Background Medical students are among the group of frontline healthcare providers likely to be exposed to COVID-19 patients. It is important to achieve high COVID-19 vaccination coverage rates in this group as soon as a vaccine is available. As future healthcare providers, they will be entrusted with providing vaccine recommendations and counseling vaccine-hesitant patients. Methods This project used self-report to assess vaccine hesitancy and acceptance among medical students towards the novel COVID-19 vaccine. Results Nearly all participants had positive attitudes towards vaccines and agreed they would likely be exposed to COVID-19; however, only 53% indicated they would participate in a COVID-19 vaccine trial and 23% were unwilling to take a COVID-19 vaccine immediately upon FDA approval. Students willing to immediately take the vaccine were more likely to trust public health experts, have fewer concerns about side effects and agree with vaccine mandates ( P < 0.05). Concern for serious side effects was independently predictive of lower odds of intent to participate in a COVID-19 vaccine trial (AOR = 0.41, P = 0.01). Conclusion This is the first study to evaluate COVID-19 vaccine hesitancy among US medical students and highlights the need for an educational curriculum about the safety and effectiveness to promote uptake of the COVID-19 vaccine.

The contrasting results regarding the relationship of major depression with migraine versus other severe headaches suggest that different causes may underlie the co-occurrence of major depression in persons with migraine compared with persons with other severe headaches.

Future research should focus on sex differences in the response to assaultive violence, including potential explanations for females' greater probability to experience avoidance and numbing.

Background Previous research has documented that childhood behavioral disturbances predict lower scores on academic tests and curtail educational attainment. It is unknown which types of childhood behavioral problems are most likely to predict these outcomes. Methods An ethnically diverse cohort was assessed at age 6 for behavioral problems and IQ, and at age 17 for academic achievement in math and reading. Of the original cohort of 823 children, 693 (84%) had complete data. Multiple regressions were used to estimate associations of attention, internalizing and externalizing problems at age 6 with math and reading achievement at age 17, adjusting for IQ and indicators of family socioeconomic status. Results Adjusting for IQ, inner city community and maternal education and marital status, teacher ratings of attention, internalizing behavior and externalizing problems at age 6 significantly predict math and reading achievement at age 17. When types of problems are examined simultaneously, attention problems predict math and reading achievement with little attenuation, while the influence of externalizing and internalizing problems is materially reduced and not significant. Standardized coefficients representing the adjusted associations of attention problems and IQ at age 6 with achievement scores at age 17 were −0.12 (p<.001) and 0.55 (p<.001) respectively for math and −0.10 (p=.002) and 0.48 (p<.001) respectively for reading. Conclusion Interventions targeting attention problems at school entry should be tested as a potential avenue for improving educational achievement.