Awareness and Use of Pre-Exposure and Post Exposure Prophylaxes as Occupational Health and Safety Measure for Clinical Students at Copperbelt University Medical School in Zambia

Pre-exposure prophylaxis (PrEP.) and post-exposure prophylaxis (PEP) are additional preventative methods incorporated in a comprehensive HIV/AIDS preventative package in the Zambian health system. Despite PrEP and PEP being offered as a choice to people who are at sustained risk of HIV infection, most clinical students in sub-Saharan African medical schools continue to be disproportionately at risk of acquiring HIV during their clinical training. To avert this occupational health risk among clinical students, it is critical that awareness, access and use of these HIV preventive strategies, in Zambia and other sub-Saharan African countries be enhanced. This study therefore, examined awareness and use of PrEP and PEP among Copperbelt University Medical students in Zambia. A cross sectional survey was conducted among 203 medical students in their clinical years of study. The respondents were selected using stratified simple random sampling at two tertiary level public hospitals in the Copperbelt province of Zambia. Descriptive and inferential statistics were used for data analysis. Study found that 21.2% of the clinical students were exposed to HIV during their hospital practice and majority of these students were 3rd year students (24.5%), followed by the 2nd year students (23.5%) and the least proportion was 1styears (17.4%). Among those who were exposed, 76.7% reported the exposure while 23.3% did not report the exposure. The second years (20.6%) are shown to have reported most of the exposures compared to all the other classes. The majority of students (83.3%) were knowledgeable about PrEP and PEP. Sex (p value= 0.046) was the only factor that was significantly associated with knowledge of PrEP and PEP. There was no factor significantly association with utilization of PrEP and PEP, even participants’ knowledge of PrEP and PEP did not influence utilization of PrEP and PEP services (p value=0.741). Therefore, reducing barriers to access and use of PrEP and PEP among clinical students is an important intervention ...