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Home » Where We Went Wrong With The COVID-19 Pandemic: Bob Rauner (Transcript)

Where We Went Wrong With The COVID-19 Pandemic: Bob Rauner (Transcript)

Here is the full transcript of Bob Rauner’s talk titled “Where We Went Wrong With The COVID-19 Pandemic” at TEDxOmaha 2023 conference.

Listen to the audio version here:

TRANSCRIPT:

Tough Decisions in the Face of Uncertainty

Leaders are sometimes faced with tough decisions in the face of uncertainty that can affect the lives of thousands or even millions of people. This really recently played out in the worst pandemic in a century that killed more than a million of our fellow Americans. How did we do? Unfortunately, not very well.

If we had performed more like Canada, we would have had closer to 440,000 deaths, or like Germany, closer to 670,000 deaths. Our underperformance compared to these other developed countries led to the deaths of more Americans than all of our combat deaths in World War II.

So what went wrong and what went right? A lot has been said about technical mistakes like our failures in testing, but I think our bigger problem was failures in decision-making due to falling for false narratives, not knowing who the real experts were, and not following the data.

The Beginning of the Pandemic

Soren Kierkegaard was famous for saying, “Life can only be understood backwards, but it must be lived forwards.” So let’s go back to the beginning of the pandemic for me.

Picture yourself as a physician with a public health background on the school board at Lincoln Public Schools. It’s an emergency meeting in March of 2020. I’m sitting next to Dr. Steve Joel, our superintendent of public schools, and he asked me, “How serious is this?” And unfortunately, I really couldn’t tell him.

The information is conflicting and confusing, and there’s no clear recommendations coming from any layer of government. He tells me about a presentation that the Omaha area superintendents had by Dr. James Lawler that apparently really concerned them, and I said, “Is there any chance you’d get me a copy of that presentation?” And he did.

So the next morning, in my email inbox, is his presentation, and I’m looking at his slides, and I stop on this slide. What James was doing is looking at ranges of uncertainty based on our moderate or severe projections of the pandemic: how many hospitalizations and deaths. In my day job, I do a lot of work with health data, and so, of course, I started running the numbers myself.

I started adding ranges of uncertainty and some of the new information coming out of Italy and Spain, and I had a new reaction: “Oh, shit.” We’re looking at anywhere from hundreds to over 1,000 dead just in Lincoln, Nebraska. So now it’s the next week. It’s spring break, and we’ve got a tough decision to make.

The Decision to Close Schools

Do we bring the kids back to school or not? It’s not an easy decision. If we don’t bring 42,000 kids back to school for a few weeks, that’s a lot of parents scrambling for childcare. That’s a lot of employers who aren’t going to have their employees coming to work.

If we cause this degree of disruption in the community, then if the numbers are overblown, we are going to look pretty bad. On the other hand, if these numbers are right and we bring the kids back, we could contribute to the deaths of hundreds of people in our community. So what would you do? In public health, we’re taught to follow something called the precautionary principle.

What that means is that, let’s say you’ve got a wide range of uncertainty, 100 deaths on one side, one on the other; you have to act as if the 100 is true and to have good information that the one side is true. I’m happy to say that we chose caution, and we didn’t bring the kids back to school. Our decision, combined with that of many others across the country, likely saved the lives of tens of thousands to hundreds of thousands of people in the United States.

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We did not have enough testing, and our hospitals were woefully underprepared. Now in August of 2020, on the other hand, we had reasonably good information that we could bring back the kids to school safely, and we did in Nebraska, leading to a lot less learning loss. So what went wrong, I think, can be summed up in this quote by H.L. Mencken: “For every complex problem, there is an answer that is clear, simple, and wrong.”

The Great Barrington Declaration

People are sometimes tempted by these false narratives, especially when they confirm what they want to believe. One of the worst of those false narratives was something called the Great Barrington Declaration. What that was, was a policy proposal written and promoted by three academics who had no real-world experience managing pandemics.

The people fell for those theories. It was based on some new ideas and concepts, a new theory called “natural herd immunity,” the idea that we could somehow protect the vulnerable from the less vulnerable, and the hope that coronavirus would be like measles, a one-and-done disease, where if you get the infection once, you wouldn’t get it again. Unfortunately, all three turned out to be either unworkable or incorrect.

Compounding that, some prominent physicians from Stanford and Johns Hopkins also backed the declaration, but these were physicians from the wrong fields, fields like neuroradiology and endocrine surgery. They didn’t have the right training. A way to explain this is, if you’re going to build a large school and you needed someone to wire the main electrical panel, would you have the painter, the tile guy, or the electrician? All three are in construction, but only one has the right expertise.

Not Following the Data

The same is true in healthcare. Some have the expertise; some don’t. Adding to the problem, they didn’t follow the data. They had bought into the theories too much so that when new data came in that didn’t back their theories, they wouldn’t change their minds, something summed up by the old adage, “In for a penny, in for the pound,” or what the psychologists call the “sunk cost fallacy.”

What did this look like?