[Medical education seemingly "immune" to discussions on sex and gender. A study indicates that the gender perspective in teaching is limited]

Abstract

This article builds upon qualitative interviews with teachers and students in the medical education at Lund university. The results found that a gender perspective is understood primarily in terms of the biological body. Awareness about the different conditions for male and female doctors in the labour market is also apparent. But knowledge about the gender system and its structures of power is not sufficiently problematized when concerning the patient-doctor relation or in teaching about health and sickness. Difficulties with integrating a gender perspective are importantly connected to what is designated as the core curriculum of the medical education. The doctors' attitudes towards a gender perspective and what is seen as "proper medical knowledge" become reproduced in the students.