Table_1_Expert-Led Module Improves Non-STEM Undergraduate Perception of and Willingness to Receive COVID-19 Vaccines.xlsx

As evidence mounted that existing prevention methods would be insufficient to end the COVID-19 pandemic, it became clear that vaccines would be critical to achieve and maintain reduced rates of infection. However, vaccine-hesitant sentiments have become widespread, particularly in populations with lower scientific literacy. The non-STEM major (called non-major) college students represent one such population who rely on one or more science classes to develop their scientific literacy and thus, become candidates of interest for the success of the COVID-19 vaccine campaign. As these students have fewer opportunities to learn how to identify reputable scientific sources or judge the validity of novel scientific findings, it is particularly important that these skills are included in the science courses offered to non-majors. Two concurrent non-major biology courses (N = 98) at the University of Alabama at Birmingham in Spring 2021 completed Likert questionnaires with open-ended questions prior to and after an expert-led Vaccine Awareness educational intervention addressing vaccine-related concerns. In the module, experts gave presentations about COVID-19 related to microbiology, epidemiological factors, and professional experiences relating to COVID-19. Ten students agreed to participate in post-semester one-on-one interviews. Student interviews revealed that students perceived guest lecturers as providing more information and assurance. Questionnaire data showed an increase in student willingness to accept a COVID-19 vaccine as well as increased student perception of the COVID-19 vaccines as both safe and effective (Wilcoxon Rank Sum Test, p < 0.05). However, the questionnaire data revealed 10 of 98 students remained vaccine-resistant, and these students expressed insufficient research and side effects as leading vaccination concerns. Overall, we show expert-led modules can be effective in increasing non-majors willingness to accept COVID-19 vaccines. Future research should explore the experiences of non-majors and guest lectures, particularly as they relate to vaccination and vaccine concerns.

随着现有预防措施不足以终结COVID-19大流行的证据不断增多，疫苗在实现并维持感染率降低方面的重要性变得愈发明显。然而，疫苗犹豫情绪已普遍蔓延，特别是在科学素养较低的群体中。非STEM专业（通称为非主修）的大学生构成了这样一个群体，他们依赖一门或多门科学课程来提升自己的科学素养，因而成为COVID-19疫苗接种运动成功的关键候选人群。由于这些学生较少有机会学习如何识别可信赖的科学来源或评判新颖科学发现的可靠性，因此在面向非主修的科学课程中融入这些技能显得尤为重要。2021年春季，阿拉巴马大学伯明翰分校的两位非主修生物学课程（N = 98）在专家引领的疫苗接种意识教育干预措施前后完成了李克特量表问卷调查。在该模块中，专家们就与微生物学、流行病学因素以及与COVID-19相关的专业经验进行了讲座。十名学生同意参与学期末的一对一访谈。学生访谈表明，学生认为客座讲师提供了更多信息和保障。问卷调查数据显示，学生接受COVID-19疫苗的意愿有所增加，以及学生对COVID-19疫苗既安全又有效的认知也得到提升（威尔科克森秩和检验，p < 0.05）。然而，问卷调查数据揭示，在98名学生中有10人仍持有疫苗抵抗态度，这些学生表示研究不足和副作用是他们主要的疫苗接种担忧。总体而言，我们表明，专家引领的模块在提高非主修学生接受COVID-19疫苗的意愿方面是有效的。未来的研究应探讨非主修学生的经历以及客座讲师，尤其是它们与疫苗接种和疫苗担忧相关联的方面。