| Autor: |
White P; Population Health Sciences Institute, Newcastle University Medical School, Newcastle upon Tyne, UK., Alberti H; School of Medical Education, Newcastle University Medical School, Newcastle upon Tyne, UK., Rowlands G; Population Health Sciences Institute, Newcastle University Medical School, Newcastle upon Tyne, UK., Tang E; Population Health Sciences Institute, Newcastle University Medical School, Newcastle upon Tyne, UK., Gagnon D; Direction des risques biologiques, Institut national de santé publique du Québec, Quebec, Canada., Dubé È; Department of Anthropology, Laval University, Quebec, Canada. |
| Abstrakt: |
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. |
