Primary Course Research Articles

Factors influencing adverse events following COVID-19 vaccination

ABSTRACT Various novel platform technologies have been used for the development of COVID-19 vaccines. In this nested cohort study among healthcare workers in Australia and Brazil who received three different COVID-19-specific vaccines, we (a) evaluated the incidence of adverse events following immunization (AEFI); (b) compared AEFI by vaccine type, dose and country; (c) identified factors influencing the incidence of AEFI; and (d) assessed the association between reactogenicity and vaccine anti-spike IgG antibody responses. Of 1302 participants who received homologous 2-dose regimens of ChAdOx1-S (Oxford-AstraZeneca), BNT162b2 (Pfizer-BioNTech) or CoronaVac (Sinovac), 1219 (94%) completed vaccine reaction questionnaires. Following the first vaccine dose, the incidence of any systemic reaction was higher in ChAdOx1-S recipients (374/806, 46%) compared with BNT162b2 (55/151, 36%; p = 0.02) or CoronaVac (26/262, 10%; p < 0.001) recipients. After the second vaccine dose, the incidence of any systemic reaction was higher in BNT162b2 recipients (66/151, 44%) compared with ChAdOx1-S (164/806, 20%; p < 0.001) or CoronaVac (23/262, 9%; p < 0.001) recipients. AEFI risk was higher in younger participants, females, participants in Australia, and varied by vaccine type and dose. Prior COVID-19 did not impact the risk of AEFI. Participants in Australia compared with Brazil reported a higher incidence of any local reaction (170/231, 74% vs 222/726, 31%, p < 0.001) and any systemic reaction (171/231, 74% vs 328/726, 45%, p < 0.001), regardless of vaccine type. Following a primary course of ChAdOx1-S or CoronaVac vaccination, participants who did not report AEFI seroconverted at a similar rate to those who reported local or systemic reactions. In conclusion, we found that the incidence of AEFI was influenced by participant age and COVID-19 vaccine type, and differed between participants in Australia and Brazil.

The effect of vaccination against the COVID-19 on the course and outcomes of a new coronavirus infection: a retrospective analysis of laboratory and clinical indicators of hospitalized patients

BACKGROUND: The Gam-COVID-Vac vaccine was proven effective in preventing the severe course and adverse outcomes of COVID-19 during different periods of the pandemic. However, the effect of vaccination on laboratory marker levels in hospitalized patients during the spread of the omicron variant of SARS-CoV-2 has not been sufficiently studied.&#x0D; AIM: To assess the effect of vaccination on the severity and outcomes of COVID-19 in hospitalized patients during the dominance of the SARS-CoV-2 omicron variant in Russia.&#x0D; MATERIALS AND METHODS: This case–control study included adult patients diagnosed with COVID-19 (U07.1) and hospitalized in infectious hospitals in Moscow between February 1, 2022, and July 31, 2022 (n=119). The main group included individuals vaccinated with two doses of Sputnik V vaccine (n=59). The control group included individuals who were not vaccinated (n=60). The median patient age was 66 [interquartile range, 41–66] years, and 58.8% were female. The chi-square test for categorical variables and the Mann–Whitney test for continuous variables were used for the analysis. P-values 0.05 were considered statistically significant.&#x0D; RESULTS: Viral pneumonia was less likely to develop in the vaccinated group than in the unvaccinated group (46.7% and 18.6%, respectively, p = 0.007). The proportion of patients without lung damage (0 CT-severity scores) in the vaccinated group (72.0%) was significantly higher than that in the unvaccinated group (42.9%) (p=0.003). In the vaccinated group, the levels of C-reactive protein on admission were lower (29.1 [7.4–68.6] mg/L and 75.1 [32.4–104.0] mg/L, p 0.001), and the highest level was recorded during hospitalization (38.2 [12.0–84.0] mg/L and 92.2 [45.3–137.4] mg/L, p 0.001). The D-dimer levels before discharge were lower in the group of patients vaccinated 6 months ago than in the unvaccinated group (157.0 [107.0–297.0] ng/mL and 316.0 [125.0–556.0] ng/mL, respectively, p = 0.014). The frequency of deaths in the control group (11.7%) was 6.9 times higher than that in the main group (1.7%) (p = 0.030).&#x0D; CONCLUSIONS: Completion of the primary vaccination course of Sputnik V vaccine resulted in lower levels of prognostic markers of severe COVID-19 (C-reactive protein and D-dimer) and a decrease in the frequency of pulmonary and fatal outcomes than in the unvaccinated group during the dominance of the omicron variant of SARS-CoV-2.

