The COVID-19 pandemic underscored a critical need for widespread vaccine education due to significant vaccine hesitancy. Early 2020 polls revealed alarmingly low rates of vaccine acceptance in the United States, particularly among younger adults and minority groups. This hesitancy, fueled by misinformation and a lack of scientific literacy, presented a major obstacle to effectively combating the pandemic. Pre-existing research highlighted the link between vaccine hesitancy and factors such as gender, age, education level, and prior vaccination compliance. Studies also demonstrated the positive impact of educational interventions on vaccine acceptance. Recognizing the role of higher education in addressing this issue, the researchers developed educational materials to combat vaccine hesitancy by improving scientific literacy and trust in the scientific process. The materials were designed to be easily adaptable and implemented by educators and community groups across various settings.

Existing research clearly established the pre-pandemic presence of vaccine hesitancy and its association with various demographic and socio-economic factors. Studies from France and surveys conducted in the US and UK revealed the correlation between vaccine refusal, lower educational levels, and the spread of misinformation via social media. However, previous research also demonstrated the effectiveness of educational interventions in increasing vaccine acceptance, particularly among pregnant women and parents of high school children in the Philippines. These findings underscored the need for targeted and multifaceted educational approaches to combat hesitancy effectively, especially given the unique challenges posed by the COVID-19 pandemic.

The researchers created the "Online Vaccine Science Resources for COVID-19 Education" (OVSR), a set of four online modules and accompanying videos. Each module encompassed various learning materials, including instructional videos (available on YouTube with multilingual captions), assessments, discussion questions, assignments, synthesis activities (infographic creation, poster presentations), and guidelines for creating dual presentations targeted at both scientific and general audiences. The modules covered the process of science, SARS-CoV-2 biology, vaccine development, and science communication. The materials were designed for asynchronous and synchronous delivery, adaptable for various educational settings, including both 2-year and 4-year colleges. The OVSR project was piloted in a Life Science biology course at Worcester Polytechnic Institute, with feedback from undergraduates and community partners refining the materials. Pre- and post-instruction surveys were utilized to assess changes in students' perceptions of vaccines, focusing on vaccine safety and effectiveness, trust in the scientific process, and the likelihood of vaccine uptake. Additional course-based evaluations in Fall 2022 and Spring 2023 utilized pre- and post-tests to assess learning outcomes within specific modules (Module 2: COVID-19 Science; Module 3: Vaccine Science). Demographic information was collected but analyzed anonymously to protect participant privacy.

Faculty feedback on the OVSR modules through a QUBES faculty mentoring network indicated generally positive responses, particularly regarding the modules' usability and recommendation to colleagues. Student survey data showed statistically significant increases in positive attitudes toward vaccines after exposure to the modules. Specifically, students demonstrated significantly increased belief in the safety and effectiveness of vaccines, greater trust in the scientific process of vaccine development, and a higher likelihood of getting vaccinated if offered free of charge. These positive trends were observed across different demographic groups, including women and several racial and ethnic groups, though the sample sizes for some groups limited the generalizability of these findings. The course-based evaluations using pre- and post-tests further supported the effectiveness of the modules in promoting knowledge gain on COVID-19 science and vaccine science, demonstrating statistically significant improvements in student understanding of key concepts. Some unexpected results such as an increase in wrong answers to a particular question after watching module 3 indicated the importance of continuous assessment and reinforcement of learning.

The findings demonstrate the effectiveness of the OVSR modules in promoting positive attitudes towards COVID-19 vaccines and increasing knowledge of vaccine science. These results align with other studies linking increased scientific literacy to reduced vaccine hesitancy. While the study observed significant improvements in student perceptions and knowledge, it acknowledges the possibility that similar positive shifts could have occurred without exposure to the curriculum. The study highlights the value of continuous public education on vaccine science in combating misinformation and promoting vaccine uptake. The need for ongoing efforts to improve public scientific literacy and effective communication strategies remains critical, particularly in light of evolving viral variants and the ongoing need for booster doses. The ongoing updates and adaptations to the OVSR modules highlight a commitment to providing current and relevant information to educators.

The OVSR project successfully developed and implemented effective educational materials for increasing vaccine acceptance and scientific literacy. The modules demonstrated statistically significant improvements in student attitudes and knowledge, emphasizing the crucial role of accessible and well-designed educational interventions in addressing vaccine hesitancy. Future research could explore the long-term impact of these modules, examine the effectiveness of the modules in diverse community settings, and investigate optimal strategies for communicating complex scientific information to a broader audience. Continuing to update and improve these resources will remain vital to addressing emerging challenges and maintaining high vaccination rates.

The study's reliance on anonymous survey data limited the ability to make definitive conclusions about the impact on individual students. The relatively small sample sizes for some demographic subgroups restricted the generalizability of those findings. While the course-based evaluations provide strong evidence of immediate learning gains, further research is needed to assess long-term retention of knowledge and the translation of knowledge into behavioral changes. The study was conducted primarily during the early phases of the COVID-19 vaccine rollout and may not entirely capture the current dynamics of vaccine hesitancy.