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Healthcare Students' and Educators' Views on the Integration of Gender-Based Violence Education into the Curriculum: a Qualitative Inquiry in Three Countries.
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- Author(s): Sammut, Dana; Ferrer, Lilian; Gorham, Emily; Hegarty, Kelsey; Kuruppu, Jacqueline; Salvo, Francisca Lopez; Bradbury-Jones, Caroline
- Source:
Journal of Family Violence. Oct2023, Vol. 38 Issue 7, p1469-1481. 13p. 1 Illustration, 1 Chart. - Source:
- Additional Information
- Subject Terms: GENDER-based violence; CULTURE; GENDER role; COLLEGE teachers; RESEARCH methodology; VIOLENCE; COLLEGE teacher attitudes; INTERVIEWING; GENDER; QUALITATIVE research; COMPARATIVE studies; DESCRIPTIVE statistics; RESEARCH funding; CURRICULUM planning; STUDENT attitudes; THEMATIC analysis; MEDICAL education
- Subject Terms:
- Abstract: Purpose: Health and social care professionals are ideally placed to identify and address gender-based violence (GBV), yet research continues to demonstrate that the subject is being poorly covered at undergraduate level. This qualitative study explored health and social care students' and educators' views on GBV education, with a view to identifying 'best practice'. We aimed to capture students' and educators' experiences and perceptions of GBV education across participating countries; how participants thought GBV should be taught/learned within their curricula; and their views on how GBV education might be 'optimized'. Methods: We conducted nine focus group discussions and one semi-structured interview with 23 students and 21 academic staff across the UK, Australia and Chile. Results: Thematic analysis yielded three themes: (1) GBV addressed in all but name, (2) Introduce sooner, explore later and (3) A qualitative approach to learning. Educators and students indicated that GBV is largely being overlooked or incompletely addressed within curricula. Many participants expressed a wish for the subject to be introduced early and revisited throughout their study, with content evolving as cohorts mature. Lastly, our findings indicate that GBV education could benefit from adopting a 'qualitative' approach, prioritizing survivor narratives and incorporating dialogue to facilitate student engagement. Conclusion: Though time constraints and competing demands within undergraduate curricula are frequently cited as barriers to moving away from traditional didactic methods, our findings suggest that teacher-centered strategies are insufficient and, in some regards, inappropriate for GBV education. The need for a paradigm shift in GBV education is discussed. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Journal of Family Violence is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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