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Sex Education

Sex education encompasses the instruction of individuals on topics related to human sexuality, including anatomy, physiology, emotions, behavior, and interpersonal relationships.
It aims to equip people with the knowledge, skills, and attitudes necessary to make informed and responsible decisions about their sexual and reproductive health.
Effectiive sex education programs can help promote healthy sexual development, prevent unintended pregnancies and sexually transmitted infections, and foster positive attitudes towards sexuality.
This MeSH term covers a broad range of educational interventions and resources designed to enhance sexual literacy and wellbeing across the lifespan.

Most cited protocols related to «Sex Education»

1
HIV Incidence Surveillance in South Africa
The HIV Incidence Provincial Surveillance System was a platform designed to measure HIV prevalence and incidence in association with the scale-up of prevention and treatment efforts in a real-world, nontrial setting in rural Vulindlela and periurban Greater Edendale areas in the uMgungundlovu district of KwaZulu-Natal, South Africa.27 (link) This cohort study was approved by the Biomedical Research Ethics Committee of the University of KwaZulu-Natal, the KwaZulu-Natal Provincial Department of Health, and the Centers for Disease Control and Prevention, Atlanta, Georgia. All enrolled participants provided written informed consent. The study followed the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) reporting guidelines.28 (link)The study communities have a population of approximately 360 000, are predominantly Zulu speaking, and are characterized by high levels of unemployment, poverty, and teenage pregnancy and high rates of HIV.6 (link),7 (link),8 (link) Health care is provided through nurse-run, public-sector primary health care clinics, district hospitals, and community-based organizations. External agencies, including the US President’s Emergency Plan for AIDS Relief, fund district partners to support the HIV prevention and treatment program implementation activities and provide technical support to strengthen health services. Although women routinely access HIV services when attending local clinics for reproductive health care, men seldom use these services29 (link) and are a difficult-to-reach group for provision of universal test-and-treat strategies.30 (link)The KwaZulu-Natal Department of Health coordinates its community-related HIV services and programs through the KwaZulu-Natal government’s Operation Sukuma Sakhe (Zulu for stand up and build)31 ,32 and established key partnerships with stakeholders to implement outreach campaigns, including the Isibaya samaDoda campaign, meaning including/bringing in the men in Zulu.33 These campaigns were initiated to enhance cooperation and facilitate scale-up of HIV prevention programs and strengthen services to reach and enhance HIV health care. Furthermore, the campaigns focused on information and education on improving sexual and reproductive health, knowledge of HIV status, access to HIV prevention and treatment programs, and on helping create, support, and sustain demand for VMMC for all men regardless of age.34
Kharsany A.B., Cawood C., Lewis L., Yende-Zuma N., Khanyile D., Puren A., Madurai S., Baxter C., George G., Govender K., Beckett S., Samsunder N., Toledo C., Ayalew K.A., Diallo K., Glenshaw M., Herman-Roloff A., Wilkinson E., de Oliveira T., Abdool Karim S.S, & Abdool Karim Q. (2019). Trends in HIV Prevention, Treatment, and Incidence in a Hyperendemic Area of KwaZulu-Natal, South Africa. JAMA Network Open, 2(11), e1914378.
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Publication 2019
Acquired Immunodeficiency Syndrome Emergencies Ethics Committees, Research Nurses Preventive Health Programs Primary Health Care Public Sector Reproduction Sex Education Woman
2
Cognitive Decline Progression in ADNI
All non-demented ADNI participants who completed a baseline neuropsychological assessment were considered for analyses. Of the 1,397 participants considered for inclusion, 57 were excluded due to the absence of follow-up data. The final sample consisted of 1,340 participants. Of these participants, 616 were determined to meet criteria for MCI based on Jak/Bondi actuarial neuropsychological diagnostic method [14 (link),15 (link)]. Participants were classified as MCI if they 1) performed >1SD below the age/education/sex-adjusted mean on two measures within the same cognitive domain, or 2) performed >1SD below the demographically-adjusted mean on at least one measure across all three sampled cognitive domains, or 3) were rated by a study partner to have a Functional Activities Questionnaire (FAQ) score > 5, suggesting functional difficulties across at least two areas of functioning (see Figure 1). The remaining 724 participants were determined to be cognitively normal. We applied the Jak/Bondi criteria at each of the participants’ follow-up visits (6-, 12-, 24-, 36-, 48-, 60-, 72-, 84-, 96-, 108-, and 120-months after baseline) to determine whether or not, and if so at what point, they progressed to MCI. We also tracked whether participants progressed to dementia based on ADNI’s AD criteria: 1) subjective memory complaint reported by the subject, study partner, or clinician; 2) abnormal memory function defined by scoring below the education-adjusted cutoff on Story A of Logical Memory II from the Wechsler Memory Scale–Revised; 3) MMSE score < 27; 4) Clinical Dementia Rating score of 0.5 or 1.0; 4) met NINCDS/ADRDA criteria for probable AD [16 (link)]. A proportion of the sample underwent a lumbar puncture at baseline (MCI n=434; cognitively normal n=532); this subset was used for analyses involving CSF markers.
Thomas K.R., Edmonds E.C., Eppig J., Salmon D.P, & Bondi M.W. (2018). Using Neuropsychological Process Scores to Identify Subtle Cognitive Decline and Predict Progression to MCI. Journal of Alzheimer's disease : JAD, 64(1), 195-204.
Publication 2018
Cognition Diagnosis Memory Mini Mental State Examination Neuropsychological Tests physiology Presenile Dementia Punctures, Lumbar Sex Education
3
Neuropsychological Criteria for MCI in ADNI

