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Universities of the Third Age (U3A), lifelong learning institutes, and "senior universities" are terms used to describe organizations that provide education for older adults, specifically for those who are retired or in the "third age" of life. The purpose of this article is to provide a comprehensive, historical overview of the evolution of these organizations across global settings. This article highlights the importance of older adult education while discussing U3A's structure and models. The article explores the origins and historical development of the U3A model and its influence on recent initiatives like the Age-Friendly Universities movement. It then focuses on the impact of French and British Models of U3A on providing older adult education. There is a general discussion of the expansion of these organizations in several countries and a comparison of each's curricular structure and approach. The article concludes with suggested future directions and potential areas of improvement (e.g. technology access, accessibility, and inclusion of older adult learners; diverse needs and interests) and ways these models can remain relevant to the ever-changing older adult learner population. Through this analysis, the article contributes to the understanding of U3A organizations and their role in promoting lifelong learning for older adults.

Home education especially for primary students has always been an educational phenomena that cause a lot of discussion. This form of education process organization has both its adherents and opponents. The Coronavirus Pandemic imperatively applied this form of learning to all students in the world. The most vulnerable category of students during the periods associated with sharp changes in the form of educational services provision (disasters, wars, isolation, etc.) is traditionally primary school one. Their educational priorities have not been formed yet; the habit of learning as a form of activity has not been established; due to age, they have a great need for gradual psychological and physiological adaptation to the process of obtaining knowledge, etc. This article attempts to predict the main problems (as well as trends) that Primary School Institute will have to face after Corona. In our opinion, the Coronavirus period will have quite negative consequences for children (they have to be eliminated by teachers and educators when students return to classes), while the system of pedagogical work with primary school children has been enriched with new forms of work and intensified by more productive interaction with parents (mainly at parents' initiative). [ABSTRACT FROM AUTHOR]

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Digitalization in education sphere is the new paradigm of high technologies development. The article proves that digital technologies are relevant and widely used in various areas of society: management, economic relations, science and education. However, digitalization of the educational process is of particular importance, because the several factors such an advance of the quality and relevant experience in this sphere. Today, important transformation processes are taking place in the field of education: electronic textbooks, Internet portals, databases of information needs are spreading, systems of online courses and distance learning are actively developing.

In a time of increased digitization, disruptive technologies, and the Internet of Things, dependency on information and communication technology (ICT) increases. As the differences between the traditional and technology spheres narrow, organizations of all types will need talented individuals who can navigate the digital world. However, identifying the precise mix of skills is easier said than done. Canada's continued economic growth will require more than a workforce of trained coders; it will need a workforce with a well-rounded set of skills for non-technical and technical employees alike. Drawing on specific examples of programs designed for skills development at the post-secondary level, this article explores practical ways to cultivate a broad skill set by immersing post-secondary education students into the workplace and by engaging them in private-sector research environments. [ABSTRACT FROM AUTHOR]

During the twentieth century, trends in childlessness varied strongly across European countries while educational attainment grew continuously across them. Using census and large-scale survey data from 13 European countries, we investigated the relationship between these two factors among women born between 1916 and 1965. Up to the 1940 birth cohort, the share of women childless at age 40+ decreased universally. Afterwards, the trends diverged across countries. The results suggest that the overall trends were related mainly to changing rates of childlessness within educational groups and only marginally to changes in the educational composition of the population. Over time, childlessness levels of the medium-educated and high-educated became closer to those of the low-educated, but the difference in level between the two better educated groups remained stable in Western and Southern Europe and increased slightly in the East. [ABSTRACT FROM PUBLISHER]

We analyze the intergenerational transmission of education in a three-generation sample of women from the 20th century US. We find strong three-generation educational persistence, with the association between the education of grandmothers and their granddaughters approximately two times stronger than would be expected under the type of first-order autoregressive transmission structure that has been assumed in much of the existing two-generation mobility literature. These findings are robust to using alternative empirical specifications and sample constructions, and are successfully replicated in a second independently drawn data set. Analyses that include males in the youngest and oldest generations produce very similar estimates. A variety of potential mechanisms linking the educational outcomes of grandparents and grandchildren are discussed and where possible tested empirically. [ABSTRACT FROM AUTHOR]

