Population Health Sciences Institute, Newcastle University Medical School, Newcastle upon Tyne, UK.
School of Medical Education, Newcastle University Medical School, Newcastle upon Tyne, UK.
Hum Vaccin Immunother. 2024 Dec 31;20(1):2397875. doi: 10.1080/21645515.2024.2397875. Epub 2024 Sep 25.
Physician recommendations can reduce vaccine hesitancy (VH) and improve uptake yet are often done poorly and can be improved by early-career training. We examined educational interventions for medical students in Western countries to explore what is being taught, identify effective elements, and review the quality of evidence. A mixed methods systematic narrative review, guided by the JBI framework, assessed the study quality using MERSQI and Cote & Turgeon frameworks. Data were extracted to analyze content and framing, with effectiveness graded using value-based judgment. Among the 33 studies with 30 unique interventions, effective studies used multiple methods grounded in educational theory to teach knowledge, skills, and attitudes. Most interventions reinforced a deficit-based approach (assuming VH stems from misinformation) which can be counterproductive. Effective interventions used hands-on, interactive methods emulating real practice, with short- and long-term follow-ups. Evidence-based approaches like motivational interviewing should frame interventions instead of the deficit model.
医生的建议可以减少疫苗犹豫（VH）并提高接种率，但往往做得不好，可以通过早期职业培训来改进。我们研究了西方国家医学生的教育干预措施，以探讨所教授的内容，确定有效的要素，并审查证据的质量。一项混合方法系统叙述性综述，以 JBI 框架为指导，使用 MERSQI 和 Cote & Turgeon 框架评估研究质量。提取数据以分析内容和框架，并使用基于价值的判断来评估效果。在 33 项研究中有 30 项独特的干预措施，有效的研究使用了多种方法，这些方法基于教育理论，教授知识、技能和态度。大多数干预措施强化了基于缺陷的方法（假设 VH 源于错误信息），这可能适得其反。有效的干预措施使用模拟实际实践的实践、互动方法，并进行短期和长期随访。基于证据的方法，如动机性访谈，应取代缺陷模型来构建干预措施。
