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学校学习模式与急诊室心理和社会健康就诊之间的关联

Association between school learning models and psychological and social health visits to the emergency room.

作者信息

Knier Kit, Weinman Aliza, Mullan Aidan, Cain Meghan, Hevesi Sara, Bellamkonda Venkatesh R

机构信息

Mayo Clinic Alix School of Medicine, Mayo Clinic College of Medicine and Science Rochester Minnesota USA.

Mayo Clinic Medical Scientist Training Program, Mayo Clinic Graduate School of Biomedical Sciences, Mayo Clinic College of Medicine and Science Rochester Minnesota USA.

出版信息

J Am Coll Emerg Physicians Open. 2024 Apr 16;5(2):e13157. doi: 10.1002/emp2.13157. eCollection 2024 Apr.

Abstract

OBJECTIVES

We aimed to assess the impact of in-person and distance school learning models on children's visits to the emergency department (ED) for psychological or social ("psychosocial") complaints.

METHODS

We analyzed presentations to one emergency department in a mid-sized Midwestern city. We used the public school system schedule to determine in-person and distance learning periods by the grade level. We calculated the incidence of visits to the emergency department during academic years 2018-2019, 2019-2020, and 2020-2021, with particular attention to the time after March 13, 2020, which was the pandemic period. We compared the incidence of visits during in-person versus distance learning school models.

RESULTS

A total of 7181 visits occurred during the academic years studied, 17.1% due to psychosocial complaints. The incidence of psychosocial visits to the ED was lower during distance learning than during the pandemic in-person learning period (given per 1000 student years: 20.5 vs. 24.1,  = 0.14). This difference was statistically significant among middle schoolers (23.3 vs. 46.6,  < 0.001). While not statistically significant, the difference among high schoolers was pragmatically relevant (38.2 vs. 49.3,  = 0.086).

CONCLUSIONS

Distance learning was associated with a decrease in the incidence of psychosocial visits to the emergency department relative to in-person learning. Future investigation is required to verify results and better understand any causative relationships.

摘要

目的

我们旨在评估面对面授课和远程授课的学校学习模式对儿童因心理或社会(“心理社会”)问题前往急诊科就诊的影响。

方法

我们分析了美国中西部一个中等规模城市的一家急诊科的就诊情况。我们利用公立学校系统的时间表,按年级确定面对面授课和远程学习的时间段。我们计算了2018 - 2019学年、2019 - 2020学年和2020 - 2021学年前往急诊科就诊的发生率,特别关注2020年3月13日之后的时间段,即疫情期间。我们比较了面对面授课与远程学习两种学校模式下的就诊发生率。

结果

在研究的学年期间,共发生了7181次就诊,其中17.1%是因心理社会问题。远程学习期间因心理社会问题前往急诊科就诊的发生率低于疫情期间的面对面授课学习阶段(每1000学生年:20.5对24.1,P = 0.14)。这种差异在初中生中具有统计学意义(23.3对46.6,P < 0.001)。虽然在高中生中差异无统计学意义,但在实际应用中具有相关性(38.2对49.3,P = 0.086)。

结论

与面对面授课相比,远程学习与因心理社会问题前往急诊科就诊的发生率降低有关。需要进一步的研究来验证结果,并更好地理解其中的因果关系。

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