Continuous education in sexology: the International Online Sexology Supervisors (IOSS) conceptual framework and roadmap.

INTRODUCTION

The necessity for continuous, digitally accessible education in sexology-viewed from an international perspective and adhering to the highest quality standards-has driven the development of the work presented here.

OBJECTIVES

The objective of this paper is to enhance understanding of theory-based continuous education in sexology by informing readers about relevant theoretical perspectives and their applications.

METHODS

First, we outline 2 foundational models in continuous education to provide context for how they shape adult learning practices. Second, building on these models, we introduce a novel conceptual framework for continuous education in sexology. Third, to exemplify the application of our conceptual framework, we present a roadmap for implementation, along with insights gained from the development of a continuous education platform.

RESULTS

Two of the most prominent models of continuous education are the andragogy and transformative learning models. The key point of the andragogy model is to tailor educational practices to the needs of adult learners, recognizing their existing knowledge and life experiences, promoting self-directed learning, and fostering a collaborative environment that encourages critical thinking and practical application of concepts. The key point of the transformative learning model is to facilitate personal and social change by encouraging learners to critically reflect on their experiences and challenge assumptions. Building upon these 2 models, a new model emerged, namely the International Online Sexology Supervisors (IOSS) conceptual framework for continuous education in sexology. This model posits that continuous education is more effective when driven by intrinsic motivation, and such learning will thrive in environments that promote (1) transformative learning, (2) autonomous learning, and (3) learning embedded in the workflow. In alignment with the IOSS conceptual framework, the IOSS learning platform has been developed, and its implementation roadmap is presented here. This roadmap outlines 10 key components and strategies for content design, instructor recruitment, pricing, marketing, accreditation, evaluation, and technology usability, all working together to create a continuous education learning environment for sexologists.

CONCLUSION

Learning environments that incorporate the key features of the IOSS conceptual framework are possible. An example of an educational approach that integrates these elements into a cohesive strategy is presented. E-learning can play a significant role in the continuous education of sexual health professionals. We hope that the IOSS model and its applications will spark discussions and encourage relevant initiatives within the field.