A Randomized Study to Determine the Effect of a Culturally Focused Video Intervention on Improving HPV Vaccine Intentions in a Christian Population in the United States.

Safe and effective vaccines have been developed that protect against high-risk strains of HPV, but uptake is relatively low. We previously identified factors such as sexual attitudes and HPV knowledge that impact the intent of Christian parents to vaccinate their children against HPV. We hypothesized that culturally specific interventions in the form of short videos would be effective at improving HPV vaccine intentions and attitudes. We made three short educational videos, one with a Christian focus, one informational about HPV, and one control. Videos were distributed electronically with accompanying surveys, and responses were measured before and after watching a randomly selected video. The religious-focused and educational interventions significantly (p < 0.0001, p = 0.0015) improved intentions towards HPV vaccination. The religiously-focused video also significantly diminished the belief that the HPV vaccine is unnecessary because of a family's values (p = 0.014). Parents significantly credited both interventions with improving their intent to vaccinate their children against HPV (p < 0.001 for both). These results suggest that culturally focused educational interventions are effective at influencing vaccine intentions and attitudes, even when those are based on religious or cultural feelings. Highly specific interventions are likely to be necessary for optimal improvement in vaccine hesitancy.

Application of motivational interviewing to group: Teaching advance care planning via group visits for clinical professionals.

OBJECTIVE: Advance Care Planning (ACP) via Group Visits (ACP-GV) is an innovative patient-centered intervention used in the United States Department of Veterans Affairs (VA) healthcare system. The goal of ACP-GV is to spread ACP to veterans and caregivers in medically underserved rural areas. Veterans, caregivers and those they trust participate in a group led by clinicians in Veterans Health Administration healthcare and/or community-based settings. To learn how to facilitate ACP-GV, clinicians attend ACP-GV training. The training teaches the ACP-GV group model and the theoretical components of Motivational Interviewing (MI) (Rollnick & Miller, 1995), which are used to empower participants to have conversations about their healthcare values and preferences. Therefore, the aim is to describe the specific MI techniques utilized by group facilitators in the innovative ACP-GV intervention. DISCUSSION: We provide exemplars for how group facilitators apply the MI techniques to the group discussion with participants. Lastly, we provide a scripted case example of a coded MI-concordant session of ACP-GV delivered with veterans in a healthcare setting that can be used in future training and education for clinicians interested in facilitating ACP using a group modality. CONCLUSION: MI is a key aspect of delivering ACP-GV, a high-quality, patient-centered intervention for veterans, caregivers and those they trust.

Changes in Attitudes and Barriers to Seasonal Influenza Vaccination from 2007 to 2023.

This study investigated how factors and barriers to flu vaccination among college students has changed over the past 16 years. Data were collected from 440 students using a survey and compared to previous data from the same university. Respondents were also asked about their experiences with Covid-19 and its effect on their intent to vaccinate. We found that vaccination rates had increased from 12.4 to 30.5%. Among the unvaccinated, expense, fear of getting influenza from vaccination, fear of side effects, and lack of information have decreased by 28%, 20%, 17%, and 15% respectively. Time, convenience, and perceived risk are still significant barriers to vaccination. Students are getting more encouragement to vaccinate from their health care providers and parents, but it is becoming less effective. The Covid-19 pandemic has changed vaccine attitudes and vaccine fatigue has been a large contributor. Additionally, political affiliation has become a predictor of flu vaccine uptake with conservatives being less likely to vaccinate. There has also been a shift in motivation from concern for personal safety to concern for public safety.

Iterating toward change: Improving student-centered teaching through the STEM faculty institute (STEMFI).

