“Is it worth our time?” Understanding the educational culture of medical students and educators in addressing vaccine hesitancy

Abstract Background Vaccine uptake is declining, with vaccine hesitancy a primary cause. Although doctor recommendations are effective in influencing patient decisions, many lack confidence and skill in discussing hesitancy. This study examines how doctors and medical students perceive their responsibility in addressing vaccine hesitancy and how these perceptions shape their behaviour. Methods A survey ( n = 174) assessed participants’ knowledge, experiences, and attitudes toward vaccine communication. Five focus groups with practising doctors ( n = 13; 10 GPs, 3 hospital doctors) and five with final-year medical students ( n = 33) further explored emerging themes using inductive thematic analysis. Results Survey participants reported low confidence in addressing vaccine hesitancy (58.6% slightly prepared) and didn’t feel they had enough training to address it (79%) despite seeing it as important (82%) and encountering it monthly or more (60.9%). Focus group participants expressed ambivalence about whether addressing vaccine hesitancy was part of the doctor’s role. In communication, most focused on either information giving, understanding patients, or persuading them—but rarely all three. An overly biomedical approach and frustration from challenges of ineffective communication is likely being replicated through teaching and learning to the next generation of doctors. Conclusion In the context of increasing worldwide priorities around addressing vaccine hesitancy through community-based prevention, these findings highlight issues within doctors which may leave them unprepared for opportunistic vaccine conversations. Doctors may rely on ineffective or outdated communication models such as the Deficit model. Addressing hesitancy requires clearer role definition, better training, and systemic support. Without this, doctors may continue to miss critical opportunities for influence.