Abstract

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A total of 112 first and second year medical students in either traditional (MD) or dual degree (MD/MPH) programs were included in our study (Table 1). Overall, 48% of students indicated having “some knowledge” of PrEP before the survey and 72% of students indicated willingness to recommend PrEP. Students reported receiving information about HIV prevention through lectures (76.8%), problem-based learning and small groups (63.4%), outside of formal medical education (66.1%), and social media (48.2%). Formal instruction regarding PrEP was reported by 14.3%. Students more commonly reported learning about behavioral counseling (57.1%) and HIV treatment (67%). The majority of students (63.4%) described their education regarding HIV prevention as “somewhat adequate.” Of 65 respondents, 55.3% of students indicated that the lecture format was preferred for the provision of additional HIV prevention education. Among respondents, 82.2% believed that PrEP should be offered to at-risk patients and 66.1% suggested that government programs should fund PrEP for those at increased risk for HIV infection unable to afford medication. Adherence, cost, and lack of knowledge were identified as barriers to the use of the medication. There was no statistically significant relationship between program track (MD or MD/MPH) and responses.
Total responses per survey question are n = 112, unless otherwise specified.
FDA, Food and Drug Administration; PEP, postexposure prophylaxis; PrEP, pre-exposure prophylaxis.
Availability of providers is a limitation in PrEP implementation in the United States. 4 Expanding medical students' education in PrEP could impact future willingness to recommend PrEP for populations at risk for HIV. In our survey of medical students, the majority indicated willingness to prescribe PrEP in their future practices, but reported variable formal training and gaps in knowledge of PrEP availability and logistics. Prevalent cost concerns highlight the need for inclusion of information regarding cost assistance programs and cost-effectiveness in HIV prevention education.
Increased exposure to information regarding HIV prevention and PrEP has been shown to increase willingness to prescribe PrEP. 4 As physician specialists may receive variable training in HIV prevention after medical school, the preclinical curriculum provides a common ground for future physicians and is a reasonable target for dissemination of information. Although many students in our survey expressed a preference for lecture format, small group settings may be appropriate to consider for the necessarily nuanced discussion of these prevention strategies.
Our survey assesses basic PrEP knowledge, but does not address stigma regarding HIV transmission nor salient nuances in HIV prevention implementation. Further research is necessary to develop a more extensive assessment of medical students' knowledge of HIV prevention strategies and address knowledge gaps through standardized preclinical medical curricula.
