Ova-looking feminist theory: a call for consideration within health professions education and research

Abstract

The role of feminist theory in health professions education is often ‘ova-looked’. Gender is one cause of healthcare inequalities within contemporary medicine. Shockingly, according to the World Health Organisation, no European member state has achieved full gender equity in regard to health outcomes. Further, contemporary curricula have not evolved to reflect the realities of a diverse society that remains riddled with inequity. This paper outlines the history of feminist theory, and applies it to health professions education research and teaching, in order to advocate for its continued relevance within contemporary healthcare.

Student's perspectives of inclusive practices in anatomy education

“…Incorporate sexual minority (LGBTQAI+) considerations [15][16][17] Incorporate gender-neutral considerations [16] Explain the difference between sex and gender [15,16,18,19] Define sex beyond the male/female binary [15,[17][18][19] Use inclusive language [14,16,18] Improve the diversity of resources in relation to ethnicity, age, body type, gender and sex [7,15,[20][21][22][23] Discuss ethical and religious beliefs about body donation [15] Acknowledge the uncomfortable history of anatomy and body dissection [24] Awareness of the hidden curriculum [7] section related to university enrolment and demographic information. The second section contained 21 Likert-scale items (enabling students to select one response from "strongly disagree", "disagree", "neither disagree/agree" (i.e., neutral), "agree" or "strongly disagree"…”

“…More broadly in anatomical education, there is a lack of visual ethnicity, age, body type, sex, and gender diversity in most anatomical textbooks 20–23 . The lack of visual exposure to diversity during medical education can result in implicit bias, impacting clinician's attitudes and behaviors towards patients, especially women and historically underrepresented groups 17,24–27 . Unfortunately, such bias can result in health disparities and altered outcomes for patients based on socioeconomic status of ethnicity, religion, gender, disability, location, and age 28 .…”

“…[20][21][22][23] The lack of visual exposure to diversity during medical education can result in implicit bias, impacting clinician's attitudes and behaviors towards patients, especially women and historically underrepresented groups. 17,[24][25][26][27] Unfortunately, such bias can result in health disparities and altered outcomes for patients based on socioeconomic status of ethnicity, religion, gender, disability, location, and age. 28 As such, addressing implicit bias in medical curriculums and providing an awareness of inequalities is imperative in healthcare education, as it can positively impact a current student/future clinician's approach to treatment and care.…”

On acknowledging silence within medical education

“…There may be thematic silences within a curriculum related to health inequalities, or silences within our practice as educators and researchers when we are faced with inequitable practices within education. For example, silences on the topic of women's health, 20 women's physical examination, 21 and women's rights 22 persist within medical curricula. These silences make us complicit to the ongoing oppression of marginalised groups and issues of inequality that persist within medical education.…”

The Study of Comparative Analysis of Newspaper Coverage of Marital Rape Debate in 2022

“…In a landscape where digital media coexists with traditional print, newspapers continue to be an essential conduit for this critical discourse (Lazarus et al, 2022). Through diligent fact-checking and a commitment to truth, the media upholds its pivotal role in upholding democratic values and advocating for justice (Finn & Brown, 2022). This research paper delves into an exploration of court judgments and media coverage surrounding the contentious issue of marital rape in India, specifically focusing on 2022.…”