Sex/Gender Analysis in the Learning/Teaching of Medicine. The Case of Cardiovascular Disease

Abstract

Objective: To analyze on the relevance of incorporating sex/gender analysis in the teaching/learning of medicine in Mexico.
Development: Cardiovascular diseases are used as a referent because of the persistence of gender biases in medical attention three decades after the first reports. We performed a narrative review to identify teaching institutions that have incorporated gender perspective in college curricula.
Results: We found recent reports that show that gender biases are still reproduced in the health care of cardiovascular diseases. Based on this narrative review, efforts by institutions from around the world to incorporate sex/gender analysis in professional education are highlighted, classifying them in: 1) advantages, recommendations and obstacles, 2) interventions and programs.
Discussion: Challenges that need to be overcome to incorporate gender perspective in health education are related to organizational and personal aspects. The different initiatives and successful programs center around the advantages of educating professionals who are conscious of gender and capable of establishing effective communication with the diverse social actors when taking into account the interaction between sex/gender and other Social Determinants of Health.
Conclusion: In Mexico, it is necessary to work towards including sex/gender analysis in medical education, because it provides a broader perspective, better science and results in adequate and effective health care for every person.