Abstract
Understanding SARS-CoV-2 transmission in higher education settings is important to limit spread between students, and into at-risk populations. In this study, we sequenced 482 SARS-CoV-2 isolates from the University of Cambridge from 5 October to 6 December 2020. We perform a detailed phylogenetic comparison with 972 isolates from the surrounding community, complemented with epidemiological and contact tracing data, to determine transmission dynamics. We observe limited viral introductions into the university; the majority of student cases were linked to a single genetic cluster, likely following social gatherings at a venue outside the university. We identify considerable onward transmission associated with student accommodation and courses; this was effectively contained using local infection control measures and following a national lockdown. Transmission clusters were largely segregated within the university or the community. Our study highlights key determinants of SARS-CoV-2 transmission and effective interventions in a higher education setting that will inform public health policy during pandemics.
Highlights
Understanding SARS-CoV-2 transmission in higher education settings is important to limit spread between students, and into at-risk populations
High-quality genomes were generated from 446/778 (57.3%) positive cases from the university testing programme, from 107/266 (40.2%) cases identified through the Healthcare worker (HCW) screening programme (95 HCWs, 8 students, 4 university staff) and 104 patients identified by hospital testing (71 SARS-CoV-2 positive patients from Cambridge University Hospitals (CUH) and 33 from other medical facilities in Cambridgeshire)
Pango lineage B.1.1.7 is most reliably associated with increased transmission[14]; both cases of B.1.1.7 were amongst postgraduate students with no epidemiological links, during national lockdown, and failed to transmit further within the university
Summary
Understanding SARS-CoV-2 transmission in higher education settings is important to limit spread between students, and into at-risk populations. It is speculated that infection dynamics are dependent on transmission chains involving student courses, residence, study year and social networks[5]. Understanding these dynamics is essential in order to devise effective infection control measures while minimising disruption to teaching, research and the mental health of students and staff[6]. We report the results of a genomic epidemiology study of SARS-CoV-2 across a complete term at the University of Cambridge (UoC). We describe introductions of SARS-CoV-2 into a higher education setting, the dynamics of transmission both within the university and between the university and the surrounding community, and the impact of local and national measures to control the spread of SARS-CoV-2 infections
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