Evaluating the Effectiveness of an Undergraduate Course and Its Associated Teaching Methods in Improving Students' Knowledge, Attitudes, and Behaviors About Sexual and Reproductive Health

Background

Public schools in Florida have an abstinence-only curriculum and, thus, many students graduate without basic knowledge about sexual and reproductive health (SRH). This puts them at risk for sexually transmitted infections and unintended pregnancy.  Established undergraduate-level university courses are intended to fill these educational gaps. However, little is known about changes in student knowledge, attitudes, and behaviors (KAB) and effective teaching mechanisms in these courses.

Methods

Students (N=147) in all sections (N=4) of an undergraduate-level SRH course at a large, public university, were administered the Sexual Health Survey to assess KAB during the first 2 weeks of the semester. At mid-course, the Student Evaluation of Educational Quality will be administered to assess course objectives and instructor performance.  Both instruments will be administered as a post-test the final week. Instructors from the previous three years (N=20) will be invited to participate in focus groups regarding teaching methodologies and lessons learned.

Results

Initial response rate was 68% (100/147). Preliminary results indicate that students in the sample are 20 years old (SD=2.1), freshman (33%), identify as heterosexual (92%), and in a relationship (47%).  Multilevel modeling will be used to test differences between KAB by instructor at the three time points.  Thematic analysis of focus groups will help elucidate facilitators, barriers, and teaching methodologies.

Conclusions

University-level SRH courses have the potential to increase knowledge and change KAB of emerging adults, especially in states with abstinence-only curricula. Additional research is needed to understand how and if current curricula and teaching methodologies are sufficient.