Berkant Sezer, Tuğba Aydoğdu, Batuhan Ata
OBJECTIVES: Despite advances in HIV/AIDS treatment and prevention, persistent knowledge gaps and stigmatizing attitudes among healthcare trainees emphasize the need for early educational interventions to promote ethical and non-discriminatory care for people living with HIV/AIDS (PLWHA). This study aimed to assess and compare HIV-related knowledge and attitudes among clinical medical and dental students. METHODS: A cross-sectional, questionnaire-based survey was conducted among clinical-level students at a public university in Türkiye. Participants included fourth- to sixth-year medical students and fourth- to fifth-year dental students. The questionnaire assessed general HIV/AIDS knowledge, transmission routes, post-exposure prophylaxis and attitudes toward PLWHA. Data were analysed using descriptive statistics, independent samples t-test, Mann-Whitney U test and chi-square tests. RESULTS: Of 528 eligible students, 504 completed the survey (260 medical, 244 dental). Medical students scored significantly higher than dental students across all knowledge domains (p < 0.001) and demonstrated more positive attitudes (p < 0.001). However, both groups' overall knowledge levels were categorized as "weak," and their attitudes remained "negative." Common misconceptions included limited awareness of the "Undetectable = Untransmittable" principle, with only 11.5% of all students answering this item correctly, and false beliefs about transmission via casual contact, saliva, or shared utensils. CONCLUSIONS: While medical students performed better, widespread deficiencies and stigmatizing beliefs across both groups indicate a need for curriculum reform. HIV-related education should integrate biomedical content with ethical reasoning, stigma reduction, and patient-centred approaches. Early, experiential learning may help foster more informed and inclusive attitudes among future healthcare professionals.