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Numerous quantitative studies in science education found that student engagement declined after the onset of the COVID-19 pandemic, but analyses to identify the factors that drove emotional engagement down are lacking. Emotional engagement is a multidimensional construct composed of interest in an academic discipline, value in an academic course, and anxiety. Here, we use qualitative analysis to examine how and why the emergency shift from face-to-face to online classes during and after the pandemic-induced emergency remote transition impacted student emotional engagement. We coded student responses to open-ended questions using an emotional engagement framework and compared them between March and May 2020. Students' survey responses indicate that their positive attitudes toward science and value in the course declined. In contrast, more students expressed negative values of the course in the post-survey, with students mainly critiquing instructors and learning. This qualitative analysis offers a deeper understanding of students' emotional challenges during this educational upheaval and suggests effective teaching strategies for future crises.

The study aims to explain the discourse of the collective subject of adult and elderly men about the experience of long COVID. Qualitative research, derived from a national multicenter clinical-virtual observatory involving 92 adult men, between 2022 and 2023 in Brazil. IRaMuTeQ software was used (data processing), the Collective Subject Discourse technique (analysis) and socio-anthropological references of the disease experience (interpretation). The results showed that the long COVID experience was marked by the prolongation of respiratory symptoms characteristic of COVID-19; systemic symptomatology in the physical-psychic body; and severe clinical complications. The experience of the long COVID-19 disease was shaped by gender relations and masculinities, constructed notions of health-disease, imaginaries about the capacity of the disease in the context of vaccination, the systemic character of syndromic events understood as sequelae left by the disease, resonating the sense of incapacity and stigmatization.

Introduction: Despite a high number of long/post-COVID cases and an enormous psychological strain on the part of the patients, no scientific consensus has yet been reached on a clearly defined disease entity. The comprehensive media coverage has made the public more sensitive to this topic, which makes it more difficult to take an objective perspective., Methods: We report on long/post-COVID symptoms in a hotspot collective of the first SARS-CoV-2 wave of infections in Germany; these infections began in Spring 2020 and therefore preceded the start of an intensive media coverage. In June/July 2021, 122 employees of the Kliniken Nordoberpfalz AG who tested positive for SARS-CoV-2 during the first wave of the pandemic were asked about their infection and its consequences using a standardised questionnaire., Results: 82 participants (67 %) complained of persistent symptoms (post-COVID: 29 %). Long/post-COVID symptoms occurred more frequently in those who had experienced symptoms during the acute phase of the infection. Patients with stomach pain as an acute symptom more frequently reported a symptom duration of > 12 weeks. The probability of symptoms persisting > 12 weeks was reduced if throat pain or sniffling had been reported as an acute symptom. Emergence and duration of symptoms were independent of any demographic or occupational factors or of pre-existing conditions., Discussion: Due to having been infected in a hotspot region during the first wave of the pandemic, the study collective exhibits certain peculiarities which must be considered when interpreting the results. The lack of evidence for many risk factors discussed in the literature, together with the challenges facing scientific studies, seems to suggest a more differentiated approach to dealing with post-COVID., (Copyright © 2024. Published by Elsevier GmbH.)

The United States along with the rest of the world has experienced an unprecedented disruption in daily life due to the COVID-19 pandemic. Almost everyone has experienced some sort of stay at home order resulting in an economic catastrophe greater than the Great Recession of 2008 and on par with the Great Depression almost a century ago. Educational institutions at both the K-12 and post-secondary levels have not been immune from the shutdown, with many schools closed from mid-March through the end of the 2020 school year. Many schools moved classes to remote, distance delivery platforms. Career and Technical Education (CTE) teachers were tasked with creative engaging learning activities online for curricula which is taught in a hands-on contextual learning environment. This paper will present preliminary results from research conducted by a collaborative group of nine researchers from across the United States with collectively over 200 years of career and technical education experience. The conceptual framework used for this study was Danielson's Framework for Teaching and Enhancing Professional Practice and Foundations of Career and Technical Education including Constructivism. 3,267 participants representing all 50 states responded to the 37-item survey. The research objectives included description of participants and identified challenges to planning and delivery of CTE content when schools were closed, and instruction was moved to remote/distance/online platforms. Participants ranked their challenges as instructors and their perceptions of challenges that were experienced by their students. CTE teachers ranked replicating classroom or lab environments online and lack of experience teaching online as their biggest challenges. The perceptions of the participants concerning challenges for their students included motivation to guide and manage their own learning and students' access to reliable internet connection. The emergence and prevalence of the COVID-19 pandemic added a layer of complexity to educational practice that was not foreseen and for which no intentional preparation had occurred. Understanding how CTE teachers and instructors responded to this call, and the challenges they and their students encountered, is important to efforts to improve practice in the future and to be in a better position should another crisis occur that forces learning to be delivered in alternative formats from that of the traditional face-to-face classroom. [Note: The page range (177-194) shown on the PDF is incorrect. The correct page range is 177-193.]

