Future Professional Development Research Articles

Emotional Intelligence Among Medical Students and Its Relationship with Burnout

Burnout is associated with stress and mental health issues among medical students. Based on the previous studies, emotional intelligence (EI) has been proven to be protective against burnout. This cross-sectional study was conducted from December 2019 to January 2020 involving 182 medical students from a public university in Terengganu, Malaysia. The objective was to determine the level of EI among medical students and its relationship with burnout. They were requested to answer an online questionnaire that consisted of the Universiti Sains Malaysia Emotional Quotient Inventory (USMEQ-i) and Copenhagen Burnout Inventory (CBI). The mean score for students’ EI and burnout were calculated. The relationship between EI and burnout was analysed using Pearson correlation. Further analysis was done using simple linear regression. The findings show that more than half of the medical students had a high EI score (n = 105, 57.5%). The overall mean (SD) score of EI was 2.85 (0.52) which is also in the high category. The social competence domain score was noted to be higher than the personal competence domain. Burnout had a fair negative correlation with EI and it was statistically significant (r = –0.395, p < 0.001). An increase in one unit of the EI score will decrease the burnout score by 12.25 units. Thus, EI was significantly and negatively correlated with burnout among medical students. As it may play a role in helping medical students cope with stress and prevent burnout, training in EI is essential for their future professional development.

Comprehensive school health: teachers' perceptions and implementation of classroom physical activity breaks in US schools.

Modifications to the social-ecological model, such as Whole School, Whole Community, Whole Child (WSCC) frameworks, have been utilized in comprehensive school health interventions. Classroom physical activity breaks are used when implementing whole-of-school approaches. However, the onus to implement classroom physical activity breaks is on school stakeholders. This study aimed to explore teacher and principal perceptions and implementation of physical activity breaks in elementary schools. Further, this study investigated how theoretical factors representative of the social-ecological model and their interactions affect teacher and principal perceptions and utilization of classroom physical activity breaks. Interviews were conducted to understand teacher and principal perceptions and implementation. A total of 12 classroom teachers and five principals participated in semi-structured interviews which were analyzed using constant comparison and deductive analysis to identify relationships and themes coded across the social-ecological and WSCC models. To ensure fidelity individuals that led the professional development (n = 2) were also interviewed. Three main themes emerged as part of the data analysis: (i) The Connection Between Intrapersonal Knowledge and Interpersonal Professional Development, (ii) Resources, Sharing Means Caring and (iii) The Policy Level Creates Time. Teachers and principals valued knowledge and resources and felt that policy facilitated implementation. Results suggest that classroom physical activity breaks are influenced by multiple factors across varied levels of the social-ecological model. Understanding this relationship can inform future professional development to increase the provision of classroom physical activity breaks among teachers.

Design and validation of a questionnaire to assess the Pedagogical Content Knowledge of Colombian Physical Education students in the practicum

Background and Study Aim. In the training of Physical Education teachers, the practicum is considered a final stage of the training. The practicum implies an amalgamation and connection of the different knowledge acquired at the University and that, when contrasted with the real classroom practice, plays a fundamental role in the future professional development. The purpose of this study was to design and validate a questionnaire to measure the Pedagogical Content Knowledge of the Physical Education teacher trainee in the context of the practicum.
 Material and Methods. The participants were 146 practicum students of the Bachelor's degree program in Physical Education from four Colombian universities (115 men, 31 women, with an average age of 25.7 + 5.2 years). A non-experimental descriptive cross-sectional study was conducted in two phases, the first one: content validity and the second phase related to the analysis of psychometric properties.
 Results. A Content Validity Ratio of .92 was presented, which indicates a very high content validity based on Lawshe's model and with a sample of 10 expert judges in the field. In the exploratory factor analysis by the principal component analysis method and varimax rotation, 7 dimensions were proposed, with 36 items explaining 66.78 of the total variance of the instrument. The internal consistency was very satisfactory (α=.9).
 Conclusions. The questionnaire provides a valid, trustable, and specific instrument, which allows identifying the knowledge that a Physical Education practice student has about pedagogy, context, evaluation, teaching strategies, students, experience, and content. Furthermore, understanding this type of knowledge is a precondition that can allow improving the curricular designs of Physical Education degree programs.

