(re)united!? New Research Perspectives at the Intersection of Arts Education and Media Education

Der Beitrag widmet sich der Frage nach dem Verhältnis zwischen Kultureller Bildung und Medienpädagogik. Der Titel der Joint Conference spricht von einem Schnittfeld, dabei drängt sich bei der Betrachtung der Gegenstände beider Bildungsbereiche die Frage auf, inwiefern es überhaupt möglich ist, diese ausserhalb einer gemeinsamen Schnittmenge radikal getrennt zu denken. Ausgehend von einer Betrachtung zentraler Begriffe und Diskurslogiken entwickeln die Autorinnen auf der Grundlage der Abschlussdiskussion der Joint Conference eine integrative Perspektive dieser beiden Diskursfelder. Im Rückgriff auf zentrale Ideen und Gedanken aus den ‹Cultural Studies› werden anschliessend Folgen für Forschung, Diskurs und Praxis entwickelt.This article is about the relationship between cultural education and media pedagogy. The conference title speaks of an intersection, but considering the objects of both educational fields, the question arises to what extent it is at all possible to think of them as radically separate outside of a common intersection. Starting with a consideration of central concepts and discourse logics, the authors develop an integrative perspective of these two fields of discourse based on the final discussion of the Joint Conference. Drawing on central ideas and thoughts from cultural studies, implications for research, discourse, and practice are then developed

Medical students' perspectives on LGBTQI+ healthcare and education in Germany

The healthcare needs of lesbian, gay, bisexual, trans*, queer, and intersex (LGBTQI+) persons are often overlooked, prompting national and international calls to include diversity-related competencies into medical students' training. However, LGBTQI+-focused healthcare education targets remain elusive, as surveys reveal considerable variability across national student populations. To generate empirical data and vocalize recommendations for medical education, we conducted the first nationwide online survey among 670 German medical students from 33 universities. Overall, most respondents reported low confidence regarding their medical training preparing them for LGBTQI+ patients, stated that LGBTQI+ themes were not covered during training, and agreed that the inclusion of such themes is urgently needed. In addition, we found gender and LGBTQI+ community member status to be key variables. Men scored lower in knowledge than women, while community members scored higher than non-community members. Similarly, community members reported higher comfort levels. Non-community men showed the highest levels of prejudice and efficacy beliefs, while at the same time had the lowest scores in contacts and the perceived importance of LGBTQI+-related teaching. Keeping subgroup differences in mind, we recommend that educational training should include LGBTQI+ healthcare aspects and address self-efficacy beliefs in future medical professionals to overcome LGBTQI+ healthcare disparities