How do UK medical graduates rate their knowledge and skills in sexual health and HIV medicine? A national survey

• Published in: International journal of STD & AIDS 2009-05, Vol.20 (5), p.324-329
• Main Authors: Estcourt, C, Theobald, N, Evans, D, Lomax, N, Copas, A, David, L, Edwards, A, Fisher, M
• Format: Article
• Language: English
• Subjects: AIDS/HIV; Biological and medical sciences; Clinical Competence - standards; Education, Medical, Graduate; Epidemiology. Vaccinations; Female; General aspects; HIV Infections - diagnosis; HIV Infections - drug therapy; Human viral diseases; Humans; Infectious diseases; Male; Medical sciences; Professional Autonomy; Self Efficacy; Sexuality; Surveys and Questionnaires; United Kingdom; Viral diseases; Viral diseases of the lymphoid tissue and the blood. Aids
• ISSN: 0956-4624; 1758-1052
• DOI: 10.1258/ijsa.2008.008325

The objectives of this study are to determine self-assessed knowledge and skills in sexual health and HIV medicine in preregistration house officers and to explore undergraduate experiences of teaching and assessment in these subjects prior to the launch of National Core Learning Outcomes in Sexual and Reproductive Health and HIV. The study was designed as a postal questionnaire survey. The participants were all UK medical graduates of August 2004. The response rate 1737/4746 (36%). The main outcome measures were Doctors’ views on their preparedness to manage patients with sexual health and HIV-related problems. Since graduation, 90% of respondents had seen at least one patient with a sexually transmitted infection or HIV-related issue. Seventy-six percent felt confident to take a sexual history. In all, 63% and 53% felt competent in male and female genital examination, respectively. Forty-three percent felt they could conduct an appropriate HIV pretest discussion and 59% felt they could recognize clinical indicators suggestive of HIV. Seventy-eight percent had been formally assessed in sexual health and 55% in HIV medicine. Increased confidence in sexual history taking, HIV pretest discussion and recognition of HIV indicators was associated with a longer duration of teaching and formal examination. In conclusion, although the proportion of recent graduates confident in sexual history taking is encouraging, their lack of skill in discussing HIV testing, risk assessment and recognition of possible HIV presentations must be addressed. Integration of National Core Learning Outcomes into all undergraduate curricula is a key step in reducing inconsistencies in undergraduate training.