Absence makes the mind grow stronger – Educating in a pandemic and beyond

ABSTRACT

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.

INTRODUCTION

The World Health Organization declared COVID-19 a pandemic on 11th March 2020. As severe acute respiratory syndrome coronavirus 2 spread readily across the globe, healthcare services were stretched beyond capacity and mortality rates increased. In order to protect citizens, governments introduced requirements such as staying at home and social distancing. Local and national lockdowns of varying strictness, length, timing and frequency (Hale et al. 2021) affected all parts of society. Higher Education was no exception, and of course we could not just press pause until things had improved, not even at the beginning when we did not imagine it would take quite as long. Educators around the world were committed to ensuring our students continued to learn and progress. Many had little if any notice to move efforts online in response to the immediate crisis, and as individuals or teams from a distance support learning in all its variety, conduct robust assessments and provide pastoral care. Initially, we found a way to deliver online what we had prepared as in-person activity. When planning and preparing for the subsequent academic year 2020–2021, a strategic approach had to be taken however to offer an excellent learning experience that could adjust to and accommodate the uncertainties around staying at home, fitting fewer people into rooms to allow distancing or supporting absences due to illness. Changing practice more permanently posed different challenges than adjusting operations temporarily. Fortunately, Virtual Learning Environments had already been common and Higher Education Institutions had been implementing digital education tools, too. While this allowed remote delivery, a lot of the sessions, material and assessment had to be redesigned, particularly for skills development that usually takes place in specialist facilities such as laboratories. Mastering the technology was often easier than successfully engaging and motivating student cohorts that have diverse needs and varied access to technology. Some students thrive more on their own than in class, but many need community and social interactions. The consideration of inclusive pedagogies (Dewsbury 2017) was necessary to avoid introducing new barriers to learning and achievement. It was therefore frequently crucial, when going back to the drawing board, to remind ourselves of the educational basics and underpinning pedagogy, and ask ourselves what we want students to achieve and why, breaking it all down into core components and identify how these could be achieved online, ideally in a collaborative way. This very much draws on active and authentic learning.

We have now all completed the academic year 2020–2021, and it was timely to reflect on the directions we took and will take, and importantly, what lessons we learnt and what we can take forward to ‘build better’, enhance our practice and shape future education when preparing learners for an uncertain and complex world. Therefore, in October FEMS Microbiology Letters published the virtual Thematic Issue ‘Educating in a pandemic and beyond' (https://dbpia.nl.go.kr/femsle/pages/educating-pandemic-beyond). It is the fourth collection of papers published in the Section Professional Development, and considers online platforms and tools that allowed a swift crisis response, possibilities and principles to engage students and complementing and blending in-person and online activities by more readily and confidently drawing on suitable elements for more flexible and accessible learning opportunities. The issue also covers the need for educator training and provides such examples for early career colleagues, given pedagogy must underpin what we are doing. Adding to science literacy overall and microbiology literacy specifically is a focus. While microbiology literacy was already needed pre-pandemic (Timmis et al. 2019), the pandemic highlighted even more how essential it is for everyone to be able to understand and assess risks based on what can appear conflicting information, and separate fact from truth.

‘Educating in a pandemic and beyond' follows three previous Thematic Issues (Fahnert 2016, 2017, 2019), that discussed where we should go as educators, and much of the underpinning pedagogy relevant to this issue and this review are covered there in detail and with examples. The Thematic Issue ‘Educating in a pandemic and beyondʼ features contributions from Belgium, Brazil, Finland, France, Ireland, Portugal, Spain, Turkey, United Kingdom and United States, altogether two reviews, six commentaries/perspectives and eleven research letters, prefaced by an editorial (Fahnert 2021). This review intends to facilitate access to the covered topics more readily, put them into context and offer some food for thought. The individual papers and work referenced therein, cover the specific topics in detail.

