Infectious diseases & clinical microbiology · 2026
How an Infectious Diseases and Clinical Microbiology Clerkship Affects Medical Students' HIV/AIDS Knowledge and Attitudes.
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Karacaer Zehra, Yalçı Aysun, Bulut Cemal, Asar Erdoğan, Bozkurt Doğa Berke, Kopal Can Arda, Karakasoğlu Kerim
Аннотация
OBJECTIVE: This study aimed to examine the differences in HIV/AIDS knowledge and attitudes among medical students at different academic stages and to evaluate their association with a structured Infectious Diseases and Clinical Microbiology (IDCM) clerkship and sociodemographic characteristics.
MATERIALS AND METHODS: This cross-sectional comparative study was conducted from March 1, 2024, to July 5, 2024. Medical students were divided into three cohorts: third-year (preclerkship), fourth-year (post-clerkship), and fifth-year (post-clerkship, advanced-stage) students. This study compared different cohorts at distinct educational stages rather than following the same individuals over time.
RESULTS: The study included 291 medical students (median age, 22 years; 51.9% male). Among fourth-year students, the IDCM clerkship was associated with an increase in median knowledge scores from 19 (9-21) to 20 (13-21) and attitude scores from 54 (26-85) to 57 (17-85). Knowledge scores were 18 (9-21) among third-year students, 20 (13-21) among fourth-year students, and 19 (12-21) among fifth-year students; attitude scores were 51 (22-80), 57 (17-85), and 55 (19-76), respectively. Knowledge and attitude scores were significantly higher in the post-clerkship fourth-year cohort than in the third-year cohort. Knowledge scores were higher in fifth-year students than in third-year students, although the difference in attitude was not statistically significant. The IDCM clerkship was independently associated with higher knowledge scores. Female sex, completion of the IDCM clerkship, and higher paternal education were independently associated with more positive attitudes.
CONCLUSION: HIV/AIDS knowledge scores were significantly higher among cohorts that had completed the IDCM clerkship; however, differences in attitudes across cohorts were less prominent. These findings suggest that while higher educational stages are associated with better HIV/AIDS knowledge, differences in professional attitudes may require more integrated, long-term educational strategies across the curriculum.
MATERIALS AND METHODS: This cross-sectional comparative study was conducted from March 1, 2024, to July 5, 2024. Medical students were divided into three cohorts: third-year (preclerkship), fourth-year (post-clerkship), and fifth-year (post-clerkship, advanced-stage) students. This study compared different cohorts at distinct educational stages rather than following the same individuals over time.
RESULTS: The study included 291 medical students (median age, 22 years; 51.9% male). Among fourth-year students, the IDCM clerkship was associated with an increase in median knowledge scores from 19 (9-21) to 20 (13-21) and attitude scores from 54 (26-85) to 57 (17-85). Knowledge scores were 18 (9-21) among third-year students, 20 (13-21) among fourth-year students, and 19 (12-21) among fifth-year students; attitude scores were 51 (22-80), 57 (17-85), and 55 (19-76), respectively. Knowledge and attitude scores were significantly higher in the post-clerkship fourth-year cohort than in the third-year cohort. Knowledge scores were higher in fifth-year students than in third-year students, although the difference in attitude was not statistically significant. The IDCM clerkship was independently associated with higher knowledge scores. Female sex, completion of the IDCM clerkship, and higher paternal education were independently associated with more positive attitudes.
CONCLUSION: HIV/AIDS knowledge scores were significantly higher among cohorts that had completed the IDCM clerkship; however, differences in attitudes across cohorts were less prominent. These findings suggest that while higher educational stages are associated with better HIV/AIDS knowledge, differences in professional attitudes may require more integrated, long-term educational strategies across the curriculum.