Hekim adaylarında toplumsal cinsiyet algısının değerlendirilmesi: Meram Tıp Fakültesi örneği
Yükleniyor...
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Meram Tıp Fakültesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Günümüzde sağlık hizmeti için önemli bir hedef, toplumsal cinsiyet eşitliği ve bu konuda farkındalık içeren mesleki gelişimdir. Bu çalışmada toplumsal cinsiyet algısının bireylerin hangi sosyokültürel özelliklerinden kaynaklandığını ve tıp eğitimi sürecinden geçildiğinde değişim gösterip göstermediğini araştırmak amaçlandı. Gereç ve yöntem: Kesitsel tanımlayıcı nitelikteki bu araştırmanın evrenini Necmettin Erbakan Üniversitesi Meram Tıp Fakültesi birinci, üçüncü ve altıncı sınıf öğrencileri oluşturdu. Katılımcı sayısı belirlenirken her bir dönemdeki öğrenci sayılarının üçte birine ulaşılması planlandı. Mayıs 2019-Haziran 2019 tarihleri arasında anket uygulaması yapıldı. Birinci sınıflardan 94 (n=280), üçüncü sınıflardan 89 (n=267), altıncı sınıflardan 90 (n=270) ve toplamda en az 273 hekim adayının çalışmaya dahil edilmesi planlandı. Dışlama kriterleri nedeniyle çalışmadan çıkarılabilecek öğrenciler olabileceği düşünülerek gönüllü olan 413 öğrencinin tümü çalışmaya dahil edildi. Çalışmada sosyodemografik bilgi formu, Nijmegen Tıpta Cinsiyet Farkındalığı Ölçeği ve Toplumsal Cinsiyet Algısı Ölçeği yer alan bir anket formu kullanıldı. Elde edilen bulgular SPSS (Statistical Package for Social Sciences for Windows) 20.0 programı kullanılarak analiz edildi. p<0,05 değeri istatistiksel olarak anlamlı kabul edildi. Bulgular: Katılımcıların %33,7 si (n=128) dönem 1, %26,6'sı (n=101) dönem 3, %39,7'si (n=151) dönem 6 öğrencisi; %56,3'ü (n=214) kadın, %43,7'si (n=166) erkekti. Yaş ortalaması 21,7±2,82 yıldı. CD puanı annenin hiç çalışmamış olduğu grupta halen çalışmakta olan gruba göre daha yüksek bulundu (p=0,006). Kırsal kesimde doğup büyümüş olanların HYCRİ puanı kentsel kesimde doğup büyüyenlere göre yüksekti (p=0,006). Annenin hiç çalışmadığı grupta HYCRİ alt boyut puanları diğer katılımcılara göre yüksek bulundu (p=0,001). Baba eğitim düzeyi yüksekokul/üniversite olanların daha düşük puanlar aldığı (p=0,032); geliri giderinden az olan ailelere mensup katılımcılarda HYCRİ puanının daha yüksek olduğu saptandı (p=0,043). TCAÖ'den dönem 1 öğrencilerinin dönem 6 öğrencilerine göre daha yüksek puan aldığı (p=0,018), kadın katılımcıların erkeklere göre daha yüksek puan aldığı (p<0,001), >23 yaş grubundaki bireylerin diğer iki gruba (18-21 ve 21-23 yaş) göre daha düşük puanlar aldığı (p=0,001), anne eğitim düzeyi yüksekokul/üniversite olanların eğitimi olmayan veya annesi ilkokul mezunu olanlara göre daha yüksek olduğu (p<0.001), annesi halen çalışmakta olan grubun annesi hiç çalışmamış olanlara göre daha yüksek puanlar aldığı (p<0.001) bulundu. "Dini inancınızı nasıl tanımlarsınız?" sorusuna; "Oldukça dindarım" cevabını verenlerin TCAÖ puanları, diğer cevapları (pek dindar sayılmam, bir inanca sahip değilim) verenlere göre kadın katılımcılarda da (p<0,001), erkek katılımcılarda da (p=0.002) düşük saptandı. "Eşinizin gelir durumu sizce nasıl olmalıdır?" sorusuna kadın katılımcılardan "Eşimin benden çok kazanmasını isterim" diyen grubun TCAÖ puanları "Bunu önemsemem" diyenlere göre düşüktü (p<0,001). Erkeklerde ise "Bunu önemsemem" diyen grubun TCAÖ puanı "Benden daha fazla kazanmasını istemem" diyen gruba göre yüksek bulundu (p=0,003). NTCFÖ alt ölçekleri ve TCAÖ korelasyon açısından karşılaştırıldığında DYCRİ ile TCAÖ arasında negatif yönde orta derecede korelasyon tespit edildi (r=-0,459, p<0,001). Sonuç: Çalışmada kadın cinsiyet, genç yaş, kent yaşamı, yüksek gelire sahip olmak, anne ve baba eğitim düzeyinin yükselmesi gibi faktörler olumlu toplumsal cinsiyet perspektifini desteklemekteydi. Tıp eğitiminin ilk yıllarında olan katılımcıların üst dönemlere göre daha olumlu toplumsal cinsiyet algısına sahip oldukları saptandı. Bu analiz tıp fakültelerinde verilmesi gereken toplumsal cinsiyet içerikli eğitimin önemine dikkat çekmektedir. Anahtar kelimeler: Toplumsal cinsiyet, Tıp, Toplumsal cinsiyet algısı, Tıp eğitimi, Hasta hekim ilişkisi
