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Whitehead HS, French CE, Caldwell DM, Letley L, Mounier-Jack S. A systematic review of communication interventions for countering vaccine misinformation. Vaccine 2023; 41:1018-1034. [PMID: 36628653 PMCID: PMC9829031 DOI: 10.1016/j.vaccine.2022.12.059] [Citation(s) in RCA: 30] [Impact Index Per Article: 30.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 12/16/2022] [Accepted: 12/22/2022] [Indexed: 01/11/2023]
Abstract
BACKGROUND Misinformation and disinformation around vaccines has grown in recent years, exacerbated during the Covid-19 pandemic. Effective strategies for countering vaccine misinformation and disinformation are crucial for tackling vaccine hesitancy. We conducted a systematic review to identify and describe communications-based strategies used to prevent and ameliorate the effect of mis- and dis-information on people's attitudes and behaviours surrounding vaccination (objective 1) and examined their effectiveness (objective 2). METHODS We searched CINAHL, Web of Science, Scopus, MEDLINE, Embase, PsycInfo and MedRxiv in March 2021. The search strategy was built around three themes(1) communications and media; (2) misinformation; and (3) vaccines. For trials addressing objective 2, risk of bias was assessed using the Cochrane risk of bias in randomized trials tool (RoB2). RESULTS Of 2000 identified records, 34 eligible studies addressed objective 1, 29 of which also addressed objective 2 (25 RCTs and 4 before-and-after studies). Nine 'intervention approaches' were identified; most focused on content of the intervention or message (debunking/correctional, informational, use of disease images or other 'scare tactics', use of humour, message intensity, inclusion of misinformation warnings, and communicating weight of evidence), while two focused on delivery of the intervention or message (timing and source). Some strategies, such as scare tactics, appear to be ineffective and may increase misinformation endorsement. Communicating with certainty, rather than acknowledging uncertainty around vaccine efficacy or risks, was also found to backfire. Promising approaches include communicating the weight-of-evidence and scientific consensus around vaccines and related myths, using humour and incorporating warnings about encountering misinformation. Trying to debunk misinformation, informational approaches, and communicating uncertainty had mixed results. CONCLUSION This review identifies some promising communication strategies for addressing vaccine misinformation. Interventions should be further evaluated by measuring effects on vaccine uptake, rather than distal outcomes such as knowledge and attitudes, in quasi-experimental and real-life contexts.
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Affiliation(s)
- Hannah S. Whitehead
- NIHR Health Protection Research Unit in Vaccines and Immunisation, Department of Global Health Development, Faculty of Public Health and Policy, London School of Hygiene and Tropical Medicine, United Kingdom
| | - Clare E. French
- NIHR Health Protection Research Unit in Behavioural Science and Evaluation, Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom
| | - Deborah M. Caldwell
- NIHR Health Protection Research Unit in Behavioural Science and Evaluation, Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom
| | | | - Sandra Mounier-Jack
- NIHR Health Protection Research Unit in Vaccines and Immunisation, Department of Global Health Development, Faculty of Public Health and Policy, London School of Hygiene and Tropical Medicine, United Kingdom,Corresponding author at: London School of Hygiene and Tropical Medicine, Keppel St, London WC1E 7HT, United Kingdom
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Öznur Muz FN, Metintaş S, Önsüz MF, Çam C, Kılınç A, Aydoğan Gedik S. Assessment of Teachers’ Knowledge and Attitudes Towards Vaccines. GÜNCEL PEDIATRI 2022. [DOI: 10.4274/jcp.2022.24654] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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Tatarkova M, Ulbrichtova R, Svihrova V, Zibolenova J, Novak M, Svihra J, Hudeckova H. Secondary School Teachers and Outpatient Physicians: Differences in Attitudes towards Vaccination against COVID-19 in Slovakia. Vaccines (Basel) 2022; 10:1858. [PMID: 36366366 PMCID: PMC9697559 DOI: 10.3390/vaccines10111858] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Revised: 10/31/2022] [Accepted: 11/01/2022] [Indexed: 11/26/2023] Open
Abstract
The aim of this study was to evaluate the differences in attitudes towards vaccination against COVID-19 among secondary school teachers and outpatient physicians. A cross-sectional study was realised using anonymous questionnaires. The EPI Info 7 program and R software, version 4.0.2 were used for statistical analysis. The questionnaire was completed by 868 respondents (teaching staff N = 451; outpatient physician N = 417). The number of employees vaccinated against COVID-19 was 742 (85.5%). The number of those vaccinated against COVID-19 and influenza (last season) was 192 (21.9%). The statistically significant predictors were the level of fear of COVID-19 (OR 1.40; 95% CI 1.29-1.52), profession-outpatient physicians (OR 2.56; 95% CI 1.55-4.23), history of COVID-19 (OR 0.34; 95% CI 0.22-0.54), gender (OR 0.55; 95% CI 0.33-0.89) and influenza vaccination at any time in the past (OR 3.52; 95% CI 1.10-11.31). The strongest motivation for vaccination against COVID-19 among physicians was the prevention of the spread of COVID-19 during the performance of their profession (N = 336; 87%); among teachers, it was the protection of family members (N = 258; 73%). The most common reason for vaccine hesitancy was concern about vaccine safety (N = 80; 63.5%).
