The impact of self-isolation during COVID-19 on the functional state and performance of university teachers and students

Introduction. The end of 2019 was marked by the worldwide spread of a new potentially severe acute respiratory infection caused by the coronavirus, SARS-CoV-2 (2019–nCoV). Due to its aggressive spread, the World Health Organization announced the presence of a pandemic, as a result of which people were forced to urgently change their usual lifestyle.
The aim of this work was to study the effect of a two-month regime of forced self-isolation on the functional state and mental performance in students and teachers of a humanitarian university.
Materials and methods. The study was carried out on the basis of a pedagogical university with the participation of elderly teachers and second-year undergraduate students. At the first stage of the study, three groups of subjects were formed: group 1 ‒ teachers (55–70 years old), group 2 ‒ second‒year undergraduate students (19–20 years old), group 3 – university administration staff (20–25 years old). All subjects underwent an initial examination using the methods of SAN, Spielberger ‒ Khanin, “black and red table”, “Landolt rings”, “compasses”, “Stange test”, “tremorometry”, “Starr index”. At the second stage, the subjects of groups 1 and 2 performed functional duties while in the mode of forced self-isolation. The individuals in group 3 continued to work in their usual mode.
At the final stage of the experiment, all subjects were re-examined in the original volume, after which the examination was repeated after one, two, and three months. The received data was processed in accordance with GOST R 8.
Results. A two-month regime of forced self-isolation has been established to worsen the indicators of the functional state and working capacity in all participants in the educational process, while more pronounced changes are observed in the elderly. After the cancellation of the forced self-isolation regime, the psychophysiological indicators of the subjects return to their initial values, while the recovery of indicators occurs faster in the subjects of group 2 (students).
Limitations. Thirty six people among teachers, students, and administrative staff of the pedagogical university were examined. The activity and examination of the experimental groups of subjects took place remotely at home. The age restrictions of the group of students (19–20 years old, second year) are dictated by the fact that sophomores are adapted to the new conditions of activity at the university and did not spend their psychophysiological reserves on this. The age restrictions of the group of teachers (55–70 years old) are dictated by the fact that this age category is currently the most widely represented in the humanities universities of the country. The choice of methods was determined by the extensive practice of their application and detailed description in the relevant manuals, the absence of any negative impact on the subjects.
Conclusion. The two-month regime of forced self-isolation negatively affects the indicators of the functional state and mental performance of both second-year undergraduate students and elderly teachers of the humanities university. A more pronounced deterioration in psychophysiological parameters was noted among older teachers. After the abolition of the forced self-isolation regime, the indicators of the functional state and working capacity gradually returned to their initial values, while a faster and more pronounced trend was observed among the second-year undergraduate students.

SARS-CoV-2 coronavirus infection (2019 – nCoV), forced self-isolation, elderly teachers, students, functional state, mental capacity