Skill-building Workshops Research Articles

2.Q. Skills building seminar: Publishing and disseminating your research: How to get published, and what then?

Abstract Getting your public health research published can be a real challenge, and the publishing process is not always clear. Often it takes a lot of time, effort and perseverance. In this skills building workshop, participants will be able to learn the ropes from the Editor-in-Chief and the Publisher (OUP) of the European Journal of Public Health (EJPH), EUPHA’s scientific Journal. The EJPH is a well-established multidisciplinary, Open Access journal that covers a broad scope of public health topics. It’s current impact factor is 4.4. The workshop will have the format of an interactive clinic and will start with short presentations by the Editor-in-Chief of the EJPH and the Publisher on how to write, how to disseminate your findings, and tools the publisher has for helping promote your research for the best impact. The Editor-in-Chief will focus on what makes manuscripts attractive to editors and reviewers, while the publisher will give an overview of the publishing process, important aspects of the wider publishing industry (including how to publish your work Open Access) and give authors tips of how to promote their articles post-publication. After that, there will be ample time for participants to ask their questions to the panellists. This skills-building workshop will be of interest to anyone who would like to increase their chances of getting published and who would like to learn more about creating impact with their publications. The session should in particular be helpful for young researchers who do not have a lot of publishing experience yet. Key messages • Think about relevance to public health, and what your research adds to science and policy. • Think about what tools you can use to disseminate your findings. Speakers/Panelists Peter Allebeck Karolinska Institute, Department of Global Public Health, Stockholm, Sweden Rachel Moriarty Oxford University Press, Oxford, UK

The importance of pathway programs in increasing diversity in dermatology: Efforts made by the American Academy of Dermatology

Our country's population continues to diversify, highlighting the need for an equally diverse physician workforce to care for patients. Unfortunately, the percentage of underrepresented minority residents in dermatology has remained relatively unchanged over the past several years. To address this disparity, the American Academy of Dermatology created the Pathways Programs to focus on early exposure to dermatology, skill-building workshops, research, and mentorship. The overarching goal is to increase the number of underrepresented minority dermatologists, which will result in improved patient care and mitigation of healthcare disparities.

The Role of Guidance and Counseling in Strengthening Students' Career Preparation

The concern between choosing to work or pursuing higher education is a common dilemma that many students face. Counselling Teachers can provide support through individual counseling services, helping students understand their potential and desires. This research uses a systematic literature review method. The article search began by visiting Google scholar by entering the keywords counseling and career students. Based on the search using these two keywords, 78 articles were obtained. A systematic search of articles was conducted on Google Scholar using the keywords 'counseling' and 'career student', which yielded 78 articles. After applying certain inclusion criteria, 25 relevant articles were selected for review. Based on the research findings, it can be concluded that guidance and counseling teachers have the main responsibility in helping students understand the career world, recognize talents, and provide information about career choices. Through individual guidance services, skill development, and social support, Guidance and Counseling teachers play an important role in preventing and overcoming students' career problems. Based on the conclusions obtained, it is necessary to develop special programs for counseling services to support students' career stability tailored to school conditions and environmental conditions. The hope is that students can develop their potential both to work and continue to a higher education level. Schools can work with counselors and educators to develop comprehensive career development programs that integrate career exploration activities, skill-building workshops and real-world experiences into the curriculum. For example, schools can organize career fairs, internship opportunities and mentorship programs to introduce students to various career paths and industries.

Financial Strategies of Attracting and Retaining Talent at Tata Motors

For businesses like Tata Motors, talent has become the most precious asset in today's intensely competitive automotive sector. This abstract explores the financial tactics used by Tata Motors to draw in and hold on to elite personnel, which in turn ensures long-term success and growth for the company. Tata Motors understands how important it is to provide competitive pay packages in order to draw in the top personnel available. The company maintains its wage structures in line with industry norms by carefully examining the market and benchmarking. Tata Motors also uses performance-linked incentives, which match organizational and individual objectives to reward excellence and produce outcomes. Tata Motors aims to establish a financially satisfying work environment that inspires employees to achieve by combining competitive compensation with performance bonuses. Apart from monetary compensation, Tata Motors prioritizes offering extensive benefits to its employees. These benefits include retirement plans, health insurance, and a host of additional advantages aimed at improving the general happiness and well-being of its employees. Tata Motors promotes a culture of dedication and loyalty among its workers by putting employee wellbeing first, which increases retention rates. In addition, Tata Motors makes large investments in learning and development programs to cultivate talent and promote career advancement. Through educational opportunities, skill-building workshops, and training programs, the organization provides its employees with the tools and information they need to succeed in their positions. Tata Motors fosters a culture of innovation and adaptation in addition to improving individual performance by enabling staff members to pursue ongoing professional development.

