Miller Virginia M, Flynn Priscilla M, Lindor Keith D
Department of Surgery, Mayo Clinic, Rochester, MN 55905, USA.
Gend Med. 2012 Jun;9(3):180-186.e3. doi: 10.1016/j.genm.2012.01.006. Epub 2012 Feb 1.
Sex and gender differences exist in the manifestation and prevalence of many conditions and diseases. Yet many clinician training programs neglect to integrate this information across their curricula.
This study aimed to measure the sex and gender medical knowledge of medical students enrolled in a program without an explicit directive to integrate sex and gender differences across a block system of core subjects.
A forced-choice instrument consisting of 35 multiple-choice and true or false questions was adapted from an evaluation tool used in the European Curriculum in Gender Medicine held at Charité Hospital, Berlin, in September 2010.
Fourth-year (response rate 93%) and second-year (response rate 70%) students enrolled in Mayo Medical School completed the instrument. More than 50% of students in both classes indicated that topics related to sex and gender were covered in gynecology, cardiology, and pediatrics, and <20% of students indicated inclusion of such topics in nephrology, neurology, and orthopedics. More than twice as many second-year students indicated that topics dealing with sex and gender were included in immunology course material compared with fourth-year students. A consensus of written comments indicated that concepts of sex and gender-based medicine need to be embedded into existing curriculum, with an emphasis on clinically relevant information.
Although this study represents only one medical school in the United States, information regarding sex and gender aspects of medicine is not consistently included in this curriculum without an explicit directive. These results can provide guidance for curriculum improvement to train future physicians.
许多疾病和健康状况在表现形式和患病率上存在性别差异。然而，许多临床医生培训项目在其课程中并未纳入这方面的信息。
本研究旨在衡量参加一个未明确要求在核心学科模块化体系中整合性别差异的项目的医学生的性别医学知识。
一个由35道选择题和是非题组成的强制选择工具改编自2010年9月在柏林夏里特医院举办的欧洲性别医学课程中使用的评估工具。
梅奥医学院的四年级学生（回复率93%）和二年级学生（回复率70%）完成了该工具的测试。两个班级中超过50%的学生表示，妇产科、心脏病学和儿科学涉及了与性别相关的主题，而只有不到20%的学生表示肾病学、神经病学和骨科学涉及此类主题。与四年级学生相比，二年级学生中表示免疫学课程材料包含性别相关主题的人数是四年级学生的两倍多。书面评论的共识表明，基于性别的医学概念需要融入现有课程，重点是临床相关信息。
尽管本研究仅代表美国的一所医学院，但在没有明确指令的情况下，该课程中关于医学性别方面的信息并未得到一致纳入。这些结果可为课程改进提供指导，以培养未来的医生。
