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The ecological and digital transformations of the steel industry intensify already existing skill shortages and create specific skill demands that are currently not being met. One of the main problems in this sector lies in the lack of sufficient information on which skills companies need and which skills trainings are suitable for today's challenges. In addition, more information is needed to provide more and better information for policy-making processes for getting the sector's workforce well-equipped for digitalisation and decarbonisation. This paper uses the framework of skills intelligence in the steel sector, reflecting on theoretical developments and the application of concrete tools in the European projects BEYOND 4.0 and ESSA. The main research questions guiding this work are: To what extent is the concept of skills intelligence useful in the steel sector, and how can it be applied in the steel sector in Europe? This paper provides empirical data based on qualitative and quantitative research carried out in the mentioned projects. The main contribution of this paper is the development of concrete reflections on the concept of skills intelligence based on tools in the steel sector. This work operationalises the skills intelligence approach at sectoral level, namely for the steel industry, and shows how this sector approach can be implemented at the European, national and regional levels. The main findings suggest that skills intelligence in the steel sector is not limited to the preparation and presentation of data but creates a governance structure to mitigate skills imbalances. [ABSTRACT FROM AUTHOR]

This paper reviews research on education and childbearing in Europe over the last decade. Early demographic research attributed declining fertility in advanced economies in the second half of the twentieth century to increasing female educational levels. The twenty-first century has witnessed further increases in educational attainment coupled with trend reversals in fertility. The relationship between education and fertility has become more complex, sparking renewed interest in the interplay between the two life domains. We examine how educational enrolment and attainment influence individuals' fertility behaviour - both fertility timing and level - and how the relationship between education and fertility is shaped by contextual factors such as family policies, macroeconomic shocks, and normative changes in gender attitudes. We also summarise the recent literature on educational gradients in male fertility and review methodological developments to address issues of self-selection and unmeasured heterogeneity in the study of education and fertility. Finally, this paper identifies and discusses challenges and important areas for future research. [ABSTRACT FROM AUTHOR]

Growing up in socio-economic disadvantage has important and long-lasting effects on children's lives. Children from disadvantaged households often fall behind in many areas of well-being and development, with effects that continue to limit their opportunities and outcomes – including their health and labour market outcomes – long after they reach adulthood. Drawing on Europe-wide survey data from 27 countries, this paper explores how childhood socio-economic disadvantage affects later adult labour market and health outcomes and evaluates the country-level GDP-equivalent cost of childhood disadvantage due to lost employment, lost earnings, and lost health, as well as the costs of lost government revenue and extra benefit spending. Results point to large costs for societies from childhood socio-economic disadvantage, totalling on average the equivalent of 3.5% of GDP annually. We also show that the labour market penalties linked to childhood disadvantage are often smaller in countries with lower absolute levels of disadvantage. While not causal evidence, these associations suggest much of the impact of childhood disadvantage in adulthood can be mitigated with the right environment and policy set up in childhood. [ABSTRACT FROM AUTHOR]

The paper explores the relationship between education, digitalization, and financial development between 1996 and 2019 with the aim of showcasing the differences between developed and emerging economies in Europe. We use a Bayesian VAR framework that includes variables related to education, digitalization, and financial development, as well as several endogenous variables to control for differences between countries in terms of nominal GDP growth, unemployment rate, and trade openness. Our findings clearly demonstrate the dynamic interdependence between financial development—including its two main components, financial institutions, and financial markets, digitalization, and education. Furthermore, we find that education is a leading variable in the financial development–education–digitalization nexus, whereas financial development and digitalization are laggard variables. These findings open possibilities for influencing joint policies on digitalization, education, and financial development, particularly in emerging European countries. [ABSTRACT FROM AUTHOR]

Background and purpose: Neurology residency programmes, which were first established at the beginning of the 20th century, have become mandatory all over Europe in the last 40–50 years. The first European Training Requirements in Neurology (ETRN) were published in 2005 and first updated in 2016. This paper reports the most recent revisions of the ETRN. Methods: Members of the EAN board performed an in depth revision of the ETNR 2016‐version, which was reviewed by members of the European Board and Section of Neurology of the UEMS, the Education and Scientific Panels, the Resident and Research Fellow Section and the Board of the EAN, as well as the presidents of the 47 European National Societies. Results: The new (2022) ETRN suggest a 5‐year training subdivided in three phases: a first phase (2 years) of general neurology training, a second phase (2 years) of training in neurophysiology/neurological subspecialties and a third phase (1 year) to expand clinical training (e.g., in other neurodisciplines) or for research (path for clinical neuroscientist). The necessary theoretical and clinical competences as well as learning objectives in diagnostic tests have been updated, are newly organized in four levels and include 19 neurological subspecialties. Finally, the new ETRN require, in addition to a programme director, a team of clinician‐educators who regularly review the resident's progress. The 2022 update of the ETRN reflects emerging requirements for the practice of neurology and contributes to the international standardization of training necessary for the increasing needs of residents and specialists across Europe. [ABSTRACT FROM AUTHOR]

