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In response to the rapidly evolving coronavirus disease 2019 (COVID-19) pandemic, the All of Us Research Program longitudinal cohort study developed the COVID-19 Participant Experience (COPE) survey to better understand the pandemic experiences and health impacts of COVID-19 on diverse populations within the United States. Six survey versions were deployed between May 2020 and March 2021, covering mental health, loneliness, activity, substance use, and discrimination, as well as COVID-19 symptoms, testing, treatment, and vaccination. A total of 104,910 All of Us Research Program participants, of whom over 73% were from communities traditionally underrepresented in biomedical research, completed 275,201 surveys; 9,693 completed all 6 surveys. Response rates varied widely among demographic groups and were lower among participants from certain racial and ethnic minority populations, participants with low income or educational attainment, and participants with a Spanish language preference. Survey modifications improved participant response rates between the first and last surveys (13.9% to 16.1%, P  < 0.001). This paper describes a data set with longitudinal COVID-19 survey data in a large, diverse population that will enable researchers to address important questions related to the pandemic, a data set that is of additional scientific value when combined with the program's other data sources. [ABSTRACT FROM AUTHOR]

There is growing acknowledgement of the legacy of White supremacy and racism in the discipline of epidemiology. Our department in the University of Washington School of Public Health undertook a systematic effort to begin addressing institutionalized racism and inclusive teaching in our courses. In July 2020, we introduced a new tool (the "Course Development Plan" (CDP)) to advance our curriculum. The CDP includes 2 components: 1) a guideline document that provides strategies on how to modify curricula and classroom teaching to incorporate antiracism and principles of equity, diversity, and inclusion (EDI); and 2) a structured worksheet for instructors to share EDI and antiracism practices they already incorporate and practices they plan to incorporate into their classes. Worksheets for each class are submitted prior to the beginning of the quarter and are reviewed by a peer faculty member and at least 1 epidemiology student; reviewers provide written feedback on the CDP worksheet. Further evaluation to assess the impact of the CDP process on classroom climate is ongoing. In this commentary, we discuss our department's efforts, the challenges we faced, and our hopes for next steps. [ABSTRACT FROM AUTHOR]