Today, one of the important aims of healthcare is professional development including social gender equality and awareness about this issue. In this study, it was aimed to examine from what sociocultural features of the individuals the social gender perception results from and to investigate whether it changes after undergoing a medical education process. Material and Method: The population of this cross-sectional descriptive study was comprised of first, third and sixth grade students in Necmettin Erbakan University Meram Faculty of Medicine. While determining the number of participants, it was anticipated to reach one-third of students in each term. A survey was administered between May 2019 and June 2019. It was aimed to include a total of at least 273 physician candidates in the study: 94 (n=280) from first grades, 89 (n=267) from third grades and 90 (n=270) from sixth grades. All of 413 voluntary students were included in the study, with students who would be excluded due to exclusion criteria taken into consideration. In the study, a survey including sociodemographic information questionnaire, Nijmegen Gender Awareness in Medicine Scale and Social Gender Perception Scale. The obtained data were analyzed by using the SPSS (Statistical Package for Social Sciences for Windows) 20.0 package program. p<0.05 value was considered statistically significant. Results: Of the participants; 33.7 (n=128) were first-grade, 26.6% (n=101) third-grade and 39.7% (n=151) were sixth-grade students, while 56.3% (n=214) were female and 43.7% (n=166) were male. The mean age was 21.7±2.82 years. The GS score was found to be higher in the group with mothers who had not worked compared to the group with mothers still working (p=0.006). The GRI-Patient scores of those who were born and grown-up in rural areas were higher compared to those born and grown-up in urban areas (p=0.006). The GRI-Patient subscale scores of the group with mothers who had not worked were found to be higher compared to those of other participants (p=0.001). It was determined that those with a paternal educational level of collage/university had lower scores (p=0.032), and that the GRI-Patient scores were higher in participants who were a member of low-income family (p=0.043). It was determined that the first-grade students had higher SGPS scores than sixth-grade students (p=0.018), female participants had higher scores that male participants (p<0.001), the individuals at >23 years of age had lower scores compared to other two groups (18-21 and 21-23 years of age (p=0.001), those with a maternal educational level of collage/university had higher scores compared to those whose mothers were unschooled or primary school graduate (p<0.001), and the group with mothers still working had higher scores compared to the group with mothers who had not worked (p<0.001). It was found that SGPS scores of those who responded the question "How do you describe your religious belief?" as "Devoutly Religious" were lower compared to those who chose other answers ("I am not actually religious", "I am a disbeliever") (p<0.001), they were found to be lower in male participants compared to female ones (p=0.002). The SGPS scores of the female participants who responded the question "How should your husband's income status be?" as "I want my husband to earn more than me" were lower compared to those who responded as "I don't mind this" (p<0.001). Among males, however, the SGPS scores of those who responded as "I don't mind this" were found to be higher compared to the group responded as "I do not want her to earn more than me" (p=0.003). When the N-GAMS subscales and SGPS were compared for correlation, a moderate negative correlation was found between GRI-Doctor and SGPS (r=-0.459, p<0.001). Conclusion: In the study, the factors including female gender, younger age, urban life, having a high income and increased maternal and parental educational level supported a positive social gender perspective. The participants at first stages of medical education had more positive social gender perception compared to those at later stages. This analysis points out importance of social gender-oriented education that should be provided in medical faculties. Keywords: Gender, Medicine, Gender perception, Medical education, Patient-physician relationship
