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Background <p>While medical postgraduates should possess strong osteoporosis knowledge to improve public health, data on their knowledge and practices are lacking in China. This study compares osteoporosis-related knowledge, attitudes, and practices between professional-degree (clinical) and academic-degree (research) medical postgraduates.</p> Methods <p>A structured 14-item questionnaire regarding knowledge of osteoporosis, awareness and education level, and clinical practices related osteoporosis was electronically distributed to 97 postgraduates. Data analysis was performed using R software, with the Pearson’s chi-square test or Fisher’s exact test at a significance level of <i>p</i> &lt; 0.05.</p> Results <p>Professional-degree students showed better familiarity with osteoporosis symptoms/diagnosis (<i>p</i> &lt; 0.05) and more clinical training. Academic-degree students preferred literature review (vs. professional students’ internet use) and focused more on etiology. Clinical practice engagement was higher in professional-degree students.</p> Conclusions <p>Despite knowledge gaps, both groups showed positive learning attitudes. Tailored education for each track could enhance osteoporosis prevention and treatment.</p>

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Assessment of understanding, attitudes, and clinical practices regarding osteoporosis among postgraduate students in China

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年8月26日

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  • Hong Ding,
  • He-Xi Li,
  • You-Wei Ai,
  • Qing-Yi Zhang,
  • Hai-Tao Tang,
  • Wen Zeng

摘要

Background

While medical postgraduates should possess strong osteoporosis knowledge to improve public health, data on their knowledge and practices are lacking in China. This study compares osteoporosis-related knowledge, attitudes, and practices between professional-degree (clinical) and academic-degree (research) medical postgraduates.

Methods

A structured 14-item questionnaire regarding knowledge of osteoporosis, awareness and education level, and clinical practices related osteoporosis was electronically distributed to 97 postgraduates. Data analysis was performed using R software, with the Pearson’s chi-square test or Fisher’s exact test at a significance level of p < 0.05.

Results

Professional-degree students showed better familiarity with osteoporosis symptoms/diagnosis (p < 0.05) and more clinical training. Academic-degree students preferred literature review (vs. professional students’ internet use) and focused more on etiology. Clinical practice engagement was higher in professional-degree students.

Conclusions

Despite knowledge gaps, both groups showed positive learning attitudes. Tailored education for each track could enhance osteoporosis prevention and treatment.