Continuous education in sexology: the International Online Sexology Supervisors (IOSS) conceptual framework and roadmap

Abstract

Introduction

The necessity for continuous, digitally accessible education in sexology—viewed from an international perspective and adhering to the highest quality standards—has driven the development of the work presented here.

Objectives

The objective of this paper is to enhance understanding of theory-based continuous education in sexology by informing readers about relevant theoretical perspectives and their applications.

Methods

First, we outline 2 foundational models in continuous education to provide context for how they shape adult learning practices. Second, building on these models, we introduce a novel conceptual framework for continuous education in sexology. Third, to exemplify the application of our conceptual framework, we present a roadmap for implementation, along with insights gained from the development of a continuous education platform.

Results

Two of the most prominent models of continuous education are the andragogy and transformative learning models. The key point of the andragogy model is to tailor educational practices to the needs of adult learners, recognizing their existing knowledge and life experiences, promoting self-directed learning, and fostering a collaborative environment that encourages critical thinking and practical application of concepts. The key point of the transformative learning model is to facilitate personal and social change by encouraging learners to critically reflect on their experiences and challenge assumptions. Building upon these 2 models, a new model emerged, namely the International Online Sexology Supervisors (IOSS) conceptual framework for continuous education in sexology. This model posits that continuous education is more effective when driven by intrinsic motivation, and such learning will thrive in environments that promote (1) transformative learning, (2) autonomous learning, and (3) learning embedded in the workflow. In alignment with the IOSS conceptual framework, the IOSS learning platform has been developed, and its implementation roadmap is presented here. This roadmap outlines 10 key components and strategies for content design, instructor recruitment, pricing, marketing, accreditation, evaluation, and technology usability, all working together to create a continuous education learning environment for sexologists.

Conclusion

Learning environments that incorporate the key features of the IOSS conceptual framework are possible. An example of an educational approach that integrates these elements into a cohesive strategy is presented. E-learning can play a significant role in the continuous education of sexual health professionals. We hope that the IOSS model and its applications will spark discussions and encourage relevant initiatives within the field.

Introduction

Learners typically undergo 5 stages: novice, competence, proficiency, expertise, and mastery. Novices tend to follow given rules without considering the context. Intermediate stages involve a blend of rule-following and a growing ability to consider context more effectively. Masters make decisions and take actions intuitively, even in unfamiliar situations. In this context, the purpose of education is to guide learners from novices to masters. However, science is not a static domain, so the idea that “once a master, always a master” doesn’t apply. In medicine and psychology, where there are always new things to learn, being a master today doesn’t guarantee it tomorrow. The introduction of new knowledge and treatments might even bring a master back to a novice level. That’s why continuous education is vital—it’s necessary to maintain the expert status, as the learning journey never really ends.¹

The critical question is, how do we motivate a master to remain a master? How do we motivate a master, one who has already invested thousands of hours to become a master, to engage in continuous lifelong learning?¹ Extrinsic rewards motivate, but the motivation goes away once they are withdrawn.² Unless the rewards are enhanced over time, they reach a saturation point in effectiveness. According to the work of Deci and the self-determination theory,² we can too quickly become dependent on extrinsic rewards for our motivation. Maintaining the status of a master or expert is not an easy task.

And what about intrinsic motivation? Are those intrinsically motivated to learn inherently different from those who aren’t? The answer is that they are not. It seems that the environments play a significant role in fostering intrinsic motivation.¹ A recent meta-analysis showed that all online continuous education programs included in the study increased the students’ intrinsic motivation.³ What are the characteristics of learning environments that can foster intrinsic motivation for sexologists? To remain lifelong masters, we must develop learning environments that encourage a passion for continuous learning and professional development.

Aim and rationale

Although the exact number of sexologists worldwide is unknown, it is estimated that there are tens of thousands of trained and practicing sexologists globally. In most cases, these professionals provide sexology counseling and treatments either as their focus or as an integrated part of their therapeutic service. The need for continuous, digitally accessible education in sexology, with an international perspective and the highest quality standards, triggered the development of the work presented here. The primary aim of this paper is to facilitate an understanding of theory-based continuous education in sexology by informing readers about relevant theoretical perspectives and practical applications. Through this exploration, we hope to inspire further dialogue and innovation in the field of continuous education in sexology.

