Blended learning to teach gender in medical school

Micheal, Sowbhagya; Marjadi, Brahmaputra

doi:10.1111/tct.12778

Cited by 21 publications

(24 citation statements)

References 9 publications

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“…McGarry et al (2002) noted improvements in medical residents' self-reported level of preparation and comfort in LGBT health after the training. Similarly, Michael and Marjadi (2018) found that medical students' increased their self-reported knowledge on gender and sexual health services for LGBTQ patients. Finally, Sequeira et al (2012) reported that 82% of pre-clinical medical students could articulate how to inquire about the gender of a patient's sexual partner among LGBT patients.…”

Section: Discussionmentioning

confidence: 92%

“…LGBT] youth; knowledge and skills of LGBT issues; sexual orientation) and all 11 of these studies reported a statistically significant improvement after the training (Bakhai et al, 2016;Bristol et al, 2018;Carabez et al, 2015b;Dielissen et al, 2014;Eriksson and Safer, 2016;Kelley et al, 2008;Porter and Krinsky, 2014;Strong and Folse, 2015;Vance et al, 2017Vance et al, , 2018Vogt et al, 2008). Six studies reported improvements in gender-related health knowledge but did not test for statistical significance (Bockers et al, 2017;Braun et al, 2017;Dielissen et al, 2009;McGarry et al, 2002;Michael and Marjadi, 2018;Sequeira et al, 2012). For example, Bockers et al (2017) found the majority of participants learned to recognise gender stereotypes in the medical profession.…”

Section: Discussionmentioning

confidence: 99%

“…The method of delivery involved multiple training methods including multiple learning modalities (e.g. flipped classroom, small group learning, peer-to-peer instruction, short films, patient panel, standardised patient) (Bakhai et al, 2016;Bristol et al, 2018;Kelley et al, 2008;McGarry et al, 2002;Michael and Marjadi, 2018;Parkhill et al, 2014;Sequeira et al, 2012), lectures or presentations, workshops/retreat and a modular approach. Other less frequently used methods included simulation scenarios (Boada et al, 2018), a gender lens and equality of care tool (Hammarstrom et al, 2016;Weyers et al, 2017), an online knowledge exchange platform (Schreitmuller et al, 2018;Seeland et al, 2016) and online modules (Vance et al, 2017(Vance et al, , 2018Vogt et al, 2008).…”

Section: Intervention Componentsmentioning

confidence: 99%

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Outcomes of gender-sensitivity educational interventions for healthcare providers: A systematic review

Lindsay

Rezai

Kolne

et al. 2019

Health Education Journal

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Background: Although gender plays an important role in health, most healthcare providers lack knowledge in providing gender-sensitive care. Offering gender-sensitivity training for healthcare providers can help to address gender-based health inequalities. Method: A mixed-methods systematic review of gender-sensitivity training programmes or interventions for healthcare providers was undertaken to assess their outcomes and to document areas for future research. Comprehensive searches of seven international databases were conducted for peer-reviewed literature published between 1998 and 2018. Eligible studies included at least one outcome related to gender-sensitivity training for healthcare providers. Results: Twenty-nine studies met the inclusion criteria. Fourteen studies focused on gender-sensitivity in reducing gender bias towards men and women, and 15 studies focused on addressing the needs of lesbian, gay, bisexual and transgender (LGBT) patients. Thirty-seven percent of studies showed a significant improvement in gender-related knowledge, attitudes or practice after the training. Multiple training methods were used to teach gender-sensitive care. Common content of the training included learning sex/gender terminology, understanding gender issues and inequalities in health, stigma and discrimination and communication skills. The duration and frequency of interventions ranged considerably. Sex differences in training outcomes also occurred among the learners. Conclusion: Review findings highlight that although gender-sensitivity training for healthcare providers is increasing, there is insufficient evidence to determine its effectiveness. Additional, more rigorously designed studies are needed to assess the long-term implications on learner behaviours and practices, especially across a wide variety of healthcare providers.

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Section: Discussionmentioning

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Section: Intervention Componentsmentioning

confidence: 99%

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Outcomes of gender-sensitivity educational interventions for healthcare providers: A systematic review

Lindsay

Rezai

Kolne

et al. 2019

Health Education Journal

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“…In the April 2018 issue of The Clinical Teacher we published an article from the UK about a teaching session for second‐year medical students that focused on LGBT health care . In this issue we have one paper from Australia on teaching about gender and sexuality, and two papers from the USA about transgender health in adolescents and children …”

mentioning

confidence: 99%

“…Yet LGBTIQ people are at risk of encountering homophobia and heterosexism, which the article defines as an ‘ideology that denies, denigrates and stigmatises any non‐heterosexual form of behaviour, identity or relationship’, drawing on the work of Herek . At Western Sydney University gender and sexuality education are embedded throughout the medical programme, with early learning via a flipped classroom model …”

mentioning

confidence: 99%

Learning and teaching about gender and sexuality

2018

Clin Teach

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An Adaptive Blended Learning Model for the Implementation of an Integrated Medical Neuroscience Course During the Covid‐19 Pandemic

Nathaniel

Goodwin

Fowler

et al. 2021

Anatomical Sciences Ed

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The implementation of an integrated medical neuroscience course by technologically pivoting an in-person neuroscience course to online using an adaptive blended method may provide a unique approach for teaching a medical neuroscience course during the Covid-19 pandemic. An adaptive blended learning method was developed in response to the requirements necessitated by the Covid-19 pandemic. This model combined pedagogical needs with digital technology using online learning activities to implement student learning in a medical neuroscience course for year one medical students. This approach provided medical students with an individually customized learning opportunity in medical neuroscience. The students had the complete choice to engage the learning system synchronously or asynchronously and learn neuroscience materials at different locations and times in response to the demands required to deal with the pandemic. Students' performance in summative and formative examinations of the adaptive blended learning activities were compared with the previous performance obtained the previous year when the contents of the medical neuroscience course were implemented using the conventional "face-to-face" learning approach. While the cohort of our students in 2019 and 2020 changed, the contents, sessions, volume of material and assessment were constant. This enabled us to compare the results of the 2019 and 2020 classes. Overall, students' performance was not significantly different between the adaptive blended learning and the in-person approach. More students scored between 70-79% during the adaptive blended learning compared with in-class teaching, while more students scored between 80-89% during the in-person learning than during the adaptive blended learning. Finally, the percentage of students that scored >90% was not significantly different for both Years 2019 and 2020. The adaptive blended learning approach was effective in enhancing academic performance for high performing medical students. It also permitted the early identification of underachieving students, thereby serving as an early warning sign to permit timely intervention.

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Blended learning to teach gender in medical school

Cited by 21 publications

References 9 publications

Outcomes of gender-sensitivity educational interventions for healthcare providers: A systematic review

Outcomes of gender-sensitivity educational interventions for healthcare providers: A systematic review

Learning and teaching about gender and sexuality

An Adaptive Blended Learning Model for the Implementation of an Integrated Medical Neuroscience Course During the Covid‐19 Pandemic

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