One of the primary reasons why students leave STEM majors is due to the poor quality of instruction. Teaching practices can be improved through professional development programs; however, several barriers exist. Creating lasting change by overcoming these barriers is the primary objective of the STEM Faculty Institute (STEMFI). STEMFI was designed according to the framework established by Ajzen's Theory of Planned Behavior. To evaluate its effectiveness, the Classroom Observation Protocol for Undergraduate STEM (COPUS) tool was used before and after an intensive year-long faculty development program and analyzed using copusprofiles.org, a tool that classifies each COPUS report into one of three instructional styles: didactic, interactive lecture, and student-centered. We report the success of our program in changing faculty teaching behaviors and we categorize them into types of reformers. Then, thematically coded post-participation interviews give us clues into the characteristics of each type of reformer. Our results demonstrate that faculty can significantly improve the student-centeredness of their teaching practices in a relatively short time. We also discuss the implications of faculty attitudes for future professional development efforts.

Examining the effects of early patient care and biomedical science integration on predoctoral dental student competence and confidence.

INTRODUCTION: Our study investigates early experiential learning as a method of curricular integration by allowing students to begin their clinical experience in the first year of the programme, as well as distributing biomedical classes throughout the predoctoral dental school curriculum. MATERIALS AND METHODS: This study utilises a quasi-experimental design with two different groups, Standard Curriculum Group and Integrated Curriculum Group, n = 87. Data were collected from 2017 to 2021. RESULTS: We found that, on average, it took 608 h less for the participants in an integrated curriculum group to reach clinical competence in comparison to peers who did not experience the same methods of integration in their programme. These data were collected through daily faculty evaluations of students' progression as well as participants' own self-assessment. Our results indicate that participants in the Integrated Curriculum Group also experienced a positive effect on their confidence in their ability to apply the biomedical sciences to patient care. DISCUSSION/CONCLUSION: Our findings demonstrate that predoctoral dental programmes may be able to bring about positive outcomes for students' clinical confidence and competence by providing patient care opportunities early in the programme and sequencing the biomedical sciences throughout the curriculum. As such, it appears that early experiential learning may be a viable option for curricular integration that can have a positive effect on both students' confidence in their clinical abilities and their progression to clinical competence.

Factors that influence STEM faculty use of evidence-based instructional practices: An ecological model.

Traditional teaching practices in undergraduate science, technology, engineering, and mathematics (STEM) courses have failed to support student success, causing many students to leave STEM fields and disproportionately affecting women and students of color. Although much is known about effective STEM teaching practices, many faculty continue to adhere to traditional methods, such as lecture. In this study, we investigated the factors that affect STEM faculty members' instructional decisions about evidence-based instructional practices (EBIPs). We performed a qualitative analysis of semi-structured interviews with faculty members from the Colleges of Physical and Mathematical Sciences, Life Sciences, and Engineering who took part in a professional development program to support the use of EBIPs by STEM faculty at the university. We used an ecological model to guide our investigation and frame the results. Faculty identified a variety of personal, social, and contextual factors that influenced their instructional decision-making. Personal factors included attitudes, beliefs, and self-efficacy. Social factors included the influence of students, colleagues, and administration. Contextual factors included resources, time, and student characteristics. These factors interact with each other in meaningful ways that highlight the hyper-local social contexts that exist within departments and sub-department cultures, the importance of positive feedback from students and colleagues when implementing EBIPs, and the need for support from the administration for faculty who are in the process of changing their teaching.

A Comparison of Online and In-Person Evolution Instruction That Includes Religious Cultural Competence.

Evolution is one of the most important concepts in biology, but it is rejected by a substantial percentage of religious students due to a perceived conflict with their religious beliefs. The use of religious cultural competence in evolution education (ReCCEE) has been shown to effectively increase evolution acceptance among religious students during in-person instruction, but there is no research that we know of that indicates the effectiveness of these practices during online instruction. In this study, we explored the efficacy of online culturally competent practices for religious students on students' evolution understanding, evolution acceptance, and comfort learning evolution at a religious university. Before and after evolution instruction, we surveyed 178 students in online introductory biology courses and compared these student outcomes to 201 students in the same instructor's in-person introductory biology courses. We found that evolution acceptance and understanding increased in online classes with culturally competent practices, and these gains were similar to those observed in the in-person courses. Despite these similarities, we found that students were more comfortable learning evolution in person than online, but this difference was small. Our findings suggest that the use of culturally competent practices online can be as effective as their use for in-person instruction for improving students' attitudes toward evolution, but in-person instruction may be more effective for cultivating students' comfort while learning evolution.

