TY - JOUR
T1 - The influence of patient gender on medical and psychology students' illness attributions
T2 - Experiences with a narrative technique
AU - Csörsz, Ilona
AU - Kakuk, Péter
AU - Mills, Eszter M.
AU - Molnár, Péter
AU - Máth, János
AU - Csabai, Márta
PY - 2014/5
Y1 - 2014/5
N2 - We attempted to identify whether and how the gender of the patient influences interpretations of an illness narrative. We investigated how medical and psychology undergraduates' (n = 313) views change according to the patient's gender, students' gender, and field of study. A short story about a female patient was chosen as stimulus material, and a gender-modified version with a male protagonist was created for comparison. Responses were content analyzed by qualitative and quantitative methods. The female patient elicited more detailed descriptions and somatizing attributions. The gender of students had a stronger impact on responses than their field of study.
AB - We attempted to identify whether and how the gender of the patient influences interpretations of an illness narrative. We investigated how medical and psychology undergraduates' (n = 313) views change according to the patient's gender, students' gender, and field of study. A short story about a female patient was chosen as stimulus material, and a gender-modified version with a male protagonist was created for comparison. Responses were content analyzed by qualitative and quantitative methods. The female patient elicited more detailed descriptions and somatizing attributions. The gender of students had a stronger impact on responses than their field of study.
KW - future professionals
KW - gender stereotype
KW - illness narrative
KW - somatization
KW - symptom interpretation
UR - http://www.scopus.com/inward/record.url?scp=84899556468&partnerID=8YFLogxK
U2 - 10.1177/1359105313476975
DO - 10.1177/1359105313476975
M3 - Article
C2 - 23479307
AN - SCOPUS:84899556468
SN - 1359-1053
VL - 19
SP - 642
EP - 652
JO - Journal of Health Psychology
JF - Journal of Health Psychology
IS - 5
ER -