Table 8 A learning agenda for gender-transformative health professional education reform
Form of discrimination | Suggested elements of learning agenda |
|---|---|
Sexual harassment | • Elements and features of grievance procedures that effectively resolve sexual harassment cases and end impunity • Effectiveness of various (HPE) institutional and non-institutional actors in investigating sexual harassment • Role of extra-institutional legal advocacy and redress • Desirability of separate grievance procedures for students, faculty, and staff versus a single procedure |
Caregiver discrimination | • Impact of basic bundle on student retention, performance, and graduation • Impact of basic bundle on faculty recruitment, retention, and development • Feasibility and effectiveness of offering free or low-cost family planning for men and women in the basic bundle • Effective community messaging related to the need to reduce women’s and girls’ family and domestic burdens • Factors that contribute to use of family-friendly services by both women and men |
Cross-cutting | • Approaches for inter- and transprofessional education to promote equality and teamwork and effectively eliminate gender stereotyping and stratification (e.g., siloes, hierarchical chains of command) • HPE curricula that transmit core professional values and competencies (including human rights, social justice, gender equality, professional ethics and conduct, respectful care, and critical inquiry) and foster health workers as change agents in inequitable systems • Test new and efficient gender audit methodology and information systems to support improved institutional governance policies and monitor progress of reforms, targeting the analysis of gender regimes and intersecting discriminations, including the collection of data for indicators of social position (e.g., gender, income, geographical region, race, caste, disability) • New approaches to teach human rights and ethical professional conduct in combination with HPE governance. • Coordinated efforts across universities to implement special/affirmative measures and enabling conditions such as work and learning design to take parenting and caregiving responsibilities into account for all students and faculty, universal flexible working/study arrangements. • Structural and resource requirements for and impact of equal opportunity units in HPE institutions |