Abstract
Background: Digital vaccination campaigns are increasingly used to address declining vaccine confidence, yet evidence from large-scale, real-world interventions in middle-income countries is limited. Meta’s Brand Lift Studies (BLS), which use randomized test-control exposure, provide Bayesian estimates of attitudinal shifts resulting from digital content. Mexico, with over 88.6 million active internet users, provides a setting to evaluate the impact of targeted campaigns on vaccine attitudes. Objective: This study evaluated the impact of 5 digital vaccination campaigns implemented by the Asociación Mexicana de Vacunología (@Vacunologia) on Facebook (Meta Platforms Inc) and Instagram (Meta Platforms Inc) in Mexico between 2021 and 2022 on key attitudinal constructs related to COVID-19 vaccine confidence. Methods: This study used a retrospective ecological design. We analyzed aggregated BLS results for 5 campaigns targeting different audiences and vaccination themes. Measured outcomes included standard ad recall, perceived importance, perceived safety, perceived efficacy, and concerns about side effects. Statistical significance within the BLS framework was defined as an incremental lift of ≥2 percentage points with ≥90% posterior probability of replication—a threshold consistent with Meta’s operational Bayesian approach. Exploratory comparisons across campaigns were conducted using 1-way ANOVA, unpaired 2-tailed t tests, and Fisher exact tests. Results: Campaigns reached 84.9 million accounts and generated 179.4 million impressions with a total investment of US $215,600. All campaigns produced statistically significant improvements in at least one attitudinal outcome (Bayesian threshold ≥90%). Standard ad recall increased in 4 campaigns (ANOVA, P
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Cordero, B. M., Feregrino, R. R., Feregrino, R. R., Cabello, R. R., Rocha Rocha, V. M., Martinez-Medina, R., & Fernández Urrutia, L. A. (2026). Digital Health Communication and Vaccine Confidence in Mexico Using Aggregated Randomized Brand Lift Studies: Secondary Analysis. JMIR Formative Research, 10. https://doi.org/10.2196/82889
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