Purpose: With the start of the SARS-COV-2 pandemic in March 2020, Canadian primary care practices temporarily shifted from in-person to virtual care. The purpose of this thesis was to understand whether the pandemic impacted the primary care management of older adults with varying levels of frailty and multimorbidity in terms of care modality, volume of encounters, and visits for anxiety/depression. It also aimed to identify which patients comparatively experienced greater reductions in frequencies of routine preventive care and monitoring activities. Methods: A research database from a sub-set of MUSIC family practice for patients ≥ 65 years of age (n=1813) was employed. Patient demographics, clinician-assessed frailty status, encounters, and chronic disease management information were retrieved. Changes from 14 months pre to 14 months since (peri) the pandemic were described and associations between patient characteristics and the extent of changes in outcomes from pre- to peri-pandemic were analyzed using regression models. Results: The mean age was 74 years, with a mean of 2.5 chronic conditions (26% hypertension, 14% diabetes). 2.1% of patients experienced high frailty levels. The mean number of encounters increased peri-pandemic overall (peri: 10.4 (SD 11.1) vs. pre: 7.1 (SD 5.5)) and for anxiety/depression, with most visits becoming virtual. Increasing numbers of overall visits were significantly associated with female sex, increasing frailty level, and having 4+ conditions. While the frequency of routine preventive and monitoring activities related to chronic conditions decreased, the mean values (e.g., lab results) did not considerably change. In the adjusted models, generally older patients, with increasing levels of frailty, and numbers of conditions tended to receive more care, however most associations were not statistically significant. Conclusion: Overall encounters and visits related to anxiety/depression increased peri-pandemic. Despite concerns about pandemic-related care disruptions, common elements of primary care among higher risk older patients were not notably impacted. / Thesis / Master of Health Sciences (MSc) / Many adults ≥65 years of age live with chronic conditions or frailty, requiring ongoing monitoring. Primary care physicians are fundamental in providing this continuous care. With the COVID-19 pandemic, healthcare access was restricted, many doctors switched to temporarily providing virtual care, and there were concerns about patients’ mental health. Questions arose regarding possible gaps in primary care and where efforts should be focused post-pandemic. The objectives of this thesis were 1) to understand how the pandemic impacted the management of this population and the changes in care patterns (modality, encounter numbers overall and for anxiety/depression, and chronic condition management); and 2) identify patient characteristics associated with changes. There was an overall virtual care driven increase in encounters peri-pandemic and for visits relating to anxiety/depression. Frequencies of chronic condition care activities dropped, however older patients and those with increasing levels of frailty and numbers of conditions tended to be better monitored.

Student academic success is a primary concern for schools across the nation. Administrators, school counselors, teachers, and community leaders work together to increase success levels among students K-12. Various studies throughout history have sought to determine the many variables that contribute to academic success. The purpose of this study was to continue adding to the literature base in an effort to identify areas that could impact student academic success. In particular, this study examined whether academic self-efficacy, ethnic identity, sex, and socioeconomic status reliably predicted academic performance among students in Grades 6, 7, and 8. Using a non-experimental, quantitative design, this correlational research study explored the relationships of several variables (academic self-efficacy, ethnic identity, sex, and socioeconomic status) with academic performance of 6th, 7th, and 8th grade adolescents. Grade point averages and scores from the Mississippi Curriculum Test, Second Edition (MCT-2) were obtained from each student’s cumulative record. Students completed the Morgan-Jinks Student Efficacy Scale (Jinks & Morgan, 1999) and the Multigroup Ethnic Identity Measure (Phinney, 1999). Scores from these two assessments, grade point averages, and scores from the MCT-2 were entered into SPSS. After analyzing results with a multiple linear regression analysis, the researcher concluded that a final model, with the two variables of academic self-efficacy and sex, was statistically significant. The researcher concluded that academic self-efficacy and sex might act as buffers for the impact of ethnic identity and socioeconomic status on student academic performance. Results indicated that those students who had higher academic self-efficacy levels had higher grade point averages and MCT-2 levels. Furthermore, differences in sex also play a pertinent part in student academic performance, with girls demonstrating both higher grade point averages and MCT2 scores than boys. Using information gained from this study, school counselors may want to specifically address academic self-efficacy when working with students who are performing poorly academically. Classroom guidance, individual counseling, and small group counseling are the perfect avenues to specifically target this area with students. School counselors may also wish to host developmental workshops geared towards faculty, staff, and parents so that additional revisions can be made in other environments.

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