性別融入醫學：醫學教育性別素養指標建構之探究 Integrating Gender into Medicine: Research on the Construction of Gender Competence Indicators in Medical Education
| Autor: | 楊幸真 Hsing-Chen Yang, 顏正芳 Cheng-Fang Yen |
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| Jazyk: | English<br />Chinese |
| Rok vydání: | 2018 |
| Předmět: | |
| Zdroj: | 臺灣教育社會學研究, Vol 18, Iss 1, Pp 91-145 (2018) |
| Druh dokumentu: | article |
| ISSN: | 16802004 1680-2004 |
| DOI: | 10.3966/168020042018061801003 |
| Popis: | 本研究運用行動研究建構性別素養指標，作為規劃性別融入醫學教育之課程指引、教學目標與學習評量工具。根據研究結果，性別素養指標分為核心與進階能力兩大學習階段，指標架構包含主要面向、衍伸主題及能力指標。兩大階段的主要面向分別是：性與性別、性別與人際關係、性別健康與醫療、性別權力與權益；診斷與治療、精神醫學與性別。而性別素養是兼具性別知識、態度與行動之統合能力。本研究認為藉由性別素養指標將性別鑲嵌入醫學教育中，其意義與價值在於透過系統性的性別素養學習，讓明日醫師對於不同性別者有一定的認識，讓不同性別者在近用醫療資源時，皆能獲得平等的就醫權益與服務，承傳起大學促進教育性別主流化與公平正義之社會責任。 Using an action research approach, this study aimed to develop gender competence indicators (GCIs) to construct a framework for mainstreaming gender into medical education. Based on research results, GCIs were divided into two major learning phases: a core competence phase and an advanced competence phase. The indicator framework was comprised of major domains, extended topics, and competence indicators. The major domains of the two learning phases consisted of: sex and gender, gender and interpersonal relationships, gender health and medicine, and gender power and rights; and diagnosis and treatment, and psychiatry and gender. Gender competence encompassed gender-related knowledge, attitudes, techniques, and action abilities. By integrating gender competence into medical education, GCIs will enable tomorrow’s doctors to systematically acquire adequate gender competence. As a result, people of different genders will enjoy equal rights and receive the same levels of service when accessing medical resources. Moreover, GCIs will enable universities to fulfill their social responsibilities with regard to gender mainstreaming, fairness, and justice. |
| Databáze: | Directory of Open Access Journals |
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