Undergraduate Public Health Research Articles

Undergraduate health science students’ knowledge, attitudes, practices, and perceived barriers towards research at Kuwait university: a cross-sectional study

Abstract Introduction Research is the most reliable strategy to advance scientific understanding and enhance multiple healthcare services1. Integrating undergraduate health science students into research at an early stage is an important step towards improving critical thinking and problem-based solving, which in return enhances patient health outcomes2. Aim The aim of this study was to assess undergraduate health science students’ knowledge, attitudes, practices and perceived barriers towards research at Kuwait University. Methods A cross-sectional study was conducted among undergraduate health science students from the Colleges of Pharmacy, Medicine, Allied Health, Dentistry, and Public Health at Kuwait University. A self-administered online questionnaire consisting of five sections was used. The first section included questions to assess the demographic characteristics. The second section aimed to assess the knowledge of undergraduate students regarding basic research (score = low ≤3, moderate 4-5, high >5). The third section assessed attitude toward research by a five-point Likert scale (score = negative 31-75, neutral 76-110, positive 111-155). The fourth section of the questionnaire aimed to assess the perception of the barriers toward research practice (score = low 0-50, moderate 51-75, high 76-100). Finally, a section with eight questions on research practices. The questionnaire was distributed through online educational and social media platforms, such as WhatsApp and Microsoft Teams. Students from any academic year and who were enrolled as health science students at the time of the study were eligible to participate. The questionnaire was pilot tested prior to distribution. The recommended sample size was calculated using Raosoft (344 students)3. Ethical approval was received from The Health Sciences Ethical Committee, Kuwait University (reference: VDR/EC-393). Results A total of 364 undergraduate medicine, dentistry, pharmacy, allied health and public health students participated in the study. The participants were from different academic stages, ranging from first-year to seventh-year. The results showed that the students possessed moderate knowledge levels, with a median of 3 out of 8 according to the scoring system of the study. Most students had neutral attitudes (N=253; 69.5%) and moderate levels of perceived barriers (N=200; 54.9%). Medical and pharmacy students had significantly higher knowledge levels compared to the others (p<0.001; Kruskal-Wallis). The majority of students agreed that the lack of time is a barrier towards conducting research (N=237; 65.1%). Almost one half of the study participants took part in research projects (N=175; 48.1%) and a promising number of students had publications or poster presentations (N=67; 18.4%). Discussion/Conclusion The results suggest that undergraduate health science students at Kuwait University possess moderate research knowledge and have neutral attitudes towards research. Time constraints were the most frequently reported barrier to participation. While nearly half of the students participated in research projects, implementing mandatory research projects and providing research methodology workshops could significantly enhance student knowledge, attitudes, and future research engagement. A key limitation in this study is that observed relationships may not reflect long-term shifts in knowledge, attitudes, or practices. The study was also conducted in one university (Kuwait University), therefore the findings and results cannot be generalized to other undergraduate students.

Better together: a program to increase the public health corps in the southeast United States

Abstract Background This undergraduate public health program implemented in the southeastern United States addresses the need for an expanded public health corps to fill health service gaps underscored by the Covid-19 pandemic, including a shortage of personnel with the skill to function on emergency frontlines; workforce development resources; and socially just healthcare programs to support under-resourced areas. Objectives To enhance student knowledge of public health and increase volunteers available for emergency and public health response within local, state, and global communities. After program participation, how confident did participants feel that they could know what to do in the case of an emergency? After program participation, how knowledgeable did participants feel that they would know what to do to protect others in the case of an emergency? After program participation, how aware were participants about the issue of public health response and preparedness? Results 216 students were recruited at a university in the southeastern United States, and 75% completed 30 hours of modules, immersion activities and skill-based trainings. Almost all (91%) were pre-nursing/nursing or public health majors. The majority of participants (90%) indicated a level of agreement with the statement, “I am confident that I know what to do in the case of an emergency” and 93% indicated a level of agreement with the statement, “I would know what to do to protect others in the case of an emergency”. Almost all participants (96%) indicated a level of agreement with the statement, “My awareness of public health response and preparedness has increased due to participation in the project”. Qualitative results mirrored a similar strong level of support for the program. Conclusions Students who complete appropriate training play an essential role in pandemic management and the broad training the medical workforce receives can also be applied to diverse disaster scenarios. Key messages • The goal of the project was to enhance undergraduate student knowledge of public health. • The secondary goal of the project was to increase the number of students available to volunteer for emergency and public health response in local, state, and global communities.

