Human Immunodeficiency Virus (HIV) Knowledge and Stigma Among Medical Students in Egypt: A National Cross-Sectional Study

Background: HIV stigma among healthcare providers remains a barrier to prevention and effective patient care, particularly in Egypt. In a national cross-sectional survey (August 2025) we measured HIV knowledge, stigma, and perceived HIV curricular adequacy among medical students. Methods: Data were collected via a bilingual (Arabic/English) online questionnaire distributed by stratified convenience sampling across university type, region, and academic year. The survey included Arabic and English versions of the Brief HIV Knowledge Questionnaire (HIV-KQ-18) and the Healthcare Providers HIV/AIDS Stigma Scale (HPASS). Pearson’s correlation and multivariable linear regression were conducted to identify factors associated with HIV stigma. Results: A total of 1,503 students participated (mean age 20.6 years; 57.4% female), half of which (48.9%) rated curricular coverage of stigma and psychosocial aspects of HIV as inadequate. The mean HIV-KQ-18 score was 8.96/18 (SD 4.26). Only 39.9% recognized that HIV cannot be transmitted through kissing, 33.1% believed washing after sex is protective, and just 41.3% knew that not all infants born to mothers with HIV will have AIDS. The mean HPASS score was 60.1/108 (SD 17.6). Most students (76.8%) worried about contracting HIV from patients, 52% believed patients acquired HIV through risky behaviors, and 43.6% endorsed a right to refuse providing care. Knowledge and stigma were inversely but weakly correlated (r = −0.17, p < .001); and higher knowledge predicted lower stigma on multivariable regression (B = -0.68, p < .001). Despite higher knowledge, males reported significantly higher stigma (B = 4.33 p < .001) compared to their female counterparts. Similarly, participants who completed the Arabic form had significantly lower knowledge, and higher stigma (B = 4.17, p < .001). Conclusion: HIV stigma was prevalent among medical students in Egypt, influenced by gender, culture, and knowledge. These findings call for multifaceted interventions and curriculum reform to reduce stigma among future clinicians.