3.N. Skills building seminar: Publishing and disseminating your research: How to get published, and what then?

Abstract Getting your public health research published can be a real challenge, and the publishing process is not always clear. Often it takes a lot of time, effort and perseverance. In this skills-building workshop, participants will be able to learn the ropes from the Editor-in-Chief and the Publisher (OUP) of the European Journal of Public Health (EJPH), EUPHA's scientific Journal. The EJPH is a well-established multidisciplinary, Open Access journal that covers a broad scope of public health topics. It's 2021 impact factor is 4.424. The workshop will have the format of an interactive clinic and will start with short presentations by the Editor-in-Chief of the EJPH and the Publisher, on how to write, how to disseminate your findings and tools the publisher has for helping promote your research for the best impact. The Editor-in-Chief will focus on what makes manuscripts attractive to editors and reviewers, while the publisher will give an overview of the publishing process, important aspects of the wider publishing industry (including Open Access) and give authors tips of how to promote their articles post-publication. After that, there will be ample time for participants to ask their questions to the panellists. This skills-building workshop will be of interest to anyone who would like to increase their chances of getting published and who would like to learn more about creating impact with their publications. The session should in particular be helpful for young researchers who do not have a lot of publishing experience yet. Key messages • Think about relevance to public health, and what your research adds to science and policy. • Think about what tools you can use to disseminate your findings. Speakers/Panelists Peter Allebeck Karolinska Institute, Department of Global Public Health, Stockholm, Sweden Rachel Moriarty Oxford University Press, Oxford, UK

Proceedings of the 10th Pediatric Dermatology Research Alliance (PeDRA) Annual Conference.

The 10th Pediatric Dermatology Research Alliance (PeDRA) Annual Conference occurred November 3-5, 2022 in Bethesda, Maryland. This conference was the first in-person PeDRA conference after 2 years of a virtual format due to COVID-19. Fittingly, given the effects of the pandemic, the conference theme was "Reimagining Community." The conference included presentations and panel sessions on finding individual and collective purpose, leveraging community in pursuit of a shared goal, and creating a community of resources in collaboration with NIH. The goal of this meeting was to connect clinicians, basic scientists, patients, patient advocates, and industry partners. The reimagined community of pediatric dermatology research is a synergistic space for all members to better understand, prevent, treat, and cure dermatologic diseases and conditions in children. This two-and-a-half-day conference with over 300 attendees featured educational seminars including a keynote address, didactic lecture and panel sessions, skill-building workshops, 13 topic-specific breakout sessions, and an interactive poster session where 108 active and finished research projects could be discussed.

1.P. Skills building seminar: Taking the elevator pitch to the next level: how to convince a policymaker in less than 2 minutes

