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Still far to go: gender perspective in written cases used at a Swedish medical school
Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine, Family Medicine.
2009 (English)In: Medical teacher, ISSN 0142-159X, E-ISSN 1466-187X, Vol. 31, no 4, e131-e138 p.Article in journal (Refereed) Published
Abstract [en]

Objective: Given decisions to implement a gender perspective in medical education, this study investigated gender perspective in written cases used at a Swedish medical school.

Method: All course organizers on terms 5–11 were asked to submit the case descriptions used in 2005. The 257 cases collected were subjected to content analysis focussing on sex of author and patient; whether there were any guidelines for tutors; and whether the case touched on biological sex differences, psychosocial and gender aspects.

Results: The majority of cases were written by male teachers. The proportions of male and female patients were equal. There were instructions for tutors in 20% of the cases. Sex differences were mentioned in 7% of cases. Psychosocial data were meager. Ten cases (4%) contained gender aspects and four of them presented gender as a main issue.

Conclusions: The lack of instructions for tutors and overall scant interest in psychosocial issues were important obstacles for gender implementation. Actually, ignoring psychosocial conditions means that a gender perspective is also neglected. The results illuminate the importance of monitoring and follow-ups for a successful implementation of gender. Our method of scrutinizing written cases might be useful also for other medical schools.

Place, publisher, year, edition, pages
2009. Vol. 31, no 4, e131-e138 p.
National Category
Gender Studies
URN: urn:nbn:se:umu:diva-38858DOI: 10.1080/01421590802516806OAI: diva2:383330
Available from: 2011-01-04 Created: 2011-01-04 Last updated: 2016-01-04

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Hamberg, Katarina
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