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Grant W, Adan MA, Samurkas CA, Quigee D, Benitez J, Gray B, Carnevale C, Gordon RJ, Castor D, Zucker J, Sobieszczyk ME. Effect of Participative Web-Based Educational Modules on HIV and Sexually Transmitted Infection Prevention Competency Among Medical Students: Single-Arm Interventional Study. JMIR MEDICAL EDUCATION 2023; 9:e42197. [PMID: 36692921 PMCID: PMC9906317 DOI: 10.2196/42197] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/26/2022] [Revised: 11/30/2022] [Accepted: 12/15/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND The number of new HIV diagnoses in the United States continues to slowly decline; yet, transgender women and men who have sex with men remain disproportionately affected. Key to improving the quality of prevention services are providers who are comfortable broaching the subjects of sexual health and HIV prevention with people across the spectrum of gender identities and sexual orientations. Preservice training is a critical point to establish HIV prevention and sexual health education practices before providers' practice habits are established. OBJECTIVE The study aimed to develop participative web-based educational modules and test their impact on HIV prevention knowledge and awareness in future providers. METHODS Sexual health providers at an academic hospital, research clinicians, community engagement professionals, and New York City community members were consulted to develop 7 web-based educational modules, which were then piloted among medical students. We assessed knowledge of HIV and sexually transmitted infection prevention and comfort assessing the prevention needs of various patients via web-based questionnaires administered before and after our educational intervention. We conducted exploratory factor analysis of the items in the questionnaire. RESULTS Pre- and postmodule surveys were completed by 125 students and 89 students, respectively, from all 4 years of training. Before the intervention, the majority of students had heard of HIV pre-exposure prophylaxis (122/123, 99.2%) and postexposure prophylaxis (114/123, 92.7%). Before the training, 30.9% (38/123) of the students agreed that they could confidently identify a patient who is a candidate for pre-exposure prophylaxis or postexposure prophylaxis; this increased to 91% (81/89) after the intervention. CONCLUSIONS Our findings highlight a need for increased HIV and sexually transmitted infection prevention training in medical school curricula to enable future providers to identify and care for diverse at-risk populations. Participative web-based modules offer an effective way to teach these concepts.
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Affiliation(s)
- William Grant
- Duke University School of Medicine, Duke University, Durham, NC, United States
| | - Matthew A Adan
- Vagelos College of Physicians & Surgeons, Columbia University, New York, NY, United States
| | - Christina A Samurkas
- Division of Infectious Diseases, Department of Internal Medicine, Columbia University Irving Medical Center, New York, NY, United States
| | - Daniela Quigee
- Division of Infectious Diseases, Department of Internal Medicine, Columbia University Irving Medical Center, New York, NY, United States
| | - Jorge Benitez
- Division of Infectious Diseases, Department of Internal Medicine, Columbia University Irving Medical Center, New York, NY, United States
| | - Brett Gray
- Division of Infectious Diseases, Department of Internal Medicine, Columbia University Irving Medical Center, New York, NY, United States
| | - Caroline Carnevale
- Division of Infectious Diseases, Department of Internal Medicine, Columbia University Irving Medical Center, New York, NY, United States
| | - Rachel J Gordon
- Division of Infectious Diseases, Department of Internal Medicine, Columbia University Irving Medical Center, New York, NY, United States
| | - Delivette Castor
- Division of Infectious Diseases, Department of Internal Medicine, Columbia University Irving Medical Center, New York, NY, United States
| | - Jason Zucker
- Division of Infectious Diseases, Department of Internal Medicine, Columbia University Irving Medical Center, New York, NY, United States
| | - Magdalena E Sobieszczyk
- Division of Infectious Diseases, Department of Internal Medicine, Columbia University Irving Medical Center, New York, NY, United States
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Marcelin JR, Brosnihan P, Swindells S, Fadul N, Bares SH. The Value of a Longitudinal HIV Track for Medical Students: Ten-Year Program Evaluation. Open Forum Infect Dis 2022; 9:ofac184. [PMID: 35794937 PMCID: PMC9251603 DOI: 10.1093/ofid/ofac184] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2022] [Accepted: 04/07/2022] [Indexed: 11/15/2022] Open
Abstract
We surveyed graduates of a longitudinal medical school human immunodeficiency virus curriculum to evaluate its impact. Respondents felt comfortable caring for people with human immunodeficiency virus (PWH) and found value from the curriculum regardless of ultimate career path. Programs like this contribute to the development of culturally sensitive clinicians comfortable caring for PWH.
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Affiliation(s)
- Jasmine R Marcelin
- Division of Infectious Diseases, University of Nebraska Medical Center, Omaha, NE, USA
| | - Paul Brosnihan
- Department of Surgery, Harbor-University of California Los Angeles Medical Center, Los Angeles, CA, USA
| | - Susan Swindells
- Division of Infectious Diseases, University of Nebraska Medical Center, Omaha, NE, USA
| | - Nada Fadul
- Division of Infectious Diseases, University of Nebraska Medical Center, Omaha, NE, USA
| | - Sara H. Bares
- Division of Infectious Diseases, University of Nebraska Medical Center, Omaha, NE, USA
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