Van Oost Niels, Van Raemdonck Annelies, Schoenmakers Birgitte
Department of Public Health and Primary Care, KU Leuven, Leuven, Belgium.
J Med Educ Curric Dev. 2024 Oct 8;11:23821205241286293. doi: 10.1177/23821205241286293. eCollection 2024 Jan-Dec.
The Joint United Nations Program on HIV/AIDS (UNAIDS) has set a goal to eliminate AIDS as a public health threat by 2030 and the World Health Organization emphasized pre-exposure prophylaxis (PrEP) as a crucial element. Despite the lack of a specific role for general practitioners (GPs) in PrEP care, GPs could play a crucial role in the follow-up but this is still uncommon. Above, GPs estimate their knowledge about PrEP as low.
This study seeks to understand the knowledge of GPs regarding PrEP care. Through online e-learning, we aimed to enhance our knowledge of PrEP care.
Firstly, we assessed general knowledge about the PrEP of GPs. Secondly, we investigated the impact of e-learning on knowledge of PrEP care among GPs. We developed a multiple-choice questionnaire to evaluate self-assessed knowledge and knowledge about PrEP. One group of participants completed an e-learning module and took a pre- and post-test to assess changes in knowledge. Another group completed the questionnaire without e-learning.
Seventy-two participants completed the survey. Finally, 18 participants successfully completed the e-learning module. Nineteen percent ( = 14) of all GPs considered their general knowledge of PrEP to be "good," while 68% ( = 49) of the GPs felt confident in identifying patients at risk, rating their ability as "good." Participants achieved an average score of 4.7 (test group) and 4.6 (e-learning group) out of 10 on the knowledge test. After completion of the e-learning, the overall average score of the e-learning group significantly increased by 33% (-value < .03).
GP generally scored low on knowledge covering different aspects of PrEP. However, after completing an e-learning module, there was a significant increase in the average test scores. These findings highlight the potential efficacy of targeted educational interventions in enhancing the understanding of PrEP among GPs.
联合国艾滋病规划署（UNAIDS）设定了到2030年消除艾滋病作为公共卫生威胁的目标，世界卫生组织强调暴露前预防（PrEP）是关键要素。尽管全科医生（GPs）在PrEP护理中没有特定角色，但他们在后续跟进中可发挥关键作用，但这种情况仍不常见。此外，全科医生估计自己对PrEP的了解程度较低。
本研究旨在了解全科医生对PrEP护理的知识掌握情况。通过在线电子学习，我们旨在提高对PrEP护理的认识。
首先，我们评估了全科医生对PrEP的一般知识。其次，我们调查了电子学习对全科医生PrEP护理知识的影响。我们开发了一份多项选择题问卷，以评估自我评估的知识和关于PrEP的知识。一组参与者完成了一个电子学习模块，并进行了课前和课后测试，以评估知识的变化。另一组参与者未进行电子学习就完成了问卷。
72名参与者完成了调查。最后，18名参与者成功完成了电子学习模块。所有全科医生中有19%（=14）认为自己对PrEP的一般知识“良好”，而68%（=49）的全科医生对识别高危患者有信心，将自己的能力评为“良好”。在知识测试中，参与者在10分制下的平均得分分别为4.7分（测试组）和4.6分（电子学习组）。完成电子学习后，电子学习组的总体平均得分显著提高了33%（p值<0.03）。
全科医生在PrEP不同方面的知识得分普遍较低。然而，完成电子学习模块后，平均测试成绩有显著提高。这些发现凸显了有针对性的教育干预在增强全科医生对PrEP理解方面的潜在效果。
