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[PMID]:29233277
[Au] Autor:Hoffman J; Chung E; Hess K; Law AV; Samson B; Scott JD
[Ad] Endereço:Western University of Health Sciences, College of Pharmacy, Pomona, CA, United States. Electronic address: jhoffman@westernu.edu.
[Ti] Título:Overview of a co-curricular professional development program in a college of pharmacy.
[So] Source:Curr Pharm Teach Learn;9(3):398-404, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The goal of a professional program at a school or college of pharmacy is to produce competent and professional pharmacy practitioners. In 2009, The American College of Clinical Pharmacy published a white paper to assist in the teaching of professionalism in schools/colleges of pharmacy to include traits such as responsibility, commitment to excellence, respect for others, honesty and integrity, and care with compassion. In February 2015, the Accreditation Council for Pharmacy Education released their updated accreditation standards (Standards 2016) which introduced the concept of co-curricular activities (Standard 12.3): experiences that complement, augment, and/or advance what is learned in the formal didactic and experiential curriculum. This article details the Professional Development Curriculum at Western University of Health Sciences (WesternU) College of Pharmacy as a potential educational model that promotes professionalism through mandating co-curricular activities for student pharmacists.
[Mh] Termos MeSH primário: Educação em Farmácia
Competência Profissional
Profissionalismo/educação
Faculdades de Farmácia
[Mh] Termos MeSH secundário: Acreditação/normas
Participação da Comunidade
Currículo
Empatia
Exposições Educativas
Seres Humanos
Relações Interpessoais
Liderança
Conduta do Tratamento Medicamentoso
Responsabilidade Social
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180214
[Lr] Data última revisão:
180214
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171214
[St] Status:MEDLINE


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[PMID]:28468614
[Au] Autor:Park SY; Shon C; Kwon OY; Yoon TY; Kwon I
[Ad] Endereço:Department of Medical Education and Humanities, School of Medicine, Kyung Hee University, 26 Kyungheedae-ro, Dongdaemun-gu, Seoul, Republic of Korea. syparkmd@khu.ac.kr.
[Ti] Título:A qualitative thematic content analysis of medical students' essays on professionalism.
[So] Source:BMC Med Educ;17(1):79, 2017 May 03.
[Is] ISSN:1472-6920
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Physicians in both Western and Eastern countries are being confronted by changes in health care delivery systems and medical professionalism values. The traditional concept of "In-Sul" (benevolent art) and the modern history of South Korea have led to cultural differences between South Korea and other countries in conceptualizing medical professionalism; thus, we studied medical students' perceptions of professionalism as described in essays written on this topic. METHODS: In 2014, we asked 109 first-year medical students who were enrolled in a compulsory ethics course to anonymously write a description of an instance of medical professionalism that they had witnessed, as well as reflecting on their own professional context. We then processed 105 valid essays using thematic content analysis with computer-assisted qualitative data analysis software. RESULTS: Thematic analysis of the students' essays revealed two core aspects of professionalism in South Korea, one focused on respect for patients and the other on physicians' accountability. The most common theme regarding physician-patient relationships was trust. By contrast, distributive justice was thought to be a non-essential aspect of professionalism. CONCLUSIONS: In Western countries, physicians tend to promote justice in the health care system, including fair distribution of medical resources; however, we found that medical students in South Korea were more inclined to emphasize doctors' relationships with patients. Medical educators should develop curricular interventions regarding medical professionalism to meet the legitimate needs of patients in their own culture. Because professionalism is a dynamic construct of culture, medical educators should reaffirm cultural context-specific definitions of professionalism for development of associated curricula.
[Mh] Termos MeSH primário: Profissionalismo
Estudantes de Medicina
Redação
[Mh] Termos MeSH secundário: Adulto
Cultura
Educação Médica
Feminino
Seres Humanos
Masculino
Pesquisa Qualitativa
República da Coreia
Justiça Social
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1801
[Cu] Atualização por classe:180123
[Lr] Data última revisão:
180123
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170505
[St] Status:MEDLINE
[do] DOI:10.1186/s12909-017-0920-5


