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U4 Significant benefit of a targeted hiv testing module on medical students’ knowledge and confidence
  1. Mickey Chong1,
  2. Laura Waters2,
  3. Jonathan Cartledge2
  1. 1University College London, London, UK
  2. 2Central North West London NHS Trust, London, UK


Background/introduction Despite national guidelines for HIV testing, this issue can be overlooked by medical school curriculums. With one quarter of HIV in the UK remaining undiagnosed, it is important the next generation of clinicians are informed appropriately.

Aim(s)/objectives Evaluate the efficacy of a TTT session introduced at a medical school.

Methods A short survey assessing knowledge of HIV testing guidelines, confidence to offer testing and outcomes of TTT was developed and distributed to fifth year medical students. Results were compared for students who had completed GU/HIV modules (GU+) and those who had not (GU-) and chi-squared testing was performed.

Results 100 and 119 questionnaires were returned by GU+ and GU- students (a response rate of 92.6% and 97.5%) respectively. For the 3 knowledge-based questions, GU+ students were significantly more likely to provide correct answers for 2 (p < 0.001). For the confidence questions GU+ students were significantly more likely to feel confident in offering HIV testing (p < 0.001). After TTT 92%, 98% and 62% felt more confident about when to test, how to discuss testing and more knowledgeable about testing, respectively. Most students said they would be happy to offer HIV testing in a variety of medical settings; significantly fewer reported this for an acute admissions unit (AAU) compared with antenatal clinic (79% vs 96%).

Discussion/conclusion GU+ students scored significantly better for 2 of 3 knowledge questions and for both confidence questions. Most students felt more confident and knowledgeable about HIV testing after TTT. Although most students were happy to offer and conduct testing, significantly fewer were confident in AAU compared with an antenatal clinic (where opt-out testing is well-established). This may warrant further exploration and consideration of context-based teaching.

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