What question did this study set out to answer?

The aim was to update histology curriculum to provide equitable knowledge about clitoral and penile anatomy.

June 6, 2026

(498) Bridging the Knowledge Gap in Clitoral and Penile Histology: Enhancing Undergraduate Medical Education

Key Points

The aim was to update histology curriculum to provide equitable knowledge about clitoral and penile anatomy.
Prepared 5 μm sections of the glans of the penis and clitoris, stained with H&E and anti-S100 antibody.
Conducted a voluntary online questionnaire assessing anatomy knowledge before and after practical sessions for 106 students.
Applied Clopper–Pearson 95% CI and McNemar’s test at a 0.05 significance threshold.
Before the class, only 34% of students could identify major clitoral structures, compared to 84% for the penis (difference: 48%, p < 0.0001).
After the session, 93% could identify clitoral structures and 97% penile structures, showing improvements of +59% (p < 0.0001) and +13% (p < 0.005), respectively.

Abstract

Abstract Introduction Introduction: Teaching the anatomy and histology of genital organs is essential for training healthcare professionals in sexual medicine who will need to communicate accurately and without stigma with their patients. In Switzerland, while most patients wish their doctors would address sexual health, only 40% report ever having such discussions. In addition, knowing the detailed structure of the penis and clitoris is a prerequisite for clinical management, notably in gynecology, urology, cardiovascular health and the treatment of genital pain. There is a persistent gap in transmitted knowledge between the clitoris and penis. Objective Objective: We aimed to update the curriculum in histology to include equalitarian and foundational knowledge on clitoris and penis neurovascular histology. We assessed students’ self-reported knowledge gaps regarding penile and clitoral structures before and after the practical sessions and evaluated their acceptance of and feedback on these pedagogical updates. Methods Methods: We prepared 5 μm paraffin-embedded sections of the glans of the penis and clitoris, stained with hematoxylin and eosin (H 0.0001). After the session, 93% of students reported being able to identify clitoral structures and 97% penile structures, showing significant improvement for both (clitoris: +59%, p 0.0001; penis: +13%, p 0.005). Conclusions Conclusions: Consistent with findings from other countries, our student survey revealed a substantial knowledge gap between the penis and the clitoris. Encouragingly, this gap was significantly reduced after one single practical session, as students reported improved understanding of both organs. Students expressed strong support for the inclusion of both clitoral and penile histology in their curriculum-not only due to its anatomical relevance for their future exercise, but also because they view it as essential for understanding and addressing sexual responses in clinical practice. Teaching the histology of the penis while omitting that of the clitoris, as it is still the case in most histology textbooks, thus reinforces a structural imbalance in medical knowledge, attitude and practice. This gap must be addressed, as it represents a matter of public health, pedagogical equity, and justice. Integrating the observation of clitoral and penile erectile structures contributes to promote a knowledge base for sexual medicine training and gender equity in medical education. Disclosure No

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