Doctor’s Responsibility in Providing Telemedicine Services among Health Care Facilities: Legal and Professional Dimensions

To provide specialist health care closer and improve quality in health care facilities, especially for remote areas, the central government utilizes information and communication technology through telemedicine services among health care facilities. This matter is regulated in the Ministry of Health Regulation No. 20 Tahun 2019 tentang Penyelenggaraan Telemedicine Antar Fasilitas Pelayanan Kesehatan. This article aims to describe the forms of legal responsibility and professional responsibilities of doctors in telemedicine services among health care facilities. The method used in this study is normative juridical. The study results show that physicians' responsibilities in telemedicine services among health care facilities can be divided into legal responsibilities (which are divided into civil, criminal, and administrative) and professional responsibilities (ethics and discipline). Doctors’ responsibility in telemedicine services among health care facilities is an obligation that doctors must fulfill because obligations are nothing but part of the tasks carried out in a particular work environment.

Teachers’ Digital Skills Readiness During COVID-19 Pandemic

The COVID-19 crisis revealed the necessity for teachers to have digital skills in order to effectively teach online. Teachers should be able to exploit, use, and apply digital technologies in all educational activities. This paper investigates teachers’ perceptions regarding their digital skills for performing their teaching and professional responsibilities during the pandemic. More than eight hundred teachers participated in a survey regarding the use of digital technologies in their teaching and their professional responsibilities. Indicative digital tools that can be used by digital competent teachers are also presented to cover all areas of the teachers’ professional activities. Their answers revealed that they mostly used digital tools for finding, evaluating, and developing educational resources as well for teaching. They also used digital tools for self-study, students’ assessment, as well as interacting and communicating with students. However, they hardly used digital tools for other teaching activities such as feedback and final evaluation of the students, or revising the educational resources. Finally, they could not deal with long-term planning, management, and development of either their school or education in general. Although it is important for teachers to effectively respond to their daily emergent teaching responsibilities, consideration should also be given to the long-term planning and development of the digital school and digital education in general.

Leading Difficult Conversations Series #3: Creating a Safe Conversation Environment

This publication series is intended for leaders who bear the responsibility of having difficult conversations as part of their professional responsibilities. Earlier in this publication series, the foundational principles of preparing for difficult conversations were established: (1) defining the issue and (2) determining your motive for the conversation. Once those principles are put into practice, the next phase of having a difficult conversation is creating a safe environment for the conversation. Components of creating a safe environment include recognizing a conversation’s content and conditions, understanding the threats to a safe environment, and utilizing skills to overcome threats to restore safety. This new 3-page publication of the UF/IFAS Department of Agricultural Education and Communication was written by Christy Chiarelli.https://edis.ifas.ufl.edu/wc384

Exhibition Review of The Story of Light and Shadow: 20th Century Chinese Photography from Huang Jianpeng's Collection

The following article reviews a collection of photography on view at an exhibition named The Story of Light and Shadow: 20th Century Chinese Photography from Huang Jianpeng's Collection at the National Art Museum of China. Though an exhibition on Chinese photography, it included a sizable collection of Tibet-related photographs taken by early Han Chinese photographers during the early 20th century. Through a brief review of existing scholarship on photography of Tibet and a close reading of the works of Zhuang Xueben, one of the earliest Han Chinese photographers who took photos in Tibetan regions, we see how images produced during the early 20th century in Tibet are coded with layered agencies and complex motivations. Preliminarily contextualizing Zhuang Xueben’s photo-taking aspirations, I argue that early photographers of Tibet are embodiments of complex, overlapping and if not yet incongruous motivations – a complication of their own independent perspectives and professional responsibilities under the larger contextual influence from the society and its aspirations.

