Design, Implementation and Initial Findings of COVID-19 Research in the Rotterdam Study: Leveraging Existing Infrastructure for Population-Based Investigations on An Emerging Disease

Abstract

The Rotterdam Study is an ongoing prospective, population-based cohort study that started in 1989 in the city of Rotterdam, the Netherlands. The study aims to unravel etiology, preclinical course, natural history and potential targets for intervention for chronic diseases in mid-life and late-life. It focuses on cardiovascular, endocrine, hepatic, neurological, ophthalmic, psychiatric, dermatological, otolaryngological, locomotor, and respiratory diseases. In response to the COVID-19 pandemic, a substudy was designed and embedded within the Rotterdam Study. On the 20th of April, 2020, all living non-institutionalized participants of the Rotterdam Study (n = 8,732) were invited to participate in this sub-study by filling out a series of questionnaires administered over a period of eight months. These questionnaires included questions on COVID-19 related symptoms and risk factors, characterization of lifestyle and mental health changes, and determination of health care seeking and health care avoiding behavior during the pandemic. As of May 2021, the questionnaire had been sent out repeatedly for a total of six times with an overall response rate of 76%. This article provides an overview of the rationale, design, and implementation of this sub-study nested within the Rotterdam Study. Finally, initial results on participant characteristics and prevalence of COVID-19 in this community-dwelling population are shown.

Fostering organizational learning through responsible crowdsourcing in prospective cohort studies

“…Since it focuses on individual participation rather than participation through interest groups, the online platform can mitigate power imbalances in the knowledge co-creation process. This is particularly relevant for organizational learning, since perceived power and legitimacy can determine how influential stakeholders are when enacting change in organizational learning (Desai, 2010).…”