Evaluating HIV/AIDS education in the university setting

Surveys to determine learning and behavioral changes that result from education about human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) should be constructed to account for high levels of background knowledge and knowledge of safer sex practices among college students. This article evaluates the learning and behavioral changes of students enrolled in an HIV/AIDS education course offered by the Department of Biological Sciences at Rutgers University as part of a university-wide HIV/AIDS education program. Responses of students in the HIV/AIDS class were compared with those of students enrolled in other biology classes, using paired and unpaired t tests and multivariate discriminant analysis. Participants revealed they had significant knowledge about HIV/AIDS as a result of the HIV/AIDS class, but students campus-wide had a far higher level of general knowledge about HIV/AIDS than the authors expected. In addition, many students already were practicing behaviors that would reduce their risk of HIV infection. Because students were so knowledgeable about HIV and claimed they practiced safer sex, it was difficult to demonstrate significant changes in behavior as a result of the classroom experience.