Gender-sensitive education in the medical sciences curriculum

Education is a high-priority sector in the field of contemporary public policy. Entities such as the United Nations (UN) (2018) establish several Sustainable Development Goals (SDGs) in the 2030 Agenda focused on gender equality and educational quality as important factors for building a sustainable society. To investigate how gender-sensitive education is addressed in the medical sciences, thereby contributing to reducing gender gaps in the educational curriculum. Methods: An exploratory study was conducted. The data triangulation method was used based on a critical, comparative, and contrast analysis of the results of data collection methods for triangulation, including surveys, classroom observations, and document analysis. These results clearly indicate the need to address the gender perspective in the medical sciences curriculum for future public health professionals. Gender can also be mainstreamed into the curriculum, provided teachers receive adequate training. It is concluded that the need to consider the gender perspective in the development of programs, curricula, and other educational materials is justified. Therefore, it is necessary to create spaces for reflection and debate at the university, making gender-sensitive topics explicitl.