Artificial intelligence-based decision support system (AI-DSS) implementation in radiology residency: Introducing residents to AI in the clinical setting

PurposeThe aim of this study was to evaluate residents' real-time experiences and perceptions in using artificial intelligence-based decision support system (AI-DSS) applications in the clinical setting and provide recommendations on how to improve artificial intelligence (AI) curriculums in residency programs. MethodsWe implemented AI-DSS in our radiology workflow and integrated it into the radiology residency curriculum as a step in developing an AI-targeted curriculum. Fifteen senior residents were granted AI-DSS access for clinical use. Post-implementation, residents were anonymously surveyed to assess the utility of AI-DSS in addressing their learning needs and to determine the perceived impact of AI on their career choice and future professional development. ResultsMost residents (91.6%) support incorporating AI into the curriculum and found AI-DSS useful in supplementary roles of triaging (83.3%) and troubleshooting (66.7%), rather than for diagnostic purposes of speed (41.7%), accuracy (33.3%), or diagnosis determination (16.7%). Residents found it useful to have earlier exposure to AI (66.7%), although the exact timeline in training for when to introduce residents to AI-DSS was debated and unclear. Most residents (83.3%) had a positive outlook on the impact of AI on radiology and 50.0% were excited to further their understanding of AI. ConclusionsOur experience implementing AI-DSS in the clinical setting was a desirable and positive experience for our residents that will better prepare them as radiologists and help them capitalize on future opportunities in AI advancements. We hope our experience will provide incentive and guidance for other institutions to establish an AI program for their trainees.

Gaps and barriers in the implementation and functioning of antimicrobial stewardship programmes: results from an educational and behavioural mixed methods needs assessment in France, the United States, Mexico and India.

BackgroundEvidence shows limited adherence to antimicrobial stewardship (AMS) principles.ObjectivesTo identify educational gaps and systemic barriers obstructing adherence to AMS principles.MethodsA mixed-methods study combining a thematic analysis of qualitative interviews (January–February 2021) and inferential analysis of quantitative surveys (May–June 2021) was conducted. Participants from France, the USA, Mexico and India were purposively sampled from online panels of healthcare professionals to include infectious disease physicians, infection control specialists, clinical microbiologists, pharmacologists or pharmacists expected to apply AMS principles in their practice setting (e.g. clinic, academic-affiliated or community-based hospital). A gap analysis framework guided this study.ResultsThe final sample included 383 participants (n = 33 interviews; n = 350 surveys). Mixed-methods findings indicated suboptimal knowledge and skills amongst participants to facilitate personal and collective application of AMS principles. Survey data indicated a gap in ideal versus current knowledge of AMS protocols, especially amongst pharmacologists (Δ0.95/4.00, P < 0.001). Gaps in ideal versus current skill levels were also measured and were highest amongst infectious control specialists (Δ1.15/4.00, P < 0.001), for convincing hospital executives to allocate resources to AMS programmes. Already existing systemic barriers (e.g. insufficient dedicated time/funding/training) were perceived as being aggravated during the COVID-19 pandemic (72% of survey participants agreed). Reported gaps were highest in India and France.ConclusionsThe educational needs of professionals and countries included in this study can inform future continuous professional development activities in AMS. Additional funding should be considered to address perceived systemic barriers. Local assessments are warranted to validate results and suitability of interventions.

