Have sex in Seelands

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We compared the quantity and quality of sex- and gender-related content of e-learning materials commonly used by German and American medical students while preparing for national medical examinations. Subjects were allocated to one of the three main fields: clinical subjects, behavioral and social scienceand pharmacology.

Qualitative analysis comprised binary categorization into sex- and gender-based aspects and qualification with respect to the presence of a pathophysiological explanation for the sex or gender difference. Most of the sex- and gender-related content covered sex differences. Most learning cards and texts did not include a detailed pathophysiological explanation for sex- or gender-based aspects. The knowledge provided Have sex in Seelands the preparatory documents represents only a small part of facts that are already known about sex and gender differences.

Conclusions: The preparatory materials focused almost exclusively on biological sex differences and the sociocultural dimension in particular is underrepresented.

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A lot more evidence-based facts are known and should be integrated into the materials to reflect the importance of SGBM as an integral component of patient-centered medicine. Keywords: Sex- and gender-based medicine; e-learning; learning material; medical education; national medical examination; sex differences. Please enable it to take advantage of the complete set of features! Clipboard, Search History, and several other advanced features are temporarily unavailable. Search: Search. Advanced Clipboard. Display options Display Have sex in Seelands. Create file Cancel.

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RSS Link Copy. Full text links Cite Display options Display options. Figures Figure 1. Distribution of sex- and gender-based…. Figure 1. Distribution of sex- and gender-based aspects to eight in the main fields:…. Distribution of sex- and gender-based aspects to eight in Have sex in Seelands main fields: A clinical subjects, B behavioral and social science, and C pharmacology.

See this image and copyright information in PMC. Similar articles Auditing sex- and gender-based medicine SGBM content in medical school curriculum: a student scholar model. Song MM, et al. Biol Sex Differ. Seeland U, et al. Workshop summaries from the Sex and Gender Medical Education Summit: utilization of sex and gender based medical education resources and creating student competencies.

McGregor AJ, et al. Exploring conceptual and theoretical frameworks for nurse practitioner education: a scoping review protocol. Wilson R, et al. PMID: Review. Peterson K, McCleery E. Peterson K, et al. See all similar articles. Cited by 2 articles Sex and gender specific health topics in medical student learners: pulse check eight years later. Rydberg A, et al. Students' attitudes toward digital learning during the COVID pandemic: a survey conducted following an online course in gynecology and obstetrics.

Olmes GL, et al. Arch Gynecol Obstet. Epub Aug 5. References Regitz-Zagrosek V. Sex and gender differences in health. EMBO Rep. Sex and gender differences in clinical medicine. Handb Have sex in Seelands Pharmacol. Better science with sex and gender: facilitating the use of a sex and gender-based analysis in health research.

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Int J Equity Health. Definitions of sex and gender. Updated June 17, Gender as a health determinant and implications for health education. Health Educ Behav. Copy Download.

Have sex in Seelands

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Quantitative and Qualitative Analysis on Sex and Gender in Preparatory Material for National Medical Examination in Germany and the United States