ArticleJournal of the colleges of medicine of South Africa2026
Candidates' perceptions of the revised Diploma in HIV Management curriculum and study programme: A cross-sectional survey.
Article in Journal of the colleges of medicine of South Africa, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: The College of Family Physicians (CFP) revised the Diploma in HIV Management (Dip HIV Man) curriculum and, in 2021, introduced a 9-week structured-learning programme with linked resources to assist candidates in preparing for the assessment. This study determines the perceived contributions of the revised curriculum and the structured-learning programme to candidates' preparation and performance in the Dip HIV Man examination. Methods: A cross-sectional online survey (Aug-Oct 2023) was sent to all 545 candidates who wrote the Dip HIV Man examination in 2022 and first semester 2023. Likert scale and open-ended data were collected via Google Forms. Descriptive and logistic regression analyses were performed using open statistical software jamovi. Results: Among 545 candidates, 199 responded (36.5%); most were medical officers working in district or tertiary hospitals with 1 year - 5 years of experience. Most used the revised curriculum and rated resources as relevant and high-quality. Half engaged in the study programme, with high perceived value. Frequent use of curriculum and especially resources seemed associated with passing, with resource use showing the most consistent independent effect. Study group engagement showed weaker, inconsistent associations. Clinical HIV exposure was not associated with success. Overall, 90.4% reported that completing the diploma helped their clinical decision-making. Conclusion: The candidates found the revised Dip HIV Man curriculum, linked resources and study programme valuable in their examination preparation and perceived it as helpful in their clinical work. However, increased awareness among doctors and tailored resources is needed for further improvements. Contribution: This study underscores the value of structured educational interventions in postgraduate medical education and provides insights into optimising future examination preparation.
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