Formación en sexología y su influencia en las actitudes de las enfermeras hacia la sexualidad / Sexology training and its influence on nurses’ attitudes toward sexuality

Introducción: Tener unas actitudes tolerantes hacia la sexualidad, junto con la formación en sexología son aspectos clave para favorecer el abordaje de la sexualidad en la práctica profesional de las enfermeras. Por ello, el objetivo principal de este estudio fue comprobar si recibir formación en sexología durante los estudios de Grado en Enfermería influye sobre las actitudes hacia la sexualidad del alumnado. Método: Se realizó un estudio caso-control en 127 estudiantes de la Facultad de Enfermería de Gijón, dividiendo a la muestra en función de si habían recibido o no formación específica en sexología. Para medir dichas actitudes se utilizó una versión adaptada al castellano del Trueblood Sexual Attitude Questionnaire (TSAQ), analizándose los datos mediante el programa SPSS. Resultados: Existen diferencias estadísticamente significativas (p=0,015) entre la puntuación media total obtenida en el TSAQ por los estudiantes que sí habían recibido formación en sexología (6,53 ± 0,81) comparada con los que no (6,13 ± 1,06). De igual modo, las actitudes de las personas integrantes de ambos grupos son más liberales para los comportamientos ajenos (7,53 ± 0,76 frente a 7,25 ± 1,06) que para los propios (5,54 ± 1,03 frente a 5,00 ± 1,28), respectivamente. Conclusiones: Se verifica que recibir formación en sexología se relaciona con la tenencia de unas actitudes hacia la sexualidad más liberales. Sólo un 24,8% de las Facultades de Enfermería españolas ofertan asignaturas específicas en sexología (AU)

Background: Sexology training and a tolerant attitude towards sexuality are key for nurses to be able to approach the topic appropriately at work. Therefore, the main goal of this study is to determine whether sexology training as part of the nursing degree affects students’ attitudes towards sexuality. Method: A case-control study was performed on 127 students and postgraduates from Facultad de Enfermería de Gijón, dividing the sample in two groups according to their attendance to specific sexology training. The attitudes were assessed using a translated version of Trueblood Sexual Attitude Questionnaire, and data analysis was performed using SPSS software. Results: There are statistically significant differences (p= 0.015) between the mean total score from the group that had received the training (6.53 ± 0.81) and the mean total score from the group that hadn’t (6.13 ± 1.06). Attitudes from members of both groups were more open towards other people’s behaviour (7.53 ± 0.76 versus 7.25 ± 1.06) than towards their own (5.54 ± 1.03 versus 5.00 ± 1.28), respectively. Conclusions: It is verified that receiving sexology training correlates with more liberal attitudes towards sexuality. Only 24.8% of nursing faculties in Spain offer specific sexology courses (AU)

Social Media Communication About Sexual Violence May Backfire: Online Experiment with Young Men.

Sexual violence harms millions of individuals each year in the United States. Survivors of sexual violence endure long-term hardships such as significant financial setbacks, physical and mental health consequences, academic challenges, and stunted career achievement. Digital feminist activism (DFA) has created space online where women can disclose experiences of sexual violence. Research thus far has been limited to documenting the existence and value of DFA for those who participate and has not addressed whether DFA can influence a key demographic for prevention, young men. We conducted an experiment to examine the impact of DFA on college-aged men's reactance to messaging, rape myth acceptance, knowledge about severity, and susceptibility to perpetrate sexual violence. University men (n=230, 18-29 years old) were randomized to one of three conditions: (1) tweets from women challenging rape myths, (2) tweets from women providing information about sexual violence harms, or (3) no exposure control. Tweets challenging rape myths or providing information did not impact rape myth perceptions, knowledge, or susceptibility. Participants had greater reactance (unintended outcome) to tweets challenging rape myths, and subsequently higher rape myth acceptance and lower knowledge about the severity of sexual violence. Rape myth acceptance was associated with susceptibility to perpetrate sexual violence overall. Our finding that some forms of DFA have a negative, indirect influence among college-aged males highlights important unintended consequences and the need for more efficacious communication to prevent sexual violence perpetration.

