Faculty Collaboration Database

A longitudinal women's health curriculum: a multi-method, multiperspective needs assessment. Am J Obstet Gynecol 2002 Sep;187(3 Suppl):S12-4

Date

09/18/2002

Pubmed ID

12235431

DOI

10.1067/mob.2002.127369

Scopus ID

2-s2.0-0036739061 (requires institutional sign-in at Scopus site)   10 Citations

Abstract

OBJECTIVES: To define critical competencies in women's health for medical student education and to assess the degree to which they are taught.

STUDY DESIGN: A set of competencies in women's health was developed. A multi-method needs assessment was implemented.

RESULTS: Faculty and student evaluations revealed no major areas of disagreement but did identify major deficits in the basic sciences including the physiologic influence of estrogen on nongynecologic organ systems and of androgen on various organ systems, nutrition, and alternative medicine and the difference between the sexes in disease processes, presentation, and treatment. In the clinical years, there are important deficits in the teaching of diseases unique to women, limited attention to psychosocial aspects of women's health, and no cohesive teaching of a gender-specific approach to clinical evaluation.

CONCLUSION: In the medical school curriculum, gender's effect on disease is inadequately addressed. An integrated longitudinal approach to gender-specific medicine is needed.

Author List

Autry AM, Meurer LN, Barnabei VM, Green SS, Johnson-Masotti AP, Otto-Salaj LL, Bragg DS, Treat R, Simpson DE

Author

Robert W. Treat PhD Associate Professor in the Academic Affairs department at Medical College of Wisconsin

MESH terms used to index this publication - Major topics in bold

Attitude of Health Personnel
Clinical Clerkship
Clinical Competence
Competency-Based Education
Curriculum
Education, Medical, Undergraduate
Female
Focus Groups
Humans
Longitudinal Studies
Needs Assessment
Students, Medical
United States
Women's Health