an individual’s knowledge and understanding through solo activities, as well as group and peer interaction. Thus, one of the key learning skills is that of communication. Through collaboration, learning becomes more effective. And for such collaborative learning, effective communication tools and channels are necessary pre-requisites. And in today’s world, the exponential importance of English as the most effective means of communication between people of different cultures and countries, cannot be denied. Internationalism in higher education has become the latest concern for universities across the world. And for the teaching and learning of English (both the language skill and its literature), this internationalism can only be an added advantage. Tools of ICT are often considered relevant only for facilitating the teaching and learning of science subjects. Technology is an important aspect of modern life. Science and technology contribute to human well-being in perceptible ways and thus our society likes investing in science and technology because they provide us with provisions for life. Literature provides us with visions, ideas and understanding that we can apply to our lives. However, literature does not bring about any quantitative change. Its impact is intangible and incalculable in terms of quantity. Humanities or literary discourse brings out qualitative changes that remain countless. A good poem or novel may not be able to provide material comforts, but they can inspire, motivate, heal and change the readers. Revolutions have been brought about because of the power of literature. Thus, the importance of studying literature will always be relevant for human beings. What needs to be kept in mind today, however, is that science and technology and humanities are complementary and scientific innovations like video conferencing and shared teaching, when used in Literature classrooms, only serve to increase the understanding of the prescribed texts for the students. This paper proposes to study two such innovative techniques of teaching English literature in Palestinian HEIs—shared teaching (where two teachers, one local and one preferably English share classes within the classroom) and video conference classes (where students can listen to teachers in distant locations, even overseas; and have exposure to other cultures and modes of teaching). The aim of this study is to see how these innovations improve the learning experience of Palestinian students opting to study English Literature in their B.A. courses. The analytical method will mostly be applied for completing this study.

Development of readiness of future teachers of preschool organisations to innovative activity

The purpose of this research is to determine the technological pedagogical content knowledge competencies related to the development of the readiness of future teachers of preschool organisations for innovative activities. This study was carried out in accordance with the phenomenology pattern, one of the qualitative research methods. The study group of the research consists of 25 students studying in the departments of preschool teaching at various universities in Kazakhstan in the 2021–2022 academic year. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, the vast majority of preschool teacher candidates stated that they found technology knowledge sufficient to improve their readiness for innovative activities. The majority of preschool teacher candidates participating in the research stated that they found their content knowledge sufficient to improve their readiness for innovative activities. The majority of preschool teacher candidates participating in the research stated that they found their pedagogical knowledge and technological pedagogical content knowledge partially sufficient in improving their readiness for innovative activities. As a result of the research, the necessity of expanding the education curriculum and giving educational conferences in universities in order to increase the technological pedagogical content knowledge of preschool teacher candidates has arisen.
 Keywords: Preschool organisations, preschool teachers, technological pedagogical content knowledge;

Optimizing the Virtual Interview Experience for Residency and Fellowship Applicants.

To the Editor: In 2020, residency and fellowship applicants embarked upon the first all-virtual interview season, departing from established norms of traditional interviewing. 1 We hope to provide an applicant’s lens on thoughtfully designed practices that were used during the 2020–2021 interview season and that programs may wish to adopt to optimize the virtual applicant experience. Delivering program information: Program videos, beyond providing standard program details, can be expanded to include campus tours, regional wellness activities, and testimonials from trainees and faculty. Information provided by program websites, which are often incomplete, 2 becomes even more critical in the absence of onsite interviewing. Websites may feature current trainees’ photos and academic/personal biographies to demonstrate commitment to trainees as individuals and convey important information about diversity and specialty interests. Similarly, summary statistics of alumni positions and practice types can efficiently convey information about postprogram career pathways. Last, Twitter and Instagram can be used to actively engage with applicants and highlight teaching and mentorship activities. Streamlining virtual interview logistics: Programs should be mindful of start and end times across time zones. During individual interviews, “time remaining” notifications can improve punctuality and avoid inadvertent interview cessation; additionally, minimizing link-switching can improve timing. Time between interviews can be designated as breaks or question and answer (Q&A) sessions. However, if no time limit is set, continuously rolling Q&A sessions may lead to question drought and drop-out in engagement. Creating meaningful trainee/faculty interactions: Informal “social hours” facilitate candid trainee–applicant communication; one-on-one engagement can be maximized by using breakout rooms, split randomly or by the applicant’s prespecified interest. As physical location is no longer a limiting factor, programs can offer extensive virtual informational opportunities outside the interview day itself, including teaching conferences; grand rounds; subspecialty interest meetings; and diversity, equity, and inclusion activities. We hope the above observations will be useful, providing an applicant’s lens into the variations of the virtual interview process. As the landscape of virtual interviewing evolves, programs will need to seek additional feedback to innovate and optimize the virtual interview experience of applicants. Acknowledgments: The authors thank Nosheen Reza, MD (University of Pennsylvania Perelman School of Medicine), Malhar Patel, MD (Scripps Clinic), John McPherson, MD (Vanderbilt University Medical Center), and Julie Damp, MD (Vanderbilt University Medical Center) for contributing important faculty perspectives.