At a safe distance

We had already been using online technology and social media to enhance education (Basiliko and Gupta 2015; Cann 2015; Legaree 2015; Daniel 2016; Hadjianastasis and Nightingale 2016; López-Goñi and Sánchez-Angulo 2018; López-Goñi et al. 2019; Marvasi, Sebastian and Silva-Lugo 2019), and could therefore readily draw on disseminated best practice when in-person teaching had to be suspended to be safe. The very instantaneous communication via image and video content is particularly engaging and even crosses language barriers. Hines (2019) reports on sharing microbiological cell-fies via Instagram. With more than 1 billion active users, mostly younger than 35 years (Statista 2021), Instagram is a powerful quick tool to open up a previously unseen world to mass audiences. Such access to the microbial world, including beneficial microorganisms, literally adds perspective while a pathogen requires us to stay at home. Having been used by educators during lessons, the ‘Microbialecology’ and other social media accounts offer a wealth of resources to tap into and curate (e.g. based on the provided hashtags) to supplement teaching, or design learning activities for students accordingly. These freely available scientific resources are also valuable for educational settings in poorly funded areas as long as internet access is available.

A stable internet access was invaluable in the pandemic when moving our activities online, such as in case of the Bad Bugs Bookclub (Verran 2021). It uses fiction to engage audiences with microbiology, and meetings were held using Zoom. The online format made the club more international, also thanks to the discussions on social media. It even allowed including some of the authors in the club debates. The club offers a range of benefits irrespective of and depending on the background of the audience. Microbiologists can enrich their teaching, because the fiction makes the scientific content engaging to learners. While the pandemic made microbiology ‘relevant’ as such, the club offered the opportunity to discuss personal experiences of lockdown or the scientific aspects of clinical trials with regard to the parallels in the novels. Given audience diversity (e.g. age, country), a range of perspectives on the pandemic could be discussed such as vaccine implementation.

Accessing microbiology through the medium of fiction is less threatening than a textbook, and can ease students into a learning activity. It can also serve as an ice breaker when starting an interactive (online) session and students do not yet know the lecturer or each other. This is also the case for games. Gamification in education (application of game elements and design, Brown et al. 2018; Robinson, Turner and Sweet 2018) allows for active learning in a social environment, which was particularly valuable during the pandemic, and Murillo (2021) adapted their game Microbial Pursuit to an online format accordingly. Playing the game is not the only learning activity, but it actually starts with populating the game scaffold. Students work in groups to generate questions and answers on an aspect of the curriculum with the use of all their notes and access to the internet. Accuracy is then checked by the lecturer, and then students can play the game in newly formed groups. While reinforcing factual knowledge, higher order skills are developed during creating the questions collaboratively, negotiating the level of challenge and justifying answers. Playing the game then allows revision with instant feedback and discussing the material with each other. The safe environment of playing and the competitive element aid engagement. If students are still anxious about not knowing the answers, the group size can be reduced. The game is generally very adaptable and versatile, because the questions can cover any discipline at all levels of challenge. Moreover, the question design stage can be removed, and a basic question set used instead for outreach activities.

Educators are very resourceful, and were most certainly while teaching from the safety of our homes, or in case of Cakar, Redfern and Verran (2021), when assessing students at home. In an adjustment of the exam to an open book format (course notes and other material can be consulted), students had 6 days to submit answers to open-ended questions, one of which asked students how their microbiology expertise had helped them and their families during lockdown. The exam answers showed that students applied their knowledge to the pandemic context by adjusting behavior (e.g. adhering to restrictions) and taking social responsibility when communicating microbiological principles to the lay public. These principles covered a range of areas relevant to the pandemic, from the specific nature of a virus and what this means for potential treatment, mode of transmission, approaches to prevention, to mutations and diagnostics. This does not only show the opportunities and value of assessing real-life applications of learning, but the impact science students and the quality of their education have on the broader scientific literacy of the public.

At a distance, but not distant

Engaging learners during remote learning is both crucial and a challenge. Making sessions (inter)active and relevant goes a long way. Then learners are not just passive recipients. Fortunately, we can draw on a substantial body of literature on active (students engage in the learning process) and authentic (reflective of real-world contexts) learning and the underpinning pedagogy, showing it enhances achievement across disciplines, cohort sizes, course types and levels because it motivates and enhances inclusiveness.

