(075) THE USE OF ONLINE EDUCATIONAL MODULES TO REDUCE FEMALE SEXUAL DYSFUNCTION

Abstract

Abstract Introduction Sex is fundamental to overall health, well-being, and quality of life yet, the prevalence of female sexual dysfunction is alarmingly high. This could be attributed to multiple factors such as an overall dearth of evidence-based information detailing female anatomy, arousal, orgasm, and sexual disorders. In addition, many women face numerous obstacles that limit their access to a comprehensive sexual and reproductive health education. The unavailability and inaccessibility of knowledge regarding the female sexual experience can prevent many women from truly appreciating and understanding their bodies. This can lead to a variety of negative outcomes, including depression, anxiety, low self-esteem, and decreased well-being. Objective Several of these outcomes are most prevalent in young women; thus, it is critical that we educate this age group using delivery methods best suited for a young demographic. Methods In this study, we created a brief online educational module for women between the ages of 18 and 29 years old, which explained various aspects of the female sexual experience including female anatomy, orgasm responses, and masturbation. The module also shared resources women may use if they are experiencing issues regarding sex or pleasure. We expected to see greater female sexual literacy among women who completed the module (intervention) compared to those who did not (control). 13 women between the ages of 18 and 29 years old who were attending their annual gynecologic well-visit were recruited and randomly assigned to the intervention or control group. Results Although all participants from both groups rated sex education as important (N=13), less than half (N=5) reported having received formal sex education including female sexual functioning. Furthermore, only half (N=6) correctly disagreed when asked if the outer part of the female reproductive system was called “vagina.” However, post-test surveys showed no significant difference in knowledge between those who watched the module and those who did not. We attribute this to the sample size being too small, to the age range being too wide, and to the information presented in the module being too basic for this age group. Conclusions It is imperative that we not only continue to explore the female sexual experience, but that we also continue to improve ways to deliver that information. Further research on the use of online modules for sex education should consider its population’s degree of knowledge, limit their sample’s age range, and focus on issues its population commonly inquires about. Disclosure No.