Resisting the “academic circle jerk”: precarity and friendship at academic conferences in UK higher education

Academic conferences have a central role in shaping career trajectories, reproducing or resisting exclusions and moulding relations in and to academia, thus shaping academic networks. In this paper, we consider how precarious academics subvert and navigate conference spaces, including emerging online forms. Particularly, we explore how academic conferences generate and nurture friendship as an enduring political practice that undermines neoliberal economic, political and social structures. This is contextualised in UK higher education amidst mass job losses, increased precarity and the subsequent breaking of academic bonds. In interviews with academics and our own auto/ethnographical experiences, we explore how friendship emerges in and resists the exclusions of the conference space for precarious researchers. Finally, we explore how the nurture of friendship by precarious scholars at academic conferences promotes collective action to resist neoliberalism within the academy.

Nonprofit Board Membership: A Novel Mechanism for Authentic Community Engagement and Leadership Development for Resident Physicians.

Many residency programs have increased curriculum emphasis on the social determinants of health in recent years, and genuine longitudinal experiences for community engagement can be rare and challenging to design. The pediatric residency program at the University of Pittsburgh Medical Center Children's Hospital of Pittsburgh has its separate Pediatric Advocacy-Leadership-Service (PALS) program track with 6 total residents across all trainee levels in a given academic year. Since 2011, the PALS program's mission is to train residents to be outstanding primary care pediatricians with the knowledge and skills to provide effective health care, leadership, and advocacy on behalf of children and families in medically underserved communities. This specific training is accomplished through multiple elements in the spirit of the acronym. Authentic leadership training, beyond personality profiles and suggested readings, is exceptionally difficult to provide. The PALS program provides the following unique training opportunity to meet this need.Enabling authentic community engagement while simultaneously offering robust leadership development, the PALS program facilitates each resident to be a member on the board of directors of a local nonprofit organization during residency training. This pairing is done with individual attention to each resident's interests and the community organization's vision and values. First-year PALS residents are asked to critically reflect on personal strengths, goals, and areas of growth. Local community pediatrician and public health leader, Dr Amy Nevin, has years of experience with grassroots community health networks to coordinate “the match” between each nonprofit organization and resident. To enable junior residents to contribute meaningfully as board members, she and the PALS third-year residents provide specific mentorship and are in communication with various local nonprofits gauging specific organization needs. First, an interview is completed, and the nonprofit leadership decides whether the resident physician is their desired board member candidate. If all parties are interested in proceeding, clear expectations are outlined upfront. For example, residents are never expected to make large personal financial donations to the organization. Residents are transparent regarding their rigorous clinical schedules. Nonprofit organizations provide board meeting times to the residents and share reasonable attendance expectations. Residents then provide board meeting times in advance to residency program leadership for accommodations when possible. The timeline varies per each pairing but is finalized by the end of intern year at the latest to provide at least 2 full years of active nonprofit board membership.The resident nonprofit board membership experience has been an empowering community opportunity with mutual benefits for both local nonprofits and residents. Several residents have cited their nonprofit board role as one of their most rewarding experiences of residency. Many residents invited their community partners to visit the hospital for guest lectures during teaching conferences. Community nonprofits have utilized resident perspectives, often the only medical voice on many boards, on numerous occasions including navigating the COVID-19 pandemic. The list of participating nonprofit organizations (Table) has grown even as some partners actively seek a new resident board member as graduating ones complete their residency programs. Most residents had never previously held board responsibilities, and this leadership opportunity intends to serve all graduates as future community health leaders in their careers. Further investigation is needed longitudinally to survey graduates and community partners of this experience to understand its long-term career impact.

