A Cross-Sectional Study on the Knowledge, Attitudes, and Practices of Medical Students Towards the Use of Plaster of Paris

Plaster of Paris (POP) serves as a fundamental orthopedic material for fracture immobilization and facilitating the healing process. For medical students, mastering anatomical principles and evidence-based practices is paramount, as these competencies significantly enhance patient outcomes. Proper application of POP not only ensures patient comfort but also minimizes the need for repeated casting or surgical interventions to maintain limb immobilization.

This study compares the knowledge, attitudes, and practices (KAPs) of three groups of medical students regarding the use of POP to evaluate how structured internship impacts their clinical decision-making and patient outcomes.

A structured questionnaire was administered to senior students of the bachelor's degree (4Y-MS and 5Y-MS) and early master's degree students (1Y-MMed) for comparative analysis.

There were notable differences among the three groups (4Y-MS, 5Y-MS and 1Y-MMed) in terms of gender, age, preferred specialty during clinical rotation, and specialty of choice (p = 0.004, p < 0.0001, p = 0.009, and p = 0.504, respectively). The 5Y-MS and 1Y-MMed groups reported higher scores for self-practice in applying a POP cast than did the 4Y-MS group [91 (82.73%), 172 (91.71%), and 76 (80.39%)], as collected through a questionnaire. Furthermore, only a small percentage of participants (n = 61) were postgraduate majors in orthopedic surgery, and even fewer (n = 10) received training from attending orthopedic surgeons. The participants' overall knowledge level was relatively low, with a score of 5.76 ± 1.25. Bloom's cut-off point indicates a moderate overall knowledge score of 71.97%, a positive attitude score of 90.75%, and a good practice score of 94.29%. The linear regression analysis revealed that all participants' knowledge levels were significant, but only the 1Y-MMed group's scores increased with the medical curriculum. The medical curriculum and clinical trainer's academic position influenced knowledge scores and attitudes, with the latter being the only factor that led to increased practice items.

The 5Y-MS or 1Y-MMed have better KAP when using a POP cast than 4Y-MS. Trainers' implication is a key factor in enhancing appropriate attitudes and practices among students.