Microplanning for designing vaccination campaigns in low-resource settings: A geospatial artificial intelligence-based framework.

Existing campaign-based healthcare delivery programs used for immunization often fall short of established health coverage targets due to a lack of accurate estimates for population size and location. A microplan, an integrated set of detailed planning components, can be used to identify this information to support programs such as equitable vaccination efforts. Here, we presents a series of steps necessary to create an artificial intelligence-based framework for automated microplanning, and our pilot implementation of this analysis tool across 29 countries of the Americas. Further, we describe our processes for generating a conceptual framework, creating customized catchment areas, and estimating up-to-date populations to support microplanning for health campaigns. Through our application of the present framework, we found that 68 million individuals across the 29 countries are within 5 km of a health facility. The number of health facilities analyzed ranged from 2 in Peru to 789 in Argentina, while the total population within 5 km ranged from 1,233 in Peru to 15,304,439 in Mexico. Our results demonstrate the feasibility of using this methodological framework to support the development of customized microplans for health campaigns using open-source data in multiple countries. The pandemic is demanding an improved capacity to generate successful, efficient immunization campaigns; we believe that the steps described here can increase the automation of microplans in low resource settings.

Feasibility, acceptability, and potential effectiveness of an online expressive writing intervention for COVID-19 resilience.

BACKGROUND & PURPOSE: The COVID-19 pandemic has negatively impacted mental health in the general population. In this trial, our objective was to assess whether a 6-week expressive writing intervention improves resilience in a sample from the general population in the midst of the COVID-19 pandemic. MATERIALS & METHODS: This 6-week trial was conducted online. Eligible participants (n=63) were a sample of adults who self-identified as having been significantly affected by the COVID-19 pandemic. PRIMARY OUTCOME: Connor-Davidson Resilience Scale (CD-RISC). SECONDARY OUTCOMES: Perceived Stress Scale - 10-Item (PSS-10); Center for Epidemiologic Studies Depression Scale - Revised (CESD-R); Post-Traumatic Growth Inventory (PTGI). RESULTS: Resilience measures (CD-RISC) increased from baseline (66.6 ± 14.9) to immediately post-intervention (73.0 ± 12.4; p=0.014; Cohen's d =0.31), and at a 1- month follow-up (72.9 ± 13.6; p=0.024; Cohen's d =0.28). Across the same timepoints, perceived stress scores (PSS-10) decreased from baseline (21.8 ± 6.6) to immediately post-intervention (18.3 ± 7.0; p=0.008; Cohen's d =0.41), and at the 1- month follow-up to (16.8 ± 6.7; p=0.0002; Cohen's d =0.56). Depression symptoms (CESD-R) decreased from baseline (23.3 ± 15.3) at 6 weeks (17.8 ± 15.4; p=0.058; Cohen's d =0.22), and 10 weeks (15.5 ± 12.7; p=0.004; Cohen's d =0.38). Posttraumatic growth (PTGI) increased from baseline (41.7 ± 23.4) at 6 weeks (55.8 ± 26.4; p=0.004; Cohen's d =0.44), and at the 1-month follow-up (55.9 ± 29.3; p=0.008; Cohen's d =0.49). CONCLUSION: An online expressive writing intervention was effective at improving resilience in the midst of the COVID-19 pandemic. NCT#: NCT04589104.

Teaching during a pandemic: Using high-impact writing assignments to balance rigor, engagement, flexibility, and workload.

The COVID-19 pandemic has created new challenges for instructors who seek high-impact educational practices that can be facilitated online without creating excessive burdens with technology, grading, or enforcement of honor codes. These practices must also account for the possibility that some students may need to join courses asynchronously and have limited or unreliable connectivity. Of the American Association of Colleges and University's list of 11 high-impact educational practices, writing-intensive courses may be the easiest for science faculty to adopt during these difficult times. Not only can writing assignments promote conceptual learning, they can also deepen student engagement with the subject matter and with each other. Furthermore, writing assignments can be incredibly flexible in terms of how they are implemented online and can be designed to reduce the possibility of cheating and plagiarism. To accelerate the adoption of writing pedagogies, we summarize evidence-based characteristics of effective writing assignments and offer a sample writing assignment from an introductory ecology course. We then suggest five strategies to help instructors manage their workload. Although the details of the sample assignment may be particular to our course, this framework is general enough to be adapted to most science courses, including those taught in-person, those taught online, and those that must be able to switch quickly between the two.