Gender Equity in Medical Education: Curricular Analysis and Perceptions in a Chilean Faculty of Medicine

Authors

DOI: https://doi.org/10.6018/edumed.705271
Keywords: gender, Education, Medical, Curriculum, Social Health Determinants (SHD)

Abstract

Objective: To analyze the incorporation of a gender perspective into the curricula of a medical faculty in Chile and to identify perceived barriers and facilitators among the academic community, considering its level of integration within educational processes. Materials and Methods: A qualitative collective case study was conducted across seven programs within a medical faculty. Two complementary qualitative approaches were integrated: a documentary analysis of graduate profiles and course syllabi, and an interpretive analysis of perceptions through 11 semi-structured interviews and 6 focus groups with academic leaders, faculty members, and students. Data were analyzed using thematic content analysis supported by NVivo software, following an inductive approach with theoretical sensitization. Results: Findings were organized into three analytical axes: (1) curricular incorporation of gender perspective, (2) conceptual understanding and implementation practices, and (3) barriers and facilitators. A fragmented incorporation of gender-related content was identified, mainly concentrated in specific disciplines without transversal integration. Participants reported heterogeneous understandings of the concept and non-systematic implementation, often dependent on individual initiatives. Key barriers included lack of faculty training and absence of institutional guidelines, while motivated faculty members emerged as relevant facilitators. From a gender mainstreaming perspective, these findings correspond to an early stage of integration. Conclusions: The incorporation of a gender perspective in health professions education is characterized by partial, heterogeneous, and non-systematic integration. Findings support a preliminary conceptualization of levels of integration, ranging from fragmented approaches to structural mainstreaming. This framework may help guide curricular improvement processes, highlighting the need for faculty development, shared conceptual frameworks, and more coherent and sustainable institutional strategies.

 

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Published
27-04-2026
How to Cite
Rivera Mercado, S., Bernales Silva, M., Elgueta Le-Beuffe, F., Cárdenas Díaz, A., Rojas Sobarzo, L., & Córdova Huaquin, C. (2026). Gender Equity in Medical Education: Curricular Analysis and Perceptions in a Chilean Faculty of Medicine. Spanish Journal of Medical Education, 7(3). https://doi.org/10.6018/edumed.705271
Issue
Vol. 7 No. 3 (2026): Spanish Journal of Medical Education
Section
Artículos

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