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Teaching Gender, Teaching Women's Health: Introduction

There is an increasing, widespread awareness of the ways in which both biology and culture–sex and gender–affect the risks and prevalence of disease, and health outcomes, of men and women. In a recent issue of the American Journal of Obstetrics & Gynecology, for example, Phillips (2002) drew attention to the need for systematic teaching of gender, as an essential and integral component of medical training, and identified specific educational objectives along these lines. Others have made similar points of the need to incorporate sociological factors such as gender, and other variables such as age and class, in order to ensure appropriate care: Goldstein (2002) makes this same point with respect to the assessment and treatment of mental illness in primary care settings. This awareness coincides with the increase in absolute numbers and proportion of women entering medical school. This trend is virtually worldwide, the result of general trends in gender equity, changes in secondary and pre-medical tertiary education, the encouragement of women into various fields of medicine previously dominated by men, and the demand by women patients for women general practitioners. By the mid 1980s, in countries such as the United States, the number of women enrolling at commencement of a medical