Open Access Coronavirus-Related Works

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This collection includes works by campus authors that address topics relevant to the COVID-19 pandemic. If you know of other works that should be included in this collection or, if you have questions regarding the inclusion criteria, please contact the University Library Center for Digital Scholarship: digschol@iupui.edu.

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10 Tips for Maintaining a Healthy Lifestyle and Body Weight
(Fairbanks School of Public Health, 2020-03-18) Song, Yiqing; Epidemiology, School of Public Health
At this extreme moment, we began working from home, away from campus, and keeping social distance for as many people as possible. As we stay home and are stuck with the foods that have been in our fridge or pantry for a while, we are temporarily living a sedentary lifestyle with increased odds of physical inactivity, excessive eating and sitting, stress, anxiety, and depression. In particular, many of us will gain some weight during the pandemic and may keep the extra weight permanently, which may carry considerable health risks for type 2 diabetes, hypertension, heart attack, stroke, and other health problems. Here, I’d like to share some basic tips and resources for how to maintain your healthy lifestyle, body weight, and overall well-being while staying home and engaging in social distancing.
11. Changes in Adolescent and Young Adult (AYA) Relationship Status during COVID19: Data from a 30 Country Sexual and Reproductive Health Study
(Elsevier, 2022) Hensel, Devon J.; Campbell, Linda; Erausquin, Jennifer T.; Mark, Kristin P.; I-SHARE Consortium; Pediatrics, School of Medicine
Purpose: Important milestones - including romantic/sexual relationship development - were impacted by COVID19 mitigation measures. We examined self-reported change in relationship status before, during and after COVID among AYA who participated in a 30-country survey. Methods: Data were drawn from the International Sexual Health And REproductive Health Survey (I-SHARE-1), a multi-country, cross-sectional, online study conducted to assess the impact of the pandemic on adult sexual health across the globe. Participants were recruited through local, regional, and national networks (e.g. listservs of professional organizations and international health organizations, social media, etc.) of each country’s research team. We drew a subsample of AYA (N=7527 18-26 years; 32.3% of the total sample; 60.1% female, 86.1% cisgender, 77.1% heterosexual). We examined 5 categories of relationship status change: 1) unpartnered pre/post; 2) unpartnered pre, new partner post; 3) same partner pre/post; 4) partnered pre, broke up, unpartnered post; 5) partnered pre, broke up, new partner post. Random intercept mixed effects multinomial regression (gllamm; Stata 17.0; all p<.05) adjusted for country-level clustering was used to understand how demographic (age, gender identity, sexual identity, employment status during COVID, mental health, distancing or isolation during COVID) and country-level predictors (income group, Oxford Stringency Index [national response to COVID], Palma Ratio [country-income inequality) and Gender Inequality Index (country-gender inequality) were associated with relationship change. Results: 15% of AYA had no partner pre/post COVID, 5% were unpartnered pre-COVID with new partner post. 63.3% had the same partner pre/post, whereas 11.3% had a partner pre-COVID, but broke up and had no new partner post-COVID. Less than 5% had a new partner post-COVID after breaking up with their pre-COVID partner. Of those who broke up with their partner, the majority ended during (44.4%) or after (26.6%) COVID-lockdowns, and one-third thought social distancing precipitated the relationship’s end. Older (RRR=0.86-0.91), female (RRR=0.32-0.63) and transgender AYA (RRR=0.10-0.37) all had a lower risk, and sexual minority AYA had a higher risk (RRR=1.35-1.51), of being in all status categories compared to being in the same relationship before-and-after COVID. Higher mental health scores were linked to lower probability of being unpartnered pre/post as compared to being partnered pre/post (RRR=0.89-0.82). Social-distancing was associated with a lower risk for pre-COVID unpartnered individuals finding new post-COVID relationships (RRR=0.76) or of partnered individuals breaking up, while ever being in isolation was associated with higher risk of being unpartnered pre/post (RRR=1.20). Higher country income was associated with being unpartered pre-COVID (RRR=0.08-0.12) and higher risk of having a pre-COVID relationship break-up (RRR=1.32). Unpartnered individuals in countries with higher lockdown stringency had a greater probability of finding a new post-COVID relationship (RRR=1.13). Conclusions: COVID measures were associated with AYA relationships both initiating and ending. Strategies for relationship development/support should be included as part of preparation for future public health emergencies.