Distance education course about sexuality for obstetrics and gynecology residents / Curso de educação a distância sobre sexualidade para residentes em obstetrícia e ginecologia

Abstract Purpose To describe the experience of a distance education course on sexual issues during pregnancy and after birth for residents. Methods This prospective educational intervention study was conducted by investigators from the Universidade Federal de São Paulo, Brazil, between April and September 2014. The participants were 219 physicians (residents from the 1st to the 6th years). The duration of the course was of 24 hours (10 video lectures and online chats). At baseline, the participants answered questions about their training, attitude and experience regarding sexual issues during pregnancy and after birth; before and after the course, they answered questions to assess their knowledge about the topic; at the end of the course, they answered questions on the quality of the course. The Student t-test was used to compare the before and after scores of the knowledge tests; values of p < 0.05 were considered statistically significant. Results A total of 143 residents concluded the course; most were in their 1st (27.2%) or 3rd (29.4%) years of residency. There was a significant increase in themean scores of the questionnaires that assessed the knowledge of the topic: 4.4 (1.6) versus 6.0 (1.3; maximum score: 10), before and after the course respectively (p < 0.0001). Most of the participants (74.1%) declared that the quality of the course as a whole reached their expectations, and 81.1% would recommend the course to a friend. Conclusions The online Sexology course for Obstetrics and Gynecology residents increased their knowledge about the sexual issues during pregnancy and after birth, and fulfilled the participants' expectations. The experience described heremay serve as a model for other sexuality courses targeting similar audiences.

Resumo Objetivos Relatar a experiência de um curso de educação a distância sobre questões sexuais na gestação e puerpério para médicos residentes. Métodos Estudo prospectivo de intervenção educacional, realizado entre abril e setembro de 2014, por investigadores da Universidade Federal de São Paulo. Os participantes foram 219 médicos (R1 a R6). O curso teve carga horária de 24 horas (10 videoaulas e discussões online). No início do curso, os participantes responderam perguntas sobre treinamento, atitude e prática relativas a questões sexuais na gestação; antes e após o curso, responderam perguntas de conhecimento sobre o tema; ao final, preencheram questionário sobre a qualidade do curso. O teste t de Student foi utilizado para comparar os testes de conhecimento, antes e após o curso; valores de p < 0,05 foram considerados estatisticamente significantes. Resultados Um total de 143 residentes concluiu o curso; a maioria estava no 1° (27,2%) ou 3° (29,4%) anos de residência. Houve aumento significativo nas notas médias dos questionários que avaliavam o conhecimento sobre o tema: 4,4 (1,6) versus 6,0 (1,3; nota máxima: 10), no início e final do curso, respectivamente (p < 0,0001). A maioria dos participantes (74,1%) declarou que a qualidade geral do curso atingiu suas expectativas, e 81,1% recomendariam o curso a um amigo. Conclusões O curso de Sexologia online para residentes de Ginecologia e Obstetrícia promoveu o aumento do conhecimento sobre questões sexuais no ciclo gravídico puerperal, e atendeu às expectativas dos participantes. Essa experiência pode servir de modelo para outros cursos de sexualidade voltados para esse público.

Distance Education Course about Sexuality for Obstetrics and Gynecology Residents.

Purpose To describe the experience of a distance education course on sexual issues during pregnancy and after birth for residents. Methods This prospective educational intervention study was conducted by investigators from the Universidade Federal de São Paulo, Brazil, between April and September 2014. The participants were 219 physicians (residents from the 1st to the 6th years). The duration of the course was of 24 hours (10 video lectures and online chats). At baseline, the participants answered questions about their training, attitude and experience regarding sexual issues during pregnancy and after birth; before and after the course, they answered questions to assess their knowledge about the topic; at the end of the course, they answered questions on the quality of the course. The Student t-test was used to compare the before and after scores of the knowledge tests; values of p < 0.05 were considered statistically significant. Results A total of 143 residents concluded the course; most were in their 1st (27.2%) or 3rd (29.4%) years of residency. There was a significant increase in the mean scores of the questionnaires that assessed the knowledge of the topic: 4.4 (±1.6) versus 6.0 (±1.3; maximum score: 10), before and after the course respectively (p < 0.0001). Most of the participants (74.1%) declared that the quality of the course as a whole reached their expectations, and 81.1% would recommend the course to a friend. Conclusions The online Sexology course for Obstetrics and Gynecology residents increased their knowledge about the sexual issues during pregnancy and after birth, and fulfilled the participants' expectations. The experience described here may serve as a model for other sexuality courses targeting similar audiences.

