Students' Learning Preferences in Studying Sex- and Gender-Sensitive Medicine: An Exploratory Multimethod Study

Area of Science:

• Medical Education
• Health Sciences
• Social Determinants of Health

Background:

• Sex and gender significantly impact health outcomes.
• Medical curricula increasingly incorporate sex and gender considerations.
• Effective teaching formats for sex- and gender-sensitive medicine (SGSM) require further investigation.

Purpose of the Study:

• To investigate student preferences for learning formats in SGSM.
• To identify optimal teaching methodologies for SGSM education.
• To inform curriculum development for SGSM.

Main Methods:

• A qualitative, multimethod action-based research approach was employed.
• Phase 1: Surveyed (bio)medical students on methodological preferences for SGSM.
• Phase 2: Interviewed teaching experts on suitable formats.
• Phase 3: Designed and evaluated an SGSM seminar based on findings.

Main Results:

• Students desired immersive, safe learning environments with a balance of self-directed and structured learning, particularly for gender topics.
• Experts recommended experience-based or transformative learning formats.
• The implemented seminar was engaging but challenged students' expectations regarding self-direction.

Conclusions:

• SGSM topics can create vulnerability, requiring careful pedagogical approaches.
• Medical students prefer experiential learning but may lack familiarity.
• Effective SGSM curricula should integrate experiential methods, structured input, and a supportive learning environment.