1137. What Do We Know? Teaching Medical Students to Deal with Uncertainty as a Pandemic Unfolds
(Oxford, 2020-10) Bauer, Margaret E.; Trujillo, Daniel; Brown, Cameron; Gomez, Martiza; Davidson, Darrell; Relich, Ryan F.; Allen, Bradley L.; Microbiology and Immunology, School of Medicine
Background The global COVID-19 pandemic has had a major impact on medical student education. As the pandemic spread nationwide, numerous universities shut down with only days’ notice, and medical students were removed from all patient care settings and restricted from campuses. Yet, the need and curiosity of these future physicians to understand this new disease was great, including how to interpret and integrate rapidly evolving information on the underlying viral and immune mechanisms, pathophysiology, and epidemiology. Time students spent away from patient care settings presented an opportunity to rapidly develop and deliver new curriculum covering SARS-CoV-2 and COVID-19. Methods A team of students and faculty at Indiana University developed a Fundamentals of COVID-19 course that included up-to-date information on the virology, immunology, and pathophysiology of COVID-19. The course was delivered online, with both synchronous and asynchronous activities. Virology and immunology of the coronavirus family, including current knowledge to-date of SARS-CoV-2, were delivered using a series of readings and brief videos, followed by a small group exercise that required students to choose and present to their peers a paper from the scientific literature on COVID-19. A similar approach was used to deliver content about the pathophysiology of COVID-19. To place the COVID-19 experience in context of other pandemics, students researched and educated their small group cohort on another historical pandemic. Results To measure course effectiveness, we administered a pre-course survey gauging students’ self-confidence in their knowledge of these topics; the same survey was administered after completion of the course. Surveys from 645 (89% of enrolled) 3rd and 4th year medical students who completed both surveys were analyzed. Results showed that the course elicited a 57% increase (p< 0.001) in students’ confidence in their knowledge of COVID-19 virology and immunology and a 64% increase (p< 0.001) in knowledge of the pathophysiology. Conclusion Data showed that the asynchronous content and group activities were successful in engaging and educating the students on foundational knowledge of COVID-19 and were an effective approach to rapidly evolving information when faced with a novel disease.
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 Technology
Purpose: 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.
153. AYA Subspecialty Patient and Parent Views on COVID-19 Vaccination
(Elsevier, 2022) Hardman, Sara; Jacob, Seethal A.; Coven, Scott L.; Rahim, Mahvish Q.; Miller, Meagan E.; Zimet, Gregory D.; Meagher, Carolyn G.; Ott, Mary A.; Pediatrics, School of Medicine
Purpose: Adolescents/young adults (AYA) with hematologic and oncologic (heme-onc) conditions are important targets for vaccine outreach because they are at increased risk for complications from COVID-19. AYA patients may also need additional support, as they are transitioning from parent to independent vaccine decision-making. AYA with sickle cell disease (SCD) are of particular concern because a high proportion are African American and experience structural racism in addition to their illness. Our objective was to examine AYA and parent attitudes regarding the COVID-19 vaccine among heme-onc populations. Methods: As part of a larger IRB-approved study, we recruited vaccine decision-makers in pediatric SCD and oncology survivor clinics, including parents of adolescents under 18 years (n=35), AYA patients 18-21 years old (n=21), and parents of AYA patients 18-21 years old (n=14). After informed consent, participants completed a demographic survey and a semi-structured interview regarding their vaccine decision-making process. Example questions included “What do you see as the benefits of the COVID-19 vaccine?” and “What are your concerns about the COVID-19 vaccine?”. Saturation was reached. Interviews were audio recorded, transcribed, and analyzed using thematic analysis. Codes were developed from the literature and early interviews. Examples included “attitudes against vaccine,” “medical mistrust,” “hesitancy,” “vaccine side effects,” and “vaccine interactions with disease process.” Fisher exact statistical tests were performed to analyze quantitative data. Results: In SCD clinic, we recruited 31 index patients (mean age: 15.1±3.5 years; 30 African American and 1 Other or Mixed), yielding 11 AYA and 26 parent interviews. In survivor clinic, we recruited 26 index patients (mean age: 16.0±3.4 years; 20 White, 2 Hispanic or Latinx; 2 Other or Mixed, 1 African American, and 1 Asian), yielding 10 AYA and 23 parent interviews. Out of the total index patients, 8 had already received the vaccine, 13 were planning to receive it, 27 were considering it, and 9 had declined it. There was no clear relationship between patients’ diagnosis (SCD or cancer) and their vaccine decisions nor between the index patient’s age (under or over 18) and their vaccine decisions. A high proportion of participants saw benefits to vaccination, such as lowering personal risk, community benefits of preventing the spread of COVID-19, and a possible return to “normal.” However, many AYA and parent participants also had concerns toward the vaccine, including concerns about short-term side effects and the potential for unknown, long-term effects. Concerns were also voiced about how rapidly the vaccine was developed and misconceptions about the vaccine were common, namely the vaccine causing infertility or increasing one’s susceptibility to contracting COVID-19. Medical mistrust toward either the vaccine or providers was explicitly stated by several participants, the majority of whom were from minoritized groups. Conclusions: COVID-19 vaccines have the potential to protect medically and socially vulnerable AYA, however patient and parent concerns, misconceptions, and mistrust are still prevalent. These data provide insights into the design and implementation of vaccine counseling interviews for AYA subspecialty patients and families.