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[PMID]:29068995
[Au] Autor:Lee K; Kim MJ; Park J; Park JM; Kim KH; Shin DW; Kim H; Jeon W; Kim H
[Ad] Endereço:aDepartment of Emergency Medicine, Inje University Ilsan Paik Hospital, Goyang bDepartment of Emergency Medicine, Yonsei University College of Medicine, Seoul, Republic of Korea.
[Ti] Título:The effect of distraction by dual work on a CPR practitioner's efficiency in chest compression: A randomized controlled simulation study.
[So] Source:Medicine (Baltimore);96(43):e8268, 2017 Oct.
[Is] ISSN:1536-5964
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: In the clinical setting, the dispersed practitioners' attention often leads to decreased competence in their performance. We aimed to investigate the effect of distracted practitioners on the quality of chest compression during cardiopulmonary resuscitation. METHODS: A randomized controlled crossover simulation study was conducted. Participants were recruited from among doctors, nurses, and paramedics working in a university tertiary hospital. The paced auditory serial addition test (PASAT) was used as a tool for distracting participants. In the crossover design, each participant played 2 scenarios with a 20-minute time gap, by a random order; 2-minute continuous chest compressions with and without PASAT being conducted. The primary outcome was the percentage of compression with an adequate compression rate. Secondary outcomes were the percentage of compression with adequate depth, the percentage of compression with full chest wall recoil, mean compression rate (per minute), mean compression depth, and subjective difficulty of chest compression. RESULTS: Forty-four participants were enrolled, and all of them completed the study. It was found that the percentage of compression with an adequate compression rate was lower when the PASAT was conducted. Although there was no difference in the percentage of compression with adequate depth (P = .88), the percentage of compression with complete chest recoil was lower when PASAT was conducted. In addition, while the mean compression rate was higher when PASAT was conducted, the mean compression depth was not significantly different (P = .65). The subjective difficulty was not different (P = .69). CONCLUSIONS: Health care providers who are distracted have a negative effect on the quality of chest compression, in terms of its rate and chest wall recoil. TRIAL REGISTRATION: www.ClinicalTrials.gov, NCT03124290.
[Mh] Termos MeSH primário: Viés de Atenção
Reanimação Cardiopulmonar
Pessoal de Saúde
Manequins
Desempenho Profissional/normas
[Mh] Termos MeSH secundário: Adulto
Reanimação Cardiopulmonar/métodos
Reanimação Cardiopulmonar/psicologia
Reanimação Cardiopulmonar/normas
Feminino
Pessoal de Saúde/psicologia
Pessoal de Saúde/normas
Seres Humanos
Masculino
Avaliação de Resultados (Cuidados de Saúde)
Competência Profissional/normas
Profissionalismo/normas
Melhoria de Qualidade
Análise e Desempenho de Tarefas
Fatores de Tempo
Local de Trabalho
[Pt] Tipo de publicação:JOURNAL ARTICLE; RANDOMIZED CONTROLLED TRIAL
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171123
[Lr] Data última revisão:
171123
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:171026
[St] Status:MEDLINE
[do] DOI:10.1097/MD.0000000000008268


