WEBVTT 00:00:08.060 --> 00:00:14.299 Welcome to the work in progress video on gender and gender medicine today with Sophia, 00:00:14.300 --> 00:00:18.410 Ruler from the Future Workshop for Digitally Supported Teaching project in Marburg 00:00:18.410 --> 00:00:23.150 and Veronika is moving from the Institute of General Medicine to the University of Marburg. 00:00:23.810 --> 00:00:31.640 You came to us last year with the intention of building a module, even though you normally do research design. 00:00:31.910 --> 00:00:34.430 On the subject of gender and sex What brought you to us? 00:00:35.480 --> 00:00:43.400 Yes, I did a bit of research into gender and gender medicine and then realized 00:00:43.400 --> 00:00:45.650 that there is very little about this at the university in Marburg. 00:00:45.650 --> 00:00:57.530 That's why I wanted to develop a module, a digital one, that I could offer to all students that didn't take too long. 00:00:57.770 --> 00:01:04.700 So we had about an hour or two in our heads and covered various subject areas. 00:01:05.090 --> 00:01:11.540 Exactly. The topic is both very diverse and, at the same time, little researched. 00:01:11.930 --> 00:01:18.919 That is, the main goal was to present the content in the different areas. 00:01:18.920 --> 00:01:27.890 That's why we have different modules. But also to do this in a way that doesn't just present the facts, 00:01:28.250 --> 00:01:34.430 but encourages learners to interact and thus also the current ones 00:01:34.430 --> 00:01:38.330 state of research and perhaps also a glimpse into the future. 00:01:38.570 --> 00:01:43.760 The whole thing actually starts with a recorded lecture on basic concepts. 00:01:44.540 --> 00:01:47.720 Why is it so important to clarify these basic concepts again? 00:01:48.260 --> 00:01:53.420 Most people know what gender is, most people know what gender is and what the difference is. 00:01:53.450 --> 00:02:02.329 But maybe not everyone. And of course it's also about other terms like LGBTI non binary, more transparent. 00:02:02.330 --> 00:02:06.530 And so forth. It was important to clarify this briefly at the beginning. 00:02:07.040 --> 00:02:08.900 Gender is not a binary concept, 00:02:09.350 --> 00:02:15.440 Gender characteristics are not fixed and then we go into two, we picked out two diseases. 00:02:16.100 --> 00:02:25.639 On the one hand cancer, on the other hand stroke. To go into more detail about what sex and gender are 00:02:25.640 --> 00:02:32.300 specific differences in the diagnosis and treatment of the diseases? 00:02:33.020 --> 00:02:40.309 After that has been clarified, we will actually look at the topic from different angles. 00:02:40.310 --> 00:02:45.860 And this includes, among other things, the practice of being a doctor. 00:02:46.010 --> 00:02:57.710 It is also important to know what, in this case, is more gender than gender and what influence this has on the practice of the profession. 00:02:58.220 --> 00:03:03.950 We have a quiz that primarily provides information about statistics, key figures, 00:03:04.100 --> 00:03:08.900 which make it clear what challenges future doctors will face. 00:03:10.070 --> 00:03:13.400 And we decided to do this in two different formats. 00:03:14.090 --> 00:03:21.770 One format is more fact-oriented and provides the corresponding key figures, 00:03:21.770 --> 00:03:25.220 which can be interesting at this point and are empirically based. 00:03:26.270 --> 00:03:34.820 Alternatively, learners can go through an adventure in which they have a conversation and can control the course of the conversation themselves. 00:03:34.970 --> 00:03:41.540 For this we used Presenter, simply because with this software we have the possibility to set variables, that is, 00:03:41.540 --> 00:03:46.819 to design this conversation for the adventure in such a way that 00:03:46.820 --> 00:03:51.230 that the participants' answers have an impact on the further course of the conversation. 00:03:51.320 --> 00:03:59.300 We would like to see how this is accepted and what opportunities the learners ultimately take advantage of. 00:04:00.230 --> 00:04:07.130 which is also part of our work in progress. Easy to see what is accepted as part of the profession. 00:04:07.400 --> 00:04:13.490 Do we then switch to conversations between doctors and patients? 