Table 1.
Summary of interventions identified through the peer-reviewed literature search.
| Identifier | Intervention Title (author, reference number) | Study Setting | Year | Type of Resource | Summary of Resource | Target |
|---|---|---|---|---|---|---|
| Trainees | ||||||
| P1 | Pahud et al. Collaboration for Vaccine Education and Research (CoVER) Curriculum[65] |
Postgraduate Pediatric and Family Medicine Residency Curriculum | 2020 | Online modules and role-play simulation | A curriculum with four asynchronous, interactive online modules (vaccine fundamentals, vaccine preventable diseases, vaccine safety, and vaccine communication strategies) followed by locally implemented face-to-face training over one hour. The curriculum was delivered over a period of 6 months. | Pediatric residents, family residents |
| P2 | Schnaith et al. Human Papillomavirus (HPV) Vaccination Curriculum[76] |
Undergraduate Medical School extracurricular | 2018 | Lecture, video and simulation | A three-part curriculum involving a didactic presentation by a physician on HPV, an educational video on implementing both the presumptive method and the Corroborate, About me, Science, and Explain/advise (C.A.S.E.) method with vaccine hesitant parents, and a simulation role-play with three scenarios. The curriculum was delivered over one day, but the time required was not well described. | Medical students |
| P3 | Barton et al. Announce-Inquire-Mirror-Secure (AIMS) Method for Healthy Conversations[3] |
Postgraduate Residency Curriculum | 2021 | Online modules and physical training | A two-part curriculum with a one-hour online learning module on the principles of vaccinology followed by a one-hour live training session on the AIMS method. The curriculum was delivered over one week. | Pediatric residents |
| P4 | Coleman & Lehman Flipped Classroom and Case-Based Curriculum[18] |
Postgraduate Pediatric Clerkship Curriculum | 2017 | Video podcast, powerpoint slides, in-person workshop | A 90-minute in-class workshop where students, in faculty facilitated groups, work through a case with a scenario and guided questions. The workshop is preceded by an hour-long podcast on vaccine education provided one week prior. | Medical students |
| P5 | Nold & Deem High-fidelity Ethics Simulation Experience[61] |
Baccalaureate Nursing Program Pediatrics Course | 2020 | Assignment, Simulation | A role-play simulation experience scenario involving an encounter with parental vaccine-refusal during a routine pediatric wellness visit, constructed to lead to multiple possible conversational pathways. Prior to the experience, students complete an assignment to familiarize themselves with the patient chart, review the vaccine schedule and plan for the encounter. The curriculum was delivered over one day, but the time required was not well described. | Nursing students |
| P6 | Real et al. Virtual Reality Curriculum[70] |
Postgraduate Pediatric Academic Clinic | 2017 | Virtual Simulation | A 15 min virtual reality simulation delivered through a headset with three simulated scenarios where participants counseled caregiver avatars with vaccine hesitancy. | Pediatric residents |
| Real et al. Virtual Reality Curriculum[71] | ||||||
| P7 | Real et al. The HPV Vaccine: Same Way, Same Day App[72] |
Postgraduate pediatric residency extra-curricular | 2021 | Tablet/Phone application, simulation | An app was designed for pediatricians to improve their HPV vaccine recommendation skills. It consists of an animated video discussing HPV disease epidemiology and evidence-based communication strategies, followed by a role-play select-response virtual simulation scenario with feedback provided by a virtual coach. Time required for this intervention was not described. | Pediatric residents |
| P8 | Vyas et al. Vaccine hesitancy learning unit[88] |
Undergraduate pharmacy curriculum |
2018 | SImulation, video, module | A learning unit with an initial standardized patient simulation encounter followed by feedback, self-reflection and a formal coursework on vaccine hesitancy. The following week, students participated in a second simulated patient encounter. The curriculum was delivered over 90 min each, in a period of 2 weeks. |
Pharmacy students |
| P9 | Vorsters et al. Summer school on vaccinology[87] |
Summer School for Pre-clinical Trainees | 2010 | Interactive teaching, physical training | A 4 day in-person curriculum covering 8 domains of vaccinology, with 75 learning objectives and competences (Rationale, context and history of immunisation, Key aspects of immunology, Key aspects of vaccines, Vaccine-preventable diseases, Immunisation policy and schedules, Future perspectives, Communication, Practical skills). | Pre-service trainees |
| P10 | Visalli et al. Health education intervention to improve vaccination knowledge and attitudes[86] |
Undergraduate Midwifery University Course | 2021 | Provided materials, debate | An educational intervention concerning all aspects of vaccinations (general characteristics, current legislation about mandatory and recommended vaccines, vaccination of particular groups of people including pregnant women) through provided materials and slides, followed by a debate to clarify any remaining concerns. The intervention was delivered over four hours. | Midwifery students |
| P11 | Morhardt et al. Vaccine curriculum to engage vaccine-hesitant families[58] |
Postgraduate pediatric,residency curriculum | 2016 | Slides, video, simulation | A four-part curriculum with a simulated patient encounter with a vaccine-hesitant parent, a series of self-directed lectures on vaccine-preventable illnesses, vaccine safety and administration, personal experience with a family affected by vaccine-preventable illnesses, and communication techniques with role-play opportunities, followed by a second simulated patient encounter. The curriculum was delivered over four hours. | Pediatric residents |
| Non-Trainees | ||||||
| P12 | Cates et al. Protect Them[12] |
Pediatric and family medicine practices | 2020 | Asynchronous online course with gamification | A course designed to increase vaccine knowledge, enhance interpersonal communication skills, and offer systems-level strategies to support vaccination. The course was delivered live for 4 weeks over three waves, and then on-demand for 3 months. | Physicians, nurses, nurse practitioner, other medical staff |
| P13 | Chamberlain et al. VaxChat[15] |
Obstetrical group practices | 2019 | Video tutorial | An hour-long, evidence-based video tutorial with the goal to improve obstetric care providers’ ability to promote maternal vaccines. | Physicians, midwives, nurses, nurse practitioner,medical assistant |