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[PMID]:29065021
[Au] Autor:Cendán JC; Castiglioni A; Johnson TR; Eakins M; Verduin ML; Asmar A; Metcalf D; Hernandez C
[Ad] Endereço:J.C. Cendán is professor and chairman, Department of Medical Education, University of Central Florida, Orlando, Florida; ORCID: http://orcid.org/0000-0002-2744-4838. A. Castiglioni is associate professor, Department of Internal Medicine and Department of Medical Education, University of Central Florida, Orlando, Florida. T.R. Johnson is director, Office of Assessment and Evaluation, and assistant professor of health sciences informatics, School of Medicine, Johns Hopkins University, Baltimore, Maryland. M. Eakins is creative lead, University of Central Florida, Institute for Simulation and Training, Mixed Emerging Technology Integration Lab, Orlando, Florida. M.L. Verduin is professor and associate dean for students, Department of Medical Education and Department of Clinical Sciences, University of Central Florida, Orlando, Florida. A. Asmar is associate professor and program director, Internal Medicine Residency Program, Department of Internal Medicine and Department of Medical Education, University of Central Florida, Orlando, Florida. D. Metcalf is director, Mixed Emerging Technology Integration Laboratory, University of Central Florida, Orlando, Florida. C. Hernandez is associate professor, Department of Internal Medicine and Department of Medical Education, University of Central Florida, Orlando, Florida.
[Ti] Título:Quantitative and Qualitative Analysis of the Impact of Adoption of a Mobile Application for the Assessment of Professionalism in Medical Trainees.
[So] Source:Acad Med;92(11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 56th Annual Research in Medical Education Sessions):S33-S42, 2017 Nov.
[Is] ISSN:1938-808X
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:PURPOSE: Capturing either lapses or excellence in behaviors related to medical professionalism is difficult. The authors report a mixed-methods analysis of a novel mobile platform for assessing medical professionalism in a training environment. METHOD: A mobile Web-based platform to facilitate professionalism assessment in a situated clinical setting (Professional Mobile Monitoring of Behaviors [PROMOBES]) was developed. A professionalism framework consisting of six domains (reliability, adaptability, peer relationships, upholding principles, team relationships, and scholarship) encompassing 25 subelements underpins the reporting structure. This pilot study involved 26 faculty supervising 93 medical trainees at two sites from January 12 to August 8, 2016. Notable professionalism behaviors were linked to the framework domains and elements; narrative details about incidences were captured on mobile devices. Surveys gauged the technological functionality and impact of PROMOBES on faculty assessment of professionalism. Qualitative focus groups were employed to elucidate user experience. RESULTS: Although users anticipated PROMOBES's utility would be for reporting lapses in professionalism, 94.7% of reports were for commendation. Comfort assessing professionalism (P = .04) and recognition of the reporting procedures for professionalism-related concerns (P = .01) improved. PROMOBES attained high acceptance ratings. Focus group analysis revealed that the explicit connection to the professionalism framework was powerful; similarly, the near real-time reporting capability, multiple observer inputs, and positive feedback facilitation were strengths. CONCLUSIONS: Making the professionalism framework visible and accessible via a mobile platform significantly strengthens faculty knowledge and behaviors regarding assessment. The strong desire to capture positive behaviors was an unexpected finding.
[Mh] Termos MeSH primário: Educação de Pós-Graduação em Medicina/métodos
Educação de Graduação em Medicina/métodos
Medicina Interna/educação
Internato e Residência
Aplicativos Móveis
Pediatria/educação
Competência Profissional
Profissionalismo/normas
[Mh] Termos MeSH secundário: Adulto
Idoso
Estágio Clínico
Docentes de Medicina
Feminino
Grupos Focais
Feedback Formativo
Seres Humanos
Masculino
Meia-Idade
Projetos Piloto
Pesquisa Qualitativa
Reprodutibilidade dos Testes
Estudantes de Medicina
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171030
[Lr] Data última revisão:
171030
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:171025
[St] Status:MEDLINE
[do] DOI:10.1097/ACM.0000000000001922


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[PMID]:29023537
[Au] Autor:Kim YH; Jung YS; Min J; Song EY; Ok JH; Lim C; Kim K; Kim JS
[Ad] Endereço:Department of Nursing, Asan Medical Center, Seoul, Republic of Korea.
[Ti] Título:Development and validation of a nursing professionalism evaluation model in a career ladder system.
[So] Source:PLoS One;12(10):e0186310, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: The clinical ladder system categorizes the degree of nursing professionalism and rewards and is an important human resource tool for managing nursing. AIM: We developed a model to evaluate nursing professionalism, which determines the clinical ladder system levels, and verified its validity. METHODS: Data were collected using a clinical competence tool developed in this study, and existing methods such as the nursing professionalism evaluation tool, peer reviews, and face-to-face interviews to evaluate promotions and verify the presented content in a medical institution. Reliability and convergent and discriminant validity of the clinical competence evaluation tool were verified using SmartPLS software. The validity of the model for evaluating overall nursing professionalism was also analyzed. RESULTS: Clinical competence was determined by five dimensions of nursing practice: scientific, technical, ethical, aesthetic, and existential. The structural model explained 66% of the variance. Clinical competence scales, peer reviews, and face-to-face interviews directly determined nursing professionalism levels. CONCLUSIONS: The evaluation system can be used for evaluating nurses' professionalism in actual medical institutions from a nursing practice perspective. IMPLICATIONS FOR NURSING MANAGEMENT: A conceptual framework for establishing a human resources management system for nurses and a tool for evaluating nursing professionalism at medical institutions is provided.
[Mh] Termos MeSH primário: Mobilidade Ocupacional
Modelos de Enfermagem
Profissionalismo/normas
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Desenvolvimento de Programas/normas
Reprodutibilidade dos Testes
Software
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171024
[Lr] Data última revisão:
171024
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171013
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0186310