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Publication 2019
Alleles Animals ApoE protein, human Attention Biological Markers Cerebrospinal Fluid Cognition Dementia Depressive Symptoms Diabetes Mellitus, Non-Insulin-Dependent Diagnosis Executive Function Glucose Hearing Tests Immunoassay Ischemia Memory Mental Recall Neuropsychological Tests Pharmaceutical Preparations Punctures, Lumbar Respiratory Diaphragm Sex Education
4
Enhancing PrEP Adherence: A Comprehensive Intervention
The experimental intervention, which has been described in greater detail previously (32 (link)), was derived from Life-Steps (18 ,19 (link)), and consisted of four weekly sessions and two booster sessions, which occurred two and three months after PrEP initiation. The intervention component of each visit lasted approximately 50 minutes. The first session included education about PrEP, a discussion involving the psychosocial context in which PrEP use would occur, a brief motivational interviewing exercise, and exploring the establishment of a regular dosing schedule. Session two began with an adherence check-in, then focused on understanding the clients’ experiences taking PrEP, and engaging in problem solving to address any reported barriers to adherence. Session three also began with an adherence “check-in” and then introduced sexual risk behavior education, identifying high-risk activities, and factors that could increase and decrease personal risk for HIV as well as other sexually transmitted infections. The session also involved a discussion about biological factors associated with HIV transmission (e.g., partners’ level of infectiousness, measured by plasma HIV RNA), and discussed ways to reduce their risk in the context of taking PrEP. Overall, the core components of the intervention focused on medication adherence, sexual behavior, and problem solving barriers to adherence. Session content was designed to be flexible, allowing patients to identify their adherence support needs. Optional modules provided a framework to help interventionists work with participants who were experiencing substance abuse or mental health concerns that were adversely impacting PrEP adherence. In the final weekly session, the nurse-counselor discussed PrEP adherence goals and prior session content, and the patient’s plans for continued PrEP use upon intervention completion. Booster sessions at months two and three were designed to offer an opportunity for the trained study nurse to monitor PrEP adherence via electronic real-time adherence monitoring in the absence of weekly support. Study nurses used booster sessions to review PrEP adherence over a longer time-span and to address barriers to adherence using problem-solving skills learned during the earlier sessions. For participants who identified no challenges to adherence, the study nurse used the booster session to review and refine the existing adherence plan and help them identify potential future barriers to adherence.
Mayer K.H., Safren S.A., Elsesser S.A., Psaros C., Tinsley J., Marzinke M., Clarke W., Hendrix C., Taylor S.W., Haberer J, & Mimiaga M.J. (2017). Optimizing Pre-Exposure Antiretroviral Prophylaxis Adherence in Men Who Have Sex with Men: Results of a Pilot Randomized Controlled Trial of “Life-Steps for PrEP”. AIDS and behavior, 21(5), 1350-1360.
Publication 2016
Biological Factors Counselors Mental Health Nurses Patients Plasma Secondary Immunization Sex Education Sexually Transmitted Diseases Substance Abuse Transmission, Communicable Disease
5
Comparing Major Depressive Disorders and Healthy Controls Using Linear Mixed Models
We used the LMM to compare MDDs with NCs while allowing site-varying effects. LMM describes the relationship between a response variable (e.g., DMN FC) and independent variables (here, diagnosis and covariates of age, sex, education, and head motion), with coefficients that can vary with respect to grouping variables (here, site) (16 ). We utilized MATLAB’s command fitlme (https://www.mathworks.com/help/stats/fitlme.html) to test the model: y ∼1 + Diagnosis + Age + Sex + Education + Motion + (1 | Site) + (Diagnosis | Site), which yields t and P values for the fixed effect of Diagnosis. Cohen’s d effect size was computed as d=T(n1+n2)dfn1n2 (38 ).
Yan C.G., Chen X., Li L., Castellanos F.X., Bai T.J., Bo Q.J., Cao J., Chen G.M., Chen N.X., Chen W., Cheng C., Cheng Y.Q., Cui X.L., Duan J., Fang Y.R., Gong Q.Y., Guo W.B., Hou Z.H., Hu L., Kuang L., Li F., Li K.M., Li T., Liu Y.S., Liu Z.N., Long Y.C., Luo Q.H., Meng H.Q., Peng D.H., Qiu H.T., Qiu J., Shen Y.D., Shi Y.S., Wang C.Y., Wang F., Wang K., Wang L., Wang X., Wang Y., Wu X.P., Wu X.R., Xie C.M., Xie G.R., Xie H.Y., Xie P., Xu X.F., Yang H., Yang J., Yao J.S., Yao S.Q., Yin Y.Y., Yuan Y.G., Zhang A.X., Zhang H., Zhang K.R., Zhang L., Zhang Z.J., Zhou R.B., Zhou Y.T., Zhu J.J., Zou C.J., Si T.M., Zuo X.N., Zhao J.P, & Zang Y.F. (2019). Reduced default mode network functional connectivity in patients with recurrent major depressive disorder. Proceedings of the National Academy of Sciences of the United States of America, 116(18), 9078-9083.
Publication 2019
Diagnosis Head Major Depressive Disorder Sex Education

