Question

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Teaching sex education improves medical students’ confidence indealing with sexual health issues

Abstract
Medical students at the University of Edinburgh in Scotland can volunteer to participate in an undergraduate options project that gives them the opportunity to provide sex education for secondary school (high school) pupils. Using a questionnaire presenting a set of fictional case histories, we assessed medical students’ theoretical confidence at dealing with sexual health consultations. Students who had participated in delivering peer-led sex education felt significantly more confident at discussing sexual health issues with patients of all age groups (p=.001) than students who had not participated in the project. All students felt more comfortable seeing patients of the same gender as themselves but more than half felt that their training left them generally ill-equipped to handle sexual health consultations. © 2004 Elsevier Inc. All rights reserved.

Keywords: Sex education; Medical student education

1. Introduction

Health professionals in many specialties need to be able to communicate effectively with patients who have sexual health problems. However, a survey undertaken in 1993 reported that “physicians generally appeared uncomfortable when discussing personal issues, and frequently lacked communication skills” [1]. Teaching sexual and reproductive health matters to medical undergraduates is often restricted to genitourinary medicine (GUM) and gynecology departments. A survey of undergraduate GUM teaching in UK medical schools, found that the mean time devoted to this teaching had decreased from16.4 h in 1984 to 15.1 h in 1993 [2]. These figures masked considerable variability between medical schools, with teaching times ranging from 0 to 41.0 h. Only one third of consultants who taught them felt that more than 80% of students would be able to take a sexual history upon graduating. A more recent survey of undergraduate teaching on HIV/AIDS in medical and dental schools also showed significant disparity between allocated teaching times (3–34 h) [3]. This paucity of
undergraduate teaching in sexual and reproductive health may help to explain why patients are often said to be dissatisfied with physicians’ attitudes towards sexual health issues [1].
At the University of Edinburgh as part of the undergraduate curriculum in medicine, an options module has been introduced to the course in the second year of 5, which involves medical students participating in a variety of projects. One project offers students the opportunity to train as peer-group sex educators and deliver a sex-education program in Edinburgh schools. In a report of the project [4] the authors postulated a benefit to the medical students in terms of developing communication skills, knowledge and awareness of sexual health issues. However, no formal evaluation was made.

Answer 1

(有些不懂)
教的性教育改进医科学生’ 信心indealing 以性健康问题

摘要
医科学生在爱丁堡大学在苏格兰能志愿参加提供他们机会为中学的大学生选择射出(高中) 学生提供性教育。使用查询表提出一套虚构案件历史, 我们估计了医科学生’ 理论信心在应付性健康咨询。参加了交付的同辈被带领的性教育的学生感觉更确信在谈论性健康问题与所有年龄组的患者(p=.001) 比未参加项目的学生。所有学生和他们自己但更比半毛毡那他们的训练左一样感觉性别的更加舒适的看见的患者他们一般装备不良处理性健康咨询. 2004 年Elsevier 公司。版权所有。

主题词: 性教育; 医科学生教育

1. 介绍

卫生业职员在许多专业需要能与有性卫生问题的患者有效地通信。但是, 勘测被承担在1993 报告了那 “医师一般看上去难受当谈论个人问题, 和频繁地缺乏的表达能力” [ 1 ] 。教性和再生健康事态对医疗大学生经常被限于genitourinary 医学(胶) 并且妇科学部门。大学生胶教学勘测在英国医学院,1993 年被发现平均时间致力于这教学减少了from16.4 h 1984 年到15.1 h [ 2 ] 。这些图掩没了可观的可变性在医学院之间, 用教学时间范围从0 到41.0 h 。教他们毛毡超过顾问的只三分之一80% 学生能采取性历史在毕业。大学生教学一次最近勘测在HIV/AIDS 在医疗和牙科学校并且显示了重大差距在分配的教学时间(3 之间–34 h) [ 3] 。这少数
大学生教学在性和再生健康也许帮助解释为什么患者经常说对医师不满意’ 对于性健康问题的态度[ 1 ] 。
在爱丁堡大学作为大学生课程一部分在医学, 选择模块被介绍了给路线在第二该年5, 涉及医科学生参加各种各样的项目。一个项目提供学生机会训练作为同辈小组性教育家和提供性教育节目在爱丁堡学校。在项目[ 4 的] 报告作者假设了好处对医科学生根据性健康问题的显现出的表达能力、知识和了悟。但是, 正式鉴定未做出。