Effectiveness of BNT162b2 COVID-19 Vaccination in Children Aged 5-17 Years in the United States (preprint)

Importance: COVID-19 vaccines are authorized for use in children in the United States; real-world assessment of vaccine effectiveness in children is needed. Objective: To estimate the effectiveness of receiving a complete primary series of monovalent BNT162b2 (Pfizer-BioNTech) COVID-19 vaccine in US children. Design: A cohort study of children aged 5--17 years vaccinated with BNT162b2 matched with unvaccinated children. Setting: Participants identified in Optum and CVS Health insurance administrative claims databases were linked with Immunization Information System (IIS) COVID-19 vaccination records from 16 US jurisdictions between December 11, 2020, and May 31, 2022 (end date varied by database and IIS). Participants: Vaccinated children were followed from their first BNT162b2 dose and matched to unvaccinated children on calendar date, US county of residence, and demographic and clinical factors. Censoring occurred if vaccinated children failed to receive a timely dose 2 or if unvaccinated children received any dose. Exposure: BNT162b2 vaccinations were identified using IIS vaccination records and insurance claims. Main Outcomes and Measures: Two COVID-19 outcome definitions were evaluated: COVID-19 diagnosis in any medical setting and COVID-19 diagnosis in hospitals/emergency departments (EDs). Propensity score-weighted hazard ratios (HRs) and 95% confidence intervals (CIs) were estimated with Cox proportional hazards models, and vaccine effectiveness (VE) was estimated as 1 minus HR. VE was estimated overall, within age subgroups, and within variant-specific eras. Sensitivity, negative control, and quantitative bias analyses evaluated various potential biases. Results: There were 453,655 eligible vaccinated children one-to-one matched to unvaccinated comparators (mean age 12 years; 50% female). COVID-19 hospitalizations/ED visits were rare in children, regardless of vaccination status (Optum, 41.2 per 10,000 person- years; CVS Health, 44.1 per 10,000 person- years). Overall, vaccination was associated with reduced incidence of any medically diagnosed COVID-19 (meta-analyzed VE = 38% [95% CI, 36%-40%]) and hospital/ED-diagnosed COVID-19 (meta-analyzed VE = 61% [95% CI, 56%-65%]). VE estimates were lowest among children 5--11 years and during the omicron variant era. Conclusions and Relevance: Receipt of a complete BNT162b2 vaccine primary series was associated with overall reduced medically diagnosed COVID-19 and hospital/ED-diagnosed COVID-19 in children; observed VE estimates differed by age group and variant era.

Leveraging integrated peer-assisted learning clusters as a support for online learning

The COVID-19 pandemic necessitated a quick transition to online learning widely. This study examined the contributions of the peer-to-peer learning interactions within integrated peer-assisted learning clusters to learning among students in universities in Harbin, China, and Akure, Nigeria respectively. The frequency of peer-to-peer interactions in peer-assisted learning clusters in both locations were studied in 2019, and followed by a study to assess the changing characteristics and nature of the learning interactions during the transition to online learning in 2020. Data was curated using Excel, Origin-Pro, and Wordcloud generator. Approximately 60 % of the participants used social media for peer-to-peer learning interactions daily within their peer-assisted learning cluster before the transition. The frequency of usage of all the communication technology-mediated means of peer-assisted learning interactions considered during online learning except emails. The increase in the frequency of learning interaction among students in universities in Harbin ranges from 32.1 % to 94.4 %. Students in Nigeria could not make this quick transition because of other factors highlighted. The learning interactions within their online cluster contribute positively to the online learning of 83.6% of the participants. Peer-to-peer learning interactions was successfully leveraged in the transition to the online learning occasioned by the pandemic. [ABSTRACT FROM AUTHOR] Copyright of Interactive Learning Environments is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)