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Affiliation(s)
- Maria Tatarkova
- Department of Public Health, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Mala Hora 11149/4B, 036 01 Martin, Slovakia
| | - Romana Ulbrichtova
- Department of Public Health, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Mala Hora 11149/4B, 036 01 Martin, Slovakia
| | - Viera Svihrova
- Department of Public Health, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Mala Hora 11149/4B, 036 01 Martin, Slovakia
| | - Jana Zibolenova
- Department of Public Health, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Mala Hora 11149/4B, 036 01 Martin, Slovakia
| | - Martin Novak
- Department of Public Health, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Mala Hora 11149/4B, 036 01 Martin, Slovakia
| | - Jan Svihra
- Clinic of Urology, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Kollarova 2, 036 59 Martin, Slovakia
| | - Henrieta Hudeckova
- Department of Public Health, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Mala Hora 11149/4B, 036 01 Martin, Slovakia
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Schoolteachers and Vaccinations: A Cross-Sectional Study in the Campania Region. Vaccines (Basel) 2022; 10:vaccines10091519. [PMID: 36146597 PMCID: PMC9501199 DOI: 10.3390/vaccines10091519] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2022] [Revised: 09/05/2022] [Accepted: 09/07/2022] [Indexed: 11/17/2022] Open
Abstract
Background: This cross-sectional survey aimed to determine the knowledge, attitudes, and behaviors regarding vaccinations among schoolteachers in Italy. Methods: Data were collected through an online questionnaire from September 2020 to May 2021 from a sample of schoolteachers in the Campania region of southern Italy. Results: Only 27% of the participants had good knowledge about the vaccinations recommended for schoolteachers. Females who had children, who were unsatisfied by their health status, and not needing additional information about vaccinations were more likely to have good knowledge. Moreover, 61.5% perceived that vaccinations are useful in preventing infectious diseases, and 44.5% agreed or strongly agreed that vaccinations should be mandatory for schoolteachers. The results of multivariate logistic regression showed that schoolteachers who perceived that vaccinations are useful in preventing infectious diseases, who considered the recommended vaccinations to be useful to protecting their own and their students’ health, who believed that information received about vaccination was useful, and who needed additional information about vaccinations recommended for schoolteachers, were significantly more likely to agree or strongly agree that vaccinations should be mandatory for schoolteachers. Conclusions: These findings suggest the need for education strategies to ensure that schoolteachers are better informed about vaccinations recommended for their profession.