Method

First, we elucidate 2 foundational models of continuous education that inform our approach: Andragogy and Transformative Learning. Andragogy addresses the self-directed and context-driven learning needs of adult professionals, making it particularly relevant for continuous education in sexology. Transformative Learning facilitates critical reflection and experiential learning, which are essential for navigating the multifaceted dimensions of sexuality and managing personal biases. Together, these models foster a commitment to lifelong learning and form the theoretical foundation of this study.

Second, building on the insights derived from these educational models, we developed an innovative conceptual framework aimed at enhancing the educational experiences of sexologists. This framework highlights key elements of learning environments that promote intrinsically motivated learning while suggesting essential objectives and characteristics for such environments.

Finally, to illustrate the application of our conceptual framework, we provide insights from the development of the International Online Sexology Supervisors (IOSS). This digital educational initiative exemplifies how the core features of our framework can be integrated into a cohesive educational approach, potentially facilitating similar and advanced initiatives in the field.

Results

Laying the foundation

In exploring continuous education within the field of sexology, it is essential to ground our understanding in established learning theories that inform effective educational practices. Although several theories have been presented,⁴ 2 models that serve as the foundation for continuous education are andragogy^5–7 and transformative learning.^8–10 These models provide critical insights into creating a learning environment that nurtures continuous education.

Andragogy, a term advanced by Malcolm Knowles, refers to the theory and practice of adult education that acknowledges the inherent differences between adult learners and children. In Knowles’ seminal work,⁵ he delineated the principles underlying effective adult learning, fundamentally asserting that adults are distinctively self-directed in their educational pursuits. This self-determination is a hallmark of andragogy, suggesting that adults have a clear desire to take charge of their learning experiences. They are motivated to engage more deeply in the learning process when given the autonomy to decide what they want to learn, how they wish to learn it, and the timing of their educational activities.

Another critical aspect of andragogy is that adult learners often have a rich reservoir of professional experiences, which they bring to the learning environment.⁶ These experiences are not merely background knowledge; they are essential resources for enhancing the educational process. Adults relate new information to their professional experiences, which facilitates a more profound understanding and retention of the material. This experiential learning creates opportunities for meaningful discussions, allowing learners to share their perspectives and insights, thereby enriching the overall learning experience.

Additionally, the principle of readiness to learn emphasizes that adult learners are typically motivated by immediate relevance. They are more inclined to engage with material they perceive as directly applicable to their personal or professional lives. In this context, adults prefer to learn through problem-solving approaches rather than passive content consumption.^11,12 They seek knowledge that can help them effectively address real-world challenges, which makes problem-oriented learning particularly appealing.

In essence, andragogy fosters a learning environment that supports adult autonomy, utilizes professional experiences, promotes readiness for applicable knowledge, and emphasizes problem-solving strategies.

Transformative learning, as articulated by Jack Mezirow, represents a dynamic educational process that focuses on how individuals can fundamentally alter their perspectives through critical reflection and experiential learning.¹⁰ Central to this model is the notion that learning can serve not just to acquire new knowledge but to induce significant changes in how individuals perceive and engage with the world around them. This process encourages learners to critically examine their assumptions, long-held beliefs, and values—often referred to as their “frames of reference.”

Critical reflection is the cornerstone of transformative learning.⁹ When learners engage in this reflective process, they intentionally question the validity of their existing assumptions and consider alternative perspectives. This critical examination fosters a deeper understanding of the influences that shape their beliefs and behaviors. Through this lens, transformative learning not only enhances knowledge but also promotes personal growth and social understanding, which are essential for managing complex societal issues.

Dialogue plays a pivotal role in facilitating transformative learning.^9,13 Engaging with others in dialogue creates a supportive environment that encourages open exchanges of ideas, challenging existing viewpoints, and exploring new possibilities. This interaction can lead to richer insights and foster a sense of community among learners, which can be particularly important in collaborative educational settings.

