The Personal tutorial guidance sessions in the framework of the teaching-learning field of the Bologna process: University of Minho (first cycle) courses students’ perceptions

The Bologna Process defends the adoption of a higher education in teaching-learning methodologies that – in contraposition to the previous model based on the transmission of knowledge, which for being essentially theoretical, gives the student a passive role in the knowledge construction process – allows a (pro) active, autonomous and practical learning, where the student acquires and develops his competences. The personal tutorial guidance sessions are included in the teaching contact hours. This abstract presents a study about the University of Minho (first cycle) Courses Students’ perceptions of the personal tutorial guidance sessions’ relevance in the scope of the learning-teaching process, so as to confirm if the implementation/implantation of the commonly called tutorial (type) education, as an approach to an active, autonomous and practical learning, is sensed by the learners themselves

What is Abstinence? Definitions and Examples of Abstinence, to Prevent the Sexual Transmission of the HIV Virus, According to Spanish University Students

Research carried out in several Anglo-Saxon countries shows that many undergraduates identify oral sex and anal sex as examples of abstinent behaviour, while many others consider kissing and masturbation as examples of having sex. The objective of this research was to investigate whether a sample of Spanish students gave similar replies. Seven hundred and fifty undergraduates (92% aged under 26, 67.6% women) produced examples or definitions of the term ‘abstinence’. Spanish students made similar errors to those observed in the Anglo-Saxon samples, in that behaviours that were abstinent from a preventive point of view (masturbating and sex without penetration) were not considered as such, while a number of students reported oral sex as abstinent behaviour. The results suggest that the information on risky and preventive sexual behaviour should cease to use ambiguous or euphemistic expressions and use vocabulary that is clear and comprehensible to everyone

¿Qué entienden los jóvenes universitarios por monogamia y sexo sin penetración, como estrategias preventivas de la transmisión sexual del virus del SIDA? = What university students understand by monogamy and sex without penetration as preventive strategies of sexual transmission of AIDS virus?

Monogamy and sex without penetration are behaviors recommended by the WHO to avoid AIDS virus sexual transmission. Seven hundred and fifty university students from 18 to 25 years (67.7% women) were surveyed and they were asked to give a maximum of three free definitions of the words monogamy and sex without penetration to prevent AIDS virus sexual transmission. Their participation was voluntary and anonymous. Although the majority of the answers was correct, there was a considerable percentage of wrong answers, either for monogamy (3.7% masturbation; 2.1% to have many partners; 0.9% homosexual relations), or for sex without penetration (20.5% oral sex; 1.1% anal coitus; 0.8% coitus without orgasm; 0.4% coitus interruptus). Some definitions or examples differ by gender. The amount of wrongs or incomplete answers put researchers on the alert about insufficient preventive knowledge in a population with a high educational level