A register and questionnaire study of long-term general health symptoms following SARS-CoV-2 vaccination in Denmark

Many individuals who refuse COVID-19 vaccination have concerns about long-term side effects. Here, we report findings on self-reported symptoms from a Danish survey- and register study. The study included 34,868 vaccinated primary course recipients, 95.8% of whom received mRNA vaccines, and 1,568 unvaccinated individuals. Participants had no known history of SARS-CoV-2 infection. Using g-computation on logistic regression, risk differences (RDs) for symptoms between vaccinated and unvaccinated persons were estimated with adjustments for possible confounders. Within six weeks after vaccination, higher risks were observed for physical exhaustion (RD 4.9%, 95% CI 1.1% to 8.4%), fever or chills (RD 4.4%, 95% CI 2.1% to 6.7%), and muscle/joint pain (RD 7.0%, 95% CI 3.1% to 10.7%), compared to unvaccinated individuals. Beyond twenty-six weeks, risks were higher among the vaccinated for sleeping problems (RD 3.0, 95% 0.2 to 5.8), fever or chills (RD 2.0, 95% CI 0.4 to 3.6), reduced/altered taste (RD 1.2, 95% CI 0.2 to 2.3) and shortness of breath (RD 2.6, 95% CI 0.9 to 4.0). However, when examining pre-omicron responses only, the difference for reduced/altered taste was significant. As expected, the risk of experiencing physical exhaustion, fever or chills, and muscle/joint pain was higher among persons who responded within six weeks of completing the primary course. No significant differences were observed for the 7-25-week period after vaccination. Associations for the period beyond 26 weeks must be interpreted with caution and in the context of undetected SARS-CoV-2 infection, wide confidence intervals, and multiple testing. Overall, we observe no concerning signs of long-term self-reported physical, cognitive, or fatigue symptoms after vaccination.

Exploring the impact of weather patterns on exceptional flooding events in the Nekor watershed, NE Morocco

Abstract This study investigates the recurring floods within the Nekor Basin of NE Morocco, a phenomenon dating back to 1944. A multitude of factors has contributed to these recurrent floods, which profoundly affect the northern region encompassing the Nekor Plain. The research primarily investigates the influence of specific weather conditions on the surge of water levels in “Wadi Nekor” and the ensuing consequences when the valley veers from its primary course. The research findings strongly indicate that a significant portion of these flood events can be attributed to “Cut-Off Low” (COL) and atmospheric rivers (ARs), frequently aligning with mean sea level pressure (MSLP) systems located over, or in proximity to, the Moroccan region. This study employs a systematic classification and arrangement methodology for both upper and lower atmospheric levels in analyzing pertinent cases.

The Effect of Educational Digital Games on Academic Success and Attitude in 3rd Grade Mathematics Class

Educational digital games are games designed for educational purposes. These games are used to provide students with certain knowledge, and designated with a with a view to improving their skills or to shaping their behavior. The aim of this study is to determine the effect of educational digital games Wordwall and Matific used in teaching primary school mathematics course on student achievement and attitude. Pre-test and post-test were applied to the experimental and control groups of the study in which quasi-experimental method was used. The study group consisted of 48 students studying in the 3rd grade of a public primary school. In the experimental group of the study, educational digital games Wordwall and Matific were used in the measurement unit of the mathematics course (length, perimeter, area, and liquid measurement). In the control group, the same subject was presented in accordance with the instructions in the third grade mathematics teacher's guide provided by Republic of Türkiye Ministry of National Education. The data were collected with the 20-question "Mathematics Achievement Test", which was jointly determined by the classroom teachers and the researchers, and the "Mathematics Course Attitude Scale" consisting of 13 items developed by Ayvaz (2010). In the analysis of the data, t-test for independent and dependent groups, which is one of the parametric tests appropriate to the research hypotheses, was applied. The findings of the study show the effectiveness of educational digital games in affecting students' academic achievement and attitudes. Based on this result, it is recommended that teachers should benefit from trainings in order to use educational digital games effectively in lessons.

