Sexual Health Education in U.S. Physician Assistant Programs

Abstract

Introduction Since the 1950s, sexual health education in medical schools has been evaluated and reported upon, but there has never been an assessment published about sexual health curricula in U.S. physician assistant (PA) programs. Aim The aim of this study was to gain better understanding of how PA programs cover sexual health topics. Methods Between January and March 2014, 181 accredited PA programs received a mailed survey inquiring about their sexual health curriculum. Main Outcome Measures The survey assessed general sexual health topics; lesbian, gay, bisexual, transgender (LGBT) topics; teaching methods; and the amount of time spent on sexual health education. Results A total of 106 programs responded (59%). Ten programs offered a required, discrete course on human sexuality. The majority incorporated training into other coursework, which is consistent with most medical schools. LGBT topics were covered less thoroughly than the general sexual health topics. Total amount of time spent on sexual health topics varied widely among programs, from a minimum of 2–4 hours to a maximum of 60 hours, with a median of 12 hours. Conclusions PA programs in the United States appear to compare favorably with the training offered to medical students in regard to time spent on sexual health education. Transgender issues were least well-covered of all the topics queried.

Education in sexual medicine - a nationwide study among German urologists/andrologists and urology residents

“…Since urologists and residents in urology are often confronted with patients suffering from common sexual health problems, these results are conclusive. A recent study on US Physician Assistant Programs reported emphasis on general sexual health topics, which were covered by more programmes (Seaborne et al ., ). However, urologists and andrologists are also confronted with discussing and treating patients suffering from rare sexual health problems, like gender dysphoria and paraphilia (Ando et al ., ).…”

“…The importance of further training in sexual medicine has been highlighted in recent studies (Haboubi & Lincoln, ; Coleman et al ., ; Ford et al ., ; Shindel, ). Although there are increasing efforts to improve sexual health education, for example, by creating new training programmes (Athanasiadis et al ., ; Rosen et al ., ; Parish & Rubio‐Aurioles, ; Coleman et al ., ; Reisman et al ., ; Seaborne et al ., ), inadequate training in sexual medicine at many medical schools (Solursh et al ., ; Wittenberg & Gerber, ; Rufino et al ., ), during residency (Rosen et al ., ; Parish & Rubio‐Aurioles, ) and later, was reported. A survey among German gynaecologists showed a lack of training in sexual medicine, as well as a comprehensive demand for training related to sexual health issues (Ahrendt & Friedrich, ).…”

An Elective Course in Lesbian, Gay, Bisexual, and Transgender Health and Practice Issues

“…Didactic topics for the course were chosen in a systematic manner using the course learning outcomes developed from guidelines regarding LGBT health issues. 9,10 Additionally, faculty members reviewed publications on LGBT health and practice issues found through PubMed, established websites, and other literature resources to find ideas for didactic topics and activelearning strategies. Faculty members also consulted with…”

“…8 A survey of physician assistant programs (N5106) reported a median time of 12 hours in the curriculum dedicated to general sexual health topics. 9 A 2015 survey in which students from 69 out of 138 medical school programs responded revealed that only 16% of the programs included competency-based training in LGBT health. Thirty-two percent of the medical schools had LBGT-related components in their training programs, while 52% lacked any training.…”

LGBTQ+ Health—a Novel Course for Undergraduate Students

“…Medical schools and additional health professional schools have attempted a variety of methods for incorporating LGBTQ+ health content, in the way of elective experiences, didactic series, discussion sessions, and retreats [2,[6][7][8][9][10][11][12][13]. Barriers on the part of the educator, whether real (lack of allotted instructional time) or perceived (lack of content relevance), remain a limiting factor [14].…”