(150) Assessing Sexual Health Education in Canadian Medical Schools: A Comprehensive Curriculum Review

Abstract Introduction Sexual health is an integral component of patient well-being; however, it remains inconsistently addressed in current medical education. In Canada, the Canadian Guidelines for Sexual Health Education (CGSHE) provide a national framework, but their non-binding nature has contributed to variability in curriculum content across institutions. Objective To systematically evaluate the scope and depth of sexual health content across Canadian undergraduate medical school curricula and to identify key gaps and disparities in topic representation. Methods Curricular materials from 10 Canadian medical schools collected in January 2025 were assessed using a structured evaluation tool based on international sexual health education standards indicating the presence or absence of content across 15 thematic categories. Two independent reviewers assessed each institution’s content, with discrepancies resolved by a third reviewer. Descriptive statistics were computed to determine topic inclusion rates across schools. Results Content coverage varied widely between institutions, with topic inclusion ranging from 14% to 94%. Embryology (85%), differences in sexual development (84%), and birth control (83%) were the most commonly covered categories. In contrast, topics such as postpartum sexuality (33%), vulvar conditions (35%), psychosocial influences (35%), and sexual dysfunction (39%) were poorly represented. Significant gender disparities were observed, with male sexual dysfunction and anatomy more frequently covered than female equivalents (Fig. 1). For instance, male erectile dysfunction was included in 60% of schools’ curricula, whereas female sexual dysfunction disorders were addressed in 10%. Content on non-normative sexualities, LGBTQ+ health, and trauma-informed care was inconsistently addressed, and only 38% of schools included content on sexual violence. Conclusions The lack of comprehensive, inclusive sexual health education may hinder graduating physicians’ preparedness to manage diverse sexual health concerns, potentially impacting the quality of patient care, particularly for women and marginalized groups. Substantial gaps and inconsistencies exist in the teaching of sexual health in Canadian medical schools. To ensure competent, equitable care, a national, standardized sexual health curriculum is urgently needed. A more inclusive and comprehensive approach to sexual health education will better equip future physicians to support patients across the full spectrum of sexual health needs. Disclosure No.