Weyers Simone, Vervoorts Anja, Dragano Nico, Engels Miriam
Heinrich-Heine-Universität Düsseldorf, Medizinische Fakultät, Centre for Health and Society, Institut für Medizinische Soziologie, Düsseldorf, Deutschland.
Heinrich-Heine-Universität Düsseldorf, Medizinische Fakultät, Dekanat, Düsseldorf, Deutschland.
GMS J Med Educ. 2017 May 15;34(2):Doc17. doi: 10.3205/zma001094. eCollection 2017.
Gender medicine takes into account biological and social differences between men and women in terms of prevalence and course of disease, diagnosis and therapy. Medical students should be made aware of this in the early stages of medical education. However, there is hardly any teaching material currently available. This article presents the adaption and first use of the German "Gender Lens," a tool to introduce gender medicine to medical students. The original Canadian "Gender Lens Tool" was translated into German, tested by (n=5) teachers and adapted based on current scientific concepts. The instrument was applied and evaluated using qualitative methods in a student focus group (n=4). It was then piloted in a cohort of fourth-semester students (n=247) in a seminar addressing gender medicine. These experiences were evaluated using quantitative methods. The German translation of the Gender Lens offers students a framework with which to analyze sex and gender differences in terms of the "prevalence, diagnosis, course, therapy and prevention" of a specific disease. Furthermore, it enables a refined search for causes such as "biological disposition, attitudes and behaviors, family and social networks, occupational and material circumstances and experiences with the health care system." Recommendations were received from the student groups regarding teaching methods. Male and female fourth-semester students agreed that the Gender Lens is useful as an introduction to gender medicine. Initial experiences with the Gender Lens adapted for the German curriculum suggest that such a learning aid can contribute to raising awareness of gender medicine in medical students.
性别医学在疾病的患病率和病程、诊断和治疗方面考虑了男性和女性之间的生物学和社会差异。医学生应在医学教育的早期阶段就了解这一点。然而，目前几乎没有可用的教材。本文介绍了德国版“性别视角”工具的改编及首次使用情况，该工具用于向医学生介绍性别医学。原始的加拿大“性别视角工具”被翻译成德语，由5名教师进行测试，并根据当前科学概念进行了改编。该工具在一个学生焦点小组（4人）中采用定性方法进行了应用和评估。然后，在一个针对性别医学的研讨会上，对第四学期的247名学生进行了试点使用。使用定量方法对这些经验进行了评估。“性别视角”的德语翻译为学生提供了一个框架，用于从特定疾病的“患病率、诊断、病程、治疗和预防”方面分析性别差异。此外，它还能更精准地寻找病因，如“生物易感性、态度和行为、家庭和社会网络、职业和物质环境以及与医疗保健系统的经历”。学生小组就教学方法提出了建议。第四学期的男女生都认为“性别视角”作为性别医学的入门工具很有用。对适应德国课程的“性别视角”的初步经验表明，这样一种学习辅助工具有助于提高医学生对性别医学的认识。
