The preparedness of freshman medical students for taking sexual histories

Vollmer, Shirah; Wells, Kenneth B.

doi:10.1007/bf01543122

Cited by 5 publications

(4 citation statements)

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“…Similar to another study, student’s age, previous exposure to sex, marital status, and religiosity are not significantly associated with preparedness to take a sexual history [32]. Student’s sex did have a significant effect: men rated themselves as more adequately prepared than did women, possibly because of gender bias in self-rating questionnaires [33].…”

Section: Discussionmentioning

confidence: 56%

Are medical students confident in taking a sexual history? An assessment on attitude and skills from an upper middle income country

Ariffin

Chin

et al. 2015

BMC Res Notes

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BackgroundSexual history training during undergraduate education is essential for preparing future doctors to handle patients’ sexual health concerns. The purpose of this study was to assess the attitudes and perceptions of final-year medical students in Malaysia toward sexual history taking and the training they receive from their medical schools.MethodsThe study used a cross-sectional survey of 379 final-year medical students from three medical schools in Malaysia. Students were asked to rate their attitudes and perceptions regarding training on taking sexual histories using a newly developed questionnaire with good internal consistency (Cronbach’s alpha = 0.73). Ethics approval was obtained from the relevant medical schools, and the statistical analysis was conducted using SPSS, Version 20.0.ResultsThe mean age of participants was 23.58 ± 0.65 SD. Participants reported high interest in sexual health and felt it was important for doctors to know how to take a sexual history (95%). Among the participants, only half felt comfortable in taking sexual histories from patients. The participants identified cultural and religious differences between the doctor and the patient as a potential barrier for discussing sexual health. Participants were aware of their own practice and ability, as well as their limitations, in taking sexual histories. Less than half (46%) felt that the training they received adequately prepared them to take sexual histories.ConclusionsThis study identified gaps in sexual health training among medical schools in Malaysia. The delivery of sexual health education program should incorporate confidence building and to make students feel comfortable to take sexual histories from patients. The barrier caused by differences in culture or religion between a doctor and a patient may be overcome through cross cultural and cultural competency training. This is important for multi-faith, multi cultural societies such as Malaysia and other similar countries.

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Section: Discussionmentioning

confidence: 56%

Are medical students confident in taking a sexual history? An assessment on attitude and skills from an upper middle income country

Ariffin

Chin

et al. 2015

BMC Res Notes

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“…For example, Volmer and Wells found that students who were better prepared to take sexual histories had more knowledge about and/or personal sexual experience. They also found that students with a homosexual friend anticipated more comfort taking a sexual history with homosexual patients (Volmer and Wells 1989). Group learning is important in sexual health education as it allows students to discuss issues, challenge each other's views and learn from each other.…”

Section: Challenge Existing Knowledge and Misconceptionsmentioning

confidence: 97%

Sexual history-taking: using educational interventions to overcome barriers to learning

Jayasuriya

Dennick

2011

Sex Education

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Sexual history-taking is a basic medical skill that is traditionally taught poorly in medical school. Practising medical professionals have frequently reported feeling inadequately trained at taking these histories or discussing sexual risk. In order to promote and enhance the learning of this basic skill, those who teach sexual history-taking need to understand how it is that learners learn to take sexual histories and, crucially, the barriers that stand in the way of this being effectively done. This paper is therefore firstly concerned with identifying the barriers that health professionals in training might face when learning how to take a sexual history and, secondly, with proposing the use of well-recognised educational interventions, such as constructivist and experiential learning theories, to overcome these barriers and facilitate appropriate learning.

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“…Data were available on 34 participants, although a total of 46 residents attended the program. Of the 46, the majority were residents in general medical specialties or psychiatry (N = 34), including residents from family practice or internal medicine (5), OB-GYN (10), urology (2), psychiatry (11), and geriatrics, pediatrics, and public health (6). The participants were recruited from residency programs in the central New Jersey area, particularly primary care programs with associated residencies to the RWJMS.…”

Section: Sample Characteristicsmentioning

confidence: 99%

“…Only 43 (42.6%) medical schools provide F clinical instruction and training in managing sexual problems, and none have incorporated residents into this component of the curriculum. This important study demonstrates strongly the lack of change or progress in the curriculum of medical schools regarding training in human sexuality or sexual problem management since the early 1970s [2][3][4][5][6][7][8][9].…”

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confidence: 99%

Sexual Communication Skills in Residency Training: The Robert Wood Johnson Model

Rosen

Kountz

Post‐Zwicker

et al. 2006

The Journal of Sexual Medicine

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Few medical schools or residency programs offer adequate training in sexual medicine. Using the experience gained in our long-standing program in human sexuality for medical students, we have pilot tested a half-day intensive workshop curriculum for residents that focuses on sexual communication skills and management of sexual problems. Unlike our medical school program, this residency course was offered on an elective, one-day basis. The current report describes the successful implementation of our pilot program with 46 medical residents from subspecialty and primary care residency programs. Before the workshop, 22 (48%) residents indicated that they were uncomfortable with open discussion of sexual issues and would not feel comfortable in addressing the topic with their patients. A number of factors were identified as barriers to communication, including lack of time, inadequate training, and personal discomfort. After the workshop, the participants rated themselves as more comfortable with the topic and as more likely to address sexual issues with their patients. The participants evaluated the workshop positively overall and responded well to the interactive format and audience-response components. Most of the participants showed interest and willingness to participate in further training in sexual medicine skills. Our program offers a model for training of residents in communication skills and management of sexual problems. The difficulties in implementation and overcoming institutional barriers to curriculum reform are addressed.

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The preparedness of freshman medical students for taking sexual histories

Cited by 5 publications

References 10 publications

Are medical students confident in taking a sexual history? An assessment on attitude and skills from an upper middle income country

Are medical students confident in taking a sexual history? An assessment on attitude and skills from an upper middle income country

Sexual history-taking: using educational interventions to overcome barriers to learning

Sexual Communication Skills in Residency Training: The Robert Wood Johnson Model

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