Objetivos Relatar a experiência de um curso de educação a distância sobre questões sexuais na gestação e puerpério para médicos residentes. Métodos Estudo prospectivo de intervenção educacional, realizado entre abril e setembro de 2014, por investigadores da Universidade Federal de São Paulo. Os participantes foram 219 médicos (R1 a R6). O curso teve carga horária de 24 horas (10 videoaulas e discussões online). No início do curso, os participantes responderam perguntas sobre treinamento, atitude e prática relativas a questões sexuais na gestação; antes e após o curso, responderam perguntas de conhecimento sobre o tema; ao final, preencheram questionário sobre a qualidade do curso. O teste t de Student foi utilizado para comparar os testes de conhecimento, antes e após o curso; valores de p < 0,05 foram considerados estatisticamente significantes. Resultados Um total de 143 residentes concluiu o curso; a maioria estava no 1° (27,2%) ou 3° (29,4%) anos de residência. Houve aumento significativo nas notas médias dos questionários que avaliavam o conhecimento sobre o tema: 4,4 (±1,6) versus 6,0 (±1,3; nota máxima: 10), no início e final do curso, respectivamente (p < 0,0001). A maioria dos participantes (74,1%) declarou que a qualidade geral do curso atingiu suas expectativas, e 81,1% recomendariam o curso a um amigo. Conclusões O curso de Sexologia online para residentes de Ginecologia e Obstetrícia promoveu o aumento do conhecimento sobre questões sexuais no ciclo gravídico puerperal, e atendeu às expectativas dos participantes. Essa experiência pode servir de modelo para outros cursos de sexualidade voltados para esse público.

Existing and Future Educational Needs in Graduate and Postgraduate Education.

INTRODUCTION: This review was designed to make recommendations on future educational needs, principles of curricular development, and how the International Society for Sexual Medicine (ISSM) should address the need to enhance and promote human sexuality education around the world. AIM: To explore the ways in which graduate and postgraduate medical education in human sexuality has evolved and is currently delivered. METHODS: We reviewed existing literature concerning sexuality education, curriculum development, learning strategies, educational formats, evaluation of programs, evaluation of students, and faculty development. We reviewed literature relating to four main areas: (i) the current status of the international regulation of training in sexual medicine; (ii) the current delivery of education and training in sexual medicine; (iii) resident and postgraduate education in sexual medicine surgery; and (iv) education and training for allied health professionals. RESULTS: The main findings in these four areas are as follows. Sexual medicine has grown considerably as a specialty during the past 20 years, with many drivers being identified. However, the regulatory aspects of training, assessment, and certification are currently in the early stages of development and are in many ways lagging behind the scientific and clinical knowledge in the field. However, there are examples of the development of curricula with accompanying assessments that have attempted to set standards of education and training that might underlie the delivery of high-quality care to patients in sexual medicine. The development of competence assessment has been applied to surgical training in sexual medicine, and there is increasing interest in simulation as a means of enhancing technical skills training. Although the focus of curriculum development has largely been the medical profession, there is early interest in the development of standards for training and education of allied health professionals. CONCLUSION: Organizations of professionals in sexual health, such as the ISSM, have an opportunity, and indeed a responsibility, to provide and disseminate learning opportunities, curricula, and standards of training for doctors and allied health professionals in sexual medicine. Eardley I, Reisman Y, Goldstein S, et al. Existing and Future Educational Needs in Graduate and Postgraduate Education. J Sex Med 2017;14:475-485.

Human Sexuality Education in Marriage and Family Therapy Graduate Programs.

Given the likelihood that marriage and family therapists will encounter clients with sexual concerns, it is important to know how graduate training programs are preparing future clinicians to work with this domain of life. Sixty-nine marriage and family therapy (MFT) program directors completed an online survey to examine how sexual health education is integrated into graduate training programs. Findings indicate that while the majority of program directors value sexuality curriculum, and most programs require at least one course in this area, there are barriers to privileging sex topics in MFT graduate programs. Barriers include few MFT faculties with expertise in human sexuality and marginalized sexual health topics. Implications for training MFT graduate students and their work with future clients are discussed.

