High HIV knowledge relates to low stigma in pharmacists and university health science students in Guyana, South America
Bibliographic record
Abstract
OBJECTIVES: The objective of this study was to investigate HIV knowledge and its relation to HIV stigma among health science students and pharmacists in Guyana, South America. This study also evaluated how the Public Health Strengthening in Guyana Project's (PHSGP) HIV/AIDS/STI educational initiatives influenced HIV knowledge levels among health science students at the University of Guyana. METHODS: A total of 119 individuals, consisting of pharmacists (n=42) and health science students (n=77) participated in this cross-sectional study. All participants completed validated measures of HIV knowledge and HIV stigma. RESULTS: Overall, health science students scored high on knowledge about HIV risk factors and modes of HIV infection, but were less knowledgeable about more complex HIV treatment issues such as adherence and drug resistance. Students who had received educational HIV training had significantly higher levels of HIV knowledge than those who had not received training. Pharmacists had excellent knowledge regarding HIV risk factors and modes of infection, but had some important gaps in knowledge regarding the importance of HIV medication adherence and drug resistance. Overall, low levels of HIV stigma were endorsed, and those with higher HIV knowledge reported lower HIV stigma. CONCLUSIONS: Although the HIV curriculum has enhanced HIV knowledge, gaps in HIV knowledge remain, such as complex HIV treatment issues. The results of this study are discussed within the context of the challenges of HIV capacity building in resource-poor countries.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".