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Abstract BackgroundClimate change presents an imminent threat to almost all biological systems across the globe. In recent years there have been a series of studies showing how changes in climate can impact infectious disease transmission. Many of these publications focus on simulations based on in silico data, shadowing empirical research based on field and laboratory data. A synthesis work of empirical climate change and infectious disease research is still lacking. MethodsWe conducted a systemic review of research from 2015 to 2020 period on climate change and infectious diseases to identify major trends and current gaps of research. Literature was sourced from Web of Science and PubMed literary repositories using a key word search, and was reviewed using a delineated inclusion criteria by a team of reviewers. ResultsOur review revealed that both taxonomic and geographic biases are present in climate and infectious disease research, specifically with regard to types of disease transmission and localities studied. Empirical investigations on vector-borne diseases associated with mosquitoes comprised the majority of research on the climate change and infectious disease literature. Furthermore, demographic trends in the institutions and individuals published revealed research bias towards research conducted across temperate, high-income countries. We also identified key trends in funding sources for most resent literature and a discrepancy in the gender identities of publishing authors which may reflect current systemic inequities in the scientific field. ConclusionsFuture research lines on climate change and infectious diseases should considered diseases of direct transmission (non-vector-borne) and more research effort in the tropics. Inclusion of local research in low- and middle-income countries was generally neglected. Research on climate change and infectious disease has failed to be socially inclusive, geographically balanced, and broad in terms of the disease systems studied, limiting our capacities to better understand the actual effects of climate change on health. Graphical abstract
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Teaching and learning about respiratory infectious diseases: A scoping review of interventions in K‐12 education
The pandemic outbreak of COVID-19 has highlighted an urgent need for infectious disease education for K-12 students. To gather a better understanding of what educational interventions have been conducted and to what effect, we performed a scoping review. We identified and examined 23 empirical researcher- and teacher-designed studies conducted in the last 20 years that have reported on efforts to help K-12 students learn about infectious diseases, with a focus on respiratory transmission. Our review shows studies of educational interventions on this topic are rare, especially with regard to the more population-scale (vs. cellular level) concepts of epidemiology. Furthermore, efforts to educate youth about infectious disease primarily focused on secondary school students, with an emphasis on interactive learning environments to model or simulate both cellular-level and population-level attributes of infectious disease. Studies were only mildly successful in raising science interest, with somewhat stronger findings on helping students engage in scientific inquiry on the biology of infectious diseases and/or community spread. Most importantly, efforts left out critical dimensions of transmission dynamics key to understanding implications for public health. Based on our review, we articulate implications for further research and development in this important domain.
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- Award ID(s):
- 2031748
- PAR ID:
- 10344741
- Date Published:
- Journal Name:
- Journal of Research in Science Teaching
- ISSN:
- 0022-4308
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1002/tea.21797
