University Medical Center Hamburg-Eppendorf, Institute for Sex Research and Forensic Psychiatry, Hamburg, Germany.
J Sex Med. 2014 Aug;11(8):1914-26. doi: 10.1111/jsm.12595. Epub 2014 Jun 9.
During the 1970s, a growing number of medical schools began to recognize the importance of medical education concerning human sexuality. Currently, most medical schools provide at least some instruction in human sexuality.
In light of this development, the present study aimed to compare the interest in and knowledge about human sexuality of medical students from two different time periods.
The answers to a self-constructed questionnaire of 236 students in 1972 were compared with those of 259 students in 2012. Students were asked whether they were interested in education regarding human sexuality and which specific topics they felt should be included in the medical curriculum. The students' knowledge in the following domains was assessed: sexual development, sexual behavior, sexual physiology and psychology, and sexual medicine.
The two cohorts were compared with regard to those specific sexuality-related topics in which the students were most and least interested in. Furthermore, the number of correct responses to the knowledge questions was compared.
While in 1972, 99.2% of the students were interested in medical education about human sexuality, in 2012, 80.3% showed an interest. The connection of disorders from different medical disciplines with sexuality was rated as most interesting by both the students from 1972 and 2012. Medical students from 2012 gave 50.3% correct answers to the knowledge questions, whereas students from 1972 correctly answered 46.3% of the questions.
Although interest in education concerning human sexuality has decreased, the majority of students view it as an important topic. Nevertheless, medical students still lack knowledge about important aspects of human sexuality (e.g., psychosexual development and relative safety of different contraceptives). Therefore, more time should be dedicated to education concerning human sexuality and its cultural, societal, and health aspects in particular.
20 世纪 70 年代，越来越多的医学院开始认识到医学教育中有关人类性行为的重要性。目前，大多数医学院至少提供一些人类性行为方面的教学。
鉴于这种发展，本研究旨在比较两个不同时期的医学生对人类性行为的兴趣和知识。
比较了 1972 年 236 名学生和 2012 年 259 名学生对自我构建的问卷的回答。学生们被问到他们是否对人类性行为教育感兴趣，以及他们认为医学课程应该包括哪些具体主题。评估了学生在以下领域的知识：性发展、性行为、性生理和心理学以及性医学。
比较两个队列在学生最感兴趣和最不感兴趣的特定与性相关的主题方面的差异。此外，还比较了知识问题的正确答案数量。
1972 年，99.2%的学生对医学教育有关人类性行为感兴趣，而 2012 年，只有 80.3%的学生感兴趣。来自 1972 年和 2012 年的学生都认为，不同医学学科的障碍与性的联系最有趣。2012 年的医学生对知识问题的回答正确率为 50.3%，而 1972 年的学生正确回答了 46.3%的问题。
尽管对人类性行为教育的兴趣有所下降，但大多数学生仍将其视为一个重要的话题。然而，医学生仍然缺乏人类性行为的重要方面的知识（例如，性心理发展和不同避孕方法的相对安全性）。因此，应该更多地关注人类性行为教育及其文化、社会和健康方面。