| P14 | Cotugno et al.No name. [19] |
Psychiatric unit | 2017 | Physical training | An intervention given by pharmacists to staff working on a psychiatric unit. Goal was to increase the rate of influenza vaccination through education on influenza, proper vaccine assessment, effective use of electronic medical records, vaccine ordering and procurement. Time required for the intervention was not described. | Pharmacists |
| P15 | Gagneur et al. Motivational Interviewing (MI) Workshop[32] |
Immunisation Public health clinics | 2019 | In-person training workshop | A workshop to increase MI knowledge and MI-skills for nurses to feel confident to apply these to their daily vaccination work routine in clinical practice, especially among vaccine hesitant parents. Workshops were conducted two days, three months apart. 7 h of training on day 1, and 4 h on day two. | Nurses |
| P16 | Glanternik et al. Effective Communication without Confrontation (ECC)[34] |
Clinical sites | 2020 | Presentation, communication training, simulation | A communication training tool that increases comfort level and perceived effectiveness when communicating with vaccine-hesitant parents. Training includes a presentation on communication techniques, interactive role play sessions using non confrontational communication such as motivational interviewing. Time required for this intervention was not described. | Pediatric physicians, family physicians |
| P17 | Lockhart et al. Communication Intervention[50] |
Pediatric and family medicine clinics | 2018 | Provided resources, in-person training | A communication intervention that consisted of a fact sheet library, website for parents called “iVac,” compilation of disease images, parental decision aid, communication training using a presumptive approach and motivational interviewing techniques. Time required for the intervention was not described. | Physicians, physician assistant, nurses |
| P18 | Maurici et al. Consultation and Relational Empathy Measure (CARE) to assess an immunization specific communication course[56] |
Immunization Centres at a local health unit | 2018 | Lectures, simulation | A measure used to assess a three day course about empathy and communication skills to patients in vaccination centers using a family and patient centered care approach (PFCC). The course consisted of 4 sections with each section consisting of a lecture and review of the topic, followed by role-playing and simulations, over three days. | Physicians, nurses |
| P19 | Brewer et al. Train the trainer workshop[6] |
Primary care clinics |
2021 | Videos, in-person training, simulation | A workshop to train providers to communicate about vaccinations more effectively through approaches such as the “Announcement Approach Training” (AAT). The workshop consisted of training a facilitator, followed by the facilitator training and teaching others on AAT. The official AAT workshop consisted of three sections: review evidence, build skills, and practice. The train-the-trainer workshop was 2 h, followed by 1 h of the AAT workshop. | Physicians,physician assistant, nurses, nurse practitioner,medical assistants |
| P20 | Reno et al. 5-component provider communication intervention[74] |
Pediatric and Family Practices | 2018 | Toolkit | A communication training toolkit encouraging providers to initiate a conversation using the presumptive approach, followed by implementation of motivational interviewing (MI) techniques, customized vaccine fact sheets, a set of disease images, a decision aid for parents, an educational tailored-messaging website for parents. Time required for this intervention was not described. | Physicians, physician assistant, nurses, medical assistants |
| P21 | Reno et al. Motivational Interviewing and Communication Techniques[73] |
Pediatric and Family Practices | 2018 | Video, Physical training | An intervention aimed at improving provider communication. Consists of a 40 min background video with key components of the communication style, and specific examples. A 1-hour in person training session focusing on demonstrating the techniques, and another 1- hour in person session that provided feedback on the providers' communication technique and suggestions for improvement. | Physicians, physician assistant, nurses practitioner, doctor of osteopathy |
| Dempsey et al. 5 Component Communication Intervention[23] | ||||||
| P22 | Shen et al. Aspire Framework[77] |
Pharmacies | 2021 | Framework | A 6-step framework that can support pharmacists when communicating with community members who have questions and/or concerns about vaccines. The goal is to increase vaccine uptake in the community. Time required for this intervention was not described. | Pharmacists |
| P23 | Zolezzi et al. OARS method[92] |
Independent | 2021 | Framework | A communication method for pharmacists to use during their daily encounters with patients, specifically for vaccine hesitant individuals. OARS (Open questioning,Affirming, Reflective listening, and Summarizing) . Time required for this intervention was not described. |
Pharmacists |
| P24 | Brewer et al. Presumptive “announcements” or participatory “conversations” Training[5] |
Pediatric and Family Clinic | 2017 | Presentation, communication training, assignment | Training sessions conducted with two groups, an announcement group and a conversation group. Each session consisted of four parts, review evidence, build skills, practice, and application to practice. Each of the four sessions lasted approximately-one hour. | Physicians |
| Both | ||||||
| P25 | Kumar et al. Brief Provider Training Video on HPV[45] |
Sample of four pediatric practices with multidisciplinary providers including trainees | 2019 | Video | A 20 min training video with didactic teaching and clinical vignettes to address previously reported provider-related barriers to HPV vaccination. | Physicians, nurses, residents, allied health professionals |
| P26 | Marcus, Bilma Engaging in Medical Education with Sensitivity (EMES) Initiative[54] |
Single Community | 2020 | Workshop (live and streamed) | A multi-faceted community-centered approach involving: Providing evidence directly to parents in the community Teaching parents to read and interpret data Hosting a CNE approved workshop for providers to improve communication with patients Engage para-health professionals Time required for this intervention was not described. |
Physicians, residents, nurses, nurse practitioner, doulas, community members |