Verdonk P, Mans L J L, Lagro-Janssen A L M
University Medical Centre St Radboud, Nijmegen, the Netherlands.
Med Educ. 2005 Nov;39(11):1118-25. doi: 10.1111/j.1365-2929.2005.02318.x.
In 1998, gaps were found to exist in the basic medical curriculum of the Radboud University Nijmegen Medical Centre regarding health-related gender differences in terms of biological, psychological and social factors. After screening the curriculum for language, content and context, adjustments aimed at incorporating gender issues were proposed. The aim of this study was to evaluate those adjustments, as well as to investigate whether gender had been successfully incorporated into the basic medical curriculum, and to identify the factors that played a role in this.
The education material of 9 curricular blocks was re-evaluated and interviews were held with block co-ordinators.
Since the beginning of the project, gender has increasingly been brought to the attention of the students. Various factors have played a role: concrete and directly executable content-oriented proposals for adjustment; adequate translation of gender differences into actual patient care; motivated block co-ordinators; the presence of a 'trigger person' in the faculty; incorporation into the existing education programme; the involvement of block co-ordinators in decision making, and the provision of practical support.
Integrating gender into the basic medical curriculum has been largely successful. Block co-ordinators' personal recognition of the importance of gender in patient care greatly facilitated implementation. The evaluation stimulated the forming of new ideas. It is recommended that these factors and those mentioned above should be taken into consideration when integrating gender into other faculties.
1998年，人们发现拉德堡德大学奈梅亨医学中心的基础医学课程在与健康相关的性别差异方面，在生物、心理和社会因素方面存在差距。在对课程的语言、内容和背景进行筛选后，提出了旨在纳入性别问题的调整建议。本研究的目的是评估这些调整，调查性别问题是否已成功纳入基础医学课程，并确定其中发挥作用的因素。
对9个课程模块的教育材料进行重新评估，并与模块协调员进行访谈。
自项目开始以来，性别问题越来越受到学生的关注。各种因素发挥了作用：具体且可直接执行的以内容为导向的调整建议；将性别差异充分转化为实际患者护理；积极主动的模块协调员；学院中有“触发者”；纳入现有教育计划；模块协调员参与决策，以及提供实际支持。
将性别问题纳入基础医学课程在很大程度上是成功的。模块协调员个人认识到性别在患者护理中的重要性极大地促进了实施。评估激发了新想法的形成。建议在将性别问题纳入其他学院时应考虑这些因素以及上述因素。
