Comprehensive Sexuality Education in The Indian Context: Challenges and Opportunities.
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ABSTRACT:
SUBMITTER: Joseph JT
PROVIDER: S-EPMC10159571 | biostudies-literature | 2023 May
REPOSITORIES: biostudies-literature
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Comprehensive Sexuality Education in The Indian Context: Challenges and Opportunities.
Indian journal of psychological medicine 20221223 3
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Project description:BackgroundAn appropriate clinical environment by providing learning opportunities, plays an important role in preparing students to apply the knowledge learned at the bedside. Since the lived experiences of patients in the clinical environment are effective on the quality of student's learning, the present study was conducted with the aim of explaining the lived experiences of patients regarding bedside teaching.Materials and methodsThe present qualitative study was conducted using a content analysis approach in 2023 at the Imam Sajjad educational and therapeutic center affiliated with Tabriz Islamic Azad University of Medical Sciences. The studied samples were selected with purpose-based sampling among the patients admitted to this hospital (18 people). In addition, semi-structured interviews were used to collect data and Graneheim and Lundman's approach for analysis of the data.ResultsFrom the analysis of participants' narratives, 3 subcategories, and 17 primary concepts were obtained, which include the subcategory of the treatment dimension, the subcategory of the psychological dimension, and the next subcategory of education.ConclusionThe results of the study showed that in the treatment dimension, the concerns of patients in bedside clinical education include an increase in the number and duration of visits, fear of students performing incorrect procedures, lack of recognition of the person responsible for treatment and accountability to different people, a feeling of prolonged hospitalization due to the education process, fear and anxiety of the unknown and unfamiliar terms expressed in clinical rounds, increased likelihood of infection due to a large number of students and their examination, less access to the relevant doctor due to academic busyness, and in the human ethical dimension, failure to maintain patient privacy and reporting the patient's condition in public and examination by people of the same sex, lack of attention to the patient and his/her conversations during clinical rounds, and a greater focus on education. Lack of attention to the patient's psychological and social issues and his/her hobbies and greater focus on his/her body, breach of trust, and mental and physical discomfort due to tests and examinations are more common, and in the education dimension, it includes helping to increase patient awareness and increasing patient alertness. Promoting self-care behaviors, increasing patient interest in learning about the disease, encouraging students to learn more, helping to establish communication between patients and healthcare providers, and helping to educate students.
| S-EPMC11780835 | biostudies-literature
Project description:Spinal cord injury (SCI) is one of the most devastating physical disabilities. It leads to varying degrees of loss in sensations and mobility below the level of injury and causes loss in autonomic functions, such as bladder/bowel control, and sexual impairments. Research, mostly conducted in the developed western nations, reveals that coming to terms with one's sexuality after SCI is most crucial for early reintegration in the society and quality of life for persons with SCI. Thus, experts advocate that the sexual rehabilitation of persons with SCI is an integral component of comprehensive rehabilitation. In the Indian context, however, the sexuality of persons with SCI, particularly women, has been largely overlooked by the disability rights movement, and discourses on gender, sexuality and rehabilitation. This article is based on an in-depth study of the experiences of sexuality and intimate relationships of 24 women with SCI in India. It demonstrates that sexuality and intimate relationships are integral aspects of health and well-being for women. But there are wide gaps in the sexual rehabilitation and support needs for women with SCI in India, making their sexual adjustment extremely challenging. By analysing women's journeys of sexual adjustment and rediscovery of sexual pleasure that echo their voices as sexual beings, this article argues for the development of evidence-based and gender-sensitive sexual rehabilitation services for women with SCI in India.
| S-EPMC9090379 | biostudies-literature
Project description:Biomimetics is an interdisciplinary field of science that deals with the analysis and systematic transfer of biological insights into technical applications. Moreover, the development of biomimetic products helps to improve our understanding of biological concept generators (reverse biomimetics). What does this mean for the education of kindergarten children, pupils, students, teachers, and others interested in biomimetics? The challenge of biomimetics is to have a solid knowledge base in the scientific disciplines involved and the competency to be open-minded enough to develop innovative solutions. This apparently contradictory combination ensures the transfer of knowledge from biology to engineering and vice versa on the basis of a common language that is perfectly understandable to everyone, e.g., the language of models, algorithms, and complete mathematical formulations. The opportunity within biomimetics is its ability to arouse student interest in technology via the fascination inherent in biological solutions and to awaken enthusiasm for living nature via the understanding of technology. Collaboration in working groups promotes professional, social, and personal skills. The variety of biomimetics is mirrored by the large number of educational modules developed with respect to existing biomimetic products and methods.