ATTITUDES FOR PROFESSIONAL REALIZATION AND CAREER DEVELOPMENT OF THE STUDENTS IN THE SPECIALTY “MIDWIFE”

Background: During their studies, obstetrics students have their own expectations and attitudes for career development. Today, this process is largely determined by the ongoing reforms in health care, the national economic and political environment, the labor market and the current epidemiological situation. Aim: To study the attitudes and expectations of students majoring in “Midwife” regarding their future professional development and career development. Material and methods: an anonymous survey of first to fourth year students majoring in Obstetrics at the Medical Faculty of the Thracian University - Stara Zagora. The results are processed with reliable mathematical and statistical methods and give grounds to draw the appropriate conclusions. Results: It was found that students have different preferences for their future careers in a sector of the health system and obstetric care. The share of those wishing to study in master’s programs after their basic education is significant. Most of the future midwives would be realized in Bulgaria.

What knowledge matters in health professions education?

ABSTRACT What knowledge matters in health professions education is an issue of debate in the literature, foregrounded by the COVID-19 pandemic and informed by calls for students who are not only clinically competent, but also critically conscious of global health inequity. Building on this work, this paper explores what kinds of knowledge are legitimated in two health science programmes at a South African university. Thirty-four health professions teachers participated in the study. Legitimation Code Theory (LCT) Specialisation was used as an analytical framework, with Epistemic and Social Relations as coding categories. Results revealed the dominance of a knowledge code, with the social dispositions and attributes relating to the development of critical consciousness often not considered knowledge at all. Our contention is that both knowledge and social dispositions are equally important in the development of future healthcare professionals and that collaborative curriculum conversations are needed to enable them being interwoven throughout curricula.

Fourth year intellectual disability student nurses’ journey and future work intention: a qualitative study

BackgroundThe aim of this qualitative study is to explore the views and experiences of final year BSc intellectual disability nursing students’ journey, future work plans and examine factors influencing their migration intentions following graduation.MethodsA qualitative component of a mixed methods study where a focus group interview was conducted with final year BSc intellectual disability nursing students (n = 10) from one University in Ireland in June 2019. A topic guide was utilised, and participant’s were interviewed about their programme, future work plans and migration intentions. An inductive approach was utilised, and data were analysed using a pre-existing framework for initial coding and thematic development. Duffy’s conceptual model of identity transformation provided a structure to analyse the data and map themes onto the conceptual framework.ResultsThe findings were mapped onto the five stages of Duffy’s (2013) conceptual model of identity transformation: Pre-Entry; Reaffirming; Surmounting; Stabilising and Actualising. Findings indicate that further work is required to promote intellectual disability nursing and address professional esteem issues, support for education and professional development, such as providing career guidance opportunities prior to course completion, development of clinical skills within their education programme and support for the professional development of new graduates. Participant’s identified uncertainty about career opportunities and saw scope for future professional development opportunities particularly in community-based work.ConclusionThis study has identified that final year intellectual disability nursing students are uncertain about career options and opportunities for intellectual disability nurses in other country’s. There is an urgent need for the intellectual disability nursing profession to articulate their practice and advocate for their role and contribution to the care of people with intellectual disability. This study identified a clear need for direction and information regarding intellectual disability nursing roles and career opportunities.

Broadening the Pool of Precollege Engineering Teachers: The Path Experienced by a Music Teacher

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> This single case study represents a unique attempt to examine a music teacher’s experiences as he took on the challenge of teaching a high school level engineering course. The study contributes to the growing body of research and conversations around science, technology, engineering, and mathematics (STEM) versus non-STEM beliefs, perceptions, and practices in precollege education. This work informs future teacher professional development (PD) and hiring efforts to broaden the pool of teachers capable of teaching precollege engineering classes. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</i> Engineering education is growing in precollege settings but recruiting willing and qualified teachers has been a continuous challenge. Teacher PD programs should consider a broader and inclusive approach that builds confidence and empowers teachers from all disciplinary backgrounds (STEM and non-STEM) to teach precollege engineering classes. Such opportunities are not always made available to non-STEM teachers. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research Questions:</i> 1) How does a high school music teacher with a non-STEM background experience teaching an introductory engineering course? 2) What are the necessary preconditions that could help bridge non-STEM content areas to engineering, specifically for teacher PD efforts? <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methodology:</i> Multiple interviews, teacher reflection entries, and classroom observations were open coded using a two-cycle coding approach that resulted in six themes. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Findings:</i> Results highlight the necessary preconditions and processes involved in bridging seemingly disparate subject areas that could lead to confidence building and empowerment of non-STEM teachers.

