Educators’ online teaching self-efficacy and compassion fatigue during the COVID-19 pandemic: The dual roles of “connect”.

Mateu

et al. 2023

Front. Public Health

In this study, a descriptive bibliometric analysis of the scientific production in the Web of Science on job insecurity perceived by teachers in pandemic situations was carried out. The result shows the growing interest in the topic with an upward trend with an annual growth of 41.52%. Forty-seven papers from 41 journals with 2,182 cited references were considered, with 149 researchers from 30 countries publishing at least one article. The country with the most publications was the United States, followed by Germany and Spain. The United States was the country with the most collaborations. A total of 95 institutions published papers, and the universities with the most registrations were Miami University and the University of the Basque Country, although York University and the University of the Basque Country had a higher overall citation coefficient (102 and 40, respectively). Of the 41 journals that have published on the topic, Frontiers in Education and the British Journal of Educational Psychology stood out in terms of their article numbers. However, this last one was superior in terms of the overall number of citations per year, followed by Frontiers of Psychology.

Section: Main Thematic Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

How much do we care about teacher job insecurity during the pandemic? A bibliometric review

Mateu

et al. 2023

Front. Public Health

“…Digital modules have been developed to supplement operative anatomy programs (Corte‐Real et al, 2021 ; Singh et al, 2021 ) without compromising learning outcomes (Yun et al, 2022 ). These developments were achieved despite the repercussions of staff shortages due to university shedding of both academic and professional staff (Duffy, 2021 ), clinical educators needing to return to the healthcare front line (Longhurst et al, 2020 ), and the Covid‐19 pandemic‐related staff mental well‐being issues (Yang et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Anatomy education beyond the Covid‐19 pandemic: A changing pedagogy

Xiao

Evans

2022

Anatomical Sciences Ed

The coronavirus disease 2019 (Covid‐19) pandemic has induced multifaceted changes in anatomical education. There has been a significant increase in the employment of digital technologies coupled with the upskilling of educators' capacity and altered attitudes toward the digitalization process. While challenges remain, learners have demonstrated capabilities to adapt to digital delivery, engagement and assessment. With alternative and innovative teaching and learning strategies having been trialed and implemented for almost two years, the key question now is what the pedagogy will be for anatomy education beyond the pandemic. Here we discuss some of the changes in anatomy education that have taken place as a result of the Covid‐19 pandemic and importantly present some outlooks for evidence‐based anatomy pedagogy as the world enters the post‐pandemic phase and beyond. The authors conclude that the anatomy discipline is ready to further modernize and has the opportunity to use digital technologies to evolve and enhance anatomy education to ensure students are provided with the learning experience which will prepare them best for the future.

COVID‐19 and climate change: The social‐psychological roots of conflict and conflict interventions during global crises

Burrows

Abellera

Markowitz

2023

WIREs Climate Change

The current study reviews key social psychological mechanisms related to conflict and conflict resolution that manifest within both the coronavirus pandemic and climate change crises. The uncertainty, scale, and nature of both global crises generate various forms of individual‐ and group‐level conflicts that, mediated by psychological and cultural phenomena, impede beneficial action and sustainable adaptation. Specifically, we highlight five social psychological mechanisms (i.e., cognitive dissonance, responsibility diffusion, compassion fatigue, dehumanization, and competitive beliefs) known to interact with, produce, and amplify intrapersonal, interpersonal, and/or intergroup conflicts. We draw attention to how these mechanisms have been activated by the pandemic in ways that share important similarities with climate change and present evidence‐informed approaches to combating their contribution to conflict (i.e., motivating behavior change, implementing accountability mechanisms, creating collective action opportunities, fostering intergroup contact, and promoting perspective‐taking). By engaging social psychological research to better understand both the roots of conflict as well as outline potential individual, community, and societal responses that can help alleviate conflict during these global crises, we can increase our ability to successfully navigate and in some cases avoid future conflicts caused by climate change.This article is categorized under: Perceptions, Behavior, and Communication of Climate Change > Behavior Change and Responses