Experiencia de jóvenes que cursaron una asignatura virtual universitaria en sexualidad.
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Date
2025
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
Introducción: La salud desde un enfoque de activos para la salud, sirve como un medio que puede impulsar educación sexual en salud sexual y reproductiva aportando en la necesidad de que jóvenes aprendan estrategias educativas que logren cambios efectivos en la conducta sexual.
Objetivo: Explorar la experiencia de quienes cursaron la asignatura virtual en sexualidad para identificar las brechas de contenidos y propuestas de mejoras para su rediseño.
Material y método: Estudio cualitativo con perspectiva fenomenológica. Se realizaron entrevistas semiestructuradas a estudiantes que cursaron la asignatura entre 2023-2024 (n=8) y se analizaron respuestas abiertas de una encuesta de satisfacción en plataforma Canvas (n=938). Se aplicó análisis de contenido asistido por ATLAS.ti. Tiene evaluación ético-científicos de dos comités.
Resultados: Los contenidos fueron percibidos como completos, pertinentes y transformadores, facilitando la comprensión integral de la sexualidad y desmitificando tabúes. Se sugirió profundizar en infecciones de transmisión sexual, anticoncepción, diversidad de género y sexualidad en personas con discapacidad. La metodología asincrónica y los recursos digitales fueron altamente valorados por su flexibilidad y dinamismo, aunque se planteó la necesidad de incorporar instancias sincrónicas o talleres prácticos. Se reportó aumento de conocimientos, mayor seguridad, reflexión sobre consentimiento y adopción de conductas sexuales más responsables.
Conclusiones: La asignatura generó impacto educativo significativo, promoviendo empoderamiento, autonomía y conciencia sexual. Se evidenció satisfacción general alta y propuestas concretas para fortalecer la inclusión, profundidad temática y participación activa.
Introduction: Adopting an asset-based approach to health can promote sexual education in the context of sexual and reproductive health. This is important because it helps young people learn effective strategies for changing their sexual behaviour. Objective: To explore the experiences of those who took the online sexuality course in order to identify content gaps and propose improvements for its redesign. Material and method: Qualitative study with a phenomenological perspective. Semi-structured interviews were conducted with students who took the course between 2023 and 2024 (n = 8), and open-ended responses from a satisfaction survey on the Canvas platform (n = 938) were analysed. Content analysis was performed using ATLAS.ti. The study was evaluated by two scientific ethics committees. Results: The content was perceived as comprehensive, relevant and transformative, facilitating an in-depth understanding of sexuality and dispelling taboos. It was suggested that STIs, contraception, gender diversity, and sexuality in people with disabilities be explored in greater depth. The asynchronous methodology and digital resources (videos, infographics, and podcasts) were highly valued for their flexibility and dynamism. However, there was a suggestion to incorporate synchronous elements or practical workshops. Participants reported an increase in knowledge, greater confidence, reflection on consent, and the adoption of more responsible sexual behaviours. Conclusions: The course had a significant educational impact, promoting empowerment, autonomy, and sexual awareness. Overall satisfaction was high, and concrete proposals were made to strengthen inclusion, thematic depth, and active participation.
Introduction: Adopting an asset-based approach to health can promote sexual education in the context of sexual and reproductive health. This is important because it helps young people learn effective strategies for changing their sexual behaviour. Objective: To explore the experiences of those who took the online sexuality course in order to identify content gaps and propose improvements for its redesign. Material and method: Qualitative study with a phenomenological perspective. Semi-structured interviews were conducted with students who took the course between 2023 and 2024 (n = 8), and open-ended responses from a satisfaction survey on the Canvas platform (n = 938) were analysed. Content analysis was performed using ATLAS.ti. The study was evaluated by two scientific ethics committees. Results: The content was perceived as comprehensive, relevant and transformative, facilitating an in-depth understanding of sexuality and dispelling taboos. It was suggested that STIs, contraception, gender diversity, and sexuality in people with disabilities be explored in greater depth. The asynchronous methodology and digital resources (videos, infographics, and podcasts) were highly valued for their flexibility and dynamism. However, there was a suggestion to incorporate synchronous elements or practical workshops. Participants reported an increase in knowledge, greater confidence, reflection on consent, and the adoption of more responsible sexual behaviours. Conclusions: The course had a significant educational impact, promoting empowerment, autonomy, and sexual awareness. Overall satisfaction was high, and concrete proposals were made to strengthen inclusion, thematic depth, and active participation.
Description
Tesis presentada para optar al grado de Magíster en Salud Sexual y Reproductiva.
Keywords
Educación superior, Estudiantes universitarios, Educación sexual, Salud sexual