Furthermore, the model highlights the importance of experiential learning—learning by doing.¹⁰ Direct experiences provide the concrete context within which individuals can reflect, analyze, and integrate new insights into their understanding. These experiences often serve as pivotal moments that trigger transformative insights and drive personal change. The critical role of experiential learning has also been described by others beyond the specific model.¹⁴

In the context of transformative learning, continuous education serves as an effective way to encourage critical thinking, promote professional growth, and enhance understanding of complex social issues.

The IOSS conceptual framework

Drawing from the principles of andragogy and transformative learning, the IOSS framework seeks to highlight the essential elements of continuous education in the field of sexology (Figure 1). The focus of the IOSS conceptual framework for continuous education in sexology is the creation of learning environments that foster intrinsic motivation and a love for learning. The IOSS framework posits that intrinsically motivated learning will be developed and maintained within learning environments that foster (1) transformative, (2) autonomous, and (3) embedded into the workflow learning.

Figure 1.

Continuous education in sexology: International Online Sexology Supervisors (IOSS) conceptual framework.

Transformative learning

Love for learning is evoked within transformational learning environments (Figure 1).^15,16 These are designed not only to transmit new knowledge and skills (which is what most learning environments strive for) but also to continuously awaken the learner to new ways of perceiving and examining the world of sexuality. The field of clinical sexology and therapy is characterized by its ever-evolving nature, where new research findings, therapeutic approaches, and ethical considerations constantly shape the landscape, requiring agility and depth of knowledge to navigate the complexities of contemporary sexual health issues. Transformational learning in sexology induces a profound change in the learner’s thoughts and emotions related to the subject matter.¹⁷ Such learning experiences are often sparked by moments of sudden insight, prompting the learner to reflect on the revelatory knowledge they have gained. With transformative learning experiences, learners are different afterward in ways they and their clients can recognize.¹⁷ If transformative learning is effective, it will be evidenced in the learner’s clinical practice.¹⁸

In this respect, the IOSS framework of continuous education in sexology suggests learning experiences that employ the following instructional strategies:

• Transmitting scientific knowledge and skills of high relevance to clinical practice.

• Inspiring and triggering moments of insight (aha moments).

• Emotionally engaging learners to the subject matter.

• Fostering clinical thinking, reflection, and discourse.

Autonomous learning

The IOSS framework suggests that autonomy is critical to developing intrinsic learning motivation (Figure 1).¹⁹ Autonomy refers to both the learners and the learning providers, that is, (1) the former adopts a self-directed approach, and (2) the latter adopts a pluralistic approach.

When learners are self-directed, they take the initiative, with or without the assistance of others, in diagnosing their learning needs, formulating learning goals, identifying resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.²⁰ When each professional feels free and responsible not only for selecting what to learn and from whom but is also the one responsible for assessing the outcome (rather than a teacher being responsible for assessing the outcome), it is more likely that the education will be relevant to their professional experience and needs. In simple terms, the freedom to set individual learning goals and determine the value of what is learned is more likely to make the experience highly relevant to one’s clinical practice. Self-directed learners have a greater and more purposeful motivation and tend to apply, to a greater extent, the knowledge they have learned.^5,21

Autonomous learning requires the course directors to adopt a pluralistic perspective. Such a perspective embraces diverse intellectual viewpoints, allowing for the presentation and discussion of various theories and scientific results. It values and integrates a wide array of therapeutic approaches, avoiding the dominance of any single school of thought. Additionally, the course directors would remain open to new ideas and global practices, free from theoretical, organizational, associational, or geographical restrictions.²²

The IOSS framework of continuous education in sexology suggests learning environments:

• That encourage learners to autonomously select what to learn, reflect on it, and assess its usefulness.

• Where learning providers adopt a pluralistic perspective with respect to what is being taught and by whom.

