Die Medizin auf dem Weg zum Frauenberuf

Wille, Nora; Schlup, Jürg

doi:10.4414/saez.2020.18764

Cited by 4 publications

(3 citation statements)

References 2 publications

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“…Hence, we were very interested in how the representatives of these new generations would receive our curriculum. With regard to gender distribution 71.6% of the participants were women, which corresponds to the demographic change in the medical profession in the Western world [ 29 ]. We therefore assume that the gender distribution in our study reflects the ongoing feminization in medicine that will hopefully result in more gender equality in medical leadership in the near future [ 30 , 31 ].…”

Section: Discussionmentioning

confidence: 99%

“…Our findings may assume difference such as male participants greater wish for active participation and review of learning objectives, while females requested for more teaching/instruction and proper time management. But due to the small number of participants in the study, it is difficult to make a statement regarding its significance and causality, also due to the growing proportion of women in the medical field [ 29 , 31 , 55 ]. Thus, further studies are necessary to address the role of gender in the context of dermatology training in medical students.…”

Section: Discussionmentioning

confidence: 99%

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Dermatology teaching for undergraduate medical students in clinical routine – a structured four-week curriculum

Kliesener,

Jandek,

Navarini

et al. 2024

BMC Med Educ

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Background Dermatology teaching is fundamental for the promotion of young colleagues in our specialty. However, traditional teaching methods are being scrutinized by students of the ‘Generation Y and Z’, which can pose new challenges for teaching institutions. We therefore aimed to assess the motivational impact and reception of a newly created four-week curriculum containing modernized teaching methods integrated into clinical routine. Methods In this single-center study, 67 medical students completed this curriculum composed of weekly learning objectives including knowledge of morphological terms, 10 common dermatoses, communication and presentation skills. The participants provided information on their level of interest in dermatology each week as well as positive and negative aspects of the curriculum. Results During the curriculum a significant median increase in interest in dermatology was reported with no differences between the genders. Low initial interest could be improved, high initial interest maintained. Participants with an interest in scientific work (20.9%) were more motivated during the curriculum. The variety, quality of teaching and structure were the main aspects rated positively. Suggestions for improvement included the need for more teaching by senior doctors, transfer of responsibility, and a working environment updated to the latest technology standards. Conclusion The presented curriculum was well received by the participants and allowed to better define learning preferences of new generations which can be helpful to modernize traditional teaching methods. Interest in scientific work could be a factor to identify students with a particularly strong interest in dermatology.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Dermatology teaching for undergraduate medical students in clinical routine – a structured four-week curriculum

Kliesener,

Jandek,

Navarini

et al. 2024

BMC Med Educ

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“…A century later, women represented 25,283 of 334,028 US physicians, 7.6% [17]. From the 1960s until now, medicine has rapidly become more feminized, as shown in Figure 2 for Switzerland and the US [18], [19]. The increase of female physicians was even larger in neonatal/perinatal medicine, where 74% were women in 2020 among US board-certified fellows.…”

Section: Women In Hospital and Research: 1945–1970mentioning

confidence: 99%

From Exclusion to Glass Ceiling: A History of Women in Neonatal Medicine

Obladen¹

2023

Neonatology

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The 21st century’s medicine is predominantly female: two thirds of medical students now are women. In 375 BCE, Plato argued for equal education for male and female professions, explicitly physicians. In Greece and Rome, tombstones testify for patients’ gratitude to women physicians. Christianization opened an era of female subordination. When universities established faculties of medicine during the 13th century, women were excluded and had no place where they could study medicine. Since 1850, female medical studies have been debated. Zürich admitted women from 1864, Paris from 1866. Up until the 1920s, treatment of newborns – especially preterm infants – was in the domain of obstetricians. When pediatricians accepted responsibility for sick newborns, women founded hospitals and public health facilities for infants. After WW2, women took leading roles in research. Their share within pediatrics increased from below 10% to above 60%. But they achieved less than 20% of full professor or chair positions in Europe and less than 35% in the US. Female neonatologists reached fewer positions in editorial boards, authorships, h-factors, keynote lectures, and research grants than did male colleagues. Women pediatricians earned 24% less than did male colleagues. When adjusted for labor force characteristics, the pay gap was still 13%. Women can augment their career chances by setting targets, seeking mentorship, and strengthening self-confidence. Women’s careers should be effectively accelerated by institutional support: research offers, part-time work, paid research time, maternity/paternity leave, and support for childcare. Research-oriented neonatology cannot afford to lose female talents.

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