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Huiberts A, van Cleef B, Tjon-A-Tsien A, Dijkstra F, Schreuder I, Fanoy E, van Gageldonk A, van der Hoek W, van Asten L. Influenza vaccination of school teachers: A scoping review and an impact estimation. PLoS One 2022; 17:e0272332. [PMID: 35951517 PMCID: PMC9371289 DOI: 10.1371/journal.pone.0272332] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2021] [Accepted: 07/11/2022] [Indexed: 12/02/2022] Open
Abstract
Introduction Influenza vaccination, besides protecting traditional risk groups, can protect employees and reduce illness-related absence, which is especially relevant in sectors with staff shortages. This study describes current knowledge of influenza vaccination in teachers and estimates its potential impact. Methods We conducted a scoping review of the considerations for and impact of influenza vaccination of schoolteachers (grey and scientific literature up to 2020 March, complemented with interviews). We then estimated the potential impact of teacher vaccination in the Netherlands, with different scenarios of vaccine uptake for 3 influenza seasons (2016–2019). Using published data on multiple input parameters, we calculated potentially averted absenteeism notifications, averted absenteeism duration and averted doctor visits for influenza. Results Only one scientific paper reported on impact; it showed lower absenteeism in vaccinated teachers, whereas more knowledge of vaccination impact was deemed crucial by 50% of interviewed experts. The impact for the Netherlands of a hypothetical 50% vaccine uptake was subsequently estimated: 74–293 potentially averted physician visits and 11,178–28,896 potentially averted days of influenza absenteeism (on ≈200,000 total teacher population). An estimated 12–32 vaccinations were required to prevent one teacher sick-leave notification, or 3.5–9.1 vaccinations to prevent one day of teacher absenteeism (2016–2019). Conclusion Scientific publications on influenza vaccination in teachers are few, while public interest has increased to reduce teacher shortages. However, school boards and public health experts indicate requiring knowledge of impact when considering this vaccination. Estimations of 3.5–9.1 vaccinated teachers preventing one day of influenza-related sick leave suggest a possible substantial vaccination impact on absenteeism. Financial incentives, more accessible on-site vaccinations at workplaces, or both, are expected to increase uptake, but more research is needed on teachers’ views and vaccine uptake potential and its cost-effectiveness. Piloting free on-site influenza vaccination in several schools could provide further information on teacher participation.
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Affiliation(s)
- Anne Huiberts
- Centre for Infectious Disease Control Netherlands, National Institute for Public Health and the Environment (RIVM), Bilthoven, The Netherlands
- * E-mail:
| | - Brigitte van Cleef
- Department for Infectious Disease Control, Public Health Service, Amsterdam, The Netherlands
| | - Aimée Tjon-A-Tsien
- Department for Infectious Disease Control, Public Health Service, Rotterdam-Rijnmond, The Netherlands
| | - Frederika Dijkstra
- Centre for Infectious Disease Control Netherlands, National Institute for Public Health and the Environment (RIVM), Bilthoven, The Netherlands
| | - Imke Schreuder
- Centre for Infectious Disease Control Netherlands, National Institute for Public Health and the Environment (RIVM), Bilthoven, The Netherlands
| | - Ewout Fanoy
- Department for Infectious Disease Control, Public Health Service, Rotterdam-Rijnmond, The Netherlands
| | - Arianne van Gageldonk
- Centre for Infectious Disease Control Netherlands, National Institute for Public Health and the Environment (RIVM), Bilthoven, The Netherlands
| | - Wim van der Hoek
- Centre for Infectious Disease Control Netherlands, National Institute for Public Health and the Environment (RIVM), Bilthoven, The Netherlands
| | - Liselotte van Asten
- Centre for Infectious Disease Control Netherlands, National Institute for Public Health and the Environment (RIVM), Bilthoven, The Netherlands
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Schroeder NL, Kucera AC. Refutation Text Facilitates Learning: a Meta-Analysis of Between-Subjects Experiments. EDUCATIONAL PSYCHOLOGY REVIEW 2022; 34:957-987. [PMID: 35095236 PMCID: PMC8784251 DOI: 10.1007/s10648-021-09656-z] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/29/2021] [Indexed: 11/24/2022]
Abstract
Scientific misconceptions are ubiquitous, and in our era of near-instant information exchange, this can be problematic for both public health and the public understanding of scientific topics. Refutation text is one instructional tool for addressing misconceptions and is simple to implement at little cost. We conducted a random-effects meta-analysis to examine the effectiveness of the refutation text structure on learning. Analysis of 44 independent comparisons (n = 3,869) showed that refutation text is associated with a positive, moderate effect (g = 0.41, p < .001) compared to other learning conditions. This effect was consistent and robust across a wide variety of contexts. Our results support the implementation of refutation text to help facilitate scientific understanding in many fields.
