Gender competence reflects the capacity to identify where difference on the basis of gender is significant, and act in ways that produce more equitable outcomes for men and women. As with most gender concepts, the meaning of gender competence is contextually specific and is therefore multidimensional. Gender competence can be a characteristic of anything from individual knowledge and skills, to teaching, learning and practice environments, to curricula, literature and policy. Wherever present, gender competence promotes balance in outcomes for men and women.
Gender Competent in Policy
The policy decision of the US National Institutes of Health to fund only research that includes female study participants where the condition under investigation affects both men and women has resulted in the publication of sex disaggregated data and therefore evidence of difference where it is significant. This gender competent policy has resulted in gender competent medical evidence.
Gender Competent Health Promotion
Through their work with infertile couples, the clinicians of Andrology Australia identified a need for simple and accessible health promotional information for men who, within Australian culture, severely neglect their health. The result was the creation of a free web-based source of information written in plain English to inform and encourage men to take better care of themselves. This gender competent perception of need resulted in gender competent health promotion.
Gender Competent Medical Education
Monash University Faculty of Medicine, Nursing and Health Sciences recognised that the mainstreaming of a gender perspective in medicine is best practice in evidence-based medical education and therefore committed to mainstream a gender perspective throughout its entire medical curriculum. The anticipated outcome of gender competent medical education is gender competent medical graduates.