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Life sciences · Journal article
BMC Medical Education · October 7, 2026
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Abstract Background Sexually transmitted infections (STIs), particularly syphilis, continue to pose a significant public health problem. In addition to medical expertise, communication skills – especially when taking a sexual history – are crucial for providing adequate patient care. Previous studies have shown that medical students often feel uncomfortable and inadequately prepared to take a sexual history. Methods A pre-post evaluation was conducted as part of a STI workshop for medical students ( n = 33). The interdisciplinary workshop consisted of dermatological components (epidemiology, clinical presentation, diagnosis, and treatment of syphilis) and psychological components (stigmatization, self-reflection, and sexual history taking), as well as practical exercises (role-playing exercises to practice taking a medical history based on fictional patient cases and simulation of an intramuscular injection using a model). Data was collected using standardized questionnaires immediately before and after the workshop. In addition to the self-assessment scales, an objective test was undertaken concerning the treatment of syphilis and sexual history taking after the workshop. Results Thirty-three students participated in the workshop, 31 in the voluntary survey and thus constitute the sample analysed. After the workshop, the students reported a significant increase concerning the self-reported knowledge of epidemiology of syphilis, clinical symptoms, of diagnostic procedures, and of syphilis treatment, as well as in administering an intramuscular injection. Regarding sexual history taking, the students’ answers concerning knowledge of the content, confidence while taking a sexual history, and knowledge of relevance of stigmatization increased significantly. Meanwhile, the self-reported embarrassment while taking a sexual history, and the concerns about patients’ feelings of stigmatization decreased significantly. Most participants stated that that the workshop should be implemented into the standard curriculum. Discussion Interdisciplinary teaching formats that combine dermatological and psychological content can help to specifically improve both knowledge and communication skills related to STI care. Teaching these domains together may better prepare medical students for patient-centered sexual healthcare than traditional discipline-specific education.