Knowledge and attitudes toward HIV/AIDS among Turkish clinical medical and dental students

Basit Öğe Kaydı
dc.contributor.authorSezer, Berkant
dc.contributor.authorAydogdu, Tugba
dc.contributor.authorAta, Batuhan
dc.date.accessioned2026-02-03T12:00:43Z
dc.date.available2026-02-03T12:00:43Z
dc.date.issued2025
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractObjectives: Despite advances in HIV/AIDS treatment and prevention, persistent knowledge gaps and stigmatizing attitudes among healthcare trainees emphasize the need for early educational interventions to promote ethical and non-discriminatory care for people living with HIV/AIDS (PLWHA). This study aimed to assess and compare HIV-related knowledge and attitudes among clinical medical and dental students. Methods: A cross-sectional, questionnaire-based survey was conducted among clinical-level students at a public university in T & uuml;rkiye. Participants included fourth- to sixth-year medical students and fourth- to fifth-year dental students. The questionnaire assessed general HIV/AIDS knowledge, transmission routes, post-exposure prophylaxis and attitudes toward PLWHA. Data were analysed using descriptive statistics, independent samples t-test, Mann-Whitney U test and chi-square tests. Results: Of 528 eligible students, 504 completed the survey (260 medical, 244 dental). Medical students scored significantly higher than dental students across all knowledge domains (p < 0.001) and demonstrated more positive attitudes (p < 0.001). However, both groups' overall knowledge levels were categorized as weak, and their attitudes remained negative. Common misconceptions included limited awareness of the Undetectable = Untransmittable principle, with only 11.5% of all students answering this item correctly, and false beliefs about transmission via casual contact, saliva, or shared utensils. Conclusions: While medical students performed better, widespread deficiencies and stigmatizing beliefs across both groups indicate a need for curriculum reform. HIV-related education should integrate biomedical content with ethical reasoning, stigma reduction, and patient-centred approaches. Early, experiential learning may help foster more informed and inclusive attitudes among future healthcare professionals.
dc.identifier.doi10.1111/hiv.70146
dc.identifier.issn1464-2662
dc.identifier.issn1468-1293
dc.identifier.pmid41470054
dc.identifier.scopus2-s2.0-105026502451
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1111/hiv.70146
dc.identifier.urihttps://hdl.handle.net/20.500.12428/34682
dc.identifier.wosWOS:001651508600001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherWiley
dc.relation.ispartofHiv Medicine
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20260130
dc.subjectattitude
dc.subjectdental education
dc.subjectHIV/AIDS
dc.subjectknowledge
dc.subjectmedical education
dc.titleKnowledge and attitudes toward HIV/AIDS among Turkish clinical medical and dental students
dc.typeArticle

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
PubMed İndeksli Yayınlar Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu