The greatest limitation of this study was the disappointingly low response rate. There are a number of possible explanations for this. Students are already bombarded with a plethora of questionnaires and fourth and fifth year students are often away on peripheral attachments making it more difficult for them to access their e-mail. Anecdotal reports and the fact that the lowest response rate was from the fourth and fifth year students who are most likely to be away support this. The response rate is likely to represent a source of bias, indeed the proportion of students who reported considering careers in obstetrics, gynecology and family planning was higher than expected, suggesting that students who have an interest in these areas may have been more likely to respond to the questionnaire. Nevertheless,
the demographics of the students responding to the questionnaire and of the students on the course are very similar. This report, for all its shortcomings, may stimulate other universities with similar peer-led sex-education projects to use our methodology to explore the question further.
In conclusion, participation in a peer-led sex-education project did appear to have a measurable benefit on the degree of confidence with which medical students thought they could handle patients presenting with sexual health problems. Other factors, including the gender of the patient and possibly increasing experience with clinical encounters, also have an influence. Nevertheless, it is important to acknowledge that many students do not feel that their medical school experience has left them well-equipped to deal with these sorts of situations. Medical student educators should look for ways to address this problem.
Whether increased confidence translates into improved performance is not known. It would be interesting to follow- up students who had undergone this sort of experience to determine whether they become doctors who really were better at communicating with men and women about sexual health matters.
学生的人口统计学反应查询表和学生在路线非常相似。这个报告, 为所有它的缺点, 也许刺激其它大学以相似的同辈被带领的性教育项目使用我们的方法学进一步探索问题。
总而言之, 参与一个同辈被带领的性教育项目看上去有一个可测量的好处在医科学生认为的信心他们能处理患者出席以性卫生问题。其它因素, 包括病人和可能增长的经验的性别有临床遭遇, 并且有影响。然而, 它重要承认, 许多学生不认为他们的医学院经验留给他们装备精良对成交以这些类情况。医科学生教育家应该寻找方式论及这个问题。
是否增加的信心翻译成改善的表现不为人所知。它会是有趣随后而来接受这类经验确定的学生是否他们适合真正地是好在通信与人和妇女关于性健康事的医生。
回应调查表，而且在课程上的学生非常相似的学生的人口统计学者。 这一项报告, 尽管它有缺点，可能和相似的同侪刺激其他的大学-领导性别-教育的计画使用我们的方法学更进一步探究疑问。在结论, 同侪的参与-引导性别-教育的计画似乎有在信心的程度方面的一种可测量的利益与认为他们可以处理以性健康问题呈现的病人。其他的因素, 包括病人的性和可能地逐渐增加的经验临床的相会,也有影响力。 然而, 承认许多学生不认为他们的医学院经验已经留下他们很好装备处理这些种情形很重要。 医科学生教育家应该找寻方法提出这一个问题。增加的信心是否转变为改良的表现那没被知道。 对遭遇这种经验决定他们是否成为在与关于性健康物质的男人和女人沟通真的比较好的医生的接连的学生，它会是有趣的。
人口统计学学生回答问卷的学生对课程非常相似.这份报告,其所有缺点,可能刺激其他大学与同级同类主导性教育项目,以我们的方法来探讨这一问题.
最后,参与同行主导性教育项目好像有一个衡量利益的信心程度,而医学生认为,他们能够处理的病人的性健康问题.其他因素,包括性别的病人,并可能增加经验与临床相遇,也有一定影响.不过,有一点是必须承认,许多学生不觉得自己的医疗经验,学校已给他们留下了良好的装备,以应付上述种种情况.医学生教育应寻找途径来解决这一问题.
是否有更大的信心转化为改进性能是未知之数.那将是很有意思的后续学生曾经历过这样的经验,以确定它们是否成为医生真有更好的沟通与男性和女性的性健康问题.本回答被提问者采纳