With populations rapidly aging, the development over time in the cognitive function among the elderly approaching or reaching retirement is important for successful aging at work and planning pension policies. However, few studies in this field focus on this age group. This study characterizes time trends in cognitive function among 55-69-year-old Europeans from 2006 to 2015, and compares these trends by region, gender, and education. This study analyzes 40,689 subjects in Waves 2, 4, 5 and 6 of the Survey of Health, Aging and Retirement in Europe (SHARE) covering ten countries. Cognitive function was measured by Recall and Verbal Fluency. Educational levels were classified by quartiles. A Generalized Estimating Equation (GEE) model was used to explore the association between cognitive function and development over time after controlling for confounders. Further stratification analysis using GEE models was conducted, stratified by region, gender and education. Cognitive function improved significantly in southern and central Europe over the observed timeframe, whereas it did not in northern Europe. Those with relative low levels of formal education displayed the most rapid increases in cognitive function in southern and central Europe. Among those with lower education in southern Europe, males' cognitive function improved more quickly than females'. The improvement of cognitive function at ages 55-69 in southern and central Europe may contribute to continuing engagement with productive activities in old age. Educational interventions for people with lower levels of education may be most effective in achieving such engagement. This paper extends the literature on the development over time in the cognitive function among the elderly close to retirement age in Europe by analysing southern, central and northern Europe, as well as differences by region, gender and education. The results may provide evidence for planning pension policies and educational interventions. [ABSTRACT FROM AUTHOR]

Objectives: This systematised review aimed to examine European literature reporting data about adaptative skills and global external functioning of unaccompanied minors (UAMs). Methods: We conducted a systematised screening of four databases (APA PsycINFO Ovid, Medline Ovid ALL, Embase.com and Web Of Science Core Collection) using a research strategy including social, scholarly and behavioural abilities as well as externalising problems associated with the target population of UAMs. Thirty articles were included using pre-defined inclusion and exclusion criteria. Results: Our review showed that despite high levels of internalising disorders, socio-behavioural and educational adjustment of UAMs remained positive. It demonstrated how this population displays a strong desire for academic success and prosocial behaviours instead of aggressivity in everyday life. Nevertheless, our review drew attention to the strong tendency of UAMs to internalise their disorders and display chronic distress and problematic behaviours which increased with time spent in the host country. Conclusion: Our study draws attention to the risk of underestimating the real mental health needs of refugees, due to preserved external functioning combined with significant settlement pressures. [ABSTRACT FROM AUTHOR]

Botanic gardens are increasingly important agents of plant research and conservation. A large number of botanic gardens have been established throughout the globe since the mid-20th century to pursue new socio-environmental missions. Others, with histories that span centuries, have also undergone a deep transformation in the context of growing attention to matters of sustainability. Bridging key aspects of the scholarly literature on the genesis of the botanical garden institution in Europe and its legacy, this article presents the re-invention of these gardens as institutions of conservation, sustainability, and social engagement as they renew their relevance in the contemporary world. This article proceeds by covering three focal points. First, it summarizes the scholarly literature on the emergence of botanical gardens in Europe and their association with the rise of modern science, the nation-state, colonialism, and empire-building. Second, it presents accounts of current scientific and biodiversity conservation endeavours as reflexive engagements with these historical legacies, decolonization initiatives, and new socio-environmental missions. Third, this article points beyond its focus on the historical transformation of the European botanical garden institution, by identifying a more widely encompassing body of scholarship that puts forth frameworks for understanding the current role of botanic gardens on a global scale. [ABSTRACT FROM AUTHOR]

