ABSTRACT
Over the last few years, we have gained insights into how immunotherapy, including checkpoint blockade, modulates key CD4 and CD8 T cell subsets in anti-tumor immunity. This information can now give us insights intohow immunotherapy can impact immunity in the setting of COVID-19. Indeed, we recently demonstrated that cancerpatients with T cell depletion have high COVID-19 mortality despite adequate B cell and antibody production, highlighting the importance of cellular immunity. Conversely, in the setting of B cell depletion by anti-CD20 therapy, CD8 T cells can compensate for impaired humoral immunity. PD-1 blockade increases the activation and proliferation of CD4 T follicular-helper cells, which plays a key role in promoting B cell responses and qualityantibody production. Thus, it is possible that PD-1 blockade enhances the efficacy of SARS-CoV-2 vaccination. However, PD-1 blockade in melanoma patients was actually associated with at 2-fold decrease in SARS-CoV-2specific antibodies and neutralizing antibodies, compared to a healthy donor cohort. PD-1 blockade was alsoassociated with depletion of memory CD4 T cells, suggesting there may be consequences to prolonged PD-1blockade.
ABSTRACT
The COVID-19 pandemic forced many Colleges and Universities across the globe to deliver education online. This online switch was abrupt and challenging for both students and instructors. Here we summarize the challenges faced in the United States at the University of Illinois at Chicago (UIC) College of Engineering during online teaching in Spring 2020 as a result of the COVID-19 pandemic and provide recommendations for the online delivery of classes. To understand the challenges faced, surveys were administered to UIC engineering students (N = 580) and instructors (N = 93). Two student focus groups were also convened (N = 56, N = 40). After the shift to online education, UIC students wanted to be on campus but not if that posed a risk to their or their family's health. Students also perceived lower quality of education after the shift. UIC College of Engineering instructors felt mostly prepared to transition online but were concerned about student learning assessment methods. Most instructors felt their classes went well and, if their classes were online in Fall 2020, planned to teach them with at least some amount of asynchronous delivery. Whenever possible, we recommend a blended approach to online teaching, offering the flexibility of asynchronous content with the engagement of a synchronous class. Other specific recommendations for lab classes, fostering a sense of student community, and student learning assessment are provided to address concerns and challenges as indicated by those surveyed. Given the unknown future epidemiological changes and willingness or the ability of students and instructors to return to campus, it is prudent to prepare for online learning in a COVID-19 world. We provide definitions, examples, considerations, and suggestions to assist in the online delivery of classes to guide and assist in this preparation.