Knowledge assessment test of rabies among the veterinary students in India: A cross-sectional study
Abstract
Rabies remains a significant public health threat in India, necessitating a highly knowledgeable veterinary workforce for its effective prevention and control. This study aimed to assess the rabies knowledge of 550 undergraduate, Bachelor of Veterinary Science (BVSc and AH) students and postgraduate (PG), Master of Veterinary Science across India using an online questionnaire administered via Google Forms. The 50 multiple-choice questions were categorized into four key aspects: Etiology and structural composition of Rabies virus, Epidemiology and transmission route, Laboratory diagnosis and sample collection, and Prevention and Control strategies. Out of 550 participants, 268 completed the questionnaire within the stipulated 45 minutes. The results revealed an average knowledge score of 65.54% (32.77/50), with a wide range from 5% to 100%. While students demonstrated strong foundational knowledge in viral morphology, classification, and the gold standard diagnostic method (Fluorescent Antibody Test, 89.9% correct), notable gaps were identified. These include critical practical aspects such as sample preservation for virus isolation (only 40% correct), detailed understanding of specific viral proteins (61% correct for N protein), and vaccine strain origins (30.4% correct for Flury Fixed virus). Furthermore, a common misconception was observed, with 45.1% of students incorrectly believing hydrophobia is present in all rabid animals. These findings highlight both strengths and specific areas for targeted educational intervention within veterinary curricula to enhance their preparedness for robust rabies control efforts in India.
Full Text
Tables and figures are in the full-text PDF.
Introduction
Rabies, a fatal zoonotic disease, continues to pose a substantial public health burden globally. India alone accounts for a significant portion, estimated at 18,000 to 20,000 human deaths annually (WHO, 2018) [10] , though more recent Indian Council of Medical Research (ICMR) data suggests around 5,726 deaths annually (Thangaraj et al., 2025) [7] . A particularly tragic aspect is that 30-60% of reported cases and deaths in India occur in children under 15 years (WHO, 2018) [10] . The disease is almost invariably fatal once clinical symptoms appear, yet it is 100% preventable through timely and appropriate interventions, primarily vaccination. Dogs are the primary reservoirs and transmitters of rabies to humans in India, accounting for around 95-97% of cases (Radhakrishnan et al., 2020) [2] underscoring the critical role of veterinary professionals in disease surveillance, control, and public education. Effective rabies control and eventual elimination in India hinge critically on a highly knowledgeable veterinary workforce. As future frontline workers in animal and public health, their understanding of the virus, its transmission, diagnostic methods, and control strategies directly impacts their ability to contribute effectively to national rabies elimination programs and implement the 'One Health' approach. Previous studies have assessed rabies knowledge among general populations and medical professionals in India, revealing varying levels of awareness and persistent misconceptions (Roy et al., 2023; Sivagurunathan et al., 2021) [3,6] However, a targeted assessment of rabies knowledge specifically among BVSc students, encompassing both undergraduate and postgraduate levels, across a pan-India demographic, remains less explored. The advent of online survey tools, such as Google Forms, offers an efficient and cost-effective method for conducting widespread surveys, enabling access to a diverse student population across geographical barriers. This study utilized such a platform to gain a deep insight into the knowledge base of BVSc students regarding rabies. The objective was to identify strengths in their understanding and pinpoint specific areas where knowledge might be lacking, thereby informing targeted educational interventions and curriculum enhancements.
Materials and Methods
Study Design and Participants
A cross-sectional study was conducted through an online questionnaire. The criteria for target population comprised of student (both undergraduate and postgraduate) of Veterinary Science enrolled in various veterinary colleges across India. A total of 550 students expressed willingness to participate in the study. www.extensionjournal.com
Questionnaire Development
A comprehensive questionnaire consisting of 50 multiplechoice questions was developed by a team of veterinary experts with specialization in virology, epidemiology, and public health. The questions were broadly categorized into four key aspects of rabies: Assessed knowledge on pre-exposure prophylaxis, postexposure prophylaxis (vaccine types, schedule, dosage), wound management, animal vaccination strategies (ABC, mass vaccination), and public health measures.
