{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,2,21]],"date-time":"2025-02-21T09:27:34Z","timestamp":1740130054478,"version":"3.37.3"},"reference-count":17,"publisher":"Oxford University Press (OUP)","issue":"2","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2021,2,19]]},"abstract":"<jats:title>Abstract<\/jats:title>\n               <jats:p>The COVID-19 pandemic has impacted the lives and workplaces of individuals across the world substantially, in ways that are yet largely unknown. This commentary aims to provide an early snapshot of the experiences of pediatric postdoctoral fellows in academic medical settings; specifically, we will explore the impact of the pandemic on developing mastery within several competencies (e.g., research, professional development, clinical, interdisciplinary). These competencies are critical elements to fellowship to prepare for independent practice. Several models of training competencies for professional psychology and pediatric psychology exist, which focus on trainee skill development. Measures taken to minimize the spread of COVID-19 have directly impacted hospital systems and training, requiring programs to adapt competencies in various domains, such as increased familiarity with telehealth and virtual supervision. Additionally, fellows experienced an impact of the pandemic on securing employment following fellowship, conducting research and program development activities, and on cognitive flexibility and self-care. Governing bodies, such as the APA and Council of Chairs of Training Councils, have released statements and guidelines on addressing training of postdoctoral fellows including increasing flexibility of training methods, limiting in-person contact, and adjusting educational and licensing requirements. This paper offers informed commentary and diverse perspectives from current postdoctoral fellows engaged in a variety of clinical and research responsibilities regarding how the COVID-19 pandemic has impacted their training. We hope this paper will provide important insight into the unique experiences of postdoctoral fellows during the capstone year(s) of training prior to independent work and inform recommendations for postdoctoral training programs.<\/jats:p>","DOI":"10.1093\/jpepsy\/jsaa132","type":"journal-article","created":{"date-parts":[[2021,1,2]],"date-time":"2021-01-02T04:08:28Z","timestamp":1609560508000},"page":"144-152","source":"Crossref","is-referenced-by-count":5,"title":["Commentary: \u201cHow\u2019s It Going?\u201d Training Experiences of Pediatric Postdoctoral Fellows During COVID-19"],"prefix":"10.1093","volume":"46","author":[{"given":"Shweta","family":"Ghosh","sequence":"first","affiliation":[{"name":"Department of Psychiatry and Behavioral Medicine, Cancer and Blood Disorders Center, Seattle Children\u2019s Hospital"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Jennie G","family":"David","sequence":"additional","affiliation":[{"name":"Division of Pediatric Psychology, Nationwide Children\u2019s Hospital"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Christina M","family":"Amaro","sequence":"additional","affiliation":[{"name":"Division of Behavioral Health, Department of Pediatrics, Nemours\/Alfred I. 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