Pandemic times: Learning well in a time of COVID-19.

When we conceived of the theme of ‘learning well’ for the June 2020 issue of FHJ , it is safe to say that the world was a different place. Our thinking around how to utilise education as a method of promoting improved self-care, wellbeing and belonging within a stretched healthcare system was based on current cultural philosophies of civility, preventing moral injury and burnout, and ensuring that healthcare professionals could be empowered – through autonomy and competence – to learn without blame from even the most challenging of situations. These aims have become even more ambitious, and essential, during the current COVID-19 pandemic. Authors have responded to current circumstances, most explicitly in the opinion piece regarding concepts of risk and sacrifice for healthcare workers from Simons and Vaughan.1 We wish our newest colleagues, the interim foundation doctors, the very best for their early start in their medical career, without the joy and excitement of a ‘normal’ graduation. Equally we hope the welcome that retired clinicians receive as they re-enter clinical practice is as supportive and empathic, and that their wisdom and experience are appreciated. Three …