Human Sexuality Course Research Articles

They Were the Best and the Worst of Times: Reflections Illuminate Emerging Adults’ Sexual Experiences

Abstract Introduction Human sexuality courses are offered at most universities. Students often bring a breadth of experiences and a need for emotional processing of these narratives into these courses as it relates to course content. The purpose of this study was to expand research exploring emerging adults’ sexuality narratives to be inclusive of positive stories. Methods Guided by a semi-structured questionnaire, 113 students from two USA universities reflected in 2017 on their sexual history using an established educational activity asking students about their “best” and “worst” sexual experiences. Results Qualitative analysis resulted in five themes describing their “Best” and four themes describing their “Worst” sexual experiences and one theme with dual meaning. “Best of” was highlighted by student themes of romance, beyond intercourse, emotional intimacy, listening, and safety. “Worst of” was highlighted by themes of physical health factors, alcohol and/or substance use/misuse factors, exploitation and victimization, and feelings of shame. The dual meaning theme of firsts emerged in both best of and worst of. Conclusions Findings suggest that human sexuality courses must consider students’ lived experiences. Further, we propose a call-to-action for clinically trained mental health professionals, such as social workers, as sexuality educators. Policy Implications Universities should incorporate sexual health education policies that acknowledge students who bring a collection of sexuality stories to learning spaces. Centering a student’s sexual voice also would support campus programs, policies, and interventions that benefit students. Finally, policies that guide professional accreditation of social work university programs to include sexual wellness content in the curricula are warranted.

Dynamic, Customizable, and Free: Increasing Inclusion in Human Sexuality Courses Using OER

Traditional commercial textbooks at the college level are slow to update, often have problematic language or content related to queer and trans identities, and are likely to be prohibitively expensive. As an alternative, I explore the benefits of using open educational resources (OER) and free-to-access resources for a human sexuality course. I argue that using OER gives instructors the ability to customize content that is relevant to their students and location while spotlighting experiences that are frequently left out of commercial textbooks. Further, using OER provides opportunities for instructors and students to depathologize queer identities and challenge systems of oppression. Using my own experience, I present a case study of redesigning a human sexuality course with OER, including the process of evaluating and selecting sources. Finally, I offer suggestions for instructors who want to utilize OER and related free-to-access resources in their own classes.

Long-Term Effects of a U.S. University Human Sexuality Course on Use of Contraception

This study examined long-term effects of taking a university sexuality course on use of contraception. A questionnaire was given to two groups of students: 602 students enrolled in the first week of a comprehensive sexuality course, and 352 students who had completed the course 1–1.5 years earlier. A significantly smaller percentage of former students had used no contraception at last sexual intercourse (p < 0.005). Former students were less likely to have used a dual method, and favored either IUDs, implants, or birth control pills used alone. There was no notable change in the percentage of former students using withdrawal or condoms. Former students showed evidence of better communication about sex with their partners. The effect size for use of contraception was small, but if this result is true of other college sexuality courses, nationwide it translates into thousands of students who may have avoided unintentional pregnancies.

No Sex in Social Work: (the Lack of) Human Sexuality Courses in US Social Work Education

No Sex in Social Work: (the Lack of) Human Sexuality Courses in US Social Work Education

The effect of design thinking approach in interprofessional education programme of human sexuality course: A quasi-experimental design.

To determine the effect of design thinking approach in interprofessional education programme of human sexuality course. A pre-test and post-test of single-group quasi-experimental study. The 35 nursing students and seven psychology students in their third year were selected by the computer randomly sampling through the lottery method. The course proceeded between September 2019 and January 2020. The participants had received an 8-week, 16-hr design thinking approach in interprofessional education programme of human sexuality course (one section per week, 2 hr per section). We used the nursing attitude toward sexual healthcare scale, nursing intervention toward sexual healthcare scale to assess students' attitude and behaviour intention toward sexual health care and competence of interprofessional education scale to assess students' competence of cooperation before and after the teaching programme. Data analysis used descriptive statistics and t-tests. A qualitative reflection log was also provided and analysed for themes. The SQUIRE-EDU checklist was followed. The students' attitude and behavioural intention dimension score in the post-test is higher than those in the pre-test and reach statistically significant differences both in total and subscale. Interprofessional core competence score of Observation Experience, Reflective Feedback, Interprofessional Cooperation, Innovative Design, and Applied Technology score in the post-test is higher than those in the pre-test and reach statistically significant differences both in total and subscale. Design thinking in interprofessional education programme of human sexuality course could significantly improve both nursing and psychology students' attitude, behaviour intention of providing sexual health care and competence of interprofessional cooperation.

