While gender mainstreaming in research has been systematically supported at the
institutional level, most especially by the European Commission through its funding schemes,
less attention has been drawn to academic teaching. However, gendering education is an
equally essential pillar to take care of, given that it is in universities that future researchers
and scientists are currently educated and trained. Focusing on the case study of medicine, this
paper aims to give an account of what a gender-blind approach to science is, and what biases
it entails at different levels of biomedical practice, from knowledge production (research) to its
transfer (clinical practice) and teaching (education and training). To do so, an interdisciplinary
literature review – ranging from the health to the social sciences – has been undertaken
with the aim of constructing a conceptual framework that could help to map and classify the
various forms of sex and gender bias in medicine. A few good international practices aimed at
debiasing academic curricula in medical schools will be described as well. In this regard, the efforts
made in the domain of higher education remain fragmented and limited to a single country
or organisation-based initiatives, while a more systematic approach should be encouraged.