Perception of Medical Technology Students when talking about the Causes and Types of

STD (Sexually Transmitted Diseases): A Qualitative Study

Lagonoy, Jambi L.

Lim, Jasmin B.

Mangampo, Loius Marthy B.

Marinay, John Kenneth B.

Mape, Jem Gabriel

Mayor, Kurt Ruzzel A.

GROUP 6

BSMT-1B

Abstract
 STD stands for Sexually Transmitted Disease. It is an umbrella term for a group of
infections that are primarily spread through sexual contact. These diseases can affect both men
and women and can cause a wide range of health issues. Some of the most common STDs
include; Chlamydia, Gonorrhea, Syphilis, HIV/AIDS, Herpes, HPV (Human Papillomavirus,
Hepatitis B and C Trichomoniasis. TDs can have a wide range of symptoms or may be
asymptomatic, meaning an infected person might not show any signs. They can be spread
through various forms of sexual contact, including vaginal, anal, and oral sex. Some STDs can
also be transmitted from an infected mother to her child during childbirth or through non-sexual
means like sharing needles (in the case of HIV or hepatitis).

This study explores the perception of medical technology students regarding the causes
and types of Sexually Transmitted Diseases (STDs). Understanding the knowledge and attitudes
of future healthcare professionals is crucial for effective public health initiatives and patient care.
The research employs a mixed-methods approach, combining surveys and qualitative interviews,
to delve into the awareness, comprehension, and attitudes of medical technology students toward
STDs. The findings reveal the extent of their knowledge, potential misconceptions, and the
factors influencing their perceptions. This study underscores the importance of comprehensive
and accurate education on STDs within medical technology curricula to enhance the
preparedness of future healthcare practitioners in addressing this global public health concern.

The objective of these research is to identify the types and causes of Sexual Transmitted
Disease. This study was a prospective school-based study. Students were included in the study
according into the conclusion criteria. All responses are recorded in a present of a form.

This research underscores the importance of targeted educational strategies to bridge

awareness gaps in this critical domain of public health. Furthermore, our findings emphasize the
need for continued efforts to enhance students' knowledge and engagement in addressing the
challenges posed by STDs in society.

Introduction
 Sexually Transmitted Diseases (STDs) continue to be a major public health concern
worldwide, posing significant challenges to individuals, communities, and healthcare systems.
The prevention and management of STDs require not only effective medical interventions but
also comprehensive educational strategies to raise awareness, promote safe behaviors, and
reduce the stigma surrounding these conditions. In this qualitative research study, we explore the
perceptions and attitudes of Medical Technology students towards the causes and types of STDs.

Understanding how future healthcare professionals perceive and discuss STDs is crucial because
they will play a pivotal role in the prevention, diagnosis, and treatment of these diseases.
Moreover, the extent to which they are well-informed and empathetic regarding STDs
can influence the quality of care provided to individuals affected by these infections.

As a diverse group of students specializing in medical technology, they are uniquely

positioned to shed light on how these issues are approached within the context of medical
education. By examining their perceptions, we can gain insights into the effectiveness of current
educational approaches and identify potential areas of improvement in the curriculum and in
promoting a more open dialogue about sexual health.

This research project aims to delve into the experiences, knowledge, and attitudes of
Medical Technology students when discussing STDs. We will explore how their educational
background, personal experiences, and societal factors shape their understanding of STDs.
Through in-depth interviews and thematic analysis, we seek to uncover the nuances in their
perceptions, the challenges they face, and the potential solutions they propose.

This study is not only academically significant but also holds practical implications for
educators, healthcare practitioners, and policymakers in the field of sexual health education. The
insights gained from this research can inform the development of more effective strategies for
STD education and contribute to a more compassionate and informed approach to sexual health
within the medical community.

In the following sections, we will outline the methodology, present the findings, and engage in a
nuanced discussion that explores the multifaceted perceptions of Medical Technology students
regarding the causes and types of STDs. Through this exploration, we aim to contribute to the
broader understanding of STD education and its impact on healthcare professionals in training.

