ID-Learning Journal Unit 1
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School
Northern Virginia Community College *
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Course
161
Subject
Health Science
Date
Jan 9, 2024
Type
docx
Pages
3
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Who are your playmates?
1.
Read the study and supporting information published by Simon Cauchemez, et al. provided in the resources section below. What criteria did the authors set as the clinical definition of a case? What were the specific symptoms included in that definition? The study was affected by a limitation in relation to the method of defining a case. What was
the limitation and how might it affect the data or usefulness of the study results?
The team's study examined how social networks and demographics affect the spread of influenza. Various investigations utilizing transmission models, contact surveys, and laboratory cases that were confirmed were carried out. These procedures served as medical best practices that were required to support choices about the disease's diagnosis, management, and therapy. Families were found to have Acute Respiratory Illness from the demographic and clinical data obtained, and the numerous symptoms
that were known to be markers of the presence of the disease, including cough, runny nose, fever, and sore throat (Cauchemez et al, 2011).
Even though conclusions were drawn based on the data, it was recognized that the inquiry had limitations due to the absence of comprehensive information on outside-the-home transmission and appropriate statistical methods. It was challenging to determine the precise number of infected people since there was a dearth of pertinent epidemiological data and the use of symptom classifications. Additionally, because the survey data was self-reported, it can have inaccuracies.
2.
The structure of the school into grade levels, including more than one class per grade level, had an impact on child-to-child transmission rates. According to the data provided,
contrast the probabilities of between-class (same grade, different classroom) transmission and within-class (same grade, same classroom) transmission. How does the
transmission rate among students in the same grade level compared to that among students in different grade levels? Please provide specific transmission rates and an explanation of these results.
Transmission probabilities between kids in the same grade but different classes in 2011 were, according to Cauchemez et al., around five times lower than between classmates. Similar to this, transmission rates between students in different grades were roughly five times less likely than those between students in the same grade. Because of the nature of the disease, which favors person-to-person transmission when people sit, talk, and play together more frequently, the proximity between students in the same class or grade is smaller, which increases the likelihood of disease transmission. This effect was due to the structure of the grade and class distribution system at the school.
3.
During the outbreak, a pattern in the onset of infection in boys versus girls emerged. Figure 1C of the full report reveals a group of boys became infected a few days before a group of girls. What characteristic of the social network is thought to account for this pattern? Please provide specific data from the report to support your answer.
According to the study's results, the likelihood that a disease will spread between two students grows as
their distance increases, i.e., the smaller the social circles, the higher the risk of disease transmission (Cauchemez et al, 2011). A trend in the timing of illness onset in boys versus girls appeared during the outbreak. A group of boys contracted the infection a few days before a group of girls, according to reports. 4.
What appears to account for the increase in cases after May 7 as shown in Figure 1? Which activities that the 4
th
graders attended on May 6 or May 7 may have contributed to an increase in transmission (superspread)?
Data from the study indicates that "from late April 27 to May 7, there were recorded eight cases of males and five cases of girls, which was compatible with figure 1C according to the full report of Simon Cauchemez, et al (2011). This suggests that more males had closer and more frequent interactions with one another as a result of the school being divided into grades and classes. In general, boys tend to be more active, relate to others more naturally, and do so better than girls. Girls can easily distance themselves, take care of themselves, and take action to stop the disease's activities. “In general, there is good agreement between the two distributions. However, the next-step ahead predictions tend to largely underestimate the reconstructed number of cases among students from fourth grade class A in the time May 6 and 7 (respectively, day 10 and day 11 of the outbreak). This is the only group of individuals and the only 2 d for which transmission is found to be abnormally high, i.e.,
there is <10% posterior probability P that the next-step ahead prediction is strictly larger than the reconstructed number of infections”. Cauchemez, et al, 2011).
5.
Based on the results provided in the example, what measures could have been put in place to disrupt the transmission of the virus, if any?
According to the results, early school dismissal would have been a more successful strategy to stop the disease's activity. The analysis found that there is less of a chance for kid to adult transfer.
Reference
Cauchemez S;Bhattarai A;Marchbanks TL;Fagan RP;Ostroff S;Ferguson NM;Swerdlow D; ;
(n.d.). Role of social networks in shaping disease transmission during a community outbreak of 2009 H1N1 pandemic influenza
. Proceedings of the National Academy of Sciences of the United States of America. Retrieved January 31, 2023, from https://pubmed.ncbi.nlm.nih.gov/21282645/
U.S. National Library of Medicine. (n.d.). Home - PMC - NCBI
. National Center for Biotechnology Information. Retrieved January 31, 2023, from https://www.ncbi.nlm.nih.gov/pmc/
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