Müfredata eklenen bir dersin ikinci sınıf tıp öğrencilerinin kadına yönelik şiddetle ilgili bilgi ve tutumlarına etkilerinin değerlendirilmesi

Amac: Bu arastirmanin amaci “kadina yonelik siddete mudahalede saglik calisanlarinin rolu” uygulama dersini alan Ege Universitesi Tip Fakultesi ikinci sinif ogrencilerinin ders oncesi ve sonrasindaki bilgi duzeyleri ve tutumlarini olcmek ve toplumsal cinsiyet rolleri hakkindaki goruslerini tanimlamaktir. Yontem : Tip Fakultesi ikinci sinifa 334 kisi kayitlidir. Kapsayicilik  %85,6’dir. Ankette kadina yonelik siddet tanimlariyla ilgili on soru, hekimin bu konudaki roluyle ilgili sekiz soru ve toplumsal cinsiyet rolleriyle ilgili 20 soru ve ogrencilerin sosyo demografik ozelliklerini sorgulayan sekiz soru yer almaktadir. Bilgi sorulari 10 puan uzerinden, profesyonel tutum ve toplumsal cinsiyet rollerine iliskin sorular ise uclu Likert olcegiyle degerlendirilmistir. Daha yuksek puan alan ogrenci daha olumlu tutuma sahip kabul edilmistir. Bulgular : Arastirma grubunun %39,9’u kadindir. % 41,9’u Fen lisesi, %36,5’i Anadolu lisesi ve %%10,8’i ozel lise mezunudur. %45,1 Ege Bolgesi dogumludur. Ogrencilerin %15,2’si ailesinde siddete tanik oldugunu belirtmistir. On test bilgi puan ortalamasi 6,8±1,8 iken son test sonuclari 9,1±1,4 (t=-22,923, p=0,001)olarak saptanmistir. Ders oncesi profesyonel tutum toplam puani ortalamasi 19,7±2,4, ders sonrasi da 21,1±2,3 olmustur(t=9,877 p=0,001). Toplumsal cinsiyet rolleri on test toplam puani 47,2±7,4 son test toplam puani ise 48,4±6,4 olarak saptanmistir(t=3,577, p=0,001). Hem bilgi hem de profesyonel tutum ve toplumsal cinsiyet rolleriyle ilgili on-test puan ortalamalari erkeklerin, dogdugu bolge Ic Anadolu, Dogu Anadolu ve Guneydogu Anadolu olanlarin, anne egitimi ortaokul ve alti duzeyinde olanlarin daha dusuktur. Sonuc : Bu arastirmada, uzun erimdeki etkiler degerlendirilememis olsa da, Tip fakultesi ikinci sinif mufredatina eklenen bu dersin, ogrencilerin hem kadina yonelik siddetle, hem de bu konudaki gelecekteki rolleriyle ilgili bilgi ve tutumlarinin gelistirilmesi acisindan onemli oldugu ortaya konmustur. Anahtar Kelimeler: Kadina yonelik siddet, tip egitimi, bilgi, tutum, toplumsal cinsiyet rolleri An evaluation of the effects on the knowledge and behavior of second year medical school students of a course on violence against women added to their curriculum Objective: The purpose of this study was to measure the pre and post course level of knowledge, attitudes and opinions of second year medical students regarding violence against women, gender roles and of the physician’s role for intervention, in relation to a course entitled “the role of health care professionals in intervention concerning violence against women”. Method: 334 students were registered in the second year at this Medical School. The participation rate was 85,6 %. The questionnaire included four sections: ten questions related to the definitions of violence against women; eight questions related to the role of physicians in intervention ; and 20 questions were associated with gender roles; in addition there were eight questions on socio-demographic features of the students. The questions concerning knowledge were assessed on a scale of one to ten, the questions regarding professional attitude and gender roles were evaluated by a three point Likert scale. The students with higher points were regarded as having more positive attitudes. Results: 39,9 % of the research group were female. 41.9% of them were graduates of a Science High School, 36,5% of them were from an Anatolian High School and 10,8% of them were Private High School graduates. 45,1% of the respondents were from the Aegean Region of Turkey. 15,2% of the students stated that they witnessed violence in their family lives. Whilst the precourse knowledge score average was 6,8±1,8, the outcomes of post course assessment were  9,1±1,4 (t=-22,923, p=0,001). The mean of the pretest professional attitude total score was 19,7±2,4, and the post-test t was 21,1±2,3 (t=9,877 p=0,001). The mean pretest total score for gender roles was 47,2±7,4 whereas it was 48,4±6,4 posttest (t=3,577, p=0,001). The pre-test means related to knowledge, professional attitude and gender roles were lower for those from Central Anatolia, Eastern Anatolia and Southern Anatolia, for male students and for those whose mothers’ educational levels were secondary school or less. Conclusion: Although the study’s long term effects could not be evaluated, this research revealed the importance of developing knowledge, attitudes and future roles of second year medical school students by adding a course about violence against women. Key Words : Violence against women, medical education, knowledge, attitude, gender roles