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Affiliation(s)
- Noah L. Schroeder
- Department of Leadership Studies in Education and Organizations, Wright State University, 3640 Colonel Glenn Highway, Dayton, OH 45435 USA
| | - Aurelia C. Kucera
- Lake Erie College of Osteopathic Medicine at Seton Hill, 20 Seton Hill Dr, Greensburg, PA 15601 USA
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Pavlasová L, Vojíř K. Influenza and influenza vaccination from the perspective of Czech pre-service teachers: knowledge and attitudes. Cent Eur J Public Health 2021; 29:177-182. [PMID: 34623115 DOI: 10.21101/cejph.a6670] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2020] [Accepted: 08/02/2021] [Indexed: 11/15/2022]
Abstract
OBJECTIVES Influenza is a widespread respiratory disease with a potentially risky course. Vaccination is considered the most effective method of prevention. However, only a small portion of the population is vaccinated. Teachers work in a high-risk environment and they have a significant impact on the population through student education. Therefore, the aim of this study was to find out the knowledge and attitudes of pre-service teachers about influenza and vaccination. METHODS A questionnaire survey was conducted to find out what knowledge, attitudes and behaviour pre-service teachers (N = 373) show in relation to influenza and influenza vaccination. It was statistically tested whether there were differences between students with respect to their field of study. RESULTS The majority of pre-service teachers have a good knowledge of influenza symptoms, however, they often mistaken it for other respiratory diseases. The field of study plays only a partial role in the knowledge. The respondents perceive influenza as an easily spread disease, but they have negative attitudes towards vaccination, and most pre-service teachers think that its disadvantages outweigh the advantages. This was stated primarily by pre-services science teachers. These attitudes are also reflected in the low vaccination rate of the sample (6%). CONCLUSIONS Relatively good knowledge of teachers is not reflected in their attitudes and behaviour. Negative attitudes towards vaccination are most held by pre-service teachers, whose field primarily includes teaching this topic. It can have a significant effect on students' attitudes not only toward influenza vaccines but also to other vaccinations.
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Affiliation(s)
- Lenka Pavlasová
- Department of Biology and Environmental Studies, Faculty of Education, Charles University, Prague, Czech Republic
| | - Karel Vojíř
- Department of Biology and Environmental Studies, Faculty of Education, Charles University, Prague, Czech Republic
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Gkentzi D, Benetatou E, Karatza A, Kanellopoulou A, Fouzas S, Lagadinou M, Marangos M, Dimitriou G. Attitudes of school teachers toward influenza and COVID-19 vaccine in Greece during the COVID-19 pandemic. Hum Vaccin Immunother 2021; 17:3401-3407. [PMID: 34242115 PMCID: PMC8437491 DOI: 10.1080/21645515.2021.1945903] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/08/2023] Open
Abstract
Our study aims to assess the attitudes, knowledge, and influenza vaccine uptake of school teachers, the intention to uptake influenza vaccine as well as the COVID-19 vaccine and to identify factors associated with vaccine acceptance during the COVID-19 pandemic in Greece. A cross-sectional online survey was conducted among elementary and kindergarten school teachers in the area of Western Greece from June 2020 to August 2020. A self-administered questionnaire was distributed via an internet-based link along with an invitation e-mail. Responses from 399 participants were retrieved. 139 (34.8%) had received the annual influenza vaccine in the season 2019-2020, whereas 215 (53.9%) stated that they would get it in the forthcoming season 2020-2021 (p < .001). 152 (38.1%) intent to get the COVID-19 vaccine when available. For COVID-19 vaccine factors that were independently associated with the intention to uptake included more than 15 years at work (p = .001), prior influenza vaccine uptake (p = .003), believing that COVID-19 vaccine should be mandatory (p = .04) and that school teachers are a high-risk group for COVID-19 (p = .001). In conclusion, COVID-19 pandemic appeared to have an impact on the intention of school teachers to get vaccinated for influenza. The low level of COVID-19 vaccine acceptance intention among the teachers in our cohort warrants further attention. Public health interventions should aim to increase knowledge on both influenza and COVID-19 and prevention of them via immunization in this particular at-risk population.
