Evidence map›Paper›PMID 37614895›Full record

ArticleJournal of microbiology & biology education2023

Promoting RAPID Vaccine Science Education at the Onset of the COVID-19 Pandemic.

Davida S Smyth, Trace Jordan, Robert Seiser, Meghan Moran, Ulla Hasager, Sheryl Sorby, Nathan Kahl, Amy Shachter, Karen Oates

Abstract read
In one paragraph

Article in Journal of microbiology & biology education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors.

Davida S SmythDepartment of Life Sciences, Texas A&M University-San Antonio, San Antonio, Texas, USA.ORCID https://orcid.org/0000-0002-4049-0337
Trace JordanCollege Core Curriculum, New York University, New York, New York, USA.
Robert SeiserDepartment of Biological, Physical and Health Sciences, Roosevelt University, Chicago, Illinois, USA.
Meghan MoranDepartment of Health, Behavior & Society, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, USA.
Ulla HasagerCollege of Social Sciences, University of Hawai'i at Mānoa, Honolulu, Hawai'i, USA.
Sheryl SorbyCollege of Engineering Education, University of Cincinnati, Cincinnati, Ohio, USA.
Nathan KahlGeorge Mason University, Fairfax, Virginia, USA.
Amy ShachterSanta Clara University, Santa Clara, California, USA.
Karen OatesDepartment of Biology and Biochemistry, Worcester Polytechnic University, Worcester, Massachusetts, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

At the onset of the 2019 coronavirus disease (COVID-19) pandemic, it was clear that we needed to support public education on the science of vaccines. This project was born of that need and led to the development of comprehensive educational materials that addressed the process of science, severe acute respiratory syndrome coronavirus 2 biology, vaccine development, and science communication and outreach. Called the "Online Vaccine Science Resources for COVID-19 Education," the materials generated were designed to be implemented by educators and community groups in various contexts. They took the form of four modules and general audience informational videos available on a YouTube channel. Each module was assembled as a toolkit with instructional videos, assessments, discussion questions, assignments, synthesis activities, and guides for constructing infographics and dual poster (science and general public audience) presentations. The materials were piloted and tested in various educational settings, including 2-year and 4-year colleges. Data gathered from surveys of faculty and student participants suggested that exposure to the materials promoted student trust in vaccination and the scientific process of vaccine development, and increased the likelihood of their getting a freely available vaccine. Assessment data indicated that the materials were successful in helping students achieve the learning objectives for the modules. Our results underscored the continued need for science education strategies that address the critical problem of vaccine hesitancy as we continue to emerge from the COVID-19 pandemic.

Indexed as

misinformationonlinepublic educationSARS-CoV-2science communicationscientific literacyvaccinevaccine hesitancy

Identifiers

PMID37614895
PMCPMC10443309

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.