Integration of knowledge and competencies regarding sex, gender and further diversity aspects into the curricula of health professions education in Germany – barriers and supporting factors

Abstract

Background Knowledge of sex, gender and further diversity categories is important to achieve equitable and individualized healthcare. An official statement of the German government stipulates the mandatory integration of sex and gender aspects into the curricula of health professions. Here we aim at evaluating the extent of curricular integration as well as barriers and factors supporting the integration. Methods The study was conducted online between January and March 2020. Three semi-standardized questionnaires were developed and sent to the deans of all medical faculties and a random sample of 197 (36.7%) heads of nursing schools (NS) and 97 (33.9%) heads of physiotherapy schools (PS). They were asked about the extent of curricular integration of diversity aspects as well as barriers and aspects facilitating the integration. Results The response rate was 75.6% (n=31; MS), 52.5% (n=94; NS) and 54.6% (n=53; PS). The highest level of curricular integration was achieved by 3.7% (MS), 4.8% (NS) and 6.4% (PS). Teachers were indicated to be mainly responsible for the integration (MS: 36%; NS: 73%; PS: 65%). Sociocultural aspects were integrated to a lesser extent in MS curricula compared to NS and PS. Qualitative analysis showed lack of gender theory in curricula. Conclusions Sex and gender aspects are integrated into around 30% of medical, nursing and physiotherapy curricula. Main supporting factors were the integration into the German National Learning Catalogue of Medicine and framework curricula. Case discussions were considered to be the most suitable teaching format. Future directions are the integration of gender theories.