Data_Sheet_1_Expert-Led Module Improves Non-STEM Undergraduate Perception of and Willingness to Receive COVID-19 Vaccines.pdf

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大流行的证据日益增多，疫苗对于实现并维持感染率降低成为至关重要的手段。然而，疫苗犹豫情绪已普遍蔓延，尤其是在科学素养较低的群体中。非STEM专业（被称为非主修）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身的科学素养，因而成为COVID-19疫苗接种运动成功的关键候选者。鉴于这些学生较少机会学习如何识别可靠的科学来源或评估新颖科学发现的真伪，将这些技能纳入提供给非主修的科学课程中显得尤为重要。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）在专家引导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，并提出了开放式问题。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演讲。十名学生同意参与学期末一对一访谈。学生访谈显示，学生们认为客座讲师提供了更多的信息和保障。问卷数据显示，学生接受COVID-19疫苗的意愿有所增加，以及学生将COVID-19疫苗视为既安全又有效的认知也得到提升（Wilcoxon秩和检验，p < 0.05）。然而，问卷数据还显示，在98名学生中有10名学生保持疫苗抵抗态度，这些学生表示，研究和副作用是他们主要的疫苗接种担忧。总体而言，我们表明，专家引导的模块可以有效地提高非主修学生接受COVID-19疫苗的意愿。未来的研究应探索非主修学生和客座讲师的经历，尤其是它们与疫苗接种及疫苗担忧的相关性。