|
Percentage and number (within brackets) of respondents agreeing (scoring >50) to the five gender attitude statements and scoring high (>250) on "importance-of-gender"-scale. P-values from comparison between specialty groups and between men and women. (S = surgical doctors, NS = non-surgical doctors, FP = family physicians.) |
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| All respondents |
Men |
Women |
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|
|
|
|
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| Outcome variable |
Total |
S |
NS |
FP |
p1 |
Total |
S |
NS |
FP |
p1 |
Total |
S |
NS |
FP |
p1 |
p2 |
|
|
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| Statements: |
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| 1. The patient's gender is of importance in consultation. |
69 (199) |
55 (47) |
74 (88) |
80 (41) |
.002 |
66 (130) |
51 (36) |
71 (58) |
81 (22) |
.007 |
76 (69) |
69 (11) |
81 (30) |
79 (19) |
.601 |
.061 |
| 2. My own gender is of importance in consultation. |
68 (196) |
48 (41) |
75 (88) |
84 (43) |
<.001 |
62 (123) |
41 (28) |
69 (57) |
89 (24) |
<.001 |
81 (73) |
76 (13) |
86 (31) |
79 (19) |
.745 |
.002 |
| 3. The gender of the medical student is of importance in clinical tutoring. |
53 (153) |
43 (37) |
55 (65) |
71 (36) |
.007 |
47 (92) |
38 (26) |
52 (43) |
59 (16) |
.084 |
68 (61) |
65 (11) |
61 (22) |
83 (20) |
.175 |
.001 |
| 4. My own gender is of importance in clinical tutoring. |
50 (142) |
42 (36) |
52 (60) |
67 (34) |
.023 |
42 (80) |
37 (25) |
45 (36) |
52 (14) |
.335 |
70 (62) |
65 (11) |
67 (24) |
83 (20) |
.295 |
<.001 |
| 5. My own gender is of importance in other professional relations, for example with colleagues, medical staff or in research. |
62 (177) |
51 (43) |
64 (76) |
79 (41) |
.004 |
54 (107) |
43 (29) |
60 (50) |
71 (20) |
.017 |
79 (70) |
82 (14) |
74 (26) |
87 (21) |
.458 |
<.001 |
| Summary variable: |
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| "Importance-of-gender"-scale |
63 (173) |
51 (42) |
67 (76) |
76 (38) |
.008 |
56 (106) |
45 (30) |
61 (49) |
69 (18) |
.046 |
78 (67) |
75 (12) |
79 (27) |
83 (20) |
.873 |
.001 |
|
p1 = p-values from chi-2 tests comparing specialty groups (2-sided, df = 2). p2 = p-values from chi-2 tests comparing men total, and women total (2-sided, df = 1) | ||||||||||||||||
Risberg et al. BMC Medical Education 2003 3:8 doi:10.1186/1472-6920-3-8 |
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