Optional or Obligatory? Exploring Undergraduate University Students’ Attitudes, Opinions, and Beliefs Around Verbal Sexual Consent

Introduction: For the last 20 years, sexual assault on university campuses has occurred at epidemic levels. This may be caused by undergraduate students primarily using non-verbal cues to communicate sexual consent, despite high levels of miscommunication and misinterpretation. Explicit, verbalized consent is known to lead to fewer misinterpretations of consent; however, less is known about students’ beliefs around verbal consent. Objectives: To explore Canadian undergraduate students’ attitudes, opinions, and beliefs around verbal consent, and to investigate whether students believe verbal consent is always required during sexual encounters. Methods : This study used a qualitative description approach. Data was collected from 31 Canadian undergraduate students in a Human Sexuality course through an open-ended question embedded in an interactive course textbook. Students’ responses were analyzed using thematic analysis. Results: Many complexities exist in undergraduate students’ attitudes, opinions, and beliefs around verbal consent. Four major themes emerged from the data centring on familiarity, socio-cultural norms, reliance on non-verbal cues, and acknowledgement of the importance of verbal consent. Conclusion: The majority of participants believed that verbal consent was not required in all sexual encounters. Partner familiarity was a significant factor in using verbal consent. Social norms such as verbal consent being viewed as awkward or embarrassing were key barriers to students’ use. Verbal consent was viewed as an ideal, while non-verbal consent was viewed as realistic.

A poststructural discourse analysis of the attitudes, beliefs, and values of undergraduate Canadian university students regarding sexual orientation

The socio-politico-cultural context of sexual orientation often influences the attitudes, beliefs, and values produced in a given society. This study employed a qualitative methodology to explore the current attitudes, beliefs, and values of Canadian undergraduate students about sexual orientation. Students in a large human sexuality course at a Canadian university completed open-ended questions on the educational platform Top Hat. The data were analyzed using discourse analysis and four threads of discourse emerged: 1) The Nature of Sexual Orientation, 2) Gender Norms and Bisexuality, 3) Shared Connections, and 4) Foundations of Friendships. These findings contribute to the growing body of knowledge relating to changing attitudes, beliefs, and values about sexual orientation of Canadian university students.

Emerging Adults’ Perceptions of Male Circumcision in the United States: Facts, Fictions, and Future Plans

Societal perspectives on male circumcision and its implications are not well understood. In this exploratory qualitative study, participants (N = 34, 7 male, 27 female) enrolled in a human sexuality course were asked to share their perspectives on male circumcision through the development of a written response to open-ended questions. Written responses were analyzed using qualitative thematic analysis to determine the ways in which participants perceive male circumcision, as well as to explore the arguments, contradictions, and rationalizations emerging adults use to justify it. Participants were largely in support of circumcision and believe it to be beneficial in terms of hygiene, esthetics, social acceptability, and tradition. Participants acknowledged the risks of circumcision and rationalized them, indicating they were in favor of the procedure and would circumcise their own sons despite limited knowledge of the benefits and drawbacks. Findings indicate emerging adults do not often discuss male circumcision and do not carefully consider the procedure, perhaps due to the widespread belief that circumcision is a social norm that should not be questioned. Despite this lack of discussion or formal education on the topic, most of the emerging adults did express strong opinions in favor of circumcision based on their personal experiences and social interactions.

Effectiveness of undergraduate human sexuality courses in enhancing women’s sexual functioning

ABSTRACTWhen young adult women and men engage in sexual encounters, the former have significantly fewer orgasms than the latter. This gendered orgasm disparity, often referred to as an orgasm gap, is theorised to be due to a multitude of societal issues. The purpose of this study was to assess whether a Psychology of Human Sexuality university course, which covered the orgasm gap and the cultural factors responsible for it, would be effective at enhancing women’s sexual pleasure and functioning. Specifically, this study compared women university students enrolled in this course to those in a Psychology of Personality course (i.e., no sexual content) and a Human Sexuality and Culture class (i.e., sexual content but not specifically covering the orgasm gap). Participants (N = 271 women) answered pre-test and post-test questions regarding their sexual practices, attitudes towards women’s genitals, cognitive distraction during sexual activity, entitlement to sexual pleasure, orgasm quality, and partner communication during sexual activity. Students in the Psychology of Human Sexuality improved on virtually all the measures of sexual functioning from pre-test to post-test. Those enrolled in the other courses evidenced minimal or no changes. Implications and future directions are discussed.

