Integrating gender into a basic medical curriculum

Verdonk, Petra; Mans, Linda; Lagro-Janssen, A.L.M.

doi:10.1111/j.1365-2929.2005.02318.x

Cited by 67 publications

(89 citation statements)

References 19 publications

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“…A gender-specific curriculum incorporates free-standing electives as well as an interdisciplinary curriculum, in which several disciplines take the lead in addressing gender issues within their domain . Psychosocial issues along with biomedical ones can be incorporated in clinical cases and provide insight in the multidisciplinary aspects of gender issues in health Verdonk et al 2005). Total curriculum reforms are not necessary, but institutions with case-based learning can more easily revise and write inclusive cases .…”

Section: Practical Guidelines For Implementation and Facilitating Facmentioning

confidence: 99%

“…The dissemination of research literature to medical teachers can be part of a strategy to implement gender issues. However, providing gender-specific education material such as problem-based cases or audio-visual material and concrete recommendations to their own teaching material offer a better opportunity for integration (Verdonk et al 2005Mans et al 2005Mans et al , 2006. Education material helps to convince those who do not think gender has importance to medical education-by clarifying what is meant with integrating gender-or those who experience time and money constraints.…”

Section: Practical Guidelines For Implementation and Facilitating Facmentioning

confidence: 99%

“…The integration of psychosocial aspects of gender issues into the biomedical curriculum offers a strategy to overcome student as well as staff resistance Verdonk et al 2005). The dissemination of research literature to medical teachers can be part of a strategy to implement gender issues.…”

Section: Practical Guidelines For Implementation and Facilitating Facmentioning

confidence: 99%

“…Gender issues may evoke resistance which is due to political-ideological connotations of gender matters (Verdonk et al 2005). In a qualitative study of students' resistance to gender issues in teacher education, Titus (2000) distinguished four postures ranging from deny to dismay.…”

Section: Resistance To Changementioning

confidence: 99%

“…Verdonk et al 2005). These issues are major public health issues and gender plays a role at several levels, biologically and psychosocially.…”

Section: The Domainsmentioning

confidence: 99%

See 4 more Smart Citations

From gender bias to gender awareness in medical education

Verdonk

Benschop

Haes

et al. 2008

Adv in Health Sci Educ

170

117

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Gender is an essential determinant of health and illness. Gender awareness in doctors contributes to equity and equality in health and aims towards better health for men and women. Nevertheless, gender has largely been ignored in medicine. First, it is stated that medicine was 'gender blind' by not considering gender whenever relevant. Secondly, medicine is said to be 'male biased' because the largest body of knowledge on health and illness is about men and their health. Thirdly, gender role ideology negatively influences treatment and health outcomes. Finally, gender inequality has been overlooked as a determinant of health and illness. The uptake of gender issues in medical education brings about specific challenges for several reasons. For instance, the political-ideological connotations of gender issues create resistance especially in traditionalists in medical schools. Secondly, it is necessary to clarify which gender issues must be integrated in which domains. Also, some are interdisciplinary issues and as such more difficult to integrate. Finally, schools need assistance with implementation. The integration of psychosocial issues along with biomedical ones in clinical cases, the dissemination of literature and education material, staff education, and efforts towards structural embedding of gender in curricula are determining factors for successful implementation. Gender equity is not a spontaneous process. Medical education provides specific opportunities that may contribute to transformation for medical schools educate future doctors for future patients in

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Section: Practical Guidelines For Implementation and Facilitating Facmentioning

confidence: 99%

Section: Practical Guidelines For Implementation and Facilitating Facmentioning

confidence: 99%

Section: Practical Guidelines For Implementation and Facilitating Facmentioning

confidence: 99%

Section: Resistance To Changementioning

confidence: 99%

“…Verdonk et al 2005). These issues are major public health issues and gender plays a role at several levels, biologically and psychosocially.…”

Section: The Domainsmentioning

confidence: 99%

See 3 more Smart Citations

From gender bias to gender awareness in medical education

Verdonk

Benschop

Haes

et al. 2008

Adv in Health Sci Educ

170

117

View full text Add to dashboard Cite

show abstract

Are stereotypes in decline? The portrayal of female anatomy in e‐learning

Darici

Schneider

Missler

et al. 2022

Anatomical Sciences Ed

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Sex and gender bias in anatomy learning materials are considered a “hidden obstacle” to gender equity in medical curricula. The purpose of this study was to investigate whether quantitative sex and gender biases do exist in popular anatomy e‐learning platforms and compare the results with those found in contemporary textbooks and atlases. A systematic content‐analysis was performed on N = 3767 images published from 2008 to 2021 in which sex/gender could be identified by considering technical aspects of illustration and various intersectional categories. E‐learning platforms took into account an appropriate representation of the female body and presented even more females (n = 932/1412; 66%), more frequently from a ventral/anterior (χ2 = 26, P < 0.001) and whole‐body perspective (χ2 = 27, P < 0.001). This was in contrast to German anatomy books, where the results pointed to a significant sex and gender bias. For example, all books assessed underrepresented females (n = 707/2355; 30%) and placed them in stereotypical sex‐specific context (χ2 = 348, P < 0.001), showing them more often from a caudal/inferior (χ2 = 99, P < 0.001) and internal (χ2 = 132, P < 0.001) perspective. Altogether, the visual representation of sex and gender in anatomical curricula is still biased and the stereotypical perceptions of human anatomy seem to be a global issue. However, the increasing use of electronic learning platforms, which gradually replace traditional books is changing the way the male and female body is depicted, which might offer new opportunities for reducing stereotypes in anatomy education.

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A human rights violation study: The relationship between gender and ambivalent sexism in faculty of health sciences students

Fışkın

Sari

2021

Journal Community Psychology

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The objective of this study was to contribute to the literature by identifying gendered attitudes and ambivalent sexism of students who are health professionals of the future. The sampling of this study, which is planned as a descriptive and correlational study, consists of students studying at departments of midwifery and nursing in two universities in Turkey. Students completed questionnaires that included demographic information, Gender Roles Attitude Scale, and Ambivalent Sexism Inventory. Results showed that students have traditional attitudes toward gender roles, and particularly male students have more negative and conservative gendered attitudes. Also, there was a sexist attitude difference between the two groups. There was a weak positive relationship between gender roles and ambivalent sexism in the study. These findings can raise awareness about sexism for students studying in the health sciences and enable them to provide equal healthcare to all.

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Integrating gender into a basic medical curriculum

Cited by 67 publications

References 19 publications

From gender bias to gender awareness in medical education

From gender bias to gender awareness in medical education

Are stereotypes in decline? The portrayal of female anatomy in e‐learning

A human rights violation study: The relationship between gender and ambivalent sexism in faculty of health sciences students

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