ABSTRACT
Background: COVID-19 vaccination is effective at preventing symptomatic infection, hospitalization, and death from COVID-19, but many people have experienced barriers to receiving this life preserving intervention. A study examining COVID-19 vaccination in New York state found that persons with HIV (PWH) were less likely to be vaccinated than the general population. We examined whether PWH are less likely to be vaccinated than persons without HIV (PWoH) in the Veterans Affairs (VA) Healthcare System. Method(s): We examined COVID-19 vaccination receipt by HIV status in the Veterans Aging Cohort Study (VACS), an open cohort of PWH and 1:2 age-, race/ethnicity-, sex-, and site-matched PWoH. Among participants with a VA encounter from 10 December 2020 to 12 September 2022, we calculated the proportion of individuals who were fully vaccinated and boosted. Fully vaccinated was defined as: 14 days after second dose of mRNA vaccine (either Pfizer BNT162b2 or Moderna mRNA-1273) or single dose of a viral vector vaccine (Janssen Ad26.COV2.S). Boosted was defined as an additional vaccination at least 180 days after full vaccination. We assessed differences using chi-square tests. Result(s): Among 109,421 participants, PWH (n=31,337) were more likely than PWoH (n=78,084) to be fully vaccinated (77.6% vs 68.7%, p< 0.001) and boosted (71.1% vs 63.0%, p< 0.001) (Table). Most people received an mRNA vaccine with 6.9% of fully vaccinated PWH and 7.5% of fully vaccinated PWoH receiving the Janssen vaccine. Among PWH, having an undetectable HIV viral load was more common in those fully vaccinated than those not fully vaccinated (79.4% vs 72.0%, p< 0.001). Conclusion(s): In a matched cohort of veterans with and without HIV in VA care, we found that PWH were more likely than PWoH to be fully vaccinated and boosted. These findings contrast with a New York state study which found lower COVID-19 vaccination rates in PWH, possibly due to differential healthcare access;all patients in our cohort have access to VA care. Further studies are needed to understand differences in vaccine acceptance and receipt to prevent COVID-19 hospitalizations and deaths. COVID-19 Vaccination in People with HIV (PWH) and People without HIV (PWoH) - Veterans Aging Cohort Study, as of 12 September 2022.
ABSTRACT
Background: Limited data exist regarding parental acceptance of COVID-19 vaccines for children or likelihood of acceptance in a pediatric emergency department (PED). We sought to determine rates of COVID-19 immunization among eligible children with a minor illness or injury treated in a pediatric emergency department (PED), to ascertain parent willingness for their child to receive COVID-19 vaccine (CV) in general and during future PED visits, and to describe factors associated with vaccine acceptance. Methods: Structured interviews were conducted with caregivers of children aged 6+ months evaluated in a large, urban PED in the summer of 2021 using questions derived from the literature and prior surveys. Exclusion criteria included temperature 103+F, communication barrier, Emergency Services Index (ESI) triage score of 1 or 2, or evaluation for non-accidental trauma or psychiatric complaints. Demographic and visit data, contact information, patient and parent vaccination history, and intent and willingness to receive CV were recorded, along with responses regarding parental concerns about COVID-19 illness or vaccination. Data were analyzed using standard descriptive statistics. Participants will be contacted by phone 6 months after vaccines become available for their age group to assess vaccination status. Results: Of 205 families approached, 17 declined participation, 7 were ineligible, and 181 have been enrolled. The mean patient age was 6.15 (+/- 5) years;43.6% were black. 33 (18.2%) had asthma and 16 (8.8%) had another high-risk condition. 17 (9.4%) had been previously diagnosed with COVID. Only 8/36 eligible patients (22.2%) were vaccinated. Among those previously unvaccinated, 55/173 (31.7%) definitely/probably would vaccinate their child when CV becomes available. 59/181 (32.6%) would definitely/probably accept CV in the PED at a similar future visit. Factors associated with increased overall CV acceptance included caregiver flu vaccine receipt (52.3% vs. 26.5%, p = 0.002), caregiver CV receipt (43.2% vs. 21.2%, p = 0.022), and concern that the child currently has COVID (77.8% vs. 35.6%, p = 0.012). Factors associated with acceptance in the PED included intent to vaccinate against CV (81.8% vs. 17.2%, p < 0.001), caregiver flu vaccine receipt (46.1% vs. 25.2%, p = 0.004), caregiver CV status (40.7% vs. 11.1% %, p < 0.001) and caregiver concern the child has COVID (87.5% vs. 31.9%, p = 0.001). Caregivers who were very/somewhat concerned that the child would become ill from CV were less likely to accept (overall (32.6% vs. 51.4%) and significantly less likely to accept in the PED (26.2% vs. 51.4% accepting, p < 0.001). Conclusion: Caregiver intent to immunize children against COVID is concerningly low, but is associated with caregiver vaccination status and concern for current COVID-19 illness. Those who intend to vaccinate are willing to receive CV while in the PED, indicating potential viability for future COVID-19 vaccine programs in the PED.
