Pandemic preparedness in schools: A community based approach for sentinel surveillance

学校的流行病防范：基于社区的哨点监测方法

• 批准号: 10507578
• 负责人: Nicholas B DeFelice
• 金额: $ 13.05万
• 依托单位: ICAHN SCHOOL OF MEDICINE AT MOUNT SINAI
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-01 至 2027-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10507578
• 关键词: 2019-nCoV; Accounting; Adult; Applications Grants; Assimilations; Award; Biological Sciences; COVID-19; COVID-19 mortality; COVID-19 pandemic; Child; Child Development; Chronic; Communicable Diseases; Communities; Community Health; Data; Development; Disease; Engineering; Epidemiology; Faculty; Fostering; Foundations; Future; Goals; Government; Health; Immune; Immune response; Immune system; Immunity; Immunologics; Immunology; Infection; Infection Control; Instruction; Intervention; Knowledge; Learning; Longevity; Mathematics; Measures; Mentors; Mentorship; Modeling; Monitor; New York City; Outcome; Pediatric epidemiology; Persons; Play; Policies; Positioning Attribute; Preparation; Prevalence; Property; Public Health; Public Policy; Quarantine; Reading; Recording of previous events; Research; Research Activity; Respiratory Disease; Risk; Role; SARS-CoV-2 transmission; Schools; Scientist; Sentinel; Sentinel Surveillance; Serology; Shamanism; Social Development; Students; Testing; Time; Training; Training Activity; Translating; Uncertainty; United States; Vaccination; Vaccines; Variant; Viral; Virus; Wages; Work; adaptive immunity; base; built environment; career; cognitive development; community based participatory research; community engagement; community transmission; coronavirus disease; cost; cost effective; design; disease transmission; epidemiological model; experience; improved; infection rate; infection risk; infectious disease model; insight; models and simulation; novel; pandemic disease; pandemic preparedness; pathogen; pressure; prevent; programs; public health emergency; public health relevance; risk mitigation; school environment; severe COVID-19; skills; success; support tools; surveillance data; transmission process; trigger point; virology; virus host interaction

PROJECT SUMMARY The COVID-19 pandemic prompted governments to implement a range of public health measures, including school closures, to slow the spread of SARS-CoV-2. However, the role of in-school transmission of SARS-CoV- 2, what mitigation levels and testing policies are needed, and the value of school closures have been contentious issues. In-person school closures or quarantine policies that prevent students from being in school can have immediate and long-lasting negative impacts on child development. In New York City, the calculated magnitude of student-level learning losses due to COVID-19 and the transition away from classroom-based instruction was on average 125 (69%) and 212 (118%) days of reading and math, respectively, relative to a typical 180-day school year. Across the United States, reduced educational attainment is estimated to translate into a loss of four to five percent of lifetime earning wages. Thus, opening schools to in-person learning is an important step in re-opening the economy and promoting development and success of students; however, it comes with the danger of increasing contact networks and transmission opportunities. To assess this trade-off and the potential for increased transmission, we will build models to incorporate school-level infection monitoring data along with community-level testing data, vaccination data, immunological and serological indicators among students and faculty, in addition to built environment indicators of school settings. These models will allows us to determine associations between community-level transmission rates and test positivity rates within schools (Aim 1), develop an epidemiological disease transmission model that identifies how to cost-effectively collect sentinel school surveillance data (Aim 2), and identify policy trigger points to predict when interventions should be implemented in schools to prevent disease transmission (Aim 3). Although I have the requisite engineering background and experience developing infectious disease models, additional training will maximize success of the proposed project and catalyze a robust independent research program. To accomplish these goals, I will obtain additional training in biological sciences and public health, particularly in community engagement, immunology, virology, and epidemiology. I will develop these skills through didactic training, independent study, and mentorship from experts in these fields: Drs. Maida Galvez, Rachel Vreeman, Jeffrey Shaman, Andrea Graham, Nicole Bouvier, and Chris Gennings. At the end of this training period, I will be uniquely positioned to comprehensively examine the effects of respiratory disease transmission in future research. Further, I will use the knowledge gained and the developed disease transmission models in future grant applications, establishing a crucial step toward my long-term goal of optimally designing infectious disease monitoring networks to reduce the spread of disease and improve the health of communities.

项目摘要 共同199大流行促使政府采取一系列公共卫生措施，包括 学校关闭，以减慢SARS-COV-2的传播。但是，SARS-COV的校内传播的作用 2，需要哪些缓解水平和测试政策，学校关闭的价值已经 有争议的问题。面对面的学校关闭或隔离政策，以防止学生上学 可以立即对儿童发育产生持久的负面影响。在纽约市，计算 由于Covid-19造成的学生级学习损失的幅度和从教室的过渡 相对于一个 典型的180天学年。在整个美国，估计受教育程度的降低将翻译成 损失终身赚钱工资的4％至5％。因此，开设学校进行面对面学习是一个 重新开放经济并促进学生发展和成功的重要步骤；但是，它 带来增加接触网络和传输机会的危险。评估这个权衡 而且有可能增加传输的可能性，我们将建立模型以纳入学校水平的感染 监视数据以及社区级测试数据，疫苗接种数据，免疫学和血清学 除了建立学校环境的环境指标外，学生和教师之间的指标。这些 模型将使我们能够确定社区级传输速率和测试积极性之间的关联 学校内的速度（AIM 1），开发一个流行病学疾病传播模型，该模型识别如何 成本效率收集哨兵学校监视数据（AIM 2），并确定政策触发点以预测 当应在学校中实施干预措施以防止疾病传播时（AIM 3）。虽然我有 必要的工程背景和发展感染性疾病模型，额外培训的经验 将最大程度地提高拟议项目的成功，并催化强大的独立研究计划。到 实现这些目标，我将获得有关生物科学和公共卫生的其他培训，尤其是 社区参与，免疫学，病毒学和流行病学。我将通过教学发展这些技能 这些领域专家的培训，独立研究和指导：Drs。 Maida Galvez，Rachel Vreeman， Jeffrey Shaman，Andrea Graham，Nicole Bouvier和Chris Gennings。在这个训练期结束时，我将 要独特地定位以全面检查将来呼吸道疾病传播的影响 研究。此外，我将在将来使用所获得的知识和发达的疾病传播模型 授予应用程序，建立了我的长期目标，即最佳设计感染力 疾病监测网络以减少疾病的传播并改善社区的健康。