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Are responses to the pandemic inclusive? A rapid virtual audit of COVID-19 press briefings in LMICs.

ABSTRACT: Responses to the COVID-19 pandemic may leave many people behind through a variety of exclusion processes as basic information about the virus and its spread is shared with the public. We conduct a rapid virtual audit of pandemic related press briefings and press conferences issued by governments and international organizations in order to assess if responses have been inclusive to the hearing-impaired communities in low- and middle-income countries (LMICs). We analyze COVID-19 press conferences and press briefings issued during Feb-May 2020, for over 123 LMICs and for international organizations (e.g. the World Bank, the International Monetary Fund, the World Health Organization (WHO)). Our virtual audit shows that only 65% of countries have a sign language interpreter (SLI) present in COVID-19 press briefings and conferences. This number is smaller in low-income countries (41%) and Sub-Saharan African countries (54%). Surprisingly, none of the international organizations including the WHO has a SLI present during COVID-19 press briefings. We recommend all countries and international organizations to reconsider ways to make press conferences accessible to a wide audience in general, and to the hearing impaired communities in particular by including a SLI during their COVID-19 briefings, a primary step towards upholding the sustainable development pledge of "no one gets left behind."

SUBMITTER: Yap J

PROVIDER: S-EPMC7388791 | biostudies-literature | 2020 Dec

REPOSITORIES: biostudies-literature

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Are responses to the pandemic inclusive? A rapid virtual audit of COVID-19 press briefings in LMICs.

Yap Jaclyn J Chaudhry Vandana V Jha Chandan Kumar CK Mani Subha S Mitra Sophie S

World development 20200729

Responses to the COVID-19 pandemic may leave many people behind through a variety of exclusion processes as basic information about the virus and its spread is shared with the public. We conduct a rapid virtual audit of pandemic related press briefings and press conferences issued by governments and international organizations in order to assess if responses have been inclusive to the hearing-impaired communities in low- and middle-income countries (LMICs). We analyze COVID-19 press conferences ...[more]

PMID: 32834393

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Project description:ObjectivesWe conducted a rapid review to determine the extent that immunisation services in low-income and middle-income countries (LMICs) were disrupted by the COVID-19 pandemic and synthesised the factors that can be used to build resilience in future.DesignRapid review reported in accordance with the Preferred reporting for Systematic reviews and Meta-Analyses (PRISMA) guidelines.Data sourcesPubMed and Web of Science were searched through 6 October 2023.Eligibility criteria for selecting studiesWe included studies that focused on disruption to immunisation activities due to the COVID-19 pandemic in LMICs. Outcomes included routine vaccine coverage, supplementary immunisation activities, vaccine doses, timing of vaccination, supply chain changes, and factors contributing to disruption or resilience.Data extraction and synthesisTwo independent reviewers used standardised methods to search, screen and code studies. Quality assessment was performed using a modified version of the Critical Appraisal Skills Programme for qualitative research. Findings were summarised qualitatively.ResultsOf 4978 identified studies, 85 met the eligibility criteria. Included studies showed declines in immunisation activities across LMICs related to the COVID-19 pandemic. These included reductions in achieved routine coverage, cancellation or postponement of campaigns and underimmunised cohorts. Immunisation was most disrupted in the early months of the pandemic; however, recovery varied by country, age-group and vaccine. Though many countries observed partial recovery in 2020, disruption in many countries continued into 2021. It has also been noted that clinician staff shortages and vaccine stock-outs caused by supply chain disruptions contributed to immunisation delays, but that concern over COVID-19 transmission was a leading factor. Key resiliency factors included community outreach and healthcare worker support.ConclusionsThere is limited information on whether reductions in vaccination coverage or delays have persisted beyond 2021. Further research is needed to assess ongoing disruptions and identify missed vaccine cohorts.

Project description:ProblemIn March 2020, the novel coronavirus 2019 (COVID-19) became a global pandemic. Medical schools around the United States faced difficult decisions, temporarily suspending hospital-based clerkship rotations for medical students due to potential shortages of personal protective equipment and a need to social distance. This decision created a need for innovative, virtual learning opportunities to support undergraduate medical education.ApproachEducators at Yale School of Medicine developed a novel medical student curriculum converting high-fidelity, mannequin-based simulation into a fully online virtual telesimulation format. By using a virtual videoconferencing platform to deliver remote telesimulation as an immersive educational experience for widely dispersed students, this novel technology retains the experiential strengths of simulation-based learning while complying with needs for social distancing during the pandemic. The curriculum comprises simulated clinical scenarios that include live patient actors; facilitator interactions; and real-time assessment of vital signs, labs, and imaging. Each 90-minute session includes 2 sets of simulation scenarios and faculty-led teledebriefs. A team of 3 students performs the first scenario, while an additional team of 3 students observes. Teams reverse roles for the second scenario.OutcomesThe 6-week virtual telesimulation elective enrolled the maximum 48 medical students and covered core clinical clerkship content areas. Communication patterns within the virtual telesimulation format required more deliberate turn-taking than normal conversation. Using the chat function within the videoconferencing platform allowed teams to complete simultaneous tasks. A nurse confederate provided cues not available in the virtual telesimulation format.Next stepsRapid dissemination of this program, including online webinars and live demonstration sessions with student volunteers, supports the development of similar programs at other universities. Evaluation and process improvement efforts include planned qualitative evaluation of this new format to further understand and refine the learning experience. Future work is needed to evaluate clinical skill development in this educational modality.

Project description:PurposeWe evaluated the impact of a virtual radiation oncology clerkship.Methods and materialsWe developed a 2-week virtual radiation oncology clerkship that launched on April 27, 2020. Clerkship components included a virtual clinic with radiation oncology faculty and residents, didactic lectures, student talks, and supplemental sessions such as tumor boards and chart rounds. Medical students completed pre- and post-clerkship self-assessments. Faculty and resident participants also completed surveys on their experience with virtual lectures and clinics. Pre- and post-clerkship results were compared using a 2-sided paired t test. An analysis of variance model was used to analyze the clerkship components.ResultsTwenty-six medical students, including 4 visiting students, enrolled over 2 clerkship periods (4 weeks). All students completed the pre- and post-clerkship self-assessments and agreed that the clerkship improved their understanding of radiation oncology. Compared with 3 (11.5%) students who agreed that they understood the daily responsibilities of a radiation oncologist before the clerkship, 22 (84.6%) students agreed and 3 (11.5%) strongly agreed that they understood the daily responsibilities of a radiation oncologist after the clerkship (P < .0001). Although 15 students (57.7%) reported an increased interest in radiation oncology because of the clerkship, the mean level of interest in radiation oncology as a career remained the same, with pre- and post-clerkship scores of 3.0 (±0.9) and 3.0 (±1.1) on a 5-point scale, respectively (P = .7). Students found virtual clinic and didactic lectures to be the most valuable components of the clerkship. Most respondents agreed (30.8%) or strongly agreed (65.4%) to recommend the clerkship to their classmates.ConclusionsOur virtual clerkship was effective in increasing medical student interest in and knowledge about radiation oncology. These data will help optimize a new paradigm of virtual radiation oncology education for medical students during COVID-19 and beyond.

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Are responses to the pandemic inclusive? A rapid virtual audit of COVID-19 press briefings in LMICs.

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Are responses to the pandemic inclusive? A rapid virtual audit of COVID-19 press briefings in LMICs.

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