Condron Claire, Power Mide, Mathew Midhun, Lucey Siobhan M
RCSI SIM, RCSI University of Medicine and Health Sciences, Dublin, Ireland.
Cork University Dental School & Hospital, Cork, Ireland.
JMIR Res Protoc. 2023 Sep 20;12:e44584. doi: 10.2196/44584.
The principles of gender equality are integral to the goals, targets, and indicators of all sustainable development goals. Higher education institutes can be powerful agents for promoting gender equality, diversity, and inclusion not only in the higher education context but also in society as a whole. To address and overcome gender inequality in the higher education environment, experts posit that change needs to occur from day 1 of the student's academic experience. To this end, training is required. A preliminary review of the literature indicates that multiple gender equality-based training programs or initiatives for students have been designed and evaluated in second and third-level education settings. Examples of educational activities undertaken include delivery of didactic teaching, participation in a face-to-face collaboration project, site visits, case studies, and coaching. Yet, our initial search indicated that, to date, a comprehensive review collating the available evidence on gender equality training for third-level students has not yet been carried out.
Our review seeks to identify and explore the existing literature on gender equality training interventions for third-level students, with a particular emphasis on training content, methodology, and outcome evaluation.
This scoping review will be structured using the Arskey and O'Malley's 5-stage framework and will consider empirical research and other relevant published works that address gender equality training. Systematic searches will be carried out in 6 research databases and the gray literature using key search terms. Inclusion and exclusion criteria have been defined, and a data charting tool created to methodically extract information from selected literature. The free web software Rayyan will be used for primary screening where each reference will be screened in duplicate first by title, then abstract, and finally by full text.
This review forms part of the LIBRA (Balance) study and has received peer-reviewed grant funding from the Irish Higher Education Authority. LIBRA aims to use simulation-based education to develop a gender equality leadership training program for student leaders in higher education. The findings will be summarized in tabular form, and a narrative synthesis produced to inform curriculum development.
This review seeks to inform curriculum design by reporting on the gender equality-enabling skills and leadership skills necessary to foster gender equality. This paper should inform recommendations for training and catalyze future research in this rapidly evolving area.
INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): DERR1-10.2196/44584.
性别平等原则是所有可持续发展目标的目标、具体目标和指标不可或缺的一部分。高等教育机构不仅在高等教育环境中，而且在整个社会中，都可以成为促进性别平等、多样性和包容性的有力推动者。为了解决和克服高等教育环境中的性别不平等问题，专家们认为，从学生学术经历的第一天起就需要发生变革。为此，需要进行培训。对文献的初步回顾表明，在第二和第三级教育环境中，已经设计并评估了多个基于性别平等的学生培训项目或倡议。开展的教育活动包括讲授式教学、参与面对面合作项目、实地考察、案例研究和辅导。然而，我们的初步搜索表明，迄今为止，尚未对整理有关第三级学生性别平等培训的现有证据进行全面综述。
我们的综述旨在识别和探索有关第三级学生性别平等培训干预措施的现有文献，特别强调培训内容、方法和结果评估。
本范围综述将采用阿斯凯和奥马利的五阶段框架进行构建，并将考虑涉及性别平等培训的实证研究和其他相关已发表作品。将使用关键搜索词在6个研究数据库和灰色文献中进行系统搜索。已定义纳入和排除标准，并创建了一个数据图表工具，以便从选定文献中系统地提取信息。免费网络软件Rayyan将用于初步筛选，每份参考文献将首先按标题、然后按摘要、最后按全文进行重复筛选。
本综述是天秤座（平衡）研究的一部分，并获得了爱尔兰高等教育管理局的同行评审资助。天秤座旨在利用基于模拟的教育为高等教育中的学生领袖制定性别平等领导力培训计划。研究结果将以表格形式总结，并进行叙述性综合分析，以为课程开发提供参考。
本综述旨在通过报告促进性别平等所需的性别平等技能和领导技能，为课程设计提供参考。本文应为培训建议提供参考，并推动这一快速发展领域的未来研究。
国际注册报告标识符（IRRID）：DERR1-10.2196/44584。
