Department of Internal Medicine, Yale University School of Medicine, New Haven, Connecticut, USA Department of Internal Medicine, University of California, San Francisco, California, USA.
Med Educ. 2011 Mar;45(3):249-60. doi: 10.1111/j.1365-2923.2010.03856.x.
The number of women entering medical school has increased substantially in recent years. However, practising female doctors still report gender-associated professional challenges. We focused on female medical students to characterise how gender shapes the range of their professional experiences during the pre-clinical years of medical school.
We conducted a qualitative study from 2006 to 2007 using in-depth interviews with 12 Year 3 female medical students at a private New England medical school who had completed their pre-clinical years of training. All transcripts were analysed using a grounded theory approach; the code structure was developed through a process of inductive reasoning. Coding team members coded all transcripts line by line, using a constant comparative method of analysis.
The resulting taxonomy identifies three domains that capture the recurrent gender-associated experiences of our participants: (i) observations of the effect of gender on pre-clinical educational experiences through instructor, student and institutional behaviour; (ii) responses to observations of gender-based occurrences in terms of emotional reactions and strategic responses, and (iii) gender-associated expectations for the clinical years and beyond brought about by a heightened awareness of gender. Participants reported subtle as well as overt gender-based experiences and emotional consequences of both.
Female medical students continue to report numerous gender-based experiences during their pre-clinical training. Such experiences have both emotional and educational consequences and institutions should develop multifaceted approaches to address the full spectrum of gender-based experiences that affect medical students.
近年来，进入医学院的女性人数大幅增加。然而，执业女医生仍然报告存在与性别相关的职业挑战。我们关注女医学生，以描述性别如何在医学院临床前阶段塑造她们的职业经历范围。
我们于 2006 年至 2007 年进行了一项定性研究，对新英格兰一所私立医学院的 12 名三年级女医学生进行了深入访谈，这些学生已经完成了临床前培训。所有转录本均采用扎根理论方法进行分析；通过归纳推理过程开发了代码结构。编码小组成员逐行对所有转录本进行编码，使用恒定比较法进行分析。
由此产生的分类法确定了三个领域，这些领域捕捉到了我们参与者的反复出现的与性别相关的经历：（i）通过教师、学生和机构行为观察性别对临床前教育经历的影响；（ii）对基于性别的事件的观察做出的情绪反应和策略反应；（iii）由于对性别的认识提高而对临床年后的生活产生的与性别相关的期望。参与者报告了微妙和明显的基于性别的经历以及两者的情绪后果。
女医学生在临床前培训期间继续报告许多基于性别的经历。这些经历既有情感后果，也有教育后果，机构应制定多方面的方法来解决影响医学生的各种基于性别的经历。
