The Silent Threat in Healthcare Training
Imagine a dedicated medical student, hours into a complex procedure, accidentally pricking themselves with a contaminated needle. This momentary lapse carries a life-altering risk: exposure to hepatitis B or C, viral infections that target the liver and are a well-known occupational hazard for healthcare workers 1 . Medical students are on the front lines of this risk, yet recent studies reveal a dangerous disconnect—they often know about the viruses but fail to protect themselves properly 1 5 . This article explores the gap between knowledge and action in the next generation of doctors, a crucial public health puzzle with implications for both caregiver and patient safety worldwide.
Hepatitis B and C are viral infections that primarily cause inflammation of the liver. They are recognized as a significant global public health concern 1 4 . The hepatitis B virus (HBV) is a resilient, DNA-based virus, while the hepatitis C virus (HCV) is an RNA virus, known for its genetic diversity 4 6 .
HBV and HCV were responsible for 1.3 million deaths collectively in 2022 according to WHO estimates 5 .
To understand how medical students perceive this threat, researchers often use KAP studies, which measure Knowledge, Attitudes, and Practices 1 . The consistent finding across multiple studies is a troubling gap: good knowledge and fair attitudes do not reliably translate into safe practices.
The UMST study in Sudan revealed that while 54.9% of students had good knowledge and 68.1% had fair attitudes, a concerning 56.2% demonstrated poor preventive practices 1 .
A 2025 study at the University of Medical Sciences and Technology (UMST) in Sudan provides a compelling snapshot of this issue 1 2 . Researchers conducted a descriptive, cross-sectional study among 235 medical students in their clinical years (third to fifth year).
| Transmission Method | Percentage Identifying Correctly |
|---|---|
| Sharing needles and syringes |
90.6%
|
| Contaminated blood and blood products |
85.5%
|
| Unsafe sex |
76.2%
|
| Sharing used blades or piercing tools |
63.8%
|
| Mother to baby transmission |
55.3%
|
| Sharing food with an infected person |
6.4%
|
| Shaking hands |
2.6%
|
| Coughing, sneezing |
2.6%
|
Source: UMST study on medical students' knowledge of Hepatitis B transmission routes (n=235) 1
The data shows that students are well-informed about major transmission routes like blood exposure, but a significant number hold misconceptions about casual contact, which can contribute to unnecessary stigma.
The problem is not confined to one country. A similar study conducted in a Government Medical College in Mumbai, India, in 2025 found that 77.7% of 511 participating students were not previously vaccinated against Hepatitis B 5 . The most common reason? No vaccination program was offered (34.1%), pointing to a systemic failure.
of medical students not vaccinated against Hepatitis B 5
Primary reason: No institutional vaccination program (34.1%)
of non-medical students had inadequate knowledge about HBV and HCV 4
Many incorrectly believed a Hepatitis C vaccine exists
| Student Group | Knowledge Level | Attitude Level | Practice Level |
|---|---|---|---|
| Medical Students (Sudan) 1 | 54.9% Good | 68.1% Fair | 56.2% Poor |
| Medical/Nursing Students (India) 5 | 58.91% Good (Overall KAP) | (Included in Overall) | (Included in Overall) |
| Non-Medical Students (Iraq) 4 | 48.8% Sufficient | Positive (Mean Score 2.37/3) | Not Assessed |
Combating hepatitis in healthcare settings requires a multi-pronged approach. The essential tools and strategies, often detailed in study methodologies, form a "kit" for prevention research and implementation 1 5 9 .
Institutional drives to remove barriers like cost and access; directly addresses the main reason students cite for non-vaccination 5 .
The body of evidence is clear: while medical students are knowledgeable about hepatitis, a dangerous gap exists before that knowledge turns into action 1 5 . This leaves our future doctors vulnerable and can perpetuate the spread of the virus.
Implement institutional vaccination programs to remove barriers to protection.
Enhance clinical safety protocols and hands-on practice with protective equipment.
Sustain education campaigns to correct misconceptions and promote prevention.
Closing this gap is not just the students' responsibility; it is an institutional and public health imperative. By transforming the learning environment to one that prioritizes and enables prevention, we can protect these essential frontline workers. This ensures they enter the workforce not only with sharp minds and skilled hands, but also with the confidence that they are shielded from a preventable danger, allowing them to focus on their primary mission: saving lives.