Leadership, Leading, and Influencing Change in Cancer Education: Development and Assessment of a Pilot Leadership Workshop in Cancer Education for Interdisciplinary Healthcare Staff.

Effective leaders in healthcare settings create a motivating work environment, initiate changes in practice, and facilitate interdisciplinary collaboration to advance patient-centered care. Health professionals in cancer education need leadership development to meet the continued rise in cancer cases and to keep up with the rapid biomedical and technological advances in global cancer care. In addition, leadership development in cancer education supports interprofessional collaboration, optimizes patient engagement, and provides mentorship opportunities necessary for career advancement and skill development. The identified benefits from leadership development in cancer education led to the creation of an interactive pilot leadership workshop titled “Essential Skills in Cancer Education: Leadership, Leading, and Influencing Change in Cancer Education,” held at the International Cancer Education Conference in October 2020. The workshop was led by global leaders in cancer education and utilized lectures, mentorship opportunities, interactive case studies, and individual learning projects to develop leadership skills in multidisciplinary oncology professionals. Fifteen attendees from diverse educational backgrounds and levels of experience participated in the virtual leadership workshop and mentorship program. Following the workshop, participants reported an increase in knowledge regarding how to use different leadership styles, initiate changes in practice, and apply leadership skills in their career development and at their institutions. The feedback received from participants through post-workshop evaluations was overall positive and demonstrated an interest for more leadership development opportunities in cancer education. This pilot workshop shows that leadership is a valuable and teachable skill that will benefit both healthcare professionals and patients in the field of cancer education.

What would improve MS clinic services for cognition? – A stakeholder panel and survey exploration

Cognitive difficulties in MS are widely acknowledged to have a major negative impact on the lives of people with MS (PwMS). However they are viewed as “invisible” symptoms, sometimes overlooked or ignored by health professionals. DL and CAY are in the process of writing a cognition handbook for MS clinics, summarising practical information to help the MS multidisciplinary team improve care for PwMS who have cognitive difficulties. We convened a stakeholder panel and offered a survey at a major MS professional education conference, to understand what content would be most helpful for our clinic handbook. The survey showed that health professionals think that cognition is not generally addressed well by clinics and that infrastructure and resources, education and information for both PwMS and professionals, and technologies to assess and treat cognition are all required to deliver better cognition services in MS clinics.

Making Healthcare Safe: The Story of the Patient Safety Movement

Making Healthcare Safe: The Story of the Patient Safety Movement

Improving video conference security in education

In article, which aims to apply communication network security to improve the transmission quality of an educational video conference, an adaptive resource allocation algorithm is used to optimize the transmission quality over the network. The application of the protocol to improve the transmission quality of a video conference can increase the transmission speed, reduce the bit error rate. The algorithm minimizes latency using ant colony optimization and clustering, which ultimately achieves the goal of reducing power consumption and improving security. In order to improve system performance, the problem of power distribution must be taken into account when improving the transmission quality of an educational video conference. By analyzing the adaptive resource allocation mechanism applicable to network security while improving the transmission quality of an educational video conference, conditions were created for optimizing resource allocation.

Program for the 2022 GMDI Educational Conference

Program for the 2022 GMDI Educational Conference

Managing Islamic Character Education Trough Institutional Isomorphism (Learning From Junior High School Of Progresif Bumi Shalawat, Sidoarjo Coupled - Institutional System)

Until now, the huge discourse of character education is still on projector explaining of what character education is, where the sources of ethical productions came from, and how it implemented in the educational institution; in diverse and vast varies. Informal education, like what is regulated by the government, the sources of characters are studied and formulated based on character education conferences and experts or scholars' consensuses. In micro-institution, character education is delivered according to teacher experiences and knowledge. But, the distinct point is how character education is implemented inIslamic boarding school; beyond the formal and informal process of the Islamic education process, as formulated in Junior High School Progresif Bumi Shalawat Sidoarjo. This integrative school formulated the concept of character through the Prophet Muhammad's name; Musamih (tolerant), Umana’ (trustworthy), Harish (eager), Adib (noble), Mufakkir (thinker), Muhaqqiq (the inquirer), Ashil (Resolute), Duror (Pearls). So that, this article will explore how these finding terms of character are disseminated and transmitted, institutionally, to all students, and will be frame-analyzed by shifting of isomorphism theory of organization. In the end, this article will argue that character education can only be implemented effectively by isolated space which is attributed with Islamic boarding school based-values.

