{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,10]],"date-time":"2026-09-10T23:26:07Z","timestamp":1789082767003,"version":"build-2803163510"},"reference-count":35,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2015,2,18]],"date-time":"2015-02-18T00:00:00Z","timestamp":1424217600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"funder":[{"DOI":"10.13039\/501100001868","name":"Taiwan National Science Council","doi-asserted-by":"crossref","award":["NSC99-2511-S-037-002"],"award-info":[{"award-number":["NSC99-2511-S-037-002"]}],"id":[{"id":"10.13039\/501100001868","id-type":"DOI","asserted-by":"crossref"}]}],"content-domain":{"domain":["asmepublications.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Medical Education"],"published-print":{"date-parts":[[2015,3]]},"abstract":"<jats:sec>\n                    <jats:title>Context<\/jats:title>\n                    <jats:p>Gender sensitivity is a crucial factor in the provision of quality health care. This paper explores acquired gendered values and attitudes among medical students through an analysis of the hidden curriculum that exists within formal medical classes and informal learning.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      Discourse analysis was adopted as the research method. Data were collected from the Bulletin Board System (\n                      <jats:styled-content style=\"fixed-case\">BBS<\/jats:styled-content>\n                      ), which represented an essential communication platform among students in Taiwan before the era of Facebook. The study examined 197 gender\u2010related postings on the\n                      <jats:styled-content style=\"fixed-case\">BBS<\/jats:styled-content>\n                      boards of nine of 11 universities with a medical department in Taiwan, over a period of 10\u00a0years from 2000 to 2010.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      The five distinctive characteristics of the hidden curriculum were as follows: (i) gendered stereotypes of physiological knowledge; (ii) biased treatment of women; (iii) stereotyped gender\u2010based division of labour; (iv) sexual harassment and a hostile environment, and (v) ridiculing of lesbian, gay, bisexual and transgender (\n                      <jats:styled-content style=\"fixed-case\">LGBT<\/jats:styled-content>\n                      ) people. Both teachers and students co\u2010produced a heterosexual masculine culture and sexism, including \u2018benevolent sexism\u2019 and \u2018hostile sexism\u2019. As a result, the self\u2010esteem and learning opportunities of female and\n                      <jats:styled-content style=\"fixed-case\">LGBT<\/jats:styled-content>\n                      students have been eroded.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>\n                      The paper explores gender dynamics in the context of a hidden curriculum in which heterosexual masculinity and stereotyped sexism are prevalent as norms. Both teachers and students, whether through formal medical classes or informal extracurricular interactive activities, are noted to contribute to the consolidation of such norms. The study tentatively suggests three strategies for integrating gender into medical education: (i) by separating physiological knowledge from gender stereotyping in teaching; (ii) by highlighting the importance of gender sensitivity in the language used within and outside the classroom by teachers and students, and (iii) by broadening the horizons of both teachers and students by recounting examples of the lived experiences of those who have been excluded and discriminated against, particularly members of\n                      <jats:styled-content style=\"fixed-case\">LGBT<\/jats:styled-content>\n                      and other minorities.\n                    <\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/medu.12628","type":"journal-article","created":{"date-parts":[[2015,2,18]],"date-time":"2015-02-18T22:18:08Z","timestamp":1424297888000},"page":"321-331","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":79,"title":["Learning about gender on campus: an analysis of the hidden curriculum for medical students"],"prefix":"10.1111","volume":"49","author":[{"given":"Ling\u2010Fang","family":"Cheng","sequence":"first","affiliation":[{"name":"Graduate Institute of Gender Studies Kaohsiung Medical University Kaohsiung Taiwan"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Hsing\u2010Chen","family":"Yang","sequence":"additional","affiliation":[{"name":"Graduate Institute of Gender Studies Kaohsiung Medical University Kaohsiung Taiwan"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2015,2,18]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.1057\/9780230290334"},{"key":"e_1_2_11_3_1","first-page":"48","article-title":"Gender and sex: issues in medical education","volume":"29","author":"Lagro\u2010Janssen T","year":"2010","journal-title":"Med Educ"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365-2929.2005.02318.x"},{"key":"e_1_2_11_5_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11199-007-9326-x"},{"key":"e_1_2_11_6_1","doi-asserted-by":"publisher","DOI":"10.1080\/09540250902785905"},{"key":"e_1_2_11_7_1","doi-asserted-by":"publisher","DOI":"10.1177\/1350506807072314"},{"key":"e_1_2_11_8_1","first-page":"251","article-title":"Mainstreaming gender into healthcare and policy: learning from international experience","volume":"12","author":"Cheng LF","year":"2011","journal-title":"Taiwan J Stud Sci Technol Med"},{"key":"e_1_2_11_9_1","unstructured":"Ministry of Education.Gender statistics.http:\/\/www.edu.tw\/pages\/detail.aspx?Node=3973Page=20272&WID=31d75a44-efff-4c44-a075-15a9eb7aecdf#a. 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