Pivoting Research to COVID-19.
Ontology highlight
ABSTRACT:
SUBMITTER: Landsness EC
PROVIDER: S-EPMC7276728 | biostudies-literature | 2020 Sep
REPOSITORIES: biostudies-literature
Publications
Pivoting Research to COVID-19.
Landsness Eric C EC Agner Shannon C SC Bettegowda Chetan C McArthur Justin C JC
Annals of neurology 20200607 3
Similar Datasets
Project description:Research experience garnered through summer student programs (SSPs) is critical for high school and college student retention in science, technology, engineering, and math (STEM) disciplines. However, the global coronavirus disease (COVID-19) pandemic prevented in-person SSPs in 2020, eliminating these essential experiences that students need to advance their STEM training. In response, we created a remote-learning model that can be broadly adapted for other SSPs. We aimed to uphold our traditional SSP's academic rigor by cultivating critical thinking skills, providing mentorship, and equipping students with tools to serve as public health ambassadors in their communities. We designed the remote SSP around an anchor topic to integrate didactic lectures with research-based independent projects. Program success was evaluated quantitatively and qualitatively via content assessments and written feedback. By comparing preassessments to postassessments, we show that students gained general scientific literacy and improved critical thinking skills. Based on qualitative measures, students were satisfied with their mentorship, reported that they would use what they learned through the SSP in the future, indicated that they had the tools to understand and communicate public health information, and, overall, rated the quality of the SSP positively. As the pandemic continues to necessitate remote learning, traditional in-person experiences will need to be adapted to best support students. We have developed a modular and adaptable SSP that upholds the same standards as the traditional SSP by continuing to provide essential experiences necessary to advance students' training in STEM.
| S-EPMC8787761 | biostudies-literature
Project description:Several humanized ACE2 (hACE2) mouse models have been developed for COVID-19 studies. Insertion of hACE2 at mouse Ace2 locus enables the utilization of endogenous promoter to drive its expression, better reflecting ACE2 abundance in various cell types and tissues. However, the relatively low expression of hACE2 in these mice may limit their fidelity in mimicking COVID-19 manifestations in humans and hinder their application in viral studies. In this study, we generated four hACE2 mouse models using different strategies for hACE2 expression. We found that the position of the β-globin intron within hACE2 cassette could have contrasting effects on hACE2 expression, with its placement downstream of hACE2 significantly increasing its transcription. Western blot analysis demonstrated that optimizing hACE2 codon usage further enhanced translation efficiency from all tested tissue. Consistent with elevated hACE2 expression, opt-hACE2 mice displayed more active immune response and severe COVID-19 phenotypes following SARS-CoV-2 challenging compared to other hACE2 mouse models. Thus, our study has elucidated the dual role of β-globin element in transgene expression, and highlighted that mice with optimized hACE2 codon preference could serve as a better model for SARS-CoV-2 studies.
2025-02-12 | GSE271163 | GEO
Project description:Background: The rapid spread of the SARS-CoV-2 pandemic obstructed human-subjects research, including our own randomized, hybrid type 2 effectiveness-implementation trial comparing multidisciplinary HIV care delivered by video-to-home (VTH) telehealth versus in-person delivery. Methods: Given the Veteran Health Administration’s extensive telehealth infrastructure and our team’s expertise in personalized implementation of virtual treatments (PIVOT), we shifted our focus to meet the immediate needs of our primary study site (implementation). Our implementation team began training the interdisciplinary Infectious Diseases clinical team in VTH following declaration of the pandemic in March 2020. We pivoted from a randomized clinical trial recruitment and supported modifications in clinic processes by introducing patients to VTH via personalized telephone calls and mailed brochures to inform them of telehealth options during the pandemic. Adaptations were made to provider locations, with some providers delivering care remotely from home and others delivering virtual care from the clinic. We also modified the External and Internal Facilitator roles to allow External Facilitators to provide 1-on-1 training, troubleshooting assistance and delivery of necessary equipment. Results: Within 6 weeks of the emergency declaration of the pandemic, 100% of providers (n=27) had conducted at least one appointment, with 24.1% (n=124) of unique patients using VTH. Despite challenges, we capitalized on temporary mandates to assist providers in delivering care virtually. Given our successes, we encourage researchers to be flexible and seek alternative approaches to preserve research efforts in extenuating circumstances.
