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Non-STEM Majors COVID-19 Vaccine Impressions Improve, and Misconceptions Resolve, after Podcast Assignment

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Title: Non-STEM Majors COVID-19 Vaccine Impressions Improve, and Misconceptions Resolve, after Podcast Assignment
Language: English
Authors: Christina N. Morra (ORCID 0000-0001-5824-6888), Sarah J. Adkins (ORCID 0000-0003-1216-9607), M. Elizabeth Barnes, Obadiah J. Pirlo, Ryleigh Fleming, Bianca J. Convers, Sarah P. Glass, Michael L. Howell, Samiksha A. Raut (ORCID 0009-0004-4634-7875)
Source: Journal of Microbiology & Biology Education. 2024 25(2).
Availability: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, COVID-19, Immunization Programs, Pandemics, Misconceptions, Student Attitudes, Nonmajors, Audio Equipment, Programming (Broadcast), Material Development, Teaching Methods, Student Developed Materials
Geographic Terms: Alabama (Birmingham)
ISSN: 1935-7877
1935-7885
Abstract: Misinformation regarding vaccine science decreased the receptiveness to COVID-19 vaccines, exacerbating the negative effects of the COVID-19 pandemic on society. To mitigate the negative societal impact of the COVID-19 pandemic, impactful and creative science communication was needed, yet little research has explored how to encourage COVID-19 vaccine acceptance and address misconceptions held by non-Science, Technology, Engineering and Mathematics majors (referred to as non-majors). We have previously demonstrated that including expert guest lectures in the vaccine module in the non-major introductory biology course helps combat students' vaccine hesitancy. In the present study, we further address how learning about vaccines impacts student knowledge and impressions of the COVID-19 vaccines through a podcast assignment. As a part of this assignment, non-majors created podcasts to address COVID-19 vaccine misconceptions of their choice. We coded pre and post, open-ended essay reflections (n = 40) to assess non-majors' knowledge and impressions of the COVID-19 vaccines. Non-majors' impressions of the vaccines improved following the podcast assignment with more than three times as many students reporting a positive view of the assignment than negative views. Notably, eight of the nine interviewed students still ended the course with misconceptions about the COVID-19 vaccines, such as the vaccines being unnecessary or causing fertility issues. In a post semi-structured interview following this assignment, students (n = 7) discussed the impact of looking into the specific misconceptions related to COVID-19 vaccines themselves, including improved science communication skills and understanding of different perspectives. Thus, podcasts can provide opportunities for students to improve engagement in valuable societal topics like vaccine literacy in the non-majors classroom.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1437710
Database: ERIC
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  Data: Non-STEM Majors COVID-19 Vaccine Impressions Improve, and Misconceptions Resolve, after Podcast Assignment
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  Data: <searchLink fieldCode="AR" term="%22Christina+N%2E+Morra%22">Christina N. Morra</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5824-6888">0000-0001-5824-6888</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarah+J%2E+Adkins%22">Sarah J. Adkins</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1216-9607">0000-0003-1216-9607</externalLink>)<br /><searchLink fieldCode="AR" term="%22M%2E+Elizabeth+Barnes%22">M. Elizabeth Barnes</searchLink><br /><searchLink fieldCode="AR" term="%22Obadiah+J%2E+Pirlo%22">Obadiah J. Pirlo</searchLink><br /><searchLink fieldCode="AR" term="%22Ryleigh+Fleming%22">Ryleigh Fleming</searchLink><br /><searchLink fieldCode="AR" term="%22Bianca+J%2E+Convers%22">Bianca J. Convers</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+P%2E+Glass%22">Sarah P. Glass</searchLink><br /><searchLink fieldCode="AR" term="%22Michael+L%2E+Howell%22">Michael L. Howell</searchLink><br /><searchLink fieldCode="AR" term="%22Samiksha+A%2E+Raut%22">Samiksha A. Raut</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0004-4634-7875">0009-0004-4634-7875</externalLink>)
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  Data: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Immunization+Programs%22">Immunization Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Misconceptions%22">Misconceptions</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Nonmajors%22">Nonmajors</searchLink><br /><searchLink fieldCode="DE" term="%22Audio+Equipment%22">Audio Equipment</searchLink><br /><searchLink fieldCode="DE" term="%22Programming+%28Broadcast%29%22">Programming (Broadcast)</searchLink><br /><searchLink fieldCode="DE" term="%22Material+Development%22">Material Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Developed+Materials%22">Student Developed Materials</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Alabama+%28Birmingham%29%22">Alabama (Birmingham)</searchLink>
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  Data: 1935-7877<br />1935-7885
– Name: Abstract
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  Data: Misinformation regarding vaccine science decreased the receptiveness to COVID-19 vaccines, exacerbating the negative effects of the COVID-19 pandemic on society. To mitigate the negative societal impact of the COVID-19 pandemic, impactful and creative science communication was needed, yet little research has explored how to encourage COVID-19 vaccine acceptance and address misconceptions held by non-Science, Technology, Engineering and Mathematics majors (referred to as non-majors). We have previously demonstrated that including expert guest lectures in the vaccine module in the non-major introductory biology course helps combat students' vaccine hesitancy. In the present study, we further address how learning about vaccines impacts student knowledge and impressions of the COVID-19 vaccines through a podcast assignment. As a part of this assignment, non-majors created podcasts to address COVID-19 vaccine misconceptions of their choice. We coded pre and post, open-ended essay reflections (n = 40) to assess non-majors' knowledge and impressions of the COVID-19 vaccines. Non-majors' impressions of the vaccines improved following the podcast assignment with more than three times as many students reporting a positive view of the assignment than negative views. Notably, eight of the nine interviewed students still ended the course with misconceptions about the COVID-19 vaccines, such as the vaccines being unnecessary or causing fertility issues. In a post semi-structured interview following this assignment, students (n = 7) discussed the impact of looking into the specific misconceptions related to COVID-19 vaccines themselves, including improved science communication skills and understanding of different perspectives. Thus, podcasts can provide opportunities for students to improve engagement in valuable societal topics like vaccine literacy in the non-majors classroom.
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  Data: 2024
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  Data: EJ1437710
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      – Text: English
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        PageCount: 14
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: COVID-19
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      – SubjectFull: Immunization Programs
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      – SubjectFull: Pandemics
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      – SubjectFull: Misconceptions
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Nonmajors
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      – SubjectFull: Audio Equipment
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      – SubjectFull: Alabama (Birmingham)
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