Literature DB >> 23278826

Gender matters in medical education.

Alan Bleakley1.   

Abstract

CONTEXT: Women are in the majority in terms of entry to medical schools worldwide and will soon represent the majority of working doctors. This has been termed the 'feminising' of medicine. In medical education, such gender issues tend to be restricted to discussions of demographic changes and structural inequalities based on a biological reading of gender. However, in contemporary social sciences, gender theory has moved beyond both biology and demography to include cultural issues of gendered ways of thinking. Can contemporary feminist thought drawn from the social sciences help medical educators to widen their appreciation and understanding of the feminising of medicine? DISCUSSION: Post-structuralist feminist critique, drawn from the social sciences, focuses on cultural practices, such as language use, that support a dominant patriarchy. Such a critique is not exclusive to women, but may be described as supporting a tender-minded approach to practice that is shared by both women and men. The demographic feminising of medicine may have limited effect in terms of changing both medical culture and medical education practices without causing radical change to entrenched cultural habits that are best described as patriarchal. Medical education currently suffers from male biases, such as those imposed by 'andragogy', or adult learning theory, and these can be positively challenged through post-structuralist feminist critique.
CONCLUSIONS: Women doctors entering the medical workforce can resist and reformulate the current dominant patriarchy rather than reproducing it, supported by male feminists. Such a feminising of medicine can extend to medical education, but will require an appropriate theoretical framework to make sense of the new territory. The feminising of medical education informed by post-structuralist frameworks may provide a platform for the democratisation of medical culture and practices, further informing authentic patient-centred practices of care. © Blackwell Publishing Ltd 2013.

Entities:  

Mesh:

Year:  2013        PMID: 23278826     DOI: 10.1111/j.1365-2923.2012.04351.x

Source DB:  PubMed          Journal:  Med Educ        ISSN: 0308-0110            Impact factor:   6.251


  18 in total

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Authors:  Malika Sharma
Journal:  CMAJ       Date:  2017-11-13       Impact factor: 8.262

2.  Career decisions and gender: the illusion of choice?

Authors:  Elspeth J R Hill; James A Giles
Journal:  Perspect Med Educ       Date:  2014-06

3.  Factors associated to depression and anxiety in medical students: a multicenter study.

Authors:  Fernanda Brenneisen Mayer; Itamar Souza Santos; Paulo S P Silveira; Maria Helena Itaqui Lopes; Alicia Regina Navarro Dias de Souza; Eugenio Paes Campos; Benedita Andrade Leal de Abreu; Itágores Hoffman Ii; Cleidilene Ramos Magalhães; Maria Cristina P Lima; Raitany Almeida; Mateus Spinardi; Patricia Tempski
Journal:  BMC Med Educ       Date:  2016-10-26       Impact factor: 2.463

4.  Learning styles and strategies preferences of Iranian medical students in gross anatomy courses and their correlations with gender.

Authors:  Mohammad Ali Atlasi; Alireza Moravveji; Hossein Nikzad; Vahid Mehrabadi; Homayoun Naderian
Journal:  Anat Cell Biol       Date:  2017-12-29

5.  Prevalence of poor mental health among medical students in Nepal: a cross-sectional study.

Authors:  Arjab Adhikari; Aman Dutta; Supriya Sapkota; Abina Chapagain; Anurag Aryal; Amita Pradhan
Journal:  BMC Med Educ       Date:  2017-11-28       Impact factor: 2.463

6.  Conceptions of learning factors in postgraduate health sciences master students: a comparative study with non-health science students and between genders.

Authors:  Fernando Campos; Miguel Sola; Antonio Santisteban-Espejo; Ariane Ruyffelaert; Antonio Campos-Sánchez; Ingrid Garzón; Víctor Carriel; Juan de Dios Luna-Del-Castillo; Miguel Ángel Martin-Piedra; Miguel Alaminos
Journal:  BMC Med Educ       Date:  2018-06-07       Impact factor: 2.463

7.  Students' Perceptions and Attitudes After Exposure to Three Different Instructional Strategies in Applied Anatomy.

Authors:  Khalid A Bin Abdulrahman; Mohammad I Jumaa; Safaa M Hanafy; Eman A Elkordy; Mostafa A Arafa; Tauseef Ahmad; Shahzad Rasheed
Journal:  Adv Med Educ Pract       Date:  2021-06-04

8.  Show what you know and deal with stress yourself: a qualitative interview study of medical interns' perceptions of stress and gender.

Authors:  Petra Verdonk; Viktoria Räntzsch; Remko de Vries; Inge Houkes
Journal:  BMC Med Educ       Date:  2014-05-17       Impact factor: 2.463

9.  A mixed-method evaluation of the views of medical teachers on the applicability of the 'infant and young child feeding chapter' in Saudi medical colleges.

Authors:  Fouzia Al-Hreashy; Hanan Al-Kadri; Abduelah Al-Mobeirek; Albert Scherpbier
Journal:  BMC Med Educ       Date:  2018-10-08       Impact factor: 2.463

10.  To select or be selected - gendered experiences in clinical training affect medical students' specialty preferences.

Authors:  Emelie Kristoffersson; Saima Diderichsen; Petra Verdonk; Toine Lagro-Janssen; Katarina Hamberg; Jenny Andersson
Journal:  BMC Med Educ       Date:  2018-11-19       Impact factor: 2.463

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