Introduction: Psoriatic arthritis (PsA) is a complex, progressive, and often debilitating disease. Despite recent advances in treatment, numerous unmet needs in patient care persist. Rheumacensus is a multistakeholder, pan-European initiative designed to identify ways to elevate the standard of care (SoC) and treatment ambition for patients with PsA, using the perspectives of three key stakeholder groups: patients, healthcare professionals (HCPs) and payors. Methods: Rheumacensus followed three phases: an insights-gathering workshop to identify current unmet needs in PsA and an area of focus for the project, a modified Delphi process to gain consensus on improvements within the agreed area of focus, and a Consensus Council (CC) meeting which used consensus statements as inspiration to generate 'Calls to Action' (CTA)—practical measures which, if implemented, could elevate the SoC for patients with PsA. Results: The Rheumacensus CC consisted of four patient representatives, four HCPs and four payors. All 12 members completed all three Delphi e-consultations. The shared area of focus that informed the Delphi process was "patient empowerment through education on the disease and treatment options available, to enable patient involvement in management". Four key themes emerged from the Delphi process: patient empowerment, patient knowledge and sources of education, patient–HCP consultations, and optimal initial treatment. Statements within these themes informed 12 overarching CTA, which focus on the need for a multistakeholder approach to implementing a paradigm shift towards patient-centred care and improved outcomes for patients with PsA. Conclusion: Rheumacensus has identified shortcomings in the current SoC for patients with PsA and provides a foundation for change through practical CTA. It is hoped that all stakeholders will now take practical steps towards implementing these CTA across Europe to elevate the SoC for patients with PsA. Plain Language Summary: Inequalities in the care patients with psoriatic arthritis (PsA) receive can be mainly explained by poorly coordinated management due to a lack of disease and treatment knowledge. This report is about a programme called Rheumacensus which has the overall aim of improving the standard of care (SoC) for patients with PsA. Rheumacensus brings together the points of view of three key groups involved in the care of people with PsA: patients, payors and healthcare professionals (HCPs) from across Europe. Together, these three groups agreed to focus on patient empowerment through education on the disease and treatment options as a way to raise the SoC. Through a series of exercises—to agree on the current SoC and what needs to be improved—and group discussions, four themes were established which were used by the groups to help them suggest 'Calls to action' (CTA). The CTAs were ideas of how improvements could be made or what needs to be done to improve the care patients receive. The four themes were (1) patient empowerment, (2) patient knowledge, (3) patient–HCP consultation and (4) optimal initial treatment. In total, 12 CTAs were developed across these themes that provide direction and practical next steps which patients, payors and HCPs could take to drive change and make a real difference to patients by improving their care. [ABSTRACT FROM AUTHOR]

Objectives: Sleep‐wake disorders are common in the general population and in most neurological disorders but are often poorly recognized. With the hypothesis that neurologists do not get sufficient training during their residency, the Young European Sleep Neurologist Association (YESNA) of the European Academy of Neurology (EAN) performed a survey on postgraduate sleep education. Methods: A 16‐item questionnaire was developed and distributed among neurologists and residents across European countries. Questions assessed demographic, training and learning preferences in sleep disorders, as well as a self‐evaluation of knowledge based on five basic multiple‐choice questions (MCQs) on sleep‐wake disorders. Results: The questionnaire was completed by 568 participants from 20 European countries. The mean age of participants was 31.9 years (SD 7.4 years) and was composed mostly of residents (73%). Three‐quarters of the participants reported undergraduate training in sleep medicine, while fewer than 60% did not receive any training on sleep disorders during their residencies. Almost half of the participants (45%) did not feel prepared to treat neurological patients with sleep problems. Only one‐third of the participants correctly answered at least three MCQs. Notably, 80% of participants favoured more education on sleep‐wake disorders during the neurology residency. Conclusions: Education and knowledge on disorders in European neurological residents is generally insufficient, despite a strong interest in the topic. The results of our study may be useful for improving the European neurology curriculum and other postgraduate educational programmes. [ABSTRACT FROM AUTHOR]

Simple Summary: In order to ensure we do not speak at cross-purposes, common understandings and definitions are useful. However, there is no universal definition of animal welfare. Structured interviews with a sample of European and Chinese zoo staff aimed to explore their perceptions and understanding of the term 'animal welfare', and the use of animal welfare frameworks in a zoological context. Thematic analysis demonstrated that all interviewees used similar descriptors when discussing animal welfare including describing animal feelings and emotions. Animal welfare frameworks were considered useful across both regions. However, different frameworks were suggested by interviewees in Europe to those in China. Chinese zoo staff expressed the importance of leadership in animal welfare in Chinese zoos. These findings suggest a common understanding of the concept of animal welfare, and the usefulness of animal welfare frameworks across geographically and culturally diverse regions. Universal frameworks for zoo animal welfare have been suggested. However, there is little evidence of a cross-cultural understanding of zoo animal welfare. This paper reports themes emerging from a qualitative study of international (European and Chinese) zoo professionals on zoo animal welfare issues. Structured telephone interviews were conducted with eight Chinese and eight European zoo staff, covering aspects of zoological animal welfare, conservation and zoological husbandry practices. These qualitative data were thematically analysed, and key themes generated. This paper describes three themes relating to 'What is animal welfare' 'Animal welfare frameworks' and 'The human element in animal welfare'. This analysis indicates that the concept of animal welfare has cultural equivalence across Europe and between Europe and China, and that zoo staff are familiar with welfare frameworks. In China, a need for senior leadership and motivating staff to improve animal welfare emerged. [ABSTRACT FROM AUTHOR]