Popular media and the bombardment of evolution misconceptions.

Background: Many students enter science classrooms with misconceptions about scientific principles. One of the most perceived controversial scientific principle for students is evolution. Students struggle to learn and accept evolution due to the many misconceptions students have interacted with before they enter a biology class. Evolution misconceptions come from many sources, such as religious beliefs, textbooks, and even unprepared educators. However, with students spending on average over seven hours a day viewing popular media, it is crucial to investigate further the accuracy of the portrayals of evolution in popular media. Results: We gathered data on the sources students saw evolution portrayed in popular media and determined what misconceptions were present in these popular media references. We found that 96% of the popular media references mentioned by students in our study inaccurately depicted evolution. The two most common misconceptions we observed in popular media were that evolution was depicted as a linear process and that individual organisms evolve instead of populations. Conclusion: Popular media does a poor job depicting evolution, which may be why many students are hesitant to learn evolution and overcome misconceptions. We suggest that these incorrect portrayals of evolution may provide an engaging way to teach correct evolutionary principles in the classroom.

Cautious Sexual Attitudes Diminish Intent to Vaccinate Children against HPV in Utah.

Although most Human papillomavirus (HPV) infections are mild and are cleared by the immune system, some high-risk HPV strains can cause various cancers. Vaccines have been developed that protect against high-risk HPV strains. HPV vaccines have been approved for use by the CDC (Centers for Disease Control and Prevention) and are recommended for everyone aged 11-26. Despite the availability of safe and effective vaccines, uptake is low. HPV vaccine uptake has been extensively studied on a national and international level, but less is known about vaccine acceptance on a state or local level. The state of Utah, in the United States of America, has a relatively low HPV vaccination rate. In this study, we identified factors that impact the intent of Utah parents to vaccinate their children against HPV. A survey was distributed electronically to Utah residents. Survey results were analyzed using confirmatory factor analysis, structural equation modeling, and univariate analysis. Knowledge about HPV and positive vaccine attitudes had the greatest positive effect on intent to vaccinate children against HPV. Cautious sexual attitudes and high religious practice were found to have a negative impact on intent to vaccinate. Effective public health messaging will consider the cultural and religious influences of the target population.

Verbalized Studying and Elaborative Interrogation in the Virtual Classroom: Students with Social Anxiety Prefer Working Alone, but Working with a Peer Does Not Hurt Their Learning.

Due to public health measures enacted in response to the Covid-19 pandemic, educators and students alike have been suddenly thrust into the realm of online learning. To better understand how active and collaborative learning methods can apply to students studying in isolation, we compared the effects of two teach-and-question assignments: one that utilizes the active learning method of reciprocal peer tutoring and a solo version that requires individual verbalized studying and elaborative interrogation. We used a quasi-experimental design, with student participants enrolled in an online introductory human anatomy course. The first treatment group completed regular teach-and-question study assignments virtually with a peer, and the second treatment group completed the same assignment independently. We found no differences in exam scores between treatments, even for students with high social anxiety; however, student attitudes about the social versus individual assignment did differ for specific types of students. Students who reported experiencing high social anxiety preferred completing the active learning exercise by themselves, and students with low scientific reasoning ability preferred the partnered assignment. This research has potential implications for online classrooms. For instance, our results indicate that students who study independently, or in isolation, may have learning outcomes similar to those of students who study with a peer as long as they study actively. Because we found no negative impact on examination results, it also could be that virtually partnered or independent teach-and-question assignments could be helpful for instructors teaching large online classes to ensure all students are getting individualized feedback and attention.

Influences on Attitudes Regarding COVID-19 Vaccination in Germany.

