Descriptive results of the variables.

Background and aimsVaccination is the most powerful public health intervention proven to be safe and effective in the battle against the coronavirus disease-2019 (COVID-19) pandemic. Despite the potential therapeutic benefits of primer vaccine dosage regimens, public perceptions of COVID-19 vaccine booster dose (VBD) acceptance and hesitancy vary among various sub-group populations. This study investigates COVID-19 vaccine booster dose acceptance and compares the multi-dimensional potential factors influencing VBD acceptance and hesitancy among university teachers and the student community in Bangladesh.MethodsThis web-based cross-sectional study employed an anonymous, validated, and self-administered questionnaire. The questionnaire items were adopted from a theoretical analysis of the recent relevant literature. The questionnaire was deployed in an on-line-enabled format (Google form) and conveniently distributed to 685 teachers and 990 students between 15th June, 2022 and 15th August, 2022 which resulted in the participation of 1250 (505 teachers vs.745 students) total respondents (response rate 73.72% vs. 75.25%) from various universities in Bangladesh. A non-parametric analytical tool (binary logistic regression) was applied to rationalize the study objectives and a Chi-squared test was performed to estimate the booster- hesitant risky group.ResultsThe pooled COVID-19 vaccine booster dose acceptance rates were 84.6% (95% CI 81.5─87.7) and 67.2% (95% CI 63.8─70.6) for teachers and students in the university academic community, respectively. In employing a binary logistic regression, this study revealed that out of twelve (12)multi-dimensional key predictors, “equal safety”, “risk-benefit ratio”, and “variant control” had a significant positive association with VBD acceptance in both sets (p = 0.000, p = 0.000, and p = 0.005, respectively). Varied effects were found for several predictors; post-vaccination “side effects” had a significant negative association (p = 0.020) and “community protection” had significant positive association (p = 0.034) with vaccine booster dose acceptance in the teachers community while these variables were insignificant in the students cohort. “Trust” had a highly significant positive association (p = 0.000);“communication” and “academic attainment” had significant positive associations (p = 0.033 and 0.024, respectively) with VBD acceptance in the students cohort, while these predictors were insignificant in the teachers community. Women were more likely to receive a third dose of the vaccine (OR = 1.4 vs. 0.9 between teacher and student model); however, no significant association between gender and booster vaccine acceptance was found in a comparative Chi-squared model. Therefore, statistically, the booster vaccine-hesitant risky group was not found to implicate the massive booster vaccine drive among the university academic community.ConclusionsCOVID-19 booster vaccine acceptability among the student cohort was slightly lower than pre-roll-out intent. The teacher community was more inclined to get booster vaccinated. Moreover, differences were found between the multi-dimensional potential factors associated with VBD acceptance among teachers and students in university settings. This study explicitly confirmed positive attitudes toward the safety, health benefits, and variants control of the COVID-19 VBD under any circumstances. Post-vaccination side effect concern was found to be a barrier to administering booster shots and a reason for booster skepticism. Tailored communication and health education interventions need to be adopted to improve the public awareness of booster vaccine consequences, and limit booster skepticism.研究背景与目的 疫苗接种是被证实安全有效的最强公共卫生干预手段，可助力对抗2019冠状病毒病（COVID-19）大流行。尽管基础疫苗接种方案具备潜在的健康获益，但不同亚群人群对COVID-19疫苗加强针（VBD）的接受度与犹豫态度存在显著差异。本研究旨在调查孟加拉国高校教师与学生群体对COVID-19疫苗加强针的接受度，并对比分析影响两类群体加强针接受度与犹豫态度的多维度潜在因素。 方法 本研究为基于网络的横断面研究，采用匿名、经验证的自填式问卷。问卷条目基于近期相关文献的理论分析改编而成，以谷歌表单（Google Form）的线上形式发放，并于2022年6月15日至8月15日期间，向685名教师与990名学生进行便捷发放，最终回收孟加拉国多所高校的1250份有效问卷（其中教师505份、学生745份，教师应答率73.72%，学生应答率75.25%）。本研究采用非参数分析工具二元logistic回归（binary logistic regression）以实现研究目标，并通过卡方检验（Chi-squared test）估算疫苗加强针犹豫高危群体。 结果 孟加拉国高校教师与学生群体的COVID-19疫苗加强针合并接受率分别为84.6%（95%置信区间81.5%~87.7%）与67.2%（95%置信区间63.8%~70.6%）。二元logistic回归分析显示，在12个多维度关键预测因子中，“等效安全性”“风险获益比”与“毒株变异防控”在两类群体中均与加强针接受度呈显著正相关（分别对应p=0.000、p=0.000、p=0.005）。部分预测因子的效应存在群体差异：在教师群体中，“疫苗接种后不良反应”与加强针接受度呈显著负相关（p=0.020），“群体保护”认知则呈显著正相关（p=0.034），但上述关联在学生群体中无统计学意义；在学生群体中，“信任度”与加强针接受度呈极显著正相关（p=0.000），“信息沟通”与“学历水平”亦呈显著正相关（分别对应p=0.033、p=0.024），但上述关联在教师群体中无统计学意义。女性群体更倾向于接种第三剂疫苗（教师模型优势比OR=1.4，学生模型OR=0.9）；但在对比卡方模型中，未发现性别与加强针接受度间存在显著关联。因此从统计学角度而言，高校学术群体中未出现可影响大规模加强针接种推广的疫苗加强针犹豫高危群体。 结论 学生群体的COVID-19疫苗加强针接受度略低于推广前的接种意向，教师群体则更愿意接种加强针。此外，高校教师与学生群体中，与加强针接受度相关的多维度潜在影响因素存在显著差异。本研究明确证实，无论何种情境下，人群对COVID-19疫苗加强针的安全性、健康获益及毒株变异防控均持积极态度。对疫苗接种后不良反应的担忧，是阻碍加强针接种、引发加强针疑虑的重要原因。因此需采取定制化沟通与健康教育干预措施，以提升公众对加强针接种获益的认知，并减少加强针接种疑虑。