Perceptions of U.S. Medical Residents Regarding Amount and Usefulness of Sexual Health Instruction in Preparation for Clinical Practice

Despite patient demand for sexual health discussions with their physicians, sexuality instruction in residency is often lacking. This exploratory quantitative study assessed the amount and usefulness of sexuality instruction received by a sample of medical residents, as well as the residents' self-perceived readiness regarding addressing sexuality issues. Data were obtained through a self-administered survey with 130 resident respondents. The majority reported receiving little/no formal sexuality instruction. Many indicated that additional sexuality instruction would be useful in their practice. Although the majority reported comfort discussing sexuality, they reported rarely/never initiating these discussions. Recommendations for changes in graduate medical education programming are provided.     

Highbrows in University Education

Is it still possible to combine two programmes of study in higher education, and if so, what are the characteristics of these double‐students and what kind of obstacles do they face? In the Netherlands, about 10 percent of students in university education take two studies at the same time.

Different theoretical approaches offer hypotheses to explain the choice of students for a second study, compared to students who pursue the regular one‐study programme. Human capital as well as financial (socio‐economic) capital theory provides some insights in this choice process. Education programme‐related factors, as well as motivational and (social and academic) integration (Tinto, 1987 Tinto V 1987 Leaving College: Rethinking the Causes and Cures of Student Attrition Chicago The University of Chicago Press  [Google Scholar]) factors, will possibly be important determinants for pursuing one or two study programmes in higher education.     

The defining issues test and the four component model: contributions to professional education

This article reviews studies examining the effect of professional education on ethical development. Most studies limit assessment to the measurement of moral judgement, observing that moral judgement plateaus during professional school unless an ethics intervention is present. Whereas interventions influence the shift to postconventional reasoning (the DIT P score), a more illuminating picture of change may emerge if researchers examined DIT profiles. More importantly, limiting assessment to measures of moral judgement ignores important aspects of moral functioning suggested by the Four Components Model. Assessment methods have been validated for sensitivity, role concept and ethical implementation that could be adapted to provide individuals in a particular profession with a more complete picture of abilities needed for real-life professional practice.