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  1. Can students take a comprehensive sex and gender specific health history?

  2. Ask students to critique research results that show gender bias, e.g. failure to analyse by sex or generalization of results from men to women.

  3. Present students with the abstract of research including only women, and ask them to apply the findings to the case of a man with the same illness.

  4. Ask students to identify differences in etiology, pathogenesis, clinical presentation, and treatment of disease between men and women.

  5. Make a brief video illustrating control of, or lack of respect for a patient by a physician and ask students to comment on the observed interaction.

  6. Have students identify sources and effects of power imbalances in doctor patient relationship.

  7. In an OSCE evaluate whether students demonstrate power sharing with the patient.

  8. The OSCE format could be used to assess awareness of violence as a cause of a patient’s presenting symptoms and signs.

  9. In an OSCE, ask how students would alter their approach if the patient were of the opposite sex.

  10. Assess boundary issues in an OSCE, by having a “patient“ of the same sex as the student ask the candidate for a date. [2]


2. Tutor Guide to the Gender and Health Collaborative Curriculum written by Dr. Susan Phillips, Queen’s University and Chair of the Gender Issues Committee of the Council of Ontario Faculties of Medicine.

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