Wiedza, gotowość do pomocy i postawy wobec epilepsji: porównawcze badanie wśród palestyńskich studentów na kierunkach medycznych i niemedycznych
Knowledge, readiness to help, and attitudes toward epilepsy: A comparative study among Palestinian university students in health and non-health majors
W skrócie
Badacze porównali wiedzę o epilepsji, chęć niesienia pomocy osobom z epilepsją oraz postawy wobec tej choroby wśród palestyńskich studentów. Okazało się, że studenci kierunków medycznych wiedzieli więcej i bardziej chcieli pomagać, natomiast studenci kierunków niemedycznych mieli bardziej przychylne postawy. Naukowcy podkreślają, że edukacja na temat epilepsji, szczególnie dla wszystkich studentów, może zmniejszyć niechęć do tej choroby i stworzyć bardziej wspierające środowisko akademickie.
Oryginalny abstract (angielski)
This study explored and compared knowledge, readiness to help, and attitudes toward epilepsy among Palestinian university students enrolled in health‑related and non‑health majors. A cross‑sectional survey was conducted among Palestinian universities students, using a validated questionnaire covering sociodemographic characteristics, knowledge (8 items), readiness to help (4 items), and attitudes (10 items). A total of 449 students participated, nearly evenly distributed between health and non‑health majors. Students in health‑related majors scored higher in knowledge (57.5 ± 14.1 vs. 50.3 ± 17.2; p < 0.001) and readiness to help (82.6 ± 22.4 vs. 76.5 ± 26.5; p = 0.009), while non‑health majors showed more favorable attitudes (66.1 ± 10.4 vs. 63.7 ± 11.5; p = 0.021). Significant predictors of higher knowledge were female students (p = 0.037), health‑related majors (p = 0.035), and attendance at a course about epilepsy (p < 0.001). For readiness to help, higher scores were reported by health‑related majors (p = 0.009), those who witnessed a seizure (p = 0.028), and those who attended a course about epilepsy (p = 0.011). More favorable attitudes were observed among male students (p = 0.007), non‑health majors (p = 0.021), and those who attended a course about epilepsy (p = 0.010). These findings underscore the need for integrated educational interventions that combine factual instruction, empathy‑building, and advocacy training to reduce stigma and foster inclusive university environments.