Assessing changes in medical student attitudes toward non-traditional human sexual behaviors using a confidential audience response system

Tucker, Phebe; Candler, Chris; Hamm, Robert M.; Hudson, Joseph C.

doi:10.1080/14681810903491362

Cited by 10 publications

(5 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Desensitization of students to issues related to sexuality would help to promote a change in attitudes toward sexuality when offering treatment. In this vein, some authors support the use of media coupled with small discussion groups as well as the reduction of the number of theoretical lectures offered [2,16–19]. Other teaching resources have been suggested in order to improve practical training in skills used to collect sexual history.…”

Section: Discussionmentioning

confidence: 99%

“…These sexuality education programs were established on the basis of a multidisciplinary approach aiming at knowledge sharing, reflection, and changing attitudes in relation to sexual matters, coupled with skills development for appropriate care. Another model proposed for the curricula in those countries proposes the verticalization of sexual health issues, which would be taught over the full duration of the medical program and be covered completely in the curriculum [2,3,[15][16][17][18][19].…”

Section: Introductionmentioning

confidence: 99%

“…Several initiatives, experiences, and assessments regarding the integration of sexuality into the curricula of medical schools in the United States and the United Kingdom have been published, increasing in number over the last decade [2,3,14–16]. These sexuality education programs were established on the basis of a multidisciplinary approach aiming at knowledge sharing, reflection, and changing attitudes in relation to sexual matters, coupled with skills development for appropriate care.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Sexuality Education in Brazilian Medical Schools

Rufino

Madeiro²,

Girão³

2014

The Journal of Sexual Medicine

View full text Add to dashboard Cite

Introduction Sexuality education has been valued since the 1960s in medical schools worldwide. Although recent studies reaffirm the importance of incorporating sexuality into medical education, there are data gaps concerning how this happens in Brazil. Aim To understand how Brazilian medical school professors teach sexuality in undergraduate courses. Methods An exploratory, cross-sectional descriptive study was conducted. A total of 207 professors from 110 Brazilian medical schools responded to an online semistructured questionnaire about the characteristics of the sexuality-related topics offered. Main Outcome Measures The main variables assessed were contact hours devoted to sexuality, disciplines in which sexuality topics were taught, sexuality-related course titles, and sexuality-related topics addressed. Questionnaires were tabulated and analyzed using descriptive statistics for frequency distribution. Results The response rate to the questionnaire was 77.2%. Almost all professors (96.3%) addressed sexuality-related topics mainly in the third and fourth years as clinical disciplines, with a 6-hour load per discipline. Gynecology was the discipline in which sexuality-related topics were most often taught (51.5%), followed by urology (18%) and psychiatry (15%). Sexuality-related topics were addressed mainly in classes on sexually transmitted diseases and AIDS (62.4%) and on the anatomy and physiology of the reproductive system (55.4%). About 25% of the professors reported teaching courses with a sexuality-related title. There was emphasis on the impact of diseases and sexual habits (87.9%) and sexual dysfunction (75.9%). Less than 50% of professors addressed nonnormative sexuality or social aspects of sexuality. Conclusions The teaching of sexuality in Brazilian medical schools occurred in a nonstandardized and fragmented fashion across several disciplines. The topic was incorporated with an organic and pathological bias, with a weak emphasis on the social aspects of sexuality and the variety of human sexual behaviors. The results point to the need for change in the provision of sexuality education in Brazilian medical schools.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Sexuality Education in Brazilian Medical Schools

Rufino

Madeiro²,

Girão³

2014

The Journal of Sexual Medicine

View full text Add to dashboard Cite

show abstract

“…This lesson plan is designed to help clinicians begin to differentiate between those sexual interests and behaviors that may be non-normative but are not harmful, and sexual interests that are disordered; that is, cause significant distress or include a non-consenting partner (APA, 2013;Sorrentino, 2016). This distinction will help clinicians make decisions regarding when and what kinds of interventions are needed when supporting patients with non-normative sexual interests (Tucker et al, 2010).…”

Section: Sample Lesson Constructionmentioning

confidence: 99%

Teaching Paraphilias with the DSM 5: Learning the Distinction between Difference and Disorder

Levand

Roy

2020

Australian Journal of Clinical Education

View full text Add to dashboard Cite

Popular media, public discourse, and many clinicians are often unclear about the difference between paraphilias and paraphilic disorders. Education about paraphilias and diagnostic criteria is scarce in human sexuality education. Many clinicians are poorly educated about nonnormative sexual interests. After a brief history about paraphilias and a background on the need for this information, we supply a lesson plan about paraphilias and paraphilic disorders using diagnostic criteria from the 5 th edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM 5). Major concepts included in this lesson are the distinction between paraphilias and paraphilic disorders and the difference between having a paraphilia and acting on it. We offer a section for further reading as well as a resource about paraphilic disorders adapted from the DSM 5.

show abstract

“…10 (It would be possible to compare 3 diseases simultaneously, using a triangle or other 2-dimensional surface that balances at its center. 11 People’s spatial intuitions regarding balance cannot accommodate more than 2 dimensions, more than 3 diagnoses. It might be possible to represent higher dimensions with “color” or “spin,” as the quantum physicists have done, although it is unlikely that many medical students would be willing to learn the system.)…”

Section: Simplifying Assumptionsmentioning

confidence: 99%

The Balance Beam Metaphor

Hamm

Beasley

2014

Med Decis Making

Self Cite

View full text Add to dashboard Cite

Understanding the impact of clinical findings in discriminating between possible causes of a patient's presentation is essential in clinical judgment. A balance beam is a natural physical analogue that can accurately represent the combination of several pieces of evidence with varying ability to discriminate between disease hypotheses. Calculation of Bayes' theorem using log(posterior odds) as a function of log(prior odds) and the logarithms of the evidence's likelihood ratios maps onto the physical forces affecting objects placed on a balance beam. We describe the rules governing the functioning of tokens representing clinical findings in the comparison of 2 competing diseases. The likelihood ratios corresponding to positive (LR+) or negative (LR-) observations for each symptom determine the lateral position at which the symptom's token is placed on the beam, using a weight if the finding is present and a helium balloon if it is absent. We discuss how a balance beam could represent concepts of dynamic specificity (due to changes in competitor diseases' probabilities) and dynamic sensitivity (due to class-conditional independence). Utility-based thresholds for acting on a diagnosis could be represented by moving the balance beam's fulcrum. It is suggested that a balance beam can be a useful aid for students learning clinical diagnosis, allowing them to build on existing intuitive understanding to develop an appreciation of how evidence combines to influence degree of belief. The balance beam could also facilitate exploration of the potential impact of available questions or investigations.

show abstract

Assessing changes in medical student attitudes toward non-traditional human sexual behaviors using a confidential audience response system

Cited by 10 publications

References 8 publications

Sexuality Education in Brazilian Medical Schools

Sexuality Education in Brazilian Medical Schools

Teaching Paraphilias with the DSM 5: Learning the Distinction between Difference and Disorder

The Balance Beam Metaphor

Contact Info

Product

Resources

About