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Start date: 2025Discipline: search.filters.discipline.DEI

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Now showing 1 - 6 of 6
  • Item type:Publication,
    A bibliometric and systematic study on public policy, health, and culture in the transformation of gender equity Open PDF 
    (Frontiers Media SA, 2026-05-01)
    Guamán-Llongo, Luis Guillermo
    ;
    Zea-Vera, Mónica Elizabeth
    ;
    Macías-Vilela, Diana Carolina
    ;
    Angulo, Daniel
    Abstract Introduction: Gender equity remains a central issue in contemporary research and public policy, shaped by structural, cultural, and institutional inequalities. Despite increased academic attention, the field continues to exhibit fragmentation across disciplines and persistent gaps, particularly in intersectional and Global South perspectives. This study aims to analyze the evolution, patterns, and thematic structure of scientific production on gender equity from an interdisciplinary perspective. Methods: A bibliometric review complemented with systematic elements was conducted following PRISMA 2020 guidelines. A total of 835 records were identified from Scopus and Web of Science, of which 129 peer-reviewed articles published between 1986 and 2025 met the inclusion criteria. Data were processed using R (version 4.4.2) for cleaning, filtering, and trend analysis, while VOSviewer (version 1.6.20) was used to map international collaboration networks and keyword co-occurrence patterns. Results: Findings reveal a sustained increase in scientific production, particularly after 2011, with peak publication levels in 2023. Citation patterns indicate concentrated impact in specific years, notably 2002, 2011, and 2018. The analysis highlights the predominance of Global North institutions, thematic concentration in public policy, health, labor, and education, and limited representation of emerging areas such as environmental justice and technological inclusion. Additionally, collaboration networks exhibit asymmetrical structures, with unequal participation across regions. Discussion: The study demonstrates that while research on gender equity has expanded quantitatively, it remains uneven in impact and scope. Persistent gaps in intersectionality, regional representation, and thematic diversification suggest the need for more inclusive and interdisciplinary approaches. These findings underscore the importance of strengthening collaborative networks, integrating diverse perspectives, and aligning academic production with transformative public policy strategies
  • Item type:Publication,
    Educational strategies for integrating gender perspectives in health professions training: a systematic review to advance diversity, equity, and inclusion Open PDF 
    (Springer Science and Business Media LLC, 2026-03-07)
    López, Karina
    ;
    Cabanas, Ana María
    ;
    Pinazo, Fabian
    ;
    Zambrano, Nathalia
    BACKGROUND: Preparing health professionals to deliver equitable, culturally competent care requires integrating gender perspectives throughout medical training. While essential for addressing health disparities affecting women, men, and gender-diverse populations, implementation approaches vary widely across institutions and regions. Evidence on effective strategies remains fragmented. This systematic review synthesizes educational interventions for gender-sensitive training, evaluates outcomes on student competencies, and examines global research patterns to identify equity gaps in the scholarship itself. METHODS: Following PRISMA 2020 guidelines, we conducted a prospectively registered systematic review (PROSPERO CRD420251132158). We systematically searched PubMed, Web of Science, and Scopus for studies published between 2015 and 2025 that evaluated educational strategies for integrating gender perspectives in health professions training. Two independent reviewers performed screening, data extraction, and quality appraisal using a generic risk-of-bias tool. Thematic synthesis identified core educational strategy domains and their effectiveness. We complemented this with bibliometric mapping (co-citation, co-authorship, co-word analysis) to examine geographic distribution of research, international collaboration patterns, and conceptual evolution in the field. RESULTS: Twenty-four studies met inclusion criteria from 133 records. Six educational strategy domains emerged from thematic synthesis: curricular design, active learning methodologies, faculty development, assessment systems, digital technologies, and interdisciplinary collaboration. Interventions consistently improved clinical knowledge of gender-diverse health needs, recognition and reduction of implicit bias, ethical sensitivity, and gender-affirming communication skills. Bibliometric analysis revealed striking geographic concentration: 72.2% of research originates from European institutions (38% from Germany alone), with minimal international collaboration (12.5) and virtually no Global South representation. This pattern highlights persistent inequities in whose perspectives shape DEI frameworks in medical education. CONCLUSIONS: Integrating gender perspectives into health professions education represents an evidence-based strategy for advancing DEI principles and preparing providers to deliver equitable, culturally competent care. Effective implementation requires dedicated institutional commitment through three key mechanisms: dedicated change agents who champion gender equity, formal structural integration rather than ad-hoc interventions, and systematic faculty development programs. However, the geographic concentration of research in high-income Western contexts raises critical questions about equity in DEI scholarship itself. Achieving gender equity in healthcare globally requires parallel commitments: integrating gender-sensitive curricula in all institutions while ensuring that diverse global voices, especially from the Global South, meaningfully shape DEI discourse and frameworks. TRIAL REGISTRATION: PROSPERO CRD420251132158.
  • Item type:Publication,
    Bridging the gender gap in surgical oncology: Insights from the ESSO membership survey on diversity, equity, and inclusion Open PDF 
    (Elsevier BV, 2026-03)
    Orme, S.E.
    ;
    SantraČ, N.
    ;
    Lorenzon, L.
    ;
    Rubio, I.T.
    ;
    Schrage, Y.M.