Most recents protocols related to «Sex Education»

1
Sexual Health Features for Patient Portals
Participants were asked about the importance of including features specific to sexual health within a web-based health record (available through a patient portal) as a high priority, moderate priority, low priority, or inappropriate. Features included (1) educational information explaining HIV and other STIs; (2) tips to help talk with sex partners about sexual health; (3) information on ordering HIV and STI home-test kits; (4) information on other locations to get tested; (5) sexual diaries (to help document your sexual experiences); (6) educational games on sexual health; (7) the ability to notify partners of positive results anonymously; (8) the ability to video chat with health care providers; (9) information on social support service linkages (eg, substance use, mental health, and intimate partner violence resources); (10) information about HIV PrEP; (11) information about HIV PEP; (12) information on tools to help manage HIV treatment; and (13) information on the HIV genetic subtype. A free-text “Other” response was included to allow participants to list additional desired features. The comprehensive list of patient portal features was developed during a formative research phase in collaboration with the USHINE Study Community Advisory Board. Members of the Community Advisory Board were Black sexual minority men living in Baltimore.
Jackman K.M., Tilchin C., Wagner J., Flinn R.E., Trent M., Latkin C., Ruhs S., Fields E.L., Hamill M.M., Mahaffey C., Greenbaum A, & Jennings J.M. (2023). Desires for Individual- and Interpersonal-Level Patient Portal Use for HIV Prevention Among Urban Sexual Minority Men: Cross-sectional Study. JMIR Formative Research, 7, e43550.
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Publication 2023
Mental Health Sex Education Sexual and Gender Minorities Sexual Health Speech Substance Use
2
College Students' Sexual Health Behaviors
A cross-sectional study was conducted from May 17, 2022, to June 2, 2022, among undergraduate college students in Iraq using a self-administrated structured questionnaire (Appendix A). The questionnaire was distributed using a web-based Google form across social media websites and applications belonging to public and private universities based in Baghdad, as listed by the Ministry of Higher Education. An explanation of the targeted sample was provided at the top of the questionnaire and on the related website posts, and private social media forums were selected during questionnaire distribution. This was done to reduce the participation of individuals not meeting the sampling criteria—although complete elimination of this bias cannot be achieved with online data collection.
College students were selected as the target sample for two reasons. First, they form a part of the youth high-risk group which tends to have a disproportionally high STI incidence (3 ) and because they have group-specific risk factors as university, in Iraq, is a period of return to mixed-gender education after 6 years of segregation and therefore more chances for high-risk sexual behavior to occur. Knowledge gaps and attitudes need to be assessed for this group to design targeted public health campaigns and sex education programs.
To increase the validity of our data; First, the research team did not offer any incentives to the respondents to fill out the questionnaire. Second, all questions were mandatory to reduce the number of missing values during the following data analysis steps. Finally, to ensure that no initial data analysis would occur before the end of the data collection period, we made sure that the form would close automatically after 1,000 responses were collected. This was achieved using a Google workplace application, known as “form limiter.” All this was conducted and reported according to the (CHERRIES) checklist for E-surveys (19 (link)).
To be included in the final sample, respondents had to fulfill 2 criteria; be enrolled as an undergraduate in a Baghdad-based university during the academic year of 2021/2022 (assigned as criteria 1) and be enrolled in a discipline not related to medicine or medical technology (assigned as criteria 2). This was judged as a necessary step, as previous studies have demonstrated an obvious difference between non-medical and medical college students (11 (link), 18 (link), 20 (link)).
