Khamisy-Farah Rola, Bragazzi Nicola Luigi
Clalit Health Services, Akko 2412001, Israel.
Azrieli Faculty of Medicine, Bar-Ilan University, Safed 13100, Israel.
J Pers Med. 2022 Apr 11;12(4):612. doi: 10.3390/jpm12040612.
Sex and gender are concepts that are often misunderstood and misused, being utilized in a biased, preconceived, interchangeable way. Sex and gender medicine is generally overlooked, despite the profound impact of sex and gender on health outcomes. The aims of the present rapid systematic literature review were (i) to assess the extent to which sex- and gender-sensitive topics are covered in medical courses; (ii) to assess the need for and willingness toward integrating/incorporating sex and gender medicine into health-related education; (iii) to identify barriers and facilitators of the process of implementation of sex and gender medicine in medical teaching, mentoring, and training; and (iv) to evaluate the effectiveness of interventional projects targeting curriculum building and improvement for future gender-sensitive physicians. Seven themes were identified by means of a thematic analysis, namely, (i) how much sex- and gender-based medicine is covered by medical courses and integrated into current medical curricula, (ii) the knowledge of sex and gender medicine among medical and allied health profession students, (iii) the need for and willingness toward acquiring sex- and gender-sensitive skills, (iv) how to integrate sex- and gender-based medicine into medical curricula in terms of barriers and facilitators, (v) existing platforms and tools to share knowledge related to sex and gender medicine, (vi) sex- and gender-based medicine aspects in the post-medical education, and (vii) the impact of sex- and gender-sensitive topics integrated into medical curricula. Based on the identified gaps in knowledge, further high-quality, randomized trials with larger samples are urgently warranted to fill these gaps in the field of implementation of gender medicine in educating and training future gender-sensitive physicians.
性与性别是两个常被误解和误用的概念，人们以有偏见、先入为主且可互换的方式使用它们。尽管性与性别对健康结果有深远影响，但性与性别医学通常被忽视。本快速系统文献综述的目的是：（i）评估医学课程中对性与性别敏感主题的涵盖程度；（ii）评估将性与性别医学纳入与健康相关教育的需求和意愿；（iii）确定在医学教学、指导和培训中实施性与性别医学过程中的障碍和促进因素；（iv）评估针对课程建设和改进以培养未来对性别敏感的医生的干预项目的有效性。通过主题分析确定了七个主题，即：（i）医学课程涵盖基于性与性别的医学并将其纳入当前医学课程的程度；（ii）医学及相关健康专业学生对性与性别医学的了解；（iii）获取性与性别敏感技能的需求和意愿；（iv）就障碍和促进因素而言，如何将基于性与性别的医学纳入医学课程；（v）现有的分享与性与性别医学相关知识的平台和工具；（vi）毕业后医学教育中基于性与性别的医学方面；（vii）纳入医学课程的性与性别敏感主题的影响。基于已确定的知识差距，迫切需要进一步开展更大样本量的高质量随机试验，以填补在培养未来对性别敏感的医生的教育和培训领域中性与性别医学实施方面的这些差距。