Learning in the flow of work

Termed by Josh Bersin in 2018, “learning in the flow of work” is a new phrase based on a long-researched concept (Figure 1).²³ It involves providing employees access to learning opportunities integrated into their ongoing work processes. In simpler terms, it means offering training content exactly when and where needed without requiring individuals to divert their attention from their current tasks. The fundamental idea behind this concept is that learning becomes more effective when woven into an employee’s daily routine rather than disrupting it. When learners receive information in the context of their work, they can immediately apply it and then return to their regular tasks. The outcome is a heightened level of engagement with training, increased productivity, and a more substantial return on investments made in training.²⁴

The IOSS framework suggests that continuing education will be more effective if it is integrated into the flow of work and has the following characteristics:

• Relevant to clinical work and immediately applicable.

• Available on demand with the possibility to easily find and choose what one needs.

Discussion

It is crucial for sexologists to engage in professional development to meet ethical and professional standards, stay up to date with the latest research and clinical techniques, and continue being inspired and knowledgeable. While various national training models for sexologists exist worldwide,²⁵ opportunities for continuous education specifically tailored to clinical sexologists remain limited today. Conferences organized by national and international scientific organizations are the most important and well-established form of continuous education for sexologists. However, they often require travel and significant funding, making them accessible only to a minority of professionals who can afford it. National conferences may be more affordable but often lack an international perspective. The pandemic has opened opportunities for e-learning, which has expanded access to continuous education for sexologists. Although these initiatives are valuable, they do have important weaknesses:

• Most e-learning continuous education possibilities were not created intentionally but emerged as a response to the pandemic crisis and are not theory-driven.

• Most of them have a broad target audience of sexual health professionals with diverse needs, which can result in a lack of specificity and tailored content. For example, these initiatives may target surgeons, urologists, and sexologists with different needs and levels of expertise.

• Often, e-learning initiatives rely on a limited number of faculty members to create educational materials, which may not always align well with the audience’s learning needs and may lack a systematic approach to producing new material.

• The content may be more influenced by the speaker’s intentions than by a careful consideration of the learners’ educational requirements.

A roadmap for continuous education in sexology based on the IOSS conceptual framework: the IOSS platform.

An initiative created based on the fundamental features of the IOSS conceptual framework is the IOSS online platform, which could serve as an example of a learning environment fostering autonomous, transformative, and workflow learning (Figure 2). Below, we present this to share the experience of IOSS and hopefully facilitate similar and advanced initiates.

Figure 2.

Continuous education in sexology: International Online Sexology Supervisors (IOSS) implementation roadmap.

Education

The ultimate purpose of the IOSS platform is to optimize the learners’ sex therapy sessions, fostering the necessary skills to facilitate significant therapeutic advancements for their clients. It aims to serve those pursuing sexology and those already in the field as an extensive knowledge resource. The primary educational services of IOSS are:

• (1) A video library: a collection of continuously updated instructional, informational, inspiring, and engaging video lectures. The IOSS video library offers over 100 hr of video lectures, with new content added twice a month, focusing on enhancing clinical practices in sexology. Educational content is delivered in 5 formats: state-of-the-art lectures, instructional courses, clinical case discussions, inspirational talks, and new clinical findings. The platform also features user-friendly tools for easy content navigation and personalized note-taking, enhancing the overall learning experience.

• (2) Online clinical supervision: goal-oriented, developmental, flexible, culturally competent, and self-reflecting sessions. Online clinical supervision at IOSS involves real-time discussions of clinical cases to enhance supervisees’ skills. It offers various formats to meet different educational needs, including Thematic Supervision, where learners choose from 12 themes with expert supervisors; Structured Supervision, which provides long-term guidance from multiple supervisors on a set curriculum; and Flexi Supervision, allowing learners to select their preferred supervisors and topics for a more personalized approach. An additional format is—the Hop-on Hop-off Supervision. Themes, dates, and international supervisors are scheduled beforehand, and participants can book as many sessions as they want according to their needs and interests, thus incentivizing their autonomy. Sessions are conducted in small groups (3-5 sexologists) to discuss the participants’ cases.

