Table 1 The main factors of the gender-specific medicine curriculum in GP training
Tutorial theme | Main objectives | Teaching methods | Examination acquired knowledge and/or skills |
|---|---|---|---|
1. Gender and Socialization | 1. be able to understand the concept of gender 2. be able to initiate a gender perspective in medical encounters 3. awareness of the existence of gender socialization and its implications for health issues | -a discourse on the subject (lecture) -group analysis of a video consultation - group reflection on subject with regard to content and process | - questioning by supervisor -identifying learning points |
2. Gender and communication | 1. understanding of the influence of gender in doctor- patient communication 2. understanding of how gender influences the process of medical-decision making 3. demonstrating gender-sensitive doctor -patient communication | -a discourse on the subject (lecture) -role play with simulation patients(SP) -group reflection on subject with regard to content and process | -questioning by supervisor -assessment and feedback by SP -identifying learning points |
3. Gender and psychiatric disorders | 1. be able to describe gender differences in depression, anxiety disorders, and substance abuse 2. be able to identify gender differences in social expectations with regard to substance abuse 3. be able to recognize male and female presentation and coping in depression and alcohol abuse | -a discourse on the subject (a lecture) -group reflection on subject with regard to content and process -analysis of case-reports | -questioning by supervisor -identifying learning points |
4. Gender and cardiovascular diseases/urinary incontinence | 1. be able to understand the gender bias in the care for patients with cardiovascular disease 2. a willingness and ability to minimize the effect of gender bias in cardiovascular disease management 3. be able to describe and recognize the gender differences in presentation and management of urinary incontinence | -pretest to assess gender-specific knowledge -a lecture of gender differences on the subject -group analysis of a video consultation | -pretest and posttest to assess knowledge -questioning by supervisor -identifying learning points |
5. Gender and sexual abuse | 1. be able to describe the patters and common presentations of sexual violence 2. to increase awareness of sexual violence, potential gender prejudices, and consultation skills 3. be able to demonstrate gender-sensitive consultation skills to promote case-finding of sexual abused patients | -a discourse on the subject (lecture) -role play with SP - group reflection on subject with regard to content and process | -questioning by supervisor -assessment and feedback by SP -identifying learning points |