К методологии
Apr. 29th, 2021 12:00 am![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
chuka_lisДумаю, вполне обсонованный подход у авторов.
In this work, we examined whether the absence of evidence of in-school transmission could be taken as evidence of absence. We simulated a scenario in which schools have a higher rate of SARS-CoV-2 transmission than the surrounding community and compared it to a scenario where the rate of transmission was similar between schools and the community. We found that the ratio of cases occurring in and out of schools and low numbers of documented in-school transmission events are not sufficient to distinguish these two scenarios. While there are compelling arguments for returning to in-person learning, particularly as SARS-CoV-2 vaccine coverage increases, a robust understanding of the limitations of the metrics being used to assess SARS-CoV-2 transmission is critical for risk management.
In this work, we examined whether the absence of evidence of in-school transmission could be taken as evidence of absence. We simulated a scenario in which schools have a higher rate of SARS-CoV-2 transmission than the surrounding community and compared it to a scenario where the rate of transmission was similar between schools and the community. We found that the ratio of cases occurring in and out of schools and low numbers of documented in-school transmission events are not sufficient to distinguish these two scenarios. While there are compelling arguments for returning to in-person learning, particularly as SARS-CoV-2 vaccine coverage increases, a robust understanding of the limitations of the metrics being used to assess SARS-CoV-2 transmission is critical for risk management.
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