Geschlechtsspezifische Wahrnehmung des orthopädisch-unfallchirurgischen Berufsbilds während des Medizinstudiums

Mooij, S. C.; Antony, Patrick; Ruesseler, Miriam; Pfeifer, R. Scott; Drescher, Wolf; Simon, Mélanie; Pape, Hans-Christian; Knobe, Matthias

doi:10.1055/s-0030-1271162

Cited by 17 publications

(7 citation statements)

References 18 publications

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“…According to the students’ opinion, arthroscopy and MSUS have the potency to raise interest in surgery. This is in line with an earlier report by our study group that showed that students develop an interest in orthopaedic trauma at a very early level but somehow lose it over time due to negative experience during their clinical training [25]. In times of shortage of young academics, this is a very important factor that is amenable to intervention.…”

Section: Discussionsupporting

confidence: 90%

Arthroscopy or ultrasound in undergraduate anatomy education: a randomized cross-over controlled trial

et al. 2012

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BackgroundThe exponential growth of image-based diagnostic and minimally invasive interventions requires a detailed three-dimensional anatomical knowledge and increases the demand towards the undergraduate anatomical curriculum. This randomized controlled trial investigates whether musculoskeletal ultrasound (MSUS) or arthroscopic methods can increase the anatomical knowledge uptake.MethodsSecond-year medical students were randomly allocated to three groups. In addition to the compulsory dissection course, the ultrasound group (MSUS) was taught by eight, didactically and professionally trained, experienced student-teachers and the arthroscopy group (ASK) was taught by eight experienced physicians. The control group (CON) acquired the anatomical knowledge only via the dissection course. Exposure (MSUS and ASK) took place in two separate lessons (75 minutes each, shoulder and knee joint) and introduced standard scan planes using a 10-MHz ultrasound system as well as arthroscopy tutorials at a simulator combined with video tutorials. The theoretical anatomic learning outcomes were tested using a multiple-choice questionnaire (MCQ), and after cross-over an objective structured clinical examination (OSCE). Differences in student’s perceptions were evaluated using Likert scale-based items.ResultsThe ASK-group (n = 70, age 23.4 (20–36) yrs.) performed moderately better in the anatomical MC exam in comparison to the MSUS-group (n = 84, age 24.2 (20–53) yrs.) and the CON-group (n = 88, 22.8 (20–33) yrs.; p = 0.019). After an additional arthroscopy teaching 1% of students failed the MC exam, in contrast to 10% in the MSUS- or CON-group, respectively. The benefit of the ASK module was limited to the shoulder area (p < 0.001). The final examination (OSCE) showed no significant differences between any of the groups with good overall performances. In the evaluation, the students certified the arthroscopic tutorial a greater advantage concerning anatomical skills with higher spatial imagination in comparison to the ultrasound tutorial (p = 0.002; p < 0.001).ConclusionsThe additional implementation of arthroscopy tutorials to the dissection course during the undergraduate anatomy training is profitable and attractive to students with respect to complex joint anatomy. Simultaneous teaching of basic-skills in musculoskeletal ultrasound should be performed by medical experts, but seems to be inferior to the arthroscopic 2D-3D-transformation, and is regarded by students as more difficult to learn. Although arthroscopy and ultrasound teaching do not have a major effect on learning joint anatomy, they have the potency to raise the interest in surgery.

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Section: Discussionsupporting

confidence: 90%

Arthroscopy or ultrasound in undergraduate anatomy education: a randomized cross-over controlled trial

et al. 2012

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“… 56 Female students pursuing a surgical career have experienced discrimination, 37 , 38 , 57 , 53 although this is not an isolated phenomenon for the specialty: female students interested in a career in orthopedic trauma, or male students interested in obstetrics had such experiences. 37 , 38 , 58 , 59 It is not clear if gender itself is a factor that affects the learning of fundamental surgical skills. 24 - 35 Work experience, interest in surgery, training and previous video game experience seem to enhance the surgical skills of medical students.…”

Section: Discussionmentioning

confidence: 99%

Gender differences in the learning and teaching of surgery: a literature review

Burgos

Josephson

2014

Int J Med Educ

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ObjectivesTo explore evidence concerning gender differences in teaching and learning in surgery to guide future initiatives.MethodsThis systematic review was conducted searching in the following electronic databases: MEDLINE, EMBASE, CINAHL, PsycINFO, ERIC, Web of Science, Scopus and PubMed. All studies related to gender differences in surgical education, teaching or learning of surgery at an undergraduate level were included. Data was extracted and critically appraised. Gender differences in learning, teaching, skills acquisition, perceptions and attitudes, interest on surgery, personality and factors influencing interest in surgical careers were differentiated.ResultsThere is an underrepresentation of women in surgical academia, due to lack of role models and gender awareness. It is not clear whether or not gender itself is a factor that affects the learning of surgical tasks. Female students pursuing a surgical career had experienced sexual harassment and gender discrimination that can have an effect on the professional identity formation and specialty choice. There are differences in personality among female and male students interested in surgery. Gender is a determining factor to choose surgery, with a consistent lower proportion of women compared interested in pursuing a surgical career. Mentoring and personality fit are important in medical student’s specialty selection. Female students are more likely to be discouraged from pursuing a surgical career by a lack of female role models.ConclusionsBias against women in surgery still exists. There is a lack of studies that investigate the role of women in the teaching of surgery.

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“…Gender and associated gender roles are reported to have an impact on learning and skills acquisition [13] and an influence on specialty preferences [14]. With rising numbers of women in medical school these differences warrant further evaluation in order to accommodate the educational needs of both genders.…”

Section: Introductionmentioning

confidence: 99%

Peyton’s four-step approach for teaching complex spinal manipulation techniques – a prospective randomized trial

et al. 2016

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BackgroundThe objectives of this prospective randomized trial were to assess the impact of Peyton’s four-step approach on the acquisition of complex psychomotor skills and to examine the influence of gender on learning outcomes.MethodsWe randomly assigned 95 third to fifth year medical students to an intervention group which received instructions according to Peyton (PG) or a control group, which received conventional teaching (CG). Both groups attended four sessions on the principles of manual therapy and specific manipulative and diagnostic techniques for the spine. We assessed differences in theoretical knowledge (multiple choice (MC) exam) and practical skills (Objective Structured Practical Examination (OSPE)) with respect to type of intervention and gender. Participants took a second OSPE 6 months after completion of the course.ResultsThere were no differences between groups with respect to the MC exam. Students in the PG group scored significantly higher in the OSPE. Gender had no additional impact. Results of the second OSPE showed a significant decline in competency regardless of gender and type of intervention.ConclusionsPeyton’s approach is superior to standard instruction for teaching complex spinal manipulation skills regardless of gender. Skills retention was equally low for both techniques.

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Geschlechtsspezifische Wahrnehmung des orthopädisch-unfallchirurgischen Berufsbilds während des Medizinstudiums

Cited by 17 publications

References 18 publications

Arthroscopy or ultrasound in undergraduate anatomy education: a randomized cross-over controlled trial

Arthroscopy or ultrasound in undergraduate anatomy education: a randomized cross-over controlled trial

Gender differences in the learning and teaching of surgery: a literature review

Peyton’s four-step approach for teaching complex spinal manipulation techniques – a prospective randomized trial

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