00:04:13.970 --> 00:04:25.220 Why is that so important? In this context also, precisely because this in turn influences the treatment. 00:04:25.550 --> 00:04:34.310 So doctors sometimes treat patients a little differently. 00:04:35.480 --> 00:04:37.340 Of course, the same applies to female doctors. 00:04:38.360 --> 00:04:46.990 And it also affects the patients differently. We want to promote this awareness with a text adventure, 00:04:47.240 --> 00:04:50.690 in which learners can go through different dryads. 00:04:51.320 --> 00:04:55.520 And the relevant literature will then be made available. 00:04:56.000 --> 00:05:06.200 And we implemented this with the Twin software because this software is very well suited to such conversations. 00:05:06.230 --> 00:05:13.430 To simulate, but also to clarify the connections in the backend of the software. 00:05:14.120 --> 00:05:24.319 That means that here you can also show very nicely how the conversation actually goes, 00:05:24.320 --> 00:05:28.760 but even if you implement them technically, represent them visually. 00:05:30.170 --> 00:05:35.210 Of course, the topic of research accompanied us throughout this entire process. 00:05:36.800 --> 00:05:38.920 But what we found above all is that 00:05:39.220 --> 00:05:49.700 that there is actually too little research in all of these areas and we would also like to enable students to do so 00:05:50.420 --> 00:05:59.329 to expand their research expertise in this area. And because it's so difficult, we thought about whether we might ask: 00:05:59.330 --> 00:06:04.640 whether it can help us develop research questions or research designs. 00:06:05.450 --> 00:06:15.349 Yes, yes, we started with research. We first asked creativity to suggest a research question and then looked, 00:06:15.350 --> 00:06:19.130 where and how gender and/or gender are incorporated. 00:06:19.430 --> 00:06:28.370 And realized that it's actually not really incorporated, that it's not a focus or focus of creativity, 00:06:28.790 --> 00:06:41.120 but I think only once at the beginning, until we asked and it was suggested as a possible variable that could be included. 00:06:41.510 --> 00:06:46.490 And that's actually exactly how it worked in the past. 00:06:48.260 --> 00:06:51.799 It was mostly taken away but never looked at closely. 00:06:51.800 --> 00:06:59.510 And that's what should change in the future, that it becomes much more important. 00:07:00.140 --> 00:07:08.510 Yes, we then developed a podcast on this topic in which we filmed the conversation we had with Joachim Witt. 00:07:08.960 --> 00:07:16.910 Developer A research question for a medical dissertation on the effect of the method What would be particularly interesting for us now is 00:07:16.910 --> 00:07:22.760 whether the system automatically comes up with the idea of ​​taking gender-specific aspects into account. 00:07:22.890 --> 00:07:27.800 Yes, and then we had another module that was originally intended to be different. 00:07:27.880 --> 00:07:38.860 Yes, we actually wanted to develop a part around the topic of LGBTI plus, originally with reports on experiences. 00:07:38.870 --> 00:07:40.609 But that didn't work so well, 00:07:40.610 --> 00:07:49.640 because we didn't have enough experience reports, so we rebuilt and are now making a point and click adventure, 00:07:50.090 --> 00:08:00.559 So with a picture and then you can click on different parts of it and then you get facts and topics, 00:08:00.560 --> 00:08:07.190 that are relevant to LGBTI plus in general practice or actually in medicine in general. 00:08:07.790 --> 00:08:14.600 What's next? We have already finished some parts, others are in the process of being completed. 00:08:16.250 --> 00:08:20.659 What's next? Yes, the next step is 00:08:20.660 --> 00:08:33.469 First of all, to give a sample run-through and, um, and get feedback from both students and doctors in further training, 00:08:33.470 --> 00:08:45.560 which the module is aimed at. Then and generally adapt it to our students and then generally to our students 00:08:45.560 --> 00:08:50.360 to provide female doctors in further training, not just at the university in Marburg, 00:08:50.360 --> 00:08:53.630 but actually nationwide. Thank you!