Applying feminist theory to medical education

Sharma, Malika

doi:10.1016/s0140-6736(18)32595-9

Cited by 77 publications

(94 citation statements)

References 82 publications

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“…More fundamentally, medical educa tors should apply a feminist critique to medical education and examine what is taught and whose voices are amplified. 84 Clinical leaders should be encouraged to take antioppression training and address the institutional systems that perpetuate bias. 85 Hiring processes should be transparent and formalized.…”

Section: What Can We Learn From Other Jurisdictions?mentioning

confidence: 99%

Closing the gender pay gap in Canadian medicine

Cohen

Kiran

2020

CMAJ

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Women in Canadian medicine consistently earn less than men. • The pay gap between women and men exists within every medical specialty and also between specialties, with physicians in maledominated specialties receiving higher payments. • The gender pay gap in medicine is not explained by women working fewer hours or less efficiently but, rather, relates to systemic bias in medical school, hiring, promotion, clinical care arrangements, the fee schedule itself and societal structures more broadly. • Actions for closing the gap include antioppression training, challenging the hidden curriculum in medical education, fair and transparent hiring and referral processes, changing the relative value of fee codes and transparent reporting of physician payments stratified by gender.

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Section: What Can We Learn From Other Jurisdictions?mentioning

confidence: 99%

Closing the gender pay gap in Canadian medicine

Cohen

Kiran

2020

CMAJ

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“…Qualitative research has retraced the "gender learning curve" women encounter in medical education [10,11] and the internalisation of gender roles [12] that is often produced by the repeated confrontation with patterns of male dominance. Gender research has extensively reflected on the boundaries and immanent roles men and women are confronted with and has provided different analytical tools [13][14][15][16]. Overcoming the classical categorical differentiation between two existing sexes has opened up space for perspectives on gender that reveal the many pathways and performances which are influenced more by culture than by biology.…”

Section: Introductionmentioning

confidence: 99%

Medical students’ experiences with sexual discrimination and perceptions of equal opportunity: a pilot study in Germany

Jendretzky¹,

Boll²,

Steffens³

et al. 2020

BMC Med Educ

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Background: Data is available on sexual discrimination and subjective perceptions of equal opportunity in medical education for many countries. Surveys focussing on sexual harassment have not yet been conducted at German medical schools. Methods: A student initiative surveyed all medical students at the Hannover Medical School (MHH) using an anonymous online questionnaire on equal opportunity and sexual discrimination to identify potential problems in education. Results: A total of 343 students (15%) participated in the survey. Over 50% reported having either witnessed sexual harassment or experienced it themselves. Female students indicated having experienced sexual harassment three times more often than their male peers; verbal forms of sexual discrimination predominate. These observations and experiences of sexual harassment demonstrated significant influences on many perceptions regarding equal opportunity and equal treatment in the MHH undergraduate medical education at MHH. Conclusion: This blind spot in medical education in the German-speaking countries should be scrutinized more closely. The experience of sexism in the context of undergraduate medical education, which has negative effects on students, should no longer be ignored in empirical education research.

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“…The women's health movement emerged in the 1990s, originating from the awareness of gender bias in a male-dominated medical enterprise [23]. In such settings, women's health issues, life experiences, and social situations are excluded from the construction of medical knowledge, as well as being neglected in clinical medicine and healthcare.…”

Section: Feminist Lens Gender Theory and Gender Learningmentioning

confidence: 99%

“…The central tenet of both feminism and gender theory is how to end sexism, sexist exploitation, and oppression [24,25]. Feminists criticize the male-centered values in biomedicine, which they associate with patriarchy [23,26]. According to sociologist Allen Johnson [27], patriarchy implies male-centeredness, male dominance, and male identification.…”

Section: Feminist Lens Gender Theory and Gender Learningmentioning

confidence: 99%

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What Should Be Taught and What Is Taught: Integrating Gender into Medical and Health Professions Education for Medical and Nursing Students

Yang

2020

IJERPH

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This study focused on gender education for medical and nursing students, because gender competency is essential for them to provide effective and appropriate healthcare and to promote equal rights to health. A questionnaire was administered to 50 health care professionals to explore the gender concepts and gender knowledge that they deem imperative and often teach to medical and nursing undergraduate students in class. Sexism, gender awareness, sexual harassment, the topics of three acts related to gender equity, and patriarchy are the gender concepts participants deemed most crucial for students to learn and understand. However, disparities were noted between the gender concepts frequently taught by the participants and the gender knowledge they considered essential for students. The 50 experts emphasized teaching the concept of patriarchy and the cultivation of students’ structural competency in addition to identifying directions for gender, medical, and health care education. By highlighting the key gender-related concepts, the present research findings may benefit teachers who intend to integrate gender into the curriculum but are limited by time constraints. The results offer a professional development direction for teachers endeavoring to incorporate gender into the curriculum and their teaching.

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Applying feminist theory to medical education

Cited by 77 publications

References 82 publications

Closing the gender pay gap in Canadian medicine

Closing the gender pay gap in Canadian medicine

Medical students’ experiences with sexual discrimination and perceptions of equal opportunity: a pilot study in Germany

What Should Be Taught and What Is Taught: Integrating Gender into Medical and Health Professions Education for Medical and Nursing Students

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