The nature of peer sexual health communication among college students enrolled in a human sexuality course

Most young people go to their friends for information on sexuality-related topics, thus it is important to understand the context of these communications so that we may gather insight into sexual values and the underlying emotions and styles of communication. We conducted qualitative weekly surveys regarding discussion of sexual health topics among peers with students enrolled in an undergraduate human sexuality course. A four-stage inductive analysis process was utilized to examine a total number of 824 survey submissions from 102 college students who agreed to participate. Seven relevant common themes emerged: safer sex, sexually transmitted infections, pregnancy, feelings about sex, sexual acts, peer support, and peer communication norms. Some perspectives varied between males and females. Life events create opportunities for peers to discuss sexual health with each other. The connection between life events and peer sexual health communication has numerous implications for both research and education.

Sexual Health Knowledge of U.S. Medical Students: A National Survey

BackgroundSexual health is a critical component of overall wellness; however, only half of U.S. medical schools currently require formal instruction in sexuality. AimThis study sought to quantify the sexual health knowledge of undergraduate medical students using a novel survey tool evaluating 6 domains: sexual function and dysfunction; fertility and reproduction; sexuality across the lifespan; sexual minority health; society, culture, and behavior; as well as safety and prevention. MethodsA novel 32-question survey tool was developed by subject matter experts from the University of Minnesota Program in Human Sexuality. Survey questions were derived from the 2012 and 2014 Summits on Medical School Education in Sexual Health as well as the Sexuality Information and Education Council of the United States Guidelines for Kindergarten through 12th Grade. The total knowledge score was calculated out of 30 points (excluding 2 terminology questions that were subjective). Medical students at 178 allopathic and osteopathic medical schools in the United States were invited to take the online survey. OutcomesStudents performed below a passing rate (70%) in 4 of the 6 knowledge categories and below a passing rate overall in the knowledge assessment. ResultsSurvey respondents (n = 1,014) scored an average of 66% correct (approximately 20/30). Overall, students scored lowest on questions regarding safety and prevention (x- = 49%) and highest on questions regarding sexuality across the lifespan (x- = 75%). Higher knowledge scores were associated with the following variables (P < .05): medical school year, race/ethnicity, sexual orientation, religious affiliation, future medical specialty choice, program type (MD/DO), and taking a human sexuality course in medical school. Clinical ImplicationsMedical students may be under-prepared to address essential sexual health issues in future clinical practice. Strengths & LimitationsTo the knowledge of the authors this is the only contemporary study seeking to measure U.S. medical student sexual health knowledge. Limitations include sample population size and diversity as well as a non-validated survey tool. ConclusionSignificant advances must be made in undergraduate medical education in order to prepare future physicians to address critical issues such as sexually transmitted disease, family planning, and health disparities.Warner C, Carlson S, Crichlow R, et al. Sexual Health Knowledge of U.S. Medical Students: A National Survey. J Sex Med 2018;15:1093–1102.

Shifting Lenses to Deepen Reflection and Connection in Human Sexuality Education

ABSTRACTPhotovoice, a participatory action research method, supports deep, personal reflection through the use of photography, personal narrative development, and group discussion. This lesson plan describes the use of Photovoice as a pedagogical tool in an undergraduate human sexuality course. The goal of this activity is to encourage students to 1) think beyond the texts presented in class, 2) make critical connections to their own lived experience and community context, and 3) deepen reflection through sharing and discussing with others. The lesson plan describes the process of bringing Photovoice into the classroom as well as student insights on the activity.

Utilizing Service Learning in a College-Level Human Sexuality Course

ABSTRACTImplementing service learning into college courses has been shown to have positive benefits for both students and community members; however, service learning has not been largely evaluated in the literature on human sexuality courses. Thus, the purpose of the current study was to design, implement, and evaluate a service learning project in a human sexuality class. Students who were enrolled in a human sexuality class designed and delivered two outreach presentations at their university as part of their service learning projects. The presentations were geared toward other college students with specific majors (i.e., future teachers and athletic coaches) and focused on areas related to child and youth sexuality. Overall, the service learning projects garnered positive support from both the students and the attendees at the presentations. Thus, results suggest that service learning is a useful pedagogical tool that college level instructors might consider implementing into their human sexuality courses.

Implementation and Evaluation of a Values Clarification Activity for a Large Undergraduate Human Sexuality Course

ABSTRACTValues clarification is an important tool that helps individuals to clarify their beliefs about sexuality-related issues. This lesson plan provides instructions for a 1-hour values clarification activity for a large undergraduate human sexuality course that serves as an introduction to course content and tone, stimulates students' initial thinking about course topics, and demonstrates the diversity of perspectives on sexuality-related issues. Survey-based evaluation findings (N = 71) establish that the activity successfully meets its learning objectives and that students feel comfortable participating. Step-by-step directions, recommendations for facilitation, and reflections on best practices for the activity are provided.

