Articles: pandemics.
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Curr Pain Headache Rep · Nov 2022
ReviewHeadache Education Adaptation During the COVID-19 Pandemic: Impact on Undergraduate and Graduate Medical Education.
Our goal was to describe the changes to headache and neurological education that occurred as a result of the COVID-19 pandemic, and the impact this had on medical learners. We also discuss subsequent implications for the future of education in the field of headache medicine. ⋯ Both educators and learners faced many challenges during the pandemic. These include the following: cancellation of in-person educational meetings, limited in-person networking and wellness events, disengagement from virtual didactic curricula, limitations in procedure-based learning, redeployment to inpatient settings with a decrease in outpatient exposures, and blurred boundaries between home and work life due to more virtual collaboration and home computer use. The development of telehealth programs and trainee wellness initiatives, improved collaboration opportunities among geographically distant institutions, and greater access to conferences for learners are among the many improvements forged by these challenging times in medical education. Given the high prevalence of headache disorders and the paucity of headache specialists, training new clinicians with competency in headache medicine is essential. There were many educational challenges and opportunities identified in the literature that resulted from the pressures of the pandemic. Educators need to develop assessments that capture any gaps in learning that may have occurred during this tumultuous time and be vigilant of remediation needs in our learners over the coming years. It is imperative to intentionally design curricula for the future by harnessing new pedagogical tools, innovations, and perspectives gleaned from our experience with the COVID-19 pandemic.
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Randomized Controlled Trial
The Peer Education Project to improve mental health literacy in secondary school students in England: a qualitative realist evaluation.
Worsening of adolescent mental health and exacerbated health inequalities after the COVID-19 pandemic calls for universal preventative strategies. The Mental Health Foundation's school-based Peer Education Project seeks to improve students' mental health literacy through peer educators (aged 14-18 years) teaching peer learners (aged 11-13 years) to recognise good and bad mental health, identify risk and protective factors, and seek help accordingly. Although previous before and after quantitative assessments have found the intervention to be effective, this realist evaluation aimed to qualitatively develop the theory of change, exploring how the mechanisms played out in different contexts to achieve the desired outcomes. ⋯ National Institute for Health and Care Research School for Public Health Research.
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[This corrects the article DOI: 10.1371/journal.pmed.1003974.].
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People experiencing homelessness faced unique challenges during the COVID-19 pandemic, including changes to accommodation availability, societal restrictions impacting access to essentials like food, and services moving to remote access. There is a paucity of in-depth qualitative research exploring how the pandemic affected this population, which this research aims to address. ⋯ Nuffield Foundation, Wellcome Trust.
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Increasingly, climate change policies are emerging across Europe. Policies addressing adaptation (adjusting the effects of climate change on public health) are being implemented after the COVID-19 pandemic. This study aims to identify issues in climate adaptation implementation for public health and understand the health implications from responses after COVID-19. ⋯ This project has received part-funding from the Enhancing Belmont Research Action to support EU policy making on climate change and health project, which is part of the EU's Horizon 2020 research and innovation programme (grant agreement number 101003966). The research was part-funded by the National Institute for Health Research Health Protection Research Unit in Environmental Change and Health at the London School of Hygiene and Tropical Medicine in partnership with Public Health England, the Met Office, and University College London (grant number PHSEZT6210). The views expressed are those of the author(s) and not necessarily those of the NHS, the NIHR, the Department of Health and Social Care or PHE.