Abstract
There has been little research on undergraduate reproductive anatomy education. This pilot study explores knowledge of anatomical reproductive anatomy among university students in a lower division and upper division health course. Using a Qualtrics survey program, a convenience sample of 120 lower division and 157 upper division students for a total population of 227 from one California public university were given a demographic survey prior to testing knowledge of female and male reproductive anatomy. A prediction equation validated the null hypothesis. Survey results supported the potential differentiation in what is taught in the lower and upper division classes and indicated the need for further research to assist the professor in determining the depth and breadth of information to be included in curriculum.
Highlights
Most college/university courses and textbooks review female and male anatomical reproductive anatomy
Utilizing the health education content standards adopted in California, the established content area of Growth, Development, and Sexual Health, one of six content areas, pertains to knowledge associated with reproductive knowledge
The independent variables tested were: instructor/course; age; cultural identification; gender; high school attended; student marital status; sexual orientation; parent’s marital status; student born in US; parents born in US; grandparents born in US; primary source of reproductive anatomy education; secondary source of reproductive anatomy education; school based sex education; primary vocabulary concerning reproductive anatomy; and age became aware of reproductive anatomy
Summary
Most college/university courses and textbooks review female and male anatomical reproductive anatomy. Utilizing the health education content standards adopted in California, the established content area of Growth, Development, and Sexual Health, one of six content areas, pertains to knowledge associated with reproductive knowledge. This content area is taught only in grade categories identified as grades 5, 7 and 8, and 9 through 12. In grade 7 within the content area of Structure and Function in Living Systems does it mention “Students know how reproductive organs of the human female and male generate eggs and sperm and how sexual activity may lead to fertilization and pregnancy” [2]. the content standards do not directly state knowledge of reproductive anatomy, anatomy knowledge is required to understand reproductive cycle, system, and conception
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