Gender Bias in Patient Care Learning Experiences: Learning Through Reflective Writing

• In Event: Experiences of Women in Medical Education

Abstract

Purpose
To examine how medical students learn to respond to gender bias during clinical learning.
Perspective and Method
Investigators analyzed reflective writings of clinical-year students. Within a phenomenological framework, conventional content analysis was used to inductively identify codes and themes.
Results
Sixty-seven students wrote about gender bias in patient-care learning experiences. Themes included bias, context, students’ responses to gender bias, patient-centered approach to care, and preparing for future encounters. Students reflected on emotional, attitudinal, and behavioral responses, structural bias, privilege, and hierarchy.
Significance
Examining the lived experiences of medical students can guide curriculum about gender bias to prepare students for challenging encounters. Enlightened by critical theories, these findings can motivate resident/faculty development and critical inquiry for institutional change.

Authors

• Caroline Rose Paul, New York University
  Non-Presenting Author

• Shobhina CHHEDA, University of Wisconsin - Madison
  Non-Presenting Author

• Gary L. Beck Dallaghan, The University of Texas at Tyler School of Medicine
  Non-Presenting Author

• Roberta Rusch, University of Wisconsin - Madison
  Non-Presenting Author

• Karla Strand, University of Wisconsin - Madison
  Non-Presenting Author

• Sarah Zarvan, University of Wisconsin - Madison
  Non-Presenting Author

• Janice L. Hanson, Washington University in St. Louis
  Presenting Author