Abstract Since a number of years the European Public Health Association (EUPHA), the European Public Health Conferences and other organisations have been working hard to translate the evidence in a such a format that policymakers take notice. For example, the WHO Regional Office for Europe works on ‘telling the public health narrative’ and provides factsheets and infographics, in order to effectively communicate public health messages to policymakers. At the European Public Health Conference so-called pitch presentations were introduced (at Glasgow 2014), where researchers are asked to present their work in 5 minutes with maximum 5 slides (no animations), as a way to learn to present key messages from research in just a few minutes. EUPHA has organised several skills building workshops on translation of evidence in the past years, including the 2019 session ‘making the elevator pitch work’, then in 2020 ‘making the elevator pitch more effective’, and last year ‘making the elevator pitch perfect’. Building forward on those three successful and well-attended workshops, the current workshop will follow up on this series and dive deeper into communicating the evidence through the elevator pitch. Lessons learned at the previous elevator pitch workshops: – Have a clear ask (keep it simple). – Appeal to the policymaker's own interests and priorities. – Spell out how action will be beneficial for the policymaker. – Be aware of upcoming elections. – Built a relationship with the assistants of politicians. – Considering the ‘policy window’. – Make the comparison with the policy plan. – Propose an action the politician should undertake. – Identifying the relevant stakeholders and groups affected by the problem. The importance of effectively communicating the evidence to policymakers is highlighted by infodemics, e.g. called out by the WHO and UN in the context of the COVID-19 pandemic with the spreading of mis- and disinformation about the pandemic. Considering the physical distancing measures that were in place the past years, which made teleworking (working from home) more common, the workshop will also cover virtual tactics. Communicating the science in an increasingly virtual world has made it a whole different kind of sports. In this skills-building workshop, we will select a number of abstracts that have been accepted by the International Scientific Committee as posters and we will invite the presenting authors to this dare: Present your work and key messages in less than 2 minutes. In order to see whether the policymaker/politician is convinced, we are organising a small panel of policymakers and politicians and ask them to give their feedback. Are they interested? Do they remember the key message? And if all goes well, do you get an invitation to come back and present more of your work? Key messages • Being able to present your key messages anywhere, anytime is needed (including virtual tactics). • Telling the public health narrative and telling a story are important skills for public health professionals to have. Speakers/Panellists Marleen Bekker EUPHA (PHPP)

8.P. Skills building seminar: Design thinking: adopting a human-centred approach to tackling complex problems

Abstract The concept of wicked problems is recognised since the 1970s, and social determinants of health (SDOH) account for various difficulties. Fixing or solving wicked problems is challenging due to the complexity. The diverse nature of problems can mean that a solution for one group may result in unintended consequences for others. Healthcare itself is a complex adaptive system. An intersectionality lens may assist in navigating ‘the messiness,’ to reduce inequity and enable voices of those experiencing problems to be involved. COVID-19 amplified difficulties of marginalised populations including ‘othering’. Homelessness is a complex global public health challenge, with limited reliable prevalence data and no universally agreed definition. Being homeless is associated with negative impacts on health and wellbeing, and an absence of belonging. Considering solutions requires a problem-solving focus. Design thinking is a human-centric problem-solving approach focusing on empathy, brainstorming ideas, and prototyping iterative solutions. Equity focused design thinking is a framework to develop people-centred solutions and reflect on the influence of own biases and beliefs on systems. Acknowledging the theme of the conference ‘Strengthening health systems: improving population health and being prepared for the unexpected’ we propose a 60-minute skills-building workshop. We will use a live design sprint format to facilitate collaborative learning for attendees, as an alternative to oral presentations, to explore the intersectionality of design thinking and equity using the Stanford D model. The value of this workshop is knowledge generation and dissemination using an equity lens to adopt creative methods for engagement to produce end-user solutions. Objectives – To introduce design thinking approaches to consider solutions for homelessness. – To facilitate an experiential approach to support learning and collaboration. – To explore the application of design thinking using an equity focus as a tool to challenge mindsets and create problem-solving in public health. Format Working in groups use Stanford D model equity-centred framework (Notice, Empathize, Define, Ideate, Prototype, Test, Reflect). Introduction (10 min) – Homelessness ‘a wicked problem' – Design thinking and equity focus explanation and plan for session Phases of Design thinking (30-40 min) – Noticing: awareness of own values, biases, assumptions – Empathizing: Understanding homelessness from the perspective of the user – Defining: The specific user challenge – Ideate: Brainstorm solutions – Prototype and test: Propose and pitch low fidelity solutions Final reflection & summary (10 min) – Insights and learning, networking, and collaboration. Key messages • Equity focused design thinking methods provide approaches to increase awareness of the impact of biases and beliefs. • Human-centred design is an agile approach to creating service and systems developments for marginalised populations.

4.F. Skills building seminar: How can we achieve effective interdisciplinarity in digital public health practice?

