Summit on Medical School Education in Sexual Health: Report of an Expert Consultation

Abstract

Introduction Medical education in sexual health in the United States and Canada is lacking. Medical students and practicing physicians report being underprepared to adequately address their patients' sexual health needs. Recent studies have shown little instruction on sexual health in medical schools and little consensus around the type of material medical students should learn. To address and manage sexual health issues, medical students need improved education and training. Aim This meeting report aims to present findings from a summit on the current state of medical school education in sexual health and provides recommended strategies to better train physicians to address sexual health. Methods To catalyze improvements in sexual health education in medical schools, the summit brought together key U.S. and Canadian medical school educators, sexual health educators, and other experts. Attendees reviewed and discussed relevant data and potential recommendations in plenary sessions and then developed key recommendations in smaller breakout groups. Results Findings presented at the summit demonstrate that the United States and Canada have high rates of poor sexual health outcomes and that sexual health education in medical schools is variable and in some settings diminished. To address these issues, government, professional, and student organizations are working on efforts to promote sexual health. Several universities already have sexual health curricula in place. Evaluation mechanisms will be essential for developing and refining sexual health education. Conclusions To be effective, sexual health curricula need to be integrated longitudinally throughout medical training. Identifying faculty champions and supporting student efforts are strategies to increase sexual health education. Sexual health requires a multidisciplinary approach, and cross-sector interaction between various public and private entities can help facilitate change. Areas important to address include: core content and placement in the curriculum; interprofessional education and training for integrated care; evaluation mechanisms; faculty development and cooperative strategies. Initial recommendations were drafted for each.

Health Care Students’ Attitudes Towards Working with Sexual Health in Their Professional Roles: Survey of Students at Nursing, Physiotherapy and Occupational Therapy Programmes

“…The level of sexual health knowledge in basic education for health professionals is limited, and health professionals might thus lack necessary competence to treat decreased sexual health (Coleman et al, 2013;Evans, 2013;Penwell-Waines et al, 2014). There is research showing that the type of pedagogical model used in teaching sexual health and communication about sexual heath affects the outcome of the intervention (Carabez, Pellegrini, Mankovitz, Eliason, & Dariotis, 2015;Coleman et al, 2013;Parish & RubioAurioles, 2010;Penwell-Waines et al, 2014).…”

“…To provide sufficient sexual health rehabilitation, health care professionals need not only to recognize the biomedical view of sexual health, which is common among health professionals, but also to incorporate in their caring practice the biopsychosocial model of sexual health (Papaharitou et al, 2008;Penwell-Waines et al, 2014). In this study the definition of sexual health by the World Health Organization will be used (World Health Organization, 2006 In the study by Haboubi and Lincoln, health professionals agreed that sexual health could be part of care and rehabilitation for patients, but there was a need for more knowledge and education concerning sexual health and communication about sexual health issues (Coleman et al, 2013;Haboubi & Lincoln, 2003). In some research, health professionals (physiotherapists, occupational therapists, nurses, and doctors) considered themselves to have sufficient knowledge about sexual health, but experienced barriers limiting the implementation of knowledge in clinical practice (Haboubi & Lincoln, 2003;Ussher et al, 2013).…”

“…There is research showing that the type of pedagogical model used in teaching sexual health and communication about sexual heath affects the outcome of the intervention (Carabez, Pellegrini, Mankovitz, Eliason, & Dariotis, 2015;Coleman et al, 2013;Parish & RubioAurioles, 2010;Penwell-Waines et al, 2014). To highlight sexual health in the health care professions, increased knowledge and education concerning sexual health is advisable (Evans, 2013;Helland, Garratt, Kjeken, Kvien, & Dagfinrud, 2013).…”

Sexual Health Education in Medical School: A Comprehensive Curriculum

“…More detailed guidance is contained in the report on a summit on medical school education that was held in December 2012 [1] and will be held again in December 2014. Under the guidance of the Joycelyn Elders Chair in Sexual Health Education in the Program in Human Sexuality at the University of Minnesota, we hope to foster comprehensive and effective sexual health curricula in medical schools around the world and certainly here in the United States.…”

“…To fill the void, the American Medical Student Association has developed an innovative curriculum that is used in its Sexual Health Scholars Program to train medical students in sexual health [10]. The Morehouse School of Medicine, University of Virginia, and Case Western Reserve University have instituted model curricula on the topic, although these are unpublished and difficult to find [1].…”