Work-integrated learning (WIL) responds to the labor market's requests by fostering students' competency acquisition and development through active methodologies and profession-oriented practices. This training system means that both academic and workplace tutors guide and supervise the student. The research goal was to identify the tutors' professional profiles in WIL. This study's qualitative methodology is based on data triangulation obtained by the Delphi method, focus groups and a literature review. The participants are international experts in WIL. The outcome of the research is a set of specific and transversal competencies and functions for both types of tutors who guide and supervise students throughout their learning process in a workplace-based university program. In conclusion, the results enabled the establishment of a basis on which to identify WIL professionals working in different territories, as well as create professional development training for such agents involved in this innovative system. [ABSTRACT FROM AUTHOR]

Aim: The aim of the study was to test the psychometric properties of the Facilitative Student–Patient Relationship (FSPR) Scale in clinical practicum in hospital settings within six European countries. Design: A multi‐country, cross‐sectional survey design was applied. Methods: A convenience sample of graduating nursing students (N = 1,796) completed the FSPR Scale. Psychometric testing was carried out through explorative factor analysis and confirmatory factor analysis. Internal consistency was assessed using Cronbach's alpha. Results: Both validity and reliability of the scale were confirmed. The explorative factor analysis yielded a two‐factor construct explaining 47.7% of the total variance, identifying two sub‐scales: caring relationship and learning relationship. Confirmatory factor analysis confirmed the two‐factor structure. The Cronbach alpha coefficients (0.8–0.9) indicated acceptable reliability of the scale. [ABSTRACT FROM AUTHOR]

Background: Self-rated health, a subjective health outcome that summarizes an individual's health conditions in one indicator, is widely used in population health studies. However, despite its demonstrated ability as a predictor of mortality, we still do not full understand the relative importance of the specific health conditions that lead respondents to answer the way they do when asked to rate their overall health. Here, education, because of its ability to identify different social strata, can be an important factor in this self-rating process. The aim of this article is to explore possible differences in association pattern between self-rated health and functional health conditions (IADLs, ADLs), chronic diseases, and mental health (depression) among European women and men between the ages of 65 and 79 according to educational attainment (low, medium, and high). Methods: Classification trees (J48 algorithm), an established machine learning technique that has only recently started to be used in social sciences, are used to predict self-rated health outcomes. The data about the aforementioned health conditions among European women and men aged between 65 and 79 comes from the sixth wave of the Survey of Health, Ageing and Retirement in Europe (SHARE) (n = 27,230). Results: It is confirmed the high ability to predict respondents' self-rated health by their reports related to their chronic diseases, IADLs, ADLs, and depression. However, in the case of women, these patterns are much more heterogeneous when the level of educational attainment is considered, whereas among men the pattern remains largely the same. Conclusions: The same response to the self-rated health question may, in the case of women, represent different health profiles in terms of the health conditions that define it. As such, gendered health inequalities defined by education appear to be evident even in the process of evaluating one's own health status. [ABSTRACT FROM AUTHOR]

In the past two decades, autonomous learning has received an obvious concern from specialists in the field of education, particularly in higher education in the Western universities. Autonomous learners have been characterized as those leaners who adopt certain strategies to help them get their own learning. In Europe, an autonomous learner has formally become part of language education and language assessment domain. In this sense, and as a lecturer at Cihan University-Erbil, it has been noticed by the researcher that some students learn dependently whereas others are autonomous, self-dependent on their efforts to achieve a better learning outcome by the motivation; they have to be positive participants with their English Language instructor through language learning classes. The purpose of this research is to investigate and develop learners' autonomy under the willingness and ability for the second language learning in higher education context. This is achieved to know to what extent students are aware of autonomous learning and what should they do to become successful autonomous learners. In this small-scale research, both qualitative and quantitative methods have been utilized to investigate and consider this phenomenon thoroughly from a psycholinguistic point of view. The results show that the majority of students are not autonomous learners as most of them depend on their instructors for learning English as a second language. This research comprises four sections. Section one is the introduction. Section two reviews some historical backgrounds and definitions. The third one illustrates the research methodology, questions, participants, and data collection. The fourth section accounts for discussion of the findings of the study in addition to the conclusion at the end of the study. [ABSTRACT FROM AUTHOR]