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[PMID]:28837463
[Au] Autor:Andresen ML; Mason DJ
[Ad] Endereço:May-Lynn Andresen is a vice president at QHC (Quality in Health Care) Advisory Group, Huntington, NY, and Diana J. Mason is senior policy service professor at George Washington University School of Nursing, Ashburn, VA. Contact author: Diana J. Mason, djmasonrn@gmail.com. Both authors received travel expenses related to the project. The authors have disclosed no potential conflicts of interest, financial or otherwise.
[Ti] Título:A New Charter on Professionalism and Health Care Organizations.
[So] Source:Am J Nurs;117(9):11, 2017 Sep.
[Is] ISSN:1538-7488
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Nurses should embrace and share this ethical framework.
[Mh] Termos MeSH primário: Assistência à Saúde
Ética em Enfermagem
Enfermagem/normas
Profissionalismo
Procedimentos Desnecessários
[Mh] Termos MeSH secundário: Seres Humanos
Procedimentos Desnecessários/ética
[Pt] Tipo de publicação:EDITORIAL
[Em] Mês de entrada:1708
[Cu] Atualização por classe:170830
[Lr] Data última revisão:
170830
[Sb] Subgrupo de revista:AIM; IM; N
[Da] Data de entrada para processamento:170825
[St] Status:MEDLINE
[do] DOI:10.1097/01.NAJ.0000524522.42427.09


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[PMID]:28822955
[Au] Autor:Kelly J; Watson R; Watson J; Needham M; Driscoll LO
[Ad] Endereço:Anglia Ruskin University, East Road Campus, Young Street Site, Cambridge CB1 1PT, UK. Electronic address: jacinta.kelly@anglia.ac.uk.
[Ti] Título:Studying the old masters of nursing: A critical student experience for developing nursing identity.
[So] Source:Nurse Educ Pract;26:121-125, 2017 Sep.
[Is] ISSN:1873-5223
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:In the past professional identity in nursing was inculcated in students alongside institutional pride. A strong sense of professional identity is key to staff retention and recruitment and key to the delivery of quality nursing care. With the wholesale transfer of pre-registration nursing education to the third level sector, however, the reality is that students now divide their affiliations between university and healthcare institutions and professional identity development may be stymied. For this reason, there is need to explore alternative means of developing professional identity. Exposure to nursing history may counteract this tendency. Based on adult nursing students' reflections of a visit to the Florence Nightingale Museum, we discuss the potential of this activity in aiding development of critical professional identity.
[Mh] Termos MeSH primário: Atitude do Pessoal de Saúde
Profissionalismo/educação
Identificação Social
Estudantes de Enfermagem/psicologia
[Mh] Termos MeSH secundário: Bacharelado em Enfermagem/métodos
Seres Humanos
Papel do Profissional de Enfermagem/psicologia
Pesquisa Qualitativa
Reino Unido
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171102
[Lr] Data última revisão:
171102
[Sb] Subgrupo de revista:IM; N
[Da] Data de entrada para processamento:170821
[St] Status:MEDLINE


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[PMID]:28686498
[Au] Autor:Brissette MD; Johnson KA; Raciti PM; McCloskey CB; Gratzinger DA; Conran RM; Domen RE; Hoffman RD; Post MD; Roberts CA; Rojiani AM; Powell SZ
[Ti] Título:Perceptions of Unprofessional Attitudes and Behaviors: Implications for Faculty Role Modeling and Teaching Professionalism During Pathology Residency.
[So] Source:Arch Pathol Lab Med;141(10):1394-1401, 2017 Oct.
[Is] ISSN:1543-2165
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:CONTEXT: - Changes occurring in medicine have raised issues about medical professionalism. Professionalism is included in the Core Competencies and Milestones for all pathology residents. Previous studies have looked at resident professionalism attitudes and behaviors in primary care but none have looked specifically at pathology. OBJECTIVE: - To examine behavior and attitudes toward professionalism within pathology and to determine how professionalism is taught in residency programs. DESIGN: - Surveys were sent to all College of American Pathologists junior members and all pathology residency program directors, and responses were compared. RESULTS: - Although no single behavior received the same professionalism rating among residents and program directors, both groups identified the same behaviors as being the most unprofessional: posting identifiable patient information or case images to social media, making a disparaging comment about a physician colleague or member of the support staff on social media or in a public hospital space, and missing work without reporting the time off. Faculty were observed displaying most of these behaviors as often or more often than residents by both groups. The most common means to teach professionalism in pathology residencies is providing feedback as situations arise and teaching by example. Age differences were found within each group and between groups for observed behaviors and attitudes. CONCLUSIONS: - As teaching by example was identified as a common educational method, faculty must be aware of the role their behavior and attitudes have in shaping resident behavior and attitudes. These results suggest a need for additional resources to teach professionalism during pathology residency.
[Mh] Termos MeSH primário: Atitude do Pessoal de Saúde
Internato e Residência
Patologia/educação
Profissionalismo/educação
[Mh] Termos MeSH secundário: Adulto
Educação de Pós-Graduação em Medicina
Docentes
Feminino
Seres Humanos
Masculino
Meia-Idade
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171020
[Lr] Data última revisão:
171020
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:170708
[St] Status:MEDLINE
[do] DOI:10.5858/arpa.2016-0477-CP


