Assessing Knowledge of Patient Education and Treatment Towards Classical Scabies among Healthcare Workers in Kinta District
DOI:
https://doi.org/10.63719/johm.v23i1.243Keywords:
primary care, scabies treatment, patient education, treatment selection accuracy, MalaysiaAbstract
Background: Persistent scabies outbreaks in Kinta District, Malaysia, suggest potential gaps in primary care management. This study aimed to assess the level of knowledge of treatment and patient education on classical scabies among healthcare workers (HCWs) in the Kinta District.
Methods: A cross-sectional study was conducted among HCWs working in Kinta District from June to November 2025 using a self-administered digital questionnaire adapted from Malaysia Scabies guidelines. Demographic and patient education knowledge were assessed across the entire cohort. Conversely, treatment knowledge was evaluated as a study subset, restricted to prescribing or dispensing cadres (excluding nursing staff). Questionnaire scores were categorised using modified Bloom’s Taxonomy.
Statistical associations between treatment selection accuracy, designation, and continuous medical education (CME) attendance, and patient education knowledge were analysed using Statistical Package for the Social Sciences (SPSS) version 28.0 exclusively within the treatment subset.
Results: Patient education knowledge results were moderate, with only 15.2% of the 289 HCWs achieving proficient scores. Knowledge gaps involved contact management, procedural instructions, and decontamination. Conversely, treatment knowledge was assessed among the subset of cadres (n = 183). Most respondents demonstrated strong knowledge (78.1%). However, lower scores were observed among medical assistants. Treatment selection accuracy was significantly associated with designation and patient education knowledge (p < 0.01), while CME attendance showed no significant association.
Conclusion: A critical vulnerability exists in primary scabies management, with only 15.2% of the HCWs cohort demonstrating proficiency in patient education. Conversely, assessment of the prescribing or dispensing subset revealed robust treatment knowledge, though lower scores among medical assistants. Because treatment accuracy is significantly associated with professional designation and patient educational competency rather than CME attendance, standard training models are insufficient. Primary care settings urgently require targeted CME education to bridge the gap between treatment knowledge accuracy and effective patient education.
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