Volume 36, Issue 257 (5-2026)
J Mazandaran Univ Med Sci 2026, 36(257): 173-188 |
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Hosseinzadeh F, Kazemi S, Rezai M S. Health Education Interventions to Improve HPV Vaccination Awareness and Uptake Among Adolescents and Young Adults: A Narrative Review with a Focus on Gaps in Iran. J Mazandaran Univ Med Sci 2026; 36 (257) :173-188
URL: http://jmums.mazums.ac.ir/article-1-22898-en.html
URL: http://jmums.mazums.ac.ir/article-1-22898-en.html
Abstract: (231 Views)
Background and purpose: HPV is the most common sexually transmitted infection and the leading cause of cervical cancer. Despite the availability of effective vaccines, vaccination coverage in Iran remains inadequate, and no national vaccination program for adolescents has been implemented. This narrative review aimed to summarize educational approaches used to improve HPV knowledge and preventive behaviors.
Materials and methods: A structured search was conducted in PubMed, Scopus, Google Scholar, SID, and Magiran for articles published between 2010 and 2025. Interventional studies, systematic reviews, and evaluations of educational interventions reporting HPV knowledge, attitudes, vaccination intention, or vaccine uptake among adolescents, young adults, students, or parents were included. Due to the heterogeneity of the included studies, a narrative synthesis was performed. Based on the nature of the educational interventions, five main themes were identified: face-to-face/traditional, digital/technology-based, peer education, family-based and community-based, and combined/multilevel approaches.
Results: Traditional methods were the most commonly used approach; although effective in improving knowledge, they demonstrated limited effects on actual preventive behaviors. Some technology-based interventions, such as SMS reminders, increased vaccination rates by more than 70%. In Iran, the use of such methods has been limited and largely restricted to traditional content delivery. Peer education has been shown internationally to significantly increase vaccine uptake but has not been implemented in Iran. Theory-based combined interventions improved vaccination intention but primarily focused on knowledge transfer, without addressing practical barriers such as cost, access, and social stigma.
Conclusion: HPV educational interventions in Iran have primarily focused on knowledge transfer through traditional methods. The main gap remains the disconnect between increased intention and actual preventive behavior. Future interventions should move toward multilevel, family-based, peer-led, and personalized technology-driven approaches, with greater emphasis on achieving HPV vaccine initiation and completion as measurable behavioral outcomes.
Materials and methods: A structured search was conducted in PubMed, Scopus, Google Scholar, SID, and Magiran for articles published between 2010 and 2025. Interventional studies, systematic reviews, and evaluations of educational interventions reporting HPV knowledge, attitudes, vaccination intention, or vaccine uptake among adolescents, young adults, students, or parents were included. Due to the heterogeneity of the included studies, a narrative synthesis was performed. Based on the nature of the educational interventions, five main themes were identified: face-to-face/traditional, digital/technology-based, peer education, family-based and community-based, and combined/multilevel approaches.
Results: Traditional methods were the most commonly used approach; although effective in improving knowledge, they demonstrated limited effects on actual preventive behaviors. Some technology-based interventions, such as SMS reminders, increased vaccination rates by more than 70%. In Iran, the use of such methods has been limited and largely restricted to traditional content delivery. Peer education has been shown internationally to significantly increase vaccine uptake but has not been implemented in Iran. Theory-based combined interventions improved vaccination intention but primarily focused on knowledge transfer, without addressing practical barriers such as cost, access, and social stigma.
Conclusion: HPV educational interventions in Iran have primarily focused on knowledge transfer through traditional methods. The main gap remains the disconnect between increased intention and actual preventive behavior. Future interventions should move toward multilevel, family-based, peer-led, and personalized technology-driven approaches, with greater emphasis on achieving HPV vaccine initiation and completion as measurable behavioral outcomes.
Type of Study: Review |
Subject:
Health Education
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