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.

项目概要 COVID-19 大流行促使各国政府实施一系列公共卫生措施，包括 关闭学校，以减缓 SARS-CoV-2 的传播。然而，SARS-CoV 在学校内传播的作用 2、需要什么样的缓解水平和测试政策，以及停课的价值 有争议的问题。学校关闭或隔离政策导致学生无法上学 可能对儿童发展产生直接和长期的负面影响。在纽约市，计算出 由于 COVID-19 以及从课堂教学的过渡，学生学习损失的严重程度 相对于普通学生而言，平均阅读和数学教学时间分别为 125 天 (69%) 和 212 天 (118%) 典型的学年为 180 天。在美国各地，教育程度的下降估计会转化为 终生工资的百分之四到百分之五的损失。因此，开放学校进行面对面学习是一个 重新开放经济、促进学生发展和成功的重要一步；然而，它 随之而来的是接触网络和传播机会增加的危险。评估这种权衡 以及传播增加的可能性，我们将建立模型来纳入学校层面的感染 监测数据以及社区级检测数据、疫苗接种数据、免疫学和血清学数据 除了学校环境的既定环境指标之外，还包括学生和教师的指标。这些 模型将使我们能够确定社区层面的传播率和测试阳性率之间的关联 学校内的发病率（目标 1），开发流行病学疾病传播模型，确定如何 经济有效地收集哨点学校监测数据（目标 2），并确定政策触发点进行预测 何时应在学校实施干预措施以预防疾病传播（目标 3）。虽然我有 开发传染病模型所需的工程背景和经验、额外培训 将最大限度地提高拟议项目的成功并促进强有力的独立研究计划。到 为了实现这些目标，我将获得生物科学和公共卫生方面的额外培训，特别是 社区参与、免疫学、病毒学和流行病学。我将通过教学来培养这些技能 这些领域的专家的培训、独立研究和指导：博士。麦达·加尔维斯、雷切尔·弗里曼、 杰弗里·萨曼、安德里亚·格雷厄姆、妮可·布维尔和克里斯·詹宁斯。在本次培训结束时，我将 具有独特的优势，可以全面研究未来呼吸道疾病传播的影响 研究。此外，我将在未来利用所获得的知识和开发的疾病传播模型 拨款申请，为我优化设计传染性的长期目标迈出了关键的一步 疾病监测网络，以减少疾病传播并改善社区健康。