Abstract
Background Research has shown that clinicians are not comfortable managing sexual dysfunction (SD), and there are gaps in the SD-specific training of medical students in the US and the UK. However, there is little research into the extent of SD-specific training needs and learning experiences of Australian medical students. This study aims to explore the extent of students’ learning experiences and training gaps in the postgraduate medical curriculum at one Australian university. Methods The study was completed as part of the Doctor of Medicine program requirement, and due ethics approval was obtained. An anonymous 10-item online questionnaire, including one open-ended question was created and distributed to all final-year medical students at the University of Sydney. Data were analysed using descriptive and analytical statistical measures, and a thematic analysis was used for the open-ended question. Results There are 252 final-year medical students at the University of Sydney, of which 31 students completed the questionnaire, giving a 12% response rate. Of the 31 respondents, the majority of students reported that they never (n = 7; 23%) or rarely (n = 16; 52%) had opportunities to interact with patients presenting with SD throughout their training. Erectile dysfunction was the topic that all students had some training, whereas female orgasmic disorder was the topic that students had the least training. Of all the students who reported receiving training in the medication/substance-induced SD (n = 26), one in two (n = 14, 54%) reported feeling unprepared. Only 55% of students (n = 17) felt comfortable to initiate discussions around SD with patients, whereas 84% of students (n = 26) felt comfortable to discuss SD when the patient initiated the conversation. Students expressed a need for training on how to address these sensitive topics with patients, with more emphasis on the management of SD. Conclusion The data suggests that the current medical curriculum at the University of Sydney does offer some training in SD, but it is not adequate enough to confidently and comfortably manage SD. Considerations should be made to the curriculum to facilitate a broader recognition and understanding of SD and to prepare future clinicians to adequately address and manage SD.