Students' Learning Preferences in Studying Sex- and Gender-Sensitive Medicine: An Exploratory Multimethod Study.

Introduction: The impact of sex and gender on health is increasingly recognized and incorporated into medical curricula. However, while there is general consensus about the content to be taught, limited attention has been paid to teaching formats. Hence, in the present study we used an action-based research approach to investigate students' preferences in learning about sex- and gender-sensitive medicine (SGSM). Methods: We applied a qualitative multimethod action-based approach to identify a suitable teaching format for SGSM based on students' preferences. Our study consisted of 3 phases. In the first phase we asked (bio)medical students about their methodological preferences regarding SGSM education. In the second phase, we interviewed teaching experts to identify teaching formats matching the students' preferences. In the third phase, we designed and executed a 1.5 h SGSM seminar based on the students' preferences and the experts' input and evaluated its reception with a focus group and written feedback. Results: Although students expressed learning preferences in line with state-of-the-art teaching standards, the topic of SGSM added a layer of complexity to their execution. Students expressed distinct learning preferences for the topics of sex and gender. Especially in learning about gender, they requested immersive learning experiences, structural safety in the learning space and a balance between self-directed learning and structural input. The experts suggested experience-based or transformative learning formats. The teaching experiment based on these suggestions resulted in an ambivalent experience for (bio)medical students. It proved to be engaging and instructive, but self-direction challenged the students' expectations about the learning process, which felt uncomfortable to some participants. Conclusion: Our experiment demonstrated that topics touching upon the personal and professional identity of students, such as SGSM, place learners in a potential position of vulnerability. Medical students reported a preference for experiential learning formats yet lack the familiarity with them. For curriculum design, this implies that SGSM should be taught through a combination of experiential methods and structured input, embedded within a safe learning environment that supports both self-reflection and the acquisition of factual knowledge.