Teacher cognition in teaching intercultural communicative competence: A qualitative study on preservice Chinese language teachers in Hong Kong SAR, China.

The purpose of this study is to examine preservice Chinese language teachers’ cognition in teaching intercultural communicative competence. In the study we collected data through in-depth interviews with seven preservice teachers in a Master of Education program (Teaching Chinese as a Second Language, TCSL) at a university in Hong Kong SAR, China. The findings indicated that the participants had a relatively positive attitude and inclination toward the development of students’ intercultural communicative competence, while their conceptualizations of culture tended to be static and ambiguous. In addition, the participants’ objectives in teaching intercultural communicative competence were found to be more attitude-than knowledge- or skill-oriented. The study offers valuable insights that preservice language teachers’ cognition plays a crucial role in their future professional development and calls for curricular innovations with intercultural aims in teacher education programs.

The Construction and Application of E-Learning Curricula Evaluation Metrics for Competency-Based Teacher Professional Development

Today, students at universities in advanced countries typically enroll in colleges, such as the College of Education, which offer interdisciplinary programs for undergraduates in their first and second years, allowing them to explore personal interests, experience educational research fields, complete their integrated curricula, and then choose a major in their third year. To cooperate with the government’s epidemic prevention policies and measures in the post-COVID-19 era, the trend of e-learning and distance teaching has accelerated the establishment of integrated online curricula with interdisciplinary programs for undergraduates in the College of Education to facilitate effective future teacher professional development (TPD). Therefore, it is very important to construct e-learning curricula evaluation metrics for competency-based teacher professional development (CB-TPD) and to implement them in teaching practice. This research used social network analysis (SNA) methods, approaches, and theoretical concepts, such as affiliation networks and bipartite graphs comprised of educational occupational titles and common professional competencies (i.e., Element Name and ID), as well as knowledge, skills, abilities, and other characteristics (KSAOs), from the U.S. occupational information network (O*NET) 26.1 OnLine database, to collect data on the occupations of educational professionals. This study also used Gephi network analysis and visualization software to carry out descriptive statistics of keyword co-occurrences to measure their centrality metrics, including weighted degree centrality, degree centrality, betweenness centrality, and closeness centrality, and to verify their importance and ranking in professional competency in eight categories of educational professionals (i.e., three categories of special education teachers and five categories of teachers, except special education). The analysis of the centrality metrics identified the educational common professional competency (ECPC) keyword co-occurrences, which were then used to design, develop, and apply e-learning curricula evaluation metrics for CB-TPD. The results of this study can be used as a reference for conducting related academic research and cultivating educational professionals’ online curricula, including ECPC keywords, integrated curricula design and the development of transdisciplinary programs, and teacher education, as well as to facilitate the construction and application of future e-learning curricula evaluation metrics for CB-TPD.

‘I don’t want to be a teacher’: a collaborative autoethnographic inquiry into the construction of university ELT instructors’ professional identity

ABSTRACT Believing teachers as agents who actively make meaning about their professional identities, we depict the construction of our identity as three mid-career female English language teachers. Anchored by collaborative autoethnography (CAE) and arts-based educational research (ABER) approaches, we explored and reflected on our lived critical incidences significant to our professional learning and identity development. By expressing and reflecting upon literary and visual data that we concurrently collected and iteratively analysed, we are becoming more aware of how our identity as ELT instructors has been historical, socio-culturally, and institutionally shaped and reshaped. Our collaborative work has helped us to forecast our future professional development paths and inspired us to extend the collaborative research that promotes community capacity building among us and the wider academic community.

Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts: A systematic review of empirical studies

STEM teachers are critical mediators of knowledge, and their performance can directly impact students' learning experiences and knowledge acquisition. To ensure the quality of STEM instruction, countries worldwide have launched STEM teacher professional development (TPD) programs. It is paramount to know how these programs have been implemented and what lessons can be learned from them. In this study, to capture the trends in publications on K-12 STEM TPD, we systematically reviewed relevant journal papers published in the Web of Science database from 2006 to 2020. We analyzed the (1) knowledge foci, (2) professional development approaches, (3) outcome measurements, as well as (4) data sources of the STEM TPDs. In addition, to inform future professional development designs, we selected and developed narrative descriptions of three exemplary cases. These cases showcased high-quality TPD and covered pre-service and in-service teachers in formal and informal settings. We reviewed the knowledge foci of the STEM TPDs using the technological pedagogical content knowledge (TPACK) framework. The results showed that the types of knowledge delivered in the STEM TPD programs were mostly pedagogical knowledge and pedagogical content knowledge, while a certain number of programs focused on technological content knowledge and technological pedagogical content knowledge. Most of the studies adopted mixed professional development approaches, featuring activities like learning by design, learning by doing, reflective learning, and group work. These approaches emphasized the active participation of teachers in the process, built links between content and classroom practices, and encouraged collective participation in developing expertise. However, the data were mostly collected through interviews or survey instruments. Future research should move beyond analyzing data on teachers’ perceptions to explore processes (e.g., online participation logs, teacher-peer interactions) and products of performance (e.g., lesson plans, handmade crafts) to further examine the effects of STEM TPD activities. It would also be desirable to establish greater consistency in data collection approaches, such as by using validated interview or observation protocols that are generalizable to different school settings.

Research on the impact of specialized STEM education on later education choices

The influence of specialized training on the decision of future study direction is taken into account in the work. The underlying presumption is that pupils should be exposed to mathematical and natural sciences subjects early on, with a focus on mathematics. It will encourage kids to pursue STEM studies in the future. The problem of learning motivation is a crucial factor in future professional choice, development, and formation. It is crucial to note that students in modern times are rapidly losing their motivation to learn. Nearly a third of individuals who select the right study profile experience conflicts between their desire for professional autonomy and the availability of the information required for the profession, as well as between their desire to attend a higher education institution and their ability to do so. The paradox necessitates the deliberate formulation of a deliberate choice of future actions. The results of the research reveal that the study of natural and mathematical disciplines using contemporary teaching technologies and the planning of extra lesson systems based on the anticipated teaching techniques form the foundation of the motivational component of the choice of STEM-learning. It satisfies the expanding demand for education, intellect, and motivational beliefs to comprehend the subtleties of the upcoming vocation.

The Culture of Student Debate: When not to Argue

Today public speaking as a form of communication calls for the development of actives ways of speaker’s interaction with the audience, with the audience taking on an increasingly active and meaningful participation. In the cultural environment of modern higher education, in universities, student debates are becoming one of the most relevant and popular activities. Basing on the assumption that debate is an effective tool for developing both communicative and speech skills of future professionals in any field of activity focused on social interaction, this study aims to investigate the specifics of the organizing and conducting debates to develop mastery, professionalism, and leader potential of students in the framework of the course of Russian as a second foreign language (RSL). With this approach in mind, we set the following objectives: 1) to clarify the main approaches to the meaning of oral communication and the role of debate in it for the formation of basic competencies of students today; 2) to study the structure of typical units of public speaking; 3) to identify problems students face in the process of verbal communication; 4) to substantiate the advantages of using debates for the development of the necessary general cultural, professional and communicative qualities and skills of a future professional. In its methodology, this study was based on the works in the field of the theory of communication, the language of business communication, the culture of speech, pedagogy, and methods of teaching the Russian language to non-native speakers. The research methods included surveys and interviews, as well as content analysis and case study methods. The study has proved that solving the pedagogical problems of fostering responsibility, independence, and proactive social attitude requires the development of general cultural, research and communication skills, and debates have proved to be an effective form of practicing these skills in the educational process. The communicative culture and the overall training of students for their future professional career means leadership development, and for this cause debates are an effective teaching tool.

