BACKGROUND
The integration of gender and sexuality awareness in healthcare is increasingly recognized as vital for patient outcomes. Despite this, there is a notable lack of comprehensive data on the current state of medical professionals' training and perceptions in these areas, leading to a gap in targeted educational interventions and optimal healthcare delivery.
OBJECTIVE
The study's aim is to explore the experiences and perceptions of medical residents and professionals regarding the inclusion of gender and sexuality content in their education and subsequent professional practice.
METHODS
This cross-sectional survey targeted a diverse group of medical professionals across various specializations and experience levels. Distributed through medical associations and professional networks, it included sections on experiences with gender and sexuality content, perceptions of knowledge, the impact of training on professional capabilities, and views on integrating gender medicine in medical education. Descriptive and correlational analyses, along with gender-based and medical status-based comparisons, were employed.
RESULTS
The survey, encompassing 189 respondents, revealed low to moderate exposure to gender and sexuality content in academic settings, with a similar perception of preparedness. A need for more comprehensive training was widely recognized. The majority valued training in these areas for enhancing professional capabilities, identifying ten essential gender-related knowledge areas. The preference for integrating gender medicine throughout medical education was significant. Gender-based analysis indicated variations in exposure and perceptions, underscoring the importance of tailored educational strategies.
CONCLUSIONS
The study highlights a crucial need for the inclusion of gender and sexuality awareness in medical education and practice. It suggests the necessity for curriculum development, targeted training programs, policy advocacy, mentorship initiatives, and research to evaluate the effectiveness of these interventions. The findings serve as a foundation for future directions in medical education, aiming for a more inclusive, aware, and prepared medical workforce.