Wollstadt L J, Gravdal J, Glasser M
Department of Medicine, University of Illinois, College of Medicine, Rockford 61107.
Fam Med. 1990 May-Jun;22(3):210-4.
As the number of women entering medical school increases, patient contacts with female physicians will similarly increase. As a result, educators have begun to consider the relationship between gender and both performance and career preference. The current study explores the relationship between a student's gender and the educational experience of the student. In the setting of established primary care teaching physicians' offices at the University of Illinois College of Medicine at Rockford, gender and diagnosis data were collected on all patient encounters over the course of one year for the 129 students enrolled in the program. Women medical students were 29% less likely than chance to see male patients, and male students were 5% less likely than chance to see female patients in this setting. This finding was especially marked for encounters with younger adult patients and for sexually sensitive examinations, but was noted with all groups of adult patients. The qualitative effect of this on both educational experiences and health care delivery needs to be addressed.
随着进入医学院的女性人数增加，患者与女医生的接触也会相应增加。因此，教育工作者开始考虑性别与表现及职业偏好之间的关系。当前的研究探讨了学生性别与学生教育经历之间的关系。在伊利诺伊大学医学院罗克福德分校已建立的初级保健教学医师办公室环境中，对该项目招收的129名学生在一年的时间里所有患者诊疗情况收集了性别和诊断数据。在这种情况下，女医学生看男性患者的可能性比随机概率低29%，而男学生看女性患者的可能性比随机概率低5%。这一发现对于与年轻成年患者的诊疗以及性敏感检查尤为明显，但在所有成年患者群体中都有体现。这对教育经历和医疗服务的定性影响需要加以探讨。