| S-EPMC8793766 | biostudies-literature
Project description: Not available
| S-BSST563 | biostudies-other
Project description:BackgroundPreventive and promotive interventions delivered by schools can support a healthy lifestyle, positive development, and well-being in children and adolescents. The coronavirus disease 2019 (COVID-19) pandemic presented unique challenges to school health and nutrition programmes due to closures and mobility restrictions.MethodsWe conducted a scoping review to examine how school health and nutrition programmes pivoted during the COVID-19 pandemic, and to provide summative guidance to stakeholders in strategic immediate and long-term response efforts. We searched MEDLINE, Embase, PsycINFO, and grey literature sources for primary (observational, intervention, and programme evaluations) and secondary (reviews, best practices, and recommendations) studies conducted in low- and middle-income countries from January 2020 to June 2023. Programmes that originated in schools, which included children and adolescents (5-19.9 years) were eligible.ResultsWe included 23 studies in this review. They varied in their adaptation strategy and key programmatic focus, including access to school meals (n = 8), health services, such as immunisations, eye health, and water, sanitation, and hygiene-related activities (n = 4), physical activity curriculum and exercise training (n = 3), mental health counselling and curriculum (n = 3), or were multi-component in nature (n = 5). While school meals, physical activity, and mental health programmes were adapted by out-of-school administration (either in the community, households, or virtually), all health services were suspended indefinitely. Importantly, there was an overwhelming lack of quantitative data regarding modified programme coverage, utilisation, and the impact on children and adolescent health and nutrition.ConclusionsWe found limited evidence of successful adaptation of school health and nutrition programme implementation during the pandemic, especially from Asia and Africa. While the adoption of the World Health Organization health-promoting school global standards and indicators is necessary at the national and school level, future research must prioritise the development of a school-based comprehensive monitoring and evaluation framework to track key indicators related to both health and nutrition of school-aged children and adolescents.
| S-EPMC10795858 | biostudies-literature
Project description:Objective Evaluate the process and outcomes associated with pivoting Cooking Matters curriculum to online nutrition education during the COVID-19 pandemic. Use of Theory or Research Cooking Matters uses evidence-based curricula built upon the Social Cognitive Theory, with a focus on increasing self-efficacy through participatory food skills education to enable positive behavior change. Target Audience Low-income adults, parents and caregivers, and families receiving services or programming from schools and community-based organizations across the United States from June 2020 until June 2021. Program Description Cooking Matters curriculum was pivoted to an online nutrition education setting at the onset of the COVID-19 pandemic to teach participants how to shop for and prepare healthy meals on a limited budget. Evaluation Methods With support from IMPAQ International, LLC (a third-party evaluator), Cooking Matters online delivered programming was evaluated through 9,187 participant surveys completed post-participation and through virtual/Zoom in-depth interviews with 24 individuals from 13 partner organizations implementing the curricula. Results Participants reported high confidence to apply food skills such as making mealtimes positive and high intention to use food skills in the future such as money-saving tips. Over 90% of participants were satisfied with the instructor and class environment. Partners described that online programming accommodated more participants due to lack of physical space limitations, was convenient for participants because it decreased travel time, allowed for food preparation in participants' kitchens, was more burdensome for staff, decreased curriculum engagement at times, and did not foster the same communal ties as in-person. Conclusions Online delivery allowed Cooking Matters to continue offering programming during the pandemic. To ensure responsiveness to participant and partner needs, we centered the voice of our end users, developed nutrition education reflective of these unique needs and desires, and released our new online approach focusing on digital delivery. Based on this evaluation, Cooking Matters will continue supporting partners in delivering virtual programming as an additional means of reaching busy parents and caregivers. Funding None
| S-EPMC9260034 | biostudies-literature
