Abstract
This study focused on gender education for medical and nursing students, because gender competency is essential for them to provide effective and appropriate healthcare and to promote equal rights to health. A questionnaire was administered to 50 health care professionals to explore the gender concepts and gender knowledge that they deem imperative and often teach to medical and nursing undergraduate students in class. Sexism, gender awareness, sexual harassment, the topics of three acts related to gender equity, and patriarchy are the gender concepts participants deemed most crucial for students to learn and understand. However, disparities were noted between the gender concepts frequently taught by the participants and the gender knowledge they considered essential for students. The 50 experts emphasized teaching the concept of patriarchy and the cultivation of students’ structural competency in addition to identifying directions for gender, medical, and health care education. By highlighting the key gender-related concepts, the present research findings may benefit teachers who intend to integrate gender into the curriculum but are limited by time constraints. The results offer a professional development direction for teachers endeavoring to incorporate gender into the curriculum and their teaching.
Highlights
Awareness and knowledge of gender has been acknowledged to constitute a key competency among medical and healthcare professionals
They achieved a high level of consensus on gender concepts that should be prioritized in gender education for students: sexism, gender awareness, and sexual harassment
The male-centeredness or male-dominated organizational structure and culture of the medical workplace were the reasons for which participants selected patriarchy or sexism, gender awareness, and sexual harassment as crucial gender knowledge requiring prioritization
Summary
Awareness and knowledge of gender has been acknowledged to constitute a key competency among medical and healthcare professionals. A disparity between ideals and reality, caused by equating gender with biological sex and the treatment of gender neutrality as a naturally occurring phenomenon, is associated with inadequate understanding of gender. This creates challenges in relation to the inclusion of gender in medical and healthcare education [1,4,5]. Studies have shown that lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI) people, having lived in a heterosexual society for a long time, tend to accumulate mental stress When they face medical staff, they often feel awkward and difficult to reveal their true self [6]
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