Interest in fertility awareness–based methods (FABMs) is rising, yet formal instruction within U.S. health professions education remains limited, potentially affecting clinicians’ preparedness to counsel patients. This study evaluated health professions students’ baseline knowledge, attitudes, and interest in FABMs, as well as perceived educational needs following a targeted instructional intervention. A pre–post survey study was conducted among health professions students at RVUCOM. Participants (N=13) completed a pre-survey, viewed an educational webinar on FABMs, and then completed a post-survey using de‑identified IDs. Quantitative data were analyzed with paired t‑tests (p<0.05), and qualitative responses were examined using thematic analysis. Following the intervention, students reported significant increases in perceived knowledge, confidence discussing FABMs, and understanding of clinical applications. Participants also demonstrated improved ability to identify appropriate patient clinical scenarios and reported greater awareness of FABMs’ relevance to reproductive and hormonal health. Despite these gains, students identified notable barriers to implementation, including limited visit time (50%) and challenges related to patient communication and health literacy (50%). A majority (75%) reported being somewhat or extremely likely to incorporate FABMs into future clinical practice and expressed interest in additional training. Study limitations include small sample size, single-institution setting, and incomplete post-survey responses. Nonetheless, findings indicate a clear desire for expanded FABM education at the pre-clinical level. This pilot study may inform future curriculum development aimed at strengthening clinicians’ competence in reproductive health counseling.