    Abstract Introduction: Despite increasing numbers of women entering medicine, they remain underrepresented in surgical specialties, particularly in leadership and academic roles. This study explored gender differences in perceptions of diversity, equity, and inclusion (DEI) among members of the European Society of Surgical Oncology (ESSO) and identified areas where DEI policies may better support female surgeons. Materials and methods: A cross-sectional electronic survey was distributed to ESSO members in 2025. Quantitative items assessed demographics and perceptions of DEI within respondents' organisations and ESSO. Gender differences were evaluated using Mann-Whitney U tests and binomial logistic regression adjusted for age and ethnicity. Open-text responses were analysed thematically to identify perceived barriers and priorities for improvement. Results: A total of 279 members responded (37% women). Women were less likely than men to perceive recruitment as unbiased (53% vs 17% disagreed, p < 0.001) or to believe that equal opportunities for advancement exist (43% vs 19% disagreed, p < 0.001). Nearly 40% of women reported their identity had negatively impacted career progression compared with 8% of men (p < 0.001). Women were more likely to prioritise greater representation of women in leadership and faculty roles (OR 8.58, 95% CI 4.73-15.57, p < 0.001), development of work-life balance guidelines (OR 2.43, 95% CI 1.44-4.10, p < 0.001), and commitment to gender diversity in leadership and committees (OR 1.73, 95% CI 1.02-2.94, p = 0.041). Conclusion: Female surgeons continue to face inequities in surgical oncology. ESSO and similar societies have a critical role in promoting transparent recruitment, inclusive leadership, and equitable professional development to advance gender equity and excellence in cancer care.
  • Item type:Publication,
    Examining gender and ethnic disparities in scientific authorship to promote a culture of equity, diversity and inclusion at a university school of public health Open PDF 
    (The Royal Society, 2025-11)
    Christen, Paula
    ;
    Michalow, Julia
    ;
    Naidoo, Tristan
    ;
    Topazian, Hillary
    ;
    van Elsland, Sabine L.
    In public health research, diverse perspectives are vital to identify biases that homogenous teams might miss. Since publication metrics influence career progression, we investigated publication rate disparities within a School of Public Health. We analysed 18 322 peer-reviewed publications by 513 affiliated researchers between 2014 and 2023 using multivariable regression models and network analysis to assess the impact of gender, ethnicity, job level and centrality in the School’s research network on publication rates. We found a persistent gender gap in publication rates across job levels and ethnicities, with men publishing more than women (incidence rate ratio 1.30, 95% confidence interval (CI): 1.15–1.46). This disparity was present from early career levels and amplified in senior roles, where men were over-represented (71.2% of men at Professor level). Unadjusted analyses indicated higher publication rates for white researchers (median of one publication more per person per year). The COVID-19 pandemic led to increased publication rates for both genders, but the gender gap persisted, with men publishing 1.27 (95% CI: 1.10–1.46) times more than women in 2020/2021. This study underscores the need to identify and address root causes of these disparities to foster an inclusive research environment where diverse contributions are recognized and valued.
  • Item type:Publication,
    Challenging Anti–Diversity, Equity, and Inclusion Laws: A Stand for Moral Courage Open PDF 
    (Ovid Technologies (Wolters Kluwer Health), 2025-05-06)
    Brown, Dawn S.
    ;
    Edmonds, Chandi
    Background and Purpose Diversity, equity, and inclusion (DEI) are three interrelated and critically important constructs in physical therapy education programs that promote positive learning environments to mitigate discrimination, bias, and various forms of “–isms” including racism, sexism, ableism, and ageism. Unfortunately, a growing number of conservative jurisdictions have introduced or passed anti-DEI laws aimed to restrict the implementation of DEI, belonging, antiracism, and social justice initiatives in higher education, particularly public institutions. The purpose of this position paper is to highlight the reasons why physical therapy education program faculty, both individually and collectively, should be aware of anti-DEI laws and empowered to demonstrate moral courage, or bravery despite risks, to challenge them. Position and Rationale Faculty in physical therapy education programs must confront their professional and personal fears while demonstrating moral courage in response to the growing prevalence of anti-DEI laws at federal levels. Faculty who remain informed about and challenge these anti-DEI laws will enhance their capacity to counter misinformation and misconceptions about DEI to foster diverse, equitable, and inclusive learning environments for students and faculty. Discussion and Conclusion Challenging anti-DEI laws is crucial for fostering diverse, inclusive, and equitable physical therapy education programs that support critical dialogue and understanding. Faculty, both individually and collectively, who confront their fears about challenging these laws will gain the moral courage to take a stance against them. Ultimately, standing against anti-DEI laws not only enriches the learning experience but also strengthens our profession's commitment to DEI, belonging, justice, and antiracism.
  • Item type:Publication,
    Women in Science. Experiences of Academics in Switzerland
    (Transcript, 2025-08-12)
    De Cia Annalisa
    ;
    Hellmüller, Sara
    ;
    Mesok Khan, Elizabeth
    Women in science face particular challenges, such as structural inequalities, highly competitive work environments, and at times toxic cultures. This collection conveys the experiences of women academics in Switzerland, featuring insights from twelve scholars across various universities and disciplines. Each contributor shares their unique journey in pursuit of a professorship, illustrating the rich diversity of the Swiss scientific community. This volume offers hope for those struggling with finding their place in science, emphasizing the joys and privileges that can be found in an academic career and the passion and perseverance of those pursuing it.