Sexual Health Curricula in U.S. Medical Schools: Current Educational Objectives
Objective The authors identify the explicit and implicit objectives that shape decisions about what medical schools teach regarding human sexuality. Methods The authors reviewed relevant articles in journals, physician licensing examinations, and publications by professional organizations to identif...
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Veröffentlicht in: | Academic psychiatry 2010-09, Vol.34 (5), p.333-338 |
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creator | Galletly, Carol Lechuga, Julia Layde, Joseph B. Pinkerton, Steven |
description | Objective
The authors identify the explicit and implicit objectives that shape decisions about what medical schools teach regarding human sexuality.
Methods
The authors reviewed relevant articles in journals, physician licensing examinations, and publications by professional organizations to identify learning objectives for human sexuality in undergraduate medical curricula.
Results
There is consensus about many of the attitudinal objectives and some of the skills medical students should acquire in sexual health. There is less consensus on the sexuality-related information student physicians need to master. The few common informational objectives focus narrowly on diagnosing sexual dysfunction and disease.
Conclusion
The model sexual health curricula, licensing exams, and guidelines from professional organizations mainly focus on the pathological aspects of sexuality. Student physicians should master fundamental information on healthy sexual function and become familiar with the roles of practitioners in various therapeutic disciplines in addressing sexual concerns and enhancing patients’ sexual functioning and well-being. Instruction should also address ways to incorporate this important topic in time-limited interactions with patients. |
doi_str_mv | 10.1176/appi.ap.34.5.333 |
format | Article |
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The authors identify the explicit and implicit objectives that shape decisions about what medical schools teach regarding human sexuality.
Methods
The authors reviewed relevant articles in journals, physician licensing examinations, and publications by professional organizations to identify learning objectives for human sexuality in undergraduate medical curricula.
Results
There is consensus about many of the attitudinal objectives and some of the skills medical students should acquire in sexual health. There is less consensus on the sexuality-related information student physicians need to master. The few common informational objectives focus narrowly on diagnosing sexual dysfunction and disease.
Conclusion
The model sexual health curricula, licensing exams, and guidelines from professional organizations mainly focus on the pathological aspects of sexuality. Student physicians should master fundamental information on healthy sexual function and become familiar with the roles of practitioners in various therapeutic disciplines in addressing sexual concerns and enhancing patients’ sexual functioning and well-being. Instruction should also address ways to incorporate this important topic in time-limited interactions with patients.</description><identifier>ISSN: 1042-9670</identifier><identifier>EISSN: 1545-7230</identifier><identifier>DOI: 10.1176/appi.ap.34.5.333</identifier><identifier>PMID: 20833900</identifier><language>eng</language><publisher>New York: Springer New York</publisher><subject>Attitude of Health Personnel ; Behavioral Objectives ; Certification ; Clinical Competence ; Course Content ; Curricula ; Curriculum ; Education, Medical - organization & administration ; Educational Objectives ; Guidelines ; Guidelines as Topic ; Humans ; Licensing Examinations (Professions) ; Licensure, Medical ; Literature Reviews ; Medical Education ; Medical Schools ; Medical Students ; Medicine ; Medicine & Public Health ; Objectives ; Original Article ; Pathology ; Patients ; Physicians ; Psychiatry ; Role ; Schools, Medical - organization & administration ; Sexual Behavior ; Sexual health ; Sexuality ; Skill Development ; Societies, Medical ; Student Attitudes ; United States ; Well Being</subject><ispartof>Academic psychiatry, 2010-09, Vol.34 (5), p.333-338</ispartof><rights>Academic Psychiatry 2010</rights><rights>Academic Psychiatry 2010.</rights><rights>Copyright American Psychiatric Publishing, Inc. Sep/Oct 2010</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c416t-6b6aa7bea23bef8c70c0f1c28ade5abab75d49f29a97de48bcd5cb7377e530fb3</citedby><cites>FETCH-LOGICAL-c416t-6b6aa7bea23bef8c70c0f1c28ade5abab75d49f29a97de48bcd5cb7377e530fb3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/2932521533/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2932521533?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,780,784,21387,21388,21389,21390,23255,27923,27924,33529,33530,33702,33703,33743,33744,34004,34005,34313,34314,41487,42556,43658,43786,43804,43952,44066,51318,64384,64386,64388,72240,73875,74054,74073,74244,74361</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ899513$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/20833900$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Galletly, Carol</creatorcontrib><creatorcontrib>Lechuga, Julia</creatorcontrib><creatorcontrib>Layde, Joseph B.</creatorcontrib><creatorcontrib>Pinkerton, Steven</creatorcontrib><title>Sexual Health Curricula in U.S. Medical Schools: Current Educational Objectives</title><title>Academic psychiatry</title><addtitle>Acad Psychiatry</addtitle><addtitle>Acad Psychiatry</addtitle><description>Objective
The authors identify the explicit and implicit objectives that shape decisions about what medical schools teach regarding human sexuality.