Misinformation regarding vaccine science decreased the receptiveness to COVID-19 vaccines, exacerbating the negative effects of the COVID-19 pandemic on society. To mitigate the negative societal impact of the COVID-19 pandemic, impactful and creative science communication was needed, yet little research has explored how to encourage COVID-19 vaccine acceptance and address misconceptions held by non-Science, Technology, Engineering and Mathematics majors (referred to as non-majors). We have previously demonstrated that including expert guest lectures in the vaccine module in the non-major introductory biology course helps combat students' vaccine hesitancy. In the present study, we further address how learning about vaccines impacts student knowledge and impressions of the COVID-19 vaccines through a podcast assignment. As a part of this assignment, non-majors created podcasts to address COVID-19 vaccine misconceptions of their choice. We coded pre and post, open-ended essay reflections (n = 40) to assess non-majors' knowledge and impressions of the COVID-19 vaccines. Non-majors' impressions of the vaccines improved following the podcast assignment with more than three times as many students reporting a positive view of the assignment than negative views. Notably, eight of the nine interviewed students still ended the course with misconceptions about the COVID-19 vaccines, such as the vaccines being unnecessary or causing fertility issues. In a post semi-structured interview following this assignment, students (n = 7) discussed the impact of looking into the specific misconceptions related to COVID-19 vaccines themselves, including improved science communication skills and understanding of different perspectives. Thus, podcasts can provide opportunities for students to improve engagement in valuable societal topics like vaccine literacy in the non-majors classroom.

A sudden shift to distance education during the COVID-19 pandemic in Turkiye strained teaching and learning activities, placing K-12 teachers in a novel context with challenges and opportunities to investigate. This study explores the teaching experiences and opinions of K-12 teachers during the COVID-19 pandemic, focusing on challenges, advantages, and suggestions. Search queries were executed in leading databases (DergiPark, ULAKBIM TRDizin) to locate potential studies. Twenty-two studies meeting the predetermined inclusion and exclusion criteria were subjected to a rigorous and iterative thematic analysis using the qualitative meta-synthesis approach. The results revealed significant challenges categorized into ten themes: shortcomings in technology and infrastructure, student motivation and engagement, technology literacy, and social and emotional well-being. The results also highlighted key advantages of distance education in eight categories such as learning improvement, flexibility and convenience, and digital tools and resources. Additionally, the study identified valuable suggestions that contribute to the success of distance education, such as adapting curriculum, increasing access to technology, strengthening internet infrastructure, providing teacher training and support, developing engaging and interactive instructional materials, and improving communication and collaboration between students and teachers. The study results inform the development of evidence-based practices and policies that can support K-12 teachers in providing quality online education during times of crisis.

