Abstract
Analyses of course evaluation data collected from medical students taking a required course in human sexuality indicate that presentations on the topic of sex and disability, by individuals who are themselves physically disabled, are perceived as being the most effective component of the course. A consideration of various explanations for these results led to the conclusion that couses in human sexuality for medical students should be expanded in scope to include discussion of the contribution which stereotypical sex role behaviors and the “masculine” nature of current medical practice make to the delivery of sexual health care.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Long R: Sexual health care.Siecus Report 3: 1–14, 1974.
Education and treatment in human sexuality: The training of health professionals.Technical Report #572, Geneva World Health Organization, 1975.
Johnson W, Snibbe J: The selection of a psychiatric curriculum for medical students: Results of a survey.Am J Psychiatry, 132: 513–516, 1975.
Woods S: Sex and the uptight doctor.Med Opinion 1: 13–20, 43–46, 1972.
Vasconcellos J, Wallace DH: Legislating sex education for professionals. In N Rosenzweig, FP Pearsall (Eds.):Sex education for the Health Professional: A Curriculum Guide. New York, Grune And Stratton, 1978.
Rosenzweig N, Pearsall FP (Eds):Sex Education For The Health Professional: A Curriculum Guide. New York, Grune And Stratton, 1978.
Lief HI, Karlen A (Eds):Sex Education in Medicine. New York, Halsted Press, 1976.
Pellegrino E: Educating the humanist physician.J Am Med Assoc 277:1288, 1294, 1974.
Wallace DH: The human sexuality program. In N Rosenzweig and FP Pearsall (Eds):Sex Education For The Health Professional: A Curriculum Guide. New York, Grune and Stratton, 1978.
Prescott J, Wallace DH: Developing Sociobiology And The Origins Of Aggressive Behavior. Delivered To XXI International Congress of Psychology, Paris, July, 1976.
Bem S: The measurement of psychological androgyny.J Consult And Clin Psych 42: 155–162, 1974.
Remen N:The Masculine Principle, The Feminine Principle and Humanistic Medicine, San Francisco, The Institute For The Study of Humanistic Medicine, 1975.
Eron L: The effect of medical education on attitudes: A follow-up study,J Med Educ, 50: 25–33, 1958.
Gordon L, Mensh I: Values of medical students at different levels of training,J Educ Psych 53: 48–51, 1962.
Rezler A: Attitude changes during medical school: A review of the literature.J Med Educ 49: 1023–1030, 1974.
Ware J, Wright W, Snyder M, Chu G: Consumer perceptions of health care services: Implications for academic medicine.J Med Educ 50: 839–848, 1975.
White M:Competence and commitment: The making of a nurse practitioner, San Francisco, University of California, San Francisco, School of Nursing, 1978.
Coombs R: Sex education for physicians: Is it adequate?Fam Cord 17: 272–277, 1968.
Garrard J, Vaitkus A, Chilgren R: Evaluation of a course in human sexualityJ Med Educ 47: 772–778, 1972.
Golden J, Liston E: Medical sex education: The world of illusion and the practical realities.J Med Educ 47: 761–771, 1972.
Marcotte D, Kilpatrick D: Preliminary evaluation of a sex education course.J Med Educ 49: 703–705, 1974.
Marcotte D, Kilpatrick D: Persistence, planning, patience and prevention: Aspects of sex education in medicine.J Sex And Marital Ther 2: 47–52, 1976.
Author information
Authors and Affiliations
Additional information
The Research and preparation of this article was supported in part by NIMH Grant number MH29633 to the author.
Rights and permissions
About this article
Cite this article
Wallace, D. Sexuality and the disabled: Implications for the sex education of medical students. Sex Disabil 3, 17–25 (1980). https://doi.org/10.1007/BF01102599
Issue Date:
DOI: https://doi.org/10.1007/BF01102599