The Development of Sexual Health Educational Canvas Modules for Cal Poly Students
Notice bibliographique
Résumé
Purpose: Sexual health education continues to be a taboo topic underrepresented in young adult health education. Many high school students do not receive the sexual health education they need. One study found that 34% of girls and 42% of boys left high school without education on birth control methods (Wong et al., 2019). Furthermore, students entering college have varying, often inadequate, levels of sexual health knowledge. After examining sexual health data at California Polytechnic State University (Cal Poly), the Cal Poly Sexual and Reproductive Health (SRH) Lab found that students engage in risky sexual behaviors. For example, nearly one quarter (22.9%) of cisgender female students reported using the pull-out method as their only form of contraception the last time they had vaginal intercourse (ACHA-NCHAIII, 2021). Additionally, 42.4% of students reported using a barrier method during anal sex (ACHA-NCHAIII, 2021). These statistics are concerning as Cal Poly students believe the pull-out method is effective for birth control. Further, there is a lack of knowledge regarding the increased risks associated with unprotected anal sex. While on-campus peer health education programs have attempted to fill these gaps, no specific sexual health training is required for all students. Methods: Through the conduction of a literature review, analysis of past SRH lab & ACHA data, assessment of students' and campus partners' knowledge and needs regarding sexual health education, and a review of California State University sexual health education offerings, apparent gaps in student knowledge were identified which revealed the need for learning modules with a sexual health educational focus. Results: The Cal Poly SRH Lab developed a set of comprehensive sexual health education learning modules. Ten modules focus on healthy sexual relationships, barrier methods, contraception, pregnancy options, STIs, testing, and access to resources. Reading material, specialized graphics and educational videos were compiled. Interactive modules were produced using the Canvas course management platform students currently use for their academic courses. Conclusion: After this resource was launched June 2023, all students now have access to reliable sexual health information in one place with complete anonymity whenever they have a question. Overall, it is predicted that the number of students regularly using a barrier method during sex will increase, STI testing rates will improve, and open conversations surrounding sexual health will become more normalized on campus. References: American College Health Association (2021). National College Health Assessment III Fall 2021 Reference Group Data Report. https://www.acha.org/documents/ncha/NCHAIII_FALL_2021_REFERENCE_GROUP_ DATA_REPORT.pdf Wong T, Pharr JR, Bungum T, Coughenour C, Lough NL. Effects of Peer Sexual Health Education on College Campuses: A Systematic Review. Health Promotion Practice. 2019;20(5):652-666. doi:10.1177/1524839918794632
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,007 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,002 | 0,002 |
| Science ouverte | 0,002 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,061 | 0,014 |
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 découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».