The enlargement of the EU to Central and Eastern Europe after 2004 was accompanied by great optimism: more dynamic economic development was expected in the wider Europe and also a general further development of social standards. The banking and debt crisis that started in 2008, however, has revealed structural shortcomings that disrupted and partly reversed the desired trends. The main reasons were inadequate governance options with regard to European economic and financial policy, together with substantial interference in the social dimension in the old and the new Member States. The impact of these processes in terms of convergence and divergence in the EU can be demonstrated on the basis of comparative empirical data series of core indicators in key areas for EU citizens. This impact has been exacerbated by inadequate state social protection and its funding by means of widely varying forms of taxation. A summary composite convergence/divergence index shows the current effects of crisis strategies in the EU regions. [ABSTRACT FROM AUTHOR]

The seminal tenets of progressive education bear a striking resemblance to the newly fashionable principles associated with with a new movement known as -21st Century Education. This article traces the development of progressive education principles, starting with the founding of the Progressive Education Association, and shows their close proximity to 21st century educational attributes and goals. It demonstrates how the principles underpinning progressive education emerge over and over again as operative and successful educational practice, and how 21st century reformers may benefit from turning attention to other principles of progressive education to fully prepare students for the future. [ABSTRACT FROM AUTHOR]

Distance learning in sub-Saharan Africa is very limited and inefficient. Information, communication, and technology seem to be struggling in the third world as result of inadequate infrastructure, financial constraints, and social or cultural barriers, as well as minimal government policies as compared to successful programs in the developed world. Not much has been researched on the contribution of distance learning and adult education in Ghana. There has been successful distance learning programs in Ghana that need much recognition in the outside world. Adult educators and researchers in the field of open and distance learning must know the contributions of adult and distance learning in sub-Saharan Africa, especially in the case in Ghana. [ABSTRACT FROM AUTHOR]

Copyright of Organizacija is the property of Sciendo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

National reports and funding mandates have called for trainee-centered PhD and postdoctoral training and the need to support diverse career outcomes. As a result, career and professional development (CPD) resources have expanded at several institutions. Despite the growth of innovative and impactful CPD resources, access to and awareness of resources have been inconsistent and inequitable for graduate and postdoctoral trainees. In the current model, core education occurs in two unconnected ways: faculty research mentors provide scientific competencies training, while CPD educators provide transferable competencies training, which is separate from the curriculum and optional at most institutions. Research mentors are influential in supporting trainee engagement with CPD programs; however, most are either unaware of the rapidly growing opportunities or may not see the direct benefit to scientific development and productivity. Due to this disconnect, some trainees can be inadvertently distanced from CPD resources, leading to more inequities among groups. To bridge this gap, here we propose a realignment of the current model via a set of practical and collaborative solutions providing benefit to all stakeholders. With greater awareness and collaboration, research mentors and CPD educators can complement each other's expertise to better support trainee experiences and outcomes.

There is growing interest in the role that morphological knowledge plays in literacy acquisition, but there is no research directly comparing the efficacy of different forms of morphological instruction. Here we compare two methods of teaching English morphology in the context of a memory experiment when words were organized by affix during study (e.g., a list of words was presented that all share an affix, such as , , , , etc.) or by base during study (e.g., a list of words was presented that all share a base, such as , , , ). We show that memory for morphologically complex words is better in both conditions compared to a control condition that does not highlight the morphological composition of words, and most importantly, show that studying words in a base-centric format improves memory further still. We argue that the morphological matrix that organizes words around a common base may provide an important new tool for literacy instruction., Competing Interests: I have read the journal’s policy and the authors of this manuscript have the following competing interests: Peter Bowers runs the company WordWorks where he uses Structured Word Inquiry to work with students, teachers and schools. Structured Word Inquiry uses morphological matrices.

Background: Employment improves mental health and well-being by providing financial security, daily structure, a sense of identity and purpose, and social engagement. However, securing and sustaining employment is exceptionally challenging for vulnerable populations who experience persistent and multiple barriers, such as mental illness, homelessness, food and housing insecurity, and marginalization. Evidence-based supported employment programs, most notably individual placement and support (IPS) are becoming a more common approach for addressing the needs of these high-risk individuals. The aim of this paper is to outline the protocol for evaluating an IPS program in Vancouver's downtown and Downtown Eastside (DTES)., Methods and Design: This prospective quasi-experimental study of persons with persistent and multiple barriers to employment will use a mixed-methods approach for evaluating a novel IPS program. The evaluation will consist of survey packages and interviews that will capture outcomes related to employment and well-being, as well as the experiential process of receiving individualized and integrated supports through the IPS program. A mixed-methods approach is appropriate for this study as quantitative data will provide an objective assessment of program impacts on employment and well-being outcomes over time, while qualitative data will provide an in-depth understanding of continued barriers and experiences., Discussion: The results from this evaluation will contribute evidence within a local British Columbian (BC) context that may increase access to meaningful employment for those with long-term experience of complex barriers to employment. Further, the findings will support continued improvements, and guide decision-making around practices and policy for future implementation of IPS and employment supports across BC., Competing Interests: The authors have declared that no competing interests exist.

