The State of Sexual Medicine Education in the Midwest: Are Future Physicians Prepared? ID 3346

INTRODUCTION: Sexual health remains an underrepresented area in medical education. While recognition of its importance is increasing, integration into U.S. curricula is inconsistent, leaving many students unprepared to address sexual health concerns. Identifying strengths and gaps is essential to inform national curriculum reform. Building on the work of Milazzo et al, this study examines sexual health instruction in Midwest medical schools. METHODS: Lecture materials and syllabi from LCME-accredited MD and DO programs were systematically reviewed using a validated rubric. Assessed domains included sexual development, the sexual response cycle, sexual health in reproduction, and contraceptive options. Quantitative analysis evaluated the frequency and depth of content. RESULTS: Materials from 13 schools were reviewed; preliminary results from 11 are reported. Most (83%) included embryological development. Vulvar anatomical variations were absent (0%), and only 25% addressed clitoral abnormalities. Physiology of penile and clitoral erection appeared in 75% and 83% of curricula, respectively, and orgasm physiology in 67%. Counseling on gender affirmation procedures and gender dysphoria was minimal (0% and 33%). Female orgasm disorders were addressed by 25% of schools; dyspareunia and vaginismus by 50%; and vulvodynia by 42%. In the postpartum period, 83% did not include recommendations for resuming intercourse, and 58% omitted postpartum dyspareunia. Sexually transmitted infections (STIs) and contraception were consistently covered. CONCLUSIONS/IMPLICATIONS: This first evaluation of Midwest medical school curricula shows strengths in STIs, contraception, and embryology, but persistent gaps in clitoral/vulvar anatomy, female orgasm, and sexual pain disorders. Comprehensive, standardized training is needed to better prepare future physicians to address sexual health concerns.