219 - Youth and Vaccine Science: How Belief Systems May Influence Engagment and Uptake

Publication Number: 2211.219

Maarya Akmal, University of Texas Medical Branch School of Medicine, Katy, TX, United States; Rania Lateef, Stanford University, Manassas, VA, United States; Michael J.. Wolyniak, Hampden-Sydney College, Hampden-Sydney, VA, United States; Walter A.. Orenstein, Emory University, Atlanta, GA, United States

Background: Vaccines are one of the most effective public health tools, yet growing hesitancy threatens their success, highlighting the urgent need to educate the public, and especially youth, on vaccine science and efficacy.

Objective: This follow-up study assessed sustained vaccine knowledge retention and current attitudes, perceptions, beliefs, and vaccine status among high school students three years after an educational video intervention.

Design/Methods: The study included 188 youth, including 84 from the original Vaccine Education project, with 40 being controls and 44 subjects who had seen the vaccine education videos. An additional 104 subjects were recruited just for the current study. Surveys administered included the original vaccine knowledge questionnaire as well as questions which assessed attitudes, perception and beliefs regarding vaccines, trust in medical/scientific institutions. Survey responses from Likert-scale and yes/no items were numerically coded and standardized into z-scores to create composite indices for Vaccine Confidence (VCI), Perceived Risk (PRI), and Trust in Institutions (TII). A mean composite score represented overall vaccine attitudes.

Results: Within-group analyses revealed a significant and lasting knowledge increase among the experimental group, rising from pre-test (M = 12.14, SD = 2.37) to post-test (M = 14.48, SD =3.09; p<.001) and remaining higher at follow-up (M = 13.52, SD = 2.36; p = .004). The control group showed no significant change (all p>.05). Significant group differences were seen among the three groups for the Perceived Risk Index (F= 6.81, p = .001) and overall composite z-score (F = 5.22, p = .006). Students who had seen the vaccine education videos scored higher than new participants on both PRI (p = .001) and overall composite (p = .006). No significant differences were observed among the three groups with regards to Vaccine Confidence and Trust in Institutions. Higher knowledge scores correlated with greater institutional trust (p < .001) and perceived risk awareness (p = .002). Females scored higher on confidence (p = .04), perceived risk (p = .03), and overall attitudes (p = .01). Age, religion, or residential setting (urban, suburban, rural) were not associated with either knowledge scores or the other indices.

Conclusion(s): Vaccine education videos can impart knowledge gains that are sustained and may also contribute to positive vaccine-related attitudes. These results highlight the enduring value of concise, media-based education in strengthening vaccine understanding and confidence among youth.