Pedagogical Principles in Implementing a Data Visualization Project in an Undergraduate Public Health Informatics Course.

The Applied Public Health Informatics Competency Model lists "data analysis, visualization, and reporting" as one of the eight competencies when teaching public health informatics. Thus, public health informatics students need to develop knowledge and skills in visualizing public health data. Unfortunately, there is limited work that discusses pedagogical principles that could guide the implementation of pedagogical activities related to data visualization in public health informatics. This study aimed to introduce, discuss, and reflect on pedagogical principles that were implemented for a data visualization project in an undergraduate public health informatics course. A reflective teaching approach was used to guide the discussion and reflection on how pedagogical principles were implemented for a data visualization project in an undergraduate public health informatics course. The generic implementation framework (i.e., preimplementation, implementation, and postimplementation) was used to organize the discussion of the course's implementation. Four pedagogical principles were implemented as part of a data visualization project in an undergraduate public health informatics course: scaffolding (i.e., outputs built on top of each other), constructivism (i.e., students apply knowledge and work in teams to create a dashboard), critical consciousness (i.e., embedding social determinants of health (SDOH) in their dashboard), and equity and inclusion (i.e., using a free data visualization software that is easy to use for beginners and is used by public health institutions). Postimplementation reflection revealed areas of improvement, such as enhancing group advising, adding more SDOH variables in the dashboard, and plans for scalability. A data visualization project in an undergraduate public health informatics course could benefit from implementing multiple pedagogical principles. Overall, creating dashboards can be a learning tool to enhance data visualization skills among undergraduate public health informatics students. Dashboards can also emphasize the impact of health disparities and inequities in public health by incorporating the principles of SDOH.

Dating violence prevalence and factors associated among undergraduate public health students of Kathmandu metropolitan city, Nepal: a cross-sectional study

ObjectiveThe objective of this research was to assess the prevalence of dating violence (DV) and factors associated among undergraduate public health students of Kathmandu metropolitan city (KMC), Nepal.DesignA descriptive cross-sectional...

Growing Curiosity: Three Strategies to Foster Engagement in Large Classroom Settings Among Generation Z Public Health Undergraduate Students

As undergraduate public health programs continue to grow across the United States, it is important to tailor public health pedagogy in large classroom settings to meet the learning styles of diverse Generation Z students. Generation Z students are unique as they have grown up in an uncertain economic and political environment, tend to be more open minded and open to engagement and feedback, and have a unique set of technology skills and expectations for in classroom learning. We present a case study of a three-pronged approach to effectively scale up introductory public health courses in large classroom settings to meet the learning styles for Generation Z through: (1) Integrating Technology, (2) Emphasizing Real World Skills, and (3) Providing Clear and Defined Rubrics. This combination of student digital prowess and connectedness presents unique opportunities for instructors to adopt unique teaching tools and assessment modalities to appeal to a diverse student population.

Incorporating Diversity, Equity, and Inclusion Within Community Health Nursing Simulation.

Undergraduate nursing institutions face difficulties providing learners with community and public health nursing clinical opportunities. An opportunity existed to improve a senior-level undergraduate community and public health nursing course by developing alternative clinical teaching-learning experiences that promote diversity, equity, and inclusion. Utilizing theory and evidence-based practice, a simulation emulating a community home health visitation allowed learners to function as members of a health care team who provide care for a family in their home setting. The results indicate that all learners met project objectives, and 88% of learners reported increased self-efficacy related to the project's topics after implementation. Learner reflections offered their perception of the experience. A community and public health nursing teaching-learning project provided learners with clinical hours by completing a simulation learning experience incorporating diversity, equity, and inclusion through exposure to patient inequities within the lesbian, gay, bisexual, transgender, queer (LGBTQ+) community. [J Nurs Educ. 2024;63(X):XXX-XXX.].

