Bringing Sexuality into the Conversation: Evaluating Medical Students’ Perceptions of a Competency-Based Sexual History-Taking Seminar

Objectives This study aimed to evaluate medical students’ perceptions and self-reported learning outcomes after participating in a competency-based seminar designed to improve sexual history-taking, communication skills, and attitudes toward sexuality in practice. The study sought to compare the effectiveness of traditional in-person seminars with that of online delivery. No objective assessments of skills or behavioral changes were performed.Methods A multicenter, cross-sectional feedback survey was conducted from July 2015 to January 2021 across four German medical faculties (Cologne, Mainz, Leipzig, Jena). A total of 333 students participated in 28 elective seminar sessions (18 in person, 10 online). Interactive teaching methods included role play and group discussions. Participants completed standardized, anonymous evaluation forms post-seminar, containing Likert scales and free-text responses. Five key aspects were assessed: satisfaction with the seminar, perceived usefulness for future medical practice, group collaboration, trainer competence, and quality of seminar content and structure. Quantitative data were analyzed descriptively; qualitative data via Mayring content analysis. Competencies were compared to the German National Competency-Based Learning Objectives for Medicine.Results Of 333 participants, 229 provided evaluable responses; 88% were clinical-phase students. They reported high satisfaction and increased comfort and confidence in communicating about sexual health. More than 90% rated the seminar highly useful, M = 1.20, SD = 0.43, on a 1–5 scale (1= very good, 5 = very poor). No significant differences were found between in-person (M = 1.21) and online (M = 1.18) formats, U = 9467.5, z = −1.158, p =.247. Analysis of 435 responses revealed perceived gains in communication, knowledge, professionalism, ethics, and positive feedback on didactics and atmosphere.Conclusion The seminar addresses key competencies in upcoming national frameworks and was well received. Reported gains in communication skills and comfort were based on self-perceptions rather than objective measurements, but comparable results across delivery formats suggest potential for broader integration into medical education curricula.