Reflexivity as a tool for medical students to identify and address gender bias in clinical practice: A qualitative study.
Détails
Etat: Public
Version: Final published version
Licence: CC BY 4.0
ID Serval
serval:BIB_2256273F9B5E
Type
Article: article d'un périodique ou d'un magazine.
Collection
Publications
Institution
Titre
Reflexivity as a tool for medical students to identify and address gender bias in clinical practice: A qualitative study.
Périodique
Patient education and counseling
ISSN
1873-5134 (Electronic)
ISSN-L
0738-3991
Statut éditorial
Publié
Date de publication
12/2022
Peer-reviewed
Oui
Volume
105
Numéro
12
Pages
3521-3528
Langue
anglais
Notes
Publication types: Journal Article ; Research Support, Non-U.S. Gov't
Publication Status: ppublish
Publication Status: ppublish
Résumé
Gender bias interferes with medical care for both men and women, leading to health inequalities. Reflexivity is used in medical education to improve health provision. This study aims to understand if a reflective approach integrated in medical practice enables raising awareness of gender bias during medical school teaching.
We conducted this study in general ambulatory medicine in Lausanne Hospital, Switzerland with 160 Master's students. Through group discussions and reflection questionnaires, students were asked to discuss clinical cases they encountered focusing on potential gender bias. We analyzed the data using a thematic analysis approach.
The reflection on the clinical reasoning steps from a real case identified gender bias at each stage of the clinical case management. The analysis revealed two factors that facilitated gender reflexivity: guidance from a gender expert and peer-to-peer exchange.
Our study shows that a reflective approach integrated in medical practice enables raising awareness of gender bias during medical teaching. It provides students with a systematic method they can apply in their future clinical work, thus improving care processes and experiences towards more equitable care.
All gender and medicine curricula should include teaching such as this linking theory and practice through reflexivity.
We conducted this study in general ambulatory medicine in Lausanne Hospital, Switzerland with 160 Master's students. Through group discussions and reflection questionnaires, students were asked to discuss clinical cases they encountered focusing on potential gender bias. We analyzed the data using a thematic analysis approach.
The reflection on the clinical reasoning steps from a real case identified gender bias at each stage of the clinical case management. The analysis revealed two factors that facilitated gender reflexivity: guidance from a gender expert and peer-to-peer exchange.
Our study shows that a reflective approach integrated in medical practice enables raising awareness of gender bias during medical teaching. It provides students with a systematic method they can apply in their future clinical work, thus improving care processes and experiences towards more equitable care.
All gender and medicine curricula should include teaching such as this linking theory and practice through reflexivity.
Mots-clé
Female, Male, Humans, Sexism, Students, Medical, Qualitative Research, Education, Medical, Schools, Medical, Communication skills, Gender, Implicit bias, Medical education, Reflexivity
Pubmed
Web of science
Site de l'éditeur
Open Access
Oui
Financement(s)
Université de Lausanne
Création de la notice
31/08/2022 17:39
Dernière modification de la notice
18/11/2023 8:07