EDU_VACCINE app: Mobile application for public health students and health educators

BackgroundOne of the valuable tools in virtual education is mobile phone-based educational applications. The present study aims to design and evaluate the vaccination training program through a mobile phone application for the internship of public health students in 2022. MethodsThe current developmental-applied study was carried out among 30 female undergraduate public health students using census sampling method. The information needs and technical capabilities of the program were first determined. A skill-testing station test was taken, and the scores were recorded. The designed application was given to the students, and they were given one month to use it. After that, the same stationary test was taken again, and the scores were compared with those of the first test. Then, the level of user satisfaction with the vaccination training program was collected and analyzed using the fifth version of the user interaction satisfaction (QUIS) questionnaire. The collected data were analyzed by SPSS software version 25 and the Wilcoxon test with a significance level of 0.05. ResultsThe students’ average performance scores in vaccination skills increased from 17.56 ± 6.24 to 60.4 ± 2.15 after using the EDU_VACCINE application (p < 0.05). The average overall satisfaction score of the application was 117.86 ± 10.76 (p < 0.05). ConclusionAccording to the results, the average scores related to the vaccination performance of the students as well as the satisfaction of the EDU_VACCINE application are at a high level. Respectively, ‘ease of working with the application’ and its being ‘offline’ garnered the highest level of satisfaction, and these factors can make education through the application more popular among different educational fields.

Health science students’ preparedness for climate change: a scoping review on knowledge, attitudes, and practices

IntroductionClimate change (CC) is a global public health issue, and the role of health professionals in addressing its impact is crucial. However, to what extent health professionals are prepared to deal with CC-related health problems is unclear. We aimed to evaluate the knowledge, attitudes, and practices of health students about the CC.MethodsWe conducted a scoping review through systematic searches in PubMed, Scopus, Web of Science, Proquest, and EBSCO. We included original scientific research with no language or time restrictions. Two authors independently reviewed and decided on the eligibility of the studies, then performed data extraction.Results21 studies were included, with a total of 9205 undergraduate nursing, medical, pharmacy, and public health students mainly. Most health science students (> 75%) recognized human activities as the main cause of CC. However, they perceived a lack of knowledge on how to address CC. Moreover, we found inadequate coverage or limited development of CC in related curricula that may contribute to incomplete learning or low confidence in the theoretical and practical concepts of students.ConclusionThe findings of our scoping review suggest that while health sciences students possess a general understanding of CC, there is a significant gap in their knowledge regarding its specific health impacts. To address this gap, there is a need for targeted education and training for future health care professionals that emphasizes the health effects of CC.

Professional Identity Formation Strategies in Undergraduate Public Health Programs

A strong professional identity (PI), seeing oneself as a member of a professional community of practice, is important for student academic and motivational outcomes during transition from college to the work setting. Many educational strategies have been successfully used in medical and other health professions education to support student PI formation. The purpose of this study was to determine the scope and sequence of pedagogical and extra-curricular strategies used by undergraduate public health programs to support student PI formation. An online survey was created and distributed to public health program chairs/directors from all CEPH-accredited undergraduate United States public health programs. Results generally confirmed that the PI formation strategies of curricular training, work-integrated learning, and role-modeling were being implemented in respondents’ accredited undergraduate programs. However, some areas for improvement in offerings and their sequencing were identified. It is recommended that all PI formation strategies be introduced early in the program and constantly emphasized and reinforced so students continually view themselves as part of a professional community of practice. Analysis of the types and timing of PI formation strategies can provide insight on focus areas for improvements that may impact public health student academic achievement, satisfaction, and retention in the program.

Bridging the gap: Innovating undergraduate public health nursing education through a service-learning health fair project.

Amidst a critical shortage of registered nurses, nursing schools are aiming to expand enrollment while working with ongoing resource constraints. Service-learning clinical activities can enhance nursing education by improving clinical quality, addressing faculty and clinical site shortages, and meeting increasing enrollment demands. This paper describes a health fair experience that served as a service-learning clinical experience within an undergraduate public health nursing course. The experience bridged theoretical knowledge with real-world application, fostering competency-based learning and addressing community health needs, resulting in a positive impact on students, faculty, and the community.

History of development of undergraduate public health education in Bulgaria.

