In 1992 the Council on Graduate Medical
Education (COGME) identified 42 train-
ing components considered essential to preparing
physicians to provide comprehensive
health care for women. Internists and ob/gyn
specialists are currently the principal
health care providers for women. Both groups are
fully trained to provide all these com-
ponents. This has prompted self-education on
women's health issues by physicians
through continuing education courses. The
American Medical Women's Association
(AMWA) has sponsored development of a two-part
course based on the life phases of
women, rather than on organs.
While universities in the 1960s and 1970s
integrated women's studies into their cur-
ricula, medical schools are only now just
beginning to focus on women's health issues.
Several residency programs have also undertaken
initiatives in this area.
One reason to feel there will be improvement in
the area of women's health is the
fact that it is easier to introduce these
issues into problem-based curricula. Because this
educational approach is becoming increasingly
popular, the trend may impact favorably
on helping resolve the question of women's
health during the present decade.
Medical College of Pennsylvania (MCP), in
cooperation with Hannemann Medical
College, is doing the pioneering work in this
area. Undoubtedly, as women become
increasingly represented on medical school
faculties, there will be an acceleration of
interest in, and attempts to remedy the absence
of, medical education on women's health
issues at both the undergraduate and graduate
levels. The fact that women now make up
about half of each entering class will
presumably also impact positively. These efforts
will also be furthered by the National Academy
on Women's Health Medical Education
that was jointly formed by the MCP and
AMWA.
There are some who advocate establishing a
women's health specialty. Others argue
that this would be a mistake, since it would
suggest that only those specialists would
then be knowledgeable about women's health
needs and problems. This debate will ulti-
mately be settled by the wishes of women
medical students in terms of merely getting
an education or wanting specialty training in
the area of women's health, and by the
choice of women patients.
In summary, there is a consensus that the time
is right to introduce women's health
education into the general curriculum but the
process may take some time to achieve.
MEDICINE: A CAREER FOR WOMEN
The large number of women applying to medical
school demonstrates how attractive
this profession is for them. This career
presents them with many opportunities. Women
accepted to medical school are as likely to
complete their studies as men and will also
probably make a lifetime career in the
profession.
The special attraction of medicine for women
may stem from the following:
1. Satisfaction. Practicing medicine provides
an opportunity to render a service.
2. Opportunities. A broad spectrum of possible
roles are offered, such as patient
care, teaching, laboratory research, community
service, and administration.
3. Independence. Convenient hours and
distribution of effort among multiple
activities can be arranged.
4. Flexibility. There is an opportunity to
change careers during different phases of
life, such as additional educational
opportunities, receiving a master's degree in
public health, moving into the area of public
policy by working for a state or
federal agency, or serving in a health-care
management position.
5. Stimulation. The continuing challenge of
practicing medicine provides for life-
time learning and is reinforced by the high
prestige of the social role of a physi-
cian and the satisfaction of achievements
attained through one's intellectual and
physical efforts.
User Comments Add a comment…