Sexually Transmitted Diseases (STDs) are primarily transmitted through sexual contact.
The main source of STDs is an infected person who can pass the infection to another person
through various forms of sexual activity. The ways in which STDs are commonly transmitted
include:

1. Unprotected Sexual Intercourse: STDs can be transmitted through vaginal, anal, or oral
sex when one partner is infected. Unprotected sexual intercourse without the use of barriers like
condoms increases the risk of transmission.

2. Direct Contact: Some STDs can be transmitted through direct skin-to-skin contact,
especially if there are open sores, lesions, or mucous membrane contact. Herpes and syphilis are
examples of STDs that can be transmitted through direct contact.

3. Sharing Needles: Sharing needles for drug use or for body piercing/tattoos can transmit
bloodborne infections like HIV and hepatitis B and C.

4. Mother-to-Child Transmission: Some STDs, like syphilis and HIV, can be passed from
an infected mother to her child during pregnancy, childbirth, or breastfeeding.

5. Non-Sexual Routes: While rare, some STDs can be acquired through non-sexual routes.
For example, syphilis can be transmitted through non-sexual close contact with syphilis sores,
and some types of hepatitis can be transmitted through contact with infected blood.

6. Asymptomatic Carriers: Some individuals may carry an STD without showing symptoms
(asymptomatic carriers) and can unknowingly transmit the infection to their partners.

It's important to note that not all sexual activities carry the same risk of STD
transmission, and the risk can vary depending on the specific STD. For instance, certain STDs
are more easily transmitted through genital-to-genital contact, while others can be transmitted
through oral sex or anal sex.

Preventing the transmission of STDs involves practicing safe sex by using barrier
methods like condoms, getting vaccinated against preventable STDs, and seeking regular testing
if sexually active or at risk. It's also essential for individuals to communicate openly with their
sexual partners about their sexual health and to get tested regularly, especially if they have
multiple partners or engage in high-risk behaviors. Education and awareness about STDs are
vital for reducing the transmission of these infections.

Statement of the Problem

1. What are the types of STD (Sexually Transmitted Disease) and it's harmful effects on a
human?
2. What causes a person to have STD (Sexually Transmitted Disease) and what are its
effects to the person?
3. Do they have knowledge that may prevent others to have STD?

Methodology

Research Design

The researchers utilized descriptive survey design. It devoted to the gathering of

information about prevailing conditions or situations for the purpose of description and
interpretation (Dr. Yap., 2008) by reaching valid construction about relationship between
independent (The Causes and Types of STD) and dependent (The Perception of Medical
Technology Student) variables. The descriptive survey design is relevant to determining the
interpretation, comparison, relationship and identification of trends of Medical Technology
students.
Research Instrument

In this study, the researchers used questionnaires. Questionnaires is a list of questions

used to gather data from respondents about their attitudes, experiences, or opinions. When
properly constructed and responsibly administered, questionnaires become a vital instrument by
which statements can be made about specific groups or people or entire populations. (Roopa, S.,
& Rani, M. S., 2012) A total of three questions were included in the questionnaires. The
questions are: (1) What are your knowledge about the types of STD (Sexually Transmitted
Disease) and its harmful effects on a human? (2) What do you think about the causes a person to
have STD (Sexually Transmitted Disease) and what are its effects to the person? (3) Do you
know what is the most effective way that may prevent others to have STD?

Data Collection Procedures

The researchers prepared three questions on the questionnaires. After analyzing the
questions, the researchers requested a permission from the participants. After the request has
been approved the researchers started to give the form for them to answer.

Results

Table 1.

Questions Strongly Aware Aware Not Aware Strongly Not

Aware
1. Are you aware 8 8 4 0
of this kind of
disease?
2. Are you aware 4 10 6 0
of the other type
of STD?
3. Are you aware 8 7 5 0
of the cause of
 STD?
4. Are you aware 7 9 4 0
of the harmful
effects of STD?