The study aims to present a historical review and analysis of the establishment and development of undergraduate public health (PH) education in Bulgaria from 1878 until 2019. А search and selection of historical documents was performed, including laws, rules, regulations, government plans, programmes, scientific publications from periodical medical press, journals, specialized monographs, and books. A retrospective analysis of the normative documents related to the organization of the sanitation and public health activities, and to the provision of professional undergraduate education of the public health workforce in Bulgaria has been carried out. The required competences and tasks of the specialists exercising public health control services were extracted. The development in the public health educational activities were followed in three consecutive periods: the newly independent state (1878-1944); the socialist state (1945-1990); the democratizing state (1990-2019). The development of organized PH activities began after the liberation of Bulgaria in 1878. The historical analysis reveals a direct link between the major socioeconomic changes in the country and the organization of PH undergraduate education which passed through dynamic transformations. The professional education in the sphere of PH started with the training of feldshers, followed by sanitary feldsher and sanitary health inspectors performed in secondary vocational medical schools during the socialist period, reaching the stage of undergraduate university PH education provided by medical colleges associated with universities in the third period. Despite the continuous development in the organization of undergraduate PH education in Bulgaria, its content is still not fully compatible with the basic European PH services and actions. There is a growing need for wider standardization and integration of undergraduate PH education in the EU so that the specialty can reach the status of a regulated health profession similar to medicine, nursing, and others.

Protocol for designing and evaluating an undergraduate public health course on sexual and reproductive health at a public university in California

IntroductionComprehensive sexuality education (CSE) is associated with positive sexual and reproductive health (SRH) outcomes, including increased contraceptive use, lower rates of unintended pregnancy and prevention of sexual violence. However, implementation of and requirements for CSE vary across the United States which can negatively impact students, both during and beyond high school, including among college students. Methodsand Analysis: This paper describes the research protocol for a multi-staged approach for designing, implementing and evaluating an SRH course for up to 60 undergraduate students at a public university in California. Before the class is offered, we will conduct 20 in-depth interviews with current students, educators and course design experts to learn from their experiences and seek their guidance on course design. To evaluate the course, enrolled students will complete a pre-course and a post-course survey before and after class is taught, to assess students’ attitudes and values relevant to educational concepts and the format and delivery of the course and its modules and activities. Approximately 20 students will take part in an in-depth exit interview, after completing the course, to gather perceptions about how the course impacted their knowledge and behavior. The goal is to refine materials for future in-person course offerings and develop a prototype for a fully online version of the course. DiscussionThis study introduces a novel university-level course to provide young adult students comprehensive, evidence-based education on sexual and reproductive health from a public health perspective. The program leverages existing CSE efforts, enhancing them with academic rigor, inclusive content and digital inclusion. This approach, inclusive of diverse sexual orientations, content on pleasure and sexual violence prevention, aims to fill existing gaps in university curricula and also set a new standard in CSE. The project's innovative and multidisciplinary design offers a model for broader impact within a large public university system and beyond.

Strategies for Preparing Future Public Health Leaders: Learning from Trailblazing Women in Health Education

Many female health education pioneers made seminal contributions to public health and social justice, yet these examples are not well documented in textbooks or integrated into public health curricula as pedagogical learning opportunities. Providing biographies and lessons learned from the past leaders within undergraduate health education curricula can help develop students’ skills as future leaders and address gender inequities in the field. Gender inequities in higher education as well as many public health practice settings result in lower salaries, slower career advancement opportunities, fewer supervisory positions, increased work-life conflicts, and heavier workloads. Developing women’s competencies in leadership and professionalism early in their careers is critical to meeting public health challenges such as COVID-19. We present four female health education trailblazers from different historical eras and various workforce sectors who exemplify leadership attributes (i.e., courage/risk taking, vision, advocacy, mentorship) and can be highlighted as a part of future health education curriculum. Innovative methods and approaches are provided for integrating these leadership lessons into undergraduate public health courses, in alignment with the HESPA II 2020 competencies. Learning from the past to inform the future is critical to inspiring and shaping the careers of emerging health educators.

Implementation of problem-based learning modules in an introduction to public health course.

With traditional lecture-based learning methods often criticized for their limited ability to foster critical thinking and cognitive engagement, problem-based learning (PBL) has emerged as a promising alternative. This research investigates the impact of PBL on student learning outcomes, specifically focusing on the development of higher-order thinking skills, communication, growth mindset, and metacognitive abilities. PBL was implemented in an undergraduate public health course at a private university in the southeast US. The study was conducted in the Spring of 2022 using a convergent mixed-methods approach. Quantitative data were derived from university-wide Quality Enhancement Plan surveys and a course-specific PBL survey, which were analyzed using Repeated Measures ANOVA to assess changes in student perceptions over time. Additionally, qualitative data from open-ended survey questions were analyzed through thematic analysis, providing deeper insights into the students' experiences and perceptions of PBL. Results indicated significant improvements in student communication skills, growth mindset, and metacognitive abilities across the semester. The thematic analysis of qualitative responses corroborated these findings, revealing enhanced team collaboration, active engagement in problem-solving, and increased comfort with complex real-world issues. The findings contribute to the growing body of evidence supporting PBL and offer practical insights for implementing PBL in public health education. The study also highlights the need for institutional support in adopting innovative teaching methods like PBL, emphasizing faculty development, resource allocation, and curriculum design.