Course-based undergraduate research experiences (CUREs) are excellent examples of such student-centred activities. We often think of CUREs as practical-based, but (remote) desk-based CUREs are equally valuable if a suitable research question is set. Yet, remote CUREs can also be practical and done safely at home for instance using dairy products, sourdough or environmental samples. For quick solutions during the crisis, resources initially intended for outreach (e.g. FEMS 2020a, b; IMD 2021) could be adjusted to Higher Education by means of the research question. Foldscope (Cybulski, Clements and Prakash 2014; Foldscope Instruments 2021) has been used for research where expensive microscopes are not accessible as such, and allowed for home CUREs during lockdowns, for instance analysing water samples, fermented foods or rhizosphere samples. Lyles and Oli (2020) report a CURE requiring lab equipment, but it uses fermented products, some of which (e.g. kefir) could be made at home. Such authentic discovery-based/enquiry-based learning improves student understanding of the topic area (here: fermentation, probiotics, human microbiome), the scientific process and develops research skills in a collaborative environment. Students take ownership of their learning, whether at home or in the lab. Their CURE can also be adjusted to varying class sizes.

Flynn (2021) provides examples for desk-based CUREs that particularly focus on the development of critical appraisal and evidence synthesis skills graduates need to tackle the complex problems of the future and to deal with information of uncertain quality. These skills are higher level skills, which again require active learning. Here, a weekly virtual journal club is used, where students take turns presenting papers, which are critiqued by the group in a student-facilitated discussion. Feedback is provided by the tutor. Critical Appraisal Skills Programme checklists (Critical Appraisal Skills Programme 2021) support this learning. The authentic assessment is a mini-review, collaboratively written by the students. Alternatively, scoping reviews allow practicing evidence synthesis by summarizing findings of a body of work following a specific search of the literature. The free app Rayyan QCRI (Ouzzani et al. 2016) can be used by students to collaborate asynchronously on a scoping review, rather than facing such an unfamiliar territory on their own. Over time, students successfully transition from factual literacy to the necessary critical science literacy.

The benefits of collaborative learning (Rutherford 2015), problem-based learning (Mateo and Sevillano 2018) and students-as-partners pedagogies (Cook-Sather, Bovill and Felten 2014) can be combined and scaffolded to become a highly engaging, active and authentic opportunity. Eveillard, Baglin and Legeay (2021) report such an approach using co-creation (Bovill and Woolmer 2019; Bovill2020) of material. Students are working in groups to co-create a clinical case in interactions with the tutor, who provided an outline initially. The case covers prevention, diagnosis and therapy of infections (respiratory tract, urinary tract, sexually transmitted). Subsequently each group works on the case of another group and present findings. Then discussions with the creators of the case follow, and the tutor provides feedback. The collaboration does not only enhance engagement, but prepares students to work in teams as professionals, and is valued in professional education for instance in health studies. Whether online or in person, collaboration and co-creation also increase learner self-confidence (Micallef and Slater 2018) and achieve an overall positive learning experience.

