Abstract
Sex education is recognized as an important area of health professional training. Most of the educational programs reviewed here were for medical students and were varied in timing, duration and stated goals, the latter rarely expressed as operationalized objectives or based on needs assessments. Teaching was multimodal with the small group format being the most commonly used. There was, however, very little emperical evidence for this selection. Most program evaluations reported were based on pre- and posttests utilizing preestablished questionnaires, with little consideration to their conformity to program goals. This review indicates the need for careful planning and evaluation of sex education programs for health professionals, based on needs assessments and clear aims and objectives.