<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0213-9111</journal-id>
<journal-title><![CDATA[Gaceta Sanitaria]]></journal-title>
<abbrev-journal-title><![CDATA[Gac Sanit]]></abbrev-journal-title>
<issn>0213-9111</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Española de Salud Pública y Administración Sanitaria (SESPAS)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0213-91112019000500485</article-id>
<article-id pub-id-type="doi">10.1016/j.gaceta.2018.03.010</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Agenda de género en la formación en ciencias de la salud: experiencias internacionales para reducir tiempos en España]]></article-title>
<article-title xml:lang="en"><![CDATA[Gender agenda in health sciences education: international experiences to reduce time in Spain]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz-Cantero]]></surname>
<given-names><![CDATA[María Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tomás-Aznar]]></surname>
<given-names><![CDATA[Concepción]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Jaume]]></surname>
<given-names><![CDATA[María José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Sedeño]]></surname>
<given-names><![CDATA[Eulalia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gasch-Gallén]]></surname>
<given-names><![CDATA[Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Alicante Departamento de Enfermería Comunitaria, Medicina Preventiva y Salud Pública e Historia de la Ciencia Grupo de Investigación de Salud Pública]]></institution>
<addr-line><![CDATA[Alicante ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,CIBER de Epidemiología y Salud Pública  ]]></institution>
<addr-line><![CDATA[Alicante ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Zaragoza Facultad de Ciencias de la Salud Departamento de Fisiatría y Enfermería]]></institution>
<addr-line><![CDATA[Zaragoza ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Alicante Departamento de Sociología I ]]></institution>
<addr-line><![CDATA[Alicante ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Consejo Superior de Investigaciones Científicas Departamento de Ciencia, Tecnología y Sociedad ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>33</volume>
<numero>5</numero>
<fpage>485</fpage>
<lpage>490</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0213-91112019000500485&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0213-91112019000500485&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0213-91112019000500485&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Objetivo Analizar experiencias y lecciones aprendidas de la incorporación de la perspectiva de género en titulaciones de ciencias de la salud en el ámbito internacional.  Método Revisión bibliográfica de tipo narrativo sin límite de fechas. Palabras clave: &#8220;curricula&#8221;, &#8220;medical education&#8221;, &#8220;nursing education&#8221;, &#8220;health science&#8221;, &#8220;gender education&#8221;, &#8220;gender medicine&#8221; y &#8220;gender health issues&#8221;. Se identificaron otros artículos en bola de nieve partiendo de los detectados en la revisión.  Resultados Los contenidos sobre sexo-género aparecen en los resultados de aprendizaje y en la evaluación. Aprendizaje basado en debatir innovaciones y aplicaciones asistenciales sobre cuestiones de sexo-género. Resistencias: escepticismo como ejercicio académico útil. Falta de tiempo para formación del profesorado y dificultad de concreción por diversidad de contenidos. Sobrecarga del currículo. La idea de tratarse de temas exclusivamente de mujeres. Dificultades para implementar políticas de cambio en los centros derivadas de la dificultad de identificar sesgos de género ante las autoridades académicas.  Conclusiones Las claves de la incorporación de la perspectiva de género en los títulos universitarios radican en los niveles políticos, organizativos y de cambio cultural, y en el profesorado. Existen factores facilitadores y barreras individuales e interpersonales. Es imprescindible el nivel organizativo con el apoyo institucional mediante normas que «obliguen» a incorporar esta perspectiva y asegurar su sostenibilidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Objective To analyse experiences and lessons learned in the process of incorporating gender perspective into health sciences degrees in the international arena.  Method Narrative literature review with no date limit. Keywords &#8220;curricula&#8221;, medical education&#8221;, &#8220;nursing education&#8221;, &#8220;health science&#8221;, &#8220;gender education&#8221;, &#8220;gender medicine&#8221; and &#8220;gender health issues&#8221;. Other articles were snowballed from those identified in the review.  Results Content on sex-gender appears in learning outcomes and evaluation. Learning based on discussing innovations and assistive applications on gender issues. Resistance: scepticism as a useful academic exercise; lack of time for teacher training and difficulty in finding concrete solutions, due to the diversity of contents; Curriculum overload; the idea of dealing exclusively with women's issues. Difficulties in implementing change policies in centres arising from the difficulty in identifying and presenting gender biases to academic authorities.  Conclusions The key to gender mainstreaming in university degrees lies at the level of political, organizational and cultural change, as well as at faculty level. There are facilitating factors and individual and interpersonal barriers; the organizational level is essential with institutional support through norms that enforce the incorporation of this perspective and ensure its sustainability.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Género]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Ciencias de la salud]]></kwd>
<kwd lng="es"><![CDATA[Sesgos de género]]></kwd>
<kwd lng="es"><![CDATA[Currículum]]></kwd>
<kwd lng="es"><![CDATA[Desigualdades en salud]]></kwd>
<kwd lng="en"><![CDATA[Gender]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Health sciences]]></kwd>
<kwd lng="en"><![CDATA[Gender biases]]></kwd>
<kwd lng="en"><![CDATA[Curricula]]></kwd>
<kwd lng="en"><![CDATA[Health inequalities]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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