'Should you turn this into a complete gender matter?' Gender mainstreaming in medical education

Gender and Education

Volumn 21, Issue 6, 2009, Pages 703-719

  Verdonk, Petra ^a   Benschop, Yvonne ^b   de Haes, Hanneke ^c   Mans, Linda ^d   Lagro Janssen, Toine ^e  

^a MAASTRICHT UNIVERSITY   (Netherlands)

^b RADBOUD UNIVERSITY NIJMEGEN   (Netherlands)

^c UNIVERSITY OF AMSTERDAM   (Netherlands)

^d Manskracht ^*  (Netherlands)

^e RADBOUD UNIVERSITY MEDICAL CENTER   (Netherlands)

Author keywords

Gender mainstreaming; Latent thematic analysis; Medical education; Raising gender awareness; Resistance

Indexed keywords

EID: 77649171441     PISSN: 09540253     EISSN: 13600516     Source Type: Journal    
DOI: 10.1080/09540250902785905     Document Type: Article

References (35)

1. Alexanderson, K., C. Wingren, and I. Rosdahl. 1998. Gender analyses of medical textbooks on dermatology, epidemiology, occupational medicine and public health. Education for Health 11: 151-63.
2. Anderson, H. 2003. As if gender mattered. Feminism and change in higher education. The Journal of Higher Education 74: 321-36.
3. Antaki, C., M. Billig, D. Edwards, and J. Potter. 2003. Discourse analysis means doing anal-ysis: A critique of six analytic shortcomings. Review debate. Discourse Analysis Online. http://www.shu.ac.uk/daol/articles/v1/n1/a1/antaki2002002-paper.html (accessed April 14, 2006).
4. Benschop, Y., and M. Verloo. 2006. Sisyphus' sisters. Can gender mainstreaming escape the genderedness of organizations? Journal of Gender Studies 15, no. 1: 19-34.
5. Boelen, C. 1997. The five-star doctor: An asset to health care reform? Human Resources for Health Development Journal 1, no. 1: 6-12. http://www.who.int/hrh/en/HRDJ_1_1_02.pdf (accessed April 20, 2006).
6. Braun, V., and V. Clarke. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology 3: 77-101.
7. Dijkstra, A.F., P. Verdonk, and A.L.M. Lagro-Janssen. 2008. Gender bias in medical textbooks. Examples from coronary heart disease, depression, alcohol abuse and pharmacology. Medical Education 42: 1021-8.
8. Health Canada. 2001. Social accountability. A vision for Canadian medical schools. Ottawa: Health Canada. http://www.bcahc.ca/pdf/Social%20Accountability%20-%20A%20Vision %20for%20Canadian%20Medical%20Schools.pdf (accessed April 20, 2006).
9. Henrich, J.B. 2004. Women's health education initiatives: Why have they stalled? Academic Medicine 79: 283-8.
10. Hughes, C. 2002. Pedagogies of, and for resistance. In Gender, teaching and research in higher education, challenges for the 21st century, ed. G. Howie and A. Tauchert, 99-110. London: Ashgate Publishers.
11. Iedema, R., P. Degeling, J. Braithwaite, and D. Kam Yin Chan. 2004. Medical education and curriculum reform: Putting reform proposals in context. Medical Education Online 9, no. 17. http://www.med-ed-online.org/volume9.htm (accessed June 23, 2006).
12. Jimenez, C., and B. Poniatowski. 2004. Workshop on gender and health, 27 and 28 October 2004 United Nations University. Report. Tokyo: United Nations.
13. Lagro-Janssen, T. 2007. Sex, gender and health developments in research. European Journal of Women's Studies 14: 9-20.
14. LoFoWong, S. 2006. The doctor and the woman 'who fell down the stairs'. Family doctors' role in recognizing and responding to intimate partner abuse. Dissertation, Radboud University Nijmegen Medical Centre.
15. Mans, L.J.L., P. Verdonk, and A.L.M. Lagro-Janssen. 2006. De rol van het Digitaal Kennis- centrum Seksespecifiek Medisch Onderwijs bij de integratie van sekse in het medisch onderwijs. Tijdschrift voor Medisch Onderwijs 25, no. 2: 66-74.