Al-Gburi G., Al-Shakarchi A., Al-Dabagh J.D, & Lami F. (2023). Assessing knowledge, attitudes, and practices toward sexually transmitted infections among Baghdad undergraduate students for research-guided sexual health education. Frontiers in Public Health, 11, 1017300.
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Publication 2023
Gender Health Campaigns Pharmaceutical Preparations Population at Risk Prunus cerasus Sex Education Student Students, Medical Youth
3
Cognitive Impact of Regional Amyloid Burden
Participants were categorized according to global VR results as positive (VR+) and negative (VR−). Sociodemographic characteristics and clinical data were compared between groups by means of t tests or Chi-squared tests, as appropriate. The correlation between Centiloids among regions was assessed by Spearman’s correlations. Differences in the frequencies of APOE-ε4 carriership with regional amyloid positivity, both VR and regional Centiloids, were assessed by Chi-square tests. Our main analysis was set up to investigate whether APOE-ε4 status changed the association between global and regional positivity of Aβ PET and cognitive change. To this end, we constructed a set of independent linear regression models, one for each outcome (global and regional VR and regional Centiloids) and cognitive measure (PACC and measurements of specific cognitive domains). Measurements of change in cognition were set as dependent variables and predictors included APOE-ε4 status and Aβ PET positivity (A), and their interaction (APOE-ε4*A). Age, education (not centred), sex, and cognitive baseline scores (not centred) were set as covariates: Cognitivechange=APOE-ε4∗A+APOE-ε4+A+age+education+sex+cognitivebaselinescore
To explore the possible role of neurodegeneration in these associations, we computed additional linear regression models including HVa as a covariate. Lastly, we investigated whether the number of positive regional regions in both VR and Centiloids has an impact on cognitive change in APOE-ε4 carriers by constructing a set of independent linear regression models, one for each significant cognitive measure (PACC, MBT TPR, Digit Span Backward, and Coding). We applied a false discovery rate (FDR) multiple comparison correction against all tested interaction p-values following the Benjamini–Hochberg procedure [39 (link)]. Significance was assumed at the level of nominal p < 0.05, but pFDR values are also provided. Statistical Package for the Social Sciences (SPSS) version 28.0 and R version 3.6.0 were used for statistical analyses.
Brugulat-Serrat A., Sánchez-Benavides G., Cacciaglia R., Salvadó G., Shekari M., Collij L.E., Buckley C., van Berckel B.N., Perissinotti A., Niñerola-Baizán A., Milà-Alomà M., Vilor-Tejedor N., Operto G., Falcon C., Grau-Rivera O., Arenaza-Urquijo E.M., Minguillón C., Fauria K., Molinuevo J.L., Suárez-Calvet M, & Gispert J.D. (2023). APOE-ε4 modulates the association between regional amyloid deposition and cognitive performance in cognitively unimpaired middle-aged individuals. EJNMMI Research, 13, 18.
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Publication 2023
ApoE protein, human APP protein, human Cognition Fingers Nerve Degeneration Sex Education
4
Comprehensive Health Behavior Assessment
Sociodemographic characteristics and lifestyle behaviors, including age, sex education level, marriage status, physical activity, smoking, alcohol drinking, physician-diagnosed diseases, and medication history, were collected when the participants underwent a complete physical check-up.
Lin C.C., Li C.I., Liu C.S., Liao L.N., Yang C.W., Lin C.H., Yang S.Y, & Li T.C. (2023). Association of high-sensitivity C-reactive protein and diabetic nephropathy in patients with type 2 diabetes: a Mendelian randomization study. BMJ Open Diabetes Research & Care, 11(1), e003197.
Publication 2023
Pharmaceutical Preparations Physical Examination Physicians Sex Education
5
Peer-led Sex Education Protocol

