ABSTRACT
The study aims to assess and analyze the social outcomes of the COVID-19 pandemic. The study uses the discourse of comprehensive literature review to identify the outcomes, Interpretive Structural Modeling (ISM) for developing a structural model and Matrices' Impacts Cruise's Multiplication Appliquée a UN Classement (MICMAC) for analysis, classification of societal outcomes, and corroboration of results of ISM. Data from fifteen experts was collected through a survey questionnaire. As a result of the literature review, a list of sixteen outcomes was generated and verified by a panel of experts. Results of ISM revealed that the outcomes, namely, "emotional instability," "mental health self-harm," loneliness reduced recreational activities, obesity, and "increased screen time" come at the top of the model; therefore, they are less vital outcomes, whereas the most significant outcome which is at the bottom of the model is "employment instability"; hence it has a major impact on the society. The remaining outcomes fall in the middle of the model, so they have a moderate-severe impact. Results of MICMAC validate the findings of ISM. Overall findings of the study reveal that "employment instability" is the crucial social outcome of the COVID-19 pandemic. It is an original attempt based on real-time data, which is helpful for society at large, researchers, the international community, and policymakers because this study provides a lot of new information about the phenomenon. The study includes understanding society at large, policymakers, and researchers by illustrating the complex relations and simplifying the connections among a wide range of social outcomes of COVID-19.
ABSTRACT
To address the numerous challenges associated with aging, increased attention has been given to the development of age-friendly cities and communities (AFCC) to promote healthy aging and social participation. However, limited evidence exists for addressing both health and social needs through the AFCC framework. We address this gap by conducting a scoping review of the interventions that target both health and social outcomes within the purview of the AFCC framework. The results showed that many of the successful interventions used a partnership model and behavioral change theories to inform the program design and implementation. The results also indicated that social participation and engagement played a key role in making the interventions successful. However, the results revealed that the literature is dominated by person-focused approaches. Future research should focus more on evaluating environmental-focused interventions and develop a holistic framework that combines both person- and environment-based approaches to healthy aging.
Subject(s)
Aging , Humans , CitiesABSTRACT
BACKGROUND: Reports of increasing presentations of new cases of acute psychosis both locally, nationally and internationally during the COVID-19 pandemic, warranted further investigation. International case reports almost exclusively reported only clinical outcome (e.g. remission of psychotic symptoms), and fail to report on social precipitants or social outcomes. This is a common omission when investigating new psychosis cases such as acute and transient psychotic disorder (ATPD). In order to assess social impacts and outcomes, we conducted a rapid review of recent evidence. AIMS: To conduct a rapid review of the recent evidence of social outcomes on new cases of psychosis emerging during the COVID-19 pandemic. METHOD: Four databases (Medline, Embase, Psychinfo and Cochrane COVID-19) were searched for ATPD, psychosis and social outcomes in adults aged 18+. Duplicates were removed. There were no language limitations. Results: There were 24 papers consisting of 18 original data research papers and 6 reviews. Additionally, 33 papers/letters, reporting on 60 individual cases of psychosis emerging during the COVID-19 pandemic. These two sets of papers were reviewed separately. Many original data research papers and reviews were sub optimal in their quality, with 44% online surveys, with the remainder being routinely collected data. CONCLUSION: There is a consensus that clinical outcomes of ATPD and other brief psychotic disorders (BPD) are good in the short term. The focus only on symptomatic clinical presentation and outcomes, leaves a gap in our understanding regarding social stressors and longer term social outcomes. ATPD and BPD often may not come to the attention of Early Intervention in Psychosis services, and if they do, are discharged following symptomatic remission. Without an understanding of the social stress factors and social outcomes, opportunities may be missed to prevent increased social disability and future relapse with these presentations.
ABSTRACT
One of the appeals of conspiracy theories in times of crises is that they provide someone to blame for what has happened. Thereby, they increase distrust, negative feelings, and hostility toward implicated actors, whether those are powerful social outgroups or one's own government representatives. Two studies reported here examine associations of COVID-19 conspiracy theories with prejudice, support for violence, and other and negative social outcomes. In Study 1 (N = 501), the endorsement of the more specific conspiracy theories about the alleged role of China was associated with more prejudiced views of Chinese and Italian people. In Study 2 (N = 1024), lowered trust in government regulations and increased hostility associated with the COVID-19 and generic conspiracy beliefs were correlated with justification of and willingness to engage in non-compliance with regulations, violent attacks on 5G masts, and anti-government protests. Across both of the studies, higher exposure to news about COVID-19 was associated with lower endorsement of conspiracy theories, but also with increased feelings of anxiety and lack of control, which in turn were correlated with higher COVID-19 conspiracy beliefs endorsement. We highlight the potential social problems which are associated with the wide-spread endorsement of COVID-19 conspiracy theories.
ABSTRACT
BACKGROUND: Major disruptions imposed on medical education by the COVID-19 pandemic and the rapid shift to online teaching in medical programs, necessitated need for evaluation of this format. In this study we directly compared knowledge outcomes, social outcomes, and wellbeing of first year student small group teaching in either face to face (f2f) or online format. METHODS: At the end of the first course of our medical program, students were invited to participate in an online questionnaire with 10 quantitative items and 1 qualitative item. These were analysed using Factor Analysis Pattern Matrix and linear regression to group items and assess relatedness. Qualitative responses were thematized using Qualtrics software (Qualtrics, Provo, UT, USA). Summative assessment results were compared, both between current cohorts to historical cohorts. RESULTS: From a cohort of 298 students there was a 77% response rate. Overall, there were no differences in knowledge gains, either between groups or when compared to historical cohorts. Questionnaire items fell reliably into groups that related to either learning outcomes, social outcomes, or wellbeing. Independent T tests showed that format for teaching (online versus f2f) had an impact on social outcomes but no direct impact on learning outcomes. Linear regression revealed that the social outcomes have a direct impact on wellbeing and almost the double the impact on learning outcomes than mode of learning i.e.. F2f or online (ß = .448 and ß = .232 respectively). CONCLUSION: In this study, we were able to show with statistical strength that social outcomes for students such as engaging with peers and facilitator, contributing to the group, and making friends have a direct impact on wellbeing and indirectly impact learning outcomes (such as motivation, satisfaction, integration of knowledge). In a rapidly changing educational landscape, in our opinion, it is vital that these aspects are a focus of design and delivery of medical education. The data from this study supports the notion that activity design and the expertise of the teacher in facilitating the small group activities, has greater impact than the mode of educational delivery itself on students' learning processes.