‘Our legal responsibility…to intervene on behalf of the child’: Recognising public responsibilities for the medical treatment of children

This article argues for recognition of public responsibilities to protect the welfare of children with respect to decisions affecting their health and medical treatment. As the quote in the title of this article, from David Plank, the Director of Social Services responsible for bringing the case of Baby Alexandra before the courts, identifies, early cases concerning children’s medical treatment were brought by local authorities to determine responsibilities to protect the welfare of children. In cases such as Re B (1981), Re J (1990) and Re W (1992), the court was asked not only to determine the child’s best interests but also to clarify the duties of the local authority, Trust, court and child’s parents to the child. The respective duties established apply to all involved in cases brought before the courts on the question of a child’s future medical treatment, whether or not the child is in the care of the state. Recent cases concerning the medical treatment of seriously ill children have involved claims of parental authority to determine the care of their child. To the contrary, this article argues that court involvement is required when parents are disagreed with the child’s treating doctors over the child’s medical treatment because of public as well as parental and professional responsibilities for the welfare of all children.

Should neurosurgeons continue to work in the absence of personal protective equipment during the COVID-19 era?

The COVID-19 pandemic has resulted in a widespread shortage of personal protective equipment (PPE). Many healthcare workers, including neurosurgeons, have expressed concern about how to safely and adequately perform their medical responsibilities in these challenging circumstances. One of these concerns revolves around the pressing question: should providers continue to work in the absence of adequate PPE? Although the first peak of the COVID-19 crisis seems to have subsided and supply of PPE has increased, concerns about insufficient PPE availability remain. Inconsistent supply, limited efficacy, and continued high demand for PPE, combined with the continued threat of a second COVID-19 wave, mean that the issues surrounding PPE availability remain unresolved, including a duty to work. This paper offers an ethical investigation of whether neurosurgeons should perform their professional responsibilities with limited availability of PPE. We evaluate ethical considerations and conflicting duties and thereby hope to facilitate providers in making a well-considered personal and moral decision about this challenging issue.

Challenges Faced by Women Leaders in Higher Education During Global Crises and Effectiveness of Their Decisions and Strategies

In the modern societies, an increasing number of women are providing their services in different sectors of the economy such as business and industry, entrepreneurship, and more specifically in health and education sectors. Women are also serving their remarkable contributions as leader as men do. This study investigates the potentially competitive relationship between women and their leadership competencies and the challenges that women face during their professional responsibilities especially in case of any global disaster like pandemic COVID-19. Where the global crisis of the COVID-19 pandemic has greatly affected all fields of life at the same time, it has wide-ranging impact on the higher educational sector in South Asia, specifically in Pakistan. Due to the pandemic, all governments have either had to close HEIs or have transited their system to virtual learning. Countries like India, Pakistan, and Afghanistan realized that they are ill prepared for remote classes and online learning. In COVID-19, they need to manage HEIs effectively for the continuity of academic and research work.

Legal Parameters to Medical, Ethical and Professional Responsibilities: Are Doctors Appropriately Categorised as Fiduciaries

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Examining Advocacy Activity and Self-Efficacy Among Health Educators

A professional responsibility for health education specialists is “communicate, promote, and advocate for health, health education/promotion, and the profession” as described by the National Commission for Health Education Credentialing, Inc. The purpose of this study was to examine the extent to which health educators incorporate advocacy into their professional responsibilities. Additionally, this study looked at factors that impede or foster advocacy self-efficacy among health educators. Eight participants completed a 30-45 minute in-depth interview about their advocacy experiences and self-efficacy levels/influencers. Results indicated performance accomplishments and vicarious experiences were the most critical factors leading to participants’ self-reported increase in self-efficacy. Recommendations for increasing advocacy self-efficacy are described.

Exploring Intersections of Work Intensity and Professional Learning: Female Teachers’ Responses to Research Engagement as Professional Learning

Much research has focused upon the promise of teacher research engagement as a form of professional learning. Yet, little scholarship has looked closely at how female teachers juggle research engagement alongside personal and professional responsibilities. This inquiry into the research experiences of two mid-career teachers provides an up-close look at the ways they attempted to sustain engagement over a three-year period. Attending closely to participants’ accounts of time use, as they engaged in research activities, sheds light upon the presence of socio-cultural expectations, in these instances, constraining their efforts and, arguably, impacting the depth of their professional learning.