Articular has 18 modules related to sexual health and medicine over the 4 years of training. Coleman et al1 recommended improvements such as implementing sexual medicine blocks throughout training, varied methods for teaching, and encouragement for schools to create curricula related to this field. We cannot state any validity of the questionnaire because it was developed for the study and that is a limitation we can accept. Although response rates were low, most respondents stated that the teaching was beneficial as part of their CCX282-B msds training and they believed the teaching improved their knowledge. Approximately one-third of participants still routinely enquire about sexual health in their current specialty, and although many more feel the skills are no longer relevant to their specialty, the free text comments from the questionnaire demonstrate that the teaching was generally well received and beneficial to their undergraduateSex Med 2016;4:e198eeeducation. This provided a baseline from which doctors can improve their knowledge with further training as appropriate. It is important to engage clinicians in studies of this type to raise awareness of the impact of sexual dysfunction on patients’ quality of life. Also, some might derive personal benefit through reflection on their views and practice. Although it is true that a patient will not die as a result of sexual dysfunction, it is true that the emotional impact might make life not worth living. This is particularly true of patients aggressively treated for cancer who find that their intimate relationships are seriously compromised as a direct result of that treatment.15 More importantly, it is essential for all clinicians to understand that sexual dysfunction can be a marker for much more serious and life-threatening illness and disease and that by GrazoprevirMedChemExpress Grazoprevir routine investigation (eg, on health screeners) these markers can be investigated and treated in a timely manner.16 The results could enable medical educators to target and improve education provision and thereby improve services and support for patients with sexual dysfunction. Greater insight has been gained into the barriers and opportunities for supporting service provision for patients with sexual dysfunction. This study underlines the fact that doctors do need to have a better understanding of how sexual difficulties affect their patients, be able to offer treatment options, or refer to sexual health resources, and we acknowledge that treating sexual dysfunction does require more training and skill. A start point could be in undergraduate training so that the doctors become aware of the complexities of the topic and that they would need further postgraduate training to become competent. They also might need to be aware that patients on the whole are reluctant to bring up the topic or do not realize the importance of their symptoms, and the doctor should be able to initiate the discussion and question routinely when appropriate.17 This forms a basis for clinical excellence in patient care and best practice.CONCLUSIONThe results show a link between undergraduate sexual medicine teaching and education and a subsequent proactive approach to sexuality issues; unfortunately, the study does not provide any information about the level of skills or ability in this field of medicine. We have confirmed that the Sheffield model might be suitable for teaching sexual medicine issues in the United Kingdom, but at this stage we cannot confirm that the.Articular has 18 modules related to sexual health and medicine over the 4 years of training. Coleman et al1 recommended improvements such as implementing sexual medicine blocks throughout training, varied methods for teaching, and encouragement for schools to create curricula related to this field. We cannot state any validity of the questionnaire because it was developed for the study and that is a limitation we can accept. Although response rates were low, most respondents stated that the teaching was beneficial as part of their training and they believed the teaching improved their knowledge. Approximately one-third of participants still routinely enquire about sexual health in their current specialty, and although many more feel the skills are no longer relevant to their specialty, the free text comments from the questionnaire demonstrate that the teaching was generally well received and beneficial to their undergraduateSex Med 2016;4:e198eeeducation. This provided a baseline from which doctors can improve their knowledge with further training as appropriate. It is important to engage clinicians in studies of this type to raise awareness of the impact of sexual dysfunction on patients’ quality of life. Also, some might derive personal benefit through reflection on their views and practice. Although it is true that a patient will not die as a result of sexual dysfunction, it is true that the emotional impact might make life not worth living. This is particularly true of patients aggressively treated for cancer who find that their intimate relationships are seriously compromised as a direct result of that treatment.15 More importantly, it is essential for all clinicians to understand that sexual dysfunction can be a marker for much more serious and life-threatening illness and disease and that by routine investigation (eg, on health screeners) these markers can be investigated and treated in a timely manner.16 The results could enable medical educators to target and improve education provision and thereby improve services and support for patients with sexual dysfunction. Greater insight has been gained into the barriers and opportunities for supporting service provision for patients with sexual dysfunction. This study underlines the fact that doctors do need to have a better understanding of how sexual difficulties affect their patients, be able to offer treatment options, or refer to sexual health resources, and we acknowledge that treating sexual dysfunction does require more training and skill. A start point could be in undergraduate training so that the doctors become aware of the complexities of the topic and that they would need further postgraduate training to become competent. They also might need to be aware that patients on the whole are reluctant to bring up the topic or do not realize the importance of their symptoms, and the doctor should be able to initiate the discussion and question routinely when appropriate.17 This forms a basis for clinical excellence in patient care and best practice.CONCLUSIONThe results show a link between undergraduate sexual medicine teaching and education and a subsequent proactive approach to sexuality issues; unfortunately, the study does not provide any information about the level of skills or ability in this field of medicine. We have confirmed that the Sheffield model might be suitable for teaching sexual medicine issues in the United Kingdom, but at this stage we cannot confirm that the.
