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Practical Suggestions:

  • Use the Gender Lens

  • Ask students whether they can identify sex and gender differences in health and disease.

  • Highlight diversity within each sex by asking students how the case being discussed would be different if the patient involved were, for example: wealthy rather than poor, or from India rather than Canada

  • Ask students to explain why income is the strongest correlate of cardiovascular disease and of most cancers. Does being male or female minimize or add to that association? What effect does income have on other clinical scenarios?

  • Ask students whether men’s shorter life expectancy is due to biology or risk-taking behaviour, or both.

  • Offer students research that documents a new finding in one sex and ask whether the data is applicable to the other sex.

  • Ask students to look at practice guidelines to see whether there is any indication of the presence or absence of women or men in the trials on which data are based. [2]

Check out the Gender Lens tool.

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2. Tutor Guide to the Gender and Health Collaborative Curriculum written by Dr. Susan Phillips, Queen’s University and Chair of the Gender Issues Committee of the Council of Ontario Faculties of Medicine.

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