Behind the blend

A positive impact on participation and work-readiness is invaluable in any setting, but particularly at a distance (during lockdown or blended learning). Authentic learning and assessments can be challenging to achieve with limited resources and large cohorts, but at times more readily online (e.g. valuable open book assessments that require application of understanding). Usually, we would transition students into unfamiliar learning and assessment formats to lower anxieties. During the sudden pandemic response this was not possible, and we observed challenges related to e.g. motivation, mental health and inclusiveness (in various contexts not only access to technology). It is also not necessarily comfortable for educators to project all available energy into an empty screen. Students would see us close up, but not switch on their camera (Castelli and Sarvary 2021). Educators soon learnt how to create a relaxed online learning environment using icebreaker activities, some of which could readily develop into actual learning activities, because they are real-life examples or combine art and science, developing creativity. Going forward, when retaining online elements to blend our provision for an improved learning experience, it is important to draw on these lessons to allow for pedagogically effective and well-designed online teaching that is fit for purpose. As this will depend on the context, it helps to reflect on the opportunities and limitations of approaches and tools, as Muth et al. (2021) did for Synthetic Biology sensu lato. They discuss synchronous versus asynchronous activities, and thus the opportunity for students to control the pace versus their level of interaction as is necessary for learning and social beings. Furthermore, they discuss the tools that combine the benefits of both (e.g. social media platforms, discussion boards, online debates), within the course environment or external with other scientists, industry and/or the public, also allowing to network and become more work-ready and conduct outreach. Escape room games are highly engaging (Alonso and Schroeder 2020), as are BioHackathons (Garcia et al. 2020), and other student competitions, whereby students develop interdisciplinary and interpersonal skills. Muth et al. (2021) also cover sources/repositories (e.g. YouTube, podcasts) with material for educators to curate, or for students to use as part of their learning or as assessment for learning. While staying at home for safety, health or financial reasons, students can be virtually mobile and visit other educational institutions, conduct internships or engage with remote experts. Yet, digital resources and opportunities require maintenance and data security to be sustainable. The learners need to be in a suitable environment and have access to the necessary technology. Inclusiveness for students with disabilities can be increased based on the guidelines of Universal Design for Learning (Dell, Dell and Blackwell 2015; Rogers-Shaw, Carr-Chellman and Choi 2018). Muth et al. (2021) also consider digital alternatives (lab simulators, virtual labs) in case laboratories are not accessible during lockdowns, or where limited resources preclude practical provision as such or prior to developing a basic competence level. Molecular biology procedures (e.g. PCR, DNA assembly) can be simulated in silico. The crowdsourced COVID-19 ‘Moonshot’ project is a digital practical exercise, where students apply prior learning to the search for SARS-CoV-2 protease inhibitors (Brandt and Novak 2021). The findings are scored following upload to a shared database, and promising candidates are subsequently tested. Interactive simulations allow for more student engagement thus achievement than watching animations or videos (Allen and Barker 2021), and employers already see value in virtual training (Wismer et al. 2021). Videos allow a much more precise demonstration of procedures though than is possible in large laboratories, and accessing them ahead of the actual practical session builds basic confidence and subsequently increases skills-based learning in class. For the full benefit of video-based practical learning, the videos need to be of high quality and designed to optimize engagement and learning. Lacey and Wall (2021) designed and professionally produced videos that demonstrate core microbiology laboratory techniques, made available on YouTube. The design is based on principles of segmenting (up to 6 min to maximize attention), signaling (annotations, signposting), weeding (minimized marginal information) and matching modality (simultaneous auditory and visual information) (Brame 2016). YouTube was chosen as a platform given its accessibility in general and on the move, ease of use and attractiveness to generation Z. Subtitles are optional in support of learners who cannot hear or are non-English speakers.

An innovative hybrid approach to blending in-person and remote laboratory experiences is presented by Koort and Åvall-Jääskeläinen (2021). Students work in pairs, where a partner is on site and the other online, once all had developed a basic competence level in safety and microbiological methods in week 1 in the laboratory. During hybrid working, the partner in the laboratory performs the practical work supervised by the remote partner on Zoom over an iPad. All students are required to complete a minimum amount of practical work. Students experienced both types of participation as positive and useful for their laboratory skills development, and student performance during the hybrid learning year was similar to that with full laboratory-based learning in previous years. Technical issues such as background noise were challenging initially, but the use of earbuds and portable iPad stands are suggested improvements. This hybrid approach is transferable to other learning contexts in specialist facilities, as well as other reasons for restricted physical access. In order to enhance the learning overall, and particularly the remote engagement, questions related to the practical work could be set for the partners to discuss during the session and for the remote partner at the time to submit the answers. Thus again, involving the remote partner actively in learning is crucial for motivation and outcomes.

Joshi (2021) discusses a range of engaging examples that facilitate active learning in online settings, but equally apply to classrooms. Collaborative learning is facilitated in groups via breakout rooms during online sessions with subsequent reporting back to the entire group. Here, students work on infection scenarios inspired by popular culture: the reality television show ‘Love Island’, where single contestants live together and try to find a partner. The fictional contestants may or may not have got a sexually transmitted infection, and students work on mapping the hypothetical transmissions based on a trail of symptomatic clues available to the groups. Students can also play games together online such as ‘STI Bingo’ (British Pregnancy Advisory Service 2021), where the tutor announces known symptoms of a range of sexually transmitted diseases, and students cross these out on their cards until someone ‘has’ the full set of symptoms. The use of props like Giant Microbes toys online helps visualizing certain key characteristics of microorganisms in a fun way. Even crucial basic laboratory skills (Noel et al. 2020) such as streak plating can be practiced hands on safely in the kitchen, using jelly instead of agar, blunt plastic cutlery instead of an inoculation loop and chocolate sauce as a sample. This way students gain experience in producing the required streaking pattern without breaking the jelly surface.