5. Are you aware 6 9 5 0

that some of
STD has no
cure?
Shows that in Q1 40 percent of the respondent answered strongly aware and the other 40
percent answered aware and the 20 percent answer's they are not aware And in Q2 the table
shows that 20% of respondent answered

Strongly aware and 50% answered aware and the other 30% is not aware. In Q3 the table
shows that 20% of the respondent answered strongly aware and the other 50% answered aware
and the 30% answered they are not aware. In Q4 the table shows that 35% of the respondent
answered strongly aware and the other 45% answered aware and the 20% answer's they are not
aware. In Q5 the table shows that 30% of the respondent answered strongly aware and the other
45% answered aware and the 25% answer's they are not aware.

Table 2.

Questions Strongly Aware Aware Not Aware Strongly Not

Aware
6. How would 7 11 2 0
you rate your
level of
awareness about
sexually
transmitted
diseases
(STDs)?
7. How familiar 6 9 5 0
are you with
common
 methods of STD
prevention?
8. Are you 4 8 8 0
knowledgeable
about the signs
and symptoms of
STDs?
9. How would 8 10 2 0
you rate your
knowledge about
preventive
measures that
can help others
avoid
contracting
STDs?
10. How familiar 5 11 4 0
are you with the
long-term health
consequences of
untreated STDs?
Shows that in Q6 35 percent of the respondent answered strongly aware and the other 55
percent answered aware and the 10 percent answered they are not aware. In Q7 the table shows
that 30 percent of the respondent answered strongly aware and the other 45 percent answered
aware and the 25 percent answered they are not aware. In Q8 the table shows that 20 percent of
the respondent answered strongly aware and the other 40 percent answered aware and the 40
percent answered they are not aware. In Q9 Table shows that 40 percent of the respondent
answered strongly aware and the other 50 percent answered aware and the 10 percent answered
they are not aware. In Q10 Table shows that 25 percent of the respondent answered strongly
aware and the other 55 percent answered aware and the 20 percent answered they are not aware.

Table 3.
 Questions Strongly Aware Aware Not Aware Strongly Not
Aware
11. Are you 6 10 4 0
well-informed
about methods
that can help
prevent others
from contracting
STDs?
12. How familiar 5 8 7 0
are you with
effective
methods for
preventing the
transmission of
STDs to others?
13. Are you 9 7 4 0
knowledgeable
about strategies
to promote safe
sex and reduce
the risk of
STDs?
14. Are you 5 11 3 1
aware of the
significance of
regular STD
testing and its
role in
preventing the
spread of
 infections?
15. How well do 7 9 4 0
you understand
the importance
of using
protection, like
condoms, to
prevent STD
transmission?
Shows that in Q11 30 percent of the respondent answered strongly aware and the other 50
percent answered aware and the 20 percent answered they are not aware. In Q12 Table shows
that 25 percent of the respondent answered strongly aware and the other 40 percent answered
aware and the 35 percent answered they are not aware. In Q13 Table shows that 45 percent of the
respondent answered strongly aware and the other 35 percent answered aware and the 20 percent
answered they are not aware. In Q14 Table shows that 25 percent of the respondent answered
strongly aware and the other 55 percent answered aware and the 15 percent answered they are
not aware and 5 percent is strongly not aware. In Q15 Table shows that 35 percent of the
respondent answered strongly aware and the other 45 percent answered aware and the 20 percent
answered they are not aware.

Discussion/Conclusions

The provided tables (Table 1, Table 2, and Table 3) display the distribution of
respondents' awareness levels across various questions. In Table 1, responses vary between
strongly aware, aware, and not aware for Q1 to Q5, with percentages specified for each category.
Table 2 extends this trend from Q6 to Q10, while Table 3 continues from Q11 to Q15. The data
illustrates changing awareness levels among the respondents across different questions in the
survey.

The data presented in Tables 1, 2, and 3 offers a complex view of the awareness levels
among Medical Technology students when discussing the causes and types of STDs. It shows
variations in awareness, from general knowledge to more complex topics, across a range of
questions. This information is vital for understanding the evolving perceptions and knowledge of
these students, which is integral to our research study on the Perception of Medical Technology
students regarding STDs. These findings underscores the need for tailored educational
approaches to enhance awareness and knowledge in this critical domain of public.

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