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Type of Resource (primo): dissertations
Name: Personal
Name: Personal
Name: Personal
Name: Corporate
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Note: thesis: Thesis (M. P. H.)--Brown University, 2023
Genre (aat): theses
Abstract: Background: The emergency authorization of Sars Cov-2 (COVID-19) vaccines in December 2020 required clinicians, public health leaders, and policymakers to rapidly understand the science of and how to deploy these novel vaccines. In response to this public health crisis, Brown University partnered with Project HOPE® and a multi-national, governmental public health agency to develop and implement a novel virtual COVID-19 Vaccine Training of Trainers (TOT). This virtual training course aimed to educate clinicians and public health and policy leaders on the COVID-19 vaccines. Methods: A 17-question pre- and post-test survey was administered to participants to assess knowledge acquisition on course content. The three modules covered vaccine immunology; vaccine hesitancy; and vaccine access and distribution. Knowledge scores for the overall assessment and for the three modules were generated by summing the correct responses on the pre- and post-tests. Paired t-Tests assessed the change in mean COVID-19 vaccine knowledge score. A linear regression model examined the change in knowledge score by gender, geographical region, and profession. Four, semi-structured key informant interviews were conducted with Brown University faculty who developed the curriculum and Project HOPE staff who implemented the training to understand key areas of the development and implementation of this virtual educational model. Results: There was a statistically significant increase in knowledge score between the pre- and post-tests, with a P-value <0.001. The overall mean knowledge score increased 1.04 points from the pre-test to the post-test. There was a statistically significant increase in knowledge score for each of the three modules. In a linear regression model adjusted for gender, geographical region, and profession, a one standard deviation increase in pre-test score was associated with a -0.855 standard deviation change in overall knowledge score from pre- to the post-test; this result was statistically significant (p < 0.001). Four recurring themes were identified in the key informant interviews: 1. Each stakeholder in an academic-NGO-government partnership contributes unique expertise and resources; 2. Synthesizing and teaching rapidly changing evidence to a wide audience requires trainers to adapt and constantly revise materials; 3. Virtual trainings have wide reach, but there are doubts about quality and impact; 4. The absence of a plan to monitor the TOT cascade limited the evaluation of study impact. Conclusions: Virtual trainings have wide reach and result in knowledge gain related to the COVID-19 vaccine. When delivered as part of an academic-NGO-government partnership, trainings may address knowledge and training gaps first identified by local community members. Our findings suggest that a plan should be developed for trainings and materials after the initial training with Master Trainers to monitor and sustain the knowledge cascade.
Subject (fast) (authorityURI="http://id.worldcat.org/fast", valueURI="http://id.worldcat.org/fast/01749921")
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