Background: Coronavirus disease-19 (COVID-19) impacted medical education and led to the significant modification or suspension of clinical clerkships and rotations., Objectives: To describe a revised surgery clerkship curriculum, in which we divided in-person clinical teaching into smaller groups of students and adopted online-based learning to foster student and patient safety while upholding program standards., Methods: The third-year surgery core clerkship of a 4-year international English-language program at the Medical School for International Health at Ben Gurion University of the Negev, Beer Sheva, Israel, was adapted by dividing students into smaller capsules for in-person learning and incorporating online learning tools. Specifically, students were divided evenly throughout three surgical departments, each of which followed a different clinical schedule., Results: National Board of Medical Examiners clerkship scores of third-year medical students who were returning to in-person clinical clerkships after transitioning from 8 weeks of online-based learning showed no significant difference from the previous 2 years., Conclusions: To manage with the restrictions caused by COVID-19 pandemic, we designed an alternative approach to a traditional surgical clerkship that minimized the risk of exposure and used online learning tools to navigate scheduling challenges. This curriculum enabled students to complete their clinical rotation objectives and outcomes while maintaining program standards. Furthermore, this approach provided a number of benefits, which medical schools should consider adopting the model into practice even in a post-pandemic setting.

With more than one academic year into the pandemic, it is timely to consider the lessons we learnt, and how they could shape education in the future. Papers from around the globe, reflecting on the directions we took and could take, were published in the FEMS Microbiology Letters virtual Thematic Issue 'Educating in a pandemic and beyond' in October 2021. Its content is reviewed here to facilitate discussions within the professional community. Online platforms and tools, that allowed a rapid emergency response, are covered, as well as enhancing student engagement, complementing and blending in-person activities with online elements for more flexible and accessible learning opportunities, the need for educator training, and improving science literacy overall and microbiology literacy specifically. As we go forward, in order to benefit from blended and flexible learning, we need to select our approaches based on evidence, and mindful of the potential impact on learners and educators. Education did not only continue during the pandemic, but it evolved, leading us into the future., (© The Author(s) 2021. Published by Oxford University Press on behalf of FEMS. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.)

The objective of the paper is to diagnose organisational culture of selected universities and analyse its impact on the innovation processes within them. The subject matter of the study was organisational culture and innovation at universities. The subjects were four selected universities in Poland, Austria, Germany, and Ukraine. The paper provided a definition of organisational culture and its typology. It further discussed the organisational culture of universities and the relationships between organisational culture and innovativeness. The literature review provided foundations for building a model for the formation of a type of organisational culture at universities that is innovation-friendly, which is the added value of the paper. It offers actions worth taking to shape innovation-friendly culture at universities. It is particularly important during difficult time of changing labour market, when universities greatly impact the attitudes of young people. The knowledge of how to shape innovation-friendly organisational culture at universities is necessary for academia to profile future employees in times of continuous changes. To investigate the relationship between organisational culture and the innovativeness of universities, we designed an original survey questionnaire [S1 File]. Organisational culture was diagnosed with the Organizational Culture Assessment Instrument by K.S. Cameron and R.E. Quinn. The analyses were conducted in Dell Statistica v. 13.1 (StatSoft Polska). We normalised data from the Likert rating scale using Kaufman's and Rousseeuw's formula. We used Spearman's correlation coefficient and Kendall's W to calculate correlations. The research shows that the investigated Polish and Austrian universities are dominated by hierarchy and market cultures. On the other hand, the German and Ukrainian universities host all cultures, but clan and adhocracy dominate there. Moreover, the analyses demonstrated that although the adhocracy culture was the least visible in the investigated organisations, it contributes to university innovativeness the most. The conclusions were used to build a model for promoting innovation-friendly organisational culture at universities. The model contains answers to the research questions. In addition, it offers guidelines for shaping organisational culture to bolster innovation at universities. The research identified relationships between organisational culture and university innovativeness and components that create innovation opportunities at universities as its contribution to management theory. When applied in practice, the guidelines can help form the university's organisational culture bottom-up., Competing Interests: The authors have declared that no competing interests exist.