Retrograde drainage for duodenal stump leakage using ileal decompression tube guided by double-balloon endoscopy: a novel case report

BackgroundDuodenal stump leakage is a serious post-gastrectomy complication, and there have been no reports on endoscopic drainage.Case presentationWe report a case of duodenal stump leakage after laparoscopic gastrectomy with Roux-en-Y reconstruction in a 68-year-old man. First-line conservative management was ineffective. Reoperation was performed because of severe abdominal pain and increased ascites. After reoperation, duodenal stump leakage recurred with bleeding from the anterior superior pancreaticoduodenal artery. Coil embolization and pigtail catheter insertion were performed. Furthermore, we retrogradely inserted an ileal tube for tube decompression near the duodenal stump using double-balloon endoscopy for effective drainage. After tube insertion, duodenal stump leakage decreased; on the 47th primary postoperative day, the patient was discharged. The primary postoperative course was uneventful after 1 year and 9 months of follow-up.ConclusionsThis is the first successful case of duodenal stump leakage treated with retrograde decompression tube insertion near the duodenal stump using double-balloon endoscopy.

Teacher education as stakeholder: teacher educator perspectives on the integration of computational thinking into mathematics and science courses

ABSTRACT Owing to its recognition as a 21st-century skill, computational thinking (CT) is currently being introduced into school curricula around the world. However, in-service teachers are largely unprepared for this implementation, which, in turn, makes teacher educators (TEds) important stakeholders in preparing prospective teachers to integrate CT into their classroom practices. In this regard, TEds are charged with a twofold responsibility: they must develop not only their own CT skills and digital competence but also a way of teaching these to the next generation of teachers who will facilitate future pupils’ learning. In this paper, we report on 17 TEds’ experience regarding the challenges and opportunities of integrating CT into Norway’s primary teacher education mathematics and science courses two years after CT’s introduction into Norwegian primary schools. A data-driven thematic analysis of semi-structured interviews was conducted. Our analysis suggests that it is challenging to integrate CT into existing courses. Such challenges, as well as opportunities, seem to apply at four levels: the systemic, teacher educator, student teacher, and subject levels. The results provide valuable insights for key stakeholders into the challenges and opportunities of integrating CT into teacher education, thus contributing to the body of research on professional digital competence.

What a pain in the … back: a review of current treatment options with a focus on naproxen sodium.

Non-specific low back pain (LBP) represents a challenging and prevalent condition that is one of the most common symptoms leading to primary care physician visits. While established guidelines recommend prioritizing non-pharmacological approaches as the primary course of action, pharmacological treatments are advised when non-pharmacological approaches are ineffective or based on patient preference. These guidelines recommend non-steroidal anti-inflammatory drugs (NSAIDs) or skeletal muscle relaxers (SMRs) as the first-line pharmacological options for acute or subacute LBP, while NSAIDs are the exclusive first-line pharmacological option for chronic LBP. Although SMRs are generally effective for acute LBP, the available evidence does not support the view that they improve functional recovery, and their comparative efficacy to NSAIDs and other analgesics remains unknown, while studies have shown them to introduce adverse events without significantly reducing LBP. Moreover, opioids continue to be widely prescribed for LBP, despite limited evidence for effectiveness and known risks of addiction and overdose. Broader use of non-opioid pharmacotherapy, including the appropriate use of OTC options, is critical to addressing the opioid crisis. The balance of evidence indicates that NSAIDs have a favorable benefit-risk profile when compared to other available pharmacological treatment options for non-specific LBP, a condition that is primarily acute in nature and well-suited for self-treatment with OTC analgesics. While clinical guidelines do not differentiate between NSAIDs, evidence indicates that OTC naproxen sodium effectively relieves pain across multiple types of pain models, and furthermore, the 14-h half-life of naproxen sodium allows sustained, all day pain relief with reduced patient pill burden as compared to shorter acting options. Choosing the most appropriate approach for managing LBP, including non-pharmacological options, should be based on the patient's condition, severity of pain, potential risks, and individual patient preference and needs.

