Table 1 Study characteristics

Cushing A, England, [55]

To evaluate the impact of an intensive short workshop on attitude, intention, and behavior relating SH communication

N = 219, fourth-year medical students

Pre-post intervention with one year of the cohort

EPHPP^a—2

The half-day workshop with interactive methods included a brief introductory lecture, small group discussion, role-play on four scenarios, and received feedback

Athanasiadis L, Greece, [57]

To test the effectiveness of an ED management workshop

n = 100(pilot study)

N = 600 (n = 50/workshop, 12 workshops in total)

Health professionals from five medical specialties

Pre-post evaluation

EPHPP^a—3

The 7-h workshop included four parts:

Part one: online module

Part two: small group workshop

Part three: two presentations

Part four: large group workshop

Gianotenn WL, Netherlands [56],

To evaluate the multidisciplinary rehabilitation team workshops (discipline-specific and team-specific training) for improving knowledge and communication skills

N = 302 rehabilitation professional staff

Pre-post evaluation with four months follow-up

EPHPP^a—3

Six sessions of three hours, with three weeks intervals. Various didactic methods were used, including lectures, discussions, role-playing sessions, simulation of cases, and simulation of team meetings. Homework and practice were included

Rosen R, USA, [25]

To evaluate the effectiveness of the intensive workshop on residents’ communication skills and management of sexual problems (Pilot study)

N = 34, residents from different disciplines

Pre-post evaluation, with six month’s follow-up

EPHPP^a—3

A half-day intensive workshop with interactive content

Loeb DF, USA, [26]

To evaluate the impact of the intervention on clinical practice

N = 25, medical residents

Pre-post intervention

EPHPP^a—3

Three-week intervention, consisted of didactic lecture and role-play scenario

Zabar S, USA [27],

To evaluate the impact of the intervention on communication skills, screening practice, and patient satisfaction

N = 21 health professionals from different disciplines

Pre-post intervention

EPHPP^a—3

Five 2-h workshops with 2–6-week intervals

Interactive teaching methods included lectures, discussions, video demonstrations, and simulations

Wiskin C, UK, [53]

To evaluate the impact of the intervention on students’ attitudes toward STI patients

N = 299, second-year medical students

RCT

EPHPP^a—2

Rope-play activity and written vignette

Kennedy KM, Ireland, [58]

To evaluate the effectiveness of educational strategies addressing sexual violence

N = 105, third-year medical students

Pre-post test online evaluation

EPHPP^a—3

2-h interactive lecture

Sung SC, Taiwan, [44]

To evaluate the effectiveness of the intervention on students’ knowledge, attitudes, and self-efficacy related to sexual health care

N = 190, senior nursing students

Quasi-experimental with intervention and control group

Pre-post evaluation with 5-week follow-up

EPHPP^a—2

12-week educational program with interactive methods, including lectures, teacher instruction, group discussion, role-play exercises, case analysis, value clarification, brainstorming, modeling, testing, visual media, pictures, reflection report

Kim JH, Korea [52],

To evaluate the effectiveness of the online intervention on sexual health competencies

N = 32 registered nurses

RCT with intervention and control group

Post-test: 3 months after the intervention

EPHPP^a—3

The 8-week e-PBL methods consist of eight tutorials (2 h. each) with online discussion

Wang LY, USA, [28]

To evaluate the effectiveness of short sexual health training on the comfort level in female cancer

N = 110 health professionals from different disciplines

Pre-post test, with 3,6 months follow-up

EPHPP^a—3

Short training (30–45 min) included deductive methods of educating and communication skills training

Kim M, Korea, [45]

To evaluate the effectiveness of S-PBL on nursing students’ sexual knowledge. attitudes and gender role perception

N = 47 nursing students

Pre-post test

EPHPP^a—3

6 h. training program for all students

S-PBL (4 h.) session only for the experimental group

Different learning methods were used: didactic lectures, case study analysis, group discussion, a debriefing session

McBain L, New Zealand, [54]

To evaluate the effect of a simulation training program on performing clinical skills

N = 84 five-year medical students

A quasi-experimental, pre-post, and focus group evaluation (1-year cohort)

EPHPP^a—3

Online learning

Practical session (4 h.)

Neff A, USA, [29]

To evaluate the effect of PBL⁴ on knowledge, attitude, and skills to care for LGBTQ, gender–nonconforming, and DSD community

N = 155 The first-year medical students

Pre-post test

EPHPP^a—3

One lecture and patient panel

Cooper MB, USA, [30]

To evaluate the effectiveness of LGBTQ training on students’ knowledge

N = 63 third-year medical students

Pre-post test

EPHPP^a—3

1 h. didactic lecture

Cummins AM, Australia, [46]

To evaluate the effectiveness of two workshops on improving personal and professional attitudes on sensitive topics

N = 53 first-year midwifery students

Pre-post survey test

EPHPP^a—3

Two interactive workshops

First, at the beginning of the semester (before the clinical experience)

Second, after the clinical settings

Micheal S, Australia, [59]

To evaluate the effectiveness of sexual health training on knowledge and general perspective

N = 121 third-year medical students

Pre-post test

EPHPP^a—3

2 h. session

Flipped classroom method included:

The online component (mini-lecture of 5–8 min before the session)

Face-to-face session structure (5 topics)

Taylor LE, USA, [31]

To evaluate the Child Sexual Abuse Training Program on nursing students’ knowledge

N = 119 nursing students

Pre-post test

EPHPP^a—3

2 h. workshop with interactive teaching methods

Ross MW, Tanzania, [47]

