scholarly journals Pharmacists-Physicians Collaborative Intervention to Reduce Vaccine Hesitancy and Resistance: A Randomized Controlled Trial

Vaccine X ◽  
2021 ◽  
pp. 100135
Author(s):  
Derar H. Abdel-Qader ◽  
Wail Hayajneh ◽  
Abdullah Albassam ◽  
Nathir M. Obeudat ◽  
Adel M. Belbeisi ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Vaccine Hesitancy ◽  
Randomized Controlled ◽  
Collaborative Intervention

scholarly journals A randomized controlled trial of a video intervention shows evidence of increasing COVID-19 vaccination intention

2021 ◽  
Author(s):  
Leah S Witus ◽  
Erik Larson
Keyword(s):  
Randomized Controlled Trial ◽  
Parental Attitudes ◽  
Controlled Trial ◽  
Herd Immunity ◽  
Educational Interventions ◽  
Childhood Vaccination ◽  
Vaccine Hesitancy ◽  
Control Group ◽  
Information Control ◽  
Randomized Controlled

Increasing acceptance of COVID–19 vaccines is imperative for public health, as unvaccinated individuals may impede the ability to reach herd immunity. Previous research on educational interventions to overcome vaccine hesitancy have shown mixed effects in increasing vaccination intention, although much of this work has focused on parental attitudes toward childhood vaccination. In this study, we conducted a randomized controlled trial to investigate whether vaccination intention changes after viewing an animated YouTube video explaining how COVID–19 mRNA vaccines work. We exposed participants to one of four interventions — watching the video with a male narrator, watching the same video with a female narrator, reading the text of the transcript of the video, or receiving no information (control group). We found that participants who watched the version of the video with a male narrator expressed statistically significant increased vaccination intention compared to the control group. The video with a female narrator had more variation in results. As a whole, there was a non–significant increased vaccination intention when analyzing all participants who saw the video with a female narrator; however, for politically conservative participants there was decreased vaccination intention for this intervention, particularly at a threshold between being currently undecided and expressing probable interest. These results are encouraging for the ability of interventions as simple as YouTube videos to increase vaccination propensity, although the inconsistent response to the video with a female narrator demonstrates the potential for bias to affect how certain groups respond to different messengers.

Decreasing vaccine hesitancy with extended health knowledge: Evidence from a longitudinal randomized controlled trial.

2021 ◽  
Vol 40 (2) ◽  
pp. 77-88
Author(s):  
Sarah Eitze ◽  
◽  
Dorothee Heinemeier ◽  
Nora Katharina Schmid-Küpke ◽  
Cornelia Betsch
Keyword(s):  
Randomized Controlled Trial ◽  
Health Knowledge ◽  
Controlled Trial ◽  
Vaccine Hesitancy ◽  
Randomized Controlled

scholarly journals Trial design and protocol of randomized controlled trial comparing the efficacy of oral mefenamic acid, paracetamol and placebo for analgesic prophylaxis in childhood vaccination (MAP VaC trial)

2021 ◽  
Vol 8 (3) ◽  
pp. 218
Author(s):  
Rachna Pasi ◽  
Thirunavukkarasu Arun Babu ◽  
Vinoth Kumar Kallidoss
Keyword(s):  
Randomized Controlled Trial ◽  
Mefenamic Acid ◽  
Vaccine Coverage ◽  
Controlled Trial ◽  
Childhood Vaccination ◽  
Vaccine Hesitancy ◽  
Immunization Schedule ◽  
Vaccine Administration ◽  
Randomized Controlled ◽  
National Immunization

<p class="abstract"><strong>Background:</strong> Needle related pain has been one of the most important concerns for parents of children receiving vaccination. Non-steroidal anti-inflammatory drugs (NSAIDs) like paracetamol and mefenamic acid have been commonly used as analgesics in pediatric population. However, prophylactic administration of these drugs for analgesia during vaccination has not been studied. The main objective of this study is to compare the efficacy of prophylactic paracetamol, mefenamic acid and placebo on needle pain associated with vaccination.</p><p class="abstract"><strong>Methods:</strong> This is a three-arm parallel, triple blind, randomized controlled trial. Children aged 6 weeks to 7 years who need immunization as per national immunization schedule and reporting to pediatric outpatient department (OPD) at tertiary level hospital, AIIMS Mangalagiri, Andhra Pradesh, will be included. All participants will be randomly allotted to any of the three groups by computer based block randomization. Each participant will be given any one of the three drugs as per their allocation. Vaccination will be done as per national immunization schedule after 30 minutes of drug administration. Face, legs, activity, cry, consolability (FLACC) scoring will be done immediately after vaccine administration and repeated at 15 minutes and 30 minutes. All personnel involved in randomization, drug and vaccine administration, FLACC scoring and statistical analysis will be blinded along with parents and children enrolled in the study.</p><p class="abstract"><strong>Conclusions: </strong>If this intervention study shows evidence of a difference between drug and placebo signifying reduction in vaccine related pain with these drugs, this will have a huge impact on National Immunization programme by improving compliance, vaccine coverage and by reducing vaccine hesitancy.</p><p class="abstract"><strong>Trial registration:</strong> Clinical trials registration number is CTRI/2021/01/030239.</p>