Trust in institutions and democracy may be a major contributor to the willingness to be vaccinated. We investigated these factors and others with regard to COVID-19 vaccine uptake in Germany. Even though effective vaccination is a major contributor to slowing down the current pandemic, vaccine hesitancy remains a major challenge. To analyze attitudes toward vaccine hesitancy, a web-based cross-sectional survey was used to understand and describe the influences of attitudes about vaccination against COVID-19 in the German population. A descriptive analysis for the entire dataset was carried out, and multiple proportional odds regression, path model, and structural equation modeling (SEM) were subsequently used to analyze any relationship between latent variables and COVID-19 vaccine acceptance. In total, 1092 responses from across Germany were analyzed. SEM modeling revealed that trust in institutions, trust in non-pharmaceutical interventions, and various demographic factors were associated with intent to vaccinate. Descriptive analysis and multiple proportional odds regression confirmed that a history of influenza vaccination and level of satisfaction with democratic institutions were highly predictive (p < 0.05) for COVID-19 vaccine acceptance. Additionally, social determinants of health such as gender, age, number of children in the family, and the degree of satisfaction with life were also predictors (p < 0.05) for COVID-19 vaccine acceptance. Results also demonstrated a significant relationship between receiving the flu vaccine and acceptance of the COVID-19 vaccination. Governments that provide COVID-19 vaccines and control messaging should strive for trust and transparency to maximize vaccine uptake. Government-based vaccine measures should also involve measures to communicate trust in democratic and scientific institutions.

Effects of Religious Practice and Teachings about Sexual Behavior on Intent to Vaccinate against Human Papillomavirus.

Human papillomavirus (HPV) is the most common sexually transmitted infection in the United States. Most infections are mild and clear without treatment in 1 to 2 years. Some HPV strains result in persistent infection, which can cause various cancers, including cervical, penile, anal, mouth, and throat cancers. Vaccines have been developed that provide protection against the highest risk HPV strains. Despite HPV vaccines having been proven to be safe and effective, uptake has been low. Religiosity has been negatively correlated with HPV vaccine uptake in some studies. It is hypothesized that religiosity and Christian religious affiliation could impact parents' decision to vaccinate their children against HPV via teachings and beliefs about sexual behaviors. A survey was distributed to participants to determine what factors, including religiosity and views about sex, impacted HPV vaccination. The survey results (n = 442) were analyzed using confirmatory factor analysis, structural equation modeling, and univariate factor analysis. The association between religious practice and vaccine attitudes were complex, with religious practice slightly positively correlated with pro-vaccine attitudes and vaccine knowledge, but also with the belief that religious adherence to expectations surrounding sexual behavior will protect children from HPV infection, as well as more negative views towards vaccines, in general.

Role models, compatibility, and knowledge lead to increased evolution acceptance.

BACKGROUND: Evolution acceptance is still low in the United States, especially among religious students. Due to low acceptance, researchers have used a wide variety of methods to increase evolution acceptance. Six culturally competent methods for teaching evolution to religious students have been identified, this manuscript looks specifically at the method of reconciliation between religion and evolution. The reconciliation module has been shown to effectively increase evolution acceptance while allowing students to maintain their religious views. However, we lack an understanding of why this method is effective. We measure evolution acceptance and religiosity at eight religiously affiliated institutions in the United States to again measure the effects of a reconciliation model in biology classrooms. This manuscript also attempts to address classroom influences that allowed students to reconcile evolution with their religious beliefs. RESULTS: Of the eight schools that participated, there were no statistically significant decreases in the religiosity of the students over the semester. Five of the eight institutions had statistically significant increases in their evolution acceptance scores over the semester. We identified three major influences students mentioned as reasons for change towards evolution acceptance: the presence of a role model, discussions on religion and science compatibility, and learning about evolution. CONCLUSIONS: We identified influential practices instructors could integrate into their classrooms to help students better incorporate evolution into their personal views. Having a role model and talking about compatibility between religion and evolution are influential in changing students' views about evolution. Learning the mechanisms of the theory of evolution is also important in changing students' views about evolution and might be more impactful when used in conjunction with a role model or a compatibility discussion. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12052-021-00155-x.

