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.

项目总结 新冠肺炎疫情促使各国政府实施了一系列公共卫生措施，包括 学校停课，以减缓SARS-CoV-2的传播。然而，SARS-CoV在学校传播的作用- 2、需要什么样的缓解水平和测试政策，以及关闭学校的价值 有争议的问题。面对面学校关闭或阻止学生上学的隔离政策 可能会对儿童发展产生直接和长期的负面影响。在纽约市，经过精心策划的 新冠肺炎导致的学生水平学习损失的规模以及从以课堂为基础的转变 平均阅读和数学的时间分别为125天(69%)和212天(118%) 典型的180天学年。在美国各地，教育程度的下降估计会转化为 变成损失4%到5%的终生工资。因此，开放学校进行面对面学习是一种 在重新开放经济和促进学生发展和成功方面迈出重要一步；然而，它 随之而来的是增加联系网络和传播机会的危险。要评估这种权衡 以及增加传播的可能性，我们将建立模型，将学校水平的感染纳入其中 监测数据以及社区一级检测数据、疫苗接种数据、免疫学和血清学数据 除了学校环境的建筑环境指标外，还包括学生和教职员工的环境指标。这些 模型将允许我们确定社区级别的传播率和检测阳性之间的关联 学校内的发病率(目标1)，开发流行病传播模型，以确定如何 以经济高效的方式收集定点学校监测数据(目标2)，并确定政策触发点以进行预测 何时应在学校实施干预措施，以防止疾病传播(目标3)。尽管我有 必需的工程背景和开发传染病模型的经验，额外的培训 将最大限度地促进拟议项目的成功，并促进强大的独立研究计划。至 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，特别是在 社区参与、免疫学、病毒学和流行病学。我将通过教学来发展这些技能 培训、独立研究和来自这些领域专家的指导：Maida Galvez博士、Rachel Vreeman博士、 杰弗里·萨曼、安德里亚·格雷厄姆、妮可·布维尔和克里斯·根宁斯。在这个训练期结束后，我将 在全面检查未来呼吸道疾病传播的影响方面处于独特的地位 研究。此外，我将在未来使用所获得的知识和开发的疾病传播模型 批准应用程序，朝着我优化设计感染性的长期目标迈出了关键的一步 疾病监测网络，以减少疾病的传播和改善社区的健康。