Web literacy practices of teacher education students and in-service teachers in Greece : a comparative study

In the expanding context of new literacies and multiliteracies, the abilities to know how to locate, to evaluate and to exploit Web information resources in order to construct knowledge, are acknowledged as extremely important worldwide. Current literacy curricula should encourage the development of such abilities, and  their successful implementation requires teachers themselves to be properly prepared. The present study reports the web searching and evaluating practices for educational purposes employed by both pre-service and in-service teachers. Data was collected via an anonymous online questionnaire. The comparative study  exhibis teachers' web practices with the purpose of identifying aspects of web literacy that require attention when designing and implementing relevant educational initiatives. According to the research findings, both pre-service and in-service teachers are based almost exclusively on popular search engines to locate web information resources, and they choose such resources without examining their wider context. In order to evaluate web information resources, they consider mainly morphological and design elements, rather than content features such as their origin and credibility. The findings raise the potential of applying critical literacy principles on the Web so that teachers can approach it critiquely.[1] when using its resources in educational settings. [1] learn to think “critiquely” (a word coined by James Paul Gee), that is, not merely consume information but also “understand and critique systems of power and injustice in a world that [people] will see as simply economically inevitable" (Gee, 2000: 62).: In the expanding context of new literacies and multiliteracies, the abilities to know how to locate, to evaluate and to exploit Web information resources in order to construct knowledge, are acknowledged as extremely important worldwide. Current literacy curricula should encourage the development of such abilities, and  their successful implementation requires teachers themselves to be properly prepared. The present study reports the web searching and evaluating practices for educational purposes employed by both pre-service and in-service teachers. Data was collected via an anonymous online questionnaire. The comparative study  exhibis teachers' web practices with the purpose of identifying aspects of web literacy that require attention when designing and implementing relevant educational initiatives. According to the research findings, both pre-service and in-service teachers are based almost exclusively on popular search engines to locate web information resources, and they choose such resources without examining their wider context. In order to evaluate web information resources, they consider mainly morphological and design elements, rather than content features such as their origin and credibility. The findings raise the potential of applying critical literacy principles on the Web so that teachers can approach it critiquely.[1] when using its resources in educational settings. [1] learn to think “critiquely” (a word coined by James Paul Gee), that is, not merely consume information but also “understand and critique systems of power and injustice in a world that [people] will see as simply economically inevitable" (Gee, 2000: 62)

Post-Traumatic Stress Disorder and Burnout in Healthcare Professionals During the SARS-CoV-2 Pandemic: A Cross-Sectional Study

Healthcare professionals who are directly involved in the diagnosis, treatment, and general care of patients with SARS-CoV-2 are at risk of developing adverse psychological reactions. A cross-sectional study of healthcare professionals aimed to determine the impact of the SARS-CoV-2 pandemic on the mental health of healthcare professionals in two of the largest referral hospitals in Athens, Greece

Post-Traumatic Stress Disorder and Burnout in Healthcare Professionals During the SARS-CoV-2 Pandemic: A Cross-Sectional Study

Introduction: Healthcare professionals who are directly involved in the diagnosis, treatment, and general care of patients with SARS-CoV-2 are at risk of developing adverse psychological reactions. A cross-sectional study of healthcare professionals aimed to determine the impact of the SARS-CoV-2 pandemic on the mental health of healthcare professionals in two of the largest referral hospitals in Athens, Greece. Methods: The study was conducted in the two largest SARS-CoV-2 referral hospitals in Athens, Greece. An assessment and the interrelationship of post-traumatic stress disorder, using the Impact of Event Scale-Revised [IES-R]) and burnout, using the Maslach Burnout Inventory [MBI]) was carried out. Results: A total of 162 subjects were enrolled in the study. Fifty-six (35%) had an IES-R score > 33, suggesting post-traumatic stress disorder. Forty-nine (30%) had an MBI score > 27. Seventy-five (46%) had a personal accomplishment score of < 33 and 46 (28%) had a depersonalization score >10. Stepwise backward logistic regression revealed that the only independent variable that was retained regarding the presence of post-traumatic stress disorder was the emotional exhaustion score of the MBI (at a cut-off of 24 in this scale, the 95% CI of the odds ratio for the presence of post-traumatic stress disorder was 1.077-1.173). Conclusions: In this sample of first-line Greek healthcare professionals against SARS-CoV-2, most of them were proven to be quite resilient to this challenge. One-third of them had post-traumatic stress disorder, which depended on their degree of emotional exhaustion. Healthcare professionals, as represented by this study, performed their duties without feeling helpless and developing adverse psychological reactions