ArticleCureus2026
Improving Insights of Medical Students Regarding Sexually Transmitted Diseases: A Quality Improvement Project.
Article in Cureus, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionSexually 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.
methodsThis 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.
resultsThe 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).
conclusionDespite 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.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.