| S-EPMC8395498 | biostudies-literature
Project description:BackgroundAdolescent pregnancy is a global public health problem. Numerous approaches for Comprehensive Sexuality Education (CSE) delivery in schools have been implemented around the world. Previous reviews on CSE did not follow the International Technical Guidance on Sexuality Education (ITGSE) because CSE is very diverse in terms of population, interventions, settings and outcomes. We conducted this scoping review to identify and map the evidence of school-based CSE for prevention of adolescent pregnancy with emphasis on adolescents' contraceptive use, unintended pregnancy and abortion.MethodsWe searched PubMed, CENTRAL, Scopus, ISI Web of Science, CINAHL, and WHO ICTRP to identify potential eligible studies from their inception to 4th Nov 2023.We included randomized controlled trials (RCTs) and non-RCTs of CSE implemented in public or private schools for adolescents. CSE was defined as a multi-session intervention in school that covered topics including contraception, pregnancy, abortion, and HIV/STI. School-based interventions were the main intervention that may be either stand-alone or multicomponent. There was no limitation on study's geographical area, but only English-language studies were considered. Two reviewers selected and extracted data independently, discussed for consensus or consulted the third reviewer if there were discrepancies for final conclusion. Data were presented using figures, map and table.ResultsOut of 5897 records, 79 studies (101 reports) were included in this review. Most studies were conducted in the United States and other high-income countries in secondary or high schools with cluster RCTs. All studies included participatory methods. Almost all studies included Sexual and Reproductive Health which is the eighth concept of CSE. Very few studies reported the prespecified primary outcomes of contraceptive use during last sex, unintended pregnancy and abortion and hence this highlighted the gaps of available evidence for these outcomes. The number of concepts, components, duration and providers of CSE varied across the included studies. However, none of the interventions identified in this scoping review adhered to the ITGSE recommended approach.ConclusionsOur scoping review shows gaps in school-based CSE implementation in terms of completeness of concepts, components, providers, duration and outcomes recommended by ITGSE.
| S-EPMC10882910 | biostudies-literature
Project description:The purpose of this study was to identify predictors of sexual behavior and condom use in African American adolescents, as well as to evaluate the effectiveness of comprehensive sexuality and abstinence-only education to reduce adolescent sexual behavior and increase condom use. Participants included 450 adolescents aged 12-14 years in the southern United States. Regression analyses showed favorable attitudes toward sexual behavior and social norms significantly predicted recent sexual behavior, and favorable attitudes toward condoms significantly predicted condom usage. Self-efficacy was not found to be predictive of adolescents' sexual behavior or condom use. There were no significant differences in recent sexual behavior based on type of sexuality education. Adolescents who received abstinence-only education had reduced favorable attitudes toward condom use, and were more likely to have unprotected sex than the comparison group. Findings suggest that adolescents who receive abstinence-only education are at greater risk of engaging in unprotected sex.
| S-EPMC5690810 | biostudies-literature
Project description:This is a project report to introduce the Comprehensive Sexuality Education Technical Guideline-Adaptation of Global Standards for Potential Use in China (First Edition) (hereafter referred to as the Guideline) as the first adaptation of the International Technical Guidance on Sexuality Education (ITGSE) in China. The project was supported by the United Nations Population Fund (UNFPA) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) from 2018 to 2022. The development process included rounds of participatory consultation, validation, and revisions led by the project team and a group of technical advisers from diverse backgrounds. The Guideline is developed to respond to the increasing demands of a technical tool integrating international standards and local context that can be used by all comprehensive sexuality education (CSE) stakeholders in China. While keeping the structure of the ITGSE, the Guideline made modifications and additions in light of the up-to-date Chinese policies, laws, and relevant national programs, as well as Chinese culture and social norms. It is expected that the Guideline could be widely acknowledged, distributed, and used to inform and support the future development of CSE in China.
| S-EPMC9954980 | biostudies-literature
Project description:The integration of large language models (LLMs), such as those in the Generative Pre-trained Transformers (GPT) series, into medical education has the potential to transform learning experiences for students and elevate their knowledge, skills, and competence. Drawing on a wealth of professional and academic experience, we propose that LLMs hold promise for revolutionizing medical curriculum development, teaching methodologies, personalized study plans and learning materials, student assessments, and more. However, we also critically examine the challenges that such integration might pose by addressing issues of algorithmic bias, overreliance, plagiarism, misinformation, inequity, privacy, and copyright concerns in medical education. As we navigate the shift from an information-driven educational paradigm to an artificial intelligence (AI)-driven educational paradigm, we argue that it is paramount to understand both the potential and the pitfalls of LLMs in medical education. This paper thus offers our perspective on the opportunities and challenges of using LLMs in this context. We believe that the insights gleaned from this analysis will serve as a foundation for future recommendations and best practices in the field, fostering the responsible and effective use of AI technologies in medical education.
