Knowledge, attitude and perception toward probiotics among university students

Purpose The purpose of this study was to evaluate the level of knowledge, attitudes, and perceptions regarding probiotics among university students. Design/methodology/approach A convenience sample of 422 students (≥18 y) was invited; 393 complete responses were analyzed (93.1% response). A self-administered questionnaire measured Knowledge (13 dichotomous items; 0–13), Attitudes (6 items; 0–24) and Perceptions (6 items; 0–24). Scores were converted to percentages and classified using Bloom-style thresholds: ≥80% (high/positive), 50%–79% (moderate/neutral), <50% (low/negative). Group differences were tested with t-tests/ANOVA; effect sizes are reported as Cohen d (95% CI). Findings On average, students showed moderate knowledge (mean 9.68 ± 2.21/13; approximately 74.5%), positive attitudes (18.77 ± 3.48/24; approximately 78.3%) and neutral-to-positive perceptions (16.29 ± 3.04/24; approximately 67.9%). After correcting the cutoffs, estimated distributions were Knowledge – High approximately 35.6% (˜140/393), Moderate approximately 57.0%, Low approximately 7.5%; Attitude – High approximately 41.8%, Moderate approximately 56.5%, Low approximately 1.9%; Perception – High approximately 14.5%, Moderate approximately 79.7%, Low approximately 5.9%. Females scored higher than males for attitude (p = 0.009; g = 0.26 [0.06, 0.46]), with small, nonsignificant differences for knowledge and perception (|g|=0.16). Faculty-level differences favored medical students for Knowledge (see tables). Originality/value Using corrected thresholds and effect sizes provides a more accurate picture of probiotic literacy: many students hold positive attitudes, yet a sizable group remains below the “high knowledge” band. Findings support targeted curriculum-integrated education and brief counseling scripts (e.g. campus clinic touchpoints), especially for nonmedical faculties and male students may raise probiotic literacy and translate positive attitudes into informed use below the “high knowledge” band. Findings support targeted curriculum-integrated education and brief counseling scripts (e.g. campus clinic touchpoints), especially for nonmedical faculties and male students may raise probiotic literacy and translate positive attitudes into informed use.