Leadership education within postsecondary institutions has often failed to consider the ways in which Asian Americans and Pacific Islanders (AAPIs) make sense of their leadership identity. This article explores the role that Asian American and Native American Pacific Islander-Serving Institutions have in fostering AAPI leaders through culturally relevant practices and services that recognize and embrace students' racial and ethnic backgrounds., (© 2021 Wiley Periodicals, LLC.)

Methods for data analysis in the biomedical, life, and social (BLS) sciences are developing at a rapid pace. At the same time, there is increasing concern that education in quantitative methods is failing to adequately prepare students for contemporary research. These trends have led to calls for educational reform to undergraduate and graduate quantitative research method curricula. We argue that such reform should be based on data-driven insights into within- and cross-disciplinary use of analytic methods. Our survey of peer-reviewed literature analyzed approximately 1.3 million openly available research articles to monitor the cross-disciplinary mentions of analytic methods in the past decade. We applied data-driven text mining analyses to the "Methods" and "Results" sections of a large subset of this corpus to identify trends in analytic method mentions shared across disciplines, as well as those unique to each discipline. We found that the t test, analysis of variance (ANOVA), linear regression, chi-squared test, and other classical statistical methods have been and remain the most mentioned analytic methods in biomedical, life science, and social science research articles. However, mentions of these methods have declined as a percentage of the published literature between 2009 and 2020. On the other hand, multivariate statistical and machine learning approaches, such as artificial neural networks (ANNs), have seen a significant increase in the total share of scientific publications. We also found unique groupings of analytic methods associated with each BLS science discipline, such as the use of structural equation modeling (SEM) in psychology, survival models in oncology, and manifold learning in ecology. We discuss the implications of these findings for education in statistics and research methods, as well as within- and cross-disciplinary collaboration., Competing Interests: The authors have declared that no competing interests exist.

Objective: To develop evidence-informed, expert consensus research diagnostic criteria for traumatic encephalopathy syndrome (TES), the clinical disorder associated with neuropathologically diagnosed chronic traumatic encephalopathy (CTE)., Methods: A panel of 20 expert clinician-scientists in neurology, neuropsychology, psychiatry, neurosurgery, and physical medicine and rehabilitation, from 11 academic institutions, participated in a modified Delphi procedure to achieve consensus, initiated at the First National Institute of Neurological Disorders and Stroke Consensus Workshop to Define the Diagnostic Criteria for TES , April, 2019. Before consensus, panelists reviewed evidence from all published cases of CTE with neuropathologic confirmation, and they examined the predictive validity data on clinical features in relation to CTE pathology from a large clinicopathologic study (n = 298)., Results: Consensus was achieved in 4 rounds of the Delphi procedure. Diagnosis of TES requires (1) substantial exposure to repetitive head impacts (RHIs) from contact sports, military service, or other causes; (2) core clinical features of cognitive impairment (in episodic memory and/or executive functioning) and/or neurobehavioral dysregulation; (3) a progressive course; and (4) that the clinical features are not fully accounted for by any other neurologic, psychiatric, or medical conditions. For those meeting criteria for TES, functional dependence is graded on 5 levels, ranging from independent to severe dementia. A provisional level of certainty for CTE pathology is determined based on specific RHI exposure thresholds, core clinical features, functional status, and additional supportive features, including delayed onset, motor signs, and psychiatric features., Conclusions: New consensus diagnostic criteria for TES were developed with a primary goal of facilitating future CTE research. These criteria will be revised as updated clinical and pathologic information and in vivo biomarkers become available., (© 2021 American Academy of Neurology.)

Since 1987, a group of behavior geneticists have been teaching an annual methodology workshop on how to use state-of-the-art methods to analyze genetically informative data. In the early years, the focus was on analyzing twin and family data, using information of their known genetic relatedness to infer the role of genetic and environmental factors on phenotypic variation. With the rapid evolution of genotyping and sequencing technology and availability of measured genetic data, new methods to detect genetic variants associated with human traits were developed and became the focus of workshop teaching in alternate years. Over the years, many of the methodological advances in the field of statistical genetics have been direct outgrowths of the workshop, as evidence by the software and methodological publications authored by workshop faculty. We provide data and demographics of workshop attendees and evaluate the impact of the methodology workshops on scientific output in the field by evaluating the number of papers applying specific statistical genetic methodologies authored by individuals who have attended workshops.

