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Does gender matter? Differences between students at an interprofessional training ward.

Annika Lindh Falk1, Mats Hammar2, Sofia Nyström3

  • 1a Division of Community Medicine, Department of Medical and Health Sciences , Linköping University , Linköping , Sweden .

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Male and female healthcare students experienced interprofessional training wards differently, with male students and medical students reporting less positive experiences. This highlights the need to address gender in healthcare education.

Keywords:
Genderinterprofessional educationinterprofessional training wardprofessional developmentquestionnaire

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Area of Science:

  • Healthcare Education
  • Professional Identity Formation
  • Gender Studies

Background:

  • Transitions from education to clinical work reveal gender inequalities in professional development.
  • Healthcare education systems include medicine, nursing, occupational therapy, and physiotherapy programs.

Purpose of the Study:

  • To explore how male and female students from various healthcare programs experience interprofessional training wards (IPTWs).
  • To understand the role of IPTWs in professional identity formation and identify gender-based differences in student experiences.

Main Methods:

  • A questionnaire was administered to 454 students (93% response rate) across three IPTWs at Linköping University.
  • Data collected from medicine, nursing, occupational therapy, and physiotherapy students during 2010-2011.

Main Results:

  • Students reported positive influences of IPTWs on professional development.
  • Female students generally reported more positive experiences than male students across all programs.
  • Medical students (both male and female) were significantly less positive about the value of IPTWs compared to other programs.

Conclusions:

  • Interprofessional training wards positively impact professional development, but experiences are gendered.
  • Students "do gender" within educational practices, influencing their perceptions of training wards.
  • Healthcare curricula should explicitly address gender dynamics during interprofessional training and throughout the program.