Learning about gender on campus: an analysis of the hidden curriculum for medical students  

Oleh:

Cheng, Ling-Fang ; Yang, Hsing-Chen

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Medical Education vol. 49 no. 03 (Mar. 2015), page 321-331.
Topik: gender; health care; medical students; medical education; medical curricula; gender discrimination; sexual minorities; stereotyped gender

Ketersediaan

Perpustakaan FK Nomor Panggil: M34.K Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Context Gender sensitivity is a crucial factor in the provision of quality health care. This paper explores acquired gendered values and attitudes among medical students through an analysis of the hidden curriculum that exists within formal medical classes and informal learning. Methods Discourse analysis was adopted as the research method. Data were collected from the Bulletin Board System (BBS), which represented an essential communication platform among students in Taiwan before the era of Facebook. The study examined 197 gender-related postings on the BBS boards of nine of 11 universities with a medical department in Taiwan, over a period of 10 years from 2000 to 2010. Results The five distinctive characteristics of the hidden curriculum were as follows: (i) gendered stereotypes of physiological knowledge; (ii) biased treatment of women; (iii) stereotyped gender-based division of labour; (iv) sexual harassment and a hostile environment, and (v) ridiculing of lesbian, gay, bisexual and transgender (LGBT) people. Both teachers and students co-produced a heterosexual masculine culture and sexism, including ‘benevolent sexism’ and ‘hostile sexism’. As a result, the self-esteem and learning opportunities of female and LGBT students have been eroded. Conclusions The paper explores gender dynamics in the context of a hidden curriculum in which heterosexual masculinity and stereotyped sexism are prevalent as norms. Both teachers and students, whether through formal medical classes or informal extracurricular interactive activities, are noted to contribute to the consolidation of such norms. The study tentatively suggests three strategies for integrating gender into medical education: (i) by separating physiological knowledge from gender stereotyping in teaching; (ii) by highlighting the importance of gender sensitivity in the language used within and outside the classroom by teachers and students, and (iii) by broadening the horizons of both teachers and students by recounting examples of the lived experiences of those who have been excluded and discriminated against, particularly members of LGBT and other minorities.

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