The effect of educational intervention program on knowledge and willingness of medical students to take cervical cancer screening and human papillomavirus vaccine: A quasi-experimental study.

BACKGROUND

Cervical cancer (CC) is a major public health issue. This study assessed the alteration in students' knowledge and willingness to undergo CC screening, and take human papilloma virus (HPV) vaccine after an educational intervention.

MATERIALS AND METHODS

A quasi-experimental pre/post study design was adopted. A sample of 379 medical students at Suez University was selected using simple random sampling method. A self-administrated valid reliable questionnaire was utilized to collect the socio demographic data, knowledge about CC, and respondents' willingness and obstacles to CC screening and HPV vaccine. The health education program was delivered to students via the Microsoft team platform. Repeated measures ANOVA was utilized to compare the mean score of knowledge before the educational intervention, immediately, and 1 month later. Cochran's test was used to compare the level of knowledge before intervention, immediately after, and 1 month after the educational intervention.

RESULTS

About 52% of participants reported poor knowledge (<60%) before the educational intervention but significantly improving after the education program (20.3%). The mean knowledge score before the educational intervention, immediate post and 1 month later was 16.5 ± 7.3, 21.8 ± 6.3, and 21.9 ± 6.6, respectively, and this difference was statistically significant ( < 0.001). Before the health education intervention, about 55% of the participants were willing to get vaccinated, but their willingness significantly improved to 67% immediately and 1 month after the intervention ( < 0.001). The major reason for their unwillingness was the lack of awareness of the vaccine. About 58% of female students showed willingness to have pap smear and about 58% of male students showed willingness to counsel family members to have pap smear. Their willingness improved immediately after the educational intervention and 1 month thereafter to 70.7% and 72.3%, respectively. No statistically significant correlation was observed between knowledge and sociodemographic characteristics.

CONCLUSION

The educational intervention enhanced students' knowledge about CC.