South Korean University Lecturers’ Opinions About Initial Teacher Education in Gifted Education

Despite the importance of initial teacher training, no primary education courses in South Korean universities provide a compulsory course in gifted education and elective courses are limited. Individual in-depth interviews with seven lecturers of gifted education courses were conducted to elicit their opinions about initial teacher education in gifted education. The lecturer interviewees suggested that there should be more of an emphasis on gifted education in initial teacher education programs. They also emphasized the importance of practical teaching experience with gifted students. The expansion of initial teacher education in gifted education in South Korea has the potential to improve preservice teachers’ understanding gifted students, ultimately improving the outcomes of this population.

Are Lesson Plans Created by ChatGPT More Effective? An Experimental Study

In this research, we aimed to determine whether students' math achievements improved using ChatGPT, one of the chatbot tools, to prepare lesson plans in primary school math courses. The research was conducted with a pretest-posttest control group experimental design. The study comprises 39 third-grade students (experimental group = 24, control group = 15). The implementation process lasted five weeks and 25 lesson hours. In the experimental group, lessons were taught according to plans prepared using ChatGPT, while in the control group, existing lesson plans were used. Students' academic achievement was measured with a multiple-choice achievement test of 25 questions with two separate questions for each learning objective. According to the results, students' academic achievement increased significantly (d = 1.268) in math lessons taught according to lesson plans prepared using the ChatGPT. Although there was a difference between the post-test scores of the experimental group and the control group in favor of the experimental group, it was determined that this difference was not significant. These results show that teaching primary school math according to lesson plans prepared using ChatGPT is effective in academic achievement. Teachers should consider ChatGPT and their plans, combining them and benefiting from both in the implementation process.

The Development of a Management Model on An Integration of Physical Education, Health Education, and Medical Practice for Sustainable Students’ Health Development

Background and Aim: The health of any person could not develop segmentally because all body parts were related and affected each other as the concept of “a sound mind is in a sound body”. Integrating physical education and health education in school teaching and learning could be implemented to enhance the students' whole body’s health development. The medical practice in some aspects could gain more success in health screening, habits, and practice on prevention and reduction of some health deficiencies. In response to the “Student Physical Health Standards” " the government declared the policy on the integration of physical education and education to strengthen education and other subjects. The concept of an integration of physical education, health education, and medical practice could be a good model to serve this policy of the “Healthy China 2030” plan. This research developed a school students’ health management model, provided macro guidance for the development of primary and secondary school sports courses, made everyone clear the basic outline of sports health management operation, and laid a foundation for subsequent development and research. Materials and Methods: The participants of this research are as follows: 17 experts for expert interview to collect preliminary data, 5 experts to test the reliability and validity of the questionnaire with IOC and IOC value = 0.87 (.60-1.00), 19 experts for Delphi to gather the appropriateness and accuracy of the model, 11 stakeholders to connoisseurship group to gather the acceptation of the model on a satisfaction, practicality, and usefulness. Result: The findings of an integrated management model by merging physical education, health education, and medical practice to improve students’ health for sustainable development included the following findings: (1) Planning and guiding students' physical education through the comprehensive management model could improve the comprehensive quality and development level of students' health with a scientific measurement practice system, objectively evaluation through the management modern on integrated operations and activities of physical education and sports, health education and medical practice. (2) The collaborative networks among schools, the Department of Community Public Health, and community sports organizations should be established to drive this model. 3) The physical education and health. education should integrate some courses to enhance the knowledge and practice of students’ health. 4) Schools should cooperatively organize events on students’ health development, such as annual health checks, health exhibitions, sports competitions, and health contests 5) The integrated management model and measurement practice was accepted to be practical, useful, and satisfying to them. Conclusion: Based on the POLC theory, the establishment of cooperation and communication mechanisms among the government, schools, families, communities, hospitals, community public health, and sports clubs could promote the effective integration of school physical education, health education, and medical practices. This model could serve the government policy and total health development to the primary students in Xi’an Shaanxi Province.

