Gender mainstreaming in medical education. Prof. Toine Lagro-Janssen, Gender Studies in Medicine
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1 Gender mainstreaming in medical education Prof. Toine Lagro-Janssen, Gender Studies in Medicine
2 1
3 A future gender sensitive health care needs a gender sensitive education of medical professionals now! 2
4 Outline The Radboud University Gender Project Facilitating factors and impediments The Dutch National Gender Project Important players in the change process Conclusion 3
5 Radboud University Gender Project: the problem In 1998 screening medical curriculum Radboud University Nijmegen Medical Centre of gender issues in health and illness Language (mr. Johnson and his wife Sonja) Context (men have a profession, women small jobs; doctor = man, woman = mother)
6 Radboud University Gender Project: the problem In 1998 screening medical curriculum Radboud University Nijmegen Medical Centre of gender issues in health and illness Language (mr. Johnson and his wife Sonja) Context (men have a profession, women small jobs; doctor = man, woman = mother) Content (lacking sex differences)
7 Radboud University Gender Project: the outcome Lack of awareness of gender Lack of knowledge Presence (hidden) gender stereotyping
8 Radboud University Gender Project: the solution Objectives of a gender sensitive curriculum 1. Students have knowledge and understanding of gender-differences as related to: pharmacotherapy coronary heart diseases urinary tract infections, urinary incontinence reproduction, especially contraceptives, STDs and infertility life stages like menopause, puberty & adolescence sexual violence and abuse addictions to alcohol, benzodiazepines, eating disorders depression and anxiety disorders sexuality, sexual orientation, sexual problems communication 7
9 8
10 Radboud University Gender Project: the solution Objectives of a gender sensitive curriculum 2. These gender differences are included in the final objectives of the curriculum 3. Students receive education about both biomedical and socio-cultural differences between men and women 4. Students receive education on gender differences as a continuity in several study years (minimum 2 years) 5. At least in 6-8 courses 6. Students have been offered the opportunity to follow one extra elective course on gender 9
11 The Radboud University Gender Project: implementation Concrete proposals for adjustments to the coordinators of 10 compulsary courses
12 The Radboud University Gender Project: implementation Ask the question Would this be any different if patients were to the opposite sex and explain why?
13 The Radboud University Gender Project: implementation Concrete proposals for adjustments to the coordinators of 10 compulsary courses Educational material and literature on gender and health (digital knowledge centre) A 4-weeks course (optional) on gender, sexuality and etnicity
14 The Radboud University Gender Project: implementation Concrete proposals for adjustments to the coordinators of 10 compulsary courses Educational material and literature on gender and health (digital knowledge centre) A 4-weeks course (optional) on gender, sexuality and etnicity A students Working Group on gender and medicine
15 Facilitating factors Coordinators must be convinced of the importance of sex/gender Available material, problem-oriented, handy and important for patient care Embedding in the existing education programme Full support from top-down (dean) and bottum up (students) Continuing monitoring and vigilance
16 Impediments and solutions Lack of knowledge of teachers Courses teach the teachers Lack of support by policymakers Constant negotiation with management of the University Lack of time of teachers Digital Knowledge Centre on gender in Medical Education Lack of financial support
17 Outline The Radboud University Gender Project Facilitating factors and impediments The Dutch National Gender Project Important players in the change process Conclusion
18 Dutch National Gender Project contact with the faculty leaders (deans and directors education institute) written agreement of faculty leaders screening actual educational material for language, content and context practical recommendations discussion with course organizers identification educators for electives about gender
19 Important players in the change process The decision makers The Director of the Institute of Education The Dean of the Faculty
20 Important players in the change process The decision makers The Director of the Institute of Education The Dean of the Faculty consensus political support communication within the school
21 Important players in the change process A change agent -with enthusiasm and communicative skills -valued and visible high status Course organizers - accepting and open attitude Experts in gender - educational support
22 Important players in the change process Gender sensitive teachers - openly accepting of gender mainstreaming - recognising a gender order in medical schools Gender sensitive students - bottom up approach
23 Conclusion Consensus and political support top-down Educational support Strong position of change agent Gender expertise More women as faculty leaders
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