Sex and gender in medical education: a national student survey

Abstract

BackgroundGender- and sex-specific medicine is defined as the practice of medicine based on the understanding that biology (dictated by sex chromosomes) and social roles (gender) are important in and have implications for prevention, screening, diagnosis, and treatment in men and women. In light of the many ways that sex and gender influence disease presentation and patient management, there have been various initiatives to improve the integration of these topics into medical education curriculum. Although certain schools may include the topics, their impact on the student body’s knowledge has not been as fully studied. By studying the opinions of US allopathic and osteopathic-enrolled students on the extent to which their schools address these topics and their understanding of these topics, this study examined the role of gender specific medicine in the US medical school curriculum.MethodsAn email solicitation with link to an anonymous survey was sent to approximately 35,876 student members of five US medical student organizations. The survey instrument consisted of yes/no, multiple choice, and attitude awareness questions. Data was analyzed as a complete data set to evaluate national trends and via subset analysis using chi-square, paired t test, and one-way anova.ResultsA total of 1097 students responded. The majority of respondents strongly agreed that sex and gender medicine (SGBM) improves patient management (96.0 %) and should be included as a part of the medical school curriculum (94.4 %). Only 2.4 % of participants agreed that SGBM is the same as Women’s Health. When asked specifically about inclusion of an identified sex and gender-based medicine curriculum at their institution, students answered not sure at 40.8, 25.1, 19.1, and 20.3 % from first year to fourth year, respectively. Males reported a higher rate of exposure to SGBM content areas (in medical history taking, domestic violence) than women.ConclusionsMedical students recognize the differentiation between SGBM principles and women’s health, and understand the translational value of sex and gender-specific principles in the clinical setting. However, current curricular offerings fall short of providing students with adequate coverage of specific evidence-based health differences.Electronic supplementary materialThe online version of this article (doi:10.1186/s13293-016-0094-6) contains supplementary material, which is available to authorized users.

Incorporating Sex and Gender‐based Medical Education Into Residency Curricula

“…In this study, there were minor gender differences in assessment results and their self‐report of content training in medical school and residency. Jenkins et al . published the results of a national student survey on sex and gender in medical education, which found that male medical students reported a higher exposure rate to SGBM content during their training than female medical students.…”

“…A Web‐based survey of residency graduates and program directors in EM residency programs found that more than half of the participants reported that their SGBM instruction was inadequate and that gender differences in conditions seen in the emergency department were relevant to their clinical practice . In contrast, the survey also found that only 16.3% of program directors felt that SGBM content was a priority within the curriculum, and 76.6% felt that other curricular demands were an obstacle to integration of SGBM content into the curriculum . The SAEM SGEM toolkit has been designed to address these gaps in EM residency education and to provide solutions to facilitate integration of SGBM into residency curricula.…”

Blended learning to teach gender in medical school

“…The multi‐station approach provided students with opportunities to affirm their learning with experts in a safe learning environment, reflected by the students' openness in sharing personal stories. Students clarified their own and popular perceptions of gender and sexuality, thereby demystifying gender and sexuality in medical school . Such safe environments would be particularly beneficial for students who may have unresolved feelings about their own gender or sexual identities …”

“…Gender and sexuality warrant substantial discussion in medical education, as they play significant roles in patient management . Gender and sexuality awareness is important for good clinical practice, and for the quality of care provided, particularly for people of gender and sexual minorities (non‐binary and/or non‐heterosexual), whose sexual and social stigma cause distinct health care disparities .…”

“…Gender‐ and sexuality‐related bias and discomfort affect sexual history‐taking, safe‐sex counselling and the care provided by doctors, and therefore affect patients' health outcomes . Studies have found curriculum gaps in the teaching provided on gender and sexuality in medical schools, particularly regarding the gender spectrum, transgender health and violence, causing inadequate preparedness for future practice . Furthermore, students who identify as sexual and gender minorities reported unsafe environments in medical schools that caused them to fear discrimination .…”