Hilberman E, Konanc J, Perez-Reyes M, Hunter R, Scagnelli J, Sanders S
J Med Educ. 1975 Sep;50(9):867-75. doi: 10.1097/00001888-197509000-00004.
This report presents a workable model for a support system for first-year women medical students at the University of North Carolina School of Medicine. The students met in small groups at weekly intervals with women faculty members from the Department of Psychiatry throughout the academic year. Role conflicts which confront these young women professionals entering a "masculine" field as a minority group are described. There is an elaboration of those factors, both personal and institutional, which serve either to promote or deter conflict resolution and the acquisition of a satisfactory professional and female identity. A discussion of group formation and processes and a year-end evaluation are included. Both students and faculty assessed the program as having provided a needed and constructive setting in which to explore the problems and identities of women professionals and to develop close supportive relationships with women colleagues.
本报告介绍了北卡罗来纳大学医学院为一年级女医学生提供支持系统的可行模式。在整个学年中，学生们每周与精神病学系的女性教员分组会面。文中描述了这些作为少数群体进入“男性化”领域的年轻女性专业人员所面临的角色冲突。详细阐述了个人和机构层面的那些因素，这些因素要么促进要么阻碍冲突的解决以及令人满意的职业和女性身份的获得。报告还包括对小组形成和过程的讨论以及年终评估。学生和教员都认为该项目提供了一个必要且有建设性的环境，在这个环境中可以探讨女性专业人员的问题和身份，并与女性同事建立密切的支持性关系。