Abstract Digital technology, which is driven by technical opportunities rather than by demands, can fail to realise the critical objectives of evidence-based public health and pose novel ethical, legal, sociocultural, and equity-related challenges. While individual health already needs various disciplines to be adequately addressed, even more fields gain importance when it comes to population health. Public health requires collaboration across all domains: Those that tackle an individual's health but also those that set the framework for health practices (e.g., law, medicine, psychology, ethics, or sociology), measure health outcomes on a population-level (e.g., epidemiology), or that develop interventions to improve the populations’ health (e.g., health promotion, health management, implementation science). During the last years, health has become more and more digitalised. Adding the digital level to public health also brings more and increasingly important players on the stage (e.g., human-computer-interaction, computer science, or engineering), who are needed to develop and improve evidence-based digital technologies and innovations on a population level. Having various disciplines collaborating with each other can offer new opportunities but also create new challenges if there is no mutual understanding of digital public health. This skill-building workshop aims to foster awareness of interdisciplinary approaches in public health research and practice. Two short introductory presentations (10 minutes each) will form the frame for the workshop. The first talk will introduce participants to the idea of interdisciplinarity in research and practice and highlight the prerequisites for effective and sustainable interdisciplinary collaborations. The second talk will build on this understanding and present a holistic (digital) public health model that displays how different disciplines contribute to the field and how an interdisciplinary approach can be used to overcome individual challenges. Based on the talks, participants will be invited to work on a case study regarding mobile mental health apps as a digital public health intervention. We will apply the world coffee method, in which each table will display one individual discipline (epidemiology, health economics, psychology, law, ethics, and computer science). An expert in the field will support each table to assist the participants if needed. Every participant will be able to discuss their ideas at three tables (10 min. each). The goal will be to work out how one could best integrate the individual disciplines when developing, implementing, and evaluating mental health apps in the digital public health environment. We discuss what each discipline can contribute to the topic and for which aspects it needs support from other scientific fields. The final results will be collected and summarised as a chapter in a digital public health handbook published by the Leibniz ScienceCampus Digital Public Health. Key messages • Considering different disciplines when developing and implementing digital public health interventions improves the interventions’ outcomes and long-term acceptability in user groups. • Interdisciplinarity in digital public health requires a mindset from researchers that is characterised by empathy/curiosity towards other disciplines and a common understanding of the intervention.

Annual Structured Communication Skills Training for Surgery Residents

IntroductionThere is no formalized communication curriculum for surgical training. The aim of this study is to determine the benefit of annual communication skill-building workshops for surgical residents over several years. MethodsThe general surgery and the integrated cardiothoracic surgery residents in a tertiary care, urban academic center participated in a 2-hour communication skill-building workshop each year from July 2017 to June 2021. Each participant was administered an anonymous pre-session and post-session survey with a 5-point Likert scale to assess their self-reported preparedness and their evaluation of the workshop. Survey responses were divided into three groups based on their experience in this workshop; no experience (Experience 0), 1 y of experience (Experience 1), and two or more years of experience (Experience 2+). They were compared among groups. ResultsSeventy-one surgical residents participated in the workshop generating 124 survey results (Experience 0, 71 [57.3%], Experience 1, 41 [33.1%], and Experience 2+, 12 [9.7%]). Self-reported preparedness scores improved for the overall group as well as for each experience group. While scores decreased significantly in the following years, they improved after each workshop. Scores were significantly better with more experience (4, interquartile range [IQR] 3-4 in Experience 0, 4, IQR 3-5 in Experience 1, 4, IQR 4-5 in Experience 2+, P < 0.001 between Experience 0 and Experience 1, P = 0.041 between Experience 1 and Experience 2+). All residents reported an overwhelmingly positive review of the curriculum. ConclusionsYearly 2-hour communication skills practice increased surgical residents’ self-reported preparedness, and the repetition helped the improvement. Annual workshops are important for residents to be more prepared for serious illness communication.

Strengthening respectful communication with patients and colleagues in neonatal units - developing and evaluating a communication and emotional competence training for nurse managers in Kenya.

Introduction: Effective communication is essential to delivering compassionate, high-quality nursing care. The intensive, stressful and technical environment of a new-born unit (NBU) in a low-resource setting presents communication-related challenges for nurses, with negative implications for nurse well-being, team relationships and patient care. We adapted a pre-existing communication and emotional competence course with NBU nurse managers working in Kenya, explored its' value to participants and developed a theory of change to evaluate its' potential impact. Methods: 18 neonatal nurse managers from 14 county referral hospitals helped adapt and participated in a nine-month participatory training process. Training involved guided 'on the job' self-observation and reflection to build self-awareness, and two face-to-face skills-building workshops. The course and potential for future scale up was assessed using written responses from participant nurses (baseline questionnaires, reflective assignments, pre and post workshop questionnaires), workshop observation notes, two group discussions and nine individual in-depth interviews. Results: Participants were extremely positive about the course, with many emphasizing its direct relevance and applicability to their daily work. Increased self-awareness and ability to recognize their own, colleagues' and patients' emotional triggers, together with new knowledge and practical skills, reportedly inspired nurses to change; in turn influencing their ability to provide respectful care, improving their confidence and relationships and giving them a stronger sense of professional identity. Conclusion: Providing respectful care is a major challenge in low-resource, high-pressure clinical settings but there are few strategies to address this problem. The participatory training process examined addresses this challenge and has potential for positive impacts for families, individual workers and teams, including worker well-being. We present an initial theory of change to support future evaluations aimed at exploring if and how positive gains can be sustained and spread within the wider system.