Math Education for Gifted İndividuals: Digital Gamification

This research aims to explore; "Equality and Equation" within the scope of primary education seventh grade mathematics course and the responses and feedback of gifted individuals towards a digital gamification approach to maths, their attitudes towards maths, impact on maths related anxiety. Experimental design with pretest-posttest design control group was used in this study. The study was carried out during the 2022-2023 academic year with a total of 30 seventh grade gifted students 15 of them from the experimental group and 15 in the control group. During the study, whilst the control group was taught without intervention, the experimental group was taught mathematics supported by digital gamification. Additionally, participants in the experimental group were asked to keep diaries during the implementation process, enabling them to reflect their thoughts on digital gamification-based teaching. In the study, it was concluded that digital gamification-based teaching positively affects attitudes towards mathematics among gifted students. After the program, anxiety levels amongst participating students decreased, it was also observed that between pre-test scores and post-test scores there was no statistically significant difference. In the study, students stated that mathematics lessons based on digital gamification were fun and their prejudices about the subject were broken.

Kompetenzziele von primärqualifizierenden Pflegestudiengängen und intendierte Aufgabenprofile

IntroductionSince 2020, it has been possible in Germany to complete a primary qualifying degree in nursing in addition to vocational training in nursing. The study presented here investigates the extent to which the intended competence goals prepare students for the future fields of activity of university-qualified nurses. MethodsThe research question was answered (1) by means of a content analysis of module manuals for primary qualifying courses, specifically the information on the intended learning outcomes in the university part of the course, and (2) by evaluating the results of the analysis in focus groups with those responsible for the course. The areas of competence were used as evaluation criteria for the analysis of the module manuals. The text elements were coded using the analysis software MAXQDA. In the further course of the analysis, the competence areas were combined into three areas with a view to the task profiles (direct care, indirect care and competence area V/research competence) and the percentage weighting of the competence goals was calculated. Using study results from the project „Investigation of the implementation of the study programs within the framework of university nursing training according to the Nursing Professions Act“, the hours spent in these areas and the distribution of presence and self-learning time for direct nursing were determined. The results and the reasons for the curriculum design were then discussed in focus groups with those responsible for the degree program. ResultsThe module manuals reveal clear differences in formal design. The analysis of the learning outcomes specified in the module manuals according to the competence areas also shows considerable differences in the distribution of the percentages for the individual competence areas. In relation to direct care, the percentages range between 55% and 71%, the hours vary between 2,022 and 3,622 hours. With indirect care, the range is 246 to 520 hours. A comparatively high number of hours is planned for competence area V/research competence (869 to 1,426 hours). Also, the analysis leads to the conclusion that within the degree program with the lowest number of hours of face-to-face teaching only 690 hours of face-to-face teaching are spent on direct care, while the degree program with the highest number of hours provides 1,968 hours for face-to-face teaching.In the focus group discussions, the persons responsible for the degree program took a critical view of the hours spent on developing skills in indirect care in the primary qualifying degree programs. Those responsible for the degree programs also regard the very small number of face-to-face hours at some university locations as insufficient to develop direct care skills. DiscussionThe results suggest that the primary qualifying courses in some areas and at some study locations do not adequately prepare for the task profiles intended for HQP.

