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Background A severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) outbreak affecting 52 people from a large school community in Santiago, Chile, was identified (12 March) 9 days after the first case in the country. We assessed the magnitude of the outbreak and the role students and staff played using self-administered antibody detection tests and a self-administered survey. Methods The school was closed on 13 March, and the entire community was placed under quarantine. We implemented a home-delivery, self-administered, immunoglobin (Ig) G/IgM antibody test and survey to a classroom-stratified sample of students and all staff from 4–19 May. We aimed to determine the overall seroprevalence rates by age group, reported symptoms, and contact exposure, and to explore the dynamics of transmission. Results The antibody positivity rates were 9.9% (95% confidence interval [CI], 8.2–11.8) for 1009 students and 16.6% (95% CI, 12.1–21.9) for 235 staff. Among students, positivity was associated with a younger age (P  = .01), a lower grade level (P  = .05), prior real-time polymerase chain reaction (RT-PCR) positivity (P  = .03), and a history of contact with a confirmed case (P  < .001). Among staff, positivity was higher in teachers (P  = .01) and in those previously RT-PCR positive (P  < .001). Excluding RT-PCR–positive individuals, antibody positivity was associated with fever in adults and children (P  = .02 and P  = .002, respectively), abdominal pain in children (P  = .001), and chest pain in adults (P  = .02). Within antibody-positive individuals, 40% of students and 18% of staff reported no symptoms (P  = .01). Conclusions Teachers were more affected during the outbreak and younger children were at a higher risk for infection, likely because index case(s) were teachers and/or parents from the preschool. Self-administered antibody testing, supervised remotely, proved to be a suitable and rapid tool. Our study provides useful information for school reopenings. [ABSTRACT FROM AUTHOR]

Objective: To assess the impact of a structured educational programme for caregivers of children with cancer on their level of knowledge about the disease and patient's clinical outcome. Methods: This prospective, non‐randomised, experimental study included caregivers of recently diagnosed children at two hospitals in Chile. Caregivers whose children were treated at the first centre were the structured education programme group (EPG), while the second hospital provided the standard care (SCG). We evaluated caregivers' level of knowledge on days 1, 10 and 90 as well as the children's clinical outcomes over 1 year of treatment. Results: A total of 102 caregivers were enrolled between 2014 and 2015. Only the EPG showed a significant increase in knowledge between days 1 and 90. The rate of central venous catheter infections was significantly lower in the EPG versus SCG (7% versus 26%; p =.01). The risk ratio was 0.35 (95% CI = 0.13–0.94), and a log‐rank test showed a statistically significant difference between the two groups (p =.018). There were also fewer Emergency Department visits in the EPG for fever episodes. Conclusion: Providing a structured education to caregivers increased their level of knowledge and improved the clinical outcome of their children during the first year of treatment. [ABSTRACT FROM AUTHOR]