Bragazzi Nicola Luigi, Khabbache Hicham, Ouazizi Khalid, Ait Ali Driss, El Ghouat Hanane, El Alami Laila, Atwan Hisham, Tuma Ruba, Dickman Nomy, Farah Raymond, Khamisy-Farah Rola
Human Nutrition Unit (HNU), Department of Food and Drugs University of Parma, Parma, Italy.
Laboratory for Industrial and Applied Mathematics (LIAM), Department of Mathematics and Statistics, York University, Toronto, ON, Canada.
Adv Med Educ Pract. 2024 Jul 15;15:685-693. doi: 10.2147/AMEP.S447843. eCollection 2024.
Sex and Gender-Based Medicine (SGBM) addresses the influence of sex and gender on health and healthcare, emphasizing personalized care. Integrating SGBM into medical education is challenging. This study examines the implementation of an SGBM course in an Israeli university during the first year of the medical school.
The course integrated lectures, group work, online gender studies resources, workshops, teacher training, and essential literature. The curriculum spanned pre-clinical and clinical aspects, featuring seven 90-minute sessions. Surveys assessed course structure, content, and lecturers using a 5-point Likert scale and qualitative feedback. Quantitative analysis involved descriptive statistics, and thematic analysis was used for qualitative data.
Of the 84 students surveyed, 35 (41.7%) responded to the first part, and 30 (35.7%) to the second. The SGBM course received high satisfaction with an average score of 3.63, surpassing other first-year courses (average 3.21). Students appreciated the supportive academic atmosphere (mean score 4.20) and diverse teaching methods (mean score 4.03), while the development of feminist thinking was less appreciated (average score 3.49). Lecturers received high ratings (average score 4.33). Qualitative feedback highlighted the value of group work, the significance of the subject matter, and the helpfulness of supplementary videos. Students requested more content on contemporary issues like gender transition and patient perspectives. The feminist medicine aspect was contentious, with students seeking better gender balance and scientific evidence.
Introducing SGBM into the first-year curriculum yielded positive results with high student satisfaction for content and lecturers. An expanded course module is planned, to be assessed at the end of the next academic year.
基于性别的医学（SGBM）探讨性别对健康和医疗保健的影响，强调个性化护理。将SGBM融入医学教育具有挑战性。本研究考察了以色列一所大学医学院第一年开设的SGBM课程的实施情况。
该课程整合了讲座、小组作业、在线性别研究资源、工作坊、教师培训和重要文献。课程涵盖临床前和临床方面，包括七个90分钟的课时。通过调查使用5点李克特量表评估课程结构、内容和讲师，并收集定性反馈。定量分析采用描述性统计，定性数据采用主题分析。
在接受调查的84名学生中，35名（41.7%）对第一部分做出回应，30名（35.7%）对第二部分做出回应。SGBM课程获得了较高满意度，平均得分为3.63，超过了其他一年级课程（平均分3.21）。学生们赞赏支持性的学术氛围（平均得分4.20）和多样的教学方法（平均得分4.03），而对女权主义思想的培养评价较低（平均得分3.49）。讲师获得了较高评分（平均得分4.33）。定性反馈突出了小组作业的价值、主题的重要性以及补充视频的帮助。学生们要求增加关于性别转变和患者视角等当代问题的内容。女权主义医学方面存在争议，学生们寻求更好的性别平衡和科学证据。
将SGBM引入一年级课程取得了积极成果，学生对课程内容和讲师满意度较高。计划在下一学年末对扩展后的课程模块进行评估。