ABSTRACT
Following the guide of the Autoethnography Special Interest Group preconference at the 2021 International Congress of Qualitative Inquiry (ICQI), this short think piece was placed on the closing panel. The charge was to ?speculate on autoethnographic futures.? This contribution uses the notion of national and international pivoting due to the Covid pandemic in practical everyday engagements to theorize on the notion of ?the new normal,? not only reduced to conditions of pandemic but political and civic unrest linked with a range of identities to push commitments to social justice. The piece engages a provocation of autoethnographic futurity that is not just about standing in the present reflecting on the past, but a call for civic action for future (queer) worldmaking.
ABSTRACT
The 2020 coronavirus pandemic necessitated the transition of courses across the United States from in-person to a virtual format. Effective delivery of traditional, lecture-based courses in an online setting can be difficult and determining how to best implement hands-on pedagogies in a virtual format is even more challenging. Interactive pedagogies such as hands-on learning tools, however, have proven to significantly enhance student conceptual understanding and motivation;therefore, it is worthwhile to adapt these activities for virtual instruction. Our team previously developed a number of hands-on learning tools called Low-Cost Desktop Learning Modules (LCDLMs) that demonstrate fluid mechanics and heat transfer concepts-traditionally utilized by student groups in a classroom setting, where they perform qualitative and quantitative experiments and interactively discuss conceptual items. In this paper we examined the transition of the LCDLM hands-on pedagogy to an entirely virtual format, focusing on a subset of results with greater detail to be shown at the ASEE conference as we analyze additional data. To aid the virtual implementations, we created a number of engaging videos under two major categories: (1) demonstrations of each LCDLM showing live data collection activities and (2) short, animated, narrated videos focused on specific concepts related to learning objectives. In this paper we present preliminary results from pre- and post- implementation conceptual assessments for the hydraulic loss module and motivational surveys completed for virtual implementations of LCDLMs and compare them with a subset of results collected during hands-on implementations in previous years. Significant differences in conceptual understanding or motivation between hands-on and virtual implementations are discussed. This paper provides useful, data-driven guidance for those seeking to switch hands-on pedagogies to a virtual format. © American Society for Engineering Education, 2021
ABSTRACT
The development of tools that promote active learning in engineering disciplines is critical. It is widely understood that students engaged in active learning environments outperform those taught using passive methods. Previously, we reported on the development and implementation of hands-on Low-Cost Desktop Learning Modules (LCDLMs) that replicate real-world industrial equipment which serves to create active learning environments. Thus far, miniaturized venturi meter, hydraulic loss, and double-pipe and shell & tube heat exchanger DLMs have been utilized by hundreds of students across the country. It was demonstrated that the use of DLMs in face-to-face classrooms results in statistically significant improvements in student performance as well as increases in student motivation compared to students taught in a traditional lecture-only style classroom. Last year, participants in the project conducted 45 implementations including over 600 DLMs at 24 universities across the country reaching more than 1,000 students. In this project, we report on the significant progress made in broad dissemination of DLMs and accompanying pedagogy. We demonstrate that DLMs serve to increase student learning gains not only in face-to-face environments but also in virtual learning environments. Instructional videos were developed to aid in DLM-based learning during the COVID-19 pandemic when instructors were limited to virtual instruction. Preliminary results from this work show that students working with DLMs even in a virtual setting significantly outperform those taught without DLM-associated materials. Significant progress has also been made on the development of a new DLM cartridge: a see-through 3D-printed miniature fluidized bed. The new 3D printing methodology will allow for rapid prototyping and streamlined development of DLMs. A 3D-printed evaporative cooling tower DLM will also be developed in the coming year. In October 2020, the team held a virtual implementers workshop to train new participating faculty in DLM use and implementation. In total, 13 new faculty participants from 10 universities attended the 6-hour, 2-day workshop and plan to implement DLMs in their classrooms during this academic year. In the last year, this project was disseminated in 8 presentations at the ASEE Virtual Conference (June 2020) and American Institute of Chemical Engineers Annual Conference (November 2019) as well as the AIChE virtual Community of Practice Labs Group and a seminar at a major university, ultimately disseminating DLM pedagogy to approximately 200 individuals including approximately 120 university faculty. Further, the former group postdoc has accepted an instructor faculty position at University of Wisconsin Madison where she will teach unit operations among other subjects;she and the remainder of the team believe the LCDLM project has prepared her well for that position. In the remaining 2.5 years of the project, we will continue to evaluate the effectiveness of DLMs in teaching key heat transfer and fluid dynamics concepts thru implementations in the rapidly expanding pool of participating universities. Further, we continue our ongoing efforts in creating the robust support structure necessary for large-scale adoption of hands-on educational tools for promotion of hands-on interactive student learning. © American Society for Engineering Education, 2021