Education in sexual medicine - a nationwide study among German urologists/andrologists and urology residents.

Although sexual-related problems are very prevalent, inadequate training for physicians has been reported. The aim was to investigate the educational situation in sexual medicine, including sexual dysfunctions, gender dysphoria and paraphilia, among German physicians in urology and andrology. Additional, barriers when addressing sexual health issues and confidence in taking care of patients with sexual-related problems were evaluated. A questionnaire was sent to 5955 urologists, urology residents and andrologists throughout Germany. The results of this study emphasise the need for continuing education and training in sexual medicine including sexual dysfunctions (83.9%), gender dysphoria (58.2%) and paraphilia (56.6%). Physicians, especially when working in urology, need basic skills in order to feel confident (89.0% in taking care of patients with sexual dysfunctions, 25.8% with gender dysphoria and 22.9% with paraphilia) and be able to reduce several barriers when addressing sexual health issues. The main reported barriers were lack of time (61.0%), inadequate financial compensation (42.5%), lack of necessity (29.9%) and the assumption of patients feeling uncomfortable (20.9%). It is within the competence of urologists and andrologists to correctly assess the situation and to refer patients to multidisciplinary support, such as psychologists, psychosomatics or couple therapists.

German medical students' interest in and knowledge about human sexuality in 1972 and 2012.

INTRODUCTION: 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. AIM: 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. METHODS: 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. MAIN OUTCOME MEASURES: 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. RESULTS: 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. CONCLUSIONS: 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.

Sexuality education in Brazilian medical schools.

INTRODUCTION: Sexuality education has been valued since the 1960s in medical schools worldwide. Although recent studies reaffirm the importance of incorporating sexuality into medical education, there are data gaps concerning how this happens in Brazil. AIM: To understand how Brazilian medical school professors teach sexuality in undergraduate courses. METHODS: An exploratory, cross-sectional descriptive study was conducted. A total of 207 professors from 110 Brazilian medical schools responded to an online semistructured questionnaire about the characteristics of the sexuality-related topics offered. MAIN OUTCOME MEASURES: The main variables assessed were contact hours devoted to sexuality, disciplines in which sexuality topics were taught, sexuality-related course titles, and sexuality-related topics addressed. Questionnaires were tabulated and analyzed using descriptive statistics for frequency distribution. RESULTS: The response rate to the questionnaire was 77.2%. Almost all professors (96.3%) addressed sexuality-related topics mainly in the third and fourth years as clinical disciplines, with a 6-hour load per discipline. Gynecology was the discipline in which sexuality-related topics were most often taught (51.5%), followed by urology (18%) and psychiatry (15%). Sexuality-related topics were addressed mainly in classes on sexually transmitted diseases and AIDS (62.4%) and on the anatomy and physiology of the reproductive system (55.4%). About 25% of the professors reported teaching courses with a sexuality-related title. There was emphasis on the impact of diseases and sexual habits (87.9%) and sexual dysfunction (75.9%). Less than 50% of professors addressed nonnormative sexuality or social aspects of sexuality. CONCLUSIONS: The teaching of sexuality in Brazilian medical schools occurred in a nonstandardized and fragmented fashion across several disciplines. The topic was incorporated with an organic and pathological bias, with a weak emphasis on the social aspects of sexuality and the variety of human sexual behaviors. The results point to the need for change in the provision of sexuality education in Brazilian medical schools.