Формирование индивидуальной траектории развития школьников

The article studies the basics of profile training for schoolchildren, the formation of their professional capabilities, the creation of activities for choosing a future profession, occupation. The studies of various authors on vocational guidance terminology consider the training of high school students in the form of excursions to enterprises, the creation of specialized classes, projects in selected specialties, training in the necessary subjects for future admission to universities. The basics of social and pedagogical work with high school students, the possibilities of educational schools in Kazakhstan, profile directions in high school, which rely not only on the profile training of high school students but also on creating a harmonious climate in the classroom, working with troubled teenagers, and their choice of the profession, have been studied. The work mentions the Bologna European education system, to which most countries are switching, where specialized education in schools allows students to enter universities and complete a bachelor’s degree in one specialty, and then enter the magistracy and get another related profession without wasting years training at the university. By choosing any direction of study, the senior student receives general educational skills and the opportunity to pass an exam in specialized subjects, to get some kind of working specialty. The positive aspects of the introduction of a vocational guidance program for high school students are the improvement of their knowledge in the self-determination of the future profession, the development of a specialized training program, which is necessary for admission and study at a university, for the formation of their professional competencies. The negative aspects of specialized education at school are also highlighted, comprising in narrowly focused training, which may be useless to the student in the future and does not provide an opportunity for diversified development. A survey was carried out among students in 10–11 grades, during which it was determined that half of the students do not know whether they choose the educational profile correctly, whether the school career guidance direction will help in future studies at the university, in admission to it, passing exams in the selected additional subjects. As a result, it was determined that many senior schoolchildren of the studied school in Kazakhstan are not satisfied with the chosen profile of education and doubt that the chosen profile class will help them in their future professional development.

Vietnamese teachers’ attitudes toward online professional development programs

In addition to the massive deployment of online learning among students worldwide, virtual training has also become a necessity to ensure the demand of teacher professional development. Exploring teachers’ attitudes toward online training programs helps educational stakeholders in understanding their expectations toward professional training modes, which positively contribute to boosting the effectiveness of career development programs. The present study sheds some light on Vietnamese English teachers’ attitudes toward online professional development programs. Twenty-five EFL teachers in Can Tho city Vietname took part in the research by providing answers to the questionnaire delivered using Google Form application; ten of them volunteered to attend further interview sections. The results of pair sample t-tests show that the English teachers preferred face-to-face to online training programs. In addition, the qualitative findings further revealed that they had no offense to online training mode, yet deny its sole implementation for all future professional development activities. Especially, most teachers approved the practice of online training in the context of the COVID-19 pandemic. Moreover, some of them started to acknowledge a blended teacher training program as they are relying in its affordances and accessibility. Considering the crucial role of development programs for teachers, the findings of this study contribute to providing input enhancement for teacher professional training stakeholders in Vietnam.

Teachers’ Perceptions of Teaching Sustainable Artificial Intelligence: A Design Frame Perspective

Teaching artificial intelligence (AI) is an emerging challenge in global school education. There are considerable barriers to overcome, including the existing practices of technology education and teachers’ knowledge of AI. Research evidence shows that studying teachers’ experiences can be beneficial in informing how appropriate design in teaching sustainable AI should evolve. Design frames characterize teachers’ design reasoning and can substantially influence their AI lesson design considerations. This study examined 18 experienced teachers’ perceptions of teaching AI and identified effective designs to support AI instruction. Data collection methods involved semi-structured interviews, action study, classroom observation, and post-lesson discussions with the purpose of analyzing the teachers’ perceptions of teaching AI. Grounded theory was employed to detail how teachers understand the pedagogical challenges of teaching AI and the emerging pedagogical solutions from their perspectives. Results reveal that effective AI instructional design should encompass five important components: (1) obstacles to and facilitators of participation in teaching AI, (2) interactive design thinking processes, (3) teachers’ knowledge of teaching AI, (4) orienteering AI knowledge for social good, and (5) the holistic understanding of teaching AI. The implications for future teacher AI professional development activities are proposed.

