van der Meulen Francisca, Fluit Cornelia, Albers Mieke, Laan Roland, Lagro-Janssen Antoine
Department of Primary and Community Care, Gender and Women's Health, Radboud University Medical Center, Postbox 9101, 6500 HB, Nijmegen, The Netherlands.
Radboudumc Health Academy, Research in Learning and Education,, Radboud University Medical Center, Postbus 9101, 6500 HB, Nijmegen, The Netherlands.
Adv Health Sci Educ Theory Pract. 2017 Dec;22(5):1057-1070. doi: 10.1007/s10459-016-9742-1. Epub 2017 Jan 3.
Although several projects have addressed the importance of gender health issues in medical education, the sustainability of change efforts in medical education has rarely been addressed. Understanding the possible facilitators or barriers to sustainability may help to develop future interventions that are effective in maintaining gender health issues as a topic in medical curricula. The aim of this study is to provide a longitudinal evaluation of changes regarding gender health issues that occurred in the past decade and the factors that influenced this process. The coursebooks of eight theoretical courses of the Nijmegen medical curriculum were screened on the basis of criteria for an integrated gender perspective in medical education. To assess the sustainability of gender health issues, the screening results from 2014 were compared with those of a similar project in 2005. In addition, open interviews were conducted with eight coordinators to identify facilitators and barriers influencing the sustainability of gender health issues. Analysis showed that, over the past decade, the implementation of gender health issues was mainly sustained and additional changes were made, resulting in an ongoing gender perspective in the Nijmegen medical curriculum. The coordinators mentioned several factors that influenced the sustainability of implementation in medical education: coordinators' and teachers' gender-sensitive attitude, competing demands, the presence of sex and gender in learning objectives, examinations and evaluation, organizational support and curriculum revisions. Our findings suggest that, in implementing sex and gender in medical education, medical faculties need to focus on top-down support in incorporating sex and gender into core objectives and time spent on incorporating sex and gender into medicine, and on the continuous training of teaching staff.
尽管有几个项目已经探讨了医学教育中性别健康问题的重要性，但医学教育变革努力的可持续性却很少得到关注。了解可持续性的可能促进因素或障碍，可能有助于制定未来的干预措施，有效地将性别健康问题作为医学课程的一个主题保留下来。本研究的目的是对过去十年中发生的性别健康问题的变化以及影响这一过程的因素进行纵向评估。根据医学教育中综合性别视角的标准，对奈梅亨医学课程八门理论课程的教材进行了筛选。为了评估性别健康问题的可持续性，将2014年的筛选结果与2005年一个类似项目的结果进行了比较。此外，还对八位协调员进行了开放式访谈，以确定影响性别健康问题可持续性的促进因素和障碍。分析表明，在过去十年中，性别健康问题的实施主要得以维持，并做出了更多改变，从而使奈梅亨医学课程中始终保持性别视角。协调员们提到了几个影响医学教育实施可持续性的因素：协调员和教师对性别的敏感态度、相互竞争的需求、学习目标、考试和评估中性别因素的存在、组织支持以及课程修订。我们的研究结果表明，在医学教育中实施性别因素时，医学院校需要关注自上而下将性别因素纳入核心目标的支持，以及将性别因素纳入医学所花费的时间，还要关注对教师的持续培训。
