"EXPERIENCES AND PERCEPTIONS OF GENDER ROLES IN MEDICAL EDUCATION: A FOCUS GROUP STUDY AMONG MEDICAL UNDERGRADUATES IN A TERTIARY CARE CENTER IN KERALA

Abstract

Gender roles and expectations significantly influences the medical students’, learning opportunities, clinical exposure, specialty choice, and professional identity formation, making it a critical area of concern in medical education.

Objectives: The purpose of this study was to explore the experiences and perceptions of gender roles in medical education among undergraduate medical students.

Materials and Methods: A descriptive qualitative study was conducted through three focus group discussions held among 3rd-year MBBS students.

Results: Analysis yielded 5 major themes, 12 categories, and 100 unique codes. The themes included systemic gender inequities in medical education; gender dynamics in clinical practice and training; socio-cultural influence on gender roles; psychological impact; and pathways to equity, inclusion, and professional growth. Female students reported stricter curfews, limited exposure in certain specialties, and differential expectations in both academic and social contexts. Male students described experiences of emotional neglect and pressures of toxic masculinity. Both groups reported that gender biases, both overt and subtle, shaped their academic journey and professional development.

Conclusion: Multifaceted and deeply rooted gender inequities persist in medical education. Addressing these requires institutional reforms, gender-sensitive teaching and mentoring, equitable clinical exposure, and supportive policies that promote inclusion and professional growth for all students.