Background and Objective : Trichomonas vaginalis infection is a common sexually transmitted protozoal infection and is associated with several adverse outcomes such as preterm labour, delivery of a low-birth weight infant, and facilitation of sexually transmission of human immunodeficiency virus. In Iran, the prevalence of trichomoniasis has been reported between 2 to 8%. The aim of the study was to investigate the prevalence of this infection among women referred to a laboratory in Zanjan.
Material and Methods: In this Cross-sectional study, 328 women were selected via convenience sampling. Because of vaginal discharge, itching, burning and malodor, they were referred to a laboratory by a gynecologist. After preparing a demographical check list, the vaginal specimens were examined by wet smears for Trichomonas vaginalis, in 2010. To analyze the data, we use chi square and fisher exact test.
Results: The clients (54.43%) are 25-34 years old, homemaker(87%), illiterate or primary school education (48%).The prevalence of T. Vaginalis infection is 6.4%. there is no significant relationship between T.Vaginalis infection and factors like age, education level, marriage age, contraceptive method, occupation, dwelling place and number of labour.
Conclusion: In comparison with other studies, the prevalence of Trichomonas vaginalis in Zanjan is moderate. Because of co-existing with other sexually transmitted diseases (STDs), we suggest conducting further studies about the prevalence of other STDs in Zanjan.
Keywords: Trichomonas vaginalis, Prevalence, Zanjan
Background: Sex education is one of the challenging areas of educational systems that has always been accompanied by many problems due to some obstacles and constraints. This has led to occurrence of many behavioral problems and deviations. The aim of this study was to determine the sex education gaps in university curriculum from the students' perspective.
Methods: This was a descriptive-survey on students of universities in Kashan (15235 students), during academic year 2013-14. Overall, 220 students were enrolled in this study using stratified random sampling. Data collection tool was a questionnaire of sex education with 28 questions and six components (objectives, content, procedures, experiences and learning opportunities, cultural and advisory institutions’ performance and university atmosphere) using a 5-point Likert scale. The content validity was confirmed by experts. The reliability was estimated as 0.89 using Cronbach's alpha coefficient. Descriptive and inferential statistics were used to analyze the obtained data.
Results: The mean level of sex education gaps (3.97±0.56) in the university curriculum was above the average (3). The highest mean was related to the component of procedures (4.1±0.63) and experiences and learning opportunities (4.1±1.01).
Conclusion: The results showed that the average level of gaps in sex education in the university curriculum is higher than the assumed mean level. The gaps are present in all components of objectives, content, procedures, experiences and learning opportunities, cultural and advisory institutions’ performance and the university atmosphere.
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