# Improving Insights of Medical Students Regarding Sexually Transmitted Diseases: A Quality Improvement Project

## TL;DR

This study improved medical students' understanding of sexually transmitted diseases through peer-led education and posters, showing significant knowledge gains.

## Contribution

A novel quality improvement project using peer-led education and posters to address knowledge gaps in STDs among medical students.

## Key findings

- Average knowledge scores increased significantly after peer-led education and poster interventions.
- Students found peer-led presentations more helpful than posters for learning about STDs.
- Knowledge of specific infections like trichomoniasis and hepatitis B improved notably.

## Abstract

Introduction: Sexually transmitted diseases (STDs) remain a critical component of medical education, yet gaps in knowledge and misconceptions persist among students due to overwhelming curricula and lack of clinical integration.

Methods: This quality improvement project (QIP), conducted at Maltepe University Faculty of Medicine, aimed to enhance students’ understanding of STDs through a dual-cycle intervention using the plan-do-study-act (PDSA) framework. A baseline survey (n=180) revealed inconsistent knowledge levels and prevalent misconceptions across academic years. In response, two interventions, peer-led educational presentations and informative posters, were implemented based on participant feedback. Knowledge was assessed using 20-item surveys before and after each intervention. To evaluate the effectiveness of the educational interventions, knowledge levels were assessed on a 5-point scale (1=None to 5=Very Good). The dataset was analyzed as independent samples because the student-by-student pairing (ID mapping) was not available in the summary file. A Mann-Whitney U Test and an independent samples t-test were also performed to compare the mean scores, which are common metrics in medical education literature.

Results: The average knowledge score improved significantly from 3.56 to 4.42 following peer education and from 3.71 to 4.28 after poster exposure. Specific knowledge of sexually transmitted infections such as trichomoniasis and hepatitis B increased markedly, while myths surrounding transmission routes were partially corrected. Students rated the presentation more helpful than posters (4.33 vs. 3.79 on a 5-point scale).

Conclusion: Despite limitations including low participation during exam periods, the interventions proved effective and well-received. This project underscores the value of peer-led and visual education in bridging knowledge gaps and student-tailored sexual health education in medical curricula.