A cross-sectional assessment of menstrual health knowledge and associated factors among preclinical medical students in Izmir, Türkiye

Menstrual health remains underrepresented in medical education globally. In Türkiye, preclinical medical students may be unprepared to address menstruation in clinical contexts due to limited sexuality education. This study aims to assess the level of menstrual health knowledge among preclinical medical students and examine associated factors. A cross-sectional survey was conducted among preclinical students at a medical faculty in Izmir, Türkiye during the 2022–2023 academic year. 444 students were included in the final analysis. SPSS 28.0 was used. Descriptive statistics, bivariate analyses, and multiple linear regression were performed to identify significant predictors of menstrual health knowledge. Participants’ mean age was 19.44 years, and 53.4% were female. The mean menstrual health knowledge score was 10.82 out of 24 (SD = 5.23). Female students demonstrated significantly higher scores than males, and knowledge increased with academic year. Pre-university menstrual health education, parental education, and income were not significant predictors in the final regression model. While 42.1% of participants received pre-university menstrual health education, only 8.6% considered themselves fully knowledgeable, and 41.5% reported inadequate knowledge. However, 72.1% expressed interest in receiving further education, and 93.7% agreed that physicians should be informed about menstrual hygiene. Mothers were the most frequently reported initial source of menstrual information (40.8%) and the most frequently used source of information was the internet or social media (46.8%), followed by mothers (46.4%). Recognition of menstrual hygiene products also varied by gender. Gender-based differences in menstrual health knowledge were observed among preclinical medical students. These findings may suggest potential gaps in the coverage and inclusivity of menstrual health education. More comprehensive, evidence-informed, gender-responsive educational approaches may be beneficial at both pre-university and medical training levels. Addressing these gaps may help improve knowledge equity and better prepare future healthcare professionals to engage with menstruation-related health issues in an informed and inclusive manner.