Background: the long-COVID condition is gaining increasing relevance in terms of public health, but few studies have evaluated its impact on use of healthcare resources and the organizational responses of healthcare systems. Although many studies have evaluated case studies of individuals with long-COVID, the clinical spectrum of symptoms is still poorly defined due to the heterogeneity of the populations studied, the variability of the definitions used, and the absence of disease markers. In this context, in 2022, a project was designed and implemented in cooperation between the National Centre for Prevention and Control of the Italian Ministry of Health and the Italian National Health Institute (Istituto Superiore di Sanità, ISS)., Objectives and Methods: this project was articulated into five main objectives: 1. definition of the health care dimensions of the long-COVID phenomenon. This objective included an analysis of regional data flows to measure use of hospitalization services (acute, rehabilitation, long-term care), resource consumption (specialist visits and drug consumption), and the rate of institutionalization in patients with a history of COVID-19; 2. definition of number, characteristics, and distribution of long-COVID centres across the national territory. This objective has been implemented through a national survey of long-COVID diagnosis and assistance centres; 3. definition of clinical good practices about the management of long-COVID condition by a multidisciplinary group of experts; 4. definition of a long-COVID surveillance system; including the definition of a specific data set of information and the identification of a sample of clinical centres that deal with the care of subjects with long-term effects of COVID-19 and the setup of a dedicated online platform; a phone survey based on more than 1,000 interviews assessed the spectrum of symptoms reported; 5. structuring a national network and providing information, which included networking of the centres participating in the study with the dissemination of periodic information and update workshops or webinars; the creation of a website dedicated to the long-COVID condition, with general information for citizens and a section dedicated to the project; training activities., Results: Objective 1: a cohort study of over 600,000 individuals showed that people exposed to SARS-CoV-2 infection, particularly those who were hospitalized, appear to use more healthcare resources in the 6 months following infection than those who were not exposed. Individuals hospitalized in intensive care showed rates of outpatient visits 3 times higher than those who were not exposed and over 4 times higher rates for diagnostic imaging tests and hospitalizations. The case-control study found an increased risk of initiating antidepressant therapy among individuals exposed to SARS-CoV-2 infection compared to those who were not exposed, particularly among those who were hospitalized during acute infection. Furthermore, COVID-19 vaccination may play a protective role in this context. Objective 2: 124 clinical centres completed the questionnaire developed to define the patterns of clinical care for patients with long-COVID. Most centres provided care through outpatient visits or day hospital services with scheduled visits or referral to primary care and had specialist skills that allowed a multidisciplinary approach to the subject with suspected long-COVID condition. Objective 3: a multidisciplinary team, representative of the multi-systemic nature of long-COVID, with the participation of 16 experts, developed recommendations for the management of patients with long-COVID, based on current knowledge on the topic, with the aim of contributing to standardizing the activities of clinical centres throughout Italy. Objective 4: the clinical surveillance system has allowed the collection of data from over 1,200 patients from 30 clinical centres for the definition of symptom, their aggregation in clusters, and associated factors. Information on symptom profile was also assessed through a phone survey of more than 1,000 participants. Objective 5: the ISS website on long COVID provided information on the long-COVID condition and illustrated the CCM project, with links to webinars and workshops. In addition, a FAD course - entitled 'long-COVID: a new clinical scenario' - was implemented on the EDU-ISS platform, with over 14,000 participants., Conclusions: the results of this study show that long-COVID is a frequent condition in our country, which, due to the amplitude of numbers and the spectrum of symptoms, has a substantial impact on resource consumption. This demonstrates that it will be necessary to implement, guarantee and monitor well-defined care standards for this condition.

Introduction. During adolescence, individuals start to make autonomous decisions about their health. Vaccination involves contextual, group, and vaccine-specific dimensions. We sought to know the information, trust, and decision to receive the COVID-19 vaccine among adolescents who attended a healthcare center in Buenos Aires. Objectives. To identify settings and channels through which adolescents accessed information about the COVID-19 vaccine at a healthcare center in Buenos Aires. To describe their opinions about the different statements on vaccination. To describe their participation in COVID-19 vaccination. To identify barriers and facilitators to COVID-19 vaccination in this population. Population and methods. Qualitative study. Semi-structured interviews with adolescents who attended this healthcare facility. The sample was heterogeneous; the sample size was estimated by theoretical saturation. A thematic analysis of data was done. Results. A total of 14 interviews were conducted. Interviewees obtained information about the COVID-19 vaccine from their families, TV, and social media. All received information from both official campaigns and anti-vaccine communications. They analyzed the information they received and formed their own opinion. Their decision about the vaccine was not always respected. Hesitancy, a low perception of risk, fear of needles, administrative and geographic barriers were reasons for not receiving the vaccine. Conclusions. Communication strategies targeted at adolescents are required that encourage their involvement in access to vaccination., (Sociedad Argentina de Pediatría.)

Online learning is a growing trend in education during the corona virus disease (COVID-19) pandemic. The purpose of this study is to ascertain the difficulties that online majors in non-English languages have when attempting to acquire English. The subject of this study involved using the questionnaire method for as many as 412 students and interviewing 15 students with a total of 17 questions. The results of this study indicate that there are several challenges faced by students during online learning; i) less familiarity with online learning as shown by 31% of students agreeing that online learning is a new learning method, ii) psychologically 30% of students choose strongly agree that they have limited opportunities to interact directly and freely with lecturers as well as with students, iii) limited facilities and infrastructure as much as 28% agree that the budget is limited to get quota or internet credit, and iv) limited internet access as many as 35% of students do not have good internet coverage to take online lectures. The findings of this study should be a reference for English lecturers to continue learning to innovate in providing online English learning by considering the existing challenges.

During attempts to prevent and control the COVID-19 pandemic in China, higher education programs shifted their traditional educational models to online models. This paper aimed to explore how Chinese universities organized online teaching and learning during the pandemic. It investigated the factors affecting the implementation of online teaching and provided policy recommendations for improving the quality of education in the post-pandemic period. The primary data for this study came from in-depth interviews with nine students and five teaching and administrative staff at eight major universities in mainland China. Literature was obtained in both English and Chinese from January 2020 to September 2021. Peer-reviewed journals, policy reports, and university documents regarding online education in Chinese universities were reviewed, and their challenges and countermeasures were investigated. The paper found that the implementation of online education was affected by various sources, including technologies, teachers' teaching skills, network information literacy, and students' learning motivations and self-directed learning skills. Based on the insiders' views, the paper suggested that to promote the quality of online education in the post-COVID-19 pandemic, higher education institutes and programs could develop their infrastructure construction, improve teachers' quality of teaching, and focus on students' learning motivations.

