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Browsing by Subject "COVID-19 Pandemic"
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Item 148. Exploring the Impact of College Students' COVID-19- and Capitol Insurrection-Related Horizontal and Vertical Collectivism/Individualism on Emotional Reaction to Those Events(Elsevier, 2022) Sorge, Brandon H.; Fore, Grant; Williamson, Francesca; Angstmann, Julia; Hensel, Devon J.; Engineering Technology, School of Engineering and TechnologyPurpose: While many studies have explored individuals’ feelings related to recent national events, none have explored the relationship of individualism and collectivist leanings caused by these events on the individuals emotions related to those events. For this research we specifically focus on the COVID-19 Pandemic and the January 6 Capitol Insurrection. Methods: Data were collected from college students at a small, private midwestern private university over a 10-day period at the end of January and the beginning of February 2021. A Qualtrics survey was sent to 1,041 students who had completed a similar survey 5 months earlier related to their feelings about the COVID-19 pandemic. We used a subsample (N=314 students; 74.2% female; 83.4% White; 0.6% freshman, 24.5% sophomores, 34.7% juniors and 29.3% seniors) who provided complete data. Measures included horizontal (“We are the same, high freedom, equality”) and vertical (“I am different, Authority ranking, high freedom”) individualism as well as horizontal (“We are the same, share, less freedom”) and vertical (“I am different, sharing, authority ranking”) collectivism. Participants also provided data on the positive and negative affective responses to COVID-19 and to the January 6 Capitol Insurrection. Structural equation modeling was used to investigate the direct effects between individual and collectivism and the affective responses to each event (all standardized; Stata v. 17.0). Global fit was evaluated using the chi-square test and the root mean square error of approximation (RMSEA). Local fit was addressed using the Comparative Fit Index (CFI) and the Tucker Louis Index (TLI). We also investigated group differences by gender (male/female) and race (minority/white) where significant overall direct effects were observed. Results: Fit indices (Chi-sq[df]: 60.99[31], p<.001; RMSEA[90% CI]: 0.046[0.035-0.076); CFI: 0.972; TLI: 0.905) suggested the specified model provided a good fit to the data. Higher COVID VI was associated with higher positive (B=0.12) and negative (B=0.15) affective reactions to COVID (B=0.12). Higher Capitol HI and HC were both associated with higher positive (both: B=0.21) and higher negative (B=0.12-0.23) affective reaction to the capitol riots. Higher COVID VI was associated with lower negative affective response (B=-0.16) to COVID. We observed no gender or race/ethnicity differences in these significant effects. Conclusions: Students who felt more strongly that people were the same (horizontal individualism and horizontal collectivism) were more likely to have both strong positive and negative emotions to the Janury 6th insurrection. For COVID-19 negative feelings, students whose feelings towards COVID were more individualistic had mixed results. Those who believed people are different (vertical individualism) were more likely to have lower negative feelings towards COVID-19 while those who believed people are the same (horizontal individualism) had greater negative feelings. These data have implications for scaffolding young adult support in advance of future socio-political emergencies.Item Building a COVID-19 Web Archive with Grant Funding(2021-05-13) Blair, Lyndsey Denise; Drone-Silvers, Claire; Rayman, Denise; Weber, RhysGrant funding can be a mixed blessing for archivists, and as the economic effects of COVID-19 reduce budgets for libraries and archives nationwide, our profession will see even greater reliance on “soft” money. While there are issues with the damaging effect of grants on the future of the profession, a more pressing concern is the burden that ongoing maintenance costs from former grant projects place upon archival budgets. However, due to the Internet Archive’s forward-thinking subscription model, web archiving is one project that can be completed with a one-time grant, even a small one, with little ongoing cost to the hosting archives. This makes creating a web archive around a current event an attractive and practical project within the limitations of grant funding. This poster will show how we created a web archive documenting COVID-19 in Central Indiana, covering how to pitch web archiving to a grantmaker, how to make appraisal decisions when gathering URL seeds, how to manage crawling within a limited data budget, and tools and techniques for managing this work between several people working remotely. We will also discuss certain pitfalls that we encountered and what other archivists can do to avoid them in the future.Item Predicted mental illness of Asian-American amid the COVID-19 pandemic & approaches to treatment(2021-05-19) Hong, Saahoon; Walton, Betty A.Given that jointly experiencing racial violence and harassment and pandemic-related hardship can worsen mental health state, this presentation planned to discuss patterns and changes in Asian-Americans’ behavioral health during the pandemic. Specifically, a machine learning algorithm with the statewide-secondary administrative data was applied to identify the associations among race-related predictors, behavioral health needs, and behavioral functioning needs.Item Student-led curricular approaches in medical education: the educational effects of a virtual fundamentals of COVID-19 course(Springer, 2022-03-08) Chiu, Megan Z.; Gerena, Rolando G.; Roll, Rebekah L.; Baker, Joseph M.; Gomez, Maritza; Brown, Cameron M.; Brenner, Abigail M.; Huang, Christina C.; Ko, Paul Y.; Bauer, Margaret E.; Trujillo, Daniel J.; Graduate Medical Education, School of MedicineBackground As the field of education was adapting to virtual learning during the COVID-19 pandemic, a need quickly emerged for a course to prepare medical students for future clinical practice. This call to action was answered by creating an innovative Fundamentals of COVID-19 course at the Indiana University School of Medicine (IUSM). As a group of medical student leaders at IUSM, we developed this online course in order to support our fellow students and the community. Methods The study examined the educational effects of completing the Fundamentals of COVID-19 course. In order to examine these effects, the study asked enrolled students to complete both a pre- and post-course self-assessment survey. Students were asked an identical set of questions on each survey about their knowledge, skills, and abilities (KSA) regarding COVID-19. Composite scores were created for each KSA learning domain. Responses were provided using a five-point Likert scale ranging from 1 = strongly disagree to 5 = strongly agree. Results Out of the 724 students enrolled, 645 students completed both the pre- and post-course assessment surveys. Findings show that there were both meaningful and statistically significant differences in students’ responses to the pre- and post-course surveys. Results show 1.) a significant mean increase in the knowledge composite score of 1.01, 95% CI [0.95, 1.06], t(644) = 36.4, p < .001, d = 1.43; 2.) a significant mean increase in the skills composite score of .55, 95% CI [0.50, 0.60], t(644) = 20.70, p < .001, d = 0.81. and 3.) a significant mean increase of the abilities composite score of 1.02, 95% CI [.97, 1.07], t(644) = 36.56, p < .001, d = 1.44. Conclusions These findings demonstrate that the student-developed, online Fundamentals of COVID-19 course resulted in notable and statistically significant educational effects. The increase in students’ self-reported ratings, especially in the knowledge and abilities domains, indicate that meaningful learning occurred within the course. These findings have notable implications for medical student training during healthcare emergencies, such as a pandemic, as well as within modern clerkship environments. Overall, our findings provide evidence that student-led curricular design and virtual delivery of course content can be effective tools in undergraduate medical education.