More Diverse and Equal: Insights on Moving From "Real-Life" to "Remote" Practicum Experiences and Career Development From Undergraduate Global Public Health Students During COVID-19.

A key facet to typical undergraduate or graduate global public health programs is an applied practice experience (a practicum) that culminates in shared results and public presentations (e.g., research posters, conference and working papers, needs assessments). Requirements vary by program but may be between 80 and 200 hours of experiential learning. While not required by all undergraduate programs in global public health, a practicum occurs as part of a semester of coursework or internship experience after students have declared the major/minor or have completed an expected number of courses. Some students report that the practicum experience, while essential to their career development and future opportunities, presents certain challenges in terms of access. Practicum opportunities can be rife with assumptions that social networks, privilege, and implicit bias affect and even predict the ability to secure an effective, doable, and career-advantageous project. In 2020, the COVID-19 pandemic meant that much of the applied and experiential aspects of a practicum were necessarily shifted from "realworld" experiences to virtual and "remote" contexts. This article highlights insights from students enrolled in undergraduate global public health programs who were planning "real-life", more "traditional" practicum experiences, and had to necessarily move to "remote" and online engagement. These cases suggest that participation in virtual fieldsites is seen as legitimate, fulfilling for students and stakeholders, and can increase diversity, equity, and inclusion in the public health curricula; fostering best practices in career development.

The Athletic Training Student as a Core Member of an Interprofessional Student-Led Clinic: An Educational Technique

Context Athletic trainers (ATs) collaborate with other professionals to improve the health and well-being of their patients. To prepare ATs to care for individuals, communities, and populations, it is important for athletic training students to experience interprofessional (IP) education, social determinants of health (SDOH), and varying health conditions, in a variety of practice settings. Objective To describe an educational technique that provides athletic training students with an IP experience at a student-led clinic. Background Athletic trainers care for clients/patients who have limited resources for health care and personal needs. To care for these individuals, ATs must have collaborative practices that engage them with parents/guardians, school-based social workers, and nurses through a variety of settings, including free/low-cost clinics and social services. A purposeful educational strategy that provides direct clinical experiences using IP education and IP practice to address SDOH in multiple settings is important in preparing future health care providers. Student-led IP clinics provide community-based teaching and learning to prepare students for clinical practice. Description First-year graduate-level athletic training students enrolled in clinical courses participated in this educational technique. A clinical experience provided students the unique opportunity to learn and apply IP practice with students and faculty in multiple academic programs (undergraduate and graduate nursing, undergraduate public health, undergraduate and graduate social work) while caring for underserved individuals and communities in the rural Midwest region. Clinical Advantages This educational strategy positively impacts the community, students, faculty, academic programs, and the university. Participation in community-based IP student-led clinics prepares athletic training students to care for a variety of individuals, populations, and health conditions through a collaborative approach. This approach also addresses gaps in health care delivery, particularly among underserved groups with varying SDOH, while introducing students to practice settings they may not have considered previously. Conclusions Incorporating the athletic training student into an IP student-led clinic provides unique learning opportunities for students to care for underserved individuals, populations, and communities, preparing them to provide whole-person care as clinicians.

Shaping undergraduate public health education through critical race theory: a case study.

In 2020, the American Public Health Association declared structural racism a public health crisis acknowledging the long-lasting and harmful effects of prejudice, including relatively high rates of morbidity and mortality in many communities of color. Critical Race Theory (CRT) has become an essential lens to view and reconsider education's role in perpetuating racial and ethnic discrimination. Debates over integrating CRT in higher education with the intent to acknowledge and address racial equality and justice are more present than ever, and the discussions held in public health classrooms are no different. We present a case study of CRT integration into the Bachelor of Arts in Public Health (BAPH) program at the University of Hawai'i at Mānoa. In line with Solorzano's framework of CRT in education, initial goals of integrating CRT in instruction and advising included fostering discussions of race and racism, using a social justice framework to highlight opportunities to reduce health inequities, and validating the experiential knowledge of people of color. By engaging in active discussions with community leaders and participating in experiential learning throughout the program, students develop empathy and many underrepresented and marginalized students engage actively in their home communities. Specific examples of CRT integrated in the curriculum and examples of student projects that integrate a CRT lens are provided for educators and researchers.