Barriers to teaching evolution in higher education.

BACKGROUND: Although progress has been made in evolution education, many educators face significant barriers in their efforts to teach evolution specifically, and science in general. The purpose of this study was to identify faculty-perceived barriers to teaching evolution, specifically in religiously affiliated institutions or institutions with a highly religious student body, as well as resources faculty feel would help promote discourse around faith, evolution and science. To do this, we held a workshop with teams consisting of a science professor, a theologian and a pastor (of the predominant on-campus faith tradition) from 17 different institutions of higher education with highly religious student bodies for the purpose of helping them to create a curriculum to address perceived conflicts between science and faith. During the workshop, participants created posters identifying barriers they face and resources they perceive as helpful. These posters were analyzed for prevalent themes and framed within an ecological model of behavior. RESULTS: These teams identified prevalent barriers at each level of the ecological model. Intrapersonal factors included a fear of rocking the boat and a fear of student conflict. Interpersonal factors included perceived student lack of knowledge, student ideology, and student apathy. Institutional factors included work politics, a lack of relevant discourse surrounding the conflict, and mixed messaging to students. Community factors included social norms associated with various student demographics. And public policy factors included local and state government attempts to limit the teaching of evolution. Additionally, participants identified resources that they felt would facilitate overcoming conflict including colleagues as change agents, various assets, and tools to negate conflict. CONCLUSIONS: We determined that many of the concerns are addressable, and many resources are attainable. We urge the community to work toward these solutions. Additionally, we compare our findings to what the literature has shown and discuss the implications of faculty perceptions as compared to the published literature. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12052-021-00151-1.

Knowledge, Attitudes and Perceptions of COVID-19 Vaccination among Healthcare Workers of an Inner-City Hospital in New York.

Introduction: New York City is one of the areas most affected by the COVID-19 pandemic in the United States. Healthcare workers are among those at high risk of contracting the virus, and a vital source of information and trust in vaccines to the community. Methods: This study was conducted about attitudes towards COVID-19 vaccination among healthcare workers at a public hospital in New York City during the beginning of COVID-19 vaccination. 428 hospital employees responded. Results: Several factors were significantly associated with vaccine attitudes, including demographics such as gender (p = 0.002), age (p = 0.005), race (p < 0.001) and home location (p < 0.001), role within the hospital (p < 0.001), knowledge about the virus (p < 0.001) and confidence in and expectations about personal protective equipment and behaviors (p < 0.001). Structural equation modeling revealed that the most predictive factors were prior vaccine attitudes and concern with the speed of testing and approval of the vaccines (p < 0.001). Multivariate analysis reinforced these, while also identifying perceived personal risk as significant (p = 0.033). Conclusions: Several modifiable factors that reflect confidence in science, scientific knowledge, personal risk perception, experience and medical authority are correlated with vaccine attitudes, indicating that a holistic educational approach to improve trust in science is likely to be effective in long-term reduction in vaccine hesitancy.

Predictors of compliance with COVID-19 related non-pharmaceutical interventions among university students in the United States.

The world is currently dealing with a devastating pandemic. Although growing COVID-19 case numbers, deaths, and hospitalizations are concerning, this spread is particularly alarming in the United States where polarizing opinions, changing policies, and misinformation abound. In particular, American college campuses have been a venue of rampant transmission, with concerning spillover into surrounding, more vulnerable, communities. We surveyed over 600 college students from across the United States and modeled predictors of compliance with non-pharmaceutical interventions. We identified concern with severity, constitutionalism, news exposure, and religiosity as significant positive correlates with compliance, and general trust in science as a significant negative correlate. To determine how applicable nationwide modeling might be to individual local campuses we also administered this same survey to nearly 600 students at two large universities in Utah County. In this population, concern with severity was the only significant positive correlate with compliance; Additionally, feelings of inconvenience were negatively correlated. The effects of feelings of inconvenience, and news exposure were significantly different between populations. These results suggest that we should focus our efforts on increasing knowledge about the pandemic's effects on our society and informing about constitutionality amongst college students. However, we also show that nationwide surveys and modeling are informative, but if campuses are to efficiently curb the spread of COVID-19 this coming semester, they would be best served to utilize data collected from their student populations as these might significantly differ from general consensus data.