Teaching a Human Sexuality Course: What Are Counseling Students Thinking?

ABSTRACTThe pervasiveness of sexual issues in counseling suggests the necessity of educating counseling students about relevant topics. Students enrolled in a human sexuality course anonymously submitted topical questions and secrets/fantasies. Following a content analysis, findings depicted themes of content and tone that provided curricular implications for counselor educators.

Structures and Technology Encouraging Discussion in Human Sexuality Courses: Strategies to Engage a Range of Students

Human sexuality courses are common across many college/university campuses. The methods of instruction typically encourage discussion to increase knowledge and critical thinking about self, relationships, and professional pathways. However, often the pedagogical practices do not include methods to draw out students with a range of personalities, backgrounds, and opinions. This is particularly challenging given the nature of the subject matter. The following discusses strategies employed to engage a variety of students through small discussion groups, survey response and backchannel technologies, and guided notes. Student feedback is included to illustrate perceived effectiveness.

Satisfaction with previous sexual health education as a predictor of intentions to pursue further sexual health education

This paper investigates the nature of the relationship between satisfaction with high school sexual health education and the pursuit of a post-secondary human sexuality course. In an initial study, first-year university students who received high school sexual health education in Ontario completed a questionnaire which assessed their satisfaction with sexual health education and asked whether students were pursuing or intended to pursue a human sexuality course in university. Students who were less satisfied with high school sexual health education and, in particular, those who did not rate sexual health education as contributing to their understanding of themselves as sexual beings, were more likely to pursue a university-level course. A second qualitative study investigated potential reasons underlying this correlation. Eleven first-year students enrolled in a human sexuality course were interviewed about (a) their satisfaction with their high school sexual health education and (b) their reasons for taking the course. The findings suggest that dissatisfaction with sexual health education may be a result of students perceiving they had not learned enough personally relevant information and/or received a biased education in high school. These factors, which seem to determine dissatisfaction, may motivate students to pursue additional education in university.

Is Texting Ruining Intimacy? Exploring Perceptions Among Sexuality Students in Higher Education

In the context of researchers’ and educators’ concerns about the pervasive use of technology to communicate with one another, this study explored whether the frequency of emerging adults’ computer-mediated communication (CMC) is correlated with their perceptions of intimacy, relationship, and sexual satisfaction. The sample included 298 young adults ages 18–29, primarily female students in human sexuality courses, who had been in a face-to-face romantic relationship for at least six weeks and who used CMC to communicate with their romantic partner. Examining the frequency of CMC, intimacy, and relationship satisfaction, the only significant correlation was with participants who sent a moderate number of emails to their partners in a typical day. There were no significant correlations between sexual satisfaction and frequency of any form of CMC (texting, instant messaging, or email). The findings of this research suggest that the use of CMC among this sample is not problematic. For some, in fact, CMC may be considered a helpful tool for maintaining their relationship.

HIV-Related Knowledge and Perceptions by Academic Major: Implications for University Interventions.

Most universities offer human sexuality courses, although they are not required for graduation. While students in health-related majors may receive sexuality education in formal settings, majority of college students never receive formal sexual health or HIV/AIDS-related education, which may lead to elevated engagement in high-risk sexual behaviors. This study examines perceived knowledge about HIV/AIDS, perceived risk, and perceived consequences among college students by two distinct classifications of academic majors. Data were collected from 510 college students. Binary and multinomial logistic regressions were performed to compare HIV-related covariates by academic major category. Limited differences were observed by science, technology, engineering, and mathematics categorization. Relative to health and kinesiology majors, those who self-reported being “completely knowledgeable” about HIV were less likely to be physical sciences, mathematics, engineering, and business (PMEB) (OR = 0.41, P = 0.047) or education, humanities, and social sciences majors (OR = 0.25, P = 0.004). PMEB majors were less likely to report behavioral factors as a risk for contracting HIV (OR = 0.86, P = 0.004) and perceived acquiring HIV would be more detrimental to their quality of life (OR = 2.14, P = 0.012), but less detrimental to their mental well-being (OR = 0.58, P = 0.042). Findings can inform college-wide campaigns and interventions to raise HIV/AIDS awareness and improve college health.

Artistic, Therapeutic, and Sexually Informed: A Five-Week Human Sexuality Course for Art Therapy Students

This article is a case study of curriculum development and learning outcomes from a five-week human sexuality course for art therapy and marital and family therapy graduate students. First, course context and intentions are introduced. Second, the course format is presented briefly. Third, students’ experiences are illustrated through narrative reflections and art making. Fourth, students’ structured evaluations of the course are displayed through an outcome survey report. Finally, implications for educational and clinical work are discussed.