To access the sexual confidence change following the intervention

N = 78 nursing and midwifery students

Pre-post test

EPHPP^a—3

2-day workshop on sexual health with the following interactive methods:

Lectures, interactive sessions, dyads for sexual history-taking practice, small group discussion

Shroff S, USA, [32],

To evaluate the impact of the sexual history curriculum on students’ proficiency

N = 21 medical interns

Pre-post test

EPHPP^a—3

4 h. curriculum on sexual history taking on STI counseling

Interactive teaching methods were used

Stumbar SE, USA [33],

To evaluate the impact of the intervention on increasing knowledge of LGBTQ sexual health

N = 90, second-year medical students

Pre-post test

EPHPP^a—3

2 h. intervention included a case-based lecture and patient panel

Frasca K, USA, [34]

To evaluate the impact of the intervention on HIV prevention knowledge

N = 34 internal medicine residents

Pre-post test

EPHPP^a—3

Two 4-h. online sessions

Salkind J, UK, [60]

To evaluate the effectiveness of compulsory training on improving knowledge on LGBTQ sexual health

N = 433, fifth-year medical students

Pre-post test

EPHPP^a—3

A half-day program included a lecture, patient panel, and clinal scenarios

Grova MM, USA, [35]

LGBTQ sexual health training

N = 27, general surgery residents

Pre – post-test, with 6 weeks of cohort

EPHPP^a—3

2-h. training included didactic methods and case scenarios

Natan S, USA, [36]

Trauma – informed training course

N = 21 APN nursing students

Pre – post test

EPHPP^a—3

2 – day course involved didactic methods and simulation

Ng AH, Hong- Kong, [48]

To evaluate the effectiveness of educational intervention in enhancing nursing students’ knowledge and attitudes regarding sexuality in older age

N = 222, first-year nursing students

Intervention group = 169

Control group = 53

Pre-post test

EPHPP^a—3

7-h educational program consisted of one 3–5 lecture and 2-h group seminal presentations and discussions

Unal Toprak F, Turkey, [49]

To evaluate the effect of sexual health courses on the level of sexual reproductive health knowledge and myths

N = 130 third-year nursing students

Pre-posttest control group quasi-experimental study, with 1-week follow-up

EPHPP^a—3 (no sample size calculation)

Sexual health elective course, 14-week (42-h, curriculum) training program, 3 h. per week

The course content was delivered in classroom format and consisted of the lecturer, student-prepared case studies, and video material

White BP, USA, [37]

To evaluate the effectiveness of comprehensive sexual health courses on improving knowledge, comfort, preparedness, and confidence level

N = 94, graduate nursing students

Pre – post test, with control group

EPHPP^a—3

Teaching methods included didactic quest lectures, clinical role-playing scenarios, videos, case studies, online discussions, small group discussions, and reflection

Friedlander R, USA, [38]

Evaluation of reproductive and sexual health curriculum on improving attitudes, comfort, and knowledge

N = 12 (classroom format)

N = 23 (online format), medical physician assistant students

Pre- post test

EPHPP^a—3

The workshop consisted of five- sessions delivered twice: classroom and online setting

Mahabamunuge J, USA, [39]

To access the impact of a student-led lecture series on medical students’ comfort levels when dealing with diverse sexual health content

The study participants were graduated medical students from two consecutive academic years

N = 847 (2018—2019)

N = 862 (20,191—2020)

Pre – post-test

EPHPP^a—3

The seminar on “Gender and sexuality in medicine), consists of didactic lecture

Ojo A, USA, [40]

To evaluate a novel curriculum on students’ knowledge, comfort level, and skills about reproductive injustice

N = 68 senior medical students (third & fourth year)

Pre – post test

EPHPP^a—3

The 2-h session was delivered as a part of the broader mandatory Essentials II Medicine course of 4 weeks

The intervention included a prerecorded video, an article, and interactive cases

Ross MW, USA, [41]

To evaluate the impact of long-term sexual health education on knowledge, counseling skills, and attitude change

N = 74, first-year medical students

Pre-post test with

16 weeks of cohort

EPHPP^a—3

The 1-semester course involved interactive teaching methods: didactic lectures, panels and tutorials, a video app with feedback, OSCE

Roth LT, USA, [42]

To evaluate the effectiveness of a long-term LGBTQ sexual health curriculum on changes in knowledge, comfort, and self-reported clinical impact

N = 70 medicine residents

Pre- post-test

EPHPP^a—3

One-year curriculum with interactive teaching methods: didactic and case-based sessions

Sarpkaya Guder D, Cyprus, [50]

To evaluate the effectiveness of sexual health course on students’ level of beliefs on sexual myths

N = 191 third-year nursing students

Pre-post semi-experimental study

EPHPP^a—3

Half of the course consists of face-to-face and online format

Bear MD, USA, [43]

To evaluate the effectiveness of a short online module lecture vs an in-class lecture on students’ attitudes and knowledge toward LGBTQ population

Year 1: N = 283 pharmacy students (online module)

Year 2: N = 273 Pharmacy students (in-class module)

Pre- post-test

EPHPP^a—3

Online module and in-class materials

Mert – Karadas M, Turkey, [51]

To evaluate the impact of a practical communication educational program on students’ knowledge, attitudes, and ability to promote sexual health assessment

N = 48, 4^th year nursing students

Quasi-experimental (single group pre-posttest) study

EPHPP^a—3

The 8-week online educational program focused on the reproductive health of LGBTQ individuals and consisted of lectures, discussions, film display and analysis, sample video display and analyses, role-play activities, and standardized patient interviews