Study protocol for a hybrid effectiveness-implementation trial of the Building Better Caregivers online workshop for rural family/friend caregivers of people living with dementia

IntroductionDementia caregiving is complex and disproportionally burdens caregivers living in rural areas due to fewer resources and formal support systems. There is an immediate need to identify effective, scalable, and accessible online programs to support rural caregivers' well-being. Building Better Caregivers (BBC), a possible solution, is an asynchronous online 6-week, interactive, and skills-building workshop developed for caregivers of persons with dementia. This research aims to assess the effectiveness and implementation of the BBC workshop when delivered among rural dementia caregivers in the United States. MethodsA hybrid effectiveness and implementation trial applying mixed methods will be conducted in collaboration with local, state, and national partnering organizations. Eligible participants live in a rural area of the United States, give care at least 10 h a week for a family member or friend with dementia, and have internet access. Evaluation is based on the RE-AIM framework. Effectiveness outcomes are assessed using a randomized control trial. Caregivers are randomly assigned to the BBC workshop (intervention) or attention control group. Implementation outcomes are assessed using surveys and debriefing interviews from partnering organizations and participants. The study protocol including the study design, methods of recruitment and assessment, and outcomes are described. ConclusionThis is the first known study to evaluate both the effectiveness and implementation of a caregiver support intervention under real-world conditions in rural areas. If successful, this online workshop will be a practical and acceptable approach for promoting the health and well-being of geographically isolated rural dementia caregivers.

Abstract PO-212: Educating the next generation of cancer researchers: Evaluation of a cancer research partnership research training program

Abstract Background: The Temple University Fox Chase Cancer Center and Hunter College Cancer Health Disparity Partnership (TUFCCC/HC Cancer Partnership) is a collaborative effort to develop a regional comprehensive collaborative cancer health equity research infrastructure in Pennsylvania, New Jersey and New York City (PNN) Region and to establish rigorous and sustainable cancer research, education, and outreach programs at both institutions. One key component of the training efforts of this Partnership is the annual Summer Cancer Research Institute (SCRI), an 8-week intensive summer program that includes hands-on research training in laboratories or research centers under the mentorship of established investigators supplemented with cancer seminars, skill-building workshops, journal clubs, social activities, poster sessions and presentations. Methods: The goal of this study was to evaluate the recruitment process and the outcome of the first three cohorts of the SCRI. We assessed the previous recruitment and implementation process to identify successes and lessons learned. We also conducted program evaluation through pre-program and post-program evaluation, and long-term annual follow-up survey, and other formal and informal feedback among the 3 cohorts from the previous 3 years. Results: Through targeted multi-institutional recruitment strategies and by utilizing social media (e.g., Twitter, Instagram, institutional newsletters), the program received increasing numbers of applications each year, from 64 applications received in 2019, to 179 in 2020, and 345 in 2021. The number of students accepted were 10 in 2019 (admission rate 15.6%), 10 in 2020 (5.6%), and 15 in 2021 (4.3%). Among the 34 SCRI trainees, 10 (29.4%) identified as Black/African American, 6 (17.5%) as Hispanic/Latinx, 10 (29.4%) as Asian, and the rest as non-Hispanic white. Students come from a variety of majors, including biology, nutrition, biochemistry, bioengineering, public health, sociology, and medical geography. The SCRI trainees reported a high level of satisfaction with the overall SCRI program as well as the specific seminars, workshops, and journal clubs. The long-term follow-up survey data showed that among the first two cohorts (20 trainees), 4 applied to graduate or medical school, 9 completed graduate school, and 7 accepted a full-time or part-time job position. Trainees particularly enjoyed the hands-on experience in basic, translation, and population research, the skill-building workshops, and the annual symposium to gain presentation experience. Conclusion: The Partnership evaluation has identified strengths (e.g., hands-on research experience under established mentorship, multidisciplinary training) for implementing the SCRI program. Updates are being made to refine recruitment processes and adjust program components. Citation Format: Lin Zhu, Gargi Pal, Taylor Kazaoka, Rubia Shahbaz, Marsha Zibalese-Crawford, Sarah-Jane Dodd, Carolyn Y. Fang, Yin Tan, Grace X. Ma, Olorunseun O. Ogunwobi. Educating the next generation of cancer researchers: Evaluation of a cancer research partnership research training program [abstract]. In: Proceedings of the AACR Virtual Conference: 14th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2021 Oct 6-8. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2022;31(1 Suppl):Abstract nr PO-212.

Novel, Low-Cost Intervention to Promote Women's Advancement in Global Health Research.

Women comprise 7 out of every 10 health care workers globally yet are significantly underrepresented in leadership positions. The COVID-19 pandemic has exacerbated underlying gender disparities, placing additional burdens on many female global health professionals. The authors describe the development of a novel, low-cost pilot program-the Female Global Scholars Program (Weill Cornell Medicine)-established in April 2018 to promote the advancement of female global health research professionals and prepare them for leadership positions in this field. Using a logic model, the program was informed by discussion with peers at scientific symposia, qualitative research examining the barriers women experience in global health, discussions with experts in the fields of global health and medical education, and a literature review of other initiatives focused on fostering female advancement. The program provides opportunities to learn leadership skills and peer mentoring to female junior investigators in global health research over the course of 2 years through attendance of a symposium and skill-building workshop, skill-building webinars, and the building of a peer mentor group. The inaugural cohort of the Female Global Scholars Program (April 2018-March 2020) included 10 female global health researchers from 6 countries (Haiti, India, Kenya, Tanzania, Uganda, and the United States) across 3 continents. By the end of year 1, 6 participants received academic promotions. Additionally, the inaugural 10 scholars collectively presented at 11 international conferences and submitted 22 abstracts and 19 manuscripts. The authors hope to provide additional support and guidance to scholars as they become leaders of their own versions of this program at their home sites and plan to expand the faculty group to further lessen the time burden, while enabling the program to provide additional research mentorship to scholars.

7.N. Workshop: Engaging the young stakeholders in planning for recovery from the Covid-19 pandemic

Health in children and young people (CYP) has been impacted by the COVID-19 pandemic. Restrictions in mobility and social contacts limited children and young people in their social development and led to adverse psychological impact. Rising rates of poverty because of lockdowns have been shown to particularly impact families with children, which may exacerbate already existing health inequalities. Containment policies have decreased access to health services and decreased support for CYP from health and social care professionals during the pandemic, which have posed a significant threat to children and young people's physical health, mental and emotional health. To ensure that policies aimed at mitigating the impact of the pandemic on CYP are relevant, it is vital that the voices of CYP are heard. Article 12 of UNCRC establishes the right of a child to express their views in all matters affecting them and for those to be given appropriate consideration. This is a right that is largely not upheld in policymaking, and therefore it is important that the public health sector as advocates for children and young people (CYP) lead on this.The aims of this skill building workshop are to: Showcase positive examples of engagement of CYP in policymakingGain knowledge on the practicalities to make engagement with CYP a mutually beneficial experience Workshop Format The session will be chaired by a young person to role-model the inclusion of CYP, this workshop advocates for.Professor Sonia Saxena, President of the EUPHA section on Child and Adolescent Public Health, will open the session with key points on the importance of engaging CYP in policy making during the COVID-19 pandemic and beyond.A further two presentations will be delivered by young people who will reflect on their own experience of engagement with policy/research and utilise the lessons learnt to improve CYP engagement in the future.This will be followed by a presentation by a paediatric doctor reflecting on their role in engaging with children and young people to develop a national healthcare patient experience guideline.This series of short presentations will be followed by an interactive case scenario on CYP engagement during the C-19 pandemic. The case study will aim to discuss some of the key practicalities to consider when engaging children and young people in policy making.The session will close with a short panel discussion with the presenters and consensus vote by attendees of next steps to take the learning from the workshop forward. Workshop proceedings will be written up and submitted for publication in a peer-reviewed journal. Twitter hashtags will be devised to allow attendees to share work they embark upon within an online community. This community will also be fostered through meetings supported by EUPHA where members can share best practice and solutions to problems encountered.Speakers/Panelists Sonia Saxena Imperial College London, London, UK Rakhee Shah Imperial College, London, UK Gabrielle Mathews Imperial College London, London, UK Bea Albermann University of Zurich, Zurich, Switzerland Jinane Ghattas UCLouvain, Saint-Josse-ten-Noode, Belgium Key messages COVID19 will have a large impact on children and young people’s health.Engaging children and young people to co-produce policies that affect them, when planning for recovery from the pandemic is crucial in ensuring our policies and research are most impactful.