Other educational services of IOSS include real-time participation in lectures, reading material, and bootcamps. The latter are structured online group discussions designed to promote reflective learning among participants by encouraging them to analyze new information from the video library. These sessions facilitate a shift from reflection to discourse, enhancing understanding through real-time interactions with educators and peers. This collaborative environment supports the integration of knowledge into each learner’s existing understanding.

Instructors

IOSS takes a dynamic approach to instruction, choosing not to rely on a fixed faculty for all subjects. Instead, after defining the subject to be taught, the most relevant instructors are sought. Instructors are selected solely based on their demonstrated expertise in the specific topic they will teach, prioritizing their deep knowledge, passion for the subject matter, and teaching skills. The selection process is free from any biases, such as nationality or gender. Instructors remain independent collaborators with the educational platform. Presently, IOSS works with more than 60 experts, each holding academic positions, representing diverse affiliations, countries, and schools of thought, all with varied scientific backgrounds. IOSS’s faculty continues to grow as new material is continuously added.

Learners

IOSS defines its target population of learner sexologists primarily as Mental Health Providers who are dedicated to clinical sexology and have received specialized training. Secondarily, it includes Health Care Providers who are partially engaged or involved in the field, albeit with varying levels of competence in sexology. IOSS welcomes learners from diverse backgrounds, with no geographical, ethnic, nationality, or other restrictions beyond the requirement to be able to communicate in English.

Evaluation

IOSS measures user consumption through various metrics, including active users, new users, churn rate, returning visitor rate, retention rate, and user engagement. To evaluate the learning experience and assess user needs, IOSS conducts online focus groups and surveys, collects digital ratings for video lectures through a 5-point Likert scale, and performs periodic assessments on lecture effectiveness and quality. These strategies help identify educational needs and ensure the platform continually meets user expectations.

Continuing education credits

IOSS materials are accredited for continuing education credits by the American Psychological Association, the Accreditation Council for Continuing Medical Education (ACCME), and the American Association of Sexuality Educators, Counselors, and Therapists. While these accreditations are based in the United States, ACCME credits are also recognized in Europe, broadening their applicability. Despite the platform’s primary focus on promoting autonomous and self-directed learning, IOSS is working to incorporate additional accreditation options to cater to the needs of sexologists requiring specific continuing education credits for license and credential maintenance.

How is IOSS inducing transformative learning?

Three features of the IOSS platform create transformative learning experiences: (1) education that is relevant to clinical practice, (2) education that is emotionally engaging and inspiring, and (3) learning opportunities designed for reflection and discourse.

Relevant to the learners’ clinical practice

All educational material is designed to optimize the learners’ sex therapy sessions, fostering the necessary skills to facilitate significant therapeutic advancements for their clients. The focus is on translating even the most intricate research and fundamental science data into practical knowledge that can be applied to clinical practice. To ensure that the learning is relevant to clinical practice, the following occur: (1) Close collaboration between course providers and instructors to define learning objectives, select appropriate delivery methods, and design content; accordingly, (2) Multiple opportunities for learners to express their learning needs and suggest relevant topics (focus groups, surveys, and assessments); (3) Rating of the lectures’ usefulness to their clinical practice.

Emotionally engaging and inspiring

The main feature of IOSS that ensures emotionally engaging and inspiring learning is IOSS’ instructors. IOSS instructors are typically some of the most distinguished scientists and innovators in the field of sexology worldwide. They are deeply passionate about knowledge, and their profound expertise results from lifelong dedication and continuous learning. IOSS’s approach allows the learners to often receive instruction on established concepts directly from the very individuals who originated them. The charisma of these personalities, coupled with their high scientific knowledge and clinical experience, makes their teaching emotionally engaging, inspiring, and insightful.

In addition, 1 of the 5 formats, the inspirational talks, is specifically designed to stimulate sexologists, encouraging them to think critically and out of the box. They feature interviews with renowned sexologists discussing the fundamental principles, values, and ethical standards that have guided their professional journeys. The inspirational talks also feature interviews with individuals who may not be scientists but have inspiring stories to share related to sexuality. For example, people with physical disabilities talk about their journey of experiencing their sexuality.

