Medical School Faculty Knowledge and Attitudes Toward Sex and Gender-Based Medicine.

Abstract

Introduction: A person's sex and/or gender may influence the pathogenesis, presentation, and therapeutic response to disease; yet, the impact of sex and gender is not routinely evaluated in medical research, nor adequately emphasized in medical school curricula. Little is known about medical school faculty knowledge and attitudes regarding sex and gender-based medicine (SGBM).

Methods: We administered an online survey to 158 faculty members at WMU Homer Stryker M.D. School of Medicine. The survey of knowledge on SGBM was adapted from two prior surveys used in medical student and resident populations and modified for faculty participants. Hidden curriculum theory, which proposes students learn through formal curriculum as well as through passive perceptions of faculty and institutional attitudes, was used as a theoretical lens.

Results: Thirty-eight of 158 recipients completed the survey, for a 24% response rate. Respondents answered an average of 48.53% of the knowledge questions correctly; percent correct did not differ significantly between men and women faculty members (P= .2732). Seventy one percent of respondents indicated it was important or very important to consider sex and gender when providing patient care. Only 24% indicated they had some formal or continuing education on the topic. Respondents indicated interest in educational opportunities for SGBM in the form of online modules or lectures.

Conclusion: Though faculty respondents endorsed SGBM, few have had formal education related to the topic. Faculty development on SGBM may close knowledge gaps and facilitate integration of this curriculum. The survey tool developed through this project may be useful for other institutions engaged in similar efforts related to SGBM.