Level of knowledge about stroke among medical students from two higher education institutions in Puebla City.

Abstract

Introduction. Stroke is a priority public health problem due to its high burden of mortality, disability, and need for timely care. Undergraduate medical education represents a strategic point to improve early identification, appropriate referral, and initial decision-making in this neurological emergency. Assessing medical students’ knowledge makes it possible to identify educational gaps, institutional differences, and areas of opportunity to strengthen teaching processes aimed at quality of care and timely response within the Stroke Code.

Objective. To describe the level of knowledge about stroke among undergraduate medical students from two higher education institutions in Puebla City.

Methodology. An observational, descriptive, cross-sectional, and prolective study was conducted among medical students from the Benemérita Universidad Autónoma de Puebla and the Universidad Popular Autónoma del Estado de Puebla. A non-probabilistic convenience sampling method was used. An electronic questionnaire distributed through digital media was applied to students who had completed courses related to brain function, cardiovascular function, or neurosciences. Sociodemographic, educational, and access-related variables were collected, in addition to the level of knowledge about stroke. Knowledge was classified as satisfactory with a score ≥7 and insufficient with a score <7. The analysis was performed using frequencies and percentages.

Results. A total of 312 students were included: 262 from BUAP and 50 from UPAEP; 189 were women and 123 were men. Overall, 60.6% had satisfactory knowledge and 39.4% had insufficient knowledge. By institution, satisfactory knowledge was higher in BUAP than in UPAEP, with 66.0% versus 32.0%, respectively. By gender, 65.9% of men and 57.1% of women met the satisfactory criterion. In total, 99.0% reported having internet access at home. Regarding sociomedical variables, 19.5% of BUAP students and 10.0% of UPAEP students were employed; additionally, 56.0% of UPAEP students and 12.2% of BUAP students received a scholarship or financial support. Although 100% of UPAEP students and 82.8% of BUAP students reported knowing what a stroke is, only 65.4% of the total sample stated that they would know how to identify one. Self-perceived ability to identify stroke was 98.0% in UPAEP and 59.2% in BUAP. The basic definition of stroke as an interruption of blood flow to the brain was recognized by 100% of UPAEP students and 95.8% of BUAP students. The term “ictus” was less familiar than ACV/EVC for most participants.

Conclusions. Most students demonstrated satisfactory knowledge about stroke; however, relevant gaps persist between institutions and between basic conceptual recognition and the declared ability to identify an event. These findings suggest the need to strengthen undergraduate educational strategies focused on early clinical competencies, recognition of warning signs, timely referral, and operational understanding of the Stroke Code. The incorporation of sociomedical variables allows learning differences to be contextualized and may guide more equitable and relevant health education interventions.