The Effect of Gender Education Provided to Health Sciences Students on Gender Perception and Roles

NCT07041346 | Completed

• 1 other identifier: 2025/07
• Study Type: interventional
• Target: 70
• Locations: 1 country
• Sites: 1

Brief Summary

Sexual health is a fundamental component of living a healthy and fulfilling life. However, in societies where sexual health education is inadequate, factors such as social norms and gender inequality hinder individuals from properly understanding sexual health and developing healthy sexual behaviors. The gender roles established by society and the stereotypes associated with these roles shape individuals' sexual identities and experiences, often based on narrow and rigid views of masculinity and femininity. In societies where gender roles are strictly defined, such norms can place serious limitations on individuals' sexual rights, freedoms, and ability to form healthy relationships. In this context, sexual health education plays a vital role in raising awareness about societal norms and helping transform these norms. Gender inequality is another major barrier that complicates the accurate understanding of sexual health. In many communities, especially for women, sexual rights are limited due to cultural values, traditional beliefs, and social pressures. This restricts their access to sexual health services and their ability to protect themselves. Sexual health education aims to eliminate these inequalities and ensure that all individuals, regardless of gender, can maintain a healthy sexual life with equal rights. These educational efforts not only create awareness about gender inequality but also support the promotion of healthy and safe sexual behaviors.

Conditions

EDUCATION

Keywords

Gender education; Gender perception; Gender roles

Outcome Measures

Primary Outcomes (2)

• Gender Perception Scale

  The Gender Perception Scale (GPS) is a 25-item, 5-point Likert-type scale (1 = strongly disagree, 5 = strongly agree) developed to assess individuals' perceptions of gender. The scale includes both positively worded items (10 items), such as "Marriage does not prevent a woman from working" and "Working women can also spend enough time with their children", as well as negatively worded (reverse scored) items (15 items), such as "A woman should not work if her husband does not allow it" and "A woman without a husband is like a house without an owner." The total score ranges from 25 to 125. Higher scores indicate a more egalitarian perception of gender roles. Exploratory factor analysis revealed that the scale has a unidimensional structure. The internal consistency reliability of the scale, as measured by Cronbach's alpha, is .87.

  5 minutes

• Attitude Scale Toward Gender Roles

  The Attitude Scale Toward Gender Roles was originally developed by García-Cueto et al. in 2015 and was adapted into Turkish by Bakioğlu and Türküm in 2019. The scale aims to assess individuals' egalitarian attitudes toward gender roles. It consists of 15 items and is structured as a unidimensional, 5-point Likert-type scale (1 = strongly disagree; 5 = strongly agree). The last 13 items of the scale are reverse-coded, and the total score is calculated by summing all item scores after the necessary recoding. Higher total scores indicate a more egalitarian attitude toward gender roles.

  5 minutes

Study Arms (2)

Experimental

EXPERIMENTAL

Other: Education

No Intervention

NO INTERVENTION

Interventions

Education OTHER

1. Objectives of the Training Program To increase students' knowledge and awareness of gender concepts, gender roles, and gender inequality. To help students develop more conscious and critical thinking skills regarding social norms and gender-based discrimination. To promote the development of gender-sensitive attitudes and contribute to positive attitude changes following the training. 2. Duration and Structure of the Training Total Duration: 2 weeks Weekly Duration: 2 hours Training Format: In-person Training Methods: Presentations, group discussions, surveys, brainstorming, Q\&A sessions, debates 3. Training Content and Modules Week 1 Topic 1: Fundamental Concepts, Gender Roles, and Inequality Introduction and Training Objectives Gender and Social Norms: Definition of gender norms and their impact on individuals

Experimental

Eligibility Criteria

• Age: 18 Years - 45 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• Being enrolled in a department within the Faculty of Health Sciences
• Being 18 years of age or older
• Voluntarily agreeing to participate in the study

You may not qualify if:

• Failing to complete the study after initially agreeing to participate

Sponsors & Collaborators

• Saglik Bilimleri Universitesi: lead

Study Sites (1)

Sağlık Bilimleri Ünversitesi

Istanbul, Turkey (Türkiye)

Location

MeSH Terms

Interventions

Educational Status

Intervention Hierarchy (Ancestors)

Socioeconomic Factors; Population Characteristics

Study Officials

• Tuğba Şahin Tokatlıoğlu, PhD

  bisbay1694@gmail.com

  STUDY CHAIR

• Nur Bahar KURU AKTURK, Msc

  nurbaharkuru@arel.edu.tr

  STUDY CHAIR

• Gül DİKEÇ, Assoc. Prof.

  guloban@hotmail.com

  STUDY CHAIR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Lecturer

Study Record Dates

• First Submitted: June 19, 2025
• First Posted: June 27, 2025
• Study Start: June 19, 2025
• Primary Completion: October 1, 2025
• Study Completion: December 1, 2025
• Last Updated: April 2, 2026

Record last verified: 2025-06

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)