Moving Medical Education and Sexuality Education Forward

Bayer, Carey Roth

doi:10.1007/s11930-015-0050-1

Cited by 6 publications

(1 citation statement)

References 46 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Most strikingly, students stated that they had not received education on sexual history-taking. This is a big shortfall, because sexual history-taking is an essential skill that physicians need to sensitively address patients’ sexual health 41 . For this reason, it is highly recommended that sexual history-taking play an important part in sexual health education at medical universities 42 …”

Section: Discussionmentioning

confidence: 99%

Medical Students Indicate the Need for Increased Sexuality Education at an Austrian Medical University

2019

View full text Add to dashboard Cite

Introduction: The quantity and quality of education in the field of human sexuality vary greatly in medical education programs in the United States and Europe. Aim: The current state of medical school education with regard to human sexuality was assessed at an Austrian medical university. Methods: Self-constructed questionnaires and the Beliefs About Sexual Functioning Scale were filled out by 391 medical students (mean age ¼ 24.0, SD ¼ 2.5; 52.4% women, 47.6% men). Descriptive statistics are reported for summarizing students' responses, and structural equation models were calculated to reveal associations between variables of interest. Main Outcome Measures: The outcome variable in the structural equation models was students' confidence in addressing sexual health concerns of patients. Results: Most students were not instructed in sexual history taking (96.9%), sexual behavior (94.3%), love (97.4%) or sexuality in elderly persons (95.1%), and they reported having poor knowledge of these topics. Most students (72.5%) reported having little or no confidence in addressing patients' sexual health concerns. The number of addressed topics was positively associated with male (b ¼ 0.47, P < .001) and female students' (b ¼ 0.52, P < .001) knowledge. Knowledge was positively associated with male (b ¼ .49, P < 0.001) and female students' (b ¼ 0.33, P < .001) confidence in addressing sexual health concerns and was negatively associated with stereotypical sexual functioning beliefs in the male subsample (b ¼ À0.26, P ¼ .009). Conclusions: Most medical students revealed that the teaching of important sexual health content (eg, sexual history taking) was deficient at this medical university. Education in sexual health issues needs to be increased to positively influence students' knowledge of and consequently their confidence regarding dealing with patients' sexual health concerns. Komlenac N, Siller H, Hochleitner M. Medical Students Indicate the Need for Increased Sexuality Education at an Austrian Medical University. Sex Med 2019;7:318e325.

show abstract

Section: Discussionmentioning

confidence: 99%

Medical Students Indicate the Need for Increased Sexuality Education at an Austrian Medical University

2019

View full text Add to dashboard Cite

show abstract

Sexual Health Competencies for Undergraduate Medical Education in North America

Bayer

Eckstrand

Knudson

et al. 2017

The Journal of Sexual Medicine

View full text Add to dashboard Cite

Introduction The number of hours spent teaching sexual health content and skills in medical education continues to decrease despite the increase in sexual health issues faced by patients across the lifespan. In 2012 and 2014, experts across sexuality disciplines convened for the Summits on Medical School Education and Sexual Health to strategize and recommend approaches to improve sexual health education in medical education systems and practice settings. One of the summit recommendations was to develop sexual health competencies that could be implemented in undergraduate medical education curricula. Aim To discuss the process of developing sexual health competencies for undergraduate medical education in North America and present the resulting competencies. Methods From 2014 to 2016, a summit multidisciplinary subcommittee met through face-to-face, phone conference, and email meetings to review prior competency-based guidelines and then draft and vet general sexual health competencies for integration into undergraduate medical school curricula. The process built off the Association of American Medical Colleges' competency development process for training medical students to care for lesbian, gay, bisexual, transgender, and gender non-conforming patients and individuals born with differences of sex development. Main Outcome Measures This report presents the final 20 sexual health competencies and 34 qualifiers aligned with the 8 overall domains of competence. Results Development of a comprehensive set of sexual health competencies is a necessary first step in standardizing learning expectations for medical students upon completion of undergraduate training. Conclusions It is hoped that these competencies will guide the development of sexual health curricula and assessment tools that can be shared across medical schools to ensure that all medical school graduates will be adequately trained and comfortable addressing the different sexual health concerns presented by patients across the lifespan.

show abstract

Developing and Implementing Curricular Objectives for Sexual Health in Undergraduate Medical Education: A Practical Approach

2020

View full text Add to dashboard Cite

Problem In 2014, medical students at the Florida International University Herbert Wertheim College of Medicine (FIU HWCOM) first drew attention to perceived gaps in the sexual health curriculum. The authors used Kern and colleagues’ model for curriculum development to review and update the existing curriculum. Approach To develop longitudinal sexual health curricular objectives for undergraduate medical education (UME), the authors reviewed existing specialty- and organization-specific objectives. Then, an iterative process guided by clear criteria was used to develop feasible objectives, which were refined through stakeholder feedback. As these objectives were being finalized in 2017, UME sexual health competencies were first published; the authors mapped their objectives to these, as possible. The medical school’s course activities and assessments were mapped to the authors’ sexual health objectives to identify curricular gaps and unplanned redundancies. Outcomes This process resulted in 12 sexual health curricular objectives that are adaptable by other institutions. In mapping the FIU HWCOM curriculum to these objectives, specific gaps and assessment weaknesses emerged. With stakeholder support obtained through a strong curricular management structure, the work of modifying content to address gaps has begun. Next Steps New assessments specific to these sexual health objectives are needed, especially within the clinical curriculum. Assessment of these objectives may be strengthened through the development of new sexual-health-related entrustable professional activities (EPAs) nested within the broader Core EPAs for Entering Residency being piloted. When data on learning outcomes are available, the process of targeting curricular improvement will begin.

show abstract

Moving Medical Education and Sexuality Education Forward

Cited by 6 publications

References 46 publications

Medical Students Indicate the Need for Increased Sexuality Education at an Austrian Medical University

Medical Students Indicate the Need for Increased Sexuality Education at an Austrian Medical University

Sexual Health Competencies for Undergraduate Medical Education in North America

Developing and Implementing Curricular Objectives for Sexual Health in Undergraduate Medical Education: A Practical Approach

Contact Info

Product

Resources

About