Background
People worldwide have many misconceptions regarding reproductive health and fertility because infertility is still a taboo subject. The general public seek medical and psychological counsel and assistance from health experts about male infertility. Therefore, this study aimed to explore the knowledge, attitude, and behavior regarding male infertility among medical students and health care workers of Bangladesh.
Method
This cross-sectional study used quota sampling to assure equal participation from each of the eight divisions of Bangladesh and convenience. 46 structured questions were used to assess respondents' knowledge, attitudes, and perceptions (34-items for knowledge, 5-items for attitudes, and 7-items for perceptions).Two scoring systems were employed with the mean scores as cut-off value for good knowledge and positive attitude. The mean knowledge and attitude scores were then correlated with sociodemographic factors using chi-square and two-independent sample t-tests. Finally, we performed binary logistic regression to explore predictors of good knowledge and positive attitude.
Result
Among the participant, 49.82% did not have a good male infertility knowledge and nearly 60.79% had negative attitudes regarding male infertility. Young (23-26 years) healthcare professionals and medical students were more likely to have good knowledge than others (OR: 1.81; 95% CI: 1.099 to 2.988). Surprisingly, females were more likely to have positive attitude (OR=1.48; 95%CI: 1.002 and 2.19, p=0.049) compared to males. Among all the professions, MBBS doctors were most likely to have good knowledge and positive attitude regarding male infertility. Good knowledge of male infertility predicted positive attitude (OR=1.61; 95% CI: 1.105 and 2.346, p=0.013) and vice versa.
Conclusion
Our research found that despite favourable opinions, healthcare professionals and medical students in Bangladesh had inadequate knowledge and negative attitudes regarding male infertility. This emphasizes the need for interdisciplinary training programs, standardization of healthcare worker guidelines, and curricular adjustments for medical students.