16. Metz, J.C.M., A.M.M. Verbeek-Weel, and H.J. Huisjes, eds. 2001. Training of doctors in The Netherlands. Blueprint 2001. Adjusted objectives of undergraduate medical education in The Netherlands. Nijmegen: Disciplinary Board of Medical Sciences Central Coordination Committee.
17. Meyerson, D.E., and D.M. Kolb. 2000. Moving out of the 'armchair': Developing a framework to bridge the gap between feminist theory and practice. Organization 7: 553-71.
18. Moore, M. 1997. Student resistance to course content: Reactions to the gender of the messen- ger. Teaching Sociology 25: 128-33.
19. Phillips, S.P. 2005. Defining and measuring gender: A social determinant of health whose time has come. International Journal for Equity in Health 4: 11.
20. Risberg, G., K. Hamberg, and E.E. Johansson. 2003. Gender awareness among physicians -the effect of specialty and gender. A study of teachers at a Swedish medical school. BMC Medical Education 3: 8.
21. Risberg, G., E.E. Johansson, G. Westman, and K. Hamberg. 2004. Gender in medicine - an issue for women only? A survey of physician teachers' gender attitudes. International Journal for Equity in Health 2: 10.
22. Schulman, J.A. 1999. Nutrition education in medical schools: Trends and implications for health educators. Medical Education Online 4, no. 4. http://www.med-ed-online.org/f0000015.htm (accessed May 1, 2006).
23. Tisdell, E.J. 1995. Creating inclusive adult learning environments: Insights from multicultural education and feminist pedagogy. Information series no. 361. Columbus, OH: Center on Education and Training for Employment.
24. Titus, J.J. 2000. Engaging student resistance to feminism: 'How is this stuff going to make us better teachers?' Gender and Education 12: 21-37.
25. van Dijk, T.A. 1989. Social cognition and discourse. In Handbook of social psychology and language, ed. H. Giles and R.P. Robinson, 163-83. Chichester: Wiley and Sons.
26. van der Sanden, S., T. Frijns, and T. Lagro-Janssen. 1999. Seksespecifieke geneeskunde in het medisch onderwijscurriculum. [Gender specific medicine in the medical curriculum]. Projectverslag. Nijmegen: Faculteit der Medische Wetenschappen.
27. van Zwieten, M., and D. Willems. 2007. Waardering van kwalitatief onderzoek. In Kwali-tatiefonderzoek. Praktische methoden voor de medische praktijk, ed. P.L.B.J. Lucassen and T.C. olde Hartman, 111-22. Houten: Bohn Stafleu Van Loghum.
28. Verdonk, P., Y.W.M. Benschop, J.C.J.M. de Haes, and A.L.M. Lagro-Janssen. 2008. Medical students' gender awareness. Construction of the Nijmegen Gender Awareness in Medicine Scale (N-GAMS). Sex Roles 58: 222-34.
29. Verdonk, P., L.J.L. Mans, and A.L.M. Lagro-Janssen. 2005. Integration of the factor gender into a basic medical curriculum. Medical Education 39: 1118-25.
30. Verdonk, P., L.J.L. Mans, and A.L.M. Lagro-Janssen. 2006. How is gender integrated in the curricula of Dutch medical schools? A quick-scan on gender issues as an instrument for change. Gender and Education 18: 399-412.
31. Wear, D. 1997. Privilege in the medical academy. A feminist examines gender, race and power. New York: Teachers College Press.
32. Wear, D. 2005. The limits of narrative: Medical student resistance to confronting inequality and oppression in literature and beyond. Medical Education 39: 1056-1065.
33. Woollard, R.F. 2006. Caring for a common future: Medical schools' social accountability. Medical Education 40: 301-13.
34. Zeeman, L., M. Poggenpoel, C.P.H. Myburgh, and N. van der Linde. 2002. An introduction to a postmodern approach to educational research: Discourse analysis. Education 123, no. 1: 96-102.
35. Zelek, B., S.P. Phillips, and Y. Lefebvre. 1997. Gender sensitivity in medical curricula. Canadian Medical Association Journal 156: 1297-300.