It is important to mix and match a variety and ratios of in-person and remote student-centered approaches to arrive at a suitable blend. This suitable blend will inevitably vary, and it is best to involve students in the process and consider student feedback on their experiences.

Developing as an educator

The pandemic response forced many if not all educators to leave our comfort zones of the tried and tested, and to upskill both in terms of using technology and student-centered approaches. This does not stop at designing and delivering sessions, but extends to setting appropriate assessments for instance in an authentic context, to define the suitable criteria, benchmark and communicate them. The challenges in context of the quality assurance of authentic assessments are best proactively addressed (Burgess and Phillips 2021).

Access to training opportunities, time and collegiate support are crucial, but of course time was particularly limited in a crisis. Going forward into a changed environment, training will be valuable for a range of contexts from the underpinning pedagogy to making learning relevant, and at any stage of an academic career (Fahnert 2015).

For instance, early career researchers are often involved in the delivery of CUREs, and frequently without any prior training. Light, Fegley and Stamp 2019a, b) outline a training programme linked to CUREs, but the principles are transferable to delivering other active learning strategies (Tanner 2013) and other novice educators. The programme supports instructors/research educators with the challenges of setting feasible and meaningful research tasks for students and guiding students with getting to grips with the scientific process, developing workplace collaborative skills and becoming resilient when facing the inevitable setbacks in research. The training covers key elements such as pedagogy (including constructive alignment of intended learning outcomes, teaching and assessment), facilitating and monitoring research progress and project management, and mentorship skills. Pre-semester workshops ensure that the research educators are well prepared for the task. During the academic year they meet every week with other staff to follow up on training topics, discuss how the students are getting on with the CUREs and how issues can be resolved, and prepare for the following weeks. The research educators also trial new approaches to teaching. All receive feedback routinely, and additional individual or group training/support is available. The training not only allows developing teaching skills, but also clarifies career plans and how to follow them through.

Taschner et al. (2020) cover an alternative opportunity for early career teaching training, linked to an active online microbiology learning activity, called ‘Adopt a Bacterium’. As a formative task, groups of students adopt a bacterial genus (not covered in regular classes) and post information on Facebook about their adopted bacteria (Piantola et al. 2018). The teaching assistants interact with the students on Facebook and mentor them in developing critical thinking skills when researching and providing answers to challenging questions, or addressing fake microbiology news in the media. Students report the Facebook setting as a positive non-threatening learning environment. Teaching assistants became more able to build a rapport with the students and generally manage people, thus enhancing their teaching and overall career-preparedness for the benefit of the education of future generations.

In order to maximize such career enhancement, the training should be recognized or at least be evidencable (e.g. certificate, training record). This would also allow standardization of the key training content. Ideally, the training is linked to or embedded in a work-based development scheme (e.g. in house) or can be used towards external recognition frameworks (Fahnert 2015).

Microbiology literacy

Developing science literacy in students and the broader population is a key responsibility of educators and often a professional motivation. Science and information literate individuals are better able to make informed decisions that affect their lives and that of others. Existing gaps, specifically also in microbiology literacy, became very obvious during the pandemic. This provides an engaging real-world context for designing active learning as well as a desirable output to aim for, such as in case of the Bad Bugs Bookclub (Verran 2021) mentioned above. Using art (literature) facilitates the development of effective science communication skills in support of deep learning. Questions covering scientific and literary aspects of the novel, are devised as a reading and discussion guide by the club leader. Guides and meeting reports (meanwhile for 70 novels) are posted on the club website as resources for potential members, other clubs or anyone wishing to launch their own club. The science/microbiology students strengthen their knowledge foundation by engaging in discussions with the club members without a science background, and science is made more accessible.

(Cakar, Redfern and Verran 2021) reported that students take very seriously guiding others in need of scientific advice. Examination question responses revealed that students applied their microbiological knowledge during the pandemic to inform own behavior and communicate relevant science concepts to family and friends. Students felt confident to answer questions and actively emphasize the rules to others. Moreover, students were aware of their responsibility to address fake news, and took it, and recognized that society needs microbiologists, which reflects a realistic need (Redfern and Verran 2015).

