TABLE 4.

Number of comments recorded and themes and illustrative (shortened, paraphrased)

Statements identified by open‐ended questions.

Please share your 1–3 most effective strategies for dealing with COVID‐19 in terms of your eating disorders research . (222 comments)

1. Employ technology‐based solutions (96/222, 42.3%)

Attending online conferences or webinar programs; creating a platform for virtual convening to share information or provide support; using crowd‐sourcing for participant recruitment; switching to remote design implementation.

2. Goal adjustments for one's work overall or for specific projects (81/222, 35.5%)

Prioritizing tasks that can be done remotely; adjusting study goals; writing more review papers; focusing on analysis of data already collected by the respondent or of data created by others; brainstorming ideas for future projects.

3. Practicing acceptance of disruption (33/222, 14.9%)

Focusing on what is feasible rather than dwelling on what is impossible; accepting the inevitability of reduced productivity; letting go of self‐imposed expectations.

4. Building the respondents' or their team's capacity (15/222. 6.8%)

Learning new skills related to use of online technologies; reassigning staff; inviting colleagues to the team who cannot continue their own research but have time to work on data analysis and manuscript preparation.

Please share your 1–3 most effective strategies for transitioning your eating disorders research to online settings . (Respondents were instructed to skip the question if they had not made such a transition.) (142 comments)

1. Employ technology‐based solutions (80/142, 56.3%)

Using apps (e.g., Venmo to pay participants, facetime for collecting weight data); holding meetings via zoom or Webex; conducting survey research via Qualtrics.

2. Preparing key individuals for task shifting and using technology tools (15/142, 10.6%,)

Using screen sharing to teach participants how to collect their own data at home; forming study groups for the research team to learn use of technology tools; shifting data collection task from research team to others (e.g., teachers).

3. Employing effective and frequent communication (13/142, 9.2%)

Recognizing the need for clear communication because your audience may experience information overload; holding frequent staff meetings to make sure everyone feels informed and connected; keeping in touch with participants to reduce study drop‐outs.

Please describe 1–3 changes you expect to make in your research practices as a result of COVID‐19 . (respondents were instructed to skip the question if they did not anticipate making changes or had checked “it's too soon to tell”). (94 comments)

1. Moving their research to (or maintaining it on) to online platforms or preparing accordingly (60/94, 64%)

Exploring online interventions; collecting all data online; training research staff in online procedures.

2. Altering ongoing studies or changing research direction altogether (20/94, 21%)

Increasing focus on qualitative research; reducing the emphasis on imaging studies; contemplating a career change.

Please describe 1–3 changes the eating disorders research community should make to support research during and after COVID‐19 . (151 comments)

1. Encouraging research collaboration (49/151, 32.5%)

Jointly recruiting participants; employing open science practices (e.g., sharing methods); sharing advice about best practices.

2. Undertaking advocacy efforts (29/151, 19.2%)

Raising awareness that eating disorders receive insufficient resources for research and interventions; advocating for research funding of COVID‐19 related work; advocating funds to support students.

3. Setting and acting upon positive social norms (26/151, 17.2%)

Encouraging and supporting others, especially early‐career scholars; being aware of challenges colleagues may be encountering; practicing kindness; giving others a break.

4. Utilizing technology (19/151, 12.5%)

Holding conferences online; conducting webinars for professional development; increasing online research.

Is there a question about COVID‐19 's impact on your eating disorders research that we should have asked but didn't? (42 comments)

1. We should have asked about high‐risk researchers (18/42, 42.9%)

Distractions due to childcare responsibilities; potential differential impact of family responsibilities as a career detriment for women; missing out on learning opportunities via informal encounters that typically happen in the workplace; disruptions threatening students' opportunities for graduate school stipends; disruptions diminishing the educational opportunities for students currently on internship; worries about a bad job market for graduates.