The International Statistical Genetics Workshop (commonly referred to as the "Boulder Workshop") has been held annually in Boulder, Colorado almost every year since 1990. A staple feature of each workshop has been the presence of a "question box" (either a physical box or an online virtual one) where workshop participants are given the opportunity of asking questions to the faculty. In this manuscript, we have compiled a list of ten "classic" questions that have appeared in one form or another across multiple workshops and our attempts at answering them.

The National Heart, Lung, and Blood Institute and the Cardiovascular Medical Research and Education Fund held a workshop on the application of pulmonary vascular disease omics data to the understanding, prevention, and treatment of pulmonary vascular disease. Experts in pulmonary vascular disease, omics, and data analytics met to identify knowledge gaps and formulate ideas for future research priorities in pulmonary vascular disease in line with National Heart, Lung, and Blood Institute Strategic Vision goals. The group identified opportunities to develop analytic approaches to multiomic datasets, to identify molecular pathways in pulmonary vascular disease pathobiology, and to link novel phenotypes to meaningful clinical outcomes. The committee suggested support for interdisciplinary research teams to develop and validate analytic methods, a national effort to coordinate biosamples and data, a consortium of preclinical investigators to expedite target evaluation and drug development, longitudinal assessment of molecular biomarkers in clinical trials, and a task force to develop a master clinical trials protocol for pulmonary vascular disease., Competing Interests: Funding Support and Author Disclosures Several authors report funding support from the National Institutes of Health/National Heart, Lung, and Blood Institute (K08HL128802 to Dr. Oldham; R35HL140019 to Dr. Aldred; R01HL146588 to Dr. Brittain; R01HL135142, R01HL137927, R01HL089856, and R01HL147148 to Dr. Cho; R01HL136603 to Dr. Desai; K01HL146980 to Dr. Kelly; U01HL125215 to Dr. Leopold; and K23HL144418 to Dr. Modena). Dr. Oldham has received a research grant from the Cardiovascular Medical Research and Education Fund. Dr. Leopold was supported by grants from the American Heart Association. Dr. Wilkins was supported by the British Heart Foundation (RE/18/4/34215 and SP/18/10/33975). Dr. Hemnes has served as a consultant for Actelion, Bayer, Complexa, and United Therapeutics; and owns shares in PHPrecisionMed, all outside of the submitted work. Dr. Chan has served as a consultant for Zogenix, Aerpio, and United Therapeutics; is a director, officer, and shareholder in Synhale Therapeutics; has held research grants from Actelion and Pfizer; and has filed patent applications regarding the targeting of BMP signaling and metabolic pathways in pulmonary hypertension, all outside of the submitted work. Dr. Cho has received grant support from Bayer and GlaxoSmithKline; and served as a consultant for Genentech, AstraZeneca, and Illumina, all outside of the submitted work. Dr. Desai has served as a consultant for Novartis, outside of the submitted work. Dr. Modena has received honoraria from AstraZeneca, Genentech, GlaxoSmithKline, Regeneron, Sanofi, and Teva for consulting or lectures in the past; and has current research funding from Genentech and GlaxoSmithKline, all outside of the submitted work. Dr. Rhodes has received personal advisory board fees from Janssen and United Therapeutics, outside of the submitted work. Dr. Wilkins has consulted with Actelion, Novartis, GlaxoSmithKline, and MorphogenIX in the development of biomarkers for pulmonary hypertension, all outside of the submitted work. All other authors have reported that they have no relationships relevant to the contents of this paper to disclose., (Copyright © 2021 American College of Cardiology Foundation. All rights reserved.)

Competing Interests: Funding Support and Author Disclosures The authors have reported that they have no relationships relevant to the contents of this paper to disclose.

Introduction: The COVID-19 (coronavirus disease 2019) pandemic has radically changed the future of study abroad, yet students require the knowledge, skills, and attitudes to provide care for diverse cultures across geographical boundaries. The purpose of this article is to facilitate innovative learning opportunities in order to meet global health competencies in the physical or virtual classroom when study abroad is not feasible., Approach: Based on a review of published literature related to global health competencies and nursing over the last decade, a description of suggested global learning activities is provided., Results: Few research publications exist to describe activities for meeting global health competencies when travel abroad is restricted. The proposed activities provide a foundation to address the gap in literature and to establish a trajectory for future research., Discussion: The challenge is to demonstrate evidence of global health competency attainment when students are confined to their local community.