At the second series of workshops for the EHC Think Tank Workstreams on Registries, Hub and Spoke Model and Patient Agency, stakeholder participants worked towards consensus on addressing challenges to progress in areas identified in the first series of workshops. Each workshop identified a 'guiding star' determining the direction of ongoing focus, defined achievable 'near star' milestones, and explored the enablers and 'constraints' to achieving these. The Registries Workstream recommended establishing rights- and responsibility-based international guidance to ensure accountability from all stakeholders contributing, collecting, handling and registry data. The Hub and Spoke Model Workstream proposed the development of a dynamic and agile health provision system to meet individual treatment, care and quality of life goals for people with rare disorders as they evolve. The Patient Agency Workstream recommended achieving a new cultural norm for patient agency embedded at all systemic levels, whereby health care is collaborative and based on patients' ability to make choices and take ownership of decisions relating to their care and quality of life. Four common themes emerged in near star milestones across all workstreams: 1. Mapping the system; 2. Collaborating and sharing; 3. Education and training; 4. Organisational change and good governance. Enablers include stakeholder experience in other specialties undergoing similar change; relevant examples of best practice; tapping into existing policy-making networks; adherence to government, regulatory, and inter-/intra-institutional quality standards; leveraging frustration in current systems to challenge mindsets and demonstrate the benefit of patient-centred insights to improve outcomes; and application of technologies (e.g. distributed analytics, algorithms, telemedicine, remote monitoring). Constraints include limited understanding of national and cross-border legal and regulatory requirements; a lack of awareness of and reluctance to accept the need for change or to take responsibility for making it happen, or a misunderstanding of whose responsibility it is; time limitations; a lack of meaningful outcome measures; a lack of understanding of key factors for success; and financial issues. [ABSTRACT FROM AUTHOR]

Most Canadians use some form of Complementary and Alternative Medicine (CAM) and most Canadian physicians are not able to address their patients' use due to inadequate training. Integrative Medicine (IM) in the medical profession has grown over the last 20 years and is now recognized as a sub-specialty in the United States. Canada is lagging behind. The current state of CAM and IM education for physicians in Canada is described, using the United States' experience in comparison. The landscape and obstacles for Integrative Medicine for Canadian physicians is reviewed. A case is made for recognition of Integrative Medicine by Canadian Medical Colleges in order to advance this field in Canada. [ABSTRACT FROM AUTHOR]

A growing body of research suggests that adult child educational attainment benefits older parents' cognitive outcomes via financial (e.g. direct monetary transfers) and nonfinancial (e.g. psychosocial) mechanisms. Quasi-experimental studies are needed to circumvent confounding bias. No such quasi-experimental studies have been completed in higher-income countries, where financial transfers from adult children to aging parents are rare. Using data on 8,159 adults aged ≥50 years in the Survey for Health, Aging and Retirement in Europe (2004/2005), we leveraged changes in compulsory schooling laws as quasi-experiments. Each year of increased schooling among respondents' oldest children was associated with better verbal fluency (β = 0.07, 95% CI: 0.02, 0.12) scores; overall associations with verbal memory scores were null, with mixed and imprecise evidence of association in models stratified by parent gender. We also evaluated associations with psychosocial outcomes as potentially important mechanisms. Increased schooling among respondents' oldest children was associated with higher quality-of-life scores and fewer depressive symptoms. Our findings present modest albeit inconsistent evidence that increases in schooling may have an "upward" influence on older parents' cognitive performance even in settings where financial transfers from adult children to their parents are uncommon. Associations with parents' psychosocial outcomes were more robust. [ABSTRACT FROM AUTHOR]