Study background: “What does good sex education look like?” studied the needs of young people in the Netherlands and their views on how sex education should be delivered.3 ,33 It was inspired by Rutgers’ Sex Under 25 survey, where more than 20,000 young people (aged 12-25) rated the sexuality education they received in Dutch schools as mediocre (5.8 on a scale of one to ten).34 Respondents reported missing information about subjects including sexual diversity, sex in the media and sexual violence. The participatory study was designed to investigate these low ratings and understand where current practice is insufficient and should be improved.

Data collected: The research employed a mixed methods design, including individual interviews, FGDs and Photovoice.‡ 300 pupils aged 12–18 participated as respondents over six secondary schools in the Netherlands.

Recruitment of peer researchers: The study recruited 17 PRs (aged 16-18) with different sexuality and cultural backgrounds, across six schools. Two to four PRs were recruited per school, so they could support each other.

Peer researcher activities: The PRs worked closely with three adult researchers to select research methods, develop tools, collect data and carry out analysis. Researchers collected data at their own schools, across all ages and education levels. The PRs produced individual research reports and advocated for local change. They contributed to national dissemination of joint findings, delivering workshops and presenting findings in the Dutch media.

Training and support: The project started with an initial residential training over two weekends based on the Explore toolkit (see above), followed by mid-project residential training on data analysis and report writing. During data collection, a Rutgers supervisor visited schools to provide support and assist FGDs. The supervisor also provided follow-up communication through WhatsApp.

Time and remuneration: Researchers participated on a voluntary basis, in order to fulfil study requirements for their final year of secondary school. Each PR invested 80 hours in data collection data and individual report writing, two weekends training and three research group meetings.

Ethics and consent: The research was conducted according to Dutch legal and ethical guidelines for responsible research, including voluntary participation, safeguards against participant identity disclosure, and respect for participants.35 See Box 1 on consent procedures.

Page A., Cense M, & van Reeuwijk M. (2023). Working with young peer researchers in sexuality studies: benefits, challenges and lessons learnt. Sexual and Reproductive Health Matters, 31(1), 2152550.
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Publication 2023
Adult Joints Pupil Sex Education Sexual Violence Workshops

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More about "Sex Education"

Sex education encompasses the instruction of individuals on a range of topics related to human sexuality, including anatomy, physiology, emotions, behavior, and interpersonal relationships.
Effective sex education programs can help promote healthy sexual development, prevent unintended pregnancies and sexually transmitted infections, and foster positive attitudes towards sexuality.
This broad field covers educational interventions and resources designed to enhance sexual literacy and wellbeing across the lifespan.
Key subtopics include sexual and reproductive health, sexual and gender identity, consent and communication, safe sex practices, and healthy relationships.
Sex ed may utilize a variety of statistical software and analytical tools, such as SAS version 9.4, SPSS v20, Stata 14, SPSS Statistics, Stata/SE 15.1, SPSS software version 18.0, Epidat 3.1, SAS 9.4, SPSS version 26, and SPSS 20.0, to examine trends, evaluate programs, and inform evidence-based curriculum development.
By providing comprehensive, age-appropriate sex education, individuals can be equipped with the knowledge, skills, and attitudes necessary to make informed and responsible decisions about their sexual and reproductive health.
Accidental pregnancis and the transmission of STIs may be reduced through effective sex ed, promoting overall wellbeing.
Though the topic may be senstive, openness and honesty in sex education can have a profoundly positive impact.