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COVID-19

E-Learning Resource Shows Promise in Improving Conversations with COVID Vaccine Hesitant Patients

Strategic Insights

— 2 min read

Researchers from Queen Mary University of London developed an e-learning resource to support medical students in having effective conversations with COVID vaccine hesitant patients. The resource, which was co-developed with students, colleagues, and the local community, utilizes narrative learning theory and features three fictional characters whose stories run through the resource in activities and role-plays. A mixed methods approach was used to evaluate the resource, which included a survey of pre- and post-module self-confidence scores, and a thematic analysis of a focus group with seven final year medical students. The results showed that all students surveyed reported an improvement in their confidence in having effective conversations with vaccine-hesitant patients.

Key Takeaways:

  • The e-learning resource, developed by researchers from Queen Mary University of London, aimed to improve conversations with COVID vaccine hesitant patients among medical students.
  • The resource utilized narrative learning theory and featured three fictional characters whose stories ran through the resource in activities and role-plays.
  • The resource was co-developed with students, colleagues, and the local community, ensuring that it was culturally sensitive and relevant.
  • A mixed methods approach was used to evaluate the resource, which included a survey of pre- and post-module self-confidence scores, and a thematic analysis of a focus group with seven final year medical students.
  • All students surveyed reported an improvement in their confidence in having effective conversations with vaccine-hesitant patients, with a mean increase of 25% in self-confidence scores.
  • The focus group analysis suggested that character-based narratives can promote learning online, particularly through engagement and accessibility, relatability of characters and their stories, improved memory, and emotional connection.
  • The study highlighted the potential value of character-driven stories in online learning about vaccine hesitancy conversations.

Statistics:

  • 100% of students surveyed reported an improvement in their confidence in having effective conversations with vaccine-hesitant patients.
  • The mean increase in self-confidence scores was 25% among the surveyed students.
  • The focus group analysis included 7 final year medical students.
  • The resource was evaluated using a mixed methods approach, which included a survey of 20 students and a thematic analysis of the focus group results.

Sources:

  • NewsRx. Queen Mary University of London Reports Findings in COVID-19 (Using the Power of Narratives in E-Learning for COVID-19 Vaccine Hesitancy Conversations: A Mixed Methods Study in Medical Education). Education Letter. July 2, 2025; p 6.
  • Using the Power of Narratives in E-Learning for COVID-19 Vaccine Hesitancy Conversations: A Mixed Methods Study in Medical Education. MedEdPublish, 2025;13:310.

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