Knowledge of osteoporosis prevention among health science students in North Africa: a descriptive correlational cross-sectional study.

UNLABELLED: This study aimed to describe the level of knowledge about osteoporosis prevention among health science students and to identify influencing factors. Results show a low level of knowledge regarding osteoporosis 13.27 ± 3.67 out of 32. Also influencing factors were such as gender (p = 0.007), age (p = 0.003), living environment (p = 0.009) and educational level (p = 0.017).

PURPOSE: The Purpose of this study was to describe the level of knowledge about osteoporosis prevention among health science students and to identify influencing factors.

METHODS

A descriptive correlational study was conducted among 524 health science students enrolled at the Higher School of Health Sciences and Techniques of Sousse (HSHSTS) and the Higher Institute of Nursing Sciences of Sousse (HINSS), Tunisia. Data were collected using a validated, self-administered questionnaire based on the revised Osteoporosis Knowledge Test (OKT). The OKT included two subscales assessing knowledge of osteoporosis prevention through physical activity and nutrition. Each correct response was awarded one point, while incorrect or "Нет данных" answers received zero points. The questionnaire also gathered sociodemographic information, including gender, age, living environment, and educational level.

RESULTS

The participants had a mean age of 20.5 ± 1.4 years. Overall, 71.8% of students demonstrated a low level of knowledge regarding osteoporosis. The mean total knowledge score was 13.27 ± 3.67 out of 32. Female students scored significantly higher on the overall OKT compared to males (p = 0.007). Physical activity subscale scores were significantly associated with gender (p = 0.005), age (p = 0.003), living environment (p = 0.009), and education level (p = 0.010). Similarly, nutrition-related knowledge showed significant associations with gender (p < 0.001), age (p = 0.001), living environment (p = 0.033), and education level (p = 0.002).

CONCLUSION

Key limitations include the cross-sectional design, possible participation bias from differing response rates between institutions, and a markedly imbalanced sex ratio, which may limit generalizability. These findings highlight the need for targeted educational interventions and early integration of osteoporosis content into university curricula to improve knowledge.