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Does gender matter?: Differences between students at an interprofessional training ward
Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Medicine and Health Sciences.
Linköping University, Department of Clinical and Experimental Medicine, Division of Clinical Sciences. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Center of Paediatrics and Gynaecology and Obstetrics, Department of Gynaecology and Obstetrics in Linköping.
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
2015 (English)In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 29, no 6, 616-621 p.Article in journal (Refereed) Published
Abstract [en]

Studies on graduates’ transitions from education into clinical work highlight inequalities concerning how women and men experience their professional learning and development. This study explores how female and male students from different programs within the health care education system, i.e. medicine, nursing, occupational therapy and physiotherapy programmes, experience an IPTW as a part of their professional identity formation.

Students from the medicine, nursing, physiotherapy, and occupational therapy programmes collaborate in teams during two weeks at one of three IPTWs at the medical school, Linköping University. They together take the responsibility for diagnosis, treatment and rehabilitation of the patients, albeit with professional supervisors as support. During 2010 to 2011 454 (93%) of the 488 students who practiced at the IPTWs answered a questionnaire on their experiences of the IPTW. The students stated that the IPTW had positively influenced their professional development. The female and male medical students were significantly less positive than other female and male students, respectively, concerning the value of IPTW. The male students from all programmes were slightly, but significantly, less positive than all the female students. These findings show that students “do gender” as an integral part of the educational practice. It is important to scrutinize the IPTW as an educational practice, influencing students’ preparation for future work. Gender should be discussed during the IPTW rotation but also in general during the curriculum for all healthcare programmes.


Place, publisher, year, edition, pages
Taylor & Francis, 2015. Vol. 29, no 6, 616-621 p.
Keyword [en]
IPTW, professional development, gender, questionnaire
National Category
Pedagogical Work
URN: urn:nbn:se:liu:diva-121056DOI: 10.3109/13561820.2015.1047491ISI: 000366450200017OAI: diva2:851237
Available from: 2015-09-04 Created: 2015-09-04 Last updated: 2016-05-04

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Lindh Falk, AnnikaHammar, MatsNyström, Sofia
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Division of Health, Activity and CareFaculty of Medicine and Health SciencesDivision of Clinical SciencesDepartment of Gynaecology and Obstetrics in LinköpingEducation and Adult LearningFaculty of Educational Sciences
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Journal of Interprofessional Care
Pedagogical Work

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