Considerations for Remote Data Collection Among Adolescents During the COVID-19 Pandemic.
Considerations for Remote Data Collection Among Adolescents During the COVID-19 Pandemic.
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DOI：
10.1016/j.jadohealth.2020.11.020
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发表时间：
2021-03
期刊：
影响因子：
--
通讯作者：
Blum R
中科院分区：
文献类型：
--
作者：
Hunersen K;Ramaiya A;Yu C;Green J;Pinandari AW;Blum R
The COVID-19 pandemic has forced a global shift in nonclinical research methodologies. Many studies have halted data collection to respect international restrictions on in-person contact. However, the demand for information has never been higher. This is especially true for children and adolescents who, in most countries of the world, have been out of the classroom and away from peers for months. Multiple studies from before the pandemic show the importance of peer interaction in child development [[1],[2],[3]], but what is the human cost of the pandemic for our younger citizens? This question validates the necessity for research among young people to fully understand the impacts of the current emergency. Although the pandemic created a need, it has also created a unique opportunity. The ubiquity of technology allows for remote data collection through the use of Web platforms, applications, and email [4]. However, studies of these modalities show that in-person data collection has higher response rates and better quality of data than remote data collection [5]. Thus, new remote data collection strategies are needed.The Global Early Adolescence Study (GEAS) is a longitudinal study that follows the experiences of more than 15,000 adolescent boys and girls aged 10–14 years on five continents [6]. With pre-COVID data in multiple sites, the GEAS was in a unique position to use this as a baseline to assess how COVID-19 has affected the physical and mental health of young adolescents. Together with global partners, we developed a module to assess adolescents' knowledge of COVID-19, their experiences with social distancing, and how the pandemic has affected daily life. Before school closures, GEAS data collection was done primarily via computer-assisted self-interviewing using tablets in classrooms. This allowed anonymity while still ensuring data quality with interviewers available to answer questions or address issues [7]. Once schools were closed due to the pandemic, GEAS collaborators began contemplating how to shift to remote data collection with anonymity and without sacrificing quality.
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影响因子：
1.8
作者：
Flanagan SM;Greenfield S;Coad J;Neilson S
通讯作者：
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DOI：
10.1187/cbe.13-10-0201
发表时间：
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CBE life sciences education
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