South Asian Society for Sexual Medicine School, Bangladesh: a multidisciplinary training initiative in an under-resourced country
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Notice bibliographique
Résumé
Abstract Background The yearly courses conducted by the South Asian Society for Sexual Medicine (SASSM) in Bangladesh establish a collaborative training paradigm designed to increase healthcare professionals’ comfort with sexual medicine and develop skills for giving the best treatment possible to individuals with sexual health issues and dysfunctions. Aim The study assessed the impact of course completion on SASSM School Bangladesh participants. Methods A pretest–posttest of 116 (57%) SASSM participants was conducted, comprising data on knowledge acquisition following the 3-day program in 2017, 2018, 2019, and 2021. A paired t-test was applied to compare the difference between pretest and posttest performance. Logistic regression was conducted to assess the influence of socio-demographic variables. Outcomes The study demonstrates that the SASSM School Bangladesh program significantly improves participants’ knowledge of sexual medicine, with a 12.7-unit increase in test scores, irrespective of socio-demographic factors. Results Majority (102, or 75% of those polled) of the participants were men. Psychiatrists were the most common respondents (39%), followed by dermatologists (32%), urologists (12%), and gynecologists (8%) who completed both surveys. There was a significant difference (P-value < .01) in mean pretest (49.6 ± 17.1) and posttest (62.3 ± 15.5) scores. The socio-demographic factors (gender, location, age, and experience) do not have any significant influence on gain of knowledge through the SASSM training program as the P-value of odds ratio or adjusted odds ratio from logistic regression is P > .05. Clinical Implications The study highlights the clinical importance of structured training in sexual medicine, ensuring that healthcare professionals across various specialties are better equipped to diagnose and manage sexual health issues effectively. Strengths and Limitations The study used a pretest–posttest design to measure actual knowledge improvement. Paired t-test and logistic regression were applied to ensure robust analysis. Diverse professionals from psychiatry, dermatology, urology, and gynecology participated in the study, making the findings relevant across specialties. This study evaluates the only structured sexual medicine training program in Bangladesh, contributing new insights into medical education. However, the findings may not be generalizable beyond Bangladesh. The study could not assess whether knowledge retention and clinical practice improved over time. Participants voluntarily enrolled in the study, which can possibly represent a group already interested in sexual medicine. The study focused only on knowledge improvement, not on changes in clinical practice or patient outcomes. Conclusion Specialists of sexual medicine have a unique opportunity to learn and certify their knowledge through the SASSM program, the first of its kind in Bangladesh.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle