Perception of mandatory infant vaccines and trust in vaccination among first-year healthcare students: An opportunity window for the training of future healthcare workers

Introduction: A high level of vaccine hesitancy is observed in France; to maintain a high level of vaccine coverage, a policy of mandatory vaccines has been applied since January 2019. As vaccine hesitancy has been described among healthcare workers, we aimed to assess the adhesion to vaccination in students enrolled in the first common year of healthcare studies (PACES), and their perceptions regarding the mandatory vaccine policy. Methods: We elaborated an anonymous online questionnaire and asked the 35 French universities offering PACES studies to diffuse it to their students; 26 accepted. Results: Overall, 4326 participants completed the questionnaire (age 18.7 +/- 1.5 years, female 76.1%). They evaluated vaccine usefulness and harmfulness at a median of 90 [IQT:80-100] and 25 [IQT:10-50], respectively; on the same scale, their median trust in vaccines was 82 [IQT:70-94]. Among the five main age classes (17 to 21 years), the positive perceptions of vaccination declined with age. A majority declared that making vaccines mandatory was morally and scientifically justified (65.7% and 84.7%, respectively); in response to the questionnaire showing a blatant anti-mandatory vaccine billboard, 52.3% and 28.6%, respectively, strongly disagreed or rather disagreed with it. Again, these proportions declined between 17 and 21 years. Participants were asked whether the mandatory vaccine policy would improve their perceptions of vaccination; those with poorer perceptions were less likely to answer this question positively. Conclusion: The perceptions of vaccination and the recent mandatory vaccine policy are positive in first-year students but better in younger ones, thus suggesting that vaccination should be taught early, during this study year. The mandatory vaccine policy may not improve the perceptions of those with a high level of vaccine hesitancy. (C) 2019 Elsevier Ltd. All rights reserved.