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Affiliation(s)
- Despoina Gkentzi
- Department of Paediatrics, Patras Medical School, Patras, Greece
- CONTACT Despoina Gkentzi Department of Paediatrics, Patras Medical School, 26504Greece
| | - Eleni Benetatou
- Department of Paediatrics, Patras Medical School, Patras, Greece
| | - Ageliki Karatza
- Department of Paediatrics, Patras Medical School, Patras, Greece
| | | | - Sotirios Fouzas
- Department of Paediatrics, Patras Medical School, Patras, Greece
| | - Maria Lagadinou
- Department of Infectious Diseases, Patras Medical School, Patras, Greece
| | - Markos Marangos
- Department of Infectious Diseases, Patras Medical School, Patras, Greece
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Jacobson NG, Thacker I, Sinatra GM. Here’s Hoping It’s not Just Text Structure: The Role of Emotions in Knowledge Revision and the Backfire Effect. DISCOURSE PROCESSES 2021. [DOI: 10.1080/0163853x.2021.1925059] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Affiliation(s)
| | - Ian Thacker
- Department of Educational Psychology, University of Texas, San Antonio
| | - Gale M. Sinatra
- Rossier School of Education, University of Southern California
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Gkentzi D, Benetatou E, Karatza A, Marangos M, Varvarigou A, Dimitriou G. Knowledge and Attitudes of School Teachers on Vaccination in Greece. Infect Chemother 2021; 53:364-367. [PMID: 34216129 PMCID: PMC8258291 DOI: 10.3947/ic.2020.0153] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2020] [Accepted: 04/21/2021] [Indexed: 02/05/2023] Open
Abstract
Few studies have assessed attitudes and beliefs of school teachers on vaccination. Our cross-sectional questionnaire-based prospective survey aims to explore vaccination coverage and relevant knowledge of school teachers in Greece. Out of the 217 respondents, 93% believe that vaccines offer protection but only 69.7% were completely vaccinated as per adults' National Immunization Schedule. In multivariate analysis, female gender, being a parent, beliefs that vaccination should be mandatory and imposing penalties to vaccine refusals are the main factors that account for teachers' "behavioral" variability towards vaccination. Strengthening the training of school teachers in health promotion should become a priority in the era of the highly anticipated vaccine against severe acute respiratory syndrome-coronavirus-2 (SARS-CoV-2).
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Affiliation(s)
- Despoina Gkentzi
- Department of Paediatrics, Patras Medical School, Patras, Greece.
| | - Eleni Benetatou
- 56th Primary School, Directorate of Primary Education of Achaia, Patras, Greece
| | - Ageliki Karatza
- Department of Paediatrics, Patras Medical School, Patras, Greece
| | - Markos Marangos
- Division of Infectious Diseases, Patras Medical School, Patras, Greece
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Peltier TK, Heddy BC, Peltier C. Using conceptual change theory to help preservice teachers understand dyslexia. ANNALS OF DYSLEXIA 2020; 70:62-78. [PMID: 32103423 DOI: 10.1007/s11881-020-00192-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/05/2019] [Accepted: 02/14/2020] [Indexed: 06/10/2023]
Abstract
Recently, many states passed laws requiring pre- and in-service teachers to receive professional development in dyslexia awareness. Even though misconceptions regarding dyslexia are widespread, there is a paucity of research on how to effectively remove misconceptions and replace them with accurate knowledge. The purpose of this study was to determine whether a researcher-created refutation text grounded in conceptual change theory could produce significant conceptual change in preservice teacher knowledge of dyslexia when compared with a control text about dyslexia (Dyslexia Basics, International Dyslexia Association; IDA, 2018). A sample of preservice teachers (n = 97) was randomly assigned to either the Dyslexia Basics text (n = 48) or the refutation text (n = 49). A one-way repeated ANOVA was used to identify if growth rates from pretest to posttest were differential across conditions. Results suggest that while both texts affect conceptions, the refutation text outperformed the Dyslexia Basics text (n = 97), η2 = 0.33. Effects were maintained at a delayed posttest (n = 75), η2 = 0.175. Interaction effects suggested that the amount of reading coursework did not moderate conceptual change. Implications for facilitating conceptual change of dyslexia will be discussed.