Investigating Classroom Teachers’ Experiences on the Use of Digital Stories

This study aimed to investigate classroom teachers’ experiences on the use of digital stories in the mathematics teaching process by using the phenomenological research design. Digital stories and lesson plans prepared by the researcher for each primary school grade mathematics course were distributed to the participating teachers during the data collection process. Teachers were asked to teach their lessons with the digital story appropriate for the grade level. The classroom teachers stated that teaching mathematics with digital storytelling provided concretization of abstract concepts, ensured retention, increased attention towards the lesson, and facilitated the transfer of what they learned to real life. The danger of turning the use of technology into a habit, the hardship of preparing digital story meratials that could address students’ individual differences, insufficient technological equipment in the teaching environment, and problems related to time-consuming nature of the practice were main disadvantages of teaching mathematics via digital stories.

Vaccine hesitancy for the COVID-19 vaccine booster dose among nursing home staff fully vaccinated with the primary vaccination course in Belgium

In Belgium, nursing home (NH) staff (NHS) and residents were prioritised for the initial COVID-19 vaccination and successive booster doses. The vaccination campaign for the first booster started in September 2021 in Belgian NH. Our first study about vaccine hesitancy towards the COVID-19 vaccine in Belgian NHS already showed a degree of fear for the primary vaccination course (T1). This new study aims to evaluate vaccine hesitancy to get the first booster (T2) in a population of fully vaccinated (with two doses) NHS. A random stratified sample of NHS who received the primary vaccination course (N = 954) completed an online questionnaire on COVID-19 booster hesitancy (between 25/11/2021 and 22/01/2022). NHS who hesitated or refused the booster were asked for the main reason for their hesitation/refusal. Overall, 21.0 % of our population hesitated before, were still hesitating or refused the booster, NHS that were not hesitant at T1 being 5.7 times less likely to hesitate to get the first booster dose (Adjusted OR 0.179, 95 % CI: 0.120, 0.267). Although there was a slight reduction (23.5 % to 20.1 %) in the proportion of NHS who hesitated/refused vaccination at T1 compared to T2 (p = 0.034), the fear of unknown effects was the principal reason for hesitation/refusal, already mentioned in our first study. NHS were not reassured concerning their initial fears. Given the likelihood that booster vaccinations will be necessary over the coming years, a communication strategy specific to NHS should be implemented.

Application of Scene Experience Teaching Method in Primary School Mental Health Education Courses —Taking the Lesson on the Power of the Bystander as an Example

Application of Scene Experience Teaching Method in Primary School Mental Health Education Courses —Taking the Lesson on the Power of the Bystander as an Example

Comparative immunogenicity and safety of SpikoGen®, a recombinant SARS-CoV-2 spike protein vaccine in children and young adults: An immuno-bridging clinical trial

BackgroundSpikoGen® is a recombinant subunit spike protein ectodomain vaccine manufactured in insect cells and formulated with the novel polysaccharide-based Advax-CpG55.2 adjuvant. This study aimed to compare the immunogenicity and safety of SpikoGen® vaccine in children, adolescents and young adults. MethodsThis was a non-randomized, three-arm, open-label, parallel-group, immuno-bridging, non-inferiority trial to compare the immunogenicity and safety of a primary course of two intramuscular doses of SpikoGen® vaccine in children aged 5 to < 12 years, adolescents aged 12 to < 18 years and young adults aged 18 to 40 years. Children 5–12 years received a half dose of 12.5 μg spike protein, whereas the other groups received the full vaccine dose. Vaccine immunogenicity was evaluated via assessment of serum anti-spike and neutralizing antibodies 14 days after the second dose. Solicited adverse events were recorded for 7 days after each vaccination. Safety assessments including serious adverse events were continued through six months after the second dose in children and adolescents. ResultsTwo weeks after the second dose, seroconversion rates for neutralizing antibody levels were not significantly different for children (59.50 %), adolescents (52.06 %) and adults (56.01 %). The 95 % confidence interval of the difference in seroconversion rates between children and adults was within the prespecified non-inferiority margin of 10 % (−12 % to 5 %). SpikoGen® vaccine was well tolerated in all age groups with the most common solicited adverse events being injection site pain and fatigue which were generally transient and mild. ConclusionSpikoGen® vaccine was shown to be safe, well tolerated and immunogenic in children as young as 5 years of age, with non-inferior responses to those seen in adults. The Iranian FDA authorisation of SpikoGen® vaccine is now extended down to 5 years of age.