Today, one of the important aims of healthcare is professional development including social gender equality and awareness about this issue. In this study, it was aimed to examine from what sociocultural features of the individuals the social gender perception results from and to investigate whether it changes after undergoing a medical education process. Material and Method: The population of this cross-sectional descriptive study was comprised of first, third and sixth grade students in Necmettin Erbakan University Meram Faculty of Medicine. While determining the number of participants, it was anticipated to reach one-third of students in each term. A survey was administered between May 2019 and June 2019. It was aimed to include a total of at least 273 physician candidates in the study: 94 (n=280) from first grades, 89 (n=267) from third grades and 90 (n=270) from sixth grades. All of 413 voluntary students were included in the study, with students who would be excluded due to exclusion criteria taken into consideration. In the study, a survey including sociodemographic information questionnaire, Nijmegen Gender Awareness in Medicine Scale and Social Gender Perception Scale. The obtained data were analyzed by using the SPSS (Statistical Package for Social Sciences for Windows) 20.0 package program. p<0.05 value was considered statistically significant. Results: Of the participants; 33.7 (n=128) were first-grade, 26.6% (n=101) third-grade and 39.7% (n=151) were sixth-grade students, while 56.3% (n=214) were female and 43.7% (n=166) were male. The mean age was 21.7±2.82 years. The GS score was found to be higher in the group with mothers who had not worked compared to the group with mothers still working (p=0.006). The GRI-Patient scores of those who were born and grown-up in rural areas were higher compared to those born and grown-up in urban areas (p=0.006). The GRI-Patient subscale scores of the group with mothers who had not worked were found to be higher compared to those of other participants (p=0.001). It was determined that those with a paternal educational level of collage/university had lower scores (p=0.032), and that the GRI-Patient scores were higher in participants who were a member of low-income family (p=0.043). It was determined that the first-grade students had higher SGPS scores than sixth-grade students (p=0.018), female participants had higher scores that male participants (p<0.001), the individuals at >23 years of age had lower scores compared to other two groups (18-21 and 21-23 years of age (p=0.001), those with a maternal educational level of collage/university had higher scores compared to those whose mothers were unschooled or primary school graduate (p<0.001), and the group with mothers still working had higher scores compared to the group with mothers who had not worked (p<0.001). It was found that SGPS scores of those who responded the question "How do you describe your religious belief?" as "Devoutly Religious" were lower compared to those who chose other answers ("I am not actually religious", "I am a disbeliever") (p<0.001), they were found to be lower in male participants compared to female ones (p=0.002). The SGPS scores of the female participants who responded the question "How should your husband's income status be?" as "I want my husband to earn more than me" were lower compared to those who responded as "I don't mind this" (p<0.001). Among males, however, the SGPS scores of those who responded as "I don't mind this" were found to be higher compared to the group responded as "I do not want her to earn more than me" (p=0.003). When the N-GAMS subscales and SGPS were compared for correlation, a moderate negative correlation was found between GRI-Doctor and SGPS (r=-0.459, p<0.001). Conclusion: In the study, the factors including female gender, younger age, urban life, having a high income and increased maternal and parental educational level supported a positive social gender perspective. The participants at first stages of medical education had more positive social gender perception compared to those at later stages. This analysis points out importance of social gender-oriented education that should be provided in medical faculties. Keywords: Gender, Medicine, Gender perception, Medical education, Patient-physician relationship
Açıklama
Anahtar Kelimeler
Toplumsal cinsiyet, Tıp, Toplumsal cinsiyet algısı, Tıp eğitimi, Hasta hekim ilişkisi, Gender, Medicine, Gender perception, Medical education, Patient-physician relationship
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Ercan, N. B. (2022). Hekim adaylarında toplumsal cinsiyet algısının değerlendirilmesi: Meram Tıp Fakültesi örneği. (Yayınlanmamış tıpta uzmanlık tezi) Necmettin Erbakan Üniversitesi, Meram Tıp Fakültesi Dahili Tıp Bilimleri Bölümü Aile Hekimliği Anabilim Dalı, Konya.