A cross-institutional analysis of the effects of broadening trainee professional development on research productivity.

PhD-trained scientists are essential contributors to the workforce in diverse employment sectors that include academia, industry, government, and nonprofit organizations. Hence, best practices for training the future biomedical workforce are of national concern. Complementing coursework and laboratory research training, many institutions now offer professional training that enables career exploration and develops a broad set of skills critical to various career paths. The National Institutes of Health (NIH) funded academic institutions to design innovative programming to enable this professional development through a mechanism known as Broadening Experiences in Scientific Training (BEST). Programming at the NIH BEST awardee institutions included career panels, skill-building workshops, job search workshops, site visits, and internships. Because doctoral training is lengthy and requires focused attention on dissertation research, an initial concern was that students participating in additional complementary training activities might exhibit an increased time to degree or diminished research productivity. Metrics were analyzed from 10 NIH BEST awardee institutions to address this concern, using time to degree and publication records as measures of efficiency and productivity. Comparing doctoral students who participated to those who did not, results revealed that across these diverse academic institutions, there were no differences in time to degree or manuscript output. Our findings support the policy that doctoral students should participate in career and professional development opportunities that are intended to prepare them for a variety of diverse and important careers in the workforce.

Learning in a Crisis: Online Skill Building Workshop Addresses Immediate Pandemic Needs and Offers Possibilities for Future Trainings

Abstract The COVID-19 pandemic led to the suspension of many summer research opportunities for science, technology, engineering and mathematics students. In response, the Incorporated Research Institutions for Seismology Education and Outreach program, in collaboration with Miami University, offered a free online Seismology Skill Building Workshop to increase undergraduates’ knowledge, skills, self-efficacy, and interest in observational seismology and scientific computing. Registrations were received from 760 undergraduates representing 60 different countries. U.S. participants consisted of 59% women and 29% from populations traditionally underrepresented in the geosciences. The workshop design consisted of a tailored Linux virtual machine, regular webinars, a Slack workspace, tutorial-style active e-learning assignments, and an optional final project. Every other week for 12 weeks, a module with ∼6 assignments was released to build skills with Linux, Generic Mapping Tools, Seismic Analysis Code, webservices, seismic network processing, Python, ObsPy, and Jupyter notebooks. A final module focused on competitiveness for graduate school, summer internships, and professional jobs. Evaluation of the workshop relied on registration data, pre- and post-workshop surveys, and performance data from the learning management system. 440 participants completed at least one assignment, 224 completed at least 80% of the assignments, and 191 completed all 35 assignments, significantly higher than most comparable large-scale, open-access courses. Participants invested ∼6 hrs per week and averaged a score of 88% on assignments. We identified &amp;gt;60% normalized gain in scientific computing skills. There is evidence that the inclusive design of the workshop was able to attract and retain a diverse population. However, some additional investigation is needed to ensure that benefits were evenly experienced. Regardless of the degree of completion, participants perceived the workshop quite positively: on average 96% described it as high to very high quality, 83% satisfied to very satisfied with their experience, and 70% very likely to recommend to peers. We identify future directions for running a second iteration of the workshop, including strategies to continue broadening participation and improving retention.

Alternative career pathways for international medical graduates towards job market integration: a literature review.

