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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dc.contributor.authorSammut, Dana
dc.contributor.authorFerrer, Lilian
dc.contributor.authorGorham, Emily
dc.contributor.authorHegarty, Kelsey
dc.contributor.authorKuruppu, Jacqueline
dc.contributor.authorLopez Salvo, Francisca
dc.contributor.authorBradbury-Jones, Caroline
dc.date.accessioned2025-01-20T20:20:48Z
dc.date.available2025-01-20T20:20:48Z
dc.date.issued2023
dc.description.abstractPurpose 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.
dc.description.funderU21 Health Sciences Group
dc.fuente.origenWOS
dc.identifier.doi10.1007/s10896-022-00441-2
dc.identifier.eissn1573-2851
dc.identifier.issn0885-7482
dc.identifier.urihttps://doi.org/10.1007/s10896-022-00441-2
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/92597
dc.identifier.wosidWOS:000857277800001
dc.issue.numero7
dc.language.isoen
dc.pagina.final1481
dc.pagina.inicio1469
dc.revistaJournal of family violence
dc.rightsacceso restringido
dc.subjectEducation
dc.subjectGender-based violence
dc.subjectHealthcare
dc.subjectStudents
dc.subjectTeaching
dc.subject.ods05 Gender Equality
dc.subject.ods03 Good Health and Well-being
dc.subject.ods16 Peace and Justice Strong Institutions
dc.subject.odspa05 Igualdad de género
dc.subject.odspa03 Salud y bienestar
dc.subject.odspa16 Paz, justicia e instituciones sólidas
dc.titleHealthcare Students' and Educators' Views on the Integration of Gender-Based Violence Education into the Curriculum: a Qualitative Inquiry in Three Countries
dc.typeartículo
dc.volumen38
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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