Still far to go--an investigation of gender perspective in written cases used at a Swedish medical school.
OBJECTIVE
Given decisions to implement a gender perspective in medical education, this study investigated gender perspective in written cases used at a Swedish medical school.


METHODS
All course organizers on terms 5-11 were asked to submit the case descriptions used in 2005. The 257 cases collected were subjected to content analysis focussing on sex of author and patient; whether there were any guidelines for tutors; and whether the case touched on biological sex differences, psychosocial and gender aspects.


RESULTS
The majority of cases were written by male teachers. The proportions of male and female patients were equal. There were instructions for tutors in 20% of the cases. Sex differences were mentioned in 7% of cases. Psychosocial data were meager. Ten cases (4%) contained gender aspects and four of them presented gender as a main issue.


CONCLUSIONS
The lack of instructions for tutors and overall scant interest in psychosocial issues were important obstacles for gender implementation. Actually, ignoring psychosocial conditions means that a gender perspective is also neglected. The results illuminate the importance of monitoring and follow-ups for a successful implementation of gender. Our method of scrutinizing written cases might be useful also for other medical schools.
Hamberg
Katarina
K
Department of Public Health and Clinical Medicine, Family Medicine, Umeå University, Umeå, Sweden. katarina.hamberg@fammed.umu.se
Larsson
Marie-Louise
ML
D015510:Clinical Medicine / Q000193:education*; D004504:Education, Medical, Undergraduate; D005260:Female; D006801:Humans; D008297:Male; D011340:Problem Solving; D011584:Psychology / Q000193:education; D012577:Schools, Medical; D012737:Sex Factors; D013337:Students, Medical; D013548:Sweden