Is medical undergraduate teaching geared to produce doctors who would promote gender equality

1. �Is medical undergraduate teaching geared to produce doctors who would promote gender equality? Gunawardena N., Senior Lecturer in Community Medicine Sri Ranganathan S, Senior Lecturer in Pharmacology Faculty of Medicine, University of Colombo, Sri Lanka

2. The conceptual framework health workers should be formally trained to be sensitive to gender issues to promote gender equality 2 Faculty of Medicine, University of Colombo, Sri Lanka

3. Aim of this case study assess whether medical undergraduate curricula of Sri Lankan universities sensitize the undergraduates to gender issues provide them with skills to promote gender equality in their work 3 Faculty of Medicine, University of Colombo, Sri Lanka

4. methodology of this case study assessment was based on report to a structured format discussion among academic staff representatives from each faculty analysis in 2008/2009 6 of the 8 medical faculties in the country included 4 Faculty of Medicine, University of Colombo, Sri Lanka

5. Results Inputs all 6 faculties had some formal input 2 faculties a lecture on gender based violence/domestic violence opportunistic teaching in clinical settings on clinical management of victims of physically/sexually abused 4 faculties in addition to above inputs related to relationship between gender and health 5 Faculty of Medicine, University of Colombo, Sri Lanka

6. Results Teaching/learning strategies 2 faculties lectures and clinical teaching 2 faculties In addition to the above student centred teaching/learning strategies (small group discussions) 2 faculties In addition to the above provided opportunities to conduct activities in the community with the aims of developing to promote gender equality 6 Faculty of Medicine, University of Colombo, Sri Lanka

7. Results taught within the disciplines of 4 faculties Psychiatry, Forensic Pathology , Community Medicine, Behavioural Sciences, Gynaecology and Obstetrics 2 faculties Psychiatry, Forensic Pathology, Gynaecology and Obstetrics 7 Faculty of Medicine, University of Colombo, Sri Lanka

8. Results committed teaching time 1 hour to 15 hours (mean 4 hours) 2 faculties fourth/final years 4 faculties third/fourth/final years 8 Faculty of Medicine, University of Colombo, Sri Lanka

9. Results discussion with the faculty representatives difficulties in convincing the faculty regarding relevance limitation of time availability main constraints to expand the inputs 9 Faculty of Medicine, University of Colombo, Sri Lanka

10. The lessons learnt curricula of most medical faculties in Sri Lanka were not adequately �gender sensitive� content teaching/ learning strategies, timing of inputs duration allocated few faculties aimed at developing skills to promote gender equality at work 10 Faculty of Medicine, University of Colombo, Sri Lanka

11. Proposal for regional or global actions a comprehensive analyses of curricula of all health professionals in all countries in the region a standard and concise template that can be incorporated into curricula of all categories of health professionals should be advocated strategies to convince staff on relevance 11 Faculty of Medicine, University of Colombo, Sri Lanka

12. Thank you 12 Faculty of Medicine, University of Colombo, Sri Lanka