The discovery that sclerostin is the defective protein underlying the rare heritable bone mass disorder, sclerosteosis, ultimately led to development of anti-sclerostin antibodies as a new treatment for osteoporosis. In the era of large scale GWAS, many additional genetic signals associated with bone mass and related traits have since been reported. However, how best to interrogate these signals in order to identify the underlying gene responsible for these genetic associations, a prerequisite for identifying drug targets for further treatments, remains a challenge. The resources available for supporting functional genomics research continues to expand, exemplified by "multi-omics" database resources, with improved availability of datasets derived from bone tissues. These databases provide information about potential molecular mediators such as mRNA expression, protein expression, and DNA methylation levels, which can be interrogated to map genetic signals to specific genes based on identification of causal pathways between the genetic signal and the phenotype being studied. Functional evaluation of potential causative genes has been facilitated by characterization of the "osteocyte signature", by broad phenotyping of knockout mice with deletions of over 7,000 genes, in which more detailed skeletal phenotyping is currently being undertaken, and by development of zebrafish as a highly efficient additional in vivo model for functional studies of the skeleton. Looking to the future, this expanding repertoire of tools offers the hope of accurately defining the major genetic signals which contribute to osteoporosis. This may in turn lead to the identification of additional therapeutic targets, and ultimately new treatments for osteoporosis., Competing Interests: JT has received speaker fees from UCB. The remaining authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Tobias, Duncan, Kague, Hammond, Gregson, Bassett, Williams, Min, Gaunt, Karasik, Ohlsson, Rivadeneira, Edwards, Hannan, Kemp, Gilbert, Alonso, Hassan, Compston and Ralston.)

Fulminant myocarditis (FM) is a form of acute myocardial inflammation leading to rapid-onset hemodynamic instability due to cardiogenic shock or life-threatening arrhythmias. As highlighted by recent registries, FM is associated with high rates of death and heart transplantation, regardless of the underlying histology. Because of a paucity of evidence-based management strategies exists for this disease, an International workshop on FM was held in Wuhan, China, in October 2019, in order to share knowledge on the disease and identify areas of consensus. The present report highlights both agreements and controversies in FM management across the world, focusing the attention on areas of opportunity, FM definition, the use of endomyocardial biopsy and viral identification on heart specimens, treatment algorithms including immunosuppression and the timing of circulatory support escalation. This report incorporates the most recent recommendations from national and international professional societies. Main areas of interest and aims of future prospective observational registries and randomized controlled trials were finally identified and suggested., Competing Interests: Declaration of Competing Interest TO has received research grants from Ono Pharmaceutical Co., Ltd., Bayer Pharmaceutical Co., Ltd., Daiichi-Sankyo Pharma Inc., and Amgen Astellas BioPharma K.K. outside the submitted work. TO received honorariums from Ono Pharmaceutical Co., Ltd., Otsuka Pharmaceutical Co., Ltd., and Medtronic Japan Co., Ltd. All other authors have no conflicts of interest to declare., (Copyright © 2020 Elsevier B.V. All rights reserved.)

Calls for improvement and reform in graduate medical education (GME) have led to more detail in educational and curricular guidelines. The current level of detail in curriculum guidelines for GME training programs is high, encompassing, for example, competency frameworks, entrustable professional activities, and milestones. In addition, faculty must employ an increasing number of assessment tools and elaborate portfolio systems for their residents. It is questionable whether any further increase in curriculum detail and assessment formats leads to better GME programs. Focusing on this type of system development may even lead to less engaged faculty if faculty are not encouraged to use their own professional judgment and creativity for teaching residents. Therefore, faculty members must be empowered to engage in curricular innovation, since system development alone will not result in better training programs. Raising faculty members' awareness of their virtues and value as teachers and involving them in the debate about how GME can be enhanced might increase their engagement in resident training., (Copyright © 2020 by the Association of American Medical Colleges.)

The COVID-19 pandemic has altered many aspects of personal and professional life, including how psychiatry is practiced and how trainees are taught. This Open Forum outlines the challenges faced by psychiatric training directors in adult as well as child and adolescent psychiatry in meeting the educational needs of trainees amid this international crisis. Prioritizing trainee protection and education as well as high-quality treatment for patients, the authors discuss effective communication strategies, rapid telepsychiatry expansion into clinical practice, curricular adjustments, and the importance of well-being. This Open Forum concludes with reflections and considerations for training directors as they prepare for subsequent stages of the COVID-19 pandemic.