| S-EPMC10273039 | biostudies-literature
Project description:Open educational resources, or OER, are teaching materials that reside in the public domain and are available under an open license. While the creation of high-quality materials and cyberinfrastructure to share these resources is important, OER are much more than static resource repositories. Vibrant OER communities function as collaboration hubs and often include librarians, instructional technologists, instructors, education researchers, funders, open-source software developers, and college administrators. Together, these individuals work as a community to respond to changes in the education landscape, support student learning impacts both in terms of cost savings and student retention, and solve issues related to broadly sharing open resources on the web. This essay provides general information about OER, describes communities developing OER for science, technology, engineering, and mathematics education, and presents insights about sustainability challenges. The sustainability challenges are organized according to multiple dimensions: cultural and social, economic and financial, and technological and environmental. In addition, OER provide important opportunities to address and promote social justice and open and accessible education philosophies. Knowing more about the OER landscape, sustainability challenges, and educational justice opportunities can help instructors use and contribute to this growing movement to reshape the landscape of undergraduate education.
| S-EPMC9582817 | biostudies-literature
Project description:Evidence indicates that school-based sexuality education empowers children and adolescents with the skills, values, and attitudes that will enable them to appreciate their health and well-being, nourish respectful social and sexual relationships, understand their rights, and to make informed choices. Owing to organized community resistance and prevalent misconceptions, promoting sexual and reproductive health has been challenging, especially in conservative settings like Pakistan. This study aimed at systematically exploring communities' perceptions regarding implementing school-based comprehensive sexuality education by conducting a cross-sectional community readiness assessment in Islamabad, Pakistan. A total of 35 semi-structured interviews were conducted with community key informants. Following the guidelines of the community readiness handbook, the interviews were transcribed and scored by two independent raters. The results indicate that, overall, the Islamabad community is at stage two of community readiness, the denial/resistance stage. Individual dimension scores indicate that knowledge of efforts, resources for efforts, knowledge about the issue, and leadership dimensions are at the denial/resistance stage. Only community climate was rated at stage three of community readiness, the vague awareness stage. This indicates that, for promoting sexuality education in the Pakistani context, it is essential to tackle resistance by sensitizing the community and the stakeholders through awareness campaigns.
| S-EPMC7914735 | biostudies-literature
Project description:BackgroundLimited research has been conducted on the effectiveness of sexuality education for very young adolescents (VYAs) ages 10-14 years in Sub-Saharan Africa. Furthermore, evaluations of sexuality education programs often report outcomes of risky sexual practices, yet positive aspects of sexuality are hardly studied and rarely reported. This study evaluates the effectiveness of a Comprehensive Sexuality Education (CSE) intervention for VYAs in Uganda, analyzing both positive and negative outcome indicators.MethodsWe conducted a mixed methods study, incorporating a cluster randomized trial (NCT03669913) among pupils in 33 randomly selected primary schools in Mbarara district. This was followed by a qualitative evaluation of the intervention in 4 schools that included 14 in-depth interviews and 3 focus group discussions distributed among pupils, teachers and parents. Quantitative data were analyzed using ordered logistic regression to compare differences in the change from baseline to endline between the intervention and control arms. We conducted bivariate analysis and multiple regression analysis controlling for key covariates, including age, gender, school location (rural vs urban), truancy, and orphanhood. Qualitative data were analyzed by thematic approach using ATLAS TI.ResultsBetween July 2016 and August 2017, 1096 pupils were recruited. Outcomes were studied among 380 pupils in the intervention arm and 484 pupils in the control arm. The proportion of pupils who ever had sex increased from 9 to 12.1% in intervention compared to 5.2 to 7.4% in the control group between baseline and endline, however the differences between groups were not statistically significant. We found greater improvements in sexual and reproductive health (SRH) knowledge among intervention schools (AOR: 2.18, 95% CI: 1.66-2.86) and no significant differences in self-esteem, body image or gender equitable norms. Qualitative evidence echoes perceived SRH knowledge acquisition, increased their perception of SRH related risks, and intentions to delay sexual intercourse to prevent unwanted pregnancy, HIV and other STIs.ConclusionThis study demonstrates that CSE can improve SRH knowledge and behavioral intentions among VYAs in Uganda. These results further emphasize the importance of initiating sexuality education before most adolescents have started engaging in sexual activity, enabling them to make informed decisions in the future.Trial registrationNCT03669913 , registered retrospectively on September 13th, 2018.
| S-EPMC6819440 | biostudies-literature