Teixeira Santos André Urdhamuck, Fava Spessoto Luis César, Fácio Fernando Nestor
Medical Student, School of Medicine (FAMERP), São José do Rio Preto, São Paulo, Brazil.
Department of Urology, School of Medicine (FAMERP/FUNFARME), São José do Rio Preto, São Paulo, Brazil.
Sex Med. 2021 Feb;9(1):100309. doi: 10.1016/j.esxm.2020.100309. Epub 2021 Jan 18.
Sexuality is a multifaceted and makes up part of the lives of all individuals.
To evaluate the teaching of sexual health to students in the basic cycle of an undergraduate course in medicine.
A descriptive, cross-sectional study was conducted using primary data on the teaching of sexual health in the first 4 years of the course. The students were contacted personally and given a self-administrated questionnaire on the teaching of sexual health. The questionnaire was based on studies conducted with physicians and medical students regarding their educational background in sexual health. The degree of satisfaction regarding the learning process was determined using a ten-point scale; on which, a score of 1 to 5 indicated dissatisfaction and of 6 to 10 satisfaction.
The main outcome measure was a self-administered questionnaire addressing the teaching of sexual health in the first 4 years and how this knowledge affected relationships with patients.
A total of 216 students answered the questionnaire. Only 27.27% and 22% of the students in the first and second years, respectively, reported having classes related to sexual medicine, whereas 38.1% (third year) and 54.40% (fourth year) had such classes. Regarding satisfaction, the weighted mean was 4.55 and the modes were 5 and 6. In the evaluation of their expectations about learning sexual health, 46 (67.6%) reported feeling non-confident, 18 (26.5%) did not answer the question, and 4 (5.9%) reported feeling confident.
This study revealed a gradual progression in the offer of content related to sexual medicine to students throughout the medicine course, with weighted means of 2.6 (first year), 2.82 (second year), 3.58 (third year), and 4.55 (fourth year). However, the findings indicate that the teaching of this subject remains deficient and students feel unsatisfied and unprepared for their future practice of medicine. Teixeira Santos AU, Fava Spessoto LC, Fácio FN. Sexual Health Teaching in Basic Science Courses Among Medical Students. Sex Med 2021;9:100309.
性取向是多方面的，是所有人生活的一部分。
评估医学本科基础课程阶段学生性健康教学情况。
采用描述性横断面研究，收集该课程前4年性健康教学的原始数据。亲自联系学生并给予一份关于性健康教学的自填式问卷。该问卷基于针对医生和医学生性健康教育背景所开展的研究。使用十分制确定对学习过程的满意度；其中，1至5分表示不满意，6至10分表示满意。
主要观察指标是一份自填式问卷，涉及前4年的性健康教学以及这些知识如何影响与患者的关系。
共有216名学生回答了问卷。一年级和二年级学生中分别只有27.27%和22%报告上过性医学相关课程，而三年级为38.1%，四年级为54. 40%。关于满意度，加权平均数为4.55，众数为5和6。在对学习性健康期望的评估中，46人（67.6%）报告感觉不自信，18人（26.5%）未回答该问题，4人（5.9%）报告感觉自信。
本研究显示，在整个医学课程中，向学生提供的性医学相关内容呈逐步增加趋势，加权平均数分别为2.6（一年级）、2.82（二年级） 、3.58（三年级）和4.55（四年级）。然而，研究结果表明，该学科教学仍存在不足，学生对未来医学实践感到不满意且未做好准备。特谢拉·桑托斯、法瓦·斯佩索托、法西奥。医学生基础科学课程中的性健康教学。《性医学》2021年；9：100309。
