评估COVID-19消息策略,以增加智力和发育障碍学生的测试
Tyler J Walsh1, Luther G Kalb2, Michael Gemmell3
1Department of Pediatrics, Division of Pediatric Infectious Diseases, Washington University in St. Louis, 660 S Euclid Ave, St. Louis, 63110, MO, USA.
The Journal of school health
|March 29, 2024
概括
增强的消息传递并没有改善智力和发育障碍 (IDD) 的学生每周参加SARS-CoV-2测试的情况. 保持一致的沟通对于学校公平的测试协议至关重要.
科学领域:
- 公共卫生 公共卫生
- 传染病流行病学 传染病流行病学
- 特殊教育 特殊教育
背景情况:
- 智力和发育障碍 (IDD) 的学生在COVID-19大流行期间面临重大挑战.
- 疫情凸显了IDD学生获得基本卫生服务的差异.
- 需要有效的策略来确保对这一脆弱人群的持续健康监测.
研究的目的:
- 评估两个不同的消息策略对每周SARS-CoV-2查参与的影响.
- 确定增强的沟通方法是否可以增加学生和教职员工的测试吸收率.
- 评估在教育环境中为IDD学生实施定期COVID-19测试的可行性.
主要方法:
- 在两个学校系统中进行了集群随机试验:特殊学区 (SSD) 和肯尼迪克里格研究所.
- 比较的消息策略是一般的与增强的沟通方法.
- 数据收集时间从2020年11月到2022年5月,重点关注每周的同意和测试百分比.
- 统计分析采用了一般化的估计方程模型.
主要成果:
- 测试参与率在研究启动,学年开始和COVID-19激增后增加.
- 在一般和增强消息组之间,在同意或测试率方面没有发现统计学上显著的差异.
- 该研究表明,在学校环境中,每周进行查测试是可以实现的.
结论:
- 增强的消息策略并没有导致增加入学率或每周测试参与率.
- 经常和一致的沟通对于让家庭和学校工作人员参与健康倡议至关重要.
- 这些发现强调了公平协议的重要性,以确保IDD学生获得必要的测试服务.
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