• I study the causal effect of education on traditional gender-role attitudes. • Traditional gender-role attitudes are correlated with several socio-economic outcomes. • I use compulsory schooling laws in Europe as an instrument for education. • Individuals with highly educated parents are not affected by these reforms. • Education reduces the probability of agreeing with the traditional role of women. Many studies report a strong correlation between gender role attitudes and the economy. Determining which factors are affecting them is crucial to avoid negative consequences. This paper identifies the causal relationship between education and traditional gender role attitudes. I use data from the European Social Survey for 14 European countries, along with a quasi-experimental approach that exploits exogenous variation in compulsory schooling across countries and year of birth. I find that for women from a poor family background, education reduces the probability of agreeing with traditional gender norms in more than 11 percentage points. [ABSTRACT FROM AUTHOR]

The objectives of this study were to: (1) determine the impact of COVID-19 on the operations within the 9 sections of the European Council on Chiropractic Education (ECCE) 'Standards'; (2) identify specific rapid changes to the programs; and (3) identify positive changes that will continue post-pandemic. This was a mixed methods audit and thematic analysis of data from interviews conducted via a cloud-based video conferencing tool with program leaders of the ECCE accredited institutions. A validated questionnaire designed around ECCE's "Standards" was used, consisting of 3 sections: (1) Severity of the COVID-19 impact on each ECCE Standard section; (2) Description of program changes made for each section; (3) Identification of positive changes continuing post-pandemic. Descriptive statistics were calculated for Part 1 and compared for significant differences via the Kruskal-Wallis test. Verbal responses to Parts 2 and 3 were evaluated independently by 3 researchers using a modified "thematic analysis" approach. Final thematic categories and themes were agreed upon by the researchers. There was a 100% response rate. Outpatient teaching clinics were most severely affected, followed by teaching chiropractic technique courses. Curricular structure and duration and program management were least affected (p =.033). Four thematic categories were identified: Extreme Stress, Courses Most Severely Affected, Integrity of Examinations and Assessments, and Positive Changes That Will Continue. Final-year students were most negatively impacted due to restricted opportunities in outpatient clinics. Integrity of examinations was also a problem. Positive, innovative teaching materials and methods were quickly developed and should continue. [ABSTRACT FROM AUTHOR]

Background and purpose: Neurological disorders pose a profound unmet medical need for which new solutions are urgently needed. The consideration of both biological (sex) and socio‐cultural (gender) differences between men and women is necessary to identify more efficacious, safer and tailored treatments. Approaches for putting sex and gender medicine into practice have gathered momentum across Europe, but it is currently unclear to what extent they have been implemented in the field of neurology and neuroscience. Methods: We mapped current activities in research, funding and education aimed at integrating sex and gender consideration in neuroscience and neurology in Europe. We examined and analyzed data gathered from literature searches, policy documents and reports by the European Commission and national funding agencies, web‐based searches, Web of Science, and searches of project databases of funding agencies. An informative/non‐systematic search was performed for sections on policies and funding, education, and basic research, while a systematic literature and database review was conducted for quantitative analysis of research output and funded projects in terms of sex and gender analysis. Results: Our mapping shows that there is a growing interest in and attention given to sex and gender considerations in neurological fields, both from funding agencies and researchers. However, most activities, especially for education, are limited to the individual motivation of researchers and are not organically built within curricula and strategic research priorities. Conclusion: We recommend actions that might help increase the consideration of sex and gender specifically in the field of neuroscience and neurology. [ABSTRACT FROM AUTHOR]

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Background: The ongoing COVID-19 pandemic has significantly affected radiology services around the globe. The impact of the crisis on radiology education in Europe has yet to be determined, in order to identify measures to achieve optimal training of radiologists during pandemics. The aim of this survey was to evaluate the impact of the pandemic on young radiologist members of the European Society of Radiology (ESR). Methods: A survey consisting of 28 questions was developed and distributed using SurveyMonkey to all ESR European radiologist members in training. The survey sought to collect information on three main themes, 'demographics', 'training level' and 'effects of COVID-19'. The responses were statistically analysed with the use of R programming using descriptive statistics. Results: A total of 249 responses from 34 countries were collected. Specific training on COVID-19 was not offered to 52.2% (130) of the participants. A total of 196 participants were not redeployed to other specialities but only 46.2% of institutions allowed residents to work from home. E-learning was offered at 43% of the departments and most participants (86.2%) were not allowed to switch from clinical work to research. A minority (n = 13) were suspended with (30.8%) or without salary (38.5%) or were forced to take vacation/yearly holiday leave (7.7%) or sick leave (23%). Almost half of the participants did not have access to personal protective equipment and a minority of them had their financial status affected. Conclusions: The ongoing SARS-CoV-2 outbreak has significantly affected all aspects of postgraduate radiology training across the ESR member countries. [ABSTRACT FROM AUTHOR]