Methods
The authors reviewed relevant articles in journals, physician licensing examinations, and publications by professional organizations to identify learning objectives for human sexuality in undergraduate medical curricula.
Results
There is consensus about many of the attitudinal objectives and some of the skills medical students should acquire in sexual health. There is less consensus on the sexuality-related information student physicians need to master. The few common informational objectives focus narrowly on diagnosing sexual dysfunction and disease.
Conclusion
The model sexual health curricula, licensing exams, and guidelines from professional organizations mainly focus on the pathological aspects of sexuality. Student physicians should master fundamental information on healthy sexual function and become familiar with the roles of practitioners in various therapeutic disciplines in addressing sexual concerns and enhancing patients’ sexual functioning and well-being. Instruction should also address ways to incorporate this important topic in time-limited interactions with patients.</description><subject>Attitude of Health Personnel</subject><subject>Behavioral Objectives</subject><subject>Certification</subject><subject>Clinical Competence</subject><subject>Course Content</subject><subject>Curricula</subject><subject>Curriculum</subject><subject>Education, Medical - organization & administration</subject><subject>Educational Objectives</subject><subject>Guidelines</subject><subject>Guidelines as Topic</subject><subject>Humans</subject><subject>Licensing Examinations (Professions)</subject><subject>Licensure, Medical</subject><subject>Literature Reviews</subject><subject>Medical Education</subject><subject>Medical Schools</subject><subject>Medical Students</subject><subject>Medicine</subject><subject>Medicine & Public Health</subject><subject>Objectives</subject><subject>Original Article</subject><subject>Pathology</subject><subject>Patients</subject><subject>Physicians</subject><subject>Psychiatry</subject><subject>Role</subject><subject>Schools, Medical - organization & administration</subject><subject>Sexual Behavior</subject><subject>Sexual health</subject><subject>Sexuality</subject><subject>Skill Development</subject><subject>Societies, Medical</subject><subject>Student Attitudes</subject><subject>United States</subject><subject>Well Being</subject><issn>1042-9670</issn><issn>1545-7230</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2010</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNp1kc1r2zAYxkVZabt09x1KMdthJ7v6tOzeRkibjYwcspyFJL9eHBzbk-zS_veVkyyDQi-S4Pk9j94PhD4TnBAi0zvddVWiu4TxRCSMsTN0RQQXsaQMfwhvzGmcpxJfoo_ebzHGjHB6gS4pzhjLMb5CyxU8D7qO5qDrfhNNB-cqO9Q6qpponayS6BcUlQ3Aym7atvb3ewSaPpoVg9V91TZBXJot2L56An-Nzktde_h0vCdo_TD7PZ3Hi-Xjj-n3RWw5Sfs4NanW0oCmzECZWYktLomlmS5AaKONFAXPS5rrXBbAM2MLYY1kUoJguDRsgr4dcjvX_h3A92pXeQt1rRtoB6-k4KFbGdqcoC9vyG07uFD1CIUJCZllAfr6HkRzRgUlgo1R-EBZ13rvoFSdq3bavSiC1bgQNS4kHIpxJRTbW26PwYPZQXEy_NtAAG4OAITBn-TZzyzPBRn95CD7IDV_wP0v7N0_XwFGN6EA</recordid><startdate>20100901</startdate><enddate>20100901</enddate><creator>Galletly, Carol</creator><creator>Lechuga, Julia</creator><creator>Layde, Joseph B.</creator><creator>Pinkerton, Steven</creator><general>Springer New York</general><general>American Psychiatric Publishing, Inc</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>8AO</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>K9.</scope><scope>M0P</scope><scope>M0S</scope><scope>M1P</scope><scope>M2M</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>7X8</scope></search><sort><creationdate>20100901</creationdate><title>Sexual Health Curricula in U.S. Medical Schools: Current Educational Objectives</title><author>Galletly, Carol ; Lechuga, Julia ; Layde, Joseph B. ; Pinkerton, Steven</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c416t-6b6aa7bea23bef8c70c0f1c28ade5abab75d49f29a97de48bcd5cb7377e530fb3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2010</creationdate><topic>Attitude of Health Personnel</topic><topic>Behavioral Objectives</topic><topic>Certification</topic><topic>Clinical Competence</topic><topic>Course Content</topic><topic>Curricula</topic><topic>Curriculum</topic><topic>Education, Medical - organization & administration</topic><topic>Educational Objectives</topic><topic>Guidelines</topic><topic>Guidelines as Topic</topic><topic>Humans</topic><topic>Licensing Examinations (Professions)</topic><topic>Licensure, Medical</topic><topic>Literature Reviews</topic><topic>Medical Education</topic><topic>Medical Schools</topic><topic>Medical Students</topic><topic>Medicine</topic><topic>Medicine & Public Health</topic><topic>Objectives</topic><topic>Original Article</topic><topic>Pathology</topic><topic>Patients</topic><topic>Physicians</topic><topic>Psychiatry</topic><topic>Role</topic><topic>Schools, Medical - organization & administration</topic><topic>Sexual Behavior</topic><topic>Sexual health</topic><topic>Sexuality</topic><topic>Skill Development</topic><topic>Societies, Medical</topic><topic>Student Attitudes</topic><topic>United States</topic><topic>Well Being</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Galletly, Carol</creatorcontrib><creatorcontrib>Lechuga, Julia</creatorcontrib><creatorcontrib>Layde, Joseph B.</creatorcontrib><creatorcontrib>Pinkerton, Steven</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>ProQuest Pharma Collection</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Education Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Psychology Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>MEDLINE - Academic</collection><jtitle>Academic psychiatry</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Galletly, Carol</au><au>Lechuga, Julia</au><au>Layde, Joseph B.</au><au>Pinkerton, Steven</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ899513</ericid><atitle>Sexual Health Curricula in U.S. Medical Schools: Current Educational Objectives</atitle><jtitle>Academic psychiatry</jtitle><stitle>Acad Psychiatry</stitle><addtitle>Acad Psychiatry</addtitle><date>2010-09-01</date><risdate>2010</risdate><volume>34</volume><issue>5</issue><spage>333</spage><epage>338</epage><pages>333-338</pages><issn>1042-9670</issn><eissn>1545-7230</eissn><abstract>Objective
The authors identify the explicit and implicit objectives that shape decisions about what medical schools teach regarding human sexuality.
Methods
The authors reviewed relevant articles in journals, physician licensing examinations, and publications by professional organizations to identify learning objectives for human sexuality in undergraduate medical curricula.
Results
There is consensus about many of the attitudinal objectives and some of the skills medical students should acquire in sexual health. There is less consensus on the sexuality-related information student physicians need to master. The few common informational objectives focus narrowly on diagnosing sexual dysfunction and disease.
Conclusion
The model sexual health curricula, licensing exams, and guidelines from professional organizations mainly focus on the pathological aspects of sexuality. Student physicians should master fundamental information on healthy sexual function and become familiar with the roles of practitioners in various therapeutic disciplines in addressing sexual concerns and enhancing patients’ sexual functioning and well-being. Instruction should also address ways to incorporate this important topic in time-limited interactions with patients.</abstract><cop>New York</cop><pub>Springer New York</pub><pmid>20833900</pmid><doi>10.1176/appi.ap.34.5.333</doi><tpages>6</tpages></addata></record> |
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subjects | Attitude of Health Personnel Behavioral Objectives Certification Clinical Competence Course Content Curricula Curriculum Education, Medical - organization & administration Educational Objectives Guidelines Guidelines as Topic Humans Licensing Examinations (Professions) Licensure, Medical Literature Reviews Medical Education Medical Schools Medical Students Medicine Medicine & Public Health Objectives Original Article Pathology Patients Physicians Psychiatry Role Schools, Medical - organization & administration Sexual Behavior Sexual health Sexuality Skill Development Societies, Medical Student Attitudes United States Well Being |
title | Sexual Health Curricula in U.S. Medical Schools: Current Educational Objectives |
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