ABSTRACT
Objective: We aimed at assessing tolerance and impact of various vaccines against Coronavirus Disease (COVID-19) on seizures, particularly in people with epilepsy (PWE). We also sought to identify the barriers to vaccination and hesitancy among unvaccinated PWE. Background: The safety and tolerability of the various types of COVID-19 vaccines have been a cause of distress among PWE. In order to assess these concerns, we partnered with the Epilepsy Foundation of Kentuckiana (EFKY) and designed survey for PWE. Design/Methods: An online anonymous 24-item survey was designed and distributed by the EFKY via an online link and a quick response (QR) code. This survey included questions pertaining to patient's demographics, seizure status, type of vaccination and status, as well as side effects experienced. In addition, we investigated barriers and hesitancy to vaccination. The survey is currently ongoing. Results: Twenty-seven adult PWE completed the survey thus far, and among them 24 were vaccinated. In terms of side effects, sixteen (60%) participants reported common vaccination side effects like headache, malaise, fatigue, fever, and body aches. None of the vaccinated participants have reported seizure occurrence in the first 24-72 hours post vaccination or worsening of their baseline seizure frequency. The 3 unvaccinated participants reported a lack of interest in vaccination. None of the surveyed individuals till date reported a prior COVID infection. We are anticipating additional participants to complete the survey before final data analysis. Conclusions: Our preliminary data suggests that vaccination against COVID-19 in PWE in Kentucky appears to be overall well tolerated without evidence of seizure exacerbation. The majority of the surveyed PWE were vaccinated. The survey is currently still ongoing.
ABSTRACT
Seven COVID-19 vaccines are now being distributed and administered around the world (figure correct at the time of submission), with more on the horizon. It is widely accepted that healthcare workers should have high priority. However, questions have been raised about what we ought to do if members of priority groups refuse vaccination. Using the case of influenza vaccination as a comparison, we know that coercive approaches to vaccination uptake effectively increase vaccination rates among healthcare workers and reduce patient morbidity if properly implemented. Using the principle of least restrictive alternative, we have developed an intervention ladder for COVID-19 vaccination policies among healthcare workers. We argue that healthcare workers refusing vaccination without a medical reason should be temporarily redeployed and, if their refusal persists after the redeployment period, eventually suspended, in order to reduce the risk to their colleagues and patients. This 'conditional' policy is a compromise between entirely voluntary or entirely mandatory policies for healthcare workers, and is consistent with healthcare workers' established professional, legal and ethical obligations to their patients and to society at large.
ABSTRACT
When ‘shelter in place’ orders in Massachusetts went into effect during the COVID-19 pandemic, a dramatic increase occurred in the utilization of telemental health services, forcing clinicians to have to adapt their work online. This participatory action research (PAR) using inductive thematic analysis (ITA) explored challenges and recommendations in conducting group drama therapy via telehealth. Results included three broad themes: (1) technology literacy, (2) unique social justice dynamics and (3) translating drama therapy processes successfully online. Additionally, an overarching theme emerged that indicated drama therapy may be well suited to online group telemental health. © 2020 Intellect Ltd Article. English language.
ABSTRACT
This study examines secondary teachers' efficacy for teaching in a fully online teaching environment during the sudden transition to online teaching due to the COVID-19 pandemic. The study sought to identify how specific variables, teaching experience, professional development (PD) experience, and teaching supports correlate with the self-efficacy perceptions of teachers transitioning to online teaching during a pandemic. More specifically, we examined self-efficacy perceptions of teachers in the domains of student engagement, instructional strategies, classroom management, and computer skills. The instrument used to measure teacher efficacy for online teaching was a 32-item, web-based survey that was given to Ontario secondary teachers in a southern Ontario Catholic district school board. We argue that prior experience with online learning such as additional qualification (AQ) courses or online PD would build greater self-efficacy amongst teachers as they transition to online learning. The results indicate that higher online teaching efficacy scores correlated with having taken online AQ courses and online PD sessions. The highest online teaching efficacy scores correlated with having previously used a board-provided learning management system (LMS) and using virtual technology supports. These indicators are correlated with higher scores of online teaching efficacy but require further investigation as to how they can better provide support for teachers in online learning environments.