ArticlePRiMER (Leawood, Kan.)2025
Medical School Faculty Knowledge and Attitudes Toward Sex and Gender-Based Medicine.
Article in PRiMER (Leawood, Kan.), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Implementation of the sex and gender curricular assessment and revision toolkit: a mixed-method study.BMC medical education · 2026Article
- Advancing Medical Education in Sex- and Gender-Based Mechanisms of Disease: Current Educator Knowledge and Future Directions.Women's health reports (New Rochelle, N.Y.)Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: A person's sex and/or gender may influence the pathogenesis, presentation, and therapeutic response to disease; yet, the impact of sex and gender is not routinely evaluated in medical research, nor adequately emphasized in medical school curricula. Little is known about medical school faculty knowledge and attitudes regarding sex and gender-based medicine (SGBM). Methods: We administered an online survey to 158 faculty members at WMU Homer Stryker M.D. School of Medicine. The survey of knowledge on SGBM was adapted from two prior surveys used in medical student and resident populations and modified for faculty participants. Hidden curriculum theory, which proposes students learn through formal curriculum as well as through passive perceptions of faculty and institutional attitudes, was used as a theoretical lens. Results: Thirty-eight of 158 recipients completed the survey, for a 24% response rate. Respondents answered an average of 48.53% of the knowledge questions correctly; percent correct did not differ significantly between men and women faculty members ( Conclusion: Though faculty respondents endorsed SGBM, few have had formal education related to the topic. Faculty development on SGBM may close knowledge gaps and facilitate integration of this curriculum. The survey tool developed through this project may be useful for other institutions engaged in similar efforts related to SGBM.
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.