ABSTRACT
(1) Background: Following the COVID-19 pandemic, vaccine hesitancy has become an increasingly important topic and has created significant concerns in public health. It is important to explore vaccine hesitancy among college students as they have been identified to be a high-risk group for COVID-19 transmission. This study aims to investigate COVID-19 vaccine hesitancy in college students on a midsized midwestern university campus. (2) Methods: Data were collected from 311 undergraduate and graduate college students during June and July 2021. Participants completed a survey on COVID-19 vaccine behaviors, perceptions, and opinions. Quantitative and qualitative analysis was performed to identify vaccine hesitancy and influencing factors in the student population. (3) Results: The results of this study demonstrated significant relationships between older and younger undergraduate students (OR > 1, p < 0.05), students who received a yearly influenza vaccine and those that did not (p < 0.05), and students who had a previous COVID-19 infection and those that did not (OR > 1, p < 0.05). We also determined a significant difference between some racial/ethnic groups and vaccine hesitancy status. (4) Conclusions: COVID-19 vaccine hesitancy exists on college campuses, and is influenced by age and student status, influenza vaccination status, previous COVID-19 infection, and race/ethnicity.
ABSTRACT
This study evaluates the success of secondary public health education in enhancing a professional degree in veterinary medicine. Dual-degree programs promote multidisciplinary skill attainment crucial to succeed in today's One Health-centered veterinary workforce. Participant demographics were collected including academic background, dual-degree enrollment status, and intended course of study. Survey data were collected from both Master of Public Health students and dual Doctor of Veterinary Medicine/Master of Public Health students. To measure knowledge attainment, students over a 10-year period were provided core competency and program perception-based surveys upon entering and exiting the public health program. Participants were asked to rate their knowledge of competencies based on a scale of having "no knowledge" to being "very knowledgeable." Program perceptions were reported through multiple response types. Open-ended response questions evaluated participants' perceived program success in aiding the development of professional veterinary public health knowledge. The dual nature of this degree program is hypothesized to enhance interprofessional capabilities for those entering the field of veterinary medicine. A qualitative thematic comparison of participants' entrance and exit survey responses indicated increased levels of concern for career preparation services in dual-degree students. By coursework completion, students' most valued competencies were related to epidemiology, biostatistics, and behavioral health. Quantitative analysis revealed that students concurrently enrolled in a veterinary and public health program demonstrate significantly higher levels of self-reported knowledge relating to disease measurement, ethical and legal principles, and epidemiological data interpretation. Students with educational backgrounds in veterinary and animal sciences demonstrated significantly higher levels of program satisfaction.