scholarly journals Teacher Anxiety Program for Elementary Students (TAPES): intervention development and proposed randomized controlled trial

Trials ◽  
2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Golda S. Ginsburg ◽  
Jeffrey E. Pella ◽  
Kate Piselli ◽  
Grace Chan
Keyword(s):  
Randomized Controlled Trial ◽  
Elementary Students ◽  
Controlled Trial ◽  
Intervention Development ◽  
Theory Of Change ◽  
Student Anxiety ◽  
Randomized Controlled ◽  
Collaborative Intervention ◽  
Short And Long Term ◽  
The Impact

Abstract Background Excessive student anxiety is a common problem that severely impairs short- and long-term academic functioning and increases teacher burden. Reducing student anxiety has been associated with improvement in educational functioning. Because anxiety manifests daily in the classroom, teachers are in an ideal position to identify and help students manage their anxiety. Unfortunately, teachers lack the knowledge and skills to support the learning of students with excessive anxiety. The Teacher Anxiety Program for Elementary Students (TAPES), a novel teacher-administered school-home collaborative intervention, was designed to address this gap. Methods This manuscript describes the protocol for developing and evaluating TAPES. Specifically, we present a description of: (1) the intervention and theoretical model; and (2) methods for the proposed randomized controlled trial comparing TAPES to a standard professional development seminar focused on reducing student anxiety. Discussion Primary aims examine the impact of the TAPES training on teacher knowledge and skill. Secondary aims examine the impact of TAPES on student outcomes. Exploratory aims will examine mediators based on our proposed theory of change. If effective, TAPES has the potential to directly benefit teachers (improving skills) and students (reducing anxiety and improving functioning). Trial registration ClinicalTrials.gov, NCT03899948. Registered on 28 March 2019.

Treatment Fidelity Procedures for an Aphasia Intervention Within a Randomized Controlled Trial: Design, Feasibility, and Results

2020 ◽  
Vol 29 (1S) ◽  
pp. 412-424
Author(s):  
Elissa L. Conlon ◽  
Emily J. Braun ◽  
Edna M. Babbitt ◽  
Leora R. Cherney
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Treatment Protocol ◽  
Treatment Fidelity ◽  
Protocol Adherence ◽  
Study Condition ◽  
Randomized Controlled ◽  
Aphasia Therapy ◽  
Percent Accuracy ◽  
Over Time

Purpose This study reports on the treatment fidelity procedures implemented during a 5-year randomized controlled trial comparing intensive and distributed comprehensive aphasia therapy. Specifically, the results of 1 treatment, verb network strengthening treatment (VNeST), are examined. Method Eight participants were recruited for each of 7 consecutive cohorts for a total of 56 participants. Participants completed 60 hr of aphasia therapy, including 15 hr of VNeST. Two experienced speech-language pathologists delivered the treatment. To promote treatment fidelity, the study team developed a detailed manual of procedures and fidelity checklists, completed role plays to standardize treatment administration, and video-recorded all treatment sessions for review. To assess protocol adherence during treatment delivery, trained research assistants not involved in the treatment reviewed video recordings of a subset of randomly selected VNeST treatment sessions and completed the fidelity checklists. This process was completed for 32 participants representing 2 early cohorts and 2 later cohorts, which allowed for measurement of protocol adherence over time. Percent accuracy of protocol adherence was calculated across clinicians, cohorts, and study condition (intensive vs. distributed therapy). Results The fidelity procedures were sufficient to promote and verify a high level of adherence to the treatment protocol across clinicians, cohorts, and study condition. Conclusion Treatment fidelity strategies and monitoring are feasible when incorporated into the study design. Treatment fidelity monitoring should be completed at regular intervals during the course of a study to ensure that high levels of protocol adherence are maintained over time and across conditions.

Sign in / Sign up

Export Citation Format

Share Document