ASSESSMENT OF STUDENTS' KNOWLEDGE AND SURVEY OF INFECTIOUS DISEASES IN PAKISTAN

Abstract

Background: Hepatitis remains a major global health concern, contributing to over one million deaths annually. Despite being largely preventable through vaccination, education, and proper infection control, knowledge gaps persist among healthcare students, limiting their preparedness for clinical roles. Medical and Allied Health Sciences students are particularly vulnerable due to frequent patient contact, making it critical to assess their knowledge for effective public health outcomes.

Objective: To assess the level of knowledge regarding hepatitis among students of Medical and Allied Health Sciences and identify educational deficiencies across disciplines and academic levels.

Methods: An analytical cross-sectional study was conducted among 80 students, randomly selected from academic institutions. Data were collected using a structured, expert-validated, self-administered questionnaire consisting of 16 multiple-choice questions. The tool assessed knowledge about hepatitis types A–E, transmission, risk factors, symptoms, prevention, vaccination, and public health interventions. Demographic data, including age, gender, academic semester, and discipline, were also recorded. Data analysis was performed using SPSS Version 22, employing descriptive and inferential statistics, with significance set at p < 0.05.

Results: The mean age of participants was 24.5 years (range: 17–38). Females made up 53% of the sample, while males accounted for 47%. Students in semesters 10 and above scored highest (mean = 59.1±15), while those in semesters 1–3 had the lowest scores (mean = 32±18). Medical students had the highest knowledge scores (mean = 49.2±21), followed by Pharmacy (46±17.8) and Dentistry (41.7±20.3). No significant difference in knowledge was observed based on gender. Awareness of hepatitis B, C, and D was higher than that of hepatitis A.

Conclusion: Academic progression and field of study were positively associated with hepatitis knowledge, while gender had no impact. These findings underscore the urgent need to integrate structured hepatitis education across all health-related academic programs to ensure preparedness of future healthcare professionals.