1) Introduction
a) Background
b) Aims and objectives
2) Study Planning
a) Type of study
b) How to develop the study
I.
Participants’ selection
II.
Questionnaires analysis
III. Conclusions
1) Introduction
a) Background
• 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.
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
 This “information boom” leaded to incorrect concepts and
myths.2
 STD infection rates among young people has been rising
considerably, chiefly due to misinformation and unawareness. 2
2. Segal SJ. Ann Med. Trends in population and contraception.1993 Feb;25(1):51-6
b) Aims and objectives
• analyse the level of knowledge of UP’s students
regarding contraception;
• analyse the possible influence of some factors in that
knowledge;
1. age / university environment;
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.
Advantages: conclusions taken with rapidity/promptitude
Disadvantades: the information produced is limited
• After choosing two colleges, a “randomly groups’ sample” was
administrated to subjects.
b) Development of the study
I. Participants’ selection
• 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.
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 assinalou
1
Total
131
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
a) Já ouviste falar da pílula do dia seguinte (contracepção de emergência)?
b) Qual o limite máximo para se tomar a pílula do dia seguinte após a
relação sexual?
a)
n
%
Sim
129
99,2
Não
1
,8
Total
130
100,0
Sem
resposta
1
b)
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
Total
131
Total
131
Qual o momento certo para colocar o preservativo?
n
%
116
89,2
Na hora da
penetração
8
6,2
Não sei
6
4,6
130
100,0
Quando o
pénis ficar
erecto, antes
de qualquer
contacto
genital
Total
Sem resposta
1
Total
131
Qual o momento certo para colocar o diafragma?
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
Total
1
131
Da seguinte lista indique o(s) método(s) contraceptivo(s) que protegem
contra as DST:
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
IV. Conclusions
• Comparison between gender
 Das afirmações que se seguem indica se são verdadeiras ou falsas:
Sexo
Masculino
Feminino
P Value
Não sei
Verdadeiro
Verdadeiro
Não sei
n
%
n
%
n
%
n
%
5
6,3
8
10,1
4
7,8
14
27,5
44
55,7
30
38,0
17
33,3
33
64,7
54
69,2
14
17,9
27
52,9
19
37,3
Se começar a tomar a pílula
uma semana antes de ter
relações sexuais já se está
0,030
protegida contra a gravidez
O adesivo contraceptivo actua
de modo análogo à pílula
combinada
Can’t run QuiSquare test*
A toma de antibióticos afecta a
eficácia da pílula
0,049
• There are significant statistic differences.
• Analysing the previous chart, women tend to know better the answer to
the question.
• Comparison between faculties
 Já ouviste falar da pílula do sai seguinte (contracepção de emergência)?
Faculdade que frequenta
FMUP
FEP
P Value
(Cannot run
Qui-Square
test)*
Não
Sim
Sim
Não
n
%
n
%
n
%
n
%
64
98,5
1
1,5
65
100
0
0
• no statistical significance was found concerning the knowledge about the
“emergency pill”.
• Comparison between faculties
 Que hormonas contém a mini-pílula?
Questão 4.4
Faculdade que frequenta
FMUP
FEP
Progesterona
Wrong*
Não sei
Progesterona
Wrong*
Não sei
P Value
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
• There are significant statistic differences.
• None of FEP students answered this question correctly, while 38% of
FMUP students did it.
Turma 10
Introdução à Medicina I