ObjectivesTo inform the current level of research about alternative career pathways for international medical graduates and synthesize knowledge of the barriers, facilitators and potential outcomes of alternative career pathways for international medical graduates. MethodsWe searched MEDLINE, EMBASE, Scopus, and Google Scholar for relevant publications to February 2020. From 809 articles, after two levels of screening, 23 articles were selected. We conducted thematic content analysis and reported the findings of the study following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines. ResultsAll 23 articles reported on alternative careers for international medical graduates in either the United States or Canada. A variety of study methods were noted, including original research, scoping reviews, reports for organizations, and commentaries. Studies incorporated a variety of methods, including surveys, focus groups, interviews, analysis of administrative documents, and program evaluation. Many potential benefits of alternative careers were reported for both international medical graduates and stakeholders. Barriers to pursuing alternative careers included both individual- and systemic-level barriers. Facilitators included skill-building workshops, targeted bridging programs, connecting with employers, supporting organizations, and international medical graduates. ConclusionsThe scarce literature on alternative career pathways indicates that this research is beneficial for both international medical graduates and their host countries. Initiating capacity building programs for alternative career pathways for international medical graduates might be a worthy investment for host countries, especially in underserved areas. Pilot initiatives incorporating bridging programs for international medical graduates are recommended.

A gratitude intervention to improve clinician stress and professional satisfaction: A pilot and feasibility trial.

Resilience training combined with medical system changes have the potential to reduce clinician burnout. We sought to estimate effects and assess feasibility of a brief gratitude intervention for primary care clinicians. This was a pre-test/post-test single group intervention design with longitudinal follow-up. Volunteer participants were from either a primary care community engagement conference or worked at one of two clinical sites in a Western mid-size city. Eligible clinicians held an MD/DO or NP/PA degree and currently worked at least 0.50 FTE in a primary care clinical practice and were willing and able to participate in the initial group session and complete weekly journaling. The gratitude intervention consisted of an in-person 90-minute group psychoeducation and skills-building workshop, followed by an 8-week daily gratitude journal exercise. The primary outcomes were related to resilience, including coping self-efficacy, clinician autonomy, and self-care behaviors. The secondary outcomes were the feasibility and acceptability of the intervention, as well as career satisfaction, and types and frequency of things for which clinicians were grateful in their daily work. The intervention was brief, feasible, and of interest to clinicians. Statistically significant improvements were seen in most outcome measures at both 4 and 8 weeks follow-up, with the exception of gratitude, which also increased, but not significantly so. Gratitude categories mentioned most frequently were support platforms at work (47%) and sense of competence (42%). The intervention had positive effects on resilience and is a promising brief intervention for clinicians experiencing stress. Larger experimental designs are needed.

12.I. Skills building seminar: Making the elevator pitch more effective: how to convince a policymaker in less than 2 minutes

Abstract Since a number of years, the European Public Health Association (EUPHA), the European Public Health Conferences and other associations, have been working hard to translate the evidence in a such a format that policymakers take notice. For example, the WHO Regional Office for Europe works on 'telling the public health narrative' and provides factsheets and infographics, in order to effectively communicate public health messages to policymakers. At the European Public Health Conference so-called pitch presentations were introduced (at Glasgow 2014), where researchers are asked to present their work in 5 minutes with maximum 5 slides (no animations), as a way to learn to present key messages from research in just a few minutes. EUPHA has organised several skills building workshops on translation of evidence in the past years, including last year's session 'making the elevator pitch work'. Lessons learned during this workshop in Marseille are: Have a clear ask (keep it simple)Appeal to the policymaker's own interests and prioritiesSpell out how action will be beneficial for the policymakerBe aware of upcoming electionsBuilt a relationship with the assistants of politicians Following the great interest in last year's workshop, this workshop will complement the outcomes of the 'lessons learned' with additional tips for convincing a policymaker. The list of lessons learned will be expended by reflecting on models of knowledge translation. Models of knowledge translation and evidence informed policymaking are abundant. Some key aspects that can be added to the list are: considering the 'policy window', making the comparison with the policy plans, identifying the relevant stakeholders and groups affected by the problem. In this skills-building workshop, we will select a number of abstracts that have been accepted by the International Scientific Committee as posters and we will invite the presenting authors to this dare: Present your work and key messages in less than 2 minutes. In order to see whether the policymaker is convinced, we are organising a small panel of policymakers and ask them to give their feedback. Are they interested? Do they remember the key message? And if all goes well, do you get an invitation to come back and present more of your work? Key messages Being able to present your key messages anywhere, anytime is needed. Telling the public health narrative and telling a story are important skills for public health professionals to have.