Department of Health Systems and Population Health, University of Washington, Seattle, Washington.
Fred Hutchinson Cancer Research Center, Seattle, Washington.
Pediatrics. 2022 Feb 1;149(12 Suppl 2). doi: 10.1542/peds.2021-054268F.
The coronavirus disease 2019 pandemic has led to drastic public health measures, including school closures to slow the spread of severe acute respiratory syndrome coronavirus 2 infection. Reopening educational settings by using diagnostic testing approaches in schools can help accelerate the safe return of students and staff to on-site learning by quickly and accurately identifying cases, limiting the spread of severe acute respiratory syndrome coronavirus 2, and ultimately preventing unnecessary school and work absenteeism. Although the National Institutes of Health has identified community partnerships as the foundation for reducing health disparities, we found limited application of a community-based participatory research (CBPR) approach in school engagement. Guided by the CBPR conceptual model, we provide case studies of 2 established and long-standing school-academic partnerships built on CBPR processes and practices that have served as a research infrastructure to reach underserved children and families during the coronavirus disease 2019 pandemic. The process described in this article can serve as an initial platform to continue to build capacity toward increasing health equity.
2019 年冠状病毒病大流行导致采取了严厉的公共卫生措施，包括关闭学校以减缓严重急性呼吸系统综合征冠状病毒 2 感染的传播。通过在学校使用诊断检测方法重新开放教育环境，可以通过快速准确地识别病例，限制严重急性呼吸系统综合征冠状病毒 2 的传播，最终防止不必要的学校和工作缺勤，帮助学生和教职员工安全返回现场学习。尽管美国国立卫生研究院已将社区伙伴关系确定为减少健康差距的基础，但我们发现，在学校参与方面，应用社区为基础的参与式研究（CBPR）方法的情况有限。本研究以 CBPR 概念模型为指导，提供了 2 个既定且历史悠久的基于 CBPR 流程和实践的学校-学术伙伴关系的案例研究，这些伙伴关系已成为研究基础设施，在 2019 年冠状病毒病大流行期间为服务不足的儿童和家庭提供服务。本文所述的过程可以作为一个初步平台，继续建立能力，以增加健康公平。