2020 Year in Review: Pharmacologic Treatments for COVID-19
(2021-04) Saunders, Jessica L.; Davis, Michael D.; Pediatrics, School of Medicine
COVID-19, caused by SARS-CoV-2 infection, has led to a pandemic of acute respiratory illness. Pharmacologic treatments for COVID-19 have included treatments targeting infection prevention, prevention of viral replication, reducing inflammation and managing symptoms of respiratory failure caused by the disease. This is a review of key pharmacologic treatments for COVID-19 based on peer-reviewed articles from 2020.
237 Sleep disturbances, online instruction, and learning during COVID-19: evidence from 4148 adolescents in the NESTED study
(Oxford University Press, 2021-05) Saletin, Jared; Owens, Judith; Wahlstrom, Kyla; Honaker, Sarah; Wolfson, Amy; Seixas, Azizi; Wong, Patricia; Carskadon, Mary; Meltzer, Lisa; Pediatrics, School of Medicine
Introduction: COVID-19 fundamentally altered education in the United States. A variety of in-person, hybrid, and online instruction formats took hold in Fall 2020 as schools reopened. The Nationwide Education and School in TEens During COVID (NESTED) study assessed how these changes impacted sleep. Here we examined how instruction format was associated with sleep disruption and learning outcomes. Methods: Data from 4148 grade 6-12 students were included in the current analyses (61% non-male; 34% non-white; 13% middle-school). Each student’s instructional format was categorized as: (i) in-person; (ii) hybrid [≥1 day/week in-person]; (iii) online/synchronous (scheduled classes); (iv) online/asynchronous (unscheduled classes); (v) online-mixed; or (vi) no-school. Sleep disturbances (i.e., difficulty falling/staying asleep) were measured with validated PROMIS t-scores. A bootstrapped structural equation model examined how instructional format and sleep disturbances predict school/learning success (SLS), a latent variable loading onto 3 outcomes: (i) school engagement (ii) likert-rated school stress; and (iii) cognitive function (PROMIS t-scores). The model covaried for gender, race-ethnicity, and school-level Results: Our model fit well (RMSEA=.041). Examining total effects (direct + indirect), online and hybrid instruction were associated with lower SLS (b’s:-.06 to -.26; p’s<.01). The three online groups had the strongest effects (synchronous: b=-.15; 95%CI: [-.20, -.11]; asynchronous: b=-.17; [-.23, -.11]; mixed: b=-.14; [-.19, -.098]; p’s<.001). Sleep disturbance was also negatively associated with SLS (b=-.02; [-.02, -.02], p<.001). Monte-carlo simulations confirmed sleep disturbance mediated online instruction’s influence on SLS. The strongest effect was found for asynchronous instruction, with sleep disturbance mediating 24% of its effect (b = -.042; [-0.065, -.019]; p<.001). This sleep-mediated influence of asynchronous instruction propagated down to each SLS measure (p’s<.001), including a near 3-point difference on PROMIS cognitive scores (b = -2.86; [-3.73, -2.00]). Conclusion These analyses from the NESTED study indicate that sleep disruption may be one mechanism through which online instruction impacted learning during the pandemic. Sleep disturbances were unexpectedly influential for unscheduled instruction (i.e., asynchronous). Future analyses will examine specific sleep parameters (e.g., timing) and whether sleep’s influence differs in teens who self-report learning/behavior problems (e.g., ADHD). These nationwide data further underscore the importance of considering sleep as educators and policy makers determine school schedules.
