(154) LACK OF SEXUAL HEALTH EDUCATION IN UNDERGRADUATE MEDICAL PROGRAMS IN BRAZIL
Authors: Ribeiro ML , Naccarato A , Silva I , Ferreira I , Denardi F , Ferreira U , Matheus W 
Published: December 2024

Introduction

Sexual health (SH) is essential for physical, emotional, mental, and social well-being, influencing an individual’s overall quality of life (QL) and functioning. Healthcare systems should be prepared to meet the growing demand for care related to sexual disorders and limitations, providing safe and welcoming environments that allow patients to feel comfortable addressing such issues. Sexual stigma, resulting from a lack of quality education, undermines health outcomes and can limit treatment, perpetuate biases, and contribute to inadequate health results. Despite evidence showing patients’ desire to discuss their sexual lives, many doctors fail to address them. In this context, the disconnection between medical practice and the importance of sexual health becomes evident, neglecting the QL of patients.

Objective

To investigate the teaching and practical approach to SH in the one undergraduate medical program at the Faculty of Medical Sciences, identifying the impact of sexual stigma and the failure to adhere to the principles of beneficence and non-maleficence.

Methods

An ongoing descriptive and cross-sectional study involving medical students in the fifth and sixth-year of the graduation. Anonymously and after reading the informed consent form, participants responded to an online questionnaire composed of questions related to the theoretical and practical approach offered during the medical education regarding Sexual Medicine and whether it was sufficient to provide confidence in addressing their patients’ SH.

Results

So far, 90 students have responded to the questionnaire. When asked about their level of preparation and knowledge to discuss sexual problems with their patients, a lack of comprehensive and scientifically accurate information is demonstrated: 25% feel confident, 34% are unsure, and 41% report inadequacy with the lectures provided so far, which, on a scale of 1 to 10, received a maximum score between 6 and 7. Theoretical unpreparedness directly impacts practical approach during patient consultations. Most students recognize the importance of establishing a good doctor-patient relationship (57%) and openly ask about the subject of SH (51%). However, they face challenges such as lack of knowledge, limited time, taboos, and not deeming it important in certain contexts, reflecting sexual stigma, its impact on education, and consequently, patients’ health.

Conclusions

The didactic activities, topics covered, and aspects of sexuality discussed during classes result in a low percentage of students feeling confident to address and treat sexual dysfunctions. Despite taboos, the subject must be addressed, avoiding the violation of non-maleficence and failure in the principle of beneficence. Improving sexual health education can train doctors who promote better treatments, advocate for research, education, and policies on sexual health, supporting the principle of beneficence. Therefore, it is necessary to include efficient theoretical and practical approaches to Sexual Medicine in the curriculum and emphasize the importance of sexual health as part of the holistic well-being of patients.

Disclosure

No.