(O-16) A comparative study of sexual health education in undergraduate medical programs at two universities in Brazil

Abstract Introduction Sexual health is a key aspect of physical, emotional, mental, and social well-being, directly influencing quality of life. Health systems must be equipped to address sexual dysfunctions in welcoming, stigma-free environments. A lack of sexual education often fuels stigma, limiting access to care and reinforcing clinical bias. This study investigates how two medical programs in Campinas—one public, one private—approach sexual health education, aiming to understand the impact of stigma and identify barriers. Methods This descriptive, cross-sectional study involved fifth- and sixth-year medical students from both institutions. After consent, students anonymously completed an online questionnaire about their theoretical and practical instruction in Sexual Medicine and their perceived preparedness to manage sexual health issues clinically. Results A total of 219 students participated—90 from the private university and 129 from the public. The private institution had higher engagement and a balanced year distribution; most public university participants were in their sixth year. Both groups reported insufficient education. At the private university, 24.4% felt prepared, 16.7% were unsure, and 58.9% felt unprepared. At the public university, 20.6% felt prepared, 31.7% were unsure, and 47.6% felt unprepared. Confidence in clinical settings was also low: 51.1% of private and 48.8% of public university students felt confident. Challenges included lack of knowledge, time constraints, fear of offending patients, cultural taboos, and misconceptions about the topic’s relevance. These issues reflect stigma and impact on care quality. Conclusions Sexuality is inadequately addressed in medical training, leading to low confidence in managing dysfunctions. To ensure ethical, competent care, enhancing sexual health education is essential for developing well-prepared physicians and advancing research, education, and policy. Financing No conflict.