Key Points Question Did the delivery of services within a cancer system change during the first year of the COVID-19 pandemic? Findings This population-based cohort study conducted in Ontario, Canada, found a total of 4 476 693 cancer care services during the first year of the COVID-19 pandemic, compared with 5 644 105 services in the year prior, representing a reduction of 20.7% and suggesting a backlog of 1 167 412 cancer services during the first pandemic year. Limited change was observed in systemic treatments and emergency or urgent imaging examinations and surgical procedures, while major reductions were observed in cancer screening tests, biopsies, surgical treatments, and new consultations for systemic and radiation treatment. Meaning These findings provide evidence on the deficits in cancer care that occurred during the first year of the COVID-19 pandemic that are likely to inform continued delivery of care, recovery, and future pandemic planning.

Recent research suggests that engineers can be more inclined to identify leadership in the practices of admired colleagues than recognizing themselves as leaders [1-4]. We believe by asking engineers who they view as exemplary engineering leaders, we can sidestep some engineers’ reluctance to adopt leadership as part of their engineering profession to allow us to better understand the qualities of engineers who lead. This work is based on two survey questions that ask engineers 1) to identify exemplary engineering leaders in their lives, and 2) to describe what makes an exemplary engineering leader. While we set out to analyze the 828 open-ended responses through Engineering Leadership Orientations framework [3], our analysis of the responses revealed 3 perspectives engineers take to define exemplary engineering leadership: an individual’s values, attributes and traits, an individual’s skills, abilities, and behaviours, and lastly, an individual’s impact to community, society, or the profession. This works contributes to the developing definition of engineering leadership by providing the perspective of engineering professionals from industry.

Early studies of engineering leadership in North America suggest widespread resistance to leadership among engineering students and professionals. We explore two integrally linked strategies for overcoming this resistance—one conceptual and one empirical. First, we draw on Giroux’s theory of resistance to reframe the assumption that engineers who have questions about leadership are opposing the notion of engineering as a leadership profession. Second, we investigate the notion of leadership affinity by analyzing 617 open-ended survey responses to the following question: “what inspires you about an engineering profession that embraces leadership?” We conclude with a theoretically informed discussion about the potential impact of leadership affinity on engineers’ professional development and social impact.

The study of human psychology has demonstrated that satisfying a set of basic psychological needs - autonomy, relatedness, and compentence - is essential  for personal well-being and thriving. However, student mental health data across North America indicates that students are experiencing high levels of stress, anxiety, and depression - an indication that they are not thriving. Our experiences of traditional approaches to leadership education, and engineering leadership education by extension, is that it tends to focus largely on the development of competence-based needs, such as specific individual leadership skills and attributes. The lack of focus on satisfying student psychological needs of autonomy and relatedness means that current approaches to engineering leadership education may not be fully supporting and preparing students to thrive, and therefore lead. Our paper explores the possibilities of incorporating all three basic psychological needs essential to thriving through an expansive, transformational approach to engineering leadership education: First Thrive, Then Lead. Our emerging integrative and holistic approach to the development of engineering leadership education draws inspiration from traditional and non-European wisdoms and practices, as well as our personal lived experiences, and is grounded in well-established scientific theories.