Training Students to Address Vaccine Hesitancy and/or Refusal

• Published in: American journal of pharmaceutical education 2018-10, Vol.82 (8), p.6338-953, Article 6338
• Main Authors: Vyas, Deepti, Galal, Suzanne M., Rogan, Edward L., Boyce, Eric G.
• Format: Article
• Language: English
• Subjects: Academic Ability; art of persuasion; At Risk Persons; Attitudes; Beliefs; Care and treatment; Children & youth; Communication Skills; Communication Strategies; Disease control; Disease prevention; Education; Emotional Intelligence; Health Services; Immune system; Learning; Measles; Mythology; Parents; Parents & parenting; Patients; Pediatric diseases; Pediatrics; Pharmacy; Prevention; Public health; Rhetoric; Scoring Rubrics; Simulation; Statistical Data; Student Improvement; Students; Systematic review; Trust (Psychology); Vaccination; vaccine hesitancy; vaccine myths; vaccine refusal; Vaccines; Whooping cough; Young Children
• ISSN: 0002-9459; 1553-6467
• DOI: 10.5688/ajpe6338

Objective. To determine the impact of a vaccine hesitancy learning unit on student knowledge, attitudes, and ability to address vaccine hesitancy and/or refusal. Methods. The learning unit consisted of two standardized patient simulation encounters performed one week apart. A 13-item attitudes survey was administered prior to the simulations to determine student confidence and knowledge regarding vaccine hesitancy. Students then participated in an encounter with a simulated patient who assessed the students’ abilities using a 16-item grading rubric related to the art of the rhetoric, communication skills, and social, emotional competence. Post-simulation, students received feedback, completed a self-reflection exercise, and received formal coursework on addressing vaccine hesitancy. The following week, students participated in a second simulated patient encounter and thereafter completed the same attitudes and satisfaction surveys. Results. There were 203 students who went through the learning unit, with 180 (88.6% response rate) completing all the survey tools. The results showed significant improvements in all 16 items of the assessment rubric. On the pre/post attitudes questions, 9 out of 13 items showed significant improvement. Gains were largest for knowledge on the use of thimerosal as a preservative, speaking about how vaccines will not overwhelm a child’s immune system, and knowledge about vaccinations not overwhelming a child's immune system. Overall, 94% of students were satisfied with the learning unit. Conclusion. This learning unit was effective in improving student confidence and ability to address vaccine hesitancy.