Group of courses: Medicine and Health
Students are aware of the category of gender as an important factor in physiotherapy, both in theory and practice. Not only are they familiar with scientific explanatory contexts (e.g. in medicine), they also have knowledge of basic principles of social sciences (gender). They are familiar with important empirical women's, men's and gender studies in general and with gender research related to their discipline. Students understand the category of gender with regard to the following five aspects concerning the future development of their discipline and profession:
The relevance of the category of gender in physiotherapy education (studies) should be specified in teaching and research as follows:
The profession of physiotherapist has a long tradition as a "women's profession". In the 20th century, it has developed as a so-called health profession complementary to the new challenges of the traditionally male-dominated field of medicine. This is essential for the current phase of professionalisation. Does academisation mean a gender neutralisation of the profession or does it retain its immanent (female) gender?
Physiotherapy studies, which have been established in Germany, are currently facing the challenge to integrate significant social dimensions into physiotherapy models and practice. Here, diversity sensitivity (e.g. gender) is of particular importance, since a critical reflection hardly takes place in German-speaking countries. Despite the above-mentioned aspects in practice and theory, physiotherapy seems to be somewhat gender-ignorant.
The dimensions of biological and social gender can be implemented into teaching in various ways, e.g. but looking at gender in
The following questions are exemplary for a gender-sensitive research approach: Who are the authors of the study? How is the relevance of the question explained? Which subject group was involved? What special features must be defined for male and female participants? What cumulation of opportunities/resources and which risks/barriers exist for men and women?
Using the gender-sensitive categories suggested by Eichler (1999), students have to be trained to critically evaluate studies and to develop their own research designs in a gender-sensitive way. It is important to take into account whether, e.g. androcentrism, gender insensitivity, gender dichotomy or a double standard of evaluation exist (for further details, see the guidelines in Fuchs et al., 2002).
Gender issues are cross-cutting issues. An introduction to gender issues should therefore implemented into in the curriculum. Further content should be integrated as follows:
Aspects of all eight areas listed above should be integral parts of the curriculum at Bachelor's level. Specialisations and more in-depth studies, especially with regard to areas 5. to 8., are recommendable for the Master's phase.