P293 Tocilizumab for refractory or relapsing giant cell arteritis: audit data from the Bristol and Bath regional multidisciplinary meetings 2018-2021

Abstract Background/Aims Giant cell arteritis (GCA) is a systemic vasculitis involving large and medium-sized blood vessels. Patients can present with cranial, ocular or large vessel (LVV-GCA) involvement. Treatment is with high dose glucocorticoids. Steroid-sparing agents and tocilizumab (TCZ) are used for refractory or relapsing cases. NHS England requires all GCA patients to be discussed in a regional multidisciplinary team meeting (MDT) prior to commencing TCZ. We reviewed the case mixture of patients referred to the Bristol and Bath regional MDT. Methods The Bristol and Bath regional MDT started in November 2018 and runs monthly. A referral proforma was designed, adapted from the NHS England Blueteq approval form for TCZ in GCA (definitions of refractory and relapsing disease), with tick boxes for clinical features, investigations, treatment, glucocorticoid adverse events and a free text clinical vignette. All referral proformas were reviewed. Results Audit data from all cases referred, between November 2018 and September 2021, were analysed. 38 cases of GCA were discussed with 31 cases approved for TCZ usage. Of the approved, 100% fulfilled the criteria for either refractory (n = 11) or relapsing (n = 20) disease. Mean age of approved cases was 74 years with three quarters being female (74.2%). Average disease duration was 161.5 days for the refractory group and 827.3 days for the relapsing group. Over three quarters of cases (77.4%) had cranial GCA, 48.4% had LVV-GCA, 45.2% had visual symptoms (reduction in visual acuity, blurring or diplopia) and 25.8% had ischaemic visual loss. The positive investigations were PET-CT (48.4%), temporal artery ultrasound (41.9%) and temporal artery biopsy (32.3%). Almost two-thirds (64.5%) had previously had a steroid-sparing agent (61.3 % methotrexate, 9.7% azathioprine, 6.5% leflunomide), one third (35.5%) had received intravenous methylprednisolone and more than half (58%) were receiving greater than 40mg prednisolone at the time of referral. Common glucocorticoid adverse effects (each seen in 19.4% of cases) included osteoporosis, weight gain, cataracts or hypertension, whilst diabetes, neuropsychiatric symptoms or sleep disturbance were each reported in 16.1% of cases. The majority of patients with ocular involvement had cranial symptoms (71%). Patients with ocular involvement tended to be referred earlier than those with no ocular involvement (478.2 days vs 648.1 days), were on a higher dose of glucocorticoids at time of referral (71.4% vs 47.1% on more than 40mg) and had fewer steroid-sparing agents prior to referral. Conclusion All patients approved for TCZ in the GCA MDT fulfilled NHS England criteria for either relapsing or refractory disease. The majority of cases had cranial disease, but almost half had either ocular or large vessel vasculitis involvement, reflecting a severe spectrum of disease. Cases showed a high burden of glucocorticoid toxicity. Patients with ocular involvement were referred slightly earlier with less use of other steroid sparing treatments prior to TCZ in our cohort. Disclosure C. Jayatilleke: None. S. Janagan: None. R. Marshall: Other; Has received sponsorship from UCB Pharma to attend educational conferences in the last 2 years. S. Skeoch: None. C.M. Guly: None. F. En Sin: None. L. AL Sweedan: None. A. Anilkumar: None. K. Austin: None. A. Bourn: None. L. Clarke: None. H. Gunawardena: None. A. Johnson: None. S. Knights: None. J.D. Pauling: None. E. Reilly: None. T.D. Reynolds: None. S. Villar: None. J.C. Robson: None.

