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Perspectives on Medical Education

, Volume 3, Issue 5, pp 343–356

First Online: 04 June 2014DOI: 10.1007-s40037-014-0122-3

Cite this article as: Dielissen, P., Verdonk, P., Waard, M.W. et al. Perspect Med Educ 2014 3: 343. doi:10.1007-s40037-014-0122-3


The purpose of this study is to compare the change in general practitioner GP trainees’ gender awareness following a modular gender medicine programme or a mainstream gender medicine programme. In 2007, a prospective study was conducted in three cohorts of in total 207 GP trainees who entered GP training in the Netherlands. The outcome measure was the Nijmegen Gender Awareness in Medicine Scale and a 16-item gender knowledge questionnaire. Two gender medicine teaching methods were compared: a modular approach n = 75 versus a mainstream approach n = 72. Both strategies were compared with a control cohort n = 60. Statistical analysis included analysis of variance and t-tests. The overall response rates for the modular, mainstream and control cohort were 78, 72 and 82 %, respectively. There was a significant difference in change in gender knowledge scores between the modular cohort compared with the mainstream and control cohort p = 0.049. There were no statistical differences between the cohorts on gender sensitivity and gender role ideology. At entry and end, female GP trainees demonstrated significantly higher gender awareness than male GP trainees. A modular teaching method is not a more favourable educational method to teach gender medicine in GP training. Female GP trainees are more gender aware, but male GP trainees are not unaware of gender-related issues.

KeywordsGender medicine Medical education Curriculum development Evaluation General practice training  Download fulltext PDF

Autor: Patrick Dielissen - Petra Verdonk - Magreet Wieringa-de Waard - Ben Bottema - Toine Lagro-Janssen


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