El-Sherbiny Naglaa A, Hamed Nashwa S, Eid Shaimaa Sayed, Elsary Asmaa Younis
Faculty of Medicine, Fayoum University, Fayoum, Egypt.
BMC Public Health. 2025 Sep 1;25(1):2991. doi: 10.1186/s12889-025-23796-9.
One of the biggest issues facing public health is sexually transmitted infections, or STIs. Every day, about a million STIs are discovered worldwide.
Current study aimed to evaluate how well health education sessions affected the level of improvement in STI knowledge and attitude.
One hundred eighty-nine students participated in a Pre-Post intervention study design, 95 of whom were non-Health science and 94 of whom were health science. Data was gathered via a self-administered questionnaire. The sexually transmitted disease knowledge questionnaire (STDs-KQ), sociodemographic information, and attitudes toward STIs were also covered. Students are given access to health education programs. Prior to and twice following the intervention program, assessments of the students' knowledge and disposition were conducted.
The knowledge level significantly increased right after the session (p-value < 0.001). When evaluated four months later, the student's knowledge about STIs had somewhat declined from its level immediately following the intervention. Nonetheless, it is significantly higher than the pre-intervention level (p-value 0.001). Over the course of the study, all participants' attitude levels gradually and significantly increased (p-value < 0.001).After four months, the type of faculty, Maternal's educational background, and socioeconomic state were all significant predictors of the degree of knowledge. After four months, the type of collage and the level of knowledge were important predictors of the attitude level.
The study concluded that university students' attitudes and knowledge regarding STI prevention were improved by the training sessions. Based on that conclusion all university students should get health education about STIs. Using modern technology, like as smartphone applications and online e-learning courses, could maintain and improve individuals level of knowledge about STIs. The study could raise awareness of a sensitive and very important subject that people prefer to avoid discussing.
性传播感染（STIs）是公共卫生面临的最大问题之一。全球每天约有100万例性传播感染被发现。
本研究旨在评估健康教育课程对性传播感染知识和态度改善程度的影响。
189名学生参与了一项前后干预研究设计，其中95名是非健康科学专业学生，94名是健康科学专业学生。数据通过自填式问卷收集。问卷还涵盖了性传播疾病知识问卷（STDs-KQ）、社会人口统计学信息以及对性传播感染的态度。学生们参加了健康教育课程。在干预课程之前以及之后两次对学生的知识和态度进行评估。
课程结束后知识水平显著提高（p值<0.001）。在四个月后进行评估时，学生关于性传播感染的知识相较于干预刚结束时有所下降。尽管如此，仍显著高于干预前水平（p值0.001）。在研究过程中，所有参与者的态度水平逐渐且显著提高（p值<0.001）。四个月后，教师类型、母亲的教育背景和社会经济状况都是知识程度的显著预测因素。四个月后，学院类型和知识水平是态度水平的重要预测因素。
该研究得出结论，培训课程改善了大学生对性传播感染预防的态度和知识。基于这一结论，所有大学生都应接受关于性传播感染的健康教育。使用智能手机应用程序和在线电子学习课程等现代技术可以维持和提高个人对性传播感染的知识水平。该研究可以提高人们对一个敏感且非常重要但人们通常不愿讨论的话题的认识。