238 Adolescent Sleep Variability, Social Jetlag, and Mental Health during COVID-19: Findings from a Large Nationwide Study
(Oxford University Press, 2021-05) Wong, Patricia; Wolfson, Amy; Honaker, Sarah; Owens, Judith; Wahlstrom, Kyla; Saletin, Jared; Seixas, Azizi; Meltzer, Lisa; Carskadon, Mary; Pediatrics, School of Medicine
Introduction: Adolescents are vulnerable to short, insufficient sleep stemming from a combined preference for late bedtimes and early school start times, and also circadian disruptions from frequent shifts in sleep schedules (i.e., social jetlag). These sleep disruptions are associated with poor mental health. The COVID-19 pandemic has impacted education nationwide, including changes in instructional formats and school schedules. With data from the Nationwide Education and Sleep in TEens During COVID (NESTED) study, we examined whether sleep variability and social jetlag (SJL) during the pandemic associate with mental health. Methods: Analyses included online survey data from 4767 students (grades 6-12, 46% female, 36% non-White, 87% high school). For each weekday, participants identified if they attended school in person (IP), online-scheduled synchronous classes (O/S), online-no scheduled classes (asynchronous, O/A), or no school. Students reported bedtimes (BT) and wake times (WT) for each instructional format and for weekends/no school days. Sleep opportunity (SlpOpp) was calculated from BT and WT. Weekday night-to-night SlpOpp variability was calculated with mean square successive differences. SJL was calculated as the difference between the average sleep midpoint on free days (O/A, no school, weekends) versus scheduled days (IP, O/S). Participants also completed the PROMIS Pediatric Anxiety and Depressive Symptoms Short Form. Data were analyzed with hierarchical linear regressions controlling for average SlpOpp, gender, and school-level (middle vs high school). Results: Mean reported symptoms of anxiety (60.0 ±9.1; 14%≧70) and depression (63.4 ±10.2; 22%≧70) fell in the at-risk range. Shorter average SlpOpp (mean=8.3±1.2hrs) was correlated with higher anxiety (r=-.10) and depression (r=-.11; p’s<.001) T-scores. Greater SlpOpp variability was associated with higher anxiety (B=.71 [95%CI=.41-1.01, p<.001) and depression (B=.67 [.33-1.00], p<.001) T-scores. Greater SJL (mean=1.8±1.2hrs; 94% showed a delay in midpoint) was associated with higher anxiety (B=.36 [.12-.60], p<.001) and depression (B=.77 [.50-1.03], p<.001) T-scores. Conclusion: In the context of system-wide education changes during COVID-19, students on average reported at-risk levels of anxiety and depression symptoms which were associated with greater variability in sleep opportunity across school days and greater social jetlag. Our findings suggest educators and policymakers should consider these sleep-mental health associations when developing instructional formats and school schedules during and post-pandemic.
241: Malignant Catatonia Possibly Precipitated by SARS-CoV-2 Infection
(Wolters Kluwer, 2021) Johnson, Sean; Kapoor, Rajat; Kim, Yo Sup; Medicine, School of Medicine
247 Identifying Factors that Contribute to Joy and Gratitude for Emergency Medicine Healthcare Workers Amidst the COVID-19 Pandemic
(Elsevier, 2021-10) Kelker, H.; Cushman, E.; Munson, C.; Yoder, K.; Musey, P.; Reed, K.; Henderson, B.; Vynas, P.; Johnson, O.; Welch, J.; Emergency Medicine, School of Medicine
Study Objective: During COVID-19, emergency medicine (EM) providers have labored to protect the health of their patients, often at the expense of their own well-being. Increased demands imposed on providers without intentional efforts to evaluate and improve wellness can lead to burnout, attrition, and compromise patient care. Practices that promote mindfulness, reflection and gratitude have been shown to reduce burnout. The Institute for Healthcare Improvement (IHI) Framework for Improving Joy In Work provides an approach to restore joy and engagement by first identifying elements that "matter most” to healthcare workers. The objective of this study was to identify common themes and associations that contribute to EM provider and staff (1) joy in work, (2) gratitude, and (3) personal wellness. Methods: This descriptive study used an electronic survey tool with open-ended questions adapted from the IHI framework to assess what matters most. Q1: What brings you joy in your work? Q2: Thinking back to what matters most, what are you grateful for? Q3: What do you do to maintain your personal wellness? In Nov. 2020, email listservs were used to recruit a voluntary sample of emergency physicians, advanced practice providers (APPs), residents, fellows, nurses and staff from 10 academic and community hospitals. Data were managed in Qualtrics and Excel. Qualitative analysis used inductive thematic coding by two authors independently, with verification by a third. Information redundancy signaled saturation for common themes. Pivot tables examined themes across demographics, and associations were analyzed with 2x2 contingency tables using chi-square, Fisher’s exact tests, and odds ratios (95% CI). Results: Of 254 respondents, 63% were female and 89% identified as White. Roles were 32% physicians, 8% APPs, 16% residents/fellows, and 44% nurses/staff. Response rates were 39-54% for providers. Common themes for joy in work were patient care (47%) and teamwork/camaraderie (43%), followed by feeling valued/appreciated (13%), making a difference (13%), and teaching/mentoring (9%). EM providers at academic sites were more likely to find joy in teaching/mentoring than those in the community (p=0.01; OR 10.5, 95% CI 1.3-82.6). For gratitude, themes were teamwork/ camaraderie (13%), family (12%), health (7%), and supportive work environment (7%). Themes for maintaining personal wellness were physical exercise (46%), time with family and friends (32%), hobbies (15%), and self-care (13%). Conclusions: Results of this study reveal common themes for EM providers and staff surrounding joy, gratitude, and wellness. By identifying elements that matter most, systems can take the next steps in the IHI framework to support and rejuvenate their healthcare team. Implications from our findings suggest that practices and future research to remove barriers and encourage meaningful provider-patient interactions, team camaraderie, teaching/mentoring, physical activity, and time with family/friends could increase joy and fulfillment for frontline healthcare workers.

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