Influences on Attitudes Regarding Potential COVID-19 Vaccination in the United States.

The COVID-19 pandemic continues to ravage the world, with the United States being highly affected. A vaccine provides the best hope for a permanent solution to controlling the pandemic. However, to be effective, a vaccine must be accepted and used by a large majority of the population. The aim of this study was to understand the attitudes towards and obstacles facing vaccination with a potential COVID-19 vaccine. To measure these attitudes a survey was administered to 316 respondents across the United States by a survey corporation. Structural equation modeling was used to analyze the relationships of several factors with attitudes toward potential COVID-19 vaccination. Prior vaccine usage and attitudes predicted attitudes towards COVID-19 vaccination. Assessment of the severity of COVID-19 for the United States was also predictive. Approximately 68% of all respondents were supportive of being vaccinated for COVID-19, but side effects, efficacy and length of testing remained concerns. Longer testing, increased efficacy and development in the United States were significantly associated with increased vaccine acceptance. Messages promoting COVID-19 vaccination should seek to alleviate the concerns of those who are already vaccine-hesitant. Messaging directed at the benefits of vaccination for the United States as a country would address the second predictive factor. Enough time should be taken to allay concerns about both short- and long-term side effects before a vaccine is released.

Reconciling evolution: evidence from a biology and theology course.

BACKGROUND: Many individuals reject evolutionary theory due to a perceived conflict with their religious beliefs. To bridge this gap, educators have attempted different approaches including approaching evolution rejection as a consequence of deficit thinking and teaching students the nature of science (including the scientific process and peer review process as well as questions that science can and cannot answer).Teaching the nature of science has shown promising gains in the acceptance of evolution, although acceptance rates remain low. We propose a further approach: the use of a reconciliatory model designed to help students accept evolution within the framework of their religious beliefs. We tested this approach in both biology and theology classrooms at a Nazarene-affiliated university. Both professors approached the subject in a reconciliatory fashion. RESULTS: This study found that by utilizing a reconciliatory approach, the students in both classrooms saw significant gains in evolution acceptance, with gains being greatest in the biology classroom. In addition, we saw no decrease in student religiosity. CONCLUSIONS: Implications of this are discussed. The results of this study confirm the effectiveness of a reconciliatory model, which opens several avenues for further research.

Test-Enhanced Learning and Incentives in Biology Education.

Cognitive scientists have recommended the use of test-enhanced learning in science classrooms. Test-enhanced learning includes the testing effect, in which learners' recall of information encountered in testing exceeds that of information not tested. The influence of incentives (e.g., points received) on learners who experience the testing effect in classrooms is less understood. The objective of our study was to examine the effects of incentives in a postsecondary biology course. We administered exams in the course using a quasi-experimental design with low and high point incentives and measured student learning. Although exposure to exams predicted better learning, incentive level did not moderate this effect, an outcome that contradicted recent laboratory findings that higher incentives decreased student recall. We discuss possible explanations of the disparate outcomes as well as the implications for further research on the testing effect in postsecondary biology classrooms.

Testing Effect on High-Level Cognitive Skills.

The testing effect is one of the strongest learning techniques documented to date. Although the effects of testing on high-level learning are promising, fewer studies on this have been done. In this classroom application of the testing effect, we aimed to 1) determine whether a testing effect exists on high-level testing; 2) determine whether higher-level testing has an effect on low-level content retention; and 3) determine whether content knowledge, cognitive skill, or additional components are responsible for this effect. Through a series of two experiments, we confirmed a testing effect on high-level items. However, improved content retention due to testing was not observed. We suggest that this high-level testing effect is due to a better ability to apply specific skills to specific content when this application process has appeared on a previous exam.