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Perspectives on gender-specific medicine, course and learning style preferences in medical education: a study among students at the Medical University of Vienna

Studentische Auffassungen über Gendermedizin und medizinische Wissensvermittlung an der Medizinischen Universität Wien

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Zusammenfassung

In einer Studie zur Diplomarbeit Computergestütztes Lernen mit MOODLE: Genderunterschiede bei Arzneimittelwirkungen wurde eine Umfrage bei Studierenden der Medizinischen Universität Wien (MUW) durchgeführt. 8500 Studierende der MUW wurden eingeladen an der Onlineumfrage teilzunehmen, mit dem Ziel ihre Ansicht (Likert Skala, 1–6) zu Gendermedizin im Curriculum mitzuteilen und festzustellen auf welche Weise Studierende gendermedizinisches Wissen erwerben. Die Datenanalyse (Mittelwert±Standardfehler) zeigte, dass die Studierenden (n = 642) die Integration von gendermedizinischen Aspekten ins Curriculum ziemlich hoch bewerten (4,02±0,06) und es als sehr wichtig ansahen, als ÄrztIn Wissen über Gendermedizin zu haben (4,49±0,05). Die Beurteilung des eigenen Wissens über Gendermedizin (3,40±0,05) wurde neutral gesehen und etwas höher der Wunsch nach vermehrtem Angebot von Gendermedizin im Unterricht (3,64±0,06). Studierende zeigten sich zufrieden mit dem Angebot an Gendermedizin an der MUW. In anderen Beurteilungen gab es signifikante Unterschiede zwischen männlichen und weiblichen Studierenden und zwischen der neuen und alten Studienordnung.

Summary

In the study for the thesis Web Based Training with Moodle: Gender-differences in Action of Drugs, a survey among students of the Medical University of Vienna (MUV) concerning the implementation of gender-specific medicine in the curriculum and students' learning styles was performed. Data analysis (given as mean±sem) showed that students (n = 642) rated (Likert scale, 1–6) the importance of gender-specific medicine fairly high (4.02±0.06), and rated the importance of knowing about gender-specific medicine as a medical doctor even higher (4.49±0.05). Further implementation of gender-relevant topics into the curriculum appeared less important (3.64±0.06). Students rated their own knowledge on gender-specific medicine neutrally (3.40±0.05). For some items significant differences between males and females as well as the old and new curriculum were found. Students considered gender-specific medicine as important but sufficiently covered in their medical education at the MUV.

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Authors and Affiliations

  1. Department for Medical Education, Medical University of Vienna, Vienna, Austria

    Jürgen Harreiter, Hubert Wiener & Herbert Plass

  2. Department of Internal Medicine III, Medical University of Vienna, Vienna, Austria

    Jürgen Harreiter & Alexandra Kautzky-Willer

Authors
  1. Jürgen Harreiter
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  2. Hubert Wiener
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  3. Herbert Plass
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  4. Alexandra Kautzky-Willer
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Correspondence to Jürgen Harreiter.

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Harreiter, J., Wiener, H., Plass, H. et al. Perspectives on gender-specific medicine, course and learning style preferences in medical education: a study among students at the Medical University of Vienna. Wien Med Wochenschr 161, 149–154 (2011). https://doi.org/10.1007/s10354-011-0866-x

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  • DOI: https://doi.org/10.1007/s10354-011-0866-x

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