Comparison of Lecture, Booklet, Online Formative App on the Knowledge, Attitude, Perception, and Prevention of Human Papillomavirus: A Randomized Controlled Trial

Objective: Healthcare workers are still not sufficiently aware of or taking preventative measures against the human papillomavirus (HPV), which is a major cause of cervical and oropharyngeal malignancies. The purpose of this study is to assess how well three educational interventions a lecture, a booklet, and an online formative interactive tool application affect dental interns’ knowledge, attitude, and perception (KAP) of dental interns regarding HPV and its prevention. Methodology: Ninety dental interns from a dental college in Maharashtra participated in a three-arm parallel randomized controlled experiment. Three groups: Group A (lecture), Group B (booklet), and Group C (formative interactive tool) were randomly assigned to the participants. A validated questionnaire was used for the pretest and posttest evaluations. Analysis of variance, Tukey’s post hoc test, and paired t -tests were used to examine the data. Results: Baseline assessment revealed significant misconceptions regarding HPV transmission, prevention, and vaccination. All the groups demonstrated significant improvement ( P < 0.05) after the intervention, although Group C, which used formative interactive tools, saw the most gain in KAP scores. While there was no significant difference between Groups A and B, post hoc analysis verified a significant difference between Group C and Groups A and B ( P < 0.05). Conclusion: Compared to conventional lecture and pamphlet techniques, interactive digital learning tools greatly improve knowledge and attitudes about HPV. One useful tactic to raise awareness and promote the prevention of diseases linked to HPV is to incorporate digital interventions into healthcare curriculum.