Anna L. Cass

Assess student perceptions of health and disease during remote learning in the COVID-19 pandemic.Convenience sample of undergraduate students at a liberal arts university (n = 67).Survey administer...

With limited COVID-19-guidelines for institutions of higher education (IHEs), colleges and universities began the 2020–2021 academic year with varying approaches. We present a comprehensive COVID-19 prevention and mitigation approach at a residential university during the 2020–2021 academic year, along with campus SARS-CoV-2 transmission during this time. Risk management of COVID-19 was facilitated through (1) a layered approach of primary, secondary, and tertiary prevention measures; (2) a robust committee structure leveraging institutional public health expertise; (3) partnerships with external health entities; and (4) an operations system providing both structure and flexibility to adapt to changes in disease activity, scientific evidence, and public health guidelines. These efforts collectively allowed the university to mitigate SARS-CoV-2 transmission on campus and complete the academic year offering in-person learning on a residential campus. We identified 36 cases of COVID-19 among the 2037 in-person learners during the fall semester, 125 cases in the inter-semester break, and 169 cases among 2095 in-person learners during the spring semester. SARS-CoV-2 infection during the academic year was associated with gender (p = 0.04), race/ethnicity (p = 0.01), and sorority/fraternity membership (p < 0.01). Infection was not associated with undergraduate vs. graduate student status, Division I athlete status, or housing type (all p > 0.05). A multi-faceted public health approach was critical for reducing the impact of COVID-19 while carrying out the university’s educational mission.

PURPOSE: The association between patient-reported experience of care and care quality is not well described. The purpose of this study was to assess the relationship between the patient-reported experience and receipt of guideline-concordant colon cancer (CC) treatment. METHODS: Medicare beneficiaries with resected stage I-III CC (2003-2013) were identified in the linked SEER Consumer Assessment of Healthcare Providers and Systems data set. Patient-reported scores were compared by receipt of guideline concordant care (GCC) (resection of ≥ 12 lymph nodes [stage I-III] and adjuvant chemotherapy [stage III]). Linear mixed-effects regression was performed to compare adjusted mean patient experience scores by GCC. RESULTS: Of the 1,010 identified patients, 58.4% of stage I (n = 192/329) and 73.4% of stage II (n = 298/406) patients underwent resection of ≥ 12 LN. Among stage III patients, 76.0% (n = 209/275) underwent resection of ≥ 12 lymph node and 52.4% (n = 144/275) received adjuvant chemotherapy. By multivariable analysis, patient-reported scores of healthcare quality, physicians, physician communication, getting needed care, and getting care quickly were similar among patients who received GCC compared with those who did not. However, mean scores of overall healthcare quality (91.3 v 82.4, P = .0004) and getting needed care (92.8 v 86.8, P = .047) were higher among stage III patients who received GCC compared with those who did not. CONCLUSION: Patient-reported scores of healthcare quality and ability to get needed care are associated with GCC among elderly patients with stage III CC. Further investigation is needed to determine whether patient-reported experience correlates with other clinical measures of quality of CC care.

Background: University wellness education can have a long-term impact on the health-related knowledge and behaviors of individuals. Moreover, individual perceptions influence the likelihood of participation in health-promoting behaviors. Therefore, understanding college students’ health-related priorities and perceptions may increase the effectiveness of wellness education in university settings. Purpose: The purpose of this study was to assess the health-related priorities, perceptions, and values of college students in the context of wellness-oriented education. Methods: Surveys were administered to undergraduate students enrolled in wellness courses at a liberal arts university. Measures included Multidimensional Health Locus of Control, Perceived Health Competence, Health Values, health priorities, and health behaviors. Results: Students identified stress and mental health as their primary health concerns, over other chronic and infectious diseases. Health was second to happiness among student-identified life values, but increased in relative importance during the semester (P =.03). Students ranking health high in importance were more likely to accomplish personal wellness goals than those who ranked health lower (P =.01). Discussion: Considering the association between values and behaviors, value- and priority-informed wellness education may have an increased impact on health-related behavioral outcomes. Translation to Health Education Practice: College wellness education may benefit from incorporating student-identified health priorities and values into curricula.