Arsever Sara, Broers Barbara, Cerutti Bernard, Wiesner Joanne, Dao Melissa Dominicé
Department of Primary Care, Geneva University Hospitals, Switzerland; Faculty of Medicine, University of Geneva, Switzerland.
Faculty of Medicine, University of Geneva, Switzerland.
Patient Educ Couns. 2023 Nov;116:107934. doi: 10.1016/j.pec.2023.107934. Epub 2023 Aug 3.
Medical education relies extensively on clinical vignettes, yet little attention has been given to what hidden curriculum they might convey. Our research aimed to identify whether the clinical vignettes used in pre-graduate medical education transmit gender stereotypes or gender biases.
We conducted a mixed quantitative and qualitative analysis of gender-related characteristics currently existing in clinical vignettes used for pre-graduate teaching and evaluation at the Geneva Faculty of Medicine.
2359 vignettes were identified, of which 955 met inclusion criteria. Patients' professions and family caregiver roles showed a strongly gendered distribution, as did the healthcare professions where male physicians and female nurses were the norm. Qualitative results identified widespread stereotyped gender roles and gender expression.
Our study reveals that the clinical vignettes used in education and evaluation materials in pre-graduate medical education in Geneva convey a gender-biased hidden curriculum, which could negatively impact patient care and undermine equal opportunity for men and women.
Active revision of the content and the form of clinical vignettes used in undergraduate medical education is needed using a gender lens. Based on rare gender neutral or gender transformative examples from our study, we propose guidelines for writing non-gender-biased vignettes.
医学教育广泛依赖临床案例，但对于这些案例可能传递的隐性课程却鲜有关注。我们的研究旨在确定研究生医学教育中使用的临床案例是否传递性别刻板印象或性别偏见。
我们对日内瓦医学院用于研究生前教学和评估的临床案例中目前存在的与性别相关的特征进行了定量和定性的混合分析。
共识别出2359个案例，其中955个符合纳入标准。患者的职业和家庭照顾者角色呈现出强烈的性别分布，医疗行业也是如此，男性医生和女性护士是常态。定性结果确定了广泛存在的刻板性别角色和性别表达。
我们的研究表明，日内瓦研究生医学教育中用于教学和评估的临床案例传递了一种有性别偏见的隐性课程，这可能对患者护理产生负面影响，并破坏男女平等机会。
需要从性别视角积极修订本科医学教育中使用的临床案例的内容和形式。基于我们研究中罕见的性别中立或性别变革性示例，我们提出了编写无性别偏见案例的指导方针。
