SARS-CoV-2 Transmission Risk in the School Environment: a pilot case-ascertained prospective study to inform future school-based surveillance.

BACKGROUND: There is no current active or passive disease surveillance programme focused on schools in South Africa. As such the country is missing an opportunity to rapidly and effectively flag and address pathogen outbreaks, for example SARS-CoV-2, in a key closed setting. Furthermore, the role of school transmission in the spread of the SARS-CoV-2 virus within communities is uncertain.  Objective. This pilot study, conducted during March 2022 in Cape Town, aimed to indicate the feasibility of conducting intense active contact-tracing in a school environment prior to a large national study to compare school versus community SARS-CoV-2 transmission risk.  Methods. We conducted a pilot school-level case-ascertained prospective study with a component of enhanced surveillance. Following study initiation, the first learner at a participating school who tested SARS-CoV-2 positive (via Polymerase Chain Reaction (PCR) or a Rapid Antigen Test (RAT)) was invited to join the study as the index case and all their school-based close contacts were followed up telephonically, monitored for symptoms for 14 days, and tested using a PCR if any symptoms were reported.  Results. On 8th March 2022, a student with RAT laboratory-confirmed COVID-19 was identified and they and their guardian consented to participate as the index case. Of the 11 eligible close contacts, six provided consent/assent and completed symptom monitoring calls until the end of the 14-day study period. The Secondary Attack Rate (SAR) was 2/11 (18.18%) of all close contacts who were at risk of infection, 2/4 (50.0%) of all those close contacts who developed symptoms, and 2/4 (50.0%) of all those close contacts who developed symptoms and were tested for SARS-CoV-2. During the same period, the school reported that nine of the 926 learner body tested COVID-19 positive (0.97%). Total hours spent conducting monitoring for 6 learners was 27 hours, with each learner requiring approximately 4.5 hours of contact time during the study period.  Conclusion. This is the first South African school-based COVID-19 transmission study, the results of which can inform national discussions regarding the role of schools and school-based active and passive surveillance in pathogen prevention and control.

Virtual Internships: Accelerating Opportunity through Disruption

Experiential learning programs like internships and capstone projects are high-impact practices that allow engineering students to build a professional network, apply technical skills in a real-world context, and develop non-academic skills that employers need. In 2020 the COVID-19 pandemic and subsequent school closures impacted the entire engineering education ecosystem, particularly internships and other experiential learning opportunities. Virtual internship, an education intervention developed to broaden participation in experiential learning for non-traditional students, was rapidly deployed to address the disruption to internships caused by the COVID-19 pandemic. Key challenges that emerged during the implementation process include marketing the new program to existing partners, deciding on a remuneration structure, and navigating IP issues. The paper systematically steps through the implementation process and how the challenges mentioned above were addressed in practice. As life, school and internships return to normal in 2021 and beyond, the Virtual internship intervention can still play a valuable role in the experiential learning landscape. However, higher education institutions may need to intentionally de-couple the educational innovations rapidly developed during the COVID-19 pandemic from being 'pandemic solutions' to valuable alternatives that provide equitable and scalable access to educational opportunities and proactively invest in their continued sustainability and growth. © American Society for Engineering Education, 2021