Schluchter Helena, Kaczmarczyk Gabriele, Seeland Ute
Department of Anesthesiology and Intensive Care, Klinik Floridsdorf, Vienna, Austria.
German Society for Gender-Specific Medicine, Berlin, Germany.
Womens Health Rep (New Rochelle). 2023 Mar 6;4(1):118-125. doi: 10.1089/whr.2022.0096. eCollection 2023.
A sex- and gender-based approach to medical education is important to develop new knowledge and to improve quality of and equality within health care. Results of a systematic survey showed a lack of sex- and gender-based medical education at German medical faculties. The global severe acute respiratory syndrome coronavirus type 2 (SARS-CoV-2) pandemic is affecting people from diverse backgrounds differently, and the reciprocal interactions between biological sex and sociocultural gender aspects with regard to coronavirus disease 2019 (COVID-19) necessitate an intersectional research approach and transfer to medical education.
This descriptive-phenomenological qualitative online survey focused on the sex and gender knowledge of faculty staff and the status of implementation in medical education and research at departments of virology and immunology at German university hospitals. It comprised 16 questions generated by an expert consortium based on published research data. In the fall of 2021, 36 leading virologists were invited to participate anonymously in this survey.
The response rate was 44%. Most experts deemed sex and gender knowledge as not that important or not important. Almost half the lecturers supported a sex- and gender-based research design and sex-disaggregated analysis of animal study data. Biological sex differences and gender aspects regarding SARS-CoV-2 were at least occasionally addressed upon a student's request.
Virologists attributed only minor importance to sex and gender knowledge, despite scientific evidence of sex and gender differences in the field of virology, immunology, and COVID-19 in particular. This knowledge is not systematically implemented in the curriculum, but rather only occasionally passed on to medical students.
基于性别的医学教育方法对于新知识的开发以及提高医疗保健质量和平等性至关重要。一项系统调查结果显示，德国医学院校缺乏基于性别的医学教育。全球严重急性呼吸综合征冠状病毒2型（SARS-CoV-2）大流行对不同背景的人群产生了不同影响，而且生物性别与社会文化性别因素在2019冠状病毒病（COVID-19）方面的相互作用需要采用交叉研究方法并应用于医学教育。
这项描述性现象学定性在线调查聚焦于德国大学医院病毒学和免疫学系教职员工的性别知识以及医学教育和研究中的实施情况。它包含由一个专家团队根据已发表的研究数据提出的16个问题。2021年秋季，邀请了36位顶尖病毒学家匿名参与此项调查。
回复率为44%。大多数专家认为性别知识不太重要或不重要。几乎一半的讲师支持基于性别的研究设计以及对动物研究数据按性别进行分类分析。关于SARS-CoV-2的生物性别差异和性别因素至少偶尔会应学生要求进行讲解。
尽管在病毒学、免疫学尤其是COVID-19领域存在性别差异的科学证据，但病毒学家仅将性别知识视为次要内容。这些知识并未系统地纳入课程，而是仅偶尔传授给医学生。
