This study examined how college students in a medical school in China engaged in learning in asynchronous online learning environments during the COVID-19 health crisis. A quasi-experimental design approach was employed to compare if a class of students had better learning outcomes and developed systems thinking when asynchronous discussion forums incorporated an inquiry-based pedagogical approach in one unit, whereas the other unit followed a traditional instructor-led approach. In sum, 25 junior students participated in this study. Quantitative results show that the students had statistically significant higher assessment scores and improved systems thinking when the unit incorporated the inquiry-based pedagogical approach. Qualitative findings also demonstrated how students engaged in learning and how the instructor scaffolded students' inquiries and learning. Practical implications for instructors' teaching online courses are also discussed. © The author(s) 2023.
Different autoantibodies can be detected in patients with coronavirus disease 2019 (COVID-19). It is reported that severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection could induce autoimmune diseases (AID), including children's multisystem inflammatory syndrome (MIS-C), Guillain Barre syndrome (GBS), Autoimmune hemolytic anemia (AIHA), immune thrombocytopenia (ITP) and thyroid autoimmune diseases. This article mainly reviews the similarities between COVID-19 and AID, the possibility of COVID-19 inducing AID, the risk of AID patients infected or vaccinated against COVID-19. The purpose is to provide strategies for the prevention, management and treatment of AID during the epidemic.