Purpose: Educational technology ("EdTech") served a pivotal role in keeping schools functioning during the beginning of the COVID-19 pandemic. Little is known about EdTech leaders' roles in shaping this response. This study explores EdTech leaders' perspectives and backgrounds, their response to the pandemic, how they envision their roles as educators, and their perspectives about how technology facilitates educational innovation. Design/Approach/Methods: This study uses a qualitative, phenomenological approach to understand how 11 EdTech leaders experienced the pandemic. Participants were recruited for interviews in summer 2021 via purposive sampling to include diverse backgrounds and perspectives. Data were analyzed inductively. Findings: The findings show that a four-category typology can be used to describe EdTech leaders' diverse backgrounds and experiences. Leaders emphasized equity and open collaboration in their pandemic responses, by expanding access to their tools and adapting their products as users' needs evolved. EdTech leaders anticipate streamlined user experiences, improvements in online learning, and increased adoption of artificial intelligence and simulated learning environments. Originality/Value: This study addresses a gap in the research concerning EdTech leaders' perspectives on their efforts to support educators and their experiences during the pandemic. We hope this study sparks additional research on EdTech leaders' experiences and roles in education.

Objective: Contributing to elucidate the pathophysiology of dyspnoea and exertion intolerance in post-COVID syndrome patients with normal cardiopulmonary imaging and functional tests at rest, while determining their fitness and level of endurance in order to individualize working parameters for physical rehabilitation., Material and Methods: After an anamnesis and clinical examination at rest, 27 subjects (50±11.9 years) (14 women) with post-COVID syndrome of more than 6 months of evolution performed a continuous maximal-incremental graded cardiopulmonary exercise test (CPET) with breath-by-breath gas-exchange monitoring and continuous ECG registration, on an electromagnetically braked cycle ergometer. The values obtained were compared with those of reference, gender or controls, using the Chi-square, t-Student or ANOVA test., Results: The clinical examination at rest and the CPET were clinically normal and without adverse events. Reasons for stopping exercise were leg discomfort. It is only worth noting a BMI=29.9±5.8kg/m 2 and a basal lactate concentration of 2.1±0.7mmol/L. The physiological assessment of endurance showed the following results relative to predicted VO 2máx : 1)peakVO 2 =80.5±18.6%; 2)VO 2 at ventilatory threshold1 (VO 2 VT1): 46.0±12.9%; 3)VO 2 VT2: 57.2±16.4%; 4)working time in acidosis: 5.6±3,0minutes; and 5)maximum lactate concentration: 5.1±2.2mmol/L., Conclusions: The CPET identified limited aerobic metabolism and early increase in glycolytic metabolism as causes of dyspnoea and exercise intolerance, determined fitness for physical rehabilitation, and individualized it based on the level of endurance., (Copyright © 2024 Sociedad Española de Médicos de Atención Primaria (SEMERGEN). Publicado por Elsevier España, S.L.U. All rights reserved.)

Introduction: This study provides a descriptive overview of the prevalence of posttraumatic stress disorder (PTSD) in Canada, across sociodemographic characteristics, mental health-related variables and negative impacts of the COVID-19 pandemic., Methods: Data were obtained from cycles 1 and 2 of the Survey on COVID-19 and Mental Health (SCMH), collected in fall 2020 (N = 14 689) and spring 2021 (N = 8032). The prevalence of PTSD was measured using the PTSD Checklist for DSM-5 (PCL-5) Cross-sectional associations were quantified using logistic regression, while controlling for sociodemographic characteristics., Results: The overall prevalence of PTSD was 6.9%. Factors associated with higher PTSD prevalence were female gender; younger age; lower income (females only); living in an urban area; frontline worker status or not being at work in the past week (males only); fair or poor mental health; a weak sense of community belonging; symptoms of generalized anxiety disorder and major depressive disorder; suicidal ideation; heavy alcohol use; daily cannabis use; increased alcohol and cannabis use since the start of the pandemic; decreased alcohol consumption since the start of the pandemic (males only); concerns about violence in the home; and negative impacts of the pandemic., Conclusion: PTSD prevalence in Canada varies significantly across sociodemographic groups and is more common among those with indicators of lower mental health and well-being, as well as those more adversely affected by the COVID-19 pandemic. Ongoing and enhanced surveillance of PTSD in Canada is important to better understand and address the burden and impacts of this condition., Competing Interests: The authors have no conflicts of interest to disclose.