The questionnaire was designed to be clear, concise, and unambiguous. A pilot study with a small group of veterinary students (n=10) was conducted to assess the clarity of questions, estimated completion time, and overall user experience. Minor modifications were made based on their feedback.
Data Collection
The questionnaire was administered online using Google Forms. A unique link to the Google Form was shared with student representatives from various veterinary colleges across India via email and professional student networks.
Participants were informed about the study's purpose, ensured anonymity, and provided with explicit instructions regarding the single attempt and the 45-minute time limit for completion. Data collection was conducted in 2024. Out of the 550 students who initiated the questionnaire, 268 (48.7%) successfully completed it within the given time frame.
Data Analysis
The data collected from the Google Form responses were exported into a spreadsheet format (e.g., Microsoft Excel) and subsequently analyzed using IBM SPSS Statistics. Descriptive statistics, including frequencies, percentages, means, standard deviations, and ranges, were used to summarize the overall knowledge levels and performance in each of the four categories. No inferential statistical comparisons between groups were conducted for this descriptive study.
Results and Insights
The study analyzed responses from 268 veterinary students who completed the online questionnaire within the stipulated 45 minutes. The overall average score was 32.77 out of 50 points (65.54%), with a median score of 33 points.
The scores ranged from a low of 5 points to a high of 50 points, indicating a wide variation in knowledge levels among the participants.
Discussion
The findings of this study provide a valuable snapshot of rabies awareness among the future veterinary workforce in India. The overall average score of 65.54% (32.77 out of 50 points), with a median of 33 points, indicates a moderate level of knowledge among the participating students. However, the wide range of scores (5 to 50 points) highlights a significant disparity in individual knowledge depth. This variability could be attributed to differences in curriculum emphasis across institutions, individual study habits, or varied exposure to practical rabies control programs during their academic tenure. Comparing these results with similar studies conducted globally, particularly in rabies-endemic regions, offers valuable context. Our students demonstrated a strong foundational understanding in key areas, aligning with expected knowledge for veterinary professionals. For instance, the high accuracy in identifying the bullet shape of the rabies virus (96.3%), its classification within the Rhabdoviridae family (96.6%), and its neurotropic nature (94.3%) is commendable and consistent with robust virology education. Similarly, the almost universal recognition of the brain as the most suitable post-mortem specimen (97.0%) and the Fluorescent Antibody Test (FAT) as the gold standard for diagnosis (89.9%) reflects a solid theoretical grasp of crucial diagnostic practices. These strengths broadly align with observations from studies in countries like Thailand, where veterinary students showed strong awareness of basic transmission routes (Thiptara et al., 2022) [8] However, the study also pinpointed specific knowledge gaps that warrant attention [9] . This comparison, though not direct due to different study populations, underscores the expected and crucial role of veterinary education in building specialized knowledge that surpasses general public understanding. However, when compared to studies of veterinary students in other developing countries, like Bangladesh, where the need for more seminars and discussions was also identified to enhance knowledge, attitudes, and practices (Sayed et al., 2022) [5] , it suggests a common challenge in ensuring comprehensive and up-to-date rabies education. Even in more developed contexts, such as among healthcare professionals in Washington, DC, knowledge gaps in clinical signs, epidemiology, and specific post-exposure prophylaxis (PEP) protocols have been reported, emphasizing the continuous need for education (Pepin et al., 2018) [1] . The 45-minute time limit for 50 questions, along with the online format, could have influenced the response rate and the depth of responses. While Google Forms offers convenience and wide reach across India, potential limitations include varying internet access, technical glitches, or self-selection bias among participants. The relatively lower completion rate (268 out of 550 initial participants) could be attributed to these factors or the perceived difficulty of the questionnaire within the time constraint. Future studies might consider adaptive testing or flexible time limits to maximize participation and ensure a more representative sample.
