(151) The State of Sexual Medicine Education in the Midwest: Are Future Physicians Prepared?

Abstract Introduction Medical education demands mastery of an extensive curriculum. Yet, despite this comprehensive training, sexual health remains an underemphasized area. Although awareness of its importance as a key component of holistic care continues to grow, integration of sexual health into U.S. medical curricula remains inconsistent. This variability leaves many students underprepared to address the sexual health concerns frequently encountered in clinical practice. Evaluating current strengths and gaps in sexual medicine education is therefore essential to guide curriculum improvement and inform national reform efforts. Building upon the previous assessment of sexual medicine curriculum in medical schools in Northeastern United States, this study focuses specifically on medical schools in the Midwest to provide a more focused assessment of sexual health education and to contribute to the broader understanding of sexual medicine instruction across the United States. Objective The purpose of this study is to evaluate the scope and quality of sexual and reproductive medicine education across medical schools in the Midwest United States, with a focus on identifying curricular strengths and content gaps that may impact clinical preparedness. Methods A compilation of academic resources including lecture materials and syllabi was systematically reviewed utilizing a standardized and validated rubric with variables assessed including: biological and psychological aspects of human sexual development, anatomy and physiology of the human sexual response cycle, sexual health in relation to human reproduction, and contraceptive options. A quantitative analysis of the document data evaluated the frequency and depth of content inclusion, with the goal of assessing overall coverage and identifying curricular deficiencies. 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. STIs and contraception were consistently covered. Conclusions 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. By informing targeted curricular reform, this work aims to promote institutional recognition of sexual health education as a core component of medical training and strengthen future physicians’ preparedness to effectively diagnose and treat patients with sexual health concerns. Disclosure No.