Table 1.
Characteristics of the studies conducted in Spain.
| Authors/Year | Objectives | Design | Context | Gender Perspective |
|---|---|---|---|---|
| Calles et al., 1990 [42] | To increase young people’s knowledge/raise awareness about sexual health, birth control methods, and sexual health consultations in primary health care. | Qualitative | Educational/School Health | No |
| Amores et al., 1998 [43] | To analyze the ideal characteristics of sexuality consultations for young people. | Theoretical | Primary Care | No |
| Fernández Costa et al., 1999 [25] | To describe and assess the affective-sexual programs published in Spain (1990–1997). | Theoretical | Educational | No |
| Vaqué et al., 1999 [44] | To promote a positive and responsible attitude towards sexual health. | Qualitative | Educational/School Health | No |
| Gómez-Galán et al., 2003 [28] | To evaluate the objectives, contents, and methodology used in the sex education programs in Merida; To evaluate students’ knowledge, attitudes and satisfaction. | Qualitative (focal and nominal groups) | Educational | No |
| De Irala et al., 2008 [24] | To analyze the content of textbooks in the areas of sexuality and reproduction; To evaluate the extent to which these textbooks promote healthy reproductive lifestyles. | Qualitative | Educational | No |
| Rascón et al., 2008 [26] | To analyze sexual education campaigns in Spain from an ethical perspective. | Theoretical | Social-Health care | No |
| Climent et al., 2009 [41] | To describe the different prevailing approaches to the sexual education of adolescents who became pregnant in the context of a particular gender socialization and its relationship with some reproductive behaviors. | Qualitative | Educational | Yes |
| Hernández-Martinez et al., 2009 [33] | To evaluate the effectiveness of a sex education program in the acquisition of knowledge about contraceptive methods and emergency contraception, as well as in changing attitudes to condom use and responsible use of emergency contraception. | Quantitative | Educational | No |
| Claramunt Busó, 2011 [30] | To design a sexual education program (PESex) and assess its effectiveness in adolescents. | Quantitative | Educational | No |
| Sevilla Heras, 2011 [37] | To assess the effectiveness of the SOMOS program: attitudes towards sexuality, attitudes towards masturbation, knowledge and beliefs about sexuality, adherence to the sexual double standard; satisfaction with the program. | Quantitative (quasi-experimental) | Educational | Yes |
| Escribano et al., 2015 [31] | To determine the factors that mediate the consistent use of condoms over the 24-months post-intervention period in adolescents who received the COMPAS program (Competências para adolescentes con una sexualidad saludable). | Quantitative (RCT pre-post 12–24 months) | Educational | No |
| Espada et al., 2015 [38] | To evaluate the efficacy of the COMPAS program compared with a Spanish-culture adapted version of ¡Cuídate!, an evidence-based HIV-prevention curriculum. | Quantitative (RCT) | Educational | No |
| Morales et al., 2015 [40] | To compare data from a 12-month follow-up of the effects of COMPAS, ¡Cuídate!, and control group on sexual risks and sexual behaviors. | Quantitative (longitudinal) | Educational | No |
| Espada et al., 2016 [39] | To assess the effects of COMPAS and compare it with an evidence-based program (¡Cuídate!) and control group. | Quantitative (3-arm RCT) | Educational | No |
| Guerra Marmolejo, 2017 [29] | To explore whether the sexuality education (concepts, attitudes, risky behaviors, STIs, gender-based violence) delivered to adolescents in Malaga is adequate, holistic, positive, and healthy. | Quantitative (ex post facto) | Educational | No |
| Morales et al., 2017 [34] | To identify mediators of the intervention’s effects compared to a control group. | Quantitative (RCT) | Educational | No |
| Conesa Rodríguez et al., 2018 [27] | To analyze the visual and written content of the Sexual Health Portal for young people and compare it with the websites on sexual health from official institutions. | Qualitative | Educational | Yes |
| Sanchez Ramiro, 2018 [36] | To determine the effects of the sexuality education program ‘Face to Face, Heart to Heart’ and analyze the evolution of knowledge and attitudes towards sexuality considering the gender perspective. | Quantitative (Quasi-experimental) | Educational | Yes |
| García-Vázquez et al., 2019 [32] | To apply the ‘Neither ogres nor princesses’ program in Asturias. | Quantitative (Quasi-experimental, longitudinal) | Educational | Yes |
| Morales et al., 2020 [35] | To analyze psychosocial and behavioral changes (sexual experience) at baseline, post-test, and 12- and 24-month follow-ups. | Quantitative (Cluster RCT) | Educational | No |