The Immunogenicity of a Foot-and-Mouth Disease Virus Serotype O Vaccine in Commercial and Subsistence Cattle Herds in Zambia.

The recent introduction of foot-and-mouth disease (FMD) virus serotype O (O/EA-2 topotype) in Southern Africa has changed the epidemiology of the disease and vaccine requirements of the region. Commercial and subsistence cattle herds in Zambia were vaccinated with an FMD virus serotype O Manisa vaccine according to a double- or single-dose vaccination schedule. Heterologous antibody responses induced by this vaccine against a representative O/EA-2 virus from Zambia were determined. Virus neutralisation tests (VNTs) showed double-dosed cattle had a mean reciprocal log virus neutralisation titre of 2.02 (standard error [SE] = 0.16, n = 9) for commercial herds and 1.65 (SE = 0.17, n = 5) for subsistence herds 56 days after the first vaccination (dpv). Significantly lower mean titres were observed for single-dosed commercial herds (0.90, SE = 0.08, n = 9) and subsistence herds (1.15, SE = 0.18, n = 3) 56 dpv. A comparison of these results and those generated by solid-phase competitive ELISA (SPCE) tests showed a statistically significant positive correlation by Cohen's kappa coefficient. Therefore, SPCE might be used in assessing the immunogenicity of vaccines in place of VNT. Furthermore, for this vaccine and field strain, a vaccination regime employing a two-dose primary course and revaccination after 4-6 months is likely to be appropriate.

Willingness to vaccinate among adults, and factors associated with vaccine acceptance of COVID-19 vaccines in a nationwide study in Poland between March 2021 and April 2022.

Despite the availability, safety and effectiveness of COVID-19 vaccines, Poland remains one of the six countries of the European Union with the lowest cumulative uptake of the vaccine's primary course in the general population. This study examined willingness to vaccinate and the associated factors in samples of unvaccinated and vaccinated adults between March 2021 and April 2022. Data were collected using OBSER-CO, a nationwide, repeated cross-sectional study, conducted at four different time points (rounds). Data on willingness to vaccinate among the unvaccinated (at all rounds) and willingness to receive another dose in the vaccinated (at 2 rounds-after booster introduction), reasons for reluctance, sociodemographic, health, and behavioral factors were collected using a uniform questionnaire via computer-assisted telephone interviewing. In each round, more than 20,000 respondents were interviewed. To assess associations between factors and willingness to vaccinate, separate multivariable logistic regression models were fitted for each factor at each round and adjusted for confounders. Between rounds 1 and 4 (March 2021-April 2022), in the unvaccinated, willingness to vaccinate declined from 73 to 12%, whereas in the vaccinated, willingness to receive another dose declined from 90 to 53%. The highest magnitude of decline between subsequent rounds occurred during the Omicron wave. Overall, concerns about side effects, effectiveness, and vaccine adverse effects were common but decreased over time. Age, gender, employment, place of residence, COVID-19 diagnosis or exposure, hospitalization, and participation in social activities were among the factors associated with willingness. However, associations changed over rounds highlighting the influence of different pandemic waves and variants. We observed a declining and multifactorial willingness to vaccinate in Poland, with vaccine attitudes dynamically changing across subsequent rounds. To address vaccine concerns, sustained health communication about COVID-19 vaccines is essential, especially after the emergence of new variants.

Research on the Integration and Application of Multimedia Teaching Resources in Primary School Chinese Curriculum

The purpose of this paper is to explore the integration and application of multimedia teaching resources in primary school Chinese curriculum. By analyzing the application status of multimedia teaching resources in primary school Chinese curriculum, it is found that insufficient technical equipment, insufficient teacher training, improper selection and design of teaching resources are the main problems in the application of multimedia teaching resources. Therefore, this paper proposes the integration and application strategies of multimedia teaching resources in three primary school Chinese courses, including accurate matching of teaching content and resources, personalized learning support, and interactive teaching design, based on teaching scenarios.