A Systematic Review of the Emergence and Utilisation of Agricultural Technologies into the Classroom

This systematic review explores the emergence and utilisation of agricultural technology (“AgTech”) in secondary schools globally. A total of 14 studies published between 2000 and 2020, inclusive, were reviewed, each exploring the use of agricultural technologies in secondary school classrooms and barriers to adoption. For all reviewed studies, each had aimed to address one of three major objectives: (a) to determine or increase teacher knowledge of AgTech; (b) to evaluate the effectiveness of AgTech professional development (PD); or (c) to evaluate the effectiveness of AgTech classroom activities. Requirements for future AgTech PD or classroom activities were also identified, including the use of improved pre-service learnings and in-service PD. This study highlights the importance of improving the opportunities of teachers for AgTech learning, including both an introduction to the technologies and support for classroom implementation. Applications of these findings could be used by teachers, schools, industry organisations, universities and policymakers to ensure sufficient teacher knowledge and skills for effective student learning. By increasing the knowledge and skills of the next-generation agricultural workforce, it is anticipated that AgTech adoption on farms will increase.

National organization addresses multidisciplinary oncology team burnout and resiliency through multifaceted presidential theme education initiative.

e23017 Background: The 2021-2022 Association of Community Cancer Centers (ACCC) President’s Theme centered on strengthening a work culture that supports professional well-being and workforce resilience. To support this theme and help ensure sustainable high quality cancer care delivery, ACCC —an education and advocacy organization for the multidisciplinary oncology care team (MDT)—designed a multifaceted professional development initiative. Educational interventions were designed to address team member burnout and building resilience, critical issues facing members of today’s oncology workforce. Methods: ACCC designed a collaborative and bi-directional peer-support educational initiative to drive the mission of the 2021-2022 ACCC President’s Theme. Professional Development opportunities included: 1) Expert-led mindfulness meditation series of 10 guided exercises tailored to help MDT members manage through social, emotional, physical, and mental health challenges. 2) Professional development themed virtual meetings, styled as “Coffee Chat Learning Sessions,” facilitated by the ACCC President, addressing emergent challenges and opportunities facing MDT members. 3) Podcast series featuring timely topics related to MDT well-being and resiliency amid the COVID-19 Pandemic. Podcast topics include a) The Business Case for Hiring Oncology Social Workers. b) Leading with Gratitude. c) Coping with Pandemic Grief. d) A Summer of Disconnect for Cancer Professionals. e) COVID-19 Self-Care. f) Real-World Lessons from COVID-19. Results: The education initiative reached a diverse cohort of oncology care community members. 76 unique professionals participated in the small group “Coffee Chat Learning Sessions” from 25 states and represented 72 unique cancer care programs, practices, and institutions. The meditation series engaged more than 1,100 users and the podcast series garnered 1,870 learners. The podcast episode titled “COVID-19 Self Care” was the third most accessed ACCC Podcast episode of all time with more than 680 views. Over 2,900 learners accessed and engaged with the ACCC President’s Theme resources across the dedicated webpage from March 2021-January 2022. Conclusions: Anecdotal learner feedback has been overwhelmingly positive regarding this professional development educational initiative. In a climate of high burnout and health care worker fatigue, the ACCC 2021-2022 President’s Theme Education program has served as a unique lifeline and resource to members of the oncology community to restore and develop resiliency, enhance well-being, and advance professional connections and peer-to-peer support to meet continued challenges. Lessons learned from these activities will guide and inform future professional development opportunities.