In conclusion, the findings of this study offer critical insights for refining veterinary curricula in India. Identified knowledge gaps, particularly in practical aspects of sample handling, detailed molecular virology, species-specific clinical and pathological presentations, and historical aspects of vaccine development, should be prioritized. Strengthening these areas through targeted educational interventions, including practical demonstrations, case studies, and updated learning materials, is crucial. Fostering a comprehensive understanding of rabies, encompassing both theoretical and practical dimensions, will empower www.extensionjournal.com future veterinary professionals to contribute more effectively to national rabies elimination programs under the "One Health" framework.
Conclusion
This online questionnaire-based study provides crucial insights into the rabies knowledge of BVSc students (UG and PG) across India. The results indicate varying levels of understanding across different aspects of rabies, with certain areas requiring enhanced educational focus. Strengthening the knowledge base of future veterinary professionals is paramount for achieving the ambitious goal of rabies elimination in India. The findings advocate for continuous evaluation and refinement of veterinary curricula, along with the integration of practical and updated information on rabies prevention and control, thereby fostering a more competent and aware veterinary workforce dedicated to a "One Health" approach against this deadly zoonosis.
Acknowledgement
AcknowledgementsKhalsa College of Veterinary and Animal Sciences, Amritsar
References
- Pepin LA, Zippay KJ, Rupprecht CE. Assessing rabies knowledge gaps in human and animal healthcare professionals practicing in Washington, DC-A One Health approach. Zoonoses and Public Health. 2018;65(7):808-816.
- Radhakrishnan S, Vanak AT, Nouvellet P, Donnelly CA. Rabies as a public health concern in India-a historical perspective. Tropical Medicine and Infectious Disease. 2020;5(4). https://doi.org/10.3390/tropicalmed5040162
- Roy P, Nandimath VA, Bhadake KH. A cross-sectional study on knowledge, attitude and practice rabies among patients attending a tertiary care centre, Solapur Maharashtra. International Journal of Community Medicine and Public Health. 2023;10(9):3324-3331. https://doi.org/10.18203/23946040.ijcmph20232698
- Sambo M, Mshelbwala PP, Bello AM. Knowledge, attitudes and practices (KAP) about rabies prevention and control: A community survey in Tanzania. PLoS Neglected Tropical Diseases. 2015;9(11):e0003310.
- Sayed A, Akter S, Mahmud R, Kawser M, Jahid MA. Veterinary students' knowledge, attitudes, and practices regarding rabies transmission, prevention, and control in Bangladesh. Bangladesh Journal of Veterinary Medicine. 2022;20(2). https://doi.org/10.33109/bjvmjd2022fam1
- Sivagurunathan C, Umadevi R, Balaji A, Rama R, Gopalakrishnan S. Knowledge, attitude, and practice study on animal bite, rabies, and its prevention in an urban community. Journal of Family Medicine and Primary Care. 2021;10(2):850-858. https://doi.org/10.4103/jfmpc.jfmpc_1674_20
- Thangaraj JWV, Krishna NS, Devika S, Egambaram S, Dhanapal SR, Khan SA, et al. Estimates of the burden of human rabies deaths and animal bites in India, 202223: A community-based cross-sectional survey and probability decision-tree modelling study. The Lancet Infectious Diseases. 2025;25(1):126-134. https://doi.org/10.1016/S1473-3099(24)00490-0
- Thiptara S, Ruenchot S, Thiptara T. Knowledge, attitude, and practices regarding rabies among veterinary students: A preliminary descriptive study from Thailand. Journal of Kasetsart Veterinarians. 2022;32:148-154.
- Woldu T, Gebremariam A, Shiferaw Y, Gebeyehu A, Kebede M. Community knowledge, attitude, and practice, incidence of suspected cases, and epidemiological distribution of rabies in humans and animals in Southwest Shewa zone, Oromia, Ethiopia. Frontiers in Veterinary Science. 2025;12:1448448.
- World Health Organization. WHO expert consultation on rabies. Geneva: World Health Organization; 2018.
How this paper connects to the literature. Drag to explore, click any node to open that paper.