Experience of an online course on sexuality during pregnancy for residents

Vieira, Tatiana F.; Nakamura, Mary Uchiyama; Silva, Ivaldo; Torloni, Maria Regina; Ribeiro, Meireluci Costa; Scanavino, Marco de Tubino; Souza, Eduardo de

doi:10.1016/j.srhc.2017.03.004

Cited by 7 publications

(10 citation statements)

References 22 publications

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“…(11) Others have emphasized the importance of teaching sexual health interview skills in the undergraduate and continuing education of health professionals. (25,26) Pregnancy significantly reduces a woman's sexual function, especially in the first and third trimesters, (12,27,28) and our study also found a marked decrease in sexual activity, especially intercourse, during these periods, due to fear and physical difficulties. On the other hand, the participants expressed an increase in self-esteem during the second trimester, linked to satisfaction with the changes their bodies were undergoing, which made them feel attractive and wanted.…”

Section: Discussionsupporting

confidence: 63%

“…(24) Our participants reported that the sexual education they received on behalf of health professionals was limited, and that many only received such information if they asked for it specifically, and noted that the information was also lacking in detail. Sexuality is not usually included in health professionals' agendas (20,25) nor in prenatal education programs. (25) Concurring with other studies, our participants resorted to friends or the Internet for information.…”

Section: Discussionmentioning

confidence: 99%

“…Sexuality is not usually included in health professionals' agendas (20,25) nor in prenatal education programs. (25) Concurring with other studies, our participants resorted to friends or the Internet for information. (24) Some authors suggest that it should be the health professionals who advise pregnant women about psychosexual changes that take place during pregnancy.…”

Section: Discussionmentioning

confidence: 99%

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Sexualidade durante todas as fases da gravidez: experiências de gestantes

et al. 2018

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Resumo Objetivo Explorar e compreender as experiências sexuais de gestantes durante a gravidez. Métodos O estudo foi realizado em dois centros de saúde no Distrito Sanitário de Almería, sul da Espanha. Os participantes incluíram gestantes que receberam atendimento pré-natal e/ou educação para maternidade. Os critérios de inclusão foram estar grávida, manter atividade sexual e concordar em participar do estudo. Os critérios de exclusão foram ter limitações na atividade sexual por prescrição médica. A amostra foi composta por 15 gestantes selecionadas por meio de amostra de conveniência, das quais cinco participaram de grupo focal (GF) e 10 de entrevistas em profundidade (EP). Os dados foram coletados entre os meses de junho e dezembro de 2016. Os participantes foram contatados pelo pesquisador principal e foi realizada uma consulta para conduzir o GF ou EP. Resultados Três categorias principais emergiram: Falsas crenças e uma abordagem holística da sexualidade durante a gravidez, que está relacionada ao conceito de sexualidade, falsas crenças e aconselhamento sexual limitado durante a gravidez. Limitações: Do medo no início à dificuldade física no final, referindo-se às flutuações no desejo sexual, bem como às mudanças físicas que limitam a atividade sexual. Adaptação às mudanças: práticas seguras e satisfação com a imagem corporal, que engloba preocupações com os riscos e a relação entre imagem corporal e autoestima. Conclusão A falta de aconselhamento sexual durante a gravidez leva à criação de falsas crenças, que, juntamente com mudanças físicas, preocupações com o risco e flutuações no desejo e interesse sexual, provocam uma diminuição na atividade sexual. Mas a sexualidade permanece um aspecto importante da gravidez, em relação ao qual os participantes devem adotar uma abordagem mais ampla e não limitada ao ato sexual, além de adotar práticas adaptadas às mudanças físicas e emocionais que ocorrem durante esse período.

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Section: Discussionsupporting

confidence: 63%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Sexualidade durante todas as fases da gravidez: experiências de gestantes

et al. 2018

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“…Ultimately, the initial experiences with the online ARC Bootcamp have been similar to the experiences of other online courses designed for different medical residency specialties, such as obstetrics and gynecology (OB/GYN) 21 and family medicine. 22 Similarities were noted with the course design, specifically with both courses consisting of asynchronous learning modules designed by a multidisciplinary team and pretests and posttests to assess knowledge/understanding.…”

Section: Journal Of Medical Education and Curricular Developmentmentioning

confidence: 89%

“…22 Similarities were noted with the course design, specifically with both courses consisting of asynchronous learning modules designed by a multidisciplinary team and pretests and posttests to assess knowledge/understanding. 21,22 Lastly, one of the courses also included discussion forums monitored consistently by an instructor. 21 Similar to the online ARC Bootcamp findings, the online course for OB/GYN residents reported a high drop-out rate after enrollment (35%), stating that the majority of these participants were older or in their Eansor et al final year of residency.…”

Section: Journal Of Medical Education and Curricular Developmentmentioning

confidence: 99%

Development, Implementation, and Initial Participant Feedback of an Online Anatomy and Radiology Contouring Bootcamp in Radiation Oncology

Eansor

Norris

D’Souza

et al. 2021

Journal of Medical Education and Curricular Development

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BACKGROUND The Anatomy and Radiology Contouring (ARC) Bootcamp was a face-to-face (F2F) course designed to ensure radiation oncology residents were equipped with the knowledge and skillset to use radiation therapy techniques properly. The ARC Bootcamp was proven to be a useful educational intervention for improving learners’ knowledge of anatomy and radiology and contouring ability. An online version of the course was created to increase accessibility to the ARC Bootcamp and provide a flexible, self-paced learning environment. This study aimed to describe the instructional design model used to create the online offering and report participants’ motivation to enroll in the course and the online ARC Bootcamp's strengths and improvement areas. METHODS The creation of the online course followed the analysis, design, development, implementation, and evaluation (ADDIE) framework. The course was structured in a linear progression of locked modules consisting of radiology and contouring lectures, anatomy labs, and integrated evaluations. RESULTS The online course launched on the platform Teachable in November 2019, and by January 2021, 140 participants had enrolled in the course, with 27 participants completing all course components. The course had broad geographic participation with learners from 19 different countries. Of the participants enrolled, 34% were female, and most were radiation oncology residents (56%), followed by other programs (24%), such as medical physics residents or medical students. The primary motivator for participants to enroll was to improve their subject knowledge/skill (44%). The most common strength identified by participants was the course's quality (41%), and the most common improvement area was to incorporate more course content (41%). CONCLUSIONS The creation of the online ARC Bootcamp using the ADDIE framework was feasible. The course is accessible to diverse geographic regions and programs and provides a flexible learning environment; however, the course completion rate was low. Participants’ feedback regarding their experiences will inform future offerings of the online course.

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