Knowledge, Attitudes, and Stigmatizing Beliefs About <scp>HIV</scp> / <scp>AIDS</scp> Among Dental Students: The Impact of Clinical Education Level

BACKGROUND: Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) remain major global public health concerns. Oral lesions are often among the earliest manifestations of HIV, placing dentists at the forefront of early detection and management. Therefore, dental students' knowledge and attitudes toward HIV/AIDS are critical. AIM: To assess the knowledge and attitudes of preclinical and clinical dental students toward HIV/AIDS, including knowledge of oral manifestations, transmission routes, diagnostic concepts, and stigmatizing beliefs. MATERIALS AND METHODS: This cross-sectional study involved dental students at different stages of clinical education. Participants were categorized as preclinical or clinical according to their year of study. A validated questionnaire assessed general and clinical knowledge of HIV/AIDS, awareness of oral manifestations, and attitudes toward people living with HIV/AIDS (PLWHA). Responses were scored and categorized to determine levels of knowledge and attitudinal tendencies. RESULTS: A total of 390 students participated. Clinical students scored significantly higher than preclinical students in both overall HIV/AIDS knowledge and awareness of oral manifestations (p < 0.001). While most students demonstrated some understanding of transmission and prevention, major misconceptions persisted-particularly concerning sterilization protocols, casual contact, and the concept of "Undetectable = Untransmittable," which was correctly identified by only 6.9% of participants. Although clinical students had higher attitude scores, overall perceptions toward PLWHA remained suboptimal. CONCLUSION: Although clinical experience was associated with improved knowledge and attitudes, significant knowledge gaps and stigmatizing beliefs persisted. Strengthening dental curricula through case-based learning and stigma-reduction strategies may better prepare students to provide informed, ethical, and inclusive care to PLWHA.