Project description:ObjectivesWe examined the personal and professional impacts of the COVID-19 pandemic on the development, practice, and shifting values of child and adolescent psychiatrists (CAP), in order to inform how the field may move forward post-pandemic.MethodsWe conducted individual semi-structured interviews of child and adolescent psychiatrists (n = 24) practicing in the United States. Participants were selected as a diverse purposive sample of active members of the American Academy of Child and Adolescent Psychiatry (AACAP). We analyzed anonymized transcripts through iterative coding using thematic analysis aided by NVivo software.ResultsWe identified three main thematic domains within participants' response to the pandemic, which have engendered a reevaluation of and a recommitment to the aims of each clinician and the field of CAP more broadly. These domains, paired with representative questions, include: (1) Unsettling, or "who have we been?" (identifying discontents such as daily inefficiencies and intraprofessional loss of trust); (2) Adaptation, or "who are we now?" (exploring affordances and limitations of virtual work, and the evolution of personal and professional identity); and (3) Reimagination, or "who will we become?" (renewing a commitment to psychiatry as advocacy). Even as we identified a collective agreement toward the need for implementing change, just what needs to change, and how that change will be realized, remain contested.ConclusionThese three thematic domains, augmented by a national confrontation with race and equity, have engendered a field-wide reckoning with known inequities. They have reinvigorated collective responses and calls to action. The divergent mindsets to change and leadership have provided an aperture for what values and practices the field might instill in its next generation of practitioners.
| S-EPMC8216090 | biostudies-literature
Project description:Objectives We examined the personal and professional impacts of the COVID-19 pandemic on the development, practice, and shifting values of child and adolescent psychiatrists (CAP), in order to inform how the field may move forward post-pandemic. Methods We conducted individual semi-structured interviews of child and adolescent psychiatrists (n = 24) practicing in the US. Participants were selected as a diverse purposive sample of active members of the American Academy of Child and Adolescent Psychiatry (AACAP). We analyzed anonymized transcripts through iterative coding using thematic analysis aided by NVivo software. Results We identified three main thematic domains within participants' response to the pandemic, which have engendered a reevaluation of and a recommitment to the aims of each clinician and the field of CAP more broadly. These domains, paired with representative questions, include: 1) Unsettling , or "who have we been?" (identifying discontents such as daily inefficiencies and intraprofessional loss of trust); 2) Adaptation , or "who are we now?" (exploring affordances and limitations of virtual work, and the evolution of personal and professional identity); and 3) Reimagination , or "who will we become?" (renewing a commitment to psychiatry as advocacy). Even as we identified a collective agreement toward the need for implementing change, just what needs to change, and how that change will be realized, remain contested. Conclusion These three thematic domains, augmented by a national confrontation with race and equity, have engendered a field-wide reckoning with known inequities. They have reinvigorated collective responses and calls to action. The divergent mindsets to change and leadership have provided an aperture for what values and practices the field might instill in its next generation of practitioners.
| S-EPMC7941638 | biostudies-literature
Project description:IntroductionWhile the global COVID-19 pandemic has challenged the entire humanity and health systems, it also triggered researchers to urgently perform clinical trials to assess the safety and efficacy of many agents and modalities to combat COVID-19. As of April 22, over 650 clinical studies have been registered both in USA and internationally. Results from these studies are also coming at a brisk pace in this unprecedented emergency.Areas coveredWe searched the NCI website and Medline and summarize various national and international clinical trials and summarize few of the pivotal ones in this paper, including those specific to oncology population. Two hundred and eighty four studies are actively recruiting adults and children with confirmed COVID-19, including 25 are early-phase I/phase I, 72 phase II, 58 phase III, 12 phase IV, and 31 other trials. They can be categorized into four groups: drugs that combat SARS-CoV-2, immunomodulatory agents to counteract cytokine storm, convalescence plasma therapies and vaccines trials.Expert opinionIt is hoped that these efforts will results in a successful treatment to COVID-19, especially in a timely fashion before the second pandemic expected in fall. It is essential to acknowledge the devotion and hard work of the clinical research team and clinical research volunteers.
| S-EPMC7326327 | biostudies-literature
