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性别医学教学提高医学生的性别意识:一项定量调查的结果。

Gender medicine teaching increases medical students' gender awareness: results of a quantitative survey.

机构信息

Universität zu Köln, Medizinische Fakultät und Uniklinik Köln, Medizinische Psychologie, Neuropsychologie und Gender Studies, Cologne, Germany.

Cologne, Germany.

出版信息

GMS J Med Educ. 2023 Jun 15;40(4):Doc45. doi: 10.3205/zma001627. eCollection 2023.

Abstract

BACKGROUND

Knowledge about gender implications of health is insufficiently integrated into university teaching in Germany. Gender awareness represents a key competence to integrate this knowledge into the medical practice. This study is the first survey of the gender awareness of medical students in a cross-sectional design in Germany.

METHODS

From April to July 2021, a quantitative cross-sectional survey in an online format using the "Nijmegen Gender Awareness in Medicine Scale" (2008) was conducted at four German universities (Charité Berlin, Friedrich-Schiller-University Jena, Ludwig-Maximilians-University Munich, and the University of Cologne) with a varied implementation of teaching gender medicine. Students indicated their agreement or disagreement with assumptions and knowledge about the influence of gender in everyday medical practice (gender sensitivity), as well as gender role stereotypes towards patients and physicians (gender role ideology).

RESULTS

The 750 included participants showed relatively high gender sensitivity and low gender role stereotyping towards patients and physicians. The curricular implementation of gender medicine in the universities showed a significant influence on the students' gender sensitivity, as well as on their gender role stereotyping towards patients. Students who reported having taken classes in gender medicine or stated a definite interest in doing so showed significantly higher levels of gender sensitivity. Cis-males showed significantly lower gender sensitivity and significantly higher gender role stereotyping.

CONCLUSION

Implementation of gender medicine in the medical curriculum, attending courses on gender education as well as one's gender and interest have a significant impact on medical students' gender competencies. These results support the need for structural integration of gender medicine in medical education and gender trainings at medical schools in Germany.

摘要

背景

德国大学的教学中对健康的性别影响的认识不足。性别意识是将这方面的知识融入医学实践的关键能力。本研究首次以横断面设计调查了德国医学生的性别意识。

方法

2021 年 4 月至 7 月,在柏林夏里特医科大学、耶拿弗里德里希席勒大学、慕尼黑路德维希-马克西米利安大学和科隆大学的四所德国大学,以在线形式使用 2008 年的《奈梅亨医学性别意识量表》(Nijmegen Gender Awareness in Medicine Scale)进行了一项定量横断面调查,这些大学在教授性别医学方面的实施方式各不相同。学生们对日常医疗实践中性别影响的假设和知识(性别敏感性),以及对患者和医生的性别角色刻板印象(性别角色意识形态)表示同意或不同意。

结果

750 名纳入的参与者表现出相对较高的性别敏感性和对患者和医生的较低性别角色刻板印象。大学中性别医学课程的实施对学生的性别敏感性以及他们对患者的性别角色刻板印象有显著影响。报告参加过性别医学课程或表示有兴趣参加的学生表现出明显更高的性别敏感性。顺性别男性表现出明显较低的性别敏感性和明显更高的性别角色刻板印象。

结论

在医学课程中实施性别医学、参加性别教育课程以及一个人的性别和兴趣,对医学生的性别能力有显著影响。这些结果支持在德国医学教育中结构性地整合性别医学和医学院的性别培训的必要性。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/ca42/10407584/9f186cd4026f/JME-40-45-t-001.jpg

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