Reflection and discourse

While a video library offers valuable clinical educational resources, applying this knowledge in clinical practice often requires reflection and discussion. A truly transformative learning experience will change one’s practice. However, for this to occur, learners need to have the opportunity to analyze the new information they received through the library and confirm their understanding. IOSS facilitates this integration through the bootcamps and the clinical supervision sessions. This provides space for reflection and to directly discuss critical issues and experiences with the faculty. This context also helps clinicians recognize and work on their assumptions, prejudices, and pitfalls they may be falling into.

How is IOSS inducing autonomous learning?

Autonomous learning is central to the conceptualization and development of IOSS. IOSS is based on self-directed learning and professionalism rather than professionalization, meaning that the learners’ needs rather than the pursuit of credentials and certifications guide the learning experiences.²⁶ Learners can follow their own timeline: begin their learning experience at any point in time, select a personalized set of courses, complete the courses at their own pace, revise them whenever needed, and halt the learning process independently.

The concept of self-directed learning does not imply “free rein” for learners in their learning. Instead, self-direction refers to learners’ active and responsible involvement in choosing their learning paths, setting goals, and self-monitoring their progress and motivation to continue learning along the way.²⁷ In continuous education, learners are adults who have already gone through official learning environments. In this respect, assessment at IOSS does not refer to internally or externally defined tests or projects (except for claiming CE credits). At IOSS, evaluators are the learners themselves.²⁸ They are considered experts in assessing the usefulness of the educational content and processes because they belong to the target group. Assessment refers to the usefulness, applicability, and value of the educational processes based on the learners’ assessments and consumption behavior.²⁸

A pluralistic perspective with respect to what is being taught and by whom is another central feature that facilitates autonomy. In contrast to many traditional educational institutions that rely on in-house faculty, IOSS adopts a global faculty approach. Instead of being confined to a specific set of educators within the institution, IOSS utilizes the expertise of instructors from around the world. This approach broadens the perspectives and knowledge available to learners, providing a diverse range of insights and experiences. The global faculty model not only enriches the learning environment but also ensures that learners benefit from a wealth of expertise, fostering a more comprehensive and globally informed educational experience. In addition, IOSS’s approach fosters the inclusion of multiple schools of thought in education. The diverse faculty from around the world introduces a multitude of teaching philosophies and methodologies. This enhances the educational experience’s richness and ensures that learners are exposed to a broader spectrum of ideas, promoting critical thinking and a well-rounded understanding of sexology.

IOSS course providers offer education free from institutional constraints, market pressures, and stakeholder influences. This approach provides several benefits. Firstly, it allows for an unbiased and objective content presentation, ensuring that educational merit rather than external interests drive the material. Secondly, it fosters a dynamic and adaptable curriculum, enabling fast incorporation of the latest advancements and insights without bureaucratic hindrances. Finally, the absence of any external pressures promotes a learner-centric focus, tailoring the material to meet the educational needs and goals of the participants rather than other agendas.

Which features of IOSS foster learning in the flow of work

IOSS was conceptualized and developed as a tool for sexologists’ daily clinical practice that would not require time away from the office. All material is relevant to clinical practice, and working with the lecturers ensures that all productions are translated to assist clinicians. In addition, several videos summarize key findings from basic science or the medical domain in such a way that the knowledge can be utilized by sexologists even without a medical or basic science background. Learners can conveniently utilize the library anytime from their computer or mobile device. With the aid of content organization tools, they can effortlessly locate the information they require, saving valuable time. Additionally, they can access their notes and revisit videos for a quick knowledge refresh.

