eGender—from e-Learning to e-Research: a web-based interactive knowledge-sharing platform for sex- and gender-specific medical education

Abstract

BackgroundSex and Gender Medicine is a novel discipline that provides equitable medical care for society and improves outcomes for both male and female patients. The integration of sex- and gender-specific knowledge into medical curricula is limited due to adequate learning material, systematic teacher training and an innovative communication strategy. We aimed at initiating an e-learning and knowledge-sharing platform for Sex and Gender Medicine, the eGender platform (http://egender.charite.de), to ensure that future doctors and health professionals will have adequate knowledge and communication skills on sex and gender differences in order to make informed decisions for their patients.MethodsThe web-based eGender knowledge-sharing platform was designed to support the blended learning pedagogical teaching concept and follows the didactic concept of constructivism. Learning materials developed by Sex and Gender Medicine experts of seven universities have been used as the basis for the new learning tools. The content of these tools is patient-centered and provides add-on information on gender-sensitive aspects of diseases. The structural part of eGender was designed and developed using the open source e-learning platform Moodle. The eGender platform comprises an English and a German version of e-learning modules: one focusing on basic knowledge and seven on specific medical disciplines. Each module consists of several courses corresponding to a disease or symptom complex. Self-organized learning has to be managed by using different learning tools, e.g., texts and audiovisual material, tools for online communication and collaborative work.ResultsMore than 90 users from Europe registered for the eGender Medicine learning modules. The most frequently accessed module was “Gender Medicine—Basics” and the users favored discussion forums. These e-learning modules fulfill the quality criteria for higher education and are used within the elective Master Module “Gender Medicine—Basics” implemented into the accredited Master of Public Health at Charité—Berlin.ConclusionsThe eGender platform is a flexible and user-friendly electronical knowledge-sharing platform providing evidence-based high-quality learning material used by a growing number of registered users. The eGender Medicine learning modules could be key in the reform of medical curricula to integrate Sex and Gender Medicine into the education of health professionals.

Unsettled Issues and Future Directions for Research on Cardiovascular Diseases in Women

“…These institutes will also develop teaching programs to multiply their ideas and train fellows in the field. 118) 119) Once established, GM research ideas can than be exported to other disciplines in which gender research can function as a cross-sectional element. This is the horizontal aspect of integrating GM into a faculty.…”

Analisis Pengaruh Blended Learning dan Sertifikasi Terhadap Kompetensi Mahasiswa

“…Istilah Blended Learning telah digunakan sejak berkembangnya Internet dan World Wide Web pada abad ke-20 ini. Konsep pedagogikal dari Blended Learning adalah strategi yang sukses mengkombinasikan e-Learning dengan face-toface learning dan kolaborasi online [15]. Blended Learning juga didefinisikan sebagai suatu kombinasi dari pengajaran face-to-face dengan computer-mediated instruction [16].…”

The Integration of Gender Medicine in Medical Education at Austrian Universities – the Status Quo

“…[1] In addition to setting up a Gender Medicine curriculum, developing post-graduate offerings and increasing the conduct of research, the last years have seen the creation of an abundance of materials and additional offerings: guidelines, online tools, teaching concepts, offerings to provide advice on applying for grants, databases etc. (Miller, 2013;Seeland et al, 2016). Despite the fact that it is growing in importance, Gender Medicine is still not anchored in all aspects of medical education (Regitz-Zagrosek, 2012;Pfleiderer et al, 2012;Dhawan, Bakir, Jones, Kilpatrick, & Merz, 2016;Song, Jones, & Casanova, 2016;Rojek, & Jenkins, 2016).…”