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Affiliation(s)
- Tiffany K Peltier
- Department of Educational Psychology, University of Oklahoma, Norman, OK, 73019-2041, USA.
| | - Benjamin C Heddy
- Department of Educational Psychology, University of Oklahoma, Norman, OK, 73019-2041, USA
| | - Corey Peltier
- Department of Educational Psychology, University of Oklahoma, Norman, OK, 73019-2041, USA
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Ganczak M, Kalinowski P, Drozd-Dąbrowska M, Biesiada D, Dubiel P, Topczewska K, Molas-Biesiada A, Oszutowska-Mazurek D, Korzeń M. School life and influenza immunization: A cross-sectional study on vaccination coverage and influencing determinants among Polish teachers. Vaccine 2019; 38:5548-5555. [PMID: 31706813 DOI: 10.1016/j.vaccine.2019.10.067] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2019] [Revised: 10/08/2019] [Accepted: 10/23/2019] [Indexed: 12/01/2022]
Abstract
OBJECTIVE The general public influenza vaccination coverage in Poland is one of the lowest in the EU (3.7% in 2017/2018). Teachers have the potential to be a target group for immunization programs against influenza infection, however, there is yet to be a study in Poland, or even in the EU that has assessed influenza vaccine uptake among this group. The study objective was to evaluate influenza vaccination coverage and to assess influencing determinants amongst Polish teachers. METHOD A cross-sectional questionnaire-based study was conducted among 277 teachers from 9 primary schools of two regional capitals of two Polish regions: Szczecin and Lublin. RESULTS A quarter of teachers have ever received influenza vaccine; 4.5% reported receiving vaccination in the 2018/2019 season. The main reasons for not being vaccinated were a lack of confidence in its effectiveness (56.9%) and concerns related to adverse effects (30.6%). Forty four percent (43.8%) of teachers believed that they are at risk of influenza infection, only 62.5% indicated vaccination as an effective method of preventing influenza. Previous information about influenza (OR = 15.70), high knowledge level about influenza (OR = 2.56), family physician recommendation (OR = 2.39), belief that influenza vaccination should be mandatory for teachers (OR = 3.29), and having a vaccinated family member (OR = 2.68) were each associated with higher odds of immunization. Willingness to be vaccinated against influenza in the next season was strongly associated with current vaccination status (OR = 7.16). CONCLUSIONS Influenza vaccination coverage among Polish teachers is alarmingly low; vaccine receipt was associated with teacher attitudes and beliefs. Future interventions related to maximizing vaccination coverage in this group should take advantage of the involvement of family physicians and specifically focus on teachers who have never been vaccinated before. As knowledge about influenza positively influences vaccination decisions, education strategies should focus on reducing knowledge gaps to alter attitudes and increase uptake.
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Affiliation(s)
- Maria Ganczak
- Department of Infectious Diseases, University of Zielona Góra, Zyty 28, 65-046 Zielona Góra, Poland.
| | - Paweł Kalinowski
- Department of Epidemiology, Medical University of Lublin, Staszica 4-6, 20-081 Lublin, Poland
| | - Marzena Drozd-Dąbrowska
- Department of Epidemiology and Management, Pomeranian Medical University, Zolnierska 48, 71-210 Szczecin, Poland
| | - Daniel Biesiada
- Primary Medicine Clinic "Lancet", Szkolna 9, 73-240 Bierzwnik, Poland
| | - Paulina Dubiel
- Department of Epidemiology and Management, Pomeranian Medical University, Zolnierska 48, 71-210 Szczecin, Poland
| | - Katarzyna Topczewska
- Department of Epidemiology and Management, Pomeranian Medical University, Zolnierska 48, 71-210 Szczecin, Poland
| | | | - Dorota Oszutowska-Mazurek
- Department of Epidemiology and Management, Pomeranian Medical University, Zolnierska 48, 71-210 Szczecin, Poland
| | - Marcin Korzeń
- Department of Methods of Artificial Intelligence and Applied Mathematics, West Pomeranian University of Technology, Zolnierska 46, 71-210 Szczecin, Poland
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