Ova-looking feminist theory: a call for consideration within health professions education and research.

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read More Add to Saved list
  • Author(s): Finn GM;Finn GM; Brown MEL; Brown MEL
  • Source:
    Advances in health sciences education : theory and practice [Adv Health Sci Educ Theory Pract] 2022 Aug; Vol. 27 (3), pp. 893-913. Date of Electronic Publication: 2022 Apr 07.
  • Publication Type:
    Journal Article
  • Language:
    English
  • Additional Information
    • Source:
      Publisher: Springer Netherlands Country of Publication: Netherlands NLM ID: 9612021 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1573-1677 (Electronic) Linking ISSN: 13824996 NLM ISO Abbreviation: Adv Health Sci Educ Theory Pract Subsets: MEDLINE
    • Publication Information:
      Publication: <2009- > : [Dordrecht] : Springer Netherlands
      Original Publication: Dordrecht ; Boston : Kluwer Academic Publishers, c1996-
    • Subject Terms:
      Curriculum* ; Feminism*; Delivery of Health Care ; Health Occupations ; Humans
    • Abstract:
      The role of feminist theory in health professions education is often 'ova-looked'. Gender is one cause of healthcare inequalities within contemporary medicine. Shockingly, according to the World Health Organisation, no European member state has achieved full gender equity in regard to health outcomes. Further, contemporary curricula have not evolved to reflect the realities of a diverse society that remains riddled with inequity. This paper outlines the history of feminist theory, and applies it to health professions education research and teaching, in order to advocate for its continued relevance within contemporary healthcare.
      (© 2022. The Author(s).)
    • References:
      Lancet. 2018 Jun 30;391(10140):2589-2591. (PMID: 30070211)
      Med Educ. 2015 Jan;49(1):21-2. (PMID: 25545569)
      Med Educ. 2021 May;55(5):582-594. (PMID: 33034082)
      Adv Health Sci Educ Theory Pract. 2007 Feb;12(1):103-15. (PMID: 17033879)
      Med Educ. 2020 Feb;54(2):150-161. (PMID: 31746029)
      Gend Med. 2012 Jun;9(3):180-186.e3. (PMID: 22304976)
      Acad Med. 2014 Nov;89(11):1446-51. (PMID: 25054423)
      Med Educ. 2018 Jun;52(6):664-676. (PMID: 29600570)
      Lancet. 2019 Feb 9;393(10171):570-578. (PMID: 30739692)
      Prospects (Paris). 2021;51(1-3):185-191. (PMID: 33078032)
      Adv Health Sci Educ Theory Pract. 2020 Dec;25(5):1107-1126. (PMID: 33136279)
      Med Educ. 2011 Mar;45(3):213-6. (PMID: 21299596)
      Med Educ. 2021 Feb;55(2):148-158. (PMID: 33448459)
      Acad Med. 2020 Oct;95(10):1587-1593. (PMID: 32079956)
      Adv Health Sci Educ Theory Pract. 2020 Dec;25(5):1243-1253. (PMID: 32583329)
      BMC Med Educ. 2017 Jan 19;17(1):18. (PMID: 28103854)
      Glob Public Health. 2008;3 Suppl 1:1-12. (PMID: 19288339)
      Med Hypotheses. 2020 Nov;144:110015. (PMID: 32592919)
      Acad Med. 2020 Jul;95(7):989-994. (PMID: 31725464)
      BMJ Open. 2020 Aug 13;10(8):e039092. (PMID: 32792453)
      Acad Med. 2017 Nov;92(11):1564-1568. (PMID: 28471777)
      Adv Health Sci Educ Theory Pract. 2021 Mar;26(1):183-198. (PMID: 32572728)
      JAMA. 1995 Apr 5;273(13):1022-5. (PMID: 7897785)
      Med Educ. 2010 Jun;44(6):534-5. (PMID: 20604846)
      Int J Equity Health. 2009 Aug 03;8:28. (PMID: 19646289)
      Adv Health Sci Educ Theory Pract. 2009 Mar;14(1):135-52. (PMID: 18274877)
      Med Educ. 2012 Jun;46(6):534-6. (PMID: 22626041)
      BMJ. 2003 Jan 25;326(7382):213-6. (PMID: 12543841)
      Health Res Policy Syst. 2017 Feb 21;15(1):12. (PMID: 28222735)
      BMJ Open. 2020 Jan 15;10(1):e032232. (PMID: 31948988)
    • Contributed Indexing:
      Keywords: Curriculum; Education; Feminism; Gender; Health inequalities; Health professions; Research
    • Publication Date:
      Date Created: 20220407 Date Completed: 20220816 Latest Revision: 20221206
    • Publication Date:
      20240105
    • Accession Number:
      PMC8988912
    • Accession Number:
      10.1007/s10459-022-10108-8
    • Accession Number:
      35389154