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Sexuality Education: A Critical Need.

S exual wellness is a human right; unfortunately, many persons around the world do not have access to education and healthcare essential to promote sexual wellness [1]. Educating students, trainees, and practicing physicians on how best to serve their patients as reliable resources on sexuality-related issues is hence a critical priority [2]. Aside from promoting wellness, education and recruitment of a new generation of sexuality experts ensure the continued vitality of the global sexual medicine community. Despite landmark strides in our understanding of human sexuality (both biological and psychosocial), the ability of providers to care for patients with sexual health concerns continues to lag far behind the expectations of our patients [3]. Sexuality influences (and is influenced by) all manner of mental and physical processes. Hence, even those healthcare providers who do not routinely consider sexuality in their practices should be aware of how the conditions they treat and the treatments utilized may influence sexual expression. It is essential that a fundamental body of knowledge on human sexuality be imparted to learners in undergraduate medical or mental health professional education [4]. After acquisition of fundamentals during the undergraduate years, specialized training tailored to specific disciplines can continue in residency or similar postgraduate training. As the starting point for training in the health professions, the undergraduate years are a time of critical import. There is tremendous heterogeneity in depth and breadth of sexuality-related curriculum in medical schools and residency programs. Few medical schools feature comprehensive sexuality education and many include minimal content on important topical areas (e.g., LGBT issues, contraception) [5–7]. Although the nature and depth of instruction vary, there is general agreement that sexuality education should involve exploration and development of attitudes, knowledge, and skills [8]. The attitudinal aspect of sexuality education is geared primarily toward developing self-awareness [8]. It is not the intent of sexuality education to change a learner’s deeply held convictions about sexuality; however, as professionals, learners must respect their patient’s personal decisions and provide appropriate care and/or referrals. This requires that learners develop a thorough understanding of their own personal views on sex and how they may influence their interactions with patients. In addition to recognizing their own potential biases and beliefs, students must learn to value the importance of sexual expression to their patients. Sexuality is a lifelong experience; all patients, regardless of age, sex, gender, sexual orientation, race, ethnicity, religion, disability status, or other trait deserve to be asked about their sexual health and to have their concerns about sex taken seriously by healthcare providers [1]. Developing an attitude of professionalism as it pertains to human sexuality is fundamental. The knowledge aspect of sexuality education pertains to gaining an understanding of the physiology and pathophysiology of human sexual response and reproduction [8]. Discussion of pregnancy, sexually transmitted infections, and safer sex practices is also critical. Aside from biological data, learners must also develop an understanding of the psychosocial aspects of sexuality to inform their future interactions with patients. The skills aspect of sexuality education refers to facility in providing education and appropriate interventions for patients presenting with sexrelated concerns [8]. Skills represent the synthesis of knowledge and attitudes and are hence the most difficult aspect of sexuality education to teach and to measure. However, development of skill in the 1519