Description

In winter term 2010/11 Charité – Universitätsmedizin Berlin introduced the new, innovative, interdisciplinary, outcome-based modular medical curriculum for undergraduate medical education. With its introduction the aim was to systematically integrate gender medicine and gender perspectives longitudinally into the curriculum from the basic sciences modules to the higher clinical modules and into all teaching formats. The integration focused on biological (“sex”) as well as sociocultural (“gender”) aspects. The goal was to foster adequate knowledge, practical and communicative skills for future doctors on sex and gender differences concerning the development, clinical presentation, prevention, diagnosis, treatment, and research of diseases. Methods The integration was paralleled with the curricular development process. A change agent was placed directly into the curriculum development team to foster direct interactions with all stakeholders involved. The change agent developed a ten step approach for the systematic integration that was regularly evaluated and improved. Prior module planning extended research was conducted and relevant gender medicine-related content identified. The identified issues were placed into the module planning sessions and discussed with the module chairs and the module planning group. Courses were then identified where to best place the selected gender-related content. Faculty members were supported with the formulation of gender-related learning objectives. The establishment of a supporting organizational framework facilitated the integration. Results Gender perspectives and gender medicine-related content and learning objectives could be integrated quantitatively and qualitatively into the whole curriculum including all teaching formats from the basic science modules, organ and body system modules, disease model modules to the higher clinical modules and communication skills courses. Gender medicine-related content is part of the summative assessment. A three week module on sex and gender- specific diseases could be integrated into the core curriculum. This module builds on already integrated gender medicine-related content and goes beyond. Gender sensitive language is used in all module handbooks. Gender-related learning objectives could be integrated into the scientific approaches modules to foster students‘ knowledge and skills concerning gender sensitive study design and the interpretation of study results. One elective module on sexual and reproductive health and autonomy could be integrated into the eigth semester. Conclusion The appointment of a change agent into the curriculum development team is a successful strategy for the systematic integration of new curricular perspectives – in this case gender medicine - into a new medical curriculum. The development of systematic approaches and the establishment of a supporting organizational framework facilitates the integration.

Project Details

Project Type

Research Project

Subject Group

Health Sciences

Start

2010

End

2011

Organization

Faculty/Central Institute

Charité - Universitätsmedizin

Project Team

Director

Prof. Dr. Sabine Ludwig

Researchers

• Prof. Dr. Sabine Ludwig

  Former