Métodos anticonceptivos utilizados por población inmigrante y condicionantes que influyen en su elección en un área sanitaria de Zaragoza / Contraceptive methods used by immigrant populations and conditions that influence the choice in a health area in Zaragoza

Introducción. En los últimos años el porcentaje de mujeres inmigrantes ha aumentado provocando el surgimiento de necesidades específicas referentes a su salud sexual y reproductiva. El objetivo fue conocer los métodos anticonceptivos utilizados por ellas y los condicionantes que influyen en su elección. Estimar como indicadores de alerta: uso de píldora poscoital y prevalencia de abortos. Material y métodos. Estudio descriptivo transversal, mediante encuesta realizada en el primer trimestre del año 2011 en el Centro de Salud Delicias Sur (Zaragoza). La población diana fueron mujeres inmigrantes en edad fértil (15-45 años) que acudieron al centro, previo consentimiento informado. Muestreo accidental por cuotas. Resultados. La edad media fue de 29,35 años (IC al 95% = 27,95-30,75 años). El país de origen mayoritario fue Ecuador. Casi la mitad de las mujeres estaban solteras y trabajaban por cuenta ajena, y su nivel de instrucción era medio. La media de años de residencia en España fue de 5,68 años (IC al 95% = 4,99-6,37 años). Un 42% de las mujeres (IC al 95% = 32,62-51,83) no utilizaba ningún método anticonceptivo. El método más utilizado fue el preservativo, seguido de la píldora. Más de la mitad de las mujeres habían sido informadas en atención primaria. Un 32% (IC al 95% = 23,42-41,60) de ellas tenían un antecedente de aborto. Respecto al uso de la píldora poscoital (PPC), había recurrido a ella el 19,39% (IC al 95% = 12,46-28,10). Conclusiones. El 42% no utilizaba ningún método anticonceptivo y los indicadores de alerta sobre el fracaso de medidas preventivas en salud reproductiva son elevados (AU)

Background. The percentage of women immigrants in Spain has increased in these last years, resulting in the emergence of specific needs related to sexual and reproductive health. The objective of this article was to define the contraceptive methods used by immigrant women and the determining factors that influence their choice. To estimate the use of emergency post-coital contraception and prevalence of abortion. Methods. A descriptive cross-sectional study using a survey was carried out in the first quarter of 2011 at the "Centro de Salud Delicias Sur" in Zaragoza, Spain. The target population were immigrant women of childbearing age between 15 and 45 years who attended the clinic. Non probability sampling was used. Results. The mean age was 29.35 years (95% confidence interval (CI) = 27.95 to 30.75 years). The majority country of origin was Ecuador. Almost half the women were single and worked in paid employment. The educational level was considered as average. The average duration of residence in Spain was 5.68 years (95% CI = 4.99 to 6.37 years) and 42% of them (95% CI = 32.62 to 51.83) did not use any contraceptive method. The most used contraceptive method was the condom, followed by oral hormonal contraceptives. More than half of the women had been informed in Primary Care. Almost one third (32%) (95% CI = 23.42 to 41.60) of the women had a history of abortion. More than 19% of women (95% CI = 12.46 to 28.10) had used the emergency contraceptive method. Conclusion. Contraceptive methods were not used by 42% of women. The alert indicators on the failure of preventive measures in sexual health are still too high (AU)

Comparing performance among male and female candidates in sex-specific clinical knowledge in the MRCGP.

BACKGROUND: Patients often seek doctors of the same sex, particularly for sex-specific complaints and also because of a perception that doctors have greater knowledge of complaints relating to their own sex. Few studies have investigated differences in knowledge by sex of candidate on sex-specific questions in medical examinations. AIM: The aim was to compare the performance of males and females in sex-specific questions in a 200-item computer-based applied knowledge test for licensing UK GPs. DESIGN AND SETTING: A cross-sectional design using routinely collected performance and demographic data from the first three versions of the Applied Knowledge Test, MRCGP, UK. METHOD: Questions were classified as female specific, male specific, or sex neutral. The performance of males and females was analysed using multiple analysis of covariance after adjusting for sex-neutral score and demographic confounders. RESULTS: Data were included from 3627 candidates. After adjusting for sex-neutral score, age, time since qualification, year of speciality training, ethnicity, and country of primary medical qualification, there were differences in performance in sex-specific questions. Males performed worse than females on female-specific questions (-4.2%, 95% confidence interval [CI] = -5.7 to -2.6) but did not perform significantly better than females on male-specific questions (0.3%, 95% CI = -2.6 to 3.2%. CONCLUSION: There was evidence of better performance by females in female-specific questions but this was small relative to the size of the test. Differential performance of males and females in sex-specific questions in a licensing examination may have implications for vocational and post-qualification general practice training.