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Table 3 Percentage and number (within brackets) of respondents agreeing (scoring >50) to the five gender attitude statements and scoring high (>250) on "importance-of-gender"-scale. P-values from comparison between specialty groups and between men and women. (S = surgical doctors, NS = non-surgical doctors, FP = family physicians.)
| All respondents | Men | Women | ||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Outcome variable | Total | S | NS | FP | p1 | Total | S | NS | FP | p1 | Total | S | NS | FP | p1 | p2 |
| Statements: | ||||||||||||||||
| 1. The patient's gender is of importance in consultation. | 69 (199) | 55 (47) | 74 (88) | 80 (41) | .002 | 66 (130) | 51 (36) | 71 (58) | 81 (22) | .007 | 76 (69) | 69 (11) | 81 (30) | 79 (19) | .601 | .061 |
| 2. My own gender is of importance in consultation. | 68 (196) | 48 (41) | 75 (88) | 84 (43) | <.001 | 62 (123) | 41 (28) | 69 (57) | 89 (24) | <.001 | 81 (73) | 76 (13) | 86 (31) | 79 (19) | .745 | .002 |
| 3. The gender of the medical student is of importance in clinical tutoring. | 53 (153) | 43 (37) | 55 (65) | 71 (36) | .007 | 47 (92) | 38 (26) | 52 (43) | 59 (16) | .084 | 68 (61) | 65 (11) | 61 (22) | 83 (20) | .175 | .001 |
| 4. My own gender is of importance in clinical tutoring. | 50 (142) | 42 (36) | 52 (60) | 67 (34) | .023 | 42 (80) | 37 (25) | 45 (36) | 52 (14) | .335 | 70 (62) | 65 (11) | 67 (24) | 83 (20) | .295 | <.001 |
| 5. My own gender is of importance in other professional relations, for example with colleagues, medical staff or in research. | 62 (177) | 51 (43) | 64 (76) | 79 (41) | .004 | 54 (107) | 43 (29) | 60 (50) | 71 (20) | .017 | 79 (70) | 82 (14) | 74 (26) | 87 (21) | .458 | <.001 |
| Summary variable: | ||||||||||||||||
| "Importance-of-gender"-scale | 63 (173) | 51 (42) | 67 (76) | 76 (38) | .008 | 56 (106) | 45 (30) | 61 (49) | 69 (18) | .046 | 78 (67) | 75 (12) | 79 (27) | 83 (20) | .873 | .001 |
