患者护理中的性别偏见学习经验:医学三年级学生的反思性写作
Caroline R Paul1, Shobhina Chheda2, Gary Beck Dallaghan3
1Department of Pediatrics, NYU Grossman School of Medicine, NYU Langone Health, 555 LaGuardia Place, New York, NY 10012 USA.
Medical science educator
|March 27, 2025
概括
医学学生在患者护理中经历了性别偏见,需要为这些遭遇做好准备. 他们的反思强调了平衡以患者为中心的护理与偏见的挑战,并揭示了未来应对策略.
科学领域:
- 医学教育 医学教育
- 定性研究是指质量研究.
- 性别研究是性别研究.
背景情况:
- 医学学生在临床环境中对性别偏见的经验的理解有限.
- 性别偏见可以显著影响学习经验和患者护理.
- 需要深入了解学生如何感知和响应偏见.
研究的目的:
- 检查医学学生对患者护理学习中的性别偏见的说法.
- 分析学生对观察到的性别偏见的反应.
- 探索学生为未来的偏见遭遇做准备的策略.
主要方法:
- 分析了67名医学三年级学生的反思性写作.
- 现象学框架与传统的内容分析.
- 使用HyperResearch软件进行诱导分析,并进行团队编码.
主要成果:
- 确定了五个主题:偏见,背景,学生反应,以患者为中心的方法和未来的准备.
- 偏见观察包括性别偏见,结构性偏见,性别歧视和种族主义.
- 学生表达了矛盾,平衡以患者为中心的护理与偏见和计划的应对策略.
结论:
- 医学学生对性别偏见的看法在等级医学教育中至关重要.
- 课程和政策应纳入对性别偏见的准备.
- 调查结果支持教师发展和机构变革,以解决偏见.
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