• Ljiljana Marković-Denić, Jadranka Maksimović, Gorica Sbutega-Milosević, Isidora Sbutega, and Milos Maksimović.
• Institut za epidemiologiju, Medicinski fakultet, Beograd. lj.denic@gmail.com
• Med. Pregl. 2010 Sep 1;63(9-10):715-8.

IntroductionThe aim of this study was to show the differences in the knowledge level about hospital infections between medical students having studied according to the old and new education programs.Material And MethodsTwo cross-sectional studies were conducted at the Faculty of Medicine in Belgrade, Serbia. The anonymous self-administrated questionnaires were distributed to all third year students. In 2000, the students followed the "old" system of education, and in 2007 they followed the new curriculum according to the Bologna Process.ResultsThe questionnaires were answered and returned by 79.8% of students who had the "old" education program and by 71.9% of students having a "new" curriculum. The latter students knew more about the definition of hospital infections (p < 0.001), their reservoirs (p < 0.05), the importance of endogenous reservoirs (p < 0.001), etiology (p < 0.001), transmission (p < 0.001) and prevention (p < 0.001). A greater number of students studying according to the new program recognized that the contact was the most frequent mode of transmission (p < 0.001).DiscussionThe students with the new program of studies knew more about hospital infections. This difference may be attributed to the previous course in epidemiology and earlier clinical practice that covered these topics. Although all of the students stated they knew which mode of transmission was the most frequent, when asked in specific terms about the hand hygiene, the "new" curriculum students stated to have intermediate knowledge, and the "old" curriculum students showed a substantial lack of knowledge. It is important to increase their knowledge level and compliance with the hand hygiene.ConclusionThe knowledge about hospital infections seems to have been improved by theoretical and practical sessions during early clinical training by the Bologna curriculum.

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