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[PMID]:28685979
[Au] Autor:Greaney D; Nolan G; Crowe S
[Ad] Endereço:Department of Anesthesia, Pain Management and Pediatric Intensive Care, Our Lady's Children's Hospital, Crumlin, Dublin, Ireland.
[Ti] Título:Professionalism and social media in pediatric anesthesia.
[So] Source:Paediatr Anaesth;27(8):866-867, 2017 08.
[Is] ISSN:1460-9592
[Cp] País de publicação:France
[La] Idioma:eng
[Mh] Termos MeSH primário: Profissionalismo
Mídias Sociais
[Mh] Termos MeSH secundário: Anestesia
Seres Humanos
[Pt] Tipo de publicação:LETTER; COMMENT
[Em] Mês de entrada:1708
[Cu] Atualização por classe:170809
[Lr] Data última revisão:
170809
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170708
[St] Status:MEDLINE
[do] DOI:10.1111/pan.13176


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[PMID]:28683342
[Au] Autor:Duke VJA; Anstey A; Carter S; Gosse N; Hutchens KM; Marsh JA
[Ad] Endereço:Office 1013, Centre for Nursing Studies, 100 Forest Rd., St John's, NL A1A 1E5, Canada. Electronic address: valda.duke@mun.ca.
[Ti] Título:Social media in nurse education: Utilization and E-professionalism.
[So] Source:Nurse Educ Today;57:8-13, 2017 Oct.
[Is] ISSN:1532-2793
[Cp] País de publicação:Scotland
[La] Idioma:eng
[Ab] Resumo:OBJECTIVE: To explore faculty and student utilization of social media and its professional implications in nurse education. METHODS: A descriptive study. Five hundred six Bachelor of Nursing students, 112 Practical Nursing students and 74 faculty members were invited to complete a questionnaire of 28 questions relating to social media. RESULTS: Three hundred thirty-seven students and 29 faculty responded. Students spent significantly more time using social media compared to faculty and both groups used it mainly for personal use. However, almost twice as many students used social media for educational purposes than did faculty (58.5% vs 27.6%, p<0.001). While almost 96% of students used social media to talk about academic related problems, only 28% of faculty did so (p<0.000). Almost 60% of faculty expressly disagreed with using social media to discuss academic related problems. YouTube and text messaging were popular platforms for educational purposes. While Facebook was also a popular educational site for students (95% used it for informal learning; 67% for formal learning), it was much less commonly used by faculty (45% used it for informal learning; 17% for formal learning). More students than faculty felt that they were aware of privacy features, and of the professional behavior expected when using social media. In addition, more students (90.7%) than faculty (71.43%) used these privacy features (p<0.000). However, 100% of students compared to only 13.79% of faculty reported that they had posted information that they would not want a prospective employer/member of academic staff to view (p=0.003). CONCLUSION: There is a high reported usage of social media among students and faculty. Utilization of public platforms, while potentially beneficial, can have professional implications if not used appropriately with both personal and academic use. Developing best practice approaches for using social media in nurse education is essential to ensure that faculty and students are informed of e-professionalism.
[Mh] Termos MeSH primário: Profissionalismo/normas
Mídias Sociais/estatística & dados numéricos
Mídias Sociais/normas
Estudantes de Enfermagem
[Mh] Termos MeSH secundário: Adulto
Bacharelado em Enfermagem
Docentes
Feminino
Seres Humanos
Masculino
Estudos Prospectivos
Mídias Sociais/utilização
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171010
[Lr] Data última revisão:
171010
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:170707
[St] Status:MEDLINE



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