Gender Representations, Empathy, and Gender-Based Violence Awareness Among Medical Students: A Proposal for a Specific Training Program

• Published in: Curēus (Palo Alto, CA) CA), 2024-07, Vol.16 (7), p.e65266
• Main Authors: Savarese, Giulia, Carpinelli, Luna, Stornaiuolo, Giovanna, Bifulco, Stefano, Bruno, Giorgia, Navarra, Marco
• Format: Article
• Language: English
• Subjects: Curricula; Empathy; Females; Gender differences; Gender-based violence; Likert scale; Medical education; Medical personnel; Medical students; Medicine; Patients; Physicians; Questionnaires; Software; Stereotypes; Women
• ISSN: 2168-8184; 2168-8184
• DOI: 10.7759/cureus.65266

In recent decades, the topic of gender differences has become central to many areas of study, including medicine. The present study explored gender differences in empathy, gender role ideologies, and gender sensitivity among medical students, highlighting significant variations that can inform medical education and training programs. The study involved 155 students (52.1% male; mean age: 22.68±2.48 years) from the Department of Medicine, Surgery, and Dentistry of the University of Salerno in Baronissi, Southern Italy. Participants completed two standardized scales: the Jefferson Scale of Empathy (JSE) to assess empathy, and the Nijmegen Gender Awareness in Medicine Scale (N-GAMS) to evaluate gender awareness. Six open-ended questions were also included in the gender-based violence representations. The ANOVA analysis reveals significant differences in scores between male and female students across the N-GAMS scales, indicating a strong role of gender in these variations. These findings suggest the necessity for further research to understand the contributing factors and inform targeted interventions in medical education. Additionally, there are significant differences in compassionate care (Factor 2) and walking in the patient's shoes (Factor 3), highlighting the substantial impact of gender on these latter aspects of empathy. These gender differences have significant implications for medical education. Training programs should be tailored to address the specific needs and characteristics of both male and female students. For example, encouraging male students to maintain their gender sensitivity while challenging traditional gender role ideologies can promote a more inclusive approach to patient care. For female students, fostering confidence in their compassionate care abilities and providing opportunities to express empathy in diverse ways can help overcome societal constraints.