1) Introduction

a) Background

2) Study Planning

b) Aims and objectives

a) Type of study

b) How to develop the study

I. Participants’ selection

II. Questionnaires analysis

III. Conclusions

• The development of contraceptive methods allowed

and induced the change of social and cultural patterns,

improving peoples' quality of life and health.

• Today more than 550 million couples

are using contraceptive methods.1

• The large-scale use of contraceptives triggered the most

powerful revolution ever seen in reproductive health and

gender equity.

a) Background

1) Introduction

1.Diczfalusy E. Contraception and society. Eur J Contracept Reprod Health Care. 2002 Dec;7(4):199-209.

In the last 20/30 years:

Information about new contraceptive methods has severely

increased.2

STD infection rates among young people has been rising

considerably, chiefly due to misinformation and unawareness. 2

This “information boom” leaded to incorrect concepts and

myths.2

2. Segal SJ. Ann Med. Trends in population and contraception.1993 Feb;25(1):51-6

• analyse the level of knowledge of UP’s students regarding contraception;

1. age / university environment;

b) Aims and objectives

• analyse the possible influence of some factors in that knowledge;

2. gender;

3. faculty;

4. source of information;

2) Study Planning

a) Type of study

• To achieve the aim of this project, an observational transversal

study was designed.

• After choosing two colleges, a “randomly groups’ sample” was

administrated to subjects.

Advantages: conclusions taken with rapidity/promptitude

Disadvantades: the information produced is limited

• Participants were separated into subgroups by selected characteristics,

such as attended Faculty, year of study and gender.

• We studied 131 students:

approximately 65 students from each Faculty: Faculdade de Medicina da Universidade do Porto and Faculdade de Economia da Universidade do Porto.

The students inquired were from the first grade.

In this subgroup of 65 students we had a representative sample of each gender.

I. Participants’ selection

b) Development of the study

Faculdade que frequenta

n %

FEP 66 50,4

FMUP 65 49,6

Total 131 100,0

Sexo

n %

Feminino 79 60,8

Masculino 51 39,2

Total 130 100,0

Não assinalou1

Total131

Medicine Faculty:

• From the 22 classes (in average each class has 11 students), we randomly selected 6, so that we obtained approximatly the 50 students we firstly proposed to study.

• The questionnaire was delivered during a practise class, so that we assure the majority of students were present.

Economy Faculty:

• We randomly selected a practise class (practise classes have approximatly 70 students).

• By now, we are only able to analyse the influence of gender and study

area among 1st year students;

• We are still collecting the information from the 4th year students, so that

we can also evaluate the effect of age and university environment.

• Approximately the same number of students in 4th grade is being

inquired.

II. Questionnaires analysis

• First of all, we codified the questions and introduced the

variables in SPSS.

Print screen of the variable view

• According to the codification we introduced the data on

the program.

• SPSS allowed us to analyse statistically the participants’

answers.

Print screen of the data view

n %

Sim 129 99,2

Não 1 ,8

Total 130 100,0

Sem resposta 1

Total131

a) Já ouviste falar da pílula do dia seguinte (contracepção de emergência)?

n %

Um dia 54 41,5

Três dias 55 42,3

Cinco dias 3 2,3

Não sei 18 13,8

Total 130 100,0

Sem resposta 1

Total131

a)

b) Qual o limite máximo para se tomar a pílula do dia seguinte após a relação sexual?

b)

n %

Quando o pénis ficar erecto, antes de qualquer contacto genital

116 89,2

Na hora da penetração

8 6,2

Não sei 6 4,6

Total 130 100,0

Sem resposta1

Total131

Qual o momento certo para colocar o preservativo?

n %

No momento da penetração

5 3,8

Cerca de duas horas antes da relação

12 9,2

Entra dez e trinta minutos antes da relação sexual

23 17,7

Não sei 90 69,2

Total 130 100,0

Sem resposta 1

Total 131

Qual o momento certo para colocar o diafragma?

Sim

n %

Assinalou método do calendário

0 0

Assinalou preservativo masculino

129 98,5

Assinalou DIU 8 6,1

Assinalou preservativo feminino

78 59,5

Assinalou diafragma 16 12,2

Assinalou contracepção oral hormonal (pílulas)

4 3,1

Da seguinte lista indique o(s) método(s) contraceptivo(s) que protegem contra as DST:

IV. Conclusions

• There are significant statistic differences.

• Comparison between gender

• Analysing the previous chart, women tend to know better the answer to

the question.

P Value

Sexo

Feminino Masculino

Verdadeiro Não sei Verdadeiro Não sei

n % n % n % n %

Se começar a tomar a pílula

uma semana antes de ter

relações sexuais já se está

protegida contra a gravidez

0,030 5 6,3 8 10,1 4 7,8 14 27,5

O adesivo contraceptivo actua

de modo análogo à pílula

combinada

Can’t run Qui-

Square test*44 55,7 30 38,0 17 33,3 33 64,7

A toma de antibióticos afecta a

eficácia da pílula 0,049 54 69,2 14 17,9 27 52,9 19 37,3

Das afirmações que se seguem indica se são verdadeiras ou falsas:

• Comparison between faculties

Já ouviste falar da pílula do sai seguinte (contracepção de emergência)?

• no statistical significance was found concerning the knowledge about the

“emergency pill”.

Faculdade que frequenta

P Value

FEP FMUP

Sim Não Sim Não

n % n % n % n %

(Cannot run Qui-Square

test)*64 98,5 1 1,5 65 100 0 0

• Comparison between faculties

Que hormonas contém a mini-pílula?

• There are significant statistic differences.

• None of FEP students answered this question correctly, while 38% of

FMUP students did it.

Questão 4.4

P Value

Faculdade que frequenta

FEP FMUP

Progesterona Wrong* Não sei Progesterona Wrong* Não sei

n % n % n % n % n % n %

<0,001 0 0 10 15,2 56 84,8 24 37,5 13 20,3 27 42,2

Turma 10

Introdução à Medicina I