Centrality evolution of the charged-particle pseudorapidity density over a broad pseudorapidity range in Pb-Pb collisions at root s(NN)=2.76TeV

Peer reviewe

From “second victims” to “frontline warriors”: An alternative framework for supporting healthcare workers involved in adverse events, during the COVID-19 pandemic and beyond

The challenges faced by healthcare workers (HCWs) on the frontlines of the COVID-19 pandemic have been widely analogized to the experience of military service members, both in terms of general burnout and the mental health effects of frequent trauma exposure. This analogy has the potential to yield a wealth of science-based recommendations for addressing the pandemic’s psychological impacts on frontline HCWs, and in particular the challenge of helping HCWs cope with adverse events for which they bear some actual or perceived responsibility. As we will argue, the “second victim” framework that currently guides the medical system’s approach to supporting these individuals is misleading at best and harmful at worst. This paper suggests an alternative, more agentic framework for supporting these HCWs—one that normalizes the acknowledgement, emotional processing, and active remediation of errors as part of what it means to exemplify the core values of a healer. Drawing on psychological research with military personnel and other trauma survivors, we summarize the key principles of this alternative framework, and we recommend strategies that medical facilities can adopt to help HCWs cope more resiliently with errors and adverse events during the pandemic and beyond

Impact of personalized feedback:The case of coaching and learning change plans

This chapter describes an empirically derived model for impactful feedback discussions. The R2C2 model has four phases: Educators build the relationship (R) between educator and learner, gain learner reactions (R) to the feedback which can be used to determine the potential for change and development, and explore and ensure a mutual understanding of the content (C) in order to coach for change (C) to co-create achievable learning change plans that can be monitored to ensure learner progress. Two mechanisms in particular, coaching and learning change plans, support learner acceptance and use of the feedback. The chapter concludes with suggestions for future application and research in health professions education and higher education