Cyrus Amin Parsa, Johanna Hirsch, Katrin Schüttpelz-Brauns
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引用次数: 0
Abstract
Background: Medical teaching uses medical comics, which are combinations of images and text that depict content from everyday life in the healthcare sector. Over- or under-representation of certain people in certain roles can convey subject-specific role models and stereotypes that can influence individual training pathways. This study examines the proportion of genders and people of colour represented in comic characters, the professional roles to which they can be assigned, and the share of speech they are given.
Method: The analysis included 995 German-language comics from anthologies and textbook series, with 2688 depicted characters from the period between 2002 and 2019. Criteria for categorizing roles, read gender and people of color were developed iteratively. The evaluation was carried out in a descriptive manner.
Results: In the overall evaluation, the quantitatively dominant read gender was male in the roles examined (55%-88%), with especially high representation in the physician's role (88%). Only the nursing staff were predominantly female (75%). The proportion of people of color in the roles analyzed was negligible (0-2%). The share of speech did not differ.
Discussion: Medical comics used in teaching should have a balanced gender ratio, consciously depict people of color and take demographic conditions into account. This should help to create an environment in which students base their career choices on their personal skills and goals rather than on aspects such as gender or identity as people of color.
期刊介绍：
GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
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