Challenges and successes in learners being driven by intrinsic motivation

The primary obstacle is figuring out how to spark the initial interest and engagement. How will one be motivated to engage in the first place? To encourage this process, IOSS used three strategies. First, continuous credits from some of the most relevant organizations are provided. This employs extrinsic motivation that learners are familiar with and could be used as an incentive for learners to initially engage with the platform. Second, the possibility to engage through a weekly free period would encourage learners to try a new concept of learning. Third, to further bolster engagement, social media campaigns were developed to foster an active and intentional pursuit of continuous education. Despite major organizations, such as the World Association for Sexual Health, explicitly highlighting the need for professionals to engage in continuous education,²⁹ professionals often fail to prioritize the culture of actively seeking ongoing learning. Activating initial interest and engagement with a learning environment such as IOSS presents a considerable challenge.

Key questions remain regarding IOSS’s success in fostering intrinsic motivation for continuous education in sexology. While definitive answers are lacking, initial observations offer some insights. The majority of subscribers do not claim available continuing education credits, and those who do often purchase credit bundles rather than accessing the entire library. This suggests the potential existence of 2 learner types: those primarily intrinsically motivated and those primarily focused on accreditation requirements. However, further research on IOSS data is needed to confirm this. It is also unclear whether IOSS attracts intrinsically motivated learners or if it triggers this motivation. Our observations indicate that a significant portion of users are already intrinsically motivated, aligning with IOSS’s focus on fostering a love of learning. Future research will explore whether IOSS can cultivate intrinsic motivation in other users.

To understand how learners utilize the platform, we employ various strategies to track usage patterns and gather feedback. We observe a spectrum of user profiles, from high to low consumers of content. Learners use IOSS to address specific clinical problems, integrate content into their work schedules, or access material during their free time. Ratings of lectures and their clinical usefulness indicate that the platform’s resources are utilized within clinical practice irrespective of a user’s consumption profile. These questions will be addressed through methodologically sound studies, which are currently planned, and we hope to report on this data in the future.

Future steps

According to the Guiding Principles of the World Association for Sexual Health, “Sexologists shall have appropriate professional preparation and maintain an ongoing commitment to continuing education.”²⁹ In addition, The European Society for Sexual Medicine published statements on E-learning for sexual health and clearly stated that it can enhance educational opportunities for sexual health providers in various ways, such as by enabling them to acquire specialized knowledge from experts in specific areas, thus not limited by geography.³⁰ However, there is a gap in the literature regarding online continuous education programs, their theoretical models (if available), and their effectiveness. In this paper, we presented the IOSS framework and shared the continuous education strategies applied by IOSS to encourage discussion and possibly inspire related initiatives within the field. At the same time, there is a need to assess the effectiveness of various features of continuous education programs and to develop mechanisms that can support and enhance such initiatives, ensuring they remain relevant and impactful in helping sexual health professionals maintain their expertise.

Conclusion

The IOSS framework for continuous education in sexology offers an innovative and pioneering approach to addressing the challenges of motivating experienced professionals to engage in lifelong learning. Emphasizing transformative, autonomous, and workflow-based learning, IOSS goes beyond traditional education models to create a learning environment designed to trigger intrinsic motivation.

The IOSS framework rests on 3 fundamental pillars, each contributing to establishing a learning environment that enhances intrinsic motivation. Transformative learning experiences lie at the core, as IOSS integrates emotionally engaging content, moments of insight, and a focus on fostering clinical thinking. The pillar of autonomous learning is prominent. It enables sexologists to seize control of their educational journey through a self-directed approach, a pluralistic course design perspective, and a flexible pricing model that encourages individualized learning paths. Recognizing the significance of learning within the daily practices of sexologists, IOSS ensures the integration of relevant, immediately applicable content in one’s daily work without requiring planning and time outside. Together, these 3 pillars of transformative learning, autonomous education, and learning in the flow of work shape the unique and comprehensive approach of IOSS, guiding professionals in sexology towards continuous mastery and growth.

E-learning can play a significant role in the continuous education of sexual health professionals. We hope that the model and experience of IOSS can initiate discussion and encourage relevant initiatives within the field.

Funding

None declared.

Conflicts of interest

Paraskevi-Sofia Kirana and Francesca Tripodi are co-founders of International Online Sexology Supervisors.