Introducing school children to microbiology and its relevance in every day life, starts building a microbiology literacy foundation and might enthuse the next generation of microbiologists. Activities in existing initiatives such as Tiny Earth (https://tinyearth.wisc.edu/) and the Small World Initiative (http://www.smallworldinitiative.org/) had to be suspended during lockdowns and need to regain momentum. An opportunity to work hands on with microorganisms in a medical context (antimicrobial resistance) albeit not with pathogens for safety reasons, they might see increased popularity. High school students rarely experience microbiology practical work and often think of microorganisms only in terms of disease. Crispim et al. (2021) describe an opportunity where students access university laboratories for practical work prepared and taught by microbiology graduate students. This takes place outside school hours and without the school teacher. The graduate students gain teaching practice, reinforce their knowledge foundation, improve communication and teamwork skills. The high school students developed an interest in university research, and were still able to recall microbiology terms 1 year later. The sense of community was enhanced, which is a common benefit of service learning initiatives. Its benefits altogether, are driven by a successful outcome of the microbiological work. To more routinely achieve this, de Groot et al. (2019) modified the standard protocols to increase the likelihood of isolating antibiotic-producing actinomycetes from the high school students’ soil samples. The activities are part of SWI@Spain/MicroMundo, where undergraduates go into high schools to teach the students there. The undergraduates received training in the topic, basic experimental aspects, discussion, evaluation of the findings and teaching skills, and the overall experience stimulated their scientific interest. The high school students developed their understanding of antibiotic resistance and even discussed the topic at home, which increases awareness in society. This is also a highly relevant aim in Portugal, which is why MicroMundo@UPorto was rolled out following the same approach and with comparable outcomes (Antunes et al. 2021). School students became more interested in science including microbiology due to this initiative and half the university students considered following a curriculum towards research, which is invaluable at a time when interest in science careers was generally declining in the country.

Final thoughts

Going forward, in order to benefit from the synergies of blended learning, we need to carefully select based on evidence what to blend and how, and be mindful of the potential impact on both learner and educator experience, such as in context of access to technology, cybersecurity issues, remoteness and mental health. The blend needs to be fit for purpose, and focusing on authentic learning prepares for future work. Currently, the most important work skill is ‘complex problem solving’, which is developed through application. It is expected that soon more specifically ‘analytical thinking’ is sought after. Innovation, creativity, judgment, initiative and leadership will also become more essential requirements (World Economic Forum 2020). We support the necessary development by providing more diverse learning activities and assessments, also drawing on interdisciplinary/multidisciplinary contexts. This development cannot be achieved by remaining passive as a learner or isolated, whether on campus or in a virtual classroom, and in fact Web 2.0 technologies particularly support collaboration. We are expecting a future of lifelong and lifewide learning, embracing the informality, personalization, co-creation, application and authentic activities within education 4.0. As we carry technology with us and are connected 24/7 (Redecker et al. 2011), education can become accessible any time, anywhere and by any means, and learners decide on their engagement. We therefore need to support learners in developing learning strategies, an important skill for graduates in the 21st century. Being flexible, adaptable and resilient will also become more important, and by providing support when students navigate situations outside their comfort zone, we help students to grow. Thus students can over time become independent and self-regulated (Siegesmund 2017) with a realistic assessment of their abilities and learning strategy effectiveness. An increase in online activities offers opportunities to use learner analytics to inform and trigger support towards becoming more self-regulated.

Now that we have taken a step closer to this future, the change will continue. It is likely that a range of our virtual provision will further evolve into self-standing educational units with digital credentials that can be shared securely across providers to evidence achievement (e.g. using blockchain technology).

Thanks to determined learners and dedicated educators across the globe, education did not only continue but evolve during the pandemic. Absence made our minds grow stronger!

ACKNOWLEDGEMENTS

The author would like to thank all authors published in the Thematic Issue ‘Educating in a pandemic and beyond' for their submissions, all Handling Editors and Reviewers for expertly assessing the manuscripts and providing constructive feedback, the production and marketing team at FEMSLE and OUP and the Editor-in-Chief.

Conflicts of interest

None declared.

REFERENCES