Gender bias in medical practice: using reflexivity with medical students

In 2019, the Health and Gender Unit obtained an educational innovation fund (FIP) from the University of Lausanne to conduct a pilot project aimed at integrating a reflective approach to the influence of gender in clinical practice, a project that has since been made permanent. 

This project takes place during block courses (internships) for first- and second-year Master's students in medicine. In small groups, students reflect on potential gender biases in patient care that they have observed during their internships, guided by teachers (duo of sociologist and physician). Following the steps of clinical reasoning (medical history, status, differential diagnosis, diagnosis and treatment), the group discussion focuses on possible differences in patient management according to the gender of patients and on the medical relevance (or otherwise) of these different treatments. The discussion then focuses on the causes and consequences of gender bias observed in clinical practice.

Finally, based on the discussions, students record their observations and reflections on electronic forms in their portfolios, which accompany their coursework. Students receive feedback on their reflection sheets. The deidentified reflection sheets are used by the Health and Gender Unit for research purposes and to create educational tools, such as clinical vignettes.