Cultivating critical consciousness through a Global Health Book Club

IntroductionCentral to public health practice is mindfulness and intentionality toward achieving social justice and health equity. However, there is limited literature published on how educators are integrating these concepts into their curricular, pedagogical and instructional efforts. The goal of this study was to leverage the pluralistic views, social identities, and demographics within the classroom to explore the effects of introducing a Global Health Book Club (GHBC) assignment focused on identity of culture, equity, and power. We also sought to explore the use of first-account narratives illustrating the human experience as an instructional strategy to cultivate an empathic understanding of global health threats, while fostering critical consciousness toward one’s positionality within macro-level contexts. Finally, students were encouraged to reflect on their lived cultural experiences and engage in open and authentic dialogue with their peers.MethodsWe implemented a four-week GHBC assignment within an undergraduate global public health course. At the conclusion of the GHBC, students engaged in a reflective Individual Analysis Paper, which captured students’ perspectives on their cultural values and traditions, how these views shaped their understanding of their book, and evaluate whether their global perspective had changed as a result of the assignment. Thirty-one students consented to have their Individual Analysis Paper downloaded and de-identified for analysis. Student responses were analyzed using inductive thematic analysis procedures.ResultsThrough our analysis, six themes, with several coinciding categories, were identified as salient. The themes include Demonstrated Empathy, Personal Reflection and Growth, Personally Inspired, Immersive Learning Experience, Broadened Perspective, and Provoked Emotion.DiscussionOur findings support that a GHBC assignment is a viable and effective mechanism for engaging students in critical reflection, critical motivation and critical action. In cultivating a learning environment that promotes student-centered learning and active participation, students exemplified agency in their own learning. This work can serve as an exemplary model for other public health educators to engage students in reflective-based assignments regarding their positionality and critical consciousness. By utilizing frameworks conceived out of antiracism, diversity, equity, and inclusion, our work presents an innovative activity in engaging students in decolonization efforts within global public health practice.

Teach, Learn, Do, Repeat: Service Learning Curriculum that Drives Public Health Education while Improving Community Health Outcomes.

The integration of service learning into public health curriculum allows students to apply and ultimately better understand often abstract but important theoretical concepts. We provide lessons learned and practical advice on how to plan and implement an experiential learning project over a two-semester period for upper level undergraduate public health students. Through application of program planning pedagogy, students obtained real-world experience while simultaneously improving mental health for college students. We also discuss how experiential curriculum also provides faculty the opportunity to engage with community stakeholders and organizations to build sustainable partnerships that positively impact students and the community at large.

Road Traffic Regulation Awareness, Attitude and Practice among Public Health Students: An Observational Study

Introduction: Road traffic accidents (RTAs) are the leading causes of premature deaths in Low and Middle Income Countries (LMICs). Public health students are the special cadre of human resources for addressing public health issues in the community including RTAs. This study aimed to assess the awareness, attitude, and practice of public health students of Kathmandu Valley regarding road traffic regulations. Methods: This was a cross-sectional study conducted among 395 undergraduate public health students of Kathmandu Valley using structured self-administered questionnaire via google forms. The study participants were selected through student networking and invitation through emails and phone calls. Descriptive statistics and inferential statistics: Mann-Whitney U test, Kruskall-Wallis H test, and spearman’s rank correlation were computed at 5% level of significance. Results: Majority of the participants had knowledge on causes of RTAs, rule for seat belt and not using mobile phone while driving. However, few knew about the maximum penalty for driving without a license and correct side for pedestrians to walk. The median knowledge score on road traffic regulations was 11 out of 14, attitude score 7 out of 7, practice score for pedestrians 10 out of 12 and for drivers/riders 16 of 18. No significant association was found between knowledge and any socio-demographic variables. Knowledge was weakly correlated with attitude. Conclusion: Majority of the participants had knowledge scores above average, while the attitude and practice percentages were higher. We found weak correlation of knowledge with attitude, and no correlation with practice. This indicates that there is still gap between knowledge and practice, which needs to be explored further.