Researching Teaching and Learning: Cultivating Equitable and Racially-Just Teaching in Brazilian Public Schools

This special issue results from of the cultivation and sustenance of a research network in Brazil, which at once attended to empirical research in Brazilian schools and focused on in-depth conceptualizations of equity and justice. The authors of the articles which comprise this special issue submitted funding proposals. and were selected by a team of experts to receive funding from the Lemann Foundation to carry out their research. In addition, two members of each team went to New York for a weeklong intensive on educational research centering equity and justice. Throughout the course of two years they worked in their teams and met as part of the larger research network, engaging in much-needed research, pursuing in-depth questions, and producing research that met international standards. This is illustrated, for example, by their participation in the premier educational research conference in the world in 2020 and then again in 2021, the American Educational Research Association conference. In my introduction to this special issue, I review the context of inequity and racial injustice in Brazilian public schools, offer a conceptualization of equity, and explore (not) belonging and its effects, before illustrating how each of the articles in this special issue urge us to engage in the pursuit of justice.

Celebrating Diversity and Inclusion in the Outdoors

Delegates from 22 countries and four continents assembled in Ireland during September 2019, for the European Institute for Outdoor Adventure Education and Experiential Learning (EOE Network) conference which was themed on the celebration of diversity and inclusion in the outdoors. Conference delegates were invited to have their presentations considered for conversion to journal articles for inclusion in a specially themed issue of JOEE. In this special issue, the majority of articles relate to the inclusion of persons with a disability, social inclusion, and issues related to inclusive practice in schools-based outdoor programming. Here, we celebrate some of the many participants in outdoor and environmental education and the authors and educators who have chosen to learn about equity and are campaigning to have more equity in their organizations and their work in outdoor education. Likely no outdoor professional intends to be ableist, racist, genderist, or sexist. However, we can, unintentionally, adopt any one of these stances if we do not educate ourselves appropriately. Diversity is a fact. The world is comprised of diverse populations of people; and within those populations there is incredible diversity on many dimensions: race (though race is artificially constructed), gender, age, ethnicity, physical and cognitive strengths, body shape, family constellation, immigration status, and more. These articles offer professionals in the field much to consider as they transform OE to be equitable and inclusive, helping more people enjoy and learn outside.

Adapting to the Era of Virtual Recruitment: Radiology Departmental Website Response to COVID-19 and Portrayal of the Resident Experience

Rationale and ObjectivesThe COVID-19 pandemic has transformed radiology recruitment into a virtual affair and placed an even stronger emphasis on the importance of departmental websites. In this study, we evaluate residency websites in detailing the response to COVID-19 as well as initiatives which help describe the resident experience.Materials and MethodsProgram websites for diagnostic radiology residencies listed in the 2022 Electronic Residency Application Service (ERAS) program list were evaluated for 31 criteria related to departmental response to COVID-19, online outreach, and resident wellness.ResultsOf 184 programs, 182 had functioning websites for review. One program was excluded from analysis as the website was almost entirely video-based. In response to COVID-19, ≤1% described resident redeployment, vaccination information, departmental response to ABR Core Exam changes, or regular administration updates. Six (3.3%) described revised read-out protocols, four (2.2%) mentioned supplementary non-clinical education, and 14 (7.7%) indicated changes to educational conferences. The majority of websites (122, 67.4%) offered an informational or tour video, while 44 (24.3%) described expectations for virtual interviewing, and 20 (11.0%) had virtual “open-houses.” Departmental social media, primarily Twitter, was linked for 60 (33.1%) programs. A total of 134 (74.0%) websites described community highlights.More than a quarter mentioned meal stipends (72, 39.8%), paid sick time (54, 29.8%) and healthcare resources (57, 31.5%). Although social activities were described by 44 (24.3%) programs, some specifically indicating changes to COVID-19, formal resident mentoring (25, 13.8%) and wellness committees (28, 15.5%) were less common. These criteria were found more commonly at the largest third of residency programs (chi square, p < 0.00625).ConclusionPrograms rarely described work flow changes to COVID-19, and websites could improve in virtual outreach. Compared with prior literature, departmental websites have improved in describing wellness initiatives and related measures.